Advocacy ToolKit

Creating Effective Citizens

That's what we do, and our task is essential to maintaining an effective democracy. However, not everyone understands this. When this message is understood, students will benefit, schools will have greater support, and social studies teachers and other educators will find their job more rewarding and easier to accomplish.

There's no group better suited to conduct an advocacy campaign to communicate the importance of social studies education than National Council for the Social Studies. Under the theme, Today's Social Studies... Creating Effective Citizens, NCSS, our state and local councils, and our members can reach out to key audiences to create an awareness of the essential nature of quality social studies education.

This Advocacy Toolkit is one effort to deliver our message through the campaign. We hope you will become very familiar with the Toolkit, because the campaign will not succeed without YOU. NCSS's greatest resources in creating greater awareness of the importance of social studies education are our members and our councils. You have the best understanding of social studies; you are in every corner of the United States, and you can reach out to people throughout the country. In this kit, we have provided an explanation of the campaign and numerous sample materials you can use to promote social studies education. You are essential to the success of the campaign, and this kit will provide you with tools to accomplish your mission.

Please keep in mind that NCSS leaders are not just turning over the responsibility of this campaign to members. There is much the national office will do, including developing partnerships with other education and governmental groups and working with the national news media. However, an awareness campaign such as this one works best with a grassroots approach. Using information in this kit, you can influence key audiences locally. A partnership between the national office and local members is the most effective way to deliver our important message.

There are two ways you can help communicate for social studies. One is becoming involved in this campaign. The other is by practicing solid advocacy each day of your professional career. The campaign can be implemented very effectively if social studies educators are positively involved in it, but if individual social studies teachers are delivering negative messages in their communities, the overall reputation of social studies in that area is not going to be positive. In this Toolkit, we have provided ideas on how you can become involved in the campaign and ways to practice positive advocacy each day.

Throughout the kit, you will find specific ideas marked with this lightbulb icon. These are ideas councils or individuals can try. All have proven effective in schools across the country.

Working together, we can create greater awareness of the important work each NCSS member does every day. We can explain to America that Today's Social Studies Creates Effective Citizens.

About the Campaign

Background
Any time an organization embarks on a public awareness campaign, it's important to focus on a few guiding principles. Here we'll look at some of those principles that will lead us to success.

Much in today's society relies on public awareness and support. James Tolley, former vice president of the Chrysler Corporation said, "All institutions live or die by public opinion." That is just as true for education as it is for automobiles. Social studies educators compete for support from school boards, resources from state governments, and understanding from local citizens.

If people misunderstand the value of social studies education, our programs will struggle for support. Jobs will be eliminated, budgets will be cut, and support will be directed elsewhere. This campaign has the potential to turn around those dire possibilities. Our goal is to create awareness of the fact that social studies teaches students to be effective citizens.

The key to this campaign is collaboration between the national office, state and local councils, and individual members. The national staff will reach out to the national news media, education associations, and governmental leaders, among other groups. However, one of the most important roles for the national staff is to provide guidance and materials for members, because members can turn this campaign into a grass roots effort that can create awareness of the importance of social studies in every corner of the country. Active member involvement is the cornerstone of any national organization's campaign to raise awareness. This approach has worked with other groups, and it can work with NCSS.

Theme
All campaigns revolve a central theme or message. We have selected Today's Social Studies... Creating Effective Citizens. This theme both corrects a misconception about social studies education and focuses on the true value of what we do.

Too many people equate social studies to what they remember from their school days--no matter how long it has been since they were in school. We need to communicate that social studies is changing to meet the challenges of today's world. It is not enough for students to memorize dates or locations on a map. Today's social studies provides students with the knowledge, thinking skills and experiences that will allow them to grow into effective citizens. That's the Today's Social Studies part of the theme.

Creating Effective Citizens explains the value of social studies education. Recently, there has been much attention given to the importance of some other subjects, including mathematics, science and reading. While social studies educators would not dispute the importance of these disciplines, we know that the lessons taught in our programs are equally important. There is an essential outcome to social studies education--it prepares people to take their place in a democracy. That's the message we need to deliver. As you become involved in the campaign, consider using this theme frequently in your communications, whether it be in parent-teacher conferences, back-to-school nights, speeches to civic groups, or talks with other educators. A key element in any campaign is delivering the central message over and over again.

Develop a "business card" to distribute to parents at the start of the school year. Head the card with the theme. Then include ways parents can support their children's social studies education and/or ways to contact you.

National/State Council/Member Partnership
There are many attitudes to be impacted in this campaign--at the national, state and local levels. And while NCSS does not have the treasury to purchase full-page ads in the daily newspaper in every state capital each month, we do have a wonderful resource--26,000 members.

Working with state and local councils and individual members will allow us to implement an effective campaign at all three levels. The national office will assume the major responsibility in working with other national education associations and governmental groups. State and local councils can implement the campaign at the state and regional level. And members can impact their local legislators, news media, school board members, central office administrators, parents, students, and others. The national office will provide materials, such as this Advocacy Toolkit, that members will be able to easily adapt and use locally. Other information will be communicated on the NCSS website and through publications. But a key to delivery of our message will be the involvement of members. If each of our 26,000 members will take just five minutes a month or accomplish one major advocacy activity a year in support of this campaign, think of the power.

Councils could run a short column in each issue of member newsletters explaining what they are doing in this campaign and how their members can become involved.

Audiences
One key in a successful advocacy campaign is to focus on delivering your message to the most important audiences. Simply put, no one has the resources to communicate with everyone who needs to hear our message to the extent necessary to change their attitudes. Thus, three audiences have been selected for the start of this campaign: NCSS members, state legislators, and the news media.

NCSS members have been selected as one of the key audiences, not because they 'dont understand the importance of social studies education, but because you are essential in delivering this message to others. Local members have access to so many individuals who influence our work--school board members, superintendents, assistant superintendents, principals, teachers in other disciplines, parents, students, local government officials, and community leaders.

Find another social studies educator, who may or may not be an NCSS member, and discuss this campaign. Urge that person to become involved. He or she may also see the value of NCSS Membership.

State legislators have been targeted because they are the individuals who set many requirements and expectations for what we do every day. Plus, they control state funding for social studies.

Our third audience is the news media because they influence many other individuals in every community.

This doesn't mean these are the only people we hope will become aware of the importance of social studies, but they are the three around which this campaign will focus. As we move forward, others may be added, or affiliates may add another audience that is especially important in their area.

Campaign Length
This campaign must be viewed as a long-term project. In fact, NCSS members should see "promoting the importance of social studies education" as something that is with them forever. As we start to develop a positive understanding of social studies, if we don't continue to communicate, our reputation will slip and our value will be misunderstood.

What Is Social Studies Education?
The accurate answer to this question is many, many topics. After all, social studies includes such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. Parts of the humanities, mathematics and the natural sciences also touch on the broad topic of social studies. This is what makes social studies so important to a complete education. But, it also makes it difficult to explain to key audiences exactly what we do.

NCSS defines social studies as "the integrated study of the social sciences and humanities to promote civic competence." That definition should be the foundation for this campaign.

It's essential that everyone involved in the campaign adapts this view of social studies as we communicate our messages. We should not focus on any one or two disciplines at the exclusion of others. The beauty of social studies is this integrated approach--bringing many subjects together to create effective citizens.

NCSS Support
The Board of Directors and national office is committed to providing consistent support to members in this campaign. The Advocacy Toolkit is the only item. Members can look for more information and support on the NCSS website (http://www.socialstudies.org), in publications, at meetings and conferences, and on NCSS e-mail listservs.

Check the NCSS web site regularly to see new ways you can become involved in the campaign.

Advocacy 101

Advocacy--The Basic Concepts
Advocacy happens!

While some NCSS members may not believe they practice advocacy, as long as there are students in their classrooms, messages will be delivered. Communication cannot be turned on and off like a hot water faucet. However, there is one clear choice--whether the majority of the messages are going to be positive or negative.

In this Toolkit, there is not space to provide a complete understanding of effective school advocacy, but there are some key concepts that must be remembered and implemented if this campaign is to be successful. The first is that messages about social studies are being delivered all the time--at youth sporting events, in the barber shop, at the bridge club, in the supermarket checkout line, and many more places. Students, teachers in other subject areas, school board members, school volunteers, parents, classified employees and others are all potential sources of information. They are likely to talk about their perceptions of social studies in their daily lives. The only question is whether they have accurate information. And who knows whether one of those people is the next door neighbor of a state legislator or may be interviewed by a reporter?

The point of this campaign, and your everyday communication efforts, is to deliver accurate, positive messages about social studies so when people are asked questions, they will respond accurately.

Public relations also happens every day. This campaign is designed to deliver an important message about social studies education--that Today's Social Studies Creates Effective Citizens. However, outside of the campaign, messages are being communicated each day by social studies educators. The campaign will not be successful if individual NCSS members are not paying attention to their every day advocacy responsibilities. Ideas will be suggested in this kit on ways to promote social studies on a daily basis.

In addition to the NCSS web site, those who want to learn more about school advocacy can contact the National School Public Relations Association, the nation's leader in education communication. NSPRA's web address is http://www.nspra.org. NSPRA also has state chapters that could provide local assistance and information for NCSS members and state councils.

Shaping Attitudes
The point of any advocacy effort is to shape someone's or some group's attitudes regarding your organization or project.

Pat Jackson, a highly-respected PR counselor in New Hampshire, defines advocacy as building relationships that change attitudes to bring about desired behaviors. That is a bottom-line measurement to any advocacy activity. Advocacy is not just about getting a positive article in the newspaper or publishing an annual report. Advocacy is a compilation of activities designed to shape attitudes. The result should be public support.

