The social studies curriculum travels through time and space and is bigger on the inside than it is on the outside. To an outsider, the social studies curriculum is a single line on a program of studies, 45 minutes of a student's school day. Those on the inside, however, know that the field covers history, geography, civics, economics, and much more; it prepares students for their "lifetime" as one among 7.5 billion sapient bipeds on this planet, and not just an end-of-course exam or a specific profession. One way to demonstrate and enact the limited-yet-unbounded nature of social studies is through "computational thinking." Computational thinking is a set of problem-solving strategies that is intended, but not required, to take advantage of computers. Computational thinking includes several classic critical thinking skills, such as decomposition and abstraction, as well as elements that are more closely tied to computing, such as algorithm construction, recursion, and automation. In this article, the authors provide three examples of social studies instruction--across a variety of topic areas and grade levels--that incorporate computational thinking. Each of these examples illustrates the value added by computational thinking, empowering social studies that is "bigger on the inside than it is on the outside."