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WORLD WATCH
History
Andrew Wrenn

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Second Edition
TEACHING GUIDE
For Grade 6
Introduction
History is the study of past events and is a core strand of education in most curricula. Its significance
derives from its unique ability to help students become aware of their past, thereby enriching their
understanding of the present and even the future. The course comprises of Student’s Books, Skills Books,
My E-Mate companion website, and Teaching Guides. These components cater to the students in grades 6
to 8. The series has been designed along the guidelines of the Pakistan National Curriculum 2022.

Key features of the series

World Watch History is primed to be a key resource for learning history, while also developing important
skills such as inquiry, research, making comparisons, analytical deductions, writing, and even oral
communication. Students have been given space to exercise essential problem-solving skills to better
prepare them to be the global citizens the modern age demands. The series includes:
• E ngrossing content about historical concepts in comprehensive language to effectively communicate
each concept.
• Learning is facilitated through colourful illustrations, pictures, and historical maps.
• Dialogues between characters have been added, along with interesting ‘It’s a Fact!’ boxes to provide
additional information regarding the topic at hand, and to make the text and concepts more accessible.
• A variety of assessments and activities are present at the end of each unit, providing students with the
opportunity to exercise their critical thinking skills, handle evidence, and explore the historical
significance of various topics.
• A brief overview of each unit’s timeline helps students summarise what they have learnt within the
framework of a comprehensive chronology.
• Information about major archaeological discoveries and fascinating original source material and
artefacts is included, allowing students to trace how inferences can be drawn from various kinds of
material to contribute to the knowledge of the past.
• Accounts and historical narratives to develop students’ awareness of concepts that shape the discipline
of history itself, such as change and continuity, cause and consequence, similarity and difference, and
characteristic features of a period.

Student’s Books
• The Student’s Books form the core of the course.
• Each unit of the Student’s Book consists mainly of reading texts based on archaeological discoveries,
fascinating original source materials, and artefacts, followed by assessment questions. The resources
allow enriched learning related to the topic at hand.
• The ‘Overview’ at the end of each unit presents a chronological timeline of various events in the unit,
highlighting how they are interlinked.
• Fact boxes contain interesting information about relevant topics, and key fact boxes at the end of each
unit summarize the unit.

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Skills Books
• At each level, there is an accompanying Skills Book.
• The tasks are varied and enjoyable, and include maps, diagrams, charts or tables, crosswords, fill-in-
the-blanks, and inquiry-based and research questions.
• Skills Book pages should be introduced in class and can be completed either in class or for homework.
• Students are usually expected to write in the Skills Book.
• Student learning outcomes are present at the start of each unit to facilitate learning.

Teaching Guides
Teaching Guides are an invaluable resource for the teacher. They provide a framework for formative
assessment of students during each lesson. They contain the following features:
• background knowledge
• expected learning outcomes
• step-by-step lesson plans
• ideas for further activities and student research
• answers to assessments in the Student’s Book and solutions for activities in the Skills Book

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Table of Contents
Teaching objectives Learning outcomes
Units Key words/ phrases
Student’s and Skills books Students should be able to:
Unit 1: • use examples to • explain why pottery, hunter-gatherer,
explain the importance civilisation farmer, agriculture,
Mesopotamian
of primary and developed in ancient irrigation, trade, flooding,
Civilisation
secondary sources in Mesopotamia. grid pattern, ziggurat,
knowing about the • identify the glazed, brick, tile,
past. various empires defensive wall, harvest,
• reiterate the which dominated slave, empire, arithmetic
significance of the Mesopotamia. board, cuneiform writing,
Code of Hammurabi • summarise the code of law, army, wheeled
and why it was created. advances of ancient chariot, siege, fertiliser,
• explain the basic Mesopotamia. sailing boat, pictogram,
characteristics of astronomer, clock dial,
Mesopotamian ornament
civilisation.
Unit 2: • to develop knowledge • explain the importance chamber, treasure, tomb,
about the importance of the River Nile to canopic jar, embalm, mask,
Ancient Egypt
of the River Nile to ancient Egypt. gold coffin, inscription,
ancient Egypt • discuss the importance
hieroglyphics, afterlife,
• to explain the life and of archaeological
obsidian, mummy,
culture of ancient evidence in the study
mummification, pyramid,
Egyptians through of ancient Egypt.
cubit, quarry,
historical evidence. • evaluate the
• explain the most significance of religion ramp, chisel, hammer,
influential person in in shaping ancient trade, civil war, famine,
the Government of the Egyptian Civilisation. expedition,
Pharaohs.
mining, treasury

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 Teaching objectives Learning outcomes
Units Key words/ phrases
Student’s and Skills books Students should be able to:
Unit 3: • to use examples • summarise the value ruin, ancient,
from the Indus of archaeological archaeologist,
Indus Valley
Valley Civilisation evidence excavated
Civilisation settlement, evidence,
to explain the use at Indus Valley
artefact, seal, symbol,
of archaeological Civilisation sites.
writing, civilisation,
evidence. • draw conclusions
footprint, grid pattern,
• to encourage students from the above
invader, climate change
to draw inferences while recognising
from available the limitations of the
historical evidence evidence.
from the Indus Valley. • assess the feasibility of
• to explain the different particular theories for
theories about the why the Indus Valley
decline of the Indus Civilisation ended.
Valley Civilisation.
Unit 4: • to explain through • describe the main dragon bone, shell
evidence the advancements and fragment, oracle bone,
Ancient China
advancements and achievements of the inscription, fortified,
achievements of the Shang Dynasty.
chariot, spoked wheel,
Shang Dynasty • assess the importance
weapon, figurine, mask,
• to develop knowledge of the Zhou period.
silk, Mandate of Heaven,
about the importance • explain how the Han
philosophy, Confucianism,
of the Zhou period Dynasty changed
Daoism, Legalism, kite,
using evidence China.
compass, geographical
• to develop knowledge
through evidence of map, magnetism,
how the Han Dynasty casting, glass, terracotta
changed China warrior, afterlife, Great
Wall of China, coinage,
papermaking, scholar,
craftsman, tailor, Silk
Road, trade

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 Teaching objectives Learning outcomes
Units Key words/ phrases
Student’s and Skills books Students should be able to:
Unit 5: • to develop knowledge • explain how the treasure, Oxus chariot,
about the rule of the Persian Empire was satrap, cuneiform,
The Persian
Persian emperors governed. clay cylinder, temple,
Empire
• to explore the • identify the strengths Zoroastrian, weight,
strengths and and weaknesses of measure, Aramaic, Royal
weaknesses of some some Persian rulers. Messenger, general, King’s
Persian rulers • identify which factors Ears, irrigation, tax
• to develop knowledge weakened the Persian
about the factors that Empire, contributing
weakened the Persian to its defeat by
Empire Alexander the Great.
• to explain the • describe the main philosopher, Socrates,
characteristics of features of ancient trial, jury, vote, exile,
Unit 6:
Greek society and Greek society and human reasoning,
The Ancient culture using evidence culture.
colonist, Phoenician, Iliad,
Greek Empire • to develop • explain how the
Odyssey, Troy, Delphi,
understanding of how teachings of Aristotle
truce,
Aristotle influenced influenced Alexander
Alexander the Great the Great. Olympic Games,
• to explain the impact • summarize the impact architecture, writer, play,
of Alexander the Great of Alexander the actor, amphitheatre,
on the subcontinent Great on the Indian
satire, pulley, geometry,
using evidence subcontinent.
dissection, colony, alliance,
democracy, assembly,
slave, democrat, sculpture,
coin

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 Teaching objectives Learning outcomes
Units Key words/ phrases
Student’s and Skills books Students should be able to:
Unit 7: • to provide • explain what can excavating, mosaic,
archaeological be inferred about tremor, suffocate, plaster
The Roman
evidence about Roman Roman life from cast, shop, villa, temple,
Empire
life archaeological pottery, bath, arena,
• to develop knowledge evidence. public latrine, market hall,
about how the Roman • explain how the school, water tower, flower
Empire was governed Roman Empire was nursery, theatre, aqueduct,
• to explore the reasons governed. paved road, legionary,
of the decline of the • give reasons why
amphitheatre, gladiator,
Roman Empire the Roman Empire
Roman numeral, graffiti,
declined.
liberti, patrician, plebeian,
law, dictator,
republican, senator, coup,
Barbarian, Pax Romana
Unit 8: • to explain the • describe the warhorse, chariot, herd,
characteristics of characteristics of falcon, Rig Veda, priest,
The Coming of
Aryan culture Aryan culture. musician, hymn, dark-
the Aryans
• to explore available • evaluate evidence in skinned, light-skinned,
evidence to support or support of theories
nomad, invasion, Vedic,
reject theories about about the origins of the
Brahman, Brahmin,
the origins of the Aryans.
Kshatriya,
Aryans • explain how the caste
• to develop knowledge system operated. warrior, ruler, Vaishya,
about the caste system merchant, peasant,
trader, Shudra, craftsman,
labourer, slave, dowry,
polygamy, monogamy,
carpentry, leather work,
tanning, astrology,
jewellery, pottery, dying

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 Teaching objectives Learning outcomes
Units Key words/ phrases
Student’s and Skills books Students should be able to:
Unit 9: • to explore whether • assess the reigns of raja-riski, Arthashastra,
the Mauryan rulers the Mauryan rulers tax, spy,
The Mauryan,
Chandragupta and Chandragupta and
Kushan, and Buddhism, stone pillar,
Ashoka followed the Ashoka against the
Gupta Empires well, tree, nomad, archer,
model of kingship model of kingship
war elephant, mathematic,
offered in the offered in the
art, science, trade, pi,
Arthashastra Arthashastra.
chess, town, temple,
• to explain the impact • summarize the impact
monument, painting,
of the Kushan Empire of the Kushan Empire.
• to explore whether the • assess whether the Ajanta Caves, sculpture,
Gupta period really Gupta period really caste system
was a golden age was a golden age.
Unit 10: • to explain the early life • explain the birth and desert, oasis, messenger,
of the The Last Rasool life of The Last Rasool
The Coming of revelation, nomadic,
Hazrat Muhammad Hazrat Muhammad
Islam
. polytheist, pilgrim, Islam,
to show how he • describe the idolatrous, persecution,
suffered at the hands of circumstances which Hijrah, idol, ummah
the Makkans. led the The Last Rasool
• to explain how he Hazrat Muhammad
changed the society
of Yathrib after his and his followers to
migration to Madinah. migration to Madinah.
• to encourage students • discuss the significance
to draw inferences of the conquest of
from the events of the Makkah and The
conquest of Makkah Last Rasool Hazrat
and the extract of the Muhammad’s
The Last Rasool Hazrat
Muhammad’s last farewell sermon.

sermon.

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 Teaching objectives Learning outcomes
Units Key words/ phrases
Student’s and Skills books Students should be able to:
Unit 11: • to explain the • explain how Islam Khulafa-al-Rashideen
circumstances and spread outside the , Caliph,
The Period
efforts of the four Arabian Peninsula administration, taxation,
of the Pious
caliphs in spreading • describe how the Islamic empire
Caliphs
Islam outside the Khulafa-al-Rashideen
Arabian Peninsula ruled and
• to encourage students expanded the Islamic
to locate the places Empire
geographically on
a map where Islam
spread during the rule
of the Khulafa-al-
Rashideen

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 01
Lesson Plan 1
Mesopotamian Civilisation

Reference pages 3–5

Topics Resources
• How is history studied? • Oxford School
• What was life like in the land between two rivers? Atlas for Pakistan
• Why did a civilisation develop in Mesopotamia? • tracing paper
• How were cities in ancient Sumer constructed? • Skills Book page
Prior knowledge / Introduction 6 ‘Agriculture in
The gradual shift from a hunter-gatherer, nomadic form of existence to early Mesopotamia’
farming combined with the wave of technological changes around 4000 BCE
encouraged the development of civilisation in the Middle East. Certain features
of Middle Eastern civilisation also accelerated its sophistication.
• The use of writing promoted a formal bureaucracy and the type of written
records that were useful for trade.
• The development of bronze created more deadly weapons, which proved useful
for conquest.
• Bronze production also encouraged the development of specialist
manufacturing and required longer distance trade in search of copper and tin.
(Copper is an alloy made from both metals.) Ultimately, traders from the
Middle East travelled as far as Britain and Afghanistan to seek raw materials.
• Irrigation along the great river valleys promoted agricultural productivity but
also required organisational structures to coordinate such areas, and new laws
to demarcate property.
Starting discussion points 5-10 min
Before studying about the Mesopotamian Civilisation, it is important to explore
the concepts of History and Pre-history with students in a way that sparks their
curiosity and helps them understand the relevance of studying the past. Start the
lesson with a discussion, begin by engaging the students in a class discussion about
what they think history is. Encourage them to share their ideas and perceptions.
Write their responses on the board or a chart paper. Once you have collected their
responses, define ‘history’ by explaining how it is the study of the past events,
people, and societies, and how they have shaped the world we live in today. Ask the
students if they think the study of history is important. Help students understand
that history provides us with valuable lessons, helps us understand

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different cultures and perspectives, and allows us to make informed decisions in
the present and future. While beginning the chapter, it is important that students
can identify the geographical location of the Fertile Crescent across the Middle East
from Egypt to the Persian Gulf. Refer students to the map of the Fertile Crescent
on page 3 of the Student’s Book (which includes a label for Sumer). Then ask them
to refer to the political map of the same region today in their Oxford School Atlas
for Pakistan. Students could trace and produce a copy of the modern map from
their atlas and use the map in the Student’s Book to clearly mark the area of the
Fertile Crescent and Mesopotamia in the Fertile Crescent. Students should retain
these traced maps for reference purpose.
Using the atlas and map in unit 1 of the Student’s Book, they could compare the
surface areas of the Fertile Crescent and Indus Valley Civilisation. They could
also list the modern states that the area of the Indus Valley Civilisation covers in
comparison with that of the Fertile Crescent.
Steps for using the Student’s Book 25 min
1. Ask students to read the paragraphs headed ‘How is history studied?’; ‘What
was life like in the land between two rivers?’; and ‘Why did civilisation develop
in Mesopotamia?’. Ask them to look at the modern artist’s impression of
farming with irrigation channels in ancient Mesopotamia on page 4. Elicit
answers about agricultural practices, climate, clothing, animals, etc. Students
should be able to describe the landscape, agriculture, and day-to-day activities.
2. They should read the text on page 5 and look at the illustration of the ziggurat
at Uruk. Ask them to describe how it is built and decorated and note down its
details, e.g., the different levels of the building, the stairs leading into room-like
structures, the planted trees, etc.
3. Using these examples, explore the idea of primary sources. Define how primary
sources are first-hand accounts or artefacts from the past. Ask them to list
examples of primary sources based on this definition. Good responses would
include sources like letters, diaries, photographs, or other objects from different
time periods. Discuss how primary sources provide direct evidence and help
historians understand historical events and perspectives. Similarly, explain how
secondary sources of evidence are created by historians, scholars, or authors
who have studied and interpreted primary sources. These sources provide
analysis, summaries, and interpretations of historical events and people. Ask
students to think about what they think are examples of common secondary
sources. Good answers would include biographies, history textbooks,
documentaries, and articles. Reiterate how secondary sources help us gain a
deeper understanding of history. Remind students how primary sources are
different from secondary sources. While primary sources offer direct evidence
from the time period, secondary sources analyse and interpret primary sources
to present a broader understanding of history.

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4. To summarise the lesson, ask students to draw a table with two columns,
one headed ‘Upper Mesopotamia’ and the other ‘Sumer’. They could list
under these headings the respective landscape features of each region and
how this might have affected the lives of the people living there.
5. Next, they should create a mind-map on cities in ancient Sumer. They could
write the different features of Sumerian cities such as ‘The city is well-laid
out in a grid pattern.’, etc.

Cities in
Ancient
Summer

6. Conclude the lesson by asking students to reflect on what they have learnt.
Encourage them to share their thoughts on what they’ve learned about
history and why it is important to refer to primary and secondary sources of
evidence. Encourage them to discuss how history connects to their own lives
and the world around them.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I have understood what primary and secondary sources of evidence are.
✓ I learned the meaning of the term ‘civilisation’.
✓ I learned about the similarities and differences between the cities of the Indus
Valley and Mesopotamia.
✓ I learned about the farming techniques of Mesopotamia.

Homework
• For homework, students should complete a similar diagram for the cities of the Indus Valley from unit
1 of the Student’s Book, highlighting the similarities between the two in a particular colour. They should
also complete Questions 1–4.
• Refer students to the task entitled ‘Agriculture in Mesopotamia’ on Skills Book page 6. Ask them to refer
to the artist’s impression of Mesopotamian farming on page 4 in their Student’s Book to complete this
exercise.

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Lesson Plan 2
Reference pages 5–6
Topics Resources
• How was ancient Mesopotamia governed? • Oxford School
• Religious beliefs and practises of Mesopotamia Atlas for Pakistan
• The Akkadian Empire • Skills Book pages
• The Babylonian Empire 7–9 ‘The Code of
Prior knowledge / Introduction Hammurabi’
• Mesopotamian civilisation was distinct since its people depended on rivers for
their survival but also feared the raging rivers: the Tigris and the Euphrates.
Major floods frequently occurred, and archaeologists have found sites where
one city was built on top of an earlier one, separated by a layer of mud swept
over in a flood. Unlike the Indus Valley Civilisation, which was apparently
stable for longer periods, Mesopotamian political structures were more volatile,
based on tightly organised but competing city-states in the region where
resources were in short supply. One of the natural outcomes of this competition
was warfare where individual kings could ensure the survival of their states by
conquering rival states and enslaving their peoples. This kind of warfare set a
precedent for later times when the fertility and wealth of Mesopotamia attracted
external conquerors and ensured that the region formed part of a succession
of powerful empires across the Middle East. The heart of Mesopotamian
Civilisation was based in Sumer, but the first of the great empires to dominate
the region was that of Akkad (a non-Sumerian Mesopotamian city) in about
2400 BCE. Around 1800 BCE, the Babylonian Empire once again unified much
of Mesopotamia under its rule.
Starting discussion points 5-10 min
• Ask students what they think life was like for people living in ancient
Mesopotamia.
• What do they think the social structure was like back then? Would it be the
same as that today
Steps using the Student’s Book 25 min
1. Students should read ‘How was ancient Mesopotamia governed?’ on page 5.
Discuss the powerful role of kings and priests in dividing the land and sharing
the harvest. Explain that the concept of slavery was very popular in ancient
Civilisations. Slaves used to work as domestic help and as labourers on farms
and construction sites.
2. Students should look at the map of the Akkadian Empire and locate the city of
Akkad. They should read the text and make notes about the advancements of
the Akkadian Empire. They should read about the Babylonian Empire and look
at the map and illustration on page 6.

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3. Explain that King Hammurabi conquered Sumer and Akkad and fused their
cultures in his new empire. He had his 282 laws inscribed on a large stone and
displayed it publicly. Despite being very strict, the laws were very simple and
clear.
4. Ask if they have heard about the Hanging Gardens of Babylon. It was one of
the seven wonders of the ancient world, which was believed to have been
destroyed by an earthquake. Some historians dispute their existence due to lack
of evidence, unlike other wonders of the ancient world, like the Great Pyramid
of Giza in Egypt.
5. Students should make notes about what is being discussed in class to help them
draw comparisons between the empires. They can hold a class discussion in
the next lesson about their views on each empire.
6. Students could also complete Assessment 8 and Activity 4.
Homework
• Refer students to the task entitled ‘The Code of Hammurabi’ on Skills Book pages 7–9. Students should
read each law of King Hammurabi of Babylon in turn, completing each sentence to justify their
assessment of the particular law as really harsh, quite harsh, quite fair, or quite unfair. They should
briefly justify their reasons. They should complete page 7 in class and complete the remaining activity
as homework.
• There should be a follow-up class discussion in the next lesson focusing on particular laws. Select a
couple of codes from this activity and ask several students to give their opinions on it. You can hold a
class discussion on what students mean when they use such terms as harsh, fair, or unfair.

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Lesson Plan 3
Reference pages 7–9
Topics Resources
• The Assyrian Empire • two different
• How did ancient Mesopotamia advance? coloured reels of
Prior knowledge / Introduction thread
• a pair of scissors
• The wealth and sophistication of the Babylonians allowed them to build on and • 4 card papers
extend the achievements of the original Sumerians. Babylonian scholars were • masking tape
able to predict lunar eclipses and trace the paths of some of the planets. They
worked out useful mathematical tables and an algebraic geometry. Earlier
Sumerian numbering systems were adapted to produce the modern 60-minute
hour and 360° circle. Although the Babylonian Empire lasted for around 200
years, modern societies still owe much to the inventions and discoveries made
during its rule.
Starting discussion points 5-10 min
• Before beginning this lesson, students should discuss the Skills Book activity
on the Code of Hammurabi, completed as homework.
• They should then read about the Assyrian Empire and look at the map on page
6. Explain that the Assyrians developed sophisticated warfare techniques that
helped them to expand and strengthen their empire.
Steps using the Student’s Book 25 min
1. Now the students can draw comparisons between the successive empires of
Mesopotamia (the Akkadian Empire, the Babylonian Empire, and the Assyrian
Empire) and discuss which empire was the most successful. After taking their
suggestions, lead a further discussion about the students’ criteria for judging
the success of empires, e.g., the size of an empire, longevity, advancements, or
any other feature of an empire.
2. Students should refer to the map of the Fertile Crescent they traced in their
first lesson. They should be able to show the extent of each empire by marking
its outline on this map. In this way, they can see how successive empires grew
by conquering more territory than their predecessors. Encourage students to
revisit unit 1 and study the photographs and illustrations in order to draw
comparisons between the Indus Valley and the Mesopotamian Civilisations.
Ask students to read the text headed ‘How did ancient Mesopotamia advance?’
and make notes on each subheading in turn.

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3. Elicit from students the similarities and differences between the Indus Valley
and the Mesopotamian Civilisations. Students might comment that the Indus
Valley developed along the River Indus and the Mesopotamian Civilisation
grew along the Tigris and the Euphrates rivers. Evidence of domesticated
animals is found in both Civilisations. The clay toy carts found in the Indus
Valley manifest the use of wheeled transport, while people in the Mesopotamian
Civilisation used wheeled chariots as well as boats. A major difference between
the Civilisations is that very few weapons were found in the Indus Valley,
whereas the Assyrian Empire developed advanced warfare technology. Students
should compare other aspects, e.g., craftsmanship, system of writing, trade,
building materials, etc.
4. Students should look at the map on page 9 showing the possible trade routes
of ancient Mesopotamia. They should use the key to find out the materials
traded between the Indus Valley Civilisation and Mesopotamia. For homework,
the students should make a list of five countries and the materials they traded
with ancient Mesopotamia, e.g., gold and lapis lazuli from Afghanistan; copper
and steatite from Greece, etc.

