CAMBRIDGE CONNECTION

HISTORY AND CIVICS

Teacher’s Book
Second Edition

7
Dr. M. P. Rozario
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 Preface
Cambridge Connection: History and Civics, Second Edition, is a series of textbooks for Classes 6–8,
designed as per the curriculum prescribed by the Council for the Indian School Certificate Examinations
(CISCE). This three-level series not only prepares the students for the more detailed study of History
and Civics in high school but also motivates them to do so with enjoyment, interest and curiosity.
Cambridge Connection: History and Civics, Second Edition, Teacher’s Book aims to assist the teachers
in making classroom teaching come alive through numerous ideas and suggestions on effective
instruction. It includes teaching ideas and lesson plans for each chapter to aid the teachers in
teaching the content in an effective and engaging manner.
The Teacher’s Book is organised into the following sections.
Introduction
Each chapter begins with an overview of the content coverage and includes:
• Lesson Overview: A quick glimpse of the key topics that will be covered in the chapter
• Warm Up: Thought-provoking questions/activities that would help the teacher lead into the
chapter
Lesson Plan
Each chapter of the series has well thought-out and carefully prepared lesson plans to help the
teacher understand the best practices in classroom teaching. They provide tips and strategies for
using the textbook optimally to bring about the best possible results.
The lesson plans also include activity suggestions and solutions for the in-text activities of each chapter.
Answer Key
The answer key to the Exercise section provides answers to all the questions in the textbook. It
includes solutions to chapter-end exercises as well as suggestions and possible answers to open-ended
questions and activities of ‘Life Skills’, ‘Integration’ and ‘Project’.
Extended Learning
There are additional activities/questions at the end of each chapter. The activities encourage
students to not just reiterate the concepts learnt but also apply their understanding of the concepts
by answering some real-life questions, and thinking how they might behave in various situations.
Additional Enrichment Worksheets and Additional Sample Test Papers
The Teacher’s Book is supplemented with additional worksheets and additional sample test papers
to help teachers save preparatory time in framing test papers. Enrichment Worksheets allow the
students to apply their understanding of the chapters, and Sample Test Papers enforce conceptual
learning, and both serve as tools of continuous evaluation.
The teachers will find the book to be a useful companion as they take the learners through the
various realms of our society and world.
 Contents

HISTORY Theme 6: Making of a Composite

Culture79
Theme 1: Medieval Europe—Rise Chapter 11: Bhakti and Sufi
and Spread of Christianity 2 Movements79
Chapter 1: Rise of Christianity  2 Additional Enrichment Worksheet 385
Chapter 2: Medieval Europe 9 Answers to Additional Enrichment
Worksheet 385
Theme 2: Rise and Spread of Islam 17
Chapter 3: Rise and Spread of Islam 17 CIVICS
Additional Enrichment Worksheet 125
Answers to Additional Enrichment Theme 1: The Constitution of India 87
Worksheet 125 Chapter 12: The Constitution of India 87

Theme 3: The Delhi Sultanate 26 Theme 2: Directive Principles of

Chapter 4: Turkish Invasions and State Policy 94
the Delhi Sultanate 26 Chapter 13: Directive Principles of
Chapter 5: Expansion of the State Policy 94
Delhi Sultanate 34 Additional Enrichment Worksheet 4101
Chapter 6: Life under Delhi Sultanate 42 Answers to Additional Enrichment
Worksheet 4101
Theme 4: The Vijayanagara and Answers to Enrichment Worksheets of
Bahmani Kingdoms 49 Student’s Book 102
Chapter 7: The Vijayanagara and Answers to Sample Test Paper 1
Bahmani Kingdoms 49 of Student’s Book 104
Additional Enrichment Worksheet 256 Answers to Sample Test Paper 2
Answers to Additional Enrichment of Student’s Book 110
Worksheet 256 Additional Sample Test Paper 1 116
Theme 5: The Mughal Empire 58 Answers to Additional Sample
Chapter 8: The Early Mughals: Test Paper 1 119
Babur and Humayun 58 Additional Sample Test Paper 2 123
Chapter 9: Case Study: Akbar 65 Answers to Additional Sample
Chapter 10: Jahangir, Shah Jahan Test Paper 2 126
and Aurangzeb 72 Quiz Time! 130
Answer Key to Quiz Time! 132
HISTORY
Theme 1: Medieval Europe—Rise and Spread of Christianity

Chapter 1: Rise of Christianity

Lesson Overview Suggested Duration: 80 minutes (2 periods)

• Meaning of the ‘medieval period’

• Life and teachings of Jesus Christ
• Christianity under Emperor Constantine

Warm Up

You must have noticed that historians often add bce or ce after years in dates. What do
they mean? What is the significance of these terms? Discuss.
Teaching Notes Encourage students to think about the meaning and significance of
the terms bce and ce.
Explain how history is the study of past events set in a chronological
order. Therefore, it is necessary to arrange past events in their order
of occurrence in time. Since there is no agreement on when time
began, historians adopted the convention of recording dates in terms
of whether they occurred before or after the beginning of the year of
the birth of Jesus Christ. So, the year of Jesus’ birth was assigned as
‘year one’.
The years before year one are known as Before Christ or bc and the
years after that are known as Anno Domini or ad, which in Latin
means ‘In the year of our Lord’.
In recent years, the terms bc and ad are often replaced with Before
Common Era (bce) and Common Era (ce).
We use the term circa (or c. in short) when the date of an event is not
known for sure.

2
Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Introduction • Introduce the students to the division • Textbook
to medieval of history into three periods—Ancient, pages 1–3
period Medieval and Modern. Briefly explain the • Picture charts
• Advent of basis of this division.
Christianity • You can trace the origin of the term
• Roman ‘medieval’ from the Latin word medium
invasion of aevum, meaning ‘related to middle ages’.
Palestine • Draw parallels between the medieval period
in India and Europe.
• Birth and
• Before starting with the section on
life of Jesus
Christianity, you may have a discussion with
• Main the students and encourage them to share their
teachings of previous knowledge on Christianity.
Jesus
• Give a brief introduction on the conditions
prevailing in Palestine (the homeland of
Jews) at that time. Explain how and why
they were persecuted by the Romans.
• You can ask students about their understanding
of Jews and their religious beliefs.
• Give a brief history of the birth of Jesus,
his early life in Nazareth and his followers
(apostles).
You can ask students to find out the names of
the apostles.
• Explain the main teachings of Jesus and the
use of parables.
You can ask students to come up with
suggestions on how they can imbibe and apply
these teachings in their daily lives.
You can also narrate a parable from the Bible
and ask students to interpret and draw lessons
from it.

