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World History: Grade 9

Unit 3.2: Lesson 1Map Correlations with early farming regions

10,000 - 1,500 BCEThursday, November 13, 14

Unit 3.2 Lesson 1: Map correlations with early farming regions M.T. Donkin

Unit Objectives: 1. Locate on a world map places where farming occurred between 10,000 and 1500 BCE. 2. Describe the characteristics of physical environments where settled farming communities developed between 10,000 and 1500 BCE. 3. List plants and animals that were domesticated in different places around the world and relate them to specific locations. 4. Describe how early farmers modified their environment. 5. Give examples of archaeological evidence of farming from the Americas, Australia, and Afroeurasia. 6. Trace the spread of agriculture in various locations across the globe. 7. Describe some effects of farming on human societies.

MTP: 1. Historical Context 2. Map Work 3. Region Research 4. Putting it All Together 5. What’s due?

Nov. 2-6, 2014 75 min.

Thursday, November 13, 14

• What is farming? Can we define it?• Let’s think about how farming began in multiple locations around

the world.• Imagine how farming and herding might have developed among

hunter-gathers. • What kind of steps would be involved?• Which might have come first, domestication of plants or

animals?• Let’s read the historical context.• ...

1. Historical Context


• As a class:• Look at SH_1.1 and 1.2.• What do these maps illustrate and what do the colors

represent.• ...

2. Map Work


• In pairs:• Investigate one of the six regions of world where

farming is known to have been discovered and spread.

• Fill in your SH_1.2 chart. Use the internet to search for the following maps:• rainfall• annual temperature ranges• topography• vegetation zones• access to water sources (lakes and rivers)• landforms and longitude and latitude.

• ...

3. Region Research


Region 1 Region 2 Region 3 Region 4 Region 5 Region 6

Continent/Region North America Mesoamerica South America Europe Africa Asia

Time Period for spread of farming 12000 to 8000

BCE8000 to 2000

BCE 5000 - 3000 BCE 3000-500 BCE 7000 BCE-1500 CE

7000 BCE - 1500 CE

Latitude range 30N to 90N 10n to 22n 13N to 55S 10N to 60 N 40n to 40s 80 n to 10 s

Vegetation zonemany, thick

forest, desert, tundra

cotton, potatoes, squash. temperate

heavily forest, rain forest, tropical, sub tropical, Savannah's

forest, mountains, grassland

desert, savannah, grassland, woodlands

tundra to topical

Annual rainfall amount

8inches to 80 inches 50 to 635 cm about 350 inch 300-4000mm 63 to 70 inch 80 inches

Annual temperature range -50c to 40c 10-35c 20-40c 10-40c 20-30c -68c to 54C

Physical featureslakes, rivers, mountains,

valleys, deserts.

middle of america, mountain and valleys

rivers, highlands, mountains, coast plains

surrounded by water, lakes, rivers, plain,

mountains

desert, lakes, rivers, forest,

mountains

deserts, mountains, plains, rivers, lakes,

oceans

Elevation 5000-6000 feet above sea level

4220 meters above sea level 131 to 22834 feet

28 m below to 5600m above sea

level

300 to 3000 meters above

29035 feet to 1349 feet


• Each group makes an oral report and information is record as a class.

• ...

4. Putting it all together


• Due Nov. 7 Timeline

• Various Knowledge Assessments

• Due Nov. 28 Essay/project

• Due. Dec. 8/ Portfolio

• Due Dec. 11-16 Final Exam

5. What’s Due?



Unit 3.2: Lesson 2Investigating Archeological Sites of Early Farming


Unit 3.2 Lesson 2: Investigating Archeological Sites of Early Farming M.T. Donkin


MTP: 1. Archaeological Investigations 2. Compare and contrast the sites 3. What’s due?

Nov. 10-14, 2014 75 min.


• Look at SH_1.3 map and SH_2.1-2.9 summaries of the archaeological investigations.• Think about what evidence historians and other specialists

might use to make conclusions about where and when farming began.• Remember that ideas about where and when farming began

in different locations around the world are based on careful investigation of the remains of human settlements from thousands of years ago. The evidence found at such places is often being updated with new finds and techniques.

• Step 1: Now, work in pairs:• Place the eight archaeological sites on your map SH_1.3

map. Use an atlas if you need to.• Step 2: In pairs, fill in your site in the chart, SH_2.1• Step 3: Report to the class your findings.

• Are you able to argue for or against the presence of human domestication of plants and/or animals at the site?

