Social Studies – Grade 8
Unit: Ancient Egypt
Big
Ideas
Concepts
(with Standards)
Historians look for
common patterns that
emerge across all
cultures.
8.4.9C: How did
cuneiform and
hieroglyphics impact
ancient culture?
Geography impacts the
course of history.
8.4.9A: Using the play,
compare and contrast
the rules of Hatshepsut
and Thutmose.
The development of
religion affected the
culture of the region in
many ways.
Achievements from the
past affect how we
presently live.
Egypt’s grain production
will affect the economies
of the ancient world over
the next 3,000 years.
The production of grain
in Egypt will have a
profound impact on the
development of the
entire ancient world.
8.4.9C: How did the
geography of Egypt
effect the development
of the civilization?
8.4.9B: Examine the
importance of the
Rosetta Stone, and what
impact it made on
Egyptology and world
history.
Competencies
RTM Core Social
Studies Skills:
• Math skills
• Interpretation of
charts and graphs
• Analysis and
interpretation of
expenses
• Analysis and
interpretation
based on
synthesis of facts
• Notetaking and
organizational
skills
• Reading
comprehension
• Research skills
• Written and oral
expression of
facts and
concepts
Examine and analyze
the major artifacts of the
ancient Egyptian culture,
such as replicas of
Egyptian archeology on
loan from the University
of Pennsylvania.
Support the following
claim with specific
examples: Most of
Egypt’s major building
projects are directly
related to the impact of
religion.
Essential
Questions
How did Egyptian
religion and values
influence them to build
the pyramids, practice
medicine, and create
art?
How did favorable
weather, physical
geography, and
resources influence
Egyptian civilization?
What impact did
Narmer’s unification of
Upper and Lower Egypt
have on Egyptian
history?
What influenced the rise
and fall of the Old,
Middle and New
Kingdoms?
What impact did
Akhenaten’s policies
have on Ancient Egypt?
How did Tututkhamen’s
policies differ from
Akhenaten’s and what
was their impact?
How will the religion of
Egypt help shape the
religious values of the
Greeks and Romans?
Vocabulary
Empire – A large territory
where several groups of
people are ruled by a
powerful leader or
government
Pharaoh – Translates to
“big house.” Refers to
the King of Egypt
Sarcophagus – A large
stone coffin. Outermost
shell of a coffin structure
consisting of 3 – 5 layers
of coffins
Embalmment – Treating a
dead body with
preservatives to prevent
it from decay
Dynasty – Group of rulers
from the same family
Hieroglyphics – System of
writing using pictures for
words, ideas, or
characters
Shadoof – A tool used
along the Nile to help
move water from a lower
level to a higher one
Exemplars
Students will research
political, cultural, and
economic topics in
Egyptian history and
create a technologybased project using
artifacts and historical
documents that
demonstrate their
understanding of the
topics assigned.
Students will learn how
to conduct quality
research on the internet
through the use of
school sponsored
databases (ABC Clio)
Students will learn how
to find quality research
on the world wide web
by using a Google
Advanced Search to
isolate works from
college professors found
in .edu domains.
Textbook
Pages
Duration
(in days)
Textbook:
History
Alive! The
Ancient
World.
About 30
school days.
Chapters
on Egypt:
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Unit: Ancient Greece
Big
Ideas
Achievements in the
arts, mathematics,
drama, architecture,
science, and
government all
contributed to making
ancient Greece a great
civilization.
Greece shares common
patterns that emerge
across all cultures.
The unique geography
of Greece impacted the
political boundaries of
the city-states.
The ancient Greeks
were some of the
world’s first historians.
A person’s bias can
influence how s/he
views history.
The achievements of
the Greeks continue to
influence civilizations.
We can attribute
democracy, philosophy,
theatre, the scientific
method, geometry, and
the modern Olympics to
the ancient Greeks.
The religion of Greece
will help to shape the
religious values of the
Romans.
Concepts
(with Standards)
8.4.9A: How did the
governments,
architecture, and
writings of the ancient
Greeks reveal their
profound and lasting
impact on humanity?
8.4.9C: How did the
geography of Greece
affect the development
of the civilization
8.4.9B: Examine the
intricacies and
importance of the
Athenian Parthenon,
and what impact it made
on western architecture.
