This Month™ · Close-up with…

Betty Reid Soskin

National Park Ranger Songwriter & Music Keeper Civil Rights Advocate Historian & Storyteller
September 22, 1921 – December 21, 2025
🎵 African American Music Appreciation Month
Betty Reid Soskin
Park Ranger · Historian

👤 Who Is Betty Reid Soskin?

Betty Reid Soskin was a songwriter, a music store owner, and a park ranger — all in one extraordinary life! She and her husband opened a music store called Reid's Records in Berkeley, California, that sold gospel music for over seventy years. She also wrote her own songs, though she kept them tucked in a box for a long time before anyone heard them.

🌟 Fun Fact!Betty became a park ranger when she was 85 years old — and she kept working all the way until she was 100!

Betty was born in 1921 and lived to be 104 years old. She saw so many changes in the world during her long life. She believed that everyone's story matters — and she spent her life making sure people heard stories that might otherwise be forgotten.

Betty Reid Soskin was a songwriter, music store co-founder, civil rights advocate, and National Park Service ranger whose life spanned more than a century. She was born on September 22, 1921, in Detroit, Michigan, into a Cajun-Creole family with deep roots in Louisiana, and passed away on December 21, 2025, at the age of 104. In 1945, she and her husband Mel co-founded Reid's Records in Berkeley, California — one of the first Black-owned music stores in the state, specializing in gospel music. She also wrote songs throughout her life, keeping them in a box for forty years before a filmmaker discovered them.

Betty grew up in Oakland, California, after her family was forced to leave New Orleans in 1927 when flooding devastated their neighborhood. Her family was part of the Great Migration — the movement of Black families from the South who traveled north and west to build new lives. She went on to live through some of the most significant moments in American history — as a witness, a participant, and eventually a storyteller.

A Family That Spanned HistoryBetty's great-grandmother was born into slavery in 1846 in Louisiana. Betty herself lived until 2025. Three generations of women in her family — Betty, her mother, and her great-grandmother — were all adults at the same time, and together their lives spanned from the Civil War all the way to the 21st century.

Betty Reid Soskin was a songwriter, music entrepreneur, National Park Service ranger, civil rights advocate, and historian whose life spanned more than a century of American history. Born Betty Charbonnet on September 22, 1921, in Detroit, Michigan, she came from a Cajun-Creole family with roots in Louisiana. Her great-grandmother had been born into slavery in 1846. When the city of New Orleans deliberately bombed the levees of working-class and Black neighborhoods in 1927 to protect wealthier areas, Betty's family lost their home and relocated to Oakland, California. She passed away on December 21, 2025, at the age of 104.

Music ran through her entire life. In 1945, she and her husband Mel Reid co-founded Reid's Records in Berkeley — one of California's first Black-owned music stores — which operated for 74 years. She also wrote songs during the civil rights movement of the 1960s, and composed others about her own experiences that she stored away for forty years. Those hidden songs were rediscovered by a filmmaker and became the basis of the documentary and stage musical both titled Sign My Name to Freedom. Her path to becoming a park ranger at 85 wound through that music store, a segregated WWII union hall, community activism, and two decades as a legislative field representative.

What Gets Remembered Depends on Who Is in the RoomThis is one of the most powerful ideas Betty ever articulated. When planners gathered in Richmond to design the Rosie the Riveter park, Betty was often the only person of color present — and the only one who could look at proposed historic sites and recognize them as former sites of racial segregation. Her presence ensured that the park told a fuller, truer story. "What gets remembered," she said, "is a function of who's in the room doing the remembering."

🎵 Reid's Records & The Songs She Kept

Betty had a secret she kept for a long time — she was a songwriter! She wrote songs about her life, but she tucked them away in a box for forty years. When a filmmaker discovered them, Betty's songs became part of a movie about her life.

Music as a VoiceBetty once said she could sing things she couldn't always say out loud. Music gave her a way to share her feelings and her story. June is African American Music Appreciation Month — a time to celebrate the musicians, composers, and music-keepers like Betty whose work has shaped American culture.

Betty also co-founded a music store called Reid's Records in Berkeley, California, when she was just 24 years old. It was one of the first Black-owned record stores in California, and it sold gospel music for many years. Betty's life was always full of music.

