Module 1: How did physical geography affect the growth of ...
OVERVIEW OF GRADE 7 SOCIAL STUDIES UNIT 3
Pacing: 4.5 Instructional Weeks Grading Period 2 Weeks 1-5
|Unit Overview |This unit explores the civilization of Ancient India. The students will discover the role geography played|
| |in the development of the first civilization in the Indus Valley. They will examine the beliefs and values|
| |of those living in Ancient India and how we have learned about them. In addition, the students will learn |
| |about the Maurya and Gupta Empires and the accomplishments of each. |
|Overarching Questions |1. What role did geography play in the development of the first civilizations in Ancient India? What were |
| |the features of these early civilizations? |
| |2. What were the beliefs, values and religions of the people of Ancient India and what are some of the |
| |ways we have learned about this civilization? |
| |3. How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the|
| |main accomplishments of each empire? |
|Alignment to Standards |NCHS World History Standards Addressed: |
| | |
| |Era 2 |
| |Standard 1A: The student understands how Mesopotamia, Egypt, and the Indus Valley became centers of dense|
| |population, urbanization, and cultural innovation in the fourth and third millennia BCE. |
| |Standard 1B: The student understands how commercial and cultural interactions contributed to change in |
| |the Tigris-Euphrates, Indus, and Nile regions. |
| | |
| |Era 3 |
| |Standard 3D: The student understands religious and cultural developments in India in the era of the |
| |Gangetic states and the Mauryan Empire. |
| | |
| |NCHS Standards of Historical Thinking Addressed: |
| | |
| |Standard 2: Historical Comprehension |
| |Standard 3: Historical Analysis and Interpretation |
| | |
| |National Geography Standards Addressed: |
| | |
| |Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, |
| |process, and report information. |
| |Standard 3: How to analyze the spatial organization of people, places, and environments on the Earth's |
| |surface. |
| |Standard 4: The physical and human characteristics of places. |
| |Standard 12: The process, patterns, and functions of human settlement. |
| |Standard 14: How human actions modify the physical environment. |
| |Standard 15: How physical systems affect human systems. |
|Alignment to Standards |Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources. |
| | |
| |PA History Standards Addressed: |
| | |
| |8.4. World History |
| |Identify and explain how individuals and groups made significant political and cultural contributions to |
| |world history. |
| |Identify and explain important documents, material artifacts and historic sites in world history. |
| |D. Explain how conflict and cooperation among social groups and |
| |organizations affected world history |
| | |
| |8.1. Historical Analysis and Skills Development |
| |Explain and analyze historical sources. |
| |Explain the fundamentals of historical interpretation. |
| | |
| |PA Geography Standards Addressed: |
| | |
| |7.1. Basic Geographic Literacy |
| |Describe and locate places and regions. |
| | |
| |7.2 The Physical Characteristics of Places and Regions |
| |Describe the physical characteristics of places and regions. |
| | |
| |7.3 The Human Characteristics of Places and Regions |
| |Describe the human characteristics of places and regions by their settlement characteristics. |
| | |
| |7.4 The Interactions Between People and Places |
| |Describe the impact of physical systems on people. |
| |Describe the impact of people on physical systems. |
|Unit Texts, Materials, and |Texts: |
|Resources |Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| | |
| |Technology: |
| |A classroom computer and an LCD projector and/or access to a computer lab |
| | |
| |Websites: |
| | |
| | |
| | |
| | |
| | |
| | |
|Unit Texts, Materials, and |Handouts: |
|Resources |Mohenjo-Daro Excavation supplementary materials |
| |Mohenjo-Daro Slide Show Guide |
| |The Indus River Valley Map |
| |“Dasaratha's Choice” story activity |
| |A Great Asian Thinker story |
| |Art Analysis Worksheet |
| |The Gupta Empire supplementary materials |
| |Overview Of The Caste System Of Ancient India |
| |The Caste System in India Today |
| |Seals From The Indus Valley |
| |Indus Valley Script “Dictionary” |
| | |
| |Supplies: |
| |Poster board |
| |Clay, tin, copper or wood |
| |Markers or colored pencils |
|Unit 3 At a Glance |
|Pacing: 4.5 Instructional Weeks |
|Grading Period 2 Weeks 1-5 |
| |Overarching Questions/ |Focus and Content Skills |Student |
|Pacing |Key Understandings | |Products |
| |What role did geography play in |Geography and the development of |The students will decide on a |
| |the development of the first |ancient civilizations in India. |location for a new city somewhere |
|3 days |civilizations in Ancient India? | |in the Indus River Valley, explain|
| |What were the features of these | |why they chose that location and |
| |early civilizations? | |how they would build it to protect|
| | | |it from invaders and natural |
| | | |disasters. |
| |What were the beliefs, values and |Hinduism and Buddhism in Ancient |The students will complete the |
|5 days |religions of the people of Ancient|India |Teachings of the Buddhist and |
| |India and what are some of the | |Hindu Religions Chart where they |
| |ways we have learned about this | |identify the similarities between |
| |civilization? | |the two religions and then record |
| | | |the actual evidence they examined.|
|5 days |How did the leaders of the Maurya |The accomplishments of the Maurya |The students will create posters |
| |and Gupta Empires bring prosperity|and Gupta Empires |that show the accomplishments of |
| |to much of India and what were the| |the Maurya and Gupta Empires and |
| |main accomplishments of each | |then write a paragraph in which |
| |empire? | |they identify the accomplishments |
| | | |we continue to use today. |
|CULMINATING PROJECT: |
|The students will be asked to view themselves as Indus Valley merchants selling a variety of goods, such as: cotton, cooper tools, |
|pottery, cloth, gold, jewelry, silver, shells and beads. As merchants they will need a seal to use on all of the goods they sell. They |
|will design a seal that represents them in some way. The students will then describe what these seals tell us about life in the Indus |
|River Valley. |
| |
|Pacing: 3 Days |
|Unit 3 Instructional Pathway |
|Module 1: SNAPSHOT: |Pacing: 3 days |
|Geography and the development of Ancient civilizations in India. | |
|Rationale: Physical geography had a clear impact on the development and growth of Ancient civilizations in India. |
|Overarching Question: What role did geography play in the development of the first civilizations in Ancient India? What were the features|
|of these early civilizations? |
| |
|Objectives: |
|Describe India's geographic setting. |
|Summarize life in an ancient city of the Indus River valley. |
|Explain the rise of a new culture in the Indus and Ganges River Valleys. |
|Identify geographic features of India on a map. |
|Draw conclusions regarding possible reasons for the end of both the Harappa and Mohenjo-Daro civilizations. |
|Develop an alternate site for a new city in the Indus Valley. |
|Text References, Materials & Supplies: |
|Texts: |
|Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
|Chapter 4, Section 1 |
| |
|Technology: |
|A classroom computer and an LCD projector and/or access to a computer lab |
| |
|Websites: |
| |
| |
|Handouts: |
|Mohenjo-Daro Excavation supplementary material |
|Mohenjo-Daro Slide Show Guide |
|Indus River Valley Map |
|Instructional Pathway: |
| |
|Read text: Chapter 4, Section 1 |
|Read the Mohenjo-Daro Excavation supplementary materials |
|Visit website: |
|Complete the Mohenjo-Daro Slide Show Guide |
|Assessment |
| |
|Assessments (formative and/or summative): |
|Each student will be given a copy of the Indus River Valley Map. First, they will answer questions regarding the location of Harappa and |
|Mohenjo-Daro and the reasons for the possible end of both civilizations. Next, they will decide on a location for a new city somewhere in|
|the Indus River Valley. Finally, the student will explain why they chose that location and how they would build it to protect it from |
|invaders and natural disasters, such as floods. |
|Differentiation: |
|Supplementary materials, such as handouts and websites, are at varied reading levels. |
|Graphic organizers and tables are provided to assist students in organizing their thoughts. |
|The pacing of the lessons can be varied at the teacher’s discretion. |
|Students are given opportunities to work independently and in flexible groups. |
|Lessons in the unit employ different instructional methods for multiple learning styles. |
|There are varied assessment opportunities, both formative & summative. |
|Rubrics for students can be modified to meet individual student learning needs. |
Module 1: What role did geography play in the development of the first civilizations in Ancient India? What were the features of these early civilizations?
LESSON 1 (Days 1 and 2)
Objectives:
• Describe India's geographic setting.
• Summarize life in an ancient city of the Indus River valley.
• Explain the rise of a new culture in the Indus and Ganges River Valleys.
Warm-up:
1. Ask students to look at the map on page 105 in the text. Then ask the students:
▪ To identify the main geographic features found in Ancient India.
▪ What two cities are identified?
▪ How do you think geography influenced the location of the cities and the spread of Hinduism?
Main activities:
2. Distribute the Indus and Ganges River Valleys Graphic Organizer to each student. Have students read text pages 106-111 and complete the graphic organizer as they read.
3. Following the reading, review the students’ graphic organizer responses, then, as a whole group, discuss:
▪ How the geography influenced how Mohenjo-Daro was built?
▪ How Mohenjo-Daro is similar to today’s modern cities?
4. Have students review the Focus on Mohenjo-Daro information on pages 112-113 of the text. Pass out copies of the Mohenjo-Daro Excavation information to each student. Before the students begin to read, have them think back to the beginning of civilization information they learned in Unit 1. Remind them that the development of agriculture was one of the major advances of the late Stone Age because farming created food surpluses. Ask the students to recall the major advantages to having a food surplus. (It allowed some people to switch from farming to other kinds of work such as artisans, merchants and traders, which is how civilizations prospered.)
5. Following a reading of the information, discuss the idea that archaeologists being unable to read the language has made it difficult to truly understand the people of the Indus River valley.
Ask the students:
• What archaeologists use as a basis for their knowledge of Mohenjo-Daro? (physical artifacts)
• Ask students to identify two assumptions historians have made about Mohenjo-Daro from what has been discovered. (Historians believe the “great bath” was used in religious ceremonies. Historians believe that a strong government must have run Mohenjo-Daro. They know trade was common and feel the long journey was probably made in small wooden boats)
• What happened to destroy Mohenjo-Daro?
