TaBLE OF Contents

Topic 2 Overview......................................................................................................................................................................................1

Topic 2: Goal, GLE's & Description..........................................................................................................................................................2

Student Strategies...................................................................................................................................................................................3

• Think Like a Historian

• RACE

Unit 1, Topic 2 - Supporting Our Claim by Asking The Important Questions ...................................................................................4

Lesson Activity: Vocabulary Words.......................................................................................................................................................5

Lesson Activity: What Did You Learn From Topic 1.............................................................................................................................6

• What We Will Cover in Topic 2

Lesson Activity: Archaeology.................................................................................................................................................................7

• Passage

• Video

Lesson Activity: Geology.........................................................................................................................................................................8

• Passage

• Video

Lesson Activity: Climatologists..............................................................................................................................................................9

• Passage

• Video

Lesson Activity: Graphic Organizer for Archaeologists, Geologists, and Climatologists..............................................................10

Lesson Activity: What Drove Early Man Across the Globe?..............................................................................................................11

Pre-History Discussion...........................................................................................................................................................................12

Lesson Activity: Practicing the Work of Archaeologists...................................................................................................................13

Lesson Activity: Stone Age Artifacts...................................................................................................................................................14

• Video - Stone Age Tool Set

• Video - Making Stone Tools

Lesson Activity: Tools Used During the Stone Age............................................................................................................................15

• What Were They Used For?

• How Did They Improve Life?

Lesson Activity: How to Use R.A.C.E....................................................................................................................................................16

Lesson Activity: Hunter-Gatherers, Article 1.....................................................................................................................................17

Lesson Activity: The World of Hunter-Gatherers, Article 2..............................................................................................................18

• Video - From Hunter-Gatherer to Farmer

• Video - Hunter-Gatherers

Lesson Activity: First Technologies - Fire and Tools.........................................................................................................................19

The Ice Age and Mystery of It

Lesson Activity: The Last Ice Age........................................................................................................................................................20

Lesson Activity: Migration Map Video................................................................................................................................................21

Lesson Activity: Graphic Organizer....................................................................................................................................................22

• Questions on Map Videos

Lesson Activity: Think Like a Historian - Otzi The Ice Man.............................................................................................................23

• Otzi The Ice Man

Otzi - The Oldest "Cold Case" Mystery!..............................................................................................................................................24

Lesson Activity: Otzi The Ice Man......................................................................................................................................................25

• Video - Otzi The Ice Man

Lesson Activity: Developing a Claim/Formative Assessment........................................................................................................26

Lesson Activity: Watch Video on Carbon-14 Dating and Explain...................................................................................................27

Lesson Activity: Stone Age, Article....................................................................................................................................................28

Lesson Activity: Performance Task Assessment.............................................................................................................................29

Lesson Activity: Homework Creating A Timeline............................................................................................................................30

Lesson Activity: Completing a Venn Diagram..................................................................................................................................31

Lesson Activity: Stone Age Historians and Their Time (On-Course)..............................................................................................32

Topic 2 Description: Students will explore primary and secondary sources about what life was like for early humans in order to build their understanding of how the environment impacts human life and settlement. Students will investigate artifacts to build an understanding of how early humans lived.

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Unit 1 Description: The most important lesson for students to learn in this unit and all units after this one is the survival or downfall of civilizations. Civilization is the underlying theme of Ancient History. Where did we, as humans, come from, how did we get here, how did our ancestors survive and thrive in ancient times. We will investigate how scientists explore and research the past and how geography and climate play a major roll in where humans settle. Students will develop an understanding of the hunter-gather societies of the Paleolithic Age and how their inventions led to the development of permanent settlements and the foundations for civilization. Primary and secondary sources will be used to analyze how hunter-gathers used these tools to help them in their daily lives.

Topic 2: Goal

For students to write a multi-paragraph essay to answer the Sub-Topic's claim: How do artifacts reflect environmental changes that impacted early humans. This supports the Unit Claim: How do environmental changes impact human life and settlement?

Topics (GLEs) for this unit & pacing: Approximately 4 Weeks

Topic 2: Approximately 6 class periods

Connections to the Unit Claim

You will explore primary and secondary sources about what life was like for early humans in order to build your understanding of how the environment impacts human life and settlement.

To Explore These Key Questions

• How do we learn about prehistoric people?

• How did geography impact life and culture of the hunter-gatherer societies?

• How did Paleolithic people influence later people?

Students will successfully complete each standard in Topic 2. (This means you will complete the following lists of things) GLE’s are listed below:

6.2.1 Analyze the relationship between geographical features and early settlement patterns using maps and globes.

• Use maps and globes to compare geographical features, early human migration routes, and areas of settlement to draw conclusions about the relationship between settlement patterns and geographical features.

6.2.2 Examine how the achievements of early humans led to the development of civilization.

• Identify the characteristics of civilizations (large population centers, monumental architecture and unique art, writing and record keeping, complex institutions, specialization/complex division of labor, and social classes/structures).

• Describe the life of early humans (organization in social groups, obtaining food, diet, dangers and difficulties of everyday life).

• Explain how the lives of early humans were affected by their achievements (mastery over fire, development of spoken language, invention and use of tools and technology, development of agriculture and domestication, religious beliefs and rituals, artistic expression).

• Analyze the importance of the Neolithic/Agricultural Revolution (the wide-scale transition from nomadic, hunting and gathering to a settled, agrarian life) to the development of civilization.

• Explain how the Neolithic era/agricultural revolution changed society (permanent settlements, social classes, animal domestication, new technology, social equality and gender roles).

• Explain the benefits and drawbacks of a society based on hunting and one based on farming.

• Compare and contrast hunter-gatherer and agricultural societies, including the benefits and drawbacks of each.

• Explain the benefits and drawbacks of domesticating animals, and how animal domestication impacted society. 5 Social Studies Companion Document 6th Grade

• Describe early settlements such as Catalhoyuk or Jarmo, and their characteristics (settlement dwellings, use of mounds, relationships between dwellings and society, and the achievements of settled societies using farming, tools, religion, and social structure). Explain how these early settlements begin to reflect the characteristics of a civilization.

6.4.1 Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world.

• Describe the changes in climate conditions from the Ice Age through the Bronze Age, including ways the Ice Age affected early humans.

• Describe the characteristics of different climate zones and explain how physical features, the environment, and climate conditions affected early human migration, settlement, and developing civilizations.

• Explain how early humans and developing civilizations adapted to their environment, such as Otzi the Iceman, Catalhoyuk, or Jarmo.

• Explain the relationship between geography and the development of agriculture in early settlements.

• Explain how different physical features and climate conditions were beneficial and detrimental to early humans, and how they contributed to the success or failure of early human groups and developing civilizations.

6.4.3 Explain the connection between physical geography and its influence on the development of civilization.

• Explain how geography influences human settlement and the rise of civilization.

• Explain which geographical features are beneficial and which are detrimental to civilization (use factors such as stability, climate, location, and resources including proximity to water).

6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:

• Conducting historical research

• Evaluating a broad variety of primary and secondary sources

• Comparing and contrasting varied points of view

• Determining the meaning of words and phrases from historical texts

• Using technology to research, produce, or publish a written product

Options to address 6.1.1 in Unit 1:

• Use technology to conduct research on early human settlements.

• Analyze artifacts from early humans of the Paleolithic age through the development of civilizations.

• Compare and contrast early human life in the Paleolithic (Old Stone Age), Mesolithic, Neolithic (New Stone Age), and Bronze Age.

• Produce written claims on how geography and environmental changes impacted human life and settlement.

6.1.2 Construct and interpret a parallel timeline of key events in the ancient world.

• Create a timeline relating to early humans and developing civilizations including the Stone Age (Paleolithic, Mesolithic, and Neolithic, Stone Age-Old/New Stone Age, Bronze Age).

• Create a timeline using appropriate dates, including B.C.E/B.C. and C.E./A.D.

6.1.4 Identify and compare measurements of time in order to understand historical chronology.

• Compare/contrast measurements of time including years, decades, centuries, millenniums, time periods, eras, and events.

• Examine timelines of key Unit 1 content recognizing measurements of time, sequencing, chronology, location, distance, and duration.

• Define terms related to measurements of time and chronology (B.C.E./B.C., C.E./A.D., circa or c., prehistoric/prehistory).the world.

Unit Claim: How do environmental changes impact human life and settlement?

Topic 2 Claim: How do artifacts reflect environment changes that impacted early humans?

To Explore These Key Questions

• How do we learn about prehistoric people?

• How did geography impact life and culture of the hunter-gatherer societies?

• How did Paleolithic people influence later people?

