4. Investigate the World
with Common Core
ELA: Ask students to conduct original research
into topics that have an impact beyond the
local community and providing access to
international sources.
Math: Pose a globally relevant problem that
requires the use of mathematical reasoning to
develop an argument to address.
5.
6. Mission Statement
“The Common Core State Standards
provide a consistent, clear understanding of
what students are expected to learn, so teachers
and parents know what they need to do to help
them. The standards are designed to be robust and
relevant to the real world, reflecting the
knowledge and skills that our young people need
for success in college and careers. With American
students fully prepared for the future, our
communities will be best positioned to compete
successfully in the global economy.”
9. ELA and Literacy: Research
“To be ready for college, workforce training, and
life in a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and report on
information and ideas, to conduct original research in
order to answer questions or solve problems, and to
analyze and create a high volume and extensive range of
print and nonprint texts in media forms old and new. The
need to conduct research and to produce and consume
media is embedded into every aspect of today’s
curriculum.”
(CCSS ELA & Literacy, p. 4)
10. Anchor Standards: Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained
research projects based on focused
questions, demonstrating understanding of
the subject under investigation.
11. Anchor Standards: Writing
Research to Build and Present Knowledge
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate the
information while avoiding plagiarism.
12. Standards for
Mathematical Practice
Analysis and Argumentation
3. Construct viable arguments and critique the
reasoning of others.
• “analyze situations”
• “justify their conclusions”
• make “plausible arguments”
13. Investigate the World
• “identify and weigh relevant evidence”
• “analyze, integrate, and synthesize evidence”
• “develop an argument based on compelling
evidence . . . and draw defensible conclusions”
+
• focus on questions of global significance
• consult a variety of sources, including
international sources
15. Investigate the World
with Common Core
ELA: Ask students to conduct original research
into topics that have an impact beyond the
local community and providing access to
international sources.
Math: Pose a globally relevant problem that
requires the use of mathematical reasoning to
develop an argument to address.
17. Students who are
college and career ready in
reading, writing, speaking, liste
ning, and language . . .
18. . . . come to understand other
perspectives and cultures
“Students appreciate that the twentyfirst-century classroom and workplace are
settings in which people from often widely
divergent cultures and who represent diverse
experiences and perspectives must learn and
work together. Students actively seek to
understand other perspectives and cultures
through reading and listening, and they are
able to communicate effectively with people
of varied backgrounds. . . .
19. . . . come to understand other
perspectives and cultures
. . . They evaluate other points of view
critically and constructively. Through reading
great classic and contemporary works of
literature representative of a variety of
periods, cultures, and worldviews, students
can vicariously inhabit worlds and have
experiences much different than their own.”
(CCSS ELA & Literacy, p. 7)
20. Recognize Perspectives
• “recognize and express their own perspective”
• “examine perspectives of other
people, groups, or schools of thought”
+
• “identify the influences” on his or her own
perspectives and on the perspectives of others
• “explain how cultural interactions influence
situations, events, issues or phenomena”
22. Recognize Perspectives
with Common Core
Ask students to interview others about their
perspective on a given topic or global issue.
Analyze the perspective of an author or public
figure, and then compare and contrast that to
their own individual perspective on the given
topic or global issue.
24. Anchor Standards: Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
25. Anchor Standards: Writing
Production and Distribution of Writing
6. Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.
26. ELA: Speaking and Listening
Flexible communication and collaboration
“. . . require students to develop a range of broadly
useful oral communication and interpersonal skills.
Students must learn to work together, express and
listen carefully to ideas, integrate information from
oral, visual, quantitative, and media sources, evaluate
what they hear, use media and visual displays
strategically to help achieve communicative
purposes, and adapt speech to context and task.”
(CCSS ELA & Literacy, p. 8)
27. Anchor Standards:
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’ ideas
and expressing their own clearly and
persuasively.
28. Anchor Standards:
Speaking and Listening
Comprehension and Collaboration
2. Integrate and evaluate information
presented in diverse media and
formats, including visually, quantitatively, and
orally.
29. Anchor Standards:
Speaking and Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
30. Anchor Standards:
Speaking and Listening
Presentation of Knowledge and Ideas
5. Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentations.
