Planned Cities on the Indus • Describe Indus Valley Cities and Culture

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LESSON PLAN 3 OBJECTIVES Camel rider at Giza Pyramids Chinese Han Dynasty tile painting • Describe the impact of geography on in Egypt the Indus Valley culture. Planned Cities on the Indus • Describe Indus Valley cities and culture. • List theories about the decline of the Indus Valley civilization. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

INTERACTION WITH The culture of India today has • subcontinent • Harappan FOCUS & MOTIVATE ENVIRONMENT The first Indian its roots in the civilization of the • monsoon civilization civilization built well-planned early Indus cities. Point to the chalkboard. Ask what some- cities on the banks of the one can learn about our culture from this Indus River. artifact. Explain that archaeologists have The great civilizations of Mesopotamia and Egypt rose little more than this from the Indus SETTING THE STAGE and fell. They left behind much physical evidence about their ways of life. This Civilization. (Possible Answers: use tools, is the case in what today is the area known as Pakistan and part of India where have schools, people can write) another civilization arose about 2500 B.C. However, historians know less about its origins and the reasons for its eventual decline than they do about the origins INSTRUCT and decline of Mesopotamia and Egypt, because the language of the culture has not been translated. The Geography of the Indian TAKING NOTES The Geography of the Indian Subcontinent Subcontinent Drawing Conclusions Use the graphic organizer Geographers often refer to the landmass that includes India, Pakistan, and Bangladesh as the Indian . A wall of the highest mountains in the Critical Thinking to draw conclusions about subcontinent Indus Valley civilizations. world—the Hindu Kush, Karakorum, and Himalayan ranges—separates this • What made the Indus Valley a good region from the rest of the Asian continent. place for a civilization? (Mountains and Indus Valley Rivers, Mountains, and Plains The world’s tallest mountains to the north and Cities fact deserts protected the people; rivers a large desert to the east helped protect the Indus Valley from invasion. The provided water and fertile soil.) Language fact mountains guard an enormous flat and fertile plain formed by two rivers—the • Was the geography of Mesopotamia or Trade fact Indus and the Ganges (GAN•jeez). Each river is an important link from the inte- Egypt more like that of the Indus rior of the subcontinent to the sea. The Indus River flows southwest from the Valley? Explain. (Mesopotamia; the Himalayas to the Arabian Sea. Much of the lower Indus Valley is occupied by the floods were unpredictable.) Thar Desert. Farming is possible only in the areas directly watered by the Indus. The Ganges drops down from the Himalayas and flows eastward across northern In-Depth Resources: Unit 1 India. It joins the Brahmaputra River as it flows to the Bay of Bengal. • Guided Reading, p. 23 (also in Spanish) The Indus and Ganges and the lands they water make up a large area that stretches 1,700 miles across northern India and is called the Indo-Gangetic Plain. Like the Tigris, the Euphrates, and the Nile, these rivers carry not only water for TEST-TAKING RESOURCES irrigation, but also silt, which produces rich land for agriculture. Test Generator CD-ROM Below the Indo-Gangetic Plain, the southern part of the subcontinent is a peninsula that thrusts south into the Indian Ocean. The center of the peninsula is Strategies for Test Preparation a high plateau cut by twisting rivers. This region is called the Deccan (DEK•uhn) Test Practice Transparencies, TT6 Plateau. The plateau is framed by low mountain ranges called the Eastern and Western Ghats. These mountains keep moist air from reaching the plateau, mak- Online Test Practice ing it a dry region. A narrow border of lush, tropical land lies along the coasts of southern India. 44 Chapter 2

SECTION 3 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 23 • Guided Reading, p. 23 • Science and Technology: Early Water Engineering, • Building Vocabulary, p. 25 Power Presentations CD-ROM p. 39 • Reteaching Activity, p. 42 Electronic Library of Primary Sources Formal Assessment Reading Study Guide, p. 17 • from “Indus Culture” • Section Quiz, p. 22 Reading Study Guide Audio CD classzone.com ENGLISH LEARNERS GIFTED AND TALENTED STUDENTS In-Depth Resources in Spanish In-Depth Resources: Unit 1 • Guided Reading, p. 19 • Science and Technology: Early Water Engineering, Reading Study Guide (Spanish), p. 17 p. 39 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources 44 Chapter 2 • from “Indus Culture” wh10te-010203-0044-0049 8/2/03 11:07 AM Page 45

Monsoon Winter Ancient India, 2500–1500 B.C. 40°N CHAPTER 2 • Section 3

H KUS Dry monsoon winds DU IN KARAKOR (October to May) H AM M Wet monsoon winds T S (June to September) KHYBER . PASS r Indus Valley civilization e iv History from Visuals R BOLAN PASS Harappa s u Interpreting the Map d H In Kalibangan IN I D O M Have students study the topography of -G Mohenjo- A A N G L Daro E A ancient India. What was the geography T Y IC A THAR PL S G AI R. of the Indus Valley like? (mountains, DESERT a n N aputra g e s R rahm i ver B rivers, plains) Extension Have pairs of students go Monsoon Summer INDIA through the first half of the section titled

G “The Geography of the Indian Arabian o da 20°N Sea vari Subcontinent.” Partners should locate on Rive DECCAN r PLATEAU S 0 200 Miles the map the different areas mentioned in K T rishn ver A a Ri H G the text. W 0 400 Kilometers

E N S R T Bay of E E

R T S N Bengal SKILLBUILDER Answers A G E H 1. Human-Environment Interaction the A

S 80°E Hindu Kush, Karakoram, and Himalaya

100°E mountains and the Thar Desert 2. Movement They blow across Asia and over the Himalayas before reaching the GEOGRAPHY SKILLBUILDER: Interpreting Maps Indian subcontinent. 1. Human-Environment Interaction What landforms presented natural barriers around the Indus Valley? 2. Movement Why do the winter monsoon winds carry so little moisture?

Monsoons Seasonal winds called monsoons dominate India’s climate. From October to February, winter monsoons from the northeast blow dry air westward across the country. Then, from the middle of June through October, the winds shift. These monsoons blow eastward from the southwest, carrying moisture from the ocean in great rain clouds. The powerful storms bring so much moisture that flooding often happens. When the summer monsoons fail to develop, drought often A. Answer the wet causes crop disasters. and dry cycles of the monsoons Environmental Challenges The civilization that emerged along the Indus River faced many of the same challenges as the ancient Mesopotamian and Egyptian civilizations. Identifying Problems • Yearly floods spread deposits of rich soil over a wide area. However, the What environ- floods along the Indus were unpredictable. mental challenge • The rivers sometimes changed course. did the farmers of • The cycle of wet and dry seasons brought by the monsoon winds was the Indus Valley face that the unpredictable. If there was too little rain, plants withered in the fields and Sumerians and people went hungry. If there was too much rain, floods swept away whole Egyptians did not? villages.

