This semester-long research project examined the use of social studies trade books to thematically teach about six individuals who served as change agents in the United States during the late 19th century and early 20th century. Three of the individuals were African American men, Robert Smalls, Frederick Douglass, and John Roy Lynch, who took civic action to address racial discrimination faced by the Black community in the half century following the U.S. Civil War. The other three indivduals were women women, Ida B. Wells, Clara Lemlich, and Jane Addams, who challenged social inequities and injustices within their communities. Over the course of the semester-long research project, sixth-grade U.S. history students read selected trade books, examined primary sources, completed graphic organizers, and crafted writing assessments about each of the six individuals. Students demonstrated complex historical thinking, integrated economic and civic thinking, and communicated thematic ideas of systemic oppression of minorities, women, and the poor. They struggled to make connections between examples of historic oppression and contemporary examples of societal oppression.

In this article, the authors discuss a month-long research study where sixth grade students researched three women for the half-century after the U.S. Civil War War that worked to change their respective communities to address public issues: Jane Addams, Clara Lemlich, and Ida B. Wells. The sixth graders read a picture book for each of the three women, and examined primary and secondary sources to explore how each worked to overcome obstacles and advocated for change. They completed a variety of graphic organizers and writing activities using evidence from the primary sources and trade books. We share the findings from students' graphic organizers and writing activities and provide needed next steps based on the findings from our research study.

Today's public schools are as diverse as ever. Students enter the classroom with a broad and complex range of skills and struggles, diligence, and distractions. Into this rich and challenging mix stands the teacher who is charged with creating relevant and engaging learning opportunities for all students. This chapter illustrates how social studies classrooms premised on inquiry and creativity can support and enhance the inquisitive nature of students who are gifted. Inquiry-based learning is a teaching method in which students work to develop deep and layered understandings of complex questions, problems, or ideas. This method of instruction hits home for many gifted students and is in line with the advanced level of thinking so often sought out. Students investigate, explore, and interpret interrelated themes and concepts parsing out both commonalities and differences. Inquiry-based learning creates classrooms that are alive with curiosity and creativity and rooted in authentic application.

Over the past two decades, there has been a marked increase in the number of students with mild disabilities who receive social studies instruction in the general education classroom. This research uses the seminal 1994 Passe and Beattie study as a comparative referent to examine current instructional strategies used to teach such students. The current study sought to answer: What instructional practices do contemporary general educators use to teach social studies to students with disabilities? And have these practices changed in twenty-years? Comparative and comparison results are provided with suggestions to differentiate social studies instruction to meet the learning needs of students with mild disabilities.

In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with disabilities and emergent bilingual learners.

The authors consider the potential impact of teaching disability history and awareness in social studies classrooms. Social studies educators are encouraged to use disability history to move the concept of disability beyond Individualized Education Program (IEP) labels and medical pathology, allowing students to study and better understand the evolving social and cultural context of disability. An examination of disability “models” and the historical evolution of disability language is followed by strategies and resources for incorporating disability history and awareness in the social studies classroom. Ohio social studies educators are encouraged to support a Disability History and Awareness week or month in their state. “If you believe people have no history worth mentioning, it’s easy to believe they have no humanity worth defending.” William Loren Katz