AASA, Art, and Thinking Historically About

Last week, the Thinking Nation team exhibited and presented at AASA’s National Conference on Education in San Diego, CA. It was a busy and well attended conference and so nice for the Thinking Nation team to engage with school and district leaders from around the country. Spenser, Liz, and Valentina presented on Valentine’s Day about our AI initiatives and Zach presented the next day about how we can better align social studies departments at districts large and small. To read more about our sessions, check out the press release that went out before the conference.

The Thinking Nation Crew!
Spenser, Valerie, Liz, and Johanna representing Disciplinary Thinking Skills

For me, the best part of the conference was just hanging out with our team. Being a remote-working team, opportunities for us all to hang out in person are not lost on me. I had so much fun catching up with each person at our booth or offsite when we had meals together. I’m really so fortunate to work with the people I do, and last week’s time together only confirmed that.

Student Art Contest

As a reminder, our Student Art Contest is alive and well! As a reminder, We teamed up with the National Alliance for Charter Schools again this year to host a nationwide student art contest for middle and high school students. (Check out last year’s!)  This year’s National Charter School Conference will be in Boston, MA from June 30-July 3. Since the conference leads right into Independence Day in one of the nation’s most revolutionary cities, we decided to build our theme around the future of American democracy. Students can create a creative work of art that addresses the prompt: What does the future of American Democracy look like?

Submissions for this Student Art Contest for Democracy will be accepted until March 15th and the top 20 will be featured at the National Charter Schools Conference! The top 2 will even win cash prizes! For full details on the contest, check out the contest flyer. We can’t wait to see what students come up with!

The Podcast: Thinking Historically About

Lastly, since I didn’t get around to sending anything out last week, I want to make sure I let everyone know about last week’s podcast episode with Dr. Larry Paska, Executive Director of the National Council for Social Studies. I’m excited to have a more extensive conversation with Larry during Civic Learning Week, but if you are looking for a sneak peak of our conversation, check out the episode. If you want to attend the CLW webinar, sign up here!

This week’s episode features Andrea Foggy-Paxton, who I regrettably didn’t know about until we serendipitously sat next to each other at the Reagan Institute’s roundtable a couple of weeks ago. Andrea is Entrepreneur-in-Residence at Education Leaders of Color and Founder of Social Studies Accelerator. She also sits on the iCivics and Los Angeles County Board of Education boards.  I am so inspired by Andrea’s work in Social Studies that I had to have her on the podcast. I hope you all enjoy her insights and benefit from her wisdom in the episode!

Promoting Freedom and Democracy At Home and Abroad – Our Time at the Reagan Library

Quick Podcast Update

As I mentioned last week, we are releasing a new podcast episode every week leading up to Civic Learning Week (March 11-15). Today’s release is an interview with Jessica Ellison, the executive director of the National Council for History Education. Please listen!

Also, I was kindly invited by Dr. Almitra Berry to join her on her podcast, “Educational Emancipation Equity” recently. You can listen to our conversation here. As I tell her, we want to empower students and firmly believe that equipping them to think historically can do just that.

Promoting Freedom and Democracy

In another great opportunity to talk about the importance of social studies education as a means to preserve and protect our constitutional democracy, I facilitated a roundtable discussion at the Reagan Library on Tuesday, February 6 as a part of the celebration of President Reagan’s 113th birthday. 

Former Polish President, Lech Walesa, giving his address.

The public portion of the event began with a speech from former President of Poland and distinguished Nobel Peace Prize laureate, Lech Walesa. He had admirable reflections on the state of democracy and how we can sustain it, reminding us in the crowd: “First, we have to focus on the values that guide us—then we can focus on the laws and the economy.” So often, we miss the forest for the trees. His broad view was a good reminder.

After the address and public ceremony, a group of us joined together for the roundtable, “Promoting Freedom and Democracy at Home and Abroad.” The first roundtable was led by Consuelo Amat, SNF Agora Institute Assistant Professor of Political Science at Johns Hopkins University. She led us in a discussion of lessons from abroad about fortying democracy. Her insights to how people resist repressive regimes was incredibly illuminating and I wish her portion was longer!

I was fortunate to lead and facilitate the 2nd half of the roundtable around the topic, “Nurturing Civic Dispositions to Uphold Democratic Institutions and Integrity.” As a premise, I reinforced my case that a good history education is a civic education and called to attention the research findings of our white paper published in Education Week back in November. I then facilitated a discussion on how social studies educators can be at the forefront of this work.

I’m privileged that Ben Katcher, one of my favorite history teachers, was able to join for this discussion. Ben teaches at Valor Academy High School, a partner school of Thinking Nation’s. His practical insights brought the theory to life for those in the room without classroom experience. 

In an increasingly polarized country where more and more citizens are advocating for more authoritarianism, and by default, less democracy, conversations like this are vital for creating action and sustaining our democracy. I’m grateful to Dr. Janet Tran at the Ronald Reagan Institute’s Center for Civics, Education, and Opportunity for prioritizing this space and dialogue.

Spenser, Liz, and Zach hanging out on Air Force One before the roundtable began.

Another new Board Member

Last thing! Each week I want to highlight another new board member (last week’s being Dr. Marco Clark. This week, let’s welcome Paolo DeMaria!

Mr. DeMaria is president and CEO of the National Association of State Boards of Education. Prior to this role, he was the State Superintendent of Public Instruction in Ohio. He focused on literacy outcomes, teacher excellence and leadership, career-technical education, business-education partnerships, and equity in Ohio’s education system. He previously directed the state’s Office of Budget and Management and was chief policy advisor to former Ohio Gov. Bob Taft and executive vice chancellor of the Ohio Department of Higher Education. He also spent six years as principal consultant for Education First Consulting. He received a Bachelor of Arts degree in political science and economics from Furman University and a Master of Public Administration in public administration leadership and financial management from the John Glenn College of Public Affairs at the Ohio State University.

To hear more about the historical thinking skill DeMaria most resonates with, watch the video interview with Tiana Day below.

A Student Art Contest for Democracy, The Road to Civic Learning Week, and Another Board Member!

Yesterday kicked off the shortest month of the year (but at least it gets an extra day this year!), Black History Month, and the first day of our 2nd Annual Art Contest. We teamed up with the National Alliance for Charter Schools again this year to host a nationwide student art contest for middle and high school students. (Check out last year’s!)  This year’s National Charter School Conference will be in Boston, MA from June 30-July 3. Since the conference leads right into Independence Day in one of the nation’s most revolutionary cities, we decided to build our theme around the future of American democracy. Students can create a creative work of art that addresses the prompt: What does the future of American Democracy look like?

Submissions for this Student Art Contest for Democracy will be accepted until March 15th and the top 20 will be featured at the National Charter Schools Conference! The top 2 will even win cash prizes! For full details on the contest, check out the contest flyer and/or attend our webinar this coming Monday, February 5th at 2:30pm PST. It’s also worth noting that the contest ends on the last day of Civic Learning Week, which Thinking Nation is excited to take part in this year.

The Road to Civic Learning Week

Today, Thinking Nation released the first podcast episode in a mini-series of our regularly monthly podcast: Thinking Historically About. For the six weeks leading up to Civic Learning Week, we are going to publish a podcast conversation with various leaders to talk about the state of social studies education. Civic Learning Week takes place from March 11-15 this year with the aim of “Making civic learning a nationwide priority for a stronger democracy.” On Monday March 11th, I will cohost a lunchtime chat with National Council for Social Studies Executive Director, Lawrence Paska, where we will dive into both the current state of social studies education and how we can best collaboratively move forward. More on that event to come.

