History and Social Sciences: Ages Nine to Twelve

World History, Political and Economic Geography

When children first enter the Montessori environment prepared for children from six to nine years of age, they are introduced to the study of history through a series of great stories. This is fitting, as history is in essence a series of ‘stories’. In Italian one word, storia, is used for both history and story, that is, for the retelling of events unfolding over time.

Five great stories, or cosmic fables, are presented to the children:

1. .the formation of the universe

2. the story of the coming of life

3. the story of the coming of humans

4. the story of communication in signs

5. the story of numbers

Each fable is like one act of an unfolding drama. Each act links back to the last, and foreshadows the next, each introducing another area of study.

• The fable of the formation of the universe opens up the geography curriculum.

• The story of the coming of life begins the biology curriculum.

• The story of the coming of humans introduces the study of prehistory.

• The story of communication in signs enhances the study of language.

• The story of numbers enhances the study of mathematics.

Together, the last two stories in the series provide a point of departure for the study of civilisations.

Although these fables are presented as part of the history curriculum, they reveal the overlap and interplay between all the subject areas, in this way exemplifying the concept of cosmic education. The sequence of the fables follows our understanding of the process of evolution, from the formation of the universe, to the coming of life, the coming of human beings and then the coming of civilisation. To present these concepts in this order builds children’s understanding incrementally, helps them become aware of the inter-dependence of life, and prompts questions such as the following:

• Could humans exist if there had been no life?

• Could life exist without the formation of the Earth?

The children, however, are never asked questions such as these directly. Instead, their orientation to the universe, and their place in it, and the questions they ask about it develop through independent exploration.

In the story of the coming of humans, emphasis falls on the work and service of early humans. Unlike conventional history, there is less reference to the deeds and exploits of famous individuals, but rather a focus on the nameless and faceless ordinary humans, the uomini senza volto, who in their efforts to survive and make life easier for themselves, contributed to the progress of all the peoples of the world, and to the benefits we have inherited. To help children explore this ‘everyday history’, they are given a chart of the fundamental human needs as a guide to explore the lives and contribution of humans in different places and different periods of time.

When children eventually reach the study of human civilisations, they are introduced to the coming of civilisation through the advent of written language and numbers. These momentous human inventions are presented to the children as gifts passed down from ancestors, an inheritance representing many generations of work.

The human story is one of constant change involving many inventions and discoveries brought about by the restless and inquiring nature of the human mind. It is important that children use their imaginations to think about the difference these discoveries have made to the everyday lives of people in all times and places. There are of course many inventors, who will remain nameless, anonymous benefactors who, whether or not they or we are aware of it, have had a remarkable impact upon our lives. For example, it is impossible to know who discovered how to make and control fire, agriculture, shelter, or who first thought of the wheel or the needle, and yet without these discoveries and inventions human life would be very different indeed.

Studying the human story in this way enables children to see themselves as a part of the whole, a protagonist in the drama of the earth. Children are able to see that even if they do not become famous or a powerful public figure, their actions will nonetheless have an effect, as an ordinary person, not as a passive player but as an actor who can influence the world in positive ways, and that in this way everyone counts. Despite all the war, tragedy, horror and despair that children find out about in their study of human history, are confronted with daily in the media, and, sadly for too many, experience in real life, they will be able to appreciate that there is still much to admire in human achievement and feel gratitude for those who came before them.

There is another theme that emerges from the levels of work revealed in the great fables. This is that the work undertaken by all non-living and living things, including humans, in order to meet their basic needs, has the potential to lead to a wonderful by-product. All this work has the potential to contribute to the wellbeing of the whole earth and all life on earth. In the process of working from the whole to specifics in this way, children come to the history of their own nation.

In the study of history, children in the Montessori environment for six to twelve year olds examine the concept of migration. Various human groups have built up large banks of knowledge in order to meet their physical and spiritual needs in their particular region of the earth. The way this knowledge has been shared, until recently, has been through migration. This sharing is now possible through modern modes of communication.

In an Advanced Montessori Training Course held in Kodaikanal, India, in March 1944, Dr Maria Montessori described the Montessori approach to the teaching of history in the following way:

We have to show a different side of history to the children, where history is understood as the documentation and testimony of mankind. Man the worker who transformed the initial desolate landscape, the world in its primordial state into the present Garden of Eden. Man the provider, the generous, the tireless worker, and the one who possesses the great spirit of self-sacrifice. Those are the men who are god’s chief agents on earth for continuing the work of creation, all of us.

