Tina M. Ellsworth is an assistant professor of education at Northwest Missouri State University where she teaches elementary social studies methods and general education courses at the graduate and undergraduate levels. She earned her Ph.D. in curriculum and instruction with an emphasis in social studies education from the University of Kansas. Her research interest focuses on pedagogical content knowledge for teaching history, racial pedagogical content knowledge for social studies education, and teaching with primary sources. 

Tina is active in the social studies community serving as the Vice-President for NCSS, the chair of the finance committee, and a member of the executive and personnel committees. She is a writer for the NCSS Teaching with Primary Sources online methods texts and the upcoming Library of Congress and NCSS co-branded book for teaching with primary sources. She is the past president of the Missouri Council for the Social Studies and is a co-founder of the Kansas University Council for the Social Studies. Her work is published in Social Education, Social Studies and the Young Learner, The History Teacher, and Social Studies Research and Practice.

Tina is a former high school social studies teacher and is NSSSA's 2019 National Social Studies Supervisor of the Year. She resides in the Kansas City area with her husband Jeremy and their children, Emerson and Lincoln.
 

Position Statement

There has never been a better time to be a social studies educator. And given our current political and social climate, it has never been more important. Conversations devoid of civil discourse among the citizenry, a lack of respect for diversity, equity and inclusion, and attacks against social studies education have dominated headlines. Legislation at all levels threaten the honest, comprehensive teaching of social studies, and our democracy. As social studies educators, we understand the critical role social studies education plays in reversing these trends.

We must position NCSS as a proactive thought leader and subject matter expert that educators, administrators, school board members, and parents rely on to find support and resources to fully understand contemporary issues so they can advocate as informed citizens.

As an organization, we must commit to countering all forms of bias, prejudice, and bigotry by promoting diversity in NCSS publications, research, professional development, membership and leadership.

We must also empower NCSS members to do their best work by fostering relationships among various groups and communities to share resources, and to seek solutions to common challenges together.

Issues facing social studies are not insurmountable. As members of NCSS, together, we can make a difference.

Carla Powell Lewis is a native and current resident of Baton Rouge, Louisiana.

Carla is a seasoned Social Studies Teacher with almost 20 years teaching experience who currently serves as Vice President of the East Baton Rouge Parish School Board. Carla serves on the Executive Boards of both the Louisiana Council for the Social Studies and the National Council for Social Studies. Additionally, she serves as members of the East Baton Rouge Branch of the National Association of University Women (NAUW), and the Nu Gamma Omega Chapter of Alpha Kappa Alpha Sorority, Inc. She is also an active member of her High School and College Alumni Association and the Rhythm Nation and Flo-Motion Dance Communities of Baton Rouge.

Carla Powell earned a Bachelor of Science Degree in Social Studies Education, a Master of Education Degree in Administration and Supervision, and several graduate hours in Public Administration all from Southern University.

Carla is the mother of one, married to a very loving husband, and has many family members throughout the Baton Rouge area.

Within her passion to serve her community, Carla desires to impact positive change by developing productive citizens. She often encourages others by reminding them to trust God and persevere in reaching their fullest potential.

Position Statement

The Merriam-Webster Dictionary defines democracy as a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation. Within the most recent decade we have begun to see and experience the authenticity of our democracy subtly yet intentionally challenged in many ways. As a community of social studies educators, it is our responsibility to protect our American democracy to the fullest extent through clear and precise research and solid educational practices that will lead to intense yet transparent discussions and curricula resulting in robust critical thinking and a truly sustainable democracy.

Joe Schmidt is proud of his work that spans from teaching in the classroom to district, state, and national level leadership where he supports educators that teach grades PK-12. He strives to connect social studies educators regardless of grade level, content area, geographic location, or political leanings. He has worked for and with the Bill of Rights Institute, Learning for Justice, the National Council for Geographic Education, ThinkerAnalytix, the Jump$tart Coalition for Personal Finance, iCivics, National Geographic, and the University of Maine.

Joe leads by serving in multiple leadership roles with NCSS, including the Board of Directors and previously on the Board’s Executive Committee. He is currently or has served as chair or co-chair for the Government and Public Relations Committee, the NCSS Advocacy Task Force, the C3 Framework Task Force, the 2020 NCSS Summer Leadership Institute, the Task Force on Inquiry, and the select subcommittee for the Social Education Journal.

