HISTORY OVERVIEW, TERM ???ANCIENT WORLDS

UNIT TITLE: Why aren’t we still Cave People?

Sub Questions;What was the Stone Age?Why was it called the Stone Age?What significant tools came from the Stone Age?How have these inventions impacted on our life today?What caused the progression from a nomadic lifestyle to settlement?

What is a theory?Where did people first live?What is migration?What is a primary source? examplesWhat is a secondary source? Examples

What is an ancient society?Where have ancient societies been discovered?What makes them ancient?What are the key features of an ancient society?

HISTORICAL CONCEPTS

CONTENT DESCRIPTIONS ASSESSMENT (A)Historical Knowledge and UnderstandingOverview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

1. the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia.

2. the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)

3. key features of ancient societies (farming, trade, social classes, religion, rule of law)Historical SkillsChronology, terms and concepts(ACHHS205) Sequence historical events, developments and periods - identifying the approximate beginning and end dates of ancient societies and the periods of

time when they coexisted

(ACHHS206) Use historical terms and concepts - defining and using terms such as BC (Before Christ), AD (Anno Domini), BCE (Before

Achievement StandardBy the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts,

Evidence

Continuity and Change

Cause and effect

Perspective

Empathy

Significance

Contestability

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Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)

Analysis and use of sources(ACHHS209) Identify the origin and purpose of primary and secondary sources . - responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’- discussing the difficulties in identifying the origin and purpose of some sources (for example

the Kimberley Bradshaw paintings)- differentiating between primary sources (those from the time of the event/person/site being

investigated) and secondary sources (those that represent later interpretations)

- (ACHHS211) Draw conclusions about the usefulness of sources - recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society- distinguishing between a fact (for example ‘some gladiators wore helmets’) and an opinion (for example ‘all gladiators were brave’)- using strategies to detect whether a statement is fact or opinion, including word choices that

may indicate an opinion is being offered (for example the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')

particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

LINKS TO OTHER LA’S

ASSESSMENT

EnglishMathSOSEICTGeography

You are an official adjudicator for Guinness World Records and you have been asked to contribute to ‘Science and technology’ section of the latest edition. Your page is to be titled ‘Why aren’t we still Cave People?’Students will create a timeline of artefacts that moved ancient societies from one period to another. For each artefact students need to include;

- a heading- an illustration- a description of what it was made out of- a description of how it was used and for what- an explanation on why it was a significant artefact (what impact did it have on ancient civilisations?) and what importance does it have for us today.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer

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CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

Diocese of Cairns, Catholic Education Services

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Diocese of Cairns, Catholic Education Services

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I be

sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

Diocese of Cairns, Catholic Education Services

WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TUNING IN RESOURCESSESSION 1ACTIVITY: My perfect Match – distribute relevant terms, names and events that you’ll be investigating in the unit on separate cards. Also make another set of cards with matching explanations, definitions etc. Students are instructed to walk around and try and find the ‘match’ for their term or definition. Get students to explain their answers. Display the terms along with how the students have defined them on the wall. As they arise during the inquiry unit you may need to rearrange them.

SESSION 2TEACHER: start by showing http://www.historyforkids.org/learn/africa/history/index.htm it talks about the discovery of joints that resemble modern humans; this will get students thinking about who/what existed before ‘us’ (homosapiens). Introduce students to the fact that this particular species is extinct (what does that mean? What caused them to become extinct)

ACTIVITY: Students listen to the video and then Teacher poses the following questions to get students thinking - How did we come to be? Who/what existed before homo sapiens?ACIVITY: Take students to the computer lab and get them to familiarise themselves with http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive . It is an interactive human evolution timeline which identifies significant milestones and climate fluctuations. Give students time to look before asking questions. Possible questions;

- how long ago was the first evidence that a species walked upright?- What is the difference between the species around this time?- What was the weather like?

You could use similar questions and work your way up to the era or homo sapiens and discuss reasons why previous species may have become extinct.ACTIVITY: Get students to record their findings in a timeline identifying the milestones and climate changes.

ACITIVITY: Watch snippets (teacher focus) of the documentary and discuss students prior

Student Resources:SESSION 1- Resource 1SESSION 2- http://www.historyforkids.org/learn/

africa/history/index.htm- http://humanorigins.si.edu/evidence/

human-evolution-timeline-interactive Teacher Resources:- http://www.becominghuman.org/node/

interactive-documentary documentary

ASSESSMENT OPPORTUNITIES- questioning- interpretation of graphs- deductive reasoning and higher

order thinking; coming to conclusions.

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knowledge. The questions or queries that arise could be written in their TWLH chart in the following activity.

SESSION 3TEACHER: teacher engages students in a guided conversation about the ‘Out of Africa Theory’ to engage them with the topic. Use the following questions as prompts;

- Where did our ancestors live?- How did people come to live in Australia?- If our ancestors are dead how can we find out where humans lived?- How did our ancestors live? (nomadic)- Did our ancestors have tools?- Did they live together?

HISTORICAL LANGUAGEevolution, primary and secondary sources, investigating, preserved, pre-history, ephemera, evidence, artefacts, differentiating between, Homo sapiens, originated, preserved/preservation, prehistoric, civilisations, timeline, chronology, BCE, CE, AD, civilisation, society, era/period, ancient, Stone Age, Mesopotamia,

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

EXPLORING RESOURCESSESSION 4TEACHER: Students deconstruct the big question – How were ancient societies formed?

ACTIVITY: Teacher leads the discussion where students discuss the types of things we’ll need to find out before being able to answer this question. Refer to the sub-questions. Write questions up and display them on the wall.

Discuss how students could track their learning and demonstrate their new knowledge, ask them what resources we might need to assist us in investigating this topic.

ACTIVITY: Students commence glossary with the terms that came out of deconstructing the big question. You may need to reorganise the students original thoughts in the ‘perfect match’ activity. The terms would include; characteristics, emerge, ancient, ancient societies.

TEACHER INFORMATION - Ancient refers to something that happened a long time ago in a different period. A period is a length of time characterised by similar happening. A period can change when as a result of a particular event. An ancient society refers to a civilisation/ a group of people living together and the social relationships between the people

SESSION 5TEACHER: Introduce the assessment so students are aware of what they need to know, what information they need to collect and how it will influence the assessment item.

Student Resources:- Assessment Task- Assessment RubricTeacher Resources:- the Australian Curriculum

History glossaryASSESSMENT

OPPORTUNITIES

HISTORICAL LANGUAGE

WEEK 1 2 3 4 5 6 7 8 9 10

Diocese of Cairns, Catholic Education Services

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

LOOKING RESOURCESSESSION 6TEACHER: Have two different sources; one primary and one secondary. Discuss the similarities and differences as a class. Introduce the term primary and secondary sources. What do you think these terms may mean? Relate primary/secondary to other things in their life (school; primary comes first, secondary second)

ACTIVITY: Teacher poses this question - What is the first thing you do when you want to find out about what happened in the past? Discuss the question as a class and then get students to take the following notes.

STUDENT NOTES: Secondary sources are sources that were created after something happened. When secondary sources are produced by historians they are constructed from primary sources. Examples of secondary sources are documentaries, encyclopaedias, text books, magazine articles.

ACTIVITY: Teacher poses the question - Imagine you are a detective investigating a crime. What would you need to help you find out what happened? What would you be looking for when you visited the scene of the crime? (clues or evidence). Explain that historians are no different (add the word historian to students glossary - A historian is a person who studies and writes about the past and is regarded as an authority on it) Historians are no different. When they want to find out what happened in the past they need to look at the evidence. (refer to the initial ‘my perfect match’ activity and discuss the meaning – add it to their glossary). We call evidence that was created at the time of the event, primary evidence. What types of evidence could we class as ‘primary’?

ACTIVITY: give students access to computers. Get them to use http://www.dur.ac.uk/4schools/History/Primaryintro.htm to look at the different types of sources that are regarded as primary. After letting students discover the answers for themselves get them to take the following notes in their books.

STUDENT NOTES: A PRIMARY SOURCE is an original item that was produced at the time of the event. Primary sources are broken up into 4 main categories; written sources, images, artefacts and oral testimony.

Examples of written sources include official documents, diary entries, inventories (eg.list of things found in a home), newspapers and maps, poems, songs, weapons, jewellery.

Student Resources:SESSION 6- http://www.dur.ac.uk/4schools/

History/Primaryintro.htm

SESSION 7- The royal tombs of Ur’ activity (pg

14/15 of Pearson history 7 Activity book)

- http://www.historyonthenet.com/ Sources/primary_or_secondary_source.htm

SESSION 8- http://

www.bradshawfoundation.com/journey/

- Map of the world – resource 2- http://www.historyforkids.org/

learn/africa/history/index.htm

Teacher Resources:- two different sources (one primary,

one secondary)- resource 3ASSESSMENT OPPORTUNITIES

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Examples of images include photographs, cartoon, and film and moving images recorded at the scene of happening. For a film to be a primary source it must have been recorded there and then.

Artifacts are objects (eg, farming instruments, swords, bowls, pots). Through the examination of different artifacts archaeologists can discover information about; the time it was used, how it could have been used and who could have used it.

Oral testimony is the oldest type of evidence. Before people started recording information in written form it was passed down through story-telling. Some historians thought that stories were an unreliable source as it could have been altered. Oral testimony can tell us what life was like in the past, what people thought about various subjects, even how people talked.

TEACHER: refer back to the ‘my perfect match’ activity and add the terms; primary source, secondary source and artefacts

SESSION 7ACTIVITY: students complete ‘primary sources: The royal tombs of Ur’ activity (pg 14/15 of Pearson history 7 Activity book)

ACTIVITY: go to http://www.historyonthenet.com/Sources/primary_or_secondary_source.htm and get students to identify the sources as primary or secondary.

ACTIVITY: Get students to construct a Venn Diagram comparing primary and secondary sources. Students then create an A4 information sheet for a person who has uncovered a historical source but doesn’t know if it is a primary or secondary source. The ‘creation’ needs to help the person identify the source as primary or secondary.

SESSION 8TEACHER: Teachers pose this to students - The ‘Out of Africa Theory’. Discuss what might be meant by this. Where do you think homo sapiens first lived? Why do you think this? How could we find out? What sources could we refer to? ACTIVITY: Learning from stimulus material - Use http://www.bradshawfoundation.com/journey/ (out of Africa theory and journey) for kids to visualise where migration started and finished. Students map out the journey on their own map of the world. As they’re mapping get them to note the time the specific migration took place and what directions migration took. Go to http://www.historyforkids.org/learn/africa/history/index.htm and read the information on the sight.

To see the migration path and what changes happened during the time periods use this information and students to create a written time line breaking the time into eras (see resource 3).

Ask students what evidence or sources might scientists have collected to assume that this migration took place? Get students to discuss.

Students use the knowledge gained to answer the questions correctly and justify their answers.

Utilising knowledge gained; students teach create a information sheet

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Explain to students that our ancestors were all gatherers and then moved to being hunters and gathers when the brain size became bigger and they stated making tools. Get students to add to their glossary; hunters and gathers, nomadic

HISTORICAL LANGUAGENomadic, hunters and gatherers

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

SORTING RESOURCESSESSION 9TEACHER: Teacher poses question - What is the stone age? (teacher information - The stone age is a period of time during which stone was widely used in the manufacture of implements with a sharp edge, a point or a percussion surface. Societies existing/ancient worlds fall under this banner)

ACTIVITY: Students brainstorm what they already know about the Stone Age. The following could be used as conversation prompts;

- What do you think the Stone Age was? You could link it to ‘Ice Age’ the movie and tell kids that the ‘Ice Age’ came after the Stone Age

- How do you think people lived during the Stone Age?- Why was it called the Stone Age?- Can we call the Stone Age an era?

ACTIVITY: Students will have some previous knowledge from above activityDistribute guide sheet ‘looking at objects’ – resource 4 (this can be modified and made specific to what type of artefacts you are looking at) and ‘student recording’ sheet – resource 5. Put students in groups with pictures of stone age tools (keep a teacher copy with the names, stone age period and description) and get them to complete the recording sheet. (refer to teacher resources for helpful sites ‘Stone Age tools’).

Engage class in discussion; What can these stone age tools tell us about people during this period?

TEACHER: Introduce to students that the Stone Age was broken up into 3 periods/eras

ACTIVITY: Using the pictures of stone age tools and inventions from the previous lesson get students to collaboratively suggest which Stone Age Period they came from and why.

