21st Century Skills Standards Book 2

PARTNERSHIP FOR 21ST
CENTURY SKILLS-
CORE CONTENT INTEGRATION
Partnership for 21st Century Skills

Ohio Department of Education
Framework for
21st Century Learning
A unified vision for learning to ensure student success in a world where change is
P21 Framework
constant and learningfor 21st
never Century Learning
stops.
21st Century Student Outcomes and Support Systems
Learning and
Innovation Skills – 4Cs
Critical thinking • Communication
Collaboration • Creativity
Key Subjects – 3Rs

and 21st Century Themes
Copyright © 2007
© 2007 Partnership for 21st Century Learning (P21)

www.P21.org/Framework
21ST CENTURY STUDENT OUTCOMES AND
SUPPORT SYSTEMS
The P21 Framework for 21st Century Learning was developed with input from educators, education
experts, and business leaders to define and illustrate the skills, knowledge, expertise, and support
systems that students need to succeed in work, life, and citizenship.
The Framework continues to be used by thousands of educators and hundreds of schools in the U.S.
and abroad to put 21st century skills at the center of learning. All elements of the Framework are
critical to ensure 21st century readiness for every student.
When a school, district, or state builds on this foundation, combining knowledge and skills with
the necessary support systems of standards, assessments, curriculum and instruction, professional
development, and learning environments - students are more engaged in the learning process and
graduate better prepared to thrive in today’s digitally and globally interconnected world.
Publication date: 01/16
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
Key Subjects and 21st Century Themes Member
Mastery of key subjects and 21st century themes is essential to student success. Key subjects include Organizations
English, reading or language arts, world languages, arts, mathematics, economics, science, geography,
history, government and civics.
• American Camp Association
In addition, schools must promote an understanding of academic content at much higher levels by
• AFT
weaving 21st century interdisciplinary themes into key subjects:
• Global Awareness • Apple Inc.
• Financial, Economic, Business and Entrepreneurial Literacy •
• Civic Literacy
• Bahcesehir K-12 Schools
• Health Literacy
• Environmental Literacy • Crayola
•
Learning and Innovation Skills
• Destination Imagination
Learning and innovation skills are what separate students who are prepared for increasingly complex life
and work environments in today’s world and those who are not. They include: • Duck Learning
• Creativity and Innovation • EF Education First

• Critical Thinking and Problem Solving
• ENA
• Communication
• Collaboration • First Five Years Fund
• Fisher-Price
Information, Media and Technology Skills
• Ford Motor Company
Today, we live in a technology and media-driven environment, marked by access to an abundance Fund
of information, rapid changes in technology tools and the ability to collaborate and make individual
contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of • Future Problem Solving
functional and critical thinking skills, such as: Program International
• Information Literacy • The Goddard School

• Media Literacy
• Intel Corporation
• ICT (Information, Communications and Technology) Literacy
• Learning.com
Life and Career Skills • LEGO Education
Today’s students need to develop thinking skills, content knowledge, and social and emotional • National Board for
competencies to navigate complex life and work environments. P21’s essential Life and Career Skills
Professional Teaching
include:
Standards
• Flexibility and Adaptability
• Initiative and Self-Direction • National Education
• Social and Cross-Cultural Skills Association
• Productivity and Accountability
• National Speech and
• Leadership and Responsibility
Debate Association
21ST CENTURY SUPPORT SYSTEMS • PBS
• Pearson
21st century learning requires an innovative support system to engage learners through applicable
skills and knowledge, appropriate technologies, and real-world connections to make learning relevant, • Playworld
personalized, and engaging. P21 has identified five critical support systems to ensure all students • Project Management
receive the kinds of learning experiences that build 21st century competency: Institute Educational
• 21st Century Standards Foundation
• Assessments of 21st Century Skills
• VIF International
• 21st Century Curriculum and Instruction
• 21st Century Professional Development Education
• 21st Century Learning Environments • The Walt Disney
Company
For more information, visit P21 at www.P21.org.
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
P21 Framework Definitions
To help practitioners integrate skills into the teaching of key academic subjects, the
Partnership has developed a unified, collective vision for learning known as the
Framework for 21st Century Learning. This Framework describes the skills, knowledge
and expertise students must master to succeed in work and life; it is a blend of content
knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the development of key academic
subject knowledge and understanding among all students. Those who can think critically
and communicate effectively must build on a base of key academic subject knowledge.
Within the context of key knowledge instruction, students must also learn the
essential skills for success in today’s world, such as critical thinking, problem
solving, communication and collaboration.
When a school or district builds on this foundation, combining the entire Framework with
the necessary support systems—standards, assessments, curriculum and instruction,
professional development and learning environments—students are more engaged in the
learning process and graduate better prepared to thrive in today’s global economy.
While the graphic represents each element distinctly for descriptive purposes,
the Partnership views all the components as fully interconnected in the process
of 21st century teaching and learning.
P21 Framework Definitions Page 1 of 9

21st CENTURY STUDENT OUTCOMES
The elements described in this section as “21st century student outcomes” (represented
by the rainbow) are the knowledge, skills and expertise students should master to
succeed in work and life in the 21st century.
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in
the 21st century. Key subjects include:
 English, reading or language arts
 World languages
 Arts
 Mathematics
 Economics
 Science
 Geography
 History
 Government and Civics
In addition to these subjects, we believe schools must move to include not only a
focus on mastery of key subjects, but also promote understanding of academic
content at much higher levels by weaving 21st century interdisciplinary themes
into key subjects:
Global Awareness
 Using 21st century skills to understand and address global issues
 Learning from and working collaboratively with individuals representing
diverse cultures, religions and lifestyles in a spirit of mutual respect and
open dialogue in personal, work and community contexts
 Understanding other nations and cultures, including the use of non-English
languages
Financial, Economic, Business and Entrepreneurial Literacy

 Knowing how to make appropriate personal economic choices
 Understanding the role of the economy in society
 Using entrepreneurial skills to enhance workplace productivity and career
options
Civic Literacy
 Participating effectively in civic life through knowing how to stay informed
and understanding governmental processes
 Exercising the rights and obligations of citizenship at local, state, national
and global levels
 Understanding the local and global implications of civic decisions

Health Literacy
 Obtaining, interpreting and understanding basic health information and
services and using such information and services in ways that enhance
health
 Understanding preventive physical and mental health measures, including
proper diet, nutrition, exercise, risk avoidance and stress reduction
 Using available information to make appropriate health-related decisions
 Establishing and monitoring personal and family health goals
 Understanding national and international public health and safety issues
Environmental Literacy
 Demonstrate knowledge and understanding of the environment and the
circumstances and conditions affecting it, particularly as relates to air,
climate, land, food, energy, water and ecosystems
 Demonstrate knowledge and understanding of society’s impact on the
natural world (e.g., population growth, population development, resource
consumption rate, etc.)
 Investigate and analyze environmental issues, and make accurate
conclusions about effective solutions
 Take individual and collective action towards addressing environmental
challenges (e.g., participating in global actions, designing solutions that
inspire action on environmental issues)
LEARNING AND INNOVATION SKILLS
Learning and innovation skills increasingly are being recognized as those that separate
students who are prepared for a more and more complex life and work environments in
the 21st century, and those who are not. A focus on creativity, critical thinking,
communication and collaboration is essential to prepare students for the future.
CREATIVITY AND INNOVATION
Think Creatively
 Use a wide range of idea creation techniques (such as brainstorming)
 Create new and worthwhile ideas (both incremental and radical concepts)
 Elaborate, refine, analyze and evaluate their own ideas in order to improve and
maximize creative efforts
Work Creatively with Others

• Develop, implement and communicate new ideas to others effectively
• Be open and responsive to new and diverse perspectives; incorporate group
input and feedback into the work
• Demonstrate originality and inventiveness in work and understand the real
world limits to adopting new ideas

 View failure as an opportunity to learn; understand that creativity and
innovation is a long-term, cyclical process of small successes and frequent
mistakes
Implement Innovations
 Act on creative ideas to make a tangible and useful contribution to the field in
which the innovation will occur
CRITICAL THINKING AND PROBLEM SOLVING
Reason Effectively
 Use various types of reasoning (inductive, deductive, etc.) as appropriate to
the situation
Use Systems Thinking

 Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems
Make Judgments and Decisions

 Effectively analyze and evaluate evidence, arguments, claims and beliefs
 Analyze and evaluate major alternative points of view
 Synthesize and make connections between information and arguments
 Interpret information and draw conclusions based on the best analysis
 Reflect critically on learning experiences and processes
Solve Problems
 Solve different kinds of non-familiar problems in both conventional and
innovative ways
 Identify and ask significant questions that clarify various points of view and
lead to better solutions
COMMUNICATION AND COLLABORATION
Communicate Clearly
 Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
 Listen effectively to decipher meaning, including knowledge, values, attitudes
and intentions
 Use communication for a range of purposes (e.g. to inform, instruct, motivate
and persuade)
 Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
 Communicate effectively in diverse environments (including multi-lingual)
Collaborate with Others

 Demonstrate ability to work effectively and respectfully with diverse teams
 Exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal
 Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member
INFORMATION, MEDIA AND TECHNOLOGY SKILLS
People in the 21st century live in a technology and media-driven environment, marked
by various characteristics, including: 1) access to an abundance of information, 2) rapid
changes in technology tools, and 3) the ability to collaborate and make individual
contributions on an unprecedented scale. Effective citizens and workers of the 21st
century must be able to exhibit a range of functional and critical thinking skills related to
information, media and technology.
INFORMATION LITERACY
Access and Evaluate Information

 Access information efficiently (time) and effectively (sources)
 Evaluate information critically and competently
Use and Manage Information

 Use information accurately and creatively for the issue or problem at hand
 Manage the flow of information from a wide variety of sources
 Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of information
MEDIA LITERACY
Analyze Media
 Understand both how and why media messages are constructed, and for what
purposes
 Examine how individuals interpret messages differently, how values and points
of view are included or excluded, and how media can influence beliefs and
behaviors
access and use of media
Create Media Products

 Understand and utilize the most appropriate media creation tools,
characteristics and conventions
 Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multi-cultural environments
ICT (Information, Communications and Technology) LITERACY
Apply Technology Effectively

 Use technology as a tool to research, organize, evaluate and communicate
information

 Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access,
manage, integrate, evaluate and create information to successfully function in
a knowledge economy
access and use of information technologies
LIFE AND CAREER SKILLS
Today’s life and work environments require far more than thinking skills and content
knowledge. The ability to navigate the complex life and work environments in the
globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills.
FLEXIBILITY AND ADAPTABILITY
Adapt to Change
 Adapt to varied roles, jobs responsibilities, schedules and contexts
 Work effectively in a climate of ambiguity and changing priorities
Be Flexible
 Incorporate feedback effectively
 Deal positively with praise, setbacks and criticism
 Understand, negotiate and balance diverse views and beliefs to reach workable
solutions, particularly in multi-cultural environments
INITIATIVE AND SELF-DIRECTION
Manage Goals and Time

 Set goals with tangible and intangible success criteria
 Balance tactical (short-term) and strategic (long-term) goals
 Utilize time and manage workload efficiently
Work Independently
 Monitor, define, prioritize and complete tasks without direct oversight
Be Self-directed Learners
 Go beyond basic mastery of skills and/or curriculum to explore and expand
one’s own learning and opportunities to gain expertise
 Demonstrate initiative to advance skill levels towards a professional level
 Demonstrate commitment to learning as a lifelong process
 Reflect critically on past experiences in order to inform future progress
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others

 Know when it is appropriate to listen and when to speak
 Conduct themselves in a respectable, professional manner
Work Effectively in Diverse Teams

 Respect cultural differences and work effectively with people from a range of
social and cultural backgrounds
 Respond open-mindedly to different ideas and values
 Leverage social and cultural differences to create new ideas and increase both
innovation and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of obstacles and competing pressures
 Prioritize, plan and manage work to achieve the intended result
Produce Results
 Demonstrate additional attributes associated with producing high quality
products including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others

 Use interpersonal and problem-solving skills to influence and guide others
toward a goal
 Leverage strengths of others to accomplish a common goal
 Inspire others to reach their very best via example and selflessness
 Demonstrate integrity and ethical behavior in using influence and power
Be Responsible to Others
 Act responsibly with the interests of the larger community in mind
21st CENTURY SUPPORT SYSTEMS
The elements described below are the critical systems necessary to ensure student
mastery of 21st century skills. 21st century standards, assessments, curriculum,
instruction, professional development and learning environments must be aligned to
produce a support system that produces 21st century outcomes for today’s students.
21st Century Standards
 Focus on 21st century skills, content knowledge and expertise
 Build understanding across and among key subjects as well as 21st century
interdisciplinary themes
 Emphasize deep understanding rather than shallow knowledge
 Engage students with the real world data, tools and experts they will encounter
in college, on the job, and in life; students learn best when actively engaged in
solving meaningful problems
 Allow for multiple measures of mastery
Assessment of 21st Century Skills

 Supports a balance of assessments, including high-quality standardized testing
along with effective formative and summative classroom assessments
 Emphasizes useful feedback on student performance that is embedded into
everyday learning
 Requires a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st century skills
 Enables development of portfolios of student work that demonstrate mastery of
21st century skills to educators and prospective employers
 Enables a balanced portfolio of measures to assess the educational system’s
effectiveness in reaching high levels of student competency in 21st century
skills
21st Century Curriculum and Instruction

