Objectives (5 - 7 minutes)

• To introduce students to the Paleolithic Period, also known as the Old Stone Age, which was a time in human history when the use of stone tools was prevalent.
• To provide a basic understanding of how humans lived during the Paleolithic Period, including their hunting and gathering lifestyle, cave dwelling, and the development of early forms of art.
• To encourage students to develop an appreciation for the ingenuity and resourcefulness of our early ancestors, and to understand how their innovations laid the foundation for human civilization.

Secondary Objectives:

• To develop students' research and critical thinking skills through the use of technology and independent study.
• To foster collaborative learning and discussion in the classroom as students share their findings and insights.

Introduction (8 - 10 minutes)

• The teacher should begin by reminding students of the previous lessons on early human history, highlighting the transition from the prehistoric era to the Paleolithic Period. This will help to create a foundation for the new knowledge they will be acquiring.

• Next, the teacher should present two problem situations to the students:

  1. "Imagine you are transported back in time to the Paleolithic Period. You are a hunter-gatherer and you need to find food for your family. What tools would you need? How would you find and catch your food?"
  2. "As an artist in the Paleolithic Period, you want to express your experiences and ideas. However, you don't have paper or paint like we do today. What materials could you use and what kind of art would you create?"

• These scenarios will help to engage students' curiosity and set the stage for the exploration of Paleolithic lifestyle and culture.

• To further contextualize the importance of the Paleolithic Period, the teacher should highlight some key points:

  1. "The Paleolithic Period was a time of great innovation. Humans learned to control fire, which provided warmth, light, and protection from predators. They also developed tools and weapons, which allowed them to survive and thrive in a challenging environment."
  2. "Our ancestors in the Paleolithic Period were the first humans to create art. They painted on cave walls, carved figurines, and made jewelry from bones and shells. These early forms of art provide us with some of the earliest insights into human culture and creativity."

• The teacher should then formally introduce the topic of the day: "Today, we will be exploring the Paleolithic Period, a time when early humans made significant advancements in tool making, art, and social structure. We will learn about their lifestyle, their tools, and their art, and we will also discuss how their innovations laid the foundation for our modern world."

Development

Pre-Class Activities (15 - 20 minutes)

• To prepare for the class, students will be assigned to watch an age-appropriate online video or read a simplified article on the Paleolithic Period, focusing on the lifestyle of early humans, their tools, and the art they created. This will provide them with a basic understanding of the topic and prepare them for further exploration in class.

• After watching the video or reading the article, students should take notes on the key points and any questions that arise. They should also jot down any interesting facts or observations that they find. These notes will be used as a reference during the in-class activities.

• To help students consolidate their understanding of the Paleolithic Period, they will be asked to create a simple timeline of human history, marking the beginning and end of the Paleolithic Period and key events or developments that occurred during this time.

In-Class Activities (20 - 25 minutes)

• Activity 1 - "Survival Game"

  • The teacher will begin by dividing the class into small groups and providing each group with a survival scenario based on the Paleolithic Period. For example, one group might be tasked with hunting a woolly mammoth, while another group might be focused on finding edible plants and berries.

  • Each group will be given a set of tools that Paleolithic humans would have had access to - such as stones, sticks, and animal bones. The groups will have to strategize and decide how to use these tools to survive in their scenario.

  • The teacher will circulate around the room, observing and offering guidance as needed. The emphasis of this activity is on encouraging students to think about the resourcefulness and ingenuity of early humans, and to consider the challenges they would have faced.

  • At the end of the activity, each group will share their survival strategy and the teacher will facilitate a brief discussion on the importance of tools and strategy in survival.

• Activity 2 - "Cave Art Exhibition"

  • For the second activity, each group will be tasked with creating a piece of "cave art" using materials similar to those available during the Paleolithic Period, such as rocks, natural dyes, and animal fat.

  • The "cave art" should depict a significant event or aspect of Paleolithic life, such as a successful hunt, a gathering of food, or a family scene in a cave.

