近日的AIC人文课堂上Andy老师组织了一场有趣的活动把人类在狩猎采集者时期的历史变得鲜活有趣让同学们积极地研究、讨论和分享

　　In AIC's Humanities class，our teacher Andy used an interesting activity to bring to live our hunter-gathering past for students to research, discuss and share.

　　为使这段以磨制石器为标志的人类社会发展史在PDP2年级同学眼中变得更有趣、更直观。Andy组织大家动手做工艺品。

　　For making this human history stage marked by the grinding stone tool become more appealing and intuitive to PDP2 students, Andy organized a hand-crafted workshop.

　　他鼓励同学们发问，在讨论的过程中把这个单元必学的知识传递给学生。

　　He encouraged the students to come up with questions, and in their discussion, he shared the knowledge they needed to know as per the unit objectives.

　　这项任务具有很强的实践性，需要发挥创造力。老师把上课地点从教学楼课室转移到了学校食堂，请同学们以小组为单位合作完成。

　　The task assigned was practical and creative in nature. He moved the lesson to the school canteen and divided the students into groups to work in teams.

　　说到动手实践，AIC同学们各怀才艺，实力不容小觑。他们用面粉、盐和食物染料，复刻出狩猎采集者时代人类的各种重要生活物品，如用石头和动物骨头制成的工具和首饰。

　　When it came to hands-on practice, AIC students showed their talents with different skills. They used flour, salt, water, and then food coloring to reproduce various types of stone and bone tools and jewelry, which were so important to the hunter-gatherer way of life.

　　完成手工后，Andy请同学们为自己的作品添加文字说明，以展示他们由此所理解到的重要史实信息。

　　After the workshop, Andy invited students to add captions to their work and to present their understanding of the important factual information about these artifacts.

　　老师还把同学们完成的精美手工艺品展示在教学楼四楼公共区域，大家一起来欣赏吧!

　　He also displayed the exquisite works made by students in teaching building 4F, in a public area. Let's have a look!

　　Alexander, David, Frank和Usher同学的作品介绍里提到，石手斧是人类使用历史最长的工具，目前发现的最古老的斧头出现在160多万年前。

　　Alexander, David, Frank and Usher introduced the stone axe as the longest used tool in human history. The oldest axes found are about 1.6 million years old.

　　Amy, Agatha, Betty, Alex和Margreat合力制作了那时期的刀片，项链和斧头。他们还特别分享了研究发现，当时各部落的狩猎采集者们热衷佩戴项链，不仅是作为一种计数和跟踪事件的方式，也是同伴间比拼、看谁能得到更多猎物的竞争方式。

　　Amy, Agatha, Betty, Alex and Margreat worked together to bring us an ancient blade, necklaces and an axe.In particular, they shared their findings, that hunter-gatherer tribes wore necklaces not only as a way of counting and keeping track of events, but also for competing with their companions to hunt more animals.

　　同学们还指出，早在那个时期，不同部落的人们就佩戴着雕刻有图案的动物牙齿作为装饰，这说明人类很早就有了对美的追求。

　　The students also pointed out that during this period different tribes wore animal teeth, carved with pattens as decorations, which shows that human beings began to pursue beauty a very early time.

　　以上这些研究结论，都是同学们在对“人类史上四次社会革命”这个单元的学习内容所展开的探索。目前，他们正在研究第一次重大革命——农业革命前的初始阶段，了解狩猎采集者的生活。

　　All of the above research is the result of students’ inquiry for the unit on 'the four social revolutions' in human history. This was the beginning stage (hunter-gatherer), before the first big revolution - the agricultural revolution.

　　之后，同学们还会就蒸汽动力和微芯片对世界带来的改变展开研究。

　　Later they will examine steam power and the microchip which have changed our world so much.

　　在整个单元学习完成后，同学们还需就这些变革在人类发展史上的重要性做最终的项目调研。

　　It will all culminate with a final inquiry project about the importance of these revolutions to human kind.

　　鼓励学生们实践出真知，培养他们发展自己天生的好奇心，锻炼他们探索研究所需具备的技能，是AIC践行IB教育理念的一种方式。

　　Encouraging students to learn knowledge by doing, developing their natural curiosity, and honing skills necessary to conduct inquiry and research is a way that AIC lives the IB ideal.

　　在AIC，我们的目标是为学生创造理想环境，让他们积极主动地热爱学习，这种好学的品质将持续伴随他们一生。

　　At AIC, we aim to create an ideal environment for students to actively enjoy learning so that this love of learning is sustained throughout their lives.

