Australian History Series Workbook 7: The Ancient World sample by Ready-Ed Publications

Australian History Series Workbook 7: Ages 11-13 years

T The

Ancient World

Acknowledgements i. Clip art iimages ages have been obtained from Microsoft M Design G lery Live and are used under the terms of Gallery the End User er License Agreement for Microsoft Word 2000 2000. Ple Please refer to www.microsoft.com/permission. © 2012 Ready-Ed eady-Ed Publications Publicati s ii.. Corel Corporation colle co collection, 1600 Carling Printed in Australia Ave., Ottawa, Ontario, C Canada K1Z 8R7.

Title: A n History Hist Series Australian WORKB ORK OK 7 WORKBOOK The T e Ancient An ent World

This hd sE is a Ready-Ed Publications' Ready-Ed R Publications book preview. Author: Fiona B Backk Illustrator: Alison Mutton

iii. iii Wikimedia Commons Commons. Permission Per is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”.

iv.

istockphotos

Copyright Notice Reproduction and Communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/ or communicated by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given remuneration notices to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copying of the 'photocopying permitted' pages The purchasing educational institution and its staff are permitted to make copies of the pages marked as 'photocopying permitted' pages, beyond their rights under the Act, provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote (e.g. “©Horwitz Martin 2004. This sheet may be photocopied for non-commercial classroom use”).

For those pages not marked as blackline masters pages the normal copying limits in the Act, as described above, apply.

Reproduction and Communication for other purposes Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above.

o www.readyed.net Published blished by:

Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 1 86397 865 1 2

Contents SECTION 1: INVESTIGATING THE ANCIENT PAST Primary and Secondary Sources Information P e Page Activity Page Historical In Inq iry Inquiry Activity Page Historical Methods Activity Page Putting Things in Order Activity Page 1 Activity Page 2 Activity Page 3

6 7

Information Page Activity Page Physical Features Physic Physica Information Inform Informa on and Activity Page Groups and the Law Key Gr Information at Page Activity Page Everyday Life Lif Information and Activity Page Greek Myths Information and Activity Page Beliefs, Values and Practices Information and Activity Page Impact and Legacy of Ancient Greece Information and Activity Page Activity Page

36 37

This is a Ready-Ed Publications' book preview. 8

10 11 12

SECTION 2: THE ANCIENT WORLD - ROME The Roman Empire Information Page Activity Page Physical Features Information Page Activity Page Key Groups and the Law Information Page Activity Page Roman Inventions Information Page Activity Page Beliefs, Values and Practices Information Page Activity Page Impact and Legacy of Ancient Rome Information Page Activity Page

14 15 16 17 18 19 20 21 22 23 24 25

SECTION 3: THE ANCIENT WORLD - EGYPT Egyptian Pharaohs Information Page Activity Page Physical Features Information and Activity Page Key Groups and the Law Information Page Activity Page Egyptian Inventions Information and Activity Page Beliefs, Values and Practices g Information and Activityy Page egacy of A cient Eg pt Impact and Legacy Ancient Egypt nd Activity Page ge Information and

27 28 29 30 31 32 33

SECTION 4: THE ANCIENT WORLD - GREECE Significant People

39 40 41 42 43 44 45

SECTION 5: THE ANCIENT WORLD - CHINA Imperial China Information Page Activity Page Physical Features Information and Activity Page Key Groups and the Law Information Page Activity Page Everyday Life Information and Activity Page Beliefs, Values and Practices Information Page Activity Page Impact and Legacy of Ancient China Information Page Activity Page

47 48 49 50 51 52 53 54 55 56

SECTION 6: THE ANCIENT WORLD - INDIA Significant People Information and Activity Page Physical Features Information and Activity Page Key Groups and the Law Information Page Activity Page Everyday Life g Information Page Activity Page Beliefs, Values and Practices IInformation f ti and d Activity A ti it Page P Activity Page Impact and Legacy of Ancient India Information and Activity Page

Go to www.readyed.net 34 4

58 59 60 61 62 63 64 65 66

This is a Ready-Ed Publications' Book 7 - A Note N te for the Student S book preview. This book, The Ancient cient World World, ha has been written for 12 to 13 year old West Australian students who are studying History and finding out about the ancient past, with an emphasis on how historical investigations are made. The book also focuses on countries of the Mediterranean and Asia as examples of the development of other cultures. The first section of this book will help you understand the processes used by historians to study history. You will find out about sources, primary and secondary, used by historians to inquire into, and find out about, the past. You will also become aware of the nature of historical inquiry and the questions that historians ask when analysing sources; and be exposed to scientific and other methods used by historians to investigate the past. The second to sixth sections of the book explore, in depth, ancient Rome, ancient Egypt, ancient Greece, ancient China and ancient India. These sections will help you to understand the earliest human communities and the way that these communities developed up until c. 650 CE, the end of the ancient period. The activity sheets in this book are designed to help you develop an appreciation of the important role that history plays in all of our lives we hope that you get some insight into history and the ways we find out about the past.

Go to www.readyed.net

Section ection 1: Investigating the Ancient Past

Primary and Secondary Sources Historia u Historians use e prim primary and seco secondary sources to find d out about bou the he past. It is important tto learn earn about bo t the he past because tand the world wor the past helps us to understand in which we live today.

Secondaryy Sources of Evidence Second Seconda Eviden

This is a Ready-Ed Publications' s book preview. Primary Sources of Evidence

The name primary source is given to anything which was created at the time an event happened. As people record the events that happen in their lives, primary sources are created. A primary source is created every time you take a photograph, send an email or write in your diary. Objects and human remains left behind from the past are also primary sources. Primary sources record how people lived in the past; what they did in their every day lives and their greatest achievements. All of the following can be primary sources: • • • • • • • • • • • • •

Maps Sound recordings Diaries Photographs Works of art (e.g. wall paintings) Videos and films Preserved bodies (fossils) Letters / emails Tombs Newspapers Clay tablets Inscriptions Artefacts

History can an also be recorded by secondar secondary sources. These are second-hand accounts of events that are created cr after primary sources. There are o sources often many copies of available of secondary sources. Secondary sources can differ in their perspective of an historical event. All of the following can be secondary sources: • • • • • • • •

History textbooks Biographies Published stories Movies of historical events Works of art Music recordings Maps Photographs

When Is a Primary Source Not a Primary Source? You may have noticed that some things are on both the lists of primary and secondary sources. This isn't a mistake. The difference between a primary and secondary source is often determined by how they were originally created and how long after the event they were created.

Section 1: Investigating the Ancient Past

Activity

Primary and Secondary Sources

It is important to be able to distinguish between primary and secondary sources. T After reading the information on page 6 complete the Venn diagram by listing historical sources in the ccorrect rrect circle. rcle. cle

This is a Ready-Ed Publications' Publicatio b book preview. eview Complete the Venn diagram.

Primary Prima Sources So rces

Secondary Sources

Both

T Think of three events in your life that make up your personal history. Draw and label one primary source and one secondary source from each event. (E.g. Event = your birth. Primary source = birth certificate. Secondary source = oral recount of event some time after.)

Event 1

Event 2

Go o to www.readyed.net www.readyed.net d Event 3

Section 1: Investigating the Ancient Past

Historical Inquiry

Activity

Historical inquiries are the questions that historians ask when they analyse sources. Sometimes it is easy to find answers to questions, and sometimes it is hard. It is always important to ask the questions.

This is a Ready-Ed y Publications' book preview.

T Look ook at the th key qu q questions stio that a historian should ask eve every time he/she looks at a source.

What? W hat?

When?

What is the source? ource? (Is it a photograph, letter, wall painting? Is it a primary or secondary source?) What is the source depicting? What is the source telling us about what is being depicted, etc.?

When w was the source created? Is it dated?

Where? Where was the source found? Where was the source created?

Why?

Who? Who created the source? Who is the source depicting?

Why was the source created? Why is the source important?

T Identify what type of sources the pictures are below.

If you must break the law, do it to seize power: in all other cases observe it. Julius Caesar

(100-44BC) d) a)

dyed.net c)

T Use another sheet of paper to develop some historical inquiry questions for each source and try to answer these inquiry questions. 8

Section 1: Investigating the Ancient Past

Historical Methods

Activity

There are several ways that a historian can research the past. Often, scientific and technological methods are used by historians to explore sources. Historians are classified according to the methods that they use.

y-Ed Publicatio i

T Use a dict dictionary nary or the internet to find find out what h the ffollowing ll i words d mean.

Archaeologist:

Anthropologist:

Palaeontologist:

Cryptographer:

Excavation: Stratigraphy:

DNA A testing: tes g

Radio-carbon dating:

Go to www.re re e eadyed.net

Section 1: Investigating the Ancient Past

Putting Things in Order 1

Activity

Putting events in the order in which they happened is putting them in chronological order. Timelines are a great way to help us to see clearly who has lived where and when in the past. A timeline can show the order of events for one day, a year, or for any other time frame.

This is a Ready-Ed Publications' book preview.

T Complete omplete a chron chronological logic timeline of your life so far. Incl logi Inclu Include e six major events in your life. EE.g. starting i school, h a holiday. h day. d

A timeline of the world can be broken up into four main periods of history.

Prehistoric period 3000 BC – 2000 BC

Ancient History 2000 BC – 500 AD

Medieval History 500 AD – 1500 AD

Modern History 1500 AD – Present day

What does BC and AD stand for? AD: As you know, as each year passes we count up, for example: 2009, 2010, 2011. This system has been in place ever since the time Christ was born. The AD refers to Anno Domini, Latin for ‘in the year of our Lord’. BC: BC follows the time before Christ’s birth and is referred to as BC, ‘before Christ’. The counting system for BC is the reverse of AD. As the years pass we count down, for example: 500 BC, 499 BC, 498 BC, and all the way down to 1 BC. Modern day historians have come up with a ‘neutral’ term for AD and BC, as only one-third of the world’s population is Christian. For AD, CE is used, referring to the ‘common era’ and for BC, BCE is used, meaning, ‘before the common era’. Time can also be divided into periods of one hundred years called centuries. e the ques que ons. T Complete questions.

Go to www.readyed.net

ween 546 BC and 540 BC? 1. How many yea years are be between

________________ _____________________

2. How many years before 0 AD is 76 BC?

_____________________

3. How many years after 0 AD is your year of birth?

_____________________

4. How many years before 0 AD is 700 BC?

_____________________

Section 1: Investigating the Ancient Past

Putting Things in Order 2

Activity

Understanding who has lived where and when in the past is important. T After rreading re ding tthe information mation on page 10 put the date dat dates and events in chronological order to overview of ancient world history. Decorate create aan over ew o Decorat the he scroll. scroll

This is a Ready-Ed Publications' book preview. • 483 BC - Gautama Buddha died.

• 2400 BC - Ancient Chinese civilization began. • 1100 BC - Greek civilization is formed.

1. _______________________________________ 2. _______________________________________

• 753 BC - Rome is founded.

3. _______________________________________

• 146 BC - Rome conquered Greece.

4. _______________________________________

• 221 BC - The building of the Great Wall of China began during the Qin Dynasty.

5. _______________________________________ 6. _______________________________________

• 2500 BC - Ancient Egyptian civilization.

7. _______________________________________

• 336 BC - Alexander the Great ruled Macedonia.

8. _______________________________________

• 1340 AD - The Black Death reached Europe (the plague).

9. _______________________________________ 10. _______________________________________

• 79 AD - Mount Vesuvius erupted in Italy covering Pompeii and Herculaneum. • 1200 BC - Formation of Indian civilization – Hindu civilization created.

11. _______________________________________ 12. _______________________________________ 13. _______________________________________

Go to

• 509 BC - Traditional aditional date for the founding of the Roman Republic. • 392 AD - Christianity became official religion of the Roman Empire.

Section 1: Investigating the Ancient Past

Activity

Putting Things in Order 3

There are many people worth remembering from the ancient world. T Place the famous people on the timeline in the correct order.

T This is a Ready-Ed Publications' book preview. BC B.C.

Alexander exande the he Great

_____________________________ ___________ _____________________________

BORN July, y, 356 B.C., Macedon Ma DIED June 11, 323 B.C., B.C Babylon • Alexander the Great is known as one of the greatest military minds of all time.

Attila the Hun _____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________ A.D.

_____________________________ _____________________________

BORN circa 406 A.D., Hun Monarch DIED 453 A.D., Danube • Along with his brother Bleda, he inherited the united Hun tribes from their uncle Rugila. • Continuously caused trouble for the Byzantine Empire by putting them under constant attack.

Cleopatra BORN 69 B.C., Alexandria, Egypt DIED 30 B.C., Alexandria, Egypt • Cleopatra was the last ruler of the Ptolemy Dynasty in Egypt, making her of Greek decent.

Constantine I a.k.a. Constantine the Great BORN February 27, 280 A.D., Naissus DIED May 22, 337 A.D., Rome • Fought against Licinius and many other rivals before becoming the emperor of all Rome.

Julius Caesar BORN July 12, 100 B.C., Rome DIED March 15, 44 B.C., Rome • Great conqueror for Rome, Julius Caesar travelled all over the Mediterranean.

Nefertiti BORN 1370 B.C., Egypt DIED 1330 B.C., Egypt • Step mother of Tutankhamen.

Go to www www.readyed.net Socrates

_____________________________ _____________________________

BORN circa 470 0 B.C., B C Athens DIED circa 399 B.C., Athens • Developed the Socratic method, a philosophical method of question and answer that is designed to get to the heart of matters.

