H olyC w! Dharma? Karma? Varna? Ancient Indiaclic.cengage.com/uploads/705cf47a8fde94b983790f025225a596_2_864… · xplore the ancient cities along the ... the beginnings of Hinduism!

• IN TH IS TEACHER ’S GU IDE •

2 Prereading Activities

3 Get Set to Read (Anticipation Guide)

4 Discussion and Writing Questions

5–6 It’s in the Reading (Reading Comprehension)

7 Everything Visual (Graphic Skills)

8 Cross-Curricular Extensions

9–12 Answer Keys to Blackline Masters

Dear Educator,

Explore the ancient cities alongthe Indus River, attempt tounlock a lost language, and trace

the beginnings of Hinduism! Whilereading KIDS DISCOVER AncientIndia, your young historians will learnabout the fascinating topics at right.

This Teacher’s Guide is filled withactivity ideas and blackline masters to help your students enjoy and learnmore from Ancient India. Select oradapt the activities that suit your stu-dents’ needs best.

Thank you for making KIDS DISCOVERa part of your classroom.

Sincerely,

KIDS DISCOVER

P.S. We would love to hear from you! E-mail your comments and ideas [email protected]

P A G E S WHAT ’S IN ANCIENT INDIA

2–3 Mysterious Ancient IndiaLooking for clues to unlock the history of ancient India

4–5 India’s First CitiesMohenjo-Daro and Harappa in about 2500 B.C.

6–7 Inside Mohenjo-DaroWhat was life like in this large city?

8–9 All Around the Ancient WorldA time line of accomplishments of ancient civilizationsaround the world

10–11 Peering into the PastA photo of the ancient tradition of hunting herons

12–13 The Indo-European MigrationThe Vedic Aryans cross into India, plus language familyresemblances

14–15 From Top to Bottom: The Caste SystemThe four classes, or varnas, in the rigid caste system

16–17 Roots of HinduismHindu gods and beliefs

18–19 Student ActivitiesA word search, match-up, map match, and resources

Meet ing the Standards✔ World History: Era 2 EarlyCivilizations and the emergence ofPastoral Peoples, 4000-1000 BCE– National Standards for History

✔ Visit www.kidsdiscover.com/standardsto find out more about how KIDSDISCOVER meets state and nationalstandards.

Teacher’s GuideTeacher’s Guide Ancient IndiaKIDSDISCOVER

Stepping Off the Steppes Stuck in a Caste

Holy Cow!

Dharma? Karma? Varna?

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........................... www.kidsdiscover.com ...........................KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030

ANCIENT INDIA 1© KIDS DISCOVER

Ancient India

Discuss ion

To get students thinking about how this topicrelates to their interests and lives, ask:

✔ Has anyone ever been to India? What did you see, do,eat, etc.?

✔ Why do you think people study ancient civilizations?

KWL Chart

On chart paper, draw threecolumns and label them

K (“What we Know”), W(“What we Want to know” or“What we think we Willlearn”), and L (“What weLearned”). Ask: What do youknow about ancient India?

List students’ responses in the K column. In theW column, list students’ questions and commentsabout what they want to learn or what they thinkthey will learn by reading Ancient India. (See boxbelow for key terms students may bring up.) Atthe end of the unit, have students fill in the Lcolumn listing what they learned. Finally, ask students to correct any inaccurate informationwritten in the K column.

Get Set to Read (Anticipation Guide)

Copy and distribute the Get Set to Read black-line master (page 3 of this Teacher’s Guide).

Explain to students that this Anticipation Guide willhelp them find out what they know and whatmisconceptions they have about the topic. Get Setto Read is a list of statements—some true, somefalse. Ask students to write whether they thinkeach statement is true or false in the BeforeReading column. Be sure to tell students that it isnot a test and they will not be graded on theiranswers. The activity can be completed in a vari-ety of ways for differentiated instruction:

◆ Have students work on their own or in smallgroups to complete the entire page.

◆ Assign pairs of students to focus on two state-ments and to become “experts” on these topics.

◆ Ask students to complete the Before Reading col-umn on their own, and then tabulate the class’sanswers on the chalkboard, on an overheadtransparency, or on your classroom computer.

◆ Review the statements orally with the entire class.

