Teachers today face a patchwork of district guidelines and a spectrum of comfort with AI—from enthusiastic early adopters to reluctant hold-outs. This uneven landscape shapes not only how they source and build instructional materials but also how AI tools ultimately influence student learning.
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About the inquiry
Compelling Question
Can AI be good for social studies?
Staging Question
Discussion about the Social Implications of using AI in our everyday lives.
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Supporting QuestionHow does AI work?
Formative TasksDiscussion about the recent history of generative AI
SourcesTimeline of AI Major Events from USF Libraries
What is Generative AI from IBM
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Supporting QuestionWhat do we know and believe about AI?
Formative TasksDeveloping a list of opportunities and concerns about using AI in social studies
SourcesConsidering the Social and Economic Sustainability of AI by Rosalie Waelen and Aimee van Wynsberghe
ChatGPT produces more “lazy” thinkers: Evidence of cognitive engagement decline from SCALE Initiative
A New AI Lexicon: Function Creep by Arif Kornweitz
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Supporting QuestionWhat do we know and believe about inquiry and AI?
Formative TasksCreating guidelines for using AI to support inquiry in social studies.
SourcesEssay on the Extended Mind by Andy Clark and David Chalmers
TeachAI (2025). AI Guidance for Schools Toolkit.
Summative Performance Task
Argument: Construct a policy paper on how AI can be used for good in social studies
Extension: Share the policy paper at the C3 Teachers Academy meeting in April, 2026
Taking Informed Action
Understand:
Assess:
Act: Prepare an article for publication representing the views of our AI strand.