1 rehistoric People

Fill in each blank to form a summary of Chapter 2 by choosing the proper term from the words listed below.

artists fire language specialization chief food supplies nature toolmakers clothing govemment Neanderthals tools domesticate herders prehistoric trade farming home territory priest villages

The first age is called the PaleoHthic Age. People lived in small bands of

about 20 members. Each of these bands gathered food and hunted w i t h i n an area known as its

. Paleolithic people leamed to make . The

discovery of how to make enabled them to cook their food.

was devised from animal skins held together by long strips of animal hide. The simple soimds of early

people developed into as people began to need to cooperate.

Homo sapiens, or "man who thinks," is the name given to two groups of prehistoric people.

were good hunters, good builders, and were probably the first people to bury their

dead. The second group, Cro-Magnons, were skillful , which enabled them to hunt

and farm more easily, and become and trading people who met wi th other groups

to exchange information.

Aroimd 8000 B.C., people started to get most of their food from . As they leamed

to , or tame animals, they became . Soon people were able

to settle i n one place and b u i l d vi l lages . Due to the Neo l i t h i c Revo lu t ion , increased

led to an increase in population. The beginning of occupa­

tions, or , helped people to work at new jobs, and they became potters, metalwork­

ers, and weavers. began as finished goods were exchanged for food items. Gradual­

ly/ new ideas about and religion developed. Power was held by a single

, who was a as well as a ruler. Neolithic people created gods

and goddesses to represent the forces of that they saw aroimd them.

Activity Book Human Heritage 5

N .uni ' Date Class

• mKffy^,Vm*l^ii,..^ ,-,r . i f l — = Chapter 2

Ihr., ftinihlt' tfw li'ttt'ts III till' first column to spell out the term being described in the second column. Then I nif' ilw nits( tionl^h'd ivord in the spaces in the third column. Next, write the circled letters from the third col­

umn in oidi'T from top to bottom in the spaces provided for the word puzzler at the end of the activity. Finally, ,i<ittr tt thiinition for the word puzzler on the line provided.

rtDypi ' ishr time before humans devel-oped wri t ing

nsbad groups of early people who lived together

settmedcioa to tame animals

iplnotuaop number of people

ehmo tyretrori a known amount of land space for hunting and living

igteram make a way to another place

sotp-nda-tlienl l eng th of w o o d or stone placed across two upr ight poles

vziiilnotcai began when people started to l i v e i n cit ies and advanced cultures

npcoatlisizaie development of occupations

??Word Puzzler??

T - T " — - r - u V * T ' - S T H ' - «f -^MV--^,

A. Identify the occupations shown in the squares by writ­ing the name in the blank pro­vided.

Briefly explain what people do in each occupation shown.

'A 'A

/ ' '?

2.

6 Human Heritage Activity Book

Name Date Class

B E I N G A N E O L I T H I C C H I E F

A. Imagine that you must take over the responsibilities of a chief in a Neolithic village. On the lines below, list separately your government duties and your religious duties.

Govemment Duties Religious Duties

1.

2.

3.

1.

2.

3.

B. Look at your lists and answer the following two questions on the lines provided.

1. What qualifications do you think Neolithic leaders had to have in order to carry out duties?

2. Do you think the same qualifications apply to modem govemment leaders? Why or why not?

Activity Book Human Heritage 7

Name Date Class

C H A P T E R

Reading Essentials and Study Guide Section 1 For use with textbook pages 33-40

The Paleolithic Age

K e y T e r m s

prehistory The period of time before the invention of w r i t i n g (page 33)

civilization A time when people progressed culturally and began to l ive i n cities (page 33)

migrate To make one's way (page 34)

bands Groups (page 34)

home territory Area where hunters and food gatherers l ived (page 35)

D r a w i n g F r o m Expe r i ence

What are some ways that you communicate? H o w w o u l d y o u communicate i f you could not use your language?

This section focuses on people in the Old Stone Age.

Organ iz ing Your T i i o u g h t s

Use the web diagram below to help you take notes as you read the summaries that follow. Think about the advances that Paleolithic people made.

