National Council for the Social Studies

Fifty-Seventh Annual House of Delegates

St. Louis, Missouri

House of Delegates Session

4:20 through 5:15 p.m.

Friday, November 22, 2013

RICK DANIEL: I guess they'll begin making their way to their seats. We'll get started here in just a few moments.


RICK DANIEL: If all delegates would please be seated. I'd like to remind you that you have to be credentialed in order to participate in the proceedings of the House of Delegates and for voting. If you have not been credentialed, I need for you to step outside and get that taken care of as quickly as possible. I would also ask you to take out your cellphones. We all know Beyonce likes Bootylicious, but we don't want to hear it in here, so if you could put it on silence, please, through the proceedings. So take out your cellphones, please, and put them on silence.

STEVE ARMSTRONG: Good afternoon, ladies and gentlemen. Welcome to the 57th meeting of the House of Delegates of the National Council for the Social Studies. For those that don't know, my name is Steve Armstrong. I'm President of NCSS.


STEVE ARMSTRONG: Thank you. I would ask if everyone would please stand and join me in the Pledge of Allegiance. The flag is right over to the right here.

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.

I would like to introduce the folks that are up here on the platform with me, and if you could hold applause until the end, until everyone is introduced. To the far right is Susan Griffin, the Executive Director of National Council for the Social Studies.


STEVE ARMSTRONG: All right. Go ahead.

Next to Susan is Rick Daniel, the Chair of the Steering Committee this year.


STEVE ARMSTRONG: Now, this one is going to be a test. This is our Parliamentarian for the session, Teresa Dean.


STEVE ARMSTRONG: To my immediate left is the Vice Chair of the Steering Committee, Ron Adams.


STEVE ARMSTRONG: Next is another member of the Steering Committee, Ken De Masi.


STEVE ARMSTRONG: And to the far left is John Moore, Immediate Past President of National Council of the Social Studies.


STEVE ARMSTRONG: Minutes, by the way, for last year's session were already approved by the Steering Committee of the organization.

A couple of reminders and technical things, that the agenda for today's session is printed in the manual on page 5 or 6, so whether you're looking online or if you have a print copy, it's on page 5 to 6, the agenda for our sessions. And if there are no objections to the agenda, I would propose the agenda, as distributed, would be adopted. Are there any objections? So being no objections, the agenda is adopted as stated.

It's customary now for the President to review for you, the delegates, the purpose for the House of Delegates session, why we're here today and tomorrow. The purposes of these sessions are, we're here to provide a means by which the members of NCSS can participate in development of policies of the organization; the House of Delegates serves as a forum for issues related to the profession and the organization of the council; the House of Delegates serves as the business meeting of our organization; the House of Delegates provides a means by which the President, me, gives a brief State of the Council address; the House of Delegates is a place where resolutions are put forward.

Just very briefly, why resolutions are important for the organization, if you want to read more about that, by the way, House of Delegates Manual, pages 22 to 24, but I would remind you that resolutions are important things, because as a member of the board of directors of this organization, resolutions give us, as board members, guidance from you fine folks on where you would like to see the organization go. So these are not trivial things. These are not things that are not looked at. Resolutions are important, and resolutions represent the principles, the beliefs and actions that the general membership of the NCSS, as represented in the House of Delegates, recommends to the NCSS Board of Directors.

Resolutions guide the current or future business operations of NCSS. Resolutions provide directions on the nature of social studies education. Resolutions address issues in the fields of history and social studies inquiry. Resolutions 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 I would remind you, when you're making a resolution, what a resolution can't do is change the structure of NCSS or a resolution cannot bind the NCSS to spend money. Those are just sort of two things that can't exist in a resolution.

Resolutions are the processes by which the membership in the Council express ideas, recommendations, issues and concerns relevant to NCSS and its work to promote quality teaching and learning of social studies. Resolutions provide directions to NCSS Board of Directors for current and future work of NCSS.

I would be curious to know, by the way, how many folks are here for the first time, in a House of Delegates session? That's very good, and I would like to applaud those folks.


STEVE ARMSTRONG: Not that there's anything wrong with the people that have been here 45 times, but it's good to see some new faces, as well.

A preliminary report of the Credential Committee, could I call Alden Craddock up to give that report?

ALDEN CRADDOCK: Good afternoon. I am pleased to recognize my colleague on the Credentials Committee, DJ Champagne, from the Missouri Council of the Social Studies, and I'd also like to thank and recognize Jordan Grote, Anna Post, and Kathy Uhlich, for their assistance in registering all of you today.

As Chair of the Credentials Committee, I am pleased to report that 152 delegates are registered and certified to vote in the House of Delegates as 4:28 today, Friday, November 22, 2013, and on behalf of the Credentials Committee, I move the adoption of the Credentials Report.

[Chorus of seconds.]

STEVE ARMSTRONG: A motion has been made and seconded to approve the adoption of the Credentials Report. All in favor say aye.

[Chorus of ayes.]

STEVE ARMSTRONG: Opposed? The ayes have it, and the Credentials Report is accepted. I'd now like to bring to the mic Rick Daniel, the Chair of the Steering Committee.

RICK DANIEL: On behalf of the House of Delegates Steering Committee, I welcome you to St. Louis and to our 57th meeting of the House of Delegates. I'd like to extend greetings to all our affiliated councils, communities, associated groups, and NCSS communities. We welcome the delegates and long-time members of affiliated state, local, regional councils, as well as new delegates and affiliated councils.

I'd like to remind you of the purpose of the HOD, and as any good literacy teacher would tell you, I need to read it to you first, so I'm going to proceed to do that now, so follow along in your manual, if you'd like. It's on page 13.

The purpose of the House of Delegates is to provide a means for the members of NCSS to participate in the development of policies for the organization. The HOD serves as a forum for issues relating to both the organization and the profession. They HOD additionally serves as the business meeting of the organization, and considers resolutions brought to the House. These resolutions represent the principles, beliefs, and actions that the general membership, as represented in the House of Delegates, recommends to the NCSS Board of Directors for current and future work of NCSS.

The resolutions should guide the business operations of NCSS, address the issues and social science inquiry, and provide direction on the nature of social studies education. The resolutions also acknowledge the social and political issues which are a concern of social studies educators, but do not have direct impact on the nature of social studies education.

Importantly, the resolutions may not change the structure of NCSS nor bind the NCSS to spend money. In short, resolutions express ideas, recommendations, issues and concerns relevant to NCSS and its work to promote quality teaching and learning of social studies.

Although this is a democratic house that provides body a means by which members can voice their concerns and issues, we ask for respect and courtesy toward each other and members of the platform as we move through the agenda today and tomorrow.

At this time, I would like to introduce the Steering Committee. Again, I'm Rick Daniel and I'm the Chair. I am from the Kentucky CSS. Immediately to my left is Ron Adams, Vice Chair, from New Hampshire CSS; Ken De Masi from Arizona; Tim Potts from New York, is in the back; Kathy Uhlich from Texas; Charles Vaughan from South Carolina; and ex-officio member, Jordan Grote. He's probably running around working somewhere right now.

After last year's House of Delegates, we collected your evaluation forms, which, once again, we'll ask you to complete an evaluation form. It's on a gold sheet of paper. You should have picked that up when you came in. Whether you chose paperless or to receive a printed packet this year, you have a gold evaluation form. We review those evaluations after the end of Saturday's session, and we put take your suggestions and we look at how we can improve the operations of the House of Delegates. From the 56th House of Delegates, we looked at the evaluations and we implemented these recommendations.

(1) Because of technical issues with electronic voting, we did do some research on using smartvote voting devices, where you can use your smartphones or individual devices, but, at the time, we have not found anything that we feel comfortable with, to try to roll out at this time, so we're still investigating using that. So we will continue to use voice and hand votes, and, if needed, paper ballots for our voting.

(2) Again, for financial reasons, so that we can keep our council strong, financially, we are only providing coffee and water tomorrow. We will not be providing continental breakfast.

(3) Because of resolutions passed by the House in the 55th and 56th HOD, we are implementing a paperless policy as much as possible, in HOD.

At this time, I'd like to remind you that during this session we'll be taking nominations for the three House of Delegate committees\x97Steering, Resolutions, and Assignment. You should have a blue nomination form. Please complete that and we will collect those at 5:10, and we will verify eligibility before we have the candidates announced at the end of today's session.

Article X, Sections 4 through 7 in your House of Delegates manual outlines the eligibility for committee assignments, so please take a look at that before you make your nominations. As I said, at the end of this session, the nominees will introduce themselves and their affiliated council or community. Please, no speeches by House of Delegate committee nominees.

At the beginning of tomorrow's session, you will receive a ballot as well as a biography sheet that contains the biography of all of the nominees for the committees. You must be credentialed and seated to vote in tomorrow's HOD. We will start voting promptly at 8:30 tomorrow. Make sure you are credentialed and in your seat at that time.

Once voting starts for any resolution or committee, no one will be allowed to leave or enter the hall until that vote is completed, and then, at that time, you can come in and out. But while we're actually taking the vote and counting votes, we like to make sure that we have an accurate count.

Are there any questions about the nomination process for HOD committees? Steve?

STEVE ARMSTRONG: By the way, Rick, thanks for all your very hard work in putting all this together. It's greatly appreciated. Thank you very much.


STEVE ARMSTRONG: I'd also like to thank the members of the NCSS officers and members of the board of directors. They've put in a lot of hours, I know, with this conference, going to committee meetings, introducing speakers, and through the whole year they're putting in a ton of hours and they're doing a fine job. Just, if you could on this one, hold your applause to the end. I'd just like to introduce our NCSS board. Our President-Elect is Michelle Herczog. This is Michelle Herczog. There she is.


STEVE ARMSTRONG: All right. Now, if you don't mind. Let's hold the applause, because there's a few people here. Vice President is Kim O'Neill, from New York. Our Past President, again, John Moore, from Kentucky. The Board of Directors: Karen Burgard from Indiana. She's out? Okay. From Texas, Terry Cherry. From Oregon, Andrew Demko. From Iowa, Kim Heckart. From Arizona, Liz Hinde From Florida, Mary McCullagh. From Virginia, India Meissel. From Colorado, Anton Schulzki. From South Carolina, Charles Vaughan. Thanks to all of them for all of their work. It's greatly appreciated.


STEVE ARMSTRONG: By the way, if this is disappointing to you, I can't do much. I'm not going to give a long oration here. I'm sure that's a crushing fact. But I just want to reiterate a few of the things that I said this morning at the breakfast. First off, I've really enjoyed and I hope to get to more of them. This fall, I've been out to eight state conferences, and I've enjoyed those visits immensely. I've made, I hope, some good contacts and some good friendships out of those visits, and I'm going to continue those. Those have been great fun, and I appreciate everybody's hospitality to the states I've been.

Three priorities, and you've heard this already, but just three NCSS priorities is, we're real proud of this conference here, in St. Louis, and just as a reminder on our next two conferences, next year we're going to be in Boston, Massachusetts, and the year after that, we're going to be\x97anyone know where the next one is? New Orleans, Louisiana. Oh, you can read it there. I was trying to do a little quiz there, but you can't do that. Would you guys agree, those are two very interesting places to have conferences? I mean, those are very good.


STEVE ARMSTRONG: Michelle, what's the theme of next year's conference?


STEVE ARMSTRONG: How about that? I got that. That's good. We've got a couple of really great\x97and the Boston committee is working hard already to get stuff together, and you're going to be blown away when you hear what's coming up in that conference. I'm sorry?

ATTENDEE: So will I.

STEVE ARMSTRONG: Right. The other thing\x97I talked this morning a bit, and you've heard a bit, but really, if you're a leader in your state, or even if you're a teacher in your state, or whatever you're doing, following the developments of the C3 frameworks as they move through. I said this this morning, but really, I think if you don't know what the C3 is yet, or you only know a little bit about it, the C3 really has a chance to fundamentally, in a very positive way, transform social studies education.

You know, it puts inquiry right at the center of everything. So, really, if you need questions, write us or something, but really, the C3 is something that we're real proud of, and I'd like to thank our Executive Director, especially, for being one of the real people that have led the charge on C3, and has done a lot of hard work on that. I'd like to thank Susan for that.


STEVE ARMSTRONG: The other thing that NCSS is always on, but, you know, on the issue of advocacy, of having teachers advocate for social studies, and as I've said, at NCSS we've always advocate. We got to the Hill, and we have a woman that we hired to help us develop strategy on the national level. But you know what? A lot more of educational decisions are going to be made in your states and in your own towns. We have a lot of federal folks that we visit, congressmen and senators, even, that say, "We may agree with you on the position, but, really, where you should be taking your message is to the states, and to your local people."

So, another mission besides advocating in Washington this year is to help teachers learn how to advocate at the state and local level. That's really going to be a priority of mine for the rest of this year, and for those that have heard this ten times, I apologize, but you know what? Advocacy starts in simply making relationships with people. Advocacy starts with the teacher, with you as a teacher in a classroom, inviting a Board of Ed member to come to your school to help judge a competition, or having a board member watch your kids do some cool project. It doesn't have to start with asking anybody anything, but you ask people to do successful advocacy, they always say it starts with building relationships. We're going to try to help states do that for the rest of this year.

I also would say that it's one very cool thing that I noticed, and that we all have to work on, in all of our states, in Connecticut where I'm from, and every place, is finding ways to recruit younger members. I mean, it's great that veterans keep coming back. That's an honor to the organization, by the way. Is Ray Wicks here? No. There are people that have been here 35, 36, 37 consecutive years. Carolyn Herbst has been here 36 consecutive years, to this body.


STEVE ARMSTRONG: But along with Carolyn Herbst, who are the people that are here for the first time? Could you raise your hand one more time? We desperately need people like Carolyn Herbst, but we need you new folks, too. This is something we're going to keep working on, we're going to keep doing the membership thing, and trying to get new members.

I would say this, and this is not blowing smoke, I can assure you. It's an honor to stand in front of you find folks. It's an honor to lead this body, and I hope you're enjoying the conference, by the way. Thank you very much for your time. I appreciate it. Thank you.


RICK DANIEL: Your nomination forms for HOD committees are due in 15 minutes. Are there any questions from the floor for President Armstrong or the board of directors? I'm not good at wait time, so I'm moving on. At this time, I'd like to introduce Laura Richard from the Assignment Committee.

LAURA RICHARDS: At this time, I'd like to introduce members of the Assignment Committee. That would be myself, Laura Richard from Arkansas, Jerome Hoynes from Illinois, John Hines from Washington, Thomas Riddle from South Carolina\x97they both could not be with us today\x97as well as Mary Davis from Middle States to my left, and Megan Gately from Arizona, who could not be here today.

At this time, I'm going to read the slate of nominees to each committee. From the Archives Committee, Jennie Westbrook of Texas, Emmitt Glynn III from Louisiana. For the Awards Committee, Alvin Peters from Kansas, Mary Ledbetter from Texas. For Conference Committee, Hillary Rosenthal from Illinois, Sonia Chen of New York. For Government, Public Relations Committee, Brian Cameron of New Jersey and Ayisha Benham of California.

For International Visitors, Serenity Wright of Kentucky, Elaine Larson of Virginia. Membership Committee, Shakealia Finley of Georgia, Dorsee Johnson-Tucker of Colorado. For Publications Committee, Doug Feldman of Kentucky and Erica Southworth of Wisconsin.

