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Chapter 1 Name: __________________________

Guided Readings Questions: Chapter 1 Nature, Humanity, and History to 3500 b.c.e. (p. 5)

Instructions: Read the following assigned readings from the textbook and complete the outline and then answer the discussion questions.

Big History Question: How were early hominids affected by environmental changes and how did these changes affect early human development? What three distinctive human traits helped early human development?

I. African GenesisA. Interpreting the Evidence

1. What does Charles Darwin’s book “On the Origin of Species” suggests about the development of humans? Where does he suggest that human development initially began?

2. Where were hominid skeletal remains discovered in Asia and Africa? What early human remains were

discovered in Africa in 1924 and by who? Where were they discovered?

3. What factors gave scientists greater ability to trace the human genetic code backwards over a period of

millions of years to determine the theory of human evolution?

B. Human Evolution1. What are two early hominids known as members of the primate family? What three characteristics

distinguish australopithecines from other primates?

2. How did the characteristics give hominids advantages over the struggle for survival during the climatic changes of the Great Ice Age known as the Pleistocene period? How did further climate changes 2 to 3 million years ago cause the evolution of Homo habilis over the australopithecines?

3. What happened to Homo habilis and all australopithecines about 1 million years ago? How replaced them about 1.8 million years ago? Who replaced them by 200,000 to 100,000 years ago? What does the evidence suggests around 70,000 years ago and what human invention developed as a result?

C. Migrations from Africa1. What facilitated human migration in association with the Ice Age? Where did Homo erectus and Homo

sapiens migrate from and where did they end up migrating to? How did they get to the Americas and when?

2. What minor physical evolutionary changes may have occurred? What process of adaptation did early

humans most likely adapt from rather than biological changes? (Think inventions!!!)

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Follow-up Summary Question: Must be written as a summary of lesson in complete sentences? (Please use attached rubric as a guide.)

Prompt: How did the physical and cultural characteristics of hominids change over time, and how do scientists document and explain these changes?

Vocabulary Contextualization (You may modify the word to make it fit the correct context of the sentence.)Instructions: Use the textbook to find at LEAST ONE historical event and use it in a complete sentence using the vocabulary word in the association with the event. The event must be in the correct AP contextual time period #1-#6. Your complete sentence must contain a specific date (year, decade, century, time period range in relation to the same or other time periods) of the event and the proper use of the vocabulary word in the correct historical context.

Bipedalism

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Australopithecines

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Homo habilis

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Homo erectus

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Paragraph Here: (Use some or ALL of the vocabulary words in your summary to develop contextualization.)

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Big History Question: How did early humans adapt to different environments? How did human development differ between hunting/gathering and food production economies?

II. Technology and Culture in the Ice Age

A. Food Gathering and Stone Tools1. How long did the Stone Age last and how is it divided into two different time periods? In which period

of the Stone Age did humans invent agriculture?

2. What kinds of tools did early humans invent in the Paleolithic age and what were their uses? Which group of early humans were good hunters and may have caused the extinction of mastodons and mammoths? Approximately when?

3. What were the main dietary habits of Stone Age people? What invention can be traced to about 1.4 million years ago that helped humans to protect themselves from wild beasts, created warmth for survival, and purified food? Evidence of cooking can only be traced back to 18,000 years ago and was cooked in what invention?

B. Gender Roles and Social Life1. What are the causes of the development of the two-parent family in hominids?

2. What do researchers believe about the role of women in Ice Age society? What was the role of men? In what social structure did early humans live? What determined their migratory patterns and habits?

C. Hearths and Cultural Expressions1. Fully describe the living conditions of migratory hunter-gatherers. (Housing, shelter, climate dependency,

communities, clothing, food, etc.)

2. How long did hunter-gatherers spend on survival? What did they do during their free time?

3. What does cave art suggests about Ice Age beliefs?

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Follow-up Summary Question: Must be written as a summary of lesson in complete sentences. (Please use attached rubric as a guide.)

Prompt: How did the evolution of early humans enable them to adapt to new environments during the Great Ice Age? How did human development differ between hunting/gathering and food production economies? (Comparative)


Paleolithic

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Neolithic

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Sedentary or Sedentary living or Sedentary communities

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Pastoralism or pastoral communities

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Big History Question: What were the environmental causes and effects of the transition from hunter-gatherer to food producing economies?

III. The Agricultural RevolutionsA. The Transition to Plant Cultivation

1. What was the agricultural revolution? What was domesticated in various independent parts of the world? What was the probable cause of the transformations in agriculture?

2. What was the first stage of the long process of domestication of plants and how was it performed? What was the second stage that required the use of two early human inventions? What were the two inventions?

3. Where did the transition from hunting/gathering take place first? What other parts of the world experienced the same transition? What is swidden agriculture?

4. What determined the choice of crops grown in specific areas of the world? List the products below:

Mediterranean area –

Sub-Saharan Africa –

Equatorial West Africa -

Eastern and southern Asia –

Americas –

B. Domesticated Animals and Pastoralism1. What domestication took place at about the same time of plants? What was domesticated first? Later,

what was domesticated?5

2. How were animals domesticated independently in various parts of the world? What were animals used for?

3. What were the two exceptions to the pattern of plant and animal domestication and where did they take place? How did it affect the gathering of meat and human labor in the Americas? How was pastoralism used in Central Asia and African arid Steppes?

C. Agriculture and Ecological Crisis 1. Approximately, when did the transition to agriculture and pastoralist economies take place? Why? What

was reduced as a result of intensive environmental changes? How was human population affected by the transition to agriculture and pastoralism? What was its rate of growth from 5000 BCE to 1000 BCE?


