Montessori Elementary: The Five Great Lessons Part 2 – When to Tell the Stories

One thing has been well established by our experience: that facts are of less interest to the child than the way in which those facts have been discovered. Thus children may be led to the history of human achievement, in which they want to take their part. ~ Maria Montessori, To Educate the Human Potential

The telling of the Five Great Lessons is a much-loved Montessori tradition. The stories are typically told at the beginning of the Montessori school year (within the first eight weeks) to Year 1 and other lower elementary students (6-9s), with upper elementary students (9-12s) invited to join in. Many upper elementary students choose to hear the stories every year in the Montessori classroom. These older students often reflect on what they have learned since last hearing the stories.

Each Montessori teacher will tell the stories in his/her own way. Although there have been a great many interpretations of the five Great Lessons over the last century, the fundamental purpose of the lessons remains the same: to inspire awe, excitement, and curiosity in the students. To that end, the stories are best told passionately, with a sense of drama and wonder, using gestures, actions, animated facial expressions and vocal tones. This is one of the few instances where the Montessori teacher takes center stage!

The Montessori Five Great Lessons span about 15 billion years and follow the development of the universe, earth, life, and the inventions of written language and numbers. Here is a brief outline of each lesson:

• The Beginning of the Universe and Earth - This story introduces students to the formation of the universe, stars, and solar system, with a focus on the earth’s early development.
• Life Comes to Earth - This story introduces students to the earth’s earliest life forms and how they adapted to the earth’s changing conditions.
• Humans Come to Earth - This story introduces students to the appearance of humans on earth.
• How Writing Began - This story introduces students to how humans invented written language.
• How Numbers Began - This story introduces students to how humans invented numbers and mathematics.

As you can see, there is plenty of material to cover in between the telling of the Lessons. While it is important to tell the First Great Lesson as early in the Montessori school year as possible, time should be left between the Great Lessons to give Montessori students the opportunity to explore the information contained within them. Rushing through the Montessori Great Lessons bombards children with information, thus negating the importance of that knowledge.

In upcoming articles, we will further explore the Five Great Lessons and their importance in the Montessori elementary curriculum.

NAMC is proud to offer the elementary teaching manual, The Five Great Lessons/Cosmic Education and Peace: a comprehensive curriculum manual for Montessori elementary teachers.

NAMC offers instruction in The Five Great Lessons in the Lower Elementary 6-9 curriculum as designed by Maria Montessori. With utmost respect for the diversity of our international student body, NAMC in no way requires that the Five Great Lessons be taught, and leaves the decision to the discretion of our students.

Recommended reading:

• To Educate the Human Potential, Maria Montessori. Clio Montessori Series. ISBN 1-85109-094-0

Related NAMC blogs:

• Montessori Elementary: The Five Great Lessons Part 1 – Purpose
• Montessori Elementary: The Five Great Lessons Part 3 - Preparation
• Montessori Elementary: Five Great Lessons Part 4 – Cosmic Education
• Montessori Philosophy – The Second Plane of Development: Ages 6-12
• Introducing and Exploring The Five Great Lessons in Montessori Elementary
• Montessori and Imagination: the Second Plane of Development

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

Montessori Elementary: The Five Great Lessons Part 1 – Purpose

Seeds of interest have first to be sown in the child’s mind – easily transplanted if first in the teacher’s – and all must be ready for the full answering of his questions when he seeks further knowledge. ~ Maria Montessori, To Educate the Human Potential

Maria Montessori observed that elementary students, in the most critical period of their growth, begin to wonder about the history of the earth and the role of humans in this history. Montessori believed that exploring questions of history would build a strong foundation for these young students’ intellectual, spiritual and psychological development.

People of all ages love stories and that stories can inspire, entertain and teach. The Montessori Five Great Lessons take the form of stories that introduce students to the universe by stirring their imaginations and initiating their exploration of important questions. These impressionistic stories stimulate Montessori students’ desire to discover and learn by giving them an overview of the natural world and its laws, of human ingenuity, and of the interconnectedness of life.

As with any good story, the Montessori Five Great Lessons are meant to be exciting, dramatic and somewhat mysterious. Montessori elementary students are at the stage when they are already drawn to learn about the world. The Great Lessons spark their imaginations, leading Montessori students to embrace other subjects in the Montessori curriculum where they may find answers to their questions about the world and the place of humans in it.

