2020 House of Delegates Resolutions

2020 House of Delegates Resolutions

  1. About National Council for the Social Studies
  2. 2020 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 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 resolutions approved by the NCSS Board of Directors at its March 2021 meeting are the following:

Resolution 20-03-01
Supporting the Teaching of Black Histories

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

Co-Sponsors: Association of Teachers of Social Studies/United Federation of Teachers - New York City (ATSS/UFT-NYC); Florida Council for the Social Studies; Georgia Council for the Social Studies; Maine Council for the Social Studies; Michigan Council for the Social Studies; NCSS Human Rights Education Community; New Hampshire Council for the Social Studies; New York State Council for the Social Studies (NYSCSS);Wisconsin Council for the Social Studies

Rationale: Historically, social studies education has had a complex relationship with issues of race and racism (Woyshner & Bohan, 2013). Throughout its history, social studies teaching has often been employed to promote a narrative of national progress, which may result in minimizing the nation’s racist legacy (Chandler & Branscombe, 2017). Some early social studies textbooks characterized Black people as inferior (Brown, 2010; Woodson, 1933). Present-day social studies curriculum standards typically lack a nuanced and complex incorporation of race (Vasquez Heilig, Brown, & Brown, 2012). Black history often defaults to narratives only of oppression and liberation rather than fuller stories of Black creativity and invention (Journell, 2008). When positive portraits of Black history are included, the standards focus on individual acts of patriotism by Black citizens rather than movements advancing civil rights (Busey & Walker, 2017). When Black history is taught through a messianic or “great man” approach, this framing undermines the importance of collective action and may even chip away at the civic agency of Black youth (Woodson, A., 2016).

Over many years, numerous scholars have called for teaching more accurate and comprehensive Black histories (ASALH, 2020; Banks and Grambs, 1972; Franklin, 1947; Grant, 2011; King, 2019; Woodson, C. 1933). History teaches us who people were and what they did, which influences how we see ourselves and others (Merelman, 1993). Therefore, it is vital that Black histories be integrated throughout the curriculum, utilize critical frameworks to address systemic issues of race, and be informed by current scholarship. These Black histories need to be inclusive and non-essentialist, incorporating, for example, the stories of Black women and LGBTQ+ individuals along with attention to intersectionality and multiple perspectives (King, 2019).

The number of state legislative mandates for inclusion of Black history in school curriculum is on the rise (King, 2017). In addition, resources for teaching critically informed perspectives on Black histories that are rooted in solid historical scholarship are now widely available, both in print and online. Despite efforts to ban certain Black history resources from use in PK-12 classrooms (e.g., Armus, 2020), teachers have access to a variety of curricular materials beyond standards and textbooks that can deepen their knowledge of Black histories. NCSS needs to provide clear leadership and direction to ensure a critical teaching of Black histories.

WHEREAS, NCSS passed a resolution to incorporate racial literacy into social studies education (NCSS, 2020); and

WHEREAS, NCSS recently published a position statement on the importance and ways in which to teach about Indigenous peoples and histories (NCSS, 2018); and

WHEREAS, Social studies scholars have published research and informed practitioner articles on teaching Black histories in NCSS publications such as Social Studies and the Young Learner, Middle Level Learning, and Social Education; and

WHEREAS, Social studies educators should be aware of recommended resources to teach Black histories, for example, the Teaching Hard History Framework (Teaching Tolerance, 2020); the Carter Center for Black History (Carter Center, 2020); the 1619 Project (New York Times, 2019); the Black Lives Matter at School website; the Rethinking Schools book on teaching Black lives (2018); and resources from museums such as the National Museum for African American History and Culture (2020); and numerous works by contemporary historians; and

WHEREAS, NCSS has sponsored publications on how to improve social studies instruction from other perspectives (e.g., Haynes, 2019) but not from the perspective of Black histories; and

WHEREAS, the contemporary moment has seen backlash by prominent voices against the teaching of Black History (see Armus, 2020); now

THEREFORE, BE IT RESOLVED, that the National Council for the Social Studies should issue a position statement on the need for critically and scholarly informed teaching of Black histories within the K-12 social studies classroom; and

BE IT FURTHER RESOLVED, that NCSS take a more active role in promoting the teaching of Black histories and perspectives including the possible publication of a book on teaching Black histories; and

BE IT FURTHER RESOLVED, that NCSS create a Teaching Black Histories Educator Resources webpage, including but not limited to: posting all Social Education, Middle Level Learning, and Social Studies and the Young Learner articles on teaching about Black history, recommended titles of Black historical scholarship, and posting links to open-access educational resources from, for example, the National Museum for African American History and Culture, Carter Center for Black History, Teaching Tolerance’s Teaching Hard History Framework, and the 1619 Project of the New York Times.

