CHAPTER 8: AURANGZEB (1658-1707)

Topic: Subject Class Duration

Aurangzeb History VII 3 Cycles
ATTAINMENT TARGETS:

 Explore reasons of the main events and changes, and why people in the past acted in the ways they did.
 Explore the links, conflicts and issues, cause and effect, within and across study periods of past to construct reasons.
 Compare & contrast the information gathered from different study periods to develop their own opinions.
 Use historical knowledge and understanding to critically analyse that the past have been represented and interpreted in different ways by
different people.
 Analyse, summarise and describe with evidences some of the main events, people and changes covered in the study period.

SKILLS AND VALUES

 Exceeding use of historical vocabulary and chronological terms in their oral, written and technology based responses to identify time, people
and events of past. (BCE, CE, Hajri calendar, decade, century, vocabulary of all units)
 Investigate historically valid enquiries using primary and secondary sources to create relevant and structured responses with evidences. (visits
to historical sites, archives, museums, libraries, historical maps, interviewing relevant people, extensive reading, using ICT, data collection
& interpretation etc)
 Organise information from time lines, organograms and facts by sequencing to relate, predict and to draw conclusions.
 Produce organized and structured analysis of their own including written narratives, using knowledge and understanding of historical
concepts. (chronological understanding, continuity & change, similarity & difference, trends & links between study period)

Use historical knowledge and understanding to critically analyse their behavior and make informed choices to bring change in personal and
community future. (social, political and financial):
 LEARNING OUTCOMES MODE OF ASSESSMENTS TEACHING STRATEGIES
By the end of the lesson students
will have:
 Verbal Responses  class/group discussions

 Imparted information about  ET based presentations/ Chart Presentation  Primary and Secondary resources

contemporary empires and their  written responses  inquiry method

achievements  Quiz  question answering

 Questions  presentations (oral or ET, video etc )
 Developed an understanding of
Ottoman empire
 Explored the rise and fall of Ottoman
Empire.
 Analyzed the janissary system of the
Ottoman empire
 Enlisted the Contribution of Mehmat
II and Sultan Suleiman.
 Compared and contrasted Safavid
empire with Ottoman empire
 Built a connection between Persian
civilization and legacy of the
Mughals in India
 Explained the role of Firdowsi’s
Shahnameh in promoting Persian
ancient civilization
 Summarized the work done by
Persian scholars.

RESOURCES:
 CHAPTER 8 : AURANGZEB

Question and Answers (Higher Order Question aligned with Cambridge O levels Criteria)

(Recommended & Approved by Ms. Tabinda , Coordinator History & Geography- Northern Region)

1. Assess the role of Aurangzeb as a great ruler in Mughal reign?

2. Based on the achievements of Aurangzeb, assess the ways through which Aurangzeb tried to improve the government during his reign?
3. Do you think Aurangzeb was as great king as Akbar? Compare and contrast the policies of both?
4. Elaborate Aurangzeb’s taken measures to the different religions. What were the results of his religious policy?
5. Explain the progression of the British relations during Aurangzeb’s rule.
6. Describe Bhakti movement and assess how it acted as a unifying factor influencing hopes of Marathas in challenging Mughal Authority?
7. Analyze the the Rise and Fall of Bakhti Maratha Leader Shivaji in challenging Mughal Authority? How Aurangzeb dealt with him?
8. Evaluate Aurangzeb’s decisions in tackling the rebellion from different tribes leading to the weakening of the Empire.
9. How do you evaluate Aurangzeb as a Muslim ruler?

MUST CLASS ACTIVITY:

Make a timeline beginning with 1526 and ending with 1707. On this, mark the dates of the reigns of the Mughal Eporers, their deaths, and the important
battles fought by them.
 LESSON PLAN I
NAME OF Mr. Usman Shaukat SUBJECT History
TEACHER

TOPIC Aurangzeb DATE

CLASS VII / Yellow DURATION 40 Mins

 Explore the links, conflicts and issues, cause and effect, within and across study periods of past to construct reasons.
ATTAINMENT
TARGET  Analyse, summarise and describe with evidences some of the main events, people and changes covered in the study
period.

LEARNING  Imparted information about contemporary empires and their achievements

OUTCOMES  Developed an understanding of Ottoman empire

CONTENT AND TEACHER STUDENT ACTIVITY TIME LEARNING FORMATIVE

ACTIVITY MATERIALS AND ASSESSMENT
RESOURCES

How are you explaining and demonstrating What are the students doing to understand the 40 What resources will How do you plan to assess
the topic? (The teaching strategies/ topic? Mins you use that will learning as it is happening?
methodology selected) support the teaching
and learning
activities?

