Die-off of large animals in many parts of the world about 15,000 10,000 B.C.E., caused by climate change and perhaps human hunting.
|
|
- Paul Harper
- 5 years ago
- Views:
Transcription
1 Chapter 1 1. Select the word or phrase from the section that best matches the definition or example Die-off of large animals in many parts of the world about 15,000 10,000 B.C.E., caused by climate change and perhaps human hunting. Answer: 2. Select the word or phrase from the section that best matches the definition or example
2 Dramatic transformation in human history resulting from the change from foraging to raising crops and animals. Answer: 3. Select the word or phrase from the section that best matches the definition or example Group of Homo erectus with brains as large as those of modern humans that flourished in Europe and western Asia between 150,000 and 30,000 years ago. Answer: 4. Select the word or phrase from the section that best matches the definition or example
3 Spiritually adept men and women who communicated with the unseen world. Answer: 5. Select the word or phrase from the section that best matches the definition or example A style of life in which people gain food by gathering plant products, trapping or catching small animals and birds, and hunting larger prey. Answer: 6. Select the word or phrase from the section that best matches the definition or example
4 Crop-raising done with hand tools and human power. Answer: 7. Select the word or phrase from the section that best matches the definition or example Divisions between rich and poor, elites and common people, that have been a central feature of human society since the Neolithic era.
5 Answer: 8. Select the word or phrase from the section that best matches the definition or example Period beginning in 9000 B.C.E. during which humans obtained food by raising crops and animals and continued to use tools primarily of stone, bone, and wood. Answer: 9. Select the word or phrase from the section that best matches the definition or example
6 Period during which humans used tools of stone, bone, and wood and obtained food by gathering and hunting. Roughly 250, B.C.E. Answer: 10. Select the word or phrase from the section that best matches the definition or example Plants and animals modified by selective breeding so as to serve human needs; animals will behave in specific ways and breed in captivity. Answer: 11. Select the word or phrase from the section that best matches the definition or example
7 Members of the family Hominidae that contains humans, chimpanzees, gorillas, and orangutans. Answer: 12. Select the word or phrase from the section that best matches the definition or example Idea that animals, plants, natural occurrences, and other parts of the physical world have spirits. Answer: 13. Select the word or phrase from the section that best matches the definition or example
8 Social system in which men have more power and access to resources than women and some men are dominant over other men. Answer: 14. Select the word or phrase from the section that best matches the definition or example An economic system based on herding flocks of goats, sheep, cattle, or other animals. Answer:
9 15. Select the word or phrase from the section that best matches the definition or example Differentiation of tasks by gender, age, training, status, or other social distinction. Answer: 16. What are some of the problems in using evidence from contemporary gatherer societies to study early humans? Answer: Because the earliest humans did not leave behind written evidence, scientists have studied more recent societies that lived by similar gathering means. However, most evidence about recent gatherer societies was written by external sources, and thus includes their biases and expectations, such as the inferiority of foraging as a lifestyle. Furthermore, few modern foragers or gatherers are truly isolated from the influence of other agricultural or industrial cultures. Also, this approach assumes that gatherer societies are somehow static and remain unchanged over many centuries, which ignores the evidence of how adaptable such societies really are. See section Evolution and Migration. 17. Describe how early Homo erectus spread out of East Africa to other parts of the world. Where did Homo erectus spread and how early had they reached those places?
10 Answer: The spread of Homo erectus began within the continent of Africa. Homo erectus migrated out of East Africa into central Africa, and then into northern Africa. This migration took place 2 million years ago. As early as 1.8 million years ago Homo erectus had spread to Asia, reaching China and Java by 1.5 million years ago. These migrations took place over land and following coastlines. Because the sea levels were lower then, Homo erectus could cross from the mainland of China to Java by walking. Homo erectus also moved northward from Africa into Spain 800,000 years ago, and into Germany 500,000 years ago. See section Evolution and Migration. 18. How do the Paleolithic and typical modern western diet compare? What are the implications for both diets in terms of human life spans? Answer: The Paleolithic diet was varied and nutritious, low in fat and salt but high in fiber, vitamins, and minerals. Because Paleolithic peoples had to forage for their diet, they expended energy and in general avoided heart disease and diabetes, which are common in the modern world. However, life spans were kept in check by accidents, injuries, and infections. The modern western diet is high in sugar, fat, salt, and highly processed foods. Modern life spans are longer because of better medical care to deal with infections and injuries, but modern humans are more susceptible to certain diseases, like heart disease and diabetes. See section Paleolithic Society, 250, B.C.E. 19. What are some of the theories about gender relationships in Paleolithic societies? What changed in those relationships in the Neolithic period? What kinds of evidence are used in supporting or arguing against these theories? Answer: Studies of more recent foraging societies suggest that women were valued for their labor, which was recognized as equal to the work of men. Both men and women foraged for food, and both men and women participated in hunting. Other scholars theorize that even in Paleolithic society one person may have emerged as a leader, perhaps based on personal skill, and that this person was almost always a man. It is more certain that by the Neolithic period, after the invention of agriculture, society became more hierarchical and men took on more of a public, elite status. Women were limited to the home or enclosed spaces, and land inheritance favored men over women. Evidence for gender roles in the Neolithic period comes from later written traditions. See sections Paleolithic Society, 250, B.C.E. and Neolithic Society.
11 20. What is the relationship between pastoralism, disease, and humans? Answer: Pastoralism is the herding and raising of livestock. It required humans to live in close contact with their herd animals, thus exposing humans to the various diseases that animals carry, such as common colds, influenza, bubonic plague, and smallpox. Initially, exposure to diseases may have caused higher mortality rates in pastoralist societies, but over time humans would have developed some resistance to them. Foragers were not exposed to these diseases, and thus did not develop any resistance to them. When a pastoralist society encountered a forager society, this might have led the former to expose the latter to deadly pathogens. See section The Development of Agriculture in the Neolithic Era, ca B.C.E. 21. How did material goods create, define, and perpetuate social hierarchies in Neolithic societies? Answer: The possession of material goods, such as plows, livestock, buildings, pots, and carts, indicated that some individuals had control over more labor. Labor was used to acquire material goods. The more material goods one had, the more labor one controlled. This indicated status; to control labor was to have a higher status than others. Having material goods gave one the ability to acquire yet more material goods and to continue to acquire status. Material goods, along with land, could also constitute an inheritance, and thus perpetuate status into another generation. See section Neolithic Society. 22. How is the term "species" generally defined? Answer: C A. A group of organisms that can communicate with one another B. A group of organisms that will share food with one another C. A group of organisms that can mate and produce fertile offspring of both sexes D. A group of organisms that originate from a different ancestor E. A group of organisms that physically resemble one another 23. Chimpanzees and humans share a common ancestor that probably lived A. 3 million years ago. B. 5 7 million years ago. C million years ago. D. 15 million years ago. E. 10 million years ago.
