The document summarizes prehistory, which began with the appearance of the first human beings and ended with the invention of writing around 3500 BC. It describes the major periods of prehistory - the Stone Age (divided into Paleolithic and Neolithic), and the Metal Age (Copper Age, Bronze Age, Iron Age). It also outlines some of the key hominid species, their characteristics, and how they contributed to the process of hominization. The lifestyles, economies, social structures, religions, and arts of these periods are summarized as well.
Reference
Neolithic. (2017, May 12). Retrieved May 16, 2017, from https://en.wikipedia.org/wiki/Neolithic
MY PREFERRED ACCOUNT TO UPLOAD PRESENTATIONS: https://www.slideshare.net/ArrojadoReineFriend
Reference
Neolithic. (2017, May 12). Retrieved May 16, 2017, from https://en.wikipedia.org/wiki/Neolithic
MY PREFERRED ACCOUNT TO UPLOAD PRESENTATIONS: https://www.slideshare.net/ArrojadoReineFriend
HISTORIA, HISTORIA UNIVERSAL, HISTORIA MUNDIAL, HISTORIA DE AMERICA, HISTORIA DEL PERU, CIENCIAS SOCIALES, LETRAS, HUMANIDADES, HISTORIA ANTIGUA, CULTURAS PREHISPANICAS, CULTURAS DEL PERU
This Slideshare shows a selection of pages from our Early Human History Pack - Available from http://www.teachingpacks.co.uk/the-early-human-history-pack/
Learn about the life of early humans in Britain during the Stone, Bronze and Iron Ages! Includes a child-friendly eBook (with a comprehensive glossary of terms), a range of exciting activity resources and classroom display materials.
The Bronze Age is a period characterized by the use of bronze, proto-writing, and other early features of urban civilization.
The Bronze Age is the second principal period of the three-age Stone-Bronze-Iron system, as proposed in modern times by Christian Jürgensen Thomsen, for classifying and studying ancient societies.
This power point discusses the origins of early man and his migration. It incorporates a few YouTube videos and talking points to enhance additional data on the slides.
Regional and global elevational patterns of microbial species richness and ev...sediman
Although elevational gradients in microbial biodiversity have attracted increasing attention recently, the generality in the patterns and underlying mechanisms are still poorly resolved. Further, previous studies focused mostly on species richness, while left understudied evenness, another important aspect of biodiversity. Here, we studied the elevational patterns in species richness and evenness of stream bio lm bacteria and diatoms in six mountains in Asia and Europe. We also reviewed published results for elevational richness patterns for soil and stream microbes in a literature analysis. Our results revealed that even within the same ecosystem type (that is, stream) or geographical region, bacteria and diatoms showed contrasting patterns in diversity. Stream microbes, including present stream data, tend to show signi cantly increasing or decreasing elevational patterns in richness, contrasting the ndings for soil microbes that typically showed nonsigni cant or signi cantly decreasing patterns. In all six mountains for bacteria and in four mountains for diatoms, species richness and evenness were positively correlated. e variation in bacteria and diatom richness and evenness were substantially explained by anthropogenic driven factors, such as total phosphorus (TP). However, diatom richness and evenness were also related to di erent main drivers as richness was mostly related to pH, while evenness was most explained by TP. Our results highlight the lack of consistent elevational biodiversity patterns of microbes and further indicate that the two facets of biodiversity may respond di erently to environmental gradients.
HISTORIA, HISTORIA UNIVERSAL, HISTORIA MUNDIAL, HISTORIA DE AMERICA, HISTORIA DEL PERU, CIENCIAS SOCIALES, LETRAS, HUMANIDADES, HISTORIA ANTIGUA, CULTURAS PREHISPANICAS, CULTURAS DEL PERU
This Slideshare shows a selection of pages from our Early Human History Pack - Available from http://www.teachingpacks.co.uk/the-early-human-history-pack/
Learn about the life of early humans in Britain during the Stone, Bronze and Iron Ages! Includes a child-friendly eBook (with a comprehensive glossary of terms), a range of exciting activity resources and classroom display materials.
The Bronze Age is a period characterized by the use of bronze, proto-writing, and other early features of urban civilization.
The Bronze Age is the second principal period of the three-age Stone-Bronze-Iron system, as proposed in modern times by Christian Jürgensen Thomsen, for classifying and studying ancient societies.
This power point discusses the origins of early man and his migration. It incorporates a few YouTube videos and talking points to enhance additional data on the slides.