• ...

1. Archaeological Investigations


1. What methods of scientific examination of the remains were used?

2. What evidence dates the site? 3. What types of plant and/or animal remains were found

at the sites? How did these give evidence of a balanced diet?

4. What evidence of continued hunting and gathering was found at the site?

5. What evidence of trade was found? 6. What evidence of permanent or semi-permanent

dwellings indicate settlement patterns? What types of building material and construction were used?

7. What evidence of craft production, social organization, and communal life was found?

8. How might archaeologists decide whether agriculture had developed independently at a given site, or whether domestication practices and skills had diffused, or spread there from a nearby or distant location?

9. ...

2. Compare and Contrast


• Due Nov. 7 Timeline

• Various Knowledge Assessments




3. What’s Due?



Unit 3.2: Lesson 3Understanding Domestication of Wild Plant Species


Unit 3.2 Lesson 3: Understanding Domestication of Wild Plants M.T. Donkin


MTP: 1. What is Domestication? 2. How to identify plants 3. Wild vs. Domesticated 4. What’s due?

Nov. 10-14, 2014 75 min.


• Bruce D. Smith states, “Domestication is the human creation of a new form of plant or animal—one that is identifiably different from its wild ancestors and extant wild relatives.”

• Using the definition of domestication in Smith, The Emergence of Agriculture (New York: Scientific American Library, 1998), discuss the idea of plants becoming dependent on humans, and humans dependent on plants.

• Discuss what types of plants people have domesticated over time• E.g. grains from grasses, nuts from trees, tubers and other root

crops, annual vegetables, fruit trees, herbs for medicinal and culinary purposes, flowers for gardens.

• ...

1. What is domestication?


• What methods do archaeologists and paleobotanists use to identify the remains of prehistoric or ancient plants that are associated with human settlements or sites of occupation by hunter-gatherers?• Answer: morphological clues such as seed shape, stem shapes,

grains, impressions of plant parts in clay pots, hearths or earthen floors, charred plant remains such as corn-cobs, and pollen.

• ...

2. How to identify plants


• Using Student Handout 3.1, investigate the different qualities of plants that distinguish wild, self-propagating versus domesticated, human-propagated plants. • Consider how people gradually altered wild plants by selecting

four characteristics they found favorable. • 1. stalk height.• 2. strength of the seeds.• 3. size or fatness of the seeds.• 4. the amount of the seeds.

• Now, describe, by analyzing the cartoon drawings and answering the accompanying questions, the characteristics that were valued as advantageous by early gatherers and farmers, and explain how these characteristics were often the opposite of those necessary for plants to propagate in the wild. • By preferring these qualities, plants that possessed them were

favored by humans. Therefore these species survived and continued to change based on human cultivation.

• ...

3. Wild vs. Domesticated


• Due Nov. 14 Knowledge Assessment on Unit 3.0, 3.1, and 3.2.




3. What’s Due?



Unit 3.2: Lesson 4Three Sisters - Complete Nutrition From One Field


Unit 3.2 Lesson 4: Three Sisters - Complete Nutrition From One Field M.T. Donkin


MTP: 1. Three Sisters Feed Many People 2. Nutritional Importance 3. Research Activity (if time) 4. What’s due?

Nov. 10-14, 2014 75 min.


• Read SH_4.1.• What is the concept of “combination planting?”

• concept of planting several plants that help each other grow and increase/ maximizes their output.

• more effective than planting one crop.• What are the three characteristics of each plant in the ‘Three

Sisters” combination?• corn:

• source of fat, starch, and sugar, calories• provides the “stick” for the bean vines

• bean: • proteins for building muscle tissues• nutrients for corn and squash• it grows up the corn stalk

• squash: • vitamins and fibers • they provide cover over the soil which traps moisture

that provides water for the plant. • Shade the soil to prevent drying.

• ...

1. Three Sisters


• What is the nutritional importance of:• Carbohydrates: used for energy, body heat• Proteins: strengthen bones and muscle• Vitamins: makes us healthy.

• ...

2. Nutritional Importance


• Using the internet research the following questions in pairs:• 1. What groups in North America use the Three Sisters

combination planting and what legends are attached to it?• 2. What other combination plantings have been investigated by

agricultural laboratories today to solve problems of world hunger and increase yields and nutrition?

• ...

3. Research Activity (if time)


• Due Nov. 14 Knowledge Assessment on Unit 3.0, 3.1, and 3.2.




3. What’s Due?


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