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COURSE GUIDE 2ND CYCLE

MODULE IN SS5- WORLD HISTORY 1

2ND YEAR BSED – SOCIAL STUDIES

Module 3: CIVILIZATION IN INDIA

Intended Learning Outcomes: At the end of this module, the student must have:
1. Discussed the civilization in India through chart analysis.
2. Enumerated the main inventions in Indian Civilizations.
3. Explained how religious thought shaped Indian shapes society.
4. Explained the reforms in economy, politics and society brought about by the Indian Civilization through 3 minute educational video presentation.

A. Introduction
The Indus Valley Civilization was a cultural and political entity which flourished in the northern region of the Indian subcontinent between c. 7000 -
c. 600 BCE. Its modern name derives from its location in the valley of the Indus River, but it is also commonly referred to as the Indus-Sarasvati Civilization
(after the Sarasvati River mentioned in Vedic sources which flowed adjacent to the Indus) and the Harappan Civilization (after the ancient city of Harappa
in the region, the first one found in the modern era). None of these names derive from any ancient texts because, although scholars generally believe the
people of this civilization developed a writing system (known as Indus Script or Harappan Script) it has not yet been deciphered.
The Indus Valley Civilization is now often compared with the far more famous cultures of Egypt and Mesopotamia, but this is a fairly recent
development. The discovery of Harappa in 1829 CE was the first indication that any such civilization existed in India, and by that time, Egyptian
hieroglyphics had been deciphered, Egyptian and Mesopotamian sites excavated, and cuneiform would soon be translated by the scholar George Smith (l.
1840-1876 CE). Archaeological excavations of the Indus Valley Civilization, therefore, had a significantly late start comparatively, and it is now thought that
many of the accomplishments and “firsts” attributed to Egypt and Mesopotamia may actually belong to the people of the Indus Valley Civilization.
Why the Indus Valley Civilization declined and fell is unknown, but scholars believe it may have had to do with climate change, the drying up of the
Sarasvati River, an alteration in the path of the monsoon which watered crops, overpopulation of the cities, a decline in trade with Egypt and Mesopotamia,
or a combination of any of the above. In the present day, excavations continue at many of the sites found thus far and some future find may provide more
information on the history and decline of the culture.
B. Activities
a. Indian Civilization: Chart of Indus Valley Civilizations.
Using the chart and guide questions paste a pictures that discuss the development of Indus Valley Civilization.

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 What is unique about the Indus Valley civilization?
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Why is ancient Indus Valley Civilization important to modern world?
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b. Inventions of Indus Valley Civilization

Given table below, identify the different Inventions of Indus Valley Civilization and provide its descriptions.
Inventions of Indus Valley Civilizations Descriptions:

1. The invention of standardized weights

2. Discovery of various cooking methods
3. Discovery of Artifacts
4. Creation of typical scripts and Gods
5. The innovation of Seal and Trade
6. Start of a well-structured living area and
housing
7. Demonstration of World’s first-known
urban sanitation systems
8. The invention of the Ruler
9. Origination of Step well
10. Ornamental buttons made from seashell
C. Analysis
Deepen your understanding for the following statement. Answer it comprehensively.
1. How religion influenced Indian society?
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2. How Hinduism shaped and impacted Indian society and the world at large?
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3. Why was the Indus Valley civilization so successful behind political and cultural barrier of other existing civilizations?
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4. Why is ancient Indus Valley Civilization important to modern world?