Before she was a park ranger, Betty and her then-husband Mel Reid opened Reid's Records in Berkeley, California, in 1945 — one of the first Black-owned music stores in the state. The store specialized in gospel music and stayed open for over seventy years, finally closing in 2019. Betty also wrote songs throughout her life, though she kept them tucked away in a box for decades. A filmmaker discovered them while making a documentary about her life, and they became the soundtrack for the film.

In 2018, Betty published her memoir, Sign My Name to Freedom, based on her personal blog. The book tells the story of her remarkable life — from New Orleans to Oakland, from a WWII union hall to a national park ranger uniform. A stage musical based on her life, also called Sign My Name to Freedom, premiered in San Francisco in 2024. Betty died on December 21, 2025, at the age of 104, having outlived almost everyone who had shared her world.

Her Legacy Lives OnOn her 100th birthday in 2021, a middle school in the East Bay was renamed the Betty Reid Soskin Middle School in her honor. Schools are named after people whose lives teach something important — and Betty's life taught many things.

Betty's creative life ran parallel to her public life for decades. In 1945, she and her husband Mel Reid founded Reid's Records in Berkeley, one of the first Black-owned music stores in California and a community institution specializing in gospel music. The store operated for over seventy years before closing in 2019. Less publicly known is that Betty was a songwriter — she wrote songs about her experiences and emotions, then stored them in a box for forty years. They were rediscovered by a filmmaker making a documentary about her, and became the basis of Sign My Name to Freedom, a film about the songs and the life behind them.

In 2018, Betty published a memoir of the same title, drawn from her blog, documenting her century of lived experience. She had also converted to Unitarianism and became active in the civil rights movement in the 1960s, writing songs that circulated in that context. In her later life, she described going through a period of personal and emotional breakdown in her forties, during which singing was her way back to herself. "I could sing things that I couldn't say," she reflected. "But when I sang them, they were acceptable."

Betty died at her home in Richmond, California, on December 21, 2025, at the age of 104. She had received honorary doctorates, the National WWII Museum's Silver Service Medallion, two entries in the Congressional Record, and a commemorative presidential coin. A middle school in Richmond was renamed in her honor on her 100th birthday. A stage musical based on her life premiered in San Francisco in March 2024. Her impact as a historian, advocate, and interpreter of American history continues through the park she helped build and the stories she insisted be told.

🏞️ Keeper of Stories: Her Life at the Park

National parks are special outdoor places that belong to everyone in America. Some parks protect beautiful nature, like mountains and rivers. But some parks protect important history — stories about things that really happened and the people who were there.

Betty worked at a park that told the story of World War II and the people who helped on the home front. She would stand up in front of visitors and share what it was really like. She didn't just read from a book — she remembered it, because she had lived it herself!

What Is a Park Ranger?A park ranger takes care of a park and helps visitors learn about it. Some rangers protect wildlife. Betty's job was to protect stories — and make sure everyone got to hear them.

Betty worked at the Rosie the Riveter WWII Home Front National Historical Park in Richmond, California. The park honors the millions of workers — especially women — who built ships, planes, and supplies for World War II while soldiers fought overseas. But when Betty joined the planning process for the park, she realized something important was missing: the story of Black workers, who had also contributed to the war effort but under very different conditions.

During World War II, Betty herself had worked as a file clerk in a segregated union hall — a place where Black workers were kept separate from white workers by unjust rules. She helped plan the park to make sure that story was told honestly, including the parts that were unfair and painful. As a ranger, she gave talks at the park's visitor center several times a week, drawing on her own memories to bring history to life for thousands of visitors.

What Made Her Talks SpecialMost people learn about history from books or documentaries. Betty's visitors got something rarer: a person who had actually lived through what they were learning about. She turned the history of WWII's home front into something personal, immediate, and real.

Betty joined the planning process for what would become the Rosie the Riveter WWII Home Front National Historical Park in the early 2000s, initially as a field representative for a California State Assembly member. At planning meetings, she noticed that the proposed historic sites were nearly all connected to the white experience of the wartime home front. She was frequently the only person of color in the room — and the only one who immediately recognized that many of those sites had histories of racial segregation that the planning documents did not acknowledge.

She helped reshape what the park would tell. In 2003, she became a consultant at the park; in 2007, she became a permanent National Park Service employee at age 85. Her role as a ranger centered on public interpretation — giving talks in the park's theater three to five times a week, using her own recollections to contextualize the park's films and exhibits. She brought visitors face to face with the complexity of the WWII home front: the patriotism and the discrimination, the extraordinary mobilization and the deeply flawed social system it operated within.

