The ancient Indus Valley civilization arose around 2500 BC along the Indus River valley. Two major cities, Harappa and Mohenjo-Daro, exhibited sophisticated urban planning with standardized bricks, water and sewage systems. This civilization declined around 1700 BC for unknown reasons. Around 1500 BC, Indo-Aryan groups began migrating into northwestern India, blending with the local people and establishing the caste system that stratified society. Hinduism and Buddhism later emerged as major religions in India, influenced by geography and invasions.
In this file we have covered complete vedic civilization and its so understandable. we covered vedic period art& culture and completed all dimensions. origin of aryans.
In this file we have covered complete vedic civilization and its so understandable. we covered vedic period art& culture and completed all dimensions. origin of aryans.
The PPP is for the students of UG & PG not for my API and not even for the commercial purpose.
The *slide 50* of this PPP is wrongly typed the name *Samudragupta instead of Chandragupta II*. so kindly correct in your notes.
A brief understanding into the ancient river valley civilisations and their modern day stories in understanding architecture, religion & design philosophy
The PPP is for the students of UG & PG not for my API and not even for the commercial purpose.
The *slide 50* of this PPP is wrongly typed the name *Samudragupta instead of Chandragupta II*. so kindly correct in your notes.
A brief understanding into the ancient river valley civilisations and their modern day stories in understanding architecture, religion & design philosophy
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Earliest History
• About 2500 B.C.,
Indus Valley
civilization arose on
the banks of the
Indus River, in what
is now Pakistan and
western India. Indus River
7. India
India is considered a sub-continent
People of the first civilization in India built
cities on the banks of the Indus River.
Indian civilization began in the Indus
River Valley and spread through the
Ganges River Valley, then through the
Indian subcontinent. It continued with
little interruption because of its
geographic location.
8. Physical Geography and location were
dictated by physical barriers such as:
–The Himalayas, the Hindu Kush, and
the Indian Ocean made invasion more
difficult.
–Mountain passes in the Hindu Kush
provided migration routes into the
Indian subcontinent.
–The Indus and Ganges were the most
important rivers in the Indian
subcontinent
9. The Indus and Ganges River create a
fertile plain.
South Asia (modern India, Pakistan,
and Bangladesh) is separated from the
rest of Asia by tall mountains
(Himalayas, the Hindu Kush). Just
below the mountains are two large
plains that hold the Ganges and Indus
rivers.
These high mountains gave the
indigenous people safety from
invaders.
10. Geography presents challenges for the
Indus Valley
The rivers flooded each year and left soil
good for farming, but the floods did not
occur at the same time each year.
The region’s weather caused problems
also. Each winter, strong winds blew dry
air across the area. Each spring, the
winds brought heavy rains. These were
called monsoons
11.
12. Early Indus Valley settlers developed
farming villages
Historians know that people were
farming along the rivers by about
3200BC.
Harappa and Mohenjo- Daro were
the 2 main cities
13. Capitals
• Harappa and Mohenjo-Daro
–Might have been twin capitals
• Highly structured and well organized
• Traded with
Sumer
14. Harappa and Mohenjo- Daro
• These cities were large and carefully
planned
• Most houses were built with baked clay
bricks of a standard size, however mud and
unbaked bricks were found as well.
• Houses had a complex plumbing system,
with baths, drains, and water chutes that led
into sewers beneath the streets.
• Merchants used a uniform system of weights
and measures.
20. Planned plumbing and sewage
systems.
About 2500BC, while the Egyptians were
building pyramids, these people began
building their first cities.
In Mesopotamia, cities were a jumble of
streets laid down without thinking first.
In the Indus Valley, however, the builders
of cities followed a grid of streets. The
cities showed sophisticated careful
planning.
21.
They built a strong area called a
citadel that was easy to defend
and held all the important
buildings. There were also
separate residential districts.
Buildings were constructed of
oven-baked bricks in standard
sizes, unlike the simpler, irregular
sun-dried bricks of the
Mesopotamians.
22.