6. Go online with your class in a computer lab or by using a computer and LCD projector in your classroom and go to the Around the Indus in 90 Slides website:
7. Give each student a copy of the Mohenjo-Daro Slide Show Guide. Follow the directions on the guide, clicking on the slides as indicated and asking students to provide written responses to the questions. Discuss student responses as you work through the guide.
Summing up:
8. Ask the students to answer one final question:
• Consider what archaeologists and historians do. How can new findings change old beliefs? At the moment, they cannot read the language of the people of Mohenjo-Daro. What findings could change if and when they are able to interpret the language?
NAME: _________________________________ Date: _______________ Period: ________
Indus and Ganges River Valleys Outline
Development of Civilization in India
6ent India, Section 1
I. India’s Geographic Setting
A. Monsoon Climate
1.
2.
B. Barriers and Pathways
1.
2.
II. Life in the Indus River Valley
A. Ancient City Planners
1.
2.
3.
4.
B. Life in Mohenjo-Daro
1.
2.
3.
C. Mysterious Decline
1.
2.
III. A New Culture Arises
A. Aryan Culture Spreads
1.
2.
B. Aryan Life
1.
2.
C. Social Order
1.
2.
Development of Civilization in India
(Answer Key)
Section 1
I. India’s Geographic Setting
A. Monsoon Climate
1. Winter monsoons bring dry air
2. People depend on summer monsoons for rain for crops
B. Barriers and Pathways
1. Himalayas form barrier between India and other lands
2. Indus and Ganges Rivers flow from the Himalayas
II. Life in the Indus River Valley
A. Ancient City Planners
1. Mohenjo-Daro built above ground level
2. Buildings were laid out in blocks
3. Citadel was at city’s highest point
4. Clay pipes under the streets carried waste from homes and public buildings
B. Life in Mohenjo-Daro
1. City active with merchants, artisans, and traders
2. People enjoyed toys, pets, games and music
3. Language, writing, government and religion are unknown to historians
C. Mysterious Decline
1. Around 2000 B.C., Indus Valley farmers began to abandon their land
2. Between 2000 and 1500 B.C., newcomers from the north entered the valley
III. A New Culture Arises
A. Aryan Culture Spreads
1. Combined traditions of original inhabitants with ideas and beliefs brought by Aryans
2. Spread from Indus Valley to Ganges Valley
B. Aryan Life
1. Religious leaders were priests, called Brahmans
2. Society was organized into four classes
C. Social Order
1. By 500 B.C., there was a strict division of classes
2. People had to stay in the caste, or class, of their parents
Mohenjo-Daro Excavation
Large towns began to develop on the Indus River as better methods of irrigation were being developed. Crops were produced in a surplus, allowing for specialization into other job fields. One of the towns that saw tremendous growth during this period was Mohenjo-Daro.
Historians have been uncovering the remains of Mohenjo-Daro and the nearby city of Harappa since the early 1900’s. Much of what we know comes from educated guesses. The people of Mohenjo-Daro had developed a writing system of some kind, but modern historians cannot read it. Being able to read an Ancient language (like hieroglyphs) make it much easier to learn about a civilization. Being unable to read their language has made it difficult to truly understand the people of the Indus River valley. Historians have had to base all of their knowledge of Mohenjo-Daro on the physical artifacts that have been found. With these primary sources, however, very good theories about how these people lived have been created.
Mohenjo-Daro was by no means a small town. Historians estimate that as many as 40,000 people lived in the city. Dozens of streets crossed through the city. The larger streets were even “paved” with tan bricks, much the same way as cobblestone streets have been covered in our city. Hundreds of sturdy brick homes lined the streets. Most were single room homes, but there were larger homes, most likely the homes of the wealthy.
One of the largest buildings in the city of Mohenjo-Daro was the citadel. A citadel is a large fort structure. Surrounding the citadel in Mohenjo-Daro were thick walls, protecting against both floods and enemies. Next to the citadel was an enormous grain storehouse. There was also a “great bath”. Historians believe the bath was used in religious ceremonies.
One of the more striking things about Mohenjo-Daro was the design of the city. Measurements were exact and it was well planned. Bricks were made by the thousands and were all the same color and size, making building much more efficient. Wells were dug throughout the city to provide fresh water. There was even a sewer system to keep the city clean. Historians believe that a strong government must have run Mohenjo-Daro. It takes a very highly organized and powerful government to accomplish things in a city on such a large scale.
There were skilled workers (human resources) of every kind in the city. Potters, metalworkers, jewelers, weavers and carvers produced all kinds of objects for everyday use. Some of the objects include: stone seals, jars, cooking bowls, bracelets, fish hooks, razors, cotton clothing and sculptures.
Historians do not know the exact trade routes the people of Mohenjo-Daro used, but they do know trade was common. The long journey was probably made in small wooden boats. Sailors would take birds with them on the boats. If they lost sight of land, they could release a bird or two because they would naturally fly in the direction of the nearest land, and the boats would be able to follow them there. Stone seals have been found in modern Iran and near Mesopotamia. A beautiful blue stone called lapis lazuli was imported from an area that we know as the modern Afghanistan region.
Source:
Strangely though, the city of Mohenjo-Daro was abandoned around 1600 B.C. We may never know for certain why this happened. One possible answer is that an earthquake changed the course of the Indus River and the people simply moved to be near water. Floods may also have destroyed the cities beyond repair.
A more common theory is that the people did not disappear, they simply blended in with newcomers. A group of people called the Aryans began to migrate across the Himalayan mountain passes into the Indus River valley in the 1500’s. The word Aryan means “noble ones” in Sanskrit, their native language. Perhaps the people of Mohenjo-Daro simply changed their ways to better fit in with the new culture of people that had arrived. Unfortunately, we do not have the ability to read their language yet to tell us exactly what happened. Maybe one day we will.
Source:
NAME: _________________________________ Date: _______________ Period: ________
Mohenjo-Daro Slide Show Guide
Mohenjo-Daro Slide Show:
1) This urban civilization was spread over a vast geographical region.
Study Slides 1, 2, and 3.
What did people in the coastal settlements do for a living?
______________________________________________________
What did desert nomads bring?
______________________________________________________
2) Study Slide 7. What is the primary building material in this region?
______________________________________________________
3) Study Slide 8. Review the Great Bath (dimensions, unique features, building material). How might it have been used?
______________________________________________________
4) Study Slide 10.
Describe the streets in Mohenjo-Daro and three things about the houses.
____________________________________________________________________________________________________________
5) Study Slides 9, 11, 12, 14, and 19. What do the wells, bath areas, and drains tell you about the Indus Civilization’s government, organization, and planning.
______________________________________________________
______________________________________________________
6) Study Slides 15 and 16. What was a major task or occupation for the Indus people?
______________________________________________________
______________________________________________________
7) What was another possible use for the granary in Slide 15?
______________________________________________________
______________________________________________________
8) Study Slide 20. What was the purpose of the workshops?
______________________________________________________
9) Study Slides 24, 25, 27, 28, and 31.
What do the seals and writing tell us about the Indus Civilization?
____________________________________________________________________________________________________________
What do you think could have been some uses for the seals?
____________________________________________________________________________________________________________
10) Study Slide 41. Describe the “Priest-King” sculpture.
Why might they have made this object?
__________________________________________________________________________________________________________
11) Study Slide 79. Give examples of some Ancient Indus ornaments.
Where were the ornaments found?
____________________________________________________________________________________________________________
Module 1: What role did geography play in the development of the first civilizations in Ancient India? What were the features of these early civilizations?
LESSON 2 (Day 3)
Objectives:
• Identify geographic features of India on a map.
• Draw conclusions regarding possible reasons for the end of both the Harappa and Mohenjo-Daro civilizations.
• Develop an alternate site for a new city in the Indus Valley.
Module 1 Assessment: What role did geography play in the development of the first civilizations in Ancient India? What were the features of these early civilizations?
1. Have students return to the map of India on page 105 in their text to use as needed.
2. Give each student a copy of the Indus River Valley Map and the map questions. The students will answer questions regarding the location of Harappa and Mohenjo-Daro and the reasons for the possible end of both civilizations.
3. Give each student a copy of the Plan Your Own Indus River Valley Civilization handout to use along with the Indus River Valley Map. The students will now decide on a location for a new city somewhere in the Indus River Valley, explain why they chose that location and how they would build it to protect it from invaders and natural disasters, such as floods. The students can look back at the information on the city of Mohenjo-Daro as a reminder of how that civilization developed.
NAME: _________________________________ Date: _______________ Period: ________
The Indus River Valley Map
Harappan Civilization began to develop in India in the Indus River Valley in what is now Pakistan and Western India. One of the largest cities in the region was Mohenjo-Daro. Ruins of this ancient city show that high brick walls surrounded the city in order to defend it against floods and hostile neighbors.
The Indus River Valley Map Questions
Use the map on page 105 in your text, as needed, to answer the questions below.
1. Use a light color to highlight the Indus River Valley on the map.
2. What sea is located south of the Indus River Valley? Label it on the map.
________________________________________________________________________
3. What reasons might the people of Mohenjo-Daro have had for constructing high walls around the city?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How might the location of both Harappa and Mohenjo-Daro have led to their end?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
NAME: _________________________________ Date: _______________ Period: ________
Plan Your Own Indus River Valley Civilization
Directions: Imagine that you are an ancient engineer and you have been given the task of designing a new city somewhere in the Indus River Valley. Decide on a location for a new city in the region. Explain why you chose that location and how you would build it so it is protected from invaders and natural disasters, such as floods. You can look back at the information on the city of Mohenjo-Daro as a reminder of how that civilization developed.
