Thursday, January 28, 2010

African American History Month: Global Perspectives in the Montessori Classroom

February is African American History Month (also known as Black History Month) in the US, Canada and Jamaica. In Britain, Black (or Afrikan) History Month is marked in October. The current earthquake turmoil in Haiti provides the opportunity to apply a more specific perspective to your Montessori classroom study of African American History month. Employing a cross-curriculum approach covering the geography, history and culture of Haiti, your annual study of African American History Month can tie into current events and help reinforce a global and historical consciousness, empathy and even peace activities.

The majority of Haitians are of African descent. Your Montessori students may enjoy comparing and tracing the timelines and paths of Africans as they came to Haiti and the United States. Encourage your students to consider how, when and why Africans came to Haiti and the United States. What happened once they arrived?

I find that Montessori students of many ages are fascinated by the history and stories of the Underground Railroad. There is a wealth of information on the Underground Railroad that is accessible to children. There are many books that are appropriate for a variety of ages. Scholastic has an innovative and interactive site that students can explore. Older students can research the Haitian revolution and compare and contrast it with the Underground Railroad. Students may want to create a play, poem, short story or living diorama inspired by the Underground Railroad or the Haitian revolution.

Your Montessori class may also enjoy preparing a feast of Haitian and traditional African American cuisine. Your “foodie” students could take note of similarities and research the history of certain dishes.

Encourage your students to research a famous African American/Canadian, Haitian American/Canadian or both. Some students may want to dress like their research subject and perform a small monologue for their Montessori classmates. Some famous Haitian Americans include Edwidge Danticat, Wyclef Jean, and Ronald Agénor.

Underground Railroad Resources

  • Scholastic - The Underground Railroad
  • . . . If You Traveled on the Underground Railroad, by Ellen Levine and Larry Johnson
  • Aunt Harriet's Underground Railroad in the Sky, by Faith Ringgold
  • Barefoot: Escape on the Underground Railroad, by Pamela Duncan Edwards and Henry Cole
  • Harriet Tubman: Conductor on the Underground Railroad, by Ann Petry
  • The Underground Railroad: An Interactive History Adventure, by Allison Lassieur
  • The Underground Railroad for Kids: From Slavery to Freedom with 21 Activities, by Mary Kay Carson
  • North by Night: A Story of the Underground Railroad, by Katherine Ayres

Please reference these previous NAMC blogs for further information about African American History Month and the current situation in Haiti:

Further Resources

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

Posted by Elissa P. at 12:51 PM 0 comments
Labels:

Tuesday, January 26, 2010

2010 Olympic Games Series, Part 2: Montessori Classroom Activity Guide

The most important thing in the Olympic Games is not to win, but to take part, just as the most important thing in life is not the triumph, but the struggle. The essential thing is not to have conquered, but to have fought well. ~ Bishop Ethelbert Talbot, 1908 Olympic Games

These words, first spoken by Bishop Ethelbert Talbot during a speech given to Olympic athletes at the 1908 Olympic Games, became the creed for the modern Olympics. Meant to spur athletes to live up to the Olympic motto of “Citius, Altius, Fortius” (Faster, Higher, Stronger), men and women around the world train their bodies, minds and spirits to compete in hopes of becoming an Olympic athlete.

Montessori classrooms and material support and encourage learning. Montessori believed that education must be authentic and appeal to children. By bringing the Olympics into your classroom, you are providing appealing, real-life examples which will stimulate the imagination and learning of your students.

Here are just some ideas on how to incorporate the Olympic theme into your Montessori environment.

History

  • Ancient Greece
  • Canadian History
  • The history of British Columbia
  • Pierre de Coubertin
  • Timeline of Olympics
  • Famous Olympians
  • The Olympic Torch Relay
  • Olympic mascots through the ages
  • Famous Canadians
  • Canadian explorers

Language

  • Mythology
  • Myths of the First Nations
  • Biographies of famous Olympians
  • The Greek Alphabet
  • Creative writing

Cultural Geography

  • Canadian customs
  • Parts of the Flag
  • Flags of the World
  • Symbolism of the Olympic Flag
  • Ceremonies: Opening and Closing ceremonies and the Parade of Nations
  • The First Nations
  • Aboriginal Participation in the Vancouver Olympics
  • Canadian Government

Physical Geography

  • Canadian land and water forms
  • Types of snow
  • Types of clouds
  • Weather
  • Environmental impact of the Olympics
  • Vancouver’s sustainability efforts
  • Vancouver landmarks

Math

  • Graphing: Medals won by sport; by country; by men; by women.
  • Measurement (Metric, Imperial, Customary): Temperature; snowfall; length of courses and runs.
  • The Olympic Torch Relay: Length; time; participants.