In the time leading up to that week, however, we thought it would be helpful to get a pulse from various leaders about how they see things, as well as their interpretations of the findings of our White Paper published in Education Week back in November. We hope to provide opportunities for nationwide collaboration around how we can best identify the ways to support and sustain social studies education in order to preserve and protect our democracy. 

In our 1st episode, we are joined by two museum experts. Elizabeth Grant is the Chief Program Officer for the National Liberty Museum in Philadelphia, PA. Sarah Jencks is Principal Consultant at Every Museum a Civic Museum. In addition to their decades of museum-focused expertise, Both Liz and Sarah serve on the Board of Directors for the National Council for History Education. Both Liz and Sarah give us a lot to think about in our conversation as we think about how to best move forward as a field. We these episodes spur great conversation and action in your own education communities and that you all participate in Civic Learning Week (and submit for the student art contest for democracy)!

New Board Member Highlight!

Last thing! Each week I want to highlight another new board member (last week’s being Dr. Catherine O’Donnell). This week, let’s welcome Dr. Marco Clark!

As the Founder & CEO of Richard Wright Schools in Washington, D.C., Dr. Clark has been a transformative leader in the global educational space for more than 30 years. Richard Wright Schools prioritize not only academic excellence, but also holistic development, fostering a culture where every student can thrive and be empowered to become life-long learners, leaders, and responsible citizens poised to shape their communities. Dr. Marco Clark is also a noted educator, scholar, and speaker who shares his personal challenges with reading as a youth and his educational reform efforts to fight against literacy and community issues throughout the country. He received a Bachelor of Arts degree in political science from Clark Atlanta University, a Master of Arts degree in special education from Coppin State University, a Master of Arts degree in education administration from Goucher College, and a Doctor of Education degree from Morgan State University.

As with last week, here is a brief video interview by Tiana Day to get to know him more!

January 2024 Organization Highlights

Today, I want to take some time to highlight some great things going on at Thinking Nation this month. But first, an inside scoop:

A Press Release – Thinking Nation’s Board of Directors

On Monday (1/29), you will see the publication of our first press release. It will highlight the doubling of Thinking Nation’s board of directors. As many of you know, the board of directors of a nonprofit organization is critical to driving growth and sustainability, and we are so fortunate to have such a wealth of knowledge and diversity of expertise on our board in order to help us fulfill our mission to cultivate thinking citizens. At any point, you can head over to our website to learn more about Thinking Nation’s board of directors, but in this space, I am going to highlight one of our board members in each post for the next few weeks.

First up, our resident historian. Dr. Catherine O’Donnell joined our board back in October 2023 and brings such a robust track record of centering historical thinking in her scholarship. We are grateful for her grounding perspective as we seek to shift the paradigm of social studies education toward a specifically discipline-driven, rather than content-focused approach. A bit more about Catherine: 

Professor O’Donnell, currently a distinguished faculty member at Arizona State University, brings a wealth of expertise in history and administration to her role as board member. She has authored several scholarly books and articles, including Elizabeth Seton: American Saint (Cornell University Press, 2018), which received the Distinguished Book Award by the Conference on the History of Women Religious and the Biography Prize from the Catholic Press Association. She is also a member of the Board of the Arizona Council of History Educators. Dr. O’Donnell received a Bachelor of Arts inSpanish and American Studies from Amherst College, a Master of Arts in history from the University of Michigan, and Doctor of Philosophy degree in history from the University of Michigan.

Also, here is a brief interview with Dr. O’Donnell, to get to know her better:

Dr. O’Donnell shares a little bit about what drew her to Thinking Nation

A Day with Indiana Teachers

Moving onto more Thinking Nation happenings, January has been quite the busy month for us. One particular event that I’d like to highlight here is a statewide virtual professional development we hosted for teachers across Indiana. The goal of our time together was to spend time understanding and practicing the ways that we can teach history in order to better align our classrooms across the 6 grade levels of secondary social studies education. It was entitled: “Building Alignment Across Social Studies: Creating a More Unified Social Studies Approach.”

Engaging with a couple dozen Indiana educators for a day and hearing how they could take some of the practices gleaned from the session back to their own schools in order to create robustly aligned social studies departments was definitely a thrill. We are incredibly thankful to Keep Indiana Learning for helping to organize the event. Indiana continues to pave the way in how we can see education as a civic endeavor and it was a joy to be a part in facilitating that goal for educators who care deeply for the students they serve.

I’m excited to share more on the many great events and announcements we have for the coming weeks, but for now, I’ll just say “stay tuned!”

“Thinking Historically About” – Thinking Nation’s Podcast

Back in September, we announced our new podcast, “Thinking Historically About.” Since then, we’ve released one episode a month featuring an interview with a historian. We discuss a particular Curated Research Paper that students engage with in our curriculum. In all of these instances, the interviewed historian consulted on the actual CRP, ensuring that it was aligned to scholarship and appropriately provided opportunities for students to analyze the questions in the same ways that scholars do. For a list of historians who have consulted on our curriculum, head to our website.

Next month, we plan to launch a parallel version to the podcast, where we think historically about the current state of education. We will primarily do this by bringing in key leaders and thinkers to discuss the findings and implications of our recently released white paper, courtesy of Education Week. We hope that our podcast continues to be a place for people to be thinking historically about both past and present issues.

For now, I want to highlight some of the episodes we released in the final months of 2023, and provide a quick summary of our January episode that was released today– an interview with historian John Fea.

In September, we released our inaugural episode with Nadya Williams, a scholar of Ancient Rome and Greece. In that first episode, Dr. Williams contextualized the evolution of citizenship in Ancient Rome for us. Students who engage with our resources are asked to evaluate how citizenship developed over time in Ancient Rome, and Dr. Williams gave us key insights into the types of primary sources that could be helpful to understanding everyday Romans during the age of the Roman Republic.

In October, we interviewed Dr. H. Paul Thompson, Jr.,  a scholar of temperance movements and 19th and 20th century Black American history. Dr. Thompson provoked deep questions around how we would frame our own exploration into how the New Deal impacted Black Americans. In that episode, we talked a little more at length about historical thinking more generally, giving listeners a helpful methodology for exploring the topic at hand. Dr. Thompson also reminded us about how important primary sources are to the historian’s job.

Then, in November, we coupled an additional interview with the release of  Nadya Williams’ first book: Cultural Christians in the Early Church. In this interview, Dr. Williams helps us better understand the similarities and differences with the two most known Greek city-states: Athens and Sparta. As she did in the first interview, Dr. Williams really pushed us to think more broadly and inclusively in our historical analysis. She also reminded us of the importance of sourcing, that is knowing the background information behind a source in order to better evaluate and analyze it.

Our last episode of 2023 was an interview with Pearl Young, a historian of the American South with particular emphasis on women and gender in the 19th century. In that episode, Dr. Young took on the role of both scholar and teacher, thinking strategically about how to best guide students through the Curated Research Paper that asked students to compare the experiences of women on the homefront during the Civil War. Her guidance in the pedagogical, as well as scholarly aspects, will hopefully help future students think more deeply about the subject when they engage with that unit of our curriculum.

