All About Us Comparative Essay

Comparative Essay: Outline

Compare and Contrast the Paleolithic and Neolithic Time Periods Socially, Religiously, and Technologically.

1st sentence: Restate 1st sentence and include who, what, where, when.

Rest of Paragraph: How were the time periods socially similar?

How were the time periods socially different?

How were the time periods religiously similar?

How were the time periods religiously different?

How were the time periods technologically similar?

How were the time periods technologically different?

Rest of Essay: Paragraph 2: Social Similarities- Elaborate on your point and provide specific evidence. (How and WHY?)

Paragraph 3: Social Differences- Elaborate on your point and provide specific evidence. (How and WHY?)

Paragraph 4: Religious Similarities- Elaborate on your point and provide specific evidence. (How and WHY?)

Paragraph 5: Religious Differences- Elaborate on your point and provide specific evidence. (How and WHY?)

Paragraph 6: Technological Similarities- Elaborate on your point and provide specific evidence. (How and WHY?) ______

Paragraph 7: Technological Differences- Elaborate on your point and provide specific evidence. (How and WHY?) ______

Conclusion: Any overarching observations…tie arguments together. There were many similarities and differences between the Paleolithic and Neolithic Ages socially, religiously, and technologically. Socially, the Paleolithic and Neolithic Ages were similar in that nuclear families were at the core of both societies, yet differed in that the Neolithic Age had larger, more stratified societies. Religiously, the Paleolithic and Neolithic Ages were similar in that humans had some sort of belief in an afterlife, as evidenced by specific burial practices, but differed in a distinct and dedicated priestly class in the Neolithic Period. Technologically, the Paleolithic and Neolithic Periods were similar in that shelters, tools, and weapons were created, but differed in that the Neolithic Period exhibited greater skill with specialized artisans. Scientists seem to agree that in both the Paleolithic and Neolithic time periods, nuclear families provided the basis for social organization. Hunting-foraging groups during the Paleolithic era tended to group in bands of 2 to 3 dozen, comprised of a few families in each. Agricultural societies tended to organize in nuclear families and extended families in the same Neolithic village. In both cases, survival of the family was the goal. With the transition to agriculture and more settled societies, there was an improvement in tools which led to a food surplus and as a consequence, a population increase. Nuclear families were still the core of Paleolithic and Neolithic societies, but family sizes generally increased with families having more children. It is thought that family size was smaller during the Paleolithic period, because of the hardships of being nomadic, and numerous children being a liability, as opposed to settled Neolithic communities, where numerous children could be an asset, because their labor could be used more extensively for farming. Despite differing lifestyles, both Paleolithic and Neolithic peoples show signs of religion. In both time periods, systematic and deliberate burials have been uncovered, where humans were buried in specific positions, and with specific artifacts. Many historians point to this as evidence of a belief in an afterlife for which the deceased were being prepared. A common artifact in both time periods are statues of women, commonly referred to as “Venus Figurines”. It is believed that these figurines could be indicative of a mother goddess figure, or associated with fertility in women. Both societies also show evidence of religion in pictures, such as the Lascaux Cave Paintings, as well as Neolithic drawings and records. While both Paleolithic and Neolithic peoples show evidence of grappling with human’s place in the cosmos, the major transition in the Neolithic period, was a separate priestly class. As settled societies enabled the specialization of labor, one particular specialization that emerged was priests. Priests were then reliant on offerings by the communities for survival. For instance, with the rise of the Sumerian city-states, like Ur, the central feature was a temple called a ziggurat, staffed by priests and scribes. It is probable that Paleolithic peoples had religious leaders, but their leaders were not necessarily able to focus solely on religion, but rather had to be a hunter or a gatherer as well. The Paleolithic and Neolithic periods were technologically similar in that humans in both time periods created weapons, and tools, and shelters. Both used stone as the base for some of their weapons and tools. Both time periods also sought some sort of shelter for their families, whether they were temporary or permanent. Both time periods also pursued similar diets balancing both animals and vegetables. The Neolithic peoples improved upon the Paleolithic innovations, creating stronger tools and weapons, first out of copper, then bronze, and eventually iron. Neolithic peoples also created more permanent shelters to accompany their more sedentary lifestyles. Eventually, farming would lead to more technological innovations during the Neolithic era, such as irrigation, but in most every case, the technology of the Neolithic peoples were improvements on past inventions. Overall, the transition between hunting and gathering to farming, which distinguishes the Neolithic or Agricultural Revolution, was a profound change in human history, but it still contained continuities. Socially, the Paleolithic and Neolithic Ages mirrored each other with central nuclear families, but Neolithic societies were more stratified. Religiously, the Paleolithic and Neolithic Ages both practiced religions, but the Neolithic Period saw a distinct priestly class emerge. Technologically, the Paleolithic and Neolithic Periods were similar in that shelters, tools, and weapons were created, but differed in that the Neolithic Period exhibited greater skill with specialized artisans. Comparative Essay BASIC CORE(competence) EXPANDED CORE(excellence) 1. Has acceptable thesis (1 Point) Expands beyond basic core of 1-7 Points. (Addresses comparison of the issues or The basic core of 7 must be achieved themes specified) Argumentation before a student can earn expanded core points. (0-2 Points) Same skills as noted in basic core. Other historical thinking skills may be demonstrated depending on the question. 2. Addresses all parts of the question, Has a clear, analytical, and comprehensive though not necessarily evenly or thesis thoroughly (2 Points) OR Addresses most parts of the question: for example, deals with differences but not with similarities (1 Point) Argumentation 3. Substantiates thesis with appropriate Analyzes all parts of the question historical evidence (2 Points) OR thoroughly (as relevant): comparisons, Partially substantiates thesis with chronology, causation, connections, appropriate historical evidence (1 Point) themes, interactions, content. Argumentation 4. Makes at least one relevant, direct Provides ample historical evidence to comparison between/ among societies substantiate thesis (1 Point) Comparison 5. Analyzes at least one reason for a Relates comparisons to larger global similarity or difference identified in a direct context. comparison (1 Point) Comparison, Causation Makes several direct comparisons consistently between or among societies. Essay as a whole: Synthesis Consistently analyzes the causes and effects of relevant similarities and differences Subtotal 7 Points Subtotal 0-2 2 Points TOTAL 9 Points

9 = A (98-100) 5 =C (75) 8.5 =A (95) 4.5 =C- (72) 8 =A- (92) 4 =C- (70) 7.5 =B+ (88) 3.5 =D+ (68) 7 =B (85) 3 =D (65) 6.5 =B- (82) 2.5 =D- (62) 6 =B- (80) 5.5 =C+ (78) 2 =F (59)

ESSAY GRADE ______

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