1

1 I Love My India
Lesson Plan
For additional content see the DVD and the App.

lesson OBJECTIVES

The students  recall the names of countries

 take pride in being Indian and who are our neighbours.
recall the position of India in the  understand the meaning of

world in terms of its size and its political divisions and recall the
population. names of 28 states, eight Union
 briefly understand the physical Territories and their capitals.
features of India such as the  recall the names of the largest,

mountain ranges to the north, smallest, newest and the Seven

the peninsula to the south and Sister states.
the water bodies on three sides.  understand the meaning of

 understand the terms such as physical divisions and recall the

population, mountain range five physical divisions of India.
and mainland.  locate and label the states, Union

 distinguish between Territories and their capitals on

Companion – a complete resource for teachers

Kanniyakumari and Indira Point. a political map.

Teaching aids
political and physical maps of India, a 1947 political map of India, a pointer

in the class
The teacher will ask the class, ‘When do you feel proud to be an Indian?’ She / He will ask


the students to choose an answer from the following. The teacher will also ask the reason
for the same.
 a. When an Indian is internationally awarded and honoured.
b. When India wins a cricket match.
c. When tales of great people such as Mahatma Gandhi, Swami Vivekananda, Emperor
Ashoka and Gautam Buddha are narrated to you.
d. When someone praises India.
 Then the teacher will ask the students to do the activity under GET started!
BASIC FACTS ABOUT INDIA
 The teacher will use the board and write down these facts.

India is in Asia.
l

It is the seventh-largest country in the world in area and second largest in population.
l

India has mountain ranges in the north and peninsula in the south. The three water
l

bodies surround the peninsula.

India shares land boundaries with Pakistan, Afghanistan, China, Nepal, Bhutan, Myanmar
l

and Bangladesh. They are our neighbours.

Sri Lanka and Maldives are our neighbours across the sea.
l

 The teacher will tell the students that there are two southernmost points.

The one on mainland India is Kanniyakumari. It is in Tamil Nadu.

l

The other is Indira Point. It is in Andaman and Nicobar Islands.

l

 The teacher will use a political map of India to show both Kanniyakumari and

Indira Point.
activities
A. Indira Point is named after Indira Gandhi. Find out who was Indira Gandhi. Share your
findings in class.
B. The teacher will divide the class into nine groups. Each group can select a neighbouring
country of India. Find out the following about that country.
a. name of the President / Prime Minister or both
b. an important city, other than the capital city
c. two places of tourist attraction
d. its currency

POLITICAL DIVISIONS
 The teacher will tell the class that on 15 August 1947 India gained independence. Briefly it

will be told that:

Before 15 August 1947, India was a colony of the British, i.e. the British ruled India.
l Companion – a complete resource for teachers

Many people sacrificed their lives to gain freedom.

l

 The teacher will show a 1947 political map of India and a recent map of India for

comparison. The teacher will ask the students to identify the differences. For example:
In the older map, the number of states are less and the states are bigger in size.
l

States such as Rajputana, Central Provinces, United Provinces, Hyderabad and Mysore no
l

longer feature as states in the recent political map.

 After this, the teacher will tell the students that India is a huge country and for the purpose

of better governance, the country is divided into states and Union Territories. At present
there are 28 states and eight Union Territories in India. Then the teacher will ask the
 students to study Table 1.2 on Page 166 in the Main Coursebook.
 More information will be given to the class.
The largest state in terms of area is Rajasthan.
l

The smallest state in terms of area is Goa.

l

The Seven Sisters of India are Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram,
l

Nagaland and Tripura.

Telangana was carved out of Andhra Pradesh. Hyderabad is the capital of Telangana.
l

Amaravati is the capital of Andhra Pradesh.

activitY
C. Then the teacher will ask the students to do the activity under CHECKPOINT.
PHYSICAL DIVISIONS
 The teacher will show a physical map of India and use a pointer to show the different

landforms of our country.

The northern mountains
l

The northern and the coastal plains

l

The western desert

l

The southern plateaus

l

The islands
l

 The teacher will then briefly tell the class that these landforms influence the following.

clothes
l

occupations
l

food habits
l

crops grown
l

activity
D. Make a chart on the Seven Sisters. You will need a chart paper, a pair of scissors,
adhesive, information and pictures about the seven states. On the chart paper, paste
pictures of the following from each state and write their names.
 a popular food item

 a folk / classical dance

 an important festival

 a famous handicraft

 a famous personality

Display your chart in class.

