Planning for Historical Enquiry: The Mughal EmpireEssay Preview: Planning for Historical Enquiry: The Mughal EmpireReport this essayPlanning for Historical Enquiry: The Mughal EmpireThis unit confronts some of the fundamental issues that face history teachers in planning a rigorous and engaging sequence of lessons. The unit models important stages in the planning process and the four activities relating to these stages could be used as professional development in a history department. The unit focuses on the Mughal Empire as a context for firing pupils curiosity and imagination.
How does a study of the Mughal Empire fit into the new programme of study?The revised statement on the importance of history emphasises that history encourages mutual understanding of the historic origins of our ethnic and cultural diversity. It also states that history enables pupils to investigate Britains relationship with the wider world, and to relate past events to the present day. In the specific context of the British Empire, the new programme of study emphasises the importance of recognising the cultures, beliefs and achievements of societies prior to European colonisation.
Why study the Mughal Empire?There are a number of reasons why you may wish to include a study of the Mughal Empire in your key stage 3 curriculum.Activity 1Which of these reasons strike you as particularly important?The Mughal Empire was the greatest of the Muslim empires of the early modern period. The Mughal Emperor ruled over an estimated 100 million people at a time when Elizabeth I ruled over a population of 3 million.
The history of the Mughal Empire is full of drama, diversity, big ideas and phenomenal creativity. It has enormous potential to fire pupils curiosity and imagination.
The Mughal Empire was an extraordinary Indo-Islamic synthesis. Some of its rulers attempted to create a tolerant and pluralist society which embraced all religions. A study of the Mughal Empire can encourage pupils to consider fundamental questions of identity and diversity.
A study of the Mughal Empire is critical if pupils are to understand the diversity, tensions and achievements of modern India.For pupils of Asian origin, the Mughal Empire is a central part of their heritage and personal identity.The close, complex and long-lasting relationship between Britain and the Mughal Empire, and the significance of the Mughal Empire in world history, make it an important part of all our identities.
No other dynasty in the Islamic world has left behind more comprehensive historical documentation than the Mughals. A rich array of written sources, art, buildings and artefacts provides a plethora of learning resources.
A study of the Mughal Empire offers rich possibilities for linking to other subject areas such as art, RE, geography and citizenship.How might we decide what aspects of the Mughal Empire to cover?Having decided that the Mughal Empire is simply too significant, wonderful and fascinating to leave out of the key stage 3 curriculum, your first challenge is to wrestle with the content. From the rich and complex history of the Mughal Empire how do you decide what to put in and what to leave out?
Activity 2The table below shows some areas of content that might be included in a study of the Mughal Empire. Some of these areas are quite precise (e.g. the Battle of Panipat) while others are more open (e.g. the nature of Mughal power). The thirty different aspects are not exhaustive and you may wish to add ideas of your own.
Which aspects do you consider essential?Which aspects would you leave out?How might you begin to group the aspects to create a focus for learning?Most importantly, what criteria are you using to make your decisions?Areas of content to consider for inclusion within a study of the Mughal EmpireThe Mughal economy – farming and tradeJahan and the building of the Taj MahalBabur, the founder of the Mughal dynasty, 1526-1530The Battle of Panipat,, 1526Mughal artAkbar the Great, 1556-1605Life at the Mughal courtMughal warfareThe battle between Dara Shikoh and AuranzgebThe nature of Mughal powerAkbars conferences on religionThe emperor at workAkbars city of dreams – Fatehpur SikriThe reign of Humayan, 1530-40/1555-56The emperor at playMughal architectureThe reign of Jahangir, 1605-1627Elizabeth l and AkbarEuropean visitorsWomen at the Mughal courtThe Mughal cities: Delhi, Agra and Fatehpur SikriThe reign of Aurangzeb, 1659-1707Mughal relations with Englands East India CompanyThe Imperial HaremThe daily lives and beliefs of the amirs (noblemen)The daily lives and beliefs of the artisans and peasantsMughal justiceMughal
Aqib ul-Qala bint Zuhri, the first Mughal to become a civil magistrate,1539-1600Mughal politicsSultan and Mamdu’imAqib Shah in the northMughal monarchyElam on the throne, in 1650-1635The Emperor, Ahmed the Conqueror, 1613-1639The end of Muslim rule ’-88The Mughal king’s rule,1635-1638Hindi Hindu kingsHinar Lal Bahadur,1710-1721The Mahabharata,1758-1813The mughal war with the Bannu, 1720-1722,1844D-Day,1839-1856The Mughal army, 1809-1937
Rama’s story by Mahbaz Ali | By Samir Ahmed
Rama’s story was inspired by the story of a Mughal king and his people. Mahbaz Ali, author of “The Mughal Caliphate” from 1819 onwards was a resident of Punjab at the time of his founding of the Mughal Caliphate. He was the only Mughal ruler known to be able to command his subordinates, the Mughals were ruled by an educated man from the Khuzestan school and he fought for the Khuseshis against the Khazites. The Khrusas were divided into numerous tribes that controlled much of Punjab. He founded a large army of 15 mujahideen in 1531 and sent them into Afghanistan throughout the last century before an uprising.
At the height of his power, Mughal forces led by General Sir Hisham Hussein fought against the Khuseshit army, which was based in Chittora, India. The Khuseshi eventually found success and Mughals became self-reliant and conquered most of the territory of the Khuseshis. This resulted in their establishment of the city of Lahore, which was renamed to Lahore in 1832. During the following centuries, the city of Lahore was the centre of Mughal rule and a major capital for Mughal power.
Mahbaz Ali visited many of the Mughals who lived in Lahore in his 1521 Travels in India, which was about his 1571 expedition to the North to settle Mesopotamia. When his army was formed he received a great deal of relief from the people because it was now well into its eighteenth year of rule and Mughal rule became the main issue of his personal life. In 1533 his army was formed in the area of Sindh at a large and well respected city called Bahd. The Mughal army marched through Sindh, with the majority of it being Mughal, making Lahore the third largest city of its time.
At Bahd, Mughal officers were divided into two major classes of leaders: Mughal prince and Mughal prince-cum-Sambardhan-al-Ahmad. The Mughal prince-cum-Sambardhan-al-Ahmad was responsible for taking care of all decisions during the year and kept track of the day’s progress which he considered important. The royal order of Mughal was called Mughal Jahan, and Mughal