National Council for the Social Studies

Fifth-fifth Annual House of Delegates

First Session

4:20 to 6:20 p.m.

Friday, December 2, 2011

Second Session

8:30 to 10:30 a.m.

Saturday, December 3, 2011

Transcript prepared by

Malloy Transcription Service




I. Call to Order 3

II. Adoption of the Agenda 5

III. Preliminary Report of the Credential Committee 4

IV. Introduction of Steering Committee 6

V. Steering Committee Report 7

VI. Overview of the HOD's Nomination Process 7

VII. State of the Council Address 8

VIII. Assignment Committee Report 11

IX. Introduction of 2011 Resolutions Committee and Resolutions Process 12

X. Collection of Nomination Forms for HOD Committees 14

XI. Candidate Forum for NCSS Vice President and Board of Directors 14

XII. Introduction of Candidates for HOD 28

XIII. Executive Director's Message and Financial Report 30

XIV. Financial Update 31

XV. Each One, Reach One 34

XVI. FASSE Update 34

XVII. Announcements and Adjournment 35

I. Call to Order

MS. BLANCHETTE: Good afternoon. Welcome to the House of Delegates. Would you please take your seats; we will be beginning in a few minutes. Please submit your credentials, if you haven't already. Thank you.


MS. BLANCHETTE: Ladies and gentlemen, would you please take your seats. Let's get this show on the road. Ladies and gentlemen, would you please take your seats and, once again, a reminder to please silence your cell phones.

Good afternoon, and welcome to the annual House of Delegates for the National Council for the Social Studies. In case you hadn't been around lately, my name is Sue Blanchette, and I am the President of the House of Delegates -- no, I'm not. I am President of the Association.


MS. BLANCHETTE: It's been one of those days. I mean, when in the lifetime of a classroom teacher do you get to give homemade oatmeal cookies to the Secretary of Education and an "I AM Social Studies" T-shirt to Diane Ravitch? I mean, it's been a morning.


MS. BLANCHETTE: Several years ago, the House of Delegates requested that we open the House with the Pledge of Allegiance, and it has bothered me over the last several years that we have opened the House by pledging a picture.

And so I would like to tell you the story of the flag that now flies in the House of Delegates. It was given to me by my son-in-law, who is a retired Air Force fighter pilot, and he flew the flag in his cockpit over the skies of Iraq when he was flying the no-fly zone after the first Iraq war. It hung in my classroom until I retired.

The only exception to that were the days immediately following 9/11. As I sat in Dallas, Texas, feeling totally hopeless and helpless, I took the flag down and all by myself went out, ran it up the flag pole, and then lowered it to half-staff over my high school, and it stayed there in memoriam for the week after 9/11.

And so I have brought that flag to the House today, because I wanted us to pledge a real flag, and so I would like Craig Blackman, if you would, from Virginia Council of the Social Studies to come forward, please, to lead us in the pledge. Go to the side microphone, please. There you go.

MR. BLACKMAN and ATTENDEES: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

MS. BLANCHETTE: I want to welcome all of you to the House of Delegates. It is always an interesting couple of hours each day that we spend doing the business of the organization. You are the backbone of the organization. We appreciate your time and your effort that you spend to give up going to sessions or hearing speakers, to devote to the governance of the organization. We wouldn't progress forward without your assistance.

I would like at this point to introduce the people who are on the dais here. Sneaking in just a minute ago -- hello, Susan. Susan Griffin, Executive Director of NCSS; Liz Hinde from CUFA, who is the Steering Committee Chair; Marie Sanelli from Middle States, who is the Steering Committee Vice Chair; and Susan is the Secretary of the House of Delegates. The Parliamentarian with us this year is Michael Swift, and we also have Rick Daniels from Kentucky, who is from the Steering Committee, as well. I've got everybody, okay.

We are going to do a slight change of operations order today, because the Parliamentarian says we've been doing it wrong for a few years. So, at this point, I would ask that the Credentials Chair come forward to present the Credentials Report for the House of Delegates.


III. Preliminary Report of the Credential Committee

MS. BLANCHETTE: Coming forward is Helen Coalter, who is from Virginia Council, who is the chair of the Credentials Committee, and she will bring the report from the Credentials Committee at this time.

MS. COALTER: As Chair of the Credentials Committee, I am pleased to report that 156 Delegates are registered and certified to vote in the House of Delegates as of 4:23 today, Friday, December 2, 2011, and, as a side note, please remember to keep your red card for admission to the session in the morning.

MS. BLANCHETTE: Thank you.

If there are no objections, the Credential Committee report is adopted.

MS. COALTER: And, Sue, I made a mistake. I didn't introduce everybody who was out there working.

MS. BLANCHETTE: Please introduce everybody who is out there working.

MS. COALTER: Okay. Jermaine Ellerbe from the Maryland Council for the Social Studies, Monica Barnett from Loch Haven Student Council for the Social Studies, Greg Parker from Kutztown University, Elizabeth Coalter from George Mason University, and Mary Grace Coalter from George Mason University.

Thank you.

MS. BLANCHETTE: It's called in a family affair?


MS. BLANCHETTE: Thank you very much, Helen.

II. Adoption of the Agenda

MS. BLANCHETTE: Okay. The next thing is the adoption of the agenda. That has been distributed to you. If there is no objection, the agenda, as distributed, will be adopted.

[No audible response.]

MS. BLANCHETTE: The agenda is adopted.

Ladies and gentlemen, if you would, in the HOD Manual, pages 5 and 6, is where you will find the agenda, if you haven't found it, and I would like to take a moment to go over with you the purposes of the HOD.

Number 1, to provide a means whereby the members of NCSS may participate in the development of the policies of the organization.

Number 2, to serve as a forum for issues relating to the

profession and the organization of the Council.

And, number 3, to serve as the business meeting for the organization.

Number 4, to provide a means whereby the President gives the State of the Council Address.

And, number 5, the purpose of resolutions, where they have been developed, and why they are important. And you will find this in Article IX, Resolutions in the HOD Manual, pages 22 to 24.

Section 1. Resolutions represent the principles, beliefs, and actions that the general membership of NCSS, as represented by the House of Delegates, recommends to the NCSS Board of Directors.

Specifically, Resolutions, (i) Guide the current or future business operations of NCSS.

(ii) Provide direction on the nature of social studies education.

(iii) Address issues in the fields of history and social science inquiry.

(iv) Acknowledge social and political issues which are of concern to social studies educators but do not have direct impact on the nature of social studies education.

And (v) Do not change the structure of NCSS or bind NCSS to spend money.

And (d) Resolutions are the processes by which the membership and the Council express ideas, recommendations, issues, and concerns relevant to NCSS and its work to promote quality teaching and learning of social studies, and it provides direction to the NCSS Board of Directors for current and future work of NCSS.

At this time, the President recognizes Liz Hinde, the Chair of the Steering Committee, to introduce her Steering Committee.

IV. Introduction of Steering Committee

MS. HINDE: Well, welcome, to the 55th Annual House of Delegates. On behalf of the Steering Committee, I would like to extend greetings, and I know some of you, this is your 55th delegate -- House of Delegates time.


MS. HINDE: Others of you, this is your first time being here, and you are all welcome.

I'd also like to extend greetings to the affiliated State councils, associated groups, NCSS communities, regional councils, State, local, everybody in the room as well as our visitors and guests.

One thing that I would like to stress about this body, and Sue kind of delineated all the purposes for it, but something to keep in mind, the House of Delegates provides directions for the NCSS Board and, therefore, has the potential to provide direction to the future of social studies. So this is a serious matter that we are undertaking today and tomorrow.

Before continuing, I'd like to introduce the members of the 2011 Steering Committee. Maria Sanelli, Vice Chair, from Middle States, she will be he Chair next year, and Tom Schulzki from the Canada community, he's running around somewhere. Gloria McElroy from Tennessee, Charles Vaughn from South Carolina doing the work of the House back there, Rick Daniel from Kentucky, and Ana Post, ex officio member and NCSS staff member and Kristen Pekarek who, I believe, is another ex officio. She is a helper from NCSS staff. They're outside as well. They make it happen; this is true.

V. Steering Committee Report

MS. HINDE: Steering Committee report. Each year, the House of Delegates Steering Committee reviews evaluations. Take a moment to find the evaluation in your packet. It's a goldenrod sheet. Don't fill it out yet. It's for tomorrow.


MS. HINDE: We do review. The Steering Committee scrutinizes the evaluations and adjusts procedures accordingly. If you were here last year and the year before, you'll see some slight changes this year, and every year there are a few changes based on what the body directs the Steering Committee to do. Your feedback and recommendations are essential in guiding the work of the Steering Committee.

The House of Delegates evaluation form, we ask you to complete it tomorrow at the end of the session. We get some of the best feedback from your open-ended questions. This year, we will not be using the clickers for the evaluation form, so you will do it by hand and turn it into Steering Committee. That was one of the changes as a result of feedback from last year's House of Delegates.

Also -- and this wasn't just from last year, a couple of years we've had these comments -- when we are doing resolutions, we will not be editing for grammar, punctuation, syntax, stylistic changes, because the NCSS staff takes care of that, and they've done a very good job.

As directed by numerous delegates in the past, every year we get this: "Please remind the body to be respectful of people who are giving speeches," speaking to the body on the microphones, members of the podium, and others who are engaged in work of the House. Sidebar conversations, and I am the queen of sidebar conversations, are often very productive and interesting, but please keep them to a low whisper while others are speaking.

Another change, as Sue alluded to -- actually, she didn't allude to; she stated directly -- we are using a real flag instead of a picture of one. Many of you who were here last year wrote that as a recommendation.

Another recommendation had to do with seating and audio. We tried to accommodate your wishes as much as the facility allows.

One of the most important parts of what this body does is elect the leaders of NCSS, keeping in mind that the leaders of the committees who you will elect tomorrow and the members of the Board who you will elect over the next year will be leaders of NCSS and, therefore, leaders of social studies in the country.

VI. Overview of HOD Nomination Process

MS. HINDE: As far as nominations go, during this session, we would like you to nominate people from the body, from you, for Resolutions Committee, Assignment Committee, and Steering Committee. So please take a moment to find the blue forms in your packet, and I believe -- well, I'm told they're behind the yellow FASSE form and purple and gold, silver award forms, but I know you you've been searching through packet, so just find the blue forms.

Eligibility information is available in the packet, as well. Seated delegates of affiliate councils, associated groups and communities are eligible for all House of Delegate committees in compliance with the eligibility requirements in Article X, Section 4 of our bylaws. The process of nominations is available in the HOD Manual.

Another change from last year is we will be doing paper copies for election rather than using the clickers to elect the House of Delegates, the House of Delegates committees.

Please submit your nominations for the three committees today by 5:10 to members of the Steering Committee. Gloria is up here. When you have your nominees selected, please bring the blue form to Gloria. We will have a slide reminding you to do so, but we might not interrupt the House to say please bring up your nomination form. It just depends on how things go.

Information from the nomination forms will be compiled and organized by the Steering Committee, and we will make sure that the people who are nominated are eligible. If you are a seated delegate, you have your credentials, you're eligible.

Today, we will ask the people who are nominated for the three committees to please stand and go to a microphone at the appointed time. Steering Committee members will help you. State your name and your affiliation and the committee for which you are running. No speeches for the House of Delegates committees. So, I would say, "I'm Liz Hinde. I represent CUFA, and I'm running for the Steering Committee," and then I sit down.


MS. HINDE: We will vote tomorrow morning.

On the PowerPoint are the States and communities that are currently represented in the House of Delegates. There is only one community or committee that is ineligible to run for House of Delegates, because they have already their allotted representation on committees. So, unfortunately, if you're Middle States, you will not be able to have a member run for one of the committees this year, as per the House of Delegates bylaws.

As you will see also this year, the President and Chair are doing a tag team, and we know that bothers the Parliamentarian, but that's the way that we do things. So I will turn the podium over to the President.

VII. State of the Council Address

MS. BLANCHETTE: One of the duties of the President is to provide a State of the Council report, and so that is what I would like to do at this point.

Back in the 1980s, a colleague from Dallas dragged me to a reorganizational meeting of what was then the Dallas Council for the Social Studies. From there on, she took me to TCSS and then to NCSS. For the next 30 years, working with social studies professionals in these organizations have been among the most significant moments in my professional life.

To stand before you today as President of NCSS is indeed an honor, one definitely never dreamed of all those years ago in Dallas. As I considered what I could bring to NCSS as President, the following three broad areas emerged: visibility, outreach, and access.

Visibility. For those of us who are active members of NCSS, it is a major part of what we do. Through attendance at conferences, the publications of the organization, and interaction with like-minded colleagues, we have all become better educators; however, our total membership is but a portion of the social studies educators across the nation.

Last spring, the NCSS Board took a significant step forward in the move to make NCSS a household word for social studies education with the creation of the new slogan: "I AM Social Studies." One question that often comes up in conversation is, just what is social studies? This slogan takes aim at that question, showing the world that social studies is an integral part of life, everyone's life.

The second part of the slogan lays out the goals of the social studies education: preparing students for college, for career, and for civic life. I am pleased to report that the bumper stickers and the T-shirts bearing the slogan have been met with rave reviews, and as they spread out across the nation, I know that our message of the necessity of a strong social studies education spreads out with them.

The second move to increase visibility comes with the establishment of a national social studies honor society for secondary students. Born in Florida about 10 years ago, it comes to fruition as a national organization today. With the combined goals of scholarship and service to the community, Rho Kappa embodies the spirit of NCSS. Please stop by the NCSS booth tomorrow at 1 p.m. for the official launch of the national Rho Kappa.

Two events this past summer have served to bring increased visibility to the NCSS and a media blitz of somewhat unexpected proportions. The release of the NAEP scores, National Assessment of Educational Progress, in U.S. history, civics, and geography in early summer released a storm of controversy because of the relative stagnation evident in the scores. This provided NCSS with a perfect vehicle to explain the effects of high-stakes testing on social studies education and gave me a crash course in talking to the media and on live talk radio. The culmination of this exposure found me sitting on Capitol Hill providing information to the staff of the congressional leaders who sit on the Education and Health Committees.

The 10th anniversary of the tragedy of 9/11 also brought calls to NCSS. Along with colleagues, like Peggy Altoff and Steve Armstrong, I fielded questions as to how schools were commemorating the event and then how it has changed what we teach about Islam and the Middle East. For me, it brought back that memory of taking the flag, running it up the flag pole silently, and lowering it in respect.

The second major area I wanted to address as President was outreach. This began with the theme of the conference dimensions of diversity. I was a teacher of U.S. history, and for most of my career, it would have been very easy to get sucked into the ambience of D.C. when planning this conference.

I know that the graphic artist of NCSS, Rich Palmer, was a little dismayed when I set out the parameters for a logo, no monuments, no red, white and blue. And for the record, I think he did a remarkable job, and that figure on the logo, guys, is actually not the Washington Monument. It's a prism, which is the artistic symbol of diversity.

An exchange of articles with the National Council for Geographic Education, our continued involvement in the development of common State standards, our interaction with organizations like the Partnership for 21st Century Skills, and the League of Women Voters all support this goal of outreach, of demonstrating to the social studies community at large that everyone has a place at NCSS.

The final area that I wish to focus on deals with access. For NCSS to increase its membership and influence, it must become more easily accessible. These past few years have been very difficult for NCSS financially and for the nation as a whole. We have all had to learn to do more with less. As you will hear later, the financial status of NCSS has improved dramatically, but we are not out of the woods yet. Several staff members have left, with the remaining staff closing ranks to pick up the work and make sure that the organization covers its bases.

