Mayan Columns, Chichen-Itza, Mexico - photo by R. Borneman 2004

The Neolithic Revolution, also known as the Agricultural Revolution (of the pre-historic era) had a profound effect on the very modes of human existence.  The creation of fixed, agricultural settlements and the move away from nomadic hunter-gatherer societies did not take place across the planet consistently or simultaneously.  Archaeologists generally agree that the earliest settlements employing systematic agriculture arose in the Middle East (Turkey, Iraq, Israel) by 10,000 to 8,000 BC, whereas the Agricultural Revolution in the Western Hemisphere took place a couple of thousand years later.  In each case where systematic agriculture took root (no pun intended) the agricultural products and cultural manifestations varied greatly depending on the zoo-geography of the region (ie. wheat and cattle in the Middle East; beans, squash, and maize in Meso-America).  Even so, certain central features of societies engaged in sedentary agriculture emerged in a fairly consistent pattern, despite geography.  The Paper-Chain Game simulates some of these emergent features.
 
Purpose:
The purpose of this activity is threefold: (1) to gain an academic understanding of the effects and impact of the Neolithic Revolution, (2) to observe the class' ability to work in teams and groups, and, most importantly (3) to have fun!
 
Materials and Process (What you will need and need to do):
  
 A. Get a Group  -
     Students will form seven groups, dividing the number of students in the class by 7.  Students will chose their own groups.  Grades for the activity will be assigned to each group based on who produces the longest paper-chain as follows:

B. Fill Out a Group Sheet -
     Students in each group will then devise a group name and list their first and last names on their group sheet.  Once all groups have turned in their group sheets, the teacher will distribute the materials.

C. The 6 Rules Will Be Explained -
     The teacher will explain the six following rules to the class:

     1. Whichever group creates the longest paper-chain wins.  The paper chains will be judged outside (so there may be wind or even rain).  If a chain breaks during judging, the longest remaining intact piece will be used to determine the group's chain length.

     2. Groups can ONLY use materials the teacher has provided them with.  Students may NOT use their own paper, scissors, etc.  Any group or student caught doing so will receive a 0 (zero).

     3. Students may not physically cause injury to each other during the activity.

     4. Students may not leave the classroom prior to the judging of the paper-chain lengths.

     5. When the teacher calls upon the class to STOP, all students must stop work on their chains and immediately sit down where they are.  Any student or group continuing to work or alter the chains in any way after the end of the construction session will be given a grade of zero (0).

     6. Rule 6: There are no other rules.

D. Construction, Termination, Judgment, Clean-Up, & De-Brief -
     Once the teacher explains the rules and clarifies any issues remaining, students will begin the construction phase of the activity.  When the teacher calls STOP, all students will stop work on their chains.  The teacher will lead the class outside at which time two (2) students from each team will, holding the two ends of their chain, stretch out their chain along the pavement to allow the teacher to judge which chain is longest and so-forth.  Following Judgement, all students will return to class and clean-up and put desks back into place.  Once clean-up is complete, we will debrief the exercise, assessing how well students worked together in their groups and looking at parallels to the Neolithic communities working together in their sedentary agricultural communities.