Australian History Series: Book 7 - The Ancient World

This is a Ready-Ed Publications' book preview.

Ready-Ed Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. © 2011 Ready-Ed Publications ii. Corel Corporation collection, 1600 Carling Printed in Australia Ave., Ottawa, Ontario, Canada K1Z 8R7.

Title: Australian History Series – Book 7 The Ancient World

Publications

Author: Fiona Back Illustrator: Alison Mutton

iii. Wikimedia Commons. Permission 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 The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (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;

2.

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

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. 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

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under 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 Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or 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 below.

Published by:

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

ISBN: 978 1 86397 826 2 2

Contents

This is a Ready-Ed Publications' book preview.

Teachers' Notes National Curriculum Links

4 4

Section 1: Investigating the Ancient Past

Primary and Secondary Sources Information Page 6 Activity Page 7 Historical Inquiry Activity Page 8 Historical Methods Activity Page 9 Putting Things in Order Activity Page 1 10 Activity Page 2 11 Activity Page 3 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 Information and Activity Page Impact and Legacy of Ancient Egypt Information and Activity Page

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 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

Significant People

38 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 27 28 29 30 31 32 33

Significant People Information and Activity Page Physical Features Information and Activity Page Key Groups and the Law Information Page Activity Page Everyday Life Information Page Activity Page Beliefs, Values and Practices Information and Activity Page Activity Page Impact and Legacy of Ancient India Information and Activity Page

Go to www.readyed.net

Section 4: The Ancient World - Greece

36 37

34

Answers

58 59 60 61 62 63 64 65 66 67-68

3

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

This book has been specifically written for Year 7 students studying History and living in Australia. It contains six sections which are clearly linked to the National Curriculum.

The first section of this book will help students to understand the processes used by historians to study history. Students will examine a range of sources, primary and secondary, used by historians to inquire into, and find out about, the past.

Furthermore, students will become aware of the nature of historical inquiry and the questions that historians ask when analysing sources. Students will also 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 encourage students 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 engage students and help them to develop an appreciation for the important role that history plays in all of our lives.

Some of the skills that the activity sheets encourage the students to develop are: locating places, reading maps, creating timelines, sequencing historical events, analysing visual images, examining primary and secondary evidence, researching information and recording findings via Venn diagrams, T-charts, mind maps, Y charts, time capsules and KWL charts.

The answers are listed at the back of the book to make life easy for the teacher.

National Curriculum Links Historical Knowledge and Understanding

ACDSEH001 & ACDSEH029 – Investigating the ancient past ACDSEH002, ACDSEH032, ACDSEH033, ACDSEH129 – Egypt ACDSEH003, ACDSEH035, ACDSEH036, ACDSEH130 – Greece ACDSEH004, ACDSEH038, ACDSEH039, ACDSEH040, ACDSEH131 – Rome ACDSEH005, ACDSEH041, ACDSEH042, ACDSEH043, ACDSEH132 – China

Historical Skills

ACHHS205 & ACHHS206 – Chronology, terms and concepts.

ACHHS207 & ACHHS208 – Historical questions and research.

ACHHS209, ACHHS210 & ACHHS211 – Analysis and use of sources.

ACHHS212 – Perspectives and interpretations.

ACHHS213, ACHHS214 – Explanation and communication.

Go to www.readyed.net ACDSEH006, ACDSEH044, ACDSEH045, ACDSEH046, ACDSEH133 – India

4

This is a Ready-Ed Section 1:Publications' book preview.

Investigating the Ancient Past

Go to www.readyed.net 5

Primary and Secondary Sources

This is a Ready-Ed Publications' book preview.

Historians use primary and secondary sources to find out about the past. It is important to learn about the past because the past helps us to understand the world in which we live today.

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

Secondary Sources of Evidence

History can also be recorded by secondary sources. These are second-hand accounts of events that are created after primary sources. There are often many copies 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.

Go to www.readyed.net 6

Section 1: Investigating the Ancient Past

Activity

Primary and Secondary Sources

This is a Ready-Ed Publications' book preview.

It is important to be able to distinguish between primary and secondary sources.

ď ą After reading the information on page 6 complete the Venn diagram by listing historical sources in the correct circle.

Complete the Venn diagram.

Primary Sources

Secondary Sources

Both

ď ą 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 to www.readyed.net

Event 3

Section 1: Investigating the Ancient Past

7

Historical Inquiry

Activity

This is a Ready-Ed Publications' book preview.

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.

 Look at the key questions that a historian should ask every time he/she looks at a source.

What?

What is the source? (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.?

Who?

Who created the source? Who is the source depicting?

When?

When was the source created? Is it dated?

Where?

Where was the source found?

Where was the source created?

Why?

Why was the source created?

Why is the source important?

 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

b)

(100-44BC) d) a)

Go to www.readyed.net c)

 Use the back of this sheet 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

This is a Ready-Ed Publications' book preview.

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. ď ą Use a dictionary or the internet to find out what the following words mean.

Archaeologist:

Anthropologist:

Palaeontologist:

Cryptographer:

Excavation: Stratigraphy:

DNA testing:

Radio-carbon dating:

Go to www.readyed.net Section 1: Investigating the Ancient Past

9

Putting Things in Order 1

Activity

This is a Ready-Ed Publications' book preview.

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.

 Complete a chronological timeline of your life so far. Include six major events in your life.

E.g. starting school, a holiday.

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.  Complete the questions.

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

_ _____________________

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?

