The Beginnings of Human SocietyJason Erndteman

SST 309Fall, 2013

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The Beginnings of Human Society

Title PagePage 2…………………….Table of ContentsPage 3…………………….Overview/Rational/IntroductionPage 4…………………….KUDs and I Can StatementsPage 15…………………..Assessment IdeasPage 17…………………..Sequence of Instruction, including Script for Vocabulary

Resource AttachmentsPage 27……………….…Attachments A-EPage 34………………….Citation page

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1. Overview/Rationale/Introduction

Overview:This unit will introduce middle school students to the basic features and differences between hunter-gatherer societies and pastoral nomads. Middle school students will be able to analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

Rationale: It is important that students learn about the development of early human society because it is the foundation of our own history. Historians use many tools to organize their thinking about events in the past. While studying early human development students will be introduced to concepts/tools like: Maps, Graphs, Chronology, Time Lines, and Calendars. These concepts can be used to help students organize their thinking and understanding of broad developments that have involved large groups of people and have persisted over very large segments of time. Migration, Adaptation, Advancement of Ideas and Culture, Influence of the Natural Environment, Agricultural Revolution, Economics and Politics are important aspects of early human development. Understanding the relationships of past to present and present to future, could not be made without an understanding of these topics. Many of humankind’s most deeply held beliefs and customs can be traced back to the dawn of man. If we are interested in why we act the way they do, we must begin our inquiry with early human development.

Introduction:This unit is about the development and advancement of early human society. Students will be introduced to relevant vocabulary using Marzano’s Six Steps of Vocabulary Instruction. Students will examine and create maps to demonstrate understanding of the migration routes of early human nomadic people. They will also participate in a role play activity, where each student will be assigned to a group of early humans and must migrate around the classroom according to environmental conditions. They will be introduced to early human culture by watching videos and examining primary and secondary source pictures of early human art. Pictures will be sorted into Neolithic and Paleolithic columns based on their level of advancement. Students will use technology to present group research regarding the influence of environmental conditions on migration. Students will take notes on presentations and participate in group discussion, class discussion, and teacher lead discussion. Lastly, the students will create 4 separate Pyramid Foldables and combine them to make a mobile, comparing and contrasting the 4 prominent early human civilizations (Yangtze, Indus Valley, Nile River Valley, and Tigris/Euphrates). By completing each of the activities and participating in group discussions, the students will be able to explain what factors influenced migration, and development of early civilizations.

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7th Grade - The Beginnings of Human Society – KUDs (5)

GLCE and Verb 7-W1.1.1 – Explain how and when human communities populated major regions of the eastern hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environmentsVerbs: Explain - Skill

Knowledge (K) Understand (U)

DOL:Demonstration of Learning (DO)

Vocabulary I Can

Students will know how to use a Geo-Histogram to determine where groups of early humans existed prior to 4000 BCE. Including: Europe, Africa, Middle East, Central and South Asia and East Asia. They will also use the Geo-Histogram to determine where early humans were not located.

Students will also know how to read a Map of Human Migrations and explain how (via land or water) and when a group migrated to a given region (see below) The Map of Human Migrations shows that early humans migrated out of Africa over thousands of years, and it shows when and where early humans migrated to.

These migrations required people to adapt to vastly different environments. Africa was hot and dry, much of the European Continent was cover by glacial ice during the most recent Ice Age. Adapting to varying conditions was an important for migrating groups of early humans. Early humans adapted to the environment by: creating crude shelters to protect them from Hot and Cold weather conditions. Developing clothing help early humans adapt. Discovering Fire helped early humans adapt to their environment and cook/preserve food. Development of language helped early humans communicate and begin to work together. Early humans also learned to make and use tools to help them interact with the environment

Students will understand that humans have always, and continue to migrate around the world.

Using a world map, the students will trace the migration of early people from Africa to Australia, Europe, and Asia. Students will use a green marker to trace the routes across land, and a blue marker to trace the routes across seas.Students will also write a paragraph explaining why adaptations were necessary, and which specific adaptations helped early humans survive.

BCEMigrateAdaptGeneticsAnthropologyCultureSpeciesFossilsContinentEastern-Hemisphere

I can explain how and when early populations of humans migrated andhow they adapted to changing environments.

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(hunting, skinning, weapons, clothing, bedding...).

Definitions:BCE – Before Common EraMigrate - to move from one country or place to live or work in anotherAdapt - to change your behavior so that it is easier to live in a particular place or situationGenetics - a branch of biology that deals with the heredity and variation of organismsAnthropology - the study of human races, origins, societies, and culturesCulture - the beliefs, customs, arts, etc., of a particular society, group, place, or timeSpecies - a group of animals or plants that are similar and can produce young animals or plantsFossils - a remnant, impression, or trace of an organism of past geologic ages that has been preserved in the earth's crustContinent - one of the great divisions of land (such as North America, South America, Europe, Asia, Africa, Australia, or Antarctica) of the EarthEastern-Hemisphere - the half of the earth east of the Atlantic Ocean including Europe, Asia, Australia, and Africa

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GLCE and Verb 7 – W1.1.2 – Explain what archeologists have learned about Paleolithic

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and Neolithic patterns of living in Africa, Western Europe, and Asia.Verbs: Explain - Skill

Knowledge (K) Understand (U)

DOL:Demonstration of Learning (DO)

