Unit: Prehistoric Man (Grade 5)

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1 Unit: Prehistoric Man (Grade 5) Content Area: Social Studies Course(s): Generic Course, Social Studies, Science, Social Studies 1 Time Period: 6 weeks Length: weeks Status: Published Unit Overview The origins of humans and the development of hunter-gatherer societies help us discover how the world's first cities and civilizations were developed. Transfer Students will be able to independently use their learning to... Predict what scientist might learn about our lives from examining what items we leave behind. Identify examples of tools and purposes, such as paper and pencil that help student s record ideas for later study. List steps food must take from farm to table, such as growing, harvesting, shipping, buying, and preparing. Discuss how their lives have changed from younger children until now. Predict how their communities may change through growth just as ancient villages grew into cities. Connect ways that government affects their lives every day to how government has in the past. For more information, read the following article by Grant Wiggins. Meaning

2 Understandings Students will understand... The origins of humans and the development of hunter-gatherer societies. Discover how the world's first cities and civilizations developed. the importance of Mary Leakey's discoveries and the rule of Gilgamesh. Essential Questions Students will keep considering... -What are the consequences of technology? - What should governments do? Application of Knowledge and Skill Students will know... Students will know... What artifacts show about early humans. Specific archaeological finds that suggest human life began in Africa. What skills helped hunter-gatherer societies survive. features of early humans of the Stone Age. ways modern humans migrated to populate Earth's regions that Ice Age human societies became increasingly complex and religious domesticating plants and animals changed human life agriculture led to permanent settlements and specialized roles how villages became cities and then civilizations

3 common features of all early civilizations understand the role of primary and secondary sources in the archaeological process. Students will be skilled at... Students will be skilled at... identifying main ideas about the scientific study of early humans. synthesizing information about archaeological discovery. analyzing cause-and-effect links in the development of early human societies. demonstrating usefulness of new tools or skills sequencing human migration paths and the development of complex societies analyzing cause and effect relationships between tools and survival analyzing cause and effect links between agriculture and early human societies draw conclusions about the future needs of an early agricultural settlement summarize features of early civilizations identify evidence that two specific cultures are civilizations Academic Vocabulary anthropology geologist archaeologist artifact prehistory fossil hunter-gatherer

4 technology culture nomad populate animism migration environment adapt clan revolution domesticate surplus specialization economy civilization resource religion social class Learning Goal 1 Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. SOC Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific

5 MA.5.CCSS.Math.Content.5.MD LA.5. LA.5.CCSS.ELA-Literacy.CCRA.R.2 LA.5.CCSS.ELA-Literacy.CCRA.R.4 LA.5.CCSS.ELA-Literacy.CCRA.R.5 LA.5.CCSS.ELA-Literacy.RL.5.1 SOC.5-8. TEC E TEC explanations for how ancient people lived. Measurement and Data Key Ideas and Details Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. The Beginnings of Human Society Research and Information Literacy All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. Target 1 - Chapter 1 Chapter 1: Identify main ideas about the scientific study of early humans. SOC A.1.a Target 2 - Chapter 1 Synthesize information about archaeological discovery. Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. SOC B.1.a SOC B.1.b Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. Compare and contrast how nomadic and agrarian societies used land and natural resources. Target 3 - Chapter 1 Analyze cause-and-effect links in the development of early human societies. SOC C.1.a SOC C.1.b Target 4 - Chapter 1 Demonstrate usefulness of new tools or skills. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. Determine the impact of technological advancements on hunter/gatherer and agrarian societies. SOC B.1.b SOC C.1.a SOC C.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Target 5 - Chapter 1 Sequence human migration paths and the development of complex societies. SOC B.1.a Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies.

6 SOC B.1.b SOC C.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources. Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Target 6 - Chapter 2 Analyze cause-and-effect links between agriculture and early human societies. SOC B.1.b SOC C.1.a Compare and contrast how nomadic and agrarian societies used land and natural resources. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. Target 7 - Chapter 2 Draw conclusions about the future needs of an early agricultural settlement. SOC C.1.a Target 8 - Chapter 2 Summarize and identify features of early civilizations. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. SOC C.1.b SOC B.3.a Proficiency Scale Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. Summative Assessment All assessments are differentiated and aligned to the social studies standards and curriculum. Alternate assessments may include projects or presentations, or a common paper/pencil assessment or both. The assessment used with be from the my World History Assessment guide. 21st Century Life and Careers Select all applicable standards from the applicable standards WORK All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. WORK A Critical Thinking & Problem Solving WORK B Creativity and Innovation WORK C Collaboration, Teamwork and Leadership WORK D Cross-Cultural Understanding and Interpersonal Communication Formative Assessment and Performance Opportunities class discussion social studies notebook o student journal section

7 student displays and presentations quizzes Differentiation/Enrichment 504 accommodations and IEP modifications Student Notebook entries Unit Resources black line masters guest speakers Interactive white board activities Internet supplemental textbooks/teacher resources Social Studies Notebook videos and online videos ProGuide Activity Cards myworldhistory.com Essential Question posters myworld History wall maps Student Journal online project builder

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