Seventh Grade Social Studies Lesson 2: The Study of Pre-History PDF

Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Lesson 2: The Study of Pre-History Big Ideas of the Lesson ● The universe is 13 billion years old and the earth is probably between 4 and 5 billion years old. However, modern humans are relatively new to the plane...

Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Lesson 2: The Study of Pre-History Big Ideas of the Lesson ● The universe is 13 billion years old and the earth is probably between 4 and 5 billion years old. However, modern humans are relatively new to the planet. ● World history is a field of study concerned with global processes and patterns of humanity over time. World history both integrates the experiences of people all over the world and highlights differences among them. ● Archaeologists construct accounts of the past from artifacts left behind by early humans. ● The story of pre-history can be found in clues from a wide range of sources from traces of DNA to murals in Ice Age caves. ● The questions archaeologists and historians ask of these artifacts shapes our understanding of the past. ● Collaboration between archaeologists and historians allows us to study a past with no textual artifacts. Lesson Abstract: This lesson introduces students to the larger chronology of the universe, the earth, and human history in order to help students conceptualize time and chronology better. The lesson then introduces students to historical and geographic inquiry using the fields of archaeology and world history. They will take up the question of how it is possible for us to know anything about how people in the past lived, particularly those who lived before written records. Students will be forced to consider the challenges of creating accounts of the past in a time before written records. It will also introduce students to the types of questions and tools historians and archaeologists use to construct accounts of the past. Students will examine different historical artifacts, tools, and methods of dating artifacts. Content Expectations1: 6 and 7 - H1.2.1; G2.2.3 Common Core State Standards for Literacy in History/Social Studies: RH.6-8.2, 4, 7 and 10; WHST.6-8.9 and 10 Key Concepts evidence world history Lesson Sequence Teacher Notes: This lesson is critical as it sets up the entire course. However, it is important to note that this lesson is longer than most lessons within the MC3 project. It may take up to four standard class periods to complete this lesson, but it is well worth the time. 1 The language of the content expectations and the common core standards can be found in the Reference Section at the end of the lesson. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 1 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Step 3 of this lesson requires the use of a large timeline that you need to prepare before class. The following instructions will help you prepare it: ● Create a “Timeline of the Universe” by decoratively marking a roll of cash register tape with the following events at the given intervals on a scale of 100 feet. Choose an overall length for the timeline to coincide with the length of a large space, such as a hallway or yard. ● In the table below, “BP” means “Before Present”, that is, “years ago”. Event Big Bang: Origin of the Universe (13 Billion BP) First Stars and Galaxies (12 Billion BP) Our Solar System: Sun and Planets (4.56 Billion BP) Oceans on Earth (4 Billion BP) Life on Earth (3.8 Billion BP) First Life on Land (450 Million BP) First Dinosaurs (220 Million BP) Disappearance of Dinosaurs (67 Million BP) First Ancestral Humans (24 Million BP) First Homo Sapiens (modern humans) (200,000 BP) Dawn of Agriculture (10,000 BP) Birth of Jesus Christ / Start of Modern Calendar (2,000 BP) Industrial Revolution (250 BP) Location 0 7’ 8” 64’ 7” 69’ 3” 70’ 9” 96’ 11” 98’ 4” 99’ 11¾” 100’ 100’ 100’ 100’ 100’ Alternatively, you may draw an individual 4” x 6” card for each event and attach the cards to a length of twine at the given intervals. Note: If you don’t have access to a large space, use a smaller scale (10 feet instead of 100 feet for example, and roll the timeline out on the floor or walls of your classroom). ● Finally, identify a large space such as a hallway or yard that can be used during class to engage in the timeline activity described in Step 3. Students will be engaging in a turn-and-talk activity so be sure that the space selected will be appropriate.2 1. Begin the lesson by introducing the students to the concept of time in the context of world history. To determine students’ level of understanding of human origins, have students answer three questions in a Stop and Jot (project questions or have them on the whiteboard) in their Perspectives on the Past Notebook. “Making your best guess, ● How old is the universe? ● How old is the earth? ● When did humans appear on earth?” Tell students they will have the opportunity to change or update their answers later on. 2. Next ask students a series of questions to probe their thinking about the age of things: ● “What’s the oldest thing in this room?” Accept all answers. (Students may identify the teacher first!) ● Redirect the discussion to a wooden object in the room such as a table. Ask students: “How old is this object?” A common answer will be based on when students think the table was built. 2 The introductory and timeline activity are from World History for Us All. 20 April 2012 <http://worldhistoryforusall.sdsu.edu/eras/era1.php#pan>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 2 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 ● “What about the wood itself? How old is that?” Establish that the wood comes from a tree, which is much older than the table. ● “How old is the tree?” Establish that the tree may be hundreds of years old, and even then came from a seed that came from a tree that is older still. Continue the logic as far back as it can go, introducing the concept of “matter” as being the original building block of everything we see. Complete the discussion by asking: “How old is the air?” to reinforce this concept. Note that part of the air (hydrogen and helium) is probably 13 billion years old, while other gases in the air (oxygen, nitrogen, et cetera) were created in stars and supernovae and range in age from 12 to 1 billion years. Taking as our premise that students’ bodies are made up of these atoms, the students too are billions of years old. Substantial parts of their bodies (most of its weight consisting of water, which is hydrogen and oxygen) are 13 billion years old! 3. Engage students in a timeline activity using the prepared timeline describe in the Teacher Note above. Walk the class to a large space such as a hallway or yard that you identified earlier. Explain to students some of the notations they will see on the timeline (BP = Before Present, so... 20,000 BP means 20,000 years ago). Have students stand with a Turn and Talk partner as they observe you roll out the timeline. Roll out the “Timeline of the Universe” (see the Teacher Note at the beginning of the Lesson Sequence). Stop as you reach each new event and ask students to Turn and Talk at a few key points in response to the question: “What is surprising or interesting about this timeline so far?” Once you have unveiled the whole timeline and students have had a chance to talk with their partner, return to the classroom and have students sit down. Ask them to do a Stop and Jot in which they summarize their conversations with their Turn and Talk partner in their Perspectives on the Past Notebook. Then ask a few students to share their thoughts or reactions to the timeline. 4. Engage students in a class discussion using several prompts throughout. Begin by posing the following questions: ● “How far back on your timeline did Homo sapiens (the same species of human beings as us), first appear? (200,000 years ago) ● Does this seem like a long time to you or not? ● How does it compare to an individual person’s lifetime?” To demonstrate that 200,000 years is a long time, tell students: “Let’s experience just one minute. Close your eyes and stay quiet. I will tell you when one minute has gone by.” Afterward, discuss how one minute can feel like “a long time”. Ask students: “How long do you think 200,000 minutes is?” Give the class fifteen seconds to jot down a gut estimate in their notebooks, which can be in terms of hours, days, weeks, months, or years. The answer is approximately six months. Confirm with students that two hundred thousand is a big number. That’s a lot of minutes! Discuss with students how 200,000 years (the time since Homo sapiens appeared on earth) is to one year as six months is to one minute. (200,000 years : one year -- is the same as -- six Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 3 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 months : one minute). From another perspective, if those 200,000 years were “squeezed” into one year, then the entire past year would only have started at 11:58 PM on December 31!3 Tell the students it would take approximately 8,000 human lifetimes to cover 200,000 years. Have the students Stop and Jot short answers to the three questions introduced earlier in their Perspective on the Past Notebook: ● How old is the universe? ● How old is the earth? ● When did humans appear on earth? 