Learning the early history of U.S. government is often confusing for middle school students. In this article, the author describes the use of the book We the People and the President to give seventh-grade students a deeper understanding of government

Tina M. Ellsworth and Toni Gates center their article around stories of Black joy, agency, and resistance of Black Kansas Citians. Ellsworth and Gates’ collaboration demonstrates how educators can effectively construct partnerships between schools and grassroots organizations. The authors of this piece will guide educators in ways to find local Black history in their cities, show how to draw on the IDM example, and provide lesson suggestions.

Erin Bronstein, Amy Mungur

As an elementary school prepared to move to a larger building, the entire community joined together to create a time capsule for their counterparts of the future.

An inquiry-based lesson exploring Dorothea Lange and Ansel Adams’s World War II photographs of incarcerated Japanese Americans can launch important classroom discussions on nativism, scapegoating, and the history of anti-Asian racism in the 

Classroom-ready tasks that foster historical thinking provide quick feedback about student understanding when it is most useful—during the course of a unit.

Creating biography webs helps young learners recognize how people, economic conditions, and significant events shaped the personal development of historic individuals.

The study of famous Americans has been a long-accepted approach in teaching elementary students about the history of the United States. The first grade unit we describe here, Inspiring Americans, supports the four dimensions of the College, Career, and Civic Life (C3) Framework,

Pre-service teachers in a social studies methods course designed to address issues of inequity and privilege, engaged elementary students in a ten-week inquiry project. Based on this project, this article shares insights about the processes involved in enacting justice-focused pedagogy.