During World War II, Betty had worked as a file clerk in Boilermakers Auxiliary A-36, a segregated all-Black union hall in Richmond. The labor unions of the era maintained separate auxiliaries for Black workers, who paid the same dues but received fewer protections and were denied access to the shipyards. Betty's own workplace experience — unremarkable at the time, historically significant in retrospect — became one of the central threads she wove into her ranger talks for decades.

💡 Did You Know? Urban Parks and Who They're ForThe Rosie the Riveter park was part of a deliberate effort by the National Park Service to create parks in cities — places where people who couldn't travel to remote wilderness could still connect with public land and public history. Betty was a living argument for why urban history parks matter: communities shouldn't have to go somewhere else to have their stories told.

✊🏾 Making Sure the Whole Story Gets Told

A long time ago in America, there were rules that treated some people unfairly because of their skin color. Black people were often kept separate from white people — at work, at school, and in many other places. This was called segregation, and it was wrong.

What Is Fairness?Fairness means everyone is treated with respect and given the same chances. Betty spent her whole life helping make sure everyone's story was told — including the stories of people who hadn't always been treated fairly.

Betty wanted children and grown-ups to know the whole truth about history — not just the happy parts, but also the parts that were hard and unfair. She believed that when we know the real story, we can work together to make things better.

During World War II, millions of Americans worked together to support the war effort. But not everyone was treated equally. Black workers were often forced into separate workplaces and denied the same rights as white workers — even when they were doing the same jobs. Betty experienced this firsthand when she worked in a segregated union hall in Richmond, California.

When Betty helped plan the Rosie the Riveter park, she made sure those stories of inequality were included — not hidden or softened. She believed that a park honoring the home front had to tell the truth about what home front life was actually like for Black Americans. That took courage. But Betty felt strongly that an honest history was the only kind worth telling.

What Is Segregation?Segregation was a system of laws and rules in the United States that forced Black people and white people to be kept apart — in schools, workplaces, neighborhoods, and public spaces. It was enforced by both law and by threat. Betty grew up under segregation and worked under it during World War II. She spoke about it openly for the rest of her life.

Betty Reid Soskin came of age in a country that legally enforced racial segregation. As a young woman in Oakland and Richmond during the 1940s, she was not eligible to train as a welder at the Kaiser shipyards alongside her white counterparts. She worked instead in Boilermakers Auxiliary A-36 — one of the all-Black auxiliaries created by the unions to nominally comply with wartime labor demands while maintaining segregation in practice. Black workers in these auxiliaries paid full dues but were given fewer protections and had no path into the main union.

Decades later, as a planner and then ranger at the Rosie the Riveter park, Betty insisted that this history not be erased from the official record. The popular narrative of the WWII home front — one of unity, sacrifice, and shared purpose — was true in part, but it had been told primarily from a white perspective. Betty brought a different truth: that the very same years produced extraordinary examples of both patriotism and discrimination, sometimes in the same building. She saw no contradiction in honoring both realities at once.

She also spoke about the Port Chicago explosion of July 1944, in which 320 people were killed — 202 of them Black dock workers — and 50 Black sailors were subsequently court-martialed for mutiny when they refused to return to loading ammunition without an explanation of what had caused the disaster. These men were convicted and sentenced to eight to fifteen years in prison. Betty included this story in her ranger talks as an example of the history the park was obligated to hold.

