1. J 9–11, 2 0
uly 09
C ri Quinla C o ina r
he n, o rd to
W rld La ua e , Inte tio l Ed a n
o ng g s rna na uc tio
& Gifte a Ta nte
d nd le d
Ne J rs y De a e o Ed a n
we e p rtm nt f uc tio
C ri.q
he uinla d e ta .nj.us
n@ o .s te

2. Think, Write, Pair, Share….
New Jersey: A State’ s Perspective

3. C ula P g s Ind a ns
um tive ro re s ic tio
 Kno le g
w de
 Skills
 P s e o a Ed a n
o ts c nd ry uc tio
 W rkp c
o la e

4. Inte ra 21st Century Knowledge and Skills (
g te
http://www.21stcenturyskills.org/)
Technology Integration
Interdisciplinary Connections
Global Perspectives

5. 2 st c ntury the e
1 e ms
Glo a Aw re s ;
bl a ne s
Fina ia Ec no ic Bus s a Entre re uria
nc l, o m , ine s nd p ne l
Lite c
ra y;
C ivicLite c a
ra y; nd
He lth Lite c
a ra y
Skills
C nte p ra
o m o ry
Re l-w rld s tio
a o itua ns

6. “ e a “ e s ” o nt
Tim ly” nd tim le s c nte
Up ra ein s
g d kills
In-d p le rninga hig r le ls
e th a t he ve
P p res e fo s c s in ag b l
re a tud nts r uc e s lo a
enviro e
nm nt

7. Provide the foundation for the development of
curriculum to promote the use of innovative learning
strategies
Integrate supportive technologies
Include inquiry- and problem-based approaches
Incorporate higher order thinking skills

8. Classroom Application Documents
Provide guidance and resources for teachers
Sample assessment tasks
Natural links to integrated content, global perspectives and
technology

9. 2009 standards website
NJEA Convention
Search capacity
Grade level
Content area
Strand
Word search
Essential questions
Enduring understandings

10. Revisions to The Comprehensive Health and Physical
Education Standards reflect an emphasis on:
Health literacy
Global perspectives about health and wellness through
comparative analysis of health-related issues, attitudes,
and behaviors in other countries

11. Character building 2.2.4.C.2 Explain why core
is influenced by ethical values (such
many factors both as respect,
positive and empathy, civic
negative, such as mindedness, and
acceptance, good citizenship)
discrimination, are important in the
bullying, abuse, local and world
sportsmanship, community.
support,
disrespect, and
violence.

12. The 2.1.8.C. Evaluate emerging methods to
prevention 1 diagnose and treat diseases
and control and health conditions that are
of diseases common in young adults in the
and health United States and other
conditions countries, including hepatitis,
are affected sexually transmitted infections,
by many HIV/AIDS, breast cancer, HPV,
factors. and testicular cancer.
2.1.8.C. Analyze local, state, national,
2 and international public health
efforts to prevent and control
diseases and health conditions.

13. Applying basic 2.1.12.B.2 Compare and
nutritional and contrast the dietary
fitness concepts to trends and eating
lifestyle behaviors habits of
impacts wellness. adolescents and
young adults in the
United States and
other countries.

14. Instructional Focus:
Establishing an advocacy plan that inspires self and others to make
positive health choices that will impact the real world environment
Using information literacy skills to investigate a contemporary
global health problem
Educating and influencing others about global health issues.
Global Perspective
Visit the Collaborative Learning Center (
www.globalschoolnet.org/gsncenter/) website to engage in
dialogue about the need for increased organ/tissue donation with
peers across the globe.

15. Mission: 21st century life and career skills enable students to make informed life and
career decisions that prepare them to engage as active citizens in a dynamic global
society and to successfully meet the challenges and opportunities of the global
workplace.
Vision: Thes te a inte ra n o 2 t c ntury lifea c re r s
ys m tic g tio f 1s e nd a e killsa ro stheK-12
c s
curriculuma in c re r a te hnic l e uc tio p g m fo te ap p tio tha
nd a e nd c a d a n ro ra s s rs o ula n t:
P s e s sc a thinkinga p b m o
o s s e ritic l nd ro le -s lvingskillsto m kere s ne d c io a
a a o d e is ns t
ho e in thew rkp c a a a info e g b l c ns
m, o la e nd s n rm d lo a itize ;
 Us se c
e ffe tivec m unic tio c m unic tio te hno g a c lla o tio s
o m a n, o m a n c lo y nd o b ra n kills
to inte c w c
ra t ith ultura s ns
l e itivity in d rs c m unitie a to w rk in c s -c
ive e o m s nd o ro s ultural
te m in them
a s ultina na w rkp c ; a
tio l o la e nd
P s e s sc m unity, b ine sa p litic l le d rstha re c c ree a va s
os se o m us s nd o a a e t fle t o thic l lue
a theva so d m c c a fre e rp ed
nd lue f e o ra y nd e nte ris uringinte c nsw theg b l
ra tio ith lo a
c m unity.
o m

16. 9.2
PERSONAL FINANCIAL LITERACY: ALL STUDENTS WILL
DEVELOP SKILLS AND STRATEGIES THAT PROMOTE
PERSONAL AND FINANCIAL RESPONSIBILITY RELATED TO
FINANCIAL PLANNING, SAVINGS, INVESTMENT, AND
CHARITABLE GIVING IN THE GLOBAL ECONOMY.
Philanthropic, 9.2.8.F.5 Determine
charitable and opportunities for micro
entrepreneurial financing global
organizations play charities and causes.
distinctly different but
vitally important roles
in supporting the
interests of the local
and global community.

