National Council for the Social Studies 58th Annual House of Delegates

First Session
4:15 to 6:15 p.m. Friday, November 21, 2014

Boston, Massachusetts

RON ADAMS: And I have a problem with the alphabet. Somehow I managed to miss the wonderful state and my good friends from South Carolina and Tennessee, and so they are seated over on this side. I apologize deeply for that, but I have a few deficiencies, and what can I say? S and T, are they part of the alphabet?


RON ADAMS: Really?

Okay. You should be seeing the Welcome to Boston slides. We have a lot of fun things going on here from tea parties to massacres to tar and feathering, and that's what makes this conference so exciting.

These things, these little things, there's a button on the top, and either you do this or you do the little flicker on the side, because if this goes off, I have my sergeant-at-arms somewhere seated here, who is going to come. Sergeant-at-arms? Sergeant-at-arms? She is going to come and cuff you one wicked hard if we hear your cell phone going off, so please.

Hopefully, you have your credentials. If there any nonvoting people that are in here, in other words, just general public, if you would be seated way at the back, so that when we are voting that you aren't included.

Now it is my pleasure to introduce the multitalented, multitasking, multi-wonderful Queen of Boston, none other than our President of NCSS, the wonderful Michelle Herczog.


MICHELLE HERCZOG: Well, it's just a joy to be here. I hope you are enjoying the conference so far. I want to formally welcome you to the 58th House of Delegates. I'm Michelle Herczog, President of National Council for Social Studies, so thrilled to be President this year and so happy to see you and the 4,300 other people that are here for our conference. It's fantastic. We're very excited.

Let's begin with the Pledge of Allegiance. So if you're please stand and join me, we'll start this party right.

[Pledge of Allegiance.]

MICHELLE HERCZOG: Thank you. Thank you very, very much.

All right, first, please allow me to introduce these wonderful people on the platform. This man talking and playing with his computer is Ron Adams—thank you—from New Hampshire. He is our Steering Committee Chair. Thank you, Ron, for so much work in getting us ready for this House of Delegates. That's marvelous.


MICHELLE HERCZOG: Ken De Masi from Arizona Council of the Social Studies, Steering Committee Vice Chair. Raise your hand again. There you go.


MICHELLE HERCZOG: Gordon Sisk from Tennessee Council of the Social Studies on Steering Committee.


MICHELLE HERCZOG: The one and only Eugene Earsom, I'm so happy he's back, from Oklahoma Council, Resolutions Committee Chair.


MICHELLE HERCZOG: There's some folks over here. Susan Griffin, Executive Director and Secretary of the House.


MICHELLE HERCZOG: Den mother of the Social Studies. You don't like that, do you? Okay. We'll strike that from the record.

And Carl Pease is our Parliamentarian. Thank you for joining and helping us out and making us look good.


MICHELLE HERCZOG: Okay. Just as a reminder, the minutes of last year's House of Delegates were approved by the Steering Committee, since the 58th House of Delegates is not the same body as the 57th. All right.

I want to remind you that the agenda is printed in the House of Delegates Manual, pages 5 through 6, so if you want to open that or pull that up on your iPads or laptops. There's a small agenda change. We should be on Slide 12. Are we?

ATTENDEE: Yes, we are.

MICHELLE HERCZOG: Let's see. Okay. Thank you.

On Friday, the Recognition of Gold and Silver Councils and Introductions of Candidates for House of Delegates' Committees have been switched. So that now, the Recognition of Silver and Gold Councils come first. Introduction of HOD candidates follows. You all got that? Okay.

On Saturday, the Resolutions Hearings and Candidates Forum have been switched. It's another change. So that now the Candidates Forum will come first tomorrow, and the Resolutions Hearings afterward.

If there is no objection to the agenda as presented, it will be adopted. Is there any objection to the agenda as stated?

[No audible response.]

MICHELLE HERCZOG: No. Okay, good. All right. Being no objection, the agenda is adopted.

Am I reading that okay, Ron?

RON ADAMS: Yes. Excellent.

MICHELLE HERCZOG: All right. Thank you.

It's customary for the President to review for delegates the purpose of the House of Delegates. Before continuing, I'd like to read the purpose of the House of Delegates. Please, if I could have your attention.

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. The 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.

These resolutions should guide the business operations of NCSS, address 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 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, which is our purpose.

Although this is a democratic house that provides the 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.

So thank you for your attention and attention to these ideas.

RON ADAMS: I'm going to jump over that.

MICHELLE HERCZOG: You're going to jump over this?

RON ADAMS: When it comes to me.

MICHELLE HERCZOG: It's coming now to the amazing, multitalented Ron Adams.

RON ADAMS: I'm talented.

MICHELLE HERCZOG: Very talented.

RON ADAMS: That was "m," not "u."

Kathy, is Dave Bosso out there with the Credentials? Is he ready? If not, I'm going to continue with the introduction of the Steering Committee who have helped me so much in putting together this House meeting. Certainly, as a conference arrangements local Co-Chair, on behalf of the HOD Steering Committee, I welcome you all to Boston. Members of the Steering Committee, I have up here my Vice Chair Ken De Masi and also Gordon Sisk from Tennessee, and then sitting back there, we have Kathy Uhlich from the great state of Texas, and Tim Potts is right back there from the great state of New York.

And now I am happy to turn the microphone over to Dave Basso from the neighboring state of Connecticut, and as Chair of Credentials, he is going to give the Credentials report.

DAVID BOSSO: As Chair of the Credentials Committee, I am pleased to introduce Ruby Hill and Chris Lewis from the New Hampshire Council.

I am pleased to report that 154 delegates are registered and certified to vote in the House of Delegates as of 4:22 today, Friday, November 21st, 2014. On behalf of the Credentials Committee, I move the adoption of the Credentials report.

MICHELLE HERCZOG: That's great. Thank you, David.

So the question on the floor is the adoption of the Credentials report. Those in favor, please signal by saying "aye."

[Chorus of ayes.]

MICHELLE HERCZOG: Those opposed, please say no.

[No audible response.]

MICHELLE HERCZOG: Ayes have it. Credential report is adopted. Thank you.

Oh, wait a minute. I'm supposed to recognize you.

RON ADAMS: No, I'm here. You know who I am.

MICHELLE HERCZOG: The President recognizes Ron Adams. Let me see. Yeah, I recognize you. Thank you.

RON ADAMS: One of the important parts of the Steering Committee is to review the evaluations from last year and to then incorporate those into this year's House of Delegates, and your feedback and recommendations are extremely important in terms of planning next year, so that tomorrow on the golden rod sheets that are in your packet, if you would please make sure that you take the time to fill those out and add any comments because those sometimes are the very best part of the information and feedback we get from you.

If you go to 17. One of the important things in your Delegate Manual—and I think sometimes this gets swept aside—is the fact that last year, we passed 10 resolutions, and then you sort of wonder, "Well, what happened to them? Did they fall in the circular file or whatever?" No. They went on to the Board of Directors, and if you look at the end on page 40 to 43 of your HOD Manual, you will see the 10 resolutions that the House passed last year. You will also see what action the Board of Directors took on those resolutions and also their response to each resolution. So this is important to see that what you are doing here does in fact impact the Board of Directors and the organization. So I just wanted to call your attention to that.

Also, from the evaluations last year, one of the needs was to be fiscally and financially responsible, and very happy to report that in 2014 was the first year that we were able to grant a little bit—actually to get back—and I've got to backtrack. In 2008, the NCSS staff that worked so hard had to take a pay cut, and also there were a few positions eliminated, I believe, Susan. So not only did they take a pay cut, but they had to handle more work.

In the year 2014, we have just gotten their salaries back to what they were in 2008.


RON ADAMS: So they are still working at what their previous salaries were in 2008. So the need to be fiscally responsible is very important.

Some people wanted us to go back to electronic clickers. For those of you that don't remember, the last time we used them, they were a disaster. About 20 percent of the batteries failed, and they didn't work. We also had, I believe, three votes, and the clickers were only set up to record two votes, and it just didn't work. Also, they're expensive, about $2,000. So we are going back to the tried-and-true method of saying "aye" and "no," and if there's any dispute about it, standing up so we can count people.

Also, no breakfast. People wanted a continental breakfast. If you haven't found out already, Boston is quite expensive. I know as an exhibitor, you have to have your booth carpeted, and to have a 9-by-10 piece of carpet stuck in your booth is $242. And food is far more than that, so no—tomorrow, there's water here today, and tomorrow, wonderful H2O probably from Quabbin Reservoir or from Poland Spring or somewhere, and tomorrow, there will be tea and coffee but no crumpets. So bring your own.

Also, last year, some people had a number of comments about the parliamentary process. Actually, last year, we had the President of the National Parliamentarians serving as our Parliamentarian, and she knew her stuff. She had her book, and it was all indexed, and she could point out all the differences. In case you didn't know in social studies teachers, Robert's Rules do change. Unlike history that never changes—it's always black and white—Robert's Rules do change over time, and so maybe you learned them one way, but our Parliamentarian, he has his little book right here, latest edition.

ATTENDEE: It's the 11th edition.

RON ADAMS: The 11th edition with all his little stickies in it. So it may not be exactly what you remember, but that's okay.

Also, for any delegates-at-large, no voting from the back.

So that's the feedback from our last HOD last year, and now I have the pleasure of turning it back. We really put a big focus this year on giving you a State of the Council report, which is going to include Michelle and Susan and others, so that you have a good idea of what our national organization is doing for the states.

MICHELLE HERCZOG: Well, thank you, Ron. I think Ron had a great idea. He said we bring the leaders—what? Oh, someone wants to be recognized.


ATTENDEE: [Speaking off mic.]

RON ADAMS: Then it will be in there tomorrow. They may be passed out tomorrow. That would be Jordan, and I don't see Jordan here, but they will be tomorrow. Thank you.

MICHELLE HERCZOG: Thank you for clarifying.

Our next slide. Get that woman off of there, please.

RON ADAMS: Who's that?

MICHELLE HERCZOG: I don't know. No. No. No. Stop. Stop.



RON ADAMS: Everybody, if you would get up and dance, please.



RON ADAMS: Yes, we are.

MICHELLE HERCZOG: Awesome. Thank you.

All right. So Ron brought up a wonderful point. He says, you know, House of Delegates is a time where we bring the top leaders from around the nation together in one room, and yes, we conduct important business. It guides the work of our organization, as you know, but he says, "Why aren't we using that more as an opportunity to share with you what the organization is doing for you, for its members, for all of us?" So we're going to take this time and just kind of bring you up to speed on this.

The next slide is our current Board of Directors, and I'd like them to please stand. Please stand, Board. Where are you? They are all over here spread out. Give them a big hand.


MICHELLE HERCZOG: Joe Karb just flew in from Syracuse, right?

JOE KARB: Buffalo.

MICHELLE HERCZOG: Buffalo. They finally let you out of the state. He's been snowed in. We're glad you made it and are safe.

So, as Ron said, this Board has a very big responsibility they take very seriously. It's more than just showing up at meetings. They're making big decisions that impact all of us, which impacts all teachers, which impacts all kids who are studying social studies. So I'm very proud and honored to be working with this wonderful, wonderful group.

We have to take a moment by looking at the next slide, recognizing this wonderful staff. As Ron recognized, they work tirelessly. They've been working at salary rates that are quite old. Imagine your boss saying, "You're going to get a pay cut, and it's going to last at least 6 years, and we want you to do more work in spite of that." Can you imagine? And that's what these folks have been doing.

So any staff that are in the room, would you please stand and be recognized.


MICHELLE HERCZOG: Fantastic. Fantastic.

The next slide, very quickly, shows you the dates of our Board of Directors meetings for this year. Our first meeting was held in September. We met Wednesday night here at the Sheraton briefly. We will have a debrief meeting Sunday morning at 8 a.m. It's a good chance for us to come back together and bring the good ideas, make sure they're not lost.

Our big meeting then next face to face will be in March in Crystal City. That's a very big meeting for us. That's when we review the recommendations on resolutions. We start to set our goals for the next year, which then informs the development of the budget for the following fiscal year, so that's a very important meeting for us. The staff then goes back and prepares a draft budget, and then on May 30th, we will have a conference call to discuss and approve that budget. That used to be a face-to-face meeting, but as you know, to cut costs, we now do that as a very laborious conference call. But it works.

The next slide, I just want to give you a heads-up. It's interesting. When you've served on the Board, it feels like you're on the Board a very long time, but in the role as President, it comes and goes very quickly. It's just one year, as many of the Presidents in the room can tell. So if you want to set a stage or move something forward, you've got to hit the ground running. What I wanted to do this year was to really help us refocus and empower our role as leaders because when you volunteer to be here where you're at, to be on the Board, it's more than just volunteering time. It's taking that seriously and being a leader, a role model, when you go back and work with your states and your local community.

So we took a moment to think about what type of leadership do you empower in others, what do you model for yourself, and there's a lot of leadership models out there, as you know. This particular one is called the multiplier effect, and it's by a woman named Liz Wiseman.

Very simply, in the next slide, as you can see, she asked the question of what type of leader are you. We posed this to Board members, and I pose this to you too, just something to be reflective about. Are you a genius, or are you a genius maker? Because there's some subtle differences between the two, I think, that are worth exploring.

The next slide talks about the genius, the geniuses who have great ideas, who will come into a room with those wonderful enthusiastic ideas and expect everyone to jump on and move forward whether you like it or not. You know these people. Maybe it's the principal who comes back from the conference all excited saying, "Guess what, gang? Have I got an initiative for us." You know how that feels? Right. They have great ideas. They could be geniuses, but sometimes they're desperate to prove that they are the smartest person in the room. It often can create some stress for others and can certainly sometimes be an idea killer. She refers to folks like that, well intentioned, very enthusiastic, good ideas, as diminishers.

The reverse model for that, in the next slide, has to do with are you a genius maker. These genius makers have good ideas too, but they use their intelligence to amplify the smarts and the capabilities of people around them. They may come in with an idea in a subtle way, but they've created a safe space for the lightbulbs to go on for others, for them to take on initiatives, to be inspired, to move things. They give permission for people to think. They give permission for people to take risks. They give permission for people to try it on their own and make it their own. So we call those people "multipliers."

We talked a lot about this as the Board because when you go back, you're modeling leadership for the people around you and to think about how do we build capacity, how do we build the leadership and others to carry on the work that we want to do.

She talks about the five disciplines of the multiplier in the next slide, attract and optimize talent, create an intensity that requires the very best thinking. You extend the challenges to those around you. You don't put up walls, but you build community decision-making, and you instill that whole idea of ownership and accountability.

So, in just a brief way—and there's a lot of reading and studies about this, but we shared this with our board just to give us something to think about and to create a frame as we move forward, in the next slide, as you see, to think about how will we operate as leaders to meet our NCSS priorities for 2014 and '15.

As I mentioned, my first meeting that I led was September. The priorities for this year were set in the March before. Our task is how to take those priorities that were developed under the leadership of Steve Armstrong and make them a reality and think about not just asking people to do stuff but how to get the things done, in the next slide.

So the question is it's not how do I get people to work more or work harder, but how do I help and empower people to meet our priorities as well? How can I attract and optimize talent? Think about that when you go back. How can I create intensity that requires the best thinking of the people around me? How can I extend challenges to all people, people I may not think would be capable, but can I put that out there for them? How can I build community decision-making and instill that sense of ownership?

So I just put that out to you to talk about this is how our Board hopefully is operating in this next year and to share this model with you as well as you go back. Just think about that.

So now let me take a little time to zero back in on what are our priorities for this year. There's four of them. As I said, they were established in the March meeting, 2014. Our first one is on education and knowledge. NCSS, as you see in the next slide, has always been intent on providing the very best resources, the very best programming, the very best professional development, conferences, everything to move that forward, to increase awareness and accessibility.

