Inquiries Filed Under:

Agriculture

About the inquiry

This sixth grade annotated inquiry provides students with an opportunity to investigate the role of agriculture in the growth of complex societies. Students will examine sources related to the development of agriculture, the emergence of ancient writing in Mesopotamia, and the rise of social inequalities as they construct an argument in response to the compelling question “Was the development of agriculture good for humans?” This question takes advantage of students’ intuitive understanding that the development of agriculture was essential and advantageous for humans, and then offers them a chance to explore some of the intended and unintended consequences of agriculture. This inquiry focuses on Mesopotamia and represents just a slice of what students should learn about the development of agriculture and the establishment of human civilization, so additional inquiries may be needed to fully represent the key idea.

Compelling Question

Was the Development of Agriculture Good  for Humans?

Staging Question

Make a list of the greatest innovations and write a statement about why particular innovations appear on the list.

Supporting Question

How did environmental changes and new technologies affect the development of agriculture?

Formative Tasks

Create a chart with information about how climate change and improved tools contributed to the development of agriculture.

Sources

Source A: Timeline of the Neolithic Revolution Source B: Historical temperature data Source C: Image bank: Neolithic farming tools

Supporting Question

How did the development of agriculture in Mesopotamia lead to the development of writing?

Formative Tasks

Write a paragraph about how writing emerged in Mesopotamia and describe the implications of that development.

Sources

Source A: Sumerian counting tokens Source B: Sumerian numeric system Source C: Clay tablet with cuneiform symbols

Supporting Question

What were the consequences of agriculture for humans?

Formative Tasks

Develop a claim supported by evidence that agriculture had a range of consequences for human culture.

Sources

Source A: Graph of population changes in the Neolithic period Source B: Image bank: Life in Paleolithic and Neolithic communities Source C: Graph of changes in rates of disease

Summative Performance Task

Argument: Was the development of agriculture good for humans? Construct an argument (e.g., detailed outline, poster, or essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

Extension: Conduct a Socratic dialogue addressing the compelling question.

Taking Informed Action

Understand: Find an example of a modern development (like agriculture) that has resulted in a variety of consequences for humans.

Assess: Determine the intended and unintended consequences of the innovation identified.

Act: Publish a public service announcement about the intended and unintended consequences of the innovation.

Your Voice Matters

join C3 Teachers

C3Teachers.org facilitates open collaborative conversations among teachers as they tinker with their own instructional practice as it relates to the C3 Framework.

We'd Love to Talk

Contact Us

If you are interested in offering more professional development opportunities, rethinking or redesigning your social studies curriculum, we’d love to talk.