In some communities today, people may have the attitude that social studies is merely memorizing dates and locations. Or it's not as important as other subjects. Some government leaders may think that social studies doesn't need much financial support because it's not one of the "important subjects." These attitudes can impact what occurs in every social studies classroom.

Our task in this campaign and in your daily advocacy activities is to create an accurate understanding of the value of social studies education and what people can do to help social studies educators teach students.

Research tells us that people go through five mental steps in developing their attitudes: awareness, interest, evaluation, trial, and adoption. This is called the Diffusion Process.

Let's look at how the Diffusion Process might work in shaping attitudes about social studies education:

AWARENESS--Obviously, people must become aware of a concept before they can support it. Too many people today do not understand the important role social studies plays in creating the well-rounded person who will function in today's society. From a advocacy standpoint, mass communications--newsletters, the news media, bulletins, websites--work very effectively in building awareness.

INTEREST--Once people become aware of an idea, they are not ready to support it. First, interest must be built. They want to know more about what "today's social studies" is and how does it contribute to an effective citizen. Again, in this step mass communication is effective.

EVALUATION-- Throughout the rest of the Diffusion Process, mass communication is almost totally ineffective. Now interpersonal communication--speeches, phone calls, conversations at the grocery store--are necessary to move people toward adoption. In this step, a legislator or school board member might ask someone who works in a school or a parent about the importance of social studies. Here it's especially important that people close to the school family understand the value of social studies education so they can be ambassadors when asked questions.

TRIAL--This is the step where people need to see things for themselves. When purchasing a car, it's the test drive. In a campaign for social studies, it might be an organized event where opinion leaders attend a social studies class.

ADOPTION--If you have been successful in the four previous steps, now is the time people will say they understand that Today's Social Studies Creates Effective Citizens. Hopefully, they also will ask how they can help.

Targeting Audiences
There's only so much time any of us has to complete any task, including advocacy. Thus, it's important to determine which audiences are the most important to social studies education. For the purpose of this campaign, we have identified NCSS members, state legislators, and the news media.

Selecting a few groups for your communication effort is called targeting. Targeting audiences does not mean that you will stop communicating with everyone else. It means that special attention will be given to the targeted audience.

There's a tactic that brings even greater focus to communication called super targeting. Sometimes a target audience will be very large, and you may not have the resources to communicate efficiently with all parties in that audience. So you look for segments of that audience that influence the attitudes of others.

For example, if social studies educators want to eliminate a burdensome state requirement that is actually harming education, the State Legislature is likely to be a target audience. You would also communicate with parents, the news media, school board members, etc. since they may communicate with legislators. However, you might super target the Education Committee in the State Legislature since that group is likely to make recommendations on the requirement.

In addition to the three audiences for this PR campaign, think about whether there are additional audiences in your community or state that need a better understanding of social studies education. Bring together a small group of colleagues and simply brainstorm a list of key audiences. Divide that list into internal audiences--those closest to the school--and external audiences. Prioritize this list so that you have only a few that can receive adequate attention.

Keep in mind that there are two categories of audiences to consider in a advocacy campaign--primary and secondary. Primary audiences are those you hope will take the action. Secondary audiences are those that can influence the primary audience. For example, if you hope the school board will take an action, the school board members compose the primary audience. The superintendent and key advisers compose the secondary audiences.

Advocacy Planning
To begin an advocacy campaign without a plan is like starting your car's engine to go on vacation without knowing where you plan to spend your vacation. There are many approaches to advocacy planning, but here is a 10-step process that will help assure success. A council or group of local teachers who want to move forward on this campaign should take the time to develop a plan. It will save time and resources in the long run.

Note that in this 10-step plan, the first two and the sixth steps have already been completed.

10 Steps to Your Advocacy Plan
1. Identify an Advocacy Challenge or Opportunity.

Convince people that social studies education has changed and is essential in creating effective citizens.

2. Determine the Key Audiences.

• NCSS members
• State legislators
• News media

3. Find Out What Those Audiences Currently Know or Perceive.

4. Determine How Each Audience Receives Its Information.

5. Establish Measurable Objectives for Each Audience.

6. Define Message Points for Each Audience.

NCSS Members

• Social studies is the thread that holds our democracy together.
• Too many influential people do not understand the importance of social studies education and social studies teachers.
• You are essential to a campaign to create greater support for social studies education. You can achieve much with a small investment of time.
• What you do every day as an educator helps develop social studies' reputation.

News Media

• Social studies is the thread that holds our democracy together.
• There is a strong connection between social studies education and effective citizenship.
• Social studies education is relevant and very much alive in today's classrooms.

State Legislators

• Social studies is the thread that holds our democracy together.
• Social studies education results in people understanding and participating in the democratic process.
• Social studies education provides a framework for lifelong participation in building engaged and effective communities.

7. Determine the Communication Activities To Deliver Those Messages.

8. Decide What Resources Are Necessary To Complete Each Activity.

9. Establish a Timeline and Responsible Party for Each Activity.

10. Evaluate Whether You Have Reached Your Objectives.

The sample plan which follows this section will guide you through completing the remainder of this 10-step process. Perhaps the most important step will be number six, where you determine specific messages for each audience, i.e. what you want them to read or hear so they will develop a better understanding of social studies education. Message points should be clear and few.

Sample Advocacy Plan
Advocacy Challenge: To convince the school board to provide adequate funding for social studies education.

Key Audiences

• School Board Members (primary)
• People who support the school board members (secondary)
• Other elected leaders (secondary)
• School staff (secondary)

Determine What They Know

• Read past Board meeting minutes
• Review past election materials for comments on social studies
• Read newspaper coverage of Board meetings
• Hold individual interviews with Board members

Determine How They Receive Their Information

• Interviews (based on what is discovered, new audiences may be added. For example, if members of the Board indicate that they only listen to recommendations from the superintendent then he/she is added to your audience list.)

Measurable Objectives

• Each Board member will be given a copy of NCSS's curriculum standards
• An article on the value of social studies will be published in the state school board association journal
• Eighty percent of the Board will attend a seminar conducted by local social studies educators
• Eighty percent of the Board will attend a social studies class in a local school

Message Points

• Social studies education is more important than ever
• Social studies education creates effective citizens

• Social studies is the thread that holds our society together

Communication Activities

• Prepare a cover letter and send a copy of the NCSS curriculum standards
• Make a follow up phone call to assure it was received
• Submit an article to the state school boards association
• Deliver an invitation (written or verbal) to the conference
• Develop a plan with the schools to have board members observe a social studies classroom
• Deliver an invitation (written or oral) to participate in the observation

Resources

• Time to compose and disseminate the letters
• Postage

Timeline

• Indicate completion time for each activity

Evaluation

• Is article published?
• Do they express an interest in the NCSS curriculum standards?
• Do they go on the observation?
• The vote

Writing Your Messages
One essential component of any effective advocacy campaign is to focus on specific messages for each of the targeted audiences. These messages should be based on attitudes that you hope to shape.

For this campaign, NCSS has developed three messages for both state legislators and the news media:

State legislators

• Social studies is the thread that holds our democracy together.
• Social studies education results in people understanding and participating in the democratic process.
• Social studies education provides a framework for lifelong participation in building engaged and effective communities.

News Media

• Social studies is the thread that holds our democracy together.
• There is a strong connection between social studies education and effective citizenship.
• Social studies education is relevant and very much alive in today's classrooms.

It's important to include these messages as frequently as possible in communicating to the targeted audiences and to others that might influence state legislators and the news media. In a campaign of this nature, you can never communicate a message too often. Remember what Nike tells us ("Just Do It") and how frequently we hear that message.

In implementing activities for this campaign, members and councils should look for ways to include these messages in their communications. For example, if you have the chance to meet with a state legislator, make sure those three messages are shared along with anything else you may have on your agenda.

Making the Campaign Work

The Campaign and Your Everyday Job
As already mentioned, there are two ways that the reputation of social studies education will be influenced in communities across the country:

• action taken to implement this campaign, and
• everyday communication by social studies educators.

Both are important. Even if the campaign is implemented effectively, parents, students, and others will not support social studies education if they believe it is not operating well in their school. And you never know whether those audiences influence the key target audiences established for this campaign. The parents of a U.S. History student could be important volunteers in a state legislator's campaign, or a school board member could be married to the editor of the local newspaper.

This section contains a number of proven advocacy ideas that social studies educators can employ to communicate on a daily basis. Some are geared for elementary schools, others for middle level, and still others for high schools. Some can work at all levels. Some ideas can best be used by teachers; others by principals or assistant principals; still others by central office administrators. Select the ones that have the most potential for you.

If you are a teacher, don't be afraid to share some of these ideas with your principal or superintendent. These ideas have all worked, and everyone has a responsibility to promote education. You can be a advocacy resource to others in your school or district.

If you are already doing some of these, keep up the good work. If not, consider trying one or two this school year. Don't do too many all at once and set yourself up for failure because you don't have enough time to do them effectively. Start small, succeed, and build on that success. Think of promoting social studies education as a long-term activity. And don't forget to add other ideas you know and share them with your colleagues.

The Four Best School Advocacy Ideas
Here are four ideas that school advocacy professionals have used over the years to deliver their messages, and they can be easily adapted for the NCSS campaign. Consider trying one of these ideas this school year, add a second next year, and so forth. All of the ideas can be used by individual educators in their schools. Some, such as the "See for Yourself Campaign" and "Key Communicators," can be organized by a council so that they are coordinated throughout a state or region.

Key Communicators
Any area--state or community--has a group of opinion leaders, who are asked questions about any item of interest in that area whether it's about the price of gasoline or the value of social studies education. These opinion leaders are likely to answer those questions, but one wonders whether they are prepared to deliver an accurate message about social studies.

