Objectives:
- Summarize the important achievements and contributions of ancient Indian civilization.
Scene 1 — Engage
Student Activity
Students are introduced to the focus of the experience: major and lasting contributions of ancient India in areas such as mathematics, science, technology, arts, and language. They examine an image of an Indus Valley water reservoir and read a list of diverse items (for example, zero, base ten numbering, eye surgery, flush toilets, chess, fabrics, steel, musical instruments, and yoga). Students then complete a table by listing which of these items they think were invented in ancient India.
Teacher Moves
Clarify that all the listed items were invented in ancient India. Lead a brief discussion about which items are still important today and why, noting that some (such as base ten numbers and flush toilets) affect nearly everyone, while others (such as polo or bangle bracelets) matter to smaller groups. Then divide students into small groups for the next scene and assign each group a category of ancient Indian contributions (Art and Music; Language and Literature; Science and Medicine; Technology; Mathematics; Games, Clothing, and Other).
Scene 2 — Explore
Student Activity
Students view an image and short description of a thali meal to see Indian cuisine as a global cultural contribution. Working in their assigned small groups, they read Interesting Indian Inventions and Discoveries that are Universally Accepted (omitting specified later or prehistoric sections) and use it along with at least one additional online source to research their category of ancient Indian achievements (art and music; language and literature; science and medicine; technology; mathematics; or games, clothing, and other). Using effective online research practices (specific keywords, evaluating reliability and bias, taking notes, and recording sources), groups create a report that clearly identifies key inventions and achievements, explains each in at least one sentence, and includes at least one relevant image. They post their report to a shared discussion wall or link to a product created in a digital tool (such as Prezi, a timeline tool, a slide presentation, or Glogster). Finally, students review reports created by other groups and discuss them within their own group.
Teacher Moves
Guide groups to use the linked sources in the experience plus at least one additional reliable online source, suggesting search terms such as “ancient Indian mathematics” or “ancient Indian medicine.” Support students in applying good research practices, including evaluating reliability and potential bias. After reports are posted, if time allows, have groups present their findings to the whole class, encouraging peer questions and answers. As time permits, facilitate combining the category reports into a single class report on ancient Indian achievements, then transition students to completing the remaining scenes individually.
Scene 3 — Explain
Student Activity
Students are introduced to Sanskrit as a major linguistic achievement of ancient India and learn that it is a highly structured classical language that influenced other ancient languages and, indirectly, English. They watch History of Sanskrit to understand its origins, uses, and ongoing significance, then answer two multiple-choice questions about how Sanskrit is mainly used today and what its use typically indicates about the speaker. Next, students read a transliterated passage from the Rig Veda, attempt to sound out lines to get a sense of the language, and then visit Ancient Sanskrit Online to locate the same verse and read its English translation. Using a discussion wall, they explain the main idea or message of the passage and infer what it reveals about ancient Indian beliefs and society, then reply to at least two classmates with questions or positive comments.
Teacher Moves
Provide context by sharing that India today has many languages (over 120 major and more than 1,500 minor languages or dialects). After students post their interpretations of the Rig Veda passage, highlight sample responses that capture key ideas, such as recognizing the verse as a hymn to the god Agni, its requests for protection, and comparisons to the sun. Use these to draw out inferences about ancient Hindu religiosity, polytheism, and beliefs about divine protection. Explain that Agni is the Hindu god of fire and protector of people and homes, and direct interested students to read Agni for more information and an embedded video.
Scene 4 — Elaborate
Student Activity
Students read an explanation of why knowledge about ancient history can be uncertain, including the scarcity of preserved records, the mixing of legend and fact in ancient writings, the challenges of translation, and the influence of historian bias. They then respond on a discussion wall to a prompt asking how they would ensure they obtained the most reliable information possible when researching “What was the first stringed instrument?”, explaining their reasoning with specific details.
Teacher Moves
Review student responses and share an interesting or exemplary answer with the class to spark discussion about evaluating sources and historical uncertainty. As time permits, play a selection of Indian classical music (for example, sitar music by Ravi Shankar) to connect the idea of historical research with a concrete cultural tradition.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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