George Washington’s Birthday/Presidents' Day US, February 21, 2012

The first US President, George Washington, was born on February 22, 1732. Today, George Washington’s birthday is celebrated as a national event annually on the third Monday of February. Many US citizens also know this as Presidents' Day to recognize all past US presidents, although the name of the holiday has never been officially changed.

In the days leading up to this national holiday, there are many opportunities for your Montessori students to learn more about this aspect of US history, and to participate in related cultural activities. Here are a few ideas to kick start your plans, and below are some web resource links for your further research, including lesson/activity ideas from Scholastic.

• Discuss/introduce George Washington with your students, and some of the significant elements of his life and legacy, using stories/images for visual support.
• You may wish to do the same for Abraham Lincoln, whose date of birth was February 12, 1809.
• Ask your students why it may be important to have a holiday to recognize US presidents.
• Ask your students if they know who the current US president is, and what they may know about him.
• Discuss the role of the US president, and encourage your students to think about what it would be like to be President of the United States.
• Encourage your students to research and write stories/poems/short articles about a US president of their choice.
• Encourage your students to create a timeline for a chosen US president and/or a timeline depicting all US presidents and their time in office.
• Create a DID YOU KNOW? poster about George Washington and/or any other US presidents to display in the culture & science area of your Montessori classroom. Review it with your students in small groups.

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

Further Resources:

http://www.whitehouse.gov/about/presidents

answers.usa.gov - Washington's Birthday/Presidents' Day

http://usa.usembassy.de/holidays-presidents.htm

answers.usa.gov - Role of the President of the United States

http://www.scholastic.com/teachers/collection/presidency-united-states

http://www.enchantedlearning.com/crafts/presidentsday/

http://www.apples4theteacher.com/holidays/presidents-day/past-presidents-of-usa.html

http://familycrafts.about.com/od/presidentsday/Presidents_Day_Craft_Projects.htmycrafts.about.com/od/presidentsday/Presidents_Day_Craft_Projects.htm

The NAMC elementary programs and material provide a rich cultural curriculum, with step-by-step instruction for presenting activities to your Montessori students. Link to Lower Elementary and Upper Elementary.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Perspectives: United Nations World Day of Social Justice, February 20

"Social justice is more than an ethical imperative, it is a foundation for national stability and global prosperity. Equal opportunity, solidarity and respect for human rights -- these are essential to unlocking the full productive potential of nations and peoples.."

Secretary-General Ban Ki-moon Message for the 2011 World Day of Social Justice 20 February 2011

Only recently in 2007 the UN General Assembly proclaimed February 20 as World Day of Social Justice to promote the recognition that social justice is the underpinning of a peaceful and prosperous global society, and to encourage the international community in this effort.

Observance of World Day of Social Justice should support efforts of the international community in poverty eradication, the promotion of full employment and decent work, gender equity and access to social well-being and justice for all. http://www.un.org/en/events/socialjusticeday/

The web resources listed at the end of this article provide links to assist you with further research you may wish to perform for your own interest, or to prepare activities for your Montessori students around this important cultural theme.

Montessori Education and Social Justice

If we view social justice through the lens of education, it is clear that the Montessori philosophy embraces this concept. Dr. Montessori believed that social change is dependent upon the education of young children.

The last chapters go back to the psychological point of view, urging on educators the supreme importance to the nation and to the world, of the tasks imposed on them. Not in the service of any political or social creed should the teacher work, but in the service of the complete human being, able to exercise in freedom a self-disciplined will and judgment, unperverted by prejudice and undistorted by fear. ~ Maria Montessori, To Educate the Human Potential

Even at the preschool/kindergarten level, Montessori education lays a strong foundation for the holistic development of the human being by providing an environment designed to meet the specific needs of the individual, and appropriate to this sensitive period of development.

Maria Montessori, through her scientific approach of observation, also determined that a child of six years is ready to receive education in the context of what she called the Cosmic Plan. Montessori observes that considerable development of consciousness is already evident at this age, and that at this point it is directed outward, with a strong inclination on the part of the child to know the reasons of things, to explore morality, and to associate with others according to social patterns. Most importantly, says Montessori, is the method by which this intelligence and eagerness to learn is met.

As Montessori educators and parents, we are reminded of the amazing potential of our students and children, and our critical role in their development. The UN World Day of Social Justice can be a catalyst for re-commitment to the Montessori philosophy of putting the child at the center of education, surrendering to the child’s natural tendency toward creating a better world, and giving of ourselves in this service.