Keep in mind that opinion leaders are not always what might be called the "most important people" in a community. They may be the president of the bank, the executive director of the chamber of commerce, and the mayor. However, they may also be a barber, soccer coach, or baker. Opinion leaders are determined by how many people they influence--they have people power, not necessarily position power.

Educators can turn these opinion leaders into Key Communicators for social studies. Councils or a school district team can follow these steps:

• Pull together a small group of colleagues and brainstorm the names of opinion leaders in your area. Start with a manageable number of people; you can always add more.
• Send a letter to those individuals, inviting them to an initial meeting of your Key Communicator group. Follow up with a phone call to encourage their participation.
• At the meeting indicate that you believe they are leaders in your area, that they communicate with many other people, and that you hope to gain their understanding of the importance of social studies education so they can communicate about it. Indicate that the more citizens know about social studies education, the more they can support local education. The bottom line is that students will benefit.
• Then, ask whether they have any questions about social studies, and distribute any appropriate handout materials. Urge them to share this information, and ask them to contact you with any questions they may have during the year.

You may want to create a quarterly newsletter for your Key Communicators to keep in touch with them. If possible, have an annual meeting to update these people and keep in touch.

Some schools and school districts have Key Communicators. If your district does, seek the opportunity to communicate with that group regarding social studies.

See for Yourself Programs
There's no better way to shape attitudes than to give people the chance to see things for themselves. This is interpersonal communication at its most effective. Again, councils or local educators can implement see for yourself campaigns to create support for social studies education. This is especially important in overcoming the attitude that social studies education is what it was 30 years ago when today's adults were in school.

A Social Studies Student for a Day program could be an effective See for Yourself activity for this campaign. Consider these steps:

• Brainstorm the names of key leaders in your state or community. Develop a short list. Then develop a list of schools where social studies education is effective, and match each leader to a school. Make sure to explain the program to principals or other school administrators and obtain support.

• Have someone from the school contact the leader and invite him or her to spend a day at the school as a student in various social studies classes. Explain that you believe social studies education is essential in creating effective citizens and you would like the leader to have a first hand opportunity to see what is happening in today's social studies classroom.
• At the end of the day, set aside some time to sit down with the leader and respond to any questions he or she may have. Also, offer some materials on social studies.
• Keep in touch with that leader, whether it's inviting him or her to a school awards assembly, having lunch together, or sending an occasional letter.

Some educators who use Student for a Day programs, make sure that a test is being given on the day the leader attends class. Consider that to show first hand what a student is expected to learn. Or bring in a leader at a time when students are reporting on extensive projects.

What's Right with Social Studies
All of us have opportunities almost every day to promote social studies education. Since we are recognized as educators, people are likely to ask us questions about schools and social studies in the supermarket checkout line, at the cosmetology salon, at the youth sporting event, at social events, etc. Each question is an opportunity to build greater awareness of the importance of social studies education and our successes. The concern is whether we are ready to speak up for social studies and take advantage of that opportunity.

Here's an idea for councils or a small group of NCSS members to try. Bring together colleagues and brainstorm three items:

• Successes of students in social studies, such as award winners;
• Accomplishments of social studies educators, such as teacher award winners;
• Contributions social studies students make to the school or community, such as researching and writing a history of the region.

When completed, list your successes on a card, laminate that card, and provide copies to local social studies educators or members of your council. Encourage people to carry this card and use it as a resource to speak up for social studies successes at every opportunity.

Send this list to people who need to know about social studies, such as school board members, local elected officials, state legislators, and teachers in other subject areas.

Using Your Best Read Publications
It isn't necessary to start new publications to communicate a message. Sometimes it's best to simply ask yourself which current publications are read most frequently. In many homes, the best-read school publication is the school lunch menu. It comes home the first of every month and is posted on the kitchen bulletin board. Too frequently, the actual menu is published on one side of the paper and nothing appears on the other. A more strategic idea would be to publish two weeks of the lunch menu on the front and, below that, facts about the importance of social studies education or local successes from the social studies classroom. Then, do the same on the reverse side.

In your local school system, determine whether this would be possible. Perhaps the school district would promote social studies one month and other subjects in other months.

One well-read publication is the fax cover sheet. Councils may want to consider creating a section on cover sheets that includes three or four successes or key points about the importance of social studies education. School districts or individuals can also do this. And don't forget to include the campaign theme.

Here are ideas to reach some of the audiences social studies educators deal with frequently.

Ideas To Reach Students

• Learn the names of as many students as possible--even if they aren't in your classroom. Talk to students in the hallway, on the playground, and in the cafeteria. Take an interest in them. Show them that social studies educators are caring people.
• Create recognition programs for students. Student of the month bulletin boards, congratulatory letters mailed to the students at their homes, partnerships with local business where students receive discounts for success--all of these will communicate that success in social studies is important.
• Establish a Big Brother/Big Sister program where older students work with younger students on social studies projects. High school students can go into an elementary school during Cinco de Mayo and discuss the Hispanic culture. Or high schoolers involved in a service project can include one or two middle level youngsters in part of their work.
• Never forget the long-time idea of giving Happygrams to elementary students when they succeed. However, create a Happygram that also communicates a message for social studies. Add the campaign theme to it and/or a quote on the importance of social studies. Remember that many more people than students read happygrams--parents, grandparents and other relatives.
• Create a lesson on the historical importance of social studies education to an effective democracy. Social studies education is essential to a successful nation. Make sure students understand this.
• Encourage foreign exchange students to speak to other classes, especially elementary and middle level students, to discuss their countries and cultures.
• Create a day when students can shadow an adult who works in a position that deals with social studies education, i.e. a city government worker, community service organizer, economist, etc. Let students see first hand how lessons learned in social studies classrooms will help them succeed as adults.
• Invite speakers involved in social studies fields to come into your classroom to speak with students.
• Encourage community service projects where students work in the community to better residents and the community as a whole.
• Conduct a history project where students interview local residents about the history of the community. Publish a booklet on this history. Have students make presentations at civic groups about their findings.

Ideas To Reach Parents

• Make a positive phone call home each month to let parents know what students are accomplishing in your classroom. Encourage them to come and see for themselves the challenging curriculum you offer.
• Introduce yourself to parents before the start of the school year and use this opportunity to talk about the value of social studies education. Include the campaign theme on written materials you might leave with them. Some teachers try to visit parents in their homes before the start of the school year.
• Assure that there is a parent communication from each classroom and a parent newsletter coming from the school. Include quotes on the importance of social studies and the theme as part of these communications.
• Create a question of the month around the importance of social studies and ask parents the question in your newsletter or on the school website.
• Invite parents to special events in the social studies classroom during the year, i.e. Thanksgiving dinner in the third grade, stock market simulation in the economics class.
• Establish an award for parents who have supported their student in social studies education each year. Find a business partner (local restaurant, video rental store, etc.) that will provide a meaningful award. Have students present the awards.
• Publish a calendar of what students will learn in social studies during the year and mail it to every parent. Sometimes our problem is that we never tell people what we are doing. Include the campaign theme on this calendar.
• Publish a calendar of activities that families can complete during the summer and reinforce lessons learned in the social studies classroom.
• Take photos of students at work on social studies projects and send them home to parents. Some educators find that one parent has photography as a hobby and that individual will be very happy to take these photos.
• Make sure that parents know when their student(s) have been recognized. Send notes home, or even better, make a positive phone call home. Some educators are phoning parents at their workplace to inform them of an award their youngster has won. Frequently, parents will brag to co-workers, and more people hear about the importance of success in social studies.

Ideas To Reach Other Teachers and Classified Staff

• Ask for time at staff meetings to update teachers and classified staff on what is happening in social studies.
• Host a breakfast or lunch for teacher and classified staff leaders to explain what is being accomplished in social studies education. Include students to discuss what social studies has meant to them.
• Compile an annual list of successes in the social studies program and share that with staff members at your school.
• Establish a "Trade a Class" program where you invite a non-social studies teacher to spend one of their prep periods in your class and you do the same in his/her class. Get to know what each other does.

Ideas To Reach School Board Members

• Try to schedule a briefing at the school board meeting on the important role of social studies education and how it leads to effective citizens. Some school districts organize portions of board retreats around curriculum briefings such as this.
• Recognize outstanding students at school board meetings on a regular basis and invite their parents to attend.

Ideas To Reach Others

• Create a business card for yourself on your computer, and on the back print the theme Today's Social Studies... Creating Effective Citizens. Include a few facts or quotes about the importance of social studies education.
• Take an outstanding social studies student to a civic club meeting as part of the recognition for that student. Have him or her speak for a few moments about the value of social studies.
• Plan an outreach program to a senior citizen center where your students work with the seniors. This can range from presenting a skit by elementary students on a social studies issue to older students teaching seniors computer skills.
• Speak to key groups in your community about social studies education. This kit includes a sample speech that you can localize to make even more effective. Ask for the opportunity to make presentations during times of the year when people are focused on education, such as the start of school, American Education Week, or graduation. You may know members of civic groups who could assist you in getting onto the program. Alternatively, Chambers of Commerce should have a listing of all civic groups that might be helpful.

A Special Time To Reach Parents
Open houses and back to school nights provide social studies teachers with a special time to communicate with parents. While not all parents attend these evenings, those who do are interested in education and are likely to share their opinions about social studies with other residents. Parents come to hear about their students' progress, but you can also use these nights as an opportunity to create awareness of the new social studies.

Get the meeting off to the right start by greeting parents at the door with a smile and a handshake. Such a greeting provides a totally different perception of social studies teachers than when teachers shuffle papers at their desk waiting for the bell to ring.

Spent a few minutes discussing how social studies is changing today and how the goal is to prepare students to be effective citizens. Briefly describe the various courses in the social studies department in your school. Then move on to discussing the specifics of your class.