Competencies
Essential
Questions
Vocabulary
Exemplars
Textbook
Pages
Duration
(in days)
RTM Core Social
Studies Skills:
• Math skills
• Interpretation of
charts and graphs
• Analysis and
interpretation of
expenses
• Analysis and
interpretation
based on
synthesis of facts
• Notetaking and
organizational
skills
• Reading
comprehension
• Research skills
• Written and oral
expression of
facts and
concepts
How did Egyptian
religion and values
influence the polytheistic
ways of Ancient
Greece?
Colony - a settlement in a
distant place
Trade – the business of
buying and selling or
exchanging items
Monarchy – a form of
government in which the
ruling power is in the
hands of one person,
usually hereditary
Oligarchy – a form of
government in which the
ruling power is in the
hands of a few people
Tyranny – A form of
government in which the
ruling power is in the
hands of one person
who is not a lawful king
Democracy – A form of
government in which the
ruling power is shared by
all the citizens
Ally - a country or group
that joins with another
for a common purpose,
such as to fight with a
common enemy
Examine the spread of
Greek culture through
the Alexander the Great
and the Hellenistic
world.
Textbook:
History
Alive! The
Ancient
World.
About 30
school days.
Examine and analyze
the major artifacts of the
ancient Greek culture.
Examine the bias of
early Greek historians
such as Herodotus and
Thucydides.
How did weather,
physical geography, and
resources influence
isolated communities in
Ancient Greece?
How did the threat of
invasion from Persia
affect the development
of Greek city-states in
the ancient world?
How did Socrates affect
Athenian ideals and
future generations?
How will future
individuals (da Vinci,
Michelangelo) use
classical achievements
to better society?
What role did myths play
in the spiritual and
mental development of
Ancient Greece?
What is the Golden
Proportion (Phi =
1:1.618) and what does
this say about the
ancients thirst for
knowledge?
Students will read,
analyze, and interpret
the various stages of
government in ancient
Athens.
Students will read and
interpret what Greek
myths reveal about
ancient culture.
Students will re-create
models showcasing
ancient Greek
architecture making
connections to buildings
in and around their
community.
Chapters
on Ancient
Greece:
Chapter 25
Chapter 26
Chapter 27
Chapter 28
Chapter 29
Chapter 30
Chapter 31
Unit: Renaissance
Big
Ideas
Concepts
(with Standards)
Competencies
Essential
Questions
Vocabulary
Exemplars
Textbook
Pages
The economic, cultural,
social, and political
influences that created
the Renaissance will be
examined.
8.1.8.A: Compare and
contrast events over
time and how continuity
and change over time
influenced those events.
RTM Core Social
Studies Skills:
• Math skills
• Interpretation of
charts and graphs
• Analysis and
interpretation of
expenses
• Analysis and
interpretation
based on
synthesis of facts
• Notetaking and
organizational
skills
• Reading
comprehension
• Research skills
• Written and oral
expression of
facts and
concepts
What European policies
developed as a result of
European trade with
Africa and the Middle
East?
Renaissance - a great
flowering of culture,
toward the end of the
Middle Ages, that began
it Italy and spread
throughout Europe
Humanism - a philosophy
that emphasizes the
worth and potential of all
individuals and tries to
balance religious faith
with belief in the power
of the human mind
Individualism - the idea
that each person should
be free to develop and
pursue his or her own
goals
Secular - relating to earthly
life rather than to religion
or spiritual matters
Perspective - an
appearance of distance
or depth on a flat
surface, as in a painting
Classical - influenced by
Greek and Roman ideas
Doctrine - the official
teaching of a religion or
church
Reformation - a historic
movement from the early
1500s to the 1600s that
led to the start of many
new Christian churches
Exploration - the act of
traveling to and
investigating unknown
areas
Heresy - beliefs that
Students will create
maps to demonstrate
their knowledge of trade
routes and nation states.
Textbook:
History
Alive! The
Medieval
World and
Beyond.
The examination of
primary and secondary
sources with varying
perspectives concerning
events during the
Renaissance will be a
major focus of the unit.
The reasons for political,
religious, and economic
change during the
Renaissance will be
analyzed.
The impact of political,
economic, cultural, and
social change will be
examined and evaluated
by the students.
8.1.8.B: Compare and
contrast a historical
event, using multiple
points of view from
primary and secondary
sources.
8.4.9.C: Analyze how
continuity and change
have impacted world
history through:
• Belief systems and
religions
• Commerce and
industry
• Technology
• Politics and
government
• Physical and human
geography
• Social organization
8.4.9.D: Analyze how
conflict and cooperation
among groups and
organizations have
influenced the
organization and
development of the
world.
