Download Classical Persia, India and China

World History
Social Studies
Unit: 03
Lesson: 03
Suggested Duration: 4 days
Classical Persia, India and China
Lesson Synopsis:
This lesson helps students understand the development, contributions, and influences made by Persia, India, and China
during the classical period. The lesson also addresses how products and ideas from these regions spread to other parts
of the world.
TEKS:
WH.1
History. The student understands traditional historical points of reference in world history. The student is expected
to:
WH.1B
Identify major causes and describe the major effects of the following events from 500 BC to AD 600: the
development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and
Han), and the development of major world religions. Supporting Standard
WH.2
WH.2C
WH.3
Explain how major river valley civilizations influenced the development of the classical civilizations. Supporting
Standard
History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is
expected to:
WH.3A
Describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece,
and Rome, including the development of monotheism, Judaism, and Christianity. Readiness Standard
WH.16
Geography. The student understands the impact of geographic factors on major historic events and processes. The
student is expected to:
WH.16A
WH.24
WH.24A
WH.25
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History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is
expected to:
Locate places and regions of historical significance directly related to major eras and turning points in world
history. Supporting Standard
Culture. The student understands the roles of women, children, and families in different historical cultures. The
student is expected to:
Describe the changing roles of women, children, and families during major eras of world history. Supporting
Standard
Culture. The student understands how the development of ideas has influenced institutions and societies. The
student is expected to:
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World History
Social Studies
Unit: 03 Lesson: 03
WH.25A
WH.27
WH.27A
Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.
Supporting Standard
Science, technology, and society. The student understands how major scientific and mathematical discoveries and
technological innovations affected societies prior to 1750. The student is expected to:
Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley
civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in
China from the Tang to Ming dynasties. Supporting Standard
Social Studies Skills TEKS:
WH.29
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
WH.29F
Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions,
and developing connections between historical events over time. Eligible for Dual-coding on STAAR
WH.29H
Use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.
Eligible for Dual-coding on STAAR
WH.30
WH.30A
WH.31
WH.31A
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Use social studies terminology correctly.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicator(s)
•
Choose one of the following civilizations: Persia, India, or China. Sketch and label a historical map of the region.
Place five text boxes around the map, each containing an example of cultural diffusion. (WH.1B; WH2C; WH.3A;
WH.16A; WH.24A; WH25A; WH.30A)
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2I; 3H
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World History
Social Studies
Unit: 03 Lesson: 03
Key Understandings and Guiding Questions:
•
Civilizations may spread their culture to other regions through cultural diffusion.
 In what ways do civilizations spread their culture to other regions of the world?
 What were the causes and effects of the development of Persia, India and China from 500 BC to AD 600?
 What were the major political, religious/philosophical and cultural influences of Persia, India and China?
 Which places and regions have historical significance directly related to this time period, and where are they
located?
 What are some of the fundamental ideas and institutions of Eastern civilizations that originated in China and
India?
 What major ideas in mathematics, science, and technology originated in India and China during this time
period?
Vocabulary of Instruction:
•
centralized government
•
cultural diffusion
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
Teacher Resource: PowerPoint: Cultural Diffusion
•
Handout: Frayer Model (1 per student)
•
Handout: Economic, Social, Political and Geography Chart (1 per student)
•
Teacher Resource: Economic, Social, Political and Geography Chart KEY
•
Handout: Outline (1 per student)
•
Handout: Interview Questions (cut apart, 1 set of questions per student)
•
Handout: “Influences” Pictorial Graphic Organizer
Resources and References:
•
None identified
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World History
Social Studies
Unit: 03 Lesson: 03
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information:
Note that the TEKS use BC and AD, but students should also be familiar with BCE and CE.