_ _____________________

Go to www.readyed.net

10

Section 1: Investigating the Ancient Past

Putting Things in Order 2

Activity

This is a Ready-Ed Publications' book preview.

Understanding who has lived where and when in the past is important.

 After reading the information on page 10 put the dates and events in chronological order to create an overview of ancient world history. Decorate the scroll.

• 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).

• 79 AD - Mount Vesuvius erupted in Italy covering Pompeii and Herculaneum.

• 1200 BC - Formation of Indian civilization – Hindu civilization created.

9. _______________________________________ 10. _______________________________________ 11. _______________________________________ 12. _______________________________________ 13. _______________________________________

• 509 BC - Traditional date for the founding of the Roman Republic.

Go to www.readyed.net

• 392 AD - Christianity became official religion of the Roman Empire.

Section 1: Investigating the Ancient Past

11

Activity

Putting Things in Order 3

This is a Ready-Ed Publications' book preview.

There are many people worth remembering from the ancient world.

TT Place the famous people on the timeline in the correct order.

B.C.

Alexander the Great

_____________________________ _____________________________

Born July, 356 B.C., Macedon Died June 11, 323 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.

Socrates

Born circa 470 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.

Go to www.readyed.net

_____________________________ _____________________________

12

Section 1: Investigating the Ancient Past

This is a Ready-Ed Section 2:Publications' book preview.

The Ancient World - Rome

Go to www.readyed.net 13

The Roman Empire

This is a Ready-Ed Publications' book preview.

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

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).

Wikimedia Commons

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

Caesar’s assassination led to 20 years of civil war. The Roman Republic became the Roman Empire in 27 BC, led 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 command in a war against the Gauls.

Go to www.readyed.net

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

14

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

Section 2: The Ancient World - Rome

Activity

The Roman Empire

This is a Ready-Ed Publications' book preview.

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

 Use the information on page 14 to show the major periods, events and people on the timeline below. Shade periods of stability green and periods of instability red.

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

 Write definitions for the words below.

Assassination:

Consul:

Statesman:

Civil War:

Go to www.readyed.net

Extra

 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

15

Physical Features

This is a Ready-Ed Publications' book preview.

The physical features in ancient Rome 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 when choosing locations for their villages. Rivers such as the Tiber, provided trade routes and the means to sustain 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 Italy’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 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 to stop invaders trying to reach Rome over land. However, Rome was susceptible to attack by sea.

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 and silver in Roman coins made them highly sought after.

Go to www.readyed.net

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

16

Section 2: The Ancient World - Rome

Physical Features Activity

16

15

18

'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

Start

This is a Ready-Ed Publications' book preview.

Play this Roman board game with a friend.

1

2

3

20

4

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

11

The End!

12

5

You have trading to do at Port Ostia.

Miss a turn.

7

6

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

8

9

Go to www.readyed.net

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

10

17

Section 2: The Ancient World - Rome

19 You are being attacked by sea.

Return to start.

13

Roman Board Game 14

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

Challenge

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

• a gold coin • a silver coin • a bronze coin

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

Different groups in ancient Rome had different parts to play and this influenced the laws there.

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 consuls were in charge of the army and could order punishments such as death and beatings. To become a consul, a Roman had

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 very efficient and were able to take over a quarter of the world’s population.

The armies were constantly fighting for control of areas in the Roman Empire.

Go to www.readyed.net

18

Wikimedia Commons

Section 2: The Ancient World - Rome

Activity

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

Different people played different roles in ancient Roman society and this influenced the laws there.

ď ą After reading the information on page 18 create your own diagram to show how important each member of society was in ancient Rome. At the bottom of your diagram for example, will be the Roman slaves to show that they had the least amount of power in society and were of little importance. Illustrate your diagram and include some information on each individual/group.

ď ą 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 www.readyed.net Section 2: The Ancient World - Rome

19

Roman Inventions

This is a Ready-Ed Publications' book preview.

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

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.

The Romans designed and built sewers, aqueducts, temples, basilicas, palaces and amphitheatres such as the Colosseum. An amphitheatre is similar 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!

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.

Architecture

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 living that matters, it is living right" and "Education is the kindling of a flame, not the filling of a vessel".

Go to www.readyed.net

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

20

Section 2: The Ancient World - Rome

Activity

Roman Inventions

This is a Ready-Ed Publications' book preview.

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.

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.

TT 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 www.readyed.net ď ą Challenge! Use the back of the sheet 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

21

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.

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

They believed that by following these closely the Roman State and their own families would remain strong.

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 girl’s father usually chose her husband in order to improve the family’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.

The Role of Festivals

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

If a person was going 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 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 days, so people could celebrate and follow Roman customs.

Go to www.readyed.net

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.

22

Section 2: The Ancient World - Rome

Activity

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.

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

 After reading the information on page 22 create an acrostic poem that describes ancient Roman cultural practices, beliefs and values.

A________________________

R________________________

N________________________

O________________________

C________________________

M________________________

I_ _______________________

E________________________

E________________________ N________________________ T_ _______________________  Using the information on page 22 complete the Venn diagram below.

Men's Roles Both

Women's Roles

Go to www.readyed.net

Challenge

 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 the back of this sheet.

Section 2: The Ancient World - Rome

23

Impact and Legacy of Ancient Roman

This is a Ready-Ed Publications' book preview.

The ancient Romans have affected our lives today.

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 created the dome roof first seen in the 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

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 Colosseum, the Roman Forum and many other Roman artefacts.

