Social studies scholars have argued that environmental issues are social issues, not merely the domain of natural science education. This study conducts a scholarly review of social studies advocacy for Environmental and Sustainability Education (ESE). My analysis focuses on exploring how social studies scholars rationalize the inclusion of ESE in social studies classrooms. Starting with a broad search, I identified 31 articles where the authors explicitly stated their values or assumptions connecting social studies with ESE. I then discussed three themes: civic responsibility, literacy development, and reconstructing relationships (ecocentrism), as these themes reflect both mainstream and marginal trends in US schooling. In justifying the legitimacy of teacher implementation, I argue that literacy development and civic responsibility are likely more accessible for teachers, as these themes align more closely with the professional norms of social studies educators. Conversely, the ecocentrism approach may face significant barriers and challenges, making it difficult to integrate into the school curriculum, given its aim to deconstruct the long existing anthropocentric paradigm in social studies. However, ecocentrism could be incorporated into special programs, such as after-school clubs and field trips."