Chapter 1: Rise of Christianity 3

In-text Activity 1
Teaching Notes Encourage students to compare the teachings of Jesus with those of
other religions. They would have already studied about the key tenets
of Hinduism, Buddhism and Jainism in the previous grade. You can
ask them to make a comparative table listing the similarities and
differences among them.
Solution Some similarities in teachings among almost all religions can be:
• Unconditional love for God
• Love for fellow beings
• Forgiveness
• Not to be judgemental
• Simple and pious living

Key Concepts Suggested Transactional Process Learning Resources

• Crucifixion • You may start the lesson by giving a brief • Textbook
and introduction of the early life of Jesus. pages 3–5
Resurrection • Explain why his teachings angered the • Picture charts
of Jesus Jewish leaders and how they conspired
• Spread of and got him crucified. Talk about his
Christianity resurrection and ascension to heaven.
in the • State the importance of Jesus’ resurrection
Roman as a unifying factor that led to the rise of
Empire Christianity.
• Discuss the role played by Jesus’ followers
in spreading his message.
• Trace the status of Christianity in the
Roman Empire, initially as a persecuted
religion, and later, as the state religion
under Theodosius I.

In-text Activity 2 Skills Applied: information literacy

Teaching Notes Encourage the students to find the names of religious texts.
Solution • Hinduism—Vedas, Bhagvad Gita
• Islam—Quran
• Zoroastrianism—Zend Avesta
• Sikhism—Guru Granth Sahib

4 Chapter 1: Rise of Christianity

Answer Key to Exercise

A. Fill in the blanks.

1. Jesus of Nazareth 2. Apostles 3. Constantine
4. Byzantium (or Constantinople) 5. St. Peter’s Church

B. Name the following.

1. Bethlehem 2. John the Baptist 3. Pontius Pilate
4. Bible 5. Theodosius I

C. Choose the correct answer.

1. d 2. d 3. b
4. a 5. b

D. Answer the following questions briefly.

1. The word ‘medieval’ originated from the Latin word medium aevum meaning
‘related to middle ages’.
2. The Old Testament promised the Jews that a Messiah (Christ) or saviour would
arrive, who would release the Jews from the oppression of the Romans.
3. Simon Peter, also called St. Peter, was one of the apostles of Jesus. He was actively
engaged in spreading Jesus’ teachings.
4. Jesus was put on the cross because the Roman leaders thought he could cause
trouble in the city, and the Jewish religious leaders felt he challenged their power.
They decided to crucify him to get rid of what they saw as a problem. Jesus was
put on trial on false allegations and then sentenced to death by nailing to cross.
5. The Jewish leaders were hostile towards Jesus because they felt threatened by his
revolutionary teachings. They did not agree with Jesus’ interpretation of the Jewish
laws and accused him of blasphemy.

E. Answer the following questions in detail.

1. Jesus was born in 4 bce in Bethlehem (Judea) to Joseph and Mary. Jesus is believed to
be from the same lineage as King David, who freed Israel from external powers. He
was raised in Nazareth and was baptised at the age of 30 by John the Baptist. A divine
revelation asked Jesus to liberate the common people from evil forces and guide them
on the path of love. He preached the message of peace and love. Jesus was believed to
be the Son of God and the awaited Messiah as prophesied in the Old Testament.

Chapter 1: Rise of Christianity 5

 2. After the crucifixion of Jesus, his body was kept in a sealed tomb. On the third
day after his death, his disciples found the tomb empty. It is believed that Jesus
resurrected from death that day. After resurrection, Jesus appeared before many
disciples for 40 days and then he ascended to heaven.
Believing in his resurrection from death, the followers of Jesus organised
themselves into a new religious community—the Christian community.
3. As the divine revelation had asked him, Jesus started working on liberating people
from evil forces and guiding them to walk on the path of love. He travelled
through Galilee for 3 years with a group of twelve loyal followers called the
apostles. He preached the message of love, peace and compassion for all.
4. The main teachings of Jesus are:
a. Unconditional love for God as our Father. He taught that God is merciful and
forgives even those who walk on wrong paths.
b. Love your neighbour as yourself. He asked his followers to be unselfish and
help the needy, even if they were enemies.
c. Forgive others. He taught people to love one’s enemy and insisted that no one
should repay evil with evil, but should love even the evil-doer.
The teachings of Jesus are extremely relevant in the modern world, which is
marred by violence and inequality. Jesus taught love, forgiveness and kindness
for all. If followed, his teachings would provide an answer to most of world’s
problems. It would instil among all compassion and care for the underprivileged,
respect for people different than oneself, and social peace and harmony.
5. For a few centuries after the establishment of Christianity, Christians continued
to be a minority within the Roman Empire. They were brutally oppressed and
persecuted for their religious beliefs.
However, things changed in the fourth century when Emperor Constantine
came to power. He himself converted to Christianity in 312 ce and later declared
Christianity as a legal religion in the Roman Empire.
His efforts were further strengthened by Emperor Theodosius I, who declared
Christianity as the official religion of the Roman Empire in 380 ce. St. Peter’s
Church in Rome was announced as the religious headquarter of Christians and
the Bishop of the church was declared Pope, the spiritual head of Christians across
the world. Even after the fall of Roman Empire, Christianity continued to spread
extensively across Europe due to the charitable work done by the missionaries.

6 Chapter 1: Rise of Christianity

F. Snap Shot! Skills Applied: media literacy

1. The person in the picture is Jesus Christ. He is the founder of Christianity.

2. Jesus used parables or moral stories to preach among the people.
3. Some followers of Jesus are St. Peter and St. Paul.

Life Skills Skills Applied: communication problem solving

Teaching Notes • Divide the class into groups and encourage them to share their
thoughts on the matter.
• Encourage the group representatives to share their thoughts with
other groups.
Solution Answers will vary.
• For example, the love for fellow humans and forgiving others
can help to promote national as well as international harmony
and brotherhood.

Integration Skills Applied: art integration

Teaching Notes Divide the class into groups and encourage each group to select
a different parable and prepare a skit on it.
Solution Some parables are:
• The Prodigal Son
• The Good Samaritan
• The Mustard Seed
• The Lost Sheep

Project Skills Applied: information literacy

Teaching Notes Encourage the students to research on the Gospels of Jesus and
submit a short report on the findings.
Solution Answers may vary.
The four Gospels of the Bible were written by Mathew, Mark, Luke
and John.
They talk of the life and teachings of Jesus. They include the parables
used by Jesus and the miracles he performed.

Chapter 1: Rise of Christianity 7

Additional Skills Applied: apply
Activity
On a world map, locate the following places:
Palestine, Bethlehem, Jerusalem and Constantinople.
Solution Students will mark these on the world map.