Regional and global elevational patterns of microbial species richness and ev...sediman
Although elevational gradients in microbial biodiversity have attracted increasing attention recently, the generality in the patterns and underlying mechanisms are still poorly resolved. Further, previous studies focused mostly on species richness, while left understudied evenness, another important aspect of biodiversity. Here, we studied the elevational patterns in species richness and evenness of stream bio lm bacteria and diatoms in six mountains in Asia and Europe. We also reviewed published results for elevational richness patterns for soil and stream microbes in a literature analysis. Our results revealed that even within the same ecosystem type (that is, stream) or geographical region, bacteria and diatoms showed contrasting patterns in diversity. Stream microbes, including present stream data, tend to show signi cantly increasing or decreasing elevational patterns in richness, contrasting the ndings for soil microbes that typically showed nonsigni cant or signi cantly decreasing patterns. In all six mountains for bacteria and in four mountains for diatoms, species richness and evenness were positively correlated. e variation in bacteria and diatom richness and evenness were substantially explained by anthropogenic driven factors, such as total phosphorus (TP). However, diatom richness and evenness were also related to di erent main drivers as richness was mostly related to pH, while evenness was most explained by TP. Our results highlight the lack of consistent elevational biodiversity patterns of microbes and further indicate that the two facets of biodiversity may respond di erently to environmental gradients.
Created by María Jesús Campos Fernández, teacher of Geography and History in a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Developed by María Jesús Campos Fernández, teacher of History, Geography and Art at a bilingual section in Alcorcon (Madrid, Spain)
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
A chart about Neolithic Age and Metal Age for Secondary School.art, menhir, megalithis, cromlech, dolmen, food gathering , ritual dances, wooden handles, livestock farming, producers, scythes, plough, tilling the land, barter, weaving
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. HISTORICAL PERIODS
Historians have divided the
past in different periods or
stages to help people
understand past events:
Prehistory
Ancient Age
Middle Ages
Early Modern Age
Contemporary History
3. Prehistory: is the historical
period that began with the
appearance of the first human
beings on Earth and ended with
the invention of writing (3500
B.C.)
4. STAGES:
Prehistory is divided in different
stages or ages usually connected
to the material of the tools used
at the time:
The Stone Age: dividided into
Palaeolithic and Neolithic.
The Metal Age: dividided into the
Copper Age, the Bronze Age
and the Iron Age.
5. THE PROCESS OF HOMINISATION
Hominids: upper
primates who walked
upright and all their
descendants, including
human beings.
The evolution of
hominids does not
follow a direct line.
6. Hominisation had different stages starred by
different species that developed several features that
distinguish them from apes:
Bipedalism (upright walking)
Cranial changes: smaller jawbone and teeth, vertical
forehead, increased brain size.
Changes in the hand: opposable thumb which made
holding objects easier.
9. Chronology: 5-1
million years ago
Geographical
location: Africa
Height: 1 m
Characteristics:
Brain not very
developed
Bipedalism, walking
erect
Used tools but did
not make them
(sticks and stones in
their natural state)
Australopithecus
10.
11. Chronology: 2,5-1,6
million years ago.
Geographical location:
Africa
Height: 1,55m
Characteristics:
Small brain but bigger
than the Australopithecus
Legs better adapted to
bipedism.
First hominid to make
tools (by knocking one
stone against another to
sharpen it)
Homo habilis
12. Chronology: 1,5-0,3
million years ago
Geographical location:
Africa and Asia
Height: 1,70 m
Characteristics:
Bigger brain
Made fire
Made tools: bifaces (two-
sided stone tool for
cutting)
Animal hides as clothes
Homo erectus
13. Chronology: 800 000 years
ago
Geographical location:
Europe (found in
Atapuerca, Burgos, Spain)
Height: 1,60 m
Characteristics:
Mixed physical features:
old ones as protruding
eyebrows, new ones as fine
jaw.
Made more evolved tools to
cut, break…
Homo antecessor
14.
15.
16. Chronology: 130 000-35
000
Geographical location:
Africa, Europe and Asia
Height: 1,60 m
Characteristics:
Strong complexion
Big face, protruding
eyebrows, sunken forehead
and no chin.
Brain similar size to a
human brain today.
Various stone tools.
Buried their dead (culture)
Homo Neanderthalensis
17.
18. Chronology: 195 000-today
Geographical location:
Europe, Asia, Afirca,
America and Oceania
Height: 1,70 m
Characteristics:
Human beings of today:
spherical skull, straight
forehead, prominent chin
Developed inteligence: same
size of brain as the
neanderthalensis.
Varied tools made of stone,
bone, animal horns…
Art (culture)
Homo sapiens sapiens
19.
20.
21. PREHISTORY IS DIVIDED IN DIFFERENT STAGES:
The Stone Age:
dividided into
Palaeolithic and
Neolithic.
The Metal Age: dividided
into the Copper Age, the
Bronze Age and the
Iron Age.
22. THE STONE AGE
Palaeolithic: 4.2 million
years ago to 10,000 B.C.
Neolithic: 10.000 B.C. to
3.500 B.C
24. ECONOMY IN THE PALAEOLITHIC
Hunter-gatherers: they
consumed nature’s products
but did not produced
anything by themselves.
Stone and bone tools.
Made fire for light, heat and
cooking.
Used animal hides to make
clothes, bags, vessels, etc.