The House of Delegates approves this slate by presentation.

RICK DANIEL: Thank you, Laura. At this time, I'd like to recognize the Chair of the Resolutions Committee, Cheryl Rehome.

CHERYL REHOME: Thank you, Rick. It is my pleasure to introduce to you the Resolutions Committee. This is a group of fantastic people, and I've learned so much from working with them. I am the Resolution Chair this year. I'd like to introduce Jennifer Morgan from Wisconsin, Eugene Earsom from Oklahoma, David Houston from Mississippi, Brad Burenheide from Kansas, and Mary Romero from New Mexico.

This year, the House of Delegates will be considering 12 resolutions. Every year, a call goes out prior to the conference for resolutions, and this past March we held a webinar to talk about how to craft a resolution, but in addition to that, we provided a calendar of sorts that, in an ideal, perfect world, this is the way that resolutions would be submitted. It's online. You can go to the website and check it out, but it\x92s not an absolute, but it is a suggestion. Actually, once the conference ends, you could go ahead and begin, in your state councils or affiliated groups, thinking and starting to consider resolutions for next year.

New packets of resolutions were distributed as you came in today. They are white and stapled together. This packet includes changes to proposed resolutions, resolutions submitted electronically in October and at the open hearing for resolutions. The resolutions you have received have been revised, ordered, and edited by the Resolutions Committee.

Tomorrow, during the second House of Delegates session, only the resolution numbers, titles, and be-it-resolved or actions will be read into the record prior to the delegate debate and voting. If you would like to see the rationale and the reasoning behind it, I suggest that you read through the hard copy, so you know why the resolution is coming to the floor.

For more information on the resolution process, I would suggest that you see the House of Delegates manual. Please refer to Article IX, Resolutions, Section 3. Thank you.

RICK DANIEL: Thank you, Cheryl. At this time, I'd like to ask, are there any additional resolutions from the floor? The HOD manual, Article IX, Section 5, outlines procedures for bringing resolutions to the floor during the HOD Session One, if you're interested in reading that.

Having no resolutions brought to the floor, we are ahead of schedule. At this time, if you would like to make a nomination for an HOD Committee\x97Steering, Resolutions, or Assignment\x97complete your blue nomination form and hold it up, and a member of the Steering Committee or the board of directors will come around and collect that.

Do we have any further nominations for HOD committees? If you're still working on filling one out, wave at us so we know.

You could turn to your neighbor and introduce yourself, if you're not from the same delegation. Shake hands. Glad you're here. It's like going to services on Sunday. Greet everyone around you\x97front, behind, beside.

Terry Cherry. Can I see you up here for a moment, please?

At this time I'd like for the candidates for this year's board of directors and officers, if you could please meet on this side of the hall to prepare for the candidates' forum.

This will be our last call for nominations. Any final nominations, please hold those up. Okay. The nominations are closed.

At this time, I'd like to introduce our immediate past president, Dr. John Moore, from the Kentucky Council for the Social Studies, the great commonwealth. John.


JOHN MOORE: Thank you, Rick. At this time, I would like to announce the time allotment for each candidate\x975 minutes for the vice presidential candidates and 3 minutes for the other candidates. I would like to emphasize that we are basically going to be firm with the time allotment that has been stated, and the timekeeper, would you show yourselves. India Meissel and Charles Vaughan. They have signs. Each candidate, once again, if you're a vice presidential candidate, you have 5 minutes to make a presentation, and the timekeeper will provide a warning where you may have 2 minutes left, 1 minute left, and 30 seconds left. There are stopwatches and time signs.

The 2013 slate of candidates, for vice president\x97you don't have to come forward yet\x97we have, in alphabetical order, Michael Boucher from Indiana, Bruce Damasio from Maryland, and Peggy Jackson from New Mexico. College/University Board of Directors: Linda Bennett of Missouri and Ted Green of Missouri. Middle Level candidates: Joseph Karb of New York, Jennifer Morgan of Wisconsin. K-12 Teacher At-Large: Leslie Carter of South Carolina and Ruth King of Utah. At-Large candidates: Tina Heafner of North Carolina and Shannon Pugh of Maryland.

The 2014 President for the National Council for the Social Studies, our current president, Steve Armstrong, has already presented Michelle Herczog, but Michelle, would you please stand again? She will serve as our 2014 President. And President Elect, who is currently serving as Vice President is Kim O'Neil, and she will be our President Elect, from New York for 2014.

At this time, I would like to call the vice presidential candidates, and we will begin with Mr. Michael Boucher of Indiana. Five minutes.

MICHAEL BOUCHER: Hello, everyone. First, let me introduce myself. I'm Michael Boucher, and I am a social studies teacher. Now, this is not just what I do but it is who I am. My students, over the years, have ranged from sixth-graders all the way up to adults getting their GED, and every single social studies experience has shaped that identity.

I would like to congratulate all the candidates on the slate this evening, especially my fellow candidates for vice president. Your willingness to take on leadership in NCSS shows your dedication to the ideals of social studies, and an educated and democratic citizenry.

I'm going to address my vision for the future of NCSS, but before I do that, I'd like to ask everyone here a question. First, I'd like a show of hands. How many of you know somebody who is a preservice teacher or a beginning social studies teacher who is not a member of NCSS? Go ahead. Raise your hands. Now look around. Go ahead. Keep them up. Look around. Okay, you can put them down now.

Now, I want you to think about all those hands for a moment. Think about the potential represented by those hands. Think, for a moment, if we could get all those teachers to be members of NCSS. Think about how that would strengthen our organization. For nearly 100 years, NCSS has provided a rich and powerful network of colleagues and friends who believe in social studies and its importance in the republic, but over the last few years, we've lost membership and failed to gain large numbers of new members. Now we must dedicate our energies to revitalizing our organization.

I'd like to tell you a story. Three years ago, I met Ben. Ben was a preservice teacher. He had never heard of NCSS or our state affiliate. I invited him to join our Indiana board as our student liaison. He attended both the state and national conferences that year and he found them inspiring. Today, he is a dedicated middle school teacher and an important elected member of our board. He brings energy and new ideas to the Indiana Council, and provides meaningful resources to new social studies teachers. Ben actively recruits teachers of his generation to our conferences and to our organization. It's members like Ben that will move NCSS into the next 100 years.

If elected, I have three priorities that I will have during my tenure. First, as I stated in my position statement, we must increase our membership, in particular, preservice teachers and those just beginning those careers, but not as just members but as leaders. For NCSS to continue to be the premier organization for social studies teachers in the 21st century, we must begin developing tomorrow's leaders today.

Secondly, we will continue to improve targeted technology to connect our members and to meet their needs. I have led two state councils as president, and during my terms, both have doubled their conference participation and were set on the road to economic stability through the use of smart technologies. This year, at the Indiana conference, 30 percent of our total conference attendees were preservice or new teachers.

Lastly, we must ensure that all students have access to quality social studies content through successful implementation of the C3 framework for all the states.

Each of us, in this room, are heroes to our students and champions in our field. Now, we need to inspire the next generation. We can cherish the past while moving into the future, with bold leadership and a deep conviction that democracy and civic engagement are as crucial to our students as reading, math, and science. We are teachers, and it is our time to act. We can live out our creed to create citizens and not subjects, teach our students to question, show them how place and history matter, and explain to their parents that the wide range of human experience cannot be measured by a test.

I ask for your vote to meet today's challenges and build a bright future for NCSS. Thank you very much, and have a great conference.


JOHN MOORE: Our next candidate, Mr. Bruce Damasio, from Maryland.

BRUCE DAMASIO: The price of many years of teaching.

Good afternoon. I'm Bruce L. Damasio, NCSS member 14735.


BRUCE DAMASIO: What a novel idea, speech at HOD, but a speech isn't what we need, so I'm going to turn this in as if it was a classroom. It's a teachable moment, an opportunity to learn and grow together. From the breadth of the room, to my right, to my left, there's a lot of talent in here, but if you were my class, I'm going to use films and film lines. I'm going to bring Gumby into my talk, Lieutenant Dick Winters, Jane Austen, Professor Josiah Bartlett, Aaron Sorkin, and Thomas More, because they are heroes to me, and because I want HOD as well as NCSS to understand where I am and where I think we're going, because I consider it the art of the possible, where, if you will, a world of possibilities.

Way back in the year 1966, it started for me. I got the chance to teach a class in ninth grade on World War II for Mr. Code. Hooked then and there. I wanted to be a teacher from that moment on. Forty-seven years later, here I am\x97a teacher, an educator, a member of NCSS\x97attending since 1986, and hoping for 2016, 50 years from student to teacher to perhaps president.

As stated in a movie from my youth, that I really liked, A Man For All Seasons, when Sir Thomas More is asked by Richard Rich what he should be, he says, a teacher. What better audience for your students? What an impact that was for me then, but that's the basis of my talk, because I want to build a house at the moment, not just a house of delegates but the house of development. I'm going to have four walls for my talk\x97N, C, S, and S.

My first wall is going to be N for Needs, that our needs are changing and evolving, in a sense, Gumby-like. It's 2013 right now, but what's it going to be like 2017? A few years ago, many of you got one of these. In 2008, the first app was invented. There were no apps until 2008. My question is, if this is the market of today, what's going to be around in 4 to 5 to 6 more years? If we can't adapt, how are going to teach our students, our teachers, and each other. N for Needs.

C for Continuity, for C3, a bad alliteration, and the idea of advocacy, and a big thanks to every one of those people who have done that work, to come, work that's been done, creating a community with connections. In a sense, for me the term is coach, and we'll come back to that.

S, a nod for Jane Austen, Sense and Sensibility. If it's written in a book, it's got to be a good philosophy for us to follow. Service\x97it's what we all do as teachers\x97and sustainability.

And our second S, supporting our teachers as they are, suggesting in a theme from the 2006 conference, from a friend, the power of one. Let's turn that and flip that to the power of two-one, from NCSS. Our biggest population, 70 percent, understands that this group right here has something that's special, that links to Coke, to Ford, and to other products. It's the brand that stands. We've been around for 70 years. We're going to be hitting 100 years soon. I want social studies to be not the stuff that goes on the shelf when people leave here, but the system to succeed\x97for teachers, for kids, and citizens.

The train of C3 is here. It's not the train that's in the station. The station isn't moving. The train will be. What's coming next? Over the years I've worked with teachers and students from middle school to high school to currently college and university, preservice teachers, in the U.S. and overseas. Two terms on the board have taught me to listen, learn, and lead.

No one individual is capable of going and leading alone. If you want to go fast, go alone. If you want to go far, work together. This is so true of the board and being a vice president. I'm a teacher and a coach\x97to me, inseparable terms. You can't do one without the other. Every great coach has always been referred to as a teacher, and vice versa.

So I leave you with the three questions I'll ask: What does this do for teachers, what do you think, and borrowing a phrase from President Bartlett on West Wing, what's next. Our team will be comprised of many teachers, communities, and folks, and as Doris Kearns Goodwin said once about a team of rivals\x97and we have many people here from many places\x97I want us to be a team unrivaled. We can do good things daily. We can do this.

As once described as one who defies description, I'll close with Aaron Sorkin from The American President as my 5 minutes are up. I am Bruce Damasio and I am your candidate for vice president. Thank you.


JOHN MOORE: Our third and final candidate for vice president is Ms. Peggy Jackson from New Mexico.

PEGGY JACKSON: Good afternoon. Today I have in my hand the U.S. Constitution, and it is my passion, but the center of it, the 14th Amendment, fell out, and this summer at our advocacy training in summer leadership, a friend from Florida replaced it, and I'm grateful, but I now carry both of them. The one with the 14th Amendment is here with me, but I stand here today to say that equal protection under the law is the mantra of my life.

I follow two great candidates. I want to speak to you today about my recent experiences on the NCSS Board of Directors. As an organization, 3 years ago we were forced to meet budget. As Chair of Audit and a member of the Finance Committee, I became aware of the hard times we were in. I saw staff have to lay off people. I became aware of others that were cut in their salary. But today our positive net assets reign supreme, but it took hard teamwork and hard decision of the board to make it happen.

Our revenues resources of conferences and memberships were strained. Our creation of Rho Kappa gave us another revenue source, but we need others. I will support more fundraising and planned giving if I am elected.

My biggest concern today is that we are missing a big audience of our 20- and 30-somethings. The President and President Elect of my home state's council, New Mexico, couldn't afford to come here. For them and for our preservice teachers, I want to work to include more online un-conferences, so that we could collect registrations and a fee but not require attendance at every event. Some videoconference, as well, and Google Hangouts, which I participated in last night. We can provide workshops and speakers electronically.

I sat, as some of you did, on the Denver Educator Economic Board, and heard Chairman Ben Bernanke speak all across the nation to teachers. He was asked the question, "What is the thing that you remember most about your favorite teacher?" and what he said was, not that she was knowledgeable of the subject, but that she knew her students. He impressed me with what he said, but it also impressed me that the videoconferencing is something we could aspire to do with our own organization.

In my home state of Texas, I see a strong state, teaching social studies at all grade levels, but when I look at my own state, and I traveled around as New Mexico Teacher of the Year, I was dismayed to see fifth-graders that had social studies 45 minutes out of every 2 weeks. How will they know the efficacy of voting, and the power of participatory democracy? We can't lose the historical principles on which we were founded. We must work hard to protect those principles.

Having worked the last 4 years as a strong advocate for social studies education on the Hill, I come back to New Mexico saddened that we, as a state, don't even have a social studies person to lobby, because the position was eliminated. The zero federal dollars eliminated by the Senate have not yet been restored, and sometimes we think maybe it will never happen. But do we quit now because our politicians are struggling? No, we don't. We keep on keeping on.

We, as in NCSS, have the opportunity now to make a mark on teachers of all curriculum areas of history, geography, civics, and economics. We must know our students. This is my goal, as a national board-certified teacher and leader of our organization, and with our new C3 framework, we'll take informed action.

My name is Peggy Jackson. I am a teacher and I am social studies. Thank you.


JOHN MOORE: Those are the three candidates for vice president. Now, we will hear from candidates for college/university. These candidates have a limitation of 3 minutes, and we will begin with Dr. Linda Bennett from Missouri.

LINDA BENNETT: Good afternoon and welcome to Missouri. I'm glad to have each of you here, and I have lived and worked in North Carolina, Kentucky, Tennessee, and Colorado, so I have a connection for a number of people in the room. I am Linda Bennett and I'm currently an Assistant in the Provost Office at the University of Missouri, and faculty member in social studies education. I have served as the Associate Dean in the College of Ed.

I began my career as a kindergarten teacher in Memphis, Tennessee, so I have done the spectrum of leadership and leadership development, as well as teaching 5-year-olds across the country. My affiliations with this organization have been the Keizai Koho Center Fellowship Program, the Goethe Institute to Germany, and this winter I'm going to India with the Global Scholars Program, with my institution, so global education is a part of what I have done and continue to do.

My primary contributions to this organization, I was editor of Social Studies and the Young Leader for 5 years and served on that board. I've served on Theory and Research in Social Education, as well. I was the President of the Missouri Council of the Social Studies and other committees and communities within the organization\x97Early Childhood, Teacher Education, and others.

