Feature or Flaw? – The Characteristics of the League of Nations

World War I (1914-1918) left 40 million dead or wounded, mostly by technologies hardly imagined in the years before the war…  New weapons like machine guns, tanks, aerial bombing, and chemical weapons brought the mechanization and science of the Industrial Revolution to the battlefield – with industrial scale results… And for what?

The war was so horrible it had many people – especially in Europe, where most of “The War to End All Wars” was fought – questioning some of their really basic assumptions about how the world works.  Questioning whether war was a reasonable way to solve human differences.  Questioning whether countries as humans had known them should even exist.

Opening discussion: What is a country? Why do we have them?

A country is a group of people who have established their own government, occupying a particular territory. Countries are inventions of people – a way in which peoples organize themselves. Their laws and actions are a reflection of the people that make them. In theory, they are the way that we protect ourselves from chaos – through laws, through armies, through rules and order.

Highlight above to reveal a possible working definition of a “country.”

What is a war? Why do we have them?

War is state of conflict between countries – when diplomacy and compromise fail, countries try to force their will upon others through violence.

Highlight above to reveal a possible working definition of a “war.”

The League of Nations was an international organization founded after the Paris Peace Conference of 1919. The League’s mission included:

  • disarmament
  • preventing war through collective security
  • settling disputes through diplomacy
  • improving global welfare

The League was composed of a General Assembly, which included delegations from all member states, a permanent secretariat that oversaw administrative functions, and an Executive Council. The Council consisted of four permanent members (the so-called Great Powers of Great Britain, France, Japan, and Italy) and four non-permanent members on a rotating basis.

A world map showing member states of the League during its 26-year history.

Feature or Flaw? – Characteristics of the League of Nations

Each descriptor below outlines a characteristic of the League of Nations.

Divide the class into three groups.

Group one will portray Great Britain – victorious imperial power at the end of World War I, possessed of a powerful military, a vast colonial empire – and probably the richest country in the world as a result. Global dominance is their business, and business is pretty good!

Group two will portray Germany – on the losing side in World War I, forced to disarm and go deeply into debt. Germany is on its knees as a result of the strict terms of the Treaty of Versailles. One path forward is to play by the rules of the victorious Allies, prove that your country can be a good global citizen, worthy of joining that elite group on the Executive Council. The other path forward is, simply put, to defy the world order and take what Germany wants – by bending or breaking every rule in your path.

Group three will portray India – a once glorious nation with a proud ancient past. Hinduism and Buddhism originate here – so does the game of chess and the concept of zero. For the last hundred years now, India has been a British colony with few rights and no meaningful representation in the League. India’s wealth does not make the colony richer – when things go well for India, by definition, they are going better for Britain.

For each descriptor below, try to imagine what your assigned country would think – does your country like this arrangement, dislike it, and – most importantly in any history class – explain why you’ve arrived at this conclusion.

1. The aftermath of the First World War left many issues to be settled, including the exact position of national boundaries, which country particular regions would join, and Germany’s annual reparations – punishment for its role in instigating World War I. Most of these questions were handled by the victorious Allied powers in bodies such as the Allied Supreme Council (Britain, France, Italy, the US, and Japan) and were not subject to debate in the League of Nations.

2. Authorization for any action of the League of Nations required both a unanimous vote by the Council and a majority of the Assembly.

3. Most colonies controlled by European powers before the war were maintained as such in the League of Nations until they were deemed capable of self-government by the Executive Council. These so-called “mandates” were administered primarily by the Executive Council nations.

4. Economic sanctions against troublemaking nations could hurt League members as much as those singled out for punishment.

5. Member states were expected to “respect and preserve as against external aggression” the territorial integrity of other members and to disarm “to the lowest point consistent with domestic safety.” In other words, war against one member was war against them all – and all nations should reduce their militaries to a bare minimum. All states were required to submit complaints to a Court of International Justice before going to war – and then to accept the court’s rulings on whether war was justified.

6. Membership was not mandatory for any nation, and member nations could withdraw at will. At its largest, the League of Nations was comprised of 58 member-states – an impressive number, but still missing many key players such as the United States, Japan, and the Soviet Union.

7. Issues addressed by various League of Nations commissions included the improvement of labor conditions, just treatment of native inhabitants, human and drug trafficking, the arms trade, global health, prisoners of war, and protection of minorities in Europe. Member nations were expected to change laws within their own borders to abide by these reforms.

