National Council for the Social Studies

59th Annual House of Delegates

First Session

4:25 to 6:25 p.m.

Friday, November 13, 2015

New Orleans, Louisiana

KEN DE MASI: I would like to ask all of you, if you have one of these, maybe not necessarily this particular brand, to please silence it. And just in case you think I don't play by the same rules, I will silence mine.

Let me remind all the delegates that in order to be seated today, you must be credentialed; that is, you must have this little tab somewhere visible, hopefully just like that.

I would like to introduce then the President of the National Council for the Social Studies, Kim O'Neil.

[Applause.]

KIM O'NEIL: Thank you, Ken. And welcome to the 59th House of Delegates. As you know, I am Kim O'Neil from New York, and there are some wonderful New York Council here, so thank you for attending AFT as well.

At this time, I would like to say the Pledge of Allegiance, and we would like to have Louisiana Council Robert Rome please lead us in the Pledge. Thank you.

[Pledge of Allegiance.]

KIM O'NEIL: And we appreciate Louisiana's hospitality. Thank you, Robert.

At this time, I would like to introduce our members on the platform. We have Ken de Masi from Arizona, Steering Committee Chair; Gordon Sisk from Tennessee, Vice-Chair; Tracy Todd from South Carolina, Steering Committee Resolutions; Resolutions Committee Chair Brad Burenheide from Kansas; Susan Griffin, NCSS Executive Director and Secretary of the House; and Parliamentarian Ramona Hill; and Michelle Herczog, Past President. Thank you all for being up here.

There is a reminder that the minutes were approved by the Steering Committee since the 59th HOD is not the same body as the 58th.

I have a section to read here. It's called the Adoption of the Agenda. If you could please see that on printed page 5 and 6, the agenda is there. If there are no objections to the agenda, as distributed, it will be adopted. And is there any objection?

[No audible response.]

KIM O'NEIL: Then the agenda is adopted. Thank you.

What I have to read for you is a review for the purpose of the HOD. So as you heard, I'm from New York, so we sort of move quickly, so I'm going to run through this. Stay with me.

"One, to provide a means whereby the members of NCSS may participate in the development of policies of the organization. Two, serve as a forum for issues relating to the profession and the organization of the Council. Serve as the business meeting of the organization. Provide a means whereby the President gives the State of the Council Address. Purpose of resolutions, where they were developed and why they are important. Article X. Resolutions, HOD Manual, pages 22 through 24.

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

"Specifically, resolutions. One, guide the current or future business operations of NCSS. Two, provide direction on the nature of social studies education. Three, address issues in the fields of history and social science inquiry. Four, acknowledge social and political issues which are of concern to social studies educators but do not have direct impact on the nature of social studies education. Five, do not change the structure of NCSS or bind NCSS to spend money.

"Four. Resolutions are the process by which the membership and the Council, one, express ideas, recommendations, issues and concerns relevant to NCSS and its work to promote quality teaching and learning of social studies. Provide direction to NCSS Board of Directors for current and future work of NCSS."

Thank you.

At this time, I would like to introduce Carol Warren, representing the Credentials Committee.

Carol?

KEN DE MASI: While we are waiting for the Credentials Committee for the report here, a quick note. Apparently there was an e-mail sent out to candidates for Board positions, the Board positions, not the Vice President. The candidates have 2 minutes to speak. That e-mail indicated 3 minutes. That 3 minutes includes the passing period; that is, coming up and leaving. So it's a 2-minute timeframe. I need to make sure that you're aware of that. The vice presidential candidates have 5 minutes each, again with the additional 1 minute of passing.

They're out there furiously working on those credentials number. You can imagine it's trying to—yes.

ATTENDEE: Here she is.

[Humming noise.]

KEN DE MASI: That might be the heat going on.

[Laughter.]

KEN DE MASI: If you think it's cold out there, you should see the breezes blowing up here.

[Laughter.]

KEN DE MASI: This is Carol Warren, our Credentials Committee Chair.

CAROL WARREN: Thank you. I am pleased to introduce the Credentials Committee, who are lined up over here by the door: Dr. Ellen Foster, Esohe Egiebor, Robert Dalton, and Rebecca Winslow, all of the University of Mississippi and the Mississippi Council for the Social Studies.

[Applause.]

CAROL WARREN: Thank you all for your work today with the HOD.

As Chair of the Credentials Committee, I am pleased to report that 147 delegates are registered and certified to vote in the House of Delegates as of—and I don't have the exact time.

ATTENDEE: 4:37.

CAROL WARREN: 4:37. Thank you. 4:37 p.m. today, Friday, November 13, 2015. On behalf of the Credentials Committee, I move the adoption of the Credentials report.

KIM O'NEIL: The question is on the adoption of the Credentials report. Those in favor say "aye."

[Chorus of ayes.]

KIM O'NEIL: Those opposed say "nay."

[No audible response.]

KIM O'NEIL: And the ayes have it. The Credentials report is adopted. Thank you.

And I would like to recognize Ken de Masi as Chair of the Steering Committee.

KEN DE MASI: And I would like to thank all of you to New Orleans, wherever you are coming from. Welcome also to the 59th House of Delegates, 59th Annual House of Delegates, meeting. I welcome all of you on behalf of the Steering Committee members. I know a lot of you already, and I appreciate meeting more of you.

First of all, we would like to extend greetings to delegates of all of the affiliated state councils, we have quite a few. And you have a nice flag for those state councils unless somebody took one home during one of the last House—

ATTENDEE: It happens.

KEN DE MASI: It happens. Please don't take the flag. If you're missing one, please find one in your state and get it to us. We could appreciate it, and it would make you feel very proud of where you are sitting.

Also, all of the associated groups and the communities, and we have quite a few of them.

Before continuing, I would like to read the purpose of the House of Delegates, so bear with me. It's somewhat a repeat of what Kim just said. You can also refer to the House of Delegate Manual on this.

"The purpose of the House of Delegates is to provide a means for the members of the NCSS to participate in the development of policies for the organization. The House of Delegates serves as a forum for issues relating to both the organization and the profession. The House of Delegates 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 in social science inquiry, and provide direction on the nature of social studies education. The resolutions also acknowledge the social and political issues which are of concern to social studies educators but do not have direct impact on the nature of social studies education. Importantly, the resolutions may not change the structure of NCSS nor bind the NCSS to spend money. In short, resolutions express ideas, recommendations, issues and concerns relevant to NCSS and its work to promote quality teaching and learning of social studies. Although this is a democratic house that provides 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."

And keep in mind we, on the Steering Committee, and those other members up here, are very much attuned to the importance of your time at this conference. Our goal is to be finished by 6:25 today, the session tomorrow, from 8:00 in the morning to 10:15, so that you can also enjoy and participate in the rest of the conference. We hope you take your duty here seriously, as we certainly do, and we respect you for being a part of this whole process. But keep that in mind as we go through the resolutions process tomorrow.

At this time, I would like to introduce the members of the 2015 House of Delegates Steering Committee and extend a special note of gratitude for their time and commitment to making these meetings a smooth, informative, and engaging process. And I assure you that we've done a lot of work. It's taken a lot of time both here and the other places that we operate out of.

First of all, Gordon Sisk from Tennessee is the Vice-Chair. Next year he will assume the chairmanship. Leigh Sullivan from the great state of Arkansas. Tim Potts from the great state of New York. Where is Tim? Somebody is pointing and—he's probably outside there taking care of business. Kenny Anthony from Mississippi. Kenny, are you in?

KENNY ANTHONY: Right here.

KEN DE MASI: There we are. Thank you. Kenny was very instrumental in helping us get Credential Committee volunteers. Keep that in mind if you have people in your Council for next year. We always need volunteers.

Tracy Todd up here from South Carolina. And then many of you have already met Victoria Nayiga, is working at the table out there. She is a new NCSS staff member. Please be sure to say hi to her and thank her for doing this. This has been probably one of the steepest learning curves anybody could ever possibly imagine, if you could think about coming on to this job in August and trying to put all of this stuff together. Incredible. I would have quit.

[Laughter.]

KEN DE MASI: That's just me. Very, very tough, but do thank her.

Each year we have you fill out an evaluation at the end of this and submit that. It's so distinctive that we called it the "goldenrod form." So when you hear that term, "goldenrod form," that's what we're talking about, 2015 House of Delegates evaluation, very important to our work. What it does is it helps the Steering Committee and the Board, the NCSS Board, to get a sense of what's going on in this group. Especially as the organization matures, there are always issues that arise that can be helpful by going through the evaluation and hearing about it and reading useful comments. So, please, please make those comments; we do take them seriously.

Feedback from last year's conference in Boston. We made several recommendations that we are exercising. One of them relates to the idea that for candidate speeches, we will not use videos in the House of Delegates. So it will be a verbal exchange. A little bit different today because one of the candidates actually has lost her voice, and so we'll have a proxy speaker for her.

All important votes will be done by a standing vote, and materials, as much as possible, will be available to you online. Keep in mind that, like any large organization, some of these things are on a learning curve, and they take a little bit of time and patience to get them right, so we're always striving to do that.

The nomination and the election process for the House of Delegate committees. As you can see on the PowerPoint, there is basically a listing of what that process entails. During this first session, you can submit in writing using the nomination form that is in your packet if you are interested in serving on one of the three House of Delegates committees. The eligibility for those committees is in your packet. Seated delegates of the affiliated councils, associated groups, and communities are eligible for all House of Delegate committees in compliance with eligibility requirements, as defined in Article VI.

Article X, Section 4, mentions that no affiliated delegation, associated group, or community shall have more than one representative elected by the House on any one committee. No one from an affiliated delegation, associated 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 for House of Delegate committee until their term on the NCSS Board of Directors has ended. Any member of the Steering, Resolutions, or Assignment Committee who is unable to fulfill the obligations required of committee members may be removed.

You have until 5:10 today to submit that blue form to a member of the Steering Committee. I pointed them out to you. We've got Leigh, we've got Kenny, and, Tim, are you back?

[No audible response.]

KEN DE MASI: Not yet. Tim is the other Steering Committee member that is out there. Those are the people that will collect them from you. It pays to get them turned in early. And we will put slides up there letting you know as we get closer to that.

Today, once we have those nomination forms, we will list the candidates, we will go through and basically double-check to make sure that you're eligible for that particular committee, and then you will be introduced to the group. You do not have to give a speech. There will be no speeches, just an introduction of you tomorrow, then your biographical sketch will be distributed at the door when you come in to be credentialized.

The introductions tomorrow will consist of your standing and indicating who you are as we proceed with the voting process. The voting will be done by ballot and it will be hopefully very smooth.

The President will remind you once again at the end of this meeting that registration will start tomorrow morning for the House of Delegates. You must be credentialed prior to 8:00. You must be—the doors will close at 8:30, and during that voting process, no one will be permitted in.

I would like now to have Kim come back up and give you a State of the Council Address.

KIM O'NEIL: All right. Thanks so much, Ken. And before I do that, I would like to have any of our Board of Directors who are out there or up here, would you please stand and we'll acknowledge the dedication, the effort, all of the time that you spend to support the foundation of NCSS. Thank you to all of you who are out there and up here.

[Applause.]

KIM O'NEIL: Thank you. It's quite a commitment, and I know you're appreciative of it because you're all sitting here.

When we talk about state councils, as I have been going around and visiting some as well, even in New York, how many of you have a vibe going on in your council, a good vibe? Do you feel anything? Do you feel it? Do you feel the energy? I see, oh, yeah, and there's Texas out there. A vibe. And I really feel that, and I said it this morning, too, that that's what's out there, and as I look around, do you see—I don't want say younger, but we are, we're turning that to bringing in newer people who are ready to take those leadership roles, and it's all because of you. You are out there. The strength of your council is what is the foundation for NCSS, and as we said before, what you give to us are those ideas or the conduit to send them out, and I hope you go to the state council meetings, some of you out there, to really be able to share those ideas, and that collaboration is what is truly the essence of what we do in social studies and do it well. And we love to go back and forth, but when we get together and work together and come up with a consensus and ideas, we're stronger than ever, and I think we're really truly realizing that with all that's coming down.

We mentioned also how we feel that the C3 is really helping us and giving us a foundation in our states. And we have that wild card, as I call it, ESEA, that Cat will be here to talk with you about.

So we have some really great things on the burner.

And at this time, as I mention a little bit about leadership, I would like to take sort of a presidential privilege here, if there is such a thing, to commend someone who has been here for 36 years, someone who has given a heart and a soul to this organization and to this body. And if you would join me in commending Carolyn Herbst, you can sit right there, would you just join me and we'll do a photo op later, Carolyn, but we would like to give you the recognition for all that you've done. She's here every time. You recognize her. And she's got the heart of gold.

[Applause.]

KIM O'NEIL: So, Carolyn, later we're going to get that camera and we're going to go for it. Okay? All right. Thank you so much.

But, you know, that's a support that we do, even as you saw this morning, of recognizing those teachers of the year and the recognition that we must give each other each day when we're in the classroom or wherever we are because that's what's going to keep us together as a body and keep us vibrant, and I can see that here today.

So I thank you very much for your time. I thank you for being here. And I would like to turn this back to Ken, who is going to keep us right on schedule. So thank you very much.

KEN DE MASI: And thank you, Kim, for that short report. That was a wonderful statement, but there are so many good things to say, you sometimes just want to say, "Hey, it's great."

Any questions to Kim? Yes? It looks like Sue.

ATTENDEE: We need to be really clear on the time for tomorrow. It says in the book 8:00 to 10:00. And I think someone up there said 8:00 and then the doors will close at 8:30?

KEN DE MASI: That's right.

ATTENDEE: So nobody comes in after 8:30.

KEN DE MASI: That's right. Obviously, if you need to use one of the facilities out there, you can, with your credential, leave and come back. That's fine. Okay?

ATTENDEE: Can you repeat what she said?

KEN DE MASI: She was asking about the timeframe, you'll be here at 8:00 and then the doors will be locked at 8:30, locked in a symbolic sense. I think there's a fire code about them actually—

[Laughter.]

KEN DE MASI: There actually will only be one set in and out. Thank you for those two great questions.

Again, I would like to thank also the NCSS Board. I know they put in untold number of hours to make sure that every conference works. There are just so many different parts to it. But just as importantly, the NCSS staff, you cannot believe how much they give to the organization far beyond the workday, and it's just been really—it's an incredible kind of a thing. And I hope you also get an opportunity to thank them individually for what they do. You know, it's obvious that we pay the staff, but we expect so much more and they give so much more beyond that. It's very much like being a teacher, where you might have a particular amount of time that you might be expected to be on campus, but you know as well as I do that it's so much bigger than that, so much bigger, more important.

Cat, are you here? Yes! Let me introduce to you Cat MacDonald, who works for—she's a consultant that works for the National Council for the Social Studies, not directly, but indirectly, but importantly so, and she has got a great update to give you and a look into the future.

Cat, thank you.

CATRIONA MacDONALD: Thank you so much. Good afternoon.

[Chorus of "Good afternoon."]

CATRIONA MacDONALD: So it's an exciting day here in New Orleans, and it's a pretty exciting day in Washington as well. I have been getting e-mails about every 10 minutes all day on the progress of the Elementary and Secondary Education Act. There was a time when "progress" and "Elementary and Secondary Education Act" didn't belong in the same sentence, but today they do, and, in fact, the update that I am going to give you now is rather different from the updates that I was giving even a couple of hours ago, new information and a lot going on in Washington, D.C.

So we have been doing a huge amount of work on the Elementary and Secondary Education Act reauthorization, and for those of you who have not been as immediately participating in this as others, that is the piece of legislation that creates and defines all K-12 programs. It's also, when it was rewritten, known as No Child Left Behind—boo, hiss—lots of things in that legislation that everybody thought were a good idea when it was passed and have caused a lot of problems for a lot of people, particularly including social studies teachers.

So that legislation has needed to be updated for the last 10 years. It's really overdue. And the problem was not that people thought No Child Left Behind was great; the problem was that nobody could agree on what the solutions were to the problems that No Child Left Behind created. And we are now closer to refreshing, redoing, reconfiguring that legislation than we have been anytime in the last 10 years. The House of Representatives passed its rewrite, which was a very conservative piece of legislation, last spring. The Senate passed a more middle-of-the-road bill in the summer. And the House and Senate staff from the committees have been negotiating since then to try to come up with a piece of legislation that can pass the House and Senate and also be signed into law by the President.

The really exciting thing about this is that for the first time we have competitive grant programs to support the social studies in this draft legislation. As many of you know, all of the previous—yes, let's applaud. You know, you've got to take your opportunities to celebrate when they come.

[Applause.]

CATRIONA MacDONALD: So previous funding for the social studies was provided through earmarks, which are pieces of legislation that direct funding to a particular organization for a particular purpose. So National History Day was an earmark. We, the People was an earmark. Close Up was an earmark. And although those programs are still in the legislation, there was a change in congressional rules 5 years ago to ban earmarks, and so none of the social studies programs have been able to be funded.

The Senate passed a draft with a great vote of thanks to Senate Committee Chairman Alexander from Tennessee and to Rhode Island Senator Whitehouse, who has been a wonderful champion for social studies, has three competitive grants for the social studies. I'm going to review them very quickly, but it's really good news.

So there will be a pot of money set aside for social studies. We don't know right now how much it will be. Eighty-five percent of that money will be available to local education agencies for competitive grants that they can apply for in conjunction with a nonprofit organization, a university, some other entity with expertise in teaching American history and civics, and 85 percent of the money will be given to LEAs, not SEAs, to improve instruction in American history and civics.

The second competitive grant program is available to nonprofit organizations, and it creates what are called academies. There is one set of academies for teachers to have intensive summertime experiences focused on American history, whether it's content knowledge or improving their instructional techniques. And the other set of academies are for students, and students would have an opportunity to have an intensive summer experience. There are up to 12 of each of these kinds of academies, and they come with stipends to help teachers or students participate in those activities.

The third pot of money, which would get 5 percent of this overall grant program, is a series of grants for nonprofit organizations that demonstrate expertise and potential to improve instruction in history, civics, and economics, particularly for underserved or disadvantaged populations; that could be rural, urban, English as a second language, populations that are not getting access to high quality instruction in history, civics, and geography right now. Those are really flexible grants, and they can be used to expand and disseminate existing approaches to instruction, they can be used to develop or validate new approaches. There is a focus on innovation and it's really a terrific thing, really exciting.

