The Ancient Indus Valley Civilization

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2 Teacher s Guide The Ancient Indus Valley Civilization A Guide to Accompany Indus River: Journey of a Lifetime A Unit of National Standards for World History Grades 5-12 Designed and Developed By Abha Sinha Educational Technology Coordinator WGTE Public Broadcasting 1270 S Detroit Avenue Toledo OH Tel: ERC or erc@wgte.org

3 Topical Outline Section 1 Introduction to National Standards for History Section 2 Section 3 Section 4 Section 5 INDUS RIVER - Journey of a Lifetime Ancient Civilizations An Overview Lesson Plan Appendices

4 The Ancient Indus Valley Civilization Introduction This teacher guide is developed for students to understand the impact of the Indus River on civilization. Study of the Indus River Civilization is a unit of national academic content standards for world history. The development of the History Standards was administered by the National Center for History in the Schools at the University of California, Los Angeles under the guidance of the National Council for History Standards. It consists of two broad sections: National Standards for History (Grades K-4) and National Standards in United States and World History (Grades 5-12) The Indus River Valley civilization flourished around 2,500 B.C. in the western part of South Asia, in what today is Pakistan and western India. It is often referred to as Harappan Civilization after its first discovered city, Harappa. National Standards in United States and World History (Grades 5-12) Without history, a society shares no common memory of where it has been, what its core values are, or what decisions of the past account for present circumstances. Also without history, we cannot undertake any sensible inquiry into the political, social, or moral issues in society. Historical knowledge and inquiry help us to become effective participants in the democratic processes of governance and to attain the fulfillment, for all our citizens, of the nation s democratic ideals. This Guide addresses the following Standards: Standard 1 The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley The student understands how Mesopotamia, Egypt, and the Indus valley became centers of dense population, urbanization, and cultural innovation in the fourth and third millennia BC. The student understands how commercial and cultural interactions contributed to change in the Tigris-Euphrates, Indus, and Nile regions

5 Standard 2 How agrarian societies spread and new states emerged in the third and second millennia BC. The student understands how civilization emerged in northern China in the second millennium BC. The student understands how new centers of agrarian society arose in the third and second millennia BC. Standard 3 The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BC. The student understands how population movements from Western and Central Asia affected peoples of India, Southwest Asia, and the Mediterranean region. The student understands the social and cultural effects that militarization and the emergence of new kingdoms had on peoples of Southwest Asia and Egypt in the second millennium BC. The student understands how urban society expanded in the Aegean region in the era of Mycenaean dominance. The student understands the development of new cultural patterns in northern India in the second millennium BC. Standard 4 Major trends in Eurasia and Africa from 4000 BC to 1000 BC The student understands major trends in Eurasia and Africa from 4000 to 1000 BC Detailed Outcomes for each Standard can be found at

6 Teaching Resources Video Cassette WGTE Public Broadcasting of Northwest Ohio has produced a one-hour educational video, Indus River: Journey of a Lifetime. It is available as a VHS cassette from WGTE. It may be ordered by using the contact information, below. Please call ERC ( ) or ERC@WGTE.ORG to place an order. INDUS RIVER - Journey of a Lifetime This is a story of a man s fulfillment of a boyhood dream. Growing up in Pakistan, Dr. S. Amjad Hussain always hoped to explore the Indus River. Between 1987 and 1996, years after becoming a respected surgeon in Toledo Ohio, Dr. Hussain undertook a series of journeys to the Indus, culminating with an expedition to locate its source high in the Himalayas. Experience the incredible mountain vistas and scenic beauty of the Indus, from the mountains to the Arabian Sea in this video cassette. Books

7 Ancient Civilizations An Overview Societies exhibiting the major characteristics of civilization experienced extensive growth during the era from 4000 and 1000 BC. Four great floodplain civilizations appeared; the first in Mesopotamia, then, shortly thereafter, in the Nile Valley, and around 2500 BC, in the Indus Valley. These three civilizations mutually influenced one another and came to constitute a single region of intercommunication and trade. Finally, a fourth great civilization arose in the Yellow River valley of northwestern China in the second millennium BC. During this era, much of the world s population lived in small farming communities, while others hunted or foraged. Facts about this era: This is the period when civilizations appeared, shaping subsequent eras of history. Students must consider the nature of civilization as both a particular way of organizing society and a historical phenomenon subject to transformation and collapse. Many of the world s most fundamental inventions, discoveries, institutions, and techniques appeared. Subsequent civilizations would build upon these achievements. Early civilizations were not self-contained but developed their distinctive characteristics partly as a result of interactions with other peoples. This era introduces students to one of the most enduring themes of history; the dynamic interplay, for good or ill, between the agrarian civilizations and pastoral peoples of the great grasslands. Indus Valley Civilization - Background Settlement Indus Valley remnants (refer to appendices for detailed maps) have been discovered as far south as Bombay, in Maharashtra, India, to the Himalayas and northern Afghanistan in the north. The westernmost sites are on the Arabian Sea coast in Baluchistan, Pakistan adjacent to the Iranian border. A thousand miles to the east in India, Harappan settlements have been found beyond Delhi in Uttar Pradesh State. Discoveries in the southern Gujarat State suggest a coastal network spanning hundreds of miles.

8 Indus Valley culture seems to have moved from west to east, with sites towards central and southern India flourishing after the original settlements in Harappa and Mohenjo- Daro had declined. Important Sites Harappa was an Indus Valley urban center. It lies in Punjab Province, Pakistan, on an old bed of the River Ravi. It provides the first clues to the ancient Indus Valley, and is often called the Harappan civilization. Mohenjo-Daro is probably the best known Indus Valley site. It is in Sindh, Pakistan, next to the Indus. Here the Great Bath, uniform buildings and weights, hidden drains and other hallmarks of the civilization were discovered in the 1920 s. Dholavira has some of the best preserved architecture, located on Khadir Beit, an island in the Great Rann of Kutch in Gujarat, India. A tantalizing signboard with Indus script has also been discovered, here. Lothal is north of the Gulf of Cambay in Gujarat, India, near the Sabarmati River and the Arabian Sea. A bead factory and Mesopotamian seal, or imprint, have been found here, evidence of interaction between the two, great ancient civilizations. Rakhigarhi is a recently discovered, still unexcavated city in Haryana, India. It is as large as Harappa, Mohenjodaro and Ganweriwala. Ganweriwala is in Punjab, Pakistan near the Indian border. It was discovered in the 1970 s, and at 80 hectares is as large as Mohenjodaro. Ganweriwala may have been the urban center of a third Indus Valley region covering copper-rich Rajasthan. Chanudarho, 80 miles south of Mohenjo-Daro in Sindh was a manufacturing center. Various tool, shell, bone and seal-making facilities which involved writing were found. Sutkagen Dor in Baluchistan, next to Iran, is the westernmost known Harappan site. It is thought to have once been on a navigable inlet of the Arabian Sea. Sutkagen Dor would have been on the trade route from Lothal in Gujarat to Mesopotamia. All these sites flourished between 3000 and 2000 B.C., if not earlier. There are probably many more important Indus Valley sites. Some may have been lost or destroyed by shifting river paths. Others may be buried under modern towns. What does seem clear is that the important sites were commercial centers. They are on rivers or near the coast. Various specialized manufacturing facilities suggest that they were heavily involved in trade with each other and with locales far outside the region.

9 Urban Development The emergence of the Indus Valley civilization is as remarkable as was its relatively stabile existence for nearly one thousand years. The cities were well planned and were built with baked bricks all of equal size. The streets were laid at right angles to one another, with an elaborate system of covered drains. There was a fairly clear division in localities as houses were earmarked for the upper and lower strata of society. There were public buildings, the most famous being the Great Bath at Mohenjodaro and the vast granaries. Production of several metals such as copper, bronze, lead and tin was undertaken as evidenced by the remnants of furnaces. The discovery of kilns to make bricks support the fact that burnt bricks were used extensively in domestic and public buildings. Occupations Evidence points to the use of domesticated animals, including camels, goats, water buffalo and various fowl. The Harappans cultivated wheat, barley, peas and sesames, and were probably the first to grow, and make clothes from, cotton. Trade appears to have been a major activity at the Indus Valley and the sheer quantity of seals discovered suggest that each merchant or mercantile family owned its own seal. These personal seals are in various quadrangular shapes and sizes, each with a human, or an animal, figure carved on it. Discoveries suggest that the Harappan civilization had extensive trade relations with neighboring regions in India and with distant lands in the Persian Gulf and in Sumer (Iraq). Society and Religion The Harappan society was divided according to occupations, suggesting the existence of an organized government. The figures of deities on seals indicate that the Harappans worshipped gods and goddesses in male and female forms with evolved rituals and ceremonies. No monumental sculpture survives, but a large number of human figurines have been discovered, including a steatite bust of a man thought to be a priest, and a striking bronze dancing girl. Countless terra-cotta statues of a Mother Goddess have been discovered, suggesting that she was worshipped in nearly every home. Decline of the Indus Valley Civilization Research currently being conducted in India and Pakistan hopes to answer questions concerning invaders and the drying up of river beds. The first promising written script interpretations have been made. Radiocarbon chronologies are proving very useful. Satellite imaging is exposing old trade routes. The decline of the civilization has been attributed to several factors. Among these, are: Changes in the climate leading to an increase of arid land and lower agricultural output, thereby forcing the evacuation of inhabitants to more productive regions.

