History WORKBOOK thavo/tvwo volume 1
Sample copy
1
3000 BC
Hunters and farmers
1.1 The First humans 1 In your textbook, read Lucy. It says in the text that the bones from Lucy were fossils. What is a fossil?
2 Explain how plants or animals can become fossils over time.
3 Look at the drawing of Lucy in your textbook. On the right you see another kind of reconstruction; it shows us what Lucy might have looked like when she was still alive. Why would a museum use this kind of reconstruction instead of a display that only shows a few bones from a skeleton?
4 Now take another look at source 1.6 in the textbook. Why do you think it was so special that the skeleton of Lucy was so well preserved?
5 In your textbook, read Where do humans come from. Create correct English sentences with the words given below. 1 people believed – created - humans were – At first, - by a God – were
2 of a creation narrative – Adam and Eve – the story of – A famous example – is
3 God – is a story – A creation narrative – were created by – that says humans
1 Hunters and farmers
3
6 In your textbook, read Theory of evolution. Fill in the missing words in the textbox below. The origin of man The evolution theory was written by __________________ He said that all species underwent __________________ to adapt to the environment. These changes were necessary for a species to __________________ Otherwise it would become extinct. The ancestors of humans and __________________ were the same, according to Darwin. The proof for this theory comes from __________________ and other remains from the past. Every new discovery helps us understand where we come from. It is like a __________________ that you have to fit together. We just have not found all the missing pieces yet. Choose from: fossils, changes, Charles Darwin, puzzle, apes, survive 7 Go to the website www.ovdbricks.nl and find the pages on History. Find the page about this chapter and click on the website archaeology.mrdonn.org. Click on ‘what is the job of an archaeologist?’ Read the text and write down the three categories that an archaeologist looks for during an excavation.
If you want to know more about archaeologists and what they do, you can explore this website for more details. 8
In your textbook, read Out of Africa. a. Describe the “Out of Africa” theory in your own words.
b. In this exercise you will practice skill 5: Recognising the influence of the past. Look at the map on the opening page of this chapter in your textbook. Why is it now hard to believe that modern man migrated through the middle of Africa to the rest of the world? Tip: use an Atlas if you do not know the answer.
4
1 Hunters and farmers
c. Another route that modern man also might have taken is the southern route, through Yemen and Saudi Arabia. What makes this route difficult?
9 In this exercise you will practice skill 5: Recognising the influence of the past. What do you think is the most important part of the development of our species? You can choose from: walking upright, getting a bigger brain, being able to start fires, creating art, using tools or thinking of alternative ideas. First write down your answer, then compare it to the answer your neighbour has. Discuss who is right and why.
10 a. I n your textbook, read the text about the Laetoli footprints. In the box below, draw a sketch of your own footprint.
1 Hunters and farmers
5
b. N ow compare your footprint to the prints you see below. One print belongs to a chimpanzee and the other print is a copy from the Laetoli prints. Write down the name that belongs to these prints below the box.
Footprint 1
Footprint 2
c. Discuss your choice with a partner. Why is this correct? Include the shape of your own footprint in your answer. Then write down your answer.
6
1 Hunters and farmers
1.2 Hunter-gatherers 1 a. I n your textbook, read the introduction text. How would you hunt a wild horse? Choose one of the options below. A I would use an ambush to trap it so I could get close enough to kill it. B I would try to kill it by stabbing it with a wooden spear. C I would shoot at it with a bow and arrow from a distance. D We could work together with a group of men, hunting the horse. b. Write down why you prefer this method of hunting.
c. Visit the Youtube website and look for: “horrible histories prehistory�. Have a look at the first clip from horrible histories about hunting strategies. How did Homo sapiens hunt?
2 In your textbook, read The cave paintings of Lascaux. Fill in the missing words in the textbox below. Cave art In prehistory, the hunter gatherers made drawings. Maybe these so called ___________________ can help us understand how they lived. Most of the drawings were of ___________________ that were hunted by the hunter gatherers. The drawings found in these caves include all sorts of animals, like horses, deer and ___________________ Some paintings are even real action pictures that show people hunting animals with spears or ___________________ The cave art that was found by Marcel in ___________________ was very old. The ___________________ who studied the cave paintings discovered they were between 10,000 and ___________________ years old. Choose from: animals, Lascaux, cave paintings, bulls, 17,500, bow and arrow, archeologists
1 Hunters and farmers
7
3 In your textbook, read Prehistory. a. W rite down the correct definition after the descriptions you see below. An object from the past without writing ____________________________________ The time before people could write ________________________________________ Something that gives us information about the past __________________________ An object from the past with writing ______________________________________ b. W rite down three examples of each type of source: written source:
unwritten source:
4 In your textbook, read Hunter-gatherers. Look at source 1.14 in your textbook. The caption says that hunter-gatherers might have lived like this. Why do we not know this for sure?