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Reading Essentials and Study Guide Section 1 (continued)

Read to Learn

O b t a i n i n g Food (page 34)

The time f r o m when people first appeared unt i l w r i t i n g developed is called prehistory. The time after w r i t i n g developed is called history. This was the beginning of civilization, or when people began to develop cultural ly and live i n cities.

Even though prehistoric people had no wr i t ing , scientists have learned a great deal about them. Many scientists believe that un t i l about 1.75 m i l l i o n years ago, people l ived only on the grasslands of eastern and southern Afr ica . Then the earth's climate changed, and it became colder. Ocean water froze into huge glaciers. As the ice sheets grew, the sea level fe l l and uncovered land that had been under water. Land bridges connected Afr ica to both Europe and southwestern Asia. People were able to migrate, or make their way, around the land bridges and around the desert of northern Afr ica . They made their way into Europe and Asia, and much later to the Americas.

Scientists call the first age i n which people l ived the Paleolithic Age, or O l d Stone Age. It lasted f r o m about 2.3 mi l l i on years ago to about 10,000 years ago. Dur ing this age, people got their food by hunt ing and gathering. PaleoHthic people l ived in bands, or groups, of about 30 people. The people w i t h i n a group l ived and worked together. They also shared their food.

Each band searched for food w i t h i n an area k n o w n as its home territory. People set up camps at various sites of the home territory. The band stayed at one site un t i l the food supply was used up. Then the band moved. Women and children of the band gathered berries, nuts, and frui ts . Men hunted for meat. They caught fish w i t h their bare hands and hunted smaU animals w i t h sticks and stones. Sometimes, they were able to k i l l a large animal that was hur t or too o ld to run away. They were then able to have enough meat to last a few days.

1. How long did a band stay at one campsite?

lAaicing Tools (page 35)

When people learned to make tools, their l ife became a lit t le easier. The first tools were sticks and stones that they found on the ground. Then people learned to shape stones to make them more useful. The earliest shaped tools were pebble tools. The toolmaker hi t one pebble w i t h another, removing chips and making a cutting edge. This edge was sharp enough to cut meat. Later people knocked long, sharp-edged chips called flakes f r o m stones and used them as tools. They used flakes to cut up animals quickly and efficiently.

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Reading Essentials and Study Guide Section 1 (continued)

2. What were the earliest shaped tools?

M a k i n g Fire (page 36)

Dur ing the Paleolithic Age, people leamed how to make fire by themselves. They created a spark by mbb ing two sticks or stones together. People used fire to keep themselves w a r m and dry. They used i t as a weapon, th rowing burning sticks of w o o d at animals to dr ive them away. They also used fire to cook food.

3. How did early people use fire?

Seeicing She l te r (page 36)

Early people usually camped out i n the open. They dug pits i n the ground to protect them­selves f r o m the w i n d . Sometimes they protected themselves imder an overhanging rock or piled-up bmsh. A t first, people used caves to escape f r o m emergencies, such as storms. By about 100,000 years ago, however, people i n China, western Europe, and southwestern Asia were l iv ing i n caves most of the time.

4. How did early people first protect themselves?

M a k i n g C l o t h i n g (page 36)

Early people found that they could use the animal skins of the big animals they hunted to keep them warm. A t first people wrapped the skins around themselves. Later, they leamed how to fasten skins together. Leaming how to make clothing al lowed people to l ive i n differ­ent places. Before they knew how to make clothing, they had to live i n areas that were w a r m and dry. Af te r they leamed to make clothing, they were able to move into areas that were cooler and wetter.

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Reading Essentials and Study Guide

Section 1 (continued)

5. How did learning to make clothing affect where people lived?

Deve lop ing Language (page 37)

Early people also developed a language. A t first , they communicated by making sounds to express meaning. They also used hand signals for things such as food and water. Gradually, sounds and signals were no longer enough, and people began to develop language. This was a great human achievement. It made i t possible for people to w o r k together and share ideas. It resulted i n greater progress being made i n all areas of civil ization.

