2013 NCSS House of Delegates Resolutions

Resolution #13-01-1

NCSS to Investigate More Paperless Options

Sponsored by: Indiana Council for the Social Studies

Co-Sponsors: Environmental and Sustainability Education Community, Michigan Council for the Social Studies, Minnesota Council for the Social Studies, Texas Council for the Social Studies, Wisconsin Council for the Social Studies

Rationale: At the 2012 Annual Conference in Seattle, NCSS offered the “Guidebook” app to its conference attendees to access the program on their personal electronic devices. Printed programs and other conference handouts such as the HOD manual and other HOD related materials are potentially more expensive than offering electronic alternatives.

WHEREAS: NCSS should be commended for making the national conference program available electronically in 2012;

WHEREAS: Electronic copies of NCSS materials could reduce costs to the organization;

WHEREAS: The majority of our members have access to personal electronic devices;

WHEREAS: Moving toward paperless operations meets NCSS goals and strategic plan;

WHEREAS: The NCSS House of Delegates has passed resolutions on the commitment of the organization to ‘go green’ in 2008, 2010, and 2011;

WHEREAS: NCSS is a leader committed to citizenship education through modeling green initiatives;

BE IT RESOLVED, the board investigates a continual increase and use of paperless options for all NCSS functions, operations, and meetings including, but not limited to, its annual conference.

Resolution passed by the HOD. Resolution approved by the BOD.

Resolution #13-01-2

House of Delegates to Affirm Commitment of NCSS to Lead Implementation Phase of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Sponsored by: California Council for the Social Studies, The Association of Teachers of Social Studies / United Federation of Teachers, New York City (ATSS/UFT-NYC) and the New York State Council for the Social Studies

Co-Sponsors: Citizenship Community, Kentucky Council for the Social Studies, Minnesota Council for the Social Studies, New Mexico Council for the Social Studies, Texas Council for the Social Studies

Rationale: The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, published in 2013, is the result of a three-year collaborative effort of NCSS, 20 states, and 14 professional organizations in civics, economics, geography, and history to guide the teaching of social studies through an inquiry and investigative methodology that will promote deep content learning, application of knowledge in the real world and civic engagement. The NCSS Board of Directors and NCSS staff are fully committed and prepared to lead the implementation phase of the C3 Framework and therefore, request affirmation of the NCSS State Affiliates.

WHEREAS: The C3 Framework is the result of a three-year collaborative effort of NCSS, 20 states and 14 professional organizations to describe and promote the acquisition of disciplinary and multi- disciplinary concepts and practices that are needed for college, career, and civic life;

WHEREAS: NCSS deserves to be applauded for co-facilitating the development of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, which reflects the priorities and mission of NCSS;

WHEREAS: The inquiry arc of the C3 Framework complements and supports the pedagogical approach and use of the Ten Themes, Student Products, and Snapshots of Practice of the NCSS National

Curriculum Standards by calling upon students to use the disciplines of civics, economics, geography and history to (1) develop questions and plan investigations; (2) apply disciplinary concepts and tools; (3) gather, evaluate and use evidence; and (4) work collaboratively to communicate conclusions and take informed action;

WHEREAS: NCSS has the capacity to lead the implementation phase of the C3 Framework by working collaboratively with NCSS Associated Groups, Affiliate Organizations, and partner organizations representing all aspects of social studies education to develop and identify the resources needed for implementation at state and local levels across the nation;

WHEREAS: NCSS communicates to legislators that social studies provides students the content knowledge, intellectual skills, and civic values they need to fulfill the duties of citizenship in a participatory democracy; and

WHEREAS: NCSS affirms that public schools were created for the purpose of educating citizens to participate effectively in democratic decision-making while social studies promotes critical thinking, civic learning, economics, financial literacy, global awareness, and historical reasoning, and yields crucial preparation for college, career and civic life; and WHEREAS: The NCSS Board of Directors has determined that implementation of the C3 Framework is a priority for the work of NCSS; BE IT RESOLVED, the NCSS House of Delegates, hereby affirms the decision of the NCSS Board of Directors to commit the National Council for the Social Studies, the largest association in the country

devoted solely to social studies education and social studies advocacy, to lead the implementation phase of the C3 Framework by identifying resources needed at national, state and local levels to prepare all students for college, career, and civic life in the 21st Century.