References

Armus, T. (2020, July 27). “Sen. Tom Cotton Wants to Take ‘The 1619 Project’ Out of Classrooms.  His Efforts Have Kept It in the Spotlight.” Washington Post. https://www.washingtonpost.com/nation/2020/07/27/tom-cotton-1619-project-slavery/

Association for the Study of African American Life and History. (2020). https://asalh.org/about-us/

Banks, J.A. and Grambs, J.D. (eds.). Black Self-concept: Implications for Education and Social Science. New York, N.Y.: McGraw-Hill.

Black Lives Matter at School. Curriculum. www.blacklivesmatteratschool.com

Bouie, J. (2020, August 14). Black Like Kamala. New York Times. https://www.nytimes.com/2020/08/14/opinion/kamala-harris-black-identity.html?smid=url-share

Brown, A. L. (2010). “Counter-memory and Race: An Examination of African-American Scholars’ Challenge to Early 20th Century K-12 Historical Discourse.” The Journal of Negro Education, 79, no.1, 54-65.

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, no. 4, 456-488.

Carter Center for Teaching Black History. (2020). https://education.missouri.edu/learning-teaching-curriculum/carter-center/

Chandler, P. T., & Branscombe, A. (2015). “White Social Studies: Protecting the White Racial Code.” in P. T. Chandler (ed.), Doing Race in Social Studies: Critical Perspectives (pp. 61-87). Charlotte, N.C.: Information Age Publishing.

Franklin, J.H. (1947). From Slavery to Freedom: A History of Negro Americans. New York: Knopf.

Grant, C.A. (2011). “Escaping Devil’s Island: Confronting Racism, Learning History.” Race, Ethnicity, and Education 14, 33-49. doi: 10.1080/13613324.2011.531979

Haynes, C. C. (ed.). (2019). Teaching About Religion in the Social Studies. NCSS.

Journell, W. (2008). “When Oppression and Liberation Are the Only Choices: The Representation of African Americans within State Social Studies Standards.” Journal of Social Studies Research 32, no.1, 40-50.

King, L. J. (2019). Interpreting Black History: Toward a Black History Framework for Teacher Education. Urban Education 54, no. 3, 368-396.

King, L. J. (2017). The Status of Black history in U.S. Schools and Society. Social Education 81, no.1, 14-18.

Merelman, R. M. (1993). Black History and Cultural Empowerment: A Case Study. American Journal of Education 101, 331- 358. doi:10.1086/444049

National Museum for African American History & Culture. (2020). Educators. https://nmaahc.si.edu/learn/educators

New York Times. (2019). The 1619 Project. https://education.missouri.edu/learning-teaching-curriculum/carter-center/

Rethinking Schools. (2018). Teaching for Black Lives. Milwaukee, Wisc.

Teaching Tolerance. (2020). Teaching Hard History Framework. https://www.tolerance.org/frameworks/teaching-hard-history/american-slavery

Vasquez Heilig, J., Brown, K. D., and Brown, A. L. (2012). “The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards.” Harvard Educational Review 82, no. 3, 403-424.

Woodson, A. (2016). “We’re just Ordinary People: Messianic Master Narratives and Black Youths’ Civic Agency.” Theory & Research in Social Education 44, no. 2, 184-211.

Woodson, C. G. (1933). The Miseducation of the Negro. Washington, D.C.: Associated Publishers.

Woyshner, C. & Bohan, C. (Eds.). (2012). Histories of Social Studies and Race: 1865-2000. New York: Palgrave.

