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In this essay I’m going to compare and contrast the Illinois and Alaska state standards. I found it interesting as I was comparing the standards for the two states, for a fourth-grade level.
In Illinois, we must distinguish the responsibilities and powers of government officials at the local, state, and national levels. Alaska must apply economic principles to an actual world situation and economic choices that influence and institutional decisions. Both states identify virtues such as honesty, mutual respect, corporation, attentiveness, freedom, and sovereignty.
Illinois concept of standards require students to know people's responsible participation and draw implications for how an individual should participate, Alaskan’s recognize American heritage and culture, including the different forms of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.
The rules and laws in Illinois change society and Alaskan Natives identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the relationships and roles of citizens.
In the fourth grade, it is not taught in Illinois to change, continuity, and context. Therefore, in Alaska, the understanding of the chronological framework for historical and significant ideas, institutions, people, and events within the time sequence.
Illinois perspectives explain the connection among the historical contexts and group differences in their celebrations during the same historical time period. Alaskan views this as a comprehension that forces change and continuity that will shape humans in history through the following persistent organizing themes major development in societies as well as changing the patterns related to class, ethnicity, race, and gender.
A historical source and evidence in Illinois use artifacts and main sources, discover how individuals lend a hand to and founding and development. The Alaskan historical inquiry uses data for a variety of the main source, including letters, journals, archeological sites, art, and maps; this includes almanacs, books, and newspapers.
Illinois has a causation and argumentation probable cause and effect of events and developments in history. A student will be able to integrate the historical knowledge with the historical skill to effectively participate as a citizen solve problems using history to identify issues and problems that generate solutions in Alaska.
Both Alaska and Illinois have a standard of geographic representations, and report spatial information; in Alaska and Illinois we must construct and interpret maps of Illinois and the United States using a variety of media. This will evaluate the importance of the location of human and physical features in geographical patterns. Human-environment interaction analyzes how culture and environmental characters change over time in Illinois and in Alaska make it informational decisions about where they live work, travel, and seek the opportunities that the nation has to provide for you.
Human population in Illinois describe the current movement of goods, people, jobs, and information to explain the reason for the movements. It is important in Alaska to meet the standards that the fourth-grade students understand the functions, forces, and dynamics of the physical processes that cause variations in natural regions.
The global interconnections, Illinois has no standards for this, but in Alaska, students will learn to recognize the local, regional, and global patterns of resources used and determine influences of human perceptions on resources utilization and the environment.
The economics and financial literacy in the fourth grade in Illinois explain the profits rewarded and influenced by sellers which are economic decision making. Exchange and markers describe how the goods and services and producers are using human, natural, and capital resources like tools and machines. There are no national and global economy standards. The financial literacy analyzed spending choices are influenced by prices as well as many other factors with advertising, peer pressure, and options. This standard explains the income that can be spent on goods, saved, used to pay taxes or services. Alaska does not have a standard for economics and financial literacy.
I feel that Alaska and Illinois standards are pretty similar but there are differences with Alaska because they incorporate a lot with their Alaskan Native culture and background beliefs. The way both states have to follow standards in the fourth-grade level is pretty similar. There are some standards such as the economic and financial literacy that Alaska does not have to follow as there is little to no growth in the economically or financially in personal finances; this is just one of the differences that the states have that is different from one another. I would think even if the students will never use it, they probably need to know about it in case they decide to move to another state. If you move from Alaska to Alabama, you are still both in the United States and will need to know that information to help make decisions financially.
In conclusion, I enjoyed reading about the state standards and comparing others to our standards as well because it really does show how different and how much of the same standards apply for educational standards. I do believe that if all students had to learn the same standards as Illinois has in place, then all of the other states would be prepared and ready for the real-life experiences that are important to know in real everyday life. I think it is actually easier to follow state standards, that way you can build your curriculum around it and know how to cover everything and the students are getting the education they need.
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