For discussion:

  • Are the founding principles of the League of Nations – disarmament, preventing war through collective security, settling disputes between countries through diplomacy, improving global welfare – reflected in the descriptors listed above?
  • Does the League of Nations favor real reform of the global power structure to make a more inclusive, egalitarian world – or does it simply perpetuate the prewar status quo? Explain your thoughts.
  • After considering the above list of characteristics, what reforms would you offer to make the League of Nations function more equitably?
  • Is an international governing body like this a good or bad idea?  Should the US and other nations surrender some of their sovereignty to an organization like this?  Again – offer some ideas for and against and explain which of these arguments you personally find most compelling.
  • The US is one of the most powerful nations in the world – do we actually want a fair global system? What would we have to give up to achieve such fairness?

Put It Into Action

Create a political cartoon or meme to persuade your classmates to support or reject the League of Nations.  Your cartoon or meme should reflect at least one of the descriptors featured above, and your stance on membership should be clearly communicated!  Try to incorporate some of the techniques seen in the examples below – symbolism, exaggeration, fear of the unknown… Bonus points including more than one descriptor! Even more for making me laugh by including some school appropriate humor!

Some historic examples from the United States in 1919:

Prospective Stepfather – February 1919
New Devices Ever Seemed Impractical at First – March 1919
They Won’t Dovetail – April 1919
There Were Unbelievers Then—There are Unbelievers Now – 1919

A History of Criminalized Blackness in the United States (Free Lessons for Middle or High School Classrooms)

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Sign seen at a protest in Washington, DC, 2020.

An injustice against one of us is an injustice against all of us.

Black lives matter.

But here’s a sobering thought – at various early points in the history of our nation, certain people decided very consciously that they absolutely should not. And many of our modern institutions – from the police to the courts to the schools – were built on this cracked foundation.

The historical decisions that have shaped our moment are often invisible to us – like water to fish, we swim in the choices our ancestors have made.

But we when we realize that this is the case – that our reality is not set, but a sum total of historical choices – we become responsible for our own actions.

And then, we are truly free.

Here are a selection of free history lessons from our archives – suitable for middle or high school classrooms – that shed a light on our current moment. If you aren’t teaching lessons like these in your social studies classes, ask yourself – why not?

  • The Evolution of the Virginia Laws of Servitude and Slavery (1643-1691) – Read along as Virginia colonial officials criminalize blackness in real time. (primary source analysis with guided questions)
  • Comparing Slavery and Factory Life – Apologists for slavery often argued that, in their day at least, their system of slavery was better than free market capitalism.  Let’s put that to the test…  (primary source analysis with guided questions)
  • Were the Freedmen Really Free? – After the Civil War, Southerners sought to reconstruct slavery in everything but name. We are the direct inheritors of this system, which was only partly deconstructed in the 1950s and 60s. (primary source analysis with guided questions)
  • Social Reform Movements – Who Should Be the New Face of the $20 Bill? – Progress has always been earned, never granted. Give students the change to reimagine our national pantheon to include the social reformers and progressives who are often more responsible than any president or general for the way of life we cherish today. (research activity)

Two relevant chapters from our totally free, open source textbook The United States: An Open-Ended History:

  1. The Origins of Servitude and Slavery in Colonial America
  2. Gettysburg to Appomattox and Beyond: A New Birth of Freedom

Do you have other relevant lessons?  Share them – I would be honored to host them for free so that they can reach a wider audience!  Reach out to me here.

Twenty Days of Home School Social Studies Curriculum (for Middle or High School)

Well, hello there.

Like most of you, I’ve suddenly found myself teaching online social studies classes. Good thing there’s a whole library of free lessons at Openendedsocialstudies.org, just ready and waiting to support your middle and high school world and US history needs. Please browse and share widely in your social circles.

Here’s a look at some lessons my own home-bound students will see in the twilight days of this school year, preempted so abruptly by our national quarantine.  We’re trying to keep it light, airy, and most of all relevant.

Most to the point, we’re trying to teach these kids something about how to be a good, well-rounded person.  Wasn’t that why you got into this business in the first place?

So, get your kids away from the computer screen as much as possible – that is where they’re going to be for math and ELA.

Everything below is written to apply to the town where I teach, but can easily be adapted to your hometown.

Good luck and be good to each other.

T
Founder, Openendsocialstudies.org


Day 1 – Map Your World

Make a hand drawn map of your home and your yard (if you have one.) Use a measuring tape (or improvise one if you don’t have a measuring tape.)

