By Wendy Conklin
This source presents classes and actions that deliver 4 far-off cultures vibrantly into the school room and immerse scholars in background. wealthy historical past fabrics aid enticing actions comparable to reading-aloud a quick play in accordance with the epic of Gilgamesh, studying the fundamentals of chinese language calligraphy, making plans an Indus Valley shuttle itinerary, taking part in a board video game renowned in historic Kush, and plenty of extra. to be used with Grades five & Up.
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Extra resources for Ancient Civilizations: China, India, Africa, Mesopotamia
S. H . . OW ...... m ❶ Create a transparency of the map on A Map of the Nile. ❷ Explain to students that Kushite society depended on its relations with foreign trade partners. Show students the transparency of the map of ancient Kush. Ask students with whom they think the Kushites might have traded. Write students’ suggestions on the board or on the transparency. ❸ Share with students the background information about Kushite trade on page 50. Using different colored overhead markers to represent different routes, show students a rough idea of some trading routes by drawing the following: a line along land from Memphis to Macoraba to Adane; a line through the Red Sea from Adane to Adulis; a line along land from Adulis to Meroe; and a line through the desert from Meroe to Napata, then along the Nile to the Mediterranean Sea.
Distribute a die and one copy of the Kushite Trade Game Board to each group. Give each student a game marker and a copy of Trading Cards. ❻ Have students cut out their 12 trading cards. Explain to students that the game cards represent items that Kushites traded. Tell students that the goal of the game is to have a successful trading expedition by meeting their trading goal. ❼ For each round of play, have players agree on a trading goal such as: to be the first trader to finish the game with eight cards, four of ivory and four of gold or, for a longer game, to be the first trader to finish the game with five cards, all of the same type of good.
S. H . . OW ...... m ❶ Tell students that as you read the following story, they will silently act it out. Clear enough space in the classroom so that students can move around. ❷ Read the following scenario to the class: It is the year 310 BC. You have been summoned to appear before Chandragupta, the first emperor of India. It has been a long journey to the capital city, Pataliputra, which is in northeast India near the Ganges River. As you approach the city, you carefully slide off your elephant and give him a gentle pat on the side.