If the other areas within Montessori do not correlate from one set of albums to another, how history is covered at the primary level is the worst in lack of correlation.
Follow the Keys at each level and supplement if the situation demands or allows for it. If a child does not learn to tell time or label the parts of a clock in primary, he will get it in elementary - rest assured!
While history is not labeled as such in the casa, the child received sensorial impressions and experiences such that the child will feel secure at the end of his first plane of development, thus we have children entering the elementary environment ready to go on, ready to reach out to the outer society and to understand more about his culture.
At elementary, we focus on giving a foundation and a structure; then we look to the child's interest, our own requirements, and any outside requirements to determine the rest of the details. Elementary Montessori history is really more a method and a style, rather than a "curriculum" that spoon-feeds all information. In this way, you can really have a lot of freedom and a lot of fun, while also being comfortable that all the bases are covered.
Primary - Keys to the World
Focus on the keys that lay a *foundation*:
- cultural folders
- practical life activities based on sequences and culturally-past processes
- books and other cultural items
- more loosely in the mathematics and the language materials with the order of presentations correlating with how human beings developed these skills
- pictures around the environment
- all of the aspects of family life and celebrations which are learned by the first plane child are part of the history for that child, for that group of people, that culture and ultimately, all human life
- grace and courtesy
- vocabulary enrichment cards should include past cultural items (clothing, tools, homes, etc), tying in with the fundamental needs done at elementary.
- As the primary child reaches the end of the first plane, his sense of time is developing. While the children do not yet receive dates, they can receive basic vocabulary and sensorial impressions: “in the beginning” “later” “meanwhile but elsewhere”, etc. These children will want to write stories about these things.
- Reading an analog clock
- Parts of a clock
- Child's personal life timeline
Elementary - Keys to the Universe
· Introduction to History
· The Coming of Life
o Notes on the Story
o Notes on the Black Strip
· The Story of the Coming of Human Beings
· The Hand Timeline
o Notes on the Hand Timeline
· The Clock of Eras
· First Timeline of Human Beings
o Notes on the First Timeline of Human Beings
· Fundamental Needs of Human Beings
· History Question Charts (primary source for independent study)
· Three Phases of History
· Second Timeline of Human Beings
· Migration Charts
· Four River Civilizations
New World Civilizations
· Timeline of Civilizations
· History Timelines
o Timelines for Memorization
o American History (National History)
o Personal Timeline
o BC-AD Timeline
· Notes on Constructing a Timeline
 Can have past pictures in the primary cultural folders.
 Washboards, sewing skills, washing hands in a basin, etc. Exercises that fit into a historical context.
 Historical reasons for the flags, stories associated with them
 Culturally past and present
 Periodically change; have to do with different aspects of the world: culture, past, present.
 Laying a foundation for the elementary child to research the hows, whys and wheres.