Academic Session: 2023 - 2024

Summative Assessment Home Task

Name: Archit Srivastava Grade: MYP 2 A

Subject: Individuals and Societies

Criteria for Assessment: Criterion B: Investigating

Criterion C: Communicating
Criterion D: Thinking Critically

Statement of Inquiry: Art & culture forms a part of our shared identity with others, is often
dependent on time, place and space, and can be expressed in various ways.

ATL skills:
Research skills: (Objective B, C and D)
1) Students will be collecting, recording and verifying data using OPVL (Criteria D –
Thinking Critically) on all assignments including OPVL and MLA8 convention.
(Information literacy skills I)

2) Students will be making connection with various sources (Criteria B – Investigating)

(Criteria C – Communicating) for the Formative and Summative Assessment,
(Information literacy skills III)

3) Students will be developing long term memory by the use of VTRs like Think-Pair
–Share, 3-2-1 Bridge during the ongoing teaching and learning Process. (Criteria B –
Investigating) (Information literacy skills V)

4) Students will be encouraged to critically analyse differing perspectives (Criteria D –

Thinking Critically) for Formatives and Summative Assessment. (Media Literacy)

5) Students will be guided and encouraged to follow school academic honesty policy and
will be citing their work using MLA8 format (Criteria B – Investigating).
(Information literacy - XIII)

Thinking Skills: Critical thinking skills: (Objective D)

1) Students will be encouraged to Practise observing carefully case study and Map
interpretation in order to recognize problems (Critical thinking skills - I)

2) The Student will be encouraged to draw reasonable conclusion and generalisation
II

(Criterion B Investigating)

3) Consider ideas from multiple perspectives 
 Critical-thinking skills XII:

[Objective D-Thinking Critically]

The students will be encouraged to use brainstorming and visual diagrams to generate new
ideas and inquiries (Creative Thinking Skills I) (Developed through brainstorming session)
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 Subject specific ATL: Thinking (transfer): The student will explore the issues related to threat to
Amazon rainforest area and threat to biodiversity.

Criteria assessed Level achieved Self-assessment Peer assessment

T1 T2

B 5

C 6

D 6

Teacher Comments:

Student Reflection:

Level Descriptors

Criterion – B Investigating

Achievement Level descriptor Task specific descriptors

level

0 The student does not reach a standard The students reaches none of the levels of
described by any of the descriptors below. achievement

The student: -You are able to identify a research

1-2 i. identifies a research question
ii. follows an action plan in a limited way to
explore a research question
iii. collects and records information, to a
limited extent
iv. with guidance, reflects on the research
process and results, to a limited extent.
question on Art & culture forms a part of
our
shared identity with others, is often
dependent on time, place and space, and
can be
expressed in various ways.
-You are able to follow an action plan in a
limited way to explore a research
question.
-You are able to collect and record
information, to a limited extent through
Timelines and mind maps. and note
making.
-You are able with guidance, reflects on
the research process and results, to a
limited extent on Art & culture forms a
part of our

