2019 NCSS House of Delegates Resolutions

2019 NCSS House of Delegates Resolutions

  1. About National Council for the Social Studies
  2. 2019 NCSS House of Delegates Resolutions

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 eachresolutionto determine if it will help NCSSreach 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 resolutions approved by the NCSS Board of Directors at its March 2020 meeting are the following:

Resolution #19-02-2 Teaching Climate Change: Updating Online Resources

Sponsor: College and University Faculty Assembly (Author/Sponsor Contact: Dean Vesperman, College and University Faculty Assembly)

Co-Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City;Georgia Council for the Social Studies; Maine Council for the Social Studies; Massachusetts Council for the Social Studies; Michigan Council for the Social Studies; Nebraska State Council for Social Studies; New Hampshire Council for the Social Studies; Oregon Council for the Social Studies; Virginia Council for the Social Studies; Wisconsin Council for the Social Studies

Rationale: National education organizations dedicated to a more socially just, habitable world should support the development of materials related to mitigating the current climate crisis. Moreover, the National Council for the Social Studies, concerned with the education of our diverse, multicultural citizenry, should emphasize the cultivation of ecological citizenship.

Whereas, the C3 Framework for Social Studies State Standards (2013) calls for students to be prepared for the challenges of college and career united with preparation for civic life, including understanding the importance of understanding climate variability and climate change.

Whereas, the Intergovernmental Panel on Climate Change has noted that climate change is having profound effects including melting sea ice, thawing permafrost in the Arctic, destruction of coral reefs, rising ocean levels, increasing heat waves, heavy rains, and mega-disasters (IPCC, 2017; 2018; 2019; USGCRP, 2017). 

Whereas, ecological issues from climate change are already disproportionately harming historically marginalized communities and developing nations (IPCC, 2017; 2018; 2019; USGCRP, 2017); and

Whereas, a recent poll found that 80% of parents want their children to learn about climate change, but only 45% of teachers were willing to teach or engage in discussions with their students about climate change (Kamenetz, 2019); and

Whereas, the important actions taken by children in the United States including Juliana v. United States, and globally, Greta Thunberg, to combat climate change demonstrate that students want to know more about climate change and for adults, local, state, and national governments to take stronger actions to combat climate change.

Whereas, unfortunately, social studies and social studies teacher education “has significant work to do as the field is almost entirely anthropocentric and is glaringly silent about ‘the Earth,’ what we consider to be the entire, interrelated system of life on planet Earth, human as well as non-human” (Kissling, Bell, Beltran, & Myler, 2018, p. 195), and

Whereas, “Environmental education can influence participant behaviors and actions at levels ranging from individual choices to local collective action to advocacy for national or global policies, and across the consumer, transport, industry, and agricultural sectors” (Armstrong, Krasny, &Schuldt,2018, p. 20); and

Whereas, Teaching Tolerance has argued, “As educators, part of our work is to show students how to recognize problems and develop solutions. And as adults charged with protecting children, it’s our responsibility to recognize real threats to their health and happiness and do all we can to address them. If we continue to ignore climate change within and beyond our classrooms, I believe we will be held in future judgment for our neglect” (Lindell, 2018); therefore we are compelled to prepare our students for a future created by climate change.

Whereas, there have been numerous calls for civic education occurring within the framework of the current and future environmental context (Houser, 2009), and

Whereas, the NCSS webpage Classroom Resources on Climate Change has limited resources for teachers from 2009 with links that no longer function; now

Therefore, Be It Resolved, NCSS update the current Classroom Resources on Climate Change webpage, including but not limited to: posting all Social Education and Social Studies and the Young Learner articles on teaching climate change; posting links to educational resources from NSTA, NASA, and NOAA; and sharing links to information from the United Nations and the Intergovernmental Panel on Climate Change.

References

Armstrong, A. K., Krasny, M. E., & Schuldt, J. P. (2018). Communicating Climate Change: A Guide for Educators. Ithaca, NY: Cornell University Press.

