Chapter 1: The First Humans, Prehistory-3500 BC - · PDF fileDay 2 Section 2 Day 3 Chapter 1 Review Day 4 Chapter 1 ... first cities 3500 C. 1,400,000 B.C. ... civilizations and empires

Unit 1 Resources

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Unit 1 Timeline Transparencies Cause and Effect Transparency ##

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Unit 1 Resources

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment Activitiesand Rubrics

• Chapter Tests• Section Quizzes• Standardized Test Practice Workbook• SAT I/II Test Practice

•• Interactive Tutor Self-Assessment

CD-ROM• MindJogger Videoquiz• ExamView® Pro Testmaker CD-ROM

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Unit 1(1 day)Day 1Introduction

Chapter 1(4 days)Day 1Chapter 1 Intro,Section 1Day 2Section 2Day 3Chapter 1ReviewDay 4Chapter 1Assessment

Chapter 2(6 days)Day 1Chapter 2 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 2ReviewDay 6Chapter 2Assessment

Chapter 3(6 days)Day 1Chapter 3 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 3ReviewDay 6Chapter 3Assessment

Chapter 4(7 days)Day 1Chapter 4 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Section 5Day 6Chapter 4ReviewDay 7Chapter 4Assessment

Chapter 5 (7 days)Day 1Chapter 5 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Section 5Day 6Chapter 5ReviewDay 7Chapter 5Assessment

Unit 1(1 day)Day 1Wrap-Up/Projects/Unit 1Assessment

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Unit Time Line Transparency 1 L2

Global Chronology, Prehistory–A.D. 500

UNIT TIME LINE TRANSPARENCY 1

Copyright © by The McGraw-Hill Companies, Inc.

31 B.C.

Octavian establishes the Pax Romana

C. 1500 B.C.

Aryans cross the Hindu Kush into South Asia

Western Roman Empire falls

Early humans make stone tools

Early humans acquirelanguage

Kushite merchants cross the Sahara by camel caravan

C. A.D. 100

Jesus Christ is crucified

C. A.D. 33

Aristotle advances the scientific method

C. 330 B.C.

Confucious is born

551 B.C.

Early humansdiscover fire

Vedic Age begins in India

C. 1200 B.C.

SumeriansrecordGilgameshepic

C. 1200 B.C.

Babylonian Empire adopts Sumerian calender

C. 1700 B.C.

A.D. 476

2000B.C.

1500B.C.

1000B.C.

500B.C.

A.D.500

C. 2,000,000 B.C.

2,000,000B.C.

A.D.1

Olmec civilization begins in Mexico

C. 1150 B.C.

Sumerians build first cities

C. 3500 B.C.

C. 1,400,000 B.C.C. 50,000 B.C.

Corn andbeanscultivated inthe Americas

C. 3400 B.C.

Politics

Scienceand Culture

Cause-and-Effect Transparency 1 L2

CAUSE-AND-EFFECT TRANSPARENCY 1


Flowering of Civilizations: Causes and Effects

Flowering ofCivilization

Political Stability

Development ofReligion andPhilosophy

Trade andExpansion

Interest in Artsand Sciences

Forms andConcepts ofGovernment

Religious andPhilosophicalMovements

Scientific Theories andInventions

Classical Styles ofArt, Architecture,

and Literature

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

KEY TO ABILITY LEVELSTeaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

•• Timed Readings Plus in Social Studies help students increase their read-ing rate and fluency while maintaining comprehension. The 400-wordpassages are similar to those found on state and national assessments.

•• Reading in the Content Area: Social Studies concentrates on sixessential reading skills that help students better comprehend what theyread. The book includes 75 high-interest nonfiction passages written atincreasing levels of difficulty.

•• Reading Fluency helps students read smoothly, and accurately.

•• Jamestown’s Reading Improvement, by renowned reading expertEdward Fry, focuses on helping build your students’ comprehension,vocabulary, and skimming and scanning skills.

•• Critical Reading Series provides high-interest books, each written atthree reading levels.

For more information, see the Jamestown Education materials in the front of this book.

To order these products, call Glencoe at 1-800-334-7344.

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Unit 1 Resources

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ASSESSMENTWorld LiteratureReading 1 L2

Unit 1 Tests Forms A and B L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. determines an object’s age by measuring the light given offby electrons trapped in the surrounding soil

2. the study of human life and culture

3. had an alphabet of 22 different signs represented thesounds of their speech

4. creators of the first Mesopotamian civilization

5. Four Noble Truths

6. Aryan’s first writing system

7. the Iliad and the Odyssey

8. “the unexamined life is not worth living”

9. launched a building program that turned Rome into a city

10. less wealthy landholders, craftspeople, merchants andsmall farmers

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. The real change in the Neolithic Revolution was theA. movement away from eating just fruits and grains to eating meat.B. discovery of fire to cook food.C. shift from hunting and gathering to systematic agriculture.D. development of weapons to use against other tribes.

12. Historians have identified the six characteristics of civilizations as beingA. stone tools, use of fire, nomadic lifestyle, living in caves, hunting and gathering,

and technological innovations.B. villages, temples, storing food, tools, use of fire, and armies.C. use of metals, development of weapons, building houses, systematic agriculture,

religion, and art.D. cities, governments, religion, social structure, writing, and art.

Name �� Date �� Class ��

Score✔ ScoreUnit 1 Test, Form A

Column B

A. Sanskrit

B. Homer

C. thermolumines-cence dating

D. Phoenicians

E. Eightfold Path

F. Etruscans

G. anthropology

H. Sumerians

I. Socrates

J. plebeians

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Scholars believe that the Iliad was written around 750 B.C., but the events itdescribes take place during the tenth year of the Trojan War, 500 years earlier.When the epic opens, Agamemnon is forced by Apollo to return the captivegirl Chryseis to her father. Agamemnon replaces Chryseis with Achilles’ cap-tive, Briseis. As a result, Agamemnon and Achilles quarrel, and Achilles with-draws from the Trojan War, leaving his fellow Greeks to suffer terrible defeatsat the hands of the Trojans. The Iliad revolves around the results of Achilles’fury at being dishonored.

World Literature Reading 2

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World Literature Reading 1

About the Author Nothing certain is known about Homer’s life. According to legend,he was a blind bard, a poet who traveled from place to place. Since the word homermeans “hostage,” many scholars believe that he was a slave. Some sources state that hecame from Ionia in the eastern Mediterranean, but Homer could have been from anyarea in the region. In addition to the Iliad, Homer wrote the Odyssey, which describesthe adventures of the Mycenaean king Odysseus. The Iliad and Odyssey are the twomost famous Greek epics.

GUIDED READING As you read this excerpt from the Iliad, think about how the ancientGreeks defined honor and what it meant to them.

from the IliadBook 1: The Quarrel

The Wrath of Achilles is my theme, that fatal wrath which, in fulfilment of the will of Zeus,brought the Achaeans so much suffering and sent the gallant souls of many noblemen toHades, leaving their bodies as carrion for the dogs and passing birds. Let us begin, god-dess of song, with the angry parting that took place between Agamemnon King of Menand the great Achilles son of Peleus. Which of the gods was it that made them quarrel?

It was Apollo, Son of Zeus and Leto, whostarted the feud, when he punished the

King for his discourtesy to Chryses, hispriest, by inflicting a deadly plague on hisarmy and destroying his men. Chryses hadcome to the Achaean ships to recover hiscaptured daughter. He brought with him agenerous ransom and carried the chapletof the Archer-god Apollo on a golden staffin his hand. He appealed to the wholeAchaean army, and most of all to its twocommanders, the sons of Atreus.

“My lords, and you Achaean men-at-arms; you hope to sack King Priam’s cityand get home in safety. May the gods thatlive on Olympus grant your wish—on thiscondition, that you show your reverence forthe Archer-god Apollo Son of Zeus byaccepting this ransom and releasing mydaughter.”

The troops applauded. They wished tosee the priest respected and the temptingransom taken. But this was not at all toKing Agamemnon’s liking. He cautioned

NGS Focus onGeography Literacy

Building GeographySkills for Life

Charting and GraphingActivity 1 L2

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Name Date Class

Charting and Graphing Activity 1

Early Traders and Empire BuildersDirections: Complete the following web diagrams to review the major achievements of earlycivilizations and empires. Use your textbook for reference as you fill in the diagrams.

Trading Peoples

Cultures Innovations andAchievements

Locations

Empire Builders

Cultures Innovations andAchievements

Locations

Economics and HistoryActivity 1 L2

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Name ____________________________________ Date ________________ Class __________

Needs and Wants People often think of eco-nomics as being exclusively the study ofmoney and business. However, the field ofeconomics actually goes far beyond that.Economics is the system of distributingresources—filling unlimited needs and wantswith limited products and services.

Needs are the requirements for survival. Allhuman beings have three basic needs: the needfor food, the need for clothing, and the needfor shelter. In some ways everything else thatpeople seek to acquire could be considered awant. However, there is more to it than justthat. Sometimes there are additional needsassociated with meeting the three basic needs.For example, a person might need a car to getto work so that he or she can earn money tobuy food, clothing, and pay the rent. In this sit-uation, the car can be considered a basic need.But ask yourself this question: Does the personneed a car with air-conditioning, a CD player,and automatic windows? Are these needs orare these wants?

In this instance, the line between a needand a want is somewhat blurred. As the waysin which people meet their basic needs becomeeven more complex, society should expect thatthe line between a need and a want maybecome even harder to distinguish.

Self-sufficiency The earliest economies—those of families and small groups of people—were driven by self-sufficiency. Each family orsmall group was economically independent. Inmost cases, family members in a specific groupworked together to meet the needs of eachother. Families hunted for the food that onlythey needed; they constructed shelters inwhich only they would live; and they sharedin the tasks of gathering and using resources tomake clothing—again, only for their own fam-ily or group members. Soon, large numbers offamilies, then groups, began living in closerproximity to each other. The rise of civilizationhad begun.

The six basic characteristics of a civilizationare cities, government, religion, social struc-ture, writing, and art. The development ofcities, governments, and social structures isintricately linked to economic development,specifically the change in human beings frombeing economically self-sufficient to becomingeconomically interdependent.

Economic Interdependence Over time peo-ple began to specialize, or gain expertise, in jobsrelated to the three basic needs. For example,instead of making clothes for his or her ownfamily, a person would become such an expertat making clothes that other people in the com-munity would choose to buy those clothes asopposed to making their own. Of course, noteveryone became a skilled clothing manufac-turer. People became experts at doing jobsrelated to shelter and food as well. What beganto evolve was a growing “interdependence”among different workers: The clothing makerbought food from the farmer who paid abuilder to construct his home, who then mightbuy clothing from the clothing maker.

This new interdependence between skilledworkers meant that people’s lives becamemore inextricably linked to one another thanever before. This interdependence, when itoccurs within a local community, is referred toas a “local economy.”

Medium of Exchange In the earliest stages ofspecialization, people bartered for the thingsthey needed. In this form of trade, peopleexchanged goods or services without usingmoney. For example, a farmer would barter (ortrade) eggs for whatever it is that he or hisfamily might need.

As economies became more complex, barterbecame impractical. The following diagramshows an example of the difficulties within asimple barter system. Notice how manyexchanges the farmer must make in order toget a pair of shoes.

Economics and History Activity 1

Learning about Economics

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT GEOGRAPHIC LITERACYGEOGRAPHIC LITERACY

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

Readings for the Teacher■ Ascent to Civilization: The

Archaeology of early man, by JohnGowlett, New York: Knopf, 1984

■ Peoples and Empires, by AnthonyPagden, Modern Library, 2001

Multimedia Resources■ Secrets of the Lost Empires II:

Medieval Siege. Nova, 2000. VHS.■ David Macaulay’s World of Ancient

Engineering: Pyramid. PBS HomeVideo, 2000. VHS

Extending the ContentThe Glencoe BookLink CD-ROM is a

database that allows you to search morethan 15,000 titles to create a cus-tomized reading list for your students.

■ Reading lists can be organized bystudents’ reading level, author,genre, theme, or area of interest.

■ The database provides Degrees ofReading Power™ (DRP) and Lexile™ readability scores for all selections.

■ A brief summary of each selection is included.

Leveled reading suggestions for thisunit:

For students at a Grade 8 reading level:■ The Babylonians, by Elaine Landau

For students at a Grade 9 reading level:■ Classical Greece, by C.M. Bowra

For students at a Grade 10 readinglevel: ■ The Parthenon of Ancient Greece,

by Don Nardo

Reading List Generator

CD-ROM

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IntroducingUNIT 1

IntroducingUNIT 1

TEAM TEACHING ACTIVITYTEAM TEACHING ACTIVITYScience What we know about early man comes from ongoing excavations and scientific explo-rations in various archaeological sites around the world. Work with the science teacher to coordi-nate a study of recent findings of both human and animal life. For example, in 2001, researchers inKenya found an almost complete skull of a new human species dating from 3.5 million years ago.In China, new dinosaur remains are being unearthed. With students, explore how these remainsare located and identified, and how dating is done. L3

Unit ObjectivesAfter studying this unit, studentsshould be able to:1. explain how the first civiliza-

tions emerged;2. identify the similarities and

differences between theemerging civilizations inIndia and China;

3. describe the advances madeby the Greeks and reasons forthe decline of the GreekEmpire;

4. list and explain contributionsof the Romans to Western civ-ilization.

The Period in PerspectiveHave students contrast modern andancient civilizations. For example, farmingis essential to survival, and governmentsensure safety and human services, just asthey did in the past.

If time does not permit teaching eachchapter in this unit, you may use theReading Essentials and Study Guidesummaries.

Out of Time?

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eriod in Perspective

The First Civilizations

and EmpiresPrehistory–A.D. 500

For hundreds of thousands of years, human beings lived insmall communities, seeking to survive by hunting, fishing,

and gathering food and supplies in an often hostile envi-ronment. Then, in the space of a few thousand years,

there was an abrupt change of direction. Human beings ina few widely scattered areas of the globe began to master

the art of growing food crops. As more food was pro-duced, the population in these areas grew, and people

began to live in cities, form governments, and developwriting and art. Historians call this process the beginnings

of civilization. It occurred at about the same time in theriver valleys of Western Asia, Egypt, India, and China.

Primary Sources LibrarySee pages 990–991 for primary source readings to

accompany Unit 1.

Use The World History Primary Source Document Library CD-ROM to find additional

primary sources about The First Civilizations and Empires.

The

� Grecian urns and potterywere often used to portraymythological scenes.

� The temple at Delphi was built to honor the Greek god Apollo.

Use these materials to enrich studentunderstanding of the first civilizations.

NGS Pictureshow™CD-ROMEgypt and the Fertile CrescentChina and IndiaGreece and RomeNGS PicturepackTransparency SetsAncient Civilizations, Part 1Ancient Civilizations, Part 2Ancient CivilizationsPoster SetsThe Fertile CrescentEgyptGreeceRome

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“...let no day pass withoutdiscussing goodness...”

—Socrates, The Apology

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IntroducingUNIT 1

IntroducingUNIT 1

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTHave students develop a list of questions to ask senior citizens about life when they were young.Arrange an after-school visit to a senior citizens’ activity center. During the visit, students should asktheir questions and try to discover how people depended on each other and helped each other.Follow up this visit by discussing ways students could be helpful to senior citizens. Encourage stu-dents to volunteer to help senior citizens with household tasks such as changing light bulbs, mow-ing lawns, delivering groceries, reading to them, or playing a musical instrument for them. Youmight also discuss ways the seniors could help the students. L1

Refer to Building Bridges: Connecting Classroom and Community through Service in SocialStudies from the National Council for the Social Studies for information about service-learning.

ELL

CD-ROMWorld HistoryPrimary SourceDocument LibraryCD-ROM

Use the World History PrimarySource Document Library CD-ROMto access primary source documentsrelated to the first civilizations andempires.

