Last week, Spenser and I headed to St. Louis, MO for the annual National Council for History Education (NCHE) conference. I took some time on the plane home to reflect on my time there and thought it was worth sharing with all of you!
Another airplane (long đŹ ) post as I’m now headed back home from NCHE. Well, National Council for History Education, you curated quite the conference. I was continually humbled by the number of people who came up to me to share how they engage with Thinking Nation. To those of you who came up and shared, thank you. It meant so much!
The tallest arch in the world!The view of the Courthouse from the top
Sometimes, we continue to press into a vision, seeing its worth but unsure of its impact. Hearing impact stories was like caffeine for the tired soul. Professors of History came and shared how they utilize our historical thinking skill icons as references in their classrooms. Professors of Education shared how they provide our Source Analysis protocols (available for free :)) to the future teachers in their methods class. Thinking Nation has become a framework for understanding how to teach the discipline of history. A vision for systemic change in social studies is taking shape!
Spenser and I at our booth!
Teachers came up to Spenser and me and shared how they embed our historical thinking skills into their classes to provide consistency through the discipline. Scholars showed me how they cite our white paper in their own work. Museum educators even came and shared how they use our framework in their own spaces! Several people came up just show gratitude and provide encouragement for our mission. Honestly, I could go on. I left so encouraged and excited for how Thinking Nation can and does support schools and the broader social studies landscape and am thrilled for the continued work to be done.
Ebony and I after a great presentation!
Speaking of continued work, being able to sit down and talk collaboration with so many fellow colleagues just continued to fuel my fire to do this work.
Finally, to end the conference presenting alongside Ebony McKiver of Social Studies Accelerator about how we can build better bridges between museums and K-12 institutions and having people come up to us and thank us and tell us it was the best session they attended, or that they plans for how to do more explicit integrations in their own community, was so encouraging.
Again, I’m so humbled and encouraged. Thank you for a dynamic NCHE 2025. Can’t wait for 2026!
Previously Announced Partnership to Create Customized Curriculum for D.C. Local Education Agencies Kicks Off Jan. 24 With Professional Development, Introduction to New Curriculum, and Exclusive Access to National Archives’ Records of Historical Significance
NORTHRIDGE, Calif. and WASHINGTON, Jan. 22, 2025 /PRNewswire/ — Thirty-eight public charter school social studies teachers will join Thinking Nation, a national 501(c)(3) committed to empowering students to thrive as engaged and critical thinkers for the future of democracy, at the National Archives Building on Jan. 24 for a historical thinking workshop as part of a previously announced partnership to customize a new social studies curriculum that moves beyond textbooks and features an inquiry-based approach to learning. The day will include professional development, an introduction to the new curriculum, and exclusive access to the National Archives’ records of historical significance.
The education partnership involves four Washington, D.C. public charter schools, or Local Education Agencies: E.L. Haynes Public Charter School, Friendship Public Charter Schools, KIPP DC, and Maya Angelou Schools. The new curriculum, developed with input from scholars and community members, will give students studying Grade 7 United States History and Grade 10 World History the agency to analyze the past and involves object-, place-, and document-based resources from Washington, D.C.-area museums, historic, sites, archives, and libraries, such as the National Archives. This innovative approach to learning is designed to foster a richer, more dynamic learning environment, and ultimately, to cultivate students’ civic engagement, heightened cultural awareness, and enhanced reflection and communication skills.
Just as the standards-aligned curriculum follows an inquiry-based approach to learning social studies that emphasizes questioning, investigation, and critical thinking to promote a deeper understanding, foster curiosity, and improve retention, so will the day’s historical learning workshop. Teachers will actively participate in the same strategies prescribed for use with studentsâthings like a web quest, a silent discussion, and an annotated source collectionâand model best practices.
National Archives’ education leaders, Samantha Hunter-Gibbs and Caitlin Cutrona, will provide the participating educators with tours of the exhibit spaces, including the Rotunda galleries and train the educators on the resources available from the National Archives.
For more information on Thinking Nation’s innovative approach to fostering historical thinking in social studies education or to support the organization’s work to transform social studies classrooms across the country, visit thinkingnation.org.Â
About Thinking Nation Thinking Nation is a national 501(c)(3) committed to empowering students to thrive as engaged and critical thinkers by supporting teachers with meaningful curricula, training, and technology to transform social studies education for the future of democracy. We believe that education is our greatest equalizer, and that every student, regardless of zip code or socio-economic background, deserves access to learning practices that reflect the diversity of identities, histories, contributions, and experiences to support enriched educational opportunity, equity, and success for all. Thinking Nation currently serves more than 35,000 students in 16 states and the District of Columbia. For more information about Thinking Nation or to support the organization’s work to transform social studies classrooms across the country, please visit thinkingnation.org/donate.âŻ
Thanksgiving is tomorrow! At Thinking Nation, we are so grateful for all of the people that we work with that are continuing to empower students and shift the paradigm of social studies education. There is a lot of work to be done, but so many are doing the work!
This was evident at the National Council for Social Studies (NCSS) conference this past weekend in Boston, MA. There were thousands of educators all genuinely seeking to better our profession in order to empower students. The energy was real! I wanted to take a brief moment to recap some highlights and express gratitude about the conference.
On Thursday, our Director of Curriculum, Annie Jenson, and myself presented at the National Social Studies Leaders Association’s conference. On the surface, our presentation on how disciplinary assessments can build better alignment may seem boring, but at Thinking Nation we genuinely believe that better alignment in social studies will empower students and legitimize our discipline. We had such great conversations with other leaders in Social Studies that day.
Will and Annie fielding questions from eager educators in the NCSS Exhibit Hall
On Friday, the NCSS exhibit hall kicked off! It was such a busy day. But for me, the most enjoyable part was watching Annie and Will Pulgarin, our Implementation Specialist, passionately share our mission and vision with educators from around the world. I feel so much gratitude to them both and feel so fortunate to work alongside them as we seek to transform social studies education.
Also, for those of you who don’t know, Will currently lives in Colombia. This means we don’t get nearly as much in person time together as I’d like. His presence this trip was such a treat. More of us need colleagues like Will!
Melissa, Anton, Louise, and myself before our Vital Issue Session
Annie wrangling in energetic educators during her session on incorporating movement into teaching historical thinking
To end my Saturday before I headed to the airport, I got to watch an expert at work. Annie’s session was up there with the most engaging sessions of the weekend. She modeled key ways to incorporate movement in the classroom when teaching and practicing historical thinking. There were more people than seats in the room, despite it being the last session slot on a Saturday evening. She had us up and moving almost the entire time, demonstrating how we can both empower our students to think historically and keep the energy high in a class period. Honestly, I was smiling the whole time. There are few things more exciting than watching someone at the top of their craft. I’m grateful to have Annie on our team!
Historical Thinking Posters!
I know many of you were looking for our historical thinking posters at the conference so I am reposting them here! Click on the poster to download.
Historical Thinking Skills with DefinitionsHistorical Thinking SkillsTHINKS Document Analysis Protocol
Our 2023-2024 Impact Report + Giving Tuesday
As a nonprofit organization, our mission is only realized with community support. It is in this spirit that we are launching our Giving Tuesday and end of year campaign. We want to make all of our formative assessments, and the AI-grading capabilities accessible to all, free of charge! But we can only do this with your support. With this audacious goal ahead, I ask that as you consider where you might give at the end of the year, you consider giving to make this project a reality.
If we’ve learned one thing in the past decade, we can’t take democracy for granted. Empowering the next generation with the skills and dispositions necessary for civic success is critical for the longevity of our democracy. Join us as we equip and empower students as critical thinkers, actively engaged for the future of our democracy.
To learn more about Thinking Nation’s work last year and our efforts to realize this vision for democracy, please check out our Impact Report, released this week!
It is in this spirit, to better our future, that I wish you all a Happy Thanksgiving!
On Friday, October 4, Alliance College-Ready Public Schools hosted a one day conference at the USC Tower in downtown Los Angeles: Stronger Schools, Stronger Communities. In alignment with its 20th anniversary and rebrand, Alliance invited education stakeholders throughout L.A. to attend the one day event. The premise alone sends a needed message to Angelenosâif we want to strengthen public education, we must work together.
Often, it feels like providing high quality education for all Los Angeles students is a competition. Traditional districts compete with charter schools for enrollments and we are still making sense of the mass exodus from public education to homeschooling during the pandemic. But rather than dwell on these hardships, the event served as a planning session for the future.
Given my current role as executive director of Thinking Nation , a Los Angeles-based social studies education nonprofit, I was especially curious about how local education leaders were going to think through our schools and our communities. At the heart of Thinking Nationâs mission is to empower students. We believe that social studies is uniquely set up to do so. But of course, our focus is just one part of a studentâs day. This one day event, covering the entire school day, provides necessary context for us to fulfill our own mission. The word âprogressâ defined the day. It was a remarkably inspiring time together. Early in the morning, our emcee and Allianceâs Chief Strategy and Innovation Officer, Jass Stewart, M.Ed., M.B.A.
, reminded us that when Alliance began in 2004, only 49% of Los Angeles high schoolers were graduating. In looking at LAUSDâs metrics for the 2022-23 school year, itâs now 84%. If we include charter schools, it is likely even higher. Those who care about education in L.A. have clearly done great work. But of course, the work is not over.
In the first session, panelists discussed the state of education in Los Angeles. Continuing to highlight progress, Dr. Fernando Guerra, the Director of the Center for the Study of Los Angeles at Loyola Marymount University, pointed out that capital funding is secure and will likely continue to be strong. While this funding doesnât directly correlate to student outcomes, that funding is critical for teachers and administrators to focus on our students. But what should we focus on? This question transitioned the conversation to measurement and accountability. Myrna CastrejĂłn, the President & CEO of the California Charter Schools Association challenged us to reach a better consensus about what makes a great school. Measurement is critical if we want to support all students, especially students in historically underserved communities. Our consensus must be backed by data, Mayra A. Lara, Ed.D., Director of Southern California Partnerships & Engagement at Education Trust – West, argued. In many cases, she pointed out, we simply donât have the data necessary to meet student needs. To continue to progress, we must curate and make meaning of helpful data.
This focus on data and accountability is one of the core reasons that Thinking Nation works with many Los Angeles schools, including Alliance. We harness generative AI to provide feedback to students on how they think about history, that is historical thinking skills, in order to provide teachers with thorough data reports on student thinking. Our goal here, to measure student thinking rather than student knowledge, is critical in supporting teachers to empower their students with the skills and dispositions necessary for civic and economic success.
In his post-lunch keynote address, L.A. city council president, Marqueece Harris-Dawson demonstrated how student empowerment leads to progress. He shared about how Jefferson High School, just two miles from where we convened on Friday, only had 1 working toilet for its 3600 students in 1997.
Students were given the right tools, access, and time, and as a result, successfully pushed the city to reallocate $200 million in funds toward bettering school campuses. Harris-Dawson, who helped organize student activism during that time, showed us that when we tell students they are empowered, they will act on it. This takeaway, of progress toward student empowerment, was woven throughout the other sessions of the day. It was lifegiving to be among so many educators who saw that and relentlessly pursued better education in our city. Of course, as history teaches us, nothing is inevitable. Historical progress is never guaranteed and is always contingent on human choice. As evidenced by Fridayâs conferences, hundreds of educators around the city are poised to make the choices that support our kids. Letâs join them.
What can we collectively do to empower every learner? Dozens of government officials, education leaders, and teachers convened at the Ronald Reagan Institute in Washington, D.C. to think about the best way to answer that question. This past May 23nd marked the 7th annual Reagan Institute Summit on Education, RISE.Â
Zach and Liz at the Reagan Institute Summit on Education
The sheer location of the Reagan Institute, with the White House in sight, presents a sort of urgency to the event. In my job at Thinking Nation, I live in this state of urgency to pursue a better education for our students. Our organization seeks to shift the paradigm of social studies education by equipping teachers to empower their students in disciplinary thinking. We know that when students engage with the past they study, rather than merely remember it, they are empowered to flourish in both civic and economic life. I was anxious to hear how othersâ areas of focus overlapped with ours.Â
Many of the panels throughout the summit offered provoking ideas and plans of action. However, it was the first panel that I believe set the tone for needed conversations on how we can empower students. Three state leaders in education discussed accountability in schools as they answered the question âHave we reached the low watermark for accountability in schools?â Virginian State Secretary of Education, Aimee Guidera, Maryland State Superintendent of Schools, Carrie Wright, and North Dakota State Superintendent of Public Instruction, Kirsten Baesler each offered their stateâs approach to cementing high standards and corresponding accountability in their schools.
Wright previously served in this role for the state of Mississippi. During her tenure, the state exponentially increased reading scores as evidenced by 4th graders in the state going from 50th to 21st in the nation on the NAEP reading scores. Now in her home state of Maryland, she offered up key aspects of that success. Data was at the core of it.
Data has to drive instruction, and teachers need to know how to leverage the data effectively. If they donât? âBuild professional learning,â she noted. Building teacher capacity is critical to empowering students. This clear connection between accountability standards, corresponding data to measure those standards, and teacher capacity to use that data, was echoed by the other two leaders as well.
Guidera acknowledged that we, as the adults, need to hold ourselves accountable to helping students meet high expectations. In fact, Baesler took it further, stating, âThere is education malpractice if we donât believe our students can achieve high expectations.â But, as all three noted, with No Child Left Behind, the high standards were not coupled with building teacher capacity. This key component, professional learning for teachers, is key to the success of an accountability model embodied by high expectations.
Thinking Nation prioritizes data at the center of all that we do with schools. In fact, weâve leveraged generative AI to make that data instant and easily digestible by teachers in order to facilitate student growth effectively without overburdening teachers. Discernable data can better equip teachers, align whole departments, increase interdisciplinary collaboration, and most importantly, lead to empowered students.
To be transparent, as a former middle school history teacher, I questioned the need for data in the classroom. I felt that it just encouraged teachers to teach to a test and weakened the art of teaching. But I was missing the bigger picture.
Without data, I didnât have a common language of success to use with my colleagues. As a department head, I struggled to break down the silos of our classroom walls. Collaboration without a shared focus and a way to measure that focus was always well intentioned but difficult to implement. Data has changed that.
The shared focus exists by rooting social studies in the discipline, rather than the myriad contents contained within. Then, teachers can have a common language to measure success. They can engage in high level conversations about student success by leveraging resulting data from assessments on disciplinary thinking. When built into the accountability models of schools, weâve found this to be transformative. It gives meaning to the classroom for students and empowers them as thinkers ready to shape the future.
As the state leaders on the panel noted, we need high expectations in our schools. But building teacher capacity to help students meet those expectations is critical. In many ways, weâve failed our teachers. Weâve continued to burden them with demands without giving them the tools to meet those demands. I hope that as other leaders and policy makers at RISE reflected on those insights, we can collectively work to enact real and systemic change to give teachers what they need to empower our students. Those students, our communities, and our country deserve it.
Last week, the Thinking Nation team exhibited and presented at AASAâs 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 Valentineâs 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. Iâm really so fortunate to work with the people I do, and last weekâs 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 yearâs!) This yearâs 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 nationâs 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 canât wait to see what students come up with!
The Podcast: Thinking Historically About
Lastly, since I didnât get around to sending anything out last week, I want to make sure I let everyone know about last weekâs podcast episode with Dr. Larry Paska, Executive Director of the National Council for Social Studies. Iâm 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 weekâs episode features Andrea Foggy-Paxton, who I regrettably didnât know about until we serendipitously sat next to each other at the Reagan Instituteâs 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 Andreaâs 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!