The Purpose of the Five Great Lessons is to:

• entertain, inspire and teach
• enthrall the students and capture their imaginations
• initiate students’ exploration of important questions
• stimulate students’ desire to discover and learn
• give students an awareness of the natural world and its laws
• inspire students to explore history, geography, mathematics, the sciences and language arts
• lead students to contemplate the future
• instill in students reverence and gratitude for the people and accomplishments of the past

In upcoming blog articles, we will look a little more closely at the Five Great Lessons and their importance in the Montessori elementary curriculum.

NAMC is proud to offer the elementary teaching manual, The Five Great Lessons/Cosmic Education and Peace: a comprehensive curriculum manual for Montessori elementary teachers.

NAMC offers instruction in The Five Great Lessons in the Lower Elementary 6-9 curriculum as designed by Maria Montessori. With utmost respect for the diversity of our international student body, NAMC in no way requires that the Five Great Lessons be taught, and leaves the decision to the discretion of our students.

Recommended reading:

• To Educate the Human Potential, Maria Montessori. Clio Montessori Series. ISBN 1-85109-094-0

Related NAMC blogs:

• Montessori Elementary: The Five Great Lessons Part 2 – When to Tell the Stories
• Montessori Elementary: The Five Great Lessons Part 3 - Preparation
• Montessori Elementary: Five Great Lessons Part 4 – Cosmic Education
• Montessori Philosophy – The Second Plane of Development: Ages 6-12
• Introducing and Exploring The Five Great Lessons in Montessori Elementary
• Montessori and Imagination: the Second Plane of Development

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

Montessori Storytelling: True Stories in the Elementary Environment

We often forget that imagination is a force for the discovery of truth. The mind is not a passive thing, but a devouring flame, never in repose, always in action. ~ Maria Montessori, The Absorbent Mind

Storytelling with Montessori elementary students helps open up to a world of public speaking, drama, and performance. Storytelling is a way to make Language Arts come alive. This can be especially helpful with students that are not naturally drawn to the Montessori language materials. Also, storytelling can assist in nurturing the development of a student’s self-expression through public speaking, drama, and performance.

Just as with early childhood Montessori students, elementary students enjoy hearing true stories told by their teacher. You can share true stories from your life or tell a true tale of one of the students and allow other students to guess who the story is about. You can also “quiz” the Montessori students on the story that was told.

Pair students or create small groups of students and ask them to “act out” the true story (or the student’s story if that is what was shared). They can create their performance in their pairs or small groups and if desired, share their performance with other groups or with the Montessori class as a whole.

These activities can be repeated often as transition activities, as consistent storytelling work or practice, as an extension of literature and other language activities, or as theme work. To further extend these storytelling activities, your Montessori classroom can have a public speaking day or “competition.” Challenge your students to create (and practice) a speech that shares a true story from their lives. You can offer categories for humor, stories with a moral, etc. Guide your students to practice with one another and offer helpful critiques. If your students could have appropriate fun with it, pass out scorecards for the final speeches.

Another extension of storytelling in a group circle is for students to create plays from their true stories. These plays can be written and edited with peers, practiced in class, and performed for other classrooms and parents.

Telling true stories and sharing storytelling with your Montessori students will create a life of its own. Your students will develop their own amazing ideas for incorporating storytelling into the Montessori curriculum.

See our related blog:

• Montessori Storytelling: True Stories in the Early Childhood Environment

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

Montessori Storytelling: True Stories in the Early Childhood Environment

Is the child’s mental horizon limited to what he sees? No. He has a type of mind that goes beyond the concrete. He has the great power of imagination. ~ Maria Montessori, The Absorbent Mind

In my experience as a Montessori teacher, every age group enjoys hearing stories about real events. They love stories about my childhood and school years, my son, my husband, and any funny escapades I have experienced. I am always impressed with their focused attention and the fact that they remember so many details from these exchanges. This storytelling not only strengthens the bond between us, but helps model storytelling that they can then practice, which helps students grow comfortable with narrative structure. This exposure to narrative structure also assists Montessori students with reading comprehension and creative writing.

