Dawn of Culture
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Unit One Dawn of Culture World History Unit Theme: In this unit we will learn about the four elements of human culture and see how it has developed over time; while we investigate the Prehistoric era. Unit Objectives By the end of this unit you will master the following: History: Historical Context: Knowledge of the Prehistoric Age including: Pre Human Species, Paleolithic Culture, Neolithic Revolution, Neolithic Culture Cause and Effect relationships Geography: Identify major regions Influences of Movements and Migration of People. Culture: How to identify culture and identify how it has changed and remained the same over time. Inquiry: You will show mastery of finding main ideas and categorizing information We will pre-assess how well you can record oral and visual information. Writing: We will pre-assess your skills in narrative and reflective writing. Speaking: You will be introduced to the art of non verbal communication and understand why humans started that way. Daily Schedule and Assignments Aug 30 Monday Tuesday Course Syllabus and explanations All Groups Personal Artifact Go Over Work Packets. H.W. Sign Syllabus HW: Read Through Work Packets – write down any questions Get Books Bring in Personal Artifact No School Sep 6 Finish Cromagnon Culture Quest For Fire w/ questions Sep 13 HW: -Timeline -Current Events -Vocab Builder Neolithic Age Notes Cave Art Sep 20 HW: -Geography activity2 -Timeline -Current Events -Vocab Builder Thursday Wednesday Friday Identifying Culture: What is it? History – When and How Identifying Culture: What is it? History – When and How HW: -Nacirema activity -Project Stop Talking -Start Timeline -Current Events HW: -Nacirema activity -Project Stop Talking -Start Timeline -Current Events Early Human Species Early Human Species Neanderthal and Cro-Magnons HW: -Reading Assignment 1 -Timeline -Current Events -Vocab Builder HW: -Reading Assignment 1 -Timeline -Current Events -Vocab Builder HW: -Timeline -Current Events -Vocab Builder Finish Cromagnon Culture Quest For Fire w/ questions -Finish Quest For Fire - Neolithic Age Notes -Finish Quest For Fire - Neolithic Age Notes HW: -Geography activity1 -Timeline -Current Events -Vocab Builder HW: -Geography activity1 -Timeline -Current Events -Vocab Builder Open Catch Up Day -Cave Art -Governing Activity -Finish Notes Character/Culture Assessment Unit Test Unit Test - - HW: -Timeline -Current Events -Vocab Builder Open Catch Up Day -Cave Art -Governing Activity -Finish Notes - Character/Culture Assessment HW: -Character/Culture Assessment - Study For Test – complete test Study guide - Finish any unfinished work in packet HW: -Character/Culture Assessment - Study For Test – complete test Study guide - Finish any unfinished work in packet - - - Turn in Notebooks Turn in Completed packets Turn in Current Events Notebooks Work on Character/ Culture HW: All unit work due next class. All work will be graded as is. No School Neanderthal and Cro-Magnons HW: -Timeline -Current Events -Vocab Builder Neolithic Age Notes Cave Art HW: -Geography activity2 -Timeline -Current Events -Vocab Builder - - - Turn in Notebooks Turn in Completed packets Turn in Current Events Notebooks Work on Character/ Culture HW: All unit work due next class. All work will be graded as is. Unit Grading Rubric 95 85 75 65 Activities Exceeds Mastery Personal Inadequate 200pts Personal Artifact: Culture: Students will develop definition of culture and artifacts Writing sample will be assessed for English class 0pts Nacirema: Culture: Students will identify the four categories of culture Large list of descriptions Good sized list List may be Incomplete work. 100pts appropriately identified into 4 categories spanning 4 cats. small – some cats may be missing Stop Talking Speech: students will engage in non oral communication Full 6 hours without May not do Short attempt – 100pts cheating – thorough insightful reflection whole 6 hours – reflections lack some insight reflections rushed 0 No attempt Doesn’t identify all 4 cats Didn’t really try Reflections very short and non informative Cave Art: Culture: students will compare visual arts to development of written arts Poem will be graded for English Class 0 points 95 85 75 65 0 Timeline Exceeds Mastery Personal Inadequate No attempt 100 pts History: students will identify major historical eras, events and reflect on connections between past and present Timeline is neat and All dates Timeline may Missing info, 100pts thorough. Reflections are insightful present – reflections are adequate be sloppy, dates in error, reflections not informative sloppy, reflections not done or not informative 95 85 75 65 Geography Exceeds Mastery Personal Inadequate 100 pts Physical Geography: students can make a global memory map and identify key locations Accurate map, one or two Somewhat Questionable Doesn’t look like 50 pts areas labeled incorrectly