Extended/ Optional activity

This activity will enable students to visualise which civilisation was more advanced.
Divide the class into four groups and give each group a long piece of thread from
each of the two reels and a card paper. Select colours to represent the Indus Valley
and the Mesopotamian Civilisations.
Explain that they should decide how far advanced (if they agree it was) Mesopotamian
Civilisation was over that of the Indus Valley on the basis of their notes and class
discussions. They should decide the length of the thread for each Civilisation
according to their advancement in agriculture, transport, craftsmanship, building,
warfare, writing, trade, and climate. Where they feel that the Indus Valley was more
advanced with respect to a particular feature, they should cut a longer thread for it
and a correspondingly shorter thread for the Mesopotamian Civilisation. Students
should stick the corresponding threads with masking tape on their card papers for
each Civilisation and label accordingly. When each group has determined the length
of the threads for each feature of both Civilisations, they should lay them out on
their desk for display. It should be very clear that the Mesopotamian Civilisation
was more advanced than that of the Indus Valley. Different groups can be selected
to justify their choice.

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 Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that the Assyrian Empire developed highly advanced warfare which
helped it to expand.
✓ I learned that the people of ancient Mesopotamia were advanced in agriculture,
transport, science, mathematics, craftsmanship, trade, and warfare.
Homework
• Students could do the activities given at the end of the Unit.

Answers to assessments
1. The correct answers are:
i. d. the Tigris and Euphrates rivers
ii. b. ziggurats
iii. a. Sumer
iv. a. Babylonians
v. c. Keeping accounts
2. Hunter-gatherers (Pros: Strong knowledge of the environment, better adaptability to changing
environments/ easier to move to areas with better resources. Cons: Uncertain food supply, limited
possessions, vulnerable to natural disasters/environmental hazards/predators).
Farmers (Pros: stable food supply, development of permanent settlements. Cons: Threat of crop failure,
resource depletion, limited mobility and increased dependency on land)
Note that students can give diverse answers based on what they have learned in this chapter and will
answer the second part of the question based on their personal opinions.

8
3. The unpredictable water supply in ancient Sumer could lead to agricultural difficulties and resource
scarcity, causing societal instability. Additionally, competition for trade between cities could foster
conflicts, economic disputes, and political tensions, further contributing to the overall instability of the
region.
4. Encourage students to conduct research using online and print sources for this answer. Answers would
generally be along the lines of talking about how trade in both ancient Mesopotamia and the modern
times involves the exchange of goods and services. That in ancient Mesopotamian relied heavily on local
and regional networks, while today's trade is globalised. Furthermore modern trade is facilitated by
advanced technologies, financial systems, and complex supply chains, unlike the more basic methods of
ancient trade.
5. Students will answer this question based on their understanding and personal experiences. People in the
ancient civilisation would have a more simpler diet.
6. Students will answer this question based on their personal opinion and understanding. They can augment
their answers by gathering information from relevant online and print sources.
7. Students can conduct research or refer to the information given in the chapter to answer this question.
Typical correct answers would explain how Mesopotamia is known as the ‘cradle of Civilisation’ since it
was one of the earliest regions where complex human societies emerged. It witnessed the development
of agriculture, the invention of writing, the establishment of cities, the creation of legal codes, and
advancements in various fields, laying the foundation for future Civilisations.
8. Students have room to be creative with this answer. They will answer this question based on their
understanding and personal experiences. General answers can include (but are not limited to): Laws
help maintain social order and harmony; help protect individual rights and freedoms; promote public
safety; facilitate economic stability and growth; help provide accountability and justice in the society.

Answers to skills book

Page 6 ‘Agriculture in Mesopotamia’

A 1.
• Heat: the clothes of the people in the illustration show that they live in a hot environment. The
houses have courtyards where people are working or carrying out their day to day tasks.
• Use of animals: there are grazing sheep in the fields, a pair of oxen ploughing the land, and a
bullock cart on the road.
• Use of water: there is a river shown in the illustration. A woman is carrying a water pot on her
head.
• Transport: there is a bullock cart on the road and two boats shown in the illustration.
• Use of plants: many different kinds of plants are shown in the illustration.

Pages 7 – 9 ‘The code of Hammurabi’

A 1. Students’ answers will vary

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 02
Lesson Plan 1
Ancient Civilisations: Ancient Egypt

Reference pages 12–13

Topics Resources
• What did Howard Carter discover? • a torch
• What can Tutankhamen’s treasure tell us about the ancient Egyptians? • one slip of paper
• Role of the pharaoh in Ancient Egypt (saying Lord
• Significant people in ancient Egypt’ Carnarvon: ‘Can
Prior knowledge / Introduction you see
anything?’)
• Ancient Egypt is one of the four Great River Valley Civilisations (including • one slip of paper
China, Mesopotamia, and the Indus Valley). From its origins to its decline, the (saying Howard
ancient Egyptian Civilisation was focused on the River Nile and the desert Carter: ‘Yes. It is
immediately surrounding it. The steady-flowing River Nile was marked by wonderful.’)
annual flood surges which watered and enriched Egyptian soil on either side • Skills Book pages
of its banks. Unlike the Tigris and the Euphrates in Mesopotamia, the River 10–12 ‘The
Nile could be seen as a source of natural bounty which never failed, rather than mysteries of
as a menacing cause of unpredictable floods. The natural environment was Tutankhamen’s
therefore closer to that of the Indus Valley than Mesopotamia, and ancient tomb’
Egyptian culture tended to be stable and long-lasting. • Skills Book page
• Farming had developed along the Nile by about 5000 BCE but there was a surge 18 ‘Prominent
in economic development around 3200 BCE, in part because of growing trade rulers in ancient
with other regions, including Mesopotamia. This economic acceleration was Egypt’
the spur to the formation of regional kingdoms in Egypt. Unlike Mesopotamia,
Egypt did not go through a phase of forming city states prior to the creation of
larger kingdoms, partly because there were fewer obstacles to establishing
political unity. The River Nile itself acted as a unifying influence and the vast
surrounding deserts discouraged the kinds of frequent invasion that regularly
troubled Mesopotamia. (It is harder to compare ancient Egypt with the Indus
Valley Civilisation as less is known about the latter.)
Starting discussion points 5-10 min
• This lesson could begin with a role play. Darken the classroom as much as is
practical to help recreate something of the atmosphere inside Tutankhamen’s
sealed tomb. Ask two students to assume the roles of Howard Carter (the
archaeologist who discovered Tutankhamen’s tomb) and his patron Lord
Carnarvon, and hand them the slips of paper. If possible, give them a torch
(representing the lighted candle that Carter used to peer inside the tomb) and

10
ask them to read the following script loudly just outside the classroom door with
it slightly ajar, so that students inside the classroom can hear what they say.
1. The student acting as Howard Carter flashes the torch beam around inside
the classroom.
2. The other student acting as Lord Carnarvon says, ‘Can you see anything?’
3. Howard Carter says, ‘Yes. It is wonderful.’
Steps using the Student’s Book 25 min
1. Ask both students to come inside the classroom and begin the lesson. Students
read the text and look at the pictures on page 12. Write the following questions
on the board:
• What did they feel?
• What did they hear?
• What did they smell?
• What did they see?
2. Hold a class discussion about what Howard Carter and Lord Carnarvon might
have felt and experienced upon entering the tomb of Tutankhamen (also spelled
as Tutankhamun) for the first time in thousands of years. The questions on the
board should be used as a basis for the discussion. (Both men felt completely
overawed and excited by this archaeological discovery, which was one of the
most sensational in history. Inside the tomb, they would have experienced an
eerie silence with perhaps the noise of workmen continuing to clear rubble
outside. The air may well have been dusty, but the room would have been in
complete darkness apart from what could be seen by the limited light of the
candle they were carrying. It would have been difficult to make out clearly what
each object was.)
3. Ask pairs to look carefully at the photograph of the room that Howard Carter
first discovered and ask them to identify any objects described in the book so
far, and any objects they think they can identify.
4. Ask students to sketch a floor plan (not to scale) of the first room that Howard
Carter discovered at Tutankhamen’s tomb from the photograph in the book.
You might need to demonstrate how to sketch a floor plan of the classroom
using its photograph. Explain that a floorplan shows the view of an area from
above (either scaled or not). Draw a sample floor plan of the classroom on the
board as shown below. You can choose any of the following floor plans.

11
5. The floor plans sketched by the students might not be accurate, but it will give
them an idea of how to represent objects seen in a photograph as a roughly
sketched floor plan.
6. Students should read page 12 about the treasures found in Tutankhamen’s tomb.
Explain that the pyramids contain various inner chambers and tunnels. The
pyramids were secured against tomb raiders because the pharaohs were buried
with treasures for their afterlife. Elicit answers from the students about the
treasures found in Tutankhamen’s tomb. They should complete Questions 1–2.
7. After discussing the importance of the tomb of Tutankhamen at length, it is
important to take a moment to discuss with the students the role of the pharaohs
in ancient Egypt. Write the word ‘pharaoh’ on the board, and then ask the
students to list down what they think the role of a pharaoh would be. Encourage
them to conduct some research by either borrowing relevant material from the
library or conducting research from good online sources in the computer lab
(if available).
8. The discussion regarding the role of pharaohs can include the fact how they
were believed to be divine rulers who served as the political, religious, and
administrative leaders of the Civilisation. Their rule spanned thousands of years
and left a significant mark on Egyptian history. Pharaohs held absolute power
and control over the kingdom. They made important decisions regarding
governance, justice, and the welfare of their subjects. Their word was law, and
their decrees were binding throughout the land. They also played a vital role
in religious affairs. Pharaohs were seen as intermediaries between the gods and
the people and were believed to possess divine qualities. They were also
responsible for performing religious rituals and ceremonies to ensure the people
of the kingdom remained in good favour of the gods, to ensure the prosperity
of the kingdom. Pharaohs were also responsible for managing and controlling
the kingdom’s resources. They oversaw the collection of taxes, distribution of
resources, and supervised major construction projects such as temples,
pyramids, and irrigation systems. They also controlled economic prosperity of
the kingdom through their influence over the agricultural land and trade routes.
Pharaohs were also the commanders-in-chief, leading armies in times of conflict
to defend Egypt from external threats.
9. After highlighting the main duties of pharaohs it would be a good idea to refer
to significant personalities in ancient Egypt. You can refer to pages 12–13 of
the Student’s Book.

12
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that Howard Carter discovered the tomb of Tutankhamen.
✓ I explored the role of the pharaoh in ancient Egypt.
✓ I would like to find out more about the objects found in the tomb.
✓ I would like to learn more about the prominent people in ancient Egypt.
Homework
• They could complete Questions 1–2 in the Students’ Book as homework.
• Refer to the task entitled ‘The mysteries of Tutankhamen’s tomb’ on Skills Book page 16. Ask students
to compare their sketched floor plans of the first chamber of Tutankhamen’s tomb to the illustration of
Howard Carter’s original sketch on page 16 of their Skills Book. Teachers could lead a class discussion
about the relative difficulty of completing the task and how accurate they think Howard Carter’s drawing
appears. (Carter was an accurate draughtsman and had trained as an archaeologist under Flinders Petrie,
widely regarded as a pioneering Egyptologist.) Students could complete the first activity, drawing lines
between where objects in the photograph appear to match objects in Howard Carter’s plan. Students
could then discuss how they might complete the sentences below the pictures of objects found in the
tomb of Tutankhamen itself from pages 17–18 of the Skills Book. (The actual task can be completed
later when they have read more detail from the Student’s Book.)

13
Lesson Plan 2
Reference pages 14–16
Topics Resources
• W
 hy do archaeologists know more about Egypt long ago than they do about • Skills Book pages
the Indus Valley Civilisation? 10–12 ‘The
• Society in ancient Egypt mysteries of
• What can archaeological evidence tell us about the life of ancient Egyptians? Tutankhamen’s
• How did ancient Egyptians prepare their dead for the afterlife? tomb’
Prior knowledge / Introduction
• Archaeological evidence offers valuable insights into the life of ancient
Egyptians, allowing us to understand various aspects of their Civilisation,
culture, and daily existence. Through the excavation of sites like tombs and
temples, we can uncover the social structure of ancient Egypt, with grand
structures like the pyramids indicating the power of the ruling class and smaller
tombs providing clues about the lives of commoners. The abundance of temples,
burial sites, and religious artifacts reveal their religious beliefs and practices,
with hieroglyphic inscriptions and depictions on temple walls shedding light
on their gods, rituals, and afterlife beliefs. Excavations of ancient Egyptian cities
and settlements provide details about daily life, as the remains of houses, tools,
pottery, and personal objects offer insights into occupations, diet, clothing, and
domestic activities. The art and symbolism found in sculptures, paintings, and
reliefs depict pharaohs, gods, and ordinary people in various contexts, providing
further understanding of social roles, fashion, and cultural practices. Burial
sites and tombs provide evidence about funerary practices, including
mummification and burial rituals, while technological advancements are
evident in engineering feats like the pyramids and the irrigation systems.
Archaeological discoveries also illuminate trade networks and contacts with
other Civilisations through imported goods found in Egyptian tombs. Written
records, such as inscriptions, hieroglyphs, and papyri, offer historical
information including religious texts, administrative records, and personal
writings that contribute to our understanding of ancient Egyptian society,
politics, and intellectual pursuits. By combining archaeological evidence with
other historical sources, we can piece together a comprehensive understanding
of ancient Egyptian life, customs, and beliefs.
Starting discussion points 5-10 min
• Ask students what they think archaeological evidence is?
• Hold a discussion about primary and secondary forms of evidence.

14
Steps using the Student’s Book 25 min
1. Ask students to look at the pictures of the Valley of Kings in Thebes and the
Rosetta Stone. Explain that the inscription on the Rosetta Stone was studied
for many years before it was decoded. It was found by French soldiers in a town
called Rosetta in Egypt where they were digging a fort. More is known about
Egyptian Civilisation because their writing (hieroglyphics) was decoded unlike
that of the Indus Valley Civilisation.
2. They should read page 16 about how they preserved the bodies of the dead.
Elicit what the students know about Egyptian mummies. Briefly discuss the
key aspects of society in ancient Egypt, focusing on things such as social classes,
occupations, religion, and cultural practices. Talk about the specific social
classes or occupations from ancient Egypt, such as pharaohs, priests, scribes,
farmers, craftsmen, or labourers. Instruct the students to brainstorm what they
know of the daily life and activities of their assigned social class or occupation.
Remind them to consider elements such as clothing, gestures, tools, and objects
that were relevant to their assigned roles.
3. Next, have a quick discussion to highlight the diversity and interdependence
of various social classes and occupations in ancient Egyptian society. Encourage
students to do some independent research at home to learn more about ancient
Egyptian society, including aspects such as architecture, art, science, and
literature, to gain a comprehensive understanding of this fascinating ancient
culture.
4. Students could do Questions 2–5 in class. For homework, students could
prepare presentations about life in ancient Egypt in pairs or small groups,
collecting information from the Student’s Book and the Internet. They could
be given the following headings to make notes under ‘The climate of ancient
Egypt’; ‘The diet of the ancient Egyptians’; ‘The treatment of dead bodies’; ‘The
society of ancient Egypt’, etc. They should bring their presentations to the next
lesson.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that archaeological evidence from ancient Egypt enabled historians
to learn about the life of ancient Egyptians.
✓ I have learned about society in ancient Egypt.
✓ I learned that ancient Egyptians believed in an afterlife and prepared their dead
for it.
Homework
• Having completed their research from the Student’s Book about the Egyptian way of life, students should
also complete pages 10–12 in their Skills Book about the objects found in Tutankhamen’s tomb as
homework.

15
Lesson Plan 3
Reference pages 16–17
Topics Resources
• How did the River Nile shape ancient Egypt? • Oxford School
Prior knowledge / Introduction Atlas for Pakistan
• presentations
• The River Nile held a pivotal role in shaping ancient Egypt, leaving an enduring prepared by
impact on its Civilisation. Stretching across vast distances, this majestic river groups of students
bestowed upon the ancient Egyptians a source of sustenance, transportation, • Skills Book pages
and economic prosperity like no other. The annual flooding of the Nile, 15–17 ‘The
characterised by its predictable and fertile inundation, created a fertile ancient art of
environment that fueled agricultural productivity. This abundance of resources making papyrus’
was the catalyst for the growth of a sophisticated society along the river’s banks,
leading to the establishment of one of the most remarkable Civilisations in
human history. In this exploration, we will delve into the diverse ways in which
the River Nile molded every aspect of ancient Egyptian life, encompassing
agriculture, trade, religious beliefs, and cultural traditions.
Starting discussion points 5-10 min
• Can a river play a significant role in the development of a Civilisation?
Encourage students to give reasons for their answers.
• How do rivers impact the lifestyle of the people living near them?
• Talk about the rivers of Pakistan and what role they play.
Steps for using the Student’s Book 25 min
1. The students should have brought their group presentations on ancient Egypt.
Give each group 2–3 minutes to present their findings. After being given a
limited amount of time to present their findings, students could pose questions
to each other to test the extent of their knowledge. A class vote could be taken
at the end of the process to decide which was the best presentation, and the
reasons for this judgement. The students should read and study the map of the
River Nile on page 15. The map shows how the river divides Upper and Lower
Egypt. Using their Oxford School Atlas for Pakistan, they should list the countries
through which the River Nile flows today. Explain that these countries depend
on the river for their agriculture, transport, and supply of water.
2. When they have read the text, elicit answers from the students about how they
think the Nile shaped the ancient Egyptian Civilisation.

16
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that the River Nile provided food for growing crops.
✓ I would like to find out more about how ancient Egyptian Civilisation advanced.
Homework
• Students should complete the task entitled ‘The ancient art of making papyrus’ on pages 15–17 of their
Skills Book as homework.

17
Lesson Plan 4
Reference pages 17–18
Topics Resources
• Do we know how the Great Pyramid was built? • Skills Book pages
• How is ancient Egyptian history divided up?? 13–14 ‘How
Prior knowledge / Introduction advanced were the
ancient Egyptians?’
• The construction of the great pyramids remains an enduring marvel, a testament
to the incredible skills and unwavering determination of the ancient Egyptians.
These colossal structures, erected as eternal resting places for the pharaohs,
continue to astound us with their sheer size and architectural brilliance. The
process of building the pyramids was an extraordinary feat that involved
meticulous planning, an immense workforce, and remarkable engineering
prowess. In this exploration, we will embark on a journey to uncover the
fascinating methods and techniques employed by the ancient Egyptians in the
construction of these awe-inspiring edifices. Through this exploration, we will
gain a deeper understanding of the remarkable achievements of this ancient
Civilisation and the enduring legacy of the great pyramids
Starting discussion points 5-10 min
• Why do you think people in ancient Egypt built the Great Pyramids? Did they
make them with the hopes that it would last?
• What can we learn from the construction of the Great Pyramids?
Steps for using the Student’s Book 25 min
1. Ask students to look at the photograph of the Great Pyramid on page 17. Elicit
answers about how they think it was built. If they are unable to explain, ask
how tall buildings around them are built. They might have seen construction
machinery and/or construction workers in the city or town where they live.
Explain that ancient Egyptians were able to build such magnificent pyramids
with their advanced building techniques. Then they should read the text on
page 16 to find out about these building techniques.
2. Before they continue to read page 17–18, ask them to study the photographs
on this page of the Great Sphinx and the colossal pillars of the Temple of Luxor.
These show how advanced the ancient Egyptians were in their building
techniques. They should read the text headed ‘How is ancient Egyptian history
divided up?’ on pages 17–18. Encourage students to make notes about each
period of Egyptian history.

18
3 To enable students to visualise how each period contributed to the advancement
of ancient Egypt, they should plot a dot graph in their notebooks. Using rulers,
ask them to write the three periods along the horizontal axis and the areas
where they excelled or failed along the vertical axis. Mark dots for each perio
expansion

famine

war

unity

mining

building

army

trade
Period 1 Period 2 Period
4. Students should read about the significant pharaohs.
5. Students should complete the task entitled ‘How advanced were the ancient
Egyptians?’ using the details from their Student’s Book. They could also answer
the questions in the second part of the task.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that ancient Egyptians developed sophisticated techniques to build
pyramids.
✓ I learned that they had a great deal of mathematical and scientific knowledge.
✓ I learned that ancient Egyptian history was divided into three periods.
Homework
• Students should complete Questions 6–7 for homework.

19
Answers to assessments
1. The correct answers are:
i. c. long-lasting
ii. d. 20 years; 20,000
iii. c. Eastern Mediterranean; Africa
iv. b. Menes
v. c. 70
2. Howard Carter was probably excited when he peered into Tutankhamen’s tomb because it appeared to
be a significant archaeological discovery. This is because he saw how the tomb contained a wealth of
treasures and artefacts (primary sources of evidence), providing a unique opportunity to study the burial
practices and culture of ancient Egypt, offering immense historical and cultural insights.
3. Students will answer based on their understanding and personal opinions.
4. We might not be able to trust tomb paintings as accurate representations of how ancient Egyptians looked
and dressed since they were often stylised and idealised, emphasising the status and importance of the
deceased. The representations may be exaggerated, distorting the depiction of clothing and physical
features of the people living at the time. Tomb paintings were also influenced by the artistic preferences
and cultural norms of the time, which may not accurately reflect the everyday reality of ancient Egyptian
life.
5. The ancient Egyptians had complex burial practices that differed depending on the social status of the
deceased. Common people were typically mummified and placed in simple graves or tombs, accompanied
by personal belongings. Pharaohs, on the other hand, received elaborate burials in grand tombs filled
with treasures and offerings, reflecting their elevated status. These tombs were often pyramids or hidden
in the Valley of the Kings.
6. We can rationally say that ancient Egyptians had scientific and mathematical thinking based on
various archaeological evidence. They developed a complex understanding of astronomy, engineering,
and geometry, as seen in their precise architectural structures (the Pyramids are a key example of the
structures) and astronomical observations.
7. In ancient Egyptian civilisation, the society was hierarchal and therefore the rights and privileges of
individuals varied depending on their social position. Pharaohs held the most power and privileges, while
common people had limited rights but still enjoyed some legal protections. Slaves, on the other hand,
had few rights and were considered property. Women had some legal rights and could own property,
engage in trade, and initiate divorce.
8. If the Rosetta Stone had not been discovered, we would likely be unable to decipher ancient Egyptian
hieroglyphs. The stone helped understand the complex ancient writing system, allowing scholars to
translate hieroglyphs into modern languages, therefore unlocking a wealth of historical, cultural, and
religious information from the time of ancient Egypt.
9. The Pyramids were monumental structures built by the ancient Egyptians as tombs for their pharaohs.
Their shape was chosen for its symbolism of the sun’s rays descending to Earth. They typically contained
valuable goods to accompany the pharaoh in the afterlife, emphasising their divine status and to ensure
they would have a comfortable existence in the next world.
10. Students will answer this question based on what they have learnt in this chapter and their understanding
of geopolitical locations.

