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Neolithic Revolution Lesson Plan 2: Claims and Counterclaims

Objectives:

• Students will practice logical reasoning to deduce what it takes to make a cell phone

• Students will read a diagram showing cause and effect

• Students will practice reading using the SCUBA method

• Students will practice annotating for claims, arguments, and evidence

• Students will practice multiple choice questions

• Students will speak and listen to each other’s explanations

Common Core Standards Addressed:

Writing (9-10)

1) Persuasive Texts: Write arguments to support claims, using analysis and evidence.

2) Explanatory Texts: Write informative/explanatory texts.

3) Narratives: Write narratives to develop real or imagined experiences or events.

4) Clarity: Produce clear/coherent writing appropriate to task, purpose, and audience.

5) Revision Process: Develop/strengthen writing by planning, revising, editing, rewriting.

6) Technology: Use technology/Internet, to produce, publish, and update writing products.

7) Research: Short/sustained research to answer a question or solve a problem

8) Sources: Gather information from and assess multiple print and digital sources

9) Sources: Use evidence from literary/informational texts for analysis, reflection, research.

10) Writing: Routinely over short and extended time frames for tasks, purposes, audiences.

Reading (9-10)

1) Evidence: Cite textual evidence to support analysis of the text and your inferences.

2) Thesis: Determine and summarize a central idea of a text and analyze its development

3) Development:

I: Analyze how (order, introduction, connection) the author unfolds analysis.

L: Analyze how complex characters develop, interact, and advance plot in a text.

4) Word Usage: Determine figurative, connotative, and technical meaning of words/phrases

5) Development of Thesis:

I. Analyze how an author’s ideas/claims are developed and refined

L. Analyze how authors create mystery, tension, or surprise using structure, order of events, and manipulation of time.

6) Author’s Point of View:

I. Determine author’s POV/purpose and how rhetoric advances it

L. Analyze a POV/cultural experience in a work from outside the USA

7) Various points of view: Analyze and compare accounts of a subject in different mediums including what is present or absent in each

8) Evaluating the author: Delineate/evaluate reasoning of arguments/claims and if the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9) Historical Texts:

I. Analyze related themes and concepts in historical/literary documents.

L. Analyze how an author draws on/transforms source material in a work 

Speaking - Listening (9-10)

1) Types of Discussions: Collaborative discussions with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Preparation for Discussions: Read and research material under study; refer to evidence from texts and other research to stimulate well-reasoned discussion.

b. Rules for discussions: Set rules for discussions, decision-making, goals, deadlines, and roles with peers.

c. Discussions: Pose and respond to questions, incorporate other people, and clarify, verify, and challenge ideas to propel discussions.

d. Responses: Respond to perspectives, summarize agreement and disagreement, and qualify or justify your own views to make new connections using evidence and reasoning.

2) Sources used in presentations: Use and evaluate the credibility/accuracy of multiple sources in diverse media or formats.

3) Point of View of the Speaker: Evaluate a speaker’s POV/reasoning/evidence/rhetoric; identify fallacious reasoning or exaggerated/distorted evidence.

4) Coherence of Presentation: Present clearly, concisely, and logically such that listeners can follow the line of reasoning and it is appropriate to purpose, audience, and task.

5) Use of multi-media: Make strategic use of digital media in presentations.

6) Adaptation: Adapt speech to a variety of contexts and tasks

Language (Grades 9-10)

1. Grammar: Demonstrate conventions of grammar and usage when writing/speaking using parallel structure, various phrases and clauses

2. Conventions: Command of capitalization, punctuation, and spelling when writing

3. Language Function: Make effective choices for meaning or style.

4. Style Guidelines: Write and edit work to a style manual appropriate for the discipline and writing type.

5. Meaning of words: Use context clues to determine/clarify word meanings.

6. Word Changes: Identify and use word changes/morphs that indicate different meanings.

7. Pronunciation: Research word pronunciation and meaning/part of speech/etymology

8. Checking word meaning predictions: Verify word meaning with other sources

9. Figurative Language: Understand figurative language, word relationships, word nuances, and figures of speech while analyzing their role in the text.

10. Academic and domain-specific language: Acquire/use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

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Aim: How did the Neolithic Revolution cause the development of civilization?

Do Now: What do you need to make a cell phone?

(2-5 minutes)

• Teacher holds up their cell phone and poses this question to students.

• They must first brainstorm on their own, writing a list of things one would need to create a cell phone.

Share out: After thinking and writing on their own, teacher leads students in a share out. Each student contributes one thing to the list.

• What the students don’t realize is that their lists are very incomplete

• Teacher should ask them probing questions to get them to add more to the list. If they say “you need metal” the teacher would ask “ok, so what do people need to get the metal?” looking for students to say “workers”, or “machines” or “shovels” and then the teacher can ask “ok, so who makes the shovels/machines?” or “how do the workers GET TO the mine?”

• The teacher is leading students to realize that to make a cell phone, it requires the materials, but also money, government, education, laws, infrastructure, medicine, and at its core, food and water.

(5-15 minutes)

Mini-Lesson: Teacher explains that having enough, in fact, more than enough, a surplus, of food and water is a necessary first step before any civilization anywhere invents anything. So when did humans first have enough food and water to start inventing? The Neolithic Revolution - in 11,000 BCE, humans began farming for the first time. A more technical term for farming is “domestication” – when you choose which seeds you want to plant and which animals you want to breed. They had to live next to really big rivers where the soil was wet enough to farm too.

Handout: Diagram of Neolithic Revolution - read through with students so they can see how one geographic feature (rivers) leads to complex civilization. Check for understanding along the way using the thumbs up = I understand, thumb horizontal = kind of understand, and down = I don’t know why. Encourage students to ask/write questions and then write the answers. (5-10 minutes)

Explain To Class: So let’s call this our claim:

“The Neolithic Revolution was positive because humans had food for large populations to invent goods”.

Poll the class – who would agree with this? (presumably, most raise their hands, if not, it’s a good transition into the next segment). But is there a counterclaim to this? Can we view the Neolithic Revolution in a negative way too? Ask students to predict (out loud) why the Neolithic Revolution could be negative.

(3-5 minutes)

Handout: Excerpt from Jared Diamond. Students will read through as a class and SCUBA, annotating for Diamonds claims, arguments, and evidence. (5-10 minutes)

Handout: Regents Multiple Choice Questions with River Valley Civilizations on them.

(5 minutes)

Going over Multiple Choice Questions: As teacher goes from questions to question, ask students to hold up their fingers to correspond with the answer they chose, if there are disagreements, get students to explain to each other why they chose certain answers, and then ask students with different answers if they want to respond to what was said or change their answer. (5 minutes)

Time Permitting or as Do Now for the next day

Independent Writing: Have students return to their Questions and Predictions chart from yesterday and write any answers they now have to their questions, and write if any of their predictions were incorrect. (10 minutes)

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