accurate – 3-4 mistakes map – 5-6 mistakes 0 No attempt the world I know – many mistakes Movements and settlements: students identify how various climate and physical features effect settlement Identify all settlement May have couple Several mistakes Many mistakes 50 pts dates and theorizes on conditions that lead to that settlement order mistakes 95 85 75 Unit Test Exceeds Mastery Personal 200 pts History: Historical Context – Students identify aspects of historical eras Test Questions Test Grade 50pts History: Cause and Effect – students identify cause and effect relationships 50 pts Culture: Identify 4 categories of culture and how developed over time Essay 100 pts 95 85 75 Current Events Exceeds Mastery Personal 100 pts Inquiry - Research: Students research using various forms of media 25 pts 5 stories – multiple sources 5 stories Inquiry – Reporting – summarize using main idea Short and to point May be overly 25 pts – main idea Culture: Identify beliefs and behaviors Thorough and 50 pts insightful long or too short adequate 65 Inadequate 65 Inadequate 4 stories 3-1 stories Doesn’t provide enough info or is way too detailed Not the main idea of story Needs more insight Way too short to be informative 0 No attempt 0 No attempt 75 Personal Growth Reporting: Students can categorize information and record main ideas Class Notes 100 pts 95 Exceeds 85 Mastery 65 Inadequate 0 No attempt All notes info is All notes info is May be missing Incomplete info – categorized. May categorized. some information little attempt to use own words or few mistakes in record information 50pts and more info categorizing than cues History: Cause and Effect – Students demonstrate understanding of cause and effect relationships Rich creative and Mix of some Mostly just Doesn’t have all thorough attempt original and some recorded what was info provided to 50pts to record events provided on board clas. 95 85 Reading Exceeds Mastery Assignment 100pts Reporting: Students can identify main idea All questions Accurate – may 40pts accurate and detailed 75 Personal Growth 65 Inadequate Couple errors Incomplete information, little effort Inaccurate and may not be thorough Not complete be short on insight 0 No attempt History: Cause and effect relationships 40pts Accurate and thorough chart Accurate History: Historical Context : Identify key concepts and events Detail accurate Accurate – lack in Missing some 20pts identifications Vocab Builder 100pts detailed 95 Exceeds 85 Mastery 75 Personal Growth History: Historical Context : Identify key concepts and events Detail accurate Accurate – lack in Missing some 100 pts identifications Quest For Fire 100 pts detailed 95 Exceeds 85 Mastery 75 Personal Growth Missing many terms or questions not attempted 65 Inadequate 0 No attempt Missing many terms or questions not attempted 65 Inadequate 0 No attempt Reporting: Students can record information from visual resource Lots of detailed info Adequate amount of info Light on info Very little info Inaccurate and may not be thorough Not complete Culture: Identify and categories 4 aspects of culture Accurate and thorough chart Accurate 95 Social Exceeds Responsibility 300 pts Students complete assignments on time Notebook turned 100pts 85 Mastery 75 Personal 65 Inadequate 0 No attempt Late in on time Students organize work in clear and neat format All work in proper 100pts sections – all there easy to find Classroom behavior is respectfully and conducive to learning Helpful and chatty 100 pts engaged Can’t find work scattered 1 planning room or out of class Multiple referrals Activity Sheet Listed below are the instructions for the various activities listed on your assignment calendar. Read them thoroughly and then complete the assignment in your notebook unless otherwise stated. Do them on the day indicated! Personal Artifact Bring in an object that represents yourself to share with the class. This object shouldn’t necessarily be your favorite thing – but the thing that you most think represents the type of person you are. Be prepared to share your object and then write about it. Tell us in your writing what this object tells about what kind of things you believe in, the way you act or behave, and what kind of arts you enjoy. Nacirema Read the article on the Nacirema tribe (located in this packet). As you read the article categorize the description of their culture into the 4 aspects of culture. In your notebook, make a list that shows what their beliefs are, their behaviors, arts and institutions. Then answer the following reflection questions: Would you like to live with the Nacirema tribe? Why or Why not? How is it do you think that that the Nacirema tribe is able to survive in today’s technological world? Do we as a society do anything similar to what you’ve read about the Nacirema? Project Stop Talking Over this long weekend conduct the following experiment. Choose a 6 hour time period (when you are not sleeping) and in