Go to www.readyed.net

24

Section 2: The Ancient World - Rome

Impact and Legacy of Ancient Rome

Activity

This is a Ready-Ed Publications' book preview.

The ancient Romans have affected our lives today.

 After reading page 24 write a newspaper report on the back of this sheet about how ancient Roman life has influenced Australian society today. Make sure you include the words in the scroll in your article.

Article starters:

a) Archaeologists’ have recently discovered that …

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

c) Old inventions help build modern cities!

A B C D E F G H I

Latin

Roads

Aqueducts Circus Maximus Arch

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.  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  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 identify what research you will need to do. Think of at least three questions of your own to research.

Go to www.readyed.net What I Know

What I Want to Know

What I Learned

 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

25

This is a Ready-Ed Section 3: Publications' Thebook Ancientpreview.

World - Egypt

Go to www.readyed.net 26

Egyptian Pharaohs

This is a Ready-Ed Publications' book preview.

Ancient Egyptian times can be split into five main periods of time. During this time there were many important rulers.

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.

30 BC The Romans conquer Egypt.

The Pharaohs

Egypt’s kings and queens were called Pharaohs. They were very powerful, because people believed that they were living gods. The people thought that the great temples, statues and pyramids were the Pharaohs’ way of 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 Emperor eventually led to the takeover of Egypt by the Romans. The Great Egyptian civilization began to decline because of her relationships!

Go to www.readyed.net Section 3: The Ancient World – Egypt

27

Activity

Egyptian Pharaohs

This is a Ready-Ed Publications' book preview.

Ancient Egypt had many important rulers.

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

Research

True or False?

 Choose one Egyptian Pharaoh to research further. Make notes under the headings below in your exercise books then present a two minute speech on your chosen Pharaoh to the class.

1. Ancient Egyptians believed that Pharaohs were living gods. q True q False

– 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.

2. Over 100 pharaohs ruled in one century. q True q False 3. Pharaoh Amenophis believed in following many gods. q True q False 4. Pharaoh Cleopatra’s involvement with Julius Caesar led to the end of Egypt’s civilization. q True q 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 www.readyed.net

 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

This is a Ready-Ed Publications' book preview.

The physical features in ancient Egypt influenced the civilization that developed there.

More than 5,000 years ago the Egyptians built 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 Egyptians as they relied on the Nile for food, transport and trade. Without the Nile there would have been no life.

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

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 the back of this sheet.

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 the papyrus painting of daily life in ancient Egypt, write a paragraph explaining how trade took place, 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

29

Key Groups and the Law

This is a Ready-Ed Publications' book preview. expected to make sure that there was enough food for everyone. Furthermore, it was the Pharaoh’s job to make sure that the people were in good favour with the gods. Lastly, it Social Structure was the Pharaoh’s 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.

Over the next century Egypt was invaded by The Pharaoh was given the sole power to the Romans, Greeks, Persians and the Arabs. All decide laws and introduce taxes. The Pharaoh of them influenced Egypt’s culture, watering it was also expected to do many things that 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

There were different groups in ancient Egyptian society and they all had different roles to play. These roles influenced the laws there.

Go to www.readyed.net

30

Section 3: The Ancient World – Egypt

Activity

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

Social, political and military structures helped to establish the relationships between different groups in ancient Egyptian society and this affected the laws there.

 After reading page 30 use the pyramid to show the social and political power structure in ancient Egypt. Remember to add a picture to represent each topic.

SOCIAL & POLITICAL STRUCTURE IN ANCIENT EGYPT

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

Positive

Minus

Interesting

Challenge

Go to www.readyed.net

 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

31

Egyptian Inventions

This is a Ready-Ed Publications' book preview.

Big ideas bring big results.

The ancient Egyptians were great inventors.

Architecture

The most outstanding architectural 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

Hieroglyphics were invented 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

B

B

C

D

E

F

G

H

H

I

J

K

L

M

N

N

O

P

Q

R

S

T

T

U

V

W

X

Y

Z

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

Use the above information to complete the following tasks in your exercise book or on the back of this sheet.  What were the pyramids used for?  Use your research skills to write a procedure for mummification.  Write the following words using hieroglyphics: Pharaoh, wealth, Nile, scribe, temple. 

32

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

Go to www.readyed.net Section 3: The Ancient World – Egypt

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.

Ancient Egyptians had many beliefs, values and practices.

Many practices in ancient Egypt seem strange today, such as mummifying a pet cat when it died. However, each practice had a particular purpose.

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 responsible could be condemned to death for their actions.

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

The Egyptians used embalming and mummification to preserve their dead. Buried with the mummified 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.

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 back of this sheet.

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?

6. Write three interesting points about the Egyptian burial customs.

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

7. Research the roles of the following gods: Geb, Hapi, Osiris, Bes, Ptah, Re, Thoth and Sobek.

Section 3: The Ancient World – Egypt

33

Impact and Legacy of Ancient Egypt

This is a Ready-Ed Publications' book preview.

The ancient Egyptians have affected our lives today.

The ancient Egyptians are most famous today for their pyramids, giant tombs and hieroglyphics. There are however, many 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

also advanced for their time. They treated the whole person, physically, mentally and spiritually. They used willow leaves and bark to help decrease infections and experimented with forms of antiseptic and some minor surgeries. It is thought that they knew a lot about the human body because of the mummification process.