Companion – a complete resource for teachers
 2

2 The Northern Mountains

Lesson Plan
For additional content see the DVD and the App.

lesson OBJECTIVES

The students  identify the main occupations

 learn about the extent of the of the people living in the
mountains and the hill ranges Himalayas.
in India.  learn about the lifestyle of

 recall the names of the three the people living in Jammu &
parallel ranges of the Himalayas. Kashmir, Ladakh, Himachal
 comprehend the fact that many Pradesh, Uttarakhand and
rivers originate from the glaciers Sikkim.
in the Greater Himalaya.  recall the names of states that

 recall that Mount Everest is the are part of the Purvachal Hill
highest peak in the world and Ranges.
Mount Godwin Austen is the  identify the main occupations

highest peak in India and of the people living in the

Companion – a complete resource for teachers
the second-highest peak in Purvachal Hill Ranges.
the world.  learn about the lifestyle of the

 understand that the life of the people living in Arunachal

people in a region is influenced Pradesh, Nagaland, Manipur,
by the landforms and the climate Mizoram, Tripura and
of that region. Meghalaya.
 recall the names of states that are  locate and label the states that are

part of the Himalayas. part of the northern mountains.

 Teaching aids
excerpts from Amar Chitra Katha on ‘Tenzing Norgay’, physical and political maps of India,
a pointer
in the class
 The teacher will start the lesson by telling the story of Tenzing Norgay from Amar Chitra Katha.
 After narrating the story, the teacher will ask the students to do the activity under GET started!

 The teacher will tell the students that the northern mountains include the following.
l the Himalayas and the Karakoram mountains
l the Purvachal Hill Ranges
THE HIMALAYAS
 The teacher will show the extent of the Himalayas on a physical map of India. The students

will be told that

lMount Everest, the highest peak of the world, is located in these mountains. It lies on
Nepal-China border.
lthere are three parallel ranges in the Himalayas – the Greater Himalaya (Himadri), the
Middle Himalaya (Himachal) and the Outer Himalaya (Shiwalik).
 Information about each of these ranges will be written on the board.

The Greater Himalaya The Middle Himalaya The Outer Himalaya

or Himadri or Himachal or Shiwalik
highest of the three ranges lower in height than the lowest of the three ranges
Greater Himalaya
located in the extreme north located towards the south of located towards the south of
the Greater Himalaya the Middle Himalaya
remains snow-covered mountain slopes covered mountain slopes covered
throughout the year with thick forests of pine, with forests
fir and deodar
rivers such as Indus, Ganga, Shimla, Darjeeling and many wild animals are found
Yamuna and Brahmaputra Nainital are popular hill in these forests
originate here from glaciers stations in this range

KARAKORAM MOUNTAINS
 The teacher will show the extent of the Karakoram mountains on a physical map of India.
Companion – a complete resource for teachers

The students will be told that

these mountains are located to the north-west of the Himalayas.
l

Mount Godwin Austen, the highest peak of India and the second-highest peak of the
l

world, is located in these mountains.

these mountains are located in Jammu & Kashmir and Ladakh.
l

activitY
A. River Indus flows through China, India and Pakistan while River Brahmaputra flows
through China, India and Bangladesh. Using an atlas, find out the names of five rivers
that flow through more than one country. Also find out the names of the countries
through which they flow.
LIFE IN THE REGION
 The teacher will write on the board the names of states and Union Territories that lie in

these mountain ranges.

l Himalayas – Jammu & Kashmir, Ladakh, Himachal Pradesh, Uttarakhand, Sikkim,
Darjeeling in West Bengal and some parts of Arunachal Pradesh
l Karakoram mountains – Jammu & Kashmir and Ladakh
 The teacher will then use a political map of India to show the states and Union Territories

that lie in the northern mountains.

 The teacher will discuss about the main occupations of the people living in the Himalayas

and the Karakoram mountains.

l Farming, particularly terrace farming
l Sheep rearing
l Wood carving
 With that, the teacher will discuss the lifestyle of the people living in each of these.