What We Will Cover in Topic 2:

In Topic 2, we are going to examine early human settlement and the fields (jobs/job specialization) that help us study them to understand how modern historians arrive at their conclusions about the development of early humans.

• As we said, climatology is a long-term field of study. Do climates change? Yes. Climates may undergo large permanent changes and short-term changes. If you use the rainforest as an example, look at the annual temperatures. They vary in a specific ways. If you cut down all of the trees in the forest, the temperatures will heat up. Since it is unlikely the forest will be able to grow back for hundreds of years, you would see a long-term climate change.

• Climatologists rely on weather stations to supply current data on such variables as temperature, humidity, solar activity, and rainfall. The stations are equipped with sensors and can communicate with satellites that then convey the data to climatologists. By tracking such data over time, scientists can determine the extent to which a climate is changing. Climatologists use some of the same tools at meter

Short-term climate changes occur also, as seen with an example like El Niño. El Niño occurs every few years and increases winter rainfall on the west coast of North America. This phenomenon is not a specific part of the climate type; it is a localized variation in the climate.

Lesson Activity

DIRECTIONS:

Now that you have read the information and watched videos about archaeologists, geologists, and climatologists, go to your NOTEBOOK and fill out the boxes shown below. An example is provided for you. Let's go check it out.

Once you answer the questions, use that information to help you write a paragraph or more summarizing how all three fields contribute to our study of history. This will also be completed in your NOTEBOOK.

Let's start to develop our Claim by answering the following questions. Remember to use the R.A.C.E. Strategy when answering. You will use your notebook to answer these questions. This activity could be graded by your teacher.

1. How did early humans organize themselves into social groups, and for what purposes?

2. How did early humans obtain enough food to survive in small groups?

3. What do early belief systems reveal about the dangers and difficulties of life for early humans?

4. How did the development of new technologies improve early human life?

I will answer the first question for you. I want you to follow the example I have given you when you answer the other 3 questions. You got this.

A World Slowly Changing

In the world of 10,000 BC, a man might live all his life without meeting anyone from another group or tribe. This meant that ideas and techniques spread very slowly, taking lifetimes to travel long distances. This was a world where change was imperceptible. But this did not mean that it was not taking place.

Circumstances Leading to the Find and the Attempts at Recovery

On September 19, 1991, Germans Erika and Helmut Simon discovered a human corpse during a mountain hike at 3210 meters above sea level. Only his upper body was sticking out from the ice. The Simons reported the find to the appropriate authorities. Originally, everyone assumed that the man was the unfortunate victim of a mountaineering accident. Authorities tried to recover the body the next day, but were unable to free the dead man from the ice due to bad weather. They did, however, recovery his ax and brought it back with them.

Another attempt to recover the body was conducted the next day, but failed because there was no helicopter available. Meanwhile, several famous mountaineers arrived to look at the leather clothing and the birch-bark containers and when they saw it, they suspected that the corpse was very old.

A case for Forensic Medicine?

The body of Otzi was removed from the ice on September 23, by men using ice picks. They still did not know what they were dealing with. There were no archaeologist present when the body was removed, but there was a camera team that filmed the entire thing. As they pulled the body from the ice, numerous leather fragments, string, pieces of hide and clumps of hay were exposed. Next to the body was a dagger and a long stick that was later identified as a bow.

Konrad Spindler, an expert archaeologist in pre- and early history at Innsbruck University, was called in 5 days later. He estimated the mummy's age to be at least 4000 years old. The corpse started to decompose after being removed from the ice so it was placed in a cold cell that copied glacier conditions.

Otzi is a wet mummy that was mummified naturally in the glacier ice. Because the body lay in the snow and ice for so long, it dehydrated and much of his body fluids were lost. Most mummies were treated with substances to preserve them as part of a ritual burial after their organs had been removed. Otzi's body was preserved almost in its entirety, making him very unique. Because Otzi was so well preserved, numerous examinations have been carried out on him to learn more about his state of health when he was alive.

The Discovery Site

The body was found in a gully that protected it from being destroyed by the forces of the moving glacier. The rock gully was probably free of ice when Otzi died. As time moved on he became covered by snow and glacier ice. When the mummy was found, the ice had started to melt due to the warm summer, thus exposing the upper part of his body. This was a great archaeological find.

