1. Power Point created by Debbie English—Walker Middle School—June 2013
The Paleolithic Age—Textbook chapter 3 Section 1: Hunter-Gatherers—Days 2 & 3
Power Point created by Debbie English—Walker Middle School—June 2013
with the assistance of Gretchen Stopyra—Freedom Middle School—and Zoe McDonagh—7th grade student
Goal: Students will develop Cornell Notes to answer: “How did people live during the Paleolithic Age?
The power point is set up with the lesson for four days where students will work to develop study skills by observing, making inferences, and taking notes. On the fifth day, students will write a summary for their Cornell Notes.
Why use a power point to present the material? 1. A power point provides easy access to on-line information that you might want to include in a lesson, but it just seems too hard. Hyperlinks provide easy access to this information. 2. A power point makes it easy to add information that you probably would not include in the lesson. For example, slide two extends the information on “Lucy” to make it more understandable to students. 3. It can help with pacing. For example, I have included a picture of the homework from the textbook to remind me to hand it out to the students. 4. The notes section provides a place to present complete information of my thinking when I developed the lesson.. It can also be used to record feedback for how the lesson went. 5. It makes it possible to provide students with a visual aid to help them understand complex material. For example, the time line is difficult but possible for 6th grade students to analyze and understand. As we present more challenging material, it needs to be presented in a format that makes it possible for students to comprehend. 6. It is possible to post the power point on line to give access to students who are absent. 7. It is easier to include cartoons to insert some humor into the lesson to hold student interest.
What is with the posters and cartoons? Last year many of my students shut down with assignments they considered difficult which resulted in disruptions to instruction. Low students assumed they could not do the work and began talking out. Other students would try to rescue them which usually resulted in them directing me on how the lesson should be presented or using put-downs such as “this is boring,” “why do we have to do this?” Hopefully, the additional material will allow me to check so that I better understand where students are coming from and explore how to help them change their perspective toward challenging work while encouraging them to try the work in a respectful manner.
Grading: Two Grades for week. Class work grade based on Cornell Notes Scale. Test grade based on Criterion Grading for a Summary or Paragraph. I record a test grade for the summary based on content and a scale score grade based on the four possible points a student can earn. This give me information on writing development when I am having conferences with students, parents, or administration.

2. Q: What was life like for people during the Paleolithic Age?
Name
Soc. St. P-_____ # _____
Date
Hunter-Gatherers
Q: What was life like for people during the Paleolithic Age?
Continue Cornell Notes on the same page
How can we learn about Paleolithic people?
What were the accomplishments of the Paleolithic Age?
18. Chapter 3 Section 1 Day 2 –Begin segment as soon as possible (3-5 minutes). Circulate to encourage note taking. Review notes at the end of segment. Expected Information: control of fire; tattoos as medical treatment; discovery of language; shelters
Day 3—Same question—show chapter 3
Horrible Histories
The Paleolithic Age
Chapter 2—9 minutes 20 seconds

3. Accomplishments of Paleolithic Age
Control fire
Tattoos as medical treatment
19. After viewing chapter two, ask the students about the accomplishments of the Paleolithic people. Encourage them to provide the answers before you display them on screen. However, students aren’t volunteering, you can reveal the pictures to encourage sharing prior to showing words for notes. Remind students that they should add to their notes if you review information they did not include. REMEMBER—STOP VALIDATING STUDENT ANSWERS (instead of very good, great thinking, that’s correct) SAY: What else? How can you support that answer?
TATTOO INFORMATION: The wrist shown is that of “the Iceman” (biography section page 66 in textbook).

4. Accomplishments of Paleolithic Age
Built temporary shelters
20. I have read and seen artist’s illustrate early man making tents using mammoth tusks, but it never seemed realistic to me because it has always been difficult to imagine the true size of mammoth tusks. As I was doing research, I found these pictures which made what it said in the history books come alive to me. That is what I will share as I show this slide.

