Jennifer Mink

Sarah Weaver

EDUC 410-001

Standards Paper

Rationale of Bennett Standards:

William J. Bennett was widely influential in the field of education. Dr. Bennett

has accomplished a great deal, he earned a Ph.D. at the “University of Texas and earned a

law degree from Harvard. He is the Washington Fellow of Claremont Institute, and a

CNN Contributor. He is also a host of a nationally groadcast radio show.” He also was

President Reagan’s chairman of National Endowment for the Humanities and Secretary

of Education. Bennett has been perceived “even by his adversaries as a man of strong,

reasoned convictions who spoke candidly, eloquently and honestly about some of the

most important issuses of our time.” He was also part of a New York base of Education.

Bennet helped to produce “Heritage’s Mandate for Leadership”. This argues that “the

creation of the Department of Education had been a historic blunder, a combination of

overweening federal ambition and pandering to interest groups”. President Bush

appointed him as the nation’s first “drug czar”. Lastly, he has written many books and

book reviews.

The Virginia SOL Rationale

In 1995 the Virginia Board of Education collaborated with: thousands of

Virginia's parents, teachers, principals, school board members, community leaders, and

national experts, in order to adopt and publish a new set of standards across the four core
content areas. With the gathered information and suggestions the Board published the

Virginia Standards of Learning. The Superintendent of Public Instruction at the time was

William C. Bosher, Jr. In addition there were 9 board members “appointed by the

Governor and confirmed by the General Assembly for four-year terms.”

(http://dls.state.va.us/pubs/lgpe/lgpe1.pdf) James P. Jones served as President, and Lewis

M. Nelson served as Vice-President. The standards extend from Kindergarten through

12th grade. The SOL’s have since then been revised to include further subjects such as

Fine Arts, Foreign Language, Health, and Physical Education.

(www.pen.k12.va.us/go/sols/home.shtml)

IL Learning Standards Rationale

The Board of Education in Illinois sets educational guidelines and policies for

both private and public schools. However, a set of standards was created to raise

expectations in public schools. A committee of more than 270 Illinois educators, business

people, and community members developed these standards. Seven core areas were

addressed. The standards were adopted in 1997 and have not since changed. The Board

and committee collected input from over 30,000 citizens to write Illinois standards.

Standards and classroom assessments were field tested by 400 teachers statewide.

(www.isbe.state.il.us/ils )
Rationale of National Standards:

The United States decided that it was necessary to create higher standards for Education

because the rank of American students in 1991 was significantly lower than other

countries. The National Education Goals Panel was established as an independent federal

agency in 1994. It consists of “8 Governors, 4 members of Congress, 4 Legislators, the

Secretary of U.S. Department of Education, and the Assistant to the President for

Domestic Policy”. This Panel creates goals that schools and standards must follow

making sure that improvement is being made towards education. The funding for

National Standards comes from “the U.S. Department of Education and an assortment of

nongovernmental organizations”. The guidelines to National Standards of Learning come

from many experienced teachers and different experts, not the Board of Education.

Though there are national standards, the federal government does not conclude what

students knowledge should be, they leave this up to the state and local authorities.

National Standards are just a guideline for States to follow.

 Standards Key

BSOL (Bennett Standards- italics)

VASOL (Virginia Standards)

ILSOL (Illinois Standards)

NSOL (National Standards)

JSSOL (Summary in bold-Jennifer & Sarah)

LANGUAGE ARTS

Language Arts is an extremely important content area to cover in education. It is

the foundation of communication. Proficient skills in this area are needed to properly

receive and understand information as well as to express oneself. Language Arts

incorporates several categories to make up this concentration area: reading, literature,

writing, listening and speaking, and research. Language art skills carry over into every

content area and are therefore a necessary importance. Johann Wolfgang von Goethe has

said, “If any man wish to write in a clear style let him be first clear in his thoughts; and if

any would write in a noble style, let him first possess a noble soul.” This quote illustrates

the idea of a holistic approach in learning. Writing may be the skill, but one needs to not

only think for themselves, but also know how to clearly communicate their thoughts,

further developing depth and character in a person.

BSOL LA 3
Students expand vocabulary and comprehension skills while they read and discuss
various literary forms…
VASOL LA 3.1
The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking
questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
ILSOL LA 4.A.
1a Listen attentively by facing the speaker, making eye contact and paraphrasing
what is said.
1b Ask questions and respond to questions from the teacher and from group
members to improve comprehension.
NSOL LA K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety of
audiences and for different purposes.
JSSOL LA3.1
Students will learn to communicate through verbal, writing, and visual
skills. In particular students will ask and respond to questions to develop
these skills.
BSOL LA 3
Reading work includes exercise in choral speaking to allow children to refine their
oral language abilities.

VASOL LA 3.2
The student will present brief oral reports.
Speak clearly.
Use appropriate volume and pitch.
Speak at an understandable rate.
Organize ideas sequentially or around major points of information.
Use grammatically correct language and specific vocabulary to communicate ideas.
ILSOL LA 4.B.
1a Present brief oral reports, using language and vocabulary appropriate to the
message and audience (e.g., show and tell).
NSOL LA K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
JSSOL LA3.2
Students will develop their oral skills by presenting brief oral reports and
using correct grammar.
BSOL LA 3
Word selection (synonyms, antonyms, and homonyms)

VASOL LA 3.3
The student will apply word-analysis skills when reading.
Use knowledge of all vowel patterns.
Use knowledge of homophones.
Decode regular multisyllabic words.
ILSOL LA 1.A.
1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new
words.
NSOL LA K-12.3 EVALUATION STRATEGIES
Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
JSSOL LA3.3
While reading, students will employ various reading strategies including
identifying letter and word patterns.
BSOL LA 3
NA
VASOL LA 3.4
The student will use strategies to read a variety of fiction and nonfiction materials.
a) Preview and use text formats.
b) Set a purpose for reading.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Read fiction and nonfiction fluently and accurately.
f) Reread and self-correct when necessary.
ILSOL LA 1.A.
1b Comprehend unfamiliar words using context clues and prior knowledge;
verify meanings with resource materials.
1.B.1c Continuously check and clarify for understanding (e.g., reread, read
ahead, use visual and context clues, ask questions, retell, use meaningful
substitutions).
1.B.1d Read age-appropriate material aloud with fluency and accuracy.
NSOL LA K-12.3 EVALUATION STRATEGIES
Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions
with other readers and writers, their knowledge of word meaning and of other
texts, their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
JSSOL LA3.4
Students will use word and context meaning to comprehend text.
Students will also self-correct their reading and improve fluency.
BSOL LA 3
Students expand vocabulary and comprehension skills while they read and discuss
various literary forms: fables, legends, poems, plays, and nonfiction articles.

