Time period
1.5 weeks
CONTENT
Geography & Prehistory
Standard(s)
Demonstrate understanding of
social, political, geographic &
economic changes that took place in
Africa, Asia, Europe & the Americas
LESSON ONE
Bellringer
Play Lucy in the Sky with Diamonds as kids come in room & give them a tiny
slip of paper to guess the name of the song and who originally sang in, and
who remade it – explain song inspired name for 3 million year old skeleton
Archaeology transparency on overhead – with class map the word
petrifaction
Read Aloud
Anticipation
Gallery Walk – facts about Lucy – give kids stickers to answer questions
about Lucy (tell students she lived 3 million years ago and has helped
archaeologists discover information about the ancient past) – write each
statement on separate piece of paper - bring back in and string on
clothesline across room – refer to during lesson
Lucy was 25 years old when she
died, but was the size someone in
kindergarten would be today
true
false
Men who lived during Lucy’s time
used stones as tools
true
false
Lucy’s head was the size of a
baseball
true
false
Scientists studied Lucy with less
than ½ of her skeleton
true
false
Lucy’s teeth were bigger than ours
are
true
false
Lucy was found in Ethiopia, which is
in Africa
true
false
(write each one of the questions above on a separate piece of paper w/2
columns true/false – kids put sticker under T or F)
Direct Instruction
Explain to kids that not only are they going to learn about pre-history
humans today, but that they are also going to learn how to create concept
maps and how they can help them study facts about history.
1) Create a concept map to explain PREHISTORY
2) Create a concept map for the “ologists”
archaeologists - study the remains of ancient humans
anthropologists - study human culture
paleontologists - study fossils
paleoanthropologists - study prehistoric remains - combine all the –ologies
above
example of concept map
3) Refer to gallery walk – explain to kids that all answers were true –
give info about Lucy and her world on skeleton map
Convince kids of the benefit of continually studying history - give example of
the skull that was found that was hand-made!
Wake-Up
Students form large circle with teacher – teacher starts “I am Lucy and I
was born 3 million years ago “ – next student says, “she is Lucy, was born 3
million years ago and (adds something else about Lucy) – continue around
circle
Review
Complete Paragraph Practice Sheet – “describe Lucy” – do together as a
class – use Lucy skeleton map for details – explain that when kids do
research on a topic making a map can help them write their paper
Ticket to Leave
Be sure to have notebook, dividers and other class materials
Lucy Map – write in info about Lucy on lines
PARAGRAPH PRACTICE SHEET / NADZAK
TOPIC: ____________________________ Student name _____________________ Date _____________
TOPIC SENTENCE: _________________________________________________________
DETAILS:
Detail sentence # 1: ___________________________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
___________________________________________
Detail sentence #2: ____________________________________
____________________________________________
Detail sentence #3: ____________________________________
____________________________________________
Detail sentence #4: ____________________________________
____________________________________________
CLINCHER SENTENCE: _______________________________________________________
Write your entire paragraph here. Read it aloud as you re-write it.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Time period
1.5 weeks
CONTENT
Geography & Prehistory
Standard(s)
Demonstrate understanding of
social, political, geographic &
economic changes that took place in
Africa, Asia, Europe & the Americas
LESSON TWO
Bellringer
Give each student a colored lifesaver and a tiny strip of paper as they enter
the room – tell them not to eat the lifesaver yet! Use 5 different colors so
kids can group according to color later. On board have instructions for them
to pretend they found the lifesaver on an archaelogical dig and to write
down one thing they would guess about it were an artifact and they didn’t
know it was a lifesaver – collect in lunchbag
Read Aloud
Anticipation
Pull out strips from lunch bag of lifesaver artifacts guesses and read to
class – tell kids they’ll be learning more about pre-history humans
Kids travel to desk groupings same color as lifesaver – tell kids there are
several things in the bin that they will be using today – instruct them to each
take out a small paper plate and several strips of paper
Direct Instruction – more concept maps to make learning easier!
Model the paper plate activity kids will be completing in groups by teaching
them about the Neolithic Age – write Neolithic Age in the middle of a paper
plate and in a circle on the overhead – students do same on their small plates
– write facts about Neolithic Age on white strips and glue them to your plate
and write on overhead – students do same
Review / Extended learning
Groups also have a big paper plate, colored strips and a typed info sheet on a
kind of pre-historical man – together they are to create a concept map to
share with class - all groups share info – kids write on Prehistoric Human
Chart
Complete paragraph practice sheet describing early man.