5. Q: How did people live during the Paleolithic Age?
Name
Soc. St. P-_____ # _____
Date
Hunter-Gatherers
Q: How did people live during the Paleolithic Age?
Continue Cornell Notes on the same page
How can we learn about Paleolithic people?
What were the accomplishments of the Paleolithic Age?
21. Chapter 3 Section 1 Day 3 –Begin segment as soon as possible (3-5 minutes). Circulate to encourage note taking. Review notes at the end of segment. Expected Information: making tools, producing music, hunting in groups
Day 4—Same question—show chapter 4
Horrible Histories
Paleolithic Tools
Chapter 3—9 minutes 20 seconds

6. Accomplishments of Paleolithic Age
Make tools
Early tools date back over 600,000 years!
When setting up the Time Line paper, I asked myself “What is the meaning of ‘abbevillian’?” and discovered what it meant in relation to “industries.” Using Google I selected Wikipedia as a reliable source. There I found a short article including the illustration that I added to the time line. I put a reference to the page in the presentation as an opportunity to review using trusted sources for research.

7. Accomplishments of Paleolithic Age
Make musical instruments
40,000 year old flute made from hollowed out bone found in Europe
Visit Brainpop.com to learn more
User Name: walker2012
Password: brainpop

8. Accomplishments of Paleolithic Age
Men worked in groups to hunt larger animals
Visit
to review the complete video.

10. What did archaeologists learn about early man from the Lascaux Cave?
Name
Soc. St. P-_____ # _____
Date
Hunter-Gatherers
Q: How did people live during the Paleolithic Age?
Continue Cornell Notes on the same page
How can we learn about Paleolithic people?
What were the accomplishments of the Paleolithic Age?
What did archaeologists learn about early man from the Lascaux Cave?
Day 4 –Begin segment as soon as possible (3-5 minutes). Circulate to encourage note taking. Review notes at the end of segment. Expected Information: making tools, producing music, hunting in groups
Day 4—Same question—show chapter 4
As students enter—Walk through Lascaux Cave with narration talking about pictures and artifacts.

11. What did archaeologists learn about early man from the Lascaux Cave?
From studying pictures and tools of Paleolithic man, archaeologists drew the conclusion that early man hunted the animals found on the cave walls.

12. What did archaeologists learn about early man from the Lascaux Cave?
This is with string and percussion music. It is more of an artistic presentation of the cave than some that are a walk through the cave.

13. What did archaeologists learn about early man from the Lascaux Cave?
Developed many tools for creating pictures
Used for crushing rocks, painting, and carving outlines or figures
Used horse hair to make paint brushes (could carbon date)
Developed many colors to use in art
Powdered rock was mixed with animal fat to make paint
Used different techniques for developing picture
Used stencils to create clean edges

14. What did archaeologists learn about early man from the Lascaux Cave?
Pictures in cave indicate that early man closely observed animals in the area. They had to learn how animals behaved and how to hunt them.
Burial rites that indicate religion dates back 300,000 years.

15. FINDING FOOD—textbook page 55
EXTENDED RESPONSE QUESTION-textbook page 72
PERSONAL WRITING: You are a member of a Paleolithic group of hunter-gatherers. Write a letter to a friend describing the hunting stories you are recording in cave paintings. Explain how you think you stories might help other hunters improve their skills.
FINDING FOOD—textbook page 55
“Men—not women—hunted large animals. They often had to search far from the camp. Men had to learn how large animals behaved to hunt them. They had to develop tracking methods.

16. Homework Review
In Greek, the Paleolithic means “old stone.” Therefore the Paleolithic Age is also called the Old Stone Age.
Vocabulary (p.54)
Nomad means “people who move from place to place as a group to find food for themselves.”

17. Homework Review Describing (p.54)
Paleolithic people hunted buffalo, bison, wild goats, reindeer, and other animals. These early people also gathered wild nuts, berries, fruits, wild grains, and green plants.
Anything Else?
(p.56) Harpoons or spears with sharp points, and fish hooks increased the number of fish caught. They also used sharp-edged tools to cut up plants and dig roots.
Everyone worked together to find food because it was the key to the group’s survival. Men needed to work together to kill the large mammals.

18. Homework Review
One definition given in the textbook for technology is “tools and methods to perform tasks.” Since knives and axes are tools, they are examples of technology.
People living in cold climates made clothing from animal skins to stay warm. For shelter, people built tents and huts of animal skins, brush, and wood. In cold climates, some people made shelters out of ice and snow. Where wood was scarce, Paleolithic people used the large bones from large mammals as the frame for their shelters.