5 In groups of hunter-gatherers, tasks were divided between men and women. What was the responsibility of each group?
6 In your textbook, read Nomads. Now you know how hunter-gatherers lived. Write down five characteristics of their way of life.
8
1 Hunters and farmers
7 Use your answer to question 6. Discuss with a partner which characteristic is the most important one to classify the hunter-gatherers. Then write down your answer and why you choose that characteristic.
8 In your textbook, read To travel with few belongings. a. H unter gatherers used everything from the animals they caught while hunting or fishing. What part of an animal would you consider the most useful to a huntergatherer? Choose one animal part from the list below. A The intestines. B The antlers. C The bones. D The hooves. b. What could they use this part for?
9 a. I magine: You are a person that lived in Europe 8,000 years ago. You have to adapt to your surroundings to survive. What kind of materials would you use in the summer to make your tents and clothes. Remember: You can only use what you can find or catch in nature.
b. N ow do the same for winter-time. What do you use to keep warm and dry?
1 Hunters and farmers
9
c. The things you could find to eat during every season were different. In the two boxes below, make a drawing of an item you could collect in nature during the spring and the autumn.
Spring
Autumn
d. What sort of food did the hunter-gatherers most likely eat, all the year round?
ave a look at the five words given below. These are all important inventions for 10 a. H mankind. Have a discussion with three other pupils to decide what is the correct order according to you. Then write it down below. Put the most important invention from Prehistory first, the least important one comes last. canoe – fire – tent –bow and arrow – flint tool
b. Why did you put them in this order?
10
1 Hunters and farmers
11 a. In the table below you see some prehistoric tools. Write down the name of these tools in the box below the pictures. Choose from: scraper, arrow head, burin, knife, axe. Fig.
Used for: A burin was used to make holes in animal skins, this makes sawing easier.
A knife was used to cut all sorts of materials.
An axe was used to cut down trees and make large wooden objects like posts.
An arrowhead was used for hunting with bow and arrow.
A harpoon was used to catch fish.
b. Together with a partner, try to figure out what the hunter-gatherers might have used these tools for. Draw lines to connect the correct tool with the job it was intended to do. c. Which of the tools in this assignment are still important today?
1 Hunters and farmers
11
Task 1.2 Create your own cave art Together with two partners, pretend you are a band of hunter-gatherers that live in the time we discussed in this section. Tomorrow, you will go hunting and hope it will go well. 1 Answer the following questions. a. What animals do you want to catch?
b. What weapons will you use?
c. Who will go with you to help you?
2
Create a cave painting like people in prehistory did. a. T hink about what you want to paint, and why you want to do this. Use the answers given at exercise 1. Describe your painting before you begin.
b. T hink about the colours you can use in your piece of art. What type of paint was available to the hunter-gatherers?
c. Now start painting. You could use a rock to paint on, or you could use some sand and glue on a sheet of paper to get a rough surface. d. You do not need brushes to paint, for prehistoric people did not have any professional tools to paint with either. Use your hands or some sticks. Tip: If you want to see some extra examples of cave paintings, go to www.ovdbricks.nl and find the pages on History. Find the page about this chapter and click on the Lascaux website. If you want to get some more information about cave paintings, go to the Clickschooling website.
12
1 Hunters and farmers
1.3 Early farmers 1 In your textbook, read Climate change. What is a different word for agriculture?
2 In this exercise you will practise skill 2: change and continuity. a. Write down the word ‘change’ or ‘continuity’ on the lines below. 1 There have been several ice ages in the past. This is an example of:
2 There also were big differences in temperature. This is an example of:
b. Write down the correct definition of both words: 1 change:
2 continuity:
c. Now give another example of both words: 1 change:
2 continuity:
3 In your textbook, read Hunter-gatherers become farmers. Together with a partner, put the following events in the correct order: A Now you grow your own grain crops. B Make small fields for the grain to grow. C Collect grain seeds in the wild. D Save some grain seeds for the next year. E Plant the seeds of grain.