Charles Vaughan—there he is, handsome Charles Vaughan in the back. Stand up, Charles. There he is—is leading the subcommittee on the Board to help come up with action plans and smart goals to make this priority a reality. We talked a lot, and these were the action steps established by this subcommittee at our September meeting. More attention to FASSE, which we're very excited and happy to do. A subcommittee on webinars. I won't read through all of these, but take a minute and look at some of those action steps that we have put in place as your Board of Directors to make that goal a reality, and they are already moving forward on several of those and reporting out at our meetings this weekend.

Our next priority is about, obviously, advocacy, always has been. We continue to strengthen that and make that an important priority for us. Typically, in the past, we focused our energy on the Hill and Washington, D.C., but we all know that a lot of the decisions that are made in schools happen at the state level, happen at the local level. That's not to say we're ignoring Washington, D.C. Absolutely not. But we need to help educate ourselves and help others in how to do that.

Peggy Jackson is the Chair of this subcommittee on our Board. She's doing a marvelous jobs, and you can see some of the many action steps that they have already identified they want to accomplish this year to meet our priority of advocating at local, state, and federal levels. Very, very ambitious list, indeed.

By the way, we had a wonderful Summer Leadership this summer. How many of you were there? I'm recognizing a lot of folks. I'm so glad you came. We had a great time, and hopefully, that inspired and energized you to do some things.

The next slide shows more action steps. You know when Peggy is in charge of something, you're going to get a lot of good activity going on. So you see there's a lot of action steps there that they have identified and are moving forward on.

In that light, of course, one of the most important things we've done in the last several years was hire the incredible Cat Macdonald, as you see in our next slide. She's been an amazing not only lobbyist in Washington, D.C., but a wonderful resource for us in educating us and how do you do this work, how do you talk to Members of Congress, how do you talk to policymakers, "Here's a one-pager. Here's talking points." She's helped us message it beautifully. We don't necessarily need more messages. We need delivery of those messages, and she's working really hard to inspire, multiply us as leaders to do that work, so I would like to invite Cat Macdonald to come to the podium here and give us some more words of wisdom and inspiration.


CAT MACDONALD: Good afternoon. It's so great to be here. This is where I went to graduate school. I was recovering from being a teacher in a seventh and eighth grade classroom where I had taught history and government and was figuring out how to broaden that classroom, go up to Washington and to Capitol Hill and expand the classroom and the students that I was working with.

We've got some really exciting opportunities coming up this year, and I'm going to talk for a moment about the outlook in Washington, D.C., after the election. I think a lot of folks in this room feel like we've been working in Washington to promote the social studies. Certainly, I've been working with NCSS for almost 5 years now, and sometimes it feels like we are hitting our heads against a very big brick wall. The election changed the composition of the state legislatures, brought new governors and certainly new folks to Capitol Hill starting in January, and there's no question that it's going to increase some of our challenges. Particularly, we would expect budget cuts and a budget that's already tight getting tighter. However, I think that there are some really exciting new opportunities that are coming for the social studies with the election, and I am here to talk for your help in taking advantage of them.

So, yesterday, it was announced that Congressman Tom Cole of Oklahoma, who is the strongest proponent of civic education in the House of Representatives on the Republican side, has been made the Chairman of the Appropriations Subcommittee that controls education funding. So the most outspoken Republican in the House of Representatives promoting funding for the social studies is now the Chairman of the subcommittee that has the power to make that happen, and that is a really exciting thing for us, absolutely.


CAT MACDONALD: Now, one of the problems that he is going to face is this is not a popular subcommittee with his colleagues. A lot of Republicans look at this subcommittee and think that it funds all those squishy social programs that they would be just as happy to defund, and we cannot sit back and let Tom Cole try to do this on his own. He's willing to carry the flag and be the leader, which is terrific. We haven't had a champion in the majority for civic education on the Appropriations Committee in quite a long time, but he can't do it alone, and that is exactly where we come in.

So we've been spending the last couple of years educating Members of Congress about the importance of the social studies and the need for funding, and we're starting to hear not just from Mr. Cole's office, but from other offices that that's working. It's gaining some traction.

Now that we've got a chairman who is sympathetic to the request for social studies funding, we need to make sure that lots of other Members of Congress are making that request. So that Tom Cole, when he wants to put funding into the appropriations bill for social studies, he can say, "Look, I had 30, 50, 100 Members of Congress asking for money to fund improvements in social studies education, professional development, supports for teachers." We need to make that happen.

So how do we do that? Every Member of Congress has an opportunity to make a request in February. We'll write a letter to the Chairman of the Appropriations Subcommittee and say, "When you put together your bill, this is what I would like you to put in it." Every United States citizen has the opportunity to contact their Member of Congress and say, "When you write that letter, would you please include money for the social studies?" This is obviously something that would be terrific if the school would request, if the Council would request, but it is not something that you have to organize your campus, your principal, your school district to do. This is something that you can do as a citizen on your own whether or not your principal is excited about inviting Members of Congress to campus or whatever else.

It's a little complicated. It's actually really simple, but most congressional offices have a form that you have to fill out, and you need to know what to put in the form. It takes less than 5 minutes to fill out. You need to know how to get the form, and you need to know who to send it to.

So, on January 28th, NCSS will be doing a webinar that talks about the appropriations process, and more importantly, we're going to get a screenshot of one of these forms and walk through it on the webinar to tell you how to fill it out, what goes on each line, how do you get it from your congressional office, and how do you send it in. Please put it on your calendar, the afternoon of January 28th. We want to teach you how to do this. If you can't join us because it conflicts with your class schedule, it will be recorded, and it will be available on the NCSS website.

In fact, all of the monthly webinars that we've done for the last 12 months are on the NCSS website. We've got webinars that talk about the appropriations process, and even though we focus on what happens in Washington, the steps and the process are the same at the local and state levels. We've got a webinar that talks about authorizing legislation, like the Elementary and Secondary Education Act, No Child Left Behind, and what's the difference between a funding bill and that programmatic authorization? Again, it's exactly the same at the state level and the local level as it is at the federal level. The details change a little bit, but the processes stay the same.

So we hope that that information will be useful to you, and I ask for your assistance in getting the word out in your states, whether the social studies teachers in your schools are members of NCSS—we hope so, but even if they're not, they can participate in this civil engagement as well. And we really want to make sure that the largest number of Members of Congress possible are hearing about the importance of funding to support high-quality instruction in social studies because now we've got a chairman who will be inclined to do something about it, but we need to help him out.

So that is a short snapshot of something that will be coming up in just a couple of months that we want to work with you around. We will do everything in our power to help support you in educating your elected officials. Whether it's at the federal level or the state or the local level, we do draft sample letters. We do talking points. But if there are things that we can offer you that will be helpful to you and support your outreach and your advocacy on behalf of the social studies, please let us know. We want to assist. Thanks.



MICHELLE HERCZOG: So there's something very easy. What was the date of that webinar?

ATTENDEES: The 28th.



MICHELLE HERCZOG: January. Awesome! You could put that on your state websites. Put the word out, and like she said, archive it and watch it later if you can.

We are very excited. We have already established four dates for webinars for next year. Those dates are posted in the last TSSP. You can find them on the website. Get them on your calendar. Get those dates out to your folks. That's great stuff.

All right. Thank you, Cat. Fantastic! You'll be seeing and hearing her throughout the conference.

Our next priority is around membership. Anton Schulzki, where are you? He is leading that subcommittee. You can look at the action steps they are moving forward. The larger the membership, the more capacity we have to do our work. I don't have to tell you.

One thing you can help us with is, as you're building members at your state, have them join NCSS too. Make it a twofer. We have brokering deals where people can join both. That's a win-win, a win for you , win for us, and a win for them. So take a look at these action steps, and thanks to Anton moving that forward.

Our final priority for this year is our next slide, social studies excellence and citizenry, and of course, you all know how very excited we are with this C3 Framework. English language arts has got their Common Core. Math has their Common Core, even though we know not all states have adopted. We get that, but it's taken on a lot of steam and attention and resources. Science, next-generation science. This is our document, the C3 Framework. This is our resource to make sure that we are not left behind, that we are part of the world, the educational initiatives that move forward. We use this to leverage our social studies across the nation, whether your state has adopted Common Core or not.

Kim Heckart, where are you, Kim? Look at Kim. She is leading that subcommittee on our Board. Take a look at the many, many action steps you see there. All those sessions you're seeing in the conference program on C3, no accident. So help us in moving that forward. That's going to be a fabulous piece.

Susan Griffin is going to talk some more about the C3 and some current initiatives following this in her presentation.

Okay. So that's a quick overview of what the Board is going for you and what we planned and hope to accomplish in this current year.

I'm going to invite Brenda Luper to come up now and give us a very brief financial report. So thank you, Brenda.


BRENDA LUPER: Thank you, Michelle. Thanks for having me here today. I am going to present the financial information for the year starting July 1st, 2013, and ending June 30th, 2014.

This is a trend line, and it shows you that our revenue and our expenses both grew last year, but our expenses grew more. For the first time in 4 years—this trend gives over 4 years—we lost money last year. We lost $48,000.

Next slide. So let's look at some of the reasons behind what's going on at NCSS. This is our budget, and if you look at our income, actual versus budget, we are pretty much on target. If you look at our expenses, actual versus budget, we spent about $48,000 more than we meant to spend or budgeted to spend last year.

We had a 25 percent increase in health care cost, which was the biggest chunk of that increase, something that a lot of organizations our size have been hit with the last few years.

Let's look next at revenue and see what's in our revenue budget. Conference and membership make up 63 percent of our revenue. Publications and advertising are about 10 percent. These are all very important revenue streams to NCSS, and I want to look at how they're doing over time.

Next slide. Over time, you can look at our revenue and see that while we are on budget for the annual meeting, our budget is shrinking every year for the last 4 years. If you look at our membership, we haven't been on budget with that recently. Our membership revenue is declining over the last 4 years, and even though they're a little low on the scale, advertising and publications at 10 percent of our revenue budget, both of them are declining.

So what does that mean in our revenue streams? Conference revenue has been trending down about 22 percent over the last 4 years. That's huge to us. Membership is down in the same period about 7 percent.

Are there any bright spots in the budget? Yes, there are. Even though our advertising sales have slowed, we believe that, to a great extent, that's a reversible trend and that we have room for growth there. And our Honor Society is growing a new continuing revenue stream, and we have close to 400 chapters right how.

The next thing we need to do is look at our expenses. Next slide. If you look at our expense budget, the work of our staff and the benefits that we provide them is about 40 percent of our overall budget, and we have our office and other expenses and outsource services, which make up the bulk of our expense budgets. So what's happening with these expenses over time?

Let's look at the next slide. The top line is salary, and if you look at it, we took a couple of big dips. And in this last year, we took a rise. As you heard already, that was said. Our staff salaries were restored to their 2008 level, and that's where that rise comes from. Our office and other expenses have gone down a little bit, up a little bit, but pretty much stayed steady, and our outsource services, we have cut costs there, and those numbers are declining. Our benefits and taxes are going up a little bit because, as payroll rises, payroll taxes rise, and also because we had the huge hit in health care costs.

So what are the key points in the financial report? Something that I am really proud of and I think everybody on staff and on the Board should be proud of is that over the last 4 years, our total expenses have only risen 5 percent. Yoo-hoo! That's good.

We already talked about the health increase in the salary cut, so what does all of this mean? Net assets, which is our total profits, have risen over the last 3 years by 12 percent, mainly due to cost cutting. Our assets are down 6 percent over the prior year, which is more than our liabilities down over the prior year, and that's because we had a $48,000 loss.

So, overall, NCSS is in a healthy financial position, but we need to maintain these revenue streams, and we need to build a reserve. We don't have any extras in the budget. Conference and membership are both key to our financial health. So I am really glad to announce that Susan Griffin is going to tell you how great we're doing in Boston, and I'd like to ask you to remember to please thank our sponsors and our exhibitors and get some members.

And that's it. Well, take questions after Susan.


SUSAN GRIFFIN: Okay. That was then; here is now. We are having a banner year for NCSS largely because of this magnificent conference. Monday, when we left to come to Boston, we already reached our 3,800 registration goal. On site, we've added 400 to that. We're extremely pleased about that.


SUSAN GRIFFIN: Exhibit revenue, which has been kind of stagnant and then dipped down a bit, we've exceeded our budget goal by $9,000.


SUSAN GRIFFIN: So thank you, Boston.

Talking about the C3 Framework, this is such an exciting event for National Council for the Social Studies because it really is transforming what happens in states and districts and classrooms.

This past fall, Connecticut and Kentucky have drafts of social studies state standards that are based on C3. New York as a C3-focused social studies framework, and they're working on a toolkit, a magnificent toolkit that is going to be finished at the end of June 2015 and shared with everyone. It will be open-sourced and available for all of us to take advantage of. We really appreciate that.


SUSAN GRIFFIN: In addition, Illinois has just begun the process of redoing their standards based on the C3, so we're really gaining momentum with the C3 Framework.

At this conference, we're releasing a wonderful bulletin that was edited by Kathy Swan and John Lee, and it has samples of lessons with a number of our thought partners, the Smithsonian, Newseum, Library of Congress, and like 12 others. It shows what C3 looks like with those resources. You really need to get down to the book store and take a look at that.

Rho Kappa, 389 chapters nationwide and one in China.


SUSAN GRIFFIN: We talked about this a little this morning, and that's our Gates grant. The National Council for the Social Studies and the National Center for Literacy Education secured a Gates grant that will connect the C3 framework with the Common Core ELA standards. We have 50 teacher teams from all over the country, selected from over 200 applications, and this is a way for, I think, the organization to really attract people to the organization and show the value of professional connections, because we wouldn't have been able to do this without really strength on the ground and connections to very strong states that were part of the development of the C3 framework as well as our partners with 14 other professional organizations. We have to, as Brenda said, continue to grow membership and conference revenue, expand professional learning, and continue to get Rho Kappa chapters everywhere.

We also have to look for new revenue streams, and we're doing that. NCSS is going to grow, and we need your help to do that. Let's grow together. Thank you very much.


RON ADAMS: Are there any questions for Michelle or Susan or Brenda? Questions?

Can you stand up?

FRED ISELE: Fred Isele, Illinois Council. What is the current membership of NCSS?


RON ADAMS: 15,000.

Any other questions?

[No audible response.]

RON ADAMS: Okay. Thank you very much, Michelle, Susan, Brenda, and Cat. I hope that you can take some of this information back to your states and make sure that in terms of legislative liaisons that you are working with NCSS, especially on the funding, and with the webinar coming up, that you're pushing NCSS membership, that you are making people in your states and communities aware of the work that NCSS is doing on the C3, and that NCSS is a very good resource for information and other resources on the C3.

We're coming to a point for looking at nominations for the HOD. The HOD has three committees. It has the Steering Committee, made up of six people, which runs the House of Delegates meeting. It has the Resolutions Committee, whose main job is to provide a webinar on writing resolutions to work in the summertime at the Summer Leadership Institute of developing resolutions and then holding hearings and refining the resolutions that come to the floor, and there are six members of that. The third committee is the Assignments Committee, and they meet—and people that have written in and volunteered to serve on NCSS committees, they meet here at the conference to assign people to the NCSS operations committees, and those would be committees such as Archives, Awards, Membership, Government, Public Relations—

ATTENDEE: Conference.

RON ADAMS: Conference. Oh, yes. That's right. That's what we're doing.

For the nomination process, you should have in your packets a blue form, and the form needs to be filled out. Only people that are delegates, seated delegates, not delegates-at-large, may submit nominations. They have to come from one of the communities, one of the affiliated group, or from a state. Once we get that, those forms have to be turned in by 5:25. We will put it together, and before the end of this meeting, we will introduce those candidates or they will have a chance just to introduce themselves by coming up to the microphones, stating their name and the state they are from and not giving any lengthy speeches whatsoever, or they'll get the hook.