Extended Learning

Answer the following:

1. Find out more about the 12 apostles of Jesus. Prepare a report on them.
2. If you had to develop a moral code of conduct for people, what would you include in
such a code?
3. Create a parable of your own. You may borrow ideas from all the moral studies you
have heard as a child.

Answers:
1. Students will prepare the report.
2. Answers will vary.
3. Answers will vary.

8 Chapter 1: Rise of Christianity

Theme 1: Medieval Europe—Rise and Spread of Christianity

Chapter 2: Medieval Europe

Lesson Overview Suggested Duration: 120 minutes (3 periods)

• Decline of the ancient Roman Empire
• Barbarian invasions
• Rise of the Byzantine Empire
• Influence of monasteries on the life of people
• The Crusades and their impact

Warm Up

You must have learnt the Roman numeral system. Have you ever wondered why they are
so called and when their use started? Discuss.
Teaching Notes Encourage the students to think of the possible reasons for calling these
numbers Roman numerals and estimate a date of their use in history.
Tell the students that these numbers started being used much earlier
than our present Hindu-Arabic numeral system of 1, 2, 3,…… These
are so called because these were started in the ancient Roman Empire
and their use is dated back to around fifth century bce.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Decline of • Before starting with the chapter, you may have • Textbook
the Ancient a discussion with the students about life in the pages 9–11
Roman ancient world when the system of kingdoms
Empire and empires started.
• Barbarian • Discuss with the students the conditions
invasions prevalent in Rome at the time of its
• Political and decline—its division into two parts
Economic by Emperor Diocletian (in 285 ce),
conditions reunification by Constantine I (in 313 ce)
and re-division by Theodosius I (in 395 ce).

9
 Key Concepts Suggested Transactional Process Learning Resources
• Byzantium: • Explain the main causes for the decline of
Birth of a the empire (barbarian invasions and other
New Empire political and economic conditions of the
• Spread of times).
Christianity • Give a brief account of the repeated attacks
of Germanic groups like Goths, Vandals,
Franks, etc., which are termed as barbarian
invasions.
• Describe the conditions that led to the
eventual downfall of the Western Roman
Empire.
• Introduce the students to the Byzantine
Empire, the Eastern Roman Empire, with
its capital at Byzantium, later renamed as
Constantinople.
• Tell them about the fall of the Byzantine
Empire in 1453 ce after the Turkish capture
of Constantinople.
• Ask the students which is the most widespread
religion in the world.
• Tell them that the religion is Christianity.
• Explain how Christianity spread to different
parts of the world.

In-text Activity 1
Teaching Notes • Encourage the students to research which countries of the world
have adopted Christianity as the State Religion.
• Explain to them that there are various countries like India where
Christianity is present but the states are either secular or do not
have Christianity as the State Religion.
Solution Argentina, Bolivia, Costa Rica, El Salvador, Liechtenstein, Malta,
Monaco, etc.

10 Chapter 2: Medieval Europe

 Key Concepts Suggested Transactional Process Learning Resources
• Monks and • Start the section by asking the students if • Textbook
Monasteries they have heard about Mother Teresa. Tell pages 11–12
• Impact the students she was a nun and a Christian
of the missionary who worked for upliftment of the
Monasteries poor and the needy and advocated the path of
Christianity.
• Explain to them about the role played by
Christian monks and monasteries in the
spread of Christianity.
• Discuss with the students how successful
the Christian commissions were in
strengthening the roots of the religion.
• Share with the students that the renowned
universities of today, like Cambridge and
Oxford, were originally Christian commissions
which later developed into secular universities.

In-text Activity 2 Skills Applied: information literacy

Teaching Notes Encourage the students to collect information about the universities
of ancient India.
Solution Some of the famous universities that emerged in ancient India are:
• Takshashila University
• Nalanda University
• Pushpagiri University
• Valabhi University
• Somapura University
• Vikramshila University

Key Concepts Suggested Transactional Process Learning Resources

• The • You may start the section by discussing the role • Textbook
Crusades of universities and educational institutions in pages 12–13
the spread of a religion.

Chapter 2: Medieval Europe 11

 Key Concepts Suggested Transactional Process Learning Resources
• Impact of • Introduce the students to the term • Slide
the Crusades ‘Crusades’ as Holy Wars by Christians presentations
against Turks to reclaim their Holy Land
Jerusalem, captured by the Turks.
• Tell the students that there were eight
Crusades from 1096 ce to 1291 ce.
• Explain that despite the failures of the
Crusades to regain the Holy Land, these
crusades opened the doors for fusion of the
two cultures.
• Discuss that some of the the impacts of
the Crusades are the beginning of the
Renaissance era, trade links between
the Arabs and the Europeans, decline of
feudalism in Europe and centralisation of
power with the king.

In-text Activity 3 Skills Applied: information literacy

Teaching Notes Encourage the students to collect information about the Renaissance
era and some of its prominent figures.
Solution • Renaissance means a new growth of activity or interest in
something, especially, art, literature or music.
• Some prominent leaders of the Renaissance era are Leonardo
da Vinci, Galileo Galilei, William Shakespeare, Sam Beckett,
Christopher Columbus, Vasco da Gama, Marco Polo, etc.

Exercise

A. Fill in the blanks.

1. Byzantine 2. Christianity 3. Constantinople
4. Monastery 5. Rome

B. Match the following.

1. b    2. a    3. d    4. e    5. c

12 Chapter 2: Medieval Europe

C. Choose the correct answer.
1. b    2. a    3. d    4. a    5. b

D. Answer the following questions briefly.

1. By 285 ce, the Roman Empire had grown so vast that it became difficult to
govern all the provinces from Rome. Therefore, Emperor Diocletian divided the
empire into two parts.
2. Western Roman Empire faced repeated attacks by various Germanic groups from
the North, like the Goths, Vandals, Franks and Lombards. These raids are known
as the ‘barbarian invasions’.
3. The life in a monastery was simple and disciplined. There was a very strict code of
conduct to be followed by its residents.
4. The Crusades were launched to reclaim the Holy Land of Jerusalem, which was of
great religious significance to the Christians. It had been captured by the Muslim
Turks in 638 ce.
5. The Turks introduced the Crusaders to guns and gunpowder. This rendered the
services of the Knights useless and led to the fall of feudal lords.

