Unit 1: From Prehistory to Early Civilizations



Unit 1: From Prehistory to Early Civilizations Pages 48-55

Chapter 3: Ancient India

Section I: Indus Valley Civilization

1. How do the Himalayas geography “shelter” the subcontinent?

2. What’s one geographic feature which might have influenced the development of

the Barrington region?

3. How would you be different as a person if you were isolated from most other people who lived

around you?

4. Why was it likely that trade was a part of the Indus Valley civilization?

5. What evidence shows cooperation among the different settlements of the Indus Valley civilization?

(How do groups determine unity and separation?)

6. What two events may have contributed to the decline and disappearance of

the Indus Valley civilization?

7. What might be an artifact someone would find that might suggest the beginnings of religion in

the Indus Valley?

8. What non-electronic artifact do you own yourself that would best help future archeologists learn

about you and your life? What would it tell about you?

Go to your book (Page 55) for the rest / (Understanding Cause and Effect)

Read the top half of page 55 and fill in the blanks below:

9. For archeologists, some answers cannot be proven because there were no ______________ records.

10. Understanding the _____________ means identifying why certain actions or events happen.

11. Understanding the _____________ means understanding the results of the cause or action.

12. There are many times when cause-effect explanations are based on ______________________.

13. The more facts that can be proven, the more likely an explanation will be ___________________.

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Unit 1: From Prehistory to Early Civilizations Pages 56-60

Chapter 3: Ancient India

Section II: Aryan Civilization

1. What are two things we know about early Aryan Society?

2. How might new people moving into the area you in live affect your life?

3. Would you welcome their new ideas and customs or feel threatened by them? Why?

(What is progress and is progress inevitable?)

4. Do you think that laws can change the way people think about one another? Give me an example

of why you think that way.

5. What were the four varnas?

A. B. C. D.

6. These people had a lot of traditions. What’s one tradition your family has that may have been passed

down through generations of your family

7. What kinds of lessons do the Ramayana and the Mahabharata teach?

8. What do the writings left by the Aryans tell about the beginning of Aryan culture and society?

.

9. How did life change for Aryans after they gave up their nomadic lifestyle?

10. If Barrington High School would have a “caste system,” what would it look like?

Making an Outline

(Using Chapter 3 / Section II in our textbook: pages 56-60)

Aryan Civilization

A.

1.

2.

B. Aryan Society

1.

2.

3.

C.

1. Ramayana

2.

D.

1.

2. Expanding Aryan Territory

Unit 1: From Prehistory to Early Civilizations Pages 61-64

Chapter 3; Ancient India

Section III: Hinduism and Buddhism

1. What are two of the basic teachings of Hinduism?

2 – 5. What are “the Four Noble Truths” that people should follow?

•

•

•

•

6. Many religions (even these in India) believe that being good in this life is a way to “reach salvation”

in the next life. This often can guide them in every aspect of their lives. Do you have a personal

belief that helps guide you through your day? What is it? If not – what might one be?

7. Hinduism came first and then Buddhism. Although Buddhism is it’s own religion, it does follow

some of the teachings of Hinduism. What’s something that might make one religion develop into a

new separate religion? (What forces cause change?)

8. There’s a giant Buddha in the picture on page 64. Name at least 2 monuments you’ve visited.

9. What’s one reason cultures build monuments?

Read the page in our packet about “Meditating”

10. I read _______ % of the page on meditating.

11. I think meditating for me might be useful because….

12. One time and place I may benefit from meditating would be ….

Unit 1: From Prehistory to Early Civilizations Pages 65-69

Chapter 3: Ancient India

Section IV: Ancient Indian Dynasties

1. Why did Asoka become a follower of Buddhism?

2. Write an edict (like Asoka) that orders every person to strive to live according to Buddhist beliefs.

3. Throughout history, there have been different types of leaders (strong / demanding / weak / kind /

mean / etc…). Name 2 traits that you think are best in a leader.

4. How do you react if you encounter someone you have to interact with, but they have beliefs which

are different than yours?

5. How did the peaceful years of the Gupta Empire contribute to cultural achievements?

6. If you want to create and maintain unity among diverse (different) groups of people, what kinds of

leaders will best do this for you? (How do groups determine unity and separation?)

7. What are two advances made in art, literature, and mathematics during the Gupta Empire?

8. Some of the Aryan coins we’ve found have images of Chandragupta on them. What is 1 thing

that we should always have on the coins we’re making today?

9. Why were art, music, and writing able to develop so well during the Gupta period?

Difference between Facts and Opinions

Key Difference: Facts are something that has actually occurred or happened. Facts can be verified or proven using standard references or scientific experiments.

Opinions are subjective beliefs of either one person a group of people and these need not be true. Opinions are the result of emotion or interpretation of facts.

Facts and opinions are two words that we come across very commonly. These terms are used in our daily lives when we say something. Facts are things that are based on the truth, while opinions are what a person believes, which may or may not be a fact.

The term ‘fact’ is derived from the Latin word ‘factum’ meaning "a thing done or performed." The definition of fact states something that has actually occurred or happened. Facts can be verified or proven using standard references or scientific experiments. The word fact is sometimes used synonymously with truth. Scientific facts usually arise from scientific inferences, an educated guess or opinion, made by a person, though it is not a fact until is proven. Facts are hard core and hence they cannot keep constantly changing; a fact remains a fact until proven otherwise. For example, people used to believe that the world was flat, until observational evidence proved it to be a sphere. Ferdinand Magellan is credited with proving the world is not flat when he and his crew were the first to complete the circumnavigation of Earth. Facts are also universal and they do not change according to region, cast, culture, religion, etc. Laws such as Law of Gravity, Boyle’s Law, etc are also considered as facts.