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D. Abstraction
Urban civilization first appeared in ancient India with the Indus Valley civilization in the early third millennium BCE, in what is today Pakistan and
north-west India. This was contemporary with other early civilizations of the ancient world, in Mesopotamia and Ancient Egypt, and is one of the earliest
civilizations in world history. It is famous for its large and well-planned cities.
The Indus Valley civilization vanished in the mid-2nd millennium BCE. In the following thousand years, a people known as the Aryans, speaking an
Indo-European language, moved into northern India from central Asia. They came into India as pastoral, semi-nomadic tribes led by warrior chieftains.
Over time, they settled down as rulers over the native Dravidian populations they found there, and formed tribal kingdoms.
 This period of ancient Indian history is known as the Vedic age, as it was depicted in the earliest Indian writings, called the Vedas. It is also the
formative period in which most of the basic features of traditional Indian civilization were laid down. These include the emergence of early Hinduism as the
foundational religion of India, and the social/religious phenomenon known as caste.
The tribal society of the early Aryans gave way to the more complex society of the Classic Age of Ancient India. This period saw the rebirth of urban
civilization in the Indian subcontinent, and with it, a literate culture. It was one of the most creative ages in the history of India, and saw the emergence of
two new religions, Jainism and Buddhism.
The Maurya Empire was in effect an outgrowth of the kingdom of Magadha. Under a line of kings of the Nanda dynasty (reigned c. 424-322 BCE),
this kingdom dramatically expanded to cover a large part of northern India; and under the following Maurya dynasty, the empire went on the cover all of
north and central India. The most famous of the Maurya emperors, in fact the most famous ruler in ancient India’s history and one of the most notable in
the entire ancient world, was Ashoka (also spelt Asoka – reigned 272-232 BCE). He was a remarkable and attractive ruler: compassionate, tolerant, firm,
seeking justice and well-being for all his subjects. Fifty years or so after Ashoka’s death the huge Mauryan Empire began to crumble. Outlying provinces fell
away, and by the mid-2nd century BCE the empire had shrunk to its core areas.
Society and Economy in Ancient India: The Vedic age was a “dark age” in Indian history, in that it was a time of violent upheaval, and no
written records from that period have survived to shed light on it. It was, however, one of the most formative eras of ancient Indian civilization. So far as
society is concerned, the coming of Aryans into ancient India, and their establishing themselves as the dominant group, gave rise to the caste system. This
divided Indian society into rigid layers, underpinned by religious rules. Originally there were just four castes, the priestly caste, the warrior caste, the
farmers and traders, and the menial workers. Outside the caste system altogether, excluded from Aryan-dominated society, were the “Untouchables”.
In the earliest times, many hunter-gatherer groups inhabited much of the Indian sub-continent. However, the economic history of ancient India is
one of agricultural advance. The use of iron spread from the Middle East from around 800 BCE, making farming more productive, and populations grew. At
first, this occurred on the plains of northern India. However, iron-age farming gradually spread throughout the entire subcontinent. The hunter-gatherers
were squeezed more and more into the forests and hills of India, eventually to take up farming themselves and being incorporated into Aryan society as
new castes. The spread of iron-age farming was a crucial development in the history of ancient India as it led to the rebirth of urban civilization in the
subcontinent. Cities grew up; trade expanded; metal currency appeared, and an alphabetical script came into use.
Government in Ancient India: The tribal chiefs of early Aryan society were the ancestors of the princes and kings we encounter in later Indian
history. The re-emergence of cities enabled properly organized states to appear. Most of these were kingdoms, but uniquely in the ancient world outside
the Mediterranean, some were republics.
The rise of the Mauryan empire to cover most of ancient India involved the creation of a provincial administration which spanned much of the
subcontinent. The empire was divided into provinces, and an empire-wide tax-gathering organization was developed. Also created was an extensive
espionage system. A network of roads running from south and north and east to west was maintained. Mauryan power rested ultimately on its formidable
army, which seems to have been one of the largest in the ancient world. The establishment of provinces, with strong centres of state power distributed in
key locations throughout much of the subcontinent, set the stage for the next chapter in India’s history. As Mauryan power weakened, these provinces
became powerful regional kingdoms, covering a territory far greater than the ancient Aryan homeland of northern India and reaching down into southern
India.
 Ancient Indian Religion: The civilization of ancient India was an astonishing seedbed of religious innovation. Reconstructing the Indus Valley
civilization’s religion is impossible, but there is strong evidence that it had a major impact on the subsequent religious history of India. In any case, the next
period of ancient Indian history, the Vedic age, saw the rise of early Hinduism, from which all other Indian religious systems arose. The Aryan belief-system
revolved around a pantheon of gods and goddesses. It also came to include the concept of the “Cycle of Life” – reincarnation of the soul from one creature
(including both animals and humans) to another. Later, the idea of the material world being an illusion became widespread. Such ideas were emphasised
more strongly in the new teachings of Jainism and Buddhism, which both also had their origins in ancient India, in the years around 500 BCE.
Ancient Indian Art and Architecture: Apart from figurines from the Indus Valley civilization, the earliest examples of the art of ancient India which
have come down to us are from magnificent cave temples in central India. The spread of such temples – either located in natural caves which have been
shaped to create a religious space, or entirely carved from rock – was originally a Buddhist innovation, which Hindus later adopted. Here, stone carvings
and painted frescoes dating from ancient times have come down to us, the earliest dating from the Mauryan empire, or just after. The most famous early
cave-temples are found at Ellora, in central India. Another Buddhist innovation was the stupa, a dome-shaped monument in which religious relics were
stored. The earliest of these date from Mauryan times, with the Great Stupa at Sanchi being the most famous.
Apart from cave temples, ancient Indian buildings – secular and religious – were largely made of wood and bricks. Unfortunately none have survived
from this early period of India’s history. Apparently they incorporated rounded arches atop their windows and doors – in which case they preceded arched
architecture in the West by several centuries.
Ancient Indian Science and Technology: In mathematics, the scholars of ancient India clearly understood the Pythagorean theorem, that the square
of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides. The religious texts of the Vedic period
contain examples of simple Pythagorean triples, such as, “The rope stretched along the length of the diagonal of a rectangle makes an area which the
vertical and horizontal sides make together.” A medical treatise called the Sushruta Samhita (6th century BCE) describes 1120 illnesses, 700 medicinal
plants, a detailed study on anatomy, 64 preparations from mineral sources and 57 preparations based on animal sources. Cataract surgery was known to
ancient Indian physicians, and was performed with a specially designed curved needle to loosen the lens and push the cataract out of the field of vision.
The Legacy of Ancient India in World History: The evolution of a religious culture in ancient India, out of which Hinduism, Jainism and Buddhism
emerged as three distinct religions, was a development of great importance in world history. Between them, these religions today h ave the allegiance of
billions of people. Buddhism has spread far and wide outside the Indian subcontinent (where, curiously, it has become a minority religion), and has had a
deep impact upon societies in China, Japan, Korea, Tibet and South East Asia. It is now spreading fast amongst peoples in the West, where by some counts
it is the fastest growing religion. The interaction between three rival but closely related faiths produced a rich and tolerant intellectual environment. This
would give rise to achievements of world significance. Indian developments in mathematics laid the foundation for modern Western mathematics, and
therefore for modern Western science. The Mauryan Empire played a key role in the spread of Buddhism. The fact that China, Japan, Korea, Vietnam,
Tibet, Burma, Thailand, Laos and Cambodia all now have large Buddhist populations is in some part owing to the great Maurya emperor, Asoka.