Consider using one of the handouts at the end of this section. You may want to adapt it. If so, you can download the handout from the NCSS website and easily make changes.

Consider how you can encourage parents to keep this information. One way is to include your phone number or other contact information. You may want to add key dates from your classroom that parents will want to know, i.e. project due dates, simulations parents can attend, awards presentations, etc.

HANDOUT 1:

Today's Social Studies... Creating Effective Citizens

"Social studies is the integrated study of the social sciences and humanities to promote civic competence."

Today's social studies teaches students:

• to understand cultures -- systems of beliefs, knowledge, values, and traditions -- so they can relate to people in our nation and throughout the world.
• to develop historic perspective and understand how things change and develop-- so they can make informed choices and decisions in the present.
• to understand geography and space beyond their personal locations – so they can be effective decision makers regarding the relationship between human beings and their environment.
• to understand human behavior and personal identity -- so they can better understand the processes and ethical principles underlying individual action.
• to comprehend the formation, control and influences of institutions -- so they can work through institutional change for the common good.
• to understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary society-- so they can develop civic competence.
• to understand how the production, distribution, and consumption of goods and services is organized -- so they can function effectively in an interdependent world economy.
• to interpret the relationships among science, technology, and society – so they are prepared to make difficult social choices.
• to analyze the realities of global interdependence and connections -- so they can find solutions to persisting and emerging global issues.
• to understand civic ideals and practices across time and in diverse societies -- so they can participate fully in our society.

www.socialstudies.org

HANDOUT 2:

Today's Social Studies... Creating Effective Citizens

"Social studies is the integrated study of the social sciences and humanities to promote civic competence."

• Anthropology
• Archaeology
• Economics
• Geography
• History
• Law
• Philosophy
• Political Science
• Psychology
• Religion
• Sociology
• appropriate content from the humanities, mathematics, and natural sciences

Through these disciplines, social studies teaches about:

• Culture
• Time, Continuity, and Change
• People, Places, and Environment
• Individual Development and Identity
• Individuals, Groups, and Institutions
• Power, Authority, and Governance
• Production, Distribution, and Consumption
• Science, Technology, and Society
• Global Connections
• Civic Ideals and Practices

www.socialstudies.org

Influencing State Legislators
Obviously, state legislators are key decision-makers in what is expected of social studies education. They set state mandates and determine the level of funding. Ideas here can be implemented by individual social studies educators or they can be organized through a state or local council or small group of educators to influence a group of legislators.

One idea to keep in mind in dealing with state legislators is that sometimes it is just as effective to meet with a key aide as with the legislator. Due to the demands of their schedules legislators can't always attend events. When they send an aide, that person can become an important ally of yours. Legislators rely on aides for advice.

Also, it's important to keep a constant flow of information going to legislators. They will make decisions about social studies throughout their elected careers. You need to consistently keep information in front of them.

Councils may want to develop lists of all legislators in their state and pair members from their districts to those legislators. When an important issue comes up, encourage members to call their legislators and urge them to consider your viewpoint. It's a good idea for councils to develop message points for those efforts.

Here are some ideas to deliver your on-going message to state legislators:

• There are two important objectives in the careers of most state legislators--to get elected and to get re-elected. So one of the best ways to influence them is to become involved in their campaigns. Naturally, you can't do this as a member of your school district; it has to be on your own time. But you may want to consider volunteering in the campaign of a candidate you support. Your efforts could range from hosting meetings in your home where candidates can speak to other educators or parents, to knocking on doors and distributing literature, to answering phones and sealing envelopes in their campaign office.
• Host a dinner once a year where a number of educators, parents, school board members, and business partners meet with a single legislator. This should be viewed as a social event allowing people to get to know each other, i.e. it's not the time to complain about the lack of funding. You might discuss some of the new social studies projects in your school or area. Consider inviting a student to discuss what she or he has learned through effective social studies education. At the end of the dinner, make sure to encourage the legislator to use you as a resource when she or he is considering legislation that will impact social studies. Your goal should be to establish yourself as a resource to the legislator.
• Invite legislators or their aides to talk with your class about how state government works, how people can become involved in government, etc. This will give them a chance to see for themselves the quality of social studies education.
• Councils may create a quarterly newsletter especially for legislators. It could include listing of student successes, reactions to current issues, and general information on the value of social studies. Include the campaign theme.

Influencing the News Media
The news media play a major role in creating awareness of issues in communities across the country. Coverage is not always positive, but people read or listen to it. This section presents some ways in which social studies educators can be more strategic with the news media to obtain accurate, objective coverage, both for the campaign and in their every day activities. (Be sure to review some of the samples you can use with the media in the "Action Steps" section.)

Social studies educators can work effectively with reporters. However, you should not expect them to be your "public relations office"-- that is not their job. When you understand reporters and use the most effective ways to deliver your message to them, you are far more likely to see the coverage you desire.

If there is one piece of advice that will create better relationships for anyone working with the news media it is: remember your long-range credibility. This attribute enables information you provide to be believed by a reporter, and it lasts a long time. If reporters see you as credible, they will seek your opinion and use your comments. When you phone a reporter, it's much more likely your call will be returned quickly if the reporter sees you as credible. On the other hand, if reporters know you haven't been honest with them in the past, they aren't likely to see you as a good source. Keep one thought in mind: it may take years to develop credibility, but it can be destroyed in 30 seconds.

A second golden rule to media relations is get to know the reporter covering you before there is a problem. Find out who covers the education beat locally, and give that reporter a call. Establish yourself as a resource. By doing this, you can become a spokesperson on social studies education. Plus, you'll create a greater likelihood that reporting will be more accurate. Indicate you are happy to talk with reporters and let them know how to find you. You never know when they will be looking for a source.

There are numerous strategies to keep in mind when it comes to working with reporters. Here are some of the basics:

• Understand that education is a tough story to cover. One problem is that some newspapers tend to assign young reporters to education, and after a brief stint on that beat, they move to another area. That means you must take time frequently to explain social studies education, but it's essential to take that time. Reporters covering schools need to understand children, education theory, school finance and budgets, education law, and much more. When being interviewed, spend all the time that is necessary to explain the issue. Let reporters know that you are willing to receive a follow-up phone call if they have more questions. If there's basic information that can be provided in writing, do so.
• Be willing to be interviewed. Your message cannot be conveyed to the public if the reporter never hears it. One educator once said he didn't return a reporter's calls because the reporter never included his side of the story. There may be a connection there. Know what message you want to communicate, then share that information with the media in a timely manner.
• Respect a reporter's deadline. All reporters face deadlines, and they are inflexible. If you want your message included in the story, you must communicate it before a deadline.
• Be honest. There's no quicker way to destroy your credibility than to lie or tell a half-truth to a reporter. You are likely to be caught, and the reporter will not forget.
• If you don't know the answer to a question, say so. That's much more effective than trying to fabricate an answer. Ask the reporter when his/her deadline is and promise to find out the information and get back to the reporter before the deadline. This approach will develop credibility for you with reporters.
• Forget educational jargon when speaking with journalists. You have a limited amount of time, especially with electronic interviews. Don't waste it by using jargon which people aren't going to understand and remember.

By practicing these guidelines, you are much more likely to have positive experiences with the news media. And there's one other item to keep in mind-- use resources available to you. See if your school system has a advocacy professional. If so, she or he may be willing to work with you in local news media activities.

When Reporters Make Mistakes
Yes, it happens. Sometimes even good reporters make mistakes. After all, they are human just like us. When a mistake is made, you should attempt to correct it, but how that is done is very important for your long-term relationships with the reporter. First, decide how major the mistake was. If your name was misspelled, that will not destroy the reputation of social studies education. Other errors could have a major impact. You should correct all significant mistakes, so they don't happen again. But for a minor error, simply inform the reporter the next time you are talking. With a major mistake, you may want to ask for a correction.

Always start with the reporter when discussing an error. However, if you get no satisfaction with him or her and it's important enough, you have the right to discuss the issue with the reporter's supervisor. That's usually a news editor or city editor on a newspaper and a news director or assignment editor for a radio or television station.

Knowing What Makes News
When asking reporters or editors to cover your story, you should only "pitch" ideas that have a legitimate chance of being considered. If you continually suggest topics that really aren't news, the reporter is not going to perceive you as a credible source. Generally, journalists look for at least some of these elements in all stories:

New -- If it's new, it's news. Thus, if you are implementing a new idea, pitch it to the news media now. Don't wait until the fifth time you've tried it. By then it's lost its news value.

Unusual -- Something that is different may have news value. If it's the same old stuff, people aren't interested in hearing about it.

Names -- Whenever names are involved, there's a possibility of coverage, and the more the better. Awards, promotions, election to office can all produce short news reports.

Visual -- Obviously, this is essential for television. If you are involved in something especially visual, which also includes other news elements, it may be time to phone the television news department. If you want to pitch a topic to TV, you had better be able to produce a visual element.

Timely -- There are certain times, such as the start of the school year, when education stories have special appeal. Tie your announcements to these times. That will help get coverage.

Local Angles -- Reporters frequently want to know how a national story will impact the local community. If you provide this connection, even through your opinion, you can gain coverage.

Controversy -- This is one that we might like to stay away from, but may result in reporters finding you. Always be prepared. If you know a controversial topic is gaining public attention, have in mind what you would say about it.

Meeting with Editorial Boards
If there's one thing social studies educators should do as part of this campaign, it's to meet with editorial boards at your local newspaper. All newspapers have editorial boards, and they are the people that determine the position the paper will take in its editorials. The board of a large newspaper may consist of five people--an education reporter, the editor of the editorial page, the person who oversees writing of editorials, and two editorial writers. On a very small paper, the "editorial board" may be the newspaper's editor.

