E-LESSON
PLAN-CLASS VII-CH 13 DELHI SULTANATE
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CLASS
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VII
|
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TOPIC
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CH-13 DELHI
SULTANATE
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SUBTOPICS
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SLAVE
DYNASTY,KHALJIS,TUGHLAQ DYNASTY,LODI DYNASTY,GOVERNANCE
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|
DURATION
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8 PERIODS
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Learning
outcomes:
The
students will be able to:
· Develop a better
understanding about History of Delhi.
· Understand
administrative reforms done under different rulers of Delhi sultanate.
· Prepare a timeline chart
· Appreciate the
Indo-Islamic style of architecture
Learning
objectives:
After
completion of the chapter The Students will be able to:
· Explain the
development and rise of Delhi sultanate.
· Identify the
extent and location of the sultanate
· State the
various social, political and economic aspects of the sultanate period
· Analyse the role
of different dynasties and their rulers
· Enlist the names
of different rulers in chronological manner.
.
Content:
· Rise of slave
dynasty-Role of Prithviraj Chauhan, Muhammad Ghori, Qutubudin Aibek
· Khalji
dynasty:Jalal-ud-din khalji,Ala-ud-din khalji
· Tughlaq
dynasty-Ghiyasuddin Tughlaq,Muhammad Tughlaq,Feroz Tughlaq
· Lodi
dynasty:Bahlol lodi,Sikander lodi,Ibrahim lodi
·
Governance
during the sultanate period.
Teaching
strategy/methodology: Picture Illustration, Storey-telling method, Time
line, Explanation, PPT, Audio-visual aid, Map work, Discussion.
· Introduction of
the chapter-Picture illustration of the monuments.
· Rise of Delhi
sultanate-Story-telling method.
· Dynasties of
Delhi sultanate-Time line from 1206-1526 CE
·
Role of different rulers with the help of PPT
·
Social political and economic aspects of the
sultanate-Audio visual aids
·
Features related to the Indo-Islamic style of
architecture with the help of Visuals.
· Experiential
learning with the help of a Role play on Muhhamad Tughlaq or Razia sultans life.
NOTE: YouTube links for related
videos:
Tools/Aids/Resources
:
· Picture
illustrations
· Time line
· Map work
· PPT
· Video
· Assignment
Vocabulary:
·
Chaliha
·
Token
currency
·
Pargana
·
Indo-Islamic
·
Ulemas
·
Jazia
Values
:
·
Leadership
·
Nationalism
·
Peace
·
Harmony
· Patriotism.
·
Appreciation
for cultural heritage
·
Religious
tolerance
·
Equality
Assessment technique
Interdisciplinary/multidisciplinary activities
Interdisciplinary/multidisciplinary activities
|
SUBJECT
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TASK
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English
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Write a report
on your visit to Qutub minar
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Hindi
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Write a
paragraph on the rise of Delhi as an important centre
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Art and craft
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Make a
pictionary of rulers, places, coins etc related to Delhi sultanate
|
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Social science
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Role play on
the life of any ruler of Delhi sultanate
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Rubrics
for Social science activity-Presentation,Dialogue
ASSIGNMENT
Assignment
1:Slow learners
Q.1-Complete
The following with correct answer
Q.2-Identify
the pictures:
1.__________________
2._________________
Assignment 2
:High achievers
Q.1 On the given outline map of
India Show the extent of Delhi sultanate. Also identify the
important places of Delhi sultanate.
Q.2 Would it be correct to say
that Muhammad Tughlaq thought much ahead of his time and that
he was a genius?
RUBRICS
1 .Map key
3 .Accuracy
Assignment-3 :
Average learner
MCQ's
1.
Military expeditions into southern India started during the reign of:
a. Qutbuttin Aybak
b. Jalaluddin Khalji c. Alauddin Khalji
2.Which Delhi
sultan shifted the residents of Delhi to the new capital Daulatabad?
a. Muhammad Tughluq
b. Jalaluddin Khalji c. AlauddinKhalji
RUBRICS
1.Relevance
2.Accuracy
Assignment
for Differentiated learning
|
Slow
learners
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Average
|
High
achievers
|
|
Name
any two dynasties which ruled under Delhi sultanate
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Identify
the dynasty which ruled between 1206-1290CE on Delhi.Also mention any two
important developments of this period.
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Compare
and contrast the important features of slave dynasty and khalji dynasty
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Name
the famous Minar of Delhi built during the reign of Qutubudin Aibek and
Iltutmish.
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What
was the contribution of slave dynasty in the field of Architecture?
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Identify
the special features of Indo islamic style of architecture.
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Rubrics: Knowledge
Accuracy
Relevance
Follow
Up/Remedial strategy
·
The conceptual errors will be identified and discussed again in
detail after doing the worksheet
·
Practice can be given for correcting the spelling mistakes and
bringing Accuracy and neatness in the drawing of diagrams.
·
Peer groups can be made to help the weak students
·
Correction of the mistakes must be done in their notebooks.
·
Discussion of conceptual errors with the help of worksheets.
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