Education is a long road that lasts a lifetime. Follow the WORLD MAKERS learning path to create a more equal, fair and sustainable world. Learning path The Yanomami people live in the mountains and forests of northern Brazil and southern Venezuela. Prehistory: the origin of humanity 8 Prehistor y is the first and longest period in the histor y of humanity. It was a time of great creativity : many things were invented during this period . For this reason , experts divide Prehistor y into three periods or ages, based on the inventions that changed the lives of humans in each one. Since Prehistor y, innovations and technological advances have had a fundamental impact on human evolution . Prehistor y did not develop ever ywhere at the same time or in the same way. There are still some places today that have similar ways of life and technology to Prehistoric societies. L E T ' S G E T S TA R T E D Look at the objects that were invented during Prehistory. How did each one make people's lives easier? What technology did the first human groups have? Is it the same as technology today? How do you think these inventions spread around the world? Do we still use these objects today? How are they similar to the objects we use today? How are they different? PALAEOLITHIC AGE L E A R N I N G S I T UAT I O N PREHISTORY 160 959069_Unidad08_MODELO_104641.indd 160 10/2/22 12:4349 Innovation and technology for development Human beings have always invented things. Inventions can encourage people's development. You will design an object to make daily life easier for people who follow Prehistoric ways of life. I N T H I S U N I T. . . You will investigate the process of hominisation. You will understand how the evolution of the first human groups was linked to the development of technology. You will take action. You will design an object that tries to make daily life easier for modern-day humans who live following Prehistoric ways of life. CHALLE N GE A ICA TODAY NEOLITHIC AGE METAL AGES Simple but effective stone and bone tools are made. FIRST STONE TOOLS STONE PUNCH AND KNIFE POLISHED STONE AXE POTTERY METAL JEWELLERY SAILING BOAT LOOM AND TEXTILES METAL AXE ART FIRE ART WHEEL WHEEL TEXTILES CONTAINERS AGRICULTURE AND LIVESTOCK FARMING TOOLS Agriculture and livestock farming are developed and tools are made for them. More complex and durable tools are made. 161 ES0000000100192 959069_Unidad08_MODELO_104641.indd 161 2/2/22 13:5520 3. Was the Neolithic Age a revolution? The beginning of agriculture and livestock farming About 10,000 years ago, people learned how to grow plants and look after animals. These discoveries completely changed their lifestyle. It is believed that agriculture started when people noticed that plants grew after seeds fell to the ground . The earliest cultivated crops were wheat, barley, r ye and millet. Later, rice, maize and potatoes were also grown . (9) Animals were probably first domesticated when people realised it was easier to keep animals in an enclosed area than to hunt them. The first domesticated animals were dogs, goats, sheep and oxen . People in this period did not stop hunting and gathering. However, they also had ways of producing their own food. The start of the sedentary lifestyle Human groups had to live close to their crops and animals, so they made permanent homes in one place. They became sedentar y. This led to the first villages. In the villages, people specialised in certain jobs: some people worked with the crops, some looked after the livestock, and others became craftspeople. Some members of the population began to accumulate land and livestock. This led to the concept of private property and created social inequalities between people. Technological advances Important technological advances happened in the Neolithic Age: Sickles for har vesting crops (21) and tools made of polished stone were invented: axes for cutting, (20) hoes for ploughing, and grinding stones to grind grain . (22) Textiles were produced on basic looms. (7) Ceramics were invented . Pots for storing grain and bowls for eating and cooking were modelled by hand . (8) WORK WITH THE IMAGE Describe the scene. Investigate and explain how textiles were made. COMMUNICATION Find out and explain to your classmates why the loom was invented in the Neolithic Age and not before. 8. Ceramic pot. Sometimes pots were decorated with prints or carvings. 