IPCC (2017). Sixth Annual Report (AR6): Climate Change 2021: The Physical Science Basis. New York: UNEP.

IPCC (2018). Special Report: Global Warming of 1.5°C. New York: UNEP.

IPCC (2019). Climate Change and Land: An IPCC Special Report on Climate Change, Desertification, Land Degradation, Sustainable Land Management, Food Security, and Greenhouse Gas Fluxes in Terrestrial Ecosystems. New York: UNEP.

Kamenetz, A. (2019, April 22). “Most Teachers Don’t Teach Climate Change; 4 in 5 Parents Wish They Did. NPR: Education. www.npr.org/2019/04/22/714262267/ most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did

Kissling, M. T., Bell, J. T., Diaz Beltran, A. C., & Myler, J. L. (2018). “Ending the Silence About the Earth in Social Studies Teacher Education.” In C. C. Martell (Ed.) Social Studies Teacher Education: Critical Issues and Current Perspectives (pp. 193–220). Charlotte, NC: Information Age.

Lindell, P. (November 28, 2018). “Teachers’ Silence on Climate Change Violates Students’ Rights.” Teaching Tolerance Magazine: Learning Plans. www.tolerance. org/magazine/teachers-silence-on-climate-change-violates-students-rights

Neil O. Houser (2009) “Ecological Democracy: An Environmental Approach to Citizenship Education.” Theory & Research in Social Education, 37:2, 192–214. United States Global Change Research Program (2017). Fourth National Climate

Assessment. Washington D.C.: USGCRP.

Resolution #19-04-1 Increase Participation in the 2020 Federal Census

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City; New York State Council for the Social Studies (Author/Sponsor Contact: Carolyn Herbst, Executive Secretary, Association of Teachers of Social Studies/United Federation of Teachers - New York City) Co-Sponsors: Florida Council for the Social Studies; Georgia Council for the Social Studies; Massachusetts Council for the Social Studies; Nebraska State Council for Social Studies; Oregon Council for the Social Studies

Rationale: NCSS should address the importance of participating in the 2020 Census.

Whereas, the next United States federal census will occur in 2020; and

Whereas, the census provides the federal government with the data it needs to disperse federal funds; and states receive billions per year for federally funded programs in public schools, public housing, senior centers, Medicaid, SNAP, roads and bridges, and emergency preparedness; and

Whereas, the population statistics derived from the census determine representation in the House of Representatives; now

Therefore, Be It Resolved, that the NCSS continue to educate its members and the school community about the stakes of the federal census and importance of participation; and

Be It Further Resolved, the NCSS work with Census 2020 and other organizations to promote full participation in the census of 2020.

Adapted from a United Federation of Teachers Delegates Assembly resolution, passed February 13, 2019.

Resolution # 19-04-2 Voter Registration of 18 Year Olds

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City; New York State Council for the Social Studies (Author/ Sponsor Contact: Carolyn Herbst, Executive Secretary Association of Teachers of Social Studies/United Federation of Teachers- New York City)
Co-Sponsors: College and University Faculty Assembly; Florida Council for the Social Studies; Georgia Council for the Social Studies; Maine Council for the Social Studies; Massachusetts Council for the Social Studies; Nebraska State Council for Social Studies; Oregon Council for the Social Studies; Wisconsin Council for the Social Studies

Rationale: NCSS should address low voter turnout among 18 year olds.

 

Whereas, voting in local, state, and federal elections is a core right of citizenship and a principal vehicle to ensure the United States remains a government by and for the people; and

Whereas, in 1971 the 26th Amendment of the U. S. Constitution which lowered the voting age to 18 was adopted; and

Whereas, according to the Center for Information and Research on Civic Learning and Engagement, 16.9 million youth became eligible to vote in 2016 in their first presidential election;* and

Whereas, voter turnout in the 2016 presidential election dipped to its lowest point in two decades with only 55 percent of voting age citizens participating;* and

Whereas, data from the Pew Research Center indicates that people between the ages of 18–35 are now as large of a political force as the Baby Boomer generation, comprising 31 percent of the overall electorate;* and

Whereas, the lack of participation in the electoral process deprives individuals and communities of agency, voice, and representation; and

Whereas, the NCSS C3 Framework on College, Career, and Civic Life specifically covers voter registration and voting rights and responsibilities; and

Whereas, as a leader in the struggle for educational justice, NCSS has the responsibility to educate and empower students and citizens; now

Therefore Be It Resolved, that NCSS seek to work with community and civil rights partners to increase voter education, registration, and participation; and

Be It Further Resolved, that NCSS continue to provide information to its members on learning strategies for classroom use to teach about the importance of voting; and

Be It Further Resolved, that the NCSS student society Rho Kappa be enlisted, where available, to help carry out this campaign.

* Statistics adapted from a New York State United Teachers (NYSUT), April 2018, and a United Federation of Teachers (UFT) Resolution, April 2017.

Resolution #19-04-3 NCSS to Honor the 30th Anniversary of the Convention on The Rights of the Child by Reaffirming Its Support for CRC Ratification, by Urging Local Implementation of Child-Friendly Policies and Programs and by Encouraging Child-Rights Based Youth Initiatives

Sponsor: Human Rights Education Community (Author/Sponsor Contact: Rosemary Blanchard, Chair, Human Rights Education Community)

Co-Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City; College and University Faculty Assembly; Early Childhood and Elementary Education Community; Georgia Council for the Social Studies; LGBTQ and Allies Community; Massachusetts Council for the Social Studies; Nebraska State Council for Social Studies; Oregon Council for the Social Studies

Rationale: The Convention on the Rights of the Child is 30 years old in 2019 and yet the United States remains the sole UN member state that has not ratified this critical international treaty. Children in the United States do not uniformly enjoy the full range of rights and protections inscribed in the CRC. Therefore, NCSS should encourage schools, districts and communities to adopt the CRC rights framework to guide their programs affecting children.

Whereas, November 20, 2019, marks the 30th anniversary of the adoption of the Convention on the Rights of the Child (CRC), an international treaty adopted by the United Nations on November 20, 1989, establishing global standards to ensure the protection, survival, and development of all children, without discrimination; and

Whereas, although the United States is the only member of the United Nations that has not ratified the CRC, a growing number of states, cities, and educational and civic organizations, including NCSS, have endorsed the CRC as an appropriate guide for the protection, wellbeing and participation rights of children in the United States; and

Whereas, various local governments within the United States have adopted the CRC and/or its principles as a framework to advance policies and build programs in their agencies and organizations and to maximize participation of children and youth in program development; and

Whereas, the United Nations Children’s Fund (UNICEF) has undertaken a major initiative to support efforts by municipalities and schools to incorporate the CRC and its principles into “Child Friendly” policies, programs, and practices and has identified core characteristics of rights- based, child-friendly schools; and

Whereas, the human rights recognized in the CRC as belonging to all children are not universally enjoyed by all children located within the United States, particularly children whose race or ethnicity, gender identity, legal status, nationality, disability or other personal characteristics place them legally or extra-legally at risk; and

Whereas, NCSS, through its position statements, curriculum, and teacher education standards, C3 Framework and support for engaged, inquiry-based learning, encourages educational programs that actively engage children and youth in building a more democratic society; now

Therefore, Be It Resolved, NCSS, in this 30th anniversary year of the adoption of the Convention on the Rights of the Child, should reaffirm our commitment to the CRC, urge its consideration by the U.S. Senate and subsequent ratification by the United States, and encourage school districts, schools, and educators to advance policies and build programs that model the characteristics of rights-based, child-friendly schools; and

Be It Further Resolved, NCSS should applaud the work of UNICEF and its U.S.-based NGO, UNICEF USA in advocating for child-friendly schools and communities and in providing resources for educators, school districts, municipalities, and communities to build CRC-friendly programs; and

Be It Further Resolved, NCSS should use its existing resources, includingits publications and conference programs, as well as the skills and experience of its members, affiliates and communities to collaborate with stakeholders engaged in innovative approaches and solutions to address challenges facing children and youth in U.S. schools and communities.

