teks 1b, 3a india’s first empires - pre-ap world...

TAKING NOTES

• Mauryan Empire

• Asoka• religious

toleration

POWER AND AUTHORITY The Mauryas and the Guptas established empires, but neither unified India permanently.

The diversity of peoples, cultures, beliefs, and languages in India continues to pose challenges to Indian unity today.

SETTING THE STAGE By 600 b.c., almost 1,000 years after the Aryan migrations, many small kingdoms were scattered throughout India. In 326 b.c., Alexander the Great brought the Indus Valley in the northwest under Macedonian control—but left almost immediately. Soon after, a great Indian military leader, Chandragupta Maurya (chuhn•druh•GUP•tuh-MAH•oor•yuh), seized power.

The Mauryan Empire Is EstablishedChandragupta Maurya may have been born in the powerful kingdom of Magadha. Centered on the lower Ganges River, the kingdom was ruled by the Nanda fam-ily. Chandragupta gathered an army, killed the unpopular Nanda king, and in about 321 b.c. claimed the throne. This began the Mauryan Empire.

Chandragupta Maurya Unifies North India Chandragupta moved northwest, seizing all the land from Magadha to the Indus. Around 305 b.c., Chandragupta began to battle Seleucus I, one of Alexander the Great’s generals. Seleucus had inherited part of Alexander’s empire. He wanted to reestablish Macedonian con-trol over the Indus Valley. After several years of fighting, however, Chandragupta defeated Seleucus. By 303 b.c., the Mauryan Empire stretched more than 2,000 miles, uniting north India politically for the first time. (See map on page 191.)

To win his wars of conquest, Chandragupta raised a vast army: 600,000 soldiers on foot, 30,000 soldiers on horseback, and 9,000 elephants. To clothe, feed, and pay these troops, the government levied high taxes. For example, farmers had to pay up to one-half the value of their crops to the king.

Running the Empire Chandragupta relied on an adviser named Kautilya (kow•TIHL•yuh), a member of the priestly caste. Kautilya wrote a ruler’s hand-book called the Arthasastra (ahr•thuh• SHAHS•truh). This book proposed tough-minded policies to hold an empire together, including spying on the people and employing political assassination. Following Kautilya’s advice, Chandragupta created a highly bureaucratic government. He divided the empire into four prov-inces, each headed by a royal prince. Each province was then divided into local districts, whose officials assessed taxes and enforced the law.

Life in the City and the Country To stay at peace, Seleucus sent an ambas sa dor, Megasthenes (muh•GAS•thuh•neez), to Chandragupta’s capital.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

• Tamil• Gupta

Empire• patriarchal• matriarchal

India’s First Empires

Use the graphic organizer online to take notes on the Mauryan and Gupta empires.

1TEKS 1B, 3A

Pictured Above: (L) Brahma. Stone relief from Aihole, India, 6th–7th century; (R) Terra-cotta soldiers, Shaanxi Province, China

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Section 1 Program reSourceS

ALL STUDENTSIn-Depth Resources: Unit 2•GuidedReading,p.51•HistoryMakers:ChandraGuptaII,p.65

Formal Assessment•SectionQuiz,p.108

ENGLISH LEARNERSIn-Depth Resources in Spanish•GuidedReading,p.54

Spanish/English Guided Reading Workbook•Section1

STRUGGLING READERSIn-Depth Resources: Unit 2•GuidedReading,p.51•BuildingVocabulary,p.54•ReteachingActivity,p.68

Guided Reading Workbook•Section1

GIFTED AND TALENTED STUDENTSIn-Depth Resources: Unit 2•PrimarySource:fromArthasastra,p.58•Literature:fromthePanchatantra,p.62

Lesson PLan

objectives• TracetheriseandfallofIndia’sfirst

unifiedkingdom.

• CompareeventsinIndia’sthreeregionsafterthefalloftheMauryanEmpire.