The Study of Australia

In Montessori learning environments prepared for six to twelve year olds, the cosmic education curriculum introduces children to the study of the universe, the earth and life on the earth. Through this study they come to understand themselves more fully, as well as the contributions they can make to life on earth and human society. Building on this foundation, children also study their homeland, Australia. This work builds on early experiences with Australian Studies presented to children in the Children’s House.

The study of cultural and economic geography in the Montessori cosmic education curriculum shows children how the physical configurations of the earth contribute to the history of humans. Children discover how everything, including non-living things such as the air, rocks, water, wind and sun, as well as living things, the plants and animals explored in the study of biology, are interconnected and interdependent, everything working together to make up the ecological whole. Children discover that each non-living element has an important role to play, and that each obeys that set of natural laws that lead to the formation of the universe. The study of physical geography becomes the basis for the study of economic geography, which shows the interdependence of all human beings. In this way, children discover how the physical configuration of the earth contributes to the history of all people who live on the earth.

As in all other areas of the Montessori cosmic education curriculum, the cultural and economic geography lessons presented to the children are merely a starting point for learning and discovery. The study begins with concrete experience, first-hand observation and participation. As often as possible, children go out into the field to experience and research areas of the curriculum for themselves.

Australian History

• the history and culture of First Peoples of Australia (pre- and post-European settlement to the present)

• European voyages of discovery

• European colonies and life

• Australian Federation

• Australian migrants and multicultural Australia

Cultural and Economic Geography

• plant and animal life, and ecological systems of Australia

• people’s connection to the land

• resources of Australia

• Australia’s neighbours

• populations, wealth and health

Civics and Citizenship

• three tiers of Australian government

• elections, voting, laws and bills

• Democracy

 Knowledge, Skills and Understanding

Typically, children will:

.01 Develop inquiry and probing questions, and pose questions to guide investigations in regard to people, events, developments, places, systems and issues

.02 Locate, collect, organise and record information and data from a range of sources, including:

• annotated timelines

• labelled and annotates maps and models, including large and small-scaled maps

• primary and secondary sources in a range of formats

.03 Interpret information and data displayed in a variety of different formats:

.04 Analyse information and data, and identify perspectives

.05 Evaluate:

• primary and secondary resources to determine origin, purpose and perspectives

• information and data to identify and describe patterns and trends, or to infer relationships

.06 Draw and develop conclusions based on

• analysis of information

• evidence

.07 Propose actions or responses to an issue or challenges that

• consider possible effects of actions

• use criteria to assess the possible effects

.08 Present descriptions and explanations drawing on ideas from sources and using relevant subject specific terms and conventions

 Knowledge, Skills and Understanding

Typically, children will:

.01 Extend knowledge of time, including involving the duration of time and solving practical problems for::

• hours, minutes, seconds

• telling the time: analogue/digital; 12-hour/24-hour

• days, weeks, months, years

• decades, centuries, eras

.02 Review knowledge of links between passage of time and the revolution and rotation of the Earth:

• am/pm

• time zones

• seasons

.03 Interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys

 Knowledge, Skills and Understanding

Typically, children will:

.01 Explore what the unfolding history of evolution has to teach us:

• as species grow more abundant and powerful, they do not necessarily increase in intelligence

• less powerful species that are more adaptable and/or intelligent, and with the strongest instinct to protect others, survive the difficult times

• Identify significant evolutionary transitions:

  • from water to land (plants): algae, lichen, roots for water, leaves for food from sunlight, forests to make oxygen, development of pollen/fruit/flowers

  • from water to land (animals): gills to lungs, fins to legs, amphibians to reptiles to birds and mammals with feathers and fur, societies of insects

  • from small to large needing support (shell to exoskeleton to skeleton with spinal column)

  • enlargement at top of spinal column to brain

  • development of senses and circulation system with a heart e.g., fish

 Knowledge, Skills and Understanding

Typically, children will:

.01. Review, consolidate and extend the overview of human history covered in the curriculum for children from six to nine years

.02. Extend exploration of the relation between geology, climate and the development of early humans and their societies (glacial and interglacial periods)

.03. Identify distinguishing human features:

• erect posture, free hands and opposable thumbs, language, small teeth, developed brain

• can only be human if they live in a human community

• ability to reflect on the past (ie study history) and to work for the future

• a conscience ie the ability to love, be concerned for and work for others, even those they might never meet

