We believe that Christian people should make a positive contribution within a local community and global society. In our Social Studies program, students will examine historical and current events, as well as global, environmental and social justice issues. Based on the developmental levels, needs and concerns of the students, our Social Studies program utilizes a broad range of teaching strategies, learning activities and resources. Our Social Studies program will provide opportunities for students to think critically, appreciate the diversity of humanity, and function as a responsible individual within our changing world.

Standard 1: Understands and knows how to analyze chronological relationships and patterns

Benchmark 1. Understands calendar time in years, decades, and centuries

Knowledge/skill statements
    1.    Knows that a year contains twelve months
    2.    Knows that a decade contains ten years
    3.    Knows that a century contains one hundred years

Benchmark 2. Knows how to construct time lines in significant historical developments that mark at evenly spaced intervals the years, decades, and centuries

Knowledge/skill statements
    1.    Knows how to construct time lines in significant historical developments         that mark the years at evenly spaced intervals
    2.    Knows how to construct time lines in significant historical developments         that mark the decades at evenly spaced intervals
    3.    Knows how to construct time lines in significant historical developments         that mark the centuries at evenly spaced intervals

Benchmark 3. Knows how to interpret data presented in time lines (e.g., identify the time at which events occurred; the sequence in which events developed; what else was occurring at the time)

Knowledge/skill statements
    1.    Knows how to identify on a time line the time at which an event occurred
    2.    Knows how to ascertain from a time line the sequence in which events         developed
    3.    Knows how to ascertain from a time line what else was occurring at the         time of the event in question

Benchmark 4. Knows how to identify patterns of change and continuity in the history of the community, state, and nation, and in the lives of people of various cultures from times long ago until today

Knowledge/skill statements
    1.    Knows how to identify patterns of change and continuity in the         community’s history
    2.    Knows how to identify patterns of change and continuity in the state’s         history
    3.    Knows how to identify patterns of change and continuity in the nation’s         history
    4.    Knows how to identify patterns of change and continuity in the lives of         people in diverse cultures over time

Benchmark 5. Distinguishes between past, present, and future time

Knowledge/skill statements
    1.    Understands the concept of the past
    2.    Understands the concept of the present
    3.    Understands the concept of the future
    4.    Knows the relative order of past, present, and future time

Benchmark 6. Understands the broadly defined eras of state and local historical events

Knowledge/skill statements
    1.    Knows that an era is a specific historical period
    2.    Understands the broadly defined eras in state history
    3.    Understands the broadly defined eras in local history


























SOCIAL STUDIES 5-6
HISTORICAL UNDERSTANDING

Standard 2: Understands the historical perspective

Benchmark 1. Knows how to view the past in terms of the norms and values of the time

Knowledge/skill statements
    1.    Knows how to view the past in terms of the norms of the time period
    2.    Knows how to view the past in terms of the values of the time period

Benchmark 2. Understands that specific individuals had a great impact on history

Knowledge/skill statements
    1.    Understands that a single individual can have a great impact on history
    2.    Knows examples of specific individuals who had a great impact on         history

Benchmark 3. Understands that specific ideas had an impact on history

Knowledge/skill statements
    1.    Understands that an idea can have an impact on history
    2.    Knows an example of an idea that has had a significant impact on         history

Benchmark 4. Understands that "chance events" had an impact on history

Knowledge/skill statements
    1.    Knows an example of a chance event that had an impact on history

Benchmark 5. Understands that specific decisions and events had an impact on history

Knowledge/skill statements
    1.    Knows examples of specific decisions that had an impact on history
    2.    Knows examples of specific events that had an impact on history

Benchmark 6. Evaluates historical fiction according to the accuracy of its content and the author's interpretation

Knowledge/skill statements
    1.    Evaluates historical fiction according to the accuracy of its content
    2.    Evaluates historical fiction according to the accuracy of the author’s         interpretation

Benchmark 7. Predicts how events might have turned out differently in one's local community if specific individuals or groups had chosen different courses of action

Knowledge/skill statements
    1.    Knows examples of individuals who have had an impact on events of the         local community
    2.    Knows examples of groups who have had an impact on events of the         local community