5. Next, tell students that they will watch a video called “History of the World in Seven Minutes” (found at <http://worldhistoryforusall.sdsu.edu/movies/flash_large.php>) twice. Explain that the video is a visual timeline where every second represents 50 years. During the first viewing, instruct students to pay particular attention to the pace of events and music as the video reaches the last 4 minutes. After the first showing, briefly discuss their initial observations and reactions. Then, post the following questions on the board: ● What types of artifacts seem to be left behind at the earlier parts of human history? ● How does the video and pace of history change at the half way mark? ● What surprised you about the video? ● What questions does the video raise for you? Explain each of the four questions and then show the video again. This time, allow students to record their answers to the questions listed above. Once completed, ask students to “turn and talk” about their answers. Follow up by asking student pairs to share their findings with the class. Guide students to see that changes were very slow during the first several thousand years and that as human society grows and invents there are more events/people of significance for each year. 6. Use Word Card #10, to explain the field of world history. Add the following information to your explanation: World history is the field of study concerned with global processes and patterns of humanity over time. World history both integrates the experiences of people all over the world and highlights differences among them. The task for world historians is to construct an integrated past that retains voices of difference. Also explain that the focus of the course will be on human history, from around 200,000 years ago all the way to 500 years ago, around 1500 CE, Common Era (also known as AD). This particular unit, Unit 2, covers the period between 200,000 and 6,000 years ago in human history, known as prehistory or the Stone Age. Studying this time period is challenging because our earliest ancestors did not leave behind any written records. Ask students how it is possible to study people who lived a long time ago and who did not leave written records of the way they lived. Invite them to guess about the kinds of evidence we could use to understand people who lived before us, recording their suggestions on the board for later use. 7. Next, ask students to imagine that they want to understand their great, great grandparents’ ways of life but they have no letters or written records. How could they study these relatives? Solicit answers from the class and list them on the board. Expected responses might include 3 World History for Us All. 21 February 2012 <http://worldhistoryforusall.sdsu.edu/eras/era1.php#pan>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 4 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 speaking to my parents or grandparents, looking at family albums, pictures, houses, furniture, etc. Prompt students to think about the evidence people leave behind in their daily lives and how we might study that evidence. Then ask students, “How is studying people who lived 100-200 years ago different from studying ancient societies?” Compare the suggestions made in step three to those made here. Guide students to the idea that retelling the story of life 150 years ago depends upon already knowing something about that life. For example, they know what chairs are used for or what purpose the stove plays. Now ask students to consider the challenges that emerge when they really don’t know how objects were used. Could they figure out what life was like for other people? Explain that since we are talking about the earliest human ancestors – people who lived over 10,000 years ago – that is the challenge we face. 8. Explain to the class that there are groups of people who specialize in this kind of study. Survey the class to determine if students know who is it that uses artifacts to study cultures of the past (an archeologist). In the previous unit they studied the work of historians. Review this with the class and explain that historians work in conjunction with archeologists. As a class, have students construct a working definition of the term archaeology. It should include that archaeology is the scientific recovery and interpretation of artifacts from the past. Have students compare their definition with that from Word Card #5 from Lesson 1. 9. Continue this discussion by asking students how an archeologist interprets artifacts. Display “Mammoth Bone Pile” and “Chopper”, located in Supplemental Materials (Unit 2, Lesson 2). Explain that these objects (a mammoth skeleton and stone tool) were found near each other. The excavations at this site produced the bones from at least seven mammoths that were probably not all killed at the same time. Have students stop and jot about the following questions in their Perspectives on the Past Notebook: ● What thought process would an archeologist use when analyzing these objects? ● How is this similar to the strategies you use when reading new and unfamiliar words? After the stop and jot, give the students two minutes to engage in a turn and talk about their responses. Then, conduct a short class discussion by having the pairs report out their thoughts on the questions. Guide students to recognize that in addition to their knowledge of history and the modern world, archeologists also use context clues to determine an object’s use or importance. In this case, archeologists believe that this site was a mammoth killing and processing center. 