1. Where would you place your city? Name your city and label it on the Indus River Valley map.
________________________________________________________________________
________________________________________________________________________
2. Explain why you located your city where you did. What does the land have to offer? What makes this a good location for your city?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How would you build it to protect it from invaders and natural disasters, such as floods?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
|Unit 3 Instructional Pathway |
|Module 2: SNAPSHOT: |Pacing: 5 days |
|Hinduism and Buddhism in Ancient India | |
| | |
|Rationale: |
|Religion is at the core of many of the beliefs and values of the culture of India and served to both unite and divide society in ancient |
|times. |
|Overarching Question: |
|What were the beliefs, values and religions of the people of Ancient India and what are some of the ways we have learned about this |
|civilization? |
| |
|Objectives: |
|Analyze the meaning of an Aryan Vedas |
|Discuss the beginning of Hinduism. |
|Identify major teachings of the Hindu religion. |
|Describe the many paths to Truth in Hinduism. |
|Analyze a situation and justify a decision. |
|Conclude how the geography of India could have affected the spread of ideas. |
|Summarize the Buddha and his teachings. |
|Compare and contrast how Buddhism was received inside and outside India. |
|Identify the main teachings of Buddha. |
|Analyze works of cave art for symbols of Buddha’s life. |
|Compare and contrast the beliefs of Buddhism and Hinduism. |
|Identify the evidence examined in order to gain historical knowledge. |
|Explain how a religion can be considered a way of life. |
|Text References, Materials & Supplies: |
|Texts: |
|Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| |
|Technology: |
|A classroom computer and an LCD projector and/or access to a computer lab |
| |
|Websites: |
| |
| |
| |
| |
| |
|Handouts: |
|“Dasaratha’s Choice” story activity |
|Great Asian Thinker story |
|Ajanta Caves and The Art of India information sheet |
|Art Analysis worksheet |
|Instructional Pathway: |
| |
|Read text: Chapter 4, Section 2 |
|Complete “Dasaratha’s Choice” story activity |
|Read text: Chapter 4, Section 3 |
|Read the Great Asian Thinker story |
|Read the Ajanta Caves & The Art of India information sheet |
|View paintings, sculptures and rock-cut architecture in the Ajanta Caves on the internet |
|Complete the Art Analysis worksheet |
|Assessment |
|Assessments (formative and/or summative): |
|The students will complete the Teachings of the Buddhist and Hindu Religions Chart in which they list the beliefs of the Buddhist and |
|Hindu religions and identify the similarities between them. In the How We Know About This section of the chart, students should record |
|the actual evidence they examined (i.e., material read in the text, supplemental readings or viewed on websites) or the evidence cited in|
|their materials, giving the students another opportunity to think like an historian. |
|Differentiation: |
|Supplementary materials such as handouts and websites are at varied reading levels. |
|Graphic organizers and tables are provided to assist students in organizing their thoughts. |
|The pacing of the lessons can be varied at the teacher’s discretion. |
|Students are given opportunities to work independently and in flexible groups. |
|Lessons in the unit employ different instructional methods for multiple learning styles. |
|There are varied assessment opportunities, both formative & summative. |
|Rubrics for success can be modified to meet individual student learning needs. |
Module 2: What were the beliefs, values and religions of the people of Ancient India and what are some of the ways we have learned about this civilization?
LESSON 1 (Days 1 and 2)
Objectives:
• Analyze the meaning of an Aryan Vedas
• Discuss the beginning of Hinduism.
• Identify major teachings of the Hindu religion.
• Describe the many paths to truth in Hinduism.
• Analyze a situation and justify a decision.
Warm-up:
1. Put the words VEDAS (vā-dəs) and RAMAYANA (Ra-MA-ya-na) on the board or overhead.
Share with the students:
• “Veda” means wisdom, knowledge or vision. The Vedas are the most sacred books of India. They are the original scriptures of Hindu teachings and contain spiritual knowledge encompassing all aspects of life. The laws of the Vedas regulate the social, legal, domestic and religious customs of the Hindus to the present day.
• For the past two thousand years the Ramayana has been among the most important literary and oral texts of South Asia. This epic poem provides insights into many aspects of Indian culture and continues to influence the politics, religion and art of modern India.
The Vedas and the Ramayana are equivalent to the Bible or Koran. During today’s class the students will have an opportunity to read passages from both of these texts.
Ask the students to turn to page 114 in their text and read the prayer from the Aryan Vedas. Have the students identify:
• What parts of the prayer ask the gods for protection?
• Who they think might say such a prayer?
Main activities:
2. Have students read text pages 114-118 and complete the graphic organizer found on page 114 as they read. This reading will cover the history of Hinduism, the major beliefs of reincarnation and the concept of dharma.
3. Following the readings, review the students’ graphic organizer responses, then discuss:
• How Hinduism compares and contrasts with other religions they have learned about.
• The relationship between good and bad behavior and the Hindu idea of reincarnation.
4. Pass out a copy of “Dasaratha’s Choice” to each student. (This is a Hindu moral dilemma story.) Also, pass out a copy of Dasaratha’s Family Tree which will help them to follow the story more easily.
• Read “Dasaratha’s Choice” with the class.
• Review the concept of dharma.
• Discuss Dasaratha’s dilemma.
• Have the students answer question 1, which is to decide which decision is most in line with dharma.
• Discuss the students’ responses.
• Have the students finish reading the story to learn the outcome.
• Ask the students to answer questions 2-5.
Summing up:
5. Ask the class one of the following questions to check for understanding:
• What is the meaning of an Aryan Vedas?
• Explain how Hinduism began.
• Identify major teachings of the Hindu religion.
• Describe the many paths to truth in Hinduism.
• Analyze a situation and justify a decision.
DASARATHA'S CHOICE
(This poem is from the Ramayana which is among
the most important literary texts of South Asia.)
Dasaratha, king of Ayodha and Rama's father, has to choose between a promise he has made to his son and a promise made to his wife Kaikeyi.
By design of the Gods, four sons are born to the noble king Dasaratha of Ayodhya. Rama, the hero of the Ramayana, is the son of the king's first wife Kausalya, the twins Lakshmana and Satrughua are the sons of his second wife Sumitra, and Bharata is the son of his third wife Kaikeyi. After coming of age, Rama and Lakshmana are taken away from the palace by the sage Visvamitra. Rama is taught the arts of war, slays demons that have been threatening the forests and wins the hand of Sita, princess of Mithila, by lifting, stringing, and breaking the sacred bow.
Rama, Sita, and Rama's brothers live contentedly in the kingdom of Ayodhya for 12 years until Dasaratha decides that it is time for him to give up the crown. Dasaratha tells Rama that he will become the heir, and he makes arrangements for the rituals and festivities that will celebrate the passing of the crown. The evening before the coronation of Rama is to take place, Dasaratha's third wife, Kaikeyi, reminds the king that he had promised her two boons when she had earlier saved his life in battle. She claimed these boons now. One boon was that her son, Bharata, would be crowned king instead of Rama; the other was that Rama would be exiled from the kingdom for fourteen years.
Within the terms of his culture, Dasaratha faces a difficult dilemma. On the one hand, it is customary for the eldest son to inherit rule from his father and Dasaratha had publicly proclaimed to all Ayodhya that Rama was to be his heir. On the other hand, Dasaratha is bound by the boons he promised Kaikeyi when she saved his life on the battlefield.
Kaikeyi proclaimed, “You have promised me the granting of two boons, and you have sworn to it in the name of Rama -- your darling son Rama. And now I'll speak out my mind. If you reject my demand, you will be the first of the Ikshvahu race, proud descendents of the sun god himself, to go back on a promise for the sake of convenience.” She took a breath and demanded..."
Source:
DASARATHA’S FAMILY TREE
[pic]
NAME: _________________________________ Date: _______________ Period: ________
Outcomes / Consequences
Definition
Dharma is defined as:
• good and righteous conduct in performing your life's roles
• performing your role correctly given a certain situation and time
Dharma is a major concept in Hindu culture. It is a complex idea of moral order underlying all existence. Correct actions reinforce this moral order, are acceptable to the gods and bring favorable consequences. Actions that are not right violate dharma and bring personal, and sometimes, enormous suffering. Therefore, the moral choice for a Hindu is doubly important. Bad actions (poor choices) can not only harm those who make these decisions, but they can actually trigger enormous tragedies like floods and droughts. Good actions bring cosmic harmony; bad actions bring cosmic suffering.
Dasaratha’s Dilemma
Dasaratha must consider the consequences of his decision in terms of satisfying dharma and in terms of the good of Ayodhya. If he chooses to continue with his plan to have Rama king, he is breaking his oath to Kaikeyi. This violates the rule of dharma that demands absolute loyalty to oaths and may bring cosmic punishment. He will also lose the love of his favorite wife, Kaikeyi, and his family life, which is supposed to be the model for his citizens.
If, on the other hand, he makes Kaikeyi's son, Bharata, king, he breaks his promise to Rama and violates the accepted custom of primogeniture (the oldest male heir of a king has the exclusive right to rule).
Question
1. Which decision do you think would be most in line with dharma?
________________________________________________________________________________________________________________
Continuing with the story, we know that Dasaratha chose to grant Kaikeyi her boons, thus proclaiming Bharata the king and sending Rama into exile.
Source:
Questions
2. Do you think that his decision was the most moral one?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Why or why not? (What is the principle or bit of overwhelming evidence that persuaded you to answer in the way you did?)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What decision would you have made under the same circumstances?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. What would have been the reason (s) for your decision?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Source:
Module 2: What were the beliefs, values and religions of the people of Ancient India and what are some of the ways we have learned about this civilization?
LESSON 2 (Days 3 and 4)
Objectives:
• Conclude how the geography of India could have affected the spread of ideas.
• Summarize the Buddha and his teachings.
• Compare and contrast how Buddhism was received inside and outside India.
• Identify the main teachings of Buddha.
• Analyze works of cave art for symbols of Buddha’s life.
Warm-up:
1. Ask students to do the Map Skills Activity on page 122 of the text. Discuss with students how the geography of India could have affected the spread of ideas to other regions.