Some of the changes that you will see developing are in the website. Updating the website is a constant work in progress, with thanks to Tim Daly and Steve Lapham. Our connected site now allows NCSS members to carry on discussions, post information, and create blogs on significant educational issues. Our newsletter, TSSP, is now completely online, allowing us to expand the amount of information contained therein.

Conference presenters will be uploading their information to the website, allowing educators across the nation who could not be here to access their presentations. And after the first of the year, we will be starting a series of professional development webinars that will be available online to members and non-members alike.

Our communities, our special interest groups formed by members looking for colleagues with common interests, have been growing almost faster than we can keep up with. To better help these groups organize and plan, I asked the leaders of the communities to contribute to a list of Frequently Asked Questions on the "hows" and "whys" of the communities. With the help of these community leaders and Tim Daly, we should have a community FAQ list up on the website this spring, a helpful guide to establishing and growing these vital parts of NCSS.

And, finally, our position statements, these provide the academic and public world with a view finder to NCSS beliefs. While most of our position statements are valid, some are dated or need revision. The Documents Review Committee, under the leadership of Vice President Steve Armstrong, has begun an assessment of these position statements with the goal of providing more concise guidelines for future statements and a revamping of those already in existence. This will be an ongoing process designed to keep NCSS at the very top of its game.

In conclusion, NCSS is a powerful voice for social studies. Together, we can storm the halls of Congress and stalk the halls of schools. We can be the voice of the student, the teacher, the administrator, because, after all, I am social studies, and so are you.

Thank you.


MS. HINDE: Are there any questions for the President from the floor?

[No response.]

MS. HINDE: You answered all of their questions evidently.

Thank you, Sue, and all the NCSS officers, Board of Directors, and staff for that matter.

Just a reminder, and we do have a minute, your nominations for the House of Delegate Committees are due in 15 minutes. After 5:10, we will no longer accept them.

At this point, I'd like Ron Adams, Assignment Committee Chair, to approach the microphone for his report.

VIII. Assignment Committee Report

MR. ADAMS: Thank you, Madam Chair.

First of all, I'd like to introduce the members of the Assignment Committee: Sandy Senior-Dauer from Connecticut, Don Imler from Pennsylvania, Susan Locklear from Texas, Megan Gately from Arizona; and last but not least, Mary Davis from the Middle States Council, who is going to chair next year's Assignment Committee.

For the people nominated for the Archives Committee, we have nominated Ann Ackerman from New Hampshire and Marlo Hendrix from Mississippi.

For the Awards Committee, we have nominated Alison Wenhart from New Hampshire and Janie Hubbard from Alabama.

For the Conference Committee, we have nominated Janna Bremer from Massachusetts and Theresa Bergstrom from Florida.

The next slide, Government and Public Relations Committee, we've nominated Freda Goodman from Georgia and Brian Traxler from Minnesota.

For the International Visitors Committee, we have nominated Arlene Gardner from New Jersey and Laura Thompson from Nova Scotia.

And from Membership, we have nominated Masota Ogawa from Indiana and Shelly Singer from Illinois.

And for the Publications Committee, we have nominated Carrie Ramsey from Florida and Terry Smith from Illinois.

I would like the HOD to approve this slate by presentation.

[No audible response.]

MS. HINDE: Hearing no objection, the slate is approved.

MR. ADAMS: Thank you, Madam Chair.


MS. HINDE: At this point, I'd like to introduce Brad Burenheide, Resolutions Committee Chair, to approach the microphone.

IX. Introduction of 2011 Resolution Committee and

Resolution Process

MR. BURENHEIDE: Thank you, Madam Chair. My name is Brad Burenheide. I'm from the Kansas Council of Social Studies, and I was Chair of the Resolutions Committee this year. Please do not take your Twitter accounts out since I am from Kansas. For those of you who didn't get that joke, you need to Google it: Kansas Governor and Twitter.


MR. BURENHEIDE: Our committee included Bill Harris from Ohio, who wasn't able to be here today; Scott Noet from Minnesota, Leigh Sullivan from Arkansas, Jenny Morgan from Wisconsin, and Cheryl Rehome from California. Also, it would be very appropriate for us to say thank you to Ana Post and Kristen Pekarek, because they did outstanding work in keeping me on task as well as keeping our committee abreast of certain developments and responsibilities.

We have four resolutions for the House to consider this year. They deal with sustainability, assessment, school finances in the social studies, and early-career social studies educators.

You do have homework this evening, and that is to take the white packet of resolutions that you have received upon check-in today. Make sure that you read through them and have a firm understanding of what they deal with and what they're asking you to do, and these will be considered during the second session of the House of Delegates.

The business that the committee conducted included three calls for resolutions. These were sent out electronically, and they were asked for you to meet the October 10th electronic deadline. We did receive one afterwards, which is perfectly acceptable as far as that goes.

Let's see here. The committee met yesterday, and we went through the process of editing and cleaning up the resolutions, also formatting them so that they're all identical. Then we reviewed them as a committee. I would like to thank those that submitted resolutions this year because they were very clean, required minimal editing on our parts, maybe add a comma here or remove a "the" there, and it was very easy work. And I greatly appreciate all of you that submitted resolutions in such good form. After we went through them and approved them to be submitted to the House, they were revised, order-numbered, and printed off for you to review this evening.

For information concerning the resolutions, we do ask that you look at the House of Delegates Manual, Article IX. It contains the procedures in which resolutions can be submitted as well as how they are treated by the committee and the House at large.

The resolution numbers, titles, and the "be it resolved" sections of the resolutions will be read into the record tomorrow. Then we will have delegate debate and discussion over said resolutions, and then we'll have voting during the second session.

Again, you have homework. Please make sure you look at those.

One thing that came up during our committee meeting today and yesterday was that -- and this is going to be a plea that I'm going to extend on my part, because I'm not Chair of the committee next year; Leigh Sullivan is --- we want you to go back to your State councils, and we want you to make sure that you have a mechanism in place so that your council can consider writing resolutions that form the operations of NCSS. The resolutions that will be passed tomorrow do go to the Board of Directors of NCSS, and they are given every serious consideration.

You do have in the back of your House of Delegates Manual, the action that the Board of Directors took on the resolutions, and they take them very seriously. And so what we ask is that you go back to your councils, make sure that there is a mechanism in place to consider writing resolutions, and then make sure that your council at some point makes great effort to ensure that these issues are addressed, so that we, as the membership of the NCSS, can tell our Board of Directors, please consider this or shape the direction that our organization is going to take.

Thank you for your time, Madam Chair.

MS. HINDE: Thank you.


MS. HINDE: Just as a point of clarification, he mentioned that there are four resolutions. There are also two courtesy resolutions. So there are a total of six, but four are the main ones that you'll need to review tonight.

Also, we will be using the clickers tomorrow for the resolutions only. When you arrive and are certified tomorrow morning, you will receive a clicker for the resolutions. Tomorrow the doors will be locked approximately 8:20 when we vote for House of Delegates committees. If you arrive late, unfortunately, you will not be allowed to vote. You will not be allowed to enter; therefore, you can't vote.

At this point, the reminder for the nomination forms to be turned in, there's a few more minutes. If you haven't made up your mind, oh, just go ahead and run.

Formal introduction of the House of Delegate committee nominees will be made after the candidate forum, which will start in a few minutes. We will type the names of the House of Delegate committee nominees onto the PowerPoint, and then after the candidate forum, the nominees will be able to introduce themselves.

And then tomorrow morning, you will be able to vote on them.

X. Collection of Nomination Forms for HOD Committees

MS. HINDE: At this point, I would like to introduce Steve Goldberg, Past President of NCSS, who will preside over the Board of Directors' candidates. If you are a nominee for the Board of Director, please direct your attention to Anton, and Steve will give directions. While this is happening, please don't forget about the blue forms.

Thank you.

XI. Candidate for NCSS Vice President and Board of Directors

MR. GOLDBERG: Good afternoon, everyone.

While we are assembling the candidates, I'd like to thank the Nominations Committee for their work in compiling our slate of candidates and also take a moment to remind everyone that this year will be the second year that we will be beginning our election at -- the voting will take place electronically on the Internet. Candidates and members in good standing as of December 31st will be eligible to vote. The voting will begin on February 1st and will end on March 15th. So it is very important that when you get that notification -- there is usually an e-blast that you do it -- we encourage you to vote. After all, we are an organization that promotes civic responsibility, and what better of way starting it by actually acting it yourself. I don't want to share with you the abysmal statistics of the number of people who actually vote, so certainly pass the word out.

This afternoon, we have a very strong slate of candidates. We are going to -- I'll introduce them in a minute, but I just would like to also acknowledge, although they're not going to speak, that our President for next year will be John Moore of Kentucky, and our President-elect will be Stephen Armstrong of Connecticut.

Are the candidates ready? Are we all ready? Okay.

For the office of Vice President, we have two candidates, and I'll first mention both of them, and then I'll introduce them: Wendell Bourne of Massachusetts and Michelle Herczog of California. Each of the Vice Presidential candidates will have 5 minutes in order to address you, and who is the timekeeper?

MS. HINDE: Gloria.

MR. GOLDBERG: Gloria, multi-tasking Gloria. I'll wait until the timekeeper is all set. I think, Gloria, you're going to have to sit over here so that they can actually see you.

Okay. It is my pleasure to introduce our first Vice Presidential candidate: Wendell Bourne.

MR. BOURNE: Good afternoon, my colleagues in the House of Delegates to President Blanchette, members of the NCSS Board, my name is Wendell Bourne, and I am from the Commonwealth of Massachusetts where I served as the President of the Massachusetts Council for Social Studies and am a former board member of NCSS and also have served on the Resolutions Committee.

I am a candidate for the office of Vice President. Currently, I serve as the -- can you tell I'm a little nervous?


MR. BOURNE: All right. Just take a deep breath.

Currently, I serve as the K-12 coordinator for history and social science in the Cambridge Public Schools, but 22 of my 40 years in education was spent teaching social studies in the Massachusetts Towns of Concord, in the shadow of the rude bridge that arched the flood, and in Weston, another town that highly valued social studies education and the home of the Golden Ball Tavern, a favorite spot of some of our revolutionary forefathers.

In both experiences, I truly got to understand the critical roll that good social studies instruction plays in our students' lives. It was there in those "aha" moments and the many victories, large and small, where I gained a great appreciation for teaching of social studies. This motivated me and was the most fulfilling part of that experience.

As a professional organization, NCSS must remain viable and accountable to our changing times. Our nation's teachers and students face an increasingly shrinking world that requires evermore creative approaches to solving challenges and, at times, solving dangerous issues.

Social studies education must reassert itself into the current state of affairs in the nation. Nowhere is the importance of this more apparent than when we look at the current state of political gridlock within our own Congress, even at this critical turning point in our nation's history.

The current conversations and debates on the economy, immigration, terrorism, and the environment, to name a few, are all better informed by their very skills and content that we teach and engage our students in every day.

If the future leaders of this nation, who are currently sitting in your classrooms across this nation, are not proficient in the critical skills of listening to all the points of view, seeking sound analysis and interpretations of data, creative problem solving, seeking and reaching common ground on difficult issues, and a sound understanding of the people, events, and actions that shape our present realities, then I fear we will have failed them, ourselves, and our nation.

Yet, we all know that it is a daily battle to keep the social studies on the education agendas of our State, local, and national government, despite its centrality to our democratic processes and values; nevertheless, we cannot and will not give up.

Our students and nation deserve no less than our very best efforts to teach and engage the rising generation in leading their nation and building a positive future.

My goal will be to help and assist NCSS in being a consistent voice at the policy tables of our nation where decisions are being made that affect our role as a core academic discipline.

I believe NCSS, its affiliated groups, councils, and communities are committed to helping to educate and encourage a new Citizen 2.0 for the 21st Century. But to be successful, we must remain committed to the goals and the objectives of our great national organization.

If elected, my focus will be to work on three areas from our strategic plan. One, to remain a significant presence and voice in the policy-making tables of our nation, I think we should take Secretary Duncan up on his invitation to sit where he sits, to sit where our governors sit, to sit where our legislators sit. Two, to reach out to the next generation of teachers in the technological languages they understand, social media, et cetera, in order to both hear them and enlist their support.

I thank you for your support. I encourage you to keep up the good work. Thank you very much.


MR. GOLDBERG: Thank you, Wendell.

Our second candidate for Vice President, Michelle Herczog of California.


MS. HERCZOG: Thank you very much, and thank you for this wonderful opportunity.

You know, I was thinking, don't you just love when you talk to your kids or your husband or your partner about what you do and trying to explain what that is? You know, for years when I was in the classroom, it was easy. They said, "Oh, Mom, she's a teacher. We know that. We get that," and when they asked my husband, he said, "Yeah, she's a teacher; she gets that."

Well, about 10 years ago, I was dragged kicking and screaming to the county office of ed and dedicated all my work to social studies and supporting social studies teachers, and then after that, they had no idea what I did anymore, "She's just doing that social studies stuff." And I'd try to tell them and explain and dah-dah-dah, and it started to sound like the Charlie Brown thing, you know, and they'd lose patience. And I said to my daughter, who was taking an interest in science, I said, "Well, you know, every Halloween, I have to watch you put on your dark matter space galactic outfits," because she loves space, and she says, "Well, you know, Mom, I've seen you in your colonial outfit."


MS. HERCZOG: All right. "So don't go there, Mom." So now whenever I have to tell them what I do, I have to wear the colonial outfit, so it's quite a mess.

But anyway, what I like to tell them and want people to know is in the work we do, is so valuable and so important in what we do in promoting education for the future for all our students, but you know what, I was lucky to be able to write, teach American history grants and take teachers to Colonial Williamsburg and create great opportunities and resources for teachers. You see the best and the brightest and what we bring to this world.

But the most frustrating thing of all, and you know this too, is when people go back to their classrooms, and they can't do all the wonderful things that you were able to empower them with, because we know about the marginalization, we know about the shrinking resources, and so we end up getting very frustrated. And then my dialogue at the dinner table becomes more and more whining and whining and complaining that we don't get our fair share of time.

So the reason I started to get involved in California Council for the Social Studies is because I got tired of hearing my own whining, and so did my family, and so we took an initiative and we said, you know what, we can only do so much from the ground up. We've got to start addressing the top down, because that's a lot of time where the struggle is and where the pain is, because it's from the top down.

So, in California, we got busy in addressing the top down. We hired a legislative advocate about 5, 6, 8 years ago, with great dealership there. We set up Government Relations Committee to look at policy. We started introducing bills. We started voicing bills. We started doing a lot with that. We didn't win every battle, but you know what, we're a voice now in California, and they look for us.

This year we co-authored a bill that brought the partnership for 21st century skills to our State, so that was pretty powerful stuff. And then after working with California, I thought, well, I was urged to be involved here at National Council, and I love being on the Board here. I've met terrific people and terrific staff and people who are also dedicated to looking at the top-down initiatives.

In the last year, we brought on a new leg. advocate, leg. lobbyist, Kat McDonald. She's fabulous. We had a leg. day yesterday that knocked your socks off. We had over 50 people fly in a day early so they could understand the lay of the land legislatively from Kat, visit legislatures on the Hill, come back and debrief, and get stuff to move that advocacy back in their States and return with that very powerful messages of what they're doing.

So the question is, why am I running for Vice President, because my family thinks I'm crazy, and they're tired of seeing the colonial outfit. I decided to do this because I want to do more to help NCSS become the leader on the Hill, to make public policy changes for social studies in Washington, D.C., and in our States as our number-one priority. We need to do less talking about it; we need to do more doing about it. In other words, we need to stop whining; we need to social studies up.

[Laughter, applause.]

MS. HERCZOG: We've made some big changes to move in that direction, and I want to do all I can to keep turning that battleship around. We can do more. We can strengthen our partnerships with history, geography, economics, civics, humanities organizations. We can build stronger coalitions with PTA, NEA, AASA. We need to take advantage of every opportunity, every meeting, every communication, every publication to get to legislators. We need to show them that social studies has the answer to every problem on the universe, because we do, that we will no longer be left behind but lead the way.

I believe we can do it. If we work together, we can reinvent ourselves to be the people we are waiting for. I invite you to join me in this effort to social studies up.


MR. GOLDBERG: Thank you, Michelle.

As many of you know, the Board of Directors is in categories and for the seat for Secondary Teacher, our two candidates are Andrew Demko and Anton Schulzki, and our first speaker will be Andrew Demko.

MR. DEMKO: All right. Good evening, NCSS. My name is Andrew Demko, and I'm from Ranier, Oregon.

I first would like to thank President Blanchette, President-elect Moore, Vice President Armstrong, Past President Goldberg, the NCSS Board and staff, House of Delegates, my own delegation from Oregon back here for the opportunity to be a candidate for the NCSS Secondary position.

Again, I'm a social studies teacher from Ranier, Oregon. I've served as a history club adviser, which has won national recognition 2010. I've been History Club Adviser of the Year twice in a row. Also, I've been on the advisory board for the National History Club, and I am currently the Past President for the Oregon Council for the Social Studies.

I do want to mention tonight that one area that I am concerned about is NAEP. If you look at the past testing of NAEP, the scores have been low: 75 percent in high school area do not where the Constitution, what it's about. According to 2.0, fewer than half of our eighth graders know the purpose of the Bill of Rights, and less than a quarter of young Americans regularly vote. Also at civic life, academic years are important; yet, social studies education tends to be an area that is lacking.

So, in closing, I am honored to be a candidate for the NCSS Board, and I'm asking for your support. Thank you.


MR. GOLDBERG: Thank you, Andrew. The second candidate for Secondary Teacher position is Anton Schulzki.

MR. SCHULZKI: Good afternoon. President Sue Blanchette, members of the Board of Directors, Executive Director Susan Griffin, members of the House of Delegates, and fellow candidates, I'm honored to stand before you as a candidate for the Board of Directors representing Secondary Teachers.

Like so many of you, I am a proud social studies professional. As I like to tell my students this weekend, I was getting my social studies geek on.


MR. SCHULZKI: I am the son of a high school social studies teacher, the spouse of a high school social studies teacher, was the social studies teacher for one of my two daughters and, of course, thousand of other students.

I've been fortunate to work with a great many professionals as a result of my membership in NCSS, from my friends from Colorado, from the Colorado Council. Members past and present on the Steering Committee of the HOD, members of the candidate community, all have been a source of professional support throughout my career.

I entered the profession in 1983 when the Nation at Risk first appeared, and my career, like many of yours, has resolved around the changing times not only in education but especially for social studies.

The first decade of the 21st century has proved to be a difficult one for our field, and we face many increasing challenges in the current decade. I believe we need to -- we should be coming together as social studies professionals to meet the challenges with a renewed sense of purpose. Our voices should be heard loudly and clearly. As Diane Ravitch, Arne Duncan, and as Sue Blanchette echoed today, we need to use our voices, our teacher voices, our social studies teachers' voices to lead in the discussion that will shape our future.

I recently took part in teaching American history grant entitled "The Ties That Bind," and I believe that title speaks to what we need to continue to do within NCSS: connect with each other. I would like to help NCSS reach out to all constituencies, including current members but especially new teachers.

Just this morning, I was honored to be part of the First Timers Breakfast and was excited to be part of the conversations about the future of NCSS and the profession.

I am eager to develop the mentorships that lead to innovative ideas in the classroom using experience and exuberance to be truly transformative.

In the second decade of the 21st century, it's time for NCSS to look to the future with 20/20 vision. We must continue to make our vision clear to the public and politicians and, most importantly, amongst ourselves. Our collective vision for the future is to continue to move our disciplines to the forefront of the educational debate. The year 2020 will be here before we know it, and I want to help lead NCSS to that date and beyond.

I welcome your support representing Secondary Teachers on the Board of Directors and look forward to working with you in the future. Thank you.


MR. GOLDBERG: Thank you, Anton.

Our next category on the board is Supervisor. Our two candidates are Whit Grace of Mississippi and Mary McCullagh of Florida. I call first, Whit Grace to say a few words.

MR. GRACE: Good afternoon, fellow delegates from the House of Delegates, President Blanchette, other honored guests. It is with great excitement that I come to you as a nominee for this post of the Board of Directors.

As I was getting ready to come talk to you, I had gone through some of our history connected to Mississippi, and I found a quote, and the quote was made by a Mississippian in 1968. She said, "I'm sick and tired of being sick and tired." Well, we in NCSS are sick and tired of hearing that we're not doing what we need to be doing in the classroom, that we don't have the money coming in that we should, that we're asking for events to take place that they think we can't do but yet we can do it.

I've seen too many teachers throughout the years that I have been working with teachers create something out of nothing. I have seen too many kids that have been forgotten that have created to be A students and have excelled. We can and will move forward with patience, grace, and all the abilities that we have in this room and throughout our organization.

All social studies teachers have a tremendous, bright future ahead of them with organizations like NCSS. It is my hope that I can serve on the Board with other incredibly outstanding educators to reach our potential not only as an organization but also as a profession of educators that can truly reach out and make a long-term positive difference not only in our classrooms but across our nation.

And because of that, I am excited to accept the nomination, to have my name placed on the ballot, and I look forward to talking with each one of you, and I look forward to the bright days ahead for NCSS. Thank you very much.


MR. GOLDBERG: Thank you, Whit.

Our second candidate in the Supervisor category is Mary McCullagh of Florida.

MS. McCULLAGH: Good afternoon, esteemed colleagues. Thank you so much for the opportunity to stand before you today. How can I follow that? But, Whit, I want to thank you for reminding us about Fannie Lou Hamer and the work she did in Mississippi and for the rest of the country. Thank you.

I know everybody had mentioned this. People had asked me: Why do you want to do this? Well, you read my statement, and that's pretty much what I've seen, but I've been inspired by watching you, the Board members, throughout the years of my involvement at FCSS and NCSS, and realized I can't just watch you do this work. I need to be in there with you doing this, bringing my talents and my enthusiasm and my skills.

What I'm interested in doing for us as professionals -- yes, I can slow down. And I'm very interested in helping out, because I know we're in the classroom every day talking to our students about needing to take a stand, doing what's right, using their skills and their talents, and it's my turn. And I look forward to being able to serve, if you so chose. Thank you so very much.


MR. GOLDBERG: Thank you, Mary.

We have two at large categories. The K-12 Teacher At Large category, we have three candidates this year: India Meissel of Virginia, Bev Smith of Texas, and Charles Vaughn of South Carolina. It is much pleasure to call India Meissel.

MS. MEISSEL: Good afternoon. You have my statements and policies in front of you. So, this afternoon, I would like to share a little story with you.

Two years ago, when I was recovering from reconstructive knee surgery, I had the opportunity to meet Margaret, the fourth grade granddaughter of one of my colleagues. As it was close to the end of the school year, she excitedly told me about her summer plans with her grandparents. Even though they are both teachers in other fields, they are history buffs, and they planned on taking this little girl on a summer of history adventures. We spent time discussing what she was going to see and do and what to expect. Listening to her, I wished I could tag along instead of spending my summer working my way through physical therapy. What an adventure she had!

She sent periodic e-mails to me to fill in her trip: a week in North Carolina at the Old Salem Village in the Five Yesterdays hands-on history program; a week in Colonial Williamsburg; trips to Mount Vernon, Gettysburg, and Philadelphia.

I could hear the excitement in her voice as I read the details from her journey and saw pictures. She was excited about history, because she was out living history. She was eager to start fifth grade, because she knew it would be a year that would complement her summer's journey.

As August came and went and teachers returned to the classroom, I didn't hear from my little friend, but her grandmother came by and gave me some gifts that Margaret had personally gone and scrutinized to give to me for both my classroom and myself.

Well, fall turned into winter and winter into spring, and I didn't again hear much from my friend. Unfortunately, I underwent a second knee reconstruction and had to spend a lot of time out of the classroom. When I returned, I found out that Margaret no longer wanted to discuss social studies. The enthusiasm that had flourished the year before was now completely crushed. It seemed that her classroom instruction had gone from being magical to being nothing but worksheets.

As hard as her grandparents tried, Margaret would not discuss what had happened, other than to say to she hated history.

Her teacher's lack of enthusiasm had transferred down to her students, but the story is working on a happy ending. Margaret is now in middle school and has indicated that history is being taught like an interesting story. Her enthusiasm has returned, and she started planning summer adventures again with her grandparents.

So what is the moral of this story? In their May 2001 position statement, the Council indicated they believed the primary goal of public education is to prepare students to be engaged and effective citizens. NCSS has defined an effective citizen as one who has the knowledge, skills, and attitudes required to assume the office of citizen in our democratic republic.

To accomplish this goal, the Council believes that every student should participate in citizenship education. As Secretary Duncan said this morning, we all need to have a seat at that table. We all need to be "that I am."

Thank you.


MR. GOLDBERG: Thank you, India.

Our second candidate in this category is Bev Smith of Texas.

MS. SMITH: Ahar tsohorayim tov. Does anybody know what that means? "Good afternoon" in Hebrew.

My name is Beverly Smith, and I graduated from Indiana University, and for my Indiana people, I want to say hello back there. I am currently the social studies curriculum specialist for Lovejoy ISD in Allen, Texas . I currently teach four classes, ninth grade world geography and AP European history. I have taught every social studies subject except psychology and sociology. I taught middle school for 22 years.

As a member of my local, State, and national organizations, I was the Past President and Founder of the Plano Council for the Social Studies in Plano, Texas; Founder of the Lovejoy Council for the Social Studies in 2006. In 2006, I was named the Texas Council for the Social Studies Middle School Teacher of the Year.

I've been President-elect, President, and Past President of the Texas Social Studies Supervisors Association; Conference Chair of the 2009 Texas Council for the Social Studies, which was held in Dallas; Vice President and current President-elect of the Texas Council for the Social Studies.

Within TCSS, I have served on several committees. I've been a presenter at TCSS, NCSS, and NSSSA.

I've been a social studies educator for the past 27 years. In that time, the one constant has always been the support and guidance received from my local, State, and national professional organizations. I believe that as social studies educators, we are here to serve. These organizations have given me the vehicle to achieve the ultimate goals of social studies education, the creation of an active and well-informed global citizenry.

If elected, I hope to ensure the development of social studies education at the elementary level where it is desperately needed.

Would everyone please stand. Look to your left, please. Look to your right. Do you see the strength, support, and solidarity of the people standing in this room? I hope that we can come together as an organization, because our only way to survive is if we constantly encourage every social studies teacher across this nation professionally. When you meet a new teacher, stick out your hand and be there for them, and please be there for me. I also need your support in this election.

Thank you.


MR. GOLDBERG: Thank you, Bev. Our final candidate in this K-12 Teacher at Large category is Charles Vaughn of South Carolina.

MR. VAUGHN: Good afternoon, ladies and gentlemen. I'd like to take the opportunity to thank you for being able to address you today.

Colleagues have told me not to be too serious and to keep things light. So I don't want to bore you, but at the same time, I don't want to seem to be trite.

People often come up to me and profess their admiration for my work, and so when I talk to them and tell them that I'm just a teacher and it's like any other job, some days are good, some days are bad, I don't count on this change, because then they realize that I'm not, indeed, George Clooney, but just a social studies teacher.


MR. VAUGHN: So I hope you don't mistake my dedication to social studies. I think as a profession, we need to stop fighting for equity and, instead, begin a dialogue to help people understand that the survival of our republic depends upon an educated populous who is equipped with skills necessary to live up to their end of the bargain struck by Jefferson, Franklin, Adams, and the other Founders.

We need to have people rethink social studies as integral to the future of the nation, insofar as a nation like this one cannot exist without a citizenry that is informed and engaged, and until we enable teachers to be prepared to integrate these higher order concepts associated with living and participating in a democracy with the other so-called core subjects, it won't matter.

All we have to do is look at the Arab Spring and Occupy Wall Street movements to know that people yearn to be free and that they grapple with what it means to live and work and participate in a democracy.

Thank you.


MR. GOLDBERG: Thank you, Charles.

Our final category is the general At-Large. We have three candidates in this category: Karen Burgard of Indiana, Jeff Hawkins of Wisconsin, and Mark Previte of Pennsylvania. I would like to call Karen Burgard first.

MS. BURGARD: Hello. Good evening.

When I taught high school, people I would meet would ask me what I did for a living. "I'm a high school social studies teacher," I'd say proudly. They'd reply, "Oh, I'm sorry," and give me a look of anxiety, sometimes coupled with pity, almost as if I had drawn the short straw in some cosmic career selection program.


MS. BURGARD: That never really made any sense to me. I would always respond, "But I love teaching social studies; it's my life. It's who I am. Social studies is my passion," and now that I teach social studies methods to future social studies educators, I hope to instill that same passion in them.

I've been involved in NCSS for 11 years, and in that time, I've served many roles at both the State and national level. When I was elected to the NCSS Board of Directors 3 years ago, I made a promise to help revitalize this organization, but in order to do that, it's critical that NCSS attract new members and young educators who will benefit from being active in their professional organizations. I believe we as a Board have worked hard towards this goal, and I think we made great strides in that area.

I walked through the convention center today seeing so many new faces, people who are here for the first time, and that made me so happy. That is so great to see. We all know the challenges that face social studies today from standardized testing in social studies to not, from the narrowing of the curriculum to the marginalization of social studies at the elementary level.

Teaching social studies today is definitely a difficult task, but we as an organization are making a difference, and that tide is beginning to turn. Our voices are being heard in the larger discussion.

If elected, I will be a tireless advocate for both social studies and this organization. My bio and my position statement are included in today's House of Delegates packet that describe who I am and what I believe, but I want you to know how much NCSS means to me both professionally and personally. This organization and the people in it have changed my life forever, and I am grateful for that, and I would be honored to serve you again for the second term on the NCSS Board of Directors.

Thank you.


MR. GOLDBERG: Thank you, Karen. Our second candidate is Jeff Hawkins. You'll notice it says Oklahoma. Jeff has moved north to Wisconsin, which is why I introduced him as such. Jeff?

MR. HAWKINS: I'll take votes from any State, though. Thank you very much.


MR. HAWKINS: Good evening.

Merriam-Webster's Dictionary defines an at-large elected position as relating to or being a representative to serve an entire area rather than just one of its subdivisions. Borrowing this definition for my candidacy and half of the well-known slogan from this NCSS conference, my name is Jeffrey Hawkins and I am At-Large.


MR. HAWKINS: Born, raised, and educated in New England until young adulthood and then heading South to pursue graduate studies and work and teaching in New York City, I am At-Large.


MR. HAWKINS: Moving out West to the Bay area to continue working as a social studies teacher while finishing my doctorate degree in 2000, I am At-Large.

Having the privilege and pleasure over the past decade to educate, supervise, and learn from undergraduate and graduate teacher education students on campuses in the Midsouth, Southwest and Midwest, I am At-Large.

Finally, all of this bi-coastal and in between at-large experience of mine has led me to this moment speaking to you tonight, adding yet another example, if given the opportunity to serve on the Board of Directors by your votes, of me being able to say, I am At-Large.

Thank you. Good night.


MR. GOLDBERG: Thank you, Jeff. Our final candidate in the At-Large category is Mark Previte of Pennsylvania.

MR. PREVITE: And last but not least. My lesson plan today is a very simple one, and it focuses on the concept of service. My name is Mark Previte, and I can proudly declare -- sorry, Jeff -- that I am a social studies educator and an advocate, and what a marvelous ride it has been so far.

My career has spanned nearly 36 years, 28 years as a secondary social studies teacher and the last 7 1/2 as a college professor. For the last 4 years, I have had the experience, the greatest honor and privilege of serving my Keystone State colleagues as President-elect and President of the Pennsylvania Council for the Social Studies.

I've been a member of this august body, NCSS, for the past 25 years and have served with many esteemed colleagues on various committees and the Board of Directors. I owe my professional development to so many wonderful, passionate, considerate mentors who are the epitome of professionalism. Many of you are seated here today. Many of them have been seated in here before, who have encouraged me to serve.

During the last few decades, many voices from inside and outside the social studies arena have indicated that social studies is on the back burner due to a plethora of issues and events that have been burned into our collective consciousness.

Another significant issue I want to put on everybody's plates, and we're spinning a lot of plates -- and I want you to focus on the future -- and that is the professional development of student teachers and pre-service students. Many beginning teachers have continued in our honored profession and have joined our organization if they've been guided by a dedicated teacher or a mentor to attend and participate in State, regional, and national conferences, networking with other committed advocates for social studies education, whose purpose has been to improve curriculum and instruction through the development of creative curriculum, cutting-edge instructional strategies, and other valuable programs. The creation of college university social studies affiliates can present opportunities to engage in such professional development. I am proud to say that three Pennsylvania campuses have accepted this call by organizing PCSS Campus Affiliates.

If our social studies legacy is to remain alive and vibrant in an era of education budget cuts, we are obligated to redouble our efforts in the fundamental mission of professionalizing our profession, providing the next generation of social studies teachers with the skills and dispositions to become dynamic members and leaders in our school.

In preparing for his 2004 NCSS Presidential Address, President Jesus Garcia was reading a number of Past President speeches searching for what I'd call the "bumper-sticker quote." After reading several of these addresses, Jesus concluded with this: "I stand before you today to repay social studies and NCSS." And now it is my turn to repay social studies, to repay you, and to repay NCSS.

Thank you very much.


MS. HINDE: Thank you, Steve Goldberg, Nominations and Elections Committee, for a very strong slate of candidates for the 2012 elections and the future leadership of NCSS and, therefore, social studies.

XII. Introduction of Candidates for HOD Committees

MS. HINDE: At this point, we would like to announce the candidates for the House of Delegates committees. First, we'll start with the Steering Committee, and we need the current members of the Steering Committee on the floor to come up for help.

The nominees for the Steering Committee are -- oh, they're up? I can't see them. So if your name is up there, okay.

Ron Adams from New Hampshire, Ruth Luevanos from California, Sandy Senior-Dauer from Connecticut, Shelly Singer from Illinois, and Kathy Uhlich from Texas, we ask you to come to the front to one of the microphones. The Steering Committee will guide you.

All we ask is that you state your name, your affiliation, and that's it. No speeches, please. I know that's hard for social studies teachers. Name and affiliation. That was, by the way, a delegate's request a few years ago on the evaluations.

MR. ADAMS: Good afternoon. I am Ron Adams from the New Hampshire Council for the Social Studies, and I am running for the Steering Committee. Thank you.

MS. LUEVANOS: Good evening. My name is Ruth Luevanos. I'm from the California Council for Social Studies, and I'm running for the Steering Committee.

MS. SENIOR-DAUER: Good evening. I'm Sandy Senior-Dauer from Connecticut, and the Steering Committee, I'm running for.

MS. SINGER: I'm Shelly Singer from Illinois.

MS. UHLICH: Hello. I'm Kathy Uhlich from the Texas Council for the Social Studies, and I'm running for the Steering Committee.

MS. HINDE: Tomorrow morning, we will vote. We will hand out ballots tomorrow morning and vote for two members for each committee. Tomorrow, they will also once again just stand up.

Next, Resolutions Committee. Please come to the front if your name is on the screen.

Am I right, Ron Adams, again, from New Hampshire?


MS. HINDE: No, that was a mistake?

Eugene Earsome from Oklahoma, David Houston from Minnesota -- or is it Mississippi? From Mississippi.

MR. EARSOME: I'm Eugene Earsome from the Oklahoma Council of the Social Studies, and I'm a candidate for the Resolutions Committee.

MR. HOUSTON: I'm David Houston, and I represent the Mississippi Council for Social Studies, and I'm running for the Resolution Committee.

MS. HINDE: We will vote.

What's on the PowerPoint is not the official ballot. The official ballot will be official and correct.

Members of the Assignment Committee or nominees for the Assignment Committee: Laura Richards from Arkansas, Thomas Riddle from South Carolina, John Tully from Connecticut, and Tina Winkler from Central New York.

MS. RICHARDS: Hello. I'm Laura Richards from the Arkansas Council for the Social Studies.

MR. RIDDLE: Good evening. I'm Thomas Riddle from the South Carolina Council for Social Studies.

MR. TULLY: John Tully from the Connecticut Council.

MS. WINKLER: Tina Winkler. Central Ne York Council for the Social Studies, nominee for the committee, the Assignment Committee. Whoops, sorry. Long day.


MS. HINDE: Okay, a reminder. We will be voting tomorrow at approximately 8:20. Once the voting begins, no one will be allowed in.

At this point, it is my pleasure to introduce Susan Griffin. She wanted to make a grand entrance evidently.

[Applause, cheering.]

XIII. Executive Director's Message and Financial Report

MS. GRIFFIN: You Texas people. Anyway, welcome. I am so excited to be here and to report to you that the National Council for the Social Studies is doing well.


MS. GRIFFIN: We have taken a number of steps over the last year, including reductions in staff, salary reductions, benefit reductions. We've focused on doing things smarter and better. We have a very creative and dedicated staff that has made a very challenging year also a very rewarding year.

As we went through the budget process last spring, we knew that we had to take some pretty drastic steps, but we also understood that those would give us some real opportunities to do things differently, and we rose to the occasion.

We have a vision for the organization that is outlined by our Board of Directors and leaders, and the responsibility of the NCSS staff is to execute that vision. So we are hard at work doing that. We have the great leadership, and Brenda Luper is going to talk to you a bit about our financial situation. But Brenda has worked with our team of directors to really look at tying a focused way the work that we do with the strategic vision of the organization. So everything that we spend money on or staff time on is directly related to the strategic plan outlined by our Board of Directors, and that has helped us.

As you all know, because I know that a lot of your school districts have faced a lot of financial challenges as well, it takes a lot of courage to look at the bottom line, and Brenda was very helpful in helping us to do that. So it's been a challenging year; it's been a rewarding year. We've continued to outreach to other organizations, both within the fields of social studies, our civics, geography, economics and history colleagues, but also beyond to the teachers of English, teachers of math, teachers of science, and we've done some very exciting work across those discipline areas. And we will continue to do so.

So we would like to see National Council for the Social Studies continue to be at the forefront of education. Our work on the Hill, our work with other organizations is to elevate the role of social studies in the education community, and I think, thanks to your help in the leadership of the National Council for the Social Studies Board of Directors, we've been able to do that. So I would be happy to entertain any questions.

[No audible response.]

MS. GRIFFIN: Awesome.


MS. GRIFFIN: So I did mention Brenda. Brenda Luper is our Director of Finance, and she's been helping us get our financial house in order. And she's done a mighty fine job, and she's going to give us some nitty-gritty details on what that looks like.

XIV. Financial Update

MS. LUPER: Good evening -- I think it is evening now -- and thanks for having me here to present this to you. I have 5 minutes, so I'm going to do a brief overview of the NCSS financial position.

First, I want to say that NCSS is in positive net assets, which is an excellent thing, and the Board of Directors for NCSS and the staff of NCSS is to be commended for their commitment and their efforts to make this improvement during this time of economic downturn and especially to do that turnaround within a 1-year period, so congratulations to all of them.

In an effort to make sure that we are keeping transparency in the organization, the Audit Committee of NCSS has recently reviewed the audit with our CPA firm, which we did at this meeting. We did very well this year. The auditors were very pleased with our efforts, and after the Board is presented with that audit report this Sunday at their Board meeting, we will be sharing that audit report with all the members of the House of Delegates, so that you will be able to see for yourself all the information that we have from our auditors. And if you have any questions, don't hesitate to give me an e-mail, and I'll get right back to you on that.

I want to quickly go over the NCSS revenue by program and point out to you that the biggest revenue stream we have is from our annual conference every year. That's been true for many years, with number two being membership. So thanks for attending the conference.


MS. LUPER: Next slide. Just to go over some key statistics, while conference revenue is down over a 4-year period, it's up a little over 1 percent from last year. And having it in Washington, D.C., is part of the boost for that.

Membership is our second biggest revenue line, and while that's stabilizing, it is down 30 percent from 2008. So one of the things that we're going to do this year is a membership survey, so that we can find out more about what our members want from us and make sure that we're meeting those needs.

Other revenue streams are doing well or they're maintaining their current values.

So let's go to the next slide, which is a graph, which shows over a 4-year period what these revenue streams look like.

So now let's talk about expenses. The annual conference is the biggest revenue maker but also the biggest expense of the organization; however, it makes more money than it spends, so it is a profit-making project to the organization. The same is true for membership.

And while on this slide the piece of the pie for publications looks large, remember that this is not just the expense for subscriptions but also for the publications that are mailed with membership dues to all members.

The next slide is key statistics. To combat our revenue decline, which I think everybody has seen in this period of recession, we have reduced our membership expenses over 23 percent, which is no small feat.

We've also reduced other expenses at NCSS, some dramatically, and over a 4-year period while costs are rising, we have reduced our overall expenses by 9 percent.


MS. LUPER: Okay. The next slide shows expense trends over a 4-year period, so you can see that some of them are stable, management's declining, and conference, a lot of it depends on what city that we're in as to what those expense lines look like.

So the next slide shows you our biggest cost savings in the last 4 years has been staff salary. As Susan mentioned, we had to cut two staff positions, and we reduced our salary and our benefits. So that means we're doing more with less. So congratulations to the staff for taking on that challenge.


MS. LUPER: Now we're going to talk about assets. As I said before, NCSS is in positive net assets. We've been cutting expenses to help defray the revenue reductions that we faced, and the Board and staff are looking for ways to grow new sources of revenue. And I'm sure Steve Goldberg would be very happy for me to say please make sure that you take information about our new honor society back to your community, and let's make that a real success.

So for the final thing, it's our take-aways. If you get a chance to go to the exhibit hall or see one of our sponsors, please thank them because, in a large part, they make our conference affordable for us to attend. Please remember to look for the membership survey which will be coming out in January 2012, and respond to it, because what you say does make a difference. And stay connected with us throughout the year with our NCSS Connected site online.

And I'll take any questions, and thank you.


MS. KIRCHGAESSNER: Hi. Rozella Kirchgaessner from ATSS/UFT New York.

It's not a question; it's a comment. And I think that when I look at the tremendous sacrifice that our central staff has taken in order to balance this budget, I'm sitting here saying,

"Yes, we can say that we're now not in the red, that we have made major accomplishments," but I think the major accomplishments have come at a major, major cost to people who put out their all for everything that we do and everything that we are, and I think that we have to, number one, give them a vote of thanks and tremendous confidence and resolve ourselves to put their salaries back and their benefits back to where they need to be.


MS. LUPER: Thank you very much, for the whole staff.

Any other questions or comments?

[No audible response.]

MS. LUPER: Thanks very much for letting me be here today. I really appreciate it.

XV. Each One, Reach One

MS. GRIFFIN: The Each One, Reach One campaign is something that we have been doing for several years now, and I believe that it was Gayle Thieman who cooked that up. She has a lot of good ideas, and she's pretty deliberate about making sure they happen.

Each One, Reach One is a program where members of NCSS recruit other members to participate in NCSS and to be part of their professional organization. So we would like to acknowledge the good work of those of you who have recruited NCSS members throughout the year, and please continue to do so.

One of the most vital things that I think came up in a number of the Board of Directors speeches is that we need the new professionals to become part of our organization. Nothing could be more important to the future of the National Council for the Social Studies than having our new professionals become part of this great organization. It gives us strength, it gives us vitality, and we want to acknowledge the good work of those people, its names that you see, and to be extremely diligent about continuing that important recruitment.

We require, as Brenda pointed out, membership as one of our two main revenue streams, and it's been diminishing over time. So, in addition to not providing resources, we also need the vitality and the boots on the ground to make our organization successful. So please go out and Each One, Reach One. Thank you.


MS. HINDE: Thank you, Susan and Brenda. At this point, I'd like to call Terry Trimble, Chair of FASSE, to a microphone for his report.


MR. TRIMBLE: Thank you. I won't read to you what you can read in hand already.

A couple of points I would like to make is that, first of all, the number and quality of the applicants for our grants is up, are much improved, and we're very proud of the award that we've been able to give.

Number two, the FASSE Board is in the working with the Board of Directors to restructure the FASSE Board and operations so that we can better emulate and imitate the challenges, the way in which Susan and the staff of NCSS have lived up to the challenges of these economic times, so that we can build our capacity and fund raising and build our capacity and efficiency of program operations.

Now that FASSE has achieved the goal of last year of the $100,000 base funding that we wanted to have available to us, and we've exceeded that, in the future we hope to increase the number and the amount of the grants that we're giving in the future. We can do that with your continued support. Invest in FASSE, and invest in the future of social studies.

Thank you.


MS. HINDE: I wanted to mention one more thing that you have to be sure to see in our staff report, and that is that Kristen Pekarek has a new title. We gave her a lot more work to do, and we thought that we should acknowledge that she's doing it very well.

She's now the Program Manager for External Relations and Council Communications and did a lot of all the work to get you here, seated, and delegated. Thank you, Kristen.


XVII. Announcements and Adjournment

MS. BLANCHETTE: The Chair recognizes Gayle.

MS. THIEMAN: Some of you who know me, I am Gayle Thieman from the Oregon Council for Social Studies and the Past President of NCSS, and you know that I love the Nystrom Dance.

And tonight we have a very special President's Reception at the Newseum, which is a bit far away, but we're all going to make it. And then we really need to come back for the Nystrom Dance, so that they, Herff Jones Nystrom, knows how much we appreciate what they put on for us every year in terms of an opportunity to gather together and celebrate this wonderful conference. So, even if you're not an enthusiastic dancer, you are a social studies teacher, and we all need to show up for the party, so see you back.


MS. BLANCHETTE: What Gayle didn't tell you is that there's door prizes at the dance this year, but you've got to be there to win.

And this is just a final reminder that tomorrow's session will begin at 8 a.m. We will have coffee service and some limited snacks that has been provided by Farmers -- Farmers Insurance, that is, not the farmers in the field.


MS. BLANCHETTE: And voting will take place starting at 8:30 sharp. I think that's what it says on your screen, and so please be here in your seats and ready to go.

And then the last thing on my list says to tell you that you are to adjust your watch by President Blanchette's time. So officially right now, I've got 6:05, and I am hereby adjourning this session of the House of Delegates. Come to the reception. Come to the dance.


National Council for the Social Studies

Fifth-fifth Annual House of Delegates

Second Session

8:30 to 10:30 a.m.

Saturday, December 3, 2011



I. Call to Order 3

II. Recognition of Gold and Silver Councils 3

III. Recognition of Farmers Insurance 5

IV. Evaluation Forms 9

V. Preliminary Report of the Credential Committee 9

VI. Introduction to the Clickers 13

VII. Election of HOD Committees 10

VIII. Consideration of Resolutions 15

IX. Evaluation Forms and Announcement of HOD Results 42

X. Announcements and Adjournment 43

I. Call to Order

MS. BLANCHETTE: Good morning. If you could please take your seats. Remember you must submit your credentials to be seated and vote as delegates today. Also, please turn off your cell phones or silence them. We will be getting start in a few minutes.


MS. BLANCHETTE: Good morning, if you could please take your seats, so that we can get this show on the road.


MS. BLANCHETTE: Ladies and gentlemen, could you please take your seats, grab your food and sit down.

The 55th Annual House of Delegates is again in order. I want to welcome you all back. For those of you that came to the reception last night, I'm sure you were as blown away as I was. That was pretty cool, walk out on the balcony and the Capitol is here and the monuments are there and wow. So we owe a big thanks to Pearson for that.

I would like to remind you that you should turn in your open-ended comments on your evaluation forms at the end of today's session. Please give them to your delegation Chair, and the Steering Committee will pick them up from there. And your evaluation forms are the goldenrod paper in your HOD packet.

And I have one other announcement, and it's because, once again, I am flying blind on a name. For those of you that were in the breakfast yesterday, you remember that there was a teacher who offered to have the Secretary come and substitute. If that person is in the house or if you know who that person is -- all I remember is that her first name was, I believe, Karen -- could you let me know at the end of HOD? Because in addition to Arne's people talking to her, we'd really like to talk to her and set some stuff up too. She whipped off, was whipped away by Arne Duncan's handler, and so we didn't get a chance to talk to her either. So if you know who she is, could you please let her get in touch with me so that we can set up some stuff for her too, because that was really cool.

Okay. You can tell I'm the '60s. Everything is cool.

It is now my pleasure to introduce to you the Executive Director of NCSS, Susan Griffin.


II. Recognition of Gold and Silver Councils

MS. GRIFFIN: I have the best job, because I get to recognize the Golden and Silver Star Councils.

Everyone understands the significant contribution of our network of affiliate organizations. They give us wonderful information about what is going on across the country in terms of education, and they serve the people in their State by providing wonderful resources and a network of colleagues.

The criteria for Gold and Silver Stars is not insignificant, so it does show that they've done a lot of very important and good work. I will start with the Silver Star councils. I'd like to -- oh, here we go. Sue Blanchette is going to do the handshaking, and at the very end of the House of Delegates, we'd like you to come up for a photo opportunity.

The first one here is the Prince George's County Council for the Social Studies. Congratulations. I went to their wonderful 50th anniversary this spring. They had a terrific program and took us all through their wonderful and pretty impressive history. So congratulations for your 50th anniversary and for being a Silver Star.


MS. GRIFFIN: We're going to take the pictures after.

Congratulations to the Virginia Council for the Social Studies, one of our wonderful helpers to get this conference up and going. The Virginia Council is a Silver Star.


MS. GRIFFIN: Our wonderful friends and hosts from last year, Colorado Council for the Social Studies, is a Gold Star.


MS. GRIFFIN: And our significant friends in the southeast part of our country, Florida Council for the Social Studies. Congratulations, you're a Gold Star.


MS. GRIFFIN: Another amazing host for a great conference, the Georgia Council for the Social Studies. You're a Gold Star.


MS. GRIFFIN: Congratulations.

North Carolina Council for the Social Studies. I get the best updates from them. They're on Facebook. They're doing all this really cool social media. Aren't you something! North Carolina.


MS. GRIFFIN: Oklahoma Council for the Social Studies, yet again a Gold Star.


MS. GRIFFIN: Congratulations.

Oregon Council for the Social Studies, Gold Star. Yay!


MS. GRIFFIN: I think they're going to be working with us next year with the Washington Council for the Social Studies on another great conference.

Southern Nevada Council for the Social Studies, congratulations and good work. Gold Star.


MS. GRIFFIN: These people in the middle of the country really know what they're doing. The Wisconsin Council for the Social Studies got another Gold Star. Congratulations.


MS. GRIFFIN: They've done some great work cultivating university organizations, and we really appreciate that. You've been leading us all along.

There's a place down near the other part. Texas, that's it. Yay!


MS. GRIFFIN: Texas Council for the Social Studies, congratulations, and you're so well-behaved. We can't always count on that.

III. Recognition of Farmers Insurance

MS. GRIFFIN: This year marks 15 years of the NCSS partnership with Farmers Insurance in supporting the social studies community. In honor of the occasion, Farmers Insurance is providing support for a variety of events at the 91st NCSS Annual Conference, and we appreciate every one of them.

First, the Outstanding Social Studies Elementary, Middle, and High School Teachers of the Year; the First Timer Scholarship Fund, the NCSS Leaders Program, our Early Career Mentoring Breakfast, which was just phenomenal, thank you very much, and the scrumptious pastries and coffee, right back there.

[Applause, cheering.]

MS. GRIFFIN: It began with our collaboration in creating the American Promise teaching materials, which illustrated nine challenges of democracy through real-life vignettes, and were designed to help educators teach the content knowledge and critical thinking skills for our students to become effective citizens. That's our job, and we appreciate the help.

The materials provided dozens of classroom-tested ideas, activities, discussion topics to use in a variety of classroom settings, and thanks to Farmers' generosity, these were distributed to more than 500,000 educators nationwide.

Over the years, a relationship blossomed into a strong partnership that has showcased time after time our common commitment to rewarding the paramount efforts of our teachers made every day to educate our children, supporting the professional development of teachers who are members of underrepresented groups or who teach in high-poverty areas and bolstering the success of those entering the profession. These are all critical missions of National Council for the Social Studies. And Randy Rice and Farmers has helped us to accomplish that.

I would now like to ask Randy Rice, the National Manager for Education Programs for Farmers and our good friend, to come up and receive this award.


MR. RICE: Thank you so much. Thank you, thank you, thank you.

We are going to show you -- I have a couple of minutes to talk about the American Promise and our partnership, our 15-year partnership. We're going to start off. We're going to show you

-- I was able to dig up some footage of 15 years ago where right here in Washington, D.C., we launched the American Promise program, so let's take a look.

[Video presentation begins.]

We are today going to see an illustrative example of the empowerment theme of democracy at work in neighborhoods by unique men and women passionately convinced that we can do better than we have done in the last 219 years of this experiment in human freedom and democratic self-rule.

The real democracy in this country is not in Washington, D.C., or Albany or Trenton but in the towns and cities all over America where Americans are still deeply involved in governing their own communities and participating in their own lives.

We felt a need for a more comprehensive, in-depth exploration of the positive things, the good things that are going on at the grassroots level, the level of the individuals throughout this great country of ours. Farmers' plans to make the series available with teaching materials and community action guides to schools and civic groups across the nation, this is the real thrust of what we want to see happen with the American Promise.

Farmers set out to help make a series that is useable with students. It is going to be shown on PBS. It's a national program, but the importance of this is not how many people watch it on the 1st, 2nd, and 3rd of October. What's important is how well it's going to be used in the classrooms and how well it relates to students.

The inspiring stories of the American Promise are stories of real people engaged in that deep thing that we need to revive and renew called "civic action."

What all of you represent, particularly those who are depicted in these programs, is really what the American political process needs, and that is the cleansing from the grassroots by individuals who are committed to their neighbors out of a value system and a belief that things can be better and an absolute conviction that if you work together, we can change our reality.

At a time when the media seems fixated with the most degrading aspects of the human experience, at a time when so many academic revisionists are romping through our past, there's a great deal to be said for a reflective, engaging, valuable broadcast that reaffirms for us those qualities we properly celebrate in life.

Everywhere in this country, online, in schools, in lecture halls, in community colleges throughout the country, wherever there is discussion, debate, and learning, the content of the American Promise will be available.

I have a lot of people to thank. More than 100 people worked on this project, and more than 200 people were on screen in this project looking at how this thing really works. And finally, I have to thank Farmers, who really trusted an idea we had in our heads that you can make a difference. You go out and give people something real to hold onto, real democracy as it really happens.

The promise of this particular program is something certainly way beyond the textbook, and it's revolutionary. There's some things in there that ought to make you chuckle, some things that might even make you laugh, other things ought to make you cry, but most of the time, it's serious in-the-raw democracy. It's what's really happening, and the heros that are ought there are really live people who work in the communities, some of the strangest places you would see. There's still -- they're trying to work the system, in spite of all the odds.

[Video presentation ends.]

MR. RICE: So, there we go. Yeah. That's wild, huh?


MR. RICE: Fifteen years ago, as I was watching it, I was thinking a couple of things. I'm sure Denny Schillings, your President back then, had no idea that this would grow, and 15 years later, we'd be standing here talking about how it's in over a half-million classrooms; and also, just looking at that launch, how much more money they had back then to spend on stuff. I always ago, darn, why can't we have that now.

But we keep fighting for this. I want to mention a couple of people that I know Susan knows very well. One is Angela Easton. She was there from the beginning, and she brought me in, in about 2002. She brought me in to be the Executive Director of the American Promise, because we decided we didn't want to see this thing go away, and there were people in the company thought it should. And a few years after that, she died very, very suddenly at the age of 35, but just a sweet, sweet, wonderful person. So, Angela, here we are still here.

Another person who was there from the beginning is a guy, Jeff Beyer, who is the Vice President, who also died tragically about 5 years ago, and the thing about Jeff is he was the Chief Communications Officer, and more than anything else, he was my firewall. He kept us alive. So the past 5 years, I've really had to try to figure out how to navigate this corporate world and keep the things going, but we continue to do it, and we continue to thrive.

And not only that, but since the American Promise, we've issued six more programs: a black history program called Freedom Song, an Asian-American program called Across the Waves. We just had a new one come out this year. I don't know if you know about it. It's called Second to None, a woman's history program. Your own Susan here is actually in it. Yeah, yeah. That's okay. You can applaud.


MR. RICE: Lesson plans, even have a little reader, and Susan has finally gotten over herself that she's a movie star.


MR. RICE: When they cast the new romantic lead for James Bond and it wasn't her, she realized it wasn't going to happen.


MR. RICE: But all this is free. All this stuff is free. I think you guys know that, but we fight, I fight real hard to keep it that way.

We have a website that I'm not sure you know about it. It's called, where all of the programs are there, and we also have links, of course, to you guys, and that's where it all comes back to. It all started with you. I couldn't, we couldn't do it without you, without your wisdom.

I'm looking at Walter out there. Why don't you stand up, Walter.


MR. RICE: There you are, Walter. No, stand up, Walter.

Walter has been our American Promise -- God, a long time. Almost from the -- a long time, a long time, and he did the workshop and continues to do the workshops for us, and we have a whole little army of teachers who do that, but thank you, Walter, for your commitment, and it is a commitment because you're not getting rich off of this. You do it because you love it and you believe in it, and so thank you.

So, yes, we're just getting started. We have a new -- I want to show you this too, in case you didn't get to see it. We have a new, fancy, fancy cover for everything commemorating the 15th anniversary.

So thank you so much. We're going to be here for a long time, and thank you for your hospitality.


IV. Evaluation Forms

MS. HINDE: Good morning. A reminder that the goldenrod evaluation forms, we do take them very seriously, and we would ask you to please complete them by the end of this session and hand them to your delegation Chair, and then the Steering Committee will collect them from there.

V. Preliminary Report of the Credentials Committee

MS. HINDE: At this time, I'd like to introduce Helen Coalter, the Credentials Committee, the Chair of the Credentials Committee, and from the Virginia Council for the Social Studies for her report.

MS. COALTER: Good morning, and I'm going to try to remember to do this first. We have several young women, who were helping us this morning: Samantha Smetana from the University of Wisconsin at Stevens Point, Elizabeth Sommers from the University of Wisconsin at Stevens Point, Erin Formella from the University of Wisconsin at Stevens Point; Monica Barnett, Lock Haven University; and from George Mason, Mary Grace Coalter and Elizabeth Coalter. And they're all back there.


MS. COALTER: As Chair of the Credentials Committee, I am pleased to report that 159 delegates are registered and certified to vote in the House of Delegates as of 8:21 today, Saturday, December the 3rd. On behalf of the Credentials Committee, I move the adoption of the Credentials report.

MS. BLANCHETTE: Thank you. It has been moved that the Credentials Committee report be accepted. Those in favor, please say aye?

[Chorus of ayes.]


[No audible response.]

MS. BLANCHETTE: The Credentials report is accepted.

VII. Election of HOD Committees

MS. HINDE: Okay. At this point, we will start the voting process for the House of Delegates committees.

This year, we will not be using clickers for the House of Delegates committees. We will be distributing paper ballots in a few minutes. However, just a reminder, you did receive clickers, which will be used for the resolutions. Please do not leave the room with the clicker. If you have to be excused and leave, don't take the clicker with you.

For the paper ballots, you will have approximately 5 minutes to vote. Right now, I ask the Steering Committee to please close the doors. No other delegates will be allowed to enter during the voting process. The doors will reopen at the conclusion of the committee elections.

MS. HINDE: Candidates for the HOD committees were introduced in the first session, but I would like to say their names, and when I say your name, please stand.

For Steering Committee, Ron Adams of New Hampshire.

Ruth Luevanas of California.

Sandy Senior of Connecticut. Sandy Senior-Dauer. Thank you.

Shelly Singer of Illinois.

Kathy Uhlich of Texas.

Those are the nominees for Steering Committee. Remember, please vote for two for each committee.

Nominations for Resolutions. Eugene Earsome of Oklahoma.

David Houston or Mississippi.

Nominees for Assignment Committee.

Laura Richards of Arkansas.

Thomas Riddle of South Carolina.

John Tully of Connecticut.

And Tina Winkler of New York, Central New York.


MS. HINDE: It has just been pointed out, you should have three pages of ballots. They are coming.


MS. HINDE: Just a reminder for clarification, each committee -- Steering, Assignment, and Resolutions -- vote for only two. We have two openings on each committee. Only two candidates per committee.


ATTENDEE: If anyone needs Steering, please raise your hand. You need Steering?


MS. HINDE: Okay. We will be collecting the ballots by committee. So, when I call the committee, would you please just take the one ballot and pass it to the left, so the person at the end will get them all, to that direction.


MS. HINDE: Your right, my left and your right.

The first committee that we are collecting are Resolutions, so please pass the Resolutions Committee.


MS. HINDE: Resolutions Committee is being collected, the ballots for Resolutions.


MS. HINDE: Last call for Resolutions. Does anybody still have a Resolutions ballot?

[No audible response.]

MS. HINDE: Okay. At this point, Assignment Committee ballots are being collected. Assignment.


MS. HINDE: Last call for Assignment ballots.

[No audible response.]

MS. HINDE: And finally, Steering Committee ballots.


MS. HINDE: Last call for any ballots.

[No audible response.]

MS. HINDE: If you still have a ballot, please raise your hand. Those of you who have been in the House of Delegates for many, many years will remember this from years ago. We used to do it this way.

