Ryu

=Assignment 4-6= = **After completing your** __** Understanding How Ashoka's Edicts Helped Unify India **__ sheet answer the following comprehension questions: = == 1. What are the main ideas expressed in Ashoka's edicts? == He wanted everyone to be treated equally and fairly, regardless of their wealth. Also, he wanted to teach Buddhist values to others.

== 2. What are some of the ways in which Ashoka's leadership promoted unity in India? == He taught Buddhism to many people. If everyone has the same religious beliefs, if would be easier to unite people. Also, he published those edicts so that people could read it from everywhere.

== 3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India? == Ashoka's Buddhist beliefs made it easier to unify the country because people would have the same religious beliefs.

== 4. In addition to the edicts, what else might have contributed to the unification of India during this time period? == Being the King, Ashoka had a lot of power and land so, people would follow him without hesitation. People will follow a good leather.

==5. Explain how one of the edicts you examined could be categorized another way == Edict I is categorized in justice but it could also be categorized in Buddhist values. The reason is because it talks about reincarnation, which is one of the Buddhist teachings.

== (i.e. instead of Buddhist Values it could also concern Justice) ==

=__Assignment 4-7__=
 * Source:** Online Textbook pages 162-171


 * Directions:** You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...
 * Group 1: The Mauryan Empire (page 162-163, 166)
 * Group 2: The Gupta Empire (page 164-165)
 * Group 3: Indian Achievements- Religious Art & Sanskrit Literature (page 167-169)
 * Group 4: Indian Achievements- Scientific Advances (page 170-171)

Each part has (or might have) pictures, illustrations, maps, dates, vocabulary words, and important people. Your job as a sage is to become an expert on your part so you will be able to comfortably and confidently teach others. Remember that if you don't understand the information, you won't be able to teach others properly. Follow these steps to become a great sage:

__**Steps**__ = = =__**Reading page 167 - 169 Indian Achievements - Religious Art & Sanskrit Literature**__=
 * 1) Read all the information on the pages you are responsible for. Don't just read the main parts, look at the other information such as maps or diagrams or pictures.
 * 2) Take notes in your notebook and answer the **//Reading Check//** question after each section to make sure you understand the information. You also have to answer the questions about your section from **page 176** (section 4 or 5).
 * 3) Decide how you are going to present the information to your students. Will you just talk about the information (this can be boring) or will you use visuals or give a slideshow presentation (this can be more interesting)? Remember that your students have not read the information and are counting on you to teach them in an interesting and educational way.
 * 4) How will you check if your students understood the information? Will you make up questions to ask them? What else will you do? Will you ask your students to create something that shows their understanding? Think about how you are taught at school and the activities you do in your classes.

They carved their religious art on the walls and the ceilings of their temples. For Hindu temples, there were many god's carved, and for Buddhist temples, the scenes from the life of Buddha was carved and painted.
 * Summarizing** How did religion influence ancient Indian art?

They wrote plays, poetry and other types literature.
 * Categorizing** What types of literature did writers of ancient India

__**Steps**__ Step 1: Read all of the information (I did) Step 2: Take notes while reading (I did) Step 3: Decide how to present the information (I will use Microsoft PowerPoint to present.) Step 4: Decide how to check other students (I will ask to summary what he or she read.)

=**__Ancient Greece__**= =**__Assignment - 6-1__**=

=**Ancient Greece**=

=Assignment 6-1= Label and color a Map of Greece [|GreeceBlankOutlineMap.pdf] with the following locations and physical features (//Create a **Map Key** for symbols you use//). You should include the following: =** Physical Features: **= Island of Crete Island of Thera Island of Rhodes Asia Minor Macedonia Mount Olympus Pindus Mountains = **Cities:** = Knossos, Mycenae, Sparta, Athens, Corinth, Thebes, Delphi, Troy

= Bodies of Water: = Sea of Crete, Mediterranean Sea, Ionian Sea, Adriatic Sea, Aegean Sea, Gulf of Corinth =Atlas or Map Website Resources to Use:= [|Ancient Greece Flash Map] (Zoom in for detail) [|Ancient Greece Flash Map] (Zoom in, but not as detailed) [|AncientGreeceMap.pdf] [|Map of Greece] (Zoom once - Relief & Political Map) [|Google Earth] (Download the FREE software and zoom in for satellite pictures of Greece)