Section 1: Investigating the Ancient Past

Section ection 2: The Ancient World - Rome

The Roman Empire During ri ancient ci Romantimes mestherewerea ofsignificant people numbero gnific ntpe pleandeventsthat ledtothe Empire. h riseandfalllloftheRoman manEmpire

BC and took total control of Rome. Caesar went on tto behave like a king which the disliked Romans d sliked and was killed in 44 BC.

This is a Readyyy-Ed Publications' s book preview. Ancient Rome was a time of gladiators, amphitheatres, empires and gods. Legends tell us that Rome was founded in 753 BC by twins, Romulus and Remus.

In the beginning, Rome was one of the most powerful kingdoms ever known. Roman soldiers fought to expand their power all over Italy, overthrowing the Etruscans in 509 BC and later the Gauls when they attacked Rome in 390 BC. By 272 BC Italy was under Roman control. In 218 BC Hannibal, one of the greatest military leaders of all time, invaded Italy, and fought a number of successive battles. However, he was not successful in defeating the Roman armies. Julius Caesar and Pompey the Great were two of Rome’s most powerful men during the first century (100 - 44 BC).

Caesar’s assassination led to 20 years of civil Republic became the Roman war. The Roman Repu Rep Empire in 27 BC BC, led b by Octavian. The Empire was ruled by many more Emperors such as: Tiberius, Gaius, Claudius and Nero. The Roman Empire lasted until its collapse in 476 AD. At its peak, the Roman Empire controlled approximately 6.5 million kilometres of land.

Atlantic Ocean Gaul Raetia Spain

Dacia Dalmatia Italy Thrace Macedonia

Black Sea Galatia Asia

Armenia Mesopotamia

Cappadocia

Mauretania

Syria

Mediterranean Sea Arabia

Africa Cyrenaica

Egypt

This is a map of the Roman Empire at its height in AD 120. The map shows that Roman provinces once existed in Europe, Eastern Europe, Middle East, Russia, Northern Africa, Greece, Asia and Britain.

Pompey was a Roman general and statesman. Julius Caesar was elected a consul (ruler) in 59 BC and was given com and in a war command agai again stt the Gauls. against

Go to www.re

Wikimedia Commons Common C

h At first these two men worked together. However, they became leaders of opposing armies in a civil war for the control of Rome.

Caesar finally defeated Pompey’s army in 49

Roman Soldiers – Public Domain http://karenswhimsy.com/

Section 2: The Ancient World - Rome

Activity

The Roman Empire During ancient Roman times there were a number of significant people and events that led to the rise and fall of the Roman Empire.

T Use the information nform o o on page 14 to show the major perio peri periods, s, events and people on the timeline below. Shade hade periods eriod of stability green and periods o nstability red. of instability

This is a Ready-Ed Publications' b kp book preview. r view. __________________________________ __________________________________

__________________________________ __________________________________

T Write definitions for the words below. Assassination:

Consul:

Statesman:

Civil War:

Go to www.readyed.net r Extra T Choose one Roman leader to research further. Use your information to deliver a two minute speech on your chosen leader to the class. Section 2: The Ancient World - Rome

Physical Features

This is a Ready Ready-Ed Publications' s b k preview. book Thephy physical calfe features uresinancientRome influenced the civilization there.

Ports

As Italy is largely a peninsular, and Rome was located on the coast it meant that Romans could buy goods from all over the world. The Port of Ostia, near to Rome, made it possible for ships to supply goods to the Romans from as far as Africa, Spain and France. Ships transported luxury perfumes, textiles and spices. Wine, olive oil, leather, wool and grain were all exported.

advantage advanta e when choosing locations for villages. Tiber, their vill vil ges Rivers such as the Tiber routes and the means to provided d trade route sustain agriculture agriculture.

Italy also had a range of mountains to the North, called the Alps. These mountains cut the peninsular off from the rest of Europe. In the winter the mountains could not be passed over, however, in the summer they were easily passable and were often used by migrants and invaders.

Wild animals provided popular entertainment in Roman times and sea traders brought with them wolves, tigers and bears. Roads

Resources

Networks of roads which were built by the Romans to benefit trade by connecting towns, were also of strategic importance as they allowed their armies to travel efficiently across Italy.

Ancient Rome had many natural and human resources. The production of olive oil and wine were Italyâ&#x20AC;&#x2122;s main exports. The ancient Romans relied heavily on slave labour. Slaves were used to mine huge amounts of stones used for constructing buildings and roads.

Mountains and Rivers

Precious metals such as silver and gold were mined to make items such as coins. While some coins were made of copper with brass or bronze, the use of gold lver in Roman coins mad and silver made them highly sought after.

The Apennines Mountains run all the way down the length of Italy. They virtually split Italy into two, the east and the west. These mountains provided a huge barrier which helped ed to stop invaders nv nvader trying to Howe er, Rome was reach Rome over land land. Howev However, tt k by sea. susceptible tto attack

Go to www.r

Italy had a strong network of rivers which the ancient Romans used to their

Section 2: The Ancient World - Rome

Physical Features Photocopy this page

Play this Roman board game with a friend.

Start S

16 6

't You haven finished r ou building y ack road. Go bes. five spac

t the You are aiber. River T ain. Throw ag

17 7

This is s a Ready Ready-Ed eady adyy-Ed Publications' catio at b ok p bo preview re ew ew. 1

You have a road to build. Go back one space.

Yo bo u have lu ught som x u r Mov y perfume e two forwarde. spac es.

Yo u h ave r eac th e A penn hed ine M o u ntain s Retu s. r n t o start .

Section 2: The Ancient World - Rome

The End!

You have trading to do at Port Ostia. Miss a turn.

• a bronze coin

• a gold coin • a silver coin

19 You are being attacked by sea. Return to start.

Roman Board Game 14

Roman roads help you to travel across Italy. Go ahead four spaces.

Go o to w www ww.readye ww w w.readye d ed ed nett ed.

Challenge

T Use your research skills to find out the approximate value today of the following items:

Key Groups and the Law Different groups in ancient Rome had diff fferent ent parts p rts to play and this infl uenced there. influ nced the laws ws there

This is a Ready dy book p

s s'

Social Structure

A person born into the Roman Republic was not a citizen unless both of their parents were free-born citizens. Men who swore they would be loyal to Rome could be granted citizenship. Women could become citizens but they did not have the right to vote.

The people of Rome were divided into three social groups: •

Patricians: or the upper class, who were nobles and landowners.

•

Plebeians: or lower class, this social group made up the majority of the population. They included farmers and workers. Workers who collected taxes were known as equestrians.

•

Slaves: mostly prisoners of war from Greece and the east, however, sometimes people sold themselves to pay off their debts.

Political Structure

to climb the cursus honorum or path of honours, taking on different roles within the government. If both consuls were out of Rome, for example, off battling foreign armies, an emergency dictator could be appointed. The dictator could rule for no more than six months and had total power while the consuls were absent. The laws of Rome were created by the Senate. The Senate had 300 members, all wealthy and well-educated. They were often known for accomplishing great military success. The Senate advised the people how they should live their lives and they were very powerful. When the Roman Republic became an Empire in 27 BC, an Emperor ruled over the Senate. The Emperor ruled over the armies and the administrators. The consuls no longer played a role.

Military Structure

The Roman Republic (80 BC) was governed by two people whose title was consul. Like our government the consuls had to be elected. They were only elected for one year and they wore a special purple striped toga to signify who they were.

The Roman armies were organised by class. The wealthy could go into war on horseback, increasing their chance of survival. The poor went to war on foot and often carried only a spear instead of a sword. Armies fought in groups of 100 men, these were called centuries. The Roman armies were ve very effi fficient and were able to ta t take over a quarter ar of the world’s pop population. The armies were constantly fighting for control of areas in the Roman Empire.

Go to www.readyed.net

arge The consuls were in ccharge d could lld order d of the army and punishments such as death and beatings. To become a consul, a Roman had

Wikimedia Commons

Section 2: The Ancient World - Rome

Activity

Key Groups and the Law

Different people played different roles in ancient Roman society and this influenced the laws there. T After ft reading re d ding tthe information mation on page 18 create your o own n diagram to show how important each memb membe soc so ety w member of society wass in ancient Rome. At the bottom of your diagram for example, will be the Ro Rom Roman an sla slaves ess to show ow that they had the least amou amo amountt of power in society and were of little our diagram an nclude some information n o importance. Illustrate your and include on each individual/group.

This is a Ready-Ed Publications' book preview

T Take on the role of an individual in Roman society. Write a diary entry describing your position in society and what laws you have to obey or can make.

Go to w

Section 2: The Ancient World - Rome

Roman Inventions The Romans made significant developments develo ment in the t e areas of art, architecture, technology, arc tectu e te hnology thinking and literature. erature.

The Romans designed and buil built bui sewers, ewe ewers, aqueducts, aquedu , temples, aqueduc basilicas, palaces and b ili basilicas l d amphitheatres such suc ass the Colosseum. An amphitheatre is similar simil to a football stadium today. It has seats tiered in a circle and the main entertainment area is in the middle. However, instead of the plastic seats that we sit on today, the seats were made of marble!

This is a Readyyy-Ed Public book preview. Art

The interior and exterior decoration of homes and buildings was very detailed in Roman times. Rather than plain paint, buildings were decorated with painted frescoes, pictures of scenes from everyday life or religious scenes. Buildings were also decorated by mosaic artists. These artists cut up marble, glass and sandstone to create pictures and patterns for walls and floors.

Technology Slaves were used to power many of the Roman technological advancements. For example, cranes were used, but they were powered by slaves hauling on ropes. The heating of homes and public baths was another technological advancement. Again slaves were used to keep a furnace burning so that warm air could move under the floor and through spaces in the wall to heat different areas. This system was called a hypocaust.

Wikimedia Commons

In the first century BC the Romans invented moulds to create glass objects. These items could be produced on a large scale and could include artistic designs. Pins, combs, sword hilts, knife handles and needles were commonly made from bone. Popular materials for creating art and craft were: glass, metals (gold, silver, copper and lead), wood and cloth.

Overall the Romans invented few machines as they had slaves and animals to do the work. The Romans did invent war weapons such as the catapult which worked with twisted ropes and springs. They also invented a machine for reaping corn.

Thinking and Literature The Romans based a lot of their philosophies of life, on Greek philosophers, such as Socrates, Plato and Aristotle. They especially followed the words of Socrates who said, "It is not ot living that matters, it is liliving i right" i ht" and d "Ed ti iis th "Education the ki kindling of a flame, not the filling of a vessel".

Go to www.readyed.net

Architecture

The Romans were responsible ffor ffour major architectural inventions. They were: baked brick, concrete, cement and the large weight baring arch.

Section 2: The Ancient World - Rome

s s'

Activity

Roman Inventions The Romans made significant developments in the areas of art, architecture, technology, thinking and literature

AFTER READING THE INFORMATION ON PAGE 20 COMPLETE THE FOLLOWING TASKS.

This i A TIME CAPSULE HAS BEEN DUG UP IN ROME. IT HAS BEEN SENT TO A MUSEUM FOR ARCHAEOLOGISTS TO OPEN. THINK OF 10 ITEMS WHICH YOU THINK COULD BE IN THE TIME CAPSULE AND DRAW EACH ITEM.

Ready-Ed Ready Ed Publications' book preview.

T Explain why each item would be in the time capsule. Item E.g. pieces of glass:

Reason The Romans made mosaic pictures out of glass.

Go to ww www.readyed.net ww.readyed.net T Challenge! Use another sheet of paper to explain what Socrates meant by, "Education is the kindling of a flame not the filling of a vessel". Section 2: The Ancient World - Rome

Beliefs, Values and Practices TheRomansheldculturalpractices, beliefs an valu s in very ry high regard. and values Theybel vedtthat atby ollowingthese They believed by following these closelytheRomanState eandtheirown families would remain ain strong.

They were then dressed in their best clothes crown, and a cro cr wn, if they had been honoured honou with whilst they were alive. A coin was placed one whil whi mouth, under the tongue tongue, or either on o the he mouth were laid out for eight days on the eyes. ye They wer before burial.

This is a Readyyy-Ed Publications' s book preview. p The Roles of Men and Women In Roman times, women could only do what the men in their lives allowed them to do. For example, a woman was educated, but her schooling mainly included learning how to do household chores and taking care of her husband and her family. A girlâ&#x20AC;&#x2122;s father usually chose her husband in order to improve the familyâ&#x20AC;&#x2122;s business or financial status. Boys were usually educated in writing and speaking and were taught to be brave and loyal. Only men could be a part of the ruling structures of the Roman Republic and Empire. Families were not just based on blood ties, political and economic alliances led to extended families, some extremely powerful.

The Role of Gods The Romans believed in many gods. Some Roman gods that you may have heard of are: Cupid, the god of love; Neptune, the king of the sea; Mars, the god of war, Venus; the god of love and Juno, the goddess of women and childbirth.

If a person was going i to be cremated a procession would take place through the place where they lived. Musicians and mourning women would take part in the procession. The dead person would then be placed on a pyre (a platform of wood) and the body was burnt.

The Role of Public Games in Daily Life Entertainment was an essential part of ancient Roman life. Circuses, amphitheatres and public baths all provided daily activities for the Romans to participate in. Circuses were different to the ones that we know today. Chariot racing was the main form of entertainment. Amphitheatres were popular places to watch gladiator matches. Gladiators were usually criminals or slaves who were made to fight against wild animals for public entertainment. Public baths were another form of public entertainment in the Roman Empire. Men, women and children could attend; it was similar to attending a leisure centre today. Overall, daily games and activities were an integral part of Roman life.

