Skill Map (21st Century) PDF

21st Century Skills Map
c reate d in coo peration wi th t h e Nati o nal C o u nci l f o r th e so c i a l stu d i es
This 21st Century Skills Map The Partnership advocates for the integration of 21st Century Skills into K-12
is the result of hundreds of
hours of research, development education so that students can advance their learning in core academic subjects.
and feedback from educators
and business leaders across
the nation. The Partnership The Partnership has forged alliances with key national organizations that represent the core academic subjects, including Social
has issued this map for the Studies, English, Math, Science and Geography. As a result of these collaborations, the Partnership has developed this map to
core subject of Social Studies. illustrate the intersection between 21st Century Skills and Social Studies. The maps will enable educators, administrators and
This tool is available at policymakers to gain concrete examples of how 21st Century Skills can be integrated into core subjects.
www.21stcenturyskills.org.
A 21st Century
Skills
B Skill Definition C Interdisciplinary Theme
D Sample Student
Outcome/Examples
An example from the Social Studies 21st Century

Skills Map illustrates sample outcomes for teaching
Critical Thinking and Problem Solving.
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LEARNING & INNOVAT ION SKILLS
Creativity and Innovation

4th Grade 8th Grade 12th Grade
• Demonstrating originality outcome: Students develop outcome: Students evidence outcome: Students invent an
and inventiveness in work creative solutions to a class or original thought and inventiveness original piece of work that can be
school problem. in response to an assignment, issue published or presented online.
• Developing, implementing or problem.
and communicating new EXAMPLE: Students interview EXAMPLE: Working in teams,
ideas to others students and/or teachers to identify EXAMPLE: Students choose an historical figure students create a simulation, role play, or
• Being open and a problem (e.g., bullying on the playground) and (e.g., Abraham Lincoln, Sojourner Truth) and webquest that covers a current social or
responsive to new and as a group brainstorm creative ways to address create an original story, play, poem or piece of political issue being covered in the news (e.g.,
diverse perspectives the problem (producing a play that examines the art that captures/conveys a key aspect of that global warming, poverty, global economy) or an
issue, hosting a contest for best ideas). person’s life history. historic event (American Revolution, Civil War,
• Acting on creative ideas WWII). The finished products can be packaged,
to make a tangible and presented and/or donated to a local school, with
useful contribution to an accompanying group analysis and reflection
the domain in which the on the most innovative and creative elements in
innovation occurs each of the products.
Critical Thinking and Problem Solving

• Exercising sound outcome: Use technology to outcome: Use digitized outcome: Using sound reasoning
reasoning in graphically display data about a resources to investigate and define and relevant examples, students
understanding community or state public issue political or social issues in the analyze the historical evolution of
and ask questions about and pose past and then illustrate, through a a contemporary public policy issue,
• Making complex choices possible solutions to the issue. multimedia presentation, how one place it within an historical context, and
and decisions such issue relates to their community. use a digital publishing tool to report their work.
example: Students make a spreadsheet of
• Understanding the the per pupil funding provided to several school
interconnections among example: Students use online databases, such example: In groups, students explore how
districts within their state and the state math as www.census.gov to determine patterns of selected societies of the past used their natural
systems and reading scores for those districts. They immigration and compare these patterns with resources for fuel (e.g., England’s use of its forests
• Identifying and asking display the information by district and then by changes in the demographics of their community at the beginning of the Industrial Revolution)
significant questions that largest to smallest dollar amount. They discuss and school district. and the economic impact of that use. Students
clarify various points of their observations about this data as they seek use videoconferencing (e.g., www. skype.com) to
view and lead to better to answer such questions as: Which districts collect information from relevant government
solutions have the highest and lowest funding and scores? officials about the use of corn for biofuel instead
What might the differences be in the schools outcome: Working in online
• Framing, analyzing and research groups, students research a of food and analyze the environmental and
in the lowest funded areas compared with the economic implications of this use. Students use
synthesizing information highest funded areas? contemporary or historic issue, post
significant questions about alternative district-approved wikis to publish the results of
in order to solve problems
courses of action, and/or analyze their research.
and answer questions additional notes:
the information they have gathered to
Given the importance of an inquiry approach generate options for responding to the issue.
to social studies, what follows is a four-step outcome: Use technology to
approach that includes a description of each step example: Students brainstorm a list of research and graphically display a
and its alignment with the relevant 21st century recent and historic natural disasters. Working reasonable analysis of and prediction
skill. (“Understanding the interconnections in cooperative groups, students research online about a public issue. Working through
among systems” is an outgrowth of using an the government’s response to a natural disaster, a student-safe social networking site, groups
inquiry approach/21st century skills to address develop questions, and evaluate the government’s of students post a podcast that presents their
social studies content.) response. Each group creates a well-reasoned analysis of a current public issue and prediction
Step 1: Identify a problem/issue and collect summary of their findings, posts the results in a about a preferred outcome.
information so as to define and better school-approved podcast, and debates alternative
understand the problem/issue. (Exercising sound responses in a school-approved blog. example: Students use voting patterns,
reasoning in understanding.) demographic data and socio-economic data
Step 2: Pose questions related to the problem/ from the U.S. Census bureau for the counties
issue and recognize how one’s perspective in their state to predict the outcomes of an
affects the problem/issue. (Identifying and asking upcoming election. Students display their election
significant questions that clarify various points of projection, with supporting information, on a
view and lead to better solutions.) digital map. Based on their predictions, students
Critical Thinking and Problem Solving (continued)