ELICITATION: .  Textbook 1:
5 Understanding
Based on their prior knowledge, students
mins. History 2 by
The Teacher will ask the students about will participate in building the timeline and Students will be assessed
Ismat Riaz
the made timeline made in the previous areas of influence.  Textbook 2:
on their ability to:
class, showing events they have studied (Oxford History of
so far till the beginning of Ottoman Pakistan) by Peter
Moss  Imparted
information about
Empire on the white board based on Worksheets: contemporary
students’ response. empires and their
“The Ottoman
achievements
Empire”
DEVELOPMENT:  Developed an
understanding of
The teacher will divide the students in a Ottoman empire
group of 4 students in each group, by 3
assigning them numbers 1- 4. mins. by active participation in
finding, and analyzing
In groups, based on the prior reading information provided and
Feedback:
worksheet provided by the teacher, the constructing their responses
The teacher will distribute worksheet students will share their learning about the in verbal and written
among the students and in groups; given topic. responses using appropriate
students will discuss the information vocabulary.
7
provided and try to answer the questions mins.
written in the worksheet in chip notes.
Discussion: The students will read and share their 12
understanding about the questions in their mins
The teacher will be shuffling the students respective groups and will discuss the different Worksheet:
according to the same numbers assigned to aspects of the information which can be added
Containing high
them in the start. in the response section of the worksheet. order questions
related to the given
topic.
Consolidation: The students will share the diversity of their
7 mins
ideas learned in their groups and will
The teacher will ask the students about comprehend their responses on the worksheets.
their learning and jot down the points on
the white board. The teacher will add the
concepts if missed by the students.
Wrap Up: Students will share their findings with all of the 6 mins
class.
The teacher will highlight key concepts of
the topic on the white board.
Use as many rows in the table as applicable – add rows if necessary
How did you meet the individual learning needs of your students?

LESSON EVALUATION:
Strengths Areas for improvement

Identify a way forward to improve this lesson

 LESSON PLAN II
NAME OF Mr. Usman Shaukat SUBJECT History
TEACHER

TOPIC Ottomans and Safavids Empires DATE

CLASS VII / Yellow DURATION 40 Mins

 Use historical knowledge and understanding to critically analyse that the past have been represented and interpreted
ATTAINMENT
TARGET in different ways by different people.
 Analyse, summarise and describe with evidences some of the main events, people and changes covered in the study
period.

 Explored the rise and fall of Ottoman Empire.

LEARNING
OUTCOMES  Analyzed the janissary system of the Ottoman empire

CONTENT AND TEACHER STUDENT ACTIVITY TIME LEARNING FORMATIVE

ACTIVITY MATERIALS AND ASSESSMENT
RESOURCES

How are you explaining and demonstrating What are the students doing to understand the 40 What resources will How do you plan to assess
the topic? (The teaching strategies/ topic? Mins you use that will learning as it is happening?
methodology selected) support the teaching
and learning
activities?

REINFORCEMENT:  Textbook 1:
Understanding
The previous lesson could not be History 2 by Students will be assessed
Ismat Riaz on their ability to:
completed because school was off during  Textbook 2:
the lesson. A worksheet was provided to
the students for reading and answering (Oxford History of  Imparted
the questions. Pakistan) by Peter information about
Moss contemporary
In the current lesson, the teacher will Students will watch the video and note 6 empires and their
down the key points mins. achievements
show students video about rise and fall of
Online Resource:  Developed an
Ottoman Empire to reinforce the understanding of
previous concepts. “The Rise and Fall of Ottoman empire
Ottoman Empire”
During the video, the teacher will ensure URL: by active participation in
the understandability of the students by http://youtu.be/YMpf
finding, and analyzing
pausing and asking them about the dpHPNDE (4:37
information provided and
happenings in the video. mins)
constructing their responses
in verbal and written
Feedback: (based on worksheet & responses using appropriate
Video) vocabulary.
Based on their prior knowledge, students
Q 1: In what ways did the Ottoman rulers will participate in building the timeline and 5 Homework:
make their empire progressive? areas of influence. mins.

Q 2: What is Millet System?

Q 3: What do you mean by Jizya Tax?