Okay. At this point, voting for House of Delegates.

Yes. The Chair recognizes the speaker.

ATTENDEE: Madam Chairperson, I'd like to make it recognized that I protest my votes to the HOD committees, because it is in direct violation of our green policy. The amount of paper that we used in printing all of these ballots --


ATTENDEE: -- is an absolute violation of what we stand for. The reason that we have the clickers is to use them, and I cannot believe that we printed all this paper to do this.

MS. HINDE: Thank you. Duly noted.


VI. Introduction to the Clickers.

MS. HINDE: Okay. At this point, we're going to talk about the clickers.


MS. HINDE: We are using the clickers for the resolutions.

Oh, one announcement. We will be voting or counting the ballots during the next few minutes. At the end of the day after the resolutions process is complete, we will announce who the winners are of the HOD committees. And then if you are elected to an HOD committee, there will be a brief meeting at the end of today's session. So, if you are elected, please plan on staying for a few more minutes.

Okay. For the resolutions, we will be using the clickers. So I would like to introduce Tim Daly, the NCSS Director of Administration, to discuss the use of the clickers and give you a little practice with them. Tim?

MR. DALY: Good morning, everyone.

These are your clickers. The first step is to make sure they're on, blue button on the bottom. The number on the top left-hand corner is your clicker number. You'll see the square darken when you vote. Yes is green. No is red. Press it once. Press it twice, I believe, it erases your vote. When you press, it will show you a confirmation, and your number will darken on the screen.

And we will try a practice question. Remember green is yes, red is no.

MS. HINDE: Steering Committee, would you please note if anybody's need help, you need to respond to them.


MS. HINDE: If your clicker, if you're having problems with it, no active session or some weird note like that, turn it off. Wait a few seconds. Turn it back on. You're going to try to reboot it.


ATTENDEE: I think we need another practice round, because some of us are still aren't on.


MS. HINDE: Paper is looking pretty good right now, huh?


MS. HINDE: I know. I'm kidding. We'll get this worked out.

Okay. Try it now.


MS. HINDE: Okay. After a discussion with the President, we are going to just set the clickers aside. We're not going to use the clickers for the resolutions.

We are going to cast our votes by ayes and nays, and Steering Committee, on the close counts, Steering Committee, we will count.

You can raise your clicker, if you want. The clickers are going to be collected.

Yes. The Chair recognizes the speaker.

ATTENDEE: William Ausich [ph] from the Virginia Council of Social Studies.

I would just like to make a suggestion. Instead of having the ayes and nays, if you would just pass out one piece of paper. I don't mean to use paper, but if you just pass out one piece of paper to each council and have them vote out in their council and then give the votes to, you know, aye, yes, no, you know, that way people won't know who's voting for the resolutions.

MS. HINDE: Thank you. In the interest of saving paper, we will not do that at this point, but we have done in the past, those of you have been here a while, ayes and nays, and if we have to divide the House, we do.

ATTENDEE: Thank you.

MS. HINDE: You're welcome.

VIII. Consideration of Resolutions

MS. HINDE: Okay. For the resolutions, if you are new to the House of Delegates today, you should have been provided a copy of the resolutions. They were distributed yesterday.

Just a reminder, in the interest of time, we will not be editing resolutions for syntax, grammar, punctuation, other minor changes on the fly. I know it's hard, a bunch of teachers in here. I taught for 20 years, and I see a place where a comma should be, and it will drive me crazy until it's there or taken away, same with spelling, but we will not spend time with those types of errors today. The NCSS staff does correct them for the official record.

The resolutions will be discussed at the March Board of Directors meeting. At that time, all corrections will be made or prior to that time actually.

At this point, I would like to introduce Brad Burenheide, who is the Chair of the Resolutions Committee. He and President Sue Blanchette will preside over the resolutions process.

MS. BLANCHETTE: Before we get started, there are a couple of things that I have discussed with our Parliamentarian, and so I'm hoping it may explain things a little bit and help us in procedure.

Once a resolution is read into the record and is on the

floor, it does not belong to the person or council that offered it. It now belongs to the House.

And this is why when we got into this little back-and-forth about friendly amendments, there are no such things, because the person who offered the resolution no longer owns it once it's on the floor. So any changes that take place just will simply go through the regular amending process, and the whole friendly amendment thing, we won't even worry about, because it doesn't exist once it is on the floor. And I'm hoping that will smooth things out, so that if you have an amendment that you wanted to make, we'll just go through the regular amending process and go forth from there.

Okay, Brad.

MR. BURENHEIDE: The first resolution to be considered is Resolution 11-01-01: NCSS to recognize Annual Sustainability Education Week.

Be it resolved, that the second week of November be devoted to the recognition of students, teachers, colleges of education, and the larger community working to create sustainability communities. Be it further resolved, that the second week of November be recognized by NCSS as National Sustainability Education Week.

MS. BLANCHETTE: Okay. I've got it. We are now open for debate. There are microphones on either side. We are not doing a for and against side, but when you get up to speak, if you would please state your position. We will have 10 minutes total debate per resolution, and each speaker, 2 minutes. If you wish to speak to this resolution, please take your positions at this time.

The floor is yours, sir.

MR. EARSOME: Good morning, Madam President. Eugene Earsome with the Oklahoma Council.

A couple of questions that I have, as much as anything else, has NCSS a record of endorsing or supporting by recognizing weeks of the year for purposes?

MS. BLANCHETTE: Just a moment, please.

Susan, can you address that?

We have done Social Studies Week and Geography Week, yes. So we do have a history of doing this, yes.

MR. EARSOME: Okay. And then my second question follows up on this since you mentioned geography. The Geography Awareness Week, I believe -- and I could wrong -- is the second week in November. So I don't know whether we want to recognize two weeks, two events during the same week or not. Thank you.

MS. BLANCHETTE: Okay. This side of the house.

MR. BLACKMAN: Craig Blackman, VCSS.

I would like to make a motion to amend the resolution, because November is also Native American Heritage Month, and I don't want to conflict with that, but could we add this as a resolution, "Whereas, November is Native American History Month, and Native Americans believe in the interconnectedness of human and natural environments," as one of the resolutions to add to that as a way of respecting their culture and adding to the resolution?

MS. BLANCHETTE: Hold on just a minute. I'm getting advice.


MS. BLANCHETTE: The expert says we cannot add "whereases" at this point, because we are discussing the resolution itself.


MS. BLANCHETTE: We can do it later. Craig, don't give up. We can do it later. Basically, it has to be done in an orderly progression, and this is the order that we're at at this time.

Yes, sir.

MR. ANDRIX: Todd Andrix, Minnesota.

I'm curious. Is this something that NCSS has contrived, Sustainability Week, or is this a nationally recognized week that exists? I haven't seen it on any of my calendars yet.

MS. BLANCHETTE: I'll defer to the Resolutions Chair, if he can answer that.

MR. BURENHEIDE: To the best of my knowledge, Todd, this comes from the community, NCSS Environmental and Sustainability Education Community, and the U.S. Partnership for Education for Sustainable Development. To my knowledge, this is their wanting NCSS to recognize the week.

MR. ANDRIX: May I ask a follow-up?

MS. BLANCHETTE: Yes, you may.

MR. ANDRIX: Would this not be better with or in conjunction with Earth Day?

MS. BLANCHETTE: Are you making an amendment, or are you simply --

MR. ANDRIX: I'm not allowed to yet. I'm asking a question if that was -- I'm sorry. Was that discussed at all? Why not put it with Earth Day and tie it in?

MS. BLANCHETTE: We don't know what the thinking was behind the people who made the resolution.

Is there someone in the House who was part of that?

DR. PASSE: Right here.

MS. BLANCHETTE: Okay. We will defer to Mr. Passe over here. Dr. Passe.

DR. PASSE: Jeff Passe from the Maryland Council and also a member of the Environmental and Sustainability Education Community.

Yes, it is the third week of November. Yes, we have overlaps with lots of other worthy causes. We think this is a pretty simple amendment just to say that we endorse it without making a grand statement about all the other interconnected causes that we would should also support.

MS. BLANCHETTE: Jeff, I would ask a question from the Chair. The resolution is second week. You said third, and I wanted to make sure we're on the same --

DR. PASSE: Oh, no. Whatever it said there.

MS. BLANCHETTE: Okay. We wanted to make sure we're on the same page.

DR. PASSE: Correct.

MS. BLANCHETTE: Okay, thank you.


MS. LUEVANOS: Ruth Luevanos from California Council for Social Studies.

And as soon as I saw this resolution yesterday, I started doing some research, and I did notice that there are several cities across the country, not any States but several cities that do have Sustainability Week.

There were at least three cities that do Sustainability Week during Earth Day, which is the second week of April, so they do it in conjunction with Earth Day. And there was only one city that I could find in the entire nation that does Sustainability Week the second week of November.

And as a member of the National Council for Geographic Education, I don't think I would appreciate having, you know, Sustainability Week, the same week as National Geography Awareness Week. It's just too many things thrown into the pot at the same time.

So I move to amend, in light of the fact that other cities across the country have set forth precedent in having Sustainability Week the same week as Earth Day, that the resolution be amended so that it reflects to be the second week of April.


MS. LUEVANOS: Third week of April.

MS. BLANCHETTE: Please restate. I think what you're saying is be it resolved that the third week of April --

MS. LUEVANOS: Third week of April, yes.

MS. BLANCHETTE: -- be devoted to the recognition of students.


MS. BLANCHETTE: Third week of April. So we are going to strike second week of November and add third week of April.


MS. BLANCHETTE: Okay. Do I have a second to the motion?

MS. THIEMAN: Second.

MS. BLANCHETTE: Second. Gayle Thieman is second.

Do I have discussion on the motion only? Is there anyone who wishes to address the amendment to the motion?

Okay. We have someone who wants to address the amendment to the motion.

MS. VOSBURG-BROOM: Yes. I'm Betheny Vosburg-Broom. I represent the Environmental Sustainability Education Community. Just directly to the motion, the --

MS. BLANCHETTE: Excuse me. I don't mean to overrule you, but right now the only thing we can address is the amendment.


MS. BLANCHETTE: You can't go back to the original motion. Right now we have to address the amendment that changes it to April, and then we can go back once that passes or fails.

MS. VOSBURG-BROOM: Well, you're talking about changing it to April.

MS. BLANCHETTE: To April, yes. As long as that's what you're addressing, go for it.

MS. VOSBURG-BROOM: That's what I'm addressing.


MS. VOSBURG-BROOM: The U.S. Partnership for Education for Sustainability is a national community, and they are the ones that originally proposed it. And there are a number of States that -- governors that have accepted it as a resolution for them; therefore, it has been accepted as the second week for them. And so that I would have to check with them, through them for that change. Look for them to endorse it, I guess.

MS. BLANCHETTE: Okay, thank you.

This side. Steve?

MR. GOLDBERG: Hi. Steve Goldberg, New York State.

I want to second that, because if you check online, we're not creating this week. We are endorsing, as I understand it, a week that has already been created by a national organization. So I don't think we have the right to basically say, "No, that can't be the week. We want to have our own week."

MS. BLANCHETTE: Okay. Anyone else who would like address the amendment? Okay, on this side.

MR. RIDDLE: Madam President, Thomas Riddle, South Carolina Council.

While I'm absolutely in support of the resolution from the perspective of classroom teachers and as the curriculum director who sends information out from NCSS and our State councils encouraging teachers to participate in these very worthy causes, we do have Geography Awareness Week. We also have Veterans Day that week. And that's Veterans Week, and we have a lot of classroom teachers who are already trying to get -- support these other causes. I think that if we add one more thing during this time, it's going to blur the lines, and so I'm speaking in support of the change to April. Thank you.

MS. BLANCHETTE: Thank you.

This side.

MS. LUEVANOS: Ruth Luevanos, California Council of Social Studies.

Again, I just wanted to reiterate, you know, we need to stand united as a social studies community. We are the National Council for Social Studies which encompasses, you know, economics, history, geography, and I think we really need to stand together with NCGE and kind of not step on their toes by, you know, having it the same week as National Geography Awareness Week, so I just hope that we stand in solidarity with NCGE and support their recognition.

And there is no consistency in the States or the cities that I researched in terms of when their Sustainability Week is. They really were all over the calendar.

MS. BLANCHETTE: Okay. This side.

ATTENDEE: William Ausick from the Virginia Council of Social Studies.

I am in agreement with a lot of this, and mainly from the viewpoint of being a social studies teacher in November where you have American Education Week, you have National History, you have National Geographic, you have so much in November, and you have Thanksgiving, and you have Veterans Day, and you have a lot of things that are going on.

I think we need to support this Sustainability Week, but I think we also need to look at that this is an environmental thing that is being endorsed, and we are the National Council for Social Studies. And I think that this environmental issue goes with Earth Week and Earth Day, and that's why I think we need to reendorse that, but I think we need to stay away from it. Thank you.

MS. BLANCHETTE: Okay. I'm going to go here because you have spoken and she has not.


MS. ALTOP: Hello, my name is Peggy.



MS. ALTOP: Peggy Altop, Colorado.

I support sustainability. I support any effort by National Council for the Social Studies to support sustainability. The fact that we might argue over whether it is November or April speaks to the fact that this one may not be ready for prime time, and that further research needs to be done in terms of the April/November issue. And that's my two cents worth.

MS. BLANCHETTE: Okay. Back to you.

MS. LUEVANOS: In recognition of the current Geography Week for the second, I would like to honor that week with the proposal that it be sustainability, as well, because in learning or the purpose of bringing this to the forefront is to make it a discussion so that we can start discussing it.

And it is not an environmental. It is an environmental, a social, and an economic effort, and they're very much intertwined and related to the social studies. And it's our, you know, civic responsibility as educators, as students ourselves, and as citizens to be aware of that. It is in no way meant to step on any toes, only meant to actually support all of those efforts, the Native American efforts as well the geography efforts. They are completely intertwined and connected to each other and perhaps supporting each other in every way. Thank you.

MS. BLANCHETTE: Okay. Seeing no one -- are you coming to the mic? Okay.

MS. KIRCHGAESSNER: Rozella Kirchgaessner, ATSS/UFT New York State.

And I'm going to speak against the amendment to move it to April, because I think that there is already a whole lot of national publicity around Earth Day, and that this is such an important issue, that starting it out at the beginning of the year and in November gives us a whole year to work with it, because a week launches. It doesn't end a celebration. So I'm opposed to moving it to April.

MS. BLANCHETTE: Okay. Seeing no one else for discussion, we will now vote on the proposed amendment. Be it resolved that the third week of April be devoted to the recognition of students, teachers, colleges of education, the larger community working to create sustainable communities. Okay. All in favor of the amendment say aye?

[Chorus of ayes.]


[Chorus of nays.]

MS. BLANCHETTE: I would say the nays have it. The amendment is defeated.

We are now open for discussion on the original resolution. Is there any further discussion on the original resolution?

[No audible response.]


MR. IMLER: Don Imler, PCSS.

I think that one of the things we need to focus on here is the wording at the top, and the wording at the top is very simple. It says "recognize." It doesn't say "celebrate." It doesn't say anything like that, the kind of that says that we're endorsing that you must do something. It is saying that we recognize the fact that this is Sustainability Week, the week chosen by somebody else, and we think their efforts -- to me, it says, we think their efforts are to be applauded, and so I think the key word is "recognize."

MS. BLANCHETTE: Thank you. This side, then that side.

MR. BOURNE: Wendell Bourne, Massachusetts.