Students will examine
the impact of contact
with the Middle East
(partially as a result of
the Crusades) on the
economies, politics, and
culture of Europe
through notetaking,
reading, and cooperative
work.
Students will look at
inventions such as oil
paint, the printing press,
and the astrolabe
through visuals,
manipulatives, and
What impact did
technological changes
have on everyday life?
How did people’s
increasing knowledge of
the world influence their
perceptions of it?
What significant
contribution did your
assigned person make
to the Renaissance?
How did exploration and
the Reformation change
life in Europe and
elsewhere?
What impact did
technological changes
have on everyday life?
Students will read and
evaluate primary and
secondary sources to
understand the major
characteristics,
individuals, and
movements of the
Renaissance
Students will examine
visuals and
manipulatives, and
replicas to master
content about
Renaissance art and
invention.
Students will research a
Renaissance
personality, creating a
product that
demonstrates their
mastery of the material.
They will also perform
an oral presentation that
stresses the
achievement of this
individual and evaluates
his or her impact on
Europe.
.
Chapter 28
Pgs 315321
Chapter 29
Pgs. 323331
Chapter 30
Pgs. 333345
Chapter 31
Pgs. 347355
Chapter 32
Pgs. 357367
Chapter 33
Pgs. 375387
Duration
(in days)
About 40
days.
8.4.8.A: Compare the
role groups and
individuals played in the
social, political, cultural,
and economic
development throughout
world history.
readings and evaluate
their impact on Europe
and the rest of the world.
Students will look at
primary source
documents concerned
with Galileo, Martin
Luther, Leonardo da
Vinci, Queen Isabella,
and Queen Elizabeth
and evaluate what they
reveal Europe’s culture
in the Renaissance
compared to European
culture in the Middle
Ages.
Students will research
Renaissance
personalities using
primary and secondary
sources and evaluate
these individuals’
contributions to Europe
in oral presentation.
contradict the official
teachings of a religion or
church; one who holds
such beliefs is called a
heretic
Geocentric - having earth
at the center
Printing press - a machine
that presses inked set
type or etched plates
onto paper or textiles
that are fed through it
Astrolabe - an instrument
used to observe and
measure the position of
the sun and other
heavenly bodies
Protestant - a reformer
who broke away from
the Catholic Church in
the 1500s; a member of
a church who descended
from those that seceded
from the Roman Catholic
Church in the 1500s
Unit: Rome
Big
Ideas
The Romans developed
a system of law that
organized and
maximized cooperation
in their republic and
then their empire.
Roman law remains
influential in many
modern societies.
The geographical
features of the
Mediterranean Sea, the
Tiber River, the Alps,
and the Adriatic had a
considerable impact on
the development and
expansion of Ancient
Rome.
The development of
Rome’s economy from
one based on local
agriculture to an
economy focused on
Mediterranean trade
and slave labor
influenced the Roman
political system.
The legal, military,
engineering and
architectural
achievements of Rome
characterize it as a
great civilization.
A trade imbalance,
barbarian invasions, the
corruption of politicians
Concepts
(with Standards)
5.1.9B: Students will
evaluate the impact of
law.
6.1.9B: Students will
understand the impact of
trade and agrarian policy.
8.4.9A: Why is the rule
of Augustus considered
the Golden Age of
Ancient Rome?
8.1.9C: What caused
the fall of Ancient Rome?
Competencies
Essential
Questions
Vocabulary
Exemplars
Textbook
Pages
Duration
(in days)
RTM Core Social
Studies Skills:
• Math skills
• Interpretation of
charts and
graphs
• Analysis and
interpretation of
expenses
• Analysis and
interpretation
based on
synthesis of facts
• Notetaking and
organizational
skills
• Reading
comprehension
• Research skills
• Written and oral
expression of
facts and
concepts
Why were the Twelve
Tables written and what
were their impacts on
Rome?
Twelve Tables - the first
Roman laws publically
displayed on bronze
tablets in 450 B.C.E.
Republic - citizens elect
leaders to run their
government
Empire - a nation and the
other nations it has
conquered; a political unit
often made up of several
nations under one
leadership
Import - to bring goods
from a foreign country
into another country
Export - to send goods out
of one country to another
Epidemic - an outbreak of
a disease that spreads
more quickly and more
extensively among a
group of people than
would normally be
expected
Senate - a group of 300
men from Rome’s
aristocratic families
elected to govern the
Republic
Students will examine
the Twelve Tables to
understand what factors
in Roman society led to
the development of
specific laws. Students
will analyze the changes
these laws imposed on
Roman society.
