A teaching team of three teachers aims to prepare students for 21st Century Learning Outcomes, which includes critical thinking, problem solving, and communication skills. Yet classroom experience has taught them that one of the most difficult aspects of teaching young children is that they have few experiences or prior knowledge to make sense of new information. The teachers began their journey to explore several economic concepts as well as government, laws, and leadership through imagination and exploration. Specifically, the content of their unit of study included teaching about economic wants, resources, scarcity, choice, goods and services, specialization, division of labor, price, representative government, taxation, and the difference between rules and laws. The teaching team shared an enthusiastic belief in the use of process drama as a means for students to make sense of unfamiliar and complex concepts. In process drama pedagogy, the teacher encourages imagination and makes available a range of learning possibilities. This article describes the various structures or drama "frames" developed for the children to explore the new social studies concepts. A total of 6 hours was allocated for this learning experience, using a two-hour time block for three consecutive days. This provided the students with the necessary time to deeply engage in the issues, discuss the activities in each step, and reflect on what they were learning. (Contains 3 notes.)