• DescribetheriseoftheGuptaEmpire.

focus & motivateAskifstudentshaveeverplayedboardgamesofconquestsuchasHistoryoftheWorld.Whatstrategiesdotheyuseinsuchgames?(Possible Answers: analytical thinking and maneuvering)

instRuctthe mauryan empire is established

Critical Thinking• Howwouldyoucharacterize

Chandragupta’srule?(Possible Answer: harsh)

• HowdidAsoka’spoliciescontributetothegrowthandlastinginfluenceoftheMauryanEmpire?(His edicts gave it a moral and spiritual foundation that outlived his reign.)

In-Depth Resources: Unit 2•GuidedReading,p.51(alsoinSpanish)•PrimarySource:fromtheArthasastra,p.58

INTEGRATED TEcHNoLoGyVoices from the Past Audio

Power Presentations

Geography Transparencies•GT7IndiaUndertheMauryanDynasty,250b.c.

TEKS 1B identify major causes and describe the major effects of . . . development of the classical civilizations of India (Maurya and Gupta); 3A describe the major political, religious/philosophical, and cultural influences of . . . India.

Teacher’s Edition 189

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RESEARCH WEB LINKS Go online for more on Chandragupta Maurya and Asoka.

Chandragupta Maurya?–298 B.C.

Chandragupta feared being assassinated—maybe because he had killed a king to get his throne. To avoid being poisoned, he made servants taste all his food. To avoid being murdered in bed, he slept in a different room every night. Although Chandragupta was a fierce warrior, in 301 B.C., he gave up his throne and converted to Jainism. Jains taught nonviolence and respect for all life. With a group of monks, Chandragupta traveled to southern India. There he followed the Jainist custom of fasting until he starved to death.

▲ This pillar, on which Asoka’s edicts are written, is located at Vaishali.

VocabularyEdicts are official, public announcements of policy.

Megasthenes wrote glowing descriptions of Chandragupta’s palace, with its gold-covered pillars, many fountains, and imposing thrones. The capital city featured beautiful parks and bustling markets. Megasthenes also described the countryside and how farmers lived:

PRIMARY SOURCE [Farmers] are exempted from military service and cultivate their lands undisturbed byfear. They do not go to cities, either on business or to take part in their tumults. It therefore frequently happens that at the same time, and in the same part of the country, men may be seen marshaled for battle and risking their lives against the enemy, while other men are ploughing or digging in perfect security under the protection of these soldiers.

MEGASTHENES, in Geography by Strabo

In 301 b.c., Chandragupta’s son assumed the throne. He ruled for 32 years. Then Chandragupta’s grandson, Asoka (uh•SOH•kuh), brought the Mauryan Empire to its greatest heights.

Asoka Promotes Buddhism Asoka became king of the Mauryan Empire in 269 b.c. At first, he followed in Chandragupta’s footsteps, waging war to expand his empire. During a bloody war against the neighboring state of Kalinga, 100,000 sol-diers were slain, and even more civilians perished.

Although victorious, Asoka felt sorrow over the slaughter at Kalinga. As a result, he studied Buddhism and decided to rule by the Buddha’s teaching of “peace to all beings.” Throughout the empire, Asoka erected huge stone pillars inscribed with his new policies. Some edicts guaranteed that Asoka would treat his subjects fairly and humanely. Others preached non violence. Still others urged religioustoleration—acceptance of people who held different religious beliefs.

Asoka had extensive roads built so that he could visit the far corners of India. He also improved conditions along these roads to make travel easier for his

▲ This grouping of Asoka’s lions is used as a symbol of India.

Asoka?–232 B.C.

One of Asoka’s edicts states,

If one hundredth part or one thousandth of those who died in Kalinga . . . should now suffer similar fate, [that] would be amatter of pain to His Majesty.

Even though Asoka wanted to be a loving, peaceful ruler, he had to control a huge empire. He had to balance Kautilya’s methods of keeping power and Buddha’s urgings to be unselfish. Asoka softened Chandragupta’s harsher policies. Instead of spies, he employed officials to look out for his subjects’ welfare. He kept his army but sought to rule humanely. In addition, Asoka sent missionaries to Southeast Asia to spread Buddhism.

