Second Edition

TEACHING GUIDE 2

For Grade 7
Ismat Riaz
TABLE OF CONTENTS

UNIT CHAPTER PAGE

UNIT 1 CHAPTER 1
01
MIDDLE AGES IN EUROPE Medieval Europe

UNIT 2
CHAPTER 2
SPREAD OF ISLAM IN EUROPE 03
Umayyads and Abbasids
AND ASIA
CHAPTER 3
UNIT 3 07
Muslim Empires and Crusades
MUSLIM DYNASTIES AND
CRUSADES CHAPTER 4
10
Ottomans and Safavids
CHAPTER 5
12
Establishment of Delhi Sultanate

CHAPTER 6
15
Expansion under Delhi Sultanate

CHAPTER 7
21
UNIT 4 Coming of the Mughals
MUSLIMS IN SOUTH ASIA CHAPTER 8
25
Consolidation of the Mughal Empire

CHAPTER 9
32
Golden age of the Mughals
CHAPTER 10
36
Later Mughals (1707–1857)
CHAPTER 11
42
UNIT 5 Modern Europe
MODERN PERIOD IN EUROPE CHAPTER 12
44
Europe’s Enlightenment and Revolutions
ANSWER KEY 48
REVISION WORKSHEETS 61

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 INTRODUCTION
USING THE TEACHING GUIDE
This Teaching Guide is meant to equip the teacher to facilitate the learning of history by students of
Class 7, in the 11–12 years age bracket. Consequently, the guide has been designed to inform as well
as practically guide the teacher through the stages of lessons based on events and personalities of
history.
Understanding History Book 2 covers the Mughal period in the subcontinent of India and Pakistan.
It also covers contemporary world history that had an impact on the Indian subcontinent when the
Mughals ruled India.

THE TEACHER GUIDE HAS FOUR COMPONENTS:

1. Explanation of basic terminology used in the study of history
2. Five skill-based areas for each chapter (Research; Key points; Activity; Application of
Learning; Writing skill) that are necessary in the learning of history at secondary level and
comprehensively cover the whole chapter and provide guidance for the requirements of
learning/teaching in the 21st century classroom.
3. Sample lesson on each chapter of the book guides the teacher with focus on any one specific
area of the chapter’s content.
4. Photocopiable worksheets for every chapter at the end of the Teaching Guide
Use of historical sources/resources/terminology
The following factors are important to the study of history:-

1. CHRONOLOGY
Chronology means an arrangement of events in time sequence. Since history covers a vast span
of man’s progress from ancient times to very recent modern times, it is necessary to divide it into
periods and ages. The events, people, and changes are then placed into relevant periods. Dates and
terms specifying time such as century or decade are used. Students may be encouraged to draw
‘timelines’ of periods or events of specific civilizations, dynastic rule to form a clearer picture of
what is being studied.

2. PRIMARY AND SECONDARY SOURCES

Primary sources are usually letters, records, documents, artefacts, buildings, and accounts of events
recorded by people who were present in that era, or any other source of information produced
during the particular period of history being studied. In fact, all those things which relate to or are
a part of the period of that time. History textbooks contain a variety of primary sources which the
students can examine. The author would have already done the research, found the primary sources,
and reproduced them in the textbook. A number of sources collected on ONE topic will show how
much they vary. The students can discuss the usefulness or otherwise of the source in telling us
about that period of history. Old photographs, letters, maps, portraits, and paintings (in the case
of Mughal history, miniature paintings are a wonderful source) can be used for ‘activity’ exercises

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based on change and continuity, local history studies, chronology exercises, and project work on
everything from architecture to even fashion. (Again, Mughal history is full of these).

PRIMARY SOURCES AND HOW TO READ THEM

It is important to read and analyse primary sources for the understanding of history. So, what are
primary sources? Simply defined, primary sources are historical records produced at the same time
the event or period that is being studied took place or soon after.
Most primary sources are written-government records, law codes, private correspondence or
letters, literary works, religious texts, merchants’ account books and so on. Even oral traditions and
artifacts are primary sources.
Primary sources are distinct from secondary sources – books, articles, television documentaries, and
even films. Secondary sources organize past events in a systematic way to create a understandable
narrative, i.e histories.
Reading and interpreting primary sources is a skill that mainly requires close attention and common
sense.
The first step is to evaluate the validity of the source – how truthful is the account.
The second step is to read and study each source carefully and thoroughly.
The third step is to use the evidence you have picked up from the source, analyse and interpret it
and then provide it as evidence to use in your answers.
To start the analysis, the reader must ask several key questions to understand the source’s
perspective and its worth as a primary source:
• What kind of document is it?
• Who wrote it?
• For whom and why?
• Where was it composed and when?

3. SECONDARY SOURCES
Secondary sources are accounts or reported events of history which are compiled after an author
has looked at many primary sources and gathered evidence to write about. They include biographies
of famous personalities of people in history, and books on specific topics or periods of history;
newspaper articles are also a good secondary source of information.
Teachers could look out for reports in old newspapers, Sunday magazines and supplements on
national days celebrated in Pakistan (e.g. the Quaid’s birthday, Allama Iqbal’s death anniversary).
These contain a wealth of information on what happened 50–60 years ago. Such cuttings from
newspapers/magazines can easily be photocopied in black and white and used to start a lesson, as
additional content to create interest or as exercises on comparing and contrasting different periods
of history. It is up to the teacher to use his/her imagination to create a variety of uses for more
effective teaching/learning.

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 4. PICTURES AND PHOTOGRAPHS
The textbook contains pictures and photographs of the places and people in the period under study.
These should be observed and evaluated by the students to create interest in how things were in that
era.

ACTIVITY: HOW TO READ PICTURES

• Relevant photographs may be cut out from old books, magazines, and newspapers or
downloaded from the Internet.
• The teacher can give a picture each to pairs of students to study, and the more detailed the
picture, the better.
• Let the students look at the picture for a minute or two. Then, in pairs, they can discuss it and
list their observations.
• The teacher can then lead a discussion by focusing on the following questions:
1. Is this picture a primary or a secondary source?
2. Are there any clues in the picture to identify the period of history they are studying?
3. How does the picture connect to that period?
4. What types of people are shown in the picture?
5. Why are they dressed in this way?
6. What kind of activity is taking place in the picture?
7. Why is that activity important?

5. ARTEFACTS
Artefacts are objects such as pottery, coins, items of daily use, maps and pictures, or government
records from a specific period. These may be objects from a museum or photographs showing
artefacts, or textual items such as a railway timetable, letters from a person of that era, etc. Artefacts
tell us a lot about the lifestyles of the people and places of the past. They can be said to be primary
sources of history. The teacher can use these artefacts or copies or pictures of them to explain a
particular topic. The explanation may be interactive by questioning the students on what they
observe and what outcomes the observation leads to. This can be a useful exercise for sharpening
the students’ observation and analytical skills.

6. MAPS
Whether in history or geography, maps are an essential tool for teaching and learning. Historical
maps can be found in textbooks, atlases and on the Internet. An entire lesson can be based on
familiarizing the students with a period of history by looking at a map that shows the area, towns,
cities, rivers, and roads. Such maps also help learners to understand how long distances were covered
for travel and communication, and the dangers that had to be faced. However, names of places,
dates, and keywords associated with that period of history have to be clarified first for the students.
The teacher can devise lessons using maps in many different approaches. An example would be a

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‘treasure map’ or a ‘road map’ to find a place. Once students are familiar with learning from maps, a
useful and effective learning exercise then becomes a ‘Fill in…’ on blank maps for students.

7. ASSESSMENT
Assessment is vital as it can also be used for students to know their progress in learning. Assessment
is both summative, i.e. grading or ranking according to marks obtained in tests and exams, and
formative, i.e. ongoing—based on observation and feedback to the students—to help with both
teaching and learning. This enables students and teachers to identify weak areas of learning and to
improve in those areas.
The basis of assessment and its objectives should be explained to the students, e.g. how many marks
have been set for writing with understanding or reasoning, or stating the importance, or evaluating.
Questions are based on content as well as critical thinking skills and there are ‘command’ words for
each skill used.
For instance, questions beginning with ‘What’ ask only for information or knowledge; questions
using the command word ‘Why’ ask for reasons with supporting detail.
Questions employing critical thinking begin with command words such as: Identify; Explain;
Analyse; Evaluate; How; Compare (both similarities and differences); Contrast (find differences).

SAMPLE LESSONS: CHAPTERS 1–12, BOOK 2

Each chapter addresses the five aspects of skills-based learning (Research; Key Points; Activity for
lesson; Application of learning; Writing skill) and a sample lesson on a specific part of each chapter
is provided (Objectives; Learning Process; Learning outcomes).
1. Research means a systematic investigation to establish facts. For secondary-level students this
is an independent journey of discovery to ‘Find out’. It can be carried out on field trips, through
books, and on the Internet. Research is a most important skill for an historian, and in today’s
educational environment.
2. Key points are the main facts or points of the chapter highlighted for the teacher to focus on.
These are important because the knowledge gained should be about causes and consequences
of events, achievements of personalities, different points of view on specific issues, and
evaluating outcomes and their effects. In adopting this approach, students will not just focus on
rote learning of dates and facts.
3. Activities based on historical content ensure that the learner’s understanding of the topic is
clear, and also add extra interest for the learner. So, an activity can be planned and developed
for each topic/lesson to ensure more in-depth learning.
4. Application of learning demonstrates understanding and thinking skills as the students’
learning is applied in different contexts. This can be done through writing or activity-based
tasks such as making a poster, role play, a library assignment, etc. and should involve the skills
of evaluation, description, comparing and contrasting, or researching similar examples or
events from a different period of history.
5. Writing skills must be learnt in each lesson and built upon as the level increases. This is good
preparation for examinations and should be part of classroom practice. Assessment objectives

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 which involve written answers or assignments must be clearly explained to students. Key
instruction words such as identify, explain, describe, evaluate, analyse, and synthesize should be
practised and become part of the students’ vocabulary.

SAMPLE LESSON PLAN

The general structure of the lesson plan is:
First, write the topic on the board and ask questions to access and evaluate existing knowledge, if
any. Make connections to other related events/issues or even to what is happening at present.
Secondly, use a stimulus (a picture, newspaper heading, artefact, map, cartoon, diagram, a literary
source (poetry or prose) in either English or Urdu to start a dialogue, discussion or debate as a form
of interactive classroom teaching and learning.
Thirdly, use the three Ds (dialogue, debate, discussion) to lead into a learning and understanding
activity.
Fourthly, apply the learning by asking the students to draw a poster or timeline; or complete an
evaluation exercise, etc. through dialogue; or do an exercise such as a crossword or True/False
statements, etc.
Fifthly and finally, provide the scaffolding (a simple outline) for the written task (e.g. summary,
report, write a letter, compare and contrast, identify causes and consequences, or give reasons for).
Guidelines for developing writing skills are given for each chapter under the Skill Based outline.

WORKSHEETS
A worksheet is provided for each chapter of the book. The purpose of the worksheet is to provide
additional material related to the chapter for revision purposes, or enhance understanding of the
content, or apply thinking skills in a student-friendly way, and to make learning an activity based
experience.

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UNIT 1 MIDDLE AGES IN EUROPE

CHAPTER MEDIEVAL EUROPE

The medieval period or Middle Ages in Europe roughly spans over 1000 years beginning around 476
AD and ending between 1400 and 1450. Referred to as the Dark Ages, it was a time when the Roman
Empire and civilisation declined, and Europe was attacked and taken over by barbaric tribes from the
north. The period ended with the rebirth of learning, culture and art, i.e. Renaissance which celebrated
the classical learning of ancient Greece and Rome.
The medieval period went through major upheavals which permanently reshaped Europe and
established Christianity as the major religion in Europe. It is also important because it laid the
foundations of modern Europe.
This medieval period is characterised by independent kingdoms ruled by kings and queens who had
absolute power over their subjects, a feudal system of land holdings, a peasantry tied almost as slaves to
till the land for Bishops and landowners; many grand castles, cathedrals and churches were built and
decorated with stained glass, mosaics and paintings.
Historians mark the end of the medieval period with the fall of Constantinople in 1453 or the discovery
of America in 1492.

RESEARCH
• King Arthur and the Knights of the Round Table
• Charlemagne

KEY POINTS
• End of Roman Civilisation in 476
• Europe enters the Dark Ages
• Reign of Kings and Queens
• Establishment of feudal system
• Christianity becomes the main religion in Europe and The Church a powerful entity.
• By the 12th Century, Europe became more enlightened.
• The beginnings of early modern Europe became visible with the rebirth of learning or
Renaissance.

ACTIVITY FOR LESSON

Make a list of all the symbols that characterised life in Medieval Europe with illustrations or pictures.

APPLICATION OF LEARNING
Write a short essay describing the life and society in the Middle Ages or Dark Ages.

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 Medieval Europe

WRITING SKILLS
How to write a descriptive paragraph using the above: Write a short essay describing the life and
society in the Middle Ages or Dark Ages.
1. Description requires the use of language with Adjectives and Adverbs.
2. Describe the kind of daily life people in the Middle Ages lived.
3. In the second paragraph, describe the festivals and life in the court of the King.
4. Describe the art and decoration in the churches and palaces of kings and nobles.

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UNIT 2 SPREAD OF ISLAM IN EUROPE AND ASIA

CHAPTER UMAYYADS AND ABBASIDS

This chapter explains how a new Islamic Civilisation came into being and spread rapidly over the
continents of Europe and Asia. It focuses on the Umayyads and Abbasids in evolving the different
aspects and forms of Islamic cultural heritage, and the emphasis on learning, leading to inventions
and scholarly research. The consolidated rule of the Abbasids gave way to strong, independent
Muslim empires in Turkey, Egypt, Syria, and Palestine.

RESEARCH
Find out about the buildings of the Umayyad period and explain how the unique architecture of
domes and mosques reflected a new civilisation.

KEY POINTS
• Explanations of the following: Dark Ages, civilisation, Islamic civilisation, culture, calligraphy,
Golden Age, and polymath
• Why the Roman Empire collapsed
• How Christianity spread in Europe under Roman rule and how the ‘Western Civilisation’
developed
• The new civilisation of Islam took root in Arabia and spread beyond the peninsula under the
rule of the first four Khulafa-e-Rashideen .
• Dynastic rule took over in Islam and the empire spread from Spain to China.
• Europe entered the Dark Ages while Islam spread and evolved into a remarkably enlightened
civilisation.
• Muslims scholars and inventors led the way in learning and innovation.

ACTIVITY FOR LESSON

Using pictures of astrolabes and other inventions of Muslim scholars, discuss how each invention
works, and its connection to the modern world.

