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For Stage 4 History, you may like to refer to a resource I created a few years ago (as mentioned in a previous post). Click here to examine the Syllabus Bite on Ancient India. As you progress through the topic you might like to use the glossary file below to help students develop knowledge of key terms. There is also a glossary quiz file, but you may like to break this up into a couple of smaller quizzes depending on the ability of your students. 
Students must explore the beliefs, values and practices of ancient India. The handout below introduces a few key terms, provides a brief summary of beliefs, values and practices and outlines a short group work task.
The activity below allows students to examine the physical features of ancient India including mountain ranges, plains, deserts, wetlands, rivers and highlands. Students are required to complete a mapping activitiy to show the spatial distribution of these features.
A person of significance must be examined. Below is a short introduction to Ashoka including a few relevant key terms and a short cloze passage. For more detail on Ashoka examine my previous post Teaching Ashoka.
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Ashoka appears in several of the HSIE syllabuses. There are ungoing debates about the place of India in History syllabuses. Discussions on the new draft Modern History syllabus have addressed the exclusion of some important topics and events related to modern India. This is despite the push with the 7-10 Australian Curriculum and new NSW syllabuses to include the Cross Curriculum Priority of Asia and Australia's Engagement with Asia. In terms of ancient India, Ashoka, an important personality in ancient India is actually included in three separate syllabuses: 7 History, Studies of Religion and Ancient History (new draft syllabuses). Most of the resources below have been designed for Studies of Religion, but you may like to modify them for a History class. History - Stage 4 - The Ancient World - The Asian World Depth Study - India The role of a significant individual in the ancient Asian world, for example ... Ashoka. Students:
Studies of Religion - Stage 6 (HSC) - Buddhism Significant People and Ideas
Ancient History (Draft syllabus) - Stage 6 (Prelim) - Investigating Ancient History - Case Studies Students investigate:
For junior History resources visit my blog post on Teaching Ancient India - Stage 4. http://www.hsieteachers.com/home/teaching-ancient-india-7-history For Studies of Religion, students could complete a research activitiy in pairs or groups on Ashoka. Each pair or group investigates one of: his pilgrimages, his missionary activities, monuments and stupas built by Ashoka, and his life as a model Buddhist. Students can then present their findings to the class (try to make sure there aren't too many groups or this kind of activity can become a bit drawn out).
The file below is a (very long) cloze passage on Ashoka. I know some people have issues with cloze passages, but they are a good way to ensure students are actually reading the texts provided, it is a change from the usual reading and answering questions, it provides a summary they can later read through, and it builds some basic literacy skills. Also, my theory is, providing a bit of variety is a good thing. Obviously don't use cloze passgaes all the time, but one here and there just means they aren't doing the same type of activity over and over again.
The Ashoka cut and paste activity is a good activity to help students organise their learning about Ashoka's impact on Buddhism in a hands on way.
Essay scaffolds may be useful for training students to organise their writing into structured paragraphs. These may be useful for a first draft of an essay. Obviously they don't provide enough space for the students to write a complete essay, but they may need them to write the key points that they will then expand on.
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