that time period do not speak or communicate in any recognizable form. That means that you can make noises out of your mouth – but no recognizable words or letters – just grunts and sounds. You also may not write with any recognizable words – you may scribble or draw pictures. You may not point to words either. For the extra adventurous – limit your contact to hearing or seeing recognizable language – that means no TV, music, Internet etc. Make sure you always listen to your parents and family though. When your six hours are done, have a parent sign off on a page of your notebook that you have finished the experiment and then answer the following reflection questions. Despite not being able to use recognizable language were you able to still communicate? How? Did you find yourself using certain repetitive signs to communicate? Were other people able to understand them? How did you spend your time differently when you couldn’t speak? Did you enjoy this opportunity or hate it: Why? Cave Art After viewing the Cave Art Slide Show in class, reflect upon one of the images that you have seen. We know that Cro Magnon used cave paintings to communicate some story – but without words were unable to. Now pretend that you are that Cro Magnon artist and you do have words to tell your story. Write down the story that the artist was trying to communicate in words. BUT! – the trick is you are not yet quite as evolved as we are today. You must write this story using only ten words. You only know ten words. You can choose whatever ten words that you want and you can use the same word more than once. Choose your words carefully. Write your story and turn it in to Mr. Larson. Current Events Your current events assignment this unit is designed to give you a little warm up as to what is going on around the world. All I want you to do is find five news stories that you think are important. You have the entire 3 weeks to do this - don’t save it and do them all the same day. You may use any form of media (Internet, TV, Newspaper, Magazine, Radio, etc.) to find your stories. Once you find a story do the following steps for each story in your current events section of your notebook. Record the date and source of the story. To practice your ability to find the main idea – tell me what the story is about in only one sentence! That’s right – you are only allowed to write one sentence. Lastly – tell me why you think this story is important. What is it about your behaviors and beliefs that make you pick out this story as one of the five most important of the month. Grooming Rituals of the Nacirema Tribe Professor R. Linton University of San Martino, 1989 Professor Linton first brought the ritual of the Nacirema to the attention of anthropologists twenty years ago, but the culture of this people is still very poorly understood. They are a North American group living in the territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. Little is known of their origin, although tradition states that they came from the east.... Nacirema culture is characterized by a highly developed market economy which has evolved in a rich natural habitat. While much of the people's time is devoted to economic pursuits, a large part of the fruits of these labors and a considerable portion of the day are spent in ritual activity. The focus of this activity is the human body, the appearance and health of which loom as a dominant concern in the ethos of the people. While such a concern is certainly not unusual, its ceremonial aspects and associated philosophy are unique. The fundamental belief underlying the whole system appears to be that the human body is ugly and that its natural tendency is to debility and disease. Incarcerated in such a body, man's only hope is to avert these characteristics through the use of ritual and ceremony. Every household has one or more shrines devoted to this purpose. The more powerful individuals in the society have several shrines in their houses and, in fact, the opulence of a house is often referred to in terms of the number of such ritual centers it possesses. Most houses are of wattle and daub construction, but the shrine rooms of the more wealthy are walled with stone. Poorer families imitate the rich by applying pottery plaques to their shrine walls. While each family has at least one such shrine, the rituals associated with it are not family ceremonies but are private and secret. The rites are normally only discussed with children, and then only during the period when they are being initiated into these mysteries. I was able, however, to establish sufficient rapport with the natives to examine these shrines and to have the rituals described to me. The focal point of the shrine is a box or chest which is built into the wall. In this chest are kept the many charms and magical potions without which no native believes he could live. These preparations are secured from a variety of specialized