Main activities:
2. Have students read text pages 119-123 and complete the graphic organizer found on page 119 as they read. Use this organizer to record not only the Beginnings of Buddhism, but also the Main Teachings of Buddha.
3. Following the reading, review the students’ graphic organizer responses, then discuss:
• How, according to Buddhism, human suffering is connected to human desires
• Why do they think Buddhism was accepted in so many countries outside of India
4. Pass out a copy of the “Great Asian Thinker” story to each student.
• Discuss with the students the meaning of each paragraph as you read the story. The students can write the meanings you develop on the lines to the right of the text.
• Have the students answer the questions at the end of the story.
• Discuss students’ responses.
5. Pass out a copy of the Ajanta Caves & The Art of India information sheet to each student. Read over the information with them so they understand the origin of the Ajanta Caves and some of the symbolism in the art they will see.
6. Go online with your class in a computer lab or by using a computer and LCD projector in your classroom, and visit the websites listed below to view some of the many paintings, sculptures and rock-cut architecture in the Ajanta Caves. Have the students look for some of the symbols listed in The Art of India handout while viewing the artifacts. These paintings and sculptures are meant to illustrate Buddha's life and teachings.
A.) This site contains several paintings with descriptions of each, along with a map of India showing the region where the Ajanta Caves are located.
Frontline: Ajanta, the Fountainhead
B.) This webpage contains approximately 60 small photos of the Ajanta Caves. Click on photos that are of interest to enlarge them, click on them again to enlarge them further.
Note: There are several photos of Buddha on this web page that can be used to look for the symbols listed in The Art of India handout.
Shunya
C.) This webpage contains links, listed below, to the Ajanta Caves. The links with ( marks have paintings worth viewing.
Ajanta Cave Paintings
|Links on the Ajanta Cave Paintings Webpage |
|Period of Excavation, Patronage, Re-discovery |Symbolism in Indian Art |
|Layout of the Caves, Enchanting views of the caves |Body postures |
|Rock-cut Architecture ( |Draughtmanship |
|Sculptures ( |Portrayal of Women ( |
|Themes ( |Depiction of Movement |
|Composition |Humor |
|Painting Technique and Tradition |Musical Heritage |
|Producing Depth and Relief |Contemporary Fashion ( |
|Painting and Dance, Unique relation in Indian art ( |Ceiling Paintings ( |
|Painting and Sculpture, Another unique relation ( |Phases of Ajanta Art ( |
| |Inspiration at Home & Abroad ( |
| | |
| | |
7. Have students analyze just one picture of Buddha – one can be found on the website below. Ask the students to work with a partner to analyze this picture using the Art Analysis worksheet. Discuss the students’ responses.
Summing up:
8. Ask the students to write an exit slip with using the following prompt: “Identify the main teachings of Buddhism.”
NAME: _________________________________ Date: _______________ Period: ________
A Great Asian Thinker
In the 400s and 500s B.C., Siddhartha Gautama lived near the present-day border of India and Nepal. Gautama had been born a prince, but felt it was wrong to live such a comfortable life when so many people were suffering. He searched for answers. He was later called the Buddha, or “enlightened one,” because he reached a new level of spiritual understanding. Buddha’s ideas remain an important influence in Asia and other parts of the world.
More than those who hate you, more than all your enemies, an undisciplined mind
does greater harm. More than your mother, more than your father, more than all
your family, a well-disciplined mind does greater good.
Do not give your attention to what others do or fail to do; give it to what you do or fail to do.
Like a lovely flower, full of color but lacking in fragrance, are the words of
those who do not practice what they preach. Like a lovely flower full of color and fragrance are the words of those who practice what they preach.
Many garlands can be made from a heap of flowers. Many good deeds can be
done in this life.
The immature are their own enemies, doing selfish deeds which will bring them sorrow. That deed is selfish which brings remorse and suffering in its wake. But good is that deed which brings no remorse, only happiness in its wake.
If you see a wise man who steers you away from the wrong path, follow him as you would one who can reveal hidden treasures. Only good can come out of it.
Make friends with those who are good and true, not with those who are bad
and false.
As irrigators lead water where they want, as archers make their arrows straight, as carpenters carve wood, the wise shape their minds.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Reprinted by permission from The Dhammapada pp. 88–90, 94, 96, 121, 133, 148–49, translated by Eknath Easwaran. Copyright ©1986, Niligri Press, Tomales, CA.
Think It Over
1. Based on these quotations, what ideas did Buddha believe in most strongly about how we should live our lives?
______________________________________________________________________
______________________________________________________________________
2. How are the ideas of Buddha similar to and different from those of other great thinkers you have studied?
______________________________________________________________________
______________________________________________________________________
© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved
The Ajanta Caves
The thirty Ajanta caves served as the residence of the Buddhist monks and religious devotees in India for more than 800 years. Dating from the 1st century BC to about AD 480, and carved out of volcanic rock in the Maharashtra Plateau, the subject matter of most of the paintings, sculptures and rock-cut architecture at Ajanta is the life and teachings of Buddha. The Buddhist Monks employed artists who turned the stone walls into picture books of Buddha's life and teachings. These artists have portrayed the costumes, ornaments and styles of the court life of their times.
Source:
The Art of India
Elements to notice in artwork of the Buddha:
▪ The many-headed gods and many-armed goddesses of Hindu art represent abstract ideas of beauty.
▪ All images of Buddha have very long ears to show that he was born into a very wealthy family that would have jeweled earrings for everyone to wear.
▪ All of the images of Buddha have some kind of topknot on his head to show that once he was enlightened he was filled with wisdom.
▪ Buddha’s image always has flat feet to show that he spent seven years wandering through India before he sat under the Bodi tree and became enlightened.
Source:
NAME: _________________________________ Date: _______________ Period: ________
Art Analysis Worksheet
Directions: Study the piece of art for two minutes. Form an overall impression of the art and then examine individual items. Next, divide the art into quadrants and study each section to see what new details become visible.
1. Look carefully at the work of art in front of you. What colors do you see in it? List the specific colors that you see.
______________________________________________________________________________________________________________________________________________________
2. Use the chart below to list people, objects, and activities in the artwork.
|Art Analysis |
|People |Buildings, Objects, Animals |Activities |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
3. What is going on in this work of art? Make note of whatever you see happening, no matter how small.
______________________________________________________________________________________________________________________________________________________
4. Does anything you have noticed in this work of art so far (colors, objects, or events) remind you of something in your own life?
______________________________________________________________________________________________________________________________________________________
5. Look at each section of art again and record any symbols you find and what you think they might mean.
|Symbol |Meaning |
| | |
| | |
| | |
| | |
6. What ideas and emotions do you think this work of art expresses?
______________________________________________________________________________________________________________________________________________________
7. Do you like this work of art? Why or why not?
______________________________________________________________________________________________________________________________________________________
Module 2: What were the beliefs, values and religions of the people of Ancient India and what are some of the ways we have learned about this civilization?
LESSON 3 (Day 5)
Objectives:
• Compare and contrast the beliefs of Buddhism and Hinduism.
• Identify the evidence examined in order to gain historical knowledge.
• Explain how a religion can be considered a way of life.
Module 2 Assessment: What were the beliefs, values and religions of the people of Ancient India and what are some of the ways we have learned about this civilization?
1. Have the students complete the Teachings of the Buddhist and Hindu Religions Chart in which they list the beliefs of the Buddhist and Hindu religions and identify the similarities between the two religions. In the “How We Know About This” section of the chart, students should record the actual evidence they examined (i.e., material read in the text, supplemental readings or viewed on websites) or the evidence cited in their materials. This will give the students another opportunity to think like an historian.
2. Ask the students to write a paragraph in response to the following prompt:
It has been said that, Buddhism and Hinduism are not just religions, but that each is a way of life. Explain what you think is meant by that statement. Review the items you listed on the Teachings of the Buddhist and Hindu Religions Chart to assist you with your explanation.
NAME: _________________________________ Date: _______________ Period: ________
Teachings of the Buddhist and Hindu Religions Chart
| | | |
|The Teachings of Buddhism |How We Know About This |( |
| | | |
| | | |
| | | |
| | | |
| | | |
|The Teachings of Hinduism |How We Know About This |( |
| | | |
| | | |
| | | |
| | | |
Directions: In the chart below, list the teachings of the Buddhist and Hindu religions. Put a check in the right hand column next to each teaching that is the same for both religions. In the “How We Know About This” column, you will have an opportunity to think like an historian.
Here you should record the actual evidence you examined (i.e., material read in the text, supplemental readings or viewed on websites) to learn about the teachings of Buddhism and Hinduism.
