THEMATIC UNIT

Ancient IndiaWritten by Michelle Breyer, M.A.

Illustrated by Bruce HedgesCover Art by Larry Bauer

Edited by Barbara M. Wally, M.S.

The classroom teacher may reproduce copies of materials in this book for classroom use only. Thereproduction of any part for an entire school or school system is strictly prohibited. No part of this publicationmay be transmitted, stored, or recorded in any form without written permission from the publisher.

Teacher Created Materials, Inc.6421 Industry WayWestminster, CA 92683www.teachercreated.com©1998 Teacher Created Materials, Inc.Reprinted, 2003Made in U.S.A.ISBN 1-55734-577-5

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Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Exploration Into India by Anita Ganeri (Silver Burdett Press, 1994) . . . . . . . . . . . . . . . . . . . . . . . . . .5(Available in Canada from Distican, in UK from Simon & Schuster, in AUS from Prentice Hall)Summary—Sample Plan—Overview of Activities—The Indian Caste System—Caste System Questions and Activities—The Legend of Buddha—Basic Beliefs of Buddhism—Asoka’sEdicts—Kalidasa and the Golden Age of India—Islam in India—Compare the Great MogulEmperors—Europeans in India—Jains and Sikhs—A Letter Home to England—GainingIndependence

Tusk and Stone by Malcolm Bosse (Puffin Books, 1995) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24(Available in Canada from Penguin Books Can., in UK from Penguin Books UK, in AUS from Penguin Books AUS)Summary—Sample Plan—Overview of Activities—Physical and Cultural EnvironmentCharts—Figurative Language—You’re in the Army Now—Arjun’s Destiny—Know YourElephant—Naming Your Gaja—Boot Camp Persuasive Writing—Your First Look at War—Military Procession Bulletin Board—Arjun, Before and After—Comprehension Questions—Friend or Foe?—Write a New Ending

Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Language Arts Indian Vocabulary—A Classroom Rig-Veda—Comparing Life Stages—Indian Myths and Tales—Life of a Maharajah

Math The Hindu-Arabic Number System—Indus Valley Weights and Measures

Social Studies Make a Map of India—The Indus Valley Civilization—Hindu Beliefs and Practices—Hindu Gods Identity Cards—Comparing India’s MainReligions—Trade Route Map—Design an Ancient Indian City—Time Line of India

Science Heart Beat Meditation—Experiment with Indian Textiles

Fine Arts Make an Indus Valley Seal Print—Paint a Royal Elephant—Sculpture and Cave Paintings—Make a Taj Mahal

Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70ABC Picture Book of India—Caste System Dramas—A Day in Ancient India—Recipes—Girls’ Clothing—Boys’ Clothing—Indian Games

Unit Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Ancient India Bulletin Board—Make a Literature Journal

Bibliography and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

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IntroductionAncient India contains a comprehensive whole language, thematic unit. Its 80 reproducible pages arefilled with a wide variety of lesson ideas designed for use with intermediate and middle school students.At its core are two high-quality reading selections: Exploration Into India and Tusk and Stone.

For each of these books, activities are included which set the stage for reading, encourage enjoyment ofthe book, and extend the concepts presented. Additional activities that integrate the theme intocurriculum areas of language arts (including writing and research skills), math, science, social studies,art, music, and life skills are also provided. Many of these activities are conducive to the use ofcooperative learning groups. Most of these activities may be used with either selection, should youchoose to use only one of the books.

Suggestions and patterns for bulletin boards and unit management tools are additional time savers forthe busy teacher. Directions for culminating activities such as the ABC Picture Book of India, CasteSystem Dramas, and an Indian Living History Day, allow students to synthesize their knowledge inorder to create products that can be shared beyond the classroom.

