SCOTTISH HISTORY:
PREHISTORIC SCOTLAND
KINROSS HIGH SCHOOL
DEPARTMENT OF HISTORY
S1
1
S1 – SCOTTISH HISTORY
Before you start your work, here are some points, which we would like
you to remember:
Please…
 Do try to keep your jotter as tidy as possible
 Do write in blue or black ink
 Do your drawings in pencil and colouring pencil
 Do date and title all your work
Please…
 Don’t write on the booklets. We want to be able to use them again
 Don’t leave blank pages in your jotter – if you miss work then copy up
2
WHAT WILL WE LEARN?
This unit looks at the very early history of Scotland (and of humans in
general). We will find out about the lives of early people and what
impact they had on Scotland.
In the coming weeks, we will find out about:
 Early humans
 The first people of Scotland
 The first farmers
 The impact of metal
 The end of prehistory and the arrival of the Romans
The skills/attributes you will develop are:
 Researching
 Note-taking
 Making reasoned judgements
 Extended writing
 Understanding bias
 Working co-operatively with others
HOW WILL THE UNIT BE ASSESSED?
The unit will be assessed in 3 parts:
 Part 1: A cartoon strip
 Part 2: A tourist information booklet
 Part 3: An end of unit test
Depending on how well you perform in these assessments will
determine how far along you are in each level. You will be graded by
the following stages:



Stage 1 = Developing (a basic understanding of the course)
Stage 2 = Consolidating (a good understating of the course)
Stage 3 = Secure (an excellent understanding of the course)
3
THE FIRST HUMANS
Aims:
 To find out who were the first humans.
 To find out where the first humans came from.
The earliest primate which looked like a human was Australopithecus, who could walk
upright. Over many thousands of years Australopithecus developed and their
descendents had bigger brains, used simple speech and began to use simple stone
tools.
These developments marked out humans from animals. Bigger
brains meant humans could think deeply about complex things,
and together with speech meant they could communicate
more effectively. Creating tools gave humans the ability to use
their environment more effectively, either for hunting animals,
building shelters or harvesting food. This was a key part of our
*evolution.
Evolution means that the fittest and the strongest survive in their
environment. Humans developed effectively in order to survive
in a harsh environment.
Charles Darwin
One of the early thinkers on
the theory of evolution.
ENVIRONMENTAL CHANGES
A few million years ago, Africa was covered,
almost edge-to-edge, with dense rain forest. Our
ape-like ancestors almost certainly used all four
limbs to move, live and hunt in their treetop
home. However, massive geological turmoil
changed their destiny.
The Rift Valley was forming, and the rainforests
were dying as Africa dried out - turning the
landscape into a mosaic of scattered trees and
grass. In this new environment some apes found
it more efficient to move about on two legs
instead of four.
EVOLUTION
4
People, and animals, haven’t always existed on earth in the form they are today.
Evolution has meant that over many hundreds of thousands of years ape-like creatures
have developed into modern human beings.
Evolution occurs when an animal changes. This change can be very small, and can
take thousands of years. The change that takes place usually helps the animal to
survive.
For example, ancestors of the giraffe had short necks, but the ones with slightly longer
necks would have been more likely to survive when food was scarce, because they
could reach leaves further up trees. Their genes have been passed down to the next
generation, and over many thousands of years, the neck of the giraffe has got longer.
AUSTRALOPITHECUS
Australopithecus walked upright like a human, but its body proportions were like those
of a chimpanzee. Like chimps, they had a small brain, long, dangly arms, short legs and
a cone-shaped torso with a large belly.
Australopithecus facts
Meaning: 'Southern Ape’
Lived: 3.9 - 3.0 million years ago.
Area: East Africa.
Diet: Soft fruit, nuts, seeds, tubers and bird eggs.
Size: M: 152cm / 45kg F: 107cm / 28 kg.
Brain Size: 35% the size of a modern brain.
Around 3.2 million years ago, this ape roamed a mixed habitat of *savannah and
woodland beside lakes and floodplains. It foraged for fruit, seeds and nuts and may
even have eaten some meat.
Australopithecus probably climbed into trees to avoid sabre-toothed cats and to sleep
in safety at night. This early human seems to have lived in social groups of between 20
and 30. These groups were probably like those of chimpanzees, in which each
individual knows their place.
