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Chapter Introduction
Section 1 Early Humans
Section 2 The Neolithic Revolution
and the Rise of Civilization
Chapter Summary
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
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listen to the audio again.
Key Events
As you read, look for the key events in the
history of early humans and the beginnings
of civilization. 
• Paleolithic peoples learned how to adapt
to their nomadic lifestyle, improve on their
primitive tools, and use fire to their
advantage, thus enabling them to create
a more sophisticated human culture. 
• The agricultural revolution of the Neolithic
Age gave rise to more complex human
societies that became known as the first
civilizations.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• Scientists continue to search for the
remains of early humans, and their
discoveries are changing the way we
view the first humans. 
• Paleolithic peoples used technological
inventions to change their physical
environment, just as humans do today.
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Chapter Objectives
After studying this chapter, you should
be able to: 
• explain the methods scientists use to
uncover early human existence. 
• describe the nature of human life during
the Old Stone Age. 
• identify the important developments of the
New Stone Age. 
• define civilization and identify the
characteristics of a civilization.
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Early Humans
Main Ideas
• By 10,000 B.C., Homo sapiens sapiens had
spread throughout the world. 
• Paleolithic peoples used technology. 
Key Terms
•
•
•
•
•
•
•
prehistory 
archaeology 
artifact 
anthropology 
fossil 
australopithecine 
hominid 
•
•
•
•
Homo erectus 
Homo sapiens 
Neanderthal 
Homo sapiens
sapiens 
• Paleolithic Age 
• nomad
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Early Humans
People to Identify
• Louis B. Leakey 
• Mary Nicol Leakey 
• Donald Johanson 
Places to Locate
• Olduvai Gorge 
• Lascaux
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Early Humans
Preview Questions
• What methods do scientists use to uncover the
story of early humans? 
• What important and dramatic developments
took place during the Paleolithic Age?
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Early Humans
Preview of Events
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listen to the audio again.
Early hominids called australopithecines
were primarily herbivores, but the
development of stone tools, which
allowed them to remove flesh from
animal carcasses, meant that later
hominids, such as Homo habilis, could
eat meat regularly.
Before History
• The period before history–prehistory–is
the period for which we have no written
records. 
• We know about prehistory from
archaeological and biological information. 
• Archaeologists and anthropologists create
theories based on this information. 
• Archaeology studies the structure of past
societies by analyzing the artifacts–tools,
household items, weapons, buildings,
artworks, religious figures, etc.–people left
behind.
(pages 19–21)
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Before History (cont.)
• Anthropology focuses more on culture by
studying artifacts and human remains–
human fossils. 
• For example, by studying tools and
weapons scientists create theories about
the economic and military structures of a
society. 
• Examining bones and hides tells us about
the diet of people.
(pages 19–21)
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Before History (cont.)
• Archaeologists and anthropologists use
scientific methods to create their theories. 
• One of the most important scientific tasks
is dating prehistorical artifacts and fossils. 
• One valuable dating method is
radiocarbon dating. 
• This method dates accurately up to
50,000 years old. 
• Thermoluminescence measures
accurately up to 200,000 years old.
(pages 19–21)
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Before History (cont.)
• Biological methods such as DNA and
blood molecule analyses also give us
information about the societies of
prehistory.
(pages 19–21)
Before History (cont.)
What artifacts from contemporary culture
would best show contemporary ways of
life, beliefs, and values to archaeologists
and anthropologists ten thousand years
from now? Explain what these artifacts
would teach future peoples about us.
(pages 19–21)
Early Stages of Development
• The earliest humanlike beings, called
australopithecines (“southern apes”) by
their discoverer, Donald Johanson, lived
in Africa three to four million years ago. 
• Australopithecines were the first
hominids (creatures that walk upright)
to make stone tools.
(pages 21–22)
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Early Stages of Development (cont.)
• Homo erectus marks the next stage of
human development. 
• This species dates from about 1.5 million
years ago. 
• These hominids used larger and more
varied tools, and were the first to move
into parts of Europe and Asia. 
• They could migrate into colder areas
because they were the first beings to
make fires deliberately.
(pages 21–22)
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Early Stages of Development (cont.)
