Greg Timmons, Educational Consultant, OCSS Member

"Pass some of that Halivardi cheese please.. Crackers? Over there by the beverages." ".No, we're from Lebanon, Oregon. The teachers from Alaska are over there by the bread bowls." ".I'm looking for a culture box with some musical instruments from the Far East." "Now what were you saying about Social Science Analysis?". "I enjoyed all the activities, and the people at my table were just great!"

Feel like you just eavesdropped on a party of teachers? This was the culminating activity of the April 30 workshop, "Inspiring Interactive Social Studies K-12" attended by 78 teachers from Oregon and as far away as Alaska. The workshop was organized by the Oregon Council for Social Studies (OCSS) and the World Affairs Council (WAC) and funded by a generous grant from the Oregon Department of Education. Workshop participants had a choice of three grade-level strands and received instruction and free materials, including a CD of workshop materials aligned to the ODE content and social science analysis standards. WAC sponsored the closing reception at the Global and Multicultural Resource Center for teachers who attended the workshop.

The workshop began with a dynamic presentation by Leslie Phillips, Assessment Specialist from ODE, on the Social Science Content and Analysis standards now being incorporated into the CIM subject area endorsement. Teachers learned how to apply the standards in their classrooms and evaluated how well the workshop materials aligned to the Social Science content and analysis standards.

Teachers Curriculum Institute (TCi) sponsored an interactive presentation on Social Studies Alive for elementary teachers. The workshop was presented by Gina Frazzini, a National Board Certified teacher from Seattle who has been teaching at the elementary level for 10 years. Teachers participated in lessons that engage diverse learners, ranging from skill building to experiential exercises in American history, economic consumerism, community improvement and interpersonal interactions. There was even a tug of war in the classroom.

The middle level teachers' presentation Bring Learning Alive!, also from TCi, was co-presented by Katie King and Gretchen Mollers. Katie is a sixth grade teacher at Hazelbrook Middle School in the Tigard-Tualatin school district and Gretchen is a PSU student teacher at Five Oaks Middle School in Beaverton. Their workshop integrated historical content from world history and US history into analytical and skill building activities. Participants used pictures of artifacts to decide if ancient Sumer was a civilization and considered whether technology improved conditions for factory works in the US during the Industrial Revolution.

High school teachers were engaged in classroom activities from the World in Transition Series developed by the Southern Center for International Studies. These curriculum materials are designed to "internationalize the thinking of Americans in a non-partisan, non-political way" and integrate geography, economics, history, and civics and government content from seven world regions. Presenters included Christine Allen, Jean Harvey, Robin Ippoliti. Joan Kavitka, Ann Light, and Greg Timmons.

After the workshop, teachers praised the wealth of good ideas and high quality materials they received. Teachers appreciated the instruction and assistance in gaining a better understanding of the Social Science Analysis Guide and the tools provided to align their classroom materials with the standards. Many teachers also commented on the opportunity to exchange ideas and learn from their colleagues. OCSS plans to continue presenting a spring regional workshop for teachers in Oregon and Southwest Washington as part of its renewed commitment to being an advocate for teachers and providing them with the necessary tools and training to be their best in the classroom.

Tracy Faulconer, Ph.D., Pacific University, OCSS Board Member

"Undaunted Teaching in the Social Studies" is this year's fall OCSS conference theme. Make plans now to join fellow social studies educators in Salem on Friday, October 14. Click here for a conference proposal form or email conference coordinator Shirley Lomax (ladayatfals@aol.com) with questions.

OCSS President Gayle Thieman has been elected vice president of the National Council for the Social Studies (NCSS). Her term of office begins July 1, and she is in line to assume the NCSS presidency for 2007-08. Thieman currently teaches and supervises pre-service teachers and social studies educators at Portland State University. "With over 25 years experience as a classroom teacher, administrator, and social studies leader at the local, state, and national level, Gayle comes well prepared to meet the challenges of this senior leadership position," said Jesus Garcia, NCSS president.

"This is a challenging time for social studies education," said Thieman. "In the rush towards standards-based assessment and accountability under NCLB, social studies is being squeezed out in elementary and middle schools, and restricted to a few core subjects in many high schools. A growing number of teachers leave the profession, disheartened by the challenges of meeting the needs of diverse learners, without adequate resources and support. During my tenure, I will strive to expand professional development and to communicate to policy makers at all levels the vital role of social studies in preparing tomorrow's citizens. Advocacy for social studies as an important discipline for all students, and for adequate resources and professional development will be my highest priorities."

