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n History

History is the study of the past. It begins with the present and it looks at what has come before.
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For the young child, sense of time can be quite difficult. They have a hard time understanding yesterday
and tomorrow. However, most children understand their grandparents and you can relate the past to one
of their grandparents. The young child also has difficulty understanding that an adult was once a child.
You can therefore discuss how they have a daddy how their daddy is an adult, but that he was once a
age child. Then discuss how he has a daddy and he too was a child once.

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The information in regards to history is given orally and informally during some of the geography
Exercises. For example, many of the flag stories can incorporate history of the flag and of the country.
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There are many different statements or questions you can ask to have the child begin to think about
history. Two examples are:  
raining - The world was not always as it is today…
- A long time ago…there was no electricity.

There are also a few materials and Exercises that go along with history.
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guage History Table

You can have a history table with the items you have discussed in class that relate to history. For
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example, if you have been talking about how there used to be no electricity, you can discuss what might
ey have been used to give light. You can then have a candle on the history table. This gives the child the
opportunity to think about how people did not always live as we do today.
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History Cards
Letters
These cards will deal with the needs of man (eight needs can be represented). These needs could
lphabet include: shelter, clothing, work, leisure, and transportation. Each set should have three cards. These will
be periods distant enough to show contrast. For example, start with the needs of today. The second set
s should be images of a period of time distinct enough from today. The third set should be the needs of the
people even further back in history. For example, if you were in America, you could do the needs of
today, the needs of Colonial times, and the needs of the Indians.
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Diagrams
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You can also have diagrams. You would place the home country puzzle piece in the center of the mat.
s You can place images of the different needs of today in a circle around the puzzle piece and discuss
them. Later, you can use the second set and place these a little further back from the puzzle piece.
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Discuss the different from the two times. The third set can be used in the same way and then compared
mbols to the other two sets. Other cards can be added as well. This gives the child a visual sense of time and
the differences in time.
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Another diagram is the vertical arrangement. Place, for example, an image of houses from today. Above
it place an image from a period a little in the past above the first image. Repeat so the further the cards
are from you, the further back in history the images show of housing. You will want to present one set at
ds 2 a time.

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One Human Need       Many Human Needs

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1200’s (Shelter)  
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1890’s (Shelter)  
Words
Present (Shelter)      

        Shelter Transportation Clothing

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djective Another diagram is the horizontal arrangement. Start with one set and place the present image on a mat.
You will place each of the images to the right of the previous picture.

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Present (Shelter) 1890’s (Shelter) 1200’s (Shelter)

                                                                         

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Calendar
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The measurement of time can be done by the use of a calendar. This shows the days go by which gives
n of them the idea of yesterday and tomorrow. The date can also be discussed. It is therefore important to
have a calendar that can be used to mark the passing of time and the date for each day the children are
in school.

 
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Months of the Year

tence Another exercise will be to have material to show the cycle of months throughout the year. This can be
through the use of different images that show the different months of the year. A different picture should
be used for each month. You can teach the names of the months and using the picture, you can discuss
tence the particulars of each month. Remember that each child has a special month in relation to his birthday!
You can then teach the order of the months by using labels, which go with the pictures. Once finished
teaching the months of the year, you can show the child a long strip of paper and have them mount
pictures of each month in the correct order with the names of each underneath. Place the labels of the
months in order and then unroll the strip to check the child’s work. As a further activity, put away the
loose cards an labels and using the long strip of paper, show the child that the year is a cycle of time and
that once December ends, January begins. This can be done by standing the strip on its side and make it
into a cylinder. Games can then be played with this. For example, have the child point to the month when
they have their birthday. Have them then find the month of the current date. Ask the child, “In how
many months until your birthday?” They can then count the months until their next birthday. This can be
Reading done with any special even.

Days of the Week

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This is done in a similar fashion as with the Months of the Year.
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Clock

Dance The hours are taught first. Begin by looking at the clock face and note the numbers that represent the
numbers of a day. Then note the hands, the long hand and the short hand. Discuss what each means.
The short hand always points to the hours and the long hand points to the minutes. Discuss how when it
is exactly the hour, the long hand points up and the short hand points to the exact hour of the day. When
the child can find and make the hours you dictate, you can show him minutes beyond the hour. All of
these lessons should be taught with a Three-Period Lesson. For independent work, you can make cards
cience for the child to use and a clock faces stamp, decide on a time to make and have him write it in numerals.
Then he can draw in the hands on the clock face. The child can also draw pictures of what he does at
ence specific hours of the day. You can also show the cycle of the day as in the Months of the Year.
 Personal Timeline

The child can create a personal timeline with the numbers 1 – 5 (or however old he is) and draw what he
was doing at each specific age.

Birthdays

The Events Board is a good idea for birthday celebration. Before dismissal, you can also sing happy
birthday to that child. It is important to not let the parents interrupt the classroom because it can be
disturbing to the classroom environment.

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