APPLICATION OF LEARNING
Compare the learning of the Ancient Greeks to the learning and knowledge of the Islamic world in
the 8th to 13th centuries.

WRITING SKILLS
Summarise the achievements of the early Muslim dynasties (Umayyads and Abbasids) in two
paragraphs.
1. Identify the main achievements (conquests, learning, government, and buildings) of the
Umayyad and Abbasids. Give supporting reasons as to why they are achievements.
2. Explain the important contributions of these achievements to civilisation.

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 UMAYYADS AND ABBASIDS

MUSLIM INVENTORS AND SCHOLARS

From the 9th to the 13th century, the Islamic world saw great advancements in all kinds of subjects.
In fact, Muslim scholars who had mastered several subjects came to be called polymaths. This
chapter gives an overview of some of these polymaths and their discoveries which paved the way to
the Renaissance and the Age of Discovery in Europe.

RESEARCH
• Abbas Ibn Firnas (810–887)

KEY POINTS
• Muslim inventors and scholars were polymaths because they had command over not just one
or two, but several subjects.
• The Muslim inventors and scholars whose innovations led to new knowledge and discoveries
• Muslim discoveries in the fields of mathematics, geometry, medicine, optics, geography,
astronomy, history, and a travelogue of the known world at that time
• The scholars based their knowledge on a spirit of inquiry and the principle of going from the
‘known to the unknown’.
• The loss of Muslim learning and accumulated knowledge when Baghdad was sacked by the
Mongol leader, Hulagu Khan in 1258
• Muslim learning lost the spirit of inquiry, and knowledge of science and mathematics came to
be interpreted through religious knowledge.
• Muslim learning lost the spirit of inquiry and knowledge of Science and Mathematics came to
be interpreted through religious knowledge.

ACTIVITY FOR THE LESSON

Project work: The students should collect pictures of Muslim scientists and inventors and match
them with drawings, pictures, or models of their inventions. These should be placed on a chart for
display in the classroom. Research for pictures/drawing will take 10–15 days as a collective class
effort. After putting it all together and labelling names and inventions, the work can be displayed in
the classroom or corridor.

APPLICATION OF LEARNING
Students’ role play of all the Muslim inventors can make an interesting dramatic presentation in
class. The teacher should give each character a few sentences to speak and encourage them to deliver
them with suitable oral expression.

WRITING SKILLS
Write a paragraph on Ibn Khaldun.
1. In the first sentence state who Ibn Khaldun was.
2. Give some biographical details in two sentences.
3. Explain his importance as a scholar and name the books he wrote.
4. The last two sentences should evaluate his works in leading the way for future scholarship

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SAMPLE LESSON PLAN 1
Topic: Dynastic rule in Islam
Duration: 35-40 minute period
OBJECTIVES RESOURCES
• To know the meaning of ‘dynasty’ and how ‘dynastic’ rule Textbook; internet
started when the Umayyads took over. research
• To understand the practice of governance in an Islamic state
ruled by Sultans.
LEARNING OUTCOMES
Students should be able to:
• know and understand the style and tradition of governing
set by the Umayyads in contrast to the Khulafa-e-Rashideen
.
• discuss the system of dynastic rule and its advantages and
disadvantages.
LEARNING PROCESS TEACHER’S NOTES
1. Explain how the Umayyads came to rule the Muslim state after
the Khulafa-e-Rashideen ; and what was different
from the way the Khulafa-e-Rashideen ruled.
2. Explain the achievements of the Umayyad dynasty.
3. Discuss how the Abbasids came to power after the Umayyads.
What is meant by ‘Golden Age’ of the Abassids?
4. Name some of the other dynasties that took over after the
Abassids.
5.
On a blank map of the world provided by the teacher, place the
different dynasties that ruled after the collapse of the Abbasid
empire.
HOMEWORK
Students can answer questions 1 and 2 from both brief and detailed Q/A.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned about the style of governance by Umayyads after Khulafa-e-Rashideen .
• I learned about the major achievements of Umayyads.
• I learned how the Abbasids replaced the Umayyad dynasty.
• I learned what made the Abbasids a golden age for Muslims.

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 UMAYYADS AND ABBASIDS

SAMPLE LESSON PLAN 2

Topic: Muslim Scientists and their Achievements
Duration:35-40 minute period
OBJECTIVES RESOURCES
• To take an overview of the scholarship and achievements Textbook; Internet research
of Muslim scientists and polymaths during the 11th to
15th century
LEARNING OUTCOMES
Students should be able to:
• Know and understand the value of Muslim scholarship
which brought on the Renaissance in Europe.
• Relate to the discoveries and inventions of Muslim
scientists that are still in use in the world of today.
LEARNING PROCESS TEACHER’S NOTES
1. Explain what ‘Polymath’ means.
2. Explain why Muslim scholars were called ‘Polymaths’.
3. Explain how Muslims gathered knowledge and invented
their own.
4. Talk about Al- Khwarizmi; Al Razi; Ibn Haytham; Al
Beruni and Ibn Sina.
5.
Make students copy Ibn Haytham; saying in margin on
Pg 9 in their copies.
HOMEWORK
Students can answer all the brief questions independently.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned that Al-Khwarizmi is considered the Father of Algebra.
• I learned that Ibn Sina was a polymath who made significant contributions to medicine and
pharmacology.
• I learned that Ibn Al-Haytham was referred to as the Father of Optics.
• I learned that Al-Idrisi produced comprehensive and accurate medieval maps and
geographical encyclopedias.
• I learned that Ibn Rushd’s works played a vital role in the revival of Aristotelian thought in
the West.

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UNIT 3 MUSLIM DYNASTIES AND CRUSADES

CHAPTER MUSLIM EMPIRES AND

CRUSADES
The end of Abbasid Khilafat gave rise to other powerful dynasties that ruled the Muslim territories.
The Seljuks, Fatimids, Ayyubid, Ottoman, Safavid, and Mughal dynasties ruled over a huge span
of territory across North Africa, Eastern Europe, Middle East, Anatolia, Central Asia right up to
Burma.

RESEARCH
• Al-Azhar University
• Battle of Manzikert

KEY POINTS
• With the decline of the Abbasid Khilafat, powerful Muslim empires(Fatimids; Ayyubids;
Seljuks; Ottomans; Safavids and Mughals) were established.
• The Fatimids ruled from Egypt and had a large territory under their control. The city of Cairo
was built by them and Al-Azhar University.
• Salahuddin Ayyubi set up the Ayyubid dynasty by displacing the Fatimids. He played role in
reconquering Jerusalem in 1187 at the battle of Hattin. He continued to fight the Crusaders.
• The Seljuk empire expanded to Anatolia, Syria and Iraq. It became the forerunner of the
powerful empire established by the Ottoman Turks.
• The Crusades were holy wars initiated by Pope Urban II to unite Christian Europe to resist the
ever-expanding territories of the Muslims and to retake Jerusalem and the Holy land.
• In the 12th Century a new force from Central Asia, the Mongols, under their leader Ghengis
Khan, swept westwards to make a huge empire.

ACTIVITY FOR LESSON

• On a blank map of the world, draw the boundaries and colour in the areas of the Fatimid,
Ayyubid, and Seljuk empires.
• Make a timeline of the Fatimid, Ayyubid, Seljuk, Ottoman, Safavid and Mughal empires.

APPLICATION OF LEARNING
• Find similarities and differences in the Muslim empires set up by the Fatimids, Ayyubids, and
Seljuks.

WRITING SKILLS
The above writing assignment can be used to learn the skill of comparing and contrasting as follows:
In the first paragraph, identify and write the similarities between the three empires.

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 Muslim Empires and Crusades

For example: All three were Muslim Empires; had a conquered large territory; ruled by a dynasty;
committed to learning, art and culture etc.
The second paragraph will highlight the differences in approach to government; causes of decline
etc.

SAMPLE LESSON PLAN 1

Topic: The Great Seljuk Empire
Duration: 35-40 minute period
OBJECTIVES RESOURCES:
• To take an overview of the extent, achievements, art and Textbook; internet
scholarship of the Seljuk Empire research
LEARNING OUTCOMES
Students should be able to:
• Locate the territorial expanse, founding, famous sultans,
achievements in scholarship, art and culture of the Seljuk Empire.
• Understand the takeover of Anatolia by Seljuk Turks leading
eventually leading to the founding of the Ottoman Empire.
LEARNING PROCESS TEACHER’S
1. Explain the origin of the Seljuk Turks. Use a map to show the NOTES
migratory pattern of the Oghuz Kinik tribes westwards towards
the Iranian and Anatolian plateaus.
2. Mention the founders of Seljuk Empire and the prominent Sultans
and their achievements.
3. Discuss the educational progress in science under the Seljuks: Al
Ghazali and Omar Khayyam and their discoveries.
4. Analyse the decorative style developed with glazed mosaic tiles
using bright turquoise and blue colours.
5.
Explain the eventual breakup of the empire into three strong
sultanates.
HOMEWORK
Students can answer detailed question 4 independently.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarising
the lesson, for example:

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• I learned about the territorial expanse of Seljuks.
• I learned about the famous sultans of the Seljuk empire.
• I learned about the achievements in scholarship, art, and culture of the Seljuks.
• I learned about the factors that led to the replacement of Seljuk by Ottoman Empire.

SAMPLE LESSON PLAN 2

Topic: The importance of Salahuddin Ayyubi as an exemplary Muslim ruler
Duration: 35-40 minute period
OBJECTIVES RESOURCES:
• To be able to evaluate the character in light of the Salahuddin’s Textbook; internet
achievements as a military commander and good human being research
LEARNING OUTCOMES
Students should be able to:
• Discuss the exemplary character of Salahuddin Ayyubi based on
Islamic values.
• Evaluate his role as a Muslim ruler and Sultan who fought in the
Crusades.
LEARNING PROCESS TEACHER’S
1. Explain the extent of the Ayyubid empire using a map. Locate the NOTES
main cities and towns of the area.
2. Give examples of Salahuddin Ayyubi’s generosity and chivalry to
his enemies
3. His place in the West as a worthy Muslim commander
4. His importance in reconquering Jerusalem for the Muslims
5. Highlight his example as a humble and modest person who
disliked extravagance.
6.
Explain his battles with the Crusaders and why he is held in great
esteem in the Muslim world for it.
HOMEWORK
Students can answer detailed questions 2 and 6 independently.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned about the extent of the Ayyubid empire on a map.
• I learned about the historical importance of Salahuddin Ayyubi.
• I learned about the role of Salahuddin Ayyubi in the Crusades.

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 Ottomans and Safavids

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UNIT 3 MUSLIM DYNASTIES AND CRUSADES

CHAPTER OTTOMANS AND SAFAVIDS

In leading up to the Mughals, two contemporary Muslim dynasties, the Turkish Ottomans and
the Persian Safavids, and their Islamic cultural innovations and artistic contributions have been
highlighted in this chapter. The narrative builds on the influence of Persian culture, civilization,
and architecture on Mughal architecture, painting, learning, and fashion through interaction with
Persia.

RESEARCH
• Find out about the Topkapi Palace in Istanbul and its role as a museum.

KEY POINTS
• Once the Abbasid dynasty collapsed, the Ottoman Turks built a great empire that lasted for 600
years.
• The Ottoman Empire had distinctive features of governance that helped to prolong its
rule—the millat system, janissaries, religious tolerance, the inclusion of non-Turks in the
administration and army, and achievements in art and architecture.
• The Safavid Empire was next door to the Ottomans and often there was a clash between the
two. The Safavids were mainly of the Shia sect of Islam; they re-established the identity of
Persia and made Islam the official religion.
• Its achievements in the arts, literature (poetry and prose), and culture
• Make connections to India and show how Persian influences were evident in the Mughal court
and architecture; Persian became the language of the Mughal court.
• Causes that led to the fall of both the Ottoman and Safavid Empires

ACTIVITY FOR LESSON

On an outline map of the world, mark the extents of the Ottoman Empire and the Safavid Empire,
using different colours. Show the main cities of both empires.

APPLICATION OF LEARNING
Describe the government of the Ottomans and explain why it lasted for 600 years. Writing skills
Explain how the Safavids contributed to Islamic civilization.
1. Introduce the Safavids and explain how they strengthened Iran as a state.
2. List some of the cultural achievements of Iran during and after the Safavids.
3. Describe their influence on the Mughals and explain how Iranian culture influenced Mughal
achievements in poetry, painting, and architecture.

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SAMPLE LESSON PLAN 1
Topic: System of governance under Ottoman Kings; Mehmet II and Firman to Franciscan
Monks; Suleiman the Magnificent and Decline of Ottoman Empire
Duration: 35–40 minute period
OBJECTIVES RESOURCES:
• To analyse the importance of the unique system of governance of Textbook;
Ottoman Sultans Internet
• To appreciate the importance of the Firman as a document of religious research
tolerance
• To evaluate the reign of Sulieman the Magnificent
• To understand the reasons for the fall of the Ottoman Empire
LEARNING OUTCOMES
Students will be able to:
• Discuss the Ottoman system of governance; understand the importance
of Mehmet II,s Firman; know the reasons for the title given to Suleiman
the Magnificent; analysed the reasons for the fall of the Ottoman
Empire.
LEARNING PROCESS TEACHER’S
1. Make students look at the map. Point out the extent of the Ottoman NOTES
empire.
2. Explain who the Ottoman Turks were and how they established such
a huge empire.
3. Explain the administration of the Ottoman empire.
4. Tell the story of Mehmet II and how he conquered Constantinople
and came to be known as Sultan Fatih, the conqueror.
5. Explain the reign of Suleiman. Explain why he is called the
‘Magnificent’.
6.
Make students analyse the reasons for the decline of the Ottoman
empire and write the reasons on the board as they come up with them.
HOMEWORK
• Ask a student to read out the Firman and then brainstorm why it was published by the
United Nations in all its languages.
• Ask students to copy Suleiman’s poetry in the margin and discuss the two wise concepts
that are explained in the poetry

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 Establishment of Delhi Sultanate

5
UNIT 4 MUSLIMS IN SOUTH ASIA

CHAPTER ESTABLISHMENT OF DELHI

SULTANATE
The north-west of the subcontinent and the Khyber Pass became the route into India for the Turks
who conquered the region in the 10th century. The first invader was Mahmud of Ghazni and he
came into India seventeen times, but did not stay to build an empire. It was Muhammad of Ghor
who set up the first Muslim dynastic rule in India. He had no heirs and the sultanate he founded
was continued by his generals, who were slaves. Qutbuddin Aibak became the first Sultan of the
Slave Dynasty followed by Iltutmush, Razia Sultana, and Balban. All proved to be competent rulers.

