This is a differentiated unit that focuses on India and the rich cultural traditions that developed out of the country.
Entry Narrative
Ancient India has a rich religious and cultural heritage, but few of my students are familiar with this country. In order to give them a solid foundation in our multi-cultural world, it is important that students learn the basics of their culture including the three major world religions which developed there. Students will begin by studying geography and will focus on how isolation in India led to a rich culture that remained unchanged and unchallenged for hundreds if not thousands of years. They will look at the way India developed its unique social caste structure and the artistic traditions that remain until today.
The results of this project were fantastic! Students worked independently and in groups on different aspects of the culture and all took away a much better understanding of the topic. We had presentations on dancing, art, architecture, and sports. Each presentation was unique and showcased the student’s interests and talents. One student taught us an ancient Indian dance used to express emotion and performed mainly by women. Another built a model of the Taj Mahal and explained the secrets of its beautiful architecture. Another took us on a tour of a typical middle class Indian home through her model. One took us on a virtual tour through an online museum of Indian art she created so we could learn about the various styles. She then produced her own piece of art to display. These are just a few examples of the exciting presentations we saw. Each student enjoyed delving into Indian culture and came away with a much richer understanding of their traditions and heritage. What a wonderful way to learn about a new place!
Project outline:
INDIA
Unit Overview and Plan
Day 1: Introduction to India
Start with Geography–every unit starts with drawing a map together in class and talking about how the geography might influence the society that develops
For India Include:
Himalaya Mountains
Hindu Kush Mountains
Ganges River
Brahmaputra River
Indus River
Deccan Plateau
Discuss: subcontinent, monsoons, cultural isolation
We take notes on Ancient India and the earliest settlements along the Indus River Valley.
Look specifically at Mohenjo Daro and Harappa
Watch Video on Mohenjo Daro from Pearson Realize
Discussion point:
- Use of archaeology to study and write history
- Homework:
- Regular Students: Write a 2 Paragraph Journal about this society is similar and/or different to either Mesopotamia or Egypt (this was the unit right before so it should still be fresh in their minds)
- The Indus River Valley Civilizations are found in your textbook
- Honor Students: Write a 2 Paragraph Journal considering why archaeology is so important to history. How do new discoveries influence what we think we know?
- Read one of the below articles and incorporate it into your work:
- Regular Students: Write a 2 Paragraph Journal about this society is similar and/or different to either Mesopotamia or Egypt (this was the unit right before so it should still be fresh in their minds)
Day 2: Everyday Life in Ancient India
Part 1: Start off with a quick exercise in reading primary sources
Read the following source: Crocodile Story
As you read use the close reading protocol–
- Read through once quietly on your own
- Read through again underlining important words and phrases
- Read aloud in class
- Discuss what this tells us about Aryan Life
- Can we find some of the 10 characteristics of civilization (we have been listing these out every unit since beginning of the year)
- What does this tell us about everyday life
- What does this tell us about religion
- Do we spy anything that may cause a problem in the society
- What is the moral of the story
- How are stories like this used/shared?
Part 2: Caste System
Draw a chart and discuss in class together
Vocab: Brahmin, Kshatriya, Vaisya, Sudra, jati, untouchables
Discuss: how color and body part were used in literature
Part 3: Clothing and Culture
Look at the Handout on Ancient Indian Clothing
Regular: Write a journal about everyday life in Ancient India based on what we have learned. Choose a caste and talk about what you do each day. Be sure to reference your clothing. If you want to include a picture or drawing you can.
Honors: How does clothing represent form and function in a society? Please try to find a picture if you can to illustrate your writing. You may draw if you want.
Day 3: Origins of Hinduism, Buddhism and Jainism
Discussion and notes on the religions
- Hinduism
- Buddhism–watch video before we take notes on Pearson Realize
- Jainism
Regular: Concept Map for either Buddhism OR Hinduism
Honors:
- Additional Primary Source on the Material: A Buddhist Philosopher King
- FRED Worksheet
Day 4: Mauryan and Gupta Empire
Read in textbook p. 75-78 with a partner. Also see handout on the two Empires.
Activity as you read: Fact Storming
After partners complete, as one group:
Chalkboard Splash Debriefing–on board draw three columns: Similarities, Differences, and Surprises
Students use post-it notes to add to each category (1 each column minimum)
Classroom discussion on post-its
Exit Activity: SOS Summary
HONORS: Read Ashokan Edicts on Pearson Realize and Complete questions
Day 5 and 6: Golden Age of India
Sculpture: Shiva Nataraja; Great Buddha; Belam Caves Buddha
Painting: Mughal Painting
Music
Dance
Architecture: Great Stupa; Taj Mahal; Ashokan Pillar; Hindu Temple
PROJECT: Choose one of the above. Create a visual representation of your choice. Please label your picture with information about your item. All total you should have about 2 to 3 paragraphs of information.
HONORS: Please compare your choice to another society we have discussed in one to two additional paragraphs.
Also: Please email me Ancient Indian Recipe (that can be made kosher) of your choice
Day 6 Review of Ancient India
Share projects with the group!
Entrant Bio(s)
Dr. Whitney Kennon is the General Studies Principal at Margolin Hebrew Academy. She has a Ph. D. in Medieval and Renaissance History and specializes in political theory and women’s spirituality. She has been teaching almost twenty years and is passionate about the importance of history. In addition to teaching a variety of high school history courses, she also teaches graduate medieval courses online at The University of Memphis.

This entry has been tagged with the following terms: