29 Brookside Avenue
Caldwell, New Jersey
07006 September 16,2009
Dear New Jersey State Board of Education President Josephine F. Hermandez,
Unfortunately I have a scheduled class in Long Valley at 7 this evening and may not be able to stay
in Trenton after 4 P.M. I have invited Mr. Hank Bitten of the New Jersey Council for History
Education
to present my statement on behalf of the Advocates for New Jersey History and to present the statement
on behalf of the Council for History Education.
I appreciate your consideration in this regard and have every confidence that Mr. Bitten, as an history
teacher and supervisor can answer any questions on our behalf or the Council's behalf
Thank you,
Dr.t{)~~el
Vice President, The Advocates for New Jersey
History
dcowell@drew.edu (973) 226-1733
TESTIMONY OF DAVID ACOWELL, THE ADVOCATES FOR NEW JERSEY HISTORY TO
THE NEW JERSEY, TO THE STATE BOARD OF EDUCATION, SPETEMBER 16,2009
Dear President Josephine F. Hermandez and Board Members,
I am Dr. David A Cowell speaking on behalf of the history community and the members of the
Advocates for New Jersey History, a league of over twenty three sponsoring statewide history
organizations and agencies and private members joining together to educate about New Jersey history
and to seek statewide support for public history.
Our state law and the Department of Education require that New Jersey history be taught specifically in
the curricula of the elementary and secondary schools. The legislative intent is quite clear. Public
history is a matter of public policy-this state supports a State Archive, State Library, State Museum, an
Historical Commission, a Council on the Humanities, a State Agricultural Museum, an Office of
Historic Preservation, the Historic Trust, a network of Historic Sites, Museums and parks, a Historic
Preservation Review Board. At present the legislature and Governor have established a Heritage
Tourism Task Force, recognizing that tourism is New Jersey's second largest industry.
We believe "that the state's interest in encouraging school based literacy in New Jersey history has been
and continues to be dangerously imperiled, primarily due to the lack of a coherent approach to New
Jersey history education in the classroom," a finding first advanced by the Governor's Task Force on
New Jersey History in 1997.
We and the public had every reasonable expectation that any new history core curriculum standards
that would be adopted would address this failure; further, we feel that the failure to do so has not only
retarded the ability of the public to support and appreciate their historic resources but also has
frustrated any attempts to find publishers for text books, or text materials on New Jersey history much
less encourage our universities and colleges to offer courses in New Jersey studies. Our teachers
continue to have but a shallow training of history and they must shoulder the burden of the teaching.
We , therefore, continue to urge the history and social studies Revised Core Curriculum Standards be
revisited, sent back for reconsideration. A large number of New Jersey and other general history
teachers have attempted to participate in the process. Even after the recently published Revised
Standards were released they have responsibly considered the proposals, recognized the hard work that
has been done, agreed with the general goals of improving the quality of the instruction and preparation
of students for life in a changing world, and prepared a number of recommendations and addressed
omissions and corrections.
We believe, under reconsideration, the Revised Standards can be made clearer, more consistent with the
the goals identified in the mission statement, aligning the strands better with the essential questions to
promote conceptual knowledge which can be supported by historical facts and documents, rearranging
some conceptual materials to be more appropriate to student readiness and their ability to handle
abstractions, and address a number of significant historic events omitted yet widely considered crucial
to New Jersey and national development such as the abolition movement, the Monroe Doctrine, Alien
and Sedition Acts and freedom of speech and assembly, the gold standard, and Romanticism and
Impressionism in the arts, to name a few.
We commend to you the reports and recommendations of the history teachers themselves expressed in
the comments by the New Jersey Council for History Education, a more technical review line by line
by former participant in the revision process, now retired, Dr. David Cohen, of the New Jersey
Historical Commission. A number of other public history organizations, including the New Jersey
Studies Academic Alliance, are all willing and eager to more forward based upon the draft Revised
Standards. Together, those Revised Standards can be made clearer, better, and appropriate for the
readiness levels of our students and children. There is no reason why they should not.
States that have rigorous standards for history and state history, such as Massachusetts, have the highest
levels of success in standardized tests such as the Advanced Placements. Moreover, their citizens have
the higher awareness of the contributions of their state, their unique sites and museums, continuing
education by visitation and attendance at cultural and history related events, and positive civic pride in
their home environment.