According to Greek myth, Delphi was the center of theworld. A sacred site since theBronze Age, Delphi held aunique position in Greek cul-ture. The most importantshrine was that of the Delphicoracle, housed in the Temple of Apollo, but there was also a theatre, a site for games, andseveral treasuries. The templein the photo is a rare circulartemple. It is one of the mostphotographed and memorablebuildings of Classical Greeceand yet its purpose remains amystery.

More About the Photo

World Art and ArchitectureTransparencies

• 1 Woman’s Head• 2 Standard of Ur: Peace• 3 Tutankhamen’s Throne• 4 Amphora from Vulci• 5 Petra• 6 Terra-cotta Warriors• 7 Nike of Samothrace• 9 Pantheon• 16 Siva Nataraja

History and theHumanities

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451–450 B.C.Twelve Tables posted in Rome

A.D. 120Roman law governs the Mediterranean world

A.D. 533–534Justinian Code established

Justinian Code

➊➌

➋

Systems of LawLaw is a code of conduct and rights recognized by a society. It pro-vides social control, order, and justice, and it enables people toknow their rights and responsibilities. Law is also the cornerstone ofa constitutional government, helping to ensure justice and fair treat-ment of all citizens. “Where law ends, tyranny begins,” said WilliamPitt, an English leader in 1770.

➊ Roman Republic

Laying the FoundationAround 451–450 B.C., a group of judges posted 12 tablets in Rome’s main

forum, or marketplace. According to legend, the common people of Romehad demanded that the laws be written down for all to see, so that theywould then know their rights.

The Twelve Tables, as they were called, remained in effect for almost1,000 years. When Roman armies conquered other nations, they broughttheir laws with them. By A.D. 120, the entire Mediterranean world was governed by Roman law.

The Romans developed important legal principles: the law applied toall people regardless of wealth or power, and people should be ruled bylaw rather than the whims of their leaders. In A.D. 533–534, the Byzantineemperor Justinian consolidated all Roman law into a single written code.The Justinian Code, The Body of Civil Law as it is properly named, became the foundation of today’s civil law system.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYWriting a Constitution Ask students to imagine what school would be like if there were no rulesfor administrators, teachers, or students. Guide students in a discussion of the importance of rulesfor both nations and organizations, from community civic groups to the United Nations. Then havestudents develop a list of the most important rules that govern behavior at their school. Based onthe list, have groups of students write a “Constitution” that embodies the school’s fundamentalprinciples and the goals these laws seek to accomplish. After groups have written their own consti-tutions, ask students to identify the impact of political and legal ideas contained in significant his-toric documents. L3

TEACHIntroductionThis feature focuses on the influ-ence of Roman law and govern-ment on the development oflegal and political systems in the West. Although the Greekspioneered the idea of democraticgovernment, it was Roman law,spread across Europe by Romanarmies, that shaped the legal systems of most of the West.

Background NotesLinking Past and PresentRoman history and law werecommon areas of study and dis-cussion for educated Americancolonists. At the ConstitutionalConvention of 1787, delegatescited the fall of the RomanRepublic as proof that a govern-ment allowing too much directparticipation could not survive.Alexander Hamilton remindeddelegates that when the Romantribunes “levelled the boundarybetween the patricians and the plebeians,” disaster followed. TheUnited States Constitution’s lim-its on direct democracy reflectthe fears of the founders that, asin Rome, too much democracywould destroy the new nation.Remind students that just asAmerican law continues toevolve and change, the JustinianCode also evolved. The finalpart, known as the Novellae,was not finished until 565. Alsoremind students that legal sys-tems are closely tied to politicalsystems. The Justinian Code thushad both a legal and a politicalimpact.

STUDENT EDITIONSUNSHINE STATE STANDARDS

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The Romans developed the principle that people should be ruled by lawrather than by the whims of leaders. How did the United States ensure thatleaders would not place themselves above the law?

Why It Matters

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A.D. 1787United States Constitution adopted

A.D. 1804Napoleonic Code established in France

Preamble to the United States Constitution

Napoleon Bonaparte

UNIT 1 The First Civilizations and Empires

➋ The United States

A Model for Constitutional GovernmentThe founders of the United States knew about and admired the Romans

and their belief in limiting the power of government. When it came time todraw up a plan of government, the Framers wrote a constitution that bal-anced the powers of government among three branches.

To ensure that elected leaders did not place themselves above the law,the Framers included a provision that made the Constitution “the supremelaw of the land.” The Constitution was adopted on September 17, 1787.

➌ France

Unifying the LawIn 1799, a French general named Napoleon Bonaparte set out to build

an empire even larger than Rome’s. To rule this empire, Napoleon followed the Roman example. He appointed a commission to write a uniform code of laws. This code, known as the Napoleonic Code, wascompleted in 1804.

Although Napoleon ruled as emperor, he drew upon many of thelegal precedents first introduced by the Romans. This included theprinciple that the same laws should be used to govern all people.Under Napoleon, this code was adopted in areas across the globe,such as present-day Belgium, Spain, and Latin America.

15

GeographyMovement Have students lookat the small map on page 14 andidentify the areas that are high-lighted. (Roman Empire, France,United States) How did Romanlaw spread through Europe?(Roman armies carried the law withthem to conquered regions.) Howdid the influence of Roman lawand government cross theAtlantic to the United States?(The Founders were familiar withJustinian’s code, The Body of CivilLaw, and admired the RomanRepublic.)

CULTURAL DIFFUSION

Roman Influence The influenceof Roman law is evident today inAmerican law schools and court-houses. The familiar vocabulary ofthe legal world, including court,judge, jury, crime, verdict, andpunish, are all from Latin, the lan-guage of Rome. Lawyers often useterms taken directly from Latin,such as stare decisis, whichmeans to follow precedent.

Despite the influence of Romanlaw, the U.S. legal system is basedlargely on the English commonlaw tradition. The previous deci-sions of judges, together knownas “case law,” rather than legisla-tive enactments or administrativecodes, guide the decisions of thecourts.

Why It MattersANSWER: The United States Constitution wasadopted as the supreme law of the land, and allcitizens, legislators, and the president are legally

bound to uphold the Constitution. The systemof checks and balances also ensures that lead-ers will not place themselves above the law.


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Chapter 1 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape programs are available from Glencoe as supplements to Chapter 1:

• Mummies and Wonders of Ancient Egypt(ISBN 1–56501–773–0)

• Seven Wonders of the Ancient World(ISBN 0–7670–0401–9)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany many of thesevideos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

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The First Humans (Prehistory–3500 B.C.)

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Migratory Routes of Homo Sapiens

Enrichment Activity 1 L3Primary Source Reading 1 L2

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Fossil Hunting in East Africa

Mary and Louis Leakey were scientists who worked in East Africa formany years. There, in a place called Olduvai Gorge, the Leakeysfound some of the oldest-known evidence of human beings on

earth. Not surprisingly, their son, Richard, also became an anthropologist.Here, Richard explains his work in Kenya’s Great Rift Valley, where many fos-sils are found. Geology and geography have combined to make this a goodplace to study prehistory.

Guided Reading In this selection, read to learn how fossils are formed and where most fossils are found.

P R I M A R Y S O U R C E R E A D I N G 1

The search for cluesMy childhood was spent in various remote

areas of East Africa, in Kenya and Tanzania,where my parents were searching for evidenceof our ancestors. For many months theysearched the fossil sites on the islands andshores of Lake Victoria. At other times I remem-ber chasing sheets of cellophane blowing awayin the wind as my mother laboriously traced theart of our ancestors in rock shelters in Tanzania.But perhaps the most exciting times of all wereat Olduvai Gorge on the Serengeti Plains wherewild animals were a natural part of our every-day life.

Since then I have continued searching forevidence of the past in my own career, and Ihave experienced for myself the thrill of findinga complete skull of one of our ancestors, twomillion years old.

The cracking of AfricaI was very fortunate to be born in Kenya, for

Kenya has running through it the East AfricanRift Valley. This exceptional geographic featurehas led to the formation of numerous fossil sitesduring the last twenty million years, the periodof time when humans evolved from primitiveape-like animals into the intelligent creaturesthat we are today.

The East African Rift Valley marks an area ofweakness in the earth’s surface, that runsthrough Africa, from the Red Sea in the north toMozambique in the south. Flying over the Valleyin an aeroplane one sees the sides rising, some-times as much as 2,000 metres (6,600 feet) aboveits floor. In places the Valley is as much as 80kilometres (50 miles) wide; it is lined with huge

cliffs and escarpments, and dotted with volca-noes surrounded by vast black lava flows.

Twenty million years ago, however, thishuge rift was only a shallow depression markedby lakes and volcanoes. As the depression grad-ually deepened, cracks began to form in theearth’s surface, creating the cliffs and escarp-ments we see today.

While these massive movements were takingplace, other events were happening which wereimportant for the preservation of clues about ourpast. As the lakes formed in the Rift Valleydepression, rivers began to wash away soil androcks from the newly formed hills on either side.This soil was carried down the hills by the riversand later dumped on flood plains and deltas,and in the lakes themselves. In these places sedi-ments of sand, silt and clay gradually built up,and any bones of dead animals lying in theseareas became buried and preserved as fossils.Among the animals which were preserved inthis way were some of our ancestors.

These geological processes have continued inthe Rift Valley over the past twenty millionyears, so that many layers of sediment and fos-silized bones have been built up. In some placesthese are hundreds of metres thick. Often thelayers of sediment and the fossilized bones haveremained buried, but in some areas movementsof the earth’s crust have continued and causedthem to be uplifted. When this happens they intheir turn become eroded by rivers, which cutthrough the layers of rock like a cake and exposethe fossilized bones. It is in these places that,with careful searching, we can find many cluesfrom the distant past.

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★ Enrichment Activity 1 ★★

The Social Impact of Agriculture

Consequences of Shift to AgricultureChange Social Consequence

People lived in one place and no longerhad to carry all their possessions.

Farmers could grow more food than theyneeded to feed their families.

Land and water became valuable economicresources.

Male warriors competed for land, water,and power.

People who could afford material goodsbegan to accumulate them.

Farmers could barter surplus food for tex-tiles, tools, and pottery made by artisans.

Leaders with armies arose to conquer large land areas. Rulers forced people who had no power to do hard jobs such asproducing food and constructing irrigationsystems.

Women lost the power they had shared inhunter-gatherer societies to male warriorswho could protect them and their children.

Profound changes resulted from the shiftfrom hunting and gathering to farming.

Several of these changes and their socialconsequences are given in the table below.

DIRECTIONS: Assume that you were a witness to one of the changes shown above, and youexperienced its social consequences. Write a journal entry describing your role in the societyand your reaction to the change.

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 1 L1

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HANDOUT MATERIAL

Can You Dig It?—Creating an Archaeological Site

Choose a prehistoric group or early civilization from the text. Based on your selection, describe three or moreartifacts. The artifacts can be chosen from the types listed below. When your descriptions are completed, cutthem out and place them in the bag at the site your teacher designates.

tools pottery art objects

weapons burned wood clay tablets with writing

clothing jewelry

Guide for Reporting on an Archaeological SiteTo help your group start a discussion, consider the following categories when making inferencesbased on the artifacts you found at the archaeological site.

• Probable identity or function of each artifact

• Level of technological achievement

• Level of cultural advancement

Record your conclusions below. Be prepared to explain how you reached them.

❐❐

❐❐❐

❐❐❐

Type of artifact

Description

Type of artifact

Description

Type of artifact

Description

Type of artifact

Description

✃

✃

1H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 1 L2

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Gathering and hunting as a way of lifehas now almost disappeared, but it was theway hominids lived for nearly 99 percent ofthe time that hominids have lived on earth.Therefore, the uniqueness of the humanspecies was patterned—and the human per-sonality was formed—not in an industrialor even agricultural setting, but in a gather-ing and hunting setting.

Before the rise of Homo sapiens sapiens, 80percent of the food that humans ate wasacquired by women, who gathered nuts,beans, roots, honey, eggs, vegetables, andfruits. As the principal food procurers,women’s status in the community was high

and their influence considerable. Womenshared in the leadership of the band and inownership of water holes and food gather-ing areas.

Male hunters procured 20 percent of thediet in the form of swift-moving, protein-rich game. As the hunters worked together,more sophisticated language developed:“You distract the deer while I spear it.”Eventually, male leadership roles developedfrom the necessity to coordinate severalhunting bands. Anthropologist Lionel Tigersuggests that this need for coordination inhunting ultimately led to the predominanceof men in modern politics.

Historical Significance Activity 1

Ancient Roots of Leadership Roles

DIRECTIONS: Answer the following question in the space provided. Do you think thatTiger’s opinion is correct? Write a paragraph that explains why you agree, or suggest another reason for men’s predominance in politics. Use facts and examples to support yourconclusion.

!

Cooperative LearningActivity 1 L1/ELL

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Natural Resources

★ Cooperative Learning Activity 1 ★★

BACKGROUNDThe peoples of the Paleolithic world before 10,000 B.C. were nomadic hunter-gather-ers who followed game migrations and seasonal vegetation cycles to gather food tosurvive. Nomads are people who move from place to place. They banded togetherin small groups that could have been as few as twenty or thirty people. Some scien-tists believe that inter-reliance of the group members on one another may have ledto some form of gender equity, and that cooperative decision-making was criticalfor the survival of the group. By working as a group to make decisions about thepossible use of resources, you will learn more about Paleolithic tools and technolo-gies and about how aspects of clan decision-making may have worked.

GROUP DIRECTIONS

1. The hunters of your Paleolithic “clan” have just downed a mammoth. UseChapter 1 and any other resources you can access to list all of the possible waysin which you might be able to use the animal to meet the needs of your clan.

2. Brainstorm possible uses for such derived products as: the meat, the fur, thetusks and bones, the cartilage and other tissue, and so on.

3. Be specific about how different parts could be used. Be creative but keep inmind the limits of Paleolithic technology and knowledge.

4. Decide as a group which parts of the mammoth would be most important to theclan and why. Create a list of prioritized products arranged in order of thegroup’s sense of their relative importance. Create a “shopping list” of those bi-products and uses to present to the class.

5. Decision Making As a group, brainstorm the most critical needs of Paleolithicpeoples. Appoint a “recorder” to take notes on the brainstorming. Next, rankthe needs in order of importance using whatever criteria the group determines.Record the results.

ORGANIZING THE GROUP

1. Individual Work Do research to find out as much as possible about mammoths.Think about what by-products could be derived from a mammoth—food, cloth-ing, tools, so on. Take notes and collect the ideas for each type of use that youcan think of. Sketch diagrams as needed to help explain the ideas. Think abouthow the information might be organized into a group summary presentation.

2. Group Work/Decision Making Share your research with your group. Invitecomments on and extensions to individuals’ ideas. Together, decide what infor-mation to prioritize - which uses best match the prioritized list of the “clan’s”needs that the group created previously? which uses are most useful and creative?


http://www.aande.com

http://www.historychannel.com

Chapter 1 Resources

16B

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 1 L2

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Name ____________________________________ Date ________________ Class __________

Then The earliest humans left no writtenrecords. They did, however, leave such thingsas stone tools, ornaments, and paintings.Archaeologists and anthropologists studythese artifacts to learn about how prehistoricpeople lived.

These artifacts have yielded some factsabout how the earliest humans met their basicneeds: They were primarily hunters.Prehistoric paintings found on the walls ofcaves depict groups of men hunting animals.These caves also contain the bones of animalsthat had once roamed nearby plains. Some ofthese bones were charred, indicating that pre-historic people had fire and cooked their food.They also gathered plants. Traces of ancientpollen still saturate cave floors.

Artifacts and fossils point to more complexaspects of prehistoric culture. For example,they indicate that ancient people practicedother arts besides painting. Archaeologistshave found primitive flutes in cave dwellings.On the floors of the chambers in which theflutes were found, imprints of human feetform patterns suggesting that prehistoric peo-ple danced.