They also had sophisticated
systems for carrying water and
sewage. These systems could
rival any urban drainage system
built before the 19th century.
The uniformity in the cities’
planning and construction
suggests that the Indus peoples
had developed a strong central
government.
23.
The Indus people valued personal
cleanliness and social sanitation.
They may have known that poor
sanitation could spread disease.
They realized that establishing a
citywide waste disposal system
would be more effective that
leaving waste disposal up to
individuals.
24.
Proper sanitation was made
available to all classes, not
exclusively to the wealthy.
This may mean that the Indus
Valley people felt the
government had some
responsibility to provide
services for citizens.
25. Ruins reveal the character and trading patterns
The civilization of the Indus was
peaceful.
Few weapons have been found at the
sites of these ancient cities. This
suggests that warfare was not
common.
Because the houses were mostly like
one another, scholars think that the
Indus culture did not have sharp
differences between social classes.
26. Characteristics
• In the middle of the city was a large
hilltop structure, possibly a fortress.
• No temples, shrines or religious writings
have been found.
31. Disappearance
• Around 1700 BCE, the Harappan
civilization disappeared without a
trace.
• Order was replaced with sloppy work
and cities went into decline.
–Some have speculated that over
lumbering of the forests (fuel), volcanic
eruptions, or even a devastating
earthquake may have aided their
decline.
32. Aryan Invasion
• Indo-Aryan people invaded
sometime between 1500-1000 BCE
– In about 1750 BCE, tribes of Indo-European peoples
began to cross the Hindu Kush Mountains into
northwest India
• Information about
these peoples comes
from their writings, The
Vedas.
33. Indo-Aryan People
The Aryans, who spoke an early form
of Sanskrit, migrated through the
passes of the Hindu Kush mountains
and entered India.
Indo-Aryan People migrated into the
area, creating a rigidly structured
society (caste system) blended with
native beliefs.
Their sacred literature, the Vedas, left
a fairly reliable picture of Aryan life.
34. Vedas
• Language and writing of Indo-Aryans
– The language and writing of the Indo-Aryans was
called Sanskrit
• Vedas description of Aryans
–Nomadic herders
–Aryans loved to drink, eat, play music
and games…real party people
–Very warrior-like
35.
36. Aryan Impact
The Aryans migrated into the
area, blended their beliefs with
those of the indigenous people,
and asserted their dominance
The Aryans were taller, lighter in
skin color, and spoke a different
language than the people they
found in India.
37.
The Aryans were divided into
social classes: Brahmins (priests),
warriors, and peasants or traders.
Over time the Aryans made more
class restrictions. Varna, or skin
color, was a distinguishing feature
of this system.
This caste system influenced all
social interactions and choices of
occupations.
38. The Rise of Classical
Indian Civilization
• The merger between the older
Indus Valley civilization and the
Indo-Aryan culture produced the
Classical Indian Civilization.
39. The Rise of Classical
Indian Civilization
• It began in the Indus River Valley
and spread to the Ganges River
Valley, then through the Indian
Subcontinent. It continued with
little interruption because of its
geographic location.
48. Caste System
Due to this dominance, the
Aryans established a rigid
hereditary caste system, which
influenced all social interactions
and choices of occupations.
49. Caste System
–Brahmins – priests
–Kshatriyas – warriors
–Vaisyas – herders, farmers,
artisans and merchants
–Sudras – servants and landless
farmers
50. Caste System
–Untouchables – Dravidians, the
people the Aryans conquered;
forced to do the worst jobs
(garbage collectors, animal hide
tanners, collectors of the dead)
52.
Hinduism is an important contribution of
classical India and is still practiced today.
Hinduism influenced Indian society and
culture.