Vocabulary I Can

Students will know the differences between the Paleolithic and Neolithic ages. As they relate to: types of dwellings, lifestyle, tools, clothing, governance, economy, health, art, sculpture material, food, and the main discovery of their time. Neolithic vs. PaleolithicNeo=new; Lithic=stone. Neolithic era is also call the New Stone age. Paleo=old; Lithic=stone. The Paelolithic era is also called the Old Stone age. Dwelling: Neo-Mud bricks supported by timber VS. Paleo - Mouths of caves, huts, skin tents Lifestyle: Neo - Sedentary....They farmed in permanent settlements and raised/herded animals; agriculture was discovered and became a major source of food; families evolved. Vs. Paleo - Nomadic; in groups of up to 50; tribal society; hunters and gatherers Tools: Neo - polished stone tools made sharper by grinding Vs. Paleo - Chipped stone, wooden weapons light stone tools not sharpened Clothes: Neo - Animal skins, woven garments Vs. Paleo - Animal skins Governance: Neo - Military and religious leaders had authority. Monarchy emerged. Vs. Paleo - Tribal society. Clan controlled by elders or the powerful (according to age) Economy: Neo - The concept of private property and ownership emerged for things such as land, livestock and tools. VS. Paleo - There was no concept of private property. Health: Neo - people were shorter and had lower life expectancy. Diseases like tooth cavities and typhoid emerged in

The students will understand that advances in science and culture continue over time.

Given a template with a Paleolithic column, and a Neolithic column, students will sort pictures and definitions into the appropriate columns. The students will also write a paragraph to explain why each item was placed in the column. The paragraph must reference the progression from less advanced to more advanced ways of living.

PaleolithicNeolithicDwellingSedentarySettlementAgricultureNomadHunter-GathererMonarchyTribal SocietyElderLife Expectancy

I can explain what archeologists have learned about Paleolithic and Neolithic ways of living in Africa, Western Europe, and Asia.

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the new stone age. Neolithic women had more children because the life style was no longer nomadic. Vs. Paleo - people were taller and lived longer than Neolithic people. Art: Neo - Wall paintings Vs. Paleo - Cave paintings Sculpture material: Neo - Stone, clay (baked) Vs. Paleo - Stone, mammoth ivory, reindeer horn Main Discovery: Neo - Agriculture and tools with polished stones Vs. Paleo - Fire; Rough stone tools Food: Neo - They Grew crops such as corn, wheat, beans, etc. Vs. Paleo - Hunted and gathered for their food supply.

Definitions: Paleolithic - old; Lithic=stone. The Paelolithic era is also called the Old Stone age.Neolithic - new; Lithic=stone. Neolithic era is also call the New Stone age.Dwelling – a shelter in which people liveSedentary – not moving, involving little physical activitySettlement – a place occupied by settlers. A small village.Agriculture - the science, art, or practice of cultivating the soil, producing crops, and raising livestock and in varying degrees the preparation and marketing of the resulting productsNomad - a group of people who move from place to place instead of living in one place all the timeHunter-Gatherer - culture in which people hunt animals and look for plants to eat instead of growing crops and raising animalsMonarchy - a form of government in which a country is ruled by a monarch (king or Queen)Tribal Society - loyalty to a tribe or other social group especially when combined with strong negative feelings for people outside the groupElder - one having authority by virtue of age and experienceLife Expectancy - the average number of years that a person

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or animal can expect to live

GLCE and Verb 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).VERBS: Explain - Skill

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

A favorable natural environment with adequate soil, water, and growing season allowed for the development of agricultural settlements. The natural environment was important because it allowed for reliable production of clothing, food, and shelter for the population.The Neolithic era started when humans developed agriculture and domesticated livestock. This allowed them to progress beyond the Paleolithic nomadic life style. Neolithic people settled in fertile areas with sustainable growth seasons, adequate precipitation, and water available for irrigation. River basins were the location most easily farmed, so they were an obvious choice for early settlers. Rice and wheat were the first plants they cultivated, and the first animals to be domesticated were dogs, goats, sheep, oxen and horses.

Vocab:Natural - existing in nature and not made or caused by people : coming from natureIrrigation - - the watering of land by artificial means to foster plant growth.Domestication –to adapt (an animal or plant) to life in intimate association with and to the advantage of humansPrecipitation – water that falls to the ground as rain, snow, etc.Cultivation – Loosening and breaking up (tilling) of the soil. The soil around plants is cultivated using a hoe to destroy weeds

Students will understand that conditions in the natural environment influence where we choose to live.

Students in groups of 5 will give a PowerPoint presentation in front of the class. The presentation will focus on one of the 3 major topics, water/irrigation, adequate precipitation, suitable growth season. In a class of 30, each topic should be covered twice. Students will take notes as their peers present their discoveries, and the teacher will takes notes so that he/she can lead a class discussion to fill gaps and correct misconceptions after

NaturalIrrigationDomesticationPrecipitationCultivationGrowing SeasonLivestockFertileRiver BasinSustainable

I can explain why the natural environment causes people to settle where they do.

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and promote growth by increasing soil aeration and water infiltration.Growing Season – the period of each year when native plants grow; and when crops can be grown.Livestock – farm animals (such as cows, horses, and pigs) that are kept, raised, and used by peopleFertile – producing many plants or crops : able to support the growth of many plantsRiver Basin – an area of land where surface waters collect. Usually at low elevation. The area of land that is submerged when a river floods.Sustainable - methods that do not completely use up or destroy natural resources

the presentations have been given.

GLCE and Verb 7- W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).VERBS: Explain - Skill

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

The agricultural revolution was the first progression from hunter-gatherer societies to sedentary agricultural societies. For the first time people were better off living in large permanent groups. Cooperation became vital to the survival of the community. During that time period, as long as 12,000 years ago, the agricultural revolution changed the lives of early humans by providing a stable food supply, possibility of trade, population growth, division of labor, and the development of settlements. By about 7000 B.C., techniques of agricultural production in the Middle East had reached a level at which it was possible to support thousands of people in small villages,

Students will understand that the agricultural revolution led to the first human civilizations.