 Teaches 21st century skills discretely in the context of key subjects and 21st
century interdisciplinary themes
 Focuses on providing opportunities for applying 21st century skills across
content areas and for a competency-based approach to learning
 Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher order
thinking skills
 Encourages the integration of community resources beyond school walls
21st Century Professional Development

 Highlights ways teachers can seize opportunities for integrating 21st century
skills, tools and teaching strategies into their classroom practice — and help
them identify what activities they can replace/de-emphasize
 Balances direct instruction with project-oriented teaching methods
 Illustrates how a deeper understanding of subject matter can actually enhance
problem-solving, critical thinking, and other 21st century skills
 Enables 21st century professional learning communities for teachers that
model the kinds of classroom learning that best promotes 21st century skills
for students
 Cultivates teachers’ ability to identify students’ particular learning styles,
intelligences, strengths and weaknesses

 Helps teachers develop their abilities to use various strategies (such as
formative assessments) to reach diverse students and create environments
that support differentiated teaching and learning
 Supports the continuous evaluation of students’ 21st century skills
development
 Encourages knowledge sharing among communities of practitioners, using
face-to-face, virtual and blended communications
 Uses a scalable and sustainable model of professional development
21st Century Learning Environments

 Create learning practices, human support and physical environments that will
support the teaching and learning of 21st century skill outcomes
 Support professional learning communities that enable educators to
collaborate, share best practices and integrate 21st century skills into
classroom practice
 Enable students to learn in relevant, real world 21st century contexts (e.g.,
through project-based or other applied work)
 Allow equitable access to quality learning tools, technologies and resources
 Provide 21st century architectural and interior designs for group, team and
individual learning
 Support expanded community and international involvement in learning, both
face-to-face and online
About the Partnership for 21st Century Learning
The Partnership for 21st Century Learning recognizes that all learners need educational
experiences in school and beyond, from cradle to career, to build knowledge and skills
for success in a globally and digitally interconnected world. Representing over 5 million
members of the global workforce, P21 unites business, government and education
leaders from the U.S. and abroad to advance evidence-based education policy and
practice and to make innovative teaching and learning a reality for all.
P21 and member organizations provide tools and resources that help facilitate and drive
this necessary change.
Learn more and get involved at www.p21.org.
Copyright © 2015, The Partnership for 21st Century Learning. All rights reserved.

Learning Skills for Infor mat ion, Commun ic ati on, and Med ia L iteracy
Information and Media Literacy

Accessing and managing information. Integrating and creating information. Evaluating and analyzing information.
4th Grade 8th Grade 12th Grade
21st Century Tools for: Newspapers, books, spreadsheets, graphing Newspapers, books, spreadsheets, graphing Newspapers, books, spreadsheets, graphing
Communication, Information programs, calculators, computers, Internet, programs, calculators, computers, Internet, programs, calculators, computers, Internet,
Processing, and Research films, TV programs, Websites, databases, films, TV programs, Websites, databases, films, TV programs, Websites, databases,
internet and digital libraries internet and digital libraries internet and digital libraries
SAMPLE Student Outcomes • Access information from a variety of • Find, access, and acquire the necessary • Find and analyze data sets and
for: Accessing, Processing, media sources. data needed to address a question collection processes with respect to the
Managing, Integrating and generated by students. authenticity of the data and legitimacy
Communicating Information • Gather data such as taking surveys of of its use for various purposes.
their school or community population • Formulate questions related to
and create appropriate graphs to display students’ physical environment or two • Develop methods to collect univariate
the information. populations or cultures, design studies and bivariate data to describe trends
that can answer the questions, and within and between populations or local
• Analyze and compare numerical data collect appropriate data. settings.
from a variety of age-appropriate
sources such as newspapers and • Analyze graphs and other data • Use understanding of statistical
websites, and draw simple conclusions representations from the media relative techniques, sampling bias, and population
about the data. to their truthfulness and ability to parameters in simulated settings to
persuade/mislead a reader. study the effects on outcomes. Analyze
these factors in published scientific or
economic reports, and use knowledge
of statistical techniques to evaluate the
validity of the reports’ findings.
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills
Communication Skills
Understanding, managing, and creating effective communications: orally, written, using multimedia.
21st Century Tools for: Word processing programs, graphic Word processing programs, graphic Word processing programs, graphic
Communication, Information programs, presentation software, desktop programs, presentation software, desktop programs, presentation software, desktop
Processing, and Research publishing programs publishing programs publishing programs
SAMPLE Student Outcomes • Present mathematical information in an • Prepare oral presentations of group • Give an oral presentation using the
for: Accessing, Processing, oral report accompanied by charts and math projects that demonstrate language of mathematics to express
Managing, Integrating and graphs. conceptual understanding as well as mathematical ideas precisely to peers
Communicating Information application in a specific context. and teacher in content specific and
• Construct charts and graphs to display applied settings.
mathematical information such as survey • Present written explanation of problem
data. solving process and solution with • Create a written argument that
included diagrams, tables, charts, and demonstrates the development of a
• Use presentation software to present graphs as needed. mathematical conjecture and creates
data used in a graph or project (such as a convincing proof of its validity or
a budget, scientific report, or economic • Use linked table, graph, and symbolic disproof.
analysis). representations (as can be displayed
in a spreadsheet) to explain how • Creates a presentation that uses
components of a real-world situation dynamic images to illustrate a
are connected and how changes impact mathematical concept, connection, or
the entire system. problem and its applicability to a real-
world context.
Learning Skills for Th inking and Probl em So lving
Critical Thinking and Systems Thinking

Use logical reasoning skills. Becoming numerate. Skillful in using various Problem-Solving strategies.
21st Century Tools for: Word processing software, manipulatives, Word processing software, manipulatives, Word processing software, manipulatives,
Thinking and Problem Solving calculators, graphing calculators, calculators, graphing calculators, calculators, graphing calculators,
spreadsheet software, probes, GPS, and spreadsheet software, probes, GPS, and spreadsheet software, probes, GPS, and
geometry tool software. geometry tool software. geometry tool software.
SAMPLE Student Outcomes • Apply a variety of age-appropriate • Solve problems using computation, • Employ more complex problem-
for: Thinking and Problem strategies to solve simple open-ended customary and metric measurements, solving methods to develop a deeper
Solving problems with real-life applications, such scale factors, ratios, and proportions understanding of mathematics, such as
as comparison shopping, time-distance, simulating a construction project (within
or measurement and proportion • Create graphical representations of certain material & budget constraints).
problems. data using graphing calculators and
spreadsheets. • Formulate, approach, and solve problems
• Use word processing or online forums beyond those studied using a variety of
to record journal entries of their math problem-solving tools such as graphing
experiences. calculators, probes, GPS, and geometry
tool software.
• Use presentation software to share
their problem-solving strategies.
Problem Identification, Formulation and Solution

Ability to identify, analyze, and solve problems.
21st Century Tools for: Manipulatives, calculators, graphing Manipulatives, calculators, graphing Manipulatives, calculators, graphing
Thinking and Problem Solving calculators, Smart Boards, presentation calculators, Smart Boards, presentation calculators, Smart Boards, presentation
software. software. software.
SAMPLE Student Outcomes • Plan, visualize, estimate, measure, test • Select and apply appropriate problem- • Apply an appropriate strategy to solve
for: Thinking and Problem and revise their understanding of solving strategies in an online group. problems both individually and in a
Solving geometric shapes and measurement group.
concepts. • Solve real-life problems involving money,
such as using existing e-commerce. • Use estimation to determine the
• Visually demonstrate, highlight reasonableness of an answer and use
and display various patterns and • Use physical and digital models to word-processing software to explain the
relationships among numbers using demonstrate mathematical concepts . process.
virtual whiteboards and calculators.
• Use calculators to solve computational • Use physical and digital models to
problems. demonstrate mathematical concepts.
Creativity and Intellectual Curiosity

Develop and communicate ideas to others.
21st Century Tools for: Digital cameras, laptop computers, Digital cameras, laptop computers, Digital cameras, laptop computers,
Thinking and Problem Solving multimedia presentation software, graphing multimedia presentation software, graphing multimedia presentation software, graphing
calculators, probes/CBRs, Website calculators, probes/CBRs, Website calculators, probes/CBRs, Website
development software development software development software
SAMPLE Student Outcomes • Use digital cameras to photograph • Use mathematical understanding and • Use graphing calculators and probes to
for: Thinking and Problem representations of geometry concepts problem-solving processes to identify collect and analyze environmental data
Solving from their surroundings. a community problem (such as using (e.g., pH of streams) or contextual data
a limited number of buses for an (e.g., speed of cars in school zones).
• Transfer the photo images to create a expanding student body).
math slide show. • Develop an audience-appropriate
• Generate and analyze possible solutions presentation that uses analysis,
• Give a presentation for an audience to for the community problem. interpretation and display of data and
explain geometry concepts. related inferences to describe the
situation and possible solutions.
Learning Skills for Inter personal and Se l f-Directional Sk ills
Interpersonal and Collaborative Skills

Working well on a team. Exercising respect for diversity of opinions.
21st Century Tools for: Calculators, newspapers, Internet, Calculators, newspapers, Internet, Calculators, newspapers, Internet,
Interpersonal and Self- spreadsheet programs, presentation spreadsheet programs, presentation spreadsheet programs, presentation
Directional Skills software, video equipment software, video equipment software, video equipment
SAMPLE Student Outcomes • Create an age-appropriate portfolio • Create an age-appropriate portfolio • Create a culminating project that
for: Interpersonal and Self- that includes a problem-solving situation that includes a problem-solving situation demonstrates content knowledge and
Directional Skills related to real life. related to real life. conceptual understanding in at least
three distinct content areas; project
• Create a self-assessment for evaluating • Create a self-assessment for evaluating should demonstrate problem-solving
a variety of age-appropriate concepts, a variety of age-appropriate concepts, ability and ability to draw connections
and provide a written reflection of their and provide a written reflection of their between mathematics content and real
problem-solving process/thinking. problem-solving process/thinking. world settings.
Self-Direction
Monitoring one’s own understanding and learning.
21st Century Tools for: Calculators, computers, books, Calculators, computers, books, Calculators, computers, books,
Interpersonal and Self- newspapers newspapers newspapers
Directional Skills
SAMPLE Student Outcomes • Create an age-appropriate portfolio • Create an age-appropriate portfolio • Create a culminating project that
for: Interpersonal and Self- that includes a problem-solving situation that includes a problem-solving situation demonstrates content knowledge and
Directional Skills related to real life. related to real life. conceptual understanding in at least
three distinct content areas; project
• Create a test with a variety of concepts, • Create a test with a variety of concepts, should demonstrate problem-solving
and a written reflection of their and a written reflection of their problem ability and ability to draw connections
problem-solving process/thinking. solving process/thinking. between mathematics content and real
world settings.
Accountability and Adaptability

Exercising personal responsibility and flexibility in various contexts. Setting and meeting high standards and goals for one’s self and others.
21st Century Tools for: Internet, presentation software, word Internet, presentation software, word Internet, presentation software, word
Interpersonal and Self- processing, desktop publishing processing, desktop publishing processing, desktop publishing
Directional Skills
SAMPLE Student Outcomes • Establish ongoing communication with • Gather pertinent data from multiple • Work on higher level mathematics that
for: Interpersonal and Self- students from other communities sources to create a math game that can be submitted to an agency outside
Directional Skills or countries (via letters, email, or reflects concepts from class and explain the classroom (e.g., national contest,
electronic bulletin boards) to share the game through appropriate channels local newspaper, math bee).
math projects. (e.g., hand in manually; send as email
attachment; or present orally). • Use online bulletin boards to engage
• Develop and execute a plan to use in discussions of math concepts with
measurements and a graphing program • Participate in national math people (students and/or experts)
to collect and record accurate and competitions, where students are from around the world; demonstrate
complete data about the community responsible for the quality of the data tolerance and respect for the points of
playgrounds. they submit. view of others.
• Gather and critically analyze data from a

variety of sources, and understand how
and why data may not be consistent.
Social Responsibility
Acting responsibly with the interests of the larger community in mind. Demonstrating ethical behavior in personal, workplace and community contexts.
21st Century Tools for: Internet, presentation software, newspapers Internet, presentation software, Internet, presentation software,
Interpersonal and Self- newspapers newspapers
Directional Skills
SAMPLE Student Outcomes • Children use age-appropriate • Incorporate math concepts into a • Identify a potential community issue
for: Interpersonal and Self- mathematical and ICT skills to community service project such as a that can be analyzed using a wide range
Directional Skills participate in a community service recycling program – and research facts of mathematical tools and develop an
project. to determine how much of the recycled analysis plan.
parts are used in various items.
• Collect and analyze data, and develop
a report presenting data and possible
interventions to address local issues.
ICT Literacy Map
D esigned in c ooper ation w ith th e Natio nal C o u ncil o f Teach e rs o f M at h ematics
ICT Literacy Maps are the result The Partnership for 21st Century Skills advocates for the integration of
of hundreds of hours of research, Information and Communication Technology (ICT) Literacy into K-12 education
so that students can learn and achieve in the core academic subjects at much
development and feedback from
higher levels. The Partnership defines ICT Literacy as the use of 21st century
educators and business leaders across tools to perform learning skills.
the nation. The Partnership has issued The Partnership has forged alliances with key national organizations that represent the core academic subjects, including English,
Math, Science and Geography. As a result of these collaborations, the Partnership has developed a series of ICT Literacy Maps
ICT Literacy Maps for the core subjects
that illustrate the intersection between ICT Literacy and core academic subjects. The maps enable educators, administrators and
of Geography, Math, English and policymakers to gain concrete examples of how ICT Literacy can be integrated into core subjects.
Science. These tools are available at
www.21stcenturyskills.org/matrices/.
A Learning Skill
+
B 21st Century Tool
=
C ICT Literacy
An example from the Math ICT Literacy