NAME: _________________________________ Date: _______________ Period: ________
Directions: It has been said that, Buddhism and Hinduism are not just religions, but that each is a way of life. Explain what you think is meant by that statement. Review the items you listed on the Teachings of the Buddhist and Hindu Religions Chart to assist you with your explanation.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| |4 (Advanced) |3 (Proficient) |2 (Basic) |1 (Below Basic) |Score |
|Focus |___Topic sentence/thesis statement draws the |___Topic sentence/thesis statement has key words |___Topic sentence is attempted but not clearly |___Topic sentence is missing; recognition of task| |
| |reader to the topic in an interesting way using |from the prompt; task and audience are addressed |stated or easily identified; little recognition |and audience is not evident. | |
| |key words from the prompt; task and audience are |appropriately. |of task and audience. | | |
| |deliberately and specifically addressed. | | | | |
| | | | |___There is no apparent focus of paper causing | |
| |___Relevant content supports the topic/thesis |___Focus of paper generally revolves around the |___ Focus of paper is not consistent or drifts |repeated shifts in topic. | |
| |consistently throughout the essay. |main topic/thesis statement. Any wandering from |off topic at times. | | |
| | |the main topic is slight and does not confuse the| | | |
| | |reader. | | | |
| |___Conclusion revisits the topic in a unique | |___Attempts conclusion; does not draw reader |___No conclusion | |
| |and/or interesting way, and draws the reader back|___Conclusion restates the topic and draws reader|back to the topic or thesis | | |
| |to the main topic or thesis of the piece. |to the main topic or thesis of the piece. | | | |
|Content|___Main ideas and supporting evidence are |___Main ideas and supporting evidence are |___ Main ideas and evidence minimally support the|___Main ideas and/or evidence do not support the | |
| |well-chosen and consistently support the topic or|relevant and adequately support the topic or |topic or prompt. |topic or prompt; may be redundant, irrelevant, or| |
| |prompt. |prompt. | |confusing. | |
| | | | | | |
| |___Explains the historical problem posed in the |__Restates the historical problem posed in the |___Historical problem posed in the prompt is not |__Historical problem posed in the prompt is | |
| |prompt. |prompt. |clearly addressed or stated. |missing | |
| | | | | | |
| |___Examples, explanations and/or evidence provide|___Quantity and depth of examples, explanations, |___Examples, explanation, and evidence to support|___Examples, explanation, and/or evidence are | |
| |in-depth support and elaboration of main reasons |and/or evidence provide adequate support or |main reasons, details, and/or facts need further |sparse and provide very little support for main | |
| |and details on at least 3 occasions. (Cited when |elaboration of main reasons and details on at |development. |reasons, details, or facts. | |
| |appropriate) |least 1 occasion. (Cited when appropriate) | | | |
| | | | | | |
| | |___All information, including any content | | | |
| |___All information, including any content |vocabulary, is accurate and reveals adequate |___Information, including any content vocabulary,|___Information, including any content vocabulary,| |
| |vocabulary, is accurate and reveals a thorough |understanding of the topic. |is minimally accurate and reveals basic |is inaccurate and reveals very little | |
| |understanding of the topic. | |understanding of the topic. |understanding of the topic. | |
|Organiz|___Planner/graphic organizer is well detailed. |___Appropriate planner/graphic organizer |___Planner/graphic organizer is incomplete. |___No planner/graphic organizer | |
|ation/ | | | | | |
|Convent|___Paper has a clear introduction, body, and |___Paper has a clear introduction, body, and |___Introduction, body, and conclusion are |___Introduction, body, and conclusion are not | |
|ions |conclusion which are deliberately and effectively|conclusion which is organized into paragraphs. |attempted, but not clearly defined. |evident. | |
| |organized into paragraphs. (When appropriate for |(When appropriate for assigned task) | | | |
| |assigned task) | | | | |
| | | | | | |
| |___ Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Reasons, details, or facts, if present, are | |
| |presented in a logical and highly effective |presented in a logical order that is appropriate |not consistently presented in a logical order. |not presented in a logical order. | |
| |order. |to the response. | | | |
| | | | | | |
| | |___Appropriate transitions move the piece |___Some transitions, but may be overly simplistic|___Transitions are missing, repetitive, or | |
| |___Direct and subtle transitions are used within |forward. |or minimal for the task and audience. |inappropriate. | |
| |and between paragraphs to logically and | | | | |
| |effectively move the piece forward. |___Some errors in grammar, usage, spelling, |___Many errors in grammar, usage, spelling, | | |
| | |capitalization and other punctuation; does not |capitalization, and punctuation; sometimes |___ Filled with errors in grammar, usage, | |
| |___Very few errors, if any, in grammar, usage, |interfere with reading |interferes with reading |spelling, capitalization, and punctuation; | |
| |spelling, capitalization and other punctuation; | | |extremely difficult to read | |
| |does not interfere with reading | | | | |
Student Name: ____________________________________________ Teacher Name: _____________________________________________
Grade: _________ Class/Content: ___________________________ Date: _______________________
_
|Unit 3 Instructional Pathway |
|Module 3: SNAPSHOT: |Pacing: 5 days |
|The accomplishments of the Maurya and Gupta Empires | |
| | |
|Rationale: |
|The Maurya and Gupta Empires are two of the most influential in Indian history. Many of the defining features of Indian culture, |
|religion, and civilization took place during this period. |
|Overarching Question: |
|How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each |
|empire? |
| |
|Objectives: |
|Analyze a picture to discover a method of warfare used in India. |
|Describe the rise of the Maurya Empire, its leaders and accomplishments. |
|Compare and contrast the effects of Chandragupta’s and Asoka's leadership on the Maurya Empire. |
|Make a judgment about the effectiveness of leadership styles. |
|Describe the rise of the Gupta Empire, its leaders and accomplishments. |
|Determine if the size of an empire can be advantageous or disadvantageous to a ruler. |
|Analyze the caste system of both ancient and present day India. |
|Illustrate the accomplishments of the Maurya and Gupta Empires. |
|Identify the accomplishments from Ancient India still in use today. |
|Describe how we have learned about these accomplishments. |
|Text References, Materials & Supplies: |
|Texts: |
|Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| |
|Technology: |
|A classroom computer and an LCD projector and/or access to a computer lab |
| |
|Websites: |
| |
| |
|Handouts: |
|Chandragupta Art Analysis |
|The Gupta Empire supplemental information |
|Map of the Gupta Empire |
|Overview of the Caste System of Ancient India |
|India’s Caste System Photos Chart |
|Instructional Pathway: |
|Read text: Chapter 4, Section 4 |
|Complete the Maurya Empire Leadership and Accomplishments chart |
|Read The Gupta Empire supplemental information |
|Read the Overview of the Caste System of Ancient India supplemental information |
|Read The Caste System in India Today supplemental information |
|View photographs that are representative of the caste system in India today on the web |
|Complete the India’s Caste System Photos Chart |
|Assessment |
|Assessments (formative and/or summative): |
|The class will divide into small groups of 3-4 students and create posters that show the accomplishments of the Maurya and Gupta Empires.|
|Each group will then write a paragraph in which they identify the accomplishments we continue to use today. The students should also |
|continue to play the role of an historian and include in the paragraph how we have learned about these accomplishments. |
|Differentiation: |
|Supplementary materials such as handouts and websites are at varied reading levels. |
|Graphic organizers and tables are provided to assist students in organizing their thoughts. |
|The pacing of the lessons can be varied at the teacher’s discretion. |
|Students are given opportunities to work independently and in flexible groups. |
|Lessons in the unit employ different instructional methods for multiple learning styles. |
|There are varied assessment opportunities, both formative & summative. |
|Rubrics can be modified to meet individual student learning needs. |
Module 3: How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each empire?
LESSON 1 (Days 1 and 2)
Objectives:
• Analyze a picture to discover a method of warfare used in India.
• Describe the rise of the Maurya Empire, its leaders and accomplishments.
• Compare and contrast the effects of Chandragupta’s and Asoka's leadership on the Maurya Empire.
Warm-up:
1. Have the students examine the picture on page 127 in their text which shows how Chandragupta’s army rode elephants into war. Ask the students to complete the Chandragupta Art Analysis worksheet and then discuss their responses.
Main activities:
2. Read text pages 126-130 with the class. Have the students complete the Maurya Empire Leadership and Accomplishments chart as they read. Discuss their responses when you are finished.
3. Ask students to write a paragraph in which they compare and contrast the leadership and accomplishments of Chandragupta and Asoka and identify the factor they believe made the difference in the two men’s style of leadership. (Possibly, Asoka’s conversion to Buddhism)
Summing up:
4. Allow several students to volunteer their answers to step #3, or ask the class to describe a method of warfare that was used in India.
NAME: _________________________________ Date: _______________ Period: ________
Chandragupta Art Analysis
Directions: Study the picture on page 127 in your text. Form an overall impression of it and then examine individual items in the picture. Answer the questions below.
1. Use the chart below to list the people, animals, objects, and activities in the picture.
|Art Analysis |
|People |Animals & Objects |Activities |
| | | |
| | | |
| | | |
2. What is going on in this picture?
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
3. What ideas and emotions do you think this work of art expresses?
______________________________________________________________________________________________________________________________________________________
NAME: _________________________________ Date: _______________ Period: ________
Maurya Empire Leadership and Accomplishments Chart
Directions: As you read text pages 126-130, complete the chart below.