For those of you who care about economics, there is a separate set of funds under Title I that can be used for financial literacy. So there is something for each of the four social studies disciplines in this bill.

So the good news is we have been working really closely with the staff who have been negotiating the bill. We have had some refinements and improvements in the language since the Senate legislation was passed. And our latest information is that those grants have stayed in the bill. We're working hard to absolutely confirm that. But the staff who were negotiating between the House and Senate finished their job last night, and this legislation is on a very fast track. It is planned that they will appoint conferees who are the members from the House Education and Workforce Committee and the Senate HELP Committee next week. They will review the discussions that have gone on at the staff level under the guidance of the chairman and the ranking member. Hopefully, the conferees will approve what is in the bill. And the plan is that it be voted on in the House and the Senate shortly after Thanksgiving. The goal is to get this done before the end of the calendar year. So that's the good news.

The bad news is that there are a number of conservative organizations who did not even like the House-passed legislation, which was much more conservative than the negotiated bill. So, for example, Cato and Heritage came out against the House-passed bill, and the compromised legislation is not as conservative as the House bill, which by itself was not conservative enough for them. The chairman and ranking members of the committees briefed their members today. My understanding is that Senate Republicans on the committee are largely okay with the legislation, but Chairman Kline is having problems with conservatives in the House.

It is vitally important, particularly if our social studies language remains, that this legislation move forward. And the good news is that it appears that many of the other big controversial issues that were in this legislation, like accountability, civil rights, the possibility of money, Title I funds, attached to low-income students being able to be transferred to upper income districts, it appears that all of those big lightning rod issues have been resolved. And last week, a group of half a dozen major K-12 education organizations, including the largest teachers unions, the Association of State Boards of Education, came out and endorsed the legislation and said we need to move this before the end of the year.

Once we are able to see what is in the bill, we will be, as NCSS, issuing an alert asking everybody to contact your Members of Congress and urge them to vote to move this legislation forward, particularly because it has good stuff in it for the social studies. Once the bill becomes public, they will not let it hang out there very long because they don't want it to be picked apart and pulled apart, so we will not have a lot of lead time between issuing the alert and asking people to contact their Members of Congress and the vote. So a heads-up, a warning, please be aware, this is going to be coming out pretty quickly after Thanksgiving, and we really need everyone who cares about the social studies to come to the defense of this legislation and the funding that we have worked so hard for so many years to secure.

I am going to close now, but before I go, I would really be remiss if I did not say thank you. This has been a huge team effort with people all across the country. As your advocate in Washington, D.C., I can identify windows of opportunity, I can tell you when things are going on, I can negotiate language with the staff, but the people that congressional offices really care about and respond to not lobbyists in Washington, it's constituents at home. Many of you have hit the Send button on VoterVoice, have called your congressional offices, have gotten to know the legislative assistants who handle education there, and you are what makes a difference.

Thank you very much, and please get ready to do it again.

[Applause.]

KEN DE MASI: Thank you, Cat. Always upbeat. And if you haven't joined in the advocacy efforts, I certainly encourage you to do so. Great learning experience, and it's civics.

We're right on time. That's great.

[Applause.]

KEN DE MASI: The Assignment Committee Chair, Jerome Hoynes. Jerome, are you here? Here he is. He is coming up here. I'm looking right by you. I don't know how I missed you.

JEROME HOYNES: I'm not difficult to miss.

[Laughter.]

KEN DE MASI: If you think it's cold out there, I'm having to put paperweights on my paper to keep them from blowing.

Thank you.

JEROME HOYNES: On behalf of the Vice-Chair, Elisa Beachy of Florida and the entire Assignments Committee, I am pleased to present our slate to you, as indicated on the next screen.

KEN DE MASI: Go ahead and introduce your—

JEROME HOYNES: Okay. Well, Elisa and I were the participants this year, so—and we carefully considered the applications that came in, and we thought about the appropriate and the best use of each candidate, and we made the assignments that we feel will be most effective for the committees of the NCSS. And the slate is as follows, and it's up there for you.

Okay. For the Archives Committee, Shelita Cannon-Hoey of Louisiana and Tara Heywood of Michigan. For the Awards Committee, Sue Blanchette of Texas and Rhonda Watton of Wisconsin. For the Publications Committee, Jill Cross of Florida and Kenneth Anthony of Mississippi. For the Government and Public Relations Committee, Jacqueline Regev of Florida and James Botts of Kentucky. The—

ATTENDEE: California.

JEROME HOYNES: Of California?

ATTENDEE: Yes.

JEROME HOYNES: Okay. Pardon me. Jacqueline Regev of California and James Botts of Kentucky. The International Relations Committee, Karlyle Mull of Nevada, Anthony Pennay of California. And for the Membership Committee, Brandi Love of Tennessee and Jeremy Eddie of South Carolina.

So on behalf of the Assignments Committee, we present these candidates to you for your approval.

KEN DE MASI: Thank you, Jerome. Thank you, Jerome, and your committee that you work with. Now, these are the committees that are known as NCSS committees.

ATTENDEE: [Speaking off mic.]

KEN DE MASI: Yes.

ATTENDEE: Is it the International Relations Committee or the—

KEN DE MASI: It is the International Relations Committee.

ATTENDEE: Did you change the name?

KEN DE MASI: That name was changed.

At any rate, these are opportunities to actually serve, and it is a process in which we have sometimes a difficult time getting people to volunteer because it, in a sense, there is some hard work involved with that, but it's very crucial work. So please consider it like what Jerome said, the fact that these candidates have been vetted and the Assignments Committee is presenting them, and these are the members of those committees.

So thank you, Jerome, and thank you for the work of your committee.

The process of the House of Delegates is about resolutions. By the way, did you put up the warning on the number of minutes? Okay.

ATTENDEE: It's over.

KEN DE MASI: It's all over with. Those nominations are now being collected, I believe.

I would like to introduce to you the Chair of the Resolutions Committee, and this individual from Kansas, Brad Burenheide, I am in awe of his talent and his ability to work with folks, and so I would like to bring him forward and talk a little bit about the resolutions this year.

BRAD BURENHEIDE: Friends, colleagues, fellow citizens, I am so pleased to be here with you. I had the great privilege of working with a wonderful committee this year. I want to recognize them. When your name is called, if you would please stand.

The Vice-Chair, who will be in this position next year, is Lawrence Paska from New York.

[Applause.]

BRAD BURENHEIDE: From Virginia, Bill O'Sick.

[Applause.]

BRAD BURENHEIDE: From Florida, Cherie Arnette.

[Applause.]

BRAD BURENHEIDE: And from Minnesota, Brian Traxler.

[Applause.]

BRAD BURENHEIDE: Mary Romero was unable to be there with us this year, but she is from New Mexico.

This year, the House of Delegates will be considering 12 resolutions. That's a good number, especially since the last time I was here as Chair, we had 4, and they were rather—well, there were 4, we'll just say that.

[Laughter.]

BRAD BURENHEIDE: Proposed resolutions were developed this year at the NCSS Summer Leadership Institute. Also, they were developed by individuals that took it upon themselves to create resolutions, present them to their councils, and submitted them. The Summer Leadership Institute, I was there to give a short crash course on how to write resolutions, and I want to recognize Terry Cherry from Texas and Peggy Jackson from New Mexico for leading the participants at the Summer Leadership Institute in writing, practicing writing, resolutions. And we got some really good submissions this year for the Committee to consider.

There were two calls for resolutions prior to the October 5th deadline for electronic submission of resolutions. During that time, I, as the Chair, took some time to format and do some preliminary edits. The Committee had a work session Thursday, and we took the resolutions that were submitted to us, and we revised, ordered, and edited them, as according to the House of Delegate Manual rules, and you can consult the House of Delegates Manual, Article X, which deals with resolutions, to understand the process that we followed to go through them.

Today, this morning actually, the resolutions were read in a public open hearing, and I want to put a little plug in this year for next year, if you are an author of a resolution, please try your very best to have yourself or at least a proxy to attend the public hearing. We go through, we read the title, and we go over the be it resolveds, and at that time, one of the big things that can happen with a resolution that would really I think enhance the process would be co-sponsoring a resolution and being able to do some preliminary talking about the resolution, not necessarily debate, but talking about it so that we can get things clarified, make sure that the Committee's word choice or the author's word choice is the best that's possible. And so I really want to put a plug in there so that next year we have good attendance at the public hearing, which is usually held on a Friday morning.

Resolutions, numbers, titles, and the be it resolveds will be read at the debate tomorrow morning, entering the resolutions into the formal record. And then you should have received by now a Resolutions Packet that has the current edition of the resolutions available.

When we number the resolutions, we go through the process, as we said, in the House of Delegates Manual, but there are five categories that we put them in. The resolutions are numbered. The first digits you'll see is the year, so they're numbered 15- and then it falls into one of the five categories: Category 1, current and future business operations of NCSS; Category 2, on the nature of social studies education; Category 3, issues in the fields of history and social science inquiry; Category 4, on social and political issues which are of concern to social studies educators but do not have a direct impact on the nature of social studies education; and Category 5, of courtesy and recommendation. That's followed up with a final number that is just the order in which we will handle these issues.

Again, 12 resolutions are on the docket as of this time. I want to remind this august body, we have 75 minutes to debate these items tomorrow. That's not much time. So I am going to make a plea with you, if you speak up on the resolution, please keep your comments germane, succinct, nonrepetitive, and above all else, let us be good examples and practice good civil discourse.

Chair, I turn it back to you.

[Applause.]

KEN DE MASI: Thank you, Brad. And you have the resolutions that were actually handed out at the door when you came in, it's in the white packet, so you can review those and be ready to keep your comments short.

Now it's my privilege to ask if there are any resolutions from the floor. This is in reference to the House of Delegates Manual, Article X, Section 5, and it outlines essentially the process, and the process is very simple. The resolutions from the floor will be presented by title only, and then we will ask for a standing vote from the delegates. If you are in favor of having this resolution submitted for consideration tomorrow, you will stand when I ask for that vote. If you are against it, you will vote against it when I ask for that. It requires a three-fourths number of the total credentialed delegates. And so I see at this microphone?

JENNIFER DAWSON: Yes. My name is Jennifer Dawson, and I am a 6th grade world studies teacher in Georgia, where Canada plays a significant role in our curriculum and—

KEN DE MASI: Representing what—

JENNIFER DAWSON: The Canada Community.

KEN DE MASI: The Canada Community.

JENNIFER DAWSON: And we are bringing a proposed resolution for the renaming of special interest communities to professional learning communities, or PLCs.

KEN DE MASI: Thank you. I would like now—did everybody hear the title? Would you like to hear it repeated? Anybody needs to hear it repeated?

[No audible response.]

KEN DE MASI: Those of you that would like to hear this tomorrow, considered tomorrow, as a resolution, keep in mind that they will have to produce 250 hard copies that we can distribute to everybody, and it will be available electronically as well if you vote to accept it for consideration tomorrow.

Those of you that are in favor, please rise. Steering Committee members that are assigned to this task, would you please count?

[Standing vote.]

KEN DE MASI: Thank you. You may be seated. That does not rise to the level of three-fourths of the vote, so again I could recommend that you take it to the Summer Leadership Institute this next year and work that with the many councils and come back again. Thank you.

We have a second?

ROSEMARY BLANCHARD: Yes, we do, if I can get this down.

KEN DE MASI: And you are?

ROSEMARY BLANCHARD: Mr. Chairman, my name is Rosemary Blanchard. I am the Chair of the Human Rights Education Community of NCSS. And we have a resolution of the Human Rights Education Community for consideration. Thank you.

It's even worse when I have a podium.

KEN DE MASI: And the title of the resolution?

ROSEMARY BLANCHARD: And the resolution is—the resolution to the National Council of the Social Studies to encourage the United States Government to include support for human rights education in public schools in its continuing efforts in consultation with civil society to promote, protect, and respect human rights as represented in the 2015 United States response to the universal periodic review of the United Nations Humans Rights Council.

KEN DE MASI: Thank you. That's a very weighty title, and I would highly recommend that you briefen it. However, did everybody hear the title?

[No audible response.]

KEN DE MASI: We will now vote. If you are in favor of hearing this as a resolution tomorrow during the resolution hearing, please rise and remain standing until we get a full count. Thank you.

[Standing vote.]

KEN DE MASI: And again it does not rise to the level of the three-fourths vote required. Here again I would recommend the Summer Leadership Institute as a great way of getting the resolution presented again. By my saying that, it in no way impeaches the resolution itself, it's just difficult with the resolutions from the floor.

So seeing no further resolutions from the floor, thank you.

ROSEMARY BLANCHARD: Thank you, Mr. Chairman.

KEN DE MASI: I would like now to introduce—this is to make sure that the candidates for the various offices will begin moving towards the front, we're probably going to line up over here. But I would like to introduce to you our past President and the Chair of the Nominations and Elections Committee, Michelle Herczog.

[Applause.]

MICHELLE HERCZOG: Thank you. Nice job. Thank you, Ken, and good afternoon, everyone. It's so good to see you again.

Well, I have the distinct pleasure of introducing the candidates to you for our election coming up and giving them time to give their brief speeches. Before we begin, I want to remind everyone that we have a change in election policy this year. In an effort to increase voter turnout, the Board has made a decision to move the election up. So on Monday when you get home, when you return home, you should receive an e-mail inviting you to cast your vote right away. The election will be open from November 16th through January 16th, so be sure to vote early. That's great. All right.

So let me remind you first of all in our next slide, as you know, our incoming President next year is Peggy Jackson from New Mexico and—thank you. Stand up, Peggy. Do the queen wave, come on. There you go.

[Applause.]

MICHELLE HERCZOG: And next year our President-elect will be Terry Cherry from Texas. Where is Terry?

[Applause.]

MICHELLE HERCZOG: Okay. Terrific. All right. And now we will begin our candidate forum for these offices. For the Office of Vice President, Secondary Classroom, Elementary, K-12 Teacher at Large, and At-Large. Those are the different offices you will see.

On our next slide, we have asked the candidates to come up to the front of the House of Delegates to expedite our process as we move forward. The time allocation for each vice presidential candidate will be 5 minutes. The time allocation for each of the Board candidates is 2 minutes. We want to be fair. We need to keep to those times very carefully. And our timekeeper will be over there. Right, Ken? Where's our timekeeper?

KEN DE MASI: [Speaking off mic.]

MICHELLE HERCZOG: Okay. Terrific. And so once the time is up, I have the wonderful pleasure of pulling out the hook, so thank you. All right.

So I believe we are ready to move forward. Is that right, Ken?

KEN DE MASI: Yes.

MICHELLE HERCZOG: Okay. So let's invite our first candidate, India Meissel from Virginia, to come to the podium and give her speech.

[Applause.]

INDIA MEISSEL: Teachers today have the difficult task of trying to reach out to students who span the spectrum of learning readiness, cognitive strengths and weaknesses, linguistic backgrounds, personal interests, and culturally shaped ways of seeing and experiencing the world. Fortunately, social studies class is the perfect setting for this type of instruction, yet social studies continues to be marginalized in schools across the United States. It is tossed to the side as if it was an encumbrance, impeding progress towards preparing students for economically useful forms of employment. Until that fundamental truth is changed, marginalization in the social studies will continue. NCSS is in a unique position to change that perception, and here's how.

We need to have a better understanding of our own discipline. Teaching provides for the individuality within a structure where that individuality often works against us when it comes to unified action. We must communicate with the elementary teacher, the middle school teacher, the secondary teacher in all social studies content areas, and then we must not forget our college colleagues to give us a better understanding of the college readiness skills. Once we have achieved this level of understanding and bring all of those levels under the same umbrella as equals, then we can begin to better advocate for our discipline as a whole.

Secondly, we need to get the word out. We know social studies is important, but we need to do more to educate the general public. We need to develop a set of talking points on why social studies is important, and this document needs to go out to every member of the organization with a request that we reach out to our fellow educators, politicians, community organizations, anyone who will listen.

We need to stand up and be counted, tell the nation that social studies education cannot and will not be the poor stepchild of the other academic disciplines.

Finally, the newly designed SAT intends to demonstrate that working in conjunction with other disciplines will lead to student success in college and career. The new format is such that students will be asked to analyze a wide range of source texts, including those from science, history, and the social studies, and then be required to justify the answers that they've chosen. Furthermore, it was announced that in every SAT, one of the passages students will encounter will either be a founding document or a text from the great global conversation they inspired. It is the teaching of these critical thinking skills that are so deeply rooted in our discipline that will provide the foundation for this interdisciplinary cooperation. As social studies teachers, we must take the lead and invite our other core colleagues to join us in the collaboration and presentation of the lessons so critical to the education of today's youth.

Social studies is not about just chronicling events and memorizing dates; it's about questioning society, searching for patterns, and developing the tools to make the world a better place. Teaching social studies means showing how ordinary people have made a difference throughout history. In countless ways, we need to bring that sensibility to our students.

I continue to believe in the legacy left by the late astronaut Christa McAuliffe. She instilled in the young people under her charge the confidence to accept a challenge and to face their own fears. She taught me that a good teacher is a leader first, one who says, "I'll go in front. You follow and don't be afraid." With your support, I believe I can be that kind of leader for NCSS.

Thank you.

[Applause.]

MICHELLE HERCZOG: Okay. Thank you. All right. Our next candidate for Vice President is Anton Schulski from Colorado.

[Applause.]

ANTON SCHULSKI: Good afternoon, Kim, Michelle, Ken, India, my fellow candidates, Board members, and my friends in the House of Delegates. It's an honor and a pleasure and very humbling experience to stand before you once again. I would especially like to thank my dear colleagues from Colorado, who have been a source of inspiration, friendship, and professional strength. I would also like to express my sincerest gratitude to the good people of the Canada Community. It was the Canada Community that first allowed me to come to the House for the first time and witness firsthand the importance and vitality of the HOD. So while I'm New Jersey born, Colorado is my home. It was the Canada Community that I say, "Merci beaucoup."

