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Sequence 433But cynicism will not save humanity. The adolescent-who rep- resents the future "man in society"-must have… |
Sequence 434and faith in one's ability to contribute something unique and indi- vidual promotes greater tolerance, greater solidarity… |
Sequence 435that the framework of the study of the humanities should be the study of societies or communities-of humans and their social… |
Sequence 436students be able to choose to study any period, any person, any technological achievement at any time? There are good reasons… |
Sequence 437times, how a curriculum can be designed for frequent stays, but not full-time residence. Laurie has a class of twenty who can… |
Sequence 438appearances. Jim provided on the farm support as farm manager. We keptthe focus pretty directed, with student choices… |
Sequence 439find their own identities as emerging social beings? Did conscious- ness create a bridge between how communities of people… |
Sequence 440week 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 441higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 4421. The history of living things, 2. Studies relating to human progress and the building up of civilization, and 3. The… |
Sequence 443simply too many students to do a symposium without losing their interest-even a three-day symposium-when the presentations… |
Sequence 444adolescents needed to understand history through encountering the lives of the dead and what they had to say, suggested this… |
Sequence 445HUMANITIES PART II: THE ADOLESCENT'S NEED TO DRAMATIZE, FICTIONALIZE, AND ADOPT A RoLE; THE BRIDGES BETWEEN STAGES… |
Sequence 446In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 447was magical. Even for the most reticent students-who were very reluctant to get up and do it-it was a moment of triumph when… |
Sequence 448I once met Alexander the Great-I respectfully call him that. He came up to me looking rather sympathetic. "Yes?&… |
Sequence 449My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 450"Life at the Farm" as a theme for their dance. But an interesting thing happened that we didn't expect… |
Sequence 451lives. This Duke was good at what he did. Very good. He was also my father. He had everything, except a wife. She died when I… |
Sequence 452Church, and I wanted a change. The castle walls were like cages: cold, dark, and dull. He gathered his armies and I gathered… |
Sequence 453king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 454And in 1189, Henry died, leaving the throne to my beloved son Richard the Lionhearted. Rkhard knew he was my favorite, and… |
Sequence 455nearly fell apart emotionally when someone finished the painting of his character for him on a day when he was absent. Of… |
Sequence 456Time Periods Social Organization Ideas About Social Life HUMANmES: I Befort Hi<!My Tht Ar.and NlAt Em The l:arth… |
Sequence 457THE WHOLE OF HISTORY C/os,ial/Anfiqrnty./:mdG!wb 11 PAll'Til•n<EWORU>:500-1500 The New Cultu,., 1200-200… |
Sequence 458Time Periods Social Organization Ideas About Social Life ,----------4 The l;Jt6glrk>,ma,J The Sdeot!llc: Revclutlao… |
Sequence 459THE WHOLE OF HISTORY (continued) New F'O'f'CtS, Ns 14.ta Too Rile of Socialism ] Th, AAtiw>"… |
Sequence 4602. We would like to offer more choices to students and not prescribe so much. To that end, we are working on framing the… |
Sequence 461Mesopotamian recitative, players acted out roles of farmer and crafts- man, master and slave, etc., depicting their community… |
Sequence 462Tapping a maple tree 440 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 463OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 464cut and cleared, studied the watershed and then the waste treatment system as it was being installed, made maple syrup (like… |
Sequence 465requirements of head and hand. Montessori actually says that the methods should allow the student to alternate his or her… |
Sequence 466knowing the anatomy and basic veterinary science behind what's going on with the milk production helps you to assess that… |
Sequence 467In the schedule of the week, Occupations are given entire after- noons (maybe mornings this coming year) for lessons,… |
Sequence 468Occupation Projects 2000-2001 Pigs Rabbits Chickens Cows Bees Sheep Goats Animals Plants/Soil Garden Design Woodlot… |
Sequence 469Occupation Project Design Form Student(s:) ---------- Date: Coordinator: Cosmic Agent: Topic/ Question/Task: What would… |
Sequence 470Readings: Writing Possibilities: Science Investigation Possibilities: Math Investigation Possibilities: Presentation Plans… |
Sequence 471Occupation Project Title of Project Coordinator(s): Student(s): Lessons/Presentations: Student Investigations/ Activities… |
Sequence 472Student Project Hershey Montessori Farm School Post-Project Evaluation ____________ Date Project Coordinator… |
Sequence 473What skills did you improve in the course of the project? What skills still need work? What recommendations do you have for… |
Sequence 474452 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 475THE PREPARED ENVIRONMENT by Laurie Ewert-Kroeker Using Robert Havighurst's Developmental Tasks of Normal Adoles- cence… |
Sequence 476So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 477When you have been in Montessori for a while, you begin to take the idea of a prepared environment for granted-as though it… |
Sequence 478So the position I am standing in right now is in many ways excruciatingly awkward-not only because the idea of emphasizing… |
Sequence 479them what elements they suggest for a prepared environment for adolescents. l. The adolescent must adjust to a new physical… |
Sequence 480deprive them of the concrete experience that demonstrates the abstrac- tion, or the concrete experience that makes the… |
Sequence 481respond to this need? How does one develop a sense of identity? As John McNamara has often said, the answer lies in… |
Sequence 482environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