RON ADAMS: Then tomorrow morning at 8:09, actually probably at 8:06, we will be closing the doors, and we will be voting on those HOD committees. This year, we are going to be electing three people to the Steering Committee because there is a vacancy on the committee and two people for Resolutions and two people for the Assignments Committee.

The eligibility is in the House of Delegates packet there. As I said, you have to be a seated delegate to be able to do it, and I will read you Section 4 of Article 10. No affiliated delegation, association, group, or community shall have more than one representative elected to the house on any one committee, so you can't put two people on the Steering. No one from an affiliated delegation, association, group, or community shall succeed a person from that delegation on any one committee, even if that person was appointed. Candidates must be listed and seated as a delegate for the affiliated delegation, associated group, or community from which they are nominated. To avoid conflict of interest, current NCSS Board members are not eligible to run until their term on the Board of Directors has ended, and any member who is presently on the Steering, Resolutions, or Assignment Committees who is unable to fulfill their obligation required of a committee may be removed.

On pages 31 and 33 of your HOD manual, it does list the chart by state and by community of which committees you are eligible to nominate people to, and finally, we're on Slide 24, I believe. That's what we have in terms of the committees.

You have a few minutes. If you are nominating somebody, you need to fill out those blue forms, which are going to be due at 5:25, and there should be a 5-minute warning up on the screen ahead of time.

At this time, I'd like to turn the microphone over to Jerome Hoynes from the Assignment Committee. He is the Vice Chair, and he is bringing forward the Assignment Committee slate for Archives, Awards, Conference Committee, Government and Public Relations, International Visitors, Membership, and Publications. Jerome?

JEROME HOYNES: The Assignment Committee wants to express our appreciation to Ron who helped us yesterday facilitate this process and also our Chair, Laura Richards from Arkansas, and although she is not here, she did an awful lot ahead of the conference to make it a productive meeting yesterday.

I have good news and bad news. The good news is that we had an awful lot of really good applications, very good, many more than we had slots; the bad news, of course, that we could only pick two candidates for each position.

On behalf of the Assignments Committee, the nominees are listed there.

The other members of the committee are Thomas Riddle from South Carolina; John Hines, Washington; Elisa Beachy from Florida; and Sarah Segal from Oregon.

The assignments for Archives and Awards are listed, and they're all very good people. You'd be impressed with the applications that came in.

Next slide. These are the nominations for the Conference Committee and Government Public Relations.

Next slide. These are the nominees for the International Visitors and Membership Committees.

Finally, the Publications Committee.

I asked that the House of Delegates approve this slate by presentation.

RON ADAMS: Thank you, Jerome. I would just point out that at any time up until, I believe, October 2nd, you can send in—there is a form right online on the NCSS website, to click down and to fill out a nomination form, and you attach your résumé to it. Then at the conference next year, the Assignment Committee will be meeting and using those names to assign to the committees. It is also usually advertised in TSSP, so pay attention to that. It was really great this year.

Anybody need a blue form because they are working offline? I know some people said they were going to save paper by going offline, but we have blue forms. Just raise your hand.

This year, we are graced, as Jerome said, with a lot of candidates. Some years, we hardly have enough to assign to all the committees. Thank you again to Jerome, if I didn't thank you before. If you can borrow one from a neighboring state if they aren't nominating somebody.

At this time, I would like to recognize Eugene Earsom who chairs the Resolutions Committee.


EUGENE EARSOM: Thank you, Ron. I'm Eugene Earsom from the Oklahoma Council of the Social Studies, and I have the honor this year of serving as the Chair of your Resolutions Committee. I want to introduce the other members of the committee, and if you will stand when I introduce you, I would appreciate it.

David Houston From Mississippi. I know I saw David. He's hiding back there in the corner. Brad Burenheide, who is Vice Chair, and he's from the Kansas delegation. Mary Romero from New Mexico, I don't think is here. Larry Paska from the New York Council, and William—I'm going to call him "William," even though I think he goes by "Bill"—O'Sick from the Virginia Council.

I also want to express a debt of gratitude to my predecessor as the Chair, Cheryl Rehome. I learned a lot from you last year.

CHERYL REHOME: Other way around.

EUGENE EARSOM: If you would also join me in expressing our appreciation for their work.


EUGENE EARSOM: We had a webinar, as Ron mentioned earlier, last spring. I think it was attended by maybe six people. You never know about webinars. We also worked with the Summer Leadership Institute this past summer in Washington or outside of Washington, and a lot of good discussion, a lot of good work that went on there. We were anticipating there would be a lot of good resolutions to come from it. It is another one of those things where the pendulum swings. I think last year, we had about a dozen resolutions.

This year, we have a grand total of two action resolutions and two courtesy resolutions. I hope I didn't scare off any when I visited with people last year about wanting to get them in on time and wanting them to be grammatically correct and all of that good stuff. I know I scared off Michelle for sure, but in any event, I wanted to thank those of you who did submit them and encourage you to talk with the members of your council to determine what the issues are that you think our National Council should address in the coming year.

I believe there are some slides that I am supposed to address here. As I said, we'll have a total of four resolutions. The call for resolutions was made prior to the conference. A new packet of resolutions should have been distributed as you came in this afternoon. They're printed on white paper. There are changes in proposed resolutions, resolutions submitted electronically in October and at the open hearings. That's the changes occurred. And then today's resolutions we revised, ordered and edited by the Resolutions Committee yesterday afternoon, and then this morning, during the open hearings.

The next slide, I think, says that for information concerning the resolutions process, refers to your House of Delegates Manual, and you see the article and presumably the pages there. The resolution numbers, their titles, and the be-it-resolveds or the activating clauses will be read into the record prior to our debate and voting tomorrow morning, so we encourage you to refer to the resolutions packet for the complete version of all proposed resolutions. I think they're three pages in length, all together.

The slide, I believe, says that the resolutions will be considered in the following order. First will be those resolutions dealing with current and future business operations of NCSS. Unless there are some submitted today, there are none in that particular category. The second category is on the nature of social studies education. We have one in that category. The third is resolutions on issues in the fields of history and social studies inquiry. Again, unless there are resolutions submitted today, there are none in that category. The fourth is on social and political issues which are of concern to social studies educators, that do not have the direct impact on the nature of social studies education, and we do have a resolution on that. Then, our fifth category is resolutions of courtesy and condemna—not condemnation, commendation.


EUGENE EARSOM: Michelle is mentioned in one of them, so you figure it out.


EUGENE EARSOM: And there are two of those. We'll condemn her twice. I don't know.


EUGENE EARSOM: I do appreciate the opportunity to work with this great committee and to serve you as your Resolutions Chair this year, and I'm supposed to turn it back over to Ron.


RON ADAMS: Thank you very much, Eugene. At this time, if there are any resolutions from the floor of the House, I would just remind you that if you have not submitted them already, that you have to have 200 hard copies right now and an electronic copy to give me, and that then it has to be approved by majority vote of the delegates in the House, and we do that mainly—I'm sorry, three-quarters—we do that mainly to discourage resolutions coming in at the last minutes that have just sort of been, you suddenly had this brilliant idea, and you scribbled something down on a piece of paper and pass it in, and then we have to deal with it, and it becomes a real problem.

And remember, every year there are open resolutions hearings that you can come to, to present, even if you haven't done one ahead of time, you can still come to the open hearing and present one the day ahead of time, or even as late as this morning, and still have that considered. But to bring it in at the last minute here in the House just doesn't work very well for moving the House forward.

So I assume—I'm not going to assume anything. Are there any resolutions from the floor of the House? Seeing none, we will move forward, and we should be almost to 5:20? Eighteen seconds. Okay, in 18 seconds you will have 5 minutes left to turn in any nominations.

Okay, at this point I would like to recognize the honorable Bob Dytell from New York, and he is going to talk about the Fund for the Advancement of Social Studies Education, otherwise known as FASSE, but if you don't know what FASSE is, it's the Fund for the Advancement of Social Studies Education. Bob?


BOB DYTELL: Hello, everybody. There are quite a few people on the committee that we're working with. I'm Bob Dytell, and I'm the Chair this year. I'm from New York. Susan Fogarty is the Vice-Chair. She's from Florida. Steven Seto is from Massachusetts; Fred Isely is from Illinois; Tina Riles [ph] Jenkins from Georgia; Cynthia Stout from Colorado; Michael Fryden [ph] from New York; Scott Johnson from Tennessee; Gayle Thiemen from Washington; Ashley Lucas from Maryland. I'm not sure where Julie Knot [ph] is from—and Rick Daniels from Kentucky, and Mary McCullagh was our liaison from NCSS.

I am not going to pass the hat around and collect money, although that would be a good idea. We had a great meeting today. We went for 2 hours and it was kind of neat because what we talked about were a couple of really important things. I think I'm preaching to the choir, or most of you should know, if not all of you, what FASSE is. We think there are an awful lot of people out there who don't know what FASSE is. One of the things that we are doing, and we've talked about this, some of you are old enough, like myself, we've been around long enough, there was that three-page piece that went around about 12 years ago, that's still there. Well, we decided we need to redo it into one page, and we will do this electronically and get it to you guys. We're going to work on this over the next few months. And we also need to get hard copies out to everybody. So this is part of our idea of getting us greater visibility.

The good news is we have some great ideas about possibly raising some money, because we think it's important. We gave out two awards this year, and I think it's 3 years that they've given out none those years, and we've given out one. We had some wonderful programs this year, and that we voted on, and we gave it to two different groups, and the reason why we did that—we could. We set $5,000 aside. And the second reason—they were equally terrific programs.

The two groups are on your form—it's a canary form in your packet—one of them is Voices of Vanport and comes from Concordia University in Portland, Oregon, and A Walk to Remember, student peer guides and Columbia's civil rights history. That comes from Columbia, South Carolina. So it's kind of interesting. We're trying to connect in. Next year we've added to our piece. One of the things that each group is going to have to do is make the connection to Common Core and to definitely make the connection to C3. This is really something we've worked on. We are looking for ways that we can get more groups—teachers and educators—to apply for the FASSE awards.

We're trying to give away money, so on the back, if you take a look, if anybody has $2,500 to give us, this would resolve a great problem for us. But if you can donate money, or if you can get your council—because it's really important that councils get active in this, and we talked about this today. I'm going to take about 30 seconds more. We talked about getting councils to come together and have their own FASSE, and bring money into the national chapter, because we're doing a good thing. We're giving money away to teachers and educators who are getting money from no other place at this point, because of budgetary constraints.

So I want to thank you for listening to me, and we hope to see you next year with much better news about how much money we've raised. Thank you.


MICHELLE HERCZOG: Thank you, Bob. It's great to have you here and share the good work that's going on in FASSE.

Turning this back now to Mr. Ron.

RON ADAMS: Actually, I'm just telling you that your time has passed for turning in nominations. Oh, I'm sorry. Ten seconds? Okay. And now we pass it on to Michelle, who is going to recognize so-and-so, and then—

MICHELLE HERCZOG: I'd like to recognize so-and-so, the incomparable, the amazing Executive Director of the National Council for the Social Studies, Susan Griffin.


SUSAN GRIFFIN: Okay. So I've already been called a den mother and so-and-so today.


SUSAN GRIFFIN: I don't know if it's going up or down. I'm not sure. National Council for the Social Studies has a program called Each One, Reach One, and what we encourage people to do is to invite a colleague, or, if they're teaching a methods class, their students, to belong to National Council for the Social Studies, encouraging them to join. We always get not as many as we'd like, but every year we get a nice new crop of new members that were recruited by people who think it's valuable to spread the word about professional organizations, and to make NCSS stronger.

All of these people have recruited members for NCSS. Each time they recruit someone for NCSS their name goes into a hat, and we choose from these people. We get prizes, like two round-trip tickets anywhere in the Continental United States, I have to say, and free registration and one hotel night. So, in addition to doing something for your professional organization, you're also doing something for yourself. I think that's a win-win. So I want to encourage everyone in this room to bring at least one member into NCSS over the course of the next year. It would make us a stronger organization, and we'd really appreciate it. Thank you.


MICHELLE HERCZOG: Thank you, Susan. As we said, membership is key. Thank you, Susan, for encouraging everyone for this message. It's really not as hard as you think. People just need to know. I carry those brochures around all the time.

I now have the privilege of introducing Steven Armstrong. He is our immediate Past President of NCSS, and he's going to introduce Incoming Officers and Candidates Forum for the NCSS Vice President. Give him a warm applause. Thank you.


STEVE ARMSTRONG: This year we're doing it just a tad differently. We have two candidates for NCSS Vice President that will be presenting their speeches this evening, and then we have a number of candidates for NCSS Board of Directors, and those presentations will be given tomorrow morning, so we're splitting it up today.

What we're going to do tonight is you're going to hear—and they have 5 minutes each—and we're going to hear presentations by our two candidates, as I say, for Vice President. This is an important decision you make. The person you're going to elect for Vice President will become a member of the Executive Committee of NCSS, the real sort of inner circle, so to speak. So, again, this is an important decision that you're making. So two candidates, 5 minutes each. Who is doing the timing by the way? Okay. So the timing will be done over here.

Our first candidate is from the state of Texas, Terry Cherry.


TERRY CHERRY: I want to thank the Nomination Committee and the Board of Directors for their efforts in compiling a great list of candidates for this year's slate of office. Each person you see today and tomorrow deserves your vote. You now have to decide who you believe will be the best to lead this organization, and, of course, I hope you vote for me.

Who is Terry Cherry? I'm a classroom teacher. I'm a husband and a parent, whose both wife and daughter are also in education. I'm a counselor to students and I'm a listener to their parents. I'm a member of school committees and striving to serve on various committees of the State and National Council for Social Studies. I'm an active citizen. I agitate and I advocate. In short, I am social studies, and so are you.

The National Council for Social Studies is approaching its 100th anniversary. We all have various reasons for joining this esteemed organization. Let's watch a clip from City Slickers to see about one reason.

[Video presentation]

TERRY CHERRY: As Curly said, there's one thing that matters. We all have one thing about National Council of Social Studies that matters to us. It may be because we like being a member, we enjoy the publications, we like the conferences, we like being with social studies people, or we get a chance to meet Susan Griffin.


TERRY CHERRY: But as important as that one thing may be, I'd like us to focus now on the challenge we face as NCSS approaches its centennial year. As yourself—why do science and math receive so much more recognition than social studies? Why is my principal so excited about funding the STEM program but does very little for social studies? And why do we see commercials in which major corporations tout their sponsorship of school programs for just about anything except social studies? Does that make you mad, or maybe even jealous?

I'm not promoting a them-versus-us situation. What I do believe in is equality. The inclusion of reading, math, science, and the arts as well-rounded curriculum is very important, but none of these subjects focus on the development of well-informed citizens. That's what we do in social studies classes. We teach citizenship.

We know why we're in Boston. We also know fellow social studies educators who are not here, and we have heard their reason for not being a part of NCSS. They may still have a desire to teach social studies, but they've lost that fire to champion our cause. How can we all go back home and get that fire burning again? Watch a scene from the play, Secret Garden, and learn about wicks.

[Video plays.]

TERRY CHERRY: As I look around, I see wicks glowing all around this room. You and I need to take that ember home and make it burst into flames. We need to literally glow as we proclaim, "I am proud to teach social studies. I am proud to be a member of NCSS. I am proud to say I am social studies." We cannot do this alone. NCSS staff and the board cannot do it alone, but together we can ignite a torch, a beacon of light shining across this country and beyond. We are here because we have the fire. Now we need to take that flame back to our fellow citizens and rekindle their wicks.

Look around the room, and as you spend time in the conference, observing people, they are like you. They share one reason for being a part of NCSS, and, like you, they carry a flame for social studies. If elected, I will do all I can to nurture that flame.

