Examining selected digital historical records can highlight for students how their emphases, distortions, or omissions can influence perceptions of events.

One teacher’s experience recording video from the viewer’s perspective in Antarctica provides a creative model for inquiry-oriented activities to engage students in problem-based, real-world exploration.

Social studies narratives that portray individuals as either heroes or villains not only stifle students’ feelings of civic agency, but they minimize the role of community in creating social change  

In this article, the author examines how the New York State Social Studies Resource Toolkit  supports argument discourse in social studies and then explores a primary teacher’s curricular and instructional decisions regarding the development of children’s argumentation skills. The study provides insights into how teachers can involve some of our youngest students in authentic, inquiry-based social studies learning that fosters argument discourse.

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.  

Since the mainstream U.S. history curriculum often excludes Asian Americans’ struggles and resilience, many educators in the United States struggle to teach this subject. In particular, few studies explore how elementary social studies teachers use culturally relevant pedagogy to help Asian American students analyze and critique anti-Asian violence. This article addresses the gap.

Incorporating hip-hop lyrics into the social studies classroom increases curricular relevance and fuels engagement by centering student knowledge and lived experiences.

The one-page blueprint known as the Inquiry Design Model helps teachers outline essential elements of inquiry-based instruction and enables them to plan inquiry experiences for students.

Teachers across the nation and world are experimenting with inquiry-driven pedagogy like Project Based Learning to improve student learning. Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. PBL is an effective and enjoyable way to learn and allows deeper content and skill development that is needed for success in college, career and civic life.