| | |
|Leader: |Chandragupta |
| | |
|Leadership Style: | |
| | |
| | |
| | |
|Accomplishments: | |
| | |
| | |
| | |
| | |
|Leader: |Asoka |
| | |
|Leadership Style: | |
| | |
| | |
| | |
|Accomplishments: | |
| | |
| | |
| | |
| | |
NAME: _________________________________ Date: _______________ Period: ________
Chandragupta and Asoka
Directions: Compare and contrast the leadership styles and accomplishments of Chandragupta and Asoka. To what would you attribute the major difference between the two rulers’ style of leadership?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| |4 (Advanced) |3 (Proficient) |2 (Basic) |1 (Below Basic) |Score |
|Focus |___Topic sentence/thesis statement draws the |___Topic sentence/thesis statement has key words |___Topic sentence is attempted but not clearly |___Topic sentence is missing; recognition of task| |
| |reader to the topic in an interesting way using |from the prompt; task and audience are addressed |stated or easily identified; little recognition |and audience is not evident. | |
| |key words from the prompt; task and audience are |appropriately. |of task and audience. | | |
| |deliberately and specifically addressed. | | | | |
| | | | |___There is no apparent focus of paper causing | |
| |___Relevant content supports the topic/thesis |___Focus of paper generally revolves around the |___ Focus of paper is not consistent or drifts |repeated shifts in topic. | |
| |consistently throughout the essay. |main topic/thesis statement. Any wandering from |off topic at times. | | |
| | |the main topic is slight and does not confuse the| | | |
| | |reader. | | | |
| |___Conclusion revisits the topic in a unique | |___Attempts conclusion; does not draw reader |___No conclusion | |
| |and/or interesting way, and draws the reader back|___Conclusion restates the topic and draws reader|back to the topic or thesis | | |
| |to the main topic or thesis of the piece. |to the main topic or thesis of the piece. | | | |
|Content|___Main ideas and supporting evidence are |___Main ideas and supporting evidence are |___ Main ideas and evidence minimally support the|___Main ideas and/or evidence do not support the | |
| |well-chosen and consistently support the topic or|relevant and adequately support the topic or |topic or prompt. |topic or prompt; may be redundant, irrelevant, or| |
| |prompt. |prompt. | |confusing. | |
| | | | | | |
| |___Explains the historical problem posed in the |__Restates the historical problem posed in the |___Historical problem posed in the prompt is not |__Historical problem posed in the prompt is | |
| |prompt. |prompt. |clearly addressed or stated. |missing | |
| | | | | | |
| |___Examples, explanations and/or evidence provide|___Quantity and depth of examples, explanations, |___Examples, explanation, and evidence to support|___Examples, explanation, and/or evidence are | |
| |in-depth support and elaboration of main reasons |and/or evidence provide adequate support or |main reasons, details, and/or facts need further |sparse and provide very little support for main | |
| |and details on at least 3 occasions. (Cited when |elaboration of main reasons and details on at |development. |reasons, details, or facts. | |
| |appropriate) |least 1 occasion. (Cited when appropriate) | | | |
| | | | | | |
| | |___All information, including any content | | | |
| |___All information, including any content |vocabulary, is accurate and reveals adequate |___Information, including any content vocabulary,|___Information, including any content vocabulary,| |
| |vocabulary, is accurate and reveals a thorough |understanding of the topic. |is minimally accurate and reveals basic |is inaccurate and reveals very little | |
| |understanding of the topic. | |understanding of the topic. |understanding of the topic. | |
|Organiz|___Planner/graphic organizer is well detailed. |___Appropriate planner/graphic organizer |___Planner/graphic organizer is incomplete. |___No planner/graphic organizer | |
|ation/ | | | | | |
|Convent|___Paper has a clear introduction, body, and |___Paper has a clear introduction, body, and |___Introduction, body, and conclusion are |___Introduction, body, and conclusion are not | |
|ions |conclusion which are deliberately and effectively|conclusion which is organized into paragraphs. |attempted, but not clearly defined. |evident. | |
| |organized into paragraphs. (When appropriate for |(When appropriate for assigned task) | | | |
| |assigned task) | | | | |
| | | | | | |
| |___ Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Reasons, details, or facts, if present, are | |
| |presented in a logical and highly effective |presented in a logical order that is appropriate |not consistently presented in a logical order. |not presented in a logical order. | |
| |order. |to the response. | | | |
| | | | | | |
| | |___Appropriate transitions move the piece |___Some transitions, but may be overly simplistic|___Transitions are missing, repetitive, or | |
| |___Direct and subtle transitions are used within |forward. |or minimal for the task and audience. |inappropriate. | |
| |and between paragraphs to logically and | | | | |
| |effectively move the piece forward. |___Some errors in grammar, usage, spelling, |___Many errors in grammar, usage, spelling, | | |
| | |capitalization and other punctuation; does not |capitalization, and punctuation; sometimes |___ Filled with errors in grammar, usage, | |
| |___Very few errors, if any, in grammar, usage, |interfere with reading |interferes with reading |spelling, capitalization, and punctuation; | |
| |spelling, capitalization and other punctuation; | | |extremely difficult to read | |
| |does not interfere with reading | | | | |
Student Name: ____________________________________________ Teacher Name: _____________________________________________
Grade: _________ Class/Content: ___________________________ Date: _______________________
Module 3: How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each empire?
LESSON 2 (Days 3 and 4)
Objectives:
• Make a judgment about the effectiveness of leadership styles.
• Describe the rise of the Gupta Empire, its leaders and accomplishments.
• Determine if the size of an empire can be advantageous or disadvantageous to a ruler.
• Analyze the caste system of both ancient and present day India.
Warm-up:
1.Ask students to respond in writing to the following question:
Based on what you have learned about the Maurya Empire in India, what are two ways a ruler can unite and govern the people of a country? Which do you think is the better way? Explain your answer.
(Possible response to the first part of the question: Chandragupta ruled with absolute power through harsh force while Asoka ruled through advice and laws based on the teachings of Buddha.)
Main activities:
2. Read The Gupta Empire supplemental information with students. Have the students complete the Gupta Empire Leadership and Accomplishments chart as they read. Discuss the students’ responses when you are finished.
3. Have the students compare the map of the Maurya Empire on text page 128 with the map of the Gupta Empire included with the supplemental information. Ask the students to describe how the boundaries of the two empires differed. Ask the students if they think there are any advantages or disadvantages to ruling a region the size of the Maurya Empire. Can an empire ever be too big? Why might an empire become weaker as it grows larger?
4. Since the leaders of the Gupta Empire used the caste system as a means of maintaining social order to strengthen their rule, the students should have some understanding of its history and purpose. Have the students read the supplemental information on the Caste System of Ancient India, The Caste System in India Today, Changes in India, and Gandhi on Untouchability. Then have the students work with a partner to answer the Caste System of India questions. Discuss the students’ responses.
5. Go online with your class in a computer lab or by using a computer and LCD projector in your classroom and visit the website listed below to view photographs that are representative of the caste system in India today. Have the students complete the India’s Caste System Photos Chart and discuss their responses.
Summing up:
Ask students to share their answers to the India’s Caste Systems Photo Chart.
The Gupta Empire
After the Maurya Empire came to an end, India remained divided for nearly 600 years. During that time, Buddhism spread throughout India and the popularity of Hinduism declined. Around AD 320 the Gupta Dynasty took over India, once again bringing unity and prosperity to the region.
The Gupta period marks an important phase in the history of Ancient India. The long and efficient rule of the Guptas made a huge impact on the political, social and cultural spheres. Though the Gupta Empire was not as widespread as the Mauryan Empire was in India, the Gupta dynasty was successful in creating an empire that is significant in the history of India. The lifestyle and culture of the Gupta Dynasty is known to us through the discovery of various ancient coins, scriptures, inscriptions, texts, etc. belonging to that era.
The rulers of the Gupta Empire were efficient administrators who knew how to govern with a firm hand, using the strict social order of the Hindu caste system to strengthen their rule. The government operated without the system of espionage often practiced by Mauryan rulers. The brutal penalties of Mauryan times, however, had been abolished. Law breaking was punished without death sentences, but, instead, mainly by fines. Punishments such as having one's hand cut off were applied only against obstinate, professional criminals.
During this age, art and education flourished and many great discoveries were made in these fields. Aryabhatta and Varahamihira, the two great mathematicians contributed much during this period. Aryabhatta estimated the value of "Pi" to the fourth decimal place. Algebra was developed to a great extent and the concepts of zero and infinity were found. The symbols of numbers 1 to 9 were devised, which was a great contribution in mathematics. These symbols came to be known as Hindu Arabic Numerals later when the Arabs adopted them.
The Gupta Age is also known for its advances in astronomy and medicine. During the reign of the Gupta rulers, astronomers and philosophers proposed the theory that the earth was not flat, but round instead. The theory of gravity was also offered during this time. The astronomers made a breakthrough when they discovered the different planets and started to make horoscopes based on the planet’s positions. Doctors performed operations during this period. Since so many discoveries and advances were made in arts, medicine, literature and science during Gupta period, it has been called the Golden Age of India.
Source:
The Gupta Empire started coming to an end in the late 400’s due, in great part, to outside invaders. The Huns, a group from Central Asia, invaded India from the northwest. Their fierce attacks had a strenuous effect on the Gupta Empire, draining it of its power and wealth. Gupta rule came to an end by the middle 500’s and India was once again divided into small kingdoms.
Main Rulers of Gupta Age
• Chandragupta I (319 - 335 A.D): Chandragupta I was a very powerful Gupta ruler who waged many battles to attain his title. He married Kumaradevi after the Gupta Dynasty came into prominence. He assumed the title of Maharajadiraja, which means “king of kings”.
• Samudragupta (335 - 375 A.D): Samudragupta was the son and successor of Chandragupta I. Samudragupta was popularly known as the "Indian Napoleon" as he conquered many territories without making much of an effort. It is said that after Emperor Ashoka, the empire of Samudragupta was supreme. The coins found in excavations reveal much information about his empire. During his reign, many great discoveries and advancements were made in different fields like astronomy, mathematics and medicine.
• Chandragupta II (375 - 414 A.D): Chandragupta II was chosen by his father as the successor and the future ruler. Chandragupta II was an able ruler and a great conqueror. His conquest of the peninsula of Saurashtra via the Arabian Sea is considered to be one of his greatest military successes. With the annexation of Saurashtra and Malwa, he opened up sea ports to facilitate trade and commerce.
• Kumaragupta I (415 - 455 A.D): Kumaragupta ruled for forty years and he was considered to be one of the most powerful rulers of the Gupta Period. During his reign the whole of India was united as one single entity.
Source:
[pic]
Source:
NAME: _________________________________ Date: _______________ Period: ________
Gupta Empire Leadership and Accomplishments Chart
Directions: As you read The Gupta Empire information, complete the chart below.
| | |
| |Chandragupta I Samudragupta |
|Leaders: | |
| |Chandragupta II Kumaragupta I |
| | |
| | |
|Leadership Style: | |
| | |
| | |
| | |
| | |
|Accomplishments: | |
| | |
| | |
| | |
| | |
| | |
| | |
Overview of the Caste System of Ancient India
| |
|Caste System |
|Upper Class |Brahman: |
| |Included priests and scholars |
| |Kshatriyas: |
| |Included rulers and warriors |
|Middle Class |Vaisyas: |
| |Included merchants, traders and farmers |
|Lower Class |Sudras: |
| |Consisted of peasants bound to the land |
| |Outcastes: |
| |Also known as “The Untouchables” |
The caste system began in India after the Aryans invaded and established their own rules for governing the society and creating social order. The Aryans prohibited marriages between their own people and people of the cultures they conquered.