.04. Compare evolution of specialised organs in animals to adapt to particular environments and the evolution of specialised activities in humans to adapt to many environments (forest, plain, coast, mountain, river, valley; cold, temperate, hot)

.05. Trace the evolution and development of early humans in more detail: Australopithecus, homo habilis, homo erectus, Neanderthal, Cro-Magnon and modern humans

.06. Build an overview of human history from the Palaeolithic to the present

.07. Trace the evolution and development of human activities: tools, fire, art, clothing, hunting and gathering, shelter, settlement and farming

.08 Discuss the responsibilities that come with the expansion of human knowledge and power over the earth and the recognition that all non-living and living phenomena are interdependent

 Knowledge, Skills and Understanding

Typically, children will:

.01 Study the movement of humans across the globe over time

.02 Explore the impact of migration on human history

 Knowledge, Skills and Understanding

Typically, children will:

.01 Explore the rise and fall of human civilisations

.02 Consider questions raised by the study of human history, including:

• What is history? e.g., people and events of the past; both joy and sorrow

• What do we study when we study history? e.g., change and how it affects people

• What do historians use for evidence? e.g., objects, graphic and written records

• Why do we read and write biographies? e.g., to learn about people who shaped the past and influence the present

• Why do we study history? e.g., to understand how the past shapes the present and influences the future; to understand our country and our world

- Consider questions raised by the study of each human civilisation, including:

• Why did the civilisation thrive in that location? e.g., temperate climate, near a body of water, fertile soil

• Why did the civilisation fall? e.g., natural disaster, famine and disease, poor use of resources, climate change, conflict and corruption

.03 Use the history question charts to guide/scaffold the study of a society or civilisation:

• environment

• tools and activities

• culture

• relations between people within the society and with other societies

.04 Recognise that First Nations Australians are connected to the oldest continuing cultures on the planet

.05 Explore the civilisation and culture of First Nations Australians

.06 Explore great civilisations of the past including the civilisations of the Pacific, India, China, the Americas (Inuit, Native American, Mayan, Toltec, Inca, Aztec, Olmec) Mesopotamia (Sumeria, Babylon, Assyria), Egypt, Phoenician, Hebrew, Persian, Greek, Roman

 Knowledge, Skills and Understanding

Typically, children will:

.01 Extend knowledge of economic geography including:

• interdependency of all humans

• natural resources: non-renewable and renewable

• Influence of environments in determining human settlements

• human and capital resources

• production and consumption; cost of living

• businesses: providing goods and services; not-for-profit and for-profit; primary, secondary and tertiary industries

• opportunity cost and the choice between alternative resources and trade-offs

• imports and exports

• movement of products: world trade; balance of trade

• influences on consumer choices

• strategies to make informed consumer and financial choices

• movement of peoples: migration, refugees

.02 Build knowledge of current social and economic problems and opportunities, for example:

• poverty and unemployment

• social and economic reform

• new and emerging technologies; the effects of technological change

• global communication

• resources: non-renewable, renewable, waste, sustainability

• material needs and wants, and how these are impacted by limited resources

• individual, broader community and environmental impacts of settlements, consumer and financial decisions, natural disasters

.03 Explain how people in design and technologies occupations consider competing factors including sustainability in the design of products, services and environments

.04 Describe how forces and the properties of materials affect function in a product or system

.05 Explain how and why food and fibre are produced in managed environments

.06 Explain how the characteristics of foods influence selection and preparation for healthy eating

.07 Explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions

.08 Generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools

.09 Consider design criteria including sustainability to evaluate design ideas, processes and solutions, individually and collaboratively 

 Knowledge, Skills and Understanding

Typically, children will:

.01 Review, consolidate and extend knowledge of Australia’s political geography:

• states, capitals and borders

• region and neighbours

• emblems and symbols

• money, stamps

.02 Explore relationships between Australia’s physical geography and political geography

 Knowledge, Skills and Understanding

Typically, children will:

.01 Review, consolidate and extend knowledge of how Australians have met their spiritual needs, past and present:

• culture/arts

• religion

• adornment/decoration

.02 Review, consolidate and extend knowledge of how Australians have used, valued and managed natural resources from the mineral, plant and animal kingdoms to meet their material needs, past and present: food, clothing, housing, transport, defence

.03 Build knowledge of human impact on the changing nature of Australian environments, including that of First Nations Australians, e.g., vegetation clearance, fencing, urban/settlement development.

