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The Peopling of the Explain the Origins, Development, and Achievements of Early World, Prehistory–2500 B.C CHAPTER 1 • OBJECTIVE The Peopling of the Explain the origins, development, and achievements of early World, Prehistory–2500 B.C. human beings. Previewing Main Ideas Previewing Main Ideas The main ideas highlighted here charac- INTERACTION WITH ENVIRONMENT As early humans spread out over the world, they adapted to each environment they encountered. As time terize human existence from prehistory progressed, they learned to use natural resources. through the present. They introduce stu- Geography Study the time line and the map. Where in Africa did human dents to basic themes that will help life begin? reveal patterns and connections among SCIENCE AND TECHNOLOGY The earliest peoples came up with new ideas historical events throughout the ages. and inventions in order to survive. As people began to live in settlements, Accessing Prior Knowledge they continued to develop new technology to control the environment. Geography Early humans began to migrate about 1.8 million years ago. Ask students to discuss what they already What paths did these migrations take? know about early human beings. As a ECONOMICS Early humans hunted animals and gathered wild plant foods starting point, you might ask if they have for 3 to 4 million years. Then about 10,000 years ago, they learned to tame read or seen the film version of Jean animals and to plant crops. Gradually, more complex economies developed. Auel’s book The Clan of the Cave Bear. Geography Early settlement sites often were near rivers. Why might they have been located there? Geography Answers INTERACTION WITH ENVIRONMENT Human life began in Eastern Africa. INTERNET RESOURCES • Interactive Maps Go to classzone.com for: SCIENCE AND TECHNOLOGY Early • Interactive Visuals • Research Links • Maps human migrations led to southern Africa; • Interactive Primary Sources • Internet Activities • Test Practice • Primary Sources • Current Events through western Africa and into southern • Chapter Quiz Europe; and into Asia, splitting toward Europe and across Asia. ECONOMICS Rivers provide water for households, transport, and agriculture. 2 TIME LINE DISCUSSION Make sure that students appreciate the 2. Based on the images included in the time draw from these facts? (The emergence of immense period of time covered by early line, what types of evidence do scientists have more developed humans took place at an human history—almost 4 million years. Impress of early humans’ appearance and activities? increasing rate.) on them that the end of this period is still (physical remains such as footprints and 4. What can you infer from the gold bull associ- 4,500 years ago. bones and objects such as calendars ated with the city of Ur? (The Sumerian peo- 1. Point out that the names of the first two ages and tools) ple had developed the ability to work with of human history, Paleolithic and Neolithic, 3. How much time elapsed between the emer- metals other than bronze.) include the word part -lith, which means gence of the first hominids and Homo “stone.” Ask students what part stone might erectus? (2.4 million years) Between Homo have played in the lives of early humans. erectus and Neanderthals? (1.4 million years) (Early humans used stone as tools to make Between Neanderthals and Cro-Magnons? other tools and artifacts.) (160,000 years) What conclusion can you 2 Chapter 1 CHAPTER 1 History from Visuals Interpreting the Map Have students locate the places where human migrations began. Point out that those places are near the equator, hilly, and close to rivers or large bodies of water. Ask how such geographic features might have helped early humans thrive. (They offer a consistently warm climate, abundant food and water year-round, and resources for making tools.) Ask students to discuss how the climate of human sites along the northern migra- tion routes might have differed from that of equatorial Africa. How might people have had to alter their environment to survive? (They might have cut down forests to build fires and create perma- nent shelters, hunted animals for food and clothing, and built areas to store food during the winter.) 3 RECOMMENDED RESOURCES Books for the Teacher Books for the Student Videos and Software Lewin, Roger. Bones of Contention. 2nd ed. Art and Civilization: Prehistory. Social Studies The Cavemen: In Search of History. VHS Social Chicago: U of Chicago P, 1997. Disagreements School Service, 2000. 800-421-4246. Studies School Service, 1997. 800-421-4246. among the Leakeys and other scholars about Wenke, Robert J. Patterns in Prehistory: Neanderthal’s World. VHS. Films for the human origins. Humankind’s First Three Million Years. New Humanities & Sciences. 800-257-5126. Palmer, Douglas, Barry Cox, ed. R. J. G. Savage, York: Oxford University Press, 1999. Origins of Mankind. CD-ROM. Society for Visual and Brian Gardiner. The Simon & Schuster Education, 1994. 