VASOL LA 3.5 The student will read and demonstrate comprehension of fiction.
Set a purpose for reading.
Make connections between previous experiences and reading selections.
Make, confirm, or revise predictions.
Compare and contrast settings, characters, and events.
Identify the author’s purpose.
Ask and answer questions.
Draw conclusions about character and plot.
Organize information and events logically.
Summarize major points found in fiction materials.
Understand basic plots of fairy tales, myths, folktales, legends, and fables.
ILSOL LA 1.B.
1a Establish purposes for reading, make predictions, connect important ideas,
and link text to previous experiences and knowledge.
1.C.1a Use information to form questions and verify predictions.
1.C.1d Summarize content of reading material using text organization (e.g.,
story, sequence).
2.A.2c Identify definitive features of literary forms (e.g., realistic fiction,
historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic
literary forms).
NSOL LA K-12.3 EVALUATION STRATEGIES
Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions
with other readers and writers, their knowledge of word meaning and of other
texts, their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
JSSOL LA3.5
Students will further draw on literary skills to interpret and analyze
various kinds of literature including; fables, plays, folktales, poems, and
nonfiction.
BSOL LA 3
NA
VASOL LA 3.6
The student will continue to read and demonstrate comprehension of nonfiction.
Identify the author’s purpose.
Make connections between previous experiences and reading selections.
Ask and answer questions about what is read.
Draw conclusions.
Organize information and events logically.
Summarize major points found in nonfiction materials.
Identify the characteristics of biographies and autobiographies.
Compare and contrast the lives of two persons as described in biographies and/or
autobiographies.
ILSOL LA 2.B.
1c Relate character, setting and plot to real-life situations.
( little available)
NSOL LA
NA
JSSOL LA3.6
Students will draw on prior knowledge to aid in comprehension of
nonfiction, incorporating organizational skills.
BSOL LA
3 At the library, students learn basic reference skills with tables of contents,
indexes, atlases, dictionaries, encyclopedias, and the card catalog.
VASOL LA 3.7
The student will demonstrate comprehension of information from a variety of
print resources.
Use dictionary, glossary, thesaurus, encyclopedia, and other reference books,
including online reference materials.
Use available technology.
ILSOL LA 1.A.
2b Clarify word meaning using context clues and a variety of resources
including glossaries, dictionaries and thesauruses.
5.C.1b Use print, nonprint, human and technological resources to acquire and
use information.
NSOL LA K-12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
JSSOL LA3.7
Students will learn and utilize resources and technology to gain
information.
BSOL LA 3
Attention to spelling and penmanship continues.
VASOL LA 3.8
The student will write legibly in cursive.
ILSOL LA
NA
NSOL LA K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
JSSOL LA3.8
The student will continue to develop legible handwriting, including cursive
writing.
BSOL LA 3
Lessons in writing emphasize formal process (outlining, drafting, revising, and
editing) and more advanced compositional skills: word selection, detailing and
paragraphing.
VASOL LA 3.9
The student will write descriptive paragraphs.
Develop a plan for writing.
Focus on a central idea.
Group related ideas.
Include descriptive details that elaborate the central idea.
Revise writing for clarity.
ILSOL LA 3.B.
1b Demonstrate focus, organization, elaboration and integration in written
compositions (e.g., short stories, letters, essays, reports).
NSOL LA K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different
audiences for a variety of purposes.
JSSOL LA3.9
Students will write for a variety of purposes by demonstrating focus,
organization, and attention to detail.
BSOL LA 3
NA
VASOL LA 3.10
The student will write stories, letters, simple explanations, and short reports across all
content areas.
Use a variety of planning strategies.
Organize information according to the type of writing.
Identify the intended audience.
Revise writing for specific vocabulary and information.
Use available technology.
ILSOL LA 3.B.
1b Demonstrate focus, organization, elaboration and integration in written
compositions (e.g., short stories, letters, essays, reports).
3.C.2b Produce and format compositions for specified audiences using
available technology.
NSOL LA K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety of
audiences and for different purposes.
JSSOL LA3.10
Students will refine their writing with revisions and use various writing
outlets: stories, letters, essays, and reports.
BSOL LA 3
Lessons in writing emphasize formal process (outlining, drafting, revising, and
editing)
VASOL LA 3.11
The student will edit writing for correct grammar, capitalization, punctuation, and
spelling.
Use complete and varied sentences.
Use the word I in compound subjects.
Use past and present verb tense.
Use singular possessives.
Use commas in a simple series.
Use simple abbreviations.
Use apostrophes in contractions with pronouns.
Use correct spelling for high-frequency sight words, including irregular plurals.
ILSOL LA 3.B.
2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement,
adverb and adjective agreement and verb tense; proofread for spelling,
capitalization and punctuation; and ensure that documents are formatted in
final form for submission and/or publication.
NSOL LA K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and nonprint texts.
JSSOL LA3.11
Students will edit writing using correct grammar and mechanics.
 Unaddressed Bennett Standard

BSOL LA 3
Grammatical instruction covers subject and predicate rules and the function of
adverbs…
VASOL LA
NA
ILSOL LA 3.A
1. Construct complete sentences which demonstrate subject/verb agreement;
3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent
agreement, adverb and adjective agreement and verb tense
NSOL LA K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and nonprint texts.
JSSOL LA3.12
The student will study and understand subject and predicate rules as well
as the use of adverbs.
SCIENCE

“The unexamined life is not worth living,” Socrates has said. More than just a

philosophical statement it can apply to the world around people. Experiences and the

world around mankind collectively influence people’s lives. The human mind seeks to

know how things work and the answers can be found by investigation and observation of

the natural world. Science education is so important in building logic and reasoning skills

in children. It encourages students to think critically. “Test all things; hold fast what is

good.” (1 Thess 5:21 NKJV) Science is not against the Bible, rather Scripture exhorts us

to examine all things and hold what proves true from it. Albert Einstein himself has said,

“Science without religion is lame, religion without science is blind.” He makes an

interesting point that the study of the sciences validates faith.