• Homo sapiens (“wise human being”)
emerged about 250,000 years ago. 
• Two subgroups developed from Homo
sapiens: Neanderthals and Homo
sapiens sapiens. The Neanderthals died
out, possibly as a result of conflict
between the two groups. 
• Homo sapiens sapiens was the first
group that looked like us. 
• They appeared in Africa between 150,000
and 200,000 years ago. 
• All humans today belong to this subgroup
of Homo sapiens.
(pages 21–22)
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Early Stages of Development (cont.)
Why did it take Homo sapiens sapiens
tens of thousands of years to spread over
the world?
Groups of these people moved beyond
their old hunting grounds at a rate of
probably only two to three miles per
generation.
(pages 21–22)
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The Hunter-Gatherers of the
Old Stone Age
• A basic distinguishing feature of human
beings is making and using tools. 
• Early tools were made of stone. Therefore,
the term Paleolithic Age (“old stone”)
designates the earliest period of human
history. 
• The Paleolithic Age is from 2,500,000 to
10,000 B.C.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• Paleolithic people hunted game and
gathered nuts, berries, fruits, and wild
grains. 
• Over the centuries they developed better
hunting tools like spears, bows and
arrows, harpoons, and fishhooks. 
• They were nomads (people who move
from place to place) because they had to
follow the vegetation cycles and animal
migrations. 
• Scientists speculate these nomads lived
in bands of twenty to thirty people. (pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• Most of Paleolithic life was organized
around and devoted to finding food. 
• Probably both men and women found
food, with men hunting and women
gathering. 
• Women probably stayed close to camp
because of bearing and raising children.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• Paleolithic men and women may have
been roughly equal because they shared
the vital responsibility of finding food. 
• Probably both made decisions that
affected the group. 
• The word technology refers to what we
make to sustain ourselves and control our
environment. 
• Stone tools were made by using a harder
stone like flint to create an edge on
another stone.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• The most common early stone tool was
the hand axe. 
• Later Paleolithic people added a handle
to the stone axe. 
• These tools were used to kill and butcher
animals, cut plants, dig up roots, and cut
branches to build shelter.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• Early shelter was in caves. 
• Later Paleolithic people fashioned houses
and huts, often using wood as a frame
that was then covered with hides.
Sometimes they used animal bones for
the frame.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• Paleolithic people used fire systematically
as long ago as five hundred thousand
years. 
• Fire gave warmth, it fostered a sense of
community, it scared away wild animals,
flushed out animals for hunting, and
cooked food. 
• Fire was especially important as a source
of warmth during the Ice Ages, the most
recent of which lasted from about
100,000 to 8000 B.C.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
• That even Paleolithic people created art
shows that art is important to human life. 
• One of the largest discoveries of
Paleolithic art, done between 25,000 and
12,000 B.C., is at Lascaux, France. 
• The paintings are in underground caves. 
• Most of the images are of animals. 
• Probably these paintings were used in
magical or religious rituals to bring about
a successful hunt.
(pages 22–25)
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The Hunter-Gatherers of the
Old Stone Age (cont.)
The Paleolithic cave paintings probably
were part of a magical or religious ritual
to ensure a successful hunt. Few people
in contemporary times believe art has
this kind of power, yet art continues to be
a vital human activity. What are other
functions of art?
Possible answers: We learn from art,
and we get pleasure from experiencing
the beautiful.
(pages 22–25)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. humans and other humanlike
creatures that walk upright
A. anthropology
B. archaeology
__
B 2. the study of past societies
C. artifacts
through an analysis of the
items people left behind them D. hominid
E. Homo erectus
__
C 3. tools, pottery, paintings,
weapons, buildings, and
household items left behind by early people
__
E 4. “upright human being,” a species that emerged
around 1.5 million years ago and marked a
second stage of early human development
__
A 5. the study of human life and culture based on
artifacts and human fossils
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Checking for Understanding
Explain why obtaining food by hunting
and gathering is characteristic of a
nomadic lifestyle.
Nomads must follow animal migrations
and vegetation cycles.
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Checking for Understanding
List the types of evidence
archaeologists and anthropologists
rely on to reconstruct prehistory.
