History, Biography, Geography

 

Today those things that occupy us in the field of education, are the interests of humanity at large and of civilization. Before such great forces we can recognise only one country—the entire world.
— Dr. Montessori

 

History, geography, and biography—the history of a people cannot be separated from the possibilities of the environment in which it develops, and the leadership of its great men and women.
In the beginning of each year the children are introduced to the study of humankind with stories, beautiful books, maps, posters, timelines and other research inspirations.
Throughout the six years in the primary class, the child moves from the general to the specific in the following way:

Age 6-8: the emphasis at this age in the 6-12 class is on prehistoric life, and plants and animals. She learn how plant and animals developed based on their environment and the changing climate of the Earth. They study the amazing variety of species which leads naturally into the study of classification—and the study of botany and zoology

 

Age 8-10: the emphasis is on early civilizations, from tribal cultures and ancient civilizations to the development of modern cities. They study the causes and results of migrations and how this is connected to the development of language and cultures, and the sciences.

Age 10-12: the emphasis is on the child's national and state history. The foundation has been laid in the first four years of the 6-12 class and this makes the study of one's own continent, country, state, county, city, one's own culture, make sense.

 

Of course all of these studies are going on at the same time and the child is free to follow her interests, no matter what the age. It is reinforced by the very important element of the Montessori class, that is that children teach each other, and they go to each other for help. The 6-year-old is exposed to the work of the 11-year-old, and the older child improves and increases her own knowledge because of the act of teaching someone else.

 

History is essentially a record of how humans fulfilled their physical, mental, and spiritual needs. These can be thought of as:

 

(1) Physical needs: food, clothing, shelter, transportation and defence

 

(2) Mental tendencies: work, exploration, creation, communication, play

 

(3) Spiritual needs: self respect or self love, love of others, creative love and the love of God

 

These subjects are also experienced subjectively in the classroom. For example, as the child learns about how different people obtain food, he learns to grow and prepare food. As he learns about clothing he may learn to knit or to make clothing or costumes. He studies the arts of other cultures while developing his own musical and other artistic talents. And while studying the ethics and religions of other cultures he is exploring his own relationship with friends, family and God.

 

This creates, not only new abilities, but also an empathy with members of other cultures in the present and the past.

Those who do not remember the past are condemned to relive it. — George Santayana
Philosopher, Harvard University

Australian History

Australian History begins with the study of those who first arrived on this continent, not the immigration of Europeans. It is the story of the Aboriginals and the people from all over the world who have settled here.

 

General History

History Timeline: An excellent way to make this point is to take a long role of adding machine paper and put the dates from, say 20,000 BC (or whenever humans arrived on earth according to the most recent archaeological findings) to the present.

Then make little cards with pictures and dates to show the relationship of events in time. Some suggestions are "crossing the Bering Straits," "Height of Aztec civilization" (and as many other Native American events as you and the children can find) "Columbus arrives", "TV was invented" and so forth. Laying the cards gives an impression or overview of history. Use timelines for any subject.

 

Biography

The first "biographies" they study are their parents, their friends, and their teachers—and this begins early. As teenagers, our children will operate on information—about relationships, marriage, parenting, teaching, working, honesty, love, and so on—that they learned from living with us! As our children go on to learn about the great men and women of the past it is important that we remind them that these people all started out as children—and that the potential to be great and to contribute to the world is in all of us. A quote from Pablo Casals that expresses this idea beautifully:

Each second we live is a new and unique moment in the universe—a moment that was never before and will never be again. What we teach our children in school is 2+2=4 and Paris is the capital of France. When will we teach them what they are? What we should say to them is:

Do you know what you are? You are a marvel! You are unique! In all the world there is no other child exactly like you! In the millions of years that have passed, there has never been a child exactly like you.

Look at your body, what a wonder it is! Your legs, your arms, your cunning fingers, the way you move! You may be a Shakespeare, a Michelangelo, a Beethoven . . . you have the capacity for anything.

Yes, you are a marvel. And when you grow up, can you then harm another who is like you a marvel?
— Pablo Casals, Cellist

 

The study of history, biography, geography in the Montessori primary class is different each year. There are basic lessons that the teacher gives at the beginning of the year to present an overview and an outline for research. But one never knows where the children will take it, where the individual interests will lead.

 

This is thrilling for the teacher and the children alike, and the children never forget what they learn.