10 Increase in population, excessive deforestation, and a decline in agriculture, may have created economic problems leading to the gradual decay of the culture. Frequent floods may have led to the devastation of the city. The invasion of the Aryan people, and their customs, slowly eliminated the traditions and culture of the Indus Valley civilization. There are also the well-known accounts in the Rig Veda of northern or Aryan people driving an indigenous Dravidian people into south India. The existence of the Brahui tribe in Baluchistan, to the west of the Indus, who speak a Dravidian language like South Indian Tamil, suggests that a migration of people or culture did occur. Yet it is unclear whether the ancient Harappans would have been Aryans or Dravidians.

11 Lesson Plan: 1 - Objectives Students will be able to: Describe the historical perspective of Indus valley Civilization Identify the period of its emergence and existence. Identify the Social structure. Describe the occupation, trade and economy of the ancient Indus Valley. Analyze the factors having an impact on occupations, trade, and economy. Identify the pattern and planning of urban development utilized by the society. Analyze the positive and negative effects of the river on the civilization. Read and critically analyze maps and geographical features. Locate and identify the major sites of the Indus Valley Civilization on a map 2 - Instruction Students should conduct research using the Web sites listed on the Web Resource pages, in addition to using text and reference books from the library. As a part of the lesson plan, a Test, Test Key, Student Evaluation sheet, Student Activity Sheets, and Question Bank are attached. If you choose, you can administer the included test, twice, as a pretest and a final test to determine the level of achievement of your students independent research about the Indus Valley Civilizations. To help your students become genuinely excited about ancient history you could gather books from the library or even artifacts (reproductions) from various sources to bring the real world into your classroom. A map of India and Pakistan would be helpful. The Web sites will show the students many photographs of the Indus Valley Cities, artifacts, etc. There are numerous images and maps and stories on these Web pages. It is most beneficial to review the sites, yourself, before hand. Give students the activity sheets and schedule computer time. They can work alone or in groups. Each student should complete his/her own sheet and draw their own maps. The activity sheets are very specific with Web sites listed along with the questions. Students will go to the sites to find the answers to the questions posed by the activity sheets.

12 Step 3 Review Once students complete their tasks, gather as a class and review the history of the Indus River Civilization during the time of the Harappans. Step 4 - Assessment If you choose, this is the time to give the post/final test. Additionally, students can do short oral reports on their findings. They can also create artful maps of the Indus Valley. Test paper, Test Key, Activity sheet and the Student s evaluation form will assist the teacher in conducting this assessment.

13 Test Sheet Name Date Test 1. Name the river that supported the ancient Indus Valley. 2. Using a separate sheet of paper draw a map of ancient India and indicate the Indus River on this map. 3. Add the cities of Harappa and Mohenjo-Daro to your map. 4. Describe at least one destructive or negative effect the Indus River had on the civilizations that lived on its banks. 5. Describe at least two positive benefits the Indus Valley Civilizations gained by living next to the Indus River. 6. Give at least three relevant reasons why the Indus Valley Civilizations vanished. 7. Describe what life was like for a citizen of Harappa.

14 Test Key 1. Indus River 2. Two and three, refer the map which has river and the cities of Harappa and Mohenjo- Daro. 4. Students are to describe one negative effect the Indus River had on the ancient civilizations that thrived along its banks. The Indus River flooded the cities repeatedly. The Indus Valley is a flood plain and the cities would be devastated. The inhabitants rebuilt their cities many times. 5. Positive benefits the Indus Valley Civilizations gained by living next to the Indus River. It provided water for survival. It gave them tremendous agricultural facilities. They could catch and eat animals and fish that lived in or near the river. 6. Give at least 3 reasons why the Indus Valley Civilization vanished. No one really knows so logical assumptions are fair answers They moved away because of flooding. The Aryans vanquished them. The river dried up and the people migrated to new lands. A plague killed them. The people moved away for unknown reasons. 7. The answer needs to address the advanced civilization of a city with indoor running water and bathrooms, underground plumbing, and an economy based on the sharing of crops in a common storage area accessible to all citizens.

15 Student Evaluation Sheet 1. Did you learn the location of the Indus River Valley? 2. Did the Web sites give you the information you needed? 3. Did drawing maps by hand give you a better grasp of geography? 4. Did you learn more about flood plains? 5. Do you have any suggestions that would make the topic better? 6. Did you find other Web sites that are great? Your response will be valuable for other students in the class.