E. Application
Create 3 minute educational video presentation that explains the reforms in economy, politics and society brought about by the Indian Civilization.

Rubrics for 3 Minute Educational Video Presentation


Organization –
Is your project presented in
some organized manner?
Intro, Outro, and Credits –
Does your video begin and end
with information to help focus
the viewer’s attention.
Information –Does your video
stay focused on an informative
topic? Does your video provide
easy to understand
information? Does your video
demonstrate the depth of
knowledge of the presenter? It
must include at least one
court case or one excerpt
from a primary source!!
Creativity & Elements of
Design – Is your video
interesting? Did your choice of
elements such as film clips,
pictures, colors, backgrounds,
and transitions enhance the
project? Eye-catching colors
and change of image/camera
angles every few second?
Music/Sound Effects/Voice
3 Minute Video Presentation Rubric
Beginning
8 12
Difficult to follow. Poor quality
shows poor effort.
The video either has an intro or
and outro. The intro/outro is of
low quality. The video does not
use credits/citations at all.
Project’s usefulness is in
question. Does not inform;
does not stay focused on the
topic. No court case/primary
document used in
presentation
Use of elements detracts from
video. Too many or too gaudy
graphics; transitions, too many
clips, backgrounds and/or
sounds detract from content.
Pictures or video clips may be
out of focus or “shaky”. One
image on screen for an
elongated period of time.
The audio or video is garbled
Developing
Portions may be poorly
documented and/or organized.
Hard to follow the progressions
of the video. Explanation
shows some effort.
The video has an intro and an
outro and it is of moderate
quality. Credits/citations may
or may not be present.
Project has problems staying
focused on topic. Information is
incoherent at times. The video
shows a shallow depth of
knowledge on the topic.
Project is researched to a
fair degree. Only one court
case/primary source used
and it was questionably
used or cited.
Minimal use of design elements.
No transitions. Sound is lacking
or inappropriate or scratchy.
Some pictures or video clips
may be out of focus or “shaky”.
Some screens do not change
angles/colors/words very
frequently.
The audio and/or video effects
Accomplished
16
Fairly well documented and
organized. Format is easy to
follow. Good explanation
shows good effort.
The video has an intro and an
outro. It is consistent with the
rest of the video.
Credit/citations is given to
appropriate sources.
Video is focused on an
informative topic. Video makes
understanding the topic fairly
accessible and easy. Video
demonstrates a depth of
knowledge on the topic.
Project is well researched.
Only one court
case/primary document
semi-appropriately used.
Good use of graphics and/or
other design elements. Some
transitions are inappropriately
placed. Sound quality is OK.
Video clips or pictures are clear
and in focus. Images or
camera angles change every 7
seconds or so.
The audio and video effects are
Distinguished
20
Program shows a continuous
progression of ideas and tells a
complete, easily followed story.
Well organized.
Intro and outro add to the high
level attained by this video.
Credits/citations are given to
appropriate sources.
Video is laser focused on the
topic. The topic is very easy to
understand. The video
demonstrates an obvious depth
of knowledge on the topic.
Student went beyond the scope
of the assignment and the hard
work shows. Excellent, well
thought out explanation
shows superior effort. More
than one court
case/primary document
appropriately used.
Excellent sense of design.
Effective camera techniques
used for the video and pictures.
Video and pictures are in focus
and of good quality. Smooth
transitions are appropriate and
aid in delivery of the
presentation.
Audio/video effects flow
 – Does the audio flow well? and hard to decipher. Too are of moderate quality. Some of acceptable quality. There exceeding well and are of high
Is it of high quality? much background interference background noises not related are few distracting aspects to quality.
and/or the video is of low to the presentation are heard. the audio/video.
quality.

