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1 Early Civilizations of India and Pakistan
1 Early Civilizations of India and Pakistan
SECTION 1 Step-by-Step
Instruction WITNESS HISTORY
Indus clay gurine
AUDIO
Objectives
As you teach this section, keep students
focused on the following objectives to
help them answer the Section Focus
Question and master core content.
Describe the Indian subcontinents
geography.
Understand the clues archaeology has
1 Forgotten Civilization Discovered
Not often has it been given to archaeologists . . . to
light upon the remains of a long-forgotten civilisation. It looks,
however, at this moment, as if we were on the threshold of
such a discovery in the plains of the Indus.
Up to the present our knowledge of Indian antiquities
[ancient history] has carried us back hardly further than the
third century [B.C.]. Of the long ages before the coming of the
Greeks and the rise of the Maurya dynasty; of the birth and
growth of civilisation in the great river basins . . . archaeology
provided about the rise and fall of the
Indus civilization.
has given us but the faintest glimmerings.
Sir John Marshall, Director General
of Archaeology in India, 1924
Analyze the main characteristics of the
Aryan civilization and the Vedic Age. Focus Question How have scholars learned about Indias rst
two civilizations, the Indus and the Aryan?
Explain what ancient Indian epics Indus stone bust, possibly of a priest or ruler
reveal about Aryan life.
Natural Features Define Regions The Indian subcontinent is divided Have students read this
into three major zones: the fertile Gangetic Plain in the north, the dry Dec-
section using the Structured Read
can plateau, and the coastal plains on either side of the Deccan.
The Gangetic Plain lies just south of the Himalayas. This fertile region
Aloud strategy (TE, p. T21). As they
is watered by mighty rivers: the Indus, which gives India its name, the
read, have them fill in the chart
Ganges (GAN jeez), and the Brahmaputra (brah muh POO truh). These showing the sequence of events in
rivers and their tributaries carry melting snow from the mountains to early India.
the plains, making agriculture possible. Reading and Note Taking
The Deccan is a plateau, or raised area of level land, that juts into the Study Guide, p. 25
Indian Ocean. Much of it lacks the melting snows that feed the rivers of
the north and provide water for irrigation. As a result, parts are arid,
agriculturally unproductive, and sparsely populated.
The coastal plains are separated from the Deccan by low-lying moun-
tain ranges, the Eastern and Western Ghats. Rivers and heavy seasonal Teach
rains provide water for farmers. Also, from very early times, people in
this region used the seas for fishing and as highways for trade.
Geography of the Indian
Monsoons Affect Climate A defining feature of life in the Indian Subcontinent L3
subcontinent is the monsoons, or seasonal winds that regularly blow
from a certain direction for part of the year. In October, the winter mon- Instruct
soons blow from the northeast, bringing hot, dry air that withers crops.
In mid-June, the summer monsoons blow from the southwest. They pick
Introduce: Key Terms Ask students
up moisture over the Indian Ocean and drench the land with downpours. to find the key term subcontinent (in
The monsoons have shaped Indian life. Each year, people welcome the blue) in the text and explain its mean-
rains that are desperately needed to water the crops. If the rains are late, ing. Locate the Indian subcontinent on
famine and starvation may occur. However, if the rains are too heavy, the map of Indus Civilization. Ask stu-
rushing rivers will unleash deadly floods. dents to predict how geography may
affect subcontinent civilizations.
How has geography affected where people live in the
Indian subcontinent? Teach Discuss the geography of the
Indian subcontinent and its effects. Ask
For: Audio guided tour How have monsoons affected
Web Code: nap-0311
Indus Civilization India? (People need the rains for their
crops, but too much rain causes deadly
D U K US Map Skills The earliest civiliza-
IN floods. If the rains are late, famine may
H tion in the Indian subcontinent
H
Pass
Harappa Br (b) Deccan (c) Indus River
H
ahm
aputra River (d) Ganges River (e) Harappa depends on its mother for survival, the
du
s I M Indian people depend on rivers.)
