A French-Language Perspective of Human Skeletal and Social Evolution

Serina Fields

Introduction

In this unit on human skeletal and social evolution, students will explore the unique biological and cultural characteristics that distinguish Homo sapiens from four other related species. Students will accomplish this goal by learning the names of both human and hominin body parts and their comparative features of anatomy in the French language. Moreover, students use the names of the major body parts (e.g., head, arm, and leg) that they have learned in French to make comparisons between the five related species that we will be studying (i.e. longer than, shorter than, bigger than, smaller than). Specifically, students will analyze the similarities and differences between modern humans, Homo sapiens, and 4 different related species that are now extinct: Australopithecines (Lucy), Homo habilis, Homo erectus, and Homo neanderthalensis.

Students will compare and contrast in French the similarities and the differences in skeletal form, such as cranial size, arm length, leg length, etc. In addition, they will learn about 4 key modern human traits that have developed over time and how they have evolved through our distant relationship to early human-related species (e.g. bipedalism, brain-to-body weight ratio (a.k.a. brain-to-body mass ratio, skull and cranial capacity, and the use of tools and technology).

Rationale

This French-language unit will be used to help students understand how humans today, Homo sapiens, are unique and how they were able to survive through adaptation to their environment and sheer luck. Students will learn human body parts vocabulary and vocabulary for comparing and contrasting behavioral and object descriptions in French.

Demographics

The school that I serve is Will Rogers College Middle and High School, which is a Title I school in the Tulsa Public Independent School District. I have the pleasure of teaching French to middle and high school students in grades 6th through 12th. I teach 6 50-minute sections of French: 1 section of Discovery French I to Middle School 6th graders on a semester rotation with Discovery Spanish I. I, also, teach 2 sections of Novice-level French I/French I HS/CR, 2 sections of Intermediate-level French II/French II HS/CR, and 1 combined section of Advanced-level French III, IV, and French V. The latter are yearly courses in mixed classes of 7th grade students through 12th grade students.

In this unit, I will be focusing on my high school students in grades 9th through 12th. The majority of our students are of Hispanic heritage with 74.2% Hispanic, 9.7% black, 8.1% white, 5.6% multiracial, and 2.4% Native American. According to the latest Oklahoma School Report Cards (2023-2024), 94% of our students are economically disadvantaged, 41.5% of the students are ELL (English Language Learners) and 13.3% of the students have a disability. Historically, our students have scored low in subject area proficiency tests in English, Math and Science with a composite score of 15.3%, which is above the district average of 10.5%, but below the state average of 48.8%. Our school has proactively created many opportunities to help students improve in the aforementioned areas. These interventions are being implemented to improve these test scores by the year 2032. A few of these interventions are the following: Read 180, Remedial Math Intervention courses, Grade-Level Study Skills courses, and College Summit Grade-Level.

Essential Questions

What role did evolution play in shaping modern humans?
- Evolutionary processes, such as natural selection, have driven human development over millions of years. This question encourages French-language students to explore evolutionary theories and evidence from fossils and genetics that will directly relate to our study of skeletal and social evolution.
What biological traits define modern humans?
- From bipedalism to brain and cranial size to the use of tools and technology, students will evaluate the defining physical, biological characteristics of humanity, in terms of anatomy all while using the French language.

Unit Content

To address these questions, students will focus on 5 different species of human evolution :

Australopithecines (including Lucy): Australopithecus afarensis, best represented by the famous fossil “Lucy,” lived around 3.9 to 2.9 million years ago in East Africa. These early hominins were fully bipedal, meaning they walked on two legs, but they still had adaptations for climbing trees. They had small brains (roughly 400–500 cm³) compared to modern humans. (1)
Homo habilis: This extinct species of human lived between 2.4 and 1.4 million years ago, Homo habilis is often considered the first species to exhibit significant increases in brain size around 600–750 cm³). This species marks a shift toward greater reliance on technology and problem-solving skills. (2)
Homo erectus: One of the longest-lived hominin species, Homo erectus appeared around 1.9 million years ago and survived until approximately 110,000 years ago. They had significantly larger brains (850–1,100 cm³), used fire, made more complex tools (Acheulean hand axes), and were the first hominins to leave Africa, migrating into Asia and Europe. (3)
Homo neanderthalensis: Neanderthals lived in Europe and parts of Asia from about 400,000 to 40,000 years ago. They had robust bodies adapted for cold climates, sophisticated tools, symbolic behaviors such as burying their dead, and possibly even rudimentary language. Genetic evidence suggests that Neanderthals interbred with early Homo sapiens. (4)
Homo sapiens: Modern humans first appeared in Africa around 200,000 years ago, displaying rapid advances in tool-making, art, and symbolic thought. Homo sapiens eventually spread across the world, replacing or interbreeding with other hominins they encountered. (5)