RESEARCH
• The city of Ghazni
• Mongols
• Amir Khusro

KEY POINTS
• After Muhammad bin Qasim, the next invasion of the subcontinent came from the northwest
of India. Turkish Muslims from Central Asia set up the Delhi Sultanate and would rule for 335
years.
• The nomadic tribes of Central Asia converted to Islam and set up kingdoms. Ghazni’s ruler
Mahmud invaded India seventeen times. Already a ruler of a large empire in Central Asia,
Mahmud is a controversial figure in history.
• Ghazni became a centre of learning as well as a place of fine architecture. Two important
books—Kitab-ul-Hind and Shahnama—were written during Mahmud of Ghazni’s rule.
• Muhammad of Ghor set up his kingdom in India and ruled till 1206. He was succeeded by
Qutbuddin Aibak of the Slave Dynasty. The Quwwatul Islam Mosque and the Qutb Minar in
Delhi were built by him. The powerful ‘Forty Nobles’ supported the Sultans.
• Iltutmush, the next ruler, had to consolidate his power by defeating the Rajputs and other
rulers; he established a good administration.
• Razia Sultana succeeded her father, Iltutmush, but the ‘Nobles’ did not support her.

ACTIVITY FOR LESSON

• Start the lesson with the research on Al-Beruni. As a primary source, Al-Beruni’s account of his
times can be read as a narrative in class. Knowledge will be expanded by adding and explaining
how the Muslim kings ruled, and what conditions were like at that time.
• The next activity will be to draw a timeline from Mahmud of Ghazni to the Slave Dynasty.
Dates and names of kings should be written on the timeline.
• The third activity can be a discussion on ‘Who proved to be a good king?’ This will lead to the
writing assignment on this topic. Students should support their answers with examples.

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APPLICATION OF LEARNING
What does it mean to argue? It means that you produce reasons or points that support what you are
saying. The scaffolding will help the students to arrange their ideas/facts/points and then use them
to reach a conclusion.

WRITING SKILLS
1. The students may write a paragraph each on the achievements of Mahmud Ghaznavi,
Muhammad Ghori, Qutbuddin Aibak, Razia Sultana, Nasirudin Mahmud and Balban.
2. The conclusion must identify the most successful of the Sultans.

SAMPLE LESSON PLAN 1

Topic: The Slave Dynasty
Duration: 35–40 minute period
OBJECTIVES RESOURCES:
• To introduce the Slave Dynasty and evaluate its impact on the Delhi Textbook,
Sultanate atlas, library
LEARNING OUTCOMES
• Students should be able to: evaluate the impact of the Slave Dynasty
on the Delhi Sultanate.
LEARNING PROCESS TEACHER’S
1. First complete the activity of drawing a timeline of the Slave Dynasty. NOTES

2. Narrate the story of Razia Sultana becoming an able queen, and

discuss her stature as one of the Muslim women who ruled a
sultanate, as an interactive session for 5–6 minutes.
3. Go back to the founder of the dynasty and write his name on the
board. Discuss how he became the founder, having been a slave, and
how this was possible according to the teachings of Islam.
4. Then introduce his successor, Iltutmush, and identify his good
qualities as a Sultan in running the government.
5. Describe the Mongols as a threat to the Sultanate and the ‘Forty
Nobles’ as a threat to the Sultans, and how Balban dealt with both.
6.
Sum up by asking the students to evaluate the good and bad points of
the Sultanate.
HOMEWORK
Students can answer detailed question 1 and 6 independently.

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 Establishment of Delhi Sultanate

DISCUSSION AND REVIEW

Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned about the rulers and major events from the timeline of Slave dynasty.
• I learned that Razia Sultan was an able queen.
• I learned that the Mongols posed a serious threat to people in the subcontinent.

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 6
UNIT 4 MUSLIMS IN SOUTH ASIA

CHAPTER EXPANSION UNDER DELHI

SULTANATE
The Afghans took over the Delhi Sultanate from the Turks when the Khilji dynasty was established
by Jalaluddin Khilji in 1290. He was replaced by his nephew and son-in-law, Alauddin Khilji who
ruled successfully for the next twenty years and proved to be a strong and strict ruler. The Forty
Nobles decided to make Ghiyasuddin Tughluq the next ruler as the Khiljis had become weak. Two
Tughluq rulers—Muhammad bin Tughluq and Feroz Tughluq—made a great impact with their
policies. The traveller Ibn Batuta visited India at this time and served at the court of Muhammad
Tughluq.

RESEARCH
• The city of Samarkand
• Ibn Batuta
• Changez Khan

KEY POINTS
• The Delhi Sultanate passed into the hands of the Afghan Khiljis and Tughluqs.
• Alauddin Khilji extended the size of the Sultanate and proved to be an able ruler.
• Malik Kafur became close to Alauddin Khilji and started to intrigue to keep the power in his
hands.
• Muhammad bin Tughluq’s controversial reign included a change of capital, and the EX
introduction of copper currency. Ibn Batuta lived at his court and had given an account of the
Sultan’s reign. SU
• Feroz Tughluq proved to be a benign ruler who looked after the welfare of the people. Like the
Mughal Emperor, Shah Jahan, he also constructed a lot of buildings, gardens, bridges, etc.
• During this time Mongol invasions continued and Timur’s invasion in 1398 effectively led to
the downfall of the Delhi Sultanate.
• The Sayyid and Lodhi dynasties carried on as rulers of a weaker sultanate till 1526 when
Babardefeated Ibrahim Lodhi at Panipat.
• During the time of the Sayyids and Lodhis, reform movements in Hinduism took place such as
the Bhakti movement by Kabir and Chaitanya, and the founding of the Sikh religion by Guru
Nanak.

ACTIVITY FOR LESSON

• With reference to the textbook, draw a timeline showing the dates of the Turkish and Afghan
dynasties in the subcontinent.

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 Expansion under Delhi Sultanate

• An activity can be built up around the idea of a capital city. It can be related to modern capitals
(e.g. of Pakistan) and a capital city site can be drawn on the board. The students should be
asked to think of and suggest what buildings and facilities would be needed and where they
should be situated, and then mark them on the capital city site. This exercise can be related to
Muhammad bin Tughluq’s experiment of Daulatabad. Can we think of other examples of such
a move? (Islamabad, Canberra, Riyadh,…)
• Another activity could be organized around coinage. Ask the students to bring coins (old as well
as new) and the teacher can provide them too. A trip to a museum can involve locating coins
from different eras. Ask students about the differences in the coins.

APPLICATION OF LEARNING
• In the last chapter, the focus was on the Ghoris and the Slave Dynasty: whereas this chapter
covers the Khilji, Tughluq, Sayyid and Lodhi kings.
• Explain the similarities and differences in their personalities and style of kingship, and note
important points on the board.
• Thinking skills such as identifying similarities and differences between rulers can be used as a
basis for the writing skill.

WRITING SKILLS
1. The writing can be structured as an essay on any two medieval kings and their forward-thinking
and liberal rule.
2. Their achievements can be evaluated in a paragraph each and similarities and differences
pointed out.
3. The conclusion will be based on the level of advancement of that era.

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SAMPLE LESSON PLAN 1
Topic: Muhammad bin Tughluq and Feroz Tughluq
Duration: 35–40 minute
OBJECTIVES RESOURCES:
• To explain how Muhammad bin Tughluq and Feroz Tughluq ruled as Textbook,
Sultans of Delhi and the consequences of their rule. library, atlas
LEARNING OUTCOME
Students should be able to:
• evaluate the rule of Muhammad bin Tughluq and Feroz Tughluq by
comparing and contrasting them as Sultans of Delhi and the effects of
their rule on the people.
LEARNING PROCESS TEACHER’S
1. Make two columns on the board, with the headings Muhammad bin NOTES
Tughluq and Feroz Tughluq.
2. Start with the story of Muhammad Tughluq being a ruler with an
interesting character— his many accomplishments; his ideas being
much ahead of his time; his change of capital and the consequences of
his experiments (about 5 to 7 minutes).
3. Then, recount the story of Feroz Tughluq and his administration
which looked after the people’s welfare, constructed canals, and
improved agriculture (about 5 to 7 minutes).
4. Next, ask the students to give their opinions on who was the more
successful ruler. Use the columns on the board to list the good and bad
points of their reigns.
5. Write the conclusion on the board.
6. Divide the students into groups and assign each group a Tughluq
ruler.
7. Provide the groups with information about their assigned ruler,
including key events, policies, achievements, and challenges.
8. Have each group create a gallery walk display with visual aids, posters,
or digital presentations summarizing their ruler’s reign.
9. Introduce students to the architectural achievements of the Tughluq
Dynasty, such as the Tughluqabad Fort and the Jahanpanah walls in
Delhi.
10. Divide students into small groups and assign each group a Tughluq
monument or architectural feature to research.
11. Have the groups present their findings, including the historical
significance, construction techniques, and artistic elements of their
assigned monument.
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 Expansion under Delhi Sultanate

HOMEWORK
Students can answer detailed questions 4 and 5.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned that Muhammad bin Tughluq and Feroz Shah Tughluq were important rulers of
the Tughluq Dynasty
• I learned that Muhammad bin Tughluq and Feroz Shah Tughluq had distinct styles of
governance and policies.
• I learned Muhammad bin Tughluq’s reign was marked by ambitious ideas and challenges.
• I learned that Feroz Shah Tughluq’s reign was characterised by practical governance to
improve the well-being of his subjects.

SAMPLE LESSON PLAN 2

Topic: Ibn Batuta and his travels
Duration: 35–40 minute period
OBJECTIVES RESOURCES:
• To describe the travels of Ibn Batuta and explain his importance in Textbook,
mapping the countries he visited as a primary source of history. library, atlas,
LEARNING OUTCOME Internet
Students should be able to:
• Trace on a map the route of Ibn Batuta’s travels; describe from
a primary source the people and places he visited; evaluate the
importance to India of the account in his book of the country’s culture
and society.
LEARNING PROCESS TEACHER’S
1. Write the name ‘Ibn Batuta’ on the board and discuss who he was, why NOTES
he is such a famous traveller, and how people would have travelled at
that time.
2. Ask students to look at the map on page 10 and discuss the route he
took and how he managed to cover 120,000 kms, which is equivalent to
almost three times the Earth’s circumference.
3. Connect his stay in India to Muhammad Tughluq’s reign (in Book
2 Pages) and identify Batuta’s writings about his court as a primary
source.

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 4. Sum up with his writings on his travels—the Rihla—and how valuable
such a book is as a source of knowledge, both for the people at that
time, and also for us now

SUFI SAINTS AND ORDERS

This topic sums up the Delhi Sultanate and its achievements in government, architecture, and
learning. The social and cultural changes that followed Muslim rule affected Indian society in many
ways as Islam was a different way of life. The Hindus continued their way of life and the Sultans did
not interfere; but they had to pay taxes. A new language, Urdu, developed and was used by both
Hindus and Muslims. During this period, many Sufi saints came to the subcontinent and spread
Islam; they have left reminders of their presence in the form of tombs which are visited by pilgrims
all over India and Pakistan.

RESEARCH
• Sufi saints of Persia
• Administration in the Delhi Sultanate

KEY POINTS
• The Sultanate period brought great changes to the lives of the people of India. Many were
converted to Islam by the Sufis and the interaction with Muslims brought about a new cultural
exchange.
• The administration of the Sultans can be compared to any system of government today.
• The innovations of the Sultanate period were the building of roads, canals, and factories, and
introducing a good system of land taxes.
• The buildings left behind by the Sultans introduced a new style of architecture incorporating
some local influences; but most buildings were more like those of Central Asia.
• Urdu evolved as a language used by both Hindus and Muslims.
• Sufi saints and their teachings were a distinctive feature of the Sultanate period.

ACTIVITY FOR THE LESSON

• A family tree: Each student should interview his/her parents or grandparents to trace their
lineage. Can any of them trace it to the Khiljis, Lodhis, or Rajputs? This is a starting point for a
dialogue on how historical roots evolve and history records for posterity.
• The architecture of the Sultanate period: an exercise to look for the remains of relics or
buildings in their city or any other city of Pakistan (Anarkali Bazaar has Aibak’s tomb: Multan
has many khanqahs of Sufis, and their tombs). Then, observations of these and analysis of the
influences of Persian, Turkish, or Indian architecture should follow.

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 Expansion under Delhi Sultanate

• A flow chart of the Delhi Sultanate government with the Sultan at the top, followed by the wazir
and the rest of the ministers in order of importance. The role of each can be listed in the boxes
where they are displayed. This can lead to a discussion on the society, culture and architecture
of the period and its influence on the people of that time (knowledge expansion).

APPLICATION OF LEARNING
The second activity can be the base for the writing assignment. Add to this the cultural influence of
the Sufis and their literature as well as their Urs celebrations.

WRITING SKILLS
A structured essay based on the social, cultural and architectural achievements of the Delhi
Sultanate.
1. Thinking skills will include identification of main points relating to society, culture, and
architecture.
2. If correctly identified, they can be evaluated in three paragraphs, one each on society, culture,
and architecture.
3. The conclusion will reflect the importance of their legacy to the Indian subcontinent

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 7
UNIT 4 MUSLIMS IN SOUTH ASIA

CHAPTER COMING OF THE MUGHALS

The importance of this period, the 16th century, lies in the fact that a new dynasty established its
rule over India and became famous in world history. Babur’s personality and ambition to conquer
India and establish his rule is the focus of this chapter. It explains the importance of the first battle
of Panipat in establishing Mughal rule, and how Babar laid the foundations of this empire.

RESEARCH
• Babur’s diary: Tuzk-e-Baburi or Baburnama
• Diwan-i- Amir Hamza
• Shah Tahmasp of Persia

KEY POINTS
• Causes for Babar’s conquest of India
• Reasons for Babar’s success in the Battle of Panipat
• Lessons from Babarnama
• Case study: Babar’s leadership and beliefs
• Causes for Humayun’s loss of control on the Mughal Empire
• Sher Shah’s administration as a ruler

ACTIVITY FOR LESSON

1. Ask students to mark key locations and cities in this chapter on an outline map of India.
2. Shade in the area conquered by Babar in 1526.
3. With explanations, show the growth of the empire by 1530.
4. Trace Humayun’s route to Persia.
5. Trace Sher Shah’s Sarak-e-Azam from its beginning to its final destination in Sher Shah’s reign.
6. Conclude the lesson by making connections between Babur, Humayun, and Sher Shah’s rules.

APPLICATION OF LEARNING
• Students can now use their knowledge and understanding of the careers of Babar and
Humayun to explain how the Mughal Empire was established and then lost.

WRITING SKILLS
• Write a short essay comparing the fortunes of Babur, Humayun, and Sher Shah Suri. How to
compare and contrast:
1. Both similarities and differences should be identified.