800-829-1900. Travel back in Encyclopedia of Dinosaurs and Prehistoric time to meet our prehistoric ancestors. Creatures. New York: Simon & Schuster, 1999. Smith, Bruce D. The Emergence of Agriculture. New York: Freeman, 1999. Teacher’s Edition 3 CHAPTER 1 • INTERACT How would these tools help early humans survive? Interact with History You have joined a team of scientists on an expedition to an ancient site where early Objectives humans once lived. The scientists’ goal is to • Set the stage for studying early human search for evidence that might unlock the development. mysteries of the past. • Help students understand early You’re an eyewitness to their astounding discovery—human-made tools about 5,000 humans’ need to survive and how they years old. They belonged to the so-called met that need. Ice Man, discovered in 1991. (See History The remnants of a backpack in Depth, page 15.) EXAMINING the ISSUES Answers • They needed to providethe food and shelterEXAMINING for themselves andISSUES their families and protect themselves from predators. • The dagger would help them hunt animals, the axe would enable them A birch-bark container to chop wood to build fires and shelters, the container would allow them to store water, and the backpack would provide a means of transporting essential items. Discussion Ask students to discuss the tools and inventions that have changed people’s lives over the past 100 years or even An axe during the past 10 years. (They may mention computers, telephones, automo- biles, motion pictures.) Have them imag- ine how much change the invention of A dagger and its sheath the axe would have made in the lives of early peoples. EXAMINING the ISSUES • What did early humans need to do to survive? • What physical actions would these tools help humans do? As a class, discuss these questions. In your discussion, think about recent tools and inventions that have changed people’s lives. As you read about the ancestors of present-day humans, notice how early toolmakers applied their creativity and problem-solving skills. 4 Chapter 1 WHY STUDY THE PEOPLING OF THE WORLD? • Strategies like those that early humans devel- • The importance of religion and art in the lives oped to survive in a harsh environment can help of prehistoric humans underscores the basic modern people cope with the demands of a rap- values and aspirations that link us to our idly changing world. early ancestors. • The skills early humans developed and perfected, such as agriculture, the domestication of ani- mals, and social organization, laid the foundation for modern culture. 4 Chapter 1 wh10te-010101-0005-0013 8/2/03 10:28 AM Page 5 LESSON PLAN 1 Cave painting of Tassili n’ Ajjer, Algeria, Acacia silhouettes at sunset. OBJECTIVES 2nd century B.C. Amboseli National Park, Kenya • Describe key scientific findings about human origins. Human Origins in Africa • List human achievements during the Stone Age. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Trace emergence of modern humans. • State discoveries about early humans. INTERACTION WITH The study of early human • artifact • Neolithic ENVIRONMENT Fossil evidence remains and artifacts helps in • culture Age shows that the earliest humans understanding our place in • hominid • technology originated in Africa and spread human history. • Paleolithic • Homo FOCUS & MOTIVATE across the globe. Age sapiens Explain that investigating early human history is like putting together a jigsaw SETTING THE STAGE What were the earliest humans like? Many people have asked this question. Because there are no written records of prehistoric peoples, puzzle with many of the pieces missing. scientists have to piece together information about the past. Teams of scientists Ask students what activities they have use a variety of research methods to learn more about how, where, and when done that involved piecing together evi- early humans developed. Interestingly, recent discoveries provide the most dence and drawing conclusions. (Possible knowledge about human origins and the way prehistoric people lived. Yet, the Answers: mystery games, reading detec- picture of prehistory is still far from complete. tive stories, going on treasure hunts) Scientists Search for Human Origins TAKING NOTES Categorizing Use a INSTRUCT Written documents provide a window to the distant past. For several thousand diagram to list advances years, people have recorded information about their beliefs, activities, and of each hominid group. important events. Prehistory, however, dates back to the time before the inven- Scientists Search for tion of writing—roughly 5,000 years ago. Without access to written records, sci- Human Origins entists investigating the lives of prehistoric peoples face special challenges. Hominid Group Scientific Clues Archaeologists are specially trained scientists who work like Critical Thinking detectives to uncover the story of prehistoric peoples. They learn about early peo- Cro-Magnons • What challenges do archaeologists face? ple by excavating and studying the traces of early settlements. An excavated site, (locating dig sites and sifting through called an archaeological dig, provides one of the richest sources of clues to the large amounts of dirt to find remains) prehistoric way of life.
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