Students study the Neolithic Era, when agriculture, animal domestication, and permanent settlements began. They learn about advances in tool technology and about the spread of specific crops and livestock throughout the world. They connect changes in climate and population to the Neolithic advances. Finally, they make the acquaintance of a late Neolithic man whose well-preserved remains, clothes, and equipment have taught archaeologists much about the era.
Students read an overview of the Agricultural Revolution and its impact on where people lived, the work they did, the food they ate, and how societies were organized. They examine an image of a Neolithic dwelling in the Orkney Islands, then view an image gallery of additional Neolithic archaeological finds. Using a discussion wall, they share inferences about how Neolithic people lived based on the visual evidence.
Teacher MovesIntroduce the experience focus on the Neolithic Era and review the lesson objectives. Guide students in closely observing the dwelling and artifact images. Discuss student wall responses and, as a class, generate questions about the lives of Neolithic people to frame the inquiry for the rest of the lesson.
Students watch Agriculture Rocks Our World (to 5:06) to learn how climate change, plant and animal use, land use, population, and social structures changed during the Neolithic Agricultural Revolution. They use information from the video to complete a graphic organizer describing these changes. Next, they study images and text about Neolithic stone tools and artifacts, including early metalworking and the transition toward the Bronze Age. They then view Paleolithic Tools to compare earlier tools with Neolithic tools and post to a discussion wall explaining the differences and what those differences reveal about Neolithic life.
Teacher MovesSupport students in extracting key details from the video to complete the organizer accurately. Highlight how Neolithic tools were more sophisticated than Paleolithic tools and how advances in metallurgy marked a technological shift. Share exemplary student comparisons from the wall to prompt whole-class discussion about technological change. Optionally, direct interested students to explore the interactive TimeMaps History Atlas: World History Map 3500 BCE and the video How Farming Planted Seeds for the Internet to extend connections between early agriculture and later technological developments. Before moving on, organize students into small groups and assign each group a region (Asia, the Middle East and Africa, or the Americas) for upcoming work.
Students examine a world map showing early agricultural core areas, their major crops, and the routes by which those crops spread. They answer multiple-choice questions that require them to interpret crop migration patterns and infer relationships between crops and climate. Then, using a timeline of Neolithic innovations, they work in small groups to select one plant and one animal from their assigned region. Groups research how each species was domesticated and why it was important, and they create a brief report (text or multimedia) that may include descriptions, domestication details, significance, and images. They post their reports to a small-group discussion wall and then review other groups’ posts to learn about domesticated species from different regions.
Teacher MovesEnsure students understand how to read the agricultural diffusion map and prompt them to explain their reasoning when answering the map-based questions. Remind groups to use the Neolithic innovations timeline and credible online sources to guide their research on plants and animals. Monitor group work, checking that each report clearly explains domestication and significance. After reports are posted, encourage students to compare findings across regions and note common patterns and regional differences in early agriculture.
Students are introduced to Ötzi the Iceman and view an artist’s reconstruction of him. Using museum resources Ötzi The Iceman and The Mummy, they read about his preserved body, clothing, and equipment to learn what his remains reveal about Neolithic life. On a discussion wall, they imagine meeting Ötzi and post at least three questions they would ask him about his life. They then review classmates’ posts, responding to at least two with additional questions, positive comments, or possible answers.
Teacher MovesFrame Ötzi as a case study that brings Neolithic daily life into focus. Encourage students to base their questions on details from the museum resources and to think about tools, clothing, diet, health, and travel. Prompt students to engage respectfully with classmates’ posts and, for those who are interested, suggest further research on Ötzi, including the article on recent genetic studies linked in the Student Pack.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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