Communities. I think in some respects that's one of the things that NCSS has done during my time here to really kind of invigorate things. Think about the power of that word. It's a feeling of fellowship that comes with others as a result of shared attitudes, interests, and in goals. And in so many ways, NCSS is really about the power of community. We, in this room, represent all aspects of the social studies communities, college and university professors, pre-service teachers, supervisors, elementary, middle years, and high school teachers of so many different subjects that make up the tapestry of social studies.

A few years ago we had a conference in Denver, and the theme there was "Vistas, Visions, and Voices." We're certainly not sitting at Mile High right now, although it is cold enough to be there, and our vistas at times have been a bit obscured. We certainly should have a shared vision of what our future should be. We know at times there have been others who have seemed to have a vision for us and what we should be teaching, and that vision has not always been clear or focused for us. However, working together, we can create a clear 20/20 vision and beyond of what social studies education looks like.

Our vision should include classrooms in all schools—public, private, parochial, and charter—where there is a trained and valued social studies instructor. We, the NCSS community, must ensure that the next generation continues to look back with admiration at what has come before to see what is important today and to survey what lies ahead. We, the NCSS community, must strive to have the vision to see beyond the current issues and problems and to look for new possibilities, new horizons, new vistas.

Our voices matter. We need to be the ones who talk with each other, and just as importantly, we need to listen to one another. We need to continue to support each other and raise our voices about the importance of social studies, all of social studies, when others insist that they know what is best for our students. We should be talking and listening and supporting the young teacher who has four preparations at a high school or middle school and is teaching with outdated materials. We should be talking to our elementary principals and remind them that quality social studies instruction is literacy, is critical thinking, and is the cornerstone of an educated successful student. We need to be talking to the politicians, the public, the parents, and the pundits about the importance of social studies legislation, whether it's the reauthorization of ESEA or our local or state legislatures that have simplistic solutions to assessment or to our local school boards, who wish to devalue and reduce the teaching of social studies.

We need to talk and listen in and out of our classrooms and advocate for enlightened standards, rigorous and relevant assessment, but again, most importantly, raise our voices in support of each other for the community that is NCSS.

We face challenges in the future, but those are challenges that working together we can meet with dignity and with grace. We can support the students in our classroom who struggle on a daily basis and still face discrimination or are ostracized for their socioeconomic status, their faith, or their gender identity. We need the support of our colleagues who face discrimination in teaching who are teaching in communities, not for the subjects that are controversial but subjects that are necessary and relevant for the student of today and the leaders of tomorrow.

I am honored and look forward to working with all of you in the future and certainly would appreciate your support and continue working for the entire NCSS communities. They make our vision and our voices possible, envisioning a future working together, supporting one another across grade levels and disciplines, together raising our voices to be heard not only in our own classrooms, but in school board rooms, state houses, and in Congress, letting everybody know we are social studies.

Thank you.

[Applause.]

MICHELLE HERCZOG: Okay. Next we will hear from three candidates for the Elementary Classroom position. Our first candidate is Jennifer Burgin from Virginia. No, not here. Okay. All right.

I would like to say we are going to hear from Kim Heckart, but unfortunately she has lost her voice. She does have a proxy, she has Stephanie Wager is going to come and read her speech, but I have invited Kim to at least come and stand up next to her so you can at least see who she is. So welcome Kim Heckart and Stephanie, please.

[Applause.]

STEPHANIE WAGER: This one is Kim.

[Laughter.]

KIM HECKART: I lost my voice 2 days ago, so hopefully it will be back tomorrow.

STEPHANIE WAGER: All right. Good afternoon. Walt Disney once said, "Do what you do so well that they will want to see it again and bring their friends." I, Kim Heckart—or Stephanie—am running for a second term on the Board and hope that you will support my continuing efforts to bring elementary social studies to the forefront. I'm a third grade teacher from Cedar Rapids, Iowa, and I teach a section of elementary social studies methods at the University of Iowa. My continued dream is for all of my students, both elementary and pre-service teachers, to have opportunities to learn through the lens of social studies because when good teachers teach social studies well, all students benefit.

My action steps: to be a leader in implementing best practice in the classroom, create and disperse professional development highlighting how the shifts in literacy lead to core teaching of social studies, and advocate for social studies through my state and the national legislature. I have already worked on this action plan by creating a number of webinars related to the C3 framework, modules for professional development for the State of Iowa, which will be shared through NCSS in the next year, and continually supporting NCSS by serving in any capacity needed by our organization. But this is just the beginning. For this reason, I am running for another term on the Board. I will continue to work to provide professional development opportunities to educators, both pre-service and veteran teachers, advocate for a wider lens of incorporating social studies at the elementary level, and as Walt Disney once said, "Bring more friends." We need more members of NCSS to advocate for the teaching of social studies.

Thank you.

[Applause.]

MICHELLE HERCZOG: Thank you, Kim and Stephanie.

Our next candidate, who will speak for 2 minutes, is Ruth King from Utah. Let's just wait just a moment while our timekeeper gets ready. Let's put this down for you. Will that work?

RUTH KING: Yeah.

MICHELLE HERCZOG: Okay. Just hold on for a second until she's ready. Hold on a second. Ready? Okay. Anytime.

RUTH KING: Over the last several years we've seen the focus on social studies waver up and down. Today, we not only have to be great social studies teachers to our students, but we have to engage their parents, community members, and civic leaders as well in social studies learning opportunities in our classrooms and schools. In other words, now we must be vocal advocates for social studies.

In recent years, my colleagues have started calling me the connector. I have developed a talent for teaming up people and organizations and helping them find ways they can support social studies, teachers, and their students. Those connections have also resulted in greater student learning and helped create positive publicity for social studies in general.

I am running for the Board to use that connecting talent. Yesterday, on an NCSS field trip, I started visiting with several fellow elementary teachers. Our conversations followed along with the message Dr. Terrence Roberts shared at the breakfast this morning. We all need to be learners. Those elementary teachers and I shared lesson ideas and resources, and I left feeling energized because of that interaction. Such opportunities to share and to continue learning is why I am a member of NCSS and is why I participate in the annual conference.

I have ideas and energy to help create even more opportunities for elementary teachers within NCSS that will result in greater collegiality and the continual renewal of all NCSS members. I hope my legacy as a social studies teacher will be that I have given my best to my students, my profession, to keep social studies alive and vibrant in my classroom, classrooms throughout other districts, states, and NCSS, and at the forefront of our curriculum focus.

I am Ruth King and I would consider it a privilege to represent you.

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

[Applause.]

MICHELLE HERCZOG: All right. Our next category is for Secondary Classroom. And the first candidate is Aron D'Aquila. Is he here? No? Okay.

I do see, though, Thomas Glaser from Florida, so I welcome him to give his speech, 2 minutes.

[Applause.]

THOMAS GLASER: Good afternoon. My name is Tom Glaser. I'm a product of the public schools. I have taught essentially all my life from Sunday school to the Boy Scouts and beyond. I have always felt the need to be of service. This has taken the form of service organizations like Rotary, the military, the Society for the Orphaned Armenian Relief, of which I am the English Tutoring Chair, and education. I wanted to bring my military and business experience to my classroom. I have taken orders and I have given orders. I have been hired and fired, and I have done the hiring and firing. I have taught in private schools, parochial schools, proprietary business schools, inner city public schools, full-time dual enrollment schools, and now teaching at a charter school. And I was the 2001 James Madison Fellow from Florida.

I have very proudly served for many years on the Board of Directors for the Miami Dade Council for the Social Studies as well as the Florida Council for the Social Studies and been endorsed by both. On the Florida Council, I have served as Awards Chair and Program Chair. I have served on the Florida Education Commissioners Task Force and Holocaust Education. I want to bring this experience of working successfully in a board environment to NCSS working both cooperatively and creatively.

I presented at NCSS since 1994. I have been a delegate in this House. I started the Holocaust Education SIG at the behest of the U.S. Holocaust Memorial Museum and chaired it for 2 years. I was also asked to chair the Economics Education SIG and I did it for 2 additional years.

I have come to realize that we assembled here are not average high school or elementary school or any kind of average social studies teachers. We are a selected group who go beyond the minimum job requirements, who want to go beyond the minimum requirements and standards. We need to reach those who are not here today, who do not belong to professional organizations, who do not attend professional conferences and development. Those are the ones we need to reach to show them the benefits, personal and professional, of becoming more involved.

I believe that we can do more than we are doing now, and I would like to be able to help in that endeavor. I hope to have the honor of serving. And I can promise one thing, that in this election cycle, you will have at least one candidate for whom hair will not be an issue.

[Applause.]

MICHELLE HERCZOG: Thank you. Our next candidate is Marjorie Hunter from Arkansas. Yes, thank you.

MARJORIE HUNTER: I'll see if I trip and fall.

MICHELLE HERCZOG: Yeah, don't do that. It's not good. Are you ready?

MARJORIE HUNTER: Yes. Good afternoon, everyone. I hope everyone has been enjoying their conference. I always find it very invigorating to come to the conference, it just kind of seems to put that pizzazz back in your classroom.

I wanted to tell you that I teach AP world history at the Academies of West Memphis. It's a high-poverty area. Our entire district is 100 percent free and reduced. I also adjunct at the Arkansas State University in Jonesboro. My daughter, also a Marjorie, teaches elementary school in West Memphis. So I have seen between her stories of elementary and my own experiences, I have seen the entire gamut of social studies education. I believe that—and I believe it with great passion—that the value of a solid education of social studies is crucial. I believe that social studies has been given short shrift for way too long in our schools and by the public. Too often I've heard, "Well, you don't teach literacy," or, "The math teachers are this week at a conference, so you can't go," or, "You can't do that, you're social studies." And my most favorite is, "Well, there's no money for that, you're social studies."

I think the far worst statements, though, come from the people, parents, of the public, the lady at the checkout at Wal-Mart, that says, "Oh, well, that's just history, it can't be that important." Our story, the human story, is about connections, challenges, and change. If you turn on the news or set your news feeds, we are suddenly surrounded by social studies. My news feed just reported that there were 35 people killed in Paris today. I just got it, it just came across while I was sitting the back, 35 people killed by terrorist attacks today. President Obama has made a speech already. The claim is that the attack was on all of us.

MICHELLE HERCZOG: Thank you.

MARJORIE HUNTER: Thank you.

MICHELLE HERCZOG: Thank you, Marjorie.

[Applause.]

MICHELLE HERCZOG: Okay. And our final candidate for Secondary Classroom is William Reimers from Arizona.

[Applause.]

WILLIAM REIMERS: Hi. I'm William Reimers from Phoenix, Arizona, and I am grateful for the opportunity to contribute to NCSS and its mission. I come from a farm boy background in western Illinois. I started feeding pigs with my grandpa when I was about 3 years old, and since then, I have just not stopped working. I've got a wide range of experiences, teaching preschoolers in Japan, working with refugees in Australia, and right now I currently teach world history AP in a 90-percent Hispanic school in Phoenix, Arizona. I've also got a track record of service to the State Council and to the National Council, Arizona's vice president at this point, and also working with the NCSS world history community as a facilitator.

I'm here to help if you want my help. I want to support our parents, the first teachers that we have. Many of the parents in my community don't know how our system works here, and I want NCSS to make an effort to reach out to them. I want to support classroom teachers with fluid communication professional opportunities. Why should some people be able to find out about things and other people can't? I also want to support the development of new programs for underserved content topics. I have students in my class from Somalia, from Sudan, and where are the opportunities for me to learn about them? We need to develop those things and we can if we want to.

I appreciate you coming to New Orleans. I appreciate you considering my candidacy, and thank you for helping me to support my students, my community, and this organization.

[Applause.]

MICHELLE HERCZOG: Thank you. All right. Our next category of speakers for K-12 Teacher at Large. Our first candidate is Mary McCullagh from Florida.

[Applause.]

MARY McCULLAGH: Thank you. Good afternoon. I wish to thank the NCSS Board and Nominations Committee for allowing me to participate in this year's election. I am honored to seek a position with esteemed colleagues Brian and Rhonda.

I wish you to take a moment and recall that one or two social studies educators whose passion ignited your NCSS journey. You know who they are, a teacher who inspired your love of social studies, a colleague who lent an ear or a nudge as your forged your social studies journey. Think of that person. Hear his or her voice in your head and heart. Now consider your NCSS and social studies life. Think of how you have returned that encouragement and mentorship in your school, your local and state affiliates, and in friendships. So many social studies educators are successful and committed members of NCSS because of your guidance and mentorship. So many of you here now have encouraged me. Your NCSS dedication and passion for the social studies guide my NCSS commitment, including my participation in Florida and local councils, operational committees, and a term on the Board. Perhaps your mentor is one of the ones we have lost. For me, they include Lorraine Stewart, Denzel Washington—I'm sorry, Denzel Johnson and my dad, who I lost last week. Their actions, words, and dedication continue to encourage and motivate and challenge me in my NCSS commission and passion. I ask you to return me to the Board as we work together to grow NCSS membership and prepare students for career, college, and civic life, and the social studies primary place in all of what we do.

Thank you.

[Applause.]

MICHELLE HERCZOG: Our next candidate for K-12 Teacher at Large is Brian Traxler from Minnesota.

[Applause.]

BRIAN TRAXLER: Good afternoon. My name is Brian Traxler, and I am running for the Board position of K-12 Classroom Teacher at Large, and I would like to briefly outline two themes that would guide me through my term on the NCSS Board of Directors if given the honor to serve.

First, our students are looking for role models to encourage and inspire them. This is seen throughout our school communities with hands-on learning techniques that reflect the ideals of educating a 21st century learner. Whether it's discussion-based content or preparing students for history day, social studies educators are rising to the challenge and adapting to the signs of the times.

Next, each passing school year has presented more daunting challenges to our beloved discipline. From my experience of serving on the Government Relations Public Relations Committee for 6 years, including a year as Chair, and recently serving as President of the Minnesota Council for the Social Studies, I learned firsthand that social studies teachers in many areas around the country are advocating for dear life to protect their discipline at all education levels.

If elected, I first would like to get a better feel what is working well within in our discipline in the states. Using example of initiatives of what has been working, I believe realistic approaches can then be suggested from a position of strength to help empower our community to take on challenges at the grassroots level. It may take time to see positive growth, but similar to the landmark events that have shaped the American fabric, systemic change often requires gentle strength, patience, and perseverance. The greatest achievements of our democracy have originated at the grassroots level. It is time to return to this formula to achieve a greater tomorrow in our beloved discipline.

Thank you for your time. I ask for your vote. And always remember that social studies matters.

[Applause.]

MICHELLE HERCZOG: All right. And our final candidate for K-12 Teacher at Large is Rhonda Watton from Wisconsin.

[Applause.]

RHONDA WATTON: Being a middle school social studies teacher for the past 24 years and a national board certified teacher for the past 10, I've spent a significant amount of time in the middle. Through my teaching experiences and leadership opportunities, I've grown as a teacher, a learner, and a collaborator. Being a member of the K-12 Social Studies Curriculum Department in my school district, I've had the opportunity to work with scope and sequence planning from kindergarten through 12th grade. I'm a member of the Wisconsin State Superintendent Social Studies Advisory Board of which we look at different issues facing education, particularly the lack of content time in elementary schools.

As instructional leader for my department, I've had the opportunity to present and share at the Wisconsin Council for the Social Studies NCSS conferences and also at Geofest, which is sponsored by the Wisconsin Geographic Alliance. I have been in involved in the middle school social studies initiatives and high school changes and improvements and participating in the K-12 instructional leader team. I regularly work with middle and high school teachers. And recently within our state we are kind of focusing on the fact that we just adopted the citizenship requirements, and so in our district we are working on those issues.

I value the need for continued professional developments, as it helps teachers to grow professionally, as well as other colleagues. Having leadership experience with K-12 initiatives makes me your best candidate with the K-12 Delegate at Large position. I am cognizant at each level, elementary, middle, and high school, of which they all face. I'm willing to work at all levels to create and improve social studies classrooms in America. As a Board member, I will advocate to balance time within the elementary schools as well as instill a love and sense of civic responsibility, knowledge of the past, and difference of our young people and what they can make in the world today.

Finally, I wish to thank the members of the Wisconsin Council for the Social Studies—

MICHELLE HERCZOG: Thank you.

RHONDA WATTON: Thank you.

MICHELLE HERCZOG: You got that in. That's good.

[Applause.]

MICHELLE HERCZOG: Thank you, Rhonda. All right. And finally the position of At-Large, we have two candidates who will also speak for 2 minutes each. First off, we have William "Rick" Daniel from Kentucky.

[Applause.]

WILLIAM "RICK" DANIEL: Hi. Good afternoon. My name is William Daniel, but my friends call me Rick, and since I'm among friends, you can go ahead and call me Rick all you want, that would be great.

I am running for the Delegate At-Large for the NCSS Board of Directors, ooh, that's hard to say at this time of the day. So I have been an educator most of my life. As a mentor for younger students in high school, as a Boy Scout, I am an Eagle Scout, as a classroom teacher, a district resource teacher, and a K-12 curriculum specialist for Jefferson County Public Schools, I know a bit about working with people and getting things accomplished.

On the Board of Directors for NCSS, I would like to work with our partner organizations to work on ensuring that all students are receiving quality education, not just in literacy and math, but in social studies as well. Without the social studies, how are our students going to know how to work in the world, how to get along, how to cooperate?

As a member of the National Council for the Social Studies Board of Directors, I will encourage working with all teachers, whether they're elementary, middle, or high, to ensure that our students have high quality social studies instruction. The C3 framework has provided us with a great opportunity to reinvigorate social studies in our schools. We must advocate for deeper, richer, and more relevant standards in each of our states and work with those state councils to ensure that new standards are adopted for each and every state.

Once again, I am Rick Daniel, and I would appreciate your support as I run for Delegate At-Large of the Board of Directors. Thank you.

[Applause.]

MICHELLE HERCZOG: Thank you, Rick.

And our last candidate for the At-Large position is Andy Mink from North Carolina.

[Applause.]

ANDY MINK: Good evening. My name is Andy Mink. Thank you for having me. This actually reminds me in two ways of being a classroom teacher. The first, of course, is leading a session until 5:20 in Room 217 at the top part of this building, having to run as fast as I could down to get in line to come and talk with you tonight, and the second is doing it last, this is 7th period, so the busses are lining up outside, and you guys are about ready to go.

[Laughter.]

