Kings of the Road Meets the Flintstones

 

Created by: Emily Applin and Melissa Motes

                     8th Grade Social Studies

                     Causey Middle School

                     Mobile, Al

                     Summer 2004

 

Introduction  Task   Process   Evaluation   Conclusion   Teacher Page

 

ntroduction

 

Kings of the Road

Nomads are wondering

Hunting and gathering

No land, No home, no pets

I ain’t got no village yet!

Ah, but..two hours of wonderin’ around           

Found an eight by twelve plot of ground.

 I’m a Paleolithic by no means

King of the road.

 

(Adopted from:  King of the Road by Roger Miller)

                                                         

                   Flintstones

 

Flintstones... Meet the Flintstones

They're a modern Neolithic family.
From the town of Bedrock,
They're a page right out of history.

 

(Adopted from:  The Flintstones by Hanna and Joe Barbera)

 

***Kings of the Roads were the Paleolithic people.

                   Flintstones were the Neolithic people.

 

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ask

 

There has been a recent discovery in France!  The International Archeological Society has requested you to assist in determining whether the discovery is of Paleolithic or Neolithic origins.  Your team consists of an historian, geographer and archeologist.  You will become experts in the Neolithic or Paleolithic eras to identify this new finding.  Findings will be presented to the board of directors of the International Archeological Society using a visual aid. 

 

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page         

 

 

 

 

 

 

 

 

 

 

 

 


                                                              rocess

 

To present your findings to The International Archeological Society, you will work together as a team.


First you will be assigned to a team of three. Your team will research either the Kings of the Road or the Flintstones.

1.  As a team the first thing you will want to do is study the grading rubric. Notice the point values for each part.  As you plan, review the rubric and make sure you are completing all sections of the rubric.

2.  Next, your teacher will assign you a job within your team.  Jobs include historian, geographer and archeologist.

      • The task of the historian is to research the historical significance of the era.
      • The geographer will research the five themes of geography and how they relate to the era.
      • The archeologist will research the process of analyzing a dig site, interpreting their findings and the cultural significance of the era.

3.  After you have your assigned job, click on the pictures below for your role.  Be sure to continue talking with each other.  During this time you may eliminate or add important information, just make sure everyone in your group knows what changes you make.  You will work together again to build your presentation.   Use the web links on the next page to locate your information.
 

Archeologist                                         Historian                                               Geographer
                                                                                   

 

WEB RESOURCES

 Neolithic Age

http://asiaminor.freeservers.com/neolithic.html

 

Mesolithic Age

http://asiaminor.freeservers.com/mesolithic.html

 

Paleolithic Age

http://asiaminor.freeservers.com/paleolithic.html

 

Neolithic vs. Paleolithic Age

http://www.stedwards.edu/bss/aflorek/neo.htm

 

Flints and Stones

http://museums.ncl.ac.uk/flint/menu.html

 

Passport to Prehistory

http://www.mrdowling.com/602prehistory.html

 

Virtual Tour of Cave Art

http://www.harcourtschool.com/activity/cavepaintings/cavepaintings.html

 

Ice Cave Art

http://magma.nationalgeographic.com/ngm/data/2001/08/01/html/ft_20010801.6.html

 

Stone Age Hand-axes

http://www.personal.psu.edu/users/w/x/wxk116/axe/

 

Skara Brae

http://www.orkneyjar.com/history/skarabrae/

 

Images of Skara Brae

http://www.scotshistoryonline.co.uk/scara.html

Did Paleolithic man practice farming

http://www.atlantisquest.com/Agriculture.html

 

Art through the ages

http://www.artfaces.com/artkids/ages.htm

 

History repeats itself: Beauty from the Paleolithic age

http://www.jolique.com/general_interest/history_repeats_itself.htmm

 

 

 

 

4.  Now it is time to come together as a group to work on your presentation.  Review the grading rubric again and plan out your presentation.