=Assignment 6-2=


 * Homer**

The [|Odyssey] is a 12,000-line Greek [|epic] poem dating from the eighth century B.C.E. An epic poem is a long poem divided into sections, or "books," that focuses on the extraordinary deeds and adventures of a hero. According to ancient Greek tradition, heroes were men who were born to one [|divine] and one human parent. The story of The Odyssey recounts the adventures of the Greek hero Odysseus during his 10-year voyage home to[| Ithaca] after the end of the [|Trojan War] in the thirteenth century B.C.E. Odysseus is considered the ideal Greek hero: an [|aristocratic] soldier of superior strength, intelligence, and courage, favored by the Gods. The poem is traditionally [|ascribed] to [|Homer] (circa 700 B.C.E.), who is considered the earliest Greek poet. Little is known about Homer's life, but ancient Greek playwrights referred to him as a "gifted blind poet." Some scholars believe that a line from a choral song attributed to Homer confirms this description: "If anyone should ask you whose song is sweetest, say: blind is the man and he lives in rocky Chios." Other scholars believe that "Homer" was the name given to a collective group of [|bards] who sang [|Mycenaean] folktales to entertain the nobles of [|Ionia], located on the west coast of [| Asia Minor]. It is generally believed that the exact author of The Odyssey is not as important as the ancient Greek values it contains. By listening to the stories in the poem, ancient Greeks learned standards of honorable behavior. These values, forged in the "Age of Heroes" during the Mycenaean Period, became the foundations of ancient Greek society.

Review the following Greek Values with your partner. Make sure you understand each idea. [|Athleticism] [|Hospitality] [|Ingenuity] [|Intuition] [|Justice] [|Loyalty] [| Respect] [|Teamwork]

= **Your Task** = = = **1.** Exam each image below and note the description of the vase painting for your assigned image. **2.** Read the DESCRIPTION for each scene. **3.** Listen to the AUDIO TRACK and read along with each passage from the Odyssey. **4.** Discuss and answer the questions for your scene from the Odyssey with your partner. **5.** Decide which Greek value is best demonstrated in your scene and draw a picture that represents that Greek Value. [| Athleticism] [|Hospitality] [|Ingenuity] [|Intuition] [|Justice] [|Loyalty] [| Respect] [|Teamwork] **6.** Be prepared to explain your scene to the class using the answers to your questions and how the value you picked is demonstrated in that scene.


 * In this picture we see a vase painting of [|Penelope] seated in front of her [|loom] and next to her son [|Telemachus]. Penelope's unfinished weaving stretches across the top of the loom and is decorated with patterns and fanciful creatures. This scene appears on a Red-Figure vase dating to the second half of the fifth century B.C.E.**




 * In this picture we see a vase painting or Odysseus and one of his men blinding the [|Cyclops Polyphemus] with a large branch. Odysseus is the figure in the center. Polyphemus holds a wine cup, illustrating Odysseus's plan to make the Cyclops drunk before attacking him. This scene appears on a late-geometric vase dating to 670 B.C.E.**




 * In this picture we see a vase painting of Circe stirring the potion that turned Odysseus's men into animals. The men surround [|Circe], who looks masculine herself, while Odysseus approaches at left with a sword to stop her. This scene appears on a Black-Figure vase dating to 550 B.C.E.**




 * In this picture we see a vase painting of Odysseus seated at the mouth of [|Hades], in front of the ghost of one of his men, Elpenor. Odysseus has sacrificed two calves to the spirits of the dead so they will converse with him. He speaks first with his dead shipmate Elpenor, while waiting to speak with the prophet Tiresias. The figures appear to be floating because the geographic features that were originally drawn around them have faded. This scene appears on a Red-Figure vase dating to the second half of the fifth century B.C.E.**


 * In this picture we see a vase painting of Odysseus tied to the mast of his ship as he listens to the song of the [|Sirens]. One of the winged Sirens swoops down in front of him, while two others are perched on cliffs in the upper right and left corners. Odysseus's men, their ears plugged with wax, row the boat oblivious to the charm of the Siren song. This scene appears on a Red-Figure vase dating to 475 to 450 B.C.E.**




 * In this picture we see a vase painting of two men, a pig, and a piglet. The scene is commonly thought to represent Odysseus, left, and the swineherd Eumaeus, who unknowingly put Odysseus up for a night before the hero returned home to confront his wife's [|suitors]. This scene appears on a Red-Figure vase dating to 470 to 460 B.C.E.**




 * In this picture we see a vase painting of a [|banquet] scene like the one Odysseus might have encountered on his return home. The male guests hold drinking cups, recline on benches piled with striped cushions, and listen to a female servant play a double pipe. This scene appears on a Red-Figure vase dating to 450 B.C.E.**




 * In this picture we see vase paintings that show Odysseus using a bow and arrow to slay Penelope's suitors. Two female servants stand behind him. Caught by surprise, one suitor is wounded and another hides behind an overturned bench. These two paintings appear on opposite sides of a Red-Figure vase dating to 450 to 440 B.C.E.**



=**While you listen to each group present their summaries you should use the following template to take notes in your Notebooks**=



=Assignment 6-3= Directions: Read the following information about the Minoans and the Mycenaeans and then answer the questions that follow **in your notebook**.