16 Student Activity Sheet Group Activity - Create a map of India, and identify the location of the Indus Valley civilization. Divide the class into groups of 4-5 students. Help them to select a group leader. Assign a task to each group members Introduce the activity to the class and hand out instructions, research questions and answer any questions the students may have. Hand out the required materials to each group. Each group will produce a map of India, showing the major geographical features of the Indus Valley, and the main cities of its ancient civilization. Materials: Blank sheets of paper or chart paper Coloring pens or markers Overhead projector Transparencies and markers World History book which includes a section or chapter on the Indus Valley civilization. Outline Maps of India and Pakistan (no identifications0 Physical map of India and Pakistan Video cassette Indus Valley: Journey of A Lifetime Research Questions What was life like in Harappa? What was the climate like? Was that wet or very dry? What type of bricks was used for building houses? Why?

17 Was the river swampy and wide and abundant or was it dry and weak? What kind of animals lived near the Indus? Was agriculture important? How do we know? Was the Indus Valley a good place for agriculture to thrive? Why? Did the Harappan people have sophisticated city planning? Describe. Did they use fired bricks? Did they have sewers and drains? Did they have big living quarters? Did they rebuild their cities exactly the same way after each flood? What was the religious belief of the Harappan people? Did they have any form of reading and writing? When did the Harappan Indus River Valley Civilization vanish? List at least three reasons why the Harappan Indus River Valley Civilization vanished? What is the name of the next tribal civilization that inhabited the Indus River Valley?

18 Research Activities 1. To prepare for the presentations, the groups must research the subject. 2. They can refer to a World History Book, visit Web sites (addresses are listed in Appendix B), and watch the video cassette. 3. Use a map of India both current and ancient and also and/or a map of Asia. 4. To ensure participation by all group members, each one must perform a specific task. With the help of the teacher the group can decide what each member will do. 5. The tasks to be assigned are: i. Finding research material about the geography of India from the maps in books and on a bulletin board ii. iii. iv. Finding research material about the sites of the Indus Valley Civilization in the textbook Identifying physical features and sites on the map Drawing the map for a presentation v. Preparing notes for the group s presentations. vi. Watching the Journey of a Lifetime video cassette. 6. Each member of the group will produce a map, of their own, using the information gathered by all the members. 7. The group will then produce a single map on a transparency sheet to use for their presentation (Draw your map on a sheet of paper before you put it on the transparency). 8. All work should be collected and graded. Procedure Group presentations Each group will be assigned appropriate class time to present their map and the findings of their research. 1. They will present their map on a transparency to the rest of the class. 2. Each group will produce a map of India, showing the major geographical features and the most important sites of the Indus Valley Civilization.

19 3. Each group will have 5 minutes to present their finished maps to the rest of the class. 4. It is the responsibility of the other groups to pay close attention to the presentation and to grade the presentation based on the following guidelines: i. Does the map show the major geographical features of the Indus Valley? ii. iii. iv. Does the map show the major sites of the Indus Valley Civilization? Is the map attractive and easy to read? Was the presentation well organized? v. Did it answer the questions listed in research question section? 5. Take notes on these questions on a separate sheet of paper as the different groups present their maps. Rubric: 1. With the other members of the group, come up with a grade for each group in the class, with the exception of your own group. 2. Explain the grade you have assigned each group. Example: If a group s presentation has only touched on 3 of the specified guidelines they should receive a score of 3, along with an explanation of why they were assigned that score. 3. The teacher will set the grading scale. Discussion and Assessments: 1. Ask how geographic location affected the rise of civilization in the Indus Valley. 2. Ask which geographic features affected the rise of Egyptian and Sumerian civilizations. 3. Ask students to describe 2 ways in which geography affected the life of people in the Indus Valley. List these responses on the blackboard. 4. Groups will evaluate one other s presentations based on the rubric provided by the teacher. 5. Ask students to write down 3 things they have learned about the Indus Valley, and one question they have on the back of their individual maps. 6. Collect maps and transparencies as well as group assessment forms.

20 APPENDIX - A Question Bank 1. Where was the Indus Valley civilization located? 2. How long did the Indus Valley civilization flourished? 3. What have we found out about life in the Indus Valley civilization? 4. How was the Indus Valley civilization discovered? 5. What do the streets and buildings tell us about life in Mohenjo-Daro? 6. What sort of written evidence is there of the Indus Valley civilization? 7. Name the river that supported the ancient Indus Valley. 8. Draw a map of ancient India and draw the Indus River on this map. 9. Add the cities of Harappa and Mohenjo-Daro to your map. 10. Describe at least one destructive or negative effect the Indus River had on the civilizations that lived on its banks. 11. Describe at least two positive benefits the Indus Valley Civilizations gained by living next to the Indus River. 12. Give at least three logical reasons why the Indus Valley Civilizations vanished. 13. Describe what life was like for a citizen of Harappa.

21 APPENDIX - B Useful Websites

22 APPENDIX - C

23 APPENDIX - D Indus Valley civilization sites in regards to current India and Pakistan map

24 APPENDIX - E United States Indus Valley site with regard to World map