If you predict that students will need assistancefinding the answers, complete the Page Numbercolumn before copying Get Set to Read.

Prev iew

Distribute Ancient India and model how to pre-view it. Examine titles, headings, words in bold-

face type, pictures, charts, and captions. Then havestudents add new information to the KWL chart. Ifstudents will only be reading a few pages at onesitting, preview only the selected pages.

Ancient IndiaKIDSDISCOVER


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Hi!PREREADING ACTIVIT IES

KEY TERMS✔ Harappa✔ Mohenjo-Daro✔ Indus Valley✔ Ganges River✔ Hinduism✔ Vishnu

✔ Brahma✔ Shiva✔ caste✔ varnas✔ Vedic Aryans✔ Sanskrit

B efore distr ibut ing KIDS DISCOVER Ancient India , act ivatestudents’ pr ior knowledge and set a purpose for reading with

these act iv i t ies.

BE WORD WISE WITH POWER VOCABULARY!

You have exclusive access to additional resources including PowerVocabulary blackline masters for every available KIDS DISCOVERtitle! These activities introduce students to 15 specialized and

general-use vocabulary words from each KiDS DISCOVER title. Workingwith both types of words helps students develop vocabulary, improvecomprehension, and read fluently. Follow the links from your Teacher’sToolbox CD-ROM and find your title to access these valuable resources:


◆ Vocabulary cards

◆ Crossword puzzle

◆ Word find

◆ Matching

◆ Cloze sentences

◆ Dictionary list


Name ____________________________________________ Date _________________

Get Set to ReadWhat do you know about ancient India? In Before Reading, write true if you think the statement

is true. Write false if you think the statement is not true. Then read KIDS DISCOVER AncientIndia. Check back to find out if you were correct. Write the correct answer and the page numberwhere you found it.

CHALLENGE: Rewrite each false sentence in a way that makes it true.

1. Much is known about the civilizationof ancient India.

2. Ancient India had no major cities.

3. The cities were laid out in neat grids.

4. The most important public buildingwas the bathhouse.

5. Many ancient civilizations grew uparound rivers.

6. Ancient India was invaded bynomads from central Asia.

7. The language of ancient India isrelated to English.

8. Ancient India did not have a rigidsystem of social classes.

9. The main religion of India isBuddhism.

10. Mythical events in ancient India aretold in one of the world’s longestpoems.

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Before Reading After Reading Page Number



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CoverBefore students read the issue, have them look at

the cover and read the cover lines. Ask:

✔ Why do you think thefollowing lines are onthe cover of an issueon ancient India:“Stuck in a Caste”;“Holy Cow”; and“Dharma? Karma?Varna?”?

Pages 2–3✔ Has anyone

been to India?Where did you go? Whatdid you do? How was it similar and different toAmerica?

Pages 2–3✔ Why do you think so little is known about ancient

India, yet we feel that we know quite a lot aboutMesopotamia, ancient China, and ancient Egypt?

✔ How might what we learn from ancient civilizationsbe relevant to our lives today?

Pages 4–5✔ Why do you think that the improvement of farming

methods influenced the growth of cities?

✔ Why do you think it was important for a city, especially in ancient times, to be on a trade route?

Pages 6–7✔ How is Mohenjo-Daro similar to your town or city?

How is it different?

Pages 8–9✔ Why do you think so many early civilizations arose

along or near a river? What are some advantages toliving near a river? What are some disadvantages?

Pages 8–9Several of the major events on the time line high-

light when different early civilizations developedwriting. Ask:

✔ Do you think the development of writing is animportant event in a civilization’s history? Why?

Pages 10–11Have students look at the center spread on pages

10 and 11. Point out that a lot of time is taken inchoosing the pictures for each issue of the maga-zine. Ask:

✔ Why do you think this photograph was chosen? Doyou think it was a good choice? Explain why.

Pages 12–13✔ Why do you think it was an important duty of the

families of warriors and priests to remember andrecite the special songs and verses?

Pages 12–13Have students look at the chart titled “Language

Family Resemblances” on page 13. Ask:

✔ Can anyone say any of the words in the chart in alanguage other than those shown? How do you sayit? What language is it?

