Social Studies Paleo/Neo Mini Unit: 12/7—12/11
Intern: Laurie Reeder
Mentor: Stuart Allen
Main Unit Objective: Students will compare and contrast the
differences between the Paleolithic and Neolithic Ages of early humans.
Objectives/Skills: Students will:
 Research the lifestyles of Paleolithic and Neolithic man, using both
text and internet sources. Practice effective note-taking
techniques.
 Use cooperative learning techniques to share information on both
cultures. Practice good social skills (eye contact and good
manners). Practice active listening (eyes on speaker and sitting
up straight).
 See the challenges faced by early man through a cooperative
game.
 Review unit concepts
 Take a quiz on the concepts.
Focusing Question: What was life like for early humans? What
developments improved life for early humans and changed the way
people live?
Connection/Rational: This week will wrap up Section One of the Journey
through Time text on Early Humans. We have spent several days
looking closely at one early human, Oetzi, the Iceman. Students will
now look more closely at early humans like Oetzi’s way of life and how
developments in agriculture and tool-making improved their lives.
Procedures:
Monday (Day 1): Library Research
 Review Paleolithic Age and introduce Neolithic Age
 Students will be separated into two groups: Paleolithic and
Neolithic. Within these groups, students will be separated into
book researchers and computer researchers.
 Students will take notes on their culture in their journals
 Last 15 minutes meet with group to compare notes.
Materials: Student journals, question sheets, library resources,
Learning Experiences:
Students will conduct research to answer these questions about the
Paleolithic and Neolithic Age of early man:
1. What was their way of life? Was it different for men and women?
2. What were men’s jobs? What were women’s jobs?
3. What was their society like? Did they live in large groups? Small?
Villages? Nomadic?
4. How did they adapt to their environment?
5. How did they find food to eat?
6. What kind of homes did they live in? What kind of places?
7. What kind of tools did they make and use?
8. What kinds of clothes did they wear?
9. What discoveries did they make?
10.
What kinds of art/artifacts did they create?
11.
Did they engage in any trade with other people far away?
12.
Was there any kind of government?
Text Group: Will meet with librarian to find text sources and use text
book to find information
Tech Group: will use computers to find information:
http://daphne.palomar.edu/mhudelson.StudyGuides/PaleoNeo_WA.html
http://mr_sedivy.tripod.com/prehist3.html
wikianswers.com
Tuesday (Day 2): Pair Share
 Students will meet in pre-assigned pairs to share information
gathered during previous days research.
 Students will create compare/contrast chart graphic organizer
Wednesday (Day 3): Stable Food Supply Game
 Students will participate in a game that illustrates how life was
different for humans in the Paleolithic vs. the Neolithic Age.
Objective: Students will see for themselves the advantages of an
agricultural lifestyle over a hunter-gatherer society.
Materials: Food Supply houses templates, colored pencils, scissors,
glue/tape, 2 bowls filled with dried beans: 1 labeled “HunterGatherers”, 1 labeled “Agricultural”, 2 tablespoons, plastic bags
Learning Experiences:
 Students will be separated into groups of 5 person tribes (see
groups list) 2 tribes will be “Hunter-Gatherers”, 2 will be
“Agricultural”.
 Each group is assigned a feeding station.
 Each group receives a cup in which to put their beans.
 Each student receives a Food Supply Project page.
 I will read directions for the game and the accompanying story.
 Students will begin to color and construct buildings from the Food
Supply page but when I say, “Food!” (after 3-4 minutes at start
and then one minute after the last Hunter-Gatherer has received
food) Students must go search for food.
 All “Hunter-Gatherers must line up at their food station each time.
“Agricultural” may send only one from their group while others
continue to work on houses. The H/G food supply keeps moving.
Students are not told where to find it.
 Game ends when most of the “Agricultural” tribe members finish
their houses.
 Pass out worksheets and discuss each question 1-7. Then
students independently complete questions 8-13.
Closure: Discussion of questions and game.
Thursday (Day 4): (15 minutes) Students will review Paleolithic and
Neolithic Ages, placing graphic organizers into social studies journals.
(25 minutes) Students will gather in their “Oetzi” groups and participate
in an open-note, Jeopardy-style review of the material to prepare for a
Section 1 quiz.
Objectives: Review learned material to prepare for assessment.
Assess what students know and still need to review before the quiz.
Learning Experiences:
 Students will organize notes so information is easy to find.
 Meet in Oetzi Groups to participate in team review competition.
Closure: Whole group discussion of “Who had it better, Paleolithic or
Neolithic people? Let’s list at least five reasons why.
Friday (Day 5): Assessment (quiz)
Standards:
Social Studies:
SS:WH: 6:2.3 migrations of first humans
SS:WH: 6:4.1 impact of agriculture on humans
Reflection:
Day 1:
Things that went well: It was a good idea to have prepared questions for
the students as many have not done much research and the questions
gave them some direction in finding information. Book researchers met
with librarian to find what resources she had and it was wise to bring in
some text books as some of the sources did not have as much
information.
Problems: The internet was slow and several of the tech students spent
most of the class time trying to get onto the computers, so not much was
accomplished by them. Computers in the library are very spread out so
it was hard to get around to all the tech kids who needed assistance.
Day 2:
Things that went well: Because so many students were unable to get
much information due to technical problems, I had to scrap the idea of a
pair share activity. Instead I led a whole class review of Paleolithic and
Neolithic Human life. I created a graphic organizer chart for comparison
that the students filled in as I wrote similarly on the board so students
could see and hear the information. Information was supplied by
students who were successful in the previous day’s research, I only had
to add an item here or there. These organizers can be cut to fit into
student journals. After we had our information up on the board I led
students through a discussion of the lifestyles, using questioning
techniques looking at the information we had collected. For example, I
asked, “What can we say about the Paleolithic humans’ housing?” (It is
lightweight, can be put anywhere, set up quickly and easily) ”What does
the type of housing of the Paleolithic people tell us about their lifestyle?”
(Nomadic).”Why?” (hunted, followed herds…)
Problems: I think this was pretty successful way to deal with the
previous day’s problems. Most students were able to participate in the
discussion even if they could not initially provide the information.
Day 3:
Things that went well: The Stable Food Supply Game was a fun and
exciting way for students to see the advantages to living in an
agricultural society in a hands-on way. During the whole class wrap-up
of this activity, it was clear that all students “got it”. Hunter-Gatherers
could not even finish one house when the Farmers finished several.
The discussion was lively.
Day 4:
Things that went well: Students were placed in “Oetzi” groups (same 3
heterogeneous groups that were together for the Oetzi review:
Historians, Archaeologists and Anthropologists). The note organization
task was an excellent way for students to transition into class and was
accomplished during the first few minutes. This group enjoys the
competition of the Jeopardy-style game. Questions were developed
from the important material in the section and what would be covered
on the test.
Overall Reflection: A lot of time was spent in the careful grouping of
students who would be able to work together and stay on task. There
were different combinations for the research groups, tribes for the Food
Supply Game and the Jeopardy Review. This was time well-spent as
students worked well and participation was excellent.