2

3-4 The student:
i. describes the choice of a research question
ii. partially follows an action plan to explore
a research question
iii. uses a method or methods to collect and
record some relevant information
iv. with guidance, reflects on the research
process and results with some depth.
5-6 The student:
i. describes the choice of a research question
in detail
ii. mostly follows an action plan to explore a
research question
iii. uses method(s) to collect and record often
relevant information
iv. reflects on the research process and results.
7-8 The student:
i. explains the choice of a research question
ii. effectively follows an action plan to
explore a research question
iii. uses methods to collect and record
consistently relevant information
iv. thoroughly reflects on the research process
and results.
Criterion – C Communicating
shared identity with others, is often
dependent on time, place and space, and
can be
expressed in various ways.
-You are able to describe the choice of a
research question
-You are able to partially follows an
action plan to explore a research question
-You are able to use a method or methods
to collect and record some relevant
information
- You with guidance, will able to reflect
on the research process and results with
some depth on Art & culture forms a part
of our shared identity with others, is often
dependent on time, place and space, and
can be expressed in various ways..
-You are able to describe the choice of a
research question in detail on mega cities.
-You are able to mostly follows an action
plan to explore a research question
-You are able to use method(s) to collect
and record often relevant information
through timeline and mind maps.
-You are able to reflect on the research
process and results on Art & culture forms
a part of our shared identity with others, is
often dependent on time, place and space,
and can be expressed in various ways.
You are able to explain the choice of a
research question.
You are able to effectively follows an
action plan to explore a research question
-You are able to use methods to collect
and record consistently relevant
information through mind maps and
timelines.
You are able to thoroughly reflect on the
research process and Art & culture forms
a part of our shared identity with others, is
often dependent on time, place and space,
and can be expressed in various ways..
.
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Achievement Level descriptor
level
0 The student does not reach a standard The students reaches none of the levels of
described by any of the descriptors below. achievement
1–2 The student:
i. communicates information and ideas in a
style that is not always clear
ii. organises information and ideas in a limited
way
iii. inconsistently lists sources, not following
the task instructions.
3-4 The student:
i. communicates information and ideas in a
way that is somewhat clear
ii. somewhat organises information and ideas
iii. lists sources in a way that sometimes
follows the task instructions.
5-6 Communicates information and ideas in a way
that is mostly clear.
Mostly recognizes information and ideas
Lists sources in a way that often follows the
task instructions.
7-8 The student:
i. communicates information and ideas in a
way that is completely clear
ii. completely organises information and ideas
effectively
iii. lists sources in a way that always follows
the task instructions
The student:
You are able to communicate information
and ideas in a style that is not always clear
ii. organises information and ideas in a
limited way
iii.Inconsistently lists sources, not
following the task instructions.
The student:
i. You are able to communicate
information and ideas in a way that is
somewhat clear
ii. You are able to somewhat organise
information and ideas
iii. lists sources in a way that sometimes
follows the task instructions MLA
citations.
Communicates information and ideas in a
way that is mostly clear.
You are able to mostly recognize
information and ideas.
You are able to list sources in a way that
often follows the task instructions through
MLA citations.
i. You are able to communicate
information and ideas in a way that is
completely clear
ii. You are able to completely organise
information and ideas effectively
iii. You are able to list sources in a way
that always follows the task instructions
through MLA citation.
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 Criterion D: Thinking Critically
Achievement Level descriptor
level
0 The student does not reach a standard The student does not reach a standard
described by any of the descriptors below. described by any of the descriptors
below
1-2 The student:
i. begins to analyse concepts, issues, models,
visual representation and/or theories in a
limited way
ii. begins to identify connections between
information to make simple arguments
iii. recognizes the origin and purpose of few
sources/data as well as nominal value and
limitations of sources/data
iv. identifies different perspectives.
3-4 The student:
i. completes a simple analysis of concepts,
issues, models, visual representation and/or
theories
ii. summarises information to make some
adequate arguments
iii. analyses sources/data in terms of origin
and purpose, recognizing some value and
limitations
iv. recognizes different perspectives and
suggests some of
5-6 The student:
i. completes a suitable analysis of concepts,
issues, models, visual representation and/or
theories
ii. summarises information in order to make
usually valid arguments
iii. analyses sources/data in terms of origin
and purpose, usually recognizing value and
limitations
Task specific clarification
i. You are able to analyse at a basic
concepts, issues, visual representation
and theories in a limited way on world
war I
ii. You are able to identify connections
between information to make simple
arguments on issues related to two
states.
iii. You are able to recognizes the
origin and purpose of sources as
nominal value and limitations of
sources
iv. identifies different perspectives.
i.You are able to complete a simple
analysis of concepts on , issues,
models, visual representation and
theories
ii. You are able to summarise
information to make some adequate
arguments related to policies of the state
government.
iii. You are able to analyse sources in
terms of origin and purpose,
recognizing some value and limitations.
iv. You are able to recognize different
perspectives and suggest some of their
implications related to architecture
during the mediaeval period.
I. You are able to complete a suitable
analysis of concepts, issues, models,
visual representation and/or theories
ii. summarises information in order to
make usually valid arguments
iii. analyses sources/data in terms of
origin and purpose, usually recognizing
value and limitations
iv. clearly recognizes different
perspectives and describes most of
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 iv. clearly recognizes different perspectives their implications related to architecture
and describes most of their implications. during the mediaeval period.

7-8 The student: I. You are able to complete a detailed

i. completes a detailed analysis of concepts,
issues, models, visual representation and/or
theories
ii. summarises information to make
consistent, well-supported arguments
iii. effectively analyses a range of
sources/data in terms of origin and purpose,
consistently recognizing value and limitations
iv. clearly recognizes different perspectives
and consistently explains their implications.
analysis of concepts, issues, models,
visual representation and/or theories.
ii. You are able to summarise
information to make consistent,
well-supported arguments related to
policies of state government
iii. You are able to effectively analyse
a range of sources in terms of origin
and purpose, consistently recognizing
value and limitations.
iv. You are able to clearly recognize
different perspectives and consistently
explain their implications related to
architecture during the mediaeval
period.