20
Answers to skills book
Pages 10–12 ‘The mysteries of Tutankhamen‘s tomb’

A 1. Students should draw lines between the similar objects in these illustrations.
2 a) Six chariots were found in pieces inside the tomb. This evidence tells us that the Egyptians used
chariots and they were a significant form of royal transport.
b) A board game called Sennet was found in the tomb, made from ivory and ebony (a precious
black wood). This evidence tells us that ancient Egypt had skilled craftsmen, shows what kinds of
game were played at court, demonstrates what kind of activity a soul might participate in during
the afterlife, and shows that ivory and ebony were imported into Egypt from further south in
Africa.
c) A headrest was found in the tomb. The sleeper lay on their side on a pillow. This evidence tells
us that wealthy and important Egyptians slept in this way and that Egyptians believed that the
king’s soul would need sleep in the afterlife.
d) Four canopic jars in the tomb, carved from a delicate rock called calcite, contained Tutankhamen’s
liver, stomach, lungs, and intestines. This evidence tells us that the king would need his internal
organs in the afterlife and that Egyptians had the knowledge to preserve them.

Pages 13–14 ‘How advanced were the ancient Egyptians?’

A 1 a) They built the pyramids on a square base using a measurement called a cubit.
b) Each corner of the square base of the pyramid points to a particular direction of the compass.
c) The huge stones were put in place along the sides of the pyramids using a plumb line (a piece of
thick string with a weight attached to one end to test whether a wall is straight).
d) They were probably aware of the stationary position of the North Star (which is just above the
North Pole) which helped them tell the directions of the compass.
B 1 a) The River Nile was most important to ancient Egyptians because it supplied water to the
population in a dry climate and its regular floods fertilised the land.
b) Archaeological evidence is usually reliable.
c) The religious beliefs of the ancient Egyptians help to explain their way of life.

Pages 15–17 ‘The ancient art of making papyrus’

A 1. Students should read the instructions and study the illustrations closely.
B. Students should make their own paper and stick a photograph of it in the given space of the skills book.

Page 18 ‘Prominent people in ancient Egypt’

Students will fill in their answers based on their opinions and personal preferences. Look for answers that
have been supported by solid reasoning.

21
 03
Lesson Plan 1
Ancient Civilisations: Indus Valley
Civilisation

Reference pages 21–22

Topics Resources
• Have we solved the mysteries of the Indus Valley Civilisation? • Oxford School
• What evidence did archaeologists find in the Indus Valley? Atlas for Pakistan
Prior knowledge / Introduction • Skills Book pages
19–20 ‘Trade in
• The Indus Valley Civilisation is one of the four Great River Valley Civilisations: the Indus Valley
the others are China, which was based on the Yellow River, Egypt on the River Civilisation’
Nile, and Sumer between the Tigris and Euphrates rivers. These earliest • a long piece of
Civilisations coincide with the transition from a hunter-gatherer lifestyle to string
one based on early agriculture and farming. (The term Civilisation itself refers • masking tape
to life lived in towns and cities among cultures and peoples that were producing • 12 slips of white
sufficient food that they could trade their surplus produce with other peoples. card
They had plenty of leisure time to devote to activities other than simple survival.) • 13 slips of blue
card
• 12 different
coloured strings
Starting discussion points 5-10 min
• Before they study the Indus Valley Civilisation in any depth, students should
be able to locate it geographically, identify the geographical features of the Indus
Valley Plains at that time, and explain some of the links shared with other
Civilisations of the ancient world.
• Firstly, refer students to the Oxford School Atlas for Pakistan. Ask them to look
at the map of modern Pakistan and compare it to the territory representing the
spread of the Indus Valley Civilisation on page 22 of their Student’s Book.
Students could then roughly estimate the proportion of the territory of the
Indus Valley Civilisation that was contained within the borders of modern
Pakistan.
Steps for using the Student’s Book 25 min
1. Ask the students to read the introductory paragraph and the speech bubbles
and to look at the photographs and illustration on pages 21–22.
2. For homework, students could be asked to research the characteristics of the
terrain of the Indus Valley Plains in the present-day region, summarising details
under such headings as climate, fertility of the land, etc.

22
Under each heading, students could write details such as ‘monsoons’ under the
heading ‘climate’; ‘arid’ under the heading ‘fertility of the land’, etc. (Students
whose families might live in these parts of Pakistan could be interviewed about
what they know about what the plains used to be like.)
3. As a classroom activity (using the background information above) students
could be asked to complete details of the characteristics of the Indus Valley
Plains area as it was thousands of years ago, writing these details under the
same headings. A discussion could be held about the features of the landscape
that are still common, such as monsoons, and major differences such as the
relative fertility of the land in the third millennium BCE.
4. You can complete the activity on Skills Book pages 19–20 ‘Trade in the Indus
Valley Civilisation’ in class. Set up the teaching area, as a ‘living map’ with
furniture cleared to one side. Using string, lay out in the middle of the floor the
shape of the approximate borders of the Indus Valley Civilisation from page 6
of the Student’s Book. Use masking tape to stick the string at various places so
it stays in place.
5. Direct students to page 19 of their Skills Book and ask them to shade the area
of the Indus Valley Civilisation, as shown in their Student’s Book. Set pairs or
small groups of students the task of locating the following places, using their
Oxford School Atlas for Pakistan: Rajasthan, Maharashtra, Gujarat, Saurashtra
(India), south India, Sindh (Pakistan), Afghanistan, Kashmir, Iran, Central
Asia, Oman, and the Persian Gulf. Then they should mark these places on the
map on page 19 of their Skills Book.
6. Divide the class into 12 groups and hand out a white card slip and a blue card
slip to each group. Allocate a place to each group and ask them to write its name
on the white card. Students should refer to page 20 of their Skills Book and
write the name of the material brought from each place on the blue card slips.
Give an extra blue card slip to the group representing Sindh, as it exported two
materials to the Indus Valley.
7. Ask all groups to stand around the central outline of the Indus Valley Civilisation
territory marked on the floor. They may refer to the map they have marked on
page 19 of their Skills Book to check the locations of the places they are
representing. Ask them to organise themselves so that they are standing at a
proportionate distance from the outline and in a position accurately reflecting
the location’s direction from the Indus Valley. For example, the group
representing Central Asia would be standing at a fair distance to the northwest
of the Indus Valley.

23
8. Then give each group a different coloured string to attach to the outline string
of the Indus Valley outline on the floor, stretch it taut, and hold up the label
with the name of the area they are representing. For example, the group
representing Central Asia would be holding the string in the north with the
label ‘Central Asia’. Similarly, the group representing Oman will be standing
southwest of the Indus Valley. (This exercise creates a visual representation of
Indus Valley trading patterns.) Ask each pair or group in turn to state their
location, the product or raw material they exported to the Indus Valley, and
what this might tell us about the Indus Valley Civilisation itself. This
demonstration will help students to mark the trading routes from all these
places on the map on page 19 of their Skills Book.

Discussion and Review

Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that the mysteries of the Indus Valley Civilisation were first
revealed in the nineteenth century, when Charles Mason noticed a ruined castle
in the Punjab.
✓ I learned that the River Indus was vital to the development of the Indus
Valley Civilisation.
✓ I learned that the cities of the Indus Valley Civilisation were advanced, but a
lot is still unknown about this ancient Civilisation.
✓ I learned about materials that were traded and came to the Indus Valley
Civilisation from outside it.
Homework
• Students could complete Questions 2–3 for homework.

24
Lesson Plan 2
Reference pages 23–24
Topics Resources
• What artefacts did archaeologists discover in the cities? • Skills Book pages
• How were people buried? 21–22 ‘Claims about
the Indus Valley
Prior knowledge / Introduction Civilisation’
• Archaeological excavations in the Indus Valley region have unearthed a rich
array of artifacts from the ancient Indus Valley Civilisation. Among the notable
discoveries are intricately carved seals made of steatite, displaying depictions
of animals, mythical creatures, and human figures. The skilfully crafted pottery,
with its unique shapes and painted motifs, provides a glimpse into their artistic
prowess. Jewellery made of gold, silver, and semi-precious stones reveals their
adornment practices, while terracotta figurines offer insights into their clothing
and hairstyles. Stone tools and metal artifacts attest to their craftsmanship and
industrial capabilities, and gaming dice suggest leisure activities. Beads and
ornaments made of various materials hint at their trade networks and cultural
practices. These artifacts collectively contribute to our understanding of the
advanced society that thrived in the Indus Valley thousands of years ago.
• The Lower Indus Plains looked very different in the third millennium BCE
from today. The modern region appears arid and desolate, crisscrossed by
dried-up riverbeds. During the period of the Indus Valley Civilisation, the
plains were green and heavily forested, with game animals and pasture for
domesticated animals. Prior to the Indus Valley Civilisation, the plains were
already dotted with farm settlements which cultivated wheat and barley,
developing sophisticated agricultural implements and crop-growing techniques.
The people also knew how to make bronze weapons, tools, mirrors, and pots.
Elaborately decorated bowls and urns for storage suggest links to other early
agricultural communities in this region. Pottery designs also show that the
people were capable of depicting their surroundings; for example, fish designs
on pots may indicate a source of food, while figurines in the shape of the female
form were also created, perhaps representing religious deities.

Starting discussion points 5-10 min

• Prior to the lesson, inform students that they will research and become
archaeological experts on finds from the Indus Valley Civilisation. Divide the
class into 6 groups and give out one of the following statements to each group.
These statements are taken from the task entitled ‘Claims about the Indus Valley
Civilisation’ on pages 21–22 of the Skills Book.

25
 • The people of the Indus Valley Civilisation used mud bricks for building.
• The people of the Indus Valley Civilisation traded with other peoples.
• The people of the Indus Valley Civilisation must have spent a lot of time
outside.
• The people of the Indus Valley Civilisation were used to animals.
• The people of the Indus Valley Civilisation were skilled craftsmen.
• The Indus Valley Civilisation was peaceful.
• Instruct them to research the variety of finds that archaeologists have uncovered
from the Indus Valley Civilisation from the Internet, other resources, and My
E-Mate companion website. They should make notes where they think
particular finds might help them prove that their statement is true.
Steps using the Student’s Book 25 min
1. Students should have researched this topic and brought their notes to class for
discussion and further learning. Ask them to read page 23 and then elicit
responses from each group about the statement they were allocated. Allow
them a limited amount of time to convince other groups in turn that the
evidence they have collected proves that their statement is definitely true. The
emphasis in this exercise is on speed, the ability to explain and summarise
research effectively, and to convince others that their pair or group has proved
its point. Any noise generated should be an indication that students have been
engaged by the task. Students could complete Questions 3–4 from the Student’s
Book.
2. Finally, ask students to complete the sentence starters of ‘Claims about the
Indus Valley Civilisation’ on Skills book pages 21–22. (Note that one of the
statements was not included in the research activity as it is easy to prove due
to the absence of evidence—i.e., Indus Valley Civilisation people did not use
money.)
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that the artifacts uncovered from the ruins of the Indus Valley Civilisation tell a great deal
about the way of life of the people who lived there.
Homework
• Students could do some additional research regarding the kind of artifacts uncovered from the time of
the Indus Valley Civilisation.

26
Lesson Plan 3
Reference pages 26
Topics Resources
• What do archaeologists claim about the Indus Valley Civilisation? • Skills book page
26 ‘Exploring
Prior knowledge / Introduction the primary and
• One important aspect of the history is to note that to date there has been no secondary sources
successful deciphering of the writing system of the Indus Valley Civilisation. of evidence from
This means that all conclusions about it have to be inferred from available the Indus Valley
archaeological artifacts. There are inevitably contested claims which are hard Civilisation’
to prove definitely true because of the lack of available evidence, where evidence
appears to be contradictory, or because of the absence of corroborating
evidence. There is particular controversy surrounding explanations of why the
Indus Valley Civilisation declined.
• The longest-standing historical theory claiming that the Civilisation was
destroyed by violent Aryan invaders has been largely discredited due to lack
of evidence. Currently, the most widely accepted theory is that climate change
was probably responsible, but there still remains the problem that farming
continued in the region despite the abandonment of the cities. What is
important in debating different theories is that students should understand
that no one theory has been definitely proved true, and that the validity of a
particular theory (as in all historical study) is based on the quality of
corroborating evidence which might be gathered to prove it.
Starting discussion points 5-10 min
• Review what students remember of primary and secondary forms of evidence.
What can be learnt from both kinds of evidence?
Steps using the Student’s Book 25 min
1. Students should study the photograph and illustration of the Great Bath in the
Indus Valley on page 24, before reading the text. Explain that the ruins of the
Great Bath in Mohenjo-Daro were studied by historians and they deduced
from their findings that the Great Bath may have looked as shown in the
illustration. Ask if the Great Bath looks similar to a present-day swimming
pool. Elicit what the students think about the building techniques of the people
of the Indus Valley.
2. Students should read the text headed ‘Use of bricks for construction’.

27
3. Ask them to look at the writing and animals inscribed on the seals on page 25.
Explain that this writing is one of the earliest forms of writing on the
subcontinent and it has not been decoded so far. Ask them to read the text
headed ‘Seals for trade’; ‘The great stone statue’; ‘Religious symbols’; ‘Climate’;
and ‘Animals’. They should complete Question 3–4 in class or for homework.
Extended/Optional activity
For further learning, encourage the students to explore more about this topic
through the activities in the My E-Mate companion website of this book.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that different claims are made about the Indus Valley Civilisation based on the artefacts
discovered there.
Homework
• Students could complete Assessment questions 3–4 as homework.
• Assign the students to complete page 26 of the Skills book as homework. Remind them of what they
have learnt about primary sources of evidence and secondary sources of evidence. Ask them to recall
what makes them different, and why each source of evidence is important for historians.

28
Lesson Plan 4
Reference pages 24–25
Topics Resources
• Skills Book pages
• Why did the Indus Valley Civilisation end? 23–24 ‘How did
the Indus Valley
Prior knowledge / Introduction Civilisation end?’
• Skills Book page
• Historians give different reasons to explain why the Indus Valley Civilisation
25 ‘Designing the
came to an end. Numerous theories have been proposed, encompassing natural cover of a book
disasters, environmental changes, as well as social, economic, and political about Indus Valley
factors. By examining different theories, historians hope to gain a deeper Civilisation.’
understanding of this remarkable ancient culture and the complex challenges • 5 slips of card
it confronted in its final chapter. • a long piece of
string
Starting discussion points 5-10 min
• Discuss how historians have different views and approaches to explain the
decline of the Indus Valley Civilisation based on evidence.
Steps using the Student’s Book 25 min
1. Conduct the following activity in class to elicit responses from students.
2. Display the numbers 1 to 5 on pieces of card along a wall or board, with a
reasonable distance between each one. Place a note reading ‘very likely’ over
number 1, ‘quite likely’ over number 3, and ‘not very likely’ over number 5.
3. Students should read ‘Theory A’ on page 26. Allow some time for discussion
in class before they read ‘Theory B’ and ‘Theory C’ (present on the same page).
They should read the speech bubbles too.
4. After reading out the text which explains each theory and its supporting
evidence, allow students a very short amount of time to consider their own
views in silence, i.e., which number and/or statement they are most likely to
support in relation to each theory. Next, allow a short amount of time for
students to discuss their points of view with their partners.
5. Lastly, for each theory in turn, ask students to stand by the number they most
agree with. Ask a range of students to explain their reasons for standing next
to a particular statement or number on the number line, probing their
understanding of their own point of view. Allow students to move their position
in response to something else that another student has said, for example, they
might move from number 2 to number 3, but ask them to justify why they have
moved.
6. Ask students to complete Question 6 from the Student’s Book.

29
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that there is not a single theory, but different theories to explain the decline of the Indus Valley
Civilisation.
Homework
• Complete the task on pages 23–24 of the Skills Book entitled ‘How did the Indus Valley Civilisation
end?’. They could also complete the activity on page 25 entitled ‘Designing the cover of a book about
the Indus Valley Civilisation’ for homework.

30
Answers to assessments
1. The correct answers are:
i. False
ii. True
iii. True
iv. False
v. False
2. Masson’s characterisation of the ruins he encountered in 1836 CE as a castle turned out to be wrong.
Subsequent archaeological investigations and careful analysis provided a different perspective since
the structures were found to be part of an intricate urban settlement, not defensive fortifications. The
architectural elements, layout, and overall function of the ruins pointed towards a sophisticated urban
Civilisation rather than a castle.
3. The cities in the Indus Valley exhibited signs of careful city planning seen in how they had well-organised
street grids, advanced drainage systems, and uniform brick sizes. There was also evidence of there being
a centralised authority, seen in the presence of citadels and standardised city layouts which suggests that
there was a kind of government that exercised intentional urban planning in the Indus Valley Civilisation.
4. The artefacts and burial sites in the Indus Valley suggest that the people of the time had a complex
and rather structured lifestyle. The presence of well-crafted pottery, seals, jewellery, and tools implies
that skilled craftsmanship and trade were practised. Elaborate burials and the inclusion of personal
belongings at those sites indicate a belief in an afterlife and the presence of social hierarchies (people
from different social statuses were buried in different ways).
5. This is a research-based task. Encourage students to use reputable online and print sources to answer this
question. They can also draw help from their personal observations and experiences.
6. Students will answer this based on their understanding and opinion. Encourage them to give solid
reasons for their answers.
7. The Great Bath of the Indus Valley Civilisation was a large, well-built public structure found at the
archaeological site of Mohenjo-daro. It was a rectangular pool with steps on all sides, made of bricks and
sealed with a waterproof material. Its main purpose is believed to have been for ritualistic bathing and
purification practices.
8. Students will answer this question based on their knowledge and understanding.
9. Students will answer this question based on their knowledge and opinion.
10. Students will answer this question based on their knowledge and understanding.

Answers to skills book

Pages 19–20 ‘Trade in the Indus Valley Civilisation’

A 1. Check that students have marked the correct regions.

2. Check that students have correctly identified the countries using the Oxford School Atlas for
Pakistan and drawn lines using their knowledge from information given in the unit.

Pages 21–22 ‘Claims about Indus Valley Civilisation’

31
A 1 a) The excavations in Mohenjo-Daro revealed houses made of bricks.
b) The seals found with pictures of animals were probably used for trading goods.
c) No coins or money were found there.
d) Many animal footprints found in mud, toy animals, remains of animal bones, and the pictures
of animals on seals were found.
e) Many artefacts including the great stone statue with an ornate headband, dice, games, toy carts,
jewellery, and other items were found during the excavations.

Pages 23–24 ‘How did the Indus Valley Civilisation end?’

A 1. Answers will vary.

Page 25 ‘Designing the cover of a book about Indus Valley Civilisation’

A 1. Students should use ideas from the photographs and illustrations given in the chapter.
A 1. Answers will vary.

32
 04
Lesson Plan 1
Ancient Civilisations: Ancient China

Reference pages 30–32

Topics Resources
• How is Chinese history organised? • a compass
• What is the archaeological evidence for the Shang Dynasty of ancient China? • a kite
• Who founded the Shang Dynasty? • a porcelain vase
• What were the achievements and advancements of the Shang Dynasty? • a garment/ piece of
Prior knowledge / Introduction silk fabric

• The Yellow River winds through what is now northern China, passing rich
deposits of fine grained, yellow-brown soil blown by powerful winds from
Central Asia since prehistoric times. In places, this very fertile soil had built
up over thousands of millennia, a depth of over 300 feet and the Yellow River
takes its name from the colour of the soil that is washed into it. The rich soil
and abundant supplies of water made parts of northern China suitable for
intensive grain cultivation and dense settlement. In addition, the region was
girded by mountains to the west and south, but open to trade and migratory
movements of people from the grasslands of the north-west. By 4000 BCE,
sedentary agriculture (farming on one site) supplemented hunting and fishing,
and during the period of the Longshan culture (2000–1500 BCE) the cultivation
of grain, particularly millet, became a central economic activity.
• Extensive farming along the Yellow River made possible the building of large,
permanent villages surrounded by walls of stamped earth. Elaborate irrigation
systems were vital to the expanding agrarian base of society; however, both
settlements and agriculture could fall victim to unpredictable spring floods
which turned the Yellow River into a raging torrent, capable of flooding large
portions of surrounding plains. Controlling the river by building and
maintaining great earth dykes became a pre-occupation of the peasant class
(subsistence farmers) and their rulers. These concerns may have prompted a
high level of community and intervillage cooperation.

33
• Ancient Chinese Civilisation can be traced back to its origins in the Yellow
River region. By about 1500 BCE, the Shang tribe had conquered neighbouring
kingdoms. Distinctive features of Shang culture included styles of cooking
vessels and cuisine, reliance on cracked animal bones for divination,
domestication of the silkworm, use of silk fabrics for clothing, and practice of
ancestor worship. Writing became key to the development of Chinese identity
and the spread of Civilisation. Increasingly standardised and sophisticated
written characters helped to bond growing numbers of people in the Yellow
River region, otherwise divided by a huge variety of different languages.
Starting discussion points 5-10 min
At the start of the lesson, it is a good idea to ask some preliminary questions to
give direction and structure to the students’ thinking and subsequent analyses.
Ask them to keep these questions in mind while focusing on these topics in class.
• What do you already know about ancient China? Can you name any of the
dynasties that existed in ancient China?
• Have you come across the Shang Dynasty before? If yes, what information have
you heard or learned about it? If no, what ideas or images come to mind when
you think about the Shang Dynasty?
• Can you identify the location and time period of the Shang Dynasty on a map?
Where and when did it exist?
• What were oracle bones, and what purposes did they serve during the time of
the Shang Dynasty?
• What do you think are some of the long-lasting legacies or influences of the
Shang Dynasty on the history and culture of China?

