Page 1 of 30 History/Social Science Curriculum Standards Bethany Lutheran School Bethany Lutheran School Long Beach, California History/Social Science Content Standards The study of social studies provides us with many opportunities to lead children to discover God’s plan for relationships in His world including relationships with other people as well as their relationship with the environment. Social studies includes geography, history, anthropology, sociology, economics and political science. Through each of these disciplines the Christian teacher is able to present the Law and the Gospel as they teach Christian values for the students to use in making decisions and life choices There is a need for us to provide as many relevant learning activities as possible to expose our students to the ideas and cultural differences they will find in the world. With the use of up-to-date books, technological supports, newspapers, visual aids, maps, charts, and other resources students will become familiar with the past in order to better understand the many ideas and cultural differences in their present world God gives teachers the great challenge and privilege to encourage in children a desire for cooperation and peace, an understanding of the necessary interdependence in relationships near and far, and willingness to base these relationships on Christ-centered kindness and concern. As teachers we will be enabled by God to equip our students to meet the challenges of living in the contemporary world—to be in the world but not of the world! (John 15:19). KINDERGARTEN History/Social Science Standards LEARNING AND WORKING NOW AND LONG AGO Students in kindergarten are introduced to basic spatial, temporal and causal relationships, emphasizing the geographic and historical connections between the world today and the world long ago. The stories of ordinary and extraordinary people help describe the range and continuity of human experience and introduce the concepts of courage, self-control, justice, heroism, leadership, deliberation, and individual responsibility. Historical empathy for how people lived and worked long ago reinforces the concept of civic behavior: how we interact respectfully with each other, following rules, and respecting the rights of others. Students will thank the Lord for the blessings we have in this country, recognizing that all good things come from God. K.1 Students demonstrate an understanding that being a good citizen involves acting in certain ways, in terms of: 1. examples of rules, such as sharing and taking turns, and the consequences of breaking them 2. examples of honesty, courage, determination, individual responsibility,
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Page 1 of 30
History/Social Science Curriculum Standards
Bethany Lutheran School
Bethany Lutheran School
Long Beach, California
History/Social Science
Content Standards
The study of social studies provides us with many opportunities to lead children to discover
God’s plan for relationships in His world including relationships with other people as well as
their relationship with the environment. Social studies includes geography, history, anthropology,
sociology, economics and political science. Through each of these disciplines the Christian
teacher is able to present the Law and the Gospel as they teach Christian values for the students
to use in making decisions and life choices
There is a need for us to provide as many relevant learning activities as possible to expose
our students to the ideas and cultural differences they will find in the world. With the use of
up-to-date books, technological supports, newspapers, visual aids, maps, charts, and other resources students will become familiar with the past in order to better understand the many
ideas and cultural differences in their present world
God gives teachers the great challenge and privilege to encourage in children a desire for
cooperation and peace, an understanding of the necessary interdependence in relationships near
and far, and willingness to base these relationships on Christ-centered kindness and concern.
As teachers we will be enabled by God to equip our students to meet the challenges of living
in the contemporary world—to be in the world but not of the world! (John 15:19).
KINDERGARTEN
History/Social Science Standards
LEARNING AND WORKING NOW AND LONG AGO
Students in kindergarten are introduced to basic spatial, temporal and causal
relationships, emphasizing the geographic and historical connections between the world
today and the world long ago. The stories of ordinary and extraordinary people help
describe the range and continuity of human experience and introduce the concepts of
courage, self-control, justice, heroism, leadership, deliberation, and individual
responsibility. Historical empathy for how people lived and worked long ago reinforces
the concept of civic behavior: how we interact respectfully with each other, following
rules, and respecting the rights of others. Students will thank the Lord for the blessings
we have in this country, recognizing that all good things come from God.