Scholars believe that prehistoric art was cre-ated in connection with religious andsupernatural rituals. Small stone and ivory fig-urines of women may have been images of amother goddess. Prehistoric graves have yield-ed skeletons surrounded by ornaments andtools. These gravesites suggest that the earlypeoples believed the dead would need thesetools in an afterlife.

Now Although encroaching civilization threat-ens their way of life, some hunter-gatherersocieties still exist. Anthropologists study thesesocieties to gain insights into the lives of theearliest humans. Because modern hunter-gath-erer societies live in rain forests, deserts, andtundra, scholars know that many of their waysare different from those of the prehistorichunter-gatherers, who lived in less extremeenvironments.

Nonetheless, modern hunter-gatherersteach us much about early humans. For exam-ple, contrary to older beliefs, modern scholarsnow know that the life of the hunter-gathereris neither arduous nor deprived. Even groupsin such desert areas as the Kalahari in Africaspend only about three hours a day gatheringwhat they need. Surely life was no harder forthe groups that hunted and gathered in thetemperate zones of Africa, Europe, and Asia.

Scholars know that modern hunter-gatherergroups adjust their numbers to the availablefood supply by discouraging their membersfrom having babies too early in life. Scholarsbelieve that prehistoric groups may have donethis as well.

Noting that cooperation and sharing pro-mote the survival of modern hunter-gatherergroups, anthropologists believe that earlyhumans behaved in much the same way.Moreover, since only a few people make upmodern groups, each person performs animportant function and is accordingly valued.Most likely, individuals enjoyed similar esteemin prehistoric times.

Linking Past and Present Activity 1

Hunter-Gatherer Societies

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Making inferences: Why might competi-

tion be detrimental to a hunter-gatherersociety? Why might such a trait be benefi-cial in other societies?

2. Recognizing cause and effect: Whateffect might a “baby boom” have on ahunter-gatherer society?

3. Synthesizing information: Speculate onthe different kinds of information that mod-ern hunter-gatherer groups might teach usabout the earliest humans. Do research inthe library or online to learn what scholarshave discovered about prehistoric peoplefrom modern hunter-gatherer groups. Writea brief summary of your findings.

Time Line Activity 1 L2

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The First HumansDIRECTIONS: Look at the events listed on the time line below. Write each event in the boxnext to the concept to which it relates. Then give a reason why the event is related to the con-cept. Events may be related to more than one concept.

Time Line Activity 1

8000 B.C. 4000 B.C.7000 B.C. 6000 B.C. 5000 B.C.

c. 8000 B.C. Last ice ageends.

c. 6000 B.C. Grain crops cultivated in Nile Valley.

c. 8000 B.C. Agriculturebegins.

c. 6700–5700 B.C. Catal Hüyükcommunity in Turkey.

c. 4000 B.C. World populationreaches 90 million.

c. 8500 B.C. Domesticated animals in China andWestern Asia.

Developments in Early Human CivilizationConcept Event Reason

Technology

Domestication

Civilization

Reteaching Activity 1 L1

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The First Humans

Early humans found a variety of ways to survive in a sometimes very hostile environ-ment. They accomplished many feats upon which modern civilization was built.

DIRECTIONS: Complete the word web below, filling in as many examples as possible of eachachievement shown. Some examples have been provided for you.

Reteaching Activity 1‘

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Procuring food:

Early Human Achievements

Making tools:

Cooperating:

• big-game hunts

• trading of goods

Building civilizations:

Developing spiritual beliefs:

Vocabulary Activity 1 L1

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Name Date Class

The First Humans: Prehistory–3500 B.C.DIRECTIONS: Fill in the terms across and down on the puzzle that match each numbereddefinition.

Vocabulary Activity 1f

Across4. scientist who unearths and interprets

objects5. technique for determining the age of

organic remains (two words)11. tame for human purposes13. human or humanlike creatures15. remains of humans16. wise human beings (two words)17. complex, highly organized society

Down1. age in which humans used simple stone

tools2. object or remnant of human life3. 3000 to 1200 B.C. (two words)6. scientist who studies humans and

humanlike creatures7. skilled craftsperson8. skills and knowledge available to a

people for survival9. people who move from place to place

10. period before people developed writing12. way of life of a people as shown by its

knowledge, language, and habits14. Greek word meaning “new stone”

5 6

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Chapter 1 TestForm A L2

Chapter 1 TestForm B L2

Performance AssessmentActivity 1 L1/ELL


Use with Chapter 1.

The First Humans

BACKGROUNDPeople studying their family history often construct charts called family trees. A

family tree lists a family’s ancestors and descendants and indicates how all the peo-ple listed are related.

TASKMake a “family tree” that shows the ancestry of Homo sapiens sapiens, the species

that includes modern humans.

AUDIENCEYour audience is other students.

PURPOSEYour purpose is to help your audience understand the ancestry of Homo sapiens

sapiens as well as technological and social innovations that assisted all their ancestors’growth and development.

PROCEDURES

1. Identify and review material in Chapter One that will help you trace the ancestorsof Homo sapiens sapiens and construct a family tree. (See, for example, the Previewof events in Section 1.)

2. Identify and review material in Chapter One that will help you list the technolog-ical and social innovations of the ancestors of Homo sapiens sapiens. (See, for exam-ple, the Science, Technology and Society feature in Section Two.)

3. Select information to include on your family tree.

4. Create a graphic design to show both the ancestry of Homo sapiens sapiens and theinnovations of the ancestors named.

5. Make a rough drawing of your family tree. Make notes indicating what informa-tion goes where.

6. Show your rough drawings to a friend to get feedback and suggestions.

7. Incorporate helpful suggestions in your plan.

8. Create your final family tree.

★

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★ Performance Assessment Activity 1

ExamView® ProTestmaker CD-ROM

Mapping History Activity 1 L2

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Humans Migrate and Produce FoodThe earth has experienced several Ice Ages separated by long periods of warm-ing. The climatic changes caused by the Ice Ages prompted early humans tomigrate to new land areas.

DIRECTIONS: The map below shows their routes. Use the map to complete thequestions and activity that follow. Use a separate sheet of paper.

Mapping History Activity 1

1. Where has evidence of Homo sapiens been found that dates between 100,000 and71,000 B.C.?

2. Describe the route that Homo sapiens took from the Middle East to SouthAmerica.

3. Since the last Ice Age, human population has tremendously increased, largelydue to the development of agriculture. Agriculture began with the domestica-tion of native plants and animals, including watermelon and rice in West Africa;bananas, cucumbers, and yams in Southeast Asia; cattle and grapes in southernEurope; soybeans in China; camels in Central Asia; avocados, maize, and toma-toes in Central America; and turkeys, sunflowers, and beans in North America.Revise the map above to show where these plants and animals were firstdomesticated. Create symbols for the plants or animals and add a map key toexplain them.

ANTARCTICA

30°S

Miller Projection

0 1,000

1,000

2,000 miles

0 2,000 kilometers

ARCTIC OCEAN

AUSTRALIA

NORTHAMERICA

ASIA

AFRICA

EUROPE

SOUTHAMERICA

60°N

30°N

0°

ATLANTICOCEAN

PACIFICOCEAN

PACIFICOCEAN

INDIANOCEAN

90°W150°W 30°W 0° 30°E 90°E 150°E

60°S

100,000 B.C. to 71,000 B.C.70,000 B.C. to 46,000 B.C.45,000 B.C. to 26,000 B.C.Migratory routes of Homo sapiens

Sites where evidence of human life has been found:

N

S

EW

Spread of Homo sapiens

World Art and MusicActivity 1 L2

Name Date Class

(continued)

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WoWorld Art and Music Activity 1

Cave paintings have been found in such diverse places as southern France,Italy, northern Spain, and, most recently, northern Brazil. These prehistoricpaintings have been dated from approximately 15,000 B.C. to 8000 B.C. Thismakes them thousands of years older than Egyptian paintings, which datefrom around 2500 B.C.

DIRECTIONS: Read the passage below about these early works of art. Thenanswer the questions in the space provided.

Cave Paintings

The Paleolithic Era, also called the Stone Age,lasted from about 30,000 B.C. until about 10,000

B.C. The people who lived during this time periodwere nomadic hunter-gatherers. Instead of farmingthe land, they subsisted on whatever plants theyfound growing nearby. However, they did hunt—

horses, bison, fox, bear, and even the now-extinctwoolly mammoth and woolly rhinoceros. The huntersused their prey’s meat for food, the skin for clothing,and the bones and tusks for tools. The intestines wereused for “thread,” with which they sewed using aneedle. Additionally, bones and fur were fashioned

Cave painting of horses (c. 15,000 B.C.), Caves of Lascaux, Dordogne

History and GeographyActivity 1 L2

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A cartographer draws a map showing thelocation of ancient Chinese cities. She willcertainly include the Huang He, the cradleof Chinese civilization. But if she showstoday’s path of the river on her historicalmap, will it be accurate?

With more than a billion tons of fine, yel-low silt flowing downriver annually fromthe Loess Plateau along a twisting route ofright angle bends, the riverbed of theHuang continuously builds up. Over thecenturies, disastrous floods have rupturedprotective dikes and inundated the NorthChina Plain, often resulting in changes tothe course of the Huang He.

The source of the Huang is in the easternhighlands of Tibet, at an altitude of about15,000 feet (457 meters). After descendingrugged gorges, it crosses a plateau and thenfalls again to a flat lower basin. Along the

lower stretch, much of the riverbed sitsabove the surrounding farmland. Whenraging waters cut through dikes, floods caninjure millions and bury whole villageswith silt.

Changes in the Huang He’s course dur-ing the past several thousand years havecaused the point where the river enters theYellow Sea to vary by as much as 500 miles(800 kilometers). A cartographer who wantsto be historically accurate must determinethe exact location of the river at a giventime.

For example, from 2278 to 602 B.C., theHuang He took a northerly route, flowingthrough the city of Tianjin to enter nearbyBo Hai. From 602 B.C. to A.D. 70, the HuangHe and its mouth shifted to the south ofShandong Peninsula, but from A.D. 70 to1048, the river again shifted north.

HISTORY AND GEOGRAPHY ACTIVITY 1★

The Huang He

106°E

38°N

34°N

38°N

34°N

110°E 114°E 118°E 122°E

BO HAI

YELLOWSEA

Beijing

Tianjin

Old Cause of the Huang

SHANDONG

PENINSULA

Huang

He

Huang He

LOESS PLATEAU

NORTH

CHINA PLAIN

Gran

dCa

nal

0

0 125 250 kilometers

125 250 miles

The Changing Course of the Huang He

The present location of the mouth of the Huang He reflects a significant changethat occurred in 1858. For the prior 500 years, the river had followed the “OldCourse.”

People in World History Activity 1 L2

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“The luck of the Leakey” is what somepeople call the talent that Louis and MaryLeakey had for uncovering fossils. It wasmuch more than luck, though, that estab-lished them as the first family of paleoan-thropology—the study of ancient humanancestors and how they evolved. It was theirdecades of painstaking scientific work onthe plains and valleys of Africa. Theypatiently uncovered fossils with dental picksand toothbrushes, and slowly removed theaccumulated dust of millions of years.

Mary and Louis Leakey were a comple-mentary pair. A disciplined technician,Mary worked cautiously with attention todetail and documentation. Primarily anarchaeologist, she restricted herself to facts.She preferred to be out in the field on a dig.Louis had strong opinions on how their dis-coveries challenged accepted theories ofhuman evolution. In the field he was notalways a careful scientist. He was charis-matic, able to excite the public’s interestand imagination. He traveled the world toattract the funding that allowed them tocontinue their work.

Louis Leakey was born in Kenya toEnglish missionary parents. He spoke theKikuyu language fluently and was inductedinto the tribe at 13. He went to Englandwhen he was 16 to attend school. He gradu-ated from Cambridge with degrees inanthropology and archaeology in 1926, andlater earned a PhD. At that time most pale-ontologists believed that early man evolvedin Asia, but Leakey insisted on searching inEast Africa. In 1931 he and some colleaguesset up camp in Olduvai Gorge in Kenya, asite that was to provide important evidencesupporting his ideas. For several years hedivided his time between academic posts in

England and fossil-hunting in Africa.

Mary Nicol grewup in France. Herfather, a landscapepainter, took her tosee the beautifulcave paintings andprehistoric sites ofsouthern France, and she became interestedin digging and drawing. She began workingas an amateur archaeologist and illustratorwhen she was 17. In 1934 Louis met Mary ata dinner party and asked her to do the illus-trations for his next book. They went to EastAfrica to begin work, which caused a scan-dal because he was married. He divorcedhis first wife and he and Mary were marriedin 1936.

From 1935 to 1959 the two worked atsites around Kenya and Tanzania. Therefaced many hardships, including difficultliving conditions and uncertain funding, aswell as interruption of their work duringWorld War II. In 1948 Mary discovered theperfectly preserved skull of a Miocene eraprimate called Proconsul. In 1959, however,Mary made a significant discovery: theskull of “Zinjanthropus” (“East Africaman”), dating back 1.8 million years.Although it was not “the missing link”Louis claimed, it was the first skull foundin East Africa of a new hominid groupcalled Australopithecus.

This find caught the imagination of thepublic as well as the National GeographicSociety, which provided significant fundingfor their work. From the mid-1960s onMary Leakey spend most of her time atOlduvai Gorge, while Louis worked on var-ious other projects, including starting the

People in WoWorld History: Activity 1 Profile 1

Louis and Mary Leakey

Critical Thinking SkillsActivity 1 L2

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Name Date Class

Critical Thinking Skills Activity 1 Determining Cause and Effect

When you determine cause and effect,you first look for a cause—something thatmakes something else happen. Then youlook for the effect—the result of the cause.The rise of cities, for example, producedmany economic, political, and socialchanges.

DIRECTIONS: To show the emergence of civ-ilizations as a chain of causes and effects,fill in the flow chart by putting the follow-ing events in the correct order. Then extendyour flow chart by adding two or moreevents that continue the chain of causes andeffects.

• The earliest civilizations arose in rivervalleys.

• People looked for places where water was plentiful and soil was fertile to establish permanent farmingcommunities.

• Farming replaced hunting and gatheringas a means of procuring food.

• Farming peoples settled in river valleyslike those of the Nile and Indus.

• Neolithic people domesticated plantsand animals.

Standardized Test PracticeWorkbook Activity 1 L2

Standardized Test Practice

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Name __________________________________ Date ____________________ Class ____________

Reading Objective 2: The student will identify supporting ideas in a variety of written texts.

In order to understand what you are reading, you must be able to arrange events in sequentialorder. This means organizing the events into a logical, orderly pattern based on when theyhappened. Creating a time line is one of the best ways to arrange events sequentially. A time line isa graphic illustration that shows events in order of occurrence over a particular period of time. It iseasier to understand the order of events and their relationship to one another if the events are seenin chronological sequence on a time line.

★ Practicing the SkillStudy the example of a time line below and complete the activity that follows.

★ Learning to Arrange Events in Sequential OrderUse the following steps to understand how events are arranged in sequential order on a time line:

• Read the time line’s title to determine itspurpose.

• Look at the span of years and the number ofevents.

• Identify the relationships among the events.• Draw conclusions or inferences from your

study.

ACTIVITY 1Arranging Events in Sequential Order

c. 2,500,000 B.C. Early humans make the first stone tools

c. 1,400,000 B.C. Early humans discover fire

c. 100,000 B.C. Neanderthals spread from Africa into Europe and Asia

c. 50,000 B.C. Early humans acquire language

c. 10,000 B.C. Last Ice Age ends

c. 8,000 B.C. Agriculture begins in various places

c. 5,500 B.C. Humans invent writing

Prehistoric Times

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Column A

1. Paleolithic

2. the subspecies of human beings that all human beingstoday belong to

3. australopithecines

4. may survive millions of years and yield DNA informationearly humans

5. Olduvai Gorge

6. first human beings to learn to deliberately make fires

7. shift from hunting and gathering to systematic agriculture

8. Çatal Hüyük

9. marked a new level of human control over theenvironment and its resources

10. cities, governments, religion, social structure, writing, and art


11. Anthropology is the study ofA. the light given off by electrons trapped in the soil around fossils.B. past societies through an analysis of what people have left behind.C. human life and culture.D. the amount of C-14 left in an object.

