This document provides an example template for integrating 21st century skills into a lesson. It includes sections for goals and objectives, assessments, an authentic task, information gathering, evaluation, synthesis, communication of findings, and reflection. The goals are to describe relationships between subjects and evaluate online resource reliability. Assessment will use rubrics and checklists. Students will take on a role to develop a persuasive argument on a cultural debate. They will gather at least 5 sources per side and evaluate them based on authorship and evidence. Students will then synthesize findings into a graphic organizer and present their point supported by research. Finally, they will reflect on their results and process.

1. 21st Century Skills Integration Design Template (Example)
List content and skill objectives here – what do you expect them to learn? I.E.
Goals/Objectives
(What will they learn?)
- Describe relationships between historical subject matter and other subjects they
study, current issues and personal concerns.
- Evaluate the reliability of online resources.
Assessment Evidence List the assessment guidelines that you will use – the specific rubrics or checklists or
frames of reference that will be used to judge the work. I.E.
and Tasks - MSM Research Rubric
(How will you know?)
- MSM Persuasive Argument Rubric
- Project Checklist
Authentic Task List the desired RAFT responses/framework here…. I.E.
RAFT
(Role, Audience, Format, Topic) R - Open
A - Open
F – Persuasive argument
T – Select between any two cultural debates with a Constitutional
interpretation at stake.
Describe the information gathering task at hand – include source types and
expectations. I.E.
Information
Gathering Task Access at least 5 resources for each side of your historical issue – be sure to list.
(What, where, and how many?)
- Source organization, author
- Point of view
- Key ideas
- Supporting empirical evidence
Create an expectation that students will judge or rate the resources they collected
based a set of criteria. I.E.
Evaluation Activity
(What’s good and what’s not?)
1. Can you determine the author’s name and is there a way to reach them or a
representative of the site (such as a webmaster)?
2. Does the author provide a short biography of themselves detailing their academic
and/or professional credentials and experience?
3. Does the web site disclose who it is sponsored by and say whether it is a
commercial, informational, or personal web site?
4. Does the web site provide a way to verify that the information presented can be
corroborated through a bibliography or links to other primary sources?
5. Can you determine the intended audience for the presented information?
6. Can you determine the intended purpose for the presented information?
7. Is there a statement that either takes or evades responsibility for the content on the
site?

2. Ask the students to generate a finding – a rephrasing or synthesis of what the
research found. I.E.
Information
Synthesis - Create a graphic organizer that maps the research findings and connects it to a
(What does it mean?) hypothesis or supportable opinion.
Communication of Ask the students to generate a finding – a rephrasing or synthesis of what the
research found. I.E.
Findings
(Tell us about what you found?)
- Create a presentation/communication vehicle that effectively makes your point
based on the RAFT you have selected.
Respond/Reflection Ask the students to reflect on what they learned, how the process went, or to apply
(What did you learn?) the assessment standards themselves. I.E.
Based on your results, fill out the, MSM Research Rubric, MSM Persuasive Argument
Rubric, and the Project Checklist. Be prepared to share your findings and defend your
ratings in an assessment conference.