Steps for using the Student’s Book 25 min

1. For the first lesson on ancient China, you should bring the objects (or their
photographs) listed above. Show these to the students and explain that these
objects were invented by the ancient Chinese. Students should read the first
topic on page 30 about how ancient Chinese history is organised. Ask pairs to
list some common minor ailments that affect people in Pakistan today. List the
students’ suggestions. Lead a discussion about how people might treat these
ailments and why these treatments might differ. For example, in a city, would
people buy a drug to treat the ailment? Could everybody afford to see a doctor?
What might happen in a village far away in the remote countryside? Do students
know of any traditional remedies that families still use to treat common
ailments, like a cold?

34
2. Ask students to read the text headed ‘What is the archaeological evidence for
the Shang Dynasty of ancient China?’ on pages 30–31.
3. Lead a discussion about what the sale of ‘dragon bones’ might tell us about
Chinese traditional medicine and how that might differ from medicine in
Pakistan today. (Chinese traditional medicine still makes use of a wide variety
of natural products, including parts of rare animals that are supposed to be
legally protected.) Lead a discussion about what the use of oracle bones might
tell us about the beliefs of Chinese people under the rule of the Shang Dynasty.
4. Divide the class into two groups and ask them to discuss the following
dilemmas.
Dilemma 1: A large foreign army has invaded the territory of the Shang
kingdom. Should the Shang ruler fight, risking defeat because his army is
smaller, or should he try and make peace with his enemy?
Points to discuss: Ask one group to consider and list the consequences for the
Shang kingdom, if an oracle bone urged the ruler to fight. Ask the other group
to consider and list the consequences for the Shang kingdom, if an oracle bone
urged the ruler to come to terms with his enemy. Ask each group to give their
reasons, and then present the next dilemma.
Dilemma 2: The heir to the Shang kingdom is gravely ill. Will he live or die?
Points to discuss: Ask one group to consider the consequences for the Shang
kingdom, if an oracle bone declared that the heir to the Shang kingdom would
live. Then ask the other group to consider and list the consequences for the
Shang kingdom, if the oracle bone declared that the heir to the Shang kingdom
was going to die. Lead a discussion, taking suggestions from both groups.
5. Discuss the advantages and disadvantages for the Shang kingdom of using
oracle bones.
6. Students should read the text headed ‘Who founded the Shang Dynasty?’ on
page 31. They should look at the map of China on page 32, showing the contrast
between the shaded area dominated by the Shang Dynasty and China’s current
borders. Lead a discussion about what proportion of modern China is made
up by the area of the Shang Dynasty.

35
7. Students should read the text and study the photographs on pages 31–32. Ask
them to make notes from the text for the following questions:
• What did the Shang people eat?
• How did the rulers of the Shang Dynasty defend their kingdom?
• What were some of the beliefs of the Shang people?
• What objects did the Shang people design?
• How did the Shang people communicate with the gods?
• How was the Shang society organised?
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that ancient Chinese history was divided into three different time
periods.
✓ I learned that there is substantial archaeological evidence to prove that the
Shang Dynasty was more than a legend.
✓ I learned that the people of the Shang Dynasty relied on oracle bones to find
out about future events.
✓ I learned that the Shang Dynasty was founded between 1500–1000 BCE.
✓ I learned that the Shang Dynasty made advancements in military skills,
craftsmanship, writing, and counting.

Homework
Students could complete Questions 2–4 as homework. Encourage them to use online and print resources
to augment their answers with relevant text.

36
Lesson Plan 2
Reference pages 33–37
Topics Resources
• How did the Zhou emperors rule China? • notebooks and
• Famous philosophers during the Zhou Dynasty writing tools for
• What were the achievements and advancements of the Zhou Dynasty? notes
• What kind of ruler was the Qin emperor?
• What did the Han Dynasty achieve?
Prior knowledge / Introduction
• The Zhou Dynasty (which overthrew the Shang Dynasty) established the
important political idea that Chinese rulers only governed with the mandate
of heaven. Political power did not ultimately derive from either the strength of
a king nor the will of the people, but from the approval of the gods. The
instability of the later Zhou period gave birth to significant philosophical and
religious ideas that still influence Chinese thought (Confucianism, Legalism,
and Daoism).
• Confucianism is an ancient philosophy and ethical system that originated in
China. It was founded by Confucius, also known as Kongzi, during the 5th
century BCE. Confucianism focuses on moral values, social harmony, and the
importance of maintaining proper relationships. Key principles include respect
for authority, filial piety (respect for parents and ancestors), and the pursuit of
knowledge and self-improvement. Confucianism greatly influenced Chinese
society, government, education, and family life. Its teachings emphasised the
importance of virtue, moral conduct, and social order as the foundation of a
well-functioning society.
• Daoism, also known as Taoism, is another ancient Chinese philosophy and
religion that emerged around the same time as Confucianism. It was developed
by Laozi during the 4th century BCE. Daoism emphasises living in harmony
with the Dao, which can be translated as “the Way” or “the Path.” Daoists believe
in embracing simplicity, spontaneity, and the natural rhythms of life. They seek
to align themselves with the flow of nature and value the balance of opposing
forces, known as yin and yang. Daoism has had an impact on Chinese culture,
art, medicine, and ideas of governance. Its teachings emphasise the pursuit of
inner peace, longevity, and living in accordance with the Dao
• Legalism was a philosophical and political system that emerged during the
Warring States period in ancient China, around the 5th century BCE. Legalists
believed that strict laws and harsh punishments were necessary to maintain
social order and obedience. They emphasised the power of the state over
individual rights and discouraged personal freedoms. Legalism aimed to create
a strong and centralised government by enforcing strict laws and regulations.

37
 While Legalism was influential during the Qin Dynasty, its ideas were later
rejected in favour of other philosophies, such as Confucianism, which placed
greater emphasis on benevolence, moral character, and education.
• These three belief systems, Confucianism, Daoism, and Legalism, had a
significant impact on Chinese history, culture, and governance. They influenced
social values, moral conduct, and the ways in which rulers governed their
people.
• When the Qin emperor succeeded in uniting China for the first time in 221
BCE, it was the philosophy of Legalism to which he turned to justify his
despotism.
• The succeeding Han Dynasty, which ushered in China’s classical golden age,
fell back on the ideas of Confucius. It promoted government by a gentry-scholar
class, guided by ideas of mutual respect, humane treatment of people, and
learning. Despite periods of later instability, foreign conquest, and changes of
dynasty, Confucianism remained the dominant ideology of Chinese government
until the early twentieth century.
Starting discussion points 5-10 min
• It is great to begin the lesson with a quick recap of what students have learnt
about the Shang Dynasty. Talk about how the dynasty ended and what were
things like in ancient China during the time.
• Have you heard of any ancient Chinese philosophies or belief systems? If yes,
which ones? If no, what do you think ancient Chinese people believed in?
• How do you think religion or philosophical ideas can shape a society or its
government?
• What do you think is the importance of rules and laws in a society? How do
you think they are enforced?
• What does the term “social order” mean to you? Why do you think it is
important for a society to have social order?
• Can you think of any examples of values or moral principles that you think are
important for individuals to follow in a society? Why do you think they are
important?
• How do you think the beliefs or values of a ruler can influence the way they
govern a country?
• Can you think of any examples in your own life or in history where different
philosophies or belief systems led to conflicts or disagreements among people?
• What do you think might have happened during a period of transition from
one dynasty to another in ancient China? How do you think the new rulers
might have justified their authority?

38
Steps for using the Student’s Book 25 min
1. Students should read about the ‘How did the Zhou emperors rule China?’ on
page 33. Elicit whether the concept of the mandate of heaven is justifiable.
Remind the students that the ancient Chinese had a strong belief in their gods.
The Zhou and the later emperors used this justification to seise power from
the reigning kings. Elicit how dividing the land of their empire amongst their
relatives might have helped them to maintain power.
2. Students should read ‘The birth of famous philosophers during the Zhou
Dynasty’ on pages 33–34. Explain that the word philosophy means a way of
thinking. Explain that the politics and society of ancient China were shaped
by the philosophies of Confucianism, Daoism, and Legalism. Ask students to
jot down five or six ways in which they think human beings should behave,
e.g., all people should be treated with respect, children should obey their
parents, etc. Give a limited amount of time for students to compare their list
of values with those of another student. Lead a class discussion and, if possible,
compile a list of values from the entire class on the board. Lead further
discussion, inviting students to suggest where these values might have come
from, e.g., families, religious teaching, schooletc.
3. Ask a pair or a group of students to think of a behavior, e.g., almsgiving, that
would show that charity is an important value for a family or a society. Lead a
discussion, taking more examples of behaviors from other pairs/groups, e.g.,
kindness, following rules, taking care of the old and sick, etc. This activity
should establish a link between a certain value, or an idea and the way people
respond to it.
4. Students should read about the Silk Road on page 37 and look at the map.
Inform the students that the ancient Silk Road is used even today for trade and
travel purposes.
5. Students should complete Questions 1, 5, and 8 as classwork
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this,summarising the
lesson, for example:
✓ I learned that the Zhou King was the first to introduce the concept of the mandate of heaven.
✓ I learned that three different schools of philosophy arose during the Zhou Dynasty
✓ I learned that kites and compasses were invented during the Zhou Dynasty.
✓ I learned that the Chinese advanced in their craftsmanship and invented glass.
✓ I learned that the Qin emperor was cruel, but it was during his rule that the Great Wall of China was
created.

39
 Homework
• Ask the students to find relevant material about the achievements of the Han Dynasty. Elicit why this
period is known as the golden age. Was it because everyone was wealthy? Was it because it was a just
and fair society? Students should make a note of the systems put into practice during the Han rule.
Explain that special attention was paid to the educational system of that time.
• Encourage students to do research on the importance of education and how it might have shaped
Chinese society after the rule of the Qin emperor, who had scholars burnt alive. Ask them to write about
their findings in their notebooks.
• Students could complete Questions 6, 7, and 9 as homework. Encourage them to use online and print
resources to augment their answers with relevant text.
• Ask students to complete the activity from the task entitled ‘Achievements of the ancient Chinese
dynasties’ of their Skills book. Once they have completed this activity, the teacher could lead a discussion
about which features of Han life students have selected as achievements.

Answers to assessments
1. Answers to the fill-in-the-blank questions.
i. 700 years; 15 years
ii. Oracle bones
iii. Daoism/Taoism
iv. Ideographic
v. China; the Mediterranean; thousands/more than 6000
2. During the Shang Dynasty, people in ancient China used oracle bones as a way to communicate with the
spiritual realm and predict the future. They believed that cracks formed on heated animal bones held
mystical power and could provide insights into upcoming events. Diviners or shamans would inscribe
questions or requests on the bones, seeking guidance on matters like governance, warfare, and personal
concerns. The interpretations of the cracks were highly valued within the cultural beliefs of the Shang
Dynasty, influencing important decisions. While the accuracy of oracle bones may be questioned today,
they played a significant role in religious and political life, serving as a means to connect with the spiritual
world and shape the course of action during that time period.
3. The oracle bones and other archaeological evidence provide valuable insights into the beliefs of the
people ruled by the Shang Dynasty. These artifacts reveal that the Shang people had a strong belief
in the spiritual realm and sought guidance from ancestral spirits and deities. The inscriptions on the
oracle bones indicate their belief in divination and their desire to understand the will of the gods. The
practice of ancestor worship, as evidenced by the oracle bones and sacrificial rituals, suggests that they
believed in the ongoing connection and influence of deceased ancestors on their daily lives. Moreover,
the presence of elaborate tombs, jade artifacts, and bronze ritual vessels suggests a belief in an afterlife
and the importance of wealth and status in the world beyond.
4. Good answers will include a comprehensive analysis of why students chose their answer. The following
are the main achievements of the Shang dynasty.
• Construction of impressive cities like Yin (Anyang) with palaces and temples.
• Advancements in bronze craftsmanship, producing intricate vessels and weapons.

40
 • Development of early Chinese writing system on oracle bones.
• Utilisation of advanced farming techniques, including irrigation systems and animal-drawn plows.
• Introduction of horse-drawn chariots and advancements in bronze weapons.
• Well-defined social structure and centralised government with the king as the central authority.
• Production of fine jade and ivory objects, pottery, and elaborate rituals associated with their belief
system.
5. a. According to the Zhou king, the Shang Dynasty lost the ‘mandate of heaven’ due to their moral
decay and failure to govern with righteousness. The Zhou king criticised the Shang rulers for their
corruption, oppressive rule, and disregard for the well-being of the people. He argued that the
Shang’s indulgence in extravagance, immorality, and cruelty led to their downfall. The Zhou king
also claimed that their successful military campaign against the Shang was a sign that the gods had
withdrawn their favor from the Shang and transferred it to the Zhou. By asserting the loss of the
‘mandate of heaven,’ the Zhou king aimed to legitimise his own rule and present it as a righteous and
divinely ordained successor to the Shang Dynasty.
b. Encourage the students to think about their answers. Ask them to evaluate the impact of what they
have learnt abut the mandate of heaven. The idea of the ‘mandate of heaven’ is crucial in Chinese
history as it provided a framework for legitimising/authenticating political power and explaining
the rise and fall of dynasties. According to this belief, rulers received their authority from divine
forces, but their legitimacy depended upon governing with virtue and for the benefit of the people.
If a ruler became corrupt or oppressive, they were believed to lose the ‘mandate of heaven,’ leading
to their downfall and the ascent of a new dynasty. The idea of the mandate of heaven also shaped
Chinese political philosophy, influenced the conduct of rulers, and provided a basis for evaluating
their legitimacy. It also served as a unifying force and a potential reason justifying rebellion against
unjust rule.
6. Good answers will include a comprehensive analysis of why students chose their answer. The following
are the main achievements of the Zhou dynasty.
• Establishment of a decentralised feudal system of governance.
• Advancements in iron technology, leading to widespread use of iron tools and weapons.
• Formalisation of the concept of the “mandate of heaven” as a principle of divine authority for rulers.
• Emergence of influential philosophical schools such as Confucianism, Daoism, and Legalism.
• Development of written records, historical texts, and a flourishing intellectual culture.
• Introduction of new crops and improved irrigation techniques for increased agricultural productivity.
• Successful integration and synthesis of diverse regional cultures and traditions.
• Flourishing of artistic expression and construction of grand palaces, temples, and intricate bronze
vessels.
7. Students will write this based on their personal opinions and preferences. Encourage them to think
critically about the different philosophical systems and critically evaluate their impact.
8. The Silk Road is significant in history as it played an important role in connecting different Civilisations
and facilitating the exchange of goods, ideas, and cultures. It was a vast trade network that linked the
East and the West, allowing the trade of valuable commodities like silk, spices, and precious metals.
The Silk Road not only stimulated economic growth and prosperity but also served as a channel for
the exchange of knowledge, religions, and philosophies. It spread Buddhism and other intellectual and
artistic influences, contributing to the cultural and religious landscape of various regions. Additionally,

41
 the Silk Road fostered advancements in science, technology, and medicine, as innovations were shared
along its route. Overall, the Silk Road symbolises the interconnectedness of Civilisations, cultural
diffusion, and the shaping of human history through trade, intellectual exchange, and the integration of
diverse societies.
9. Students will answer based on their opinions. Good answers will have a strong analysis and will critically
weigh the impact of each of the dynasties on modern China.
Good answers would include: trade, Silk Road, spices, territorial expansion, borders, largest size, diverse
regions, culture, language, literature, art, religion, philosophy, inventions, technology, compass, paper
money, gunpowder, porcelain, noodles.

Answers to Skills Book

Pg. 23-27, “Achievements of the great Chinese dynasties”

A 1.
Shang dynasty:
1. Military strength; number and equipment
2. Craftsmanship; use of jade and silk for various purposes
3. Writing; 2000 symbols
4. Counting; use of decimals, yearly calendar and money
2.
i. Students can draw tables/charts/figures to present their understanding of the main achievement
of the Shang dynasty
ii. They can attach comments and captions to list their reasons
B 1.
Zhou dynasty:
1. Geographical inventions; kites, compasses, maps
2. Discovery of the force of magnetism
3. Craftsmanship; casting bronze, initiated the use of iron and glass in China
4. Ancient Chinese writing system; Chinese characters
2.
i. Students can draw tables/charts/figures to present their understanding of the main achievement
of the Zhou dynasty
ii. They can attach comments and captions to list their reasons
C 1.
Han dynasty:
1. Known as the Golden Age
2. Inventions: papermaking, ship rudders, scientific instruments
3. Spread of education
4. Opening of the Silk Road; opened trade routes to the West, spread of Buddhism
5. Trade and commerce via the Silk Road; spices, tea, livestock etc. traded

42
 2.
i. Students can draw tables/charts/figures to present their understanding of the main achievement
of the Han dynasty
ii. They can attach comments and captions to list their reasons
D 1.
i. Students can reflect on how the Chinese writing systems, inventions, religious principles and
trade developed over time.
ii. They can discuss why they were important and how they helped the Chinese society improve the
standard of living and tap into scientific and industrial domains.
iii. How these developments shaped the modern Chinese society can also be discussed.
2.
i. Students will use their understanding of the course material and their answers to the above
questions to build a thorough argument of how dynasty x surpasses dynasty y in terms of
achievements and advances.
ii. They will employ analytical skills to draw comparisons between the two to conclude which
dynasty was the most influential in shaping ancient Chinese civilization.

Pg. 28, MCQs; E1

1) b
2) b
3) b
4) b
5) a

43
 05
Lesson Plan 1
The Persian Empire

Reference pages 41–43

Topics Resources
• Who were the Persians? • Students’ favourite
• The Persian Civilisation toys of their
• How can we describe the Oxus chariot? childhood or
• The Royal Road photographs of
Prior knowledge / Introduction their favourite toys
• Oxford School
• The Persian Empire was one of the most sophisticated Civilisations of the Atlas for Pakistan.
ancient world. It built on the achievements of earlier empires that had
established their hegemony over the Middle East and the Fertile Crescent,
particularly the Babylonians. Like its predecessors, the Persian Empire exploited
well-made road systems that made it easy to move troops rapidly between cities
as well as utilising chariots to quell revolts. The Persian rulers developed
sophisticated administrative systems and at its most effective the Persian
Empire maintained a highly efficient intelligence system that was able to keep
the central government well-informed about events in its far-flung provinces
as well as kept its many officials in check. What made the Persian Empire
unique from its predecessors was its policy towards its subjects.

Starting discussion points 5-10min

• What do you already know about the Persian Empire and its historical
significance?
• Can you think of any achievements or characteristics that are commonly
associated with the Persian Empire?
Steps using the Student’s Book 25 min
1. For this lesson, students should be asked to bring their favourite toys from
their childhood. If they do not have those toys anymore, they could be asked
to bring in photographs of their toys (if any), or they could simply talk about
their favourite childhood toys in class. Ask students to explain how they played
with their toys, what they felt about it then, and how they feel

44
 about it now. Lead class discussion, writing up examples of the types of toys
which students suggest on the board. Ask pairs to discuss how they might have
felt when the toy was lost. Ask which of the following reasons students might
relate to regarding the loss of their toy:
• I loved the toy most, out of all the toys, I owned.
• It was my first toy.
• The toy was a present from someone I love.
• The toy was expensive.
Take a class vote on what they think is the most and least important reason for
feeling the loss of the toy i.e., are the emotions felt about the toy more important
to students than its actual value. Refer to page 41 and ask students to look at
the photograph of the Oxus chariot model. Ask pairs to discuss how a child
given this object as a toy might have felt if it was lost. Lead class discussion,
taking suggestions for how this child might have felt the loss.
2. After listening to their suggestions, ask them to read the text under the headings
‘Who were the Persians?’ and ‘How can we describe the Oxus Chariot?’. They
could sketch the Oxus chariot in their notebooks and use the text in the
Student’s Book to annotate details about the model, e.g., four pony-sized horses
drew the chariot; the wheels were made of bronze, etc. Ask students to highlight
statements from the boxes that they think are true about the model in one
colour and statements that might be true in another colour. Lead class
discussion, taking suggestions about how different students have highlighted
different statements and why there might be differences. This activity will teach
them how to draw inferences from available historical evidence.
3. Ask students to read the text and ‘It’s a fact!’ on page 42. Explain that just like
they learnt how to draw inferences from historical evidence e.g., the chariot in
the previous lesson, similarly, archaeologists have worked for many years to
figure out the mysteries of the Persian Empire e.g., who might have used this
chariot, what its purpose was, and how it was constructed, etc. Students could
add additional notes to their annotated diagram boxes about the chariot using
details from the text they read in this lesson. Lead class discussion on how
students choose to highlight what they have written as either definitely true or
might be true.
4. Ask students to read the text and study the map on page 42–43. and refer to
their Oxford School Atlas for Pakistan to find out the present-day territories
from where the Royal Road once passed through. Explain that Herodotus was
a Greek Historian, born under the Persian rule. He travelled extensively to far
off places and wrote about his experiences. He is known as the ‘father of history’
and historians have relied on his work to learn about ancient history.

45
 The very first list of the seven wonders of the ancient world were compiled by
Herodotus and few other historians.
5. Read about the Persian government on page 43.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that the Persian Empire was one of the greatest ancient empires of the world.
✓ I learned that the Oxus Chariot model was used as important historical evidence to learn about the
Persian Empire.
✓ I learned that the historians studied the Oxus chariot to unravel the history of the Persian Empire.
✓ I learned that the Persians had developed a fast and efficient transport and communication network
connected through the Royal Road.
✓ I learned that the Persian government seemed to be tolerant of all religions and had maintained law
and order.
Homework
1. Complete Questions 2–3.

