Students can learn a great deal about the economic, social, or strategic importance of a place when they examine maps, such as the featured 1910 Sanborn map of South San Francisco.

The featured primary documents related to white violence against African Americans in Tulsa, Oklahoma, in 1921, and Red Cross relief efforts, can springboard into an important classroom discussion about who gets to tell history.

The House of Delegates (HOD) provides a forum for the general membership of NCSS, as represented by state councils, communities, and associated groups, to bring ideas, principles, beliefs, and actions regarding social studies education to the attention of the NCSS Board of Directors. Resolutions are the framework through which the NCSS membership at-large makes recommendations to the Board. The resolutions approved by the NCSS Board of Directors at its Winter 2019 meeting are presented here. 

Comparing questions from the 1920 Census and the 2020 Census can be a great jumping off point into a lesson on the importance of a national count and how Census questions reflect the prior decade.

This probing discussion of the Electoral College offers new approaches to teaching about this often-perplexing political system. 

An examination of three recent Supreme Court cases and two that are upcoming can generate stimulating classroom debate on issues ranging from Native American interests to Fourth Amendment rights.

Inviting students to ponder the meaning of secure elections can launch an important discussion about public trust in election results.

Teaching About the U.S. Capitol Siege the Day After it HappenedSamantha Mandeville Teaching the Civil War in 2020–21Deirdre O’Connor Epidemics and Pandemics as Social Phenomena: Pivotal Moments in History that Altered SocietyEric B. Claravall

This inquiry, which explores the current debate on what should be done with Confederate monuments, engages students in historical, geographic and civic skills.

In this article, the authors explain how to use the "evidence on the U" strategy support deep and complex thinking i elementary students, and give examples of scaffolding activities that gradually place much of the responsibility for learning on the students themselves over the course of a year. They also describe how this teaching strategy supports the goals of social studies education in the elementary grades and beyond.