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Until the 1920s, people believed that the first signs of civilisation in Pakistan had emerged in about 300 BC. Then, in 1924 archaeologists began to excavate the site of Mohenjo-Daro in the Indus Valley. These excavations brought about some remarkable results.
The evidence that the archaeologists discovered proved that a nreviously unknown civilisation that of the Indus people had begun as early a s 3000 BC. This was an exciting discovery, especially when the archaeologists realised that the Indus was a very advanced society. Some of the artefacts they found had symbols on them in a kind of script, but they have not been able to find enough writing to decipher what the sym
Archaeologists could see that the people of Mohenjo-Daro were quite sophisticated. They had large houses with domestic sanitation, which fed into a public drainage system.
Small flights of stairs were also discovered, which proved that some buildings had more than one floor or access to flat roofs. The buildings were made up of bricks the Indus people baked themselves from mud. They then plastered the internal walls with a layer of mud. In the centre of the city was a man-made mound constructed of mud and baked mud bricks on top of which the most important, buildings could-be found. These consisted of a large building where people lived and a very large and well-built bath, which must have been used for ritual bathing.
There were also the beginnings of what was probably a huge granary. The mound was fortified with square towers, and archaeologists believe that it housed the religious headquarters of the city.
The houses in the lower part of the town varied greatly in size: the largest ones were built around a central c tyard, and the smallest was just a single room with cooking and bathing areas separated off by a partition.
Thre were many shops and craft workshops where people made beads, pots, metal items, and jewellery among the houses. Nearby were buildings where fabrics were made and dyed.
Archaeologists found many intricately worked beads and bangles. By looking carefully at the way, these made it was possible to work out that some of the pieces would have taken up to two weeks to complete.
Around the city, archaeologists found the remains of a huge wall. Their first thought was that this was a defence against enemies, but further evidence in the city shows that the Indus people were never attacked and did not have any experience of warfare. It is more likely that the wall was built to protect Mohenjo Daro from the constant threat of flooding...
Indeed much of the information that would help us to understand the peopleof Mohenjo-Daro more fully was lost because of the abnormally bad flooding of the area. The floodwaters covered the site for a long time, destroying homes, temples, statues and artefacts.

QUESTION 1 In what way did the excavation of Mohenjo Daro lead archaeologists to change their views about
the early civilisations of modern-day Pakistan?

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Constructed response paragraph: in the short story, the author describes her life during her “day away” but provides few details about her “normal” life. using information from the text, write a short story that describes events that precede the story above. as you detail the author’s daily routine before her “day away,” be sure your narrative establishes the story’s setting, first-person point of view, and primary conflict.

2read this passage from "the raven." what is puzzling the speaker in this stanza? 60% but the raven still beguiling my sad fancy into smiling, straight i wheeled a cushioned seat in front of bird, and bust and door then, upon the velvet sinking, i betook myself to linking fancy unto fancy, thinking what this ominous bird of yore- what this grim, ungainly, ghastly, gaunt and ominous bird of yore meant in croaking "nevermore." s and what the raven's message is why the raven came to visit where the raven came from how the raven got into his room