Artha: Strategies for Survival, Success and Power

http://www.askasia.org/teachers/lessons/plan.php?no=27&era=&grade=&geo=

Description: Artha, which loosely translates as "getting ahead," is one of four goals of Hinduism. Students explore this concept using a translated political doctrine from 4th century B.C.E. and also through a story about a young boy called Eight Rupees that links from the lesson. Standards 6.5.3 and 6.5.6

Author: Jean Johnson

Lesson ID: 1561

Arts of India

http://www.getty.edu/bookstore/titles/maps1.html

Description: This site, by the Getty Arts Education project, has activities for elementary, middle school and high school students on five works of Indian art: Buddhist Altarpiece; Royal Tiger Hunt; Dancing Ganesha; Elephant With Riders; and Buddha as Conqueror of Mara. Standard 6.5.5

Author: , Getty Education Institute for the Arts

Lesson ID: 101

Caste in Stone? Examining the Caste System and Its Effects on Indian Society

http://www.nytimes.com/learning/teachers/lessons/19990505wednesday.html?searchpv=learning_lessons

Description: In this lesson, students examine India's caste system. After learning about the history and development of the caste system, students discuss a New York Times article about how new political power granted to women in lower castes is affecting the political and social climate of India. Students then work in small groups to explore the economic, social and political 'rules' of the different classes in the Indian caste system. Standard 6.5.4

Author: Alison Zimbalist, The New York Times Learning Network

Lesson ID: 191

Disappearance of the Indus Valley Civilization

http://socialstudies.com/c/@eAA1_wUIMjraM/Pages/article.html?article@FG213A+af@donn

Description: The Indus Valley Civilization disappeared about 1500 B.C. While no single cause seems to have been responsible, climate, drought, intensive cultivation, changes in the course of the Indus River, depleted soils, and erosion may all have contributed. Some historians think the final blow to the civilization was dealt by nomads from Central Asia who swept into India's northwest plains. After studying the achievments of the Harappan cities, decide what you think. Standard 6.5.0 and 6.5.1

Author: Frank Schafer, India and China

Lesson ID: 318

Emperor Ashoka of India: What Makes a Ruler Legitimate?

http://socialstudies.com/c/@19M0l7mEkTrYA/Pages/article.html?article@NH169B

Description: During the age of agriculturally based empires, various conquerors from the western Mediterranean to East Asia brought large areas of populations under their own centralized authority. Gradually many of these conquerors came to realize that although military might was necessary to gain control over an area, sheer force of arms was not sufficient to govern effectively and ensure the loyalty and obedience of one's subjects. Examine appeals for legitimacy, "the right to rule," based on such strategies as heredity, divinity, charisma, tolerance, law, and appeal to moral authority. Standard 6.5.6

Author: , National Center for History in the School

Lesson ID: 356

Experiencing India's Caste System: A WebQuest

http://teachers.eusd.k12.ca.us/mguerena/castewebquest/index.htm

Description: Every civilization has a social structure. But, did you know that in Ancient India, people were born into their social position in life? Now imagine you can travel back in time to this ancient civilization. You will experience India's caste system with online discovery, games, and journal writing. Reincarnation is at hand, which caste will you be borne into? After taking on the role of a person from Ancient India (3000 yrs ago) including status in a specific caste, create 3 journal entries and share them with the class. Standards 6.5.3 and 6.5.4

Author: Rebecca Clark, Mike Guerena, Terri Linman and Daniel Pearson, Education 570

Lesson ID: 376

Exploring the Mandala

http://www.askasia.org/teachers/essays/essay.php?no=64

Description: A mandala is a diagram intended to symbolize the universe or cosmos in Buddhism. It defines a sacred space -- a space created for the performance of ritual or for the use of a great teacher or mystic. These activities introduce students to the concept of special spaces -- spaces set aside for specific actions or activities. Standards 6.5.5 and 6.6.1

Author: , Ask Asia Society

Lesson ID: 383

Lessons of the Indian Epics: Following the Dharma

http://edsitement.neh.gov/printable_lesson_plan.asp?id=589

Description: This lesson plan is designed to allow instructors to explore Hindu culture by examining the characters of the Ramayana, and the choices they make. Students will be able to explore the Hindu concept of right behavior (dharma) through an investigation of the epic poem, the Ramayana. Standards 6.5.3 and 6.5.7

Author: Jennifer Foley, National Endowment for the Humanities

Lesson ID: 1485

Life in the Indus Valley

http://web.singnet.com.sg/~thiens/story1.htm

Description: Today, the Indus Valley is a barren desert, broken only by the winding Indus River. A long time ago, when the land was first settled, the Indus Valley was a lush and fertile jungle. It was the home of all manner of wild beasts. These activities are about that time, many years ago, when the Indus Valley was fertile and prosperous. Standard 6.5.1

Author: Joyce and David Mollet, Independent Consultants

Lesson ID: 665

Nataraj: Shiva as Lord of the Dance

http://www.askasia.org/teachers/lessons/plan.php?no=94

Description: This lesson has students work in small groups to analyze and discuss the dancing figure of Shiva and to develop ideas about the meaning of various aspects of the image and how they relate to Hindu belief. Notes for the teacher are included. Standard 6.5.3

Author: Jean Johnson, New York University

Lesson ID: 741