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Morris School District
Morristown, NJ
2012-2013
Cultural Evolution: DRAFT
Superintendent
Dr. Thomas J. Ficarra
Morristown High School Administration
Ethel Mincello, Principal
Michael Amendola, Supervisor of Math & Science
Brian Young, Curriculum Instructor of Science
Curriculum Writers:
Brian Young, Surina Ranawat, Janyce Dunbar
Table of Content
Part I
Rationale and Philosophy
Goals and Objectives
Part II
Works Cited
Topics Of Study
Units Of Study
Mastery Objectives
Part III
Assessment Methodologies
Assessment and Testing Strategies
Texts and Materials
Part IV
Curriculum Map
RATIONALE & PHILOSOPHY
Cultural Evolution is a semester course study of the interrelationships between
biological evolution, human development, and cultural societies. This course provides
students with knowledge to evaluate biological development and human cultural
patterns past, present, and future. The course emphasizes the development of
scientific principles, which allow students to identify and analyze cultural issues and
associated risks. Using real-world case studies, current data, and a wide range of
inquiry activities, the students of Morristown High School students will identify and
analyze the development of human cultures, processes of evolutionary change, and
social patterns of behavior. Students will also examine solutions that can prevent
cultural and evolutionary issues through critical and creative thinking skills.
Key considerations:
● State and National Expectations
● Equity and Access to Scientific Principles
● Building on Existing Partnerships Locally, Nationally, and Globally
● Fostering student cognition and a developmental progress
● Providing avenues for student interest and awareness
G
GOALS & OBJECTIVES
ctives (outcomes):
The study of Cultural Evolution incorporates the following Big Ideas and Enduring
Understandings and strives to establish connections and applications of individual
skills and concepts intertwined with the broad principles, critical goals, and
objectives of the course:
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Scientific Methodologies
Evolutionary and Genetic Development
Evolutionary History of Life on Earth
Evolutionary Patterns and Processes
Theories of Evolution and Cultural Development
Cultural Societies Past, Present, and Future
Applications of Scientific Inquiry
Student Learning Objectives:
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Describe the history of evolutionary theories and origins of life.
Describe how molecular, physiological, and behavioral studies have
contributed to our understanding of evolution and culture.
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Integrate evolutionary findings from past cultures and the process of
adaptations to natural environments.
Identify past, present, and future trends in Human Evolution and speciation.
Define Culture, discuss its effects on species, and differentiate between
societal structures.
Apply evolutionary and cultural concepts, theories, and research to issues in
everyday life.
Describe how basic laws of nature relate to speciation.
Describe various levels of consciousness and how it relates to human cognition,
problem solving, interaction, and the formation of societies.
Make reasoned arguments about major issues related to evolution, societies,
and cultural development.
WORKS CITEDrks Cited:roductio
Evolutionary Science and Society: Educating a New Generation, Joel Cracraft and
Rodger W. Bybee (ed)., American Institute of Biological Sciences, Washington D.C.,
(2004).
An Introduction to Biological Evolution, Kardong K. (2005).
Cultural Anthropology: Understanding Ourselves and Others (5th ed.), Crapo, Richley
H., McGraw-Hill (2001)
Evolution: “A Journey Into Where We’re From and Where We’re Going”
Evolution WGBH/NOVA Science Unit and Clear Blue Sky Productions.
@2001 WGBH Educational Foundation and Clear Blue Sky Productions, Inc.
http://www.pbs.org/wgbh/evolution/index.html
Smithsonian National Museum of Natural History
http://anthropology.si.edu/outreach/Teaching_Activities/index.htm
© Copyright 2012 Smithsonian Institution
Becoming Human: Paleoanthropology, Evolution and Human Origins
(From becominghuman.org) - http://www.becominghuman.org/
Bottoms, Gene and Feagin, Caro. High Schools That Work (HSTW) Research brief:
Improving Achievement is about Focus and Completing the Right Courses
(www.sreb.org).
Daggett, Bill and McNulty, Ray. Rigor and Relevance Framework: International Center
for Leadership in Education (www.leadered.com).
