From Hunter Gatherers To The Agricultural Revolution 10 -Books Pdf

From Hunter Gatherers to The Agricultural Revolution 10
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From Hunter Gatherers to The Agricultural Revolution. Reaching Students and Adaptation,Concept Map,Content Analysis. Letter to Families,Pre Assessment,Direct Lesson,Inductive Lesson. Cooperative Lesson,Enrichment Lesson Performance Assessment. Summative Unit Test, This curriculum plan is for a 6th Grade Social Studies class It would be the second unit taught in. the school year The previous lessons would give an overview of eras in history human like. species from Lucy to Homo sapiens and an introduction to archeology This unit will cover. early humans as they turned from hundreds of thousands of years as hunter gatherers and. launched the Neolithic period by practicing agriculture and domestication of animals It also. includes the various environments and climates early human societies adapted to and the. development of the four major river valley civilizations The unit following this one will cover. those early civilizations in depth, Students will learn how this era of history significantly changed the world from mostly nomadic.
hunter gatherer communities into the development of the four advanced river valley civilizations. This basic human history is foundational knowledge that is the starting point for the rest of the. Social Studies curriculum When this unit is complete students should be able to compare and. contrast the differences between hunter gatherer and agricultural societies and identify how the. natural environment of climate and water influenced those communities Students should also be. able to distinguish the impact of the Agricultural Revolution and explain how it led to the. development of the first four major cultures Students will also develop practical and critical. thinking that gives them the tools to apply this material to the rest of history They will be able. to practice inquiring skillfully formulating good questions and problems trying on multiple. points of view and going back and forth between the parts and the whole all key skills in the. study of history Lastly in this unit they will have the opportunity to practice general abilities. that are important for all students such as listening attentively to the teacher being respectful of. other students work and cooperating when working in groups. Students will achieve these objectives through a variety of teacher lecture class discussion. group projects enrichment lessons practice and formative assessments They will benefit from. learning this way because it will include multiple intelligences and incorporate opportunities for. various learning styles Students will be highly engaged as they will be able to put themselves. in the place of the communities in that era of time and see the advantages and disadvantages of. changing over from a nomadic lifestyle to a settled one Especially through role playing games. and the performance assessment of building a game from Neolithic daily life students should be. able to connect these lessons to the information from the previous unit that introduced the. evolution of homo sapiens and then follow it through to the more detailed study of the first four. major civilizations that will come in the unit after this one Learning this material will give them. practice at seeing how everything is connected in Social Studies and hopefully cultivate an. appreciation for how events of the past influence us today. Reaching Students and Adaptation, I do not feel that the content of this unit will be difficult for students to comprehend I do. however believe there are prior skills required for them to successfully complete this unit They. should be able to, Read informational text with comprehension at 5th grade level. Express thought verbally and in writing at 5th grade level. Work cooperatively, The ability to work cooperatively would be ideal but if students have not had a lot of practice. with that they will have several opportunities in this unit and will gain a great deal of experience. before they are done Other than that lack of familiarity students who do not have these skills. will require some adaptation throughout this unit, In today s classrooms there are a variety of learning and physical disabilities and reasons for. students to have IEP s or 504 plans All of these may require and be specific with modifications. for that child which I will follow In addition some students do not have either of these plans. but simply may be struggling with ADHD academic skills support and resources from home or. social skills In this case they may need some general adaptations that would work across all. these lessons, For example if a student did not have the requisite 5th grade reading and writing skills for their.
notes summaries or assessments the unit could easily accommodate that I would allow. students to write at a lower level of writing bullet notes and assignments instead of writing them. in sentences type them record them or simply tell me verbally These alternatives should. provide options to each student, If a student did not have access to supplies that may be needed for assignments they could easily. use materials available in the classroom already I will have a stock of basic school supplies. such as pens and markers as well as bins of various three dimensional materials for use with. projects I will have these supplies available to all students If students have difficulty with. social skills I would address that on an individual basis as needed Maybe I would arrange. seating assign groups myself or allow smaller groups or individual work If they did not have. the skills to work in groups I would check in with that group frequently and guide or direct them. toward good cooperation and mutual respect, I would be in communication with parents of struggling students and be open to discussing. accommodations These adaptations should ensure the opportunity for success for all students. Advantages Disadvantages,7 1 2 1 7 1 2 1,Human societies. developed from,Settlements needed,Hunter Gatherers good locations. into climate and water,Agricultural Settlements,GLCE 7 W1 1.