Time period
1.5 weeks
CONTENT
Geography & Prehistory
Standard(s)
Demonstrate understanding of
social, political, geographic &
economic changes that took place in
Africa, Asia, Europe & the Americas
LESSON THREE
Bellringer – make transparency for Numeracy big number bellringer
Read Aloud
Anticipation
Put map of migrations of homo sapiens on overhead – have kids look under
desk to see if sticker has been taped there – if so are volunteers to put
sticker on overhead map (stickers will match squares of info on map below)
Direct Instruction
Give every student a piece of brown paper grocery bag – fold in fourths discuss social, political, geographic & economic changes – kids write one
change in each section of paper bag – take notes
Review/Extended Learning
Travel to library - have kids crumple paper bags then smooth out and tape
under tables in library – give kids each a paper towel and charcoal briquette
– draw pictures that would tell future archaeologist about their lives
Time period
1.5 weeks
CONTENT
Geography & Prehistory
Standard(s)
Demonstrate understanding of
social, political, geographic &
economic changes that took place in
Africa, Asia, Europe & the Americas
LESSON FOUR
Bellringer – Technology Caveman
Read Aloud
Anticipation
Index card pass – kids line up in 5 single file lines – write Maslow’s hierarchy
of needs levels one per large 5 x 8 index card – give kids at beginning of line
– they write a need they have, then pass back – trade cards among lines till
kids have written on all cards – collect
Direct Instruction
Discuss Maslow’s hierarchy of needs – compare those of prehistory humans
to modern man
Direct students to take FOLDABLES materials out of bins – model how to
create a foldable of Maslow’s hierarchy with construction paper – then give
information about each level that kids write on their foldables
Wake - Up
Review / Extended learning
Model bio-poem – students create their own based on their needs on
Maslow’s hierarchy – share with class
Create Venn Diagram to compare & contrast modern & prehistoric man’s
levels
Name _______________________
Global Studies
Date ______________________
Hierarchy of Needs BIO-POEM
Name
Appreciative of ________________________
Feel a calling to _____________________________
Must _____________, ________________, & ________________
Respected by ________________________
Respected for ______________________________
Valuable because I’m _______________________
Belong to __________________ & ____________________
Lover of _______________, _________________, ________________
Secure in my ______________ & _________________
Safe when ____________________ & _______________________
Can’t live without _______________, _________________, & ____________________
Name
Time period
1.5 weeks
CONTENT
Geography & Prehistory
Standard(s)
Demonstrate understanding of
social, political, geographic &
economic changes that took place in
Africa, Asia, Europe & the Americas
LESSON FIVE
Bellringer
Organize notebook according to list on overhead
As they enter classroom, give every student a Popsicle stick with prehistory
term or content on it – will use to group later
Read Aloud
Anticipation
Group by like-popsicle sticks
In group draw a map to show how to get from your classroom to cafeteria –
include legend & scale
Direct Instruction
World geography skills – use atlas workbooks
Wake-Up
Review / Extended Learning
PRE-HISTORY KNOWLEDGE BACKGROUND & INFO
Read Aloud Ideas for this unit:
Cowley, Marjorie. Dar and the Spear-Thrower
A young Cro-Magnon boy living 15,000 years ago in southeastern France is initiated into
manhood by his clan and sets off on a journey to trade his valuable fire rocks for an ivory spear
thrower.
Denzel, Justin. Boy of the Painted Cave. Forbidden to make images, 14 yr old Tao, a boy
with a bad foot, yearns to be a cave painter, recording the figures of the rhinos, bison, and other
animals of prehistoric times.
These notes were cut & pasted and may have typos !!!
WHAT IS PREHISTORY? Prehistory is the time before written language. It is
a time we have to discover through archaeology, and sociology, because no one was
able to write down what they were doing and how they were living. Although
historians are usually referring to a time beyond the last 5000 years, many cultures
developed in isolation, without written language. Some of these people might still be
living in a prehistoric time.