Classical India: This region during this time period is best understood if divided into two influential empires. The Mauryan
Empire existed from approximately 302 BC to 232 BC and the Gupta Empire flourished from approximately 320 AD to 550
AD. The Mauryan Empire emerged out of successive victories against the forces of Alexander the Great in the region. The
first ruler of this empire was Chandragupta Mauryan whose rise to power was nebulous. The main contribution attributed
to Chandragupta Mauryan was the establishment and securing of the Mauryan Empire. The security of political power
allowed for greater economic, commercial, and agricultural prosperity. An important development during this time was the
dissemination of Buddhist beliefs amongst the merchant class. Siddhartha Gautama (commonly known as the “Buddha”)
embarked on a religious journey to pursue enlightenment through introspection and meditation. Buddhism was rapidly
disseminated by the grandson of Chandragupta named Asoka. Asoka was the second prominent leader of the Mauryan
Empire. Under Asoka, the empire made the most progress since he embraced many public works projects and refined the
bureaucracy. Asoka’s conversion to Buddhism contributed to peace and prosperity.
The Gupta Empire represented the paragon of a “classical civilization”. Unlike the Mauryan Empire, the Gupta empire,
whose success is attributed to the emperor Chandra Gupta I, experienced great strides in intellectual work including
advancements in mathematics, literature, astronomy, philosophy, logic and medicine.
Persia: The Persian empire which was also known as the “Achaemenid Empire” lasted from approximately 550 BC to 330
BC. It was established by Cyrus the Great who successfully unified the various tribes and clans under one political
structure guaranteeing peace between the subjects as long as they paid taxes. The empire also attempted to equally
distribute responsibilities amongst the subject clans and tribes. The Persian Empire constructed a sophisticated body of
roads and utilized metal coinage which increased the efficacy of its administration. One of the most important aspects of
the Achaemenid Empire was its embrace of the monotheistic Zoroastrian faith. Zoroastrianism was founded by a prophet
named Zoroaster (also known as “Zarathustra”) who believed in one deity commonly known as “Ahura Mazda”. This was
unconventional considering that the vast majority of the ancient world embraced different forms of polytheism.
Zoroastrianism also introduced a form of dualism in which actions and events would be interpreted as “good” and “bad”.
This led to a “moral responsibility” and moral consciousness amongst its followers. Some scholars argue that one reason
the Persians attempted to conquer all of Greece was rooted in their Zoroastrian faith. The end of the Persian Empire
came about as a result of Alexander the Great’s invasion.
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World History
Social Studies
Unit: 03 Lesson: 03
China: Zhou Dynasty (approx. 1050 BC - 256 BC) – The Zhou dynasty was founded after the Shang dynasty was
overthrown and it paved the way for great creative and intellectual development in Chinese thought. The Zhou political
structure slowly morphed from a decentralized feudal system to a large multistate bureaucratic structure. The early Zhou
rulers legitimized their rule by arguing that the last Shang king was decadent and morally bankrupt. This gave the early
Zhou rulers the notion that Heaven had given them the initiative to rule. This was known as the "Mandate of Heaven”. The
main schools of thought that emerged during the Zhou period were Confucianism, Taoism (Daoism), and Legalism.
Confucius and his disciples were primarily concerned with moral and ethical action. They argued that government officials
needed to place high esteem in morality to effectively rule the populace. Confucius also regarded the importance of
morality in families to bind them tightly. This emphasis on ethical action sparked a reaction from a later school of thought
known as Taoism. The Taoists observed that nature and everything in it followed a kind of abstract law known as the
"Tao”. This focused on the impermanence of the cosmos; everything was in a state of flux. The Taoists regarded any
action, especially ethically motivated action, as a hindrance to the natural flow of the cosmos. This implied that people
should not attempt to change their state; rather, they should accept any situation as it is. The Legalists believed that
morality in the state was ineffective. They argued that the state should employ rigorous objective "Law" to control the
general populace and the state officials as well.
Qin Dynasty (approx. 256 BC - 202 BC) - was extremely short-lived and rapidly declined after the death of the "First
Emperor " (Shihuangdi). Prior to the coming of Qin rule, China had experienced much civil strife and discord. The first Qin
king (also known as the First Emperor, or Shihuangdi) applied Legalist ideals to consolidate China and efficiently
administer the state by improving infrastructure. One famous example of this was the construction of the Great Wall of
China to defend China from nomadic marauders in the north.