Assessment Task: GRASP Model. RAFT -Real life application

Goal: To investigate the Art and Culture of India between Early mediaeval period from 800 to 1200
CE (Kingdoms of North and South India) with late mediaeval period 1200 to 1600 CE Delhi Sultanate
and Mughal Empire.

Role: Imagine that you are a time traveller and you have travelled across the given places between 800
to 1707 AD India through North Indian and South Indian Kingdoms, during Slave dynasty, during
Mughal dynasty.

Audience - Students of MYP 2 as a bunch of historians.

Situation - Festival of art and culture (Culmination of Indo-Islamic architecture, literature. New art
forms were developed, construction of buildings. -Emperors working to demonstrate their power and
culture).

Product - Write a Research Report on diversity of Arts and Culture of Medieval India. (Word limit
for Research Report - 800 – 1000 words)

Inquiry Questions:

1. What are the architecture styles that emerged in mediaeval India?

2. What are the similarities and differences of architectural styles of this period?

3. Investigate how the Emperors show their power.

4. Explore Art, architecture and culture (painting music literature like famous books,
biographies and other literary work)
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 5. What was the role of places of worship of Hindus and Muslims?

6. Which monument that you have researched comes under World Heritage Site UNESCO
from the given period from 1210 to 1710 A.D.

7. Find the location of the monuments using Map interactive(Compulsory). Also discuss
the Architecture (examples of monuments).

8. What are the steps you will be taking to conserve the important monuments as a citizen
of your country? Prepare a slogan to conserve the monuments at the end of your task.

9. Do you think diversity still exists in our contemporary world or they are all similar’

Guidelines:

1. Formulate clear and focused research questions, explaining its relevance.

2. Use action Plan as in Appendix -1

3. Demonstrate your ideas by communicating information appropriately to the audience.

4. You must include Origin and Purpose i.e. O and P from at least two different sources
that you used for writing the article. Include different perspectives of individuals.
(Refer to the format of OPVL guiding question in Appendix 2.)

5. Cite all the references in the MLA8 format.

6. You could visit the following suggestive websites for references:

Service: Create posters/video on preserving the heritage of India (Monuments, literature, traditions
etc)

SDG: Goal 16: Promote just, Peaceful and Inclusive Societies:

Check list for Submission

● Report

● Action Plan

● Bibliography

● Posters

● Two OPVL - Source Analysis

https://ncert.nic.in/textbook/pdf/kefa108.pdf
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 https://www.preservearticles.com/history/art-and-architecture-of-india-during-medieval-period/4037
http://dsc.du.ac.in/wp-content/uploads/2020/03/North-Indian-Temple-Art-and-Architecture.pdf
https://gkscientist.com/write-a-short-note-on-mughal-architecture/
https://drive.google.com/file/d/11dpfaFcFX45IRgvi7VsuqgJi2E-7zMUN/view
https://drive.google.com/file/d/11dpfaFcFX45IRgvi7VsuqgJi2E-7zMUN/view
https://mapmaker.nationalgeographic.org/

● Date for Assigning:- 28th July 2023

● 1 Draft- 4 August 2023
● Final submission- 14 August 2023

Appendix -1 (Criterion B)
Action Plan Template:

Date (Fill the dates) Objectives Outcome/notes [Fill outcomes ,notes and
mention the problems that you have
encountered in achieving set objectives.

Day -1

Appendix -2 OPVL - (Criterion D) - [Origin, Purpose, Value & Limitation]

(Guiding Questions) Opvl Format to Evaluate Sources

Origin: Where did the source come from? Who did it come from? Where did it come from? What do you
know about the author/creator? Do they have “authority?” Is this a blog? Can you contact the author? Who is
the publisher?

Is this a: Primary Source Secondary Source

Purpose: What do you think they are trying to communicate? What ideas and/or feelings are they trying to
express? Who is the intended audience? Why was this created? Is there advertising? Do they want to entertain?
Sell? Convince you? Educate and inform?

Value: What can we tell about the author from the piece?