Early River Valley Civilizations 45

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Specialized Vocabulary Class Time 45 minutes Word Meaning Example Task Identifying and using key vocabulary subcontinent A large area of land that is India because it is cut Purpose To develop skill in using specialized vocabulary words part of a continent but is off from Asia by Instructions Have students work in pairs or small groups to gain under- also separated from the mountains standing of the specialized vocabulary used in this section to describe the continent geography of the Indus-Ganges Plain. Have students make lists of the monsoon A wind that changes direction. Winds that bring rain words they need to know; then have them make a chart listing the word, Can also mean a heavy rain. or dry air the meaning, and an example to help make the meaning clear. Some of the words that might need explanation are the following: plateau Land that is high and flat Parts of the south- subcontinent, monsoon, plateau, peninsula, plain. west in the United States Teacher’s Edition 45 CHAPTER 2 • Section 3 Civilization Emerges on the Indus Historians know less about the civilization in the Indus Valley than about those to the west. They have not yet deciphered the Indus system of writing. Evidence comes largely from archaeological digs, although many sites remain unexplored, Civilization Emerges on and floods probably washed away others long ago. At its height, however, the civ- the Indus ilization of the Indus Valley influenced an area much larger than did either Mesopotamia or Egypt. No one is sure how human settlement began in the Indian sub- Critical Thinking Earliest Arrivals continent. Perhaps people who arrived by sea from Africa settled the south. • What do the planned cities of the Indus Northern migrants may have made their way through the Khyber Pass in the Hindu Valley people tell us about their cul- Kush mountains. Archaeologists have found evidence in the highlands of agriculture? (high level of cooperation, strong ture and domesticated sheep and goats dating to about 7000 B.C. By about central government) 3200 B.C., people were farming in villages along the Indus River. • Why were the oven-baked bricks of the Planned Cities Around 2500 B.C., while Egyptians were building pyramids, peo- Indus Valley people superior to the sun- ple in the Indus Valley were laying the bricks for India’s first cities. They built dried bricks of the Sumerians? (They strong levees, or earthen walls, to keep water out of their cities. When these were were regular in size, making building not enough, they constructed human-made islands to raise the cities above possible floodwaters. Archaeologists have found the ruins of more than 100 settlements easier and more durable.) M A map of the along the Indus and its tributaries mostly in modern-day Pakistan. The largest cities citadel portion were Kalibangan, Mohenjo-Daro, and Harappa. Indus Valley civilization is some- of Mohenjo- times called Harappan civilization, because of the many archaeological discover- Daro shows ies made at that site. an organized One of the most remarkable achievements of the Indus Valley people was their More About . . . pattern of buildings and sophisticated city planning. The cities of the early Mesopotamians were a jumble The Ancient City of Harappa streets. of buildings connected by a maze of winding streets. In contrast, the people of the Indus laid out their cities Local people have long known of the site on a precise grid system. Cities featured a fortified of the ancient city of Harappa. In fact, area called a citadel, which contained the major build- many of the bricks have been carried off ings of the city. Buildings were constructed of oven- to use in contemporary structures. baked bricks cut in standard sizes, unlike the simpler, Archaeologists began excavating the site irregular, sun-dried mud bricks of the Mesopotamians. "College" in 1920. They have found huge granaries Early engineers also created sophisticated plumbing and sewage systems. These systems could rival any and public buildings that suggest the gov- Granary urban drainage systems built before the 19th century. ernment was geared mainly toward the The uniformity in the cities’ planning and construction economy and administration. Most of the suggests that the Indus peoples had developed a strong site has yet to be examined. Stair central government. Harappan Planning Harappa itself is a good example of this city planning. The city was partially built on mud-brick platforms to protect it from flooding. A thick brick wall about three and a half miles long surrounded it. Inside was a citadel, which provided protection for the royal family and also served as a temple. Tower The streets in its grid system were as wide as 30 feet. Walls divided residential districts from each Assembly other. Houses varied in size. Some may have been Hall three stories high. Narrow lanes separated rows of houses, which were laid out in block units. Houses featured bathrooms where wastewater flowed out to the street and then to sewage pits outside the city walls. Fortifications 46 Chapter 2

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Indus Valley Cities Class Time 45 minutes Task Understanding the challenges of city planning Indus Valley City New City Purpose To develop deeper understanding of the Indus culture Walls or islands to avoid Streets and parking Instructions To help students understand the achievement of good city floods Houses and shops planning, have them list the elements the Indus Valley people included in Streets in a grid Schools their city plans. Then have them start planning a new city near where they Special protection for Government buildings live. What are the elements of a city today? important buildings Have students compare the essential parts of their modern-day city with Parks Plumbing and sewer systems the Indus Valley city. What are the similarities and differences? Garbage collection and Students who need more help with this section can use the Reading Study sanitation Guide, pp. 17–18. Here are some sample lists: 46 Chapter 2 CHAPTER 2 • Section 3

Plumbing in Mohenjo-Daro From the time people began living in cities, they have faced the Science & Technology problem of plumbing: how to obtain clean water and remove human wastes? In most ancient cities, people retrieved water from a river or a Plumbing Facts central well. They dumped wastes into open drainage ditches or carted • The ancient Romans also built OBJECTIVE them out of town. Only the rich had separate bathrooms in their homes. sophisticated plumbing and • Explain why the plumbing systems built By contrast, the Indus peoples built extensive and modern-looking sewage systems. Aqueducts by the Indus people were so advanced. plumbing systems. In Mohenjo-Daro, almost every house had a private supplied Roman cities with bathroom and toilet. No other civilization achieved this level of water. convenience until the 19th and 20th centuries. The toilets were neatly • In the 17th century, engineers INSTRUCT built of brick with a wooden seat. Pipes connected to each house installed a series of water wheels to pump water for the Tell students that the plumbing system carried wastewater into an underground sewer system. fountains of Versailles, the discovered at Mohenjo-Daro is unusual palace of French king Louis XIV. because, although it dates back thou- The water was pumped from a RESEARCH LINKS For more on river three miles away. This sands of years, it has a very modern feel. water and waste management was the largest water-supply go to classzone.com Remind students that even at the turn of system powered by machine the 20th century, many rural and urban rather than gravity. • The flush toilet was patented in homes in the United States did not have 1775 by Alexander Cumming, a indoor plumbing. British mathematician and watchmaker.