E. Answer the following questions in detail.

1. The factors that led to the fall of the Western Roman Empire were:
a. Barbarian invasions: Western Roman Empire faced repeated attacks by
various Germanic groups from the North, like the Goths, Vandals, Franks
and Lombards. These raids are known as the ‘barbarian invasions’. The
barbarians breached the boundaries of the Roman Empire and invaded deep
into the crux of their expanse. They also invaded and looted the city of Rome.
In 476 ce, the Germanic leader Odoacer overthrew the last West Roman
emperor, Romulus Augustus.
b. Political and economic conditions: Other than the invasions, people in the
Roman Empire also faced a lot of political and economic problems, which
speeded the decline of the empire. There was a decrease in agricultural
production which led to a sharp rise in the prices of goods. The rulers
started producing more coins which led to inflation. The political system of
the Western Roman Empire was weak and unstable. It saw 25 emperors in
47 years. All these reasons led to the fall of the Western Roman Empire.
2. After the devolution of the Roman Empire, Christianity and its power centre, the
Roman Church, emerged as the unifying force in Europe. The invading Germanic

Chapter 2: Medieval Europe 13

 tribes did not damage the Church of Rome and it continued to hold spiritual
influence over all Christians. Despite the legalising of Christianity by Constantine,
most of Europe remained non-Christian in the fifth century ce. However, in the
span of the next 500 years, most people in Europe converted to Christianity and
every state in Europe adopted Christianity as the state religion. When a king or
feudal lord converted to Christianity, his subjects would also convert immediately.
As Christianity spread, the number of churches also increased. Grand churches
were built in each city of Europe. These churches were very active in spreading
Christian education.
3. The Byzantine Empire also had to face invasions by the barbarian tribes. However,
it could withstand the onslaught due to several factors like its geographic location,
stronger administrative centre and internal political stability.
4. The monasteries played an important role in medieval Europe. The monks
and nuns engaged in social service and spiritual duties. They nursed the sick
and wounded, taught children, cultivated the land around the monastery, gave
food and shelter to the needy. The monasteries were decorated with beautiful
architecture, including murals and stained glass paintings.
The contribution of monasteries was particularly profound in the field of
education. Besides religious texts, the monasteries also trained students in the
disciplines of history, philosophy, medicine, law and astrology. The medicinal
herbs in the monastery gardens inculcated interest in Botany. The libraries
established by them were full of books handwritten by priests. The ancient and
medieval histories of Europe were preserved through these books. Apart from
subject books, there were also copies of the Bible and prayer books. Universities
of great and timeless renown, such as Oxford and Cambridge, were part of the
Christian commissions, which later developed into secular universities.
5. Though the Christian Crusaders could never decisively win control over
Jerusalem, the Crusades opened the door for both economic and cultural exchange
between the Christian and the Arab worlds:
a. Renaissance: The Christian Crusaders gained knowledge of several great
civilisations as well as the culture and traditions of the Greeks and Turks.
They integrated the best aspects from both to revive Western education and
learning. This ushered in the era of Renaissance.
b. Trade and Commerce: The Crusades introduced the Europeans to the opulent
lifestyle of the East. They developed a taste for the finer things and luxurious
lifestyle of the East. European merchants established direct trade links with
the East and other parts of the world.

14 Chapter 2: Medieval Europe

 c. Decline of Feudalism: The Knights were the most powerful and wealthiest
of the military orders in Europe during the Crusades. Post the Crusades, the
Turks introduced the Crusaders to guns and gunpowder. This rendered the
services of the Knights useless and led to the fall of the feudal lords, who were
in power during this period.
d. Centralisation of Power: With the decline of the feudal lords, the kings gained
more power and became the central authoritative figure. The merchant
class too became wealthy and gained power. They started demanding the
establishment of proper law and order in the cities. They also provided
abundant funds to the kings, which furthered the decline of feudal power.

F. Snap Shot! Skills Applied: media literacy

1. The Crusades
2. To participate in Holy Wars against the Turks to reclaim their Holy Land. They
could never decisively win control over Jerusalem.
3. Though the Christian Crusaders could never decisively win control over
Jerusalem, the Crusades opened the door for both economic and cultural exchange
between the Christian and the Arab worlds.

Life Skills Skills Applied: language and communication initiative

Teaching Notes • Encourage the students to collect information about the terms
‘crusade’ and ‘crusader’.
• Sensitise the students about some issues that need to be worked
upon by the society.
Solution • Crusade means a series of actions advancing a principle or tending
towards a particular end.
• Crusader means a disputant who advocates a reform.
• Some non-religious relevant issues can be cleanliness and hygiene,
education for girls, women empowerment, upliftment of the
backward sections, end of regionalism, peace and harmony,
disarmament, etc.

Integration Skills Applied: information literacy technology literacy

Teaching Notes • Encourage the students to research about the Eight Crusades.
• Ask the students to prepare a digital presentation on these
crusades.

Chapter 2: Medieval Europe 15

Solution Answers may vary.
• First Crusade—started as a Christian pilgrimage and ended as a
military expedition.
• Second Crusade—jointly led by French and German armies.
• Third Crusade—referred to as Kings’ Crusade as was participated
by kings of England, Rome and France.
• Fourth Crusade—the crusaders sacked Constantinople.
• Fifth Crusade—took place in two phases, the second one proved
fatal for the crusaders.
• Sixth Crusade—Jerusalem was delivered to the Crusaders for a
period of 10 years.
• Seventh Crusade—Crusaders lost Jerusalem within 48 hours of
the start of the war.
• Eighth Crusade—The European continent was united under the Pope.

Project Skills Applied: information literacy

Teaching Notes Encourage the students to collect information and make a presentation
to the class on the life of the Germanic tribes.
Solution Answers may vary depending upon the choice of tribes.

Additional Skills Applied: explore

Activity
Teaching Notes There had been a ninth Crusade also. Collect information about the
participants and outcomes of the Crusade.
Solution Students will do the research on their own.

Extended Learning

Answer the following:

1. If you were Emperor Constantine, would you unite the Roman Empire, or would
you prefer to keep it divided? Give reasons for your answer.
2. Imagine that you are an ordinary peasant living during the time of the Crusades.
Write a diary entry about a day of your life.

Answers:
1. Answers will vary.
2. Answers will vary.

16 Chapter 2: Medieval Europe

Theme 2: Rise and Spread of Islam

Chapter 3: Rise and Spread of Islam

Lesson Overview  Suggested Duration: 80 minutes (2 periods)

• Arabia in pre-Islamic times
• Life of Prophet Muhammad
• Rise and spread of Islam in Arabia
• Teachings and five pillars of Islam
• Rise of the Caliphate

Warm Up

Read the given statements.

• One of the three Abrahamic religions, along with Judaism and Christianity.
• Mecca, Medina and Jerusalem are its holy cities.
• Architectural style is characterised by minarets, domes, and extensive use of
calligraphy.
What is common to these statements?
Teaching Notes These statements are about the religion ‘Islam’.
Use these statements to give a brief introduction about Islam and its
associated aspects.