The students will create an envelope foldable. The inside middle section will display the main concept (agricultural revolution). The flaps will each display one of the vocabulary words along with a student

Neolithic RevolutionStable food SupplySurplusFood StoragePopulation GrowthTradeDivision of Labor

I can explain the impact of the Agricultural Revolution.

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many of whom were not engaged in agriculture. Trade became essential for the community's survival and was carried on with other early humans over long distances.Vocab:Neolithic Revolution - Correct terminology for the Agricultural Revolution Stable Food Supply – consistent availability of food.Surplus – the amount that remains when all needs are satisfied.Food Storage – the act of saving left over food for consumption at a later time.Population Growth - the change in the number of individuals in a community size over time. Trade - the activity or process of buying, selling, or exchanging goods or servicesDivision of Labor – assignment of jobs in a society that leads to increased productivity and trade of surplus goods created. Development of Settlements – a temporary or permanent community in which people live or lived. May include: houses, farms, burial grounds, market places, tool makers, etc…

created definition and drawing.

Development of Settlements

GLCE and Verb 7 – W1.2.3 Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtze, Indus River Valley, Tigris/Euphrates, and Nile).VERBS: Compare and Contrast - Reasoning

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

Early civilizations developed in different regions of the world, but they all had certain institutions in common. Early civilizations were influenced by the environments (geography), their economic systems, and their social institutions.The Yangtze River Civilization: Environmental: The Huang He

The students will understand that early civilizations developed in different places

The students will create 4 pyramid foldables. They will create a foldable for each of the four different world

CivilizationInstitutionSilk RoadPolytheisticCaste SystemMesopotamia

I can compare and contrast the environment, economy, and society

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and the Yangtze Rivers meet in a very fertile stretch of farm land. Only about 10% of China is suitable farm land, so the area where these two rivers meet was an important food producing area.Economic: The Yangtze River civilization lacked writing for a very long time, so little is known about their economic system. What is known is that the Silk Road was a very important trade route that allowed the people of the valley to share cultural and agriculture ideas. Social Institutions: The Shang King ruled from the capital city. The kingdom was divided into different territories that were ruled by military leaders. The leaders of the land could be replaced by the King whenever he saw fit. The Chinese were polytheistic, and believed in supernatural forces. They believed they could talk to the Gods and receive help when needed.

Indus River Valley - Environmental: Mountains surround the Indus River Valley. These mountains provide natural borders that protected the early settlers from disease and invasion. Water from the river fertilized crops and provided fertile soil for farming. Access to the Arabian Sea and the Indus River encouraged early settlers to use boats to transport goods. Economic: Widespread irrigation systems allowed the community to provide its own food. They grew wheat, barley, rye, peas, cotton, and rice. Domestication of animals also served as an important tool to help with farming, and as a source of food. Social Institutions: Caste system with four main classes. People were born into social classes that could not be changed. Brahmins (priests and the king) Kshatriyas (warriors and aristocrats - rulers) Vaishyas (cultivators, artisans, and merchants) Shudras (peasants and serfs)Tigris and Euphrates - Environment: The base of the wealth of the region was the material deposited by the two rivers. There was never a regular supply of water in Mesopotamia, so the

in the world. regions (Yangtse, Indus River Valley, Tigris and Euphrates, and the Nile). On each face of the pyramid the students will write/draw one of the three environmental, economic, or social institutions. When complete, the students will have created a mobile that can be used to compare and contrast all four early civilizations.

Fertile CrescentTextilesNoblesCommoners

of two early civilizations from different world regions.

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rivers were an important water supply for irrigation. An arc of land from the Mediterranean Sea to the Persian Gulf called the Fertile Crescent had rich soil and abundant crops to sustain life in the early civilization.Economic: The Sumerian city-states were based on farming and trade. Industry became an important factor in civilization as well,the people of Mesopotamia were known for their metalwork, woolen textiles, and pottery. Copper, tin, and timber were imported and traded for dried fish, wool, wheat, and other metal items.Around 3000 B.C. the invention of the wheel made transportation of goods quicker and easier. Social Institutions: Three major social groups: The nobles, the commoners, and the slaves.The Nobles included many of the royal and religious officials.The Commoners worked as farmers, merchants, and crafts people.More than 90 percent of the people in Mesopotamia were farmers due to the rich soil.The slaves were owned by the palace officials and worked on the construction of buildings.Nile – Environment: The Nile would flood each year starting in July and lasting until November. This flood would provide new, rich soil for the Egyptians and would wash away waste. The seas around the civilization served a barrier against war and disease. Economic: The people of the Nile River Valley Civilization depended heavily on farming. Close proximity to the Nile allowed easy access to water needed for crops. Agriculture was essential for survival, growth, and economic success. Social Institutions: King- Ruler of the land, had a special status. Female companion also had a special status Ruling Class - People of high importance.Craftsman - Craftsman make weapons and tools for the people

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Farmers - Most people of the Nile tribes were farmersSlaves - Little evidence of slavery, but Servants were often used and sold. The Pyramids were built by servants who were paid in beer.

Vocab:Civilization - the stage of cultural development at which writing and the keeping of written records is attained.Institution - an established organization.Silk Road - ancient trade route that extended from China to the Mediterranean Sea.Polytheistic - belief in or worship of more than one god.Caste System - organizes division of labor and money in human society.Mesopotamia - the entire Tigris-Euphrates valleyFertile Crescent – semicircle of good agricultural land near from the Mediterranean Sea to the Persian Gulf.Textiles - a fabric that is woven or knitNobles - A social class that you are born into that possesses more than most other classes in a societyCommoners – Common people. Includes all people who are not slaves, nobles, or priests.

