The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this approach, art, history, geography, economics, technology, and civics are integrated into an engaging inquiry lesson.

In this article, the author describes how an “I do, we do, you do” scaffolded approach for explicit instruction can be utilized to teach map skills to students in kindergarten through grade 2. She argues that classroom teachers who are familiar with explicit instruction may frequently use the model for reading and math instruction while overlooking its potential for teaching geography skills. Benefits of using explicit instruction to teach map skills include setting students up for success with ample opportunities to practice and supporting growth in spatial thinking.

In this piece, the author outlines ways in which elementary educators can integrate local history across the curriculum and engage elementary students. She argues that this approach is a powerful opportunity to engage students’ interests and excitement. Exploration into local history is an instructional experience that demands a variety of content, skills, and strategies while focusing on the learning of people, places, and events.

Pullout for the article, "More than Hanukkah and the Holocaust: Teaching about Judaism in Elementary School." 

The one-page blueprint known as the Inquiry Design Model helps teachers outline essential elements of inquiry-based instruction and enables them to plan inquiry experiences for students.

The story of how Virginia’s educators defended the curriculum on behalf of their students can serve as a model for teachers nationwide in the face of increased efforts to politicize history and social studies education. 

Exploring the Commerce Clause—a constitutional device used for much more than regulation of commerce—can launch engaging classroom lessons on topics ranging from labor practices, civil rights, environmental policies, and public health.

Launched with only 15 teachers to support implementation of the C3 Framework, today C3 Teachers is a network of thousands dedicated to moving social studies in new directions. 

By merging disciplinary inquiry and critical inquiry, the C3 Framework has helped teachers engage students in developing deep content knowledge about issues relevant to their lives.