Killion, Joellen P. (2008). Collaborative Professional Learning in School and Beyond:
A Toolkit for New Jersey Educators. Trenton, NJ: New Jersey Department of
Education, the New Jersey Professional Teaching Standards Board, and the National
Development Council.
National Research Council (1999). A Guide for Using Mathematics and Science
Education Standards. Washington, D.C.: National Academy Press.
New Jersey Department of Education (2010). New Jersey Common Core Curriculum
Standards 2010. www.njcccs.org.
Stiggins, Rick, Arter, Judith, Chappuis, Jan, and Chappuis, Steve (2006). Classroom
Assessment for Student Learning—SUPPLEMENTARY MATERIAL. Portland, OR:
Educational Testing Service.
TOPICS OF STUDYr
I.
II.
III.
IV.
V.
Introduction To The Scientific Process of Evolution
How The Environment Fuels Evolutionary Patterns and Processes
Human Evolutionary Trends Past, Present, and Future
Defining Culture: Origins, Progression, and Outlining Factors
Cultural Evolution: Past, Present and Future Ideals
I. The Scientific Process of Evolution
·
Evolution as a scientific process
·
Micro vs. Macro evolution
·
Types of selections and speciation
·
Genetic Variability: genes and allele frequencies in populations
·
Convergent, Divergent, and Coevolution
·
Environmental influences: Adaptive Radiation, Punctuated Equilibrium
II. Theories of Evolution
·
Scientific Theories of Evolution
·
Darwinism and Descent with Modification
·
Evidence for Evolution
·
Evolutionary Tools for Classification
·
Exploring alternative theories: Creationism, Intelligent Design
·
Darwin’s effect on society and culture
III. Hominid Evolution
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History of Hominid Evolution
Characteristics of early Hominids
Migration and settlements of human species
IV. Origins of Culture
·
Outlining levels of cultural understanding and awareness
.
Evolution of cultural groups and trends
·
Development of cultural societies and beliefs
V. Human Culture and Societies
·
Past, present, and future trends of human cultural evolution
·
Development of societies and cultural patterns
·
Transcendence from one cultural existence to another
MASTERY OBJECTIVES
(NJCCCS)Mastery Objectives:
5.1 Science Practices All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands
encompass the knowledge and reasoning skills that students must acquire to be
proficient in science (A-D)
5.3 Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on Earth. Order in natural systems arises in accordance
with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics. (A-E)
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing
system of the universe. (A-G)
6.1 U.S. History: America in the World: All students will acquire the knowledge and
skills to think analytically about how past and present interactions of people,
cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights
and core democratic values as productive citizens in local, national, and global
communities. (A-E)
6.2 World History/Global Studies All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures,
and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world
citizens in the 21st century. (A-D)
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to
be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world. (A-D)
ASSESSMENT METHODOLOGYAsessment Methodologies:
Project based assessments in the classroom laboratory, through web-based media, and in the
research field will provide students with opportunities to test concepts and principles that are
introduced in this course. In these experiences students of all learning styles will be able to
explore and reinforce fundamental concepts and principles using various field, digital, and
laboratory mediums.
Traditional elements of assessment of 21st century student learning
The traditional elements for assessing 21st century student work include relevance and
reliability of information used in the work; significance of new information or
understandings communicated throughout the process and in the final product;
effectiveness of the work in achieving its purpose; impact of the work on the audience;
creativity or aesthetics demonstrated in the final product; creativity, initiative, and
effectiveness demonstrated in solving problems; efficiency and effectiveness of the
student’s process; and the student’s legal and ethical process and behavior.
ASSESSMENT & TESTING STRATEGIESssessment and Testing
trategies
Sound and productive classroom assessments are built on a foundation of the
following five key dimensions (Stiggins et al, 2006):
Key 1: Assessment serves a clear and appropriate purpose.
Did the teacher specify users and uses, and are these appropriate?
Key 2: Assessment reflects valued achievement targets.
Has the teacher clearly specified the achievement targets to be reflected in
the exercises? Do these represent important learning outcomes?
Key 3: Design.
Does the selection of the method make sense given the goals and purposes? Is
there anything in the assessment that might lead to misleading results?
