Seventh Grade Historical Thinking and Early Man Unit
Essential Questions
Enduring Understandings
GLCEs
Assessments
Required:
H1.1.1: Explain why and how historians use eras and periods Seventh Grade Historical
as constructs to organize and Thinking and Early Man Unit
explain human activities over Assessment
time. Formative
Climate change, the development H1.1.2: Compare and Lesson 1 – Constructing History
Early Man
Activity
of agriculture, and geographic
contrast several different Why did early man decide to
features allowed early man to
calendar systems used in the Lesson 4 - Man Gathers Poster
migrate and settle around the
migrate and settle around the
past and present and their world.
District:
world?
cultural significance (e.g., Olmec and Mayan calendar How did the geographical
Geographic features such as
systems, Aztec Calendar Stone, features enable early civilizations fertile soil and water enabled
Sun Dial, Gregorian calendar – early civilizations to develop.
to develop?
B.C. /A.D.; contemporary secular – B.C.E. /C.E.; Chinese, How did the Agricultural
The Agricultural Revolution
Hebrew, and Islamic/Hijri Revolution affect the cultures of provided a surplus of food for
calendars). early humans?
humans. People could begin to
develop settlements instead of
H1.2.1: Explain how historians hunting and gathering.
use a variety of sources to explore the past (e.g., artifacts, Key Terms & Vocabulary
primary and secondary sources Migration
including narratives, Artifacts
technology, historical maps, Primary source
visual/mathematical Secondary source
quantitative data, radiocarbon Era
dating, DNA analysis). Period
Fertile Soil
Surplus
Historians have organized time
chronologically by eras and
How do historians organize time periods. They also study a variety
and artifacts?
of primary and secondary sources
to understand history.
Historical Thinking
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
H1.2.5: Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes.
H1.4.2: Describe and use themes of history to study patterns of change and continuity. W1.1.1: Explain how and when human communities populated major regions of the Earth and adapted to a variety of environments. W1.1.2: Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia. W2.1.1: Describe the importance of the development of human language, oral and written, and its relationship to the development of culture Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
W2.1.2: Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River W1.2.1: Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season). W1.2.2: Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Lessons Breakdown
Title
GLCEs Included Resources Needed Resources
Lesson
1
Historical
Thinking
H1.1.1
H1.1.2
Constructing History
handout
Calendar website
Calendar system handout
Lesson
2
Lesson
3
Historical
Artifacts –
How and
Why?
H1.2.1
Man
Migrates
W1.1.1
Cave of Lascaux website Google Earth
H1.2.5
H1.4.2
Early Humans
PowerPoint
Early Humans
organizational chart
Lesson
4
Lesson
5
Man
Gathers
W1.1.2
W2.1.1
W2.1.2
Man
Gathers
W3.1.2
Near Water
and Creates W1.2.1
the
World map
Early Human Migration
Map
Man Gathers Poster
Rubric
MesopotamiaAgricultural Revolution
note sheet
Fertile Crescent overlay
Suggested
Resources
Agricultural W1.2.2
Revolution
Mesopotamia Geography
and Sumerian Society
video clip
Seventh Grade Historical Thinking and Early Man Unit
Lesson 1
Title: Historical Time
Grade Level: Seventh
Unit of Study: Historical Thinking and Early Man
GLCE:
• 7 – H1.1.1:
Explain why and how historians use eras and periods as constructs to
organize and explain human activities over time.
• 7- H1.1.2:
Compare and contrast several different calendar systems used in the past
and present and their cultural significance (e.g., Olmec and Mayan calendar systems,
Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C. /A.D.; contemporary secular
– B.C.E. /C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).
Abstract: Students will compare how historians use eras and periods to organize time compared
to various calendar systems throughout time.
Key Concepts: eras, periods
Sequence of Activities:
1.
2.
3.
4.
5.
6.
7.
8.
Activate student background knowledge about time organization by discussing how
students organize their time (calendar, lists, no use at all).
Provide students with Lesson 1 Handout (Constructing History).
Divide students into groups and have students complete the Constructing History
activity. During the activity, students should focus on their reasoning behind why they
are organizing their activity cards the way they are (some may organize by season, time
of day, year, or their own method, the focus is on WHY).