 Jammu & Kashmir

l It is famous for apple orchards and saffron cultivation.
l People wear phiran and salwar.
l They use kangri to keep themselves warm in winter.
l They drink kahwa, a special tea.
l Srinagar, Gulmarg and Amarnath are some places of tourist attraction.
 Ladakh
l It is famous for beautiful scenery and barren mountains.
l Men wear thick woollen robe called goncha and women wear kuntop.
l It is the only place in India where double-humped camel is found.
l Pangong Lake, Leh Palace and Zanskar Valley are some places of tourist attraction.
 Himachal Pradesh
l It is famous for apple orchards.
l Men wear Kullu caps and women wear scarves called dhazu.
l Kullu Dussehra is the most popular festival.
l Shimla, Dalhousie and Manali are some places of tourist attraction.
 Uttarakhand
l It is famous for basmati rice, lychees and plums.
l People weave woollen shawls, scarves and rugs.
l Mussoorie, Nainital and Haridwar are some places of tourist attraction.
 Sikkim COMPANION – a complete resource for teachers
l It is famous for oranges, cardamom and orchids.
l Men and women wear a special gown called bakhu. They also wear colourful jewellery
made of beads.
l Gangtok and Pelling are some places of tourist attraction.
ACTIVITIES
B. The teacher will ask the students to do the activity under CHECKPOINT.
C. Saffron is the world’s most expensive spice. Find out the food items in which saffron is
used. Share your findings in class.
 PURVACHAL HILL RANGES
 The teacher will show the extent of the Purvachal Hill Ranges on a physical map of India.

The students will be told that

l these ranges are also known as the North-Eastern Hills.
l Arunachal Pradesh, Nagaland, Manipur, Mizoram, Tripura and Meghalaya lie in these ranges.
 The teacher will use a political map of India to show the states that lie in these ranges.

LIFE IN THE REGION

 The teacher will discuss about the main occupations of the people – farming and weaving.

 With that, the teacher will discuss the lifestyle of the people living in each of these states.

 Arunachal Pradesh
l It is famous for fruit orchards and orchids.
l Carpet weaving, wood carving, and making bamboo and cane products are other occupations.
l Itanagar, Ziro and Tawang are some places of tourist attraction.
 Nagaland
l Wood carving and pottery are other important occupations.
l Naga shawls are famous for their designs.
l Kohima and Dimapur are some places of tourist attraction.
 Manipur
l Lychee, chestnut, walnut, papaya and passion fruit are cultivated here.
l It is famous for bamboo, cane and leather goods.
l Manipuri dance is very popular.
l Imphal and Ukhrul are some places of tourist attraction.
 Mizoram
l It is famous for fruit and rose cultivation, and silkworm rearing.
l Chapchar Kut is an important festival.
 Tripura
l It is famous for jute, rubber and bamboo cultivation.
l Bangla and Kokborok are spoken here.
l Agartala and Unakoti are some places of tourist attraction.
 Meghalaya
l Garo, Khasi and Jaintia tribes live here.
l Khasi and Garo languages are widely spoken.
l It is famous for Strawberry Festival.
Shillong and Cherrapunji are some places of tourist attraction.
Companion – a complete resource for teachers

activitY
D. Fill in this table with the names of states where these occupations are practised.

Making of
Farming Sheep rearing Wood carving Fruit farming bamboo and
cane products
 3 The Northern and
Coastal Plains
Lesson Plan
For additional content see the DVD and the App.

lesson OBJECTIVES
The students  learn about the lifestyle of the
 define terms such as plain, people who live in the northern
alluvium, basin, tributary, delta, plains.
lagoon and harvester.  compare between the Eastern

 understand that the plains of Coastal Plain and the Western

India include the northern plains Coastal Plain.
and the coastal plains.  recall the names of states

 comprehend the formation of that are part of the coastal

plains and its fertility. plains.
 recall and locate the Satluj, the  learn about the lifestyle of the

Ganga and the Brahmaputra people who live in the coastal

rivers that have formed the plains.
northern plains.  locate and label the states that

 recall the names of states that are are part of the northern plains
Companion – a complete resource for teachers

part of the northern plains. and the coastal plains.

Teaching aids
political and physical maps of India, flash cards / photographs of famous places

in the class
 The teacher will start the lesson by asking the students to do the activity under GET started!
 The teacher will then define a plain and discuss how it is formed.
 Then she / he will write on the board.
 The plains of India
the northern plains
l

the coastal plains

l

THE NORTHERN PLAINS

 The teacher will show the extent of the northern plains on a physical map of India.