Certainly New Jersey history can be learned by teachers; there are already many agencies such as the
Historical Commission, the Historic Trust, the Archives and libraries as well as the historic sites,
museums, 566 local and county historical societies and county cultural and heritage commissions.
Learning New Jersey history would not be working in a vacuum for either the teachers or the students,
rather a growing awareness of the physical and cultural environment in which they live, are shaped and
developed, and to which they can contribute.
Finally, as we stand to face another referendum to support open spaces, farmland, and historic
preservation, it is clear that the resources of the public and the whole effort of public policy reflect a
wholesome concern for life here in New Jersey, even recognized by the public's willingness to tax
themselves repeatedly over these past thirty years of bond issues.. The public will support and will
welcome a clear, well integrated and skill developing New Jersey and History Core Curriculum
Standards. They should have nothing less.
We request, therefore, that the Revised Standards be reconsidered, the recommendations of the New
Jersey Council for History Education be considered, public hearings be held on the subsequent draft,
and be reported back to you after time for amendment before your public process of adoption. This is,
after all, a process that has been continuing since 2002, one that had defined an acceptable,
comprehensive, and integrated series of content, measures, and indicators. There is now time for a
more public phase and fuller participation by all concerned groups. It is in the public's interest.
We will do all on our part to see that all history and educational groups are informed about the Revised
Standards, utilize the Revised Standards as the basis for improving the recommendations, attend and
speak at the public hearings and internal committee sessions, giving as full a feedback as possible, and
unite the community behind the process and its proposals.
Much good work has been done; a big picture is coming into focus, now it is time to make it more
workable, even better.
Res~tfulIy,
~
Dr. ~owell, Vice President, The Advocates for New Jersey History
2009 Draft Standards tor Social Studies
Content Area
Standard
Social Studies
6.2 World History: Global Studies: All students will acquire the lmowledge and skills to think analytically and systematically about how
past interactions of people, cultures, and the environment affect issues across time and cultures. Such lmowledge and skills enable students
to make infonned decisions as sociallv and ethicallv resDonsible world citizens in the 21st centurv.
Era
Decolonization, the
emergence of new
independent nations,
and competing
ideologies changed the
political landscape and
national identities, and
sometimes involved
military conftontations
and violations of human
rights.
9. The 20th Century Since 1945: Challenl!:es for the Modem World
6.2.12.B.5.
b
International migration
and scientific and
technological
improvements resulted
in an increasingly global
economy and society
challenged by limited
natural resources.
6.2.12.B.5.c
Content Statement
Cumulative Progress IndIcator (CP
Relate the lingering effects of colonia1ism to the efforts of Latin American, Afiicao, and Asian
nations to build stable economies and national identities.
6.2.12.D.5.b I Determine the impact of Gandhi's methods of civil disobedience and passive resistance in India
and how his methods were later used b eo Ie ftom other countries.
6.2.12.D.S.c Assess the influence of television, the Internet, and other forms of electronic communication on
the creation and diffusion of cultural and olitical infonnation worldwide.
6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in
different parts of the world and women's progress toward social equality, economic equality, and
olitical eaualitv in various countries.
6.2.12.B.5.d
'"
l".hW dh.K.:).r.X \...VU.N\;lL rUK fi.l::it"VKX .c,VUl.:AI'lUN
P.O. Box 668
Long Valley, New Jersey 07853
http://www.I\iQ.he.com
September II, 2009
Officers
Dr. Anthony di Battista
President
New Jers.:y State Board of E ducari on
lOO Rh er View Plaza
:.v1ichael Walsh P.O. Box 500
Vice Pre!ident
Trentop. New Jersey 08625
Peter POl1et'
Secretary
Re: Proposed Social Studies Standards
Philip Nicolosi
1~
an Dear Board Members
Sarah Morg
Publications
·
The Executive
Officers and members of the Board of Directors of the New Jersey Council for
Dr. Louise MaxweU
Immediate Past President
Dr. HeDlY Kiernan
.Ihlecutive Dirt!ctm'
Directors
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History Education respectfully ask the Board of Education to table the resolution on the Proposed
New Jersey Social Studies Standards because the Indicators ignore essential content in World and
U.S. History and are difficult to assess pupil proficiency because they lack clarity. The NJCHE
position is that the proposed document will have a negative impact on the education of students in
New Jersey's schools. Our intention is to make you aware of the areas in need of correction which
we previously discussed with the Office of Academic Standards.
