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The Dawn of Civilization: Paleolithic, Neolithic and Beyond
Standard: Students examine the lives of the hunting and gathering people of
the ancient world during the beginnings of human society.
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Thinking Like an Archeologist: The Iceman Mystery
Objective: Evaluate the types of evidence and methods of investigation by which scholars have reconstructed the early history of domestication, agricultural
settlement, and cultural development.
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Historical Inquiry: Uncovering the Past• First Clue: We have
learned more about early history from this person than from anyone else. Yet this person never knew the meaning of the word history.
• Warm-up: Please use a separate piece of paper to think through your ideas about who this might be and how you came up with your conclusion.
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What do you already know about pre-history? What do you already know about the iceman?
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What do you want to learn about the iceman?
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THE ICEMAN MUMMY: FINALLY FACE TO FACE
• Feb. 25, 2011 -- Brown-eyed, bearded, furrow faced, and tired: this is how Ötzi the Iceman might have looked, according to the latest reconstruction based on 20 years of research and investigations.
• Realized by two Dutch experts, Alfons and Adrie Kennis, the model was produced with the latest in forensic mapping technology that uses three-dimensional images of the mummy's skull as well as infrared and tomographic images.
• The new reconstruction shows a prematurely old man, with deep-set eyes, sunken cheeks, a furrowed face and ungroomed beard and hair.
• Although he looks tired, Ötzi has vivid brown eyes. Indeed, recent research on the 5,300-year-old mummy has shown that the Stone Age man did not have blue eyes as previously thought.
• Believed to have died around the age of 45, Ötzi was about 1.60 meters (5 foot, 3 inches) tall and weighed 50 kilograms (110 pounds).
• The model will go on display beginning March 1 to Jan. 15, 2012, at the South Tyrol Museum of Archaeology in Bolzano, Italy.
• Called "Ötzi 20," the exhibition celebrates the 20th anniversary of the mummy’s discovery. • The Iceman’s frozen body was found in a melting glacier in the Ötzal Alps -- hence the Ötzi name
-- on Sept. 19, 1991.
• FROM: http://news.discovery.com/history/otzi-face-reconstruction-110225.html
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Key Terms: Otzi The Iceman• Anthropology/Anthropologist• Archeology/Archeologist• Paleolithic Era (Old Stone Age)• Neolithic Era (New Stone Age) • Otztal Alps• Mummify• Artifacts• Culture• Observation• Inference• Inquiry
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Artifact Study: What can you infer about the life and death of Otzi?
OBSERVATION • What do you see in the
drawing?
INFERENCE• What story do the artifacts
tell us?
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PAPER #1: THE ICEMAN AND ME• You will write a 1-2 page paper
about your archeological research.
• Your paper should be double spaced and presented in standard format. (Leave the settings alone!)
• Your paper should represent your best work, and should be free of grammar errors.
• Your paper is due Friday. No excuses!
• You need an introduction that sets the scene and makes us want to read your paper.
• You need a few paragraphs that analyze your findings. Choose at least two artifacts and explain your process of making observations and inferences. Be as clear and concrete as possible in this part.
• You will need a conclusion that sums up your theory of who the iceman was and what happened to him.
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From Hominids to the Old Stone Age:The Paleolithic Era
Objective: Trace the approximate chronology and territorial range of early communities, and analyze the
processes that led to their development.
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Time Warp: History of our planet
• 1• 10• 100• 1000• 10,000• 100,000• 1,000,000• 10,000,000• 100,000,000• 1,000,000,000
• Think, Pair, Share: List something that was going on in each time frame.
• What is one event that happened one year ago?
• What is one even that happened ten years ago? Etc. Etc. Etc.
• Discuss your answers with a partner.
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Chronology You Should Know: Billions of Years Ago
• One billion years ago: Yes, there was a planet—the earth is estimated to be over 4.5 billion years old. Yes, there was life on earth—scientists believe that bacteria and other single-celled organisms date back 3.8 billion years. Things have been getting more and more complicated since then!
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Chronology You Should Know: Millions of Years Ago
• 100,000,000 years ago: dinosaurs, mammals, fish, flowering plants, bees, etc.
• 10,000,000 years ago: dinosaurs have become extinct; apes are on the rise; your history book starts its timeline at 5 million years ago!
• 1,000,000 years ago: Hominids developed in Africa 4-5 million years ago; the last ice age was 1.6 million years ago; hominids were living across Europe 500,000 years ago. NO PEOPLE YET!
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Human Origins and Really Cool Skulls
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Early Human Migration
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Adapt or Die: Man vs. Nature
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Paleolithic Era: OLD STONE AGE
• 200,000 BCE: Modern humans (homo-sapiens) appear in Africa.
• 9,000 BCE: Modern humans (homo-sapiens) have spread to all continents except for Antarctica.
• This time is know as the Paleolithic Era, or Old Stone Age.
• CHARACTERISTICS• Nomadic bands of hunter-
gatherers• Use of simple, chipped
stone tools• Use of fire• Development of language • Creation of cave paintings
figurines• Burial of the dead
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How did human society become more complex over time?
• 1 million years ago: Hominids, but not humans. • 100,000 years ago: Human migration and
diffusion (started in Africa around 200,000 BCE and spread to all continents by 9000 BCE)
• 10,000 years ago: Hunter-gatherer societies were becoming more complex. Agricultural begins to develop by 8000 BCE.
• 1,000 years ago: Oopps….too late—that is next year’s history class!!!!!!!
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The Beginning of Agriculture
Objective: Analyze and compare how peoples of West Africa, Europe, Southeast Asia, East Asia, and the Americas domesticated food
plants and developed agricultural communities in response to local needs and conditions.