I'm Terry Cherry, I ask for your vote, I approve this message, and one final thought—you and I are social studies, and together we are strong.


STEVE ARMSTRONG: Thank you, Terry. Our second candidate for Vice President, from the state of Virginia, India Meissel.


INDIA MEISSEL: What kind of classroom do you inhabit? Is it urban or rural? Is it elementary, middle, high, or is it collegiate? Is it modern or is it outdated? We are a diverse profession and we live in multicultural, diverse classroom setting. What issues and experiences are common to us all? It is our students. Teachers today must find ways to reach out to students to span the spectrum of learning readiness, cognitive strengths and weaknesses, linguistic backgrounds, personal interest, and culturally shaped ways of seeing and experiencing the world. Fortunately, social studies classrooms are perfect settings for this type of instruction, yet social studies continues to be cut in schools across the United States. It's tossed to the side as if it was an encumbrance impeding the progress towards preparing students for economically useful forms of employment. Until that fundamental truth is changed, cutting in the social studies will continue.

NCSS is in a unique position to change that perception, and here's how. Number one, have a better understanding of our discipline. Teaching provides room for individuality within a structure, where that individuality often works against us when it comes to unified action. We just don't always understand what is going on in the next room or the next school. To better understand how to advocate for ourselves, we need to learn about ourselves. We must communicate with the elementary teacher, the one task of laying the very foundation upon which all other learning is built upon. We must communicate with the middle school teacher, tasked with the nearly impossible job of teaching while dealing with teenage antics and raging hormones.

We must communicate with the secondary teacher in all social studies content areas—the histories, governments, economics, sociologies, and psychologies, just to name a few—and we must communicate with our college colleagues for a better readiness of college readiness skills. Once we have achieved better understanding of what our discipline encompasses and bring all of these levels under the same umbrella as equals, then we can begin to better advocate for our discipline, as a whole.

Number two, we must then get the word out. We know social studies is important. If not, we wouldn't sit here. But we need to do more to educate the general public. Just as NCSS has created a clear, concise, and specific set of talking points as part of our congressional advocacy effort, we need to develop a set of talking points on why social studies itself is important. This document needs to go out to every member of the organization, with a request that we reach out to anyone who will listen—fellow educators, local politicians, the PTA, the VFW, the DAR, the Chamber of Commerce, senators and congressmen, anyone who will listen. We, as a membership, need to stand up and be counted, tell the nation that social studies cannot and will not be the poor stepchild of the other academic disciplines.

Finally, recent indications from the College Board are that the newly designed SAT will demonstrate working in conjunction with other disciplines, will lead to student success in college and career. The format of the new evidence-based reading and writing sections are such that for every reading passage, students will sometimes be asked to select a quote from the text that best supports an answer they have chosen, because we are not interested in students just picking an answer but justifying their answers. Students will be asked to analyze a wide range of source texts, including those from science, history, and social studies. When analyzing documents in science and social studies, students will be asked to attend to data in tables and graphs and other formats. Furthermore, it was announced that in every SAT, one of the passages students encounter will either be a founding document or a text from a great global conversation that they inspired. Platforms like the NCSS Standards and C3 provide a foundation for this interdisciplinary cooperation. As social studies teachers, we must take the lead and invite our other core colleagues to join us in collaboration and presentation of the interdisciplinary lessons critical to the education of today's youth.

Social studies is not about chronicling events and memorizing dates. Teaching social studies means showing how ordinary people have made a difference throughout history. In countless ways, we need to bring the sensibility to our students. To paraphrase John Dewey, "Social studies is not preparation for life. Social studies is life itself."

Thank you.


STEVE ARMSTRONG: Thank you to our two vice-presidential candidates, and, again, tomorrow morning we'll hear from the other candidates running for NCSS Board of Directors.

RON ADAMS: Thank you very much, Steve, for the work that you and the Nominations and Elections Committee has done, and a reminder that now, I think, the rules have changed and that, in fact, we do go through a self-nomination process for Board members and for the officers. So, if you're so inclined, don't wait for somebody else to nominate you. Step forward yourself.

At this time we're going to recognize the Silver and Gold Councils, and I would ask you that, unlike previous years, when Susan reads your name, if the delegation would stand up where they are to receive their recognition. Right after this session closes, which will be very soon, if you would meet afterwards to get your certificate from Michelle and to have your picture taken with Michelle and Susan.

And now I would like to turn the microphone over to the amazing Susan Griffin, who has headed up the NCSS staff, and looks identical when I first met her some 30 or 35 years ago. She hasn't aged one bit.


SUSAN GRIFFIN: All right. So now you know how old I am.

RON ADAMS: Younger than me.

SUSAN GRIFFIN: Being a Gold or Silver Star Council is not easy. Gold and Silver Star Awards are presented to councils that meet rigorous qualifications that include providing professional activities for social studies educators in the region, increasing membership of under-represented groups, increasing joint membership with NCSS, participating in NCSS programs, such as membership brokering, awards programs, and contributing to the First Timers' Scholarship, and to the Fund for the Advancement of Social Studies Education.

It's not easy, but these councils deserve to be recognized for their hard work and leadership in their states. First, the Silver Star Councils. Oklahoma Council for the Social Studies. Congratulations.


SUSAN GRIFFIN: South Carolina Council for the Social Studies.


SUSAN GRIFFIN: The Gold Star Councils. Arizona Council for the Social Studies. Congratulations.


SUSAN GRIFFIN: The Association of Teachers of Social Studies United Federation of Teachers, New York City, a consistent Gold Star. Congratulations, and thank you.


SUSAN GRIFFIN: California Council for the Social Studies.


SUSAN GRIFFIN: Exuberance. Colorado Council for the Social Studies. Congratulations. Well done.


SUSAN GRIFFIN: Florida Council for the Social Studies, a strong hold of social studies excellence. Congratulations.


SUSAN GRIFFIN: And 50-year anniversary for Georgia Council for the Social Studies. Congratulations.


SUSAN GRIFFIN: You are stars, indeed. All right. Now, how about this? New Hampshire Council for the Social Studies.


SUSAN GRIFFIN: North Carolina Council for the Social Studies. Congratulations.


SUSAN GRIFFIN: Ohio, you are doing such good work.


SUSAN GRIFFIN: And they're talented, too. Oh, my goodness. Okay, Oregon. What are you going to do—gold star? Okay. Congratulations, Oregon Council for the Social Studies.


SUSAN GRIFFIN: Tennessee Council for the Social Studies.


SUSAN GRIFFIN: Texas Council for the Social Studies.


SUSAN GRIFFIN: And the strong and wonderful Midwestern state, Wisconsin Council for the Social Studies. Congratulations.


SUSAN GRIFFIN: And please do come up and get your picture taken.

RON ADAMS: Thank you very much, and congratulations to all those councils for the work that they're doing, and for receiving these awards.

At this time I would like to present the slates for Steering, Resolutions, and Assignments. I would ask that the candidates for Steering Committee line up at this microphone, and the candidates for Resolutions and Assignments line up at this microphone. We're going to start off, and if you don't know who your names are, we need to switch slide shows. Minor technical glitch. If you don't know who you are, we will have that soon.

Okay, Steering. Would the people line up alphabetically for Steering Committee, at this microphone, and then would you step forward, give your name, and the council or community group that you are representing, and no speeches. Kenneth Anthony, would you like to start?

KENNETH ANTHONY: I'm Kenneth Anthony from Mississippi Council for Social Studies.

RON ADAMS: Thank you.

JENNIFER MORGAN: Jennifer Morgan from the Wisconsin Council for the Social Studies and representing LGBT.

SHELLY SINGER: Shelly Singer from the Illinois Council for the Social Studies.

LEIGH SULLIVAN: Leigh Sullivan, Arkansas Council for the Social Studies.

TRACY TODD: Hey, y'all. Tracy Todd from South Carolina Council for the Social Studies.

JOSEPH ZINGONE: Hi. Joseph Zingone from ATSS, New York City.

RON ADAMS: Thank you very much. And now, starting with the Resolutions Committee.

CHERIE ARNETTE: Cherie Arnette, and I'm representing the Florida Council for Social Studies.

BRIAN TRAXLER: Brian Traxler, representing the Minnesota Council for the Social Studies.

RON ADAMS: Okay, and for the Assignment Committee.

CHERYL REHOME: Cheryl Rehome, representing California Council for the Social Studies.

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

RON ADAMS: And a reminder that tomorrow morning, right after the opening of the HOD, we will be voting for those people. Overnight, we will be putting together a packet with background information. We will be voting for three people for the Steering Committee, two people for Resolutions, and two people for Assignment. And also a reminder that for the Gold and Silver Stars, you need your certificates to prove that you're a Gold and Silver Council and that you're going to have your picture taken, so it can be published nationally.

So, at this point, I'd like to turn the microphone over to the wonderful Michelle, and she will conclude with our announcement.

MICHELLE HERCZOG: Thank you, Ron. Didn't he do a good job? Thank you, Ron.


MICHELLE HERCZOG: You made this easy and very fun for me. I appreciate that. Just some closing remarks, and thank you to the wonderful Susan Griffin. Isn't she awesome?


MICHELLE HERCZOG: Thank you. Just a reminder. The second session of HOD will begin tomorrow at 8 a.m. Can't we sleep in? No? Okay. 8 a.m. sharp, it says. Voting will take place immediately. Be sure to allow time to be credentialed prior to the beginning of the HOD session. To be eligible to vote, delegates must be registered and certified for the second session. They've got to do this twice?

RON ADAMS: Yeah. They've got to register again tomorrow morning.

MICHELLE HERCZOG: I've been to this 100 times, but somehow, sitting here, it's all a mystery now. Certification of delegates occurs prior to both HOD sessions. You must register again tomorrow—that's what you said—prior to 8:00 a.m. A closed-door policy exists, where only certified delegates may vote for HOD committee. It really says this. Adjust your watch by Ron Adams' time—


MICHELLE HERCZOG: —which says 5:51 Friday, November 21. Y'all got that? Well, if they've got phones it's going to match your time.

RON ADAMS: That's right, but their watch may not.

MICHELLE HERCZOG: Thank you for clarifying that. We ask that all members, Gold and Silver Councils remain 5 minutes to meet Susan Griffin at the front, immediately following adjournment, to receive your certificates, and a quick photo session with the condemned, evidently.

RON ADAMS: Just to clarify, for some of you who may be going to a breakfast tomorrow morning, what's going to happen is that if you get certified and get your little two halves of the ticket, and come in here, we do close the door, so at, I believe, 8:09 tomorrow, we will close the door during voting, so you can't come in right in the middle of voting. Then you can wait outside and then you can come in, but you will have missed that voting.

The same thing when we're voting on resolutions, the doors will be closed later in the session, and if you're not in here, you can't, because it gets too confusing. We have to know how many delegates there are voting, to make sure that we've got a majority, and if you've got people going in and out, you don't know what the correct number is. So just to clarify that.

MICHELLE HERCZOG: Okay. Thank you, Ron, very much. Just a couple of quick comments to wrap up. Uh oh, here's a question. Yes, sir.

ATTENDEE: The question is, how early will registration be set up tomorrow morning.


MICHELLE HERCZOG: 7 a.m. So between 7 and 8, get yourself credentialed. Terrific. I want to invite you all to the President's Reception tonight at 6:45. It's going to be in the Ballroom of the Sheraton. It's being sponsored by the American Board of Trial Advocates. This is a wonderful new partner for us, so please come by and thank them for their support. And following that, I hope you do step in and come visit the dance. We you know, Nystrom usually sponsors this dance but Nystrom has been acquired by Social Studies School Service. I told Social Studies School Service, and you probably didn't see this in the fine print, when you bought Nystrom, but there is a tradition of you sponsoring the dance. I put them in a little bit of a panic but they stepped up to the plate and they're doing it.

I saw David Weiner today and he says, "I hope people come to the dance, Michelle." I'm like, that's like the centerpoint of the whole thing. So please stop in at the dance, shake David Weiner's hand, Aaron Willis' hand, and thank them. They have been a tremendous sponsor for us. They sponsor the Spirit of America Award, they created video for us, they're pouring a ton of money into us, and then Michelle showed up and asked them to pay for the dance. So please do that for us. That would be very nice.

This morning, if you were at the breakfast, I closed the session with a little video, a little montage I put together that I thought, you know, I wanted to think about what we're about and why we joined NCSS. It's only about 3-1/2 minutes, and people have urged me to show that again to you. So if you were not at the breakfast, this will be new, but if you were there, you'll see it again. So we'll show this, and then we'll be on our way, put on our party clothes, and then go to the reception and the dance.

The "Why Join NCSS."

[Video plays.]

MICHELLE HERCZOG: All right. Are you ready to go tonight? I'll see you at the reception and then we'll keep doing. We'll be at the dance. Thank you very much, everybody, and thank you to Ron and everybody on our panel. Terrific. Thank you.

Second Session

Saturday, November 22, 2014 8:00 to 10:15 a.m.

RON ADAMS: If the delegates could please find their seats, and prior to the meeting, it says here, on my podium, that the City of Boston Fire Code requires me, at the start of each session of 49 or more people, I have to notify you of the Emergency Evacuation Information, on the laminated sheets stored in the lower shelf of the lectern. However, this is the laminated sheet stored on the shelf of the lectern, so my advice is run like hell for anything that says Exit. You have been duly warned.


RON ADAMS: Just to make sure, you now have been in Boston for at least a day. You need to be able to tell me which is the real Sam Adams. It's a trick question because there are two answers, not one. The middle person is Sam Adams, but the person on the right is also Sam Adams, probably is well-known to non-educators as the one in the middle.

Also, a reminder. These little suckers. Get them off, mute them, do something with them, stomp on them, whatever you need to do. And once we start the voting, the doors will be closed and locked.

So, at this point I will turn over the podium to the Queen of Boston, Michelle Herczog.


MICHELLE HERCZOG: Well, my sucking-up being nice to you is paying off here. Thank you. Welcome and good morning, everyone. I hope you had a good first day of conference and a good evening last night. How many of you were at the dance? Awesome. Was that fantastic, or what? I'm just going to ask you a little favor. Social Studies School Service, this is their first time sponsoring the dance, and, as I said, they were a little hesitant and nervous about the whole thing, and just astounded that everyone was there having such a good time. So if you go by their booth, go up to Aaron Willis or David Weiner and tell them thank you, because that will enthusiastically remind them about next year, too. It means a lot to them that you had a good time.

RON ADAMS: Could I put in a plug for them?


RON ADAMS: If you have only one catalog to look through, to order from, it should be Social Studies School Service.

MICHELLE HERCZOG: We're going to get the ball rolling quickly. I did receive an e-mail this morning from Jose Antonio Vargas. He is coming. He's due to begin at 10:10 at the room right next door, so I want to see if we can get done maybe a little early so we can get over there. That would be great.

A gentle reminder, HOD Delegates should turn in their evaluation forms at the end of today's session, to the Steering Committee, because we are very interested in your comments, and you should have them on the goldenrod, so take some time and fill that out.

All right. Let me turn this back to Ron, who is going to talk about the voting process for today.

RON ADAMS: First up we're going to be voting for the HOD committees that you nominated people for yesterday, and our voting process will occur by written ballot. You should have the nominee information and qualifications on the blue paper, that you picked up this morning, and they are organized by committee, and in alphabetical order. Since they introduced themselves yesterday, we're just going to, as we go through each committee, ask those people to stand in their present places, and then we will do the vote.

At this time I would like to call David Bosso from the Connecticut Council for the Social Studies, who is chairing the Credentials Committee, and I'd like to thank him very much for this job.


DAVID BOSSO: Thank you. Good morning. As Chair of the Credentials Committee, I am pleased to report that 142 delegates are registered and certified to vote in the House of Delegates as of 8:07 today, Saturday, November 22, 2014. On behalf of the Credentials Committee, I move the adoption of the Credentials report.