10. Explain to students that they are going to read an archeologist’s perspective of 4000 year old artifacts that he discovered. Handout the “Motel of Mysteries” and “Motel of Mysteries-Observation Sheet”, located in the Supplemental Materials (Unit 2, Lesson 2). Tell the students that this is an excerpt from a fictitious archeological discovery. Do not give away any more information. Take a moment to review the “Words you may not know” list below with students and ask students to share their best definitions for these words. Words you may not know: ● sarcophagus ● translucent ● posture ● ceremonial ● deceased Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 5 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 ● parchment ● urn ● sacred Then ask students to underline these words in the passage as they read and look at the sentence to see if they can figure the meaning. If you have time, you can model using context clues with one sentence. 11. Next, have students read the “Motel of Mysteries” and fill out the “Motel of Mysteries-Observation Sheet”. For each artifact found, they should create a small illustration and then make a prediction as to the artifact’s use. Do NOT give students the picture that accompanies the text until they are done with the first three columns on the “Motel of Mysteries-Observation Sheet”. Be sure to instruct them to leave the fourth column blank until they get the picture. They should also answer the question on the final line of the sheet prior to receiving the picture. 12. Once students have completed the first three columns and the final question, distribute “Image of Motel of Mysteries”, located in the Supplemental Materials (Unit 2, Lesson 2) and ask students to study it. While they laugh a bit, ask them to fill out the fourth column. Once they have completed this, you can ask them to do a turn and talk with the following prompts: · How do you think people in the future will make sense of who we were? · What might they get wrong? · Did using context clues help or hurt the interpretation of these objects? · How can we learn about people in the past? · What difference did it make when you knew how the item was used instead of guessing? Ask students to share their responses with the class. Finally, with the whole class, re-visit the “words you may not know” list and ask students if they were able to add to their definitions. Make sure they have working definitions for all of the words, and if necessary model figuring out another word using the picture this time. Teacher Note: Motel of Mysteries is a work of fiction written from the perspective of an amateur archeologist 4000 years in the future. The work is his interpretation of what the reader soon realizes is a 20th century motel. The excerpt included here might include descriptions that students are unfamiliar such as the strip of paper that used to be placed across hotel toilets indicating that they had been cleaned (the “headband) or the point on the end of the toilet paper roll that some hotels require when the room has been cleaned (the “sacred point”). 13. Ask the students what types of artifacts might humans 10,000, 30,000, and 200,000 years ago have left behind and then how difficult it is would be to make good guesses about life in the past. Use this short discussion as a transition into the next part of the lesson. Tell the students that they are now going to look at one such type of artifact left behind by early humans. At this point, distribute “The Cave Paintings of Chavet-Pont-D’arc”, located in Supplemental Materials (Unit 2, Lesson 2), which includes a map of prehistoric cave paintings in Europe, a second map highlighting the location of the Chauvet Cave in France, a topographical map of the Pont d’Arc region, and a short description of the cave paintings discovery. Explain to Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 6 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 students that this time in human history is sometimes called the Prehistoric Era, and that is also called the Stone Age. “Prehistoric” refers to the time before people left written records, and Stone Age refers to the main tool-making material people used. 14. Before the students read the document, have students work in pairs to examine both the map of Europe and of France and answer the following questions: ● Where do the majority of the cave paintings seem to be located? What might we assume from this type of clustering? ● Is the Chauvet cave near any other discoveries? 