practitioners. The most powerful of these are the medicine men, whose assistance must be rewarded with substantial gifts. However, the medicine men do not provide the curative potions for their clients, but decide what the ingredients should be and then write them down in an ancient and secret language. This writing is understood only by the medicine men and by the herbalists who, for another gift, provide the required charm. The charm is not disposed of after it has served its purpose, but is placed in the charmbox of the household shrine. As these magical materials are specific for certain ills, and the real or imagined maladies of the people are many, the charm-box is usually full to overflowing. The magical packets are so numerous that people forget what their purposes were and fear to use them again. While the natives are very vague on this point, we can only assume that the idea in retaining all the old magical materials is that their presence in the charm-box, before which the body rituals are conducted, will in some way protect the worshiper. Beneath the charm-box is a small font. Each day every member of the family, in succession, enters the shrine room, bows his head before the charm-box, mingles different sorts of holy water in the font, and proceeds with a brief rite of ablution. The holy waters are secured from the Water Temple of the community, where the priests conduct elaborate ceremonies to make the liquid ritually pure. In the hierarchy of magical practitioners, and below the medicine men in prestige, are specialists whose designation is best translated as "holy-mouth-men." The Nacirema have an almost pathological horror of and fascination with the mouth, the condition of which is believed to have a supernatural influence on all social relationships. Were it not for the rituals of the mouth, they believe that their teeth would fall out, their gums bleed, their jaws shrink, their friends desert them, and their lovers reject them. They also believe that a strong relationship exists between oral and moral characteristics. For example, there is a ritual ablution of the mouth for children which is supposed to improve their moral fiber. The daily body ritual performed by everyone includes a mouth-rite. Despite the fact that these people are so punctilious about care of the mouth, this rite involves a practice which strikes the uninitiated stranger as revolting. It was reported to me that the ritual consists of inserting a small bundle of hog hairs into the mouth, along with certain magical powders, and then moving the bundle in a highly formalized series of gestures. In addition to the private mouth-rite, the people seek out a holy-mouth-man once or twice a year. These practitioners have an impressive set of paraphernalia, consisting of a variety of augers, awls, probes, and prods. The use of these items in the exorcism of the evils of the mouth involves almost unbelievable ritual torture of the client. The holy-mouth-man opens the client's mouth and, using the above mentioned tools, enlarges any holes which decay may have created in the teeth. Magical materials are put into these holes. If there are no naturally occurring holes in the teeth, large sections of one or more teeth are gouged out so that the supernatural substance can be applied. In the client's view, the purpose of these ministrations is to arrest decay and to draw friends. The extremely sacred and traditional character of the rite is evident in the fact that the natives return to the holy-mouthmen year after year, despite the fact that their teeth continue to decay. It is to be hoped that, when a thorough study of the Nacirema is made, there will be careful inquiry into the personality structure of these people. One has but to watch the gleam in the eye of a holy-mouth-man, as he jabs an awl into an exposed nerve, to suspect that a certain amount of sadism is involved. If this can be established, a very interesting pattern emerges, for most of the population shows definite masochistic tendencies. It was to these that Professor Linton referred in discussing a distinctive part of the daily body ritual which is performed only by men. This part of the rite includes scraping and lacerating the surface of the face with a sharp instrument. Special women's rites are performed only four times during each lunar month, but what they lack in frequency is made up in barbarity. As part of this ceremony, women bake their heads in small ovens for about an hour. The theoretically interesting point is that what seems to be a preponderantly masochistic people have developed sadistic specialists. The medicine men have an imposing temple, or latipso, in every community of any size. The more elaborate ceremonies required to treat very sick patients can only be performed at this temple. These ceremonies involve not only the thaumaturge but a permanent group of vestal maidens who move sedately about the temple chambers in