In Ancient India four classes of people emerged in society. They included the subgroups outlined in the chart of the Caste System of Ancient India. The Untouchables were considered such a low group that they were never mentioned or acknowledged within the society. Each caste had a specific place in society. They socialized, ate, married, worked and worshipped within their own caste. They would never have considered marrying or working outside their caste. Over time, each of the five subgroups or castes became subdivided into over 3,000 castes.
The Indians believed that they could attain a higher caste position by leading a good life. This belief was derived from the Hindu religious teachings of reincarnation. They believed they could be reincarnated into the body of an insect if they did not lead a good life in their current caste position. Thus good deeds performed were a promise to raise them up through the different classes in reincarnation until they reach the top of the ranks and take the next step to freedom.
Source: ©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational purposes, provided credit is given to publisher and author for its availability.
The Caste System in India Today
Religion, caste, and language are important factors in determining a person’s place in social and political groups in India today. With more job opportunities in private businesses and better chances of upward social mobility, however, India has begun a social change in this area. The government of India made discrimination based on the caste system officially illegal. While it still remains common today, especially in rural areas, India’s government has made strong efforts to minimize the importance of the caste system through active affirmative action and social policies. Moreover, caste has been weakened in the economically successful cities, where an increasing percentage of India's population lives. In the countryside, expanding education, land reform and economic opportunity through access to information, communication, transportation, and credit have lessened the harshest elements of the caste system.
Source:
Changes in India
Many changes took place in the country of India in the 1900’s. One of the leaders of that change was Mohandas Gandhi, a man who became a major political and spiritual leader of India from 1916–1945. One of the issues Gandhi was concerned with was that of the caste system and the concept of “untouchability.” Many people felt the Hindu religion supported the concept of “untouchability”. Gandhi did not. Below you will find a passage from a text he wrote in 1933 on the subject of the untouchables.
Gandhi on Untouchability
“Untouchability, as it is presently practiced, is the greatest blot on Hinduism. It is against the Shastras. It is against the fundamental principles of humanity; it is against the dictates of reason that a man should, by mere reason of birth, be forever regarded as an untouchable, even unapproachable and unseeable. These adjectives do not convey the full meaning of the thing itself. It is a crime for certain men, women and their children to touch or to approach another within stated distances or to even be seen by those who are called caste-Hindus. The tragedy is that millions of Hindus believe in this institution as if it was enjoined by the Hindu religion.
Happily, Hindu reformers have recoiled with horror from this practice. They have come to the conclusion that it has no support in the Hindu Shastras taken as a whole. Isolated texts torn from their context and considered by themselves can no doubt be produced in support of this practice, as can any evil known to mankind, But there is abundant authority in the Shastras to warrant the summary rejection, as being un-Hindu, of anything or any practice that is manifestly against, the fundamental principles of humanity or morality, of Ahimsa or Satya.”
| | |
|Shastras - sacred texts |Selected Writings of Gandhi |
|Ahimsa - nonviolence |Compiled by : Sunil Sharma |
|Satya- truth |Source: |
NAME: _________________________________ Date: _______________ Period: ________
The Caste System of India
Questions
1. How did the caste system begin in Ancient India?
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
2. In Ancient India, how did the people believe they could reach a higher caste position?
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
3. In India today, where is the caste system still most commonly found?
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
4. Gandhi said that, “Untouchability, as it is presently practiced, is the greatest blot on Hinduism.” What does he say to support that statement? How is it a blot in Hinduism?
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
5. In America, do we have different standards for members of different groups? Do we apply laws in the same way to people in different classes? Give examples to defend your answer.
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
NAME: _________________________________ Date: _______________ Period: ________
India’s Caste System Photos Chart
Directions: As you view the photographs that are representative of the caste system in India today, use the chart below to list people and activities in the pictures.
|Picture Analysis |
| | |How Are These Activities (the locations, methods, |
|People |Activities |tools, etc.) The Same Or Different Than What You |
| | |Would See In Your City? |
|Brahman | | |
|priests | | |
| | | |
| | | |
|Kshatriya | | |
|rulers, warriors, | | |
|landowners | | |
| | | |
|Vaishya | | |
|merchants | | |
| | | |
| | | |
|Shudra | | |
|artisans, agriculturalists | | |
| | | |
|Harijan | | |
|"outside" the caste system | | |
| | | |
|Class Orders | | |
| | | |
| | | |
| | | |
Module 3: How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each empire?
LESSON 3 (Day 5)
Objectives:
• Illustrate the accomplishments of the Maurya and Gupta Empires.
• Identify the accomplishments from Ancient India still in use today.
• Describe how we have learned about these accomplishments.
Module 3 Assessment: How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each empire?
1. To assess what has been learned in this module, break the students into groups of 3-4 and have each group create a poster that shows the accomplishments of the Maurya and Gupta Empires.
2. Have each group write a paragraph in which they identify the accomplishments we continue to use today. Students should continue to play the role of an historian and include in the paragraph how we have learned about these accomplishments. This paragraph should be attached to the group’s completed poster.
3. The students should use their completed Maurya Empire Leadership and Accomplishments Chart and Gupta Empire Leadership and Accomplishments Chart to assist them in gathering the information necessary to create their posters.
4. Before students begin the project, review with them the poster project criteria and rubric.
Note: When students complete this project, you may want to have them continue construction of the classroom timeline begun during Unit 1.
Poster Project Criteria
Your poster project should include:
▪ All the required elements
○ Five Accomplishments of the Maurya Empire
○ Five Accomplishments of the Gupta Empire
○ A paragraph that identifies accomplishments still used today and describes how we have learned of these accomplishments.
▪ Accurate content displayed appropriately
▪ An attractive design and layout
▪ Use of proper grammar and spelling
▪ All group members focused on the task, using class time appropriately
Accomplishments of the Maurya and Gupta Empires Poster Rubric
|CATEGORY | |Developing |Accomplished |Exemplary |
| |Beginning |2 |3 |4 |
| |1 | | | |
| |Several required elements |All but one of the |All required elements are |The poster includes all |
|Required Elements |were missing. |required elements are |included on the poster. |required elements, as well|
| | |included on the poster. | |as, additional |
| | | | |information. |
| |Less than 7 accurate facts|7-8 accurate facts are |9-10 accurate facts are |Ten or more accurate facts|
|Content - Accuracy |are displayed on the |displayed on the poster. |displayed on the poster. |are displayed on the |
| |poster. | | |poster. |
| |The poster is |The poster is acceptably |The poster is attractive |The poster is |
| |distractingly messy or |attractive, though it may |in terms of design, layout|exceptionally attractive |
|Attractiveness |very poorly designed. It |be a bit messy. |and neatness. |in terms of design, |
| |is not attractive. | | |layout, and neatness. |
| |There are more than 2 |There are 2 errors in |There is 1 error in |Capitalization and |
| |errors in capitalization |capitalization or |capitalization or |punctuation are correct |
|Mechanics |or punctuation throughout |punctuation throughout the|punctuation throughout the|throughout the poster and |
| |the poster and |poster and accompanying |poster and accompanying |accompanying paragraph. |
| |accompanying paragraph. |paragraph. |paragraph. | |
| |Did not use class time to |Used some of the time well|Used time well during each|Used time well during each|
| |focus on the project OR |during each class period. |class period. Usually |class period. Focused on |
|Use of Class Time |often distracted others. |There was some focus on |focused on getting the |getting the project done. |
| | |getting the project done, |project done and never |Never distracted others. |
| | |but occasionally |distracted others. | |
| | |distracted others. | | |
UNIT 3 PROJECT
Days 6-8
Objectives:
• Examine the purpose and design of the merchants’ seals found in Mohenjo-Daro.
• Create an original seal design in the style found on the seals in Mohenjo-Daro.
• Describe what these seals tell us about life in the Indus River Valley.
Module 1: What role did geography play in the development of the first civilizations in Ancient India? What were the features of these early civilizations?
Module 2: What were the beliefs, values and religions of the people of Ancient India and what are some of the ways we have learned about this civilization?
Module 3: How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each empire?
This project will address all three of the overarching questions of the unit.
1. Have students read the supplementary material on Seals from the Indus Valley to learn more about the purpose of the seals and their designs and what archaeologists have learned from them about the people of the Indus Valley.
2. Go over the Indus Valley Script “Dictionary” page with the students. They should understand that because the script has not been deciphered, no one is sure what the symbols represent.
3. Go online with your class in a computer lab or by using a computer and LCD projector in your classroom, and visit the website: to view photographs of seals found in the Indus Valley. (These seals were previously viewed and discussed in the Mohenjo-Daro Slide Show activity in Module 1. There are also a few pictures of the seals in the text on pages 108-109.) The students should look at the seals and their descriptions in order to get an idea of what they would like to do for their project, which will be to create an original seal of their own.
4. Activity: The students should view themselves as Indus Valley merchants selling a variety of goods such as: cotton, cooper tools, pottery, cloth, gold, jewelry, silver, shells and beads. As merchants they will need a seal to use on all of the goods they sell. They must design a seal that represents them in some way. They will choose an animal design, or a deity, along with Indus Valley script to put on their seal.
If the seals can be made in conjunction with the art teacher, they can be made out of clay, tin, copper or wood. Otherwise, use poster board cut into small squares (6”x6” or 8”x8”) that the students can create designs on with pencil first, then color in with markers or colored pencils. (The actual seals range in size from a half-inch to around two-and-half inches. Ninety percent of the seals are square, and 10 percent are rectangular. Each seal had a raised boss on the back pierced with a hole for carrying or being placed on parcels.)
5. After the students have had an opportunity to make their own seals:
▪ Ask them to write a paragraph describing the decisions they made about their seal design, such as the choice of animal or deity and the script they used.
▪ Have them imagine that these are the only artifacts that have been discovered at Harappa and Mohenjo-Daro. The students should review all of the information they have been given on the Indus Valley seals and then describe what these seals tell them about life in the Indus Valley. What can they learn about the Indus Valley people using only this one source of information?