17
Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Arabia in • Before starting the lesson, hold a discussion in • Textbook
pre-Islamic the class and encourage the students to share pages 17–18
times their previous knowledge of Islam and its • Picture charts
• Life and origins. Give certain cues on the topics to be • Maps of the
teachings discussed, like teachings of Islam and life of Arab Empire
of Prophet Prophet Muhammad. and Turkish
Muhammad The teacher should moderate the discussion Empires under
• Rise and and ensure that students do not deviate from various dynasties
spread of the topic or say anything offensive. and rulers.
Islam • Give a brief introduction on the conditions
prevailing in Arabia in pre-Islamic times
with special emphasis on warring tribes and
the significance of Kaba.
Encourage the students to share their views about
the benefits and shortcomings of such a lifestyle.
• Explain the birth and early life of Muhammad
in Arabia. Discuss the events that led
Muhammad to declare himself the messenger
of Allah.
• Explain the main teachings of Muhammad.
You can introduce Islam as a monotheistic
religion and perform the activity given in the
chapter on page 18 at this stage.
• Give an account of the spread of Islam and
the formation of the Islamic community by
Muhammad, and the significance of Mecca
and Medina in the Islamic world.
• Explain how Islam continued to spread
out of Arabia after Muhammad’s death,
under the Caliphs. Highlight the role of
the Caliphates in the rise of Islamic culture,
literature and architecture.
You can ask students to name some literary
works and scientific developments credited to
Islamic scholars and scientists.

18 Chapter 3: Rise and Spread of Islam

 Key Concepts Suggested Transactional Process Learning Resources
For example, Jabir ibn Hayyan (considered
the father of early chemistry), al-Khwarizmi
(one of the pioneers of algebra), al-Zahrawi
(father of surgery), al-Razi (father of
paediatrics) and Ibn Sina (one of the greatest
medical scholars in history).
Talk about why the Abbasid period is known
as the ‘Golden Age of Islamic World’.
Encourage the students to share their ideas on
whether the caliphates contributed to the spread
of Islam or were these merely power centres.
• Give a brief account of India’s encounter
with the Islamic rulers under Muhammad
bin Qasim and the Turkish invasions.
You can end the lesson by asking the students
to share their views about how life in India
has been influenced by the relations with the
Arab World.

In-text Activity 1
Teaching Notes • Explain the meaning of ‘monotheism’ to students and encourage
them to name other monotheistic religions.
• Then, ask the opposite of ‘monotheism’ and encourage students
to explore and find out religions which fall in this category.
Solution • Monotheistic religion is one that believes there is only one God.
Some monotheistic religions are Judaism, Christianity and Islam.
• The antonym of monotheism is ‘polytheism’, which means ‘the
belief in or worship of more than one god’. Hinduism, ancient
Greek religion, Roman mythology, Norse mythology, Egyptian
mythology, and Shinto and Celtic polytheism are examples of
polytheistic religions.
Also, introduce the term ‘henotheism’, which means the worship
of a single god, while not denying the existence or possible
existence of other deities.

Chapter 3: Rise and Spread of Islam 19

 Key Concepts Suggested Transactional Process Learning Resources
• Principles of • You may start the lesson with a short recap of • Textbook
Islam the life and teachings of Prophet Muhammad. pages 18–19
• The Five • Build on Muhammad’s teachings and • Flash cards for
Pillars of explain the core Articles of Faith or the Pillars of
Islam Principles of Islam. Islam
• Explain in detail the Five Pillars of Islam.
Arrange a presentation or video of Hajj to be
shown to the students.
Encourage the students to share their ideas
on the adherence to these duties in the
present-day world.
• Islam after • Describe to the students the succession after • Textbook
Muhammad— Muhammad. pages 20–21
The Caliphate • Explain that the Caliph became the religious • Maps of Arab
• India and the and political head of Muslims. Empire and
Arab World • Describe the importance of Abu Bakr Turkish Empires
and Umar. under various
• Help them understand the Umayyad and dynasties and
Abbasid Dynasties. rulers.
• Describe the subsequent history of the world
following the succession of the Caliphate by
these two dynasties.
• Talk about the importance of the Arab
merchants sailing to the western coasts of India.
• Talk about how the Arabs under
Muhammad bin Qasim invaded and
occupied Sindh in 1712.
• Conclude by briefly talking about how by the
ninth century CE, the Arab Empire had split
into many independent kingdoms. Among
them were Ghazni and Ghor.
• Give the students a brief understanding that
their rulers launched a series of invasions into
the Indian subcontinent, paving the way for
the establishment of Muslim rule in India.

20 Chapter 3: Rise and Spread of Islam

In-text Activity 2 Skills Applied:
Teaching Notes Encourage the students to find the practices associated with other
religions.
Solution Examples:
Christianity: The Sacraments (Baptism, Confession, Eucharist, etc.)
Judaism: Bar Mitzvah, keeping kosher
Hinduism: Deity-puja, fasting and pilgrimage

Answer Key to Exercise

A. Fill in the blanks.

1. 570 ce 2. Hijrat 3. Wudhu
4. Abu Bakr 5. Quran

B. Name the following.

1. Quraysh 2. Cave Hira 3. Kaba
4. Hajj 5. Khadijah

C. Match the following.

1. b 2. d 3. a
4. e 5. c

D. Answer the following questions in brief.

1. The Kaba was the centre of the Arabian religious life and housed idols of all
tribes of Arabia. Later, the idols were removed from Mecca. All Muslims face the
direction of the Kaba while offering prayers.
2. The authorities in Mecca opposed the monotheistic ideas of Islam. Thus,
Muhammad was forced to leave Mecca and go to Medina with his followers.
3. The Articles of Faith or Principles of Islam are
• Belief in one God—Allah
• Belief in Angels—Malaikah
• Belief in all Prophets (Nabi) and Messengers (Rasul) of God
• Belief in God’s revealed books
• Belief in fate or pre-destination (Qadar)
• Belief in the Judgement Day (Qamayah)

Chapter 3: Rise and Spread of Islam 21

 4. After the death of Prophet Muhammad, he was succeeded by Abu Bakr. Bakr took
the title of Caliph or Khalifa. The Caliph became the religious and political head
of Muslims and the followers of Caliph were titled as the Caliphate.
5. The Umayyad caliphate introduced the concept of hereditary succession instead of
elected representatives.