1. What can we tell about the time period from the piece? List at least 2 pieces of SFI/DSK

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 2. Under what circumstances/historical context was the piece created and how does the piece reflect
those circumstances?

3. What caused the source to exist? What was its impact?

4. One important quote from the document.

5. What can we tell about any controversies from the piece?

6. Does the author represent a particular ‘side’ of a controversy or event?

7. What can we tell about the author’s perspectives from the piece?

8. What was going on in history at the time the piece was created and how does this piece accurately
reflect it?
Limitation:  What part of the story can we NOT tell from this source?
 
1. How could we verify the content of the piece?

2. Does this piece inaccurately reflect anything about the time period?

3. What does the author leave out and why does he/she leave it out (if you know)?

4. What is purposely not addressed?

5. What is the length of time between when the original source was created and the event to which it
refers?

Appendix - 3 Student’s Reflection:

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 Through the strategy of ‘Wheel of Reflection', draw it in the scrapbook [and upload it in soft copy] and
answer the questions based on the 3, 2, 1 strategy.

3… Positive things that I learned from this task.

2… Things I found very interesting
1… What you think is a weakness or negative and how will you plan to work upon to improve it.

Student reflection:

● What were your strengths in this task?

● What were your weak areas?
● Which skills did you develop through this task?
● What would be your further strategies to improve upon?

Summative Assessment Task

Criterion B: Investigating

Research Report

Research Question: To what extent do Indian temples differ from other temples?

Research Report: (Paragraph Format) The mediaeval temples of India display varied architectural
styles. The religious places and temples built at that time were symbolic of the rulers ruling during that
era. Wide-ranging in architectural style, the mediaeval temples offer a glance into the conglomerate
society that shaped India. The structural designs of the mediaeval temples are a blend of foreign and
Indian styles.North Indian temple architecture features a square sanctum with a hollow cube shape and
one or more halls (maṇḍapas) aligned along a horizontal axis.

The maṇḍapas are of two types: gūḍhamaṇḍapas enclosed by walls and open halls with balustrades. The
śikharas are the most dominant part of the temple, characterised by curvilinear outline, grooved discs,
and creeper-like tracery. The North Indian style developed regional schools, with the most important
being those of Orissa, central India, Rājasthān, and Gujarāt. The Pallava dynasty's early phase in
southern India, spanning from 650 to 893, is best represented by the Mahābalipuram temples, including
the large three-storied Dharmarāja-ratha and the Shore Temple.

The 9th century saw a fresh movement in South Indian style, with small, elegant temples like the
Vijayālaya Cōḻīśvara temple at Nārttāmalai, the twin shrines Agastyīśvara and Cōḻīśvara at Kīḻaiyūr,
and the Mūvarkovil group at Koḍumbāḷūr. The Bṛhadīśvara temple, built at Thanjāvūr, is the most
powerful of all South Indian temples.

From the 12th century onward, gopuras, or entrance buildings, were emphasised, with rectangular
gopurams and barrel vaults. The 17th-century Subrahmaṇya temple, built in the compound of the
Bṛhadīśvara temple, demonstrates the vitality of architectural traditions in South Indian architecture.

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The advent of the Mughal dynasty marks a striking revival of Islāmic architecture in northern India:
Persian, Indian, and the various provincial styles were successfully fused to produce works of unusual
refinement and quality. The tomb of Humāyūn, begun in 1564, inaugurates the new style. Built entirely
of red sandstone and marble, it shows considerable Persian influence.

The great fort at Āgra (1565–74) and the city of Fatehpur Sīkri (1569–74) represent the building
activities of the emperor Akbar. The former has the massive so-called Delhi gate (1566) and lengthy and
immense walls carefully designed and faced with dressed stone throughout. There are three stages in the
development in the architecture of the mediaeval Indian temple.

Those are the distinct Identity, the cultural synthesis and the stylistic digression.

One of the most prominent Central Indian temples is the Devi Jagadamba temple in Madhya Pradesh.
This is one of the most erotic shrines situated in Khajuraho.

It lies in close proximity to the Kandariya Mahadeva Temple. The temple contains a striking image of
Goddess Parvati, wife of Lord Shiva. Firstly the temple was in the honour of Lord Vishnu. Decorated
images of Lord Vishnu are seen in the sections of the temple.

Worth mentioning is the striking mandapam which is covered by a pyramidal roof on the top. The
most-discussed images of mithuna and sensuously made figures of stone are there in the Jagadamba
temple.