Health Sciences

  • Nutrition
  • Physical Education: Strength training; yoga for flexibility; aerobics for endurance; non-competitive “new” games.

Peace Education

  • The values of the Olympics
  • The Olympic truce, ancient and modern
  • The idea of non-competitiveness and self esteem

Music

  • Canadian National Anthem
  • National Anthems of the World
  • The Olympic Anthem
  • Canadian composers

Physics

  • Build a better bobsled
  • Ergonomics of bobsled/luge track
  • Ergonomic designs of sports uniforms
  • Aerodynamics of ski jumping
  • The effect of technology on athlete performance

Additional Ideas

  • Create a travel itinerary from your home to Vancouver.
  • Write a journal of the Olympics from the point of view of an athlete.
  • Create a new winter Olympic event, detailing equipment needed, uniform, training, rules, etc.
  • Athletes have to eat. Create a menu you think would be healthy and appealing to Olympic athletes.
  • Design and build an Olympic village.
  • Create an outdoor sports day for your school.
  • Design new Olympic medals.
  • Research the Paralympics.
  • Write and perform a new Olympic anthem.
  • Write and perform a broadcast of the Olympics.
  • Create Olympic “trading” cards.
  • Research architectural arches and how they support Olympic sized stadiums.
  • Design a new Olympic flag.
  • Write a poem honoring Olympic athletes.

For web links to the 2010 Olympic Games resources and other lesson ideas, please see Part 1 of this series.

Further Resources:

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

Posted by Michelle Irinyi at 1:46 PM 2 comments
Labels: ,

Friday, January 22, 2010

Focus on Haiti in the Montessori Classroom

Children are human beings to whom respect is due, superior to us by reason of their innocence. ~ Maria Montessori, Dr. Montessori’s Own Handbook

Natural disasters can be terrifying to people of all ages. Last week’s devastating earthquake in Haiti and the subsequent aftershocks are no exception. It seems as if the whole world is focused right now on the natural disaster and human tragedy that has befallen Haiti in recent years. It is impossible to turn on the TV, radio, or internet or pick up any form of print media without seeing pictures or hearing about the current Haitian conditions. With the latest study showing that the average American child uses electronic media almost 8 hours per day (HealthDay News, January 20, 2010), it is imperative that the adults around them are aware of and limit the amount and type of information being presented to them.

The impact of discussions and images of disasters such as these depends on several factors. Young children may be especially affected because they do not fully comprehend the situation. Because they do not understand what an earthquake is, they may fear that this will happen to them. Or they may not realize the distance between them and Haiti and believe that this is happening much closer than it actually is. The repeated stories and horrific images from the media are also confusing to young children because it may seem that the situation is happening over and over again. If children have a personal tie to Haiti, relatives for example, the situation is even worse as they may fear for the lives of their loved ones.

It is our duty as caretakers to be aware of the developmental stages of the children in our care. It is important to acknowledge the tragedy, but just as important to protect and educate our Montessori students to the world around them. Communication is important in the Montessori environment. Allow the children to talk and ask questions. Be clear, truthful, and reassuring with your answers, using the child as a gauge as to what or how much information to impart. It is also important to be sensitive to the fact that some students may not even be aware of the current situation in Haiti and hearing about it may come as a complete surprise to them.

As Montessori parents, caregivers and educators, we are responsible for helping children develop into fully-functioning and capable adults. By helping children learn about tragedies, we are giving them the tools necessary for handling other difficult situations they will encounter throughout their lives.

You [Montessori] have very truly remarked that if we are to reach real peace in this world and if we are to carry on a real war against war, we shall have to begin with children and if they will grow up in their natural innocence, we won't have the struggle, we won't have to pass fruitless idle resolutions, but we shall go from love to love and peace to peace, until at last all the corners of the world are covered with that peace and love for which, consciously or unconsciously, the whole world is hungering. ~ Speech at Montessori Training College, Mohandas K. Gandhi, London, October 28, 1931

Currently there is an international outpouring of solidarity, compassion, and aid in response to the devastation in Haiti. People from around the world are reaching out to a country many may not even be able to place on a map, to people who are complete strangers. Let us take this time to explore and learn more about the country and people of Haiti.

