Title: Agricultural Revolution

Grade Level: 7
Time Required: 70 minutes (12:35-1:45)
Teacher's Name: Ms. Helminen
C3 Standard: D2.His.14.6-8. Explain multiple causes and effects of events and
developments in the past.
GLCE: 7-W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply,
surplus, population growth, trade, division of labor, development of settlements).
CCSS: CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Content Learning Objectives
Students will be able to explain in two paragraphs how the Agricultural Revolution permanently
changed humans way of life using at least two vocabulary words from the worksheet and make a
prediction about how modern farming technology will impact our society in the future using at
least one example from the news article.
Language/Literacy Objectives
Students will be able to write two paragraphs summarizing what they learned about the
Agricultural Revolution and modern farming technology.
Lesson Rationale
This lesson is important to teach because the Agricultural Revolution was the most significant
event in history that led to many changes in society including population growth and
development of settlements.
Assessment Students will be assessed on their explanation of how the Agricultural
Revolution impacted society by their use of at least two examples, and how modern farming
technology will impact our society in the future with at least example from the news article.
Vocabulary
Hunter & Gatherer
Agriculture
Domestication
Food Surplus
Population Growth
Development of Settlements
Materials
Fake food supplies (Nuts, berries, fruit, stuffed animals to represent wild animals)
List of items
Cups
Timer
Worksheet
Article http://www.thecalifornian.com/story/news/local/2015/11/05/valley-farmers-urged-betterembrace-new-technology/75263492/
Google slideshow
https://docs.google.com/presentation/d/1Kvc2RiyVNATnqv7Ulm5BbV2D1KZz8wD_LLyTtjk3Uc/edit?usp=sharing

 Adaptations
If necessary, students will be able to use Chromebooks to view Slideshow and article.
Anticipatory Set (may include review of previous learning)
(12:35- 12:40) Have students write one thing they know about agriculture and one thing they
know about domestication on a scrap piece of paper without putting their name on it. Collect
papers and read a few out loud.
Procedure
(12:41-12:44)First round of activity:
The students will be the Hunters & Gatherers (But you wont tell them this yet!) They will to
search classroom for hidden food items BUT there will be a shortage of supplies and some
people will die.
1. Provide list of items that are hidden around the room. Remind students that none of the
items are real food.
2. Before they begin their search, inform students of any areas in the room that are off
limits. Also, inform students that the room should look the same afterwards as it does
now.
3. Each student will be given a small cup and told that in order to survive, they need to fill
their cup and find ONE animal.
4. Set timer for 3 minutes and begin.
5. Once the timer stops, students must return to seats immediately.
6. Have each student show their findings. Any student who was unable to fill their cup or
find an animal is declared dead.
(12:45-12:49)Second round of activity:
(Same idea, except have all of the food out in the open and a surplus amount.)
1. Students will put their heads down while teacher places all of the food in the middle of
the classroom. Teacher will add twice the amount of food from the previous round.
2. Again, the students will be allowed 3 minutes to find their food.
3. If they finish before time is up, let them sit and talk.
4. Allow students about a minute to think about the activity and discuss the main
differences. Inform students that there will be an in-depth discussion later on in the class
period.
(12:50-1:05) Return to seats and hand out worksheet that goes along with Google slideshow.
Present slideshow and inform students that they must fill out the worksheet as they go along.
They will use these worksheets as a reference in an assignment at the end of class.
(1:05-1:12)Facilitate a discussion.
Who were you in the first activity?
As Hunters and Gatherers, why was your food intake limited?

Why were you able to sit in the second round of the activity?
What were some of the effects of the Agricultural Revolution?
How would life be different today if the Agricultural Revolution never happened?
(1:12-1:20)Refer to article on the back of the worksheet:
This is an article about modern farming technologies. Read the article and while you are reading,
think about how this article ties into what weve learned about the Agricultural Revolution.
Closure (1:20-1:45)
Display the following questions on the board:
One the back of your worksheet, respond to the following in two paragraphs:
1. Explain how the Neolithic Agricultural Revolution change humans way of life in two
different ways. (Use specific vocabulary.)
2. Using at least one example from the reading, how might new farming technologies
impact our society in the future?
Before students write their response, explain the components of a summary by
writing the acronym RACE on the board.
We are going to be summarizing what we learned about today in two paragraphs. The
word RACE is going to help you with this. (Go through each letter by having students predict,
then explain and give an example. I.e. What might the letter R stand for? R stands for restate.
You want to restate the question in your answer by making it into a statement. For example, you
might start your paragraph by writing The Neolithic Agricultural Revolution changed humans
way of life by
R= Restate (restate the question by making it into a statement)
A=Answer (answer parts of the question)
C= Cite (give examples of evidence from the text)
E= Explain (explain how your evidence supports your answer)