💡 Did You Know? The Double V CampaignDuring World War II, many Black Americans rallied behind a "Double V" campaign — victory against fascism abroad, and victory against racial discrimination at home. They were fighting on two fronts simultaneously. Betty's own experience in the segregated union hall, and her later career making sure the park told that story, was part of this longer arc of demanding that American ideals apply to everyone.
Timeline
⏳ Betty Reid Soskin's Life Journey
Learning Level: K–1
👶🏼
1921
Born in Detroit
Born Sept. 22, 1921, in Detroit, Michigan. Born into a Cajun-Creole family with Louisiana roots. Her great-grandmother was born into slavery in 1846. Born Sept. 22, 1921. Great-grandmother Leontine was born into slavery in 1846 — she and Betty were adults at the same time.
🌊
1927
Moves to Oakland
A big flood in New Orleans made Betty's family move to Oakland, California. Flooding destroyed their New Orleans home. Family relocated west to Oakland, joining her grandfather who had settled there after WWI. New Orleans deliberately bombed Black neighborhood levees to protect wealthier areas. Family lost everything; relocated to Oakland via railroad lines.
📋
1942–1945
WWII Home Front
Betty worked at a special office in Richmond, California, during World War II. File clerk at Boilermakers Auxiliary A-36 — a separate, all-Black union hall required by segregation. File clerk in segregated Boilermakers Auxiliary A-36. Black workers paid full dues but had fewer protections — and she never saw a ship being built.
🎵
1945
Reid's Records Opens
Betty and her husband Mel opened a gospel music store in Berkeley — a beloved community place. Co-founded one of California's first Black-owned music stores in Berkeley. Ran for 74 years, closing in 2019. Founded Reid's Records in Berkeley in June 1945, specializing in gospel. One of California's earliest Black-owned music businesses. Closed 2019.
🏛️
2000s
Shapes the Park
Betty helped design a national park so everyone's WWII story would be remembered. Helped plan the Rosie the Riveter park, ensuring the stories of Black workers were included — often the only person of color in the room. As a legislative field rep, she consistently identified how the proposed park erased racial segregation from the historical narrative. Her advocacy reshaped the park.
🎖️
2007
Ranger at 85
At 85, Betty put on a park ranger uniform for the first time — just getting started! Became a permanent NPS ranger at 85, giving talks at the visitor center 3–5 times a week. Permanent NPS ranger at 85. Gave talks using the park films as conversation starters and her own life as living evidence. Nationally recognized during the 2013 government shutdown.
📖
2018
Memoir Published
Betty wrote a book called Sign My Name to Freedom about her amazing life. Published her memoir Sign My Name to Freedom, drawn from her personal blog, telling her extraordinary life story. Published Sign My Name to Freedom in 2018. The title also referenced freedom movement songs she'd written decades earlier and kept in a box for 40 years.
🌟
2022–2025
Retirement & Legacy
Retired at 100. A school was named after her. She passed away in 2025 at age 104, but her stories live on. Retired as oldest active U.S. ranger. A middle school renamed in her honor. Musical premiered 2024. Passed away December 21, 2025, age 104. Retired March 31, 2022. Betty Reid Soskin Middle School named on her 100th birthday. Musical premiered March 2024. Passed away December 21, 2025, age 104.

💬 Discussion Questions

  • 1Betty worked as a park ranger to help people learn history. What is something you would like to teach other people about?
  • 2Betty said she could sing things she couldn't always say out loud. Is there a song that makes you feel something important — happy, brave, or safe? What is it, and why does it feel that way?
  • 3Betty said everyone's story matters. Whose story would you want to make sure other people heard?
  • 1Betty opened Reid's Records with her husband in 1945 — one of the first Black-owned music stores in California. Why do you think it mattered for a community to have a store that sold music made by and for Black Americans? What might people have found there beyond just records?
  • 2Betty kept a box of songs she had written for forty years before anyone heard them. She said music let her express things she couldn't say out loud. Can you think of a song — by anyone — that says something important about how people were feeling? What does it say?
  • 3Betty spent more than forty years with a box of songs she had written but never shared. Why might someone keep something important hidden for a long time? What might make them finally share it?
  • 1Betty argued that the Rosie the Riveter park could not tell an honest history without including the story of segregation and discrimination on the home front. Do you agree that public historical sites have a responsibility to include uncomfortable truths? What could happen if they don't — or if they do?
  • 2Betty once observed that her own dramatic life story was not evidence of personal achievement so much as evidence of how much social change had occurred in America over her lifetime. What distinction was she making? Do you think that's an important distinction?
  • 3Betty wrote civil rights songs in the 1960s and kept other personal songs hidden for forty years. Historians often treat music as a primary source — evidence of how people felt and what they believed during a particular era. What can music tell us about history that documents and dates cannot? Use at least one example, from Betty's life or elsewhere, to support your thinking.