46
Lesson Plan 2
Reference pages 43–48
Topics Resources
• How did Cyrus the Great want to be seen by the people he ruled? • Skills book topic
• What was Cyrus really like? ‘The rule of Darius
• What did Darius I claim about himself? I’
• Was Darius I actually like what he claimed? • Skills book topic
• What factors enabled the Persian Empire to succeed? ‘The rule of later
• Was Xerxes a different kind of king from Cyrus the Great and Darius I? Persian emperors’
• Why did the Persian Empire fall so easily to Alexander the Great?
Prior knowledge / Introduction
• The founder of the Persian empire, Cyrus the Great, is partly remembered as
the ‘father of human rights’. While this is probably going too far, Cyrus certainly
reversed the policy of the preceding Babylonian Empire by introducing
religious toleration, also a policy of the Mauryan Empire under Ashoka.
Subjects were allowed to practice their own religion and exiled elites, previously
kept captive in Babylon, were allowed to return to their homelands with a high
degree of autonomy. The principles of religious toleration and limited self-
determination for the people helped to shape the way these ideas have
developed in more recent times. Another surprising feature of the Persian
Empire was the speed at which it was conquered in the 330 BCE by the military
adventurer, Alexander of Macedon. Alexander’s sudden success can be ascribed
not only to his military genius but also the failure of the successive Persian
rulers to maintain the high standards of governance which were characteristic
of the Persian Empire at its height..
Starting discussion points 5-10 min
• What are your thoughts on the importance of governance and efficient
administrative systems in the success of an empire?
• Are you familiar with the conquest of the Persian Empire by Alexander the
Great? What do you think might have contributed to the empire’s vulnerability?
• How do you think the Persian Empire’s policies and cultural influence might
have impacted the regions it governed

47
Steps using the Student’s Book 25 min
1. Ask students to imagine how they would like to dress or pose for a formal
photograph. Discuss the background they would choose to make a good
impression on others, e.g., a tidy living area; posing with their prized possessions
like a cricket bat or books, etc. Lead the class discussion and take suggestions
from the students. Ask pairs to discuss what kind of photograph might be taken
to give an opposite impression e.g., an untidy bedroom, untidy hair, etc. Lead
discussion, taking examples from pairs. Next ask pairs to discuss what kinds
of action a ruler might wish to be remembered for which might make them
look good. Lead class discussion, taking suggestions from pairs. They might
suggest that a ruler should work for the welfare of the people, set up schools,
hospitals, develop roads, railways, etc. Students should read page 43 and study
the image of the clay cylinder which is displayed in the British Museum. They
should note that what is known about Cyrus is mostly through primary
evidence, e.g., the clay cylinder, the inscription on his tomb, and secondary
evidence e.g., written accounts of other historians. Students should read the
text on page 43 and study the photograph of his tomb, which is now in ruins.
2. Students will then read about Darius I. They should make notes about him and
the way he ruled from the text on pages 44–45. They should be able to compare
that a lot more is known about Darius I, unlike Cyrus. Elicit responses to why
this might be so. They might suggest that this is because there is more historical
evidence about how Darius I ruled his people. Refer students to page 45 which
shows good government of the Persian Empire as a wheel diagram.
3. Students should first refer to their notes made on Darius I before reading the
text for this lesson. Tell them that later Persian emperors were not as lenient
towards their subjects as Darius I and Cyrus the Great. Students should read
and look at the illustrations on pages 47–48. They should read and study the
illustration of the downward spiral on page 48. Elicit responses on why the
Persian Empire declined.
Homework
1. They should complete Questions 4–8 as homework.
2. Encourage students to explore further and think about the following questions. Encourage them to
write about the following topics in their notebooks. Encourage them to use online and print resources
to augment their knowledge and understanding of the Persian Empire.
• Are there any similarities or differences between the Persian Empire and other ancient empires or
Civilisations?
• Do you believe that the legacy of the Persian Empire can still be seen in modern-day Iran and the
Middle East region? Why or why not?
• What questions or topics would you like to explore further regarding the Persian Empire and its
impact on history?

48
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that according to the available historical evidence, Cyrus the Great promoted religious tolerance
and treated his subjects like his children.
✓ I learned that there is not enough evidence to find out whether some claims made by Cyrus were true
or not.
✓ I learned that Darius I was a powerful king and he introduced common standards, checks, and balances.
✓ I learned that Darius I distanced himself from his subjects; however, he had a lenient religious policy
and he developed his empire’s economy.
✓ I learned that Darius I was at war most of his life.
✓ I learned that when Xerxes confiscated and melted down the statue of a Babylonian god, an outrage
broke against him.
✓ I learned that Xerxes waged a war against Greece and burned down the city of Athens; however, his
navy was defeated and forced out of Greece.
✓ I learned that the rule of the later Persian rulers weakened and eventually, the Persian Empire was
conquered by Alexander the Great.

Answers to Assessments
1. Answers to the multiple choice questions are:
i. b. Iran
ii. a. Standardised weights and measurements
iii. c. Alexander the Great
iv. c. Four main provinces
v. c. Immortals
2. The presence of the Oxus chariot model itself indicates that the individual who owned it was most
probably wealthy. The intricate and detailed design of the chariot, along with the use of expensive
materials like bronze, suggests that it was a luxury item. Moreover, chariots in ancient times were
associated with wealth and social status since they were costly to produce and maintain. Additionally,
the fact that the model was found in a burial site implies that it held significant value and was reserved
for individuals of high standing.
3. Herodotus, the Greek writer, was greatly impressed by the Persian messenger service for several
reasons. He marveled at the speed and efficiency of the system, as messages could be swiftly delivered
across vast distances within the Persian Empire. The well-organised relay stations and the use of
fresh horses or camels at each station ensured the rapid transportation of messages. Herodotus also
admired the reliability and security of the messenger service. The messengers were highly trained and
entrusted with important information, and any interference with their duties was strictly prohibited.
Additionally, Herodotus was fascinated by the meticulous organisation and coordination within the
messenger service, which reflected the administrative prowess and centralised control of the Persian
Empire. Thus, the Persian messenger service left a lasting impression on Herodotus for its speed,

49
 reliability, and remarkable organisation, showcasing the advanced communication capabilities of the
ancient world.
4. Cyrus the Great desired to create a favorable perception of himself among the people. He wanted to
be regarded as a just and benevolent ruler, striving to win the loyalty and admiration of his subjects.
Cyrus aimed to cultivate an image of a liberator and peacemaker, highlighting his policy of religious
tolerance and the granting of autonomy to different regions within his empire. His objective was to
be seen as a leader who prioritised the well-being and prosperity of his people. Furthermore, Cyrus
sought to be remembered as a conqueror who respected local customs and traditions, allowing
conquered Civilisations to preserve their languages, cultures, and religious practices. Overall, Cyrus
the Great aspired to be viewed as a wise, fair, and compassionate ruler who promoted unity and
stability throughout his vast empire.
5. Students’ answers will vary. Good answers will have thoughtful, critical analyses that consider the
rule of Darius from the evaluating lens of a historian. Key words/phrases present in strong answers
would include: Darius I, claims, achievements, stability, prosperity, justice, expansion, centralised
administration, standardised weights and measures, taxation system, construction projects, roads,
canals, palaces, religious tolerance, cultural diversity, inclusiveness, social harmony, rebellion, military
force, satraps, critical evaluation.
6. Xerxes ruled differently from Darius I and Cyrus the Great in several aspects. Unlike his predecessors,
Xerxes adopted a more centralised approach to governance, exerting tighter control over the empire
and limiting local autonomy. He relied on appointed officials to govern regions, strengthening the
authority of the central government. Additionally, Xerxes pursued an aggressive foreign policy, leading
the ill-fated invasion of Greece, which marked a departure from the more successful military strategies
of Darius I and Cyrus the Great. Moreover, Xerxes faced internal challenges and rebellions, responding
with a more forceful and assertive approach to maintain control. These differences in ruling style and
policies set Xerxes apart from his predecessors, shaping his distinct legacy as a Persian ruler.
7. Darius I was a capable ruler who governed the Persian Empire with a centralised administration,
efficient governance, and stability. He implemented systems of satraps and focused on infrastructure
development. In contrast, his weak successors lacked leadership skills, struggled with rebellions, and
failed to effectively manage the empire. They neglected inclusive policies, leading to discontent and
further instability. The decline in leadership resulted in a loss of control, weakened military forces, and
eventual conquest by Alexander the Great. Overall, Darius I’s competent rule stood in stark contrast to
the shortcomings of his weak successors, contributing to the decline of the Persian Empire.
8. Alexander the Great believed he had a chance of conquering the vast Persian Empire for several
reasons. Firstly, he had proven himself as a skilled military strategist through previous victories in
battles. His confidence and leadership abilities inspired loyalty among his troops, creating a formidable
army. Secondly, the Persian Empire was experiencing internal divisions and weak leadership, which
created an opportunity for Alexander to exploit. Additionally, his innovative military tactics and
adaptability gave him an advantage in warfare. Lastly, Alexander’s ambition and desire for conquest
fueled his belief in his own capabilities. Overall, his military skill, confidence, internal divisions within
the Persian Empire, and innovative tactics contributed to his belief that he could successfully take over
the Persian Empire.

50
Answers to Skills book
Pg. 30, “The rule of Darius 1”

A 1.
Refer to page 45 of the textbook.
2.
i. Students will use their understanding and judgement to label the spokes in order of importance.
ii. They can draw comparisons between different features to decide which of these were the most
pivotal for good governance during ancient times.

Pg. 31, “The rule of later Persian emperors”

A 1.
Refer to page 48 of the textbook.

Pg. 32, “The importance of the Cyrus cylinder”

A 1.
i. Students can use their understanding of the topic from the textbook to discuss what the Cyrus
cylinder says about Cyrus’ reign in Persia, how it differed from the conquered Babylonian empire,
and the values he wished to invoke in his citizens.
ii. They can discuss how these developments reflect on the Persian civilization in terms of aspects
such as a sovereign’s relationship with his subjects, practices of religion, and justice and empathy.
2.
Students will include examples based on their research of the Cuneiform script.
3.
i. Students will base their answers on their research and understanding of the Cuneiform script.
ii. The arguments should be backed by trustable online sources and should contain scenario-based
examples to holistically measure the feasibility of using this script in the contemporary world.

51
 06
Lesson Plan 1
The Ancient Greek Empire

Reference pages 51–54

Topics Resources
• The formation of the Greek Empire • Materials to
• Daily life and customs of the Greeks design a poster
• What united the ancient Greeks? such as markers,
Prior knowledge / Introduction pencils, relevant
pictures
• Historians say that the ancient Greek Civilisation emerged from the Dark Ages
in the eighth century BCE. It stretches from the period following Mycenaean
civilisation, which ended about 1200 BCE, to the death of Alexander the Great,
in 323 BCE.
• It was consolidated under the leadership of Alexander the Great in the 4th
century BCE. Through his military campaigns, Alexander conquered the
Persian Empire and expanded Greek influence across vast territories, blending
Greek, Persian, Egyptian, and Indian cultures. His empire embodied a vision
of unity and cooperation among diverse peoples, promoting intermarriage and
the adoption of Greek customs. After Alexander’s death, the empire fragmented
into successor states known as the Hellenistic kingdoms.
• The ancient Greeks had a big impact on Western Civilisation through their
empire, daily life, and shared culture. Alexander the Great led the Greek Empire,
which spread Greek language, art, and ideas to many places. Greeks valued
things like learning, democracy, and the arts in their everyday lives. They had
schools where they taught subjects like math and philosophy. They also loved
sports and had famous events like the Olympics. Even though they had different
city-states, the Greeks were connected by their language, which helped them
communicate and share their culture. They also had common gods and
celebrated religious festivals together, which made them feel united.
• The Greek Olympic Games inspired the modern Olympic movement, and forms
of ancient Greek art and architecture, together with powerful scientific and
mathematical ideas, influenced the lands settled or conquered by the Greeks
(which also include part of modern Pakistan).

52
Starting discussion points 5-10 min
• What do you know about ancient Greek Civilisation? What comes to mind
when you think of ancient Greece? Why do you think ancient Greek Civilisation
is considered important or influential in history?
• Have you heard of any Greek myths or gods? Which ones are familiar to you?
Do you think ancient Greek culture and beliefs influenced their artwork and
literature?
• Can you name any famous ancient Greek artists? What do you know about
their contributions or achievements?
• What do you think life was like in ancient Greece? How do you imagine their
society and daily activities?
Steps for using the Student’s Book 25 min
1. Ask the students to look at page 51 of the Student’s Book. Talk about the
illustration of the ship on the page and highlight the word ‘sea-based’, used to
describe the Greek Empire, given in the text on the same page. Ask the students
what this would mean.
2. Next talk about the details of the daily life and customs of the ancient Greeks,
as given on page 51.
3. Lead a discussion about how there are some aspects of a society that bring its
people together. Ask students to think about their society and evaluate what
things bring them together. Good answers would include sports (such as cricket
which is something many people are interested in), education, literature,
technology, etc. Ask the students to read pages 52–54.
4. Ask students to form pairs and then list things that they might have in common
with each other, e.g., gender, citizenship, interests, etc. List such categories for
display and take a vote for each in turn as to what percentage of the class have
that category in common. For example, it might be that all students share a
common age, but 70% might share an interest in cricket. Lead discussion about
how much the class has in common as a whole, e.g., 100%, 50%, etc., taking
comments from pairs.
5. Ask students to form groups and assign each group one aspect of Greek
contributions mentioned in the text (e.g., art, literature, science, etc.). Instruct
the groups to design a poster highlighting the importance and lasting impact
of their assigned aspect. Allocate time for group preparation and encourage
creativity.
Optional/Extended activity
If there is time, encourage the students to take part in hands-on activities such as:
• creating Greek-inspired artwork
• writing/performing a short play based on the daily life and customs of ancient
Greek society
• participating in a mini-Olympic-style competition.

53
Homework
• Encourage students to explore further about the daily life and customs of the people living in the ancient
Greek Empire. Their research should be centred around details regarding the following: Education,
democracy, arts and culture, city-states, sports, religion, mythology, philosophy, social structures, gender
roles, slavery, agriculture and farming, trade and commerce, festivals and celebrations, clothing and
fashion, food and cuisine, housing and architecture, family life and traditions, social classes, entertainment
and leisure activities, warfare and military customs, health and medicine.
• For an extended project, students can collaborate to create a more detailed and comprehensive
outline of what things were like for the people of the time. Encourage them to use relevant online
and print sources to augment their research, and to include pictures/illustrations where necessary.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I have learned about the formation of the ancient Greek Empire
✓ I have learned how to describe the main features of daily life and customs in ancient Greece
✓ I have learned about what things unified the ancient Greek Empire

54
Lesson Plan 2
Reference pages 54–55
Topics Resources
• What divided the ancient Greeks? • notebook and
writing tools for
Prior knowledge / Introduction
notes
• The ancient Greeks have continued to exert a powerful influence over the
modern world. The concept of democracy developed as a system of government
in Athens, providing a template from which modern models of representative
government drew inspiration. Modern democratic institutions worldwide can
trace their origins back to ancient Athens. However, the influence of the ancient
Greeks is much more widespread than the impact of political ideas alone. Rival
philosophical systems first developed in ancient Greece.
Starting discussion points 5-10 min
• Ask students if they are familiar with any divisions or conflicts that existed
among the ancient Greeks.
• Talk to the students about the long-term and short-term impact of such
differences. At this stage it is ok if they don’t have very accurate information,
but it is a good question to help them start thinking critically about what they
will learn while doing this particular topic.

Steps for using the Student’s Book 20 min

1. Ask students to pair up and have each pair list differences with each other, e.g.,
the number of people in their families, interests, etc. Lead a discussion, taking
comments from pairs. Refer to the percentages previously agreed for what the
class had in common from the previous lesson. Lead discussion about whether
students still agree and if not, why not.
2. Students could read the text and study the illustrations and map on pages
54–55. They should make notes summarising the differences between the
ancient Greeks under the following headings, with details taken from the
Student’s Book.
• geography and size of settlements
• rival political systems
• rival empires
3. While referring to the text given in the Student’s Book, focus onthe examples
of Sparta and Athens, highlighting their contrasting political structures. Discuss
the unique features of the Spartan and Athenian systems, including the roles
of kings, councils, and citizen participation. Encourage students to consider
the advantages and disadvantages of each political system.

55
4. Divide the class into small groups. Assign each group one division mentioned
in the text (geography, political systems, or rival empires). Instruct the groups
to discuss and identify key points, causes, and consequences related to their
assigned division. Encourage groups to share their insights and engage in a
class discussion about the divisions that emerged in ancient Greece.
Optional/Extended activity
Visit the computer lab and do some research regarding the Peloponnesian War
between Athens and Sparta. Focus on the cause and consequences while going
through different online resources. Make notes and write about what they have
learnt in their notebooks. Make sure the write-ups emphasise the significance of this
conflict in shaping the power dynamics and divisions among the Greek city-states.
Homework
• Students should complete Question 3 for homework.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that Greeks differed in many ways, and this created rival political systems, rival empires.

56
 Lesson Plan 3
Reference pages 56–58
Topics Resources
• Philosophy in ancient Greece • a printed copy
• What did Aristotle teach Alexander of Macedon? of each of the
• Why was Alexander called ‘Great’? following quotes
of Socrates:
a) The only true
wisdom is in
knowing you
know nothing.
b) The unexamined
life is not worth
Prior knowledge / Introduction living.
• While it is tempting to see the ancient Greeks as forerunners of the modern c) There is only one
world, it is important that students should be taught the context of the ancient good, knowledge,
world they inhabited. For the ancient Greeks were very much products of that and one evil,
time, rising to their peak just as the culture of Egypt was in decline, and finally ignorance.
bursting onto the world stage through Alexander the Great at the expense of d) I cannot teach
the failing Persian Empire. Yet their achievements would not have been possible anybody anything.
without the development of earlier Civilisations. (They were particularly in awe I can only make
of ancient Egypt.) It is also worth stressing how much the Greeks were divided them think.
amongst themselves, supporting rival political and social systems that e) Be kind, for
contributed to the downfall of Greek Civilisation and allowing its ultimate everyone you
assimilation by the Romans.. meet is fighting a
hard battle.
f) Strong minds
discuss ideas,
average minds
discuss events,
weak minds
discuss people
Starting discussion points 5-10 min
• Can you name any famous ancient Greek philosophers or leaders? What do
you know about their contributions or achievements?
• Can you think of any connections between ancient Greek Civilisation and our
modern world? How might their ideas or inventions still impact us today?
• What questions do you have about ancient Greek Civilisation that you would
like to explore in this lesson?

57
• Ask students if they think it important for us to learn about ancient Civilisations
like Greece? Encourage answers backed with critical reasoning (don’t settle for
yes/no answers).
Steps for using the Student’s Book 20 min
1. In this lesson, lay emphasis on the scene of the trial of Socrates. Explain that
Socrates was a great Greek philosopher and is quoted even today. Ask students
to turn to page 56 to see the image of the bust of Socrates.
2. Divide the class into six groups and hand out a quote to each group. Allocate
3–4 minutes for group discussion. This activity will enable them to get some
idea about the teachings of Socrates. Students might agree or disagree with his
thinking.
3. Ask students to read the text headed ‘What does the trial of Socrates reveal
about ancient Greece?’ on page 56. Ask them to list a series of facts about the
Greeks, their customs, and laws which can be inferred from the text. An
inference could be modeled to begin with; for example, it could be inferred
from the phrase ‘a 70-year-old Greek philosopher’ that ‘some people in ancient
Greece lived to be 70 years old’. Allow time for pairs to write down as many
inferences they can think of based on the sentences in the paragraph. Once this
task has been completed, ask pairs to compare their list with that of another
pair.
4. Students should discuss the three questions:
• How do people find happiness?
• What is the best way to run a state?
• Should there be any limits to free speech?
5. Lead discussion, taking comments from pairs. Ask pairs to discuss the following
ideas of Socrates and say whether they agree with them or not.
• Every person can make personal choices that may lead to happiness.
• The more someone knows, the wiser they are, the better choices they will
make.
• The best decisions are made by the wisest people, not by the opinion of the
majority.

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Ask students to put their thumbs up if they agree with the statement, thumbs down
if they disagree, and sideways if they are not sure. Lead the discussion, taking
suggestions from pairs.
6. Explain to the students that they are going to learn about how King Philip II,
a Macedonian king, conquered Greece. They should read page 57–58. Explain
that Aristotle was a follower of Plato, who was a student of Socrates. Ask pairs
to discuss how Aristotle’s teaching might have affected young Alexander. Lead
a discussion, taking comments from pairs. Students should read about
Alexander’s initial successes and study the map on page 58 to trace his route
from Greece to Persia.
7. Students should read page 57–58 and study the image of the bronze statue as
well as the coin of Alexander the Great given in the Student’s Book.
Optional/Extended activity
A pair of students could enact the scene between the Vedic king Porous and
Alexander the Great. They should read about the legacy of Alexander the Great and
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that Socrates was a philosopher in ancient Greece who was given the death penalty.
✓ I learned that Socrates taught the art of debate to the young male citizens of ancient Greece.
✓ I learned that Greece was conquered by a Macedonian king, Philip II.
✓ I learned that Alexander the Great was tutored by Aristotle.
✓ I learned that Alexander conquered Persia and set off to conquer the Indian subcontinent.
✓ I learned that Alexander could not cross the River Ganges because his men refused to fight any more.
✓ I learned that Alexander left his legacy behind in the form of art, architecture, coinage, etc.
Homework
• Students should complete Questions 6-8 for homework.

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Answers for Assessments
1. The answers for the objective questions are:
i. a. Phoenician alphabet
ii. c. Summit of Mount Olympus
iii. b. Free male citizens
iv. d. Aristotle
v. c. The Jehlum River
2. Students’ answers will vary. Good answers would have a critical analysis based on the following:
Democracy, mathematics, science, literature, theater, art, Olympic Games, language (Greek language
and alphabet), political systems and governance, rational thinking and logic, philosophy, citizenship
/ civic participation, individual rights and freedoms, democratic principles and institutions, the
scientific method, the concept of natural laws and inquiry, the study of astronomy and geometry, the
Hippocratic oath, medical ethics, architectural styles, columns, arches, literary works, epic poems such
as the Iliad and the Odyssey, drama and theatrical conventions, artistic styles, including sculptures and
pottery, Greek mythology.
3. Students’ answers will vary based on their personal opinions. Good answers will have a clear critical
analysis of why they chose a particular political system.
4. Encourage students to do research on this question for a more enriched learning. Good answers would
discuss how philosophers like Socrates have expressed skepticism and questioned traditional religious
beliefs. Despite this, the influence and importance of the Greek gods remained due to their deep-
rooted cultural significance, moral framework, role in explaining natural phenomena, and the belief in
their power to impact human lives. The gods continued to be an integral part of Greek society, shaping
their worldview, and providing a sense of meaning and purpose.
5. Students will refer to what they have learnt about the trial of Socrates in the Student’s Book, and can
support their answers with research, however encourage them to brainstorm using the Student’s Book
text before going to online resources. This exercise will help develop critical thinking. Good answers
would mention: the law of Athens and the government of Athens were characterised by a resistance
to challenges, the importance of religious conformity, formal legal procedures, the trial was seen as a
platform to criticise the legal system, and the influence of public opinion on trial outcomes.
6. Good answers will be along the following lines, describing how Aristotle influenced Alexander the
Great’s education, values, and leadership style. Aristotle ensured Alexander had a well-rounded
education encompassing philosophy, science, literature, and politics. Aristotle also emphasised
values such as moderation, self-control, and the pursuit of excellence, ad his teachings on cultural
understanding influenced Alexander’s approach to governance, as he aimed to blend Greek and
Persian cultures. Aristotle’s emphasis on empirical observation and scientific inquiry developed
Alexander’s respect for knowledge and his support for scientific exploration during his military
campaigns. Encourage students to augment their learning by referring to relevant online and print
sources.