The Role of Festivals The Romans held up to 100 festivals a year. Many of the festivals related to sacrificing animals which they believed would keep their gods happy and keep farming prosperous. Businesses shut down on festival ple ccould celebrate e elebra e and follow days, so people oms. Roman customs.

Go to www.

The Role of Burial Practices

The Romans chose between burying and

cremating their dead. When people died they were bathed and laid out on a flat surface.

Section 2: The Ancient World - Rome

Activity

Beliefs, Values and Practices The Romans held cultural practices, beliefs and values in very high regard.

T After reading the information on page 22 create an acrostic poem that describes ancient Roman cultura cultural practices, ract ractic , beliefs efs and values.

This is a Ready-Ed Publications' A _______________________ R _______________________ __ O _________ N _______________________ _______________________ book preview. C _______________________

M _______________________

I _______________________

E _______________________

E _______________________ N _______________________ T _______________________ T Using the information on page 22 complete the Venn diagram below.

Men's Roles Both

Women's Roles

Go to t www.read ww.r .readyed.net re Challenge T Use your research skills to find and list as many Roman festivals and gods as possible. Record their names and their meanings in a T Chart in your exercise book or on another sheet of paper.

Section 2: The Ancient World - Rome

Impact and Legacy of Ancient Roman The ancient Romans have ted our ur lives l es today. affected

This is a Ready Ready-E book pr Each civilization that has lived on Earth has had an impact on the rest of the world’s development. The Romans have impacted on today’s western civilizations in many ways. To start with, without the Romans we would not have had an example of a working legal system in society. The Romans also developed democratic government practices and created many laws which are the foundation of our laws today. The idea of "innocent until proven guilty", which underlies the Australian criminal justice system, came from the ancient Romans. Another way in which the Romans have influenced today’s society is through their language. Many words in the English language are based on ancient Roman Latin. The Romans were also excellent builders, engineers and town planners. The Romans invented concrete as a building material and developed the arch to bare enormous loads. This enabled them to make further architectural developments. For example, the Romans ro n in the th created the dome roo roof first sse seen man Panth on. Thi Th famous Roman Pantheon. This design has been copied many times since. The famous White House in Washington DC and the Taj Mahal in India are both examples of the Roman dome. The Romans also invented

s s'

aqueducts which are piping systems for transporting water. Modern day plumbing is based on these systems. In sport, the Circus Maximus, a race track that chariots raced on, and the Colosseum, are still copied for just about every stadium design in the world. Roman roads also changed how the world travels as their basic design is still copied today. Roman roads were the forerunners of the modern highway. Figures in Roman history such as Julius Caesar and warrior gladiators, have become legendary figures known throughout the modern world. For example, the movie Gladiator staring Russell Crowe made millions of dollars at the box office. Millions of people also visit Rome each year to see the t Colosseum, the Roman Forum and ma many other Roman artefacts.

Go to www.readyed.n

Section 2: The Ancient World - Rome

Activity

Impact and Legacy of Ancient Rome The ancient Romans have affected our lives today.

T After reading page 24 write a newspaper report on another sheet of o paper pape about how ow ancient Roman life has influe infl flu ced uenced Austral n soci soc ty to y. Make sure you include the wo Australian society today. wordss in h scroll in your article. e. the

Latin L

This is a Ready-Ed Publications' book preview. Article starters:

Roads

Aqueducts Circus Maximus

tl discovered di d that … a) Archaeologists’ have recently

b) Plans for a new city based on ancient Rome have been …

Arch

c) Old inventions help build modern cities!

A B C D E F G H I

J K L M N O P Q R S T U V W X Y Z

The Latin alphabet, also called the Roman alphabet, is the most widely used alphabetic writing system in the world today. Fill in the chart above using the Roman alphabet which is shown in the scroll below. T Write down five things Roman, using the Roman alphabet for your friend to decipher. 1. __________________________ 2. __________________________ 3. __________________________ 4. __________________________ 5. __________________________

Research Task - The Life of a Gladiator T Use your research skills to find out exactly what a gladiator did. Was he a free man? Did he get the glory? What was his life expectancy? Use a KWL chart like the one below to identifyy what research yyou will need hink of at least ast th thr e questions of your own to research. to do. Think three

Go to www.readyed.n y

What I Know

What I Want to Know

What I Learned

T Record your research in your own words. Write your notes in point form then write a report in your exercise book summarizing the life of a gladiator.

Section 2: The Ancient World - Rome

Section ction 3: 3 The Ancient World - Egypt

s s'

Egyptian Pharaohs AncientEgyptiantimes s itinto int fivemain ain canbesplit eriod oftim Du n periods of time. During thistimethereweremany n important rulers.

The Pharaohs ra

This is a R Ready-Ed Publications' book preview. b bo 3000 – 2500 BC Old Kingdom - The great pyramids are built. There is no leader strong enough to rule over all of Egypt.

500 – 2000 BC Middle Kingdom – Pharaoh Entuhotep of Thebes takes rule of Egypt after years of war.

2000 - 500 BC New Kingdom – Egypt is conquered by Persia. Slow decline of the civilization.

330 BC Greece conquers Egypt.

Egypt’s kings and queen queens were called Pharaohs. They were very powerful powerful, erf because p people believed that they were living great temples, statues and gods. The Th people thought that the gr pyramids were the Pharaohs’ way of h honouring the gods.

Pharaohs were mostly men but women could also be Pharaohs. Cleopatra VII was one famous Egyptian Pharaoh. She ruled between 51 and 30 BC. The first male Pharaoh was Menes. He became the first ruler of united Egypt. Another female, Pharaoh Hatshepsut, ruled from 1490 to 1468 BC, however, she only came to power after her husband died. She took on a male identity in order to increase her credibility and power. On monuments she had herself depicted in male clothes and with a beard. Egypt prospered during her reign but after her death officials tried to erase any trace of her as their ruler. In 1379 BC a Pharaoh named Amenophis IV came to the throne. The most remarkable aspect of his rule was the introduction of a new religion, Monotheism, a religion that believed in only one god. While this is common today, at the time, only religions which believed in many gods existed. Pharaoh Amenophis had engravings and statues of the old gods removed. He even moved the capital city to get away from the influential priests of the old religion. Still, his one god religion was not popular as it was based on worship, rather than obeying the ‘sayings’ of the many gods which the people believed would lead them to a better life. When Amenophis died in his early 30s, Egyptians returned to their traditional belief of many gods.

Pharaoh Rameses II ruled from 1279 to 1212 BC. Egypt continued to prosper during this time. Egypt fought many wars and won. There were times however between great leaders when Egyptian Pharaohs failed their people. It is recorded in one century that 55 different Pharaohs came to power. During these times Egypt was also ruled by foreign leaders and civil wars broke out. Cleopatra VII ruled from 51 to 30 BC. During her rule the Egyptians were taken over by the Romans. Cleopatra was helped to power by the Roman Emperor Julius Caesar. Cleopatra’s involvement with the Roman n Emperor eventually led le to the takeover of Egypt by the Romans. The Great Egyptia Egyptian civilization began to decline because of her relationships! relationships

Go to o www.readyed.net 30 BC mans The Romans conquer Egypt.

Section 3: The Ancient World – Egypt

Activity

Egyptian Pharaohs Ancient Egypt had many important rulers.

T On the timeline on page 27, shade periods of stability green and periods of instability red.

This is a Ready-Ed y Ed Publ Publications' True or False? book preview. re

Research esearch

T Choose one Egyptian Pharaoh research araoh to researc low further. Make notes underr the headings b below in your exercise books then present a two minute speech on your chosen Pharaoh to the class. – Period in which he/she ruled. – Greatest achievements (expansion of trade, conquests, peace treaties, etc.). – Weaknesses (conflicts, personality, beliefs, etc.). – How he/she was perceived by the people. – Death. – Other information.

1. Ancient Egyptian Egyptians believed b that Pharaohs were living gods. T True T False T True T False 2. Over 100 pharaohs ruled in one century. T True T False 3. Pharaoh Amenophis believed in following many gods. T True T False 4. Pharaoh Cleopatra’s involvement with Julius Caesar led to the end of Egypt’s civilization. T True T False

Questions 1. Pharaoh Hatshepsut had to do something quite unusual to increase her power, what was it? ____________________________________________________________________________ 2. Why do you think officials tried to erase any traces of her rule? ____________________________________________________________________________ 3. Explain what major aspect of Egyptian life Pharaoh Amenophis changed. ___________________________________________________________________________ ___________________________________________________________________________ 4. Did the Egyptian people agree with the change? ___________________________________________________________________________ 5. From 1212 BC, did the ancient Egyptian civilization prosper or decline? Explain why. ___________________________________________________________________________ ___________________________________________________________________________

Challenge

Go to Go to www.readyed.net d d t

T Use your research skills to answer the questions about Pharaoh Hatshepsut. • Explain why Hatshepsut came to power after her Pharaoh husband died. • Why was this allowed to happen? • Were the people happy with a female Pharaoh? • Explain why it would be difficult for historians to find artefacts of Hatshepsut today. 28

Section 3: The Ancient World – Egypt

Physical Features ThephysicalfeaturesinancientEgypt infl in uenced uen d the t civilization that hat developed d vel ped there.

as the ‘black land’ as every year the Nile would wou flood, water their crops and woul an leave behind behi a rich black silt (thick mud) perfect behin for cultivating. ccu vating The Egyptians were known as great agriculturalists. Regular flooding of the a agriculturali Nile was an important part of their farming impor imp process. process

This Th h is a ReadyReady-Ed Publications' book preview. More than 5,000 years ago o the Egyptians built uilt gyptian civilizat civilizati n a great civilization. The Egyptian civilization lasted for 3,000 years, from about 3,000 BC to 30 BC. The country of Egypt is located in the north eastern region of Africa. The two main geographical features in ancient Egypt were the River Nile and the Sahara Desert which surrounded the Nile. The ancient Egyptians first settled in Egypt around 5,000 B.C.

The Sahara Desert: the inhospitable desert which surrounded the Nile was known by the ancient Egyptians as the 'red land'. The desert, although barren, was strategically and economically important for the ancient Egyptians as it protected them on both sides. It separated them from their neighbouring countries and possible invading armies. It also provided the ancient Egyptians with a source of precious metals and semiprecious stones. The Nile: the Nile is the longest river in the world. It is 6,670 kilometres long. Its mouth is the Mediterranean sea, which is why, despite the hot weather and scanty rainfall, the Nile never dries up. The Nile was important both socially and economically for the ancient ey relied on the Nile for food,, Egyptianss as tthey transport and trad trade. Witho Withoutt the Nile there ve been n would have no life life.

On the fertile land the Egyptians would grow: wheat, barley, flax, onions, garlic, salad vegetables, peas, lentils, beans, eucalyptus trees, lilies, papyrus and jacaranda. The ancient Egyptians also raised cattle which provided them with food. They kept flocks of geese which supplied them with eggs, meat and fat. The ancient Egyptians also caught and ate the fish in the Nile using spears and nets. The Nile and Resources: reeds, called papyrus, grew alongside the Nile. The Egyptians made paper and boats from the reeds. The Nile and Trade: the Nile helped the ancient Egyptians in trade. The river was the quickest and easiest way to travel from place to place. The Egyptians traded wheat, barley, oil, rope and papyrus. The Egyptians used a barter system to exchange goods. Money was not used until about 330 BC.

Complete the following on another sheet of paper. 1. Create an ancient Egyptian menu, showing typical foods that you think would have made up their daily diet. 2. Draw a diagram of the Nile and the Sahara Desert. Label the red and black lands and describe the roles of these areas. Create a scale to show the actual length of the Nile. 3 After reading the above information and looking at 3. the papyrus painting of daily life in aancient Egypt, it a paragraphh explaining l i i hhow ttrade took place, write what could have been traded and who would have done the trading.