🌟 Explore More

01
🎨 Creative
Draw Your Own Ranger Hat
Teacher-led Show students a picture of a park ranger's hat and uniform. Discuss: what do you think a ranger does every day? Have each student draw themselves wearing a ranger hat and write or dictate one thing they would teach visitors if they were a ranger.
02
💭 Reflection
Everyone's Story Matters
Teacher-led Betty believed every person has a story worth telling. Sit in a circle and invite each student to share one thing about their family, where they are from, or something their family does. After each share, ask: what's one thing you want to remember about what that person just said?
03
🎵 Music
A Song That Tells a Story
Teacher-led Betty believed music could say things words alone couldn't. Play a short piece of gospel music for the class — something joyful or powerful. Ask students: how does this music make you feel? What do you think the singer is trying to say? Connect it to Betty's love of gospel through Reid's Records.
01
✏️ Writing
Whose Story Is Missing?
Betty made sure Black workers' stories were included in the Rosie the Riveter park. Think about a story from history you've learned about. Who was included in that story? Who might have been left out? Write 3–5 sentences describing whose perspective you think is missing and why it matters.
02
🎵 Music Research
Gospel Music & the Great Migration
Reid's Records specialized in gospel music — a genre that traveled with Black communities from the South to the West and North. Research one gospel artist or song from the 1940s or 1950s. Where were they from? What were they singing about? Write 3–5 sentences connecting the music to the time and place it came from.
03
🎨 Creative
A Letter to Betty
Write a short letter to Betty Reid Soskin. Tell her what you learned from her story, one question you wish you could ask her, and one thing you want to do with what you know. Your letter can be 4–6 sentences.
01
🔍 Research
The Boilermakers & the Segregated Auxiliaries
Betty worked in Boilermakers Auxiliary A-36 — a segregated all-Black union hall. Research how the Boilermakers union used separate auxiliaries during World War II. What were Black workers allowed and not allowed to do? What did they fight for? Write a one-page summary of what you find and what it reveals about labor and race in wartime America.
02
🔍 Research
The Port Chicago Fifty
Betty often told the story of the Port Chicago explosion and the fifty Black sailors court-martialed for refusing to return to loading ammunition. Research this event. What happened? What was the outcome of the trials? Were the men ever exonerated? Write a one-page summary of what you find.
03
🎵 Music as History
Music as Primary Source
Betty's civil rights songs from the 1960s are historical documents as much as they are music. Choose one song from the civil rights era — by any artist — and analyze it as a primary source. Who wrote it, when, and in what context? What historical events or feelings does it document? What would historians lose if this song had stayed in a box, unheard? Write a one-page analysis.
📚
Standards Alignment
Georgia GSE · Michigan ELA · Common Core ELA · North Carolina ELA · New York State ELA · New Jersey ELA
🟢 Grades K–1
K.T.SS.1.c
Texts · Structure
With adult support, retell events and actions in sequence.
📚 Social Studies
SSKH3
Social Studies · History
Correctly use words and phrases related to chronology and time.
SSIPS2
Social Studies · Process Skills
Organize items chronologically.
SS1H1
Social Studies · History
Read about and describe the life of historical figures in American history.
🔵 Grades 2–3
2.T.T.2.b
Texts · Expository
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
3.T.T.2.b
Texts · Expository
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
📚 Social Studies
SS5H4.e
Social Studies · History
Describe the effects of rationing and the changing role of women and African Americans or Blacks; include "Rosie the Riveter" and the Tuskegee Airmen.
🟠 Grades 4–5
4.T.T.2.b
Texts · Expository
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
5.T.T.2.b
Texts · Expository
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.T.T.2.c
Texts · Expository
Compare and contrast first and secondhand accounts of the same event or topic using primary and/or secondary sources.
📚 Social Studies
SS5H4.e
Social Studies · History
Describe the effects of rationing and the changing role of women and African Americans or Blacks; include "Rosie the Riveter" and the Tuskegee Airmen.
🟢 Grades K–1
RI.K.2
Reading: Informational
With prompting and support, identify the main topic and retell key details of a text.
RI.1.2
Reading: Informational
Identify the main topic and retell key details of a text.
📚 Social Studies
K – H2.0.1
Social Studies · History
Distinguish among the past, present, and future.
K – H2.0.3
Social Studies · History
Describe ways people learn about the past.
1 – H2.0.1
Social Studies · History
Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.
1 – H2.0.3
Social Studies · History
Use historical sources to draw possible conclusions about family or school life in the past. (Examples include: photos, diaries, oral histories, videos, artifacts.)
1 – H2.0.4
Social Studies · History
Compare life today with life in the past using the criteria of family, school, jobs, or communication.
🔵 Grades 2–3
RI.2.3
Reading: Informational
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.3.3
Reading: Informational
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
📚 Social Studies
2 – H2.0.1
Social Studies · History
Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
2 – H2.0.3
Social Studies · History
Explain how individuals and groups have made significant historical changes.
3 – H3.0.2
Social Studies · History
Explain how historians use primary and secondary sources to answer questions about the past.
🟠 Grades 4–5
RI.4.3
Reading: Informational
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.5
Reading: Informational
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.7
Reading: Informational
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.5.3
Reading: Informational
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6
Reading: Informational
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
🟢 Grades K–1
RI.K.2
Reading: Informational
With prompting and support, identify the main topic and retell key details of a text.
RI.1.2
Reading: Informational
Identify the main topic and retell key details of a text.
🔵 Grades 2–3
RI.2.3
Reading: Informational
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.3.3
Reading: Informational
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
🟠 Grades 4–5
RI.4.3
Reading: Informational
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.5
Reading: Informational
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6
Reading: Informational
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.7
Reading: Informational
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.5.3
Reading: Informational
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6
Reading: Informational
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
🟢 Grades K–1
RI.K.2
Reading: Informational
With prompting and support, identify the main topic and retell key details of a text.
RI.1.2
Reading: Informational
Identify the main topic and retell key details of a text.
📚 Social Studies
1.H.1.1
Social Studies · History
Explain how the experiences and achievements of people throughout history have shaped the world.
1.B.1.3
Social Studies · Behavioral Sciences
Explain how the artistic expressions of diverse people and cultures contribute to communities.
🔵 Grades 2–3
RI.2.3
Reading: Informational
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.3.3
Reading: Informational
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
📚 Social Studies
2.H.1.1
Social Studies · History
Summarize contributions of various women, indigenous, religious, racial, and other minority groups that have impacted American history.
3.H.1.1
Social Studies · History
Explain how the experiences and achievements of women, indigenous, religious, and racial minority groups have shaped local communities.
🟠 Grades 4–5
RI.4.3
Reading: Informational
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.5
Reading: Informational
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.4.6
Reading: Informational
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.7
Reading: Informational
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.5.3
Reading: Informational
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6
Reading: Informational
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
📚 Social Studies
5.H.1.1
Social Studies · History
Explain how the experiences and achievements of women, minorities, indigenous groups, and others have shaped the United States.
5.H.1.5
Social Studies · History
Compare multiple perspectives of various historical events using primary and secondary sources.
5.G.1.2
Social Studies · Geography
Explain ways in which voluntary and forced migration and slavery led to changes in the United States.
5.B.1.1
Social Studies · Behavioral Sciences
Explain how traditions, social structure, and artistic expression have contributed to the development of the United States.
🟢 Grades K–1
KR2
Reading: Informational & Literary
Retell stories or share key details from a text. (RI&RL)
1R2
Reading: Informational & Literary
Identify a main topic or central idea in a text and retell important details. (RI&RL)
📚 Social Studies
K.8a
Social Studies · History
Specific words and phrases related to chronology and time should be used when recounting events and experiences.
K.8b
Social Studies · History
People use folktales, legends, oral histories, and music to teach values, ideas, traditions, and important events from the past.
1.2a
Social Studies · History
The study of historical events, historical figures, and folklore enables Americans with diverse cultural backgrounds to feel connected to a common national heritage.
1.7d
Social Studies · History
Sequence and chronology can be identified in terms of days, weeks, months, years, and seasons when describing family events and histories.
1.8b
Social Studies · History
Oral histories, biographies, and family time lines relate family histories.
🔵 Grades 2–3
2R3
Reading: Informational
In informational texts, describe the connections between ideas, concepts, or a series of events. (RI)
3R3
Reading: Informational
In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI)
📚 Social Studies
2.6a
Social Studies · History
Continuities and changes over time in communities can be described using historical thinking, vocabulary, and tools such as time lines.
2.6b
Social Studies · History
Continuities and changes over time in communities can be examined by interpreting evidence such as maps, population charts, photographs, biographies, artifacts, and other historical sources.
3.4a
Social Studies · History
People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.
3.8b
Social Studies · Civic Ideals