ACTIVITY: Students investigate the significant changes and advances between the Paleolithic, Mesolithic and Neolithic eras in relation to homo sapiens and their shift from a nomadic lifestyle to a settled one. Students add to their glossary

Student Resources:SESSION 9- Resource 4- Resource 5- Tools, inventions PowerPoint

SESSION 10- Resource 8- Resource 9

SESSION 11- Civilisation PowerPoint

SESSION 12- http://

techcenter.davidson.k12.nc.us/fall026/timeline.htm

- Resource 2

SESSION 13- Sumer PowerPoint- Resource 11- Sumerian achievements PDF- Teacher information about the

influence Sumerian civilisation had (resource 12)

Teacher Resources:Stone Age Tools

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ACTIVITY: Look at how people lived during the Stone Age (refer to tools, technologies and inventions PowerPoint.SESSION 10TEACHER: Teacher poses – What do you think caused homo sapiens to stop moving around and settle in one place? What benefits did nomadic life give? Was it a successful way of living? Why would it change (refer back to the human evolution site which shoes climate change and get students revising their thinking about reasons why homo sapiens started to settle) (refer to resource 7). Teachers could talk about contestability here; was nomadic life better? What’s the evidence? Who would disagree?

ACTIVITY: Discussion, hypothesising and brainstorming above information.

TEACHER: What was the defining or significant event that started settlement? Agriculture. Suring activity students discuss cause and effect and contestability.

ACTIVITY: Students investigate 5 theories about the beginning of agriculture. Distribute the theory and short explanation and get students to discuss the theory in terms of cause and effect (refer to source 8, 9)

SESSION 11TEACHER: teacher poses question – after people started farming what do you think this lead to (talk about historical concept cause and effect)?What is a society? What is a civilisation?

ACTIVITY: Use the civilisation PowerPoint to guide discussion and note taking. Students add to glossary; ancient society, civilisation, agriculture, theory

SESSION 12TEACHER: Students know what an ancient society is and now students discover some of the ancient societies and the years the existed.

ACTIVITY: Students use http://techcenter.davidson.k12.nc.us/fall026/timeline.htm to discover different civilisations and the era they existed. Students create a map of the world identifying the civilisations and the dates they existed. (TEACHER GUIDE – refer to resource 10)

SESSION 13TEACHER: explain to students they’ll be looking at the first ancient society; the Sumer

ACTIVITY: Use Sumer PowerPoint to guide the conversation. Take notes as you goACTIVITY: Joint construction; break students up into groups and get students to teach their classmates about their area of Sumer life (resource 11 and Sumerian achievements PDF).

- http://www.stoneagetools.co.uk/ types-of-flint-tools.htm

- http://www.stoneagetools.co.uk/ museumlobby.htm

- http://www.stoneageartifacts.com/ html/Artifact-Spear%20Points-Blades.html

- http://www.pbs.org/wgbh/nova/ stoneage/tool-nf.html

- http://www.matrixbookstore.biz/ stone_age_tools.htm

- http://donsmaps.com/tools.html - http://donsmaps.com/

indextools.html

- Teacher background relating to the Stone Age (resource 6)

- Resource 7 – Session 10 – pg10-19 Pearson History

SESSION 12- Resource 10ASSESSMENT OPPORTUNITIES- Students justify their thinking during

the Stone Age activities

- Student presentation of theories

HISTORICAL LANGUAGE

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Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TESTING RESOURCESStudents plan and complete assessment piece. Student Resources:

Teacher Resources:

ASSESSMENT OPPORTUNITIESSummative assessment

HISTORICAL LANGUAGE

REFLECTION

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

ACTING RESOURCESBy using the short study of Sumerian Civilisation students reflect by thinking about how the Sumerians were significant and how their innovations influenced today’s society. Students could create a poster persuading their parents to learn about pre-history and its significance.

Student Resources:

Teacher Resources:

ASSESSMENT OPPORTUNITIES

HISTORICAL LANGUAGE

REFLECTION

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

REFLECTING RESOURCESStudents complete filling out their TWLH chart and glossary and explain their learning. Student Resources:

Teacher Resources:

ASSESSMENT OPPORTUNITIES

HISTORICAL LANGUAGE

REFLECTION

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Resource 2

Diocese of Cairns, Catholic Education Services

Resource 3

Diocese of Cairns, Catholic Education Services

160 000 BCE - Homo

sapiens lived in Africa

100 000BCE Homo

sapiens begin

to migrate

from Africa

85 000 - 75 000 homo

sapiens moved around

southern Asia

74 000 BCE Mt

Toba errupted causing a nuclear winter. Lots of things died

73 000 - 50 000

BCE Homo sapiens

settled in areas of Asia and Australia52 000 -

45 000 BCE

Mini Ice Age

45 000 - 40 000 BCE groups

from the east Asian coast moved west

through central Asia. From Packistan to Central Saia,

from Indo China into the

Qing-hai Plateau

40 000 - 25 000

BCE north migration continued

22 000 - 19 000

BCE during the

last Ice Age

Northern Europe, Asia and

North America were de-

populated

19 000 - 15 000

BCE south of the ice groups

continued to

develop

12 500 - 10 000

BCE homo sapiens started moving

back into North

America as the glacier retreat behins

10 000 - 8 000

BCE the Ice

Age ends and

agriculture

starts.

Resource 4

What do you think you know about the artefact?PHYSICAL FEATURES

CONSTRUCTION FUNCTION DESIGN VALUE

ARTEFACT

What Period do you think it was used in? WHY?

After researching what did I discover? Was my thinking close? What can we assume it was used for? Which period was it used in?

PHYSICAL FEATURES

CONSTRUCTION FUNCTION DESIGN VALUE

AREFACT

After researching what did I discover? Was my thinking close? What can we assume it was used for? Which period was it used in?

Diocese of Cairns, Catholic Education Services

Resource 10

http://www.art.com/products/p10118448-sa-i1288487/ancient-civilizations-map-timeline.htm

Diocese of Cairns, Catholic Education Services

Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

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Provide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials

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RESOURCE 1

EvolutionChange over time

Primary source An original item that was produced at the time of an

event

Secondary source Sources created after something happened

Investigating Researching and studying facts to some to a conclusion

Preserved Something that has been kept mostly in tact

Pre-history/ Pre-historic Is the study of a period before any sort of written records

Evidence Is information collected from sources. It can include things

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that people made in the past that still exist today.