12 Answer: B 24. The Carbon-14 isotope is used for A. locating the origin of an object. B. identifying the original purpose of an object. C. identifying the chemical makeup of remains. D. dating the remains of once living objects. E. locating similar objects in other places. Answer: D 25. The first labels that scientists gave to periods of human history were based on A. the material used for tools. B. the height of the human form. C. language ability and skill level. D. the location of human settlements. E. types of social organization. Answer: A 26. Although the date varies by place, the shift to agriculture first happened about A B.C.E. B. 15,000 B.C.E. C B.C.E. D B.C.E. E B.C.E. Answer: C 27. One of the features that distinguishes Ardipithecus from earlier hominids was A. a skeletal structure supporting fully bipedal walking motion. B. larger brain size and evidence of language development. C. a more pronounced size difference between male and female skeletons. D. limb structure that indicates it moved on all four limbs on the ground. E. canine teeth that were equal in size for both genders. Answer: E 28. The first fully bipedal hominid known to paleontologists is A. Ardipithecus. B. Homo habilis. C. Australopithecus. D. Homo sapiens. E. Homo erectus. Answer: C
13 29. Most skeletal remains of the Australopithecus have been found in Answer: B A. the Sahara desert. B. the Great Rift Valley. C. Jericho Valley. D. the Island of Java. E. the Gobi desert. 30. How did Homo erectus differ from modern humans? Answer: A A. Homo erectus had a slightly smaller brain size than modern humans. B. Homo erectus had a larynx that allowed for speech while modern humans did not. C. Homo erectus lived in larger groups than modern humans. D. Homo erectus shared food preparations and gathering. E. Homo erectus shaped specialized tools out of stone. 31. Homo erectus settled on Java about 1.5 million years ago by crossing from China by Answer: B A. weaving grass boats. B. walking over land. C. floating on planks. D. building pontoon boats. E. swimming along coasts. 32. According to theories based on mitochondrial DNA evidence, Homo sapiens evolved first in Answer: D A. the Black Sea region. B. the Nile valley. C. China. D. East Africa. E. the Middle East. 33. Evolving better social skills might have been especially important for early human females who needed particular help with Answer: E A. food gathering. B. home building. C. attracting a mate. D. migration. E. child rearing.
14 34. By 25,000 years ago, Homo sapiens were Answer: A A. weaving cloth. B. making stone tools. C. settling in Europe. D. using fire for warmth. E. living in groups. 35. Which of the following is evidence that Neanderthals had an understanding of the symbolic meaning of death? Answer: B A. They drew pictures of the dead on walls. B. They buried the dead with symbolic objects. C. They wrote stories about the meaning of death. D. They built large funerary monuments. E. They mummified the dead and kept them around. 36. Neanderthals of Europe were a branch of what hominid group? Answer: D A. Homo sapiens B. Homo habilis C. Australopithecus D. Homo erectus E. Homo florencies 37. Between 1 and 4 percent of the DNA in modern humans is shared with what early hominid? Answer: C A. Homo sapiens B. Homo florencies C. Neanderthals D. Ardipithecus E. Homo habilis 38. Archaeologists have discovered a distinct separate branch of the Homo erectus line in Answer: B A. Germany. B. Flores. C. Java. D. Egypt. E. Kenya.
15 39. Homo sapiens migrated to Australia and New Guinea by Answer: A A. simple rafts. B. land bridges. C. large boats. D. swimming. E. woven bridges. 40. One of the results of endogamy was Answer: E A. imperceptible physical differences of skin color. B. a lack of diversity of languages. C. Homo sapiens became unable to mate with one another. D. Homo sapiens as a species stopped evolving. E. differences in physical features and spoken language. 41. Blumenbach gave the name Caucasian to light-skinned Europeans because Answer: C A. Caucasian means pale-skinned in German. B. Russia was where most light-skinned people lived. C. he believed that the Caucasus Mountains were their original home. D. Caucasian was the latest evolutionary development of the species. E. Caucasian meant most evolved in German. 42. Johann Blumenbach based his theory about the Caucasian race, and the relationship between the races, on Answer: B A. folk tradition from legend. B. study of a skull collection. C. scientific study of his own family. D. a theory first stated by Darwin. E. Biblical tradition and faith. 43. The term forager is now used by historians instead of the traditional term Answer: A A. hunter-gatherer. B. stone-age man. C. caveman. D. first people. E. gatherer-fishers.
16 44. Most of the food that Paleolithic foragers ate was Answer: E A. trapped animals. B. fish. C. hunted animals. D. insects. E. plants. 45. In modern, or recent, foraging societies, who in a community might be most responsible for hunting? Answer: C A. Women B. Groups of children C. Men D. Elderly E. Men and women 46. In early foraging societies, it is probable that how many hours were needed weekly to find food? Answer: D A. One to three hours B. Forty hours C. Fifty hours or more D. Ten to twenty hours E. Five to ten hours 47. Paleolithic humans may have encouraged the growth of new plants by Answer: E A. planting seeds. B. hunting large game. C. harvesting crops. D. settling in new areas. E. setting fires. 48. Paleolithic humans tended to find mating partners from Answer: A A. outside their kinship bonds. B. within their kinship group. C. a distant tribal group. D. their immediate kin. E. hunting competitors of other tribes.
17 49. Paleolithic infants relied on what food for survival? Answer: C A. Berries B. Grain C. Breast milk D. Meat E. Fish 50. Kinship relationships between Paleolithic groups might have been developed by the exchange of Answer: B A. warriors. B. children. C. food. D. tools. E. jewelry. 51. Paleolithic burial sites indicate that Paleolithic humans held the belief that all things and natural occurrences had Answer: D A. meaning. B. economic value. C. danger. D. spirits. E. beauty. 52. Paleolithic peoples believed that dead members of their kin were Answer: B A. gone forever. B. still with them. C. new gods. D. going to return one day. E. the source of trouble. 53. A specialist within the Paleolithic society who regularly received messages from the spirit world was the Answer: E A. chief. B. midwife. C. king. D. warrior. E. shaman.