The Golden Temple of Amritsar is another example of a mediaeval temple of North India. This
gurudwara is constructed with white marble overlaid with gold leaf.

In the Banaskantha district of Gujarat, one will come across Ambaji temple, one of the most popular
temples in West India. The deity of this temple is the Goddess Ambe Mata.

This temple is also one of the famous Shakti Peethas in India. The important characteristic of this shrine
is that there is no idol of the goddess, a yantra of marble engraved at a place is worshipped.

Ossian is situated at the boundary of the Thar Desert, about 65 kms North-West of Jodhpur, Rajasthan.
Ossian, the once affluent city, possesses more than 100 Jain and Hindu temples of the mediaeval age. It
is said that the town was established by a Rajput prince, Utpaladeva of the Pratihara Empire.

It was then recognized as Ukesha or Upkeshapur. The Ossian temples are amongst the most primitive of
all temples of Rajasthan of the mediaeval era.

On the other hand, one of the most renowned temples of eastern India is the Jagannath temple; Puri.
The architecture of this temple comprises Meghnad Prachir, horse gate, lion gate, tiger gate and
elephant gate.

Amongst the South Indian temples of the mediaeval era, Vittala Temple is well known. This temple is
the most beautiful architectural attraction of Hampi.

The temple was constructed in the 15th century AD. The other temples of the mediaeval era are
Virupaksha Temple or Pampapathi temple in Hampi, Hatimura Temple in Nagaon, Sukreswar Temple
in Guwahati, Sri Digambar Jain Lal Mandir in New Delhi, Ettumanoor Temple, Kottayam, Kerala,

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Rudranath Temple, Chandi Devi Temple in Haridwar and Siddhivinayak Temple in Mumbai.

Apart from the Hindu temples, there are mosques in Medieval India. One of the notable Muslim places
of worship in India is the Jama Masjid.

This is the largest among the mosques in India. Jama Masjid was constructed between 1644 and 1658 at
the time of Shah Jahan. Made of white marble and sandstone, the mosque possesses three gateways, two
minarets of 40m height and four towers.

During the 4th and the 5th centuries, when much of northern India was ruled by the Gupta dynasty,
Indian sculpture entered what has been called its classic phase. The promise of the earlier schools was
now fully realised, and at the same time new forms and artistic ideals were formulated that served as the
source for development in succeeding centuries. The more or less sensuous and earthy rendering of form
was drastically transformed, so that artistic expression closely conformed to the religious vision. The
forms are refined and treated with sure and unsurpassed elegance. The volumes, impelled by an inner
life, still swell from within but are restrained and controlled, made to flow in smooth and abstract
rhythms in an organic and unified concept in which the sensual and the spiritual are inextricably
blended.

Inquiry Questions

1. What are the architecture styles that emerged in mediaeval India?

Patrons of art and architecture produced monuments and buildings in a variety of styles during
the Middle Ages, including Indic, Persian, Central Asian, Arabic, and Ottoman Turkish. These
styles were influenced by regional Indian architecture, which used the arcuate style rather than
the Indian trabeated style.

2. Which monument that you have researched comes under World Heritage Site UNESCO from the
given period from 1210 to 1710 A.D.

A Shiva temple called Rudreshwara, often referred to as Ramappa Temple, was constructed in a
walled complex during the Kakatiyan era (1123–1323 CE) by kings Rudradeva and Recharla
Rudra. The temple is the central Shiva temple within a walled compound, and it is situated in
Palampet. Construction lasted approximately 40 years, starting in 1213 CE. The temple has
carved dolerite and granite pillars and beams, as well as a pyramidal Vimana built of airy porous
bricks. The sculptures portray Kakatiyan culture and local dancing traditions. The temple was
created in accordance with the philosophy that temples should be integrated into a natural
environment that includes hills, woods, springs, streams, lakes, catchment regions, and
agricultural fields, and it is situated close to the shores of the Ramappa Cheruvu.

3. Find the location of the monuments using Map interactive(Compulsory). Also discuss the
Architecture (examples of monuments).