5
THINGS TO DO:

Copy the title ‘The First Humans’ and the two aims from Page 4 of this booklet.
Write the sub-title Environmental changes and answer the following questions in
sentences:
1.
2.
3.
4.
What was Africa covered with a few million years ago?
What valley was forming?
How did the landscape change?
How did this affect some apes?
Write the sub-title Evolution
5. Explain what evolution means.
6. Can you think of a feature that another animal has developed in order to
survive?
Write the sub-title Australopithecus
7. Watch “Walking with Beasts” episode 4 - Next of Kin. Complete handout
questions.
8. Describe Australopithecus.
9. What did it eat?
10. How big were Australopithecus social groups?
6
EARLY HUMANS DEVELOP
Aims:
 To find out how humans developed.
Over the years humans began to make better tools, by moving from stone, to bronze,
to iron tools. Humans also began to organise themselves into larger communities, where
people had more specialised jobs, like farmers, or carpenters, or ironmongers or they
became leaders or chiefs.
When we look at early humans, we find they develop in different sorts of ways.
They develop physically:





they start to walk upright
their brains get bigger
their hands become more dextrous
they lose their body hair
they develop colour vision
They develop technically:



tools and weapons (like these flint axe heads)
farming
ways of making useful objects
They develop culturally:



spoken language
written language
arts (like these cave paintings from Bulgaria)
They develop socially:


Different ways of running groups
Different roles for different members of the group
7
THINGS TO DO:

Copy the title ‘Early Humans Develop’ and the aim from Page 7 of this booklet.
1. Watch “Ray Mears Extreme Survival”.
Complete handout.
2. Explain each of the four different ways in which humans developed. Draw
a picture next to each of your explanations.
3. Study the table over the page in order to copy and complete the
sentences that below.
a. Australopithecus lived _________ years ago.
2 million
b. Homo Erectus lived ___________ years ago.
100,000
c. Neanderthals lived ____________ years ago.
30,000
d. Cro-Magnon lived ___________ years ago.
stone
e. Stone Age people made _______ tools. They
eventually moved from caves to ________ as the
climate got warmer.
f. Bronze Age people used ________ tools. At this
time _____________ was built in Southern England.
g. Iron Age people used _________ tools and
weapons. Around this time the metal __________
was being used in farming.
bronze
iron
villages
Stonehenge
plough
500,000
8
Physical
Changes
Australopithecus
Developments
Technical
changes
Years ago
Walked upright
simple speech,
pebble tools
2,000,000
Homo erectus
Less ape-like, bigger
brain, used fire, basic
stone tools
500,000
Swanscombe
Early European,
larger brain, fine
hand axes
250,000
Neanderthal
Large-brained
creature, varied flint
tool kit
100,000
Cro-Magnon
Creatures very similar
to us, cave dwellers
in winter (painting)
Palaeolithic
humans
(early stone
age)
30,000
Bows and arrows,
pots, moved from
caves to rough
shelters as climate
got warmer
Mesolithic
humans
(middle stone
age)
10,000
Flint craftsmen,
farmers, settled in
villages
Neolithic
humans
(new stone age)
8,000
Use of metal
tools/weapons,
Stonehenge
Bronze age
6,000
Better weapons,
development of
ploughs
Iron age
3,400
9
PREHISTORIC SCOTLAND – AN INTRODUCTION
Aims:
Aims:
 To discover when was the prehistoric period.
 To find out how we learn about prehistory.
Background:
When we study history we organise the past into different periods. This unit
is about Scotland in the PREHISTORIC PERIOD. This period was a very long
time ago, between 2000 and 10,000 years ago.
WHEN WAS THE PREHISTORIC PERIOD IN SCOTLAND?
Modern Times
NOW
Early Modern Period begins
500 YEARS AGO
Medieval Period begins
1500 YEARS AGO
Roman Britain
PREHISTORIC PERIOD ENDS
Romans come to GB
2000 YEARS AGO
The First Metal Workers
3000 YEARS AGO
First Farmers in Scotland
4000 YEARS AGO
Hunter-Gatherers in Scotland
8000 YEARS AGO
10,000 YEARS AGO
Ice Age comes to an end
PREHISTORIC PERIOD BEGINS
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We know that the prehistoric period was thousands of years ago.
