By Wendy Conklin
This source presents classes and actions that deliver 4 far-off cultures vibrantly into the school room and immerse scholars in heritage. wealthy history fabrics help enticing actions corresponding to reading-aloud a brief play in line with the epic of Gilgamesh, studying the fundamentals of chinese language calligraphy, making plans an Indus Valley commute itinerary, enjoying a board video game renowned in old Kush, and lots of extra. to be used with Grades five & Up.
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Additional info for Ancient Civilizations: China, India, Africa, Mesopotamia
Divide the class into groups of three. Distribute overhead transparencies and overhead markers to students. ❸ Write the following causes on the board: climate changes, drought, floods, erosion, change in the Indus River’s path, drying up of other rivers, earthquakes, and invaders. ❹ Have groups select one or two causes and sketch pictures on their transparencies that show how these causes might have contributed to the disappearance of the Indus Valley civilization. For example, groups might sketch a picture of a field with dying plants to show drought, or a picture of a family moving from a flooding river.
Answers 1. Memphis 2. six 3. Meroe is located within a triangle of rivers. 4. the Red Sea. 5. Soba Ancient Civilizations © Wendy Conklin, Scholastic Teaching Resources 51 Name _________________________________________________ Date _____________________ A Map of the Nile Kush Mediterranean Sea c. 500 BC Memphis (Cairo) Nile ARABIAN R i DESERT ve r LIBYAN DESERT Coptos SOUTHWEST ASIA Thebes Aswan Berenice First Cataract AFRICA Second Cataract Third Cataract Macoraba (Mecca) Red Sea Kerma Fourth Cataract Napata Fifth Cataract 0 100 200 Soba iver eR Blu ver ite Ri Wh Scale of Miles Riv ara Atb Meroe Sixth Cataract er Adulis Aksum Adane (Aden) Gulf of Aden 300 Use the map to answer the following questions.
OW ...... m ❶ Ask students to identify objects in their society (or in the classroom) that are made from iron. ❷ Share with students the background information about Kushite ironworkers on page 57. Discuss with students why the Assyrians might have wanted to keep the secret of iron making to themselves. Help students to realize that once Kush was able to produce its own iron weapons, it was better able to defend itself. ❸ Present students with the following scenario: “You live in ancient Kush.
Ancient Civilizations: China, India, Africa, Mesopotamia by Wendy Conklin