ANDY MINK: All right. I want to just briefly touch on my interests and my goals for being a candidate for the Board of Directors for the National Council for Social Studies. And again it doesn't take much for me to remember standing in front of my first room of 8th graders in 1992, 28 kids in that room, 127 or so that year, and every single thing that happened with that class all went through me. I had a very distinct feeling of being the key in the tumbler lock, and whether it was a lecture or an activity or a group work or assignment in the textbook, everything came from my linear direction and my linear instruction. If I was a good teacher—I hope I was—I could expand that set of resources and I could go to the library and I could pick all kinds of things off the shelf and I could put them on a table in the middle, but it was still up to me to design that. I think one of my primary interests in being a Board member is to be thoughtful about and be innovative about teaching in the digital world and teaching in the technology world.

After teaching 8th grade for 10 years, I then worked at the university level, first at the University of Virginia and then the University of North Carolina to think about ways that technology can impact teaching and learning, and it strikes me that one of the most important things we can do is be thoughtful about the ways that this ubiquitous technology—it's there, it's here everywhere—can be effective in the classroom and in practice. For me, that really focuses on being mindful of what our instructional goals are, historical empathy, being able to underline individual agency, being able to talk about evidentiary argument, all these things really only matter if the technology allows you to achieve those goals.

My goals here are really two-part: one, aspirational; and one is to be thoughtful about ways to support teachers and the use of technology and the ways to really underscore social studies education.

Thank you for having me.

[Applause.]

MICHELLE HERCZOG: Thank you. All right. So before I depart, I want to do a special thank-you to Tim Daly, who helped us guide us through this process, the Nominations Committee, I know many are in the room. If you would please stand, I want to thank you, hours and hours of work going through all those materials. Thank you to the candidates for submitting all of your information and stepping up and wanting to be on the Board. Let's give a hand to all of our candidates for their dedication and commitment to wanting to improve NCSS.

[Applause.]

MICHELLE HERCZOG: And I'll turn this back over to Ken. Thank you, Ken, for this great opportunity to do this.

KEN DE MASI: Thank you. Unbelievably right smack-dab on time. Wonderful.

[Applause.]

KEN DE MASI: Not unbelievably because she did it, but she's really good.

All right. I want to have the candidates, we're going to introduce to you the candidates for the Steering, the Resolutions, and the Assignments Committee. And the Steering Committee candidates will meet over at that microphone, and the Resolutions and the Assignment Committee folks will meet over at that. Now, you're not giving a speech, you're just going to introduce yourself and tell us your affiliation, your council, or community. Go ahead and put that—all right, I can't actually see that.

The Steering Committee members, can you see your names up there? Over to that microphone. So if you could give your attention over to this microphone, and if you'll introduce yourself, I'm sorry that I can't see the names from this angle, so speak clear.

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

KEN DE MASI: Thank you.

KRIS AYALA: Hi. I am Kris Ayala, Colorado Council for the Social Studies.

MAUREEN CARTER: Maureen Carter, International Assembly and Florida Council for the Social Studies.

CHAD TAYLOR: Good afternoon. Good evening. Chad Taylor from the Texas Council for Social Studies.

KEN DE MASI: Thank you. Those will be the four candidates for the two positions on the Steering Committee, and that vote will take place tomorrow morning, and they will get an opportunity once again to be recognized by name so you can know who they are.

The Resolutions Committee candidates.

EUGENE EARSOM: I'm Eugene Earsom from the Oklahoma Council for the Social Studies.

ELIZABETH MILLIGAN: I'm Elizabeth Milligan from the Colorado Council for Social Studies.

KEN DE MASI: Thank you both. Again, they will have an opportunity to be introduced in the morning, and they'll be on the ballot.

There are two positions to be filled on the Resolutions Committee. Generally speaking, we know who those will be.

[Laughter.]

KEN DE MASI: Now, the Assignments Committee, again there are two positions to be filled on this committee.

RON ADAMS: Yes. I'm Ron Adams from the New Hampshire Council for the Social Studies.

PAUL BINFORD: Paul Binford from the Mississippi Council for the Social Studies.

GLORIA McELROY: Hi, I'm Gloria—oh, gosh. I'm Gloria McElroy from Tennessee.

[Laughter.]

[Applause.]

KEN DE MASI: All right. Thank you all. Regardless of how the election turns out tomorrow, I want to recognize all of those candidates for those positions because regardless of who gets in there, your work is very, very important to the functioning of this body and this part of the National Council for the Social Studies, so thank you for stepping forward to be candidates for those positions.

I would like to introduce Susie Fogarty from FASSE. And if you don't know about FASSE, you soon will. Is Susie here?

ATTENDEE: She's here.

KEN DE MASI: And she is coming over here, up here.

SUSIE FOGARTY: [Speaking off mic]—speaking tomorrow.

KEN DE MASI: Well, we just wanted to get it out of the way. No, we were so anxious to hear about you, we said let's do it right now.

SUSIE FOGARTY: Oh, my goodness. Well, I apologize.

KEN DE MASI: This is fantastic.

SUSIE FOGARTY: I had something wonderful prepared, but a couple of important remarks are, one, it is such an important organization, and for those of you who do not know, this is the Fund for the Advancement on Social Studies Education, and we sponsor two—well, one presently, but we're working on a second—to encourage social studies teaching, the discipline, research, and so forth. It is a wonderful organization. It's pretty thankless. We are looking for members to support our ranks, and if you are interested in serving on this committee, you can contact me. Well, anyway, susiefogarty@gmail is my address.

So we are going to be giving out an award tomorrow morning at 9:00. Gayle Thieman will be handling that. And I am going to be handing one out at 2:00 at those sessions, they are listed in your packets. And this is an opportunity for any of you to seek and be rewarded for your hard work by applying to FASSE for these awards that we give out.

Thank you.

[Applause.]

KEN DE MASI: And so if I could call forward the Executive Director of the National Council for the Social Studies, Susan Griffin.

[Applause.]

SUSAN GRIFFIN: It's my great pleasure to be able to honor our Gold and Silver Star Councils. It's really not very easy to qualify for the stars. You have to have democratic procedures for the election of officers. That is just fine. Have demonstrated professional activities, such as workshops, conferences, and generally programs that promote the social studies within your region. Have actively participated in NCSS programs such brokering, nominations for the Programs of Excellence, attendance at the Summer Leadership Institute or pre-conference Leaders Program. Advocacy at the state and federal level. Contributed to the NCSS fundraising efforts, such as the Fund for the Advancement of Social Studies Education, the Christa McAuliffe "Reach for the Stars" Award Fund, or the First Timers Scholarship Fund. Have 100 percent NCSS membership of council officers. Have a specific plan for increasing NCSS membership in their state and underrepresented groups in their councils. Have shown an increase in the number of joint members, members of their state council, and NCSS. And submit affiliation materials by the deadline. So it's no easy thing to do. So we're really very pleased to be able to honor those who have worked so hard to attain the star.

Gold Stars. Arizona Council for the Social Studies.

[Applause.]

SUSAN GRIFFIN: The Association of Teachers of Social Studies/United Federation of Teachers, Gold Star.

[Applause.]

SUSAN GRIFFIN: California Council for the Social Studies. Outstanding.

[Applause.]

SUSAN GRIFFIN: Colorado Council for the Social Studies, another Gold Star.

[Applause.]

SUSAN GRIFFIN: Florida Council for the Social Studies. Congratulations.

[Applause.]

SUSAN GRIFFIN: Georgia Council for the Social Studies. You guys are here a lot. Congratulations.

[Applause.]

SUSAN GRIFFIN: New Hampshire Council for the Social Studies. Excellent! Live free or die!

[Applause.]

SUSAN GRIFFIN: New York Council for the Social Studies. Congratulations.

[Applause.]

SUSAN GRIFFIN: North Carolina Council for the Social Studies. Wonderful work.

[Applause.]

SUSAN GRIFFIN: Ohio Council for the Social Studies. Congratulations.

[Applause.]

SUSAN GRIFFIN: Oklahoma Council for the Social Studies. Ah!

[Applause.]

SUSAN GRIFFIN: Oregon Council for the Social Studies. Congratulations, Oregon.

[Applause.]

SUSAN GRIFFIN: No surprise, Texas Council for the Social Studies.

[Applause.]

SUSAN GRIFFIN: Virginia Council for the Social Studies. Congratulations.

[Applause.]

SUSAN GRIFFIN: Wisconsin Council for the Social Studies. Well done.

[Applause.]

SUSAN GRIFFIN: Silver Star Councils. They have to get seven of the nine requirements, no easy task.

I would like to congratulate Kentucky Council for the Social Studies.

[Applause.]

SUSAN GRIFFIN: Minnesota Council for the Social Studies. Congratulations.

[Applause.]

SUSAN GRIFFIN: South Carolina Council for the Social Studies. Well done.

[Applause.]

SUSAN GRIFFIN: Tennessee Council for the Social Studies.

[Applause.]

SUSAN GRIFFIN: Washington Council for the Social Studies. Congratulations.

[Applause.]

SUSAN GRIFFIN: We would love for you all to please remain so we can have a photo opportunity that you can put in your newsletters, I hope. So thank you very much.

KEN DE MASI: And thank you, Susan, for doing that. If those certificate Gold and Silver Star, if you can stay just a few minutes afterwards, we have a photographer, right?

SUSAN GRIFFIN: We sure do.

KEN DE MASI: Yes. We will take pictures with you and the president.

Let me introduce the president while we're at it. I do have one very short announcement before she gets to it. When I said to silence your phones, I didn't mean to leave it. So somebody left a phone at one of the tables. It's very quiet, although there are many messages here.

[Laughter.]

KEN DE MASI: So I don't know if I could call it, or I'll turn it over to somebody, but it was left. Nobody here, right?

[No audible response.]

KEN DE MASI: Okay.

KIM O'NEIL: Thank you, Ken. And thank you for your attendance today. We've heard during this talk that there has been a tragedy in Paris, and we would like to take an opportunity to pause for a moment of silence for those victims.

[Moment of silence.]

KIM O'NEIL: Thank you. And for tomorrow, you have two times to remember: 8:00, 8:30 a.m. And we all have cell phones pretty much, so it will be the new time that are on those phones I'm assuming. It's Central Time actually, for us here. So we'll see you tomorrow. And if all of you could stay there, we'll get some photo opportunities. Thank you for your attendance. Have a good night. Let the good times roll.

[Applause.]

National Council for the Social Studies

59th Annual House of Delegates

Second Session

8:00 to 10:15 a.m.

Saturday, November 14, 2015

New Orleans, Louisiana

KEN DE MASI: I would like all of the delegates to please find a seat. And I would remind each of the delegates that you must have gone through the credential process this morning. It will be an orange thing here. In order to be seated today and vote, you must be credentialed with the orange certificate.

During today's process, if you need coffee or tea or water, it's in the back there, feel free to go there, but please, I would ask that not have any side conversations back there. I hope everybody had a good evening, got some rest, and that where you're seated right now that you can see what you're looking at. And I would like you once again to take your phones and iPads or whatever you're using to have people contact you, and please silence those.

As you know, the doors will be closed here and during voting we will not be able to leave or come in during that period of time.

I would like to now present once again our great President, Kim O'Neil.

[Applause.]

KIM O'NEIL: Thank you so much, Ken. I hope we're all coming in here on a great high note. How many of you had a really good time last night doing something?

[Applause.]

KIM O'NEIL: You don't have to tell us, trust me, but I hope it was a good time.

Unfortunately, I'm going to start us off on a very sad note. We've had many, many tragedies happen, a couple within our own family. We've had the passing of Dr. Susan Hardwick, past President of the National Council for the Geographic Education. Susan was one of the greatest champions of the Council. We lost a great member in the family. The world has lost an amazing human being.

Also, John LeFeber, State Specialist of Nebraska Council of the Economic Education, has passed away as well this past summer.

So great people in our educational field have left us.

We've also had again announcements of increased tragedy, if that's possible to increase tragedy, but of what's happening in Paris and throughout Europe at this time.

So a sad note, but if we could take a moment of silence for those two in our family, perhaps others who have passed away that I have not mentioned, and what's happening around the world today.

[Moment of silence.]

KIM O'NEIL: And thank you. You know, this, what's happening, truly is why we're here today and what every day we do is try to prevent, is to get people to work together to disagree but to come to conclusions where there can be peace. So it's exactly what we're all about.

Reminders for today that you should be turning in your open-ended comments on the evaluation forms at the end of today's session, and those are those "goldenrod papers" in your HOD packet.

At this time, I would like to recognize Brenda Luper, the NCSS Director of Finance, who will deliver the report to you. Welcome, Brenda.

[Applause.]

BRENDA LUPER: Thank you, Kim. And once again, thank you for inviting me here to present the financial report to you all. You should have a one-page handout as part of your packet that gives you a little more detail about the finances for the year that ended June 30, 2015. Our audit for that year has been completed, and that report is just about ready to be delivered to our Board of Directors. We did well, the audit was clean, and we're proud and happy about that.

So I'm going to give you just a quick overview of the key trends and things that happened in the last 5 years for trends and to let you know that my name is Brenda Luper, I'm the Director of Finance, and at any time you want to ask a finance question, you can find my information, contact information, on the website, e-mail me, and I'll get right back to you.

Okay. The first slide is about revenue trends, I think. I can't see the screen, so I'm going to take my glasses off so I can see my paper. Okay. You can see total revenue trends versus expense trends, and the good news is that total revenue is now exceeding total expense, which means we're in positive net assets over the last 5 years. That's a really good thing.

The next slide shows you revenue versus budget, and expense versus budget, and you can see that it's been challenging to meet our budget figures but that we have kept at least revenue over expense, and what that means is that when our revenue doesn't meet its goals, we make sure that we reduce our expenses accordingly.

Okay, the next slide. This is just a breakout by percentages of our revenue figures, and this way you can see what items contribute the most to our revenue. Of course, conference is number one, followed by membership, and there are a couple that are in the growth mode hopefully, advertising and sponsorships will part of that, and the Honor Society continues to have good steady growth.

On the next slide you will see revenue trends, and this shows you individual lines of revenue over the last 5 years. As you can see on the top line is our conference revenue. It dips and sometimes hits a high point, and over a 5-year period, overall it's down. It's very location dependent. And we thank you for being here to help us have a good year in New Orleans, which I think we're going to have.

So the next screen gives you just a brief overview of the key features in our revenue stream, conference revenue, membership dues, and this is of particular concern to me because our membership dues took a big fall after 2008 and they have continued overall to trend down since then. I think it's a very important item for us to reverse. Our membership is our lifeblood, so I think it's important that we find a good way to make sure that our revenue numbers are growing.

All right, the next slide should be our expense breakdown. So you can see that my salary is the base expense line item.

[Laughter.]

BRENDA LUPER: Yeah, that's funny.

[Laughter.]

BRENDA LUPER: But personnel costs, of course, as in any organization, are the biggest. And our other expenses, items like the people that do our work here at conference and that do the setup and the breakdown, those are some of the biggest expenses we have.

The next screen is expense trends, and you can see that it looks like salary and benefits is rising, and that's true. Salary is not rising, but benefits sure are, and I bet that you're seeing the same thing in your organization. Health care costs have increased over the last 3 years for certain quite a bit. We're finding ways to mitigate that increase, and this last year we were pretty flat on our health insurance increase. And we do have a Health Care Committee on staff who is looking at this annually to make sure that we are prepared to meet any huge increases with adjustments.

If you look at our key expense statistics on the next page, you can see that over the last 4 years overall our expenses have only increased 5 percent. Keeping in mind we had those huge health care costs increase, that tells you that we have been really creative about how we have added to the things that we do at a low cost and that we've been very smart about renegotiating some of our contracts.

So on the next page, you can see our most key balance sheet statistic, which is our net assets. When I came on board the association 6 years ago, we were negative net assets. It took us 2 years to get out of that, and we have been out ever since. And I'm sure that we're going to stay in positive net assets from here forward. But I wanted to say that it's just not enough to break even every year and to have a very slim net asset profit. It's important that we build a reserve for the organization so that if there is another membership drop or another economic downturn, we can continue to be a viable organization, and we need the reserves in place to be able to do that.

And, finally, I would just like to say thanks for being here. I hope you're getting new members in. And I would like to thank our sponsors and hope that you will, and also our exhibitors, because they contribute greatly to our revenue at this conference.

If you have any questions, don't forget you can find me on the website, e-mail me, I'll get right back to you.

Kim? Thanks.

[Applause.]

KIM O'NEIL: Thanks so much, Brenda. It's a lot, a lot of work.

At this time I would like to introduce someone you know very well, Susan Griffin, the Executive Director of NCSS. Susan?

[Applause.]

SUSAN GRIFFIN: Good morning. We are very proud of our positive net assets because it took a lot for us to get there. And the oversight of our financial situation is, of course, the responsibility of our Board of Directors, who have done a very, very good job, and staff, who have worked extremely hard to keep our expenses even and to make sure that every possibility for raising our revenues is taken advantage of.

There are some issues that have arisen over time that I think that you need to be aware of. Last March, the NCSS Board of Directors decided that we needed to have an operations review to examine the relationship between staff activities and the NCSS strategic plan. We hired an extremely capable consultant who conducted interviews with NCSS officers, Board members, and other stakeholders, talked to all of the NCSS department directors, comparing NCSS staff responsibilities, budget, programs, and products provided with similarly situated organizations. I don't know if you're aware, but Washington, D.C., is the home of 3,000 professional organizations and trade associations. So part of her responsibility was to look at how we compared to those who were about in the same budget situation we were, and that was also very helpful.

The Board had been unhappy with the response time for some requests, periodic backups in departments. As Brenda said, staff was reduced, but no programs were dropped, so we're kind of stretched. Our salaries were reduced in 2009 and just reinstated, so there hasn't been any raises for quite some time. So this creates a situation where staff is overextended and feeling overextended, and the members are affected by this. So it was everyone's feeling after this that we needed to have a new strategic plan to identify gaps and duplicated efforts, and what NCSS is best or uniquely positioned to do. This is really important. So we're doing a membership survey, and there are listening sessions here in New Orleans. Some of you may have been approached by Board members and asked questions. We're trying to identify what the value proposition that NCSS offers. What do those newer to the professional want by way of content support and opportunities for professional growth? What current benefits do people value, and what's missing?