Today, though, I wanted to speak for just a moment on the triple A's. The triple A's fit in with what is being discussed as important to this organization. The first one is Awareness\x97awareness of the C3, awareness and professional development on what is current in our organization, and what we need to be advocating for across our organization.

The second one is Advocacy. Advocacy for elementary education is something I strongly believe in and want to continue to work towards, that elementary educators are central to what is going on in the organization and it's the building block as they come to the secondary ed classroom.

Third is Activism. As an activist, as a citizen of your community, you should be involved. I am on a board for True North, which is the women's shelter in my community, so you should find the places that you're passionate about, the things that you care about, and become aware of them, be an advocate for, and an activist in those areas that social studies and citizenship have to offer to us.

So, thank you. Find your passion and vote for Linda Bennett on the NCSS board. Thank you very much.


JOHN MOORE: Our second and final candidate for college/university board of directors slot is Dr. Ted Green, Missouri.

TED GREEN: Good afternoon. Welcome to St. Louis. I'm a resident, and we are so happy to have you here at the conference. I wanted to focus on three areas that I'm interested in and that I think our organization, NCSS, is interested in. I wanted to give concrete examples, and I'm the kind of person that what I believe in, I live out.

The first one I was thinking about, what have I done with community and civic engagement? With NCSS, I've been to the Summer Leadership Institute two different years, and enjoyed lobbying. I've been on the Teacher Professional Development Committee in 2005 through 2008. I've been a House of Delegates representative for the past 10 years. I've been on the local Arrangements Committee for the conference this year, and we also hosted, and are hosting tomorrow, the Civil Rights in the 21st Century Colloquium, and I'm happy to say it's sold out. So I feel like those experiences, through NCSS, have been a fantastic experience.

On global citizenship, I'm thinking about global understanding and social justice, and the experiences that I've had that I think I live out those values were participating with students from Harbin, China, with 20 students each year coming to our university, beginning next fall. I've been selected for the 2014 Global Leadership Academy, studying in Leiden this summer, through our institution, and I've lived out our beliefs as a family. My wife and I did our student teaching over in the United Kingdom. I have two sons who studied in Russia, and the oldest is in charge of international stores. A second son, even though he's an urban planner, taught in Spain for a year.

I have a daughter who worked in the Dominican Republic\x97I've got a lot of kids. I have another daughter that volunteered two different years in Mexico, and finally, my youngest, who is beginning her freshman year in college, has studied sea turtles in Costa Rica. I think all of our kids have lived this out in the context of peace, social justice, and civic engagement. My wife and I have been married for 31 years. We modeled for them. Now they are modeling for us.

Finally, it's the future. As a facilitator for my undergraduate and graduate students, we have presented together at state and national conferences, to share new research in the field. Lobbying the state legislators as well as Congress on behalf of the social studies in higher education has reignited my passion for civic education and gives me hope for the future.

Finally, as Dr. Warren Zanes from Rock and Roll Hall of Fame, The American Story, just stated, "Everyone is coming from somewhere and everyone is going somewhere. There are connections. We just need to make them."

Global warming, sustainability, cultural pluralism, and world issue are ripe for civic engagement. Knowing that our students are stakeholders in our world is a wonderful way to integrate service learning and practice civic competence for an educated citizenry.

Again, welcome to St. Louis. Rock on.


JOHN MOORE: Our first candidate for the middle level slot on the board of directors is Mr. Joseph Karb from New York.


JOSEPH KARB: Hello, everyone. My name is Joseph Karb and I'm a seventh- and eighth-grade teacher and last year's NCSS Middle School Teacher of the Year. I teach in Springville, which is a rural school district in western New York. As an educator, I feel we have a responsibility to enhance our profession in any way possible. During my 15-year career at the middle school level, I've had the chance to work with a number of national organizations, including C-SPAN, the Robert F. Kennedy Center, Syria Deeply, and the Robert H. Jackson Center.

These experiences, coupled with my work on the New York State Content Advisory Panel, with the State Education Department, have impacted my teaching and my understanding of social studies education nationally.

I am here because, like you, I believe social studies is essential to our nation. The marginalization of our discipline, especially at the elementary and middle school levels, is the most significant issue we're facing today. Historically, the reason for our system of public education was based on the need to prepare young people to be educated, engaged, and ethical citizens. Democracy, by its nature, requires an informed electorate, and each generation must teach the next. However, it seems like our elected leaders and policymakers are forgetting this. Social studies is becoming an academic stepchild subsumed by English language arts.

I see this in my own district. Three weeks ago, a teacher contacted me from one of our elementary schools and informed me that elementary social studies instruction had been reduced by 50 percent. I am currently fighting this in my own district, and, if elected, I will fight this trend nationally. I will work to return social studies to its rightful place. There is no easy answer for the crisis we're facing today, but with continued lobbying of our elected leaders at all levels, and the implementation of the C3 nationwide, I believe social studies education will once again be viewed as a critical component of our democracy.

I consider myself very lucky to be a teacher. Holocaust survivor Gerda Weissmann Klein said, "Teaching is, first and foremost, the most noble profession. Teachers are the lodestar. I believe they should be elevated above all others." What you do matters. What we do does matter. Social studies education matters. Thank you.


JOHN MOORE: Ms. Jennifer Morgan is our second and final candidate for the middle level slot for the board of directors.

JENNIFER MORGAN: Good afternoon. I'd like to thank President Armstrong, the NCSS Board of Directors, and my fellow HOD delegates for affording me this opportunity. I'm Jennifer Morgan and I've spent the last 21 years exploring American history with eighth-graders. Yes, you might say I'm a little crazy, but I love the challenge. My active involvement in NCSS, my state council, and in the social studies profession is outlined in my position statement.

As we visit the Gateway to the West, we are, in many ways, similar to those great adventurers who faced a frontier full of unknowns. We, too, are embarking on an adventure into the vast new frontier\x97the C3 framework, Common Core standards, the impact of marginalization of social studies, and so much more.

We are uncertain of the many challenges that lie ahead in this new educational environment, so it is NCSS, its board of directors, and its members, who must serve as the trailblazers and guides on this adventure into the unknown. We must give social studies educators the tools to advocate for the importance of social studies education for all students.

NCSS needs to continue to investigate manners of welcoming a new generation of educators into its fold, and find methods of advocacy and outreach to further membership development into the elementary, minority, and preservice teachers. They are the future of NCSS in the social studies education. In this age of declining school budgets, NCSS needs to invest even more in digital outreach opportunities, to meet these educators where they are.

For instance, last night several of us took part in a Google Hangout with preservice teachers in my home state. This should be done on a grander scale. Get preservice educators intrigued by what NCSS has to offer them, so that they value the membership and see value in attending the conference. I applaud this year's un-conference and the efforts of HOD to go digital. These are the first of many steps I hope to further as an NCSS board member.

Finally, we must not forget that the best advocate for social studies education is you. You, the classroom educator. You, the NCSS board member. You, who I hope will vote for me and allow me to continue to advocate for social studies in this new frontier.

Thank you.


JOHN MOORE: All right. Candidates for K-12 teacher at-large. We will begin with Ms. Leslie Carter of South Carolina.

LESLIE CARTER: Good afternoon. This morning, at the President's Breakfast, Steve Armstrong made a powerful comment that resonated with me. He spoke about reflecting on the teachers who have influenced us and essentially helped us to get where we are today. He emphasized that we can be, and probably are, that somebody to someone every day. My vision is becoming and helping others be that someone. I believe in teachers inspiring students, and social studies is the most influential of all the disciplines. We know the most powerful way to connect with students is to provide engaging lessons on real-life issues.

The new C3 document can be a very powerful tool in helping create an engagement in the classroom. I am very excited about the prospect of using C3, and very excited about the prospect of possibly representing you on the board of directors for NCSS. I hope you remember and vote for me. Thank you.


JOHN MOORE: Ms. Ruth King is our second and final candidate, K-12 teacher at-large, from Utah.

RUTH KING: I hope you can see me. Good afternoon. My name is Ruth King. I teach in Alpine School District in Utah, where I'm in my 28th year of teaching. Over those years, we've all seen the focus on social studies waver up and down. Today we not only have to be great social studies teachers to our students, but we have to engage parents, their parents, community leaders, and civic leaders, as well, in social studies learning opportunities in our classrooms and schools. In other words, now we must be vocal advocates for social studies.

I agree with the messages that President Armstrong gave this morning and here in the House of Delegates. We need to create and continually work at developing relationships with others to widen our sphere of advocacy. In my own experience, I've learned that advocacy for social studies starts in my own classroom and then grows out from there to my district and state. When parents and community members have been active participants in my classroom, they have seen the relevance of social studies in their own lives. Then they have become positive proponents for social studies, as a result.

In recent years, my colleagues have started calling me The Connector. I have developed a talent for teaming up people and organizations and helping them find ways they can support social studies teachers and their students. One example of this is UGIC, the group of geographic information systems professionals who offer free field trips to GIS Day. Through my help and the help of other teachers, they have increased the number of sites for their GIS Day activities, as well as the number of students they can serve on that day. Our connecting has resulted in great social studies learning for my students, and also positive local publicity for social studies, in general.

For several years, I have initiated visits and participation of the governor's wife as a historical interpreter for my school's Colonial Day. I have also organized similar visits for Medieval Day, Civil War Day, and Cultural Week celebrations, with civic leaders and community members that have come and participated. We need to make sure that they are seeing the great things we're doing, so that they stop marginalizing social studies and they, instead, wholeheartedly support it.

In the main hall at my school, we have a fabulous visual time line representing U.S. history. The wall is entitled "Our American Legacy." At the end of the time line is a mirror. Opposite the mirror is a flag that draped a fallen soldier's coffin. He is our school secretary's son. As you stand looking into that mirror, you see yourself with that large U.S. flag behind you, and it asks, "What will be your legacy?" I hope my legacy as a social studies teacher will be that I have given my best to my students and my profession, and that I have done all in my power to keep social studies alive and vibrant in my classroom and in other district and state classrooms, and at the forefront of our curriculum focus.

I would consider it a privilege to represent you on the NCSS national board, and I would appreciate your vote.


JOHN MOORE: Our next set of candidates, we will begin with Dr. Tina Heafner, candidate at-large, from North Carolina.

TINA HEAFNER: Greetings, social studies colleagues. I'm Tina Heafner, at-large candidate for NCSS board of directors. It is an honor to address the House of Delegates. You are the heart and soul of this organization. The last time I stood before this group was as Steering Committee Chair, the year we expanded the House of Delegates beyond state councils to include affiliated groups and communities. Collectively, you are the national leaders of social studies.

Over the last 2 decades, we've witnessed the declining importance of social studies, the over-emphasis on tested subjects in our schools. Policymakers and curriculum writers fail to recognize the central importance of social studies. These national policy movements marginalize social studies, devalue education, create workplace intensification, and target teachers. Together, we face challenging, uncertain future, in which social studies is teetering on insignificance, while teachers confront overwhelming expectations and criticisms.

Now, more than ever, our discipline, our profession need our collective action to raise awareness of the value of teachers and the significance of social studies. Even the ELA standards for history and social science emphasize the importance of social studies\x97reading informational text, primary source analysis, inquiry, sourcing, corroboration, and other ubiquitous social studies skills. Rather than letting others determine the role of social studies, let us take hold of our future.

The monumental efforts of NCSS to create the College, Career, and Civic Life, C3 framework, showcase the importance of our national organization in leading change.

I leave you with three things that I believe about NCSS. First, I believe in the power of our organization to improve the status of social studies, embodying the spirit of a team. Together each achieves more. Through NCSS, our collective community voice will be heard as we unit with other organizations to work against stifling policies that attempt to downgrade social studies.

Second, I believe teachers are people who make a difference in the lives of children. Teachers are agents for change. They build awareness, generate knowledge, empower students, negotiate pathways for change, take action, and speak out. Teachers know students, they know social studies, and they know how to educate. Their voices should not be silenced in policy decisions. NCSS is the ambassador for teachers, for teacher educators, for researchers, and shares a responsibility of spreading the word about the great work we do together.

Third, I believe that every child needs the opportunity to learn social studies. Social studies, more than any other subject, connects students to the world around them. It unravels complexities of humanity and life. Social studies bears fruit of curiosity and wonder. It espouses equality, diversity, tolerance, social justice, and democratic ideals. Social studies matters. Social studies in every school, every day, for every student. That is our collective motto.

As an at-large candidate, I hope I have the opportunity to serve you. I am Tina Hoefner, a social studies teacher, researcher, and professor at the University of North Carolina at Charlotte. Thank you.


JOHN MOORE: Shannon Pugh is now coming forward, from Maryland, as a second candidate for at-large candidate.

SHANNON PUGH: The National Council for the Social Studies needs to be the one-stop shop for social studies teachers, but the reality is that there are thousands of teachers who do teach social studies every single day, and they are not members of NCSS. During my first year teaching, a colleague introduced me to NCSS. I joined and I knew that NCSS was important to my development as a professional. For a variety of reasons, far too many teachers today do not see the purpose of joining our organization, and it up to us to change their mind.

I work with social studies teachers at 31 different secondary schools, and the pressure that our teachers are under is overwhelming. Our teachers are asked to write lesson plans that align with Common Core and state standards, make connections to the school's signature and magnet programs, meet individual students' IEPs and 504s, incorporate AVID and SIOP strategies, and generate data that can be used for teacher evaluation, all while making sure that they can score well on the benchmark.

I am not sure who is more overwhelmed\x97the veteran or the novice teacher\x97but either way, when social studies teachers seek support, they do not turn to us. They Google and pay $3.00 to some website or another for a lesson plan that they can download to make their lives a bit easier.

There are a lot of things that we do well. We put on a world-class conference, have amazing professional articles, and promote professional collegiality, but our social studies teachers need more support. We can start providing support to them by posting conference materials and handouts on our website for all teachers to see. We can provide models of lessons for teachers who are told to include STEM and arts integration in their social studies lessons, so that they have something to start with. And we can start rolling out resources to support C3. If we want C3 to be an organic movement, like Kathy Swan said this morning, then we need to start planning those seeds now.

I do not want to take away from the advocacy or professional development that NCSS leads, but these efforts alone do not appear to be attracting new members to our organization. We need to rework our resources and materials that we provide to our members, and selectively decide what to offer for free to those who are not yet members. We need to show them what we have to offer, and whet their appetites, as to what being a member of NCSS means. Our outreach to social studies teachers and candidates needs to be more aggressive, and we must prove to them that membership in NCSS has rewards.

Thank you.


JOHN MOORE: All right. Let's have a round of applause for all of our candidates.


JOHN MOORE: We have a very qualified group of candidates for this upcoming year. Candidates, I would like to remind you that I will be available, along with President Armstrong, after this HOD session. If you have any questions, you can meet with us right up front here, to my right, at the front table. We'll speak with you for about 15 to 20 minutes, if you have any questions about campaigning between now and the day of the election.

I do want to emphasize to you that the NCSS website here has information about each candidate's biographical sketch and their position statement, and if you are a member of NCSS in good standing, as of December 31st, you will receive an e-mail to remind you that the election will begin on February 1st. So I would like to close by thanking my Nominations and Election Committee members who assisted in selecting our candidates, Mr. Scott McComb from Georgia, Barbara Hairfield from South Carolina, Peggy Altoff from Colorado, Michael Coren from Wisconsin, Syd Golston from Arizona, and Joe Braun from California. Thank you very much.


RICK DANIEL: Thank you, John, and Nominations and Elections Committee for our slate of candidates. At this time we would like to announce the nominees for HOD committees, and we will begin with the Steering Committee: Matthew Atkinson from Virginia, Nicole Roper from Pennsylvania, Erica Schnee from Montana, and Gordon Sisk from Tennessee. If you could come line up over here, at this mic to my left.

I ask the nominees if you will face the House of Delegates when you introduce yourself, so they could put a name with a face.

MATTHEW ATKINSON: Hello. Matthew Atkinson of Virginia Council for the Social Studies.

NICOLE ROPER: Nicole Roper, Pennsylvania Council for the Social Studies.

ERICA SCHNEE: Hello. I'm Erica Schnee, Montana Council for the Social Studies.

GORDON SISK: I'm Gordon Sisk, Tennessee Council for the Social Studies.

RICK DANIEL: Thank you. And candidates, if you'd please gather over here, after you've introduced yourself. Next will be for Resolutions. William O'Sick from Virginia, Larry Paska from New York, Sarah Segal from Oregon, and Chad Taylor from Texas.

CHAD TAYLOR: Howdy. I'm Chad Taylor, Texas Council for the Social Studies.

SARAH SEGAL: Sarah Segal, Oregon Council for the Social Studies.

WILLIAM O'SICK: William O'Sick, Virginia Council for the Social Studies.

LARRY PASKA: Good evening. Larry Paska, New York State Council for the Social Studies.


RICK DANIEL: And Assignment. Elisa Beachy from Florida.

ELISA BEACHY: Hi. I'm Elisa Beachy from Florida.

RICK DANIEL: Okay. At this time I would like to ask any of the nominees for Steering and Resolutions if you would like to be reconsidered and run for a seat on the Assignment Committee. If you will raise your hand and wave. All right. We are electing two members to each committee. Seeing no nominees wanting to go for Assignment\x97okay. Sarah Segal. Okay. So Sarah Segal will now be for Assignment Committee.

Tomorrow morning we will elect two members to each committee, so please make sure you are here and credentialed and in your seat. You will receive the biographies of the candidates and your ballots as you check in tomorrow morning. Steve? Yes, you can sit down now. Thank you. No. I won't make you stand the rest of the proceedings.

STEVE ARMSTRONG: Is Fred Isele here, by the way? Fred, you are here. Okay. Next on the agenda is the update from the FASSE Committee, and Fred Isele, if you'd be gracious enough to give that report.

FRED ISELE: I guess before I read this, I just had open-heart surgery 3 weeks ago, so American medicine works.


FRED ISELE: Fred Isele, Illinois Council for the Social Studies, and proudly representing, and Chair of the FASSE Committee, House of Delegates. If you'd like to read along, it's the canary yellow sheet. We have it printed out, in your packet. The Fund for the Advancement of Social Studies Education, FASSE, was established in 1984 to promote the innovative and dynamic social studies education.

FASSE fulfills its mission in five ways.

(1) The Christa McAuliffe Reach For the Stars award of $2,500 is given each year to the classroom teacher whose proposal is selected for its innovative classroom teaching and student involvement with the community.

(2) The FASSE International Understanding Grant was given in support of collaborative projects that demonstrate the potential to enhance international relationships and global perspectives in social studies education.

(3) The FASSE College and University Faculty Assembly Social Studies Inquiry Grant.

(4) FASSE raises money for these awards, grants, and their publicity. Our long-term goal is $250,000, and we need your help to reach it. In 2009, we supported our short-term goal of $100,000.

(5) FASSE award-winners are invited to present their classroom projects and research at NCSS conferences.

Finally, FASSE will succeed only with your support. Please help FASSE reach its goal in promoting innovative and dynamic instruction by being a FASSE advocate in your council, your associated group, or your community, by doing a couple of things.

(1) Encourage your members to apply for NCSS FASSE awards and grants by publicizing them through council publications, websites, and conferences. Essentially, please create a link from your council website to the FASSE webpage on the NCSS website.

(2) Elect or appoint your own FASSE liaison who will promote FASSE in your council.

(3) Publicize the FASSE fundraising initiative in council publications and on your own web page.

(4) Request FASSE brochures from NCSS for distribution at your annual conference.

(5) Recruit one of your council members to be a candidate for FASSE board.

(6) Make a major contribution to FASSE, either through a special council fundraiser or through a donation from the council treasury.

(7) Seek a matching donor for your council's FASSE donations.

Finally, I'd like to say that all of your efforts are certainly appreciate by NCSS, FASSE, and especially by the grant recipients, who see their dreams and effective social studies education become reality. Please support FASSE. Thank you.


STEVE ARMSTRONG: Thanks to Fred and to everyone else that's on the FASSE committee. Your efforts are definitely appreciated. We are a little bit ahead of time. I think that's okay, though, right? Just a couple more things\x97a reminder that the second session of the House of Delegates begins tomorrow at 8:00 AM, that we will start at 8:00. Voting will take place at 8:30 AM sharp. This is the voting for the three committees that we just nominated folks for. Be sure to allow time to be credentialed prior to the beginning of the HOD session.

A reminder, again, that there are no refreshments provided here, so if you have to make your Starbucks stop, give yourself time to do that.

We are again, tomorrow morning, going to be voting for Steering, Resolutions, and Assignment committees. If you need specific information on that, turn to page 24 of your manual.

I would like, if you wouldn't, mind, those folks that are running for either NCSS vice president or NCSS board of directors, if you fine folks would be gracious enough just to stay here for a minute or two. Yes.

ATTENDEE: What time are the doors going to be closed?

STEVE ARMSTRONG: What time are the doors closed tomorrow, Jordan? Do we know that? How about closed, is the question. Eight o'clock, closed\x978:30, Jordan. Correct? It's 8:30. By the way, how about this for power? It says here that I'm supposed to tell all of you, so we know when 8:00 is, you're supposed to adjust your time compared to my watch? I mean, my God. In any case, my watch says 6:02. No, I haven't changed it. I'm still on Coast\x97Gail?

ATTENDEE: Would you please remind people to come to your President's Reception?

STEVE ARMSTRONG: There is a President's Reception tonight at 6:45.

ATTENDEE: At the Landmark 1, 2, and 3, and then they've got to come to the dance.

STEVE ARMSTRONG: The dance is in the next room over at 8:30, and, I apologize. I am reminded that there is coffee here tomorrow morning, before the session.

RICK DANIEL: I've just been informed by staff, credentialing ends at 8:00. You have to be credentialed by 8:00. Voting will start at 8:30.

STEVE ARMSTRONG: Tim Daly, could you come up here for a second, please.

National Council for the Social Studies

Fifty-Seventh Annual House of Delegates

St. Louis, Missouri

House of Delegates Session

8:00 a.m. through 10:30 a.m.

Saturday, November 23, 2013

RICK DANIEL: Delegates, if you could please find your seats and make sure you're credentialed, we'll begin in just a few minutes.

Delegates, once again, while we're waiting to get settled, if you could take out your cellphones and put them on silent. We all carry around our life soundtrack on our iPhones or smart devices, but be modest today and put them on silent.


RICK DANIEL: Could I call the House of Delegates to order, please? If you haven't noticed, there is, at my left, coffee, over there, although I see there were plenty of Starbucks stops on the way. To start the session today, would everybody be gracious enough to join me in the Pledge of Allegiance\x97and the flag, again, is to the right here.

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.

Could I remind everyone, before you leave today, if you could fill out and turn into your delegation chair an evaluation form, and the evaluation forms are the goldenrod paper in the House of Delegates packet.

If I could have your indulgence, we're doing one thing that is not on the official agenda, this morning, first, and this should just take a couple of minutes. One of the things that we, as NCSS members, should be very proud of, and our colleagues in Florida got this started and we've sort of picked up on it, is the Social Studies Honor Society that is called Rho Kappa, that we've had tremendous growth in, in the last year. I would ask if India Meissel, our new leader of Rho Kappa, could come forward just for a brief second.

INDIA MEISSEL: Good morning. Yesterday, if you were at the breakfast, you know that we honored several people that were sort of the founding fathers, so to speak, of Rho Kappa, and as the day went on, I learned, in essence, what became, for me, several personal teachable moments. As a practicing historian, I should realize that even though I have multiple sources with the same information, I still need to check and double-check my resources. I did not do that, and it led to an error of omission, and for that I truly stand here humbled, and apologize.

For those of you in the breakfast, you know we had a couple of people that had to leave before we could induct them into the Rho Kappa Honor Society, so, at this time, would Sue Blanchette, Melissa Collum, and Karen Burgard please come to the front?

The Rho Kappa Charter, as written, allows for three types of membership\x97traditional induction, an honorary induction\x97and that is what we're going to do this morning. Sue, Melissa, and Karen were three of the people who sat down, took the Rho Kappa information that came out of Florida, and made it into what is Rho Kappa, NCSS style, so to speak. So we felt it befitting that we honor them and recognize them with honorary inductions into Rho Kappa.

By the power vested in me, on behalf of NCSS and the NCSS Rho Kappa National Advisory Board, we hereby induct you three into the Rho Kappa National Honor Society. Congratulations.


INDIA MEISSEL: Karen, you can sneak out now.

RICK DANIEL: I would like to call to the mic the Executive Director of National Council of the Social Studies, Susan Griffin, for her message, and then Brenda Luper, the Finance Director of NCSS, will give her financial report.

SUSAN GRIFFIN: It's early. Good morning, everyone.

[Chorus of good mornings.]

SUSAN GRIFFIN: Many of you know that National Council for the Social Studies has two significant revenue streams. We're trying to diversify, but right now our conference and membership are the two main sources of our revenue. We also have some revenue from summer workshops; we're trying to expand that program. We have some webinars that are going to start in January. But currently the significant parts are membership and the conference.

Our membership numbers have been drooping for about the last 6 years. We are now flatlined, which sounds bad but it's actually good. One of the things that a couple of our candidates for the board of directors talked about yesterday was the importance of getting people coming into the profession to join NCSS, and all of you raised your hands when they asked if you knew someone who was coming into the profession.

So I would ask you to reach out a hand to those new professionals and bring them into National Council for the Social Studies. It will make us stronger and it will make them stronger, as well. We need new voices, a variety of voices, and that diversity of thought is what makes us a strong organization. So when you see someone who is ready to join our wonderful profession, make sure that they're also thinking about joining National Council for the Social Studies.

Our conference this year is a very, very big success, so we want to thank Steve Armstrong for putting together a wonderful conference.


SUSAN GRIFFIN: Roxanna Meacham was the co-chair, and people are having a really vibrant and wonderful time at this conference. Speaking for myself, I just want to say thank you.

We made our revenue numbers, so that is also a significant load off everyone's mind.


SUSAN GRIFFIN: So thanks for everyone, for being here, and helping that to happen.

One of the main initiatives, actually, for the last 3 years but, in particular, this last year, leading up to the publication of the C3 document in September, was working very hard with those other organizations and states to make that happen. We believe that the C3 framework offers all of the social studies community a real opportunity to transform what instruction looks like.

We're eager to have all of the other 14 organizations who were part of the effort to provide their particular versions of resources, so please be looking for those, because we'll be connecting you to the National Council for Geographic Education, the National Council for History Educators, AHA. We're all kind of working on this together, so that this vibrant document comes to life in school districts and states.

We are enlisting all of your help. I think there is actually a blogger in the New York delegation. I think that blogger's name is Joe Karb, and he's one of the, and we're wanting all of you to get on board and try your hand at it. Actually, I think Joe is going to give us some blogging instructions later. Anyway, that's another way that we're trying to make this real and come to life, so we're actually going to see the voices of teachers who are using C3 in their classroom. We're going to have examples of school districts that are going to use it, as well as states. So this is our moment, and we're going to take full advantage of it.

I'd like to introduce our Director of Finance, Brenda Luper. She keeps us on the straight and narrow. She doesn't allow us to veer off to the left or veer off to the right, when it comes to our budget numbers. She's here to get us straight. Come on, Brenda.

BRENDA LUPER: Good morning, everybody. Thanks for having me here today. I appreciate it. I want to talk numbers, because that's what I do.

I always like to show a graphical picture of income, what we call revenue streams in the not-for-profit environment, and what Susan said before, you can see represented here. Conference and membership make up about two-thirds of our budget. However, the other third is growing strong. One of the streams that we have now is Rho Kappa, and as it grows, hopefully it will start to assist the organization in standing a little more steady.

If you look at our next slide, you will see revenue trends, and I think this is always an interesting document because it can show you, over a period of time, what's happening with revenue. The top number is our conference revenue. You can see that it makes a difference where we are, because location, location, location matters with conference, and our members told us that in our member survey.

If you look from 2010, we were in Atlanta, to Denver, to D.C., to Seattle, you can see how the numbers shifted, and frankly, the attendance in Seattle was great, but many of the exhibitors didn't show up, so that's what hit us in revenue there. Membership has been relatively flat, but one of the things that we suspended during tough budget times was membership campaign, or marketing for membership.

In 2013, we have started that up again. It is desperately needed. We have hired a marketing firm to help us come up with some great new wording. You probably all have gotten some of that marketing. Since you're all members, pass it along. Hopefully those numbers will begin to rise, especially if the economy improves.

Other revenue is the most volatile line on our chart. It goes up and down, up and down. It depends on whether or not we have grants. Part of that is Rho Kappa, so there's going to be trending up in that line, but when we do have grants, the expense line item also goes up and down, up and down, up and down. Publications, you can see that when Standards came out, we went way up, in 2011, and then it slightly decreases over time, once the standards have been out a while. Maybe it will start to trend upward again with C3. We'll see.

Any questions about any revenue? I have a list of statistics over a 4-year period, so you can look at some individual numbers, but before we move on to expense, any revenue questions? Okay, seeing none, let's move to expenses.

Our staff is what makes everything happen, that the board tells us to do, and that the membership asks for. That's our biggest expense overall, which is very typical for not-for-profit organizations. Then we do have some outsourced services, which make up a big part of our budget. That's the AV at conference, the food and beverage at conference, our hotels, our meeting rooms. It's a lot of the things that go into making up the programs, products, and services that we provide.

We have mailing and printing. That's mostly for our magazines. Then you can see the remaining pieces of the pie are mostly overhead fees. Our development, at the very top, is 1 percent here. We want to grow that, because that's the lifeblood for future revenue streams.

We have been able to decrease our expenses by holding a firm line on overhead costs, and we did make salary cuts. I've talked about that for 4 years, I think. I wanted to let everybody know, before the question is asked, that Susan got together with all the directors during the budget preparation for this year, in consultation with the board of directors, and decided that starting January of 2014, we are going to institute the staff cuts back to staff. We're going to give them back those cuts, as long as our revenue holds steady, here in St. Louis.


BRENDA LUPER: I know a lot of you are facing the same kinds of things in your own professions, so you know how gleeful we are. Then, looking at our assets, overall our net assets have increased 30 percent from the prior year. That is such a big deal. When I came on board in CSS, we were in negative net assets. Thanks to our board and our staff, we are in positive net assets, and we're going to remain there. And thanks to all of our members for that, also.


BRENDA LUPER: The economy continues to give us a little trouble, but our assets are up and our liabilities are down. Those are very good numbers.