The Border Question & Archaeological Excavations

The body was discovered close to the Austrian-Italian border so an official survey had to be conducted to see where it was actually found. After the survey, it was found to be on the South Tyrol side in Italy, but the body was in Innsbruck, Austria. All parties agreed to leave the body in Innsbruck for the time being in order to carry out archaeological examinations. Further investigation started in October, at which time other artifacts were found. A birch bark and a piece of a grass mat were unearthed, but it was not until August 1992, before archaeologists were able to investigate for the first time by melting the ice. Once they did this, they uncovered a bearskin cap that belonged to Otzi.

Information about Otzi

Otzi's Age: Examination of Otzi's femur (thigh bone) put his likely age to be around 45. This was a good age considering the short life expectancy 5300 years ago.

Height: Otzi was a little over 5 feet tall and his shoe size was size 6. This was the average for his times.

Weight: The mummy weighs approx. 28 pounds. In life, he would have weighed about 110 pounds.

Hair: They found small clumps of hair that were dark, he had medium-long hair which he wore loose.

Nails: Otzi’s fingernails and toenails fell off as he decomposed. During excavations, one fingernail and two toenails were retrieved.

Teeth: Otzi’s teeth were badly worn, and there is a distinct gap between his upper incisors, which is often inherited. The minerals in his teeth shed light on the composition of his drinking water and thus of where he lived as a child. Otzi had no wisdom teeth.

Bones and joints: X-rays disclosed significant wear and tear of joints, including the hips, shoulders, knees and spine. Otzi broke several bones during his lifetime, including several ribs and his nose.

Otzi had 61 tattoos on his body, all in the form of lines or crosses. Unlike modern tattoos, they were not made with a needle; they were fine cuts in the skin into which a powdery charcoal was rubbed. The tattoos are located near his rib cage and lumbar spine, on his wrist, knee, calves and ankles. The scientists were puzzled about the tattoos. Scientists determined that the tattoos would have been under clothing so they were not put there for decoration. They determined that the tattoos were used for medical purposes, such as to relieve pain. The theory is supported by the location of the tattoos on acupuncture lines that are still used today in modern medicine.

Circumstances Surrounding Otzi's Death

At first it was thought that Otzi had died in an accident in the mountains. It was only in 2001 that an X-ray revealed a flint arrowhead in his left shoulder, after which a 2 cm (a cut just under 1 inch). An entry wound was discovered in his back. The arrow severed the a main artery, indicating that Otzi bled to death within a matter of minutes. Otzi also suffered a severe head injury – probably at the same time as the arrow wound. This could have been caused by a fall or a blow to the head. Perhaps Otzi pulled out the arrow himself, or perhaps his murderer did. The arrowhead broke off when the arrow shaft was removed and is still in his body. The shape of the arrowhead corresponds to that of other flint arrowheads found in the area, including the ones Otzi was carrying himself. There can be no doubt now that Otzi was murdered. The evidence seems to show that he was being followed and involved in hand-to-had combat where he received a deep cut to his right hand. There are a lot of questions to be answered and unfortunately may never be answered. Why was he murdered? Who murdered him? What was the motive? Why did the killer leave him with all of his belongings?

Scientists found pollen and the maple leaves in Otzi's birch bark containers, so they have narrowed the time of his death to early summer.

Otzi's clothing was made from hide, leather, and braided grass which provided him protection from the cold and wet. He was fully clothed when he died.

His clothing was made solely from leather, hide and braided grass. It was stitched together with animal sinews, grass fibers and tree bast. No wool or woven textile was found.His garments, practical and functional, afforded protection from the cold and wet.

Restoration

The Romano-Germanic Central Museum in Mainz, Germany was charged with restoring Otzi’s clothing. Following their recovery, it was important to catalogue the numerous leather and hide fragments. The fragments were then preserved and pieced together.

Otzi’s hide coat reached almost down to his knees, covering his upper body and thighs. The coat was made from light and dark strips of goat and sheep hide stitched together with animal sinews. His coat was made from goat-hide. He also wore leggings, loincloth, and a belt. His pants were made of two separate leggings. They were made from strips of domestic goat and sheet hide.

The belt consisted of a calfskin strip. It was probably around 78 inches long and would have been wrapped twice around the hips. Or there were two separate belts – one to keep the loincloth in place and the other to hold the coat closed. Another leather strip was stitched onto the belt to make a small pouch. This belt pouch contained tinder fungus, a scraper, a boring tool, a bone awl and a flint flake.