Map illustrates sample outcomes for teaching
communication skills.
ICT Literacy Map
T h is map was create d in cooperatio n with t he Natio nal Scien ce Teach e r s A ss o ciatio n
A Learning Skill
+
B 21st Century Tool
=
C ICT Literacy


21st Century Tools for: Internet, sciLINKS, Online resources, Print Internet, sciLINKS, Online resources, Print Internet, sciLINKS, Online resources, Print
Communication, Information resources (Newspapers, Books, Newspapers, resources (Newspapers, Books, Newspapers, resources (Newspapers, Books, Newspapers,
Processing, and Research Magazines), PDA’s, Web Databases (NASA, Magazines), PDA’s, Web Databases (NASA, Magazines), PDA’s, Web Databases (NASA,
EPA, NOAA, USGS, etc) Observational EPA, NOAA, USGS, etc) Observational EPA, NOAA, USGS, etc) Observational
and Measurement Tools (microscopes, and Measurement Tools (microscopes, and Measurement Tools (microscopes,
telescopes, probes) TV programs (NASA, telescopes, probes) TV programs (NASA, telescopes, probes) TV programs (NASA,
Discovery, National Geographic), Discovery, National Geographic), Discovery, National Geographic),
Multimedia Applications Videos, DVD’s CD Multimedia Applications Videos, DVD’s CD Multimedia Applications Videos, DVD’s CD
ROMs), calculators, telecommunications, ROMs), calculators, telecommunications, ROMs), calculators, telecommunications,
spreadsheets, word-processing. spreadsheets, word-processing. spreadsheets, word-processing.
SAMPLE Student Outcomes for: 1. Access information from a variety 1. Use a variety of information access tools 1. Select and analyze information from
Accessing,Processing,Managing, of media sources (i.e. Internet, CD- to locate, gather, and organize potential various sources, including electronic and
Integrating and Communicating ROM programs, print resources). E.G. sources of scientific information to answer print resources, community resources,
Information Research characteristics of beaks, feet, questions. E.G. Answer the question: How and personally collected data, to answer
websites, legs, wings, and coloration to does the range of sounds that humans can questions being investigated. E.G.
compare adaptations in various species hear compare with the range of sounds Answer the question: What effect does
of birds. that other animals can hear? ultraviolet radiation, carcinogens, water
2. Use appropriate tools to measure and 2. Collect real-time observations and data pollution, toxins, or nuclear radiation
graph data. E.G. Measure and graph synthesizing and building upon existing have on developing organisms?
indoor and outdoor temperatures at information (e.g., online databases 2. Collect and use qualitative and
different times of the year to identify NOAA, EPA, USGS) to solve problems. quantitative data and information, seek
patterns of change. E.G. Collect data and search print and evidence and sources of information
3. Analyze and compare data from a electronic resources to gather and record to identify flaws such as errors and bias
variety of age-appropriate sources past data on the change in the turbidity of and explain how the evidence gathered
such as newspapers and websites. a river after a rainfall and its effect on the supports or refutes an initial hypothesis.
E.G. Analyze and compare seasonal plants and animals living in this habitat. E.G. Explain possible sources of error
changes in temperature and rainfall for 3. Use appropriate tools to analyze and when predicting weather.
different regions. synthesize information (e.g., diagrams, 3. Analyze data and information gathered
flow charts, frequency tables, bar graphs, to clarify problems or issues identifying
line graphs, and stem-and-leaf plots) to costs and benefits from a social, cultural,
draw conclusions and implications based and/or environmental perspective;
on investigations of an issue or question. predicting the consequences of
E.G. Compile qualitative and quantitative action or inaction; and proposing
data gathered through an investigation of possible solutions. E.G. Articulate
past and current earthquake epicenters issues concerning the impact of
and regions of volcanic activity in order to developments in space research and
identify needs and problems arising from technology in agriculture, navigation,
events relating to the earth’s crust. and telecommunications.
Understanding, managing, and creating effective communications: (a) orally, (b) written, (c) using multimedia.
21st Century Tools for: Video and audio recording devices, Video and audio recording devices, Video and audio recording devices,
Communication, Information microphones, audio enhancement devices, microphones, audio enhancement devices, microphones, audio enhancement devices,
Processing, and Research assistive devices, digital recorders. assistive devices, digital recorders. assistive devices, digital recorders.
computers, PDAs, word processing, computers, PDAs, word processing, computers, PDAs, word processing,
spreadsheets, presentation software, email. spreadsheets, presentation software, email. spreadsheets, presentation software, email.
SAMPLE Student Outcomes for: • Use a variety of tools and formats (oral • Use a wide range of tools and a a. Select and use appropriate scientific
Accessing,Processing,Managing, presentations, journals, and multimedia variety of oral, written, and graphic vocabulary to orally share and
Integrating and Communicating presentations) to summarize formats (e.g., diagrams, , flow communicate scientific ideas, plans,
Information and communicate the results of charts, simulations, graphs) to share results, and conclusions resulting from
observations. information and results of observations observations and investigations.
and investigations.
E.G. Use historical and current weather
E.G
data to support a position on future
a. Explain, using a model constructed E.G
weather patterns.
of modeling clay and a tree branch, a. Explain the effects on plants and
how a caterpillar eats. animals of the loss of their natural
b. Create written reports and journals to
b. Prepare a poster illustrating the habitat.
share and communicate scientific ideas,
components of a local habitat; trace b. Develop a chronological model or
plans, results, and conclusions resulting
a food chain in an illustrated chart. time scale of major events in the
from observations and investigations.
c. Use simple media instruments to formation of the earth.
create a clearly labeled chart of c. Design a multimedia presentation E.G. Graph sunrise and sunset data
organisms observed and identified explaining the interrelationships from observations and investigations
during a study of the school yard. of biotic and abiotic elements in a and relate them to the motions of the
specific ecosystem. Earth.
c. Create a multimedia presentation

incorporating numeric, symbolic and/or
graphic modes of representation to
share scientific ideas, plans, results, and
conclusions.
E.G. Present data on different chemical
substances in a table using appropriate
headings such as compound, element,
chemical and physical property.
Learning Skills for Thinki ng and Probl em So lving

1. Exercising sound reasoning. 2. Making complex choices. 3. Understanding the interconnections among systems.
21st Century Tools for: Drawing, graphing, and concept mapping Drawing, graphing, and concept mapping Drawing, graphing, and concept mapping
Thinking and Problem Solving software, observational and measurement software, observational and measurement software, observational and measurement
tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes),
digital cameras, digital recording devices, digital cameras, digital recording devices, digital cameras, digital recording devices,
PDAs, calculators, computers, databases, PDAs, calculators, computers, databases, PDAs, calculators, computers, databases,
print materials. print materials. print materials.
SAMPLE Student Outcomes for: 1. Apply a variety of age-appropriate 1. Execute the steps of scientific inquiry 1. Pursue scientific inquiry such as
Thinking and Problem Solving strategies to address real-life issues. to engage in the problem-solving and observation and measurement,
E.G. Identify factors that affect plants decision making processes. hypothesis formulation and analysis,
and animals in a specific habitat and E.G. Make qualitative and quantitative and value the scientific “habits of mind”
research the effects on plants and observations; classify objects and such as persistence, accuracy and
animals of the loss of their natural phenomena. collaboration.
habitat. E.G. Identify local environmental factors
2. Apply new and unusual applications that may lead to a change in a cell’s
2. Build a concept map to understand a of existing knowledge to new and genetic information or an organism’s
complex problem. different situations. development and investigate the
E.G. Illustrate each of the three states of E.G. Identify factors to be considered in consequences such factors have on
matter and how changes among them making informed decisions about land human development.
are interrelated. use.
2. Generate solutions to scientific questions
3. Appropriately organize observations 3. Make sketches, graphs, and diagrams to and challenges through developing,
and data into tables, charts and graphs explain ideas and to demonstrate the modeling and revising investigations.
for interpretation of interconnections. interconnections between systems. E.G. Demonstrate various methods which
E.G. Display data gathered in a E.G. Create a simulation to demonstrate can be used to control the conditions of
population-simulation exercise, using the movement of water and nutrients plant growth (e.g., how conditions are
a labeled graph; classify species of between cells and through various controlled in a greenhouse, nursery, or
insects in the neighborhood according organs and systems. hydroponic installation).
to habitat, using a chart or table.
3. Apply scientific knowledge and skills to
make reasoned decisions about the use
of science and scientific innovations.
E.G. Investigate the impact of genetic
engineering of crops on global and local
food production, and populations.

1. Ability to frame, analyze and solve problems.
21st Century Tools for: Computers, observational and measurement Computers, observational and measurement Computers, observational and measurement
Thinking and Problem Solving tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes),
PDAs, spreadsheets, graphing tools, modeling PDAs, spreadsheets, graphing tools, modeling PDAs, spreadsheets, graphing tools, modeling
software, word processing, Internet, software, word processing, Internet, software, word processing, Internet,
databases, print materials. databases, print materials. databases, print materials.
SAMPLE Student Outcomes for: 1a. Ask questions and plan investigations 1a. Formulate a scientific question about 1. Formulate scientific questions about
Thinking and Problem Solving to find answers and solutions. phenomena, a problem, or an issue an issue and define experimental
and using a broad range of tools and procedures for finding answers.
E.G. Predict, test, and draw techniques; plan and conduct an
E.G. Research the use of fertilizers and
conclusions about the removal of a inquiry to address the question.
pesticides on soil.
part from a series circuit made with
E.G. Investigate how local recycling
wires, battery, light bulb, and socket.
efforts help conserve energy and 2. Plan and conduct practical tests
natural resources. to solve problems or answer a
1b. Compile data gathered through
question, collect and analyze data
observations in order to record and
2. Use evidence collected from using appropriate instruments and
present results, using tally charts,
observations or other sources (e.g., techniques safely and accurately.
tables, and graphs.
Internet, databases, print materials)
E.G. Test water quality, air quality, and/
and use them to create models and
E.G. Compile and display data or soil composition.
explanations.
gathered from a study of electric
circuits to demonstrate the function E.G. Compile data gathered from to 3. Develop models and explanations to fit
of their component parts (e.g., record and present results of local evidence obtained from investigations.
switches, power source). recycling effort.
E.G. Develop a flowchart graphic to
1c. Use evidence to construct illustrate the flow of fertilizers and
explanations. pesticides through a local ecosystem.
E.G. Design and construct a simple

circuit that will operate a device such
as a light bulb.

1. Develop, implement and communicate new ideas to others.
21st Century Tools for: Brainstorming software, collaboration Brainstorming software, collaboration Brainstorming software, collaboration
Thinking and Problem Solving software (including web-based software (including web-based software (including web-based
collaborative network software), collaborative network software), collaborative network software),
telecommunications, presentation telecommunications, presentation telecommunications, presentation
software, digital cameras, projectors. software, digital cameras, projectors. software, digital cameras, projectors.
SAMPLE Student Outcomes for: 1. Use a variety of equipment and 1. Use a variety of media tools to make 1. Prepare multimedia presentations
Thinking and Problem Solving software packages to enter, process, oral and written presentations, which to share results of investigations,
display, and communicate information include written notes and descriptions, demonstrating a clear sense of
in different forms using text, tables, drawings, photos, and charts to audience and purpose.
pictures, and sound. communicate the procedures and
results of investigations. E.G. Use a multi media presentation to
E.G. Create a shade chart of a selected describe the factors determining the
color; make a spinning color wheel E.G. Communicate the procedures quality of a water source.
to demonstrate how “white” light is and results of an investigation that
composed of all the colors. evaluates and compares the quality 2. Use electronic networks (e.g., chat
of water from different sources by rooms) to share information.
performing simple tests (e.g., for
pH, salinity, hardness, temperature, E.G. Share the results of an investigation
turbidity). of water quality with neighboring
communities.
3. Model solutions to a range of problems

in science and technology using
computer simulation software.
E.G. Create a simulation illustrating

the movement of water and nutrients
between cells and through various
organs and systems.
Learning Skills for Inter personal and Se l f-Directional Sk ill S