17. The reality and 9.2.12.F.1 Demonstrate an understanding of the
potential for interrelationships among attitudes,
building and assumptions, and patterns of behavior
using personal regarding money, saving, investing,
wealth includes
and work across cultures.
responsibility to
the broader
community and 9.2.12.F.3 Assess the impact of emerging global
an understanding economic events on financial planning.
of legal rights
and
Analyze how citizen decisions and
responsibilities of 9.2.12.F.4
being a good
actions can influence the use of
citizen. economic resources to achieve societal
and individual services.

18. Insurance is designed 9.2.12.G.7 Compare sources of
to protect the health and disability
consumer against coverage, including
unintended losses. employee benefit plans
to options in another
country.

19. 5.3
LIFE SCIENCE: LIFE SCIENCE PRINCIPLES ARE
POWERFUL CONCEPTUAL TOOLS FOR MAKING
SENSE OF THE COMPLEXITY, DIVERSITY AND
INTERCONNECTEDNESS OF LIFE ON EARTH. ORDER
IN NATURAL SYSTEMS ARISES IN ACCORDANCE
WITH RULES THAT GOVERN THE PHYSICAL WORLD,
AND THE ORDER OF NATURAL SYSTEMSCAN BE
MODELED AND PREDICTED THROUGH THE USE OF
MATHEMATICS.
5.4
EARTH SYSTEMS SCIENCE: EARTH OPERATES AS A
SET OF COMPLEX, DYNAMIC, AND
INTERCONNECTED SYSTEMS, AND IS A PART OF THE
ALL-ENCOMPASSING SYSTEM OF THE UNIVERSE.

20. C. Interdependence: All animals and most plants
depend on both other organisms and their
environment to meet their basic needs.
6 Various human 5.3.6.C.1 Explain the
activities have impact of
changed the capacity meeting human
of the environment to needs and
support some life wants on local
forms. and global
environments.

21. C. Properties of Earth Materials: Earth’s composition
is unique, is related to the origin of our solar system,
and provides us with the raw resources needed to
sustain life.
12 The chemical 5.4.12.C.2 Analyze the
and physical vertical structure
properties of of Earth’s
the vertical atmosphere, and
structure of the account for the
atmosphere global, regional,
support life on and local
Earth. variations of these
characteristics and
their impact on
life.

22. 6.1.4.D.21 Explain how the United Nations is designed to
address global concerns and issues that affect
members of the world community.
6.1.4.D.22 Summarize an issue of local, national or global
concern from multiple perspectives and
explain how public policy is created to address
issues.
6.1.4.D.19 Explain how and why it is important that
people from diverse cultures collaborate to
find solutions to local, national and global
challenges.
6.1.4.D.14 Compare and contrast various forms of civic
action and determine how they can be used to
affect change in the local, national and global
community.

23. US History: America in the World
Contemporary Global Issues
In a global world, nations’ political, social and economic systems
are interconnected.
Changes in population growth, migratory patterns and the
development, distribution and use of natural resources have a
worldwide impact.
A. Government 6.2.12.A.15.e. Evaluate the effectiveness of
and Society: governments and
The Search for international organizations
Fairness, to maintain peace and
Justice and promote human rights on a
Equality global level.

24. US History: America in the World
Contemporary Global Issues
In a global world, nations’ political, social and economic systems
are interconnected.
Changes in population growth, migratory patterns and the
development, distribution and use of natural resources have a
worldwide impact.
A. Government 6.2.12.A.15.e. Evaluate the effectiveness of
and Society: governments and
The Search for international organizations
Fairness, to maintain peace and
Justice and promote human rights on a
Equality global level.

25. Social Studies
DRAFT – 6.3 Active Citizenship in the 21st Century
A. Government and 6.3.A.4.1.a. Develop and implement a group action plan to
Society: The Search for inform school and /or community members about a
Fairness Justice and current local, national or global challenge.
Equality
B. Geography: People and 6.3.B.8.1.a Use inquiry methods to acquire knowledge and data
the Environment to plan and implement a sustainable development
initiative at the local, regional or national level.
D. Citizenship: Global, 6.3.D.8.1.a. Collaborate with international students to
National, and Local identify examples of how conflicts over core
Challenges, Cultures and Values lead people to differ on resolutions
Connections
to a public policy issue.
C. Economics: Impact on 6.3.C.12.1.a. Generate and evaluate alternative resolutions to a
Society and Technology public issue related to poverty and analyze various
Innovation perspectives (causes, consequences, positive and
negative impact) on the issue.

