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A publication of

Christian Liberty Press 502 West Euclid Avenue, Arlington Heights, Illinois 60004

Scripture references are conformed to The Holy Bible, New King James Version © 1982, Thomas Nelson, Inc., so that modern readers may gain greater comprehension of the Word of God.

Prepared by Lars R. Johnson and James D. Lellman Copyediting by Diane C. Olson

Printed with permission of Pensacola Christian College, Inc. A Beka® is a registered trademark of Pensacola Christian College, Inc.

Printed in the United States of America

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TABLE OF CONTENTS

INTRODUCTION

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UNIT 1—COMMUNITY HELPERS

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UNIT 2—AMERICA: OUR GREAT COUNTRY

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UNIT 3—CHILDREN OF THE WORLD

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Introduction It is the desire of Christian Liberty Academy School System (CLASS) that students learn about God’s creation and their place within that creation. God tells us that we are to subdue the creation and have dominion over it; mankind has been made stewards of God’s creation. We can only truly accomplish our mandate if we study God and His universe in the light of His Word, and then seek to apply what we have learned to the glory of God. The fall of mankind into sin has not changed man’s task, but has changed man’s ability to carry out his responsibilities to God. Man is now alienated from God and, therefore, also alienated from his fellow men and from the creation. Through the work of Christ, man can be restored to the head of creation, although complete restoration will not be accomplished until the Second Coming of Christ. A Christian approach to the discipline of social studies assumes God’s creation of the universe, His mandate, the effect of the Fall, and the impact of the work of Jesus Christ.1 The Christian “… acknowledges that there are universal, Biblical principles, that Christ’s Spirit directs the events of this world, not man.”2 A non-Christian approach, on the other hand, is man-centered, and assumes an autonomous man. Its presuppositions are evolutionary in nature. It does not look to God and His Word for the solutions to mankind’s problems. A humanistic approach to social studies is illustrated by the following: The social studies are concerned with how man is influenced by his environment; how he uses and modifies his environment to satisfy individual and group needs; how customs and institutions have emerged; how man is attempting to solve current problems; and how he draws upon his experience to plan for the future.3 Social studies covers several disciplines that are important areas of study in their own right. All of the various disciplines involve the relationship of man to the larger society. A Beka, in its course Social Studies K5, examines in a very simple manner the topics of sociology, history, and anthropology. It teaches the student about his community and his role within that community, reviews aspects of American history, and investigates life in various countries around the world. The teacher’s manual for Social Studies K5 seeks to enhance the student’s understanding of social studies, as presented in the text. Additional information and teaching suggestions are provided that should be used by the teacher to expand the teaching of this course beyond the workbook; it will, we hope, flesh out the course beyond the shell of the workbook. We have also included extra activities in the manual that can be assigned to the student, but which should be considered to be optional. We have given a basic structure for teaching the course throughout the school year, working at this subject once or twice a week. With that in mind, we have divided the lesson plans into weekly segments. Each weekly lesson includes one or more sets of pages, which are clearly identified in the lesson plan. We have attempted, whenever possible, to combine pages that would logically go together, even to the point of occasionally grouping pages that do not follow one right after the other. As an aid to teaching this course, we suggest that you gather a set of resources you can use from time to time. There are maps scattered throughout the workbook that you should use, but more detailed national maps than those found in the text would be helpful. You might find that an atlas or set of maps that include the United States and the world for the course could be useful. An American historical atlas would also be useful. You should also become familiar with your local library; many of the activities in this teacher’s manual involve use of encyclopedias and books that you and the student can 1 2 3

Robert Koole, “The Social Studies,” in Shaping School Curriculum: A Biblical View, ed. Geraldine Steensma and Harro Van-Brummelen (Terre Haute, IN: Signal Publishing/Consulting Corporation, 1977), 50. Shaping School Curriculum: A Biblical View, 55. Virginia M. Lloyd, Minimum Standards for Ohio Elementary Schools (Columbus, OH: State Board of Education, 1970), 47, quoted in Rousas John Rushdoony, The Philosophy of the Christian Curriculum (Vallecito, CA: Ross House Books, 1985), 179.