Pages 14–15✔ What do you think about the caste system? Do you

think it is fair? Do you think there are any advan-tages to having a society based on the caste system?How would you feel, do you imagine, if you were aBrahman? If you were an untouchable?

Pages 16–17✔ What are some similarities and differences between

Hinduism and the religious beliefs and gods ofother ancient civilizations?

All pagesHave students look at the pictures and images

throughout the issue. Ask:

✔ Which one do you think is most interesting? Why?



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Hi!DISCUSSION & WRITING QUESTIONS

Use the fo l lowing quest ions as ora l d iscuss ion s tar ters or forjourna l ing. For addi t iona l in -c lass d iscuss ion and wr i t ing

quest ions , adapt the quest ions on the read ing comprehens ionblack l ine masters on pages 5 and 6.

Give students

the chanceto develop a board

game with theinformation thatthey learned in aKIDS DISCOVER

issue.





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It’s in the ReadingAfter reading KIDS DISCOVER Ancient India, choose the best answer for each question.

Fill in the circle.

1. A subcontinent is _____.❍ A. a region larger than a country❍ B. a continent consisting of an island❍ C. an area of a continent set off by barriers❍ D. an area of a continent with water on three sides

2. Ancient India was located _____.❍ A. in the Himalayas❍ B. along the Indus River❍ C. near the city of Harappa❍ D. near the Tigris River

3. Successful farming in ancient India led its people to _____. ❍ A. conquer other peoples ❍ B. invent writing ❍ C. develop new occupations❍ D. turn to religion

4. The pictures of unicorns on stone seals from Mohenjo-Daro show that_____.

❍ A. these animals existed in ancient India❍ B. the people worshipped animals with horns❍ C. the seals were used by merchants❍ D. the people of ancient India were imaginative

Find your answers on the pages shown in the book icon next to each question.

Name ____________________________________________ Date _________________

2 3

2 3

4 5

4 5

5. Judging by the buildings in the cities of ancient India, you can infer that_____.

❍ A. the people did not emphasize cleanliness ❍ B. there were no kings or queens❍ C. the people did not work very hard❍ D. the people were not religious

6 7


6. The Great Pyramid was built in Egypt _____.❍ A. hundreds of years before Harappa was built❍ B. hundreds of years after Harappa was built❍ C. shortly after Harappa was built ❍ D. shortly before Harappa was built

8 9

7. One way the civilizations of Egypt and Mesopotamia were alike is that_____.

❍ A. neither developed near a river❍ B. both built stone pyramids❍ C. both invented forms of writing❍ D. both began after the cities of ancient India were built

13. In what ways do you think the caste system had a negative effect onIndian society? Are there any ways in which it had a positive effect?Explain your answer.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

14 15

It’s in the Reading (continued)


8. The most accurate description of the Aryans who invaded the IndusValley is _____.

❍ A. quiet visitors❍ B. great builders❍ C. skillful recorders of oral history❍ D. hardworking farmers

8 9

12 13

9. A craftsman in Aryan society was a member of the _____.❍ A. Brahmans❍ B. Kshatriyas❍ C. Vaishyas❍ D. Shudras

14 15

11. One reason the caste system persists in India is probably because _____.❍ A. legend says it came from the first human being❍ B. it ensures equal treatment for everyone❍ C. Mohandas Gandhi spoke out against it❍ D. it is easy to move from one caste to another

10. As a leader, Mohandas Gandhi was mainly _____.❍ A. efficient❍ B. compassionate❍ C. indecisive❍ D. tyrannical

14 15

16 17

12. The all-seeing, supreme god of Hinduism is _____.❍ A. Vishnu❍ B. Shiva❍ C. Indra❍ D. Brahma



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Name ____________________________________________ Date _________________

Everything VisualMaps of the same areas can show different facts. Look at the maps on pages 2 and 5.

Then answer the questions.

1. What area of the earth do the large maps on pages 2 and 5 show?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What is the purpose of the small inset maps on each page? What area of the earth do theinset maps show?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Look at the map on page 2. What pattern do you see in the location of the cities of the IndusValley civilization?

