Year 7 History

The recent African origin of modern humans, or the "Out of Africa" theory, is the most widely accepted model of the geographic origin and early migration of anatomically modern humans

 

New research confirms the "Out Of Africa" hypothesis that all modern humans stem from a single group of Homo sapiens who emigrated from Africa 2,000 generations ago and spread throughout Eurasia over thousands of years. These settlers replaced other early humans (such as Neanderthals), rather than interbreeding with them.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Olduvai Gorge

 

These fossils form the basis of the theory.

 

1. In small groups, explore the fossils shown and write a paragraph explaining how each can be used to support the theory.

 

2. Write another paragraph providing alternative explanations for each fossil discovery that could counter the theory.

 

 

 

Out of Africa map activity

 

 

• Match the archaeological site with the modern-day country

 

Archaeological site:

 

Clovis

 

Swanscombe

 

Apollo II

 

Olduvai Gorge

 

Lake Mungo

 

 

• Place the archaeological sites in the above table in order from the oldest evidence of humans to the youngest

 

 

 

 

 

 

 

 

 

 

 

 

• As humans spread across the world they encounter many obstacles to their movement, such as mountains ranges and oceans.

a How would a large mountain range, such as the Himalayas, affect the spread of humans?

b When is it believed that humans first crossed from Asia to North America?

c How were they able to do this?

 

 

 

 

CRO-MAGNON PEOPLE

 

Please read pages 12 and 13 of textbook and answer questions on page 13 to learn more about these people.

 

And then- complete page one of the student workbook :)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HOW TO:

 

CREATE A TIMELINE.

 

Think/pair/share activity:

 

1. In 60 seconds think about and write down why timelines are useful and important for us as Historians.

 

2. When instructed, pair up with the person next to you and share your ideas. Write down anything that you didn't have.

 

3. Share your ideas with the class! :)

 

 

 

 

 

 

Did you know that time can be shown as a picture? A timeline is a method for picturing or seeing time. When studying History, Historians take events and place them on a timeline. This shows the chronology of a span of time. By doing this, the relationship between events can be seen. Patterns can emerge that might not be seen without the timeline. Therefore, a timeline is an important secondary source for understanding history.

It allows us to put events into context.

 

Creating a timeline can be difficult. Lets learn how!

 

 

Activity 1:

 

CREATE A TIMELINE FOR YOUR OWN LIFE

 

Step 1: Decide what the timeline will show: personal events, big political events, events related to a geographic area, randomly chosen events, and so on. How will you choose which events to include and exclude? IN THIS CASE, YOUR TIMELINE WILL ONLY SHOW PERSONAL EVENTS, AS IT IS A TIMELINE OF YOUR LIFE.

 

Step 2: Make a list of events that you wish to put on your timeline.

 

Step 3: Research and note the specific dates when the events that you wish to include occurred. It is a good idea to note your source(s), too, so that you can return later and verify the dates, if necessary.

 

Step 4: List the events in a chronology, a sequence of earliest to latest.

 

 

Step 5: Choose the period of time that your timeline will cover, being sure to include your earliest and latest dates.

 

 

Step 6:Decide what units of time you will use (days, months, years, decades, centuries, etc.) to divide your timeline into segments. These decisions may be a matter of trial and error, based on the size of your paper.

 

For example: 1700 to 1850 =
150 years/10 years =
15 segments

 

Step 7: Calculate the number of segments that your timeline will have.

 

Step 8: Draw a line and divide it into the number of equal segments that you figure you will need.

                

 

Step 9: Label the dates on the appropriate segments, left to right

 

 

Step 10: Using the chronology that you made of events and dates, figure out where they would fall on your timeline. How will you mark and label them? For instance, you could write on the timeline, attach colored labels, or make a code that refers back to your chronology.

 

 

 

 

 

 

 

 

Activity 2:

 

Now that you know the main steps, let's create a timeline for the following key discoveries and inventions:

 

Wheel- 3500 BCE

Silk- 2700 BCE

Alphabet- 1100 BCE

Paper- 105 CE

Gunpowder- 900 CE

Rockets- 1232 CE

Car- 1885 CE

Personal computer- 1964 CE

DVD- 1998 CE

 

 

Be mindful of the terms BCE and CE when constructing your timetable.

 

 

 

 

 

 

 

RELEVANT CONCEPTS AND TERMS YOU NEED TO UNDERSTAND IN HISTORY:

 

Using your textbook, write definitions for the following:

 

BC:

 

BCE:

 

BP:

 

Era:

 

Fossil:

 

Chronology:

 

Timeline:

 

Primary sources:

 

Secondary sources:

 

Evidence:

 

Perspective:

 

Bias:

 

 

 

 

 

 

 

 

 

 

UNDERSTANDING THE PAST- IT'S A TEAM EFFORT!

 

Historians are not the only people who work to uncover the past. They are helped by a variety of people.

Use your textbook and prior knowledge to write a defintion for each of the following:

 

 

Historians:

 

Archaelogists:

 

Palaeontologists:

 

Anthropologists: