School of Education Licensure Programs Lesson Plan Form

Name: Heather Bradford Date: 12/13/2014 Grade Level: 10

Content Area:

MUGHAL LESSON RATIONALE & CONTEXT:

Who are your students?

This lesson is designed for students in a 10th grade World History course of 25 students. The class is taught at Superior High School, where approximately 90% of the students are white, 4% are Native American, 2% are African American, 2% are Hispanic, and 1% are Asian. 35% of students are eligible for free lunch and 9% are eligible for reduced priced lunch.

Why are you teaching this lesson? (Purpose/Essential Question)

The essential questions that guide this lesson are: How did the Mughal rulers, Akbar, Babur, Shah Jahan, and Auzrangzeb differ from one another? What are the cultural, architectural, and social accomplishments of the Mughal Empire? What are geographic, cultural, and social characteristics of this empire? What are the major events in Mughal history?

What evidence-based approach, method and/or theory are you using?

The lesson is approached using multiple intelligences, a theory put forth by Howard Gardner, which posits that individuals have strengths in differing intelligences. These intelligences include music-rhythmic, verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal. Following this theory, the lesson seeks to appeal to different learning styles through a variety of activities.

The lesson is also approached with the Authentic Intellectual Work framework of instruction. According to this approach, lessons and assessments are more meaningful and engaging if they meet the criteria of Authentic Intellectual Work. To meet this criteria lessons should involve higher order thinking, value beyond school, and disciplined inquiry.

LEARNING OUTCOMES: MN K-12 Standards:

This class is taught at a Wisconsin school, but as I am seeking licensure in Minnesota, usually connect the standards to Minnesota Standards. Unfortunately, Minnesota does not have many standards related to the Mughal Empire. Thus, the lesson broadly connects to Wisconsin social studies standards for 5-12, which indicates that students should learn about “the early modern world, 1450-1800 AD”

Outcomes:

As a result of Mughal Empire Lesson students will:

1. Identify key events in Mughal history.2. Interpret cultural artifacts of the Mughal Empire.3. Compare the differences and similarities between Mughal rulers.

ASSESSMENT: Assessments are aligned with outcomes/standards and are used to determine if students have attained outcomes.

Pre-assessment:

Pre-assessment: Students will be asked, “What empire did you learn about yesterday?” Yesterday students learned about the Mughal Empire, another Muslim empire. “Where was this Empire located?” This empire was set in India, Pakistan, and Afghanistan.

Formative:

Station One: Rulers of the Mughal Empire

Station Two: Mughal Empire in a Bag

Station Three: Mughal Timeline

Station Four: Discovery Station

Summative:

There is no summative, graded assessment for this lesson. The supervising teacher may choose to grade activities or participation, but these were not designed to be graded.

MATERIALS USED: Example: Books, digital resources, lab equipment, technology, manipulatives, materials etc.

Black boardChalk

Graphic OrganizersDirection SheetsPensSeven Green and Yellow BagsContents for bags: elephant, Afghan, Koran, Taj Mahal image, weapons image, pomegranate, astronomical image, Timeline notecardsTimeline posterboardMarkersYellow highlighterTapePrezi: http://prezi.com/kvoct0jfjiwk/?utm_campaign=share&utm_medium=copy&rc=ex0share

Time allowed for each portion of the lesson:

3 min

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS:

Anticipatory Set/Motivation:

Students will take their seats at tables. Four to five students sit at each table. Once they are seated, the teacher will do a brief introduction to the lesson. This introduction will explain the agenda of the day and offer directions regarding the four stations that students will visit during the class. Pre-assessment: Students will be asked, “What empire did you learn about yesterday?” Yesterday students learned about the Mughal Empire, another Muslim empire. “Where was this Empire located?” This empire was set in India, Pakistan, and Afghanistan. Students will be directed to the blackboard, where they will see the agenda and the Lesson Essential Question. The LEQ to consider through the lesson is how did Mughal rulers differ from one another in regard to religious tolerance? The teacher will briefly go over the agenda before proceeding with the lesson.

Procedures:

Stations:Teacher will explain that the class will be learning at four stations today. Each station will be visited for approximately eight minutes, before the students switch. There are written direction at each station, but

Informal/Formal Assessment:

Pre-assessment questions about empire.

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8 min

8 min

the teacher will give a brief overview of the stations. The teacher will also group the students by table groups, so that there are approximately four groups of six or seven students.

Station One: Ruler Station

At station one, students will have eight minutes to complete a graphic organizer in which they organize information about the Mughal rulers: Babur, Akbar, Shah Jahan, and Aurangzeb. To complete the organizer within the time frame, students should use the jig-saw technique to individually research about a ruler, then share this information with the group. One question at the end column of the graphic organizer is designed to be a personal connection question so that students can better connect to the material. Students may use handouts, notes, notecards provided at the tables, and their textbook to complete the station. Answers will be shared at the end of class.

Station Two: Mughal Empire in a Bag

At station two, students will be presented with seven bags and a graphic organizer. The students are to use the jig-saw technique to explore the contents of the bags. That is, one student will be assigned to each bag and share their discoveries with the others. Students will fill out a graphic organizer in which they comment on what they believe to be inside the bag and what they think the significance of the object is to the history of the Mughal Empire. These answers can be informed by their text book and any other handouts or materials. Answers will be shared at the end of class.

Station Three: Mughal Timeline

At station three, students will create a timeline of important events in Mughal history. The students will choose from a list of twenty seven events in the history of the empire. When each student has chosen an event, he or she will write the name of the event on a notecard and draw a small picture of this event. Once a student has chosen an event, he or she will cross it off the list. The student will post this image on a timeline. An

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10 min

1 min

example of a timeline card will be provided at the table so students have a better idea of what is expected of them.

Station Four: Discovery StationStation four features a variety of materials for students to explore on their own. These materials include books, a Taj Mahal puzzle, and snacks. Students will explore anything on the table that interests them. However, they must write down three interesting things that they learned or experienced while exploring the table. Students who did not finish their timeline image or graphic organizers from other stations, may work on them at this station.

Prezi:After thirty four minutes (including transition time) students will return to their tables. The remaining time of class will be used to go over the answers to the graphic organizers. Most importantly, the students will be given correct answers to the ruler questions. If time permits, answers to the object lessons will also be explored. Students will be asked to volunteer their answers before the correct answers are given.

Key Terms: Islam, Koran, Hindu, Khyber Pass, Babur, Akbar, Aurangzeb, Taj Mahal, Shah Jahan, Agra

Closure:The teacher will thank the students for their hard work and creativity. She will also thank them for allowing her to teach them. The teacher will ask her supervising teacher if he has any announcements for the class.

Mughal Rulers Graphic Organizer:

Name of Ruler:

Accomplishments/Characteristics: Position on Religion:

Personal Connection:

Babur:1483-1530

Babur often missed his childhood home in

Afghanistan. If you were away, what would you

miss about home?

Akbar:1542-1605

Akbar enjoyed hunting, using his personal army

and cheetahs to hunt game. Would you enjoy hunting

with him, why or why not?

Shah Jahan:

1594-1666

Shah Jahan married a Hindu woman. Would

you date someone from another religion, why or

why not?

Aurangzeb:1618-1707

Aurangzeb had a modest burial and liked to save

money. Do you save your money or spend your

money?

Answers:

Aurangzeb:

He had his father imprisoned and his brothers put to death so he could rule.

Under his rule, the Mughal Empire reached its largest size.

His rule was marked by warfare and domestic unrest.

He was a strict Muslim him outlawed drinking and gambling. He tried to end Hindu customs such as suttee and made non-Muslims pay taxes.

Shah Jahan:

He expanded the empire into the Deccan Plateau and Samarqand.

He built the Taj Mahal after his beloved wife died.

Many of his subjects lived in poverty because he raised taxes to finance the military and large building projects.

He was generally tolerant of other religions, though he destroyed some Hindu temples. Later he built the Taj Mahal for his Hindu wife.

Akbar:

By 1605, he brought Mughal rule to most of India.

He is seen as the greatest of the conquering Mughal monarchs.

He created his own religion called “The Religion of God.”

He is well known for his religious tolerance, accepting Jesuits and Hindus into positions of power. He also married a Hindu woman.

Babur:

He was the descendent of Genghis Khan and Timur Lenk.

He seized Kabul, in modern Afghanistan, in 1504.

He used advanced weapons to capture northern India and Delhi.

The textbook doesn’t mention his religious stance, but he destroyed Hindu idols in 1528, but was too busy conquering northern India to pay much attention to challenging Hindu beliefs.

Station One Directions:

You have eight minutes to complete a graphic organizer about the Mughal rulers: Babur, Akbar, Shah Jahan, and Aurangzeb. The cards on the tables have the answers, which you can use to complete this task. You can also use your book. To complete the organizer within the time frame, you can use the jig-saw technique to individually research a ruler, then share this information with the group.

One question at the end column of the graphic organizer is designed to be a personal connection question. Provide your own opinion on this answer.

You may use handouts, notes, notecards provided at the tables, and textbook to complete the station. Answers will be shared at the end of class.

Write down the information from the notecards onto the graphic organizer once you

have located the correct answers!

Mughal Empire in a Bag:Bag

Number:Item: Significance:

“Example” British Flag

Eventually Mughal rule ended as Britain rose to power in India.The British Empire was the next big empire to rule India.

Bag 1

Bag 2

Bag 3

Bag 4

Bag 5

Bag 6

Bag 7

Station Two: Mughal Empire in a Bag Directions

At station two, you will be presented with seven bags and a graphic organizer. Use the jig-saw technique to explore the contents of the bags. That is, one student should be assigned to each bag and share their discoveries with the others.

