This article explores how to teach source evaluation to upper elementary students with a focus on the right to clean water that is recognized in a United Nations resolution of 2010, and based on the 1948 Declaration of Human Rights. 

Handout to accompany Is the “Right to Clean Water” Fake News? An Inquiry in Media Literacy and Human Rights. Please see the article for information on  how to use this handout and full citations with titles, absent here for the students to discover as they go online. 

In this article, the authors describe the Great Barrier Reef Storypath unit that develops knowledge about ocean ecosystems, dispositions for personal stewardship, and skills to participate in protecting and sustaining the environment.

The article highlights how a class of toddlers spread their message about composting and repacking food. This curriculum emerged out of the students' interests, and it connected students' classroom experiences to their homes and communities, fostering a sense of power and agency in some of our youngest neighbors.

In this article, Kimi Waite and Jennifer Burgin describe a three-step interdisciplinary framework for learning partnerships between TK–2 students and scientists that covers the NCSS themes SCIENCE, TECHNOLOGY, SOCIETY and PEOPLE, PLACES, AND ENVIRONMENTS. The authors showcase standards-aligned learning activities and resources to help practicing educators bring the Explorer Imprint vision into their classrooms.

Whose Responsibility is it to Protect the Amazon? Misty Galloway Tucker also in this issue:Creating Anti-Bullying PSAs in the ClassroomAndrea Saltzman Martin, Valerie Ooka Pang, Eric J. Ginsberg, Jennifer M. Pang, Luke Duesbery, and Edward R. Dial Surviving Eighth GradeAndrea S. Libresco

Ducks Ahoy! Plastic Debris and Ocean Currents Caroline C. Sheffield and Ingrid S. Weiland

Examining the Climate Crisis in the Social Studies Classroom: Public Polling and Mock Trials Matthew S. Hollstein and Alan Chu