I just wanted to make a suggestion, given all the comments related to this and the concern that this week may interfere with all of the other things that are going on, including the geography, veterans, and os on, and that would be that NCSS, if this should pass for the second week in November, that we might include just some guidelines that indicate that we recognize that this is part of many things going on and maybe some suggestions on how this can be observed and integrated with everything else without overwhelming classroom teachers with what they should do with it. Thank you.

MS. BLANCHETTE: Thank you.

MR. SULLIVAN: Mike Sullivan, Arkansas Council for Social Studies.

I would just like to hear a little more clarification on the provision for sustainability literacy as a prerequisite, please.

MS. BLANCHETTE: Just a moment, please.

Can you direct me in the resolution exactly what you're talking about? Third from the bottom. Is it a "whereas"?


MS. BLANCHETTE: Okay. As we've said before, right now we are at the point of addressing the resolution itself, not the "whereases." Am I correct, sir?

MR. SULLIVAN: Does clarification not -- is that not part of --

MS. BLANCHETTE: What clarification are you seeking?

MR. SULLIVAN: Well, exactly what literacy is prerequisite, because if something is a prerequisite for something, as you all know, then there has to be some outlines there for a certain type of literacy. So I am just curious as to what type of literacy we're talking about.

MS. BLANCHETTE: Okay. Hold that thought.


MS. BLANCHETTE: I've been trying to get clarification for you, because I understand your confusion.

The "whereases" are the explanation, if you will, offered by the committee. They are not the resolution. The resolution itself is the bottom line, and we can take their recommendations, but we're not bound by them, and so it's the resolution itself and not the "whereases." The "whereases" were simply an explanation given forth by the committee that introduced the resolution, and so they are not something that we vote upon or debate, if you will.

All I can suggest is perhaps tackling one of the members of the committee and find out exactly what they did mean, and there is one behind you who is hiding now.


MR. SULLIVAN: Excellent. So may we get that before we vote on it?

ATTENDEE: I can say it in four words.

MR. SULLIVAN: Okay, please do.

MS. BLANCHETTE: If she comes up now, but we've got to go to him first and then you. Jeff?

ATTENDEE: Bethany is going to say the same thing. It means "needed."

MS. BLANCHETTE: It means "needed."

ATTENDEE: Prequisite means it's needed for discussions of literacy, but please indulge me. We've heard this song before.

This is not legislation; this is a resolution. It's supposed to present the will of the House. It goes to the Board of Directors. The Board of Directors works out all the details and makes it into policy, should they choose to do so. All we're doing is making a recommendation, so I don't think we have to worry too much about parsing words.

MS. BLANCHETTE: They have just called time on us. I'm sorry.

Okay. At this point, all in favor of Resolution 11-01-01 with the resolved remaining at the second week of November, please say aye.

[Chorus of ayes.]

MS. BLANCHETTE: All opposed, say nay?

[Chorus of nays.]

MS. BLANCHETTE: Okay. We'll divide the House. All in favor -- I need the Steering Committee on the floor to count votes. All in favor, stand. All in favor, stand.


MS. BLANCHETTE: Okay. Please be seated.

All opposed, please stand.


MS. BLANCHETTE: Please be seated.

If you wish to abstain, please rise. I have one. Now, please rise. We'll count.

If you're abstaining.

MS. BLANCHETTE: Okay. I've got five.

Okay. In the affirmative, 70; in the negative, 63; abstentions, 5. The ayes have it. The resolution passes.


MS. BLANCHETTE: Moving on.

MR. BURENHEIDE: Resolution 11-01-02. NCSS to create clearinghouse of social studies performance-based assessment examples, research and educational policies to inform policy and practice.

Be it resolved that NCSS explore the possibility of developing and publishing a clearinghouse of resources that includes examples of social studies performance-based assessment measures conducted at local and State levels that enable students to demonstrate the knowledge and skills needed for effective citizenship in authentic settings, research findings that support the use of performance-based assessment to inform instruction, and existing educational policies that can inform advocacy efforts for the inclusion of social studies performance-based assessment at the local, State, and national level.

MS. BLANCHETTE: The resolution has been moved. Do we have a second?


MS. BLANCHETTE: Second. I heard a voice from the wilderness.

ATTENDEE: Massachusetts.

MS. BLANCHETTE: Massachusetts, okay.

Any discussion, please join us at the microphones. They're racing down there to see who gets there first. We will start on this side. Peggy?

MS. JACKSON: Okay. I'm another Peggy, but I'm Peggy Jackson, New Mexico Council, Texas Council, and Citizenship Community.

I think the real ideal part of this resolution is that we are striving for civic efficacy, and it is in the "whereas," but I'll connect it in just a minute.

Because civic efficacy can best be achieved through powerful and rigorous social studies curriculum, we're not encumbering NCSS to spend money. We're only asking that they support this, and Michelle is going to tell you the origin of these ideas. So I'm standing in favor of this resolution.

MS. BLANCHETTE: Thank you. Michelle?

MS. HERCZOG: Thank you. I'm Michelle Herczog. I'm here representing National Council for Social Studies Board of Directors.

I think there are some things that we can all agree on. Assessment at the national level is probably not going to go away any time soon, and we also know that standardized testing is not all encompassing and really captures the essence and goal of the social studies. So this resolution was written in an effort to get in front of that issue and to start to collect examples of performance-based assessment, authentic assessment to help guide us in realizing effective social studies education in the future.

We have research now that shows -- and it is cited in the "whereases" -- that performance-based assessment, authentic assessment really captures the goals of high-quality social studies education. So we have that to back us up.

And I'm sure somebody is going to ask who's going to do this, and that's an important question. So please note that this is not intended to be a burden on staff. The implementation of this could be decided down the road. It could go to a number of different entities or communities. So it is not intended to be a burden on staff or the budget of the council, so in support of this. Thank you.

MS. BLANCHETTE: Thank you.

MS. KIRCHGAESSNER: Rozella Kirchgaessner, ATSS/UFT New York State.

I'm speaking in favor of this. We've had No Child Left Behind since 2002. We have all the databases already in place with all of the multiple choice insanity. We need to be proactive as an organization, and we need to have the data as well as the information ready to present. So I don't think we have time to waste in supporting the collection and the establishment of a database like this.

MS. BLANCHETTE: This side, then that side.

MR. DEMKO: Andy Demko, Past President of the Oregon Council for the Social Studies.

Our council wants to come out in support of this resolution. Thank you.

MR. HERSCHER: Walt Herscher, Wisconsin Council.

Obviously, the proposal has admirable intent. What I'm just questioning is the possible vagueness of this. We're going to be doing research. We're going to be conducting staff time, et cetera, even though we're in a sense saying this is not going to be important. I thought part of the intent of all the resolutions was we could not spend money, and so just sort of clarification of that.

MS. BLANCHETTE: Thank you. Any further discussion on the motion?

MS. HERCZOG: Michelle Herczog.

Just to provide some clarification to the question raised. It is not intended to conduct research. This is intended to collect research findings, to collect examples, and to collect existing policy efforts that promote performance-based assessment, basically to provide kind of a clearinghouse.

Undetermined on who could do this. It could be a community that asked to collect these items. It could be an ad hoc community. It is not intended for a staff, per se, to do that. That part would discussed at the Board. So I hope that's helpful.

MS. BLANCHETTE: Okay. Further discussion?

[No audible response.]

MS. BLANCHETTE: Seeing none, let us vote on the resolution, and it is Resolution No. 11-01-02. All in favor, say aye?

[Chorus of ayes.]

MS. BLANCHETTE: Opposed, nay?

[Chorus of nays.]

MS. BLANCHETTE: The ayes have it.

MR. BURENHEIDE: Those previous two resolutions were from Section -- or Category 1 of Resolutions, resolutions on current or future business operations of NCSS.

The next two are in Category 2: resolutions on the nature of social studies education.

Resolution 11-02-01, countering budget cuts in social studies education K-12. Be it resolved that NCSS prepare and communicate materials and strategies for use by NCSS-affiliated State and local councils that advocate for maintaining or increasing funding social studies education, that advocate against any diminishment of the role of social studies in school curricula, and that support, increase parental and local community involvement in sustaining these efforts.

MS. BLANCHETTE: Any discussion? Please come to the mic.

MS. HERBST: Carolyn Herbst, ATSS/UFT New York City and New York State.

This resolution grew out of a summer webinar which all council leaders were invited to participate in. I think about a dozen people participated in it, and in our discussions of needed resolutions was the general gist of this one.

As you know, NCSS has expertise in advocating for the social studies. In dealing with national legislatures, we were lobbying on the Hill on Thursday in a special legislative day for NCSS, and therefore, that kind of expertise will help the States.

We have, more or less, come to the understanding that the Common Core will only -- national Common Core Standards would only come for literacy and mathematics, and therefore, what goes on in social studies will have to be handled State-by-State.

And this resolution enables us to use NCSS expertise to help the State and local councils advocate for social studies, diminish budget cuts or eliminate them, get more money into the States for social studies, and involve community groups in helping do this, as well. So I urge passage. Thank you.

MS. BLANCHETTE: Thank you.

MS. HERBST: I do want you to know that it originated in ATSS/UFT. It went through the board there with a lot of board changes. Then it went to the New York State Council for the Social Studies Board, which approved it also, and then the Middle States Council for the Social Studies Board of Directors, and they approved it too.

MS. BLANCHETTE: Thank you. One more.

Oh, I'm sorry, Peggy, can you hold. I need to bounce over here.

MS. LUEVANOS: Ruth Luevanos from California Council for Social Studies.

And we also support and are in favor of this resolution, and in light of what we just did with Legislative Day, we feel that this is going in the right direction that we need to go in for NCSS and for social studies educators nationwide. So CCSS, California Council for Social Studies, supports this.

MS. JACKSON: Peggy Jackson, NCSS Board of Directors, New Mexico, Texas, and Citizenship Community.

In New Mexico, we have already drafted a document similar to this. It took us a day of working together in wordsmithing and getting it correct. We are fighting the removal of the social studies assessment that we had worked hard to get into our standards-based test. That is available. Susan has a copy of it.

We really believe that we've presented it to the public ed department and worked with our secretary of education, and I support, we support this amendment because there is a model. It looks like it could be a very costly item to make staff or to encourage creating this document, but there are patterns already out there.

We have a wonderful group with NCSS that is giving us talking points on the national level, and I think we could collect with the committee two or three or four more State models to use this and support this resolution.

MS. BLANCHETTE: Seeing no one else at the mic, let us go forth and vote on this one. So all in favor of Resolution 11-02-01, say aye?

[Chorus of ayes.]


[No audible response.]

MS. BLANCHETTE: The ayes have it. The resolution passes.

MR. BURENHEIDE: Resolution 11-02-02. Attracting, supporting, and advancing early career social studies educators. Be it resolved that NCSS over the next 5 years should make more visible its services and resources specifically targeting the very needs of early career educators through every means available, including print publications, meetings, online and digital, and other emerging technologies.

Be it further resolved that NCSS should pay particular attention to assisting early career educators as they build their theoretical frameworks, broaden their understandings of literacy and teaching strategies.

Be it further resolved, NCSS should aid in building collegial relationships within the NCSS, State, local, college communities, and affiliated groups.

MS. BLANCHETTE: The resolution has been moved. Do I have a second.


MS. BLANCHETTE: Second, that fast. We are open for discussion. If you wish to address this issue, please come to the mic.

MS. BURGARD: Hi. I am Karen Burgard, NCSS Board of Directors, and, apparently, I'm short.



I just want to say that I'm passionately in favor of this, and I know that there is going to be questions of what does it mean to aid, how do we aid, where does the money come. I know that all of those will follow. But as Dr. Passe said, that gets decided by the Board. I think it's important that we recruit new members and get new members to this wonderful organization that we believe in and that we love. So I'm really in favor of this.

MR. MOORE: John Moore, National Board of Directors.

I am in favor of this resolution, and I would like to inform the House of Delegates that the Board of Directors is basically in process of developing or considering the development of a community for pre-service teachers that would identify all three of these items as its mission and ideals and purposes. Thanks.

MS. THIEMAN: Gayle Thieman, representing the International Assembly. I'm also from Oregon and Washington.

I want to say that passing this resolution is very important to continue the work NCSS is already doing to support early career educators. One aspect here at the conference is the First Timer scholarship fund that brought 82 first-time early career teachers, teachers of color, teachers who work with high-poverty students -- 82 first timers came to this conference free of charge.


MS. THIEMAN: And assuming this resolution passes, I urge all of you to follow up with a small contribution to the First Timers scholarship, so we've got some more coming to Seattle. Thank you.


MR. BLACK: Hi, my name is Avi Black. I'm the President of California Council for the Social Studies, one of the co-sponsors of this resolution.

I think we're probably not alone in facing a crisis of membership and the challenges of not only retaining the members that we have but expanding the new membership base, that being newer teachers in the profession.

We've started a working committee in California expressly to do this work, knowing that it's not only an issue, as some people may think of the finances, keeping our organizations going, but of bringing new blood in and expanding the community of people that we work with. And that key community is younger teachers who very often do not see the advantages of joining a collective organization like this, because of maybe reliance on other forms of social networking, but we found as soon as teachers do come to conferences and get the opportunity to meet with teachers face-to-face, that it's a revelation to them, and this kind of work can only help advance that cause. Thanks.


MR. IMLER: Don Imler, PCSS.

First off, I'd like to comment on the fact that we were early in starting campus affiliates, and we hold 3 days a year that just basically are for campus affiliates.

But as I look at this, the only trouble in part to this is why we would restrict it to over the next 5 years, and so I would think that if I could make or offer an amendment to this, it would be to strike "over the next 5 years." This should be a continual effort forever.

MS. BLANCHETTE: Sir, you are offering an amendment to just strike the phrase "over the next 5 years?"

MR. IMLER: "Over the next 5 years," yes.

MS. BLANCHETTE: Do we gave a second to the amendment?



MS. BLANCHETTE: We have a second.


MS. BLANCHETTE: I got it, I got it.

We're open to discuss the amendment only. Do we want to strike the phrase "over the next 5 years?" Discussion on that.

MS. COLLUM: Melissa Collum, National Council for the Social Studies Board of Directors, Wisconsin Council for the Social Studies, and author of this amendment.

I have been working for the past 3 years with college councils for the social studies, flying around the country, establishing them, working with college students. In authoring this resolution, it is the intent that NCSS do a targeted blitz event over the next 5 years, working specifically to get college councils and early career educators into NCSS.

If you read the amendment and the "whereases," you will see that we are in a crisis situation. We have baby boomers who are retiring and no -- sorry, Sue -- who are retiring and not retaining their memberships, and if we work with our pre-service educators and get them to become members and retain memberships, we will have lifetime members in NCSS, so the idea to do this blitz for the next 5 years, and then we will continue, because that's what we do at NCSS. But if we blitz for 5 years and work hard at what we need to do, I feel that we will have a very good program established. Rather than just looking at a long-term program, we need to have a very focused understanding of what we need to do. Thank you.

MS. BLANCHETTE: Do you wish to speak, sir, or were you being a gentlemen?

ATTENDEE: Being a gentlemen.

MS. BLANCHETTE: Thank you very much.

Seeing no further approach to the mic -- Cynthia, are you coming?

MS. TYSON: I'm approaching.

MS. BLANCHETTE: You're approaching.

MS. TYSON: Good morning. I want to say, first of all, I'm representing the social justice community.

MS. BLANCHETTE: Would you identify yourself, even though we all know who you are?