As newspapers cover school reform and curriculum changes, they are likely to editorialize on the value of certain subjects. By meeting with editorial boards now, you will assure that your viewpoint is on the table. Without such a meeting, an editorial could be written without your information.

Consider these steps:

• Phone the newspaper to determine who is in charge of its editorial board.
• Phone that person and request a meeting about the essential role of social studies and its value in creating effective citizens.
• Pull together a small group of people who can accompany you to the meeting, but make sure it's a diverse group. Include a social studies educator and perhaps a business leader, school board member, parent, and/or student. Each should represent a different viewpoint on the importance of social studies education.
• Determine the key messages that should be delivered during the meeting. All should revolve around the campaign theme, and remember to include the specific message points for the news media. Do not deliver too many messages, or your most important points will be diluted.
• Develop a small handout packet on the importance of social studies that you can leave. Do not rely on them to remember everything you say.
• A few days after the meeting, send a thank you letter and reinforce the idea that you are always available to talk with them about social studies education.

An editorial board meeting may not result in an immediate article, but these are important people who should be aware of your message before they write.

Councils could consider organizing a plan to reach editorial boards at all major newspapers in their state as part of this campaign. The council president or other officers could participate in each meeting along with representatives from the local school system.

Being a Local Resource
Too frequently today individuals with a national position take pot shots at education. Or reports come out that question the value of social studies or other subjects. These national stories are likely to be covered in your local media, but local reporters like to have a local angle. That provides them with something their competition may not have.

Whenever negative comments are delivered nationally, take the offensive to demonstrate to the news media why that is not the case in your community. Prepare your thoughts and give reporters a call to offer your views. NCSS is planning to provide sample responses to such attacks on its website.

Never Say 'No Comment'
If you are being interviewed, never use the words "no comment"--those words communicate much. People who say no comment are perceived as hiding something. There will be times when you don't know information or when you legally can't comment. Get the information or explain the situation, but stay away from the words "no comment."

Ideas That Have Worked
Here are ideas that educators have used across the country to communicate with the news media:

• Whenever students receive awards in social studies, send out a news release on that accomplishment. (See the samples in "Action Steps".). Not all of these releases will be used but some will, and they communicate that social studies is successful in your school. The release should be short (preferably one page, but no more than two).
• Whenever you write a news release, include a quote from an appropriate person on the importance of social studies education--that it is addressing today's challenges and developing effective citizens. This is one way to deliver the campaign's message on a consistent basis. (The sample releases contain such a quote.)
• Invite reporters into your classroom. An editor or reporter can present an interesting perspective on current issues, the role of the media in a democratic society, economic trends, and many more topics covered on social studies classrooms. Involving journalists in your events shows them that you care. It is one more way to develop credibility.
• Look for ways to involve journalists in other school activities, whether it's speaking at a PTA meeting or being the emcee at a school dance. You may not control these events, but you can make suggestions to those who do.
• Provide story ideas to reporters. Reporters are human and can't be expected to know everything. Sometimes a good story goes uncovered because the newspaper or television station is unaware of it. Don't expect all to be used, but some will. Ideas to consider include:
• A third grade reenactment of the Pilgrims' landing, scheduled at Thanksgiving
• A high school mock election
• A service project where students are working with senior citizens on a local history project
• The school's economic fair
• Creation of a unique map or mapping project

You will know best what is a possibility in your school. Consider bringing together all social studies teachers at the start of the year and brainstorm ideas that might appeal to the news media. Have a coordinated approach so that ideas will be shared throughout the year.

Action Steps for the Campaign

There is no one more important to the success of this campaign than YOU!

The greatest resource available to NCSS in communicating the importance of social studies education is its more than 26,000 members. If each did just one activity each school year in support of the campaign, think of the impact there would be throughout the country.

So far in this Toolkit, you have been provided with some advice on public relations concepts and some advocacy ideas that have worked. If you review these materials and try one or two new things each school year, you'll be an important part of the campaign.

In this section, some specific strategies are presented to communicate through the news media. Plus, numerous samples are provided for you to adapt and use locally.

Placing the Op-Ed Article
What Is an Op-Ed Article?

An Op-Ed or Opinion Article is an opinion piece published in a newspaper, which often are written by someone who is not on that newspaper's staff. Many large dailies, smaller dailies, and weekly newspapers use op-eds somewhere in their editorial section. In many large newspapers, that paper's editorials, the editorial cartoon and columns by staff writers will appear on one editorial page. Opposite that page, the op-ed articles will be run, and that's where the term "op-ed" comes from-- it's opposite the editorial page.

The important point is that these articles provide anyone with the chance to publish his or her opinion. You don't have to convince a reporter to come and cover something; you can express your opinion. You may see that the president of the chamber of commerce or taxpayers association are published in the op-ed columns. This opportunity is available to you, too.

So What Do I Do?
First, determine whether newspapers in your area use op-ed articles. You can do this simply by reading the editorial pages. See if national columnists or local officials are published. Read these articles. Become familiar with style, length, format, messages, and anything else that makes them stand out.

Second, decide roughly what you would like to write. Sample topics for this campaign might include:

• What today's social studies includes
• How social studies leads to effective citizens
• Success of social studies education
• How social studies education leads to participation in the democratic process

Third, select the newspaper to which you would like to submit your op-ed article and find out who makes decisions about those articles at the paper. It's typical to select the largest newspaper in your community and offer the article to that paper on an exclusive basis, meaning you will not submit it elsewhere until that newspaper decides whether it will use the piece. If that paper publishes the article, you cannot later give it to another paper. If the first newspaper does not use your article, you are free to send it elsewhere once the decision to reject is made.

To find out the name of the person in charge of op-ed articles, simply phone the newspaper and ask. On large papers, there will probably be one editor of the op-ed page. On smaller papers, the editorial page editor will make the decision; on weeklies, it will probably be the editor or publisher. Give that individual a call and let him or her know your interest in writing an op-ed article and the topic. Focus on why your article is important to the community. Let the editor know you'll offer this exclusively. The editor will hopefully express an interest in looking at your article. Do not expect to be told that your article will be printed. If the editor is interested, ask about length, deadlines, and any other details.

Now You're Ready To Write
Once the editor has said he or she will consider your article, it's time to write. Review the sample we have provided. Please consider it as a sample, which you could and should adapt. Consider adding local examples--that will make the article much stronger. Write in a crisp, clear style. It's essential to forget educational jargon.

After writing and editing the article, send or deliver it to the op-ed editor. The sooner you can get this done after your phone conversation the better, because your proposal will be fresh in the editor's mind. If you mail your article, it's okay to phone the editor a few days later to confirm that the article has been received and inquire when a decision might be made. Frequent phone calls, however, will bug the editor, hurt your chances of publication, and are inappropriate.

About Yourself
It's appropriate to include a few sentences about yourself since some newspapers identify the writer of op-ed articles. This should not be your resume, but one or two sentences. For example:

John Smith has been a social studies teacher at Sunnyside Middle School since 1988. He was named Teacher of the Year for Sunnyside Schools last year.

Afterwards
If your article is used, it would be appropriate to write a thank you note to the person who made the decision. You should develop a relationship with this individual for the future.

If there are key people in your community who should see the message in your op-ed article, send copies of it to them. Having your message published adds credibility to it-- make use of that. Appropriate people to see your message might be state legislators, locally elected officials, business leaders, parent group leaders, etc.

Some Final Points
And three final suggestions:

• Do not ask for a guarantee that your article will be used--only for the chance to submit it and have it reviewed.
• Submit your article typed doubled spaced.
• Include a cover letter on your school or council letterhead, thanking the editor for this opportunity.

Sample Op-Ed Articles

Op Ed on Value of Social Studies
By Your Name

Today's social studies is more important than ever before for students in kindergarten through high school. The vast array of courses under the social studies umbrella teach students the skills they need to be effective citizens. Whether it's through a community service project where students learn to appreciate the value of "giving back" or a civic course where students learn how to influence a bill in the state legislature, what students learn in social studies will allow them to be responsible citizens in our modern society. Social studies education is the thread that holds our democracy together.

As our nation strives to promote citizen interest in voting and participation in the democratic process, social studies education delivers valuable lessons. Social studies teachers provide students first hand experience in how the electoral process works, and not just by reading books. Mock elections are held in government classes where students play the role of delegates to political parties, nominate candidates and plan campaigns. In other settings candidates are encouraged to come to social studies classes to discuss the issues with students and aspects of campaigning such as debates and advertising. In such activities, students learn to listen critically to positions people state, evaluate those positions, and make decisions.

In still other schools, students are given the opportunity to shadow elected officials for a day to see what being mayor or a councilperson actually entails. All of these activities, and more that are being offered in our schools every day, expose youngsters to the workings of a democracy so that they can make intelligent decisions as adults.

Some schools even go further, offering 18-year-olds and members of the nearby community the chance to register to vote before elections. Working with such organizations as the League of Women Voters, students publicize the opportunity in a non-partisan manner working to generate greater participation. They learn to work with other people and develop pride in their contributions to the community.

Social studies educators often supervise extended programs to provide students with additional eye-opening experiences that set the foundation for participation in our democratic form of government. These include field trips to the state capitol or even Washington, D.C.

Some educational experiences, especially at the high school level, actually have students become involved in projects that have a positive impact on their community right now. Classes would study challenges that face their community, ranging from providing activities for the elderly to identifying the source of pollution in a local water supply to assuring that young children have a clean recreation area. They adopt one of those challenges, meet with community leaders to learn about the problem, discuss potential solutions, determine a strategy to solve the problem, and implement that strategy. Their work could include convincing the city council to allocate funding for a solution, seeking coverage of the issue in the local news media, mobilizing public opinion to become involved in the solution, and other strategies that are essential in a democracy.

