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School District:Watertown
Unit of Study Title:Early Humans
Grade Level:6-8
Time Frame:3 weeks
Key Words:Early Humans
Unit Designer:Robert Bemis
Unit Designer
Date Added:6/13/2002 4:29:31 PM
Date Last Revised:6/26/2002 11:09:36 AM
Topic Area:Social Science
Peer Reviewer:Mark Sanden
Peer Reviewer

Brief Summary of Unit: This unit focuses on Early Humans and how they interacted
with each other and their surroundings to meet their basic needs. It examines the shift from hunting and gathering to agriculture , and the consequences of this significant change.

Students will Understand: *Students will learn how early people lived and worked in
groups and migrated to meet their needs.
*Students will learn how the shift to food producing affected the
early way of life.
*Students will learn how early man began to grow crops and
raise animals.
*Students will learn about an early human settlement located
off the coast of Scotland called Skara Brae.
*Students will learn how to interpret a Parallel Time Line.
*Students will learn how to read and interpret a Population Bar
* Students will learn vocabulary words that enhance the unit of study.

Link to Standards #1

Social Science
Students will understand the emergence and development of civilization over time and place.

Indicator:Indicator 1: Analyze the chronology of various historical eras
to determine connections and cause/effect
Benchmark(s):*Describe various characteristics which distinguish specific time periods/eras within and across cultures.

*Describe historical situations and conditions in relation to specific chronological reference points.

*Describe important factors which led to multiple/various
historical cause/effect relationships.
Other Content Standards:None Listed

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: *How did early humans live?
*How did early humans meet their needs of food and shelter?
*What caused early humans to change from hunters and
gatherers to crop and animal raisers?
*How did the Skara Brae settlement come into being and what
eventually happened to them?
*How do you read and interpret a Parallel Time Line?
*Can students read and interpret a Bar Graph on population?

Key Knowledge and Skills Students will Acquire: Students will acquire knowledge about these technology
applications: PowerPoint, Excel, Inspiration, Web worksheet,
and Web site visitation. Through the use of these technology
applications and the Social Studies Textbook, students will
understand how early humans interacted with and changed
their environment based upon their needs.

Assessment Plan: Interactive Web Worksheet (Boy of the Painted Cave by Justin Denzel)
*Inspiration Chart (Early Farming Areas – Lesson 2 Early Farmers)
*Vocabulary Test over Chapter 1 vocabulary words
*Lesson 1 worksheet – What’s in a Word?
*Lesson 2 worksheet – Early Agriculture Around the World
*Skill Practice – How to use a Parallel Time Line
*Chapter 1 Test

Learning Activities: Students will learn about Early Humans. Through these activities they will acquire knowledge about the Stone Age People:
*Read textbook pages over Stone Age People.
*Interactive Web Worksheet
*Vocabulary notebook
*Fill in a chart about early farming areas made with Inspiration
Students will learn about Early Humans. Through these activities they will acquire knowledge about the Stone Age People:
*Complete a worksheet over Hunters and Gatherers
*Complete a worksheet over Early Farmers
*Do a skills practice activity using a Parallel Time Line
*View a PowerPoint presentation about Skara Brae village
*Take a chapter test over People of the Stone Age

Notes:This unit follows the text book "Social Studies - The World" by harcourt Brace, Co.
It is related to the first unit, chapter 1 ""Early People and Lifeways" - "People of the StoneAge".
Internet Resource Link:

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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