However, there were no books written during the prehistoric period. So,
how do we find out about prehistoric Scotland?
HOW DO WE FIND OUT ABOUT THE PREHISTORIC PERIOD?
Dig up or *excavate
prehistoric places to find
archaeological evidence
such as pottery, bones &
weapons.
Take *aerial photographs
of places to see the
outline of prehistoric sites.
Collect soil samples from
prehistoric sites. Under a
microscope, scientists can
work out what grew in the
past.
11
THINGS TO DO:
 Copy the title ‘Prehistoric Scotland – An introduction’ and the two
aims from Page 10 of this booklet.
1. Copy this passage filling in the blanks:
The Prehistoric Period in Scotland started after the --- age had
ended. In the prehistoric period there were Hunter-Gatherers, Fa---- and Met-- Wo-----. It came to a gradual end about 2--- years
ago when the R----- came to Scotland.
2. Draw a sketch of yourself thinking about the prehistoric period. In
your thought bubble have pictures showing what you think the
prehistoric period was like.
3. Use the information on Page 11 to explain how we can learn
about the prehistoric period. Make sure that you write in full
sentences!
EXTENSION
4. Create a timeline of Scotland showing the end of the ice age
through to modern times.
12
SCOTLAND AROOUND 10,000 YEARS AGO
Aims:
 To discover what Scotland was like at the end of the Ice Age.
 To find out who lived in Scotland 10,000 years ago.
SCOTLAND AT THE END OF THE ICE AGE
Imagine a land that had been completely covered in snow and ice sheets for 2,000,000
years. This is what Scotland was like over 10,000 years ago. Not many plants could
grow and not many animals could survive in such freezing conditions. This was the Ice
Age. However, around 10,000 years ago the air became warmer and the ice began to
melt. As the ice melted a land of mountains, deep valleys, hills and rivers appeared. In
this environment more plants began to grow and animals such as ELKS, DEER, WOLVES,
BEAR and WILD CATTLE *colonised the countryside. However, at the end of the Ice Age
there were still no humans in Scotland.
THE FIRST HUMAN SETTLERS
Humans (*homo sapiens) had been living in places like Africa & Asia for at least 500,000
years, as there were no ice sheets there. As the ice sheets in the Northern Hemisphere
(north half of the world) began to melt, people began to *migrate north through
Europe, following herds of animals. The first Homo Sapiens came to Scotland about
9000 years ago. These settlers could make and use fire for protection, food and
warmth. They could make tools from wood, stone & bone. They could travel on foot or
in little boats called *coracles. They ate what they could find growing around them
and hunted for animals.
Source A: Scotland around
10,000 years ago
13
THINGS TO DO:

 Copy the title ‘Scotland about 10,000 years ago’ and write down
the 2 aims from Page 1.
1. Describe what Scotland was like over 10,000 years ago.
2. Explain what happened in Scotland at the end of the Ice Age
(mention all the changes).
3. Explain who were the first settlers in Scotland and outline how they
lived.
EXTENSION:
4. Imagine that you are a hunter-gatherer who has followed a herd
of elk into Scotland. You have reached the rivers, mountains &
forests of Scotland. What challenges would you face?
5. If you were to go back in time and could only take 5 possessions to
make your life as a hunter-gatherer easier, what would you take
and why?
6. Write the subheading – ‘Action Plan for Survival’ and then explain
what steps you would take to make sure that you survived.
14
HUNTER GATHERERS – SETTLEMENTS & TECHNOLOGY
Aims:
 To find out which parts of Scotland were occupied 9000 years ago.
 To find out what technology was used by hunter gatherers.
HUNTER-GATHERERS’ SETTLEMENTS
The early settlers in Scotland stayed in a variety of places. Most early settlers
avoided settling on high ground (mountains). Hunter-gatherers preferred to
live in areas where they could fish and so many settled on the coast or along
rivers. Also, hunter-gatherers settled in forests or marshy areas as lots of
animals grazed there.
Source B:
Map of areas settled by hunter gatherers
Source C:
Flint tools from Fife
HUNTER GATHERER’S TECHNOLOGY
The hunter-gatherers made tools
and
weapons
from
natural
resources e.g. bone, antler, wood,
animal skin and stone. Fat from
whales was used to make light!