18 54. One of the duties of the shaman was A. healer. B. war band leader. C. harvester. D. builder. E. artist. Answer: A 55. What discovery marks the transition from Paleolithic to Neolithic? A. Stone tools B. Religion C. Burial D. Agriculture E. Music Answer: D 56. What major climate change occurred about 15,000 years ago? A. Temperatures warmed and glaciers melted B. Monsoon patterns began C. Temperatures became slightly colder D. El Nino wind patterns first developed E. A little ice age began Answer: A 57. When a crop has been modified by selective breeding, it has been A. trained. B. marketed. C. domesticated. D. developed. E. husbanded. Answer: C 58. Horticulture refers to the growing of plants using A. clubs. B. plows. C. threshers. D. sickles. E. digging sticks. Answer: E 59. Beginning about 9000 B.C.E., people in the Fertile Crescent began to domesticate
19 A. yams. B. wheat. C. squash. D. taro. E. rice. Answer: B 60. What was one of the repercussions on Neolithic populations from the domestication of plants? A. Life spans continued to shorten. B. The span between pregnancies lengthened. C. Use of crops as food led to higher infant mortality. D. The contraceptive effect of breast feeding was lost. E. People's average height decreased. Answer: D 61. In terms of labor, horticulture required A. less time and labor than foraging. B. more time and labor than foraging. C. the same amount of labor as foraging. D. more time, but only during harvesting season. E. less time except during planting season. Answer: B 62. By 4000 B.C.E., horticulture had spread north of the Fertile Crescent to A. Britain. B. Scandinavia. C. Ethiopia. D. Russia. E. the Americas. Answer: A 63. Potatoes and squash were domesticated by 3000 B.C.E. in what region? A. Indus Valley B. Western United States C. Andes Mountains D. Fertile Crescent E. Papua New Guinea Answer: C 64. About 15,000 years ago, humans had domesticated what species of animal?
20 Answer: B A. Sheep B. Dogs C. Goats D. Horses E. Cattle 65. The story of Jacob in the Book of Genesis in the Bible provides an early example of Answer: E A. dog domestication. B. horticulture. C. creating hybrid crops. D. migration with animals. E. selective breeding. 66. Animal domestication changed human evolution by making humans able to digest Answer: A A. milk. B. meat. C. grain. D. minerals. E. fiber. 67. Pastoralism, a new way of life in which humans raised livestock, developed as a result of the natural herding instinct of Answer: D A. pigs. B. yaks. C. humans. D. sheep. E. bears. 68. Why is it difficult to get llamas and alpacas in South America to pull heavy loads? Answer: C A. They refuse to do so. B. Their backs cannot carry the weight. C. The steep terrain of the Andes makes pulling loads difficult. D. They can only pull when walking backward. E. Their necks will not hold a rein or rope. 69. Beginning in the sixth millennium B.C.E. people attached wooden sticks to frames and pack
21 animals to use as a simple version of Answer: D A. a weapon. B. boundary markers. C. a harvester. D. a plow. E. a thresher. 70. The advantage of the moldboard plow is that it Answer: A A. turns over soil. B. plants seeds. C. harvests crops. D. makes straighter furrows. E. shells seeds. 71. As Neolithic religious structures became more hierarchical, what was the purpose of the most important religious practice? Answer: E A. Military success B. Ensuring long life C. To grant a special skill D. Foretelling the future E. Ensuring fertility 72. In most Neolithic communities, which group of people were the first to work out a law code? Answer: B A. Craftsmen B. Priests C. Warriors D. Farmers E. Women 73. Every society that has left a written record was Answer: A A. patriarchal. B. agricultural. C. pastoralist. D. militaristic. E. matrilineal.
22 74. The earliest Egyptian hieroglyph for weaving shows A. children weaving. B. a loom. C. sheep being sheared. D. a woman with a shuttle. E. a pile of wool. Answer: D 75. Residents of Çatal Hüyük lived in houses that were A. without roofs. B. round, with two doors. C. made of mud brick. D. spaced far apart. E. dark and filled with refuse. Answer: C 76. Neolithic peoples used obsidian to make A. plows. B. knives. C. crowns. D. wheels. E. storage jars. Answer: B 77. What alloy is created by mixing copper with another metal such as arsenic? A. Iron B. Steel C. Tin D. Bronze E. Platinum Answer: D 78. Neolithic peoples built circular structures to predict A. the future. B. the movements of the stars. C. where to migrate to next. D. the size of the harvest. E. which animal to herd. Answer: B 79. How did humans evolve, and where did they migrate?
23 Answer: Scholars studying the natural world and the place of humans in it have devised various ways of classifying living creatures and organizing time. Through studying the physical remains of the past, sometimes with very new high-tech procedures such as DNA analysis, they have examined human evolution from earlier hominids in eastern Africa. Evolution involved a combination of factors, including bipedalism, larger brain size, spoken symbolic language, and longer periods of infancy. All these together led humans to invent ever more complex tools that allowed them to shape the world around them. They migrated out of Africa in several waves, adapting to many different environments and developing diverse cultures. 80. What were the key features of Paleolithic society? Answer: In the Paleolithic period, people lived in small groups of related individuals, moving through the landscape in the search for food. They obtained food by foraging: gathering plants, seeds, nuts, and insects; trapping fish and small animals; and sometimes hunting large game. Most had few material possessions, and social and gender hierarchies were probably much less pronounced than they would become later. Beginning around 50,000 B.C.E. people in many parts of the world began to decorate their surroundings and the objects they made, often with vivid representations of animals and people, and sometimes with symbols. These, and careful burials of the dead, suggest that people had developed ideas about supernatural or spiritual forces beyond the visible material world. 81. How did plant and animal domestication develop, and what effects did it have on human society? Answer: Beginning about 9000 B.C.E. people living in the Near East, and then elsewhere, began to plant seeds as well as gather wild crops, raise certain animals instead of hunt them, and selectively breed both plants and animals to make them more useful to humans. This domestication of plants and animals, called the Agricultural Revolution, was the most important change in human history. Crop-raising began as horticulture, in which people often women used hand tools to plant and harvest. Animal domestication began with sheep and goats, which were often herded from place to place so that they could eat the available vegetation, an economic system called pastoralism. The domestication of large animals such as cattle and water buffalo led to plow agriculture, through which humans could raise much more food. Agriculture required more labor than did foraging, but it allowed the human population to grow far more quickly.