4. Assessment ideas:

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7 – W1.1.1A. How will you know they’ve learned it?

Using a world map hand out, the students will trace the migration of early people from Africa to Australia, Europe, and Asia. Students will use a green marker to trace the routes across land, and a blue marker to trace the routes across seas. Students will also write a paragraph explaining why adaptations were necessary, and which specific adaptations helped early humans survive.

B. How will you grade it?

Students will be graded on the accuracy of their map. The map must include:-At least 3 Routes over land, and at least 2 Routes over water. -The routes must begin in Africa and end in Australia, Europe, or Asia.- Entire assessment will be worth 10 points. Each route correctly drawn is worth 1 point. The paragraph will be worth an additional 5 points. 4 point for content and 1 point for grammar.

7 – W 1.1.2 A. How will you know they’ve learned it?

Students will be graded on their ability to differentiate between Paleolithic and Neolithic patterns of living. B. How will you grade it?

-Students will be given a matching and fill in the blank pencil test. The definitions related to the standard will be listed, and the students will have to fill in the blank with the term that is being described.-Student will also be asked to match the term with the example given. Ex. Word “Dwelling” on one side, and somewhere on the other side will be the example “Mouth of Cave”.-The entire assessment will be worth 25 points. One point for each fill in the blank, and one for each match.

7 – W 1.2.1A. How will you know they’ve learned it?

-Students in groups of 5 will give a PowerPoint presentation in front of the class. The presentation will focus on one of the 3 major topics, water/irrigation, adequate precipitation, suitable growth season.

B. How will you grade it?- The entire presentation will be worth 50 points. 10 points from peer evaluation. 20 points from class evaluations, and 20 points from teacher evaluation. Peer Evaluation (did everyone participate in the project), Class Evaluation (how much did they learn), Teacher Evaluation (Organization, Accuracy and Completeness of Presentation)

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7 – W1.2.2A. How will you know they’ve learned it?

-The students will create an envelope foldable. The inside middle section will display the main concept (agricultural revolution). The flaps will each display one of the vocabulary words along with a student created definition and drawing.

B. How will you grade it?- The foldable must contain all of the relevant terms. The student created definitions must be accurate. The pictures must represent the term. - The entire assessment is worth 30 points. 1 point for each term included, 1 point for each accurate definition, and 1 point for each representative picture.

7 – W1.2.3A. How will you know they’ve learned it?

The students will create 4 pyramid foldables. They will create a foldable for each of the four different world regions (Yangtse, Indus River Valley, Tigris and Euphrates, and the Nile). On each face of the pyramid the students will write/draw one of the three environmental, economic, or social institutions. When complete, the students will have created a mobile that can be used to compare and contrast all four early civilizations.

B. How will you grade it?Students will be graded on the completeness of their mobile. The entire assessment is worth 40 points. The mobile must include:-4 pyramid foldables. One for each world region (10 points each)-To get the full 10 points for each region, each pyramid must have a side dedicated to environmental, economic, and social institutions. 3 points/side.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?

Lessons: How will you take them where they need to go?

Instructional strategies/Social constructs: How will they work?

Resources needed: What materials and resources will they need?

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(Step-by-Step plan) (AND what will YOU do?) (Page #s read, graphic organizers, books, posters, realia, etc…)

7-W1.1.1 – Explain how and when human communities populated major regions of the eastern hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environmentsPre-test/Anticipatory set: the hook – introduce students to the vocabulary by showing them a number of different maps and charts, including a Geo-Histogram, a timeline, and a world map.Lessons: How will you take them where they need to go?Direct Instruction:1. Teacher will begin the lessons by introducing the ten vocabulary words according to the script and pictures (Attachments A & B), using Marzano’s Six Steps to Building Academic Vocabulary. The teacher will begin by connecting the new vocabulary to existing knowledge through context.

Instructional strategies/Social constructs: How will they work?Students will participate in whole group discussion as the vocabulary words and concepts are introduced by the teacher. They will converse with one another as they develop their understanding.Students will independently present their work verbally in class and visually on paper. Students will view the videos on Early Human Migration and respond in a Think, Pair, Share to the question, “When and how did early humans migrate?”

Resources needed: What materials and resources will they need?

Vocabulary script (Attachment A) Oak tag cards with vocabulary words written on

them Word Wall Bulletin board set up with an Eastern Hemisphere

or World Map. History Channel videos on Early Human

Migration: http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-the-earliest-humans

internet access, projector, white board

2. Teacher will show videos and read trade books related to early human communities of the eastern hemisphere. The teacher will take time to point

Students will listen to stories and view videos, then participate in whole group discussion where the teacher asks the questions (and others that arise):

- http://www.scholastic.com/teachers/book/ mbuti

-- http://www.scholastic.com/teachers/book/you-

wouldnt-want-be-mammoth-hunter

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out vocabulary words found in the videos and books, and leave time for discussion of their meanings.

“What methods of transportation did early humans use?”“When did early humans migrate?”“Where did they migrate to?”

-- http://www.abebooks.com/Food-Evolution-

Ages-Piero-Ventura-Houghton/768037555/bd

- http://www.abebooks.com/9780761409601/ Early-Humans-Gallant-Roy-A-0761409602/plp

- http://www.youtube.com/watch?v=JnAROk72seg - http://www.youtube.com/watch?

v=EnWTi8SrUOs

Guided Practice: 3. Teacher will provide ample opportunity for students to talk with one another about Early Human Migration. Students will take on roles of community members to pretend to migrate from one continent to another. They will move for reasons drawn from a hat, and they will migrate to “continents” by either land or sea.