7. Neolithic people weaved on looms. Explain what led to the discovery of agriculture and livestock farming. Analyse how agriculture and livestock farming transformed people's lives. Name the main Neolithic inventions and evaluate how important each one was to daily life. K E Y Q U E S T I O N S They used yarn made of plant fibres, such as f lax, or animal fibres, such as wool . Ceramic weights provided tension in the threads. 168 ES0000000100192 959069_Unidad08_MODELO_104641.indd 168 2/2/22 13:5536 Analyse the Neolithic agriculture map 8 B E A H I S T O R I A N 959069_08_p190_expansion_agricultura_MATRIZ EUROPE ASIA OCEANIA AFRICA AMERICA ATLANTIC OCEAN INDIAN OCEAN PACIFIC OCEAN PACIFIC OCEAN ARCTIC OCEAN Early agricultural centres 8,000 BC – 6,000 BC Route of spread Route of spread 4,000 BC – 1,000 BC Pumpkin Rice Wheat Potato Corn Rye Cotton Millet Beans Barley 9. The spread of Neolithic agriculture around the world To analyse a historical map, focus on these points: The subject the map represents. The geographical area it covers. The timescale. Does the map represent a single moment or changes over time? The key. This explains what the symbols and colours on the map mean. How to do it Your turn What does the map represent? What area does it show? On which continents did agriculture begin? When did it begin? Which period of Prehistory was this? Where did agriculture spread to from its starting points? What do the areas in orange mean? What were the first cultivated crops? COMMUNICATION Why do you think people continued hunting and fishing in the Neolithic Age? Discuss with your partner. Investigate and explain the role of women in the Neolithic Age. What evidence do the experts use to support their opinions? DISCUSS Find out the meaning of the term revolution. Were the changes to the ways of life during the Neolithic Age revolutionary? Explain your answers. Think about and decide what other words you could use to refer to this period of history. 169 ES0000000100192 959069_Unidad08_MODELO_104641.indd 169 2/2/22 13:5542 2 Draw a timeline with the periods of Prehistory. Around 5 million years ago Around 5,000 years ago 959069_08_p190_LT_Prehistoria_muda 3 Define: the process of hominisation, bipedalism, rock art. 4 List the species that existed in Prehistory until Homo Sapiens appeared. Say when each species lived. Explain why the process of hominisation was not linear. 5 Put these inventions and discoveries in chronological order. Which one do you think most changed people's lives? loom – wheel – fire – agriculture – sail 6 Explain the difference between these pairs of terms: nomadic and sedentary tribe and clan Prehistory and Palaeolithic 7 Imagine you live in a Neolithic village. Describe what your life is like: where you live, what you do, the tools you use, the clothes you wear, what you eat, etc. 8 Which period of Prehistory do these objects belong to? Explain your answer. A P P LY Y O U R K N O W L E D G E O R G A N I S E Y O U R I D E A S 1 Summarise the key points from the unit. Copy and complete the table in your notebook. PREHISTORY Palaeolithic Age Neolithic Age Metal Ages Chronology Start: about 5 million years ago. End: about 10,000 years ago. … … Where did they live? … … … What did they eat? … … … What tools and objects did they make? … … … What did they invent or discover? … … … What were their beliefs and art like? … … … C H E C K Y O U R P R O G R E S S 11 WORD-IDEA-SENTENCE Choose a word that you associate with Prehistory. Next, select an idea from the unit that you think reflects the essential aspects of Prehistory. Write a sentence in your own words that summarises the characteristics of Prehistory. 12 Compare your answers from the previous activity with the other members of your group. Share your ideas. Was there anything that everyone in the group agreed on? Debate and agree. Look at the questions again as a group. Agree on a set of answers for the group as a whole. A B Use the STUDY NOTES to review the content of this unit. 180 ES0000000100192 959069_Unidad08_MODELO_104641.indd 180 2/2/22 13:5807 9 Think about what the role of women in Prehistory was and come to a conclusion. Discuss your answer with your group. 10 Interpret the map. What territory is shown on the map? Look at the key. What symbols and colours have been used? What does Megalithic area mean? State two Palaeolithic sites, two Neolithic sites and two sites from the Metal Ages. 13 Analyse the painting. Describe the painting. What does it show? Do you think it is realistic? Explain your answer. Is it an example of Palaeolithic art or Neolithic art? Explain your answer. 