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SPITZERPITZER HHALLALL OOFF HHUMANUMAN OORIGINSRIGINS EEDUCATOR’SDUCATOR’S GUIDEGUIDE Eeducation.Amnh.Org/Humanoriginsducation.Amnh.Org/Humanorigins

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SPITZERPITZER HHALLALL OOFF HHUMANUMAN OORIGINSRIGINS EEDUCATOR’SDUCATOR’S GUIDEGUIDE Eeducation.Amnh.Org/Humanoriginsducation.Amnh.Org/Humanorigins AAnnenne aandnd BBernardernard SSPITZERPITZER HHALLALL OOFF HHUMANUMAN OORIGINSRIGINS EEDUCATOR’SDUCATOR’S GGUIDEUIDE eeducation.amnh.org/humanoriginsducation.amnh.org/humanorigins IInside:nside: • SSuggestionsuggestions ttoo HHelpelp YYouou CComeome PPreparedrepared • KKeyey CConceptsoncepts and Background Information • SStrategiestrategies fforor TTeachingeaching iinn tthehe EExhibitionxhibition • AActivitiesctivities ttoo EExtendxtend LLearningearning BBackack iinn tthehe CClassroomlassroom • MMapap ooff tthehe EExhibitionxhibition • CCorrelationsorrelations ttoo SStandardstandards • CConnectionsonnections ttoo OOtherther MMuseumuseum HHallsalls e e z n n a a p m m u i l h H a C n h r t r e e d d o n M a e N KKEYEY CCONCEPTSONCEPTS Humans, like all species, are a product of evolution. The Spitzer Hall of Human Origins presents key and cutting- edge evidence—fossils, genetic data, and artifacts—that scientists use to assemble the evolutionary story of our taxonomic family, the hominids. Here are the exhibition’s key educational concepts: Ample scientifi c evidence Evolutionary trees represent the history of life. documents evolutionary history. Evolution does not progress toward a goal. It also does not Fossil Evidence: Scientists have long proceed as a single line of sequential species. Rather, new used fossils to reconstruct the history species diverge from common ancestors like branches on a of hominids and our larger taxonomic tree. Trees of life depict relatedness between species, living group, the order Primates. The fossil and extinct. Evolutionary trees show how specifi c taxo- record shows that hominids have a Neanderthal skull cap nomic groups evolved over time. The hominid evolutionary past that is long (about 7 million years) and diverse tree tells us that at many times in the past several hominid (comprising at least 20 species). New fi nds continue to species lived on Earth simultaneously. Some survived much clarify what other hominids looked like, and how and when longer than the 150,000 years Homo sapiens has existed. they lived. Yet all hominids went extinct—except our species. Genetic Evidence: Technology to study DNA Human populations migrated to many has emerged in the past few decades, adding environments and diversifi ed. to what fossils tell us. Because DNA is passed from generation to generation and can change Early humans emerged in Africa, then spread in waves over time, it can document changes in species throughout that continent and the rest of the world. As and populations. Tracking heredity geographi- populations occupied different environments, modern cally explains how modern humans migrated humans continued to change. This is evident in the diversity around the Earth. Comparing differences of features seen across individuals and populations. (See the between species’ DNA gives measurements sidebar “Evolution and Human Diversity.”) of relatedness. By studying how genes control body structure and function, scientists can The human brain is unique. Modern human explore behavior. DNA in a test tube Humans have large brains relative to body size, but it Several mechanisms drive evolution. isn’t the size that sets us apart. Humans are capable Except for identical twins, no two individuals share the of symbolic thought: We exact same set of genes and physical features. Because of frame the world in abstract, genetic variation, and the fact that some individuals survive creative terms. Homo sapiens’ to pass traits to future generations, populations of organ- mental complexity may be isms evolve. The evolution of new species involves several what led our species to out- Human processes: brain compete all other hominids. • Mutation: Variation can arise from random changes, or mutations, in the DNA an individual has inherited. Only modern humans create complex culture. Mutations may or may not impact the ability to survive Our mental capacities enable us to produce increasingly and reproduce. complex tools and a vast range of symbolic expression, • Natural Selection: An individual with heritable features such as art, language, and music. Both innate talent as well that enable it to cope better with its environment tends as skills nurtured in society create the cultural complexity to pass them to the next generation. Over time, a popula- of humans. Our diversity of cultures is a hallmark of our tion of individuals will exhibit more of the better-adapted humanity. features. • Genetic Drift: In small populations, genes and traits will increase in abundance over generations by chance, not The Sackler Educational Laboratory for