24 82. How did growing social and gender hierarchies and expanding networks of trade increase the complexity of human society in the Neolithic period? Answer: The division of labor that plow agriculture required led to growing social hierarchies between those who could afford the new tools and products and those who could not. These were reinforced over generations as children inherited goods and status from their parents, and as social norms and laws were developed that led members of the elite to marry one another. Plow agriculture also strengthened differentiation based on gender, and men became more associated with the world beyond the household and women with the domestic realm. Neolithic agricultural communities developed technologies to meet their needs, including pottery, cloth-weaving, and wheeled vehicles, and they often traded with one another for products that they could not obtain locally. In some parts of the world, production and trade included copper and bronze, although most tools continued to be made of stone, bone, and wood. Religious ideas came to reflect the new agricultural society, with fertility as the most important goal and the gods, like humans, arranged in a hierarchy. 83. What evidence and characteristics do scientists use to place animals, such as humans, in a particular classification, such as kingdom, order, family, etc.? Answer: In order to classify an animal, scientists originally used evidence from externally visible characteristics, such as body elements, how they are used, and what other animals that animal resembles. Recently scientists have added evidence from DNA and other genetic evidence. See section Evolution and Migration. 84. How did climate affect the development of human cultures during the Pleistocene epoch? Answer: The Pleistocene epoch, which began about 2.5 million years ago and ended 12,000 years ago, was the last major Ice Age. Glaciers covered much of the earth, as did ice-sheets. Sea levels lowered, and what are now oceans were land masses that humans and other animals were able to cross, although they could not cross the ice sheets themselves. Being able to cross from one continent to another allowed for humans to migrate into new environments, which in turn shaped their physical and cultural developments. See section Evolution and Migration. 85. What are the advantages to Homo sapiens in having a larger forebrain? What are the
25 disadvantages? Answer: Having a larger forebrain gave Homo sapiens more ability for conscious thought, the ability to think reflectively and to create a symbolic language, greater intelligence overall, and the ability to manipulate the world around them. Homo sapiens could understand and explain the world around them and to organize socially. The disadvantages are that larger brains take more energy and, thus, Homo sapiens had to eat more than other animals. Large brains also make childbirth more difficult for bipedal mammals. See section Evolution and Migration. 86. Historians used to call Paleolithic societies hunter-gatherers but now prefer to call them foragers. What does the shift in terms indicate about what the daily life of Paleolithic peoples was like? Answer: Hunter-gatherer implies that the majority of food came from hunting, and that the majority of time was spent hunting. In fact, most of the diet of Paleolithic peoples may have depended more on gathered foods than hunted meat. This would indicate that more time was spent gathering than hunting. Foraging goes a step further and indicates how flexible and adaptable Paleolithic peoples were in searching for food. Foragers gathered plants, scavenged, and hunted. See section Paleolithic Society, 250, B.C.E. 87. What kinds of animals were lost in the megafaunal extinctions at the end of the last Ice Age, and what role did humans play in those extinctions? Answer: Most of the animals that were lost in the megafuanal extinction were large mammals: wooly mammoths, mastodons, wooly rhinos, camels, horses, sloths, giant kangaroos, and wombats. Some animals became completely extinct, but others only became extinct in certain areas. Humans may have played a role in their extinction by hunting them, although a warming trend also contributed. See section Paleolithic Society, 250, B.C.E. 88. What effect did the domestication of plants have on human population growth?
26 Answer: The domestication of plants increased human population growth by providing an alternative food source for infants (soft cereal crops that infants could eat, rather than relying just on breast milk). Not having to breast feed for as long allowed women to have more pregnancies as they lost the birth control effect of breast feeding. More food meant less child mortality and longer life spans in general, increasing periods of fertility and leading to higher population growths. See section The Development of Agriculture in the Neolithic Era, ca B.C.E. 89. What advantages did dogs and humans each get out of the domestication of dogs? Answer: Dogs gained new food sources by sharing food with humans, and safer surroundings as they came under the protection of humans. Humans gained assistance with hunting from the dogs' abilities to smell and track prey, and extra body warmth from the dogs. Both dogs and humans also gained companionship. See section The Development of Agriculture in the Neolithic Era, ca B.C.E. 90. What did humans learn about the selective breeding from the domestication of sheep around 9000 B.C.E.? Answer: From observation and experimentation, humans learned that particular traits, such as size, temperament, strength, production of milk, and coat quality could be manipulated by breeding those animals that had the desired characteristics. Humans learned that such characteristics were inheritable, and passed down from one generation of animals to another. See section The Development of Agriculture in the Neolithic Era, ca B.C.E. 91. What kinds of goods were created and traded at Çatal Hüyük? What do these goods indicate about Neolithic culture? Answer: The people at Çatal Hüyük made textiles, pots, figurines, baskets, carpets, beads, and other
27 decorative goods. Çatal Hüyük traded obsidian, which was used for knives, blades, and mirrors, with other towns for sea shells and flint. They also traded copper, which was used for jewelry and tools. All of these goods, plus the diversity of agricultural goods, indicate that Neolithic culture was sophisticated and not that different from modern culture. People made tools and objects of practical purpose (such as pots), but also purely decorative objects such as beads. See section Neolithic Society. 92. What kinds of religious rituals did Neolithic people develop? Who performed them? Answer: Neolithic societies had religious specialists, priests or shamans, who performed the rituals. Many of these involved giving the gods goods that were produced by the community, whether they were agricultural, pastoral, or manufactured goods. In exchange for the goods, the gods were asked for favors, particularly the fertility of the community. Sometimes the gods were given sacrifices. See section Neolithic Society.
Unit 2: Paleolithic Era to Agricultural Revolution
Unit 2: Paleolithic Era to Agricultural Revolution Standard(s) of Learning: WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution
More informationWarm-up. Need Note Books. Sit where you want. List 4 tools used by modern man. What effect does each have on humanity?
Warm-up Need Note Books Sit where you want. List 4 tools used by modern man. What effect does each have on humanity? Objectives and Terms for today How specific tools Helped early human survival Methods
More informationUNIT 1 REVIEW SHEET FOUNDATIONS OF COMPLEX SOCIETIES: TECHNOLOGICAL & ENVIRONMENTAL TRANSFORMATIONS, TO 600 BCE
Name: Due Date: UNIT 1 REVIEW SHEET FOUNDATIONS OF COMPLEX SOCIETIES: TECHNOLOGICAL & ENVIRONMENTAL TRANSFORMATIONS, TO 600 BCE PART 1: Content Review Part 1: Content Review You will define and explain
More informationTHE STONE AGE. The stone age is divided into : Paleolithic( old stone ) Neolithic( new stone ).
THE STONE AGE The stone age is divided into : Paleolithic( old stone ) Neolithic( new stone ). 1. Principal Hominids 2. Life in the Paleolithic Age 3. Skills 4. Working with stone 5. Making and controlling
More informationStudent s Name: Period: The Dawn of Humans
Lesson Summary Questions Using your textbook, class notes, and what you learned from the lesson, complete the following questions. 1. What were the major achievements in human history during the old and
More informationHuman Origins and the Agricultural Revolution
Lesson Plan: Subject: Human Origins and the Agricultural Revolution World History Grade: 9 CBC Connection: IIB1: IIB2L: Describe and give examples of social, political and economic development from the
More information6 EARLY HUMANS WHAT MAKES HUMANS DIFFERENT FROM OTHER SPECIES?
