Free Printable WorksheetEnglishGrade 10English CurriculumELA.10.13

10.13 Early Humans and Human Migration Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This World Literature English worksheet provides structured practice on 10.13 Early Humans and Human Migration. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Skill 10.13: Track Theme Development Standard ELA.10.13: Grade 10 reading literature skill focus: Track Theme Development.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

World Literature

Subject

English

Domain

English Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 10.13 Early Humans and Human Migration skill assessments:

Problem 1Difficulty: Mastery
Nabil’s mother kept a sourdough starter in a glass jar wrapped in a towel like a sleeping pet. She called it “the old one,” as if it were a relative. When Nabil asked why she didn’t just buy yeast, she said, “This one remembers.” Nabil rolled his eyes until the week the jar fell and cracked. The starter dripped onto the counter, gray and alive, smelling sharply of vinegar. Nabil expected his mother to panic. Instead she sighed, scraped what she could into a new jar, and added warm water and flour. “It’s ruined,” Nabil said. “It’s injured,” she corrected. “There’s a difference.” Over the next days, Nabil watched the starter change. First it sat still, heavy and flat. Then small bubbles appeared, then more, until the surface looked like it was breathing. His mother fed it at the same time each evening, repeating the same motions: stir, fold, cover, wait. The repetition felt almost like prayer. On Friday, the starter rose enough for bread. Nabil helped knead the dough and felt it resist and then soften under his palms. When the loaf came out of the oven, it cracked on top like a smile. Nabil’s mother cut the first slice and handed it to him. “Now you remember too,” she said. That weekend, she gave Nabil a small jar of starter to take to his uncle’s house. Nabil held it carefully, realizing memory wasn’t something you stored untouched. It was something you kept alive by sharing.
How do the repeated feeding routine and the decision to share the starter develop the theme?
AContinuity is maintained through ongoing care and sharing, not by freezing things in time.
BTraditions survive only if they never change.
CAccidents always destroy what matters permanently.
DFood traditions are meaningless because they are temporary.
Solution & Explanation:The feeding routine repeats as ongoing care that brings the starter back to life. Sharing it resolves the moment by extending memory through action, developing the theme in A.
Problem 2Difficulty: Mastery
When the city renamed streets, the announcement described it as “streamlining.” New signs would be easier for navigation apps, the statement said. “Efficiency,” the mayor called it, smiling for cameras. At the community center, Liora watched elders react to the news. Some shrugged. Some looked wounded. Liora’s grandmother pressed her lips together and said, quietly, “They’re deleting our map.” Liora didn’t understand until her grandmother unfolded an old paper atlas. The streets had different names—names in a language Liora recognized only from lullabies. Her grandmother traced a finger along one road and told a story about a market that no longer existed. Along another road, she described a protest, a song, an arrest. The names were not just labels; they were memory hooks. In the following weeks, new signs appeared, bright and official. Liora noticed how quickly people adopted them. The old names began to sound like private whispers. At school, Liora’s civics teacher praised the renaming as “progress.” Liora raised her hand and asked, “Progress for whom? And what does it cost when you replace names that carry stories?” The teacher hesitated. The room shifted. That weekend, Liora printed small stickers with the old names and placed them on her grandmother’s atlas beside the new ones—two names for one street. The city wouldn’t see the stickers. But Liora would. When she walked those roads, she would hear both maps at once.
How do the repeated emphasis on “efficiency” contrasted with the old atlas stories develop the theme?
APeople should accept official changes without questioning them.
BNames are arbitrary and have no relation to identity or memory.
CLanguage and naming can preserve history; keeping multiple truths can resist erasure.
DMaps are useful only for navigation, not for culture.
Solution & Explanation:Official “efficiency” repeats as a justification, while the atlas and stories show names carry memory. Liora’s question and the dual-labeling resolve the contrast by preserving layered history, developing theme C.
Problem 3Difficulty: Mastery
On the class trip, the teacher told students to keep their phones away and “be present.” Malik pretended to comply but kept his phone in his pocket, checking it whenever he could. At the art museum, Malik drifted behind the group. He snapped quick photos of paintings without looking at them, collecting proof rather than experience. He planned to post a montage later with a caption about culture. In one gallery, Malik paused in front of a painting of a doorway lit from inside. He raised his phone automatically. Then he noticed a detail he couldn’t capture: the brushstrokes around the light were uneven, almost trembling, as if the painter’s hand had hesitated. Malik lowered his phone and leaned closer. The doorway looked inviting and uncertain at once. He thought of his own habit of keeping distance by turning everything into content. When the group moved on, Malik stayed an extra minute. He didn’t understand the painting fully, but he let it work on him without translating it into a post. On the bus ride home, Malik deleted most of his photos. He kept one: not of the painting, but of the wall label beside it. The label read only the title: “Threshold.” Malik typed his caption anyway: “Some things you don’t capture. You cross.”
How do Malik’s repeated photo-taking contrasted with his final caption develop the theme?
APhones prevent learning in every circumstance.
BKeeping photos is the best way to remember anything.
CPresence can require relinquishing the need to document and choosing direct experience instead.
DArt matters only if you can explain it completely.
Solution & Explanation:Malik’s repeated photo-taking shows distance. The doorway painting triggers a shift toward direct attention. Deleting photos and writing “You cross” resolves the pattern by choosing presence over documentation, matching B.

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for World Literature English students. It aligns with educational standard ELA.10.13 (Grade 10 reading literature skill focus: Track Theme Development.).

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