12. The term “Homo erectus” means what?A. “wise, wise human being” C. “southern apes”B. “upright human being” D. “old stone”

13. Thermoluminescence dating determines an object’s age byA. measuring the amount of C-14 left in the object.B. measuring the light given off by electrons trapped in the soil surrounding

the object.C. analyzing molecules of organic matter left on the object.D. measuring how deep in the earth an object was found.


Score✔ ScoreChapter 1 Test, Form B

Column B

A. Homo erectus

B. Louis B. andMary Leakey

C. characteristics ofcivilizations

D. “old stone”

E. Homo sapienssapiens

F. NeolithicRevolution

G. use of metals

H. blood molecules

I. Neolithic farmingvillage

J. “southern apes”

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Column A

1. determines an object’s age by measuring the light given offby electrons trapped in the surrounding soil

2. the study of human life and culture

3. the period before writing was developed

4. items left behind by early peoples

5. determines an object’s age by measuring the amount of C-14 left in it

6. the study of past societies through an analysis of whatpeople have left behind

7. “wise, wise human being”

8. Neolithic farming village near the Dead Sea

9. “new stone”

10. keeping animals and growing food on a regular basis


11. Who discovered the bones of the world’s earliest known human beings atOlduvai Gorge?A. Donald Johanson C. Henry Jones, Jr.B. Louis B. and Mary Leakey D. Heinrich Schliemann

12. All human beings today, whether they are Europeans, Australian Aborigines,or Africans, belong to the subspecies of human being. A. Homo erectus C. Homo sapiens sapiensB. Neanderthal D. australopithecines

13. The Paleolithic people were nomads because they had no choice but toA. flee from the advancing Ice Ages.B. move on after they had depleted the land.C. find new homes as their numbers increased.D. follow animal migrations and vegetations cycles.


Score✔ ScoreChapter 1 Test, Form A

Column B

A. anthropology

B. Homo sapienssapiens

C. thermolumines-cence dating

D. archaeology

E. artifacts

F. Neolithic

G. radiocarbon dating

H. prehistory

I. systematicagriculture

J. Jericho


16C

Chapter 1 Resources

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Early Humans1. Describe the spread of Homo sapi-

ens sapiens throughout the world by 10,000 B.C.

2. Explain how Paleolithic peoplesused technology to enhance theirlives.

Reproducible Lesson Plan 1–1Daily Lecture and Discussion Notes 1–1Guided Reading Activity 1–1*Section Quiz 1–1*Reading Essentials and Study Guide 1–1*

Daily Focus Skills Transparency 1–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2The Neolithic Revolution and theRise of Civilization1. Discuss the changes that occurred

during the Neolithic Revolution thatmade the development of cities possible.

2. Identify the major economic, politi-cal, and social changes for earlyhumans brought about by system-atic agriculture.

Reproducible Lesson Plan 1–2Daily Lecture and Discussion Notes 1–2Guided Reading Activity 1–2*Section Quiz 1–2*Reteaching Activity 1*Reading Essentials and Study Guide 1–2*

Daily Focus Skills Transparency 1–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 1 Reading Essentials and Study Guide.


16D

Chapter 1 Resources

Teacher’s Corner

The following articles relate to this chapter:

• “The Dawn of Humans,” by Rick Gore, September 1997.• “The Dawn of Humans,” by Rick Gore, July 1997.• “The Dawn of Humans,” by Rick Gore, May 1997.• “Face-to-Face with Lucy’s Family,” by Donald C. Johanson,

March 1996.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETY PRODUCTS

• Mysteries of Mankind (Video)• National Geographic Atlas of World History (Book)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within theblock scheduling framework are identified by:

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

Lee ReayInternational Studies AcademyGlendale, Arizona

Stone Age Survival GuideExplain how early humans survived by using what

they could find in their surroundings. Discuss whatmight have been available in your area—plants, ani-mals, rock shelters, and so on. Then organize stu-dents into groups of four or five and ask each groupto write a “Stone Age Survival Guide.” The guideshould provide practical advice for acquiring sufficientfood, water, and shelter for a group of 15 to 40 peo-ple. Further, it should provide useful information onlocally available materials that could be used to maketools and clothing. It might also contain travel tipsincluding suggestions for transporting all the group’sbelongings. A section on first aid would be helpful.Students may even want to discuss forms of socialorganization for achieving goals.

When the survival guides are completed and pub-lished in a usable form, the student groups shouldexchange their guides for peer review and evaluation.

From the Classroom of…

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less-proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

• Enrichment Activities include a stimulating collection ofreadings and activities for gifted and talented students.



http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

16

The Impact TodayThe development of new technologieshelped Paleolithic peoples survive andgave them greater control over their environment. Compare those develop-ments to modern technological advances.Which are more important in terms ofsurvival and gaining control of our lives?

IntroducingCHAPTER 1Introducing

CHAPTER 1

Refer to Activity 1 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about early humans,students can view the Chapter 1video, “Before History,” from TheWorld History Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 1 content.

Available in VHS.

16

The First HumansPrehistory–3500 B.C.

Key EventsAs you read, look for the key events in the history of early humans and the beginnings

of civilization.• Paleolithic peoples learned how to adapt to their nomadic lifestyle, improve on their

primitive tools, and use fire to their advantage, thus enabling them to create a more sophisticated human culture.

• The agricultural revolution of the Neolithic Age gave rise to more complex human societies that became known as the first civilizations.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• Scientists continue to search for the remains of early humans, and their discoveries are changing the way we view the first humans.

• Paleolithic peoples used technological inventions to change their physical environment, just as humans do today.

World History Video The Chapter 1 video, “Before History,” chroni-cles the spread of humans and the emergence of the first cities and civilizations.

3,600,000 B.C. 2,000,000 B.C. 200,000 B.C.

3,000,000 B.C.Australopithecinesflourish in Africa

2,500,000 B.C. Paleolithic Agebegins

1,500,000 B.C. Homo erectusappears

250,000 B.C.Homo sapiensspecies emerges

Paleolithic Era stone tools

Archaeologists reconstructing a human skeleton

16


PURPOSE FOR READING

Think-Pair-Share This strategy engages students through discussion. Think — Ask your students tobrainstorm a list of everyday items that tell something about their lifestyles. Pair — Have studentspair up to discuss their items, especially how they reveal something about their lives. Share — Askstudents to share their responses with the class. Point out similarities and differences in lifestyleswhere possible. Conclude by discussing how archaeologists learn about ancient civilizations byconducting digs and analyzing the items discovered. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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100,000 B.C.Neanderthals livein Germany

8000 B.C.Neolithic Agebegins

8000 B.C.Systematic agriculturedevelops

1200 B.C.Bronze Age ends

150,000 B.C. 10,000 B.C. 1000 B.C.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at wh.glencoe.com and click on Chapter 1–ChapterOverview to preview chapter information.

17

Archaeologists excavate a cave used by Neanderthals more than 60,000 years ago.

Neanderthal tomb

Reconstruction of Çatal Hüyük

IntroducingCHAPTER 1Introducing

CHAPTER 1

Nadaouiyeh Aïn Askar The site pictured above in present-day Syria is called Nadaouiyeh AïnAskar. Here, archaeologists have unearthed several artifacts from different periods of prehistory.Some of the most fascinating findings from this site include stone tools that are shaped in the formof ovals and teardrops. These artifacts are innovative because the entire stone has been shapedinto a standardized tool form and because the stones have been chipped from both sides to pro-duce a two-sided cutting edge. The fact that this design was maintained for more than a millionyears shows that the process for making these tools was handed down by explicit training genera-tion after generation.

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter, students should be able to:1. explain the methods scientists

use to uncover early humanexistence;

2. describe the nature of humanlife during the Old Stone Age;

3. identify the important devel-opments of the New StoneAge;

4. define civilization and iden-tify the characteristics of acivilization.

Time Line Activity

As students read the chapter, havethem review the time line on pages16 and 17. Ask them what majorchange in the way people lived tookplace between the beginning of theNeolithic Age and the end of theBronze Age. (Humans shifted fromhunting and gathering to keepinganimals and growing food on a regu-lar basis [systematic agriculture],thereby beginning the first settle-ments.) L2

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview1 at .wh.glencoe.com

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

17SS.A.2.4.1

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18

18

ouis B. Leakey and his wife, Mary Nicol Leakey, spentmost of their lives searching for clues about early

human life. Much of their time wasspent at Olduvai Gorge in East Africa,where they dug up many stone toolsand a variety of fossils. However, theirultimate goal—finding the skeleton ofan early human being—had eludedthem for many years.

Then, one morning, while her hus-band was back at camp recovering fromthe flu, Mary Leakey made a remark-able discovery. She jumped into herLand Rover and raced across the African plain back to camp,where she shouted to her startled husband, “I’ve got him!I’ve got him!”

Despite his illness, Louis jumped into the car, and theLeakeys headed back to where Mary had made her discov-ery. At the site, they looked at the bones Mary had found.Louis later described the scene: “I turned to look at Mary andwe almost cried for sheer joy, each seized by the terrific emo-tion that comes early in life. After all our hoping and hard-ship and sacrifice, at last we had reached our goal—we haddiscovered the world’s earliest known human.”

LA Remarkable Discovery

A F R I C A

ATLANTICOCEAN

OlduvaiGorge

Mary Leakey

Louis Leakey

Why It MattersThe Leakeys and many other scien-tists have labored to form a pictureof early human development.Thanks to their efforts, we know thatearly humans struggled to surviveby hunting, fishing, and gathering,and eventually turned to regularfarming. This dramatic step gradu-ally led to larger and more complexhuman communities. This chapterpresents the story of that process.

History and You Scientists con-tinue to work throughout the worldto discover and analyze the remainsof humans. Find, read, and analyzefour primary source documents thatdiscuss the work of anthropologistsor archaeologists. Compare themost recent findings with those dis-cussed in the chapter. Have anynew findings changed the way inwhich we view early humans?

IntroducingA Story That MattersDepending upon the ability lev-els of your students, select fromthe following questions to rein-force the reading of A Story ThatMatters.• What did Mary Leakey find

at the Olduvai Gorge dig site?(human bones)

• Why was this find so excitingto the Leakeys? (The Leakeyshad been excavating this site for many years, and they hadunearthed remains of a past civi-lization without finding concreteevidence that humans had livedthere. The bones provided thatproof.) L1 L2

About the ArtPerhaps no people are betterknown for their work in puttingtogether some of the evidencefor early human existence thanLouis and Mary Leakey. LouisLeakey began his work at Oldu-vai Gorge in 1931. Living condi-tions at Olduvai were difficult,and supplies had to be broughtin from far away. In 1959, MaryLeakey uncovered the skull ofAustralopithecus boisei; the skullwas more than 1.75 million yearsold. In 1961, the Leakeys uncov-ered a skull of Homo habilis thatis believed to be about 1.5 million years old.

HISTORY AND YOUWhile human remains provide insights into human origins, they do not give a complete history and they leavemany questions unanswered. The remains must be interpreted in order for us to understand their place in the history of human development. Determining the age of the remains, essential to constructing a chronology ofhuman development, is also challenging. Dating methods are constantly being refined to provide more accuratedata. Remind students that information is constantly changing as new discoveries are made. Hypotheses arereevaluated as scientists interpret and reinterpret the information. Discuss with students the meaning of the term”absolute truth.“ Can science lead to absolute truth? What is the value of scientific inquiry?


12

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19

CHAPTER 1 The First Humans 19CHAPTER 1 The First Humans

Early HumansGuide to Reading

✦3,000,000 B.C. ✦1,500,000 B.C. ✦250,000 B.C. ✦100,000 B.C. ✦30,000 B.C.

3,000,000 B.C.Australopithecines makesimple stone tools

1,500,000 B.C.Homo erectus useslarger, more varied tools

250,000 B.C.Species Homosapiens emerges

100,000 B.C.Homo sapiens sapiensand Neanderthals appear

30,000 B.C.Neanderthalsare extinct

Preview of Events

CHAPTER 1 The First Humans 19

In 1879, a Spanish landowner, who was an amateur archaeologist, took his 12-year-old daughter Maria with him to examine a cave on their farm in northern Spain. Whileher father busied himself digging for artifacts at the entrance to the cave, Maria wandered inside, holding a lantern. She was startled by what she discovered:

“Ahead was a big dark hole like a doorway. Beyond it was a huge long room. I heldmy lantern high for a better look. Then, suddenly, I saw big red-and-black animals allover the ceiling. I stood amazed, looking at them.”

—Secrets from the Past, Gene S. Stuart, 1979

Ten thousand years before, Stone Age artists had painted an entire herd of animals—horses, boars, bison, and deer—on the ceiling of the cave. Today, these simple paintings provide historians with clues to the lives of early humans.

Before HistoryHistorians rely mostly on documents, or written records, to create their pictures

of the past. However, no written records exist for the prehistory of humankind. Infact, prehistory means the period before writing was developed.

The story of early humans depends on archaeological and, more recently, bio-logical information. Archaeologists and anthropologists use this information tocreate theories about our early past. What are archaeologists and anthropologists,and what kinds of information do they provide?

Archaeology and Anthropology Archaeology is the study of past societiesthrough an analysis of what people have left behind. Archaeologists dig up and

Voices from the Past

Tool Effect

Main Ideas• By 10,000 B.C., Homo sapiens sapiens

had spread throughout the world.• Paleolithic peoples used technology.

Key Termsprehistory, archaeology, artifact, anthro-pology, fossil, australopithecine, hominid,Homo erectus, Homo sapiens, Neander-thal, Homo sapiens sapiens, PaleolithicAge, nomad

People to Identify Louis B. Leakey, Mary Nicol Leakey, Donald Johanson

Places to Locate Olduvai Gorge, Lascaux

Preview Questions1. What methods do scientists use to

uncover the story of early humans?2. What important and dramatic

developments took place during the Paleolithic Age?

Reading StrategyCategorizing Information As you readthis section, complete a chart like the onebelow showing the effects of three toolson the lifestyle of early humankind.

CHAPTER 1Section 1, 19–25CHAPTER 1Section 1, 19–25

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 1-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. A and C 2. B and D 3. A

Early Humans

UNIT

1Chapter 1

Which of these fourdrawings show stones thathave not yet been made into tools?

Which two drawings areexamples of early tools?

Drawing B shows a spearpoint. Which stone do youthink it was made from?

1 2 3

A. unworked

B. workedD. worked

C. unworked

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 1–1

1 FOCUSSection OverviewThis section describes the signifi-cance of archaeological finds andthe development of the earliesthumans.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 1–1• Daily Lecture and Discussion Notes 1–1• Guided Reading Activity 1–1• Section Quiz 1–1• Reading Essentials and Study Guide 1–1

Transparencies• Daily Focus Skills Transparency 1–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM


1

Guide to Reading

Answers to Graphic: Tool: spear,bow and arrow; Effect: made huntingeasierTool: bone harpoon and fishhook;Effect: increased the catch of fishTool: bone needles; Effect: made itpossible to make nets and basketsand to sew hides together for clothingTool: sharp-edged tools; Effect: madeit easier to cut and digTool: scraping tools; Effect: made iteasier to clean animal hides

Preteaching VocabularyHave students explain archaeologyand its importance to learning howpeople lived.

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20

CHAPTER 1 The First Humans

examine artifacts—tools, pottery, paintings, weap-ons, buildings, and household items—of early peo-ples. Anthropology is the study of human life and culture. Anthropologists use artifacts and theremains of humans—human fossils—to determinehow people lived their lives.