6. How did early people communicate before the development of language?

T h e N e a n d e r t h a l s (page 37)

The first people on Earth are known as Homo habilis, or "skil lful man." Next came Homo ereftus, or "man who walks upright." Then between about 300,000 and 200,000 years ago came Homo sapiens, or "man who thinks."

There are two kinds of Homo sapiens. The first is the Neanderthal. They were named after the Neander River i n Germany where their remains were f i rs t found . The remains of Neanderthal people have been found throughout Europe and i n parts of Asia and Afr ica . Neanderthals were good hunters. They used traps to catch animals. Neanderthals were also builders. They made houses by covering a f ramework of bones w i t h animal skins. Scientists believe that Neanderthal people were the f irst to bury their dead. Archaeologists have found graves of people f r o m this time.

7. Why do scientists believe that Neanderthals buried their dead?

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Reading Essentials and Study Guide Section 1 (continued)

The Cro-Magnons (page 39)

The second k i n d of Homo sapiens is the Cro-Magnon. They are named after a rock shelter i n France where their remains were found . Cro-Magnons appeared i n N o r t h Afr ica , Asia, and Europe about 100,000 years ago. Archaeologists consider them the f irst m o d e m people.

Cro-Magnons were ski l l fu l toolmakers. They invented a tool much like the chisel. They could use the tool to make other tools f rom objects such as antlers and bone. Having better tools made Cro-Magnons better hunters. This helped to increase their food supplies. Cro-Magnons knew how to make spear throwers, or devices that made spears f l y through the air faster and farther. This allowed himters to stay a greater distance f r o m large animals, making himt ing less

Cro-Magnons also invented the axe. They used i t to cut d o w n trees. They hol lowed out the logs to make canoes. I n southeastern Asia, they cut d o w n stalks of bamboo and tied them together w i t h vines to make rafts. The rafts helped to carry the people to other lands.

Cro-Magnons were also artists. They made statues out of ivory. They covered the walls of some caves w i t h paintings. Their paints were made f r o m minerals. Anthropologists believed that the cave paintings told a story about Cro-Magnon ceremonies or history.

Cro-Magnon bands cooperated w i t h one another. They often joined together to hunt large animals. To do so, they had to agree on mles and on leaders. Every year they gathered together to exchange informat ion about the movement of animal herds.

8. How did the invention of spear throwers affect Cro-Magnon hunting?

dangerous.

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Reading Essentials and Study Guide Section 2 For use with textbook pages 41-46

The Neolithic Age

K e y T e r m s

domesticated Tamed (page 42)

population Number of people (page 42)

specialization The development of occupations (page 45)

D r a w i n g F rom E x p e r i e n c e

What interests do you have? What interests do you th ink migh t lead to a career i n the future? Would people be able to th ink of having careers i f they had to produce their o w n food? Why?

In the last section, you read about the Paleolithic Age. This section focuses on the Neolithic Age.

Organ iz ing Your T h o u g i i t s

Use the diagram below to help you take notes as you read the summaries that follow. Think about the changes brought about by having a steady food supply.

Steady

Food

Supply

Resu l t s

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C H A P T E R

Reading Essentials and Study Guide Section 2 (continued)

Read to Learn

Farmers a n d Herders (page 41)

The Neolithic Age, or N e w Stone Age, started aroimd 8000 B.C. A t this time, people changed f r o m being food gatherers to food producers. They began getting most of their food f r o m farming. This brought about great changes i n the way the people l ived. For this reason the beginning of fa rming is called the Neolithic Revolution.

The Neolithic Revolution came about because of two discoveries. One discovery was leaming how to grow food. The other discovery was leaming how to herd animals. Farming probably started when people discovered that seed f rom w i l d grains, such as wheat, could be planted and harvested. Scientists believe that farming started independently i n different parts of the wor ld .

People probably leamed they could herd animals when a hunt ing band bui l t fences to enclose a herd of w i l d animals they had chased. The hunters k i l led one animal at a t ime and saved the rest for later. Soon, they found that the captured animals lost their fear of people and became domesticated, or tamed. Then the hunters became herders. People then began using certain animals such as donkeys and camels as pack animals.

