The authors highlight two first-grade teachers who teach in New York City. Using a read-aloud, they explore differences between equity and equality and then engage children in a real-world scenario that engages concepts of fairness when allocating resources to disparate groups of people. 

There’s a movement growing to reinvigorate and reimagine social studies in the elementary grades. But what does the research say about the need and current infrastructure for early social studies education? What are the best practices for implementing social studies in schools and districts? Join us as we explore the research-based case for elementary social studies.  Moderated by Shanti Elangovan, CEO and Founder of inquirED, and featuring the following panelists: Julia Kauffman, Senior Policy Researcher, RAND Corp; Natalie Wexler, Journalist and Author; Sam Wineburg, Founder, Stanford…

Reviewing recent or upcoming Supreme Court cases with students can spark a range of stimulating constitutional lessons.

Join the leadership of the American Historical Association and the National Council for the Social Studies for a follow-up conversation to discussions shared in 2022 on how to understand the current or proposed restrictions on teaching "divisive concepts" in K-12 classrooms. The presenters will share examples of advocacy efforts and educator support in the past year to protect social studies teaching and learning, while calling for increased social studies instructional time, and continued focus on vital social studies issues. Special focus on 2023 advocacy efforts in Florida and Virginia…

Join the leadership of the American Anthropological Association and the National Council for the Social Studies for a discussion on how anthropology can be used to teach "controversial" topics (race, gender / sexuality, religion, migration) in the social studies classroom. The presenters will reflect on the Anthropology Companion Document to the C3 Framework, now in its 10th anniversary, and its potential to foster inquiry-based learning across all social studies disciplines.

In this article, the author examines how the New York State Social Studies Resource Toolkit  supports argument discourse in social studies and then explores a primary teacher’s curricular and instructional decisions regarding the development of children’s argumentation skills. The study provides insights into how teachers can involve some of our youngest students in authentic, inquiry-based social studies learning that fosters argument discourse.

By Dr. Toni Fuss Kirkwood-Tucker  The Distinguished Global Scholar Award is bestowed upon a leading scholar in global international education who has dedicated his/her life-long career to the field. The selection is based on evidence of extensive scholarship in global international education and active engagement of educational stakeholders (such as students, teachers, administrators, teacher educators, civic leaders in schools and communities, institutions of higher education, and professional organizations) in promoting global and international education in the United States and or in…