The National
Education Standards outline what students should learn during
their PreK-12 school experiences. These standards are segmented into the following
subject matter:
Arts |
Civics and Government |
Economics |
English Language Arts |
Foreign Languages |
Geography |
History |
Mathematics |
Science |
Social Studies |
Technology
Arts:
http://www.ed.gov/pubs/ArtsStandards.html
Students after arts training should arrive at their own knowledge, beliefs, and values for making personal and artistic decisions. They should arrive at a broad based, well-grounded understanding of the nature, value, and meaning of the arts as a part of their own humanity.
Civics and Government:
http://www.civiced.org/stds.html
Education has a civic mission: to prepare informed, rational, humane, and participating citizens committed to the values and principles of American constitutional democracy. This civic mission of the schools has recently been affirmed in the National Education Goals included in the Goals 2000: Educate America Act of 1994. All students will leave grades 4, 8, and 12 will demonstrate competency over challenging subject matter so that they may be prepared for responsible citizenship, further learning, and productive employment. All students will be involved in activities that promote and demonstrate good citizenship, community service, and personal responsibility.
Economics:
http://www.ncee.net/ea/program.php?pid=19
The National Council on Economic Education in partnership with the National Association of Economic Educators and the Foundation for Teaching Economics has produced a set of curriculum standards based on the essential principles of economics, titled Voluntary National Content Standards in Economics. Each of the 20 content standards, developed by a panel of economists and economic educators, includes a rationale for its inclusion; benchmarks indicating attainment levels for students in grades 4, 8, and 12; samples of what students can do to enhance or demonstrate their understanding of economics; and correlation of existing Economics America publications to the standards.
English Language Arts Standards:
http://cnets.iste.org/currstands/cstands-ela.html
The vision guiding these standards is that all students need the opportunities and resources to develop the language skills they need to pursue life’s goals and to participate fully as informed productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activities — reading and writing, and associating spoken words with their graphic representations. These standards encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school. Furthermore, the standards provide ample room for the innovation and creativity essential to teaching and learning.
Foreign Language:
http://cnets.iste.org/currstands/cstands-fl.html
Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which all students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.
Geography:
http://www.nationalgeographic.com/resources/ngo/education/standardslist.html
Geography for Life: National Geography Standards specifies what students in American schools should learn and be able to do with regard to geography. There are six essential elements of geography into which 18 standards are grouped.
History:
http://www.sscnet.ucla.edu/nchs/standards/
Setting standards for history in the schools requires a clear vision of the place and importance of history in the general education of all students. The widespread and growing support for more and better history in the schools, beginning in the early grades of elementary education, is one of the more encouraging signs of the decade. The reasons are many, but none are more important to a democratic society than this: knowledge of history is the precondition of political intelligence. Without history, a society shares no common memory of where it has been, what its core values are, or what decisions of the past account for present circumstances. Without history, we cannot undertake any sensible inquiry into the political, social, or moral issues in society. And without historical knowledge and inquiry, we cannot achieve the informed, discriminating citizenship essential to effective participation in the democratic processes of governance and the fulfillment for all our citizens of the nation’s democratic ideals.
Mathematics:
http://standards.nctm.org/document/index.htm
Principles and Standards for School Mathematics is intended to be a resource and guide for all who make decisions that affect the mathematics education of students in prekindergarten through grade 12. The recommendations in it are grounded in the belief that all students should learn important mathematical concepts and processes with understanding. Principles and Standards make an argument for the importance of such understanding and describes ways students can attain it.
Science:
http://books.nap.edu/html/nses/html/index.html
The National Science Education Standards present a vision of a scientifically literate populace. They outline what students need to know, understand, and be able to do to be scientifically literate at different grade levels. They describe an educational system in which all students demonstrate high levels of performance; in which teachers are empowered to make the decisions essential for effective learning; in which interlocking communities of teachers and students are focused on learning science; and in which supportive educational programs and systems nurture achievement.
Social Studies:
http://www.cnets.iste.org/currstands/cstands-ss_i.html
In a rapidly changing world students who will be the citizens
of the twenty-first century are living and learning in the midst of a knowledge
explosion unlike any humankind has ever experienced. The social studies standards
will:
1. Serve as a framework for K-12 social studies program design;
2. Serve as a guide for curriculum decisions by providing performance expectations
regarding knowledge, processes, and attitudes essential for all students;
and
3. Provide examples of classroom practice to guide teachers in designing instruction
to help students meet performance expectations.
Technology:
http://www.education-world.com/standards/national/technology/k_12.shtml
To live, learn, and work successfully in an increasingly
complex and information-rich society, students must be able to use technology
effectively. Within an effective educational setting, technology can enable
students to become:
1. Capable information technology users
2. Information seekers, analyzers, and evaluators
3. Problem solvers and decision makers
4. Creative and effective users of productivity tools
5. Communicators, collaborators, publishers, and producers
6. Informed, responsible, and contributing citizens