About 3 million year ago, the earth was populated with deer, giraffes, hyenas,
cattle, sheep, goats, antelope, gazelles, horses, elephants, rhinoceroses, camels,
ground squirrels, beavers, cave lions, ants, termites, porpoises, whales, dogs with
huge teeth, and sabre-toothed tigers! Giant sharks, about 42 feet long, were
plentiful. There were all kinds of birds and plants and fish, similar to birds, plants
and fish today. (Dinosaurs, in case you missed the introduction, died out about 65
million years ago. They were long gone.)
About this same time in history, around 3 million years ago, the higher primates,
including apes and early man, first appeared. There was a difference between apes
and man. Human-like hominids could stand upright. Apes could not. Their hands were
different, too. Ape hands were made for climbing and clinging. Early man's hands
were jointed differently, which allowed them to not only use tools, but to make
tools. No one knows if these very early human-like people actually made tools, but
remains of polished bones have been found in South Africa, which suggests they
might have made simple digging tools from bone! Their diet was mostly vegetarian,
along with some meat, probably obtained by scavenging.
You might wonder how we know anything about hominids who lived over 3 million
years ago! How do we know they even existed? Lucy told us! In 1974, a skeleton was
found in Africa. The bones were those of young female, approximately 20 years old
when she died. Scientists named this "young lady" Lucy. About 3 million years ago,
when Lucy was alive, she was rather short, about 4 feet tall, and probably weighed
about 50 pounds. Her brain was about the size of an orange or baseball (about onethird the size of the brain of a human Her bones showed she probably walked
erect, although she still had the ability to climb trees easily. Lucy had a human like
characteristic: her knee could lock, so she could stand up straight. Other apes did
not have a locking knee, so they could not stand for long periods of time. There were
no signs of broken bones or teeth marks that might show why she died. Scientists
suspect that she probably fell into a lake or river and drowned. We don't know her
real name, but the scientists who found her, Don Johnson, Tom Gray and their team,
named her that, after the Beatles song Lucy in the sky with Diamonds. Calling her
Lucy makes her more real to us. She was littler than your kindergartner, was about
25 years old when she died. Scientists were able to tell all of that from the
skeleton, even though they didn't find all of it.
AUSTRALOPITHECINES: (aw stray low PITH uh syns) These were Lucy's people. They
are considered by scientists to be the first people and they lived between 3.75 million years
ago and 1 million years ago. The name means southern apes. They probably didn't make tools,
but might have made use of stones and other items they found to help them with their
chores. They had low foreheads, large eyebrow ridges, flat noses and jutting jaws. Their
jaws were more powerful than ours and the teeth were larger. It is thought that the men
did the hunting and the women and children did the gathering. They believe the early people
had more variety in their diets than we do.
INTERESTING NOTE TO CONVINCE kids why we study history:
Charles Dawson, an amateur archaeologist, and at another time, Sir Arthur Smith
Woodward, found a human skull that had an ape's jaw. Scientists were so anxious to
prove their long-held theory that about the missing link that they accepted it without even
trying to verify it. It was called the Piltdown man, and it wasn't until 1953, when they
realized some unknown person had created the skull, and it was shown to be false.
Another example of why we have to keep rewriting the history and science books!
HOMO HABIIS - 2.5 to 1.5 million years ago and the first people scientists agree are
our direct ancestors. Their teeth and jaws were more like ours, and their brains were
larger. Their name means handy human, named by the Leakeys because they made and
used tools. They may also have made the first buildings, small round huts. First true
humans - stone tools - the first tool-make - lived in Africa - taller, had a larger brainThis
is the start of the Paleolithic Age, also called the Old Stone Age.
HOMO ERECTUS - had even larger brains and more complex tools. The earliest people
found outside Africa - the first erectus was found in Asia. These people get credit for
inventing fire, very useful during the ice age. They are said to have had sloping
foreheads, large eyebrow ridges, large jaws, flat faces, and no chin. The first hunters traveled over land bridges from Africa, to begin to populate the world, about 1 million
years ago
HOMO SAPIENS - meaning wise humans. These are the modern humans, arising
when the homo erectus died out, with the first appearing about 150,000 years - we are
homo sapiens, but there are some intermediate groups to appear here. Neanderthals, CroMagnons, you & me!