Joe is honored to be a member of the College and University Faculty Assembly (CUFA), and currently represents the National Social Studies Supervisors Association (NSSSA) and the Council of State Social Studies Supervisors (CS4) on the NCSS Board of Directors. Learn more at www.joeschmidtsocialstudies.com.

Position Statement

We find ourselves in the center of a nationwide battle over what social studies is and what should be taught, and educators and students are paying the price. To do more than just survive, we need to bring our social studies communities together to thrive. As author Audrey Lorde says, “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.”

We must lean into our similarities instead of allowing others to divide us based on differences. It is with pride that I held leadership roles across content areas and grade levels. It is an honor to work with organizations that some believe represent conflicting sides of the political spectrum while writing a book about civil discourse. I value having classroom experience and raising the voices of teachers and students from across our country while holding roles representing districts, states, and national organizations. This diversity of experience continually reminds me that when we remember it is our passion for social studies that unites us, we can celebrate our differences.

I believe our best chance to thrive is as a social studies community with all voices at the table, together!

I have a wide variety of experience in multiple roles that have prepared me to support the work of social studies educators. I was a classroom teacher for more than a decade, with multiple preps, and served as a high school social studies department chair for several years. I have been a state level social studies specialist, providing curricular and professional development support across the state of North Carolina. Currently, I serve as director of the Lou Frey Institute and the Florida Joint Center for Citizenship. In this role, I serve as a leading state expert on civic education, and function in both an advocacy and support role. I have also served on national civic education organizational boards, including the Civics Renewal Network. As a member of the Florida Council for the Social Studies, I have guided resolution development and advocacy efforts, and served for FCSS in the National Council for the Social Studies’ House of Delegates. I am a father, a husband, an Air Force veteran, and, ultimately, a social studies educator with a passion for civics and doing what is right for our students, our teachers, and our nation.

Position Statement

Whether it is book banning in multiple states, so-called ‘critical race theory’ in curriculum and instruction, a reluctance to teach about current events because of fears over job security, or the loss of tenure in both the K-12 and higher education arenas, we have so many issues! But for me, the most important and significant issue is ensuring that our teachers feel comfortable and secure in teaching their content. We must support our social studies educators by helping them identify ways in which they can teach to state standards while also challenging the growing pressures of silenced voices. How do we ensure that the historically marginalized are marginalized no more when we are prevented from doing so by the expectations of politicians? I do not have all the answers on how we do this, and to pretend to have the silver bullet to solve this would be a mistake, but it begins with strong advocacy and public awareness to pushback against those who would denigrate our practice, limit our content, and weaken our field. Together, we as an organization of social studies educators, scholars, and leaders can find multiple paths forward to best support those teachers who need it most.

A Texas native, I spent a decade in the classroom teaching Geography, U.S. History, Texas History, and English as a Second Language. I have moved into a district position where I have the pleasure of supporting the middle school Social Studies teachers across my district. In this role, I write the curriculum for Social Studies 6-8, write assessments, write and present professional development, and coach our outstanding educators. I am currently an At-Large member of the board of the Texas Social Studies Supervisors Association (2022-24) and Vice-President of the executive council of the Texas Council of the Social Studies. Awards include: Odom Academy Teacher of the Year 2018; Beaumont ISD Secondary Teacher of the Year 2019; Wayne A Reaud Excellence in Education Award Nominee 2019; Outstanding Teaching of the Humanities Awards Nominee 2018; GCCISD Education Foundation Grant Recipient 2022.

Position Statement

Teachers and students feel very vulnerable and powerless today. They need champions to advocate for them; speak for them, and fight for them. With so much negativity, the Social Studies needs to be championed as well. Citizens and students need to see the value of critical thinking, analytical skills, and the debate and discourse that our discipline provides from which future leaders will spring. I seek to provide our professionals with the tools they need to do this important work they do while growing our organization to reach as many of our professionals as possible.