Artefact Something made or shaped by a species for their use

Differentiating between Finding the difference between things

Homo sapiens The only living species in the homo genus group.

Original/originated The first of something; something that has come from

a specific beginning.

Civilisations People who live together peacefully in communities

Timeline A way of displaying a list of events in chronological order

Chronology Is the study of time

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BCE An abbreviation of ‘Before the Common Era’, also known as

‘Before Christ.

CEAn abbreviation for ‘Common

Era’. It is the same dating system used as AD ‘After

Death’.

Society A group of people living together that follow the same

rules and laws.

Era/periodIs a length of time where

similar things happen. An era changes as a result of an

event.

AncientA period in history starting at

the development of early human communities (60

000BCE) to 650CE.

Stone Age A prehistoric period where stone was used to make tools.

MesopotamiaA land between two rivers.

Cause and effectIt is used to explain chains of events; what happened and

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what was the result from that event

Significance How the importance of something is measured

Contestability When people have a different opinion or perspective on past

events

Resource 5

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LOOKING AT OBJECTSThe main things to think about

Some further questions to ask

PHYSICAL FEATURESWhat does it look like? What do you think it might feel like?

What is it made of?Is it a natural or manufactured material?Is the object complete?Has it been altered, adapted, mended?Is it worn?

CONSTRUCTIONHow was it made?

Is it handmade or machine made?Was it made in a mould or in pieces?Is there more than one part? If so how has it been fixed together?

FUNCTION How has the object been used in the past?Is it still used today? If so, has the use changed?

DESIGNIs it well designed?

Does it do the job it was intended to do well?Were the best materials used?Is it decorated?How is it decorated?Do you like the way it looks?

VALUEHow has it influenced today’s society?

Is it a significant artefact?What does it tell us about the time period it was used in?

Resource 6

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STONE AGE INFORMATION

The Stone Age is a broad prehistoric period during which stone was widely used in the manufacture of implements with a sharp edge, a point, or a percussion surface. The period lasted roughly 2.5 million years, and ended between 4500 BC to 2000 BC with the advent of metalworking. Stone Age artifacts include tools used by humans and by their predecessor species in the genus Homo, as well as the earlier partly contemporaneous genera Australopithecus and Paranthropus. Bone tools were used during this period as well, but are more rarely preserved in the archaeological record. The Stone Age is further subdivided by the types of stone tools in use.

The Stone Age is the first of the three-age system of archaeology, which divides human technological prehistory into three periods:

The Stone Age The Bronze Age The Iron Age

BEGINNING OF THE STONE AGE

The oldest known stone tools have been excavated from several sites at Gona, Ethiopia, on the sediments of the paleo-Awash River, which serve to date them. All the tools come from the Busidama Formation, which lies above a disconformity, or missing layer, which would have been from 2.9-2.7 mya. The oldest sites containing tools are dated to 2.6-2.55 mya.[3] One of the most striking circumstances about these sites is that they are from the Late Pliocene, where previous to their discovery tools were thought to have evolved only in the Pleistocene. Rogers and Semaw, excavators at the locality, point out that:[4]

"...the earliest stone tool makers were skilled flintknappers .... The possible reasons behind this seeming abrupt transition from the absence of stone tools to the presence thereof include ... gaps in the geological record."

The excavators are confident that more tools will be found elsewhere from 2.9 mya. The species who made the Pliocene tools remains unknown. Fragments of Australopithecus garhi, Australopithecus aethiopicus [5] and Homo, possibly Homo habilis, have been found in sites near the age of the oldest tools.[6]

[EDIT ] END OF THE STONE AGE

Innovation of the technique of smelting ore ended the Stone Age and began the Age of Metals. The first most significant metal manufactured was bronze, an alloy of copper and tin, each of which was smelted separately. The transition from the Stone Age to the Bronze Age was a period during which modern people could smelt copper, but did not yet manufacture bronze, a time known as the Copper Age, or more technically the Chalcolithic, "copper-stone" age. The Chalcolithic by convention is the initial period of the Bronze Age and is unquestionably part of the Age of Metals. The Bronze Age was followed by the Iron Age. During this entire time stone remained in use in parallel with the metals for some objects, including those also used in the Neolithic, such as stone pottery.

The transition out of the Stone Age occurred between 6000 BCE and 2500 BCE for much of humanity living in North Africa and Eurasia. The first evidence of human metallurgy dates to between the 5th and 6th millennium BCE in the archaeological sites of Majdanpek, Yarmovac and Pločnik (a copper axe from 5500 BCE belonging to the Vincha culture, though not conventionally considered part of the Chalcolithic or "Copper Age", this provides the earliest known example of copper metallurgy.[7] and the Rudna Glava mine in Serbia. Ötzi the Iceman, a mummy from about 3300 BCE carried with him a copper axe and a flint knife.

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In regions such as Subsaharan Africa, the Stone Age was followed directly by the Iron Age. The Middle East and southeastern Asian regions progressed past Stone Age technology around 6000 BC. Europe, and the rest of Asia

(resource 6 continued -2)

became post–Stone Age societies by about 4000 BC. The proto-Inca cultures of South America continued at a Stone Age level until around 2000 BC, when gold, copper and silver made their entrance, the rest following later. Australia remained in the Stone Age until the 17th century. Stone tool manufacture continued. In Europe and North America, millstones were in use until well into the 20th century, and still are in many parts of the world.

[EDIT ] THE CONCEPT OF STONE AGE

The term was never meant to suggest that advancement and time periods in prehistory are only measured by the type of tool material, rather than, for example, social organization, food sources exploited, adaptation to climate, adoption of agriculture, cooking, settlement and religion. Like pottery, the typology of the stone tools combined with the relative sequence of the types in various regions provide a chronological framework for the evolution of man and society. They serve as diagnostics of date, rather than characterizing the people or the society.

Lithic analysis is a major and specialised form of archaeological investigation. It involves the measurement of the stone tools to determine their typology, function and the technology involved. It includes scientific study of the lithic reduction of the raw materials, examining how the artifacts were made. Much of this study takes place in the laboratory in the presence of various specialists. In experimental archaeology, researchers attempt to create replica tools, to understand how they were made. Flintknappers are craftsmen who use sharp tools to reduce flintstone to a flint tool.