This thematic includes the following:

❑ literature selections—summaries of two books with related lessons that cross the curriculum

❑ fine arts—suggestions for activities in music, drama, poetry, and the visual arts

❑ planning guides—suggestions for sequencing lessons of the unit

❑ writing ideas—suggestions for a variety of writing activities that cross the curriculum

❑ bulletin boards—suggestions and plans for content-related and interactive bulletin boards

❑ home/school connections—ideas for extending learning into the student’s home

❑ curriculum connections—activities in language arts, math, science, social studies, fine arts, andlife skills

❑ group projects—activities to foster cooperative learning

❑ technology—examples of videos and computer programs to enhance the student’s learning

❑ culminating activities—projects which require students to synthesize their learning andparticipate in activities that can be shared with others

❑ bibliography—a suggested list of additional literature, non-fiction books, software and Internetresources relating to this unit

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Introduction (cont.)

Why a Balanced Approach?The strength of a balanced language approach is that it involves children in using all modes ofcommunication—reading, writing, listening, illustrating, and speaking. Communication skills areinterconnected and integrated into lessons which emphasize the whole of language rather than isolatingits parts. Balancing this approach is our knowledge that every whole—including individual words—iscomposed of parts, and the directed study of those parts can help a student to master the whole.Experience and research tell us that regular attention to phonics, other word attack skills, spelling, etc.,develops reading mastery, thereby completing the unity of the whole language experience. The childreads, writes (spelling appropriately for his or her level), speaks, listens, and thinks in response to aliterature experience introduced by the teacher. In these ways language skills grow rapidly, stimulatedby involvement and interest in the topic at hand.

Why Thematic Planning?One very useful tool for implementing an integrated whole language program is thematic planning. Bychoosing a theme with correlating selections for a unit of study, a teacher can plan activities throughoutthe day that lead to a cohesive, in-depth study of the topic. Students will be practicing and applyingtheir skills in meaningful contexts. Consequently, they will tend to learn and retain more. Bothteachers and students will be freed from a day that is broken into unrelated segments of isolated drilland practice.

Why Cooperative Learning?In addition to academic skills and content, students need to learn social skills. No longer can this areaof development be taken for granted. Students must learn to work cooperatively in groups in order tofunction well in modern society. Group activities should be a regular part of school life, and teachersshould consciously include social objectives as well as academic objectives in their planning. Theteacher should clarify and monitor the qualities of good leader-follower group interaction, just as he orshe would clarify and monitor the academic goals of the project.

Why Technology?Our students are rapidly approaching the real world where knowledge of technological advances is amust. In order for our students to compete outside the classroom, it is necessary for them to have awide range of technological experiences including an understanding of word processing, multi-mediapresentations, video, and computer simulations. Technology also helps motivate students and enhancetheir learning experience by providing another avenue to gain and report information.

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Exploration Into India

The Indian Caste SystemWhen the Aryans first migrated into the Indus Valley, theybrought with them a culture which was totally differentfrom any other in the region. The Aryans, who werenomads, did not dominate the land by building greatcities out of stone and brick but instead left theirmark in numerous other ways.

They passed on their Sanskrit language,which was used to compose formalizedpoetry such as the sacred Rig-Veda andother stories that drive home theuniversal values of righteous living.Although they could not write Sanskritin the beginning, the oral language had arich and thorough vocabulary. For example,in Sanskrit, the word arya means noble.The Aryans also contributed their religion whichwas based on set rituals that filtered into the dailylives of the inhabitants. Their military techniques andweapons were also far superior to others in the MiddleEast. The Aryans brought domesticated horses, the wheel, thechariot, and bronze weapons to Indian culture.

One of the most prominent contributions of the Aryans was their unique social structure. In theirsystem every class had a duty in society to fulfill. This concept of divine moral duty was calleddharma. Each class contributed to the others and received something in return. Originally there werethree main classes or varnas. Because daily life was governed by religion and its rituals, the priests andscholars became the highest class, called Brahmans. Next came the ruling class, the Kshatriyas, whichincluded nobles and warriors. The third class, made up of commoners, was called Vaisyas. Eventually,a fourth class, the Sudras, emerged, made up of servants and peasants.

People who did not follow their religious practices were considered unacceptable by the Aryans. Theywere called untouchables or Panchamas and were totally shunned by society and forced to live“outside” the class system. These people lived outside the villages and performed tasks considered toolowly for even the Sudras. They cleaned up after cremating the dead, executed criminals, tannedanimal hides, and did other jobs seen as unclean. They were also supposed to eat from broken bowlsand wear only clothes taken from the dead. As time passed, they were also forced to sound woodenclappers to warn people that they were coming because higher classes thought that they could be defiledby seeing an untouchable, or his or her shadow.