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 34

Section 3: The Ancient World – Egypt

This is a Ready-Ed Section 4:Publications' book preview.

The Ancient World - Greece

Go to www.readyed.net 35

Significant People

This is a Ready-Ed Publications' book preview.

During ancient Greek times there were a number of significant rulers.

The ancient Greek civilization existed over three thousand years ago, from c.3,500 to 146 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.

over many city-states and taught Alexander to do the same. Alexander was also taught to greatly respect the Greek way of life. He knew Greek history, 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.

Aegyptus

Armenia

Sogdiana

ea

Mediterranean Sea

Lydia Phyrgia

nS spia

Alexander the Great was one of Greece’s great leaders. Alexander was born in 356 BC. He was the son of the king of Macedonia which was not a Greek city-state.

His father had successfully taken

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.

Cappadocia Media Babylonia

Syria

Drangiana

Pe Persis rsi an Gu lf

Arachosia Gedrosia

Carmania

Go to www.readyed.net

36

Ancient Greece

Section 4: The Ancient World – Greece

India

Activity

Significant People

This is a Ready-Ed Publications' book preview.

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

ď ą After reading page 36 write an obituary for Alexander the Great. Use your research skills to do the same for another ancient Greek leader on the back of this sheet.

Name:.........................................................................................................

Nationality:................................................................................................

Year of death:............................................................................................

What he was best known for:..................................................................... .................................................................................................................. ..................................................................................................................

Date and place of birth:............................................................................

Education:................................................................................................. ..................................................................................................................

Career:...................................................................................................... .................................................................................................................. ..................................................................................................................

Family:........................................................................................................ ..................................................................................................................

Cause of death:.........................................................................................

Summary:................................................................................................... .................................................................................................................. .................................................................................................................. ............................................................

Go to www.readyed.net Say how the person ............................................................ will be remembered: ............................................................

Section 4: The Ancient World – Greece

37

Physical Features

This is a Ready-Ed Publications' book preview.

The physical features in ancient Greece were of economic, social and strategic importance.

Greece is located on a peninsular, which means it is surrounded on three sides by 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

Ionian Sea

Thessaloniki

Kavala

Ionia GREECE

Limnos Lesvos

Athens Sparta

Turkey

Turkey

Aegean Sea Samos

Complete the questions and tasks on the back of this sheet or in your exercise book.

TT 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.

TT Write definitions of the following words: peninsular, elected, colonies, thriving, commercial, permitted.

TT Circle Greece on the world map below.

Cyclades Islands

Sea of Crete Mediterranean Sea

Most trade was done in a commercial market area called an Agora. Only men were permitted to enter into trade as women were expected to stay home and deal with household chores. The women could send their slaves to the Agora to purchase any products that they needed.

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.

Rhodes

Crete

The Greeks sailed about the Mediterranean, setting up small townships which later turned into city-states. Due to Greece’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 commercial centres as the surrounding land was fertile and the Greeks had a wealth of vegetables, olives, grapes for wine and raised sheep and goats. Fresh seafood, fish and drinking water were also readily available for trade.

TT Name the three seas which surround Greece.

TT In which countries did the Greeks successfully set up colonies?

TT Explain what the women of Greece were expected to do.

Go to www.readyed.net

38

TT Is it true that trade most often took place by travelling overland?

Section 4: The Ancient World – Greece

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

Social, political and military structures defined the relationships between different groups in Greek society and affected the laws there.

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 of 500 was elected each year.

From the Council, the Assembly chose ten generals to run the army and the navy.

Military Structure

A man named Pericles served as a general for 26 years. Generals were allowed to serve for long periods of time as they were considered very knowledgeable in the way of wars.

Greece’s wars were 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.

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 hippies who we know today! Thirdly, men who owned a plough and a pair of 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

39

Key Groups and the Law

Activity

This is a Ready-Ed Publications' book preview.

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

 After reading page 39, write a word for each letter of the alphabet associated with ancient Greece’s social, military and political structures.

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_ ________________________  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

Thessaloniki

Ionia GREECE

Limnos Lesvos

Athens

Ionian Sea

Sparta

Turkey

Kavala

Turkey

Aegean Sea Samos Cyclades Islands

Sea of Crete Mediterranean Sea

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

Challenge

 Explain why the triremes navy boats were easily sunk. ____________________________________

_________________________________________________________________________________

_________________________________________________________________________________

40

Section 4: The Ancient World – Greece

Everyday Life

This is a Ready-Ed Publications' book preview.

The ancient Greek civilization was full of culture.

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 a disastrous end.

Comedies: the ending is happy and there are 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.

But you could poke fun at your leaders. Satires in ancient Greece were often written about political topics and were designed to affect people's opinions about current events.

In literature the Greeks greatly believed in creating stories about their gods and mythical 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.

Complete the questions on the back of this sheet.

1. Look at the famous quotations by Socrates and Aristotle.

What do you think they mean?

2. What is an amphitheatre?

3. Name and describe three types of plays that were written and enjoyed by Greeks.

Go to www.readyed.net 4. Who was Homer and what was he famous for?

5. What is the Parthenon?

Section 4: The Ancient World – Greece

41

Greek Myths

Activity

This is a Ready-Ed Publications' book preview.

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

 Below is the myth of King Midas. Read the myth and answer the questions.