A variety of stone tools

In addition to lithic analysis, the field prehistorian utilizes a wide range of techniques derived from multiple fields. The work of the archaeologist in determining the paleocontext and relative sequence of the layers is supplemented by the efforts of the geologic specialist in identifying layers of rock over geologic time, of the paleontological specialist in identifying bones and animals, of the palynologist in discovering and identifying plant species, of the physicist and chemist in laboratories determining dates by the carbon-14, potassium-argon and other methods. Study of the Stone Age has never been mainly about stone tools and archaeology, which are only one form of evidence. The chief focus has always been on the society and the physical people who belonged to it.

Useful as it has been, the concept of the Stone Age has its limitations. The date range of this period is ambiguous, disputed, and variable according to the region in question. While it is possible to speak of a general 'stone age' period for the whole of humanity, some groups never developed metal-smelting technology, so remained in a 'stone age' until they

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encountered technologically developed cultures. The term was innovated to describe the archaeological cultures of Europe. It may not always be the best in relation to regions such as some parts of the Indies and Oceania, where farmers or hunter-gatherers used stone for tools until European colonisation began.

The archaeologists of the late 19th and early 20th centuries AD, who adapted the three-age system to their ideas, hoped to combine cultural anthropology and archaeology in such a way that a specific contemporaneous tribe can be used to illustrate the way of life and beliefs of the people exercising a specific Stone-Age technology. As a description of people living today, the term stone age is controversial. The Association of Social Anthropologists discourages this use, asserting:[8]

(Resource 6 continued -3)

"To describe any living group as 'primitive' or 'Stone Age' inevitably implies that they are living representatives of some earlier stage of human development that the majority of humankind has left behind. For some, this could be a positive description, implying, for example, that such groups live in greater harmony with nature .... For others, ... 'primitive' is a negative characterisation. For them, 'primitive' denotes irrational use of resources and absence of the intellectual and moral standards of 'civilised' human societies.... From the standpoint of anthropological knowledge, both these views are equally one-sided and simplistic."

http://en.wikipedia.org/wiki/Stone_Age#Beginning_of_the_Stone_Age

PALEOLITHIC (C 2,000,000 – C 10,000 B.C.) (OLD STONE AGE)

The Paleolithic time period is by far the longest, beginning some (circa) two million years ago to coincide with the first evidence of toolmaking and ending around 10,000 B.C. to coincide with the end of the last ice age (Pleistocene epoch). Later, as notable advancements in stone toolmaking capabilities were recognized and identified pertaining to the Paleolithic, it was also subdivided thusly:

• Lower Paleolithic (two million – 100,000 B.C.) • Middle Paleolithic (100,000 – 30,000 B.C.)• Upper Paleolithic (30,000 – 10,000 B.C.)

MESOLITHIC (C 10,000 – C 5,500 B.C.) (MIDDLE STONE AGE)

This relatively short Mesolithic time period, sometimes called the Epipaleolithic Era in areas where glaciers did not exist, was set-up to cover the period from the last ice age until the introduction of farming considered to have occurred sometime around 5,500 B.C. However, that particular date just represents widespread farming; it apparently was already taking place a few (or several) thousand years earlier in the Middle East. Farming began at different times between the various cultures but was generally more pronounced between continents. From a broad point-of-view, that is, if uniformly applied worldwide, the Mesolithic could overlap the next one (Neolithic) by a few (or several) thousand years. In other words, in one part of the world it could still be Mesolithic (no farming) yet having already advanced to Neolithic (farming) in another. Because of this, its application became regionalized.

NEOLITHIC (C 5,500 – C 2,500 B.C.) (NEW STONE AGE)

This very short Neolithic time period, the last part of the Stone Age, was set-up to cover the period from the onset of farming and ending when metal tools came into widespread use. Again, since ‘widespread’ would be a judgment call as to when the next age (Bronze Age) should begin, it would be a matter of opinion. Metal tools in common use (copper) could have begun as early as 6,000 B.C. within some regions of Europe, Asia and North Africa, effectively eliminating the need to refer to any Neolithic time period at these

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locations. However, it could apply to less advanced regions like the Americas and the rest of Africa. The Neolithic therefore became regionally applied also.

http://www.matrixbookstore.biz/history_timelines.htm

Inventions Of The Stone Age  

The Stone Age period was well characterized as the period where certain inventions that marked the beginning of innovations were established. Now, the stone age period can be classified as old stone age, Middle and New or Modern era.

The beginning of Stone Age was characterized as hunting, sharing and building houses. They are practically the first generation inventors. The skills that they possessed are still researched and talked about. They managed to survive under worse climatic scenarios finding a way out at every stage and step. The so-called civilization began in this stage and examples were the classic Homo erectus stamps. The early ancestors started off with basic activities like plucking and sharing food. The early men were noticed in Europe and managed to survive in worse situations.

(resource 6 continued – 4)

The Ice Age period was normally 30000 yrs back. These people could easily manage in situations like the Artic cold and hot situations. The early Neanderthal appeared short, barrel chested and muscular. The reason for barrel chest was primarily due to extensive heat and cold situations. They initially began with inventing fire, lighting, burning, and sharpening. This stage saw men making hand axes, knives, scrapers and spear axes and awls. Hunting was always considered the only source of livelihood. Hunting was carried on just for consumption, but were also a means of clothing. The skin was used to cover bodies. The process of hunting was never carried out single-handedly. Mostly, men went in groups and caught animals using their weapons.

The Neanderthals began with hunting and attacking at a close range way. They knew to bury the dead perfectly. This is one of the very first achievements as they did not leave the bodies of fellow men. The next were Cro-Magnon uses techniques far advanced and different from the early Stone Age men. However, they were easily prone to diseases and could not sustain most climatic conditions. They easily knew to hurl and attack men with bombs, bowl and arrows. The Stone Age men also started building roads and other modes of transportation. Some transport models were the early shafts, boats and kayaks. They are traditionally the first ever skiers that were visibly around. They also were the first individuals to start painting and writing on caves. The colors observed were dark blood. Other kinds of objects were too crafted either in stone, wood or bones. Pottery too was discovered at this stage.

