From a Partnership for 21st Century Skills blog entry. Are we a democracy or a republic? Did you vote on this collaborative initiative in your district/state to be implemented?  Whose vision is being implemented?


The following companies and organizations are lending their support to Common Core goals through yet another group named Partnership for 21st Century Skills:


p21 members 1p21 members 2


Citizen Audit provides this information about the organization:

(click on graphic to enlarge)


p21 citizen audit 1

p21 citizen audit 2


What is the mission of the organization?

p21 mission

Does this sound like an organization pressed into service to sell the Common Core State Standards Initiative?  This mission statement sounds as if it’s lifted from the CCSSI website.  The changing role of citizenship for American students is important to this group.  What is an “effective citizen”?  The “effective citizen” is one who is a global citizen with global responsibilities which supersede the duties of being an American citizen.  Students must expand their notion of what citizenship means.  Note the emphasis on “world core values”.  Who/what decides what “core values” the world should pursue?  Here is a blog post on the site from Scott Hirshfield:

Scott Hirschfeld is the Director of Education for U.S. Fund for UNICEF, where he manages the development of global learning resources and programs. Scott also serves on the Strategic Council of P21. Prior to joining USF, Scott was Director of Curriculum for ADL (Anti-Defamation League) and Director of Education for GLSEN (Gay, Lesbian and Straight Education Network), two of the leading U.S. NGOs working to end discrimination and promote social justice in schools and communities. Before working in the non-profit sector, Scott was a classroom teacher and staff developer in the New York City public school system for thirteen years, during which time he spent a year in London as a Fulbright Exchange Teacher and participated in volunteer and study abroad programs in Indonesia, Japan, and Uganda. Scott has an M.S. in Elementary Education and an M.Ed. in Educational Leadership from Bank Street College of Education.

Driving Question:  How can instruction on current global issues lead to greater civic engagement among students?

In our increasingly inter-connected world, nurturing global competence in students starts by exposing them to the political, social and economic realities of nations beyond the borders of the United States. Academic instruction around topics of international concern often reinforce map skills, geography, and history. Is that enough to instill a sense of global citizenship in students?

Defining Global Citizenship

The term global citizenship can be interpreted in many ways. At its core, global citizenship is self-identification with a world community that shares core values. These values are based on the principles enshrined in the Universal Declaration of Human Rights and include concepts such as religious plurality, gender equality, rule of law, sustainable development and poverty alleviation, among others.

There is no doubt that advances in technology and communication have contributed greatly to this emerging sense of global citizenship. As individuals participating in the global economy, we consume and create global popular culture and communicate with each other in every corner of the globe.

In March of this year, TeachUNICEF unveiled a brand new classroom resource—Global Citizenship Briefs— which examine how violence, displacement and the persistent lack of opportunity is shaping a generation of Syrian children.

The brief is called Syria: No Lost Generation, and exposes students to the coordinated global effort to protect the futures of Syrian children, including in the life-saving areas of health, nutrition, immunization, water and sanitation.

The centerpieces of the brief are two student magazines—one geared toward upper elementary grades and the other intended for middle school students. Naturally the student magazines incorporate map skills, reading comprehension, vocabulary development, and numeracy skills, but critically, they also introduce students to key international legal frameworks—specifically, the Convention on the Rights of the Child.

Building on the thematic content of the brief, a powerful set of curated images and videos convey the daily reality of children’s lives in Syria today. We want students in the U.S. to recognize that Syrian children have the same concerns, challenges and aspirations as they do and then to be able to analyze how geopolitical events are compromising children’s rights there.

There is no better vehicle for making these connections than through first-person narrated films. We curated a collection of one-minute videos that were shot and produced by Syrian children as part of the OneMinuteJuniors project. These videos offer a ‘slice-of-life’ view into the inner lives of Syrian children that are highly relatable, often poetic, and always authentic.

Finally, we made sure to include our suggestions on how to take action on behalf of the children of Syria, giving students an opportunity to participate in their world community, as global citizens sharing common values with other children all over the world.

An Invitation

TeachUNICEF global education resources are free and aligned to National Content and Common Core State Standards. The next Global Citizenship Brief will be published in September of 2014, just in time for the new school year. To learn how you can use these materials to promote the civic and global competence necessary to be successful in an increasingly interconnected world, please sign up for our monthly newsletter and visit to peruse our library of classroom resources.


Here is a list of exemplar schools aligning themselves to the Partnership for 21st Century Goals.  When did the public/private partnerships (the collaborative partnership of education, business, community and government leaders) receive the constitutional authority to set educational direction and development in schools?  Do you remember voting on this change in the political structure?

Released last year, Reimagining Citizenship for the 21st Century report (produced with the financial support of the Hewlett Foundation) outlines the practices and dimensions of citizenship today, within the context of 21st century learning.  Here is an excerpt:

p21 citizenship






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