They also used a hard stone called
*flint to make tools and weapons.
Flint was not easy to find and it was
not easy to shape but it was hard
and sharp for successful hunting.
Flint could be *knapped to make
knives, arrowheads & scrapers.
Also, hitting flint together could
make sparks, which would be used
to light fires.
15
THINGS TO DO:
 Copy the title ‘Hunter-Gatherers – Settlement & Technology’ and
write down the 2 aims from Page 15.
1. Explain where a hunter-gatherer would prefer to stay and why.
2. Write the subheading ‘Map showing areas occupied by hunter
gatherers’.
 Draw the map from Page 6.
 With a blue colouring pencil shade the COASTAL areas of
Scotland where you would find hunter-gatherers and with a
green colouring pencil shade the FORESTED and MARSHY areas
Scotland where you would find hunter-gatherers.
 Draw a key for your map.
3. Archaeologists have to make a careful record of the things they
find. They record their findings by taking photographs. Also, they
do accurate drawings of their finds.
For example, if an
archaeologist finds 90 pieces of flint, all 90 pieces will be
photographed and drawn. The drawings must be as accurate as
possible and to scale.
a) Explain what flint was used for in the prehistoric period
b) Make several accurate drawings of flint tools. Try to show their
true size.
EXTENSION:
4. Explain what ‘technology’ the hunter-gatherers used (that means
what tools, resources and equipment were used).
16
HUNTER GATHERERS – DAILY LIFE
Aim:
 To find out what daily life might have been like for hunter-gatherers.
Archaeologists have found evidence to suggest hunter-gatherers were *nomadic –
they moved from place to place. They camped in a place as long as there was plenty
of food to be found. Often they moved when the seasons changed but returned to
the same camp the next year.
Camps have been found across Scotland.
Archaeologists have found shells, bones and flint remains from prehistoric camps. By
studying these finds, it has been possible to piece together a picture of life for huntergatherers.
Source E
I.
After dawn, the males are out
hunting – they see a stag in a clearing
& fire a flint tipped arrow. The stag is
killed.
II.
They tie the legs of the stag
together and fasten it to a long pole.
They take it back to the family camp.
The flint tip can be used again.
III. There is great excitement at the
camp – people work with flint knives &
scrapers to butcher the stag.
IV. The meat is put on a spit above the
fire. The skin is scraped to make clothes
& shelter. Bone is carved into fishhooks
and jewellery.
V. In the evening the meat is
cooked and eaten with mushrooms,
nuts and fruits. The elders tell stories.
VI. Winter is coming, the deer have
moved & the salmon have swum up
river. They load their belongings onto
wooden frames & start their journey.
17
THINGS TO DO:
 Copy the title ‘Hunter-Gatherers – Daily Life’ and write down the
aim from Page 17.
1. Make your own illustrated strip showing an average day in the life of
a hunter-gatherer. Remember to have both pictures and words
and remember that your grade will be higher if you add some of
your own ideas and extra information.
2. Draw a table showing your daily life compared to that of a huntergatherer.
EXTENSION:
4. Life as a hunter-gatherer would be hard, especially during the
winter months. Explain how you think a hunter-gatherer’s life would
change through the course of a year.
18
THE FIRST FARMERS
Aim:
 To discover when & why farming came to Scotland.
BACKGROUND
Around 6000 years ago people who could hunt, gather and FARM
appeared in Scotland. The first farmers were different from huntergatherers, as they did not just hunt & gather food to meet day to day
needs. They relied on a single harvest for the year. They altered natural
systems to grow crops & breed animals. They relied on everybody working
together to grow crops and to breed animals instead of relying on the skills
of individual hunters.
WHY DID PEOPLE START FARMING?
 People needed more food and a new method of *subsistence.
 Hunting was often dangerous.
 Moving from camp to camp was difficult and tiring – people wanted
one permanent base.
WHAT DID THE FIRST FARMERS DO?
The first farmers discovered that keeping and breeding animals meant they
could kill animals whenever they wanted. They now had a steady meat
supply. They discovered that when trees and stones were cleared away,
seed could be sown to grow crops, which provided more grain for
throughout the year. They also discovered that it was no longer necessary
to keep moving from camp to camp as they could just store grain and
meat for the winter months. Farmers were not nomadic.
