Teacher:Wilinski Class:SocialStudies200 Date:Weekof11-16-2015 Topic/Unit:Unit2-BeginningsofHumanSociety

ContentObjectives: LanguageObjectives:

Monday/Tuesday/Wednesday: Monday/Tuesday/Wednesday:
Studentswillbegintoconceptualizehowoldtheearthisand Studentswillusetheirbodiestocreateahumantimelineand
whatpartofhistoryhumanshavebeenaroundfor. representdifferenteventsinthehistoryoftheworld.
StudentswillconsiderhowArchaeologistsconstructaccountsof Studentswillinvestigateseveralexamplesofpre-historic
thepastfromartifactsleftbehindbyearlyhumans. artifactsandfossilsandwritetheirobservationsofeach.
Studentswilllearnabouthowthestoryofpre-historycanbe Theywillalsodrawconclusionsfromtheirobservationsand
foundincluesfromawiderangeofsourcesfromtracesofDNA writeananalyticalparagraphthatattemptstoexplain
tomuralsinIceAgecaves. historicaleventsfromtheartifactsandfossils.
Thursday: Thursday:
StudentswilllearnaboutwhereEarlymancamefromandhow Byreadingaboutthedifferenthominidgroupsandhowthey
heevolvedfromhominids.Studentswilldescribemigrationsof maybeconnectedthroughaguidedreadingactivity.By
earlyman. participatinginaninquiry-basedactivitythroughstudying
Friday: picturesofhominidskullsandreadingaboutArdi.
StudentswilllearnaboutwhereEarlymancamefromandhow Friday
heevolvedfromhominids.Studentswilldescribemigrationsof ByreadingChaptertwooftheirtextbooksandfillingindetails
earlyman. onearlymaninguidednotes.
Vocabulary: BuildingBackground:
Pre-History Studentswillbeprovidedwithabackgroundofthehistoryofthe
PaleolithicAge universeandearth.Theywillwatchaquickvideoonworldhistoryfor
NeolithicAge usallandanswerafewquestionsonwhattheynoticed.
HumanEvolution
Hominid Teacherwillreviewthetermshominid,humanevolution,and
Biome bipedalism.Studentswillwatchaquickvideoonthedifferent
PushandPullFactors hominidgroups.Then,studentswillreadabouteachgroupwitha
Migrate partnerandcompleteaguidedreadingactivity.Inthenextclass
Hunter-Gatherer period,studentswillreviewthetechniquesthatanthropologistsand
Nomad archaeologistsusedtolearnabouthumanevolutionthroughan
Agriculture inquiry-basedactivity.
Turning-Point
Domestication
Specialization
Irrigation
Surplus
Adapt

RegularMaterials: SupplementalMaterials:
HistoryAliveTextbook MC3Supplementalmaterials
PrometheanBoardandActivInspireSoftware YouTubeVideoClips
Planners
InteractiveStudentNotebooks