6 EARLY HUMANS WHAT MAKES HUMANS DIFFERENT FROM OTHER SPECIES? UNIT 6 EARLY HUMANS CONTENTS UNIT 6 BASICS 3 Unit 6 Overview 4 Unit 6 Learning Outcomes 5 Unit 6 Lessons 6 Unit 6 Key Concepts LOOKING BACK
More informationFIRST THINGS FIRST Beginnings in History, to 500 B.C.E.
FIRST THINGS FIRST Beginnings in History, to 500 B.C.E. Chapter 1 First Peoples: Populating the Planet, to 10,000 B.C.E. Chapter 2 First Farmers: The Revolutions of Agriculture, 10,000 B.C.E. 3000 B.C.E.
More informationWarm Up. 1. List things that an outsider would find in your trashcan if they were to look through it. 2. What does your trash say about you??
Warm Up 1. List things that an outsider would find in your trashcan if they were to look through it 2. What does your trash say about you?? Early Humans & Birth of Civilization What do you know about
More informationN = R * f p n e f l f i f c L
Music: Human Human League Astronomy 230 This class (Lecture 22): Jake O'Keefe Brandon Eckardt Kevin Quinn Next Class: Evolution of World View Ken Sampson # of advanced civilizations we can contact in our
More informationWhat is History? Why study it and why should we care?
What is History? Why study it and why should we care? "What experience and history teach is this-that people and governments never have learned anything from history, or acted on principles deduced from
More informationChapter 1: Before History Due: Friday, August 21, 2015
Chapter 1: Before History Due: Friday, August 21, 2015 The first chapter of Traditions and Encounters sets the stage for the drama of world history by presenting the major milestones in the development
More informationNext Factor in Drake Equation: f c
Cultural Evolution Next Factor in Drake Equation: f c f c : fraction of planets with intelligent life that develop a technological phase, during which there is a capability for and interest in interstellar
More informationNext Factor in Drake Equation: f c
Cultural Evolution Next Factor in Drake Equation: f c f c : fraction of planets with intelligent life that develop a technological phase, during which there is a capability for and interest in interstellar
More informationAND THE DEVELOPMENT OF THEIR CULTURES. Figure 7-1 The Early Evolution of the Genus Homo
AND THE DEVELOPMENT OF THEIR CULTURES Figure 7-1 The Early Evolution of the Genus Homo 1 2.5 MILLION YEARS AGO: HOMO HABILIS TOOL TRADITIONS PERCUSSION FLAKING IN WHICH ONE STONE WAS USED TO STIKE ANOTHER
More informationHuman Evolution and the origins of symbolic thought, culture, and spirituality
Human Evolution and the origins of symbolic thought, culture, and spirituality Washington Theological Union November 10, 2012 Rick Potts Human Origins Program National Museum of Natural History, Smithsonian
More informationThe Neanderthals. Early Humans Review Game Chapter 4, Lesson 1-21 (pg ) Round One. Here we go
Early Humans Review Game Chapter 4, Lesson 1-21 (pg. 88-101) How do we play? Within your team, you should designate a writer, reporter, time keeper and encourager. You will have 30 seconds to come to and
More informationNext Factor in Drake Equation: f c!
Cultural Evolution Next Factor in Drake Equation: f c f c : fraction of planets with intelligent life that develop a technological phase, during which there is a capability for and interest in interstellar
More informationPaleolithic Lifeways
Graphic Organizer available technology (stone and bone tools) climate (desert vs. tundra vs. rainforest) Paleolithic Lifeways natural resources (stone, trees, animals) culture (size of the group, the knowledge
More informationAdvanced Placement World History Suggested Summer Assignments Mr. Hollenbeck
Welcome to Advanced Placement World History. Over the course of the school year we will explore 10,000 years of human history, learn valuable analytical skills, and take the AP Exam. This is an exciting
More informationOur Origins Discovering Physical Anthropology
W. W. Norton & Company Our Origins Discovering Physical Anthropology Second Edition by Clark Spencer Larsen Chapter 11 Clark Spencer Larsen Our Origins DISCOVERING PHYSICAL ANTHROPOLOGY C. Milner-Rose
More informationAstronomy 330. Exam 2. Outline
Astronomy 330 Exam 2! Exam 2 is Thursday!! Will be similar to Exam 1 (class voted for 40 questions again + 2 extra credit).! Cover from last exam up to last Thursday s lecture.! Again, 1 sheet of notes
More informationPeriod 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. Key Concept 1.1 Throughout the Paleolithic era, humans developed sophisticated technologies and adapted to different geographical
More informationChapter 1 BEFORE HISTORY
Chapter 1 BEFORE HISTORY The making of tools as early as 2 million years ago demonstrates an awareness of form and function and is regarded as the first step of art. Over the centuries one sees this awareness
More informationPaleolithic Lifeways
Graphic Organizer available technology (stone and bone tools) climate (desert vs. tundra vs. rainforest) Paleolithic Lifeways natural resources (stone, trees, animals) culture (size of the group, the knowledge
More informationEast Park Academy. Autumn Term- Year 5 Life in Britain Stone Age to Iron Age
Overview of the Learning: Autumn Term- Year 5 Life in Britain Stone Age to Iron Age In this unit children will look at the changes in Britain from the stone age to the iron age and gain a greater understanding
More informationThe Historian and Pre-History: Vocabulary Terms
Calendars: Dating systems that measure time. Calendars differ and vary across cultures. B.C.: Before Christ measures the years before the birth of Jesus. A.D.: Anno Domini comes from latin, and means in
More informationSummer Assignment S P R I T E G Charts: Civilization Analysis
Summer Assignment 2017 The purpose of this summer assignment is for each of you to come to AP World History with a broad understanding of the ancient civilizations. This will greatly help the tight schedule
More informationBilingüe. Lesson 9. Prehistory
IES LA ESCRIBANA Bilingüe 1º ESO Sección Lesson 9 Prehistory IES LA ESCRIBANA 1º ESO Lesson 9: Prehistory PROCESS OF HOMINIZATION The evolution from primates into human beings was very slow and complex
More informationAP WORLD HISTORY SUMMER ASSIGNMENT M. Worrell. Summer 2016
AP WORLD HISTORY SUMMER ASSIGNMENT 2016-2017 M. Worrell Welcome to AP World History! I am looking forward to an exciting and challenging year as we explore the history of the world together. To get started,
More information(1) Beginning (50-70%): (2) Progressing (70-86%): (3) Excelling (87-100%):
AP World History Unit 1: Period 1 Pre-Classical (to c. 600 B.C.E.) READ CHAPTER 1 IN YOUR TEXT BOOK Summer Assignment Packet Packet Due Date: The First Day of School Name: You are expected to read Chapter
More informationNext Factor in Drake Equation: f c! Cultural Evolution! What is Cultural Evolution?! Example!
