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Content
2016 HSS Framework CH. 10, Grade 6 - World History and Geography: Ancient Civilizations, (ch. 10 pp. 143-146 )
California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CDE pp. 65-69, 79-82, 84-89)
History-Social Science Content Standards, pp. 23-26
HSS Standard: Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. (6.1)
Inquiry
How did the environment influence the migrations of early humans?
How did early humans adapt to new environments and climate changes? (See lessons below "Paleolithic People: Adapting to Change")
How did people live by the gathering and hunting way of life? (See lessons below "Paleolithic People: Tools, Tasks, and Fire")
Why did some people develop agriculture and pastoral nomadism? What were the effects of these new ways of life? (See lessons below "Agriculture")
Literacy and Learning Activities
Engage:
Review the video "Otzi the Iceman."
Close read of Five Interesting Facts About Otzi the Iceman.
Find key details from the article and list them on the graphic organizer.
Pre-assessment: What does Otzi the Iceman tell us about the Neolithic Period? (Be sure to include a claim using evidence and reasoning)
Content: Describe the hunter-gatherer societies, including the development of tools and the use of fire. (6.1.1)
Inquiry: How did early humans impact the environment?
Learning Target: Students will explore the essential characteristics of scavenger/ hunter-gatherer societies, including the development of tools and the use of fire. These lessons can replace: Holt text ch. 2.1 “The First People.”
Success Criteria:
Evidence of Learning:
Lessons - Paleolithic People: Tools, Tasks, and Fire (slides)
Hunting and Gathering
Life in Paleolithic Times
Investigating Implements
Fabulous Fire
Mastodons and Modern Times
Paleolithic People: Adapting to Change
(you will need an EEI password)
Content: Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. (6.1.2)
Inquiry: How did the environment influence the migrations of early humans? How did early humans adapt to new environments and climate changes?
Student Outcomes: Compare the lifestyles of different Paleolithic cultures and the ecosystem goods and services upon which they depended. These lessons can replace: Holt text ch. 2.2 “Early Human Migration.”
Lessons - Paleolithic People: Adapting to Change Slides
Migration Mysteries
Where the People Were
Responding to Change
Adapting to New Places
“Agriculture"
Content: Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. (6.1.3)
Inquiry: Why did some people develop agriculture and pastoral nomadism? What were the effects of these new ways of life? Was the development of agriculture good for humans?
Student Outcomes: Students will...
create a chart with information about how climate change and improved tools contributed to the development of agriculture.
write a paragraph about how writing emerged in Mesopotamia and describe the implications of that development.
conduct a Socratic dialogue addressing the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.
construct an argument supported by evidence that agriculture had a range of consequences for human culture.
Lessons - Agriculture Slides (begin slide #34)
1. How did environmental changes and new technologies affect the development of agriculture?
2. How did the development of agriculture in Mesopotamia lead to the development of writing?
3. What were the consequences of agriculture for humans?
Citizenship:
1. Conduct a Socratic dialogue addressing the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.
2. Find an example of a modern development (like agriculture) that has resulted in a variety of consequences for humans. Determine the intended and unintended consequences of the innovation identified. Publish a public service announcement or design a cave art image with a campaign about the intended and unintended consequences of the innovation.
Citizenship and Extension
Using the medium of a cave art-type image, students will inform people about an endangered species and how we positively and/or negatively impact its chances for survival. Post around the school/community. Invite leaders/media to view.
Investigate current theories on how global climate is changing, and have students discuss how the predicted changes will, in turn, change the characteristics of the current climate zones. Have students predict where people will migrate and settle one hundred years from now and locate these regions on a world map. Make an campaign poster advertising this region to those needing to migrate. (see p. 26 in Paleolithic People: Adapting to Change TE for ideas)
Find an example of a modern development (like agriculture) that has resulted in a variety of consequences for humans. Determine the intended and unintended consequences of the innovation identified. Publish a public service announcement or design a cave art image with a campaign about the intended and unintended consequences of the innovation. Here is an example of an issue that may be related: Rock Art Across Africa is dying, say experts.
Make Your Own Cave Art - Use this website on CAVE ART to make your own cave art: Take a virtual tour of Lascaux Caves in France: http://archeologie.culture.fr/lascaux/en
Extension
Watch "Modeling Göbekli Tepe," then read and summarize "Göbekli Tepe." Make a claim using evidence that answers this question: Which came first, agriculture or religion?
Here is an example of an issue that may be related: Rock Art Across Africa is dying, say experts.
How 250 Siberians Became the First Native Americans - Live Science
Creating a Character Collage of Early Human Achievements, Job Aid/Rubric
Resources compiled in collaboration with Mauro Soria and Gary Conover, Knox Middle School
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