Senās Indijas GRAPES Diagramma

Vīnogu diagrammas izmantošana, lai sakārtotu informāciju par senajām civilizācijām, ir noderīgs instruments, lai uzlabotu studentu analīzi par sabiedrības īpašībām un ieguldījumu. Dodoties tālāk un iekļaujot vizuālos materiālus, studenti var labāk saglabāt katras kategorijas informāciju.

Mācoties par senajām civilizācijām, skolēniem var būt nepieciešami skolotāji, kas nodrošina dažādus resursus. Dažādu resursu, piemēram, primāro avotu, video, dziesmu, mācību grāmatu, enciklopēdiju un literatūras lasījumu izmantošana var palīdzēt skolēniem iegūt precīzu un pilnīgu priekšstatu par laika periodu. Studenti var izmantot grafiskos organizatorus, lai mācību laikā rakstītu piezīmes par dažādām kategorijām.

Studenti var sadarboties!

Skolotāji var vēlēties, lai skolēni šajā stundā strādātu kopā, kas ir iespējams, izmantojot Storyboard That 's Real Time Collaboration funkciju! Izmantojot reāllaika sadarbību, skolēni var vienlaikus strādāt pie viena un tā paša scenārija, kas ir ideāli piemērots šai nodarbībai! Kā zina skolotāji, sadarbība uzdevumu veikšanā ļauj skolēniem domāt dziļāk, vienlaikus uzlabojot komunikācijas un problēmu risināšanas prasmes. Sadarbība var arī palīdzēt samazināt laiku, kas nepieciešams scenārija pabeigšanai. Lai gan nav noteikts ierobežojums lietotāju skaitam, kuri vienlaikus var strādāt ar scenāriju, optimālai veiktspējai iesakām piecus vai mazāk lietotājus. Visi mūsu uzdevumi pēc noklusējuma ir individuāli. Lai šī nodarbība būtu sadarbīga, skolotājiem ir jāiespējo sadarbība uzdevuma veikšanai cilnē "👉".

VĪNOGAS Diagramma

In this activity students will break down what they have learned about Ancient India in a G.R.A.P.E.S. Chart. There are many different acronyms that can be helpful when analyzing ancient civilizations and this one is widely used. However, teachers may use whatever they prefer and can simply change the titles in the template.

G: Geography

1. Where was Ancient India located?
2. What physical features did it have?
3. What was the climate like?
4. What natural resources were present?
5. How does the location or environment affect the development of Ancient Indian civilization? (How does where they live affect how they live?)

R: Religion

1. What religions did Ancient Indians practice?
2. Who were the religious leaders?
3. Who were their god(s)/goddess(es)?

A: Achievements

What were some key inventions or contributions of Ancient India in the areas of:

1. Art
2. Architecture
3. Writing
4. Science
5. Math

P: Politics

1. What type of government did Ancient India have?
2. Who were the leaders?
3. How were decisions made?
4. What role did people play in the government?
5. What was the structure of the government?

E: Economics

1. What were Ancient India’s natural resources? What did they make and grow?
2. With whom did Ancient India trade? What were their imports and exports?
3. What jobs were available?
4. What type of currency exists?

S: Society

1. What were the different levels of the caste system and what jobs did they do?
2. What groups had rights and what rights did they have?
3. What groups didn’t have rights?

Please note: Further activities utilize spider maps to expand on each category. By focusing on just one category, students are encouraged to include more information. Students can come together after they’ve created their storyboards to share what they’ve learned. The full G.R.A.P.E.S. Chart can be used as a pre or post assessment as well.