That's it for me. Just a reminder that if you haven't recruited a member this year, please recruit a member this year. It makes such a difference to the organization. Remember our Rho Kappa chapters. It's a fabulous organization. We've got great feedback from the people who have joined. And please remember to thank our conference exhibitors, because they make this meeting possible.

Any questions about expenses or any other financial-related questions? Hearing none, thank you for having me. I appreciate it.


SUSAN GRIFFIN: Speaking of membership recruitment, we have had a program for many years, started by Gayle Thieman, and this is called Each One Reach One, and it speaks to exactly what we've been talking about, for all of you to reach out and to ask someone else to join our profession. These are the people who recruited members for NCSS over the last year, and if your name isn't up there, we've got to talk. We need your name up there next year, so we'd really appreciate this, and we appreciate all the people up there.

Everyone's name goes into a hat when they recruit members, and Shelly Wilfong got two round-trip tickets to somewhere in the United States. I think she's going to Las Vegas, to help their economy. There is an opportunity to win these two tickets, so we really appreciate that.

Next I'd like to talk about the Gold and Silver Star Councils. These awards are presented to councils that meet rigorous qualifications that include providing professional activities for social studies educators, increasing membership of underrepresented groups, increasing joint membership with National Council for the Social Studies, participating in NCSS programs such as membership brokering, awards, and contributing to the first-timer scholarship and to the Fund for Advancement of Social Studies Education (FASSE).

It's not easy, actually, to get these awards, but we have some wonderful councils that have done that. We're not going to give you your award right now, because we're going to give you a photo opportunity with the NCSS president after all this is done, and he will hand you your certificate, but I want to call them out. Silver Star Councils: Colorado Council for the Social Studies, Florida Council for the Social Studies, New Hampshire Council for the Social Studies, and Wisconsin Council for the Social Studies. A round of applause for our Silver Stars.


SUSAN GRIFFIN: And our Gold Star Councils had to meet eight of the nine requirements, so slackers can't do this. This is really a lot of hard work. I'd like to point out that the Association of Teachers of Social Studies, United Federation of Teachers in New York City seems to be on this Gold Star list every year, so thank you. Georgia Council for the Social Studies, another one of our strong, strong councils. Ohio Council for the Social Studies. Some really good work is going on in Ohio, changing things there, for the better. Oklahoma Council for the Social Studies. Congratulations.

Oregon Council for the Social Studies. I think Andy Demko had something to do with that. He kind of gets things done over there. Congratulations to Tennessee Council for the Social Studies. You've done some great work this year. And our friends in Texas\x97 look out. Congratulations, Texas Council for the Social Studies. We really appreciate your hard work, and we'd like to get your council up on this list next year, so please help us do that. Remember, the photo opportunity is after.

I think we should applaud the Gold Star people.


SUSAN GRIFFIN: Steve, I think it's time for you to come back. No? Rick.

RICK DANIEL: At this time, I'd like to remind you that you have a gold evaluation sheet, if you picked it up yesterday. If you didn't pick one up yesterday, it's probably copied on white paper today. The evaluation forms are very important to us at the Steering Committee. We do review those and we take your suggestions very seriously. So if you wouldn't mind completing that at the end of today's hearings, we'd appreciate that.

Also, I'd like to once again remind you that we need to make sure we put our cellphones on silent, so that we're not sharing our life soundtrack with everyone in the hall, as we go on. At this time, I'd like to turn the mic over to Steve.

STEVE ARMSTRONG: I'd like to call up Alden Craddock from the Missouri Council of the Social Studies, again, representing the Credentials Committee.

ALDEN CRADDOCK: Good morning, everyone. Thank you for being so patient and being here so bright-eyed and ready to go this morning. As the Chair of the Credentials Committee, I'd like to first recognize Bill Hilt from the Ohio Council for the Social Studies, Anna Post and Jordan Grote, and also Kathy Uhlich, our main bouncer, for guarding the door for the Credentials Committee. Thank you very much for your service this morning, bright and early.

As the Chair of the Credentials Committee, I am pleased to report that 144 delegates are registered and certified to vote in the House of Delegates as of 8:20 this morning, Saturday, November 23, 2013, and on behalf of the Credentials Committee, I move the adoption of the Credentials Report.

STEVE ARMSTRONG: Is there a second to that motion?

Any discussion? All in favor?

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed? The report of the Credentials Committee is accepted. Rick?

RICK DANIEL: Thank you. At this time, we'll move to conducting our first elections of the session, and we are going to be electing the new members to Steering, Assignment, and the Resolutions Committee. These elections will take place as a written ballot. You should have received a blue ballot this morning when you came in. It contains the names of the candidates as well as their biographical sketch.

Yesterday afternoon, the candidates introduced themselves, so we won't go through that again today. What we will do, though, is we will read the names off the ballot and have the candidates stand once again.

We will start with the Steering Committee. Matthew Atkinson from Virginia. Nicole Roper, Pennsylvania. Erica Schnee from Montana. Gordon Sisk III from Tennessee.

At this time, I'd like for you to vote for two members for the Steering Committee.

We'll now move on to the election of two representatives for the Resolutions Committee. The first candidate is William O'Sick from Virginia. Larry Paska from New York State. Chad Taylor from Texas.

We'll move on to House of Delegates Assignment Committee candidates. Elisa Beachy from Florida and Sarah Segal, representing Oregon. We do have to have a vote for that committee, although we need to select two members and there are two members on the ballot. We do need you to vote, please.

The nominees that are elected to these committees, we will ask you to remain in the hall briefly afterwards for some introductions with the committee. Well, that's probably mostly the big part, is introductions to the committee, at that point. If you've completed your ballot, pass those to your delegate chair or to the end of your tables. That would work, and members of the board and the committee will be coming around to collect those.

Are there delegates new to the House this morning\x97if you weren't here at the first session yesterday afternoon? If you are a new delegate this morning, please raise your hand to make sure you have a copy of the resolutions. Does anyone still have their ballot for the Steering, Resolutions, or Assignment Committee? If you do, get my attention or a board member's attention so we can make sure we have all the ballots. Thank you.

As we move on to resolutions, I'd like to remind people at the House that you received a copy of the resolutions yesterday. What you will see on the screen will be the resolution number, the title, and the be-it-resolved. We prefer not to do grammatical, syntax, spelling errors in the House here. The staff will take care of those before it's presented to the board of directors. If any changes are made, those will be major changes to the resolutions.

The resolutions have been read into the record, so no motion is needed to accept the resolution, but only if we need to change the resolutions will a motion be needed for that, and then we'll have the vote. The way we're going to vote, our first vote will be a voice vote. If the Chair of the Resolutions Committee and President Armstrong cannot make a determination as to whether the motion has a majority or not, we will then do a hand vote, and, as a last vote, we will do a paper ballot vote.

In your HOD manual, on page 25, there is a process for resolutions, if you need to refer to it. We have two votes. You're voting for the resolution or against the resolution, so it will be a for or against vote, or yea or nay. We will ask if you have a long revision to the resolution, if you can help us out, because Ron and Ken will be working feverishly to capture everything. So if you have a long recommendation to change the resolution or reword the resolution, if you would put that in writing, so that we have it, so we're not trying to catch it as you're announcing it.

When we have discussion on the resolutions, we will alternate between for and against, on discussions. The microphone here to my right will be for, and the microphone to my left here will be against, and there will be signs help up by the Steering Committee for that.

Any questions about the voting process? Yes, ma'am.

ATTENDEE: Can we e-mail you?

RICK DANIEL: You can. My e-mail address is Or it might be easier if you e-mail it to Ron, which is Since he's the one doing the revisions, it might be best to go to him, instead of me trying to forward them to him.

I'd like to call Cheryl Rehome to the podium, and I'll turn it over to Cheryl and Steve.

CHERYL REHOME: Good morning. I will be reading the resolution title, number, and be-it-resolved, and then we will open for debate.

Resolution 13-01-1, NCSS To Investigate More Paperless Options. Be it resolved, the board investigates a continual increase and use of paperless options for all NCSS functions, operations, and meetings, included, but not limited to, its annual conference. The floor is open.

STEVE ARMSTRONG: If each speaker would kindly identify themselves and the council that they represent, and there is, by the way, a total of 10 minutes of discussion allowed on each resolution.

MICHAEL BOUCHER: Hi. My name is Michael Boucher and I'm from Indiana, ICSS. This particular resolution has been a passion of mine for a long time. It's one of the reasons I ran for the board in the beginning, years ago, and we were able to put together this resolution during SLI. We had a great time with South Carolina and Missouri, and it was fantastic. We had a fantastic meeting of the minds, and we had a lot of fun, as well. Having SLI is another important part of what we do here at NCSS, and I'm very, very glad that we were able to bring it back.

In the meantime, speaking to this, about paperless options, we have made huge strides in getting rid of the paper in this organization. The app is fantastic. Can you not agree that the app is amazing?


MICHAEL BOUCHER: We'll probably not get rid of the books for a while. However, using more paperless options not only saves trees, saves resources, saves money, but it also brings us more into the way people communicate today. So as we are talking about attracting younger members, using paperless options allows us to go further in our reach to younger members, and to people who are digital natives, and also, so we don't have to carry around so much stuff.

So I would speak for this resolution, and I would encourage you to pass it. Thank you.


STEVE ARMSTRONG: You realize there's at least two or three people in the room who are saying, "What's an app?" but that's okay. Anyone else speaking either for or against the motion?

WILLIAM O'SICK: Good afternoon. I'm William O'Sick from Virginia Council for the Social Studies. I'm a teacher in Danville, Virginia. As it's worded right now, I would be against this on a limited basis. I think there are a lot of teachers that don't have access, like myself, to Internet at home. Internet access at the schools are limited, and a lot of things that we do require paper that has to go to our school board. They are not on the computers like we are, as teachers.

I am not against going green. I think we need to go green. I just think we need to do it on a limited basis, so we have some limited paper that teachers who don't have access can utilize. I would have to make an amendment to that, and I haven't had a chance to really do that, but I would like to see a limited access to it. Thank you.

DARIA SCHAFFELD: Good morning. Daria Schaffeld representing the Psychology Community. I'm for this, and I was actually thinking about what we said earlier, about the big booklet to carry around. It would be nice if there was perhaps an opportunity when you register to choose to receive the booklet or not to receive the booklet; therefore, allowing the access for people that want it to be on the app or also graciously respecting people that would like the hard copy or need the hard copy in their school districts.


CAROLYN HERBST: I'm Carolyn Herbst representing ATSS/UFT New York City. I'd like to make an amendment to the resolve. Can we add "while providing paper to those who request it"? I have requested large copies, large copies printed, and I've gotten them in large copy, in print, and I've gotten them very easy, and other people might need it in other or just regular print. So I think this covers it if we add the amendment.

STEVE ARMSTRONG: Carolyn, could you repeat that? I apologize. Could you just repeat that one more time?

CAROLYN HERBST: While providing paper to those who request and need it\x97after the word "conference" in the resolve.

STEVE ARMSTRONG: Is there a second to the amendment? There's a second to the amendment? Could we have discussion now? This is not on the resolution. This is just purely on the amendment.

JEFF PASSE: Good morning. Jeff Passe from the College and University Faculty Assembly and also a member of the sustainability community. I don't think there's a need for an amendment. The resolution is about investigating. It's quite innocuous, and I think we can trust the people who are doing the investigation to come up with various kinds of alternatives, and even then, it's only a recommendation that goes to the board, and then the board has to decide on it. So we're not writing legislation here. All we're doing is suggesting that an investigation take place. I don't think we need to get into the fine details. Thank you.


JOHN MOORE: John Moore, Kentucky Council. The current resolution proposal already includes the word "option," so option simply means that the paper copy will still be available while we have the option to a paperless copy. So I see no need to cloud up this resolution, because the word "option" is there.


STEVE ARMSTRONG: Any further discussion, again, just on the amendment?

GAYLE THIEMAN: Gayle Thieman, representing the Friends of NCSS. I speak in favor of this amendment, because I think it's an issue of respect for colleagues for whom paper is still a requirement. We had the option of requesting paper for HOD, but most of us chose online, paperless option for all the HOD packet, but there are still members of our organization who need large print or other, so it's a question of equity. So I would recommend approval of the amendment.

STEVE ARMSTRONG: Carolyn, could I ask you\x97I apologize. What is on the board, is that correct, from what you had proposed?


STEVE ARMSTRONG: Any additional speaker? Please, Peggy.

PEGGY ALTOFF: It's Peggy Altoff from Colorado. You know, I am technologically challenged and I admit I'm not totally in the 21st century. Requesting a paper copy for this body is one thing. Having to request a paper copy of the program is a different issue entirely. I don't think we're at the point where you have to make a request for a paper copy anymore than you'd have to make a request for a paperless copy. So, I guess I would be against the amendment, for that reason.

STEVE ARMSTRONG: I see no other speakers, either for or against the amendment, and again, our first vote would be by a voice vote. Could we say all in favor of the amendment, please say aye?

[Chorus of ayes.]

STEVE ARMSTRONG: One more time. I apologize. All in favor of the amendment, please say aye.

[Chorus of ayes.]


[Chorus of nays.]

STEVE ARMSTRONG: By the ruling of the chair, the nays have it, so the amendment is stricken, it's lost. Charles, there is still how much time left? That was it? So the 10 minutes is up, so now we're voting on the original resolution, without the amendment. All in favor, please say aye.

[Chorus of ayes.]


[Chorus of nays.]

STEVE ARMSTRONG: The resolution passes.


CHERYL REHOME: Our next resolution is number 13-01-2, NCSS House of Delegates To Affirm Commitment of NCSS to Lead Implementation Phase of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Be it resolved, the NCSS House of Delegates hereby affirms the decision of the NCSS Board of Directors to commit the National Council for the Social Studies, the largest association in the country devoted solely to social studies education and social studies advocacy, to provide leadership for the implementation of the C3 framework, and work with a variety of partners to identify and provide resources necessary at the state and local levels, to prepare all students for college, career, and civic life in the 21st century.

The floor is open for debate.

CAROLYN HERBST: I respectfully request that you make this the "for" microphone. This resolution came out of the Summer Leadership Institute. California, New York State, and New York City brought resolutions and we worked out wording together and had our boards approve it. I spoke to Professor Swan from Kentucky, who had written it. She was delighted. I highly recommend that this be endorsed, hopefully unanimously. This is an incredible document, and we have to be very, very supportive of it.

PEGGY ALTOFF: I have a question. This is Peggy Altoff from Colorado. What you read is not what we're looking at, because the point about working with partners, I think, is exceeding important, and needs to be in there.

If you were at the C3, the large panel discussion yesterday, we work with 15 organizations and with SAS, which is a group of states, and there are other partners that are being involved in publications. We don't stand alone in this, and I think it's really important to recognize, as part of the resolution, that we don't stand alone. So before we vote on it, we need to see it.

STEVE ARMSTRONG: Just give us a second, and we'll get this.

CAROLYN HERBST: Point of information, because at the resolution hearings yesterday, I saw this, and I said we had already e-mailed both California and New York that change, that we add the word "partners." So I believe it was done at the hearings. It just didn't seem to appear in print.

STEVE ARMSTRONG: Just give us one second and we'll give you the right resolution.

