The Earliest Humans
Teacher Resources
Lesson 2.1 Teaching Guide
Claim Testing One-Pager
Driving Question: What caused some humans to shift from foraging to farming and what were the effects of this change?
Throughout history, humans evolved alongside other species, utilizing tools for survival and expanding into new environments. The cognitive revolution marked a key turning point, enabling language development and fostering global networks of communities. In the Paleolithic era, characterized by foraging and hunting, significant changes included the cognitive revolution and global migration. Many of these foragers would eventually begin to experiment with farming, kicking off the Neolithic Revolution and setting the stage for transformative shifts in how goods were produced, distributed, and ultimately, how societies lived.
- Understand how historians use evidence from a variety of disciplines to create narratives about early human communities.
- Use the historical thinking practice of claim testing to assess the validity of claims.
- Learn how to identify claim and focus in historical writing.
Opener
We encounter countless claims every day, but how do we evaluate them? In WHP, we use the claim testers—authority, logic, intuition, and evidence—to help us evaluate people’s assertions. You’ll learn how to use these claim testers to assess all sorts of claims, not just historical ones.
Early Humans (250,000 Years Before Present to 3000 BCE): Unit 2 Overview
Key Ideas
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Before you watch
Before you watch the video, it’s a good idea to open and skim the video transcript. And always read the questions below so you know what to look and listen for as you watch!
While you watch
- How did young people in the Paleolithic Southwest spend their free time?
- What does “Paleolithic” mean?
- What does “Neolithic” mean?
- What were the big changes to human societies that started farming? What changes were specific to the Sinagua?
- Why did Sinagua youths stop making figurines?
After you watch
- Why does the opening of this video focus on the concept of how young people spend their free time? Do you agree that this type of evidence can help us understand the changes of the Agricultural Revolution? How?
- What does the evidence in this video tell you about the question of whether farming was positive or negative for human societies?
Activity
Article
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Note: For more detailed directions on completing the three close reads below, refer to the Three Close Reads – Introduction activity.
Skim
Before you read, you should quickly skim the article, by looking at the headings of each section and the charts. Read the questions below as well, so you know what to look for when you read!
Key Ideas
- What does it mean to say “the past is a foreign country?”
- How did humans get the food they needed for most of the time our species existed?
- What was the cognitive revolution?
- How did the transition from farming change the lives of the foragers who started farming?
Evaluate
- This article begins with the notion that the past is a foreign country. How true do you think this is? If you were to meet a forager living 50,000 years ago, can you think of anything you might share in common?
Frames in Unit 2
Key Ideas
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Before you watch
Before you watch the video, it’s a good idea to open and skim the video transcript. And always read the questions below so you know what to look and listen for as you watch!
While you watch
- How did the cognitive revolution and the development of language help our ancestors to survive and thrive?
- Watch the animation of humans populating the world. Where were humans first? Where did we go next? What regions were populated last?
- What does the video argue was the biggest change of this era, through the frame of production and distribution.
- Did everyone become a farmer in this period? Why or why not?
- According to the video, why was the shift to farming a big deal?
After you watch
- Based on what you know so far, if you lived in this period, would you rather have been a farmer, or a forager? Why?
Closer