Han Dynasty (approx. 206 BC - 220 BC) - The Han Dynasty's authority emerged from a power struggle as the Qin
dynasty's power dissolved. The first emperor of the Han dynasty was opposed to the ideology of Legalism. The entire rule
of the Han dynasty radiated it's appreciation of Confucianism. The first emperor of the Han dynasty voided several of the
extreme Legalist policies that had been enacted by the Qin dynasty. Confucianism was fostered and nurtured during this
period. Confucian scholars were employed by the state as administrators. The Han dynasty did maintain a convoluted and
expansive bureaucracy mainly to defend from nomadic marauding in the north. Under the Han Dynasty paper was
invented.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Cultural Diffusion
NOTE: 1 Day = 50 minutes
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World History
Social Studies
Unit: 03 Lesson: 03
Instructional Procedures
Notes for Teacher
Suggested Day 1 – 20 minutes
1. Group students into pairs/partners.
Materials:
•
2. Show students slide 1 of the Teacher Resource: PowerPoint: Cultural
Diffusion.
3. Allow time to create the tri-fold or sketch the chart (a few minutes).
4. Once students have completed their chart, show the second slide,
revealing one section of the image.
paper, 1 blank sheet (to create a trifold or copy the chart from the
PowerPoint (slide #1)
Attachments:
•
Teacher Resource: PowerPoint:
Cultural Diffusion
•
Handout: Frayer Model (Cultural
Diffusion)
•
Handout: Graphic Organizer
5. Students discuss the section with their partners and fill in their inferences
on their chart.
Purpose:
6. Reveal the next section of the image and repeat the process until the whole
image is revealed.
7. Once all sections are revealed, project the third slide and allow time for
partners to discuss the question and prepare a written answer.
8. Randomly select students to share their responses. The teacher records
responses on the board (five to ten minute discussion).
The focus is on understanding how and
why culture spreads to different parts of
the world.
TEKS: WH.1B, WH.3A, WH.16A,
WH.25A
Instructional Note:
•
It is important for students to make
the connection between cultural
diffusion and empire building.
Provide students with modern day
examples to make it relevant for
them.
•
Cultural Diffusion: the spread of
culture traits from one culture to
another.
9. Write the word “cultural diffusion” on the board and provide a definition for
the students.
10.Students copy the definition on the opposite side of the sheet where they
drew their three column chart and proceed to work on a Frayer Model
graphic organizer for cultural diffusion.
11.Explain to students that they will be reading about three empires that
helped to facilitate trade and cultural diffusion.
•
The three civilizations we will be learning about are the Persian
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World History
Social Studies
Unit: 03 Lesson: 03
Instructional Procedures
Notes for Teacher
Empire, empires in India, and empires in China. What constitutes
an empire? (Possible student answers: power, control over many
people, control over huge areas of land, etc.) Scribe student
responses on the board.
•
How might one group of people spread their culture to other
groups of people? Does the spread of ideas/culture always
occur? Why or why not?
12.Review with students the definition of an empire and discuss the
characteristics of an empire. (An empire is a major political unit having a
territory of great extent or a number of territories or peoples under a single
sovereign authority.)
EXPLORE/EXPLAIN – Read and Interview
Suggested Day 1 (cont’d) and 2 – 70
minutes
1. Divide students into groups of three.
Materials:
2. Assign each student in the group one of the three regions (Persia, India,
and China and their empires). Students read appropriate sections from the
textbook and other district resources as well as approved internet sources.
3. Distribute the Handout: ESPG Chart (Economic, Social, Political,
Geography)
•
information on Persia and empire
•
information on India and empire
•
information on China and empire
Attachments:
•
4. Each student in the group silently reads information about his/her
region/empire and takes notes on the handout about that region/empire.
The student will become the group’s expert on that region/empire.
5. On the flip side of the graphic organizer handout, each student sketches
the location of the empire relative to the rest of the world or continent.