Comparative because they impact an individual’s chance of survival. Genomics and Human Origins provides opportunities to further explore the Hall’s most important concepts. Words in green are defi ned in our online glossary: For more information, go to education.amnh.org/ education.amnh.org/humanorigins humanorigins. Evolution and Teaching Evolution The exhibition, this guide, and the Museum’s professional Human Diversity development programs are designed to support you and make All species consist of individuals that differ the critical science of evolution accessible and engaging. The at some level. In Homo sapiens, population following resources offer additional strategies for teaching and diversity arose as small groups occupied varied responding to concerns from students or community members: environments around the world. Localized • American Association for the Advancement of Science populations changed due to genetic drift and http://www.aaas.org/news/press_room/evolution/ natural selection. For example, some popula- • Evolution and the Nature of Science Institutes tions eventually showed more susceptibility http://www.indiana.edu/~ensiweb/ to certain diseases, or more ability to digest certain foods. Superfi cial differences in stature • Howard Hughes Medical Institute http://www.hhmi.org/biointeractive/evolution/index.html and hair, eye, and skin color also arose among individuals and populations. • National Science Teachers Association http://www.nsta.org/evresources Although these population changes take place • National Center for Science Education at a genetic level, it does not mean that genes http://www.ncseweb.org/ defi ne “race.” Race is cultural and social, not • PBS Evolution series educator resources biological. http://www.pbs.org/wgbh/evolution/educators/ Small, isolated groups are less and less preva- • University of California Museum of Paleontology http://evolution.berkeley.edu/evosite/evohome.html lent in the human population. Our population is now abundant, consisting of larger, varied groups that intermingle and overlap. Since Come Prepared humans reproduce both within and between groups, we constantly mix genetic informa- Review this guide prior to your visit to the exhibition. On the tion. As a result, genetic differences between inserts you’ll fi nd grade-specifi c classroom activities and work- people of the same “racial” group can be greater sheets to prepare your students and guide them during your than the those between people of two differ- visit. Go to education.amnh.org/humanorigins for an in-depth ent groups. Furthermore, infl uences other than description of the exhibition, glossary, reference lists, and infor- genes—such as hormones and environmental mation about planning your visit. factors—also contribute to individual variation. Before you visit, become familiar with the education standards listed below that this exhibition can help you teach. Additional correlations to New York State and City standards can be found at education.amnh.org/humanorigins. National Science Education Standards All grades: A1: Abilities necessary to do scientifi c inquiry; A2: Understanding What Is a Theory? about scientifi c inquiry; E2: Understanding about science and technology; G1: Science as a human endeavor K-4: C1: Characteristics of organisms; C2: Life cycles of organisms; C3: Organisms Scientifi c theories explain facts and laws, have and their environments; E3: Abilities to distinguish between natural objects and predictive power, and so can be tested. Most objects made by humans; F2: Characteristics and changes in populations people would rate facts and laws as more 5-8: C1: Structure and function in living systems; C2: Reproduction and heredity; C4: Populations and ecosystems; C5: Diversity and adaptations of organisms; important than theories, thinking of theories F2: Populations, resources, and environments as “guesses” or “hypotheses.” But for scientists, 9-12: C1: The cell; C2: Molecular basis of heredity; C3: Biological evolution; theories are the highest level of understand- C4: Interdependence of organisms; C5: Matter, energy, and organization in living 5 2 2 ing. They are not just stepping-stones to more systems; C : Behavior of organisms; F : Population growth; G : Nature of scientifi c knowledge; G3: Historical perspectives knowledge, but the goal of science. Examples of theories that justify great confi dence because National Curriculum Standards for Social Studies they work so well to explain nature include Thematic Strands I: Culture; II: Time, continuity, and change; III: People, places, and environment; IV: Individual development and identity; VIII: Science, technology, gravity, plate tectonics, atomic theory, and and society; IX: Global connections evolution. National Standards in the Arts Understanding the visual arts in relation to history and cultures TTEACHINGEACHING IINN THETHE EEXHIBITIXHIBITION The explorations below support your teaching
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