K.1 Students demonstrate an understanding that being a good citizen involves acting in
certain ways, in terms of:
1. examples of rules, such as sharing and taking turns, and the consequences
of breaking them
2. examples of honesty, courage, determination, individual responsibility,
Page 2 of 30
History/Social Science Curriculum Standards
Bethany Lutheran School
and patriotism in American and world history, in stories and in folklore
3. the beliefs and related behavior of characters in stories from times past,
and the consequences of their actions
4. listening to each other calmly, forgiving, and agreeing, because it is
God's will that we live together in peace, forgiveness, and friendship.
5. examples of Christian citizenship from the Bible.
K.2 Students recognize national and state symbols and icons such as the national and
state flags, the bald eagle, and the Statue of Liberty, Christian flag and other Christian
symbols.
K.3 Students match simple descriptions of work that people do and the names of those
jobs with examples from the school, church, local community and historical accounts.
K.4 Students compare and contrast the locations of people, places, and environments and
describe the human and physical characteristics of places by:
1. determining the relative location of objects using near/far, left/right,
behind/in front
2. distinguishing between land and water and locating general areas
referenced in historically-based legends and stories on maps and globes
3. identifying traffic symbols and map symbols (legend references to land,
water, roads, and cities)
4. constructing maps and models of neighborhoods, incorporating such
structures as police and fire stations, airports, banks, hospitals,
supermarkets, harbors, schools, homes, places of worship, and
transportation lines
5. demonstrating familiarity with the school & church layout, environs and
the jobs people do there
K.5 Students put events in temporal order by using a calendar, placing days, weeks, and
months in proper order.
K.6 Students understand that history relates to events, people, and places of other times,
in terms of:
1. the purposes of, and the people and events honored in commemorative
holidays and the church year including the human struggles that were
behind the events (e.g., Thanksgiving, Independence Day, Washington’s
and Lincoln's Birthdays, Martin Luther King Jr. Day, Memorial Day,
Labor Day, Columbus Day, and Veterans Day)
2. the triumphs in American legends and historical accounts through the
stories of such people as Pocahontas, George Washington, Booker T.
Washington, Daniel Boone, and Benjamin Franklin
3. the different ways people lived in earlier days and how their lives would
be different today (e.g., the process of getting water from a well, growing
food, making clothing, having fun, the type of organizations, rules and
laws)
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History/Social Science Curriculum Standards
Bethany Lutheran School
GRADE 1
History/Social Science Standards
A CHILD’S PLACE IN TIME AND SPACE
Students in grade one continue a more detailed treatment of the broad concepts of rights,
responsibilities and Christian beliefs in the contemporary world. The classroom serves as
a microcosm of society in which decisions are made with respect for individual
responsibility, for other people and for the rules by which we all must live: fair play,
good sportsmanship, respect for the rights and opinions of others. Students examine the
geographic and economic aspects of life in their own neighborhoods and compare them
to those of people long ago. Students explore the varied backgrounds of American
citizens and learn about the symbols, icons, and songs that reflect our common heritage.
1.1 Students describe the rights and individual responsibilities of citizenship, in terms of:
1. the making of rules by direct democracy (everyone votes on the rules) and
by representative democracy (a smaller elected group make the rules);
examples of both in their classroom, school and community
2. the elements of fair play and good sportsmanship, respect for the rights
and opinions of others, and respect for rules by which we live, including
the meaning of the "Golden Rule"
3. listening to each other calmly, forgiving, and agreeing, because it is
God's will that we live together in peace, forgiveness and friendship.
