ABSTRACT
In this chapter, the author talks about the Judith Pace's response to Tina Heafner's commentary. Pace and the author share same perception of policy tools and activities that have the potential to reprioritize elementary social studies. State and local agencies exercise direct control over social studies regulations, content, resources, and access. For example, state governments have a key role in professional requirements and licenses. Intimate control over day-to-day learning furthers the significance of administrators and teachers. Judith and the author agree that administrators and teachers have a critical role in defining how much or how little social studies is taught and the structures for content delivery, example, departmentalization of content. Judith's example of California offers yet another example of the importance of collaboration among governments and stakeholders. Local governments have a responsibility to ensure access to standards, curricular materials, and professional learning that model nationally recommended practices.