Your map should be to scale – 1 inch equals 5 feet. Include and label all rooms, windows, doors, and major trees and landscaping. Also include a compass rose and a key, if necessary.
Scan/take a photo of your map.

Day 2 – Plant Life

Pick a tree or plant in your yard. If you’re in an apartment, that’s ok – pick a plant/tree around your building.

Figure out what it is and write a brief report (in your own words, approximately one paragraph). Address questions about: the conditions under which it thrives, its relationship to humans (do we use it or its fruit or leaves for anything, or is it just for decoration), whether it is native to our state, whether your family planted it or it was growing there when you moved in.

You’ve got to be a detective for this one – describe the plant in Google image search, ask an adult who might know what it is, or download a leaf identification app on your phone (there are lots of free ones).

Day 3 – Ask an Adult

Ask an adult to tell you about the neighborhood they lived in when they were your age. Think of at least two related follow up questions. Document the answers in interview format – like this:

Student: Teacher, what am I supposed to do again?

Teacher: Interview an adult?

Student: Wait, what?

Teacher: Ask an adult some questions about the neighborhood they lived in when they were your age!

Student: That’s all?

Teacher: That’s all!

Day 4 – Read This

Read the following quote and respond to it in a five to eight sentence paragraph:
“Adults, in their dealing with children, are insane, and children know it too. Adults lay down rules they would not think of following, speak truths they do not believe. And yet they expect children to obey the rules, believe the truths, and admire and respect their parents for this nonsense. Children must be very wise and secret to tolerate adults at all. And the greatest nonsense of all that adults expect children to believe is that people learn by experience. No greater lie was ever revered. And its falseness is immediately discerned by children since their parents obviously have not learned anything by experience. Far from learning, adults simply become set in a maze of prejudices and dreams and sets of rules whose origins they do not know and would not dare inspect for fear the whole structure might topple over on them. I think children instinctively know this. Intelligent children learn to conceal their knowledge and keep free of this howling mania.”
― John Steinbeck, The Log from the Sea of Cortez

Day 5 – Dig a Hole

1.Find an out of the way space. Dig a hole at around a foot in depth. To provide a sense of scale, take a picture of your hole with a ruler or some other object in it.
2. Answer the following survey on your own sheet of paper:
Name:
Age:
Grade:
Teacher Who Made Me Do This and Their Email Address:
Best Friends:
Favorite Food:
Favorite Music:
What’s Going on in the World Right Now:
Advice to My Future Self:
3. Place your answers in a carefully sealed Ziploc bag, along with anything else you might want to bury in your time capsule.
4. Throw it in the hole, cover the hole, and dig it all up on April 1st in the year 2025 (or, before you move from your current house – whichever comes first).  Write me a note when you do, and let me know how you’re doing!
Try to go easy on the grass – if you must dig through grass, you can usually cut a piece by getting your shovel up underneath it and levering it up.  You can then replace it when you are done by dropping it back into place.  If you are totally not allowed to dig, place this under a big rock, a paving stone, or somewhere else hidden.

Day 6 – Estimate your Impact

Use this tool – https://ei.lehigh.edu/learners/cc/carboncalc.html – to estimate your carbon footprint. Answer each in a short paragraph, in your own words:
  1. Summarize the “Analysis” tab – what are your biggest impacts?
  2. Were there any sources of carbon that you hadn’t considered before taking this survey?
  3. Is there anything you could reasonably do to lessen your impact?

Day 7 – Eat a Piece of Fruit

Find a piece of fruit in your house. If you don’t have any, find something fruit flavored. Write a brief report on that piece of fruit, including information about its history and where it is cultivated.

Day 8 – Public Records

Look up your home’s tax/historic information. If you live in Pinellas County, you can find it here: https://www.pcpao.org/searchbyAddress.php
Answer the following questions:
1. In what year was your home built?
2. What is the “Land Size” of your property?
3. How many sales are recorded for your home/when were they?
4. How has the value of your home changed over time?

Day 9 – Ask an Adult

Ask your adult to show you some photographs of his or her self when they were your age. Ask them three questions inspired by the photo. Record/document the answers in interview format.

Day 10 – Smoke Detectors

Find all the smoke detectors in your home. Get up on a chair and press the test button.  They should make a loud noise.  If they don’t, you need new batteries.  You’re welcome. Send a photo of yourself up on the chair.

Day 11 – Record a Podcast

Using your phone or computer, record a short podcast (minimum two minutes) – on the theme “What is my life like while I’m stuck at home because of the Coronavirus?”