LessonDelivery:
Day/Time LessonDeliveryOutline Assessment/Assignment
Monday Warm-Up:Vocabulary(5mins) StopandJot(Timeline
Warm-UpReview:(5mins) ReviewandMammoth
1.WorldHistoryTimelineReview(10-15mins) BonePile)
Studentswillwatcha7minutevideoandreflectonwhattheylearned.
http://worldhistoryforusall.sdsu.edu/movies/flashlarge.php
Theywillanswerthefollowingquestionsinastopandjot
Whattypesofartifactsseemtobeleftbehindattheearlierpartsofhumanhistory?
Howdoesthevideoandpaceofhistorychangeatthehalfwaymark?
Whatsurprisedyouaboutthevideo?
Whatquestionsdoesthevideoraiseforyou?
Reviewwithstudents(3-5mins)
2.OverviewofWorldHistory:
DiscusswithstudentswhatwaspreviouslytalkedaboutonFridaywiththehistoryoftheworld
beginningwithaBigBang.AllowstudentstosharethingsfromtheCrashCourse:BigHistory
video.Thenreviewwithstudentsthetermsworldhistory,pre-historyandhistory.Ask
studentshowitispossibletostudypeoplewholivedalongtimeago.Howdoweknowabout
whatlifewaslikeforourearliestancestorsbeforewrittenrecords.Whattypesofevidencedo
weusetounderstandthepast.
3.Next,askstudentstoimaginethattheywanttounderstandtheirgreat,great
grandparentswaysoflifebuttheyhavenolettersorwrittenrecords.Howcouldtheystudy
theserelatives?Solicitanswersfromtheclassandlistthemontheboard.Expectedresponses
mightincludespeakingtomyparentsorgrandparents,lookingatfamilyalbumsetc.Prompt
studentstothinkabouttheevidence.Thenaskstudents,Howisstudyingpeoplewholived
100-200yearsagodifferentfromstudyingancientsocieties?Comparethesuggestionsmadein
step2.tothosemadehere.Guidestudentstotheideathatretellingthestoryoflife150
yearsagodependsuponalreadyknowingsomethingaboutthatlife.Forexample,theyknow
whatchairsareusedfororwhatpurposethestoveplays.Nowaskstudentstoconsiderthe
challengesthatemergewhentheyreallydontknowhowobjectswereused.Couldtheyfigure
 outwhatlifewaslikeforotherpeople?Explainthatsincewearetalkingabouttheearliest
humanancestors--peoplewholivedover10,000yearsago--thatisthechallengeweface.
4.Explaintotheclassthattherearegroupsofpeoplewhospecializeinthiskindofstudy.
Surveytheclasstodetermineifstudentsknowwhoisitthatusesartifactstostudyculturesof
thepast(Anarchaeologist).Inthepreviousunittheystudiedtheworkofhistorians.Review
thiswiththeclassandexplainhowhistoriansworkinconjunctionwitharchaeologists.
5.Continuethisdiscussionbyaskingstudentshowanarchaeologistinterpretsartifacts.
DisplayMammothBonePileandChopper,locatedinSupplementalMaterials(Unit2,
Lesson2).Explainthattheseobjects(amammothskeletonandstonetool)werefoundnear
eachother.Theexcavationsatthissiteproducedthebonesfromatleastsevenmammoths
thatwereprobablynotallkilledatthesametime.Havestudentsstopandjotaboutthe
followingquestionsintheirPerspectivesonthePastNotebook:
Whatthoughtprocesswouldanarchaeologistusewhenanalyzingtheseobjects?
Howisthissimilartothestrategiesyouusewhenreadingnewandunfamiliarwords?
Afterthestopandjot,givethestudentstwominutestoengageinaturnandtalk
abouttheir responses.Then,conductashortclassdiscussionbyhavingthepairsreportout
theirthoughts onthequestions.Guidestudentstorecognizethatinadditiontotheir
knowledgeofhistoryand themodernworld,archeologistsalsousecontextcluesto
determineanobjectsuseor importance.Inthiscase,archaeologistsbelievethatthis
sitewasamammothkillingand processingcenter.

Tuesday Warm-Up:Vocabulary(5mins)
Warm-UpReview:(5mins)
1. 10.Explaintostudentsthattheyaregoingtoreadanarcheologistsperspectiveof
4000yearoldartifactsthathediscovered.HandouttheMotelofMysteriesand
MotelofMysteries-ObservationSheet,locatedintheSupplementalMaterials(Unit
2,Lesson2).Tellthestudentsthatthisisanexcerptfromafictitiousarcheological
discovery.Donotgiveawayanymoreinformation.Takeamomenttoreviewthe
Wordsyoumaynotknowlistbelowwithstudentsandaskstudentstosharetheir
bestdefinitionsforthesewords.
Wordsyoumaynotknow:
sarcophagus
translucent
posture
ceremonial
deceased
parchment
urn
sacred
2. Thenaskstudentstounderlinethesewordsinthepassageastheyreadandlookatthe
sentencetoseeiftheycanfigurethemeaning.Ifyouhavetime,youcanmodelusing
contextclueswithonesentence.

3. Next,havestudentsreadtheMotelofMysteriesandfillouttheMotelof
Mysteries-ObservationSheet.Foreachartifactfound,theyshouldcreateasmall
illustrationandthenmakeapredictionastotheartifactsuse.DoNOTgivestudents
thepicturethataccompaniesthetextuntiltheyaredonewiththefirstthreecolumns
ontheMotelofMysteries-ObservationSheet.Besuretoinstructthemtoleavethe
fourthcolumnblankuntiltheygetthepicture.Theyshouldalsoanswerthequestion
onthefinallineofthesheetpriortoreceivingthepicture.

4. Oncestudentshavecompletedthefirstthreecolumnsandthefinalquestion,
distributeImageofMotelofMysteries,locatedintheSupplementalMaterials(Unit
2,Lesson2)andaskstudentstostudyit.Whiletheylaughabit,askthemtofillout
thefourthcolumn.Oncetheyhavecompletedthis,youcanaskthemtodoaturnand
talkwiththefollowingprompts:
Howdoyouthinkpeopleinthefuturewillmakesenseofwhowewere?
Whatmighttheygetwrong?
Didusingcontextclueshelporhurttheinterpretationoftheseobjects?
Howcanwelearnaboutpeopleinthepast?
Whatdifferencediditmakewhenyouknewhowtheitemwasusedinsteadof
guessing?

5. Askstudentstosharetheirresponseswiththeclass.Finally,withthewholeclass,
re-visitthewordsyoumaynotknowlistandaskstudentsiftheywereabletoaddto
theirdefinitions.Makesuretheyhaveworkingdefinitionsforallofthewords,andif
necessarymodelfiguringoutanotherwordusingthepicturethistime.

6. TeacherNote:MotelofMysteriesisaworkoffictionwrittenfromtheperspectiveof
anamateurarcheologist4000yearsinthefuture.Theworkishisinterpretationof
whatthereadersoonrealizesisa20thcenturymotel.Theexcerptincludedheremight
includedescriptionsthatstudentsareunfamiliarsuchasthestripofpaperthatusedto
beplacedacrosshoteltoiletsindicatingthattheyhadbeencleaned(theheadband)
orthepointontheendofthetoiletpaperrollthatsomehotelsrequirewhentheroom
hasbeencleaned(thesacredpoint).

Wednesday Warm-Up:Vocabulary(5mins) CavePaintingArtifact

Warm-UpReview:(5mins) Activity(Formative)
1. Askthestudentswhattypesofartifactsmighthumans10,000,30,000,and200,000
yearsagohaveleftbehindandthenhowdifficultitiswouldbetomakegoodguesses
aboutlifeinthepast.Usethisshortdiscussionasatransitionintothenextpartofthe
lesson.Tellthestudentsthattheyarenowgoingtolookatonesuchtypeofartifact
leftbehindbyearlyhumans.Atthispoint,distributeTheCavePaintingsof
Chavet-Pont-Darc,locatedinSupplementalMaterials(Unit2,Lesson2),which
includesamapofprehistoriccavepaintingsinEurope,asecondmaphighlightingthe
locationoftheChauvetCaveinFrance,atopographicalmapofthePontdArcregion,
andashortdescriptionofthecavepaintingsdiscovery.Explaintostudentsthatthis
timeinhumanhistoryissometimescalledthePrehistoricEra,andthatisalsocalled
theStoneAge.Prehistoricreferstothetimebeforepeopleleftwrittenrecords,and
StoneAgereferstothemaintool-makingmaterialpeopleused.

2.Beforethestudentsreadthedocument,havestudentsworkinpairstoexamineboththe
mapofEuropeandofFranceandanswerthefollowingquestions:
Wheredothemajorityofthecavepaintingsseemtobelocated?Whatmightwe
assumefromthistypeofclustering?
IstheChauvetcavenearanyotherdiscoveries?

3.Next,displaytheTopographicalMapofthePont-dArcRegion,locatedinthe
SupplementalMaterials(Unit2,Lesson2).Askstudentstoconsiderhowthismapmight
comparetotheircommunity.UseWordCard#13toexplaintostudentsthatatopographic
mapisdifferentfromatraditionalmapinthatithighlightschangesinelevation.Have
studentsTurnandTalkaboutthefollowingquestionsthatyoupostontheboard/overhead:
WhatisadefiningfeatureofthelandscapeofPontdArc?
Howmightthishavekeptthecavepaintingshiddenandprotectedforthousandsofyears?

4.Afterleadingthestudentsinananalysisofthesethreemapsandbeforereadingtheshort
pieceonthediscoveryofthecavesaskstudentstodoaTurnandTalkrespondingtothe
followingprompt:
Haveyoueverbeeninacave?Ifso,whatwasitlike?
Ifnot,talkaboutwhyyoumightgointoacave.

5.DistributetheTopographicalMapofthePont-dArcRegionandtheInquiryand
PredictionChart,locatedintheSupplementalMaterials(Unit2,Lesson2)tostudents.
HavestudentsfollowtheinstructionsandcompletethechartfortheCavePaintingreading.

6.Asaclass,havestudentssharetheirpredictionsfromtheInquiryandPredictionChart.
Usethefollowingquestionstoengagestudentsinaclassdiscussionandtohelpthem
recognizetheuniquenessofthediscoveryandtheenvironmentalconditionsthatmadethe
preservationofthesepaintingspossible.
Whatledtothediscoveryofthesepaintings?
Whywerethesethreeindividualsexploringthecave?
Whymightthesepaintingshavebeendiscoveredinacaveandnotinafield?
Howmightthecavehavehelpedtheirpreservation?

7.Next,projectImages:CavePaintingsofChauvet-Pont-Darc,locatedinthe
SupplementalMaterials(Unit2,Lesson2)totheclass.Leadthestudentsinadiscussionof
whattheyseeinthepaintings:Whatisthesubjectmatter?Whatmaterialmighthavebeen
used?Writetheirobservationsontheboard.

