James Madison University – College of Education
Social Studies Lesson Plan Format
Name: _Susan Grove_________________________
Date: _July 13, 2011____________
Subject/Class: Honors World History & Geography I_ Grade Level: _9_ Topic: _Paleolithic and
Neolithic Ages
NCSS Theme _2_ : __Time, Continuity and Change_____
Subthemes: _Knowledge___ : __Bullets 4 & 8_________________________
_Processes___ : __Bullet 4_______________________
(Remember NCSS is focused on Knowledge, Process and Product—be specific)
Essential Questions/Big Ideas:
How has technology changed the way we gain the necessities for survival? Is this a positive or
negative change?
SOLs/Standards addressed:
WHI.2
The student will demonstrate knowledge of early development of humankind from the Paleolithic Era
to the agricultural revolution by
a) explaining the impact of geographic environment on hunter-gatherer societies;
b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;
c) describing technological and social advancements that gave rise to stable communities;
Learning Outcomes/Objectives:
SWBAT explain how geography impacted the development of hunter-gatherer societies.
SWBAT explain how early humans transitioned from nomadic societies to stable communities.
SWBAT identify archeological discoveries from the Neolithic Age.
SWBAT identify technologies of both eras on a Venn diagram.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Assessment alignment chart: How will you know they know the objectives listed above?
Objective
U 1: SWBAT explain how
geography impacted the
development of hunter-gatherer
societies.
U2: SWBAT explain how early
humans transitioned from
nomadic societies to stable
communities.
U3: SWBAT identify
archeological discoveries from
the Neolithic Age.
U4: SWBAT identify
technologies of both eras on a
Venn diagram.
Assessment (formative and
summative)
Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Summative: Unit Test on Prehistory
Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Formative: Writing Activity
Summative: Unit Test on Prehistory
Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Summative: Unit Test on Prehistory
Formative: Smart Board Activity
Formative: Atlas Activity
Formative: Exit Activity
Summative: Unit Test on Prehistory
Background Content Outline:
I. 3 basic needs for survival
A. food
B. water
C. shelter
II. How did early human society develop?
A. Paleolithic Age
B. Neolithic Age
C. Development of civilizations
III. Notes Sheet
Paleolithic Age to the Neolithic Age
Paleolithic
Old Stone Age
Neolithic
New Stone Age
2.5 million years ago to 8000
BCE
8000 BCE – 3,000 BCE
Other Name
Time Period
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Number of People in a
Group
20 – 30
Up to 200
Food
Hunting and fishing
Wild berries, nuts and plants
Tools
Sticks – sharpened
Sharpened rocks
Very basic
Housing
Technological
Developments
Religion
Caves
Shelter built of bones, wood,
hide
Often parts are portable, nonpermanent
Spoken language
Learn to use and make fire
Woven cloth
Cave art
Simple tools & weapons
Belief in an afterlife is
suggested by their burying of
the dead
Would be buried with tools &
weapons to be used in next life
Animism - the belief that
spirits and forces live within
animals, objects, or dreams
Paleolithic
Terms :
a. hunter-gatherer- gained food by following
herds and gathering wild berries, nuts, & grains
b. nomad- person who moves place to place
usually in search of food, no permanent home
Domesticated plants
Domesticated animals
Still hunting & fishing
cooking utensils
ax & arrowheads made of flint
 Permanent
Stone housing
Partially underground
Calendar - to know when to
plant & harvest
Use of pottery
Wheel
Weaving skills to make cloth
Still practiced animism
Shrines within homes
Dead buried in tombs w/ stone
walls
Neolithic
Terms:
a. domesticated animals- raising animals
for the purpose of food and other uses
b. slash-and-burn farming- land cleared
by burning and cutting vegetation; helped
to fertilize land
Questions
a. Why did nomadic groups move around?
weather
geography
following herds
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Questions
a. What knowledge would Neolithic
people need to change from nomads to
farmers?
Weather patterns, growing patterns, available
Water, domesticating animals
b. How would geography affect these groups?
Following herds, need water source, shelter
c. What does the burying of the dead suggest?
Belief in an afterlife
d. What impact would fire have?