JANIS KYSER: Hi. I'm Janis Kyser, and I'm representing the Citizenship Community. Yesterday, we voted, as a community, that we would like to co-sponsor this resolution, that the Citizenship Community be added as a co-sponsor.

STEVE ARMSTRONG: We won't count this time against the discussion. We're just holding to make sure we get this good. What you're looking at up on the screen now should be the correct resolution.


CHERYL REHOME: Be it resolved, the NCSS House of Delegates hereby affirms the decision of the NCSS Board of Directors to commit the National Council for the Social Studies, the largest association in the country devoted solely to social studies education and social studies advocacy, to provide leadership for the implementation of the C3 framework, and work with a variety of partners to identify and provide resources necessary at the state and local levels, to prepare all students for college, career, and civic life in the 21st century.

STEVE ARMSTRONG: My apologies. What's the group that\x97so the Citizenship Community is adding themselves as a co-sponsor to this resolution. Speakers, pro or con, please.

MICHELLE HERCZOG: Good morning, everyone. I'm Michelle Herczog from California and president-elect. I just want to add my voice and strongly speak in support of this wonderful resolution. Many of you have heard me speak about the C3. Much of our work is devoted to this. We've created the document and now it's important to give legs to it, create the resources, get it in the hands of teachers and state leaders, and no other organization other than NCSS has the leadership, capacity, reach, and extension to the many partners that we work with to do this, so I'm very excited to see this resolution and strongly speak in support of it. I hope you join us in your vote. Thank you.

MARY JOHNSON: Mary Johnson from International Assembly. I love the resolution. The variety of partners, though, I'm wondering if there has to be a little bit of clarity in our thinking. Many of the teachers I work with, and so forth, are very concerned about Common Core and this so dovetails with it. Does this imply that one of the variety of partners is Common Core, and working with that material? It's really a question about it.

MICHELLE HERCZOG: Can I respond to this comment?

STEVE ARMSTRONG: I'm sorry. There's a speaker over here, Michelle, and then we'll go back.

MELISSA COLLUM: I'm sorry, Michelle. Melissa Collum, Wisconsin Council for the Social Studies. I need to ask a clarifying question, please, either to the Chair or to the writers of the amendment, or possibly to Susan Griffin. In the line that says "a variety of partners to identify and provide resources necessary," in our by-laws, it says that we can't ask the board of directors to spend money when we pass an amendment or a resolution to an amendment. Is this implying that we're going to be asking the board to be spending money when we're asking them to do resources? I am in favor of what the amendment wants us to do, but I'm concerned in the wording of it, so I'm asking a clarifying question, please, to whomever would like to answer my clarifying question.

CHERYL REHOME: Can we defer to the authors, the sponsors?

CAROLYN HERBST: Look, this is the first time I've been approached on the use of the word "resources." It seems that the mission of NCSS is to provide resources to educators, so whatever resources they normally do, this is part of what they normally do. Publications are resources. What's online are resources. Nobody questions any other things we put through in this way, so I don't think we should question the use of the word "resources" because that's what we do. We provide resources for educators.

STEVE ARMSTRONG: The question, if it's asked to the Chair directly, is as been stated three times. No resolution can bind the organization to spend money, so what the board of directors would do would be take this resolution, if passed, and resources is not necessarily financial, by the way. Resources can be person, power, but, to repeat, if you pass this motion, by the nature of passing a motion, it does not bind the organization to spend money.

I think Michelle, and then\x97

MICHELLE HERCZOG: Thank you, and yes, I agree with the statements made. Just to further clarify, this does not hold us to spending money. All of those decisions go through the board. Those are some of the responsibilities of board members. Like many other resolutions, we provide resources. Our reach to partners is a way to identify resources, encourage them to build and provide them, all contingent on funds being available.

This is our moment. This is our moment to be the lead in this effort. So to identify, find people who are doing that, and be kind of a central clearing house for that, positions NCSS as another reason for us to be a national leader in this effort. We want people to come to NCSS to find those resources and support, and in a way that will build membership, reasons to join, reasons to come to conference.

If I could speak in response to the question about partners, yes, there are very intentional connections to the Common Core state standards. That was a decision made for many states who are already using Common Core as a way to leverage, and use it as a bridge. But that does not mean this is not valuable to states who have not embraced Common Core. This is a document that can inform state standards updates, but also empower local teachers, whether they're using Common Core or not, to increase the rigor of their social studies programs. So it does not bind us in that partnership way.

WILLIAM O'SICK: I'm Bill O'Sick again, Virginia Council for the Social Studies. We're in favor of it, but we'd like to propose an amendment to it, that you add "national" with "national, state, and local resources," because national is not up there, and we do a lot of work with the Federal Reserve and the Library of Congress and national resources for different states. So I am proposing an amendment that you add the word "national" to it, so it says "resources necessary at the national, state, and local levels to prepare all students for college."

STEVE ARMSTRONG: So your amendment is simply to add one word?

WILLIAM O'SICK: Yes. That's correct.

STEVE ARMSTRONG: Is there a second to that amendment?

Is there additional discussion? We're only talking about the amendment. Is there discussion on the amendment? Okay. Yes, it is just to include the word "national" ahead of where it says "state and local levels." All in favor of the amendment, please signify by saying aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed? So the amendment is passed, so we're adding that word, "national," and there is no additional time for discussion of the original amendment. I would just like to say, very briefly, that where there have been resources allocated for C3, but if you've received the latest edition of Social Education, it has C3 articles in it. There is going to be a bulletin coming out, as has been announced, on C3, so have NCSS funds be spent for C3? Yes, but it's with already previously allotted funds. I have no idea if that helps you or not, but that's how C3 funds have been spent.

So we're now taking a vote on the amended motion.

ATTENDEE: The problem is that the amended version only appears on one computer. I have to take it totally off the screen to make changes in it. The change will be put in, if it is all right with the House of Delegates, as soon as we can switch to the next resolution, but I have to take it totally off the screen and start to put the word "national" in.

STEVE ARMSTRONG: I will promise you, if we pass this resolution, the word "national" will be included. Again, time is up so we're voting now on the amended resolution, even though the word "national" does not appear on your screen. All in favor, please indicate by saying aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed? Thank you very much.

CHERYL REHOME: Our next resolution, number 13-01-3, NCSS Supports Educational Research. Be it resolved that NCSS promotes social studies-related research findings in its publications and websites by including articles and columns authored by social studies researchers on a regular basis, and be it further resolved that NCSS demonstrate its commitment to social studies research by including, at its annual conference, at least one major session by an educational researcher. And the floor is open for debate.

STEVE ARMSTRONG: Speakers for or against this resolution. Seeing none\x97by the way, our illustrious Parliamentarian has said that I'm doing this wrong. I'm supposed to say, "All in favor say aye," so apologize for that snafu. But all in favor of this resolution, please signify by saying aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed? Thank you.

CHERYL REHOME: Next resolution, number 13-02-1, NCSS Recognizes and Affirms the Importance of Teaching State and Local History. Be it resolved, NCSS House of Delegates hereby affirms the decision of the NCSS Board of Directors to commit the National Council for the Social Studies to recognize the importance of teaching state and local history. The floor is open.

STEVE ARMSTRONG: Speakers for or against this resolution.

MARSHA INGRAO: Good morning. I'm Marsha Ingrao from California Council for the Social Studies, and we had a discussion about this in our cabinet meeting. We really approve this. It seems kind of rudimentary, but elementary social studies education is largely ignored in our state, and we teach state and local history in elementary grades, and we just think that the extra emphasis on that is so important, coming from a national organization. So we approve this and co-sponsored it.


STEVE ARMSTRONG: By the way, a ruling from the Chair on this. This is supposed to be yes and this is supposed to be no, but in Carolyn's case, we'll have that as a uni-whatever, microphone over there.

CAROLYN HERBST: It's a wonderful thing to teach state and local history, particularly local history, because it moves from the more personal for a student to the larger picture, and there are wonderful, wonderful things you can do, even in the upper grades. This alignment with bigger issues and what's closer to home. In New York we have a funny situation where the state curriculum includes the Iroquois and they were nowhere near New York City, so we have our own and we incorporate it. Anything that puts a student into the picture better is wonderful, and I'm very much for it.

We didn't get a chance to vote\x97because we were so busy with so many other things\x97we didn't get a chance to vote to endorse any of these things, but our heart is there.

STEVE ARMSTRONG: Seeing no other one\x97oh, I'm sorry.

BOB DYTELL: Do I have to go to the other one?

STEVE ARMSTRONG: Please. We're making an exception for one person.

BOB DYTELL: Bob Dytell, ATSS/UFT. Change the word "recognize" to "emphasize the importance of local history." I think that would be more meaningful.

STEVE ARMSTRONG: So the proposed amendment would be to change the word "recognize" in the next to the last line to "emphasize." Is there a second to the amendment?


STEVE ARMSTRONG: Second? So we're speaking now just to the amendment. Anyone speaking pro or con?

JEANNETTE ALARCON: Jeanette Alarcon with CUFA. I think we already emphasize history and social studies to the detriment of the other themes, so I'm going to be against the amendment.

WILLIAM O'SICK: Bill O'Sick, Virginia Council for the Social Studies. I am against the amendment because then you'd have to change the title, because the title is the last sentence of the whole thing. Thank you.

STEVE ARMSTRONG: So we are seeing no other speakers, so we will now vote on just the amendment, which is to change the word to "emphasize." All in favor of the amendment only, please say aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed to the amendment?

[Chorus of nays.]

STEVE ARMSTRONG: The nays have it so we will strike the amendment and we're going back to the original motion. Is there still time? If anyone wishes to speak, pro or con, there's still a bit of time on this.

All right. We are now going to vote on the resolution as originally proposed. All in favor, please say aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed? The resolution passes.

CHERYL REHOME: Resolution number 13-02-2. NCSS Endorses Inclusion of Human Rights Education as a Core Element of Social Studies Programs in the United States. Be it resolved, the National Council for the Social Studies incorporate into its expectations for social studies education comprehensive programs of human rights and humanitarian law education, and provide opportunities through conference activities, council publications, and other means, to expand awareness and strengthen the impact of human rights education in preK-12 social studies programs, social and university curricula, and teacher education programs nationwide.

Be it further resolve, the National Council for the Social Studies\x97resolved.

ATTENDEE: Resolved.

CHERYL REHOME: Resolved. Sorry.

STEVE ARMSTRONG: Our Parliamentarian suggests that since there are two be-it-resolveds, that we have a separate discussion. Does anyone wish to speak on the first be-it-resolved, at the suggestion of the Parliamentarian?

ROSEMARY BLANCHARD: My name is Rosemary Blanchard and I am the Chair of the brand new Human Rights Education Community within the National Council for the Social Studies, and this is sort of our maiden voyage into the whole world of the House of Delegates, so bear with me and us if we're learning our way.

This resolution arises out of the experience of educators with an understanding and background in human rights, that it's often very hard, in, shall I call it, canned curricula, to find the references to human rights, humanitarian law, the Geneva Conventions, that students really need to understand their own American history. There is a profound American history of human rights and humanitarian law, that often either one doesn't know of or has to incorporate into what's available overall, in terms of core history, social studies, and civics materials.

I now, in my retirement, at the university level, teach a class in global peace and conflict, and have the experience of students at the university level saying, when I bring in things involving the role of President Roosevelt's Four Freedoms, and the establishment of the United Nations, the Universal Declaration, the role of our own delegation in the Geneva Conventions, the incredible role of Robert Jackson, students saying, over and over, "Why are we just learning this now? I'm a senior in college. Why am I just learning this now?"

So, what we're looking to is an opportunity to bring the world of human rights, humanitarian law, education, into an understanding of our students as they're forming their awareness of who they are in the world, who their country is in the world, and I hope you will support this resolution. It's an opportunity to take the growing global emphasis and to humanize it. Thank you.

MARY JOHNSON: Mary Johnson. The International Assembly just seconds what you've just said. Part of a vocabulary in middle, high school, and even elementary should be some of these basic institutions that you just mentioned, and if we are going to really, truly become more global citizens, I think this is a really important resolution, and I second what you just said. Thank you.

STEVE ARMSTRONG: Any additional discussion on either of the be-it-resolveds?

CHERYL REHOME: I haven't read the second one.

STEVE ARMSTRONG: Oh, okay. I apologize.

CHERYL REHOME: Be it further resolved, the National Council for the Social Studies adopt an official position statement endorsing human rights education for all students, and supporting the goals of the World Program for Human Rights Education, established by the United Nations through the Office of the High Commissioner for Human Rights. The floor is open.

ROSEMARY BLANCHARD: Again, Rosemary Blanchard, Chair of the Human Rights Education Community. The Human Rights Council of the United Nations has, back since 2010, developed a program of human rights education and training, with the concurrence of the United States delegation, by the way. In fact, what was very important to the U.S. delegation was that the language is not ordering this. It is encouraging this.

And, in fact, if you were to look at the resolution that created what they now call the Program for Human Rights Education and Training, it is recommending that state parties adopt participation in the world program. Now, the world program is not a directive. It's a community of nations and education programs in nations, sharing with each other what they're doing.

In terms of global education, I personally think, and my community thinks is a great opportunity for students to be learning in their own unique way. I love the resolution just before, dealing with local and state emphasis, in their own local way, being able to make that local connection with global ideas.

So to participate in the world program is to feel, at the local level, like you're part of something very big, which I think is very good for our students, and it is not demanding anything. It is encouraging participation and joining.

STEVE ARMSTRONG: Any additional speakers, pro or con, on either of the be-it-resolveds?

ARLENE GARDNER: Arlene Gardner from New Jersey. I don't want Rosemary standing alone here, because I think this is important, which is why the New Jersey Council is co-sponsoring it. We live in a real global society. We are citizens in a global society, and the largest part of that is global sustainability and global citizenship, which is really human rights. So I don't see how, in 2013, this national organization should not be supporting and promoting this.

STEVE ARMSTRONG: Seeing no additional speakers, we will now vote on the resolution as a whole. All in favor of the resolution, please say aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed? Thank you.


CHERYL REHOME: Our next resolution is number 13-02-3, NCSS To Join With Other Education Groups To Support a Moratorium On State High-Stakes Testing To Give States and School Districts Additional Time Before Using the Outcome of New Assessments Based on the New Standards. .

There are three be-it-resolveds. I will read the first. Be it resolved, NCSS join educator, parent, and community groups in calling for a moratorium on state high-stakes testing to implement the Common Core standards in English language arts and mathematics, to give states and school districts additional time before using the outcome of new assessments based on the new standards.

STEVE ARMSTRONG: Are there speakers, pro and con, just on that first be-it-resolved?

CAROLYN HERBST: Carolyn Herbst, ATSS/UFT New York City. Let me begin by saying what this is not. No, this is for. Okay. This is for. We're the council that wrote this and are sponsoring it, and let me begin by saying what this is not. It is not against social studies testing. It is not against NAEP testing. It is not against testing. This is looking at us as a professional educators' organization to support our colleagues in a national movement that exists now to deal with the fact that students\x97mostly we're talking about elementary school students now\x97are being tested in ELA and math, for curricula that has not been produced, that educators have not been trained to teach about, and for which the students are not prepared, and this is very traumatic.