MS. TYSON: Cynthia Tyson, who is approaching the mic.


MS. TYSON: And I'm not familiar enough with parliamentary procedure to know if this is appropriate or not, so please help me.

When we talk about targeting early career social studies educators, it's been my experience over these last 13 years that they are more often white, they are more often male, in secondary especially, and so I'm wondering should we also add something that talks about underrepresented populations. And I'm not sure how that happens or if it can happen or -- but I just felt I'd be remiss not to bring that up. I mean, even when we look around this room and we're talking about making sure that we have multiple voices and representation and perspective --

MS. BLANCHETTE: Cynthia, I'm not arguing with you, but we have to address the issue of striking the 5 years.

MS. TYSON: Oh, is that what --

MS. BLANCHETTE: Once that's dealt with, then we can go back to the full amendment, and then I think you would be perfectly in order to offer, if you would like, at that time.

MS. TYSON: Well, excuse me, Madam President, for being out of order about the next 5 years.


ATTENDEE: William Ausick again for the Virginia Council of Social Studies.

I think it's just a matter of semantics. I agree with the amendment; I agree with the resolution.

Back in 2009, I brought up the idea about that we need to be on the college campuses a lot more. I think the matter of semantics is just over this next 5 years, we need to target. So I would just add the phrase that, you know, be it resolved that NCSS target over the next 5 years.

MS. BLANCHETTE: We've got to deal with this amendment first. We can then go on to the next one, if we like.

ATTENDEE: Okay. Then I'll do an amendment to the amendment.

MS. BLANCHETTE: All right. Not according to my expert over here, and he's the guy I'm listening to.

Is there any other discussion on the amendment to the resolution?

[No audible response.]

MS. BLANCHETTE: Okay. Let's vote on that. All in favor of striking the phrase "over the next 5 years" from the resolution, say aye?

[Chorus of ayes.]

MS. BLANCHETTE: Those opposed, say nay?

[Chorus of nays.]

MS. BLANCHETTE: The Chair rules the nays have it. The original amendment stands.

All right. Now we're back to the original amendment. I'm sorry. Original resolution. And so we'll start over here. Go.

MR. KOSTKA: Bob Kostka, President of the Mass Council for the Social Studies.

I'm not sure how other councils are doing, but one of the most difficult problems that we have is attracting young teachers who don't seem to be joiners.

A number of us have joined our professional organizations because we felt it was the responsibility as a member of a profession. I don't see that so much in younger people. So any outreach by any organization to attract these people to come and join us, I've always felt that we've worked hand in glove with National Council in membership drives in Massachusetts, and I think this is another opportunity for us to partner up, partnership with National Council to get young people interested and enthusiastic about our organizations.


MS. TYSON: Thank you. What I said before.


MS. TYSON: But I did get a little coaching from my colleague.

MS. BLANCHETTE: That's okay.

MS. TYSON: So I guess what I'm asking is that we would insert after early career educators also -- and especially those from underrepresented groups.

ATTENDEE: And those.

MS. TYSON: "And those." Thank you, my colleague.

MS. BLANCHETTE: Are you making this a motion?

MS. TYSON: I'm making it -- yes, I am.


MS. BLANCHETTE: All right. So let me make sure I have it correct. You are saying be it resolved that NCSS over the next 5 years should make more visible its services and resources specifically targeting the very needs of early childhood educators and --

MS. TYSON: Oh, I like that one too.

MS. BLANCHETTE: Early career educators, sorry. Early career educators and --

MS. TYSON: Those from underrepresented groups.

MS. BLANCHETTE: And those from underrepresented groups.

MS. TYSON: "Especially" --

MS. BLANCHETTE: "Specifically" is already in there.

MS. TYSON: So it's "and those."

MS. BLANCHETTE: Do I have a second to her motion?


MS. BLANCHETTE: Second. Okay. We are now open for discussion on the proposed amendment to the resolution only.

MS. TYSON: Do I have to wait?

MS. BLANCHETTE: Yes, you have to wait.

We have to do a quick announcement, so hold that thought for a minute.

MS. HINDE: Just a quick announcement. I notice some people are leaving. We are still missing three clickers. So search the floor, search your pockets. If you have a clicker or someone left --

ATTENDEE: Oh, there's one.

MS. HINDE: Okay. We're missing two clickers.


MS. BLANCHETTE: Please turn in your clickers.

John, the floor is yours.

MR. MOORE: John Moore, Board of Directors.

MS. BLANCHETTE: We got you this time.

MR. MOORE: Okay. I would support this amendment in that it is certainly aligned with the NCSS work since 2005 in attracting underrepresented groups to join and participate in our organization. So the inclusion of underrepresented groups certainly aligns with the mission and purpose of NCSS ideals. Thank you.

MS. BLANCHETTE: Okay. Cynthia.

MS. TYSON: I wanted to say that NCSS had an ad hoc committee that worked for several years about how to attract those from underrepresented groups, and knowing the spirit in which this resolution was brought forward -- and my colleagues are fully supportive, and I know that it was implied, but we know that we're living in a time that we have to be explicit about what we mean and what we say, especially as it goes out to the full and broader membership. An so that was one of the reasons why I wanted to make sure that I say that I fully support it, I understand the spirit and that it was implied, but explicit language.

MS. BLANCHETTE: You got it.

Any further discussion on this amendment?

[No audible response.]

MS. BLANCHETTE: Okay. So we'll now vote -- oops, one more. Go ahead.

MS. LUEVANOS: I ran up her as fast as I could. Ruth Luevanos.

I would like to speak in support of the amendment. I also believe that, you know, we have too many underrepresented educators in NCSS that have not gotten the support that they have needed, and maybe this will be a way for us to be conscious of integrating things like, you know, workshops. And I know we already do, but just be more conscious of integrating support for ELL instructors and culturally relevant pedagogy and all the things that we should be doing as social studies teachers, and this would be a way to make sure that we do that, and again, because the resolution is to target through every means available, including print publications, meetings, online, digital, and other emerging technologies that we need to recognize that we're becoming a more and more diverse society.

Yesterday Geoffrey Canada mentioned that, you know, it's going to be a majority/minority population in the United States of America in the next 40 years, so in recognition of that --

MS. BLANCHETTE: I'm sorry. Time is up.

MS. LUEVANOS: -- I support it.

MS. BLANCHETTE: Thank you.

Okay. So now we will take a vote on the second amendment which adds the phrase, "and those from underrepresented groups" to the original amendment.

All in favor of the amendment to the resolution, please say aye.

[Chorus of ayes.]

MS. BLANCHETTE: All those opposed, nay?

[No audible response.]

MS. BLANCHETTE: The ayes have it. The resolution is amended.

We are now back to the original resolution with the amendment as amended. Okay. One here, one there.

MR. DYTEL: Bob Dytel. Bob Dytel New York, ATTS/UFT.

In my second life now as a recycled person, I work for Queens College in New York City, and I have 20 student teachers. And just so everybody understands, this 5-year piece is wonderful because, at this point, there are no jobs out there. We need to encourage these people to stay in the field, to meet a lot of people and network.

One of the things we're doing in New York City with our conference this year is that we're allowing all student teachers to go for free, student teachers and social studies methods, undergraduates and graduates, and to go for free, stay for the whole conference for free and network, and, fortunately, the UFT is picking up the cost of every one of these people. So, you know, this may be the way we have to go to get people to get into the profession, to network, and to meet other people. Thank you.

MS. BLANCHETTE: All right.

MR. O'BRIEN: Madam President, Joe O'Brien from CUFA. I recommend that we amend the second part of the resolution to include the same language that we just voted on for the first part.

[Applause, cheering.]

MS. BLANCHETTE: Are you offering this as an amendment?

[No audible response.]

MS. BLANCHETTE: Okay. If there are no objections, those words will be added to the statement.


MS. BLANCHETTE: Okay. They're there.

Further discussion? I see bodies moving forward.

MR. HERSCHER: Walter Herscher, Wisconsin Council.

Again, by these various -- problem?

MS. BLANCHETTE: Hold that thought for a minute, please.


MS. BLANCHETTE: Sorry. We had a timing issue. Go for it.

MR. HERSCHER: Okay. Walter Herscher, Wisconsin.

We're changing the intent of the original motion; therefore, I would suggest that if you're going to do that, change the title of it also and say "restricting it to early career," and then you would add your other phrase in that part also.

MS. BLANCHETTE: All right. He wants to change the title.

Are you offering to change the title as a motion? I'm sorry. I don't know who did it.

Okay, never mind. Moving on. Next?

MR. HOUSTON: Madam President, David Houston from the Mississippi Council for Social Studies.

I was remiss in not coming forward earlier. I would like to, for the amendments and the wording, change the word "and" to "including." My concern is that when we have "and," it then indicates it as two separate entities, and we want to be inclusive. So it should be stating "and" or "including those from underrepresented groups."


MS. BLANCHETTE: If there is no objection from the floor, we will change "and" to "including" in both cases.



Oh, I'm sorry, Gayle. I didn't see you.

MS. THIEMAN: I just have a question, and it doesn't need to be voted on. It's more for to be in the record.

Some of the members of underrepresented groups, specifically African-American teachers, demographically have been in the field for a while, and so as you do the -- providing services and resources, we want to make sure that we don't get hung up on early career being a couple of years of teaching and not continue supporting the teachers of color we have now.

I don't think it's that big a deal whether we say "and" or "including," but I just want to recognize that we want to continue supporting the teachers of color we already have in this profession and help them feel included and supported.

MS. BLANCHETTE: Okay. How are we on time?

Okay, go.

MR. ADAMS: Brian Adams, New Hampshire Council of the Social Studies.

Madam Chair, a clarification. Up there it says "targeting the various means of early educators," and in our printed version, it says "the varied needs of early career educators."

MS. BLANCHETTE: Okay. The PowerPoint is not official. What is printed on the paper is official. Okay.

Seeing no one at the mic, let us call for -- I'm going to call for the vote on Resolution 11-02-02, as amended.

All in favor, say aye?

[Chorus of ayes.]

MS. BLANCHETTE: Opposed, nay?

[No audible response.]

MS. BLANCHETTE: The resolution carries.


MR. BURENHEIDE: Finally, we move on to Category 5 of resolutions, which are resolutions of courtesy and commendation, and I get to move these in front of the House of Delegates here.

Resolution 11-05-01, recognition of NCSS President Sue Blanchette, and for a courtesy resolution, the Parliamentarian has told me that I'm allowed to read the "whereases" as well, so I will.

Whereas, Sue Blanchette has served as an advocate for the social studies at the local, State, and national level.

Whereas, Sue Blanchette has inspired a multitude of students in her years of teaching.

Whereas, Sue Blanchette has worked to worked to promote engaging social studies at all levels.

Whereas, Sue Blanchette has driven to enhance and grow the National Council for the Social Studies through her tenure as an NCSS Board member, Vice President, President-elect, and President in 2011.

Whereas, Sue Blanchette's leadership, advocacy, and friendship to the social studies is widely known.

Be it resolved that the National Council for the Social Studies formally recognizes and thanks Sue Blanchette for her service and value to all in the social studies community and especially the NCSS membership during her career and specifically her tenure as NCSS President.

As a courtesy resolution, I will now accept aye votes for endorsing this resolution. Those in favor, please say aye.

[Chorus of ayes.]


MR. BURENHEIDE: The motion passes.

By the way, just noticing some of you when I said aye votes for that, a lot of you gave me the look of what the hell are you doing.


MR. BURENHEIDE: And the Parliamentarian instructed me that for a courtesy resolution, it's appropriate procedure.

Resolution 11-05-02, recognition of NCSS conference committee Chairs, please note that we have an editing of the text that occurred here.

Whereas, Karen Muir and the Maryland Council for the Social Studies, Craig Blackman and the Virginia Council for the Social Studies, and Shannon Pugh, conference Co-Chair and local Arrangements Committee have worked tirelessly for several years as conference Chairs for the 2011 Washington, D.C., conference with great vision, diligence, tenacity, teamwork, and passion.

Be it resolved, the National Council for the Social Studies staff, membership, and representatives of the House of Delegates honor and thank these members for their outstanding work in service to all of our national and international colleagues and friends.

For those to endorse it, I ask that you vote aye. Aye votes, please.

[Chorus of ayes.]

MR. BURENHEIDE: The resolution passes.


MS. LUEVANOS: Excuse me.

MS. BLANCHETTE: I recognize --

MS. LUEVANOS: I beg the indulgence of the committee, because this resolution is out of order and sequence, but I would like -- New York State and ATSS/UTF New York City would like to propose a third courtesy resolution.

Whereas, Executive Director Susan Griffin and the entire NCSS support staff have not only provided the organization and our entire membership with a beautiful, energetic, and extremely well-organized professional experience at the December 2011 annual conference in Washington, D.C.

And whereas, this effort was accomplished at tremendous personal sacrifice, not only due to the increased workload necessitated by the reduced staffing but at the same time volunteering reducing both their salaries and their benefits.

Be it therefore resolved that we salute their heroism, dedication, and tremendous contributions to the welfare of NCSS as an organization and social studies education as a profession by dedicating ourselves as an organization to seek ways to return the staff to the full salaries and benefits they deserve, with all due diligence and haste.

MS. BLANCHETTE: All in favor?

[Chorus of ayes.]

[Applause, cheering.]

MS. BLANCHETTE: If there is no objection, we will make sure that the Resolutions Committee has that result in the official record.

IX. Evaluation Forms and Announcement of HOD Results

MS. HINDE: Okay. At this point, I would like you to please complete the evaluations forms, and then we will announce the winners of the House of Delegate committees.

The Steering Committee will collect the evaluation forms.

As you are doing that, I will say the House of Delegates committees, the election results were counted and recounted. It was actually very close for the Steering Committee.

The people who won the, the winners of the elections, we ask you to please stay for a few minutes afterwards and meet with your Chair. So Chairs of the committees also need to stay to meet with your new members.


MS. HINDE: Okay. The newly elected members of the committees are -- and these are the new leaders of NCSS.

Assignment Committee, Laura Richards of Arkansas, Thomas Riddle of South Carolina.


MS. HINDE: Resolutions, Eugene Earsome pf Oklahoma, David Houston of Mississippi.


MS. HINDE: And Steering, Ron Adams of New Hampshire, Kathy Uhlich of Texas.

Thank you.


X. Announcements and Adjournment

MS. BLANCHETTE: We're almost done, and we're early.

I would like to at this point ask Susan Griffin to come to the microphone with me for a minute.

MS. GRIFFIN: Those of you who were here yesterday know the story behind the flag, and I feel so strongly about the fact that this House needs to have the real thing, not a picture. And I don't have a classroom anymore, so this is my donation to the House of Delegates.


MS. BLANCHETTE: Okay. A couple of reminders. At one o'clock this afternoon over in the exhibit hall, Rho Kappa goes national. Those of you that are high school teachers, I expect you to be there right front and center. Those of you that are council Presidents, I will have stuff for you at our meeting.

Also, a little aside for those of you coming to the council Presidents meeting this afternoon, we will have a representative, an Assistant Secretary of Education, at the meeting with us. Okay?

Finally, make sure those of you that are supposed to be here for pictures, Gold and Silver Star Council, please remain afterwards so we can all smile prettily and get our pictures taken.

And last but by no means least, come to Seattle. We're going to go bi-coastal to the other side of the world or at least the other side of the country. Okay?

May I have a motion to adjourn the House of Delegates.

ATTENDEES: So moved.



MS. BLANCHETTE: The House is adjourned.



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