The Neolithic Revolution greatly increased the world 's food supplies. W i t h greater food supplies, the population, or number of people, began to grow.

1. What two discoveries led to the Neolithic Revolution?

Early V i l l ages (page 42)

Afte r people began to produce food, they were able to settle i n one place. They bui l t perma­

nent shelters. They bui l t villages i n places w i t h a good soil and water supply.

The earliest k n o w n villages i n the w o r l d have been found i n southwestern Asia. Jericho, f o u n d i n present-day Israel, dates back to about 8000 B.C. Catal H i i y i i k was located i n pre­sent-day Turkey. People l ived there f r o m about 6500 to 5700 B.C.

Archaeologists know a great deal about Catal H t i y i i k because wooden and cloth objects there were blackened rather than destroyed by a fire. The blackening helped to preserve the objects. The houses there were made of sun-dried brick. For protection, the houses in the village had two or three rooms and no doors. People went i n and out of a house through a hole i n the roof by using a ladder. A m o n g the houses stood open courtyards w i t h large ovens for baking bread. Beyond the houses were vegetable gardens, fields of grain, and pastures where animals grazed.

2. Where did early people build villages?

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Reading Essentials and Study Guide Section 2 (continued)

S p e c i a l i z a t i o n (page 45)

Another result of a steady food supply was specialization, or the development of occupa­tions. Wi th enough food available, fewer people were needed to produce food. So other peo­ple were able to do other jobs, such as becoming weavers or potters. They exchanged what they made for food.

Specialization was aided by several developments. First, people learned to make pottery by baking clay. They used pots for carrying, cooking, and storing food. Once they began using them for cooking, they could add different things to what they ate, such as soups.

Neolithic people also leamed to weave cloth. They took woo l f r o m sheep and spun i t into thread. They then wove the thread into cloth. Neolithic people also leamed to w o r k metals. They picked up metals such as gold and silver and hammered them into jewelry. Soon they were using the metals to make weapons.

3. What contributed to the start of specialization?

G o v e r n m e n t (page 45)

Another development dur ing Neolithic times was village govemment. Once people's lives depended on having a piece of land, people began to protect what they had. But disputes arose over land ownership, so a chief was chosen. The chief settled disputes and, together ' w i t h a small group of people, directed village activities.

4. What were the duties of a village chief in Neolithic times?

R e l i g i o n (page 45)

Village chiefs were also village priests. They handled religious duties. They offered prayers for things people needed, such as water for crops. Neolithic people prayed to the forces of nature. Then they created gods and goddesses to represent these forces. The most important god was the Earth Mother.

5. What kinds of things did the village priests pray for?

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Chart and Graph Skills Activity

Drawing Conclusions from a Chart

Charts are used not only to provide data but also to show changes that occur over time. The chart below shows some changes during prehistoric times as people developed tools.

Date(8) B.C. Type Tool Description Use

c. 1,800,000 Pebble tools Rocks chipped sharp on one side Cutting and scraping

c. 500,000 Hand axes Rocks chipped sharp on two sides Chopping

c. 200,000-100,000

Flake tools Sharp flakes struck from larger stones Cutting

c. 100,000 Spears Wooden shafts with sharp stone tips Hunting

0.30,000-15,000

Bows and arrows

Wooden bows and arrows with stone arrowheads

Hunting

c. 30,000-15,000

Spear throwers

Wooden shafts used to throw spears farther Hunting

c. 8,000 Sickles Wooden handles with sharpened stone edges Harvesting grain

c. 7,000 Mortars and pestles

Stone dishes with stone grinders Grinding grain

U s i n g Y o u r S k i l l s

Use the chart to answer the questions below.

1. I n what order are the tools listed on the chart?

2. What effect do you th ink the development of the spear had on hunting?

3. What advantages d i d the bow and arrow and the spear thrower give himters?

4. What major change i n prehistoric l i fe does the use of the sickle and the mortar and pestle indicate?

6 Human Heritage Chart and Graph Skills Activities

Name Date Class

Vocabulary and Guided Reading Activities

V o c a b u l a r y A c t i v i t y

Complete the following vocabulary exercise on another sheet of paper.