distinctive costume and headdress. The latipso ceremonies are so harsh that it is phenomenal that a fair proportion of the really sick natives who enter the temple ever recover. Small children whose indoctrination is still incomplete have been known to resist attempts to take them to the temple because "that is where you go to die." Despite this fact, sick adults are not only willing but eager to undergo the protracted ritual purification, if they can afford to do so. No matter how ill the supplicant or how grave the emergency, the guardians of many temples will not admit a client if he cannot give a rich gift to the custodian. Even after one has gained and survived the ceremonies, the guardians will not permit the neophyte to leave until he makes still another gift. The supplicant entering the temple is first stripped of all his or her clothes. In everyday life the Nacirema avoids exposure of his body and its natural functions. Bathing and excretory acts are performed only in the secrecy of the household shrine, where they are ritualized as part of the body-rites. Psychological shock results from the fact that body secrecy is suddenly lost upon entry into the latipso. A man, whose own wife has never seen him in an excretory act, suddenly finds himself naked and assisted by a vestal maiden while he performs his natural functions into a sacred vessel. This sort of ceremonial treatment is necessitated by the fact that the excreta are used by a diviner to ascertain the course and nature of the client's sickness. Female clients, on the other hand, find their naked bodies are subjected to the scrutiny, manipulation and prodding of the medicine men. Few supplicants in the temple are well enough to do anything but lie on their hard beds. The daily ceremonies, like the rites of the holy-mouth-men, involve discomfort and torture. With ritual precision, the vestals awaken their miserable charges each dawn and roll them about on their beds of pain while performing ablutions, in the formal movements of which the maidens are highly trained. At other times they insert magic wands in the supplicant's mouth or force him to eat substances which are supposed to be healing. From time to time the medicine men come to their clients and jab magically treated needles into their flesh. The fact that these temple ceremonies may not cure, and may even kill the neophyte, in no way decreases the people's faith in the medicine men. There remains one other kind of practitioner, known as a "listener." This witchdoctor has the power to exorcise the devils that lodge in the heads of people who have been bewitched. The Nacirema believe that parents bewitch their own children. Mothers are particularly suspected of putting a curse on children while teaching them the secret body rituals. The counter-magic of the witchdoctor is unusual in its lack of ritual. The patient simply tells the "listener" all his troubles and fears, beginning with the earliest difficulties he can remember. The memory displayed by the Nacirema in these exorcism sessions is truly remarkable. It is not uncommon for the patient to bemoan the rejection he felt upon being weaned as a babe, and a few individuals even see their troubles going back to the traumatic effects of their own birth. Reference has already been made to the fact that excretory functions are ritualized, routinized, and relegated to secrecy. Natural reproductive functions are similarly distorted. Intercourse is taboo as a topic and scheduled as an act. Efforts are made to avoid pregnancy by the use of magical materials or by limiting intercourse to certain phases of the moon. Conception is actually very infrequent. When pregnant, women dress so as to hide their condition. Parturition takes place in secret, without friends or relatives to assist, and the majority of women do not nurse their infants. Our review of the ritual life of the Nacirema has certainly shown them to be a magic-ridden people. It is hard to understand how they have managed to exist so long under the burdens which they have imposed upon themselves. But even such exotic customs as these take on real meaning when they are viewed with the insight provided by Malinowski when he wrote: Looking from far and above, from our high places of safety in the developed civilization, it is easy to see all the crudity and irrelevance of magic. But without its power and guidance early man could not have mastered his practical difficulties as he has done, nor could man have advanced to the higher stages of civilization. Reading Assignment One Dawn of Humans Chapter 1 Sec 2 Finding the Main Idea Where did the first humans originate from? How did they spread throughout the world? How did early humans adapt to survive in their harsh environments? What were the earliest known forms of art? How did early humans demonstrate a belief in the supernatural and life after death? How did the development of farming change the way humans lived? What