Analyzing Primary Sources

What information in this quotation indi-cates that Mauryan India valued agriculture?

A. Answer Farmers were exempt from military service so they could keep growing food.

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More About . . .

NonviolenceThe Buddhist principle of nonviolence, which Asoka applied in ruling the Mauryan Empire, has been used by other great leaders to create political and social change. Nonviolent resistance helped both Mohandas Gandhi gain India’s independence from Britain and Martin Luther King, Jr., win civil rights for African Americans. Ask students to name forms of nonviolent resistance (sit-ins, marches, fasts, strikes) and have them discuss why it is such a powerful force for change.

More About . . .

AsokaAsoka has become one of India’s most celebrated leaders. Yet it wasn’t until 1837, when Asoka’s edicts were deci-phered, that he became a well-known historical figure. In addition to informa-tion about his policies, the edicts reveal Asoka’s attitude toward his subjects. His paternalistic, or fatherly, feeling is shown by his referring to them as “my children.”

History Makers

Chandragupta Maurya and AsokaReligion played an important role in the lives of both Chandragupta and his grandson Asoka. Only Asoka, however, incorporated religion as a guiding princi-ple for his rule. Encourage interested students to research and compare Buddhism and Jainism and to present their findings to the class.

DiffereNtiAtiNg iNstruCtioN: struggliNg reADers

Connecting ideas Class time 15 minutes

task Analyzing a primary source

Purpose Clarify the speaker’s purpose

instructions Read the quotation from Megasthenes with students. Have them state in their own words what Megasthenes is saying. For example, they might restate the first few sentences this way:

Farmers don’t have to be in the army. They can plant crops without fear.

Help students rewrite the entire passage. Call on volun-teers to read the linguistically accommodated passage aloud. Allow beginning ELL students to echo or choral read as other students read aloud.

You may want to extend the lesson by asking students to discuss why Megasthenes didn’t mention anything about taxation of farmers in his statement. In fact, the farmers had to support the army. Help students understand that, since Megasthenes was an ambassador from Greece, he wanted to flatter Chandragupta and maintain his good opinion and peaceful relations with Greece.

Chapter 7 • Section 1

4EELPS

190 Chapter 7


LITERATURE SELECTION from the Panchatantraby Vishmusharmam

According to tradition, a Brahman named Vishmusharmam was given six monthsto teach the art of statecraft to two spoiled young princes. Vishmusharmamwrote a series of 87 witty stories to help him instruct the princes. Known as thePanchatantra or Five Books, these stories were written sometime between 200 B.C.and A.D. 500. What moral lesson does the following story, “The Lion-Makers,” teach?

Section 1

The Lion-Makers

In a certain town were four Brahmans who livedin friendship. Three of them had reached the

far shore of all scholarship, but lacked sense. Theother found scholarship distasteful; he had nothingbut sense.

One day they met for consultation. “What is theuse of attainments,” said they, “if one does not trav-el, win the favor of kings, and acquire money?Whatever we do, let us all travel.”

But when they had gone a little way, the eldestof them said: “One of us, the fourth, is a dullard,having nothing but sense. Now nobody gains thefavorable attention of kings by simple sense withoutscholarship. Therefore we will not share our earn-ings with him. Let him turn back and go home.”

Then the second said: “My intelligent friend,you lack scholarship. Please go home.” But thethird said: “No, no. This is no way to behave. Forwe have played together since we were little boys.Come along, my noble friend. You shall have ashare of the money we earn.”

With this agreement they continued their journey,and in a forest they found the bones of a dead lion.Thereupon one of them said: “A good opportunityto test the ripeness of our scholarship. Here liessome kind of creature, dead. Let us bring it to lifeby means of the scholarship we have honestly won.”

Then the first said: “I know how to assemblethe skeleton.” The second said: “I can supply skin,flesh, and blood.” The third said: “I can give it life.”