Resolution passed by the HOD.Resolution approved by the BOD.

Resolution #13-01-3

NCSS Supports Educational Research

Sponsored by: College and University Faculty Assembly and NCSS Research Community

Rationale: NCSS has some extraordinary, talented, influential scholars in the organization whose work demands wider recognition beyond the Associated Group meetings. Bringing their knowledge to the forefront will inform the work of all NCSS members while also serving to solidify the organization’s multiple groups into a better integrated entity.

WHEREAS: The strategic plan of the National Council for the Social Studies recognizes that social studies teachers are guided by research, standards and principles of powerful teaching and learning; and

WHEREAS: There is a need for continued research on the quality of educational programs, strategies, and materials to help social studies educators make informed professional decisions; and

WHEREAS: NCSS recognizes the need for an increase in research to provide evidence to promote and support best practices; and

WHEREAS: Social studies professionals needincreasedopportunities to strengthen their theoretical, pedagogical and content knowledge; and

WHEREAS: NCSS is committed to collaboration with researchers for the dissemination of materials and resources to members; and

WHEREAS: Such collaboration raises the level of respect for social studies educators from the public and policymakers;

BE IT RESOLVED that NCSS promote social studies-related research findings in its publications and websites by including articles and columns authored by social studies researchers on a regular basis; and BE IT FURTHER RESOLVED that NCSS demonstrate its com-

mitment to social studies research by including at its annual conference at least one major session by an educational researcher.

Resolution passed by the HOD.Resolution approved by the BOD.

Resolution #13-02-1

NCSS Recognizes and Affirms the ImportanceofTeaching State and Local History

Sponsored by: Connecticut Council for the Social Studies

Co-Sponsors: California Council for the Social Studies, Kentucky Council for the Social Studies, Michigan Council for the Social Studies, Minnesota Councilforthe Social Studies, New England History Teachers Association, Texas Council for the Social Studies, Wisconsin Council for the Social Studies

Rationale: NCSS affirms the teaching of state and local history and civics beginning in the elementary grades to enable and encourage students to form community connections, enter the community as a classroom, and engage in place-based exploration and learning. Local and state connections foster an understanding of history, geography, economics, government and culture. This creates a foundation that enables students to make connections among local, state and national issues.

WHEREAS: Social studies education has become increasingly marginalized in elementary school classrooms;

WHEREAS: The National Council for the Social Studies has advocated “powerful and purposeful teaching and learning in elementary school social studies” since June 2009;

WHEREAS: Students’ understanding of local and state history, geography, and culture are crucial foundational elements of their understanding of American and world events;

WHEREAS: Learning about local and state history, geography, and culture are developmentally appropriate;

WHEREAS: There is a need for students to recognize and understand their local and state history and culture as situated in a broader American and global context;

WHEREAS: Student engagement with, and interest in, local and state history, geography, and culture sets the stage for critical thinking and problem solving, global awareness, and active and knowledgeable citizenship;

BE IT RESOLVED, NCSS House of Delegates hereby affirms the decision of the NCSS Board of Directors to commit the National Council for the Social Studies to recognize the importance of teaching state and local history.

Resolution passed by the HOD.Resolution approved by the BOD.

Resolution #13-02-2

NCSS Endorses Inclusion of Human Rights Education as a Core Element of Social Studies Programs in the United States

Sponsored by: Human Rights Education Community

Co-Sponsors: Minnesota Council for the Social Studies; New Jersey Council for the Social Studies; New Mexico Council for the Social Studies; Pennsylvania Council for the Social Studies; Texas Council for the Social Studies; Teaching American Indian History, Culture, and Current Events Community

Rationale: Connecting the personal, local, and global domains of experience begins with an awareness of the universal aspirations throughout the human family for dignity and human rights. Thus, social studies educators recognize the need for students in the United States to learn the fundamental principles of human rights and humanitarian law as an integral component of a broadly defined civic education. Responsible citizenship requires that young people develop a critical understanding of these two related fields which are deeply embedded in the history and culture of the United States and which are essential for the realization of human freedom worldwide.