Prompt: After nearly 2 million years of physical and cultural development, how did human communities in different parts of the world learn to manipulate nature through agriculture and the domestication of animals? (Causation)

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Job Specialization or Labor Specialization

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Big History Question: What is “culture?” What is the economic relationship between hunting/gathering, agricultural, and pastoralism and how did each influence the development of human cultures and social practices in various parts of the world?

IV. Life in Neolithic CommunitiesA. The Triumph of Food Producers

1. Who replaced foragers as a source of food for local communities? What allowed humans to survive droughts and other crises?

2. What were the kinship and lineages that bound farmers to small communities? How did different cultural roles develop as a result?

B. Cultural Expressions1. What did early food producers worship? What was their early religions centered around and what were

the major deities?

2. What was built to aid in astronomical observations and used a burial chambers and to track time?

3. What language groups developed, in the Eastern Hemisphere, as a reflection in the patterns of food-producing societies?

C. Early Towns and Specialists1. Where did early food-producing societies live? How did it differ in some places because of the support

of a conducive environment to larger development? How did surpluses affect specialization of craftspeople? What are the two best-known examples of the remains of Neolithic towns? Where were they located?

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2. What was traded in Catal Huyuk? What did its craftspeople produce? What is there NO evidence of in state building?

3. What did the arts of Catal Huyuk reflect? What flourished as a result of cultural beliefs involving offerings of food to the gods? Does evidence suggest that its worship practices was patriarchal and matriarchal?

4. What were decorative or ceremonial objects made of? What were the metals used for because of its pliability?

5. What does the presence of towns like Jericho and Catal Huyuk indicate the emergence of socially? What

jobs started to develop as a result of specialization which allowed nonproducing people to adopt? What type of structures developed as a result of nonproducing labor shifting to community survival and cultural developments? Was labor free or coerced? What are your thoughts and why?


Prompt: What cultural and social consequences of sedentary agriculture differentiated life in the Neolithic period from hunter/gatherer Paleolithic lifestyle of earlier periods? (Comparison)


Surpluses (Agriculture and Animal)

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Lineage

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Matrilineal

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Patrilineal

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Summary Paragraph Writing Rubric

Although summary writing, a common type of academic writing, can be assigned as a specific assignment, it also is a good way to have a record of what you have read for a specific course to use for study and reflection. As in learning any writing skill, writing a good summary takes practice. To create a successful summary, all stages of the writing process must be used.

Key Instructional Elements:

Has a main idea/concept Includes important facts and details Is in the writer’s own words Direct use of text from selections should have quotation marks Reflects underlying meaning Includes details in logical order

4=Above Grade Level (15-20 pts)

3=At Grade Level (10-14 pts)

2= Approaching Grade Level (5-9 pts)

1 = Below Grade Level (0-4 pts)

Clear Main Idea Somewhat clear Main Idea

Main idea is unclear-not specifically stated in the writing.

The main idea is not present.

All important details are included

Important details are included but some might be missing

Some critical information is missing

Contains only some details

Details are in logical order

Ideas are in logical order

Ideas are in random order and not logical

Ideas are not in a logical order

Demonstrates clear understanding of information in the text.

Demonstrates adequate understanding

Demonstrates basic understanding of information in text

Demonstrates little or no understanding

Is characterized by paraphrasing of the main idea and significant details

Is somewhat characterized by paraphrasing of the main idea and significant details of less than 20%

More than 20% is characterized by the substantial copying of key phrases and minimal paraphrasing

Is characterized by the substantial copying of indiscriminately selected phrases or sentences.

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Moe Notes: Chapter 1 Name: _________________________________

Instructions: Complete the notes on the left hand side and add additional notes from your reading of the textbook.

Chronology Items on Test (Copy by time period)

7,000,000 BCE

4,000,000 BCE

2,000,000 BCE

1,000,000 BCE

2000,000 BCE

10,000 BCE

African Genesis 1-1

Charles Darwin

Evolution

Human Evolution

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Bipedalism

Great Ice Age

List the Evolution and time period in order:

Adaptation

Out of Africa Theory

Characteristics of Humans in Paleolithic Age

Human Brain Growth

Human Dispersal

“Lucy” & Archeologists

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Technology and Culture in the Ice Age 1-2

Culture –

Stone Age

Paleolithic

Neolithic

Foragers

Gender Roles/Equality

Cave Art/Lascaux, France

Importance of Fire

Stone Tools

Iceman

Neolithic Revolution (Agriculture) 1-3

Specialized Tools

Swidden agriculture

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Domestication of Animals

First

Others

Pastoralism

Climate Change Affects

Women Representations

Spread of Agriculture

Agricultural Hearth Centers

Early Settlements/Houses and Huts 1-4

Surpluses

Megaliths/Purposes?

Early Towns/Tribalism to Settled Villages

Jericho

Catal Huyuk

Conclusion

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Map Study “Out of Africa”: Complete the directions below on the blank map.

Tasks:

1. Copy the key under the map and use the correct colors.2. Copy the Caption under the key. 3. Draw in your own color lines to reflect the key.4. Answer the questions below.

Discussion Questions:

Which regions of human settlement could only have been reached by boat?

Explain how early humans got to the Americas and when.

Where and when would the fossils of “Lucy” have been found?

According to Slide 27, where did Neanderthals evolve? Where were Homo erectus remains found? Were were the earliest Homo sapiens found? Who found Lucy?

Try to come up with your own hypothesis as to why Neanderthals evolved differently from Naledi? (Hint: Think adaptation)

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