Imagine that you are w r i t i n g the script for the narrator of a science pro­

gram to be shown on television. Using al l of the f o l l o w i n g vocabulary words,

describe the differences between the Paleolithic and Neolithic peoples.

prehistory civilization bands

home territory migrate domesticated

population specialization

G u i d e d R e a d i n g A c t i v i t y

After reading Chapter 2, you should be able to describe the Paleolithic Age and the Neolithic Age and explain the differences between them.

1. Explain what distinguishes history f r o m prehistory.

2. H o w were the earliest tools created? For what tasks were they used?

3. What were the uses of animal skins?

4. Describe how people communicated before the development of language.

5. What skills d i d the Neanderthals have?

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C H A P T E R Vocabulary and Guided Reading Activities (continued)

6. What skills did the Cro-Magnons have?

7. What discoveries caused the Neolithic Revolution?

8. Name two results of the increase in the food supply of the people.

9. Why do we know so much about the early village of Catal Hiiyiik?

10. List several developments that aided specialization and tell how they were important.

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U N I

Primary Source Reading 1

M a r y and Louis Leakey were scientists who worked in East Africa for many years. There, in a place called Olduvai Gorge, the Leakeys found some of the oldest-known evidence of human beings on earth. Not surprisingly, their son, Richard, also became an anthro­pologist. In this selection, Richard explains his work in Kenya's Great Rift Valley, where many fossils are found.

Directions Read the selection below and answer the questions that follow. Use another sheet of paper if necessary.

M y chi ldhood was spent i n various remote areas of East Afr ica , in Kenya and Tanzania, where my parents were searching for evidence of our ancestors. For many months they searched the fossil sites on the islands and shores of Lake Victoria. A t other times 1 remember chasing sheets of cellophane b lowing away in the w i n d as my mother laboriously traced the art of our ancestors i n rock shelters i n Tanzania. But perhaps the most exciting times of all were at Olduva i Gorge on the Serengeti Plains, where w i l d animals were a natural part of our everyday life.

Since then I have continued searching for evidence of the past i n my o w n career, and I have experienced for myself the th r i l l of f ind ing a complete skull of one of our ancestors, two mi l l ion years old. . . .

How to get preserved as a fossil

Unfortunately the chances of any animal becoming a fossil are not very great, and the chances of a fossil then being discovered many thousands of years later are even less. It is not surprising that of all the mill ions of animals that have lived i n the past, we actually have fossils of only a very few.

There are several ways in which animals and plants may become fossilized. First, i t is essential that the remains are buried. . . . The same chemicals which change sand and silt into hard rock w i l l also enter the animal or plant remains and make them hard too. When this happens, we say that they have become fossilized. Usually only the bones of an animal and the toughest part of a plant are preserved.

(contiiiiied)

Primary Source Readings Hiinian Heritage 5

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U N I T

Primary Source Reading 1 (continued)

The soft body parts of an animal or the f ine fibers of a leaf may occasionally become fossilized, but they must be buried very quickly for this to happen. . . . One site near Lake Victoria, where m y parents worked, contained many thousands of beaut i ful ly preserved insects, spiders, seeds, twigs, roots, and leaves. A nearby vo l ­cano must have erupted very suddenly, bury ing everything i n a layer of ash. The insects had no time to escape before they were smothered.

. . . Rivers and lake sediments preserve a great many bones, but caves are another

site where fossils are easily formed, and lucki ly our ancestors left many clues i n caves. . . . Things that people brought i n as food or tools were lef t on the cave floor, and m u d , sand, and other debris washed i n by rivers and rain bur ied them.