Food, heat, light, safety/protection
DEAN CHART
Concept word
Nomad
Slash & burn
farming
Hunter-gatherer
Domesticated
Animals
D=define
Person who
moves place to
place in search
of food
Cutting and
burning of
vegetation for
fertilization and
planting crops
Nomadic group
during
Paleolithic era
who followed
herds in search
of food
Raising animals
for food and
other purposes
E=examples
Bedouins
Cattle
A=attributes
No permanent
home
Small groups
N=non-examples
Civilizations
such as
Egyptians
Rough and not
neat fields
Crop rotation
Movement to
follow herds
Women gathered
and men hunted
People going to
grocery store
Kept in one place Deer
Instructional Plan:
What the Teacher Will Do
Hook/
1. On Smart Board teacher will pose the question
Introduction
“What are the 3 basic needs for survival?” and
10 minutes
write student replies on board.
2. Teacher will then introduce the lesson on the
Paleolithic and Neolithic Age.
Interactive
1. Teacher will lead an interactive discussion on
Discussion
characteristics of Paleolithic and Neolithic Ages
25 minutes
using the Smart Board.
2. Teacher will introduce a Smart Activity in which
students place characteristics into the correct
vortex.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
What the Students Will Do
1. Students will answer
question orally.
1. Students will participate
accordingly and take notes
on pertinent material.
2. Students will participate in
Stone Age Vortex game.
3. Students will complete a
Writing
Activity
20 minutes
Atlas
Activity
15 minutes
Exit
Activity
20 minutes
3. Teacher will hand out a blank Venn diagram and
direct students to complete it by comparing the
Paleolithic and Neolithic Ages and review with
students on Smart Board when they are finished.
1. Teacher will give students 15 minutes to write a
paragraph explaining 3 ways technology has
changed how we meet our basic needs.
2. Teacher will collect paragraph from students.
1. The teacher will handout World History Atlases
and an atlas worksheet and direct students that
they have 12 minutes to complete the activity.
2. The teacher will walk about room as students
complete the worksheet.
3. The teacher will collect the atlas activity when
students are finished.
1. Teacher will handout magnetic Paleolithic and
Neolithic dominoes to each student.
2. Teacher will tell students to place dominoes on
board and explain the connection between the 2
dominoes they match up.
Materials Needed for the Lesson:
Computer
LCD Projector
Smart Board
Stone Age Smart Lesson
Venn Diagram
Venn Diagram on their own
and then review it with the
class.
1. Students will write a
paragraph answering the
question given by the
teacher.
2. Students will turn in
paragraph.
1. Students will complete the
atlas activity.
2. Students will turn in the
atlas activity.
1. Students will place
dominoes on the board by
linking one end of their
domino to another one
already on the board.
2. Students will explain the
connection between the 2
dominoes they match up.
World History Atlases – class set
Atlas Activity
Stone Age Dominoes
Bibliography/Resources Used (using APA):
Edgerton, Roxanne (6/30/11). Hands on History. Content Academy History K-12. Lecture conducted from James
Madison University, Harrisonburg, VA.
(2005). The Nytstrom Atlas of World History Student Activities. (pp.9-10). Chicago, Illinois:Nystrom.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Adaption/Differentiation:
ELL/struggling
Instead of the paragraph on the writing activity I would have students list
readers
their answers or discuss them out loud with a partner and then write
answers as a class on the board. The Venn Diagram can be done as a class
on the Smart Board as well.
ADHD
The Smart Board lesson allows students to be moving and interactive.
Students are not asked to sit still for more than 15-20 minutes at a time
before a new activity changes.
Gifted
The lesson was created for an honors class.
Explanation of Instructional Strategies Used:
This is one of the earliest lessons of the school year so it is relatively easy and student centered. The
hook allows for students to begin thinking of the minimum they would need to survive as we will start
our discussion with hunters and gatherers. The Smart Board activity allows for active student
participation and with teacher questions can lead to higher level thinking. The writing activity will be
one of the first that the Honors class does this year and gives the teacher the opportunity to see student
skill level and determine what future writing workshops may need to look like as well as get students
thinking about a larger picture than just the lesson presented to them. The atlas activity helps to review
geography skills and reinforces the lesson as well. The exit activity allows for review of material and
to check for understanding before leaving the classroom.
I often have students coming from a variety of schools as they enter the 9th grade and this lesson gives
an opportunity for students to work together and get to know each other as well.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10