MICHELLE HERCZOG: Okay. So the question on the floor is on the Credentials report. Those in favor please say "aye."

[Chorus of ayes.]

MICHELLE HERCZOG: Any opposed, no.

[No audible response.]

MICHELLE HERCZOG: All right. Ayes have it. Credentials report is adopted. Thank you.

RON ADAMS: At this time, the doors should be locked and we will begin the election process. We'll start with the Steering Committee. You need to vote for three people on your ballot. You're using the blue paper that has their qualifications, and just putting a check in the box next to the name that you are voting for. You may vote for three and only three. If you only wish to vote for one, you could do that. And members of the Board of Directors will be collecting those ballots.

While the ballots are being collected, I would say that the two candidates with the largest number of votes will serve 3-year terms on the Steering Committee, beginning in July 2015, running for 3 years. The candidate with the third-largest number of votes will serve a 2-year term, starting in July 2015, and this is because you are replacing somebody that was on the committee whose term expires, so that you only have a 2-year term on Steering.

If everybody is done voting, we're going to move on to the second slide, and if you take a look at that, for Resolutions you will see that there are only two names, and, if we move to the third slide, for Assignment, there are only two names. So I will accept a motion to elect, by acclamation, since you can vote for two and there are only two names.


RON ADAMS: Okay. All in favor, signify by saying "aye."

[Chorus of ayes.]

RON ADAMS: Opposed?

[No audible response.]

RON ADAMS: Okay. So the Resolutions Committee and the Assignment Committee have been voted in by acclamation. So, at the end of the meeting, we will be announcing the three candidates for Steering. Also, very important before you walk out of here, that also, at the end of the meeting, those candidates elected to Steering, Assignment, and Resolution are to meet here at the front briefly, so that the Chairs of those committees can get your names and e-mail addresses, to set up the work of those committees.

Has everybody turned in their ballots? Going once, twice, one more. Sold. On to the next order of business.

We are moving to the Candidates' Forum. What I'd like to do is to have the people that are running—and we're going to go in the order of Secondary Classroom, then Supervisor, then K-12 At-Large, and then At-Large. If you would line up on this side, right up front, alphabetically, and this will be a test of your alphabetical skills. The first group would be Secondary Classroom; the second group, the Supervisor candidates; the third group, K-12 Teachers At-Large; and the fourth group, At-Large. These are the people that are running to be on the Board of Directors. They serve a 3-year term, and they, along with the officers, help to run the Council, along with the excellent NCSS staff.

Each candidate will have 2 minutes to speak, and my timer is on her way up to flash, and she's going to stand right in front of them to throw up her little card, so that they're aware. And if we need to, we have our Sergeant-at-Arms who will haul them off the platform.

Now that chaos reigns over there, I would like to call Steven Armstrong, our Past President, up here, who is going to run the Candidates' Forum.

STEVEN ARMSTRONG: Good morning. Today you will be seeing the candidates. There are four positions that we're going to be electing candidates for, four members of the Board. There is an At-Large position, a Secondary position, a K-12 Teacher At-Large position, and a Supervisor position, so there will be an election of one of each of those categories.

I'd like to just very briefly, or not briefly, thank the members of the Nominations Committee, who helped in that process, the process of choosing these candidates. Peggy Altoff from Colorado, Syd Golston from Arizona, Joe Braun from Illinois, Mike Coren from Wisconsin, Sarah Segal from Oregon, and Tim Potts from New York. If we could just thank them for their efforts in helping to put the slate together.


STEVEN ARMSTRONG: By the way, just to remind folks that our election process, those who may remember back when you got a ballot at home. Now this is an online process that one can vote, and, Susan, I think this is correct. After the first of the year did these ballots go out? In February, okay. Do not look for a piece of mail as it used to be, with a ballot. All of this is an online process now, and information on that will be going out.

The candidates have long speeches to give. Their speeches are 2 minutes in length. First off, for the At-Large, we have three candidates, and we would be electing one of those. The first candidate is Fran O'Malley.


FRAN O'MALLEY: I'd also like to thank the Committee for the process that they went through. My name is Fran O'Malley. I'm from Delaware, and I started out as a high school teacher and became a middle school teacher, and now I'm at the University of Delaware, where I do two things. I work at the Social Studies Education Project and also at the Democracy Project, which is a civic education program. I work with preservice teachers, do professional development with teachers around the state.

I'm married. I have a son. Some of the activities I've been involved with over the years, I was President and Past President of Delaware Council for Social Studies, also the newsletter editor for several terms. For the Middle States Council for Social Studies I was a state rep. Through the years, I worked in the process of every reform that's been going on in the state of Delaware, and I guess nationally, as well, developing state standards, state assessments, state accountability, teacher accountability, implementation of Common Core, development of a Delaware recommended curriculum, Common Core revisions. For the past 4 years, I've worked with Michelle and Susan on the C3 framework and it's been a great pleasure getting to know a lot of people in that process, and making connections, et cetera. I've also served as the Chair of the Publications Committee for NCSS.

I've been honored, over the years, with a number of awards, including State Teacher of the Year, and I'll pass by that. Recently I've been involved in teaching American history grants. We've had five of them in the state of Delaware. I co-wrote two of them and implemented five of them. It's given me experience in developing and monitoring budgets.

As a person in the state of Delaware, it's a small state so we get to do a lot of things. I've tried to innovate as much as possible. I introduced Delaware History Day to the state, the Delaware Mock Trial Program to the state. I created the Delaware Law-Related Education Center in the state of Delaware, and the Delaware Model United Nations Program. We have a social studies coalition in Delaware, so every month we bring the 19 school districts together—yes, we're small—19 school districts together and we meet and develop goals for the state of Delaware.

I'm finished. Thank you very much.


STEVEN ARMSTRONG: The second candidate for the At-Large position, Stefanie Rosenberg-Wager.


STEFANIE ROSENBERG-WAGER: I would also like to thank the Committee. Good morning. My name is Stefanie Wager. I'm running for the position of At-Large candidate for the Board. I currently serve as the President of the Iowa Council for the Social Studies and as a social studies consultant for the Iowa Department of Education. Prior to that role, I taught middle and high school social studies for over 8 years, and, in addition, spent a year teaching English at an elementary school in Naucalpan, Mexico.

In thinking about what I wanted to say today, Katy Perry's song, "Roar," came to my mind. Has anybody heard of that song? I'm pretty sure she was not thinking about social studies when she wrote the song, and I'm pretty sure it has nothing to do with social studies, but it has become my rallying cry for not only how I approach my job but also my role as the President of the Iowa Council. A few lines of the lyrics go something like this—and I won't sing them to you: "I've got the eye of the tiger, a fighter, dancing through the fire, because I am a champion and you're going to hear me roar."

I'll let you in on a little secret. I listen to the song almost every day on my way to work, and the lyrics come to my mind when I'm working to gain equity for the social studies teachers in my state. We must roar, but then we must act, and then we must keep roaring.

My goals of action for serving on the NCSS Board of Director include three main elements. First, as an organization, we must continue to foster the importance of advocacy. We must advocate for social studies at the local, state, and national levels, and provide the tools to our members and affiliate councils to do so. Second, we must continue to embrace the C3 framework. It promotes best practices and social studies teaching and learning, and its publication brought together social studies partners from across the country. This kind of collaboration must continue.

Finally, we must promote 21st century teaching practices, by becoming an organization. Thank you.


STEVEN ARMSTRONG: The third candidate for the At-Large position, John Tully.


JOHN TULLY: I'm half tempted to bow out. That was very good. I'm John Tully from Connecticut. It's difficult to condense in 2 minutes everything I want to tell you. You'll see online a lot of my biographical data. You'll find out that I'm a professor of history at CCSU, that I'm the social studies coordinator, that I was awarded and ran five TAH grants, that I'm the Director of Secondary Education for the Society of Historians of American Foreign Relations, that I'm one of the Connecticut representatives to SASI, and that I've done almost everything in the Connecticut Council—President, Vice President, run conferences, and now I'm our legislative liaison.

You'll also learn a little bit about my scholarship. I recently edited a book on understanding and teaching the Vietnam War, and I'm co-editing a book series with the University of Wisconsin, and the most recent book in that series just came out, in fact, today, Understanding and Teaching U.S. Lesbian, Gay, Bisexual, and Transgender History. You'll find out online a little bit about what I want to concentrate on. Advocacy is extremely important.

We've had some incredible success in Connecticut, in terms of pushing along advocacy on behalf of our students. I think that's something we need to continue in every state and we need to continue at the national level. Implementing C3, finding important ways that we can empower councils and teachers and states to incorporate that into teacher. And a specific area of concern for me is teacher preparation—How do we prepare our future leaders? How do we make sure that our accreditation matches our goals?

But what you won't be able to find online is my passion for teaching. Every day we all face challenges in the classroom, and when I go into the classroom, I need to find ways to motivate my students and to have them understand the power of social studies, the power of history in their lives, for making them better citizens and having them find ways to make a better future. History and social studies are the questions that we ask of the past and the present, and it's the meanings that we find in those answers, and there are ways that we can work together to make sure that all benefit from that.

Thank you so much.


STEVEN ARMSTRONG: Next there are three candidates for the position of K-12 Teacher At-Large. The first candidate, Ron Hustvedt.


RON HUSTVEDT: I'd like to say thank you to the Committee and good morning, Delegates. My name is Ron Hustvedt. I'm from the North Star State of Minnesota, the home of the 101st National Convention, so we look forward to seeing you all out there in 7 years.

I'm running for the K-12 At-Large position—I know, it's a long time, the 101st year, but that's all we've got, so there we go.

I'm running for the K-12 At-large position because for 17 years in the classroom I've been a very passionate educator, a History Day Merit Teacher, recently named the 2014 Magnet Teacher of the Year, National Teacher of the Year, and that's given me a lot of opportunity to talk about the social studies on a national level, and that's something I would like to continue to do. I teach at a STEM magnet school for the last 7 years, and I've had to do a lot of advocating for the social studies at my school, and that's propelled me into a state-wide role where I served on their Standards Committee, as we did a new adoption. We worked hard. It was before the C3 came out, but we made sure that we created a K-12 band of historical inquiry standards so that students, starting in kindergarten, all the way to 12th grade, were already thinking about the C3 framework.

I'm also an adjunct professor at one of the local universities and work with preservice teachers, both elementary and secondary, and we need to continue to deliver these tools to teachers so that there's so much social studies being taught out there that it's not being called social studies. I think, as an organization, we need to really help support teachers so that it's not this stand-alone topic, that it's part of everything that we do.

Some of the work that I've been doing with the state-wide STEM program and the new science standards that are coming out in 2017, they have an entire inquiry arc of their own, basically, and I think there are tremendous opportunities to tie in with that and help propel the social studies in a world that is moving towards STEM and moving in other directions. I think that we can really do a good job of promoting the social studies, and the power of the inquiry arc, and the C3 framework, through working with other entities.

Thank you.


STEVEN ARMSTRONG: The second candidate for the K-12 Teacher At-Large, Mary McCullagh.


MARY McCULLAGH: Good morning. It has been my honor and privilege to serve you and our profession on the NCSS Board of Directors. I commend your work in advancing the knowledge and capacity of social studies educators in your communities, states, and at the national and international levels. This vital endeavor requires our ongoing efforts and renewed dedication. Our students deserve our best, and the NCSS, with your local state councils, are key supports and partners. Projects and programs sponsored and supported by NCSS ensure that the social studies are, again, recognized as the premier vehicle for preparing students who actively engage in creating a more just community, small and large, and who explore and commit to civic live as life-long learners, who participate, engage, and act.

As an NCSS Board member, I'd take seriously my role to ask the questions you have regarding fiduciary responsibility, how to ensure membership growth, and what ways we support and engage and involve social studies educators in this important and rewarding profession of social studies we so love. As a member of the Executive Committee of the Board of Directors and of the Rho Kappa Advisory Board, I bring my energy and commitment and action to advance the goals in expanding social studies education and knowledge, of promoting advocacy to ensure that social studies policy is no after-thought, to growing membership and preparing ourselves and our students, colleagues, and the world for lives dedicated to making decisions and taking action to build a more just community.

Our work is not finished. Please allow me to continue as your partner in this vital endeavor, and, together, we dedicated social studies professionals will succeed. Thank you.


STEVEN ARMSTRONG: The third candidate for K-12 Teacher At-Large position, Jennifer Morgan.


JENNIFER MORGAN: Good morning and thank you for the opportunity to address you today. I'm Jennifer Morgan, Past President of the Wisconsin Council for the Social Studies, and I've spent my entire teaching career teaching middle school students. Each day in my classroom we explore the history of our great country, but, more importantly, work to develop students who possess the needed skills to become engaged global citizens once they leave us.

We are certainly in challenging times as social studies educators, but does this mean we give up? No. It just means that we need to equip ourselves and other social studies educators to fight the good fight. Just as we prepare our students to go into the world that we can only imagine, NCSS, and we, as educators, must provide our colleagues with the skills needed to be strong advocates for the social studies in our schools. While many of us in this room have taken part in the wonderful advocacy webinars, far too many of us find ourselves still in the classroom with students, to be truly engaged in these, and too often the archived versions go on our growing to-do list.

NCSS needs to seek ways to expand the audience and use of these valuable tools. Additionally, as was suggested yesterday, simple talking points that are readily available would be a useful tool for the average classroom teacher. With the recent declining membership roles, NCSS needs to make bold moves to welcome long under-represented groups, like elementary, minority, and preservice teachers into its fold. Simply look around this room. Who here has less than 10 years of experience in their field? Who is elementary-trained? Are we truly a diverse body? How can we, as an organization, move into digital world to reach these young educators where they're at.

I challenge each and every one of you to do as I will today, when I leave here and go to the preservice community meeting, and my session for preservice educators. Reach out to a young educator, a first-timer, a minority educator. Share your NCSS story and listen to ways that will make them life-long members.


STEVEN ARMSTRONG: There are two candidates for the Supervisor position, and the first candidate is William "Rick" Daniel.


WILLIAM "RICK" DANIEL: Good morning. I'm a social studies curriculum and assessment specialist for Jefferson County Public Schools in Louisville, Kentucky. My experience as a social studies learner, teacher, and advocate have led me to seek ways to share my passion with others. I'm a member of the Kentucky Council for the Social Studies and served as KCSS President from 2011 to 2013. In 2013, I served on the House of Delegates Steering Committee as the Chair. I've also represented Kentucky as a Delegate since 2006. I am currently a board member for the Fund for the Advancement of Social Studies Education, or FASSE.

Social studies is often thought of as secondary to literacy and STEM courses. While I'm not disagreeing about the importance of those subjects, social studies is just as critical as they in ensuring student success. Without the social studies, where do students learn how to work in the world, how to compromise, how to cooperate, and how to disagree without being disagreeable?

As a member of the NCSS Board of Directors, I will encouraging working with our sister partner organizations in developing and strengthening partnership that place social studies in an equitable status with literacy and STEM.

The C3 framework brings new awareness to the social studies and is our challenge, as an organization, to keep this awareness high and moving forward. We must advocate for deeper, richer, and more relevant standards in each state, and we need to work together to accomplish this through grassroots advocacy at our state level, local level, and even in our school buildings. With this type of attention, we will succeed in getting social studies back in the mix.

My name is Rick Daniel and I am social studies. Thank you, and I ask for your vote.


STEVEN ARMSTRONG: The second candidate for the Supervisor position, David Klemm.


DAVID KLEMM: Good morning. My name is David Klemm and I'm from Muskegon, Michigan, where I'm a social studies consultant at the intermediate school district there, and I'm a candidate for NCSS Board because the neglectful and sometimes active attack on social studies education by policy- and decision-makers must end.