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 Coming of the Mughals

2. The comparison must be done point by point. For example: Difference: Babar gained an empire
in India but Humayun lost it. Similarity: Babar lost his kingdom in Afghanistan (Ferghana)
but conquered Hindustan and established the Mughal Empire in 1526; he ruled for four years.
Humayun ruled for ten years but lost the empire to Sher Shah in 1540 and recovered it in 1556.
3. Some other points to discuss are:
• Babar was able to rule for four years and hand over the kingdom to Humayun; but
Humayun lost it to Sher Shah in 1540 after ruling for ten years.
• Babar was a strong and wise king who pursued his goals with determination. Humayun,
however, would conquer and then take it easy and not follow through his conquests.
• Sher Shah was a wise ruler who, like Babur, established a good administration during his
rule. He also expanded his kingdom.

SAMPLE LESSON PLAN 1

Topic: Babur’s invasion of India
Duration: 35–40 minute period
OBJECTIVES RESOURCES
• To explain the challenges faced by Babar in invading India Textbook, atlas, library
• To describe the opportunities exploited by Babar
• To know the causes and consequences of the First Battle of
Panipat.
• To discuss the strategy used by Babar to defeat Ibrahim Lodhi.
LEARNING OUTCOMES
Students should be able to:
• explain the planning needed to invade a country and then
consolidate the gains of conquest
• identify on a map of India the cities and places connected to
Babur’s conquest
• analyse the causes and consequences of the battle of Panipat
• evaluate the role of Babar’s strategies to win the battle
LEARNING PROCESS TEACHER’S NOTES
1. Provide some context for the Mughal invasion of India, i.e.
Babur’s motives and the condition of India at that time by
studying a map of the subcontinent.
2. Explain the circumstances of the first Battle of Panipat and
further conquests to consolidate his conquests.

22 Photocopiable material
 3. Sum up by evaluating Babur’s achievements in the short span
of time he had, and the long-term effects of his invasion.
4. On outline maps of the subcontinent, ask students to colour
the areas conquered by Babar during his reign.
5. Make students study the map about the extent of the Lodhi
empire on the eve of Babar’s invasion. Make them locate
Panipat on the map.
6. Discuss the reasons that made Babar come to India to conquer
it.
7. Read out the extract of the Baburnama and ask students what
it tells us about Babar.
8.
Explore the historical significance of the First Battle of
Panipat.
HOMEWORK
Students can answer questions 1 of short and detail?
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned about the importance of flexibility and inventions in military campaigns.
• I learned about leadership skills from Babur’s strategic thinking.
• I learned about the problems Babar faced as an invader.

SAMPLE SOURCE STUDY

BABAR’S MEMOIRS AS A PRIMARY SOURCE

1. Start by providing historical context to the students. Discuss the time’s political, social, and
cultural landscape, Babur’s lineage, and his motivations for writing the memoirs. Briefly,
explain ‘autobiography’ and why Babar’s memoirs are exceptional.
2. Guide students in critically analysing the memoirs as a primary source. Help students identify
the purpose, audience, and possible biases within the memoirs.
3. Encourage students to closely analyse Babur’s language, style, and tone in the Baburnama.
Discuss vivid descriptions, personal reflections, and insights into the political and cultural
aspects of the time. Identify key themes, events, and individuals mentioned in the memoirs.
4. Encourage students to consider multiple viewpoints and analyse the potential biases or
limitations of sources.
5. Assign Source scaffolding to students as reflective writing task to facilitate class discussions.
It will encourage students to express their thoughts and insights about the source. Here is a
sample scaffold:
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23
 Coming of the Mughals

ORIGIN
1. Who made this source?
2. What kind of source is this?
CONTEXT
1. When was the source created?
2. What was happening during this time that led
to the creation of this source?
AUDIENCE AD MOTIVE
1. For whom was the source originally created?
2. For what purpose was this source made?
INITIAL OBSERVATIONS
What do you see in the source? List as many
details as possible.
MAKE INFERENCES
What do you think this source reveals about
Babur’s leadership skills?
MAKING CONNECTIONS
How do your observations and inferences
link to other aspects of what you know about
Babur?

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 8
UNIT 4 MUSLIMS IN SOUTH ASIA

CHAPTER CONSOLIDATION OF THE

MUGHAL EMPIRE
This chapter traces the career of Akbar from becoming king at the age of thirteen, fighting the
second Battle of Panipat and securing his throne, setting up his administration, his religious policy,
and the interaction of the Mughals with the Sikhs.

RESEARCH
• Akbar’s Nauratan or Nine Jewels
• Khwaja Saleem Chishti
• The Golden Temple in Amritsar

KEY POINTS
• How Akbar re-established and consolidated the Mughal Empire in 1556–1605
• How Akbar set up the administration of his empire
• Akbar’s religious policy and its consequences

ACTIVITIES FOR THE LESSON

• Use a map to explain the conquests and consolidation of the Mughal Empire by Akbar.
• Provide information about Akbar’s religious policy and his attitude towards his Hindu subjects.
Discuss how tolerant Akbar was. When students have shared their ideas on this, ask them to
explain how this may have helped him to rule such a huge empire.
• Use a flow chart or diagram to explain the administrative structure of Akbar’s empire.
• Use photographs to explain the cultural advancements of Akbar’s reign.

APPLICATION OF LEARNING
• Explain how Akbar’s Nauratan, or Nine Jewels, contributed to his greatness as an emperor.

WRITING SKILLS
Evaluating a personality or event in history.
Discuss Akbar’s greatness as a king:
1. Start by explaining who Akbar was and how he is regarded in history.
2. Identify the reasons for Akbar’s greatness, e.g. his conquests and good administration; provide
background information and key facts about them.
3. Compare Akbar to Babar and Humayun and explain how Akbar’s achievements were greater.
4. Conclude by identifying his character traits that led to his greatness. Or
Explain the importance of the second battle of Panipat:
1. Young Akbar was challenged by Hemu, the prime minister of Bengal.
2. Bairam Khan’s role as regent; his loyalty and support for Akbar
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 Consolidation of the Mughal Empire

3. How events on the battlefield turned in favour of Akbar

4. The outcome of the battle

SAMPLE LESSON PLAN 1

Topic: Akbar’s conquests and administration
Duration: 35-40 min period
OBJECTIVES RESOURCES
• To understand the consolidation of the Mughal Empire under Akbar’s Textbook;
conquests and administrative structure. Internet
• Know and understand the importance of good governance of an research
empire or state.
LEARNING OUTCOME
Students will be able to:
• Evaluate the importance of territorial expansion for the consolidation
of the Mughal Empire
•Analyse the structure of Akbar’s administration as an example of good
governance.
LEARNING PROCESS TEACHER’S
1. Explain how Akbar wished to expand his empire and locate the places NOTES
he conquered on the map and then appointed princes and nobles to
rule them as governors.
2. Explain the role of the mansabdari system in administering his
empire and how Todar Mall’s revenue settlement brought peace and
contentment to the people.
3. Use a flow chart or diagram to explain the administrative structure of
Akbar’s Empire.
4. Using a mind map, explain:
•  ansabdari system was a military and civil administration system
M
introduced by the Akbar in the 16th century.
•  he system was based on a hierarchy of ranks, or mansabs,
T
assigned to officials according to their military and administrative
skills.
•  ansabdars were granted a jagir, or revenue assignment, in
M
return for their services.
•  he mansabdari system ensured the loyalty of the Mughal army,
T
as mansabdars were directly dependent on the emperor for their
positions and income.
•  he system promoted efficiency and uniformity in the
T
administration of the empire.

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 • It was a flexible system that could be adapted to the changing needs
of the empire. It also helped to promote a sense of unity among the
Mughal nobility.
• The system could be expensive to maintain, and lead to corruption.
•
The mansabdari system was gradually replaced by the zamindari
system in the 18th century.
HOMEWORK
Students can answer detailed question 4 in their copies.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned that Akbar consolidated the Mughal empire through conquests, alliances, and the
mansabdari system.
• I learned that the mansabdari system was introduced by Akbar.
• I learned that the British replaced the mansabdari system with the zamindari system in 18th
century.

EMPEROR JAHANGIR AND SHAH JAHAN

The reigns of the fourth and fifth Mughal emperors, Jahangir and Shah Jahan, were marked by
their achievements in the arts and culture. Both emperors contributed to a highly-developed
aesthetic sense, clearly visible in the court culture of Jahangir’s reign and Shah Jahan’s architectural
achievements. This included the establishment of a new school of miniature painting that has had a
long-lasting effect on art to this day.

RESEARCH
• Jahangir’s Chain of Justice • Lives of ordinary people in the Mughal
• Tuzk-e-Jehangiri Empire

KEY POINTS
• How Mughal culture flowered in Jahangir and Nur Jahan’s reigns
• How art and architecture flourished during Shah Jahan’s reign
• Reasons for the ‘Golden Age of the Mughals’
• How conditions arose for a war of succession

ACTIVITY FOR THE LESSON

This activity will demonstrate the level of attainment of the Mughal era to the students and give
them knowledge of how they can relate to other architectural forms.
Draw a plan of a:
• Mughal garden • Mughal mosque
• Mughal mausoleum • Mughal fort
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 Consolidation of the Mughal Empire

APPLICATION OF LEARNING
• Compare the style and grandeur of the Mughal buildings to those of the Sultanate period.
WRITING SKILLS
Summarize information and present it clearly. For example: Describe the buildings constructed
during the reigns of Jahangir and Shah Jahan.
1. In the first paragraph, identify all the buildings erected during their reigns.
2. Continue by taking one building at a time and write a few sentences to explain what it is, its
location, and its special features of architectural beauty.

SAMPLE LESSON PLAN 2

Topic: Fatehpur Sikri
Duration: 35–40 minute
OBJECTIVES RESOURCES
• To explain the objectives, construction, and outcomes of Akbar’s Textbook, map
decision to build a new capital at Fatehpur Sikri of Mughal
LEARNING OUTCOME India, library,
Internet for
Students should be able to:
images
• discuss the feasibility of planning a new capital city;
• explain Akbar’s ambitions for a new capital;
• identify the factors that led to abandoning the new capital
LEARNING PROCESS TEACHER’S
1. Write ‘Fatehpur Sikri’ on the board and discuss its meaning; Fateh NOTES
means conquest, and Sikri is the name of the town near the site chosen
for the city.
2. Next, locate on a map the exact position of Fatehpur Sikri.
3. Continue by identifying the reasons for building a new capital city.
4. In pairs, ask the students to draw a rough plan of a city; then ask
them to draw in the buildings particular to Fatehpur Sikri, e.g. Buland
Darwaza, the mosque, living quarters, courtyards, and gardens.
5. Brainstorm why the capital was moved away from Fatehpur Sikri and
consider what losses might have been incurred in the process.
6.
Compare this to an earlier event in Indian history—the shifting of the
capital to Daulatabad by Muhammad bin Tughluq.
HOMEWORK
Ask students to create a collage that compares and contrasts Fatehpur Sikri with other historical
cities or architectural wonders in the same period. Encourage use of authentic sources from
historical magazines, newspapers, and online resources to gather images and information. Instruct
them to arrange the images and write captions that highlight similarities and differences in
architectural styles, cultural influences, and historical significance.

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DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I have learned that Akbar’s decision to build a new capital at Fatehpur Sikri was driven by his
strategic, symbolic, and cultural objectives.
• I learned that the construction of Fatehpur Sikri exemplified Akbar’s power and architectural
patronage.
• I learned that Fatehpur Sikri reflects Akbar’s vision for a cosmopolitan society.

SAMPLE LESSON PLAN 3

Topic: Jahangir, the fourth Mughal emperor
Duration: 35–40 minute
OBJECTIVES RESOURCES
• To discuss the character of Jahangir and his succession to the Mughal Textbook,
throne library for
• To look at what Tuzk-e-Jehangiri tells us about Jahangir’s character and information
reign from Tuzk-e
• To assess Jahangir’s achievements as emperor Jahangiri
LEARNING OUTCOME
Students should be able to:
• describe the differences in the characters of the Mughal emperors
from Babur, the founder, to Jahangir, and the accomplishments and
education he acquired;
• evaluate the rule of an emperor and his achievements.
LEARNING PROCESS TEACHER’S
1. Write ‘Jahangir’ and the dates of his reign on the board. Ask the NOTES
students to look at the picture of his face, his dress, and the fact that
miniatures of that time only gave a side view of the face.
2. Retrace the steps from Babar as founder, Humayun as retainer and
Akbar as consolidator— where does this place Jahangir?
3. Discuss the distinctive features of his reign: cultural advancement,
justice, the prosperity of the empire, and conquests.
4. Jahangir was a significant ruler of the Mughal Empire, known for
promoting culture, justice, prosperity, and limited conquests. His
patronage of the arts, economic policies, and administrative reforms
had a profound impact on Mughal culture and governance, bringing
about a time of artistic vibrancy, stability, and peace within the empire.

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 Consolidation of the Mughal Empire

5. Make a mind map of the following information to help students

understand Jahangir’s legacy:
• Jahangir supported arts and culture, promoting painters like Mansur
and Bichitr, and encouraging the translation of Sanskrit works into
Persian.
• His court was a hub for artistic and intellectual activities.
• Jahangir ensured fair governance through administrative reforms,
appointing unbiased administrators and judges, and holding regular
court sessions to provide justice to all.
• Jahangir continued his father’s policies of promoting trade and
commerce, resulting in economic stability and growth in industries like
textiles and handicrafts.
• Jahangir also improved agriculture and protected artisans and traders,
leading to the Mughal Empire’s thriving economy and wealth from
trade.
• During his reign, Jahangir prioritized stability and successfully quelled
rebellions.
•Instead of pursuing further conquests to expand the Mughal Empire,
Jahangir focused on preserving the territories that were already under
his control.
HOMEWORK
Ask the students to look at the pictures of the mausoleums of Jahangir and Nur Jahan in the
chapter.
In pairs, ask them to
(i) discuss the differences and similarities in the architectural structure of the tombs and
(ii) compare the state of the structures with that of the Taj Mahal, also a mausoleum, in Agra.
Sum up the place Jahangir has among the first six emperors, and what his achievements
contributed to the Mughal rule.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned that Jahangir maintained the core elements of the Mughal empire.
• I learned that Jahangir did not expand the empire like his predecessors but focused on
internal affairs.
• I learned that Jahangir’s greatest legacy is his promotion of arts and culture.