1. Demonstrating teamwork and working productively with others. 2. Demonstrating and the ability to adapt to varied roles and responsibilities. 3. Exercise
empathy and respecting diverse perspectives.
21st Century Tools for: Brainstorming software, collaboration Brainstorming software, collaboration Brainstorming software, collaboration
Interpersonal and Self-Directional software (including web-based collaborative software (including web-based collaborative software (including web-based collaborative
Skills network software), calculators, newspapers, network software), calculators, newspapers, network software), calculators, newspapers,
Internet, spreadsheet programs, presentation Internet, spreadsheet programs, presentation Internet, spreadsheet programs, presentation
software, video equipment, computers, software, video equipment, computers, software, video equipment, computers,
team competitions (e.g. Science Olympics, team competitions (e.g. Science Olympics, team competitions (e.g. Science Olympics,
Exploravision). Exploravision). Exploravision).
SAMPLE Student Outcomes 1. Plan and conduct scientific 1. Work in diverse pairs/teams to answer 1. Create a culminating team project that
for: Interpersonal and Self- investigations in group settings. questions, solve problems and make demonstrates content knowledge and
Directional Skills decisions. conceptual understanding and shows
E.G. Work in teams to design and
connections between science content
construct a boat that holds paper clips, E.G. Participate in NSTA’s ExploraVision,
and real-world settings.
and moves through water using a state-based Science Olympiads).
magnet. E.G. Construct and test a simple
2. Plan and develop team science loudspeaker; construct, test, and
2. Engage in group decision making projects. demonstrate a simple audio amplifier.
activities.
E.G. Design a project which will address
2. Collect, synthesize and report
E.G. Collaborate on the design and the factors that must be considered in
information from a variety of points
construction of a boat that holds paper making informed decisions about land
of view (e.g., debates, discussions,
clips, and moves through water using a use (e.g., environmental impact, jobs,
presentations).
magnet. present and future values of natural
resources). E.G. Create a report for local authorities
3. Role-play different points of view on an highlighting the pros and cons (E.G.
issue 3. Articulate understanding of content economic, personal, and scientific
through personal interaction and factors) of long term storage of
E.G. Role-play various viewpoints on
sharing with peers. radioactive waste materials.
maintaining a healthy environment.
E.G. Create a table to show peers the
relationship between the buoyant
forces and the size of objects.
Self-Direction
1. Monitoring one’s own understanding and learning needs, locating resources, and transferring learning from one domain to another.
21st Century Tools for: Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools
Interpersonal and Self-Directional (personal digital, computer, and web- (personal digital, computer, and web- (personal digital, computer, and web-
Skills based resources), calculators, computers, based resources), calculators, computers, based resources), calculators, computers,
books, newspapers. books, newspapers. books, newspapers.
SAMPLE Student Outcomes 1. Keep a journal record of observations, 1. Keep a journal of observations and 1. Use key ideas of science to document
for: Interpersonal and Self- recognizing patterns, summarizing investigations, and periodically and explain through an investigation
Directional Skills findings, and reflecting on the evaluate entries to assess progress the relationship between science
observations. toward achieving the understanding of concepts
key ideas.
E.G. Maintain a journal describing E.G. Investigate the complex
changes in the characteristics, E.G. Maintain a journal describing interconnectedness of physical,
behavior, and location of living things changes to a specific habit over chemical, and biological processes as
that occur in seasonal cycles E.G. extended periods of time. they apply to the Earth.
trees shed their leaves, birds migrate,
humans change clothing, do different 2. Self-assess progress toward a
activities. predetermined outcome and decide
what needs to be done to meet the
goal.
E.G. Maintain a journal highlighting
understandings of various science
concepts and questions still needing to
be addressed.

1. Exercising personal responsibility and flexibility in personal, workplace and community contexts. 2. Setting and meeting high standards and goals for
one’s self and others.
21st Century Tools for: Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools
Interpersonal and Self-Directional (personal digital, computer and web- (personal digital, computer and web- (personal digital, computer and web-
Skills based resources), Internet, presentation based resources), Internet, presentation based resources), Internet, presentation
software, word processing. software, word processing. software, word processing.
SAMPLE Student Outcomes 1. Establish ongoing communication with 1. Develop and execute a plan to collect 1. Identify the reputable and appropriate
for: Interpersonal and Self- students from other communities or and record accurate and complete communities of learners to whom
Directional Skills countries to share and compare data. data from various sources to solve a research findings should be reported,
problem or answer a question. Gather compare data, and adapt it as needed.
E.G. and critically analyze data from a
E.G. Identify key decision makers in the
• Use letters, email, or electronic variety of sources.
community who are responsible for
bulletin boards to share and compare
E.G. Participate in an electronic project determining the site of a landfill, share
data on rainfall, temperatures,
such as NASA’s “Globe” initiative. class research and obtain feedback.
migrations, etc.
• Write a letter to an electronic pen pal
2. Participate in science competitions, 2. Use science learned to create a
highlighting progress in a specific
where students are responsible for personal action plan on a community
investigation.
creating a product or participating in issue.
an event.
E.G. Use technological solutions to
E.G. Design a device or participate in address local transportation needs and
the Science Olympics. use scientific principles to explain the
way they function.
1. Acting responsibly with the interests of the larger community in mind. 2. Demonstrating ethical behavior in personal, workplace and community
contexts.
21st Century Tools for: Web-based forums, online communities Web-based forums, online communities Web-based forums, online communities
Interpersonal and Self-Directional of learners. of learners. of learners.
Skills
SAMPLE Student Outcomes 1. Collaborate with other learners by 1. Collaborate with a network of learners 1. Collaborate with interested learners
for: Interpersonal and Self- letter, phone, or online. by phone, video, virtual classroom using appropriate web resources and
Directional Skills platform. publication media such as journals
E.G. Use letters, email, or electronic
(print and electronic).
bulletin boards to share and compare E.G. Use letters, email, or electronic
data on rainfall, temperatures, bulletin boards to share and compare E.G. Use a variety of information
migrations, etc. data on rainfall, temperatures, sources to conduct a cost-benefit
migrations, etc. analysis of the environmental impact of
2. Participate in simulation or role-playing a particular technology.
activities. 2. Participate in simulation or role-playing
activities in which students grapple
E.G. Wear appropriate protective
with the ethics of complex issues.
equipment and select and apply
appropriate techniques for handling, E.G. Debate the pros and cons of stem-
storing, and disposing of laboratory cell research.
materials when doing science
investigations.
ICT Literacy Map
D esigned in c ooper ation w ith th e Natio nal C o u ncil o f Teach e rs o f E nglis h
A Learning Skill
+
B 21st Century Tool
=
C ICT Literacy

Learning Skills for Infor mat ion and Co mmun ic ation

Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of media in society.
21st Century Tools for: Historical fiction, photos, internet and Historical fiction, photos, internet and Historical fiction, photos, internet and
Communication, Information other information research tools, TV other information research tools, TV, other information research tools, TV, comic
Processing, and Research popular movies, electronic correspondence, strips, movies, electronic correspondence,
TV, magazine ads multimedia resources, primary sources,
audio recording, internet
SAMPLE Student Outcomes • After reading a piece of historical fiction, • Survey and compare movie viewing • Analyze the portrayal of bosses in
for: Accessing, Processing, view related historic or family photos. habits and popular types of movies and popular media (comic strips, TV
Managing, Integrating and Make inferences about the people titles with a partner class in another comedies, TV dramas, movies), identifying
Communicating Information portrayed and their lifestyle, analyze region or country. Include a well- stereotypes found and identifying the
what is not in the photo as well as what formatted bibliography of the most kinds of “real life” bosses that are not
is, or evaluate how these photographs popular movies. Analyze the results for included.
help students understand this period in trends or conclusions. Compare the
history. results with national surveys. • Choose a social issue or controversy
that has been a subject of protest songs.
• Using an internet bibliography • Search information from a variety of Using primary sources (print, digital,
(bookmarks) on an endangered animal, print, online, and non-print sources for or community resources), research an
locate and select interesting and a report on a topic of personal interest aspect of the issue to use as background
accurate information and create a related to the Holocaust. Evaluate the in writing an original protest song or
scavenger hunt for classmates to follow. information using criteria for validity and lyrics.
reliability. Give rationale for any sources
• Make a record of commercials aired suspected to be unreliable. • Identify characteristics of suspect
during Saturday morning cartoon information that may indicate it is an
programming. Categorize and tally • From a favorite magazine, choose internet hoax, fraudulent activity or an
such details as the kinds of products a variety of advertisements of unreliable source.
advertised, the method(s) the ad products that are personally appealing.
uses to attract younger viewers, the Analyze the techniques used by each • Distinguish satire and parody from other
gender the ad seems to address, and advertisement to attract teen buyers. non-ironic forms of expression.
estimated ages of children appearing in
the ads. Select several of the ads and
survey schoolmates about which ads
are favorites. Analyze the survey for
patterns of popular appeal. What are
“patterns of popular appeal?”
Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts.
21st Century Tools for: READING READING READING

Communication, Information
Internet and other information research Internet and other information research Internet and other information research
Processing, and Research
tools, Library of Congress American tools, Library of Congress American tools, Library of Congress American
Memory database, print media, video Memory database, print media, video Memory database, print media, video games,
games, novels, newspaper, email, science games, novels, newspaper, email, science novels, newspaper, email, science textbook
textbook textbook, multi-media, collaborative , electronic communications, non-linear
telecommunications, novels texts/movies, multimedia
WRITING
WRITING WRITING
Chat rooms/discussion forums, cameras/
recording equipment, multimedia resources, Chat rooms/discussion forums, cameras/ Chat rooms/discussion forums, cameras/
video camera/editing, book production recording equipment, multimedia resources, recording equipment, multimedia resources,
tools video camera/editing, book production video camera/editing, book production
tools, novels, multimedia resources, tools, novels, multimedia resources,
presentation tools (slideshow, video), audio presentation tools, print publication tools,
recording equipment audio/video production tools
SAMPLE Student Outcomes READING READING • Identify, read, and navigate multiple
for: Accessing, Processing, resources and information venues for
• Read and skim pre-selected print • Describe one’s own process for reading
Managing, Integrating and a chosen interest area or occupation.
and online materials on pre-civil war and evaluating a website or other text
Communicating Information These resources should include
occupations. Search the American containing a variety of embedded links
collections of books, print and online
Memory database (or a similar
• Using a topic of interest (based on magazines and journals, websites, email
sponsored digital archive) for relevant
units covered in the class science, social lists, professional blogs, and other forms
and interesting images, textual
studies, history, or math classes), create of professional interactions between
explanations, and sound files.
an annotated bibliography of important members of the chosen field. Create a
• Use pre-selected magazines, books, and resource materials (books, newspapers, chart of the personal responses (both
newspapers for information on local or magazines, online sources, video, music, positive and negative) of this occupation.
regional authors. Create a keyword list etc,). Include a working bibliography of
for online searches on the author and sources consulted or skimmed but not • Interpret the status of the materials
his or her famous works. selected. they read, collect, transfer, and use based
on the current conventions governing
• As a group, select a class reading and • Interact with peers, authors, and others intellectual property, trademark,
contact the author for an online or face- using collaborative telecommunications copyright, Fair Use and plagiarism.
Communication Skills (continued)

Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts.
SAMPLE Student Outcomes to-face class discussion of that work. tools (i.e., email, threaded discussion, • Navigate a non-linear text (such as
for: Accessing, Processing, • Collect information on appropriate audio and video conferencing) to tutorials written in individualized,
Managing, Integrating and gaming systems that require students conduct literature circles on a novel read hyperlinked power-point presentations,
Communicating Information to read (and write) and navigate in common. or a non-linear film) to access relevant
(continued) complicated online spaces. If technically information or to follow the sequence
possible, demonstrate the navigation WRITING cues of non-linear narratives.
and reading skills required to use these
• Conduct research on an award-winning • Select and organize abundant materials
games.
adolescent literature book they have (digital and print) according to
• Compare reading skills used in reading read. After researching the author and the basic principles of information
a novel with the skills used in reading award, students write a review for the management. Read and understand the
a newspaper article, an email, a chat children’s section of the local newspaper, organizational efforts of others. Students
format, a note from a friend, or a or for school newspaper. can demonstrate this by creating a
chapter in the class science textbook. substantial web site of personal portfolio
• Compose a team short-story
materials that is not only easy to navigate
presentation that includes a script, text,
and read at the interface level, but also
sound, images, and video clips. Create
organized and understandable at the file-
it around this question: “What would it
management level.
be like to stand beside Martin Luther
King, Jr. as he looks over thousands of • Write and illustrate a brochure
Americans, their faces full of hope, and introducing a classmate to a classic
begins his famous speech, ‘ I Have a book, film, web site, musical, etc. Then,
Dream’?” combining audio and video formats,
create a persuasive presentation for
• Create an audio history presentation
classmates about it. Describe the
(suitable for school broadcast if possible)
advantages of brochures and audio/video
by producing audio profiles of students’
presentations for a particular audience
parental occupations.
member in a specific situation.
Learning Skills for Thinki ng and Probl em-Solving

Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems.
21st Century Tools for: Internet and other information research Internet and other information research Internet and other information research
Thinking and Problem-Solving tools, multi-media production tools tools, novels tools, multi-media/digital production tools,
Skills novels
SAMPLE Student Outcomes • Complete an inquiry-based WebQuest • Complete a collaborative research • Construct a virtual museum exhibit
for: Thinking and Problem- (http://www.webquest.org/) or other project that utilizes online research depicting the role of the American
Solving Skills information portal, asking students to methods. Dream in classic texts.
complete activities that exercise content
area reading strategies. • In the novel The Last Book in the • Maintain a generative self-reflective
Universe, by Rodman Philbrick, the main journal (either print or online) that is
• Research a great thinker or writer; character poses the question: “Why utilized and referenced throughout the
locating, evaluating and collecting bother to read any more if you can just development of a project or unit.
information from a variety of sources; probe [experience the world exclusively
and presenting findings through a multi- through virtual “reality”]?” Participate
media presentation in the form of a in a panel discussion, giving a reaction
piece of art, an original song, a news to this question from one of these
review, or a slideshow. viewpoints: William Shakespeare, a Sony
executive in charge of the PlayStation
• Present a survey of the digital and non- division, a science fiction author, a
digital technologies fellow students student of 1990, a student of 2050.
use in the course of a typical week,
explaining how these technologies
affected their abilities to learn and
communicate.