The Minoans:** Minoan culture developed on the island of Crete in approximately 3,000 B.C.E. Minoan palace murals (wall paintings) and painted pottery show us a great sea culture, fueled by fishing, farming, and local arts. The Minoans were master sailors and set up long-distance trade routes with Spain, Egypt, Canaan, and Asia Minor. Socially, the Minoans were an egalitarian (equal) culture, with both men and women holding respected positions in the fields of religion, agriculture, and craftwork. Recreation enjoyed by the Minoans included dancing to music and song, "bull-leaping" - and boxing, complete with boxing gloves and mouth guards. The remarkable peace-loving character of the Minoan civilization is obvious because they didn't have fortresses, war equipment, and painted battle scenes among the remains of their settlements. The Minoan civilization is historically important to Greece because it was the model for the Mycenaean (pronounced my-sih-NEE-in) civilization which is considered the earliest developed culture on mainland Greece.
 * __The Origins of the Greeks__

Mycenae was settled in 2,700 B.C.E. Most of the myths about ancient Greek heroes and their famous battles come to us from the Mycenaeans. Later Greek poets such as Homer used these tales in their writings. The Mycenaeans spoke an early form of the Greek language, and developed an agricultural economy based on grains, grapes, and olives. Like the Minoans, they traded by sea with Egypt and Asia Minor. Unlike the Minoans, the Mycenaeans devoted most of their energies to developing a strong military. The circular royal tombs of Mycenae reveal collections of decorated uniforms, elaborate helmets, chariots, daggers, and axes. Horses were also extremely important to the Mycenaeans, as they were the vehicles of war. Mycenaean documents suggest that their society was hierarchical, with kings and soldiers in positions of power at the top of society, and prisoners of war who became slaves at the bottom of society who served the kings and soldiers. Other than artwork showing religious festivals and musical performances, very few artifacts of entertainment were left by the Mycenaeans.
 * The Mycenaeans:**

//1. What did the Minoan and the Mycenaean civilizations have in common?// //2. In what ways were the Minoan and the Mycenaean civilizations different?// //3. Why do you think so many aspects of Minoan civilization are found at Mycenae?// //4. What other geographical areas, besides Mycenae, might Minoan civilization have influenced?// //5. What aspects of Minoan and Mycenaean civilizations would you expect to have survived in later periods of Greek history?// //6. Using your **textbook pages 256-257**, explain how the decline of the Minoans and the Mycenaeans was similar.// =Assignment 6-4=

Do a search for three Minoan and three Mycenaean artifacts and draw them in your notebook. Check the information in wiki 2 for ideas about what to search for (Minoan bull leaping is interesting). Under each picture, write a one-sentence caption describing the artifact and what it tells us about each civilization. __**Minoan Artifacts**__ http://www.uark.edu/campus-resources/achilles/age/bronze_age.html

__**Mycenaean Artifacts**__ http://www.aroundgreece.com/ancient-greece-history/mycenaean-civilization-greece.php http://www.worldwidestore.com/31332c.htm http://atheism.about.com/library/FAQs/religion/blgrk_mycenae12.htm

=Assignment 6-5= = = =**Athens Creates Democracy (p.264-265)**=

===**Democracy** is a type of government in which people rule themselves instead of being ruled by one person like a King.=== ===-500 BCE, Athenian leader **Cleisthenes** (KLYS-thuh-neez) develops //world's first democracy// in Athens===

===-Cleisthenes set up the Assembly which was a large meeting of male citizens, sometimes about 6000 men. They met on a hill called a Pnyx (pah-NIKS).=== ===-all citizens (except women, slaves, and foreigners) gathered in an Assembly. Slaves were sent out to force male citizens to go to the assembly===

===-At the Assembly, they discussed, debated, and, finally, voted on important issues such as changing voting laws or how to fight the Persians who wanted to control Greece.===



Write answers in your notebook.
===1. During our Assembly, how did you feel as the debate and voting was happening?===

2. How do you think other people felt during our discussion in our Assembly?
===3. Why do you think so many people were excluded from an Assembly in Ancient Greece?=== ===4. Give three benefits and three drawbacks of Athenian Democracy by making a table like this:===

Athenian Democracy
Sources: Copy the following venn diagram **in your notebook**. Then, using all of the sources above, compares these three poleis by filling in the proper area in the venn diagram.
 * ===Benefits (+)=== || ===Drawbacks (-)=== ||
 * Athens
 * Corinth
 * Sparta
 * [[image:kis6ss:PoleisVenn.jpg width="466" height="479" caption="PoleisVenn.jpg"]] ||
 * PoleisVenn.jpg ||