.04 Build knowledge of natural, human and capital resources currently used within Australia and its local communities, and how their uses can be extended for future generations

.05 Build knowledge of how Australians have used, valued and managed natural resources to build infrastructure and industry:

• roads and railways

• tunnels and passes

• harbours and ports

• waterways and dams

• agriculture

• mining and energy

• manufacturing

.06 Build knowledge of Australia’s interconnections with other countries and the influences on economic relationships. For example, migrations, tourism, aid, migration, education and defence.

 Knowledge, Skills and Understanding

Typically, children will:

.01 Review, consolidate and extend knowledge of the pre-history, history and achievements of First Nations Australians on the Australian continent and in the Torres Strait Islands, and the importance of Country/Place

.02 Extend knowledge of key periods, events and people in Australian history, and their significance, locally and nationally:

• First Nations Australians (pre-contact, first contact, since European settlement)

• cause for establishment of the first British colony in Australia in 1788, and the continued establishment of British colonies in Australia after 1800 (economic, political and social)

• First Fleet and the details of the journey

• experiences of individuals and groups involved in the establishment of the first British Colony, and future colonies, including military and civilian officials, colonists, and convicts

• the impact of further developing British colonies on the lives of First Nations Australian and the natural environment

• early contact between Europeans and First Nations Australians of Australia and how this was viewed by First Nations Australians as an invasion

• early settlement: European/British, non-European settlers e.g., Afghan, Chinese colonial period: further establishment of British colonies, convicts, women and children, explorers, squatters, bushrangers; agriculture; migration diversity and initiatives; social, political and economic impacts caused by significant events (e.g., Pinjarra Battle, Gold Rush, Shearer’s Strike, Eureka Stockade); significant individuals and groups in shaping colonies, including First Nations Australians, and those who migrated to Australia

• period since Federation and throughout the 20th century: world wars, the depression, post-war migration, migration from the Asia region, technological change, land rights and reconciliation, Australia in the 21st century

• influential and famous Australians, past and present

.03 Extend knowledge of the natural resources used by Australians to meet their fundamental needs over time, as well as the impact of that use on the Australian environment

 Knowledge, Skills and Understanding

Typically, children will:

.01 Extend understanding of the responsibilities of living in a community and society: recognising diversity, co-operation, communication, leadership, rules within different social contexts

.02 Link appreciation of the nation of Australia and the shared values, rights, responsibilities and privileges of Australian citizens to own actions, activities and future

.03 Build knowledge of what democracy is, key values that underpin Australian democracy, and how decisions are made democratically

.04 Explore democracy and citizenship experiences of First Nations Australians, migrants, women and children

.05 Explore obligation citizens have beyond national borders as active and informed global citizens

.06 Build first knowledge of the Australian Federation and Constitution and democratic system of government: history, function, constitutional change and referenda

.07 Extend knowledge of the three tiers of Australian government: local, state and Commonwealth

.08 Build knowledge of how laws are made, changed, implemented and enforced (legal and judicial systems), types of laws and regulations, roles of personnel involved, impacts on the traditional laws of First Nations Australians

.09 Build knowledge of the electoral process, compulsory voting, the role of the Australian Electoral Commission, and the responsibilities of electors and representatives

.10 Explore the role and structure of a range of Australian social institutions and voluntary organisations, social media groups and First Nations Australians organisations in working toward local, regional and global issues, projects or civic goals

.11 Study people, including First Nations Australians, who have made a significant contribution to Australian society, past and present

 Knowledge, Skills and Understanding

Typically, children will:

01. Review, consolidate and extend knowledge of other continents and their countries: location, capital flag, adjacent seas, location in relation to Australia.

02. Build knowledge and understanding of other countries in the world, using the following headings as a guide/scaffold:

• position on the earth

• physical geography

• political geography

• economic geography

• cultural geography

 Knowledge, Skills and Understanding

Typically, children will:

01. Build knowledge and understanding of the United Nations, its structure, its agencies and the work of the UN in aid work, food security, development, emergency relief and peace-keeping

02. Build knowledge and understanding of other international organisations, both government and non-government, in fields such as aid and development, trade, culture, defence and sport

03. Consider relations between nations:

• world powers

• developed and developing nations

• treaties (bilateral, multilateral, international)

• effects of one nation’s actions on other nations