Modeling the Ancients

Students in the Fourth Grade are learning the significance of the saying “geography is destiny” this year as they investigate the four ancient civilizations of India, China, Greece, and Mali. Their recent ancient Indian irrigation canal 3-D model projects display how geographical factors can shape societal patterns, politics, and growth. 

“It’s as a way to get the students thinking more about the connection between geography and early civilization,” fourth grade teacher Jay Tucker explained.

Each of the Ancient Civilization units begin with a focus on geography. For India, the class considered the Himalayan mountains and the Indus River, exploring how and why those prominent geographic features came to help support the formation of the civilization, and then further influence it, from the viability of growing crops due to the presence of fertile soil, to the perils of living and/or growing crops in the river’s flood zone. 

Using various items, including cardboard shoe boxes, paper, clay, cotton balls, and beads, the creatively team-constructed models displayed the mountains and the river, demonstrating their relationship to each other and how they supported the creation of irrigation canals, crops, and other constructs of the budding civilization. 

“My model was supposed to show what bad things could happen living in this part of the world, like floods, or maybe tigers,” said Austin. And then we put a Yeti in because that's where the Yeti originated. That was just a funny joke, though.”

Irrigation systems are mentioned in ancient Indian texts dating back to the third century BC when the Indus was diverted through canal networks to water crops. “I focused mostly on the canal because I wanted to make it really clear that there were canals there,” said Nyla of her model. 

When the models were completed, the class divided into their teams and circulated with clipboards and checklists, inspecting each of the models to make sure various elements had been included, and offering praise and constructive criticisms of each others’ work.

In addition to the models, the students work on narrative-form writing projects based on what they've learned in each of the four units that last throughout the year. Part of this writing involves the creation of travel journals that encourage the students to imagine going back in time, and what it would be like to be there, who you might encounter, and what the geography looks like in person. 

“This is the most hands-on project we've done," said Jamie. “I think this project is really cool because you get to have partners and you get to experience teamwork.” 

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