In New York City, on Monday, one of our boroughs in New York City, in Staten Island, had a parent protest where they pulled their students out of the elementary schools as a boycott to protest. We've had massive busses going up to Albany for protests on this, on June 8th. I read about, including in NCSS news briefs, of other briefs where this is a problem.

So I am asking you to support this, simply as a support for the people that are involved in this project now, because of testing without proper preparation of educators and students. You will notice, later, we have something that deals primarily with the possibility of social studies testing getting involved like this. This is not what this is about. It is merely a support of something that is going on now, so I urge your support.

DEREK FRIELING: Derek Frieling from the Missouri Council for the Social Studies. My concern isn't necessarily whether we support this or not. It's that I think that we may be a little bit\x97for lack of a better term\x97wishy-washy on the amount of time. If we support a moratorium for how long, some school districts and states may not ever want to do it. So if we are going to be supporting that these tests are going to be given\x97and I know some people will be for and some people will be against\x97but if that is going to be the position, how long will we be giving them, because some people will put this off for perpetuity.

So if we do support this, I suggest that we have a time that we suggest, how long we have the moratorium. I am not going to suggest an amendment for time, because I'm not an expert on how much time should be given, but I would ask that someone would make such an amendment.

PEGGY ALTOFF: Peggy Altoff, Colorado. I am definitely opposed on a number of reasons. First of all, if you look at it carefully, it confuses the testing issue with the implementation issue, and they are separate. There are states who will be implementing Common Core in English language arts and not doing testing. There are states that are doing both. The Council is involved with implementation of Common Core because it's tied to C3. We emphasize that.

So I guess I'm concerned that we also might be cutting off our nose to spite our face here, because we are involved in implementation. And, thirdly, this is a state issue, and it's not our bailiwick. We're social studies. For us to be opposing colleagues who have to implement English language arts and mathematics seems counter-intuitive. They are our colleagues. We have to provide the support for whatever they're required to do.

So on all three of those, I urge your opposition.


JANE EASON: Jane Eason representing NSSSA, National Social Studies Supervisors Association. Basically, we just totally concur with our colleague, Peggy Altoff, which are the three points we were going to mention. Thank you, Peggy. It's such a state-embedded issue. Therefore, we are against.


MARCIE TAYLOR-THOMA: Good morning. I'm Marcie Taylor-Thoma from the Middle States Council for the Social Studies, and also speaking on behalf of CS4. We are also opposed to this, because this is a state issue. I could probably just say I agree with everything my colleague, Peggy Altoff, said, but there are many states that are prepared to go forward, whether it's with the implementation or the testing, and I don't think it's something that the National Council for the Social Studies wants to get involved with.


BRENDA CHAPMAN: Brenda Chapman from Oklahoma. I'm sorry.

JIM GARRETT: Jim Garrett from CUFA. I think that standardized testing and Common Core is a national issue. Even though implemented in the states, this is a national conversation, and standing in solidarity with parents and local community groups, who are working to resist unpopular movement, the high-stakes testing, I encourage us to vote in favor of this resolution.


BRENDA CHAPMAN: Brenda Chapman, Oklahoma, and we would concur with our friends that have spoken before, Jane of NSSSA and Peggy. We have implemented this for 3 years, and our teachers are now having to go back and be tested on something different than they're teaching, because we're doing Common Core, so it's time to do it.


WILLIAM O'SICK: Bill O'Sick from Virginia Council for the Social Studies. I'd like to propose that because there are some very good fors and very good againsts, that in Virginia we haven't had time to really look at this issue, with everything going on with our governor's race, for and against education, so I would like to propose that we table this until we can further look at it again, state to state. It is a state issue but it's also a national issue, and I propose that we table this resolution until we have a chance to further review it. Thank you.

CHERYL HERBST: Point of information. I believe tabling means, in effect, tabled to kill, because if you table, it will not come up. If we can have an alternate look\x97I'm referring to the board of directors\x97that might be more amenable, because tabling, since we don't meet again until next year, means tabled to kill.

STEVE ARMSTRONG: Sir, if you would change the wording of that to postpone, that would make a huge difference. There's been a motion and a second to postpone this amendment. Is there discussion on this motion, specifically the motion to postpone? And this is purely on that specific motion.

ROSELLA CLYDE: Rosella Clyde, ATSS/UFT, speaking to the idea of tabling and moving. This is a current issue. This is something that's happening right now, and as Carolyn mentioned, if we postpone, we're postponing a year, and I think that we're missing the boat on something that's really important. I agree with my colleague from CUFA. This is a national issue. It may be implemented by states, but it is a national issue that deals with the idea of preparation of students and teachers in the curriculum, and imposing testing before that. So I would strongly urge us to consider it now. Thank you.

STEVE ARMSTRONG: If there's no objection, I would propose that we extend the time for discussion of this by 5 minutes. Is there opposition to that?


STEVE ARMSTRONG: Is there an objection to that? All in favor of extending extension of time for 5 minutes on this particular issue\x97all in favor of that?

[Chorus of ayes.]


[Chorus of nays.]

STEVE ARMSTRONG: Could all in favor of extending time by 5 minutes please raise your hand, and we'll have folks counting that. By the way, this would have to be by 2/3 vote to extend time. Thank you. We've got it.

All opposed to extending time by 5 minutes?

Thank you. The motion to extend time has been defeated.

I apologize for this. Now we're going to take a hand vote on the motion to postpone consideration of this resolution. So we're going to do this by hand vote. If you remember, there was a motion that was made and seconded to postpone consideration of this resolution. All in favor of postponing, could you please raise your hands?

All opposed to the motion to postpone?

By a ruling of the Chair, that motion has been defeated. We are out of time on the original resolution. However, the second two be-it-resolveds have not even been read yet, so if we could at least hear them before we vote on the resolution in its entirety.

CHERYL REHOME: And be it further resolved, the officers of NCSS convey this stand of support to the Council of Chief State School Officers who must request the additional time, and be it further resolved that NCSS encourage the leaders of affiliated state and local councils to do the same.

STEVE ARMSTRONG: So we have no time for additional discussion. What we'll be voting now is on that resolution in its entirety. We'll do this by a hand vote, initially, please. So if you're voting in favor of this resolution, as a whole, please raise your hand.

If you are opposed to the resolution as it is stated, please raise your hand.

Thank you, folks. The motion, as stated, has been defeated.


CHERYL REHOME: Our next resolution is number 13-02-4, NCSS To Support Civics Education for English Language Learners Through the Implementation of an Online Community Dedicated to the Creation, Publication, and Dissemination of Resources for Teachers of English Language Learners, Aligned with the C3 Framework for Inquiry in Social Studies State Standards in Languages Other Than English.

Be it resolved, NCSS actively support the implementation of an online community dedicated to the creation, publication, and dissemination of resource materials in languages other than English, that teachers of English language learners might utilize in designing effective programs for civics education aligned with the C3 framework. And the floor is open for debate.

CAROLYN HERBST: Carolyn Herbst, New York City, ATSS/UFT. This is a resolution that grew out of the Summer Leadership Institute in Washington this summer, of NCSS, written by New York City, New York State, and Texas, where we recognized that there is a dearth of material around and sharing is very, very necessary. It is a national issue. If it's not terribly important in your state or locality, we have immigrant groups coming from all over the world, to all over the United States, to work in many, many fields, often in low-income jobs. We have a very great need to be able to share the information that is available, so that anyone who needs to use it in their daily work will have access to it, and this is the purpose. I strongly urge support.

TINA MELCHER: Hi. I'm Tina Melcher from Texas Council for the Social Studies. I helped write this resolution. I would like your support for it. I am from a state that has many languages, not just Spanish but many languages, and what my teachers find is that it is very hard to find resources at any grade level for students of a second language. What happens is even if they're tested, even there's support, even there's money for it, the resources are not out there. The companies out there are not even creating it. We're creating it ourselves and translating it.

So to have backing from the National Council for the Social Studies, I think, would encourage publishers to provide resources for all students of a second language, which is a growing population in our country, that we should address, because they are part of the civic community, also. Thank you.

RUBY HILL: Ruby Hill from New Hampshire. I'm against this for a couple of reasons. I have two children who are English language learners. English is their second language. I'm an economics teachers, too. I think the pathway to economic equity is through mastering our language. There are too many languages for us to create a resource here for every language that people come to America with.

MICHAEL COLLAZO: Michael Collazo, New York City Council for the Social Studies. One of the problems that our English language learners have is the ability to analyze and adapt themselves to skills in social studies and in their new language. Creating a repository for documents in their native language would give teachers a very essential tool that they could use to help students master the skill of document analysis, and integration into the new language. Thank you.


MARGARITA JIMENEZ-SILVA: My name is Margarita Jimenez-Silva and I'm representing CUFA. My area of expertise and my research is working with English language learners across content areas. I think one of the best gateways to preparing our ELLs to work in content and with learning English is through social studies. I think it's a very natural connection. There are pockets throughout the country of people doing work with social studies curriculum, and adapting it for ELLs.

The problem is that we're all working in isolation. Even within our own community, we have two schools right now that are two miles apart, and we're each developing units on Rome for ELLs, not knowing that the other was doing the same thing. So I think that NCSS would be a very natural place to serve as a repository for communities throughout the country to do this.

In response to the comment about learning English and economic opportunities, where we see the most growth in terms of bilingual and dual-language programs is actually in middle-class, English-speaking communities, because they see the ability to speak two languages as the road to economic growth. So it's a set of resources that would not only work for ELLs but also for those English-dominant communities that are seeking to develop a second language for their own children. Thank you.


STEFANIE WAGER: Stefanie Wager, Iowa Council. I just have a question for the makers. Is the intent that the online community is created, or that NCSS would fund and/or support the creation of those resources, or that just the community itself is creating those resources? Thanks.

STEVE ARMSTRONG: Is there a writer of the original resolution who could speak to that?

TINA MELCHER: The online community would be a place for people to communicate about the creation, about the publication, or about the dissemination of materials. It would not cost any money. It's a place to start the sharing of information, not anything that would cost us money or be very organized. It's just the first step.

RUTH LUEVANOS: Ruth Luevanos from California Council for the Social Studies. I would to speak in support of this resolution. One of the issues that NCSS and social studies teachers and educators is to collaborate with parents, and we have a lot of parents, even if the students speak English, we have a lot of parents that speak other languages, and if we want to partner with parents in the communities, then we need to provide the educational materials to them in their native languages.

So not only is this developing language, but also bringing in the parents in the community as partners, and letting them know, and having them collaborate with us. They are partners in our social studies education of our students, and bringing in the community and collaborating with the parents, through providing information in the languages in which they speak at home, that will only help to strengthen and support our students' education and their growth in social studies, and for that reason, I also support this resolution.


JONATHAN LIST: Jonathan List, CUFA delegation. I support the intent of this resolution. I think we need something like this. I am just very confused as to how we're going to create an online community for free. Online communities are very, very expensive to create. So if somebody could answer how we're going to do create this community, or how we're going to support the creation of this community, it would be greatly appreciated.

ROSEMARY BLANCHARD: Rosemary Blanchard, the Human Rights Education Community, and I would like to support this resolution, based on my recent experience as an advisor of a doctoral student, a Hmong gentleman in California, who, did focus groups with recent immigrants from camps in Thailand, who were now in community college. One of the persistent comments of the students was on the anemic quality of the education they got in high school, because they were English language learners. I remember one girl saying that she got put into ceramic classes, and she said, "I didn't need to learn about mud. There was plenty of mud in Thailand."

But what they didn't get was a rigorous college prep education, and through the creating of a community\x97and again, a clearinghouse; we don't need to do all this work ourselves, but we replace where it can be exchanged, where people can send it. We create an opportunity for students, at whatever point they are in language learning, to get the rigorous curriculum that the C3 is talking about, and that the Common Core talks about.

JENNIFER MORGAN: Jennifer Morgan, Wisconsin Council for the Social Studies. I fully support the intent of the resolution, but NCSS has a process that you create a community with enough signatures, which gives you an online presence as a community, so I believe that we should consider that as a measure of accomplishing this, rather than as a resolution.

STEVE ARMSTRONG: You've got 30 seconds, Tina.

TINA MELCHER: When we wrote it, we understood that it had to be a resolution to create an online community with NCSS, but Google, Twitter, all of those things that we're connected with, are online communities, and they are free.

STEVE ARMSTRONG: Do we have time? Okay. That's the end. Sorry, John. That's the end of the 10 minute time for discussion, so the motion, as it stands, no amendments. All in favor of the resolution, please say aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed to the resolution, please say nay.

[Chorus of nays.]

STEVE ARMSTRONG: The ayes have it so the resolution is approved.

CHERYL REHOME: Our next resolution, number 13-02-5, NCSS To Endorse the Reinstatement of NAEP Testing By Congress to Better Display Achievement In the Area of Social Studies. Be it resolved, NCSS encourage Congress to reinstate and maintain NAEP testing at 4th and 12th grades, as well as 8th, to better establish achievement and to identify areas of deficiencies and growth in social studies. The floor is open for debate.

PEGGY JACKSON: Peggy Jackson, New Mexico Council and Texas Council. In March, as a board, this was one of our issues that we lobbied for, and in Summer Leadership we decided to put it in the form of a resolution. The intent is simply to keep the pedal to the metal with Congress, that they put this in the ESEA. The House has not put it in the bill. The Senate bill, 1094, is going to put this, from what I understand.

But when we lose two grade levels of funding from Congress to the Department of Ed and take it, if we don't have the scores, even if a state opts out of using the NAEP testing, when we get the scores for all three grade levels\x974th grade, 8th grade is still in the bill, and 12th grade\x97then we have a better measure of what our students are learning in social studies education.

The second part is simply that we're asking that those scores be disaggregated by state, so that each state can look and see, specifically, what their students are doing. This is a means to getting funding and a means to getting assessment that will change states, like my state, and make them aware of what is really happening with the marginalization of social studies. Thank you.


PEGGY ALTOFF: Peggy Altoff of Colorado. I totally agree with the intent of the resolution, but there's a problem with the wording. We're not establishing achievement. What we're hoping to do is to measure achievement. So I'd like to motion to amend. We're trying to measure achievement in social studies.

[Chorus of seconds.]

STEVE ARMSTRONG: Peggy, correct me if I'm wrong. It's a simple one-word change?

PEGGY ALTOFF: Yeah, but it's a significant one.

STEVE ARMSTRONG: Absolutely. So to strike the word "establish achievement" and change that to "measure achievement." There's a second. Discussion simply on the amendment? I apologize.

ATTENDEE: It's highlighted on the screen.

PEGGY ALTOFF: The first be-it-resolved.

STEVE ARMSTRONG: Are there speakers either for or against the proposed amendment? Seeing none, let us vote again, strictly on the amendment. All in favor of the proposed amendment.

[Chorus of ayes.]

STEVE ARMSTRONG: Those opposed? Okay. So the amendment has been adopted. Are there additional speakers, pro or con, on the first be-it-resolved?

CHERYL REHOME: Be it further resolved, NCSS encourage Congress to require the desegregation of NAEP social studies scores by state, to better show if deficiencies and/or achievements exist in each state. The floor is open.

STEVE ARMSTRONG: Seeing no speakers, either for or against, let us vote on the amended resolution. All in favor, please say aye.

[Chorus of ayes.]


ATTENDEE: [Speaking off mic.]

STEVE ARMSTRONG: The resolution has passed.