WHEREAS: Educating students about human rights and humanitarian law is an essential component of democratic citizenship and civic education, supporting the ideals and principles embedded in the Declaration of Independence, the U.S. Constitution, constitutions of the states, the Universal Declaration of Human Rights, and the Geneva Conventions;

WHEREAS: Numerous studies have documented the critical linkages between school-based civic education and well-informed civic participation by adults;

WHEREAS: The United States, in its own history and in collaboration with other nations, has traditions of commitment to the defense of human rights and humanitarian conduct since before the Revolutionary War, traditions which should be shared with each new generation of Americans;

WHEREAS: The United Nations General Assembly, through a consensus reached with the concurrence of the United States, has established by declaration the World Programme for Human Rights Education to encourage civil society and school-based programs of human rights education;

WHEREAS: The United States as a party to the Geneva Conventions is obliged to “disseminate the text of (the Geneva Conventions) … as widely as possible and … to include the study thereof in their programme of … civil instruction, so that the principles thereof may become known to the entire population….”(First Geneva Convention, Article 47, Fourth Geneva Convention, Article 144)

WHEREAS: Educating students in the United States about universal human rights and humanitarian law is an essential component of a rich civic education that also prepares young people for the demands of global citizenship in the 21st Century;

BE IT RESOLVED, the National Council for the Social Studies incorporate into its expectations for social studies education comprehensive programs of human rights and humanitarian law education, and

provide opportunities through conference activities, Council publications and other means to expand awareness and strengthen the impact of human rights education in Pre K-12 social studies programs, college and university curricula, and teacher education programs nationwide; BE IT FURTHER RESOLVED, the National Council for the Social Studies adopt an official position statement endorsing human rights edu-

cation for all students and supporting the goals of the World Programme for Human Rights Education established by the UN through the Office of the High Commissioner for Human Rights.

Resolution passed by the HOD.Resolution approved by the BOD.

Resolution #13-02-4

NCSS**to SupportCivicsEducationforEnglishLanguageLearners through the Implementation of an Online Community Dedicated to the Creation, Publication, and Dissemination of Resources for Teachers of English Language Learners Aligned with the C3 Framework for Social Studies State Standards in Languages other than English.

Sponsored By: The Association of Teachers of Social Studies/United Federation of Teachers; New York State Council for the Social Studies, and Texas Council for the Social Studies.

Co-Sponsors: California Council for the Social Studies, Kentucky Council for the Social Studies, Minnesota Council for the Social Studies, New Mexico Council for the Social Studies

Rationale: English Language Learners are a growing student population within the United States who face significant obstacles to achieving mastery of civics education content due to their lack of exposure to written documents and other social studies materials in their native language.

WHEREAS: NCSS communities are groups based on common topics, subjects, or activities thatareopentoallmembers, andmayincludelibraries containing documents, pictures, or files for the group to share and discuss;

WHEREAS: The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, published in 2013, is the result of a 3-year collaborative effort of NCSS, 20 states, and 14 professional organizations in civics, economics, geography, and history to guide the teaching of social studies through an inquiry and investigative methodology that will promote deep content learning, application of knowledge in the real world, and civic engagement;

WHEREAS: The C3 Framework is an excellent document outlining the critical importance and central themes of social studies civics education;

WHEREAS: NCSS in its legislative priorities states that social studies educators provide students the content knowledge, intellectual skills, and civic values they need to fulfill the duties of citizenship in a participatory democracy; and

WHEREAS: There is a lack of civics education documents and other social studies resources available to English Language Learners in languages other than English;

BE IT RESOLVED, NCSS actively support the implementation

of an online community dedicated to the creation, publication, and dissemination of resource materials in languages other than English that teachers of English Language Learners might utilize in designing effective programs for civics education aligned with the C3 Framework. Resolution passed by the HOD.