The “Out of Africa” Theory:

The Out of Africa Theory suggests that modern Homo sapiens originated in Africa around 200,000 years ago and gradually migrated to other parts of the world. The first major migration waves occurred between 200,000 – 90,000 years ago. As humans spread across Europe, Asia, and eventually the Americas, they encountered and sometimes interbred with prehistoric humans like the Neanderthals. Over time, native populations developed distinct genetic and cultural adaptations due to divergent evolutionary paths — where groups evolved differently in response to their environments (6). This theory is supported by genetic research that shows that the greatest human genetic diversity is found in Africa and that genetic variation decreases as populations move farther away from the African continent (7).

Key Human Traits:

Modern humans share several traits with other animals; however, it is the combination, complexity, and level at which modern humans express these traits that make them unique. Many species also exhibit bipedalism, large brain-to-body weight ratio (e.g., brain-to-body mass ratio), large skull and cranial capacity, and the use of tools and technology, but it is the modern human that possesses an unparalleled degree of these characteristics, allowing them to create cultures, civilizations, and advanced technologies.

Bipedalism: Bipedalism is a form of locomotion (movement) where an animal moves by using its two legs or two rear limbs, e.g. walking, running, and hopping. While other animals, such as birds and some primates, can walk on two legs for short periods, humans are the only species fully adapted for habitual bipedalism. This ability freed our hands for tool-making, increased our field of vision, and improved our energy efficiency for long-distance walking and running. (8)
Brain-to-Body Weight Ratio: The Brain-to-Body Weight ratio is the ratio of brain mass to body mass. Although humans have a high brain-to-body weight ratio, we are not the only species with this trait. Dolphins, some birds, and certain primates also have large brains relative to their body size. However, what sets humans apart is our brain’s complexity and capacity for abstract thought, problem-solving, and cultural development. (9)
Skull and Cranial Capacity: Skull and Cranial Capacity refers to the size (or volume) of the skull and cranium, which directly correlates to the size of the brain. Human skulls are unique among mammals (Lesciotto and Richtsmeier, n.d., 27) and evolved to accommodate expanding brain size (e.g. encephalization). While some animals, such as the mammals, elephants and whales, have larger brains, they do not demonstrate the same level of technological, linguistic, and cultural advancements as humans. (10)

Use of Tools and Technology: The utilization of tools and technology refers to the usage of one object to alter another object for practical purposes. Many animals, including crows, dolphins, and chimpanzees, use tools. However, humans have taken tool use to an unprecedented level, developing technologies that transform our environment. (12)

Helpful Teacher Background Knowledge

To effectively teach this curriculum, educators need a general understanding of certain scientific disciplines:

Biology: Teachers would benefit from a general knowledge of genetics, evolution, and natural selection. Understanding genetic mutations, DNA evidence supporting human evolution, and comparative anatomy is also useful for explaining hominin relationships and adaptations.
Fossil Evidence and Dating Methods: Familiarity with how fossils are dated, how paleoanthropologists interpret skeletal remains, and how major discoveries (such as Lucy) have shaped our understanding of human origins is extremely advantageous.
The Out of Africa Theory: To fully grasp this theory, teachers should be broadly familiar with its genetic, archaeological, and anthropological basis. They should also be aware of competing hypotheses, such as the multiregional model, and the evidence that supports or contradicts them.
Biological and Cultural Co-Evolution: Teachers should be able to recognize that many human biological and cultural developments occurred together. The development of tools, fire, language, and cooperative social structures influenced human survival and evolutionary success. In addition, human skull and cranial encephalization and brain-to-body mass ratio were also important influential factors in human evolution.

Common Student Questions and Teacher Preparedness

Important Note: Although the following four questions may be outside of the language ability and/or capability of the lower proficiency level French-language students (i.e. Discovery French I, Novice-level French I, and even Intermediate-level French II); these questions can be explored to offer extended learning opportunities for higher proficiency level students (i.e. Gifted and Talented students of all levels, Advanced French III, Advanced French IV, and Advanced French V). This can be accomplished through the introduction of additional higher-level French vocabulary and phrases, assigning individual research projects in French, and participating in class discussions using the expanded French vocabulary learned. In addition, these questions can be modified for other subject areas and/or world languages:

With the aforesaid, students are likely to ask:

“If humans evolved from apes, why are there still apes?” (Teachers in the appropriate pre-taught proficiency level language (e.g. French) should explain that humans and modern apes share a common ancestor, but they evolved along separate evolutionary paths.)
“How do we know the dates of fossils?” (Teachers should be ready to discuss basic level radiocarbon dating, potassium-argon dating, and stratigraphy using pre-taught French appropriate proficiency level language.)
“Did Neanderthals (and/or other extinct hominin species) and humans interbreed?” (Again, teachers should be prepared to explain, using pre-taught French expanded vocabulary and phrases that genetic evidence confirms that some modern humans carry Neanderthal DNA, providing insight into past interbreeding events.)
“Why did only Homo sapiens survive?” (Teachers should discuss using pre-taught appropriate proficiency level language, the exceptional ability of modern humans to adapt to their climate, compete for resources, and engage socially far exceeding that of other animals.)

By equipping French-language teachers with a comprehensive knowledge base in both the French language and human skeletal and social evolution, they will be better prepared to address student inquiries appropriately at all proficiency levels and foster a deeper understanding of human evolution, emphasizing both biological and cultural perspectives.

This curriculum unit provides an interdisciplinary approach to understanding human skeletal and social evolution, engaging students in scientific, social, and philosophical inquiry while fostering analytical and creative thinking in the French language.

The study of human skeletal and social evolution is not just about fossils and genetics—it is a gateway to understanding the profound complexity of our modern human species. By integrating multiple disciplines, French educators can provide students with a rich, multifaceted perspective on what it means to be human, while also fostering curiosity, critical thinking, and a deeper appreciation for our shared history.

Teaching Strategies

Effective teaching strategies are vital for fostering active student engagement that is not only interesting and fun, but educational. These strategies should also enhance understanding and support academic growth in both the French language and human skeletal and social evolution. My unique, personal approach incorporates teaching strategies tailored toward each stage of the curriculum lesson—early, middle, and late—ensuring that all students can succeed individually, while also working collectively toward common learning objectives.

Early Stage: Setting the Foundation

In the early stages, I will introduce the unit by explaining in French what we will be studying and pre-teaching essential French vocabulary that we will be using. I will also establish an engaging entry point using essential questions to start a class conversation in the appropriate French proficiency level for each course in which I will be teaching this unit. Thus, the groundwork will be laid for students to understand the context, goals, and importance of the unit.

1. Building Anticipation and Relevance: I will begin the unit by connecting the lesson of the day to students’ existing knowledge or experiences by asking thought-provoking questions to spark their interest. In this case, I will ask the 2 essential questions of the unit: Whatrole did evolution play in shaping modern humans? And what biological traits define modern humans?

2. Explicit Instruction: After having set the stage by pre-teaching key French vocabulary and phrases, along with scaffolding prior learning through the discussion of what we already know of the essential questions. The content will become more accessible to all students by introducing and breaking down complex French vocabulary and phrases into smaller, manageable chunks and pulling from information that they students already have from their own personal experiences and learning. (I might present a brief overview of key French vocabulary and phrases modeling examples through using pre-written sentence prompts to ensure clarity.) This approach is effective for both visual and auditory learners and will promote engagement and comprehension early in the lesson.