The students will be told that

lthe northern plains are located towards the south of the Himalayas.
lit stretches from Punjab to Assam.
lthe Satluj, Ganga and Brahmaputra rivers and their tributaries have formed these plains.
 The teacher will tell the students how these plains were formed and why are they so fertile.

She / He will tell the students that rocks, sand and silt deposited by the rivers have made the
plains fertile. The fertile soil is called the alluvial soil.
 After this, the teacher will explain the three river basins using this table.

Brahmaputra river
Satluj river basin Ganga river basin
basin
Origin of the river Tibet Gangotri glacier in Tibet
the Himalayas
Main tributary Beas Yamuna —
States which are part Punjab, Haryana Uttarakhand, Arunachal Pradesh,
of the river basin Uttar Pradesh, Bihar, Assam
West Bengal

The teacher will provide the following information.



The Bhakra Dam is built on the Satluj river.

l

The Brahmaputra is called Tsangpo in Tibet.

l

The Ganga and the Brahmaputra rivers flow through Bangladesh and form the largest
l

delta in the world called the Sundarban delta.

activities
A. Why do you think the northern plains are often called the ‘food basket of India’?
B. List five uses of river.

LIFE IN THE REGION

 The teacher will tell the names of states that are part of the northern plains and show them Companion – a complete resource for teachers

on a political map of India.

 It will be told to the students that farming is the main occupation of the people here as the

plains are very fertile.

 Punjab
lFarmers use tractors and harvesters.
lPeople celebrate Baisakhi and Lohri.
lBhangra and Gidda are popular folk dances.
lThe Golden Temple in Amritsar is a major tourist attraction.
 Haryana
lFarmers use modern machines to increase agricultural production.
 l Cattle rearing and dairy farming are other occupations.
l Faridabad and Gurugram are famous for industries.
 National Capital Territory of Delhi
l The city is located on the banks of River Yamuna.
l Most people work in offices or have business.
l Red Fort, Qutb Minar, India Gate, Humayun’s Tomb, Jama Masjid, Lotus Temple and
Akshardham Temple are visited by tourists.
 At this point, the teacher will use flash cards/photographs and show some popular places

in Delhi.
 Uttar Pradesh
l It is famous for guavas, mangoes, chikankari embroidery, silk sarees and brassware.
l Sugar, textile, leather and chemical industries are located here.
l Prayagraj is famous for Kumbh Mela.
l Agra, Varanasi and Lucknow are some places of tourist attraction.
 Bihar
l It is famous for lychees and Bhagalpur silk.
l Litti-chokha and sattu parantha are popular dishes.
l People celebrate Chhath.
l They speak Maithili and Bhojpuri.
l Patna, Gaya and Rajgir are some places of tourist attraction.
 West Bengal
l Rice, jute and tea are the main crops grown here.
l It is famous for Darjeeling tea.
l People speak Bangla.
l Durga Puja is the main festival.
 Assam
l It is famous for tea and silk, natural gas and petroleum.
l People speak Assamese.
l They celebrate Bihu.
activities
C. The teacher will ask the students to do the activity under CHECKPOINT.
D. Find out the following about the state you live in. You can include the following.
 famous dishes, festivals and handicrafts

 historical monuments
Companion – a complete resource for teachers

 industries

 places of tourist attraction

Share your findings in class.

THE COASTAL PLAINs
 The teacher will write on the board the names of states that are part of the coastal plains

and show them on a political map of India. The students will be told that
the coastal plains are divided into Western Coastal Plain and Eastern Coastal Plain.
l

these plains meet at Kanniyakumari.

l

the Western Coastal Plain is divided into three parts – Gujarat Coast, Konkan Coast
l

and Malabar Coast.

 l the Eastern Coastal Plain is divided into two parts – Northern Circars and
Coromandel Coast.

LIFE IN THE REGION

 The teacher will tell the students that fishing and farming are the main occupations.

 Rice and coconut are important crops grown in this region.