25.
26. SOCIETY IN THE PALEOLITHIC
Humans lived in small groups
(20-30 members)
Nomadic hordes or tribes:
caves and huts. When
resources run out in a place,
they moved to another one.
Hierarchy within each group:
the strongest warrior, the
wisest old man, the witch
doctor or sorcerer…were the
most important members.
27. RELIGION IN THE PALAEOLITHIC
Worshipped the natural
elements (rain, thunder,
lightning) as they
depended on them.
Practised magic rituals to
promote fertility (food and
members).
Buried and
commemorated their dead
28. ART IN THE PALAEOLITHIC
Realistic style (tried to copy nature).
Magical purposes
Cave paintings
Mobile art
29. Cave paintings:
Colours obtained from natural elements (blood, coal, minerals…)
mixed with grease.
Isolated animal figures (bison, deer, horse…) and their own hands.
Used the parts of the rock and the cave ceilings to give an
impression of relief
Purposes:
Magical
Personal expression of what they saw
Examples:
Altamira cave (Santillana del Mar, Cantabria, Spain)
Lascaux cave (France)
30.
31.
32. Mobile art:
Portable artistic objects. Animals,
amulets, Venus.
Venus statues: female figurines
made of stone, ivory or bone.
Large pregnant bellies and breasts
symbolising fertility.
Purposes:
Magical
Ornamental
Examples:
Venus of Lespugue (France)
Venus of Willendorf (Austria)
Baston of deer/horse
35. ECONOMY IN THE NEOLITHIC: THE NEOLITHIC
REVOLUTION
It started in the Fertile
Crescent (Middle East) located
between River Tigris and River
Euphrates (Mesopotamia) and
around river Nile (Egypt).
Invention of farming:
agriculture and livestock.
Humans became producers:
cereals, goats, sheeps, pigs…
Animals provided: meat, milk,
hides and dung (fertilise)
Bartering: exchange of products
among groups
36.
37. Specialised tools: axes, sickles, mortars, hoes
Pottery, textiles, baskets to contain the food.
38. SOCIETY IN THE NEOLITHIC
Sedentary as they produced
their own food.
Houses made of clay and
wood. Later also of stone
Population increased:more
food meant more safety.
Social division according to
their activity (division of
labour)
39. RELIGION IN THE NEOLITHIC
Worshipped the natural
elements such as the stars and
the sun as their crops
depended on them.
Believed in spirits.
Cult of the dead: necropolises
close to the villages. The dead
were buried with their
personal possesions (pots,
jewels, tools, etc.)
40. ART IN THE NEOLITHIC
Realistic style and abstract
style
Idols
Rock painting
Ceramic pots
42. ECONOMY IN THE METAL AGE
It started in the Fertile Crescent
(Middle East).
Metal tools:
Cooper Age (from 4000 B.C)
Bronze Age (from 2200 B.C.)
Iron Age (from 1000 B.C. to the Roman
Empire)
Metallurgy (extraction an use of
metals)
More durable and resistant tools
Weapons
Agriculture and livestock
43. Specialised tools: axes,
sickles, mortars, hoes
Pottery, textiles, baskets
to contain the food.
Metalworking: the ore was
extracted with stone picks.
The ore was smelted in an
oven and left to cool, then
the slag was removed by
hitting the metal with a
hammer. Then it was
smelted again and poured
into a mould in the shape
of the required object.
44. SOCIETY IN THE METAL AGE
Permanent settlements in
high places (watch and
defense)
Surrounded by palisades or
walls.
Circular or rectangular
dwellings with a stone base,
wooden or adobe walls, and
roofs made of thatch and
branches.
45. Greater specilisation of labour which brought
greater social differences.
Metal became a symbol of wealth.
Conflict and war expanded. Possesing weapons
made some settlements gain power over others.
46. RELIGION IN THE METAL AGE
Worshipped the forces of nature
such as the stars and the sun as
their crops depended on them.
Believed in spirits.
Ceremonies in caves and sacred
places where they offered metal
objects to their gods.
Cult of the dead: constructions with
funerary function. The dead were
buried with their personal
possesions (pots, jewels, tools,
weapons,etc.)
47. ART IN THE NEOLITHIC
Megalithic constructions
Schematic paintings on
rocks and caves
48. Megalithic constructions:
Mega =big; lithos=stone
Funerary function and sanctuaries
Types:
Menhir: a big stone standing vertically on the floor
Alignments: parallel rows of menhirs. Carnac (France)
Cromlech: stones ordered in a circle. Stonehenge (United
Kingdom)
Dolmen: large standing stones supporting a larger
horizontal stone.
49.
50.
51. Schematic paintings:
On rocks and in caves
Often in red and black
Depicting simplified human
and animal figures.
Signs and geometric figures
(circles, spirals, dots, zigzag
lines…)
Idols: depicted with big eyes
and triangles with arms and
legs.