BSOL S 3
Students collect, compare, classify, and record the shape, size, weight, and
texture of different rock and mineral samples.
VASOL S 3.1
The student will plan and conduct investigations in which
predictions and observations are made;
objects with similar characteristics are classified into at least two sets and two subsets;
questions are developed to formulate hypotheses;
volume is measured to the nearest milliliter and liter;
length is measured to the nearest centimeter;
mass is measured to the nearest gram;
data are gathered, charted, and graphed (line plot, picture graph, and bar graph);
temperature is measured to the nearest degree Celsius;
time is measured to the nearest minute;
inferences are made and conclusions are drawn; and
natural events are sequenced chronologically.
ILSOL S 11.A
.2b Collect data for investigations using scientific process skills including observing,
estimating and measuring.
11.B.2b Develop a plan, design and procedure to address the problem identifying
constraints (e.g., time, materials, technology).
NSOL S K-4.1 SCIENCE AS AN INQUIRY
As a result of activities in grades K-4, all students should develop

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

JSSOL S3.1

Students will plan and conduct scientific inquiries by collecting data and
using scientific process skills.
BSOL S 3
NA
VASOL S 3.2
The student will investigate and understand simple machines and their uses.
Key concepts include
types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and
wedge);
how simple machines function;
compound machines (scissors, wheelbarrow, and bicycle); and
examples of simple and compound machines found in the school, home, and work
environment.
ILSOL S NA
NSOL S K-4.5 SCIENCE AND TECHNOLOGY
As a result of activities in grades K-4, all students should develop
*Abilities of technological design
*Understanding about science and technology
*Abilities to distinguish between natural objects and objects made by humans
JSSOL S3.2
Students will investigate simple and compound machines and their
various functions.
BSOL S 3
Topics may include… basic physical and chemical properties of matter… and
electricity and electric charges.
VASOL S 3.3
The student will investigate and understand that objects are made of materials
that can be described by their physical properties. Key concepts include
objects are made of one or more materials;
materials are composed of parts that are too small to be seen without magnification;
and
physical properties remain the same as the material is reduced in size.
ILSOL S 12.C.
1b Compare large-scale physical properties of matter (e.g., size, shape, color,
texture, odor).
12.C.2b Describe and explain the properties of solids, liquids and gases.
NSOL S K-4.2 PHYSICAL SCIENCE
As a result of the activities in grades K-4, all students should develop an
understanding of:
Properties of objects and materials
Position and motion of objects
Light, heat, electricity, and magnetism
JSSOL S3.3
Students will study physical properties of matter.
BSOL S 3
Topics may include the growth stages of animals…
VASOL S 3.4
The student will investigate and understand that behavioral and physical
adaptations allow animals to respond to life needs. Key concepts include
methods of gathering and storing food, finding shelter, defending themselves, and
rearing young; and
hibernation, migration, camouflage, mimicry, instinct, and learned behavior.
ILSOL S 12.A
.2a Describe simple life cycles of plants and animals and the similarities and
differences in their offspring.
12.B.2b Identify physical features of plants and animals that help them live in
different environments (e.g., specialized teeth for eating certain foods, thorns
for protection, insulation for cold temperature).
NSOL S K-4.3 LIFE SCIENCE
As a result of activities in grades K-4, all students should develop understanding of
The characteristics of organisms
Life cycles of organisms
Organisms and environments
JSSOL S3.4
Students will investigate physical and behavioral aspects of living
organisms.
BSOL S 3
Topics may include…the food chain…
VASOL S 3.5
The student will investigate and understand relationships among organisms in
aquatic and terrestrial food chains. Key concepts include
producer, consumer, decomposer;
herbivore, carnivore, omnivore; and
predator and prey.
ILSOL S 12.B.
2a Describe relationships among various organisms in their environments
(e.g., predator/prey, parasite/host, food chains and food webs).
NSOL S K-4.3 LIFE SCIENCE
As a result of activities in grades K-4, all students should develop understanding of
The characteristics of organisms
Life cycles of organisms
Organisms and environments
JSSOL S3.5
Students will study the various food chain relationships and organisms
roles within their environments.