DEVELOPMENT: In groups, students will read page no. 21 to

know about Janissary System and Mehmet 10
The teacher will divide the students in a II and will share their learning with each mins.
group of 4 students in each group, by other about the given topic based on the
assigning them numbers 1- 4. following questions.
Then the teacher will write down the given Q1: Who were Janissaries? What role did they
questions on the white board and will be play in the administration of the Ottoman
monitoring and helping the struggling Empire?
students. Q2: “Mehmat II is famous as conqueror of
Constantinople” justify the statement with three
reasons.
 Feedback: Textbook 1:
The students will read and share their 10
Understanding
understanding about the questions in their mins History 2 by Ismat
The teacher will be shuffling the students respective groups and will be writing down the
Riaz
according to the same numbers assigned to answers on their notebooks.
them in the start.
pg. no. 21 -22

WRAP UP: Students will share their findings with all of the 5 mins
class.
The teacher will highlight key concepts of
the topic on the white board.

HOMEWORK: Q1: How did the Firman by Sultan Mehmet 4 mins

help the Ottoman Empire to survive for 600
The teacher will be giving homework and
years?
checking the diaries of the students.

Use as many rows in the table as applicable – add rows if necessary

How did you meet the individual learning needs of your students?

LESSON EVALUATION:
Strengths Areas for improvement

Identify a way forward to improve this lesson

 LESSON PLAN III
NAME OF Mr. Usman Shaukat SUBJECT History
TEACHER

TOPIC Ottomans and Safavids Empires DATE

CLASS VII / Yellow DURATION 40 Mins

 Use historical knowledge and understanding to critically analyse that the past have been represented and interpreted in different
ATTAINMENT
TARGET ways by different people.
 Analyse, summarise and describe with evidences some of the main events, people and changes covered in the study period.

 Compare and Contrast the Contributions of Mehmat II and Sultan Suleiman.

LEARNING
OUTCOMES  Explore and explain the reason of Decline of the Ottoman Empire.

CONTENT AND TEACHER STUDENT ACTIVITY TIME LEARNING FORMATIVE

ACTIVITY MATERIALS AND ASSESSMENT
RESOURCES

How are you explaining and demonstrating What are the students doing to understand the 40 What resources will How do you plan to assess
the topic? (The teaching strategies/ topic? Mins you use that will learning as it is happening?
methodology selected) support the teaching
and learning
activities?

ELICITATION:  Textbook 1:
Understanding
5 History 2 by Students will be assessed
Q1: Discuss the reasons why Firman of
Ismat Riaz
Mehmet II was very popular in all the Based on their prior knowledge, students mins.
 Textbook 2:
on their ability to:
will participate in building the timeline and
communities in the Ottoman Empire. (Oxford History of
areas of influence.
Pakistan) by Peter
DEVELOPMENT: Moss  Imparted
information about
contemporary
The teacher will divide the students in a In groups, students will read page no. 23 to . Textbook 1: empires and their
group of 4 students in each group, by know about Suleiman The Magnificent and Understanding achievements
assigning them numbers 1- 4. will share their learning with each other History 2 by Ismat  Developed an
Riaz understanding of
about the given topic based on the following
Ottoman empire
questions.
pg. no. 23
Then the teacher will write down the given Q1: How modern day Istanbul emerges as one 8 by active participation in
questions on the white board and will be of the powerful cities on the map of the world? mins. finding, and analyzing
monitoring and helping the struggling Justify your answer with two reasons. information provided and
students. Q2: Discuss the contributions made by Suleman constructing their responses
Sultan in strengthening the Ottoman Empire. in verbal and written
responses using appropriate
Q3: Compare and contrast the distributions of vocabulary.
Mehmet II and Suleiman the Magnificent.
Homework:

Feedback: The students will read and share their 10

understanding about the questions in their mins
The teacher will be shuffling the students respective groups and will be writing down the
according to the same numbers assigned to answers on their notebooks.
them in the start.
DEVELOPMENT: Online Resource:

The teacher will show students video about “Why did The
Students will watch the video and note down the Ottoman Empire
Decline of Ottoman Empire.
key points Collapse ?”
During the video, the teacher will ensure the 11
understandability of the students by pausing mins URL:
http://youtu.be/FhHV
and asking them about the happenings in the
epmZLU0 (9:50
video. mins)
WRAP UP: Students will share their findings with all of the 3 mins
class.
The teacher will highlight key concepts of
the topic on the white board.