Chapter 33
Pages 317321
About 30
school
days.
Students will
understand why the
Twelve Tables were
written and publically
displayed. They will be
able to analyze their
impact on Roman
society.
Students will be able to
debate the positive and
negative aspects of the
change in trade and
agrarian policy in the
early and late Roman
Republic.
What was the Roman
economy like?
How did the agrarian
nature of the early
Romans influence their
culture?
What economic, social
and political impact did
increased trade have on
their society?
Why is the rule of
Augustus considered
the Golden Ages of
Rome?
What were the political,
military, social and
economic reasons for
the fall of Rome? Is
American society in a
similar position today?
Why or why not?
Students will analyze and
articulate the impact of
changing economic
policies on Italy after
military expansion.
Students will recognize
the changes Augustus
imposed on the Roman
Empire and be able to
evaluate why they
brought about Pax
Romano.
Students will be able to
classify the political,
social, economic, and
military reasons for the
fall of Rome. Students
will be able to compare
and evaluate conditions
during the Fall of the
Roman Empire with
conditions in modern
America.
Chapter 34
Pages 323333
Chapter 34
Pages 323333
Chapter 37
Pages 361371
Chapter 37
Pages 361371
and the military, and the
decline of the family and
epidemics.
Students will be able to
evaluate the leadership
of Caesar Augustus and
his policies and their
impact on the Roman
Empire
Students will be able to
classify the economic,
political, social, and
military reasons for the
decline of the Roman
Republic.
Students will be able to
compare and contrast
conditions at the time of
the Fall of Rome with
the military, economic,
political, and social
conditions in America.
Unit: The Middle Ages
Big
Ideas
Geography influenced
the development of the
government, economy,
and culture of Medieval
Europe.
Concepts
(with Standards)
Competencies
7.1.9 A: Students will
understand the impact of
geography on the
development of
economies and
population centers
RTM Core Social
Studies Skills:
• Math skills
• Interpretation of
charts and graphs
• Analysis and
interpretation of
expenses
• Analysis and
interpretation
based on
synthesis of facts
• Notetaking and
organizational
skills
• Reading
comprehension
• Research skills
• Written and oral
expression of
facts and
concepts
In the early Middle Ages,
local warlords supported
by mounted men
controlled local areas of
land. This was the base
of medieval political
power.
8.1.9C: Students will be
able to understand the
basis for political and
economic power in
society and how it
developed.
Local warlords controlled
the land and developed
self-sufficient local
economies.
8.1.9C: Students will
understand social
hierarchies and how they
developed.
Social position was rigid
in the early Middle Ages
and depended on the
position in which one
was born.
8.4.9C: Students will be
able to understand and
analyze the impact of
religious institutions on a
society.
Contact with other
cultures had a profound
and dynamic influence
on Medieval Europe.
8.1.9C: Students will be
able to understand why
people have different
points of view about
history.
The literature of the
Middle Ages reflects the
beliefs, conflicts and
achievements of that
society.
5.2.9E: Students will
understand the basis for
the power of political
leaders and how people
impact political change.
8.1.9D: Students should
be able to analyze works
of literature and primary
Using maps, students
will be able analyze how
geography impacted the
formation of
governments and the
development of trade.
Students will be able to
classify the social,
economic, and political
conditions during the
breakdown of the Roman
Empire and how
Europeans adapted to
these conditions.
Students will be able to
Essential
Questions
What are the social,
economic, political, and
military conditions that
led to the rise of
feudalism?
What was feudalism and
how did it organize
society?
What were the
contributions of medieval
monasteries to western
Europe?
Explain the political,
social, and economic
power of the Roman
Catholic Church.
What were the
contributions of Jewish
communities, the Moors,
and the leaders of Mali
to medieval Europe and
what was their life like in
that time period?
What has been the
historical impact of the
Crusades?
What conditions in
medieval towns led to
the accomplishments of
the High Middle Ages?
What was the Magna
Carta, and what were its
impacts on English and
American Law?