Still other schools stress community service projects where students experience the positive feeling of helping other people. Activities range from collecting food for flood victims to serving food at a homeless shelter to meeting with the elderly in senior homes.

The opportunities that social studies provide students today are endless. Students are learning to listen critically, develop arguments to support their beliefs, evaluate what others say, think critically, and make informed decisions. What all social studies classes have in common is that they are all helping young people understanding the value our democratic ideals. They are building effective citizens for the future.

Op Ed on Parental Support
By Your Name

Today's social studies is more important than ever before for students in kindergarten through high school. Frankly, it's through the vast array of courses under the social studies umbrella that students are learning to be effective citizens. Whether it's in an economics class teaching about the global financial structure or a civic course where students learn how to influence a bill in the state legislature, what students are taught in social studies will allow them to assume their responsibilities and succeed in our modern society.

However, while social studies teachers are working hard to give students the skills they need, students will learn more when there is a partnership between the home and the school. It was been said that the parent is the child's first teacher, and there's much parents can do to support success in social studies education.

Here are some ways parents can help their youngster gain the most from the important world of social studies education.

1. Don't let significant holidays pass without discussing their historical importance and how their lessons apply today. There must be more to July 4 than firecrackers and more to Thanksgiving than turkey. Take time to discuss with your child the meaning of such holidays and their relationships to our lives today. For example, lessons of tolerance can be taught through the travels of the Pilgrims.

2. Demonstrate to your child that you really do believe in civic responsibility. You can start with a younger child by participating in such service activities as serving food at a homeless shelter or "adopting" a street and keeping it free of litter. As youngsters grow older, you can become involved in more complex activities, such as fighting any attempts in your neighborhood to discriminate against people because of race, religion, sex, ethnic origin, or opinion.

3. Keep your eye on television programs. The better ones deal with such social studies subjects as historical events, life in the cities, rising population, cost of living, environmental pollution, social security for the aged, and international tensions. View such programs together with your child and discuss ways citizens can get involved such issues.

4. Subscribe to at least two magazines or newspapers that take widely different positions on issues, so that your child can learn to become familiar with a variety of viewpoints and understand that it's okay for people to hear different views. You can also do this by watching television news together or using newspapers and magazine at the public library.

5. Encourage your youngster to express his or her ideas on political, economic and social matters freely at home--even if they differ from your own. Discuss ideas on a basis of mutual respect for each other as individuals. Starting at an early age to demonstrate to your children that it's okay for people to have different opinions will serve them well as they age.

6. Go with your child to political, economic, and social events from which he or she can learn important social studies lessons. For example, a school board meeting where the school budget is discussed or a public hearing concerning construction of a playground near your home should interest students. In addition to attending the meeting, go one step further and work with your child in making a presentation to the governing body.

7. Finally, let your students know that despite wars, famine, corruption, and other conditions that plague our world, you have not lost faith in the ability of human beings to solve their problems. It's difficult for children to have faith in principles that their parents no longer accept.

Writing the News Release
News releases are a standard way to communicate with both print and electronic reporters. You can consider them both to announce successes of your program and new events that are happening in social studies education. However, news releases should be sent only when you have information reporters want to receive. If you earn a reputation for filling their mailboxes with inappropriate information, your releases quickly will be filling their wastebaskets and your credibility will suffer. When you have a newsworthy topic, remember the rules of journalistic writing--keep it short, use action words, and edit out everything that is not necessary.

Also, the strategic communicator sees how even basic news releases can be used to achieve the organization's communication objectives. For example, a typical release is one announcing an association's newly elected president and other officers. In addition to listing the names, consider including a quote from the president, which describes the value of social studies education.

Most news articles are written in what's called the "inverted pyramid style." This simply means the most important information is at the start of the story and the least at the bottom. That way, if there is limited space, the material at the bottom can be eliminated. Journalists also talk about the five Ws and the H being included early in the story. That's who, what, where, why, when, and how. With that approach you deliver the key information quickly.

The sample news releases that follow will provide an idea of style. Plus, keep these general guidelines in mind:

• News releases should express fact not opinion. The expression of opinion is called "editorializing" and should appear on the editorial pages. That's where op-ed articles come into play. In a release, report the facts and stay away from adjectives such as "wonderful teacher," or "outstanding program." Show that programs are outstanding by reporting their achievements.
• In a news release you can express an opinion if it's in a quote from a person or in a statement attributed to an individual.
• Make sure the facts are accurate. There's nothing that will kill your credibility more quickly than sending out incorrect information. Always verify your facts.
• Newspapers have a unique style. For example, months are abbreviated when used in a complete date, but spelled out when standing alone. Titles are capitalized if used before a person's name and lower case if following a name. Find a copy of the Associated Press Stylebook to learn news style. Many libraries have this, or it can be purchased through many college bookstores that teach news writing.
• Be sure to have a contact name and phone number for further information. If a reporter loves your story but has one question, having this information could mean the difference between publication and the trash can. Usually the contact information appears at the top of the release.
• Releases should be doubled-spaced and single-sided. This allows reporters to make changes and notes on the release, plus it's easier to read.
• Use an individual's first and last names (middle initial if desired) the first time that individual is mentioned and only the last name with each subsequent mention.
• If the release is more than one page, each page except the last one should have "more" centered at the bottom. This indicates there's more to the release.
• Use any of the following symbols at the end of the story:

  ### -30- XXX

When delivering the news release, there are also guidelines to keep in mind. Most importantly, treat all media equally. Don't deliver the release personally to one reporter and mail it third class to others. Remember that media are competitive.

Know reporters' deadlines. If a weekly newspaper has a deadline of Tuesday noon, don't deliver your release Wednesday morning and expect to see it printed.

Keep the fax machine in mind. Sending your release by fax adds a sense of urgency to it. However, if you fax every release or less important releases, credibility becomes an issue. In major cities for very timely, important events, delivery services can also add this sense of importance. Overnight mail should only be used when requested by the news organization.

More reporters are using email, and they would likely prefer to receive releases via email. You should check with reporters with whom you work to determine the most appropriate way to deliver releases.

Three sample news releases follow.

FOR IMMEDIATE RELEASE
For More Information:
Sam Adams
202.555.1234

Local Student Wins State Social Studies Award

Sunnyside, Virginia--February 30, 2000 -- Susan Smith, a senior at Sunnyside High School, was named the school's top social studies student for the 2000-2001 school year. Principal Charles Kennedy presented Smith with a certificate and $100 Savings Bond during a school-wide assembly today.

Smith, who has maintained a 3.75 grade point average in her social studies classes won top prize in the Sunnyside Economic Fair this year. She has been president of the Model United Nations chapter for two years, and initiated a "History in our Community" program with the Sunnyside Senior Citizens Club. Smith was one of eight Sunnyside students nominated for this award by the school's 12 social studies teachers.

"Susan is an outstanding example of today's young people," Kennedy said. "She has shown tremendous initiative in developing a history project that involved senior citizens with our school. Her work is a clear demonstration that social studies education today is essential to a complete education and is helping students become effective citizens."

Smith is the sixth recipient of this annual award instituted in 1995 to honor the school's top social studies student. Sunnyside High School has a student population of approximately 1,200 in Grades 9-12.

Smith plans to attend San Jose State University in the fall.

Social studies is the integrated study of the social sciences and humanities to promote civic competence.

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FOR IMMEDIATE RELEASE
For more information:
Sam Adams, 202/555-1234
September 15, 2000

LOCAL TEACHER NAMED TO STATE LEADERSHIP POSITION

SUNNYSIDE, OHIO -- October 13, 2000 -- Becky Franklin, economics teacher, Sunnyside High School, has been elected president of the 1,000-member Sunnyside Council for the Social Studies (SCSS).

Franklin, who has taught at Sunnyside for 10 years, was elected this week at the association's annual professional development conference. She will serve a one-year term beginning in October and plans to help create a more accurate understanding of social studies education throughout the state.

"Today's social studies education is more important than ever before," Franklin said. "Social studies provides diverse offerings from economics to geography to sociology--all designed to help students become effective citizens."

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FOR IMMEDIATE RELEASE
For more information:
Sam Adams, 202/555-1234
September 15, 2000

SOCIAL STUDIES EDUCATORS CALL UPON PARENTS FOR HELP IN TEACHING SKILLS

SUNNYSIDE, OHIO -- October 13, 2000 -- Social studies educators in the Sunnyside County Public Schools have called upon parents throughout the community to assist them in teaching students the essential skills needed to be effective citizens in the coming years.

"As students prepare to succeed in a global society, the skills they learn in the many subjects that comprise social studies will make them thoughtful citizens who are prepared to study issues and make informed decisions," said Sally Kennedy, economics teacher, Sunnyside High School. "Social studies education promotes knowledge of and involvement in civic affairs and produces effective citizens.

"Students, however, will learn these skills more quickly if parents support their social studies education outside of school. Parents are important partners in education, and can have fun with their youngsters at the same time."

The Sunnyside County teachers suggest parents consider a number of ways in which they can become involved in their youngster's education:

• Commend your youngster on achievements in the classroom. Too frequently we only praise students when they are successful on the sports field or in the band. They need to know they academic achievement is just as important, if not more so.
• Encourage your child to express his or her ideas on political, economic, and social matters freely at home--even if they differ from your own. Have a discussion of ideas based on mutual respect for each other as individuals.