BSOL S 3
NA
VASOL S 3.6
The student will investigate and understand that environments support a
diversity of plants and animals that share limited resources. Key concepts include
water-related environments (pond, marshland, swamp, stream, river, and ocean
environments);
dry-land environments (desert, grassland, rain forest, and forest environments); and
population and community.
ILSOL S 12.E.
1a Identify components and describe diverse features of the Earth’s land,
water and atmospheric systems.
NSOL S K-4.3 LIFE SCIENCE
As a result of activities in grades K-4 all students should develop understanding of
The characteristics of organisms
Life cycles of organisms
Organisms and environments
JSSOL S3.6
Students will examine various types of environments and their features.
BSOL S 3
Topics may include… simple rocks and minerals.
VASOL S 3.7
The student will investigate and understand the major components of soil, its
origin, and importance to plants and animals including humans. Key concepts include
soil provides the support and nutrients necessary for plant growth;
topsoil is a natural product of subsoil and bedrock;
rock, clay, silt, sand, and humus are components of soils; and
soil is a natural resource and should be conserved.
ILSOL S 12.E.
2b Describe and explain short-term and long-term interactions of the Earth’s
components (e.g., earthquakes, types of erosion).
NSOL S K-4.4 EARTH AND SPACE SCIENCE
As a result of their activities in grades K-4, all students should develop an
understanding of Properties of earth materials
Objects in the sky
Changes in earth and sky
JSSOL S3.7
Students will learn the major components of soil and various components
of the earth.
BSOL S 3
Topics may include the solar system, planets, moons, stars . (Not all-inclusive
of VA SOL)
VASOL S 3.8
The student will investigate and understand basic patterns and cycles occurring
in nature. Key concepts include
patterns of natural events (day and night, seasonal changes, phases of the moon, and
tides); and
animal and plant life cycles.
ILSOL S 12.A.2
a Describe simple life cycles of plants and animals and the similarities and
differences in their offspring.
12.F.2a Identify and explain natural cycles and patterns in the solar system
(e.g., order of the planets; moon phases; seasons as related to Earth’s tilt, one’s
latitude, and where Earth is in its yearly orbit around the sun).
NSOL S K-4.3 LIFE SCIENCE
As a result of activities in grades K-4 all students should develop understanding of
The characteristics of organisms
Life cycles of organisms
Organisms and environments
NSOL S K-4.4 EARTH AND SPACE SCIENCE
As a result of activities in grades K-4 all students should develop understanding of
Properties of earth materials
Objects in the sky
Changes in earth and sky
JSSOL S3.8
Students will identify and understand the life cycles of organisms as well
as the natural cycles and patterns that occur on earth and in our solar
system.
BSOL S 3
NA
VASOL S 3.9
The student will investigate and understand the water cycle and its relationship
to life on Earth. Key concepts include
the energy from the sun drives the water cycle;
processes involved in the water cycle (evaporation, condensation, precipitation);
water is essential for living things; and
water supply and water conservation.
ILSOL S 12.E.
2a Identify and explain natural cycles of the Earth’s land, water and
atmospheric systems (e.g., rock cycle, water cycle, weather patterns).
NSOL S K-4.4 EARTH AND SPACE SCIENCE
As a result of their activities in grades K-4 all students should develop
understanding of Properties of earth materials
Objects in the sky
Changes in earth and sky
JSSOL S3.9
The student will explain the water cycle and its effect and importance to
all living things.
BSOL S 3
NA
VASOL S 3.10
The student will investigate and understand that natural events and human
influences can affect the survival of species. Key concepts include
the interdependency of plants and animals;
the effects of human activity on the quality of air, water, and habitat;
the effects of fire, flood, disease, and erosion on organisms; and
conservation and resource renewal.
ILSOL S 12.B.
1b Describe how living things depend on one another for survival.
13.B.1e Demonstrate ways to reduce, reuse and recycle materials.
NSOL S K-4.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of activities in grades K-4, all students should develop
understanding of
Personal health
Characteristics and changes in populations
Types of resources
Changes in environments
Science and technology in local challenges
JSSOL S3.10
The student will investigate the effects of natural occurrences and
human influence on different species and environments. Resource renewal
and conservation will be included.
BSOL S 3
NA
VASOL S 3.11
The student will investigate and understand different sources of energy. Key
concepts include:
the sun’s ability to produce light and heat energy;
sources of energy (sunlight, water, wind);
fossil fuels (coal, oil, natural gas) and wood; and
renewable and nonrenewable energy resources.
ILSOL S 12.C
.2a Describe and compare types of energy including light, heat, sound,
electrical and mechanical.
12.E.1c Identify renewable and nonrenewable natural resources.
NSOL S K-4.4 EARTH AND SPACE SCIENCE
As a result of their activities in grades K-4 all students should develop
understanding of
Properties of earth materials
Objects in the sky
Changes in earth and sky
NSOL S K-4.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of activities in grades K-4, all students should develop
understanding of
Personal health
Characteristics and changes in populations
Types of resources
Changes in environments
Science and technology in local challenges
JSSOL S3.11
The student will identify and compare the various sources of energy.
 Unaddressed Bennett Standards

BSOL S 3
Topics may include… important events and achievements in the history of
space exploration
VASOL S 3
NA
ILSOL S 3 13.B.
1c Describe contributions men and women have made to science and
technology.
NSOL S K-4.7
As a result of activities in grades K-4, all students should develop
understanding of Science as a human endeavor
JSSOL S3.12
The student will investigate historical events and contributions made to
the world of science.
MATHEMATICS

I Corinthians14:33 states, “For God is not the author of confusion but of peace, as

in all the churches of the saints”. Through the study of mathematics students will

understand that every problem has a solution as long one understands the procedure used

to get to this answer. Since mathematics has increased from being only arithmatic based,

students will be provided with several fields of mathematic instruction. This will be

provided in order to enable students to better themselves, their communities and nation.