Resolution 20-03-02
Resolution to Educate about our National Monuments

Sponsor: Florida Council for the Social Studies (Author/Sponsor Contact: Stephen Masyada, Florida Council for the Social Studies)

Co-Sponsors: Georgia Council for the Social Studies; NCSS Human Rights Education Community; New York State Council for the Social Studies (NYSCSS)

Rationale: There is today an ongoing and at times acrimonious debate over the best way to approach problematic monuments and statuary in the United States (Forest & Johnson, 2019; Johnson, Tipler, & Camarillo, 2019). Indeed, even the very notion that monuments and statues of any sort can be problematic is contentious (Foner, 2017; Heath & Waymer, 2019; Rossi, 2020). As the leading organization for social studies education in K-12 schools, the National Council for the Social Studies has an obligation to encourage a greater understanding of why these monuments were erected, and how they do or do not reflect the most current understanding of the history of the United States of America. Additionally, NCSS should address ways in which we can better address the concerns of reputable historians, educators, and the general public about monuments and statuary with potentially negative associations.

WHEREAS, the National Council for the Social Studies (NCSS) focuses on the promotion of social studies education throughout the United States at every level of education; and

WHEREAS, NCSS recognizes the importance of multiple interpretations of the past and the need for all civic-minded people to engage in discussions about the multifaceted and important role key individuals have made to the development of our nation; and

WHEREAS, NCSS understands that monuments offer an important educational opportunity for our schools and citizens to come to grips with the content of our nation’s past; and

WHEREAS, NCSS realizes the importance of historical debate to help arrive at a deeper understanding of the past; and

WHEREAS, NCSS recognizes that the reality of far too many historical monuments is one of understating the negative actions of the monument subject at the expense of historical fact; and

WHEREAS, NCSS is committed to the proper placement, location, modification, or removal of controversial statues by decisions made through community discussion, debate, and decision making; now

THEREFORE, BE IT RESOLVED, we call for the National Council for the Social Studies, and all civic-minded groups, leaders, and citizens, to advocate that educational and political leaders use the current controversy surrounding such monuments to provide enhanced educational opportunities for students to better understand our past.

BE IT FURTHER RESOLVED, we call for the National Council for the Social Studies to provide free professional development opportunities for all members, in collaboration with relevant scholars of history, that more deeply examine the totality of the contributions of particular historical figures to the development of our nation; and

BE IT FURTHER RESOLVED, as a means to advocate and to educate, we call for the National Council for the Social Studies to partner with the American Historical Association, the National Council for History Education, and/or other recognized and relevant scholars, educators, organizations, and interested citizens and governments. Together, this partnership will establish a commission to study the legacy of monument construction, placement, and meaning in the United States that may make recommendations for how to address the concerns of reputable historians, educators, and the general public about monuments with potentially negative associations.

References

Foner, E. (2017, August 20). Confederate Statues and ‘Our’ History. The New York Times. https://www.nytimes.com/2017/08/20/opinion/confederate-statues-american-history.html?_r=0

Forest, B., & Johnson, J. (2018). Confederate Monuments and the Problem of Forgetting. cultural geographies, 26(1), 127-131. doi:10.1177/1474474018796653

Heath, R. L., & Waymer, D. (2019). Public Relations Intersections: Statues, Monuments, and Narrative Continuity. Public Relations Review, 45(5), 101766. doi:10.1016/j.pubrev.2019.03.003

Johnson, T., Tipler, K., & Camarillo, T. (2019). Monumental Decisions: How Direct Democracy Shapes Attitudes in the Conflict over Confederate Memorials. PS: Political Science & Politics, 52(4), 620-624. doi:10.1017/s1049096519000611

Rossi, B. C. (2020). False Exemplars: Admiration and the Ethics of Public Monuments. Journal of Ethics and Social Philosophy 18, no. 1, 49-84. doi:10.26556/jesp.v18i1.696

Resolution 20-04-01
Support the Civic Engagement of Teachers

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

Co-Sponsors: Association of Teachers of Social Studies/United Federation of Teachers NYC; Florida Council for the Social Studies; Georgia Council for the Social Studies; Wisconsin Council for the Social Studies

Rationale: In recent years, educators, among others from across the United States, have taken to the streets to advocate for systemic and sweeping changes in political and social life. From large-scale demonstrations to smaller personal actions, educators have, for decades, voiced their individual or collective concerns (Gitlin & Margonis, 1995). Such civic participation ranges from emails to the principal or superintendent, writing letters to the editors of the hometown papers, participating in labor organizations, or running for political office (Olyer, 2017). All forms of activism reflect a core tenet of social studies: the inherent belief that any citizen can engage in civic discourse and political action.