1 In their private baths, people More About . . . took showers by pouring pitchers of water over Plumbing Facts their head. Rome was the only ancient city that had 2 Wastes drained through clay a reliable and plentiful supply of water. pipes into brick sewers running By A.D. 97, approximately 1,800 years after below the streets. These sewers had manholes, through which the decline of the Indus Valley civilization, sanitation workers could about 85 million gallons of water were inspect the drains and clean out the muck. supplied to the city each day through 9 aqueducts. More aqueducts were added later. In addition to Rome, another 200 cities in the Roman colonies constructed aqueducts. The aqueducts were amazing engineering feats that brought 1. Making Inferences What does the attention the Indus people gave to water over many miles. A few of these, the plumbing and sewer systems including the Aqua Virgo in Rome, still suggest about their culture? provide water. See Skillbuilder Handbook, Page R10. In-Depth Resources: Unit 1 2. Comparing and Contrasting Find out how water is supplied and • Science and Technology: Early Water wastewater disposed of in your Engineering, p. 39 home or community. How does the system in your home or community compare with what was used in Mohenjo-Daro? 47

CONNECT TO TODAY: ANSWERS

Making Inferences Comparing and Contrasting 1. The Indus people valued personal cleanliness and social sanitation. They 2. Encourage students to contact the local water department or sewage realized that establishing a citywide waste disposal system would be facility to find answers to the question. They may also find answers by more effective than leaving waste disposal up to individuals. They may contacting local building contractors or plumbers. Encourage students have known that poor sanitation could spread disease. to create diagrams to compare the water and waste systems in their community and in Mohenjo-Daro.

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CHAPTER 2 • Section 3 Harappan Culture Harappan culture spread throughout the Indus valley. Like the Egyptian and Mesopotamian civilizations you have studied, the culture was based on agriculture. Artifacts help to explain some aspects of the culture. Harappan Culture Language Like the other two river valley civilizations, the Harappan culture ▼ Harappan seals developed a written language. In contrast to cuneiform and hieroglyphics, the show an elephant Harappan language has been impossible to decipher. This is because, unlike the Critical Thinking (top), an Indian • Why does the discovery of toys indicate rhinoceros (middle), other two languages, linguists have not found any inscriptions that are bilingual. and a zebu bull The Harappan language is found on stamps and seals made of carved stone used that the Indus people were relatively (bottom). for trading pottery and tools. About 400 symbols make up the language. prosperous? (If they were not prosper- Scientists believe the symbols, like hieroglyphs, are used both to depict ous, they could not take the time to an object and also as phonetic sounds. Some signs stand alone and oth- Clarifying make toys.) ers seem to be combined into words. What is the main reason • What can you conclude from the fact Culture The Harappan cities show a remarkable uniformity in religion Harappan language that fertility images and representations and culture. The housing suggests that social divisions in the society has not been of Shiva, a mother goddess, are part of were not great. Artifacts such as clay and wooden children’s toys deciphered? later Indian civilization? (Some parts of suggest a relatively prosperous society that could afford to produce B. Answer No bilingual texts have the Indus culture were adopted by nonessential goods. Few weapons of warfare have been found, suggest- ing that conflict was limited. been found to help later peoples.) in the translation of The presence of animal images on many types of artifacts suggests the symbols. Electronic Library of Primary Sources that animals were an important part of the culture. Animals are seen on • from “Indus Culture” pottery, small statues, children’s toys, and seals used to mark trade items. The images provide archaeologists with information about animals that existed in the region. However, some of the seals portray beasts with parts of several different animals—for example, the head of Tip for Struggling Readers a man, an elephant trunk and tusks, horns of a bull, and the rump of a Explain to students that Hindu is a noun tiger. As in the case of the Harappan language, the meaning of these that has two meanings. It may refer to a images has remained a mystery. person who is a native of India, especially Role of Religion As with other cultures, the rulers of the Harappan northern India. It may also refer to some- civilization are believed to have close ties to religion. Archaeologists think that the culture was a theocracy. But no site of a temple has been one who practices the Hindu religion. found. Priests likely prayed for good harvests and safety from floods. Many Indians follow Hinduism. Here the Religious artifacts reveal links to modern Hindu culture. Figures show reference is to the religion. what may be early representations of Shiva, a major Hindu god. Other figures relate to a mother goddess, fertility images, and the worship of the bull. All of these became part of later Indian civilization. Trade The Harappans conducted a thriving trade with peoples in the region. Gold and silver came from the north in Afghanistan. Semiprecious stones from Persia and the Deccan Plateau were crafted into jewelry. The Indus River provided an excellent means of trans- portation for trade goods. Brightly colored cotton cloth was a desirable trade item since few people at the time knew how to grow cotton. Overland routes moved goods from Persia to the Caspian Sea. The Indus River provided a link to the sea. This access allowed Indus Valley inhabitants to develop trade with distant peoples, including the Mesopotamians. Seals probably used by Indus merchants to identify their goods have been found in Sumer. Ships used the Persian Gulf trade routes to bring copper, lum- ber, precious stones, and luxury goods to Sumer. Trading began as early as 2600 B.C. and continued until 1800 B.C.

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CONNECTIONS ACROSS TIME AND CULTURES THEMATIC CONNECTION: CHAPTER River Civilizations in the INTERACTION WITH 2 Ancient World ENVIRONMENT DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 4 As you have read in Chapters 1 and 2, human societies formed civilizations in fertile river valleys. People in Mesopotamia, Egypt, South Asia, and China depended on rivers to maintain their lives. These widely separated river civilizations all faced similar challenges. Compare the river systems in various civilizations by answering the questions below.

1. Accurately predicting the yearly ﬂoods was one of the challenges civilizations faced. River Civilizations What other problems were caused by the yearly ﬂoods? River ______

Problem Solution 2. Describe several solutions early civilizations devised to meet the challenge of Class Time 30 minutes Civilization growing crops during times of drought and to determine ownership of ﬂooded ﬁelds. ______

3. Irrigation canals had to be constantly tended because they could ﬁll up with silt. Task Comparing river civilizations A report on Mesopotamia stated, “Stoppage of canals by silt depopulated villages Egypt Yearly floods Predictable floods and cities more effectively than the slaughter of people by an invading army.” What do you think this statement means? ______Purpose To understand how river civilizations developed brought rich soil, so ______4. Irrigation canals would often ﬁll up with silt during times of war. Why do you think this would happen?______Instructions Have students compare the river civilizations were welcome. People ______5. How did the environment of the Indus Valley river civilization differ from that of Mesopotamia, Egypt, South Asia, and China that they placed buildings away All rights reserved. of Mesopotamia and Egypt? What was the effect of this environmental difference? ______

6. What lessons do you think modern-day farm societies can learn from the experiences of the ancient river civilizations? ______studied in Chapters 1 and 2. These river civilizations all from flooded areas. © McDougal Littell Inc. faced similar problems, and they came up with a variety ______Couldn’t work Farmers were kept busy of solutions. Have pairs of students research one of the Early River Valley Civilizations 35 during parts building the pyramids. civilizations. Each pair should create a chart of the prob- of the year In-Depth Resources: Unit 1 lems and solutions the people of each civilization faced. Here is a sample chart. Give interested students the Connections Across Time and 48 Chapter 2 Cultures worksheet for more information. wh10te-010203-0044-0049 8/2/03 11:11 AM Page 49