Brady Meyering

I had a great experience as a coach for the World Quest Global Knowledge Competition for high school students on February 19 at Portland State University. The competition is put on by the World Affairs Council of Oregon and draws teams from all over Oregon and SW Washington. This year there were 30 teams involved. The competition consisted of 10 rounds and took about 5 hours. The whole event is paid for by the World Affairs Council, and there is no expense for students or schools. In fact, the winning teams receive funds to travel to Washington, D.C. to compete in the national competition.

Around October I started training two teams of 4 students each from Arts & Communications Magnet Academy for the competition. Every couple of weeks we had an hour meeting and talked about current events, geography, economics and world cultures. Although World Quest is a competition, the organizers try very hard to make it a fun event. The theme of this year's competition was Africa, Kenyan food was served, and there was an hour of African entertainment/education following dinner.

A large group of international students were at the event and worked as hosts and question runners. These international students are with the International Cultural Service Program (ICSP) at PSU and make great speakers to visit your classroom. I felt very fortunate to be able to participate in this event. My cooperating teacher helped with some of the logistics and she also attended the competition. It was an outstanding, authentic experience for my 9th and 10th grade global studies students, even though we didn't win anything. The great news is that this event will be put on again next year, it is open to the first 30 teams that sign up, and there is no reason why you can't/shouldn't lead a team next year! For more information check World Affairs Council of Oregon, http://www.worldoregon.org.

Starting May 1 the Oregon Historical Society will be taking reservations for student tours of "Lewis & Clark: The National Bicentennial Exhibition." Guided tours are available for grades 4-8 from November 11, 2005 through March 11, 2006. Audio tours are available for grades 9-12. See the most comprehensive collection of Lewis and Clark Expedition artifacts, artwork and documents ever assembled! The Oregon Historical Society is the only museum on the West Coast to host this unique and exciting exhibition. To reserve a tour call 503.306.5227 or email owenn@ohs.org.

The OHS also has a wealth of educational materials including Traveling Trunks and two major exhibits: A Fair to Remember: The 1905 Lewis and Clark Exposition and "Oregon, My Oregon."

The Oregon Trail Traveling Trunk is designed for Fourth Grade Students and describes life on the Oregon Trail and includes hands-on artifacts, a slide show, primary source documents, and four related lesson plans. The Lewis and Clark Traveling Trunk is designed for fifth and eighth grade students and provides historical context of the Lewis and Clark Expedition with a focus on the Corps of Discovery's time spent in Oregon. The trunk includes hands-on artifacts, primary sources, lesson plans, and supplemental resources including maps, books, music and games. The Portland Traveling Trunk is designed for 3rd grade students and is organized around three themes that emphasize community participation and change. The trunk includes: Portland: Historical Narrative for Teachers and Students, three lesson plans related to each theme presented in the trunk, trunk objects available for students to handle and a related descriptive document, and a slide program which highlights historical images significant to the three themes. Traveling Trunks cost $25.00 to rent for one-week or $50.00 for two-weeks. Contact 503.306.5232, or taniah@ohs.org for more information or to reserve the trunks.

A Fair to Remember: The 1905 Lewis and Clark Exposition The Oregon Historical Society's newest exhibit focuses on the world's fair in Portland one hundred years ago, an event that drew 1.6 million visitors to Portland. The exhibit will be on display until September 18, 2005. The Society's extensive collection of exhibition paraphernalia, official documents, photographs and keepsakes helps visitors imagine the remarkable and extravagant spectacle that staked Portland's claim to economic expansion, cultural preeminence and scientific advances. Related Activity Sheets guide students (K-12) through the exhibit and pose challenging questions about the Lewis and Clark Exposition. By examining primary source documents and interactive displays students learn what it was like to attend the fair, why it was organized and how it influenced the development of Portland. To view and print Activity Sheets please visit: http://www.ohs.org/education/index.cfm

"Oregon My Oregon" tells the story of Oregon with visual guides, artwork, artifacts, photographs, audio-visual presentations, and hands-on displays for children. Exhibit topics include: The First Oregonians; The Lure of the West (two sections, one ranging from 1500s-1830s and the other ranging from 1840s-1870s), and Modern Oregon. The "Oregon My Oregon" Teacher's Guide offers lesson plans and preparation materials for pre-visit, during, and post-visit museum activities for elementary and secondary school teachers. To view or download a copy please visit www.ohs.org. Please contact Owen Norvell at 503.306.5227 or email owenn@ohs.org to schedule a group tour of Oregon My Oregon.

