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Exploring Ancient Human Migrations Activitydevelop Exploring Ancient Human Migrations Where did humans migrate—and why—over the past 30,000 years? Overview Students investigate the causes and patterns of human migration during several time periods over the past 30,000 years. For the complete activity with media resources, visit: http://education.nationalgeographic.org/activity/exploring-ancient-human-migrations/ Program Directions 1. Discuss how we know about human migrations. Ask students to brainstorm different ways we know where our ancestors came from and how they came to this country, such as birth certificates and other family documents, stories handed down from generation to generation, and genealogical records. Then tell students scientists are working on a project that tracks human migrations back tens of thousands of years—to the time when the first humans left Africa about 60,000 years ago until today, when humans populate the whole world. Ask students what clues they think researchers use to map these ancient routes. 2. Introduce the concept of genetic lineages. Show students the Atlas of the Human Journey interactive map of ancient migration groups. Ask students what they think each of the lines represents. Explain that they represent different branches of the human family tree, or lineages—groups of humans that can trace their descent directly to a common ancestor. Explain that project researchers used genetic markers—occasional mutations to DNA that are passed on through generations—to construct these ancient migration routes. 3. Discuss possible causes of ancient migrations. Have students hypothesize about some of the causes for ancient migrations. Encourage them to think of a variety of causes—including both push factors and pull factors. List the different ideas on the board and discuss which ones seem most likely. 4. Have students research the causes and patterns of ancient migrations. Explain that students are going to travel back in time and research some of the causes of human migrations over the past 30,000 years. Divide students into 6 small groups, and assign each group a 1 of 6 5,000-year time period between 30,000 years ago and today. Have each group research its time period using the Atlas of the Human Journey interactive. Make sure students see and understand the icons for Journey Highlights, Genetic Markers, and the text Era Overviews near "Play Video." Tell students to use these tools to answer the following questions: Where did humans migrate during this time period? What routes did they take? How long did it take to get from the starting to the end point? What events may have influenced the migrations? 5. Discuss the results. Have each group report briefly on its findings. Discuss how the results compare with the hypotheses students made earlier about the causes of early human migrations. Conclude by asking: How do you think the causes of early human migrations compare with the reasons humans migrate today? Tip Make sure students understand that each line on the map represents a route that different populations in a lineage followed over a very long period of time. It is not a "hiking trail" that individuals or even populations followed from beginning to end. Alternative Assessment Have each student select one lineage from the Atlas of the Human Journey interactive and write a brief history of that lineage from 30,000 years ago to today. Have students describe where the journey began, the places members of that lineage reached at different time periods, challenges they faced, natural and other prehistoric events that impacted their journey, and when some of the members reached the end of the route. Extending the Learning Have students research the migration patterns of the earliest settlers in the Americas. Have pairs or small groups of students find answers to the following questions: Where did this lineage originate? How did they get to the Americas? What are some possible reasons for their migration, including both push and pull factors? What present-day peoples are descendants of these groups? Show the video Journey of Man, about the Genographic Project. Go to the PBS website to find out where you can get the Journey of Man documentary. Objectives Subjects & Disciplines Geography Human Geography Physical Geography Science 2 of 6 Biological and life sciences Social Studies Anthropology Learning Objectives Students will: explain that researchers reconstruct ancient human migration routes using genetic markers discuss some causes of ancient human migrations describe some of the migration routes humans followed over the past 30,000 years Teaching Approach Learning-for-use Teaching Methods Brainstorming Discussions Research Skills Summary This activity targets the following skills: Critical Thinking Skills Analyzing Understanding Geographic Skills Acquiring Geographic Information Analyzing Geographic Information Answering Geographic Questions National Standards, Principles, and Practices IRA/NCTE Standards for the English Language Arts • Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. National Council for Social Studies Curriculum Standards • Theme 3: People, Places, and Environments 3 of 6 National Geography Standards • Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface • Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface National Science Education Standards • (9-12) Standard A-1: Abilities necessary to do scientific inquiry • (9-12) Standard A-2: Understandings about scientific inquiry National Standards for History • World History Era 1 (5-12) Standard 1: The biological and cultural processes that gave rise to the earliest human communities Preparation What You’ll Need Materials You Provide Lined or ruled paper Pencils Pens Required Technology Internet Access: Required Tech Setup: 1 computer per small group, Projector Physical Space Media Center/Library Grouping Large-group instruction Small-group instruction Resources Provided: Websites National Geographic: The Genographic Project—The Human Journey: Migration Routes Background & Vocabulary Background Information The Genographic Project studies where our early human ancestors came from and how humans came to populate the entire planet. The project relies on the identification of genetic markers— occasional mutations to DNA that are passed on through generations. Different lineages carry 4 of 6 distinct genetic markers. Following the markers through past generations enables researchers to track the routes by which humans migrated around the world. Using other information from sciences such as geology and archaeology enables researchers to determine some of the causes of these migrations. Prior Knowledge ["genes", "DNA", "genetic mutations", "human migration", "push factor", "pull factor"] Recommended Prior Activities Exploring Modern Human Migrations Introduction to Genetic Markers Vocabulary Part of Term Definition Speech (deoxyribonucleic acid) molecule in every living organism that contains specific DNA noun genetic information on that organism. gene noun part of DNA that is the basic unit of heredity. genetic gene that is located on a specific place on a chromosome. marker noun human the movement of people from one place to another. migration noun lineage noun line of descendants of a particular ancestor. migration noun movement of a group of people or animals from one place to another. pull factor noun force that draws people to immigrate to a place. push factornoun force that drives people away from a place. For Further Exploration Articles & Profiles National Geographic Explorers: Spencer Wells, Geneticist Books Wells, Spencer. The Journey of Man: A Genetic Odyssey. New Jersey: Princeton University Press, 2002. Print. Wells, Spencer. Deep Ancestry: Inside The Genographic Project. Washington, D.C.: National Geographic, 2006. Print. Websites 5 of 6 National Geographic: The Genographic Project National Geographic News: Bison Kill Site Sheds Light on Ice Age Culture National Geographic News: Who Were the First Americans? Funder © 1996–2016 National Geographic Society. All rights reserved. 6 of 6.
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