 Gujarat
l People are engaged in trading, farming, dairy farming, salt making, textile and oil
production, and diamond cutting.
l Most people speak Gujarati.
l Ras-Garba is a popular folk dance.
 Goa
l It is famous for cashewnuts and mangoes.
l Vindaloo and xacuti are famous dishes.
l Large deposits of iron ore and manganese are found in the state.
l People speak Konkani.
l St Xavier’s Church, Fort Aguada and Dudhsagar Falls are some places of tourist
attraction.
 Kerala
l It is famous for rice, coconut, rubber, tea, coffee and spices.
l Coir making from coconut fibre is an important industry.
l Kathakali and Mohiniattam are popular classical dances.
l People speak Malayalam. They celebrate Onam and Vishu.
 Tamil Nadu
l It is famous for tea, coffee and silk weaving.
l Tamil is the main language.
l Pongal is an important festival.
l Bharatanatyam is a popular dance form.
 Andhra Pradesh
l It is famous for mica, limestone, kalamkari work and Kondapalli toys.
l Kuchipudi is a famous dance.
l Visakhapatnam is an important port.
 Odisha
l It is famous for textiles, silver work and handicrafts.
Coal, iron ore and manganese deposits are found here. Companion – a complete resource for teachers
l

l Cuttack and Raurkela are important industrial centres.

l Odissi is a famous dance of this state.
l Ratha Yatra is a popular festival.
l Chilika Lake is a place of tourist attraction.

activity
E. Mark and label the following.
 The Western and the Eastern Coastal Plains
 States that grow tea and coffee
 States where iron ore and manganese deposits are found
 4

4 The Western Desert

Lesson Plan
For additional content see the DVD and the App.

lesson OBJECTIVES
The students as natural vegetation, water
 understand the term desert and supply and lifestyle of the people.
recall the name of the Indian  reason out why banjaras lead a

desert. nomadic life.

 recall the extent of the Thar Desert.  discuss why houses in the desert

 define terms such as Rann of region have thick walls, flat

Kachchh, sand dune, oasis, roofs and small windows.
banjara and taanka.  recall the names of important

 comprehend why most villages cities of Rajasthan and why they

in the desert are situated around are famous.
oases.  locate and label the Great

 correlate between the climate of Indian Desert on a map of

the desert and other factors such India.

Companion – a complete resource for teachers

Teaching aids
physical and political maps of India, photograph of banjaras, a pointer, video clip of
Kalbeliya / Ghoomar dance

in the class
 The teacher will begin the class by asking the students to do the activity under GET started!
 Following this, the teacher will show the extent of the Great Indian Desert on a physical map

of India. The students will be told that

l the desert lies to the west of the Aravalli Hills in Rajasthan.
l it is also known as the Thar Desert.
 l it stretches from the Rann of Kachchh to the border of Haryana.
 After this, the teacher will write the definition of ‘desert’ on the board.
‘An area that receives very little or no rainfall and often covered with rocks or loose sand
is called a desert.’
 The students will be told that because the sand is loose, winds can blow them away from one

place to another. At some places the winds form small hills of sand called sand dunes.
 The students will be told that there are very few streams in the desert. They too remain dry.

Luni is the most important river that flows through this desert.
 Then the teacher will tell students about oasis. It will be told that at some places,

groundwater comes to the surface. A lush green area surrounding such water source is
called an oasis. The students will be shown the photograph of an oasis given in the Main
Coursebook.
activity
A. The Sahara Desert is the largest desert in the world. Using library books and the Internet
find out about this desert. You can include the following.
 location and extent

 names of countries the desert spreads across

 important river/s

 some famous oases

 animals found

 two nomadic groups who live here

The students will write their findings in their notebook.

CLIMATE AND NATURAL VEGETATION
 Hot and dry weather is found throughout the year, with very little rainfall.

 In summer, days are very hot and nights are cool while in winter, days and warm and nights

are very cold.

 Bushes and thorny shrubs grow here as they require very little water.

 Animals such as camels, blackbucks, chinkaras and the Great Indian bustards are found here.

activity
B. Why is camel called the ‘ship of the desert’?

WATER SUPPLY
 Next, the teacher will tell the students that very little water is available in the desert. Thus,
Companion – a complete resource for teachers

women travel long distances to fetch water.

l

water from River Satluj is brought to the desert through a canal called the Indira Gandhi
l

Canal.
rainwater is stored in underground tanks called taanka for use during dry periods.
l

activity
C. The teacher will ask the students to do the activity under CHECKPOINT.

LIFE IN THE REGION

 The main occupations are

rearing sheep, goat, camel and cattle.

l
 l cultivating bajra, jowar, maize, sesame, groundnut, wheat, mustard and cotton.
 The teacher will talk about banjaras. They travel from one place to another, along with
animals, in search of food and fodder.
 The teacher will show photographs of the banjaras.

 The teacher will then discuss the types of houses. It will be told that houses have flat roofs,

low windows and thick walls to keep the heat out.