______________________________________________________________________________

______________________________________________________________________________

4. Look at the map on page 5. What were two main ways traders went from Dholavira toMesopotamia?

______________________________________________________________________________

______________________________________________________________________________

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5. Look at the map on page 5. What can you infer about the population of areas in Pakistan andnorth of the Indus Valley? Explain how you made the inference.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Language ArtsOne cover line for this issue on ancient India is

“Stuck in a Caste.” The word “caste” is used todescribe India’s rigid social system. It sounds exactlylike the word “cast,” which has many meanings inEnglish, among them: “plaster of paris used toimmobilize a broken bone” and “to cause to moveor send forth by throwing.” Words that are pro-nounced the same but have different meanings arecalled homophones. Have each student find fivehomophones in the issue. Students should writeeach word, followed by a homophone for thatword. Students should also write all the words’ defi-nitions. Post the words and their definitions togeth-er on a bulletin board titled “Homophone Fun.”

Math, H is torySeveral dates of key occurrences in ancient civi-

lizations around the world are mentioned in thetime line on pages 8 and 9. Encourage students toread and use the time line by asking them mathproblems, such as: How many years are betweenwhen the Sumerians developed cuneiform andwhen the earliest hieroglyphic writing was used inEgypt? How many years are between when theIsraelites left Egypt and when the Kingdom of Israelwas established? Students may also enjoy creatingtheir own math problems to ask classmates. Youmay also wish to encourage students to choose oneevent from the time line and do research on theimpact it had on the ancient world and why theevent was significant.

Language Arts , LanguagesHave students look at the “Language Family

Resemblances” chart on page 13. Each studentshould find the same words from the chart in a lan-guage other than those featured in the chart.Encourage students to do research to find out whatother languages are included in the Indo-Europeanlanguage family and the names of the other majorlanguage families.

History, Geography, Ar tHave students imagine they are creating a

brochure advertising a trip that takes you back intime to ancient India. Students should select fivedifferent places (cities, sites, rivers, etc.) to beincluded on the tour, and in what order the travel-ers will see the places. Then students should create atravel brochure with descriptions and illustrations ofeach place, and why the place is important. Bring inbrochures from a local travel agency as samples.

Language ArtsHave students look at the picture on pages 10 and

11. Each student should write a poem about the pic-ture. The poem should complement the picture, byeither suggesting a corresponding mood or high-lighting what is taking place. Remind students thatpoems do not have to rhyme and that they shouldtry to appeal to as many of the senses as possible.

Geography, MathHave students use a

map or globe and findIndia. Students shoulduse the map and its scaleto figure out the distancebetween the capital oftheir state and the capi-tal of India, as the crowflies.



Holy Cow!


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Hi!CROSS-CURRICULAR EXTENSIONS

H ave students t ry these act iv i t ies to expand the i r knowledgeand interest in anc ient Ind ia .



Add KIDSDISCOVER

to your book baskets

along with fiction and

nonfiction books on the same topic.



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Name ____________________________________________ Date _________________

Get Set to Read What do you know about ancient India? In Before Reading, write true if you think the statement

is true. Write false if you think the statement is not true. Then read KIDS DISCOVER AncientIndia. Check back to find out if you were correct. Write the correct answer and the page numberwhere you found it.

CHALLENGE: Rewrite each false sentence in a way that makes it true.

1. Much Relatively little is knownabout the civilization of ancientIndia.

2. Ancient India had no two majorcities.

3. The cities were laid out in neat grids.

4. The most important public buildingwas the bathhouse.

5. Many ancient civilizations grew uparound rivers.

6. Ancient India was invaded bynomads from central Asia.

7. The language of ancient India isrelated to English.

8. Ancient India did not have had arigid system of social classes.

9. The main religion of India isBuddhism Hinduism.

10. Mythical events in ancient India aretold in one of the world’s longestpoems.

False

False

True

True

True

True

True

False

False

True

p. 2

p. 4

p. 6

p. 7

p. 8

p. 12

p. 13

p. 14

p. 16

p. 17

Before Reading After Reading Page Number

ANSWER KEY




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Name ____________________________________________ Date _________________

It’s in the ReadingAfter reading KIDS DISCOVER Ancient India, choose the best answer for each question.

Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

ANSWER KEY


1. A subcontinent is _____.❍ A. a region larger than a country❍ B. a continent consisting of an island● C. an area of a continent set off by barriers (word meaning)❍ D. an area of a continent with water on three sides

2. Ancient India was located _____.❍ A. in the Himalayas● B. along the Indus River (details)❍ C. near the city of Harappa❍ D. near the Tigris River

3. Successful farming in ancient India led its people to _____. ❍ A. conquer other peoples ❍ B. invent writing ● C. develop new occupations (cause and effect)❍ D. turn to religion

4. The pictures of unicorns on stone seals from Mohenjo-Daro show that_____.

❍ A. these animals existed in ancient India❍ B. the people worshipped animals with horns❍ C. the seals were used by merchants● D. the people of ancient India were imaginative (draw conclusions)

2 3

2 3

4 5

4 5

5. Judging by the buildings in the cities of ancient India, you can infer that_____.

❍ A. the people did not emphasize cleanliness ● B. there were no kings or queens (inference)❍ C. the people did not work very hard❍ D. the people were not religious

6 7

6. The Great Pyramid was built in Egypt _____.❍ A. hundreds of years before Harappa was built❍ B. hundreds of years after Harappa was built❍ C. shortly after Harappa was built ● D. shortly before Harappa was built (sequence)

8 9

It’s in the Reading (continued)


Answers will vary. Students may say that the caste system did notallow people to succeed or improve their condition through hardwork. It also probably led to prejudice and stereotyping. Positiveeffects might be making people feel secure about society and theirplace in it.

7. One way the civilizations of Egypt and Mesopotamia were alike is that_____.

❍ A. neither developed near a river❍ B. both built stone pyramids● C. both invented forms of writing (comparison and contrast)❍ D. both began after the cities of ancient India were built

13. In what ways do you think the caste system had a negative effect onIndian society? Are there any ways in which it had a positive effect?Explain your answer.

14 15

8. The most accurate description of the Aryans who invaded the IndusValley is _____.

❍ A. quiet visitors❍ B. great builders● C. skillful recorders of oral history (draw conclusions)❍ D. hardworking farmers

8 9

12 13

9. A craftsman in Aryan society was a member of the _____.❍ A. Brahmans❍ B. Kshatriyas● C. Vaishyas (classification)❍ D. Shudras

14 15

11. One reason the caste system persists in India is probably because _____.● A. legend says it came from the first human being (draw conclusions)❍ B. it ensures equal treatment for everyone❍ C. Mohandas Gandhi spoke out against it❍ D. it is easy to move from one caste to another

10. As a leader, Mohandas Gandhi was mainly _____.❍ A. efficient● B. compassionate (draw conclusions)❍ C. indecisive❍ D. tyrannical

14 15

16 17

12. The all-seeing, supreme god of Hinduism is _____.❍ A. Vishnu❍ B. Shiva❍ C. Indra● D. Brahma (details)

ANSWER KEY



Holy Cow!


Hi!

Hi!Hi!

Hi!Hi!

Hi!

Name ____________________________________________ Date _________________

Everything VisualMaps of the same areas can show different facts. Look at the maps on pages 2 and 5.

Then answer the questions.

1. What area of the earth do the large maps on pages 2 and 5 show?

2. What is the purpose of the small inset maps on each page? What area of the earth do theinset maps show?

3. Look at the map on page 2. What pattern do you see in the location of the cities of the IndusValley civilization?

4. Look at the map on page 5. What were two main ways traders went from Dholavira toMesopotamia?

5. Look at the map on page 5. What can you infer about the population of areas in Pakistan andnorth of the Indus Valley? Explain how you made the inference.

the Middle East, part of western Asia, the Indus Valley region, and part of the Indian subcontinent


You can infer that there was a considerable population in these areas since traders traveled to them.

The purpose is to put the area on the large maps in the context of the entire earth. Theyshow all of Asia, the Middle East, and Africa.

They went by boat across the Arabian Sea and up the Persian Gulf; and they went by land toMohenjo-Daro and then along the coast northwestward to Mesopotamia.

They are located up and down the center of the Indus Valley.

Documents

H olyC w! Dharma? Karma? Varna? Ancient Indiaclic.cengage.com/uploads/705cf47a8fde94b983790f025225a596_2_864… · xplore the ancient cities along the ... the beginnings of Hinduism!