Lesson plan Class 7th

Topic: New Kings and kingdoms

Sub topic: Introduction

Specific Objectives:

 To trace the patterns of political developments and military conquests of the Gurjara
Pratiharas, the Rashtrakutas, the Palas, the Chahamanas, and the Ghaznavids
 develop an understanding of the connections between political and economic processes
through the exploration of one specific example (the Cholas)

Teaching learning material:

 Video

Exploring learners’ knowledge base:

 What do you mean by Dynasty?

 What do you mean by Kingdom?
 What is the difference between kingdom and Dynasty?
 How did the Gupta Dynasty decline?

Introduction to sub- topic:

Today we will discuss the emergence of new dynasties.

Teaching learning process:

Establish of a dialogue would be the pedagogic intervention. Discussion with the short intermittent
questions would be applied to conceptualise the growth and development of the sufi and bhakti
movements. Emphasis would be on the religious and social milieu, narrow superstitious
perspectives, rituals, background of war and gloom in the society.

Next, the learners would be enabled to develop an understanding of the leading sufi and bhakti
saints with the help of small intermittent questions. How many of you have seen Ranbeer Kapoor
starrer Rockstar? Have you heard the song Kun Faya Kun? Where is the song picturised? Have you
seen or heard about the dargah of nizamuddin auliya in delhi? Do you celebrate Guruparv? Why is it
celebrated? Have you studied the dohe of kabir in Sanskrit?

Next with the help of the handouts and applying source method, the learners would be made to
explore the major ideas and internalise the similarities and differences amongst the two groups:
what path was chosen by both to understand God? What do you understand by the couplets or
poems given to you? Can the paths to god be many? Are ram and Rahim one force? Who decides
these rules? If god is in everyone and emphasis is on love towards god, then what would be the
relationship between two individuals and two religions? Can there be different interpretations or
more than one meaning of the written records? The students would be able to probe into the major
ideas of those movements with the help of the above questions.

The causes for the spread of the movement would be developed by the discussion and questions. In
what language did the saints preach to the masses? What language did you read the handouts? Do
they rhyme, can be sung? Is it similar to kirtan or qawwalli? Have you participated, seen or eaten in a
langar? How did you feel? Students would be encouraged to reflect on the issues of equality of
caste, emancipation of women, social transformation. What would be the impact if gita in Sanskrit
language is translated into a vernacular or common man’s language?

Towards the end, a few students would be asked to express their views on the relevance of such
movements in the present context. is it correct to call them movements of their age?

Blackboard Summary:

Date: 07-05-2018

Topic: Devotional Paths to the divine

Sub- topic: bhakti and sufi movements

o Growth

Major religions- islam

- Hinduism

Social evils such as inequality, untouchability, caste system

Bhakti – spread south to north (10th – 11th c. AD)

Sufi- 11th C. AD

Major ideas-

- God is one
- Opposed to caste system, hatred
- Love and devotion