E. Answer the following questions in detail.

1. In pre-Islamic times, the Arabs were divided into tribes or qabilas. These tribes
were generally at war with each other. Many of the tribes led a nomadic life. Each
tribe had its own god/goddess with an idol in a shrine. The Kaba was the centre of
Arabian religious life and housed idols of all the tribes of Arabia.
2. Muhammad was born in 570 ce in Mecca. A member of Quraysh tribe, he was
orphaned at an early age and was brought up by his maternal uncle and maternal
grandfather. He went on long journeys for trade and met people of different religions.
Muhammad meditated in a cave called Hira. Around 610 ce, Muhammad
received a divine revelation by Angel Gabriel that God has chosen him as his
messenger. He narrated God’s teachings in forms of verses to Muhammad, which
were later compiled into the Quran. Muhammad founded the religion of Islam
and began his journey as Prophet. He criticised idol worship.
3. The Five Pillars of Islam are:
• Shahadah or Faith—Muslims have only one God—Allah and Muhammad is
His Prophet.
• Salat or Prayer—Muslims must offer five prayers a day while facing Mecca.
These five prayers must be said at Fajr (before sunrise), Zubr (early afternoon),
Asr (late afternoon), Maghrib (after sunset) and Isha (night).
• Zakat or Charity—Muslims must contribute a fixed percentage of their
income towards charity for the needy and poor.
• Sawm or Fasting—Muslims must fast from dawn to dusk during the month
of Ramzan.
• Hajj or Pilgrimage—Muslims must make a pilgrimage to Mecca at least once
in their lifetime.
4. Muhammad was succeeded by his loyal companion, Abu Bakr. Abu Bakr took the title
of Khalifa or Caliph. The Caliph became the religious and political head of Muslims.
Under the leadership of Abu Bakr and later Umar, the second Caliph, the Arabs
emerged as a formidable military force and went on to conquer new lands at great
speed. The zeal for territorial expansion was driven by religious fervour as well as
the need to have control over greater resources.

22 Chapter 3: Rise and Spread of Islam

 Over time, the single caliphates weakened and the caliphate passed into the hands
of dynasties like the Umayyad and later the Abbasid. Under the Umayyads, the
Islamic Empire stretched over vast areas like Iran, Syria, Central Asia, West Asia,
North Africa and parts of Europe including Spain.
The Umayyad dynasty rule was replaced by the Abbasids. Under the Abbasids,
the Arabs came to be associated with greatness and glory. Their empire came to be
identified as the pinnacle of civilisation owing to their prosperity and power. Their
material prosperity allowed the Arabs to develop a new Islamic architectural style,
characterised by minarets and domes.
5. The Arabs had trade relations with India since pre-Islamic times. With the rise
and spread of Islam, it gained strength in coastal areas of India. The Arabs invaded
India under Muhammad bin Qasim and occupied Sindh. But their expansion was
checked by the Rajput kingdoms.
F. Snap Shot! Skills Applied: media literacy
1. Salat
2. Five times a day
3. Yes, in the direction of Mecca as it is the religious centre of Islam.
4. Shahadah, Zakat, Sawm and Hajj.
G. Map Work
The students will mark the places on a world map.

Life Skills Skills Applied: critical thinking

Teaching Notes Encourage the students to analyse and compare the teachings of
Christianity, Islam, Buddhism and Jainism.
Solution Answers may vary, though all religions promote belief in God,
kindness for fellow human beings, brotherhood and peace, and
leading a virtuous life.

Integration Skills Applied: language and communication

Teaching Notes Divide the class into groups of three and ask each group to prepare
reports on different stories from the collection.
Solution Answers may vary.

Project Skills Applied: information literacy technology literacy

Teaching Notes Encourage the students to research on famous mosques in India and
make a presentation in the class.

Chapter 3: Rise and Spread of Islam 23

Solution Answers may vary.
Some famous mosques in India are Jama Masjid (Delhi), Makkah
Masjid (Hyderabad), Taj-ul Masajid (Bhopal), Bara Imambara
(Lucknow), Jama Masjid (Agra), Jama Masjid (Ajmer), and Hazratbal
Masjid (Jammu and Kashmir).

Additional Skills Applied: explore

Activity
Ramzan is the most holy month of the year for Muslims across the world. It is a time of
fasting, abstinence and self-introspection.
Explore for more information on this holy month and prepare a chart.
Teaching Notes Encourage students to research on the Internet and find out more
information about the significance of Ramzan.
Solution • The holy month of Ramzan is the ninth month in the
Islamic calendar.
• Fasting in the month of Ramzan is the fourth Pillar of Islam.
Fasting is compulsory for every healthy adult Muslims.
• Holy Quran was first revealed in the month of Ramzan.

Extended Learning

Answer the following:

1. Find our more about Arabia in pre-Islamic times. Prepare a report on it.
2. Prepare a list of five or six principles that one should follow in their daily life in order
to protect the environment. In what way would each principle contribute towards
helping the environment? Prepare a detailed report.

Answers:
1. Answers will vary.
2. Answers will vary.

24 Chapter 3: Rise and Spread of Islam

 Additional Enrichment Worksheet 1
Skills Applied: HPE problem solving critical thinking empathy

respect for others technology literacy

Answer the following questions.

1. Imagine that you are one of the earliest followers of Jesus Christ. How would you
go about spreading his teachings across the continent, and if possible throughout
the world?
2. Think of yourself as a monk or nun living in a monastery in Medieval Europe.
How would you engage in social service, and what would you do to help the needy.
3. Fasting has been known to have many health benefits. Find out about the physical
health benefits of fasting, and prepare a digital presentation on the same.

Answers to Additional Enrichment

Worksheet 1
1. Answers will vary.
2. Answers will vary.
3. Students will prepare the digital presentation themselves.

Additional Enrichment Worksheet 1 25

Theme 3: The Delhi Sultanate

Chapter 4: Turkish Invasions and

the Delhi Sultanate

Lesson Overview  Suggested Duration: 80 minutes (2 periods)

• Turkish invasions under Mahmud of Ghazni and Muhammad Ghori
• Establishment of the Delhi Sultanate
• Rulers of the Slave Dynasty

Warm Up

India had always been a rich land. Ask the students if they know what the the economic
title of India was?
Teaching Notes Encourage the students to share their ideas about what title had been
given to ancient India on account of her riches.
Tell the students that India had always been called ‘A Golden Sparrow’.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Turkish • Before starting with the chapter, you may • Textbook
invasions— have a discussion with the students about the pages 26–31
Mahmud rich heritage of the Gupta period and king • Pictures/Slides
of Ghazni, Harshavardhana which marked the end of the • Outline Map
Muhammad ancient period in India. of India
of Ghor • Start the lesson by connecting the
• Establishment status of India after the reign of king
of the Delhi Harshavardhana.
Sultanate • Explain how constant wars between the
kingdoms gave an opportunity to Turks to
invade India.

