1) Early humans like Homo sapiens emerged 100,000-400,000 years ago in Africa and were nomadic hunter-gatherers who used simple stone tools to find food and shelter.
2) Starting around 10,000 BC, humans began farming and domesticating plants and animals, leading to the Neolithic Revolution. Villages like Catal Huyuk in Turkey grew to house thousands as people specialized in jobs like farming, weaving, and pottery-making.
3) The Neolithic Age from around 8000 BC to 3000 BC saw further agricultural advances as people engaged in practices like slash-and-burn farming and raising livestock. Permanent settlements replaced nomadic lifestyles.
The Neolithic period was part of the Stone Age, a time period in which hominids primarily used stones as tools and weapons. Dating from approximately two million years ago to 3000 B.C., the Stone Age consisted of three time periods..
The slide was made as part of academic tasks.
The Neolithic period was part of the Stone Age, a time period in which hominids primarily used stones as tools and weapons. Dating from approximately two million years ago to 3000 B.C., the Stone Age consisted of three time periods..
The slide was made as part of academic tasks.
South Carolina 6th Grade Education Standards
6-1.1: Explain the characteristics of hunter-gatherer groups and their relationship to the natural environment
6-1.2: Explain the emergence of agriculture and its effect on early human communities, including the domestication of plants and animals, the impact of irrigation techniques, and subsequent food surpluses.
The paleolithic era and the neolithic eraashleyrollins
Paleolithic Era to Neolithic Era. Created for a sixth grade social studies classroom. Contains information about the transition from hunting and gathering to a more permanent and agricultural lifestyle.
Information from History Alive! Pictures from Wikipedia and Discovery Education.
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
South Carolina 6th Grade Education Standards
6-1.1: Explain the characteristics of hunter-gatherer groups and their relationship to the natural environment
6-1.2: Explain the emergence of agriculture and its effect on early human communities, including the domestication of plants and animals, the impact of irrigation techniques, and subsequent food surpluses.
The paleolithic era and the neolithic eraashleyrollins
Paleolithic Era to Neolithic Era. Created for a sixth grade social studies classroom. Contains information about the transition from hunting and gathering to a more permanent and agricultural lifestyle.
Information from History Alive! Pictures from Wikipedia and Discovery Education.
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
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. Scientists believe that
Humans, the species Homo
sapiens, emerged between
100,000 and 400,000 years ago
in Africa.
4. The first humans had faced a struggle for survival. For
thousands and thousands of years, they had two concerns:
finding food and protecting themselves.
5. The people who had lived in the early part of the Old Stone
Age were nomads. Nomads are people who wander from
place to place, instead of settling down.
6. Groups like this whose food supply depends on hunting animals and
collecting plant foods were called hunter-gatherers. They found
food by hunting and gathering nuts, berries, and roots.
7. They adapted to their environments by making simple tools.
8. The early ages of humankind are based on the kind of tools
used: first stone, then copper and bronze, and then iron.
9. The term
Paleolithic Age
(pay-lee-oh-lith-ik)
means Old Stone
Age, referring to
the crude stone
tools of the time.
10. These early modern
humans used many tools
- more than 100
different ones. They
used stone, bone, and
wood. They made knives,
hooks, and bone needles.
11. These tools were an
important part of their
survival. They helped
with hunting.
12.
13. Scientists think that these people worked
with one another in planning large-scale hunts
of animals.
14. Hunting was aided by improved communication skills.
22. From Africa, they believe that they
migrated to Eurasia, Australia, and the
Americas.
23. Another group of early
humans, the
Neanderthals, lived
around 200,000 to
30,000 B.C. They lived
in caves or built
shelters of wood or
animal skins.
29. About 30,000 years
ago, though, the
Neanderthals
strangely
disappeared.
30. DNA evidence suggests that they were not an
ancestor of modern humans.
31. They may have also had more skill at speaking than did the
Neanderthals. Because they had these skills, the Cro-Magnons
were better at finding food. That may explain why Cro-
Magnons survived and Neanderthals did not.
32.
33. Early man also created
works of art (known as
pictographs), including
painting. Thousands of
years ago, artists
mixed charcoal, mud,
and animal blood to
make paint.
34. They used this paint to draw pictures of
animals on cave walls and rocks.
38. For centuries, humans
lived by hunting and
gathering. Humans lived
in small groups of only
20 or 30 people. They
often returned to a
certain area in the same
season each year
because they knew it
would be rich in food at
that time.
39. Over the years, some
humans realized that
they could leave plant
seeds in an area one
year and find plants
growing there the
next year. This was
the beginning of a new
part of human life:
farming.
40. Scientists think
that the climate
became warmer
all around the
world at about
the same time.
Humans' new
knowledge about
planting seeds
combined with
this warmer
climate to create
the Neolithic
Revolution — the
agricultural
revolution that
occurred during
the Neolithic
period.
41. The Neolithic Age, or New Stone Age, went from
about 8000 B.C. to around 3000 B.C.
42.
43. Instead of relying on gathering food, people began to produce
food. One early farming method was slash-and-burn farming.
That meant cutting trees and burning them to clear a field.
The ashes were used to fertilize the soil.
44. Along with growing food, they also began to raise
animals. They tamed horses, dogs, goats, and pigs.
Domestication is the taming of animals and plants.
53. Archaeologists have studied a site in the Zagros Mountains of
northeastern Iraq. It is called Jarmo. The people who lived in
this region began farming and raising animals about 7000 B.C.
55. People began to farm
in many spots all over
the world. The study
of one village, Catal
Huyuk, in modern-
day Turkey shows
what early farming
communities were
like.
56.
57. The village grew on the good land near a river. Some workers grew
wheat, barley, and peas.
58. Others raised sheep and cattle. Because these
workers produced enough food for all the people,
others could begin developing other kinds of skills.
60. Others worked as weavers. Some artists decorated
the village. Archaeologists have found wall paintings
that show animals and hunting scenes.
61. They have found evidence that the people had a
religion, too.
62. The people of Catal
Huyuk used volcanic
rock, called obsidian,
to make mirrors,
knives, and jewelry.
They also began to
trade these items.
63.
64. Early farming villagers had problems, too. If the farm crop failed or the
lack of rain caused a drought, people starved. Floods and fires caused
damage and death. With more people living near each other than before,
diseases spread easily. Still, some of these early villages grew into great
cities.
65. Two other villages that developed during the
Neolithic Era were Jericho (starting around 9000
BCE) and near Aleppo in Syria (starting around
5000 BCE).
66. When did the Agricultural Revolution begin?
When was population growth the greatest?
Use the Chart to
answer the
questions