Step 3: Analyze a problem and determine outcome: Students use a create a podcast that suggests election strategies
possible solutions to the problem/issue. (Framing, variety of electronic media the political parties might utilize for their
analyzing and synthesizing information in order to research and present an candidates.
to solve problems and answer questions.) historic event that impacted
Step 4: Evaluate solutions to a problem/issue the community (e.g., National
and then select/justify/act upon a solution to History Day). outcome: Students demonstrate
a problem/issue. (Making complex choices and an understanding through the
decisions.) example: Using electronic reference material, use of technology about how the
students investigate how an historic event (e.g., relationship among social, economic
Civil Rights Movement or Vietnam War) affected and governmental systems affects
outcome: Access information to the local community. Students use clip art, video change in a community over time.
discover the interconnections between and other multimedia products to demonstrate
government services and their location an interpretation of the event. The students’ example: Students analyze the relationship
in the community. presentation should address the key themes of between changes in population in communities
their analysis. and zoning decisions made by local governments
example: All fourth graders in a school over a 20-year period by using census data,
take an online survey about their sports and digitized zoning maps (Google Earth), population
hobby interests, and results are reported in distribution maps, and transcripts of local
graphs on the school Web site. Students use GIS government meetings. Based on this analysis, the
and GPS to find the location of areas in which students generate graphic depictions of potential/
these sports can be played throughout their predicted growth patterns for a community.
community and post the results online.
Communication
• Articulate thoughts outcome: Research, organize and present outcome: Research, organize outcome: Analyze, synthesize, organize and
and ideas clearly and historical information in clear, complete and and present information in clear, present information from the social sciences in
effectively through effective formats. complete and effective formats. clear, complete and effective formats.
speaking and writing
EXAMPLE: Working in small groups, students EXAMPLE: Research information on EXAMPLE: Research and use concept-mapping
will choose an area from their state’s history, the local implications of a global issue of concern software to create a graphic display (i.e., Venn
organize a storyboard on the person/place/ (e.g., child poverty, hunger, homelessness). diagram) that compares and contrasts various
event, and use digital tools to create a Students organize their information and a major world religions in terms of foundations,
presentation that teaches their topic to the possible solution and write a persuasive letter beliefs, and relationship to historical and current
remainder of the class. that is to be proof-read, peer edited, and finally issues.
sent via e-mail to a local public official.
outcome: Access and evaluate information