King Midas was Soon everything that King Midas touched did indeed turn known throughout the land to gold. The problem was that as a generous man who ruled every time he tried to eat, his food his Kingdom in a fair way, turned to gold. He grew thin and but he was often quick to hungry, his water also turned to speak before he thought gold and he grew thirsty. To make about his words. One day, matters worse he longed to hold while walking in his castle his beautiful daughter in his arms, grounds, he saw a mythical one day he accidentally touched creature, half man, half beast her and she too turned to hard, sleeping without permission cold gold. in the garden beds. Feeling King Midas realised that sorry for the creature, the his whole kingdom would turn to King decided to let him go Wikimedia Commons gold if he could not stop his wish. without punishment. Later, He asked Dionysus to take back his wish.

King Midas was granted one wish by the god Dionysus took pity on him as he knew the Dionysus for his kind actions. The King did King had a good heart. Instantly, everything not think for long before saying, “I wish for that King Midas had touched turned back to everything that I touch to turn to gold”. normal. King Midas was much poorer than he had been, but richer in the things that mattered to him.

Questions 1. Why did Dionysus reward King Midas?

____________________________________

5. In the end what did King Midas ask Dionysus to do? ________________________________

2. Highlight the correct answer, King Midas was: a.) grumpy and sad b.) kind and caring c.) mean and cruel

6. If someone is said to have ‘the Midas touch’ what does that mean?

____________________________________

3. Highlight the correct answer, which of the following did not turn to gold? a.) his daughter b.) himself c.) the flowers in the garden d.) Midas’s food

____________________________________

. What did King Midas wish for when Dionysus 4 granted him one wish?

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 had gained what really counted?

Go to www.readyed.net

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

42

Section 4: The Ancient World – Greece

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview. how they came to be a god. For example, Athena, the goddess of Athens, was believed to have been born in a unique way. She was the daughter of the god Zeus, father of the gods, and it 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

The Greeks held beliefs, values and practices 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 the back of this sheet.

TT Imagine that you are a Greek god. Create a profile of yourself. Include a picture. Suggested headings are: Name: God of: Where you live: Views on the underworld: What makes you happy:

1. Why did the Greeks think it was important to please the gods?

2. Why did the Greeks believe that the gods were immortal?

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

4. Where did the ancient Greeks pray to the gods?

Go to www.readyed.net

5. Write down what question you would like to ask an oracle.

6. Say why you think the oracle’s answer was always ambiguous (confusing)?

Section 4: The Ancient World – Greece

43

Impact and Legacy of Ancient Greece

This is a Ready-Ed Publications' book preview. more events have been added. Some of the original events included: chariot racing, boxing, discus throwing and wrestling. Originally all of the athletes who competed in the Olympic Games were 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 our lives today.

At the height of their reign the Greeks had a great impact on 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 world’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 the back of this sheet.

1. List three Olympic events which are still held today that originated in ancient Greece.

2. You have been hired by the Olympic Committee to design an opening ceremony for the Olympic games of 476 BC. Brainstorm ideas and then write a paragraph explaining why your ideas would be suitable.

Go to www.readyed.net

3. Explain the Hippocratic Oath.

4. Write your own Hippocratic Oath.

44

Section 4: The Ancient World – Greece

Activity

Impact and Legacy of Ancient Greece

This is a Ready-Ed Publications' book preview.

The ancient Greeks have affected our lives today.

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

Capital

Low-case

Greek Name

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

Alpha Beta Gamma 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 name using the Greek alphabet.

_______________________________________________

2. Where 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

3. Name one way in which the ancient Greeks influenced Australia.

_________________________________________________________________________________ 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

45

This is a Ready-Ed Section 5: Publications' Thebook Ancientpreview.

World – China

Go to www.readyed.net 46

Imperial China

This is a Ready-Ed Publications' book preview. nearly all of the books that existed from previous regimes to prevent people gaining ideas that he did not approve of.

Ancient China developed from being a number of separate states into a unified empire known as Imperial China.

The construction of the Great Wall began in the 7th century BC under Qin Shi Huang's rule and 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 finished as a great wall of defence. This wall is the longest and most famous in the world. Qin Shi Huang was 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.readyed.net Section 5: The Ancient World – China

Terracotta Army, Wikimedia Commons

47

Activity

Imperial China

This is a Ready-Ed Publications' book preview.

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

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

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

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Challenge TT Use your research skills to further explore the life of Qin Shi Huang or choose another significant individual from ancient China to examine. Record the information that you have gathered in your exercise book and present a one minute speech to the class.

Go to www.readyed.net

TT Investigate the rise of Imperial China in more detail looking at the use of chariot warfare and the adoption of mass infantry armies.

TT 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 – China

Physical Features

This is a Ready-Ed Publications' book preview.

The geographical features in ancient China affected its civilization.

China is located directly above Indonesia 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.

Money was used in the form of a cowrie shell as early as 1800 BC in China under the Shang Dynasty. People used to thread them along a metal string and carry a bead of cash. 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 the back of this sheet.

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.

3. Look at the picture of the first paper money in China. Describe what you see on the money.

Go to www.readyed.net

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

49

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

Social, political and military structures helped to establish the relationships between different groups in ancient China and affected the laws there.

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 judo outfits worn today.

The wealthy lived in spacious homes with courtyards, large walls around their grounds

and watchtowers. The wealthy ate well. Their meals included many animals which are not widely eaten today, such as: panther, ox and dog meat. In comparison, the peasants lived in small timber and mud houses, grouped together in small clusters. Sadly, even though 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.

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 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

50

Section 5: The Ancient World – China

Key Groups and the Law

Activity

This is a Ready-Ed Publications' book preview.