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use for this history class. We would also encourage you to engage in as many field trips as possible. We also suggest that you contact the embassies of the countries covered in Unit 3 for general information about each country. If you decide to contact these embassies, you should do so early in the school year so that material can arrive in a timely fashion. Inform each embassy that you are teaching a kindergarten-level social studies course that includes a lesson on their country and that you are requesting any material embassy personnel might think appropriate. Those with access to the Internet may also want to check embassy Web sites. Name

Embassy of Australia

Name

Address

Address

Telephone

1601 Massachusetts Ave. N.W. Washington, D.C. 20036 (202) 797-3000

Telephone

Embassy of the Republic of Kenya 2249 R St. N.W. Washington, D.C. 20008 (202) 387-6101

Fax

(202) 797-3168

Fax

(202) 462-3829

Web site

http://www.usa.embassy.gov.au/wh wh/home.html

Web site

E-mail

—

E-mail

—

Name

Name

Embassy of Mexico

Address

Telephone

Embassy of the People’s Republic of China 3505 International Place, N.W. Washington, D.C. 20008 (202) 495-2266

1911 Pennsylvania Ave. N.W. Washington, D.C. 20006 (202) 728-1600

Fax

(202) 495-2138

Fax

Web site

http://www.china-embassy.org/eng

Web site

— http://embamex.sre.gob.mx/eua/ind ex.php/en

E-mail

[email protected]

E-mail

—

Name

Embassy of Israel

Name

Embassy of the Netherlands

Address

Address

Telephone

3514 International Dr. N.W. Washington, D.C. 20008 (202) 364-5500

Telephone

4200 Linnean Ave. N.W. Washington, D.C. 20008 (877) 388-2443

Fax

—

Fax

(202) 362-3430

Web site

http://www.israelemb.org

Web site

http://D.C..the-netherlands.org/

E-mail

—

E-mail

[email protected]

Name

Embassy of Canada

Name

Address

Address

Telephone

501 Pennsylvania Ave N.W. Washington, D.C. 20001 202-682-1740

Consulate General of the Bahamas 231 East 46th Street New York, NY 10017

Telephone

(212) 421-6420

Fax

202-682-7726

Fax

(212) 688-5926

Web site

http://canam.gc.ca/washington/menu.aspx —

Web site

Address

E-mail

Telephone

E-mail

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http://www.kenyaembassy.com

http://bahamasny.net/index.php [email protected]

Name

Embassy of Italy

Name

Embassy of Peru

Address

Address

Telephone

3000 Whitehaven St N.W. Washington, D.C. 20008 (202) 612-4400

Telephone

3001 Garrison St N.W. Washington, D.C. 20008 (202) 833-9860

Fax

(202) 518-2154

Fax

(202) 659-8124

Web site

http://www.ambwashingtondc.este ri.it/Ambasciata_Washington/

Web site

E-mail

—

E-mail

[email protected]

Name

Embassy of Japan

Name

Address

Address

Telephone

2520 Massachusetts Ave. N.W. Washington, D.C. 20008 (202) 238-6900

Telephone

Embassy of the United Kingdom 3100 Massachusetts Ave. N.W. Washington, D.C. 20008 (202) 588-6500

Fax

(202) 328-2187

Fax

—

Web site

http://www.us.embjapan.go.hp/english/html [email protected]

Web site

British Council: http://usa.britishcouncil.org British Council: enquiries@bc-washingtondc. sprint.com

E-mail

E-mail

http://www.embassyofperu.org

As the student goes through the text, he will have a variety of activities to complete. Try to have the student do as many on his own as possible. However, you may assist him with writing and drawing whenever it is necessary to do so. The text also gives instructions from time to time that should also be followed unless specifically told to do otherwise by the teaching instructions. In closing, we trust that you will find this manual helpful to you as you teach Social Studies K5 to your student. It is our desire that your student will benefit from this course as he learns about his community, nation, and world. Ultimately, our fervent hope is that your student will see his place in God’s Creation, carrying out the will of God in the world while avoiding becoming part of the world. For by Him all things were created that are in heaven and that are on earth, visible and invisible, whether thrones or dominions or principalities or powers. All things were created through Him and for Him. And He is before all things, and in Him all things consist.4

4

Colossians 1:16–17.

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Unit 1—Community Helpers Unit 1 introduces the student to the idea that he is part of a larger community; he is not an autonomous individual who is subject to his own will alone. As the student goes through this unit, he will discover the various people and institutions that he might personally meet or be exposed to during the school year. As the student completes this unit, you might keep in mind the basic structure God has established for society, and bring this to the attention of the student whenever possible. God has established a four-fold system of government by which society is to be organized and governed: self, family, church, and civil. No one government is to dominate any other; each has its own proper sphere of influence and authority. Neglecting to properly carry out the requirements of each government or overextending one government into the realm of another is a failure to fulfill the plan of God. This may seem to be a new idea to many because we are so used to thinking of government solely in terms of political institutions. However, that was not always the case; as late as the beginning of the twentieth century, textbooks often referred to a multiplicity of governments. Noah Webster, in his 1828 dictionary, displayed the reality of God’s design for a multiplicity of governments by giving several definitions for government. You will note in the definitions below that Webster shows that the term government is appropriately applied to more than just the political realm; in these definitions he also applies the word to the individual and family. GOVERNMENT5, n

