DELHI SULTANATE VII ALKA KUMARI

E-LESSON PLAN-CLASS VII-CH 13 DELHI SULTANATE

CLASS	VII
TOPIC	CH-13 DELHI SULTANATE
SUBTOPICS	SLAVE DYNASTY,KHALJIS,TUGHLAQ DYNASTY,LODI DYNASTY,GOVERNANCE
DURATION	8 PERIODS

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.

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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:

·      https://www.youtube.com/watch?v=EpvZ5ag9WXw

·      https://www.youtube.com/watch?v=y10q9wgjWe8

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

SUBJECT	TASK
English	Write a report on your visit to Qutub minar
Hindi	Write a paragraph on the rise of Delhi as an important centre
Art and craft	Make a pictionary of rulers, places, coins etc related to Delhi sultanate
Social science	Role play on the life of any ruler of Delhi sultanate

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	Average	High achievers
Name any two dynasties which ruled under Delhi sultanate	Identify the dynasty which ruled between 1206-1290CE on Delhi.Also mention any two important developments of this period.	Compare and contrast the important features of slave dynasty and khalji dynasty
Name the famous Minar of Delhi built during the reign of Qutubudin Aibek and Iltutmish.	What was the contribution of slave dynasty in the field of Architecture?	Identify the special features of Indo islamic style of architecture.

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.

TURKISH INVASION IN NORTH INDIA VII SUNITA BALAIN

Class 7^th

Topic:  Turkish Invasions in North India

Duration: 4 Periods

Learning Outcomes:           Students will be able to know.

·         Frequent wars resulted in political disunity.

·         The students will know the consequences of frequent wars between different rulers.

·         Learn the importance of unity and peace in Social and Political life.

·         Know the value of Indian art and artistic temples and need of conservation of rich heritage.

Learning Objectives:

·          To know the history of invasions by Mahmud Gazni and Mohammad Ghori.

·         To know the destructions of valuable and artistic temples by Mehmud.

·         To understand the first and second battle of Tarain by Prithviraj Chohan.

·         To  aware of the causes of the success of Ghori and defeat of Indian Rulers.

Content:

·         Emergence of small kingdoms

·         Frequent wars among Rajpoots and Political disunity

·         War of Tarain

·         Main causes of the success of Ghori

·         Defeat of Indian Rulers

Teaching  Strategy / Methodology

·         Introduction of the chapter with the help of Map of India.

·         Explanation and Storytelling method will be used to make understand the history of invasions of Mahmud Gazni and Mohammad Ghori.

·         Present political examples will be given to make understand the defeat of the Indian Rulers.

Tools / Aids / Resources

·         Smart board

·         Story Telling

·         Pictures

·         Books

·         Brochure

Vocabulary

Emerged                              Warriors

Frequent                             Propagate

Provinces                            Expand

Values intended to be inculcated:

·         Importance of unity

·         Conservation of our Rich Heritage.

Interdisciplinary activities

Subject:                                                                               Tasks

English                                 Article on Mahmud Gazni and Mohammad Ghori

Social Science                   Design a brochure about the religious importance of the Somnath Temple.

Rubrics:    Presentation should be effective, Neatness

Assignment:

Sr. No.	High Achievers	General Achievers	Slow  Achievers
1.	Who Decided to invade North – West India where the Gurjara – Pratihara empire had become weak.	Who Defeated Mohammad Ghori in first battle of Tarain?	Who invaded India 17 times?
2.	Explain the causes of the success of Ghori  and defeat of Indian rulars.	According to some historian what was the main objective of Mahmud Gazni?	Where is Somnath Temple located?
3.	Mahmud Gazni propogated Islam and gained popularity among Muslims. Explain this statement.	What was the results of first and second battle of Tarain?	Who occupied Kanauj and Banaras?

Follow up / remedial Strategy

·         Practice work will be given to correct the spellings.

·         Simplify the explanation of difficult topics.

·         Peer group discussion should be held to help the slow learner.

·         Special classes for those whose performance will be below average.

·         Discussion for conceptual errors.

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