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

 Draw a diagram to represent the structure of society in ancient China.

TT Order the class levels of Chinese society from highest to lowest.

The Nong The Gong The Shong The Shi 1.__________________ 2.__________________ 3.__________________ 4.__________________ TT What weapons did the ancient Chinese military use? ________________________________________________________________________________ ________________________________________________________________________________  Draw a picture showing what you think The Shi would have worn.

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

Draw a Floor Plan  After reading the information on page 50 imagine that you are an architect in ancient China.

Draw a floor plan of what a wealthy homeowner’s house would have looked like. Include a storeroom in your plan and the type of animal meat stored there. Use the back of this sheet.

Go to www.readyed.net

Challenge

TT 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 – China

51

Everyday Life

This is a Ready-Ed Publications' book preview.

The guqin was the most popular ancient Chinese instrument.

The ancient Chinese were very inventive people who oved art, music and poetry.

Chinese art mainly focused on scenes from nature. The Chinese used fine 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 was considered the most important form of literature.

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 the back of this sheet: TT Draw and colour an ancient Chinese invention.

TT 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:

Memories of summer Line 5 consists of one word that recalls the title:

Oak TT Try to find a theory from The Book of Changes.

TT Have a go at writing Chinese characters by copying the numbers 1 – 5 below.

Number

Chinese character

Your go

Pronunciation

1

yee

2

Uhr

3

Sahn

4

suh

Go to www.readyed.net

52

5

Section 5: The Ancient World – China

woo

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.

Ancient China had three main religious and spiritual influences: Confucianism, Daoism and Buddhism.

During the Zhou Dynasty a philosopher named 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 people’s connection with nature and taught the idea that people should live in a simple manner and in harmony with their environment. It was

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

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 under the columns: light, night, heaven, dark, positive, negative.

Yang

Yin

Go to www.readyed.net Section 5: The Ancient World – China

53

Activity

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.  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 audience:

Key points about the religion:

Headings for the Poster

Rhyming Slogan/Jingle

Draft of Poster Design

Go to www.readyed.net

Create

 Create the good copy of your poster either on the back of this page or in your exercise book.

54

Section 5: The Ancient World – China

Impact and Legacy of Ancient China

This is a Ready-Ed Publications' book preview. of Chinese herbs used today which in fact date back to the 3rd century BC.

Ancient China has affected our lives today.

The achievements of ancient China have been far 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 such as acupuncture come from. The Chinese were one of 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

The ancient Chinese were more technologically advanced than anywhere else in Europe. If you have ever read a 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 by the Chinese along with an advanced decimal system.

The Chinese were truly great inventors!

Go to www.readyed.net Section 5: The Ancient World – China

55

Activity

Impact and Legacy of Ancient China

This is a Ready-Ed Publications' book preview.

Ancient China has affected our lives today.

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

Scene 1

Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

 Explain your storyboard in words: _____________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Go to www.readyed.net

Challenge

TT Use your research skills to find out how one of the following works: a) acupuncture b) seismograph c) abacus Record your answer on the back of this sheet or in your exercise book.

56

Section 5: The Ancient World – China

This is a Ready-Ed Section 6:Publications' book preview.

The Ancient World – India

Go to www.readyed.net 57

Significant People

This is a Ready-Ed Publications' book preview.

During ancient Indian times there were a number of significant people.

Incredible India - Discovering India’s Past

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.

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 and tasks on the back of this sheet or in your exercise book.

1. Explain why King Ashoka felt bad about killing people during the wars to unite his kingdom. In groups of three research his greatest achievements in more detail and present them to the 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.

Go to www.readyed.net

58

Section 6: The Ancient World – India

Physical Features

This is a Ready-Ed Publications' book preview.

The physical features in ancient India influenced the civilization there.

Ancient India was both mysterious and dynamic. India is located in the centre of Asia.

Many diverse cultures from Europe and China have made India their home. One of the first 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 – 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

indigenous cultures who they came in contact with across India.

In 331 BC Alexander the Great and his army entered India. Alexander did not stay but it is said that he motivated the first Indian conqueror, Chandragupta Maurya, who reigned between 321-297 BC to successfully unite all of 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 task below on the back of this sheet or in your exercise book.

TT Imagine that you are an archaeologist in the 1920s, and are at the site by the Indus River. You have been digging for days and suddenly you have hit something. You carefully dig deeper 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?

Go to www.readyed.net Section 6: The Ancient World – India

59

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

Different groups of people in ancient India had different roles and this affected the laws there.

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 however, had slightly more independence than they did under the strict rule of the Mauryan kings.

Social Structure

The Aryans were the first to divide the people of India into a class system called caste. The system divided the people up into groups with different privileges. There were five levels of caste or 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 their height. It did however make the rider easily visible and therefore an open target.

Go to www.readyed.net

60

Section 6: The Ancient World – India

Activity

Key Groups and the Law

This is a Ready-Ed Publications' book preview.

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

 After reading page 60, mark on the Values Line your opinions and explain your answers.

1. I would have liked to have been a part of the Untouchables.

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  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

 The use of animals in war is a hotly debated topic in today’s world. Choose one of the following activities to complete on the back of this page 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 work for the King and are employed to write back to the people who disagree. Explain in your letter why the King uses elephants in warfare.

Go to www.readyed.net

Challenge

TT 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 the back of this page or in your exercise book.