Mohenjo-Daro In A L 2. Place What natural features
Ga G a n A Y A S
Thar geti did people benet from by liv-
c Plain
ng
ver
3. Make Comparisons How do Have students access Web Code nap-
ts.
hy a M r
Tropic of Cancer
Vi n d you think the Narmada River
a Rive 0311 to take the Geography Interac-
Ara b i a n Narmad valley would have compared
Sea INDIA tive Audio Guided Tour, then answer
B ay of to the Indus River valley as a
Miller Projection
Deccan t s Bengal the map skills questions in the text.
site for a civilization to
ha
We s
0 250 500 mi
G develop?
n N
er Monitor Progress
tern
0 250 500 km
E a st
15 N W E
As students fill in their charts, circulate
Gha
Indus civilization, S
to make sure they understand events in
ts
Answers
Solutions for All Learners People live in the plains areas where geo-
graphic features make agriculture and fishing
L1 Special Needs L2 Less Proficient Readers L2 English Language Learners possible, and they mostly do not live in the area
Have students work in pairs. Ask one student to iden- Use the following resources to help students acquire that lacks these features, such as the desert.
tify regions and physical features described in the basic skills. Map Skills
text, such as the Deccan and the Eastern and Western Adapted Reading and Note Taking 1. Review locations with students.
Ghats, while the other student identifies them on the Study Guide 2. the Indus River and fertile soil
map. Then have the pairs switch roles. Adapted Note Taking Study Guide, p. 25 3. The Naramada is at a higher elevation and less
Adapted Section Summary, p. 26 accessible so probably less conducive to civili-
zation than the Indus.
Chapter 3 Section 1 69
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as sacred, including the buffalo and the bull. Some scholars think these Independent Practice
early practices influenced later Indian beliefs, especially the veneration
of, or special regard for, cattle. Ask students to study The Remnants of
Indus Civilization in their text. Then
Indus Civilization Declines By 1900 B.C., the quality of life in the have small groups use this information
Indus Valley was declining. Crude pottery replaced the finer works of and their reading as the basis to create
earlier days. The use of writing halted. Mohenjo-Daro was entirely aban- and submit plans for a museum exhibit
doned. The populations of the other Indus cities and towns also dwindled on the cities of the Indus Valley civiliza-
to small numbers. tion. Each groups presentation should
Scholars do not know for sure what happened to the Indus civilization,
include maps, sketches of artifacts, dia-
but they have offered several explanations for its decline. They once
grams of urban plans, and so on, all with
thought that invaders attacked and overran the cities of the Indus, but
this now seems unlikely. Some suggest that damage to the local environ-
brief descriptive captions.
ment was a factor. Possibly too many trees were cut down to fuel the
ovens of brick makers. Tons of river mud found in the streets of Mohenjo- Monitor Progress
Daro suggest a major flood. Other evidence points to a devastating earth- Have each group present its museum
quake. Today scholars think that some of these events may have worked exhibit plans to the class. Encourage
together to bring an end to Indus civilization. questions and discussion. Ask students
What evidence shows that Indus civilization included a to describe aspects of Indus Valley civili-
well-organized government? zation that they were unable to include
in their exhibit.
Archaeologists have considered numerous explanations for how the Indus civilization
ended, but most agree that there was likely not one single cause. While people did
continue to live in the Indus Valley, the basic features of civilization dwindled away
as they returned to simpler ways of life. Read the primary source at right. What types The Indus people carved
seals with writing and
of evidence did archaeologists stop finding after the Indus civilizations decline?
depictions of animals.
Primary Source
The ruins of Mohenjo-Daro
still stand today. The Indus Civilization remains an his-
torical enigma [puzzle]. A remarkably
uniform [culture], distributed over a
vast geographical area, utterly disap-
pears without an apparent successor.
Cities, writing, the high achievement
of their crafts, the use of standardized
weights, long distance trade with the
Gulf, and their exceptional system of
urban sanitation simply disappear from
the South Asian social landscape.
[These were] replaced by what had
existed before: regionally distinctive
cultures inhabiting small villages with
a limited scattering of modest sized
towns that [were] wholly distinctive
from that of the Indus Civilization.
Carl Lamberg-Karlovsky,
archaeologist
The Indus people developed standardized cubic
weights to measure the masses of various objects.
History Background
The Significance of Seals When excavating the writings found on some seals could be the merchants
cities of Harappa and Mohenjo-Daro, archaeologists names. Because seals are so durable, large numbers Answers
unearthed more than 2,000 small clay seals showing of them are often found during archaeological digs.