outcome: Interpret, organize and present from various sources dealing with elected
information from American history in clear, officials’ effectiveness while in office.
complete and effective formats to other students/
adults. EXAMPLE: Over an extended period of time,
students efficiently access the voting records of
EXAMPLE: Research information on an different state and local officials on issues that
issue relevant to an historical period (e.g., impact their community (i.e., education and
a determining factor in the outcome of the taxes) and create a digital report card of the
American Revolution or the inevitability of the selected official(s) using creative presentation
Civil War) and organize it into a persuasive essay methods such as a podcast, slideshow, Web site
that is to be proof-read, peer edited, and finally or district-approved blog.
written and summarized in a class blog and/or
audio podcast.
Collaboration
• Demonstrating ability outcome: As a group, work together to outcome: As a group, work together to outcome: Working in small
to work effectively with reach a decision and to explain the reasons reach a decision and to explain the reasons for it. groups, students will research a
diverse teams for it. current issue and analyze it in
example: Using an open source asynchronous terms of historical, political and
• Exercising flexibility example: Working in small groups, discussion forum such as Moodle, students economic components, various
and willingness to encourage and engage other classmates to discuss how to respond to a proposed state law viewpoints, and potential solutions,
be helpful in making assist with a group service-learning project. requiring bicycle helmets and develop consensus and create a digital presentation that clearly
necessary compromises Using digital media, students demonstrate about what the team will do. Using a word describes all sides of the issue.
to accomplish a common the need to raise the awareness of their processing program, students work in pairs to
goal classmates on an issue within their community, author a persuasive letter either for or against example: Working in small groups, students will
(e.g., students create a digital poster that the proposed law, providing sound reasons to survey favorite forms of recreation among local
• Assuming shared teens and research the local history of recreational
responsibility for persuades classmates to participate in a school support their position. Send the letter to the
fundraising project). appropriate legislative official. youth facilities for teens and the potential sources
collaborative work of political and economic support. The information
will be graphed and analyzed, and each group
will create a business plan for developing a local
outcome: Recognize and communicate recreation center/club for teens. The survey results,
outcome: Work as a team to assess diverse perspectives on an historical issue and need and plan will be presented to a community
individual and/or group work. demonstrate how diverse perspectives might group or civic association using technology tools.
lead to different interpretations of an issue.
example: Using a teacher-constructed (Articulating thoughts and ideas clearly and
online rubric, students work in teams to effectively through speaking and writing.)
review their personal performance and outcome: Working online with groups of
contributions to their team, as well as overall students from other districts and/or states,
example: After watching videos of an
group performance. students develop plans to enhance high school
historical event, students read online first-hand students’ ability to use emerging technologies.
accounts (e.g., WWII, Korean War, Vietnam War).
Students then use a collaboration listserv such as example: Using online surveys, virtual
Videoconferencing for Learning to find students conferences or videoconferences, students gather
in other parts of the country with whom they information from peers who participate in virtual
can discuss and compare interpretations of the schooling. Students then present the results
events. Students then summarize and reflect on and make recommendations about how virtual
their experiences in small group discussions. schooling might be used in their own setting.
outcome: Seek reasonable and ethical outcome: Work in groups, taking various
solutions to problems that arise when scientific roles to plan, investigate and report the results of
advancement and social norms or values come their study on a national or global historic and/or
into conflict. social issue.
Collaboration (continued)
example: Working in teams of two to four, example: Working in pairs, conduct online
students explore the impacts and effects of an research and create a report on a historic or social
invention or technological innovation of the issue (e.g., HIV/AIDS in the U.S. and in an African
19th century and create a position paper that nation), and compare the economic, health and
analyzes the pros and cons of the invention (e.g., social implications of HIV/AIDS in various settings.
impact of the cotton gin on Southern plantations
and slavery).
outcome: Reach consensus on a viable action
that could be taken relative to a political and/or
social issue and then act accordingly.
outcome: Communicate to school or
community members about opportunities to EXAMPLE: Working in student teams and using
assist with a group project. online decision-tree tools, research an issue that is
a challenge for the local community and develop
EXAMPLE: Working in small groups, students consensus around three specific actions the group
will choose an area of community service to will take to address the issue (e.g., writing letters
research (e.g., United Way, Kids Who Care, to elected representatives or local paper, organizing
hospital volunteer opportunities, food and an e-mail campaign or other activity). Prepare a
clothing drives, Red Cross). Each group will then summary report evaluating the group’s decision-
organize, produce and distribute a video or audio making process and what action steps were taken.
podcast, public service announcement, or a digital
brochure or poster that promotes student and
community collaboration in that effort. outcome: Recognize, empathize with, and
communicate diverse perspectives on an issue
and realize how one’s perspective influences one’s
interpretation of an issue and/or work within a
outcome: Assess their performance as a group.
group and develop and implement a plan to
work together more productively. example: In a group, create and implement
an online survey for community members (e.g.,
example: Students use a district-approved regarding the effects of the recent influx of
wiki or asynchronous discussion board to immigrants) and compare responses with digitized
reflect on a recent group activity, discussing accounts from other communities. Then divide
both strengths and weaknesses of their team’s into two groups and present two opposing
interaction and productivity. viewpoints on the issue, analyzing the merits of
each perspective.
INFORMATION, MEDIA & TEC HNOLOGY SK ILL S
Information Literacy
• Accessing information outcome: Access information outcome: Create and outcome: Access, reference
efficiently and about communities around organize original information and present information using
effectively, evaluating the world from a variety of data sets about key issues in multiple sources that offer diverse
information sources. the community, state or nation perspectives about economic
information critically
and competently, and using a variety of tools. issues.
example: Working in small
using information groups, students select a nation from each
accurately and example: Students use digital databases to example: Students will examine information
continent and use online encyclopedias,
creatively for the issue gather data regarding gas prices, home heating about federal tax policy from various sources.
electronic databases and other Web sites to
or problem at hand study several examples of daily life in regions oil prices, wages, etc. in their city over the past Focusing on the federal income tax, excise tax,
in those nations. They present findings to the 12 months and construct a graph illustrating how and other forms of federal taxation, students
• Possessing a class using presentation software. Students these resources have been used. will compare opinions as presented through
fundamental create a Venn diagram to compare and contrast several information outlets including popular
understanding of the two communities from around the world using digital and print media, online communities (e.g.,
ethical/legal issues illustrations or information to demonstrate district-approved blogs, online interest groups),
surrounding the access understanding. outcome: Access and analyze visual digital and community resources, and articulate why
and use of information primary information sources and digital maps. some opinions are more compelling or effective
than others.
OUTCOME: Access information from the example: Students access and analyze sources
expertise of people inside and/or outside their of information about how transportation systems
own community. have been used over time and/or are being
used today using online sources of current and outcome: Develop and use a customized
example: Students participate in an online historical digital images (e.g., digital photograph information gathering strategy to access
discussion or interactive videoconference with a libraries, aerial photographs, satellite imagery), multimedia information about a public policy
museum educator in order to discuss and analyze and then draw conclusions about how they are issue of local, national and/or global significance
an artifact found in the student’s local community, related to changes in population distribution. and produce an Internet Web page, digital video,
drawing conclusions about the item’s purpose or podcast of the findings.
and probable owner.
example: Students create strategies for
outcome: Access and critique sources of locating and using information from digital and
OUTCOME: Gather original data from various information from various types of media, which non-digital resources, which includes a selection
information sources and create graphs or charts discuss an historic event. Students analyze the of search engines, search parameters, methods
to display the information. (Using information difference between public and private sources of of organizing information once identified,
accurately and creatively.)
information. and a plan for using information for specific
purposes. Students use information they have
example: Students use an online survey
tool to create a survey that collects data about example: Students access information about gathered from their customized search to
the local attractions their family likes to visit. the Civil War from multiple media sources, develop a multimedia presentation advocating
Students store the data in a spreadsheet, evaluate including public (e.g., Mathew Brady photo for a position on the issue (e.g., improving
and display their findings using the spreadsheet’s migrant laborers’ working conditions, ending
Information Literacy (continued)