Vocabulary
Exemplars
Feudalism - an economic
system in which nobles
own the farmland and
peasants work the land
during a time period
known as the Middle
Ages
Lord - a noble, ruler, or
powerful landowner
Knight - a Medieval armed
warrior who gives
military service to the
lord
Monarch - a ruler, such as
a king or queen, who
inherits their power
Fiefs - land granted by a
lord to a vassal in
exchange for loyalty and
service
Vassals - a person who
receives land from the
feudal lord in return for
promising protection to
that lord
Serfs - an agricultural
worker controlled by a
lord and forced to stay
on the lord’s land
Manors - Medieval estates
with a lord and his/her
tenants
Hierarchy - a system of
organizing people into
ranks, with those of
higher rank having more
power and privileges
Monastery - a religious
community where
monks live
Illuminated Manuscripts -
Students will examine
primary and secondary
sources on the reasons
for the fall of Rome.
They classify the
reasons for the
destruction of the
Western Roman Empire
into military, economic,
social and political
reasons. Students will
discuss and analyze
their classification
charts, comparing
current conditions of the
United States with
Rome in the 5th century.
At the end of the
discussion, students’
conclusions will vary.
Students should
recognize the reasons
that led western
Europeans to rely on
local warlords and
serfdom.
Students take notes on
the feudal pyramid and
draw and label the
manor. They should
then be able to
compare the selfcontained economy of
the manor with modern
capitalism and
socialism.
In stations set up to
replicate the activities of
a monastery, students
Textbook
Pages
Duration
(in days)
History
Alive: The
Medieval
World and
Beyond
About 35
school
days.
Pg. 44,
Pgs. 119125
Pgs. 22-29
Pgs. 20-21
Pgs. 19-29
Pages 31-41
Pg. 126
Pg. 119-126
Pg. 23
Pgs. 54-55
Pgs. 44-46
Pgs. 54-55
Pg.22
Pgs. 36-37
sources.
5.1.9E: Students should
understand the causes
of significant political
developments and how
they were accomplished.
8.4.9B: Students should
understand the cultural
significance of important
historical landmarks.
explain the social
pyramid of medieval
Europe based on
feudalism.
Students will be able to
describe the economic
impact of the church on
the political, economic,
and cultural institutions
of Europe.
Students will read pieces
of literature and primary
sources from minority
groups living in medieval
Europe and identify their
point of view.
Students will read
primary sources about
12th Century England
and identify the reasons
for political discontent
and how the English
nobles exercised their
power by enforcing the
Magna Carta.
Students will observe
and analyze the parts of
medieval castles and
cathedrals and analyze
what they reveal about
medieval culture.
What were the events
and changes in Europe
that led to the Black
Death? Led to the
Renaissance?
How did religion and
religious institutions
impact the government,
economy and culture of
Medieval Europe?
What was the position of
various minority groups
in the Middle Ages and
what were their
contributions to medieval
society?
How did the political
base of power change
from the early to the late
Middle Ages?
What impact did the
development of
kingships and national
armies have on the
economy of medieval
Europe?
What were the great
achievements of
Medieval Europe?
a handwritten book
decorated with bright
colors and precious
metals
Chivalry - the medieval
knight’s code of ideal
behavior, including
bravery, loyalty, and
respect for women
Clergy - the body of
people, such as priests,
who perform the sacred
function of a church
Monk - a man who has
taken a solemn vow to
devote his life to prayer
and service in a
monastery
Excommunicate - to
formally deprive a
person membership in a
church
Pilgrimage - a journey to a
site
Nun - a woman who has
taken a sacred vow to
devote her life to prayer
and service to the
church
Religious Order - a
brotherhood or
sisterhood of monks,
nuns, or friars
Heretic - a person who
holds beliefs that are
contrary to the
teachings of a church or
other group
Divine Right of Kings the belief that God gives
monarchs the right to
rule
Friar - a member of a
certain religious order
devoted to teaching and
works of charity
illuminate manuscripts,
study medieval herbal
remedies, and read and
write about the
development of
universities.
Through readings,
research, and
completion of a project
on the background and
accomplishments of a
medieval personality,
students will understand
the impacts of the
Jewish community, the
Leaders of Mali, and the
Moors of Europe and
the difficulties minorities
often had in this time
period.
Students will examine
and analyze primary
source readings and
poetry about this
subject.
Students will examine
primary and secondary
sources and take notes
from a Powerpoint
when learning about the
Crusades.
Students will read about
the role of medieval
guilds and design guild
signs. Students will
compare the roles of
guilds and unions in an
essay.