NEANDERTHALS - the first homo sapiens. These people got named after the place
they were first found: Neander Valley, in Germany. Once again, the brain is larger
and the tools are more complex. They had bony ridges above their eyes, a protruding
mouth and small chins. Because it was so cold, scientists guess they were the first to
wear clothes all the time. They also built interesting houses: animal skins stretched
over frames of branches or bones. Their tools were of flint and bone. Buried their
dead with ceremony - stone-tipped spears, bone needles, bone fish hooks, sewed their
clothes from animal skins, warm boots - In 1856, quarrymen made an exciting
discovery in a cave in the Neander Valley, near Dusseldorf, Germany. They found the
remains humans who were very different from us. Scientists later learned that
"Neanderthal" humans inhabited Europe and parts of Asia and North Africa from
about 125,000 to about 40,000 years ago.
Fossils indicate that Neanderthals looked somewhat like humans, but they had heavy
ridges above their eyes. Their skulls were larger than modern humans, indicating that
they had bigger brains. Bones in the throats of Neanderthal fossils led archaeologists
to believe that their verbal communication probably consisted only of grunts. They
apparently could not use words they way we do today.
Neanderthals lived side-by-side in many places with modern humans, then apparently
became extinct. The mystery of what happened to the Neanderthals still puzzles
scientists today.
CRO-MAGNONS - the first people to look like us. The Homo sapiens sapiens who lived
in Europe were called Cro-Magnon. Their fossils have been found in caves and date back
40,000 years. Cro-Magnons enjoyed art, just as we do today. They painted on rocks and
the walls of their caves - carved, engraved, made sculptures and even made jewelry. They
drew what was around them: people, plants and animals. The animals they drew tell us
about the animals they saw, hunted and ate. Carved symbols tell us there might even have
been the start of written language. They used fire to shape tools, and used tools to make
other tools. They are thought to have had their own religions. They took care of their
elderly and disabled people. Bow and arrows, well constructed huts with central hearths
for fires; necklaces & pendants, cave art, little statues made from ivory, antler, bone;
tools and weapons for hunting and fishing, oil lamps. Used honey to sweeten food.
HOW DID THESE PEOPLE LIVE? Various groups probably developed their
own traditions and customs, but we know, or think we know, something about the way
people lived in general. Hunting and gathering, of course, was the means of getting
food. There weren't any stores to go to. (Many children will find that hard to
comprehend.) They probably lived in small groups of twenty or thirty people, moving
around with the seasons. When a way of making fire, instead of waiting for
lightening to create it was discovered, they were able to make better use of meat,
and to survive in colder climates.
FARMING changed everything. Eventually, if you always take from the
earth, and never give back, supplies become limited. People learned to farm. We
don't, of course have any idea how people came to realize it was possible to plant
and grow, but eventually it happened. Once this discovery was made, it became
possible for people to settle down and stay in one place. Ask your children to decide
how people might have felt about this dramatic change in their lifestyles. Would
everyone have felt the same way? Ask your children to write stories about this time
in history. How was farming discovered? Who will make the decision to stay in one
place and why? How will everyone feel? What kind of place should they choose to
stay in? They will need a source of water, for example. What else will they need?
People may have made the decision gradually. Perhaps they stopped because people
were ill, or just because they liked a spot. Perhaps each year, they stayed a little
longer, and eventually began creating nicer homes. After a time, they may have just
stayed. Perhaps as they stayed longer, they worked to protect the animals needed
for food, and even to create herds. Sheep, goats and dogs were some of the first
animals domesticated (tamed).
Farming changed the ways people lived. Since it didn't take the entire community to
run the farms, some peple began to do other things, introducing specialization. Some
might have just made tools. Others might have become builders. At first, this could
have been a scary change. You had to trust that someone else would provide you with
food in exchange for the tools you make. People had to take risks when they first
chose not to grow food, or to stay home from the hunt.
Farming changed the environment as well. Before hunting, all the land was available
for plants to grow as they chose, and for animals to live in as they chose. Now trees
and wild plants would have to be cleared to make room for the farms and
communities. Wild animals had to be kept out of these locations permanently. This is
still a problem we struggle with today, and you can make connections in science by
studying deforestation (the clearing away of the forests) and extinction of animals.
