Opener – 5 minutes

▪ Copy the following terms/definitions into your notebook:

▪ Specialization/division of labor – when different people in society take on specific roles or jobs that require unique skill sets

▪ Surplus – having more than you need.

▪ Settlement – a permanent community where people live.

▪ Domestication – an approach to altering the genetic makeup of plants and animals to make them more useful to humans.

Objectives:

▪ Consider how life changed for people in the Neolithic Revolution

▪ Analyze artifacts and maps to determine how both human and natural resources were used in different ways as humans settled in villages

▪ Write reflectively to illustrate the major changes in daily life that occurred during the transition for foraging life to agrarian life.

Thought experiment:

▪ How did you get your breakfast or lunch?

▪ How did you get your clothing?

▪ Consider all the work other people did so you could obtain these items.

▪ How much time and energy do you think this took?

▪ Since you don’t have to do this work, what are you able to do with your extra time?

▪ What are two or three jobs you would like to have as an adult?

▪ How will you get your food?

Specialization

▪ What is specialization?

▪ How could you rephrase “specialization” in your own words?

▪ In a complex society each person has their own job or skills that helps to contribute to the society working as a whole unit.– Farmers– Factories– Hospitals/medical personnel– Teachers– Waste management– Police/Fire Departments– Education and training

Specialization

▪ Another way to think about “specialization” is to consider economics.

▪ Resources

▪ Producers

▪ Consumers

▪ Products

▪ Supply and demand

Neolithic Settlement and Specialization

▪ In your notebook answer the following questions:

▪ How did the development of agriculture lead to the need for more specialization?

▪ How did this change lead to transformations in social organization and resource use?

Neolithic Revolution

You are going to watch a video on the Neolithic Age.

After the video you will be asked to answer the following:

What agricultural changes occurred during this period?

Neolithic Revolution

▪ Food was produced in a systematic way rather than hunting/gathering.

▪ Over time, people learned what plants and animals were easier to manage and grow.

▪ Both plants and animals were domesticated so people could produce their food in more centralized locations.

▪ Advances in technology, particularly pottery, enabled people to dry and store food.

▪ These changes allowed people to grow and store more food than they needed for immediate use.

Catalhoyuk – A Neolithic Village

▪ We are going to be looking at a case study of one of the oldest known settlements – Catalhoyuk

▪ Review the maps

About Life and Work at Catalhoyuk 9,000 Years Ago

▪ You will reading to explore how life changed for people with the development of agriculture and settled life in villages.

▪ Read the two paragraphs about Catalhoyuk.

▪ With a partner, answer the two questions on this page.

▪ Remember:–The availability of water and food resources made this a

good site to live. Changes in the use of materials and resources and the organization of work and social life occurred as people stayed in one place.

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ Work with a partner to read the article and the answer the questions.

▪ What sort of materials would have been needed to build Catalhoyuk?–Mud, water, stone, wood, paint

▪ What types of jobs would people have to do to build the housing?–Builders, designers, brick makers, artists/painters,

manual labor to gather and move materials.

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ How would life be different in a village with thousands of people than with a group of 50?– Waste disposal, burial, conflict resolution, food distribution, health

and disease, housing, etc.

▪ What new problems might have developed as larger numbers of people gathered in villages like this one?– Crime, waste, food distribution, housing

▪ What types of solutions did people probably develop in response to these problems?

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ People have always had to deal with death and the bodies of people who have died. How would that have changed as people moved into settled communities?– In settled communities people would not leave bodies behind so

they would likely have to develop new means and rituals for dealing with the bodies of those that died. In Catalhoyuk, bodies were buried beneath homes, perhaps so that families could be closer to their loved ones who passed away. Archaeologists make guesses about how people thought about death and the supernatural by analyzing the artwork and paintings people had in their homes, as well as by looking at how and where people were buried. With respect to current practices, both cremation and burial are common.

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ What new social institutions, rules, or customs might have been needed to address these problems?–Remember the roles of families, religions, legal systems

and power structures in solving different types of problems.

–For the first time, people were living in larger groups that expanded beyond their family networks, so new systems were needed to resolve problems and maintain stability.

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ What social institutions and rules would they have needed to deal with food distribution?–As food production became specialized, some people would

no longer produce their own food.–Think how you get your own food.–Social and economic institutions related to trade and labor

specialization allowed people to perform certain work in exchange for food.

–Rules for exchange and distribution systems also needed to be developed, so new power structures developed as well.

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ How do they think they dealt with problems like crime and violence?

▪ How do we learn about people living during this time of history and what limits our ability to know more?–Study and analysis of artifacts–We don’t know for certain what different pictures or

objects represented to the people.–This time is PREHISTORY.

Catalhoyuk – Thinking about How We Learn about the Distant Past

▪ What kind of educated guesses do archaeologists have to make, and why do they have to guess in the first place?–Archaeologists build on the work of other archaeologists and

work with the data and artifacts they have available to them.–They use their understanding of human behavior in general to

make predictions and guesses about the past.–As they discover new artifacts and develop new ways to study

the past, they sometimes change their previous interpretations.–Some of the things they have to guess about include the

meaning of different symbols in artwork or the specific uses of different ceremonial objects.

Objectives:

▪ Consider how life changed for people in the Neolithic Revolution

▪ Analyze artifacts and maps to determine how both human and natural resources were used in different ways as humans settled in villages

▪ Write reflectively to illustrate the major changes in daily life that occurred during the transition for foraging life to agrarian life.

Excavation Map of Catalhoyuk

▪ What do you notice about the buildings?– Close together, no streets or alleys

▪ How close are they to each other?– Right next to each other

▪ How is the village organized?– Divided into individual dwellings that have rooms inside them,

some of them have what might be courtyards

▪ What do you think the courts are in this diagram?

Catalhoyuk Artifacts

▪ Look at the pictures and artifacts.

▪ Read the paragraphs silently while I read them aloud.

Catalhoyuk Artifacts

▪With your group, complete the chart!