Organizing Principle 3

Organizing Principle 3: The Indian subcontinent was the site of one of the world’s most ancient 4 Weeks- November-December
civilizations, and Indian culture has had a major influence on the development of multiple Asian societies. Benchmarks Content Vocabulary

Topics

Curriculum Standards/Benchmark Clarification

Reminder: All standards from Geography/Research Literacy need to be Chapter 9
subcontinent, monsoon,
reviewed with each organizing principle. language, family, raja,
Sanskrit, Vedas, guru
Describe how the developments of agriculture and metallurgy related to settlement, SS.6.W.2.2
population growth, and the emergence of civilization. Hinduism, karma, nirvana,
SS.6.W.2.4 Brahman, dharma,
Some examples of success criteria may include: SS.6.W.4.1 reincarnation, Buddhism
• Students will identify the relationship between the domestication of plants and animals and the development of early SS.6.W.4.2
SS.6.W.4.3 Stupa, pilgrim, Bhagavad,
settlements. SS.6.W.4.4 Gita
• Students will analyze how the development of metallurgy helped early civilizations to grow.
• Students will interpret the effect of a surplus of food as a cause for population growth in successful Neolithic settlements.
• Students will compare behaviors of Neolithic people who started in Europe, India, Egypt, China, and Mexico.

Compare the economic, political, social, and religious institutions of ancient river
civilizations.

Some examples of success criteria may include:
• Students will compare the ancient river civilizations.

Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.

Discuss the significance of Aryan and other tribal migrations on Indian civilization.

Some examples of success criteria may include:
• Students will discuss how the migration of the Aryan and other tribes contributed to the development of the culture of

India by producing new customs and traditions, including the caste system, new languages, and livestock.

Explain the major beliefs and practices associated with Hinduism and the social structure of
the caste system in ancient India.

Some examples of success criteria may include:
• Students will explain the social structure and levels of the caste system and its relationship with Hinduism.
• Examples may include, but are not limited to, Brahman, reincarnation, dharma, karma, ahimsa, and moksha.

Recognize the political and cultural achievements of the Mauryan and Gupta empires.

Some examples of success criteria may include:
• Students will discuss the influence of Hinduism and Buddhism on the Mauryan and Gupta civilizations.
• Students will examine how the Mauryan and Gupta empires collected taxes on agricultural products, controlled iron

deposits, and created state monopolies.

Explain the teachings of Buddha, the importance of Asoka, and how
Buddhism spread in India, Ceylon, and other parts of Asia.

Some examples of success criteria may include:

• Students will describe Asoka’s conversion to ruling through Buddhism. SS.6.W.4.5
• Students will discuss how Asoka contributed to spreading Buddhism through Asia by sending out missionaries. SS.6.E.1.1

Examples may include, but are not limited to, the four Noble Truths, Three Qualities, and Eightfold path.

Summarize the important achievements and contributions of ancient Indian civilization.

Some examples of success criteria may include:
Examples may include, but are not limited to, Sanskrit, the Bhagavad Gita, medicine (including performing surgery), metallurgy,
and mathematics (including Hindu-Arabic numerals and the concept of zero).

Identify the factors (new resources, increased productivity, education, technology, slave economy,
territorial expansion) that increase economic growth.

Describe and identify traditional and command economies as they appear in different civilizations. SS.6.E.1.2

Evaluate how civilizations through clans, leaders, and family groups make economic SS.6.E.2.1
decisions for that civilization providing a framework for future city-state or nation SS.6.G.4.2
development.
Use maps to trace significant migrations, and analyze their results prehistoric Asians to the Americas,
Aryans in Asia, and Germanic tribes throughout Europe

Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and SS.6.G.4.3
trace their migration patterns to other parts of the world.

Identify the methods used to compensate for the scarcity of resources in the ancient world. SS.6.G.5.1

Use geographic terms and tools to explain why ancient civilizations developed networks of highways, SS.6.G.5.2
waterways, and other transportation linkages.

Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued many ancient SS.6.G.5.3
civilizations

Compare maps of the world in ancient times with current political maps SS.6.G.6.2

Resources Ancient India

Textbook Discovering Our Past: A History of the World –Early Ages Chapter 9

Standards Alignment Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlation

Safari Montage • The Story of India: Beginnings

• My Family is From India

• What is Buddhism? (23:37)

• What Is Hinduism? (23:06)

Websites http://www.pbs.org/thestoryofindia/gallery/ The Story of India resources

https://www.harappa.com/slideshows Harappa.com

http://www.thisismyindia.com/ancient_india/daily-life-in-ancient-india.html Daily Life in Ancient India

https://www.youtube.com/watch?v=n7ndRwqJYDM Crash Course: Indus Valley Civilization video

http://indianoceanhistory.org/ Indian Ocean in World History

https://www.bbc.co.uk/education/topics/zxn3r82 BBC- Indus Valley for Kids

http://www.sacred-texts.com/hin/index.htm The Vedas

https://www.hindugallery.com/ Hindu Gods Images

https://sourcebooks.fordham.edu/halsall/india/indiasbook.asp The Indian History Sourcebook

http://www.ushistory.org/civ/8b.asp Ancient Civilizations – Caste System

https://www.youtube.com/watch?v=FzOKUTJK8Wc Ancient India video

http://depts.washington.edu/chinaciv/ A Visual Source book of Chinese Civilization

http://www.ushistory.org/civ/8.asp Ancient India

https://www.youtube.com/watch?v=ip9DtdYg7yI Indus River Civilizations in 5 Minutes or Less

McGraw-Hill Online Differentiated Instruction

Resources Lesson videos and presentations Reading Essentials and Study Guides

Guided Reading Activity Student Audio

21st Century Skills Activity Spanish Chapter Summary

Reading Essentials and Study Guide Graphic Novel

McGraw-Hill Networks Worksheets

Hands on Chapter Project

Technology Extension

Idea Factory

Study Smart

Chapter Interactive Notebook

DBQ DBQ Binder Activity:
Teacher Hints • Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?

Suggested Resources for Teacher Background Knowledge:
• A Little History of the World by E.H Gombrich
• A Short History of the World by John M. Roberts

Assessment • Chapter Processing activities

• Chapter tests and quizzes

• Teacher Created Formative/Summative Assessments

CPALMS Resources None Available

*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.

Florida Literacy Activities

Standards

Reading: 5, Previewing chapters for text structure
6(LAFS.68.RH.2.5) Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?

(LAFS.68.RH.2.6)
Reading: 1

(LAFS.68.RH.1.1)
Writing 2

(LAFS.68.WH.1.2)
Writing 1

(LAFS.68.WH.1.1)

McGraw-Hill Standard https://connected.mcgraw-

hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html