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SOCIAL STUDIES EDUCATORS 2 - 2 - 2

• Subscribe to at least two magazines or newspapers that take widely different positions on issues, so that your youngster can learn that a variety of viewpoints exist in our world. Discuss these views with each other, emphasizing the importance of studying all views before making your own decision.
• Watch television with your child, especially news, history, and issue-oriented shows. The increase in cable television stations presents a wealth of educational programming. Discuss why history happened as it did, why leaders made some decisions and whether those decisions would be appropriate today. Encourage your child to think critically.
• Don't let significant holidays pass by unnoticed. There must be more to July 4 than firecrackers and more to Thanksgiving than turkey. Discuss with your child the meaning of such holidays and their relationships to our lives today.
• Go with your youngster to political, economic and social events that will be learning experiences. These could include a session of a local political group, a taxpayers meeting called to discuss a school district budget, a public hearing concerning the construction of a playground near your home, a debate about the need for low-cost housing.
• Demonstrate to your child that you really believe in the importance of good citizenship by taking actions with him or her against any attempts in your neighborhood to discriminate against people based on race, religion, sex, ethnic origin, or opinion.
• Let your children know that despite wars, corruption, and inequalities, you have not lost faith in the ability of human beings to solve their problems. It's difficult for children to have faith in principles that their parents no longer accept.

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Using Radio Public Service Announcements
What Is a PSA?
Public service announcements are messages aired by radio and television stations at no cost to the sponsors. PSAs also can be published by print media. Typically, they must have a message that is a public service and be provided by a non-profit organization. Radio PSAs are powerful tools to create greater awareness because of the number of people who listen to radio while driving, in the office, working at home, weeding the front yard, etc. PSAs usually are 10, 15, 30, or 60 seconds.

People placing PSAs should remember that stations are mailed hundreds of them each week. Many are not used, and others are used at times which are not the best (3 a.m., for example).

Who Decides What Is Played?
Most stations will have a public service or public affairs director who decides which PSAs will be used and when they will be played. Smaller stations may not have a person with this title, but you can ask for whoever is in charge of PSAs. It's important to remember that PSAs are usually scheduled four weeks before they are played. Thus, if you have a time in mind when you want your spot aired, you should approach the station at least four weeks before you hope to hear it on air.

Is There a Best Strategy for Placing a PSA?
There is, and it's the personal touch. Educators should not just ask to have a PSA aired; they should attempt to develop a relationship with the radio station that benefits both parties. For example, someone from the news staff at a radio station could come to a class and talk about the news business. He or she could talk to a journalism class about working at a radio station and journalistic ethics. Tours of the stations could also be arranged. Disc jockeys (the right ones) could be invited to emcee a school dance. Radio people like to get into the community and usually will appreciate such invitations. And if you have established this relationship, it's much more likely that your PSA will be selected.

Making It Happen
This Toolkit contains some sample public service announcements designed for radio stations. Review them to determine whether the content makes sense for you. Feel free to edit the copy, but try to include the key words from the campaign.

Once you are comfortable with the copy, identify the radio stations heard in your community and obtain their telephone numbers. All stations-- large and small--may use PSAs, and it's appropriate to give them all the same treatment.

Phone the station and ask for the public service director or person in charge of playing public service announcements. Identify yourself as a local social studies educator -- stress your connection with the community. Indicate that you have copy for some PSAs and you would like the station to consider using them. Stress that they have important information on ways parents can help students learn. Such advice makes them truly public service announcements. Ask if you can deliver or mail them to the station.

Always remember the importance of developing a relationship with your contact at the station. If that relationship is good, you can request that the PSAs be played at a good time. If this is the first time you have met the PSA director, it's probably best not to make many requests.

Another approach to this would be to produce the PSAs yourself and deliver them to the station on a cassette. Some high schools have radio production facilities and could assist you. In fact, you could have student voices on the tapes and make this into a student project. If a school in your district doesn't have this capability, you might inquire with a local community college or university.

Sample PSAs
(These public service announcements are designed to be read in 30 seconds. However, depending upon the readying style of the announcer, there may need to be additions or cuts to fit the 30-second format. Work with the announcer to make those changes. Most radio and TV stations prefer the copy to be typed and in ALL CAPS.)

30-Second PSA
Announcer: Social studies education today is more important than ever before. Students are learning how to be global citizens, how to think critically, what impact the past has on today's challenges, and so much more. It all means they are going to be more effective citizens.

This is a message from this station and the social studies educators in this community, committed to helping students develop into effective citizens.

30-Second PSA
Announcer: Social studies education today is more important than ever before. Students are learning how to be global citizens, how to think critically, what impact the past has on today's challenges, and so much more. It all means they are going to be more effective citizens.

This is a message from this station and the social studies educators in this community, committed to helping students develop into effective citizens.

30-Second PSA
Announcer: Social studies education today is more important than ever before. Students are learning how to be global citizens, how to think critically, what impact the past has on today's challenges, and so much more. It all means they are going to be more effective citizens.

This is a message from this station and the social studies educators in this community, committed to helping students develop into effective citizens.

30-Second PSA
Announcer: Social studies education today is more important that ever before. Students are learning how to be global citizens, how to think critically, what impact the past has on today's challenges, and so much more. It all means they are going to be more effective citizens.

This is a message from this station and the social studies educators in this community, committed to helping students develop into effective citizens.

Delivering a Successful Speech
Delivering the message of social studies through public presentations can be a highly effective means of developing public understanding and support.

The First Step
While it may sound obvious, be sure that you give yourself plenty of time to prepare for success. You should review the sample speech very carefully before ever delivering it publicly. Make certain that all information and examples are appropriate for your community, determine whether there are better examples to include, and practice actually delivering the speech to assure that you are comfortable saying all the words. Some individuals easily move through specific sounds and phases while others stumble over the same material. You want to identify any potential pitfalls before you are in front of an audience. Yes, this sounds obvious, but there have been cases of educators reading a speech for the first time as they presented it at back to school night.

Remember that the speech in this Toolkit is a sample. It includes important points to make; however, it is your speech to adapt so that it will be as powerful as possible in your community. Especially, identify any hot buttons or specific terms that will create problems in your community. Replace them with material that is more appropriate for your area.

If you can add local examples to support the key points, you will strengthen your presentation considerably.

Eliminate any and all education jargon from the speech. Your goal is for people in the audience to leave with the key points in their minds. They will have to understand and remember what you say. In public speaking, it's wise to keep it simple.

Know Your Audience
Every audience is different. You should find out as much as possible about the specific audience you will be addressing. Determine whether there will be a large percentage of senior citizens who have grandchildren in your schools, business people, or others with specific interests. Your speech may be adapted slightly depending upon the audience. More importantly, you may need to be ready for a different set of questions.

That is a key point for any speech. The real exchange of information is likely to come during the question and answer period. You should always attempt to predict what questions will come from any audience. You don't want surprises.

Consider these steps in scouting your audience:

• Ask the coordinator of the meeting to describe the audience. Find out about potential numbers and the make-up. Ask as many questions as you feel appropriate.
• Find someone who is a member of that group and ask questions. If that individual is a friend, seek advice on the best way to approach the audience and questions which might be asked.
• See if a colleague has ever spoken to that group and ask about those experiences.
• Attend a meeting of the group. This will give you first hand information.

Once you have obtained all the information you can about your audience, review the speech again for any final alterations. Then anticipate questions and plan your responses to them.

Check Out the Location
There are a number of steps to take before ever saying the first word in your speech. And those steps may be what determine whether you are successful or not.

If you are working with a president or chairperson of the group in setting up the speech, there are additional questions to ask in addition to those about the audience. Determine:

• The setting of the room. Will you be in a "cozy setting" or is the room going to be long and narrow, where you will have to work to keep the attention of those in the rear of the room?
• Whether you will be speaking from a head table, podium, or free to "walk the room." This can determine whether you'll be able to rely extensively on notes, what type of microphone to request, and how easy it will be to involve the audience.
• Whether others will be speaking at the same meeting. If there will also be a speaker who opposes the middle level concept, you should know that now.
• Whether there will be a meal served, whether there will be alcohol served with that meal, whether there will be a cocktail hour beforehand, and when your speech will fall in that mix. Speaking after the audience has had several drinks can require a different approach.

Also, determine whether you will need to use a microphone and request the type of mike you prefer. If you are going to walk around the audience and/or use transparencies, you may wish to have a cordless lavaliere microphone. You may not always be able to get what you want, but you can always ask.

Arrive at the location early. Make sure that you have time to confirm that all the equipment you have requested is there and works. If you plan to use transparencies, but find that the projector is not there, it's best to have time to plan any changes you will have to make in your speech. If you wish to have water at the podium, you can make sure it's available during this time. Determine whether there's a spare bulb for your projector and that you know how to install it. If not, find someone who can show you. Probably, you will not need to do this, but, if you do, it's embarrassing not to know how to fix the problem.

Preparing the Handout

The kit also includes a handout so people can leave your presentation with the key points they need to remember. Again, review the handout to assure that it is appropriate for your audience. If it can be improved, do so. Be sure to ask your host how many people will be in the audience, and bring more copies than you think you will need. Determine how the handouts will be distributed. Should they be placed at the seats before people arrive, distributed as you speak, or available as people leave the room? Try to make sure people are given the handouts and that they are not just "made available" to people.

Remember the 'Campaign' Concept
To make an effective contribution to this campaign, you should look for ways to deliver your presentation frequently and for many years. This speech should not be used once, then filed to collect dust. Develop a plan to share this important information with key people throughout your community.

It's always wise to start with "friendly" groups. As you become more experienced, reach out to other important audiences. Consider the following:

• School staff, including support staff who share information throughout the community.
• Parents, PTAs, PTSAs, home-school clubs, and booster clubs.
• Feeder schools, including teachers, other staff, and parents. School Boards. They make policy decisions about your school system.
• Civic organizations, such as Kiwanis, Elks, Rotary. Many include the community's opinion leaders and offer assistance for schools they support.
• Realtors. Frequently, they are the first people to discuss education with new members of the community.
• Business groups, such as the Chamber of Commerce.
• Senior citizens. They can be a rich source of volunteer help if they understand and support your school.