Explanation to Teachers: The goal of the early stage of teaching this unit is to establish a strong foundation. Pre-teaching important French vocabulary words and phrases and asking engaging essential questions that allow students to use what they already know and have experienced (i.e. scaffolding) opens up a dialogue that engages students immediately and sets a positive tone. Providing explicit, clear instructions ensures no student feels lost right from the start.

Middle Stage: Deepening Understanding and Skill Development

Once students are introduced to the key French vocabulary and phrases and essential questions that we will be engaging with, I will shift focus toward fostering deeper understanding through collaborative research and group activities that will lead to their final project. The middle stage is crucial for helping students internalize what they are learning and apply it to their final product that they will be presenting to the class.

1. Active Learning: During this phase, students will engage in individual and collective research and group discussions. The research will help students move beyond theoretical knowledge into applicable knowledge.

2. Formative Assessments: I will assess student progress through informal, formative assessments, such as bell ringers, mini quizzes, individual and peer requested feedback, and exit tickets. This will allow me to adjust my teaching in real time and offer additional support where needed.

3. Scaffolding: I also use scaffolding techniques during this phase, gradually releasing responsibility to students. Scaffolding allows students to progressively take ownership of their learning while still receiving guidance. For example, in the early state, I introduce new French vocabulary and phrases, along with the discussion of the 2 essential questions. Students are able to use what they already know to help them build upon their research in the middle state.

Explanation to Teachers: For teachers unfamiliar with these strategies, I would emphasize that the middle stage is about providing students with opportunities to engage with the content actively and collaboratively. Formative assessments ensure that we’re meeting students where they are in their understanding, and scaffolding ensures that no student is left behind as they gain independence.

Late Stage: Consolidation and Reflection

In the late stage of the lesson, the goal is to consolidate learning and ensure that students have internalized the key concepts. This is the time for reflection, review, and reinforcement.

1. Summarization and Review: I encourage students to summarize what they’ve learned by either writing short reflections or participating in group discussions within their group. A strategy I like to implement here is “Think-Pair-Share,” where students first reflect individually on key takeaways, then discuss with a partner, and finally share with the larger group. This promotes self-reflection and also reinforces learning through peer teaching. In addition, it will help students prepare for their Gallery Walk Presentation.

2. Closing Reflection and Feedback: To wrap up, I will provide opportunities for students to ask questions and provide feedback on the lesson. I will end with a brief reflection of the day’s learning and give a preview of what’s coming next. This allows students to leave the class with a sense of closure and an understanding of how today’s learning connects to future lessons.

Explanation to Teachers: To teachers unfamiliar with this approach, I would explain that the late stage is essential for reinforcing key French subject vocabulary and phrases and solidifying their learning of human skeletal and social evolution as how it applies to modern humans and the 4 other related hominins that we studied. By giving students time to reflect and connect ideas, we are able to ensure that the learning sticks. Ending with an opportunity for student feedback also creates an environment of continuous improvement.

Larger Strategies: Why They Are Effective

Differentiated Instruction: Throughout the lesson, I implement differentiated instruction by using various teaching methods (visual aids, hands-on activities, collaborative work, French vocabulary ranges from novice words and phrases to intermediate and advanced proficiency levels using complex language and sentence structure) to cater to different learning needs and styles. This ensures that all students, regardless of how they learn best, can engage with and comprehend the unit material.

Why It Works: Differentiated instruction in French acknowledges that students have diverse strengths and challenges, which equate to differing proficiency levels, abilities, and capabilities. By varying how the material is presented, I am able to increase the chances that each student can engage meaningfully with the content.

Inquiry-Based Learning: Another key strategy I use is inquiry-based learning, where students are encouraged to ask questions in French according to their proficiency level and seek answers through exploration and investigation. This strategy fosters curiosity and critical thinking, which are essential in both the classroom and the real world.

Why It Works: Inquiry-based learning empowers students to take ownership of their learning and encourages a deeper understanding of the content on multi levels: French and scientific. It develops their analytical skills and fosters a lifelong love of learning.