Resources on UN World Day of Social Justice

• http://www.un.org/en/events/socialjusticeday/
• http://www.un.org/en/events/socialjusticeday/resources.shtml
• http://www.unesco.org/education/pdf/COPENHAG.PDF
• http://www.un.org/esa/socdev/documents/ifsd/SocialJustice.pdf
• http://www.globemed.org/blog/posts/wdsj-2012/
• http://www.globaldimension.org.uk/calendar/item/?e=4895

NAMC Blogs on Cosmic Education

Please select this link to view blogs in the category: Cosmic Education/Peace/Great Lessons

The NAMC Lower Elementary manual Five Great Lessons/Cosmic Education & Peace provides information and activities for Montessori educators to designed to provide an understanding of the history of the universe with a focus on humankind's place in that continuing story.

North American Montessori Center: http://www.montessoritraining.net/

National Flag of Canada Day, February 15

On February 15, 1965, just two years before Canada’s centennial celebration of Confederation, the country raised its national flag for the first time. The search for a new Canadian national flag began in 1925 and has an interesting history of collaboration and cooperation. It was Canada’s 14th Prime Minister, The Right Honourable Lester B. Pearson, who led the process to its completion in 1965. His wish was to have a distinctive national flag as a vehicle to promote national unity.

The following words, spoken on that momentous day by the Honourable Maurice Bourget, Speaker of the Senate, added further symbolic meaning to our flag: "The flag is the symbol of the nation's unity, for it, beyond any doubt, represents all the citizens of Canada without distinction of race, language, belief or opinion."¹

There are many ways for Montessori students of all ages to celebrate National Flag of Canada Day. Here are a few ideas to help you prepare fun, inspiring and educational activities in your Montessori classroom:

• Present the Canadian Flag and provide a brief account of its birth and history.
• Present a flag-making activity for your students to create their own Canadian flags to take home to their families.
• Invite your students to create poems, stories or songs of their own about the Canadian flag and/or National Flag Day of Canada.
• Invite your elementary students to research the history of the Canadian flag and write a brief report or story that incorporates elements of the history.
• Invite your students to work in groups to develop a timeline that illustrates the creation of the National flag of Canada. Include the names of individuals involved in its creation, and pertinent dates.
• Present a brief history of the maple leaf as a Canadian emblem.
• Search for community celebrations in your area to find out if your students may participate.
• With your students, create your own National Flag of Canada Day celebration at your Montessori school.

  DID YOU KNOW?

  Canada’s national colors of red and white were proclaimed by King George V in 1921

  Canadian Olympic athletes since 1904 wore an emblem of a single maple leaf on a white field

  The combination of red, white and red first appeared on the General Service Medal issued by Queen Victoria

  Historians indicate that the maple leaf served as a Canadian symbol as early as 1700

  Alexander Muir wrote The Maple Leaf Forever as Canada’s Confederation song in 1867

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

Resources:

¹ Birth of the Canadian flag: http://www.pch.gc.ca/pgm/ceem-cced/symbl/df3-eng.cfm

The national flag of Canada: http://www.pch.gc.ca/pgm/ceem-cced/symbl/df1-eng.cfm

The maple leaf: http://www.pch.gc.ca/pgm/ceem-cced/symbl/o3-eng.cfm

http://www.timeanddate.com/holidays/canada/national-flag-of-canada-day

http://www.cbc.ca/news/canada/story/2012/01/30/proud-canadian-poll.html

Canadian flag templates: http://www.enchantedlearning.com/northamerica/canada/flag/Flagbwhuge.shtml

http://www.enchantedlearning.com/school/Canada/Flagcolor.shtml

Canadian flag songs info: http://www.thecanadianencyclopedia.com/articles/emc/flag-songs

http://www.scholastic.ca/titles/ourcanadianflag/

http://www.youtube.com/watch?v=36Yx5mgw3z4&feature=related

North American Montessori Center: http://www.montessoritraining.net/

Montessori 3-6 Perspectives: Community Celebration of Valentine’s Day

Part 2 of 2: Valentine Activity

Each year for Valentine’s Day our Montessori preschool/kindergarten students exchange greeting cards. For those families new to the holiday, these “Valentines” are typically small holiday-themed cards containing messages of friendship that the children exchange at school. Students participate in the preparation of the cards with their families.

Preschool-age children do not always have the energy to make the number of Valentines needed on their own if they wish to give a card to each classmate, so we developed a cultural activity to make the exchange more manageable and enjoyable for all students, and whereby the focus remains on the original intent – that of peace education.