Come together as a whole class and discuss the reasoning behind WHY students have
organized their events the way they have. Record these ideas for use in part two of the
lesson.
The next activity focuses on comparing various calendar systems throughout history.
Students will be exploring Mayan, Egyptian, Roman, Christian, and Islamic calendar
systems using an internet resource.
In groups, students will research the previously mentioned calendar systems and share
with the class. Each group should receive the Calendar System Handout to report their
findings to the class.
Once students have completed the research, they should share their Calendar System
Presentation with the class.
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Computer lab or Internet access
Student Resources
Constructing History Handout
Calendar System Handout
Teacher Resources
See above
Calhoun ISD Social Studies Curriculum Design Project
Calendar Systems Throughout history, cultures have developed several systems for keeping track of time. You will be researching one of several calendar systems in order to report to the class the main features of the calendar. Today you will focus on one of the following calendar systems using this website: •
•
•
•
•
Mayan Egyptian Roman Christian Islamic Please consider the following questions while researching the calendar system: 1.
2.
3.
4.
How is time organized in the calendar system? What are the units of time (weeks, months, days)? How did the culture influence the development of the calendar system? Select one other calendar system report from a classmate and list three ways their calendar system is different from the one you reported on. Historical Thinking and Early Man – Lesson 1 Constructing History Historians use certain methods to organize history. Some events are organized by the year they occurred, others are organized by where they occurred. Look at the following events and determine a way to organize them in any manner you would like. Make sure to focus on WHY you are choosing to organize the events in the way you have. You will need to explain your reasoning to the class. The founding of our nation in 1776. Breakfast this morning. The East coast of Europe. Dr. Martin Luther King’s “I Have a Dream Speech” The Presidential Election of 2008 The Cereal City The founding of Christianity The Holocaust Organize the events below in any manner that makes sense to you. Please make sure you can explain these events to your classmates! Historical Thinking and Early Man – Lesson 1 Seventh Grade Historical Thinking and Early Man Unit
Lesson 2
Title: Historical Artifacts – How and Why?
Grade Level: Seventh
Unit of Study: Historical Thinking and Early Man
GLCE:
• 7 – H1.2.1: Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). • 7 – H1.2.5: Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. • 7 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. Abstract: The learner will explore primary and secondary sources pertaining to early human
drawings in the cave of Lascaux in order form hypothesis about why these drawings were made.
Key Concepts: inquiry, primary source, secondary source
Sequence of Activities:
1.
To begin, provide students with the following scenario:
“You and your friend are having troubles with gossip. Yesterday you received a
note directly from your friend that described how she is mad at you because you spent
more time with another group of friends that morning than her. Instead of responding
directly to your friend, you decided to talk about your problem with another group of
friends. You managed to avoid the note-writing friend, but by the end of the day she
approaches you furious. She says that she heard from someone else that you said that
you were not going to be friends with her anymore because she dresses weird. You
never said this, but she doesn’t believe you because she is sure that she heard that you
did say it.”
2. As a group, discuss how the communication caused a problem between the friends. On
one hand, one friend communicated directly with the other (using a note), while the other
responded using other friends. Discuss with students how the note is an example of a
primary resource (a document or information coming directly from the source), while the
other girl communicated is a secondary source manner (the story was passed between
friends and not directly from the source). Discuss as a group the implications of using
primary and secondary sources. Establish the fact the primary sources are more accurate,
but may not occur as often.
3. For the bulk of this lesson, students will be studying primary and secondary resources
that deal with paintings in the caves of Lascaux.
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
4.
Begin this portion by visiting the cave of Lascaux on Google Earth in order to
familiarize the students with this area of France (Not familiar with Google Earth, check
out the User’s Guide for help).
5. Next, break students up into seven groups and have them visit the cave of Lascaux
website. (Click “Discover” and then “Virtual Visit” to access the seven parts of the cave)
6. While at the site, students should visit one area of the cave (there are seven areas noted
on the site) and record what they see only (emphasize that they are the historians here,
because they are using primary sources, the pictures directly from the cave, to collect
information about early humans).