14 Explain. Why did people change from being nomadic to sedentary? What did the first villages look like? How important was technology to Prehistoric humans? 8 A T L A N T I C O C E A N C a n t a b r i a n S e a M e d i t e r r a n e a n S e a 122152_08_p191_y cimie tos_peninsula Alcúdia La Hoya Trasmañó Sacaojos Las Cogotas Ciempozuelos Castellón Alto El Argar La CoronaEl Pesadero Peñatú El Cogul Cova Fosca Cascajos Los Millares Ibahernando Buñuel Cova de l’Or Cova de la Sarsa Las Batuecas Altamira Atapuerca Banyoles Orce Gorham Tito Bustillo Abric Romaní Los Casares Cova Negra Parpalló Barranc Blanc Megalithic area Metal Ages Neolithic Age Palaeolithic Age W H A T D I D I L E A R N ? What did you know about Prehistory before beginning this unit? Choose five concepts from this unit that you think are essential for understanding Prehistory. Explain your choices. What other key concepts would you add? Why? What have you found most interesting in this unit? What parts of the unit have you found most difficult? Why? What parts of Prehistory would you like to learn more about? C N W S D 181 ES0000000100192 959069_Unidad08_MODELO_104641.indd 181 2/2/22 13:5815 Investigate List the activities that took place in the village. Who helped in the activities? Describe how ceramics were made. Compare this picture with the picture of the Palaeolithic tribe. What differences do you see between life in the two periods? Do you think life was easier in the Palaeolithic Age or in the Neolithic Age? Why? DIGITAL TASK Look for information about the Neolithic village Çatalhöyük. Make a digital presentation about it. Explain why this settlement was so important. How did people in a Neolithic village live? Neolithic settlements were usually near rivers or lakes. Water was used in agriculture to water crops, and for humans and animals to drink. Neolithic houses were rectangular or circular with straw roofs and stone or clay walls. (10) Houses only had one room that was used for cooking and sleeping in . Both women and men helped with the village tasks: They cultivated the land and looked after the animals. They made ceramic pots: they shaped clay by hand and then baked the pots over a fire or in a kiln . They made textiles from f lax and wool . They made baskets and footwear with fibres such as esparto grass. Some members of the village had more power because they had more animals and land . Neolithic people worshipped the forces of nature, like the rain and the Sun , because these helped their crops to grow. They also worshipped the mother goddess. They believed the mother goddess helped them to have good har vests and kept their animals healthy. People buried the dead with their personal belongings in an area outside the village. It is called a necropolis. loom Shaping and polishing rock for toolmaking. Collecting the har vest. E X P L O R E 10. Neolithic people lived in villages. Spinning. 170 ES0000000100192 959069_Unidad08_MODELO_104641.indd 170 2/2/22 13:5552 8 livestock ceramics wicker basket grinding stone ES0000000100192 959069_Unidad08_MODELO_104641.indd 171 2/2/22 13:5706 1 ESSENTIAL KNOWLEDGE 2 CHECK YOUR PROGRESS 3 Think about a real or imaginary situation from daily life with the SUSTAINABLE DEVELOPMENT GOALS in mind, in order to begin the learning process. Contribute to the achievement of one or several of the targets by doing the challenge. Take the Challenge! Go further and investigate. EXPLORE cases, characters and other interesting aspects that will expand your knowledge of the world. To do this, look for reliable information, organise it carefully and draw your conclusions. WHAT HAVE YOU LEARNT? Evaluate: think about what you have learnt and how you constructed your knowledge. Organise your ideas and apply your knowledge to different contexts and situations in the CHECK YOUR PROGRESS activities. Think, make connections and communicate critically by doing the ACTIVITIES throughout the book. Work like a specialist. With the help of the BE A GEOGRAPHER and BE A HISTORIAN sections you can practise what you learn. Exercise your mind. Practise THINKING TECHNIQUES that will enhance your powers of reflection and thinking. Use the KEY QUESTIONS to review and ensure you have understood the content. Acquire essential knowledge from the clearly explained content and strong visual language: drawings, maps, timelines, etc. LEARNING SITUATION
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