graphing tools, and use digital images to collection from the Library of Congress) and homelessness in the local community, eradicating
demonstrate their family’s preferences of their private sources (e.g., Ken Burn’s The Civil polio or malaria) and produce a podcast for
favorite places to visit within in their community War). Students critique these sources given any other students to use in order to better
and state. possible bias or political perspective as well understand this problem.
as determining what is factual and what is not.
Compare and contrast the sources with regard
OUTCOME: Conduct an interview related to to the information that may be used, and the
an important issue in a student’s life or in their restrictions or lack of restrictions on access OUTCOME: Access and use
community, evaluate the information, and create a to the information (e.g., did the private source relevant information from the
slide show that describes the main points of the
require a source for access). Students will then Internet about how the United
discussion.
make appropriate use of the information in States and other nations around the
EXAMPLE: Interview a family member about a short report related to the content of the world address an economic issue.
the changes in how people work or play over information.
time in their community. Present the main points example: Students consult the U.S. Dept. of
that result from the interview in a multimedia Energy Web site to create a spreadsheet and
slide show that integrates video images. construct a line graph of crude oil prices since
the crisis of the early 1970s. They then examine
data on selected oil producing and consuming
OUTCOME: Evaluate various sources countries from the CIA World Facts database and
of information for use in solving a develop possible explanations for the fluctuations
problem or addressing an issue. in price.
EXAMPLE: Students will access
information about an important issue
in their community (e.g., building a new school)
from their local print newspaper, a Web site, and OUTCOME: Evaluate the nature of information
a person in their family or community and then ownership and the related accessibility of various
evaluate the similarities and differences in the forms of information. Examine issues of copyright
information. and the proper way to cite various sources.
example: Students examine court cases,