Key 4: Communication.
Is it clear how this assessment helps communication with others about student
achievement?
Key 5: Student Involvement.
Is it clear how students are involved in the assessment as a way to help them
understand achievement targets, practice hitting those targets, see themselves
growing in their achievement, and communicate with others about their
success as learners?
The Cultural Evolution course will include a variety of assessment tools for the
effective teaching and to help monitor student progress, evaluate content mastery,
and ensure student success. Indicators of Sound Classroom Assessment Practice will
consist of both formative and summative assessments that may include, but are not
limited to:
● Observation
● Lesson and Chapter Assessments (to think critically and apply chapter
concepts).
● Chapter Self Tests for students to assess their knowledge before an exam.
● Interviews
● Portfolios (Project, Growth, Achievement, Competence, Celebration)
● Paper-and-pencil tests/quizzes
● Performance Tasks
● Unit Case studies…students can work through two page case studies with
teacher support.
TEXTS & MATERIALSts and Materials
Student Text:
● Various methodologies of associated physical and web-based published texts
will be used as student resources
Teacher Materials and Resources:
Technology/Computer Software
○ Online Student Text Readings
○ Online Teacher’s Text Readings
○ Central Case Activities
○ Real Data and Mapping Activities
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21st Century Skills Activities
Open Forum Debates
Chapter Self-tests
Lesson and Chapter Assessments
Bell-ringer videos
CURRICULUM MAP
Content/Objectives
Essential
Questions/
Enduring
Understandings
Activities,
Materials, and
Equipment
Evaluation/Assessment
The learner will:
I. The Scientific
Process of
Evolution
* Define Evolution
* Define Speciation
* Describe how
natural selection
drives evolution
* Identify types of
selections
* Compare and
contrast micro and
macro evolution
* Define the role of
genetics in evolution
* Describe gene
pools, allele
frequency, and
genetic mutations in
regards to
population evolution
* Interpret gene flow
and genetic drift
* Compare and
contrast divergent
and convergent
evolution
* Describe
coevolution
* Using evolutionary
tools for
classification
* Relate ideas to
episodic speciation
II. Theories of
Evolution
* Define various
theories of evolution
* Identify Charles
Darwin and his
contributions to
evolutionary biology
* Interpret Darwin’s
Theory of Evolution
by means of Natural
Essential
Questions:
Instructional
Strategies
I. The Scientific
Process of
Evolution
* What is
evolution and how
does it lead to
speciation
* What is meant
by the
phrase”survival of
the fittest”
* What is a gene
population
* How do
mutations play a
role in the
evolution of a
species and
population
* How does
natural selection
act on phenotype
and genotype of
an individual
* What is genetic
variability and
how does it
contribute to the
fitness of a
species
* What is
speciation
* How does
convergent and
divergent
evolution affect
speciation
* How does the
environment
affect speciation
Integration of
Knowledge and
Ideas:
Research,
computation of
scientific data
analysis, and
theory-based
inquiry will be
integrated
throughout the
lessons to
reinforce
science
concepts with
representations
of data.
II. Theories of
Evolution
* Who was
Charles Darwin
Unit Time
Frame: The
Study of
biological
evolution,
human
development,
and cultural
societies is an
overarching
theme within
this course. All
units will be
examined with
the infusion of
material
across the
length of the
course.
Lesson Assessments, Chapter Self-tests,
Chapter Assessments, Do-Now’s, quick labs,
oral questioning, closure, projects,
technology-based assessments, portfolios, interview
Suggested Activities:
Evolution by Natural Selection
Principles of natural selection are demonstrated. S
different adaptations contribute to differences in s
reproductive success, which results in changing fr
in the populations.
Download Student Handout: PDF format or Word for
Download Teacher Preparation Notes: PDF format
Infectious Disease and Population Growth
A simple simulation demonstrates exponential spr
disease in a population, discussion questions and
develop an understanding of exponential and logis
Download Student Handout: PDF format or Word for
Download Teacher Preparation Notes: PDF format o
Web Activities:
How Did Humans Evolve?