Next Factor in Drake Equation: f c! Cultural Evolution! f c : fraction of planets with intelligent life that develop a technological phase, during which there is a capability for and interest in interstellar
More informationTECHNOLOGICAL IMPROVEMENTS. Era Two: BCE
TECHNOLOGICAL IMPROVEMENTS Era Two: 4000-1000 BCE 1 THE STORY OF TECHNOLOGY Watch the video clip: http://www.youtube.com/watch?v=vjiluawpe20 Stop and Jot, then Turn and Talk: What does this video make
More informationSummer Assignment. Due August 29, 2011
Summer Assignment Welcome to AP World History! You have elected to participate in a college-level world history course that will broaden your understanding of the world, as well as prepare you to take
More informationCalifornia Native American Indian Series
California Native American Indian Series Yurok Tribe We are Californians. Some of us were born here. Some of us moved here. A few of us have ancestors who lived here for hundreds of generations. Those
More informationAdvanced Placement World History
Advanced Placement World History 2018-19 We forget that every good that is worth possessing must be paid for in strokes of daily effort. -William James (1842-1910) I don't wait for moods. You accomplish
More informationLesson 1: The Eastern Woodlands
Lesson 1 Summary Lesson 1: The Eastern Woodlands Use with pages 76 80. Vocabulary tribe a group of families bound together under a single leadership; often used to describe people who share a common culture
More informationWho Were the Hohokam?
Who Were the Hohokam? The Hohokam were a prehistoric group of farmers who lived in the Sonoran Desert around the area we now call Phoenix and Tucson. They built villages and cities along river valleys,
More informationSummer Assignment. Welcome to AP World History!
Summer Assignment Welcome to AP World History! You have elected to participate in a college-level world history course that will broaden your understanding of the world, as well as prepare you to take
More informationART HISTORY FINAL BY MITCHELL GEHRKE Professor Carney 12/15/16
ART HISTORY FINAL BY MITCHELL GEHRKE Professor Carney 12/15/16 GEHRKE!1 This Essay will focus on providing explanation and examples in order to answer the questions of how the native peoples of the ancient
More informationAs we are a one and a half form entry school, the children are taught the foundation subjects on a 2 year cycle.
Lower KS2 Cycle A Planning Overview As we are a one and a half form entry school, the children are taught the foundation subjects on a 2 year cycle. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer
More informationHuman Evolution. Activity Overview. Essential Questions. Objectives. Introduction. Materials and Resources
Human Evolution Grade Range: Elementary School Key Terms Lesson Time: 40 minutes Materials and Resources Adaptation Australopithecus Bipedalism Evidence Evolution Fossils Homo erectus Homo sapiens Observe
More informationHunters & Gatherers Learning Goal & Scale
Hunters & Gatherers Learning Goal & Scale Students will be able to describe early humans way of life, culture, development of tools and how the agricultural revolution and domestication of animals led
More informationAncient Worlds Chapter 2. Puzzling Pieces Copy the blue print, it means they are Key Ideas or Key Words
Ancient Worlds Chapter 2 Puzzling Pieces Copy the blue print, it means they are Key Ideas or Key Words 1 Artifacts: Pieces of the Past Artifacts are human made objects that teach us about the society and
More informationAP World History Summer Assignment (2014)
AP World History Summer Assignment (2014) The following items must be completed. You will be graded on completion and neatness. This assignment is due on the FIRST DAY OF SCHOOL. Follow the format specified
More informationCave Painting Exploring the Beginning of Art
Cave Painting Exploring the Beginning of Art Art Appreciation Presentation Fall 2017 Slide 1 Who were the cave artists? When do you think these people were living? How are they different from people living
More information3D Printing in Evolution
Subject Area(s): Biology 3D Printing in Evolution Associated Unit: Evolution & Classification Lesson Title: Trends in hominid evolution Header Image 1 Facial features of human evolution Source/Rights:
More informationStudents are also encouraged to approach all readings, discussions, lectures, and audio-visual materials critically.
ANTH 100 D Introduction To Anthropology Winter 2006 Bellevue Community College Instructor : Manouchehr Shiva, Ph.D. Office Hours: (by appointment) Division Phone: 425-564-2331, 425-564-2334 E-mail: mshiva@bcc.ctc.edu
More informationT O B E H U M A N? Exhibition Research Education
Origins W H A T D O E S I T M E A N T O B E H U M A N? Exhibition Research Education You have reviewed ideas about evolution... now what do we mean by human evolution? What do we mean when we say humans
More informationN = R *! f p! n e! f l! f i! f c! L
Astronomy 330 Presentations Nathan Raichel: Alien Anal Probing Music: Space Oddity David Bowie Outline Drake Equation That s 2.4 intelligent systems/decade Frank Drake From intelligence to communication
More informationGoals of the AP World History Course Historical Periodization Course Themes Course Schedule (Periods) Historical Thinking Skills
AP World History 2015-2016 Nacogdoches High School Nacogdoches Independent School District Goals of the AP World History Course Historical Periodization Course Themes Course Schedule (Periods) Historical
More informationGUNS, GERMS, AND STEEL Jared Diamond
Preface Questions: (9-11) GUNS, GERMS, AND STEEL Jared Diamond 1. What is the prime question motivating 2. According to Diamond, the roots of Diamond s book? What is the obvious western Eurasian dominance
More informationHuman Origins and the Agricultural Revolution Lesson
Human Origins and the Agricultural Revolution Lesson Content Benchmarks and Learning Objectives: SS.8.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities.