1 Hunters and farmers
13
4 Look at source 1.19 in your textbook. Write down at least three characteristics of the first farmers you can see in this drawing.
5 In your textbook, read The Fertile Crescent. Fill in the missing words in the textbox below. Fertile Crescent Around
years ago, the last ice age ended. People in the
Middle East began to live in one place. Near the rivers Tigris, Euphrates and This region is called the because it is shaped like a of
crescent, The people here collected seeds
that grew in the wild, like wheat or barley. There was
plenty of food for these people. So the Small settlements were formed. Later these became
started to grow. where
sometimes up to 200 people lived. Choose from: Villages, moon, Nile, population, 10,000, grain, fertile 6 In your textbook, read Keeping animals. Are the next sentences true or false? Choose the correct answer.
14
A The domestication of pigs began 80,000 years ago.
true / false
B The first animals to be domesticated were goats and sheep.
true / false
C Animals were selected for their useful characteristics.
true / false
D It took hundreds of years before the animals were tame.
true / false
E Pigs were selected for the amount of flesh they had.
true / false
1 Hunters and farmers
7 Imagine that you are a farmer living 8,000 years ago. You have to domesticate a wild aurochs. Discuss with your partner: what would you find more important, how tame it was or how much flesh it had? Also write down, why you would choose that.
8 a. In this exercise you will practise skill 2: change and continuity. Farming was a big change in the way prehistoric man lived. So what changed exactly? Write down each change on the correct line in the table below. Choose from: domesticating animals - living in one place – pottery - growing your own crops - large group. Hunter-gatherers
Farmers
Moving around Looking for grain Hunting animals and fishing Small group Adaptable b. The change from hunting to farming was something that happened slowly. Give two examples to support this statement.
9 In your textbook, read Agriculture in the Netherlands. a. P ottery was used for storage. Can you name three things the early farmers would have stored in this new invention?
b. Name at least three things you need to make pottery.
1 Hunters and farmers
15
10 Create correct English sentences with the words given below: 1 new farm land – in the Fertile Crescent – needed to find – was growing, – The population – so the people
2 appeared – around 5300 BC – in the Netherlands – The first farmers
3 used straight lines – People from the – to decorate – Linear Pottery culture – their pottery
4 of the Hunebedden – shaped like a funnel – The builders – had pottery – that was
11 Discuss the following statement with a partner: farmers had a much more boring life than hunter-gatherers. This statement is true / false, because
16
1 Hunters and farmers
Task 1.3 Interview a Neolithic farmer – what does it take to be successful? 1 Together with a partner, you are going to interview one of the first Neolithic farmers in the Fertile Crescent. Imagine you had a time machine and could talk to these first farmers face-to-face. Try to think of some questions you would like to ask this early farmer. What do you need to be a successful farmer? And what did the daily life of these famers look like? Here are some words to get you started: Fields, insects, animals, crops, fertiliser, pottery, family, house, pests, spare time, hobbies, manure, family, possessions. Example: Do you live in a big village? How many houses does it have? Is it very difficult to grow your own crops? What problems do you have? Write down at least eight questions on the lines below. Don’t forget to leave some space for the answers!
2 Now find two other students and interview each other. These other students will answer your questions as if they were early farmers. And you will answer their questions as if you were an early farmer. Write down the answers you get to your questions.
1 Hunters and farmers
17
1.4 Burials in Prehistory 1 In your textbook, read the introduction text. a. B elow you see the grave of Trijntje. Can you still recognise some of her bones? Write down the correct names on the lines next to the picture.
b. T rijntje was buried squatting on her side in a foetal position. With a partner, think of a reason why prehistoric people might have buried her in this way.
c. Why is it impossible for us to know this for sure?
2 In your textbook, read A shallow grave. What are graveyards? Explain in your own words.
rchaeologists do not always find human remains when they are excavating a 3 a. A prehistoric campsite of hunter-gatherers. Why not?