Indus Valley Culture Ends CHAPTER 2 • Section 3 Around 1750 B.C., the quality of building in the Indus Valley cities declined. Gradually, the great cities fell into decay. The fate of the cities remained a mystery until the 1970s. Then, Indus Valley Culture Ends Vocabulary satellite images of the subcontinent of India tectonic plates: revealed evidence of shifts in tectonic plates. Critical Thinking moving pieces of The plate movement probably caused earth- • Why would the Indus people leave their the earth’s crust quakes and floods and altered the course of the Indus River. cities because of the environmental Some cities along the rivers apparently suf- changes? (Farmers could no longer fered through these disasters and survived. raise the surplus food needed to Others were destroyed. The shifts may have support a city population.) caused another river, the Sarswati, to dry up. • Why were satellite images needed to Trade on this river became impossible, and end the mystery of what happened to cities began to die. Harappan agriculture, too, the Indus people? (No written history would have been influenced by these events. It is likely that these environmental changes pre- or other facts exists to explain the disappearance.) C. Possible Answer vented production of large quantities of food. change in river’s Furthermore, Harappan agriculture may have course; sudden suffered as a result of soil that was exhausted catastrophe such by overuse. This too, may have forced people to as a flood or leave the cities in order to survive. earthquake Other factors had an impact on the Indus subcontinent. As Chapter 3 explains, the Analyzing Causes Aryans, a nomadic people from north of the Hindu Kush mountains, swept into ▲ The bearded What factors the Indus Valley around 1500 B.C. Indian civilization would grow again under the figure above may have con- influence of these nomads. At this same time, farther to the east, another civiliza- might be a tributed to the Harappan god decline of the Indus tion was arising. It was isolated from outside influences, as you will learn in or perhaps a Valley civilization? Section 4. priest king.

SECTION3 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 3 ASSESSMENT • subcontinent • monsoon • Harappan civilization Have students work in pairs and USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING take turns asking and answering the 2. What is one conclusion you 3. What problems can monsoons 6. DRAWING CONCLUSIONS What evidence suggests Indus questions. can draw about the Indus cause? Valley cities were run by a strong central government? Valley civilization? 4. How were the planned cities of 7. SYNTHESIZING What skills would the construction of Formal Assessment the Indus Valley different from planned cities require? Explain. Indus Valley • Section Quiz, p. 22 other early cities? 8. MAKING INFERENCES How were the people of the Indus Cities fact 5. What reasons are suggested for Valley connected to Mesopotamia? the disappearance of the Indus Language fact 9. WRITING ACTIVITY INTERACTION WITH ENVIRONMENT RETEACH Valley civilization? Write a comparison of how Sumerians, Egyptians, and Trade fact the people of the Harappan civilization made use of Use the map on page 45 to review the their environment. Then identify which group you think geography of the Indus Valley civilization made better use of what they had. and the movement of people and trade.

INTERNET ACTIVITY Reading Study Guide, p. 17 (also in Spanish) Use the Internet to research Harappan seals. Make some sketches of INTERNET KEYWORD In-Depth Resources: Unit 1 what you see. Then create a sketch of a seal that might have been Harappan seals found in a ruin in an Indus Valley civilization. • Reteaching Activity, p. 42 Early River Valley Civilizations 49

ANSWERS

1. subcontinent, p. 44 • monsoon, p. 45 • Harappan civilization, p. 46 2. Cities—Central planning, advanced plumbing 5. Tectonic plate shifts altered the course of • show what standards were used. and sewage systems. Language—Written with rivers, which changed agriculture and trade. • support the choice with examples. symbols and phonetic sounds. Trade—Thriving 6. planned cities, standard building materials, CONNECT TO TODAY trade by river, overland, and sea. Conclusion: sanitation systems Rubric The sketch should The Indus Valley civilization had a high level of 7. central government, standard building materi- • incorporate animals or other creatures seen in culture and organization. als, engineering and architectural skills Harappan seals. 3. They can dump excessive rain, causing flood 8. They were linked through the Indian Ocean • have markings similar to those seen in damage, or they may not come, causing trade. They also could go overland. the seals. crop failures. 9. Rubric The comparison should • be presented in an artistically pleasing manner. 4. They were laid out on a grid and had • include examples from each civilization. sewers; other cities had winding streets and lacked sewers. Teacher’s Edition 49 wh10te-010302-0066-0071 7/31/03 10:15 AM Page 66

LESSON PLAN 2 OBJECTIVES The Hindu god Krishna surrounded by 4th-century mosaic, The Pisces • Describe the origins, beliefs, and his milk carriers; from Rajasthan, India Synagogue, Tiberias, Israel development of Hinduism. Hinduism and Buddhism Develop • Explain the origins, beliefs, and practices of Buddhism.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES FOCUS & MOTIVATE RELIGIOUS AND ETHICAL Almost one-fifth of the world’s • reincarnation • Siddhartha Tell students that Buddhists believe that SYSTEMS The beliefs of the people today practice one of • karma Gautama desire causes suffering. Discuss whether Vedic Age developed into these two religions. • Jainism • enlightenment Hinduism and Buddhism. • nirvana students agree or disagree with that idea.

SETTING THE STAGE At first, the Aryans and non-Aryans followed their own INSTRUCT forms of religion. Then as the two groups intermingled, the gods and forms of their religions also tended to blend together. This blending resulted in the wor- Hinduism Evolves ship of thousands of gods. Different ways of living and different beliefs made life Over Centuries more complex for both groups. This complexity led some people to question the world and their place in it. They even questioned the enormous wealth and power Critical Thinking held by the Brahmin priests. Out of this turmoil, new religious ideas arose that • How do Hindus view the general state have continued to influence millions of people today. of human life? (full of confusion and TAKING NOTES Hinduism Evolves Over Centuries disappointment) Comparing and • How do Hinduism and Jainism encour- Contrasting Use a Venn Hinduism is a collection of religious beliefs that developed slowly over a long age moral conduct? (Hindus believe diagram to compare the period of time. Some aspects of the religion can be traced back to ancient times. beliefs and practices of In a Hindu marriage today, for example, the bride and groom marry in the pres- that good and bad deeds follow from Buddhism and Hinduism. ence of the sacred fire as they did centuries ago. The faithful recite daily verses one reincarnation to another. Jains from the Vedas. believe that everything has a soul and Buddhism only From time to time, scholars have tried to organize the many popular cults, so should not be harmed.) gods, and traditions into one grand system of belief. However, Hinduism— both In-Depth Resources: Unit 1 unlike religions such as Buddhism, Christianity, or Islam—cannot be traced back Hinduism only to one founder with a single set of ideas. • Guided Reading, p. 45 (also in Spanish) • Literature: from the Ramayana, p. 56 Origins and Beliefs Hindus share a common worldview. They see religion as a way of liberating the soul from the illusions, disappointments, and mistakes of everyday existence. Sometime between 750 and 550 B.C., Hindu teachers tried to TEST-TAKING RESOURCES interpret and explain the hidden meaning of the Vedic hymns. The teachers’ com- ments were later written down and became known as the Upanishads Test Generator CD-ROM (oo•PAHN•ih•shahdz). Strategies for Test Preparation The Upanishads are written as dialogues, or discussions, between a student and a teacher. In the course of the dialogues, the two explore how a person can Test Practice Transparencies, TT9 achieve liberation from desires and suffering. This is described as moksha Online Test Practice (MOHK•shah), a state of perfect understanding of all things. The teacher distin- guishes between atman, the individual soul of a living being, and Brahman, the world soul that contains and unites all atmans. Here is how one teacher explains the unifying spirit of Brahman:

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SECTION 2 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 45 • Guided Reading, p. 45 Power Presentations CD-ROM • History Makers: Siddhartha Gautama, p. 59 • Building Vocabulary, p. 48 Electronic Library of Primary Sources Formal Assessment • Reteaching Activity, p. 63 • from The Life of Gotama the Buddha • Section Quiz, p. 37 Reading Study Guide, p. 25 World Art and Cultures Transparencies Reading Study Guide Audio CD ENGLISH LEARNERS • AT6 Indian Mother Goddess In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS Geography Transparencies • Guided Reading, p. 25 In-Depth Resources: Unit 1 • GT3 Hindu India and Buddhist Sites Reading Study Guide (Spanish), p. 25 • Literature: from the Ramayana, p. 56; from classzone.com Reading Study Guide Audio CD (Spanish) Siddhartha, p. 57 Electronic Library of Primary Sources 66 Chapter 3 • from The Life of Gotama the Buddha wh10te-010302-0066-0071 7/31/03 10:15 AM Page 67

PRIMARY SOURCE CHAPTER 3 • Section 2 Thou art woman, Thou art man, Thou art the lad and the maiden too. Thou art the old man tottering on his staff: Once born thou comest to be, thy face turned every way! A dark-blue moth art Thou, green [parrot] with red eyes. Pregnant with lightning—seasons, seas: Thyself beginningless, all things dost Thou pervade. From Thee all worlds were born. More About . . . Svetasvatara Upanishad. IV. 3–4

When a person understands the relationship between atman and Brahman, that Brahma, Brahman, Brahmin person achieves perfect understanding (moksha) and a release from life in this These three terms are often confused. world. This understanding does not usually come in one lifetime. By the process of Brahma refers to “the creator God,” who reincarnation (rebirth), an individual soul or spirit is born again and again until appears in many origin myths. Although moksha is achieved. A soul’s karma—good or bad deeds—follows from one rein- his image is found in most temples, he is carnation to another. Karma influences specific life circumstances, such as the caste one is born into, one’s state of health, wealth or poverty, and so on. no longer worshiped as a major god. Brahman refers to the “World Soul,” often Hinduism Changes and Develops Hinduism has gone through many changes over the last 2,500 years. The world soul, Brahman, was sometimes seen as having contrasted with atman, the individual the personalities of three gods: Brahma, the creator; Vishnu, the protector; and soul. Brahmin is the name of one of the Shiva, the destroyer. Vishnu also took on many forms or personalities, for exam- four major castes, or varnas. All Hindu ple, as Krishna, the divine cowherder, and as Rama, the perfect king. Over the cen- priests are Brahmins. turies, Brahma gradually faded into the background, while the many forms of Devi, a great Mother Goddess, grew in importance. Hindus today are free to choose the deity they worship or to choose none at all. Making Most, however, follow a family tradition that may go back centuries. They are also Inferences free to choose among three different paths for achieving moksha. These are the More About . . . How might the path of right thinking, the path of right action, or the path of religious devotion. lack of a single Hinduism and Society Hindu ideas about karma and reincarnation strengthened Jains founder result in ▼ Vishnu grew to Hinduism changing the caste system. If a person was born as an upper-caste male—a Brahmin, warrior, Jains emphasize right acts more than become a major more over time or merchant—his good fortune was said to come from good karma earned in a for- Hindu god. He is right knowledge, believing that we can than other mer life. However, a person who was born as a female, a laborer, or an untouchable seen here as the religions? know only a part of the truth. Jains tell might be getting the results of bad deeds in a former life. With some exceptions, whole Universe in the now-famous story of the six blind A. Answer No sin- only men of the top three varnas could hope to achieve moksha in their present life. all its variety. He gle set of original is blue, the color men trying to describe an elephant. Each The laws of karma worked with the same certainty as the world’s other natural laws. beliefs determines of infinity. feels a different part of the elephant and Hinduism’s devel- Good karma brought good fortune and bad opment so it can karma resulted in bad fortune. reports the animal is like a snake (its change more freely Together, the beliefs of Hinduism and trunk), a rope (its tail), or the trunk of a than religions with its caste structure dominated every aspect a founder. tree (its leg). Each knows only a fraction of a person’s life. These beliefs determined of the truth about what the elephant what one could eat and the way in which really looks like. one ate it, personal cleanliness, the people one could associate with, how one dressed, and so on. Today, even in the most ordi- nary activities of daily life, Hindus turn to their religion for guidance. New Religions Arise The same period of speculation reflected in the Upanishads also led to the rise of two other religions: Jainism (JY•nihz•uhm) and Buddhism. Mahavira, the founder of Jainism, was born about 599 B.C. and died in 527 B.C. Mahavira believed that everything in the universe has a soul and so should not be

People and Ideas on the Move 67

AT MCDOUGAL LITTELL 6 Indian mother goddess DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Reading and Restating a Primary Source Class Time 30 minutes uses other symbols to replace the old man, the moth, Task Rewriting a primary source or the parrot of the Upanishad selection. Remind Purpose To deepen understanding through students that, to convey unity, their writing should include men, women, plant and animal life, and some elements ed. creative expression v ghts reser of nature. i Instructions Ask students to rewrite the primary source All r Transparency AT6, a terra cotta sculpture of the Mother cDougal Littell Inc. M

selection from the Upanishad, shown above, in their own © words. Alternatively, some students may wish to write a Goddess, shows another form of artistic expression verse of their own that expresses the unity of all life but from India. National Museum, New Delhi, India/Borromeo/Art Resource, New York. World Art and Cultures Transparencies