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It's probably the only temple in the country to be known by the name of its sculptor. The mediaeval
Deccan Ramappa Temple which dates back to 1213 AD, was built by the patronage of the Kakatiya
ruler Kakati Ganapathi Deva under the authority of his Chief Commander Rudra Samani at the place
known as Ranakude in the Atukuru province. The Ramappa temple is the right destination for people
who admire architectural brilliance and have a panoramic view of true scenic beauty. The temple is
situated in Palampet village of the Venkatapur Mandal, in Mulug Taluq of Warangal. The Ramappa
temple has been referred to as the brightest star in the network of mediaeval temples in the Deccan
region. You can reach the temple via a royal garden, which is now reduced to a lawn with a path paved

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by trees. Another striking feature of this temple is that it is built with bricks that are so light that they
can easily float on water. The temple which is situated in a valley took nearly 40 years to be completed.
Elaborate carvings line the walls and also cover the pillars and ceilings of the temple. The Ramappa
temple finds its hold on a 6 feet high platform on a cruciform plan. The temple's chamber is crowned
with a shikharam and is surrounded by pradakshina patha. At the entrance of the temple, we can find a
Nandi mandapam. An imposing Nandi vigraham stands on it.

4. What are the steps you will be taking to conserve the important monuments as a citizen of your
country? Prepare a slogan to conserve the monuments at the end of your task.

A community awareness campaign is essential for educating the community about monuments.
Adopting monuments is crucial, and strict government action is needed to save them.
Government departments should be established to collect funds and donate for renovations and
restorations. Taxes and donations should be collected from citizens and tourists, and volunteers
should be involved in conservation efforts. Schools and educational institutes should establish
meetings, surveys, reports, and heritage clubs to raise awareness about monument conservation.
A proper legal framework and strict implementation of laws are necessary to protect monuments
from pollution, mobs, vandalism, and terrorist attacks. Corporate and multinational
corporations should take responsibility for conserving monuments.

SLOGAN: Keep in mind that temples are our conduits to the divine.
5. Do you think diversity still exists in our contemporary world or are they all similar?

India is still a diverse country. Different regions of the nation have unique cultures, dialects,
attire, and eating patterns. India is a nation where many languages are spoken. Different ethnic
groups and religious groups observe various holidays. These distinctions are also acknowledged
by the national constitution. No group is given precedence over another. This demonstrates that
although India is a varied nation, its citizens are unified despite these differences.

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6. What was the role of places of worship of Hindus and Muslims?

Muslims often believe that Hinduism and Islam are diametrically opposed. The outward
distinctions in the two religions' methods of worship provide the foundation of this perspective.
Hinduism's central principle is the worship of images or idols, but Islam condemns idolatry and
upholds the oneness of God.

But most people miss the reality that both Islam and Hinduism are founded on divine revelation
and fundamentally adore the Supreme Being. The Vedas, which are a collection of several
scriptures given to Rishis (prophets) over a lengthy period of time, are the cornerstone of
Hinduism.

The Quran, which serves as a reminder of the teachings and commands given to the prophets
prior to Muhammad pbuh, is the foundation of Islam. The Supreme Being (Nirgun Brahman),
the Formless God, the Creator of everything, is exalted in both the Vedas and the Upanishads. He
is the supreme ruler, according to Upanishad VI of the Mundakya.

He has all the knowledge. The inner Controller is him. He is the originator of all; ultimately, all
beings derive from Him.

Believe in their Worship: (Hinduism) Worship in Hinduism is an act of religious devotion

generally directed to one or further Hindu divinities. A sense of Bhakti or spiritual love is
generally invoked. This term is presumably a central bone in Hinduism, but a direct restatement
from Sanskrit to English is delicate. Worship takes a multitude of forms depending on terrain
and language. Worship isn't confined to any place of deification, and it'll frequently incorporate
particular reflection, music, cotillion and poetry. Hindus generally perform deification in
tabernacles or at home to achieve some specific end or to integrate the body, mind and spirit. The
end is to live a pure life in order to help the performer reincarnate into an advanced being.

(Muslim) The conception of deification in Islam is misunderstood by numerous people including

some Muslims. Worship is generally taken to mean performing ritualistic acts similar to prayers,
fasting, charity,etc.This limited understanding of deification is only one part of the meaning of
deification in Islam. The traditional description of deification in Islam is a comprehensive
description that includes nearly everything in any existent's conditioning. The description goes

15
 like this “ Worship is an all inclusive term for all that God loves of external and internal
aphorisms and conduct of a person. ” In other words, deification is everything one says or does
for the pleasure of Allah. This, of course, includes rituals as well as beliefs, social conditioning,
and particular benefits to the weal of society. Islam looks at the existent as a whole.

