COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing.


Book Features:




Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event.
Examples of teaching approaches and classroom projects that align with the C3 Framework.
Lessons about COVID-19 for use in K–12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief.
A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education.

Foreword by: Joel Westheimer
Afterword by: Tyrone C. Howard