Bones can be dug up, measured and dated. What they say about where people came from is a question two accounts answer differently.
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Students will describe what primates share, name the main fossils and dates the textbook uses for human history, and sort statements into what was found or measured and what is claimed about where people came from.
This is the lesson in the unit where the rule matters most. What has been found and measured is taught as the textbook teaches it, with no hedging. Whether the fossils are a line of ancestors leading to people is named as a different kind of question, and both accounts are given in their own words: common descent, and creation, which is what Genesis 1 says.
The student is asked to sort and to check facts, and is never asked which account to hold.
A skull has a size, a place and a measured age. Those are findings, and people with either account can look at the same ones.
Arranging fossils into a line of ancestors leading to people is an interpretation. So is reading them as separate kinds, and the lesson keeps that difference in view.
The country where Lucy was found, and one sentence on how people who hold creation commonly read these fossils, are added from the record. The book's own parts are the primate traits, the DNA and protein likeness, the fossils, their finders and ages, and the Neanderthals and Cro-Magnons.
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Before You Start
The words this lesson uses. Tap a card to see what it means, then come back to them whenever a question uses one.
Part One
Questions about the story you just read. Pick your answer straight off, or press Find it in the story if you would rather hunt for the sentence first.
Part Two
The word cards are at the top of this page. Look back at them as often as you need, then answer.