BSOL M 3.2a
Manipulatives are used throughout to extend concepts of place value to other
bases
VASOL M 3.1
The student will read and write six-digit numerals and identify the place value
for each digit.
ILSOL M 3.6a
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions.Demonstrate knowledge and use of numbers
and their representations in a broad range of theoretical and practical settings
NSSOL M 3.1
Understand numbers, ways of representing numbers, relationships among
numbers, and number systems
JSSOL M 3.1
The student will understand place value of six digit numerals.
BSOL M 3.1c
solve story problems that involve whole-number operations, fractions, mixed
numbers, and decimals
VASOL M 3.2
The student will round a whole number, 9,999 or less, to the nearest ten,
hundred, and thousand.
ILSOL M 3.6
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions.
NSSOL M 3.1
Understand numbers, ways of representing numbers, relationships among
numbers, and number systems
JSSOL M 3.2
The student will be able to round a whole numbers to the nearst ten,
hundred, and thousand.
BSOL M 3
N/A
VASOL M 3.3
The student will compare two whole numbers between 0 and 9,999, using
symbols (>, <, or = ) and words (greater than, less than, or equal to).
ILSOL M 3.6a
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions. Demonstrate knowledge and use of numbers
and their representations in a broad range of theoretical and practical settings.
NSSOL M 3.1
Understand numbers, ways of representing numbers, relationships among
numbers, and number systems
JSSOL M 3.3
The student will be able to compare whole numbers as greater less than or
equal to; also using the symbols.
BSOL M 3.1b
The student will develop computational proficiency with two- and three-digit
addition and subtraction.
VASOL M 3.4
The student will recognize and use the inverse relationships between
addition/subtraction and multiplication/division to complete basic fact
sentences. Students will use these relationships to solve problems such as 5 + 3
= 8 and 8 – 3 = ____.
M 3.8
The student will solve problems involving the sum or difference of two whole
numbers, each 9,999 or less, with or without regrouping, using various
computational methods, including calculators, paper and pencil, mental
computation, and estimation.
ILSOL M 3.6b
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions. Investigate, represent and solve problems
using number facts, operations (addition, subtraction, multiplication, division)
and their properties, algorithms and relationships.
NSSOL M 3.2
Understand meanings of operations and how they relate to one another.
JSSOL M 3.4
The student will understand inverse relationships between addition/
subtraction and multiplication and division, also computing two and three
digit adition and subtraction, with or without regrouping, using various
methods.
BSOL M 3.2b
Manipulatives are used throughout to extend concepts of place value to other
bases; to add and subtract decimals; and to find equivalent fractions.
VASOL M 3.5
The student willdivide regions and sets to represent a fraction; and name and
write the fractions represented by a given model (area/region,
length/measurement, and set). Fractions (including mixed numbers) will
include halves, thirds, fourths, eighths, and tenths.
M3.7b
The student will read and write decimals expressed as tenths and hundredths,
using concrete materials and models
ILSOL M 3.6b
Investigate, represent and solve problems using number facts, operations
(addition, subtraction, multiplication, division) and their properties, algorithms
and relationships. Demonstrate and apply a knowledge and sense of numbers,
including numeration and operations (addition, subtraction, multiplication,
division), patterns, ratios and proportions
NSSOL M 3.3
Compute fluently and make reasonable estimates
JSSOL M 3.5
The student will use place value to find equivalent fractions, be able to use
divided regions and sets to represent fractions, and read/write decimals
expressed in tenths and hundredths.
BSOL M 3.2b
Manipulatives are used throughout to extend concepts of place value to other
bases; to add and subtract decimals; and to find equivalent fractions.
VASOL M 3.6
The student will compare the numerical value of two fractions having like and
unlike denominators, using concrete or pictorial models involving
areas/regions, lengths/measurements, and sets.
M 3.11
The student will add and subtract with proper fractions having like
denominators of 10 or less, using concrete materials and pictorial models
representing areas/regions, lengths/measurements, and sets.
ILSOL M 3.6d
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions. Solve problems using comparison of
quantities, ratios, proportions and percents.
NSSOL M 3.1
Understand numbers, ways of representing numbers, relationships among
numbers, and number systems
JSSOL M 3.6
The student will be able to compare two fractions having like and unlike
denominators, also be able to add and subtract fractions with concrete
materials and pictorial models. (areas/regions, lengths/ measurements,
and sets)>
BSOL M 3.1a
Students master the multiplication table
M 3.1c
The studten will master two- and three-digit multiplication, and division with
single-digit divisors
VASOL M 3.9
The student will recall the multiplication and division facts through the nines
table.
M 3.10
The student will represent multiplication and division, using area and set
models, and create and solve problems that involve multiplication of two
whole numbers, one factor 99 or less and the second factor 5 or less.
ILSOL M 3.6b
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions. Investigate, represent and solve problems
using number facts, operations (addition, subtraction, multiplication, division)
and their properties, algorithms and relationships.
NSSOL M 3.1
Understand numbers, ways of representing numbers, relationships among
numbers, and number systems.
JSSOL M 3.7
The student will be able to master the multiplication and division table.
The student will also be able to multiply two whole numbers with one
factor being 99 or less and the second factor being 5 or less.
BSOL M 3.1c
The student will solve story problems that involve whole-number operations,
fractions, mixed numbers, and decimals
VASOL M 3.12
The student will add and subtract with decimals expressed as tenths, using
concrete materials, pictorial representations, and paper and pencil.
ILSOL M 3.6
Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division),
patterns, ratios and proportions.
NSSOL M 3.3
Compute fluently and make reasonable estimates
JSSOL M 3.8
The student will solve story problems that include whole-numbers,
fractions, mixed numbers and decimals expressed as tenths; using
concrete materials, pictorial representations, and paper/pencil.
BSOL M 3
N/A
VASOL M 3.13
The student will determine by counting the value of a collection of bills and
coins whose total value is $5.00 or less, compare the value of the coins or bills,
and make change.
ILSOL M 3.7a
Estimate, make and use measurements of objects, quantities and relationships