Shoes and Bearskin Cap

During excavations, Otzi’s right shoe was found on his foot. This was removed for restoration. Only the netting of the left shoe survived. The shoes are made up of several layers. The inner shoe consists of string netting made from lime tree bast. Dry grass was stuffed under the netting for insulation. The outer shoe was made from deer hide and was stitched onto the sole like the netting. The sole was worn with the fur on the inside. The shoe was tied onto the foot with bast string. Experiments with reconstructed shoes have shown that they are warm and comfortable even on long treks. Although they are very warm they provide little protection from the wet, so presumably the wet grass was simply replaced.

A bearskin cap was uncovered during the archaeological excavation. Pieces of bearskin had been stitched together to form a hemispherical shape. A chin strap held the cap in place in order to protect him from the cold. Otzi was well equipped to master the challenges of his alpine environment. He was adept at hunting with a bow and arrow, dismembering animals with his dagger, fashioning and repairing his equipment and making a fire.

He was very familiar with the qualities of the raw materials he had at his disposal. He knew which wood to use to make arrows and how to carve a bow. He sharpened flint tools with his retoucheur and mended his clothes with grass fibers. The copper axe could be used as a weapon as well as to fell trees.

The one thing that Otzi didn’t carry with him was pottery. This would have been an important archaeological clue for assigning him to a specific cultural group. Pottery pieces are often very characteristic and large numbers of them have been found in graves and settlements. But of course it is understandable why Otzi did not carry his provisions in heavy, breakable pottery jars. He carried them in a backpack or in his birch-bark containers. Otzi’s equipment is globally unique in its diversity and its excellent state of preservation. It has provided us with fresh insights into life in the Copper Age.

Copper Axe

Otzi’s axe was preserved intact and is the only one of its kind in the world. The blade consists of 99.7% pure copper and is trapezoidal in shape. The blade was cast in a mould, cooled and then compressed by hammering. Signs of wear show that the axe had been frequently used and therefore had to be re-sharpened. The copper used in the blade does not derive from the Alpine region but from Central Italy. Researchers have discovered that the metal had been obtained from ore mined in South Tuscany.

Copper was the first metal to be used to make weapons and tools. Mining and smelting skills spread from Asia Minor to Central Europe 4000 years BC. Around 3000 BC, high-ranking men owned a copper axe, which was often buried with them. A copper axe was used not only for woodworking and felling trees but was also a powerful close-combat weapon. Was Otzi a tribal leader? It remains a mystery why the attacker didn’t take this valuable copper axe. Would it have exposed him as a murderer? Otzi's axe is the only one of its kind in the world. His axe was in excellent condition and provided detailed information on how an axe in the Copper Age was made.

The Quiver and Its Contents

Otzi carried a quiver made from deer hide for his arrows. A hazel rod supported the long, narrow quiver, to make it easier to carry on his shoulder. The shoulder strap is missing. The quiver would have had a lid on top with leather strips to close it. The quiver contained 12 arrow shafts and 2 finished arrows. The arrows were made from branches of the wayfaring tree, viburnum lantana, and cornelian cherry. The bark was first stripped off and the shafts were then smoothed. A notch for an arrowhead was carved into one end. Two arrows have flint arrowheads fixed to the shaft and bound with plant fibers. At the other end of the arrow are remains of the fletching. These stabilized the arrow in flight. The fletching was also affixed with birch tar and plant fibers. Other objects in the quiver included four deer antler tips – perhaps for skinning animals – and a 2-metre-long piece of string made from tree bast. He also had an unfinished bow with him and several arrows as well.

Otzi had an unfinished bow with him and several arrows in his quiver. The yew bow and most of the arrows in the quiver were unfinished. Otzi owned a functional dagger. The dagger has a flint blade and an ash wood handle. Otzi’s dagger is the only fully preserved dagger from the Copper Age.

Otzi’s dagger has a flint blade and an ash wood handle. The blade was forced into the wooden handle and bound with animal sinew. A string was attached to the end of the handle. The sheath is made from lime tree bast. On the side of the sheath is a leather eyelet, presumably used to attach the dagger to the belt. The sheath is considerably larger than the dagger blade which is very small, hardly bigger than an arrowhead, perhaps because it was often resharpened. To sharpen his flint tools, Otzi used a retoucheur to remove tiny fragments. Tests have shown that the flint came from Trentino (Italy).

Here are a few videos on Otzi. Watch them when you have time. I think you will enjoy them.