When working with the developing language skills of the 0-3 age group, storytelling may be most appropriate and beneficial with the Montessori teacher acting as storyteller and sharing true stories such as their personal experiences. Sharing short stories about each of the children in the Montessori classroom is another fun way to nurture enjoyment of true stories. Students might enjoy trying to guess which student you are telling the story about. Use storytelling to discuss sequence (what makes sense, beginning, end, and middle, etc.). Sharing a story can help focus a group and grasp their attention. After your storytelling time, students can create artwork inspired by the story.

In the Montessori 3-6 environment, students still enjoy true stories of your personal experiences and stories about their classmates. Montessori 3-6 students are more capable of telling their own stories. Think about designating a storytelling place in your Montessori classroom. Perhaps your true stories are related in circle time or maybe they are told in a reading area. Different methods can be explored for how your students will share their experiences. At this age students often enjoy a show and tell format, pulling a topic or prompt word from a hat, or deciding on a story based from a theme (summer vacation, the weekend, hobbies, etc.) After your storytelling sessions, Montessori early childhood students can create art, retell stories they just heard, record stories, and create poems.

Enthusiasm and expression is an important part of everything we do in the Montessori environment. Let your stories come alive!

See our related blog:

• Montessori Storytelling: True Stories in the Elementary Environment

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

Montessori Curriculum Overview: Sciences

What is a scientist?… We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself. ~ Maria Montessori, The Montessori Method

Children are natural observers. They are fascinated by the phenomenon found in the natural world. I remember taking my son to the zoo when he was a toddler, thinking he’d be fascinated by the large, exotic animals. I was surprised when what captured his imagination most were the tiny trails of black ants he found around the all along the ground. “Look, Mommie! More ants!” he’d cry to the delight of those around him. My mother relayed a similar incident with my 18-month old niece. On a recent trip to the San Diego zoo, she spent close to an hour watching and imitating the flamingos. She was perfectly content to give her entire focus and attention to learning about these fascinating birds without any adult intervention.

Montessori Science: Ages 0-6

Science is all around us. Young children interact with the natural world everywhere they go. Investigating what flowers smell like, how a leaf feels, or what happens when you pull the cat’s tail is how they learn how things work and how they are to interact with it. Maria Montessori recognized the young child’s need to observe and absorb information about the world around them. She believed that experience with real objects should always proceed before learning the names or looking at pictures of things.

Encountering something new in natures sparks the child’s curiosity and leads to a spontaneous lesson as the child asks “What is this? What is it called? How does it feel/smell/taste/sound?” These sensorially-based questions are concrete evidence of the child’s stage of development. In this sensitive period, children should be encouraged to explore their environment with their senses. Once their senses have been awakened, they can be shown more abstract concepts such as how to care for plants, how to feed and water the class pet, the different shapes found in leaves, the parts of a turtle or butterfly. Montessori realized that young children in the period of the absorbent mind have a real need to learn the proper names for things. She created the Montessori nomenclature materials (3-part cards, charts, and booklets along with their controls of error) to help children develop their vocabulary and increase their understanding of the world around them.

Philosophy is written in that great book which ever lies before our gaze -- I mean the universe -- but we cannot understand if we do not first learn the language and grasp the symbols in which it is written. The book is written in the mathematical language, and the symbols are triangles, circles, and other geometrical figures, without the help of which it is impossible to conceive a single word of it, and without which one wanders in vain through a dark labyrinth. ~Galileo Galilei

Montessori Science: Lower Elementary

The lower elementary aged child enters what Montessori called the age of the “reasoning mind”. They now ask questions which begin with “How” and “What if…?” They move beyond themselves and the need to learn names and parts and are able to think more abstractly and see what may be. It is now, where Montessori’s idea of Cosmic Education is presented through the telling of The Five Great Lessons. These imaginative stories provide the framework whereupon the secrets of the universe are presented in the Montessori classroom. Exploration of these concepts is then reinforced by the use of experiments and Montessori impressionistic charts. This is the beginning of the development of scientific thought. Montessori students’ questions become their hypothesis and through the power of observation, they come to their own conclusions about the laws of the universe.

