James Madison University – College of Education
Social Studies Lesson Plan Format
Name: _Susan Grove______Date: _July 13, 2011___________
Subject/Class: Honors World History & Geography I_ Grade Level: _9_ Topic: _Paleolithic and Neolithic Ages
NCSS Theme _2_ : __Time, Continuity and Change_____
Subthemes: _Knowledge___ : __Bullets 4 & 8______
_Processes___ : __Bullet 4______
(Remember NCSS is focused on Knowledge, Process and Product—be specific)
Essential Questions/Big Ideas:
How has technology changed the way we gain the necessities for survival? Is this a positive or
negative change?
SOLs/Standards addressed:
WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by
a) explaining the impact of geographic environment on hunter-gatherer societies;
b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;
c) describing technological and social advancements that gave rise to stable communities;
Learning Outcomes/Objectives:
SWBAT explain how geography impacted the development of hunter-gatherer societies.
SWBAT explain how early humans transitioned from nomadic societies to stable communities.
SWBAT identify archeological discoveries from the Neolithic Age.
SWBAT identify technologies of both eras on a Venn diagram.
Assessment alignment chart: How will you know they know the objectives listed above?
Objective / Assessment (formative and summative)U 1: SWBAT explain how geography impacted the development of hunter-gatherer societies. / Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Summative: Unit Test on Prehistory
U2: SWBAT explain how early humans transitioned from nomadic societies to stable communities. / Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Formative: Writing Activity
Summative: Unit Test on Prehistory
U3: SWBAT identify archeological discoveries from the Neolithic Age. / Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Summative: Unit Test on Prehistory
U4: SWBAT identify technologies of both eras on a Venn diagram. / Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Summative: Unit Test on Prehistory
Background Content Outline:
I. 3 basic needs for survival
A. food
B. water
C. shelter
II. How did early human society develop?
A. Paleolithic Age
B. Neolithic Age
C. Development of civilizations
III. Notes Sheet
Paleolithic Age to the Neolithic Age
Paleolithic / NeolithicOther Name / Old Stone Age / New Stone Age
Time Period / 2.5 million years ago to 8000 BCE / 8000 BCE – 3,000 BCE
Number of People in a Group / 20 – 30 / Up to 200
Food / · Hunting and fishing
· Wild berries, nuts and plants / · Domesticated plants
· Domesticated animals
· Still hunting & fishing
Tools / · Sticks – sharpened
· Sharpened rocks
· Very basic / · cooking utensils
· ax & arrowheads made of flint
Housing / · Caves
· Shelter built of bones, wood, hide
· Often parts are portable, non-permanent / · Permanent
· Stone housing
· Partially underground
Technological Developments / · Spoken language
· Learn to use and make fire
· Woven cloth
· Cave art
· Simple tools & weapons / · Calendar - to know when to plant & harvest
· Use of pottery
· Wheel
· Weaving skills to make cloth
Religion / · Belief in an afterlife is suggested by their burying of the dead
· Would be buried with tools & weapons to be used in next life
· Animism - the belief that spirits and forces live within animals, objects, or dreams / · Still practiced animism
· Shrines within homes
· Dead buried in tombs w/ stone walls
Paleolithic Neolithic
Terms : Terms:
a. hunter-gatherer- gained food by following a. domesticated animals- raising animals
herds and gathering wild berries, nuts, & grains for the purpose of food and other uses
b. nomad- person who moves place to place b. slash-and-burn farming- land cleared
usually in search of food, no permanent home by burning and cutting vegetation; helped
to fertilize land
Questions
a. Why did nomadic groups move around?
weather following herds Questions
geography a. What knowledge would Neolithic people need to change from nomads to farmers?
Weather patterns, growing patterns, available
Water, domesticating animals
b. How would geography affect these groups?
Following herds, need water source, shelter
c. What does the burying of the dead suggest?
Belief in an afterlife
d. What impact would fire have?