Go to www.readyed.net

Food: the ancient Egyptians lived along the narrow strips of habitable land on both sides of the River Nile. This land was known

Section 3: The Ancient World – Egypt

Key Groups and the Law expected to make sure that there was enough here wa nough food for everyone. everyone Furthermore, urthermore, it was the h Pharaoh’s Ph Phara h’ jjob b to make k sure that the people were wer iin good favour with the gods. Lastly, it Social Structure was the h Pharaoh’s h job to make sure that Egypt Being in favour with the gods was very could defend itself against its many enemies. important to the Egyptian people. At the heart While the Pharaoh was the supreme leader he/ of Egyptian life was ‘ma’at’. ‘Ma’at’ was the word she did need other key people to help him/her given to truth, justice, balance and order. The rule. Under the Pharaoh, a vizier was appointed Pharaoh was meant to uphold these values at as chief judge in charge of government all times to ensure the safety and order of the matters. Next, appointed nomarchs or Egyptian civilization. People believed that if a governors were responsible for running each person did not follow ‘ma’at’ they would suffer of Egypt’s main regions. Next, appointed ill-fortune both in life and in the afterlife. senior officials in the public service maintained Merchants, craftspeople, scribes, farmers, laws and collected taxes. The officials also ran fishermen and labourers were all important in the courts and the royal storehouses. Priests the day to day organisation assisted by looking after religious ceremonies, of society. At the bottom temples, sacrifices and the burial of the dead. of the social ladder were The Military servants and slaves. Until about 1650 BC the Egyptians managed Women were treated quite to live mostly in peace. The desert surrounding well in Egypt in comparison to other ancient the Kingdom's borders kept many invaders civilizations. Egyptian law gave women fairly equal status with men. This meant that women out. In 1650 BC the Hyksos invaded. They had armour, curved swords, chariots and rode were not solely dependent on men as they on horseback. The Egyptians were still using could work and own property. Women were arrows, daggers and spears. The inventive mainly stallholders or weavers. Egyptians quickly changed their fighting Political Structure tactics and copied the enemy’s weapons. They eventually defeated the Hyksos. The Pharaoh was considered the people’s protector. The Between 1550 and 1070 BC Egypt was at Egyptians believed that the the height of its power until grand building Pharaoh was the descendent programs started to bankrupt the economy. of the sun god, Re. They also Egypt was starting to lose trade routes to believed that the Pharaoh foreign attack. This resulted in less money embodied Horus, god of the sky, and protector going into the Egyptian economy. of the Pharaoh. gyp was invaded by Over the next centuryy Egypt he sole sol so power to The Pharaoh was given the the Romans, Greeks, Persians and the Arabs. All nd introd ce taxe decide laws and introduce taxes.. The Pharaoh of them influenced infl fluenced Egypt’s culture, w watering it was also expected to do many things thatt hi th down until the great Egyptian civilization no leaders today would not be expected to do. longer truly existed. For example, the Pharaoh was expected to make the River Nile flood each year and also

Thereweredifferentgroupsinancient society theyallhaddifferent diff Egyptianso ietyaand dth fferent roles play. These infl oles to p y Th se rroles es influenced fluenced the laws there. r

This is a Readyyy-Ed Publica book preview.

Go to www.readyed.net

Section 3: The Ancient World – Egypt

s s'

Activity

Key Groups and the Law

Social, political and military structures helped to establish the relationships between different groups in ancient Egyptian society and this affected the laws there. T After ft reading re d ding p page 30 use the pyramid to show the soc social so l and political power structure in ancient Egypt. Remember emem er to t add dd a picture to represent each to t ic. topic.

This is a Ready-Ed Publications' book preview. SOCIAL & POLITICAL STRUCTURE IN ANCIENT EGYPT

T On the PMI chart list what you think would have been the positives, minuses and interesting aspects of being a pharaoh. Use another sheet of paper to do the same for another member of ancient Egyptian society. You will need a ruler to create your chart.

Positive

Minus

Interesting

Go to Go to www.readyed.net d d t

Challenge ge

T A pharaoh had many privileges that people of a lower social ranking did not have. Use your research skills to find out what those privileges were. • Record your findings in bullet note form in your exercise book. • Make sure that you use your own words. • Write a paragraph summarising your research. Section 3: The Ancient World – Egypt

Egyptian Inventions Big ideas bring big results.

Thi is This i a Ready-E R d book preview.

ns' s

The he ancient EEgyptians yptian wer yptia we were great inventors.

Architecture

The most outstanding architectural ectural h achievement of the Egyptians was the pyramids. Even though they started off from existing rock mounds, it took great skill and building knowledge to turn them into tombs to protect the mummified bodies of their Pharaohs. The four sides of the pyramids were built at an exact angle of 51.5 degrees. Each pyramid consisted of at least 2 300 000 blocks of granite, each weighing 2.5 tonnes. The pyramids are said to have taken 20 years to build and required over 100 000 workers to build them. A

Hi Hieroglyphics l hi were iinvented by the ancient Egyptians as a system of writing using simple miniature pictures. Learning the hieroglyphs took years of study. Unlike our alphabet which consists of only 26 letters, scribes in ancient Egypt had to learn over 700 hieroglyphs. Only boys could be scribes. They had to attend special schools from the age of nine and spent at least five years studying. Egyptian Hieroglyphics

Art

The art of the Egyptians was seen largely in the homes of the wealthy and on the tombs of the rich and powerful. Wall painters mainly painted pictures depicting daily life. Artists and craft workers created gold jewellery, decorated tiles, handpainted glass containers and special jars carved from alabaster.

Literature iterature

Use the above information to complete the following tasks in your exercise book or on another sheet of paper. T What were the pyramids used for? T Use your research skills to write a procedure for mummification. llowing words wor using hhieroglyphics: roglyphics: Pharaoh, wealth, Nile, scribe, temple. t mplee. temple T Write the following

Go to www.readye

b ancient ncient cient Egypt to write in hieroglyphics. Swap Think of three more words about with the person next to you to decipher the words.

Section 3: The Ancient World â&#x20AC;&#x201C; Egypt

Beliefs, Values and Practices AncientEgyptianshadmanyybeliefs, values alue and practices. ractices.

the Dead. They thought that when they arrived there, they there hey would live again with the same family and nd continue on, as they did on Earth.

Many practices in ancient EEgypt gyp seem strange g ng a pet cat wh n it today, such as mummifying when died. However, each practice particular tice had a partic lar purpose.

g gyp The Egyptians used embalming and mummification to t preserve their dead. Buried with the mummifi fied body was food and water, which they believed was needed for the person’s life energy or Ka to continue. The person’s belongings were also buried with them to use in the Kingdom of the Dead.

This is a Ready This Ready-Ed Publications' book preview. The Gods The Egyptians believed that there were hundreds of gods and goddesses who controlled every aspect of their everyday life as well as the world of the afterlife. Furthermore, they believed that the world was created out of nothing, and would return to nothing unless they followed religious teachings and pleased the gods. So strong was this belief, that the number one job of the Pharaoh was to keep the gods pleased. Every city had a temple built to honour its own god. There were many gods that the people could call on to help guide them in their lives. For example, when a woman was pregnant she could call on the goddess of fertility, Isis, to guide her. Egypt’s main god was the sun god Amun Re, he was often shown as a ram wearing a Pharaoh’s crown. Amun Re was the god of creation, also known as the god of the sun. Animals Ancient Egyptians believed that the gods appeared in real life in the form of animals. By worshiping a baboon, they believed that they were showing their respect to the god Thoth. Thoth was the god of scribes, wisdom and knowledge. Therefore, killing a sacred animal was a criminal offence. The person le e cou could b ccondemned mned to death for responsible be conde ns. their actions.

Out Through The Nose! The process of mummification involved taking a person’s brains out through their nose! The internal organs were also taken out and stored in jars. The body was cleaned with spices and covered in a salt like powder called natron. The body was then washed and wrapped in linen bandages. The mouth was left open so that their spirit could enter the body and so they could eat and drink in the afterlife. Lastly, the mummy was coated with oils and resins and a mask was laid over the face. Complete the questions and tasks on the another sheet of paper. 1. What did the ancient Egyptians believe would happen if they didn't please the gods? 2. What was a Pharaoh's main priority? 3. Why were temples built? 4. Name three gods who you would need to get you through your daily life. 5. Why did the ancient Egyptians believe that some animals were sacred?

Go to www.readyed.net

Funerary Customs

The Egyptians believed that they needed their bodies after death in the afterlife. The afterlife was believed to be lived out in the Kingdom of

6. Write three interesting points about the Egyptian burial customs customs. 7. Research the roles of the following gods: Geb, Hapi, Osiris, Bes, Ptah, Re, Thoth and Sobek.

Section 3: The Ancient World – Egypt

Impact and Legacy of Ancient Egypt The ancient Egyptians have affected e ed our o r lives liv today.

also advanced for their time. They treated the he whole whol person, physically, mentally and spirituall They used willow leaves and bark spiritually spiritually. to decrease infections and o help d i f ti d experimented i t d ms of antisept with forms antiseptic and some minor thoug that they knew a surgeries. It is thought l t about b t the th human h b lot body because of the mummification process.

This is a Read Ready-Ed Publications' s book preview. The ancient Egyptians are most ost famous o today for their pyramids, giant nt tombs and ever many hieroglyphics. There are however, more things that we rely upon today that the Egyptians invented. For example, the Egyptians invented the sundial to measure time. This was the first form of the modern watch. They also invented the lock and key, the comb, the wig, eyeliner, mascara, the toothbrush and toothpaste.

The Egyptians invented writing on papyrus, a form of paper. They also invented ink with which to write. The 365 days calendar which we use today and the 24 hour division of time, were both put in place by the Egyptians. Their medical knowledge and remedies were

Cement was first invented by the Egyptians as well as elaborate irrigation systems and reservoirs. These were all important for using water efficiently in farming after the annual flood of the Nile. The ancient Egyptians were mathematically advanced and used equation solutions, fractions, the decimal system and geometrics to help them in their daily lives. It is amazing how a culture which existed 5,000 years ago still influences our daily lives!

Complete the placemat by showing what the Egyptians invented that we still use today. In the middle draw or name something that you could invent for future civilizations.

Medicine

Buildings

Household

Mathematics

Go to www.readyed.net ww rea

Section 3: The Ancient World â&#x20AC;&#x201C; Egypt

Section ection 4: The Ancient World - Greece

Significant People man city-states and over many aught A xander to do taught Alexander h same. same Alexander l d was the great also taught to greatly wa of respect the Greek way life He knew Greek history, hi life. spoke in Greek and believed in the Greek gods. He became passionate about spreading the Greek culture throughout the world. Alexander became a very firm ruler and warrior who successfully conquered other cultures, including Egypt. Alexander introduced literature, myth, language, money, dance, medicine, art and theatre to the people of Greece. Alexander did not directly rule over everywhere he conquered, he allowed the people to continue to run their own country, as long as they were loyal to him as their ultimate leader. People who did not respect him as their leader were killed. Alexander was not well-liked but he was very successful, never losing a battle. He died young, at the age of 32 after falling sick on a boating trip. His ability to lead people and his outstanding record in battles is what made him a legend. After his reign, Greece slowly became weaker and in 146 BC Rome conquered Greece and the great civilization became a part of the Roman Empire.

This is a Ready dy-Ed Publications' dy s book preview. Duringan ancient entG Greek eekttimes estherewerea numb r of signifi s gnificant ant rulers number rulers.

The ancient Greek civilization n existed over three thousand years ago, from om cc.3,500 3 500 to 1 146 6 BC. The main civilization was the Mycenaean civilization on the Greek mainland. A second civilization was established on the island of Crete, these people were known as the Minoans. Greece was not a unified country. Many separate settlements emerged which wanted to govern themselves individually. By 600 BC many separate citystates had been established. The largest city-state was Attica. Athens was its capital. Most of the people of Attica lived either in the countryside, by the ocean or in the mountains and worked as farmers. The city of Athens was only 2.3 kilometres from east to west. It was shaped like a triangle and its main feature was the Parthenon, an amazing Athenian Acropolis built to honour the goddess Athena.

Mediterranean Sea

Go to w

Armenia Cappadocia

Drangiana Media Babylonia y

Aegyptus

Arachosia

eadyed net et Syria

Pe Persis P rsi an Gu lf

Ancient Greece

Sogdiana

Alexander the Great was one of at leaders Alexan er Greeceâ&#x20AC;&#x2122;s great leaders. Alexander He was th was born in 356 BC BC. H the son of the king of Macedonia which was not a Greek city-state. His father had successfully taken

Lydia Phyrgia

nS spia Ca

Greece had many great leaders such as Solon, Peisistratus, Kleisthenes, Alexander the Great and Pericles. For many years the Greeks enjoyed strong leadership which turned their city-states into thriving commercial towns. Around 490 BC the powerful Persian Empire launched the first of many wars against Greece. From this time Macedonia on the Greeks were often at war Thrace with the Persians, Romans and Egyptians.

Section 4: The Ancient World â&#x20AC;&#x201C; Greece

Gedrosia

Carmania Carmani

India

Activity

Significant People During ancient Greek times there were a number of significant people.

T After reading page 36 write an obituary for Alexander the Great. Use your research skills to do the same m for fo another a anoth ancient ent Greek leader on another shee she sheet of pa paper.

This is a Ready Ed Publications' Obituary

Name: ........................................................................................................ Nationality: ............................................................................................... Year of death: ........................................................................................... What he was best known for: .................................................................... .................................................................................................................. .................................................................................................................. Date and place of birth: ........................................................................... Education: ................................................................................................ .................................................................................................................. Career: ..................................................................................................... .................................................................................................................. .................................................................................................................. Family: ....................................................................................................... .................................................................................................................. Cause of death: ........................................................................................ Summary: .................................................................................................. .................................................................................................................. .................................................................................................................. . ............................................................ Say how the person ............................................................ will be remembered: ............................................................

Section 4: The Ancient World â&#x20AC;&#x201C; Greece

Physical Features ThephysicalfeaturesinancientGreece were of economic, eco om social and strategic st tegi importance. mp rtance

Most trade was done in a commercial market aareaa called an Agora. Only men me were permitted to enter into trade as women permitte expected home and deall with were exp t d tto stay t h dd ith The women could send household ld chores. Th their slaves to the Ag A Agora to purchase any needed. products d t that th t they th ne The Agora was also where administrative and legal matters were dealt with. In a building called the Bouleuterion the elected Council of 500 met to discuss daily matters. The law courts were also located in the Agora. In the central area the men were entertained by comedic performances, orchestras and plays.

