Emergence of Complex States and… · SHS3 History

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Trace the origin of human beings from diverse point of views including scientific and non-scientific theories.

By the end of the lesson, learners can:

Explain at least two scientific theories of human origin, including Charles Darwin’s theory of evolution, using key terms such as hominid, evolution, and natural selection.
Describe the major stages of hominid development (Australopithecines, Homo habilis, Homo erectus, Neanderthal, and Homo sapiens) with reference to their approximate time periods and key characteristics.
Identify at least three major archaeological discoveries in Africa that provide evidence for human origins, stating where and when each was found.
Compare scientific and non-scientific (religious and traditional) accounts of human origin, showing respect for diverse viewpoints.
Construct a chronological timeline of hominid development from 4 million years ago to the present, using evidence from archaeological finds.

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Curriculum details

Strand: States and Societies in Pre-Colonial Times (Strand 2)
Sub-strand: Emergence of Complex States and Societies (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate understanding of African Pre-History from the Earliest Times to 500 BCE and appreciate the unique features of the complex African civilisations. 3.2.1.LO.1 Use relevant historical evidence to reconstruct the history of earliest human culture in Africa and compare the uniqueness of complex African civilisations, making inferences to developments in arts, technology, politics, economics, social life, intellectual advancements, and religion.
Indicator: 3.2.1.LI.1 - Trace the origin of human beings from diverse point of views including scientific and non-scientific theories.
Suggested placement: Semester 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 105

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What were the earliest human beings like? What pieces of evidence exist to help trace the origin of humankind?
Collaborative Learning:
- In pairs, learners discuss the work of scientists ( archaeologists, anthropologists, palaeontologists, etc) towards the search for the origins of humankind.
- Using sources of primary and secondary evidence, learners examine Charles Darwin's theory of the evolution of humankind.
Project-Based Learning: In small groups, learners create chronological timelines to explain the developments of the Hominid (humankind): Australopithecines (4million years ago), Homo habilis (3million years ago), Homo erectus (2million years ago), Neanderthal (1million years ago) and Homo sapiens (present).
Talk for Learning: In a Jigsaw activity, learners watch documentaries and discuss the characteristics of the stages of human developments, including period they lived, where evidence was found, brain capacity, physical features, tools used and technological advancement.
Problem-Based Learning:
- Using a globe or a world map, learners trace famous finds of human culture including the following:
- 1960 At Olduvai Gorge, Tanzania, Louis Leakey found 2-million-year-old stone tools.
- 1974 In Ethiopia, Donald Johansson found "Lucy," a skeleton of a 3.5-million-year-old hominid.
- 1978 At Laetoli, Tanzania, Mary Leakey found 3.6-million-year-old hominid footprints.
- 1994 In Ethiopia, an international team of scientists found the jaw of a 2.33-million-year-old hominid.
- 2002 In Chad, scientists announce discovery of the skull of a possible 6-million-year-old hominid.
- Learners trace on a map of the world, earliest evidence of human migration (1,600,000-10,000 B.C.) from Africa.
- Learners debate on the theory of origin of humankind as against the biblical creation stories.
Teaching and Learning Resources:
- Primary sources (archaeological finds, old photographs)
- Secondary sources (textbooks, excerpts on the Evolution of Man, opinion papers, etc.)
- Documentaries on the Evolution of humankind
- VFTs on archaeological finds of human culture
- A resource person
- Tape/audio recorder
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Globe/world map, old African Maps
- Ancient African Map
- Visuals on environmental features of Africa including different landforms, water bodies, etc.
- Documentary on the importance of the Nile River/Sahara Desert
- Documentary/ VFT on arts and religion in ancient Africa
- Primary sources (old photographs of Ancient African civilisation)
- Documentaries/ VFTs on Ancient Africa with technological and intellectual advancements.
- Videos on Egyptian civilisation
- Secondary sources (Textbooks, opinion papers)
- A chart on the characteristics of earliest civilisations in African.
- Stationery.
Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.