Some important concepts and strategies can help social studies educators teach civics in an inclusive manner when not all students in the classroom are formal citizens.

Incorporating poetry into the social studies curriculum can help students develop reading and writing skills while building their content knowledge.

One way to facilitate productive classroom discussions about racism and unequal power structures is to engage students in developing the discussion guidelines. This demonstrates respect for students’ needs and a willingness to share power.  

Even without in-person field trips, photographs stored online can stimulate enriching investigations of historic places.

Re-imagine social studies to be inclusive of underrepresented groups who are long-overdue to become normalized in "standard" social studies courses. By exploring the racial perceptions of current educators and how they experienced learning about race, we can investigate how racial optics may or may not influence our own curricular choices. Speaker: Julie Muhlenfeld-Johnson, New Market, Alabama

A teacher of second-grade students in an economically disadvantaged and racially and linguistically marginalized elementary school, shares her experience carrying out an inquiry-focused lesson about Indigenous People’s Day.  

Teachers can engage students in “thinking politically” this election season with these valuable teaching suggestions and best practices.

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. 

The reopening of schools in the wake of Covid-19 offers a rare opportunity to reimagine content, pedagogy, and student-teacher relationships to enhance the educational experiences of Black males and, in turn, of all students.

Teaching high school history with picture books can enliven social studies content, advance students’ higher-order thinking skills, and help facilitate differentiated instruction.