This is a Ready dy-Ed Publications' dy s book preview. Greece is located on a peninsular, nsular, which hree sides by means it is surrounded on three water. On one side is the Aegean Sea, on the other the Ionian Sea and lastly to the south, is the Mediterranean Sea. Being surrounded by sea meant that by boat was the easiest way to travel. The land in the middle of Greece was mountainous and difficult to cross by land, so trade was most often done by sea and wars were fought at sea. The ancient Greeks built sturdy boats called triremes to help them fight and win their battles. Bulgaria

Macedonia Albania

Ionian Islands

Turkey

Thessaloniki

Kavala

Ionia GREECE

Limnos Lesvos Turkey

Aegean Sea Athens

Ionian Sea Sparta

T Draw a map of an Agora. Include the following: market stalls (label what they are selling), the bouleuterion law courts, orchestra area and theatre area. Create a key. Then make a model of your Agora. T Write definitions of the following words: peninsular, elected, colonies, thriving, commercial, permitted. T Circle Greece on the world map below.

Samos Cyclades Islands

Sea of Crete Mediterranean Sea

Complete the questions and tasks on another sheet of paper or in your exercise book.

Rhodes

Crete

The Greeks sailed about the Mediterranean, setting up small townships which later turned into city-states. Due to Greeceâ&#x20AC;&#x2122;s central location in the area that we know today as Europe, the Greeks successfully set up new colonies not only in Greece but in Turkey, Italy, Africa and France. Back in Greece, cities were quickly establishing themselves as thriving a the he su sur ounding land commercial centres as surrounding nd the Gre Gr eks ks had a wealth of o was fertile and Greeks i and d raised i d vegetables, olives, grapes for wine sheep and goats. Fresh seafood, fish and drinking water were also readily available for trade.

T Name the three seas which surround Greece. T In which countries did the Greeks successfully set up colonies?

Go to www.readyed.net

T Explain what the women of Greece were expected to do. T Is it true that trade most often took place by travelling overland?

Section 4: The Ancient World â&#x20AC;&#x201C; Greece

Key Groups and the Law Social,politicalandmilitarystructures defined the relationships define lat nships between iffere fferent groups groups in Greek reek society and diff affected the laws there.

Military Structure A ma man named Pericles served as a general for 26 ye years. s. Generals were allowed to serve for l long periods i d off ti time as th they were considered id d very knowledge knowledgeab in the way of wars. knowledgeable Greece’s wars were wer fought mainly at sea. They built sturdy boats called triremes which were made out of wood. They were powered by three stories of oarsmen. In comparison to our navy today, they did not have many weapons. They were however inventive and employed strategies such as always having a burning fire on board their naval ships, not for warmth, but to light large torches which they would throw at enemy boats to set them on fire.

This is a Readyyy-Ed Publications' b k preview. book Political Structure

The Greeks took the role of governing the country very seriously. The general concept of a democracy and the right of the people to vote for a leader, originated in Greece. However, in ancient Greece only men who were citizens could vote or hold a political position. In Australia today, every citizen has the right to vote and be in a position of power politically. In ancient Greece, a male had to be born to free parents and live within the city-state which he represented in order to take a place in the government. The Greeks were very afraid of one person having too much control or power. To prevent this they had many systems in place. Firstly, Athenians took turns in running the government by electing a committee known as the Assembly who met at meetings called the ecclesia every nine days. Each year, members were chosen by putting their names into a barrel to be drawn out. The Greeks also had a system called ostracism which allowed them to exile any man out of Athens who was too ambitious. He would have to leave for up to ten years. The committees organised everything from new buildings to the provision of food and supplies for the army. A Council ach ye of 500 wass elected each year.. e Assem Asse bly From the Council, tthe Assembly e chose ten generals to run the army and the navy.

Social Structure The laws of ancient Greece meant that all criminals were tried in front of a jury. Jury courts were formed by male citizens. There were no trained judges or lawyers in ancient Greece, the accused had to give his/her own defence or have a speech writer write him/her a speech. As you might have guessed, women in ancient Greece did not play a public role. They did not have equal rights and by today’s standards, they were quite hard done by. Women had no legal rights and were firstly owned by their fathers and then by their husbands. Their only role was to have children and take care of the home. Generally, Athenians had four levels of landowners. The first group were wealthy noblemen known as pentakosiomedimnoi. The second group were known as hippies. Hippies were men who owned horses, not the pp who we know today! y Thirdly, men who hippies owned a plough and a pair of oxe oxen to work the land, were known as zenguitoui. Lastly, there were the thetes, the poorest land owners. Most people worked on farms in some way, especially the slaves.

Go to www.readyed.net

Section 4: The Ancient World – Greece

Activity

Key Groups and the Law Social, political and military structures established the relationships between different groups in Greek society and affected the laws there.

T After reading gp page g 39, write a word for each letter of the alphabet associated with ancient Greece’s reece’s so al, mi m ary aand d political structures. social, military

This is a Ready-Ed Publications' book preview.

A __________________________ B ________________________ C _________________________ D __________________________ ______ E ________________________ ____ ___________________ F __________________________ G __________________________ H ________________________ I _________________________ J ___________________________ K ________________________ L _________________________ M __________________________ N ________________________ O _________________________ P __________________________ Q ________________________ R _________________________ S __________________________ T ________________________ U _________________________ V __________________________ W ________________________ X _________________________ Y __________________________ Z ________________________

T Below is a map of ancient Greece. Use the map to answer the questions below by working out where the Greek navy would have travelled to, in their triremes. Bulgaria

Macedonia Albania

Ionian Islands

Turkey

Thessaloniki

Kavala

Ionia GREECE

Limnos Lesvos Turkey

Aegean Sea Athens

Ionian Sea Sparta

Samos Cyclades Islands

Sea of Crete Mediterranean Sea

Challenge

Crete

Rhodes

1. The navy leaves from Athens and heads south. When they reach the Cyclades Islands they sail east until they reach Samos. Which country are they likely to be attacking? ________________ 2. The navy leaves from a port near the island of Lesvos. They sail west before turning north. They pass an island called L__________. The navy continues to travel north and arrive for a rest stop in K__________. 3. The navy sails south from Kavala, through the Cyclades Islands and heads west to S________. From there they sail north-west hoping to conquer A_________.

Go to www.readyed.net y

T Explain why the triremes navy boats were easily sunk. ___________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 40

Section 4: The Ancient World – Greece

Everyday Life The ancient ncie Gr Greek ek civilization ull of o culture. was full

But Bu u you ou could poke fun at your leaders. Satires in ancient a cient Greece were often written about political po i l topics t i and d were designed d i d to t aff ffectt people's people eople s opinions opini opinion about current events. In literature the Greeks greatly believed in Gr G creating stories about their gods and mythical ab creatures. A man named Homer wrote down and collected many of the ancient legends. He put the collection of stories in a book called The Odyssey. This book is still available in book shops today. The Greeks also valued great thinkers, whom they called philosophers. Socrates was a famous philosopher whose saying, “The only true wisdom is in knowing you know nothing” is widely quoted today. Aristotle is another famous philosopher who is widely quoted today. One of his famous sayings is, “We think in pictures. If you wish to change what you think, change the picture”. The Parthenon in Athens is just one of many buildings which shows off the Greeks' skills in architecture. The Greeks used three different types of columns to construct their mighty buildings: the Doric, Ionic and Corinthian. Today these columns are used on buildings all over the world. You may even have them in your home.

This Th h is a Readyyy-Ed Publications' book preview. In ancient Greece, theatre and thinking, in the form of philosophy and literature, were all treated with a great deal of respect. Crowds of up to 15,000 people would gather just to see a play. Think of it like the crowds at a music concert today. The arts were so important that prisoners would be released temporarily to attend a show! Playwrights were highly regarded and the ancient Greeks held many competitions to seek out playwrights and performers. Sophocles was a famous ancient Greek playwright who wrote at least 120 plays. The Greeks built enormous outdoor theatres on hillsides, known as amphitheatres where the plays were staged. The Greeks designed the theatres so that everyone could see what was happening on stage.

Theatre of Segesta, Restored. Public Domain http://karenswhimsy.com/

Plays were mostly written and performed to honour the gods. The main god who was honoured was Dionysus, the god of harvest and wine. There were three types of plays that were written: Tragedies: the main character usually suffers trous rous end. a disastrous dies: the ending eending ing is happy happy and there are Comedies: many jokes throughout. Satires: human legends are mocked. In ancient Greece, you did not poke fun at the gods - not in a play, not in real life, not ever.

Complete the questions on another sheet of paper. 1. Look at the famous quotations by Socrates and Aristotle. What do you think they mean? 2. What is an amphitheatre?

Go to www.readyed.net

th were written 3. Name and describe three types of plays that and enjoyed by Greeks. 4. Who was Homer and what was he famous for? 5. What is the Parthenon?

Section 4: The Ancient World – Greece

Activity

Greek Myths The Greeks believed in many myths which were passed on through plays and by the written word.

T Below is th the myth m of King Midas. Read the myth and answ answer the questions.

This is a Ready-Ed Publications Publications' bo ew. King Midas wass Soon Soo everythingthatKing Midastouched didindeedturn tto knownthroughouttheland and to gold. The problem was that togold togold.T T asagenerousmanwhoruled ld everytimehetriedtoeat,hisfood his Kingdom in a fair way, turnedtogold.Hegrewthinand but he was often quick to hungry,hiswateralsoturnedto speak before he thought goldandhegrewthirsty.Tomake abouthiswords. Oneday, mattersworsehelongedtohold whilewalkinginhiscastle hisbeautifuldaughterinhisarms, grounds,hesawamythical onedayheaccidentallytouched creature,halfman,halfbeast her and she too turned to hard, sleepingwithoutpermission cold gold. inthegardenbeds.Feeling King Midas realised that sorry for the creature, the hiswholekingdomwouldturnto Kingdecidedtolethimgo Wikimedia Commons goldifhecouldnotstophiswish. withoutpunishment.Later, He asked Dionysus to take back his wish. KingMidaswasgrantedonewishbythegod Dionysustookpityonhimasheknewthe Dionysusforhiskindactions.TheKingdid Kinghadagoodheart.Instantly,everything notthinkforlongbeforesaying,“Iwishfor thatKingMidashadtouchedturnedbackto everything that I touch to turn to gold”. normal.KingMidaswasmuchpoorerthan he had been, but richer in the things that mattered to him.

Questions 1. Why did Dionysus reward King Midas? ____________________________________ 2. Highlight the correct answer, King Midas was: a.) grumpy and sad b.) kind and caring c.) mean and cruel 3. Highlight the correct answer, which of the following did not turn to gold? a.) his daughter b.) himself n the gard n d.) M das’ss food das c.) the flowers in garden Midas’s

5. In the end what did King Midas ask Dionysus to do? ________________________________ 6. If someone is said to have ‘the Midas touch’ what does that mean? ____________________________________ ____________________________________ 7. When everything went back to the way it was before the Midas touch, why did King Midas feel that, though he had lost wealth, he h had gained what really counted?

Go to www.readyed.net

g Midas w sh h for w hen en Dionysus 4. What did King wish when granted him one wish?

____________________________________

Section 4: The Ancient World – Greece

Beliefs, Values and Practices how w they came to be a god. For example, Athena, the goddess off A Athens, was b believed have h li d to h been born in a unique way. She was th tthe daughter of the god Zeus, father of the gods, and it Zeus was told that she had been born out of the head of Zeus. Not only that, the myth claimed that she was born fully grown and fully armed. She was considered the goddess of war and protector of Athens. She was also considered the goddess of wisdom, arts and

This Th h is a Re Rea bo boo

Publications' ew.

TheG Greeks eksheld h dbeliefs, be fs, values and l d practices ti in very high regard.

The ancient Greeks took their religion very seriously and it was very important that they kept in good favour with the gods because they believed that the gods could make their lives better. They also thought Apollo, Wikimedia Commons that the gods would take care of them in the underworld, the place that crafts. they believed they would go to when they People had special places in their homes died. where they could pray to the gods. People The Greeks believed in many gods, most also went to public shrines and temples to importantly they thought that the gods pray and leave gifts for the gods. The Greeks walked the Earth amongst them. The Greeks built many statues of their gods. It was the job offered gifts, prayers and sacrifices to their of priests to care for the statues. The people gods to keep them happy. The Greeks believed that the priests had the power to talk thought that the main gods lived on Mount to the gods and influence their decisions. Olympus, the highest mountain in Greece. The Greeks also had their own way of making They believed these gods were immortal and important decisions. They would travel to could not die because they had a fluid called consult a powerful oracle, who was a special ichor in their veins instead of blood. shrine, dedicated to Apollo, the sun god. The The Greeks shared their beliefs about the messages received from an oracle were never gods through stories or myths. For each very clear, but the people still believed that god there was a story about their birth or this was the best way to make a decision!

Complete the tasks and questions on another sheet of 1. Why did the Greeks think it was important to please the gods? paper. 2. Why did the Greeks believe that the gods were immortal? T Imagine that you are a Greek god. Create a profile of yourself. Include a picture. Suggested headings are: Name: God of: Where you lilive: Views on the underworld: What makes you happy:

3. What were some of the beliefs held about priests in ancient Greece?

Go to Go to ww www.readyed.net w

4. Where did the ancient Greeks pray to the go gods? 55. W i ddown what h question i you would ld lik Write like to ask an oracle. 6. Say why you think the oracleâ&#x20AC;&#x2122;s answer was always ambiguous (confusing)?

Section 4: The Ancient World â&#x20AC;&#x201C; Greece

Impact and Legacy of Ancient Greece more events have been added. Some off the th he original events included: includ harriot racing, boxing, discus chariot throwing Originally h i and d wrestling. tli O i i ll all of the ath athletes who competed in the th O Olympic Games were compl completely naked! They believed that this would please the gods! Competitors won a wreath cut from a sacred olive tree.