Students will read a
play about King John I
of England and the
Pgs. 56-57
Longbow - a longbow
used for firing feathered
arrows
Habeas Corpus - the
principle that accused
persons cannot be held
in jail without the
consent of a court
Apprentice – a person
who works for an expert
in a trade or craft in
return for training
Journeymen - a person
who has learned a
particular trade or craft
but has not become an
employer, or master
Master - an expert in a
trade or craft
Black Death - an epidemic
that produced black
spots under the skin
from internal bleeding
and was particularly
widespread in Medieval
Europe
Universities - an
institution of higher
learning with teaching
and research facilities
and graduate and
professional schools
Natural Law - the concept
that there is a universal
order built into nature
that can guide moral
thinking
Gothic Architecture - a
type of building design
used on Medieval
churches that featured
ribbed arches, flying
buttresses, high
ceilings, gargoyles and
stained glass windows
Magna Carta. They will
examine the Magna
Carta’s impacts on
English and American
law. They will also
analyze the conditions
that led King John to
compromise with his
nobles.
Students will read
primary sources about
the Black Death. They
will look at DNA
research from the
descendents of the
survivors. Students will
write about how the
consequential shortage
of labor and the inability
of church leaders and
the nobility to lessen the
horrible death toll of the
Black Death led to the
breakdown of their
authority and the end of
serfdom in western
Europe.
Romanesque
Architecture - a type of
Medieval architecture
that featured rounded
arches and windows,
thick walls, small
windows and the floor
design was in the shape
of a cross
Unit: Early Humans
Big Ideas
Concepts
(with Standards)
Competencies
Essential
Questions
Vocabulary
Exemplars
Archeologists and
anthropologists look for
evidence in order to
form conclusions about
our earliest ancestors.
8.1.9D: What do fossils,
artifacts, and dating
techniques reveal about
early humans?
RTM Core Social Studies
Skills:
• Math skills
• Interpretation of
charts and graphs
• Analysis and
interpretation of
expenses
• Analysis and
interpretation
based on
synthesis of facts
• Notetaking and
organizational
skills
• Reading
comprehension
• Research skills
• Written and oral
expression of
facts and
concepts
Who are the experts that
study our past?
Archeologist - an expert
who studies the past by
examining objects that
people have left behind
Anthropologist - a
scientist who studies
human development
and culture
Prehistoric – time period
before written records
Artifacts - an object made
or used by people in the
past
Paleolithic - time period
referred to as the Old
Stone Age 2,000,000
yrs. -8,000 B.C.E.
Neolithic - time period
referred to as the New
Stone Age 8,000-3,000
B.C.E.
Biped - A two footed
animal
Theories about early
humans constantly
changing.
The environment
influenced the
experience of early
humans.
Recent genetic research
increased our
understanding of
humankind.
Timelines and charts
help us to categorize
prehistoric evidence.
8.1.9D: Why are
theories about early
humans constantly
changing?
7.2.9A: How did climatic
conditions influence
human behavior, and
what human inventions
helped them to improve
their living conditions?
How have recent DNA
findings proved or
disproved earlier
theories?
8.1.9A: How do
timelines dating back
millions of years help us
to understand progress?
Students will be able to
understand and explain
how anthropologists,
archeologists, and
historians form
conclusions from
historical evidence, such
as fossils and artifacts.
Students will be able to
examine evidence and
make inferences about it.
Students will be able to
analyze how climatic
conditions influenced
human migration and
encouraged invention.
What is the importance
of studying our earliest
ancestors?
What genetic connection
do you have with your
classmates?
How has evidence from
the Paleolithic age been
misinterpreted?
Why are artifacts and
fossils so significant to
the study of prehistoric
hominids?
Textbook
Pages
Duration
(in days)
Students will analyze
fossils, replicas, and
images of prehistoric
hominids from the
University of Penn.
Museum of Archeology
and Anthropology’s on
loan, boxed items. They
will classify the artifacts
according to time period
and group.
History
Alive! The
Ancient
World
About 20
School
Days.
Participating in a
History Alive! Lesson
students will listen to
descriptions of
archeological digs and
determine which special
social scientists would
need to be on site and
how they develop
theories about
prehistoric people.
Chapter 3
pages 2330.
Students create a visual
display/ presentation
about early hominids
using research to show
specific capabilities for
each group.
Chapter 1
pages 4-10.
Chapter 2
pages 1122.
Our Human
Family Tree:
National
Genome
Project
http://channe
l.nationalgeo
graphic.com
Chapter 2
Pages 13-22
and
Resource
section 376377.
Students will be able to
comprehend DNA
research regarding its
understanding of our
past and who we are as
a human race.
Students will be able to
interpret an historical
timeline and be able to
describe the difference
between B.C.E. and C.E.