26. Technological advancements create societal concerns
regarding the practice of safe, legal, and ethical
behaviors.
8.1.12.D.3 Compare and contrast international
government policies on filters for censorship.
To assist in meeting this CPI, students may:
Research the Iranian government’s control of
media/Internet during the aftermath of the presidential
election in June 2009. What happened and could this
happen elsewhere?

27. Global Perspective
Share aesthetic evaluations (peer to peer aesthetic
critiques) of the student generated work
comprising the “virtual art gallery” with
partnering groups of students in another country
or another part of the U.S. Using this foundation
as a preliminary basis for discussions centered on
peer to peer cultural understanding, expand
and/or modify the work in the gallery. Engage in
discussions about ethnic violence and conflict
resolution and the potential role of artists and art
in society.

28. Novice-Mid Content Statement:
Maps, graphs, and other graphic organizers facilitate
understanding of information on a wide range of
topics related to the world and global issues. They
make more complex concepts accessible to second
language learners with limited proficiency in the
language.

29. Novice-High – Intermediate Mid Content Statement:
The study of another language and culture deepens
the understanding of where and how people live and
why events occur.

30. Intermediate-High to Advanced-Low Content
Statement:
Collecting, sharing, and analyzing data related to
global issues, problems, and challenges lead to an
understanding of the role cultural perspectives play
in how these issues are perceived and how they are
addressed.

31. Instructional Focus: Examining authentic video/audio clips and
reports from Kyoto summit and using that information to
examine cultural perspectives
Performance Assessment Task: Create a position paper and
campaign platform on climate change for a national political
candidate to share with members of the target language culture
in the United States.
Global Perspectives: The Kyoto Protocol is available in Arabic,
Chinese, French, Russian, and Spanish by clicking on
http://unfccc.int/kyoto_ protocol/items/2830.php.
Additional information about the Kyoto Protocol in other
languages may be available by clicking on http://
maindb.unfccc.int/public/country.pl?group=kyoto and following
links to specific countries.

33. Forty-Nine States and Territories Join
Common Core State Standards Initiative
Language Arts Literacy
Math

34. Financial Literacy Sample – K-5
Global Awareness Sample – 6-8
Health Literacy – 9-12

38. Exa p so “ e t p c e ”
m le f b s ra tic s
Stra g sfo inte ra
te ie r g tings ie e te hno g e ine ringa m th
c nc , c lo y, ng e nd a
P rfo a eBa e
e rm nc sd
K-12
HS: De ig
s ningas la c o r fo ad ve p na n
o r o ke r e lo ing tio
MS: Exa iningd tare te to fis
m a la d hings te ie
tra g s
ES: Buildingw turb s
ind ine

39. Authentic Learning Experience:
Conservation International (CI) has asked for student assistance to
develop site-specific conservation plans for biodiversity hotspots
worldwide.
Œ Select one of CI’s identified hotspots.
ΠResearch key species, landscape and culture.
ΠIdentify stakeholders.
Œ Identify region’s threats to conservation.
ΠDevelop a plan to conserve the biodiversity.
ΠUse mathematical projections to identify how the plan will
impact the population numbers of the key species of the
region.

40. Global Perspectives: Consider the cultural context of the
region
Civic Literacy: Bear in mind the government and political
structure of the local community of the target region.
Integration of Technology : Students connect with students
in the target culture, scientists in the field of conservation,
and scientists in the target culture to conduct research and
share ideas using digital tools: Epals.com, Think.com,
Voicethread.com and other websites offer opportunities for
collaboration.

41. P s 1: Aw re s a Fa ilia tio
ha e a ne s nd m riza n
Ala No m e
n ve b r
Ia J s
n uke
No rn, C ntra So
rthe e l, uthern
P ip ls Te c rs P re ,
rinc a , a he , a nts
Sup rinte e , IT
e nd nts

42. P s 2 C a Tra fo a n
ha e : ritic l ns rm tio
C nte Are s
o nt a
Re va eto s e ’ s
le nc tud nts live
Of inte s to s e
re t tud nts
Und rs nd a us re e s nd rd to
e ta ing nd ing vis d ta a s
g ec
uid urric uluma ins tio
nd truc n

43. P s 2 C a Tra fo a n
ha e : ritic l ns rm tio
Ins tio l Stra g s
truc na te ie
Multip a fle lea p a he
le nd xib p ro c s
Rig ro c nte a s
o us o nt nd kills
Hig e e ta nsfo a
h xp c tio r ll
P b m a e le rning
ro le -b s d a
Stud nt a te c r e a e e
e nd a he ng g m nt
Be t p c e
s ra tic s

44. P s 2 C a Tra fo a n
ha e : ritic l ns rm tio
Le rningEnviro e /Ne Te hno g s
a nm nts w c lo ie /
C ng Te c r Ro s
ha ing a he le
As e s Le rning
s s ing a
Le d rs
a e hip
P fe s na Le rningC m unitie
ro s io l a o m s

45. Phase 3: Sustaining the Change
Continue to build the infrastructure
Provide time during school day and summer
for teacher dialogues
Recognize Models of School Success
Require technology component in PLP