The ancient Greeks have affected ecte our lives ves today. oday

This is a R bo

Publications' s ew.

At the height of their reign the h Greeks had a great impact on n the culture of many ancient civilizations. Today their culture still lives on in the arts, philosophy, science, maths, literature, sport and politics. For Australia, the Greeks Wikimedia Commons In 2004 the Olympic Games were introduction of the concept of held back in Greece. Each competitor was democracy has been paramount. The success given a wreath along with their medals. of Australia as a nation is largely due to its Unfortunately for the Australians, it was very democratic nature. difficult to get their wreaths through customs Many advancements in medicine can also be when they returned to Australia! attributed to the Greeks. In particular, a doctor Another great contribution of the Greeks named Hippocrates (460-377 BC) was the was the alphabet that we use today. They first doctor to prove that illness in the human actually borrowed it from another culture, the body was related to diet and living conditions. Phoenicians, and then added vowels to allow Previously people had believed that illness them to record the sounds of their spoken was solely a punishment of the gods. Today, words. The first two letters of the Greek doctors have to take the Hippocratic Oath alphabet are alpha and beta. This is where the before they can practice medicine. The word alphabet originates. Hippocratic Oath is a promise to practise and maintain certain moral and ethical standards in their work. The Greeks also invented the Olympic Games, one of the worldâ&#x20AC;&#x2122;s most loved sporting events. The Olympic Games originated as a competition between the Greek city-states in 776 BC. The games did not have all the events seen today, in fact in the first games only one event was held, a 200 metre race across the stadium. Over time, more and

Wikimedia Commons

Complete the tasks and questions on another sheet of paper. ympic events even which are ar still till held today that originated in ancient Greece. 1. List three Olympic

Go to www.readyed.net

en hired by tthe Olympic Olympi Committee ommittee to design an opening ceremony for the Olympic games of 476 BC 2. You have been BC. l i i why h your ideas id would ld be b suitable. i bl Brainstorm ideas and then write a paragraphh explaining 3. Explain the Hippocratic Oath. 4. Write your own Hippocratic Oath.

Section 4: The Ancient World â&#x20AC;&#x201C; Greece

Activity

Impact and Legacy of Ancient Greece The ancient Greeks have affected our lives today.

T Below is the ancient Greek alphabet. Use the chart to complete the questions.

This T Thi s iis s a Rea Ready-Ed R ea a Publications' book b oo o preview. Capital apital

Low-case Lo case

Greek reek Name me

English

Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω

α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω

Al Alpha h Beta Gammaa Delta Epsilon Zeta Eta Theta Iota Kappa Lambda Mu Nu Xi Omicron Pi Rho Sigma Tau Upsilon Phi Chi Psi Omega

a b g d e z h th i k l m n x o p r s t u ph ch ps o

1. Write your nam name using the Greek alphabet. alphabet

_______________________________________________ _______________________ _

Where 2. W here have you seen the Pi ((π) symbol before?

_______________________________________________ 3. Phobia is a Greek word meaning to be afraid of something. Write it below using the Greek alphabet. _______________________________________________ 4. Find out what the following Greek words mean: genesis: _________________________________________ ______________________________________________ dogma: _________________________________________ ______________________________________________ kudos: __________________________________________ ______________________________________________ 5. Explain how the word 'alphabet' was created. _______________________________________________ _______________________________________________ _______________________________________________

Extra 1. Who did the Greeks borrow their alphabet from? ______________________________________ 2. How did they change this alphabet?

Go to www.readyed.net

_________________________________________________________________________________ 4. Write a message to your friend using the Greek alphabet. Swap sheets so that your friend can interpret your message. Section 4: The Ancient World – Greece

Section ction 5: 5 The Ancient World â&#x20AC;&#x201C; China

s s'

Imperial China nearly all of the books that existed from previous regimes to prevent people gaining ideas that he did not approve prove of.

Ancient China developed develo edfrom frombeing be ga numberofseparate numbe sep atestates s tes into a unified empire knownasImperialChina. na.

This is a Re R bo o

P Publications' ew. e

The construction of the Great cons be Wall beg began in the 7th century BC d Qin Q Qi Shi Huang's rule and under continued to be added onto over China has the world’s longest the next few centuries. It was not continuous civilization which until the 16th century that the wall has lasted for over 8000 was finally completed. Millions of The Great Wall of China, Wikimedia Commons years. Between 1523 BC and slaves, prisoners and soldiers were 500 AD China developed from being a number forced to build the Great Wall. Many of them of separate, warring states to a unified empire, died from exhaustion and starvation. As the which is known as Imperial China. workers died they were usually buried into the wall as it was being built, for this reason the Ancient China was ruled by various different wall is also known as ‘the longest cemetery families. Each different family’s leadership is in the world’. The purpose of the wall was to referred to as a dynasty. Before c.1523 it was protect the northern borders of Imperial China ruled by the Xia Dynasty, from c.1523 BC – from invaders. The Great Wall has been under a c.1027 BC it was ruled by the Shang Dynasty preservation order since 1961 and is listed on and between c.1027 BC and c. 221 BC it was the UNESCO world heritage list. ruled by the Zhou Dynasty. After this time it became the Han Dynasty which lasted until Qin Shi Huang had an army of terracotta AD 220, by which time the people were living warriors built to protect him in his afterlife. under the control of many leaders in smaller This is the largest tomb in the world. In 1974, independent regions rather than as one 2000 years after the warriors were buried, unified empire. thousands of life-sized terracotta warriors and Imperial China was established during the leadership of the Qin (or Ch’in) Dynasty in 221 BC. Imperial rule lasted until 1911 AD (only 100 years ago). One government was established to reunite China as a united Empire. The Qin Dynasty created better irrigation systems to help farmers, standardised Chinese writing, law, currency, weights and measurement and constructed major roads and bridges to develop trade. It was also under the Qin Dynasty that the Great Wall of China was all of d fence. This finished ass a great w wall defence. d mos wall is the longest aand most famous in the world. Qin Shi Huang wass however notorious for wanting total control and killed or banished people who did not agree with him. He also burnt

horses from the Emperor's extravagant tomb were unearthed in Xian. The tomb is amongst the most visited ancient wonders in the world.

Go to www w

Section 5: The Ancient World – China

Terracotta Army, Wikimedia Commons

Activity

Imperial China Ancient China became Imperial China under the rule of Qin Shi Huang.

T After reading page 47 complete the timeline by listing the dynasties which ruled ancient China.

This is a Ready-Ed Publications' book preview.

T Below are two images from Imperial China. After reading page 47 explain what each picture represents.

______________________________________

Challenge

Go to www.readyed.net

search skil ski er explore the life of Qin Shi Huang or choose another si T Use your research skills to furt further significant om ancient ancien China to ancie o examine. Record the information that you have gathered gather in your individual from exercise book and present a one minute speech to the class. T Investigate the rise of Imperial China in more detail looking at the use of chariot warfare and the adoption of mass infantry armies. T Write a journal entry from the point of view of a slave helping to build the Great Wall of China. 48

Section 5: The Ancient World â&#x20AC;&#x201C; China

Physical Features

This his is a ReadyReady-Ed Publications' b k preview. book p Thegeographical eogr phic featuresinancient China affected its civilization.

China is located directly above b IIndonesia d a and directly below Mongolia and Russia. To the east of China across the East China Sea is Japan and to the west are India and the Middle East. Even though ancient China was surrounded by other countries its huge size and difficult terrain made travel across the land very difficult. A trade route called the Silk Road was established in the second century BC, crossing the entire length of China from east to west. It was named the Silk Road because China was the leading producer of silk. The silk was sold to Babylon, Greece, India and Rome. China also exported tea, cinnamon and other spices. In return they traded jade, gold, silver and wool from parts of Asia and glass from Rome. There was also trade in China between India, Uzbekistan to the north and the Persian Empire of the Middle East.

Moneyy was used in the form of a cowrie Mon Mo she shell as early as 1800 BC in China under th y the Shang Dynasty. People used to thread them along a m me metal string and carry a bead of cash. Lat La Later the coins were made of bronze. The Chinese invented paper money around the 8th or 9th century AD. Its original name was `flying money’ because it was so light and could blow out of one’s hand.

The Yellow River was an important feature of ancient China. People settled along the banks of the river and practised agriculture. The river was subject to flooding and is said to be responsible for the collapse of the Xin Dynasty.

First paper money in China Wikimedia Commons

Coin from the Han Dynasty. Wikimedia Commons http://commons.wikimedia.org/ wiki/File:Han-Wuzhu.jpg

Complete the tasks and questions on another sheet of paper. 1. Use the above information to draw a simple map of China. Label its neighbouring countries, the Silk Road and the Yellow River. 2. Look at the picture of the coin from the Han Dynasty above. Find out if Australia ever had a coin with a hole in the middle. Draw a picture of the closest Australian coin you can find to the ancient Chinese coin.

Go to www.readyed.net

he first paper p per money in China. Describe what you see on the money. 3. Look at the picture oof the

4. Use your research skills to find five more interesting facts about the Yellow River. Read one of your facts out to the class. 5. Investigate the Himalayas and how it affected Chinese trade and China's contact with other societies.

Section 5: The Ancient World – China

Key Groups and the Law Social,politicalandmilitarystructures helped to establish stab sh tthe relationships between different ancientChina etweend feren groups rou in nancientChina and affected the laws w there.

and watchtowers. The wealthy ate well. Their meals included many animals which are not widely ea eaten n today, such as: panther, ox and dog meat meat. mea In n comparison, the peasants live lived in and mud houses, grouped i smallll timber i together in small clusters. Sadly, even though clust clu the peasants were the ones providing the food, often they could not afford the food that they farmed. Peasants often had to live on vegetables, noodles and any fish that they could catch.

This is a Readyyy-Ed Publications' s book preview. p Social Structure

Ancient Chinese society was divided into four classes: The Shi, The Nong, The Gong and The Shong. The Emperor and his family were at the top of the class system. Below them were a ruling group of nobles, scholars and officials. Then there were the farmers, craftspeople and merchants. Life was not easy for the merchants or the farmers. The farmers mainly lived as very poor peasants, as farming did not generate a lot of money. The merchants who did make a lot of money were frowned upon by the upper classes for their unscrupulous trade deals. Slaves were present in Chinese society. There were about 60,000 slaves out of an estimated population of 60 million. Slaves worked for either the government on building projects, such as the Great Wall of China or for individuals on their farms or in their homes. It was very obvious which class people belonged to, as the Chinese had laws controlling what type of clothing each class wore. Only The Shi (the wealthy) were allowed to wear silk. Both The Shi men and women wore long robes to their feet with wide belts at their waists. The Shi women also wore trousers under their robes. The Nong, Gong and Shong classes wore fabric made of plant fibres, such as hemp. They wore trousers and short robes, very similar to jjudo outfits worn today.

Military Structure The ancient Chinese used sophisticated weapons in comparison to other civilizations of the same time. China was made up of chariot armies who used weapons made of bronze. The infantry used daggers, axes and spears and later in the 4th century BC, the crossbow was introduced. Throughout ancient China, the military participated in many internal battles. The most significant battles may have been those which took place during a period known as the ‘Warring States’. This period is considered to be the last era of ancient China. The importance of the crossbow was realised, and the concept of siege warfare increased greatly during this time. The use of horses for mounted cavalry came into existence and great battles took place throughout China.

Political Structure The government of ancient China generally took the form of ancient feudalism. Feudalism is a system y where a ruler Wikimedia Commons owns all the land and allows others to use it as long as they pay taxes in the form of money, goods or services. The wealthy landowners mainly formed the government in ancient China.

Go to www.readyed.net

i d iin The wealthy lived spacious homes with courtyards, large walls around their grounds

Section 5: The Ancient World – China

Activity

Key Groups and the Law Social structures helped to establish the relationships between different groups in ancient China and affected the laws there.

T Draw a diagram g to represent the structure of societyy in ancient China.

This is a Ready-Ed Publications' book preview. T Order the class levels of Chinese society from highest to lowest. The Nong The Gong The Shong The Shi 1.__________________ 2.__________________ 3.__________________ 4.__________________ T What weapons did the ancient Chinese military use? ________________________________________________________________________________ ________________________________________________________________________________ T Draw a picture showing what you think The Shi would have worn.

T Draw a picture showing what you think The Nong, Gong and Shong classes would have worn.

Draw a Floor Plan

Go to www.readyed.net

eading the th inform tion on page 50 imagine that you are an architect in anc T After reading information ancient China. floor oor pla wha Draw a fl plan of wh what a wealthy homeownerâ&#x20AC;&#x2122;s house would have looked like. IInclude a storeroom in your plan and the type of animal meat stored there.

Challenge T Feudalism was the system of government in ancient China. Use your research skills to find another country or period of time when Feudalism was present. Section 5: The Ancient World â&#x20AC;&#x201C; China

Everyday Life The guqin was the most popular ancient Chinese instrument. strument.

The ancient Chinese were people very inventive nven p ople who oved art, rt, music m sic and nd poetry.

This is a Ready Ready-Ed Publications' s book preview. Chinese art mainly focused on n scenes from nature. The Chinese used fine e brush strokes to create beautiful scenes from the Chinese landscape. Sometimes people were depicted in drawings going about their daily lives.

Calligraphy was an important part of art in ancient China. Scrolls were created by artists who included beautiful landscape scenes and poetry written in calligraphy. Music was another important form of art in ancient China. Confucius maintained that music was one of the basic needs of life as it could create feelings of peace and harmony. Tombs of the wealthy and the Emperors often included models of musicians so that they could be entertained in the afterlife.

Poetry w was considered e the most important form off lit literature. t Intellectuals studied Chinese porcelain plate Wikimedia Commons poetry, believing it to contain important messages for life. Philosophers closely followed the content of a book entitled The Book of Changes. This book influenced the way in which people thought about life and medical theories. The ancient Chinese invented the compass, the wheelbarrow, suspension bridges, the rudder for ship navigation, row crop farming, mechanisms for clocks, deep drilling for natural gas, paper, porcelain and silk. Today the Chinese are the producers of billions of products.

Wikimedia Commons

Complete the following on another sheet of paper: T Draw and colour an ancient Chinese invention. T Write a cinquain poem about an ancient Chinese invention. A cinquain poem has five lines: Line 1 consists of one word (the title): Tree Line 2 consists of two words that describe the title: Strong, tall Line 3 consists of three words that describe the action: Swaying, swinging, sighing Line 4 consists of four words that express the feeling: ories ries of ssum me mer Memories summer at recal recall he title: Line 5 consists of one word that recalls the Oak T Try to find a theory from The Book of Changes.

T Have a go at writing Chinese characters by copying the numbers 1 â&#x20AC;&#x201C; 5 below. Number

Chinese character

Your go

Pronunciation

yee

Uhr

Sahn

Go to www.readyed.net e dye yed e

suh

woo

Section 5: The Ancient World â&#x20AC;&#x201C; China

Beliefs, Values and Practices AncientChinahadthreemainreligious spiritual uences: andsp tualiinflue es:Confucianism, Daoism aoism and Buddhism.

thought that if people desired wealth and possessions they were out of balance with the idea of o yang and yin which was the balance of the forces fo es of nature. Daoists practised stillness, meditation and silence. They believed that if di they followed the ttrue Daoist way they would become immortal. immortal It was also thought that some of the ‘immortals’ had the power to become invisible or raise people from the dead.

This is a ReadyTh y-Ed Publications' ybook preview. During the Zhou Dynasty a philosopher n named med guida ce Confucius c.551- c.479 BC provided guidance on how people could live together successfully. In 134 BC the teaching of Confucius became the official belief system of the Chinese government. For the next 2000 years the people of China followed his teachings about how people should live.

Wikimedia Commons "Life and works of Confucius", by Prospero Intorcetta, 1687

Confucius believed that people should conduct themselves in an honest way and that all people should be treated with respect, not just the wealthy. Confucius travelled around China teaching that all people should be honest, loyal, loving, well-mannered and selfsacrificing. The second belief system in China was that of Daoism. It was a belief system that was said to have emerged from the preachings of an ‘old master’, Lao Zi, between 604 BC and 531 BC. ‘The Dao’ meant ‘the way’. It focused on the Chinese eo eoples onnection with people’s connection ature and a d taught the nature th people l should h ld idea that live in a simple manner and in harmony with their environment. It was

Buddhism was the third religion of ancient China. Buddhism was founded by an Indian Prince who lived between c.563 and c.480 BC. It is said that he left his wife and child in search of enlightenment. He believed that all people should be treated equally regardless of their gender or position in society. Buddhism is based on ‘four noble truths’: 1. All existence is suffering. 2. Suffering is caused by desire. 3. Nirvana is the stage where people are beyond individual needs, desires or suffering. 4. Nirvana is achieved by following ‘the eight fold path’, a path which requires ethical behaviour, wisdom and mental discipline. Buddhism spread to China along the Silk Road. In the 4th century AD it became the official religion of northern China.

In Chinese tradition yin and yang are two opposing but complementary forces found in all things in the universe. Each side represents different sources. Yang is the light side. Yin is the dark side. Sort the following words um light, light under the columns: night, heaven, dark, positive, negative.

Yang

Yin

o to www.readyed.net e d nett

Section 5: The Ancient World – China

Activity

Beliefs, Values and Practices

T After reading page 53 choose either the religion of Confucius, Daoism or Buddhism to create a poster promoting the religion in ancient China. Religion:

Target arget audience: au ence:

This is a Ready-Ed Ready--Ed Publications Publications' s b k preview. book i

Key ey points ab ut the th reli rreligion: elig on: o about

Headings for the Poster

Rhyming Slogan/Jingle

Draft of Poster Design

Go to www.readyed.net Create T Create the good copy of your poster either on another sheet of paper or in your exercise book. 54

Section 5: The Ancient World â&#x20AC;&#x201C; China

Impact and Legacy of Ancient China Ancient China has affected our o lives live today.

of Chinese herbs used todayy which in fact date back tto the 3rd century BC.

This his is a ReadyReady-Ed Publications' book preview. The achievementss o of ancient China ha e have been far reachin reaching. Today people enjoy everyday activities such as kung fu, tai chi and dragon boating. All of these activities emerged from generations of the Chinese passing down the traditions of life in ancient China. Kung fu, which means ‘hard work’, began as a series of exercises that the Daoists practised in the 5th century BC. Today thousands of people learn it and compete in competitions. Tai chi developed over 2000 years ago in ancient China. Today it is practised by people all over the world to help reduce the effects of arthritis and to keep the body relaxed. Another ancient Chinese tradition is dragon boating. Dragon boating started as a ritual to awaken the heavenly dragon who the people believed brought rain and good crops. In ancient China if a participant or a spectator fell into the water during the dragon boat festivals they would not be saved. It was thought that the person drowning was a good sacrifice to offer the gods! That of course does not happen today. Ancient China is also where a large number of natural medicines and healing practices p such as acupuncture com e from. The come Chi Chin ese se were one of Chinese the first civilizations to identify that a person’s eating habits and emotions had an impact on their physical health. There are a large number

Th an The ancient Chi Chinese were more technologica technologic technologically advanced than any anywhere else in Europe. If you have ever read a ne newspaper, flown a kite, used a compass, eaten spaghetti, slept on silk sheets or seen a fireworks display then you have experienced a Chinese invention.

In 1161 AD the Chinese used explosives for the first time in warfare. It was also the Chinese who invented the gun and the cannon. Chinese firearms, fireworks and gunpowder were all easily tradable products along the Silk Road to Europe. The Chinese were among the first to develop the printed word. In 105 AD the Chinese first used a process to manufacture paper. The paper was better quality than the papyrus used in other parts of the world, such as Egypt. The first newspaper was printed in Beijing in 700 AD. In agriculture the Chinese invented a more advanced type of plough than other civilizations were using. In the first century BC they also invented another labour saving device that you have most likely used, the wheelbarrow! The inventions do not stop there, in the 2nd century AD the Chinese also invented the world’s first seismograph; an earthquake measuring machine. By 1080 AD Chinese scientists had created the first theories on climate change through the study of plant fossils. Lastly, the world’s first calculator, the abacus,, was invented byy the Chinese along with an advanced decimal system. system The Chinese were truly great inventors!

Go to www.readyed.n

Section 5: The Ancient World – China

Activity

Impact and Legacy of Ancient China Ancient China has affected our lives today.

T After reading page 55 create a storyboard below to show what the ancient Chinese invented.

Scene cene 1s is a Ready SScene cene T This his Ready-Ed y-Ed -E E d 2P Publications' Publications s book preview. p

Scene 3

Scene 4

Scene 5

Scene 6

T Explain your storyboard in words: ____________________________________________________ _______ ______ ________ _____ _______________________________________________ ________________________________________________________________________________

Go to www.readyed.net

_______________________________________________ __ ________________________________________________________________________________

Challenge T Use your research skills to find out how one of the following works: a) acupuncture b) seismograph c) abacus Record your answer on another sheet of paper or in your exercise book. 56

Section 5: The Ancient World â&#x20AC;&#x201C; China

Section ection 6: The Ancient World â&#x20AC;&#x201C; India

Significant People During ancient Indian times there ere a number of significant ficant people. eople were signifi

s a Ready Ready-Ed Ed Public Incredible dible India India’s P Past book b k- Discovering preview. 2500 BC

The Indus Valley civilization developed around the valley of the Indus River. Its trade was based on crops grown on the fertile river plains. It was more powerful than any other ancient empire, including that of Egypt.

2000 BC

The Indus Valley civilization collapsed. It is thought the downfall was due to severe floods that changed the direction of the Indus River.

Around 1500 BC

The Aryan people invaded India from the north and successfully spread through the Indus Valley and down into the Ganges Valley.

326 BC

Alexander the Great crossed the Indus River into India to try and conquer the land.

260 BC

King Ashoka and the Mauryian ruled. Buddhism emerged in ancient India.

A.D. 50

Trade flourished between India and the Roman Empire. The Romans eagerly bought Indian pearls, ivory, silk, spices, cloth and precious stones.

A.D. 320-550

After centuries of being split into small kingdoms and republics, India became ruled by the Gupta Empire. Under the rule of the Gupta kings, Hinduism becomes the major religion of the empire. Literature, art, architecture and science flourish during this "classical age" of peace and prosperity.

ns' s

GNU License PHGCOM

King Ashoka One of India’s greatest rulers was King Ashoka. He came to the throne in 269 BC. His empire covered most of India. In 260 BC, Ashoka became a Buddhist and decided to follow Buddha’s belief in peace and nonviolence. As Ashoka had just spent years waging bloody wars to unite his lands he was said to be filled with remorse for all of the people his troops had killed!

Complete the questions uestions and uesti an tasks on another sheet of paper p p or in your y exercise book.

Go to www.readyed.net

1. Explain why King Ashoka feltltt bad aab about ut killing people during the wars to unite his kingdom. In groups of three re rresearch his greatest achievements in more detail and present them to the class. class 2. Define the following: •Remorse •Prosperity •Emergence •Precious 3. Shade periods of stability yellow and periods of instability red on the timeline above. 4. Examine the history of Chandragupta Maurya and present your findings in a flow chart.

Section 6: The Ancient World – India

Physical Features The physical features in ancient India infl there. n uenced nce the civilization vilization there

indigenous cultures who they came in contact with across India.

This his is a ReadyReady-Ed Publications' Ready book preview. Ancient India was both mysterious and n the centre of Asia. ia. dynamic. India is located in m Europe and C na Many diverse cultures from China have made India their home. One of the firstt Indian communities was the Indus people. They had a farming community along the banks of the Indus River, which consisted of some of the most fertile land in the region. In the 1920s archaeologists discovered an enormous city that was linked to the Indus people. There were not many clues left about their day to day life, which was strange as there is evidence to show that they did create written texts. There is evidence that the Indus people actively traded with cultures to their west. To their east, the Himalayan Mountains stopped most trading opportunities. It is thought that severe flooding may have wiped out the Indus people. However, it is also possible that they were overrun by the Aryans or the Indo-Europeans who inhabited northern India. Regardless of how, by c.1700 BC the Indus cities no longer existed. The Aryans (1700 â&#x20AC;&#x201C; 1000 BC) were the next people to establish themselves in India. Their name came from their god, Dyaus. They believed themselves to be superior and were unquestionably tough people who had conquered their way across Euro-Asia. Although they first settled along the Indus River they moved further into India to inhabit the Ganges floodplains. The Aryans were war-like people who did not create cities and used no writing. Gradually the Aryans mixed with other

In 331 BC C Alexander the Great and his army entere India. India Alexander did not stay but entered d that he mo it is said motivated the first Indian Chandra Chan conqueror, Chandragupta Maurya, who reigned 321 297 BC B to successfully unite all of between 321-297 the kingdoms of northern Indian into a single empire. This empire known as the Mauryan Empire. The Mauryan kings ruled over India until 184 BC when the last king was assassinated. By this time the people of India had suffered a long period of ineffective rule and the first empire of India came to an end. After centuries of being split into small kingdoms and republics, India became ruled by the Gupta Empire. Under the rule of the Gupta kings, Hinduism became the major religion of the empire. Literature, art, architecture and science flourished during this "classical age" of peace and prosperity. The physical landscape of India contributed directly to where people chose to settle and the defence of India against invasion. India is a large peninsular on the southern tip of the continent of Asia. The Himalaya mountain range at the north of the peninsula stretched like a sword across the land. These mountains brought a natural defence against invasion. A second range of mountains, the Vindhya, cut right across the country, from east to west, dividing India into north and south. India has a vast network of rivers such as the Ganges, Yamuna and the Ravi. These rivers made growth, expansion, settlements, transportation and trade possible.

Complete the hee questions qu question and tasks on another sheet of paper or in yourr exercise book.

Go to www.readyed.net

T Imaginee that you aare an arch archaeologist eologist ologist in the 1920s, and are at the site by the Indus River. You have bbeen digging for days and suddenly you have hit something something. You carefully digg ddeeper until you uncover an old farming tool. You dig further and discover the edge of a house made from brick. You have unearthed one of the biggest archaeological finds in India! Write a blog describing what the landscape around the archaeological dig is like. Are there rivers, mountains and flood plains?

Section 6: The Ancient World â&#x20AC;&#x201C; India

Key Groups and the Law DifferentgroupsofpeopleinancientIndia addiffere fferenttrole ndtthissaff ffectedthelaws had diff rolesand here there.

Social Structure

This is a Readyyy-Ed Publications' s book preview. Political Structure

During the time of the Indus people it is thought that there was a simple structure of Indian government. There was one tribe chief who appointed helpers to oversee the functioning of society.