images and writing. The seals often bear images of The study of art history has benefited from the discov- cities laid out in an organized pattern, bricks
animals, such as bulls. Other symbols with unknown ery of these seals, but the seals have also enriched of standard size, complex plumbing systems,
meanings sometimes appear on seals, and they may cultural history because they provide pictorial details and a uniform system of weights and measures
have religious significance. Archaeologists believe about a civilizations environment, clothing, and Caption evidence of a high level of sophistica-
that merchant families used their own seals to label equipment. tion, such as writing, crafts, architecture, and
their goods, and it is possible that the undeciphered evidence of trade and urban sanitation
Chapter 3 Section 1 71
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Introduce: Vocabulary Builder Aryans Emerge in India These nomads belonged to one of many
Have students read the Vocabulary groups of speakers of Indo-European languages who migrated across
Builder term and definition. Explain Europe and Asia. The nomads intermarried with local peoples to form a
that in polytheistic religions, each god group who called themselves Aryans. Through acculturation, or the
or goddess may embody a specific qual- blending of two or more cultures, the Aryans combined the cultural tradi-
ity. Ask students to name symbols (reli- tions of the nomads with those of earlier Indian peoples.
The early Aryans in India built no cities and left behind very little
gious or otherwise) they know of that
archaeological evidence. Most of what we know about them comes from
embody certain qualities, and to
the Vedas, a collection of hymns, chants, ritual instructions, and other
describe what those qualities are.
religious teachings. Aryan priests memorized and recited the Vedas for a
Teach Have students discuss the char- thousand years before they ever wrote down these sacred teachings. This
acteristics of the Aryan civilization. period, from 1500 B.C. to 500 B.C., is often called the Vedic Age.
Ask How do we know about Aryan In the Vedas, the Aryans appear as warriors who fought in chariots
civilization? (from the Vedas, a collec- with bows and arrows. They loved food, drink, music, chariot races, and
tion of prayers, hymns, and other reli- dice games. These nomadic herders valued cattle, which provided them
gious teachings) How did the Aryan with food and clothing. Later, when they became settled farmers, fami-
civilization differ from the Indus lies continued to measure their wealth in cows and bulls.
Valley civilization that came From Nomadic Life to Farming Gradually, the Aryans gave up their
before it? (Responses should address nomadic ways and settled into villages to cultivate crops and breed cat-
differences in where and how the people tle. From local farmers, the Aryans learned to raise crops. They also took
lived, the structure of the societies, and up other skilled crafts.
religious beliefs.) In time, the Aryans spread eastward to colonize the heavily forested
Ganges basin. By about 800 B.C., they learned to make tools out of iron.
Quick Activity Display Color Trans-
Equipped with iron axes and weapons, restless pioneers carved farms
parency 13: Indo-European Migra-
and villages out of the rain forests of the northeast.
tions to investigate the migration
Aryan tribes were led by chiefs who were called rajahs. A rajah, who
routes of Indo-European peoples. Point was often the most skilled war leader, had been elected to his position by
out that it was not just the ancestors an assembly of warriors. As he ruled, he considered the advice of a coun-
of the Aryans who migrated, and that cil of elders made up of the heads of families. Rajahs often fought with
the migrations ended in other places one another to control trade and territory across the Gangetic Plain.
besides India. Use the lesson suggested Some rajahs became powerful hereditary rulers, extend-
in the transparency book to guide addi- ing their influence over many villages.
The gods creation of the universe is described in the Rig
tional discussion. Veda. It says they divided the body of Purusha, the rst Aryans Structure Society From the Vedas, we learn
Color Transparencies, 13 man, into four parts to create the four social groups of that the Aryans divided their society into ranked groups
ancient India. Which parts of the body became the based on occupation. The highest group was made up of
Independent Practice warriors? the Brahmins, or priests. Next came the Kshatriyas (kuh
Have students fill in the Outline Map Primary Source SHAT ree yuhz), or warriors. The third group, the Vaisyas
Ancient India. (VYS yuz), included herders, farmers, artisans, and mer-
Aryan Religious Beliefs Develop The Aryans were polytheistic. Vocabulary Builder
They worshiped gods and goddesses who embodied natural forces such as embodied(em BAH deed) vt. gave a Epic Literature Tells
sky, sun, storm, and fire. The chief Aryan deity was fierce Indra, the god visible form to something abstract About Aryan Life L3
of war. Indras weapon was the thunderbolt, which he used not only to
destroy demons but also to announce the arrival of rain, so vital to Instruct
Indian life. Other major gods included Varuna, the god of order and cre- Introduce Have students read the
ation, and Agni, the god of fire and the messenger who communicated first two sentences under this heading
human wishes to the gods. The Aryans also honored animal deities, such (on the next page). Then ask How did
as monkey and snake gods. the Aryan world in 500 B.C. differ
Brahmins offered sacrifices of food and drink to the gods. Through the from early Aryan civilization? (King-
correct rituals and prayers, the Aryans believed, they could call on the doms and cities had developed.)
gods for health, wealth, and victory in war.