Project-Based Learning: The summative assessment that I will use is project-based learning, where students research and present their assigned projects in French according to their proficiency level. As a team, they will work together to present their information collectively to the class. This strategy encourages collaboration and teamwork, as well as individual responsibility to a cause.

Explaining to Teachers:

When explaining these strategies to teachers, I would emphasize the importance of flexibility and adaptability. I would stress that these methods are research-backed and have proven effective in engaging students and promoting deep learning. The main goal is to create a dynamic classroom environment where students are active and not passive participants in their education. By using clear instructions, active engagement, and ongoing assessment, teachers can meet the diverse needs of all students and help them succeed.

Classroom Activities

Day 1: I will begin my unit by asking students the following overarching questions: What makes us human (i.e. modern homo sapiens)? What role did evolution play in shaping modern humans? What biological traits define modern humans? What words do we use to discuss similarities and differences in objects or things (i.e. body parts)? Identify major body parts in English that you know already.

Day 2: I will distribute each student their personal copy of a KWL Graphic Organizer [Tableau S.V.A. – ce que je Sais (what I know), ce que je Veux savoir (what I want to know), et ce que j’ai Appris (what I learned)]. We will also have a publicly posted class copy of the same KWL Graphic Organizer (in French) on the wall of the class, preferably on its own decorated bulletin board. We will begin by discussing and answering the question as a class, What do we already know about human skeletal and social evolution?, and list our responses on the class KWL Graphic Organizer as to compare it to what we will have learned by the end of the unit. Next, we will examine a photo/model of the human body and learn French vocabulary for major human body parts, such as head, arms, legs, etc.

Day 3-4: I will, then, introduce photos of modern Homo sapiens and the 4 different early related species of humans (e.g. hominins) that we will study: Australopithecines (Lucy), Homo habilis, Homo erectus, and Homo neanderthalensis. (There will be a photo and short explanation of each of their main characteristics and habits, as groups will research information for their species.) Students will learn French comparative vocabulary, such as longer than, shorter than, bigger than, smaller than, etc. and later use the vocabulary to compare and contrast the similarities and differences between modern humans (Homo sapiens) and 1 of the 4 other related early humans.

Day 5-7: After learning all the new French vocabulary for body parts and comparative vocabulary, students will create charts with photos and bullet points that show the similarities and differences between each of the 5 different species discussed.

Day 8-12: In summing up the unit, students in groups of 3-4 will be assigned one of the species, Each group will then research, discuss, and create an art gallery project of their research including a large, accurate depiction of their species with pre-selected body part vocabulary labeled in French, their research on their species’ skeletal and social evolution, bipedalism, brain-to-body weight ratio (e.g., brain-to-body mass ratio), skull and cranial capacity, and use of tools and technology. All 5 of the different species will have dedicated space on the Gallery walls. Each group’s French presentation of their species must include the identification of the specific body parts learned, a comparison of the similarities and differences between their species and one other species chosen by the teacher. Teams must use the French comparative vocabulary learned in the unit. (The teacher will have each group compare the group species to either the prior or latter species in succession.)

Day 13: We will culminate the unit by revisiting the overarching questions discussed at the beginning of the unit. How do we identify body parts in French? How do we discuss similarities and differences in objects or things (i.e. body parts)? We will complete our class S.V.A. Graphic Organizer and have a final group meeting to finalize visuals and prepare for group presentation.

Day 14-15: As a summative assessment, we will wrap up the unit by having a class gallery walk and presentational discussion in French by each of the 5 student groups.

Instructional Strategies

Brainstorming – Students will spontaneously share their ideas on what they already know about humans and how they think that they evolved.
KWL Graphic Organizer [Tableau S.V.A. – ce que je Sais (what I know), ce que je Veux savoir (what I want to know), et ce que j’ai Appris (what I learned)] – As students progress through the unit, they will fill out a KWL Graphic Organizer. They will begin by writing what they already know about the subject of human skeletal and social evolution, write what they would like to know about our unit, and then at the end of the unit complete the graphic organizer by writing what they learned. Students will end the unit with a complete picture showing their learning process and progress through the unit from beginning to end.

Tableau S.V.A.