Section 6: The Ancient World – India

61

Everyday Life

This is a Ready-Ed Publications' book preview.

The people of ancient India were incredibly innovative.

The Indus civilization (2500 – 2000 BC) was advanced in town planning, architecture and the use of art on their buildings. The Indus 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

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

King Ashoka was the 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 of stories called the Jataka tales are believed to be the basis for English fairytales such as The Goose that Laid the Golden Egg and Chicken Little.

Go to www.readyed.net 62

Section 6: The Ancient World – India

Activity

Everyday Life

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

Chicken Little is a famous children’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.

In the original tale a hare disturbed by a falling fruit believes that the Earth is coming to an end and starts a stampede among the other animals. A lion halts them, investigates the cause of the panic and restores calm.

 Complete the character analysis of Chicken Little.

Personality traits

Challenge

Role

Go to www.readyed.net

TT On the back of this sheet, explain the moral of the story Chicken Little.

Section 6: The Ancient World – India

63

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.

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

Religion was an important part of 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.

Ganesh, the Remover of Obstacles. Ganesh is portrayed as a man with a giant elephant’s head!

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 the back of this sheet.

1. Explain what you think the word 'unsatisfactoriness' means.

Go to www.readyed.net

2. Find out what the eight steps of The Noble Eightfold Path are.

3. Do you think you could be a Buddhist?

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

64

Section 6: The Ancient World – India

Wikimedia Commons

Activity

Beliefs, Values and Practices

This is a Ready-Ed Publications' book preview.

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

 Read the description for each Hindu god and match it with the correct WHO AM I. Ganesh – The god of success. He has the head of an elephant.

Lakshmi – The wife of Vishnu. The god of

1. I have the power to keep the whole universe going. I have a human body, four arms and like precious jewels. _______________________________________________

money and fortune. She sits on a lotus flower.

2. I am responsible for 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. _______________________________________________

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

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

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

 List five items that you could not live without.

1. _____________________ 2. _____________________

 List ten items which you could live without.

1. _____________________

6. _____________________

2. _____________________

7. _____________________

Go to www.readyed.net

3. _____________________

3. _____________________

8. _____________________

4. _____________________

4. _____________________

9. _____________________

5. _____________________

5. _____________________

10. _____________________

Section 6: The Ancient World – India

65

Activity

Impact and Legacy of Ancient India

This is a Ready-Ed Publications' book preview.

Ancient India’s innovations have affected our lives today.

An outstanding feature of ancient India which still influences societies today is the people’s ability to practise different religions at the same time without fear of persecution. The secret to this is largely in the teachings of Hinduism. Hindus preach that all other religions are also a true way to God. This has led to the growth of different religions within the one country.

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 as they accept Hindu philosophies as a part of their own religions.

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

 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

 Choose five more inventions and find out approximately in what year they were invented.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

TT 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

TT Tick the correct items which were invented in India. Draw these items on the back of this sheet.  Houses  Surfing  Hospitals  Bangles  Clocks  Monopoly  Clothes  Hats  Pens  Shampoo 66

Section 6: The Ancient World – India

Answers Page 7 Primary sources: Maps, sound recordings, diaries, photographs, works of art, videos and films, preserved bodies, letters / emails, tombs, newspapers, clay tablets, inscriptions, artefacts.

that breaks out within a country.

This is a Ready-Ed Publications' book preview.

Both: Photographs, works of art, maps.

Secondary sources: History textbooks, biographies, published stories, movies of historical events, works of art, music recordings, maps, photographs.

Page 8 a) primary b) primary c) secondary d) primary

Page 9 Archaeologist: studies past human societies by recovering and analysing materials that have been left behind.

Anthropologist: is the study of humanity.

Palaeontologist: the study of pre-historic life.

Cryptographer: is the practice and study of hiding information.

Stratigraphy: studies rock layers and layering.

Excavation: the exposure, processing and recording of archeological remains.

DNA testing: identifies individuals based on their DNA (biological) makeup.

Radio-carbon dating: estimates the age of materials up to 58,000 and 62,000 years old.

Page 10 1) 6 years 2) 76 years 4) 700 years Page 11 2500 BC - Ancient Egyptian civilization. 2400 BC - Beginning of ancient Chinese civilization.

1200 BC - Formation of Indian civilization – Hindu civilization created. 1100 BC - Formation of Greek civilization. 753 BC - The founding of Rome. 509 BC - Traditional date for the founding of the Roman Republic. 483 BC - Gautama Buddha died. 336 BC - Alexander the Great ruled Macedonia. 221 BC - The building of the Great Wall of China began during the Qin Dynasty.

146 BC - Rome conquers Greece. 79 AD - Mount Vesuvius erupted in Italy covering Pompeii and Herculaneum. 392 AD - Christianity becomes official religion of the Roman Empire. 1340 AD The Black Death reaches Europe (the plague).

Page 12 1) 1100 BC 2) 221 BC 3) 753 BC 4) 2400 BC

Page 21 'Education is the kindling of a flame not the filling of a vessel’ means that education prompts you to ask more questions and be curious rather than ensuring that you have all the answers to every question.

Page 23 Men's roles: To be brave and loyal, adopt leadership roles, choose daughter’s husband.

Women’s roles: Carry out household chores, take care of husband and family. Both: Attend public baths and participate in daily games. Celebrate Roman festivals and follow Roman customs.

