Download Neolithic Revolution

World History
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 2 days
Neolithic Revolution
Lesson Synopsis:
In this lesson students examine the causes and impact of the Neolithic Revolution and emerging civilizations by creating a
graphic organizer. Students also gain a better understanding of the concept of prehistory, history, and periodization through
the study of vocabulary and timelines.
TEKS:
WH.1
WH.1A
WH.2
History. The student understands traditional historical points of reference in world history. The student is expected to:
Identify major causes and describe the major effects of the following events from 8000 BC: the development of agriculture and
the development of the river valley civilizations. Supporting Standard
History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to:
WH.2A
Summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations.
Supporting Standard
WH.17
Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The
student is expected to.
WH.17AA Identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution. Readiness Standard
WH.17B Summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution.
Supporting Standard
Social Studies Skills TEKS:
WH.29
Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of
valid sources, including electronic technology. The student is expected to:
WH.29A
Identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence.
WH.29F
Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding
the mail idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing
connections between historical events over time.
WH.29H
Use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.
©2012, TESCCC
04/23/13
World History
Social Studies
Unit: 01 Lesson: 01
WH.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
WH.30A
Use social studies terminology correctly.
GETTING READY FOR INSTRUCTION
Performance Indicator(s)
•
Create a graphic organizer using the following words to explain the cause and effect relationship in the
development of permanent settlements: tools, settlement, hunters, gatherers, food, domestication of animals,
agriculture. Write a sentence summary that explains the graphic organizer. (WH.1A; WH.2A; WH.17A; WH.29F;
WH.30A)
1C; 5B
Key Understandings and Guiding Questions:
•
Farming led to the establishment of permanent settlements that eventually developed into the world’s first
civilizations.
—
What were the major causes for the development of agriculture/agrarian societies?
—
What were the major effects of the Neolithic Revolution?
Vocabulary of Instruction:
•
Neolithic
•
domestication
•
agrarian
•
revolution
•
BC and AD
•
irrigation
•
periodization
•
BCE and CE
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
©2012, TESCCC
Handout: Frayer Model (1 per student)
04/23/13
World History
Social Studies
Unit: 01 Lesson: 01
•
Handout: Placards (1 class set; total of 6 placards)
•
Handout: World History Timeline Prehistory (1 per student)
•
Handout: World History Timeline (1 per student)
•
Handout: Venn Diagram (1 per student)
•
Teacher Resource: Venn Diagram KEY
•
Handout: “Methods Used to Investigate the Past” (1 per group of four)
•
Handout: Role Playing Cards (1 class set)
•
Handout: Graphic Organizer (Historian) (enough for ¼ of class)
•
Handout: Graphic Organizer (Anthropologist) (enough for ¼ of class)
•
Handout: Graphic Organizer (Archaeologist) (enough for ¼ of class)
•
Handout: Graphic Organizer (Geographer) (enough for ¼ of class)
Resources and References:
•
Print possible/optional article and/or gather information from: http://www.smm.org/catal/introduction/
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources to supplement the lesson.
5. Preview materials and websites according to district guidelines.
6. Prepare materials and handouts as needed.
7. Painter’s tape (about 7 to 10 feet in length) should be taped across a white board or wall.
8. Print the article for Elaborate from: http://www.smm.org/catal/introduction/
©2012, TESCCC
04/23/13
World History
Social Studies
Unit: 01 Lesson: 01
9. Prepare attachments as necessary
Background Information:
World History should be introduced to students with the end in mind. A broad overview must be established early in the
school year so that students can envision the totality of the course. A timeline is particularly important because of the wide
range of material included in the course. The Texas Essential Knowledge and Skills assigns specific periods that must be
studied. The concepts of periodization, differentiating between prehistory and history and the shifting from a huntergatherer society towards an agrarian society are emphasized in this unit of study. It is also important to note that various
texts make reference to years based on BC (Before Christ) and AD (Anno Domini) which is relative to the Christian
calendar, while other texts use BCE (Before Common Era) and CE (Common Era). It is important for students to
understand the differences. To maintain fidelity to the language of the state standards, BC and AD will be used throughout
this course of study.
For students to understand the rise of river valley civilizations and their complex institutions, they must acquire sufficient
background knowledge about the Neolithic Revolution. The Neolithic Revolution (about 8000 BC through about 5000 BC)
was a time period when people gradually shifted from being hunters and gatherers to becoming farmers. Human society
transformed from nomadic to settled allowing for the gradual development of complex institutions. Groups of hunters and
gatherers were usually small so that they could sustain their community and move about successfully. This method of
existence faded with the development of tools such as the plow. Farming and the domestication of animals first likely
occurred in Southwest Asia.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
ENGAGE – What is periodization?
Suggested Day 1 – 20 minutes
1. Provide the Handout: Frayer Model template with the word
“periodization” in the center.
•
Ask:
•
©2012, TESCCC
Materials:
What does periodization mean to you? Each student writes
04/23/13
painter’s tape (about 6 feet)
World History
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
what they think periodization means.
Attachments:
•
Handout: Frayer Model (1 per
student)
definition in the appropriate box of their Handout: Frayer Model.
•
Handout: Placards (1 class set;
total of 6 placards)
3. Explain to students that the course will be taught based on six major
•
Handout: World History Timeline:
Pre-History (1 per student)
•
Handout: Timeline: World History
Timeline (1 per student)
2. Write the definition of periodization on the board. Students write the
periods of time in world history.
4. Show students the painter’s tape that is set up across a wall or white
board and explain to students that this will be utilized as a timeline to help
them understand periodization.
Purpose:
each student volunteer. A total of six students are needed for this activity.
One placard per student is needed.
The lesson provides insight on the
course overview through periodization
and historical points of reference in
world history.