7. Have students share with each other what the primary resources show.
8. Next, students will focus on one cause/effect issue that has arisen with the caves.
Explain to students that the caves were open to the public in 1945, but closed off in 1963.
Have students hypothesize WHY the caves are closed.
9. Student should visit the Closing of the Cave portion of the Lascaux website in order to
learn why the cave was closed. (Click “Discover” and then “Closing of the Cave” to
access the Closing of the Cave pages.
10. Finally, have students respond to the following prompt:
Historians use a variety of sources to solve complex problems. Explain how
primary and secondary sources were used in researching the paintings in the cave of
Lascaux. Next, explain the cause behind the closing of the cave to the general public in
1963.
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Chalkboard / Whiteboard
Computer lab or Internet access
Student Resources
Cave Website
Teacher Resources
Google Earth User’s Guide
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
Lesson 3
Title: Man Migrates
Grade Level: Seventh
Unit of Study: Historical Thinking and Early Man
GLCE:
• 7 – W1.1.1: Explain how and when human communities populated major regions of the Earth and adapted to a variety of environments. Abstract: Students will examine the migration pattern of early humans by creating a map and
timeline of their movements.
Key Concepts: early man, hunter/gatherer, homo sapien, homo erectus
Sequence of Activities:
1. The first part of this lesson focuses on the types of early man that students will be
studying (hominids, homo erectus, and homo sapien).
2. Use the Early Humans PowerPoint to introduce the early humans to students. Have
students use the Early Humans Organizational Chart to organize key information
about each type of early man.
• Teachers can find a list of possible answers here.
3. Once students are familiar with the types of early man, they will move onto mapping
their movement. Access the Early Human Migration website and as a class navigate
through the various stages of movement.
4. Students should receive a blackline map of the world (you can find it here).
5. Students will use the Early Human Migration site in conjunction with the blackline
map to map the migration of humans. In addition, at the bottom of the map, students
will create a timeline that shows the major dates of human migration.
Connections:
Science
Instructional Resources:
Equipment/Manipulative
Chalkboard / Whiteboard
Computer lab or Internet access
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
Student Resources
Early Human Migration Website
World Outline Map
Early Humans Organizational Chart Answers
Early Humans Organization Chart
Early Humans PowerPoint
Teacher Resources
Calhoun ISD Social Studies Curriculum Design Project
The First
Humans
Hominids are the family of
mankind
and his or her relatives.
Adapted from presentation
by: Lin Donn and Phillip
Martin
65 Million Years Ago
Dinosaurs died out about 65
million years ago. The first human
like hominids did not appear until
around 3 million years ago.
Thus, no matter what you may
have seen in the movies, early
man did not live during the
same period in history as
dinosaurs!
3 Million Years Ago
3 million years ago, our planet was
teeming with life!
There were deer, giraffes, hyenas,
sheep, goats, horses, elephants,
camels, beavers, cave lions, ants,
termites, woolly mammoths,
saber-toothed tigers, giant sharks,
dogs with huge teeth, and all kinds
of birds and plants and fish.
Very Early Humans
It was during this time that the higher
primates, including apes and early man,
first appeared.
There was a difference between apes
and man. Early human-like hominids
could stand upright. Apes could not.
Their hands were different, too.
Ape hands were made for climbing
and clinging. Man’s hands were
jointed differently, which allowed
them to make and use tools.
Very Early Humans
How do scientists know about an
early man who lived 3 million
years ago?
Lucy told them!
Lucy
In 1974, a skeleton was found in Africa. The bones were
those of a female, about 20 years old or so when she
died. Scientists named her Lucy. About 3 million years
ago, when Lucy was alive, she was about
4 feet tall and weighed about 50 pounds.
Scientists suspect that she fell into a lake
or river and drowned.
Scientists are like detectives.
They can tell a great deal from a
skeleton, whether it's one year old
or 3 million years old!
Fossils & Artifacts
Scientists use many clues to help them put pieces of the
past together. One thing they must know is the difference
between a fossil and an artifact.
Fossils are remains of living
things (plants, animals, people),
not things that were made.
Artifacts are remains of
things that were made, not
remains of living things.