18
1 Hunters and farmers
b. Which conditions are helpful in preserving human remains? Choose the correct answers: You can still find a body after a long time when... A it lies under water B it is buried in a bog C it is buried in the sand D it is buried under clay
true / false true / false true / false true / false
c. Extreme heat or cold can also help preserve bodies. A very famous example of a prehistoric body preserved by ice is Ötzi. Search on the internet and try to find out who Ötzi. was. Write a short story (up to 40 words) about him. Include answers to the 5 W’s: who, when, where, why and what.
4 Read the extension box about bog people. The men that found the Tollund man believed he had only been dead for a short time. Can you explain why they thought so? 5 In your textbook, read Burial mounds. In this exercise you will practice skill 2: Change and continuity. Circle the correct answer. A Burial mounds replaced simple graves. B For hundreds of years, people were buried alone in a burial mound. C Later, people were also cremated before burying. D Around some mounds, a ditch was dug out.
1 Hunters and farmers
change / continuity change / continuity change / continuity change / continuity
19
6 Make a drawing of a cross-section of a burial mound. Be sure to mark where the grave would be.
7 In this exercise you are going to practise skill 2: Change and continuity. Mention two ways that prehistoric people used to treat their dead, still in use today.
8 In your textbook, read Grave goods. a. What are grave goods?
b. I n the Vorstengraf, very special grave goods were found like the bronze bucket or situlae and the iron sword. Look at the picture on page 18 in your textbook. Together with a partner, try to come up with a practical reason why this sword was bent in this way.
c. Can you also think of symbolic reason why it was bent like this?
20
1 Hunters and farmers
d. Grave goods like the ones found in the Vorstengraf come from other regions of Europe. Why does this make them extra special?
e. Read the text below. … the axes found in graves. These axes are shorter than 22 cm, mostly between 5 – 12.5 cm long. This group of axes are usually very well worn and resharpened. Also the functional analysis of these axes prove that they were used for practical purposes. These tools must have been used for all sorts of jobs and show signs of several repairs and sharpening sessions. […] It is also remarkable that axes found in the megalithic tombs were sharpened before they were left in the grave. In short: the dead were accompanied by tools they had used over a long period of time. Like when creating new fields and building houses. Extract from: “Neolithische bijldeposities in Noord-Nederland”. Karsten Wentink: Nieuwe Drentse Volksalmanak 2007 In prehistoric graves many different types of grave goods have been found. Archaeologists argue that these goods were items that were used during daily life. According to the text, what proof is there for that?
f. Why would a dead person need freshly sharpened axes?
9 In your textbook, read Dolmen. How did prehistoric people build the megalithic tombs? Use the letters to put the following steps in the correct order. A Cover the stones with sand to create a hill. B Transport the stones to the building site. C Erect the big stones. D Stack the stones on top of each other. E Search for big stones in the area.
10 Inside megalithic tombs, prehistoric people buried special members of society. Apart from the grave goods, what proof can you find for this?
1 Hunters and farmers
21
1.5 time matters! 1 In your textbook, read Timeline. Write down the correct word to match the given description. A A period of ten years.
____________________________________________
B A period of a thousand years. ____________________________________________ C A period of 12 months.
____________________________________________
D A period of a hundred years. ____________________________________________ 2 a. In this exercise you will practice skill 1: Organising history. In this case organising your own history. Draw a mini timeline for the things you did yesterday. First, label the timeline below. Then write down the events. Start at the time you woke up and end with dinner. Write down at least six things. Date:
Day of the week:
b. Compare your timeline to the timeline of a classmate. Write down two things that are the same.
3 In your textbook, read Calendars. It says in the text that there are two ways to measure the passing of time. Mention both ways.
22
1 Hunters and farmers
4
Fill in the missing words. Counting years In the western world we use the
calendar the most. This
calendar starts when
was born. Everything that happened
before his birth is called
or
And everything that happened later is called This is the year of Our year
Christ. which means There is no
on the Christian calendar. Other religious calendars are
those of the
Muslims or the Jews.
Choose from: zero, Christian, Before, BC, AD, Lord, Anno Domini, Jesus Christ 5 If someone wanted to sell you a coin with 23 BC on it, would it be smart to buy it? Explain your answer.