Activity 1: Fossil Findings
Activity 2: A Tree Full of Ancestors
http://www.pbs.org/wgbh/evolution/educators/lesson
Evolution and Time
Activity 1: Evolution and Time
Webquest: Evidence for Evolution
http://www.pbs.org/wgbh/evolution/educators/lesson
Why Does Evolution Matter Now?
Activity 1: Evolution and Antibiotic Resistence
Activity 2: Evolution In Your World
http://www.pbs.org/wgbh/evolution/educators/lesson
Selection
* List Evidence for
evolutionary
processes
* Interpret the fossil
record and
information obtained
from it
* Interpret
comparative
anatomy and how it
is used in specie
identification and
evolution
* Describe
biogeography and
the importance of
island ecosystems
* Evaluate
embryonic
development and
associate the
stages with
evolutionary
connections
* Identify with
alternative theories
of evolution such as
creationism and
intelligent design
* Describe Darwin’s
influence on past,
present, and future
cultures and
societal views
III. Hominid
Evolution
* Trace evolutionary
lines of hominid
species
* Identify key
features and
structures of
different hominid
species
* Identify similarities
and differences
and why is he
significant
* Why was
Darwin’s voyage
significant and
what observations
were made
* What other
scientists are
associated with
Darwin’s Theory
of Evolution
* What is the
Origin of Species
and what does it
document
* What are some
areas of evidence
that support
Darwinian
evolution
* What is
radioactive dating
and how is it used
in the fossil record
* What is the
difference
between
homologous,
analogous, and
vestigial
structures
* What is
Intelligent Design
and how does it
compare to
Darwinian
evolution
III. Hominid
Evolution
* What
characteristics are
defining of
hominid species
* How do
Australopithecines
relate to other
In Search of Human Origins (Part I)
http://www.pbs.org/wgbh/nova/teachers/activities/21
Where Did Humans Come From? school.discovery.co
http://school.discoveryeducation.com/lessonplans/p
Smithsonian National Museum of Natural History
http://anthropology.si.edu/outreach/Teaching_Activi
Learning About Culture From a Story "Studying a story
helps students understand what factors can influence wh
http://smithsonianeducation.org/educators/lesson_p
Becoming Human: Paleoanthropology, Evolution and
http://www.becominghuman.org/
between humans
and other hominid
species
* Compare and
contrast the genus
Homo and
Australopithics
* Trace Hominid
migration and
settlements across
the globe
* Evaluate hominid
cultures such as
Homo erectis,
habilis,
neanderthals, and
sapiens
IV. Origins of
Culture
* Define culture and
discuss its effects
on evolution
* Define and
differentiate
between gestures,
language, and
cultural significance
* Explain why
language is the
basis of culture
* Define altruism
and how its
presence aids in
cultural survival
V. Human Culture
and Societies
* Evaluate and
interpret the origins
of human culture
* Identify different
types of human
cultures and their
overall progressions
* Describe
parameters that
define human
primates and
modern human
species
* What is the
significance of
cranial structure
and bipedalism in
hominids
* How are the
skeleton
structures of
hominids different
* What is meant
by the “Out of
Africa” migration
theory
* How did
Neandertal
species thrive
throughout time
* How did
Neandertals and
Homo sapiens
interact
* What has
happened to other
hominid species
and why
IV. Origins of
Culture
* What is culture
and how does it
exist within
species
* How does the
evolution of a
species identify
with culture
* How do species
communicate
* How does
language define a
culture
* What is altruism
and how does it
appear in different
societies and
cultural societies
* Discuss the
differences between
“ideal” and “real”
culture
* Define and identify
some cultural
universals and how
they may differ from
group to group
* Compare and
contrast dominant
cultures,
subcultures, and
countercultures
* Define culture
shock
* Discuss how
agriculture, industry,
and technology has
affected human
culture
cultures
V. Human
Culture and
Societies
* What initiated
and defined early
human cultures
* What are
underlining factors
that define human
culture
*How do values,
norms, sanctions,
and taboos affect
cultural
development
* What role does
spirituality and
religion play in
human cultures
* What role does
technology play in
human culture
* How does
different societal
advances affect
human cultures
past, present, and
future