Resolution approved by the BOD.

Resolution #13-02-5

NCSS to Endorse the Reinstatement of NAEP Testing by Congress to Better Display Achievement in the Area of Social Studies.

Sponsored by: New Mexico CSS

Co-Sponsors: California Council for the Social Studies, Texas Council for the Social Studies, Wisconsin Council for the Social Studies Rationale: The current National Assessment of Educational Progress (NAEP) will no longer include a nationwide social studies assessment in 4th or 12th grades. It must be restored as well as the 8th grade assessment and should be comparative in nature. In order to be a usable assessment, by grade and state, the results need to be disaggregated by states in order to assess accurately students’ ability to participate in the democratic process and suggest possible changes in state social studies requirements. The reinstatement of NAEP testing for social studies at 4th, 8th, and 12th grades will provide such data. The disaggregating of the data by states would clearly show if and/or where deficiencies exist.

WHEREAS: NAEP testing in 4th, 8th, and 12th grades provides valuable and comparative data on social studies achievement;

WHEREAS: It is essential that all states identify the current condition of social studies education at 4th, 8th, and 12th grades;

WHEREAS: It is imperative that the results of these assessments be disaggregated by states;

BE IT RESOLVED, NCSS encourage Congress to reinstate and maintain NAEP testing at 4th and 12th grades, as well as 8th, to better measure achievement and to identify areas of deficiencies and growth in social studies;

BE IT FURTHER RESOLVED, NCSS encourage Congress to require the disaggregation of the NAEP social studies scores by state, to better show if deficiencies and/or achievements exist in each state. Resolution passed by the HOD.

Resolution approved by BOD.

Resolution #13-04-1

NCSS to Urge Local Support for Student Publications, such as Student Newspapers, and Real Student Government to Foster Civic Engagement and Active Citizenship

Sponsored by: The Association of Teachers of Social Studies / United Federation of Teachers, New York City (ATSS/UFT-NYC) and the New York State Council for the Social Studies

Co-Sponsors: California Council for the Social Studies, New Mexico Council for the Social Studies, Texas Council for the Social Studies

Rationale: Student writing and editing of student publications, such as

student newspapers in print and digital formats, and student participation in real student government help foster the goals of civic engagement and active citizenship in order to participate effectively in democratic decision making in a participatory democracy.

WHEREAS: NCSS in its Legislative Priorities indicates that content knowledge, intellectual skills and civic values of social studies education enable students to fulfill the duties of citizenship in a participatory democracy;

WHEREAS: NCSS in its Legislative Priorities indicates that the

U.S. public education system has been formatted for the purpose of educating citizens in critical thinking, civic learning, economics and financial literacy, global awareness, and historical reasoning to participate effectively in democratic decision making;

WHEREAS: student writing and editing of student publications, such as student newspapers in print and digital formats, and student participation in real student government can help foster the goals of civic engagement and active citizenship;

WHEREAS: in some communities there has been diminishing development of student participation in writing and editing of student publications, such as student newspapers in print and digital formats, and student participation in real student government; therefore,

BE IT RESOLVED, NCSS urge local support for student publications and real student government to foster civic engagement and active citizenship; and

BE IT FURTHER RESOLVED, NCSS encourage the improvement of student publications and meaningful student government by urging local and state councils to establish recognition awards in these areas. Resolution passed by the HOD.

The board moved and approved that “… NCSS will urge local support for student publications and real student government to foster civic engagement and active citizenship.”

Courtesy resolutions were also passed in recognition of the service to the social studies community of NCSS President Stephen Armstrong, Conference Co-Chair Roxanna Mechem, Local Arrangements Committee Co-chairs Glenn Mechem, and Ray Wicks, the entire Local Arrangements Committee, and the Missouri Council for the Social Studies.
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