Each of you should fill out a graphic organizer and share your discoveries. Write down what you believe is inside the bag and what you think the significance of that object is to the history of the Mughal Empire.

It is okay if you aren’t sure what the object is and what it means!

Use your best to guess if you don’t know. You can also look for clues in your book. Answers will be shared at the end of class.

Station Three List of Timeline Events:

1504- Babur captures Kabul, making it and eastern Afghanistan the first possession of the Mughal Empire

1526-First Battle of Panipat, Babur defeats Ibrahim Lodhi, Sultan of Delhi, and founds Mughal Empire.

1530 -The first Mughal emperor, Babur, dies in India and is succeeded by his son, Humayun

1542- Hamida, the pregnant wife of Hamayun, travels through the desert with a craving for a pomegranate. They are given refuge in a desert town and she gives birth to Akbar.

1543 -Humayun, driven west into Afghanistan by Sher Shah, loses his family's new inheritance in India

1555 -Civil war within India enables Humayun to win a battle at Sirhind and recover the Mughal throne

1556- Mughal ruler Humayun stops for prayer and accidentally trips a flight of stairs and dies. His son, Akbar becomes emperor.

1556 -Akbar, the greatest of the Mughal emperors, inherits the throne at the age of thirteen.

1556- Akbar’s army defeats Hindu General Hemu and uses abandoned war elephants to march to Dehli.

1575- Akbar builds Ibadat Khana, a special house where people from different religions can meet and have discussions.

1605-Jahangir succeeds as emperor, thanks to the immense support of the harem women.

1611- Nur Jahan becomes emperor Jahangir’s wife and uses her position to influence politics.

1615-Britain sends first ambassador, Sir Thomas Roe, to Mughal court

1615-The Mughal school of painting reaches a peak of perfection in the reign of Jahangir

1632-Shah Jahan orders destruction of newly-built Hindu temples, breaking with Mughal record of religious tolerance

1631- Shah Jahan’s beautiful and kind wife, Mumtaz Mahal, dies giving birth to their fourteenth child.

1632 -Shah Jahan begins building the Taj Mahal as a memorial for his wife, Mumtaz Mahal

1658-For the final years of his life the emperor Shah Jahan is held a prisoner, by his son Aurangzeb, in Agra's Red Fort

1659-Aurangzeb succeeds as emperor when he defeats his older brother Dara Shikoh and has him executed.

1659- Aurangzeb goes on to expand the empire, but his harsh religious conservatism undermines the stability of the empire

1660s-1690s: Aurangzeb expands Mughal rule to more than 3.2 million square km, including Assam, the Deccan plateau, and parts of southern India

1690 -France by now has six fortified trading settlements around the coast of India, of which Pondicherry is the most important

1696-Establishment of British East India Company's Fort William on Ganges delta, fort and trading factory which becomes Calcutta (Kolkata)

1707-Death of Aurangzeb marks end of Mughal Golden Era and the beginning of slow decline.

1707-Aurangzeb's son, Shah Alam tries to undue the disastrous policies of his father, but it the empire descends into chaos and violence.

1739-Nader Shah of Persia invades India, wins Battle of Karnal, loots Delhi, steals Mughal Peacock Throne

1751- Robert Clive’s British troops win an important victory over the French in Chennai, India.

1756 -122 prisoners from a British garrison die after being locked overnight in a small room in Calcutta, in an incident that becomes known as the Black Hole of Calcutta

1757-Robert Clive leads 3000 British troops to victory over the Mughals in the Battle of Plessay

1806-Emperor Shah Alam II dies, marking end of effective leadership from Mughal Dynasty; he is succeeded by Akbar Shah II, who is puppet of the British

1857-Use of pork and beef fat on army cartridges sets off "Sepoy Mutiny" or Indian Revolt

1858-British use Indian Revolt of 1857 as a reason to exile the last Mughal Emperor, Bahadur Shah II to Burma; Mughal dynasty ends

Station Three: Mughal Timeline Directions

At station three, you will create a timeline of events in Mughal history. Each student will choose ONE event from a

list of events in the history of the empire. After you have chosen an event, cross it off the list with a yellow marker.

Write a summary of the event on a notecard and draw a small picture of this event.

When you are done, tape this image onto the timeline.

Station Four:Discovery Station

Directions

Station four features a variety of materials you to explore on their own. These materials

include books, a Taj Mahal puzzle, articles, and snacks.

Explore anything on the table that interests you. However, you must write down three

interesting things that you learned or experienced while exploring the table. You must also write

down why you think it was interesting.

If you did not finish your timeline image or graphic organizers from other stations, you may

work on them at this station.

Discovery What I learned: Why this is interesting to me:

#1

#2

#3