Middle School

History-Social Science

Capacity Builder

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Paleolithic Peoples:

Adapting to Change

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September 25, 2018

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SDUSD Google Classroom: jh184w

Access to Slides for all: bit.ly/2QWMixI

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SDUSD Budget Code: 5563 40351 00 1192 11 00 01 0000

Please include: “MS Cap Bld” in the SAMS and Peoplesoft notes

Link to Google Folder with resources for Early Humans

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Agenda

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Line Dance

• What is one reason you chose to become a history-social science teacher?

• What is your favorite topic to teach about in 6th grade social studies? Why?

• What is most challenging about teaching 6th grade social studies?

• Have you or members of your family moved to another part of the world, country, state, or part of the community? Why?

Paleolithic People:

Adapting to Change

California Education and the Environment Initiative

How did the environment influence the migrations of early humans?

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How did early humans adapt to new environments and climate changes?

Inquiry

Lesson 1

Migration Mysteries

Early Humans - Paleolithic People: Adapting to Change

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STEP 1: Read “California Connections: Waves of Migration.” Use the Paraphrasing Graphic Organizer to find the central idea.

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STEP 2: Groups complete the T-Chart as you read.

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STEP 3: Are your (or your family’s) reasons for moving the same or different?

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Download: 6.1.2 Paleolithic People: Adapting to Change SE, and go to p. 2.

Which method would you have preferred?

Scientists believe North and South America were the second to last continents to be settled. According to evidence, this happened 20,000 years ago.

Why did it take humans so long to get here?

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Visual Aids

Timeline Activity

Sort the geologic (Earth) events (green cards).

Now, sort the anthropological (human) events (white cards).

What do you know about Paleolithic people?

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What do you think would have influenced them to migrate to the Americas?

Timeline Activity

1. Sort the geologic (Earth) events.

2. Now, sort the anthropological (human) events.

3. What do you know about Paleolithic people?

4. What do you think would have influenced them to migrate to the Americas?

5. Where did Paleolithic people migrate to?

6. Where did people live at the beginning of the Paleolithic period?

How did the environment influence the migrations of early humans?

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How did early humans adapt to new environments and climate changes?

Inquiry

Lesson 2

Where the People Were

Paleolithic Migration Routes and Settlements

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What do you notice about early and later settlements?

What do you notice about the location of the trade routes?

What continents are home to both early and late Paleolithic people?

What continents were only settled by people in the later Paleolithic period?

Why do you think this might be so?

How did the environment influence the migrations of early humans?

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How did early humans adapt to new environments and climate changes?

Inquiry

Lesson 3

Responding to Change

Lesson 3: Responding to Change

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How might the Pleistocene climate have affected human migration and settlement?

How might the Pleistocene climate have affected human migration and settlement?

How did the environment influence the migrations of early humans?

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How did early humans adapt to new environments and climate changes?

Inquiry

Lesson 4

Adapting to New Places

Paleolithic Migration Routes and Settlements

East Africa

Middle East

Ukraine

Early Humans - Paleolithic People: Adapting to Change

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)

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Inquiry: How did the environment influence the migrations of early humans? How did early humans adapt to new environments and climate changes?

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California Environmental Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

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Literacy:

• RH 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
• WHST 1 Write arguments focused on discipline-specific content.
• SL 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Citizenship: 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)

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Early Humans - Paleolithic People: Adapting to Change

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Outcomes:

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Students will...

• identify the locations of prehistoric human communities and provide examples of the factors that influenced early human migration and life in early human settlements.

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• compare the tools and techniques that different paleolithic cultures developed to adapt to their changing environments and continue to meet their basic needs.

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• learn about global climate change during the Pleistocene and the effect climate change had on the Earth and early humans.

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Lessons:

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1. Migration Mysteries - Examine the migration of hominids throughout time.
2. Where the People Were - Map the population concentrations and migration routes of early humans.
3. Responding to Change - Chart factors that affected early human migration and settlement.
4. Adapting to New Places - Become an “expert” on on how Paleolithic people from very different climatic regions lived and used the resources available to them.

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California’s Environmental Principles

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2016 HSS Framework

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Appendix G (pp. 791-812)

11:30-12:30

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World History and Geography: Ancient Civilizations Ch. 10

Read this section: “Early Humankind and the Development of Human Societies”

pp. 143-146

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See unit on the

SDUSD HSS Site here:

Early Humankind and the Development of

Human Societies

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EEI Catalog and Ordering

1. Explore EEI Units on the Website
2. Sign in sheets
3. Password: teacheei
4. Order Materials

teacheei

Create a folder for the unit and download all files in that folder. You only need the password for the Teacher’s Edition.

EEI Curriculum Units — Models for Instruction

Was the Development of Agriculture Good for Humans?

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Development of Agriculture

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How did environmental changes and new technologies affect the

development of agriculture?

Respond:

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How did the development of agriculture in Mesopotamia

lead to the development of writing?

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See also:

Development of Writing in Mesopotamia

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What were the consequences of agriculture for humans?

What were the consequences of agriculture for humans?

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Prepare for a Structured Academic Controversy (see following slides) and/or a Socratic Seminar using these two articles:

1. Development of Agriculture
2. The Worst Mistake in the History of the Human Race.

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Present your argument in writing with your claim using evidence from the sources and articles.

ETIQUETTE FOR �STRUCTURED ACADEMIC CONTROVERSY

• Active listening - Be respectful of each other.
• Challenge ideas, not persons - Disagree with another person's position and ideas but don't be critical of the person. Don't take criticism of your ideas as a personal attack.
• Try your best to understand other position - Listen to everyone's ideas, especially if you don't agree with them.
• Share the floor - Each person in pair MUST have the opportunity to speak.
• No disagreeing until consensus-building - Try to understand both sides of the controversy. Understand the position differences before trying to reach consensus.
• Change your mind when the evidence supports this.
• Focus on reaching the best outcome, not on winning.

PROCESS FOR STRUCTURED ACADEMIC CONTROVERSY

• In each group of 4, divide yourselves into Team A and Team B (each pair)
• Team A = Yes on stance
• Team B = No on stance
• Pairs read documents and write evidence on graphic organizer
• Team A present evidence to Team B, and Team B records and repeats back
• Team B present evidence to Team A, and Team A records and repeats back
• Group of four now try to reach consensus

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VIEW A VIDEO OF THE PROCEDURE HERE: �HOW TO TEACH STRUCTURED ACADEMIC CONTROVERSY�

Possible Assessment Options

“They don’t hate history. Not when it’s done well – with relevancy and choice and small groups and engaging problems and interesting documents and outside experts and technology and authentic products. They hate the way we teach it.”

- Glenn Wiebe

Resources

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CDE 2016 History-Social Science Framework

https://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp

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C3 Teachers: “Agriculture”

http://www.c3teachers.org/inquiries/agriculture/

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Education and the Environment Initiative

http://californiaeei.org/curriculum/

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SDUSD History-Social Science Site: https://sites.google.com/a/sandi.net/sdusd-hss/

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