With the rise of different empires, particularly around the 6th century BC, the Indian government took on a more complex form. A King or Maharaja was appointed the head of the state and everyone worked under his command. He appointed a council of ministers who governed over all areas of life. Three levels of government emerged under the command of the king, they were: Legislative, Executive and Judiciary. The Judiciaries role was to make sure that crime was under control and that offenders got suitable punishments for their crimes. An interesting part of the Indian government during the Mauryan administration was that it had a network of spies that the king used to control its officials and people. The reports provided regular updates on the population of India, birth and death rates. For a huge empire, the administration was very effective. During the Gupta period the system of government remained the same as it was during the Mauryan period. The governors of different provinces we ever, had ev ha slightly g more however, depende pende ce than they hey did under independence th he strict rule ule of tthe e Mauryan the kings.

The Ary Aryanss were the fi Arya first rst to divide the people of India into o a class system called caste caste. The system di divided the pe people up into groups with different privil privileg privileges. There were five levels evels of caste or clas class classes. The first caste was called the Brahman. Priests and leaders made up this group. The second level was the Kshatryia. This group consisted of those in the army and their leaders. The third group was called the Vaishyas, which contained farmers and traders. This was the largest of all of the groups. The second lowest group was the Shudras. This group included farmhands and servants. The lowest group was called the Untouchables. These people were made to collect rubbish and clean up people’s waste from the open sewers!

Military Structure From around 1750 BC, conflict was a fact of life in India. People invaded from all over central Asia. At first fighting took place on foot, however during the reign of King Ashoka in 260 BC, armies were divided into four sections – infantry (footsoldiers), cavalry (horses), chariots and elephants. The infantry was always the largest section but was often made up of poorly trained peasants. The Indian armies also had a division called elephantry! These were trained war elephants who were guided by humans in combat. They were mainly used to charge at and trample the enemy! The elephants’ thick hide gave them protection from weapons and arrows. They also gave their riders a good view of the enemy and provided some protection due to g It did their height. however make the rider ider easily visible d therefore h f and an open target.

Go to www.readye

Section 6: The Ancient World – India

Activity

Key Groups and the Law Social structures helped to establish the relationships between different groups in ancient India and affected the laws there.

T After ft reading re d ding p page 60, mark on the Values Line your op opinions o ions and explain your answers. answ

This is a Ready-Ed Publications' bookk preview. 1. 1 I would have ave lilik liked d to have ave been a part of the Untouch Untoucha Untouchables. le les. STRONGLY AGREE

STRONGLY DISAGREE

______________________________________________ _____________________ _______________________

2. I would have liked to have been a part of the Kshatryias. STRONGLY AGREE

STRONGLY DISAGREE

______________________________________________

3. Being in the Vaishyas class would have been good. STRONGLY AGREE

STRONGLY DISAGREE

______________________________________________

4. I would not have liked to have been in the infantry. STRONGLY AGREE

STRONGLY DISAGREE

______________________________________________

5. Do you agree or disagree that governments should have spies to control people? STRONGLY AGREE

STRONGLY DISAGREE

______________________________________________

Elephantry T The elephantry was a division of the army in ancient Indian times. Mark on the Values Line below your opinion of using elephants in war. STRONGLY AGREE

STRONGLY DISAGREE

T The use of animals in war is a hotly debated topic in today’s world. Choose one of the following activities to complete on another sheet of paper or in your exercise book: •

If you disagree with the use of elephants in war, write a letter (they didn’t have email back then) to the King of India asking him to stop. Remember to state your reasons why.

•

If you agree with the use of elephants then imagine you wr wri back to the work for the King and are employed to write people who disagree. Explain in your letter why the King warfare uses elephants in warfare.

readyed.net Challenge

T Use your research skills to find out if a) the caste system is still in existence in India today or b) if elephants are still part of the Indian army today. Write your answer either on another sheet of paper or in your exercise book. Section 6: The Ancient World – India

Everyday Life The people of ancient India were wer incredibly incr dibl innovative. nnovative.

and the art of wood polishing. Chandragupta had Maurya h d many buildings, palaces and monume monumentss made of shining wood. Over wood has perished and today only a time the w survive. These can be seen couple of beams sur survi on the Wooden Fort G Ganges in Bihar.

This is a Ready Ready-Ed Publications' s book preview. The Indus civilization (2500 0 – 2000 BC) w wa was g, architecture aand d advanced in town planning, dings The Indus the use of art on their buildings. people used a grid system to lay out their cities. Today over a hundred sites have been excavated in India and ancient Indus cities have been found to include fortifications for defence and extensive drainage and water management systems. The houses were built of baked brick making them strong. Stone and wood were also used. There is also evidence that many houses were two storey. One great structure built at this time was the Great Bath of Mohenjo Daro. It was 54 metres long and 32 metres wide. The bath had galleries and rooms on all sides and was used for special religious functions where the water was used to purify and renew the well-being of the bathers. Public baths were prominent features of ancient civilizations. Generally people did not have their own bathrooms and bathing was done in specially built public facilities. After the Indus period, came the Mauryan civilization. Some of the earliest surviving architecture and art comes from this time. Mauryan buildings commonly used wood

King Ashoka h k was the h first Mauryan Emperor to use stone. Pillars, railings, lion thrones and other enormous figures were created at this time. Rock-cut sculpture emerged at this time as King Ashoka’s conversion to Buddhism led to both modest cave decoration and the building of free-standing pillars, each 15 metres high, built on sacred sites to honour Buddha. Each pillar was made of sandstone and weighed about 50 tonnes. The sarnath pillar is one of the finest pieces of sculpture of the Ashokan period. Ashoka also had many stupas built. These were large halls, capped with domes which included symbols of Buddha. The building of giant Buddhas was also important and a form of art. Buddha was always portrayed standing or sitting cross-legged. Often the right hand would be raised for protection and the left, placed on the waist. The people of ancient India had a developed system of writing, similar to Egyptian hieroglyphics, called Harappan. Not much is known about how to translate it but archaeologists think that from the placement of the markings on people’s possessions, they used writing to mark their goods to prevent theft.

By 300 BC, Indian writing systems had developed, leaving a record of their literature and stories. A collection ollection of stories called calle the Jataka tales are believed tto be fairytales the basis for English fairyt such as The Goose that Laid the Golden Egg and Chicken Little.

adyed.net

Section 6: The Ancient World – India

Activity

Everyday Life

T Imagine that you are a town planner in the Indus civilization. Use a ruler to create a draft plan below of what an Indus town might have looked like. Include how the streets would have been set up, types of buildings, defence buildings, public baths and drainage areas. Create a key.

This is a Ready-Ed Publications' book preview.

Chicken Little is a famous childrenâ&#x20AC;&#x2122;s story with a moral. The original tale can be found in the Buddhist scriptures as the Daddabha Jataka. The most wellknown western version is about a chick who believes the sky is falling down when an acorn, which she thinks is a piece of the sky, falls on her head. She decides to tell the king and on her way to meet him she meets other animals telling each of them that the sky is falling down. She causes panic among all the animals for no real reason but she believes she is saving them.

Intheoriginaltaleaharedisturbed byafallingfruitbelievesthatthe Earth is coming to an end and startsastampedeamongtheother animals.Alionhaltsthem,investigates the cause of the panic and restores calm.

T Complete the character analysis of Chicken Little. Personality traits

Challenge

Go o to www.readyed.ne e

Role T On another sheet of paper, explain the moral of the story Chicken Little. Section 6: The Ancient World â&#x20AC;&#x201C; India

Beliefs, Values and Practices

Ancient Indian practices, beliefs and were based values w re b ed around ound Hinduism and Buddhism. Bud hism

Ganesh, the Remover of Obstacles. Ganesh iss portray portrayed as a man with a giant elephant elephant’ss elep head!

This is a Readyyy-Ed Publications' s book preview. Religion on was an tant part of important ancient India. The two main religions were Hinduism and Buddhism.

Hinduism developed over 5000 years ago. People believed that the forces of nature were connected with the gods and with superhuman powers who could create or destroy life. The stories of these gods were recorded over time in the ancient language of Sanskrit. Central to Hinduism is the idea of reincarnation. Reincarnation is the belief that after death people are reborn into a new life which is dictated by the deeds of their previous life. The word karma derives from this belief. The ongoing cycle of birth, death and rebirth in India is called samsara. The ultimate aim of Hindus is to purify themselves in each life so that they can eventually free themselves from ongoing lives. If they achieve this, they have achieved moksha. Once they have achieved moksha, they will be united with the source of creation – Brahman – the eternal godhead.

Budd The Buddhist religion was founded in India around 500 BC by a man named Siddhartha Gautama. He came from a wealthy family and lived a privileged life. At age 29, Siddhartha was struck by the process of illness, aging and death. He decided to leave his wealth behind and follow a spiritual quest to find true contentment.

After years of searching he had a moment of enlightenment while meditating. From this time on he taught ‘The Four Noble Truths’, ideas that came to him in his meditation. Siddhartha travelled around India for the next 45 years living the life of a beggar and teacher. He died at age 80. It is believed that his last words were, "Do not cry. Have I not already told you, that it is in the very nature of all things near and dear to us that we must divide ourselves from them, leave them, sever ourselves from them?"

Hindus believe in many gods and goddesses, each existing to guide them in their everyday lives. One of the most famous gods is

The Four Noble Truths 1. All existence is unsatisfactoriness. 2. Unsatisfactoriness is caused by the craving for something permanent in the world when no such permanence exists. 3. The cessation of unsatisfactoriness, nirvana, can be attained. 4. Nirvana can be reached by following The Noble Eightfold Path.

Complete the questions and tasks on another sheet of paper. p p

Go to www.rea

1. Explain whatt you think th 'unsatisfactoriness' tthe word 'un 'u atisfactoriness' means. mean

2. Find out what the eight steps of The Noble oble Eightfold Path are. are 3. Do you think you could be a Buddhist?

4. What is the difference between Buddhist ‘nirvana’ and Hindu ‘moksha’?

Section 6: The Ancient World – India

Wikimedia Commons

Activity

Beliefs, Values and Practices

Ancient Indian practices, beliefs and values were based around Hinduism and Buddhism.

T Read the description for each Hindu god and match it with the correct WHO AM I.

This T his is a Read Ready-Ed d Publications' bookk preview. Ganesh anesh – The godd of success. su ess. ess. HHe has as the head of an elephant.

1. I have the po power p wer to keep the whole universe going. I have e a hum huma jewe human body body, four arms and like precious jew jewels. ________________________________________________ ____________________ ______________________

Lakshmi – The wife of Vishnu. The god of

money and fortune. She sits on a lotus flower.

bl ffor mak k 2. I am responsible making everyone’s life prosperous.

Shiva – Known as the destroyer. He has three

_______________________________________________

eyes; one on his forehead, four arms, and a snake around his neck. Vishnu – Known as the preserver of the universe.

3. I can see the world from four angles. I have four arms and without me the world would not have been created.

He has a human body with four arms. He wears a

_______________________________________________

crown and a gemstone necklace around his neck. Brahma – Known as the creator of the

4. I am married. I like to sit. I like flowers and to share money.

universe. He has four arms and four faces,

_______________________________________________

each looking different ways.

5. You don’t stand a chance against me. I have a third eye and a reptile around my neck. _______________________________________________

T Explain what you think the last words of Siddhartha Gautama mean.

T Explain the main difference between the origin of Buddhism and Hinduism.

_______________________________

T List five items that you could not live without. 1.

____ ________ ______ _ ____________________

________ _______ ______ ____ ____________________

T List ten items which you could live without. 1.

____________________

Go to www.readyed.net w 2.

____________________

__________ ________ ____________________

____________________

10. ____________________

Section 6: The Ancient World – India

Activity

Impact and Legacy of Ancient India

Ancient India’s innovations have affected our lives today.

Today there are an estimated 800 million Hindus in India and an estimated 350 million Buddhists. Other religions which are present in India are Sikhism and Jainism. All religions operate harmoniously harmoniousl armonious ass they accept Hindu philosophies as a part of their own religions. rel re ons. on

This is a Ready-Ed Publications' s book preview.

An outstanding fea feature fe re of an ancient ent nt In India Ind which still influences societies cieties today is tth people ability people’ bility to practise different the people’s different p i The Th secret religions at the same time without fear off persecution. uism. Hindus preach to this is largely in the teachings of Hinduism. that all other religions are also a true wayy to God God. This has led to the growth of different religions within the one country.

Harmony of religions e is not the only legacy that the ancient developed many items which are still in Indians left. They also devel develop use today. today

Inventions • BC wind power • Swimming pools • Snakes and ladders

• Shampoo • The ruler • Rocket artilleries

• Puppets • The oven • Plastic surgery

• The dice • Hospitals • Dental surgeries

• Buttons • Bangles

T The Indians invented buttons by using seashells to hold their clothes together. Choose three other inventions to research. Name of invention

How it was invented

T Choose five more inventions and find out approximately in what year they were invented. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ T Australia is traditionally a Christian country. List as many other religions that you know of which are also practised in Australia, e.g. Sikhism. _________ ______ _____ _______________________________________________ ______________________________________________________________________________

Go to www.readyed.net

_______________________________________________ __ ______________________________________________________________________________ ______________________________________________________________________________ T Tick the correct items which were invented in India. Draw these items on another sheet of paper. P Houses P Surfing P Hospitals P Bangles P Clocks P Monopoly P Clothes P Hats P Pens P Shampoo 66

Section 6: The Ancient World – India

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net