HOMEWORK: Q1: Enlist and explain the four reasons 3 mins

responsible for the decline of Ottoman Empire.
 The teacher will be giving homework and
checking the diaries of the students.

Use as many rows in the table as applicable – add rows if necessary

How did you meet the individual learning needs of your students?

LESSON EVALUATION:
Strengths Areas for improvement

Identify a way forward to improve this lesson

 LESSON PLAN V
NAME OF Mr. Usman Shaukat SUBJECT History
TEACHER

TOPIC Ottomans and Safavids Empires DATE

CLASS VII / Yellow DURATION 40 Mins

 Use historical knowledge and understanding to critically analyse that the past have been represented and interpreted in different
ATTAINMENT
TARGET ways by different people.
 Analyse, summarise and describe with evidences some of the main events, people and changes covered in the study period.

 Compared and contrasted Safavid empire with Ottoman empire

LEARNING
OUTCOMES  Built a connection between Persian civilization and legacy of the Mughals in India

CONTENT AND TEACHER STUDENT ACTIVITY TIME LEARNING FORMATIVE

ACTIVITY MATERIALS AND ASSESSMENT
RESOURCES

How are you explaining and demonstrating What are the students doing to understand the 40 What resources will How do you plan to assess
the topic? (The teaching strategies/ topic? Mins you use that will learning as it is happening?
methodology selected) support the teaching
and learning
activities?

ELICITATION:  Textbook 1:
Based on their prior knowledge, students Understanding
History 2 by
Q1: Discuss the reasons why with all the will participate in building the timeline and 5 Students will be assessed
Ismat Riaz
popularity of the Ottoman rulers, still the areas of influence. mins.
 Textbook 2:
on their ability to:
empire declined. (Oxford History of
Pakistan) by Peter
DEVELOPMENT: Moss  Imparted
information about
contemporary
Students will watch the video and note
The teacher will show students video down the key points . Textbook 1: empires and their
about rise and fall of Ottoman Empire to Understanding achievements
reinforce the previous concepts. History 2 by Ismat  Developed an
Riaz understanding of
Ottoman empire
During the video, the teacher will ensure
Online Resources:
the understandability of the students by
pausing and asking them about the 8 by active participation in
http://youtu.be/INy1
happenings in the video. mins. uTD1pCY (Rise finding, and analyzing
and fall of Safavid information provided and
Feedback: Empire) constructing their responses
in verbal and written
responses using appropriate
The teacher will ask students about their
vocabulary.
learning and will jot down the key
concepts on the white board. Homework:

GROUP DISCUSSION: In groups, students will read page no. 24 & 12

The teacher will divide the students in a
group of 4 students in each group, by
assigning them numbers 1- 4.
Q 1: Who laid the foundation of Safavid
Empire? Explore and explain the reasons
why was Safavids unique?
Q 2: Briefly, list down its famous rulers and
their contributions.
Q 3: Ottoman Empire was better than
Safavid empire. Justify your answer by
giving two solid reasons.
Then the teacher will write down the given solid reasons.
questions on the white board and will be
monitoring and helping the struggling
students.
25 to gain knowledge about Safavid Empire mins
and will share their learning with each other
about the given topic based on the following
questions.
Based on their prior knowledge, students
will participate in building the timeline and
areas of influence.
Q 1: Who laid the foundation of Safavid
Empire? Explore and explain the reasons why
was Safavids unique?
Q 2: Briefly, list down its famous rulers and
their contributions.
Q 3: Ottoman Empire was better than Safavid
empire. Justify your answer by giving two
 The students will read and share their
The teacher will be shuffling the students
understanding about the questions in their
according to the same numbers assigned to
respective groups and will be writing down the
them in the start.
answers on their notebooks.

Feedback:

The teacher will ask students about their Students will note down the key points 5 mins
learning and will jot down the key
concepts on the white board.
WRAP UP: Students will share their findings with all of the 5 mins
class.
The teacher will highlight key concepts of
the topic on the white board.

HOMEWORK: Q1: Make a timeline of Safavid Dynasty and 5 mins

The teacher will be giving homework and
checking the diaries of the students.
List down its areas of influence.
Q2: “Shah Abbas is known as the greatest ruler
of Safavid Empire”. Elaborate his role in
patronizing the best government of his time.
Q3: How Persian culture influenced the
Mughal Empire in the subcontinent?

