PROGRAMS
Middle School

Reading                                           
Reading is completely integrated into the work of history in the Senior Class. In addition to the literature that is read as part of the history curriculum, the Seniors participate in "Reading Workshop." Time is set aside each day, at least 20 minutes, for the students to read their own books. The teacher introduces each session with a "mini lesson" about a particular facet of literature. The students then read their own books. They keep a log of the books they read and their reactions to their reading.

Grammar                                       
The Senior Class begins with what is traditionally known as the seventh grade. The work in grammar begins anew. The function of words is reviewed and renewed during the first year, with more demanding activities. More emphasis is placed on Greek and Latin etymologies. The text that is used is Warriner's Second Course.

During the second year in the Senior Class, phrases and clauses are studied in great detail. Good language usage and general proofreading skills are emphasized.

The last year of the Senior Class brings us to the study of the History of Language. How languages develop and why we use the words we use is the main focus of our studies. The Story of English is the "text" for this work.

Mathematics                               
During the first year of the Senior Class (or the traditional seventh grade), the students study pre-algebra. A textbook is used for this course of study, Saxon Algebra 1/2. Although most of the work that the student does is from this book, the Montessori materials are not forgotten. Once a student reaches this level, he/she should have been presented with all of the Montessori mathematical materials. However, the materials still play an important role in the classroom. Now the student must use these materials as "proofs." If the work calls for finding the surface area of a rectangular prism, the student must find a Montessori material and demonstrate how he/she arrived at the answer and why the answer is correct.

During the second year of the Senior Class, the student completes the traditional algebra course. However, once again, the emphasis is placed on understanding how and why a mathematical principle works and also on the ability to prove it. A fundamental part of the program is the practical use of algebra in everyday life.

During the third year of the Senior Class, the student completes a traditional geometry course. This course is designed in the same way as the algebra course. The emphasis is on problem solving and practical application. Once again the background the student has developed throughout his/her years is an essential to this course. The Montessori geometry materials are used in addition to the textbook.

History                              
In a Montessori school, history is always taught from the perspective of examining the gifts we have received from those who have come before us. We live as we live today because of the work and contributions of others. Implicit in this approach to history is the understanding that each and every person has a responsibility to contribute something to the world for the sake of future generations.

The first-year student in the Senior Class explores the roots of Western civilization. Reviewing the Time Line of Man, the student seeks to find the moral and spiritual issues of man's development on earth. We then move to the study of early civilizations -- Mesopotamia, Egypt, Greece and Rome. The emergence of Europe is covered as we move through the Middle Ages and Renaissance, the French Revolution and the beginning of Nationalism. Our year ends with a discussion of totalitarianism.

Literature supports our work in history. The students read a variety of books. The Gentle Tasaday is a work about prehistoric people who have been found living in the 20th century. We read Homer's tale of Odysseus, The Emperor's Winding Sheet, Shakespeare of London, Romeo and Juliet, A Tale of Two Cities and 1984.

The second-year student focuses on Asian history. Working with the idea that we can only come to know who we are by knowing who we are not, the student studies the cultures of China and Japan. Special attention is paid to all areas of culture -- art, music, literature and language; the students are introduced to rudimentary Chinese. Among the books that we read are the following titles: China to 1850 (C. Hucker), The Emperor of China (J. Spence), The Good Earth (P.S. Buck), Iron and Silk (M. Salzman), and The Japanese (C.D. Tuttle).

The third-year student studies the cultures and histories of the continent of Africa. The course is a demanding one, bridging the oldest civilizations of Africa to the complexities of the continent today. Emphasis is again placed on culture -- art, music, dance -- and how much African cultures have contributed to the world today. Colonialism from the 16th to 20th centuries is explored.

Geography                                          
Geography, once again, is connected to each area of history. In addition, the students in the Senior Class work with additional geographic materials. A great deal of emphasis is placed on reading and interpreting tables and graphs. Economics and population are among the topics studied. Students at this level spend a great deal of time preparing for the National Geography Bee sponsored by the National Geographic Society.

Science                               
Science is taught on a rotating three-year cycle in the same way as the Intermediate Class. During the first year, the students study biology, using a high school biology text as well as David Attenborough's Life on Earth. During the second year, the students work with chemistry and botany. Again, a text book (usually two to accommodate the different levels in the classroom), is used. In the third year, the students study geology and physics.

Foreign Language               
Seniors study French, Spanish, or German. At this level, it is possible to elect to study a second foreign language. Language classes meet four times per week. The emphasis is placed equally on conversation and grammar. The students at MMS participate in national language competitions.

Music and Art                                  
Students can now broaden their choice of musical instruments. Woodwinds are taught at the Senior level, along with the stringed instruments. The students participate in the Michigan Solo and Ensemble Festival.

Studio Art classes are held twice a week and Art History is taught once a week.

Physical Education               
Team sports are important at this age. The students are encouraged to participate in daily physical activity in school and outside of school. Many play on teams within the county. The students participate in the Presidential Physical Fitness program.

Practical Life                        
Practical Life is meant to prepare students for life -- wherever they may be. To this end, the Senior Class participates in a number of unique activities out side of the classroom. This is called "going out." We have created an outdoor and an urban experience.

In the Fall, this group backpacks for three days, learning to carry everything they will need for survival. Survival skills are taught along with a great deal of cooperative learning skills and team-building. We consider this our "out-door" experience.

Each Spring, the children travel to a major city. Among the cities we have visited are Toronto, Montreal, Washington D.C., New York City, Boston, Chicago, and New Orleans. The children rely on public transportation within the city. We visit museums, parks, and other notable and historical places. The students are very involved with the planning of the trip, and they earn at least half of the trip's expenses. The Seniors are responsible for the hot lunch program at MMS. The proceeds from this program supplement the Senior Trip each year.

Recognizing the importance of travel and experience for the young person, we take other trips. In the Fall of 1993, a group of the oldest students traveled to Crow Canyon in Cortez, Colorado. The students participated in an actual archaeological dig. This is now part of our curriculum. We have been "mushroom hunting" in upstate Michigan in May. Searching for morel mushrooms in the woods gives us a chance to experience a lot of Michigan's flora and fauna. We also travel to local museums, theatrical and musical productions.

Farm Program                     
The Farm Program, introduced in the Fall of 1993, is Meadow Montessori's first step toward the Montessori ideal of Erkinder. Dr. Montessori visualized that adolescents should leave the confines of the classroom and continue their education in a farm setting, working and living in a "real-life" laboratory.

The Farm Program uses two sites: a dairy farm and a horse farm. First- and second-year Senior students apply for the program and, though overseen by classroom teachers, take all direction for work from farm managers. Generally, their work is done from 9 a.m. to noon on Friday mornings.

Objectives of the Farm Program include helping the students replace a lost heritage of farming, make environmental connections between lessons and nature, and see the results of hard work.

Click here for more information on our third-year senior (traditional ninth grade) curriculum.