A. Students will choose role cards and spend time pretending to be the people of an early human community. The teacher observes, listens for vocabulary being used, and concept understanding.

Reasons to migrate role cards (4x6 note cards) Hat Continents (push desks together into the shape of

continents and label each island of desks as 1 of the seven continents. Label with construction paper and marker (Teachers should try to make them as realistic as possible and reflect the community in which the early humans lived.)

Independent Practice: 4. Teacher will provide world maps and ask the students to trace migration routes of early people. They will use a green marker to trace migration routes over land, and a blue marker to trace migration routes over water.

Students will independently choose to be a group of early humans and trace choose their own migration route on a map, and create a time line to demonstrate understanding of how and when early humans populated major regions of the Eastern Hemisphere.

The students will need 8.5x11 blank world maps. They will need blue and green marker or colored

pencils They will need to create a timeline, so they will

need a Geo-Histogram to use as a reference, and paper and pencils to draw their own timeline.

5. Teacher will review and revise further lessons as needed for students to understand the

Students will revise their understanding and participate in further instruction as needed.

The teacher may need to provide additional instruction so there is transfer of knowledge and understanding to other migrations throughout

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concepts of Early Human Migration. This may include differentiated instruction for those needing further help and those who have mastered the ideas.

history and even into present time.

A. Script for Vocabulary development

BCE:Teacher-talk (Step One): Introduce the word BCE to your students. Show students a timeline or Geo-Histogram. Ask the students why the year 0 is in the middle of the chart. Ask them what this might mean and why might it be designed that way? (Students may answer.) Show students a regular time line. What kind of information can you get from a time line? Why are timelines valuable to help with understanding of events in the past? (Students may answer.) Show students a picture of a timeline containing information about early humans. Ask how long ago early humans migrated out of Africa? The may answer in very general terms (recently, long ago, very long ago, etc…). Show pictures of items and people that existed BCE as well as pictures of items and people that exist in the Common Era. Ask the students to make inferences about the difference between CE and BCE. (Teachers should begin collecting artifacts and realia from the world to bring to the classroom to increase student understanding and create relevance.) Make sure they understand that BCE refers to people, things and events of the distant past.

Show video: http://www.youtube.com/watch?v=PZbkgWdHlz4

Step 2 - Building Academic Vocabulary: Write in your own words the meaning of “BCE.”Teacher-talk: We have been learning about BCE today. How would you tell someone in your family what that word means? (Collect a few ideas from the students and write it on the white board or chart paper.)

Step 3 - Building Academic Vocabulary: Draw a picture of something that shows you know the meaning of “BCE.”(Students will go back to their seats and on a 4”x5.5” paper, draw a picture that shows they know what a ‘BCE’ is. They will write a word that goes with it to label the picture. Collect these and display them together on the bulletin board with the title “BCE.”)

Step 4 - Building Academic Vocabulary: Do activities that allow students to work with the words.Teacher talk: I am going to give you a timeline today. At what time did early humans migrate out of Africa? Was it before or after year 0. Use this timeline to show the division between CE and BCE. Draw a thick black line between CE and BCE. Which one is further into the past?

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Step 5: Discuss the difference between CE and BCE with your table mates. Do you all understand the meaning of BCE? Examine each other’s responses on the activity and look for similarities and differences. Why did your partner choose to place their thick black line in a different place than you? Did you all place it in the same spot? Will we ever define time using the term ACE After Common Era?

Step 6 - Building Academic Vocabulary: Play games with the words they are learning.Jeopardy – The 10 vocabulary words for this GLCE are written on the whiteboard, and covered up with a pice of paper taped to the board. The students are divided up into three teams, and each team takes turns choosing a covered word. When the word is revealed the team must make up a question to define the word.

Migrate: Teacher-talk (Step One): Introduce the word “Migrate” to your students. Show students a map that depicts migration. Ask the students what is migration and why is important to study. Ask them what the symbols might mean and why might it be designed that way? (Students may answer.) Show students a regular map and ask what kind of information can you get from a map? Why are migration maps valuable to help with understanding of events in the past? (Students may answer.) Show students a map containing information about early human migrations. Ask where early humans migrated to, and where did they migrate from? The may answer in very general terms (Out of Africa, to other places in Europe and Asia). Show pictures of people migrating. Ask the students to make inferences about migration. Is it easy or hard, does it happen quickly or slowly etc…? Make sure they understand that migration, in this context refers to the movement people, things, and ideas of the distant past.

Step 2 - Building Academic Vocabulary: Write in your own words the meaning of “Migrate.”Teacher-talk: We have been learning about Migration today. How would you tell someone in your family what that word means? (Collect a few ideas from the students and write it on the white board or chart paper.)

Step 3 - Building Academic Vocabulary: Draw a picture of something that shows you know the meaning of “Migrate.”(Students will go back to their seats and on a 4”x5.5” paper, draw a picture that shows they know what a ‘Migration’ is. They will write a word that goes with it to label the picture. Collect these and display them together on the bulletin board with the title “Migrate.”)

Step 4 - Building Academic Vocabulary: Do activities that allow students to work with the words.Teacher talk: I am going to give you a map today. At the time of early humans people migrated out of Africa. Use this map to show the routes early humans could have taken out of Africa.

