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 board
Chalk
Graphic Organizers
Direction Sheets
Pens
Seven Green and Yellow Bags
Contents for bags: elephant, Afghan, Koran, Taj Mahal image, weapons image, pomegranate,
astronomical image,
Timeline notecards
Timeline posterboard
Markers
Yellow highlighter
Tape
Prezi: http://prezi.com/kvoct0jfjiwk/?utm_campaign=share&utm_medium=copy&rc=ex0share

Time allowed for INSTRUCTIONAL STRATEGIES AND LEARNING Informal/Formal

each portion of TASKS: Assessment:
the lesson:

Anticipatory Set/Motivation:

Students will take their seats at tables. Four to five

3 min 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 Pre-assessment

did you learn about yesterday?” Yesterday students questions about
learned about the Mughal Empire, another Muslim empire.
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
 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

8 min 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

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

Station Four: Discovery Station

Station 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)
10 min 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:
1 min 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 Accomplishments/Characteristics: Position on Personal

Ruler: Religion: Connection:

Babur: Babur often missed his

childhood home in
1483-1530 Afghanistan. If you were
away, what would you
miss about home?

Akbar: Akbar enjoyed hunting,

using his personal army
1542-1605 and cheetahs to hunt game.
Would you enjoy hunting
with him, why or why
not?

Shah Shah Jahan married a

Hindu woman. Would
Jahan: you date someone from
1594-1666 another religion, why or
why not?

Aurangzeb: Aurangzeb had a modest

burial and liked to save
1618-1707 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 Item: Significance:

Number:
“Example” British Eventually Mughal rule ended as Britain rose to power in India.
The British Empire was the next big empire to rule India.
Flag
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