[1.] Direction, regulation. These precepts will serve for the government of our conduct. 2. Control, restraint. Men are apt to neglect the government of their temper and passions. 3. The exercise of authority; direction and restraint exercised over the actions of men in communities, societies or states; the administration of public affairs, according to the established constitution, laws and usages, or by arbitrary edict. Prussia rose to importance under the government of Frederick II. 4. The exercise of authority by a parent or householder. Children are often ruined by a neglect of government in parents. “Let family government be like that of our heavenly Father, mild, gentle and affectionate.” Kollock. 5. The system of polity in a state…; as a monarchial government, or a republican government.

While it may not be of much use to the student at this young age to get into an actual discussion of various types of government, it would still be good for him to be exposed to three basic concepts: 1. God has established the rules that are to govern society in general and our lives in particular. 2. God’s rules are found in the Bible. 3. Part of the plan of God for communities is that no one institution is to dominate everything; each part of society has its own sphere of responsibility.

Lesson Plans Week 1 1. PAGE 1: COMMUNITY 2. The text de೉nes a community as “…a place where people live, work, and play.” This de೉nition is adequate for kindergarten students, but lacks the important idea that a community has a common set of laws and interests. 3. The student should write the name of the community he lives in at the top of the page. 4. PAGES 2–4: FAMILY 5

Noah Webster, First Edition of an American Dictionary of the English Language (G. and C. Miriam Company, 1828; reprint ed., San Francisco, CA: Foundation for American Christian Education, 1967).

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Social Studies K5 – Teacher's Manual

5. Read Genesis 1:26–28 and 2:21–24. You should begin by impressing on the student that God has ordained marriage and established the pattern for the family. Marriage is the foundation of the family. The family is not just some group of adults and children that may want to live together. The husbandwife relationship is the central relationship in the family, not the parent-child relationship.6 We, of course, recognize that not all families reೊect the scriptural pattern of faithful two-parent homes due to the death of a spouse or the break-up of families because of sin by one or both of the parents. The Bible recognizes this fact and provides instruction for these situations (see, for example, 1 Corinthians 7:10–16 and 1 Timothy 5:3–16). However, it must be recognized that this is not the ideal. 6. Read Psalm 127 and 128. Stress that children are a blessing from God. 7. Help the student develop a chart or list detailing the various responsibilities of parents and children, using the following Scripture passages: Genesis 2:18, Exodus 20:12, Deuteronomy 6:4–9, Proverbs 1:8–9, Proverbs 31:10–31, Ephesians 5:22–6:4, Colossians 3:18–21, and 1 Peter 3:1, 7. 8. Have the student complete the activities on pages 2–4. At the top of page 3, have the student write his family name. If the student’s last name is different from the family name, have him write both names if there is room. If there is not enough room, write only the family name. 9. Help the student create a family tree. At a minimum, include in the family tree the student’s parents, siblings, and grandparents. You might want to create a poster and include as many pictures as possible of various family members.

Week 2 1. PAGES 5–6: CHURCH 2. The church is one of the governments established by God. For Christians, it is of critical importance. To understand this crucial community, it is important that the student understand what is the nature of the Church and its structure. The student, of course, is not expected to fully understand these concepts, but use the following information to explain them at a level the student can understand. Definitions: a. church—There are a variety of de೉nitions for church, but the critical thing for the student to understand is that the Church is not a building; it is the people of God. The rest of the de೉nitions are related to this basic truth. The Church has frequently been described as being either visible or invisible. The invisible Church is the entire number of true believers that have ever been, are, and shall be gathered into the body of Christ.7 The visible Church is made up of all those during all times and in all places who profess faith in Jesus Christ, along with their children.8 The invisible Church and visible Church overlap, but are not exactly the same thing, since the visible Church contains people who have professed faith in Christ, but who may not have true faith.9 “There are not two churches…but one church only, known perfectly to God and known imperfectly on earth.”10 More often, though, we think of church as referring to the members of the universal visible Church that are “…organized in local and regional churches, confessing a common faith and submitting to a common form of government.”11 6 7 8 9 10 11

Jay Adams, Christian Living in the Home (Phillipsburg, NJ: Presbyterian and Reformed Publishing Company, 1972), 51. Westminster Larger Catechism (WLC) 64. WLC 62. 1 John 2:18–19. “The Church,” The New Geneva Study Bible (Nashville, TN: Thomas Nelson Publishers, 1995), s.v., 1864. The Book of Church Order of the Orthodox Presbyterian Church, 1995 ed. (Willow Grove, PA: Committee on Christian Education, 1995), 4.