and determine acceptable levels of accuracy. easure and compare quantities
using appropriate units, instruments and methods.
NSSOL M 3.1
Understand measurable attributes of objects and the units, systems, and
processes of measurement
JSSOL M 3.9
Given $5.00 or less, the student will be able to count, compare and make
change of bills and coins.
BSOL M 3.3a
In geometry and measurement, students learn units of length, area, volume,
weight, and time
VASOL M 3.14
The student will estimate and then use actual measuring devices with metric and
U.S. Customary units to measure length — inches, feet, yards, centimeters, and
meters; liquid volume — cups, pints, quarts, gallons, and liters; and weight/mass
— ounces, pounds, grams, and kilograms.
M 3.15
The student will tell time to the nearest five-minute interval and to the nearest
minute, using analog and digital clocks.
M 3.16
The student will identify equivalent periods of time, including relationships
among days, months, and years, as well as minutes and hours.
M 3.7a
Estimate, make and use measurements of objects, quantities and relationships
and determine acceptable levels of accuracy.Measure and compare quantities
using appropriate units, instruments and methods.
ILSOL M 3.7
Estimate, make and use measurements of objects, quantities and relationships
and determine acceptable levels of accuracy.
NSSOL M 3.1
Understand measurable attributes of objects and the units, systems, and
processes of measurement
JSSOL M 3.10
The student will learn measurement and estimation of length area volume
and time, temperature, and (to nearest degree of Celcius and Farenheit)
equivalent relationships of time (to the nearest five interval and minute) by
using metric and U.S Customary units.
BSOL M 3.3b
In geometry and measurement, students learn units of length, area, volume,
weight, and time; measure area and volume using squares and cubes.
VASOL M 3.18
The student will analyze two-dimensional (plane) and three-dimensional
(solid) geometric figures (circle, square, rectangle, triangle, cube, rectangular
solid [prism], square pyramid, sphere, cone, and cylinder) and identify relevant
properties, including the number of corners, square corners, edges, and the
number and shape of faces, using concrete models.
ILSOL M 3.9a
Demonstrate and apply geometric concepts involving points, lines, planes and
space. Use geometric methods to analyze, categorize and draw conclusions
about points, lines, planes and space.
NSSOL M 3.1
Analyze characteristics and properties of two- and three-dimensional
geometric shapes and develop mathematical arguments about geometric
relationships
JSSOL M 3.11
The student will analyze area and volume (using circles, squares, cubes,
rectangles, prisms, square pyramid, sphere, cones, and cylinders) and
identify properties.
BSOL M 3
N/A
VASOL M 3.19
The student will identify and draw representations of line segments and angles,
using a ruler or straightedge.
M 3.20
The student, given appropriate drawings or models, will identify and describe
congruent and symmetrical, two-dimensional (plane) figures, using tracing
procedures.
ILSOL M 3.9b
Use geometric methods to analyze, categorize and draw conclusions about
points, lines, planes and space. Identify, describe, classify and compare
relationships using points, lines, planes and solids.
NSSOL M 3.3
Apply transformations and use symmetry to analyze mathematical situations
JSSOL M 3.12
The student will be given appropriate drawing materials in order to draw
line segments and identify congruent/symmetrical and planes.
BSOL M 3.3c
In geometry and measurement, students learn units of length, area, volume,
weight, and time; measure area and volume using squares and cubes; and
interpret bar and picture graphs with units greater than one
VASOL M 3.21
The student, given grid paper, will collect and organize data on a given topic of
his/her choice, using observations, measurements, surveys, or experiments;
and construct a line plot, a picture graph, or a bar graph to represent the results.
Each graph will include an appropriate title and key.
M 3.22
The student will read and interpret data represented in line plots, bar graphs,
and picture graphs and write a sentence analyzing the data.
ILSOL M 3.10a
Collect, organize and analyze data using statistical methods; predict results;
and interpret uncertainty using concepts of probability. Organize, describe and
make predictions from existing data.
NSSOL M 3.1
Formulate questions that can be addressed with data and collect, organize, and
display relevant data to answer
JSSOL M 3.13
The student will be able to construct and interpret data from line plots,
picture graphs and bar graphs after colleting and organzing data through
the use of observation, measurements, surveys and experiments.
BSOL M 3.4
Class projects involve the collection, display and analysis of data, and include
simple experiments in probability.
VASOL M 3.23
The student will investigate and describe the concept of probability as chance
and list possible results of a given situation.
ILSOL M 3.10c
Determine, describe and apply the probabilities of events.
Collect, organize and analyze data using statistical methods; predict results;
and interpret uncertainty using concepts of probability.
NSSOL M 3.4
Understand and apply basic concepts of probability.
JSSOL M 3.14
The student will understand and experiment with probablity and give
possible results through class projects that invole collection, display and
analysis of data.
BSOL M 3
N/A
VASOL M 3.24
The student will recognize and describe a variety of patterns formed using
concrete objects, numbers, tables, and pictures, and extend the pattern, using
the same or different forms (concrete objects, numbers, tables, and pictures).
ILSOL M 3.8ab
Use algebraic and analytical methods to identify and describe patterns and
relationships in data, solve problems and predict results. Describe numerical
relationships using variables and patterns. Interpret and describe numerical
relationships using tables, graphs and symbols.
NSSOL M 3.1
Understand patterns, relations, and functions
JSSOL M 3.15
The student will understand patterns, relations and functions using
concrete objects, numbers, tables and pitctures using same or different
forms.
BSOL M 3
N/A
VASOL M 3.25
The student will investigate and create patterns involving numbers, operations
(addition and multiplication), and relations that model the identity and
commutative properties for addition and multiplication; and demonstrate an
understanding of equality by recognizing that the equal sign (=) links
equivalent quantities, such as 4 • 3 = 2 • 6.
ILSOL M 3.8
Use algebraic and analytical methods to identify and describe patterns and
relationships in data, solve problems and predict results.
NSSOL M 3.1
Understand patterns, relations, and functions
M 3.2
Represent and analyze mathematical situations and structures using algebraic
symbols
JSSOL M 3.16
The student will recognize patterns in numbers, operations and relations
using identity and communitive properties for addition and
multiplication; understanding the sign of equivalence.
SOCIAL STUDIES