7. Investigate how the emperors showed their power?

Almost all kings in the mediaeval age of Europe were absolute monarchs. This meant that they
did not share power with a parliament or a council, instead enjoying the supreme privilege of
making laws and decisions by themselves.

8. Explore Art, architecture, and culture (painting music literature like famous books, biographies
and other literary work)

Famous Books:

a) The Canterbury Tales

b) The Fall of the Nibelungers
c) Humayun-nama

The Canterbury Tales is a collection of twenty-four stories that runs to over 17,000 lines written in
Middle English by Geoffrey Chaucer between 1387 and 1400.

'In ancient tales many marvels are told to us ... now you may hear such marvels told!'

Princess Gulbadan Begum Witnessed The Reign Of Three Mughal Emperors : Her Father Babar'S, Her
Brother Humayun'S And Her Nephew Akbar'S.

Biographies:

The Baburnama, a significant Mughal text, focuses on Babur, the founder of the empire, and India's
natural world. It features images of three trees, with nasta'liq Persian script describing their fruits. Four
imperial copies were created during Akbar's reign, each with 191 illustrations. This folio, from the 1589
manuscript, demonstrates early Mughal workshop practice, with collaboration between artists.

The Tuzk-e-Jahangiri, also known as Jahangirnama, is a Persian work written by Jahangir, following
the tradition of his great-grandfather Babur. It includes details on his reign, art, politics, and family.
Jahangir's autobiography, Tuzuk-e-Jahangiri, chronicles his reign from 1605-1623. He gave up writing
his memoirs in 1621, and the complete text is housed in the National Museum of India.

Mu‘tamad Khān, the author of the Iqbal-nama, continued the memoirs in 1623. Muhammad Hadi
continued it until Jahangir's death in 1627. The autobiography is a reference point for his father Akbar
and his official chronicle, the Akbarnama.

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Jahangir's autobiography reflects his views on political, religious, and social issues, including local
legislative policies and decrees to manage and regulate jagirdars, who held the jagir, the emperor's land
grant title. He prohibited corruption within the jagirdars by directing part of the land income to
hospitals and infirmaries, and requiring approval before marrying someone from the town they ruled.
Jahangir also praised his wife Nur Jahan for her courage and skill, acknowledging her influence on him.

Art of Mediaeval Period: Mediaeval art, a blend of Roman Empire, early Christian church, and
Northern European barbarity, encompasses various media such as sculpture, illuminated manuscripts,
tapestries, stained glass, metalwork, and mosaics. It often features precious materials like gold, jewels,
and pigments. The rise in illiteracy in the Early Middle Ages led to a need for art to convey complex
narratives and symbolism, leading to a stylized approach. The basilica form of architecture was revived
by the Carolingian Empire by the late eighth century.

Posters relating to Architectural Styles:-

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 OPVL for Both Articles

Origin:- Where did the source come from? Who did it come from? Where did it come from? What
do you know about the author/creator? Do they have “authority?” Is this a blog? Can you contact the

18
author? Who is the publisher? Is this a Primary Source or a Secondary Source?

The source came from Bcampus telling us and providing us with some information about the
Mediaeval Period. It came from google. The author/creator of this article is powered by Pressbooks
and no specific mention is provided about the author. No it’s not a blog but they do have the
authority. No, there are no specific contact details about the author. No mention about the publisher
but maybe the publisher of this article is Bcampus. This article is a primary source provided by the
author.

Purpose:- What do you think they are trying to communicate? What ideas and/or feelings are they
trying to express? Who is the intended audience? Why was this created? Is there advertising? Do
they want to entertain? Sell? Convince you? Educate and inform?

The publishers and the authors of this article are trying to inform us and provide us with some
information about the mediaeval period, its temples, who they became UNESCO World Heritage
Sites and many more about it. Their feelings and ideas express that they are trying to make us know
and understand about this period, how the people live, the monuments of this period, etc. No, there is
no advertising. They want to convince us, educate us and inform us about this period.

Value:- What can we tell about the time period from the piece? List at least 2 pieces of SFI/DSK
Under what circumstances/historical context was the piece created and how does the piece reflect
those circumstances? What caused the source to exist? What was its impact? One important quote
from the document. What can we tell about any controversies from the piece? Does the author
represent a particular ‘side’ of a controversy or event? What can we tell about the author’s
perspectives from the piece? What was going on in history at the time the piece was created and how
does this piece accurately reflect it?