We instill in our PK-12 students the importance of civic thought and action. We encourage them to be thoughtful, critical, and deliberate when examining issues both past and present. We want them to participate actively in a vibrant democracy. Yet in our zeal to create student-activists, we may overlook the importance of educators following suit (NCSS, 2013, p. 62).

Teachers in the United States hold the same civic status as members of other professions. However, educators regularly face the marginalization and silencing of their civic voices. Therefore, NCSS should affirm and support the civic thought and action of all educators.

WHEREAS, an unprecedented number of teachers ran for political office in 2018 (EdWeek, 2018); and

WHEREAS, Underwood (2013) argues that teacher activism is important as teachers can attest to the issues plaguing schools and education in ways others cannot; and

WHEREAS, teachers who engage in activism are better equipped to teach students to engage in activism (Picower, 2012); and

WHEREAS, NCSS (2018) National Standards for the Preparation of Social Studies Teachers call for teachers to take informed action in schools and/or communities and serve as advocates for learners, the teaching profession, and/or social studies, and pre-service and in-service teachers need access to resources to aid them in achieving this goal; and

WHEREAS, NCSS (2018) teacher standards call for teachers to “utilize their social studies knowledge, inquiry skills, and civic dispositions so as to advance social justice and promote human rights through informed action in schools and/communities,” which requires teachers “to not just learn, but also practice civic leadership and advocacy” (p. 10); and

WHEREAS, NCSS (2018) teacher standards call for teachers “to consider ways in which teachers advocate on behalf of students so as to remove barriers that impede their access to educational opportunities or that diminish their future democratic participation including poverty, institutional racism, gender discrimination, cultural hegemony, political disenfranchisement, and other forms of injustice” (p. 25); now

THEREFORE, BE IT RESOLVED, The National Council for the Social Studies should issue a position statement encouraging all teachers, especially social studies teachers, to participate directly in civic thought and action by running for public office or serving on citizen boards; and

BE IT FURTHER RESOLVED, The National Council for the Social Studies should reaffirm its efforts to support teachers’ engagement in civic thought and action in their local, state, and national communities including partnerships with relevant organizations and other efforts to encourage teachers toward greater levels of civic engagement and activism.

References

Education Week (2018, November 21). “Over 170 Teachers Ran for State Office in 2018. Here’s What We Know About Them.” https://www.edweek.org/ew/section/multimedia/teachers-running-for-state-office.html

Gitlin, A., & Margonis, F. (1995). “The Political Aspect of Reform: Teacher Resistance as Good Sense.” American Journal of Education 103, no.4, 113-127

NCSS Task Force on Teacher Education Standards (2018). National Standards for the Preparation of Social Studies Teachers. NCSS.

Oyler, C. J. (2017). “Constructive Resistance: Activist Repertoires for Teachers.” Language Arts 95, no 1, 30-39.

Picower, B. (2012). Practice What You Teach: Social Justice Education in the Classroom and the Streets. Routledge.

Underwood, J. (2013). “Do You Have the Right to be an Advocate?” Phi Delta Kappan 95, no. 1, 26-31.

Resolution 20-04-03
Making “Black Lives Matter” in Our Schools

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City (ATSS/UFT); (Author/Sponsor Contact: Carolyn Herbst, Executive Secretary, Association of Teachers of Social Studies/United Federation of Teachers-New York)

Co-Sponsors: NCSS Human Rights Education Community

Rationale: While education, health care, and other vital social services have borne the brunt of government policies of austerity and inadequate funding for the last half century, police and law enforcement budgets were often held harmless and even increased; policing now consumes far too much of discretionary funds of state and local governments. NCSS issued a Press Release on May 29, 2020, approved by the NCSS Board of Directors condemning the killing of George Floyd and countless Black people. This resolution is a strong addition to that Press Release.

