The main question of the present article is, how can the culture of self-sacrifice and martyrdom (isar and shahadah) be promoted through elementary school curriculum? The current educational programs of schools are based on different theories, among which the developmental theories are of greater importance. According to these theories, subjective issues cannot be taught in the childhood. However, the main claim of the article is that value issues, although subjective, can be taught effectively in the elementary school years through a cultural approach. This claim is founded on the imaginative capacity of the children and the capacity of myths and stories to popularize concepts in the childhood. Therefore, attempt is made to present some evidences and methods for promoting self-sacrifice, through elementary school curriculum, based on a theoretical foundation. With regard to curriculum, self-sacrifice can be addressed from two aspects: as an achievement, and as a process. As an achievement, self-sacrifice is an event which is already actualized in the outside world, and can be expected to be actualized in the future. As a process, self-sacrifice has some preliminaries, stages and an achievement. This process is a way of life which is a combination of accessible knowledge and attainable knowledge. Such an action is called culture, with characteristics which are influenced by the school curriculum and education.