　　近日的AIC人文课堂上Andy老师组织了一场有趣的活动把人类在狩猎采集者时期的历史变得鲜活有趣让同学们积极地研究、讨论和分享

　　In AIC's Humanities class，our teacher Andy used an interesting activity to bring to live our hunter-gathering past for students to research, discuss and share.

　　为使这段以磨制石器为标志的人类社会发展史在PDP2年级同学眼中变得更有趣、更直观。Andy组织大家动手做工艺品。

　　For making this human history stage marked by the grinding stone tool become more appealing and intuitive to PDP2 students, Andy organized a hand-crafted workshop.

　　他鼓励同学们发问，在讨论的过程中把这个单元必学的知识传递给学生。

　　He encouraged the students to come up with questions, and in their discussion, he shared the knowledge they needed to know as per the unit objectives.

　　这项任务具有很强的实践性，需要发挥创造力。老师把上课地点从教学楼课室转移到了学校食堂，请同学们以小组为单位合作完成。

　　The task assigned was practical and creative in nature. He moved the lesson to the school canteen and divided the students into groups to work in teams.

　　说到动手实践，AIC同学们各怀才艺，实力不容小觑。他们用面粉、盐和食物染料，复刻出狩猎采集者时代人类的各种重要生活物品，如用石头和动物骨头制成的工具和首饰。

　　When it came to hands-on practice, AIC students showed their talents with different skills. They used flour, salt, water, and then food coloring to reproduce various types of stone and bone tools and jewelry, which were so important to the hunter-gatherer way of life.

　　完成手工后，Andy请同学们为自己的作品添加文字说明，以展示他们由此所理解到的重要史实信息。

　　After the workshop, Andy invited students to add captions to their work and to present their understanding of the important factual information about these artifacts.

　　老师还把同学们完成的精美手工艺品展示在教学楼四楼公共区域，大家一起来欣赏吧!

　　He also displayed the exquisite works made by students in teaching building 4F, in a public area. Let's have a look!

　　Alexander, David, Frank和Usher同学的作品介绍里提到，石手斧是人类使用历史最长的工具，目前发现的最古老的斧头出现在160多万年前。

　　Alexander, David, Frank and Usher introduced the stone axe as the longest used tool in human history. The oldest axes found are about 1.6 million years old.

　　Amy, Agatha, Betty, Alex和Margreat合力制作了那时期的刀片，项链和斧头。他们还特别分享了研究发现，当时各部落的狩猎采集者们热衷佩戴项链，不仅是作为一种计数和跟踪事件的方式，也是同伴间比拼、看谁能得到更多猎物的竞争方式。

　　Amy, Agatha, Betty, Alex and Margreat worked together to bring us an ancient blade, necklaces and an axe.In particular, they shared their findings, that hunter-gatherer tribes wore necklaces not only as a way of counting and keeping track of events, but also for competing with their companions to hunt more animals.

　　同学们还指出，早在那个时期，不同部落的人们就佩戴着雕刻有图案的动物牙齿作为装饰，这说明人类很早就有了对美的追求。

　　The students also pointed out that during this period different tribes wore animal teeth, carved with pattens as decorations, which shows that human beings began to pursue beauty a very early time.

　　以上这些研究结论，都是同学们在对“人类史上四次社会革命”这个单元的学习内容所展开的探索。目前，他们正在研究第一次重大革命——农业革命前的初始阶段，了解狩猎采集者的生活。

　　All of the above research is the result of students’ inquiry for the unit on 'the four social revolutions' in human history. This was the beginning stage (hunter-gatherer), before the first big revolution - the agricultural revolution.

　　之后，同学们还会就蒸汽动力和微芯片对世界带来的改变展开研究。

　　Later they will examine steam power and the microchip which have changed our world so much.

　　在整个单元学习完成后，同学们还需就这些变革在人类发展史上的重要性做最终的项目调研。

　　It will all culminate with a final inquiry project about the importance of these revolutions to human kind.

　　鼓励学生们实践出真知，培养他们发展自己天生的好奇心，锻炼他们探索研究所需具备的技能，是AIC践行IB教育理念的一种方式。

　　Encouraging students to learn knowledge by doing, developing their natural curiosity, and honing skills necessary to conduct inquiry and research is a way that AIC lives the IB ideal.

　　在AIC，我们的目标是为学生创造理想环境，让他们积极主动地热爱学习，这种好学的品质将持续伴随他们一生。

　　At AIC, we aim to create an ideal environment for students to actively enjoy learning so that this love of learning is sustained throughout their lives.