Lesson Plan - The Worst Mistake in the History of the Human Race by Jared Diamond

There’s no doubt that the development of farming was one of the most consequential moments in human history. It allowed for an unprecedented growth in population and, as a result, the rise of civilizations. The rest is history (no pun intended!). But was it also one of the worst mistakes humanity ever made, as geographer and historian Jared Diamond controversially argues?

In my Grade 8 Social Studies class, we explore the Neolithic Revolution and ask whether farming was ultimately good or bad for humanity. One of our key readings is Diamond’s provocative article, “The Worst Mistake in the History of the Human Race” (link here).

Why I Use This Article in the Classroom

 

From an educational point of view, I really value this article. Diamond makes a strong case by drawing on multiple strands of evidence—arguing that the shift to agriculture led to increased conflict, worse health through disease and a less varied diet, a decline in leisure time, and growing social inequality. This makes it an excellent tool for teaching students how to identify and evaluate arguments and supporting evidence.

 

How the Lesson Unfolds

Here’s how I structure the lesson:

1.     Opening Brainstorm: We begin by asking a simple but powerful question: Was farming good or bad for humanity? Students share their initial thoughts, and this gives me insight into their prior knowledge.

2.     Key Vocabulary Review: Next, students complete a short matching activity to familiarize themselves with important terms and concepts in the article.

3.     Reading & Discussion: Students then read the article silently, highlighting key arguments as they go. We follow this with a class discussion to share initial impressions and reactions.

4.     Evidence Hunt: I provide students with a table listing eight of Diamond’s main arguments. Their task is to locate and record the supporting evidence for each one. This helps sharpen their close reading and evidence-gathering skills.

5.     Class Discussion: Once the table is complete, we discuss their findings together. It’s always interesting to see which arguments students find most persuasive—and which ones they challenge.

Building Critical Thinking Through Counterarguments

 

To take the learning further, I introduce a follow-up activity focused on developing counterarguments. This allows students to consider alternative perspectives and think more critically about the article’s claims.

Here’s the process:

1.     Recap of Counterarguments: We begin with a brief review of what a counterargument is. Most students are familiar with the concept, so this is a quick refresher.

2.     Identification Activity: Students look at example paragraphs containing both arguments and counterarguments, and identify which is which.

3.     Paired Counterargument Writing: In pairs, students revisit the same argument-evidence table and develop a counterargument for each point. Working together helps clarify their thinking.

4.     Sharing & Discussion: We wrap up with an open class discussion, where students share some of their counterarguments and reflect on how persuasive they were.

Wrapping It All Up: Debate or Written Response

 

As a final summative activity, students either engage in a structured debate or write a response essay answering the central question: Was farming the worst mistake in human history? This allows them to draw on everything they’ve read, discussed, and analyzed, and to take a position of their own.