Day 12 – Make a Meal

Make or help to make breakfast, lunch, or dinner today for the members of your family. Submit a selfie of you in the kitchen/doing the work.

Day 13 – Native America

What Native American group occupied the land where you live now?  Figure it out, give me a paragraph about them, and tell where I could can go to see some of their artifacts or the ruins of their towns.

Day 14 – Your Public Purpose

Read this article about the Californios Verdes – https://openendedsocialstudies.org/2019/04/19/californios-verdes-and-your-public-purpose-project/. The assignment at the end asks you to create a year long project. You don’t actually have to do this assignment – but if you DID have to do it, what kind of project would you take on?  Describe it and why it is important to you in a five to eight sentence paragraph.

Day 15 – Sketch

Find something outside and sketch it. Your artwork doesn’t have to be “good” – but it must demonstrate effort. This shouldn’t take less than five minutes.  Take a photo of yourself holding your sketch and upload it.

Day 16 – Your Officials

Who is your mayor?  What is one thing he has done for the city? Who is your deputy mayor?  Where is city hall?

Day 17 – In the Shade

Find a shady spot outside and read a book there for at least ten minutes.  Take a selfie in your spot, with your book, and submit it.

Day 18 – Your Parks

Use Google Maps to help you pick a park or nature preserve. Write a one paragraph history of that place OR, if applicable, a one paragraph biography  of the person it is named after.

Day 19 – Read This

 Read the following quote and respond to it in a five to eight sentence paragraph:
 ‘We are what we pretend to be, so we must be careful about what we pretend to be.’

Day 20 – Surprise

Surprise me with your own act of creativity or whimsy – a hobby, a piece of art, an act of kindness, etc.  It can be anything.  Tell me about it/share a photo of it here, and tell me why you are proud of this thing.

Build a Great Ziggurat

The Great Ziggurat of Ur (Sumerian: 𒂍𒋼𒅎𒅍 or “Etemenniguru,” meaning “temple whose foundation creates aura”) is a Sumerian ziggurat – or step pyramid – built in the city of Ur in the 21st Century BCE – or about 4000 years ago.  Construction started circa 2050-2030 BC and was completed circa 2030-1980 BC

800px-Ancient_ziggurat_at_Ali_Air_Base_Iraq_2005
Partially reconstructed facade and the access staircase of the ziggurat. The actual remains of the Neo-Babylonian structure can be seen at the top.

The massive step pyramid measured 64 m (210 ft) in length, 45 m (148 ft) in width and over 30 m (98 ft) in height. The height measurement is only speculative, as just the foundations of the Sumerian ziggurat have survived. Like most ziggurats, the Great Ziggurat was made by stacking sun-baked mud-bricks and using additional mud to seal them together.  This construction technique is relatively effective in a drier climate over the short term, but has resulted in the ziggurat’s collapse over many millennia of rain.

Ziggurat_of_ur
Computer reconstruction of Ur-Nammu’s ziggurat.

urcity.gifThe ziggurat served as an administrative center for the city, and which was a shrine of the moon god Nanna, the patron deity of Ur.

The construction of the ziggurat was finished in the 21st century BCE by King Shulgi, who, in order to win the allegiance of cities, proclaimed himself a god. During his 48-year reign, the city of Ur grew to be the capital of a state controlling much of Mesopotamia.

 

godnanna2
The king of Ur is seated on his throne, bestowing power on governors who will rule beneath him. The god Nanna, god of the moon, who granted heavenly power to the king – and worshiped in the Great Ziggurat of Ur – is seen above in the form of a crescent moon.

Using supplies found in your classroom (and approved by your teacher) – build a scale model of the Great Ziggurat of Ur.  You should work in cooperation with your peers, in a group the size of your choosing.  Make sure it matches the approximate proportions of the Great Ziggurat – 64 m (210 ft) in length, 45 m (148 ft) in width, and 30 m (98 ft) in height.  Show your math – and be creative in following these directions to build the MOST impressive one in your class! 

After all, a impressive ziggurat will inspire your followers – and unimpressive one will result in a complete collapse of your society…

In Writing/For Discussion

Each group member must provide the dimensions of their model ziggurat in inches and answer the accompanying questions in paragraph form:

  1. What was the significance of the Ziggurat in Sumerian culture?
  2. Can you think of any structures that perform similar functions in modern America? Explain.
  3. Who built the most impressive ziggurat in your class?  What strategies did they follow to accomplish this?