Agricultural,Revolution,Benefits were,Food Supply,Four major Population Growth. River Valley Civilizations More Division of Labor,emerged More Trade. Development of social,caused economic and gov t,institutions. Title From Hunter Gatherers to the Agricultural Revolution Discipline Social Studies Grade 7. Standard1 Expectation GLCE2 Outcome SWBAT 3 Assessment Cognitive Complexity4 Total. Low Medium High, GLCE W1 1 GLCE 7 1 1 1 1 Describe when the first Formative Formative Formative. Peopling The Explain how and when human human communities Warm up Warm up Warm up. Earth communities populated major Class Discussion Class Discussion Class Discussion 15. populated major regions, In the first era of regions of the Eastern Whiteboard Whiteboard Whiteboard.
human history Hemisphere and adapted to a 2 Identify the variety of Homework Homework Homework. people spread variety of environments environments the first Trivia Games Trivia Games Trivia Games. throughout the human communities Small Group Activities Small Group Small Group Activities. world As adapted to Ticket out the door Activities Ticket out the door. communities of Venn Diagram Ticket out the door Venn Diagram. hunters Mapping Venn Diagram Mapping, foragers Graphic Organizers Mapping Graphic Organizers. or fishers they Writing Graphic Organizers Writing. adapted Writing,creatively and Summative Summative. continually to a Multiple choice Summative Multiple choice. variety of Binary Multiple choice Binary,contrasting Interpretation Binary Matching. changing Matching Interpretation Interpretation, environments in Fill in the Blank Matching Short Answer. Africa Eurasia Short answer Essay, and Australia Fill in the Blank Performance Assessment.
GLCE W1 2 GLCE 7 1 2 1 3 Distinguish the factors of Formative Formative Formative. Agricultural Explain the importance of the the natural environment and Warm up Warm up Warm up. Revolution natural environment in the why they were necessary Class Discussion Class Discussion Class Discussion 85. The Agricultural development of agricultural for these communities to Whiteboard Whiteboard Whiteboard. Revolution was a settlements in different locations Homework Homework Homework. major turning available water for irrigation 4 Compare and contrast the Trivia Games Trivia Games Trivia Games. point in history adequate precipitation and differences between hunter Small Group Activities Small Group Small Group Activities. that resulted in suitable growth season gatherer and agricultural Ticket out the door Activities Ticket out the door. people and GLCE 7 1 2 2 communities Venn Diagram Ticket out the door Venn Diagram. civilizations Explain the impact of the Mapping Venn Diagram Mapping. viewing Agricultural Revolution stable 5 Summarize the impact of Graphic Organizers Mapping Graphic Organizers. and using the food supply surplus population the Agricultural Revolution Writing Graphic Organizers Writing. land in a growth trade division of labor on civilization Writing. systematic development of settlements Summative Summative. 6 Indentify the four major river, manner to grow GLCE 7 1 2 3 valley civilizations Multiple choice Summative Multiple choice. food crops raise Compare and contrast the Binary Multiple choice Binary. animals produce environmental economic and 7 Compare and contrast the Interpretation Binary Matching. food surpluses social institutions of two early environmental Matching Interpretation Interpretation. and the civilizations from different world economic and social Fill in the Blank Matching Short Answer. development of regions Yangtze Indus River institutions of at least two Short answer Essay. sedentary Tigris Euphrates and Nile early of these early Fill in the Blank Performance Assessment. settlement civilizations 25 25 35, Total number 2 Total number 4 Total number 7 30 30 40 100. 1 Standards taken from the Grade Level Content Expectation GLCE at the Michigan Department of Education MDE website at. http www michigan gov mde 0 4615 7 140 28753 64839 38684 28761 00 html. 2 Expectations taken from the Grade Level Content Expectation GLCE at the Michigan Department of Education MDE website. at http www michigan gov mde 0 4615 7 140 28753 64839 38684 28761 00 html. 3 SWBAT Students will be able to, 4 Cognitive Complexity is based on Bloom s Taxonomy of cognitive learning complexity. Content Analysis, Outcomes from the blueprint are taken from the Michigan GLCE s. Students will be able to, 1 Describe when the first human communities populated major regions Day 1.