We're looking at our finances, financial trends, membership trends, and we'll analyze all of results from the surveys. We'll evaluate costs versus return on investment for all our program areas. And we'll pull stakeholders together to evaluate all of this information. Based on strategic goals and resources, we will identify what is possible, preferable, and prioritize according to that.

Our work plan will have clear priorities, desired outcomes, timelines, action items, who's responsible for what and when. We'll have periodic assessments and tweaking along the way as needed. We'll communicate to NCSS stakeholders, like you, very important, as progress continues.

The NCSS Board is listening to people here that care deeply about the voices of the membership. Please take this opportunity to share your hopes, dreams, and concerns for the future of NCSS.

What do you see as benefits of being an NCSS member? What could NCSS provide that would enhance your work as a social studies educator? What are the strengths and weaknesses of NCSS as an organization that services social studies educators?

There is a URL for the survey. If you don't get interviewed here, please go online and complete that survey. There will be listening sessions in the exhibit hall and those are the times. And we really appreciate your sharing your ideas with us because your ideas will help us go forward in a productive way.

Thank you.

[Applause.]

SUSAN GRIFFIN: We did talk about membership. This is extremely important. We have a program called Each One Reach One. So can you imagine if everybody sitting in this room asked a colleague to join NCSS and multiply that of all the people that are here in New Orleans with us? It would make a significant difference. So I am encouraging you not just to make the organization stronger, but because you may have an opportunity to win a full conference registration plus a night in a hotel, and if you recruit 11 or more new members, your name goes into a drawing for two airline tickets anywhere in the Continental United States. So there is interest in helping the organization get stronger, but there is a little bit of self-interest, too, and we appreciate being able to provide this congratulatory incentive.

I wanted to mention something that I didn't get to mention yesterday, and that is when we talk about our councils, I mean, certainly the individual members are extremely important to moving the organization forward and making us stronger, better advocates for social studies in all settings, but there was a gift made by the Prince George's Council for the Social Studies, who is consistently a Gold Star Council. Well, for a variety of reasons, they decided that they would disband, but they wanted to do something worthwhile with their bank account, and so they donated $5,754.67 to FASSE, and I just want to acknowledge the Prince George's Council for the Social Studies, this generous offer and all they've done over 50 years to make social studies stronger in Prince George's County in Maryland.

[Applause.]

SUSAN GRIFFIN: That's it for me.

KEN DE MASI: Thank you, Susan, for an excellent report and for stepping right along. I appreciate that, and I know everybody else does. I want to again remind you that our goal is 10:15 this morning to be on to the rest of the conference. We have a huge agenda with the resolutions, so again I will remind you and I'm sure you will hear it again from Brad and probably from me, that try to keep a focus on that. We have 12 resolutions. That is a large number in order to effectively get finished at 10:15, and hopefully you won't just get up and leave when we get to that time, but hopefully we will have our business concluded.

Again I want to remind you of this "goldenrod form," how important this is, that the Steering Committee and the Resolutions Chair and the Assignment Chair, we take this very seriously. We do read through all of these, study the comments, and we make the changes as appropriate. We take our recommendations to the Board and next year's House of Delegate assembly, the 60th, which, by the way, will be in our nation's capital, Washington, D.C.

[Cheering.]

KEN DE MASI: You know it's an election year, and you know as well that there are so many things taking place now in the lives of our citizens and people in general that all revolve around what is going on with this election. So use this time, but in some way make arrangements now to take a colleague with you to Washington, D.C. They would really love the experience. It promises to be an outstanding conference.

By the way, those "goldenrod forms" I mentioned earlier, they're in your packet, so be sure that you're filling them out as we move along here.

I once again would like to bring Kim forward.

KIM O'NEIL: I would like to have Carol Warren come up again from the Arizona Council for the Social Studies and representing the Credentials Committee. And I believe that is where Ken is going now.

I can tell he partied hardy because usually people are a little buzzing right now.

[Applause.]

KIM O'NEIL: So that's okay, I'll be quiet.

CAROL WARREN: Thank you. I would like to again thank the Credentials Committee, Dr. Ellen Foster from the Mississippi Council for the Social Studies, and the graduate students who came to the conference to assist with the Credentials Committee. They're still out there working, I think.

As Chair of the Credentials Committee, I am pleased to report that 145 delegates are registered and certified to vote in the House of Delegates as of 8:30 a.m. today, Saturday, November 14, 2015. On behalf of the Credentials Committee, I move the adoption of the Credentials report.

KIM O'NEIL: Thank you, Carol. The question is on the Credentials report. Those in favor say "aye."

[Chorus of ayes.]

KIM O'NEIL: Those opposed say "nay."

[No audible response.]

KIM O'NEIL: And the ayes have it, the Credentials report is adopted.

Ken? He'll continue on with us.

KEN DE MASI: Thank you, Kim. And I can't say enough about Carol having come all the way from Arizona just to do the Credentials Committee Chair, and that's a great thing.

[Applause.]

KEN DE MASI: And the fact that Kenny Anthony from Mississippi was able to induce the three graduate students and Professor Dr. Ellen Foster to come, that is also wonderful.

[Applause.]

KEN DE MASI: Elections. The elections for the House of Delegates committees—that is, the Steering Committee, the Resolutions Committee, and the Assignments Committee—will be done by written ballot. It's a blue ballot. It contains information about each of the candidates as well as a check box which you're going to check, and the Steering Committee members will distribute those ballots. It looks very much like this. In fact, it is this.

[Laughter.]

KEN DE MASI: And be sure to give one to each of the folks up here that are credentialed.

The candidates were formally introduced last night in last night's session. The information you will find about each one of the candidates is on this paper. It's one, two, three. Wow. I'll let the ballots get out as quickly as possible, and then I will introduce those candidates, and each of the candidates, as you are introduced, I would just like you to stand where you're at and maybe wave to the group, let people see where you're sitting, and then you'll sit down again.

At the end of the voting process after you have made your selections, then either your delegation head or the Steering Committee member will come down the row and collect those ballots from you. If you would like, you can certainly fold it right in half like that so it's blank on the outside, and submit that ballot.

The seated delegate from Virginia—this is for the Steering Committee, the House of Delegates Steering Committee—seated delegate from the great state of Virginia Council for the Social Studies, Matthew Atkinson. Would you stand, Matt? Right over there.

And from the great state of Colorado, the Colorado Council for the Social Studies, Kristin Ayala. Did I pronounce that correctly?

[No audible response.]

KEN DE MASI: Then tell me how.

KRISTIN AYALA: Kristin Ayala.

KEN DE MASI: Kristin Ayala. Thank you. I've lived my whole life with people mispronouncing my name, so I appreciate that, and I'm sorry that I did that.

From the great state of Texas Colorado [sic] for the Social Studies, Chad Taylor. Chad, where are you? There he is.

ATTENDEE: [Speaking off mic.]

[Laughter and cheering .]

KEN DE MASI: I think that was a Texas Chair.

[Laughter.]

KEN DE MASI: And then from what is known as the International Assembly, one of our communities, Maureen Carter. Maureen, where are you? Over here.

[Applause.]

KEN DE MASI: So you may select any two of those four candidates. There are two seats available on the Steering Committee. Put a big old checkmark or an X in the box for that.

I would like now for the House of Delegates Resolutions Committee candidates. You will notice that there are only two of them: Elizabeth Milligan from the great state of Colorado, and Eugene Earsom from the great state of Oklahoma.

[Applause.]

KEN DE MASI: By no competition, we have two seats to fill. I declare those two seats filled by the candidates.

[Applause.]

KEN DE MASI: Thank you. I know that you appreciate that process. That is a 3-year term. It will begin July 1st. I'm looking forward to working with you in the future.

The Assignment Committee, House of Delegate Assignment Committee. There are three candidates for two positions.

Mr. Ron Adams from the great state of New Hampshire.

[Applause.]

KEN DE MASI: Gloria McElroy from the great state of Tennessee.

[Applause.]

KEN DE MASI: And then from the great state of Mississippi, Paul Binford.

ATTENDEE: He is presenting right now.

KEN DE MASI: He is presenting right now, but he is still from the great state of Mississippi.

[Laughter.]

KEN DE MASI: So if you will make your selections. One minute. If when you are finished and you have folded your ballot, you may hold that up for one of the Steering Committee members to—

Susan, it will be okay. It will be okay. Thank you.

Okay, time is up. Go ahead and move. They'll collect it here. We will have the results for that posted towards the—as soon as we get them tabulated and get them up after the resolution process.

The new committee members, when we announce them, there will be a brief meeting following the House of Delegates so that you can be introduced to the current Chair and the Vice-Chair for next year. And those will take place right up in front here.

All the ballots collected?

[No audible response.]

KEN DE MASI: We will begin the resolutions process. I would like to remind you that all of the delegates that were credentialed this morning and yesterday, if you are new today, you should have received a copy of the resolutions that were printed. They will also be displayed on both of the screens. If you don't have one, please raise your hand and one of the Steering Committee members will get you one. In the interest of time, we prefer not to edit the resolutions on the fly; that is, to change grammar, don't worry about it, syntax, punctuation, or other minor changes. Those will be done. The NCSS staff will catch these types of errors prior to the resolutions actually going to the Board of Directors for the March meeting.

You met Brad Burenheide yesterday, the Chair of the Resolutions Committee. And, of course, you already have been introduced many times to President Kim O'Neil, and they will be actually conducting the resolutions process.

Rules of the House specify—and this is found in the House of Delegate Manual—rules of the House specify that discussion shall be limited to 2 minutes for each speaker. No one may speak a second time until all who wish to speak have been heard. 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 House of Delegate agenda to proceed in an orderly manner. We will have two microphones for speaking for and against.

And the Steering Committee members will have the—do you have—okay, we won't worry about that right now. We're looking for the link to the—

ATTENDEE: To the materials so people can look—

KEN DE MASI: The materials that you can look on online, although there is no Wi-Fi in this room.

ATTENDEE: There is now.

KEN DE MASI: Oh, there is now? Oh, okay.

All amendments to the resolutions must be submitted in writing by the conclusion of the House of Delegates session. That way we can get them and make sure that they're accurate and we have a record of that.

I will now turn the resolutions process over to Kim and Brad.

BRAD BURENHEIDE: At this time, we'll begin the reading of the resolutions. The title and the number will be read, and we will read the resolved statements.

The first resolution for this body to consider is Resolution 15-01-01, A request to build tangible rewards for membership. Resolved, that NCSS should seek opportunities to partner with both national, state, public and private organizations to offer discounts related to membership with the organization upon presentation of a member's card; and be it further resolved, NCSS should amend membership cards to reflect membership in state councils or affiliated groups, thereby allowing for rewards to be collected locally, and allowing states to create their own rewards programs for members.

KIM O'NEIL: And we're open for debate. We have for on that side, and against is coming.

ATTENDEE: I have [speaking off mic].

KIM O'NEIL: If anyone wants a hard copy.

Okay. If we have—oh, I'm sorry. For.

ATTENDEE: [Speaking off mic] Community, and I have a point of information question really. I want to know if this will incur any—if this is something that would incur any additional time or expense on the part of the Council. I think it's a good idea, I just would like to know if it's going to cost us anything to do this.

BRAD BURENHEIDE: That was brought up in the Resolutions hearing as well, and the way the resolution is worded is that as the cards are printed out upon renewal of membership, they're simply asking for the NCSS Board to look into the opportunity to see if these could be the state council or affiliated group be printed on it and to see if in case discounts get established with other places.

KIM O'NEIL: For or against?

CAROLYN HERBST: For.

KIM O'NEIL: For.

CAROLYN HERBST: Carolyn Herbst, ATSS/UFT New York City. So many organizations do this, everything from museums to labor unions. It's a good plus, and anything that's a good plus to get us more members is wonderful. So I ask you to support this.

KIM O'NEIL: Thank you. Yes. Any more?

[No audible response.]

KIM O'NEIL: May we take a vote. For those who would like to say "aye" for the resolution, please stand and remain standing. And we have the count taking place.

[Standing vote.]

KIM O'NEIL: And the resolution passes. Thank you very much.

If you take a quick look, by the way, the link is on the site right now.

BRAD BURENHEIDE: The next resolution, Resolution 15-01-02, Create pre-service teacher strand at future NCSS annual conferences. Resolved, that the National Council for the Social Studies encourage future conference planners to include a strand focused on issues—i.e., resume writing, interviewing skills, surviving student teaching or first year, passing the Praxis, et cetera—that would appeal to pre-service and early career educators.

KIM O'NEIL: Debate for or against? I see none. Oh, yes, we have a for.

GAYLE THIEMAN: Gayle Thieman, alternate delegate for Oregon Council. I wanted to speak for this. Syd Golston started a session at NCSS some years ago. It's been my privilege to join her where we do interviews with social studies pre-service teachers. The room is always packed. They have so many questions. And we want to encourage pre-service teachers to join NCSS now and find a home with us. So this is a very important strand and would only add to the conference and to our organization.

KIM O'NEIL: Thank you. Against is really there, but are you against?

ATTENDEE: For.

KIM O'NEIL: Oh, you're for. Okay.

JULIE BURNELL: So for it. Julie Burnell [ph], Pre-Service Education Community. We are for this resolution and it is our wish to be included in the implementation of it.

KIM O'NEIL: Thank you.

MARCIE TAYLOR-THOMA: Good morning. Marcie Taylor-Thoma, President of the Middle States Council for the Social Studies, which is actually the oldest Council for the Social Studies. In the past few years, we have noticed more and more pre-service teachers who are attracted to our conference, and we love the collaboration between the pre-service teachers and their presenting professors. So we know that it works at the Middle States Council conferences, and we strongly encourage this.

KIM O'NEIL: Thank you.

DEAN VESPERMAN: Thank you. Dean Vesperman, Luther College, CUFA delegate. I'm in complete support for this resolution, but what I believe is missing, though, and we might consider for next year, is creating more opportunities for our pre-service teachers and recently in-service teachers to have space to present here on the work that they're doing in their classrooms. They're doing a lot of cutting-edge work that they're doing, I now have former pre-service teachers who presented either yesterday or today, and we need more opportunities for them instead of hearing the same old presentations again and again from corporate sponsors.

KIM O'NEIL: Thank you. And a for?

ATTENDEE: I'm for, yeah. Just very quickly, we do it in New York City, it works very well at our conference. I also work for Queens College. The students love it, and it's a good way to get students to become members of your organization.

KIM O'NEIL: Thank you. For?

MELISSA COLLUM: Melissa Collum representing the LGBTQ and Allies Community. The LGBTQ and Allies Community does support this resolution. I would like it to be known, thought, that John Moore and I co-founded the Pre-Service Educators Community, and we feel somewhat disenfranchised from the conference. So I would support Ms. Burnell's idea to have pre-service as a part of this implementation.

KIM O'NEIL: Thank you. Anyone else for debate?

[No audible response.]

KIM O'NEIL: We'll take a vote. Those who are for the resolution, please stand and remain standing.

[Standing vote.]

KIM O'NEIL: And the resolution passes. Please be seated. Thank you.

BRAD BURENHEIDE: Resolution 15-01-03, Engaging constituents with 21st century technologies. Resolved, NCSS will identify current successful practices employed by state councils and disseminate practices to state councils with the intent to bolster their online engagement of member and parties interested in social studies matters in the respective states; and be it further resolved, NCSS will provide opportunities for presentation sessions at NCSS Annual Conferences and investigate the creation of how‑to videos, illustrating the creation and management of various digital outlets.

KIM O'NEIL: Please come to the mics for debate. For?

JOHN ZINGALE: John Zingale from Oregon. As we move forward into these new realms of teaching, it becomes ever more important for us to engage our students in online primary sources, and that's where we can access these materials so much more easily and readily, but what we need to do is try to really promote this on our websites, not only at state level, but at the national level, and help teachers find those resources because there is so much out there, it becomes overwhelming, and we need to kind of consolidate that into one spot where we can all share the awesome things that we do. Just walking around this conference, we all do it, but we need to be able to share it in other ways other than just here.

KIM O'NEIL: Thank you. Anyone else for debate? Yes? And for?

TONY ROY: Yeah. Hi. Tory Roy from the Connecticut Council for the Social Studies. Great comments on what he just said about accessing teacher materials, but that's not really what this resolution is about unfortunately. This is really about promoting the NCSS and state councils' mission through social media, Facebook, Twitter, whatever you want, in a way that we can engage our members, increase membership, and get our message out there. So this is more of an advocacy resolution than it is about teaching and learning. Thank you.

KIM O'NEIL: Thank you. Anyone else for debate?

[No audible response.]

KIM O'NEIL: We'll go for the vote. If you agree with the resolution, please stand and remain standing.

[Standing vote.]

KIM O'NEIL: And the resolution passes. Thank you. Have a seat.

BRAD BURENHEIDE: Resolution 15-01-04, Investigate the creation of a user-friendly NCSS resolution database. Resolved, that the NCSS Board investigate the organization of the resolutions archived online, to include a search by keywords, year, and current status of resolutions.

KIM O'NEIL: Anyone for debate?

[No audible response.]

KIM O'NEIL: I see no one. Would you please stand if you agree with the resolution? Oh, excuse me.

CAROLYN HERBST: Yeah. For. Carolyn Herbst, ATSS/UFT New York City. In discussion in our council of the resolutions that were produced at SLI, we thought it would be an improvement for SLI developing resolutions to be able to do this so that they could see what had happened before, what had to be done, new things, things that should be resurrected because they were sunsetted, and we thought this would be a valuable tool to create new resolutions.

KIM O'NEIL: Thank you. Anyone else for debate?

[No audible response.]

KIM O'NEIL: Those who agree with the resolution, please stand.

[Standing vote.]

KIM O'NEIL: Okay. Looking at the legislative body, we clearly have more than a majority standing. If there is no objection, we'll say the resolution passes. Is there any objection?

[No audible response.]

KIM O'NEIL: You may sit down. Thank you. The resolution passes.

BRAD BURENHEIDE: Resolution 15-01-05, Keep the Unconference in the conference. Resolved, that NCSS commit to continue to include the Unconference sessions during the NCSS Conference on an annual basis through publicity in the program and signs at the conference site, and be it further resolved that there be a suggested introductory session prior to the Unconference that would allow attendees the opportunity to create and learn to use a Twitter account and QR codes to use and actively participate throughout the conference.