To cut down on paper waste, to promote purposeful preparation by the children, and to save the parents from the stress of “getting out all those Valentines”, our activity begins with the preparation of an exchange list were each student is assigned the names of 3 or 4 classmates for the exchange. Then we invite parents to participate with a handout including guidelines such as these examples:

• Please do not purchase store-bought Valentines.
• Kindly provide supplies and assistance so that your child can make 3-4 Valentines. Each child has been given the names of her/his Valentine recipients, which are included in the parent handout. Suggested craft materials: paper, ribbon, lace, doilies, glitter, old cards, stickers, comics, etc.
• No candy, gum or toys are to be attached to the cards, please.
• Please do not use envelopes.
• Ask your child to personally sign each of the Valentines. Please be sure that the name of the recipient is on the card, too. (Note: Most children over the age of three can write at least a portion of their names. It is acceptable for parents to “translate” the signature of the child if needed.)
• Please return the cards to school by the school day before the celebration using a plain container, envelope or baggie with your child’s name written on the outside. (Bringing them in prior to February 14th helps us to avoid problems if some children are unexpectedly absent on that day.)

During the Valentine’s Day celebration at school, participating adults help the children with the opportunity to focus on each of these few cards, discuss the sentiment written on them and appreciate the effort that went into making them. The event is designed to give parents and their children a planned time that can be quite enjoyable for everyone.

In the days before the celebration, the children may also create and decorate “mailboxes” in class. On Valentine’s Day, each child has the opportunity to be the letter carrier and deliver the cards he/she has made. At the end of the day, the class is divided into small groups that are each lead by a volunteer parent who provides the guidance needed in helping students take turns and truly enjoy the card exchange experience with the group.

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

Related NAMC blogs:

• Montessori 3-6 Perspectives: Community Celebration of Valentine’s Day Part 1 of 2: Celebrating Friendship and Family
• Valentine’s Day Montessori Circle Time: Peace, Love and Friendship for Early Childhood Students
• Eco-friendly Valentines: Montessori Practical Life
• Valentine's Day in the Montessori Classroom

NAMC thanks Maureen Northacker for this blog contribution.

North American Montessori Center: http://www.montessoritraining.net/

Montessori 3-6 Perspectives: Community Celebration of Valentine’s Day

Part 1 of 2: Celebrating Friendship and Family

Many Montessori classrooms consist of students from countries around the world, and it has been my experience that these parents really want their children to learn about North American holidays and customs. Valentine’s Day on February 14 is an ideal celebration to share with students and parents, and I have developed a simplified version to honor and include all of our families.

A primary aspect of our Valentine’s Day is the exchange of cards between the children, which will be addressed in detail in Part 2 of this series.

Our Valentine’s Day celebration always includes four craft tables which are manned by parents. We also prepare and eat a group snack together. Parents complete a donation/participation sign-up sheet in the week ahead. Craft and snack suggestions are itemized so that there are plenty of choices, and parents are able to choose more than one item, if they wish. There is usually a parent who kindly signs up for whatever is deficient at the end. It is a great help to have almost everything brought in (except the food) in the days before February 14.

On Valentine’s Day we always begin class with our usual routine. The celebration is in the last hour and a half of the day. Children are free to continue working during the celebration. It is never required that a child has to make the crafts. Some children will not want to make any. Some will try with an invitation from the teacher. I try to plan the day so that I can be a “floater” to help children who need assistance.

Food consists of a variety of heart-shaped snacks: small muffins baked in heart decorated mini muffin papers, and watermelon cut into heart shapes served on Valentine’s Day themed napkins are favorites. We have always been a “water only” school for drinking so the children simply fill their drinking glasses with water when they choose to.

Valentine’s Day always includes songs and games, and we perform special finger plays and songs for the celebration.

Two games that are always favorites:

• Hot Potato: instead of a bean bag, the children pass around a small, empty heart-shaped candy box. The tune of choice: one of the Beatle’s classic love songs. Each time the music stops, the child holding the box sits down in the middle of the circle and the music begins once more. When the music stops again, another child joins the interior group. This continues until all the children are in the middle of the circle.
• Hearts: The second game includes two paper cut-out hearts for each child. One heart is red and the other heart is yellow (or gold). As we all stand at random around the classroom, I recite the following poem:

  Some hearts are made of paper (hold out red heart in front)
  Some hearts are made of gold (hold out gold heart in front)
  Some hearts are made of stone (frown and put both hands behind)
  And some hearts were made to roam (toss both hearts up into the air)
  But the heart that is the best
  Is the heart inside my chest (press both hands across chest)
  

  Of course, the challenging part is to remember to not pick up the tossed hearts until the end!

The day’s celebration ends with the exchanging of the cards, as described in Part 2.