As I mentioned last week, we are releasing a new podcast episode every week leading up to Civic Learning Week (March 11-15). Todayâs 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 Reaganâs 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: âFirst, we have to focus on the values that guide usâthen we can focus on the laws and the economy.â 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, âPromoting Freedom and Democracy at Home and Abroad.â 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, âNurturing Civic Dispositions to Uphold Democratic Institutions and Integrity.â 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.
Iâm 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 Nationâs. His practical insights brought the theory to life for those in the room without classroom experience.Â
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. Iâm grateful to Dr. Janet Tran at the Ronald Reagan Instituteâs 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.
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.
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 Nationâs 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 Nationâs 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 OâDonnell 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 OâDonnell, 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. OâDonnell, 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 Iâd 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: âBuilding Alignment Across Social Studies: Creating a More Unified Social Studies Approach.â
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.
Iâm excited to share more on the many great events and announcements we have for the coming weeks, but for now, Iâll just say âstay tuned!â
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 âCultivating Historians, not History Enthusiasts: Maintaining Relevance in Educationâs Future.â Iâve 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 (GLIâs CA Teacher of the Year!) She has consistently been doing such great work pushing boundaries in using edtech in her history classroom. Youâre 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 Nashvilleâs 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 Tennesseeâs State Capital (where President James Polk is buried), and Andrew Jacksonâs Hermitage. But perhaps most inspiring was the several Civil Rights Movement markers throughout the city. Walking to Woolworthâs 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! Iâll 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.
Last week, Thinking Nationâs 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, Iâd 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 historianâs 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 âHow Good Intentions and Bad Ideasâ (chiefly at universities) âAre Setting Up a Generation for Failure.â 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 heâs 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 âget phones out of school now.â His ExcelinEd presentation provided compelling findings that demonstrate the negative impact of screens in school. Both he, and the next speaker Iâll 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 Iâll highlight here is Arthur Brooks. Brooks has become a mainstay in my weekly reading over at The Atlantic with his Thursday âhappinessâ 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, Brooksâ columns and research feels both authentic and practical.
Brooksâ 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. Oneâs answer to those questions doesnât matter as much as the sheer ability to answer them. The questions?
Why am I alive?
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 todayâs 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.âs 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
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 Iâve done in the past), Iâd 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:
âWith 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.â
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.
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 Mansfieldâs own students at Ben Barber Innovation Academyâs Savvyâs 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 âredefine readyâ 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 sheâs 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.Â
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. Gallinskyâs 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. Itâs why our vision is that âall students will mature into thinking citizens, equipped with the essential skills to participate in a robust democracy.â
As we move forward with our partnership with the Redefining Ready! Cohort, Iâm 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!
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 organizationâs 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 Liljedahlâs work and the role of assessment in social studies classrooms. As Iâve often writtenabout, 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 âwe evaluate what we valueâ (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 Iâve 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.
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 Dayâs 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 Americaâs holiday and not merely a celebration for Black Americans. We also took a dive into Annette Gordon-Reedâs moving memoir-meets-monograph, On Juneteenth. Todayâs 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 âLiberation in the Lens of Artivism.â 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 werenât 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 werenât 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 wasnât for the scaffolds created by the National Liberty Museum. The holiday could not have been contextualized without the National Juneteenth Museum. Lastly, if it werenât 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.
In this post, our Community Outreach Manager, Tiana Day, reflects on her time last week at the National Black Minds Matter Summit in Washington, DC.
Monica Hall of T.H.R.I.V.E Christian Academy with Tiana Day.
Thinking Nation was a proud sponsor of the 2023 National Black Minds Matter Summit. The conference brought together compelling Black school founders, politicians, allies, and advocates from across the country to discuss how to better support Black students in education.
Elizabeth Connolly (Chief Partnership Officer) and I traveled to Washington D.C. to support our partners at Black Minds Matter and attend this conference.