4. the application of Law (Ten Commandments) and Gospel
1.2 Students compare and contrast the absolute and relative locations of people and
places and describe the physical and human characteristics of places by:
1. using maps and globes to locate their local community, the State of
California, the United States, the seven continents, and the four oceans
2. comparing the information from a three-dimensional model to a picture of
the same location
3. constructing a simple map, using cardinal directions and map symbols
4. describing how location, weather, and physical environments affect the
way people live, including their food, clothing, shelter, transportation, and
recreation
1.3 Students know and understand the symbols, icons, and traditions of the United States
that provide continuity and a sense of community across time, in terms of:
1. the Pledge of Allegiance, and the songs that express American ideals (e.g.,
My Country 'Tis of Thee)
2. national holidays and the heroism and achievements of the people
associated with them
3. American symbols, landmarks and essential documents such as the flag,
the bald eagle, the Statute of Liberty, the U.S. Constitution, and the
Declaration of Independence; explain the people and events associated
with them
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History/Social Science Curriculum Standards
Bethany Lutheran School
1.4 Students compare and contrast everyday life in different times and places around the
world and recognize that some aspects of people, places, and things change over time and
others stay the same, in terms of:
1. the structure of schools and communities in the past
2. transportation methods of earlier days
3. similarities and differences in the work (inside and outside the home),
dress, manners, stories, games, and festivals of earlier generations,
drawing from biographies, oral history, and folklore
1.5 Students describe the human characteristics of familiar places and the varied
backgrounds of American citizens and residents, in terms of:
1. the ways in which they are all part of the same community, sharing
principles, goals, and traditions despite their varied ancestry; the forms of
diversity in their school and community and the benefits and challenges of
a diverse population
2. the difficulties, successes and ways in which American Indian and
immigrant populations have helped define Californian and American
culture
3. comparisons of the beliefs, customs, ceremonies, traditions and social
practices of the varied cultures drawing from folklore
1. 6 Students understand basic economic concepts and the role of individual choice in a
free-market economy, in terms of:
1. the concept of exchange and the use of money to purchase goods and
services
2. the specialized work that people do to manufacture, transport, and market
goods and services and the contribution of those who work in the home
3. Christian stewardship
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History/Social Science Curriculum Standards
Bethany Lutheran School
GRADE 2
History/Social Science Standards
PEOPLE WHO MAKE A DIFFERENCE
Students in grade two explore the lives of actual people who make a difference in their
everyday lives and learn the stories of extraordinary people from history and Biblical
examples whose achievements have touched them, directly or indirectly. The study of
contemporary people who supply goods and services aids in understanding the complex
interdependence in our free market system.
2.1 Students differentiate between those things that happened long ago and yesterday by:
1. tracing the history of a family through the use of primary and secondary
sources including artifacts, photographs, interviews, and documents
2. comparing and contrasting their daily lives with those of parents and
grandparents
3. placing important events in their lives in the order in which they occurred
(e.g., on a timeline or story board)
2.2 Students demonstrate map skills by describing the absolute and relative locations of
people, places, and environments by:
1. locating on a simple letter-number grid system the specific locations and
geographic features in their neighborhood or community (e.g., map the
classroom, the school)
2. labeling a simple map from memory of the North American continent,
including the countries, oceans, Great Lakes, major rivers, mountain
ranges; identifying the essential map elements of title, legend, directional
indicator, scale, and date
3. locating on a map where their ancestors live(d), describing when their
family moved to the local community, and describing how and why they
made their trip
4. comparing and contrasting basic land use in urban, suburban and rural
environments in California
2.3 Students explain the institutions and practices of governments in the United States
and other countries, in terms of:
1. the difference between making laws, carrying out laws, determining if
laws have been violated and punishing wrongdoers
2. the ways in which groups and nations interact with one another and try to
resolve problems (e.g., trade, cultural contacts, treaties, diplomacy,
military force)
3. Listening to each other calmly, forgiving, and agreeing, because it is
God's will that we live together in peace, forgiveness, and friendship.
2.4 Students understand basic economic concepts and their individual roles in the
economy, and demonstrate basic economic reasoning skills, in terms of:
1. food production and consumption long ago and today including the role of
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History/Social Science Curriculum Standards
Bethany Lutheran School
farmers, processors, distributors, weather, and land and water resources
2. the role and interdependence of buyers (consumers) and sellers
(producers) of goods and services
3. how limits on resources require people to choose what to produce and
what to consume
4. how to be wise stewards of the environment God has given us.
2.5 Students understand the importance of individual action and character and explain
how heroes from long ago and the recent past make a difference in others’ lives (e.g.,
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver,
Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride)
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History/Social Science Curriculum Standards
Bethany Lutheran School
GRADE 3
History/Social Science Standards
CONTINUITY AND CHANGE
Students in grade three learn more about our connections to the past and the ways in
which particularly local, but also regional and national, government and traditions have
developed and left their marks on current society, providing common memories.
