Contents Foreword: Forty-Two: Questability and AIs Kent den Heyer  vii Acknowledgments  xiii Introduction Christopher H. Clark and Cathryn van Kessel  1 1.  A Technoskeptical Approach to Generative AI in Social Studies Education  12 Daniel G. Krutka and Marie K. Heath 2.  What Do We Educators Want to (Re/De/Mis)Generate With AI?  29 Tim Monreal, Vi Trinh, Tina Soliday, Dawnavyn James, Patrick Kane, Matthew Cress, and Daphanie Bibbs 3.  Unpacking the AI Hype: Essential Understandings and Recommendations for Social Studies Education  42 Rachel Moylan and Lindsay Gibson 4.  Integrity, Confidentiality, and Equity: Creating Secure and Trustworthy AI-Driven Tools for the Common Good  61 Curby Alexander and Liran Ma 5.  Critically Collaborating With Artificial Intelligence (AI) to Enhance Social Studies Educators’ Instructional Practices  77 Michelle Reidel, Ariel Cornett, and Elizabeth Barrow 6.  Integrating AI Literacy Within Social Studies: An Argument, a Framework, and a Call to Action  99 Thomas C. Hammond, Zilong Pan, and Julie Oltman 7.  In AI We Trust?  119 Christopher H. Clark and Elizabeth Reynolds 8.  Preparing Social Studies Teachers to Apply ChatGPT as a Linguistically Responsive Tool for Multilingual Learners Through Teacher Research  136 Kevin Donley 9.  Using or Eschewing AI for Mixed-Media Art Journaling in History Education  152 Leslie Smith Duss 10.  (Posthuman) ABCs of Artificial Alternative Intelligence(s) and Implications for Social Studies Education  165 Erin C. Adams and Bretton A. Varga Concluding Thoughts  184 Christopher H. Clark and Cathryn van Kessel Endnotes  191 Index  193 About the Editors and Contributors  205

“This book invites us to consider when we might use or refuse AIs, and collectively asks us to think about how AIs fit (or do not) into our preferred futures, with some chapters examining specific uses while others take up broader concerns. . . . As readers will be, I am thankful this collection’s editors and authors articulate so well AI's multiple dimensions and the promises and perils AIs bring to our social studies classroom and beyond.” —From the Foreword by Kent den Heyer, professor, University of Alberta