2 Identify the variety of environments the first human communities adapted to Day 1. 3 Distinguish the factors of the natural environment and why they were necessary for these. communities to succeed Day 1 Day 10, 4 Compare and contrast the differences between hunter gatherer and agricultural. 5 communities Day 2 Day 10, 6 Summarize the impact of the Agricultural Revolution on civilization Day 3 Day 10. 7 Identify the four major river valley civilizations Day 4 Day 10. 8 Compare and contrast the environmental economic and social institutions of at least two. early of these early civilizations Day 4 Day 10, In addition there are affective outcomes that are not directly from the GLCE s These affective. outcomes will be modeled and encouraged as part of class each day. Students will be able to, 9 Listen attentively in class and participate in class discussions. 10 Ask relevant questions, 11 Work cooperatively during group projects and respect each other s work.
12 Develop an appreciation for how events in history shaped our modern world. September 9 2013,Dear Families, Your 6th Grade student is about to embark on one of the greatest. journeys ever the journey of the first Homo sapiens from caves to. civilization It will be a fascinating trip and there will be many. activities along the way as your student learns about the impact of the. first Agricultural Revolution a critical shift in human history. We will have a culminating activity at the end of this unit If you have. any small boxes cereal boxes or other building materials the. students could use to build a Neolithic community please send them in. They will be using them next week, Thank you for all your support and cooperation you can always reach. me at cbrenne1 emich edu I will get back to you within a day. Mrs Brenner, P S When you read this be sure to ask your student if they would. prefer to be a Hunter gatherer or a Farmer They can tell you all. The pre assessment I will use for this unit is simple For each class I am introducing a new. topic I will have a warm up activity for the day These will be in the form of a greeting and. question on the board when the students arrive and they will be told to read it and answer the. question as soon as they come in, For example on the second day of the unit I will be teaching a direct lesson on the advantages. and disadvantages of hunter gatherers and agricultural communities The warm up for that. lesson will be projected on the board see attachment from direct lesson. Dear Fellow Historians Today we will be learning about the Agricultural Revolution If you. lived in 5000 BC would you prefer to be a hunter gatherer or live in an agricultural settlement. They will have a few minutes to think about their answers and write down a comments or. thoughts on it Then I will call on several students and we will discuss their opinions as I write. their reasons on the board As this will take place before I have taught the lesson it serves as a. pre assessment I prefer these to be at the beginning of each lesson as opposed to a pre test on. the whole unit I think that makes the students nervous and they may not really understand that it. is not a test but to see what they know in advance I feel that pre assessing them on a per. lesson basis makes the pieces smaller and also gives me the opportunity to ask them for their. reasoning or why they think what they do about a topic With a standard pre test that is not. Dear Fellow Historians,Today we will be learning about the Agricultural.
Revolution If you lived in 5000 BC would you want,to be a hunter gatherer or a farmer. Your Favorite History Teacher,Direct Lesson, Advantages and Disadvantages of Hunter Gatherers vs Agricultural Communities. After this lesson students will be able to, a Compare and contrast hunter gatherer and agricultural communities. b Identify the key characteristics of each way of life. c Explain there were advantages and disadvantages to each. Review From the previous lesson students should be able to identify the basic human needs that. all communities had to fulfill as we still do today Water Shelter Food. Warm up For a pre assessment I will have a question on the board for the students to answer. when they come in I will say Today we are going to learn about hunter gatherers and the. beginning of agricultural Let s begin with the question on the board A PowerPoint see. attached will be on the board that reads Dear Fellow Historians Today we will be learning. about the Agricultural Revolution If you lived in 5000 BC would you prefer to be a hunter. gatherer or live in an agricultural settlement Why After a few minutes for them to think. about it I will ask for their answers out loud and write them all on the board as a brainstorm. session This will serve to both introduce and get them excited about the lesson topic and to pre. assess what they already know about it 10 minutes, Objective Today you will learn that nomadic life and foraging for food had both advantages. and disadvantages as did settling down in one location to build shelters and grow food You. will learn the differences between them and it will help you discover how and why civilizations. began with this revolution, Input Early people gradually started farming and herding animals for many different reasons in.