WHAT WERE THE EFFECTS OF FARMING IN SCOTLAND?
Because farming meant more food could be produced, people could
support more children. So, with the first farmers came an increase in the
population. Also, because the farmers were able to store food they had
time to make finer, more sophisticated stone tools.
19
THINGS TO DO:
 Copy the title ‘Prehistoric Scotland – the First Farmers’ and the aim from page 19.
1. Copy the passage, filling in the missing words.
The First Farmers had new ideas about keeping a------ and growing
-r--n. They lived in --- place and built houses of wood and stone.
They used wooden ----ghs to dig up fields. They bred –x--to pull
farm equipment. They grew crops such as corn. Ripe corn was
ground on a querns---e to make flour. They would mix flour with
water to make bread. They had ---- time in the winter to make p------ stone tools. The farmer’s new methods meant that organised,
permanent villages could be built.
WORD BOX:
one
polished
grain
oxen
more
ploughs
*quernstone
animals
2. List the similarities and differences between early farmers and huntergathers. Draw a table of changes and continuity.
3. Explain what would be the advantages of being a farmer rather than a
hunter?
EXTENSION:
Try to find gather information on the tools & homes that early prehistoric
farmers created. Once you have found information make an illustrated
dictionary showing and describing the tools that a farmer would use. Use the
example below to get started.
Quernstone
Plough
Pottery
Used for grinding ripe corn grains
to make flour. Made of stone
and have been found in many
villages.
……………
……………
20
EARLY FARMERS – SETTLEMENTS
Aims:
 To find out what prehistoric farming villages were like.
 To find out what the farmers were like.
BACKGROUND
The first farmers were not nomadic. They chose one place to live
permanently. Archaeologists have discovered farming villages across
Scotland such as Balbridie in Aberdeenshire and Skara Brae in Orkney
BALBRIDIE, ABERDEENSHIRE in Scotland
Source F
WHAT IS BALBRIDIE LIKE?
The archaeological evidence
from Balbridie is poor and all that
remains is a few pits, postholes
and a scatter of household
rubbish.
At
Balbridie,
archaeologists have excavated
the ‘long house’. Excavations
have revealed that the house was
nearly 25 metres long and 13
metres wide. The wall was made
of wooden posts and woven
branches. The roof was thatched
and large posts marked the
doorway. Fields and grazing areas
would have surrounded houses.
WHO WOULD HAVE LIVED AT BALBRIDIE?
Archaeologists believe that small family groupings of about 6-12 individuals
would have lived in settlements like Balbridie. It is thought that the people
would be shorter than we are today but their build would be like ours.
Diseases ranging from arthritis to tooth decay were common and the age
of death was low – many people died when they were about 30 years old.
21
WHAT IS SKARA BRAE LIKE?
Not all farming villages are like Balbridie. The prehistoric site of Skara Brae is
very different. Skara Brae is on the isle of Orkney. It is the best-preserved
prehistoric village in Northern Europe. The village is about 5000 years old
and is made up of at least 10 stone houses. The houses are *semisubterranean (below ground level) to keep out strong winds and storms.
After about 600 years of living there, sand dunes began to cover over the
village. Eventually, the village was covered in sand and no one could live
there. About 100 years ago, a huge storm blew away the sand uncovering
the remains of the village. Because the site is so well preserved it gives
archaeologists a fantastic idea of what farming life was like.
THINGS TO DO:
 Copy the title ‘Early Farmers – Settlements’ and the aims from
page 21.
1. Explain the reasons why it is difficult to find out about life at
places like Balbridie and Skara Brae.
2. Why is there more evidence of Skara Brae. (You should give at
least 2 reasons for your answer.)
3. Describe what many early farming villages & houses were like –
make a sketch to illustrate your answer.
EXTENSION:
4. Start to find out about Skara Brae. Make notes at the back of
your book – collect information on the houses & the artifacts.
22
EARLY FARMERS – SKARA BRAE
Aim:
 To find out about life in prehistoric Skara Brae.
WHY DID PEOPLE SETTLE AT SKARA BRAE?
