Much of what we know about prehistoric humans comes from the art and artifacts that have survived from that era. As they begin the year in Ancient World Cultures, seventh graders have been creating a variety of artifacts to demonstrate and deepen their understanding of the humans of the Prehistoric Era. 

Ancient World Cultures teacher Emily Gifford asked her students to create one-pagers for the Prehistoric Era that combine the imagery of the era with historical information. Students had to describe their favorite hominin, such as Homo Habilis or Homo Neanderthalensis, draw them, and then describe two ways that the people of the prehistoric era changed. Each sheet also included a cave painting or sculpture from the era, with a description of how it is essential to understanding the people of that era. To spur their curiosity, students also included at least two questions that they still have about the Prehistoric Era. 

Students explored how early humans created cave paintings using natural materials to communicate, tell stories, and express their cultural identity. In class, they used pastels in charcoal, ochre, and white hues to create authentic-looking replicas of cave art on brown paper. Arts Department Chair Chris Kimball provided the materials and created a sample, allowing students to envision the final product. Students incorporated symbols, patterns, and animals like aurochs and mammoths to tell a story, in the same way that early humans might have. They then wrote about the symbols they chose to incorporate in their cave art and how these symbols reflect the survival needs, spiritual values, or cultural practices of the Stone Age. “Whether it is a hunting scene or a handprint that reflects religious or spiritual beliefs, students explained how the painting connects to the broader human experience of these early humans,” says Emily. 

Finally, students explored the development of prehistoric societies and humans through the lens of the Stone Age diet. Each student selected a specific era—Paleolithic, Mesolithic, or Neolithic—and researched daily life using credible sources. Their investigations covered tools, common foods, types of shelter, and art. Drawing on their findings, students then designed a “prehistoric restaurant menu,” complete with images and at least five dishes. For each dish, they explained its name, how the food was sourced (caught, foraged, or harvested), how it was prepared, the tools that were used, and how it would have been served.