WHEREAS, the United States has come to an historic moment of reckoning with the systemic racism that has long plagued it, dating back to the enslavement of Africans forcibly brought to our shores in 1619; and

WHEREAS, as a result of the murders of George Floyd, Breonna Taylor, Rayshard Brooks, and countless Black people, and the powerful protest movement that has taken shape in their wake; and

WHEREAS, as educators, it is our particular responsibility to make schools into welcoming and nurturing environments for our students by eliminating all forms of racism that harm the well-being and damage the educational development of Black students; and

WHEREAS, to this end, it is essential to reform the school disciplinary codes, regulations, and practices that negatively and disproportionately impact Black students, contributing to a school-to-prison pipeline in which youth are criminalized; and

WHEREAS, to this end, it is essential to develop inclusive curriculum and employ culturally responsive pedagogy that reflects the full diversity of our students, especially the historical experience and heritage cultures of Black students; and

WHEREAS, to this end, it is essential to transform the United States teaching force to better reflect the racial and ethnic diversity of our students, so that Black students have the same opportunities to be taught by educators who can serve as inspirational role models as White students have; and

WHEREAS, the murders of George Floyd, Breonna Taylor, Rayshard Brooks, and countless Black people have focused national attention on pervasive police violence against Black people, and on the militarization of policing, which too often makes police into an occupying force in the communities they should protect and serve; and

WHEREAS, to the extent that school discipline and safety has been under the control and direction of police, it has detrimentally impacted students of color; now

THEREFORE, BE IT RESOLVED, that the National Council for the Social Studies reaffirm its historic commitment to ending systemic racism in United States society, and to removing all manifestations of that racism from U.S. schools; and

BE IT FURTHER RESOLVED, that to achieve these goals, NCSS will work to advance our relationships and build curriculum with organizations committed to ending systemic racism in American society, such as Black Lives Matter, Color of Change, and the NAACP, and with organizations committed to ending racism in schools, such as the Alliance to Reclaim Our Schools, Black Lives Matter at School, Facing History, Facing Ourselves, Teaching Tolerance, Amnesty International, and Human Rights Educators USA; and

BE IT FURTHER RESOLVED, that NCSS call for publication relating to the issues facing Black Youth in schools, such as “zero tolerance” and other disciplinary policies that contribute to the school-to-prison pipeline and the criminalization of Black youth; and

BE IT FURTHER RESOLVED, that NCSS supports having critical conversations about the separation of the necessary function of school safety from policing and police forces: school security personnel should be trained as peace officers and integrated within the school community, with a focus on nonviolent resolution of conflicts with a minimal use of force; and

BE IT FURTHER RESOLVED, that NCSS affirms its support for the development of inclusive curriculum and culturally responsive pedagogy that reflects the diversity of our students, especially the historical experience and heritage cultures of Black students; and

BE IT FURTHER RESOLVED, that NCSS affirms its support for the diversification of our membership and initiatives to prepare and retain educators who are Black, Indigenous, and persons of color.

*Adapted from a resolution passed at the American Federation of Teachers Annual Convention, July 28-30, 2020.

Resolution 20-04-04
Reimagining our Society and Rewriting the Rules to Enable Opportunity and Justice for All

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City (ATSS/UFT); (Author/Sponsor Contact: Carolyn Herbst, Executive Secretary, Association of Teachers of Social Studies/United Federation of Teachers-New York)

Co-Sponsors: Georgia Council for the Social Studies; NCSS Human Rights Education Community

Rationale: The United States is facing an unprecedented triple crisis: a health pandemic, systemic racism, and an economic recession with millions of people without work, resulting from long-standing, insufficiently addressed, ignored, or deliberately denied histories.

WHEREAS, NCSS has promulgated in C3 Framework: “College, Career and Civic Life,” the premise that Civic Action is a major component of Social Studies Education; and

WHEREAS, it falls on educators in this moment to reimagine our society and rewrite the rules so everyone in United States of America has access to opportunity and justice, not just the rich and powerful, just as other generations have done, most recently in the New Deal, and the civil rights and Great Society era. We must meet this moment with that same vision and clarity, and emerge from these crises healthier, stronger, better, and more just than before; and

WHEREAS, the COVID-19 pandemic has exacerbated the economic and health disparities and pain long felt by Americans, particularly communities of color, and has brought a new unprecedented urgency to address the imbalance in our economy and society, and the decay of our democracy; and

WHEREAS, Black, Indigenous, and other people of color continue to struggle for full protection under the law and to be recognized as full human beings deserving of basic human rights; and

WHEREAS, NCSS firmly believes the foundation of a vibrant and well-functioning democracy and society is a people secured by the freedom to live, safely and securely, and the opportunity to attain a better life. Freedom and opportunity are enabled through good jobs with a living wage and a union, a great public education, adequate healthcare, and justice for all.