OUTCOME: Understand how to use and such as John Doe v. Alberto Gonzales, and
appropriately cite information created by others. others related to information access. Students
prepare a summary description of restrictions
EXAMPLE: Students will access information to information access imposed on minors and
about their state (e.g., images from places in the government access to private information.
state, historical narratives, maps) from digital and Students demonstrate proper citation and ethical
non-digital sources. Students will determine who use of sources.
created the information and appropriately cite
the source.
Media Literacy
• Understand how media outcome: Identify specific purposes for outcome: Analyze how media format outcome: Identify and analyze different ways
messages are constructed, which media messages are constructed. influences media messages (e.g., “The medium that electronic news sources define and present an
for what purposes is the message.” McLuhan). Analyze how the issue and raise significant questions about how the
example: Using the Internet and software meaning of a message is influenced by the specific different points of view in the news sources might
and using which tools,
that plays audio and/or video clips, students media and the historic context in which the affect how people define and act upon the issue.
characteristics and
conventions analyze various advertisements aimed at message is conveyed. example: Students access online global news
children their age and identify the purpose(s) media sources (e.g., BBC and others) to analyze
• Examine how individuals of each ad. example: Using history Web sites and primary how each describes the relations between Israel
interpret messages sources, students compare and contrast 19th and Palestine and the reasons for the conflicts in
differently, how values century and contemporary presidential election that region. They then compare these portrayals
and points of view are campaigns and hypothesize about the ways in with digitized primary news reports from the
included or excluded, and outcome: Identify different interpretations which media forms of the 19th and 21st century Israeli founding period and articulate how and why
how media can influence of the same message. have similar and different influences on political the reasons for the conflict differ.
beliefs and behaviors campaigns.
• Possess a fundamental example: Using a video news clip from the
Internet about an event associated with a local outcome: Describe how various forms of
understanding of the visual media (e.g., graphics, color, layout, pamphlet
or state issue, students identify how many
ethical/legal issues design, advertisement composition) are designed
different interpretations were recorded and outcome: Explain and demonstrate the
surrounding the access to influence beliefs and behaviors. Evaluate specific
suggest possible reasons for the differences. importance of copyright law regarding the access visual media with the following criteria: source,
and use of information
and use of information. objectivity and technical accuracy.
example: Students research and explain the example: Research a variety of media types and
outcome: Identify legal uses of information. issues and laws related to the copyright of digital formats on the same issue (e.g., AIDS prevention).
music. Students demonstrate their understanding Create a visual presentation that describes how
example: Using an online scavenger hunt of the ethical issues when they access and use information delivered through various forms of
visual media has the potential to influence people’s
(such as http://www.geocities.com/stvdlnrds/ digital music in presentations.
behaviors. Evaluate the source, objectivity and
etp/scav/), students explain the meaning of technical accuracy of the visual media.
“Copyright” and “Fair Use.”
outcome: Demonstrate a clear understanding

of the many ethical and legal issues related to the
access and use of information.
example: Using the Internet to research U.S.
copyright and plagiarism laws, create a list of
acceptable practices for students and present them
using video, audio and text. Share the presentation
with students at a local middle school or the
public library.
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 11/08 10
ICT Literacy
• Using digital technology, outcome: Use digital technology outcome: Use digital outcome: Use digital technology and/or
communication tools and/or networks appropriately to technology and/or networks networks appropriately to access information.
and/or networks access information. appropriately to access
appropriately to access, information. example: Use search engines, online
manage, integrate, example: Access simulation databases, or identify and join a list serve to
evaluate and create software to experience running example: Conduct research using access national and international media to
information in order to a business (e.g., a lemonade stand). Discuss the Internet and electronic library databases to examine an international conflict. Focus on
function in a knowledge factors that influence business decisions identify and describe the roles of international the interactions of ethnic, national or cultural
economy (e.g., supplies, resources, location, potential and multinational humanitarian organizations. influences on the conflict.
customers, price, capital equipment). Formulate a list of questions about each agency’s
• Using technology as role in helping children. E-mail the questions
a tool to research, to the proper contact person at one of the outcome: Use digital technology
organize, evaluate and identified organizations.
outcome: Use digital technology appropriately to manage and integrate
communicate information appropriately to manage and integrate information from various sources.
and the possession information from various sources.
of a fundamental outcome: Use digital technology example: Create an online document with
understanding of the example: After accessing digital and print appropriately to manage and integrate hyperlinks to help middle school students
ethical/legal issues archives, use a presentation tool to depict a information from various sources. understand an international conflict. Use the
surrounding the access timeline of an historical event in community or hyperlinks to provide background information
and use of information state history. Incorporate images, text, sound, example: Create a database of information and context for past and current events in the
animation and/or graphics to enhance the about international and humanitarian conflict.
timeline. organizations and include the data provided by
the agencies about their work with children.
outcome: Use digital technology to evaluate
outcome: Use digital technology information.
appropriately to evaluate information in order outcome: Use digital technology to evaluate
to function in a knowledge economy. information. example: Embed evaluation questions in the
online document to encourage students’ critical
example: Use technology tools to examine example: Evaluate the extent to which thinking about an international conflict as they
the interaction of human beings and their existing aid for children provided by humanitarian encounter hyperlinks within the document.
physical environment: the use of land, building organizations is sufficient to meet the needs
of cities, and ecosystem changes in selected globally and locally.
locales and regions. Compare a dated aerial
photo of one’s own community and a more
recent aerial photo captured online. Identify the
changes that have taken place and evaluate the
changes that have occurred.
ICT Literacy (continued)