Archaeologists and anthropologists have devel-oped scientific methods to carry out their work. Exca-vations of sites around the globe have uncoveredfossil remains of early humans, ancient cities, burialgrounds, and other objects. The examination andanalysis of these remains give archaeologists a betterunderstanding of ancient societies. By examiningartifacts such as pottery, tools, and weapons, forexample, these scientists learn about the social andmilitary structures of a society. By analyzing bones,skins, and plant seeds, they are able to piece togetherthe diet and activities of early people.

Dating Artifacts and Fossils One of the mostimportant and difficult jobs of both archaeologistsand anthropologists is dating their finds. Determin-ing the age of human fossils makes it possible to

understand when and where the first humansemerged. Likewise, the dating of artifacts left byhumans helps scientists understand the growth ofearly societies.

How, then, do archaeologists and anthropologistsdetermine the ages of the artifacts and fossils theyfind? One valuable method is radiocarbon dating. Allliving things absorb a small amount of radioactivecarbon (C-14) from the atmosphere. After a livingthing dies, it slowly loses C-14. Using radiocarbondating, a scientist can calculate the age of an object bymeasuring the amount of C-14 left in it.

Radiocarbon dating, however, is only accurate fordating objects that are no more than about 50,000years old. Another method—thermoluminescencedating—enables scientists to make relatively precisemeasurements back to 200,000 years. This method ofanalysis dates an object by measuring the light givenoff by electrons trapped in the soil surrounding fos-sils and artifacts.

Microscopic and biological analyses of organicremains—such as blood, hairs, and plant tissues lefton rocks, tools, and weapons—give scientists still

Radiocarbon Dating

20

Radiocarbon dating is considered to be accurate toabout 40,000 to 60,000 years ago. One-half of the carbon 14 atoms disappear from a sample in about5,730 years.

1. Making Generalizations Why is radiocarbondating only accurate to around 50,000 years ago?


Answer:1. There is not enough carbon 14

remaining to date artifacts olderthan around 50,000 years.

2 TEACH

Daily Lecture and Discussion Notes 1–1


I. Before History (pages 19–21)

A. The period before history—prehistory—is the period for which we have no writtenrecords. We know about prehistory from archaeological and biological information.

B. Archaeologists and anthropologists create theories based on this information.Archaeology studies the structure of past societies by analyzing the artifacts—tools,household items, weapons, buildings, artworks, religious figures, etc.— people leftbehind. Anthropology focuses more on culture by studying artifacts and humanremains—human fossils.

C. For example, by studying tools and weapons scientists create theories about the eco-nomic and military structures of a society. Examining bones and hides tells us aboutthe diet of people.

D. Archaeologists and anthropologists use scientific methods to create their theories. Oneof the most important scientific tasks is dating prehistorical artifacts and fossils.

E. One valuable dating method is radiocarbon dating. This method dates accurately up to50,000 years old. Thermoluminescence measures accurately up to 200,000 years old.

F. Biological methods such as DNA and blood molecule analyses also give us informa-tion about the societies of prehistory.

Discussion QuestionWhat artifacts from contemporary culture would best show contemporary ways of life,beliefs, and values to archaeologists and anthropologists ten thousand years from now?Explain what these artifacts would teach future peoples about us. (Answers will vary.Answers should show an understanding of what an artifact can reveal about a culture.)

II. Early Stages of Development (pages 21–22)

A. The earliest humanlike beings, called australopithicenes (“southern ape”) by their dis-coverer, Donald Johanson, lived in Africa three to four million years ago.

B. Australopithicenes were the first hominids (creatures that walks upright) to makestone tools.

1

Daily Lecture and Discussion Notes

Chapter 1, Section 1

Did You Know? Early hominids called Australopichicus wereprimarily herbivores, but the development of stone tools, whichallowed them to remove flesh from animal carcasses, meant thatlater hominids, such as Homo habilis, could eat meat regularly.

turn


Guided Reading Activity 1–1

Name Date Class

Early Humans

DIRECTIONS: As you read Section 1, complete the following statements in the space provided.

1. Archaeology is the study of past societies through an analysis of

2. Anthropology is the study of

3. One of the most important and difficult jobs of both archaeologists and anthropologists

is

4. Radiocarbon dating is only accurate for objects no more than

5. Scientists like Donald Johanson say the first humanlike creatures flourished in

Guided Reading Activity 1-1

L1/ELL


1

READING THE TEXT

Activating Prior Knowledge Prepare students for a new lesson by bringing to mind what theyalready know about a topic. Here you might suggest that objects that we use today may survive asthe artifacts for the future. Have students select an item from modern life and write an essaydescribing the defining characteristics of this object. Ask: What will this object tell future archaeolo-gists and historians about American civilization in the twenty-first century? L1


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21

Answer: Archaeologists and anthro-pologists determine the ages of fos-sils and artifacts using radiocarbondating, thermoluminescence dating,and by studying DNA (deoxyribonu-cleic acid.)


more information. Such analysis has shown thatblood molecules may survive millions of years. Thisrecent scientific discovery is especially useful intelling us more about humans, their use of tools, andthe animals they killed. Ancient deoxyribonucleicacid (DNA) is providing new information on humanevolution. The analysis of plant remains on stonetools yields evidence on the history of farming. All ofthese techniques give us insight into the lives ofearly peoples.

Describing How do archaeologistsand anthropologists determine the ages of fossils and artifacts?

Early Stages of DevelopmentAlthough modern science has given us more pre-

cise methods for examining the prehistory ofhumankind than we have ever had before, much ofour understanding of early humans still depends onguesswork. Given the rate of new discoveries, thecurrent theory of early human life might well bechanged in a few years.

From Hominids to Homo Sapiens The earliesthumanlike creatures lived in Africa as long as threeto four million years ago. Called australopithecines(aw•STRAY•loh•PIH•thuh•SYNS), or “southernapes,” by their discoverer, Donald Johanson, theyflourished in eastern and southern Africa. They were

Reading Check

the first hominids (humans and other creatures thatwalk upright) to make simple stone tools.

Recently, however, archaeologists in Kenya havediscovered a skull that they believe is from yet anotherform of hominid. They have called it Kenyanthropusplatyops—the flat-faced man of Kenya—and thinkthat it is about 3.5 million years old.

A second stage in early human developmentoccurred with the appearance of Homo erectus(“upright human being”), a species that emergedaround 1.5 million years ago. Homo erectus made useof larger and more varied tools. These hominids werethe first to leave Africa and move into both Europeand Asia. They were able to do so in part becausethey learned to use fire to keep warm in colder areas.

Around 250,000 years ago, a third—and cru-cial—stage in human development began with theemergence of a new species, Homo sapiens (“wisehuman being”). Two distinct subgroups, Nean-derthals and Homo sapiens sapiens, both developedfrom Homo sapiens.

Neanderthals were first found in the Neander Val-ley in Germany. Their remains have been datedbetween 100,000 and 30,000 B.C. and have been foundin Europe and Southwest Asia. Neanderthals reliedon a variety of stone tools and seem to be the firstearly people to bury their dead. Some scientists main-tain that burial of the dead indicates a belief in anafterlife. Neanderthals in Europe made clothes fromthe skins of animals that they had killed for food.

Heinrich Schliemann1822–1890German archaeologist

Heinrich Schliemann was anarchaeologist from Germany. Schlie-mann had always been fascinated bythe story of the Greek siege of Troy, acity in Asia Minor. Most people, includingSchliemann’s father, believed that the writer ofthe story, an ancient Greek poet named Homer, hadmade up his account. Schliemann, though, believedHomer’s story was true. He told his father: “If such wallsonce existed, they cannot possibly have been completelydestroyed: vast ruins of them must still remain.” Schlie-mann became a wealthy businessman, learned Greek,and went to Asia Minor. After years of digging, he foundhis beloved Troy and proved that Homer’s account was true.

History and ScienceHuman Origins: Different Points of View

People have different interpretations of the available dataon human origins. Two sources of such data are the fossilrecord and fossil dating.

Fossil record Fossils provide insight into human originsbut do not give a complete or conclusive history ofhuman development. Fossils showing changes from onelife-form to another are sometimes absent, producinggaps in the record.

Fossil dating Scientists analyze many different samples,using as many different methods as possible, becauseindividual results may vary. Dating methods are constantly being refined to provide more accurate data.

Various ideas exist about the source of life. Many religionsclaim that a supreme being or a supernatural force createdhumans and other life-forms. Meanwhile, current scientifictheories focus on chemical reactions in which organic materials have come together to form complex life-forms.


DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONGifted and Talented The approximate age of australopithecines may be hard for students to com-prehend. Ask them to think of a grandmother-mother-daughter relationship. These threegenerations represent 100 years. Then have students add the word great to each previous genera-tion—great-grandmother, great-great-grandmother, and so on. How many times would they haveto add the word great to name an ancestor that lived 1,000 years ago? (27, the first three genera-tions do not use the word great) L3


Kamoya Kimeu One of the greatestfossil hunters in the world is anAfrican archaeological excavatornamed Kamoya Kimeu. Working asan assistant to Dr. Louis Leakey, Dr.Mary Leakey, and their son RichardLeakey, he is responsible for findingsome of the most important hominidfossils in the later part of the twenti-eth century. Kimeu jokes that the fos-sils “speak” to him, accounting for hisamazing ability for unearthing theremains of human ancestors. KamoyaKimeu is currently curator of prehis-toric sites for the National Museumsof Kenya.

Who?What?Where?When?

Writing ActivityHave students choose one ofthese archaeological sites toresearch: Altamira, Spain; Tassilin’Ajjer, Algeria; Stonehenge,England. Have them report theirresearch in the form of a maga-zine article explaining site loca-tion and the importance of thediscovery. L3


213

SS.A.2.4.1

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Answer: Australopithecines were thefirst humanlike creatures to walkupright and to make simple stonetools. Homo erectus used larger andmore varied tools and were the firstspecies to use fire and to movebeyond Africa into Asia and Europe.Homo sapiens made clothes fromanimal skins and were the first earlypeople to bury their dead.

22 CHAPTER 1 The First Humans

0°

60°N

30°N

30°S

60°S

0°

30°E 60°E 90°E 120°E 150°E 180° 150°W 120°W 90°W 60°W

25,000years ago

15,000years ago

12,000years ago

4,500years ago

40,000years ago

100,000years ago

50,000years ago

150,000–200,000years ago 10,000

years ago

ANTARCTIC CIRCLE

TROPIC OF CAPRICORN

TROPIC OF CANCER

EQUATOR

AtlanticOcean

Atlantic

Ocean

Pacific

Ocean

Indian

Ocean

ASIA

EUROPE

AFRICA

AUSTRALIA

ANTARCTICA

NORTHAMERICA

SOUTHAMERICA

4,000 kilometers0Winkel Tripel projection

4,000 miles0

N

S

EW

Movement of Homo sapiens sapiens

The search for food eventually took members of the Homosapiens sapiens species to every habitable continent.1. Interpreting Maps Across which two continents did

Homo sapiens sapiens spread the most quickly?2. Applying Geography Skills Into which area did

Homo sapiens sapiens arrive most recently?

The first anatomically modern humans (peoplewho looked like us), known as Homo sapiens sapiens(“wise, wise human being”), appeared in Africabetween 150,000 and 200,000 years ago. Recent evi-dence indicates that they began to spread outsideAfrica around 100,000 years ago.

The Spread of Homo Sapiens Sapiens By 30,000B.C., Homo sapiens sapiens had replaced the Nean-derthals, who had largely died out, possibly as aresult of conflict between the two groups.

The spread of these first modern humans was aslow process. Groups of people, probably in search offood, moved beyond their old hunting grounds at arate of only two to three miles per generation. Thiswas enough, however, to populate the world overtens of thousands of years.

By 10,000 B.C., members of the Homo sapiens sapienssubgroup of the species Homo sapiens could befound throughout the world. All humans today,whether they are Europeans, Australian Aborigines(A•buh•RIJ•NEES), or Africans, belong to the samesubgroups of human beings.

Summarizing Identify and describethe three stages of early human development.

Reading Check

The Hunter-Gatherers of the Old Stone Age

Just as people do today, Paleolithicpeoples used technological innovations, including stonetools, to change their physical environment.

One of the basic distinguishing features of thehuman species is the ability to make tools. The earli-est tools were made of stone. The term PaleolithicAge is used to designate the early period of humanhistory (approximately 2,500,000 to 10,000 B.C.) inwhich humans used simple stone tools. Paleolithic isGreek for “old stone,” and the Paleolithic Age issometimes called the Old Stone Age.

The Paleolithic Way of Life For hundreds of thou-sands of years, humans relied on hunting and


Answers:1. North America to South America

2. the northeast region of NorthAmerica

To reinforce this turning point in his-tory, ask students to describe howPaleolithic peoples used technologicaldiscoveries and innovations to changetheir physical environment. (Theyused tools to build new shelters andused fire to scare away wild animalsand to keep warm during the IceAges.)

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYArt In this section, students will read about early cave paintings. Have students bring pictures oforiginal cave paintings to class. Students may use their school or neighborhood library or Internetsites. Discuss what the paintings depict, and ask students to describe their defining characteristics.From this discussion, ask the students to write a one-page essay describing the defining character-istics of life for ancient humans. L2

EnrichHave students look at the mapon this page. Ask them to brain-storm a list of reasons why Homosapiens sapiens migrated fromplace to place. (Answers mayinclude: to find better food sources;changes in climate; knowing how tomake fire and clothing made life incolder climates possible.) L1


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Answer: Tools enabled people tohunt and kill large animals, make netsand baskets, sew hides together forclothing, butcher meat, cut plants, digroots, cut branches to build simpleshelters, and clean animal hides forclothing and shelter.

23

Critical ThinkingAsk students to analyze the spe-cific roles of women, children,and families in early civiliza-tions. L1

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

gathering for their daily food. Paleolithic peoples had a close relationship with the world around them.They came to know what animals to hunt and whatplants to eat. They gathered wild nuts, berries, fruits,wild grains, and green plants. Around the world,they hunted and ate various animals, including buf-falo, horses, bison, and reindeer. In coastal areas, fishprovided a rich source of food.

Over the years, Paleolithic hunters developed bet-ter tools. The invention of the spear, and later thebow and arrow, made hunting much easier. Har-poons and fishhooks made of bone increased thecatch of fish.

The hunting of animals and the gathering of wildfood no doubt led to certain patterns of living. Paleo-lithic people were nomads (people who moved fromplace to place), because they had no choice but to

follow animal migrations and vegetation cycles.Archaeologists and anthropologists have speculatedthat nomads lived in small groups of twenty or thirty.Hunting depended on careful observation of animalbehavior patterns and demanded group effort forany real chance of success.

The Roles of Men and Women It is probable thatboth men and women were responsible for findingfood—the chief work of Paleolithic peoples. Becausewomen bore and raised the children, they were likelyto have stayed close to their camps. There, theyplayed an important role in acquiring food by gather-ing berries, nuts, and grains. Men did most of thehunting of large animals, which might take place farfrom camp. Still, both the men and the women wereresponsible for finding and acquiring the food needed

Making stone tools waslaborious, but the toolswere effective and durable.


Tools

T he word technology refers to the ability of humanbeings to make things that sustain them and give

them some control over their environment. The tech-nology available at the beginning of human historywas quite simple. It consisted primarily of the ability to make stone tools.

To make such tools, early people used very hardstones, such as flint. They used one stone to chip awayparts of another, creating an edge. Hand axes of variouskinds—pointed tools with one or more cutting edges—were the most common. Eventually, axes were set intowooden handles, making them easier to use. By attach-ing wooden poles to spear points and hardening the tipsin fire, humans created spears to kill large animals.

Over time, tool technology evolved and ever-smallerstone points and blades were made. Near the end of thePaleolithic period, there is evidence of such refined toolsas bone needles. Needles formed from animal bonescould be used for making nets and baskets and evensewing hides together for clothing.