KIM O'NEIL: Debate? For?

STEVE ARMSTRONG: Steve Armstrong, Connecticut Council for the Social Studies. The Unconference, the use of Twitter and QR codes is a great way to attract a lot of folks, younger folks, that go to these type of conferences on a regular basis. It's a great way to hopefully attract those folks, so I would totally support that we should continue doing these type of things.

KIM O'NEIL: Thank you. And for?

PEGGY ALTOFF: Hi. Peggy Altoff, Colorado. It's just a comment. I think that all of our sessions and all of our conference is usually based upon evaluation of effectiveness, of the types of sessions that we do, and things change over time based on evaluations by staff, meetings, director, and the people who attend. So I don't know if the word "commitment" is a little strong. I am certainly not opposed, I just think that we need to keep in mind that things change, and who knows what's going to come along for the next 10 years?

KIM O'NEIL: Thank you. For?

PEGGY JACKSON: Peggy Jackson, New Mexico, President-Elect of NCSS. I have to commend the Virginia Council. Where are you guys? Where is Virginia? Over here. I attended their conference this year in Norfolk—did I say it right?—and they had every one of these things. I know Texas has a wonderful Twitter thing. And the QR codes to me were so good because click, click, you can get the materials and look at it, and also send your evaluation that way.

So I think what Peggy said, I do agree that maybe the language could be cleared up a little bit, but I stand 95 percent in support of this resolution.

[Laughter.]

PEGGY JACKSON: How's that?

KIM O'NEIL: Thank you.

PEGGY JACKSON: Thank you so much. And thanks, Virginia Council, for showing me how well this worked.

KIM O'NEIL: For?

SARAH SHEAR: Sarah Shear, CUFA. I had the honor and pleasure to be at dinner with some of the founding members and the growing membership of not only the Unconference but of SSCHAT, which is the official space and hash tag of the community, and the dedication of the teachers to creating spaces to learn from each other across space and time, to engage students, families, and communities, really serves our organization and the field of social studies, and we should fully support it.

KIM O'NEIL: Thank you. Any further debate?

[No audible response.]

KIM O'NEIL: With that, if you agree with the resolution, please stand. Okay, we'll be counting, so please remain standing.

[Standing vote.]

KIM O'NEIL: And the resolution passes. Thank you.

BRAD BURENHEIDE: Resolution 15-02-01, A request to support educational opportunities for all. Resolved, that the National Council for Social Studies supports the role of education for all by means of universal education through state funding of an adequately funded public school system.

KIM O'NEIL: Anyone for debate? Against? Yes, against. Thank you.

TERESITA ALEXANDER: Terry Alexander of the Non-Public Schools Community. My concern with this resolution is that the request is to support education opportunities for all, and the rationale is for all. However, the resolution is specifically for adequately funding the public school system. I think the resolution needs to be amended and therefore should be tabled.

KIM O'NEIL: Yeah. Yeah. Thank you. Against?

MELISSA COLLUM: Melissa Collum, LGBTQ. LGBTQ is firmly against this resolution. To yield to my gentlewoman who just spoke, it does not reflect the intent of education for all. The funding and the support is only for public school education. I believe as an organization we are very much limiting our opportunity for membership and education. We need to make sure it is really for all.

KIM O'NEIL: Thank you. Anyone else for debate?

CAROLYN HERBST: Yes. Carolyn Herbst, ATSS/UFT New York City.

KIM O'NEIL: Excuse me. For or against?

CAROLYN HERBST: Table. We have been in communication with the Missouri Council for the Social Studies on this. We, as a council—I have been urged as my council, so I need to get up and say this kind of thing. We're moving to table because if you vote yes—if you vote no, it looks like you're against public education, and certainly nobody around here is against public education. If you vote yes, it opens up a can of worms because the definition of public education is very unclear. There could be wording here that supports vouchers as public education, that supports nonprofit charter schools being paid for by the state as public education, and this needs to be studied. Even Missouri had said to me that they wanted it out there, but it does need more study.

We applaud Missouri for bringing up the issue because the reduction of state funds to education is a deplorable thing that is happening and we should be taking a stand on it, but the way this is now needs more study. The Board of Directors could look into it, local and state councils could look into it. But we move to table.

KIM O'NEIL: Thank you. For?

ATTENDEE: Against. Pre-service—

KIM O'NEIL: Oh, I'm so sorry. She made them—we need a second. You would like to table it; correct? The motion on the floor is to table it. Do we have a second?

[Chorus of seconds.]

KIM O'NEIL: Seconded. We're open for debate on tabling the motion—on tabling the resolution.

[No audible response.]

KIM O'NEIL: No debate? We'll vote. All in favor for tabling the resolution, please stand.

[Standing vote.]

KIM O'NEIL: The resolution is laid on the table. Thank you. You may be seated.

BRAD BURENHEIDE: Resolution 15-02-02, Acknowledge the hard work of National History Day. Resolved, that the National Council for the Social Studies work as closely as possible to further encourage teachers to get involved in the National History Day program.

KIM O'NEIL: Debate. Against.

DAVE ALCOX: Hi. Dave Alcox from New Hampshire. Maybe some clarity, too. I'm just curious about like working closely as possible to further encourage. I don't know exactly what that means. I mean, is that a financial support? Is that a social support? The other thing I would like to mention is, certainly not to slight our National History Day, we have a very strong National History Day program at our school, but we also have an extremely strong We the People program. We also have a very strong group that is encouraged with iCivics. We also have a very strong group that's involved with Youth in Government. And I just believe that there are so many other outstanding programs out there that many of us are probably partaking in, and I know I am preaching to the choir when I say that, but I absolutely believe that—I recognize the enjoyment, and they will probably, you know, first to the box, if you would, about recognizing National History Day, and I think that's very noble and such, but I also just would make an appeal that we don't slight the other programs, too.

[Applause.]

KIM O'NEIL: Thank you.

BRAD BURENHEIDE: To your point of clarity, we talked about that in the Resolutions Committee work meeting, and again this is just a suggestion to the Board to ask them to find ways to encourage teachers to get involved that does not require any monetary allocation specifically.

KIM O'NEIL: And for?

MARCIE TAYLOR-THOMA: Yes. Good morning. Marcie Taylor-Thoma from the Middle States Council for Social Studies. I am not sure about this resolution, so I would actually like to table it, but for sure I would like to offer at least a friendly amendment and to strike whereas National History Day is aligned to the Common Core Learning Standards because not every state wants to talk about Common Core Learning Standards. So I would suggest that we—if this resolution goes forward, I would like to amend it.

KIM O'NEIL: Thank you. Excuse me. Is that a motion to amend?

MARCIE TAYLOR-THOMA: Yes.

KIM O'NEIL: Okay. Then I need a second. Debate on the motion. So to include "is aligned to the Common Core Learning Standards." Any debate on the motion?

ATTENDEE: Text for the amendment is coming up.

KIM O'NEIL: Oh, we're waiting for the actual—the wording, "acknowledge the hard work of NHD," eliminate the second "whereas NHD is aligned to the Common Core Learning Standards." So it's to eliminate. Any debate on the motion? For.

ATTENDEE: Madam President, my question is, will we see the striking on the screen?

ATTENDEE: Good morning. From the Parliamentarian, your rules say that in this session you only debate the resolved clauses, that you do not amend and debate the—

ATTENDEE: Whereases.

ATTENDEE: —the whereas clauses, and therefore, now that we see in writing the amendment that was made, it is not an order at this time because it is dealing with one of the whereas clauses, not the resolved clause.

[Applause.]

ATTENDEE: So, Madam President, may I understand that the motion was made to amend the whereas to include words such as—can you explain it again, please?

KIM O'NEIL: It is again, "Acknowledge the hard work of NHD," eliminate the second line, "whereas NHD is aligned to the Common Core Learning Standards."

ATTENDEE: To eliminate that.

KIM O'NEIL: To eliminate.

ATTENDEE: Thank you.

KIM O'NEIL: So we are debating the resolved. The resolved is the National Council for the Social Studies work as closely as possible to further encourage teachers to get involved in the National History Day program. For?

ATTENDEE: Just a point—oh, this is neither for or against, just a point of information. The title doesn't quite match the resolved.

KIM O'NEIL: Thank you. Against.

MARCIE TAYLOR-THOMA: Yes. Again Marcie Taylor-Thoma. I would like now to suggest that we table this for further work.

ATTENDEE: Second.

KIM O'NEIL: Motion second? Debate on the motion to table.

ATTENDEE: Point of order question? Point of information?

KIM O'NEIL: Point of order?

ATTENDEE: Yes. We're still under the amendment process according to the Robert's Rules of Order, and if we could not amend the whereas, then that process should be dropped, and going back to the original, I think one of the councils that is sponsoring it should be asked if they were willing to amend it or not.

ATTENDEE: Our Parliamentarian has just said all we really can in the House of Delegates is look at the be it resolved. This amendment—this resolution was written at Summer Leadership. I agree with whoever came to the microphone a while ago, there are a lot of other noble programs that we could say, We the People, everything else. This was written by a National History Day group at Summer Leadership. I don't think we're—I think we need to look at the resolved and decide this. It is aligned with Common Core, I hear that, but the other thing is we could add other programs, we could certainly table it, but the wording here is all that we can really go by. And that is all I had to say.

KIM O'NEIL: Thank you.

ATTENDEE: We can't go back to the whereases.

KIM O'NEIL: So we have to vote. Okay. Is there any other debate on tabling?

[No audible response.]

KIM O'NEIL: Therefore, we need to take a vote on whether to table the resolution. Those who feel it should be tabled, please stand.

[Standing vote.]

KIM O'NEIL: The motion to table passes.

[Applause.]

BRAD BURENHEIDE: Resolution 15-02-03, Promoting current instructional practices through quality professional development. Resolved, that K-16 social studies educators should be provided opportunities to engage in professional development that promotes research-based current instructional practices, and be it further resolved that the National Council for the Social Studies should promote the development of networks to support professional development on current instructional practices for social studies educators.

KIM O'NEIL: Debate. Yes? Thank you. For or against?

CAROLYN HERBST: Table. Carolyn Herbst, ATSS/UFT New York City. I thought this is what social studies councils do, and I wonder why we need this resolution—

[Applause.]

CAROLYN HERBST: —and if anybody thinks we need something else, then they could further look into it, but I urge to table it.

KIM O'NEIL: You're making a motion?

CAROLYN HERBST: I move that we table this.

ATTENDEE: Second.

KIM O'NEIL: Second. Debate on tabling the resolution.

[No audible response.]

KIM O'NEIL: So now we get to vote on it. All right. Any discussion on tabling the resolution? We have an against?

ATTENDEE: No.

KIM O'NEIL: An against?

KATE SHELDON: Thank you. Kate Sheldon, Maine Council for Social Studies. At SLI this summer, I believe sort of the rationale behind this was actually to broaden the scope of the social studies education that is provided. And, of course, we are all here to promote professional development and those kinds of opportunities, but I think what we were really stressing was the K-16 aspect of it, and in particular there was some discussion about further opportunities for elementary education was a big part of that, that sometimes elementary social studies gets short shrift, and we wanted to make it clear that this is something that is important for all students in K-16. Thank you.

KIM O'NEIL: Thank you. For tabling. For.

ATTENDEE: I'm not for or against, I'm just calling for point of order. We would like a little more time to discuss things when they're brought up for like tabling or amending because I think we're going too fast, and we're trying to discuss something and all of sudden somebody else is asking for a tabling. I think we just need to give us a chance to review what, you know, comes up on the board, and when somebody asks a question, if they're for or against, before we actually get into tabling or amending. Thank you.

KIM O'NEIL: Thank you. Against?

LAWRENCE PASKA: Hi. Good morning. Larry Paska, President of the New York State Council for the Social Studies. We initially read this resolution in the same manner, that we thought, isn't this what we do? But the reality is that many of us—obviously all of our states are struggling to make sure that our teachers and supervisors can attend conferences, can engage in professional development. We, as a Council, this year sent an open letter to our Governor, our Commissioner of Education, our State Board of Regents, others, basically reminding them of the value that professional organizations have in professional development, the responsibility that teachers do take seriously of coming to conferences and joining organizations like this one, and to be seen as a recognized provider of professional development. So we saw this as more of an opening to the larger conversation of reminding people that these organizations exist for a reason, we provide networks, and we provide ways for educators to get better at what they do, and we are by teachers for teachers, and so for that reason, we would recommend not tabling this but in fact continuing to move forward.

[Applause.]

KIM O'NEIL: Thank you. And a for to table?

ROSEMARY BLANCHARD: Rosemary Blanchard from the Human Rights Education Community. Reluctantly, for tabling, I am very troubled by the word "current," and the misuses that could be made of that in terms of forcing—what can I say?—the textbook industrial complex latest version of something, oh, we're to do current and research-based. Having done years of work with indigenous communities in the Southwest, I see in this a way of stripping away the local things people try to create to engage their social studies with the cultural realities of their communities and saying, no, the current research-based thing that we've been told we're all going to do now is this. And I know that was not the intent of this resolution, but I also know how those words I have seen used in indigenous American schools. So tabling is good because there is a good intent here, but there are ways this could be used that would not be nice at all.

KIM O'NEIL: Thank you. Against tabling.

PAUL GOLD: Paul Gold, Vice President, New York State Council for the Social Studies. While I understand the comments that were just made, the word "current" is the best word to be used as opposed to the word "best," because current is what's working right now for the people that are in the classrooms, and what's working for them and what can change over time is what's current. So that's the intent of the word.

I strongly recommend we don't table this particular motion or this particular resolution. I think we have to consider exactly what Carolyn said, that this is what we do. But in a time where social studies right now is so strongly looked upon and in light of the Common Core, where ELA and math have spent the past 5 years at the forefront, now is the time for social studies, and I think it's important that we are firm, that professional development is important, not only for the 7-12 social studies teachers, but for elementary school teachers who now have to start again in many cases from scratch, and we need to think about them and we need to show our commitment to elementary social studies education and our commitment to post-high school social studies education at the college level as well.

So I recommend, Madam President, that we go ahead and we consider this resolution. Thank you.

KIM O'NEIL: Thank you. Against tabling.

GAYLE THIEMAN: Gayle Thieman, Oregon Council for the Social Studies. We heard Cat MacDonald speak very eloquently yesterday about the years and years and years NCSS has been waiting for social studies educators to have a place at the table of professional development. And you all know in your districts that there is funding for math teachers and language arts teachers and science teachers to get professional development, and there is no money for social studies teachers or for elementary teachers who want to go to a social studies conference. What message are we sending to our Senators and Representatives in Congress if we table a motion that speaks to the importance of professional development? We need to be speaking very, very loudly that this is what we stand for; yes, this is what we do; and we need the funds to continue it and expand it.

So I respectfully request that my colleagues in the House of Delegates defeat the tabling of this very important resolution.

[Applause.]

KIM O'NEIL: Thank you. Any more debate on tabling the resolution? For. Excuse me, for.

MEGAN LIST: Megan List, CUFA. I have a point on the elementary focus. We had written a resolution that focused on elementary education. It was brought to our attention that in 2009 NCSS had released a position statement that very strongly supported elementary education and called for states to increase funding and support of elementary social studies education. So that is already a position statement that we can use to our advantage in lobbying.

One issue that I have with this resolution and one reason that I am in favor of having it tabled is the lack of specificity. What kinds of professional development can we be engaging in that are not going to be incurring additional costs from NCSS which would violate the Rules of Resolutions? Thank you.

KIM O'NEIL: Thank you. We're about out of time. For one more against?

ATTENDEE: I would like to call the question.

KIM O'NEIL: Thank you. All in favor of calling the previous question, please stand.

[Standing vote.]

KIM O'NEIL: The question is to vote on the motion of what—

ATTENDEE: You just had a motion to call the previous question. That means that he asked the House to stop debate and call the previous question on the tabling, but you have to adopt the motion to call the previous question. So first you must vote on, do you want to stop debate and call the previous question? And then you will vote on the previous question if that passes.

KIM O'NEIL: So right now you're standing if you would like to in a moment vote on the motion, to stop debate and call the previous question.

[Standing vote.]

KIM O'NEIL: The motion to call the previous question has passed. You may sit. Now we will vote on the motion to table the resolution. Those who are voting to table the resolution, please stand.

[Standing vote.]

KIM O'NEIL: Thank you. It did not pass the resolution to table. It did not pass. Therefore, now is there any further discussion on the resolution? Against.

ATTENDEE: [Speaking off mic.]

KIM O'NEIL: We are back to the original resolution at this time.

ATTENDEE: [Speaking off mic.]

KIM O'NEIL: I'm sorry?

ATTENDEE: [Speaking off mic] go back to the original resolution?

ATTENDEE: That is it.

KIM O'NEIL: On the screen they're saying it's not?

ATTENDEE: It is.

ATTENDEE: That's it.

KIM O'NEIL: And that is it. Thank you. Sorry. Against.

DAN LANGEN: Dan Langen, Ohio Council for the Social Studies. I want to say at the outset that I am 100 percent in favor of anything that this body and the NCSS can do to promote professional development for social studies. My concern is we're seeing resolutions come up that are not worded in a way to say what they are trying to pass. When people have to stand up and clarify what it means to develop, to promote the development, of networks, that's where I start having problems with the resolution. Let's get a resolution that says what we are all trying to pass here.

KIM O'NEIL: Thank you. We will take one more because we will be out of time. This is for the resolution.

ROZELLA CLYDE: Rozella Clyde, Friends of NCSS, and I just want to echo what Gayle—everything that Gayle said, but I want to add on top of that that as part of NCSS, part of our obligation to our participating members is to create—is to enforce—provide opportunities for those networks. And so even though there are words in here that may trigger other things, I think that the important thing is the relationship between the local councils, the state councils, the communities, and NCSS to encourage those networks and as—this is the time, this is really the time, that we have C3 to bring social studies to the forefront. We need to seize the opportunity. Thank you.

KIM O'NEIL: Thank you for the debate. At this time we will vote. If you would like to approve this resolution, please stand.

[Standing vote.]

KIM O'NEIL: The resolution did not pass. Thank you.

