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Lesson Plan Component



Choice Board Activity on the Neolithic Revolution

Students will explore digital tools and create a summative
assessment in order to demonstrate their understanding of
human origins through the Neolithic Age. This lesson will
reinforce time-management strategies and effective use of
digital tools.

Relevant Standards

1. To understand the causes and effects of the

Neolithic Revolution
a. Massachusetts History
Frameworks: Human origins in Africa Through
the Neolithic Age
b. 7.4 Explain the importance of
the invention of metallurgy and agriculture (the
growing of crops and the domestication of
animals). (H)
2. To understand how technology affected the
development of societies
a. 7.5 Describe how the invention
of agriculture related to settlement, population
growth, and the emergence of civilization. (H)
3. To analyze primary and secondary sources
a. CCSS.ELA-LITERACY.RH.68.2: Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary of the source distinct from
prior knowledge or opinions.
4. To integrate visual information and technology
into assessments
a. CCSS.ELA-LITERACY.RH.68.7: Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with
other information in print and digital texts.

Learner Outcomes

1. To understand how geographic factors

influence the way people live.
2. To understand how the domestication of
animals and the use of agriculture shaped the
development of societies.
3. To understand the central ideas from primary
and secondary sources.
4. To integrate visual information and technology

into a choice project.

5. To manage my time using checklists, planners
and organizers.
6. To explore digital tools to best demonstrate my

The assignment sheet will outline steps to

create the project. Steps will be signed by a teacher to
monitor and assess each students progress.
There will be a planning session and agenda
books will be checked to assess time-management
Students will complete exit tickets to be
demonstrate understanding of the objectives.
Projects will be graded with a rubric (shared
with students at the beginning of the lesson) to assess
the goals of the lesson.
Students will have mini-conferences with
teacher to support and assess learning.


History Alive Online Textbook Chapter 3.1:

From Hunters and Gatherers to Farmers
National Geographic Online Exploration of the
Development of Agriculture from The Genographic
Neolithic Pottery and technology images and
information from The Oriental Institute, The
University of Chicago
Digital tour of The Cave Art Paintings of the
Lascaux Cave
Video from Discovery Education
Class notes and resources (Venn Diagram,
debate audio recording, research notes)
Web 2.0 tools: Notability, Explain Everything,
Poplet, Book Creator and iMovie
Time-management tools: Agenda books,
Google Calendar, Studyo App for iPad

Anticipatory Set

Can Do Activators:
I can demonstrate an understanding of life
before and after the Neolithic Revolution using
evidence from notes, readings, and discussions.
I can use the notes from class to form evidence
based responses to use in my final project.

I can demonstrate how agriculture and

technology helped with the development of
I can analyze primary and secondary sources.
I can use visual information and technology in
my project.
Prior Knowledge & Learning Experiences:
Before this lesson, students will complete a unit
on early humans and human migration. They
understand what life was like during the Old Stone
In preparation for this lesson, students will use
Google Maps to explore the geography of Africa, the
Middle East, Europe and Asia to understand why
people may want to live in those areas.
Prior to this assessment, students will use
multimedia sources and readings to take notes on the
domesticated lifestyle to reference during a class
Students will engage in Google Classroom
Discussion Questions to review information from
Students will analyze artifacts and primary
sources in an artifact sort activity using Explain

1. The assignment sheet and objectives of the

lesson will be reviewed and displayed.
2. Check-points will be decided and added to a
planning tool (agenda book, Google Calendar, Studyo).
3. Goal sheet will be provided for each day.
a. Students will set goals for each
class period and reflect on the goal each day.
4. Stations will be used to explore the variety of
digital tools.
a. Sample projects and tutorials
provided at each station
5. Students will make an informed choice on what
digital tool will best display their knowledge and
learning strengths. They will choose to work alone or
with a partner or small group.
6. Goal sheet and assignment sheet steps will be
monitored to keep students focused on the goals of the

7. Digital projects will be shared in Google
8. Project sharing will occur in stations. Students
will rotate to view different projects.
9. Students will complete a note-taker and project
feedback form to share with the class.
10. Projects will be graded based on the grading
rubric (Appendix A).

Students will use the daily goal sheet to

establish time-management techniques and review
each days goals
Students will complete a note-taker using
Popplet to outline what they learned from their peers
Students will provide feedback to their peers
using a shared Google Document.
Outstanding projects will be shared in Google
Classroom, Twitter and Class YouTube Page.
Students will use the knowledge from this
lesson to build a strong foundation for the
understanding of the development of civilizations
(Mesopotamia, Egypt, Greece, Rome).


Prior to the project, students will take notes

using a variety of sources to meet diverse needs (audio,
visual, digital).
Organizers will be provided for students with
executive functioning goals.
Notes will be checked on an ongoing basis
through conferencing to address concerns over multistep directions or time-management.
Daily goal sheets will break down larger tasks
into smaller goals.
iPads will be provided to all students.
The classroom environment will be designed to
promote collaboration and communication.
Lesson plan will be reviewed with Special
educator to provide the opportunities to review the
goals of the lesson with students ahead of time.
Choices of project options and differentiation
of research materials will address the learning needs of

a variety of learning styles. Student-choice provides

options for accelerated learners or digitally-savvy
students to explore topics of interest.
Higher-Order Questions

In what ways did human beings benefit from

the shift to a more domesticated lifestyle?
What do we have in our lives today because of
this moment in history?
What are the negative aspects of the shift from
a nomadic to a domestic lifestyle? (disease, war, greed)
In what ways did agricultural technology
influence modern day farming?