In a world marked by virtual learning amidst COVID-19, we are inundated with videos, images, memes, and new technology platforms, yet students and parents are hungry for authentic learning experiences. Even with all that is now available, there is a struggle to find opportunities for students to engage in problem-based, real world exploration. In spring 2019, the authors partnered with a middle school social studies teacher who received a fellowship opportunity in Antarctica sponsored by the National Geographic Lindblad Expeditions. On her trip, she used Pivothead Wearable Imaging technology to capture her experience. This device, which looks like sunglasses/eye-glasses, is able to record and take pictures of what the user is viewing. This teacher used her experiences and videos from Antarctica to design an inquiry-oriented activity in which students compared the environments between their home, a temperate winter landscape in rural Virginia, and the polar Antarctic summer land scape. What she did in Antarctica provides a usable framework for how to use the plethora of videos and images available to produce authentic learning experiences for students. As such, the authors describe how this project provides a roadmap for other teachers to do similar projects in the social studies classroom using available technologies. Although this teacher used a very specific technological platform, the authors will provide insights and ideas about how similar projects can be designed and implemented in any social studies classroom.