outcome: Using digital technology, outcome: Using digital technology, outcome: Using digital technology,
communication tools and/or networks communication tools and/or networks communication tools and/or networks
appropriately to create information and share appropriately to create information. appropriately to create and share information.
with the school or local community.
example: Write a letter to the editor, sharing example: Create an online document that
example: Participate in a monitored wiki, data about the existing aid for children from summarizes what students have learned about
for youngsters by youngsters, or post to a class humanitarian organizations and the unmet needs an international conflict and post to a district or
Web site and share the presentation on local in the local community. Suggest ways that young school Web site for other students.
or state landforms and geographic features. people can become involved.
example: Invite a business member of the

local Chamber of Commerce to the class to
listen to the students’ presentations about
their business simulation and comment on
their conclusions, or use videoconferencing for
students’ presentations and discussions with
the business representative.
LIFE & C AREE R SKILLS
Flexibility and Adaptability

• Adapting to varied roles outcome: Students recognize that citizens outcome: Students understand how outcome: Students analyze the needs and
and responsibilities must “give and take” so that a democratic compromise is embedded in the legislative wants of co-existing community constituencies
system both guarantees rights and assigns process of the House of Representatives (e.g., and enact a situation in which they must work
• Working effectively in a responsibilities fairly. writing and proposing bills, committee hearings together.
climate of ambiguity and and amendments, bringing a bill to the floor for
changing priorities example: Members of the class contact or full House vote). example: In a jigsaw activity, students
visit a local court to find out how citizens are study the Web sites of local agencies (e.g., fire
called to jury duty. By creating a calendar or example: Students research two different department or city planning department) and
weekly wheel, students use their own blind bills in Congress dealing with immigration issues, organizations (e.g., Chamber of Commerce)
selection process to divide tasks in their own learning how to navigate the government’s and role play the concerns and roles of each in
classroom. Hold a class meeting to discuss how complex online presence by using www.house. a situation such as population growth, revenue
to handle responsibilities when a student is gov. They then construct a sample compromise needs, a community event (parade, fair, sporting
absent. bill that includes compatible parts of each of the event) or a crisis (flood, fire, evacuation). Include
bills. Respond to presidential veto. a scenario in which agencies must suddenly
change plans to deal with the situation beyond
their control.
Initiative and Self Direction

• Monitoring one’s own outcome: Students participate in writers’ outcome: Students choose a research
understanding and workshop and, with the teacher’s help, topic and seek additional resources to become
learning needs evaluate their writing skills and set goals for “experts” on their topic. Students set short- and
improvement. long-term goals to complete their research on
• Going beyond basic time.
mastery of skills and/or example: Students write a draft article
curriculum to explore for the class newsletter about a field trip or example: Students choose an historic figure
and expand one’s own community event they attended, share their to research, plan their online and offline research
learning and opportunities letter with peers in a writers’ workshop, and strategy to seek additional resources beyond
to gain expertise with the teacher’s help, set a goal to improve those available in the classroom and become
• Utilizing time efficiently their writing, (e.g., creating a clear topic “experts” on their topic in preparation for a
and managing workload sentence for each paragraph). History Fair or History Hall of Fame. Each time
students work on the project, they evaluate and
• Defining, prioritizing and record their progress and set the next steps on a
completing tasks without project management log.
direct oversight
• Demonstrating initiative
to advance skill levels
towards a professional
level
• Demonstrating
commitment to learning
as a lifelong process
Social and Cross-Cultural Skills

• Working appropriately outcome: Students value their fellow outcome: Students simulate political outcome: Students organize around a topic
and productively with classmates and work with them to complete organizations based on compromise and of local interest and engage in community-based
others inquiries about problems of common interest. cooperation. work directed at some positive action.
• Leveraging the collective example: Students work in small groups to example: As part of a simulation of example: Students identify a public policy
intelligence of groups discuss problems that they have observed or Congressional debate over extension of slavery issue in their community, preferably related
when appropriate heard about in their school such as bullying or into the “western” territories in the 1850’s, to school policy, and work as a whole class
• Bridging cultural graffiti. Convening as a whole class, students students form political parties that are engaged in or in small groups. Students create a wiki for
differences and using should come to some common agreement debate. Students in each political party would be mobilizing others who are interested in the issue.
differing perspectives to about the problems that are most meaningful. required to work together to craft their message This would require agreement on the primary
increase innovation and After the problem has been selected by and deliver it to another group of students by positions taken by the group and coordination
the quality of work consensus, students take responsibility for producing a two to three minute presentation in among students for the purpose of articulating a
specific elements of an inquiry into the causes support of their position. persuasive message.
of and possible solutions to the problem.
outcome: Students produce representations outcome: Students create an