ATTENDEE: Point of order. I would like the no votes counted to see if there are people abstaining.

KIM O'NEIL: Would you please stand if you're voting no on the resolution?

[Standing vote.]

ATTENDEE: May they sit down?

KIM O'NEIL: Yes, you may sit down. Thank you. Okay. 124 votes were cast, 67 said yes, 57 said no. The resolution passes.

[Applause.]

BRAD BURENHEIDE: Resolution 15-04-01, Dissemination of educational voting materials. Resolved, that NCSS work with various voting rights organizations to disseminate useful educational materials and learning strategies to teach about increasing voter turnout.

KIM O'NEIL: Debate. For or against?

CAROLYN HERBST: For. Carolyn Herbst, ATSS/UFT. If you believe that the three Cs include the C, civil life, we have to pass this resolution. There has been a movement in this country to limit voting rights that were achieved and now being discarded. There is some positive direction since this was written, a few states have passed an easy way of voter registration to be automatically registered to vote when you get a driver's license, but the voting limitations that some states have been formulating oppresses the poor, minorities, disabled, and creates disenfranchisement for them. Photo IDs for people who don't own cars, photo IDs for people who don't travel with passports, photo IDs in one state where, yeah, you can get it at the motor vehicle bureau, but we closed most of them. These are things—Sunday voting—Sunday registration. Churches use that to bring busloads of people after church to vote, to register to vote on Sunday. That's been eliminated in some places. These are all things—early voting—these are all things that are happening in this country right now, and to show that we really believe in the C called civil life, we must pass this resolution.

KIM O'NEIL: Thank you. For.

JOHN ZINGALE: John Zingale, Secretary from the Oregon Council. As a state that has 100 percent voter registration, I urge you not only to support this, but go back to your leaders in the House and the Senate and urge them to support legislation like we have in Oregon that gives every single citizen the right to vote.

KIM O'NEIL: Thank you.

ATTENDEE: Call the question.

KIM O'NEIL: I have one more right here.

ROSEMARY BLANCHARD: One more for Rosemary Blanchard, Human Rights Education Community. With this resolution, in addition to looking at the various laws that have been restricting voters, there is also a civic education opportunity for especially high school kids of driving age but not voting age, and I have found it very effective in things like indigenous communities and minority communities to teach kids to find their grandmother who can't drive anymore, get them to the polls. There's a whole civic learning in getting young people even who are not of voting age to become couriers. So this resolution can give us an opportunity for civic learning even below the voting age.

KIM O'NEIL: Thank you. We've had a call the question, therefore we have to vote on calling the question. Those who agree to call the question, please stand.

[Standing vote.]

KIM O'NEIL: This is a clear majority. Therefore, you may sit and we will call the question.

If you agree with the passing of this resolution, please stand.

[Standing vote.]

KIM O'NEIL: You can be seated. The resolution passes. Thank you.

BRAD BURENHEIDE: 15-04-02, Creating a policy regarding troubling situations across the United States concerning crime, police activity, race, poverty, and violence. Resolved, that the NCSS Board of Directors create a policy statement regarding the issues addressed in this resolution, a representative statement of which to be used as a guideline is found below.

"NCSS, in concert with other education groups across the United States who have already done so, is heartbroken over what has happened in far too many communities, resulting in violence and loss that cast shadows on the lives and dreams of our students. Our thoughts and prayers go out to the families of the unarmed minority community members who have lost their lives, and the police officers and their colleagues and families who are under investigation. We are saddened for those hurt in the cycle of violence that has erupted.

"NCSS calls for peace and justice across the nation. We understand the frustration that mounts with each incident where an unarmed minority community member loses their future. We understand, too, the hopelessness that stems from poverty, racism, joblessness, and underinvestment in education which leads to continuous cycles of violence. We also understand the need for responsive policing to keep neighborhoods safe. We join with communities across the nation in condemning inequality and racism wherever it exists. We affirm that violence is never the answer to the fundamental issues that must be addressed.

"NCSS commends our colleagues in those areas most affected for their compassion and commitment to providing for the well-being of their students and their communities, as all educators are committed to do, during a time of sorrow and unrest."

And be it further resolved, that NCSS encourage the production of materials and identification of educational resources that support the ability of educators to address these key issues in the classroom.

KIM O'NEIL: Debate. For or against?

CAROLYN HERBST: For. Carolyn Herbst, ATSS/UFT New York City. This is a controversial hot button issue. If you believe in the C, civil life, it should be discussed in the classroom. I found almost similar wording, because we changed some things in the hearings, in a resolution passed by the New York State United Teachers, and what attracted me to this and to bring it to our Council is that, unlike some other resolutions I've seen on the issue, this one addresses all the points that create the controversy, the idea of looking at this from many different angles, the idea of looking at this for its emotional effect as well as factual effect. We decided in the hearings not to ask this body to start editing this document and of adopting it or not adopting it per se but to turn it over to the Board of Directors as a guideline because I believe, and my Council believes, that the wording of this or the ideas within it are the things we should be looking at to help teachers in the classroom discuss this in an academic fashion that will be instructive for the rest of their lives.

KIM O'NEIL: Thank you. For.

BARRY THOMAS: Barry Thomas, NSSSA delegate today, but also I'm a member of the African American Educators Community, and as we met yesterday, I believe that this was a very strong topic that was discussed, and any support that NCSS would lend in the affirmation of this letter—and thank you to our colleagues from New York in taking the initiative to put together such a document—but those that spoke at the African American Educators Community meeting and then also at the luncheon, this was something that we were seeking from our organization to show that they were in support of these issues for individuals such ourselves who are working, many of us, in many of these communities that are being impacted and affected by a lot of the different things that are stated in that letter. Furthermore, if we are an organization, as stated, of advocacy, this would go a long way to speak to that as a charge and be something that resonates nationwide throughout those that are members of this organization. Thank you.

[Applause.]

KIM O'NEIL: Thank you. Further debate. And please raise your hand if at some point you're in action and I don't see you and you want me to stop. Otherwise, at this point I see no further debate. Oh, yes, I do. For.

MATTHEW ATKINSON: Matthew Atkinson, Virginia Council for the Social Studies. While I am for everything about this, the one part about this that I have is just the minority community members. I am at a school that's 95 percent African American. However, my white students also suffer from racism and discrimination and also violence. They have been hit by cars and they have also—it should be all community members. I know that we have seen a lot in the news about African American community members, but the fact is that everyone is included in this, not just one community, not just minorities, it's everyone.

ATTENDEE: I will add, just as a point of information here, the committee in our work on this one, that was a suggestion of language change that we made there to the original, and that was something we struggled with greatly trying to phrase it in the best possible light, and your point is well taken.

KIM O'NEIL: Against.

BECKY GRIFFITH: Becky Griffith, North Carolina Council. I agree with the gentleman that just spoke. The statement says prayers go out to the families of the unarmed minority community. What about the families of the minority community members that were involved that were armed? We feel for those families as well because they suffer also. And then in the next sentence, it says the police officers and their colleagues and families who are under investigation. What about the families of the police officers that are involved in these sorts of incidents and have to patrol these sorts of incidents that are involved but are not under investigation? You see? There are more people that are affected by this. This is limiting in a way, and I think that we need to expand it because it affects all of us.

KIM O'NEIL: Okay. Thank you.

ATTENDEE: Point of information. Did we not say that this would be edited by the Board of Directors and that therefore these comments can be taken under advisement from the Board of Directors? And will the Resolutions Chair clarify that?

ATTENDEE: I just want to point out in the resolution itself, the first resolved statement, that the NCSS Board of Directors create a policy statement regarding the issues addressed in the resolution, a representative statement of which to be used as a guideline is found below, this might be something that we can allow the Board to address and look at as a possible way to start the conversation and then craft their own statement on the issue. So what the resolution is actually asking is the creation of a statement where that might be a guideline to begin the discussion.

KIM O'NEIL: Thank you. Any further debate? For. Oh, no, excuse me, against. If you want to do against.

MELISSA COLLUM: Thanks. Thank you, Kim. Melissa Collum, LGBTQ Community. One of the issues—against, by the way—one of the issues that I have with this amendment is the wording "across the United States." "Across the United States" limits our First Nation communities. Many people assume that "the United States," when it is used, applies to our indigenous populations, but it does not. They are their own nations within the United States of America.

KIM O'NEIL: Thank you. For.

ROZELLA CLYDE: For. Rozella Clyde, Friends of NCSS Community. We want to increase the membership of NCSS. We want to reach out to underserviced populations. We have to stand for something. If we're going to attract new people to come into this organization, we have to make a point of speaking, of being the voice, for those people. It's going to help us on a number of different levels, and I think that we tend to fail to make commitments to controversial places because of little things that may not be included, but I don't think that we should leave this conference and this meeting without saying something about this.

KIM O'NEIL: Thank you. For.

SCOTT WYLIE: For, yes. Scott Wylie, Issues Centered Community. So I find myself torn on this resolution for the same reasons that other people have said thus far. There are some questions of inclusion that I would like to see everyone—like more inclusion to the point about the United States that was mentioned earlier. And as I'm sitting in my seat and I'm thinking how I'm going to vote on this, I was actually reminded of—I recently saw the musical Hamilton in New York, so if you get to go, I highly recommend it, friends in New York will get you tickets. There's a song that was sung—

KIM O'NEIL: Oh, time. Do I have to stop at one point?

SCOTT WYLIE: I'm sorry?

KIM O'NEIL: Could you wrap it up? We just hit time. Sorry.

SCOTT WYLIE: Sure. There's a song that was sung that was called "History Has Its Eyes On Us," and that's what I'm thinking when I make this vote, that what we're voting on right now is this resolution, but we're also voting when future scholars go back and look at, what was the NCSS thinking at the time that these issues were arising in 2015? And even though we may have issues with the exact wording of the bill, remember that we're voting on a statement of belief and that history has its eyes on us.

KIM O'NEIL: Thank you. Time has ended for debate, so at this time, we'll take a vote on the resolution. Those in favor of the resolution, please stand.

[Standing vote.]

KIM O'NEIL: You may be seated. And the resolution passes. Thank you.

[Applause.]

ATTENDEE: Point of clarification.

KIM O'NEIL: I'm so sorry.

ATTENDEE: Just to remind that the Board is making—is responsible on the Board to make this resolution, so please if you do have some concerns, contact the Board and let us know your interests and concerns so we do hear from all of you and hear all voices.

KIM O'NEIL: Thank you.

ATTENDEE: [Speaking off mic.]

WILLIAM O'SICK: Point of information?

KIM O'NEIL: Excuse me, I'm answering over here, please. 97 cast yes.

Yes, sir? Yes.

WILLIAM O'SICK: Bill O'Sick, Virginia Council for the Social Studies and on the Resolutions Committee. I would just like to make a point of information for everybody. If you would take a look at page 24 of your House of Delegates Manual and make sure you read what the purpose of the National Council for the Social Studies is before you're looking at some of these resolutions again because some of the things that we just discussed are in the purpose of the National Council for the Social Studies and what it stands for.

KIM O'NEIL: Thank you.

[Applause.]

BRAD BURENHEIDE: Resolution 15-04-03, National Council for the Social Studies to endorse the renaming of Columbus Day to Indigenous Peoples' Day. Resolved, that the National Council for the Social Studies issue a position statement supporting the renaming of Columbus Day to Indigenous Peoples' Day.

KIM O'NEIL: And debate? Against.

THERON TRIMBLE: Theron Trimble, Florida Council for the Social Studies. While I support in spirit the resolution and I am a fervent Florida State University Seminole fan, there are no indigenous peoples to the Americas. Indigenous means to originate. If there were an archeological community here, they would support that. The resolution is not valid in its form. Thank you.

KIM O'NEIL: Thank you. For.

SARAH SHEAR: Sarah Shear, CUFA. Columbus did not discover a new continent or a country. It was him and the thousands of Europeans who followed suit in the age of colonization, which continues today, in the mistreatment and erasure of the indigenous peoples who were here when Columbus and other explorers and colonizers came, and continues today in the larger societal mistreatment and erasure and misrepresentation of indigenous peoples' cultures and their ways of being and knowing in our social studies curriculum standards textbooks, and we must join in solidarity with the states and cities and communities, teachers, students, and families across the country and in Canada and other parts of the world in recognizing that we should no longer celebrate a founding member of the American genocide. And in the words of Tatanka-lyotanka, "Let us put our minds together and see what life we can make for our children." Let the National Council for the Social Studies stand up and say that we will begin in our own way a road to reconciliation with the peoples of this land. Thank you.

[Applause.]

KIM O'NEIL: Thank you. Against.

KELLY CURTRIGHT: Kelly Curtright, President of the Oklahoma Council for the Social Studies. Having been raised in a family with Cherokee heritage, this resolution causes me concern. This month, since August 3, 1990, has been known as Native American Indian Heritage Month, not day, month. October 12, 1492, changed world history. There are a variety of perspectives that can be taught about that day and about the events that flowed from it. However, world history changed forever with the discovery by Columbus from a European perspective of what they termed a new world. I don't think this resolution should pass. Thank you.

KIM O'NEIL: Thank you. For.

RACHEL TALBERT: Rachel Talbert, delegate for the Teaching American Indian History, Current Events, and Culture. We are in favor of this resolution because we know that the federal public policy towards American Indians is something that is not often taught. It is one that is riddled with a history that has gone from assimilation to termination and now to an era of self-determination. Our students who are Native American struggle mightily with being asked to go to school and celebrate Columbus Day, a day that they see and have spoken up nationwide as a day that they have to celebrate a man who enslaved, raped, and tortured their ancestors. We would certainly not ask, because we are a wiser country now, African Americans to celebrate a day when their ancestors were sold or brought into slavery, we would not think of doing that as a nation, yet it is something that Native American students are subjected to all around the country. Many states with large populations of Native American students have already changed the name of this day to Indigenous Peoples' Day to honor that heritage. We believe that it is very important for NCSS to be the leader in providing resources to look at this history. This is not saying that Christopher Columbus could not be talked about, but it is certainly important that on this day we recognize this history and that we teach this as a current event that still very much impacts the first Americans, the Native American community. Thank you.

[Applause.]

KIM O'NEIL: Thank you. Against.

ELISA BEACHY: Elisa Beachy, Florida Council for the Social Studies. Currently, there are only four states, but many cities, that have renamed this: Alaska, Hawaii, Oregon, and South Dakota. I think that the renaming of this is not correct. I agree that Native American Day would be a better name for this, but I think it's important that we honor Christopher Columbus, and I think it's also important that we understand that a lot of people do not know what the word "indigenous" means. It's a word that would have to be taught to our elementary school children. They do not understand the word "indigenous," and therefore a lot of people don't understand that either. Thank you.

KIM O'NEIL: Thank you. For.

DEAN VESPERMAN: Thank you. Dean Vesperman, Luther College, CUFA Representative. The real issue here is simple. Native American history begins with Columbus and ends with Wounded Knee in our textbooks and our state standards, as if Native Americans after Wounded Knee do not play a role in our nation. We now need to begin the shift to move away from a gentleman who was an Italian merchant who stumbled upon two continents hoping to get rich, to a vital part of our history, a vital part of our nation, and a vital part of our future. We cannot do this if we hold onto old images of Columbus as giant scientist, innovator, or explorer, which he was none of those. Therefore, I say we should support this resolution, begin to move forward, and having taught elementary students, they will understand "indigenous."

[Applause.]

KIM O'NEIL: Thank you. Are you against?

ATTENDEE: For.

KIM O'NEIL: For?

RANDY MARTIN: Randy Martin, past President of the New Mexico Council. I think that this resolution does not ignore Columbus, nor do I think it's completely against Columbus. I think that passing this resolution would allow our students and ourselves to have a better debate in our classroom and more critical thinking about the role of Columbus and indigenous peoples as well. Thank you.

KIM O'NEIL: Thank you. We're checking our time for the debate. Our time? Okay, please.

ROSEMARY BLANCHARD: Rosemary Blanchard, Human Rights Education Community, but also New Mexican, and in teaching in the community college level in Gallup, New Mexico, where the majority of my students were Navajo, I encountered some of the harm that Columbus Day has done in the education of indigenous children. I had a student who was very proud of the F that he got in world history as a high school student for saying on an exam that Columbus did not discover America, Columbus was lost and the Indians discovered him, and when he refused to change his answer, he was failed in world history. That's the reason this day has to go.

KIM O'NEIL: Thank you. For.

MARK FINCHUM: Yes, for. Mark Finchum, President, Tennessee Council for the Social Studies, Chair of the American Indian Community. "Indigenous" refers to the first population here, and so anthropologists and archeologists know who that is. So, yes. Second of all, it is an academic word that if our children don't know it, they need to learn it, and they're perfectly capable of doing so.

[Applause.]

MARK FINCHUM: Being from East Tennessee, a lot of my family, friends, so forth, are on the Cherokee Reservation in North Carolina. Every single one of those I have talked to has said, yes, change Columbus Day to Indigenous Peoples' Day. I also would point out that November is Native American Month, but the reason for that is because it's associated with Thanksgiving, and that's a whole 'nother problem.

[Laughter and applause.]

MARK FINCHUM: I would also point out that Friday is supposed to be the day after Thanksgiving, the American Indian Heritage Day. Black Friday, who really pays attention to anything but shopping that day? And as a friend of mine, a social studies teacher in East Tennessee and a Cherokee person, said, "We're not extinct, we're just treated that way." Let's change that.

[Applause.]

KIM O'NEIL: Thank you. And we have one minute remaining.

LAURA MEYERS: I'm Laura Meyers and the delegate for the International Assembly. And as a former elementary teacher and now college professor, I just was really struck by the comment about elementary students not being able to comprehend the term "indigenous," and I would also like to say that, one, they could, and, two, I think that's insulting to the group in this room that we have so many amazing social studies teachers who would be perfectly capable of a vocabulary lesson and helping this, even our youngest learners, not only understand the intent behind indigenous but also the use of this name for this day instead of Columbus Day.

KIM O'NEIL: Thank you. Time?

CAROLYN HERBST: Oh, can I say? Carolyn Herbst—

KIM O'NEIL: How many seconds? Oh, it's time, Carolyn.

CAROLYN HERBST: I have mixed feelings about this.

KIM O'NEIL: Carolyn.