So the first assembled the skeleton, the secondprovided skin, flesh, and blood. But while the third

was intent on giving the breath of life, the man ofsense advised against it, remarking: “This is a lion.If you bring him to life, he will kill every one of us.”

“You simpleton!” said the other, “it is not I whowill reduce scholarship to a nullity.” “In that case,”came the reply, “wait a moment, while I climb thisconvenient tree.”

When this had been done, the lion was broughtto life, rose up, and killed all three. But the man ofsense, after the lion had gone elsewhere, climbeddown and went home.

“And that is why I say:Scholarship is less than sense;Therefore seek intelligence:Senseless scholars in their prideMade a lion; then they died.”

from Arthur W. Ryder, trans., The Panchatantra (Chicago:University of Chicago Press). Reprinted in Lin Yutang, ed.,The Wisdom of China and India (New York: RandomHouse, 1942), 276–277.

Discussion QuestionsDetermining Main Ideas1. Why did the four Brahmans decide to travel? 2. Why did the man of sense advise against bring-

ing the lion back to life?3. Categorizing The stories in the Panchatantra

are grouped into five categories—Loss ofFriends, Winning of Friends, Crows and Owls(international relations), Loss of Gains, and Ill-Considered Action. In which category would youplace “The Lion-Makers”? Why?

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In-Depth Resources: Unit 2

Bayof

Bengal

ArabianSea

INDIANOCEAN

Indus R

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Ganges R.

Mouths of the Ganges

Narmada R.

Godavari R.

Brahmaputra R.

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MathuraAyodhya

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Mauryan Empire, 250 B.C.

Gupta Empire, A.D. 400Areas under Gupta influenceTamil kingdoms

0

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500 Miles

1,000 Kilometers

Indian Empires,250 B.C.–A.D. 400

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region Compare the region occupied by the Gupta Empire

to that occupied by the Mauryan Empire. Discuss size, location, and physical characteristics.

2. Place Why did neither the Mauryan nor the Gupta Empire expand to the northeast?

officials and to improve communication in the vast empire. For example, every nine miles he had wells dug and rest houses built. This allowed travelers to stop and refresh themselves. Such actions demonstrated Asoka’s concern for his subjects’ well-being. Noble as his policies of toleration and nonviolence were, they failed to hold the empire together after Asoka died in 232 b.c.

A Period of TurmoilAsoka’s death left a power vacuum. In northern and central India, regional kings challenged the imperial govern-ment. The kingdoms of central India, which had only been loosely held in the Mauryan Empire, soon regained their independence. The Andhra (AHN•druh) Dynasty arose and dominated the region for hundreds of years. Because of their central position, the Andhras profited from the extensive trade between north and south India and also with Rome, Sri Lanka, and Southeast Asia.

At the same time, northern India had to absorb a flood of new people fleeing political instability in other parts of Asia. For 500 years, beginning about 185 b.c., wave after wave of Greeks, Persians, and Central Asians poured into northern India. These invaders disrupted Indian society. But they also introduced new languages and customs that added to the already-rich blend of Indian culture.

Southern India also experienced turmoil. It was home to three kingdoms that had never been conquered by the Mauryans. The people who lived in this region spoke the Tamil (TAM•uhl) language and are called the Tamil people. These three kingdoms often were at war with one another and with other states.

The Gupta Empire Is EstablishedAfter 500 years of invasion and turmoil, a strong leader again arose in the northern state of Magadha. His name was Chandra Gupta (GUP•tuh), but he was no relation to India’s first emperor, Chandragupta Maurya. India’s second empire, the Gupta Empire, oversaw a great flowering of Indian civilization, especially Hindu culture.

Chandra Gupta Builds an Empire The first Gupta emperor came to power not through battle but by marrying a daughter of an influential royal family. After his marriage, Chandra Gupta I took the title “Great King of Kings” in a.d. 320. His empire included Magadha and the area north of it, with his power base along the Ganges River. His son, Samudra (suh•MU•druh) Gupta, became king in a.d. 335. Although a lover of the arts, Samudra had a warlike side. He expanded the empire through 40 years of conquest.

