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Was the Development of Agriculture Good for Humans? NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 6th Grade Agriculture and Human Civilization Inquiry Was the Development of Agriculture Good for Humans? The ard was a tool used to break up soil to get it ready for planting crops. Copyright © Virneth Studios. Used with permission. http://3dhistory.co.uk/timeline-british/00-pre-history.php. Supporting Questions 1. How did environmental changes and new technologies affect the development of agriculture? 2. How did the development of agriculture in Mesopotamia lead to the development of writing? 3. What were the consequences of agriculture for humans? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 6th Grade Agriculture and Human Civilization Inquiry Was the Development of Agriculture Good for Humans? 6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 BCE – ca. 500 BCE): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and New York State civilizations have certain defining characteristics in common, each is also known for unique cultural Social Studies achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified Framework Key the physical environment. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Make a list of the greatest innovations and write a statement about why particular innovations appear on the Question list. Supporting Question 1 Supporting Question 2 Supporting Question 3 How did environmental changes and How did the development of agriculture in What were the consequences of agriculture new technologies affect the Mesopotamia lead to the development of for humans? development of agriculture? writing? Formative Formative Formative Performance Task Performance Task Performance Task Create a chart with information Write a paragraph about how writing Develop a claim supported by evidence that about how climate change and emerged in Mesopotamia and describe the agriculture had a range of consequences for improved tools contributed to the implications of that development. human culture. development of agriculture. Featured Sources Featured Sources Featured Sources Source A: Timeline of the Neolithic Source A: Sumerian counting tokens Source A: Graph of population changes in the Revolution Source B: Sumerian numeric system Neolithic period Source B: Historical temperature Source C: Clay tablet with cuneiform Source B: Image bank: Life in Paleolithic and data symbols Neolithic communities Source C: Image bank: Neolithic Source C: Graph of changes in rates of farming tools disease ARGUMENT Was the development of agriculture good for humans? Construct an argument (e.g., detailed Summative outline, poster, or essay) that addresses the compelling question using specific claims and relevant evidence Performance from historical sources while acknowledging competing views. Task EXTENSION Conduct a Socratic dialogue addressing the compelling question. UNDERSTAND Find an example of a modern development (like agriculture) that has resulted in a variety of Taking consequences for humans. Informed ASSESS Determine the intended and unintended consequences of the innovation identified. Action ACT Publish a public service announcement about the intended and unintended consequences of the innovation. THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 2 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT Overview Inquiry Description This inquiry provides students with an opportunity to investigate the role of agriculture in the growth of complex societies. Students will examine sources related to the development of agriculture, the emergence of ancient writing in Mesopotamia, and the rise of social inequalities as they construct an argument in response to the compelling question “Was the development of agriculture good for humans?” This question takes advantage of students’ intuitive understanding that the development of agriculture was essential and advantageous for humans, and then offers them a chance to explore some of the intended and unintended consequences of agriculture. This inquiry focuses on Mesopotamia and represents just a slice of what students should learn about the development of agriculture and the establishment of human civilization, so additional inquiries may be needed to fully represent the key idea. The inquiry opens with the compelling question “Was the development of agriculture good for humans?” enabling students to examine the benefits and costs of agriculture for human culture and civilization. The three supporting questions, the formative performance tasks, and the featured sources are designed to build students’ reasoning as they grapple with the compelling question. The first supporting question asks students to examine the development of agriculture. This breakthrough allowed humans to move from a hunter-gather lifestyle to a settled lifestyle of farming and herding, marking the shift between the Paleolithic and Neolithic eras. Students will examine a chart depicting temperature changes over the past 18,000 years, a timeline of innovations related to the development of agriculture and the domestication of animals, as well as images of tools humans used as they slowly developed their farming skills and eventually established sophisticated agricultural practices. The second and third supporting questions focus on the advantages and disadvantages of agriculture and call into question our traditional notions of the development of agriculture as singularly advantageous to humans. These tasks focus on Mesopotamia as a case study for how the development of agriculture affected humans. It is important for students to know that agriculture developed differently in different places around the world; thus, the impact of agriculture varied from place to place. Formative Performance Task 2 focuses on the development of writing in Mesopotamia as one positive outcome of agricultural development. Students examine how writing emerged in Mesopotamia to meet the needs of managing grain surpluses from human agricultural practices. Formative Performance Task 3 provides students with an opportunity to explore additional outcomes of agriculture in Mesopotamia, including an increasing population, the emergence of private property, and the rise of infectious disease in the newly emerging social systems. NOTE: This inquiry is expected to take four to six 40-minute class periods. The inquiry time frame could expand if teachers think that their students need additional instructional experiences (i.e., supporting questions, formative tasks, sources). Teachers are encouraged to adapt the inquiries in order to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. 3 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT Content Background More than 15,000 years ago, hunters and gatherers began to settle in permanent villages along the Tigris and Euphrates rivers as the overall climate became warmer and led to more favorable conditions for farming. These rivers provided the lifeline for civilizations such as Mesopotamia to develop and flourish as they offered access to transportation, cleanliness and health, irrigation of crops, food, and protection. As early humans learned to modify and adapt to their environments, notably by harnessing water to serve a community, they made social and technological advancements that, together, are known as the Neolithic Revolution. Much debate, however, is centered on the impact of agriculture on early humans. Advances in agriculture and the domestication of animals in such places as Mesopotamia allowed people to form semi-sedentary and sedentary settlements, which led to the development of complex societies and civilizations. The case of Mesopotamia provides an interesting example of how the development of agriculture affected social structures and everyday life for humans living in the area. As humans began to establish permanent settlements along the Tigris and Euphrates flood plain, they built up new systems for organizing and managing the new complexities of everyday life. In Mesopotamia, writing emerged in response to these new complexities. At the same time, social hierarchies developed to maintain order and protect agricultural production. Some social scientists argue that the development of agriculture included negative outcomes, such as increased malnutrition and starvation, the rise of epidemic diseases, and the origin of a hierarchical class system marked by great differences between rich and poor. What is beyond dispute though is that the development of agriculture was a turning point in human history. Content, Practices, and Literacies This inquiry has been designed to provide students with an opportunity to practice Gathering, Using, and Interpreting Evidence. These skills are featured as one of six practices in the New York State K-12 Social Studies Framework and are applied as students examine sources in all three formative performance tasks toward the construction of an evidence-based argument in the Summative Performance Task. Students also practice the skills of Chronological Reasoning and Causation as they work to understand how agriculture
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