Archaeologists and anthropologists
rely on artifacts and fossils to
reconstruct prehistory.
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Critical Thinking
Compare and Contrast Distinguish
between the roles of Paleolithic men
and women in finding food. Explain
why finding food was the principal
work of Paleolithic peoples.
Women gathered berries, nuts, and
grains; men hunted. People had to
find food for survival.
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Analyzing Visuals
Examine the photographs of the
Iceman on page 24 of your textbook
and the stone tools shown on page 23
of your textbook. How do
archaeologists and anthropologists
analyze limited evidence such as this
skeleton and the stone tools to draw
conclusions about the past?
Archaeologists and anthropologists
analyze date, location, and use.
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Close
Describe the progression in foodprocurement methods discussed in
this section. Then list innovations
that helped in this progression.
The Neolithic Revolution and the
Rise of Civilization
Main Idea
• Systematic agriculture brought about major
economic, political, and social changes for
early humans. 
Key Terms
• Neolithic Revolution 
• Bronze Age 
• systematic agriculture 
• culture 
• domestication 
• civilization 
• artisan 
• monarch
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The Neolithic Revolution and the
Rise of Civilization
People to Identify
• Mesoamericans 
• priest 
Places to Locate
• Jericho 
• Çatal Hüyük
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The Neolithic Revolution and the
Rise of Civilization
Preview Questions
• What changes occurred during the Neolithic
Revolution that made the development of cities
possible? 
• How did systematic agriculture spread in
different areas of the world?
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The Neolithic Revolution and the
Rise of Civilization
Preview of Events
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listen to the audio again.
Early civilizations’ food surpluses were
made possible by a variety of agricultural
innovations. Among these was the
crossbreeding of crops. In the Indus
Valley, for example, crossing local
goatsface grass with Western Asiatic
enmer wheat produced bread-wheat.
The Neolithic Revolution
• Human survival depends on the
systematic growing and storing of food,
an accomplishment of the people of the
Neolithic Age. 
• After the end of the last Ice Age (8000
B.C.), the Neolithic Revolution began. 
• The word neolithic is Greek for “new
stone.” 
• The revolution was a change from hunting
and gathering to systematic agriculture.
(pages 27–30)
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The Neolithic Revolution (cont.)
• Systematic agriculture means planting
crops and domesticating (taming)
animals for food, clothing, and work. 
• Some historians believe that this
agricultural revolution was the single most
important event in human history. 
• The ability to acquire food regularly gave
humans greater control over their
environment and made it possible to give
up nomadic ways of life for settling into
communities, a step vital for the
development of civilization.
(pages 27–30)
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The Neolithic Revolution (cont.)
• Systematic agriculture developed all over
the world between 8000 and 5000 B.C. 
• Mesoamericans (inhabitants of presentday Mexico and Central America), for
example, grew beans, squash, and maize
(corn). 
• Systematic agriculture gave rise to
permanent settlements, which historians
call Neolithic farming villages. 
• One was Jericho, in Palestine. 
• The largest was Çatal Hüyük, in presentday Turkey.
(pages 27–30)
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The Neolithic Revolution (cont.)
• Archaeologists found 12 products that
were grown in Çatal Hüyük and evidence
of widespread domestication of animals. 
• Because of increased food production
and storage, people had more food than
they needed. 
• These surpluses allowed some people to
do work other than farming. 
• Artisans made such things as jewelry
and weapons. These items fostered trade.
(pages 27–30)
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The Neolithic Revolution (cont.)
• Çatal Hüyük also had shrines to and
statues of gods and goddesses. 
• These show that religion was gaining
importance during the Neolithic period. 
• The Neolithic period brought many
important changes: more complex
communities were developed, trade
caused people to specialize and a division
of labor developed, basic crops were first
cultivated, and cloth was first woven.
(pages 27–30)
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The Neolithic Revolution (cont.)
• Men became more active in farming and
herding, which took them away from the
home. 
• Women did more domestic tasks like
weaving. 
• As men took on more responsibility for
obtaining food and protecting the
settlements, they played a more
dominant role.
(pages 27–30)
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The Neolithic Revolution (cont.)
• Between 4000 and 3000 B.C., people
learned to use metals. 