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CHAPTER 3 • Section 2 harmed. Jain monks carry the doctrine of nonviolence to its logical conclusion. They sweep ants off their path and wear gauze masks over their mouths to avoid breathing in an insect accidentally. In keeping with this nonviolence, followers of Jainism looked for occupations that would not harm any creature. So they have a Synthesizing tradition of working in trade and commerce. How far might The Buddha Seeks Because of their business activities, Jains today make up one of the wealthiest the Jain respect for Enlightenment communities in India. Jains have traditionally preached tolerance of all religions. life extend? B. Possible Answer As a result, they have made few efforts to convert followers of other faiths. to viruses and bac- Critical Thinking Because of this tolerance, Jains have not sent out missionaries. So, almost all of the teria; to not eating • Why is the Eightfold Path called the nearly five million Jains in the world today live in India. at all (no plant life, no animal life) Middle Way? (It avoids the extremes of self-indulgence and asceticism.) The Buddha Seeks Enlightenment • Why would Buddhism appeal to labor- Buddhism developed out of the same period of religious questioning that shaped modern Hinduism and Jainism. The founder of Buddhism, Siddhartha Gautama ers and craftspeople? (They are of a (sihd•DAHR•tuh GOW•tuh•muh), was born into a noble family that lived in lower caste, and Buddhism rejects the Kapilavastu, in the foothills of the Himalayas in Nepal. According to Buddhist leg- caste system.) end, the baby exhibited the marks of a great man. A prophecy indicated that if the • Why is there a link between trade and child stayed at home he was destined to become a world ruler. If the child left religion? (Traders travel extensively, home, however, he would become a universal spiritual bringing new objects and ideas with leader. To make sure the boy would be a great king and them and learning from other cultures.) world ruler, his father isolated him in his palace. Separated from the world, Siddhartha married and had a son. Siddhartha’s Quest Siddhartha never ceased thinking about the world that lay outside, which he had never seen. History Makers When he was 29, he ventured outside the palace four times. First he saw an old man, next a sick man, then a Siddhartha Gautama corpse, and finally a wandering holy man who seemed at What were some of the ways in which peace with himself. Siddhartha understood these events to Siddhartha Gautama was predicted to be mean that every living thing experiences old age, sick- a Buddha? (his mother’s dream, physical ness, and death and that only a religious life offers a signs of greatness) Have students refuge from this inevitable suffering. Siddhartha decided to spend his life searching for religious truth and an end research art images of the Buddha that Siddhartha Gautama c. 563–483 B.C. to life’s suffering. So, soon after learning of his son’s include some of the signs of his great- According to Buddhist tradition, birth, he left the palace. ness. For more information on these Siddhartha Gautama’s mother had Siddhartha wandered through the forests of India for six signs, refer students to the article on dreamt of a beautiful elephant that years seeking enlightenment, or wisdom. He tried many “mahapurusa” in the Encyclopaedia was bright as silver. When asked to ways of reaching an enlightened state. He first debated with interpret the dream, Brahmin priests Vocabulary fasted: Britannica (7:694). declared that the child to be born other religious seekers. Then he fasted, eating only six ate very grains of rice a day. Yet none of these methods brought him little. In-Depth Resources: Unit 1 would either be a great monarch or a Buddha (an enlightened one). to the truth, and he continued to suffer. Finally, he sat in • Literature: from Siddhartha, p. 57 Tradition also relates that at meditation under a large fig tree. After 49 days of medita- • History Makers: Siddhartha Gautama, p. 59 Gautama’s birth, he exhibited the tion, he achieved an understanding of the cause of suffering signs of a child destined for in this world. From then on, he was known as the Buddha, Electronic Library of Primary Sources greatness. There were 32 such signs, • From The Life of Gotama the Buddha including golden-tinged skin, webbed meaning “the enlightened one.” fingers and toes, a knob on the top Origins and Beliefs The Buddha preached his first sermon of his skull, a long tongue, a tuft of to five companions who had accompanied him on his wan- hair between his eyebrows, and a derings. That first sermon became a landmark in the history thousand-spoked wheel on each foot. Some images of the Buddha of the world’s religions. In it, he laid out the four main ideas display these traits. that he had come to understand in his enlightenment. He called those ideas the Four Noble Truths:

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Por eso, no se Ie debe hacer daño a ninguno. Hoy, la vida, buen esfuerzo, buenos pensamientos y 10s jainistas sólo aceptan empleos donde no se las- buena concentración. Esto llevaría al nirvana, 0 time a 10s seres vivos. liberación del egóismo y del dolor. Como en el hinduismo, Buda predicó que el 1. Enumera tres creencias hindúes. alma renacería en una nueva vida. Esa cadena de vidas continuaría hasta que el alma, como Buda, DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS alcanzara la sabiduría. Estas ideas atrajeron a muchos seguidores. Mucha gente de las clases más bajas de la sociedad de India vio en ellas una oportunidad para escapar The Buddha Seeks a 10s límites que Ie imponían. Estas eñsenanzas también se difundieron en el sur de India. Ahí 1os Enlightenment (pages 68–71) arios no tenían mucha influencia. Algunos ¿ Qué es el budismo? seguidores llevaron sus ideas a otras tierras. Durante 1os siglos después de la muerte de Otra nueva religión, el budismo, surgió al mismo Buddha’s Life in Pictures Buda, en 483 a.C., el budismo se extendió por el tiempo que el hinduismo y el jainismo. El budismo sureste de Asia. Después fue llevado a China, y tiene millones de seguidores en el mundo entero. luego a Corea y Japón. Los comerciantes desem- Lo comenzó Siddharta Gautama alrededor del penaron un papel importante en su difusión. 528 a.C. Curiosamente, en India, donde se fundó el budis- Siddharta buscó la forma de escapar al sufri- Class Time 20 minutes sermon in the deer park, and his death while reclining on mo, desapareció. Pero en India hay muchos sitios miento de la vida humana. Invirtió muchos años en importantes para el budismo. Los budistas del busca de esta respuesta. Buscaba la iluminación, 0 mundo entero viajan a visitar 10s lugares conecta- sabiduría. Por ﬁn, se sentó a meditar bajo un árbol. dos a la vida de Buda. Tras 49 días, obtuvo la respuesta. Desde ese momen- Task Finding art that illustrates the Buddha’s life his side. Discuss what these images show about the to se llamó Buda, que signiﬁca el “iluminado”. 2. Enumera cuatro creencias básicas del budismo. Buda comenzó a enseñar la forma de alcanzar la iluminación. Se debia seguir un plan de conducta llamado el camino de Ocho Senderos, que abarca: nature of the Buddha and about Buddhist beliefs as dis- buenas opiniones, buenas resoluciones, buena Purpose To reinforce information through visual learning palabra, buena conducta, buena manera de ganarse cussed in the chapter. ed. Instructions Have students look for photographs of sculp- v Cuatro Verda des Nobles del budismo Desarrollo de destrezas ghts reser Usa el cuadra para cantestar las preguntas. i

