This article and accompanying pullout describes a process for developing inquiry projects, based on the Inquiry Design Model (IDM), for students in grades K-2. In this article, he provides examples from preservice teachers that show that the process can lead to high-quality social studies teaching in primary grades. 

Despite some drawbacks, such as overuse in classrooms, lack of student engagement, and historical inaccuracies, research has suggested that Hollywood movies can be an effective tool in the teaching and learning of social studies. This article describes a strategy for using film in the upper elementary classroom. The authors outline their strategy and delineate how the strategy incorporates each dimension of the NCSS C3 Framework.

In this article, the authors suggest that prop boxes can make more time in the school day for social studies learning and play. The authors share suggestions for designing and implementing prop boxes with young children. Several examples of social studies prop boxes for kindergarten and first grade are investigated.  

When teachers create lessons that include historical sources, it’s important to pay attention to source choice and source attribution. 

The article focuses on making and makerspaces in the elementary classroom. The authors argue that making in the elementary classroom offers a creative opportunity to capitalize on students’ natural sense of wondering and curiosity. They provide a brief background on making and makerspaces and share rich classroom examples of making. Finally, the authors share additional resources and suggestions to get started with making.

The Educating for American Democracy initiative introduces an inquiry framework, or roadmap, organized around themes and questions to advance excellence in civic and history education. 

Recent research shows that growing students’ knowledge of the world through social studies has a greater impact on literacy than increasing English language arts instruction time.