do you find significant about the village of Skara Brae? Cause and Effect: Fill in the following chart using information on page 10, 11 and 12 CAUSE EVENT EFFECT List 2 List 6 * * * * The Neolithic Agricultural Revolution * * * * Thinking Beyond Looking at our societies today – it would seem that we have very little in common with Neolithic Humans. But, look closer! Just how far have we advanced as a species? What major similarities do you see between our societies and that of Neolithic societies? Vocabulary Builder This is an on going assignment. Work on it each night filling in the new words you learned in the day’s lesson. Instructions: Define the following words first using your lecture notes and reading assignments as context. Then if you need to you may use a dictionary or glossary. After defining the word – use it in a sentence. Paleolithic Hunter/Gatherer Nomad Domesticate Neolithic Prehistoric Homo Sapien Sapien Atlatl Shaman Job Specialization Louis Leaky Lascaux Caves Earth Mother Skara Brae QUEST FOR FIRE MOVIE WORK SHEET Name Instructions: While you watch the movie fill in the charts with what you observe for each of the four Species depicted in the movie. You don’t need to get everything – but get as much as you can. Neanderthal Behaviors Beliefs Arts Institutions Cro Magnon Behaviors Beliefs Arts Institutions Homo Erectus (The guys who attack the Neanderthals at their cave Behaviors Beliefs Hybrid Species (The Bone Nose guys) Behaviors Beliefs Arts Institutions After viewing the movie answer the following reflection question in a well developed thought out paragraph .in your activities section of your notebook. The name of the movie is Quest for Fire, but in the end it is a quest for more. What new cultures do the Neanderthals learn about in their quest? What do you think the future holds for this particular tribe of Neanderthals? Timeline This is an on going assignment. Work on it each night filling in the dates you learned in the day’s lesson. Use your notes, text book and the internet if need be to find dates. Be creative – be resourceful! Instructions: Step One: Set up your timeline. Draw a timeline down the center of a piece of paper. Your timeline needs to start at 4 million b.c.e (Before Common Era) and go to 2004. Place time increments at about every 50,000 years. Step Two: Identify time periods. Place the following time periods and events on the line below. Use boxes of different colors to show how various dates overlap. You should notice that some time periods at the end will be very small. Lifespan of Australospithicus Lifespan of Homo Habilis Lifespan of Homo Erectus Lifespan of Homo Sapien (Neanderthal) Lifespan of Homo Sapien Sapien (Cro Magnon) Time Span of Prehistoric Age Time Span of Historic Age Paleolithic Age Neolithic Age First Use of Fire First formed tools Step Three: Answer the following reflection questions once you have completed the timeline. 1. Did you have a difficult time finding specific dates? Why? Why would historians have a difficult time placing specific dates on some of these events? If the history of human culture over the last 4 million years were measured as it were one day; your life to this moment would be equivalent to the last 1/3 of the last second of the day. In other words – the day you were born the clock was at 11:59:59.70PM. In fact, humans have only been able to write for the last 1.8 minutes. The Internet was created ½ a second before midnight, etc. How does this make you feel? What kind of perspective does it give you about how fast some things seem to change over time? Geography Activity One Mental World Map. Last year you took World Geography – so this activity is designed to see what stuck. Draw and label the following locations on a blank piece of paper without looking at any other map as a reference. Do it just from your head. Don’t Cheat! Don’t worry about it being too detailed – basic blobs will do it. The purpose of this is to see what you know without looking. You don’t need to feel that you need to get them all correct. Since you learn from your mistakes - those you don’t know now I’ll guarantee you’ll know by the end of the course. Step One: Draw and label the Continents and major land areas. North and South America, Europe, Asia, Africa, Australia, Antarctica. Don’t forget to draw in and label the following areas: The Middle East, Indonesia, Scandinavia. Step Two: Label the following bodies of Water: Atlantic Ocean, Pacific Ocean, Indian Ocean, Mediterranean Sea, Black Sea, Red Sea, North Sea Step Three: O.K. – now that you’ve got that down – let’s see if you can locate the following areas that we will pay particular attention to in this course. Label the following places on your map. If you didn’t draw them on your first map – add them in. Iraq, Israel, Syria, Saudi Arabia, Egypt, Algeria, Morocco, Libya, India, China, Nepal, Libya, Spain, France, England, Scotland, Ireland, Germany, Italy, Greece, Turkey, Norway, Sweden