Handy Man (Hominids)
The Stone Age refers to the materials
used to make man-made tools. In the
Stone Age, man made tools out of
stone. “Handy Man” was one of the first
hominids to use stone tools.
Hunters & Gatherers: The Old Stone Age
people were hunters/gatherers. We know
this because scientists have found fossils
and artifacts, which reveal traces of their
life. These people did not plant crops. They
gathered wild fruits, nuts, berries, and
vegetables.
Handy Man
(Hominids)
These early human-like hominids
were taller and smarter than Lucy’s
people, but they did not know how
to make fire.
When they broke camp, they
probably tried to bring fire with
them by carrying lit branches to
use to start a new campfire.
If their branches went out, they
did without fire until they found
something burning.
Upright Man (Homo Erectus)
Many years passed. Another group of man was born.
Scientists nicknamed this group “Upright Man”. Upright
Man did know how to make fire.
That changed everything!
People began to cook their food,
which helped to reduce disease.
People collected around the fire
each night, to share stories of the
day's hunt and activities, which
helped to develop a spirit of
community.
Upright Man
(Homo Erectus)
These Stone Age people were about the
same size as modern humans. Their
tool-making skills were considerably
improved. Their weapons included stone
axes and knives.
Because Upright Man could make fire,
he was free to move about in search
of food. He did not have to worry
about freezing. He made warm clothes
from animal skins. At night, he built a
campfire to cook his food and to stay
warm.
Man Leaves Home
About one million years ago, Upright Man
began to slowly leave Africa. These early
people began to populate the world.
They did not need a boat. The Ice Age
was here! They traveled across giant
walkways of frozen ice, over what later
would become vast rivers and seas.
Scientists have found artifacts of their
tools and weapons, which help us to
understand how they lived, where they
went, and how they got there.
Neanderthals (Homo Sapiens)
One day, scientists found a new skeleton. This skeleton
was from another group of early men. Scientists named
this man Neanderthal man, after the valley in which the
skeleton had been found.
Scientists announced that
these early men were dimwitted brutes, who walked
with bent knees, with their
heads slung forward on
their big necks. Could
these early people really
be our ancestors?
Neanderthals (Homo Sapiens)
But scientists had made a mistake!
The bones were bent
because they were part
of the skeleton of an old
man suffering from
arthritis! Arthritis is a
disease that bends and
cripples bones.
Neanderthals (Homo Sapiens)
Still, Neanderthals were different from
other species of early humans. They
were tall and smart, and used caves as
their homes. They were great hunters.
Considering how smart they were, and
how advanced for their time, scientists
are puzzled that the Neanderthals were
one of the early species of man to die
out. Many species of man died out in
these early days. But why the
Neanderthals? It is a history mystery.
Cro-Magnon Man
(Homo Sapiens)
Another group of early men stood out during
this period. Scientists nicknamed this group
“Cro-Magnon man”.
Cro-Magnon man lived in Europe.
This group did not live a life of
constant struggle for survival because
they worked together to provide food
for their tribe.
Cro-Magnon Man
(Homo Sapiens)
These Stone Age people learned to cure and store food
for the long winter. They used traps, which allowed them
to catch food while they were busy doing something else.
Fisherman used nets woven from vines and fishhooks.
Some groups built rafts and canoes
to catch bigger fish in deeper waters.
They made clothing and
jewelry. They invented the bow
and arrow.
Cave Paintings (Homo Sapiens)
Cro-Magnon man did something rather unusual. For
some reason, he drew paintings deep inside dark caves,
on cave walls.
His paintings were added to the
paintings already on the cave walls,
left by other Cro-Magnon men.
Over time, a cave
might accumulate
hundreds of paintings.
Colors used most often
were brown, yellow/tan,
dark red, and coal black.
Cave Paintings
Animals were well drawn and filled in with natural colors
to give them even more shape and substance. They drew
stick figures for hunters. They drew stencils of hands.
Cave Paintings
To reach the deepest part of the cave, where other
paintings could be found, Cro-Magnon man had to crawl
through the maze like tunnels of the cave, holding a
spoon-like oil lamp to light his way, while carrying his
carefully prepared paints.