More Articles :

Facts About The Stone Age Inventions Of The Stone Age Stone Age Achievements Stone Age Art Stone Age For Kids What Did Stone Age People Eat ?

http://www.historyking.com/age-of-history/stone-age/Inventions-Of-The-Stone-Age.html

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Go to http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1406&HistoryID=ab23&gtrack=pthc for inventions and discoveri

Resource 8

THEORY 1Climatic Changes

As the global climate changed with the ending of the last ice age, weather and climate became erratic with cold snaps or droughts that could last for decades or even centuries. This meant that, to survive, Palaeolithic humans had to take control of their food sources.

THEORY 2Ecological theory

As some food sources, such as wild wheat or goats, became more attractive to early humans, people used them more and more often. Eventually, they cultivated or domesticated these food sources for themselves so that they would always have an established supply.

THEORY 3Social competition

In some hunter-gatherer groups or societies, socially ambitious people would gain status by giving elaborate feasts. Others in the group would feel the need to respond with a great feast of their own. Thus agriculture became necessary to ensure a steady supply of prized foods and drink.

THEORY 4Social and economic factors

Another theory is also related to the fact that some hunter-gatherer bands had become increasingly complex as societies. The archaeological evidence for this is that in the late Palaeolithic period there was an increase in trading of objects between different groups. There is also evidence of the use of richly decorated objects at burials. This would have put pressure on the various Palaeolithic groups to more surplus goods for trade with their neighbours.

THEORY 5Population pressure

Some experts think that there was a worldwide increase in population and that, as a result, the bands of hunter-gatherers

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were depleting their food resources too quickly. One way for early humans to respond to this was to start controlling their own food production.

Resource 9

Student Guide for analysing theories about the beginnings of agriculture

YOUR TAKSFollowing the instructions below; ask for help if you have any questions. After completing the questions below, in your group, you will need to present your theory by;

- Telling everyone the name- Telling us what the theory proposes and- Explaining what your group thinks; do you

think it’s possible? What evidence are you using? What reasoning are you using?

1.) Look at the name of the theory?2.) What do you think this could mean?

Discuss?3.) Read the description4.) Were your initial thoughts similar?

Draw on all the knowledge you’ve gained through exploring human evolution and the Stone Age to talk about the probably that this theory is correct.

5.) Do you think this theory is plausible? Is it possible?

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6.) Explain why you think it’s possible. What evidence from your learning and prior knowledge are you using?

Resource 11

SUMERIAN RELIGION

DEVELOPMENT

Sumerian religion has its roots in the worship of nature, such as the wind and water. The ancient sages of Sumer found it necessary to bring order to that which they did not understand and to this end they came to the natural conclusion that a greater force was at work. The forces of nature were originally worshipped as themselves. However, over time the human form became associated with those forces. Gods in human form were now seen to have control over nature.

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THE COSMOS

The Sumerians regarded the universe as consisting of heaven and earth. The Sumerian term for universe is an-ki, which translates to "heaven-earth." Earth was seen as a flat disk surrounded by a hollow space. This was enclosed by a solid surface which they believed was made of tin. Between earth and heavens was a substance known as lil, which means "air" or "breath." The moon, sun, stars, and planets were also made of lil, but they were also luminescent. Completely surrounding the an-ki was the primeval sea. The sea gave birth to the an-ki, which eventually gave rise to life.

Sumerian theologians believed that every intricacy of the cosmos was controlled by a divine and immortal being. The cosmos adhered to established rules.

The world below was known as the nether world. The Sumerians believed that the dead descended into the nether world, also known as the under world. The souls of the dead entered the nether world from their graves, but there were also special entrances in cities. A person could enter the nether world from one of these special entrances, but could not leave unless a substitute was found to take their place in the world below. A person entering the nether world must adhere to certain rules:

He must not make any noise. He must not carry any weapons. He must not wear clean clothes. He must not behave in a normal manner towards his family. He must not wear sandals. He must not douse himself with "good" oil.

Failure to adhere to these rules would cause the person to be held fast by the denizens of the nether world until a god intervened on their behalf.

The nether world was ruled by Nergal and Ereshkigal. They had at their disposal a number of deities, including a number of sky-gods who feel out of faith with later Sumerian theologians.

After descending into the nether world a soul had to cross a river with the aid of a boatman who ferried them across. They then confronted Utu, who judged their soul. If the judgment was positive the soul would live a life of happiness. It was, however, generally believed by Sumerians that life in the nether world was dismal.

THE GODS

The gods of Sumer were human in form and maintained human traits. They ate, drank, married, and fought amongst each other. Even though the gods were immortal and all-powerful, it was apparent that they could be hurt and even killed.

Each god adhered to a set of rules of divine authority known as me. The me ensured that each god was able to keep the cosmos functioning according to the plans handed down to them by Enlil.

Hundreds of deities were recognized in the Sumerian pantheon. Many were wives, children, and servants of the more powerful deities. The gods were organized into a caste system. At the head of the system was the king or supreme ruler. The four most important deities were An, Enlil, Enki, and Ninhursag. These were the four creator deities who created all of the other gods. An was

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initially the head of the pantheon, though he was eventually seceded by Enlil. Enlil is seen as the most important god. He is known as "the king of heaven and earth," "the father of the gods," and "the king of all the gods." Enlil developed the broad designs for the universe. However, it was Enki who further developed and carried out his plans. Ninhursag was regarded as the mother of all living beings.

Under the four creator deities were the seven gods who "decree the fates." These were An, Enlil, Enki, Ninhursag, Nanna, Utu, and Inanna. These were followed by the 50 "great gods" or Annunaki, the children of An.

Here is a compilation of the Sumerian deities.

MANKIND'S ROLE

Sumerians believed that their role in the universe was to serve the gods. To this end the ancient Sumerians devoted much of their time to ensuring their favor with the gods with worship, prayer, and sacrifice. The high gods, however, were believed to have more important things to do than to attend to the common man's every day prayers, and so personal gods were devised as intermediaries between man and the high gods. The personal gods listened to the prayers and relayed them to the high gods.