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

Related NAMC blogs:

• Montessori 3-6 Perspectives: Community Celebration of Valentine’s Day Part 2 of 2: Valentine Activity
• Valentine’s Day Montessori Circle Time: Peace, Love and Friendship for Early Childhood Students
• Eco-friendly Valentines: Montessori Practical Life
• Valentine's Day in the Montessori Classroom

NAMC thanks Maureen Northacker for this blog contribution.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Practical Life – Meeting and Greeting New People

Following is a Montessori Practical Life activity created by NAMC Graduate, Sarah F.
Our thanks to Sarah for sharing this with all of us.

Meeting and Greeting New People

Purpose

To give students practice in meeting new people and conducting a polite conversation with new acquaintances.

Materials

• Command cards with scenarios written on them.

  Example: It is a sunny day and you are at the park. A girl is playing on the monkey bars. You would like to meet her and play with her while you are there. Invite a friend to join you for the lesson and each pick props from the basket. Decide who will play each part and then act out what you would do in the situation.

• Basket with props like hat, apron, scarf, sunglasses, reading glasses, etc.

Presentation

This can be presented in Years 1 to 3. Prepare the material and put it in the practical life area. Choose a place in the room where students can use this lesson without disturbing others.

Part 1: Introducing the concept

During group time gather the students in a circle. Announce that the students will have another opportunity to do little plays involving good manners.

With an older student or another teacher role-play the basic steps taken when meeting, greeting, and carrying on a basic conversation with someone new.

Discuss with the students what words were said and how the actors behaved.

Discuss that when meeting new people they should walk toward the person and stand about an arm’s length from the person.

Demonstrate the materials used and how to follow the directions on the command cards.

Instruct the students that each pair of students will use only one command card so that it gives others a chance to work with the materials.

Part 2: Working with the materials

Invite a student to take a card from the command card box. Have them read this to you and then help them gather the props needed from the basket.

Pick which role each will play.

Role-play what the command card says having the child use the rules for meeting and greeting new people and their imagination for the conversation.

Put the materials away and invite two students to demonstrate the correct way to use the materials.

After the presentation invite the students to use the lesson at the designated time for practical life activities.

Extensions

Create command cards for different scenarios that are common in life and have the children decide what props are needed.

Make a short video of one of the plays and share with family and friends.

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

North American Montessori Center: http://www.montessoritraining.net/

NAMC Elementary Mastery Checklists: Blending Montessori with State Standards

Following is a brief account of how one NAMC Upper Elementary Diploma Program student is using the NAMC Mastery Checklists to align her program with state standards. Our thanks to Jodi for sharing her insights and ideas.

The NAMC Upper Elementary math checklist is very similar to the checklist I have been using with my students. Each student receives a checklist that they paste into their Montessori Math Journals. The topics are along the left side of the page and are based on the State Standards/Critical Competencies for our District (my next project is to re-word them so that they match the Common Core Standards).

Also listed is a series of possible activities that incorporate all my general bag of tricks for each topic. Some are taken from the NAMC Lower Elementary math manuals, some from the NAMC Upper Elementary manuals, some are practice pages from the District-provided text books (which can be used in conjunction with the materials and/or work abstractly), trade books that teach math concepts through stories and some are random presentations that I have collected from various places.

Since we have to use a grading system in our school, I made a pre-test and post-test for each required section (daily work is not graded, since it varies so widely from student to student). These completed tests tell me what prior knowledge the student has on each subject and give me a good idea of what lessons they will most benefit from. Then I review and determine the lessons, presentations and practice I want the student to complete, and we go from there.

It is a vaguely sequential process, so students end up in unofficial ‘cohort’ groups of peers who happen to be working on the same topic and so choose to work together. It works well, although I have not been able to keep current on recording the dates of presentations, practice, and mastery very well—that ends up either being recorded by the student or just living in my head as I go from one student to the next.

I also leave the process open for students to ‘challenge’ a skill; if they think they know what the material is trying to convey and feel that extra practice is unnecessary, I have them show me what they can do and we renegotiate what practice (if any) they need to cover from that point.

Note from NAMC tutor, Michelle Irinyi:

Blending Montessori practices and principals with public school standards is entirely possible. Align the NAMC elementary checklists with your state standards, and then look to see where the gaps are. The NAMC checklists are also a great way to keep up to date on recording when presentation/practice/mastery occurs. By incorporating the Montessori philosophy and methods into your public school classroom, you will have an integrated, balanced approach which is both child-centered and state compliant.

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

For information about NAMC programs and material, visit: http://www.montessoritraining.net/