https://www.storyboardthat.com/lesson-plans/ancient-india/economy

Activity Overview


Using a G.R.A.P.E.S. Chart to organize information about Ancient Civilizations is a useful tool to enhance students' analysis of the characteristics and contributions of a society. Going further and including visuals helps students to better retain the details of each category. In this activity, students will create a spider map focusing on the economy of Ancient India. They should be able to focus on how the resources that the civilization had access to influenced how the economy developed and what jobs existed.

By focusing on just one category, students are encouraged to include more information and should complete at least three cells. 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 post assessment after students have presented.



Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a spider map focusing on the different characteristics of the Economy or Jobs of Ancient India.

Student Instructions:

  1. Click "Start Assignment".
  2. Write a title for each cell and a 1-3 sentence description.
  3. Create an illustration that represents each category using appropriate scenes, characters, and items. Type “India” to find images that relate to Ancient India.
  4. Save and submit your storyboard.

Requirements: Minimum of 3-6 cells showcasing different characteristics of the Economy of Ancient India. Appropriate scenes to illustrate each cell. 1-3 sentence description for each cell demonstrating your understanding.

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Common Core Standards
  • [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • [ELA-LITERACY/WHST/6-8/2/B] Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

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