Makes the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards. The authors offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society.

Contents Foreword ix Joel Westheimer Preface xiii Introduction 1 Wayne Journell PART I: TEACHING ABOUT THE COVID-19 PANDEMIC 11 1.  Putting COVID-19 Into Historical Context 13 Catherine Mas 2.  Situating COVID-19 Within the Context of Death and Grief 28 Rebecca C. Christ, Bretton A. Varga, Mark E. Helmsing, and Cathryn van Kessel 3.  How Should We Remember COVID-19? Designing Inquiry for Social–Emotional Learning 41 Carly Muetterties and Holly Wright 4.  Examining COVID-19 with Young Learners: An Interdisciplinary Inquiry Design Model Approach 60 Lisa Brown Buchanan, Cara Ward, Tracy Hargrove, Amy Taylor, Maggie Guggenheimer, and Lynn Sikma 5.  Ideology, Information, and Political Action Surrounding COVID-19 81 Christopher H. Clark 6.  The Spatiality of a Pandemic: Deconstructing Social Inequality Through Social Inquiry 94 Sandra J. Schmidt PART II: COVID-19 AND A CRITICAL EXAMINATION OF SOCIAL STUDIES TEACHING AND LEARNING 109 7.  A Hill Made of Sand: COVID-19 and the Myth of American Exceptionalism 111 Wayne Journell 8.  COVID-19 as a Symptom of Another Disease 125 Cathryn van Kessel 9.  The Inclusion of Economic Inequality in the Social Studies Curriculum: Toward an Education for Participatory Readiness 137 Leonel Pérez Expósito and Varenka Servín Arcos 10.  “Get Your Knee Off Our Neck!” Historicizing Protests in the Wake of COVID-19 151 Kristen E. Duncan and Amber M. Neal 11.  Anti-Asian Violence Amid the COVID-19 Pandemic and Implications for Social Studies Education 163 Sohyun An and Noreen Naseem Rodríguez 12.  Breathing Life Back Into Social Studies: Lessons from COVID-19 175 Jennifer Hauver 13.  Taking Seriously the Social in Elementary Social Studies 187 Katherina A. Payne and Anna Falkner 14.  Rethinking the American Value of Freedom in the Post–COVID-19 Social Studies Curriculum: An Altruism Perspective 200 Yun-Wen Chan and Ya-Fang Cheng 15.  Global Learning for Global Citizenship Education: The Case of COVID-19 210 Sarah A. Mathews 16.  Teaching Federalism: Investigating Federal vs. State Power in the Wake of a Pandemic 222 Karon LeCompte, Brooke Blevins, and Kevin R. Magill 17.  What Do We Leave Behind? Assessment of Student Learning in Social Studies Post–COVID-19 236 Stephanie van Hover, Michael Gurlea, Tyler Woodward, David Hicks, and David Gerwin Afterword 251 Tyrone C. Howard About the Editor and Contributors 255 Index 258

“Education has long been heralded as a key to addressing persistent inequality, stimulating social mobility, decreasing unemployment, teaching about sustainable living, strengthening democratic institutions, and reducing violence. But this book goes further than noting the importance of education for students’ social mobility. Taken together, the vision these chapters advance is one not satisfied with education that benefits individuals. They suggest, rather, the possibility of social studies curriculum and teaching that foregrounds issues of social justice, builds communal ties, and embraces and advances the habits and dispositions of democratic life.” —From the Foreword by Joel Westheimer, professor, the University of Ottawa