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Step 5: Discuss your migration routes with your table mates. Do you all understand the meaning of migration? Examine each other’s maps and look for similarities and differences. Why did your partner choose to migrate to a different place than you?

Step 6 - Building Academic Vocabulary: Play games with the words they are learning.Jeopardy – The 10 vocabulary words for this GLCE are written on the whiteboard, and covered up with a slice of paper taped to the board. The students are divided up into three teams, and each team takes turns choosing a covered word. When the word is revealed the team must make up a question to define the word.

Adapt: Teacher-talk (Step One): Introduce the word “Adapt” to your students. Show students pictures that depicts adaptation. Ask the students what it means to adapt and why is important to study. Ask the students if they have talked about adapting in any of their other classes, probably in science. (Students may answer.) Show students a climate map and ask what kind of information can you get from this map? Why are climate maps valuable to help with understanding of adaptation of early people? (Students may answer.) Show students a map containing information about early human migrations. Ask what types of adaptations would be beneficial to early humans if they migrated to this place or that? Make sure to frame your answer in a way that accounts for the climate of the place chosen. The may answer in very general terms (Its cold there, they would need to adapt their clothing). Show pictures of early humans and point out their adaptations (larger skulls, strength, body hair, etc...). Ask the students to make inferences about adaptation. Is it easy or hard, does it happen quickly or slowly etc…? Make sure they understand that adaptation, in this context refers to the genetic and non-genetic evolution of people and things of the distant past, and also that adaptation continues today.

Step 2 - Building Academic Vocabulary: Write in your own words the meaning of “Adapt.”Teacher-talk: We have been learning about “Adaptation” today. How would you tell someone in your family what that word means? (Collect a few ideas from the students and write it on the white board or chart paper.)

Step 3 - Building Academic Vocabulary: Draw a picture of something that shows you know the meaning of “Adapt.”(Students will go back to their seats and on a 4”x5.5” paper, draw a picture that shows they know what a “Adapt’” is. They will write a word that goes with it to label the picture. Collect these and display them together on the bulletin board with the title “Adapt.”)

Step 4 - Building Academic Vocabulary: Do activities that allow students to work with the words.Teacher talk: I am going to give some pictures that depict common adaptations of early humans. At the time of early humans, people had to adapt to their environments as they migrated out of Africa. Using the climate map, sort these pictures onto the map in the appropriate places. (Ex. more body hair, cold climate region)

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Step 5: Discuss your adaptations and there placements with your table mates. Do you all understand the meaning of adapt? Examine each other’s maps and look for similarities and differences. Why did your partner choose to place their adaptation in a different place than you? Can you both be right? Are there similar adaptations needed in different places?

Step 6 - Building Academic Vocabulary: Play games with the words they are learning.Jeopardy – The 10 vocabulary words for this GLCE are written on the whiteboard, and covered up with a slice of paper taped to the board. The students are divided up into three teams, and each team takes turns choosing a covered word. When the word is revealed the team must make up a question to define the word.

Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

7 – W1.1.2 Explain what archeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

Anticipatory Set: Engage the students in an active discussion of the similarities and differences between Neolithic and Paleolithic societies. Introduce the topic by showing them pictures of early human art, tools, shelter, and lifestyle. Imply that one of the two societies is more advanced than the other. This will help them search for appropriate differences. See Attachments for Pictures.

The teacher will begin the lesson with a question, written on the whiteboard. How do we know that human society, science and culture advance over time? The teacher will then show a series of pictures that compare Paleolithic and Neolithic Art, Tools, Shelters, and Lifestyles. The pictures should always be shown in matching pairs (ex. Neolithic Art, then Paleolithic Art). Do not explicitly show the students the differences, or suggest a pattern, let them figure it out on their own.

The students will work in small groups,

Whiteboard/Markers

Engaging Neolithic and Paleolithic Pictures – See Attachment C

Time – appx. 10 minutes

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Direct Instruction: During the direct instruction I will show the students my Integrated Literacy Assignment. My ILA has a very good information, including pictures, video clips, audio clips, and lecture material. See attachments – ILA

Guided Practice: Each student will be given a template with a Paleolithic column, and a Neolithic column, students will also be given pictures and definitions corresponding to Paleolithic or Neolithic society. The students will sort the pictures and definitions into the appropriate columns, and then glue

and discuss their impressions of the art, tools, shelters, and lifestyle. After the students have discussed each of the pictures, they will elect a spokesperson and attempt to answer the question on the board.

The teacher will use the PowerPoint (text, video and audio) to define the differences between Neolithic and Paleolithic societies. The teacher will also stop to check for understanding, and encourage the students to ask questions

The students will take notes in 2 columns, the first column will be labeled “Paleolithic Age”. The second column should be labeled “Neolithic Age”. As the teacher lectures, the students should be recording the information in the appropriate column. The teacher instruct the students to choose the correct column.

The teacher will explain the task, hand out the materials, and circulate around the classroom, addressing questions and misconceptions.The students will create a template using computer paper and then cut and paste

http://jerndteman.weebly.com See Attachment E

Notebook paper, writing utensil

Paleo & Neo Pictures – See Attachment D Paleo & Neo Definitions – Attachment A and BScissors and Glue

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them into place.

Independent Practice: Students will be creating a foldable. A “Match Book” (Pg. 19) is a good way to compare to topics. Each student will be given a sheet of construction paper. Color does not matter, as long as it isn’t too dark to write on. The students will model the teacher as he/she shows them how to create the foldable. Once the foldable is cut and folded, students will be instructed to label one side Neolithic, and the other side Paleolithic. At this point the assignment becomes a homework project. Each side will have the following terms listed down the left side of the page. (dwellings, lifestyle, tools, clothing, governance, economy, health, art, sculpture material, food, and the main discovery of their time). The students must complete the foldable by correctly describing the features that match the society. (ex Paleo: Means Old, Neo: means new.)

the appropriate pictures and definitions into their appropriate columns on the template. Each student will complete their own work, but interaction between students and between teacher and student is encouraged.

