Social Science · Class 7

Active learning ideas

The Rise of the Marathas under Shivaji

Active learning helps students grasp Shivaji’s military genius and governance by moving beyond dates and names. Role-playing and mapping make complex concepts like guerrilla warfare and taxation systems tangible and memorable for young learners.

• CBSE Learning Outcomes
• CBSE: Eighteenth-Century Political Formations - Class 7

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Formal Debate
• 30 min · Small Groups

Guerrilla Warfare Simulation

Students role-play Maratha and Mughal soldiers in a hilly terrain setup using classroom obstacles. They practise quick strikes and retreats to understand ganimi kava. Discuss outcomes to link to Shivaji's successes.

Analyze how Shivaji effectively employed guerrilla warfare tactics against larger Mughal armies.

Facilitation Tip

During Guerrilla Warfare Simulation, assign roles clearly and debrief immediately after each round to link observations to historical strategies.

What to look for

Pose this question to the class: 'Imagine you are a farmer in a region taxed by both the Mughals and the Marathas. Would you prefer paying Chauth and Sardeshmukhi to Shivaji or taxes to the Mughal emperor? Justify your answer by explaining the perceived benefits and drawbacks of each system.'

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Formal Debate
• 25 min · Pairs

Chauth Tax Debate

Divide class into groups representing Maratha administrators and raided villages. Debate pros and cons of chauth collection methods. Conclude with how it funded expansion.

Explain the purpose and collection methods of the Chauth and Sardeshmukhi taxes.

Facilitation Tip

For Chauth Tax Debate, divide the class into small groups with assigned perspectives to ensure balanced participation and deeper thinking.

What to look for

Provide students with a map of the Sahyadri hills. Ask them to draw and label three strategic locations where Shivaji might have used guerrilla tactics effectively, explaining briefly why each location is suitable for such warfare.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Formal Debate
• 20 min · Individual

Maratha Fort Mapping

Students draw maps marking key forts like Raigad and Torna. Label strategic features and explain defensive roles. Share maps in class presentation.

Evaluate the strategies used by the Marathas to establish themselves as a powerful regional state.

Facilitation Tip

While doing Maratha Fort Mapping, provide physical or digital maps with topographic features highlighted to help students visualize strategic locations.

What to look for

On a small slip of paper, have students write: 1) One military tactic Shivaji used that was different from the Mughals, and 2) One reason why the Chauth tax was controversial.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 04

• Formal Debate
• 35 min · Whole Class

Shivaji Timeline Activity

Create a collaborative timeline of Shivaji's life events. Add illustrations and key battles. Present to class for peer review.

Analyze how Shivaji effectively employed guerrilla warfare tactics against larger Mughal armies.

Facilitation Tip

After Shivaji Timeline Activity, have students pair-share their timelines in reverse order to check for accuracy and reinforce chronology.

What to look for

Pose this question to the class: 'Imagine you are a farmer in a region taxed by both the Mughals and the Marathas. Would you prefer paying Chauth and Sardeshmukhi to Shivaji or taxes to the Mughal emperor? Justify your answer by explaining the perceived benefits and drawbacks of each system.'

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

Teachers find that combining storytelling with hands-on tasks builds empathy and retention. Avoid overloading with Mughal-Mughal comparisons and instead focus on Maratha innovations. Research suggests role-playing and mapping activities enhance spatial and strategic thinking, especially for visual and kinesthetic learners.

Students should demonstrate an understanding of Shivaji’s strategic innovations and administrative systems through discussions, simulations, and maps. They should explain how terrain and tactics shaped Maratha success against larger forces.

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Watch Out for These Misconceptions

• During Guerrilla Warfare Simulation, watch for students who describe Shivaji’s tactics as random raids rather than planned military strategy.

  Use the simulation’s debrief to highlight how Shivaji’s attacks followed patterns like timing, terrain, and retreat routes, which students can observe in their role-play outcomes.

• During Chauth Tax Debate, watch for students who dismiss Chauth as pure extortion without considering its stated purpose of protection.

  Reference the debate handouts and historical documents to redirect students’ focus to the formal nature of Chauth and Sardeshmukhi as revenue systems with clear administrative procedures.

• During Maratha Fort Mapping, watch for students who assume all forts were built only for defense and not for control or governance.

  Ask students to label the forts on their maps with their specific functions, like Raigad as the capital, and discuss how fort placement served both military and administrative needs.

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Methods used in this brief

• Formal Debate