A Mystery
It was quite dangerous. Cro-Magnon man had no idea if he
might run into a cave lion. He might fall into a hole and die.
Why did he do it? Perhaps it was a coming of age
ceremony, or perhaps it served a religious purpose.
Maybe it was a sort of, “I was here.”
There are
many history
mysteries.
This is one of
them.
Lascaux France
The existence of cave paintings was discovered by
accident. Around 1940, during World War II, some kids
were playing in a field in Lascaux,
France. They stumbled across a
cave entrance. It had been
hidden by the tree roots. The
walls were covered with cave
paintings!
Once people knew the paintings
existed, they looked for more
such caves, and found them.
Recap
We know about early Stone Age people because
scientists have found fossils and artifacts that reveal
traces of their life.
Man went through many stages
to evolve into the humans of
today! Since this evolution
covers roughly 3 million years,
you might say it took man a
long time to grow up!
Early Humans
Questions
1. What is a hunter-gatherer?
2. What is a Stone Age?
3. Why was the ability to make
fire so important?
4. How could early humans
travel from Africa to Australia
without a boat?
5. What did Cro-Magnon man
paint on cave walls?
6. Why did Cro-Magnon man
paint on cave walls?
Learn More
For the answers to these questions,
click on these links.
LEARN MORE about Early Man
and play some free games
DRESS UP YOUR HOMEWORK
with art created by a professional artist
Click on the link below to
explore …
PPPST.COM
Name ___________________ Early Humans Organization Chart Years Ago 3 Million 2 Million Human’s Name Lucy (Hominid) Info: Handy Man (Hominid) Info: Upright Man (Homo erectus) 1.5 Million Info: Neanderthal (Homo sapien) 500,000 Info: Cro‐Magnon Man (Homo sapien) 25,000 Info: Historical Thinking and Early Man – Lesson 3 Seventh Grade Historical Thinking and Early Man Unit
Lesson 4
Title: Man Gathers
Grade Level: Seventh
Unit of Study: Historical Thinking and Early Man
GLCE:
• 7 – W1.1.2: Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia. • 7 – W2.1.1: Describe the importance of the development of human language, oral and written, and its relationship to the development of culture Abstract: Students will build off of the previous lesson’s focus on man migrating. In this lesson,
the learner will examine how man gathered after migration and began to establish
communication skills and culture. The class will focus on early human activity roughly 50,000
years ago that took place in caves within the Nottinghamshire region of the UK.
Key Concepts: culture
Sequence of Activities:
1. Have students share how they like to tell stories (pictures, words, text messages,
blogs, etc.) Discuss with students that sharing stories is one way to spread culture
(they way people do things).
2. Share with students that they will examine how man started sharing their stories after
settling down from migration.
• This would be a good time to revisit the Early Human Migration Map (from
the previous lesson).
3. If possible, visit the Creswell Crags (this is a gorge that the caves are located in) on
Google Earth to familiarize students with the area.
4. Next, have students visit (or print) the Stone Age People website.
5. This page contains five areas or culture and language:
• Culture and Creativity
• Tools and raw materials
• Food and hunting
• Camp sites (stress that this was a major place for the exchange of language
and culture)
• Pets
6. Divide students up into groups, each group will take an area of culture and language
listed above.
7. Students will create and present a poster that shares how their area has contributed to
the development of language and/or culture.
8. Finally, close the lesson with a review of ways early man established and shared
culture. Emphasize the point that as man settled, culture and written language
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
developed and was shared (campfires and campsites were a large part of the sharing
of culture).
*It time allows, as a class view the Explore the Cave website to see what life may have been
like in an Ice Age camp 50,000 years ago.
Connections:
Science
Instructional Resources:
Equipment/Manipulative
Chalkboard / Whiteboard
Computer lab or Internet access
Poster board or paper
Student Resources
Stone Age People website
Man Gathers Poster Rubric
Explore the Cave website
Teacher Resources
Calhoun ISD Social Studies Curriculum Design Project
Man Gathers Poster Rubric Connection to language and or culture 3 The presenter clearly connected how their category of Early Man lead to the development of language and or culture.