Physical Geography & History

Located just west of the Dominican Republic, The Republic of Haiti makes up one third of the island of Hispaniola, and is located in the Northern Hemisphere between the Caribbean Sea and the Atlantic Ocean. Slightly smaller than the state of Maryland, it has a tropical, semiarid climate with a mountainous terrain. It lies directly in the path of the Atlantic hurricane belt and is subject to severe storms during the months of June through October. It is the poorest country in the western hemisphere with two-thirds of the population dependent upon subsistence farming, with the chief crops being coffee, mangoes, sugarcane, rice, corn, sorghum, and wood.

Discovered by Columbus in 1492, Hispaniola was inhabited by the native Arawak Amerindians. Within 25 years, the Spanish settlers had destroyed most of the native population. By the early 17th century, France established a colony on the western third of island, which later became known as the colony of Haiti. Haiti became one of the wealthiest Caribbean colonies, relying heavily on African slaves to work the forestry and sugar-related industries. In the late 18th century, led by Toussaint L’Ouverture, Haiti’s nearly half-million slaves revolted and became the first black republic to declare its independence in 1804. Plagued by political unrest and violence, Haiti has known its share of strife. However, its people are resilient and hopeful. As the saying goes, “petit pays, grand peuple” — small country, grand people.

Classroom Lessons and Activities for the Montessori Environment

Geography & History

  • Locate Haiti using the North American Puzzle map (pre-K) and Pin Maps (elementary)
  • Use a globe or an atlas to find the geographic coordinates for Haiti’s capital, Port au Prince ( Latitude: 18° 31' 0 N, Longitude: 72° 19' 0 W) (upper elementary)
  • Discuss the economic situation in Haiti (upper elementary) http://www.teachingforchange.org/files/Haiti_RootsofPovertyandAID.pdf
  • Research Toussaint L’Ouverture (elementary)
  • Learn about Haiti’s struggle for democracy (upper elementary)
  • Talk about the Common Needs of People and discuss whether or not the people of Haiti are succeeding at having those needs met (elementary)
  • Learn more about earthquakes (elementary)
  • Learn about Canada’s Governor General, Michaelle Jean, who was born in Haiti http://www.gg.ca/document.aspx?id=41 and http://www.gg.ca/index.aspx

The Arts & Literature

  • Learn about the ceremonial traditions of vodou (voodoo) (upper elementary)

Peace Education

Source:

http://www.teachingforchange.org/publications/haiti

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

    Posted by Michelle Irinyi at 11:20 AM 2 comments
    Labels: , ,

    Thursday, January 21, 2010

    2010 Olympic Games Series, Part 1: History of the Olympics

    Learning about the Olympics is a fun way to bring cultural and physical geography, history, literature, math, health, physical education, and even physics into your Montessori environment.

    The 2010 Winter Olympic and Paralympic Games begin February 12 and March 12, respectively. Vancouver, British Columbia, Canada, is the 18th city to host the Winter Olympics and the third Canadian city to host the Olympic Games. The first Canadian Olympics was held in Montreal, Quebec during the summer of 1976, and the 1988 Winter Olympics were held in Calgary, Alberta. The 2010 Olympic Games will last for 16 days, with opening ceremonies commencing on February 12 and ending with the closing ceremony on February 28. The Paralympic Games begin March 12 and close on March 21, 2010.

    At the Olympic Games, approximately 2,500 athletes from over 80 countries will compete in 15 different sports and over 86 separate medal events.

    Over 1,300 athletes and officials from more than 40 countries will take part in five sports (alpine and cross-country skiing, ice sledge hockey, wheelchair curling and biathlon) during the 10-day 2010 Paralympic Winter Games.

    To truly understand about the modern Olympics, it is important to study the beginnings of the Olympics which started in Greece in the year 776 BCE. The Olympics began as a way to honor Zeus, the king of the Gods, and only pure-blooded, free Greek males could participate. In the beginning, there was only one event, a short sprint called the Stade. Because the Olympics were dedicated to Zeus, women were not allowed to compete or even attend. The winner of the race was crowned with a wreath made from the sacred olive tree. The Greek games were held every four years, for 1,170 years before being abolished with the rise of the Roman Empire, around the 4th century A.D. by the Roman Emperor Theodosius II. During that time, events such as wrestling, boxing, chariot racing, and the pentathlon were added. The pentathlon was a series of five events which included the long jump, javelin throw, discus throw, foot race and wrestling.