Food, heat, light, safety/protection
DEAN CHART
Concept word / D=define / E=examples / A=attributes / N=non-examplesNomad / Person who moves place to place in search of food / Bedouins / No permanent home
Small groups / Civilizations such as Egyptians
Slash & burn farming / Cutting and burning of vegetation for fertilization and planting crops / Rough and not neat fields / Crop rotation
Hunter-gatherer / Nomadic group during Paleolithic era who followed herds in search of food / Movement to follow herds
Women gathered and men hunted / People going to grocery store
Domesticated Animals / Raising animals for food and other purposes / Cattle / Kept in one place / Deer
Instructional Plan:
What the Teacher Will Do / What the Students Will DoHook/ Introduction
10 minutes / 1. On Smart Board teacher will pose the question “What are the 3 basic needs for survival?” and write student replies on board.
2. Teacher will then introduce the lesson on the Paleolithic and Neolithic Age. / 1. Students will answer question orally.
Interactive Discussion
25 minutes / 1. Teacher will lead an interactive discussion on characteristics of Paleolithic and Neolithic Ages using the Smart Board.
2. Teacher will introduce a Smart Activity in which students place characteristics into the correct vortex.
3. Teacher will hand out a blank Venn diagram and direct students to complete it by comparing the Paleolithic and Neolithic Ages and review with students on Smart Board when they are finished. / 1. Students will participate accordingly and take notes on pertinent material.
2. Students will participate in Stone Age Vortex game.
3. Students will complete a Venn Diagram on their own and then review it with the class.
Writing Activity
20 minutes / 1. Teacher will give students 15 minutes to write a paragraph explaining 3 ways technology has changed how we meet our basic needs.
2. Teacher will collect paragraph from students. / 1. Students will write a paragraph answering the question given by the teacher.
2. Students will turn in paragraph.
Atlas Activity
15 minutes / 1. The teacher will handout World History Atlases and an atlas worksheet and direct students that they have 12 minutes to complete the activity.
2. The teacher will walk about room as students complete the worksheet.
3. The teacher will collect the atlas activity when students are finished. / 1. Students will complete the atlas activity.
2. Students will turn in the atlas activity.
Exit Activity
20 minutes / 1. Teacher will handout magnetic Paleolithic and Neolithic dominoes to each student.
2. Teacher will tell students to place dominoes on board and explain the connection between the 2 dominoes they match up. / 1. Students will place dominoes on the board by linking one end of their domino to another one already on the board.
2. Students will explain the connection between the 2 dominoes they match up.
Materials Needed for the Lesson:
Computer World History Atlases – class set
LCD Projector Atlas Activity
Smart Board Stone Age Dominoes
Stone Age Smart Lesson
Venn Diagram
Bibliography/Resources Used (using APA):
Edgerton, Roxanne (6/30/11). Hands on History. Content Academy History K-12. Lecture conducted from James Madison University, Harrisonburg, VA.
(2005). The Nytstrom Atlas of World History Student Activities. (pp.9-10). Chicago, Illinois:Nystrom.
Adaption/Differentiation:
ELL/struggling readers / Instead of the paragraph on the writing activity I would have students list their answers or discuss them out loud with a partner and then write answers as a class on the board. The Venn Diagram can be done as a class on the Smart Board as well.ADHD / The Smart Board lesson allows students to be moving and interactive. Students are not asked to sit still for more than 15-20 minutes at a time before a new activity changes.
Gifted / The lesson was created for an honors class.
Explanation of Instructional Strategies Used:
This is one of the earliest lessons of the school year so it is relatively easy and student centered. The hook allows for students to begin thinking of the minimum they would need to survive as we will start our discussion with hunters and gatherers. The Smart Board activity allows for active student participation and with teacher questions can lead to higher level thinking. The writing activity will be one of the first that the Honors class does this year and gives the teacher the opportunity to see student skill level and determine what future writing workshops may need to look like as well as get students thinking about a larger picture than just the lesson presented to them. The atlas activity helps to review geography skills and reinforces the lesson as well. The exit activity allows for review of material and to check for understanding before leaving the classroom.
I often have students coming from a variety of schools as they enter the 9th grade and this lesson gives an opportunity for students to work together and get to know each other as well.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10