F. Evaluation
Based on the following procedures of this module; the activities conducted and the ideas gathered, I want you to make a reflection by filling up the table
below. As a student, the lesson I got in this module are as follows: Based on the given rubrics.

Rubrics for Reflection Evaluation Criteria

Criteria Superior Sufficient (15 points) Minimal Unacceptable

(20points) (10points) (5points)

Depth of Response Response demonstrates Response Response demonstrates

Reflection demonstrates an in- a general reflection on, demonstrates a a lack of reflection on,
depth reflection on, and personalization of, minimal reflection on, or personalization of,
and personalization the theories, concepts, and personalization the theories, concepts,
of, the theories, and/or strategies of, the theories, and/or strategies
concepts, and/or presented in the course concepts, and/or presented in the course
strategies presented materials to date. strategies presented materials to date.
in the course Viewpoints and in the course Viewpoints and
materials to date. interpretations are materials to date. interpretations are
Viewpoints and supported. Appropriate Viewpoints and missing, inappropriate,
interpretations are examples are provided, interpretations are and/or unsupported.
insightful and well as applicable. unsupported or Examples, when
supported. Clear, supported with applicable, are not
detailed examples are flawed arguments. provided.
provided, as Examples, when
applicable. applicable, are not
provided or are
irrelevant to the
assignment.
Required Response includes all Response includes all Response is missing Response excludes
Components components and components and meets some components essential components
meets or exceeds all all requirements and/or does not fully and/or does not address
 requirements indicated in the meet the the requirements
indicated in the instructions. Each requirements indicated in the
instructions. Each question or part of the indicated in the instructions. Many parts
question or part of assignment is addressed. instructions. Some of the assignment are
the assignment is All attachments and/or questions or parts of addressed minimally,
addressed additional documents are the assignment are inadequately, and/or not
thoroughly. All included, as required. not addressed. Some at all.
attachments and/or attachments and
additional documents additional
are included, as documents, if
required. required, are missing
or unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly clear, Writing is unclear Writing is unclear and
concise, and well concise, and well and/or disorganized. disorganized. Thoughts
organized with organized with good Thoughts are not ramble and make little
excellent sentence/paragraph expressed in a logical sense. There are
sentence/paragraph construction. Thoughts manner. There are numerous spelling,
construction. are expressed in a more than five grammar, or syntax
Thoughts are coherent and logical spelling, grammar, or errors throughout the
expressed in a manner. There are no syntax errors per response.
coherent and logical more than five spelling, page of writing.
manner. There are grammar, or syntax
no more than three errors per page of
spelling, grammar, or writing.
syntax errors per
page of writing.
Evidence Response shows Response shows Response shows little Response shows no
and Practice strong evidence of evidence of synthesis of evidence of synthesis evidence of synthesis of
synthesis of ideas ideas presented and of ideas presented ideas presented and
presented and insights gained and insights gained insights gained
insights gained throughout the entire throughout the entire throughout the entire
throughout the entire course. The implications course. Few course. No implications
course. The of these insights for the implications of these for the respondent's
implications of these respondent's overall insights for the overall teaching practice
insights for the teaching practice are respondent's overall are presented, as
 respondent's overall presented, as applicable. teaching practice are applicable.
teaching practice are presented, as
thoroughly detailed, applicable.
as applicable.

I LEARNED……. I UNLEARNED……. I RELEARNED……..

Prepared by:

EDUARDO D. QUIDTA JR., M.A.Ed, M.Ed

Part Time Instructor