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7. Students’ answers will vary. Good answers will have a strong critical analysis based on the following:
world conquest, military campaign, battle formations, siege warfare, cavalry tactics, phalanx infantry,
guerrilla warfare, siege engines, naval warfare, adaptability and flexibility, speed and mobility,
leadership and command, diplomatic strategies, integration of conquered territories, legacy and
historical impact, evaluation of military effectiveness, successful conquests, challenges, and failures.
Encourage students to use multiple, relevant online sources.
8. Students’ answers will vary. Good answers will support their position with strong critical analysis.

Answers for Skills Book

Pg. 33, “The extent of the Greek empire”

A 1.
Refer to page 54 and 58 of the textbook.
2.
Greece
Turkey (Anatolia)
Egypt
Iran (Persia)
Pakistan
Afghanistan
India
Italy
Cyprus

Pg. 34-35, “Olympic games”

A 1.
Students will conduct research and base their response on information from trustable online sources.
A good answer should contain the right order of the years and locations.

2.
Students will use Oxford’s Atlas and their response to the previous question for this answer.
The map should be evenly color coded and contain the correct number of events hosted per
continent.
3.
Students can consult page 53 of the textbook and/or online sources for this answer.
The flag should be colored with the appropriate colors.

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 Pg. 36, “Democracy in ancient Greece”

A 1.
i. Students will use their textbook and online encyclopedia to draw comparisons between ancient
and modern democracy.
ii. They can include examples and scenarios to further enhance the arguments for the given aspects.
iii. The pointers should be backed by evidence and communicated effectively with appropriate
vocabulary and terms.

Pg. 37, “Comparing Athens and Sparta”

A 1.
i. Students can include various aspects of the social and political system of Athens to form their
argument.
ii. The answer should be backed by reasoning as to why a student finds the stated feature of Athenian
society admirable.
iii. It should be communicated effectively with relevant details from the textbook.
2.
i. Students can include various aspects of the social and political system of Athens to form their
argument.
ii. The answer should be backed by reasoning as to why a student finds the stated feature of Athenian
society problematic.
iii. It should be communicated effectively with relevant details from the textbook.
3.
i. Students can include various aspects of the social and political system of Sparta to form their
argument.
ii. The answer should be backed by reasoning as to why a student finds the stated feature of Athenian
society admirable.
iii. It should be communicated effectively with relevant details from the textbook.
4.
i. Students can include various aspects of the social and political system of Sparta to form their
argument.
ii. The answer should be backed by reasoning as to why a student finds the stated feature of Athenian
society problematic.
iii. It should be communicated effectively with relevant details from the textbook.
5.
i. Students should use their response to the previous questions to conclude which society was
better.
ii. The answer should contain reasoning to support their answer.

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 07
Lesson Plan 1
The Roman Empire

Reference pages 61–66

Topics Resources
• What was the Roman Empire? • plaster of Paris
• What can the ancient site of Pompeii tell us about the Romans? • small toys, gadgets
Prior knowledge / Introduction made of plastic or
metal, shells,
• The Roman Empire emerged from the mighty city of Rome in ancient Italy, a coins, etc.
city that began as a humble settlement in the 8th century BCE. Through the • water
centuries, Rome steadily grew in strength and influence, establishing itself as • a container
a dominant force in the Italian peninsula. However, it wasn’t until 27 BCE that • wax paper
the empire truly took shape. After a tumultuous period of political unrest and • Oxford School
civil wars, Octavian, later known as Augustus, emerged as the sole ruler of Atlas for Pakistan
Rome. He brought an end to the Roman Republic and assumed the title of the • Skills Book topic
first Emperor of Rome. Augustus implemented a series of reforms, consolidating ‘Historical
his power and establishing a new system of governance. His reign marked the evidence
beginning of the Roman Empire, a time of expansion, stability, and centralised uncovered from
authority. Augustus led the empire to conquer new territories, solidifying its Pompeii’
control over vast lands and ushering in an era of peace known as the Pax
Romana. While the Roman Empire did not have a singular, dramatic founding
moment, it can be understood as the culmination of Rome’s rise to power and
the transformation of the Roman Republic under the capable leadership of
Augustus.
• If ancient Greece formed the basis of European Civilisation in the ancient
world, then the Roman Empire represented it in its most widespread form.
From a small hilltop settlement in central Italy, the empire eventually expanded
in Europe from the North Atlantic coast to the Mediterranean Sea and further
into North Africa and the Middle East. Even after the fall of the Western Roman
Empire, Roman ideas, culture, and language influenced the development of
Christianity and European successor states such as France. As rival European
powers came to establish worldwide empires from the sixteenth century
onwards, Roman ideas spread to parts of the world of which the Romans had
little, if any knowledge.
• In many ways, Roman culture was derivative. Roman religion was largely
copied from the Greeks and as Greek culture was greatly admired, it led to
architecture and art which imitated Greek style in many ways.

63
 The persistent strengths of the Roman Civilisation lay in the more practical
expressions of power, such as great feats of engineering, brilliant military
organisation, and evolving political ideas which still influence the modern
world. From forms of republican governments to adoption of Roman laws and
Latin scientific names for plants and animals, the legacy of the ancient Roman
Civilisation lives on.
Starting discussion points 5-10 min
• Ask pairs of students to discuss their daily routine for a school day. Taking
comments from them, draw up a timetable for a typical student, for example,
the time when most of them wake up for school; what they eat for breakfast;
when they leave for school; how they plan their evening activities; what time
they have their dinner; and when they go to sleep, etc. Lead discussion about
how this might vary depending on the day and time of year, for example, during
the summer break or Ramzan, etc.
• Ask pairs of students to select a particular part of the day and sketch a picture
of themselves and their surroundings at that time. Students could be invited
to the front of the class to freeze in the particular postures that they might
assume during that part of the day, for example, brushing their teeth at a basin;
writing at a desk; defending a wicket with a cricket bat, etc.
• Invite suggestions from other students as to what the posture indicates about
the actions of the students and what people looking at their sketches in these
poses might infer about the way these students live.
Steps for using the Student’s Book 25 min
1. Students should read the text, study the image of the plaster cast dog, and study
the illustration on page 61. They should also read the conversation on page 62.
Elicit what they have inferred about the Romans from this historical evidence
(plaster cast of a dog and a mosaic warning of a dog). They might answer that
dogs were kept as pets by the Romans, or dogs were used to guard homes, etc.
Tell them that historians have found out from the written records of the ancient
Romans that they trained dogs to guard their farms and sheep. Ask students
to locate Italy on the map of Europe using the Oxford School Atlas for Pakistan.
Help them locate Pompeii on the map of Italy. They should read the text and
study the illustration on page 61–62. Elicit what they know about volcanoes.
Within a set time limit, ask them to note down any features of a volcano or
volcanic activity that they may know about. If time allows, they could also draw
a diagram for display on the board showing what a volcano looks like and
labeling its features, for example, the cone, molten lava, etc. Ask them to
consider what risks a volcano might pose to human life. Discuss the possible
risks in a class discussion, e.g., being burned to death by lava, suffocation from
deadly fumes, etc.

64
2. Ask students to read the text and study the illustration on page 63. Elicit
responses from students whether they think Pompeii is comparable to the cities
where they live. They should study the map of Roman roads on page 64 and
study the network of roads through the Roman Empire. They should read page
65 and study the map of Roman trade links to South Asia. The students should
be able to infer from the maps they have studied in this lesson that not only
did the Roman Empire have a vast internal network of roads but also a well-
established trade route with South Asia. Ask students to compare the vast trade
route of the Roman Empire with other ancient empires, about which they have
learned in their previous lessons. They might be able to recall that the ancient
Chinese Empire had built the Silk Road and the Persians had built the Royal
Road.
3. Ask the students to read the text from page 65–66.
Extended/Optional activity
Before reading the text on page 61, ask to look at the photograph of the plaster cast
of the skeleton of a dog. Tell them that they are going to demonstrate in class how
to set objects in plaster. The objective of this activity is to explain why the skeleton
of the dog was discovered as a plaster cast.
Explain through a class activity that the way people lived in the past can only be
reconstructed from accounts left behind and archaeological remains. Mix two
parts of plaster to one part of water in a container. Stir the mixture to make a paste
with a smooth consistency. Make sure you do not leave the mixture for too long.
Place a small object on the wax paper. Pour the plaster, about 2–3 tablespoons at a
time, onto the object (gadget, shell, coin, or toy) so it is covered completely with a
thin layer. Let it dry for 24 hours. The objects set in plaster are comparable to the
plaster cast dog about which the students will read on page 61.

This is how toys will set

in Plaster of Paris.

65
Homework
• Students can do Skills book topic ‘Historical evidence uncovered from Pompeii’. If there is time, this
can be completed in two parts with students researching the first five sections of the table initially. Once
these have been completed, a whole class discussion could be held, taking suggestions from individual
students about how they think particular evidence excavated at Pompeii might support a particular
claim about life in the Roman Empire as a whole. Students could then complete the remaining sections
of the table in the same way. Once again, a whole class discussion similar to the one previously described
could also be completed. To summarise their growing knowledge of Pompeii and life in the Roman
Empire, pairs of students could design a museum display on different aspects of Roman life with labels
describing particular finds and what these indicate about Roman life. Students could present their
display in class, taking questions from their peers.

Discussion and Review

Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that the historians have learnt about ancient Romans through archaeological evidence.
✓ I learned that when a volcano erupted in Pompeii, everything (including buildings, people, animals,
etc.) was covered by lava which hardened into solid rock.
✓ I learned that there is evidence that shows that the Romans had developed sophisticated engineering
techniques to build cities, roads, aqueducts, and baths.
✓ I learned that the Roman society employed slaves who worked on farms, households, and as accountants.
✓ I learned that the Romans entertained themselves in amphitheaters where gladiators fought each other
till death.

66
Lesson Plan 2
Reference pages 66–69
Topics Resources
• How was the Roman Empire governed? • Skills Book topic
• How did the Roman Empire expand? ‘The great Roman
• Roman Empire: Influence and leg acy leaders’
Prior knowledge / Introduction
• The Roman Republic was a type of government that existed in ancient Rome
from about 509 BCE to 27 BCE. It was different from the previous Roman
Kingdom and laid the groundwork for the Roman Empire. In the Republic,
power was shared among elected leaders, so no one person had too much
control. The top leaders were called consuls, and they were chosen each year.
They oversaw the military and running the country. There was also a group
called the Senate made up of important citizens who advised the consuls. The
Roman Republic had two main groups of people: the patricians who were rich
and powerful, and the plebeians who were the regular citizens. Over time, the
plebeians fought for more rights and representation in the government. The
Republic had laws called the Twelve Tables that everyone had to follow. The
Roman Republic faced challenges, but it helped shape the ideas of democracy
and influenced the world.
• During the time of the Roman Republic, Roman society was divided into two
distinct classes: the patricians and the plebeians. These divisions were based
on social and economic status and played a significant role in shaping the
dynamics of the republic. The patricians were the elite aristocracy, consisting
of wealthy landowners, powerful families, and influential individuals. They
held political and social privileges, including access to high-ranking positions
in government and religious institutions. On the other hand, the plebeians were
the common people, comprising most of the population. They were typically
farmers, artisans, and labourers who had fewer rights and opportunities
compared to the patricians. The struggle for equality and political representation
between these two classes, known as the Conflict of the Orders, was a defining
characteristic of the Roman Republic. Over time, the plebeians gained more
rights and concessions through popular uprisings and political reforms, leading
to a more inclusive and balanced society. Understanding the dynamics between
the patricians and plebeians is crucial to comprehending the complexities of
the Roman Republic and its evolution into the Roman Empire. typically farmers,
artisans, and labourers who had fewer rights and opportunities compared to
the patricians.

67
 The struggle for equality and political representation between these two classes,
known as the Conflict of the Orders, was a defining characteristic of the Roman
Republic. Over time, the plebeians gained more rights and concessions through
popular uprisings and political reforms, leading to a more inclusive and
balanced society. Understanding the dynamics between the patricians and
plebeians is crucial to comprehending the complexities of the Roman Republic
and its evolution into the Roman Empire
Starting discussion points 5-10 min
• What were things like at the time of the founding of the Roman Empire?
• What do students think a republic government would be? Recall the democratic
form of government introduced by people living in the ancient Greek Empire.
What were its main points?
Steps for using the Student’s Book 25 min
1. Students should read page 67 and study the illustration closely. They should
copy the diagram on the Roman society in their notebooks. They should add
their own notes to their diagrams, using the information in the text. For
example, they could write ‘belong to rich and noble families’ under the label
‘Patricians’ and so on. This way they will create a pictorial representation of
Roman society. Once they have completed their diagrams, they should highlight
those classes, officials, and office holders who they judge have the most power
and influence in blue color; they could highlight those who have medium power
in green color; and those with no power in red color. A class discussion should
be held about the rights of people in the Roman Republic and Pakistan. For
example, in the Roman republic, only free people had the right to vote; however,
in Pakistan, everyone has the right to vote, and so on.
2. Students should read page 67 and look at the photograph of the statue of Julius
Caesar. Students should make notes in their notebooks about them as they read
the text. They should then read page 68 and continue making notes of what
they read.
3. Give time to the students to complete the task titled ‘The great Roman leaders’
from the Skills Book and discuss their answers in class.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that the Roman Republic gave its citizens certain rights like the right to vote, own property,
etc.
✓ I learned that Roman law formed the basis of the legal systems of many countries of the world.

68
✓ I learned that when Julius Caesar was assassinated, his great nephew and adopted son, Octavian defeated
his rivals and became the emperor of Rome.
✓ I learned that Emperor Constantine divided the Roman Empire into halves: the Eastern Roman Empire
and the Western Roman Empire.
Homework
• Questions 4 to 7 of the Assessments section in the Student’s Book

Answers to Assessments
1.The correct answers to the questions are:
i. True
ii. False
iii. True
iv. True
v. False
2. Good answers would cover the concepts taught, and critically evaluate using the following keywords:
preservation, volcanic ash, Mount Vesuvius, frozen in time, well-preserved city, Pompeii, organic
materials, remains, architecture, art, clothing, diet, excavation, advanced archaeological techniques.
3. The Romans were renowned for their engineering abilities. They constructed impressive aqueducts to
transport water over long distances, showcasing their expertise in hydraulic engineering. These aqueducts
featured sturdy construction, precise calculations, and impressive arches. Additionally, the Romans
excelled in road and bridge construction, creating a vast network of well-engineered stone-paved roads
and remarkable bridges. Their architectural feats, such as the Colosseum and the Pantheon, showcased
innovative techniques like the arch, dome, and concrete construction. The Romans also demonstrated
their engineering skills in defensive structures, displaying their military engineering prowess.
4. Good answers will describe the rights given to people living in the ancient Roman Empire and evaluate
the rights given to Pakistani citizens.
In ancient Rome, the rights of the Romans were divided based on social classes. The patricians, who belonged
to wealthy and noble families, initially held more rights compared to the plebeians. However, after a
struggle lasting for about 200 years, the plebeians were eventually granted full citizen’s rights as well.
Women in Roman society had limited rights, such as the ability to own property, but they were not
allowed to vote. The patricians, being a minority, came from privileged backgrounds, while the plebeians,
who constituted the majority, served in the army, and paid taxes. Slaves, on the other hand, were not
considered citizens and had no rights. However, freed men and women, known as liberti, who were once
slaves, obtained Roman citizenship, and their children were born as free Roman citizens.
5. After the rule of Augustus, the Roman Empire experienced a succession of emperors, but not all of them
possessed the same wisdom and strength. The effectiveness of the government system relied heavily
on the emperor’s competence or the strength of a particular dynasty. During some reigns, the empire
continued to expand successfully. However, the ultimate authority to choose the next emperor often
rested with the military, leading to frequent coups where one general would replace another as the new
ruler. By the third century CE, the Roman Empire faced mounting pressure along its northern frontiers
as nomadic groups, known as Barbarians, sought fertile lands to settle in. These external pressures added
to the challenges faced by the empire during this period.
69
6. Good answers will critically evaluate the decline of the Roman Empire, recognising that it was caused
by a combination of factors. Internal political instability, with frequent power struggles and civil wars,
weakened the central authority and made it difficult to govern effectively. Economic challenges such as
inflation, debasement of currency, and heavy taxation strained the economy and led to social inequalities.
The empire also faced invasions by barbarian tribes, putting pressure on its borders and weakening its
defenses. Additionally, the decline in military power, social and moral decay, overexpansion, and the rise
of Christianity all contributed to the empire’s decline.
7. Students’ answers will vary. Good answers will back their opinions with substantiated evidence.

Answers to Skills Book

‘Historical evidence uncovered from Pompeii’

A 1. Students should give reasons for these statements.

2. Students should draw the Roman amphitheater in the box.

‘The great Roman leaders’

A 1. Students should write about the achievements of these leaders.

70
 08
Lesson Plan 1
The Coming of the Aryans

Reference pages 73–76

Topics Resources
• What can a poem tell us about the past? • Notebook, pens,
• What were Aryans like according to the Rig Veda? pencils
• Why is it difficult to use the Rig Veda as historical evidence? • Skills Book topic
Prior knowledge / Introduction ‘Theories about
the Aryans’
• The term Aryan linguistically applies to people who spoke one variant of a
group of related Indo-European languages. Aryans might have originally been
herders who lived between the Caspian and the Black Seas. Perhaps prompted
by climate change and conflicts over grazing, Aryan nomads probably migrated
in large numbers from their homes in the second and third millennia BCE. It
is thought that the first migrations were westwards into Asia Minor and
eventually Europe. The second wave moved eastwards towards Iran and the
Indus Valley. However, the way they settled on the Indian subcontinent is
surrounded by controversy.
• The term Aryan linguistically applies to people who spoke one variant of a
group of related Indo-European languages. Aryans might have originally been
herders who lived between the Caspian and the Black Seas. Perhaps prompted
by climate change and conflicts over grazing, Aryan nomads probably migrated
in large numbers from their homes in the second and third millennia BCE. It
is thought that the first migrations were westwards into Asia Minor and
eventually Europe. The second wave moved eastwards towards Iran and the
Indus Valley. However, the way they settled on the Indian subcontinent is
surrounded by controversy.
Starting discussion point 5-10 min
• Why do historians have multiple theories to explain one thing? Is it a good
practice to have?
Steps using the Student’s Book 20 min
1. Read out the extract on page 73 and ask students to annotate it. Before you
elicit answers from students, explain that this poem is an extract from the Rig
Veda which they will learn about in more detail in this lesson. In pairs, ask
them to underline any words or phrases in the poem which might indicate the
lifestyle of the people depicted in it. Lead a class discussion, taking suggestions
from pairs.
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2. Ask students to read the text under the heading ‘What were Aryans like
according to the Rig Veda?’.

3. Ask students to draw a spider diagram in their notebooks, putting the heading
‘What Aryans were like according to the Rig Veda’ in the centre. Ask them to
create headings with notes from the book about different aspects of the Aryan
way of life according to the Rig Veda underneath. After completion of the task,
lead a discussion about whether students would like to have lived in the Aryan
society.
4. Students should read the text headed ‘Why is it difficult to use the Rig Veda as
historical evidence?’ Ask them to draw a table in their books with one column
headed ‘Advantages of relying on the Rig Veda as historical evidence’ and the
second column headed ‘Disadvantages of relying on the Rig Veda as historical
evidence’. Students should write their opinions in the respective columns.
5. Before reading the text, explain that historical evidence can be gathered from
different sources, e.g., eyewitness accounts, documents, audio and video
recordings, objects, etc. Write the name ‘Hasan’ on the board for display. Ask
pairs to imagine that Hasan is a new classmate who has just joined from another
school. He comes with a reputation as being a good cricketer. Ask pairs to
discuss what kind of evidence they would need to be convinced that this was
true, e.g., seeing Hasan play cricket well, seeing his sports report from his old
school, etc.Now ask students to imagine that if historians had to write about
the history of the students of their class in 200 years’ time, what evidence they
would require. Jot down the types of evidence students suggest. They should
include: the classroom (if the school building still exists at that time), school
reports, photographs, diaries, video clips, etc. As there will be no eyewitnesses
in 200 years’ time, historians will necessarily base their ideas or theories on
available evidence of their classmates. Ask them to read in turn the theories on
pages 74–76 and discuss each theory on the basis of available evidence.

72
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that apart from the references to the Aryans in the Rig Veda, there is not substantial
evidence of the Aryan Civilisation.
✓ I learned that according to the Rig Veda, the Aryans were nomads who settled in South Asia.
✓ I learned that several theories about the Aryans have been proposed by historians.
✓ I learned that the Aryan Migration Theory is accepted by most historians because of the availability
of evidence which supports this theory.
Homework
Students can do Questions 3–5 from the Assessment section.

73
Lesson Plan 2
Reference pages 76–79
Topics Resources
• How did Vedic culture develop? • Notebook, writing
• Social customs of the Aryans tools
• How did Hinduism develop?
• What is Jainism?
• How did Buddhism originate?
Prior knowledge / Introduction
• From the earliest times, it appears that religion in one form or another has
played a role in human life. It is not clear what exact form it took for the earliest
people, but it probably included nature worship and the development of rituals
that helped communities through rites of passage such as birth and death. Once
humans abandoned the hunter-gatherer lifestyle, it was possible for farming
communities to designate or construct specific sites as a focus for worship. The
earliest Civilisations shared a common belief in pantheons of pagan gods who
were often powerful, angry, and unpredictable, requiring appeasement and
sacrifice to ensure fertility and the avoidance of natural disasters. What marked
out the Vedic religion of the Indian subcontinent from that of other early
Civilisations was its belief in reincarnation or rebirth.
• Hinduism is the oldest religion of the Indian subcontinent. It developed from
Vedic culture with a pantheon of gods, probably inherited from the Aryans.
The dominant Brahmin caste justified their power over inferior castes through
the belief in reincarnation. It was not possible for those from a lower caste to
challenge Brahmin power easily (however wealthy or successful they might
become). It took two exceptional religious teachers, the founders of Jainism
and Buddhism, to do this, with limited success, by creating new systems of
religious thought that offered more immediate hope of salvation to those from
the lower castes. However, both these new religions still accepted the doctrine
of reincarnation
Starting discussion point 5-10 min
• Have you ever heard of the Vedic culture or the Aryans? What comes to mind
when you think about these terms?
• Can you imagine what life might have been like for the Aryans based on their
social structure? How do you think their society was organised?
• How do you think studying the Vedic culture and the social customs of the
Aryans can help us understand ancient history and the development of different
religions and cultures in the world?