31. Anchor Standards:
Speaking and Listening
Presentation of Knowledge and Ideas
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.
32. Standards for
Mathematical Practice
Analysis and Argumentation
3. Construct viable arguments . . .
• “build a logical progression of statements to
explore the truth of their conjectures”
• “justify their conclusions, communicate them to
others, and respond to the arguments of others”
• “making plausible arguments that take into
account the context from which the data arose”
33. Communicate Ideas
• “communicate their ideas effectively with
diverse audiences”
+
• “recognize and express how diverse
audiences may perceive different meanings
from the same information”
• “reflect on how effective communication
affects understanding and collaboration”
35. Communicate Ideas
with Common Core
Facilitate discussions on how the same
message can be understood differently by
different individuals and groups
Ask students to reflect on, and write about or
discuss, the importance of effective
communication to successful collaboration
with others from different
backgrounds, cultures, and nations
38. Taking action on issues of
global significance requires
The ability to communicate information and
ideas clearly through . . .
• narrative or informational writing
• formal presentation,
• or mathematical representation
39. Skills & competencies required
for college & careers
•
•
•
•
•
•
Reading
Writing
Speaking
Listening
Language
Mathematics
“lay the foundation to
develop students with
the capacity to take
action to improve
conditions in their local
community, state, the
country, and the world”
“Common Core: Preparing
Globally Competent Citizens”
by Margaret Reed Millar
40. Standards for Mathematics
Application
“The middle school and high school standards
call on students to practice applying
mathematical ways of thinking to real world
issues and challenges.”
(Common Core website, “Myths vs. Facts” page)
41. Standards for
Mathematical Practice
Modeling
4. “mathematically proficient students can
apply the mathematics they know to solve
problems arising in everyday life, society, and
the workplace.”
42. Mathematics: Modeling
Examples include
• Estimating how much water and food is needed
for emergency relief in a devastated city of 3
million people, and how it might be distributed.
• Analyzing risk in situations such as extreme
sports, pandemics, and terrorism.
• Relating population statistics to individual
predictions.
(CCSS Mathematics, p. 72)
44. Take Action
with Common Core
• Math: Pose a globally relevant problem that
requires the use of mathematical reasoning
to develop an argument to address.
• ELA: Ask students to conduct original
research into topics that have an impact
beyond the local community and providing
access to international sources.
46. Sources Consulted
• Common Core State
Standards, http://www.corestandards.org/
• Educating for Global Competence:
Preparing Our Youth to Engage the World by
Veronica Boix Mansilla and Anthony
Jackson, www.asiasociety.org/globalcompet
ence.pdf
47. Sources Consulted
• “Common Core: Preparing Globally Competent
Citizens” by Margaret Reed
Millar, http://blogs.edweek.org/edweek/global_
learning/2012/01/the_common_core_state_stan
dards.html
• “Common Core: Preparing Globally Competent
Citizens, Part 2” by Margaret Reed
Millar, http://blogs.edweek.org/edweek/global_
learning/2012/01/margaret_reed_millar_from_th
e.html
48. Additional Resources
• Globalizing the Common Core Standards in the
English Language Arts: Possibilities and
Challenges, http://www.slideshare.net/KathyGS
hort/globalizing-the-common-core-standards-inthe
• Global Competence and the Common Core:
Implications for Teacher Preparation
webinar, http://www.globalteachereducation.o
rg/webinar-global-competence-common-core
49. Additional Resources
• “Common Core: Getting There Globally” by
Elizabeth
Howald, http://asiasociety.org/education/resour
ces-schools/professional-learning/commoncore-getting-there-globally
• Reading Nonfiction: A Global Approach to the
Common Core (from Primary
Source), http://resources.primarysource.org/no
nfiction
50. Additional Resources
• iEARN webinar: How the Common Core State
Standards Align to Global Collaboration
Projects, http://bit.ly/ccss0125
• “The Global Roots of the Common Core” by
Heather Singmaster and Anthony
Jackson, http://blogs.edweek.org/edweek/glob
al_learning/2012/11/the_global_roots_of_the_co
mmon_core.html