      • The historian has compiled historical information about the era.
      • The geographer has compiled information about the five themes of geography concerning the era.
      • The archeologist has compiled information concerning analyzing and interpreting evidence and the cultural value of the era.

5.  Work together to make your presentation.  As you plan, keep in mind the point values of each part of the rubric.  Below are some points to include in your presentation.

      • Clearly identify each job.
      • Answer the questions given in the WebQuest.
      • Discuss the historical and cultural aspects of the era.
      • Discuss the five themes of geography in relation to the era.
      •  Use your visual aid during your presentation.

6.  Your visual aid should include

§         Web identifying major characteristics of the era

§         Include food, housing, technology development, religion, art, communication and any additional facts

§         Illustrations and/or pictures 

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 valuation

 

Name

Teacher

Date of Presentation: ____________

Title of Work: ___________________

 

Criteria

Points

 

1

2

3

4

 

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

____

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required) with explanations and elaboration.

____

Visuals

Student used no visuals.

Student occasional used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

____

Mechanics

Student's presentation had four or more spelling errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

____

Delivery

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly.

Student used a clear voice and correct, precise pronunciation of terms.

____

 

 

 

 

Total---->

____

Teacher Comments:

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onclusion

 

This concludes your research with the International Archeological Society.  You have now become an expert in your field.  As you continue studying the ancient civilizations of the world you may again be asked you use this expertise.  Thank you for participating in this discovery project.

 

 

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eacher Resource

 

Subject Area:  Social Studies:  Prehistory

 

Grade Level: 8th Grade

 

Learner Information:

The information can be adapted for all levels of learning.  A PowerPoint presentation as the visual aid could be developed with the collaboration between the social studies and the technology teachers.

 

 

Standards Curriculum:

            This WebQuest is intended to be used by eighth grade students in their study of Prehistory.  This WebQuest correlates with the Alabama Course of Study:  Social Studies. 

 Objective:

1.      Explain how artifacts and other archeological findings provide evidence of the nature and movement of prehistoric groups of people. 

§         Identifying terms used to describe characteristics of early societies and family structures.

This WebQuest correlates with the National Council for Social Studies Curriculum Standards “Ten Thematic Strands in Social Studies”

*       Culture

*       Time, Continuity, and Change

*       People, Places, and Environment

*       Individual Development and Identity

*       Power, Authority, and Governance

*       Production, Distribution, and Consumption

*       Science, Technology, and Society

Technology:

This WebQuest correlates with the Alabama and Mobile Technology Curriculum Standards.  Objectives:

Basic Operations and Concepts

1. Demonstrate optimal posture and position at the computer workstation.

2. Use developmentally appropriate keyboard techniques.

6. Demonstrate appropriate use of hardware (input/output devices) and media.

7. Demonstrate correct procedures for opening, closing, and saving files using menu options and commands in appropriate grade/subject instructional software.

9. Utilize an operating system efficiently.

Social, Ethical, and Human Issues

10. Demonstrate respect for the work of others.

11. Demonstrate proper care of hardware (computer, peripherals, and other equipment) and media.

 

14. Identify areas in which technology has impacted human lives.

15. Identify legal and ethical behaviors when using information and technology.

17. Analyze ways in which technology has influenced the course of history.

19. Define plagiarism and discuss its consequences.

21. Practice responsible computer use.

Technology Productivity Tools

23. Use a variety of media and technology resources for directed and independent learning activities across the curriculum.

24. Use appropriate techniques for producing and publishing documents.

25. Use a variety of media and technology resources to produce developmentally.

26. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, communication, and learning throughout the curriculum.

28. Integrate word processing skills across the curriculum.

Technology Research Tools

31. Use the Internet as a resource for information.

32. Utilize information from a locally approved Internet web site.

36. Select appropriate technology tools and resources to address a variety of tasks and problems.


37. Use appropriate tools and technology resource to resolve information conflicts by validating information through research and comparison of data.

 

grading rubric

 

Adapted from
 http://www.teachtheteachers.org/projects/PWalker2/index.htm

 

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