8.Asktheclasstothinklikearchaeologists:whopaintedtheseimagesandwhy?As
archeologists,whatconclusionscantheymakeaboutthesepeopleandtheirculture?Lead
theclassinadiscussionaboutthepossiblepurposesofthepaintings.Explainthat
archeologistusethetimeperiodofafindtohelpthemunderstandit.Howcanwefigureout
howoldthesepaintingsare?Introducetheconceptsofrelativeandabsolutedatingusing
WordCards#15and#16withstudents.Explainthatrelativedatingisthescienceof
determiningtheorderofpasteventswithoutdeterminingtheirabsoluteage.Thisallows
archaeologiststodeterminethesequentialorderinwhichaseriesofeventsoccurred,butnot
specificallywhentheyoccurred.Incontrast,absolutedatingorcarbondatingusesthe
naturallyoccurringisotopecarbon-14todeterminetheageofmaterialsupto60,000years
ago.Carbon-14ispresentinlivingthingsanditdecaysatameasurablerate.Archeologists
measurethecarbon-14intheremainsofplantsand/oranimalstodateexcavationsites.
Carbon-14isnotaccuratetoveryspecificdates,butcanprovidearangeoftimeforafind.

9.Asktheclasshowarchaeologistsmightusebothofthesetoolstodatethecavepaintingsat
Chauvet.Whatmaterialmightbeusedtoconductcarbondatingofthepaintings?
Hereisan excerptfromofthedatingprocessusedbyarcheologistsin1995:

Directdatesobtainedin1995haveaddedanunexpecteddimensiontothediscovery.Three
samplestakenfromcharcoal(charcoalismadefromwood,thereforeitisorganic)drawingsof
tworhinoceroseshaveyieldeddatesbetween30,340and32,410yearsago.Thismeansthat
thepaintingsweremadeattheveryancientdateofapproximately31,000yearsago,or
29,000BCE.

21.DisplayFlutingsonaCaveWall,locatedinSupplementalMaterials(Unit2,Lesson2)
totheclass.Explainthatinadditiontothepaintingsfoundinthecaves,archaeologistsalso
foundflutings.Havestudentsstudythepictureandask;whatdoyouthinkthisis?Remind
themthattheseflutingswerefoundinthesamecavesandthepaintings,howdoesthat
knowledgeinfluencetheirpredictionaboutthisfinding?DistributeStoneAgeToddlersHad
ArtLessonslocatedinSupplementalMaterials(Unit2,Lesson2).Explaintostudentsthat
theyaregoingtoreadthearticleandidentifyclaimsand/orevidencetheauthormakes
and/oruseswhenwritingabouttheflutings.Explaintothestudentsthataclaimisa
statementaboutwhatsomeonethinks...likeabestguess.Theevidenceistheinformation
theyusedtosupporttheclaim.UseWordCards#17and#18tosupportstudents
understandingofthetermsclaimandevidence.Useathink-aloudtomodelthefirst
example,andthenallowstudents10to15minutestocompletethereadingandclaims.

22.Oncestudentshavecompletedthearticleandidentifiedtheclaims/evidence,discuss
theiranswersandthoughts.Remindstudentsofearlieractivityabouttheirgreat,great
grandparentsandhoweasyitwastointerprettheirartifacts/storiesbecauseweknowwhat
mostofthethingstheyusedare.Howdidarcheologistsusewhattheyknowtoassistthemin
interpretingthecaveflutings?Discussstudentsresponsesasaclass.

23.ConcludethelessonbyhavingstudentsengageinaTurnandTalkwithapartner,
discussingthefollowingquestions:
Whatthingsareyoufamiliarwiththatinfluencedyourpredictionsaboutthecave
paintings?
Howdoesyourknowledgeofthemodernworldhelporhurtyouinmakingthese
predictions?
Whatelsewouldyouwanttoknowinordertomakeaccuratepredictionsaboutthese
artifacts?


Thursday Warm-Up:Vocabulary(5mins)
Warm-UpReview:(5mins)
Video:TheSimpsonsevolutionintro(3:30mins)Thisvideowillbeusedasawayofintroducing
humanevolution.
1. Remindstudentsofthepreviouslessonsstudyofcavepaintings/drawings.Beginby
askingthestudentstodoastopandjotwiththefollowingprompt:

Wedontknowalotabouthowearlyhominids(twoleggedprimateswhoaretheancestors
ofhumans)lived.Whyisitsohardtolearnabouttheirlives?Whattypesofevidencemight
therebethatcouldhelpuslearnalittle?

1. Havestudentssharetheiranswersquicklywithapartner.Remindstudentsthatinthe
pasttheyhavestudiedquestionshistoriansask.Explainthatarchaeologistsalsoask
questions.ProvidestudentswiththeSocialScienceQuestionsGraphicOrganizer,
locatedintheSupplementalMaterials(Unit2,Lesson3).Youcanprojectitorcreate
itonyourboardandhavestudentscopyit.Havestudentsreviewthequestions
historiansask.Thenhypothesizewhatquestionsanarchaeologistmightask,writing
themonthechart.Theycanthensharetheirresponseswiththeclass.Answers
shouldincludequestionsthatarchaeologistsasksuchas:
Whatisthisitem?
Howoldisit?
Howmightithavebeenused?
Whatwasitfoundnearandwhatwasfoundnearit?