15. Next, display the “Topographical Map of the Pont-d’ Arc Region”, located in the Supplemental Materials (Unit 2, Lesson 2). Ask students to consider how this map might compare to their community. Use Word Card #13 to explain to students that a topographic map is different from a traditional map in that it highlights changes in elevation. Have students “Turn and Talk” about the following questions that you post on the board/overhead: ● What is a defining feature of the landscape of Pont’ d’Arc? ● How might this have kept the cave paintings hidden and protected for thousands of years? 16. After leading the students in an analysis of these three maps and before reading the short piece on the discovery of the caves ask students to do a “Turn and Talk” responding to the following prompt: ● Have you ever been in a cave? If so, what was it like? ● If not, talk about why you might go into a cave. 17. Distribute the “Topographical Map of the Pont-d’ Arc Region” and the “Inquiry and Prediction Chart”, located in the Supplemental Materials (Unit 2, Lesson 2) to students. Have students follow the instructions and complete the chart for the Cave Painting reading. 18. As a class, have students share their predictions from the “Inquiry and Prediction Chart”. Use the following questions to engage students in a class discussion and to help them recognize the uniqueness of the discovery and the environmental conditions that made the preservation of these paintings possible. ● What led to the discovery of these paintings? ● Why were these three individuals exploring the cave? ● Why might these paintings have been discovered in a cave and not in a field? ● How might the cave have helped their preservation? 19. Next, project “Images: Cave Paintings of Chauvet-Pont-D’arc”, located in the Supplemental Materials (Unit 2, Lesson 2) to the class. Lead the students in a discussion of what they see in the paintings: What is the subject matter? What material might have been used? Write their observations on the board. 20. Ask the class to think like archeologists: who painted these images and why? As archeologists, what conclusions can they make about these people and their culture? Lead the class in a discussion about the possible purposes of the paintings. Explain that archeologist use the time period of a find to help them understand it. How can we figure out how old these paintings are? Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 7 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Introduce the concepts of relative and absolute dating using Word Cards #15 and #16 with students. Explain that relative dating is the science of determining the order of past events without determining their absolute age. This allows archeologists to determine the sequential order in which a series of events occurred, but not specifically when they occurred. In contrast, absolute dating or carbon dating uses the naturally occurring isotope carbon-14 to determine the age of materials up to 60,000 years ago. Carbon-14 is present in living things and it decays at a measurable rate. Archeologists measure the carbon-14 in the remains of plants and/or animals to date excavation sites. Carbon-14 is not accurate to very specific dates, but can provide a range of time for a find. Ask the class how archeologists might use both of these tools to date the cave paintings at Chauvet. What material might be used to conduct carbon dating of the paintings? Here is an excerpt from of the dating process used by archeologists in 1995: Direct dates obtained in 1995 have added an unexpected dimension to the discovery. Three samples taken from charcoal (charcoal is made from wood, therefore it is organic) drawings of two rhinoceroses have yielded dates between 30,340 and 32,410 years ago. This means that the paintings were made at the very ancient date of approximately 31,000 years ago, or 29,000 BCE. 21. Display “Flutings on a Cave Wall”, located in Supplemental Materials (Unit 2, Lesson 2) to the class. Explain that in addition to the paintings found in the caves, archeologists also found “flutings.” Have students study the picture and ask; what do you think this is? Remind them that these flutings were found in the same caves and the paintings, how does that knowledge influence their prediction about this finding? Distribute “Stone Age Toddlers Had Art Lessons” located in Supplemental Materials (Unit 2, Lesson 2). Explain to students that they are going to read the article and identify claims and/or evidence the author makes and/or uses when writing about the flutings. Explain to the students that a claim is a statement about what someone thinks... like a best guess. The evidence is the information they used to support the claim. Use Word Cards #17 and #18 to support students’ understanding of the terms “claim” and “evidence.” Use a think-aloud to model the first example, and then allow students 10 to 15 minutes to complete the reading and claims. 22. Once students have completed the article and identified the claims/evidence, discuss their answers and thoughts. Remind students of earlier activity about their great, great grandparents and how easy it was to interpret their artifacts/stories because we know what most of the things they used are. How did archeologists use what they know to assist them in interpreting the cave flutings? Discuss students’ responses as a class. 