Step Four: Now your ready for a real challenge, label the following rivers: Nile, Tigris, Euphrates, Indus, Yellow, Ganges, Congo, Yangzi Geography Activity Two Early Human Migration For this activity you will need to look at and analyze the two colored maps on early human migration. You can get these maps in several places. You must have access to a color copy of these maps or they will be very difficult to interpret. Get them at: My World History Website. Click on the Early Human Migration map link. In the Student Groups folder “Putvain WH1” Open the Early Human Migration Map file Borrow one of the few colored print outs that I have in my room. (Make sure to bring it back) At the website : www.handprint.com/LS/ANC/disp.html While looking at these two maps answer the following questions. 1. According to map number 1, place the following areas in order of their settlement: Alaska, Asia, Middle East, Europe, Australia, Africa 2. Using the vegetation and climate information in both maps as well as information from your reading assignment, tell me why it is that Africa would be an ideal place for human development to begin. 3. According to these maps and your reading assignments, tell me why early humans would migrate to North America last. Why will the people who migrated to North America get cut off from the rest of the world? 4. According to map # 2, which 2 species of humans lived in the least diverse terrain? What behaviors limited them to that small range of land? 5. According to map #2, which species of human lived in the most diverse terrains? What behaviors did this species have that allowed it to live in so many different climates? Putvain World Cultures Dawn of Culture Assessment Project Culture! – It Builds Character So what do Neanderthals, Culture, House of the Scorpion, Character, and your own life all have in common? Why, only EVERYTHING! Culture is the Arts, Beliefs, Behaviors, and Institutions of a society - real or fictional – past, present and future. Character is the ability of an artist to create and describe a realistic person in a realistic environment. In this project you will create a collage that tells the story of three different characters so that you can compare culture in the Prehistoric age to that of House of the Scorpion to that of your own life. By the time you are done you will have demonstrated the following: Your understanding of character development by visualizing and creating 3 different characters. Your understanding of the four aspects of culture A connection between your life and that of fictional and historical people Instructions: Create a collage or a PowerPoint that will visualize 3 different characters. If you do a collage take a piece of poster paper and divide it into 3 columns. If you choose to do a PowerPoint I will tell you where to save your file so that I can access it. Below you will find explicit instructions about what you need to tell us about each character. Character One: Prehistoric Person - - Create a fictional character from the Prehistoric Age. This character can be anyone you wish – old man, young girl, hunter, or shaman; the choice is yours. Cut and paste pictures or create your own art work to illustrate the life of a person from the Prehistoric age. You need to have pictures that represent this character’s beliefs, behaviors, arts and important institutions. Make sure you label each picture as to whether it is a belief, behavior, etc. Your minimum requirement therefore is 4 pictures – but additional ones will get you a better score. Leave space to write a blurb explaining who your Prehistoric character is and what the pictures should tell us about them. Character Two: You! - - Cut and paste pictures or create your own art work to illustrate the important beliefs, behaviors, arts and important institutions in your life. Make sure you label each picture as to whether it is a belief, behavior, etc. Your minimum requirement therefore is 4 pictures – but additional ones will get you a better score. Leave space to write a blurb explaining what the pictures should tell us about you. Character Three: House of the Scorpion - - So you are part way into House of the Scorpion and you’ve learned enough about several characters to be able to visualize their world. Choose any character from House of the Scorpion and cut and paste pictures or create your own art work to illustrate the life of a that character. You need to have pictures that represent this character’s beliefs, behaviors, arts and important institutions. Make sure you label each picture as to whether it is a belief, behavior, etc. Your minimum requirement therefore is 4 pictures – but additional ones will get you a better score. Leave space to write a blurb explaining who your character is and what the pictures should tell us about them. Be prepared to display your work of art and answer some reflective questions in class on the due day.