26
 Key Concepts Suggested Transactional Process Learning Resources
• Mamluk/ • Give a detailed account of the seventeen
Slave invasions by Mahmud of Ghazni and how
Dynasty— the wealth looted from Indian temples was
Qutubuddin used to strengthen the army to conquer
Aibak, Central Asia.
Iltutmish, • Show an outline map of India to the class
Razia detailing the extent of Mahmud of Ghazni’s
empire in India.
• Share the details of the Battle of Waihind I
(between Jaipal and Mahmud of Ghazni—
Jaipal defeated), Battle of Waihind II
(between Anandapal and Mahmud of
Ghazni—Anandapal defeated).
• Inform the students that the next major
Turkish invasions in India were led by
Muhammad of Ghor who wanted to
establish a kingdom in India.
• Describe the First Battle of Tarain
(between Prithviraj Chauhan and
Muhammad Ghori—Ghori defeated),
Second Battle of Tarain (between
Prithviraj Chauhan and Muhammad
Ghori—Prithviraj defeated), and Battle
of Chandawar (between Jaichand and
Muhammad Ghori—Jaichand defeated).
• Expalin how Ghori left India entrusting his
empire to his general Qutubuddin Aibak, who
took over as the Sultan after death of Ghori.
• Introduce the students to the Slave or
Mamluk Dynasty by Qutubuddin Aibak.
• Tell the students that this period marks the
beginning of the Delhi Sultanate, with rulers
titled as Sultans and the capital at Delhi.
• Give a brief account of the reign of the founder
of the Slave dynasty—Qutubuddin Aibak.

Chapter 4: Turkish Invasions and the Delhi Sultanate 27

 Key Concepts Suggested Transactional Process Learning Resources
• Give a detailed account of the reign and
military campaigns of Aibak’s son-in-law
and successor, Shamsuddin Iltutmish—the
real founder of the Turkish rule in India.
• Show an outline map of India to the class
detailing the extent of the Delhi Sultanate
under Iltutmish.
• Explain the circumstances that led to Razia,
daughter of Iltutmish, taking over the
throne and becoming the first and the only
woman Sultan of the Delhi Sultanate.
• Give a detailed account of her reign and
changes that were brought in the society,
especially to the status of the women and
her personal characteristics.
• Encourage the students to share their ideas on
why there have been only a few notable women
rulers in history.

In-text Activity 1 Skills Applied: critical thinking

Teaching Notes • Encourage the students to share ideas as to the characteristics of

Razia that made her a successful and notable Sultan.
• Ask the students to share their ideas on the status of women in the
society pre and post the reign of Razia.
Solution • Razia had a strong character, able political skills, competency,
bravery and challenging nature. She posed a quest on male
sovereignty in ruling a kingdom. Despite the opposition from
Turkish nobles, she led the Sultanate for 3 years.
• Women did not enjoy an equal position in the society. Though
her reign challenged the male supremacy, but due to the short
tenure of her reign, major changes could not be brought about.

28 Chapter 4: Turkish Invasions and the Delhi Sultanate

 Key Concepts Suggested Transactional Process Learning Resources
• Delhi • Start the section by asking the students their • Textbook
Sultanate ideas on what message was sent by the murder page 31
under of Razia by the chalisa.
Nasiruddin • Describe the weak rule of Nasiruddin
Mahmud and Mahmud, the youngest son of Iltutmish.
Ghiyasuddin • Give a brief account of the proxy rule of
Balban the leader of chalisa, Ghiysuddin Balban,
under the shadows of Nasiruddin Mahmud.
• Explain how Balban took over the Delhi
Sultanate after the death of Nasiruddin and
began an era of centralised governance.
• Share details of the rule of Balban with the
students.
• Tell the students that the Slave dynasty ended
with the death of Balban and the Delhi
Sultanate was taken over by Khalji dynasty.

Exercise

A. Fill in the blanks.

1. Mahmud of Ghazni 2. Ananadapal, Mahmud of Ghazni
3. 1191 ce 4. Qutubuddin Aibak
5. Shamsuddin Iltutmish 6. Qutub Minar

B. Match the following.

1. b    2. c    3. e    4. a    5. d

C. Choose the correct answer.

1. b    2. a    3. a    4. a    5. d

D. Answer the following questions briefly.

1. Mahmud of Ghazni was lured by the immense riches in the temples of North India.
2. The five dynasties are the Slave dynasty, Khalji dynasty, Tughlaq dynasty, Sayyid
dynasty and the Lodi dynasty.

Chapter 4: Turkish Invasions and the Delhi Sultanate 29

 3. It is so called because when Qutubuddin Aibak became a Sultan, he was still
a slave of Muhammad Ghori.
4. He is so called because he consolidated Ghori’s territories under one strong and
well-administered rule crushing the Turkish nobles.
5. Sijdah meant anybody in the presence of the Sultan was expected to bow down
and touch their forehead on the ground in respect. The practice of kissing the feet
of the sultan was known as paibos.

E. Answer the following questions in detail.

1. Taking advantage of the dispute among Rajput clans, Mahmud invaded India
17 times in the span of just 25 years between 1000 and 1027 ce and looted its
riches.
Battle of Waihind I (1001 ce): Waihind, also known as Hund, was the capital
of the Hindu Shahi King Jaipal. His vast kingdom extended from modern-day
Punjab to Afghanistan. Despite putting up stiff resistance, Mahmud of Ghazni
defeated Jaipal and he was forced to pay tribute. Humiliated by the defeat, king
Jaipal immolated himself.
Battle of Waihind II (1008 ce): After the death of Jaipal, his son Anandapal
succeeded him as the ruler. Gaining the support and alliance of several powerful
rulers of western and central India, Anandapal tried to defend his kingdom against
Mahmud. However, all efforts proved futile as Mahmud of Ghazni defeated
Ananadapal and his allies.
Mahmud had no ambition of establishing his rule in India. He was only interested
in the treasures of India, which he used to beautify the city of Ghazni, his capital
and finance his Central Asian campaigns.
2. Muhammad Ghori started by conquering the frontier states of Multan,
Sind and Punjab. In his quest to conquer north India, he came into conflict
with Prithviraj Chauhan.
First Battle of Tarain (1191 ce): In 1191 ce, Prithviraj Chauhan, the Rajput ruler
of Delhi and Ajmer, fought the Ghurid forces and defeated them in the First
Battle of Tarain.
Second Battle of Tarain (1192 ce): After a year of planning, in 1192 ce,
Muhammad Ghori returned to India, to avenge his defeat in the first battle.
Prithviraj tried to unify the Rajput kings against the formidable threat to their
territories. The most powerful Rajput king, Raja Jaichand refused to support
Prithviraj. In the Second Battle of Tarain, Muhammad Ghori defeated Prithviraj
Chauhan and laid the foundation of Muslim rule in India. He occupied Delhi,
thereby ending Rajput rule in north India.