• First they used copper. Then people
mixed copper and tin to make bronze,
a more durable metal. 
• Historians call the period when bronze
was in widespread use (3000 to 1200 B.C.)
the Bronze Age.
(pages 27–30)
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The Neolithic Revolution (cont.)
In what ways did the development of
agriculture make life better or worse for
Neolithic people?
(pages 27–30)
The Emergence of Civilization
• Culture is a people’s way of life. 
• A civilization is a complex culture. 
• Historians have identified six of the most
important characteristics of civilization:
cities, government, religion, social
structures, writing, and art. 
• The first civilizations and cities developed
in river valleys.
(pages 30–31)
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The Emergence of Civilization (cont.)
• Generally, the first governments were led
by monarchs (kings or queens) who
organized armies to protect their subjects
and made laws to regulate their lives. 
• Religions explained the workings of
nature and the existence of things. 
• A class of priests developed to perform
rituals for pleasing the deities. 
• Many rulers claimed their power came
from the divine. 
• Some rulers even claimed to be divine
themselves.
(pages 30–31)
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The Emergence of Civilization (cont.)
• Social structures developed based on
economic status. 
• Rulers, priests, officials, and warriors
were the upper classes. 
• Below them was a class of free farmers,
traders, artisans, and craftspeople. 
• Below them were slaves and servants.
(pages 30–31)
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The Emergence of Civilization (cont.)
• Writing was used to keep records and for
creative expression through literature. 
• Arts such as painting and sculpture were
developed to portray natural forces or
gods and goddesses on temples and
shrines.
(pages 30–31)
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The Emergence of Civilization (cont.)
Why do you think so many civilizations
arose in river valleys?
(pages 30–31)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
E 1. the keeping of animals and
the growing of food on a
regular basis
__
B 2. the way of life a people
follows
__
C 3. adaptation for human use
__
A 4. a skilled craftsperson who
makes products such as
weapons and jewelry
A. artisan
B. culture
C. domestication
D. monarch
E. systematic
agriculture
__
D 5. a king or queen who rules a kingdom
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Checking for Understanding
Explain how some Neolithic people
were able to become artisans.
Food surpluses allowed people not to
farm.
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Checking for Understanding
Compare the roles of men and
women in the Neolithic Age.
Men farmed and herded animals;
women cared for children and the
home.
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Critical Thinking
Describe What was the relationship
among artistic activities, religion, and
government during the rise of
civilization?
Rulers claimed their power came from
the gods; temples and pyramids were
built for religious services or to honor
dead rulers.
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Analyzing Visuals
Examine the photo of Skara Brae on
page 30 of your textbook. What does
the village’s ocean location tell you
about the way its Stone Age
inhabitants lived?
Stone Age inhabitants probably
depended on the ocean for food.
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Close
Write four topic sentences that express
main ideas about the first civilizations.
Then read and discuss your sentences
in class.
Chapter Summary
Chapter 1 emphasizes cultural change,
movement, and technological innovations.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
domestication of animals provided humans
1. The _______________
with a steady source of meat, milk, and wool.
2. The rise of cities, growth of governments, and
development of religion are characteristics of
_______________.
civilization
3. The period of time before writing was developed is
prehistory
called _______________.
4. The _______________
Paleolithic Age designates the period when
humans used simple stone tools.
5. Remains of human and animal bones preserved in
fossils
the earth’s crust are _______________.
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Reviewing Key Facts
Science and Technology Explain
how radiocarbon dating of fossils
and artifacts differs from
thermoluminescence dating.
Radiocarbon dating measures the
amount of carbon (C-14) left in an
object; it can only date objects back
about 50,000 years.
Thermoluminescence dating measures
the light given off by electrons trapped
in the soil surrounding an object; it can
date objects back 200,000 years.
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Reviewing Key Facts
Society Give four outcomes, or
results, of the settlement of humans
in villages and towns.
With the settlement of humans in
villages and houses, development of
permanent structures started, people
became artisans, trade began, and
division of labor occurred.
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Reviewing Key Facts
Economics Discuss early trade
among different groups of people.
Early trade produced contact between
peoples and led to the transfer of new
technology.