Jeff serves as Vice President of Education at Freedoms Foundation in Valley Forge, PA. In his educational career, he has taught history at the elementary, middle, and high school levels, as well as an adjunct at the university level. Jeff has also served as a school administrator as well as serving on several committees at the state level with regard to U.S. History. Dr. Scott is always looking to learn and increase his professional knowledge to better help students and teachers he leads. Jeff is currently writing Patriotic Fit: THE Foundation to Continued Strength and enjoys, in his leisure, giving amazing tours of Valley Forge National Park. In the recent past, Dr. Scott has participated in the George Washington Teacher Institute, the White House Teacher Institute, the Rendell Center 1st Amendment Institute, as well as many others. Dr. Scott's passion for civic education is seen through his continuous work with the Congressional Medal of Honor Character Development Program and is a life member of the Charles H. Coolidge National Medal of Honor Heritage Center in Chattanooga, TN.

Position Statement

It is my belief we, as a country, need a more robust civic education in elementary schools. Many of the societal problems we face, are not due to fundamental mathematics, science, nor other very important areas. The issues stem from lack of appreciation, understanding, development, and engagement of basic civic elements that create a strong foundation for a connected society. By having more time focused on civic education that is grounded in Constitutional elements, we will create a more respectful and engaged culture that will then allow for true debates on issues without hate, misunderstandings, and extremism.

CherylAnne Amendola has been teaching American and World History for the last 17 years. She graduated from Montclair State University with a B.A. in Political Science and from Teachers College, Columbia University with an M.A. in Social Studies Education, and an M.A. in American History from Pace University in partnership with the Gilder Lehrman Institute of American History. She was named 2017 New Jersey History Teacher of the Year by the Gilder Lehrman Institute for American History and is an ambassador for the New York Historical Society’s Women and the American Story program. CherylAnne published her first book in November 2019 entitled “On the Backs of the Enslaved” and is the host of the Teaching History Her Way Podcast. She currently serves as co-president of NJCHE, the vice-chair of NCSS's membership committee, and as an Northern Regional Director of NJCSS.

Position Statement

There are several significant issues confronting social studies education including resources for teachers when teaching controversial and difficult topics, lack of funding and time for social studies courses in schools, and political polarization around our subject. To address this issue, communication between social studies educators, with NCSS at the forefront of that communication, is a must. Multiple stakeholders need to be engaged in order to rebuild or gain trust. Additionally, continuing to support and train teachers to teach controversial topics, such as racism, sexism, and colonialism is imperative to our profession. While teaching these topics effectively can be difficult and challenging, NJCSS needs to both continue and expand upon the ways we give teachers the tools create a safe and inclusive classroom environment for all students. Further, we as teachers need to continue giving students different perspectives and viewpoints to explore so that our focuses are on critical thinking skills, respectful dialogue, and civil discourse.

Mary T McCullagh's term as a member of the NCSS Board of Directors 2012-2015 was one of the most fulfilling professional experiences of her career. She also considers her participation on the Florida Council for the Social Studies Board of Directors as key to her continued commitment to serving colleagues and the Social Studies.

For the past 32 years she has taught Social Studies in Miami at the high school and university level and has served as department leader and as a current active PLC member at her high school. She also had served on the Rho Kappa advisory Council and has been moderator of the Rho Kappa chapters at her school for over 15 years.

Mary T seeks Social Studies professional development and growth with several organizations that are affiliated and dear friends of the NCSS: National Constitution Center Teacher Advisory Council, iCivics Educator Network, Transatlantic Outreach Program, Korean War Legacy Foundation, to name a few.

Along with her commitment to advancing the Social Studies knowledge and skills of students, she has been trained in Mindful Self Compassion for students and herself. An avid birder and nature lover, she creates nature video meditations and leads students in mindful activities.

Position Statement

Currently the most significant issue confronting social studies education is the devaluing of educators and the important skills and content knowledge Social Studies that can equip our students and society to confront challenges to our sense of community and democracy.

The NCSS has made several statements about these threats and the work is ongoing. Active and avid support for Social Studies educators in the classroom and for their students is needed in this climate of devaluing what we hold to be vital to the success of our students and their contributions to make this world a better and just pace.

