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Sequence 4While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to… |
Sequence 10Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,… |
Sequence 15social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative… |
Sequence 6coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 1SELECTED APPENDICES The following appendices are several examples of the appropriate submissions which provide detail to… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 12coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 70social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative… |
Sequence 75Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,… |
Sequence 87While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to… |
Sequence 1APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
Sequence 2At birth, we suddenly find ourselves here for a brief, particular time, in a particular geography, culture, community, and… |
Sequence 3One must account for what is seen by what is unseen. An AJexandrian model of knowledge assumes that organized curiosity is the… |
Sequence 5as subtle, demanding, and fragile an undertaking as examining the most difficult subject matter in the curriculum. Obviously,… |
Sequence 6expressions of daily life. Latin has the ability to establish a sense of "felt" continuity with the past and… |
Sequence 7Asians, Egyptians, Indians, Europeans, Syrians, Armenians, and Arabs. The students encounter Alexandrian mathematics, physics… |
Sequence 84. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and… |
Sequence 9This teacher training can be done on a small scale-a six-week summer session---or on a much larger scale which examines each… |
Sequence 12Instructors can search for simuJation programs that will support the content of the curriculum from a historical, biological,… |
Sequence 3I want to go on now to the natural sciences, whose methods, whose scope, and whose limitations have been relatively well-… |
Sequence 17HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 1THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 5together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 6Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named… |
Sequence 7that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 1THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 2People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through… |
Sequence 3who spoke a language no one knew and made boxes of caroed ivory for rare medicines imported from India. 7bere was a sailmaker… |
Sequence 4The heart of the Mouseion was the Library, with its 500,000 books. Any book brought into the city by anyone became the… |
Sequence 5Within the course of endless generations of human beings and hun- dreds and hundreds of years down to our time, the great… |
Sequence 21Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct… |
Sequence 2THE NORMALIZED CHILD by Kathleen H. Futrell Kit Futrell's classic, based on a parent talk she first delivered in 1966,… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 7This biographical piece also serves as modeling, showing the children how a story of someone's life could be told, not… |
Sequence 11the plungers. Recreating this experiment in a simple form helps bring the story to life ina way that just hearing it can'… |
Sequence 12can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 140 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 7the informed speaker or writer aware that a preposition had a myste- rious side to its function. As a trained speaker or… |
Sequence 3by a resonating membrane "like the stretched surface of the drum." If nothing happens, the centers for… |
Sequence 7Activities: • Frameworks of material and spiritual needs of people • Frameworks of human tendencies • Timelines • Knowledge… |
Sequence 24week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 25higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 20our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 1Coming of Humans L----~--- Story of Math !Koy Lesson: Flow of Civilization (recorded hmory)I : Key IASson: Clanlcal… |
Sequence 7belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 1THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 47The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 48past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 49young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 6guide our practice and where it is all going? The times that L have been privileged to do that kind of staff education at our… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 2of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 5• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 6Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 7There is also a scroll, which we'll see later. There is another book called The Art of History, which travels through the… |
Sequence 8setting, bringing a thousand winters and summers over the land and waters .... Fate left a deathless three-headed dog to… |
Sequence 9l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 10Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 12Human beings understand that from the brain and only from the brain arise our pleasures, laughter, and I ightheartcdness, as… |
Sequence 14learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 18PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
Sequence 20For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |
Sequence 22Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 24head slightly titled. Some scientists now believe that Alexander suffered from a disorder called ocular torticollis. It may… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 27OTHER COMPONENTS The next component of this work is the model. We do have a miniature environment-pretty big actually, it… |
Sequence 28An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 2chological observations, and with a certain pragmatism that seems to have been central to her plan for study and work for the… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 20world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 3Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 246Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Second, in order to… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 3McNamara • A Tribute: David Kahn 153 After founding the NAMTA Media Center in 1980 he produced over thirty videos, in part,… |
Sequence 32I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |
Sequence 207OHIO Positions open for Montessori teachers. Elmmuary dirrr- rms (gr.id,~ I to 3) and primary rrnchn(ages 3 to 6). AMI or… |
Sequence 13While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to… |
Sequence 25Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,… |
Sequence 30social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative… |
Sequence 88coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 91Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 99SELECTED APPENDICES The following appendices are several examples of the appropriate submissions which provide detail to… |