As the lives of the Aryans changed, so, too, did their beliefs. Some reli- Teach Have students discuss what
gious thinkers were moving toward the notion of brahman, a single epic literature showed about Arayan
spiritual power that existed beyond the many gods of the Vedas and that life. Ask What does the Maha-
resided in all things. There was also a move toward mysticism. Mystics bharata tell us about Aryan history?
are people who seek direct communion with divine forces. Aryan mystics (There were many battles between rival
practiced meditation and yoga, spiritual and bodily disciplines designed Aryan tribes to gain control of the
to enhance the attempt to achieve direct contact with the divine. The reli- Ganges region.) How did the epics
gions that emerged in India after the Vedic Age were influenced by both mix history, mythology, adventure,
mysticism and the notion of brahman. and religion? (Sample: The Maha-
How were Aryan society and government structured? bharata recounts battle histories and
Communing With the Divine
Below, a young woman in China
reflects religious beliefs such as immor-
practices yoga, which is popular tality. The Ramayana contains tales of
around the world today. At left, a adventure, such as the rescue of Sita,
1,500-year-old Indian sculpture and examples of mythology, such as
shows a Hindu man seated in a
traditional meditation pose.
tales of the monkey general Hanuman.)
Meditation, too, is still practiced by
many people. Why do you think Independent Practice
these disciplines have appealed
to people for so long? Link to Literature To help students
better understand the values reflected in
the Ramayana, have them read the selec-
tion Sita and Ramas First Meeting and
answer the questions on the worksheet.
Teaching Resources, Unit 1, p. 48
Monitor Progress
Ask students to summarize what the
Mahabharata and the Ramayana tell
about Aryan life.
Check Reading and Note Taking Study
Guide entries for student understanding.
Answers
Aryan society was divided into five groups:
the Brahmins, or priests; the Kshatriyas, or war-
Solutions for All Learners riors; the Vaisyas, or herders, farmers, artisans,
and merchants; the Sudras, or servants and
L4 Advanced Readers L4 Gifted and Talented laborers; and dalits, who had to do work that
Ask students to research the practice of meditation tices been modernized? What are some of the differ- others wouldnt. Aryans had tribes that were
and yoga today and make an oral presentation to the ent types of meditation and yoga practiced today? led by rajahs, chiefs who were elected by an
class. Presentations should consider the following Why are there many different types? Why are these assembly of warriors, and they ruled with
questions: What traditional elements do the practice practices so popular today? advice from a council of elders.
of meditation and yoga retain? How have these prac- Caption They appeal to basic human spiritual
and physical needs.
Chapter 3 Section 1 73
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Answer Terms, People, and Places Comprehension and Critical Thinking Writing About History
1. Place each of the key terms at the 3. Analyze Information Describe two Quick Write: Draft a Main Idea On
the importance of duty over personal desires beginning of the section into one of the ways in which geography and climate some essay tests, you may be asked to
and ambitions, being virtuous, and, for women, following categories: politics, culture, or have inuenced the people of the choose one of several topics to write about.
geography. Write a sentence for each Indian subcontinent. You may nd it easiest to select the topic
being loyal and obedient to ones husband term explaining your choice. 4. Recognize Sufcient Evidence What for which you can most quickly develop a
types of evidence do you think archae- main idea statement. Choose one of the
ologists should look for to explain how following topics and draft a main idea
2. Reading Skill: Recognize Sequence the Indus civilization declined and statement for it:
Use your completed chart to answer the became unknown to the world for the decline of the Indus civilization
Focus Question: How have scholars 4,000 years? the role(s) of the Vedas in Aryan history
learned about Indias rst two civiliza- 5. Draw Conclusions How reliably the nature of Aryan religious beliefs
tions, the Indus and the Aryan? do you think epic literature tells
us about Aryan life?
made it hard to unite. Monsoon rains ben- dreds of years (so some of the details
Section 1 Assessment efited agriculture but also caused floods. might have changed over time).
1. Sentences should reflect an understanding 4. Sample: Finding more writing might give Writing About History
of each term, person, or place listed at the archaeologists direct clues such as Students should write a clear, concise main
beginning of the section. whether it was invaded. More environ- idea statement that accurately reflects the
2. through examining artifacts from ancient mental evidence might give clues about a topic of their choice.
cities in archaeological digs and through major environmental change.
texts such as the Vedas and, to a lesser 5. Students may say that these epics are
extent, epics useful in learning about Aryan life but For additional assessment, have students
3. Sample: Mountains partially protected not entirely reliable, since they include access Progress Monitoring Online at
India from invasion. Indias vastness mythology and developed over many hun- Web Code naa-0311.
