Teacher's Guide for DIG TM Early PeopleApril 2005
Teacher Guide prepared by: Alyssa Loorya, Brooklyn College Archaeological Research Center, Brooklyn College, CUNY.
As you read through this issue of DIGTM use a World Map to locate discoveries of early humans mentioned in the articles."A Mini Human" (p. 4)
Create fact sheets for all of the early peoples. (Use the Internet to add to this information.)
|Species name: _____________________|
How many years ago they lived: ________________________________
Characteristics (physical description, tool kit, culture):
Assign small groups to research different species of early people. Have each group present their research to the class.
The following web sites might be helpful: Place each of the groups mentioned or researched on a timeline.
Begin creating your Homo floresiensis fact sheet by filling in the blanks: "The Discovery" (pp. 6-9)
The mini-humans were _______ feet tall.DISCUSSION: Do you think that Homo floresiensis evolved from Homo erectus? Do scientists know for sure?
The mini-humans were discovered in _____________.
The mini-humans lived ______ years ago.
ART: Draw a picture of the mini human in its landscape. Be sure to include plants, trees and animals such as the mini-elephant and the giant lizard.
These are a series of activities based on the article "The Discovery." They can be used together or separately. All utilize students' reading comprehension skills."I'll be a Monkey's Uncle" (pp. 10-11)
Read the article as a class stopping occasionally to discuss words or aspects of the article that are unclear to students or difficult to understand. Keep a vocabulary list on the chalkboard.
After reading the article, have students list three facts about Lucy in their notebooks. Use the different facts that the students list to create a Lucy (Australopithecus afarensis) fact sheet.
Have students write a short story (A Day in the Life . . . ) about Lucy and/or Australopithecus afarensis.
Hang a photo of Lucy in the class (the reconstruction of what scientists believe she looked like, see p. 8 and www.archaeologyinfo.com/australopithecusafarensis.htm).
GEOLOGY EXTENSION: Discuss how the landscape of Hadar has changed over time. What was it like in Lucy's time?
- Have students describe Lucy in their own words in their notebooks. "What does she look like?"
- Have students compare their descriptions. Do students describe her as looking more like a human or a simian (chimpanzee)?
- Take a class poll: Lucy looks more like a human, a chimpanzee, or a combination of both?
Have students read this article on their own."Otzi the Ice Man" (pp. 14-15)
DISCUSSION: What is the fossil record? What is evolution?
Bring in sample of fossils for students to study. How does something become a fossil?
Read the article "Otzi the Ice Man" as a class. Have students take notes during the reading."Lessons from the Aborigines" (pp. 18-21)
"Who was Otzi?" Write a character sketch of Otzi. Include his age, height, clothing, country of origin; include as many details as possible.
Write a story about Otzi that leads up to and includes his last day. What happened to Otzi? What was his last meal and what was he carrying with him on that day? Where was he going?
Use facts from the article and additional information that can be found at http://dsc.discovery.com/convergence/iceman/iceman.html.
"Cliff Dwellers" (pp. 24-26)
- Who are the Aborigines?
- What are hunter-gatherers?
- What do Aborigines in Western Australia eat?
- Are there still Aborigines who live as hunter-gatherers?
Create a timeline, highlighted with visuals/graphics, for the Ancestral Puebloan Peoples. Include details such as their pottery styles, housing, and foodways for each stage of the civilization. Bring the timeline into the present time."No Place Like Home" (pp. 28-31)
This can then be easily added to the Unit timeline.
Have students work in groups to further research one of the groups mentioned in the article. Each group should produce a short report that talks about the traditional lifeways and culture of the group they were assigned and what their life is like today.EXTRA - "Face Goo" (p. 5)
Have each group create a diorama of the traditional housing and environment of the group they were assigned to research.
Research beauty and hygiene products throughout history.
Some ancient examples: the ancient Egyptians used minerals as makeup; the Romans used oil-based perfumes in baths; hair brushes are depicted in the cave paintings from Altamira, Spain and P' ©rigord, France, and date to over 2 million years ago.