Across time and place, communities and cultures have struggled with prejudice and discrimination as barriers to justice and equality for all people.
3.8c
Social Studies · Civic Ideals
When faced with prejudice and discrimination, people can take steps to support social action and change.
🟠 Grades 4–5
4R3
Reading: Informational
In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. (RI)
4R5
Reading: Informational
In informational texts, identify the overall structure using terms such as sequence, comparison, cause/effect, problem/solution. (RI)
4R6
Reading: Informational
In informational texts, compare and contrast a primary and secondary account of the same event or topic; describe the differences in focus and the information provided. (RI)
4R7
Reading: Informational & Literary
Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text. (RI&RL)
5R3
Reading: Informational
In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (RI)
5R6
Reading: Informational
In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)
📚 Social Studies
5.6c
Social Studies · Civic Ideals
Across time and place, different groups of people in the Western Hemisphere have struggled and fought for equality and civil rights or sovereignty.
🟢 Grades K–1
CI.K.2
Reading: Comprehension & Interpretation
With prompting and support, identify the main topic and key details of an informational text.
CI.1.2
Reading: Comprehension & Interpretation
Determine main topic and retell a series of key details in informational texts.
IT.1.3
Reading: Integration of Topics
Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.
📚 Social Studies
6.1.2.HistoryCC.2
Social Studies · History
Use a timeline of important events to make inferences about the "big picture" of history.
6.1.2.HistoryCC.3
Social Studies · History
Make inferences about how past events, individuals, and innovations affect our current lives.
6.1.2.HistorySE.1
Social Studies · History
Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history.
🔵 Grades 2–3
IT.2.3
Reading: Integration of Topics
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in a sequence within a text.
IT.3.3
Reading: Integration of Topics
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
📚 Social Studies
6.1.2.HistoryUP.1
Social Studies · History
Use primary sources representing multiple perspectives to compare and make inferences about why there are different accounts of the same event.
6.1.2.HistoryUP.3
Social Studies · History
Use examples from the past and present to describe how stereotyping and prejudice can lead to conflict.
6.1.2.HistorySE.2
Social Studies · History
Analyze a variety of sources describing the same event and make inferences about why the accounts are different.
🟠 Grades 4–5
IT.4.3
Reading: Integration of Topics
Describe the impact of individuals and events throughout the course of a text, explaining events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
TS.4.4
Reading: Text Structure
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
PP.4.5
Reading: Point of View & Purpose
Compare and contrast multiple accounts of the same event or topic; noting important similarities and differences in the point of view they represent.
MF.4.6
Reading: Multimedia & Format
Use evidence to show how graphics and visuals (e.g., illustrations, charts, graphs, diagrams, timelines, animations) support central ideas.
IT.5.3
Reading: Integration of Topics
Analyze the impact of two or more individuals and events throughout the course of a text, explaining the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
PP.5.5
Reading: Point of View & Purpose
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent and how that may influence the reader's interpretation.
MF.5.6
Reading: Multimedia & Format
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text.
📚 Social Studies
6.1.5.HistoryCC.2
Social Studies · History
Use a variety of sources to illustrate how the American identity has evolved over time.
6.1.5.HistoryCC.7
Social Studies · History
Evaluate the initial and lasting impact of slavery using sources that represent multiple perspectives.
6.1.5.HistoryUP.5
Social Studies · History
Compare and contrast historians' interpretations of important historical ideas, resources and events.
6.1.5.HistoryUP.6
Social Studies · History
Evaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives.
6.1.5.CivicsHR.2
Social Studies · Civics
Research and cite evidence for how the actions of Dr. Martin Luther King, Jr. and other historical civil rights leaders served as catalysts for social change, inspired social activism in subsequent generations.
6.1.5.GeoPP.6
Social Studies · Geography
Compare and contrast the voluntary and involuntary migratory experiences of different groups of people and explain why their experiences differed.
🔖
References
Sources used in the development of this guide
1

Wikipedia contributors. (2025). Betty Reid Soskin. Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/wiki/Betty_Reid_Soskin

2

National Park Service. (2025). Betty Reid Soskin. Rosie the Riveter WWII Home Front National Historical Park. https://www.nps.gov/rori/learn/historyculture/betty-reid-soskin.htm

3

PBS NewsHour. (2022). Betty Reid Soskin, retired park ranger. Brief But Spectacular. https://www.pbs.org/newshour/brief/442726/betty-reid-soskin

4

Livingston, G. (Photographer). (2016). Betty Soskin, the oldest United States National Park Service Ranger [Photograph]. Flickr / Wikimedia Commons. https://www.flickr.com/photos/geoliv/55000379194/ (Public domain; photographed on behalf of the National Park Foundation for the NPS centennial.)