Social Studies is important for students to study because as George Santayana

“Those who cannot remember the past are condemned to repeat it.” In order to grow as a

person and a citizen one must learn from histories pros and cons through an unbiased

instruction of Social Studies. Students will grasp world connections through geography

and Map skills. Also, to acquire a fuller appreciate for government, economics and

citizenship the student will be provided with lessons on social studies, character and life

skills.

BSOL SS
N/A
VASOL SS 3.1
The student will explain how the contributions of ancient Greece and Rome
have influenced the present world in terms of architecture, government (direct
and representative democracy), and sports.
ILSOL SS 3.14f
Understand the development of United States political ideas and traditions.
SS 3.18a
Compare characteristics of culture as reflected in language, literature, the arts,
traditions and institutions.
SS 3.18c
Understand how social systems form and develop over time.
NSSOL SS 3.4
Other nations and world affairs, how do nations interact with each other.
JSSOL SS 3.1
The student will understand the contributions of other cultures (ex.
Greece and Rome) and traditions and how they have influenced the
present world in terms of architecture, government, and sports.
BSOL SS
N/A
VASOL SS 3.2
The student will study the early West African empire of Mali by describing its
oral tradition (storytelling), government (kings), and economic development
(trade).
ILSOL SS 3.18a
Compare characteristics of culture as reflected in language, literature, the arts,
traditions and institutions.
SS 3.18c
Understand how social systems form and develop over time.
NSSOL SS 3.4
What is the Relationship of the United States to Other Nations and to World
Affairs?
JSSOL SS 3.2
The student will understand the West African empire of Mali by
describing the different characteristics of literature, traditions,
institutions and economic development.
BSOL SS 3.2
Students learn about Columbus and the impact of European settlers' arrival.
VASOL SS 3.3a
The student will study the exploration of the Americas by describing the
accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques
Cartier, and Christopher Newport;
ILSOL SS 3.16
Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
NSSOL SS
N/A
JSSOL SS 3.3
The student will understand the impact of European explorers such as
Christopher Columbus, Juan Ponce de Leon, Jacques Cartier and
Christopher Newport.
BSOL SS 3.4
Additional instruction in geography focuses on the travels and adventures of
such significant explorers.
VASOL SS 3.3
The student will study the exploration of the Americas by identifying reasons
for exploring, the information gained, and the results from the travels.
ILSOL SS 3.16
Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
NSSOL SS 3
N/A
JSSOL SS 3.4
The student well undrstand the reasons for the exploration of America by
focusing onf the information gained and the results of travel.
BSOL SS 3.6a
As they trace the explorers' paths, students refine their map- and globe-reading
skills.
SS 3.3b
Additional instruction in geography focuses on the travels and adventures of
such significant explorers as Marco Polo, the Vikings, Sir Francis Drake,
Balboa, Daniel Boone, Henry Hudson, Lewis and Clark, and Admiral Peary.
VASOL SS 3.4a
The student will develop map skills by locating Greece, Rome, and West Africa.
SS 3.5c
The student will locate the countries of Spain, England, and France
SS 3.5 d
The student will locate the regions in the Americas explored by Christopher
Columbus (San Salvador in the Bahamas), Juan Ponce de Léon (near St.
Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher
Newport (Jamestown, Virginia);
SS 3.6
The student will interpret geographic information from maps, tables, graphs, and
charts
ILSOL SS 3.17a
Understand world geography and the effects of geography on society, with an
emphasis on the United States. Locate, describe and explain places, regions and
features on the Earth.
NSSOL SS 3.4
What is the Relationship of the United States to Other Nations and to World
Affairs? How is the world divided into nations?
JSSOL SS 3.5
The student will be able to interpret maps, tables, graphs and charts in
order to locate countries (Greece, Rome, West Africa, Spain, England, and
France) and regions of America (explored by Colomubus, Ponce de Leon,
Cartier, and Newport, Marco Polo, the Vikings, Sir Fancis Drade, Balboa,
Daniel Boone, Henry Hudson, Lewis and Clark, and Admiral Peary)
BSOL SS 3.1a
History lessons explore the culture, beliefs, and daily life.
VASOL SS 3.4b
The student will develop map skills by describing the physical and human
characteristics of Greece, Rome, and West Africa.
ILSOL SS 3.17b
Understand world geography and the effects of geography on society, with an
emphasis on the United States. Analyze and explain characteristics and
interactions of the Earth’s physical systems.
NSSOL SS 3.4
What is the Relationship of the United States to Other Nations and to World
Affairs? How is the world divided into nations?
JSSOL SS 3.6
The student will understand how geography effects culture beliefs and
daily life. Also, analyzing the Earth’s physical systems.
BSOL SS 3
N/A
VASOL SS 3.4c
The student will develop map skills by explaining how the people of Greece,
Rome, and West Africa adapted to and/or changed their environment to meet
their needs.
ILSOL SS 3.17c
Understand world geography and the effects of geography on society, with an
emphasis on the United States. Understand relationships between geographic
factors and society.
NSSOL SS 3.4
What is the Relationship of the United States to Other Nations and to World
Affairs? How is the world divided into nations?
JSSOL SS 3.7
The student will develop map skills and understand how people use their
different environments to meet their daily needs (such as Greece, Rome,
and West Africa).
BSOL SS 3.6b
The student will identify latitude, longitude, the equator, the continents, the
oceans, the hemispheres, and the poles.
VASOL SS 3.5a,b
The student will develop map skills by positioning and labeling the seven
continents and four oceans to create a world map; using the equator and prime
meridian to identify the four hemispheres;
SS 3.5e
The student will locate specific places on a simple letter-number grid system.
ILSOL SS 3.17a
Understand world geography and the effects of geography on society, with an
emphasis on the United States. Locate, describe and explain places, regions
and features on the Earth.
NSSOL SS 3.4
What is the Relationship of the United States to Other Nations and to World
Affairs? How is the world divided into nations?
JSSOL SS 3.8
The student will develop map skills by identifying latitude, longitue, the
equator, prime meridian, seven continents, four oceans, and four
hemispheres.
BSOL SS 3
N/A
VASOL SS 3.7
The student will explain how producers use natural resources (water, soil,
wood, and coal), human resources (people at work), and capital resources
(machines, tools, and buildings) to produce goods and services for consumers.
ILSOL SS 3.15b,c
Understand economic systems, with an emphasis on the United States.
Understand that scarcity necessitates choices by consumers.Understand that
scarcity necessitates choices by producers.
NSSOL SS 3.5
What are the Roles of the Citizen in American Democracy?
JSSOL SS 3.9
The student will understand what producers use to produce goods and
services for consumers (such as natural resources, human resources, and
capitol resources).
BSOL SS 3
N/A
VASOL SS 3.8
The student will recognize the concepts of specialization (being an expert in
one job, product, or service) and interdependence (depending on others) in the
production of goods and services (in ancient Greece, Rome, the West African
empire of Mali, and in the present).
ILSOL SS 3.15abc
Understand economic systems, with an emphasis on the United States.
Understand how different economic systems operate in the exchange,
production, distribution and consumption of goods and services. Understand
that scarcity necessitates choices by consumers.Understand that scarcity neces-
sitates choices by producers.
NSSOL SS 3.5
What are the Roles of the Citizen in American Democracy? What are
important responsibilities of Americans?
JSSOL SS 3.10
The sutent will understand exonomic system and production of goods and
services through the use of specialization and interdependence.
BSOL SS 3
N/A
VASOL SS 3.9
The student will identify examples of making an economic choice and will
explain the idea of opportunity cost (what is given up when making a choice).
ILSOL SS 3.15a
Understand economic systems, with an emphasis on the United States.
Understand how different economic systems operate in the exchange,
production, distribution and consumption of goods and services.
NSSOL SS 3.5
What are the Roles of the Citizen in American Democracy? What are important
responsibilities of Americans?
JSSOL SS 3.11
The student will understand different examples of making economic choices
and what has to be given up in order to make those choices.
BSOL SS 3.7
Civics instruction examines the Massachusetts and Virginia settlements, and
their ideas about religious tolerances and local government
VASOL SS 3.10abc
The student will recognize why government is necessary in the classroom,
school, and community by explaining the purpose of rules and laws; that the
basic purposes of government are to make laws, carry out laws, and decide if
laws have been broken; that government protects the rights and property of
individuals
ILSOL SS 3.14a
Understand political systems, with an emphasis on the United States. Understand
and explain basic principles of the United States government.
NSSOL SS 3.1
What is Government and What Should It Do? What are the purposes of rules and
laws?
JSSOL SS 3.12
The student will understand Massachusetts and Virginias ideas on
government and religious tolerances. Ultimately understanding the
significance of government. (understanding the purpose of rules and laws
and understanding what government protects)
BSOL SS 3.7
Civics instruction examines the Massachusetts and Virginia settlements, and
their ideas about religious tolerances and local government
VASOL SS 3.11abc
The student will explain the importance of the basic principles that form the
foundation of a republican form of government by describing the individual
rights to life, liberty, and the pursuit of happiness; and equality under the law;
and identifying the contributions of George Washington, Thomas Jefferson,
Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr..
ILSOL SS 3.14a
Understand political systems, with an emphasis on the United States. Understand
and explain basic principles of the United States government.
NSSOL SS 3.2
What are the Basic Values and Principles of American Democracy? Why is it
important for Americans to share certain values, principles, and beliefs?
JSSOL SS 3.13
The student will understand the importance of the foundation of a
republican government by understanding individual rights and the people
who contributed to the United States government (Gearge Washington,
Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and
Martin Luther King Jr.).
BSOL SS 3
N/A
VASOL SS 3.12
The student will recognize that Americans are a people of diverse ethnic
origins, customs, and traditions, who are united by the basic principles of a
republican form of government and respect for individual rights and freedoms.
ILSOL SS 3.14d
Understand the roles and influences of individuals and interest groups in the
political systems of Illinois, the United States and other nations.
Understand political systems, with an emphasis on the United States.
NSSOL SS 3.5
What are the Roles of the Citizen in American Democracy?
JSSOL SS 3.14
The student will understand that Americans are diverse and have been
united through republican government and individual rights and
freedoms.
BSOL SS 3.1b
History lessons explore the culture, beliefs, and daily life of selected Native
American peoples.
VASOL SS 3
N/A
ILSOL SS 3.16
Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
NSSOL SS 3
N/A
JSSOL SS 3.15
The Student will understand different Native Americans and their culture,
belief and daily life.
BSOL SS 3.2b
Students learn about Columbus, the impact of European settlers' arrival, the
influence of Native American traditions on contemporary society, and the loca-
tion of major Indian tribes and settlements on maps.
VASOL SS 3.12
The student will recognize that Americans are a people of diverse ethnic
origins, customs, and traditions, who are united by the basic principles of a
republican form of government and respect for individual rights and freedoms.
ILSOL SS 3.16
Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
NSSOL SS 3.2
What are the Basic Values and Principles of American Democracy? What are
the benefits of diversity in the United States?
JSSOL SS 3.16
The student will be able to locate major Indian tribe settlements on a map.
 CONCLUSION