All of these changes took place during the Neolithic Age. Neolithic comes from the Greek
words for new and stone. This was the new stone age, a major step towards the way most of
us live today. People developed villages, and began trading with other nearby villages.
Remember that there were now people who specailized, but perhaps they didn't have enough
people to do everything, so they would trade with other villages which specialized in
different things.
The beginnings of villages, and the connections they make as the villages work out
trade agreements and peace agreements lead to bigger connections. Soon cities
develop, larger than the little clans, we first saw, larger than the villages that
developed as people settled down. Civilizations require good leaders, an economic
system, a good food supply that can even get you through times of poor crops, and a
culture. They usually have varying levels of social class as well. Where in the past,
everyone shared all they had, now some will have more than others, based on what
they have to offer, their family background, their training, and their luck. Discuss
these changes. how would people feel as things gradually began to change? Which
system do they prefer? In an ancient civilization, what kinds of jobs would have
been available? What job would they have wanted? Would they have been able to
choose?
Terms to Learn and for WORD WALL
archaeology: finding and studying artifacts, ruins, bones, and fossils from
the past.
prehistory: history that occurred before the development of writing.
artifact: items made by humans
fossils: once-living plants or animals, or their imprints
excavation: digging up artifacts, fossils and other items from the past.
cultural dating: estimating the period from which an object came by
comparing it to what you already know about various time periods.
absolute dating: a method of cultural dating involving finding the date in
years. This works only if you know for sure when certain objects were made
or used. (For example, an "Elect Clinton In 1996" button would only have
been made during that election.)
Relative dating: the method of cultural dating used when you don't know
exactly when it was made. You would compare it to other objects and decide
it is older than this, but younger than that.
Scientific Dating: analyzing an object in a laboratory using scientific
methods in order to find the date.
dendrochronology: tree ring counting, one of the oldest forms of scientific
dating, used since the 1700s. Trees grow new rings every year, and the
thickness is affected by climate.
Radiocarbon dating: Living items take in carbon from the environment, and
some of this is radioactive. When something dies, it stops taking in carbon,
and begins losing it in a known pattern. By measuring how much radioactive
carbon is left in an item, scientists can tell when something died. This only
works on items more than 1000 years old and less than 60,000 years old, and
is not entirely accurate then.
MORE CONTENT KNOWLEDGE
Migration
At least 13,000 years ago, and perhaps thousands of years earlier, some humans
crossed the Bering Strait from eastern Siberia into the Americas. Once in the
Western Hemisphere, they spread from northern Canada to the southern end of South
America within one or two thousand years. Some scholars have recently argued that
humans accomplished this feat in as short a time as they did because they inhabited
the western coast lands of the Americas, thrived on a rich marine diet, and migrated
steadily southward in small boats.
Fire changed almost every part of their lives. It provided warmth and light, and a way
to cook food. It scared away larger animals. Fire also provided a place for hominids
to gather to gather and form a community. The ability to control fire allowed the
hominids to leave Africa and roam the rest of the world.
Environmental Impact
In Australia, Siberia, and the Americas, humans found many new species o f animals and
plants. In these regions, animals had never encountered humans before and many
species underestimated how dangerous this strange new two-legged creature was.
Consequently, the first human colonists found hunting very easy. This may explain wh y
many large animal species--the mammoths of Siberia, the giant wombats and emus of
Australia, the saber-toothed tigers of the Americas--soon became extinct.Humans also
learned to use fire to burn vegetation and encourage new plant growth, thereby
attracting the plant-eating animals that they wanted to hunt. By regularly firing the
land and by over-hunting, humans began to have a significant impact on the natural
environment wherever they settled.
Perhaps the most striking illustration of how dangerous mod ern humans could be was
the disappearance of all other hominid species. Neanderthals, and perhaps some types
of Homo erectus, survived throughout much of Big Era Two. They may even have met
groups of Homo sapiens. Neanderthals had brains at least as large as ours, and they
were effective hunters. But it seems they could not communicate with each nearly as
well as modern humans could.
As far as we know, the last Neanderthals lived in the south of France, perhaps 25,000
to 30,000 years ago. There are hints that they tried, and failed, to imitate the
technologies of modern humans. Other hominids may have lived almost as recently in
parts of Southeast Asia. We cannot know for certain, but it seems likely that, as
modern humans occupied more and more territory, close genetic relatives living in those
regions were slowly driven to extinction.
By 10,000 years ago, humans could be found in all parts of the world, in Afroeurasia,
Australia, and the Americas. As the area that humans occupied expanded, their
numbers probably increased as well. Yet the size of each community likely remained
small. In other words, population increased by extensification, that is, by increasing
the number of communities and the range of settlement across the world without
increasing the size of each community.
Humans and Other Humans (social impact)
Archaeologists can tell us a lot about their dwellings and the tools they used,
but it is harder to understand their social and cultural lives. We are sure that v irtually
all people were gatherers, hunters, or fishers in that era, even though the techniques
people used varied more and more as groups settled more widely across the globe.
Small groups banded together for protection and efficiency. The size of the group
depended upon the amount of food available. Groups would disband and move on, as food
required. Scientists are pretty sure that homo habilis built campfires. But they did not
know how to make fire.
Very importantly, Homo erectus man had fire-making skills. Like all new, major
inventions, this discovery changed life dramatically. Why was the ability to able to make fire
so important? As man had already discovered, most animals were afraid of fire, so a roaring
campfire gave protection to the group or tribe. They no longer had to shelter out of the
wind, unless they chose to do so. If their fire went out, they could relight it. They could
choose where they camped. On a hot night, if they could find a relatively safe place, a
breeze might feel good. Control of fire made moving into colder regions possible, as fire
they could count on would provide them with warmth. It also changed the way they prepared
food. These people began to cook their food consistently. Food that is cooked is more
secure from disease and much softer to eat. As a result, it would have been easier for the
young and the old to survive.
Today's hunter-gatherer communities make up a minuscule percentage of the
world's population, but they persist in a few places on all the continents. Exc ept in
extremely cold environments, they rely mainly on gathered plants for subsistence. Meat
is valued, and most communities have hunters who occasionally bring it in, but meat is
not the main component of most hunter-gatherer diets because hunting is usually less
reliable than gathering.
Cave paintings and carved objects were just one of the ways that men and
women expressed themselves symbolically through art. An early hint of the existence
of art among humans is the physical evidence of powdered pigmen ts. People appear to
have ground up pigments, such as ochre, and used them to paint themselves or their
surroundings. In fact, evidence of ground pigment use in southern Africa dates to well
over 100,000 years ago. Therefore, we may also have an early date for the use of
language.
In the last 40,000 years of the era, the period from about 50,000 to 10,000
years ago that scholars call the upper paleolithic, artistic expression burst forth in
many parts of the world. Humans began to produce not only paintings and carvings but
also necklaces, bracelets, pendants, beads, and ornamental headgear. Through this art
women and men represented their world symbolically.
Wherever people lived, they took advantage of the local mater ials and
opportunities they had. Wall painting, for example, is concentrated heavily in northern
Spain and Southwestern France where deep limestone caves provided "gallery space"
protected from rain and wind. In Eastern Europe, by contrast, cave shelters a re rare,
so people commonly carved small, portable figurines. Humans even started making music.
For example, in western Eurasia archaeologists have found more than thirty flute -like
instruments made of long hollow bone and equipped with finger holes. Most of these
instruments are broken and unplayable, but the earliest may date to roughly 37,000
years ago.
Abraham Maslow
Most early psychologists studied people who had psychological
problems, but Abraham Maslow studied successful people. Maslow
decided that people want to be happy and loving, but they have
particular needs that they must meet before they can act unselfishly.
Maslow said that most people want more than they have. Once a person met their
most basic needs, they would develop higher needs. Maslow said, “As one desire
is satisfied, another pops up in its place.” Maslow created a hierachy of needs
with five levels:
Physiological needs - the need to breathe, regulate body temperature, need for water,
sleep, to eat, and to dispose of bodily wastes
Safety needs
People feel unsafe during emergencies, or times of disorder like rioting.
Children more commonly do not have this need met when they feel afraid. Security of
employment, of revenues and resources, safety from violence, delinquency, aggressions,
moral and physiological security, familial & health security
Love and belonging needs - The need to escape loneliness and alienation, to give and
receive love, and a sense of belonging. Friendship, family love, sexual love
Esteem needs - The need to feel valuable. to have self-respect and the respect of
others. If a person does not fulfil their esteem needs, they feel inferior, weak,
helpless, and worthless.