Children in the lower elementary Montessori classroom are introduced to a wide array of scientific principals:

Classification of living and non living things, including Linnaean classification of plants and animals

Zoology

• The difference between plants and animals.
• Identifying and classifying animals
• Identifying parts of insects, arachnids, crustaceans, mollusks, fish, amphibians, reptiles, birds, and mammals
• Basic needs of animals
• Animal homes
• Reproduction
• Lifecycles
• Food Chains
• Adaptation
• Animal defense mechanisms
• Investigating how humans use animals
• Caring for captive animals
• Human organ systems

Botany

• Basic needs of plants
• Parts of Herbaceous Plants
• Parts of Trees & Shrubs
• Identification of roots, stems, leaves, seeds, fruit
• Transpiration
• Growing and caring for indoor and outdoor plants
• Investigating how people use plants

Health Sciences

• Self esteem
• Systems of the human body
• Nutrition
• Physical Education

Microscopic Organisms

Matter

• Atoms & Molecules
• The Periodic Table of Elements
• States of Matter
• Elements, Compounds and Mixtures

Montessori Science: Upper Elementary

Still directly tied to the Five Great Lessons, the Montessori upper elementary science curriculum is about further development of the scientific method. Children now have the ability to focus on in-depth research. They are able to actively engage with what interests them by conducting experiments based on scientifically formulated hypotheses, collecting and interpreting data, and presenting their results. This is a time when Montessori classroom or school science fairs can be used to encourage scientific exploration, research, and promote the sharing of ideas with others.

Scientific inquiry in the Montessori upper elementary classroom encompasses:

Botany

• Root systems & functions
• Photosynthesis and transpiration
• Plant vascular system and function
• Pollination
• Identifying common flowers, trees, shrubs
• Using a field guide
• Plant adaptations
• Advanced classification
• Types of roots, fruits, and seeds
• Dissection seeds and flowers
• Germination and propagation

Microscopic Study

• Cell structure of plant and animal cells
• Food spoilage and preservation

Health Sciences

• Systems of the human body
• Microorganisms and hand washing
• Safe food handling
• Nutrition
• Personal hygiene
• Internet safety
• Human life cycle

Matter

• Atomic structure
• Advanced study of states of matter
• Acids & bases
• Water density
• Chemical formulas

Scientific Method

• Using a microscope
• Gathering data
• Using the scientific method for experiments
• Using a triple-beam scale

Technology

• Roman arches
• Simple machines

Zoology

• Animal routines
• Animal sounds
• Advanced classification
• Basic needs of animals
• Organ systems
• Reproduction
• Adaptations
• Rehabilitation

As Montessori teachers, we realize that when children are given the ability to learn about what interests them, they are more actively engaged and cognisant of their own learning. We present our Montessori students with the wonder of the universe in order for them to grasp the cosmic wonder and interdependence of life around them so that they are better prepared to understand their own place in the universe.

See other related NAMC blogs:

• Montessori Curriculum Overview: Geography
• Montessori Curriculum Overview: Language Arts
• Montessori Curriculum Overview: Math

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

Relax, Rejuvenate, and Reflect: Summer Vacation for the Montessori Educator

Ah, summer vacation. A time for Montessori teachers to relax, unwind, and rejuvenate. I know that has always been the case for me and my Montessori colleagues. So enjoy – you deserve it!

I also know that while you are relaxing, many Montessori teachers are also reflecting upon the school year and looking ahead to the start of a new one. We can’t help it; we think of our Montessori students – what worked for some, what did not, how we can bring new extensions to activities that were really successful, what areas of the Montessori classroom need updates or enhancements? Creative ideas seem to come when we have the chance to unwind and gain new perspective away from the classroom. Here are a few ideas to help you enjoy the anticipation and preparation of a new school year.

As you are lounging by the pool, pull out your observation records from the school year. Do you notice any patterns? Were there any aspects of the physical Montessori environment that did not work? Were there any specific materials that were problematic?

Perhaps you can visit your Montessori classroom as the new school year approaches. Ask a fellow Montessori teacher to come with you. With their fresh and objective eyes, what do they see that may be improved in your Montessori environment? What changes can you implement to help things run more smoothly? How can you help the flow of movement and the sequence of Montessori materials?

