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Class Activities |
Chapter 36: Human Origins And Evolution |
1. Relevance of Topic
It should not be difficult to make this chapter relevant to the average H. sapiens student. However, though the average student's interest in this topic may be big, their knowledge and understanding of the specifics of human evolution may not compare. Spend time emphasizing the themes that have been covered so far, including the genetic basis for life, and emphasize that what is not known about human evolution cannot be resolved by modern molecular techniques.
2. Continuity
After coverage of the "higher" deuterostomes in the previous chapter, this chapter would seem to be a logical next step in discussing the human species. Try to avoid making it seem like humans are the most advanced species, as that characterization has dangerous connotations. After all, we may not be the most successful species at all, in the end. Use this chapter to introduce Homo sapiens as the model organism for later chapters on physiology, reproduction, and other such topics.
3. Demonstration Activities
Text section 36.1
1. Research, or have students research, the story of the Huxley—Wilberforce debate and impress the class with its importance by re-enacting it. Have either faculty members or students play the parts. Set aside time for discussion of the issues addressed during the debate.
2 Emphasize the fact that the forces of evolution that operate on other organisms also operate on humans.
Text section 36.2
1. Show Table 36.1 and discuss primate taxonomy as it is currently known.
2. Cover the distinguishing characteristics of primates and show Figure 36.1.
3. Show Figures 36.2—3 and discuss the opposable thumb and the precision grip.
4. Show Figure 36.4 in discussing stereoscopic vision and depth perception.
5. Demonstrate true stereoscopic vision with a stereoscopic dissecting microscope.
6. Have students cover one eye and observe how that changes their depth perception when attempting to pick up objects.
Text section 36.3
1. Return to Table 36.1 and discuss the prosimians (Figure 36.5) and the simians (Figure 36.6).
2. Discuss the characteristic features of the hominids and refer to human features to illustrate these.
3. Show Figure 36.7 and discuss the New World monkeys and contrast them with the Old World monkeys.
Text section 36.4
1. Discuss the distinguishing features of apes, show Figure 36.8 and explain brachiation.
2. Show Figure 36.9 and discuss knuckle walking.
3. Show slides of actual ape and human skeletons or send students to a museum of natural history to view these.
4. Discuss the evolution of the first hominoids, including their new way of life in the grasslands.
5. Show Figure 36.10 and discuss changes in diet and teeth that accompanied this evolution.
6. Show a picture or table illustrating a geological time scale, and refer to this while covering the rest of this chapter.
Text section 36.5
1. Cover the distinguishing features of bipedal hominids; show Figures 36.11 and 36.12.
2. Continue to refer to the geological time scale and discuss the divergence of the hominid and ape clades.
3. Show Figure 36.13 and discuss changes in brain size, the pelvis, and the leg bones, all of which favored bipedalism.
Text section 36.6
1. Discuss the general approach of archeologists and cover the terms tradition, industry, artifact, and fossil.
2. Show a flowchart or other timeline outlining the major discoveries related to human evolution; include maps when possible.
3. Discuss cultural relics and give examples; also, ask the class to provide examples (or, provide your own examples) of cultural relics from the modern age, which might eventually be found by future archeologists.
Text section 36.7
1. Show Figure 36.16 and distinguish H. erectus from H. habilis.
2. Cover the distinguishing features of the first H. erectus individuals.
3. Show Figure 36.17 and discuss core and flake tools.
4. Discuss the characteristics of nomad existence and contrast that with cave existence or that involving other, more permanent bases.
5. Discuss the first use of fire; ask students to give examples of what our ancestors could and could not do both with and without fire.
Text section 36.8
1. Discuss the Neanderthals and stress that these were the first known H. sapiens.
2. Show Figure 36.19 and cover the basic features of the Neanderthals.
3. Cover the lifestyle of the Neanderthals, including when and where they lived, their tools and knives, their hunting and use of fire, and the fact that they buried their dead.
4. Involve students in a discussion of whether any modern human rites would leave evidence for future archeologists.
Text section 36.9
1. Discuss the three models for explaining the transition from Neanderthals to modern humans.
2. Show Figure 36.20, one part at a time, in covering these three models.
3. Discuss physical evolution in contrast with cultural evolution and emphasize that genetic differences are minor among contemporary human groups.
4. Discuss the Cro-Magnons and their founding of modern human culture, including their use of sophisticated tools, clothing, and rituals.
Text section 36.10
1. Show a map of the world and a timeline for reference, and discuss the first uses of agriculture.
2. Cover the changes brought about by the development of farming, including the evolution of cities and towns and advanced transportation.
3. Discuss how the use of ore smelting allowed further big advances in agricultural techniques.
4. Ask or discuss whether modern agriculture as we know it poses any sort of threat to the human species or to other animal or plant species.
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