In the Aryan system, class was hereditary, and regardless of one’s actions, he or she would remain inthat class until death. There were very strict rules that governed the classes and dictated what theywore, what they ate, their occupations, their friends, whom they could marry, their duty, their destiny,and how they treated others. Although all classes had rights and were protected by law, the law varieddepending upon one’s class. For example, if a member of the highest or Brahman class hit and killed aservant, he would only have to pay a small fine. If a servant killed a priest, he would be executed.

Protected and ruled the kingdom

Protected and ruled

the kingdom

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as

Made offerings to the gods;

taught the Vedas

Gave

gifts;

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ruled

the

kingd

om

Made offerings to the gods

Suppli

ed fo

od, c

lothin

g,

othe

r goo

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Supplied food, clothing, other goods

Supplied food, clothing,

other goods

Served others Serve

d ot

hers

Ser

ved

othe

rs

Priests

Nobles and Warriors

Servants and

Peasants

Merchantsand Farmers

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Exploration Into India

The Indian Caste System (cont.)

By the medieval period there were divisions within the classes that were based on occupations or jati.These divisions were called castes. Like the classes, some castes were considered higher than others.One was born within a certain caste, worked within the caste, married within the caste, and one’schildren belonged to that caste. Although classes and castes are not the same, over time the two wordshave been merged together to include both groupings. Today there are about 3,000 different groups.Although it is now illegal to discriminate against the Panchamas, the caste system is still in effectthroughout India. The main reason this class separation has persisted lies in the Hindu religion itself.

Three interlocking elements of belief are central to Hinduism. One of these beliefs is samsara, orreincarnation. Hindus believe that life is a ceaseless cycle of events with no beginning or end. Deathand birth are both just phases of the cycle. Each person must live several lives, learning along the way,before achieving a final supreme goal of Absolute called moksha. Moksha is reached only when theindividual has overcome all evils and all earthly desires. The soul can then be released, never to comeback to Earth again.

This concept ties to karma, or the belief that everything a person does has a consequence. Both goodand bad deeds have an effect on a person’s happiness or misery in his or her present life, as well as infuture lives. Whether one reappears in the next life as a plant, an insect, a Brahman, or a Panchamadepends on actions performed in previous lives.

The third central element is the concept of dharma, or the belief that one should live according to his orher own moral duties appropriate to one’s station in life. Because they believe in reincarnation andkarma, Hindus feel that they should accept the level of life into which they are born and go about theirdaily routines and rituals within their caste without question or complaint. If they can do this well, thenthey will move up the caste ladder in their next life. The combination of these beliefs keeps the castesystem strong in India. As long as the Hindu religion remains dominant in their culture, India willcontinue to uphold the caste system, regardless of the law.

Activity:Divide the class into five groups. Decide on rules and privileges for each class, for instance, Brahmansgo to lunch or recess first, etc. Assign a class to each group of students and follow the rules for aspecified period of time, perhaps a day or several hours. Rotate so that each group has a chance to beeach caste. When everyone has experienced each class, discuss how they felt, and what conclusionsthey can draw.

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Exploration Into India

Caste System Questions andActivities

1. Use the chart below to compare the castes of India with our social classes. Work in small groupsto fill in the types of people that would belong in each level for both societies. Discuss yourfindings as a class.

2. Use the chart to discuss the following questions as a class: How did the Aryans determine one’sclass? What determines your class today? How did the Aryans distinguish the different people?How can we tell today to what class people belong? The Aryans could not change their class.Can you change yours? If so, how?

3. Do you feel that you are fulfilling a certain duty to society? What factors will determine yourdestiny?

4. The name Aryan means noble. How do you think the Aryans viewed themselves as they movedinto the Indus Valley?

5. The term Aryan has become infamous this century because it was used by Hitler. How did Hitleruse the term, and why is it regarded negatively now?

Highest Class

Upper Class

Middle Class

Lower Class

Outcast from Society

Aryan India Our Society