Details and Examples The presenter included all relevant details and examples. The view is left with no questions. The entire presentation was clear and easy to understand. The presenters were clearly prepared. Presentation 2 The presenter connected how their category of Early Man lead to the development of language and or culture. However, some connections were unclear. The presenter included many relevant details. The viewer is left with few questions. Most of the presentation was clear and easy to understand. There were a few parts that the presenters were unprepared for. 1 The presenter’s connections to the development of language and or culture were very unclear. The presenter included few details. The view is left with many questions. The presentation was difficult to understand. The presenters were not prepared. Total points_______________________ Feedback: Historical Thinking and Early Man – Lesson 4 Seventh Grade Historical Thinking and Early Man Unit
Lesson 5
Title: Man Gathers Near Water and Creates the Agricultural Revolution
Grade Level: Seventh
Unit of Study: Historical Thinking and Early Man
GLCE:
• 7 – W2.1.2: Use historical and modern maps and other sources to locate, describe, and
analyze major river systems and discuss the ways these physical settings supported
permanent settlements, and development of early civilizations (Tigris and Euphrates
Rivers, Yangtze River, Nile River, Indus River
• 7 – W3.1.2: Using historic and modern maps, locate three major empires of this era,
describe their geographic characteristics including physical features and climates, and
propose a generalization about the relationship between geographic characteristics and
the development of early empires.
• 7 – W1.2.1: Explain the importance of the natural environment in the development of
agricultural settlements in different locations (e.g., available water for irrigation,
adequate precipitation, and suitable growth season).
• 7 – W1.2.2:
Explain the impact of the Agricultural Revolution (stable food supply, surplus,
population growth, trade, division of labor, development of settlements).
Abstract: In this lesson, students will continue their analysis of early man by exploring man’s
settlement of fertile land near major river systems. The learner will create a map of the region as
well as a diagram of the physical features that enabled man to settle. Finally, students will write
journal entry from the perspective of a person that has experienced the benefits of the
Agricultural Revolution.
Key Concepts: physical features, Fertile Crescent, Agricultural Revolution
Sequence of Activities:
1. To begin, review with students that they have already learned about man’s migration
and development of culture and written language. Today they will be exploring man’s
move towards permanent settlement and away from hunting and gathering. They will
examine this change by exploring an ancient civilization in modern day Iraq;
Mesopotamia.
2. Familiarize students with this region by using the Fertile Crescent Overlay in Google
Earth (to use this, click on the file and it will open in Google Earth immediately). Point
out to students that this region is known as the Fertile Crescent for two reasons that will
be uncovered later in the lesson. Ask students for any predictions about the name “Fertile
Crescent”. Also note that Mesopotamia is a region located within the Fertile Crescent.
3. Next, provide students with the Mesopotamia / Agricultural Revolution Note Sheet. Tell
them that they will need to use this sheet to guide them through the lesson. It will be
valuable for the journal entry at the end of the lesson too.
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
4.
The next portion of the lesson will focus on creating a map of the Fertile Crescent. To
complete this, use the Fertile Crescent Overlay as a reference to create the map. Teachers
should focus on identifying key physical features such as the Tigris and Euphrates River.
5. Next, students will examine the Tigris and Euphrates vital role in providing
Mesopotamians with Fertile Land. Show students the clip “Mesopotamia Geography and
Sumerian Society” from the United Streaming Video “Mesopotamia: From Nomads to
Farmers”.
6. After the video, students will diagram how the Tigris and Euphrates River provide
Mesopotamia with fertile soil. Student should include flooding, overflow of water with
fertile soil, and deposition of fertile soil in their diagram. They should also note that the
water from the river can be used for irrigation. Ask students again why they believe the
Fertile Crescent is named as it is. Students should be able to explain the it’s named the
Fertile Crescent because it is crescent shaped and provides fertile land for farming.
7. Then students will examine how the Agricultural Revolution changed Mesopotamian
society. To begin, students will watch a short video clip about hunter/gatherer
Mesopotamians. The clip can be found here.
8. Next, students will watch another brief clip, this time on agricultural advancements.
(Click here for the video)
9. At this point discuss as a class how a surplus in food could change how people live.
Answers could include job specialization, more recreation possibilities, time to build
permanent settlements, trade, etc.). Students should record their answers on their note
sheet.