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SAMPLE LESSON PLAN 4
Topic: Jehangir and Tuzk-i-Jehangiri
Duration: 35–40 minute
OBJECTIVES RESOURCES
•To understand the importance of autobiographies as primary sources Textbook;
and biographies as secondary sources to create interest in historical facts Internet
LEARNING OUTCOME research
Students will be able to:
• Appreciate autobiographies and biographies as part of their literature
and learning of history.
•Understand the rule and character of Emperor Humayun from his
memoirs. Tuzk-i-Jehangiri.
LEARNING PROCESS TEACHER’S
1. Make students study the pictures of Jehangir and Nur Jehan. Brainstorm NOTES
comments on the way they dressed, the jewels they wore and their
headdresses and facial features.
2. Remind students of the ever-expanding Mughal empire. Ask them
to note what military expeditions Jehangir undertook, and how the
Mughal empire’s cultural and artistic expression grew under Jehangir
and his queen, Nur Jehan.
3. Talk about Jehangir’s autobiography and its features and then compare
it to Babar’s autobiography.
4. Jehangir’s Tuzuk-i-Jahangiri and Babur’s Baburnama both offer
valuable insights into the lives and reigns of these Mughal emperors.
Jehangir’s autobiography stands out for its literary flair, personal
reflections, and emphasis on artistic and cultural aspects. Babur’s
autobiography, on the other hand, focuses more on military
conquests, political events, and cultural observations. Together, these
autobiographies provide valuable historical accounts and perspectives
on the Mughal Empire and its rulers.
5. Ask students to find out about Jehangir’s Chain of Justice
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned that autobiographies and biographies provide firsthand accounts and personal
perspectives.
• I learned that autobiographies and biographies humanize historical events.

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31
 Golden Age of the Mughals

9
UNIT 4 MUSLIMS IN SOUTH ASIA

CHAPTER GOLDEN AGE OF THE MUGHALS

Aurangzeb’s long reign became the pinnacle of Mughal power in territorial expansion. During this
period, the Marathas and the British are notable for their rise; these would later challenge the all
powerful Mughal Empire.

RESEARCH
• The importance of Maharashtra in India
• Fatwa-e-Alamgiri

KEY POINTS
• How Aurangzeb became emperor after Shah Jahan: the war of succession between the brothers
• How Aurangzeb’s Deccan policy had important consequences in emptying the treasury and
keeping the Emperor away from the north, encouraging nobles to become independent
• The rise of the Marathas under Shivaji

ACTIVITY FOR THE LESSON

• Draw a flow chart of the events of Aurangzeb’s reign to clarify his long-term impact on the
Mughal Empire

APPLICATION OF LEARNING
• Compare Aurangzeb’s reign with that of Akbar, and evaluate their greatness as emperors.

WRITING SKILLS
Discuss and evaluate the strengths and weaknesses of Aurangzeb’s reign. Here, analysis is required
and it must be a clearly structured piece of writing.
Analysis focuses on identifying the strengths and weaknesses and why they proved to be so.
1. In the first paragraph, explain who Aurangzeb was, and when and where he ruled.
2. Identify strengths, giving supporting evidence, and say why they were strengths.
3. Identify weaknesses, with evidence, and say why they proved to be weaknesses. What were the
results?
4. Sum up by analysing how his strengths and weaknesses affected his success.

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SAMPLE LESSON PLAN 1
Topic: Aurangzeb’s Deccan campaigns
Duration: 35–40 minute
OBJECTIVES RESOURCES
• To explain Aurangzeb’s ambition to conquer the Deccan Textbook,
• To explain the problems that his Deccan campaigns created atlas, library
• To evaluate the long-term consequences of his ambition to bring all of for further
India under his control information
LEARNING OUTCOME
Students should be able to:
• Identify the reasons for Aurangzeb’s conquest of the Deccan, and the
extent of the Mughal Empire under his rule; analyse the long-term
results of creating a huge empire.
LEARNING PROCESS TEACHER’S
1. Ask the students to look at the map on page 72. Discuss what it shows NOTES
and ask them to locate the Deccan.
2. As an activity, ask students to draw an outline of the lower half of the
Indian subcontinent in their notebooks and draw in the boundaries of
the states in the Deccan—Bijapur, Golconda, Vijayanagar, and Berar.
(Refer to Book 1).
3. Discuss Aurangzeb’s campaigns to conquer the Deccan.
4. Relate the issues that might have arisen in fighting with such a huge
army many miles away from the capital Delhi.
5. Ask the students to consider the consequences of such a long military
campaign in the Deccan.
6. Sum up the overall impact of the Deccan campaigns.
HOMEWORK
Using the Internet and library, find out primary and secondary sources about the Bhakti
movement and Sikhism. Highlight the differences in beliefs between Sikhism and the Bhakti
movements.
Instruct students to:
• Start with a paragraph explaining the origins of each religion.
• Outline the main beliefs of the Sikhs.
• Outline the beliefs of the Bhakti movement.
• Conclude by indicating differences and similarities between the Sikh beliefs and the Bhakti
movements.

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 Golden Age of the Mughals

DISCUSSION AND REVIEW

Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned the boundaries of the states in Deccan.
• I learned about Aurangzeb’s campaign of Deccan.
• I learned about the consequences of the Deccan campaign by Aurangzeb.

SAMPLE LESSON PLAN 3

Topic: Aurangzeb as a King
Duration: 35–40 minute
OBJECTIVES RESOURCES:
• To evaluate the character of Emperor Aurangzeb Alamgir as a king. Textbook,
atlas, library
LEARNING OUTCOME for further
Students should be able to: information
• Know and understand the role of kingship and analyse Emperor
Aurangzeb Alamgir’s character and strength as sixth Mughal emperor.

LEARNING PROCESS TEACHER’S

1. Spend this lesson discussing and identifying reasons about the way NOTES
Aurangzeb ruled for nearly fifty years.
2. Provide students with a chart or graphic organiser to compare and
contrast the characteristics, policies, and legacies of Aurangzeb and
Akbar.
3. Divide the class into two groups, with one group representing
Aurangzeb’s perspective and the other representing Akbar’s
perspective. Assign each group to prepare arguments and evidence
supporting their respective ruler as the better king. Conduct a
structured debate where students present their arguments and
counterarguments, providing historical evidence and reasoning to
support their claims.
4. Assign students a writing prompt that asks them to reflect on the
impact of Aurangzeb’s reign on the Mughal Empire and compare it to
Akbar’s reign.

HOMEWORK
Students can write a persuasive essay, a letter to a historical figure, or a journal entry presenting
their arguments and supporting them with evidence from primary and secondary sources.

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DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned that the key difference between Akbar and Aurangzeb lies in their religious policies.
• I learned that Akbar is renowned for his administrative reforms, while Aurangzeb focused
more on expanding the territorial reach of the empire and maintaining strict control.
• I learned that Akbar’s reign is considered a golden era of cultural patronage, while Aurangzeb
prioritized military and political campaigns.
• I learned that Akbar was successful in incorporating vast regions of India into the Mughal
empire through conquests, alliances, and diplomatic strategies.
• I learned that Aurangzeb’s prolonged wars and conflicts strained the empire’s resources and
led to a decline in the territorial control of Mughals in subcontinent.

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 Later Mughals (1707-1857)

10
UNIT 4 MUSLIMS IN SOUTH ASIA

CHAPTER LATER MUGHALS (1707-1857)

The decline of the Mughal Empire began towards the end of Aurangzeb’s reign. It took another
150 years after his death for the empire to come to an end with the war of 1857. The reasons were
Aurangzeb’s long absence from his capital, incompetent rulers who could not keep the empire
together, an empty treasury, intrigues and power struggles among the court nobles, and an army
that was too bulky when on the march.

RESEARCH
• Banda Bahadur
• The Maratha Confederacy

KEY POINTS
• How the hold of the later Mughal emperors over the empire weakened
• How the Sikhs and Marathas challenged Mughal authority
• The literary achievements of Muhammad Shah’s reign
• The reasons for the fall of the Mughal Empire

ACTIVITY FOR THE LESSON

• Draw a timeline of the later Mughals showing key events of their reigns.
• Draw a diagram or map illustrating the growing number of independent states within the
empire.

APPLICATION OF LEARNING
Describe how the power of the Mughal emperors declined in the century after Aurangzeb until the
British sacked their city, Delhi, in 1858 and the last Mughal emperor was exiled.

WRITING SKILLS
Explain the reasons for the fall of the Mughal Dynasty.There should be an introductory paragraph
and then a separate paragraph is required for each reason. The final paragraph should sum up the
reasons presented in the body of the essay.

DIRECTIONS ARE GIVEN BELOW ON HOW TO STRUCTURE EACH PARAGRAPH.

1. The first sentence of the paragraph should state the reason.
2. The next few sentences should provide supporting evidence drawn from facts in the text.
3. The final sentence of the paragraph should state exactly how that reason contributed to the
decline

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SAMPLE LESSON PLAN 1
Topic: The last Mughal Emperor, Bahadur Shah Zafar
Duration: 35–40 minute
OBJECTIVES RESOURCES
• To describe the lifestyle of the last Mughal emperor by examining Textbook, library
his reign and eventual downfall for information on
LEARNING OUTCOME Burma (Myanmar)
in the 19th century;
Students should be able to:
visuals of Hindu
• Identify on a map of Delhi the area of the Red Fort where the temples in South
emperor lived as a protégé of the British; evaluate the consequences India
of the end of Mughal rule for Emperor Bahadur Shah Zafar;
demonstrate familiarity with the poetry of Bahadur Shah Zafar and
make a connection between history and literature.
LEARNING PROCESS TEACHER’S
1. Write the name ‘Bahadur Shah Zafar’ on the board and ask why NOTES
he took ‘Zafar’ as a surname. (This was his penname as a poet.)
You could read out a few verses of one of his famous poems to the
students.
2. Access students’ existing knowledge of Bahadur Shah Zafar and
then add to this by relating his life story: his accession to the
throne, how long he ruled, and his status as emperor under the
protection of the British.
3. Move to 1857 and the War of Independence and discuss why
Bahadur Shah Zafar got involved.
4. Identify the consequences of the war on Bahadur Shah Zafar:
the heads of his executed sons were presented to him on a tray
by William Hodgson; he was exiled to Burma with only a small
entourage; he died in Burma and was buried there.
5.
In an interactive session look at the quote on page 90 and discuss
the implications of the end of Mughal rule and the takeover by the
British government
HOMEWORK
Students can be given the following instructions for suggested activity 1 in Assessments:
• Draw a horizontal line across a paper or use a digital timeline creation tool. Mark the start
and end dates of the timeline, with 1707 on the left and 1857 on the right.
• Divide the timeline into equal intervals, such as decades or specific periods. Begin with
Aurangzeb’s reign, which ended in 1707.

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 Later Mughals (1707-1857)

• Write the names of his successors along with the dates of their reigns on the timeline.
• Optionally, include visuals, colours, or symbols to enhance the timeline’s visual appeal and
readability.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned about the legacy of Bahadur Shah Zafar as the last Mughal Emperor.
• I learned about the consequences of the War of Independence in 1857 on Bahadur Shah
Zafar.

SAMPLE LESSON PLAN 2

Topic: Aurangzeb’s successors: Bahadur Shah I; Farrukhsiyar and Muhammad Shah
Duration: 35–40 minute
OBJECTIVES RESOURCES
• To describe the political decline in the power of Mughals after Textbook,
Aurangzeb Internet or
• To analyse causes of rebellion from different communal factions such access to
as Sikhs, Marathas, and Rajputs. library for
• To study the cause and impact of invasions from Persia and research
Afghanistan.
LEARNING OUTCOME
Students should be able to:
• Demonstrate an understanding of the factors that led to the decline of
the Mughal Empire.
• Analyse the causes and consequences of the invasions by Nadir Shah
and Ahmed Shah Abdali.
• Assess the long-term implications of the invasions on the political and
cultural landscape of the Indian subcontinent.
• Effectively communicate their understanding of the decline of the
Mughal Empire and the invasions.
LEARNING PROCESS TEACHER’S
1. Construct knowledge about Bahadur Shah. NOTES

2. How the Mughals had to deal with the Sikhs in the Punjab.
3. Explain how the weak monarchy was now controlled by the Nobles
(Sayyid bothers) and taking advantage of it, the Sikhs and others
started to attack Mughal forces.

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 4. Explain accession of Muhammad Shah who was on the throne for 29
years
5. How in the Deccan Nizam-ul-Mulk made himself independent of
Mughal authority to found his own dynasty there.
6. Nadir Shah’s invasion is important as it further weakened the empire.
7.
Literature and Urdu gained recognition and importance during
Muhammad Shah’s reign.
HOMEWORK
• Students can do the activity on Pg 65 – a timeline of Aurangzeb’s successors.
•The second activity on Pg 65 – ‘Write a letter’ can be discussed in class and students
asked to prepare and do the writing in class the next day.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
* I learned about the causes of the decline of the Mughals.
* I learned about the consequences of the decline of the Mughals.

THE LEGACY OF THE MUGHALS

The grand Mughals left a lasting impact on the culture, society, arts, and architecture of the Indian
subcontinent. The Taj Mahal is rated as one of the wonders of the world. The civilized, educated
society that flourished under the Mughals had no parallel, and its fashions and court manners are
still admired in modern times. This topic looks at the education, society, literature and arts, and
religion and culture of the Mughal period.

RESEARCH
• Gulistan and Bostan
• Akhlaq-i-Jalali and Akhlaq-i-Nasiri
• Anwaar-i-Suhaili
• Compare these with the works of earlier Islamic mathematicians and scientists, such as
Khwarezmi (780–850). Identify the importance of their work.

KEY POINTS
• The merging of Persian, Indian, and Central Asian cultures by the Mughals
• The distinctive Mughal style of gardens and mausoleums
• The high standard of education, literature, poetry, and painting
• The contribution of women to Mughal culture and refinement

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 Later Mughals (1707-1857)

ACTIVITY FOR THE LESSON

• Make enlarged photocopies of one or two miniatures. Ask students to study them and
brainstorm what they reveal about the Mughal civilization. From the miniatures, list the
roles of talented people who made up the Mughal court. These may include judges, generals,
historians, and poets and painters.
• Encourage the students to identify key features of Mughal architecture by comparing and
contrasting them with those of Hindu architecture in India. Focus on two contrasting
buildings, for example, the Badshahi Masjid in Lahore and any major Hindu temple in India,
by studying pictures of the two buildings.
• To encourage inferential thinking skills, ask students to draw conclusions from the study of
these buildings.
Comparison of Hindu and Mughal architecture

Hindu Mughal

1) more ‘organic’ in design 1) highly symmetrical, balanced in design

2) very controlled decoration, often with

2) lots of variety, ‘busy’ decoration
geometric patterns – mathematical in design
3) no representation of the human form – focus
3) lots of figures, animals, etc.
is only on patterns

LEARNING OUTCOMES
Students will be able to observe architecture from the viewpoint of a building’s structure, design,
and decoration. They will learn about the distinctive features of Mughal architecture and what it
represents.

