The authors highlight two first-grade teachers who teach in New York City. Using a read-aloud, they explore differences between equity and equality and then engage children in a real-world scenario that engages concepts of fairness when allocating resources to disparate groups of people. 

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

Even before the first U.S. death from the mysterious, new coronavirus, Dr. Kizzmekia S. Corbett and Dr. Barney Graham were in a race against the clock. In 2020, they were research team members at the National Institutes of Health’s (NIH’s) Vaccine Research Center in Bethesda, Maryland.

In this article, the authors present three alternatives to the traditional instructional approaches to Black history education at the elementary level: family stories/oral histories, counter-storytelling, and chronological overlaying. They provide a description of the Black Historical Consciousness framework, connect theories that fit within this framework to explain our pedagogical recommendations, and share instructional approaches.

By merging disciplinary inquiry and critical inquiry, the C3 Framework has helped teachers engage students in developing deep content knowledge about issues relevant to their lives.

Upper elementary students used a variety of research skills to identify and explore current events and issues within their own community. Using an action civics approach, students also developed and enacted a plan to address the issues that their exploration of local current events highlighted.

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.

The authors outline the basic ideas behind the stock market along with its ties to consumer economics and how world events impact us all. They argue that this approach is an engaging way to teach elementary students (in grades 4–6) economic responsibility, and they detail some basic steps needed to get started.