Clarifying Which of Asoka’s

actions show the influence of Buddha’s teaching of “peace to all beings”?

B. Possible Answer his urging acceptance of people of all beliefs and cultures; his preaching nonvio-lence; his promoting his subjects’ welfare by making travel easier

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A Period of Turmoil

Critical Thinking• Howmightinvadersandrefugeeshave

disruptedIndia?(Possible Answer: by increasing the population and bringing new customs)

History from Visuals

Interpreting the MapHavestudentsstudythekey.WhatgeographicalfeaturemarksthesouthernboundaryoftheGuptaEmpire?(the Narmada River)

SkIllbuIlder Answers1. regionTheMauryanextendedfarther

tothenorthwestandsouth.BothempiresincludedtheIndus,Ganges,Narmada,andGodavaririvers.

2. PlaceTheHimalayasblockedthem.

Geography Transparencies•GT7IndiaUndertheMauryanDynasty

The Gupta empire Is established

Critical Thinking• WhateffectdidIndia’sclimatehave

onitseconomy?(Droughts led to a water tax and necessitated labor in water-related technology.)

In-Depth Resources: Unit 2•HistoryMakers:ChandraGuptaII,p.65

Chapter 7 • Section 1

literature during the Gupta empire: The Panchatantra

dIfferenTIATInG InSTrucTIon: GIfTed And TAlenTed STudenTS

class Time45minutes

TaskReadinganddiscussinganIndianfable

PurposeUnderstandtheculturalevolutionundertheGuptas

InstructionsHavestudentsreadtheselectionfromthePanchatantrabyVishmusharmamonpage62oftheIn-DepthResourcesforUnit2.ExplainthataBrahmanisaHinduofthehighestcastewhotraditionallyservedasapriestandthatPanchatantrameans“fivechapters”inSanskrit.Tellstudentsthatthisfablewasprobablywritten

duringthedevelopmentoftheGuptaEmpire.Makesuretheyunderstandthatafableisastorythatteachesales-sonormoral.Askthemtogiveexamplesofotherfablestheyarefamiliarwith,suchasthetalesofAesop.SuggestthattheydiscussThe Lion-Makersamongthemselvesandcompareitsmoralwiththatofotherfables.Whydotheythinkfablesareeffectivewaystoteachalesson?(They are usually short, humorous, and have simple and clearly defined characters.)Youmightwanttosuggestthatstu-dentschoosepartsinthefableandenactitfortheclass.

Teacher’s Edition 191


Mauryan Gupta

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SECTION ASSESSMENT

▲ This terra-cotta tile, showing a musician playing a stringed instrument, is from a Hindu temple of the Gupta period.

CONNECT TO TODAY CREATING A PIE GRAPH

Use the Internet or library sources to create a pie graph showing the percentage of the population in India today that is Hindu, Buddhist, Sikh, or a follower of other religions.

• Mauryan Empire • Asoka • religious toleration • Tamil • Gupta Empire • patriarchal • matriarchal

Daily Life in India The Gupta era is the first period for which historians have much information about daily life in India. Most Indians lived in small villages. The majority were farmers, who walked daily from their homes to outlying fields. Craftspeople and merchants clustered in specific districts in the towns. They had shops on the street level and lived in the rooms above.

Most Indian families were patriarchal, headed by the eldest male. Parents, grandparents, uncles, aunts, and children all worked together to raise their crops. Because drought was common, farm-ers often had to irrigate their crops. There was a tax on water, and every month, people had to give a day’s worth of labor to maintain wells, irrigation ditches, reservoirs, and dams. As in Mauryan times, farmers owed a large part of their earnings to the king.

Southern India followed a different cultural pattern. Some Tamil groups were matriarchal, headed by the mother rather than the father. Property, and sometimes the throne, was passed through the female line.