Ziggurat of Ur

Free Online, Open Source Textbook for Middle or High School – The United States: An Open Ended History

The United States: An Open Ended History is a free online history textbook adapted and expanded upon from open sources.  Its chapters are designed to address most state standards, splitting the difference between overarching themes, concise summary, and the kinds of vivid, personal details that make history memorable to the average student.  Please use and share freely – to supplement or replace what you have at hand.

One – A Not So-Distant Past: Native America (Until 1600)
  1. North America’s First People
  2. The Pristine Myth: How Native Americans Shaped Their World
  3. A Collision of Worlds: The Legacy of Columbus
Two – A New World: Colonial America (1600 – 1754)
  1. Jamestown: English Settlers in the Land of the Powhatan
  2. Massachusetts: Church and State in the Land of the Wampanoag
  3. An Overview of the English Colonies in America
  4. The Origins of Servitude and Slavery in Colonial America
Three – Common Sense and Independence: The Revolutionary Era (1754 – 1788)
  1. Join, or Die: The French and Indian War
  2. Agitation, Taxation, and Representation by Other Means
  3. The Shot Heard Round the World, Common Sense, and Independence
  4. The Revolutionary War: With a Little Help from our Friends
  5. A New Nation in Crisis: Shays Rebellion and the U.S. Under the Articles
  6. The Constitution: A Second Draft of American Democracy
Four – A More Perfect Union: The Early Republic (1788-1824)
  1. President Washington and the Origins of Party Politics
  2. Adams, Jefferson, and Competing Visions for the New Republic
  3. Foreign Adventures in the New Republic
  4. The Era of Good Feelings and Others Who Were Not So Lucky
Five – New Frontiers: Economic, Social, and Westward Expansion (1824-1850)
  1. Andrew Jackson, For and Against the Common Man
  2. I Will Not Retreat a Single Inch: Reformers Make Themselves Heard
  3. Manifest Destiny, Westward Expansion, and the Conquest of Mexico
Six – The Gathering Storm: Sectionalism and a Nation in Crisis (1850-1865)
  1. Sectionalism in the Fractured 1850s
  2. A Nation Divided Against Itself
  3. To Break Our Bonds of Affection: The Coming of the Civil War
  4. Gettysburg to Appomattox and Beyond: A New Birth of Freedom
Appendix – Student Activities

THIS UNIT WAS INDEPENDENTLY FINANCED BY OPENENDEDSOCIALSTUDIES.ORG.

If you value the free resources we offer, please consider making a modest contribution to keep this site going and growing.


Some Ideas for Teaching about the Philippines (and the Philippine-American War)

LESSON PLANS

“I have asked myself many times: Is the Filipino worth suffering, or even dying, for? Is he not a coward who would readily yield to any colonizer, be he foreign or homegrown? Is a Filipino more comfortable under an authoritarian leader because he does not want to be burdened with the freedom of choice? Is he unprepared, or worse, ill-suited for presidential or parliamentary democracy?
I have carefully weighed the virtues and the faults of the Filipino and I have come to the conclusion that he is worth dying for because he is the nation’s greatest untapped resource.” – Ninoy Aquino
  • Islands in a Friendly Sea: Some Basics of Filipino History and Culture (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Who are the Filipinos?  What is their history and culture?  How has it been shaped by island geography?  By contact with the outside world?
  • Manila at the Crossroads of World Trade (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): For more than three centuries, Manila was one of the crown jewels of the Spanish Empire, sitting at the intersection of global trade between Asia, the Americas, and Europe.  How did this global trade shape the Philippines – and how did the Philippines shape global trade?
  • The Origins of the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): How did the Filipinos gain independence from Spain, only to have it snatched away by their alleged ally, the United States?  How does this experience resonate in both Philippine and U.S. history?
  • The Brutality of the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Why was the Philippine-American War so violent?  Did this violence help or hinder the goals of each side?  Should there be rules that govern the conduct of war?
  • The Philippines in the American Empire (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): After nearly 400 years, how did independence finally come to the Philippines?  Was the United States conquest of the Philippines an anomaly in its history, or was it business as usual?
  • “The White Man’s Burden”: Kipling’s Hymn to U.S. Imperialism (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Full text of this imperialist poem, as well as an answer in the form of an anti-imperialist parody.
  • Stereoscopic Visions of War and Empire (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet, allowing us to get a glimpse of the Philippine-American War as it was presented to Americans at home, reading the news or entertaining friends in their parlors.
  • In The Trenches: Harper’s Weekly Covers the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities):  How did the American media cover the war in the Philippines?  An excerpt from “In The Trenches” by John F. Bass, originally published in Harper’s Weekly.
  • Ninoy and Marcos – “A Pact with the Devil is No Pact at All.” (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities):  Benigno “Ninoy” Aquino, Cory Aquino, and the People Power Revolution toppled the kleptocratic Marcos regime through nonviolence, answering with their lives the question, “Is the Filipino worth dying for?”