outcome: Students produce a class skit of an historical figure using multiple presentation economic venture that requires
or play depicting some episode in their state’s genres. the application of economic
history. principles such as supply and
example: Students work in pairs or groups, demand.
example: Students work together as a determined by their interest and abilities, in
whole class to identify an historical episode various presentational genres including audio, example: Students work together as a class or
in their state’s history. Then, in smaller groups, video, still imagery, creative text, narrative, in groups to execute a simple business task such
students construct a skit or play that includes expository writing, music, etc. Each pair or group as selling a certain amount of a popular snack by
a script, costumes, a set, and some direction researches an historical figure from their state a certain date. The activity could be structured
and production. The groups would also perform (possibly a common person as opposed to a competitively or in such a way that various
the skit or play. All or some parts of the skit political, military, business figure) and creates groups are attempting to reach group-based
or play could also be recorded and possibly a representation, using the genre selected, of specific sales goals. Students use a range of sales
produced, given the ability of the teacher to this person’s life story or some event(s) from techniques that incorporate forms of technology
support such work, for viewing by audiences their life. A montage of these projects could such as video and web-based promotion. Students
outside the classroom. be presented for a wider school or community could also create a new product or packaging of
audience. an existing product and make a competitive pitch
to fellow students who decide which product
or packaging should be awarded with a “venture
capital” type of investment. The activity could be
incorporated into a co-curricular school-based
venture that has access to some start-up funds.
Social and Cross-Cultural Skills (continued)

outcome: Students work with outcome: Students explore characteristics of outcome: Students organize a cultural
partners in other school settings dialect within their community or state, including exhibit for their community.
to explore daily life in different vocabulary, word use, grammar and cultural
cultural contexts. distinctions that reflect historical trends and example: Students identify cultural groups in
events. their community and engage these groups for
example: Students use an the purpose of showcasing the groups’ creativity
educationally oriented global network such as example: Students and/or teachers identify or productivity. Students plan and host a cultural
the non-profit iEARN (International Education specific dialect groups in their community or fair that showcases the actions and activities
and Resource Network) or the United state and study that group in the context of its of real people in real parts of the community.
Nations’ UNICEF, Voices of Youth project. history and cultural traditions. Students record The cultural fair is held after school hours and
Students engage children or children’s stories the stories of people in these communities who includes people from the community who are
in vastly different cultural contexts and develop speak with recognizable forms of the dialect and first generation immigrants or who represent
an understanding of the similarities between construct reports on the historical and cultural strong cultural traditions sharing some aspect of
the life experiences in these two places. This significance of the groups. their work in the community.
should be clearly focused on similarities in the
children’s lives and may or may not involve
actual communication with children from
another country. Children represent their
knowledge in some format, such as oral reports
or poster presentations.
Productivity and Accountability

• Setting and meeting outcome: Through a service-learning outcome: Students develop outcome: Students complete a project which
high standards and project that requires the sharing of work entrepreneurial skills by incorporates problem identification, research,
goals for delivering activities, students develop awareness of our undertaking a business project. a written and oral presentation, and a related
quality work on time responsibility to help others in society who service project. Students evaluate their own work
experience a crisis. example: JA World Wide (Junior with project criteria, set goals for improvement,
• Demonstrating diligence Achievement) provides a semester project for and strive to meet project deadlines.
and a positive work example: The class chooses a fundraising middle school students, in which business leaders
ethic (e.g., being project with direct significance to its current from the community teach a weekly class, and example: Students participate in National
punctual and reliable) social studies curriculum (e.g., hurricane relief, each student group in the class develops and History Day, Mock Trial competition, or other
UNICEF aid to Africa, United Way, Red Cross). markets a product. social studies related long-term, multi-step
Students read about the situation and about projects.
groups that are trying to help, and then split Students are responsible for setting goals,
up responsibilities for sales, donations, record developing and implementing their plans,
keeping and other tasks. Students set individual monitoring their progress in developing and
and team goals and assess their progress and marketing their product, and modifying as needed.
modify as needed.
Leadership and Responsibility