Ability to frame, analyze and solve problems.
Thinking and Problem-Solving tools, email, online collaboration tools tools, email, online collaboration tools tools, email, interactive communication
Skills tools, digital camera/production tools,
online collaboration tools
SAMPLE Student Outcomes • Conduct a research project using • Collaborate with mentors or peer • For a selected topic, evaluate the
for: Thinking and Problem- print, multimedia, CD-Rom, and online groups to generate shared questions accuracy, relevance, appropriateness,
Solving Skills resources. and lines of inquiry. comprehensiveness, and bias of
electronic information sources.
• Correspond with email pals or mentors • Participate in class discussions of peer
from other cultures or geographic reviewed writing to select pieces for a • Participate in an online interactive
areas, comparing homework policies, class anthology. debate with student panels and
looking for ways to improve one’s own evaluator-experts.
classroom’s homework procedures. • Develop and publish a collaborative
essay (a multiple-authored work). • As an analysis of the work of an
• Ask for and give writing and editing influential film director, annotate
suggestions in an online collaborative video sources to identify key scenes
writer’s workshop. and/or information, react and respond
to content, and communicate
interpretations and understanding to a
select audience.
• Create digital videos that present a

persuasive argument that calls for social
action or community change.

Developing, implementing and communicating new ideas to others, staying open and responsive to new and diverse perspectives.
21st Century Tools for: Digital video/presentation tools, multi- Audio & video recording & production Audio & video recording & production
Thinking and Problem-Solving media production tools equipment, multimedia production tools equipment, multimedia production tools,
Skills print publication tools
SAMPLE Student Outcomes • Use digital video or presentation • Create and record a parody of a familiar • Create multimedia presentations
for: Thinking and Problem- software to create narratives, song, echoing the original rhyme scheme to communicate multiple levels of
Solving Skills communicate oral histories, or to and rhythm, and creating a humorous or understanding on a specified topic.
present a visual read aloud. satiric effect.
• Use productivity tools to publish a class
• Contribute multi-media, multi-genre • Compile a digital classroom anthology anthology of book reviews of novels
artifacts or displays to a community (e.g., on CD, DVD, or web published) of read during a unit on international
historical society that provide student work in a variety of genres on authors.
information about a community group the theme “Where I’m From.”
(e.g., new immigrants, community
occupations, children’s activities) not • Using a video camera, record a montage
represented in the society’s exhibits. of scenes from a classroom or the
school as a whole, creating special
effects with shooting angles, range,
lighting, composition, camera features.
Describe the impact of these effects.

Demonstrating teamwork and leadership; adapting to varied roles and responsibilities; working productively with others; exercising empathy; respecting diverse perspectives.
21st Century Tools for: Presentation tools, online message board, Presentation tools, online message board, Presentation tools, online message board,
Interpersonal and Self- print publication tools print publication tools, email, collaborative print publication tools, collaborative writing
Directional Skills writing tools tools chat rooms, email, video camera/
editing tools
SAMPLE Student Outcomes • Complete a presentation using • Fulfill individual roles in a Webquest • Interact thoughtfully with class members
for: Interpersonal and Self- commonly available presentation tools (http://www.webquest.org/) researching in a class-created chat room for
Directional Skills as a class with each student assuming a topic of local interest and creating an responses to novels.
responsibility for one or two slides. informative newscast using the findings.
• Assume the persona of a character from
• Respond to an online message board • Analyze the effectiveness of the multicultural literature in collaboration
responding to questions concerning interaction in a group problem solving with e-pals from across the world and
literary texts. task such as solving a mini-mystery with research the culture and ideologies of
each group member having only a small that character.
• Create a class literary magazine. piece of the information.
• Use video cameras and editing software
• Contribute to a storytelling website • Create a class survey on the various to create a DVD of a collaboratively
in conjunction with a local civic communication methods class members written play.
organization. have used outside school in the last month.
• Collaborate with email pals and online
mentors from other cultures and
geographical areas in order to write
a collaborative essay or create an
interactive, interpretive project (i.e., on
Mark Twain’s America).
• Use a wiki (a web-based collaboration
tool) or other discussion tool like a
weblog to create and maintain a dialogue
journal discussing the reading of a shared
text with a partner or group.
• Participate in the class interpretive
community through class opinion bulletin
boards or interactive graphs, class response
walls featuring marginal notes captured
on sticky notes, or posting graphic
representations of understanding such as
timelines, picture maps or storyboards.
Self-Direction
Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another.
Interpersonal and Self- tools tools, multimedia production tools, tools, web authoring
Directional Skills
SAMPLE Student Outcomes • Search the Internet for reliable and • Develop a reflective online journal or • Evaluate information found on the
for: Interpersonal and Self- trustworthy websites to enhance weblog detailing new understandings, internet to distinguish between
Directional Skills classroom research. connections, and ideas developing in the information and propaganda, satire, or
course of creating an individual project. commercialism on the Internet.
• Use Internet information in oral
storytelling activities. • Debate opposing viewpoints found on • Compare and contrast information on
the Internet. same topic found in a variety of media,
such as newspapers, journals, magazines,
and websites, for authenticity and voice.
• Develop a “Frequently Asked Questions”

type research paper (that explains
a topic thoroughly, based on likely
questions about the subject) as a
webpage.

Exercising personal responsibility and flexibility in personal; workplace and community contexts; setting and meeting high standards and goals for one’s self and
others; tolerating ambiguity.
Interpersonal and Self- tools, computer software tools, word processing and revision tools tools, word processing and revision tools,
Directional Skills multimedia production tools, presentation
tools
SAMPLE Student Outcomes • Complete a research task on the • Work independently utilizing a variety of • Complete complex, higher-level projects
for: Interpersonal and Self- computer within the assigned timeline. information resources. utilizing a diverse range of resources
Directional Skills including media, personal interviews, and
• Use a variety of keyword research • Respond to writing of classmates with group presentations.
strategies when faced with difficulties in appropriate feedback and reflective
finding information. critiques, using computer programs or • Create and produce a DVD or website
online formats that have commenting promoting personal responsibility.
• Understand the importance of doing features and other interactive revision
one’s own work and not plagiarizing and collaboration tools.
other’s work.
• Collaboratively explore information and
process that information in a variety of
forms – poetry, websites, storytelling,
video, photography.
Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace, and community contexts.
SAMPLE Student Outcomes • Understand when technology will • Apply responsible research practices to • Make responsible decisions about use of
for: Interpersonal and Self- enhance their learning. avoid plagiarism. material based on the rules governing
Directional Skills intellectual property, trademark,
• Make practical decisions in selecting the • Understand the global nature of copyright, fair use and plagiarism.
use of a technology to enhance learning technology and understand the
in a particular situation. sensitivity of information posted • Understand that critical literacy reaches
electronically. beyond print materials.
• Illustrate respect for all when sending
communication via the Internet. • Access real-time global news through • Take responsibility for personal
technology to stay informed of current communications, websites, and other
• Act with respect for others when using events. information products.
PDAs, cellular phones, text messaging,
and digital cameras. • Be aware of fraudulent practices, Internet
theft, threats to personal information.
• Acquire a spirit of global understanding
through virtual field trips, conferencing, • Reach out to those who have no access
and distance learning opportunities. to technology.
• Understand the value of information

technology for their future careers.
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 10
Learning and thinking Skills
Critical Thinking and Problem Solving Skills

Exercise sound reasoning in understanding. Make complex choices. Understand the interconnections among systems. Frame, analyze and solve problems.
21st Century Tools for • Search engines & strategies • Search engines & strategies • Search engines & strategies
Learning & Thinking
• Spreadsheet & graphing software • Electronic reference material (online • Electronic reference material (online
libraries, databases, encyclopedias, atlases, libraries, databases, encyclopedias, atlases,
• Online sources almanacs, E-texts) almanacs, E-texts)
• Print resources • Primary Sources (text, graphic, audio, • Primary Sources (text, graphic, audio,
multimedia, & material culture) multimedia, & material culture)
• Digital images
• Print sources (newspapers, journals, • Print sources (newspapers, journals,
• Web publishing software books, magazines, maps) books, magazines, maps)
• Brainstorming software • Graphics software (drawing, painting, • Graphics software (drawing, painting,
photo & video editing) photo & video editing)
• Graphics software (drawing, painting,
image editing) • Publishing & multimedia creation (clip art, • Publishing & multimedia creation (clip art,
video, sound, animations, Web authoring, video, sound, animations, Web authoring,
• Multimedia resources (clip art, video,
word processing & layout programs) word processing & layout programs)
sound, animations)
• Data collection, manipulation, & storage • Data collection, manipulation, & storage
• CAI & simulation software
tools (spreadsheets, graphing, databases, tools (spreadsheets, graphing, databases,
• Videoconferencing and interactive TV digital cameras, surveys) digital cameras, surveys)
• TV, Video, & DVD • Concept mapping/graphic organizers • Concept mapping/graphic organizers
(Inspiration, Timeliner) (Inspiration, Timeliner)
• GIS & GPS tools
• Presentation tools (software, projection • Presentation tools (software, projection
devices, “smart” whiteboards) devices, “smart” whiteboards)
• CAI & simulation software • CAI & simulation software
• Videoconferencing and interactive TV • Videoconferencing and interactive TV
• TV, Video, & DVD • TV, Video, & DVD
• GIS & GPS tools • GIS & GPS tools
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07
Critical Thinking and Problem Solving Skills (continued)

SAMPLE Student Outcomes 1. Use digital reference material to identify 1. Analyze problems in the past and 1. Analyze contemporary problems and
for Learning & Thinking and describe the natural resources, evaluate the decisions made by evaluate the decisions made by individuals
human resources, and/or capital goods individuals and groups involved. and groups involved.
needed for proposed economic activity in
the regional community or state. E.G. Students use online databases and E.G. In groups, students use the Internet
search engines to locate primary source and digital libraries to identify and
E.G. Students will research on material from the Civil Rights Movement analyze the work being done by various
the Internet the composition of and identify the problems the movement organizations to provide alternative,
Southwestern adobe, in order to dig the intended to address. Students present sustainable economic and environmental
appropriate soil to make small adobe this information in a slide show and responses to significant resource
bricks for a model of a 17th century evaluate the effectiveness of a specific depletion in specific regions. Student
groups create wikis that explain their
mission (San Xavier del Bac, Mission event, such as the 1965 march on Selma,
perspective on the effectiveness of the
Santa Barbara, San Diego de Alcala, etc.). Alabama, in reaching the movement’s
organizations.
goals. Students then explore their local
2. Use technology to graphically display data community for examples of equal rights, 2. Identify and analyze different ways that
used to make a complex choice involving whether related to race, age, gender, or electronic news sources define and
a regional community or state public culture and document these examples present a problem.
issue. using digital cameras.
E.G. Students use various online news
E.G. Students will make a spreadsheet 2. Evaluate ethical considerations related media sources from different areas in
showing the funding provided by school to an issue or problem and determine the Middle East to analyze how each
districts within their state for each whether alternative courses of action describes the relations between Israel and
public school pupil; they will display the are/were available and/or viable given the Palestine and the reasons for the conflicts
information alphabetically and then by circumstances. in that region. They then compare these
largest to smallest dollar amount, and portrayals with digitized primary news
discuss their observations about this data. E.G. Students and teacher brainstorm reports of the founding of Israel and
Which districts do they think will be the a list of problems from the recent past, articulate how and why the descriptions
most sought after and why? What might such as responses to the 9/11 attacks, or and explanations of the conflict differ.
the differences be in the schools in the hurricanes Katrina, and Rita. Cooperative
lowest funded areas compared with the groups choose a problem, develop 3. Collect and analyze information about a
highest funded areas? ideas for finding materials online that public policy issue from diverse electronic
detail the issues, and provide possible news sources, look for bias and analyze
how the information is interpreted
solutions, Groups use this information
differently.
to evaluate the steps that were taken
to deal with the problem they chose to

SAMPLE Student Outcomes 3. Access information to discover the investigate. Groups then create a multi- E.G. Students gather information on
for Learning & Thinking interconnections between the role of media presentation to teach the class global warming from diverse electronic
(continued) government and a service it provides to their findings, or create an online blog sources such as the United Nations,
the public. in which students suggest and debate scientific associations, and non-profit
alternatives that might have been taken. organizations; research the organizations;
E.G. All fourth graders in a school and analyze how the beliefs and nature
will be surveyed for sports and hobby 3. Identify and analyze different ways that of the organization might influence
interests, and results will be reported in electronic news sources define and the interpretation of the information.
graphs. Students will use GIS and GPS present a problem. Using programs such as Timeliner or
to show the location of areas in which GIS, students then illustrate the history
and impact of global warming on U.S.
these sports can be played throughout E.G. Students conduct an online search
Territories. Students produce a news
their community. and compile representative news reports
broadcast explaining the issue of global
about persons of Middle Eastern descent warming from the perspective of a
published in major online news sources resident of one of these territories.
around the country. Working in small
groups, students review, analyze and 4. Demonstrate an understanding through
discuss any apparent biases evident in the use of technology about how the
the way news agencies report incidents relationship among social, economic and
of ethnic profiling and/or cooperation governmental systems affects change in a
among various ethnic groups in America. community over time.
Groups present their findings to the
class in a slide show format and/or E.G. Working in groups, students follow
podcast. an inquiry approach to analyze and
present the relationship between changes
4. Use electronic charting and graphic tools in population in communities and zoning
to graphically display data that can be decisions made by local governments over
used to make a complex choice involving a 20-year period by using information
a regional community or state public such as GIS, census data, digitized zoning
issue. and population distribution maps, and
electronic transcripts of local government
E.G. Using electronic reference meetings.
material, students investigate the issues
5. Use technology to research and graphically
involved (economic feasibility, asbestos
display a reasonable prediction about a
removal), and resources that would be
public issue.
needed to renovate a school built in

