1. Ancient History Activators Hunting and Gathering versus Farming: The Agricultural Revolution

2. Period 2 Assyrians 6 Hittites 6 Medes 42 Phoenicians 16 Babylonians 11 Persians 13 KaceKayleeCayden W.AndyBrendenJackson AmyJordanDylan H.NickNoelleGeorge KadenMaddieJusticeKyleAlexLeah CalebEmilyTaetynHannahKendellKarsyn RileyCadenWhitneyJillBrettCage

3. Period 5 Assyrians 0 Hittites 0 Medes 8 Phoenicians 12. Babylonians 2 Persians 44 GraceDanielLogan RNoahCarsynJacob SydneyKatrinaLogan FTheronMicahEmma Olivia MDallin BElisaPaigeLucasBryanna Dylan S Alyssa AnnaHannaLillianOlivia Y JonasJayden SJarratBrookeAaron

4. Period 7 Assyrians 17 Hittites 15 Medes 41 Phoenicians 12 Babylonians 6 Persians 14 KatieJessicaPaisleyAlex SGrantSadie ChaseNatalieBaelie BKimDylan HMorgan TaylorEmmaPaytonAllisonMadisonDallin F OliverDallin HOrrinJaydenSavannahEnder DarrienTylarBailee G

5. Procedures  80 cards have been placed throughout the room. These 80 cards form 20 questions from the Background Essay.  Each question is divided into four parts  Each part is found on a separate card (yellow)  Each card that is part of the same question will share the same number (#1-20)  A Clue is the first part of the question  B Clue is the second part of the question  C Clue is the third part of the question  D Clue indicates the paragraph where you can find the information to answer the question

6. Procedure  You will copy the clues you find on the cards throughout the room on your Hunting & Gathering Sheet  Sheet has 4 columns labeled A, B, C and D  Sheet has 20 rows numbered #1-20  You will travel around the room and “hunt and gather” clues that you will copy onto your Hunting and Gathering Sheet. You can take the Gathering Sheet with you as you hunt and gather clues in the room.

7. Hunting and Gathering Sheet  Example  Card 1 Clue C – contact with one another?  Your objective is to gather as much information from the cards as you can and transfer the information onto your Hunting and Gathering Sheet  A complete question (the A, B, C, and D clue) along with its answer will produce one unit of food. (1 unit of food feeds one tribal member)

9. Ultimate Goal  Your goal is to put together as many questions as you can so your tribe can find the answer to the those questions in the Background Essay  Each completed question with its answer will count as enough food to feed one member of your tribe  Try and get a surplus  Your Tribe may not carry the Q & Answer sheet with you as you move about the room “hunting and gathering”  After gathering 2-3 clues, go back to your tribe and transfer your information to the Answer sheet  Write down the clue on in the appropriate A, B, C or D column  Use the Background Essay to answer the question and placing the answer on the bottom of the Q & A sheet.

10. Keep these on your Tribe’s island along with all your essay. You can’t take them with you as you travel.

11. Getting Started  Your Tribe has 20 minutes to “hunt” information from the cards and then “gather” by bringing back that information and placing it on the tribe’s Q & A Sheet.  Remember to return to your tribe after every 2- 3 pieces of information have been gathered  After all pieces have been gathered (A, B, C, D) answer the questions  You need to answer enough questions to feed your tribal members

12. Ending  Stop working and return to your tribal area  Count the number of complete questions and answers your tribe have finished. For each complete question and answer the tribe gets a point which represents the ability to feed one person for one day.  All the clues (A, B, C, and D) must be listed along with their answers to count as a point.  Count the points and see how many tribe members were fed and how many starved

13. Debrief  How could one group score so high while the rest of you scored less?  Only one group was able to do this.  One group was able to feed itself for much more than one day.  Why did one group do so much better?

14. Farming Advantages  Able to stay in one place where they had everything they needed to have a secure food source  Does this fact account for the production differences between the H&G groups and the Farming group?  Developed surpluses so larger populations could be supported  All farmers energy was not spent hunting and gathering food  People could gather in villages because farmers could raise enough food to support a town

15. Reflection  Everyone answers this question  Describe your experience in the activity. What happened and what did you learn?  Choose two questions below and answer them after reading the essay to yourself  Why were food shortages a problem for prehistoric man and how was the problem solved?  How was the life of Paleolithic hunters and gatherers different from Neolithic farmers?  How did farming make civilization possible?  Why was the discovery of farming called “the Agricultural Revolution”

16. Finally  Answer 20 questions from the essay. Use the back of your question gathering sheet to answer the questions. There are two classroom sets of questions per island to help you go faster.

17. 1. History began about 5000 years ago with the invention of writing. 3. Artifacts are objects produced or shaped by humans, i.e. tools, weapons, or ornaments of archaeological or historical interest. Examples are weapons, pottery, clothing, and jewelry 2. Prehistoric people did not have  Cities  Countries  Organized central governments  Organized religion 4. Archeology is the study of artifacts and fossils to learn about past human life.

29. Materials  1 set yellow cards – questions hung randomly around room  1 set farm questions cut into twelve parts for hidden farming tribe. Hand out secretly  1 set per island divided Question & Answer packets – 6 per period = total 18  1 Question gathering sheet per student = 90 See if can be shrunk  2 farming question lists for each island – answering questions at end of activity = 12  30 essays – classroom set