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Regions of Early Agricultural Settlement(Neolithic Period)
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How did stone age people use technology to adapt and survive?
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How did toolmaking in the New Stone Age differ from toolmaking in the Old Stone age?
• New technologies meant that people could polish and grind stones to shape tools with sharper edges.
• Tools were now more specialized and included chisels, drills and saws.
• New materials, such as copper, were used in toolmaking.
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How did people benefit from farming and the domestication of
plants and animals?
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How did the development of agriculture effect Neolithic
society?
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How did society become more complex over time?
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Neolithic Era (New Stone Age)• 9000 BCE: Modern Humans
have spread to all continents except Antarctica.
• 8000 BCE: The Era begins as agriculture develops.
• 7000 BCE: Cattle herding begins in the Sahara in Africa.
• 6500 BCE: More than 5000 people live in a city in modern Turkey.
• 3500 BCE: The Bronze age begins.
• Farming and the domestication of animals and plants.
• Polishing of stone tools. • Settlements of farming
villages. • Increases in types of
activities; trade and differences in wealth.
• Pottery, weaving and the plow
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Çatalhöyük: Early Farming Village
• Work in groups of 2-4 to explore the webpage and complete the worksheet. http://www.smm.org/catal/
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From Villages to Cities
Objective: Describe social, cultural, and economic characteristics of large
agricultural settlements on the basis of evidence gathered by archaeologists.
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The Bronze Age and Cities
• New Technology: IRRIGATION! • Farmers could produce more food and cultivate
soil in drier regions. Farmers often had a surplus of crops that could be traded for other goods.
• New Way of Working: DIVISION OF LABOR!• Less people were needed to farm, so people
looked to other ways to make a living, such as tool and weapon maker, weaver, potters or religious leaders.
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How did early cities differ from farming villages?
• Cities were larger and more densely populated. • Cities were more diverse and included many
unrelated people. • Cities had more formal organization than
villages—there was often a city center and city walls.
• Cities served as centers of trade, which further fueled the economy.
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Why did civilizations arise in regions with fertile river valleys?
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Characteristics of Civilizations
1. Developed Cities: • Has organized social and
economic institutions• Serves as political, economic
and cultural centers for surrounding areas
• were fundamental to all early river valley civilizations. – Tigris and Euphrates (Ur and
Uruk)– Nile River (Memphis) – Indus River (Mohenjo Daro) – Huang He (Anyang)
2. Organized Government: • Creates laws and
established a system of justice
• Supervised food production and building projects, including irrigation systems
• Organized militaries for defense
• Had a leadership structure• Collected taxes
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Characteristics of Civilization
3. Formalized Religion • Included ceremonies, rituals
and other forms of worship• Was closely connected to
the government and power structure of early societies
4. Specialization of Labor• Artisans: skilled craftspeople
(basketry, carpentry, metalwork, pottery, etc.)
• Merchants and traders• Soldiers• Public officials and tax
collectors• Engineers and city planners• Priests and other clergy• Farmers, herders, and
unskilled workers
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Characteristics of Civilization
5. Record Keeping and Writing• Developed to keep track of
transactions such as traded goods and tax payments
• Became increasingly complex– Token system– Pictographs– Abstract symbols
• Calendars, based on the the phases of the moon, were used to predict flooding, seasons, etc. for farming!
6. Social Class• Based on occupation, wealth
and influence– Rulers, priests and nobles – Merchants and artisans– Farmers and unskilled workers– Enslaved people
7. The Arts• Styles and techniques
reflected culture—gods/goddesses, heroes, rulers, etc.
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Understanding Economic Systems• People need things to survive (food,
water, shelter) and want things to make life better (jewelry, tasty food, tools and gadgets, etc.)
• Societies make three economic choices:
– What to produce– How to produce it– For whom to produce it
• As societies became more complex, other decisions had to be made:
– What do we need to prosper?– What do we want that we cannot
produce for ourselves? – With whom will we trade to obtain
those things? • Conquests, revolutions, alliances and
art almost always involve the interaction of societies in pursuit of their needs and wants.
• TRADITIONAL ECONOMY: People make economic decisions based on customs and traditions
• COMMAND ECONOMY: A central government makes all economic decisions
• MARKET ECONOMY: Private individuals make economic decisions based on competition
• MIXED ECONOMY: Uses a mix of traditional, command and market economies.
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The only thing that is permanent is….
When you are finished changing, you’re finished. (Ben Franklin)
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Environmental Influences• People in early civilizations were very connected
to their environment and nature. • Storms could wash out crops!• Flash floods could wipe out entire cities!• Drought could kill off livestock!• Soil would lose its fertility over time, causing food
shortages! • Other natural disasters could weaken a
civilization and leave it open to attack!• The quest to find natural resources shaped
societies and caused them to interact!
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Cultural Diffusion: The Spread of People and Ideas
• CULTURAL DIFFUSION: The spread of ideas, beliefs, customs, and technology from one culture to another. – Trade– Migration– Conquest
• Results of cultural diffusion: learning languages, sharing farming techniques, developing writing, improving metalworking, incorporating different religions, inspiring artists to use different materials and designs, etc. A BLENDING OF CULTURES
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Expansion and Warfare• To expand and become more powerful,
civilizations needed:– Rich farm land– Water – Sea ports and rivers – Other valuable resources
• Competition for land and resources often led to war. Expansion through conquest led to the development of states and kingdoms.
• Conflicts arose between civilizations and nomadic groups. Nomads were often skilled warriors, traders and raiders!
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Presentations: Investigating Archeological Sites in the Neolithic Era
• See hand-out with directions.• You may work with a partner. • No two groups can do the same archeological
site. • You will have one week in class to work on
your projects. Presentations are due the following week.
• Have fun, work hard!