When students learn history through the lenses of political and social movements, they gain a more accurate understanding of the past and how it informs the present.  

Encouraging students to participate in local civic activities for a classroom project enables them to develop real-world connections to social studies content.  

If high school history courses are meant to introduce students to the paradoxes and debates of American history, then they should study the 1619 Project. 

This article offers examples of classroom texts as vehicles for teaching each BHC principle as encouragement for teaching Black histories long beyond Black History Month. For summaries of the texts suggested in this article, see the Pullout in this issue, which pairs each Black Historical Consciousness principle with children’s books and ideas for further investigation.

Preview a chapter from a forthcoming NCSS methods text that integrates Library of Congress resources with the C3 Framework. Explore how to support inquiry into family diversity with young learners.

Initially intended as an approach to curriculum development, the Inquiry Design Model also offers social studies educators a systematic approach to assessment.

The findings of the authors’ research study demonstrate ways that social studies teachers can address the classroom needs of multilingual students with digital primary sources.

While some educators raise concerns about the threats to academic integrity posed by artificial intelligence, can digital innovations like ChatGPT revolutionize the way social studies is taught and learned?

An inquiry approach to studying the 1940s Mendez racial segregation case can counter a narrative that centers the triumph of heroes and instead prompt students to explore larger issues related to colorism, racism, and language segregation.

An inquiry-based approach to tackling hard history such as the one outlined in this article helps mitigate the instructional challenges presented by our current political climate.