THIS UNIT WAS INDEPENDENTLY FINANCED BY OPENENDEDSOCIALSTUDIES.ORG.

If you value the free resources we offer, please consider making a modest contribution to keep this site going and growing.

Join the Neolithic Revolution Advertisement

The Neolithic Revolution – also known as the Agricultural Revolution – was the wide-scale transition of many human societies from a lifestyle of hunting and gathering to one of agriculture and settlement, making an increasingly larger population possible. These settled communities permitted humans to observe and experiment with growing plants. This new knowledge led to the domestication of plants.

The Neolithic Revolution involved far more than the adoption of a limited set of food-producing techniques. During the next millennia it would transform the small and mobile groups of hunter-gatherers that had hitherto dominated human pre-history into sedentary (non-nomadic) societies based in built-up villages and towns. These societies radically modified their natural environment by means of specialized food-crop cultivation, with activities such as irrigation and deforestation which allowed the production of surplus food. Other developments found very widely are the domestication of animals, pottery, polished stone tools, and rectangular houses.

These developments, sometimes called the Neolithic package, provided the basis for centralized administrations and political structures, hierarchical ideologies, writing, cities, specialization and division of labor, more trade, the development of non-portable art and architecture, and property ownership.

ACTIVITY – Join the Neolithic Revolution Advertisement

Create an advertisement urging human beings to settle down and join the Neolithic Revolution.  Your ad should be artistic, creative, and appealing, but should also communicate the key changes/benefits that an agriculturally-based lifestyle will bring to those who adopt it – using at least 3/4 of the vocab words found in your textbook.

You must also utilize at least two of the following – the seven most common techniques of persuasion used in advertising:

  • Testimonial – a story from someone, usually famous, who has used the product
  • Glittering Generalities – words that cannot really be measured, like “great”
  • Transfer – using this product will make you “cool” or “attractive”
  • Plain Folks – a common person who can understand and empathize with a listener’s concerns.
  • Bandwagon – everybody’s doing it, you’re being left behind
  • Name Calling – bashing the competition
  • Card Stacking – shows the product’s best features, tells half truths, omits potential problems.

Think of something like —

NeolithicRevolution

What Is It That Makes Humans Unique?

Aside from our genes, what makes humans different from other animals?

Humans (Homo sapiens) are the only extant members of the subtribe Hominina. Together with chimpanzees, gorillas, and orangutans, they are part of the family Hominidae (the great apes, or hominids). A terrestrial animal, humans are characterized by their erect posture and bipedal locomotion; high manual dexterity and heavy tool use compared to other animals; open-ended and complex language use compared to other animal communications; larger, more complex brains than other animals; and highly advanced and organized societies.

Human-Family-TreeEarly hominins—particularly the australopithecines, whose brains and anatomy are in many ways more similar to ancestral non-human apes—are less often referred to as “human” than hominins of the genus Homo.[5] Several of these hominins used fire, occupied much of Eurasia, and gave rise to anatomically modern Homo sapiens in Africa about 315,000[6] years ago. Humans began to exhibit evidence of behavioral modernity around 50,000 years ago, and in several waves of migration, they ventured out of Africa and populated most of the world.

The spread of the large and increasing population of humans has profoundly affected much of the biosphere and millions of species worldwide. Advantages that explain this evolutionary success include a larger brain with a well-developed neocortex, prefrontal cortex and temporal lobes, which enable advanced abstract reasoning, language, problem solving, sociality, and culture through social learning. Humans use tools more frequently and effectively than any other animal; and are the only extant species to build fires, cook food, clothe themselves, and create and use numerous other technologies and arts.

91873-004-E9F9F65F

Paleolithic-Age Tools

Humans uniquely use such systems of symbolic communication as language and art to express themselves and exchange ideas, and also organize themselves into purposeful groups. Humans create complex social structures composed of many cooperating and competing groups, from families and kinship networks to political states. Social interactions between humans have established an extremely wide variety of values, social norms, and rituals, which together undergird human society. Curiosity and the human desire to understand and influence the environment and to explain and manipulate phenomena (or events) have motivated humanity’s development of science, philosophy, mythology, religion, anthropology, and numerous other fields of knowledge.