More informationBig Era One Humans in the Universe. Landscape Teaching Unit 1.2 Human Ancestors in Africa and Beyond 7,000, ,000 Years Ago
Big Era One Humans in the Universe Landscape Teaching Unit 1.2 Human Ancestors in Africa and Beyond 7,000,000-200,000 Years Ago Table of Contents Why this unit?... 2 Unit objective... 2 Time and materials
More information6 COLLECTIVE LEARNING PART 1
6 COLLECTIVE LEARNING PART 1 COLLECTIVE LEARNING USING LANGUAGE TO SHARE AND BUILD KNOWLEDGE By David Christian In the first essay of a fourpart series, David Christian explains what collective learning
More informationUnit # 3: Artist as Scientist
Unit # 3: Artist as Scientist Announcements: Midterm handed out next Thursday Review that day Class website is up and running Next week assignment folder update will be posted Wrap up Unit 2 Earth map
More information6 COLLECTIVE LEARNING
6 COLLECTIVE LEARNING PART 1 950L COLLECTIVE LEARNING USING LANGUAGE TO SHARE AND BUILD KNOWLEDGE By David Christian, adapted by Newsela In the first essay of a four-part series, David Christian explains
More informationHPISD CURRICULUM (SOCIAL STUDIES, WORLD HISTORY)
HPISD CURRICULUM (SOCIAL STUDIES, WORLD HISTORY) EST. NUMBER OF DAYS:15 DAYS UNIT NAME Unit Overview Generalizations/Enduring Understandings Concepts Guiding/Essential Questions UNIT 1: DEVELOPMENT OF
More informationLocation On the Map Notable Tribes. Environment Food Housing/Shelter. Clothing Transportation Government
Eastern Woodlands the part of North America from the Atlantic Ocean to the Mississippi River. This includes the Lakes region and south to the Gulf of Mexico. o Algonquian o Cherokee o Shawnee o Seminole
More informationChallenges to understanding human evolution in a religious context
Challenges to understanding human evolution in a religious context Presentation to the American Scientific Affiliation Rick Potts Curator, David H. Koch Hall of Human Origins National Museum of Natural
More informationState Project Awards Opportunity Overview
State Project Awards Opportunity Overview Iowa 4-H Project Area Awards 4-H incentives and recognition programs are provided to motivate youth to participate, learn and evaluate 4-H experiences. Opportunity
More informationDNA CHARLOTTE COUNTY GENEALOGICAL SOCIETY - MARCH 30, 2013 WALL STREET JOURNAL ARTICLE
DNA CHARLOTTE COUNTY GENEALOGICAL SOCIETY - MARCH 30, 2013 WALL STREET JOURNAL ARTICLE NATIONAL GEOGRAPHIC GENOGRAPHIC PROJECT ABOUT NEWS RESULTS BUY THE KIT RESOURCES Geno 2.0 - Genographic Project
More informationJoin the Edmodo group 2017 AP World Summer Assignment, group code kkj333, for electronic templates attached below.
2017 AP World History Summer Reading Assignment You are to read Chapters 1-3 (roughly 95 pages) of the textbook The Earth and Its Peoples AP Edition by Bulliet et al. 6 th AP Edition, ISBN -13: 978-1-285-43683-8.
More informationTexas Essential Knowledge and Skills correlated to Reading Essentials in Science Perfection Learning Corporation
A Butterfly's Life Freaky Fish Skeletons Wild Weather Rocks and Minerals Water all Around Matter Matters Push and Pull Simple Machines Amazing Mud Collecting and Sorting Insects Ice-Maker, Ice-Breaker
More informationMagalousis 2014 Kurzweil Assignment for Ch. 2: The Evolution of Humanity and Culture Name
Magalousis 2014 Kurzweil Assignment for Ch. 2: The Evolution of Humanity and Culture Name Chapter attack tip: Before you start filling out the table below, scan this chapter rapidly, noticing how different
More informationScience as Inquiry UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY
Title: Intro to Evolution: How Did We Get Here? Grade Level: 6 8 Time Allotment: 3 45-minute class periods Overview: In this lesson, students will be introduced to Darwin s theory of evolution and how
More informationAncient Egypt: Early Egypt
A Ancient Egypt: Early Egypt Visit resource for teachers Key Stage 2 Contents Before your visit Background information Sources of information Preliminary activities During your visit Gallery activities
More informationEvery human cell (except red blood cells and sperm and eggs) has an. identical set of 23 pairs of chromosomes which carry all the hereditary
Introduction to Genetic Genealogy Every human cell (except red blood cells and sperm and eggs) has an identical set of 23 pairs of chromosomes which carry all the hereditary information that is passed
More information6 COLLECTIVE LEARNING
6 COLLECTIVE LEARNING PART 1 1070L COLLECTIVE LEARNING USING LANGUAGE TO SHARE AND BUILD KNOWLEDGE By David Christian In the first essay of a four-part series, David Christian explains what collective
More informationMARCH 03, The Hobbit's Brain. Posted by Carl Zimmer
MARCH 03, 2005 The Hobbit's Brain Posted by Carl Zimmer At 1 p.m. today I listened by phone to a press conference in Washington where scientists presented the first good look inside a Hobbit's head. The
More informationA Global History with Sources
FOR THE AP ot, COURSE Ways of the World A Global History with Sources At>«> is a trademark registered by the College Board", which was not involved in the production of, and does not endorse, this product.
More informationWHI.2a Image 5. Picture Source: Map Source: ESRI ArcGISonline
WHI.2a Image 5 Picture Source: http://science.nasa.gov/science-news/science-at-nasa/2002/17apr_rvf/ Map Source: ESRI ArcGISonline WHI.2a Image 7 Source: Map content adapted from Journey of Man interac
More informationUnit #2 PA History- Lesson #4- PA Economical History A Diversity of Industries
Unit #2 PA History- Lesson #4- PA Economical History A Diversity of Industries The Edgar Thomson Steel Works, by William Rau, Braddock, PA, 1891 The Rustbelt runs right through Pennsylvania, the former
More informationAP ART HISTORY. Content Area 1: Global Prehistory 30, B.C.E. (11 Works)
Content Area 1: Global Prehistory 30,000 500 B.C.E. (11 Works) 1 01 AP ART HISTORY ENDURING/ESSENTIAL CONTENT AREA 1 GLOBAL PREHISTORY 30,000 500 B.C.E. ENDURING UNDERSTANDING 1-1. Human expression existed
More informationDNA study deals blow to theory of European origins
23 August 2011 Last updated at 23:15 GMT DNA study deals blow to theory of European origins By Paul Rincon Science editor, BBC News website Did Palaeolithic hunters leave a genetic legacy in today's European
More informationAn Ancient Mystery GO ON
UNIT 6 WEEK 4 Read the article An Ancient Mystery before answering Numbers 1 through 5. An Ancient Mystery Thousands of years ago, pharaohs, or kings, ruled the kingdom of ancient Egypt. The pharaohs were
More informationAP World History Summer Reading Assignment
AP World History Summer Reading Assignment 2013-2014 Students will checkout Traditions and Encounters, the AP World History textbook, from the Lambert Media Center before leaving for summer. You are to
More informationArt History Chapter 1 - GLOBAL PREHISTORY
Art History Chapter 1 - GLOBAL PREHISTORY Enduring Understanding 1.1 Human expression existed across the globe before the written record. While prehistoric art of Europe has been the focus of many introductions
More informationWAGIN DISTRICT HIGH SCHOOL SEMESTER OUTLINE
WAGIN DISTRICT HIGH SCHOOL SEMESTER OUTLINE COURSE OUTLINE Year 7 Society and Environment Course Outline 2016 The Year 7 Curriculum provides a study of history from the time of the earliest human communities
More informationBIRD READING ASSIGNMENT
Ocean Connectors BIRD READING ASSIGNMENT To do before the field trip, in class or at home 1. Students will read Wetland Neighbors. The reading is available on the next page and online at http://oceanconnectors.org/resources.
More informationPopulation. Unit 2. Unit 2. Population. IES Los Pacos. socialsciencejaime.wordpress.com
Population. Unit 2. The world population is the total number of living humans on Earth. As of today, it is estimated to number 7.047 million by the United States Census Bureau. The study of the population
More informationPrehistoric Art. Key Notions. -Hand, negative/positive -In the round (ronde-bosse) -Low-relief (bas-relief) -Parietal -Twisted perspective -Venus
Key Notions -Hand, negative/positive -In the round (ronde-bosse) -Low-relief (bas-relief) -Parietal -Twisted perspective -Venus Prehistoric Art c. 42 000-8000 BCE - Upper Paleolithic 30 000 BCE c. 22 000
More informationNew Hampshire College and Career Ready Standards Science Grade: 1 - Adopted: 2006
Main Criteria: New Hampshire College and Career Ready Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 1 Correlation Options: Show Correlated New Hampshire College and Career Ready
More informationAboriginal economics and societies. Chapter 7 (pp )
Aboriginal economics and societies Chapter 7 (pp. 86-95) Technologies Adapted to the land and survival Adapted to landscape and climate Farming Horticulture (culture of plants) No cattle Importance of
More informationThe Fourth Revolution Manifesto
Jeremie Averous The Fourth Revolution Manifesto Version 1.1 Jan 2011 - Part I - A short history of humankind 100,000 years in 3 Revolutions Jeremie Averous, 2010 The Fourth Revolution is a one-in-a-centuries
More informationEssential Question: What was the significance of the Neolithic Revolution?
Essential Question: What was the significance of the Neolithic Revolution? Warm-Up Question: Chalk Talk: When you hear the words early human what do you think about? The Early Man!!!! Who do you think
More informationSteinbach Museum Coordinator Javier Rodriguez moves slowly through the museum, past shelves of baskets displayed in glass cases.
Article Basket Museum One woman s collection showcases a Native American legacy For the complete article with media resources, visit: http://nationalgeographic.org/news/basket-museum/ By Stuart Thornton
More informationIn 1815, the cost of moving goods by land was high. Water transportation was much cheaper, but was limited to the coast or navigable rivers
Industrialization In 1815, the cost of moving goods by land was high Cost just as much to haul heavy goods by horse-drawn wagons 30 mi. as it did to ship the 3,000 mi. across the Atlantic Ocean Water transportation
More informationThe Industrial Revolution
The Industrial Revolution In the early 1700s large landowners across Great Britain bought much of the land once owned by poor farmers. They introduced new methods of farming, using the latest agricultural
More informationMany Bible commentators thought the disasters of Biblical prophecy were unrealistic. So they saw:
Many Bible commentators thought the disasters of Biblical prophecy were unrealistic. So they saw: Jesus descriptions of disaster in Matthew 24 as just the fall of Jerusalem in AD 70; the strange locusts
More informationPainters of the CAVES. Discoveries in the Cave of Chauvet-- Clues to the Past
Painters of the CAVES Discoveries in the Cave of Chauvet-- Clues to the Past On a chilly afternoon in December 1994, three good friends met to go exploring in the limestone caves near Avignon, France.
More informationChapter 3: Chapter 3: The Asian Contribution
Chapter 3: The Asian Contribution Chapter 3: The Asian Contribution Chinese Contributions Inventions Compass, gunpowder, calligraphy and paper Which of these inventions do you feel is the most important
More informationAP World History Summer Assignment School Year Mr. Bednarski, Mrs. Hess, Mrs. Lane
AP World History Summer Assignment 2017-2018 School Year Mr. Bednarski, Mrs. Hess, Mrs. Lane *Course Description: The purpose of the AP World History course is to develop greater understanding of the evolution
More informationAnthropology. Teacher Edition. Written by Rebecca Stark Illustrated by Karen Birchak and Nelsy Fontalvo
Anthropology Teacher Edition TM Written by Rebecca Stark Illustrated by Karen Birchak and Nelsy Fontalvo Table of Contents TO THE TEACHER...4 What Is Anthropology?...5 8 Branches of Anthropology...5 6
More informationSo relax and listen carefully, as you learn and improve your English with As It Is, on VOA.
Hello again, and welcome. I m Jim Tedder in Washington. Today we take you to a very, very busy place in one of America s largest cities. There we will find scientists down on their hands and knees looking
More informationSOCI 101 Principles of Social Organizations
SOCI 101 Principles of Social Organizations Session 8 SOCIETY, SOCIAL INTERACTION AND SOCIAL STRUCTURE Lecturer: Dr. Dan-Bright S. Dzorgbo, UG Contact Information: ddzorgbo@ug.edu.gh College of Education
More informationMaintaining Ma'at: The Iconography of Kingship in New Kingdom Temples"
Maintaining Ma'at: The Iconography of Kingship in New Kingdom Temples" Cindy Ausec (Ph.D. Candidate, Department of Near Eastern Studies, U. C. Berkeley) Cindy Ausec described the iconography of kingship
More informationThe Rise of Industrial Revolution. Innovations and Individuals that Changed the World
The Rise of Industrial Revolution Innovations and Individuals that Changed the World How did it start? Spinning Jenny & Steam Engine Allowed people to make goods more efficiently (faster and cheaper with
More informationsecond story, which was used for sleeping space. Mats and wood screens
mats and sheets of birchbark. The frame can be shaped like a dome, like a cone, or like a rectangle with an arched roof. Once the birchbark is in place, ropes or strips of wood are wrapped around the wigwam
More informationClass 12 Geography Bk 1. Chapter 6 Secondary Economic Activities
CHAPTER 6 SECONDARY ACTIVITIES Questions at the end of the Chapter A. Choose the right answer from the four alternatives given below. 1. Which one of the following statements is wrong? 1.1 Cheap water
More information