• Using interpersonal and outcome: Develop problem-solving and outcome: Develop problem-solving and outcome: Develop problem-solving and
problem-solving skills leadership skills while seeking to leverage and leadership skills while seeking to leverage and leadership skills while seeking to leverage and
to influence and guide guide the skills of others toward a common guide the skills of others toward a common goal. guide the skills of others toward a common goal.
goal. Demonstrate responsibility and ethical Use electronic tools to gain community support. Use electronic tools to gain community support.
others toward a goal
behavior. Demonstrate responsibility and ethical behavior. Demonstrate responsibility and ethical behavior.
• Leveraging strengths of
example: Students investigate online social
others to accomplish a example: Students develop interpersonal example: After investigating children’s needs actions sites (e.g., Free the Children, iEARN,
common goal and problem solving skills as they participate in in the local community, students participate in Mercy Corps, or Taking It Global,) and select the
a school-wide service project (e.g., beautify the a service project to collect clothing, books and group most attuned to what the students want
• Demonstrating integrity school grounds or help plant a neighborhood
and ethical behavior toys for children at a local homeless shelter. to achieve. Students choose one of the issues
garden). Students in each fourth grade class They solicit community support through posting (e.g., support women’s micro-business project
• Acting responsibly with discuss what each class can contribute to the on the school Web site, creating public service in Africa). Then students research and analyze
the interests of the larger group effort. Student leaders from each fourth announcements for local media, and collaborating the potential contributions of other student
community in mind grade class meet together with their teachers with other groups in the school or community groups, local organizations and/or policy leaders
to plan the responsibilities of each class. Class social service organizations. Class members and devise a strategy to secure and leverage
leaders post on the class Web site or wiki their support. Via a district-approved social
provide input regarding their strengths and
the responsibilities of each class. Parents are networking site, students engage in an ongoing
interests, which the group leader uses to assign online discussion with representatives from each
encouraged to log onto the class or school tasks for the service project.
Web site to find out how they and their of the participating groups (public or private,
local, national or international). Throughout the
students can support the project. The group leader posts the responsibilities
project, students evaluate their progress toward
of each member on the class Web site with a accomplishing their goal as they demonstrate
Students develop a list of qualities of helpful timeline for completion.
leaders and followers. During the project, responsibility and ethical behavior.
class leaders and group members assess their After using offline and online means to interact
own actions according to these qualities. with community officials about the local homeless outcome: Students select individuals that
(Note: class leaders should rotate during the shelter, students prepare recommendations in the best represent ethical leaders in the local, state,
year so every student has the opportunity to form of an electronic presentation for relevant national or international community and illustrate
experience leadership responsibilities.) community leaders to gain additional funding or ways that they can emulate them by acting upon a
resources for the shelter. social concern.
example: Students develop an "ethical leader
hall of fame” Web site and post examples of
how they might act in a similar manner on a
social concern of their choice. For example,
students might choose Nobel Peace Prize winner
Yunus and provide examples of student action
in support of the Micro-Banking Project in
Bangladesh. The Web site could include a blog
so that other students could rank their favorite
leaders in real time and post their comments.
Supporting Structures
The followin g i tems a re su ggested as to o ls th at ca n be i nteg r ated i nto t h e p rece d i n g exampl es :
8th Grade 12th Grade
• Access to the Web and personal computing
• Brainstorming, concept mapping software
• CAI and simulation software
• Digital images
• Digital production tools (digital photography and video)
• GIS and GPS tools
• Graphics software (drawing, painting, image editing)
• Interactive online sites
• Multimedia resources (clip art, video, sound, animations)
• Ongoing professional development on the promotion of an inquiry approach through the use of technology
• Online authoring, brainstorming, graphics, spreadsheet and presentation software
• Online collaboration, conferencing, communication tools
• Online sources
• Presentation tools
• Print resources including books, newspapers, magazines and maps
• Productivity/publishing tools (ex. word processing, page layout, etc.)
• Resources in the local community including people, places and information
• Search engines and online search strategies
• Social networking sites
• Software applications for creating information content including Web authoring, podcasting, video and other audio tools
• Spreadsheet and graphing software
• TV, Video and DVD
• Videoconferencing and interactive TV
• Video editing software
• Web publishing software
• Word processing software

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21st Century Skills Map

c reate d in coo peration wi th t h e Nati o nal C o u nci l f o r th e so c i a l stu d i es

B Skill Definition C Interdisciplinary Theme

An example from the Social Studies 21st Century

Creativity and Innovation

Critical Thinking and Problem Solving

Critical Thinking and Problem Solving (continued)

outcome: Access and evaluate information

Information Literacy (continued)

example: Students examine court cases,

outcome: Demonstrate a clear understanding

ICT Literacy (continued)

example: Invite a business member of the

Flexibility and Adaptability

Initiative and Self Direction

Social and Cross-Cultural Skills

outcome: Students produce representations outcome: Students create an

Social and Cross-Cultural Skills (continued)

Productivity and Accountability

Leadership and Responsibility

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