The Curriculum Standards for Social Studies (1994) indicate that children should have experiences in the early grades should "identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;" (p. 34) In the middle grades they should identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality;" (p. 34) These experiences will help children understand events in their contexts as well as reasons for change.

Children see themselves change in height and weight and excitedly stretch as tall as they can when measured. Baby sisters and brothers learn to walk and talk, pets grow, plants change with seasons, and insects go through various stages. Products the family purchases change in design, quality, and price. Children see change all around. Some of these changes take place so slowly and over such a long period of time that we barely notice what is happening. Yet, the events have profound meaning for the lives of all. Pollution of water and air, attitudinal changes of nations, the formation of deltas, volcanic islands, and forests are but a few of these kinds of changes. Children who perceive the meaning of change for the lives of individuals and nations and combine what they know with effective positive growth and change in their own lives are qualified to assist others in adjusting to life. Mature people know when to encourage, discourage, or accept changes.

Curriculum Standards for Social Studies (1994) suggest that in the early grades children "identify examples of change" and in the middle grades "identify and describe selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others." (p. 34)

Here are some ideas for teaching the concept of change.

1. Visit a cemetery and examine grave stones. (Develop attitudes of understanding and respect for the burial grounds before you visit.)

2. Keep a record of prices on several products. Note changes.

3. Keep a record of how a pair of shoes or other wearing apparel changes over a period of several months.

4. Determine how a product has changed through time (cars, washing machines, nails, flooring, etc.).

5. Look at maps of an area to see changes in population, road building, and other types of expansion throughout time.

6. Examine the rings of a tree branch or trunk. Count the rings to determine age and examine the rings to determine changes in growing conditions. Dendrochronologists feel that old trees may give clues to what the environment may be like in the future. The rings are precise records of the past and may help predict the future.

8. Examine stamp collections to determine changes.

9. Sew a quilt depicting historical changes.

10. Learn about languages that are no longer spoken (Middle English, Old English, Saxon, Latin, Cornish, Classic Greek, Old Prussian, Sanskrit, and Old Persian). Note changes in our own language.

11. Examine old issues of magazines to which you presently subscribe. Note changes.

12. Find pictures to illustrate how flags have changed.

13. Examine a time line showing parallel civilizations. Note the interactions and relationships. What caused civilizations to change, rise, and fall?

People who do not understand their past or reasons for changes are deprived of knowledge which will enable them to make decisions in the present. For this reason writers of the Curriculum Standards for Social Studies (1994) believed that experiences should be provided for children in the early grades which enable them to "use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues." (p. 34) In the middle grades it is stated that children should have experiences which help them "use knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues." (p. 34)

Time cannot be bought, sold, or hoarded. Each person in the world receives it moment by moment. During each moment we learn to grow, change, and accept ourselves, others, and our environment. Knowledge, skills, attitudes and values related to time and chronology are needed in order to make informed decisions and take action on public issues. Help children do this with joy, awe, and respect.