Students who need more help with the text can use Segunda verdad noble La causa de todo sufrimiento es el deseo All r egoista de placeres mundanos temporales. 1. ¿Cuál es el sujeto de las tres primeras tures or paintings that illustrate the life of the Buddha. verdades nobles? Tercera erdad noble La forma de acabar todo sufrimiento es the Spanish translation of the Reading Study Guide for acabar todo deseo. Cuarta verdad noble La forma de superar los deseos y alcanzar la cDougal Littell Inc.

iluminación es seguir el camino de Ocho M

Refer students to encyclopedias, reference books on art or © Senderos, que se llama el Camino Medio 2. ¿Qué es el camino de Ocho Senderos? religion, and the Internet. Scenes will include his mother’s this section. entre los deseos y la autonegación

dream of an elephant, his birth as his mother stands hold- 26 CHAPTER 3SECTION 2 ing on to a tree, his life inside and his four visits outside Reading Study Guide: Spanish the palace, his fasting, his meditation under a tree, his first Translation

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The Four Noble Truths CHAPTER 3 • Section 2

First Noble Truth Life is filled with suffering and sorrow.

Second Noble Truth The cause of all suffering is people’s selfish desire for the temporary pleasures of this world. More About . . .

Third Noble Truth The way to end all suffering is to end all desires. The Eightfold Path The Eightfold Path actually included a Fourth Noble Truth The way to overcome such desires and attain enlightenment is to follow the Eightfold Path, which is preliminary step that was not usually called the Middle Way between desires and self-denial. listed because it seemed too basic. This step was Right Association. Anyone who The Eightfold Path, a guide to behavior, was like a staircase. For the Buddha, wanted to follow the path to nirvana those who were seeking enlightenment had to master one step at a time. Most needed to associate with others who often, this mastery would occur over many lifetimes. Here is how he described the were on the path. Discuss with students Middle Way and its Eightfold Path: the ways in which the people they associate with influence their lives. PRIMARY SOURCE What is the Middle Way? . . . It is the Noble Eightfold Path—Right Views, Right Resolve, Right Speech, Right Conduct, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration. This is the Middle Way. C. Answer search BUDDHA, from Samyutta Nikaya for perfect under- More About . . . standing and an By following the Eightfold Path, anyone could reach nirvana, the Buddha’s word end to suffering; for release from selfishness and pain. How the Buddha Taught reincarnation; quest As in Hinduism, the Buddha accepted the idea of reincarnation. He also to end the chain of The Buddha did not write down his accepted a cyclical, or repetitive, view of history, where the world is created and reincarnations; cycli- teachings. Instead, they were passed cal view of history destroyed over and over again. However, the Buddha rejected the many gods of Hinduism. Instead, he taught a way of enlightenment. Like many of his time, the on orally. It was hundreds of years later Buddha reacted against the privileges of the Brahmin priests, and thus he rejected when the teachings were first written. Comparing In what ways the caste system. The final goals of both religions—moksha for Hindus and nir- The Buddha spoke in a common lan- are Buddhism and vana for Buddhists—are similar. Both involve a perfect state of understanding and guage known as Pli. Hindu scripture was Hinduism similar? a break from the chain of reincarnations. written in Sanskrit, a language understood by priests and scholars rather than

▼ Buddhist tradition everyday people. Buddha’s use of the ver- says that just before nacular won him many followers among he died, the Buddha lay on his right side the lower classes. between two trees. This reclining Buddha is made of bronze. History from Visuals

Interpreting Art Ask students what this statue of the reclining Buddha conveys about his atti- tude toward death. (Possible Answer: He faced death with calm acceptance.)

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Understanding the Eightfold Path Class Time 20 minutes Right Views—seeing the world through the Four Noble Truths Task Brainstorming and matching meanings with terms Right Resolve—wanting to behave correctly and justly Purpose To better understand the Eightfold Path Right Speech—telling the truth, speaking kindly Instructions Pair a struggling reader with a more able reader. Ask each pair to brainstorm ideas about the meaning of one or more terms of the Right Conduct—being good Eightfold Path as listed in the primary source quotation. Explain that the Right Livelihood—having a job that supports a moral life word “right” in this context means “matching Buddhist beliefs.” Allow students to use a dictionary if they get stuck. Have students write a phrase or Right Effort—trying to keep your mind focused on the good two on 3 x 5 cards that clarifies each assigned term. Share the ideas Right Mindfulness—paying attention to what you think and feel among the whole group. Here are some sample answers: Right Concentration—meditating as Buddha did to reach nirvana

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CHAPTER 3 • Section 2

More About . . .

Buddhism and Caste In India, Buddhism has remained a refuge for people in lower castes. In 1956, B. R. Ambedkar, a leader of the lower castes in India, converted to Buddhism in a public ceremony, along with 200,000 of his followers. Despite Ambedkar’s efforts, the movement to revive Buddhism in India did not achieve significant success. Although Indian law forbids discrimination against former untouchables, the lower castes continue to face many hardships. ▲ Buddhist monks view a temple at The Religious Community The five disciples who heard the Buddha’s first ser- Angkor Wat in mon were the first monks admitted to the sangha, or Buddhist religious order. At Cambodia. first, the sangha was a community of Buddhist monks and nuns. However, sangha eventually referred to the entire religious community. It included Buddhist laity More About . . . (those who hadn’t devoted their entire life to religion). The religious community, together with the Buddha and the dharma (Buddhist doctrine or teachings), make Nalanda University up the “Three Jewels” of Buddhism. Both a monastery and a university, Buddhism and Society Because of his rejection of the caste system, many of the Nalanda was founded by Buddhists Buddha’s early followers included laborers and craftspeople. He also gained a large near the modern city of Patna. It attracted following in northeast India, where the Aryans had less influence. The Buddha students from as far away as China and reluctantly admitted women to religious orders. He feared, however, that women’s Southeast Asia. Students studied presence would distract men from their religious duties. Buddhist and Hindu philosophy, logic, Monks and nuns took vows (solemn promises) to live a life of poverty, to be nonviolent, and not to marry. They wandered throughout India spreading the grammar, rhetoric, medicine, and Buddha’s teachings. Missionaries carried only a begging bowl to receive daily veterinary science. In about 1200, Turk charity offerings from people. During the rainy season, they retreated to caves high invaders sacked the school, and it was up in the hillsides. Gradually, these seasonal retreats became permanent monaster- never rebuilt. ies—some for men, others for women. One monastery, Nalanda, developed into a great university that also attracted non-Buddhists. The teachings of the Buddha were written down shortly after his death. Buddhist sacred literature also includes commentaries, rules about monastic life, manuals on Tip for Gifted and Talented how to meditate, and legends about the Buddha’s previous reincarnations (the Students Jatakas). This sacred literature was first written down in the first century B.C. What were the attitudes of Hindus and Buddhism in India During the centuries following the Buddha’s death, mission- Buddhists toward women? (Hindus wor- aries were able to spread his faith over large parts of Asia. Buddhist missionaries shiped a great Mother Goddess but saw went to Sri Lanka and Southeast Asia in the third century B.C. Buddhist ideas also traveled along Central Asian trade routes to China. However, Buddhism never females as being of a lower caste than gained a significant foothold in India, the country of its origin. Several theories males. Women could join Buddhist reli- exist about Buddhism’s gradual disappearance in India. One theory states that gious orders, but it was feared they would distract monks.) 70 Chapter 3

