The House of Delegates (HOD) provides a forum for the general membership of NCSS, as represented by state councils, communities, and associated groups, to bring ideas, principles, beliefs, and actions regarding social studies education to the attention of the NCSS Board of Directors. Resolutions are the framework through which the NCSS membership at-large makes recommendations to the Board.

Any NCSS member may submit a resolution following the guidelines established in the House of Delegates Manual. Resolutions are debated and voted on during HOD meeting at the NCSS Annual Conference. Resolutions that are passed by the HOD are discussed and voted on by the Board of Directors following the annual conference at the Board’s winter meeting. During this meeting, the Board discusses each resolution to determine if it will help NCSS reach its short- and long-term strategic goals. Staff begins working on implementing the resolutions passed by the Board of Directors as soon as feasible during the current and incoming fiscal years.

The 2022 resolutions approved by the NCSS Board of Directors meeting are the following:

• Resolution #21-02-01: Supporting Global Citizenship Education for a Sustainable World
• Resolution #21-04-1: Condemning the Restriction of Teaching Race and Gender in State Legislation
• Resolution #21-04-2: Ratification and Support for the Convention on the Rights of the Child
• Resolution #21-04-3: Support for Voting Rights

Resolution #21-02-01: Supporting Global Citizenship Education for a Sustainable World

Sponsor: International Assembly

Co-Sponsors: Association of Teachers of Social Studies-United Federation of Teachers (New York City); Georgia Council for the Social Studies; Issues-Centered Education Community; Wisconsin Council for the Social Studies

Rationale: Global citizenship education (GCE) has become a prominent curricular component in many educational systems around the globe (Davies, 2008). At large, GCE may be defined as “a framing paradigm which encapsulates how education can develop the knowledge, skills, values, and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable” (Tang, 2014, p. 9). Whereas this focus on preparing students to navigate our global reality is laudable, different contesting approaches exist regarding its theoretical underpinnings, philosophical assumptions, educational goals, and pedagogical practices (Gaudelli, 2009; Oxley and Morris, 2013; Pashby et al., 2020). The academic discourse surrounding this topic is also abundant, as expressed for example by Goren and Yemini (2017), who explained that “the body of literature (both empirical and theoretical) surrounding the topic of GCE is extremely convoluted and complex. Concepts such as global education, cosmopolitanism, cosmopolitan and world citizenship, transnational citizenship, global mindedness, and others are intertwined within the discourse of GCE and often used as synonyms” (p. 181).

Thus, there is a need to clarify and emphasize the relevance of global citizenship education to contemporary burning social issues, such as sustainability, racial justice, and anti-colonialism. To this end, we propose the adoption of the “global consciousness approach” presented by Dill (2013), because this approach stresses humanistic aspects of GCE, such as empathy and cultural sensitivity. We also advocate for elements that stem from critical approaches toward GCE, emphasizing issues of social injustices. Gaudelli (2016), for example, offered to reexamine the neoliberal values that frame how the concept of global citizenship is taught. As an alternative, he suggested “to explore diverse possibilities that strive towards a common understanding of shared humanity on a fragile planet coupled with a commitment to addressing social problems through engaged public participation” (p. 7). Thus, we present this resolution to advocate for the National Council for the Social Studies to take informed action to support global citizenship education for a sustainable world.

Whereas, we live and share a global context with approximately 7.8 billion people worldwide; and

Whereas, the global impact of climate change has the potential to cause increased global civil unrest as resources diminish and food, water, precious metals, and clean air become more scarce (Mach et al., 2019); and

Whereas, emerging and growing evidence indicates climate change causes voluntary and forced migration (Balsari et al., 2020); and

Whereas, xenophobia and racism are common causes of forced migration and have the potential to undermine protections afforded to refugees and asylum-seekers (UNHCR, 2021); and

Whereas, fruitful, cooperative global social, cultural, and economic connections are essential to meeting global sustainability goals (Organization for Economic Co-operation and Development, n.d.);

Therefore Be It Resolved, the National Council for the Social Studies revise its position statement on Global and International Education in Social Studies (NCSS, 2016) to address pressing global issues today and beyond, including issues related to sustainability, social justice, colonialism, xenophobia, and White supremacy;

Be It Further Resolved, the National Council for the Social Studies prioritize GCE professional development and support to educators, especially social studies educators, to be equipped with informed knowledge and resources to teach students the knowledge, skills, values, and attitudes to become critically conscious and engaged global citizens.

