Kings and Queens of Ancient India

Many different kings and queens ruled in ancient India. In this workshop, students will be introduced to some of these kings and queens, and the kingdoms and empires they ruled. We will relate the life story of King Aśoka, the best known of all ancient Indian kings. After waging many wars, King Aśoka decided he wanted to be a peace-loving king, and decided to follow the teachings of the Buddha, and practice non-harm. For the first activity, students will re-enact the life of King Aśoka, and his conversion to becoming a peace-loving king. Another historical figure we will look at is Queen Nāgaṇṇikā. Queen Nāgaṇṇikā seems to have ruled independently after her husband, the king, died, and before her son was old enough to rule on his own. We will teach students about some of her achievements. For another activity, we will put up a poster of her long inscription from the cave site on the wall (translated into English) with words and letters missing. The missing words and letters have fallen onto the floor. Can students match the words and letters to the gaps in the inscription to make words and sentences?

Curriculum for Excellence subjects and skills:

SOC 2-01a: I can use primary and secondary sources selectively to research events in the past.

SOC 2-06a: I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.

EXA 2-01a: I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances.

EXA 2-15a: I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.

ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression.

National Curriculum subjects and skills:

History: The achievements of early civilizations, including a non-European society that provides contrast with Britain, and ancient Greece (the Greeks in India). Understanding significant aspects of the history of the wider world, the nature of ancient civilizations, understanding continuity and change.

Geography: Naming and locating some of the worlds’ continents and oceans, using basic geographical terms such as river, valley, sea, ocean, port, mountain, forest, city, town, village. Engaging with maps.

Science: Metals used for making coins.

English: Reading comprehension and spelling. Improvising, devising and scripting drama, identifying with and exploring characters.

RE: Understanding Buddhist beliefs. Developing understanding of concepts and mastery of skills to make sense of religion and belief.