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Reviewing Key Facts
History What is the most significant
development of the Neolithic Age?
The shift to the keeping of animals and
the growing of food (systematic
agriculture) were the most significant
developments of the Neolithic Age.
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Reviewing Key Facts
Culture What evidence has led
historians to believe that Neolithic
peoples had religious beliefs?
Çatal Hüyük had shrines containing
figures of gods and goddesses.
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Critical Thinking
Evaluating Explain the importance of
cities, government, and religion in the
development of a civilization. How are
these three related?
The need to provide smooth interaction
among people, to manage the food
supply, and to defend the city led to the
growth of government. To explain the
forces of nature and their own
existence, people developed religions.
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Critical Thinking
Analyzing Analyze and explain why
the development of systematic
agriculture by Neolithic peoples
deserves to be called a revolution.
It allowed humans to give up their
nomadic existence and begin to live in
settled communities, which gave rise to
civilization.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
Based on fossil
evidence, where
did groups of Homo
sapiens sapiens
migrate first, Europe
or Australia?
They first migrated
to Australia.
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Analyzing Maps and Charts
What factors
would influence
migration?
Climate and
physical barriers
such as mountains,
deserts, or large
bodies of water
influenced migration.
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Analyzing Maps and Charts
Approximately
how many miles
did Homo sapiens
sapiens travel
from the equator
to Australia?
They traveled
approximately
2,000 miles.
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Analyzing Maps and Charts
From where did
Homo sapiens
sapiens first
migrate?
They first migrated
from Africa.
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Standardized Test Practice
Directions: Choose the best answer to the following
question.
The basic change that occurred with the Neolithic Revolution
was
A an increase in human population.
B the cultivation of rice.
C the shift to raising animals as a regular source of food.
D an increase in the importance of hunting.
Test-Taking Tip Always read the question and all the
answer choices. Do not simply choose the first answer
that seems to have something to do with the topic. In
this question, you want the choice that comes closest
to defining the Neolithic Revolution.
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In seeking the remains of early
hominids, how does a paleontologist
know where to look?
It is important for the paleontologist to
search in the right rock stratum (for
geologic age), the right region (for
habitable prehistoric climate), and the
right area for fossilization (very rare,
and determined by soil and
environmental conditions).
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
The Arts Paleolithic cave painters used a variety of
techniques. They daubed, dotted, ad sketched, using
charcoal or pigments from the earth. Painters of
different eras often worked on the same cave walls.
At Lascaux, France, 13 eras are evident.
Kamoya Kimeu One of the greatest fossil hunters
in the world is an African archaeological excavator
named Kamoya Kimeu. Working as an assistant to
Dr. Louis Leakey, Dr. Mary Leakey, and their son
Richard Leakey, he is responsible for finding some
of the most important hominid fossils in the later part
of the twentieth century. Kimeu jokes that the fossils
“speak” to him, accounting for his amazing ability for
unearthing the remains of human ancestors. Kamoya
Kimeu is currently curator of prehistoric sites for the
National Museums of Kenya.
Describe how Paleolithic peoples used technological
discoveries and innovations to change their physical
environment.
Identify important changes in human life caused by
the Neolithic agricultural revolution.
Understanding Map
Projections
Why Learn This Skill?
On some maps, Greenland appears to be larger than
Australia. Australia, however, actually has a larger landmass
than Greenland. Have you ever wondered how this happens?
Why do flat maps distort the size of landmasses and bodies
of water? The answer lies in understanding the ways that flat
maps are constructed.
This feature can be found on page 26 of your textbook.
Understanding Map
Projections
Learning the Skill
To make flat maps, mapmakers project the curved surface
of Earth onto a piece of paper. This is called a map projection.
Unfortunately, the process is not exact. Different kinds of
projections can accurately show either area, shape, distance,
or direction. No one map, however, can show all four of these
qualities with equal accuracy at the same time.
This feature can be found on page 26 of your textbook.
Understanding Map
Projections
Learning the Skill
Mapmakers try to limit the amount of distortion by using
different kinds of map projections. A conformal map shows
land areas in their true shapes, but their actual size is
distorted. An equal-area map shows land areas in correct
proportion to one another but distorts the shapes of the
landmasses.