The temple was the center of worship. Each city usually had a large temple dedicated to their patron god, and might also have small shrines dedicated to other gods. Daily sacrifices were made consisting of animals and foods, such as wine, beer, milk, and meats. Additionally special occasions called for spectacular festivities that would sometimes last for days. Special feasts took place on the day of the new moon, on the 7th, 15th, and last day of the month. However, the most important day by far was the New Year.

The head of the temple was called the sanga. The sanga was responsible for ensuring the temple's finances, buildings, and day-to-day activities were all in good order. The en was the spiritual leader of the temple. The en could be a man or woman depending upon the deity. Under the en were various priest classes, such as the guda, mah, gala, nindingir, and ishib. The roles of all of these classes is not known, though the ishib was in charge of libations, and the gala was a poet or singer.

The city's main temple was usually dedicated to their patron deity. Patron deities often assumed the powers of other deities, which tended to result in confusion and contradiction in the literature of ancient Sumer. For example, ancient legends would often change to reflect the new-found popularity of a particular god. If Marduk rose to prominence, then certain legends would alter to reflect such.

http://www.sarissa.org/sumer/sumer_rel.php

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Sumerian Writings

It was the end of the Stone Age, and the beginning of the Bronze Age or the Age of Metallurgy and Writing!

The ancient Sumerians believed in education. Record keeping was very important to them. They wanted their sons to learn how to read and write.

Their written language began as pictographs, pictures of things that acted as words. Pictographs worked, but they were rather cumbersome.

Soon, the clever ancient Sumerians started to use wedge-shaped symbols for objects and ideas instead of pictures.

Today, we call this written language of wedge-shaped symbols cuneiform.

We know a great deal about the ancient Sumerian civilization from the written records they left behind in stone and clay. The ancient Sumerians kept excellent records and lists of things. They listed their household goods. They listed their court activity. They listed their sales and purchases. They even kept a

list of their kings that was updated from time to time, as new kings came to power.

One of the best things the ancient Sumerians wrote down was a great story called The Epic of Gilgamesh. The Epic of Gilgamesh is perhaps the oldest recorded story in the world. It tells about the adventures of a king of Uruk, one of the city-states in ancient Sumer. King Gilgamesh may actually have existed. His name is on the list of Sumerian kings, a list we know about because the ancient Sumerians wrote it down.

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Cuneiform became the written language from as early as 5000 BCE. As the civilization of Sumer started to decline, other civilizations continued to use the Sumerian written symbols. Thanks to the Sumerians, we also know a great deal about the ancient Mesopotamian civilizations of Babylon and of Assyria, civilizations who used the ancient Sumerian system of writing - cuneiform.

Although cuneiform was used for many thousands of years, and many things have been discovered written in cuneiform, cuneiform is still not easy to read. That is because the shape of cuneiform letters, and the meanings of various cuneiform symbols, changed over time and varied by region. When archaeologists find ancient cuneiform script, they are always excited about it. But, they need time to translate it to discover if they have found a household list of repaired items, or a new poem or story.

There is much yet to be discovered about these ancient people as archaeologists continue to translate the ancient written language of Cuneiform.

http://mesopotamia.mrdonn.org/cuneiform.html

Sumerian Laws and People

THE PEOPLE

Sumerian society adhered to a caste system comprised of three classes: amelu, mushkinu, and slaves. The amelu were the at the top rung of the caste system. Government officials, professional soldiers, and priests were found in this class. Under the amelu were the mushkinu, the middle class of Sumerian society. The mushkinu were comprised of shopkeepers, farmers, merchants, and laborers. The mushkinu were the largest of the three classes. A large disparity existed between the rich and the poor, but even the poor owned their own land and livestock.

Slavery was an accepted part of life in Sumer and slaves were the lowest in the caste system. A person could find themselves a slave for several reasons, such as prisoners of war, debt, or born into slavery. Husbands could also sell their wives into slavery and parents could sell their children into slavery. Slaves did hold a few rights. They could borrow money, own property, engage in trade, serve as a witness in a legal matter, and buy their freedom. A slave who purchased their freedom or was freed by their owner could not be forced back into slavery. The slave class did not appear to hold any particular negative social stigma with Sumerian citizens. They held the belief that a person who found their self a slave did so out of misfortune rather than any fault of their own.

LAW

Law was an integral part of Sumerian society. Nearly every aspect of civil life was recorded in writing on a tablet. The tablets were used as evidence when a legal dispute arose. These written records were verified with cylinder seals. Early seals were carved from small gems and decorated with mythical beasts, battle scenes, et cetera. Over time the designs became standardized and formalized.

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Legal disputes followed a set course of action. Before reaching court an attempt was made to settle the matter between the parties involved. This process was presided over by an arbitrator known as a maskhim. Failing that the dispute was brought to the court were a panel of professional judges, known as dikuds, heard the arguments.

Legal ramifications depended upon a person's class. Crimes against a member of the amelu carried a stiffer penalty than similar crimes against the lower classes. However, members of the amelu who committed a crime were usually punished more severely than members of the lower classes. This practice could stem from the military society associated with the upper classes and the necessity to maintain discipline.

The Sumerians are responsible for the first known set of written laws. These laws are known as the "code" of Ur-Nammu. By 2400 B.C. laws were common on Sumerian society. These laws were designed to protect the weak, poor, widows, and orphans against the rich.

The patron god or goddess of a city was seen as its ruler with the human king as his or her divine representative. The citizens held the power in early Sumerian cities. Decisions were made in an assembly. When a crisis arose, such as a war, the assembly elected a lugal to make the decisions. Over time this position became permanent and heriditary.

Sumerian inventions and achievements

Thefirst civilization is thought to have arisen in Mesopotamia, between the Tigris and Euphrates Rivers. In an area known as Sumeria, people built huts, raised cattle, and farmed for their food. They built huge temples (called ziggurats) and monuments in their cities. They were the first to gather in large city-states. Among these were Kish, Lagash, Ur, and Uruk.

They also invented many things:

They developed the first written language, a system of writing called cuneiform. This alphabet had in it about 500 characters that were different kinds of wedges.

They were the first people to use the wheel, making carts for farming and trade.

They built reservoirs to store water and canals to transport water from these reservoirs and from rivers and lakes to the farmland that needed it. This was the first use of irrigation.