Farmers chose to settle here for several reasons: there was good land for
growing crops and grazing animals. There was a ready supply of stone for
building houses. The cove where they built was sheltered from the winds
and finally it would be easy to exploit the sea for fish and driftwood.
WHAT HAVE ARCHAEOLOGISTS DISCOVERED AT SKARA BRAE?
Stone Houses: They are square shaped
with dry-stone walls and flooring. Inside
them you see a stone hearth in the
middle of the floor, stone beds on either
side of the entrance and a stone
dresser facing the door. Stone boxes
are sunk into the floor for containing
water and shellfish. Some of the houses
are linked together by dry-stone-walled
passages.
Tools: Stone tools made of flint & *chert
have been found. These stone tools
are arrows and scrapers. Larger tools
are made of bone because the stone
is to hard to shape and breaks easily.
People: Bones reveal that the people
were like us but a little smaller. We do
not know what they wore, as there is no
evidence of weaving or spinning but
there is evidence that skins and furs
were used for clothing. Lots of bone &
antler jewellery has been found. Also
paint pots have been found which
would have been used to decorate the
body and to colour carvings
Food:
By looking in the villager’s
rubbish (middens) bones and seeds
have been found. We know they ate
cows, pig, cod, lobsters, whale,
gannets, shellfish, eggs, barley &
wheat. They had the ingredients to
make beer & bread but archaeologists
have no evidence of these.
23
THINGS TO DO:
You have been asked to produce a brochure giving information on Skara Brae. You have
already learned lots about this Prehistoric Wonder, but you are going to find out more.
A brochure is a small leaflet advertising or giving information about something. They are
attractive, eye-catching, user friendly and full of interesting information. They are
designed to persuade people to spend time and money visiting the site.
WHY AM I BEING ASKED TO DO THIS?
 We want to know how well you can research a project on your own using resources.
This will give you a chance to show off your talents and to show just how well you
are working in the History Department. We also want to assess your ability to follow
instructions.
 This is to be an example of your best possible work. This means lots of effort to
produce the BEST YOU CAN DO!
 You will be marked and graded on this by your teacher, so it will allow you to
demonstrate how well you are working. Your parents will also be aware of how well
you are doing, as they will sign the evaluation sheet once it has been completed.
HOW DO I KNOW WHAT TO DO TO SUCCEED?
All you have to do is follow the simple instructions below, and you can’t help but do well!
INSTRUCTIONS:
 First of all, you need to fold the sheet in an appropriate way to make a brochure
(see examples on the wall).
 It must be your own work, and not copied from books or websites!
 Your brochure should be word processed if possible, but this is not essential. Either
way, it should appear eye-catching and colourful. If it is typed, then you should use
a different font/size for the title and headings.
 You could use the following headings: layout, people, food, tools and discovery, but
if you use others, then that is excellent also! Write at least five sentences under each
heading.
 You should include at least three pictures – either from the internet or drawn by
hand.
 You will also be marked on the quality of your written English, so make sure that you
proof read your work.
 Most importantly, the brochure must be interesting and informative. Make sure you
use appropriate language for a brochure, like we discussed in class. You will get
extra marks for including something unique in your brochure – it’s up to you!
Good luck, and ask for help if you need it!
24
THE FIRST METAL WORKERS
Aims:
 To find out when people started to make metal.
 To find out how metal was made.
BACKGROUND
During the early farming period people depended on stone for tool
making. However, by 2000BC developed farmers discovered that they
could make the metal *bronze. It could be used to make tools, weapons
and jewellery.
HOW DID PREHISTORIC PEOPLE MAKE METAL TOOLS?
About 4000 years ago (2000BC) developed farmers discovered that if you
melted tin and copper together you could get a stronger metal called
bronze. Bronze was useful as it had a sharper cutting edge and was strong.
MAKING BRONZE
1. To make a bronze axe a metal worker would need an axe mould, a clay pot,
some pieces of tin and copper and a fire.
2. The metal worker would light a fire then use it to heat the copper and tin pieces
in the clay pot. The fire melts the tin and copper so that they become runny.
3. The metal worker would pour the runny liquid into a stone mould and let it cool.
As the liquid cools it becomes hard and can be carefully levered out the mould
to form an axe.
Metal working farmers exported tin into Britain from overseas. As they
exported tin they came into contact with people who could make IRON.