Everyone in this room knows the value of social studies for producing citizens, but there's new evidence that demonstrates the importance of social studies for producing good readers, evidence that says that this monumental amount of time that we've been putting into reading only produces a short-term boost, but in the long run, if you want good readers, readers who can comprehend, truly literate people who can handle increasingly complex text as they move through their educational process, they need to learn something about the world, not just another reading strategy, and what better place to learn about the world than in social studies.

I'm currently the Chair of the High School Standard Update Project in Michigan, to help align our standards with the C3 framework, and as important as that work could be, it will prove to be meaningless work if we don't address this marginalization of social studies, especially on the elementary level, that continues to be happening by our local decision-makers and our policy-makers. That's why I also currently serve on the Government Relations Public Relations Committee for NCSS, and I promise that if I'm a part of your Board, I'll work tirelessly to advocate for social studies and to produce the tools necessary for our local membership to influence local decisions to put social studies back where it belongs, at the center of our public education.

Thanks. I'm David Klemm, and I hope that you will remember to vote and support me for your Board. Thanks.


STEVEN ARMSTRONG: There are three candidates for the office of Secondary Classroom Teacher. The first candidate is Mary Ellen Daneels.


MARY ELLEN DANEELS: Good morning. My name is Mary Ellen Daneels and I am honored to be counted among Mr. Demko and Dr. McElroy as a candidate for NCSS Secondary School Board member. Election season just ended, and many in my state lamented that they voted for the least-worst choice. Looking at the slate of candidates, you have many outstanding choices, so the question is, what can I contribute to the NCSS Board?

I would bring to this position my 25 years of experience as a practitioner and advocate of civic education. I've hosted lawmakers in my classroom and shared with stakeholders on Capitol Hill how all students can make democracy work. As a member of the Board, I would this platform to mentor my colleagues across NCSS to preach what they teach and become a social studies champion. My classroom has benefitted from the investment of professional development organizations like the Mikva Challenge, Street Law, Constitutional Rights Foundation, and others. As a member of the Board, I would continue to pay this forward, and work to connect my NCSS colleagues with resources to support the six proven practices of civic education, championed by one of my heroes, Ted McConnell.

As a member of the Illinois Democracy School Network, I worked to link teachers together locally, and in my work with the Tony Blair Face-to-Faith Project, I helped connect classrooms globally. I will bring this experience to the NCSS Board, to increase our membership, multiply our influence, and bring political efficacy to all students, leaving no global citizen behind.

The C3 framework explicitly shows how effective civic education employs literacy, inquiry, critical thinking, collaboration, deliberation, and empowers young people to take informed action. As a member of the NCSS board, I'll champion the best practices delineated in the framework, highlighting the rich learning that takes place in our discipline, that fortifies students with 21st century competencies. In short, I'm going to do my best to promote the core purpose of NCSS—to lead the community of social studies professionals in promoting knowledge and engaged citizens.


STEVEN ARMSTRONG: That's what you call getting in under the wire. The second candidate for Secondary Classroom Teacher, Andrew Demko.


ANDREW DEMKO: All right. Good morning. I would like to thank the NCSS Officers, the Board, the Staff, the House of Delegates, and the membership for NCSS for the chance to serve the past 3 years. It is very much appreciate.

My name is Andrew Demko and I've also been the Past President of the Oregon Council, which is sitting over here. I've appreciated being able to work for and with you the past 3 years, to enhance social studies across this nation. In addition to working with NCSS as a Board member for the past 3 years, I have also been very active at the national, state, and local levels.

As you know, NCSS has four areas of focus. These areas include education and knowledge, advocacy, membership, social studies excellence, and each of these areas is of great importance that I want to continue to promote. The area that is dear to my heart is advocacy, and this is something that I have worked at, both at the national, state, and local levels. Our students must have a well-rounded education where social studies is acknowledged and incorporated into their educational careers.

Let me give you some examples of things I have done in my own area of Oregon. At the national level, I continue to promote positive relationships with our national leaders. I've gotten to know both of my senators on a first-name basis, and their staff. That's very important, and you follow up with a thank-you card. The next area is state and local. Teachers should have the opportunity to invite their local legislators out to local school events. I've done that at a Living History event at Rainier. I've had leaders come out to our Rho Kappa event. In fact, our mayor in Rainier has been very supportive of having Rho Kappa be honored, those students. That's very important, that we work at those local and state levels, and build those positive relationships.

I have invited local leaders, as mentioned, and also I would like to have your vote. Thank you. I would appreciate your vote. Thank you.


STEVEN ARMSTRONG: And the final candidate for Secondary Teacher, Gloria McElroy.


GLORIA McELROY: Hi. I'm sure you're exhausted, listening to everybody, but I promise I'm fun, and you might like me. Anyway, my name is Gloria McElroy, and I am a candidate for the Secondary position. I'm really excited about this and I need your vote because, you know, it takes 51 percent to win, so I definitely need your vote. I have taught 5 years in a middle school and now 18 in a high school setting.

So why should you vote for me? I am always seeking ways to authenticate and grow. When I decided to become a teacher, the main reason was because I'm so dad gum nosy, and I don't think that has ever gone away. I read my social education, I come to NCSS, I participate in NCSS. I have presented over 20 sessions at NCSS and the Tennessee Council for the Social Studies. My first experience with the NCSS was in Phoenix. Do you remember when Phoenix was a construction zone? I was so impressed, that once I got in, I was a little fearful, but getting in.

So, since then, I'm so excited to be here in this host city of Boston. I've never been this far north. We need to come south, where I am.


GLORIA McELROY: So, anyway, I'm a Past President of Tennessee Council for the Social Studies, and I am the perennial Treasurer. I gave that up while I was President and now I'm Treasurer again. Nobody else wants to handle the money. No. What can we do to make social studies so much more important? We must make everybody understand about C3, that it's the vehicle we have to drive to make sure that those measuring sticks of Common Core are recognized for us. And I can be that advocate.

I need your vote. My name is Gloria. When you see Gloria on the vote, that's where you hit the little button on your computer. Please vote for me. I will work like a dog for you guys.

[Laughter and applause.]

STEVEN ARMSTRONG: Really fine candidates, fine comments. One more time, some applause for all of the candidates.


STEVEN ARMSTRONG: And, again, in February, you will be receiving information. All of the balloting is online, and please vote. Thank you very much. I appreciate it.


RON ADAMS: Thank you very much, Steve, and I would like to thank very much Steve and the Board for the work they have done, and for presenting us with a really strong slate of candidates for next year, for the Board of Directors.

At this time we are going to be considering resolutions, and since the initial report from Credentials Committee, two further people have been credentialed, so the total number of delegates voting will be 144. If there are any delegates who are new to the HOD today, they weren't here today, and they don't have a copy of the resolutions, if they could raise their hand and we can pass out a copy of resolutions. We have a couple of people here, and Jordan is digging them out.

At this point I should also thank Jordan Grote from the NCSS staff.


RON ADAMS: Jordan is the staff liaison to local councils and is responsible for the House of Delegates, and has been trying to keep me on the straight and narrow, and keeping me up to date on what's going on, so I thank him very much for the job that he has done.

Does everybody have a copy of the resolutions now? Okay.

Just for the process, the House Rules and Resolutions. The Rules of the House specify that discussion shall be limited to 2 minutes for each speaker, 2 minutes. No one may speak a second time until all who wish to speak have been heard. Also, the speakers will alternate for and against the issue in question. A 10-minute maximum has been set for debate on any one motion, amendment, or resolution. This time limit was established to encourage open discussion of key issues while allowing the HOD agenda to proceed in an orderly manner. Should you wish to extend it, you may make a motion to extend the length of debate, yes, by a two-thirds vote.

Amendments, unless it's like a one-word change, should be submitted in writing up here. We've had that problem in the past. If you wish to make an amendment, please submit it in writing so that they can be typed in. Just trying to hear what somebody is saying and getting it typed in can be very hard, as I can attest last year, screwing up on that.

At this point, I'm going to turn the platform over to the Chair of the Resolutions Committee, Eugene Earsom. What we're going to do is be reading the title and number of the resolution and strictly the resolve. You have all the whereas, whereas, whereas already, blah-blah-blah. But what we'll be reading, only, and what's on the slides is only the Be It Resolved, and we will only be voting on the Be It Resolveds. Don't bother to amend the whereas, whereas. That's already set.

So, at this point, I'm going to turn it over. Eugene is going to read the Be It Resolved, and our wonderful President is going to handle the debate on the amendments. So you're off and running.

EUGENE EARSOM: Good morning. Everybody has his or her copy here. The first resolution we will consider is Resolution 14-02-1. Its title is "NCSS To Support in Identifying, Developing, and Implementing Comprehensive Benchmark Assessments in the Social Studies for K-12 Classroom." I do want to note that there is one typographical error, and that's in the co-sponsorship, where it says, "The Association of Teachers Social Studies," there is an S omitted from "teachers," so please add that, if you will.

The resolves, that NCSS support, endorse, and promote high-quality, comprehensive benchmark assessments that can measure student academic learning, growth, and achievement in the social studies, particularly in school districts in states where statewide comprehensive assessments in social studies are being reduced, lacking, or virtually non-existent.

The second, that NCSS endorse, promote, and support professional development opportunities for administrators and teachers to develop and implement benchmark assessments in the social studies, including but not limited to U.S. history, world history, geography, civics and government, economics, psychology, sociology, and contemporary issues.

And the third resolve, that NCSS identify and offer high-quality, teacher-created benchmark assessments in social studies, which school administrators and K-12 teachers can explore, pilot, and elect to adopt and implement in their school districts.

Madam President?

MICHELLE HERCZOG: Thank you, Eugene. We now have 10 minutes for debate. We're going to ask if you would like to get up and speak. We're going to alternate for or against, and go back and forth. It doesn't matter which line you get in. So let us begin. If you would like to speak, stand. If there's anyone who would like to speak in support, let's start with that, and there's 2 minutes for this, and you're timing us, right, for the 2 minutes?

All right. Can you hold up the "for" sign, or, Mary, can you help her with that. Okay. Thank you. So they announce their name and council, right? Okay. Here's a "for" comment. Two minutes. Let's go.

ATTENDEE: Is there somebody here from Massachusetts? I'd like them to speak first.

WENDELL BOURNE: Yes. My name is Wendell Bourne, Massachusetts Council for the Social Studies. I just wanted to speak on behalf of this resolution. The ultimate purpose of this is to provide a support in those states where social studies is being marginalized, and I don't think there's a state in the union where our colleagues are not struggling to have our field recognized among all the other fields that are important in our schools, and we find that the fields of science and language arts and so forth are areas that are being assessed in various ways, in these states, and where there is no assessment there is less attention paid to a subject.

In Massachusetts, we have had a statewide assessment for a number of years. Our social studies assessment was just on the verge of becoming a requirement for high schools. Funds and attention were being poured into the districts to prepare our students for that, and just at the last minute, the state Board of Education removed the test from the floor. After that, we are plunged into the same struggle that everyone else is, in terms of getting social studies back up on the table, and this resolution is designed to ask NCSS to support not only the things that are going on in our state but across the nation.

MICHELLE HERCZOG: Thank you. At this time, are there any comments against the resolution?

ATTENDEE: We have one other co-sponsor.

MICHELLE HERCZOG: Okay. Well, we were alternating. That's fine.

ATTENDEE: This is usually the sponsors can speak first.

MICHELLE HERCZOG: Absolutely. Thank you. Carolyn, are you ready to begin?


MICHELLE HERCZOG: Two minutes. Thank you.

CAROLYN HERBST: This is for. Carolyn Herbst, Association of Teachers of Social Studies, United Federation of Teachers, New York City. This is not a resolution on testing. This is a resolution on meaningful testing. This is a resolution that gives credibility to a subject area. This is a resolution that stresses the importance of our subject area. This is a resolution that identifies real needs and offers real solutions for ensuring the future of our discipline. I urge you to vote yes on this resolution.

MICHELLE HERCZOG: Okay. Thank you. Is this a for or against comment?

ATTENDEE: Against.

MICHELLE HERCZOG: Against? Okay. Please.

STEPHANIE WAGER: Stephanie Wager, Iowa. I think that the maker of the motion is thinking about this in a good way, but I think that the essence of this is asking NCSS to (a) identify assessment, which I'm not sure that is necessarily the role of NCSS, and (b) also implement those assessments, and, also, I'm not sure that is the role of NCSS. So I would support an amendment to that.

MICHELLE HERCZOG: All right, so she can offer her amendment?

STEPHANIE WAGER: No. I'm not offering one. I'm just saying that I think that that is not the intent of the makers of the motion.

MICHELLE HERCZOG: So I think we can entertain a position in support. That's next, yes?

CHRIS HARTH: We have an amendment.

MICHELLE HERCZOG: Oh, you have an amendment.

CHRIS HARTH: Good morning. Chris Hart. Chair, or Co-Chair of the assessment community. I'm happy to see another resolution on assessment coming before the House, and I don't have the same issues associated with the mandate, in terms of identifying developing and implementing, perhaps even going farther would be of interest. I'm not sure I buy into the idea that high-quality assessments are necessary to ensure it's being taught, that we, as NCSS, as the position statement still states, we're still on the fence about whether we want to get into that, but it's not being taught. The quality, of course, of assessments, doesn't directly correlate to what things are being taught.

The resolution, I would suggest an amendment that if we're actually going to be doing this, that there would be a task force, and there was one, I think 2 years ago or 3 years ago, an amendment that went through, that the Board form a task force to coordinate NCSS efforts, and I suggest something, be it further resolved, that NCSS form an assessment task force to coordinate the Council's efforts in regards to assessment, to help us move forward. Thank you.

MICHELLE HERCZOG: So you have an amendment to submit, and we will type that in, and we will need a second for the amendment, and then we will open discussion on the amendment. So let's wait a moment while he types in the amendment, and we'll need a second for the amendment. Is there a second? Please come to the microphone if you have a second to the amendment. Oh, wait. You might want to see it first, so hold on. You know it's coming, don't you?

While he's typing that in, if there is a second, we will have 10 minutes for discussion on the amendment and then vote on the amendment, and then go from there.

ATTENDEE: And, Chris, to just clarify, this is a fourth Be It Resolved?

CHRIS HARTH: [Speaking off mic.]

ATTENDEE: So the first three would remain exactly the same, and all we're doing is adding a fourth Be It Resolved. So we now have discussion.

MICHELLE HERCZOG: Okay. Is it up there? Okay. So first we need a second. Okay. So now we need a second to this amendment. Wendell, I know you wanted to do that, so why don't we let Wendell, if this is what you're seconding. Okay. Excuse me, Kelly. Just a moment.

WENDELL BOURNE: Madam Chair, I'd like to offer a second to that amendment.


WENDELL BOURNE: I'm sorry. Wendell Bourne, Massachusetts Council.

MICHELLE HERCZOG: Okay. Now we have 10 minutes of discussion on the amendment. Nothing? Okay. Support or against?

ATTENDEE: Well, it's a question. I just want a clarification. Does this involve money? Because if it does, we can't commit the Council, NCSS, the money, from what I understand. Is that correct?

MICHELLE HERCZOG: This is correct. Just to remind folks, any resolutions that pass do come back to the Board for final approval and then implementation, and that is one of the issues that is considered at Board meetings.

ATTENDEE: So we don't need to consider the aspect of money at all?

MICHELLE HERCZOG: Oh, it'll come up at a board meeting.


MICHELLE HERCZOG: But it is a question that can be raised here. Can the amender respond to that? Chris, do you want to respond to that question, since you offered the amendment? Come to the microphone, please.