 Then the clothes worn by men and women in Rajasthan will be discussed. The students will

be told that while men wear dhoti, kurta and turban, women wear ghaghra, choli and odhni.
 People love to eat dal-baati-choorma.

 Gangaur and Teej are important festivals.

 Kalbeliya and Ghoomar are popular folk dances. At this point the video of

Kalbeliya / Ghoomar dance will be shown.

 The teacher will tell the students that the major cities of Rajasthan are Jaipur, Udaipur,

Jodhpur, Jaisalmer, Bikaner and Ajmer.

 Then the teacher will tell the students about Jaipur. It is called the Pink City as most of the

houses in the old city are built of pink stones. This city is also famous for its blue pottery.
activity
D. Fill in this table.

Thar Desert – Mawsynram –

a dry place the wettest place
State where located
Annual rainfall
Trees found
Animals found
Materials used to construct houses
Crops grown
Popular food
Clothes worn by women and men

Companion – a complete resource for teachers

 15

5 Emperor Akbar
Lesson Plan
For additional content see the DVD and the App.

lesson OBJECTIVES
The students get their support.
 reason out why Emperor Akbar  analyze the achievements of

was called Akbar the Great. Akbar.

 recall the names of rulers who  recall the names of important

were defeated by him in various members in Akbar’s court.

battles.  appreciate that he ruled the

 discuss the need for the support country for almost 50 years and
of the Rajputs and recalls the made his empire strong
various steps taken by Akbar to and stable.

Teaching aids
samples of Mughal miniature painting; pictures of Hemu, Maharana Pratap, Rani Durgavati and
Chand Bibi; photographs of Agra Fort and Fatehpur Sikri

in the class
Companion – a complete resource for teachers

 The teacher will first tell the students that around 1526 CE, the Mughals established their
rule in India.
 Emperor Akbar was the third Mughal ruler. The names of all Mughal rulers will be written

on the board.
l Babar
l Humayun
l Akbar
l Jahangir
l Shah Jahan
l Aurangazeb
 Then the teacher will ask the students to do the activity under GET started!
 The teacher will then discuss the following about Akbar.


He was born in 1542 to Mughal Emperor Humayun and Hamida Banu Begum.
l

He became a ruler at the age of 14 years.

l

He ruled India from 1556 to 1605, for nearly 50 years.

l

He was also known as Akbar the Great as he was a kind and a just ruler.
l

He defeated Hemu, Rani Durgavati, Maharana Pratap and Chand Bibi and expanded his
l

empire. (Pictures of these rulers will be shown.)

He followed a policy of friendship with the Rajputs. He treated them with respect, gave
l

them high posts, and also married Rajput princesses.

activity
A. Use an atlas to mark and label these places on a political map of India.
1. Panipat 3. Haldighati
2. Mewar 4. Ahmadnagar

AKBAR, THE RULER

 The teacher will discuss about Akbar as a ruler.

He abolished many unjust taxes.

l

He respected all religions and treated people of all religions equally.

l

He created a new religion called Din-i-Illahi which was based on love, peace, respect
l

and tolerance.
He got the Ramayana and the Mahabharata translated into Persian.
l

He encouraged the painters and musicians.

l

He held a grand court. Mian Tansen, Abul Fazl, Raja Birbal, Raja Todar Mal and
l

Raja Man Singh were some famous people in his court.

 The teacher will thus conclude.

He was a kind ruler who was loved by his subjects.

l

He was a tolerant person.

l

He was a patron of art and learning.

l

He held a grand court with many illustrious people.

l

 At this point, the story Birbal Does It Again given on page 266 in the Main Coursebook will

be read out in class. The role of Raja Birbal, as Akbar’s advisor, will be discussed.
AKBAR, THE BUILDER
 The teacher will first display the photographs of the Agra Fort and the Fatehpur Sikri.
 She / He will then tell the following to the students. Companion – a complete resource for teachers

He built the Agra Fort and Fatehpur Sikri.

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Fatehpur Sikri was the new city built by Akbar near Agra.
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activities
B. There are many similarities between Emperor Ashoka and Emperor Akbar. Think of at
least three similarities between them. Write them in your notebook.
C. Queen Elizabeth I lived around the same time as Emperor Akbar. Imagine that the
Queen has come to Agra to meet Emperor Akbar. Write a conversation between the
two rulers.