APPLICATION OF LEARNING
Ask the students to list:
• Mughal buildings in their city or nearby area
• Mughal influences in their dress and food
• Mughal impact on society and manners

WRITING SKILLS
Describe the legacy of the Mughals in art and architecture.
1. In the first paragraph, explain who the Mughals were and identify the legacy that they left
behind—mosques, forts, gardens, miniature paintings, etc.
2. The next paragraphs should explain in detail each of the different art forms developed by the
Mughals, with examples.
3. The final paragraph should evaluate the status and influence of Mughal architecture
throughout the world, e.g. as World Heritage sites.

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SAMPLE LESSON PLAN 2
Topic: Mughal architecture
Duration: 35–40 minute period
OBJECTIVES RESOURCES
• To describe the styles and features of Mughal architecture Textbook, library,
• To explain the religious (Islamic) and political (Indian) Internet for images
aspects of architectural structures.
• To discuss the ways in which Mughal architecture differs
from that of the Sultanate period
LEARNING OUTCOMES
• Students should be able to: discuss a building’s structure,
design, and decoration; identify the distinctive features of
Mughal architecture and explain what it stands for.
LEARNING PROCESS TEACHER’S NOTES
1. Introduce architecture as a distinctive and famous feature of
Mughal rule in India.
2. Mughal architecture left its mark on India, and was a visual
reminder of the authority and rule of the emperors.
3. The Mughal style was essentially an Islamic style hence it
expressed the faith as well.
4. The ‘fussy’ approach of Hindu design is in contrast to the
Islamic style: Islam forbids the representation of the human
or animal form. In addition, the mathematics and geometry
of Islamic architecture reflect the perfect order of Allah.
5. Discuss what students notice about the structure, design, and
decoration. Discuss the use of the arch,’ chattri’, cupola in the
dome, pietra dura inlay, red sandstone, Paradise on Earth,
‘charbagh’, and Paradise as a garden.
HOMEWORK
Ask the students to design a web page on the Mughal Dynasty, 1526–1857 describing key features
of Mughal civilisation and why this is an important influence on India and Pakistan. Use a picture
that encapsulates the achievements of this period. Students should justify their choice of picture.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarising
the lesson, for example:
• I learned about the architectural legacy of Mughals.
• I learned about the incorporation of Islamic style in art and architecture.

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41
 Modern Europe

11
UNIT 5 MODERN PERIOD IN EUROPE

CHAPTER MODERN EUROPE

The history of early modern Europe begins with the end of the Middle Ages and the beginning
of the Industrial Revolution around the 15th Century. Important events such as the Renaissance,
the Reformation, the Enlightenment (1715), and the Industrial Revolution changed Europe.
Economically, society underwent a transformation with the Industrial revolution and, socially
from an agrarian to an urban lifestyle. Politically, democratic governments replaced the system of
monarchy.
The discovery of the New World and the Protestant Movement were important in shaping the
modern era in the West. Europe entered the Modern Age with a series of conflicts among the
Christians. The Protestant Reformation was met with the Counter Reformation of the Catholic
Church. The French Revolution was another important event in the making of modern Europe by
bringing in an era of civil liberty and democracy. Kingdoms gave way to nations with elected heads
of states.

RESEARCH
• Galileo
• Henry the Navigator

KEY POINTS
• The Renaissance laid the foundations of early modern Europe.
• Leonardo Da Vinci and Michelangelo pioneered the Renaissance movement.
• The Renaissance brought in the Age of Discovery and the Scientific Revolution
• By the end of the eighteenth century, the Scientific Revolution gave way to the intellectual
social movement known as the Enlightenment.
• Enlightenment defined the 20th Century modernism in Europe.
• Many enlightenment ideas were based in science and reason, which is why this time was also
called the Age of Reason.
• Rousseau, Voltaire and Locke were the pioneers of enlightenment ideas.
• Enlightenment became the basis for the French Revolution and American Revolutions

ACTIVITY FOR LESSON

Make a timeline of events that transformed Europe from a medieval society into a modern society
that we see today.

APPLICATION OF LEARNING
Analyse the effects of the Renaissance, Industrial Revolution, Reformation, Scientific Revolution
and Enlightenment on the social and cultural life of the European people.

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SAMPLE LESSON PLAN 1
Topic: How Europe enters the Age of Renaissance
Duration: 35-40 min period
OBJECTIVES RESOURCES
• To understand how the Dark Ages and events in Medieval Europe Textbook;
eventually led to the Renaissance. research from
• To identify causes for the rebirth of learning, Ages of Reason and internet
Discovery
• To know about the artistic and cultural achievements of the
Renaissance.
LEARNING OUTCOMES
• Students will have connected the timeline starting with the Dark
Ages, Renaissance, Enlightenment or Age of Reason and Age of
Discovery in leading to the early modern period in Europe.
LEARNING PROCESS TEACHER’S
1. Make clear what is meant by ‘Dark Ages in Europe’ and how it came NOTES
about.
2. Explain how Christianity spread rapidly in Europe.
3. Discuss the reasons for the Crusades happening.
4. Discuss how with interaction with the Islamic world, Europe
experienced a ‘rebirth of learning’ or Renaissance.
5. List on the board the cultural fields in which Renaissance learning
took place.
6. Highlight the role of Leonardo Da Vinci and Michelangelo as
pioneering new knowledge and what they are famous for.
7. Explain how exploration of the world beyond Europe took place
because of the changes brought in by the Renaissance. How India
and the continent of America were discovered.
8. Explain how Renaissance changes Europe and leads to Age of
Discovery
HOMEWORK
Students can answer detailed questions 2 and 3 from Assessments and use different colours to
mark the routes of Vasco da Gama, Christopher Columbus, and Magellan on a world map.
DISCUSSION AND REVIEW
Ask the students what they have learnt in this lesson. They could make a note of this, summarising
the lesson, for example:
• I learned what the Dark Ages meant historically. .

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 Europe’s Enlightenment and Revolutions

12
UNIT 5 MODERN PERIOD IN EUROPE

CHAPTER EUROPE’S ENLIGHTENMENT

AND REVOLUTIONS
Since the Middle Ages, European leaders had gained power through heredity, or family ties.
Kings and queens took the throne after another family member died. The people had no say in
this process. Many Enlightenment thinkers believed in republicanism – the idea that a country’s
leader should be chosen by the citizens in a general election. Even so, some Enlightenment thinkers
frowned on the idea of a democracy. They feared what would happen if a mob of uneducated people
had the power to vote.
The Enlightenment began in Europe around 1715. People in cities like Paris gathered in salons to
discuss philosophy and ways to improve human experience. Many of their ideas were based on
science and reason, which is why this time was also called the Age of Reason.

RESEARCH
• Martin Luther
• Voltaire

KEY POINTS
• Enlightenment was a revolution in human thought.
• It promoted scientific thought, skepticism, and intellectual interchange.
• This new way of thinking regarding rational thought was that one should begin with clearly
stated principles, use correct logic to arrive at conclusions, test the conclusions against
evidence, and then revise the principles in the light of the evidence.
• Enlightenment thinkers thus opposed superstition and intolerance.
• The ideas of the Enlightenment spread and had significant influence on the culture, politics,
and government as America was colonized.

ACTIVITY FOR THE LESSON

List the innovations or discoveries in science that led to the Renaissance.

APPLICATION OF LEARNING
Analyse the importance of the Renaissance to the world of today.

WRITING SKILLS
Explain how the changes brought in by the Renaissance led to exploration of the world beyond
Europe and how India and the continent of America were discovered.
1. The first paragraph will explain and identify the changes and discoveries that caused the
exploration of the world beyond Europe.
2. In the second paragraph connect the events that led to the discovery of India and America.
3. Conclude with the effects and outcomes of the Renaissance changes that continue into the
world of today.
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SAMPLE LESSON PLAN 1
Topic: Age of Enlightenment and Revolutions
Duration: 35–40 minute period
OBJECTIVES RESOURCES
• To understand and define the term ‘Age of Enlightenment’. Textbook;
• To understand the causes and consequences of the Age of Internet
Enlightenment. research
• Understanding enlightenment as the foundation of revolutions.

LEARNING OUTCOMES
Students should be able to:
• Discuss the meaning of the term ‘Enlightenment’.
• The reasons for the coming of the Age of Enlightenment.
• How the French and American Revolutions have their roots in the
Enlightenment period.

LEARNING PROCESS TEACHER’S

1. Write the topic on the board and test students’ prior knowledge on the NOTES
topic and what the term ‘Enlightenment’ might mean.
2. Tell students that they are going to learn about the Age of
Enlightenment (also referred to as just ‘Enlightenment’ or the ‘Age of
Reason’ ) throughout this lesson.
3. Explain the coming of the Age of Enlightenment. Tell students that
this was a time that represented a shift of thinking as intellectuals
in late 17th- and 18th-century Europe began emphasizing the
importance of reason and individualism rather than a sole reliance
on tradition and faith. Its purpose was to reform society using reason,
to challenge ideas grounded in tradition and faith, and to advance
knowledge through scientific methods.
4. List the achievements of the Enlightenment thinkers on the board.
5. Connect enlightenment thinkers with the Age of Industrialization and
Scientific discoveries.
6. Evaluate with the students how the revolutions in France and America
were a result of the Age of Enlightenment.

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 Europe’s Enlightenment and Revolutions

INDUSTRIAL REVOLUTION
The Industrial Revolution brought great changes to the lifestyles of the people of the 18th century.
The rapid manufacturing of goods in factories radically affected people in Britain and its colonies,
particularly in India whose age old hand-loom cloth industry became extinct. The chapter highlights
the people whose inventions, such as the steam engine and the modern factory system, had the
greatest impact.

RESEARCH
• Find out about the Crystal Palace Exhibition in 1851 in London and the different machines that
were displayed there.

KEY POINTS
• How some inventions brought about the Industrial Revolution
• The reasons why the Industrial Revolution started in Britain
• How the invention of the steam engine led to machines for textile production
• The overall effects of the Industrial Revolution on the lives of people in Britain and its colonies
• The results of expanding railways in Britain and British India: movement of raw materials and
manufactured goods; transport for people as well as goods; transport of food and grain
• How the Industrial Revolution in Britain affected the production of fine muslin cloth in India

ACTIVITY FOR THE LESSON

Project work: Assign group tasks to students to make a class display on the Industrial Revolution.
It can focus on the invention of various machines and their inventors. Pictures and drawings or
models can be used.
• Time: 8–10 days

APPLICATION OF LEARNING
• Role play of the two inventors mentioned in the text can be done. Two students can play the
roles of Richard Arkwright and James Watt, explaining their work to the other students.

WRITING SKILLS
Explain how the factory system changed the lives of people in Britain.
How to write:
1. In the first paragraph, give an explanation or definition of ‘factory system’ i.e. it made it
possible to manufacture large quantities of goods quickly, easily, and cheaply.
2. In the next paragraphs, identify the changes that the factory system introduced in the lives of
British people.
3. Lastly, sum up the long-term effects of the factory system on people’s lives

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SAMPLE LESSON PLAN 1
Topic: Invention of the Steam Engine
Duration: 35–40 minutes
OBJECTIVES RESOURCES:
• To explain what a steam engine is and how it works. Textbook,
• To identify the consequences of the steam engine for mechanical and library, Internet
technological advancement research
LEARNING OUTCOMES
Students should be able to:
• explain what a steam engine is and how it works;
• describe the effects of this invention on the lives of people at that time;
• assess the advancement of technology by this invention.
LEARNING PROCESS
1. Write ‘steam engine’ on the board and ask the students to look at the
picture on page 81.
2. Elicit students’ knowledge about James Watt and his invention.
3. Explain how it worked to power other machines and identify these for
the students.
4. Next, discuss how people’s lifestyles changed because of the steam
engine.
5.
Sum up by comparing and contrasting how people’s lives were like
before and how it changed after the invention of the steam engine, the
Industrial Revolution and introduction of the railways.
HOMEWORK
Students can answer detailed questions 5 and 6 from Assessments.

DISCUSSION AND REVIEW

Ask the students what they have learnt in this lesson. They could make a note of this, summarizing
the lesson, for example:
• I learned the need for the invention of steam engine.
• I learned about inventor James Watt.
• I learned about the positive and negative social impact of the invention of steam engine.

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 Answer key

ANSWER KEY

CHAPTER 1: MEDIEVAL EUROPE

BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Decline in law and order and civilised life.
2. Feudalism.
3. Constantine.
4. Roman Catholic Church.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Answers may vary but look for answers pertaining to feudalism, class structure, culture, etc.
2. Answers may vary but look for answers pertaining to emperor Constantine shifting the capital
of the Roman empire to Byzantine from Rome.
3. Answers may vary but look for answers pertaining to corrupt leaders, attacks from barbarians,
Constantine converting to Christianity, shifting the capital to Byzantine, and etc.
4. Look for answers pertaining to collapse of law and order, and lack of interest in education,
literature, arts, etc.
5. Answers may vary but look for answers comparing, arts, culture, literature, law and order, class
structure, etc.
6. Look for answers pertaining to conquests that deprived the empire of its territories, as well as
Constantinople being ransacked in 1204 CE.

CHOOSE THE RIGHT ANSWER

i. Christianity iv. Rome vii. Charlemagne
ii. Roman v. Jerusalem vii. Ottoman
iii. Constantinople vi. Greek

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CHAPTER 2: UMMAYADS AND ABBASIDS
BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Amir Muawiya
2. Tariq bin Ziyad and Muhammad Bin Qasim. Tariq bin Ziyad aided in conquering Spain and
Muhammad Bin Qasim captured Sindh after defeating Raja Dahir.
3. Spain.
4. Answers should include cultural, educational, lingual, and administrational effects.
5. Greatest Muslim philosopher of all time. Wrote books on law, philosophy, theology, grammar,
astronomy, and medicine.
6. Establishing the Indian numeral system and the use of zero in mathematics, setting the
foundation of algebra and algorithms in his books among other achievements. Answers may
vary.
7. There are two books here by the same author.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Answers may vary but look for explanations on conquering Byzantine and Persian empires, as
well as conquering Spain and parts of Indian subcontinent.
2. Answers may vary but look for answers that mention libraries, arts, manuscripts, architecture,
etc.
3. The only person from the Umayyad royal family to survive. Famous for re-establishing Muslim
rule for another 300 years, and flourishing arts and culture.
4. Answers may vary.
5. Answers may vary.
6. Established in 750CE in Iraq. Harun al-Rashid and his son, Mamun.
7. Both travelled to India and wrote books on its culture and systems. For other part answer not
available.
8. Answers may vary but look for explanations pertaining to Al-Razi’s contribution to medicine
and Ibn Haytham’s contribution to science and mathematics.
9. Answers may vary and it was Al-Khwarezmi.
10. Look for answers explaining the attacks from Mongol leader Hulagu Khan, and religious
leaders frowning upon studying science and mathematics.