References

Resolution #21-04-1: Condemning the Restriction of Teaching Race and Gender in State Legislation

Sponsor: College and University Faculty Assembly

Co-Sponsors: African American Educators for the Social Studies Community; Association of Teachers of Social Studies-United Federation of Teachers (New York City); Issues-Centered Education Community; Wisconsin Council for the Social Studies

Rationale: In the 1970-80s, Critical Legal Studies scholars developed critical race theory (CRT) as an analytical lens to understand how racism has, and continues, to work in the United States (Delgado & Stefancic, 2001). It is a useful tool to identify the ways racism functions so that we can strive to eradicate it. Ladson-Billings & Tate (1995) introduced CRT in education to explain the ways racism plays out in the institution of schooling.

In the past year, there has been a growing debate about the inclusion of CRT in schools. As of July 15, 2021, twenty-six states have introduced bills forbidding teachers from incorporating CRT in their instruction and many restricting any discussions of racism, sexism, and gender identity in the K-12 classroom (Education Week, 2021). Some also extend the restrictions to higher education faculty at public institutions (Ray & Gibbons, 2021). The legislation text varies slightly by state, yet most bills expand the ban beyond CRT to forbid antiracist teaching in general. The Brookings Institute explains that the legislations forbid “discussion, training, and/or orientation that the U.S. is inherently racist as well as any discussions about conscious and unconscious bias, privilege, discrimination, and oppression. These parameters also extend beyond race to include gender lectures and discussions” (Ray & Gibbons, 2021). For example, a new Iowa law bans any curriculum or instruction that the state or country is systemically racist or sexist and forbids teaching any concepts that may make someone feel guilty or embarrassed because of their race or sex (Richardson, 2021). Other states have proposed or passed legislation that restricts the teaching of any current controversial issue about a public policy. In Texas, teachers must explore controversial issues from “diverse and contending perspectives without giving deference to any one perspective” (Mendez, 2021, para. 4). Currently, some Texas lawmakers have proposed amendments that dismiss requirements teaching the Ku Klux Klan is “morally wrong” (Papenfuss, 2021).

As social studies educators, we condemn these laws and proposed bills. For one, these bills fundamentally misunderstand Critical Race Theory and are thus misguided (Ray & Gibbons, 2021). Furthermore, throughout United States history, race has played a central role in whether someone was considered fully human (U.S. Constitution, art. 1 sec. 2), had the right to be a citizen (Takaki, 2008), and whether one had access to the full benefits of citizenry (Brown et. al, 2011). The enacted and proposed legislation limits teachers’ abilities to help students understand how racism and racial ideology has shaped the United States. Currently, most state social studies standards maintain a Eurocentric (Busey & Walker, 2017), colonial (Sabzalian et al., 2021; Shear et al., 2015), and overwhelmingly patriotic lens to understand the past and present. The newly signed and proposed state bills work to maintain this Eurocentrism and blind patriotism by banning any type of instruction that would focus on systemic racism (Bernstein, 2021). This is harmful for both students and teachers. The effect of these bans will be to reduce students’ abilities to think democratically and question authority, similar to the push for patriotic education after September 11 (Westheimer, 2009). The teaching profession will suffer, as teachers have already resigned their positions in frustration and fear over the restrictions (Kingkade, 2021).

Previously, NCSS has maintained the need to teach students to think critically about their world and its history while also protecting academic freedom. (e.g., NCSS, 2016; NCSS, 2018). The “anti-CRT” legislation sweeping across the country is yet another example of lawmakers attempting to limit teachers’ autonomy and the teaching of a more diverse, expansive, and critical history of the United States (Frank & Laats, 2021) and should be roundly condemned.