SAMPLE Student Outcomes the 1950’s. Students will use clip art, E.G. Students use voting patterns,
for Learning & Thinking video and other multimedia products demographic and socio-economic data
(continued) to demonstrate their position on the from the U.S. Census bureau for the
issue. Students will make a presentation counties in their state to predict the
containing charts and graphs as outcomes of an upcoming national,
well as analysis to the school board state or local election, and display their
recommending whether the school projection, with supporting information, on
should be rehabilitated or abandoned in a digital map.
favor of building a new school and why.
Contextual Learning Skills

The ability to take advantage of education in a variety of contexts both inside and outside the classroom; understanding that knowledge is acquired within a context.
Learning & Thinking
• Spreadsheet & graphing software • Spreadsheet & graphing software • Spreadsheet & graphing software
• Online sources • Online sources • Online sources

• Print resources • Print resources • Print resources
• Digital images • Digital images • Digital images
• Web publishing software • Web publishing software • Web publishing software

• Brainstorming software • Brainstorming software • Brainstorming software
• Graphics software (drawing, painting, • Graphics software (drawing, painting, • Graphics software (drawing, painting,
image editing) image editing) image editing)
• Multimedia resources (clip art, video, • Multimedia resources (clip art, video, • Multimedia resources (clip art, video,
sound, animations) sound, animations) sound, animations)
• CAI & simulation software • CAI & simulation software • CAI & simulation software
• Videoconferencing and interactive TV • Videoconferencing and interactive TV • Videoconferencing and interactive TV
• TV, Video, & DVD • TV, Video, & DVD • TV, Video, & DVD
• GIS & GPS tools • GIS & GPS tools • GIS & GPS tools
• Digital production tools (Digital • Digital production tools (Digital

photography & video) photography & video)
• Video editing software • Video editing software

• Multimedia resources (clip art, video, • Multimedia resources (clip art, video,
sound, animations) sound, animations)
• Concept mapping/graphic organizers • Concept mapping/graphic organizers

• Presentation tools, blogs • Presentation tools, blogs
Contextual Learning Skills (continued)

SAMPLE Student Outcomes 1. Use online tools to locate and 1. Take advantage of historical witnesses 1. Examine the interactions of ethnic,
for Learning & Thinking distinguish among varying landforms and in one’s own community to gain, record national, or cultural influences in specific
geographic features, such as mountains, and present knowledge in a publicly situations or events.
plateaus, islands, and oceans. accessible electronic format.
E.G. Create an online document with
E.G. Using a search engine, find E.G. Conduct and electronically record hyperlinks to help middle schoolers
examples of 5 different landforms. In a an interview of a community member understand the Palestinian-Israeli
presentation tool display each landform who participated in a labor strike. Edit conflict. Use the hyperlinks to provide
and identify its characteristics. the interview to create a short video or background information and context for
podcast documentary highlighting how the past and current events.
2. Identify and use various sources the strike impacted this person, his/her
for reconstructing the past, such as family, and the community. Broadcast it 2. Compare and contrast different political
documents, letters, diaries, maps, on the web, local access television, or systems (their ideologies, structure,
textbooks, photos, and others, in an show it at the local public library. institutions, processes, and political
electronic presentation. cultures) with that of the United States,
2. Conduct Internet research to identify and identify representative political
E.G. Use digital images to construct and describe the roles of international leaders from selected historical and
an electronic presentation depicting and multinational humanitarian contemporary settings.
a timeline of a historical event, state organizations.
history or family history. E.G. Using concept mapping/
E.G. After conducting research using graphic organizer software, create
3. Use technology tools to examine the the Internet and electronic library a presentation that compares two
interaction of human beings and their databases, formulate a list of questions political systems (including aspects such
physical environment: the use of land, (e.g., questions about the Red Cross’s as: ideologies, structure, institutions,
building of cities, and ecosystem changes efforts to provide humanitarian relief processes, leaders and their roles, and
in selected locales and regions. to children impacted by the civil war political culture) using both text and
E.G. Compare a dated aerial photo in Angola.) Email the questions to the visuals.
of one’s own community and a more proper contact person at one of the
identified organizations and report to 3. Analyze how cultural values and beliefs
recent aerial photo captured online. are presented and leveraged in different
Identify the changes that have taken the class on their responses.
societies to influence buying decisions.
place and speculate the purpose(s) of 3. Observe and speculate about social
the changes. and economic effects of environmental E.G. Using digital advertisements,
changes and crises resulting from students will examine how buying
phenomena such as floods, storms, and decisions are influenced by the values
droughts. and beliefs of various locations within
Contextual Learning Skills (continued)

SAMPLE Student Outcomes E.G. Using video footage, digitally the United States and its five territories.
for Learning & Thinking archived newspaper articles, (It may be important to determine
(continued) photographs, government data, etc., whether the advertising campaign’s goals
describe the impact that the tsunami of were attained).
December 2004 had on the economy of
Thailand and speculate on the impacts it 4. Identify and participate in an activity
had on government services now and in that will improve your local community,
the future. based on an objective evaluation of
critical community needs.
4. Compare similarities and differences in
the ways groups, societies, and cultures E.G. Email local service agencies and
meet human needs and concerns. community leaders to generate a list
of critical community issues; select
E.G. Using online research, email and participate in a volunteer activity
interviews and personal experiences in that addresses one of these needs in a
other countries or regions, compare and meaningful way. Create a PowerPoint
contrast the homes, food, holidays, etc., presentation describing your reasons for
to your own. Think about why they may selecting the activity, the results of your
or may not be similar and publish your participation and the ongoing needs the
reflections in a blog entry. community should address.
Communication
Articulate thoughts and ideas clearly and effectively.
Learning & Thinking • Spreadsheet & graphing software • Spreadsheet & graphing software • Spreadsheet & graphing software
• Collaboration tools (wikis, listservs, email, • Collaboration tools (wikis, listservs, email, • Collaboration tools (wikis, listservs, email,
asynchronous conferencing, Chat) asynchronous conferencing, Chat) asynchronous conferencing, Chat)
• Concept mapping/graphic organizers • Concept mapping/graphic organizers
• Blogs (text & video), Cell phones • Blogs (text & video), Cell phones
Communication (continued)
Articulate thoughts and ideas clearly and effectively.
SAMPLE Student Outcomes 1. Organize, and present information from 1. Interpret, organize, and present 1. Analyze, synthesize, organize, and
for Learning & Thinking the social sciences in clear and effective information from the social sciences in present information from the social
formats. clear and effective formats. sciences in clear and effective formats.
E.G. E.G. E.G.

• Write an e-mail to the local newspaper • Interpret orally a topical political • Create an electronic presentation that
or a public official, explaining concerns cartoon from abroad, using online describes and analyzes an issue dealing
about a community issue. sources such as slate.com. with aging in American society over
• Using a spreadsheet or charting • Compare & contrast cultures by several decades (e.g., demographic
program, illustrate simple data collected using online discussion formats or change, Medicare costs, Social Security).
on a social issue (e.g., survey classmates videoconferences with students in Explain the problem using data
on their opinions about a school or another country, via an organization like (presented in comparative charts where
community issue) in graph form. Peace Corps Partnership. possible), and present some commonly
• Research the timeline of events leading debated ways to address the issue. Via an
• Using graphic creation software, create online discussion board, lead classmates
up to the Civil War and use primary
a flyer or a door hanger, which includes in a discussion about the relative merits
sources to create an electronic and/or
a map captured online, showing a local of the potential solutions.
online presentation that displays what
polling location and urging citizens to you consider to be the most significant
vote. • Use Depression era reminiscences from
of these events, and why. American Memory (Library of Congress
• Use primary sources to produce a wiki • Locate digital advertisements that website), and choose one to enact as a
or website providing information on the illustrate sexism or stereotyping and Reader’s Theater piece.
history of the local community. create a presentation that explains the
• Create an online photo album of
• Use videoconferencing to make a ways in which the ads rely on inaccurate
housing patterns in the student’s
presentation to students in another representations of demographic groups.
community and use these photos to lead
state about native cultures indigenous • Write and produce a video or audio a class discussion on potential growth
to your state. podcast public service announcement problems in the student’s town.
that promotes student involvement in
the student government association. • Use concept mapping software to
make a Venn diagram comparing and
• Identify and join a listserv to stay
contrasting life in Europe before and
informed about an issue of importance
to you and/or your community; email after the Industrial Revolution.
your classmates a description of the
listserv, along with an explanation of
why you selected it and why others
might find it interesting and/or useful.

Understand, manage and create effective oral, written and/or multimedia communication in a variety of forms and contexts. Analyze, access, manage, integrate,
evaluate and create information in a variety of forms and media.
Learning & Thinking


• Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs,
email, asynchronous conferencing, Chat) email, asynchronous conferencing, Chat) email, asynchronous conferencing, Chat)
• Blogs (text & video) • Blogs (text & video)
• Podcasts • Podcasts
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 10
Information and Media Literacy (continued)

21st Century Tools for 1. Access information about communities 1. Download and store relevant data from 1. Locate, download, reference and present
Learning & Thinking around the world from a variety of the Internet about distinct features of information using multiple electronic
media sources. selected nations around the world. formats, from sources that offer diverse
perspectives about local and national
E.G. Working in small groups, students E.G. Students consult the U.S. Dept. of governments in different communities.
select a nation from each continent and Energy website to create a spreadsheet
use online encyclopedias, electronic and construct a line graph of crude oil E.G. Students will examine local, state
databases & other websites to study prices since the crisis of the early 1970’s. and tax rates for commonly used goods,
typical families in those nations. They then examine data on selected such as milk or bread. Students will
Present findings to the class using oil producing & consuming countries research what these taxes are used for.
presentation software. Create a Venn from the CIA World Facts database and
diagram to compare and contrast two develop possible explanations for the 2. Develop and use a customized search to
communities from around the world fluctuations in price. locate and select multimedia information
using illustrations or information to about a public policy issue of local,
demonstrate understanding. 2. Create original data sets about key national and/or global significance and
issues in the community, state or nation produce an Internet web page, digital
2. Gather original data and create graphs using tools such as an online survey. video, podcast, or web page of the
or charts to display the information. Create a presentation that displays the findings.
data in a spreadsheet or database and
E.G. Students use an online survey tool analyzes the significance of the data. E.G. Students research multiple
to create a survey that collects data viewpoints on possible steps that can be
about the likes and dislikes of their own E.G. Students use electronic databases taken to improve working conditions in
families. Students store the data in a and GIS to gather data regarding gas underdeveloped countries and produce
spreadsheet and display their findings prices, home heating oil prices, wages, a webquest for other students to use
using the spreadsheet’s graphing tools etc. in their city over the past twelve in order to better understand this
and use digital images to demonstrate months. Students create an electronic problem.
their family’s preferences of their presentation containing the data (in
favorite places to visit within their charts, graphs, or maps), and discuss 3. Download and analyze statistical data.
community and state. the impact of war in the Middle East on E.G. Students conduct visual analysis
their community. using U.S. and U.N. census data about
3. Conduct an interview and create a slide
show that describes the main points of 3. Conduct a visual analysis of digital population growth to graphically display
the discussion. images (digital photograph libraries, the impact of transportation systems on
aerial photographs and satellite imagery), urbanization over time.
other digital primary sources, and digital
maps.
Information and Media Literacy (continued)

21st Century Tools for E.G. Interview a family member about E.G. Students analyze sources of 4. Locate and select sources, representing
Learning & Thinking the changes over time in his/her information about transportation several types of media, which enable
(continued) community. Present the main points systems used over time and draw one to assess an elected official’s
that result from the interview in a slide conclusions about how they are related effectiveness while in office.
show that integrates video images. to changes in population distribution.
E.G. Students compare and contrast
4. Describe the roles and responsibilities 4. Locate and select sources, representing the voting records of different state
of their elected officials. several types of media, which discuss an and local officials on issues that impact
elected official’s time in office. their community, such as education and
E.G. Students download e-text taxes, using digital presentation methods
biographies of their Governor, Senators, E.G. Students create a slideshow or (podcast, slideshow, website or blog).
and/or Representatives and use a wiki comparing and contrasting the
graphic organizer tool to display the administrations of several of the early 5. Use technology tools to present and
roles and responsibilities of each. American presidents. analyze data in a meaningful way.
5. Use drawing or timeline software tools 5. Use concept mapping software to E.G. Create a spreadsheet and from
to create a timeline of events. generate and present characteristics, it a graph to display comparative
causes, and effects of political prices over a month of three stocks in
E.G. Using graphics or presentation revolutions. different sectors (high tech, hospitality,
software, students create an electronic communications, etc.); conduct research
timeline of events leading up to E.G. Students map the characteristics online to describe possible reasons for
the writing of the Declaration of of the American Revolution, the French the fluctuations and trends evidenced by
Independence. Revolution, the Russian Revolution, and the data.
a Latin American revolution.
6. Access the expertise of sources outside
their own community.
E.G. Students participate in an
online discussion or interactive
videoconference with a museum
educator in order to discuss and analyze
an artifact found in the student’s local
community, drawing conclusions about
the item’s purpose and probable owner.
Creativity and Innovation Skills