Resolution #19-04-4 Protecting Student Journalism Against Censorship and Retaliation

Sponsor: Florida Council for the Social Studies (Author/Sponsor Contact: Stephen Masyada, Resolutions Chair, Florida Council for the Social Studies) Co-Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City;College and University Faculty Assembly; Georgia Council for the Social Studies; Human Rights Education Community; Nebraska State Council for Social Studies; Massachusetts Council for the Social Studies; Oregon Council for the Social Studies

Rationale: Elements of inquiry are increasingly a heavy focus of social studies pedagogy and curricular approaches, and allow for students to engage in the practices of civic life and civic literacy as they gain experience with questioning, disciplinary literacy, research, and informed action, with varying degrees of integration into traditional social studies instruction. Student journalism, which may fall under the auspices of both social studies and language arts, is one area of education that aligns well with these demands of inquiry, and is widely recognized as the gateway to participatory civics. Students working on school-sponsored news media learn irreplaceable civic skills, including evaluating the credibility of information sources, understanding and explaining the workings of government agencies, and gathering facts to support persuasive arguments about issues of social and political concern.1 Indeed, the national C3 Framework, with an inherent expectation of media literacy within the context of inquiry, encourages student voice and choice in the pursuit of civic knowledge and practice. Students are able to do their best journalistic work only in a climate that encourages them to grapple with challenging issues free from fear that they, or their journalism teachers, will face retaliation for unflattering news coverage.

Whereas, consuming and creating news about current events is recognized as a foundational part of an effective civics education; and

Whereas, school-sponsored journalistic media provides students with a uniquely effective vehicle to learn and share information about the workings of government; and

Whereas, with the estimated loss of 33,000 jobs at newspapers across America since 2008,2 student media increasingly serves as the “information lifeline” supplying school news to the entire community;3 and

Whereas, students widely report that they are intimidated from using journalistic media to discuss contemporary social and political issues, including one 2016 university-led survey in which 53 percent of female high-school student journalists and 27 percent of male student journalists said they had refrained from writing about a topic important to them, because they feared adverse reaction from school authorities;4 and

Whereas, in its 1988 opinion, Hazelwood School District v. Kuhlmeier,5 the U.S. Supreme Court established a minimal threshold for freedom of the student press, which over time has proven to be an educationally unsound level of institutional control, irreconcilable with the effective teaching of foundational constitutional principles and values, and has consistently faced encroachment by districts, schools, and even the courts themselves;6 and

Whereas, fourteen states and the District of Columbia have enacted laws extending a modest degree of legally protected press freedom to student journalists above-and-beyond that provided by the Hazelwood decision,7 leaving undisturbed a school’s legitimate authority to withhold material that is dangerous, unlawful, or likely to incite a disruption; and

Whereas, strong civic education demands students have the opportunity to practice the rights and responsibilities of citizenship in the pursuit of inquiry; and

Whereas, students learn regard for First Amendment principles not just from textbooks and lectures, but from observing first-hand whether fundamental constitutional liberties are valued, respected and practiced by the governmental authority figures in their everyday lives;8 and

Whereas, a broad array of civic and educational organizations that value both civic learning and student rights, have called for strengthening the legal protections for student journalists at this time of critical need for civic literacy, including the American Bar Association, the National Council of Teachers of English, the American Society of News Editors, and many others;9 now

Therefore, Be It Resolved, that NCSS should promote and advocate for laws fortifying the protection of student journalism, so students are guaranteed the freedom to distribute the lawful, non-disruptive editorial content of their choice in school-sponsored journalistic media; students and educators are protected against retaliation for journalistic work that provokes disagreement, challenges majoritarian views, or exposes shortcomings in institutional policies and practices; and administrators, teachers, and students should be educated about the rights and responsibilities of journalists in American society.