1. Withtheclass,comparethequestionsarchaeologistsaskwiththosethathistoriansask
(Whathappened?Whendidithappen?Whowasinvolved?Howandwhydidithappen?).
Askstudentshowthequestionsaresimilarandhowaretheydifferent.Explainthat
thereisanothersocialscientistthatassistsbotharchaeologistsandhistoriansin
answeringtheirquestions--ananthropologist.

1. UsingWordCard#6,fromLesson1,remindstudentsthatanthropologistsstudyhuman
societies.Explainthatsomeanthropologistsfocusonearlyhumansocieties.Questions
theseanthropologistsmayaskincludethefollowing:
Whataretheancestralrootsofthehumanspecies?
Whowerethefirsthumans?
Howdidearlyhumanslive?
HavestudentsaddthesequestionstotheirSocialScienceQuestionsGraphicOrganizer.
NotethataSocialScienceQuestions--TeacherReferenceSheethasbeenincludedinthe
SupplementalMaterials(Unit2,Lesson3)toguidethediscussion.Pointouttostudentsthat
thereisagreatdealofoverlapbetweenarchaeologyandanthropology,buttypically
archaeologistsworkwithprehistoricartifacts,fossils,andearlyhumanswhileanthropologists
workwithearlyANDmodernsocieties.Sinceearlyhumanshaventleftuswithwritten
records,anthropologistsarechallengedtofindotherwaystoanswertheirquestions.

 1. Havestudentsbrainstormalistofotherwaysananthropologistcananswertheir
questions.Promptthestudentswithquestionslike:
Whatcanwelearnfrombonesorteeththatwefind?Thelistshouldinclude
analysisofbones(teethforexamplecanshoweatinghabits,bonefragmentscanshow
methodsofmobility,etc.)
Whatcanwelearnfromcavepaintings?
Whatcanwelearnfromanimalbones?(Aretheskeletonsintactoraretheypartial?)
Whatcanwelearnfromtools?(Whatkindsoftools?)
Howcancarbondatinghelptodeterminetheageofbones/artifacts?
Discusswithstudentsthepossiblechallengesinusingthesesourcesofinformation.Keepthis
listforuseinStep10.

1. DividestudentsintogroupsoffouranddistributeHominidSkullsandAnalysisof
HominidSkulls,locatedintheSupplementalMaterials(Unit2,Lesson3).Provide
eachgroupwithanextracopyofthepicturesofskullsthattheycancutintoseparate
cardsforeachskull.Explaintostudentsthattheyhavetheimagesandsome
informationaboutsixskulls.Anthropologistsandarchaeologistsusethingslikeskulls
todeterminehowearlypeoplelivedandhowhominidsmayhaveevolved.Whilein
groups,havestudentsanalyzetheinformation,lookingforsimilaritiesanddifferences
amongtheremains.Allowstudents15minutestocompletetheAnalysisSheet.On
theanalysissheet,studentsareaskedtopredictthechronologicalorderoftheskulls.
Atthatpoint,havestudentscuttheextrasheettoseparateeachskull.Havestudents
physicallyarrangethepicturesoftheskullsinwhattheythinkarethecorrect
chronologicalorder.Iffeasible,havestudentssendrepresentativestoothergroupsto
compareanddiscusstheirpredictions.

1. UsingadocumentcameraorSmartBoard,showthestudentsthepicturesoftheskulls
andhavethemhelpyouplacetheminorder.Havestudentsgiveexplanationsfortheir
choices.Whenthereisdisagreement,allowstudentstoeachexplaintheirdifferent
ideas.Whenyouarecomplete,projecttheHominidSkullsReferenceSheet,
locatedintheSupplementalMaterials(Unit2,Lesson3),whichhasbackground
informationoneachoftheskulls.

1. ExplainthatstudiesoftheDNAofmodern,livinghumans,andapessuggestthatwhat
becamethehumanevolutionarylinedividedfromthatofgorillasabout8millionyears
agoandfromchimpanzees5to7millionyearsago(meaningmandidnotevolvefrom
monkey,butthatbothmanandmonkeyshareanancestor).Scientistshavedatedthe
earliesthominidfossilsthroughcarbonanalysistobetween6and7millionyearsago.
 BothAustralopithecusandHomofossilsdatebacktoabout1.5millionyearsagoand
havebeenfoundinAfrica.UseWordCard#20toassiststudentsinunderstanding
evolution.