Hank Bitten
Indian
The"failure to require students to know-anything about AlexandertheGreat, the FaU-ofRome, the
Pamela
Hills Fisk Federal Reserve Bank, presidency of Andrew Jackson, creation of the State ofIsrael, to name a
Mooresr:own
A!u LuclbeJlo
Moru&1i1hs
few, would be a serious mistake. The core content needs to be articulated in the CPI's and not
merely added as activities into the Classroom Application Document.
KeelyLeggour
Indian Hills
There are 323 CPls for students and the phrasing of them are bereft of any serious effort to engage
students in historical thinking, understanding the relationship between the past and present, or
Dr. Maxine Lurie
Seto7J Hall University requiring students to construct maps, analyze documents, engage in inquiry, or do historical
research. Although these expectations are clearly stated in the Social Studies Skills document and
Chesyl Lusane
Nl!IJX1rk Mission and Vision Statements, they are absent from the CPI's as currently written!
Lynn Mandon
wesrMiiford
When you examine the Indicators in any of the Content Eras, you will find the learning outcomes
Joseph RefiDski are difficult to assess and do not provide a basis for measuring if students understand the purpose
£wit OrwIge and nature of geography, economics, civics, and history. In addition, there are only two indicators
relating to New Jersey history for the students in Grades 5-8 out of 19 references to New Jersey's
Trustees
importance in American history, government, and economics. The core content in the CPls for the
Dr. Lesley Hemnann separate Strands is fragmented and many are too abstract for students to demonstrate proficiency.
GildC!1' Lehrman InstitutB
Dr. Marc Mappen NJ
Historical Commission
Dr. John Pyne
Emeritus, Hxecutive
DiTfJ(.'tDr
Dr. Theodore K. Rabb
Prin~/(Jn Urriversily
Elaine W. Reed
£mr;ritI.ts. NCHE
For example, the CPI for Grades P-4" U.S. History is: "Explain how the availability of private and
public goods and services is influenced by the global market and the government." (6.1.4.B.3)
This example requires elementary age children to differentiate between public and private goods
and to explain how these goods are influenced by governments and the global marketplace. This is
an example of an Indicator with fragmented topics without a clearly stated learning outcome. This
CPI should be rewritten for students "to give examples of people in the school and community who
1re hoth producers and consumers of public and private goods and services." This example is
concrete and the learning outcome can be assessed.
Gloria Sesso
NYCHI!
Cynthia Stout
NCHB
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New Jersey State Board of Education
September 11, 2009
Page 2
Another example is: "Analyze the interconnectedness of United States domestic policies and foreign
poUdes." (6.1.12.D14.b) This is an example of an indicatonhat is too broad and lacks any serious effon to
enable students to learn about cause and effect relationships in histOl)' or analyze perspectives and
interpretations. The NJCHE recommends "Analyze the foreign policies of the United States during the Cold
War, the changing relationship between the united states and Asia, the effectiveness of diplomacy in the
Middle East, America's role in Latin America and Africa and the geopolitical significance of these areas."
The NJCHE missed the deadline to speak at Wednesday's Board of Education meeting and needed to make
you aware of our concerns. The NJCHE has prepared a document with revisions to the proposed Standards
and Indicators which you are considering on September 16th and expectS that corrections could be made
within 45 days. The NJCHE committee includes professionals from the classroom, subject supervisors.
curriculum directors, a school administrator and two college professors. Our intention is to provide you
with information about a potentially embarrassing siruation that will be difficult to correct while
appreciating the contribunons of the Task Force contributing to the current proposal.
You may contact Mr. Hank Bitten (201-337-0100 x3359) and Mr. Alan Lucibello (973-331-7100) if you
desire additional infonnarion. Both gentlemen will also be present at the Board of Education meeting on
September 161h.
Sincerely,
An~...4' L ~
Phone: (908)
879-6404,
ext.
Pr~:%di
BattIsta
/\ ........
/ ~1280
Email: adibatti@nac.net
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