10. Finally, students are ready to create a journal entry as a Mesopotamian citizen. Have
students respond to the following prompt: You will create a journal entry as if you were a
Mesopotamian citizen. Please discuss how your life has been impacted by the industrial
revolution. Make sure to include details and examples of inventions, tools, and specific
changes you have seen in comparison to your ancestors.
Connections:
Science
Language Arts
Instructional Resources:
Equipment/Manipulative
Chalkboard / Whiteboard
Computer lab or Internet access
Paper
Projector (for United Streaming Videos)
Student Resources
Mesopotamia / Agricultural Revolution Note Sheet
Calhoun ISD Social Studies Curriculum Design Project
Seventh Grade Historical Thinking and Early Man Unit
Teacher Resources
United Streaming Videos
1. Mesopotamian Geography and Sumerian Society
2. Hunter-Gatherer, Agrarian, and Pastoral Communities
3. Agricultural Technology
Fertile Crescent Google Earth Overlay
Calhoun ISD Social Studies Curriculum Design Project
Mesopotamia / Agricultural Revolution Note Sheet Guiding Questions: Why is this region known as the “Fertile Crescent?” What physical features enabled Mesopotamia to develop? How did the Agricultural Revolution change the way Mesopotamians lived? Map of Fertile Crescent Draw a sketch map of the Fertile Crescent Below. Include the following in your map: Tigris and Euphrates River, Mesopotamia, shaded outline of the Fertile Crescent area. Diagram of Fertile Land Using the information from the video, diagram how the Tigris and Euphrates River provided Mesopotamia with fertile soil. Label the physical features in this diagram that enabled a surplus of food. Historical Thinking and Early Man – Lesson 5 Impact of the Agricultural Revolution How were Mesopotamians different from their hunter/gatherer ancestors? How did Mesopotamians change the way that early man farmed? List three ways that people’s lives changed due to a surplus in food caused by the Agricultural Revolution 1. 2. 3. You will create a journal entry as if you were a Mesopotamian citizen. Please discuss how your
life has been impacted by the agricultural revolution. Make sure to include details and examples
of inventions, tools, and specific changes you have seen in comparison to your ancestors. Historical Thinking and Early Man – Lesson 5 Mesopotamia / Agricultural Revolution Note Sheet – Teacher Version Guiding Questions: Why is this region known as the “Fertile Crescent?” This region is crescent shaped. In addition, the Tigris and Euphrates Rivers flood and provide fertile soil for farming. The river water is also used to irrigate crops. What physical features enabled Mesopotamia to develop? Fertile soil on river beds, water from Tigris and Euphrates Rivers, Elevated Mountains that produce water for floods How did the Agricultural Revolution change the way Mesopotamians lived? The agricultural revolution provided Mesopotamians with a food surplus. Therefore, its citizens did not have to fend for food every waking moment. People were now free to specialize in a trade, create permanent homes, and begin to trade with others. Map of Fertile Crescent Draw a sketch map of the Fertile Crescent Below. Include the following in your map: Tigris and Euphrates River, Mesopotamia, shaded outline of the Fertile Crescent area. (Map sketches will vary) Diagram of Fertile Land Using the information from the video, diagram how the Tigris and Euphrates River provided Mesopotamia with fertile soil. (Sketches will vary) Label the physical features in this diagram that enabled a surplus of food. Impact of the Agricultural Revolution How were Mesopotamians different from their hunter/gatherer ancestors? Hunter/gatherers were nomadic and did not have a stable food source. In addition, these people did not domesticate their animals. Mesopotamians on the other hand, establish a permanent settlement due to their ability to grow their own food. How did Mesopotamians change the way that early man farmed? Mesopotamians constructed levees, invented irrigation, and the seeder plow. List three ways that people’s lives changed due to a surplus in food caused by the Agricultural Revolution 1. 2. 3. You will create a journal entry as if you were a Mesopotamian citizen. Please discuss how your
life has been impacted by the agricultural revolution. Make sure to include details and examples
of inventions, tools, and specific changes you have seen in comparison to your ancestors.