Demonstrate originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and
diverse perspectives.
21st Century Tools for • Graphics software (drawing, painting, • Graphics software (drawing, painting, • Graphics software (drawing, painting,
Learning & Thinking image editing) image editing) image editing)

• Desktop publishing software (word • Desktop publishing software (word • Desktop publishing software (word
processing & layout programs) processing & layout programs) processing & layout programs)
• Database creation software • Database creation software • Database creation software
• Concept mapping/graphic organizers • Concept mapping/graphic organizers (ex. • Concept mapping/graphic organizers (ex.
(ex. Inspiration, Timeliner) Inspiration, Timeliner) Inspiration, Timeliner)
• Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs,
email, asynchronous conferencing, Chat) email, asynchronous conferencing, Chat, email, asynchronous conferencing, Chat)
MUD, MOO)
• Presentation tools • Presentation tools
• Presentation tools
• GIS & GPS tools • GIS & GPS tools
• GIS & GPS tools
• CAI software • CAI software
• CAI software
• Videoconferencing and interactive • Videoconferencing and interactive
television • Videoconferencing and interactive television
television
• Production tools (Digital photography & • Production tools (Digital photography &
video) • Production tools (Digital photography & video)
video)
• Blogs • Blogs
• Blogs
Creativity and Innovation Skills (continued)

Demonstrate originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and
diverse perspectives.
21st Century Tools for Demonstrate creativity and share new Demonstrate creativity and share new Demonstrate creativity and share new
Learning & Thinking ideas and perspectives by incorporating ideas and perspectives by incorporating ideas and perspectives by incorporating
work in the social sciences with work in the social sciences with work in the social sciences with
technology, to invent products such as technology, to invent products such as technology, to invent products such as
plays, games, dances, puzzles, models, plays, games, dances, songs, puzzles, models, plays, games, dances, songs, puzzles, models,
writings, speeches, etc. writings, speeches, etc. writings, speeches, etc.
E.G.
E.G. E.G.
1. Study FDR’s Fireside Chats, and then
1. Using electronic drawing tools, re-design 1. Invent a Smart Board game modeled script and record one of your own
the student’s state flag, using information on “Chutes and Ladders” to illustrate which follows the last of the real ones
from the state’s history, geography, arts progress and backsliding in the search (June 12, 1944, about a war loan drive),
and/or culture. for peace in the Middle East. for any date between June 12th of 1944
2. Write clues about colonial times into an 2. Compose and word process in and April 12th, 1945, when Roosevelt
died. Make the recording available for
electronic crossword puzzle program. broadside format an additional Federalist
download.
3. Take digital photographs of political paper by “Publius,” using references to
2. Construct a circle graph depicting
signs in your neighborhood and use the real Federalist papers.
what a single tax dollar buys. Make it
a graphics program to create a digital 3. Write, enact, and film a digital the centerpiece of a digital poster you
election collage. commercial for either Jefferson or create for this year’s Congressional
4. Using desktop publishing software Adams in the election of 1800, as election.
create a newsletter highlighting this though there had been television two 3. Create an online poll consisting of
month’s classroom activities, such as hundred years ago. questions on current issues (the war
on terrorism, the invasion of Iraq,
units studied, field trips, special events, 4. Compose and record an original
immigration, etc.). Solicit 50 classmates
etc. Civil War ballad based on the one to complete the poll online, then
5. Maintain a wiki, for youngsters, by reproduced online in Harper's Weekly, summarize and publish conclusions using
youngsters, for sharing opinions about edition of August 17, 1861. Make the presentation software.
global problems. recording available for download. 4. With cooperation from your local
6. Participate in asynchronous discussion government or school, organize a
listserv that will keep citizens and/or
with peers in both Israel and in Lebanon
students abreast of community issues.
to better understand issues in that part
5. Using GPS and GIS, map in your
of the world.
community hazardous locations of why
7. Create a speech representing one side certain businesses (day cares, etc) should
of a cultural or religious belief. not be near other locations (train
tracks) etc.
Collaboration Skills
Demonstrate ability to work effectively with diverse teams. Willing to be helpful and make necessary compromises to accomplish a common goal.
21st Century Tools for • Web publishing software • Brainstorming software • Brainstorming software
Learning & Thinking • Brainstorming software • Digital networking tools • Digital networking tools
• Digital networking tools • Authoring software • Authoring software
• CAI & simulation software • Email • Email
• Videoconferencing and interactive TV • Cellular phones • Cellular phones
• Authoring software • Blogs • Blogs
• Email • Asynchronous discussion boards • Asynchronous discussion boards
• Cellular phones • Multimedia production tools • Multimedia production tools
• Blogs • Online chat • Online chat
• Asynchronous discussion boards • Web publishing and desktop publishing • Web publishing and desktop publishing
software software
• Multimedia production tools
• Wikis • Wikis
• Online chat
• Listservs • Listservs
• Wikis
• Real-time videoconferencing • Real-time videoconferencing
• Listservs
• Real-time videoconferencing
Collaboration Skills (continued)

SAMPLE Student Outcomes 1. Work together in pairs and small groups 1. Work together as a group in different 1. Work in groups, taking various roles to
for Learning & Thinking in a specified role to plan, investigate, roles to plan, investigate and report plan, investigate and report the results of
and report the results of their work on the results of their work on a state or their study on a national or global political
a community and/or state political or national political and/or social issue. and/or social issue.
social issue.
E.G. Students use multiple resources, E.G. Working in groups, conduct online
E.G. As news reporters for a especially communications technology, research & create a report on HIV/AIDS
newspaper/magazine/online journal, to gain perspectives from peers in in the U.S. and in Africa, using sites such
students investigate the impact of a other locales, and to develop a blog as MTV’s Fight for Your Rights and the
state legislative bill mandating the use of that details the team’s perspective on United Nations’ Cyber Schoolbus, and
helmets while riding a bicycle. They then violence in schools. Student teams then compare the economic, health and social
use graphics software or other electronic prepare an electronic proposal regarding implications of HIV/AIDS in both settings.
drawing tools to illustrate the results of violence prevention and present this
2. Reach consensus on a viable action that
their study and conduct a town meeting proposal to the school administration. could be taken relative to a political and/or
where their views must be presented social issue and then act accordingly.
electronically. 2. Recognize and communicate diverse
perspectives on an issue and E.G. Working in student teams and using
2. As a group, work together to reach a demonstrate how diverse perspectives online decision-tree tools, research an
decision and to explain the reasons for it. might lead to different interpretations of issue that is a challenge for the local
an issue. community and develop consensus around
E.G. Students participate in an three specific actions the group will take
asynchronous discussion forum about E.G. After watching videos of the to address the issue (e.g., writing letters
how to respond to the state bill events surrounding the desegregation to elected representatives, local paper,
requiring bicycle helmets and develop of Little Rock Central High School, organizing an email campaign or other
consensus about what the team will students read online first-hand accounts, activity, etc.).Prepare a summary report of
do. Using a word processing program, then use online tools to find students the group’s decision-making process and
students author a persuasive letter either in other parts of the country with what action steps were taken.
for or against the proposed bill, providing whom they can discuss and compare
sound reasons to support their position. interpretations of the events. Students 3. Recognize, empathize with, and
them summarize and reflect on their communicate diverse perspectives on an
3. Recognize and compare two or more experiences in small group discussions. issue and realize how one’s perspective
perspectives on an issue. influences one’s interpretation of an issue
3. Communicate to school or community and/or work within a group.
members about opportunities to assist
with a group project.
Collaboration Skills (continued)

SAMPLE Student Outcomes E.G. Students select a state, local, or E.G. Working in teams, students E.G. Conduct an online survey among
for Learning & Thinking community issue such as recreational use prepare a digital audio recording, a community members about the effects of
(continued) of state property, smoking in restaurants, digital brochure and a digital poster and a recent influx of immigrants and compare
or skateboarding on sidewalks, and distribute these in order to enlist the responses with digitized accounts from
demonstrate their understanding of community’s help with a food drive to other communities nationwide. Then
two or more views by using publishing benefit the local food pantry. work in groups to present two opposing
software to develop a Venn diagram that viewpoints on the issue, analyzing the
includes text and images. Conclude by 4. Assess their performance as a group merits of each perspective.
presenting an argument that endorses and develop and implement a plan to
work together more productively. 4. Engage other students, community
one of the viewpoints.
members and/or other relevant parties to
4. Working in small groups, encourage and E.G. Students use a wiki or assist with a group effort.
engage other classmates to assist with a asynchronous discussion board to
reflect on a recent group activity, E.G. Host an online chat, present a
group community service project. podcast and use a discussion board or
discussing both strengths and
listserv to involve community members in
E.G. Using digital media, students weaknesses of their team’s interaction
an online debate on global warming.
demonstrate the need of a local food and productivity.
or animal shelter to raise the awareness 5. Assess their performance as a group and
of their classmates on the issue within develop and implement a plan to work
their community. Students then create a together more productively.
digital poster that persuades classmates
to participate in a school fundraising E.G. Create and operate a blog that
project. documents the group’s process, work with
the teacher to review the online account,
5. Work as a team to assess individual and/ and post a recommended improvement
or group work. plan for the next project.
E.G. Using a teacher constructed

online rubric, students work in teams to
review their personal performance and
contributions to their team, as well as
overall group performance.
ICT Literacy Map
D e v el o ped in coo perati on w ith t h e Nati o nal C o u ncil f o r Geo g r aph ic E du cati o n (N C G E )
A Learning Skill
+
B 21st Century Tool
=
C ICT Literacy


21st Century Tools for: Audio/video tapes, films, TV programs, Audio/video tapes, films, TV programs, Audio/video tapes, films, TV programs,
Communication, Information tape/video recorders, newspapers, books, tape/video recorders, newspapers, books, tape/video recorders, newspapers, books,
Processing, and Research computers, geographic information systems, computers, geographic information systems, computers, geographic information systems,
global positioning systems, remote sensing global positioning systems, remote sensing global positioning systems, remote sensing
(aerial photographs and satellite imagery), (aerial photographs and satellite imagery), (aerial photographs and satellite imagery),
database and spreadsheet software, database and spreadsheet software, database and spreadsheet software,
Internet and digital libraries Internet and digital libraries Internet and digital libraries
SAMPLE Student Outcomes • Access information about places around • Download and store relevant spatial • Identify spatial data for study of the local
for: Accessing, Processing, the world from a variety of media data from the Internet community appropriate in scale and
Managing, Integrating and sources projection
Communicating Information • Create original data sets using tools
• Gather original data such as such as a global positioning system and • Create new data sets and effectively use
observations of weather and climate input spatial data into spreadsheets these data in a geographic information
in the students’ hometown and system
create graphs or charts to display the • Conduct visual analysis of remotely
information sensed images (aerial photographs • Conduct analysis using demographic data
and satellite imagery), maps and in a geographic information system to
• Analyze and compare information in a other graphic representations of analyze voting patterns and determine
variety of media such as photographs, environmental data from local to global redistricting guidelines
maps, and remotely sensed images in scale
(aerial photographs and satellite
imagery) to draw conclusions (e.g.,
describe change over time)
Understanding, managing, and creating effective communications: orally, written and using multimedia.
21st Century Tools for: Graphics programs, printers, copiers, Graphics programs, printers, copiers, Graphics programs, printers, copiers,
Communication, Information computer presentation tools, maps (hard computer presentation tools, maps (hard computer presentation tools, maps (hard
Processing, and Research copy and digital), word processor, e-mail, copy and digital), word processor, e-mail, copy and digital), word processor, e-mail,
desktop publishing programs desktop publishing programs desktop publishing programs
SAMPLE Student Outcomes • Present geographic information in an • Present an oral report on a recent • Prepare an informative oral presentation
for: Accessing, Processing, oral report accompanied by maps and major geographic event – hurricane, that evaluates alternative land use
Managing, Integrating and graphs volcanic eruption, resource discovery proposals using various presentation
Communicating Information – using different newspapers, news tools (e.g., multimedia slide show) and
• Construct maps, diagrams and charts to magazines, and Internet news sources incorporating spatial data and maps.
display geographic information and write
a simple summary of observations • Compose an e-mail message to a local • Write an editorial in favor of or
or state official stating the student’s opposing a land use proposal citing
• Use a multimedia tool to create a opinion on a relevant community relevant geographic data for support
simple slide show that describes the issue (e.g., suggesting the location of a
student’s favorite locations in the new community recreation area and • Use data and maps prepared in a
community (e.g., movie theatre, bike supporting the suggestion with factual geographic information system to
trails, etc.) information) compare and analyze alternative land use
proposals and communicate conclusions
• Create a series of web pages that use using such tools as html, advanced
maps to portray information about the multimedia applications, and video
student’s hometown (e.g., community technologies
atlas)

