Young Historians Decide: Rank‑Order Framework for Elementary Social Studies

This article examines the implementation of the Casteel-Stahl rank-order decisionmaking framework in elementary social studies classrooms. The framework transitions social studies instruction from passive memorization to active, inquirybased learning by guiding students through stages of conceptualization, evaluation, and reflection. Using a fourth-grade lesson on the Pueblo Revolt as an example, the article shows how the framework can align with state standards while fostering historical reasoning, critical thinking, and civic engagement. The lesson explores how Pueblo communities historically employed various strategies to preserve their way of life under colonial pressures.