Sequence 483munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 484"Opportunity" implies "choice," and many and diverse choices allow for individual… |
Sequence 485adolescents in our culture to pursue risky behavior, but I don't accept that it's normal. What does make sense from… |
Sequence 486standing of abstract ideas in a way that seems relevant to the individual (or connected to their immediate life, their own… |
Sequence 487• The opportunity to experience a Civic Community with ample and regular forums for processing and working out problems and… |
Sequence 488REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |
Sequence 489The NAMTA Journal 467 |
Sequence 490Nate McDonald 468 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 491GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 492with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 4932. The development of practical skills and knowledge related to geometry through applications on the land. 3. The ability to… |
Sequence 494and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 495our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and… |
Sequence 496to be true before proving it through reason. Although there have been many analysts and critics of Euclid through the ages,… |
Sequence 497it depends on the per- fect correlation of mat- ter but that through deductive reasoning one can legitimately tap into The… |
Sequence 498the first principles-definitions, postulates, and common notions. Thus, although the language can be archaic and the… |
Sequence 499progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 500fortunately all of the students were boarders, we scheduled Euclid sessions two nights a week from 7:30 to 8:30. The evening… |
Sequence 501We began by letting them in on the big secret-this would be an unusual geometry class. This class would be as much about the… |
Sequence 5022. To produce a finite straight line continuously in a straight line. 3. To describe a circle with any center and distance.… |
Sequence 5034. Things which coincide with one another are equal to one another. 5. The whole is greater than the part. These really are… |
Sequence 504a given point, and it makes use of three postulates, two common notions, and the first proposition. Again, Molly demonstrated… |
Sequence 505of the need for universal proof, and they began to self-monitor attempts to use empirical evidence or prior knowledge in their… |
Sequence 506but also gave them extensive practice with deductive reasoning, formal presentations, and the power of a disciplined… |
Sequence 507quality of their approach was directly proportionate to their confi- dence level. At the beginning of the year they were… |
Sequence 508should have a recognizable purpose that benefits the individual or the community as a whole from the adolescent perspective.… |
Sequence 509that they, as the most advanced math class in the school, were being called in as consultants to research the issue and… |
Sequence 510involves higher-level reasoning skills to arrive at a conclusion with concrete reality serving as a kind of control of error… |
Sequence 5114. Baseline Construction: choosing a site, constructing and measuring a baseline 5. Begin Data Collection/Triangulation:… |
Sequence 512· It will be important to explain the objective of this project (to map one trail completely) to the students clearly. · We… |
Sequence 5132. Lay down a baseline and measure it as accurately as possible and precisely as necessary. This is the most important stage… |
Sequence 514over relatively flat but uneven ground. Because of the length, and the tool available, we chose to use a one-hundred-foot tape… |
Sequence 515Appropriately enough, although Dan was almost certain and a few of us suspected that our data might be off, we did not fully… |
Sequence 516I had planned to use a simple geometry software (not GIS because of time and knowledge constraints) from Key Curriculum Press… |
Sequence 517to superimpose the maple tree map on a soil map and analyze the correlations-but it is big, exciting work that allows these… |
Sequence 518Montessori has given us a good start with the inductive approach, going from the concrete to the abstract. But for the third… |
Sequence 519to the optimal number of academic extensions. Finally, and perhaps most importantly, adolescents are old enough to feel the… |
Sequence 520• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 521working with the concept. It is organized in much the same way that the Montessori elementary curriculum is organized, but it… |
Sequence 5223. Special sessions with Mr. Miller to review algebra concepts as they related to geometry As the year progressed, I noticed… |
Sequence 523lized has a very nice series of activities and explanations that make use of the concept of similarity to build up to an… |
Sequence 524It was a very valuable experience, and it did offer me a great deal of affirmation and relief-my approach was actually more in… |
Sequence 525they needed to use the skills they had learned so that they could practice applying them to a variety of situations, both… |
Sequence 526matter? Is it knowledge of how to do a certain list of tasks with proficiency? Or is it something even more general-a tool to… |
Sequence 527~- q~ j')14ecU<utA, ADOLESCENT ENGAGEMENT AND ALIENATION by Kevin Rathunde Dr. Rathunde's article… |
Sequence 528have identified several areas where school contexts often miss the mark. When adolescents are transitioning into middle school… |
Sequence 529is no doubt that this is good advice in many cases because of the benefits that flow from thinking before acting. However,… |
Sequence 530Montessori discussed two important "streams of energy" that were in perpetual interchange and in need of… |
Sequence 531that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals… |
Sequence 532Sometimes, however, staying interested meant becoming more ab- stract and objective; at these times, stories were told about… |