TeacherNote:Atthispointinthelesson,theconceptofevolutionisbeingintroduced.
Evolutionisthescience-basedanddisciplinarystudyoftheoriginoflifeonthisplanet,and
thusincludestheoriginsofhumanlife.Whiledifferentreligionshavetheirownnarratives
aroundtheoriginsofhumanity,evolutionrepresentstheevidence-based,scientific
understandingofwherewecamefromasaspecies.Therefore,whenstudyinghumanhistory
inanacademicsetting,evolutionisanecessarytopictohelpstudentsunderstandourpast.
Giventhatevolutionisanacademicallyacceptedbodyofscientificknowledge,itis
absolutelyappropriateforclassroominstruction.Otherviewsofhumanoriginsmaybe
appropriatefordiscussioninreligionorphilosophyclasses.Teachershavethelegalrightto
teachevolutionasdeterminedbytheUnitedStatesSupremeCourt,inaddition,theSupreme
Courtalsodeclaredthatitisunconstitutionalforschoolstorequireteacherswhoteach
evolutiontoalsoteachcreationism.Schoolsmaynotrefusetoteachevolutioninaneffort
toavoidoffendingreligiousindividuals.

Whileteachersshouldrespectthereligiousviewsofstudents,families,colleagues,etc.,you
areinnowayobligatedtoteachthem.Atthispointinthelesson,youcanintroduce
studentstoevolutionbyusingthedefinitionabove.Iftherearestudentswhowantto
debateevolution,tellthemyourespecttheirviews,butremindthemthatthisisahistory
course,evolutioncontributestohistoricalknowledgeandisbasedonscientificevidence,and
thisclassisthenottheforumfordebatesaboutreligiousbeliefs.

1. Next,explaintostudentsthattheyaregoingtoreadaboutarecentanthropological
discoveryfromEthiopiathatillustratestheprocessanthropologistsusewhenstudying
askeleton.Distributethehandout,DiscoveryofArdi,locatedintheSupplemental
Materials(Unit2,Lesson3)tostudents.TakeamomenttoreviewtheWordsyou
maynotknowlistbelowwithstudents.Askstudentstosharetheirbestdefinitions
foranyofthewordstheyknow.Thenaskthemtounderlinethesewordsinthe
passageastheyreadandlookatthesentencetoseeiftheycanfigureoutwordsthey
dontknow.Ifyouhavetime,youcanmodelusingcontextclueswithonesentence.
WordsYouMayNotKnow:fragmentary,specimens,fossils,herbivores,erosion,hominid,
biped,quadruped,anatomist

10.Allowstudents10minutestocompletethereadingandorganizer.Youmaywanttomodel
thisprocessandhelpthemwiththefirstexampleiftheyarehavingtrouble.Oncestudents
 havecompletedtheorganizer,returntothelistofartifactsandchallengescreatedinStep5.
Havestudentscompletethequickwriteportionoftheirhandout,answerthefollowing
question:
Howdoesthisreadingsupport,extendorchallengeyourearlierthinkingabout
thewaysan anthropologistconductstheirstudyofearlyhumans?

1. DistributeArdiDiscovered,Continued,locatedintheSupplementalMaterials(Unit
2,Lesson3).Forthisreading,havestudentsworkinsmallgroupsorwithapartnerto
identifyspecificexamplesofevidencefromArdisskeletonthatscientistsusedto
supporttheirclaimsaboutArdismovementandrecordtheiranswersonthehandout.

1. Re-visitthewordsfromthepre-readingactivityinStep9.Takeamomenttoseeif
studentsnowhavebetterdefinitionsforanyofthewordsafterreading.Modeltheuse
ofcontextclueswithmoreexamplestoshowthemhowtheycanusecontextcluesto
getclosertoawordsmeaning.Pointoutimportantaffixessuchasbi,quad,
ped,andist.Leadtheclassinadiscussionaroundclaimsandevidence.Remind
studentsofthepreviouslessoninwhichtheylearnedthatinterpretingartifactsis
easierwhentheyhaveknowledgeofhowsomethingworksorisused.Howdoesthat
informationapplywhenexaminingArdisbones?Revisitthelistoftypesofevidence
anthropologistsuse(fromStep4).Whatcantheyaddtothelistwithbasedonthis
newunderstanding?

1. DisplaythepictureofArdilocatedintheSupplementalMaterials(Unit2,Lesson3)to
theclass.Usingtheimages,askstudentstomakesomeconclusionsaboutArdiandhow
shediffersstructurallyfrommodernhumansandfromthehominidsexaminedearlier.
HowdoesArdifitintotheirtimeline?PlaceArdiontheclasstimelineconstructedin
Step7.WhatmightthismeanaboutArdislifestyle,uniquetraits,diet,and
connectionstoearlierhominidsaswellasmodernhumans?HavestudentsTurnand
TalkaboutthesequestionsandthenwritereflectivelyintheirPerspectivesonthePast
Notebook.