6. The group of students align themselves chronologically at the front of
TEKS: WH.29F
5. Randomly assign a period in world history (Use Handout: Placards) to
the classroom, holding their placards for the rest of the students in the
classroom to view. There will be no teacher input and students must infer
as to how to align themselves. The six students may discuss and make
inferences based on their placards. Each student should then proceed to
place the placards on the painter’s tape timeline. Encourage whole class
discussion on the correct sequence of the placards and allow for individual
students to change the order/sequence of the placards if necessary.
7. Say:
Misconceptions:
•
Students may believe that the
Neolithic Revolution was similar to
some political revolutions that are
often associated with violence.
•
Students may have the
misconception that early man
existed at the same time as
dinosaurs.
•
Students may also not realize that
each civilization had its distinct way
of sequencing events.
•
The concept of a timeline is
underdeveloped when differentiating
•
These are the six major periods that we will be studying
throughout the school year. As we proceed through the course,
we make reference to this timeline so that everyone understands
where in time each unit of study is situated.
8. Ask:
©2012, TESCCC
04/23/13
World History
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
•
What do BC and AD mean to you?
•
What is the difference between prehistory and history?
between BC, AD or BCE and CE.
•
9. Explain to students the difference between history and prehistory and
Students also have an
underdeveloped understanding of
centuries, often assuming that, for
example, the 18th century coincides
with the 1800s.
explain to students the concept of BC and AD or BCE and CE.
10. Explain to students that the World History survey course will be
studied using BC and AD. Provide each student with an individual copy of
the Handout: World History Timeline: Pre-History (Pre-8000 BC) and
World History Timeline.
11. Mention to students that these timelines will be used as a reference
guide throughout the course.
12. Students complete Handout: Frayer Model (1 per student) with the
newly acquired information about periodization.
EXPLORE – Hunters and Gatherers to Farmers
1. Show two images to students. One image illustrates a
hunting/gathering scene and the other image illustrates a farming/agrarian
society. Consider a web search for images of hunter-gathers and early
farmers.
2. Group students by pairs. Provide a copy of Handout: Venn Diagram
for each pair of students.
3. Students discuss, compare, and contrast both images as they fill in
the Venn diagram. They write a title for each category of the Venn diagram
and write a justification for their titles. Students should include the
following concepts: migration and change.
4. Students (with their partners) discuss and write what may have
©2012, TESCCC
04/23/13
Suggested Day 1 (cont’d) – 30 minutes
Attachments:
•
Handout: Venn Diagram (1 for
every two students)
•
Teacher Resource: Venn Diagram
KEY
Instructional Note:
This activity helps students to
understand the transition of societies
from hunters and gatherers to agrarian.
World History
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
brought about the development of agriculture (prediction). Students share
their responses with other class members.
TEKS: WH.1A, WH.2A, WH.17A,
WH.17B
5. Provide students with a list of the causes for the development of
agriculture either from their textbook or an academic article from an
Internet search from district-approved website on the causes for the
development of agriculture. Students read independently and create a
bulleted list of the causes.
EXPLAIN – A Summary of the Causes and Impact (Neolithic
Revolution)
Suggested Day 2 – 10 minutes
1. Using word bank below, students summarize the causes and impact of the
TEKS: WH.2A, WH.17A, WH.17B,
WH.29A
Neolithic Revolution.
•
Word Bank:
•
Include the following terms: periodization, Neolithic Revolution,
irrigation, domestication of animals, climate change, economy, and
growing populations.
ELABORATE
Purpose:
This activity allows students to evaluate
what they have learned and summarize
the causes and impact of the Neolithic
Revolution. It also integrates important
academic vocabulary.
Suggested Day 2 (cont’d) – 20 minutes
1. Divide students into groups of four.
Materials:
•
computer lab
2. Distribute one Handout: Methods Used to Investigate the Past to
each of the groups. Each member of the group selects one of the roles,
from the Handout: Role Playing Cards, to play in a scenario research
activity.
3. Each group discusses and shares their role and methods to analyze
evidence.
©2012, TESCCC
04/23/13
Attachments:
•
Handout: Methods Used to
Investigate the Past (1 per group
of 4)
•
Handout: Role Playing Cards (1
class set)
•
Handout: Graphic Organizer
World History
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
4. Scenario:
•
•
(Historian)
You and your colleagues are members of a university research
team and have been transported to Çatal Hüyük. Your task is to
determine if the region was inhabited by permanent settlements
or by nomads. You must also investigate the area and document
any evidence that supports your role. Your documentation
should be recorded on the graphic organizer provided for you
based on the role you are playing. (See Handout: Graphic
Organizer (Archeologist), Handout: Graphic Organizer:
(Anthropologist), Handout: Graphic Organizer (Historian), or
Handout: Graphic Organizer (Geographer).
Visit the following website for your investigation: Excavation:
http://www.smm.org/catal/introduction/
•
Handout: Graphic Organizer
(Anthropologist)
•
Handout: Graphic Organizer
(Archaeologist)
•
Handout: Graphic Organizer
(Geographer)
TEKS: WH.29A, WH.29H, WH.30A
Instructional Note:
This activity helps students view the
past through multiple lenses.
5. Ask:
•
What evidence are you looking for based on the role that
you have been assigned?
EVALUATE – Performance Indicator
•
Suggested Day 2 (cont’d) – 20 minutes
Create a graphic organizer using the following words to explain the cause
and effect relationship in the development of permanent settlements: tools,
settlement, hunters, gatherers, food, domestication of animals, agriculture.
Write a sentence summary that explains the graphic organizer. (WH.1A;
WH.2A; WH.17A; WH.29F; WH.30A)
1C; 5B
©2012, TESCCC
04/23/13