Opinions are subjective beliefs of either one person a group of people and these need not be true. Opinions are the result of emotion or interpretation of facts. An opinion can be supported by an argument, which can create two opposing opinions from the same set of facts. Opinions can be a result of a person's perspective, understanding, particular feelings, beliefs, and desires. These are various types of opinions: Public/consumer opinion, scientific opinion, legal opinion, judicial opinion and editorial opinion. Public or consumer opinion is an important part of marketing and advertising, which takes the opinion of a group of people in order to see if a product will be successful in the market or no and if so, which type of audiences will it be most popular with. Opinions can vary and are not set in stone; they can also change from persuasion or circumstances. Opinions can also become facts, when proven and it is believed that almost all facts were opinions before they were proven. An opinion can be influenced by culture, religion, society, etc. Gossip and editorial columns are types of opinions.

Facts and opinions are a part of our daily lives and we come across it every day. While, some people claim that their ideas a facts, this can or cannot be true. Only if the opinion is proven by some experiment or proof then it can become a fact, otherwise it is just an opinion.

Picking Out Evidence to Support an Idea

Many assignments require you to make an argument; this means that you must take a position on the subject you are discussing and support that position with evidence. It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it.

What counts as evidence?

Before you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use or the names of any authors who have written about your topic? How long should your assignment be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? It’s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.

What matters to instructors?

Instructors in different academic fields expect different kinds of arguments and evidence—your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures.

What are primary and secondary sources?

Many researchers distinguish between primary and secondary sources of evidence. Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else.

Where can I find evidence?

Here are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren’t sure whether a certain source would be appropriate for you.

Print and electronic sources: Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence. A librarian can help you find sources that are appropriate for the type of assignment you are completing.

Observation: Sometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart’s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.

Interviews: An interview is a good way to collect information that you can’t find through any other type of research. An interview can provide an expert’s opinion, biographical or first-hand experiences, and suggestions for further research.

Surveys: Surveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it’s a good idea to check with your instructor before creating or administering a survey.

Experiments: experimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence.

Personal experience: Using your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all.

The United States Can Learn from High School Students in India, China

STANFORD GRADUATE SCHOOL OF BUSINESS

Most Americans have heard that the United States lags China and India in math and science education, but they often dismiss that reality, assuming that the leaders emphasize rote learning at the expense of teaching well-rounded original thinking. Robert Compton says he carried those same assumptions until he traveled to India. There he found high school students as proficient in English literature and geography as they were in calculus. They had clear career plans and approached their goals with a focus he never saw in the United States, even in his own two daughters who were straight A students at an exclusive private school.

Realizing that no statistic could do justice to what he had seen on the ground, Compton launched a new career as filmmaker, documenting students’ high school curriculums and study habits in India, China and the United States. The result was 2 Million Minutes, the film Compton screened on May 14 at the Graduate School of Business. He talked with MBA students about his concerns that the weaknesses in the U.S. school system today could handicap the entire American economy for generations to come, and how students could help bridge the disparity. “When Finland was ranked number one in math and science education, I wasn’t so worried,” said Compton, president of medical device maker Sofamor Danek. “But when it’s the two largest countries in the world that have fast growing economies and people who are coming out of poverty and driven to achieve, I am worried.”

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Compton cited a calculation from Stanford economist Eric Hanushek (the Paul and Jean Hanna Senior Fellow at the Hoover Institution) that a nation’s gross national product growth correlates directly to the level of math and science scores achieved by its students. Despite his own concern, Compton said the best response to this educational disparity is to forge better bonds with India and China. He criticized the United States for severely limiting the number of foreign engineers who could immigrate on H1B work visas, and he urged GSB students—some of whom take part in cooperative programs with the Indian Institute of Management, Bangalore or China’s Tsinghua School of Economics and Management —to collaborate with overseas talents on new businesses. “We can not keep the brains at a distance,” he said. The title, 2 Million Minutes, represents the approximate number of minutes in a four-year period, to show how different students spend their time.

As the film goes back and forth between typical days in the three countries it shows American students attending football games in their high school’s brand new $30 million stadium, while Chinese students display medals won in math competitions. Indian students meet for teacher-led study sessions at 7 a.m. on Saturday mornings while their American counterparts gather at a friend’s house to casually study for a test with the television on and Grey’s Anatomy competing for their attention. While the Americans attend sports, socialize, work in part-time jobs and study, their Chinese and Indian counterparts pretty much study nonstop. And while even the best American students say they don’t feel challenged in schools, the most brilliant in China and India are constantly challenged to learn more. The average U.S. student, his film states, spends 900 hours in a classroom and 1,500 hours in front of the television. And, by the end of high school, Chinese students have spent twice as much time studying as Americans.

The experience led Compton to radically change his own daughters’ education incorporating more tutoring and to develop his own math testing system based on what he saw in India to better parse comprehension and identify areas of weakness. But he said that nationwide, this was not a challenge that could be fixed quickly, since it would require a dramatic shift in culture and values. “The fault lies not in our schools but in ourselves,” he said. “We are a sports, recreation and leisure country. We need to lift academic and intellectual achievements at least on par with athletic achievements.” As a first step, Compton has already started working with some communities to help them more publicly recognize and reward the best students. He said the United States needs to appreciate how valuable engineers will be in the future, not just to create better software but to rebuild a host of ordinary consumer products like washing machines to make them use water, space or some other resource more efficiently. “To me, this is one of the most exciting times in history to be an engineer,” he said. “Everything will have to be reinvented.”

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You have one cause and one effect to

fill in on the right

Or… (option)

Aryans

Oral Stories

Asoka

Buddhist

caste system

could not move

edicts

bureaucracy

Buddha

Hieroglyphic

reincarnation

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