This metal was even harder than bronze allowing stronger iron tools and
weapons to be made.
25
THINGS TO DO:

Copy the title ‘The First Metal Workers’ and the aims from page 25.
1. Which prehistoric people were the first to make their own metal tools
and when did they discover how to make bronze?
2. How did prehistoric people make flat bronze axes? (use words and
pictures to explain your answer).
3. What difficulties might a metal worker face when making a FLAT
BRONZE AXE? Explain at least three difficulties.
EXTENSION:
4. Read Source G below and use it to list three reasons why bronze tools
were more useful than stone tools.
Source G: from ‘Ancient Scotland’
The advantage of bronze tools is that if they become blunt they can be
hammered sharp again. Furthermore, if they break they can be melted down
again to make new tools. Also, they can be made to have very sharp cutting
edges.
5. Read Source H. Explain who used bronze tools and what they were
used for.
Source H: from ‘Ancient Scotland’
Archaeologists believe that many developed farmers did not have bronze
goods. They think that it was the richer, more powerful farmers and warriors who
had bronze goods. When bronze tools are found they show little sign of having
been used and so they must have had some other purpose. The tools were not
used because they were considered too precious to use. They were meant to
show a person’s importance and *prestige.
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PREHISTORIC SCOTLAND - AN END
Aims:
 To find out when prehistory ends in Scotland
 To understand the achievements of prehistoric people
BACKGROUND
From about 120BC onwards the people of Great Britain became more
closely involved with their foreign neighbours - the ROMANS. This great
civilisation was becoming more powerful, influencing most of Europe.
People in the south of England were trading with Romans to get goods
such as olive oil & wine. Gradually the rest of Britain came into contact
with Romans.
WHEN DID THE ROMANS COME TO SCOTLAND?
By the year 78AD the Romans had Southern Britain under their rule. In 78AD
the Roman Emperor, Vespasian decided that he wanted to explore and
conquer the rest of the island. So, he sent his governor, Julius Agricola to
fight the 'CALEDONIANS' (the Scots).
Even though Agricola failed to control the Scots, he and those Romans
who came after him brought changes to Scotland including new buildings,
new religions, new settlements and new foods.
WHY DOES THE ARRIVAL OF THE ROMANS MEAN AN END TO PREHISTORY?
For the archaeologist the arrival of the Romans brought an end to
Prehistoric Scotland. The term prehistory refers to periods of the past where
there are no written primary sources. However, the Romans, when they
came into contact with Britain, wrote about the islanders. They provided
historians with primary written evidence. Therefore, the prehistoric period
ended and the historic period started.
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THINGS TO DO:
 Copy the title ‘Prehistoric Scotland - An End and aims from page 27.
1. Explain when and why Britain came into contact with the Romans.
2. Explain some of the changes that the Romans made to Britain.
3. In your own words explain when & why prehistory ends in Scotland.
4. List as many of prehistoric peoples achievements that you can think
of:
5. Read the information below:
Source I: written by a student in the year 2010
Prehistoric People lived basic lives and must have been fairly simple to
have not invented electricity, cars or computers. I think that they must
have been quite stupid to not invent things like bicycles or clocks!
6. Use the source and your own knowledge to explain if you agree with
this point of view. Use evidence to support your answer.
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PREHISTORIC SCOTLAND - GLOSSARY
Words marked with * are in the glossary
New words and their meaning:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Aerial Photography – photographs of archaeological sites taken
from
the air ( allows archaeologists to see outlines of ancient
buildings and fields)
Archaeologist – someone who studies the past and digs up sites
Bronze – metal made from melting tin and copper
Colonised – when people settle an area
Continuity – when things stay the same over a period of time
Coracle – small prehistoric boat made from animal skin and wood
Evolution – the theory that a species develops over time through
‘survival of the fittest’
Excavate – to dig up an area of archaeological interest
Flanged axe – two sided axe
Flint – hard stone used for tools
Homo Sapiens – human beings (us!)
Knapping – hitting flint together to make tools or sparks
Migrate – to move to another country
Nomadic – to travel from place to place without one permanent
home
Prestige – importance
Quernstone – stone used for grinding grain to make flour
Savannah – an area of grassland with trees that are spread out
Semi-subterranean – partly below ground
Subsistence – method of survival (food and drink)
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