The Oregon YMCA Youth and Government program provides the premier legislative simulation for high school students in Oregon. For the last 59 years, this event has brought together students from across Oregon to meet in the chambers of the Oregon House and Senate where they work through the legislative process. When the legislature is in session, the students also get time to meet with their elected representatives, who are usually glad to see young people from their districts.

The costs for the program have been kept low. Student registrations are currently less than $100/student, which covers lodging, several meals and events. Typical schools bring between 8-15 motivated students to the program. Continuing education credits are available for teachers who serve as program advisors. Mentorship programs also exist so that advisors don't have to "reinvent the wheel." The program counts among its alumni many prominent Oregonians, including legislators and Supreme Court justices. This year will be the 60th anniversary of the program.

The program is looking to add 10-15 schools to the roster next year, and are particularly interested in reaching students in rural areas of the state. If you have an interest in becoming a participating school, please contact Don Andrews at ymcayg@peak.org or John Warsinske at jwarsinske@aol.com for more information or click here

The Teaching Tolerance project of the Southern Poverty Law Center offers grants of up to $2,000 to K-12 classroom teachers for implementing tolerance and youth activism projects in their schools and communities. Proposals from other educators such as community organizations and churches will be considered on the basis of direct student impact.

Projects funded by Teaching Tolerance tend to be:

• small-scale, resourceful and student-focused, promoting acceptance of diversity, peacemaking, community service or any other aspect of tolerance education;
• clearly defined, well-integrated and tailored to the specified needs and interests of particular learners and their communities;
• economically responsible, involving staff participation, community volunteers and in-kind contributions wherever possible;
• sustainable in some way, rather than one-time-only events or activities.

A bill to support funding for a US. History and Civics NAEP test (S860 American History Achievement Act) was introduced in the Senate and sponsored by Senators Lamar Alexander and Edward Kennedy. The legislation underscores the critical importance of student knowledge in history and civics and acknowledges the importance of tracking how students in a particular state compare to students in other states. NCSS urges its members to read the bill (find it here) and contact their Senators with comments.

The following testimony was presented by Bob Willner, Executive Director of the Oregon International Council to the House of Representatives Education Committee on Monday, March 28, regarding HB 3162, a proposal to eliminate the CIM and the CAM and to require ODE to contract with an independent educational assessment organization for state-wide assessments. While Bob's testimony represents his personal views as an educator, he is well known throughout the state as a passionate advocate for social studies and global education. The Oregon Council for Social Studies is reprinting Bob's testimony and encourages readers to share their comments on the OCSS Forum.

"I am Bob Willner, Executive Director of the Oregon International Council, a non-profit organization established in 1983 to help carry out the recommendations of the Oregon Governor's Commission on Foreign Language and International Studies, aimed at strengthening Oregon's ability to function in the world-wide environment of the 21st century. I came to this work after 25 years in the United States Foreign Service, which persuaded me that the most serious problems the US faced (and still faces) in the world are at home, at least partly in the ignorance so many of our citizens demonstrate regarding the six billion other inhabitants of this planet, and in the complacency that ignorance encourages.

Oregon has taken some constructive steps toward dealing with this problem, especially in the CIM standards for knowledge, and performance, in languages (plural), science, mathematics, and the social sciences, as well as the arts and other aspects of human endeavor. This effort, which I believe is substantially more significant than the rather minimalist standards of the No Child Left Behind Act, could do a lot to make us more functional in the challenging world of the 21st century. (I am more concerned with the CIM than with the CAM, since I seriously question the desirability of career specialization in high school.)

However, the process has just started and now the legislature is considering calling if off. I am here hoping to persuade the Committee to keep on trucking with this crucial preparation for the future, and to reject proposals to throw in the towel.

First, a few basic assumptions.

