Global to the Core
The Role of Common Core State Standards in Developing Global Competence
The Common Core State Standards
Ohio and the majority of other states adopted the Common Core State Standards (CCSS) for
mathematics and English language arts, which include the literacy expectations that extend across the
curriculum. In English language arts the standards emphasize working with informational text, reading
texts that are more complex, and supporting a thesis with evidence from texts. The mathematics
standards expect students to be able to use mathematics to solve real world problems. By the end of
high school they should be able to apply mathematical and statistical models to “physical, economic,
public policy, social and everyday situations.”
“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.”
Common Core State Standards Initiative, June 2009 (emphasis added)
References to the real world and the global economy in the quote from the Common Core State
Standards Initiative point to the need for global competence. Common Core State Standards (CCSS)
were developed to assure that all students are as college and career ready as their peers in other
countries. “College and career ready” means being “globally-ready.”
Global Competence
The Council of Chief State School Officers (CCSSO) was instrumental in bringing together the expertise
necessary to create the CCSS. At about the same time, the CCSSO also convened a group of experts to
define what it means for students to be globally competent. The group defined global competence as
students’ ability to address issues of global significance by:

investigating the world,

identifying multiple perspectives,

communicating ideas, and

taking action.
www.columbusworldaffairs.org
The definition goes on to emphasize the importance of disciplinary and interdisciplinary knowledge in
the process.
Achieving Both Global Competence within the framework of the Common Core
As teachers are revamping curriculum to meet the CCSS they may wonder how they can also help
students to become globally competent. The example below demonstrates how well the two goals
reinforce each other.
In an English class the teacher has captured the students’ interest by asking them what they know about
the clothes they are wearing. They generate a list of research questions. Where are the products
made? What kinds of materials are used? Who designs them? Who benefits from the production of a
shirt? How many types of jobs are required to get from fiber to finished product in a retail store?
Investigating the World
Students begin to explore the global supply chain in the clothing industry. They read complex texts
including those from sources outside the U.S. They discover related economic, political and social issues
like intellectual property rights, trade agreements, wages, working conditions, and transportation.
Identifying Multiple Perspectives
Students begin to see issues from the perspectives of entrepreneurs, laborers and consumers. This
topic, like most global issues is inherently interdisciplinary. Mathematics plays a key role in
understanding the impact of increased costs at each link of the supply chain on the retail price. History
and geography play a role as well.
Communicating Ideas
In order to synthesize their research students form a thesis and support it with evidence from the
sources they’ve consulted. Throughout this process the students are becoming more proficient in the
standards while they develop a deeper understanding of a real world issue.
Taking Action
Taken one step further, the definition of global competence includes a “take action” piece so that
students will understand that they are empowered and know how to take action when they see a need
for change related to significant issues. They may choose to incorporate what they’ve learned into
personal decisions or join with others to shape their world.
The example of the global supply chain is just one of many global issues in the areas of health, the
economy, national security, the environment, education, politics, and media that students might
investigate as they practice the skills of the CCSS. As educators plan curriculum, those who incorporate
global competence will be providing a meaningful context for students learning that will prepare them
well for college and the workplace. Educating for global competence is not an add-on or after thought.
It’s an efficient way to prepare students to prepare students for their world.
www.columbusworldaffairs.org