Homo_heidelbergensis_adult_male_-_head_model_-_Smithsonian_Museum_of_Natural_History_-_2012-05-17
Modern reconstruction of what a Neanderthal probably looked like in real life. In a sense, this species of human went extinct about 40,000 years ago – after living side-by-side with Homo Sapiens for tens of thousands of years. In another very real sense, they haven’t gone anywhere – if you have European ancestry, you likely carry Neanderthal DNA.

Though most of human existence has been sustained by hunting and gathering in band societies, increasingly many human societies transitioned to sedentary agriculture approximately some 10,000 years ago, domesticating plants and animals, thus enabling the growth of civilization. These human societies subsequently expanded, establishing various forms of government, religion, and culture around the world, and unifying people within regions to form states and empires. The rapid advancement of scientific and medical understanding in the 19th and 20th centuries permitted the development of fuel-driven technologies and increased lifespans, causing the human population to rise exponentially. The global human population was estimated to be near 7.7 billion in 2019.

ACTIVITY – Interpreting Paleolithic and Neolithic Art

How to Teach Like A Traveler

“The best thing would be to take your students on a field trip every day – a world tour that throws light on experiences that most of your class can scarcely imagine. But of course, for so many reasons, that isn’t possible.

In the meantime, we educators have a duty to report the world back to our students – in all its unvarnished wonder. The great Mark Twain wrote, ‘Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it sorely…’

Are you teaching with the spirit of a traveler?”

Thomas Kenning, the creator of Openendedsocialstudies.org, has written an article which appears in this month’s issue of Teacher Plus magazine entitled “How to Teach like a Traveler.”

Check it out now, and check out our library of lessons designed to help you do just that!

Information on Paleolithic and Neolithic Art

This page is meant to be viewed by students who have already completed the activity Interpreting Paleolithic and Neolithic Art.

The art of the Upper Paleolithic represents the oldest form of prehistoric art. Figurative art is present in Europe as well as in Sulawesi, Indonesia, beginning at least 35,000 years ago. Non-figurative cave paintings, consisting of hand stencils and simple geometric shapes, is at least 40,000 years old.

According to a 2018 study based on uranium-thorium dating, the oldest examples of Iberian cave art were made as early as 64,000 years ago, implying Neanderthal authorship, which would qualify as art of the Middle Paleolithic.

The emergence of figurative art has been interpreted as reflecting the emergence of full behavioral modernity, and is part of the defining characteristics separating the Upper Paleolithic from the Middle Paleolithic. The discovery of cave art of comparable age to the oldest European samples in Indonesia has established that similar artistic traditions existed both in eastern and in western Eurasia at 40,000 years ago. This has been taken to suggest that such an artistic tradition must in fact date to more than 50,000 years ago, and would have been spread along the southern coast of Eurasia in the original coastal migration movement. It is important to note that most of the art of this period is expected to have been lost, as it was submerged in the early Holocene sea level rise.

Niaux
A. Grotte de Niaux.

This painting of a bison hunt is between 17,000 and 11,000 years old, dating from at the latest 9000 BCE.  It is located deep inside a cave in southern France known as Niaux, meaning that ancient humans would have needed to carry lit torches to reach this site.

A scholar has described this giant artwork, saying: “The predominating animal is the bison, represented in the upper part of the panel. The bison standing out in the left central part is usually catalogued as a female, due to the shapes presented, such as the scarcely prominent hump. By contrast and in opposition to this is the male, found on the right-hand side and showing a more prominent hump.

The lower part of the wall represents several horses which, with painted hair, represent a member of the equine family with a great amount of hair, the Przewalski. The bestiary is finished off with two goats.”

Laas_Geel
B. Laas Geel.

Laas Geel are cave formations on the rural outskirts of Hargeisa, Somaliland (situated in the Woqooyi Galbeed region of the self-declared but internationally unrecognised Republic of Somaliland). They contain some of the earliest known cave paintings in the Horn of Africa. Laas Geel’s rock art is estimated to date to somewhere between 9,000 and 3,000 years BCE.

Laas Geel rock – the paleolithic art is preserved under the pronounced overhang near the top of the formation.

Although the Laas Geel rock art had been known to the area’s inhabitants for centuries, its existence only came to international attention after the 2002 discovery.