Page 28 Students should shade green 500-2000 BC. Students should shade red 3000 – 2500 BC, 2000500 BC, 330 BC, 30 BC. True or False: T, F (55), F (he believed in one god), F (it led to the decline).

Egyptian Pharaohs: 1) She had to adopt a male identity. 2) Men liked to be in power and did not want to change traditional roles assigned to men and women. 3) He wanted the Egyptian people to worship one god rather than many gods. This was known as Monotheism. He moved the capital city to escape the influential priests of the old religion. 4) No they didn’t. They changed the religion back as soon as he died. 5) It declined, as over 50 Pharaohs ruled during this time and then Cleopatra.

Page 32 The pyramids were used as tombs to protect the mummified bodies of their Pharaohs.

Page 33 1) They would return to nothing. 2) To please the gods. 3) To honour the gods. 5) They believed that gods appeared on earth in the form of animals. 7) Geb: god of earth and guide to heaven. Hapi: god of the Nile. Osiris: god of earth and vegetation. Bes: god of music, dance and war. Ptah: god of craftsmen. Re: god of the Sun. Thoth: god of wisdom and learning. Sobek: god of the crocodile.

Page 34 Medicine: antiseptic. Buildings: cement, irrigation systems, reservoirs. Household: lock and key, comb, wig, eyeliner, mascara, toothbrush, toothpaste, ink. Mathematics: 365 day calendar, 24 hour division of time, equation solutions, fractions, decimal system, geometrics.

Go to www.readyed.net

Page 15 Assassination: to kill somebody often in secret for political reasons. Statesman: someone in a notable position. Consul: ruler. Civil War: a war

67

Page 38 Definitions: Peninsular: surrounded on three sides by water. Elected: voted in/selected.

Colonies: places which have been taken control of by a particular group or nationality. Thriving: doing well/prosperous. Commercial: relating to business. Permitted: allowed.

Page 44 1) Boxing, discus, throwing and wrestling. 3) The Hippocratic Oath is a promise taken by doctors today to practise and maintain certain moral and ethical standards in their work.

This is a Ready-Ed Publications' book preview.

Seas: Ionian Sea, Aegean Sea and the Mediterranean Sea.

Colonies: Turkey, Italy, Africa and France.

Women’s roles: Stay home and deal with household chores. They could send their slaves to the Agora to purchase any products that they needed.

Trade: No. Page 40 1) Turkey. 2) Limnos and Kavala. 3) Sparta and Albania.

Page 41 1) Socrates’ famous saying, “The only true wisdom is in knowing you know nothing” means that you are wise when you realise that there are no fixed truths and nothing is definite. Everything can be debated and rethought. Aristotle’s famous saying, “We think in pictures. If you wish to change what you think, change the picture” means that we all have the power to change the way we think. Our thoughts are not fixed. 2) Amphitheatres were enormous outdoor theatres on hillsides. 3) Three plays enjoyed by Greeks were tragedies (the main character usually suffers a disastrous end), comedies (the ending is happy and there are many jokes throughout) and satires (human legends are mocked). 4) Homer wrote down and collected many of the ancient legends. He put the collection of stories in a book called The Odyssey. 5) The Parthenon in Athens is just one of many buildings which shows off the Greeks' skills in architecture.

Page 42 1) For his kind actions. 2) Kind and caring. 3) Himself. 4) For everything that he touched to turn to gold. 5) Take back his wish. 6) They have a magic touch. 7) Because he was able to hold his daughter.

Page 43 1) They believed the gods would make their lives better and look after them in the underworld. 2) Because they had ichor in their veins instead of blood. 3) They believed that priests had the power to talk to gods and influence their decisions. 4) They prayed to gods in special places in their homes.

Page 45 2) In Maths. 4) Genesis: beginning. Dogma: practice/law. Kudos: status. 5) From the first two letters of the Greek alphabet: alpha and beta. Challenge: 1) They borrowed it from the Phoenicians. 2) They added vowels to it.

Page 48 Timeline: Xia Dynasty (before c. 1523 BC), Shang Dynasty (c. 1523 BC – c. 1027 BC), Zhou Dynasty (c. 1027 BC – c. 221 BC), Han Dynasty (until AD 220), Qin Dynasty (221 BC). Pictures: the terracotta army tomb of Qin Shi Huang and The Great Wall of China.

Page 51 Class levels: The Shi, the Nong, the Gong and the Shong. Weapons: daggers, axes, spears and crossbows.

Page 53 Yin: night, dark, negative.

Yang: light, heaven, positive.

Page 58 1) Because he became a Buddhist. 2) Remorse: regret. Prosperity: tendency. Emergence: to appear. Precious: valuable. 3) Yellow: 2500 BC, 260 BC, AD 50, AD 320-550. Red: 2000 BC, 1500 BC, 326 BC. Page 63 Personality: concerned, over cautious, naïve.

Challenge: to save the other animals from devastation. Role: to create conflict in the story.

The moral of the story is to think and check before you speak and act.

Page 64 1) Feeling unhappy. 4) Hindu moksha is the attempt to purify yourself in each life so that you can eventually free yourself from ongoing lives.

If you achieve moksha, you will be united with the source of creation – Brahman – the eternal godhead. Buddhist nivana is achieved when you cease to believe that anything permanent in the world exists and when you follow The Noble Eightfold Path.

Go to www.readyed.net

68

Page 65 1=Vishnu, 2=Ganesh, 3=Brahma, 4=Lakshmi 5=Shiva.

Page 66 Hospitals, bangles, shampoo.