Notes

  1. Ed Madison, “How a Journalism Class is Teaching Middle Schoolers to Fight Fake News,” The Conversation (June 5, 2017).

  2. Elizabeth Grieco, “U.S. Newsroom Employment has Dropped by a Quarter Since 2008, with Greatest Decline at Newspapers,” Pew Research Center (July 9, 2019).

  3. Frank LoMonte, “A Free Press Shouldn't Stop at the Schoolyard,” cnn.com (Nov. 29, 2017).

  4. Genelle I. Belmas and Peter S. Bobkowski, “Mixed Message Media: Girls’ Voices and Civic Engagement in Student Journalism,” Girlhood Studies, Vol. 10 at 89–106 (Mar. 2017).

  5. 5. 484 U.S. 260 (1988).

  6. Dan Kozlowski, “Unchecked Deference: Hazelwood’s Too Broad and Too Loose Application in the Circuit Courts,” Journal of Media Law & Ethics.

  7. Jennifer Karchmer, “Student Press Freedom Laws Gain Momentum,” Quill (Apr. 16, 2018).

  8. University of Kansas researchers have documented a positive correlation between practicing high school journalism in a school where First Amendment values are respected and students’ sense of “civic efficacy,” defined as their belief that they can use their voices to have an impact on social and political issues. The findings are summarized at http://civicsandjournalists.org/wp-content/uploads/2015/11/Results-handout.pdf.

  9. Copies of the endorsement resolutions of the ABA, NCTE and ASNE are available on the website of the Student Press Law Center at https://splc.org/new-voices/ .

Resolution #19-04-6 Racial Literacy in Social Studies Education

Sponsor: College and University Faculty Assembly (Author/Sponsor Contact: Dean Vesperman, College and University Faculty Assembly)

Co-Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City; Human Rights Education Community; Virginia Council for the Social Studies

Rationale: Race and racism have been interwoven with U.S. history since its inception (Omi & Winant, 1986) with the genocide of Indigenous peoples, the enslavement of kidnapped Africans and Indigenous peoples, and the segregation of citizens of color through Jim Crow legislation. In addition, throughout U.S. history, race has been a determining factor for the eligibility of citizenship. Currently, race and racism continue to be steeped in U.S. policies and practices with mass incarceration (Alexander, 2012) and immigration policies (Bauer, 2019) as structural examples. Additionally, racially motivated violence and hate crimes have increased in the past several years (Center for the Study of Hate & Extremism, 2018), including the recent mass shooting in El Paso, Texas. Schools have also experienced an increase in hate crimes and incidences founded in racism (Southern Poverty Law Center, 2019). As the discipline charged with promoting “civic competence” for the “public good” in a diverse and democratic society, NCSS must recognize the impact of race and racism in the U.S. past and present and include racial literacy (Guinier, 2004) within social studies education.

Despite the influence and permanency of race and racism in U.S. society, social studies curriculum has historically situated BIPOC (Black, Indigenous, People of Color) as an aside to the actual narrative and often only highlights famous “firsts” within a racial group (King, 2017), which carries an implicit message of inferiority by setting White experiences as the norm. The depictions of BIPOC consistently focus on victimhood and oppression without embedding stories of perseverance and resistance into the historical narrative and decontextualizing these experiences by not connecting them to present-day issues of inequity (Brown & Brown, 2010; King, 2017).

In contrast, racially literate teaching begins with a clear statement of race as a social label that lacks scientific validity, yet represents a method of classification designed to empower European-derived populations (Painter, 2010). Rather than presenting the United States’ story as one of national progress, a racially literate social studies curriculum acknowledges structural racism present within historical and current U.S. legislation and policies, incorporates the voices and experiences of BIPOC throughout the curriculum, makes explicit connections between past racism and present-day racial inequity, and challenges individual and structural racism within U.S. society (King & Chandler, 2016; Pollock, 2008).