Exercising sound reasoning. Making complex choices. Understanding the interconnections among systems.
21st Century Tools for: Graphs, maps, geographic information Graphs, maps, geographic information Graphs, maps, geographic information
Thinking and Problem Solving systems, remote sensing (aerial systems, remote sensing (aerial systems, remote sensing (aerial
photographs, satellite images), database and photographs, satellite images), database and photographs, satellite images), database and
spreadsheet software, newspapers, books, spreadsheet software, newspapers, books, spreadsheet software, newspapers, books,
computers, Internet, television, database computers, Internet, television, database computers, Internet, television, database
and spreadsheet software, digital libraries, and spreadsheet software, digital libraries, and spreadsheet software, digital libraries,
presentation devices, LCD projection presentation devices, LCD projection presentation devices, LCD projection
device, “smart” whiteboards device, “smart” whiteboards device, “smart” whiteboards
SAMPLE Student Outcomes • Use information gathered from • Use a geographic information system • Using the Internet and digital libraries,
for: Problem Solving newspapers, television and the Internet to compare alternative sites in order to identify and compare alternative,
to describe how weather and climate identify the best location for a new park sustainable economic activities in regions
influence activities in the students’ according to defined criteria of significant resource depletion
region on a daily, seasonal, and
permanent basis. • Develop innovative plans, including • Use a geographic information system
specific recommendations illustrated to identify physical environments that
• Map and analyze the spatial aspects of by maps, to improve the quality of impose limits on population growth,
routes to and from school and choose environments in large cities, weighing such as water scarcity in southern
most desirable and safe way to school the benefits and drawbacks of each plan California
• Describe the relationship between • Use a spreadsheet program to compare • Use remote sensing (aerial photographs
population growth and air pollution data, collected from digital libraries, and satellite imagery) to explore and
by interpreting a graph displaying about cities in the developing world. analyze environmental change such as
information on both topics Specific tasks may include investigating deforestation in a given region
the relationships among political, social,
and environmental change

Ability to frame, analyze and solve problems.
21st Century Tools for: Maps, geographic information system, Maps, geographic information system, Maps, geographic information system,
Thinking and Problem Solving aerial photographs, remotely sensed aerial photographs, remotely sensed aerial photographs, remotely sensed
images (aerial photos, satellite photos), images (aerial photos, satellite photos), images (aerial photos, satellite photos),
presentation software, Internet, television, presentation software, Internet, television, presentation software, Internet, television,
database, digital libraries, LCD projection database, digital libraries, LCD projection database, digital libraries, LCD projection
devices, “smart” white boards devices, “smart” white boards devices, “smart” white boards
SAMPLE Student Outcomes • Use thematic maps to ask and answer • Create maps using a geographic • Use remote sensing (aerial
for: Problem Solving questions about the distribution of the information system to make decision photographs and satellite imagery)
human population on Earth about the best location for a new along with thematic maps to analyze
bike shop selected consequences and impacts
of building homes in environmentally
sensitive areas, and present possible
scenarios for resolution

Develop, implement and communicate new ideas to others. Staying open and responsive to new and diverse perspectives.
21st Century Tools for: Remotely sensed images (aerial photos, Remotely sensed images (aerial photos, Remotely sensed images (aerial photos,
Thinking and Problem Solving satellite photos), videography equipment, satellite photos), videography equipment, satellite photos), videography equipment,
Internet, newspapers, maps, geographic Internet, newspapers, maps, geographic Internet, newspapers, maps, geographic
information system, word processing information system, word processing information system, word processing
software, large format printers, LCD software, large format printers, LCD software, large format printers, LCD
projection devices, “smart” white boards projection devices, “smart” white boards projection devices, “smart” white boards
SAMPLE Student Outcomes • Use aerial photos to identify the • Use the Internet to locate and • Use a geographic information system to
for: Problem Solving different economic activities in their download regional and global data analyze information on soil, hydrology,
communities; in groups create a poster about teenage purchase of recorded and other factors in order to choose
showing the different uses and possible music, and prepare graphs comparing the best site for a sanitary landfill
areas for growth in the future these two data sets for a multimedia in an urban region, and prepare an
presentation to the class informational video to present findings
• Use desktop publishing program to
create an informational brochure that • Write a dialogue for two people • Create a simulation of a meeting
describes ways to recycle plastic milk expressing different points of view on between heads of state from a world
cartons in the local community, the the same geographic issue, such as a region to discuss water resources,
likely consequences of the various the foreman of a logging crew and a water stress and sustainable economic
solutions, and asks people for their conservationist debating the use of a development, and the effects of those
opinion on the issue national forest issues on each representative’s area

Demonstrating teamwork and working productively with others. Demonstrating and the ability to adapt to varied roles and responsibilities. Exercise empathy and
respecting diverse perspectives.
21st Century Tools for: Internet, newspapers, global positioning Internet, newspapers, global positioning Internet, newspapers, global positioning
Interpersonal and Self system, database and spreadsheet system, database and spreadsheet programs, system, database and spreadsheet programs,
Directional Skills programs, geographic information systems, geographic information systems, books, geographic information systems, books,
books, presentation software, digital presentation software, digital libraries, presentation software, digital libraries, video
libraries, video production tools video production tools production tools
SAMPLE Student Outcomes • Work on a team to prepare a video • Work on a team using a geographic • Work on a team to prepare a
for: Interpersonal and Self- news report exploring key issues facing information system to develop a multimedia presentation on toxic and
Directional Skills a particular world region community response plan in the event hazardous waste management at local
of a natural disaster and global levels (e.g., the movement,
• Rotate tasks on a data collection handling, processing, and storing of
team: identifying, measuring, recording, • Work on a team to write and put materials)
reporting, etc. on a play about immigrants to a new
country struggling to deal with the • Use the Internet and digital libraries
• Role play a town meeting where issues involved in adapting to an alien to prepare guidelines for humanitarian
different members of the community environment aid workers to assist them with the
ask questions about a local issue transition to living in a different culture
• Write a dialogue between a farmer and
a city water board administrator about • Prepare a panel simulation of
the use of regional water resources participants who represent different
points of view about sustainable
development on the subject of cutting
rain forests in response to a demand for
lumber in global markets and the need
locally for an income activity
Self-Direction
Monitoring one’s own understanding and learning needs. Transferring learning from one domain to another.
21st Century Tools for: Maps, spatial databases, online mapping Maps, spatial databases, online mapping Maps, spatial databases, online mapping
Interpersonal and Self programs, remote sensing, geographic programs, remote sensing, geographic programs, remote sensing, geographic
Directional Skills information system information system information system
SAMPLE Student Outcomes • Create an age-appropriate electronic • Create an age-appropriate electronic • Create an age-appropriate electronic
for: Interpersonal and Self- portfolio of maps and other geographic portfolio of maps and other geographic portfolio of maps and other geographic
Directional Skills projects, and write a reflective essay projects, and write a reflective essay projects, and write a reflective essay
explaining how selected portfolio pieces explaining how selected portfolio pieces explaining how selected portfolio pieces
reflect what they have learned about reflect what they have learned about reflect what they have learned about
specific topics specific topics specific topics
• Use latitude and longitude data to track • Use satellite images to identify changes • Collect appropriate data and use a
the movement of meteorological events in a region’s biomass over time geographic information system to
such as hurricanes monitor the spread of disease within a
region

Exercising personal responsibility and flexibility in personal, workplace and community contexts. Setting and meeting high standards and goals for one’s self and
others. Tolerating ambiguity.
21st Century Tools for: Global positioning system, geographic Global positioning system, geographic Global positioning system, geographic
Interpersonal and Self information system, email (to submit information system, email (to submit information system, email (to submit
Directional Skills assignments), electronic bulletin boards, assignments), electronic bulletin boards, assignments), electronic bulletin boards,
online dialogs, historic maps, online map online dialogs, historic maps, online map online dialogs, historic maps, online map
resources, online spatial databases and data resources, online spatial databases and data resources, online spatial databases and data
sharing, presentation tools sharing, presentation tools sharing, presentation tools
SAMPLE Student Outcomes • Establish ongoing communication with • Gather pertinent data from multiple • Create a high-quality digital map
for: Interpersonal and Self- students from other countries (via sources to create a traditional or product, including data that has been
Directional Skills letters, email, or electronic bulletin interactive map report on a specific gathered in the local area, to submit
boards) to learn about how cultures are region that explains one or more to an agency outside the classroom
the same and different (e.g., language, significant issues currently confronting (e.g., national contest, local newspaper,
clothing, music, activities, etc.) that area. Submit report using community member)
appropriate channels (e.g., hand in
• Develop and execute a plan to use manually; send as email attachment; or • Gather, map, and analyze data from
global positioning system receivers present orally) police records (e.g., crime, accident,
and a geographic information system graffiti) and overlay other variables to
to collect and record accurate and • Actively participate in international detect and interpret any spatial patterns.
complete data about trees around the investigation projects, such as GLOBE, Share results with community.
school or in a park and share this spatial in which student participants are held
data with community foresters or other responsible for the quality of the data • Use online bulletin boards to engage
managers. they submit in discussions of controversial topics
such as the environment, free trade,
• Document and suggest reasons for • Gather and critically analyze or population dynamics with people
changes in political boundaries and place information from a variety of sources, (students and/or experts) from around
names over time from observations of and understand (and “tolerate”) how the world; demonstrate tolerance and
historic maps and/or online resources. and why data may not be consistent respect for the points of view of others.
(e.g., from two different sources, the
population of Los Angeles may vary
from 3.5 million (within city limits) to
nearly 10 million (metro area))
Acting responsibly with the interests of the larger community in mind. Demonstrating ethical behavior in personal, workplace and community contexts.
21st Century Tools for: Geographic information system, global Geographic information system, global Geographic information system, global
Interpersonal and Self positioning system, databases, presentation positioning system, databases, presentation positioning system, databases, presentation
Directional Skills software, personal management tools, software, personal management tools, software, personal management tools,
Internet-based projects (e.g., GLOBE), Internet-based projects (e.g., GLOBE), Internet-based projects (e.g., GLOBE),
personal digital assistants personal digital assistants personal digital assistants
SAMPLE Student Outcomes • Propose and discuss specific actions • Initiate and carry out a community • Develop a strategy to substitute
for: Interpersonal and Self- that can help alleviate an environmental mapping project whereby students, alternative sustainable activities for
Directional Skills problem or relevant community issue in collaboration with a community present economic activities in regions
and the likely consequences of such partner, use a geographic information of significant resource depletion (e.g.,
actions (e.g., recycling, biking to school, system, global positioning system or fisheries and/or logging of the Pacific
reducing consumption, buying local other spatial tools to create a product Northwest, extensive irrigation practices
products, etc.) for use in the community. This includes in desert climates)
scheduling and keeping appointments.
• Gather data from reliable Internet • Explain how evolving political and
and traditional sources to describe • Participate in simulation or role-playing economic alliances affect the traditional
and assess the impact of litter in the activities in which students grapple with cohesiveness of world culture regions
community. Students will design and the ethics of complex issues, such as and discuss ethical issues associated with
implement a community service project infant mortality or the refugee crisis. the loss of diverse cultures.
(e.g., brochure, posters, etc.) to raise
awareness of this issue.

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PARTNERSHIP FOR 21ST

Partnership for 21st Century Skills

Key Subjects – 3Rs

© 2007 Partnership for 21st Century Learning (P21)

Publication date: 01/16

• Creativity and Innovation • EF Education First

• Information Literacy • The Goddard School

21ST CENTURY SUPPORT SYSTEMS • PBS

P21 Framework Definitions Page 1 of 9

Key SUBJECTS AND 21st CENTURY THEMES

Financial, Economic, Business and Entrepreneurial Literacy

P21 Framework Definitions Page 2 of 9

LEARNING AND INNOVATION SKILLS

CREATIVITY AND INNOVATION

Work Creatively with Others

P21 Framework Definitions Page 3 of 9

CRITICAL THINKING AND PROBLEM SOLVING

Use Systems Thinking

Make Judgments and Decisions

COMMUNICATION AND COLLABORATION

Collaborate with Others

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

Access and Evaluate Information

Use and Manage Information

Create Media Products

ICT (Information, Communications and Technology) LITERACY

Apply Technology Effectively

P21 Framework Definitions Page 5 of 9

LIFE AND CAREER SKILLS

FLEXIBILITY AND ADAPTABILITY

INITIATIVE AND SELF-DIRECTION

Manage Goals and Time

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

Work Effectively in Diverse Teams

PRODUCTIVITY AND ACCOUNTABILITY

LEADERSHIP AND RESPONSIBILITY

Guide and Lead Others

21st CENTURY SUPPORT SYSTEMS

Assessment of 21st Century Skills

21st Century Curriculum and Instruction

21st Century Professional Development

P21 Framework Definitions Page 8 of 9

21st Century Learning Environments

About the Partnership for 21st Century Learning

Learn more and get involved at www.p21.org.

P21 Framework Definitions Page 9 of 9

Information and Media Literacy

4th Grade 8th Grade 12th Grade

4th Grade 8th Grade 12th Grade

Critical Thinking and Systems Thinking

4th Grade 8th Grade 12th Grade

Problem Identification, Formulation and Solution

4th Grade 8th Grade 12th Grade

Creativity and Intellectual Curiosity

4th Grade 8th Grade 12th Grade

Interpersonal and Collaborative Skills

4th Grade 8th Grade 12th Grade

4th Grade 8th Grade 12th Grade

Accountability and Adaptability

4th Grade 8th Grade 12th Grade

• Gather and critically analyze data from a

4th Grade 8th Grade 12th Grade