Height of the Gupta Empire While village life followed unchanging traditional pat- terns, the royal court of the third Gupta emperor was a place of excitement and growth. Indians revered Chandra Gupta II for his heroic qualities. He defeated the Shakas—enemies to the west—and added their coastal territory to his empire. This allowed the Guptas to engage in profitable trade with the Mediterranean world. Chandra Gupta II also strengthened his empire through peaceful means by negotiating diplomatic and marriage alliances. He ruled from a.d. 375 to 415.

During the reign of the first three Guptas, India experienced a period of great achievement in the arts, religious thought, and science. These will be discussed in Section 2. After Chandra Gupta II died, new invaders threatened northern India. These fierce fighters, called the Hunas, were related to the Huns who invaded the Roman Empire. Over the next 100 years, the Gupta Empire broke into small kingdoms. Many were overrun by the Hunas or other Central Asian nomads. The Empire ended about 535.

CRITICAL THINKING & WRITING6. SUPPORTING OPINIONS Which Indian ruler described in

this section would you rather live under? Explain.

7. DRAWING CONCLUSIONS What impact did the Greeks, Persians, and Central Asians have on Indian life between the Mauryan and Gupta empires?

8. ANALYZING ISSUES Which of the two Indian empires had the more significant political influence? Explain.

9. WRITING ACTIVITY POWER AND AUTHORITY For three of the rulers in this section, choose an object or image that symbolizes how that ruler exercised power. Write captions explaining why the symbols are appropriate.

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.

Contrasting How were the

family systems of north and south India different?

USING YOUR NOTES2. Which similarity of the empires

do you consider the most significant? Explain.

MAIN IDEAS3. Why was Asoka’s first military

campaign also his last campaign?

4. Who were the Tamil people?

5. What caused the fall of the Gupta Empire?

1

C. Answer In north India, men led the family and inherited property; in some areas of the south, women did.

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10_STXAESE321908_020701.indd 192 11/8/13 4:02 PM1. Mauryan Empire, p. 189; Asoka, p. 190; religious toleration, p. 190; Tamil, p. 191; Gupta Empire, p. 191; patriarchal, p. 192; matriarchal, p. 192

Tip for English LearnersExplain to students that the word part patr- means “father” and the word part matr- means “mother.” Ask them to think of words other than matriarchal and patriarchal that include these word parts. (Possible Answers: matriarch, matrimony, matriculate, matron, patriarchy, patricide, patriot, patriotic, patron)

More About . . .

Hindu Musical InstrumentsOne of the most important instruments used in ancient and modern Hindu music is the sitar. A lute with a gourd-like body and movable strings, it may be related to the ancient harp, or vina. The sitar is often played with the drum, or tabla, and the tamboura, another type of lute. The sitar has been popularized in the West by the internationally known master Ravi Shankar and by the Beatles.

AssesssEcTIon 1 AssEssMEnTHave students answer the questions with closed books and then check their answers by referring to the text.

Formal Assessment•SectionQuiz,p.108

ReteAchHave students review the material in the section and work together to produce an outline of the main ideas.

In-Depth Resources: Unit 2•GuidedReading,p.51

chApteR 7 • Section 1

AnswErs

2. sample Answer: Mauryan—Unified and extended kingdom by force, required high taxes, promoted Buddhism and religious toler-ation; Gupta—Unified and extended kingdom by force, required high taxes, promoted cul-ture. Promotion of religion and culture were most important.

3. He began following the path of nonviolence after realizing the devastation of war.

4. inhabitants of the southern tip of India

5. It broke into small kingdoms, many of which were overrun by Central Asian invaders.

6. Possible Answers: Chandragupta Maurya—Tried to control crime; Asoka—Believed in nonviolence; Chandra Gupta II—Promoted flowering of culture.

7. brought new languages and customs that both enriched and disrupted the empires

8. Possible Answer: Mauryan because of the policies of toleration and nonviolence

9. rubric Captions should• clearlyrelatetotheobjectorimage.• conveyinformationabouttheruler.• bereadilyunderstandabletothereader.

connect to todAyrubric Pie graphs should include accurate and factually based data on religions in India today; organize the data logically; be clearly labeled and neatly presented.

2C4ELPS

192 Chapter 7


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