The teacher will explain the assignment and help the students create the basic structure of the foldable. The teacher will also help the students place the correct labels and headings on the foldable. At this point the teacher will turn the project over to the students to be completed as homework.

The students will take the foldable home and fill in the columns with the appropriate descriptions. Each foldable should be include a picture of each society on the outside cover, all appropriate labels, and a minimum of one example/definition for each term.

Construction Paper

Big Book of Social Studies by Dinah Zike

List of Required Terms – See Attachment A

Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books,

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posters, realia, etc…)7- W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Anticipatory Set: To engage the students in the topic and help to activate/create schema, the students will be asked to brainstorm some of the factors that lead to human advancement/development.

Direct Instruction: The teacher will use a website to direct the lesson. Washington State University has created a comprehensive collection of facts and pictures, appropriate for classroom instruction.

Guided Instruction: The teacher will provide each table with a sheet of colored paper. The teacher will also instruct the students how to create an envelope foldable. Each team will create an envelope foldable. On the inside middle section, the students will display the main concept (agricultural revolution). On each of the flaps the students will display one of the following

The teacher will split the class into 2 groups and ask them to think of some of the factors that might lead to human advancement.

As the groups come up with factors, they should be encouraged to shout them out. Each team will have a teammate standing at the white board recording their responses.

The teacher will access the website listed to the right. As the teacher shows pictures and explains the concepts of the Agricultural Revolution, the students will take accurate notes. Students will be required to turn in their notes, before the final assessment.

The teacher will provide instruction for creating an envelope foldable and also provide the terms and definitions to be included in the foldable.

The students will work in small groups to create a team foldable. Each team member must contribute in one of the

Whiteboard Markers

Internet AccessProjector Display Boardhttp://www.public.wsu.edu/gened/learn-modules/top_agrev/agrev-index.html Notebook Paper Writing Utensil

Colored Paper - MarkersBig Book of Social Studies by Dinah ZikeTerms and Definitions – See Attachment CTime – 30 minutes

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vocabulary words along with a student created definition and drawing. (Neolithic RevolutionStable food Supply, Surplus, Food Storage, Population Growth, Trade, Division of LaborDevelopment of Settlements)

The teacher will walk the students through the creation of the foldable, the placement of the terms and the drawing of the pictures. Each term will be displayed on the whiteboard along with its definition. The students will be responsible for restating the definition in their own words, and creating a picture that reminds them of its meaning.

Independent Practice:Each student will create a poster. Although time in class will be allotted for research and planning, this will be a project that is meant to be completed at home. The posters must include a picture and a definition for all of the key terms listed in the Guided Instruction section. The poster will be hung in the classroom, or the hallway just outside of the room.

following ways. Artist (creates the drawing), Organizer (decides where to place terms/definitions and pictures) Recorder (writes the terms and definitions) Definer (re-phrases the definition in their own words)

The teacher will circulate around the room making sure the student created definitions are accurate and the pictures make sense.

The teacher will provide terms and definitions in the guided instruction section of the lesson. The teacher will also display the posters.

The students will work independently, at home, to create a poster related to the Agricultural Revolution. When completed, the students will present their poster to the class in 2 minutes or less.

Teacher provided terms and definitions – See attachment CTape and space to hang postersTime – 1 hour for presentations and discussion.

Attachments (A - E):

Attachment - A

Neolithic vs. Paleolithic Definitions

Neo=new; Lithic=stone. Neolithic era is also call the New Stone age.

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Paleo=old; Lithic=stone. The Paelolithic era is also called the Old Stone age.

Dwelling: Neo-Mud bricks supported by timber VS. Paleo - Mouths of caves, huts, skin tents

Lifestyle: Neo - Sedentary....They farmed in permanent settlements and raised/herded animals; agriculture was discovered and became a major source of food; families evolved. Vs. Paleo - Nomadic; in groups of up to 50; tribal society; hunters and gatherers

Tools: Neo - polished stone tools made sharper by grinding Vs. Paleo - Chipped stone, wooden weapons light stone tools not sharpened

Clothes: Neo - Animal skins, woven garments Vs. Paleo - Animal skins

Governance: Neo - Military and religious leaders had authority. Monarchy emerged. Vs. Paleo - Tribal society. Clan controlled by elders or the powerful (according to age)

Economy: Neo - The concept of private property and ownership emerged for things such as land, livestock and tools. VS. Paleo - There was no concept of private property.

Health: Neo - people were shorter and had lower life expectancy. Diseases like tooth cavities and typhoid emerged in the new stone age. Neolithic women had more children because the life style was no longer nomadic. Vs. Paleo - people were taller and lived longer than Neolithic people.

Art: Neo - Wall paintings Vs. Paleo - Cave paintings

Sculpture material: Neo - Stone, clay (baked) Vs. Paleo - Stone, mammoth ivory, reindeer horn

Main Discovery: Neo - Agriculture and tools with polished stones Vs. Paleo - Fire; Rough stone tools

Food: Neo - They Grew crops such as corn, wheat, beans, etc. Vs. Paleo - Hunted and gathered for their food supply.

Attachment B

Definitions:

Paleolithic - old; Lithic=stone. The Paelolithic era is also called the Old Stone age.

Neolithic - new; Lithic=stone. Neolithic era is also call the New Stone age.