CHRIS HARTH: Again, Chris Harth from the assessment community. If the question is one of financing, then we could simply insert the word "consider" forming a task force, and then the Board could have the luxury or the responsibility of making that decision on its own, if we want to amend the amendment accordingly. Otherwise, it would before the Board, like any other resolution, and the Board makes a final decision. I think the last resolution that was passed on this was 2 or 3 years ago, or 4 years ago, where it was a very favorably supported resolution and it went to the Board.

MICHELLE HERCZOG: Okay. So are you offering an amendment to the amendment?

CHRIS HARTH: Not unless it's an issue. Is it an issue? No.

MICHELLE HERCZOG: Okie doke. Any other discussion on the amendment? We're good. Okay. So now we can vote on the amendment, correct? All right. All in favor of the amendment, of adding that last resolution, please signify by saying aye.

[Chorus of ayes.]


[Chorus of nays.]

MICHELLE HERCZOG: Where's Ron. Does that carry?

RON ADAMS: That carries.

MICHELLE HERCZOG: Okay. That carries, so the amendment stands. Now we return to the full resolution. We had a couple of comments in support, some against. I've lost track where we are.

ATTENDEE: Against.

MICHELLE HERCZOG: Let's start here with Mr. Curtright.

KELLY CURTRIGHT: Kelly Curtright, President of the Oklahoma Council for Social Studies, Past President of CS4, speaking as a state member.

MICHELLE HERCZOG: Are you speaking in support or against?

KELLY CURTRIGHT: Speaking in support of the main motion.


KELLY CURTRIGHT: Oklahoma, this last year, has fought for the equity of social studies. Our state legislature's threatened to remove all four of our social studies assessments Along with a lot of national help and our sister councils in the other social studies areas, labored for 2 months at the state legislature to stop that. Long story short, if you're going to lose everything, lose with the leadership of the House on your side. It helps. It can keep a bill from being heard. That's the only way we kept our assessments.

We don't need assessments to show that we're good teachers. We don't need assessments to show the validity and value of the social studies. But I will tell you this, that in the midst of the test, the fight that we had—and it's coming back—I had a friend from southeast Oklahoma, what's called Little Dixie. She texted me and she said, "Kelly, I shared that we might lose our assessments with our eighth-grade middle school teacher, who's a coach. I can't believe that his response was, 'Good. I won't have to work as hard.'"

So those states that may not have assessments, districts that may not have benchmarks, teachers may not have had those experiences but in Oklahoma we've been testing since 1995, in four areas across our social studies, and we know that without those tests, we don't get a snapshot of information for our teachers to use to impact their instructional practice, and we also know that it lessens the motivation for some people. I don't understand that because, personally, as a professional, I have a contract, and I get a paycheck, and also driven from internally, that I do the best I can. But I know that's not everybody in our field.

So I think this is a good thing to look at. I think the resolution that was added, giving oversight and landing this somewhere, makes sense to look and explore how do we want to support, as a national organization, those states and those districts that need help, and I would say this from a CS4 standpoint, that as we look at those issues, that those other—


MICHELLE HERCZOG: Thank you, Kelly. Thank you. Thank you, Kelly. All right. Are you speaking in support or against.

PEGGY ALTOFF: No. I'd like to speak against. My name is Peggy Altoff, and, actually, I'm representing CS4 as an associate member, and that's the Council for State Social Studies Specialists. My concern is not that we don't all want high-quality assessments for our students, because we do. My concern is with the term "benchmark," which means different things in Oklahoma and Colorado and New York and California, and the term "benchmark" isn't really defined in the resolution. Benchmark assessment can be a classroom assessment. It could be a formative assessment. It could be a summative assessment. But from here we don't know that.

Secondly, C3 is not mentioned in the resolution and I would really want any resolution on assessment to be based on the C3 framework. And, finally, benchmark assessments are for students, but my real concern is how they're being used in teacher evaluations, and the impact of NCSS doing this in an already suffering membership that has 30 or 40 or 50 percent of their evaluation based on student assessment. And none of the us know what the impact of the resolution would be, but it's not a consideration that's part of it.

Thank you. So that's why I'm against it.


MICHELLE HERCZOG: Thank you. Okay. We have someone—Carolyn, can we ask her to come up? Forty seconds left for discussion of this resolution. Are you speaking for or against.

LAURA MEYERS: I'm against.

MICHELLE HERCZOG: Okay. Our against sign. Thank you. Two minutes.

LAURA MEYERS: Hi. I'm Laura Meyers and I'm here representing the International Assembly, and I'm speaking from the perspective of a profession in early childhood education and social studies, as well as a former elementary teacher. I think we have some problems with this particular resolution, specifically the third piece of it, and I think what we're possibly doing is encouraging other test-makers to create tests and profit from that, in addition to not being very authentic with our assessment approach.

I'm in favor of providing support, of course, and professional development for teachers, and certainly anything that would encourage more teaching for the social studies across grade levels, across the states, but I don't think this is the way it's worded, with the piece at the end, where we would possibly be perceived as test-creators or test-makers. I think professional development is definitely key, and we need to focus on that and any type of support that we can provide for teachers, so students and teachers have a true opportunity to showcase what they do in the classroom and also what they learn in the classroom. Thank you.

MICHELLE HERCZOG: All right. Thank you. Our time is up for discussion on this resolution, unless someone wants to put a motion to allow more time.

WENDELL BOURNE: Wendell Bourne, Massachusetts. I would ask for an extension of 2 minutes on this discussion.

MICHELLE HERCZOG: Okay. He's asking for 2 minutes. Okay. Do we need a second for this? All right. We need a second to extend discussion by 2 minutes. Please come to the microphone.

STEPHANIE WAGER. Stephanie Wager. I'll second.

MICHELLE HERCZOG: Name. Name, rank, serial number.

STEPHANIE WAGER: I said Stephanie Wager. Stephanie Wager. I'll second.



MICHELLE HERCZOG: Thank you. Okay. Do we have to vote on the extension of time?


MICHELLE HERCZOG: All right. All in favor of extending discussion 2 minutes, signify by aye.

[Chorus of ayes.]


[Chorus of nays.]

MICHELLE HERCZOG: What do you say?

ATTENDEE: [Speaking off mic.]

MICHELLE HERCZOG: All right. The motion fails because it did not appear to be two-thirds of the votes, correct?


MICHELLE HERCZOG: Okay. So discussion is closed. I believe we vote now on the resolution, as is written. All in favor of the resolution, please signify by aye.

[Chorus of ayes.]

MICHELLE HERCZOG: All opposed, signify by nay.

[Chorus of nays.]

MICHELLE HERCZOG: The nays appear to have it. All right. The resolution is defeated. Eugene, you're going to read our next one for us.

EUGENE EARSOM: If I may make one observation before I read from the next resolution, you should have received these resolutions electronically on Monday of this week, and even though there were minor edits that occurred during the open hearing at the Resolutions Committee yesterday, I would encourage you to consider, in future years, to come to the open hearing time, because that will give you an opportunity to ask questions of the author in a way in which they can be amended at that time, very informally, without all of the motions and the parliamentary procedure, et cetera. So just a thought and a consideration for you for next time.

Your next resolution is Resolution 14-04-1. Its title is "International Humanitarian Crisis at the U.S. Border." There are two resolves. The first is, that NCSS applaud the work of civic leaders, clergy, refugee and immigrant rights groups, labor, and other community organizations to ensure that children's health, educational, safety, and legal needs are being met while awaiting decisions on their cases.

The second, that NCSS, as a representative of those who teach and care for our next generation, strongly condemn any ill treatment of children in the detention centers, and urge authorities to put the safety and well-being of children first.

Madam President?

MICHELLE HERCZOG: Thank you. We have 10 minutes for discussion of this resolution. If you'd come to the microphone. Oh, the sponsors first.

CAROLYN HERBST: Carolyn Herbst, Association of Teachers of Social Studies, United Federation of Teachers, New York City, and Resolutions Chair for ATSS/UFT and the New York State Council for the Social Studies. We worked on this jointly, from the state and the city council.

The immigration of children at our southern border is not new. It has been going on for several years, but with increased numbers. It received enormous press coverage last June. Nor is it going to go away any time soon. It may be considered seasonal. The numbers rise in late spring, then taper off a bit when the Sonoran Desert is too hot to cross, followed by availability of employment opportunities in agriculture during the fall harvest season. Then it increases again. Many of these children are eventually given asylum or reunited with family already here. Many organizations and the government provide shelter, and many law firms provide pro bono legal services. NCSS should not stand aside. NCSS is for children, for the education of children, for the human rights and humanitarian of teachers of children. We must support these children. I urge you to vote yes.

MICHELLE HERCZOG: Thank you. Are there any other sponsors who wish to speak at this time? Okay. Go ahead. Your name, please, and state.

BILL O'SICK: Bill O'Sick, Virginia Council of Social Studies and a member of the Resolutions Committee. I was handed an amendment that I handed into the Chair at this time, an amendment to the resolution.

MICHELLE HERCZOG: So you're submitting an amendment to the resolution?

BILL O'SICK: They have it.

MICHELLE HERCZOG: Okay, and they're typing it in, and once it's up we'll need a second, again, like before, for the amendment, and then we will have 10 minutes for discussion of the amendment.

While they're typing, I will tell you that when these come to the Board, they are very worthy of good discussion at our Board meetings. We consider any financial obligations that may be associated, not to say that that would exclude it. If it's important, we could reallocate funds in the budget, if it's an area of importance to the Board. We talk about how, if the resolution supports the goals and priorities in helping or potentially hurting our ability to fulfill our goals, that's some of the conversation, and the capacity that we have to fully implement the resolution, fully knowing that it's something that's important to the body. So those are important responsibilities of the Board.

Okay. Have we got the amendment up? I can't see. One second. Maybe two.

EUGENE EARSOM: Basically, the amendment is striking two phrases, which, when we can get it switched, are highlighted in red. So it's striking the phrases, in the first part of the Be It Resolved, that's in red, and the phrase that's in the second Be It Resolved, that's highlighted in red.

MICHELLE HERCZOG: So it's striking the red portions?


MICHELLE HERCZOG: Striking the red portions. Okay, so that's clear.

Now we would need to entertain a second for the amendment. Is there anyone who would like to come forward and second?

CRAIG BLACKMAN: Good morning. I'm Craig Blackman, the VCSS Past President, and I want to second the motion.

MICHELLE HERCZOG: Okay. So let's vote on the amendment. Oh, sorry, yes. We need to debate that. Thank you. So let's have some discussion on the amendment before we vote. Anyone who would like to comment? Does the author of the amendment wish to speak? Okay.

Are you in support of the amendment or against?

JEANETTE ALARCON: I am against the amendment.


JEANETTE ALARCON: I am Jeanette Alarcon I'm representing the College and University Faculty Assembly, and my concern with the amendment is that it takes the focus off the fact that these kids are awaiting some kind of legal activity. They are forced to be held in detention centers, and it goes back to a very innocuous version of the fact that, yes, we all love children, which is great, but I think that there needs to be special attention to this particular humanitarian crisis. And, for that reason, I think it's very important that we leave the language in the resolution. Thank you.


MICHELLE HERCZOG: Thank you. All right. Are you speaking in support or against the amendment?


MICHELLE HERCZOG: Thank you. Come forward. Thank you.

GLORIA McELROY: Hi. I'm Gloria McElroy from Tennessee, and I'm a mom and a teacher and a sister and a wife, and all this stuff, and I don't want anybody to hurt anywhere, and I think if they're in a detention center, my God, we need to look at them better than regular, so I want to leave it in. I don't want to take that out. I'm really concerned about all of this.

MICHELLE HERCZOG: Thank you, Gloria. Any other comments, either in support or against the amendment? Thank you. This is in support, I'm assuming?

ATTENDEE: This is in support of the amendment, yes. It was partially my idea to do this. My thought was that the NCSS should fight for the innocent, any place, any time. There are children in Syria who are being beheaded and that's as important as what's going on in other parts of the world. There are numerous humanitarian crises. They're all important. They're all important. But what's happening in Syria, in that civil war, is also pressing and also imminent, and those are children, too. So I think we should generalize it more, and that's why I had this changed. Thank you.

MICHELLE HERCZOG: Thank you. Any other comment, either for or against the amendment? Do you support or are you against?



ELIZABETH MILLIGAN: I'm Elizabeth Milligan from the Colorado Council for the Social Studies. I would say that if we want a resolution to support children throughout the world, generally, in humanitarian crises, that should be a separate issue. This is something that impacts our students and our lives every single day. I have about 80 percent of my kids who are either undocumented or their families are undocumented, and that affects my teaching every day, and I believe it's my job to advocate for them. So I think we should separate this issue and somebody could propose a different resolution for children throughout the world. Thank you.



ELIZABETH MILLIGAN: Oh, sorry. Yes, I'm against. Sorry.

MICHELLE HERCZOG: Oh, you're against?


MICHELLE HERCZOG: Wait a minute. Are you in support of the amendment or against?

ATTENDEE: Against the amendment now.

MICHELLE HERCZOG: This helps with our signage. That's why I'm asking, so it's clear to people.

ATTENDEE: In listening to the comment of why people had the amendment, I had a different idea in my head when I first heard it, and that was that some of the children are outside of detention centers but are still getting services, and that's what I thought you meant. I do not want to see this universalized. If you want something on Syria, do a resolution on Syria. You had the opportunity. You didn't use it. Sorry, but keep that in mind in future conferences. When you have an issue you want to discuss, discuss it. Let us keep the detention center situation in, because that's what this resolution is about.

MICHELLE HERCZOG: Okay. Thank you.

ATTENDEE: [Speaking off mic.]

MICHELLE HERCZOG: Bill O'Sick. I'm sorry. We're going to ask Bill to come up, because he's the author of the amendment, to respond to that.

BILL O'SICK: Yes, for. How many detention centers do we have in Harrisburg, Pennsylvania? How many detention centers do we have in Washington, D.C.? But in Harrisburg, Pennsylvania we have 300 homeless kids that don't have any legal rights, and I think if we talked about just detention centers, people will get the idea that we're talking about kids just from Haiti. In my classroom I have door that says "Children First." Children all over the world first. I don't think we need to have the wording in there, why we're awaiting their cases, because we have kids that don't even have cases that we need to look at, to help them. I think the wording is just generalized, in the effect that we need to take away the detention centers. I mean, because we have children in the United States that have no legal rights. They don't even have insurance, and we need to look at them first.

ATTENDEE: Point of information. Why is the Chair supporting resolution amendments that are not germane to this resolution? This resolution is on a particular subject. There is absolutely no reason to change the resolution for whatever you want. So I am questioning the Chair's entertaining these things as being non-germane and, therefore, should not be entertained.


MICHELLE HERCZOG: it's my understanding that we can entertain amendments to resolutions as brought to the floor, and that language can be stricken from resolutions in the form of amendment, as clarified by our Parliamentarian.

ATTENDEE: Division of the House on this ruling. I call for a division of the house.

ATTENDEE: This is just a discussion.

MICHELLE HERCZOG: This is a discussion on the amendment, at this point. I believe we only have 1 minute.

ATTENDEE: What we mean by a division of the house, for those who are unaware of parliamentary procedure, what we call a division of the house is I am questioning the Chair's ruling, and I want the House to decide yes or no, whether the ruling was appropriate.

EUGENE EARSOM: That's a separate debate. I believe the manual that we operate under, very clearly states that amendments may be made to resolutions. If you wish to challenge—and we will not do a division of the house by going left or right. We will do a division of the house by standing. We have a Parliamentarian that we pay, who is a licensed, professional Parliamentarian, to handle issues like that.


EUGENE EARSOM: Okay. At this point I open up date, as the Steering Chair, that you're questioning the President's decision to open up debate on this amendment. So, at this point, we're going to have debate. If somebody would like to speak for against the President's decision to entertain and to continue discussion on this amendment—

ATTENDEE: You are misreading what I am saying.