CAROLYN HERBST: In New York City we have a Spanish Day parade—

KIM O'NEIL: Carolyn, we understand, Carolyn, but it's time, I'm sorry.

CAROLYN HERBST: I'm thinking of abstaining.

KIM O'NEIL: Thank you. At this time, we will take a vote. Those of you who wish to pass the resolution, please stand.

[Standing vote.]

KIM O'NEIL: Please be seated. Those opposed, please stand.

[Standing vote.]

KIM O'NEIL: You may be seated. 145 delegates are seated, 65 yes, 22 no. The resolution passes.

[Applause.]

KIM O'NEIL: Thank you.

ATTENDEE: I have a point of information. [Speaking off mic.]

ATTENDEE: The question has been raised, does it pass if it doesn't have a majority of the total delegates seated? But your rules say that it's those present and voting that passes the resolution. So there were 65 plus 22 voting out of your 145 seated. So 65 plus 22 is what? 87. So 65 is a clear majority in that 87 who cast a vote on this matter.

ATTENDEE: [Speaking off mic] abstention?

ATTENDEE: Abstentions per Robert's Rules of Order, I can get you the section a little bit later, but abstentions means that you did not cast a vote, it means you did not cast a vote. So those present and voting were 87 on this matter.

KEN DE MASI: And by tradition, the policy in the House of Delegates is that we do not call for an abstention vote because it is meaningless. I am going to interrupt as Chair of the Steering Committee, interrupt the Resolutions Committee, or the resolutions process for a minute or two for a very special presentation that I would like to have past President Michelle Herczog, who is actually running right now, to come to the podium, and then we will resume the resolutions process.

MICHELLE HERCZOG: Good morning, everyone, and thank you for allowing me for this very special moment. We are so incredibly grateful to our Board of Directors, who are being led by a superb leader in Kim O'Neil, our current President of National Council for the Social Studies, and as is customary, the past president will always give a wonderful special award to the current president. So it is my honor—and I know you will agree—to honor and thank President Kim O'Neil for her leadership, her vision, her dedication, to moving our organization forward. So please join me in thanking and congratulating our marvelous leader.

[Applause.]

MICHELLE HERCZOG: Photo. Photo.

KIM O'NEIL: Later. Later.

[Laughter.]

KIM O'NEIL: Thank you.

MICHELLE HERCZOG: Speech.

KIM O'NEIL: You know me and speech. Let's see, 10:04. Just thank you very much. I'm just so appreciative of meeting all of you, as I said at the breakfast, knowing all of you through all of the various councils, it's been a great time in this organization, and of all the many councils I've been involved in. So again it's just a great time. It's like Brigadoon, I say once a year I get to see some great people. So thank you very much for your thanks.

[Applause.]

MICHELLE HERCZOG: Thank you, Ken. Where are you? Thank you.

KEN DE MASI: I'm right over here.

MICHELLE HERCZOG: Thank you.

KEN DE MASI: Thank you.

ATTENDEE: Call for a question?

KEN DE MASI: I will turn this back over to Brad.

ATTENDEE: Call for a question first?

KEN DE MASI: Kim, you are back on board.

KIM O'NEIL: Sorry, sir. Yes, sir.

BILL: I would like to—I understand what the gentleman just said about the absentee ballots that were not counted. I would like to understand that maybe in this aspect we should count. We have 143—145 delegates, and we only had 87 voting on this? That means there were 58, including myself. I abstained from voting on this based on the aspect of some of the wording changes, and I did not get a chance to say that because of the time limit, I understand that, but I would like to find out with 58 abstentions that we understand why some people abstained—

KEN DE MASI: Bill, in the interest of explaining that particular tradition, that an abstention doesn't count, it's meaningless in terms of voting because you cannot force somebody to vote, and by asking to count those abstentions, and we're doing that as a standing vote, it violates that process of you can participate in the voting process or not, but that is the tradition in the House of Delegates, that we do not force somebody to vote. We do ask them to vote and obviously you would probably consider it everybody's—so I hope that clarifies it, but—

BILL: Oh, yeah, I understand that, I just would like some way to find out, you know, why some people did not vote—

KEN DE MASI: At some point that discussion may be useful, especially before the Board, and I would bring that up actually as just a written evaluation to any one of the House of Delegate committees, and I will certainly take it under advisement when we meet with the Board.

ATTENDEE: Okay. Thank you very much.

KEN DE MASI: Thank you.

CAROLYN HERBST: Division of the House here. I am really concerned about this because when we go back to our local councils and they see this vote, I mean, there are so many ethnic groups in New York that look at this in so many different ways that New York City just could not deal with this kind of situation that I would like to go back to my council and say, "Look, there were abstentions here."

KEN DE MASI: And you can tell them that you abstained. Thank you.

ATTENDEE: Mr. Chair, I call that [speaking off mic] move on to the next [speaking off mic].

ATTENDEE: I also have a point of information. I would like to say that I concur with my colleague that spoke first. I think we have to look at why there were abstentions. I think that if this organization, if this body, is going to move forward and try to create positive change within our organization, ultimately there are going to be controversial issues that come up, and I think that the why here is people have—people going ahead and being able to make a vote without worrying about having to stand up or not.

KIM O'NEIL: Thank you.

ATTENDEE: Thank you.

KIM O'NEIL: Excuse me. Out of order we have a—

ATTENDEE: [Speaking off mic] move on to the resolutions.

KIM O'NEIL: Okay. Thank you very much. We'll move on with the resolutions. Brad?

BRAD BURENHEIDE: Resolution 15-04-04, Affirming support for the Black Lives Matter movement. Resolved, that the National Council for the Social Studies and its affiliate organizations acknowledge the persistence of racism and racial prejudice and its profoundly negative impact on children, society, and our democracy, and commit to providing social studies education that includes this analysis of these concerns. Further, that NCSS issue a position statement acknowledging their support for the Black Lives Matter movement and other groups that draw attention to and advocate for and into institutionalized racism, social injustice, and racial prejudice.

KIM O'NEIL: We're open to debate. For.

CRAIG BLACKMAN: Craig Blackman, VCSS.

KIM O'NEIL: For.

CRAIG BLACKMAN: I'm actually against this.

KIM O'NEIL: Oh.

CRAIG BLACKMAN: And I'm going to explain why. First of all, thank you for the opportunity to come and speak. I appreciate that. It's an honor to be here. Every life matters, black lives, Native American lives matter, Latino lives matter. We're all for that. I 100 percent support that idea. My problem with this is the methods used by the Black Lives Matter movement in certain cases, the violence that has been used to achieve some of their goals, i.e., Randolph, I think it was Holder, on October 20, a policeman was killed. So I don't think we want to—I don't think it's wise for us to support the methods necessarily of the movement. The ideals, yes, absolutely, but as far as the methods, I think we should refrain as an organization to support that kind of violence.

KIM O'NEIL: Thank you.

CRAIG BLACKMAN: Thank you.

KIM O'NEIL: And are you for?

RYAN CROWLEY: Yes.

KIM O'NEIL: Okay.

RYAN CROWLEY: Ryan Crowley from University of Kentucky, CUFA delegate. I mean, if you read what the Black Lives Matter movement is about, it's definitely a nonviolent organization in that way. How individual members of that organization have acted is maybe not in that spirit, but that's not what the organization is about. And the general critique of this is this idea that Black Lives Matter means that all lives don't matter, that's not what Black Lives Matter is saying, it's about drawing attention to a very specific population that's had unjust treatment, and a lot of incidents that have occurred lately are laid out in the resolution, and CUFA—or NCSS has never—has not always been the best at addressing issues of race and racism, they don't exist in the standards in '94 and 2010, and they're not really present in the C3. So I think it's important to take a stand on an issue like this, and this is a good organization to back in that.

KIM O'NEIL: Thank you. Go to the for or against, either mic, please. Against?

ATTENDEE: For actually.

MARTHA: For. Martha—

KIM O'NEIL: Okay. I'm just going to say this, please go to the for or against. That would be appreciated. But please go ahead if you're there.

MARTHA: For. Martha from California. All lives do matter, but not all lives are being killed in epidemic numbers by law enforcement. I just want to say that I support this resolution because having been personally racially profiled by the Los Angeles Police Department, I know that some of us do get treated differently, and any support by NCSS would be appreciated.

KIM O'NEIL: Thank you. For?

DEAN VESPERMAN: Dean Vesperman, Luther College, CUFA delegate. I believe that we should support this for one reason and one reason only: we teach children of color and they are citizens, too. And far too long children of color and adults of color have been not treated as equal citizens in this nation. Yes, incidents occur. Yes, violence occurs occasionally. But more violence has been done in our nation against minorities than what has occurred with a few minorities against the dominant population. That is no reason why we should not support this movement. We should not support the continuation of the Civil Rights Movement, and we should not notice that we have children of color in our classrooms.

KIM O'NEIL: Thank you. Against.

BECKY GRIFFITH: This is a friendly amendment. Becky Griffith.

KIM O'NEIL: Okay. Would you like to make an amendment?

BECKY GRIFFITH: Friendly amendment, yes.

KIM O'NEIL: It's either amendment or not; right? Okay, we'll take the amendment, please. Sorry.

BECKY GRIFFITH: Becky Griffith, North Carolina Council. On the screen, it's the seventh line down. I am proposing that we say "acknowledging the support for groups that draw attention" and just delete the words in between that say "the Black Lives Matter movement and other," and just say "support for groups that draw attention to."

KIM O'NEIL: That's a motion?

ATTENDEE: Second.

KIM O'NEIL: Second. Debate on the motion—on the amendment, excuse me, debate on the amendment. This is for the amendment.

PEGGY ALTOFF: Peggy Altoff, Colorado. I am in support of that amendment because obviously there are lots of groups that help to draw attention and advocate to end institutional racism. And this just happens to be the one in the forefront at the moment, but we need to support them all. Thank you.

KIM O'NEIL: Thank you. Further debate on the amendment. For.

BARBARA HAIRFIELD: Barbara Hairfield, NSSSA. As a Charlestonian, we have been directly impacted by this, and it has also been something that we really have to be cognizant about in our schools, something that does not further segregate us by terminology or by the names. We are very committed to ending institutional racism, injustice, and racial prejudice, but I am in favor of this amendment that would take that out and say that all groups.

KIM O'NEIL: Thank you. For the amendment.

JENNA LINN [ph]: Jenna Linn, Montana Council for Social Studies. I'm not sure how to do this, but is there a way that North Carolina would be willing to put "peacefully draw attention to" instead of "all"? I don't know how that—

KIM O'NEIL: Out of order right now. We're following—we're working on the amendment.

JENNA LINN: Right. Could we add that word to the amendment, or is that another amendment on top?

KIM O'NEIL: That's another amendment. So further debate. Yes.

JESSICA ELLISON: Jessica Ellison, Minnesota Council for the Social Studies. I have a question about the amendment. If we take out the—oh, thank you—if we take out the phrase "Black Lives Matter" from the resolved, do we also need to amend the title and the rationale because the words "Black Lives Matter" appear there as well?

KIM O'NEIL: Brad? Brad, do you have an answer for that?

[No audible response.]

KIM O'NEIL: No? In my opinion, I don't feel, so I think the resolution will go through as what is in the body, not the title. Anyone else?

[No audible response.]

KIM O'NEIL: I'll read for you the amendment that's on the floor. "Further, that NCSS issue a position statement acknowledging their support for the groups that draw attention to and advocate for."

ATTENDEE: It is [speaking off mic].

KIM O'NEIL: Oh, it is. All right. Thank you. Thank you. If there is no further debate, we will vote on the amendment. For those who approve the amendment, please stand.

[Standing vote.]

KIM O'NEIL: Okay. And the amendment has passed. We'll have further debate on the resolution. Please raise your hand if you need more time. We have a for.

ATTENDEE: Question. On the amendment we just passed, we're taking out the Black Lives Matter movement; correct?

KIM O'NEIL: Correct.

ATTENDEE: If we change that, then we have to change the rationale. Can we change the rationale, too? Because to change the rationale, the rationale says "the Black Lives Matter movement."

KIM O'NEIL: This body discusses the resolved portion.

ATTENDEE: I understand that, so—but you can't change one without the other.

ATTENDEE: [Speaking off mic.]

KIM O'NEIL: Oh, the process is the Board will make the modifications. This body will work on the resolved.

ATTENDEE: Okay. Thank you.

KIM O'NEIL: Thank you. For.

STEVE ARMSTRONG: Steve Armstrong, Connecticut Council. There is precedent for that in this organization, by the way, that when motions have been made when the resolved is changed, there is precedent to go back and change the rest of the document to make it consistent with the be it resolved.

KIM O'NEIL: Thank you. And time has been called. Therefore, those of you who wish to approve this resolution, please stand.

ATTENDEE: As amended.

KIM O'NEIL: As amended.

[Standing vote.]

KIM O'NEIL: You may be seated. The resolution passes. Thank you.

[Applause.]

BRAD BURENHEIDE: As per tradition in the House of Delegates, we have resolutions of commendation. They are approved by acclamation of the House.

Resolution 15-05-01, Commendation of NCSS President Kim O'Neil. Whereas Kim O'Neil has been a leader for years in the field of social studies education, and whereas under President O'Neil's leadership, great gains have been made for the benefit of students and teachers across the country, and whereas Kim O'Neil is a scholar, advocate, leader, and friend of the social studies, be it resolved that the National Council for the Social Studies formally recognizes and thanks President Kim O'Neil for her service and contribution to the social studies community, and in particular for her term as President of the National Council for the Social Studies. By acclamation, please.

[Applause and cheering.]

BRAD BURENHEIDE: Would we like to debate that? No? Okay.

[Laughter.]

BRAD BURENHEIDE: Resolution 15-05-02, Commendation of the NCSS staff. Whereas the NCSS staff has worked diligently through economic hardships, periods of public assaults on education, and legislative disenfranchisement with our field, and whereas the NCSS staff has consistently served as a rock of support, action, and encouragement to member leadership and the organization at large, and whereas it is sometimes taken for granted all of the things that the NCSS staff does for the membership, be it resolved the NCSS staff has done tremendous good and have produced yeoman's work in doing their best for the benefit of the social studies organization. By acclamation, please.

[Applause and cheering.]

BRAD BURENHEIDE: And, finally, Resolution 15-05-03, Commendation of Conference preparation and implementation. Whereas Stacey Alexius, Louisiana Council for the Social Studies, and the entire Local Arrangements Committee has worked tirelessly in preparation and implementation of the 2015 National Conference, and whereas the aforementioned have produced an outstanding conference to celebrate social responsibility, and whereas the aforementioned have worked with great diligence and collaboration, be it resolved the National Council for the Social Studies staff and membership thanks Stacey Alexius, the Louisiana Council for the Social Studies, and the Local Arrangements Committee for their outstanding work and service to the entire organization for letting the good times roll. By acclamation, please.

[Applause and cheering.]

BRAD BURENHEIDE: I return it to our Steering Committee Chair.

KEN DE MASI: Thank you, Brad, for that great work on the Resolutions Committee, a very difficult process regardless of—I know if you're sitting here as a new delegate, you're kind of looking at this, thinking about it from the committee standpoint of trying to be as fair as possible and open and really being deliberate and intelligent and filled with integrity, this process is complicated. There are two open hearings. One is on Thursday—this is always true—on Thursday there is a 2-hour from 10:00 to 12:00 Resolutions Committee meeting to go over resolutions. And then on Friday, from 9:00 to 11:30, you have opportunity to come in and present more, and that way we can really get people to work through these things. But thank you for your patience. We would now like to get you the results of the election.

For the new members of the Steering Committee, it will be Kristin Ayala from Colorado. Thank you. Congratulations.

[Applause.]

KEN DE MASI: And Chad Taylor from Texas Council for the Social Studies. Welcome aboard.

[Applause.]

KEN DE MASI: For both of you, we will meet up here immediately afterwards. Please don't go away.

The Resolutions Committee we had already determined by acclamation that Elizabeth Milligan from Colorado and Eugene Earsom from Oklahoma will be the delegates on that committee.

[Applause.]

KEN DE MASI: I might mention that Eugene has served on that committee before, and it's an interesting process to come back. Thank you for being willing to do that.

And then the Assignments Committee, the two delegates, the two new members of that committee, will be Ron Adams from New Hampshire—

[Applause.]

KEN DE MASI: —and Gloria McElroy from Tennessee.

[Applause.]

KEN DE MASI: And congratulations to all of the candidates. I look forward to your having a great experience when you come on board.

Don't forget that "goldenrod form." It should be right in front of you now all filled out with all kinds of juicy details. And those can actually be left right up here on this front table. And I would like to once again and for the last time today in here introduce Kim.

KIM O'NEIL: Those are magic words, "last time." Thank you very much. First of all, just remember Monday you are going to be receiving hopefully an e-mail saying you may now vote for the future NCSS Board of Directors, so please be looking at that.

And number two, we have the next convention coming up in Washington, and Peggy is here. Peggy, would you like to mention a few words or—a few words that you would like to mention about Washington? Okay.

PEGGY JACKSON: [Speaking off mic.]

KIM O'NEIL: We'll all be there, Peggy, in support. Thank you.

[Applause.]

KIM O'NEIL: And the third item—this is again one of those presidential privileges, but we have a past president who is celebrating a birthday, Peggy Altoff. Would you join us in a quick Happy Birthday for you?

[Singing.]

KIM O'NEIL: Thank you, Peggy, for all your service. Thank you.

[Applause.]

KEN DE MASI: On that score, I would also like to just recognize the past presidents of the National Council for the Social Studies that are in the room. Would you please stand?

[Applause.]

KEN DE MASI: That's service for you. Thank you. Thank you all. Hey, I want to give my appreciation to our Parliamentarian, Ramona Hill.

[Applause.]

KEN DE MASI: Just an incredibly adept at what she does and the help and assistance that she gave us throughout this entire process. It's always very nerve-wracking, but she's just steady as she goes. Very, very nice. Thank you so much, Ramona.

Hey, I now declare 10:29 adjournment.

[Applause.]

KEN DE MASI: Get out there and have some fun.

[Applause.]

BRAD BURENHEIDE: Resolutions Committee members current and new, if you would meet up front, please.

-- VictoriaNayiga - 05 Jan 2016
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