    In 1896, Pierre de Coubertin, a French educator and sportsman, founded the modern Olympics to promote friendship and fair play amongst nations. The first games were held in 1896 in Athens, Greece. Women were still unable to compete. Held in the summer, the first “winter” event, ice skating, was added to the games in 1908 but it wasn’t until 1924 that the first winter Olympics was held in Chamonix, France.

    This series of blogs will talk about ideas on how to incorporate the Olympics into your Montessori classroom. In the meantime, here are some places to go for further research:

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

    Posted by Michelle Irinyi at 1:57 PM 0 comments
    Labels:

    Thursday, January 14, 2010

    Dr. Martin Luther King Jr. Day – January 18

    … on the satisfaction of (the child’s) more spiritual needs the progress of humanity depends – the creation indeed of a stronger and better humanity. ~ Maria Montessori, To Educate the Human Potential

    Montessori education centers on this one very important belief. In developing her philosophy and method, Dr. Montessori drew on her experience and education in science, medicine, philosophy, pedagogy, anthropology, and by no small measure, in life. She lived in the time and on the continent of the two great wars of the 20th century. Perhaps this is, in part, why she so strongly advocated that education is the key to peace.

    As Montessori educators and parents, we embrace Montessori peace education, and look for ways to include it in the daily life of the Montessori students and children in our care. Peace education crosses all disciplines, integrating lessons in history, language, geography, and practical life.

    Dr. Martin Luther King Jr. Day provides opportunities to identify and explore the life and times of a human being who inspired many to individually and collectively stand up for the values that create a peaceful society and world. It also sets the stage to prepare for further related work, as we approach African American History Month in February. Critical thinking begins with exploration and expression, and Dr. Martin Luther King Jr. Day offers ample food for thought. Even at a young age, children have a strong sense of character values such as fairness, kindness, generosity, and compassion. We hope you will encourage your students to discover their own ways of understanding their own power in creating peace, through the exploration of role models like Dr. King.

    The following links provide further background and lesson/activity ideas for all age groups:

    NAMC’s Five Great Lessons / Cosmic Education & Peace manual provides curriculum activities based on Dr. Montessori’s approach to nurturing young, caring and peaceful citizens.

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

    Posted by North American Montessori Center at 2:05 PM 0 comments
    Labels: , ,

    Friday, January 8, 2010

    NAMC Mastery Checklists for the Montessori Elementary Classroom

    In an effort to assist our graduates and schools with their observation and record-keeping efforts, NAMC has just recently completed Mastery Checklists for our Montessori elementary programs. These checklists complement the scope of activities contained in the current edition NAMC curriculum manuals for each program:

    • Lower Elementary (6–9 years)
    • Upper Elementary (9–12 years)

    In the Montessori environment, organized record-keeping helps teachers run a program efficiently, meet government reporting requirements, and provide parents with feedback about their children. But most importantly, record-keeping helps teachers facilitate the student’s learning.

    The NAMC checklists are divided by subject, year, and topic of study. Montessori teachers use the checklists to track the individual progress of each student by recording the dates a student receives, practices, and masters each topic/activity/material. A separate checklist is used for each student and for each curriculum.

    By using Mastery Checklists, teachers can clearly see what each student is working on, what he/she has accomplished, and what presentations he/she still needs to receive. As well, the checklists provide an outline of each student’s interests based on the activities he/she has chosen to work on. From this pattern, the teacher can determine if students are fully benefitting from the program, or if the teacher needs to support their learning by guiding them toward other areas of the curriculum.

    The Mastery Checklists also provide teachers with a summary and assessment of the student’s level of development. They can evaluate a student’s abilities and growth from the range of activities the student has mastered or is working on. Although students have different interests and abilities, they usually attain certain skills at similar ages. Therefore, up-to-date, detailed checklists also help the teacher see when a student may be having developmental problems. One additional benefit of NAMC’s customized checklists is that they present our wide range of Montessori curriculums and resources in a graphical, easy-to-use manner that will aid teachers in both curriculum management and integration.

    Effective fall 2009, these checklists are included in the NAMC diploma program materials.

    View Sample Elementary Mastery Checklists

    Questions about the NAMC Elementary Mastery Checklists can be directed to classroom@montessoritraining.net, or ask for Deneene if you are calling us by phone (Toll-free Canada/US: 1.877.531.6665 International 1.604.531.6665).