Use your observation notes to think about specific students and what you can do to address their changing needs in the upcoming school year. Consult with the teachers of students who will be new to your Montessori classroom for input, suggestions, and pertinent history. Offer to meet with the teachers of students you had that are now moving to another class. Review the cumulative and official records of all of your students, taking into account any Individual Education Plans and other plans that may help in your preparation.

Research your local resources (historic homes, nature centers, etc.) and begin to determine what field trips or service learning experiences would be best for the new school year. I am always amazed at the rich cultural, historic, and natural venues that are available, right in my home town. Coordinate your master schedule for the year with the school administration and other team members. Once you are confident about the schedule, you can begin to book your field trips.

Planning a mid-summer or back to school mixer for your Montessori students and their families is a fun way to stay connected. If you have a class parent representative, be sure to coordinate with them. Also consider writing a mid-summer or back-to-school letter to your students. Let them know that they are special to you, year-round.

Professional development opportunities are available, even during the summer months. Montessori and education organizations offer conferences, the local board of education might offer workshops, and local groups (such as your city’s zoo) will often target teachers for classes and workshops. Check the class listings at the local community college and through the community education program (often through the county government). Don’t overlook the federal government. For instance, every summer the National Endowment for the Humanities offers highly interactive and interesting workshops for educators that include a small stipend.

While traveling with your family, gardening, playing at the beach or lake, or cooking up some new recipes on the barbecue, look for inspiration for the upcoming school year. Visiting new places, family, and friends can provide insights for refreshing your Montessori curriculum. Books, websites, and activities can find you at the most surprising time. When you relax and prepare during the summer break, you will be able to return to school in the fall as a rested, enthusiastic, and prepared Montessori teacher.

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

Montessori Curriculum Overview: Geography

Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed; That ignorance of each other's ways and lives has been a common cause, throughout the history of mankind, of that suspicion and mistrust between the peoples of the world through which their differences have all too often broken into war. ~ Constitution of the United Nations Educational, Scientific, and Cultural Organization, November 16, 1945

Maria Montessori developed her philosophy and method amidst the turmoil and destruction of World Wars I and II. She believed that constructing a proper environment which allowed children to learn to be independent individuals would build character and that understanding the cosmos and one’s role in it would lead to the creation of a better, peaceful society. The Montessori Geography curriculum is two-fold: physical and cultural geography. Physical geography discusses the formation of the universe, the creation of the earth, and all its physical properties. Cultural geography is the study of human society and culture. The two together show the child that we are all members of the human race who must co-exist peacefully in order to survive.

Montessori Geography: Ages 0-3

The need to define and “find” oneself…the need to understand one’s place in the world…the need to make sense out of the cosmic reality of the universe. These fundamental human questions of self and the cosmos are inherent in all of us. The youngest of children have a need to belong, to know they are safe, to understand their place in their immediate community – the family. It is within the confines of the family where the infant first learns about her place in the universe. The rituals and routines of the family are absorbed unconsciously, allowing her to later learn about and identify with other cultures. Using her senses, she expands beyond the family to discover the natural world.

Montessori Geography: Ages 3-6

Through sensory experience and the use of imaginative stories, children in the Montessori 3-6 environment learn about their physical world. They can touch a sphere and compare the shape to the globe. They build landforms using play dough and fill water forms with water. Montessori puzzle maps are meant to be taken apart and put back together again as children develop an understanding of continents and oceans. These Montessori hands-on activities build long term memory by physically engaging the hand.

Discoveries are made about the people who live on different continents. Montessori students learn about food, music, clothing, traditions, holidays, customs, housing, as well as the plants and animals of the region as they compare their lifestyles to others. They learn about the flags of the world and reverently carry them as they “walk the line” in the Montessori prepared environment. They learn to appreciate the wonder found in the similarities and differences found around the world.

Montessori Geography: Ages 6-9

The Montessori Great Lessons are a series of imaginative and impressionistic lessons which serve to spur the imagination and creativity of young children, encouraging them to explore the vast world around them. The First Great Lesson recreates the origins of the universe and the creation of our home planet, Earth. This story, told in language that is easily understood, gives just enough information to create an interest in finding out more. This focus on physical geography is the foundation for much the Montessori lower elementary cultural curriculum which focuses on the creation of the earth, the nature of the elements, the relationship of the sun and earth and the work of air and water.