One - I start with the premise that the first purpose of public education is to prepare citizens to run a democracy. Education bears substantial economic benefits too, but without a functional civil society , which depends largely on the competence and engagement of the main body of our citizenry, we have no economy. All the more reason that good education is important for ALL citizens, not just the elite.

Two - Educational success is a joint responsibility, shared by educators, students, families and the community, all of whom have a direct interest in the results. Moreover, it is an organic process, not a mechanical one, requiring multiple inputs, acceptance of uncertainty, and a time commitment measured in generations, not years.

Three - We cannot achieve the goals we proclaim without recognizing that real standards inevitably carry the risk of disappointment. We cannot guarantee the results, any more than a farmer can guarantee a specific crop yield; rather we have to focus on getting students to make the effort necessary to achieve them. "No pain, no gain" is a concept pretty widely accepted in the realm of physical education, and I believe it can be effective in the academic arena as well, if we decide to apply it there. Without it, I don't think we can expect much.

In that connection, I have thought for some years that one reason young people tend to respect sports more than academics lies in the clear definition of success that sports offer. We all know pretty well what it means to sink a basket, score a run, or make a first down or a touchdown. Academic work, of course, involves more complexity and ambiguity than athletics, but it also offers vastly more meaningful benefits. And - the underlying message is the same: results depend on student response to incentives. Providing those incentives is largely up to us.

This, I believe, is the real value offered by the CIM. Of course it is an imperfect instrument, created by human beings in an uncertain world. But - it offers clear performance criteria, developed in a long, complex process, which define measurable achievement as well as failure.

Nonetheless, for fear of making people unhappy we have left in place the seat-time standard, which allows the mediocre student, who could do better with serious effort, to slouch along at the "D for Diploma" level. The CIM has been criticized for its ambiguous status, but that ambiguity results more from the indecision of political leaders who have shrunk back from making it a serious graduation requirement, than from the inadequacies of our education system or our students. Meanwhile the Oregon University System, which in the 1990s adopted its own ambitious slogans under the Proficiency Based Admissions Standards System (PASS), in 2002 backed away from that concept, allegedly because the high schools could not provide the necessary instruction. There was no public discussion of the decision and no effort was made to find a middle ground that might be more attainable (such as the CIM). That history naturally casts grave doubts on the meaning of recent calls for higher standards by OUS; and helps confirm the impression of a state that doesn't really care about educational outcomes (at least not at the cost of any discomfort).

The principal message overall is that what I have come to think of as the "Coalition of the Unwilling" is on the brink of succeeding in "making it all go away". That was the forecast, for example, of the Chairman of the Teacher Standards and Practices Commission in the late 90s, when some of us zealots demonstrated to the Commission an oral proficiency assessment being proposed for second language classes. We heard similar views from many others.

Exploring what motivates that Coalition, I think we can see several concerns. First is the desire of many educators to be a law unto themselves, even though no profession, especially one supported by public funds, can seriously expect to uphold that principle overtly. Another factor is, of course, complacency or its cousin, laziness.

But I cannot avoid suspecting that a significant body of opposition to the CIM and other standards arises from those who want the public schools to fail. Whether this is from simple miserliness, or the hope to redirect funds to other schools, I cannot say. However, the emphasis many CIM critics place on what they see as its lesser relevance to the more gifted students suggests to me a tendency, at least on the part of some, to favor the model of certain Latin American countries, where people who can afford to do so send their children to private schools, and discount the public schools as the province of those who don't really matter. I hope everyone here recognizes the destructive effect this development could have on our state and nation if allowed to materialize.

Whatever the goal, if we do abolish the CIM, I think the message many students will draw lies in Charlie Brown's axiom: "There is no problem so big and so complex that it can't be run away from". This message will not be missed, either, by people in other nations, such as China and India, where education remains highly selective, and where the top ten percent will represent perhaps a quarter of a billion workers anxious to show their competitive skills to the world.

In this context I fervently hope the Committee will reconsider any plans to cancel the CIM, and resolve instead to make it mandatory for a full-credit high school diploma in Oregon. We would probably have to set a schedule a few years out, but a lot of the preparatory work has been done which we could build on. That step, I believe, will do a lot to wake up our students to the real challenges the world presents, while preparing them better to meet those challenges, and indicating to others the special resources that Oregon offers. Conversely, eliminating the CIM, I believe, will preclude any other promise of education reform in Oregon from being taken seriously, here or abroad, for a long time to come."