CHOOSE THE RIGHT ANSWER

i. Amir Muawiya iv. Baghdad vii. Al-Razi
ii. Umayyads v. Hulagu Khan viii. Ibn Haytham
iii. Umayyads vi. Renaissance

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 Answer key

CHAPTER 3: MUSLIM EMPIRES AND CRUSADES

BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. They were descendants of Hazrat Fatima , and they held an exclusive position because
they ruled over 200 years over a large part of the Muslim world.
2. The battle made Muslims the most powerful people in West Asia.
3. It connected Asia and Europe, making it one of the greatest routes in history.
4. They managed to capture Jerusalem.
5. Salahuddin Ayyubi won it back in 1188CE.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL`

1. Answers may vary but look for discussion on the expansions of their empire and flourishing of
education.
2. Answers may vary but look for references to his generosity and Ayyubi as an exemplary human
being.
3. Contribution in Islamic thought. Description may vary.
4. Mosaic tiles with dark blue and turquoise colours.
5. Religious wars started to engage European knights and leaders to fight for Jerusalem which was
under Muslim rule. They took place to contain spread of Islam but also fight to gain Jerusalem.
6. Alp Arsalan defeating the Byzantine Empire to take over Anatolia which served as a
psychological blow to Byzantine military prowess and held up as a watershed event.
7. Nomadic tribe from Steppes in Central Asia. Look for explanations pertaining to the exchange
of technologies, cultures and ideologies that impacted Europe through their invasions.
8. Answers may vary but will contain explanations on spreading empires’ influences.

CHOOSE THE RIGHT ANSWER

i. Ibn Batuta iv. Hattin vii. Rug
ii. Seljuks v. Fatimids viii. Pope Urban
iii. Byzantine Empire vi. Fatimids

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CHAPTER 4: OTTOMANS AND SAFAVIDS
BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Founded by Uthman in 1299 CE.
2. A form of modern-day army consisting of young non-Muslim boys being recruited. They
gained rank in administration.
3. Bostan (The Orchard) and Gulistan (The Rose Garden). The Bostan is entirely in verse and
illustrates Islamic virtues such as justice, liberality, modesty, and contentment. The Gulistan,
mainly in prose, comprises personal anecdotes, stories, opinions, and advice for the reader, and
the poet’s reflections on monarchs and dervishes.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Because it ended the rule of the Byzantine empire and patronized universities, arts and culture.
2. Answers may vary but look for answers pertaining to granting freedom to Christians to practice
their religion.
3. Answers may vary but look religious tolerance and protection of non-Muslims.
4. Answers may vary but look for answers discussing his legal and administrative systems along
with encouraging progress of arts, literature, theology, etc.
5. Answers may vary but should contain references to the miniature art in the book as well as
recounting the entire history of Persia.
6. They signed peace treaties with them. Description may vary.
7. Mughals adopted Persian as their court language after being impressed by Persian civilization.
Persian architecture and miniature art were also adopted by Mughals.

CHOOSE THE RIGHT ANSWER

i. Sassanids iv. Ottomans vii. poet
ii. Hazrat Umar v. Shah Tahmasp I viii. Hafez
iii. Persia vi. Mehmet II

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 Answer key

CHAPTER 5: ESTABLISHMENT OF DELHI SULTANATE

BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Abu´l-Qasim Firdowsi and it showcased stories of heroes like Rustam and Sohrab.
2. They were a fierce tribe from Central Asia. Reasons may vary.
3. There are differing opinions among historians about Mahmud of Ghazni’s motives for
invading India. Answers may vary.
4. He attacked India to avenge his loss.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. That is because Qutbuddin, born to Turkish parents, was sold off as a slave when young.
2. There are differing opinions among historians about Mahmud of Ghazni’s motives for
invading India. Answers may vary.
3. Answers may vary but look for references to Romila Thapar’s opinions as well as opinions that
praise Ghazni as an efficient ruler.
4. Answers may vary but look for answers pertaining to Al-Beruni writing about Indian people,
languages, society, and culture.
5. Her position was weakened in court, and she was killed by outlaws in battle to retake Delhi.
6. Answers may vary.
7. They were an institution of a group of nobles called ‘The Forty’ developed at the court of the
Slave Sultans. ‘The Forty’ supported and helped the Sultan to protect the dynasty but they also
became powerful enough to decide who the next ruler would be. Description may vary.

CHOOSE THE RIGHT ANSWER

i. Turks and Afghans iv. None vii. twenty
ii. Somnath v. Bhatinda viii. Balban
iii. Al-Beruni vi. Amir Khusrau

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CHAPTER 6: EXPANSION UNDER DELHI SULTANATE
BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Ibn Batuta was one of the most famous Muslim travelers and he is important because he was a
Qazi for several years at Sultan Muhammad bin Tughluq’s court in Delhi (Chapter 2).
2. Jalaluddin Khilji
3. An Abyssianian slave who rose to be Alauddin’s commander-in-chief. Kafur’s greed for
Alauddin’s throne made him try getting rid of the princes that would succeed Alauddin, which
weakened the empire.
4. Feroz Tughluq
5. Bhakti movement by Kabir and founding of Sikh religion by Guru Nanak.
6. Book on medicine, Ma’adanul-Shifa, and on music, Lehjat-e-Sikandar Shah.
7. Simple and appealing lifestyles as well as practicing equality.
8. Lal Shahbaz Qalandar (Syed Shah Hussain Marwandi) and Syed Abdullah Shah Ghazi. Answers
may vary for respect paid to these sufi saints by people.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Alauddin was the most able king. Look for answers pertaining to his taxation, control over food
prices, land grant policies for the nobles etc.
2. Answers may vary.
3. Through his invasion, he took back the artists and craftsmen to Samarkand, the Sultanate lost
its power and broke up.
4. People started to make copper coins at home and exchange for silver at the treasury. People
died on their journey from Delhi to Daulatabad, and it could not maintain the population due
to lack of access to fresh water.
5. Feroz Tughluq’s reign focused more on arts, architecture, education, philosophy, etc. Answers
may vary.
6. Their dynasties had shrunken the Delhi Sultanate rather than expand it. Answers may vary.
7. He was invited to India to save Daulat Khan from Ibrahim Lodhi. Answers may vary.
8. Qalandria order and Chistiya order. Answers may vary.

CHOOSE THE CORRECT ANSWER

i. Turks iv. Shah Jahan vii. Lal Shahbaz Qalandar
ii. Daulatabad v. 1398 viii. Bahlol Lodhi
iii. Currency in homes vi. Sayyids

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 Answer key

CHAPTER 7: COMING OF THE MUGHALS

BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. His victory of taking over Kabul.
2. Answers may vary but look for threats from Ibrahim Lodhi, the Rajputs, but also the climate
affecting Babur’s health.
3. It improved trade and benefitted many future generations.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Because Ibrahim Lodhi was defeated, ending the rule of the Delhi Sultanate and start of the
Mughal era.
2. Answers may vary.
3. Answers may vary but look for references to his kind heartedness and determination.
4. Answers may vary but look for resistance from Afghans, Humayun’s brother siding with his
enemy, his unconditional kindness, etc.
5. Answers may vary but look for land reforms, promotion of education, literature and arts, equal
treatment of Hindus and Muslims, etc.
6. He started off with defeating his brother Askari and recapturing Kabul. With Shah Tahmasp’s
help, he then recaptured Punjab, Delhi, and Agra.
7. Answers may vary.

CHOOSE THE CORRECT ANSWER

i. Central Asia iv. Humayun vii. Grand Trunk Road
ii. Ibrahim Lodhi v. Kanauj viii. Koh-i-Noor diamond
iii. Rana Sanga vi. Umerkot ix. Kalinjar

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CHAPTER 8: CONSOLIDATION OF THE MUSLIM EMPIRE
BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Akbar
2. Tuzk-e-Jehangiri. He was a keen observer of natural life and the famous nature artist, Mansur,
lived at Jahangir’s court. Jahangir was also interested in the laying out of gardens as he loved
flowers and nature.
3. Kandahar, Balkh, and Badakhshan.
4. The Taj Mahal.
5. Shah Jahan.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Answers may vary but look for how Mughals’ victory in both battles secured their rule. Also
look for difference in combat tactics of the Mughals and their enemies in both battles.
2. He first fought Hemu in the second battle of Panipat and won, successfully capturing Delhi and
Agra. Then he fought Sher Shah’s nephews and defeated them. He then went after Gwalior and
Jaunpur, after which Bairam Khan consolidated the empire for Akbar.
3. Answers may vary but look for how tolerant he was towards his subjects’ religions, provided
land grant for the building of Golden temple, his religious discussions in his Ibadat Khana, etc.
4. Answers may vary but look for tolerance, equality, proper revenue settlement, etc.
5. Answers may vary but look for references to his religious tolerance, mansabdari system,
flourishing of arts, his expansions etc.
6. Consolidated parts of empire which were difficult to achieve and kept it strong against
rebellions. Allowed for further expeditions. Answers may vary.
7. Because it gave peasants security, discouraged fraud which further prevented from revolts to
occur against Akbar and his empire. Answers may vary.
8. Became a martial sect under Guru Govind Singh to avenge his father’s (Guru Tegh Bahadur
Singh) death. Answers may vary.
9. Answers may vary.
10. She advised Jehangir, Persian influence became prominent in cultural activities in her court.
She dealt with state matters.
11. Answers may vary.
12. Answers may vary but look for political stability, great expansions, flourishing of arts and
architecture, etc.
13. Answers may vary but look for educational, artistic, political, cultural contributions, like Taj
Mahal, Jamia Masjid of Delhi and Thatta, etc.

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 Answer key

CHOOSE THE RIGHT ANSWER

i. Thirteen iv. Todar Mal vii. revolt
ii. Mansabdari v. Golden Temple viii. Agra Fort
iii. Gujarat vi. World Seizer

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CHAPTER 9: GOLDEN AGE OF THE MUGHALS
BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Khafi Khan wrote, ‘When he (Shivaji) came to know of a populated and rich town, he attacked
it, robbed its people, and took control of it. He collected a large number of robbers from among
the Marathas and prepared to capture well-known Mughal strongholds.’
2. Sambhaji carried on the opposition against the Mughals. The Marathas eventually split into
different groups under their own chiefs.
3. When Afzal Khan drew close to greet him, Shivaji attacked him with a ‘tiger’s claw’—a hand-
held weapon— and then stabbed him with a dagger hidden in his sleeve.
4. Aurangzeb
5. Ahmed Shah Abdali

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Answers may vary.
2. Answers may vary but look for abolishing more than 80 taxes, banning Nauroz, alcohol and
music, along with hiring Mohtasibs to control public conduct, and his expansions.
3. Answers may vary. But look for references to wars, revolts led by Shivaji affecting the empire.
4. Treated Rajput and Hindu subjects with respect. Banned alcohol, celebration of Nauroz,
banned music, hired Mohtasibs to control public conduct.
5. Answers may vary but look at religious policies, culture, expansions, administration, etc.
6. Answers may vary but look for discussions pertaining to the battles fought and the outcomes of
those battles along with the administrative policies that they established.
7. Answers may vary but look for discussions on Aurangzeb’s expansions, his administrative and
religious policies.

CHOOSE THE RIGHT ANSWER

i. Deccan iv. Marathas vii. Bhakti movement
ii. Bengal v. Marathas viii. Aurangzeb
iii. Shivaji vi. Shaista Khan

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 Answer key

CHAPTER 10: LATER MUGHALS (1707-1857)

BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Laws that were fair to everyone. Also provided funds (madad-e-ma‘ash) for deserving people of
four types: scholars; saints/mystics; illiterate, weak, and poor people; and uneducated people of
noble birth
2. Shalamar and Nishat gardens in Kashmir, as well as Shalimar Garden in Lahore.
3. Miniature painting and/or calligraphy.
4. Guru Nanak and he compiled Guru Granth Sahib.
5. Persian.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Answers may vary but look for greed, laziness, weak, pleasure-loving, old age, jizya tax, etc.
2. In 1739CE the weak and defenceless territories of the subcontinent attracted his attention and
advancing through Ghazni, Kabul, and Lahore, he led his army to Karnal, within a hundred
miles of Delhi. He annexed to his Afghan kingdom all the Mughal lands west of the River Indus
and killed 20,000 people.
3. The Marathas broke up into independent states and Ahmed Shah Abdali was forced to return
to Afghanistan. Answers may vary but look for references to cementing of Mughal power in
India.
4. Answers may vary but look for social, economic, administrative, and moral causes.
5. Because it meant stability for the government and security for the people and their work and
trade. Answers may vary.
6. Answers may vary but look for stability and support from their subjects.
7. Answers may vary but look for references to one-of-a-kind masterpieces of architecture,
calligraphy and miniature paintings as legacies of Mughal empire among other reasons.
8. Answers may vary but look for similarities pertaining to art, religion, education, etc.

CHOOSE THE RIGHT ANSWER

i. Aurangzeb iv. tolerance vii. three
ii. Jahangir v. Europe
iii. Humayun vi. Akbar

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CHAPTER 11: MODERN EUROPE
BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Because of his artistic, scientific and intellectual achievements. Some of them include the Mona
Lisa, notes and drawings of the human frame, designing flying machine, etc.
2. Michelangelo who painted the Sistine Chapel, Galileo and Copernicus who made significant
scientific studies about the solar system.
3. This intellectual curiosity led to the exploration of the then known world and the discovery of
the unknown world.
4. Because the route was an important source of trading goods especially for cotton, silk, indigo
and spices.
5. He sailed westwards to find a route to India. He was helped by King Ferdinand and Queen
Isabella of Spain and reached after a month in what he called ‘West Indies’.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. The Reformation was a major movement in sixteenth century Europe which challenged the
Catholic Church and the authority of the Pope in Rome. In criticizing the Catholic Church,
Protestantism arose. As Protestant and Catholicism divided Europe, the continent also started
to embrace secularization.
2. Observation, investigation, and experimentation became scientific methods to transform
society’s view about nature. Galileo invented the telescope and microscope as well as Isaac
Newton discovered the law of gravity.
3. Intellectual curiosity along with Al-Idrisi’s maps and notes inspired land and sea exploration.
The use of quadrants*, astrolabes*, clocks, and the magnetic compass, revolutionized
navigation.
4. They had developed some of the best ships and navigational techniques in Europe, which
improved trade by sea. Prince Henry of Portugal, known as ‘The Navigator’, was very interested
in ships and navigation and he played a major role in organising the voyages.
5. Answers may vary but look for references to their voyages to the East.