Emphasis is on the physical and cultural landscape of California, including the study of
American Indians, the subsequent arrival of immigrants and the impact they have had in
forming the character of our contemporary society.
3.1 Students describe the physical and human geography and use maps, tables, graphs,
photographs, and charts to organize information about people, places and environments
in a spatial context by:
1. identifying geographical features found in their local region (e.g., deserts,
mountains, valleys, hills, coastal areas, oceans, lakes)
2. tracing the ways in which people have used the resources of the local
region and modified the physical environment (e.g., a dam constructed
upstream changed a river or coastline)
3.2 Students describe the American Indian nations in their local region long ago and in
the recent past, in terms of:
1. the national identities, religious beliefs, customs, and various folklore
traditions
2. how physical geography including climate influenced the way the local
Indian nation(s) adapted to their natural environment (e.g., how they
obtained their food, clothing, tools)
3. the economy and systems of government, particularly those with tribal
constitutions, and their relationship to federal and state governments
4. the interaction of new settlers with the already established Indians of the
region
3.3 Students draw from historical and community resources to organize the sequence of
events in local history and describe how each period of settlement left its mark on the
land, in terms of:
1. the explorers who visited here, the newcomers who settled here, and the
people who continue to come to the region, including their cultural and
religious traditions and contributions
2. the economies established by settlers and their influence on the presentday
economy, with emphasis on the importance of private property and
entrepreneurship
3. why their community was established, how individuals and families
contributed to its founding and development, and how the community has
changed over time, drawing upon primary sources (e.g., maps,
photographs, oral histories, letters, newspapers)
4. the history and establishment of your local church/school community.
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History/Social Science Curriculum Standards
Bethany Lutheran School
3.4 Students understand the role of rules and laws in our daily lives, and the basic
structure of the United States government, in terms of:
1. why we have rules, laws, and the U.S. Constitution; the role of citizenship
in promoting rules and laws; the consequences for violating rules and laws
2. the importance of public virtue and the role of citizens, including how to
participate in a classroom, community , in civic life, and our civic
responsibliity as Christian citizens
3. the stories behind important local and national landmarks, symbols and
essential documents that create a sense of community among citizens and
exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statute
of Liberty, the U.S. Constitution, the Declaration of Independence, the
U.S. Capitol)
4. the three branches of government (with an emphasis on local government)
5. how California, the other states, and sovereign tribes combine to make the
nation and participate in the federal system
6. the lives of American heroes who took risks to secure freedoms (e.g.,
biographies of Anne Hutchinson, Benjamin Franklin, Thomas Jefferson,
Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther
King, Jr.)
3.5 Students demonstrate basic economic reasoning skills and an understanding of the
economy of the local region, in terms of:
1. how local producers have used natural resources, human resources and
capital resources to produce goods and services in the past and the present
2. how some things are made locally, some elsewhere in the U.S., and some
abroad
3. how individual economic choices involve tradeoffs and the evaluation of
benefits and costs
4. how pupils’ "work" in school develops their personal human capital
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History/Social Science Curriculum Standards
Bethany Lutheran School
GRADE 4
History/Social Science Standards
CALIFORNIA: A CHANGING STATE
Students learn the story of their home state, unique in American history in terms of its
vast and varied geography, its many waves of immigration beginning with pre-
Columbian societies, its continuous diversity, economic energy, and rapid growth. In
addition to the specific treatment of milestones in California history, students examine
the state in the context of the rest of the nation, with an emphasis on the U.S. Constitution
and the relationship between state and federal government.
4.1 Students demonstrate an understanding of the physical and human geographic
features that define places and regions in California by:
1. explaining and using the coordinate grid system of latitude and longitude
to determine absolute locations of places in California and on Earth
2. distinguishing between the two poles; the equator and the prime meridian;
the tropics; and the hemispheres using coordinates to plot locations
3. identifying the state capital and describing the basic regions of California,
including how their characteristics and physical environment affect human