This feature can be found on page 26 of your textbook.
Understanding Map
Projections
Learning the Skill
The map below is a Cylindrical Projection (Mercator).
Imagine wrapping a paper cylinder around the globe. A light
from within the globe projects its surface onto the paper.
The resulting conformal projection
makes Alaska appear larger than
Mexico. Distortion is greatest near
the North and South Poles.
This feature can be found on page 26 of your textbook.
Understanding Map
Projections
Learning the Skill
A Conic Projection is formed by placing a cone of paper over
a lighted globe. This produces a cross between a conformal
and an equal-area map. This projection is best for showing
the middle latitudes of Earth. 
To understand map projections: 
• Compare the map to a globe. 
• Determine the type of projection used. 
• Identify the purpose of the projection. 
This feature can be found on page 26 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Understanding Map
Projections
Practicing the Skill
Turn to the map of the world in the Atlas in your textbook.
Compare the sizes and shapes of the features on the map
to those on a globe. Based on this comparison, answer
the following questions.
This feature can be found on page 26 of your textbook.
Understanding Map
Projections
Practicing the Skill
What is the map’s projection?
It is a Winkel-Tripel projection.
This feature can be found on page 26 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Understanding Map
Projections
Practicing the Skill
How does the map distort Earth’s features?
Distortions occur because it is difficult to portray
the three-dimensional Earth on a flat surface.
Winkel-Tripel has some distortions. Compare
the map to a globe to find specific distortions.
This feature can be found on page 26 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Understanding Map
Projections
Practicing the Skill
In what way does the map accurately present
Earth’s features?
The sizes and shapes of continents and the
distances between places are fairly accurate,
and visually disturbing distortions have been
minimized.
This feature can be found on page 26 of your textbook.
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Understanding Map
Projections
Practicing the Skill
Why do you think the mapmaker used this
projection?
The Winkel-Tripel projection is a good
compromise.
This feature can be found on page 26 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Mary Leakey
Louis Leakey
Read A Remarkable Discovery on page 18 of
your textbook. Then answer the questions on
the following slides.
This feature can be found on page 18 of your textbook.
What did Mary Leakey find at the Olduvai Gorge
dig site?
Mary Leakey found human bones at the
Olduvai Gorge dig site.
This feature can be found on page 18 of your textbook.
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Why was this find so exciting to the Leakeys?
The Leakeys had been excavating this site for
many years, and they had unearthed remains
of a past civilization without finding concrete
evidence that humans had lived there. The
bones provided that proof.
This feature can be found on page 18 of your textbook.
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Tools
The word technology refers to the
ability of human beings to make
things that sustain them and give
them some control over their
environment. The technology
available at the beginning of
human history was quite simple.
It consisted primarily of the ability
to make stone tools.
Read the excerpt on page 23
of your textbook and answer the
questions on the following slides.
This feature can be found on page 23 of your textbook.
Analyzing How did the ability to make simple
tools change human life?
Tools enabled people to hunt and kill large
animals, make nets and baskets, sew hides
together for clothing, butcher meat, cut plants,
dig roots, cut branches to build simple
shelters, and clean animal hides for clothing
and shelter.
This feature can be found on page 23 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Before History
Objectives
After viewing “Before History,” you should: 
• Realize that petroglyphs and cave paintings can be found
on every continent. 
• Know some of the techniques that archaeologists use to
determine the age of rock art. 
• Understand why early North
Americans may have painted and
etched images on rocks and
caves–and why present-day
people study these artifacts.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
Before History
What type of rock art can be radiocarbondated?
Rock paintings whose pigments contain
organic materials can be radiocarbon-dated.
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Before History
What does archaeologist Sally Cole believe the
horned animals represented?
Cole believes that clans identified themselves
with horned animals and used their images as
social symbols.
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Charts
Radiocarbon Dating
History and Science Human Origins:
Different Points of View
Click on a hyperlink to view the corresponding slide.
Map
Spread of Homo Sapiens Sapiens
Chart
History and Science Human Origins:
Different Points of View
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B and D
A and C
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A
no ground level
entrances
climb the ladder to
the rooftop, and
then enter through
the entrance on the
roof
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for protection from
enemies
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