Despite NCSS’s development of position statements for specialized issues that concern underrepresented populations, a holistic expression of its position with regard to teaching about racial literacy remains missing (Demoiny, in press; Marshall, 2003). This absence communicates a message to social studies students, educators, and researchers about NCSS’s reluctance to address substantial education issues about race/racism and to affirm the identities of an increasing segment of the U.S. population.

Indeed, the general silence of the social studies education community in response to President Trump’s overtly racist political tweets and public comments conveys a position of assent that would appear to be hypocritical to the messages of freedom and acceptance communicated in NCSS standards and recommended curricular materials. For example, in the past, NCSS has

not condemned the president’s comments about “good people” within the group of White nationalists who marched in Charlottesville, Virginia, or the separation of families and children at the southern border.

Whereas, NCSS puts forth position statements on an array of issues concerning social studies education. In the past 15 years, NCSS has published position statements about religious tolerance (2014), human rights (2015), global education (2016), the Executive Order regarding immigration (2017), and the study of Indigenous peoples and nations (2018a). Race and racism are threaded through each of these topics, and they are intricately connected to citizenship itself, yet NCSS has not published a position statement specific to race and racism; and

Whereas, NCSS has called for the need to teach religious literacy (NCSS, 2014); researchers have asserted the need for social studies to include racial literacy as well (Brown, 2011; King & Chandler, 2016; Ladson-Billings, 2003); and

Whereas, research shows the reluctance to address race and racism within social studies curriculum in national standards (Branch, 2003; Chandler & McKnight, 2011), state standards (Busey & Walker, 2017; Vasquez-Heilig, Brown, & Brown, 2012), and textbooks (Brown & Brown, 2010; Suh, An, & Forest, 2014); and

Whereas, other education organizations have begun developing frameworks and curricula specific to addressing race and racism within social studies instruction, including Teaching Tolerance’s (2019) “Teaching Hard History”; and

Whereas, the NCSS’s five core competencies for social studies teacher education (NCSS, 2018b) clearly state that teacher candidates learn to use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments in order to prepare students to be informed advocates for an inclusive and equitable society, and to construct the dispositions needed to advance social justice and promote human rights through informed action in schools and/ or communities; now

Therefore, Be It Resolved, the National Council for the Social Studies issue a position statement on teaching about race and racism in the social studies classroom as an essential aspect of preparing future citizens who will be informed advocates in an inclusive and equitable society; and

Be It Further Resolved, the National Council for the Social Studies continue to promote the importance of teachers and pre-service teachers to be active participants in the goal of combating racism, xenophobia, and other forms of bigotry in their social studies classrooms.

References

Bauer, M. (2019). “Horrific Detention Center Conditions Expose Trump’s True Immigration Policy: Unmitigated, Unrelenting Cruelty.” SPLC. www.splcenter.org/ news/2019/06/26/horrific-detention-center-conditions-expose-trumps-true- immigration-policy-unmitigated

Branch, A. J. (2003). “A Look at Race in the National Standards for the Social Studies.” In G. Ladson- Billings (Ed.), Critical Race Theory Perspectives on the Social Studies (pp. 99-120). Charlotte, NC: Information Age Publishing.

Brown, K. D. (2011). “Breaking the Cycle of Sisyphus: Social Education and the Acquisition of Critical Sociocultural Knowledge About Race and Racism in the United States.” The Social Studies, 102, 249–255.

Brown, K. D., & Brown, A.L. (2010). “Silenced Memories: An Examination of the Sociocultural Knowledge on Raceand Racial Violence in Official School Curriculum.” Equity & Excellence in Education, 43(2), 139-154.

Busey, C. L., & Walker, I. (2017). “A Dream and a Bus: Black Critical Patriotism in Elementary Social Studies Standards.” Theory & Research in Social Education, 45(4), 456–488.

Center for the Study of Hate and Extremism. (2018). Hate Crimes Rise in U.S. Cities and Counties in Time of Division and Foreign Interference. San Bernardino, CA: California State University.

Chandler, P., & McKnight, D. (2011). “Race and the Social Studies.” In W. Russell (Ed.), Contemporary Social Studies: An Essential Reader (p. 215–242). Greenwich: Information Age Publishing.

Demoiny, S. B. (in press). “Where is Race? A Critical Whiteness Studies Analysis of NCSS Position Statements.” In A. M. Hawkman, & S. B. Shear (Eds.), Marking the Invisible: Articulating Whiteness in Social Studies Education and Research. Charlotte, NC: Information Age Publishing.

Guinier, L. (2004). “From Racial Liberalism to Racial Literacy: Brown v. Board of Education and the Interest-divergence Dilemma.” The Journal of American History, 91(1), 92–118.

King, L. J. (2017). “The Status of Black History in U.S. Schools and Society.” Social Education, (81) 1, 14–18.

King, L. J., & Chandler, P. T. (2016). “From Non-Racism to Anti-Racism in Social Studies Teacher Education: Social Studies and Racial Pedagogical Content Knowledge.” In A. R. Crowe & A. Cuenca (Eds.), Rethinking Social Studies Teacher Education in the Twenty-First Century (pp. 3-21). Switzerland: Springer International Publishing.

Ladson-Billings, G. (2003). “Lies My Teacher Still Tells: Developing a Critical Race Perspective Toward the Social Studies.” In G. Ladson-Billings (Ed.), Critical Race Theory Perspectives on Social Studies: The Profession, Policies, and Curriculum (pp. 1–11). Greenwich, CT: Information Age Publishing.

Marshall, P. L. (2003). “The Persistent Deracialization of the Agenda for Democratic Citizenship Education: Twenty Years of Rhetoric and Unreality in Social Studies Position Statements.” In G. Ladson-Billings (Ed.), Critical Race Theory Perspectives on Social Studies: the Profession, Policies, and Curriculum (pp. 71–97). Greenwich, CT: Information Age Publishing.

National Council for the Social Studies. (2018a). “Toward Responsibility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations.” www.socialstudies.org/positions/indigenous-peoples-and-nations

National Council for the Social Studies. (2018b). National Council for the Social Studies National Standards for the Preparation of Social Studies Teachers. www. socialstudies.org/standards/teacherstandards

National Council for the Social Studies. (2017). “Position Statement on the Executive Order Regarding Immigration from Select Countries, January 27, 2017.” Social

Education, 81(3), 190–191.

National Council for the Social Studies. (2016). “Global and International Education in Social Studies.” www.socialstudies.org/positions/global_and_international_ education

National Council for the Social Studies. (2015). “Human Rights Education: A Necessity for Effective Social and Civic Learning.” Social Education, 79(3), 161–164.

National Council for the Social Studies. (2014). “Study About Religions in the Social Studies Classroom.” Social Education, 78(4), 202–204.

Omi, M. & Winant, H. (1986). Racial Formation in the United States: From the 1960s to the 1980s. New York, NY: Routledge & Kegan Paul.

Pollock, M. (2008). Everyday Antiracism: Getting Real About Race and School. New York, NY: The New Press.

Southern Poverty Law Center. (2019). Hate at School. Montgomery, AL.

Suh, Y., An, S., & Forest, D. (2014). “Immigration, Imagined Communities, and Collective Memories of Asian American Experiences: A Content Analysis of Asian American Experiences in Virginia U.S. History Textbooks.” The Journal of Social Studies Research, 39(1), 39–51.

Teaching Tolerance. (2019). Teaching Hard History. www.tolerance.org/frameworks/ teaching-hard-history/american-slavery

Vasquez-Heilig, J. V., Brown, K. D., & Brown, A. L. (2012). “The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards.” Harvard Educational Review, 82(3), 403–424.

Courtesy resolutions were also passed in recognition of the service of NCSS President Tina Heafner and in recognition of Conference Co-Chair Cinthia Salinas and Local Arrangements Committee Chair Whitney Blankenship for planning and executing a successful conference.