National Council for the Social Studies created the Task Force on C3 Inquiry and Engagement to offer guidance to preK-16 social studies educators on the development of “a powerful and rigorous social studies curriculum” that integrates inquiry, civic engagement, and the related use of technology. The resulting report identifies five basic principles for fostering digital civic participation through critical inquiry. It includes a curriculum purpose statement and guidelines, and recommends many suitable resources for educators to use.  

Emphasizing common law and constitutional law to the exclusion of regulatory and administrative law fails to teach students the basic realities of our legal system.

Examining documents from the Library of Congress’s World War II Rumor Project can launch a fascinating classroom lesson on misinformation.

A detailed curricular loop that enables students to regularly engage in an inquiry presents a meaningful way of teaching hard history. 

Some key strategies can help teach American high school students about the reality of poverty in our own country. 

This article outlines a project-based learning approach developed by one of the authors, a veteran Seattle teacher, for a high school government course.

This is the time for us to stand together in solidarity for social studies, for equity, diversity, and in-clusion, and for our students, our colleagues, and our profession. 

Learning the early history of U.S. government is often confusing for middle school students. In this article, the author describes the use of the book We the People and the President to give seventh-grade students a deeper understanding of government