The first tools served a variety of purposes. Humans used stone weaponsto kill animals and butcher their meat. Other sharp-edged tools were usedfor cutting up plants, digging up roots, and cutting branches to build simpleshelters. Scraping tools were used to clean animal hides for clothing andshelter.

Analyzing How did the ability to make simple tools change human life?

hammer

punch

prepared core


Section Quiz 1–1

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Column A

1. period before writing was developed

2. group that comprises prehumans and humans

3. tools, paintings, pottery, weapons

4. study of human life and culture

5. early human history approximately 2,500,000 to 10,000 B.C.

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The earliest humanlike creatures that lived in Africa three to four millionyears ago wereA. australopithecines or “southern apes.”B. Homo sapiens.C. Homo erectus.D. Neanderthals.

7. Paleolithic people moved from place to place following animalmigrations and vegetation cycles. This pattern of living is calledA. Old Stone Age. C. nomadic.B. hominid. D. prehistoric.

8. The study of past societies through an analysis of what people leavebehind isA. history. C. fossil analysis.B. radiocarbon dating. D. archaeology.

9. By 30,000 B.C., Neanderthals had been replaced byA. Homo sapiens. C. Home erectus.B. Homo sapiens sapiens. D. Homo Paleolithic.

10. The movement by early hominids from the tropics into colder regionswas aided by the use ofA. weapons. C. horses.B. fire. D. tools.


Score✔ ScoreChapter 1

Section Quiz 1-1

Column B

A. artifacts

B. Paleolithic Age

C. prehistory

D. anthropology

E. hominid

EXTENDING THE CONTENTFacilitating a Discussion Ask students to work together in small groups. Members of each groupshould list the foods their family consumes each week. Students should also identify the originalsources of the food items (a supermarket is not an original source of food). Then ask the studentsto prepare a similar list of foods they would eat if they had to gather, grow, or hunt it themselves.In their discussion groups, students should identify factors such as climate, geography, and tool-making that would affect their ability to gather food. Relate this activity to how ancient men andwomen survived and the benefits gained from the agricultural revolution. L1

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

L2

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24

to sustain life. By passing on their practices, skills,and tools to their children, Paleolithic peoples helpedto ensure that later generations could survive.

Because both men and women played importantroles in providing for the group’s survival, some sci-entists have argued that a rough equality existedbetween men and women. It is likely that both menand women made decisions that affected the activi-ties of the Paleolithic group.

Adapting to Survive Paleolithic peoples, espe-cially those who lived in cold climates, found shelterin caves. Over time, they created new types of shel-ter. Perhaps most common was a simple structure ofwood poles or sticks covered with animal hides.Where wood was scarce, they might use the bones of large animals to build frames, which were thencovered by hides.

The Use of Fire As early hominids moved from thetropics into colder regions, they needed to adjust tonew, often harsh, conditions. Perhaps most impor-tant to their ability to adapt was the use of fire. It wasHomo erectus who first learned to make fires deliber-ately. Archaeologists have discovered the piledremains of ashes in caves that prove that Paleolithicpeople used fire systematically as long ago as fivehundred thousand years. At a Homo erectus site innorthern China, archaeologists have discoveredhearths, ashes, charcoal, and charred bones. All ofthese were about four hundred thousand years old.

Fire gave warmth and undoubtedly fostered asense of community for the groups of people gath-ered around it. Fire also protected early humans by


Although he was found in a glacier in the Alps,this Iceman actually died more than 5,000years after the Ice Age. Recent discoveriesprove that he was killed by an arrow. The coldmummified his remains. What tools andtechniques might scientists have used todetermine the Iceman’s age?

History

enabling them to scare away wild animals. Firemight also have enabled early humans to flush ani-mals out of wooded areas or caves and then killthem. In addition, food could be cooked with fire,making it better tasting, longer lasting, and easier tochew and digest (in the case of some plants, such aswild grains).

Scholars believe that different groups of early people discovered ways to start fires independentlythroughout the world. After examining methodsused by traditional peoples, even into the twentiethcentury, archaeologists assume that the earliest methods for starting fires were probably based onfriction, such as rubbing two pieces of woodtogether. Dry grass and leaves could be added as thewood began to smoke. Eventually, Paleolithic peo-ples devised sturdy, drill-like wooden devices to startfires. Other early humans discovered that a certainstone (iron pyrites), when struck against a hard rock,gave off a spark that could be used to ignite dry grassor leaves.

The Ice Ages Having fire to create a source of heatwas especially important when Ice Age conditionsdescended on the Paleolithic world. The most recentIce Age began about 100,000 B.C. and ended in about8000 B.C. During this time, sheets of thick ice coveredlarge parts of Europe, Asia, and North America.

Ice Age conditions posed a serious threat tohuman life, and the ability to adapt was crucial tohuman survival. The use of fire, for example,reminds us that early humans sometimes adaptednot by changing themselves to better fit their envi-ronment but by changing the environment.


Answer: Radiocarbon dating or ther-moluminescence dating could havebeen used to date the Iceman’sremains.

History

Reading Essentials andStudy Guide 1–1

DRAWING FROM EXPERIENCEII

Have you ever wondered about the earliest humans? How did they get their foodand clothing? What did they use for shelter?

In this section, you will learn about the early stages of human development. You willalso learn how scientists analyze the remains that early humans left behind and whatthey have learned from these remains.

World History 1

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Reading Essentials and Study GuideChapter 1, Section 1

For use with textbook pages 19-25

EARLY HUMANS

KEY TERMS

prehistory the period in human history before writing was developed (page 19)

archaeology the study of past societies through an analysis of what people have left behind(page 19)

artifacts objects that archaeologists examine, such as tools, pottery, paintings, weapons, build-ings, and household items (page 20)

anthropology the study of human life and culture (page 20)

fossils remains of humans, plants and animals (page 20)

australopithecines (“southern apes”) the earliest humanlike creatures that lived in Africa threeto four million years ago (page 21)

hominids humans and other creatures that walk upright (page 21)

Homo erectus (“upright human being”) a hominid species that emerged around 1.5 millionyears ago and used fire and larger tools (page 21)

Homo sapiens (“wise human being”) a hominid species that emerged around 250,000 years agoand developed into two subgroups, Neanderthals and Homo sapiens sapiens (page 21)

Neanderthals a subgroup of Homo sapiens whose remains were first found in the NeanderValley in Germany (page 21)

Homo sapiens sapiens (“wise, wise human beings”) the first anatomically modern humans thatappeared in Africa between 150,000 and 200,000 years ago (page 21)

Paleolithic Age (“Old Stone Age”) the early period of human history (approximately 2,500,000to 10,000 B.C.) when humans used simple stone tools (page 22)

nomads people who moved from place to place in search of food (page 22)

Name Date Class

Critical ThinkingHave students locate the middlelatitudes on a world map orglobe. (30° N to 30° S) Then ask avolunteer to point out Ethiopiaon a classroom map. Discusshow the discoveries of Johanson,the Leakeys, and others are con-sistent with the theory aboutwhere humans lived during theIce Ages. (Only the middle lati-tudes remained warm enough tosupport human and animal life.) L2

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYScience, Technology, and Society For many years people thought the remains of a vast river sys-tem lay hidden under the Sahara. When scientists studied the radar scan of the Sahara taken bythe space shuttle Columbia in 1981, they saw a network of waterways, floodplains, and broad rivervalleys throughout southern Egypt and northern Sudan. Prompted by these images, an Egyptian-American team excavated along the banks of an ancient river in 1982. They found tools and otherartifacts believed to have been used by Homo erectus who lived and hunted in the fertile Sahara200,000 years ago. Ask students to locate other areas in which the climate has changed markedlyin the past 200,000 years. L3 FCAT SC.D.1.4.3

L1/ELL


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1. Key terms are in blue. 2. Louis B. Leakey (p. 18); Mary Nicol

Leakey (p. 18); Donald Johanson(p. 21)

3. See chapter maps. 4. must follow animal migrations and

vegetation cycles5. artifacts, fossils

6. Women gathered berries, nuts,and grains; men hunted. Peoplehad to find food for survival.

7. australopithecines, 3–4 millionyears ago in eastern-southernAfrica; Neanderthals, between100,000 and 30,000 B.C. in Europe-Southwest Asia, buried their dead;

both walked upright, used stonetools

8. Answers may include date, loca-tion, and use.

9. Answers should be consistent withmaterial presented.

25

Answer: the making of tools and theuse of fire

Creating Art The importance of art to human lifeis evident in one basic fact: art existed even in pre-history among the hunters and gatherers of the Paleolithic Age. The cave paintings of large animalsfound at Lascaux (la•SKOH) in southwestern Franceand at Altamira in northern Spain are evidence of this

cultural activity. Onecave discovered insouthern France in1994 contained morethan three hundredpaintings of lions,oxen, owls, panthers,and other animals.

Recent discoveries in other areas of the world haveadded yet more examples of the artistic achievementsof early human beings. According to archaeologists,these cave paintings were done between 25,000 and12,000 B.C.

All of the caves were underground and in com-plete darkness, but Paleolithic artists used stonelamps filled with animal fat to light their surround-ings. By crushing mineral ores and combining themwith animal fat, they could paint in red, yellow, andblack. Apparently they used their fingertips, crushedtwigs, and even brushes made with animal hairs toapply these paints to the walls. They also used hol-low reeds to blow thin lines of paint on the walls.

25CHAPTER 1 The First Humans

Checking for Understanding1. Define prehistory, archaeology, arti-

fact, anthropology, fossil, australo-pithecine, hominid, Homo erectus,Homo sapiens, Neanderthal, Homosapiens sapiens, Paleolithic Age,nomad.

2. Identify Louis B. Leakey, Mary NicolLeakey, Donald Johanson.

3. Locate Olduvai Gorge, Lascaux.

4. Explain why obtaining food by huntingand gathering is characteristic of anomadic lifestyle.

5. List the types of evidence archaeolo-gists and anthropologists rely on toreconstruct prehistory.

Critical Thinking6. Compare and Contrast Distinguish

between the roles of Paleolithic menand women in finding food. Explainwhy finding food was the principalwork of Paleolithic peoples.

7. Compare and Contrast Create a Venndiagram like the one shown below tocompare and contrast the lifestyles ofaustralopithecines and Neanderthals.

Analyzing Visuals8. Examine the photographs of the Ice-

man on page 24 and the stone toolsshown on page 23. How do archaeolo-gists and anthropologists analyze lim-ited evidence such as this skeleton andthe stone tools to draw conclusionsabout the past?

Australopithecines Neanderthals

F R A N C E

S P A I N

Bay of Biscay

Mediterranean Sea

Altamira

Lascaux

Cave painting, Lascaux, France

Many of these cave paintings show animals inremarkably realistic forms. Few humans appear inthese paintings, and when they do appear, they arenot realistic but rather crude, sticklike figures. Theprecise rendering of the animal forms has led manyhistorians to believe that they were painted as part ofa magical or religious ritual intended to ensure suc-cess in hunting. Some believe, however, that thepaintings may have been made for their own sake.They beautified caves and must have been pleasingto the eyes of early humans.

Identifying What are the two mostimportant technological innovations of Paleolithic peoples?

Reading Check

9. Descriptive Writing Pretend youare part of an archaeological teamuncovering artifacts and fossils at arecently dicovered site. Describe theconditions of the site, the sorts ofartifacts and fossils you have beenworking with, and what you hope tofind. Read articles or books in yourschool library to increase yourunderstanding.


The Arts Paleolithic cave paintersused a variety of techniques. Theydaubed, dotted, and sketched, usingcharcoal or pigments from the earth.Painters of different eras oftenworked on the same cave walls. AtLascaux, France, 13 eras are evident.

Reteaching ActivityHave students identify the waysthat archaeologists and anthro-pologists analyze limited evi-dence to learn about the past.Then have students summarizehow Paleolithic peoples weredifferent from the peoples beforethem. L1

4 CLOSEHave students describe the pro-gression in food-procurementmethods discussed in this sec-tion. (gathering, scavenging formeat, hunting) Then have themlist innovations that helped inthis progression. (for example,knives, fishhooks, domestication ofanimals) L1

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ANSWERS TO PRACTICING THE SKILL1. Winkel-Tripel projection2. Distortions occur because it is difficult to portray the

three-dimensional Earth on a flat surface. Winkel-Tripel has some distortions. Ask students to comparethe map to a globe to find specific distortions.

3. The sizes and shapes of continents and the distancesbetween places are fairly accurate, and visually disturbing distortions have been minimized.

4. The Winkel-Tripel projection is a good compromise.

Applying the Skill: Answers will vary depending uponthe type of map used. In a Mercator or cylindrical projec-tion, Antarctica will appear much larger on the map thanon the globe. In a Winkel-Tripel projection, the sizes on themap and the globe will be similar.

TEACHUnderstanding Map Projec-tions To help students see howmaps distort our view of theworld, have them plot the short-est, most direct route from NewYork City to Rome on a Mercatormap. Then have students use apiece of string to do the samething on a globe. Compare thetwo results. (On the Mercatormap, it looks like the route would beover the middle of the AtlanticOcean, when in fact the shortestroute is up the Canadian coasttoward Greenland and down.) Besure to have a globe availablewhile teaching this skill.

Additional Practice

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

26

Understanding Map ProjectionsWhy Learn This Skill?

On some maps, Greenland appears to be larger thanAustralia. Australia, however, actually has a larger land-mass than Greenland. Have you ever wondered how thishappens? Why do flat maps distort the size of landmassesand bodies of water? The answer lies in understandingthe ways that flat maps are constructed.

Learning the SkillTo make flat maps, mapmakers project the

curved surface of Earth onto a piece of paper. This is called a map projection. Unfortunately, theprocess is not exact. Different kinds of projectionscan accurately show either area, shape, distance, or direction. No one map, however, can show allfour of these qualities with equal accuracy at thesame time.

Mapmakers try to limit the amount of distortionby using different kinds of map projections. A con-formal map shows land areas in their true shapes, buttheir actual size is distorted. An equal-area mapshows land areas in correct proportion to oneanother but distorts the shapes of the landmasses.

The map on this page is a Cylindrical Projection(Mercator). Imagine wrapping a paper cylinderaround the globe. A light from within the globeprojects its surface onto the paper. The resultingconformal projection makes Alaska appear largerthan Mexico. Distortion is greatest near the Northand South Poles.

A Conic Projection is formed by placing a cone ofpaper over a lighted globe. This produces a crossbetween a conformal and an equal-area map. Thisprojection is best for showing the middle latitudesof Earth.

To understand map projections:• Compare the map to a globe.• Determine the type of projection used.• Identify the purpose of the projection.

0°

20°N

40°N

60°N

20°S

40°S

60°S

Cylindrical Projection(Mercator)

Practicing the SkillTurn to the map of the world in the Atlas in your

textbook. Compare the sizes and shapes of the fea-tures on the map to those on a globe. Based on thiscomparison, answer the following questions:1 What is the map’s projection?2 How does the map distort Earth’s features?3 In what way does the map accurately present

Earth’s features?4 Why do you think the mapmaker used this

projection?

Applying the Skill

Compare the size of Antarctica as it appears on a mapwith Antarctica on a globe. Determine the type of projection used on the map and then predict why thatprojection was chosen for the map. Share your findingsin class.

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

26

Skills ReinforcementActivity 1

Name Date Class

Mapmakers, also called cartographers,use map projections to represent the earth’sspherical surface on flat maps. Althoughextremely useful for study and navigation,flat maps cannot accurately represent boththe shape and size of land areas. Cylindrical

Projection (Mercator) maps like the onebelow give the directions and accurateshapes of areas of land and water, but theydistort the size of land areas. The greaterthe distance between a land area and theEquator, the greater the distortion.

Skills Reinforcement Activity 1✎

Understanding Map Projections

DIRECTIONS: Compare the diagram of a globe (or use a real globe, if possible) to theCylindrical Projection map below. Then answer the questions that follow.

