ANCIENT INVENTIONS overview
The Ancient Inventions curriculum explores the creation and spread of eight inventions across eight ancient cultures. Each invention/culture is a module composed of five lessons.
The inventions and corresponding cultures are:
- The wheeled vehicle in Ancient Mesopotamia (1700 BCE)
- The shaduf in Ancient Egypt (1470 BCE)
- The crane in Ancient Greece (465 BCE)
- Paper in Ancient China (105 CE)
- The arch in Ancient Rome (117 CE)
- The game Chaturanga in Ancient India (450 CE)
- The windmill in the Early Muslim Civilization (705 CE)
- The camera obscura in the Golden Age of Muslim Civilization (1000 CE)
The Ancient Inventions curriculum is designed to be an interdisciplinary STEAM experience. Within one module students are engaging in the disciplines of history, science, engineering, math, and English language arts. Using the Ancient Invention Kit materials, students learn about the ancient world, its key figures and histories, the engineering process, the physics and science behind the invention, math concepts behind the invention, different social roles, geography, and the importance of the invention for that civilization. The backbone of the experience has students engaging in the engineering design process. This is done by presenting students with a problem that a given culture faced. In order to solve that problem, they must build an invention. Students use common materials to fabricate simplified but functional versions of renowned inventions from these historical periods.
In each module, students:
- Immerse themselves in the historical culture through roleplaying characters of the past
- Build a working model of an invention, and test and improve it
- Learn the scientific and mathematical principles behind the invention
- Exercise their knowledge of both the civilization and the invention through a board game
- Learn about the Engineering Method
- Apply engineering principles to a new, personal context
In the India module, students are introduced to ancient India through the civilization of the Gupta Empire and the social structure imposed by the Hindu religion. Students learn about data collection and research. They use the principles of game design to create rules for the mysterious Chaturanga game. They are introduced to the concepts of validity and reliability in order to design and conduct a play-test of their game. Students analyze their research and improve their invention. Students understand that games were invented in India because people had more free time in a settled society and still wanted to be engaged.