6. When students have completed their readings and note-taking, they are
ready to be interviewed by the other students.
Handout: ESPG Chart (Economic,
Social, Political, Geography)
•
Handout: Outline
•
Handout: Interview Questions
Purpose:
Students gather new information about a
region/empire. At the end of this activity,
all students will have answered the
interview questions for each of the
empires.
TEKS: WH.1B, WH.2C, WH.25A,
WH.27A, WH.29F, WH.29H, WH.31A
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World History
Social Studies
Unit: 03 Lesson: 03
Instructional Procedures
Notes for Teacher
7. Distribute the Handout: Interview Questions.
Instructional Note:
8. Each student will be interviewed about their region/empire by the other two
•
Students read the outline and other
materials, such as the textbook and
other classroom resources. The
outline provided is a guide and
certainly not all inclusive of the
information for each of the empires.
•
The time allowed should be ample,
but make sure to time students so
they have time to conduct all the
interviews.
students using the interview questions on the handout that are specifically
designed for that empire.
9. Students write responses to the questions in the square to the right labeled
“Student Responses.”
10.
Begin with Persia (two students interview student who read about
Persia)
11.
Continue with India (two students interview student who read about
India)
12.
Lastly is China (two students interview student who read about China)
EXPLAIN – Read, Interview, Write
Suggested Day: 2 – 10 minutes
1. Students briefly reflect on what they have learned about Persia, India, and
Materials:
China and their empires from 500 BC to AD 600: the development of the
classical civilizations.
•
Handout: Interview Questions from
the Explore section
2. Each group then briefly discusses the information and writes a summary
statement about each region/empire to add to their Handout: Interview
Questions.
ELABORATE – Influences
Suggested Day: 3 – 50 minutes
1. Distribute the Handout: “Influences” Pictorial Graphic Organizer.
Materials:
•
2. Students use the handout and work independently or with a partner to list
and explain major political, religious/philosophical, and cultural influences
of Persia, India, and China on the United States.
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Handout: “Influences” Pictorial
Graphic Organizer
Purpose:
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World History
Social Studies
Unit: 03 Lesson: 03
Instructional Procedures
Notes for Teacher
3. Facilitate a discussion where students use academic language to share
Students elaborate on what they have
learned by making connections between
the classical civilizations and how they
influenced other civilizations including the
U.S.
their responses.
4. Scribe student responses on the board.
TEKS: WH.1B, WH.2C, WH.25A,
WH.27A, WH.29F, WH.29H
5. Continue the discussion so students have an opportunity to discuss
whether they agree or disagree with other student responses (students
justify their positions).
Instructional Note:
•
This activity helps students make
relevant connections between
classical civilizations and modern
nations.
•
If time permits, students can draw
their graphic organizer on butcher
paper and present their findings to
the class.
6. Include in the discussion an opportunity for students to summarize their
learning by answering the guiding questions and support the Key
Understanding.
•
Civilizations may spread their culture to other regions through cultural
diffusion.
 In what ways do civilizations spread their culture to other regions
of the world?
 What were the causes and effects of the development of Persia,
India and China from 500 BC to AD 600?
 What were the major political, religious/philosophical and cultural
influences of Persia, India and China?
 Which places and regions have historical significance directly
related to this time period, and where are they located?
 What are some of the fundamental ideas and institutions of
Eastern civilizations that originated in China and India?
 What major ideas in mathematics, science, and technology
originated in India and China during this time period?
EVALUATE – Performance Indicator
•
Suggested Day 4 – 50 minutes
Choose one of the following civilizations: Persia, India, or China.
Sketch and label a historical map of the region. Place five text boxes
around the map, each containing an example of cultural diffusion.
TEKS: WH.1B; WH2C; WH.3A; WH.16A;
WH.24A; WH25A; WH.30A
(WH.1B; WH2C; WH.3A; WH.16A; WH.24A; WH25A; WH.30A)
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World History
Social Studies
Unit: 03 Lesson: 03
Instructional Procedures
Notes for Teacher
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