THEREFORE, BE IT RESOLVED; that NCSS urge and empower its communities, affiliated groups, etc. to prepare our educators and our students to engage in fundamental dialogues on the elements of a "more just, vibrant and democratic society" and empower them to be effective change agents for the common good.

*Adapted from a resolution passed at the American Federation of Teachers Annual Convention, July 28-30, 2020.

Resolution 20-04-05
In Support of Teaching about Options to Address Climate Change

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City (ATSS/UFT); (Author/Sponsor Contact: Carolyn Herbst, Executive Secretary, Association of Teachers of Social Studies/United Federation of Teachers-New York)

Co-Sponsors: Georgia Council for the Social Studies

Rationale: Education about climate change is an important social studies topic, making it essential that the National Council for the Social Studies play a major role in educating students on what this concept entails. The National Council for the Social Studies should work with local school districts and other organizations, as appropriate, to educate students about the pros and cons of recognizing climate change, economic inequality, and potential solutions to these problems.

WHEREAS, the United Nations’ Intergovernmental Panel on Climate Change stated that current concentrations and ongoing emissions of greenhouse gases will continue to cause increases in global temperatures, warming of the world’s oceans, and increases in the average sea level rise for many centuries; that irreversible changes in major ecosystems and the planetary climate system may already have been reached or passed; that ecosystems as diverse as the Amazon rainforest and other natural wildlife and forest reserves across the world have or are approaching thresholds of dramatic change; and that these events will transcend generations; and

WHEREAS, the burning of fossil fuels such as coal, oil, and natural gas for the purposes of electricity generation and transportation is the primary source of climate-changing greenhouse gas emissions; and

WHEREAS, the World Health Organization reports that rising temperatures and rising seas, as well as diminished air and water quality, lead to significant health risks such as heat-related risks,

cardiovascular and respiratory illnesses, vector-borne infection, illness related to contaminated water, loss of shelter, and compromised food supplies; and

WHEREAS, there is growing opposition to the negative health and environmental effects of fossil fuel extraction and consumption; coal-specific fossil fuel-dependent regions across the United States have been economically devastated by the shift from coal consumption; and the remaining coal jobs across the country are expected to steadily decline over the coming years; and

WHEREAS, working families, frontline communities, communities of color, low-income communities, and other vulnerable populations suffer disproportionately from environmental degradation and climate change events such as extreme hurricanes, wildfire, drought, flooding, extreme heat, and the spread of infectious disease; and

WHEREAS, studies show that 13 million Americans could be forced out of their communities and jobs due to climate change by the next century; and

WHEREAS, the International Labor Organization has reported that large economies moving toward greener and more environmentally sustainable transitions could generate up to 60 million new jobs worldwide over the next two decades; and

WHEREAS, the American Society of Civil Engineers has reported that if the American infrastructure investment gap is not addressed throughout the nation’s infrastructure sectors by 2025, the economy is expected to lose almost $4 trillion in gross domestic product, and that these gaps in infrastructure funding combined with climate change pose a potentially serious impact on worldwide water resources, energy production and use, agriculture, forestry, coastal development and resources, flood control, and public infrastructure; and

WHEREAS, working collaboratively with industry partners, career and technical education teachers can prepare students for a green economy by developing Career and Technical Programs (CTE) with sustainability and environmental content, and by providing opportunities for students to gain hands-on, project-based experience directly tied to emerging professions and family-sustaining jobs; and

WHEREAS, private investment for transitioning from fossil fuels has been completely insufficient, and multinational corporate interests strongly oppose public efforts for a just transition, especially public financing and labor protections; and

WHEREAS, working collaboratively with parents, communities, and public institutions across the United States, educators can prepare diverse students to be informed leaders for a just green society by developing curricula and programming that create inclusive democratic spaces for learning and collaboration promoting sustainability, resilience, and climate justice; and

WHEREAS, emerging studies have begun identifying potential sources of job growth in regions that are experiencing a decline in fossil fuel demand, which can be found through sustainable regional solutions in partnership with economists and industry experts, projected over long periods across generations of workers; now

THEREFORE, BE IT RESOLVED, that the National Council for the Social Studies will work with local school districts and other organizations, as appropriate, to educate students about the importance of climate change, economic inequality, and pros and cons of the potential solutions to these problems.