GT MCDOUGAL LITTELL Hindu India and Buddhist Sites, 3 World History: Patterns of Interaction 563–483 B.C. COOPERATIVE LEARNING

Geography and the Spread of Buddhism Class Time 20 minutes Then use transparency GT44 to show areas of Hindu and Task Using maps to trace the spread of Buddhism Buddhist concentration in recent times. Purpose To understand the impact of Buddhism Some students may wish to use a more detailed map of ed. Instructions Divide students into groups. Show students modern India and Nepal to find the exact location of the v ights reser transparency GT3 and discuss the spread of Buddhism as places connected with Buddha’s life. The city of Patna, All r former site of the University at Nalanda, is near the cDougal Littell Inc. M

covered in the text on pages 70 and 71. What geographi- © cal feature prevented Buddhists from traveling more Nepalese border. directly north into China? (the Himalaya Mountains) Have groups use the atlas in the back of the textbook to find Sri Geography Transparencies Lanka, Burma (now Myanmar), Thailand, and Sumatra.

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Hinduism simply absorbed Buddhism. The two religions CHAPTER 3 • Section 2 constantly influenced each other. Over time, the Buddha came to be identified by Hindus as one of the ten incarna- tions (reappearances on earth) of the god Vishnu. Hindus, Buddhism in the West therefore, felt no need to convert to Buddhism. Throughout the 20th century, large numbers of Asians have immigrated to Today Vocabulary Nonetheless, despite the small number of Buddhists in the West, particularly to North Connect to pilgrimages: travels India, the region has always been an important place of pil- America. Many of them brought to holy places. grimages for Buddhists. Today, as they have for centuries, Buddhism with them. Today, Buddhist Buddhism in the West Buddhist pilgrims flock to visit spots associated with the temples are a common feature of At first Buddhism in America was concen- many large cities in the West. Buddha’s life. These sites include his birthplace at trated on the West coast, following settle- Kapilavastu, the fig tree near Gaya, and the site of his first Since the 1950s, many non-Asians who were dissatisfied with the ments of Asian immigrants. Now there sermon near Varanasi. Buddhists also visit the stupas, or religions of the West have turned to are Buddhist temples located throughout sacred mounds, that are said to contain his relics. The pil- Buddhism for insight into life’s grims circle around the sacred object or sanctuary, moving in meaning. Today, Buddhism can claim the country. Zen and Tibetan Buddhism a clockwise direction. They also lie face down on the ground about one million Asian and non- are the most popular forms. Have stu- as a sign of humility and leave flowers. These three actions Asian believers in North America. dents use local and regional telephone are important rituals in Buddhist worship. books to locate, if possible, the Buddhist Trade and the Spread of Buddhism As important as mis- temples nearest them. Ask them to find INTERNET ACTIVITY Create a bar graph sionaries were to the spread of Buddhism, traders played an to show the number of Buddhists in out the country of origin and the sect, even more crucial role in this process. Along with their prod- some American cities. Go to such as Zen, that each temple represents. ucts, traders carried Buddhism beyond India to Sri Lanka. classzone.com for your research. Buddhist religion was also brought southeast along trade routes to Burma, Thailand, and the island of Sumatra. Likewise, Buddhism followed the Central Asian trade routes, called the Silk Roads, all the way to China. From China, Buddhism spread to Korea—and from Korea to Rubric Bar graphs should Japan. The movement of trade thus succeeded in making Buddhism the most • use statistics from Research Links widespread religion of East Asia. Throughout human history, trade has been a pow- on classzone.com erful force for the spread of ideas. Just as trade spread Buddhism in East Asia, it • compare the Buddhist population helped spread cultural influences in another major region of the world: the of four to six cities. Mediterranean basin, as you will learn in Section 3. • show a separate bar for each city. • cite resources used in research. SECTION2 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • reincarnation • karma • Jainism • Siddhartha Gautama • enlightenment • nirvana ASSESS

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING SECTION 2 ASSESSMENT 2. What are the terms for 3. What are the Four Noble Truths 6. MAKING INFERENCES How might the belief in reincar- Have pairs of students take turns quizzing enlightenment in each religion? of Buddhism? nation provide a form of social control? each other on the questions. 4. How has Hinduism influenced 7. COMPARING How are the Vedas and the Upanishads social structure in India? similar? Buddhism only Formal Assessment 5. How did Buddhism spread? 8. MAKING INFERENCES Look at the image of Vishnu on both • Section Quiz, p. 37 page 67. Why might blue represent infinity? Hinduism only 9. WRITING ACTIVITY RELIGIOUS SYSTEMS How did the experiences of Siddhartha Gautama influence his RETEACH religious and ethical beliefs? Write a brief biography of his life. Include family background, accomplishments, and Use the Reading Study Guide to review a list of his beliefs. the main ideas of the section.

CONNECT TO TODAY CREATING A MAP Reading Study Guide Where in the world is Hinduism the main religion? What about Buddhism? Copy an outline • p. 25 (also in Spanish) map of the world. Then color in those regions of the world where Buddhism and Hinduism are the dominant religions. Use a different color for each religion. In-Depth Resources; Unit 1 People and Ideas on the Move 71 • Reteaching Activity, p. 63

ANSWERS

1. reincarnation, p. 67 • karma, p. 67 • Jainism, p. 67 • Siddhartha Gautama, p. 68 • enlightenment, p. 68 • nirvana, p. 69

2. Sample Answers: Hinduism—Caste system, 6. People would obey laws to create good karma CONNECT TO TODAY many gods. Both—Reincarnation, enlighten- and enter a better caste in their next lifetime. Rubric Maps should show that ment, cyclical history. Buddhism—Four Noble 7. reincarnation, cyclical view of history, belief in • Hinduism is dominant in India. Truths, Middle Way. Terms: Hindu—moksha; a state of enlightenment • Buddhism is dominant in Southeast Asia. Buddhist—nirvana. 8. perhaps because blue is the color of ocean 3. Life is suffering, caused by desire; to end suf- and sky, which seem infinite fering, end desire; to overcome desire, follow 9. Rubric Biographies should the Middle Way. • include family background and describe impor- 4. It strengthened the caste system. tant aspects of the subject’s life. 5. by missionaries and trade • connect his experiences of the world to his idea of life as suffering.

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