6 In this exercise you will practise skill 5: Recognising the influence from the past. Give an example to support this statement: “The way we count time is influenced by the past.�
7 Below you can see several dates. To what century do these dates belong? One example is already given. A 1603 17th
century AD
B 25_________ century__________ C 1477_______ century__________ D 506________ century__________ E 1854_______ century__________
1 Hunters and farmers
23
8 In your textbook, read Organising history. In this exercise you will practice skill 1: Organizing history. Look at the timeline below with the ten ages on it. Place the following pictures in the correct age. One example is already given.
Age of
24
hunters and Greeks and farmers Romans
monks and knights
cities and states
discoverers and reformers
regents and wigs and monarchs revolutions
citizens and steam engines
the world wars
television and computer
Until 3000 BC
500 AD – 1000 AD
1000 AD – 1500 AD
1500 AD – 1600 AD
1600 AD – 1700 AD
1800 AD – 1900 AD
1900 AD – 1950 AD
1950 AD – now
3000 BC – 500 AD
1700 AD – 1800 AD
1 Hunters and farmers
9 Do this exercise together with a partner. Draw lines to match the each period to the correct time. Prehistory
500 AD – 1500 AD
Antiquity
1800 AD - now
Middle Ages
till 3000 BC
Early Modern Times
1500 – 1800 AD
Modern Times
3000 BC – 500 AD
10 In your textbook, read Periods in prehistory. a. Prehistory is divided into smaller periods. What is the basis for this division? Choose the correct answer. A The way the society was organised. B What type of material was used to make tools with. C Whether the people could already write and read. D How many people were living together in one place. b. O ne of the answers above is the basis of another division in history. What answer is that? Explain your choice.
11 Now that you know everything about time and organising history, you and two classmates are going try to make your own periodisation of history. Follow the example of prehistory: base it on the introduction of new materials in the past. For example: you can call the 1950s the plastic age.
1 Hunters and farmers
25
1.6 Stonehenge 1 Before reading the rest of the section, write down what you already know about Stonehenge.
2 In your textbook, read Legends of Stonehenge. Why are there so many stories about Stonehenge?
3 In your textbook, read Stone Age builders.
a. What is a henge? Explain in your own words.
b. Discuss with a partner what a ditch and a bank look like. Then draw a cross section of these earth structures. Mark the two constructions on your drawing.
4 a Look at the sticky note. Megalithic structures can be found all over the world. What is the name of these structures in the Netherlands?
b. There are similarities and differences between Stonehenge and the megalithic structures in the Netherlands. Circle the correct answer: are these characteristics the same or different?
A Bury people. B Big stones from far away. C A big hill over the stones. D Used for a long time.
26
similar / different similar / different similar / different similar / different
1 Hunters and farmers
5 In your textbook, read Landscape. Are the following statements true or False? A Stonehenge was built in an open space so you could see other henges in the area. B The chalk in the underground allowed a lot of trees to grow in the south of England. C The River Avon was too far away to be important to Stonehenge at that time. D There are no new discoveries to be made about Stonehenge.
true/false true/false true/false true/false
6 Put the following building stages of Stonehenge’s history in the correct time order. Start with the oldest. A People buried cremations at the site. B The holes for the stones were dug. C An avenue between Stonehenge and the Avon was made. D The horse shoe was erected. E The ditch and the bank were built.
7 Discuss this question with a partner: why could new excavations create even more questions instead of giving answers?
8 In your textbook, read Building Stonehenge. Fill in the missing words. Stacking Stones Looking at the
structure of Stonehenge, we can only imagine
how difficult it must have been to create it. People from the Age did not have
or other modern tools. But the people who Stonehenge were good at stacking stones. They used special
techniques such as
and grooves to fit the stones together.
And they must have had a well organised
to get enough
man power. A very impressive accomplishment! Choose from: society, Stone, machines, tenons, megalithic, built
1 Hunters and farmers
27
9 Look at the picture of Stonehenge below. Mark the tenon in the middle of the structure with an arrow.
10 In your textbook, read Function of Stonehenge. What functions of Stonehenge can you find in this section? Write down two.
11 a. What is the longest day of the Christian calendar?
b. W hy is it so special that the sun shines through the entrance of Stonehenge on the longest day of the year?
12 During the first exercise you had to write down everything you already knew about Stonehenge. Do this question after you have finished the rest of the section. What new things about Stonehenge did you learn? Write down at least three things.
28
1 Hunters and farmers