*Adapted from a resolution passed at the American Federation of Teachers Annual Convention, July 28-30, 2020.

Resolution 20-04-06
Upholding the Implementation of Deferred Action for Childhood Arrivals (DACA)

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City (ATSS/UFT). (Author/Sponsor Contact: Carolyn Herbst, Executive Secretary, Association of Teachers of Social Studies/United Federation of Teachers-New York)

Co-Sponsors: Georgia Council for the Social Studies

Rationale: The National Council for the Social Studies (NCSS) has been a supporter of Deferred Action for Childhood Arrivals (DACA), as set forth in HOD Resolution # 17-04-3: Deferred Action for Child Arrivals (DACA): NCSS Support for Dreamers & Children of Undocumented Immigrants. The NCSS Board of Directors at its Winter 2018 meeting resolved that NCSS support the continuation of the DACA program and the protection of children of undocumented immigrants.

WHEREAS, on June 20, 2020, the Supreme Court overturned the previous Administration’s attempt to eliminate Deferred Action for Childhood Arrivals (DACA), declaring the attempt “arbitrary and capricious”; and

WHEREAS, the Supreme Court decision is a victory for the long struggle of the immigrant rights movement in which millions of undocumented American immigrants and their supporters took over the streets of cities across the nation; now

BE IT RESOLVED that the National Council for the Social Studies work to educate its members on the social, political, and constitutional issues related to DACA, the rights of immigrants (documented and undocumented), and the impact of the actions of the courts; and

BE IT FURTHER RESOLVED that the National Council for the Social Studies demonstrates our full support of DACA program recipients and the protection of children of undocumented immigrants in our schools and our nation through issuing a policy statement for the restoration of DACA.

*Adapted from a resolution passed at the American Federation of Teachers Annual Convention, July 28-30, 2020.

Resolution 20-04-08
Resolution Against Antisemitic Violence

Sponsors: Association of Teachers of Social Studies/United Federation of Teachers-New York City (ATSS/UFT-NYC); New York State Council for the Social Studies (NYSCSS); (Author/Sponsor Contact: Carolyn Herbst, Executive Secretary, Association of Teachers of Social Studies/United Federation of Teachers-New York)

Co-Sponsors: Florida Council for the Social Studies; Georgia Council for the Social Studies; NCSS Human Rights Education Community; New Hampshire Council for the Social Studies

Rationale: Recently, the subject of antisemitism, and combating antisemitism today, is being addressed by a number of professional associations and publishers by offering informative conferences, webinars, and excellent classroom teaching materials. Because of an increase in antisemitic attacks, this must be addressed as a major social issue.
 
WHEREAS, the National Council for the Social Studies (NCSS) condemns the violent attacks on Jewish people in New York City, New York State, and elsewhere, who are being attacked on the street, in their places of workshop, and their homes; and
 
WHEREAS, NCSS opposes antisemitism; and
 
WHEREAS, NCSS opposes bigotry and discrimination based on race, religion, national origin, ethnicity, sexual preference, and identity; and
 
WHEREAS, NCSS is an inclusive body that values its entire diverse membership and has always stood in opposition to hate; and

THEREFORE, BE IT RESOLVED, that NCSS condemns the recent antisemitic attacks in New York and elsewhere and reaffirms its opposition to antisemitism and to violence against other religious minorities; and

BE IT FURTHER RESOLVED, that NCSS issue a position statement on not only antisemitism, but all forms of racism and discrimination based on race, religion, ethnicity, national origin, sexual preference, and identity; and

BE IT FURTHER RESOLVED, that NCSS urge its members to utilize the many anti-discrimination and anti-hate teaching materials, such as those called for in Resolution 18-03-01 and readily available as part of their education program.

*Adapted from a Resolution passed by the United Federation of Teachers Delegate Assembly on February 12, 2020

Courtesy resolutions were also passed in recognition of the service of NCSS President Stefanie Wager, NCSS Conference Co-Chair Beth Ratway, and the Program Planning Committee.

Approved December 4, 2020, at the 64th Annual Meeting of the House of Delegates