In this article, the author discusses the work of a public-school teacher in New York City whose commitment to social justice has led to the design and teaching of a lesson that directly addresses the meanings and manifestations of social class with her fourth- and fifth-grade students.

International children’s picture books provide windows and mirrors for children and allow them to consider issues of fairness, justice, equity, diversity, and the common good as they build their nascent citizenship skills.

In order to promote inclusive social studies, this article describes how upper-level elementary students can learn about the Women’s Suffrage Movement and how it intersects with the experiences of other marginalized Americans persevering to obtain the right to vote.

Join Dr. Corey Sell, Professor and Department Chair for the Elementary Education & Literacy Department at Metropolitan State University of Denver, as he reveals how inquiry can make history more powerful and purposeful for students by centering the stories and narratives that are often overlooked. Educators will explore tools and strategies for teaching social studies within our pluralistic society. And while geared towards K-6, this session is applicable for any civics educator looking for new approaches to civics education that reflect our diverse citizenry. All Times Eastern

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.

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.

Jenn Hooven, Mark Kissling, and Misty Woods show how children between the ages of 3 and 5 learn to be ecological citizens at the Child Care Center at Hort Woods on Penn State’s University Park campus. The authors demonstrate how the curriculum provides a learning focus on animals, insects, plants, weather, and nature-at-large and includes both planned and spontaneous connections to the outdoors.