GREENLAND

60ºN

Cylindrical Projection

GREENLAND

60ºN

40ºN

Globe

L1


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1 FOCUSSection OverviewThis section describes thechanges that took place duringthe Neolithic Age and the rise of civilizations.

CHAPTER # Chapter Title 27

5000 B.C.Rice is grown inSoutheast Asia

Guide to Reading

The Neolithic Revolutionand the Rise of Civilization

Preview of Events✦11,000 B.C. ✦9000 B.C. ✦7000 B.C. ✦5000 B.C. ✦3000 B.C. ✦1000 B.C.

CHAPTER 1 The First Humans

6700 B.C.Regular farming gives rise to Neolithicvillages such as Çatal Hüyük

8000 B.C.Neolithic Agebegins

1200 B.C.Bronze Ageends

8000 B.C.Systematic agriculturedevelops

Main Idea• Systematic agriculture brought about

major economic, political, and socialchanges for early humans.

Key TermsNeolithic Revolution, systematic agricul-ture, domestication, artisan, Bronze Age,culture, civilization, monarch

People to IdentifyMesoamericans, priest

Places to LocateJericho, Çatal Hüyük

Preview Questions1. What changes occurred during the

Neolithic Revolution that made thedevelopment of cities possible?

2. How did systematic agriculture spreadin different areas of the world?

Reading StrategySummarizing Information As you readthis section, fill in a chart like the onebelow listing the six major characteristicsof a civilization.

Around 3000 B.C., cities began to emerge around what had been only farming villages.The first city dwellers were amazed by their new environment. The Epic of Gilgamesh,the most famous piece of literature from the ancient Near East, reveals this amazement:

“Look at the walls of Uruk: the outer wall shines with the brilliance of copper; andthe inner wall, it has no equal! Climb upon the wall of Uruk; walk along it, I say; regardthe foundation terrace and examine the masonry: is it not burned brick and good? Theseven sages laid the foundations.”

—The Epic of Gilgamesh, N.K. Sandars, ed., 1972

The cities that emerged in the river valleys of Mesopotamia, Egypt, India, and Chinagave rise to the first civilizations. However, it was the agricultural revolution of theNeolithic Age that made these cities possible.

The Neolithic RevolutionDespite all of our technological progress, human survival still

depends on the systematic growing and storing of food, an accomplishment of peoplein the Neolithic Age.The end of the last Ice Age, around 8000 B.C., was followed by what is called the

Neolithic Revolution—that is, the revolution that occurred in the Neolithic Age,the period of human history from 8000 to 4000 B.C. The word neolithic is Greek for

Voices from the Past

1. 4.2. 5.3. 6.


Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 1-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. There were no ground level entrances. 2. climb theladder to get to the rooftop, and then enter through theentrance on the roof 3. protection from enemies

The Neolithic Revolution and the Rise of Civilization

UNIT

1Chapter 1

This drawing shows whathouses probably looked likein Çatal Hüyük. Why wereladders needed for thesehouses?

How did people get into one of these houses?

Why do you think houseswere built in this fashion?

1 2 3

entrance

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 1–2

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 1–2• Daily Lecture and Discussion Notes 1–2• Guided Reading Activity 1–2• Section Quiz 1–2• Reading Essentials and Study Guide 1–2

Transparencies• Daily Focus Skills Transparency 1–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Guide to Reading

Answers to Graphic:1. cities2. government3. religion4. social structure5. writing6. art

Preteaching VocabularyHave students explain the NeolithicRevolution and how it made thedevelopment of cities possible.

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2 TEACH


,

00 B.C.

5000 B.C.

8000 B.C.

5500 B.C.

4000 B.C.

ANTARCTIC CIRCLE

TROPIC OF CAPRICORN

TROPIC OF CANCER

ARCTIC CIRCLE

EQUATOR

0°30°W60°W90°W120°W150°W

60°N

30°N

30°S

60°S

0°

30°E 60°E 90°E 120°E 150°E

AtlanticOcean

PacificOcean

PacificOcean

IndianOcean

NORTHAMERICA

SOUTHAMERICA

AFRICA

ASIA

EUROPE

AUSTRALIA


3,000 miles0

N

S

EW

Spread of Farming to 1 B.C.

Development of systematic agriculture:

Before 5000 B.C.

Before 2000 B.C.

Before 1 B.C.

BarleyBeansMaize

RiceWheat

“new stone.” The name New Stone Age, however, issomewhat misleading. The real change in theNeolithic Revolution was the shift from the huntingof animals and the gathering of food to the keepingof animals and the growing of food on a regularbasis—what we call systematic agriculture.

The planting of grains and vegetables provided aregular supply of food. The domestication (adapta-tion for human use) of animals added a steady sourceof meat, milk, and wool. Animals could also be usedto do work. The growing of crops and the taming offood-producing animals created what historians callan agricultural revolution. Some believe this revolu-tion was the single most important development inhuman history.

Change is revolutionary when it is dramatic andrequires great effort. The Neolithic Revolutionmarked a revolutionary change. The ability toacquire food on a regular basis gave humans greatercontrol over their environment. It also meant theycould give up their nomadic ways of life and begin tolive in settled communities.

The Growing of Crops Between 8000 and 5000 B.C.,systematic agriculture developed in different areas ofthe world. People in Southwest Asia had begungrowing wheat and barley and domesticating pigs,cows, goats, and sheep by 8000 B.C. From Southwest

Asia, farming spread into southeastern Europe. By4000 B.C., farming was well established in centralEurope and the coastal regions of the Mediterra-nean Sea.

The cultivation of wheat and barley had spreadfrom southwestern Asia into the Nile Valley of Egyptby 6000 B.C. These crops soon spread up the Nile toother areas of Africa, especially the Sudan andEthiopia. In the woodlands and tropical forests ofcentral Africa, a separate farming system emergedwith the growing of tubers (root crops), such asyams, and tree crops, such as bananas. The farmingof wheat and barley also moved eastward into thehighlands of northwestern and central India between7000 and 5000 B.C.

By 5000 B.C., rice was being grown in SoutheastAsia. From there, it spread into southern China. Innorthern China, the farming of millet and the domes-ticating of pigs and dogs seem to have been well

Agriculture developed independently in different regions of the world.

1. Interpreting Maps Between what latitudes did the earliest farming develop?

2. Applying Geography Skills What geologic, geo-graphic, and climatic factors influenced the developmentof farming?


Answers:1. between 45° North and 25° South

2. answers could include: the avail-ability of water; moderate climate;level ground; native plants suit-able for agriculture

Ask students to identify importantchanges in human life caused by theNeolithic agricultural revolution. (Thepractice of farming and the domesti-cation of animals enabled people tohave a steady food supply and to set-tle in villages, as they no longer hadto travel to hunt and gather food.)L1


I. The Neolithic Revolution (pages 27–30)

A. Human survival depends on the systematic growing and storing of food, an accom-plishment of the people of the Neolithic Age.

B. After the end of the last Ice Age (8000 B.C.), the Neolithic Revolution began. The wordneolithic is Greek for “new stone.” The revolution was a change from hunting andgathering to systematic agriculture.

C. Systematic agriculture means planting crops, domesticating (taming) animals forfood, clothing and work. Some historians believe that this agricultural revolution wasthe single most important event in human history.

D. The ability to acquire food regularly gave humans greater control over their environ-ment and made it possible to give up nomadic ways of life for settling intocommunities, a step vital for the development of civilization.

E. Systematic agriculture developed all over the world between 8000 and 5000 B.C.Mesoamericans (inhabitants of present-day Mexico and Central America), for exam-ple, grew beans, squash and maize (corn). Systematic agriculture gave rise topermanent settlements, which historians call Neolithic farming villages. One wasJericho, in present-day Palestine. The largest was Çatal Hüyük, in modern-day Turkey.

F. Archaeologists found 12 products that were grown in Çatal Hüyük and evidence ofwidespread domestication of animals. Because of increased food production and stor-age, people had more food than they needed. These surpluses allowed some people todo work other than farming. Artisans, made such things as jewelry and weapons.These items fostered trade.

G. Catal Hüyük also had shrines to and statues of gods and goddesses. These show thatreligion was gaining importance during the Neolithic period.

H. The Neolithic period brought many important changes: more complex communitieswere developed; trade caused people to specialize and a division of labor; basic cropswere first cultivated, and cloth was first woven.

4

Daily Lecture and Discussion Notes

Chapter 1, Section 2

Did You Know? Early civilizations’ food surpluses were madepossible by a variety of agricultural innovations. Among these wasthe crossbreeding of crops. In the Indus Valley, for example, cross-ing local goatsface grass with Western Asiatic enmer wheatproduced bread-wheat.

turn


CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYThe Domestication of Animals One of the unfortunate side effects of civilization and the domes-tication of animals has been an increase in the number of diseases that afflict humans. Manydiseases are the result of humans living in close proximity to animals. Once humans began todomesticate animals, they began to have close daily interaction with animals they had previouslyonly hunted. Influenza is known to originate from pigs and ducks, measles is closely related tocanine distemper, and cattle are responsible for anthrax, smallpox, and tuberculosis. There are sev-eral hundred diseases that now afflict humans which come from other species. Have studentsresearch the medical responses to these diseases and then have them describe changes producedby these discoveries and innovations. L2 FCAT SC.H.3.4.2


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Consequences of the Neolithic Revolution TheNeolithic agricultural revolution had far-reachingconsequences. The dramatic changes that took placeduring this period led to further changes, affectingthe way that people would live for thousands ofyears. For example, once people began settling in vil-lages or towns, they saw the need to build houses forprotection and other structures for the storage ofgoods. The organized communities stored food andother material goods, which encouraged the devel-opment of trade. The trading of goods caused peopleto begin specializing in certain crafts, and a divisionof labor developed. Stone tools became more refinedas flint blades were used to make sickles and hoes foruse in the fields. Eventually, many of the food plantsstill in use today began to be cultivated. In addition,fibers from such plants as flax and cotton were usedto spin yarn that was woven into cloth.

The change to systematic agriculture in theNeolithic Age also had consequences for the relation-ship between men and women. Men became moreactive in farming and herding animals, jobs that tookthem away from the home settlement. Womenremained behind, caring for children and takingresponsibility for weaving cloth, turning milk intocheese, and performing other tasks that requiredmuch labor in one place. As men took on more andmore of the responsibility for obtaining food and pro-tecting the settlement, they came to play a more dom-inant role, a basic pattern that would remain untilour own times.

29

Ruins of the Great Bath, Mohenjo-Daro, Pakistan

established by 6000 B.C. In the Western Hemisphere,Mesoamericans (inhabitants of present-day Mexicoand Central America) grew beans, squash, and maize(corn) between 7000 and 5000 B.C. They also domesti-cated dogs and fowl during this period.

Neolithic Farming Villages The growing of cropson a regular basis gave rise to more permanentsettlements. Historians refer to these settlements as Neolithic farming villages. Neolithic villagesappeared in Europe, India, Egypt, China, and Meso-america. The oldest and biggest ones, however, werelocated in Southwest Asia. For example, Jericho, inPalestine near the Dead Sea, was in existence by 8000 B.C.

Çatal Hüyük (CHAH•tuhl hoo•YOOK), located inmodern-day Turkey, was an even larger community.Its walls enclosed 32acres, and its popula-tion probably reachedsix thousand inhab-itants during its highpoint from 6700 to5700 B.C. People inÇatal Hüyük lived insimple mud brick houses built so close to one anotherthat there were few streets. To get to their homes, peo-ple had to walk along the rooftops and then enterthrough holes in the roofs.

Archaeologists have found 12 products that weregrown in this community, including fruits, nuts, andthree kinds of wheat. People grew their own foodand kept it in storerooms within their homes. Domes-ticated animals, especially cattle, yielded meat, milk,and hides. Hunting scenes on the walls of the ruins ofÇatal Hüyük indicate that the people also hunted.

As a result of this food production, people oftenhad more food than they needed right away. In turn,food surpluses made it possible for people to dothings other than farming. Some people becameartisans. These skilled workers made products suchas weapons and jewelry that were traded with neigh-boring peoples. Trade exposed the people of ÇatalHüyük to the wider world around them.

Special buildings in Çatal Hüyük were shrinescontaining figures of gods and goddesses. Femalestatues have also been found there, often of womengiving birth or nursing a child. These “earth moth-ers” may well have been connected with goddessfigures. Both the shrines and the statues point to thegrowing role of religion in the lives of Neolithicpeoples.

T U R K E Y

Mediterranean Sea

Çatal Hüyük

Black Sea


DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONEnglish Learners Play a “What’s My Meaning?” word game. Organize students into two teams.Have each team survey the section and list five terms to be defined. The first team gives a termfor the second team to define or explain. The moderator (who can be the teacher) assignspoints—from one to five for the answer given. The team with the most points is the winner. Forthe benefit of students with limited English proficiency, have a volunteer write the terms on theboard as they are defined. Have students write the terms and their meanings in a notebook forfuture reference. L1


ELL

EnrichDiscuss how attitudes towardthe environment may havechanged as people began to raisecrops and domesticate animals.Have students explain the eco-nomic, social, and geographicfactors that led to the develop-ment of the first civilizations. L1

Critical ThinkingAfter students have read thissection, have them identifychanges that resulted from thedevelopment of cities. Have stu-dents compare and contrast thedifferences between Neolithiccity life in or near Çatal Hüyükand contemporary city life. L1

Guided Reading Activity 1–2

Name Date Class

The Neolithic Revolution and the Rise of Civilization

DIRECTIONS: As you read Section 2, answer the questions on the lines provided.

1. What does the Greek word Neolithic mean?

2. Describe the revolution in human development that took place in the Neolithic Age.

3. Name the crops that were grown and the animals that were domesticated in Southwest

Asia during this time.

4. In what areas did the first Neolithic farming villages appear?

5. When farming produced food surpluses in communities, this freed people to do what

Guided Reading Activity 1-2

Turning Points in World HistoryThe ABC News videotapeincludes a segment on therise of cities.

SS.A.2.4.2, SS.A.2.4.3

FCAT LA.A.1.4.2

L1/ELL


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30

Answer: domestication of animalsfor food and to help with work;development of villages with perma-nent buildings for housing and stor-age; occupations other than farmingemerged; trading of goods; refine-ment of tools; weaving fibers intocloth; use of tools made from metal

The End of the Neolithic Age Between 4000 and3000 B.C., new developments began to affect Neo-lithic towns in some areas. The use of metals markeda new level of control over the environment.

Even before 4000 B.C., craftspeople had discoveredthat by heating metal-bearing rocks, they could turnthe metal to liquid. The liquid metal could then becast in molds to make tools and weapons.

Copper was the first metal to be used in makingtools. After 4000 B.C., craftspeople in western Asia dis-covered that a combination of copper and tin createdbronze, a metal far harder and more durable thancopper. Even after the introduction of bronze, peoplecontinued to use stone tools and weapons. Neverthe-less, the widespread use of bronze has led historiansto speak of a Bronze Age from around 3000 to 1200B.C. Historians sometimes refer to the period afterroughly 1000 B.C. as the Iron Age since the use of irontools and weapons became widespread.

The Neolithic Age set the stage for major changesto come. As the villagers mastered the art of farming,they gradually began to develop more complex andwealthier societies. These societies began to buildarmies and walled cities. By the beginning of theBronze Age, large numbers of people were concen-trated in the river valleys of Mesopotamia, Egypt,India, and China. This would lead to a whole newpattern for human life.

Identifying What changes resultedfrom the development of systematic agriculture?

Reading Check


The Emergence of CivilizationIn general terms, the culture of a people is the

way of life that they follow. As we have seen, earlyhuman beings formed small groups that developeda simple culture that enabled them to survive. Ashuman societies grew and became more complex, anew form of human existence—called civilization—came into being.