Dwelling – a shelter in which people live

Sedentary – not moving, involving little physical activity

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Settlement – a place occupied by settlers. A small village.

Agriculture - the science, art, or practice of cultivating the soil, producing crops, and raising livestock and in varying degrees the preparation and marketing of the resulting products

Nomad - a group of people who move from place to place instead of living in one place all the time

Hunter-Gatherer - culture in which people hunt animals and look for plants to eat instead of growing crops and raising animals

Monarchy - a form of government in which a country is ruled by a monarch (king or Queen)

Tribal Society - loyalty to a tribe or other social group especially when combined with strong negative feelings for people outside the group

Elder - one having authority by virtue of age and experience

Life Expectancy - the average number of years that a person or animal can expect to live.

Attachment CNeolithic Revolution - Correct terminology for the Agricultural Revolution

Stable Food Supply – consistent availability of food.

Surplus – the amount that remains when all needs are satisfied.

Food Storage – the act of saving left over food for consumption at a later time.

Population Growth - the change in the number of individuals in a community size over time.

Trade - the activity or process of buying, selling, or exchanging goods or services

Division of Labor – assignment of jobs in a society that leads to increased productivity and trade of surplus goods created.

Development of Settlements – a temporary or permanent community in which people live or lived. May include: houses, farms, burial grounds, market places, tool makers, etc…

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Attachment D - Pictures

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Attachment E: http://jerndteman.weebly.com Open the Hyperlink to weebly, Click the Social Studies Tab, Then Click Sample Lessons. Scroll down, Click on Paleo Vs Neo ILA PowerPoint

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Citation Page

Images

PaleoBerkay Archaeology: April 2010. (n.d.). PaleoBerkay Archaeology: April 2010. Retrieved October 20, 2013, from http://pb-archaeology.blogspot.com/2010_04_01_archive.html

xun. (n.d.). xun. Retrieved October 23, 2013, from http://www.asza.com/ixun.shtml

Oldest Musical Instruments Dated. (n.d.). Oldest Musical Instruments Dated. Retrieved October 23, 2013, from http://www.bnl.gov/bnlweb/pubaf/pr/1999/bnlpr092299.html

Chinese Ocarina Xun Flutes by Z.Z.Yin. (n.d.). Chinese Ocarina Xun Flutes by Z.Z.Yin. Retrieved October 20, 2013, from http://www.s-o-n.net/xunbp01.htm

Lascaux Cave Art - 16,000 years old. (n.d.). Lascaux Cave Art - 16,000 years old. Retrieved October 20, 2013, from http://www.redicecreations.com/article.php?%20id=7331

Erika Takacs Sculpture. (n.d.). Erika Takacs Sculpture. Retrieved October 13, 2013, from http://erikatakacs.wordpress.com/2008/11/29/the-thinker/

Books

Ojo, O. (1996). Mbuti. New York: Rosen Pub. Group.

Malam, J., Antram, D., & Smith, K. B. (2004). You wouldn't want to be a mammoth hunter!: dangerous beasts you'd rather not encounter. New York: Franklin Watts.

Ventura, P. (1994). Food: its evolution through the ages. Boston: Houghton Mifflin.

Gallant, R. A. (2000). Early humans. New York: Benchmark Books.

Websites

Kipling, R. (n.d.). In the Neolithic Age. In the Neolithic Age. Retrieved October 13, 2013, from http://www.kipling.org.uk/rg_neolithic1.htm

"In the Neolithic Age" by Rudyard Kipling. (2011, December 24). YouTube. Retrieved October 13, 2013, from http://www.youtube.com/watch?v=-aNbydZMCZY

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In the Neolithic Age - Answers. (n.d.). Answers.com. Retrieved October 13, 2013, from http://www.answers.com/topic/rudyard-kipling

Dragan Dautovski plays on a neolithic flute more than 6000 years old. (2012, December 17). YouTube. Retrieved October 13, 2013, from http://www.youtube.com/watch?v=UW-uoJ9fLis

Playing the Xun. (2009, January 13). YouTube. Retrieved October 13, 2013, from http://www.youtube.com/watch?v=ggDGvI_FQWo

Journal of Cosmology. (n.d.). Journal of Cosmology. Retrieved October 20, 2013, from http://journalofcosmology.com/Consciousness155.html

Neolithic vs Paleolithic. (n.d.). - Difference and Comparison. Retrieved October 20, 2013, from http://www.diffen.com/difference/Neolithic_vs_Paleolithic#Important_Discoveries_and_Inventions

Stone Age. (n.d.). Web Resources Stone Age. Retrieved October 20, 2013, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CC4QFjAB&url=http%3A%2F%2Ffranceschini.cmswiki.wikispaces.net%2Ffile%2Fview%2FStone%2BAge.doc&ei=QhdoUo3vLaTC2QXpwoCIBQ&usg=AFQjCNHMue3ryi-RoJDkxkw4TKpbN0-yjQ

PALEOLITHIC - NEOLITHIC ERAS. (n.d.). Paleolithic. Retrieved October 23, 2013, from http://www.rivervalleycivilizations.com/neolithic.php

Agricultural Revolution. (n.d.). Agricultural Revolution. Retrieved December 9, 2013, from http://www.public.wsu.edu/gened/learn-modules/top_agrev/agrev-index.html

Marzano's Intsructional Strategies. (n.d.). Marzano's Nine Instructional Strategies for Effective Teaching and Learning. Retrieved December 3, 2013, from http://www.ntuaft.com/TISE/Research-Based%20Instructional%20Strategies/marzanos%209%20strategies.pdf

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