23. Conclude the lesson by having students engage in a Turn and Talk with a partner, discussing the following questions: ● What things are you familiar with that influenced your predictions about the cave paintings? ● How does your knowledge of the modern world help or hurt you in making these predictions? ● What else would you want to know in order to make accurate predictions about these artifacts? Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 8 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Assessment Have students write an analytical paragraph about one of the cave paintings or flutings that includes a prediction about their purpose along with supporting evidence for that prediction. Reference Section Content Expectations 6 and 7 Explain how historians use a variety of sources to explore the past (e.g., artifacts, H1.2.1: primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). 6 and 7 G2.2.3: Analyze how culture and experience influence people’s perception of places and regions (e.g., beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm)4. Common Core State Standards for Literacy in History/Social Studies RH.6-8.2: Determine the main ideas or information of a primary or a secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 4 These expectations get at perspective – how one’s experiences and background influences how one interprets the world. Although this expectation is limited to the field of geography, the previous unit addressed how both historians and geographers have perspectives that influence their accounts (historical accounts and maps). This curriculum broadens the interpretation of this expectation to include the interpretation of evidence such as artifacts and primary sources. Moreover, the essence of the 7th grade expectation is muddled by the examples provided, some of which are provable (“beaches are places where tourists travel”) while others, which are relative (“northern places are cold”) and depend on a perspective. The 6th grade expectation is the same and is similarly muddled by the examples provided: “(e.g., the Caribbean Region that presently displays enduring impact of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists).” Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 9 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Instructional Resources Equipment/Manipulative Overhead projector Perspectives of the Past Notebook/ Student Notebook or Journal Student Resource The Cave of Chauvet-Pont-d’Arc. French Ministry of Culture and Communication. 20 April 2012 <http://www.culture.gouv.fr/culture/arcnat/chauvet/en/>. Davies, Caroline. “Stone Age Toddlers May Have Had Art Lessons.” The Guardian. September 29, 2001. 20 April 2012 <http://www.guardian.co.uk/science/2011/sep/30/stone-age-toddlers-art-lessons>. Prehistoric Children Finger-Painted on Cave Walls. History.com. 20 April 2012 <http://www.history.com/news/2011/09/30/prehistoric-children-finger-painted-on-cave-walls/ >. Teacher Resource “Big Era Two.” World History For Us All. San Diego State University. 20 April 2012 <http://worldhistoryforusall.sdsu.edu/units/two/panorama/02_panorama.pdf>. Gallery of Archeology. Lithic Casting Lab. 20 April 2012 <http://lithiccastinglab.com/gallerypage.htm>. Hase, Kimberly and Darin Stockdill. Supplemental Materials (Unit 2, Lesson 2). Teacher-made material. Oakland Schools, 2012. “History of the World in Seven Minutes.” World History for Us All. San Diego State University. 20 April 2012 <http://worldhistoryforusall.sdsu.edu/movies/flash_large.php>. Macaulay, David. Motel of the Mysteries. Graphia Books, 1979. Resources for Further Professional Knowledge Clottes, Jean. Return to Chauvet Cave: Excavating the Birthplace of Art – The First Full Report. Thames & Hudson Ltd, 2003. Fagan, Brian. World prehistory: a brief introduction. Brown Little, 1979. - - -. In the beginning: an introduction to archaeology. HarperCollins Publishers, 1991. Miner, Horace. Body Ritual among the Nacirema. American Anthropologist, New Series, Vol. 58, No. 3 (June 1956). 20 April 2012 <http://www.jstor.org/pss/665280>. Spradley, James & Michael Rynkiewich. The Nacirema: readings on American culture. Brown Little, 1975. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 10 of 11 July 13, 2015 Seventh Grade Social Studies Unit 2: Beginnings of Human Societies SS070202 Lesson 2 Whitley, David S. Cave Paintings and the Human Spirit: The Origin of Creativity and Belief. Prometheus Books, 2009. World History for Us All. Panorama Teaching Unit, Big Era II: What Does it Mean to be Human? 20 April 2012 <http://worldhistoryforusall.sdsu.edu/units/two/panorama/02_panorama.pdf>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2015 by Oakland Schools Page 11 of 11 July 13, 2015