The 'early mediaeval period' which lasted from the 6th to the 13th century and the 'late mediaeval
period' which lasted from the 13th to the 16th century, ending with the start of the Mughal Empire in
1526. It was divided into three phrases: Early, middle and late mediaeval periods. The circumstances
show that the people’s interests were in such good activities, their paintings show how talented they
were. How they built and lived in their houses and what food they ate, what dresses they wore etc.
Important line: “Mediaeval art” applies to various media, including sculpture, illuminated
manuscripts, tapestries, stained glass, metalwork, and mosaics.

Limitation:  What part of the story can we NOT tell from this source? How could we verify the
content of the piece? Does this piece inaccurately reflect anything about the time period? What does
the author leave out and why does he/she leave it out (if you know)? What is purposely not
addressed? What is the length of time between when the original source was created and the event to
which it refers?

The part which was about the importance of the worshipping between both the religions and the role
between them wasn’t mentioned and cannot be explained from this source. We can verify the content
of the piece by actually reading it and by understanding the language and the description provided.
No, this source did not inaccurately reflect anything about this time period, it also provided some
irrelevant and extra information about this period. About what all powers the emperors of that period
had, wasn’t exhibited and the role of worshipping between both the religions wasn’t addressed. The
length of time this source was created was in 2018 and it’s refers to the time of 2013

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 MLA 8 Citations (Bibliographies)

Buis, Alena. “Medieval Art.” Art and Visual Culture Prehistory to Renaissance,
pressbooks.bccampus.ca/cavestocathedrals/part/early-medieval/#:~:text=%E2%80%9CMedieval%2
0art%E2%80%9D%20applies%20to%20various,artistic%20culture%20of%20

Technologies, Ofek. “Art Prints.” Art Prints Martin North Indian Temples Buy Art Print, Martin
Paintings, North Indian Temples Innu Art Gallery,
www.innu.in/shop/art_details/855/Martin-North-Indian-Temples-canvas-prints-art

Muslims. Worship Concept of Islam - Ohio University,

www.ohio.edu/orgs/muslimst/downloads/brochures

W, Brooke. “100+ Catchy on Save Temple Slogans 2023 + Generator - Phrases & Taglines.” Best
Slogans, 20 Oct. 2016, www.bestslogans.com/list-ideas-taglines/slogan-on-save-temple/

“India - Preserving Our Past, Forging Our Future.” Google Sites: Sign-In,
sites.google.com/a/gsbi.org/gvc1311/india.

My Wonderful Book of Social Sciences (Class 7 NCERT)

“| Cite This for Me.” Cite This For Me, a Chegg Service,
www.citethisforme.com/bibliographies/ecd840f7-eb50-47d5-a86c-4feb9a6ca7d9

Action Plan: (In tabular form)

Date (Fill the dates) Objectives Outcome/notes [Fill outcomes, notes

and mention the problems that you
have encountered in achieving set
objectives.

Day 1 (3 hours) I researched about what was the mediaeval As there were heavy thunderstorms in
period, its timeline and also the teacher had my area, there was a power cut, hence
discussed the task and displayed some I had to spend 30 minutes more on this
samples for the assessment. task.

Day 1 (30 minutes) Later, I researched about the religions No certain problems were faced in
present and invented in this period, also these minutes, excluding the WiFi.
researched about the people of those
periods’s interests in what all activities and
noted them. It was informative. Then I
researched about their culture, traditions,
etc., how they lived.

Day 2 (5 hours) I started with my summative assessment task As I was not busy with other

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 and completed 30% of my task. After that, I summative assessments, I only spent 3
researched about the monuments, their hours and 30 minutes.
architecture, and their architectural styles.

Day 3 (5h 30 min) I completed 70% of my summative
assessment on 29 July, 2023. On 30 July, I
completed all of the summative assessment,
checked all of the tasks and took the soft
copy. 31 July, I submitted my task to the
subject teacher.
I completed all the summative
assessments excluding mathematics, so
I got time to complete the whole task
and spent 5 hours.

Reflection:-

The strengths of this task were that I researched, and then wrote, also took some sentences from
the internet and included the citations. I was able to complete the task and submitted it on time.
The weaknesses were that I did not pay attention to some of the instructions and researched
deeply. I developed my self management, communication, thinking, knowledgeable, open
minded, and researching skills. My further strategies would be that I will research in short and
will elaborate it in bullet points which will help the audience to understand clearly.

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