Friday Warm-UpQuizoverVocabulary:(10mins) GuidedReadingNotes
Review:(5mins) (Formative)
VideoClip:Prehistoric(totuneofToxicbyBrittanySpears(3mins) ExitCard:Summative
HominidReadingActivity:(20-25mins) Warm-UpQuiz:
Thisactivitycanbedoneinside-by-sidepairs,ingroupsorasaclass.Reviewwithstudents Summative
thereadingstrategiesthatwerediscussedpreviously.Asstudentsreadabouteachofthe
 hominidgroups,theyaretotakenotes.(Studentswillbeprovidedwithaguidednotesgraphic
organizer)
Review:(5-10mins)
Discusswiththeclassthedifferencesinhominidgroups.Comparetheinformationthey
learnedfromthereadingtowhattheylearnedfromthehominidandArdiactivities.
ExitCard:(3-5mins)
Studentswillreflectonwhattheylearnedabouthominids.

GLCEs/CommonCore:

MondayandTuesday:

ContentExpectations:
7-H1.2.1: Explainhowhistoriansuseavarietyofsourcestoexplorethepast(e.g.,artifacts,primaryandsecondarysourcesincluding
narratives,technology,historicalmaps,visual/mathematicalquantitativedata,radiocarbondating,DNAanalysis).

7-H1.2.2: Readandcomprehendahistoricalpassagetoidentifybasicfactualknowledgeandtheliteralmeaningbyindicatingwhowas
involved,whathappened,whereithappened,whateventsledtothedevelopment,andwhatconsequencesoroutcomes
followed.

7-H1.2.3: Identifyapointofview(perspectiveoftheauthor)andcontextwhenreadinganddiscussingprimaryandsecondarysources.

7H1.2.4: Compareandevaluatecompetinghistoricalperspectivesaboutthepastbasedonproof.

7H1.2.5: Describehowhistoriansusemethodsofinquirytoidentifycause/effectrelationshipsinhistorynotingthatmanyhavemultiple
causes.

CommonCoreStateStandards
RH.6-8.1: Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources.

RH.6-8.2: Determinethemainideasorinformationofaprimaryorasecondarysource;provideanaccuratesummaryofthesourcedistinct
frompriorknowledgeoropinions.

RH.6-8.4: Determinethemeaningofwordsandphrasesastheyareusedinatext,includingvocabularyspecifictodomainsrelatedto
history/socialstudies.

RH.6-8.5: Describehowatextpresentsinformation(e.g.,sequentially,comparatively,causally).

RH.6-8.6: Identifyaspectsofatextthatrevealanauthorspointofvieworpurpose(e.g.,loadedlanguage,inclusionoravoidanceof
particularfacts).

RH.6-8.8: Distinguishamongfact,opinion,andreasonedjudgmentinatext.

RH.6-8.9: Analyzetherelationshipbetweenaprimaryandsecondarysourceonthesametopic.

WHST.6-8.1:Writeargumentsfocusedondiscipline-specificcontent.
b.Supportclaim(s)withlogicalreasoningandrelevant,accuratedataandevidencethatdemonstrateanunderstandingof
thetopicortext,usingcrediblesources.

WHST.6-8.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,and
audience.

WHST.6-8.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.

WHST.6-8.10:Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertimeframes(asinglesittingoradayor
two)forarangeofdiscipline-specifictasks,purposes,andaudiences.

Wednesday:
ContentExpectations
6and7 Explainhowhistoriansuseavarietyofsourcestoexplorethepast(e.g.,artifacts,
H1.2.1: primaryandsecondarysourcesincludingnarratives,technology,historicalmaps,visual/mathematicalquantitativedata,
radiocarbondating,DNAanalysis).

6and7 Readandcomprehendahistoricalpassagetoidentifybasicfactualknowledgeand
H1.2.2: theliteralmeaningbyindicatingwhowasinvolved,whathappened,whereithappened,whateventsledtothedevelopment,
andwhatconsequencesoroutcomesfollowed.

CommonCoreStateStandardsforLiteracyinHistory/SocialStudies:
RH.6-8.2: Determinethemainideasorinformationofaprimaryorasecondarysource;provideanaccuratesummaryofthesourcedistinct
frompriorknowledgeoropinions.

RH.6-8.4: Determinethemeaningofwordsandphrasesastheyareusedinatext,includingvocabularyspecifictodomainsrelatedto
history/socialstudies.

WHST.6-8.4: Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,and
audience.

WHST.6-8.10: Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertimeframes(asinglesittingoradayor
two)forarangeofdiscipline-specifictasks,purposes,andaudiences.

ThursdayandFriday:
6and7 Explainhowhistoriansuseavarietyofsourcestoexplorethepast(e.g.,artifacts,
H1.2.1: primaryandsecondarysourcesincludingnarratives,technology,historicalmaps,visual/mathematicalquantitativedata,
radiocarbondating,DNAanalysis).

6and7 Analyzehowcultureandexperienceinfluencepeoplesperceptionofplacesand
G2.2.3: regions(e.g.,beachesareplaceswheretouriststravel,citieshavehistoricbuildings,northernplacesarecold,equatorialplaces
areverywarm)[1].

CommonCoreStateStandardsforLiteracyinHistory/SocialStudies
RH.6-8.2: Determinethemainideasorinformationofaprimaryorasecondarysource; provideanaccuratesummaryof
thesourcedistinctfrompriorknowledgeor opinions.

RH.6-8.4: Determinethemeaningofwordsandphrasesastheyareusedinatext,includingvocabularyspecifictodomainsrelatedto
history/socialstudies.

RH.6-8.7: Integratevisualinformation(e.g.,incharts,graphs,photographs,videos,ormaps)withotherinformationinprintanddigital
texts.

RH.6-8.10: Bytheendofgrade8,readandcomprehendhistory/socialstudiestextsinthegrades6-8textcomplexitybandindependently
andproficiently.

WHST.6-8.9: Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.
WHST.6-8.10:Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertimeframes(asinglesittingoradayor
two)forarangeofdiscipline-specifictasks,purposes,andaudiences.

[1]Theseexpectationsgetatperspectivehowonesexperiencesandbackgroundinfluenceshowoneinterpretstheworld.Althoughthis
expectationislimitedtothefieldofgeography,thepreviousunitaddressedhowbothhistoriansandgeographershave
perspectivesthatinfluencetheiraccounts(historicalaccountsandmaps).Thiscurriculumbroadenstheinterpretationofthis
expectationtoincludetheinterpretationofevidencesuchasartifactsandprimarysources.

Moreover,theessenceofthe7thgradeexpectationismuddledbytheexamplesprovided,someofwhichareprovable(beachesareplaces
wheretouriststravel)whileothers,whicharerelative(northernplacesarecold)anddependonaperspective.

The6thgradeexpectationisthesameandissimilarlymuddledbytheexamplesprovided:(e.g.,theCaribbeanRegionthatpresentlydisplays
enduringimpactofdifferentimmigrantgroupsAfricans,SouthAsians,Europeansandthedifferingcontemporarypointsof
viewabouttheregiondisplayedbyislandersandtourists).


HOTSUsedinLessons: ELPS:
L.1Followsimpleandcomplexdirections
Analyzehowhistoriansand L.2UnderstandspokenEnglishtoparticipateinsocialcontexts
archaeologistsuseartifactandfossil L.3IdentifymainideasandsupportingdetailsfromspokenEnglish
evidencetoconstructhistorical L.4Identifythemeaningofvocabularyinthecontentareas
accounts. L.6Makeinferencesandpredictions
S.1Usespokenlanguagefordailyactivitieswithinandbeyondtheschoolsetting
Evaluatehowaccurate S.4UseEnglishtointeractintheclassroom
representationsofhistorical S.5Provideandobtaininformation;expressandexchangeopinions
accountscanbebasedonthe S.6Demonstratecomprehensiblepronunciationandintonationforclarityinoralcommunication
evidence. R.1Recognizeconceptsofprintliteracy
R.2Demonstratephonologicalawarenessandtherelationshipoflistening/speakingtodecoding
Createyourownhistoricalaccount R.3Buildvocabularytodevelopconcepts
basedonartifactandfossil R.4UnderstandandusegrammaticalrulesofEnglishtoimprovecomprehension
evidence. R.5Readanddemonstratecomprehensionofmainideasandsupportingdetails
R.6Applyreadingskillsinsocialandacademiccontexts
R.8Makeinferences,predictions,andconclusionsfromreading
W.1UseconventionsandformatsofwrittenEnglish
W.2UsegrammaticalconventionsofEnglish
W.3Writeusingappropriatevocabularychoiceandvariation
W.4Constructsentencesanddevelopparagraphstoorganizewritingsupportingacentralidea
W.6Usevarioustypesofwritingforspecificpurposes
W.7Usemultiplesourcestoextendwriting
SchoolImprovementStrategies:
FormativeAssessmentsandDifferentiatedInstruction

Interventions:
Reducedworkload,variedreviewstyles,usevocabulary,graphicorganizers,visualaids,cooperativelearningpairs.
SpecialNeedsAccommodations: ELLAccommodations:
Showexamples. Translatedmaterials,reducedwork,Pre-teachvocabulary,peerbuddies,sentencestems,
Reducedwork graphicorganizers
Graphicorganizers
Make/usevocabulary
Useofvisualsorvideoclips
Givedirectionsinsmall,distinctsteps.
Cooperativelearningpairs
Wordbanks
Breakupassignmentsintosteps