Ce que je Sais	Ce que je Veux savoir	Ce que j’ai Appris

Gallery Walk – Students will walk around the classroom and silently observe group artifacts of their projects. This strategy is geared toward learning about all five of our human skeletal and social evolution groups of study.
Group Presentation – Each assigned team will present their research and visuals to the class during a separate Gallery Presentation Walk in French highlighting their species’ skeletal and social evolution, bipedalism, brain-to-body weight ratio (e.g., brain-to-body mass ratio), skull and cranial capacity, and use of tools and technology. (i.e. Homo sapiens, Australopithecines (Lucy), Homo habilis, Homo erectus, and Homo neanderthalensis.)
Reflection and Feedback – Students will prepare a written reflection in the target French language about their experience individually and collaboratively in their groups. Students will also individually evaluate their peer groups. (Evaluation/feedback forms will be provided.)

Supplies Needed:

Dedicated Wall Space and/or Bulletin Board (Espace mural dédié et/ou Babillard)
KWL Graphic Organizer [Tableau S.V.A. – ce que je Sais (what I know), ce que je Veux savoir (what I want to know), et ce que j’ai Appris (what I learned)]
Personal Student Journals (Cahiers)
Dictionaries (Dictionnaires)
Paper (Papier)
Pencils and Pens (Crayons et Stylos)
Art Supplies (Fournitures d’art)
Chromebooks

Bibliography

Almécija, Sergio, Ashley S Hammond, Nathan E Thompson, Kelsey D Pugh, Salvador Moyà-Solà, and David M Alba. “Fossil Apes and Human Evolution.” Science (New York, N.Y.) 372, no. 6542 (2021). https://doi.org/10.1126/science.abb4363.

Gomez, Felicia, Jibril Hirbo, and Sarah A Tishkoff. “Genetic Variation and Adaptation in Africa: Implications for Human Evolution and Disease.” Cold Spring Harbor Perspectives in Biology 6, no. 7 (2014): a008524. https://doi.org/10.1101/cshperspect.a008524.

Johanson, Donald C., and Maitland A. Edey. Lucy, the Beginnings of Humankind. New York: Simon and Schuster, 1981.

Kleindienst, Maxine. “Review of F. d’Errico & L. Backwell (Eds.). From Tools to Symbols. From Early Hominids to Modern Humans.” Journal of African Archaeology 5, no. 1 (2007): 151–54. https://doi.org/10.3213/1612-1651-10090.

Ko, Kwang Hyun. “Hominin Interbreeding and the Evolution of Human Variation.” Journal of Biological Research (Thessalonike, Greece) 23 (2016): 17. https://doi.org/10.1186/s40709-016-0054-7.

Kun, Eucharist, Emily M. Javan, Olivia Smith, Faris Gulamali, Javier de la Fuente, Brianna I. Flynn, Kushal Vajrala, et al. “The Genetic Architecture and Evolution of the Human Skeletal Form.” Science 381, no. 6655 (2023). https://doi.org/10.1126/science.adf8009.

Lesciotto, Kate M., and Joan T. Richtsmeier, “Craniofacial skeletal response to encephalization: How do we know what we think we know?” Am J Phys Anthropol. 2019; 168:S67: 27–46. https://onlinelibrary.wiley.com/doi/10.1002/ajpa.23766

Lewin, Roger, and Claude Stoll. “Roger; Lewin; Human Evolution; an Illustrated Introduction; Fifth Ed.; 2005; Blackwell Science; (P. 277).” Annales de Genetique, n.d. https://doi.org/10.1016/j.anngen.2004.09.001.

“Origins: Human Evolution Revealed.” Choice Reviews Online 48, no. 06 (2011): 48–3264. https://doi.org/10.5860/CHOICE.48-3264.

Shea, John J. “Modern Humans: Their African Origin and Global Dispersal John Hoffecker.” Journal of Anthropological Research 75, no. 1 (2019): 139–40.

Verendeev, Andrey, and Chet C Sherwood. “Human Brain Evolution.” Current Opinion in Behavioral Sciences 16 (n.d.): 41–45. https://doi.org/10.1016/j.cobeha.2017.02.003.