“Black Minds Matter is a national movement to celebrate Black minds, support excellence, and promote the development of high-quality school options for Black students.” -BMM Site
During this three-day conference, we listened to inspiring panelists share their success journeys, ups and downs, and the advice they have gained from working in the education space.
One of the first presentations was conducted by students attending Legends Charter School, based just outside the nationâs capital in Lanham, MD. Legends School, founded by Shomari and Atasha James, focuses on integrating financial literacy courses into their curriculum. The 7th-grade students who attended the conference presented a stock market analysis. It was incredible to see such young people speak confidently about investing and closing the wealth gaps in historically marginalized communities. I personally learned a thing or two from these students! I also learned that school founders can take innovative approaches to education to tackle systemic issues during students’ K-12 years.
One of the most compelling speakers we heard from was Patricia Brantley, the CEO of Friendship Public Charter Schools. Friendship Schools (PK3-12) is a leading group of 15 physical charter schools in the Washington D.C. area that started with two locations in 1998. Brantley believes that the representation of teachers in the classroom has contributed to the success of her students. Her schools focus on ensuring teachers reflect the diverse populations of the students they serve. Friendship Schools also value accessibility, offering an online platform for students in grades K-8 living in the Washington D.C. area. Brantley celebrated their 25th-year anniversary and achievements, boasting a 95% graduation rate with 100% of students who have attended Friendship Schools being accepted into 4-year colleges and universities.
As I reflect on my own educational journey and why I love working with Thinking Nation, I think about the lack of representation I faced as a Black student during my K-12 experience. Today, my passion lies in creating a safe space for students to feel supported by a community where they feel they belong. When students feel a sense of belonging, they feel celebrated, and their confidence often translates into academic achievements. We heard from a politician based in Indiana who shared that at one point, there were only 10 Black male teachers in the entire state serving 1.2 million students. I pondered whether the students who had access to learning from those Black male teachers knew how rare it was to gain that perspective. It truly changed my perspective on the importance of having representation in the classroom as leaders for students to look up to.
We also heard from politicians who shared with the participants how to get in contact with their state legislators and build genuine relationships. One politician shared that for them, it only takes one impactful story to inspire action, and hearing from a quality parent, student, or community member has a greater impact than receiving thousands of template-filled emails. Another politician shared that they prefer scheduling coffee meetings during breaks or between sessions with community members and enjoying attending community events. Each shared a different perspective on how they like to be communicated with. However, they all agreed on three things: the importance of getting to know representatives at the local, state, and national levels, being informed before approaching a representative, and being respectful and non-confrontational when advocating for what one believes is right.
A unique aspect of this conference was a presentation from Lauren Zelt and Kristin Hoff from Zelt Communications Group, who taught school founders how to use media for visibility. In today’s society, where we are constantly consuming media, leveraging it can be an effective way for school founders to spread the word about their schools. We learned about hosting press conferences and reaching out to broadcast, radio, and news stations to gain coverage. They emphasized the importance of building media relations to expand brand awareness.
Through a partnership with the American National Federation of Schools, founders attending this conference would gain access to free consulting and media training from Zelt Communications. This is often an overlooked aspect when starting a school or any endeavor, really. The media can help amplify our messages, and with proper training and confidence, it can be an essential tool for founders and educators to scale their impact, reach more students and parents, and inspire others to follow in their footsteps.
I felt like I left this conference with a wealth of knowledge from others’ lived experiences and perspectives. It was truly inspiring to hear from these leaders who spoke with immense passion about their students.
My biggest takeaway from the National Black Minds Matter Summit was that Black-founded schools are not monolithic. The majority of these founders aim to use innovative techniques relevant to students to equip them with skills that go beyond academics and prepare them for life. Many schools offer unconventional classes such as computer science engineering or financial literacy to help students align better with their educational and life goals. Attending this conference was an incredible experience for both Elizabeth and me. Simply listening and learning how Thinking Nation can continue to support schools and reach students across the country has been a valuable experience.