NAME: _________________________________ Date: _______________ Period: ________
Indus Valley Seal Activity
Directions: For this activity, each of you should view yourselves as Indus Valley merchants selling a variety of goods such as: cotton, cooper tools, pottery, cloth, gold, jewelry, silver, shells and beads. As merchants you will need a seal to use on all of the goods you sell.
▪ You will design a seal that represents you in some way. You will choose an animal design, or a deity, along with Indus Valley script to put on your seal. Use the Seal and Indus Valley Script Dictionary handouts to help you develop ideas for your seal design.
After you have had an opportunity to make your own seal:
▪ You will write a paragraph describing the decisions you made about your seal design, such as the choice of animal or deity and the script you used.
▪ Imagine that these seals are the only artifacts that have been discovered at Harappa and Mohenjo-Daro. Review all of the information you have been given on the Indus Valley seals and then describe what these seals tell us about life in the Indus Valley. What can we learn about the Indus Valley people using only this one source of information?
Seals from the Indus Valley
The emergence of Mohenjo-Daro and Harappa civilizations was remarkable for the stability they created that lasted for nearly a thousand years. Cities were well planned and buildings were built with baked bricks of the same size; the streets were laid out at right angles and a drainage system was installed. There were fairly clear divisions between localities. Houses were stratified based on their occupants’ social status. There were also public buildings, the most famous being the Great Bath at Mohenjo-Daro. Remnants of furnaces unearthed vindicate the claim that metals such as copper, bronze, lead and tin were in use in those days. The discovery of brick-making kilns indicates that burnt bricks were used extensively in domestic and public buildings.
Evidence also points to the use of domesticated animals, including camels, goats, water buffaloes and fowls. The Harappans cultivated wheat, barley and peas and were probably the first to grow and make clothes from cotton. Trade during that period was advanced. Discoveries suggest that the Harappan civilization had extensive trade relations with neighboring regions in India and states in the Persian Gulf and Sumer. Seals discovered from the site suggest that each merchant or mercantile family owned its own seal. Source:
The seals were usually carved from materials such as stone, glass, metal, wood, or bone. At other times sun-dried or baked clay itself was used. Many of the local animals, such as the elephant, tiger, rhinoceros, buffalo and antelope were represented on the seals so frequently, it is believed they may have been a significant part of the diet of the Indus Valley people. Many of the seals were also inscribed with short pieces of the Indus script. The seal had a name or title on it, as well as, the animal motif that is believed to represent what sort of office or clan the owner belonged to. The meaning of the Indus script, however, remains a mystery, because without people like the "Rosetta Stone" linguists, archaeologists have been unable to decipher it.
Source:
SEALS
Function of Seals
• Seal goods to denote ownership
• Identify the mother country of the merchant
• Identify the origin of the traded commodity without opening the bundle of goods, thus facilitating storage, taxation, further shipment and other functions.
• Some seals may have been used by religious leaders for special ceremonies while other seals were used strictly by landowners and traders
• Some seals were worn around the neck or wrist and may have shown a person’s status or position of the owner.
Steatite seals
These soft soapstone seals were carved, polished, and then fired in a kiln to whiten and harden the surface. Only after the outside had been hardened could the seal be used to stamp wet clay.
Square Seals
These seals usually had a line of script along the top of the seal and a carved animal in the central portion. Animals depicted include male domestic, wild and mythical beasts. A small feeding trough or an offering stand is often placed below the head of the animal.
Some seals contained more complex iconographic scenes that represented mythological or religious events.
The reverse of the seals had a small boss or carved knob with a perforation for holding a thick cord.
Rectangular Seals
These seals had holes drilled from the side across the middle of the seal. This type of seal only carried abstract writing with no central animal motif.
Stamp seals
These seals were used to stamp a personal and official insignia onto goods or documents. Powerful merchants and landowners probably used them. Seals with animal motifs would have carried messages understood by the different communities in the region. As a totemic symbol, the animals represented a specific clan or official. The animals represented at least ten different clans. Of these, the unicorn appears to be most popular and might have represented a widespread community.
Seal Impressions
Impressions of seals on clay tags and on circular tokens were probably issued to middlemen or transporters as certificates from a seal owner. Lumps of clay were directly attached to the knots or binding on a bundle of goods and sealed to verify the contents and protect against pilfering en route.
Source: Ancientindia.co.uk
Motifs
Animal motifs on seals were probably symbols representing a special clan or official.
The animals included:
• Unicorn (the most common animal depicted)
• Humped bull
• Elephant
• Rhinoceros
• Water buffalo
• Short-horned humpless bull
• Goat
• Antelope
• Crocodile
• Hare
• Tiger
• Sheep
• Gazelle
The animals were usually male and most animals were carved facing the left.
Combination Animal Seals
Seals depicting several animals have also been discovered. Multiple headed animal figures also occurred on seals. Some of the combinations included:
• The unicorn and the short-horned bull
• The unicorn, the short-horned bull and an antelope
• An elephant with the horns of a bull
• A creature with physical features of a bull, tiger, elephant and goat, with the face of a human and the tail of a cobra
• Two-sided seal depicting a unicorn on one side and a combined-animal motif on the other.
Source: Ancientindia.co.uk
INDUS VALLEY SCRIPT “DICTIONARY”
There is no such thing as an accepted Indus Valley Script Dictionary. Such a dictionary is probably decades away. Nonetheless, below is a summary of some of the Parpola1 and Mahadevan's2 speculations on many of the most common Ancient Indus signs.
|[pic] |
|Sign/ |Pictorial |Intended |
|Sequence |meaning |meaning |
|[pic] |fish |1. fish |
| | | |
| | |2. star |
|[pic] |intermediate |white star |
| |space + fish | |
|[pic] |3 + fish |three stars |
|[pic] |fish |seven stars |
|[pic] |dot/drop + fish |1. carp fish ( rohita 'red' in Sanskrit) |
| | |2. star or red dot/blood drop (rohini 'red' in |
| | |Sanskrit) |
|[pic] |halving + fish |green star |
|[pic] |roof + fish |black star |
|[pic] |fig tree + fish |North Star |
|[pic] |4 + fig tree |hanging rope |
|[pic] |man |man, servant |
|[pic] |ring(s)/ bangle(s) |boy, youth, Muruku (the youthful god of love and war)|
|[pic] |(head of) cow |possessive suffix |
Source:
|[pic] |
|Sign/ |Pictorial |Ideographic |
|Sequence |value |meaning |
|[pic] |Jar |Priest |
|[pic] |Lance |Warrior |
|[pic] |Man |Servant, attendant or lower functionary |
|[pic] |Bearer |Officer or functionary |
|[pic] |Jar + Bearer |Officer or functionary with priestly duties |
|[pic] |Lance + Bearer |Officer or functionary with military duties |
|[pic] |Harrow |Farmer, tiller, tenant |
Sources:
1Asko Parpola, Deciphering the Indus Script, Cambridge, Cambridge University Press, 1994, pp. 275-277 (adapted).
2Iravatham Mahadevan, Terminal Ideograms in the Indus Script, in Gergeory L. Possehl, Harappan Civilization: A Contemporary Perspective, Oxford & IBH Publishing Co., 1982, p. 316 (adapted).
Source:
Seal Project Criteria
Your seal project should include:
▪ All the required elements
○ An animal or deity on the seal
○ Appropriate Indus Valley script on the seal
○ A paragraph that describes the decisions made about the seal design, such as the choice of animal or deity and the script used.
○ A paragraph that describes what the Indus Valley seals tell us about life in the Indus Valley.
▪ Accurate knowledge about the culture
▪ Attractive and neat work
▪ Appropriate use of class time/effort
Seal Project Rubric
|CATEGORY |Beginning |Developing |Accomplished |Exemplary |
| |1 |2 |3 |4 |
| |Several required |All but one of the |All required elements |The project includes all|
|Required Elements |elements were missing in|required elements are |are included in the |required elements, as |
| |the project. |included in the project.|project. |well as, additional |
| | | | |information. |
|Knowledge About the Culture |The student’s work does |The student’s work shows|The student’s work shows|The student’s work shows|
| |not show an |some understanding of |an understanding of the |a complete understanding|
| |understanding of the |the culture being |culture being studied. |of the culture being |
| |culture being studied. |studied. | |studied. |
|Attractiveness |The seal looks thrown |The design and |The seal shows that the |The seal shows that the |
| |together at the last |construction were |creator took pride in |creator took great pride|
| |minute. It appears that |planned. The item, |his/her work. The design|in his/her work. The |
| |little design or |however, has several |and construction look |design and construction |
| |planning was done. |flaws that detract from |planned. The item has a |look carefully planned. |
| | |the overall look. |few flaws, but these do |The item is neat and |
| | | |not detract from the |free of flaws. |
| | | |overall look. | |
|Time and Effort |Class time was not used |Class time was not |Class time was used |Class time was used |
| |wisely and the student |always used wisely, but |wisely. Student could |wisely. Much time and |
| |put in no additional |the student did do some |have put in more time |effort went into the |
| |effort. |additional work at home.|and effort at home. |planning and design of |
| | | | |the seal. It is clear |
| | | | |the student worked at |
| | | | |home as well as at |
| | | | |school. |
-----------------------
Dasaratha
King of
Ayodhya
Kausalya
Dasaratha’s
1st Wife
Sumitra
Dasaratha’s
2nd Wife
Kaikeyi
Dasaratha’s
3rd Wife
Lakshmana
& Satrughua
Sons of Dasaratha
& his 2nd Wife
Bharata
Son of Dasaratha
& his 3rd Wife
Rama
Son of Dasaratha
& his 1st Wife
Prompt / Writing Task
Comments
____Focus
____Content Development
____Organization/ Conventions
______TOTAL
Below Basic
Basic
Proficient Advanced
4 5 6 7 8
9 10 11 12
Below Basic
Proficient
Below Basic
Prompt / Writing Task
Comments
____Focus
____Content Development
____Organization/ Conventions
______TOTAL
Below Basic
Basic
Proficient Advanced
4 5 6 7 8
9 10 11 12
Below Basic
Proficient
Below Basic
................
................
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