The difficult job of finding fossils

In the region . . . in northern Kenya where I have been w o r k i n g for more than ten years, fossils are found in sediments w h i c h cover thousands of square kilometers. Here nearly all the fossil discoveries have been made by a team of sharp-eyed Kenyans, led by Kamoya Kimeu. Kamoya and his team leave camp early i n the morn­ing, before the sun is up, and drive to a pre-selected spot by Land Rover. As the sun rises, they move out over the sediments, wa lk ing up gullies beside d ry streambeds, clambering over boulders and constantly searching. Every bone they see is examined, although most of them tu rn out to be unimportant . . . . As the morn ing progresses, the sun gets hotter and brighter un t i l by midday they have to stop and rest under the shade of a thorn tree and eat a l i t t le lunch. Later i n the afternoon, when the heat and glare of the sun have lessened, they w i l l continue the search.

A t other sites, thousands of fossils may be found i n a small area of sediment. These sorts of sites have to be excavated carefully and the bones removed one by one. Drawings are made to show how the bones were ly ing , as this w i l l of ten help i n w o r k i n g out how they came to be i n that spot.

From Chapter 2, "The secrets of the rocks," in Human Origins, by Richard E. Leakey (New York: E.P. Dutton, 1982).

Reviewing the Reading

1. H o w does a plant or animal become fossilized?

2. Where are some good places to f i n d fossils?

3. Critical Thinking I f fossil-hunting is d i f f icu l t , w h y do you th ink scientists do it?

6 Human Heritage Primary Source Readings

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C H A P T E R

Enrichment Activity

Neanderthal Burial Sites

Ai several Neanderthal sites i n both Europe and Asia, researchers have found graves where there clearly have been r i tua l burials. They have f o i m d a teenage boy buried w i t h f l ints and a beaut i ful ly worked stone ax as we l l as a chi ld surrounded by a r ing of ibex horns.

Discoveries at the Shanidar Cave i n present-day Iraq have given archaeologists and anthropologists an idea of what Neanderthal people may have felt and thought. One of the most elaborate burials, f r o m about 60,000 years ago, was at Shanidar. A r o u n d the body of a relatively o ld man were arranged clusters of f lower ing medicinal herbs. There were yellow, whi te , and blue flowers, similar to m o d e m hol ly­hocks, bachelor's buttons, and other flowers. Scientists th ink that perhaps the

man was a healer and was bur ied w i t h his o w n healing herbs.

Other graves found at Shanidar are of people w h o were very o ld for that time (perhaps 40). Some were of people w h o must have needed care by others. One, i n fact, was a man w h o appeared to have been crippled and perhaps half b l i n d for much of his l i fe . Clearly, he could not have hunted for food but must have been cared for by others i n his band.

D i r e c t i o n s

Drawing Conclusions Write a capital C before the conclusions that can be drawn from the reading.

1. Neanderthal people honored their dead w i t h rituals.

2. Neanderthal people once l ived on the land that is now Iraq.

3. Neanderthal culture was h ighly organized and developed.

4. People i n the Neanderthal communi ty helped each other survive.

5. People today live longer than they d i d i n the Neolithic Age.

6. Neanderthals may have been healers w h o used herbs as medicine.

7. In the Neolithic Age, people had f lower gardens.

8. Archaeologists have found the remains of people f r o m 200,000 years ago.

6 Human Heritage Enrictiment Activities

Name Date Class

C H A P T E R

Geography and Map Activity

Environment and Society: Tools and Weapons

Prehistoric peoples responded to their environment by adapting to it. Thus, they made various tools for hunting and as weapons.

Directions Compare the drawings of prehistoric tools and weapons and answer the questions that follow.

HOMO HABILIS NEANDERTHAL CRO-MAGNON

Pebble tool Hammered-stone axe

Bow and arrow

Bone needle

Laurel leaf chipped blade

Bone fishhook

1. H o w d i d the tools of H o m o habilis. Neanderthal, and Cro-Magnon differ?

Critical Thinicmg

2. H o w d i d Cro-Magnon tools make obtaining food easier?

3. H o w d i d Cro-Magnon tools help make obtaining food safer?

Activity

4. Wi th your classmates, brainstorm how Cro-Magnon tools could have increased the people's food supply and their diet.

2 Human Heritage