Whereas, NCSS is the leading national association of social studies education in the United States,

Whereas, NCSS encourages the instruction of controversial issues in the social studies (NCSS, 2013, Social Education v. 82, issue 6),

Whereas, NCSS has published a position statement on the incorporation of LGBTQ+ histories into the social studies curriculum (NCSS, 2019),

Whereas, NCSS Board of Directors passed the Resolution 19-04-6 Racial Literacy in Social Studies Education, Resolution 20-03-01 Supporting the Teaching of Black Histories, and Resolution 20-04-03 Making “Black Lives Matter” in Our Schools (NCSS, n.d.),

Whereas, NCSS has precedents for issuing statements against government policy that contradicts NCSS values and mission (NCSS, 2017),

Whereas, notable professional education organizations, including NCSS, have signed public statements in opposition to state legislations restricting the discussion of “divisive topics,” including the American Historical Association, American Association of University Professors, American Association of Geographers, American Federation of Teachers, and National Education Association (American Historical Association, 2021),

Whereas, NCSS issued a response to this set of legislation entitled, A Response to the Attacks on Social Studies Education in State Legislatures and Local Boards of Education,

Therefore, Be It Resolved, NCSS should provide professional support for all teachers on the purpose and practice of antiracist and anti-oppressive social studies instructional design and delivery.

Be It Further Resolved, NCSS should update the 2013 Academic Freedom and Social Studies Teacher statement.

References

Resolution #21-04-2: Ratification and Support for the Convention on the Rights of the Child

Sponsor: College and University Faculty Assembly

Co-Sponsors: Association of Teachers of Social Studies-United Federation of Teachers (New York City); Issues-Centered Education Community; New Hampshire Council for the Social Studies; Wisconsin Council for the Social Studies

Rationale: In 1989, the United Nations General Assembly adopted The Convention on the Rights of the Child. In signing, governments agree to protect the rights of every child including the right to survive, develop, and be protected from abuse, neglect, and exploitation (UN, 1989). Although the U.S. ambassador to the United Nations, Madeleine Albright, signed the treaty in 1995, presidents Clinton, Bush, Obama, and Trump have failed to send it to the Senate for ratification. As we convene for the first NCSS conference with a new administration, it is consistent with NCSS goals and directives to be good citizens in a global community (NCSS 1992; 1994) and to call for the new administration to send the treaty to the Senate for ratification.

Additionally, it is essential for teachers to support and address The Convention on the Rights of the Child in their schools and communities. This is especially true given that the National Council for the Social Studies calls on educators to expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities (NCSS, 2018).

Whereas, the UN Convention on the Rights of the Child is the most widely ratified human rights treaty in history (UNICEF, 2019), and

Whereas, since 2015, all countries but one, the United States, have ratified the treaty to which both presidents Reagan and George H.W. Bush contributed provisions (Mehta, 2015), and

Whereas, of interest to the education community, the Convention on the Rights of the Child addresses issues related to education, healthcare, juvenile justice, and the rights of children with disabilities (Human Rights Watch, 2020), and

Whereas, NCSS (2014) has committed to human rights education in the social studies and recognized that we all have “rights and responsibilities that arise domestically and globally from our common humanity” (para.1), and

Whereas, notable advocacy organizations have partnered with the Campaign for U.S. Ratification of the Convention on the Rights of the Child, including the American Academy of Pediatrics, American Association for the Child’s Right to Play, American Association of University Women, American Bar Association, American Psychological Association, Amnesty International, Christian Children’s Fund, and Girl Scouts of the USA (Campaign for U.S. Ratification of the CRC, n.d.), and

Whereas, in ratifying the Convention on the Rights of the Child, the United States would require more careful consideration of its laws and practices regarding the welfare of children in systems related to criminal justice, immigration, health care, and education (Hodgkin & Newell, 2007).

Therefore, Be It Resolved, the National Council for the Social Studies issue a statement calling on President Joe Biden to send the Convention on the Rights of the Child to the Senate for ratification.

Be It Further Resolved, the National Council for the Social Studies continues to promote humanity and the dignity of people around the world and encourage teachers to promote children’s rights in their classrooms and communities.

References

Resolution #21-04-3: Support for Voting Rights

Sponsor: College and University Faculty Assembly

Co-Sponsors: African American Educators for the Social Studies Community, Association of Teachers of Social Studies-United Federation of Teachers (New York City), Issues-Centered Education Community, Wisconsin Council for the Social Studies

Rationale: Since the founding of the United States, the struggle for suffrage has shaped our nation. As groups sought to gain the essential civil liberty of suffrage, “entrenched groups have long tried to keep the vote out of the hands of the less powerful” (Carnegie, 2019, p. 1). The struggle to attain universal suffrage continues today given that the effects of gerrymandering, Voter ID laws, Citizens United v. FEC (2010), Shelby v. Holder (2013), and Brnovich v. DNC have annulled centuries of the struggle for suffrage by undermining the 14th, 15th, 19th, 24th, and 26th Amendments as well as the Voting Rights Act of 1965.

NCSS has been long committed to preparing future generations for their role in an active, vibrant, pluralistic democracy (NCSS, 2013). “People demonstrate civic engagement when they address public problems individually and collaboratively and when they maintain, strengthen, and improve communities and societies” (NCSS, 2013, p. 31). A key component of civic engagement is the act of voting.

Since the Supreme Court decision in Shelby v. Holder (2013), states have sought to limit access to the ballot box through numerous measures. A GAO report (2014) found that Voter ID laws reduce voter

turnout 2-3%. The American Civil Liberties Union has found that Voter ID Laws and voter purges disproportionately affect historically excluded voters, and the Brennan Center (2007) found that the practices of voter purging and “voter caging,” wherein groups use returned mail to purge voter rolls, have been used to intentionally remove historically excluded voters from voting rolls. Further, 11 states have dramatically reduced the number of polling places, especially in historically excluded voters’ communities (Leadership Conference on Civil and Human Rights, 2021).

Following the 2020 presidential election, the United States has witnessed an unprecedented number of measures at the state level that seek to address the spurious claim of widespread voter fraud (Brennan Center, 2021) despite the evidence of no systemic, widespread fraud (CISA, 2020; Lucas, 2020). States have acted to limit mail-in-ballots and access to polling places, make access to required Voter ID’s more difficult, increase regulations on voter registration, and pass more laws to increase the purging of voting rolls (Brennan Center, 2021). In response to previous actions to limit suffrage of historically excluded groups, the U.S. House of Representatives has passed the For the People Act (H.R. 1).

Whereas, the Elections Clause of the Constitution (Art I, sec. 4) gives Congress the constitutional authority to regulate U.S. elections,

Whereas, the right to participate in free and fair elections is a civil and human right and a hallmark of a democracy,

Whereas, twenty-three states have put into place new obstacles to voting before the 2018 election since Shelby v. Holder (2013), including the use of Voter ID bills that suppress the vote of historically excluded voters (Carnegie, 2019).

Whereas, the 2020 presidential election witnessed record voter turnout among groups historically excluded from democratic participation (Levine, 2021),

Whereas, the Cybersecurity and Infrastructure Security Agency in a joint statement with the Elections Infrastructure Government Coordinating Council noted that the November 3rd election was the “Most secure in American history” (CISA, 2020, p.1)

Whereas, since the 2020 election, states have sought to limit access to voting for historically excluded groups (Brennan Center, 2021)

Whereas, the 116th Congress introduced the John Lewis Voting Rights Act, which is meant to strengthen suffrage by reinstatement of a requirement of the Voting Rights Act of 1965 that obligates certain states to obtain pre-clearance with the U.S. Justice Department for certain changes to voting laws,

Whereas, states have sought to decertify the results of the 2020 presidential election despite no evidence of systemic or widespread voter fraud,

Whereas, since the 2020 election, states have sought to limit access to polling places including the banning of drop-off ballot boxes in high minority communities, increased and burdensome requirements to obtain a Voter ID, increased limits on casting mail-in-ballots, and allowing state legislatures to decertify elections with minimal cause or evidence of fraud,

Whereas, the House of Representatives has passed the For the People Act (H.R. 1) which seeks to increase access to the ballot box through standardized voter registration, expanded access to the ballot box, banning the use of voter caging, ending partisan gerrymandering of congressional districts, and limiting the influence of dark money,

Therefore, Be It Resolved, the National Council for the Social Studies issue a statement in support of the For the People Act and the John Lewis Voting Rights Advancement Act and call on the Senate to pass the For the People Act,

Be It Further Resolved, NCSS provide K-12 professional development on teaching the continued history of voter suppression and teaching for voting rights.

References