Drawing on Michael Fullan’s warnings about educational technology, this article argues that integrating AI into social studies requires a shift from device-focused adoption to deep instructional design that enhances critical thinking and civic reasoning. The author introduces four educator archetypes—Skeptic, Novice, Designer, and Trailblazer—to illustrate the spectrum of readiness, ranging from those who use AI for basic fact-checking to those leveraging it for complex civic simulations and systemic critique. Ultimately, the text calls for leadership to support this transition through differentiated professional learning and Professional Learning Communities (PLCs) that prioritize student thinking over mere tool usage