Since 2000 Kimberly has been instructing Government, Finance, and Political Science at the Wayne County Schools Career Center. She is the Student Leadership Advisor and Coordinator for Constitution Day and Veterans’ Day. She is an adjunct Professor teaching Political Science at Stark State Technical College. She was awarded the James Madison Memorial Scholarship in 2008 and was selected as the 2013 Congressional Fellow. Additionally, she has been recognized as the Mind Sparks Exceptional Educator(2013), The OCSS Outstanding Secondary Social Studies Teacher (2015), a TOP Fellow(2015), The University of Akron Wayne College Distinguished Alumni (2018) ,the NCSS Secondary Teacher of the Year (2022), DAR Wooster-Wayne Chapter, Outstanding Teacher of American History (2023), and most recently, Ohio Sons of the American Revolution Dr. Tom & Betty Lawrence American History Teacher Award State Champion (2023).

She serves on the National Constitution Center Teacher Advisory Council and as a Constitution 101 Curriculum Fellows, iCivics Network Team and previously served on the Bill of Rights Institute Teacher Council. Most recently she is an elected member of the NCSS Board of Directors. Last year she joined iCivics as an EAD Teacher Fellow to create lessons that are aligned with the Educating for American Democracy Roadmap.

Position Statement

James Madison affirmed the necessity of civic education by stating, “Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.” The necessity of Social Studies education has been exposed. Individually and collectively, we have the expertise, experience, and platform to use our voice to advocate for more and better civic education. It is essential that we empower our students with appropriate civic knowledge to effectively improve conditions. We are united in efforts to increase the political efficacy of our students. Teaching the tools necessary to preserve our republic to generations of people is our duty and our privilege.

The Constitution is a guide to establishing effective local and national community membership. Once that system is in place, it is up to all of us who value the Constitution to know it well enough to defend it or amend it to meet our current needs. Our Constitution unites all of us above our history, culture, religion, race, and economic station. To assure our nation's prosperity, it is essential to uphold the principles established in our Constitution and to hold the government accountable for when it does not.

Mr. Terrell Fleming is a 2005 graduate of Powhatan County High School. He began his teaching career at West Point Middle School after earning his Bachelor of Arts in History from Longwood University. Continuing to build his career, he earned his Masters of Educational Leadership from Virginia Commonwealth University a few years later. Mr. Fleming served as a social studies teacher, Department Chair, and Administrative Aide at Short Pump Middle School in Henrico County, the K-12 History Social Science Specialist for Powhatan County Public Schools. Currently he serves as the Social Studies Supervisor for Arlington County Public Schools, and the President of the Virginia Social Studies Leaders Consortium.

Position Statement

In today’s current climate, we face the challenge the of teaching honest and accurate history and social science. That challenge calls us as educators to help create creative and critical thinkers in our classroom. To start that process, the K-12 Coordinator of History and Social Science would need to focus the goal of social studies instruction on teaching with questions, sources, and task, using the Inquiry Design Model. The Inquiry Design Model promotes the teaching of accurate and honest history by using questions, primary and secondary sources and task in the classroom. The department leadership needs to be provided with professional development on that IDM pedagogy to make sure everyone has a firm understanding of IDM. The department leadership will prepare documents and trainings to show how IDM promotes the vision of a student centered curriculum.

My name is Dr. Fletcher Johnson, and I am currently serving as a District K-12 Social Science Coordinator in the Bibb County School District in Macon, Georgia. I am a former assistant principal and published author.

My wife and I served as host parents to students from Japan and Germany. I was instrumental in hosting, leading, and organizing school-wide events for visiting Japanese students during the 1996 Cherry Blossom Festival. My favorite quote focuses on the importance of Teamwork. " There is no such thing as a self-made man. You will reach your goals with the help of others." by George Shinn.

In my professional roles, I feel my duties as a former administrator and current coordinator have both prepared me for a supervisory role. As a former police officer and crime scene investigator, I gained innumerable experiences by serving the public in a real-world prism. I was selected as the first African American to be a community police officer where I supported partnership between policing and underserved communities.

Position Statement

The most significant issue confronting Social Studies education is the challenge of Critical Race Theory. In addressing this issue, I feel it may be necessary to highlight more African American achievers rather than the constant oppressive nature of the historical perspectives. Considering the history of black inventors, entrepreneurs, athletes, and politicians, there are more positive accomplishments that would encourage the underserved to strive forward in light of obstacles.

There is a myriad of accomplishments where a diversity of ethnicities achieved milestones together. These highlights need to be noted and shared more often to impact unity. Curriculum highlights with regards to positive multicultural themes would help to support collaboration of teachers and students in areas that lack diversity.