While the best teachers know how to reach directly into the hearts and minds of

students, having standards helps an educator operate within reasonable boundaries while

striving for maximum effectiveness. A teacher is responsible for content taught, and

because of this a high level of organization needs to occur. Standards will allow you to

plan ahead and be able to keep track of what has been taught. In addition to this, being

aware of other standards outside of your field can help you bridge the gap and integrate

learning across the content areas. Knowing the standards one will adhere to equip the

educator to pace themselves and tailor the lessons to their individual classes.
 Resources
Bennett, William J. Bennett’s Educational Goals. “Education Week” Sept. 7,
1988; pp 39-40

The Holy Bible. NKJV. 1982. Thomas Nelson Inc.

Bennet, William J. (2002-2007) Bill Bennett’s Morning in America. Retrieved

September 17, 2007, from http://www.bennettmornings.com

Administration of Public Education in Virginia. Retrieved September 17, 2007,

from http://dls.state.va.us/pubs/lgpe/lgpe1.pdf

The Educational System in the United States (March 1999) The Development
and Implementation of Education Standards in the United States
Retrieved September 17, 2007 from http://www.ed.gov/pubs/USCaseStudy/chapter2.html

Education World (1996) National Standards Retrieved September 15, 2007 from
www.educationworld.com/standards/national

Illinois State Board of Education. Illinois learning standards. Retrieved

September 15, 2007 from www.isbe.state.il.us/ils

Virginia Dept. of Education. Standards of Learning. Retrieved September 15,

2007 from http://www.pen.k12.va.us/go/sols/home/shtml

Quotationspage.com and Michael Moncur. The Quotations Page. Retrieved

September 17, 2007 from www.quotationspage.com

International Relations Center. (2007) William J. Bennett. Retrieved September

17, 2007 from http://rightweb.irc-online.org