The Laas Geel cave paintings are thought to be some of the most vivid rock art in Africa. Among other things, they depict cattle in ceremonial robes accompanied by humans, who are believed to have been inhabitants of the region. The necks of the cattle are embellished with a kind of plastron. Some of the cattle are also portrayed wearing decorative robes. Besides long-horned cattle, the rock art also shows an image of a domesticated dog, several paintings of Canidae as well as a giraffe. The site is excellently preserved due to the location of the paintings which are covered by the granite overhangs.

CuevaManos
C. Cueva de las Manos.

Cueva de las Manos is located in modern day Argentina. The art in the cave dates to between 11,000–7,000 BCE.

SantaCruz-CuevaManos-P2210079b
Canyon at the Pinturas River, view from the caves.

The images of hands are negative painted, that is, stencilled. Most of the hands are left hands, which suggests that painters held the spraying pipe with their right hand or they put the back of their right hand to the wall and held the spraying pipe with their left hand.

The age of the paintings was calculated from the remains of bone-made pipes used for spraying the paint on the wall of the cave, then discarded thousands of years ago on the cave floor.

Venus_von_Willendorf
D. Venus of Willendorf.

The Venus of Willendorf is an 11.1-centimetre-tall (4.4 in) figurine estimated to have been made 30,000 BCE. It was found on August 7, 1908 at a paleolithic site near Willendorf, a village in Austria. It is carved from an oolitic limestone that is not local to the area – meaning that it was probably traded for with people who lived far away – and tinted with red ochre.

Similar sculptures, first discovered in the nineteenth and early twentieth centuries, are traditionally referred to in archaeology as “Venus figurines,” due to the widely-held belief that depictions of nude women with exaggerated sexual features represented an early fertility fetish, perhaps a mother goddess – an item with supernatural powers that  could help a man and woman conceive a child. The reference to Venus is metaphorical, since the figurines predate the mythological figure of Venus by many thousands of years.

800px-Willendorf-Venus-1468Like other similar sculptures, it probably never had feet, and would not have stood on its own, although it might have been pegged into soft ground. Parts of the body associated with fertility and childbearing have been emphasized, leading researchers to believe that the Venus of Willendorf may have been used as a fertility fetish. The figure has no visible face, her head being covered with circular horizontal bands of what might be rows of plaited hair, or perhaps a type of headdress.

Other scholars hypothesize that the figurines may have been created as self-portraits by women. This theory stems from the correlation of the proportions of the statues to how the proportions of women’s bodies would seem if they were looking down at themselves, which would have been the only way to view their bodies during this period. They speculate that the complete lack of facial features could be accounted for by the fact that sculptors did not own mirrors. This reasoning has been criticized by still others, who note that water pools and puddles would have been readily-available natural mirrors for Paleolithic humans.

Bradshaw_rock_paintings
E. Bradshaw Rock.

Bradshaw rock art or Gwion Gwion art is found in the northwest Kimberley region of Western Australia.  This particular piece is referred to by modern archeologists as tassel figures: identified by their characteristic tassels hanging from their arms and waists, various other accessories can be recognised, such as arm bands, conical headdresses and sometimes, boomerangs.

The Bradshaws are not the regions’ earliest paintings. The earlier art consists of crude animal drawings that are believed to be up to 40,000 years old. The Bradshaws have nothing in common with this earlier art and is dated between 26,500 and 20,000 years ago.

The height of the art is variable; most are between 40 and 50 cm in length with some examples up to 2 metres in height.

Artistically, Bradshaws are unusually advanced both in technique and style. Image processing has revealed that the outline of the Bradshaw figures are often painted first, then filled in. Engraving in the rock often follows the outlines of figures and may have served as a preliminary sketch which implies planning. Some faces of the figures are painted with anatomically correct features with enough detail to be considered portraits. Due to the fine detail and control found in the images, such as strands of hair painted in 1-2mm thicknesses, it has been suggested that feather quills may have been used as a technique to apply the paint to the rock walls; an imprint of a feather found at one site may support this possibility. No evidence has yet been found of any corrections or changes in composition during or after painting, while evidence of restoration has been found. In a detailed study of 66 Bradshaw panels, approximately 9% of the Bradshaw images have clearly been vandalized. Some were scratched with stones, some damaged by thrown stones, and some have been broken by hammering with large rocks.

What art will you leave behind as a testament to your presence on Earth?  Create your own piece of “rock art” – though please don’t paint it on the classroom wall – depicting the important things in your life.