Appendix

Oklahoma World Language Standards (2022) and The American Council on the Teaching of Foreign Languages (ACTFL ) Standards 2022 OAS World Languages Standards and Executive Summary #2

By the end of this unit, students will have acquired the following skills as set forth by the Oklahoma World Language Standards and the Oklahoma Department of Education and ACTFL – The American Council on the Teaching of Foreign Languages:

Goal 1: Communication – Communicate effectively in French in order to function in a variety of situations and for multiple purposes.

1.1.a./2.1.a/3.1.a Using Interpretive, Interpersonal, and Presentational Communication, students will be able to read, write, and present information about human skeletal development of their chosen hominin during our gallery walk. They will use single words, memorized phrases, and visual aids to present their own research.

Goal 2: Culture – Interact with Cultural Competence and Understanding.

2.2.2.b. Students will be able to identify and investigate major historical contributions to cultural products, such as tools, technology, etc. associated with the French language.

Goal 4: Comparisons – Develop insight into the nature of language and culture in order to interact with cultural competence.

4.2.2.b Students will be able to recognize, identify and then analyze biological and intercultural similarities and differences between the 5 chosen species of study with reference to their human skeletal and social evolution of modern humans in the practices, products, and perspectives of their own culture and that of previous extinct hominin cultures using the French language.

Notes

Johanson, Donald C., and Maitland A. Edey. Lucy, the Beginnings of Humankind. New York: Simon and Schuster, 1981, 187-207.
“Origins: Human Evolution Revealed.” Choice Reviews Online 48, no. 06 (2011): 48–3264. https://doi.org/10.5860/CHOICE.48-3264, 98-109.
“Origins: Human Evolution Revealed.” Choice Reviews Online 48, no. 06 (2011): 48–3264. https://doi.org/10.5860/CHOICE.48-3264, 110-123.
“Origins: Human Evolution Revealed.” Choice Reviews Online 48, no. 06 (2011): 48–3264. https://doi.org/10.5860/CHOICE.48-3264, 148-159.
“Origins: Human Evolution Revealed.” Choice Reviews Online 48, no. 06 (2011): 48–3264. https://doi.org/10.5860/CHOICE.48-3264, 160-170.

Shea, John J. “Modern Humans: Their African Origin and Global Dispersal John Hoffecker.” Journal of Anthropological Research 75, no. 1 (2019): 139–40.
Gomez, Felicia, Jibril Hirbo, and Sarah A Tishkoff. “Genetic Variation and Adaptation in Africa: Implications for Human Evolution and Disease.” Cold Spring Harbor Perspectives in Biology 6, no. 7 (2014): a008524. https://doi.org/10.1101/cshperspect.a008524, (1,4).
Lewin, Roger, and Claude Stoll. “Roger; Lewin; Human Evolution; an Illustrated Introduction; Fifth Ed.; 2005; Blackwell Science; (P. 277).” Annales de Genetique, n.d. https://doi.org/10.1016/j.anngen.2004.09.001, 109-115.
Lesciotto, Kate M., and Joan T. Richtsmeier, “Craniofacial skeletal response to encephalization: How do we know what we think we know?” Am J Phys Anthropol. 2019; 168:S67: 27–46. https://onlinelibrary.wiley.com/doi/10.1002/ajpa.23766
Lesciotto, Kate M., and Joan T. Richtsmeier, “Craniofacial skeletal response to encephalization: How do we know what we think we know?” Am J Phys Anthropol. 2019; 168:S67: 27–46. https://onlinelibrary.wiley.com/doi/10.1002/ajpa.23766
Lesciotto, Kate M., and Joan T. Richtsmeier, “Craniofacial skeletal response to encephalization: How do we know what we think we know?” Am J Phys Anthropol. 2019; 168:S67: 27–46. https://onlinelibrary.wiley.com/doi/10.1002/ajpa.23766
Lewin, Roger, and Claude Stoll. “Roger; Lewin; Human Evolution; an Illustrated Introduction; Fifth Ed.; 2005; Blackwell Science; (P. 277).” Annales de Genetique, n.d. https://doi.org/10.1016/j.anngen.2004.09.001, 151-156.