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.