|
|
|
|
|
Elementary
Program
The Whole Earth Elementary program is a
continuation of the preschool/kindergarten program, allowing students to work
in their own time and way toward their unknown potential by providing a
skeletal curriculum that is open ended. In Montessori elementary the cultural subjects
(anthropology, astronomy, biological sciences, chemistry, economics,
geography, geology, government, history, philosophy, physics, political
science, sociology, etc.) are not broken down into separate subject matters,
but are treated as a totally integrated curriculum. The development of skills
in mathematics, language arts, physical education, music, foreign language,
etc. are integrated as much as possible with the cultural subjects. In general, concepts presented take an historical
line so they are presented in the order in which the concepts were developed
by humankind, and when possible, directly related to the person and/or era in
which the concept, discovery or invention occurred. The biological studies are structured in such a way
as to give the child a means of classification so he can structure and relate
the facts of biology. The ultimate goal is an ecological view of life and a
feeling of responsibility for the environment. The study of history follows the development of the
solar system, life on earth, the development of man, early civilizations and
recorded history. The child sees the long development which preceded the
arrival of humankind and then the long labor of humans to accomplish all that
is here today. The study of geography is designed to show how the
physical configurations of the earth contribute to the history of humankind.
The study of physical geography and geology is the basis for the study of
economic geography, which shows the interdependence of all people. The first science experiments are designed to give
the child the basic knowledge which will make possible the understanding of
the development of the solar system, the Earth, life on Earth and the needs
of plants and animals. The child will see how each living thing on Earth
makes its contribution to the ecological whole. The targeted result is the child sees the struggle
of life to develop itself. This struggle and long labor has benefited
him/her. He/she has a place in the development and a responsibility to
further it. The human relations curriculum has The Fundamental
Needs of People as its organizing center. Through this the child is helped to
see that the needs of people in all places on Earth and in all time in
history are the same. This understanding helps to establish the idea of the brotherhood
of man. When the child can see that the needs of people are the same, then
he/she can respect and appreciate the variety of ways in which these needs
are met. |