74
• Additionally, you can ask pairs to give you synonyms for the word ‘influence’.
Write their answers on the board, e.g., power, authority, position, effect, impact,
etc. Ask what factors can make a person influential. Their answers might be
wealth, gender, social class, age, occupation, talent, religious position, status
in a family, etc. Tell students that apart from personal qualities and wealth,
religion influences the lives of people as a community and society. Students in
your class might belong to different religions, so before beginning this lesson,
explain that one should respect all religions. This unit is about the history of
the ancient religions of India and teaches a lot about the lives and the social
customs of the people living there.
Steps for using the Student’s Book 25 min
1. Students should read the text headed ‘How did Vedic culture develop?’ and
‘The Vedic Caste System’ on pages 76–77. They should draw a thought bubble
in their notebooks under the heading ‘What Brahmins probably thought of
other castes’. Within the bubble, ask them to write sentences about what they
think Brahmins might have really thought about other castes. Ask students to
read their paragraphs to their partners. Repeat the above activity for the other
three headings: Kshatriyas, Vaishya, and Shudra. Lead a discussion about what
kind of person students might have preferred to be in Vedic culture. Students
should read about the ‘Social customs of the Aryans’ and the conversation on
page 77.

75
2. Ask students to read about Hinduism, Jainism, and Buddhism on pages 78–79.
Discuss the salient features of each of the religions. Lead discussion about the
emphasis on doing good deeds and bad deeds to determine the next life in the
cycle of reincarnation. Point out that the concept of good and bad is fundamental
to all religions, but what is different in the case of belief in reincarnation is that
it is believed that the birth of a person into a certain caste is determined by his
or her deeds in the previous life. It was for this reason that people belonging
to lower castes became unhappy and frustrated about their social status, because
no matter what they did in their current life, their fate was determined by what
they had done in their previous life (over which they literally had no control).
3. Asked students to draw a Venn diagram in their notebooks. Place the heading
‘Beliefs of Jainism’ over one circle and ‘Beliefs of Buddhism’ over the other. Ask
them to make notes in the circle under each heading using detail from their
Student’s Book. Then ask them to write any common beliefs of the two religions
in the overlap between the circles, e.g., reincarnation

4. Ask students to list the main reasons why Buddhism spread. They might answer
that the lower castes were attracted to its teachings and they spread these
teachings and converted many others; it was supported by rulers like Ashoka
and Kanishka; the merchants who had converted to Buddhism spread its
message to places where they went.

76
 Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that the Aryan culture influenced the Vedic culture of South Asia.
✓ I learned that the Vedic Caste System divided the society into four castes: Brahmins, Kshatriya, Vaishya,
and Shudra.
✓ I learned about the social customs of the Aryans.
✓ I learned about Hinduism, Jainism, Buddhism.
Homework
• Students should complete Questions 1, 2, 6 for homework

Answers to Assessments
1. Answers to the questions are:
i. a. nomadic herdsmen
ii. c. entered into South Asia as peaceful settlers
iii. b. quite a lot
iv. b. Brahmins
v. a. An oral tradition
2. Answers to the questions are:
i. Rig Veda; hymns
ii. Arya
iii. Northern India and (also correct: Northwestern)
iv. Coins
v. Kshatriya; Vaishya; Shudra
3. Students’ answers will vary. Good answers will involve the following keywords: religious, ritualistic,
deities, bravery, strength, honour, battle, hymns, hierarchical social structure, priests, warriors,
merchants, farmers, labourers, servants.
4. Advantages: Provides valuable insights into the beliefs and practices of the ancient Aryans; offers a
glimpse into the cultural and religious aspects of their society; is considered one of the oldest texts,
providing a good historical reference point.
Disadvantages: Has a potential bias especially due to the limited perspective of the authors, mythical
elements make it challenging to distinguish fact from fiction; there is an incomplete portrayal of social,
political, and economic aspects of Aryan life.
5. Answers to the questions:
a. References to Aryans as invaders in the Rig Veda, Sir Mortimer Wheeler’s discovery of the mass
grave at Mohenjo-Daro, and the decline of the Indus Valley Civilisation have been used to describe
Aryans as violent invaders.
b. Most historians now disagree with this theory because there is very little evidence for it. The Rig
Veda has to be treated with caution as an historical source and the skeletons at Mohenjo-Daro show
no signs of violent deaths. Also, the decline of the Indus Valley Civilisation is now usually attributed
to climate change rather than a violent invasion.

77
6. Answers to the questions:
a. Students’ answers will vary. Any overlap between Vedic and Pakistani customs will partly depend
on the particular kinds of families to which the students belong.
b. Differences identified between Vedic and Pakistani customs will also partly depend on the particu-
lar kinds of families from which students are drawn.

Answers to Skills Book

‘Theories about the Aryans’

A–B. Students should give answers based on what they have learnt about the different theories about Ary-
ans in this unit.

78
 09
Lesson Plan 1
The Mauryan, Kushan, and Gupta
Empires
Reference pages 82–84
Topics Resources
• How do we know about the Mauryan, Kushan, and Gupta Empires? • Oxford School
• How should a raja-riski (sage or wise king) rule? Atlas for Pakistan
• Was Chandragupta Maurya a raja-riski? • Skills Book topic
Prior knowledge / Introduction ‘Qualities of a
raja-riski’
• The history of the Indian subcontinent following the decline of the Indus Valley • Skills Book topic
Civilisation is veiled in uncertainty. The Aryan culture played a significant role ‘Was
in shaping the development of Vedic religion, which later evolved into Chandragupta a
Hinduism. One notable aspect of Aryan culture was the establishment of a caste raja-riski?’
system, which entrenched social inequality. The Brahmin class, holding religious
authority, utilised religion as a tool to uphold their power, with rulers and
courtiers often hailing from this class. Two notable challenges to Brahmin
dominance were the rise of Buddhism in the sixth century BCE and the ability
of certain dynasties to unify the majority of the subcontinent under their rule,
marking a watershed moment in its history.
• Under British rule, the history of the Indian subcontinent was viewed from a
European perspective. Europeans regarded Indian culture as inherently inferior
to their own, assuming that any valuable ideas had originated outside of South
Asia. However, archaeological findings and historical research have debunked
these assumptions. Emperor Ashoka of the Mauryan Dynasty stands out as one
of the earliest rulers to embrace Buddhism, gaining recognition as a pioneering
advocate of human and animal rights. During the Gupta Empire, Brahmin
influence resurfaced alongside a flourishing of culture, knowledge, and artistic
endeavours.
Starting discussion point 5-10 min
• Ask pairs to discuss the responsibilities of rulers in modern times. As a class,
compile a list of their suggestions, such as creating new laws, ensuring the
welfare of the people, and developing infrastructure like roads and railways.
Prompt a discussion on whether these responsibilities differ from those in the
past.
• Engage students in defining the terms “wisdom” and “wise decisions.” Encourage
them to provide examples, such as driving safely instead of recklessly.

79
 The purpose of this exercise is to foster awareness that our decisions not only
impact our own lives but also the lives of others. For instance, breaking traffic
rules and driving recklessly endangers not only our own lives but also the lives
of others.
• Next, return to the list of responsibilities of a ruler and discuss how you can
evaluate whether they have exercised their power wisely in each case. Consider
whether a wise ruler would impose an unpopular law without consulting the
people, or if they would attempt to persuade the people of its benefits before
implementing it. Reflect on the importance of considering the impact of
decisions on the well-being and interests of the population when assessing the
wisdom of a ruler’s actions.
Steps using the Student’s Book 25 min
1. Ask students to read the text on page 82, titled ‘How do we know about the
Mauryan and Gupta Empires?’. They can compare the discovery of the palm
leaves with the ancient texts to the discovery of the Rosetta Stone in Egypt
and dragon bones in China that they have studied about in the previous
units.
2. Next, have them read ‘How should a raja-riski (sage or wise king) rule?’.
Explain that the Arthashastra provides detailed information and advice to
rulers on how to govern an empire. Engage in a discussion about the extent
to which they consider the advice in the Arthashastra as a description of how
a wise king should behave. Prompt responses to the advice on assassinating
enemy leaders and using spies to spread misinformation among them.
3. Have them read ‘It’s a fact’ on page 82 and study the map on page 83 which
illustrates the Mauryan Empire at its peak. They should be able to identify
cities such as Taxila (in Pakistan) and Kandahar (in Afghanistan). To
determine which present-day regions were part of the Mauryan Empire,
students can refer to their Oxford School Atlas for Pakistan.
4. Ask students to imagine that they are the rulers of a kingdom in ancient
times. Ask them to list the kinds of actions (taking into account the
advice of the Arthashastra) they might have considered when planning
to take over a neighbouring kingdom; for example, pretending to be
friendly while building up an army to use against it; or sending spies to the
neighbouring kingdom to spread false information. Invite comments in class
discussion whether the actions live up to the standards of a raja-riski in the
Arthashastra.
5. Students should read the conversation on page 84 and discuss the personal
qualities (self-control, resisting temptation, etc.) of the king. They should
make notes of the positive and negative qualities in two columns in their
notebooks, so that they can refer to it later to answer questions in their
Student’s Book. They should then read the text headed ‘To what extent was
Chandragupta Maurya a raja-riski (sage king)?’

80
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that the discovery of the ancient text on palm leaves helped in unravelling the ancient history
of the subcontinent.
✓ I learned that the Arthashastra taught rulers how to rule their empires wisely.
✓ I learned that a wise ruler should have strong personal qualities and should rule justly.
✓ I learned that Chandragupta strengthened his empire during his reign.
Homework
• Students could do Assessment questions 2–4.

81
Lesson Plan 2
Reference pages 84–87
Topics Resources
• The reign of Ashoka • Skills Book topic
• What does the reign of Emperor Kanishka reveal? ‘Was Ashoka a
• Was the Gupta period really a golden age? raja-riski?’
Prior knowledge / Introduction • Skills Book topic
‘The golden age of
• Ashoka, also known as Ashoka the Great, was an emperor of the Maurya Empire the Gupta period’
in India from 268 to 232 BCE. He is regarded as one of the most important
rulers in Indian history. Initially, Ashoka engaged in military campaigns and
expanded his empire through conquests. However, the brutal Kalinga War had
a profound impact on him, prompting a change in his outlook. Ashoka
embraced Buddhism and became a proponent of non-violence and compassion.
His conversion influenced his governance, leading to policies of religious
tolerance, social welfare, and development. Ashoka focused on improving
healthcare, infrastructure, education, and the arts. His rock and pillar edicts
conveyed moral and ethical principles, emphasising righteousness and
compassion. Ashoka’s reign had a lasting impact on India, as he played a
significant role in spreading Buddhism beyond its borders and his legacy as an
enlightened ruler inspires people even today.
• Under British rule, the history of the Indian subcontinent was viewed from a
European perspective. Europeans regarded Indian culture as inherently inferior
to their own, assuming that any valuable ideas had originated outside of South
Asia. However, archaeological findings and historical research have debunked
these assumptions. Emperor Ashoka of the Mauryan Dynasty stands out as one
of the earliest rulers to embrace Buddhism, gaining recognition as a pioneering
advocate of human and animal rights. During the Gupta Empire, Brahmin
influence resurfaced alongside a flourishing of culture, knowledge, and artistic
endeavours.
• Emperor Kanishka, also known as Kanishka the Great, was a prominent ruler
of the Kushan Empire in the 1st to 3rd century CE. He expanded the empire
to its greatest extent, encompassing regions in Afghanistan, Pakistan, India,
and Central Asia. Kanishka fostered trade and cultural exchange along the Silk
Road, connecting East and West. Under Kanishka’s reign, arts, culture, and
religion flourished. Zoroastrianism. Kanishka’s patronage of the arts resulted
in a rich artistic legacy, particularly seen in the Gandhara school of art. This
school blended Hellenistic, Persian, and Indian influences, producing sculptures
and monuments of unique cultural fusion. Many aspects of Kanishka’s life
remain mysterious due to limited historical records, but his legacy as a powerful
ruler, his contributions to Buddhism, and the cultural developments during
his reign cannot be sidelined.

82
Starting discussion points 5-10 min
• Ask students about what makes an empire strong?
• What makes some empires have a greater legacy than others?
Steps for using the Student’s Book 25 min
1. Explain that Ashoka, the grandson of Chandragupta Maurya, fought for the
throne of the vast Mauryan kingdom. Students should read about the early
years of Ashoka’s life on page 84. Refer back to the description of a raja-riski
from the Arthashastra. Lead discussion about what kind of score, on a scale of
10, the young Ashoka might have been given for his rule, according to the
Arthashastra. Students might give him positive scores for being able to crush
revolts; intriguing with his father’s minister; killing his brother to claim the
throne; and waging war on neighbouring kingdoms. But he failed to bring
happiness to his people, particularly those living in the Kalinga state.
2. They should read about the later years of his life on page 84. Discuss in class
how certain events can completely alter one’s approach to life. In Ashoka’s case,
he realised where he had failed his people and spent the rest of his life in
bringing happiness to them. They should have made notes for both periods of
his lifetime so that they can compare the ways he ruled his people.
3. Ask students to read about the significant achievements of Ashoka and study
the illustration on page 84. Elicit responses about how his actions might have
brought happiness to his people.
4. They should read the text under the headings on page 85 ‘Why did the Mauryan
Empire fall?’ and ‘What does the reign of Emperor Kanishka reveal?’ Students
should study the map of the Kushan Empire on page 85 and compare it with
the map of the Mauryan Empire on page 83. Though the scales of the maps are
different, students should be able to compare the areas of both empires. They
could be asked to comment on which seems to be the most powerful according
to the extent of its lands. They should notice the term ‘Greco-Bactrians’ to the
north of the map on page 83. Being nomads, the Kushan people travelled from
Central Asia, conquered the Bactrian region (formerly ruled by a Greek
Dynasty), and from there they extended their territory into India. In this way,
they can trace how Greek culture entered India.
5. Students should read ‘Was the Gupta period really a golden age?’ and study the
map on page 86. They should be able to compare the maps of the Gupta Empire
and the Kushan Empire to identify the changes in the extents of the empires.
They might point out that the cities of Peshawar and Taxila, which were in the
Kushan Empire, were not part of the Gupta Empire. Ask which empire appears
to be more powerful. They should give reasons for their answers.

83
6. Ask them to read about the Gupta emperors on pages 86–87 and make notes
to show whether the Gupta period was a golden age or not. They should also
study the photographs of the Buddhist stupa, Ajanta Caves, and a coin from
the Gupta period on these pages. Take a vote from the class based on the
information (textual and pictorial) on whether they think that the Gupta period
was really a golden age.
7. Next, they should read ‘How did the Gupta Empire end?’ and outline in class
what the salient features were.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I learned that Ashoka ruled his people very differently in the later years of his life.
✓ I learned that Ashoka converted to Buddhism and introduced laws and policies to bring happiness to
his people.
✓ I learned that the Mauryan Empire grew weak and was replaced by the Kushan Empire.
✓ I learned that the Kushan people introduced Greek culture to the subcontinent.
✓ I learned that the Gupta period is known as the golden age because science and arts flourished during
this period.
✓ I learned that the Caste system became highly important during this period.
Homework
• Students could do Assessment questions 5 to 9 as homework.

84
Answers to Assessments
1. Answers to the questions:
i. Chandragupta
ii. Arthashastra
iii. Benevolent (or anything similar)
iv. Buddhism
v. Lower castes
2. The Arthashastra was such an important discovery because it was a historic text that had been lost, and
its discovery was very important to the study of the history of the subcontinent.
3. A king might find it difficult to rule as a raja-riski because he might lack the wisdom, character, or
experience to govern in this way. A ruler might find it easier to govern through force.
4. Students’ answers may vary. Good answers will back their answers with substantiated reasoning.
5. Students’ answers may vary. Good answers will back their answers with substantiated reasoning. Strong
analysis would typically be around keywords such as: Ashoka, achievements, kings, governance, edicts,
Dhamma, religious tolerance, social reforms, pillars, administration, economy, infrastructure, Ashoka’s
pillars, foreign policy, Kalinga War, Buddhist patronage, religious conversion, cultural exchange,
Chandragupta Maurya.
6. Good answers will involve a critical analysis of Ashoka’s reign. A skeletal answer would acknowledge that
Ashoka was the opposite of a sage king for the first part of his reign, as he was frequently going to war
and employing torture on his enemies, but he later on become a wise and benevolent ruler.
7. Kanishka continued Ashoka’s religious policies, and was a keen supporter of Buddhism. Moreover, he
carried on some of the work that Ashoka had begun related to the Silk Route. Excellent answers would
also augment their analysis with research acquired through relevant online and print resources.
8. Students’ answers may vary. Good answers will back their answers with substantiated reasoning and will
analyse the different rulers in terms of their reign.
9. Students’ answers may vary. Good answers will back their answers with substantiated reasoning.

Answers to Skills Book

‘Qualities of a raja-riski’

A 1. Students should complete the table using the information on pages 58–59 of World Watch History
Student’s Book 1.
‘Was Chandragupta a raja riski?’
A 1. Students should complete the table using the information on page 60 of World Watch History
Student’s Book 1.

85
 ‘Was Ashoka a raja-riski?’

A 1. Students should complete the table using the information on pages 60–61 of World Watch History
Student’s Book 1.

‘The Golden Age of the Gupta period’

A 1. Students should complete the table using the information on pages 63–65 of World Watch History
Student’s Book 1.

86
 10
Lesson Plan 1
The Coming of Islam

Reference pages 91–92

Topics Resources
• Conditions of Pre-Islamic Arabia • Skills Book topic
Prior knowledge / Introduction ‘Was Ashoka a
raja-riski?’
• Early history of the Arabian Peninsula shows that the region was divided into • Skills Book topic
numerous nomadic tribes, with some groups dominating the trade routes. From ‘The golden age
around 700 BCE to the fall of Petra to the Romans in around 100 CE, the of the Gupta
Nabateans were dominant across the Arabian Peninsula. The Quraish were period’
influential during the late sixth and seventh centuries CE, and controlled
Makkah, and the Ka’abah, which was then a place used to worship idols. The
Last Rasool Hazrat Muhammad was born in 570 CE in
the Banu Hashim tribe. After the Angel Jibrael revealed the word of Allah to
him, he began to spread the message of Islam. His teachings were based on the
oneness of Allah and challenged the social hierarchy of the time by calling for
brotherhood and equality amongst all people. The Last Rasool Hazrat
Muhammad faced many difficulties in the early days of
Islam. However, The Last Rasool Hazrat Muhammad
overcame these problems and with the peaceful conquest of Makkah in 630 CE,
Islam triumphed over the polytheist beliefs of the ancient Arabs.
• The Arabian Peninsula had mainly been occupied by nomadic tribes throughout
its ancient history. Also, it was a challenging place to live because of the hot
climate and harsh living conditions of the desert. Therefore, both the Persians
and the Romans had not considered these lands strategically important for
conquest, although both had trade links across the deserts of Arabia. Cultural
tradition placed great emphasis on wealth and trade, and the small city-states
and oasis towns of the Arabian Peninsula were mainly polytheist communities
with superstitious and pagan beliefs. The Last Rasool Hazrat Muhammad
united the region under a single faith and transformed
the lives of the Arabs and the cultural landscape of Arabia.

87
Starting discussion points 5-15 min
• Ask the students what they think the conditions of Arabia were like before Islam
and how they think they would impact the lives of the people of the time.
• Why is it important to evaluate the conditions of Arabia in pre-Islamic Arabia?
How is it relevant to understanding the impact of Islam and the teachings of
the Last Rasool Hazrat Muhammad
Steps for using the Student’s Book 20 min
1. Begin the lesson by providing a brief overview of Pre-IslamicArabia, discussing
its historical significance and the key aspects students will explore. Ask students
to read the text on page 91. Reiterate the importance of understanding the social,
cultural, and political conditions of the time in order to appreciate the
transformative impact of Islam.
2. Divide the class into small groups of 3-4 students. Assign each group a specific
topic related to the conditions of Pre-Islamic Arabia. For example, tribal society,
polytheism, economic activities, social inequalities, poetry and oral tradition,
women’s status, or governance. Instruct the groups to discuss and brainstorm
key points, characteristics, and examples related to their assigned topic.
Encourage them to conduct research using online sources or relevant print
sources from the school library. Encourage students to collaborate, share ideas,
and ask questions to deepen their understanding of the topic. Students may also
present their findings to the rest of the class if there is time.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of this, summarising the
lesson, for example:
✓ I have learned about the conditions of Pre-Islamic Arabia
Homework
• Students can do Assessment questions 2 and 3 from the Student’s Book.

88
Lesson Plan 2
Reference pages 92–94
Topics Resources
• The birth and early life of The Last Holy Rasool Hazrat Muhammad • Index cards or
small slips of
Prior knowledge / Introduction paper
• Writing tools
• The Last Rasool Hazrat Muhammad was born in the
tribe of Quraish and the clan of Hashim, and grew up in Makkah, a city known
for its pilgrimage sanctuary, the Kaabah. Makkah had deviated from the
monotheistic worship established by Hazrat Ibrahim and had embraced
polytheism and idolatry. The Last Rasool Hazrat Muhammad’s
birth in 570 CE coincided with a failed invasion of
Makkah by King Abraha. Orphaned at a young age, The Last Rasool Hazrat
Muhammad was raised by his grandfather and later his
uncle, Abu Talib.
• During a trading journey to Syria, a Christian monk recognised The Last Rasool
Hazrat Muhammad as a future prophet. At the age of
25, The Last Rasool Hazrat Muhammad married Hazrat
Khadijah , a wealthy businesswoman who was older than him. They
had children together, including Hazrat Fatimah , who later became
the wife of The Last Rasool Hazrat Muhammad’s cousin,
Hazrat Ali .
• At the age of 40, The Last Rasool Hazrat Muhammad
experienced a profound encounter with the Angel Jabriel while in seclusion on
a mountain near Makkah. This marked the beginning of his prophethood.
Initially, he shared his revelations privately, but eventually, he was commanded
by God to publicly proclaim his message. As The Last Rasool Hazrat Muhammad
preached monotheism and criticised the religious beliefs
of the Quraish tribe, tensions arose between him and the people of Makkah.
Starting discussion points 5-10 min
• Ask the students what they know about the early life of The Last Rasool Hazrat
Muhammad . Ask them to tell you things like when he
was born, what they know about his family, any stories they know of his
childhood, etc.