CHOOSE THE RIGHT ANSWER

i. Renaissance iv. Reformation vii. Reformation
ii. Da Vinci v. Galileo viii. Enlightenment
iii. Portuguese vi. Portugal

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 Answer key

CHAPTER 12: EUROPE’S ENLIGHTENMENT AND REVOLUTIONS

BRIEFLY ANSWER THE FOLLOWING QUESTIONS
1. Diderot.
2. ‘Principia Mathematica’
3. The country had large reserves of coal to power the machines, and iron ore which provided raw
material for making machines.
4. By 1850 Britain was considered the richest nation of all.
5. American Revolution and French Revolution.

ANSWER THE FOLLOWING QUESTIONS IN DETAIL

1. Answers may vary but look for answers pertaining to liberty, equality, Americans wishing to
attain freedom from British instructions, and French wanting freedom from French feudalism.
2. Machines took the place of manual work. Answers may vary but look for inventions of steam
engines, rise of factories, etc.
3. People had to give up this way of life and moved to cities in large numbers to work in factories.
The cities could not accommodate such an increase in population and living and working
conditions for these factory workers were miserable. Answers may vary.
4. Because its size was so huge that daylight was always found in some part of its territories.
5. It made cotton manufacturing cheap and easy, and revolutionized the cotton textile industry.
Answers may vary.
6. The steam engine ensured transport became easier and faster and benefited trade across seas
and over land. Answers may vary.
7. Britain’s factories needed cheap raw cotton to manufacture into cloth and India as a colony
was used to supply it in bulk. British machine-made textiles became cheaper to buy and the
subcontinent was used as a market for selling them. Answers may vary.
8. Arkwright developed mills in which the whole process of yarn manufacture could be carried
out by one machine and be mass-produced. Answers may vary.

CHOOSE THE RIGHT ANSWER

i. Modernism iv. factory system vii. French
ii. Britain v. India viii. Spain
iii. spinning jenny vi. James Watt

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REVISION WORKSHEETS

CHAPTER 1: MEDIEVAL EUROPE

WORKSHEET THE FEUDAL SYSTEM
Complete the following sentences in the first column using the second column

First Column Second column

Feudalism is a defining feature the 9th and the 15th centuries

Feudalism flourished in Europe between And the peasants or farm labourers very poor

In feudalism, society was divided many countries today

Feudalism as a system was of the Middle Ages in Europe

Feudalism made the landowners very rich unfair and unjust

into two groups – landowners and farm

Feudalism still exists in
labourers

The legal, economic, military, and cultural

were organized around the feudal system
customs of Medieval Europe

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 Revision WorksheetS

CHAPTER 1: MEDIEVAL EUROPE

WORKSHEET: PEOPLE OF MEDIEVAL EUROPE
Write a short phrase to explain the role of each of the following

King

Nobles

Peasants

Bishops

Knight

Craftsmen

Church

Feudal System

Court

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CHAPTER 2: UMMAYADS AND ABBASIDS
WORKSHEET: MUSLIM SCIENTIFIC ACHIEVEMENTS
The two columns below have the names of Muslim scientists and their achievements. Match the
names of the scientists with their achievements

1) Al Razi He covered 12,000 miles as a traveller.

2) Ibn Sina He explained the cycle of rise and fall of civilisations.

3) Al Khwarezmi His geographical maps led to cartography.

4) Ibn Haytham He was the most famous of Muslim philosophers.

5) Ibn Rushd He laid the foundations of Algebra.

6) Al Idrisi He was a famous doctor at the royal court.

7) Ibn Khaldun He was the most famous Muslim scientist of earlier times.

He brought set up hospitals; diagnosed illness by observing the symptoms of

8) Ibn Batuta
patients.

He is known as the father of optics.

Write a short note on who you think made the most remarkable contribution.

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 Revision WorksheetS

CHAPTER 2: UMMAYADS AND ABBASIDS

WORKSHEET: THE RAILWAY CHANGED PEOPLE’S LIVES IN BRITAIN.
What do you know about the Muslim conquest of Sindh?

Mark the statements with a tick (√) if correct or a cross (X) if incorrect and give reason.
1. Hajjaj bin Yusuf was an uncle of Muhammad bin Qasim.

2. Hajjaj bin Yusuf was a senior officer in the Abbasid Khilafat.

3. Muhammad bin Qasim’s army had soldiers on horseback and camels.

4. Raja Dahir was the ruler of Multan.

5. The conquered regions in Sindh and southern Punjab came under Umayyad rule.

6. Muhammad bin Qasim ruled Sindh for a long time.

7. The people of Sindh were happy when Muhammad bin Qasim went back to Damascus.

8. 
An Arab army had been sent in 644 by the Khalifa at Makkah to conquer Sindh and
Balochistan.

9. Raja Dahir was defeated at Debul in Sindh.

10. 
Muhammad bin Qasim was sent to Sindh because pirates had attacked a ship going to Arabia.

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CHAPTER 3: MUSLIM EMPIRES AND CRUSADES
WORKSHEET: TIMELINE OF MUSLIM DYNASTIC RULE
Show the following dynasties as a timeline:

Umayyads 661–750; Abbasids 750–1258; Fatimids 910–1171; Seljuq 1037–1194; Ayubid 1169–1250;
Mamluk 1250–1517.
Write one sentence describing each dynasty.

1.

2.

3.

4.

5.

6.

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CHAPTER 4: OTTOMANS AND SAFAVID

WORKSHEET: THE FIRMAN OF MEHMET II, 1463
1. Refer to page 22 of your textbook. Why do you think Mehmet II issued this Firman to the
people he had conquered?

2. To whom was the Firman given and where has it been preserved since then?

3. Explain briefly what the Firman was meant to create in the Ottoman Empire.

4. Do you think that the successful Ottoman rule of 600 years was based on this Firman?

5. Why do you think that the United Nations published a translation of the Firman in all the
official United Nations languages?

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CHAPTER 5: ESTABLISHMENT OF DELHI SULTANATE
WORKSHEET: QUIZ ON THE DELHI SULTANATE
1. He was the father of Mahmud of Ghazni

2. Mahmud of Ghazni beautified this city

3. The number of times Mahmud of Ghazni invaded India

4. The great Persian poet who lived at Mahmud’s court

5. He came with Mahmud of Ghazni to India and wrote about this country

6. Name of the book written on the history of Persia

7. The Arabic word for slave is

8. Muhammad Ghori fought him to conquer Delhi and Agra

9. The Qutb Minar was built and named after

10. The Delhi Sultans depended on these men for advice

11. The fierce Central Asian tribe that invaded India in 1221

12. The daughter of Iltutmush who succeeded him

13. His tomb is in Anarkali Bazaar in Lahore

14. He was successful in keeping the Mongols away from the Sultanate

15. The Qutb Minar and Quwwatul Islam Mosque were completed by

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CHAPTER 6: EXPANSION UNDER DELHI SULTANATE

WORKSHEET:AFGHAN RULERS OF INDIA FROM THE 13TH TO 16TH
CENTURIES.
1. List the names of the Afghan dynasties that ruled India from 1290 to 1526. Write the years of
their rule along with the names.

2. Write the names of prominent rulers of these dynasties, along with the dates of their rule.

3. Which famous traveller came to India in 1333? Write briefly about him and his stay in India.

4. What event took place in 1398 that strongly affected the Delhi Sultanate?

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CHAPTER 6: EXPANSION UNDER DELHI SULTANATE
WORKSHEET: THE SULTANATE BREAKS UP
Fill in and colour the blank map of the subcontinent with boundaries of Hindu and regional
kingdoms that became independent after the Sultanate weakened.

Briefly describe (in one sentence each) the new kingdoms that arose after the Delhi Sultanate.

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CHAPTER 7: COMING OF THE MUGHALS

WORKSHEET: HOW THE SULTANATE RULED

Explain in a short sentence the role of the following in the Delhi Sultanate:

Ulema:

Wazir:

Army:

Craftsmen:

Urdu:

Court historians:

Sufi saints:

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CHAPTER 7: COMING OF THE MUGHALS
WORKSHEET: MUGHAL EMPERORS
Make a horizontal timeline showing the names and dates of the reigns of each Mughal Emperor.

Use a scale of 1 cm = 10 years.

Babar 1526–1530; Humayun 1530–1556; Akbar 1556–1605; Jahangir 1605–1627; Shah Jahan 1627–
1658; Aurangzeb 1658–1707.

Look at your timeline to answer the following questions:

1. The two most famous Mughal emperors who ruled for the longest times;
write their names below.

2. List the emperors in order of the lengths of their reigns, with the shortest reign first.

3. Who was the emperor in the beginning of the 17th century?

4. Who was the emperor at the end of the 16th century?

5. Who was the emperor in the middle of the 1500s?

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CHAPTER 8: CONSOLIDATION OF THE MUGHAL EMPIRE

WORKSHEET: THE FIRST AND SECOND BATTLES OF PANIPAT, 1526
AND 1556
Refer to the map on page 30 of your textbook
and mark Panipat on the map below.
1. Give a reason why two battles were fought
at Panipat.

•
Delhi

2. What are the similarities between the two

battles?

3. Can you find any differences between these two important battles?

4. Was there a third Battle of Panipat? Name the two opposing sides.

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CHAPTER 9: GOLDEN AGE OF THE MUGHALS
WORKSHEET: SHAH JAHAN AND ARCHITECTURE
Shah Jahan is known for the architectural brilliance of his buildings: Taj Mahal, Agra; Jamia
Masjid, Thatta; Red Fort, Delhi; Jamia Masjid, Delhi; Shalimar Gardens, Lahore.
What strikes you when you look at pictures of these buildings? Write a brief description of the
architecture, or in the use of materials or decoration of each structure.

Taj Mahal, Agra:

Jamia Masjid, Thatta:

Red Fort, Delhi:

Jamia Masjid, Delhi:

Shalimar Gardens, Lahore:

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CHAPTER 9: GOLDEN AGE OF THE MUGHALS

WORKSHEET: EMPEROR AURANGZEB

1. What do you like most about Emperor Aurangzeb and why?

2. Aurangzeb said that as a king he believed that:

‘I was sent into the world by providence, to live and labour, not for myself but for others; that
it is my duty not to think of my own happiness except so far as it is inseparably connected with
the happiness of my people.’
a) What idea do you get from this statement about the responsibilities of kingship?

b) Do you think that Aurangzeb was a successful Mughal emperor?

c) How would you compare this ideal of kingship with the leadership in Pakistan over the
years?

d) Can you think of another king in the Delhi Sultanate who thought the same way? Explain.

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CHAPTER 10: LATER MUGHALS (1707–1857)
WORKSHEET: THE MUGHAL EMPIRE DECLINES
Next to each word, write a brief explanation as to how each contributed to the decline of the
Mughal Empire.

Empire:

Army:

Invasions:

Successors:

Nobles:

Marathas:

Law of succession:

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CHAPTER 10: LATER MUGHALS (1707–1857)

WORKSHEET: WHAT THE MUGHALS LEFT BEHIND
Match the words in the box with their description in the sentences below.

architecture; miniature paintings; fashions; literature; education; manners and courtesy;

administration; calligraphy; weaponry

The mausoleums, mosques, gardens and forts

testify to the artistic beauty and grace cultivated
by Mughal royalty.

The kingdom was governed by dividing it into

provinces looked after by the governor, kotwal,
Qazi and mansabdars

The Aeen-i-Akbari quotes that there were 52

universities in and around Thatta in Sindh
during Jahangir’s time.

Khwaja Abdus Samad was given the title of

Shirin Qalam for his skill in this art.

Court historians and exceptional poets

contributed books and Diwans during Mughal
times.

The Mughals introduced the use of guns and

cannon and produced weapons of excellent
quality.

The Mughal court and courtiers displayed

exceptional etiquette which is still in use today.

Empress Nur Jahan developed styles of dressing

and perfumes, and has left that legacy behind.

This Mughal style of painting is still alive as an

art form in Pakistan as well as India and Iran.

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CHAPTER 11: MODERN EUROPE
WORKSHEET: WHAT DO YOU KNOW?
Use the clues below to complete the statements.

1. It was the contact with the East which started the

.

2. The Muslims made available the learning of Ancient Greeks and Romans
.

3. The Renaissance became the bridge between

.

4. The conquest of Constantinople by Ottomans made many

.

5. became the centre of Renaissance.

6. The greatest inquiring mind of the Renaissance was

7. Leonardo Da Vinci is famous for his two paintings

.

8. painted the ceiling of the Sistine Chapel in Rome.

9. Renaissance changed Europe and brought in the

.

10. 
Muslim skills in
.
helped Europeans with sea voyages to discover new routes and lands such as America.

Mona Lisa and The Last Supper; rebirth of learning in the West; Age of Discovery; through
translation of their works; Greek scholars flee to Europe with their learning; the Medieval or
Middle Ages and the Modern Age; cartography, astrolabes and clocks; Leonardo Da Vinci; the city
of Florence in Italy; Michelangelo.

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CHAPTER 12: EUROPE’S ENLIGHTENMENT AND REVOLUTIONS

WORKSHEET: THE RAILWAY CHANGED PEOPLE’S LIVES IN BRITAIN.
Which of these statements are correct? Answer with a ‘yes’ or ‘no’.

1. People were able to travel greater distances for leisure and work.

2. Townspeople were able to receive fresh meat, milk, and vegetable brought in by the railways.

3. Industry grew as railways needed coal and iron.

4. Railways allowed factories to transport their goods quickly to the market.

5. Quick transport meant that more goods could be manufactured in bulk and cheaply.

6. Railways created more jobs so more people could afford to buy cheaply manufactured goods.

7. Travelling by trains became convenient and faster than coaches.

8. Newspapers and post could be transported by railways faster and reached more people.

9. Poor people could now travel by rail as a cheaper and faster option.

10. Many railway towns came up and people were employed by the railways.

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CHAPTER 12: EUROPE’S ENLIGHTENMENT AND REVOLUTIONS
WORKSHEET: CHANGES IN EUROPE
Match the name to the activity that each one did

Gutenburg Movement of planets

John Calvin Painted the ceiling of the Sistine Chapel in Rome

Martin Luther French lawyer who challenged the practices of the

Catholic Church

Leonardo da Vinci Known for refining the printing press

Columbus Painted Mona Lisa and the Last Supper

Michelangelo Wrote theses criticizing the Pope and Church of

Rome

Nicholas Copernicus Reached continent of America

Galileo Studied astronomy and Solar Sytem

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 NOTES

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