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

    Posted by North American Montessori Center at 12:28 PM 1 comments
    Labels:

    Wednesday, January 6, 2010

    Montessori Planes of Development: Upper Elementary Characteristics

    …We are confronted with a considerable development of consciousness that has already taken place, but now that consciousness is thrown outwards with a special direction, intelligence being extroverted, and there is an unusual demand on the part of the child to know the reasons of things. Knowledge can be best given where there is eagerness to learn, so this is the period when the seed of everything can be sown, the child’s mind being like a fertile field, ready to receive what will germinate into culture. ~ Maria Montessori, To Educate the Human Potential

    Between the ages of 9-12, children use imagination and move from concrete representation to abstract thinking as they seek to bring order to the various disconnected facts and ideas they encounter in the world. They are able to think hypothetically. Montessori believed it is also a time of great moral development. No longer merely concerned with right and wrong, good and bad, the Montessori upper elementary student now seeks to understand the motivation behind behavior. When confronted with moral issues, the upper elementary student seeks to imagine and develop possible solutions.

    Characteristics of Fourth Graders

    The average fourth grader has abundant energy. They enjoy rough and tumble play and are becoming interested in team play. They are easily motivated and enjoy trying new things. While they are growing and maturing at different rates, fourth graders need a careful balance of adult guidance and independence. Fourth graders…

    • are energetic
    • are daring
    • are interested in clubs, teams, fan clubs
    • ask “Why?”
    • are untidy
    • like to work and be with members of their own sex
    • daydream
    • have a strong sense of humor
    • giggle and make noise
    • have a strong sense of justice and injustice
    • want pets
    • have collections of “things”
    • have rapidly changing interests

    Characteristics of Fifth Graders

    Fifth graders are happy and generally friendly. They are truthful and have a positive approach to life. Self-confidence begins to build again and they are building more acceptance of others. This is the beginning of “cliques” as they are learning where they belong. Feelings are hurt as earlier friendships dissolve and they begin to exclude others who aren’t like them. Fifth Graders…

    • tend to be obedient
    • have a wide variety of interests
    • readily identify with TV characters
    • are developing increasing independence
    • form good personal relationships with teachers and adult role models
    • tend to have messier handwriting than they did in 4th grade
    • are quick to anger, but forgive just as quickly
    • are good problem solvers
    • are good listeners
    • are talkative and like to explain things
    • are voracious readers
    • have increased ability to think abstractly
    • like rules and logic
    • are moody and sensitive
    • argue; talk before thinking
    • are proud of their academic achievements

    Characteristics of Sixth Graders

    The average sixth grader is heading toward adolescence and needs the skills to handle transitions. They are developing interpersonal skills as well as the means to handle peer pressure. They have a wide range of emotions and can be moody and easily frustrated. Girls experience growth spurts with most reaching puberty. Boys soon follow. Sixth graders…

    • have high energy and can be “wiggly” if they sit for extended periods of time
    • are developing their adult personalities
    • are self-aware and insightful
    • can initiate their own activity
    • find peers more important than teachers
    • are more tolerant than they were in 5th grade
    • can set realistic, short-term goals
    • can see both sides of an argument; like to debate
    • enjoys higher intellectual humor including word play and double meanings
    • tends toward sarcasm and put-downs – can be cruel
    • have advanced research and study skills abilities
    • may show an aptitude toward a particular skill or subject area
    • are interested pop culture, materialism, current events, social justice

    Montessori teachers and parents can help children in the late Second Plane of Development by providing:

    • a secure and understanding environment
    • a well-organized day
    • recognition for efforts and accomplishments
    • a sense of belonging
    • outdoor play time and help in developing physical skills such as batting, throwing, kicking, and catching balls, etc.
    • opportunities to excel
    • choice in activities and decisions
    • encouragement to try new activities
    • encouragement to finish what they start
    • opportunities for community service
    • opportunities to form same-sex friendships
    • opportunities for quiet activities
    • plenty of healthy food and adequate rest (The average upper elementary student needs between 9.5 and 10 hours of sleep per night!)

    The journey from childhood to adolescence is a joyful experience when it is guided by adults who understand the developmental characteristics and needs of children. The Montessori environment, both the classroom and the home, provides a safe, nurturing opportunity for children to grow and become confident, independent, productive citizens of the world.

    Related NAMC blogs:

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

    Posted by Michelle Irinyi at 11:46 AM 0 comments
    Labels:
    Subscribe to: Posts (Atom)