Hinduism
53. Hinduism
• Belief in many forms of one major God
(Polytheistic)
• Founded in India, no one founder,
spread along trade routes
• Holy Book: Vedas and Upanishads
– Sacred writings of Hinduism
54. Hinduism
• On the one hand, there is Brahman
– the unchanging, all-powerful
spiritual force that inhabits all beings
– Everything is an aspect, a facet, a piece
of Brahman; sort of the universal soul
• On the other hand, many Gods and
Goddesses
– Shiva, the Destroyer
– Vishnu, the Preserver
55. Hinduism
• Key Concepts
– Dharma: a person’s moral duty in life
– Karma: Knowledge that all thoughts and
actions result in future consequences
• Think Earl in “My Name is Earl”
– Reincarnation: Rebirth based on Karma
• The ultimate goal in Hinduism is Moksha - to stop the
endless cycle of rebirth and achieve final union with
Brahman.
• Caste system organized society into classes
– Class systems based on occupation and family lineage
56. Beliefs of Hinduism
Belief in many forms of one major God
Reincarnation: rebirth based on karma
Karma: Knowledge that all thoughts and
actions result in future consequences
Vedas and Upanishads: Sacred writings
Hinduism spread along major trade
routes
57. Buddhism
Founded by Siddhartha Gautama in a
part of India that is in present-day
Nepal.
Asoka, king of India’s Mauryan
Empire in 269 BC, sent his
missionaries throughout Asia
spreading Buddhism from India to
China and other parts of Asia.
It is because of Asoka that Buddhism
became a major faith.
58.
59. Beliefs of Buddhism
Founder: Siddhartha Gautama
(Buddha- “enlightened one”)
Four Noble Truths (everything in life is
suffering, the cause is selfish desires,
to end suffering you must end desires,
overcome desires by the Eightfold
Path)
Eightfold Path to Enlightenment
(following this path leads to Nirvana, a
release from selfishness and pain)
60. Buddhism
• Founded in India by Siddhartha Gautama
(Buddha)
– Asoka’s missionaries and their writings spread of
Buddhism from India China/Asia
• No Deity – The Buddha did not teach a deity
• Holy Book – no one book (writings like Perfection
of Wisdom Sutras)
• Basic Concept:
– Humans struggle to achieve virtuous life of Buddha.
– Persons achieve complete happiness (nirvana) by
eliminating their attachment to worldly things (personal
decisions).
61. Buddhism – 4 Noble Truths
Siddhartha taught 4
main ideas that
he had
understood in his
enlightenment - 4
Nobel Truths
1.Everything in
life is suffering
and sorrow
62. Buddhism
2. The cause of all suffering is
people’s selfish desire for
temporary pleasures of this world.
64. Buddhism
4. The way to
overcome such
desires and
attain
enlightenment
is to follow the
Noble Eightfold
Path.
65. Buddhism
Eightfold Path to Enlightenment
Right Views
Right Intentions
Right Speech
Right Action/Conduct
Right Livelihood
Right Endeavor
Right Mindfulness
Right Mediation
Goal of Buddhism:
enlightenment
66. Mauryan Empire- Asoka
• Chandragupta gained power in the Ganges
Valley and then conquered northern India.
• His son and grandson later added much of
the Deccan area in the south to the empire.
• Chandragupta had specially trained women
warriors guard his palace.
• Chandragupta's grandson, Asoka, is the
most honored emperor.
67. Asoka
• Shortly after becoming emperor Asoka
fought a long, bloody war to conquer the
region of Kalinga.
• Horrified by the slaughter- more than
100,000 people died- Asoka no longer
wanted to fight or conquer other territories.
• He converted to Buddhism, rejected
violence, and ruled by moral example.
• Most importantly, he sent missionaries to
spread Buddhism across India and
throughout Asia, including China.
68. Contributions of the Mauryans
• Political unification of much of India
• Spread Buddhism
• Free hospitals
• Veterinary clinics
• Good roads
69. Gupta
During the reign of the first three
Guptas, India experienced a period
of great achievement called: The
Golden Age of classical Indian
Culture.
70. India's Golden Age - Gupta
During this time Indian people made
significant contributions to world
civilizations in the area of
~mathematics- concept of zero
~medical advancements- set bones
~astronomy- concept of earth as round
~new textiles
~literature.