different climates and environments over thousands of years First scientists thought that the. development of agriculture was so big that it must have started in one place and then spread. around the world but now they think it evolved in different cultures and climates between. 15 000 and 1 000 B C E It is also interesting that a few cultures such as Aborigines in Australia. and the Inuit in North America never abandoned foraging as a way of life and kept it up until. modern times, Foraging was a successful way of life for cultures around the world for about 100 000 years. Hunting and gathering had many advantages One was that it kept groups relatively small and. stable They could move around usually having small families for that reason finding the. seasonal fruits vegetables and nuts in their area They also followed the herds they hunted as. seasons and even environments changed This meant that they were not too dependent on one. crop or species of animal and less likely to have famine If extinction of an animal weather or a. disease wiped out one of their food groups they had others to use and could adapt Ask if the. students have any questions The key advantage was being portable. In contrast once humans began to settle into agricultural life it brought them a lot of new. problems It took more work to build permanent homes Herding animals together caused. disease for the animals and people Growing food usually one or two crops meant they were at. the mercy of the weather and had less variety of food If their crop failed or their herds died. there was likely to be famine It took more labor to cultivate their food than to gather it Even if. the crops were successful they had problems of how to store the surplus for off season use or in. times of famine Then they had to guard the surplus Settlements sometimes had conflicts with. neighboring settlements as well as the groups that kept to their foraging ways over territory and. resources That required some kind of government and eventually military to manage the. resources and resolve conflicts That sometimes invited harsh governments or oppression On. the other hand the advantages were a generally more stable food supply bigger families and the. division of labor More people could do more things The population went up and then they. needed to produce more food In general the development of agriculture caused many new. issues for humans and they had to find ways to overcome them 10 minutes. Check for understanding We will fill out a Venn diagram on the board I will give them the. chance to give all the information they want and then prompt them if they missed any important. points A sample with possible answers is attached 5 minutes. Guided Practice Students will break into two groups Hunter Gatherers and Farmers Their. assignment is to discuss the things they feel are important to their community and what their. work and worries would be every day Each group will have 10 minutes to discuss and then 5. minutes each to present their ideas the class I will give comments and questions when they get. or miss a key concept My questions will be variable based on their presentation. Independent Practice They will write a few sentences on if they still prefer the choice they. made at the beginning of class and why They can turn it in as they leave class it s the ticket. out the door 5 minutes,Paleolithic Neolithic,Hunter Gatherers Agricultural Settlements. Food Gatherers Foragers Food Producers Farmers,Followed moved with the herds Nomads Settled Down. Lived in portable or natural shelters Built permanent shelters. Foraged for plants berries Grew their food, Moved with the weather climate Needed Food Kept domestic animals herds. If one type of plant was ruined or Needed Water If crop or animals died there could. animal died out they just ate Needed Shelter be famine. something different Families got bigger so they couldn t. Small family size had to be able to move if they had to. move everyone easily HG s on the outside might start wars. Might have conflicts with neighbors or steal to take their food animals. but could just move on or try to Needed to store and protect surplus. steal from the settlements food,Inductive Lesson, Natural Environments and Early Agricultural Communities.
Materials Textbook encyclopedias access to the internet and other resources from the library. Poster boards and markers, Purpose The purpose of this lesson is for students to be able to discover and then explain the. importance of the natural environment in the development of agricultural settlements in different. locations available water for irrigation adequate precipitation and suitable growth season. Objectives Students will be able to, 1 Identify the variety of environments the first human communities adapted to. 2 Distinguish the factors of the natural environment and why they were necessary for these. communities to succeed,Procedures Break students into 3 groups. Engage How do you think early communities ended up foraging or farming What factors in. the environment may have influenced them You are going to be different communities about. 5 000 BC and will have to decide to be nomads and gather your food or settle down and grow. food You each have an environment you are near and have to research what that means for. your group There are resource books in the back of the room or you can use the internet. Spend about 30 minutes discovering your options for food and shelter then decide what you will. do Take a poster board and markers Illustrate why you made your choice on a poster and be. prepared to explain it to the class,Your posters must include. Your choice of forager or farmer,What environmental features led to your choice.
How those environmental features affected your choice. Explore In small groups students will explore the internet or other resources to discover what. environmental factors influenced early human communities and decide which would be best for. them given their conditions Group one lives near a border of cold barren land but a couple. days walk opens to mild grassland with a narrow river Group two lives near a dessert with a. few water holes and a few dessert animals Group three lives near grassland with a wide river. running through it that floods and then subsides regularly. Explain Each group will verbally give a summary of what they chose for their community.

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