Self-actualization needs - Maslow taught that a very small group of people reach a level
called self-actualization, where all of their needs are met. Maslow described selfactualization as a person’s finding their “calling.” He said, “a musician must make music, an
artist must paint, and a poet must write.” They embrace the facts and realities of the
world (including themselves) rather than denying or avoiding them.






They are spontaneous in their ideas and actions.
They are creative.
They are interested in solving problems; this often includes the problems of
others. Solving these problems is often a key focus in their lives.
They feel a closeness to other people, and generally appreciate life.
They have a system of morality that is fully internalized and independent of
external authority.
They judge others without prejudice, in a way that can be termed objective
Many people confuse self-actualization with fame or fortune, but often this is not the
case. While wealthy or celebrated people might reach self-actualization, many
psychologists believe that most people who have reached the highest level of happiness
are unknown beyond their circle of family and friends.
Societies develop when people reach a particular level in Maslow’s hierarchy. Once
people meet their physiological needs and they feel safe, they begin to develop a
culture and an advanced civilization.
Numeracy Bellringer
We sometimes describe 1,100 as
eleven hundred instead of one
thousand, one hundred because it is
easier to say. Just as 800 is 8x100,
1,100 is 11x100.
A million is a thousand, thousand or
1000x1000. A billion is a thousand
million and a trillion is a thousand
billion.
Scientists tell us the earth is 4.6
billion years old. That means it is
4,600,000,000 years old. We can also
say that the earth is 4,600 million
years old. If you wanted to count to
4.6 billion and each number took you
one second to recite, you would be
busy for 145.76 years, not including
bathroom breaks.
Here are some really large numbers:
thousand 10^3 or 1,000
million 10^6 or 1,000,000
billion 10^9 or 1,000,000,000
trillion 10^12 or 1,000,000,000,000
quadrillion 10^15 or 1,000,000,000,000,000
quintillion 10^18 or
1,000,000,000,000,000,000
sextillion 10^21 or
1,000,000,000,000,000,000,000
septillion 10^24 or
1,000,000,000,000,000,000,000,000
octillion 10^27 or
1,000,000,000,000,000,000,000,000,000
nontillion 10^30 or
1,000,000,000,000,000,000,000,000,000,0
00
decillion 10^33 or
1,000,000,000,000,000,000,000,000,000,0
00,000
Global Pre-history Bellringer
Technology is the tools and
skills used to build things. Today
we live in a world with amazing
machines, but we can trace our
modern tools to rocks. Early
humans used stone tools, and
those tools were the first
technology. “Stone Age” humans
used rocks as weapons, to break open things and to
sharpen softer objects. About six thousand years
ago, people slowly began to unlock the secrets of
metals. They learned to smelt, or refine metal, by
heating particular types of rocks. Copper was
probably the first metal smelted, followed by tin,
lead, and silver.
Metal has many uses. You could mold metal into
different shapes. Metal also conducted heat. Metal
pans allowed people to cook meat and destroy
harmful bacteria. Wood burns when heated and most
rocks do not hold heat well. Iron was the most
important metal to early cultures. People used the
knowledge of iron to conquer others. The discovery
of iron made it possible for the advancement of
many civilizations in different parts of the world.
What invention would you not be able to live
without?
Global Pre-history bellringer
Archaeologists are scientists who
study history. They often study
fossils. Fossils are the remains of
prehistoric plants or animals that
somehow managed to be preserved for
thousands of years. We have many
unanswered questions because very
few fossils have survived.
Some fossils become petrified, which means they turn
to stone. Petrifaction occurs when rivers and streams
carry dissolved minerals to the porous parts of bones,
shells or wood. The minerals eventually crystallize and
settle, filling the pores.
Archaeologists are like police
detectives. They search for
clues left behind by people,
animals, and things.
Archaeologists use those clues
to make educated guesses about
the past. What we know about
prehistory changes over time as archaeologists uncover
new clues. We don’t know what archaeologists will
discover in the future. If the past is any guide, what
we think we know about prehistory will change as we
learn more about the past.