ATTENDEE: What I am saying is the discussion and amendment are not germane to the title of this resolution, and if they are not germane to the title of this resolution, the Chair should have ruled them out of order, and the Chair has not done that. This happened a number of years ago on a resolution to teach about anti-Semitism. It got butchered. The next year it did pass, but it got butchered by people deciding it had to be a different amendment. This is the amendment. This is the resolution. It has a title. It has a purpose. If you're trying to do a resolution on something else, you are out of order, and I am questioning why the Chair has not ruled this out of order. Thank you.


EUGENE EARSOM: Okay. Our Parliamentarian has informed me that although the only way that you can bring this is to challenge the Chair, the President's decision to accept this amendment, and, therefore, if there is any discussion of challenging the Chair's decision to allow this amendment to be made and discussed, we will have the discussion now, and then we will vote, and we're basically dealing with the issue of, are you in support of the President's decision to allow this amendment to be made and discussed, or are you opposed? Basically, originally the Parliamentarian said that if you nullify, basically if somebody gets an amendment in there to nullify the resolution, you are drastically changing it. But, otherwise, under our House regulations, you are free to amend resolutions.

So, discussion on the Chair's decision to allow this amendment and discussion of it?

MICHELLE HERCZOG: And how much time do we have for this discussion?


EUGENE EARSOM: Okay. There are 10 minutes allowed for discussion on this. People can only speak once, except for the Chair, who can speak first and last on her decision to allow this amendment and the discussion of the amendment.

MICHELLE HERCZOG: Okay. Thank you. The rationale to accept this amendment as discussion for this resolution is based on an understanding that it would clarify and allow for more open conversation about this. I do not believe it influences the intent of the resolution, but it is worthy of opening discussion, for discussion's sake, and then allowing the body to vote.

So we now can open discussion about that decision.

GAIL THIEMAN: I am speaking for the Chair's decision to allow an amendment to this resolution. For all the years that I have served—oh, I'm Gail Thieman for Oregon Council for the Social Studies. For all the years that I have sat in the House of Delegates, the most important part of our work, I feel, has been the deliberation on the resolutions, and at times the discussion has wandered back and forth, both closer to and away from the intent of the wording of the resolutions, but the goal was to have deliberative conversation, a dialog, and to share our different perspectives. So I'm for the Chair's decision to allow us to discuss this amendment, and I happen to be against the amendment, for very important reasons, which I'll discuss later. But I think we need to have the dialog. Thank you.


EUGENE EARSOM: Is there anybody who wishes to speak against? Okay. Then we will have one other person speaking for.

LARRY PASKA: Good morning. I'm Larry Paska. We are a co-sponsor of this resolution, as the New York State Council of the Social Studies. I just want to say that hopefully we can put this to bed quickly. We support the resolution—obviously, we're a co-sponsor of it. We certainly support discussion and debate of an amendment. We can talk later about our reasons for or against that, but I appreciate the opportunity to have this discussion this morning. Thank you.


EUGENE EARSOM: Okay. Seeing no further discussion, we will have a division of the House and we'll do that by standing. So if we would have Board of Directors and we'd have one Director counting this section and one Director counting this section, and one Director counting that section, and what you're going to do is stand. So all those in favor of the President's decision to allow the amendment and discussion of the amendment, please stand now.

By advice of the Parliamentarian, we are not going to count because it is an overwhelming majority that are in favor of the President's decision.

We will ask for the nos, but the yeses can sit down. At this time, those who are opposed to the President's decision to allow this amendment to the floor, and discussion of this amendment, would they please stand.

Okay. The President's decision to allow the amendment and debate on the amendment stands, and we will move on.

MICHELLE HERCZOG: Thank you. Thank you for the clarification.


MICHELLE HERCZOG: So I believe we still have a little time left to discuss the amendment. Nine minutes left? Weren't we having that discussion before?

EUGENE EARSOM: Yes, we were.

MICHELLE HERCZOG: Okay. So we have 9 minutes left to speak on the amendment.

EUGENE EARSOM: We don't have to use it all.


MICHELLE HERCZOG: Okay. But each speaker has just 2 minutes, correct?


MICHELLE HERCZOG: They can't suck up all 9?


MICHELLE HERCZOG: Okay. That's what I thought. Let's start here. Rosemary, are you speaking in favor or against the amendment?

ROSEMARY BLANCHARD: I'm speaking against the amendment.

MICHELLE HERCZOG: Okay, so let's hold up the against.

ROSEMARY BLANCHARD: And I'm Rosemary Blanchard of the Human Rights Education Community, but also a resident of New Mexico, where this is issue is close and intimate to us. I think it is important to deal specifically with the issue of children in detention along the borders. Our experience in New Mexico has been that this is a hidden shame on our entire nation, and it is not just a question of the NCSS supporting their right to education, but NCSS supporting the fundamental civic values that have been denied to these children in their incarceration.

Only when external pressure, even from the international level of the international human rights of these children to education, were raised did ICE, which is the Immigration and Customs Enforcement Agency, recognize that they could not lock children up for months without providing them some education. It is only when civil society organizations raised these issues that these children were anything other than warehoused. They're now being moved out of New Mexico into some place in Texas, so they can be a little bit more isolated and even harder to know what's happening to them. It's important that a professional organization like NCSS take a stand and say, "We are looking at what happens to these children."

So I think it needs to stay focused on the refugee children in detention, and it is extremely important that NCSS exercise its civic responsibility to say there is a civic responsibility here, where these children are concerned. Thank you.


MICHELLE HERCZOG: Thank you. Do we have a comment now in support of the amendment.

PEGGY JACKSON: I'm not in support of the amendment. I'm standing here. I was here before Rosemary, and I will also say—

MICHELLE HERCZOG: Hold on. Hold on. We need to ask now if there's a comment in support. In support of the amendment? No one else? Okay. Sorry, Peggy.

PEGGY JACKSON: I'm Peggy Jackson from New Mexico. I live where there are detention centers and where the border is such an issue. I'm also Vice President of NCSS. I stand against the amendment. The intent of this resolution is clearly a narrow one. It is simply a focus on an issue of today, and I think our civic responsibility, in this body, is to respect the essence of protection of the specific problems that we have in the border states. Thank you.


MICHELLE HERCZOG: Thank you. Okay. It looks like we have one final comment.

LARRY PASKA: Larry Paska, New York State Council for the Social Studies, co-sponsor of this resolution. We are against the amendment. We do want to make sure that we keep it focused on the issue. We don't want to see it broadened too much, and we are talking about the humanitarian rights of children needing to be enforced, whether or not they're citizens. It’s not a question of immigration status to us, but their basic human rights.

I do also want to say, as a member of the Resolutions Committee, we would also encourage maybe more partnership next year to solicit more resolutions from our fellow councils. We like the idea of having things that are timely issues like this discussed. We think that having more resolutions that are about specific issues, and addressing contemporary issues also address the Council's goals of advocacy and increasing political advocacy. So we're against it because we want to keep it specific to the moment, keep it current, and also have it be a bold statement that NCSS is taking direct action and making direct statements on issues that are very current. So thank you.

MICHELLE HERCZOG: Thank you. All right. So seeing no other comments, I think we're ready for a vote on the amendment, correct?


MICHELLE HERCZOG: All right. All in favor of the amendment, by striking of that language, please signify by saying aye.

[Chorus of ayes.]

MICHELLE HERCZOG: All opposed say nay.

[Chorus of nays.]

MICHELLE HERCZOG: It looks like the nays have it, so the amendment is defeated. Now we go back to the original resolution, and—how much time do we have left? Nine minutes for the original resolution without the amendment. Are there any comments, either for or against? Goodness. Okay. I think we're ready for a vote. All in favor of the resolution as it stands, without the amendment, signify by saying aye.

[Chorus of ayes.]


[No audible response.]

MICHELLE HERCZOG: Okay. It looks like the resolution passes. Thank you for your time and for your discussion.


EUGENE EARSOM: I was lamenting the fact earlier that we only had two resolutions.


EUGENE EARSOM: Fate, serendipity, it's a God thing—I don't know. Maybe it was just as well this year.

The next category of resolutions we will consider are resolutions of courtesy and commendation, and the first one is 14-05-1. Because this is a courtesy commendation, not condemnation, resolution—


EUGENE EARSOM: —I will read it in its entirety. Recognition of NCSS President Michelle Herczog. Whereas Michelle Herczog has worked tirelessly to advance the cause of social studies education in California and throughout the nation; and whereas she has been an advocate par excellence for quality standards, curriculum instruction, and assessment in the social studies for many years; and whereas she has become known nationwide as an articulate, persuasive, and forceful spokesperson for the social studies teachers of the United States and their students; and whereas, as an affiliate member of the Social Studies Assessment Curriculum and Instruction Committee of the Council of Chief State School Officers, she assisted with the development of college, career, and civil life, C3 framework for social studies state standards; and whereas she has employed her formidable leadership skills, without hesitation, to raise national awareness of the importance of social studies in her roles as a member of the Board of Directors, Vice President, President Elect, and President of the National Council for the Social Studies.

Now, therefore, be it resolved that the National Council for the Social Studies formally recognizes and thanks Dr. Michelle M. Herczog for her service and dedication to the worldwide social studies community, and especially the membership of NCSS.


MICHELLE HERCZOG: Thank you. I would like to offer a friendly amendment.


MICHELLE HERCZOG: Two things. First of all, that word "tireless," I don't know. I'm feeling pretty tired right now. And, secondly, I'd like to know who wrote that and how much money I owe them, because that was very nice.

EUGENE EARSOM: The bill is in the mail.

MICHELLE HERCZOG: So how do we proceed?

EUGENE EARSOM: if there is no objection, we will accept it as read.



EUGENE EARSOM: If there is no objection, we will accept the resolution as read. Is there any objection. Okay. So we will just accept that as passed, and thank you, Michelle.



ATTENDEE: Our second resolution of courtesy and commendation is Number 14-15-2. I think that should be 05; I'm sorry. A typo there. Recognition of the 94th NCSS Annual Conference Leadership. Whereas the 94th annual conference of the National Council for the Social Studies is held in Boston, Massachusetts, during November 21-23, of the year 2014; and whereas the conference theme is "Let Freedom Ring: The Civic Mission of Schools"; and whereas Conference Co-Chair Norm Shacochis, Local Arrangements Co-Chair is Gorman Lee and Ron Adams, the Local Arrangements Committee, the Massachusetts Council for the Social Studies, and the staff of the National Council for the Social Studies have worked tirelessly to ensure a schedule of richly rewarding educational experiences, professional development opportunities, and field studies.

Now, therefore, be it resolved that the National Council for the Social Studies formally recognizes and thanks all those whose time, talent, and treasure helped make the 94th NCSS Annual Conference a wicked good time.

[Laughter and applause.]

MICHELLE HERCZOG: All right. Is there any discussion on this? You're all having a wicked good time, right? Okay. If there's no objection, it carries. Yes? Thank you to Local Arrangements and all of you for making this such a successful conference.


EUGENE EARSOM: And on behalf of the Steering Committee and the other committees of the House of Delegates, and of you folks, as well, for Ron, our Chair this year, we have a framed copy of the cover of the House of Delegates Manual. Not the whole thing. Just the cover.

[Laughter and applause.]

RON ADAMS: Thank you very much. Do I have to wear this around my neck?

Okay. We are ready to move along about announcement of the election of HOD committee members, and, first of all, I need to clarify. We did vote for three members of the Steering Committee. After that vote occurred, one of the people that was elected is also running for the Board of Directors, and if they serve on the Board of Directors they cannot be on a House committee. So I spoke to this person and she very generously agreed to withdraw from the Steering Committee vote, because what it would mean is that when she took office, if she won, as a Board of Directors member, that she would have to then resign from the Steering Committee and it would leave us short for next year's Steering Committee, as we were this year. So I thank her very much for her very gracious withdrawal of her candidacy.

With that, we move to the Steering Committee, and just to clarify, Tracy Todd and Kenneth Anthony will serve 3-year terms on the Steering Committee, and Leigh Sullivan was elected to serve a 2-year term on the Steering Committee.

And, if we go to our other two slides for Resolutions, we already accepted the two candidates that ran for Resolutions, and for Assignment, we accepted the two candidates that ran for Assignment. And thank you very much to all those people who submitted their nomination for those committees, and thank you very much for the congratulations to the winners, and you'll find out what you're in for next year.

At this point, also, just a quick reminder for the committees, if you will please meet up front, especially the newly elected members of those committees, so that the Chairs can get your names and e-mail addresses, to continue on the work of those committees.

I would like to thank the Delegates for their time, for their willingness to put their time here at the conference when there are so many other wonderful things going on, to being here and serving in the House of Delegates, and especially the first-time Delegates, and I hope that you'll be willing to come back again next year and share in this work of NCSS. It is the one place where the general membership and the states and the communities and affiliated groups do get to put their two cents' worth in, that goes to the Board of Directors.

So thank you very much, all of you.


RON ADAMS: And one final note, on evaluation forms, please take the time. We are working on restructuring and your input is essential.

And, last but not least, I turn it back to Michelle for the final comments.

MICHELLE HERCZOG: Thank you. It's just been an honor and a privilege to be here, and to work with you. Just a couple of comments. Last year, the Board of Directors kind of revamped some of the campaigning policies and strategies to allow for more openness of allowing more people to run for office, so next year, around, please check that carefully because things are now a little more open and flexible, we believe.

We are also working very hard to establish an online candidate forum. Tim Daly is working on that and it should go live sometime after this conference closes, and there will be directions on there. What we kept hearing is, "We want more dialog between candidates, to get to know them." You hear their speeches here, but the larger membership, of course, are not in the room. So watch for that e-mail to come out on where people can pose questions to candidates, how candidates can respond. There will be some protocols attached, to be sure, so we're working toward having a more rigorous and robust election process.

I also want to add my heartfelt thanks to you, first of all, for giving up at least 4 hours of your valuable conference time to be here. I know that's a lot of sacrifice and it's tricky. It prevents you from presenting at sessions and going to things that you like. I need to really thank our Parliamentarian. Thank you for coming. Thank you for coming today, very much. Wonderful. So you earned your keep today, for sure.

I need to thank, of course, Susan. Isn't she fantastic, for guiding us?


MICHELLE HERCZOG: Behind the scenes, and this wonderful Board. I learned so much from Eugene Earsom. What a consummate professional and good friend. And our wonderful guide, Kim and Gordon. I want to thank Kathy, our timekeeper. Give it up for Kathy. Tough job.


MICHELLE HERCZOG: Board members, please stand. I know you're running around helping with this. Again, they are on 24/7 for you.


MICHELLE HERCZOG: It's a slide of a ship.

ATTENDEE: A paddleboat.

MICHELLE HERCZOG: I'm getting to that. I'm getting to that, man. I haven't thanked this guy.

ATTENDEE: Its not sinking.

MICHELLE HERCZOG: Didn't we have a good time with him leading the ship this time?


MICHELLE HERCZOG: These meetings can be daunting and sometimes not so fun, but you made it fun and enjoyable and very smooth for all of us.

And, of course, after you get home, get settled, get the laundry done, you're going to see some e-mails popping up for next year's conference. Where's Kim O'Neil? Stand up, Kim. Kim is already organizing a fabulous conference for us—


MICHELLE HERCZOG: —in New Orleans. Come to the microphone, Kim. Give us the dates for next year in New Orleans. You all open your calendars. Get ready.

KIM O'NEIL: November 13-15. Put it in your books right now, 2015.

MICHELLE HERCZOG: And our theme?

KIM O'NEIL: The theme is "Celebrate Social Responsibility." Sorry. Come anyway, will you?

MICHELLE HERCZOG: So you'll have a good time. I don't know if it'll be wicked, but it'll be good, for sure. Anyway, I can't think of anything else but to thank you. See you in New Orleans. See you at the rest of the conference. Enjoy. Thank you so much.

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