Montessori lower elementary students also learn about human society and community. Children “go out” into the world to experience and acquire culture through personal experience. Montessori believed that the world had the ability to serve as the child’s classroom and that real-life experience superseded what could be taught using materials and books.

Montessori Geography: Ages 9-12

The Great Lessons still figure prominently in the 9-12 Montessori environment. The geographical studies begun in the lower elementary are now explored more deeply. Montessori upper elementary students are now intrigued by the bizarre and extreme and will often come running up, delighted to share their new found information such as:

• Angel Falls in Venezuela is the world's highest waterfall, at 979 meters. This waterfall is sixteen times the height of Niagara Falls.
• According to the Gemological Institute of America, up until the 1730's, India was the only source for diamonds in the world.
• Canada has more inland waters and lakes than any other country in the world.
• Davao City, located at the Southern state of Philippines, is the largest city in the world in terms of area.
• Each day the sun causes about one trillion tons of water to evaporate.

Economic geography is introduced at the Montessori upper elementary level. Students learn how buy, sell, and trade resources and how a country’s wealth can greatly influence the prosperity of their people. In addition, Montessori elementary students continue to go out into the world, taking longer trips overnight trips as they examine more closely what it means to be a contributing member of a community.

Children are born into a community of family. As they grow, their world and their role in it expands. By recognizing that we are all part of a larger, global community that is interconnected to all life on earth we develop the ability to understand that all of humanity must be agents for peace and harmony.

See other related NAMC blogs:

• Montessori Curriculum Overview: Sciences
• Montessori Curriculum Overview: Language Arts
• Montessori Curriculum Overview: Math

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

World Population Day, July 11: Montessori Curriculum Activities

Observed on July 11, World Population Day is held to bring awareness to global population issues. This year’s theme is Everyone Counts and focuses on the importance of demographic data and how it is used for global development. What a great theme for Montessori Cosmic Education and Peace! Everyone Counts – in so many ways.

Even if you are on summer break at present, World Population Day presents a wonderful opportunity to explore concept of population with your Montessori students when you return to school in September: What are the benefits and problems that accompany a large or small population? When we discuss population, how large of numbers do we use? What can influence the rise and fall in population (affluence, poverty, disease, technology, war, etc.)? Look at population booms and how quickly populations can grow, and why. What happens when every two people have one or two children, and so on and so on?

Using your Montessori landform and biome materials, explore with your students where human populations are highest in the world, and even within your own country. What sort of natural (and manmade) environments seem to be preferred by humans in general? This opens the door to so many potential observations and comparisons to give your Montessori students a sense of the scope of world population, as well as that of different countries, or cities within countries. “Everyone Counts” can be brought into any project in order to further explore its meaning in the context of that activity.

Younger Montessori students can trace each of the continents from the puzzle maps with different colors of construction paper. Students can then either cut out the construction paper maps or push pin each continent perimeter to create a perforated edge for removing the map from the paper sheet. From there, students can use the cut-outs to create a world map on a large piece of white paper (or blue to represent water). The student can then write the population of each continent on its corresponding map or place a bead bar representation of each population on the continent maps and take a photo of the finished work for their Geography journals.

Older Montessori students can create a world map using whatever media and method they would like. Students can use symbols to represent human population by continent or country. For instance, a star might represent 100,000, or if more appropriate, one million people. This work can then double as a math work where students practice graphic and symbolic representation along with ratios. Depending on age, interest level, and time available, your Montessori students can also research and include other data such as GNP, natural resources, or the populations of select animals.

This year was a census year in the United States so students in this country might have heard the term “census” tossed around. Discuss the census and the benefits for Montessori schools and other positive aspects that can come from gathering this data. Students may want to create their own census and gather information from their classmates or the Montessori school has a whole. They can then use this data to create charts, graphs, or a presentation for the class.

The theme “Everyone Counts” is a great way to tie any of these or related activities to our own lives. As your Montessori students explore the meaning of population, human or otherwise, “Everyone Counts” brings into focus the significance of every individual among the collective, and can nurture a sense of community and stewardship among your Montessori students, as young citizens. http://www.unfpa.org/public/world-population-day

The NAMC curriculum manuals provide extensive activities across all subject areas for Montessori students, from birth to twelve years of age .

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