Learning to Think Historically and Archaeologically (unit 1)

By , August 21, 2011 12:43 pm

Quad 3, 2020/21:


Mon. Feb. 8: Let’s get started. I’m Ms. Gluskin (Ms. G), your teacher:)

Intro to Thinking Historically and Archaeologically

  • History vocab you should know:
    • inferences (reading between the lines – figuring out what the evidence is telling you – making an educated guess or prediction)
    • evidence (things from the past (objects = artefacts and documents))
    • corroboration (confirmation, backup of a source)
    • context (the surrounding environment, situation, circumstances).
  • History vs. the Past:
      • the past is much bigger – it is everything that EVER happened
      • history is a selection from the past
        • things that were found or recorded
        • a construction of what we see as important from the past (sometimes biased)



Image result for underwater archaeology caesarea

Archaeology words:



Archaeology Ripped from the Headlines

Oldest cave art found in Sulawesi (2021)

7000-year old Cheese

Archaeologist who used beetles to unlock past

Archaeologists in the Yukon find a Remarkably Intact Dart Lost by an Indigenous Hunter 1,000 Years Ago

Ancient Church Hidden in Turkish Lake. And a Pagan Temple May Lie Beneath It.

Frink’s Dig (see google classroom)

  • how does archaeology contribute to history?
      • archaeologists unearth or uncover objects (artefacts) from the past

Read the handouts and look at the two diagrams and identify:

  • logical interpretations
  • evidence (artifacts) to back them up
  • Interpretations:
    • green light – pretty sure (probable)
    • yellow light – might be true (possible)
    • red light – not really sure (might, could) – we are going to practice using the language of NON-certainty regarding organized religion, trade, class structure, job specialization

Historical Thinking Concepts

  • Historical Thinking Concepts – see the package on the HTC section of the blog or under HTC in google classroom (there are videos, too)

Paleolithic Life

Is this your impression of paleolithic life? I hope not.

Key words: communal, barter, hunter-gatherer, nomadic, resourceful

Task: Annotate the following handout.  CHW3M_Paleolithic_Society_Overview

How to Annotate – watch these videos if you don’t know how:

  • Ms. G’s main ideas of annotation
    • interact and react to what you’re reading by marking up the page appropriately
      • this is more than highlighting, circling and underlining key words
      • use arrows to connect things
      • once you are familiar with HTCs you can connect text passages to different HTCs
      • imagine that annotating is meant to help you study for a test or exam
        • instead of reading everything over again, you have already indicated what is super important on each page by annotating it

Intro_to_Paleo_2020-21 (PPT)

  • Reindeer carving – artifact interpretation helps us make inferences about paleolithic life (since the paleolithic people didn’t leave written records to tell us their thoughts).  

Skills: interpretation of artefacts, making inferences, annotating handouts


PERSIAT is an acronym for categories that we use to study a society from the bottom up, rather than the top down;  it allows us to look at all of society, not just the powerful people, and determine what life was like.

P  political (government, power, decision-making)

E economic

R religious

S social (relations between people, groups of people, social hierarchy, gender, classes, ethnicity/race) – usually the biggest category

I intellectual (ideas, philosophies)

A artistic

T technological

TASK Mon. Feb. 8: Using pages 31-34 in the textbook, fill in the PERSIAT chart for Paleolithic society. Ms G pre-made a chart template for you. 

CHW3M Unit 1 PERSIAT chart for Paleolithic Society


  • the main goal of note-taking is to get the main ideas and the important details (examples) to support them
  • if you don’t record details, then it’s all very general and Paleolithic society could sound a lot like any other society
    • there should be very specific artefacts (objects) named in your notes
      • caution – don’t copy the book word-for-word

Note: there may be some disagreement on which category to put information in. Some details could go in multiple categories.

Do you think any of the following apply to paleolithic people?

innovative, improved, inventive, intuitive, ingenious, adaptive, creative, resourceful?

Key Characteristics of Paleolithic Life: 

  • nomadic
  • hunter-gatherers
  • communal (band)
  • artistic
  • supernatural beliefs
  • trade/barter with outsiders

Paleolithic Videos: 

Paleolithic art video (National Geographic), Chauvet caves art video (BBC), 360 view of Lascaux video (NY Times), virtual tour of Lascaux video (vimeo), retrieving a paleolithic skull in Mexico video (PBS).

Paleolithic Roles:

TASK: Fill in roles worksheet. For gender, most is speculation. For group, it’s either the larger band or the smaller family group. Roles_Paleolithic_Chart

Red, yellow, green?

Tues. Feb. 9: 

Transitioning to Neolithic Society

Minds On: Why don’t we live the paleolithic lifestyle today?

Task: In groups, do the Jarmo classification exercise. Jarmo Classification Exercise

  • divide the objects into as many categories as possible
    • you do not need to say what goes into each category

After, decide if the people of Jarmo were paleolithic? If not, make two hypotheses about them.

Characteristics of Neolithic Society

  1. they were stationary/settled (non-nomadic)
  2. they had agriculture (control of plants)/farming
  3. they domesticated animals (bred and raised animals for human purposes)
  • they also had art, traded (bartered) and were resourceful, just like paleolithic people; they were probably less communal (as we saw through the Emergence of Agriculture  = advantages and disadvantages)

Emergence of Agriculture (in handouts): make sure you know that agriculture came with consequences, both positive and negative. Emergence of Agriculture chart without answers

TASK Tues. Feb. 9: Using pages 35-36 in textbook, make a PERSIAT chart for Neolithic society. CHW3M Unit 1 PERSIAT chart for Neolithic Society

Unit Culminating Activity

See side page for all tips, rubrics, the outline, websites and instructions.

Leave a Reply

Panorama Theme by Themocracy