A civilization is a complex culture in which largenumbers of human beings share a number of commonelements. Historians have identified the basic charac-teristics of civilizations. Six of the most importantcharacteristics are cities, government, religion, socialstructure, writing, and art.

The Rise of Cities Cities are one of the chief fea-tures of civilizations. The first civilizations developedin river valleys, where people could carry on thelarge-scale farming that was needed to feed largepopulations. Although farming practices varied fromcivilization to civilization, in each civilization a sig-nificant part of the population lived in cities. Newpatterns of living soon emerged.

The Growth of Governments Growing numbersof people, the need to maintain the food supply, andthe need to build walls for defense soon led to thegrowth of governments. Governments organize andregulate human activity. They also provide forsmooth interaction between individuals andgroups. In the first civilizations, governments wereled by rulers—usually monarchs (kings or queenswho rule a kingdom)—who organized armies toprotect their populations and made laws to regulatetheir subjects’ lives.

The Role of Religion Important religious develop-ments also characterized the new urban civilizations.All of them developed religions to explain the work-ings of the forces of nature and the fact of their own existence. Gods andgoddesses were oftenbelieved to be crucial to acommunity’s success. Towin their favor, priestssupervised rituals aimedat pleasing them. Thisgave the priests specialpower and made themvery important people.Rulers also claimed thattheir power was based on

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site atwh.glencoe.com andclick on Chapter 1–Student Web Activity to learn more aboutearly peoples.

The walled city of Skara Brae in Scotland was built about 5,000 years ago. Why didpeople start putting walls around their cities?

History


Answer: for protection against out-siders and wild animals

History

3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 1–2

2 Glencoe World History

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.


Column A

1. “new stone” in Greek

2. the keeping of animals and the growing of food

3. inhabitants of what are not Mexico and Central Americabetween 7,000 and 5,000 B.C.

4. first metal to be used in making tools

5. one of the chief features of civilizations

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. Early urban civilizations all developed religions primarily as a wayA. to make laws and regulate lives. C. to keep accurate records.B. to explain the working of the forces D. to portray gods and goddesses

of nature and the fact of existence. or natural forces.

7. Because trade brought new civilizations into contact with one anotherA. early river valley civilizations developed independently.B. painting and sculpture were developed.C. it often led to the transfer of new technology.D. rulers claimed that their power was based on divine approval.

8. Civilization isA. any culture that uses written records and practices art and religion.B. the gathering of humans in farms, settlements, and villages.C. a social structure based on economic power.D. a complex culture in which a large number of humans share several common

elements.

9. The emergence of civilization is marked by all of the following characteristics exceptA. the use of metal in making tools. C. significant artistic activity.B. growth of government. D. new social structure based on

economic power.

10. The revolutionary nature of the Neolithic Revolution was the changeA. from gathering food to growing and raising food.B. from no control over fire to fire used as a tool.C. from stone tools to the manufacture of bronze.D. of settlement from villages to walled fortresses.


✔ ScoreChapter 1

Section Quiz 1-2

Column B

A. Mesoamericans

B. copper

C. cities

D. neolithic

E. systematicagriculture

L2


21

READING THE TEXT

Using Think/Write-Pair-Share Before reading the subject matter, engage the students throughdiscussion. Present them with the topic “The Rise of Civilizations” and ask them to write downwhat they know or have already learned about why some civilizations grow and flourish. Then,have students “pair” with a partner and “share” their ideas. Conclude with a class discussion. L1


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1. Key terms are in blue. 2. Mesoamerican (p. 29); priest

(p. 30)3. See chapter maps. 4. Food surpluses allowed people not

to farm. 5. Men farmed and herded animals;

women cared for children and thehome.

6. Rulers claimed their power camefrom the gods; temples and pyra-mids were built for religious servicesor to honor dead rulers.

7. acquire food on a regular basis →rise of permanent villages → trad-ing of goods, division of labor →civilization

8. probably depended on the oceanfor food

9. Answers may include creationisim;no real evidence that humans aredescended from australopithe-cines.

31

Answer: At the top of the socialscale were the rulers and an upperclass consisting of priests, govern-ment officials, and warriors, whodominated society. Below was a classof free people, which included farm-ers, artisans, and craftspeople. At thebottom was a slave class.

divine approval, and some rulers claimed to bedivine.

A New Social Structure A new social structurebased on economic power also arose. Rulers and anupper class of priests, government officials, andwarriors dominated society. Below this upper classwas a large group of free people—farmers, artisans,and craftspeople. At the bottom was a slave class.

Abundant food supplies created new opportuni-ties, enabling some people to work in occupationsother than farming. The demand of the upper classfor luxury items encouraged artisans and craftspeo-ple to create new products. As urban populationsexported finished goods to neighboring populationsin exchange for raw materials, organized trade beganto grow. Because trade brought new civilizations intocontact with one another, it often led to the transfer ofnew technology from one region to another.

By and large, however, the early river valley civi-lizations developed independently. Each one wasbased on developments connected to the agriculturalrevolution of the Neolithic Age and the cities that thisrevolution helped to produce. Taken together, thecivilizations of Mesopotamia, Egypt, India, andChina constituted nothing less than a revolutionarystage in the growth of human society.

The Use of Writing Writing was an important fea-ture in the life of these new civilizations. Above all,rulers, priests, merchants, and artisans used writingto keep accurate records. Of course, not all civiliza-tions depended on writing to keep records. The Inca

in Peru (see Chapter 11), for example, relied on well-trained memory experts to keep track of their impor-tant matters. Eventually, all of the first civilizationsused writing as a means of creative expression aswell as for record keeping. This produced the world’sfirst works of literature.

Artistic Activity Significant artistic activity wasanother feature of the new civilizations. Temples andpyramids were built as places for worship or sacri-fice, or for the burial of kings and other importantpeople. Painting and sculpture were developed toportray gods and goddesses or natural forces.

Describing Describe the new socialstructure that arose in Neolithic cities.

Reading Check

31CHAPTER 1 The First Humans

The First RazorArchaeologists have unearthed evidence thatprehistoric men were shaving as early as18,000 B.C. Some cave paintings portraybeardless men, and early gravesites containsharpened shells that were the first razors.Later, people hammered razors out of bronzeand eventually out of iron.

Checking for Understanding1. Define Neolithic Revolution, systematic

agriculture, domestication, artisan,Bronze Age, culture, civilization,monarch.

2. Identify Mesoamerican, priest.

3. Locate Jericho, Çatal Hüyük.

4. Explain how some Neolithic peoplewere able to become artisans.

5. Compare the roles of men and womenin the Neolithic Age.

Critical Thinking6. Describe What was the relationship

among artistic activities, religion, and government during the rise of civilization?

7. Sequencing Information Create a diagram like the one below to showhow changes during the NeolithicRevolution led to the emergence ofcivilization.

Analyzing Visuals8. Examine the photo of Skara Brae on

page 30. What does the village’s oceanlocation tell you about the way itsStone Age inhabitants lived?

civilization

9. Expository Writing Much disagree-ment exists about the interpretation of available data on the origins ofhumankind. Discuss and documentat least two different points of view besides the one presented in the text.


Reteaching ActivityHave students make a list identi-fying the changes that resultedfrom the development of farm-ing. L1

4 CLOSEHave students write four topicsentences that express mainideas about the first civilizations.(Examples: The first civilizationsbegan along river valleys. Farmersin early civilizations produced sur-pluses of food. Early civilizationstraded with one another. City livingcreated specialization of labor.)Have students read and discusstheir sentences in class. L2

Reading Essentials andStudy Guide 1–2

Reading Essentials and Study GuideChapter 1, Section 2

For use with textbook pages 27-31

THE NEOLITHIC REVOLUTION AND THE RISE OF CIVILIZATION

KEY TERMS

Neolithic Revolution the revolution that occurred in the Neolithic Age, the period of humanhistory from 10,000 to 4000 B.C. (page 27)

systematic agriculture the growing of food on a regular basis (page 28)

domestication the adaptation of animals for human use (page 28)

artisans skilled workers who made products such as weapons and jewelry (page 29)

Bronze Age the period of history from around 3000 to 1200 B.C. that was characterized by thewidespread use of bronze (page 30)

culture the way of life of a people (page 30)

l l l h h l b f h b h b f

Name Date Class

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SS.A.2.4.2


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MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 1 content.

Available in VHS.

32

Using Key Terms1. People who combined copper and tin to make tools are said

to have entered the .

2. The of animals provided humans with a steadysource of meat, milk, and wool.

3. The rise of cities, growth of governments, and developmentof religion are characteristics of .

4. The “modern” type of Homo sapiens is called .

5. focuses mainly on the study of human fossils.

6. The study of past societies by the analysis of the artifactsthey have left behind is called .

7. The period of time before writing was developed is called.

8. The appear to be the first early people to bury theirdead.

9. The designates the period when humans used sim-ple stone tools.

10. Humans and other creatures that walk upright are called.

11. Remains of human and animal bones preserved in theearth’s crust are .

12. Skilled workers and craftsmen who made jewelry andweapons were the first .

Chapter 1 emphasizes cultural change, movement, and technological innovations.

Early humans migrate to warmerclimates during the Ice Ages.

Early humans learn how tocontrol fire and make tools.

Caves are painted with religiousand decorative art.

Neanderthals inhabit Europeand Asia.

Neolithic peoples domesticateanimals.

Early agricultural villages evolveinto highly complex societies.

X

X

X

X

X

X

X

X

MovementCultural Change Technological InnovationEvent

Reviewing Key Facts13. Science and Technology Explain how radiocarbon dating

of fossils and artifacts differs from thermoluminescence dating.

14. History List the defining characteristics of the PaleolithicAge.

15. Culture What do the cave paintings found in both Lascaux,France, and Altamira, Spain, indicate about Paleolithichumans and their culture?

16. Society Give four outcomes, or results, of the settlement of humans in villages and towns.

17. History What is the Bronze Age and when did it occur?

18. Economics Discuss early trade among different groups of people.

19. Society Describe the types of shelter and housing that wereused by Paleolithic peoples.

20. History What is the most significant development of theNeolithic Age?

21. Science and Technology What factors would lead scientiststo choose DNA analysis, rather than carbon or thermolumi-nescence dating, to determine the age of fossils and otherarchaeological remains?

22. Culture What evidence has led historians to believe thatNeolithic peoples had religious beliefs?

32

Using Key Terms 1. Bronze Age 2. domestication3. civilization 4. Homo sapiens sapiens5. anthropology 6. archaeology 7. pre-history 8. Neanderthals 9. PaleolithicAge 10. hominids 11. fossils12. artisans

Reviewing Key Facts13. Radiocarbon dating measures

amount of carbon (C-14) left in anobject; can only date objects backabout 50,000 years. Thermolumines-cence dating measures the lightgiven off by electrons trapped in the soil surrounding an object; candate objects back 200,000 years.

14. hunting and gathering of food; devel-opment of tools, weapons, simpleshelters; use of fire

15. Art was important to Paleolithichumans, as it is important now.

16. development of permanent struc-tures; people became artisans; tradebegan; division of labor occurred

17. period when bronze was widelyused from around 3000 to 1200 B.C.

18. produced contact between peoples;led to transfer of new technology

19. caves; simple structures of woodpoles or bones covered with animalhides

20. shift to the keeping of animals andthe growing of food (systematic agri-culture)

21. DNA analysis of organic remainsprovides information on evolutionand the history of farming.

22. Çatal Hüyük had shrines containing figures of godsand goddesses.

Critical Thinking23. need to provide smooth interaction among people, to

manage the food supply, and to defend the city led to the growth of government; to explain the forces of nature and their own existence, people developed religions

24. It allowed humans to give up their nomadic existenceand begin to live in settled communities, which gaverise to civilization.

Writing About History25. Answers will vary. Students may argue that systematic

agriculture will allow them to settle in one place orthat it will disrupt their way of life.

CHAPTER 1Assessment and Activities

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CHAPTER 1Assessment and Activities

33

HISTORY

Have students visit the Web site atto review Chapter

1 and take the Self-Check Quiz.wh.glencoe.com

StandardizedTest Practice

Answer: CAnswer Explanation: Have stu-dents consider the most basicdevelopment in the Neolithic Revolution. Some of the answerchoices represent results of theNeolithic Revolution, rather than its main development.

Directions: Choose the best answer to thefollowing question.

The basic change that occurred with the Neolithic Revolution was

A an increase in human population.

B the cultivation of rice.

C the shift to raising animals as a regular source of food.

D an increase in the importance of hunting.

Test-Taking Tip: Always read the question and all theanswer choices. Do not simply choose the first answer thatseems to have something to do with the topic. In this ques-tion, you want the choice that comes closest to defining theNeolithic Revolution.


Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 1–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY


4,000 miles0

N

S

EW

0° 30°E

0°

30°N

30°S

60°S

60°N

60°E 90°E 120°E 150°E

25,000years ago

40,000years ago

100,000years ago

50,000years ago

150,000–200,000years ago

EQUATOR

TROPIC OFCANCER

TROPIC OFCAPRICORN

IndianOcean

PacificOcean

ASIA

EUROPE

AFRICA

AUSTRALIA

Movement of Homosapiens sapiens

StandardizedTest Practice

Critical Thinking23. Evaluating Explain the importance of cities, government,

and religion in the development of a civilization. How arethese three related?

24. Analyzing Analyze and explain why the development ofsystematic agriculture by Neolithic peoples deserves to becalled a revolution.

Writing About History25. Persuasive Writing Imagine that you are living in south-

eastern Europe at the beginning of the Neolithic Age.Pretend that you have just learned about the systematicagriculture people in Southwest Asia are practicing. Make an argument for or against the adoption of systematic agri-culture in your community.

Analyzing SourcesLouis B. Leakey reminded us years ago,

“Theories on prehistory and early man constantlychange as new evidence comes to light.”

26. How has history proven Leakey correct in his observation?

27. Why is it necessary for archaeologists and anthropologists tocontinually consider and assess new ideas, new approaches,and new findings?

Applying Technology Skills28. Using the Internet Use the Internet to explore the most

recent archaeological finds of prehistoric humans not men-tioned in the text. Present this information in a short essay.Be sure to use authoritative sources and be sure to cite yoursources in your bibliography.

Making Decisions29. Pretend you are a Çatal Hüyük trader who encounters

another group of people also interested in trade. Do youtrade with them? What steps would you take to reach thisdecision? Do not forget to take into consideration the possi-bility of both negative and positive outcomes from your con-tact with these new people.

Analyzing Maps and Charts30. Based on fossil evidence, did Homo sapiens sapiens migrate

first to Europe or Australia?

31. What factors would influence migration?

32. Approximately how many miles did Homo sapiens sapienstravel from the equator to Australia?

33. From where did Homo sapiens sapiens first migrate?

Analyzing Sources26. Continuing efforts to trace our roots have unearthed

earlier and earlier ancestors of humans.

27. New technology is constantly being developed that canaid in their search.

Applying Technology Skills28. Answers will vary. For example, paleoanthropologist

Lee Berger shares his search in the National Geo-graphic Outpost (www.nationalgeographic.com/out-post).

Making Decisions29. Answers will vary. Advantages that students list might

include being able to get rid of surpluses of food orgoods, getting foods or goods not otherwise available,and gaining new technology. Disadvantages thatstudents list might include making others jealous ofone’s wealth and provoking an attack or giving others

weapons that could be used in anattack.

Analyzing Maps and Charts30. Australia

31. climate; physical barriers such asmountains, deserts, or large bodiesof water

32. 2,000 miles (3,200 km)

33. Africa


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http://www.nationalgeographic.com/outpost

http://www.nationalgeographic.com/outpost

Documents

Chapter 1: The First Humans, Prehistory-3500 BC - · PDF fileDay 2 Section 2 Day 3 Chapter 1 Review Day 4 Chapter 1 ... first cities 3500 C. 1,400,000 B.C. ... civilizations and empires