Use as many rows in the table as applicable – add rows if necessary

How did you meet the individual learning needs of your students?

LESSON EVALUATION:
Strengths Areas for improvement
Identify a way forward to improve this lesson
 LESSON PLAN VI
NAME OF Mr. Usman Shaukat SUBJECT History
TEACHER

TOPIC Ottomans and Safavids Empires DATE

CLASS VII / Yellow DURATION 40 Mins

 Use historical knowledge and understanding to critically analyse that the past have been represented and interpreted in different
ATTAINMENT
TARGET ways by different people.
 Analyse, summarise and describe with evidences some of the main events, people and changes covered in the study period.

 Compared and contrasted Safavid empire with Ottoman empire

LEARNING
OUTCOMES  Built a connection between Persian civilization and legacy of the Mughals in India

CONTENT AND TEACHER STUDENT ACTIVITY TIME LEARNING FORMATIVE

ACTIVITY MATERIALS AND ASSESSMENT
RESOURCES

How are you explaining and demonstrating What are the students doing to understand the 40 What resources will How do you plan to assess
the topic? (The teaching strategies/ topic? Mins you use that will learning as it is happening?
methodology selected) support the teaching
and learning
activities?

ELICITATION:  Textbook 1:
Based on their prior knowledge, students Understanding
History 2 by
Q1: Discuss the reasons why with all the will participate in building the timeline and 5 Students will be assessed
Ismat Riaz
popularity of the Ottoman rulers, still the areas of influence. mins.
 Textbook 2:
on their ability to:
empire declined. (Oxford History of
Pakistan) by Peter
DEVELOPMENT: Moss  Imparted
information about
contemporary
Students will watch the video and note
The teacher will show students video down the key points . Textbook 1: empires and their
about rise and fall of Ottoman Empire to Understanding achievements
reinforce the previous concepts. History 2 by Ismat  Developed an
Riaz understanding of
Ottoman empire
During the video, the teacher will ensure
Online Resources:
the understandability of the students by
pausing and asking them about the 8 by active participation in
http://youtu.be/INy1
happenings in the video. mins. uTD1pCY (Rise finding, and analyzing
and fall of Safavid information provided and
Feedback: Empire) constructing their responses
in verbal and written
responses using appropriate
The teacher will ask students about their
vocabulary.
learning and will jot down the key
concepts on the white board. Homework:

GROUP DISCUSSION: In groups, students will read page no. 24 & 12

The teacher will divide the students in a
group of 4 students in each group, by
assigning them numbers 1- 4.
Q 1: Who laid the foundation of Safavid
Empire? Explore and explain the reasons
why was Safavids unique?
Q 2: Briefly, list down its famous rulers and
their contributions.
Q 3: Ottoman Empire was better than
Safavid empire. Justify your answer by
giving two solid reasons.
Then the teacher will write down the given solid reasons.
questions on the white board and will be
monitoring and helping the struggling
students.
25 to gain knowledge about Safavid Empire mins
and will share their learning with each other
about the given topic based on the following
questions.
Based on their prior knowledge, students
will participate in building the timeline and
areas of influence.
Q 1: Who laid the foundation of Safavid
Empire? Explore and explain the reasons why
was Safavids unique?
Q 2: Briefly, list down its famous rulers and
their contributions.
Q 3: Ottoman Empire was better than Safavid
empire. Justify your answer by giving two
 The students will read and share their
The teacher will be shuffling the students
understanding about the questions in their
according to the same numbers assigned to
respective groups and will be writing down the
them in the start.
answers on their notebooks.

Feedback:

The teacher will ask students about their Students will note down the key points 5 mins
learning and will jot down the key
concepts on the white board.
WRAP UP: Students will share their findings with all of the 5 mins
class.
The teacher will highlight key concepts of
the topic on the white board.

HOMEWORK: Q1: Make a timeline of Safavid Dynasty and 5 mins

The teacher will be giving homework and
checking the diaries of the students.
List down its areas of influence.
Q2: “Shah Abbas is known as the greatest ruler
of Safavid Empire”. Elaborate his role in
patronizing the best government of his time.
Q3: How Persian culture influenced the
Mughal Empire in the subcontinent?

Use as many rows in the table as applicable – add rows if necessary

How did you meet the individual learning needs of your students?

LESSON EVALUATION:
Strengths Areas for improvement
Identify a way forward to improve this lesson