89
Steps for using the Student’s Book 25 min
1. Ask students to read pages 92 to 94 of the Student’s Book and make notes about
what they learned.
2. Divide the class into groups of three or four students. Provide each group with
index cards or small slips of paper and instruct each group to create a timeline
of important events from the early life of The Last Rasool Hazrat Muhammad
. Encourage students to research using online and print
sources (allow them access to books in the library if possible) and discuss key
moments such as his birth, upbringing, the incident of the cave of Hira, the
first revelation, and significant encounters with individuals like Khadijah
, Waraqah ibn Nawfal, and others. Each group should write the event
or teaching on a separate index card or slip of paper and arrange them in
chronological order to create the timeline.
3. Next, read the text related to the First Revelation on pages 93–94. Discuss how
it took place, and what events unfolded after it.
Discussion and Review 5 min
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I have learned about the early life of The Last Rasool Hazrat Muhammad
.
✓ I have learned about the events and impact of the First Revelation.
Homework
• Students can complete Question 4 from the Assessments section in the Student’s
Book.

90
Lesson Plan 3
Reference pages 94–98
Topics Resources
• The migration to Madinah • Notebook and
• The Treaty of Hudaibiya and the Conquest of Makkah writing tools
• The Farewell Sermon as a call for universal human rights
Prior knowledge / Introduction
• The Conquest of Makkah refers to the takeover of the city by Muslims in 8 A.H.
This conquest was peaceful and marked the end of the series of wars between
the Muslims and the Quraish tribe.
• The Farewell Sermon was The Last Holy Rasool Hazrat Muhammad’s
address where he outlined the roles and responsibilities
of Muslims.

Starting discussion points 5-10 min

• Ask the students about what they think a person’s legacy is.
Steps for using the Student’s Book 25 min
1. Ask the students to read the text under the heading ‘Migration to Madinah’.
Ask them what they think migration is. Explain that migration is moving from
one place to another. Also, ask ‘Why do people migrate?’ Students will give
various reasons. Tell the students that apart from better life opportunities,
people also migrate if they are being persecuted or mistreated in the place where
they live. Elicit responses about the difficulties faced by immigrants. These
could include hardships faced in settling into a new place, finding a new source
of income, adjusting to a new environment, etc.
2. Ask students to read the text under the heading ‘The conquest of Makkah’. They
should summarise the key points in their notebooks. For example, they could
write:
• 10,000 Muslim pilgrims travelled to Makkah in 630 CE.
• The Makkans were overwhelmed to see them and surrendered without
putting up a fight.
• Discuss the achievements of The Last Rasool Hazrat Muhammad
listed in these sections with the class, breaking up
the reading with short periods of reflection over what is being read. This
would enable them to explore why The Last Rasool Hazrat Muhammad
qualities were key to gaining support and convincing
people to follow Islam. They should continue reading pages 94–98 to learn
how The Last Rasool Hazrat Muhammad changed
the atmosphere of Yathrib.

91
After reading about al-Ansar and al-Muhajirun, elicit responses whether their
relations provided solution to the problems of the immigrants.
4. Next, ask the students to read about the Farewell Sermon. Ask them to make
a list of The Last Rasool Hazrat Muhammad’s
instructions in his last sermon. You could ask students to record this in the
form of a scroll (see below), taking care to do this very carefully because of the
importance of what is being recorded and remembered.

Extended/Optional Activity
Ask students to visually represent the migration in 622 CE. This could take the
form of a direction sign, to symbolise the migration of The Last Rasool Hazrat
Muhammad and his followers. Students should use the
space within the signboard to summarise the key points about the migration to
Yathrib, and the events that followed.

You might wish to also focus on the dialogue (conversation between Person A
and Person B) which assesses the reasons for The Last Rasool Hazrat Muhammad
.

92
 success in spreading the message of Islam, and then discuss with the group
Questions 4 and 8. They should write these in their notebooks for homework.
Discussion and Review 5 min
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that Prophet and his followers migrated from Makkah to Madinah
following persecution by the Makkans.
✓ I learned the meaning and historical significance of al-Ansar and al-Muhajirun.
✓ I learned how Yathrib transformed from a chaotic city to a harmonious multi-
faith society.
✓ I learned that the small band of Muslim immigrants grew manifolds in number
within the eight years after migration.
✓ I learned that when Muslims re-entered Makkah, the Makkans surrendered.
✓ I learned that Makkah was conquered without shedding a single drop of blood.
Homework
• Encourage students to use online and print sources to find more information about the Conquest of
Makkah. Ask them to explore why it was a unique conquest in history.

Answers to Assessments
1. Answers to the questions are:
i. b. Asia
ii. c. Hazrat Khadija
iii. b. Nabateans
iv. a. Yathrib
v. b. Al-Ansar
2. The Nabateans managed to control the trade routes across Arabia by keeping the locations and sources
of their water supplies, and their methods of finding water, secret, for hundreds of years.
3. Makkah became an important trading city because it was located at the centre of the trade routes from
East Africa and Southern Arabia to Babylon, Damascus, and Jerusalem. Also, the Quraish profited greatly
from granting access to the Ka’abah and selling provisions to pilgrims who came to worship idols at the
Ka’abah.
4. Students will answer this based on what they have learnt across the Unit. Good answers would also refer
to relevant and authentic online and print sources.
5. The following may have helped The Last Rasool Hazrat Muhammad become
successful in spreading his message:He was Allah’s chosen messenger.
• He was trustworthy and his followers had a deep faith in him even when they were persecuted.
• He had gained a reputation for honesty and had made trusted contacts as a trader.
• He was able to convince people to give up their greedy business practices, their disregard for the
poor, and mistreatment of the enslaved.
• His message appealed to the people, especially the poor, the slaves, and the badly treated members
of the Arab society.

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 • Upon his instructions, some of his followers migrated to Abyssinia in East Africa around 615 CE.
• The Muslims in Makkah migrated with him to Yathrib (later called Madinah) in 622 CE.
• The Muslims in Madinah welcomed The Last Rasool Hazrat Muhammad
and willingly made the al-Muhajirun their brothers.
• He created a constitution in Yathrib which ended rivalries and hence a peaceful, harmonious, and
multifaith society was established.
6. The Last Rasool Hazrat Muhammad’s message enraged the elite of Makkah
because they feared he might claim leadership and bring an end to their political, economic, and social
supremacy. The Last Rasool Hazrat Muhammad refused their offers of becoming their leader or their
riches, and this further frustrated them.
7. The Last Rasool Hazrat Muhammad’s farewell sermon is considered very
important to Muslims because he encapsulated the message of Allah in it and asked his followers to
mainly: say their five daily prayers; fast during Ramzan; offer zakat for charity; and perform Hajj, if
possible. He also instructed that no person had superiority over the other except by piety and good
action. The Last Rasool Hazrat Muhammad united the entire Islamic community into a brotherhood
known as the Muslim Ummah.
8. The bond between the al-Muhajirun and al-Ansar in Yathrib was based on the principle of brotherhood.
The Last Rasool Hazrat Muhammad did not want the al-Muhajirun to burden
the al-Ansar and hence he paired each Muhajir from Makkah with an Ansar from Yathrib (Madinah) as
brothers. The al-Ansar shared their businesses and property with al-Muhajirun. This was a remarkable
achievement as it created a great support system for the immigrants, who had left their belongings and
property in Makkah.
9. The way the Last Rasool Hazrat Muhammad conquered Makkah in 630 CE was
very special because he did so without shedding a single drop of blood. The Makkans were overwhelmed
by the ten thousand unarmed pilgrims who had travelled, under the leadership of The Last Rasool
Hazrat Muhammad to Makkah to worship at the Ka’abah. The Last Rasool Hazrat
Muhammad cleared the House of Allah of idols and displayed great generosity by
granting a general amnesty to those who had persecuted his family and followers and committed crimes
against him. Many people including Arab tribal leaders converted to Islam because of this generosity.

Answers to Skills Book

‘The early Muslims’
A 1–2.Students were asked to demonstrate information gathering and explanatory skills as they talk about
their understanding and reasoning. They should record this information, as given below:

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 What they did Why they did this
Rich traders and As The Last Rasool Hazrat Muhammad Those who opposed The Last
business people spread the Rasool Hazrat Muhammad
teachings of Islam to the rich people did not see
of Makkah, some opposed him and him as the messenger of Allah or were
attempted to offer him power and riches unhappy that he preached that they
to stop spreading his message. Others should give up their greedy business
were willing to listen and obey the word practices, disregard for the poor, and
of Allah, and the first convert to Islam mistreatment of the enslaved. Others,
of a high social standing in Makkah, like Hazrat Abu Bakr , were
outside of The Last Rasool Hazrat willing to accept the word of Allah and
Muhammad’s became observant Muslims
family, was Hazrat Abu Bakr, a wealthy
trader.
The rulers of The rulers of Makkah turned against As more and more people in Makkah
Makkah him. They inflicted pain, injury, and converted to Islam, the number
even death on those (particularly the of their enemies also increased.
poor and the slaves) who embraced The Makkan rulers feared that The
Islam. Last Rasool Hazrat Muhammad
might claim
leadership and bring an end to
their political, economic, and social
supremacy.
Poor people and The Last Rasool Hazrat Muhammad’s These people accepted the
slaves early followers message of Islam of fairness,
were slaves and the poor who were respect, and tolerance which was
mistreated by the rich. otherwise denied to them

‘The creation of a Muslim yet multi-faith city’

A 1. Students should mention some of the following but might have the points in different boxes.
a. The Last Rasool Hazrat Muhammad was highly respected and was seen
as a good and fair leader and as a very wise and holy man.
b. The Last Rasool Hazrat Muhammad laid the foundations of the new
society in Yathrib on the principles of brotherhood, or fraternity.

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 c. The Last Rasool Hazrat Muhammad paired each Muhajir from Makkah
with an Ansar from Madina as brothers, making a remarkable cooperation where they shared
personal property, and even could inherit from each other. Some local Jewish citizens also took
up the invitation to join this brotherhood. The Last Rasool Hazrat Muhammad signed treaties
of peace and cooperation with the tribes that did not.
d. The Last Rasool Hazrat Muhammad was trusted and respected. The
teachings of Islam have a universal appeal, and The Last Rasool Hazrat Muhammad was seen as
completely trustworthy and as someone striving for greater equality amongst people regardless
of their caste, colour, and creed.

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 11
Lesson Plan 1
The Period of the Pious Caliphs

Reference pages 100–102

Topics Resources
• How Islam spread outside the Arabian Peninsula • Skills Book ‘The
• The Rightly Guided Caliphs spread of Islam
• Hazrat Abu Bakr (632–644 CE) beyond the
• Hazrat Umar (634–644 CE) Arabian
Prior knowledge / Introduction Peninsula’

• The religion of Islam is essentially based on the principles of peace, equality,

justice, and tolerance, and the strength of these universal ideas helped the
religion to spread across the Arabian Peninsula and beyond. The Last Rasool
Hazrat Muhammad made an active effort in spreading
Islam widely. He, therefore, sent envoys to the Roman, Persian, and Byzantine
emperors in Constantinople inviting them to accept Islam. He also sent
messengers to Syria, Egypt, and Abyssinia offering to bring Islam to the people
of these regions. After his death, the mission to spread Islam was continued by
his companions and followers, most importantly by the ‘the Rightly Guided
Caliphs’, or Khulafa-al-Rashidun . Hazrat Abu Bakr laid the
foundations for the Islamic world as the first elected khalifa of Islam in 632 CE
but faced many challenges from rebellious Arab tribes. However, Hazrat Abu
Bakr and the later Caliphs dealt with these uprisings tactfully and
worked tirelessly to spread Islam beyond the boundaries of the Arabian
Peninsula to Syria.
Starting discussion points 5-15 min
• This activity is about the achievements of, and challenges faced by the four
Rightly Guided Caliphs, who ruled the Islamic lands after the death of The
Last Rasool Hazrat Muhammad . The section provides
an opportunity to look at how key individuals shaped history. By studying the
lives of the leading figures from the earliest periods of Islam, students will
deepen their knowledge and understanding of key leadership qualities,
especially the ones which the ‘Rightly Guided Caliphs’ demonstrated.

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Steps for using the Student’s Book 25 min
• Ask the students to read, in turns, starting with the section ‘How Islam spread
outside the Arabian Peninsula?’ followed by ‘The Rightly Guided Caliphs’. Ask
them to explain why it was important to the early Islamic leaders to spread
Islam into the neighbouring areas. Students should be able to explain that The
Last Rasool Hazrat Muhammad was the last Messenger
of Allah and that after The Last Rasool Hazrat Muhammad’s
death, the early Muslims and their leaders continued
his mission of spreading the message of Islam as it was hugely important to
them. Students may also make inferences and deductions of an historical nature
related to conquest of further territory for consolidating the position of the
Islamic community against potentially hostile neighbours. Securing borders
helped them to benefit from the wealth, trade, and resources that came from
controlling large territories. The relative decline of the Persian (Sassanid), and
Byzantine (Eastern Roman Empire) territories might also be mentioned as
reasons for the spread of Islam by some students with additional knowledge.
• Help the students by discussing the problems faced by each of the Rightly
Guided Caliphs and how they overcame them. Also, explain how their
personalities and strengths helped them alongside their faith and observance
of Islam.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned how Islam spread outside the Arabian Peninsula.
✓ I learned the meaning of the term ‘Rightly Guided Caliphs’, and the names of
the four leaders who were given this title.
✓ I learned that Hazrat Abu Bakr unified the Arab communities.
✓ I learned that Hazrat Umar was respected by both Christians and Jews.
Homework
• Students should complete the relevant sections of Questions 1–2 for homework.
• The Skills Book activity ‘The spread of Islam beyond the Arabian Peninsula’ includes a map task about
the spread of Islam outside the Arabian Peninsula. Students will be required to shade in the territory
that fell under Islamic control during the rule of the different Caliphs. Students should complete the
sections related to the first two caliphs only.

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Lesson Plan 2
Reference pages 102–103
Topics Resources
• Hazrat Uthman ibn ‘Affan (644–656 CE) • Skills Book
• Hazrat Ali (656–661 CE) ‘The spread of
Prior knowledge / Introduction Islam beyond
the Arabian
• The early Caliphs were remarkable leaders and administrators. Hazrat Umar Peninsula’
conquered Jerusalem and showed tolerance and respect to the
Christians and Jews living there. He established a strong administrative
structure, and later reforms by Hazrat Uthman further strengthened
the government. Hazrat Ali managed to handle the rebellion of Amir Mu’awiya
by agreeing to a peaceful settlement and thus prevented a civil war on Islamic
lands, even though this led to the division of the Islamic territory and his
martyrdom..
Starting discussion points 5-15 min
• What does it mean to have a ‘good administration’ by a government?
• Ask the students what role they think good administration plays in the
governance of an empire.
• How important is it for rulers to be just and fair?
Steps using the Student’s Book
1 This lesson is a continuation of the previous lesson where students mainly learnt
about the first two caliphs. In this lesson, students will learn about the last two
caliphs, Hazrat Uthman and Hazrat Ali and their significant
achievements. Explain that Hazrat Uthman Ibn Affan chose to live a
simple, pious life despite the fact that he belonged to a rich family. He was very
generous and distributed his wealth amongst the needy. Elicit responses about
how his qualities shaped his administration as the Caliph. Students should read
about the Caliphate of Hazrat Ali . Ask them to make notes of the
challenges he faced during his rule.
Discussion and Review
Ask the students what they have learnt in this lesson. They could make a note of
this, summarising the lesson, for example:
✓ I learned that several key improvements were made during the Caliphate of
Hazrat Uthman .
✓ I learned that Hazrat Ali faced many challenges during his Caliphate.

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Homework
• Students should complete the relevant sections of Questions 1–2 for homework. They should also
complete Question 3.
• Students should complete the relevant sections of the activity ‘The Rightly Guided Caliphs’ in the Skills
Book. They should already have completed the sections on Hazrat Abu Bakr and Hazrat Umar
.

Answers to Assessments
Answers to the questions:
1. Equality; justice; tolerance
2. the truthful one
3. Hazrat Umar ; Jerusalem
4. Persia; Egypt; Syria
5. Tariq ibn Ziyad; Rock of Gibraltar
Good answers will follow this skeletal outline:

Caliph Achievements
Hazrat Abu Bakr Known as Al-Siddiq or ‘the truthful one’, Hazrat Abu Bakr had been a close
(632– companion of The Last Rasool Hazrat Muhammad and was
634 CE) elected as the first khalifa of Islam in 632 CE. He dealt with tribal rebellion amongst the
Arabs and unified them, spreading Islam to Syria in the process.
Hazrat Umar Hazrat Umar expanded the influence of Islam to parts of the former Roman and
(634– Persian empires in the Middle East. When he was martyred in 644 CE, Islamic rule had
644 CE) spanned from present-day Libya in North Africa to the Indus River in the eastern Indian
subcontinent. His administrative system was powerful and under his rule, significant
progress was made in lawmaking, diplomacy, civil building works, free trade, and welfare
aid for the poor. He commissioned the building of a naval fleet, and in 634–636 CE his
troops defeated both the Byzantine (Eastern Roman Empire) and the Persian armies.
When his army conquered Jerusalem in 637 CE, he humbly declined the offer of the
priest to pray inside the church, so that later generations would not be encouraged to
transform the church into a mosque. This act demonstrated his respect for other religions.
Hazrat Usman Hazrat Usman was a skilled businessman who managed his personal wealth
ibn ‘Affan with generosity and adopted a simple lifestyle lived with piety. Under his administration,
(644– the Islamic Empire expanded into Persia, Armenia, North Africa, and parts of the eastern
656 CE) Mediterranean. He increased taxation in the conquered territories to build public
buildings and pay the salaries of workers and soldiers but ensured fairness by establishing
a system of inspecting markets, weights, and price regulations. There was great turmoil
during the closing years of his rule, and he was martyred in 656 CE.

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Hazrat Ali Hazrat Ali , the fourth Caliph, brought administrative improvements by
(656–661 CE) relocating the capital to Kufa in Iraq. He continued the policies of Hazrat Umar
, promoting accountability among officials and wise use of state funds.
Hazrat Ali prioritised social justice, combating nepotism, and assisting
those in need. He also showed kindness to non-Muslims, inspiring conversions to
Islam. However, his reign marked the end of the Pious Caliphate. Under Hazrat Ali’s
leadership, Muslim territories expanded, reaching Tripoli in North Africa
and the Caspian Sea in the north, while advancing into Afghanistan in the east. The
conquered lands were developed for the benefit of the people, with infrastructure
projects and military reforms. Tragically, Hazrat Ali was assassinated while
praying in Kufa Masjid. His death led to the establishment of the Umayyad Dynasty
by Amir Mu’awiya, who continued Arab conquests, including the conquest of North
Africa.

1 Students will answer this based on their understanding. Good answers will critically analyse the
caliphates of the caliphs.
2 Students will answer this based on their understanding. Encourage them to focus on administrative
and social challenges. They may refer to relevant/authentic online and print sources. Remind them to
write like historians, which is, to narrate incidents objectively.

Answers to Skills Book

‘The spread of Islam beyond the Arabian Peninsula’

A 1. Students should mark the places where Islam reached during the Rashidun Caliphate.
During Hazrat Abu Bakr’s rule (632–634 CE), Islam reached up till Syria.
During Hazrat Umar’s rule (634–644 CE), Islam reached present-day Libya in the west to
the Indus River in the east. It reached as far as Jerusalem in 637 CE.
During Hazrat Usman ibn ‘Affan’s rule (644–656 CE), the Islamic Empire included Persia,
Armenia, North Africa, and parts of the eastern Mediterranean.
During Hazrat Ali’s rule (656–661 CE), Islamic Empire stretched up to Tripoli in North
Africa, the Caspian Sea in north-western Asia, and Herat in Afghanistan.

‘The Rightly Guided Caliphs’

A 1. Students should read about the Caliphs from their Student’s Books.
2. Good answers will follow this skeletal outline:

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Caliph Problems How he solved them
Hazrat Abu Bakr After the death of The Last Rasool Hazrat Dealt with uprisings firmly, re-unified
(632–634 Muhammad the the Arabs and spread Islam to what is
CE) alliances of the Arab communities began now Syria
to fall apart. Some Arab tribes rebelled;
some refused to pay zakat, while the
others refused to accept the authority of
the caliphate

Hazrat Umar Faced problems from neighbouring great Built battle fleets for the Muslim army;
(634–644 powers: the Byzantine Empire and the absorbed some of the lands of the
CE) Persians; fought and beat the Persians Eastern Roman Empire (Byzantium)
at al-Qaddisiya and at the same time and Persia Set up a strong system of
defeated the Byzantines at Yarmouk in administration; made new laws; began
636 CE. Needed to administer a large and diplomatic relations; focused on civil
complex empire building works; promoted free trade;
worked for the welfare of the people
Hazrat Usman ibn He took office when aged sixty-eight and Despite being the son of a wealthy
‘Affan inherited his father’s immense fortune trader, he maintained a simple life and
(644–656 CE) when he was only twenty. applied simplicity and honesty to his
During his last years there was great civil administration.
unrest in the empire The Islamic Empire expanded into
Persia, Armenia, North Africa, and
parts of the eastern Mediterranean. He
increased taxation in the conquered
territories and used the money to
build public buildings and pay the
salaries of workers and soldiers in the
empire. The size and wealth of cities
grew, making people more contented.
Markets were regularly inspected, and
the weight and prices of goods were
regulated.
Hazrat Ali He inherited power after the martyrdom To improve stability and satisfaction,
(656–661 CE) of Hazrat Usman . There was he set up police forces, built roads,
instability in the empire and feelings of and had wells dug. He expanded the
mistrust amongst peopl empire into some new territories

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