Lastly, in our first episode of 2024, released today, we interview John Fea, a historian of Colonial America and the early republic era. Dr. Fea helps us to think historically about the ideas of Thomas Jefferson and Alexander Hamilton and how their ideas shaped the founders’ vision for government. Dr. Fea really pushed us to think historically in order to best contextualize that particular time and place in order to best understand what shaped their views, and how their views shaped others.

We are excited to continue our podcast in 2024, and pushing the topics for what we are thinking historically about. I’m looking forward to interviewing others on the state of social studies education and what we can do about it. Stay tuned!

Historical Thinking, Meet AI: How We Now Grade Essays

One helpful way to understand the historical thinking skill of continuity and change over time is through turning points in history. Well, this week was a turning point in our own organization’s history. This weekend, we transitioned to Artificial Intelligence for grading essays. As I’ll address below, the human touch is still very much present, but we have spent the last few months working on the AI’s infrastructure and coding to give teachers and students detailed and instant feedback on the essays they write for our Curated Research Papers. We’ve tapped into AI to go beyond assessing memory of the past to using AI to assess historical thinking.

In the future, I’ll write more at length as to why this will be so transformational, but I do want to make the primary reason known right away: We can give students instant feedback and scores on complex writing tasks by programming the AI to assess the writing in the ways we tell it too. The level of detail in feedback that used to only be possible for the super humans among us can now be given to every student, every time. It’s remarkable. AI can enhance historical thinking

Simply, we can incentivize the type of inquiry-based lessons and assessments that we all know to be essential for real understanding without using up so much of our teachers’ outside-of-class time toward grading, or the time it took for our own graders to go through 1000s of essays that may come in any given week.

So what does this look like for Thinking Nation? From the inception of our organization, we always knew that removing the barrier of time spent grading for teachers was critical to shift the paradigm of social studies education. We also knew that social studies lacked key data metrics that could be used to appropriately assess student understanding within our discipline. This is why we’ve always graded the student essays for our partner teachers. 

Our goal was to give students detailed feedback and teachers data reports on student learning without burdening the teacher with losing 12 hours of their weekend to grading essays. As we’ve grown, though, doing this consistently and timely has become harder. Then ChatGPT came out a year ago. We began to see that, given the right prompts, AI could give robust feedback to complex writing tasks with remarkable accuracy. After that, we began to plan out how we could do this for our own CRPs.

Here is an essay graded by AI. This is only it’s first iteration, so the feedback can be strengthened, but this was provided within seconds of the student submitting their essay.

Now, once a student submits their essay, our AI instantly grades it, providing detailed feedback for every single category on the rubric. We know that AI comes with its own set of issues of course, so we still have all of our essays run through human eyes to check on AI’s understanding of our rubrics, for any bias in the programming, and language of the feedback given. We’ll be continuing to refine the algorithm based on the feedback from our (human) graders in an effort to give students immediate detailed feedback on their argumentative writing.

This new addition of AI will only further help our mission to shift the paradigm of social studies education. With immediate and detailed feedback, teachers can have students reflect on their writing in real time, enhancing students’ metacognition that is essential for the discipline itself to be cemented in their minds. AI is a game changer for enhancing historical thinking and we are really excited to provide our partner schools with a way to better shift the paradigm of social studies education.

The National Council for Social Studies: A Recap

This has been a busy season of travel for the Thinking Nation team, but the travel ended on a high note with the National Council for Social Studies in Nashville, TN. With almost 5,000 people in attendance, it is by far the largest gathering of social studies educators each year. The weekend was filled with vibrancy, collaboration, and especially new friendships. It really is such a treat to be a part of.

Just an excited History nerd about to present.

This year, I was fortunate to present a power session, entitled “Cultivating Historians, not History Enthusiasts: Maintaining Relevance in Education’s Future.” I’ve written in the past on this distinction, but it was especially exciting to dive deeper into the ramifications of making this distinction among fellow social studies educators. In the session, I addressed why our primary goal should be to cultivate historical thinkers in our classrooms in order to best empower our students as both citizens and future participants in the workforce. Moreover, historical thinking can be a unifier in our discipline. Often, we silo ourselves based on the content we teach (World History, U.S. Government, Ethnic Studies, etc.), which makes it hard for us to collaborate and vertically align across our discipline. As I wrote in Education Week back in May:

We can bring legitimacy back to what we do. Focusing on the discipline rather than the content allows us to rise above the culture wars, redeem ourselves as teachers of literacy so that we can properly collaborate with other content areas, and, most importantly, empower our students with the skills and dispositions to reinvigorate a visibly injured democracy.

“History Teachers Deserve Respect,” Education Week, May 15, 2023.

Cultivating historians in our classrooms is essential if we want to be seen as a legitimate discipline in such a future-focused education atmosphere.

Spenser, Annie, and Me (Zach) hanging out at our booth before the rush of attendees!

But onto the rest of the conference. Spenser (Our COO), Annie (Our Director of Curriculum), and myself had such a fun (and busy) time in the exhibit hall talking to educators from around the country. We firmly believe that our resources, assessments, and professional development can help facilitate a paradigm shift in classrooms and schools, and we were so excited to share more about that with curious educators.

The motivational Rachel Humphries from the Bill of Rights Institute.

We also got to meet or reconnect with such inspiring educators throughout the country. It was great to finally meet two prominent Instagram history educators (Of course our very own Annie Jenson is @apushladyboss): Dan Lewer (of @History_4_Humans) and Cate Baumgarten (of @thegreatcatehistory). Cate even saved my own presentation by lending me her clicker! Thank you Cate!

Few scholars have personally influenced me as much as Sam Wineburg. What a treat to chat with him for a bit!

I also finally met and enjoyed a conversation with Karalee Nakatsuka, or better known as @historyfrog (GLI’s CA Teacher of the Year!) She has consistently been doing such great work pushing boundaries in using edtech in her history classroom. You’re a rockstar, Karalee! It was great to connect with folks from the Bill of Rights Institute, OER Project, Sam Wineburg of SHEG (Now Digital Literacy Group), and Sarah Jencks who does incredible work in the museum space (civicmuseums.org). The list could go on! NCSS continues to be such a fruitful and rejuvenating conference and we feel so fortunate to be a part of such a dedicated education community.

The Front of President Andrew Jackson’s Hermitage

Lastly, it was a treat to see some of Nashville’s rich history. We walked around historic broadway where the music could not be contained to the bars they originated from. The streets were flowing with talented music. We got to see Tennessee’s State Capital (where President James Polk is buried), and Andrew Jackson’s Hermitage. But perhaps most inspiring was the several Civil Rights Movement markers throughout the city. Walking to Woolworth’s where the first lunch counter sit-ins took place and stumbling upon a parking lot where the First Baptist Church once stood and used as an organizing location for the sit-ins were both inspiring. And no surprise, spending time at the National Museum of African American Music was so enriching and fun! I’ll definitely need to head back to Music City and explore more! Who will we see next year at the National Council for Social Studies conference in Boston??

The site of Woolworth’s, where the first lunch counter sit-ins took place.

ExcelinEd and a Thanksgiving Reflection

Last week, Thinking Nation’s executive team headed to Atlanta, GA for the 15th Annual National Summit on Education hosted by ExcelinEd. Each year at ExcelinEd, policy makers, nonprofits, and other education organizations get together to talk to and learn from each other on how we can build an education system that prioritizes students over systems. I left feeling both inspired and challenged in and I am looking forward to integrating some of the takeaways into our own work at Thinking Nation. Today, I’d like to highlight two of the keynote addresses from the conference that equally inspired and challenged me.

Jonathan Haidt has been inspiring me with his research and writing for the better part of the last decade. So, as you can imagine, when I learned that he would be at the conference, I was excited for what he would focus on. In the past few years, his book The Righteous Mind gave me a concrete way to understand how people come to different political views. His research is very much aligned to the historian’s chief job: to understand people from a time and place not like our own. In 2018, he and Greg Lukianoff wrote The Coddling of the American Mind. Once again, I was taken by their findings. This time, he explored “How Good Intentions and Bad Ideas” (chiefly at universities) “Are Setting Up a Generation for Failure.” I encourage all of us who work in education to read it.

As you can tell, I’m great with selfies…

For the past couple of years, Haidt has built off that research and explored the specific impact of social media on our younger generations. Thus, in his talk for us, he introduced some of his new findings that will be in her newest book, The Anxious Generation, coming out in Spring 2024. As he’s written elsewhere, he pointed out that social media is producing much more harm than good, especially for younger users, and especially for younger female users. Second, he called on the audience, many of which have the power to introduce corresponding legislation in their states, to “get phones out of school now.” His ExcelinEd presentation provided compelling findings that demonstrate the negative impact of screens in school. Both he, and the next speaker I’ll highlight, Arthur Brooks, noted that at the schools that they teach at (NYU and Harvard Business School, respectively) do not allow devices in their classrooms. If these elite institutions recognize the need for analog classrooms, we all must consider the ramifications of our own technological choices in the classroom.

Of course, as an organization, we have built an entire web-based platform for teacher and student use. This complicates things. At Thinking Nation, we recognize just how much technology can help us shift the paradigm of social studies education. Still, we know that not all classrooms operate the same. This is why all of our resources are available to our teachers both to assign directly on our platform, or to download as PDFs for student use. Technology can expedite growth but we also must be realistic about the times that it is a growth inhibitor.

The second speaker I’ll highlight here is Arthur Brooks. Brooks has become a mainstay in my weekly reading over at The Atlantic with his Thursday “happiness” column: How to Build a Life. Not to be confused with that overly-optimistic friend we all have that secretly makes us want to throw up, Brooks’ columns and research feels both authentic and practical. 

Brooks’ talk challenged us at ExcelinEd to think about how we can teach happiness to our students and he gave us very practical approaches to do so. First, he highlighted that happiness is comprised of three things: enjoyment, satisfaction, and meaning. 

Arthur Brooks speaking with former congressman, Eric Cantor

While each of these three things are important on their own, it is when they work in concert with each other that we experience happiness. He continued to give us at ExcelinEd practical outlines and activities to promote self-awareness and happiness, many of which can be done with students. But it was his two questions he left for us to answer that stuck with me the most. He said that the mere ability to answer the following two questions are the best indicator to whether you have found meaning in your life. One’s answer to those questions doesn’t matter as much as the sheer ability to answer them. The questions?

  1. Why am I alive?
  2. For what would I be willing to die, today?

Brooks continued to challenge us, but this is a good spot to transition to the other topic of today’s blog: Thanksgiving. Before I do though, whenever I travel for Thinking Nation, I like to prioritize at least one historical landmark. So, thank you ExcelinEd, for giving me the ability to see Martin Luther King, Jr.’s birth home and Ebenezer Baptist Church. MLK was a model for us of how to best be an American and it was special to visit those sites.

MLK’s Birth home

The original Ebenezer Baptist Church


Thanksgiving is a special holiday filled with historical tension. While it is worth exploring the tensions of the ethnic roots of some of the holiday traditions, today (as I’ve done in the past), I’d like for us to merely consider the purpose of the day: to give thanks. At the heart of gratitude is humility. We cannot be thankful for anyone or anything without acknowledging that others help us. A humble person gives thanks. 

History, with its core purpose to be the understanding of people and places not like our own, is a discipline rooted in humility. As I wrote in the blog linked above:

“With no urgent need to use the past for present benefits, historians can humbly try to understand the past rather than co-opting it for a specific purpose or use. This intellectual humility can lead to an intellectual gratitude.”

This intellectual gratitude is embedded throughout our resources. We challenge students to understand diverse perspectives, identify historical significance, and take on historical empathy. These tools, inherent to our discipline, is why we believe that our curriculum, assessments, and professional development can support teachers in cultivating thinking citizens.

Meeting Teacher Needs through Formative Assessments on Historical Thinking

At the end of last school year, many of the teachers we work with had a common reflection. It went something like this: “While I appreciate seeing the robust data from the Curated Research Papers, I don’t have enough time to do these often. I do really enjoy the formative assessments on historical thinking, though. The ability to assess a student on a particular thinking skill in a short (less than 30 minute) time span is incredibly helpful for gauging student growth. Can you make more?”

Yes, yes, we can. 

Over the summer, we gave ourselves the goal of having 4 formative assessments for all 80+ of our current units. This meant that we would have to more than double the amount of formative assessments we offered on our platform. So we did! As a rule of thumb, I often recommend that teachers implement a formative assessment on disciplinary thinking every other week in their classes. With over 40 available for teachers in each of our course offerings, this is now an easy feat to accomplish. 

Why formative assessments?

We’ve identified 8 different skills to assess in our formative assessments (We recently added Quantitative Analysis!). Essentially, these assessments are stimulus-based, consist of one “Weighted Multiple Choice” (WMC) question and one “justification” short answer question. Here is a sample for the skill “causation.” Our goal with our formative assessments is to help whole departments shift their own paradigm for how they measure student success. 

Usually, formative assessments in social studies classrooms consist of memory-based assessments to ensure that students have retained the information taught. Essentially, success is measured by a student’s ability to retell us what we told them earlier. However, this is not historical thinking. 

Nothing is moncausal.

Our formative assessments on historical thinking allow for teachers to assess how the students approach the information they engage with, rather than simply their ability to remember it. For instance, in the sample linked above, students are presented with historical context and a primary source. The WMC question asks them to use those sources in order to select the two strongest statements that describe why an event happened. Then, the short answer component asks them to defend one of those statements as the stronger cause for the event, citing evidence in their justification. 

This simple task on causation emphasizes two key components of the historical thinking skill of causation. First, nothing is monocausal: “select two.” Second, historians make evidence-based arguments about the past. This second part is critical if we want to empower our students with the agency to enter into nuanced conversation, whether about the past or our present.

Vertical Alignment through Historical Thinking

Another critical component of these formative assessments is that whole departments can norm around them. In fact, the idea of building collaboration without losing teacher autonomy was the focus of my California Council for Social Studies session back in February 2023. Social Studies departments have been siloed by content for too long and our formative assessments give teachers a common language for success regardless of the content of their classroom. If teachers of different subjects each gave a formative assessment on causation, they could then come together and have meaningful and productive conversations around student success, as well as create aligned goals across the department. Common assessments transform history departments.

We cannot shift the paradigm of social studies education without a common language for success. Formative assessments on historical thinking can help get us there. That’s why we listened to teacher feedback and more than doubled our offerings of this particular assessment tool.

Redefining Ready – College, Career, and Life

Last week, our Chief Partnership Officer, Liz Connolly, and myself, flew out to Mansfield, Texas. We witnessed the great work being done at Mansfield ISD under the leadership of Superintendent, Dr. Kimberly Cantu. This visit was part of our partnership with AASA, The School Superintendents Association, and the work of their Redefining Ready! Cohort. The multi-day summit was filled with brilliant ideas, great collaboration, and of course, some great Texas BBQ thanks to Mansfield’s own students at Ben Barber Innovation Academy’s Savvy’s Bistro.

Much of our time together was spent visiting different Mansfield ISD schools and witnessing such rich education innovation. From the programs to the classroom layouts to the lesson plans themselves, it was such a special experience to witness such deep learning. I was so impressed with all of the teachers and students I interacted with.

In particular, though, this cohort got together as we rethink how we “redefine ready” for our schools. Much in the same way that Thinking Nation wants to shift the paradigm of social studies education and redefine how we measure success in the discipline, this group of superintendents is seeking to redefine how we measure success as districts, and hopefully, as a nation. The three categories where we worked together as a group to redefine readiness were college, career, and life. Of course, there is great overlap in each of these categories. But, to think of each of those domains separately was a great exercise in thinking through our own priorities for K-12 education.

Ellen Gallinsky leading one of the breakout sessions on “Life Readiness.”

In one of the breakout sessions, I joined the Life Readiness group. I wanted to hear the research and insights that came from Ellen Gallinsky, the executive director of Mind in the Making. Her 2010 book of the same title explores seven life skills that she’s identified as essential for children to grow into flourishing adults. Her next book, which comes out in the spring, continues this research and explores the teen years. 

Before her presentation, I had time to talk with her about some of the intersections between our work. Specifically, our historical thinking skills that I addressed last week and her work in life readiness. While I often see the connection between historical thinking and life readiness, Mrs. Gallinsky’s quick ability to see the connection was encouraging. As I say often, historical thinking is a life skill. If more of us applied historical thinking to more parts of our life, society would be grateful. It’s why our vision is that “all students will mature into thinking citizens, equipped with the essential skills to participate in a robust democracy.”

As we move forward with our partnership with the Redefining Ready! Cohort, I’m excited to think alongside such brilliant superintendents who are striving to shift the paradigm of education more largely. We will continue to advocate for a needed paradigm shift in social studies. Because we know that when students are empowered to think historically they are more college, career, and life ready. Thank you to AASA and Mansfield ISD for having us!

What are Historical Thinking Skills?

At Thinking Nation, we’ve consistently stood by the belief that historical thinking empowers students. When students think historically, they are equipped with the skills and dispositions necessary to sustain democracy and carve out a better future. Social Studies, as a discipline, is uniquely set up to equip students in this way, but what these historical thinking skills exactly are can be challenging to define. 


One of our first blogs simply asked “What does it mean to think historically?” In the blog, I wrote,  “Simply, historical thinking skills are the skills needed to properly interpret documents, events, and their outcomes.” Being able to interpret (and effectively analyze) what is put in front of you in order to make meaning of what you are interpreting is one of life’s most critical skills. It is a skill at the heart of our discipline.

Staying at a 30,000 foot view of the definition of historical thinking skills, I’d also like to add that these are simply the skills that historians employ in their study of the past. While they are by no means natural, as Sam Wineburg points out, they can be learned if students are given adequate instruction and practice. 

Historical Empathy

Historical thinking skills are the historian’s toolbelt. At least that’s how I summed it up when asked by historian John Fea. But these skills, while cultivated in social studies, don’t just remain there. Historical thinking skills are incredibly helpful in navigating everyday life—from the news, to the workplace, even to our relationships. I often tell people how learning to think historically did not just make me a better analyst or writer. It’s made me a better dad, husband, and neighbor. 

Evaluating Evidence

As I wrote above, historical thinking is empowering. Paradoxically, historical thinking is humbling, too. When students think historically, they have the agency to enter into conversations about complex ideas. They are empowered. But, they also know their limits. They seek to empathize with who they study. They rely on evidence over their own opinion. They’re humbled.

With all of this in mind, as we continue in our goal to shift the paradigm of social studies education in building both teacher’s and student’s capacities to think historically, we wanted to have a simple and clear way to communicate those skills to those who engage with our resources. We needed a visual.

Therefore, as a part of our organization’s rebrand, we worked with the talented design firm, Josh Warren Design, to create visual icons to represent the various skills embedded into our curriculum. Currently, we’ve focused on 10 skills. Below, you can see each of them with their corresponding icon.

Each of these icons will now follow their respective historical thinking skill around our curriculum. Students will see them when they engage in document analysis, formative assessments, or engage in a curated research paper. We hope that these clear visuals, along with their succinct definitions (some examples here!), will help students internalize these thinking skills. We know that the internalization of such skills won’t just be a good way to score well on a history test. Most importantly, it will set up students for success outside of the classroom in creating confident citizens, prepared to think critically about the world they live in.

Hispanic Heritage Month – El Malcriado

September 15th kicked off Hispanic Heritage Month! To celebrate this month, we’re revisiting a blog from two years ago that highlights some pictures and other magazine clips from El Malcriado, a Chicano labor newspaper from 1964-1976, established by Cesar Chavez. Chavez was a core leader in the United Farm Worker’s Movement of the 60s and 70s that advocated for farmworker rights and fair wages. This week was also a great time for me to reflect on such an exciting moment last spring when I was able to go hear Dolores Huerta (pictured below during the movement) speak at California State University, Channel Islands. If you want a way to get students thinking about Huerta’s impact on the broader Chicano Movement, here is a free document analysis resource!

In preparing for one of our CRPs on the Delano Grape Strike, we relied heavily on El Malcriado  as it is full of rich documentation of the farmworker’s movement. Here is a brief summary of the strike, excerpted from our CRP: 

In 1965, after a successful strike in Coachella Valley, Larry Itliong led the Agricultural Workers Organizing Committee (AWOC) to Delano to fight for farm worker rights during the grape harvest. Having gained a $1.40/hour wage for farm workers in Coachella, he prepared workers to go on strike in Delano when growers refused to pay more than $1.20/hour. However, while the Filipino workers under Itliong readily joined the strike, Mexican workers were willing to accept $1.20/hour and work in the strikers’ place. 

Recognizing that unless they banded together, no one would win, Itliong approached and convinced Cesar Chavez and his union, the National Farm Workers Association (NFWA), to join the strike. AWOC strikers began on September 8, 1965 and the NFWA joined the strike on September 16. For the next five years, the strike persisted into a global movement of labor strikes and consumer boycotts to fight for fair wages for farmworkers.

In March 1966, Cesar Chavez led a 300 mile march from Delano to Sacramento to pressure the state to answer farm worker demands. Then, after almost a year of striking together, the two unions merged together as the United Farm Workers (UFW) in August 1966. Chavez, Itliong, and Dolores Huerta were its top leaders.

Below are some clips from the Magazine:

Dolores Huerta holding “HUELGA” sign in issue 21 of El Malcriado. ‘Huelga’ means ‘strike.’
More protesters holding “HUELGA” signs from issue 21 of El Malcriado.
A powerful essay on unity in the strike from issue 23 of El Malcriado.
The cover from issue 26 of El Malcriado.
Scenes of farmworkers from the August 22, 1966 issue of El Malcriado.

Happy Hispanic Heritage Month!

Thinking Historically About: Our New Podcast

Well, another week, another podcast. Though, this time it’s our own: Thinking Historically About.

As many of you know, we continually try to be a bridge between secondary education and the university. Rather than thinking how we can put a historical thinking “twist” on traditional classroom narratives in social studies, we look at how professional historians define their discipline and then think through how to scaffold those approaches for younger learners. 

Another way we try to be that bridge is by seeking out the expertise of scholars as we construct our own units. Thanks to the generosity of so many historians offering their expertise, Thinking Nation students have access to high level thinking about complex historical events through our materials. I appreciate historians like Carol Berkin, who helped shape our unit on Women and the American Revolution, Manisha Sinha, who guided our unit on Slave Resistance, John Fea, who made sure students can think historically about Alexander Hamilton and Thomas Jefferson, and James Walvin who thought deeply about the Haitian Revolution with me and how to best get students thinking about its consequences. These scholars, among many others, have made our curriculum so much stronger.

One of the next stages of incorporating the expertise of scholars into our resources is through our new Youtube Series and Podcast: Thinking Historically About. In this series, we interview scholars specifically about the inquiry questions that students engage with in our units. Our goal with these is that students can hear how an expert in the field wrestles with the same question they will wrestle with and potentially write about through our Curated Research Papers. We’ve been quietly uploading some on our Youtube channel, but starting this month, we will release one interview a month via podcast. We hope that this gives teachers multiple methods for allowing students to engage with these quick conversations either before or during their own engagement with the historical events they study in their classes. 

Our first episode, Thinking Historically About Ancient Rome can be found on Apple Podcasts here (Or Spotify). Or, if you want to play the video interview for your students, you can find it on Youtube. We are grateful to Ancient Rome scholar, Nadya Williams, for sharing her own expertise in both the crafting of the unit and in her reflection in the interview. We hope these interviews become useful for your classroom!

Lastly, to contribute to the funding of these interviews and other collaborations with scholars  You can donate here.


Thinking Nation’s Podcast Interview!

As a teacher, I thought I had found the ultimate historical thinking podcast to listen to back in January 2016. In just some of the first few episodes, guests included Jim Grossman, the executive director of the American Historical Association; Sam Wineburg, founder of the Stanford History Education Group, and Annette Gordon Reed, Pulitzer Prize (and National Humanities Medal and Macarthur genius) winning historian. (Gordon-Reed has also been the subject of one of our past blogs). Since I already looked up to these three scholars, it was special to find a place where they were all being interviewed was such a treat. It felt like a special corner of the growing podcast sphere that I got to be a part of as a listener.

The podcast, hosted by historian John Fea, is entitled “The Way of Improvement Leads Home,” after his first book, which explored the American Enlightenment. Dr. Fea has long been a champion of historical thinking at both the college level and in K-12 education. He has a track record of working with K-12 teachers to help them refine their own pedagogy when it comes to incorporating historical thinking skills into their classroom, and has personally inspired me greatly over the years. His work with the Gilder Lehrman Institute is especially notable. He taught graduate level history courses for teachers looking to get their Master’s degrees and led week-long institutes at historical locations for history teachers looking to gain more content expertise.

Dr. Fea has also graciously helped us refine one of our own units. His expertise strengthened our unit on Alexander Hamilton and Thomas Jefferson’s competing visions for government. With all of this in mind, you might imagine how honored I felt when he asked me to join him on his podcast late last month! I felt so fortunate to be interviewed by John and share more about our vision for teaching and assessing historical thinking in K-12 education.

From the podcast’s episode description: 

“If you’ve listened to this podcast over the years you know that we champion “historical thinking” as one of our best hopes for sustaining and preserving American democratic life. In this episode we talk with Zachary Cote, the Executive Director of THINKING NATION, a non-profit organization devoted to helping K-12 social studies students mature into citizens who are empowered to analyze information effectively, think historically, and write persuasively in order to build a better democratic future. If you are a school superintendent, principal, or history teacher you are not going to miss this episode!”

With that, we’d love for you to listen! I’m thankful to John for hosting me and excited to continue to share the ways in which we want to shift the paradigm of history education. I’ve linked the podcast here through Apple podcasts, but it is available across all podcast directories.

Thinking Nation’s New Look

For those of you who have followed along with the last couple of blogs, you’ve seen that we’ve changed and added things over summer (more to come!). Today, we want to explain what is really at the core of these exciting shifts: our new brand identity!

If you go to our website right now, you will see that we have a new logo and colors to define who we are. We are really excited about our new brand identity and especially excited to explain why! (If you’re a partner school who has already had beginning of the year PD with us, this is probably just a review!).


First, why change? As Thinking Nation has grown into more schools across the United States, we’ve also had so many more conversations with people from different contexts. Throughout these conversations, we’ve learned a couple things about how people see us.

First, people assumed that we only covered Civics and American History. With the red, white, and blue, and Lady Liberty as our identity, who could blame them? However, like calling our essays “DBQs” took an extra layer of explanation, we’d have to take extra time to explain that we focus on social studies more broadly and that we really want to emphasize the disciplinary thinking that is inherent to good study in our field. 

Second, many people saw our organization as partisan. However, a crucial aspect of our nonprofit mission is to be nonpartisan. We believe that good history and social studies education transcends political ideologies and can encompass both sides of the aisle, even if our current culture wars think otherwise. By focusing on the “why” of our discipline as the chief aim (rather than the “what”) we are proud to work with schools in a variety of political contexts. After all, the two largest states we work in are California and Texas. Historical thinking is for everyone, even if we disagree come election day.

As expressed on our website, we want to shift the paradigm of history education. This is our purpose. We believe that when students learn how to think historically, they are better equipped as citizens. They can lean into the tension produced by listening to multiple perspectives. They can take the time to contextualize the stories they come across. They can empathize with others in an attempt to understand rather than judge. If we can shift the way we see social studies away from a memory-based education and into a thinking-focused education, our students are better served. We wanted a brand to represent this. 

Our new brand, designed for us by Lunour, gets to this vision. With two dialogue bubbles, we stress the importance of nuance. There is never only one historical narrative, but history is filled with multiple perspectives. Dialogue bubbles illustrate that. Similarly, when our students engage in disciplinary study, they have to recognize that what they study is not stagnant. Scholars are in constant dialogue about the subjects they study. In fact, historiography, this study of historical writing, demonstrate that the discipline of history is one big dialogue about the past. 

Not only do dialogue bubbles get to the heart of how we should teach and learn in social studies, they also get to the heart of our vision: “that all students will mature into thinking citizens, equipped with the essential skills to participate in a robust democracy.” If we want to sustain a pluralistic society governed through democracy, we have to learn to talk with one another. Through our work, we hope to equip educators to empower students for that future, a future where empathetic conversation dominates the public square, not bitter polarization. We’re excited for a logo that captures all of this!

Oh, and it’s pretty cool (in case you haven’t noticed yet) that the two dialogue bubbles make a “T” and the negative space makes an “N.” A Thinking Nation is built on dialogue.

To wrap up this lengthy post, we want to acknowledge some logistics. Thinking Nation is a small nonprofit, so this new brand identity will come out in waves. We will update our website, platform, and social media first. We are currently working on updating our curricular resources to fit the new brand, but this will take some time! So, if you see some materials in our old brand and some in our new, know that we are working hard at bringing everything over to our new and exciting brand! Our mission hasn’t changed, but we’re excited for an identity that better reflects who we are as an organization. 

Happy beginning of the school year!

The Curated Research Paper

The Thinking Nation team has been hard at work this summer preparing for the 23-24 school year. We will roll out various changes, updates, curriculum, and more in the coming weeks; but, today, I want to address our summative assessment: the Curated Research Paper.

As you will see, our summative assessments have not changed in structure. They contain an inquiry question, context activities such as vocabulary, relevance to the present, and historical context, and a document set made up of primary and secondary sources. Students take all of this information and construct an argumentative essay that addresses the inquiry question and incorporates the analysis they did of the abovementioned components. In short, they complete a curated research paper.

Out with the old and in with the new.

Most people call this process a “DBQ,” or Document Based Question. This name has its origin in AP (Advanced Placement) Exams, put out by the College Board. The College Board, of course, has received a ton of attention in the past few years with many universities foregoing SAT requirements, the new African American Studies course, and the particularly low AP U.S. History scores that came out about a month ago. For much of High School history education in the United States, the College Board serves as an anchor for teachers and schools to compare what they do too. Thus, it has made sense for us and others to use “DBQ” as a term to describe what it is we do.

However, we have decided to break away from this terminology and call our assessments what they actually are. I want to take today’s blog to briefly explain our rationale for this change in hopes of continuing the dialogue for our organization’s ultimate goal: to shift the paradigm of history education. We hope to bring a new dialogue in social studies.

  1. The term “Document Based Question” does not accurately describe what we are asking students and teachers to do. In fact, I can recall dozens of instances when I told someone we did DBQs and they told me that they did too. Then, they began to explain what, essentially, was a textbook reading assignment. Read a short excerpt of a document, and answer one or more questions about it. Sometimes these questions never even broke the DOK 1 threshold. Clearly, we had a different definition!
  2. A part of growing up is making decisions because you thought through them, not simply because that’s what your parents did. For sometime, most of us have used the term DBQ because it’s what the “parent” (College Board) used. Those of us in that circle knew exactly what we meant, but the broader public (and most new teachers) had no idea, unless of course, they took an AP history class. This means that every time we talk about DBQs with a new audience, we have to add an extra layer of explanation. We believe that this extra layer can be removed and we can make a more evidence-based conclusion about what to name the process we are asking students to engage in. Thus we have the Curated Research Paper, or “CRP.”

To recap, we believe that Curated Research Paper is the best way to articulate the summative tasks within Thinking Nation’s curriculum. Using CRP with both the professional community and the wider public will more clearly articulate for all stakeholders what exactly the expectations are. 

We are looking forward to engaging in CRPs with our partner schools this year! In the weeks to come, I’m excited to draw attention to more exciting things coming out of Thinking Nation!

Building Thinking (Social Studies) Classrooms

 Keep Indiana Learning and Building Thinking Classrooms

The last two days of June some of the Thinking Nation team was able to join hundreds of educators from around the country in Franklin, IN for the Building Thinking Classrooms Conference hosted by Keep Indiana Learning. This was a great conference to end a hectic two months of travel for the team.

Dr. Peter Liljedahl, Professor of Mathematics Education at Simon Fraser University, published Building Thinking Classrooms in Mathematics in 2020, quickly garnering recognition for his research. As the title suggests, Dr. Liljedahl presents new and innovative strategies and mindsets that teachers can incorporate into their classrooms to make them thinking classrooms. While his work specifies the math classroom, there is so much that social studies teachers can glean from his book. 

I was fortunate to be able to present at the conference, taking a deeper look into how some of the strategies could be realized in social studies classrooms. As our own organization’s name implies, we believe it is essential to build thinking classrooms. In fact, my session was simply titled: Building Thinking (Social Studies) Classrooms. 

I specifically wanted to explore the intersection of Liljedahl’s work and the role of assessment in social studies classrooms. As I’ve often written about, if we truly want to shift the paradigm of history education, we must rethink how we measure success in the classroom. In Building Thinking Classrooms, Liljedahl rightfully reminds us that “we evaluate what we value” (BTC Practice 12). I took the time to challenge the room to think about what types of messages we send when all we evaluate in social studies is content acquisition. As I’ve noted before, it is not our job to create walking encyclopedias, but thinking citizens.

Thinking Nation really focuses on this work through our formative assessments on disciplinary thinking and our summative assessments, which we call Curated Research Papers (more on that term perhaps next week!) If we as teachers take backwards planning seriously and backward plan from assessments on thinking rather than solely content knowledge, we demonstrate to our students that deep thought is what is valued most by us. This is essential if we truly want to shift the paradigm of social studies education.

Juneteenth at the National Charter Schools Conference

June was a busy travel month for Thinking Nation. On any given day, a Thinking Nation team member could have been in any of the three time zones across the continental U.S. While July has its own business, its lack of travel allows us to reflect a little on June. 

Our last blog featured Tiana Day’s experience at the Black Minds Matter Summit in Washington DC. The very next weekend, she and other Thinking Nation team members were in Austin, Texas for the National Charter Schools Conference. NCSC is the largest gathering of charter schools and their stakeholders each year, and it is always an exciting thing to be a part of.

This year, the National Alliance for Charter Schools reached out to Thinking Nation to help coordinate a Juneteenth celebration, given that the conference fell on the national holiday. Excitedly, we brainstormed several ways to commemorate and celebrate this profound holiday of freedom. In past years on Juneteenth, our blog addressed why this newest national holiday must be seen as America’s holiday and not merely a celebration for Black Americans. We also took a dive into Annette Gordon-Reed’s moving memoir-meets-monograph, On Juneteenth. Today’s reflective post covers how we were able to celebrate Juneteenth in Austin!

The top 3 student art pieces and the judges at the pop up exhibit in Austin, TX.

Tiana orchestrated a nationwide student art competition, which she named “Liberation in the Lens of Artivism.” Thinking Nation provided a historical analysis activity to go with the contest, and our friends at the National Liberty Museum provided students with an artwork analysis activity. The top student submissions were featured at the National Charter Schools Conference, and the National Alliance for Charter Schools generously sponsored the cash prizes for the top three students in the contest.

Our first and third place winners came from Mastery East Camden Middle School in Camden, NJ. East Camden is a part of the Mastery Schools network, with schools in Philadelphia, PA and Camden, NJ. Our 2nd place winner came from Stella High Charter Academy in Los Angeles, CA. SHCA is a part of Bright Star Schools. All of the student art work was inspiring. The National Alliance for Charter Schools really showcased the student work in the pop up exhibit.

One of the components of Black Minds Matter’s exhibit “We are Self-Determined.”

We were also able to incorporate the expertise of some of our new friends into building out a pop up exhibit for the attendees of NCSC. Black Minds Matter provided a compelling history of education freedom for Black communities throughout American history, demonstrating a link between the freedom from slavery recognized in Juneteenth to the freedom to receive an education shown in the ingenuity of Black communities both past and present. The Black Minds Matter exhibit contained inspiring videos of movers and shakers showcasing the inspiring work of Black school founders since the 19th century.

Go support the National Juneteenth Museum!

Lastly, we were able to highlight the work of the forthcoming National Juneteenth Museum, which is set to open to the public in 2025 in Fort Worth, TX. NJM provided attendees with an origin story of the holiday, as well as its future plans to commemorate it as a museum. I am so excited to go to the museum when it opens!

It was truly an honor to work with such talented people to make the exhibit a reality for conference attendees. Just to reemphasize the collaborative nature of this project, I want to end with thanking all of the hands that went into what attendees engaged with. The Juneteenth exhibit would never have happened if it weren’t for the generosity of the National Alliance for Charter Schools and their trust in Thinking Nation for organizing the exhibit.

The art contest would have never got off the ground if it weren’t for Tiana, her own nonprofit, Youth Advocates for Change, and the dedicated artists that judged the contest. The students could not have engaged with the art effectively if it wasn’t for the scaffolds created by the National Liberty Museum. The holiday could not have been contextualized without the National Juneteenth Museum. Lastly, if it weren’t for Black Minds Matter, attendees would not have been able to see the direct connection of Juneteenth to education freedom, the premise that guides charter schools in their daily work. We were so grateful to be a part of this! Till Boston in 2024!

The rest of the winners for the student art contest.

The Importance of Bipartisan Ed Reform: Reflecting on RISE

Last week, some of the Thinking Nation team was able to attend the Reagan Institute’s Summit on Education (RISE) in Washington DC. The day was jam packed with thoughtful panels, fireside chats, and discussions among some of the nation’s leading thinkers on education and ed policy. Most importantly, these leaders adhere to diverse political persuasions. This context meant that there was fruitful (and sometimes tense) conversations about how we can truly make education better for all children in the United States. As Thinking Nation spends most of its time in social studies and civics spaces, this was a very special event to engage with even broader bipartisan ed reform and ed policy.

I wanted to take some time to highlight some of the panels and speakers here as we reflect on how essential these bipartisan summits are if we really want to enact systemic change.

The Panelists on “The Imperative for Education Reform.

To start the morning, the first panel, “The Imperative for Education Reform,” engaged conversation among Arnie Duncan (Sec. of Education under President Obama), Rick Hess (Ed. Policy Fellow at American Enterprise Institute), Bill Kristol (Founder, Defending Democracy Together), Geoffrey Canada of the Harlem Children’s Zone. I personally remember the documentary Waiting for Superman, which highlighted Canada’s work being very transformational in my own journey into education. Needless to say, I was excited to learn.

Thinking Nation’s Chief Partnership Officer, Liz Connolly and Executive Director, Zachary Cote hanging out on at the Reagan Institute.

The conversation among the panelists was robust as they reflected on the political context that has led to the many crossroads we are at in public education. But for the sake of brevity, I’d like to highlight something Canada said: “Often education has been a political cudgel.” He said this as he reflected his own journey in education and how at some points he was praised by progressives and at other times he was praised by conservatives. As he noted, he was simply trying to do what was best for kids. But he remarked how political allegiances clouded both sides’ ability to do the same. Canada’s focus on the needs of children was a breath of fresh air.

Later in the morning, a panel entitled, “Teaching and Learning in the Age of AI,” was incredibly apropos for our current moment. While I felt that the panel leaned more optimistic without really wrestling with ramifications for rigorous learning, I was struck by something that Mary Snapp, Vice President of Strategic Initiatives at Microsoft, stated. In ensuring that developers build out resources that don’t undermine democracy, she noted that “engineers need to learn history too.” Absolutely, Mary. Absolutely. 

Remarks by the First Lady, Dr. Jill Biden.

After lunch, we were fortunate enough to hear from our First Lady, Dr. Jill Biden. Biden remarked that the last time she came to RISE, she was late because she had to rush over after teaching her class at a local community college, a good reminder that FLOTUS has quite a bit of first hand experience in education. Her address consistently thanked the Reagan Institute for hosting a bipartisan ed reform forum, and while she reminded the audience often of the President’s plan for education, she took quite a bit of time emphasizing the need for stakeholders of different persuasions to seek out commonality to effect real change. I hope we make real waves to push for such consensus.

NBC’s Chuck Todd interviewing Maryland Governor, Wes Moore.

In the afternoon, we were able to hear from former Governor of Arkansas, Asa Hutchinson, who recently announced his candidacy for President, followed directly by the new Governor for Maryland, Wes Moore. These two men of opposing political persuasions did not emphasize those areas of opposition. They healthily staked their claims while advocating for as much bipartisan legislation as possible to initiate change. Moore reminded the audience that even though he could have passed state legislation with just the Democratic Party’s support, he pushed for legislation to be written in ways that would garner bipartisan support, because he knew that “it simply won’t work” if only one party is behind it. I hope that wisdom around bipartisan ed reform transcends his state boundaries and enters the Capitol that was just a couple miles down the road from us at the time. 

In all, the summit was a day to both challenge and bring hope for public education in the United States. We are grateful to the Reagan Institute for having us.

Oped: Our Response to the NAEP Scores

Last week, Education Week published my response to the recent NAEP scores which showed a decline in students’ understanding of both American History and Civics. They summarized my article succinctly: History Teachers Deserve Respect. I’d like to nuance this slightly to say that “The Discipline of History Demands Respect.” Please read an excerpt below, and then head over to Education Week to read the full article.

Trend in eighth-grade U.S. history average scores (https://www.nationsreportcard.gov/ushistory/)

“The National Assessment of Educational Progress released the 2022 scores in history and civics for 8th graders earlier this month. I cannot say I was surprised by the decline. As others have noted, decreased time spent on social studies, a lack of funding, and recent state legislation prohibiting the teaching of a full and honest history were likely contributing factors.

I’d like to make the case that each of those causes represent a larger issue worth addressing: the lack of respect or attention to history education. This lack of respect permeates school buildings in how tests are built, professional development is allotted, teacher bonuses are awarded, and teaching assignments are given.

Most people do not actually see history as a discipline. They see it as a content. This distinction is crucial. When we only see history as a content of stories to be told, we get lost in the weeds of which stories to choose. The ongoing culture wars over what we can teach in history classrooms illustrates how this quickly spirals out of control. Rather than having constructive conversations about competing interpretations of the past, many people have become dogmatic about particular narratives, distracting us from the disciplinary practices inherent to the study of history.

If we truly care about equipping the next generation of citizens to be proficient in history and civics, we need to start by redefining what it is we do as history teachers. Of course, as I often tell the teachers I coach, this does not mean that we get rid of content in favor of skills, but it does mean that content becomes a means to an end—to the loftier goal of empowering our students to think historically.

We must… cultivate historical thinkers, empowered to engage with the diversity of ideas that they encounter both in and out of our classrooms.

To do this effectively, we need to build a common language around how we think about history so that social studies teachers don’t just have surface-level conversations about student progress within their content silos. We also need to provide common assessments on historical thinking that facilitate the use of that common language.

We can bring legitimacy back to what we do. Focusing on the discipline rather than the content allows us to rise above the culture wars, redeem ourselves as teachers of literacy so that we can properly collaborate with other content areas, and, most importantly, empower our students with the skills and dispositions to reinvigorate a visibly injured democracy.

As a bonus? Yeah, the NAEP scores will increase, too.”