Do not be embarrassed about creating speaking opportunities for yourself. Don't just expect that invitations will flood your office. Reach out to organizations, especially during periods when education is on everyone's mind, such as American Education Week (the third week in November) or the start of school.

Identify people you know who are in key groups. The spouse of one of your staff members could be an officer in your Chamber of Commerce or on the local Realty Board. Or, a parent volunteer could be involved in the Rotary Club. Ask those people about the best way to speak to their group.

If you don't have such contacts, your Chamber of Commerce is likely to have a listing of civic organizations and their presidents or program chairpersons.

In the interest of developing community support, consider, when appropriate, inviting news reporters to cover your speech. Be sure to coordinate this with the host from the organization. This could result in a news article, which delivers your message to a larger audience. It also may lead to additional invitations.

Other Ideas To Consider
Here are additional tips, which have proven to be worthwhile to speakers over the years:

• Keep a speech file with this kit in which you can include new data, local examples to insert into future speeches, jokes or light moments that you can blend into the speech. You can use this speech for years, but adding current information will keep it fresh.
• Include a student or group of students in your presentation when appropriate. If students have recently completed a service program in the community, introduce them to the civic group where you are speaking.
• Consider carrying your presentation with you whenever you attend a civic meeting--even when you aren't scheduled to be the speaker. One school public relations professional was given the opportunity to fill in for a speaker who didn't show six times in one year.
• Personalize your speech to make it more meaningful to your specific audience. Cite examples from local schools and your community.
• Humor is good in speaking, but don't over-do it.
• Ask a colleague to critique your presentation. One goal for you is to improve your presentation each time you deliver it.
• Eliminate everything from the speech that does not add something to it.
• The shorter the better. The right time will vary depending upon the audience and the circumstances. A good guideline is never plan for more than 20 minutes.

Sample speech
(Before using this speech, please review it carefully to assure that all statements are appropriate for your community. There may be some statements that do not apply to your area. Eliminate those. Also, look for places where you can add local examples. The more you can localize this speech, the more effective it will be. Areas where local examples may be appropriate are indicated in bold face, italic type. Remember that this speech draft is available on the NCSS website, so you can easily download it and adapt it with alternations that make it more powerful for your audience.)

Thank you for the chance to spend a few minutes discussing with you an essential part of a child's education--a part that has a direct bearing on the quality of students lives as they move into the adult world and on our community.

There is much demanded of our schools today. A rapidly evolving world where the amount of knowledge doubles every five years requires not only that young people learn information, but that they learn how to learn so they can continue to seek the knowledge that will allow them to reach their full potential. And that learning takes places primarily in our elementary, middle level and high schools across the country.

As the demands have increased to provide modern learning opportunities for all students, much attention has been given to literacy, mathematics, science and technology. Clearly, these subjects are essential to a student's education. However, they do not comprise a total education. Just as important is social studies. It has been an essential aspect of a complete education ever since public schools were created and will continue to be so as long as our democracy survives.

Perhaps Thomas Jefferson said it best around the birth of our great nation, observing "The nation that expects to be ignorant and free in a state of civilization expects what never has been and never will be." Jefferson saw that learning and a democracy went hand in hand. An effective democracy demands educated citizens who can make informed and wise decisions. That's why Jefferson cited one of his most important contributions as serving as president of the University of Virginia.

The same holds true today. Whether it's voting in a national or local election, making an informed decision about a regional issue, or understanding the workings of local government to protect your personal interests, social studies education is essential for us all. Social studies teaches a diverse range of skills and knowledge, including historical perspective, problem solving, economic systems, the value of service, geography, and much, much more. In fact, social studies education is the thread that holds our great democracy together. Without the lessons students learn in social studies, they will not succeed as individuals and our communities will not prosper.

Today, social studies education includes so much more than Mr. Jefferson might have predicted. Under the broad umbrella of social studies education, students take classes in anthropology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. And while 10 subject areas fall into a social studies education, students receive lessons in an integrated approach. Thus, they are able to see how history provides the foundation for some of our legal concepts or how geography influences international economic decisions.

(In our local school(s), we are especially proud of social studies programs that teach .... Consider briefly discussing a new social studies program recently started or one of which you are especially proud.)

Social studies isn't merely a course or two that fill out a student's schedule. It can best be defined as the integrated study of the social studies and humanities to promote civic competence. Social studies education provides a framework for lifelong participation in building engaged and effective communities. And when people are prepared to accept their responsibilities in society, we all benefit. One important purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

In essence, social studies promotes knowledge of and involvement in civic affairs. And because civic issues--such as health care, crime and foreign policy--are multi-disciplinary in nature, understanding these issues and developing resolutions to them require multidisciplinary education. These characteristics are the key defining aspects of social studies.

Let's look at what this means.

We all remember taking history classes when we were in school, and history is still a very important course today. History teaches perspective so that students learn how things change and develop. This allows them to make informed choices and decisions now and in the future. When it comes to history we can also see the importance of an integrated approach. For example, decisions make in the past have impacted our current environment. Understanding those decisions and alternatives will allow students to understand the consequences of future choices. Throw in what they may learn in an economics class, and they will begin to see how the next decision their local government faces will influence people's lifestyles, economic well-being, and quality of life. Without perspective, people run the risk of repeating mistakes.

History is a subject that impacts students at all levels from third graders role playing a Thanksgiving dinner with Pilgrims and native Americans to high schoolers conducting original research on local historic issues by interviewing longtime residents and publishing a booklet on their remembrances of the community.

(You may want to include a local example of what is taught in your history courses.)

Just as important as learning historical perspectives, it's essential in our diverse, international society to understand cultures, a lesson taught in anthropology and world history classrooms. As we all know, the United States is becoming more and more diverse. (Are there examples of population changes in your community or state? If so, you could cite those to support this point.) Students today learn about other cultures' systems of beliefs, knowledge, values, and traditions so they can relate to people in our nation and throughout the world. This knowledge is valuable whether people are traveling to another nation on vacation, working in an international setting, or simply living in a community of diverse cultures. Basically, social studies education in this area helps us to understand people and live peacefully.

Another important aspect of learning about cultures through social studies education is what happens outside of the classroom. Many schools participate in exchange programs where students from schools in the United States have the chance to live and study in another nation and U.S. schools host youngsters from other countries. (If your school participates in such programs, discuss your participation at this point. You may even want to bring an exchange student to your speech and introduce him or her to the audience if the timing is right.) This allows our students to meet their peers from around the world and learn about them and their nation first hand. We also see that students build friendships that last a lifetime through correspondence and vacations. In fact, when schools host exchange students, it's not just our students who benefit. Host families have the opportunity to meet and learn from these exchange students. And many high schools that host international students will have those youngsters meet with local elementary and middle schools to talk with youngster students.

In addition to exchange programs many schools provide opportunities to learn more about other cultures through co-curricular clubs, such as an International Club. (Cite any clubs at your school.) The bottom line is that everyone is learning first hand that we are all people with certain needs and strengths--that we have more in common than we have differences.

Social studies education also provides a framework for lifelong participation in building engaged and effective communities. It results in people understanding and participating in our democratic process. Students learn about the democratic process, passage of legislation, the three branches of the Federal Government, and the relation between the Federal, state and local governments, providing them with the factual information necessary to participate in decisions throughout their lives. But schools are offering many more experiences, motivating and explaining the operation of our great democracy.

Students today are seeing first hand how government works, and participating in simulations that provide them with personal involvement in a democratic process. Schools may hold mock political conventions, where groups of students nominate candidates after hearing and evaluating speeches. In other schools, local elected leaders are invited into the school to discuss issues with students or students are provided the opportunity to shadow a government official for a day to see actually what his or her job entails.

(This is a good place to include short descriptions of programs in your school.)

Again, many lessons are taught outside of the classroom in a quality social studies program. Most schools offer a student government program where students are elected to leadership positions ranging from student body secretary to sophomore class president, to class historian. They carry out real responsibilities at the school, such as planning the prom and developing partnership programs with senior citizen groups. (In our school, X students are participating in student government. They recently have...)

Schools also organize programs where students visit local and state governments. Others encourage high schoolers to consider an array of national programs that bring students to Washington, D.C. where they meet with Congressmen and members of the Executive Branch to learn firsthand about the operation of our Federal government. (Describe what your students have done recently if appropriate.)

These are a few of the programs that fall under the broad umbrella of social studies education... all focused on making students effective citizens. And there are many more. (If there are programs of special note or pride in your school, add a few a paragraphs about them.)

Geography is an important aspect of the social studies curriculum. Students will soon have to make decisions regarding the relationship between human beings and their environment. Good decisions will be made if they understand space beyond their personal locations.

Students must also understand how the production, distribution and consumption of goods and services are organized in a community, nation or world. These lessons, taught in economics, will allow them to function effectively in an interdependent world economy.

Understanding the relationships among science, technology, and society--taught in sociology, economics, and other social studies classes--will assist students in making the difficult social choices we all face today.

Yet, another important lesson is frequently taught under the social studies umbrella. That is the value in assisting others. More and more school systems and states are requiring that high school students complete a certain number of hours of community service before graduation. Learning that one can help others and the good feelings that come with service is another way that social studies education helps to build effective communities.

(It is important to explain three to five local examples of service projects. They can include students working with senior citizens, collecting food or clothing for homeless victims, peer tutoring, working at a homeless shelter, etc. Include information on how many students are involved and cite data that show the significance of their effor