LITERATURE
The Mahabharata
The Mahabharata
An epic of the ancient Aryans,
the Mahabharata has served Objectives
as a major source of social and Understand that the Mahabharata has
been a major source of social and reli-
religious doctrine for India for
gious doctrine in India.
many hundreds of years. Indian
Describeimportant values in the
storytellers still recite segments Mahabharata and the rewards for
of the 100,000 stanzas to upholding those values.
entertain and instruct village
A central theme of the
audiences. This excerpt tells
Mahabharata is battle between Build Background Knowledge L3
of the rewards the god Indra
feuding families. Here we see two
bestows upon a dutiful king, of the victors, Arjuna and Krishna,
Ask students to name other literary
Vasu, who upholds the law of preparing to ght. epics that reflect the values, beliefs, and
history of a civilization. (For example,
the gods. Beowulf, the Aenid, the Iliad or the
Odyssey) Then ask students which, if
I ndra said: any, of those documents still influence
people today and how.
May never on earth, O lord of this earth, the Law be confused! Protect it,
for the upheld Law holds up all the world. Guard the this-worldly Law, Instruct L3
forever on guard and attentive; if yoked1 to the Law, you shall win the
Have students read the excerpt. Ask
blessed worlds of eternity. You standing on earth have become the dear
friend of me standing in heavennow possess . . . a country that is the What are some of the laws Indra
udder of earth, abounding in cattle and holy, of stable [climate], with describes? (Sons are devoted to their
wealth and rice aplenty, protected by the skies. . . . It is a country beyond fathers, cows are never yoked to a cart,
all others, with riches and jewels and all good things. . . . classes abide by their own Law.) What
The country people are accustomed to the Law, quite content and values in Indian culture do these
upright. No lies are spoken there even in jest, let alone in earnest. Sons laws reflect? (the importance of fam-
are devoted to their elders there; they do not divide off from their fathers. ily, the veneration of cows, the division
Cows are never yoked to the cart, and even lean cows yield plenty. All the and rules for different social classes)
classes abide by2 their own Law, in this land. . . .
Remind students that the heroes of
This large celestial3 crystalline chariot in the sky, which it is the Gods
privilege to enjoy, this airborne chariot will come to you as my gift. Among
epics frequently embody the values of
all mortals you alone shall stand upon a grand and sky-going chariot, and the cultures that produced them. Have
Indra
indeed, you will ride there above, like a God come to flesh! And I give you them describe some of the values that
this garland Vaijayanti, woven of lotuses that never fade, which shall King Vasu represents.
sustain you in battle, never hurt by swords. That shall be your mark of
distinction here, sovereign of mengrand, rich, unmatched, and Monitor Progress
renowned4 as Indras Garland! Have students write a main idea state-
Thinking Critically
1. Identify Central Issues What ment for each of the three paragraphs in
seems to be the kings most the excerpt from the Mahabharata.
important function, and why do you
1. yoked (yohkd) vt. joined or linked forcibly think it is so signicant?
2. abide by (uh BYD by) vi. to accept and submit to 2. Synthesize Information What
3. celestial (suh LES chul) adj. belonging to, suitable for, in, or typical of heaven
rewards does Indra say Vasu will
receive for pleasing the gods?
4. renowned (rih NOWND) adj. well known or famous
History Background
The Mahabharata This great Sanskrit epic of episodes, prayers, narratives, and stories. The principal
western India is probably based on facta war for teaching of the Mahabharatas stories is dharma, or Thinking Critically
control of the Ganges Valley around 1000 B.C. Twice devotion to ones duty. One element that has become 1. Sample: upholding the law, because it creates
the length of the western epics the Iliad and the very popular in the West is the Bhagavad Gita, a clas- an orderly, just society where people are peace-
Odyssey combined, the Mahabharata is the longest sic Hindu text of devotion that is analogous to Christs ful and happy
poem ever created. In addition to the main story Sermon on the Mount in that each work contains 2. rule over the land, a position of standing atop
linethe struggle of five brothers to regain their essential teachings of Hinduism and Christianity, the gods chariot in the heavens (a godly posi-
kingdomthe Mahabharata gathers many myths, respectively. tion among men), a garland of lotuses that will
sustain him in battle forever, and fame
75