  • After completing their art, each group will present it to the class, explaining what their art depicts and the materials and techniques they used. The rest of the class will be encouraged to ask questions and share their observations.

  • This activity aims to give students a hands-on experience of creating Paleolithic-style art, allowing them to appreciate the creativity and skill of early humans.

• At the end of the class, the teacher will facilitate a wrap-up discussion to review the key points of the lesson and address any remaining questions or concerns. The teacher will also provide feedback on the in-class activities, highlighting the strengths and areas for improvement for each group.

Feedback (10 - 12 minutes)

• The teacher should begin by facilitating a group discussion where each group shares their solutions or conclusions from the "Survival Game" and "Cave Art Exhibition" activities. This should be done in a structured way, with each group given 3 - 4 minutes to present and the rest of the class encouraged to ask questions or provide feedback. This will allow students to learn from each other's perspectives and experiences, and to see how different groups approached the same tasks.

• Following the group presentations, the teacher should guide a reflective discussion, asking students to think about how the activities relate to the theory they learned about in the pre-class activities. The teacher can ask questions such as:

  1. "How did the 'Survival Game' activity help you understand the importance of tools and strategy in the Paleolithic Period?"
  2. "What did you learn from the 'Cave Art Exhibition' activity about the challenges and innovations of Paleolithic artists?"
  3. "How do the activities we did today reflect the resourcefulness and ingenuity of early humans in the Paleolithic Period?"

• The teacher should then facilitate a self-assessment session where students are asked to reflect on their learning and identify the most important concepts they have learned. The teacher can provide guiding questions, such as:

  1. "What was the most important concept you learned today?"
  2. "What questions or uncertainties do you still have about the Paleolithic Period?"
  3. "How does the knowledge you've gained about the Paleolithic Period connect to other periods in history?"

• The teacher should also encourage students to think about any connections they can make between the Paleolithic Period and the present day. This could include discussions on the evolution of tools and technology, the development of art and culture, or the impact of environmental factors on human life.

• To end the feedback session, the teacher should summarize the key points of the lesson, reiterating the main concepts about the Paleolithic Period and its significance in human history. The teacher should also address any remaining questions or concerns, and provide feedback on the students' performance in the in-class activities.

• The teacher should remind students to review their notes and the materials they used for the pre-class activities, and to come prepared for the next lesson, where they will be exploring the Neolithic Period, the next stage in human history.

• Finally, the teacher should thank the students for their active participation and encourage them to continue exploring and learning about the fascinating history of our world.

Conclusion (5 - 7 minutes)

• The teacher should begin by summarizing the main points of the lesson, reminding students that the Paleolithic Period was a time in human history when early humans, or hominins, relied on stone tools for survival. They were hunter-gatherers, living in caves and creating art on cave walls. This period marked the beginning of human innovation and creativity.

• The teacher should then explain how the lesson connected theory, practice, and applications. The pre-class activities provided students with a theoretical understanding of the Paleolithic Period, which was then applied and expanded upon in the in-class activities. The "Survival Game" allowed students to practically understand the challenges and resourcefulness of early humans, while the "Cave Art Exhibition" gave them a hands-on experience of creating Paleolithic-style art. These activities helped students to not only understand the theory but also to appreciate the practical applications of what they learned.

• The teacher should then suggest additional materials for students who wish to further explore the topic. These could include more in-depth articles or videos on the Paleolithic Period, virtual tours of archaeological sites, or books on early human history. The teacher should also encourage students to visit local museums or cultural centers where they can see and learn more about Paleolithic artifacts and art.

• Lastly, the teacher should explain the importance of understanding the Paleolithic Period for everyday life. This knowledge helps us to appreciate the long journey of human development and the challenges our ancestors faced. It also helps us to understand the origins of many of our modern tools, technologies, and cultural practices. By studying the Paleolithic Period, we can also gain insights into how humans have adapted to and shaped their environments, which is relevant for understanding and addressing contemporary environmental and social issues.

• The teacher should end the lesson by thanking the students for their active participation and encouraging them to continue exploring and learning about the fascinating history of our world.