They invented the library. They wrote in books and kept these books in one central place.

http://www.socialstudiesforkids.com/articles/worldhistory/introancientmiddleeast1.htm

Resource 12

Our lives and world as it is today owes a lot to the ancient Sumerian people. They were perhaps the innovators of most of the things we take for granted today. The Sumerians were the first to begin a human settlement of any kind and soon they began innovating and improvising in their day to day lives. Sumerian inventions forever changed the course of civilization.

Sumerian inventions contributed in written and oral communication, trade, travel, commerce, clothing, science and literature among a horde of other discoveries. Almost everything that we

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have always had can be traced back to the Sumerian culture. Some of the most influential of the Sumerian inventions are discussed here.

Writing system: Developing a writing system is perhaps the most significant of Sumerian inventions. It helped the Sumerians to communicate, contribute to literature and in book keeping. Cuneiform was the first form of writing developed by the Sumerians around 3200 BC. Clay tablets were used as paper and a stylus like implement was used to draw wedge - shaped characters. These clay tablets were then baked for preservation. For several decades after that Cuneiform was the method of written communication despite the fact that there were almost 500 characters to master in order to be able to communicate effectively.

The oldest known literary work, The Epic of Gilgamesh, is a collection of stories about a Sumerian hero which was the foundation for poetry and prose writing development. The Odyssey and the Iliad among others were based on this collection.

Astronomy: The Sumerian inventions' unending list also comprises the invention of the calendar. The ancient Sumer had to yield crops much in excess of what he could consume in lack of calculations. The book keeping was also in lack of an efficient system of calculating long time periods. Based on the cycle of the moon, the Sumerians invented the calendar which was divided into twelve months. Since a year consisting of twelve lunar months was shorter than a solar year, the Sumerians also added a 'leap year' every three years to catch up with the sun. Gradually, the Sumerians had developed a keen sense in abstract mathematics and astronomy.

Monarchy: The world's first system of monarchy is also a Sumerian invention. The early Sumerian states needed a new form of government to govern larger areas and diverse people. The states of Sumer were ruled by a priest-king whose duties included leading the military, trade, judging disputes and taking part in vital religious ceremonies. Under the priest-king were several priests who surveyed land, assigned fields and distributed the harvest. The new system of rule followed the e concepts of kinship and responsibility. The monarch was considered divine and worshipped. With a large part of the Sumerian civilization now not merely raising crop, a middle management or the bureaucrat acted as the distribution mechanism. Book keeping and writing were already an established Sumerian invention and this aided bureaucracy well.

Christopher Schwebius is an entrepreneur who seeks out sharply defined, specifically focused topics to research. Upon finishing his research he provides relevant, un-biased information to his readers based on his discoveries and/or personal experiences.

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Assessment Task Sheet

Student Name: Year Level:Insert logo

Name of Task: Why aren’t we still Cave People Teacher:

Learning Area/s: History, SOSE, English, geography

Diocese of Cairns, Catholic Education Services

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description (needs to include purpose and audience)You are an official adjudicator for Guinness World Records and you have been asked to contribute to ‘Science and technology’ section of the latest edition. Your page is to be titled ‘Why aren’t we still Cave People?’Students will create a timeline of artefacts that moved ancient societies from one period to another. For each artefact students need to include;

- a heading- an illustration- a description of what it was made out of- a description of how it was used and for what- an explanation on why it was a significant artefact (what impact did it have on ancient civilisations?) and what importance does it have for us today.

Procedure (You will)

1. Select your artefact/s

2. Find pictures of your artefacts

3. Write a description of what it was made out of

4. Write a description of how it was used and what it was used for

5. Write a description on why it IS a significant artefact and what importance it has for us today.

Diocese of Cairns, Catholic Education Services

_______________________________________________________________________

Guinness Book of Records

A B C D E

Engl

ish

Text

stru

ctur

e,

gram

mar

and

pu

nctu

ation

Explanations are written in cohesive, structured sophisticated sentences that that grammatically correct.

Explanations are written cohesively. Student attempts more sophisticated sentences with some correct grammatical structures correctly.

Explanations are mostly written in clear simple sentences that are grammatically correct.

Explanations are written in incohesive simple sentences where there is limited use of correct grammar.

Explanations are written in an illogical manner. Student demonstrates a limited understanding of grammar required for a sentence.

Hist

ory

Arte

fact

s Student selected 3 or more very appropriate artefacts and pictures with no teacher assistance.

Student selected 3 very appropriate artefacts and pictures with limited teacher assistance

Student selected 2 very appropriate artefacts and pictures with some teacher assistance.

Student selected 1 appropriate artefacts and pictures with teacher assistance.

Teacher found and selected that artefacts and pictures.

Cont

ent

Students explanation of the artefact; what it was used for, who used it and what it was made out was showed a very high understanding of the species using it and the needs of the time.

Students explanation of the artefact; what it was used for, who used it and what it was made out was showed a high understanding of the species using it and the needs of the time.

Students explanation of the artefact; what it was used for, who used it and what it was made out was showed some understanding of the species using it and the needs of the time.

Students explanation of the artefact; what it was used for, who used it and what it was made out was showed a limited understanding of the species using it and the needs of the time.

Student did not cover all the criteria in their explanation.

Caus

e a

and

effe

ct -

why

was

it

signi

fican

t and

wha

t im

pact

has

it h

ad

on to

day’

s soc

iety

Student explained the significance of the artefact in detail, providing multiple examples of how it impacted the lives of the civilisations people using it, with no teacher assistance.

Student explained the significance of the artefact in detail, providing examples of how it impacted the lives of the civilisations people using it, with limited teacher assistance.

Student explained the significance of the artefact and provided an example of how it impacted the lives of the civilisations people using it, with some teacher assistance

Student attempted to explain the significance of the artefact and provided an example of how it impacted the lives of the civilisations people using it with teacher assistance.

Student required significant teacher assistance to complete this.

Student explained the significance of the artefact to people today elaborately providing multiple examples to justify their conclusion.

Student explained the significance of the artefact to people today in detail, providing multiple examples to justify their conclusion.

Student explained the significance of the artefact to people today and providing an example to justify their conclusion.

Student attempted to explain the significance of the artefact to people today provide an example to justify their conclusion.

Student did not explain the significance of the artefact to people today.

Diocese of Cairns, Catholic Education Services

Signed: Date:

Diocese of Cairns, Catholic Education Services