CHERYL REHOME: Resolution 13-02-6, Proper Implementation of the Common Core English Language Arts and Literacy in History, Social Science Studies, Science, and Technical Subjects. Be it resolved, NCSS supports the proper implementation of the Common Core English language arts and literacy in history, social studies, science, and technical subjects in a timely fashion. Debate is open.

LISA BROWN BUCHANAN: Hello. My name is Lisa Brown Buchanan and I'm here to represent CUFA. The reason that I stand against this amendment has to do with the wording of the amendment, as well as the be-it-resolved. My comment is that the idea of proper implementation and timely fashion is a state issue, while I definitely recognize that testing and curriculum changes are also a national issue.

But speaking specifically as a teacher educator and university faculty, from our stance, our responsibility is to prepare teachers for teaching, rather than to prepare them for the most recent state or national testing movement. In fact, our focus at the university is primarily on developing pedagogy and teacher resiliency, regardless of what testing or curriculum movement arises during their teaching career.

So, with that, I would say that the terms "proper implementation" and "timely fashion" are too broad for resolution for the House of Delegates to vote on. Thank you.

LARRY PASKA: Good morning. Larry Paska, New York State Council for the Social Studies. The genesis of this revolution, I think, one of the great things about coming to a conference like this and having ideas shared is that you very quickly begin to see how ideas also connect. We have the C3 framework, which has been rolled out over the past few days. It's been an outstanding opportunity for us, as an organization, to really look seriously and profoundly at social studies. We also have a number of sessions, and a theme for this conference, around the Common Core.

So I think one of the struggles always, in school districts, is trying to make meaning of initiatives that, to an average teacher, may just seem competing. So we have Common Core. We have C3. We have state testing, potentially, and local testing. We have other initiatives that our boards may have. So the intent for this, and I think the invitation for us to maybe work through amendments to this language to make this strong and powerful, is to kind of invite the board, invite the council to think of how the Common Core and C3 work together in support of, I think, a common goal we all identify, which is that professional development must be sustained, it must be ongoing, and it must have resources.

We do propose two amendments to our own resolution. One is that NCSS support the integration of the C3 framework with the Common Core state standards for literacy in history, social studies, science, and technical subjects in a timely fashion, and to your point earlier, I think the word "timely," we certainly would be open, I think, to exploring that word better, if need be.

Be it further resolved that such integration requires the sustained and appropriate professional development of teachers through professional organizations, including NCSS. Again, the spirit is to try to take Common Core and C3 and ensure that support is provided mutually, equally, and sustained for all teachers.

STEVE ARMSTRONG: Sir, if you don't mind, let's take your amendments one at a time. What's your first amendment, please?

LARRY PASKA: The first amendment is to\x97

ATTENDEE: [Speaking off mic.]

STEVE ARMSTRONG: Could you read the amendment, please?

LARRY PASKA: Absolutely. The first resolution, be it resolved NCSS support the integration of the C3 framework with the Common Core state standards for literacy in history, social studies, science, and technical subjects, in a timely fashion.

STEVE ARMSTRONG: So the proposed amendment is NCSS supports the integration of the C3 framework\x97and what's the rest of it, please?

LARRY PASKA: \x97with the Common Core state standards for literacy in history, social studies, science, and technical subjects, in a timely fashion.

STEVE ARMSTRONG: We just want to get it on the board for you, before we do anything.

CHERYL REHOME: Can you read it one more time?

LARRY PASKA: Absolutely. NCSS support the integration of the C3 framework with the Common Core state standards for literacy in history, social studies, science, and technical subjects, in a timely fashion. And do you want the second?

STEVE ARMSTRONG: No, no. We've got to do them one at a time.

LARRY PASKA: Common Core state standards for literacy in history. We're trying to figure out the official name of the literacy standards.

CHERYL REHOME: But this is the official\x97

LARRY PASKA: It is the Common Core English language arts and standards for literacy in history, social studies\x97


STEVE ARMSTRONG: I apologize for the delay. Have we got it? All right. You can see on the boards, there is the first proposed amendment. Is there a second?


STEVE ARMSTRONG: There is a second, so speaking now strictly to the amendment, opposed?

CHRIS MCDANIEL: Good morning. My name is Chris McDaniel. I am the Social Studies Consultant for the State of Wisconsin and taller than the average bear, apparently. I'm also here representing CS4, with some issues on the language on this, in general, but with the amendment that was just put in, it is not possible to integrate the C3 framework into Common Core. Common Core are a set of standards that have already been adopted by states. You cannot integrate a framework into standards that states have already adopted. You could do a crosswalk; that's something different. That's an alignment, something like that, but it is not possible to integrate them.

Also, the literacy portion is an appendix of the Common Core state standards for English language arts. That would have to be specified on there, as well. I'm concerned about the wording, in general, in regards to proper, as was mentioned before by our partner in CUFA, and also the statement regarding the time line, so I'm going to throw that in there, too. Thank you.

STEVE ARMSTRONG: Anyone else speaking for or against the amendment? Okay. Seeing none, we're voting strictly on the amendment. All in favor, please say aye.

[Chorus of ayes.]


[Chorus of nays.]

STEVE ARMSTRONG: The amendment has been defeated. Now we have a proposed second amendment. Please.

LARRY PASKA: He took my tablet, so I'm going to do this from memory.

CHERYL REHOME: Do you want me to read it? I can read it.

LARRY PASKA: Oh, yeah. If you would, please. Thank you.

CHERYL REHOME: Be it further resolved that such integration requires the sustained and appropriate professional development of teachers through professional organizations, including NCSS.

ATTENDEE: [Speaking off mic.]

STEVE ARMSTRONG: Good question. Sir, since the first amendment failed, you would still propose this, regardless of that fact?

LARRY PASKA: Yes, and, again, this was a work in progress, in part, because of how we're seeing implementation of C3 happen, and understanding lessons learned on implementation of Common Core. The spirit of this resolution is the idea that implementing any new framework, any new set of standards, requires a commitment to sustained professional development, a commitment to resources.

We see professional organizations like NCSS poised to be leaders in doing that, and we want to reinforce the notion that it takes time to do implementation well, it takes resources to do implementation well, and we want to encourage the board of directors and the council to consider ways to do implementation in a sustained, thorough, and ongoing way.

STEVE ARMSTRONG: You could see that the amendment as proposed\x97do we have a second to that amendment, by the way?


STEVE ARMSTRONG: Second to the amendment. The amendment as proposed is on the screen. Are there speakers for or against the amendment? Please. And Stephanie, you're not speaking about the amendment. Gotcha. Please.

MICHELLE HERCZOG: Hello. I'm Michelle Herczog from California to speak in support of the amendment. I think NCSS has demonstrated, at this conference and in our publications, that we value and support professional development for effective implementation, and I think we have the resources to do that, and should continue to commit to that, and particularly now with C3, we have a vehicle and a resource to do that effectively, so I applaud and support the amendment. Thank you.

STEVE ARMSTRONG: Speakers for or against the amendment?

MARY JOHNSON: I'm Mary Johnson from the International Assembly. I'm just wondering\x97it's really a clarification. How can this be done? Just getting the training in Common Core is a huge undertaking. How well do the Common Core trainers\x97and they're out there, big organizations doing this\x97how well are they versed in C3, and how can this actually work in the real world?

STEVE ARMSTRONG: Time is up for debate on this, so let's do this first. We're going to now have the first vote strictly on the amendment. So just on the amendment, all in favor, please signify by saying aye.

[Chorus of ayes.]


[Chorus of nays.]

STEVE ARMSTRONG: Could we have a hand vote on that, please? I apologize, but it was close. All in favor of the proposed amendment, please raise your hand.

Okay, thank you. Could all that are opposed to the proposed amendment, please raise your hand? All opposed to the proposed amendment.

The second amendment, you can see on your screen, did pass. It's adopted.

Now what we're going to vote on is the resolution with the amendment, and time has passed so there's no further discussion on this. All in favor of the resolution, please signify by saying aye.

[Chorus of ayes.]

STEVE ARMSTRONG: All opposed to the resolution?

[Chorus of nays.]

STEVE ARMSTRONG: Could we have a hand vote on that, please? Again, first off we're looking for all in favor of the resolution.

CHERYL REHOME: Hands down for a moment.

ATTENDEE: In the haste of drafting this, I think, as we were trying to, I'm realizing that the statements under whereas\x97

STEVE ARMSTRONG: Sir, could I just very, very humbly suggest that when folks make resolutions and amendments, that they maybe not be all brought at the very last second like this? I think you'd have a better chance of getting this through\x97again, very delicately, respectfully, if a little of this had been done a little bit earlier.

ATTENDEE: I completely agree with you.

STEVE ARMSTRONG: And I'm saying that very gently, with no disrespect.

ATTENDEE: Yes, but I do need to point a clarification that the whereas statements here seem to focus on testing, which was not the intent of this.

STEVE ARMSTRONG: Sir, this is not\x97

ATTENDEE: My apologies.

STEVE ARMSTRONG: We're in the middle\x97now we're voting all in favor of the amended resolution. No, we did not complete the vote, so all in favor of the resolution, please raise your hand.

CHERYL REHOME: As amended.

STEVE ARMSTRONG: They got that.


CHERYL REHOME: There's confusion as to what they're voting on.

STEVE ARMSTRONG: Why? They're voting on the resolution.


STEVE ARMSTRONG: All opposed to the resolution, as it is on the screen, please raise your hand.

ATTENDEE: They still don't know what they're voting on. They didn't vote for, because they didn't know.

STEVE ARMSTRONG: What's the confusion? I don't get it.

CHERYL REHOME: We apologize. There is some confusion, so we're going to try this one more time, and we totally apologize. There is confusion as to what you're voting on, and what you're voting on is the entire resolution. I defer to Rick.

RICK DANIEL: There are some people who are questioning what you are voting on. What you are voting on is the entire resolution, as it appears on the screen. You are voting aye or nay on what you see on the screen. That is what we're voting on. Some people are questioning that, so we want to make sure everyone is clear.


RICK DANIEL: That's why. You didn't take the first amendment out.

CHERYL REHOME: The first be-it-resolved was not taken back to the original form. Okay.



ATTENDEE: [Speaking off mic.]

STEVE ARMSTRONG: Not during voting. The Parliamentarian says not during voting. Let's hear what you've got. Go ahead.

ATTENDEE: [Speaking off mic.]

STEVE ARMSTRONG: Folks, excuse me just for a second. This is an important resolution and we want to get this right, so we're going to do this one by paper ballot. I apologize, but we're going to do it that way.


ATTENDEE: Ladies and gentlemen, when you're done, if you would hold them up, we'll start to collect them as soon as possible.


CHERYL REHOME: Yea or nay, yes.

ATTENDEE: And when you're reading, if you could just hold them up in the air, we'll come and get them.


ATTENDEE: Melissa, did you vote, because we need to do a body count of the people in the house. So if you voted, could you hang tight for a second? Thanks.

CHERYL REHOME: Could we have everyone, just for a moment, stand still so they can count?


STEVE ARMSTRONG: Folks, thank you for your patience, and we apologize for the inconvenience. By the way, we are going to extend slightly past 10:30. Again, my apologies for that.

By the vote of the House, the resolution fails.

Our Parliamentarian said we need to report the totals. The totals were 115 total votes. Number of aye votes were 45, number of no votes were 70.

CHERYL REHOME: Our next resolution is number 13-04-1, NCSS To Urge Local Support For Student Publications Such As Student Newspapers and Real Student Government, To Foster Civic Engagement and Active Citizenship. Be it resolved, NCSS urge local support for student publications and real student government, to foster civic engagement and active citizenship.

STEVE ARMSTRONG: Is there discussion, pro or con, to the first be-it-resolved?

CAROLYN HERBST: Carolyn Herbst, ATSS/UFT New York City. This resolution may vibrate differently, depending on where you live. If you have already active student government and active student publications, you might think, why do we need this, but that's not true around the country. We, as an organization, in order to teach citizenship, need to make our students active citizens, and these are two very important avenues to do that. That's the purpose of this resolution, and I urge your support.

STEVE ARMSTRONG: Seeing no other speakers, pro or on, the second be-it-resolved.

CHERYL REHOME: Be it further resolved, NCSS encourage the improvement of student publications and meaningful student government by urging local and state councils to establish recognition awards in these areas.

CHERYL HERBST: I don't think this requires much comment, because all it requires is NCSS to notify that we have this resolution and that your local and state councils can do with it as they wish, and urge them to support it, as well.

ELISA BEACHY: Elisa Beachy from the Florida Council for the Social Studies. We encourage student government\x97that's not a problem\x97but the part that we have a problem with is making sure that the local and the state councils are putting out money for awards for these kinds of things. Sometimes your local councils, and your state councils, don't always have the money for these kinds of things, so that's the only part of the be-it-resolved that we have a problem with.

ROSELLA CLYDE: Rosella Clyde, ATSS/UFT. I just want to point out the fact that by recognizing, you're not actually committing money. Recognition can take many, many forms that do not require any expenditure of funds. It does require an expenditure of time. But recognition is one of the ways of encouraging. It's not the only way that state and local councils could encourage, but in the area of the C3 arc, one of the things that we need to do is provide a place for that inquiry to be shared, and student publications is an excellent opportunity to do that.

STEVE ARMSTRONG: Seeing no additional speakers, pro or con, we're voting now on the resolution. All in favor, please say aye.

[Chorus of ayes.]


[Chorus of nays.]

STEVE ARMSTRONG: The resolution is carried.

CHERYL REHOME: Our next resolution is number 13-05-1. Be it resolved that the National Council for the Social Studies formally recognize and thanks Steve Armstrong for his service and value to all in the social studies community, and especially the NCSS membership.


CHERYL REHOME: And our final resolution, resolution number 13-05-2. Be it resolved that the National Council for the Social Studies express its profound thanks and appreciation to conference co-chair, Roxanna Meacham, local arrangement co-chairs Glenn Meacham and Ray Wicks, and the entire local arrangements committee, and the Missouri Council for the Social Studies.


CHERYL REHOME: And I will turn it back over to Rick. Thank you.

RICK DANIEL: Thank you for your patience today. At this time, I'd like to announce our newest elected committee members. For Steering, Erica Schnee of Montana and Gordon Sisk of Tennessee.


RICK DANIEL: William O'Sick of Virginia and Larry Paska of New York, to Resolutions.


RICK DANIEL: Elisa Beachy and Sarah Segal to Assignment.


RICK DANIEL: Just a reminder for all of the committee members, the newly elected ones and the current committee members, to meet with your committees up front very briefly after the close of the session. Also, photo opportunity with President Armstrong for the Gold and Silver Star Councils at the end. Steve.

STEVE ARMSTRONG: Thanks again. As Rick said, thanks to everybody for being so patient. Could I just remind you, if you did evaluation forms, please turn them in to the person in charge of your delegation. That would even be easier, wouldn\x92t it, to pass them to the sides and then the folks can come pick them up.

Final items. For running the show at this House of Delegates, the chair of the committee, Rick Daniel, and let's give him a hand for this, too.


STEVE ARMSTRONG: Thanks to everybody for being here. It's great to see old leaders. It's great to see new leaders. Next year, Boston, Massachusetts. Registration opens in June, 2014.

Thank you very much. We are done.


-- JordanGrote - 20 Feb 2014
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