30 Chapter 4: Turkish Invasions and the Delhi Sultanate

 Battle of Chandawar (1194 ce): After ascending the throne of Delhi, Muhammad
attacked Raja Jaichand of Kannauj and defeated him at the Battle of Chandawar
in 1194 ce. This battle gave Muhammad control over most of northern India, and
strengthened his position in India.
3. After the decline of the Gupta Empire, the next notable ruler in India was
Harshavardhana, who reigned from 606 to 647 ce. After his death, his kingdom
disintegrated into several small territories under different feudal lords, without
any unifying force. These kingdoms were constantly at war with each other over
several petty issues. This presented a perfect opportunity for foreign invaders to
plunder the rich and diverse country of India.
The Turks invaded, looted and plundered India repeatedly and established their
power in the country.
4. Iltutmish was an able ruler who consolidated the scattered Ghori territories under one
strong, well-administrated rule. He crushed anyone who challenged his rule in India.
He destroyed the Turkish nobles who defied his claim to the throne, suppressed the
Khalji revolt in Bengal, and subjugated the rulers of Ghazni and Multan.
5. The youngest son of Iltutmish, Nasiruddin Mahmud was a weak ruler. Ghiyasuddin
Balban, the leader of the chalisa, ruled the Sultanate for a lengthy period of 20 years
under the shadows of Nasiruddin. After the death of Nasiruddin in 1266 ce,
Ghiyasuddin Balban ascended the throne and ruled for another 20 years. Balban’s
ascendancy to the throne marked the beginning of an era of centralised governance.
He reorganised the political structure of the Sultanate by decreasing the power of the
nobles and making the sultan the absolute power in the state. He believed that the
sultans were the representatives of the god on Earth and must be bestowed with equal
devotion and respect. Balban followed a policy of blood and iron and crushed any
rebellion with a heavy hand. He kept the nobility under strict control and created
a strong spy system to keep them in check. He established security and stability in
the kingdom by strengthening the army. This led to favourable conditions for the
development of agriculture, trade and commerce in the city, which led to prosperity
in the kingdom. Balban also fortified his kingdom to prevent the invasion of the
Mongols and others.

F. Snap Shot! Skills Applied: media literacy

1. Qutubuddin Aibak.
2. After the death of Muhammad Ghori, he took charge of his Indian territories.
3. Qutub Minar, Quwwat-ul-Islam, Dhai din ka Jhopra.
4. His son-in-law, Shamsuddin Iltutmish.

Chapter 4: Turkish Invasions and the Delhi Sultanate 31

Life Skills Skills Applied: problem solving art integration

Teaching Notes • Encourage the students to think innovatively in light of the

conditions prevailing in society at that time.
• Ask the students to prepare the skit and present to the class.
Solution Students will prepare the skit on their own, and perform it in the class.

Integration Skills Applied: information literacy technology literacy

Teaching Notes • Encourage the students to research and collect more information
on the rulers of the Slave dynasty.
• Ask the students to prepare a digital presentation on them.
Solution Answers may vary.

Project Skills Applied: equality communication collaboration

Teaching Notes • Encourage the students to share their ideas on the decision by
Iltutmish in choosing Razia as his successor.
• Ask the students to collect information about some more
prominent Indian women and the challenges faced by them.
Solution • Iltutmish’s decision was a progressive one as women did not hold
an important position in the society in those times.
• Some other prominent Indian women are Rudramadevi, Queen
Didda, Rani Durgavati, Chand Bibi, Devi Ahilya Bai Holkar,
Kittur Rani Chennamma, Rani Lakshmibai, Rani Avantibai, etc.

Additional Skills Applied: discuss

Activity
Teaching Notes Indira Gandhi became the first and the only woman Prime Minister
of India till date. Have a discussion in class about the challenges she
must have faced during her political career to reach the top position
despite able male leadership in the Congress party at that time.
Solution Students will discuss about the given subject.

32 Chapter 4: Turkish Invasions and the Delhi Sultanate

Extended Learning

Answer the following:

1. Imagine that you are in the place of King Jaipal. What steps do you think would have
helped you in protecting your kingdom from the attack by Mahmud of Ghazni.
2. What steps would you take as one of the first rulers of Delhi Sultanate to consolidate
the kingdom? What would you have done differently from Qutubuddin Aibak or
Iltutmish?
3. In groups, role-play as Razia Sultan. Think about and enact how you would react to
the rebellions happening during your rule, due to the appointment of Malik Yakut as
the superintendent of stables.

Answers:
1. Answers will vary.
2. Answers will vary.
3. Role-play based answer.

Chapter 4: Turkish Invasions and the Delhi Sultanate 33

Theme 3: The Delhi Sultanate

Chapter 5: Expansion of Delhi Sultanate

Lesson Overview Suggested Duration: 80 minutes (2 periods)

• Delhi Sultanate under the Khalji and Tughlaq dynasties
• Timur’s invasion
• Rule of the Sayyids and the Lodis

Warm Up

Delhi had always been a centre of importance in ruling India. This has been true in
medieval as well as modern India. What can be the possible reasons for this?
Teaching Notes Encourage the students to share their ideas on what could be the
possible reasons for this.
Tell the students that some important factors could be centralised
location (as from the viewpoint of an undivided India), favourable
climate, fertile land, historical importance, proximity to military
camps, etc.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Khalji • Before starting with the chapter, you may • Textbook
Dynasty— have a discussion with the students about the pages 35–38
Jalaluddin historical importance of Delhi. • Pictures/Slides
Khalji, • Start the lesson, continuing with the end of • Outline map
Alauddin the Slave Dynasty. of India
Khalji • Explain how the throne of Delhi was
taken over by Jalaluddin Khalji by a
military coup.
• Inform them about the peaceful policies
of Jalaluddin Khalji during his reign
before being murdered by his nephew,
Alauddin Khalji.

34
 Key Concepts Suggested Transactional Process Learning Resources
• Give a detailed account of the reign
of Alauddin Khalji, the greatest Delhi
Sultanate monarch, with special reference
to his military campaigns.
• Show the extent of Alauddin Khalji’s empire
in India on a map.
• Explain how he deflected the Mongol
invasions during his reign.
• Tell the students about the politics and
administration under Alauddin Khalji.
• Give an account of the land revenue policy
and market regulations of Alauddin’s
administration.
• Explain how the army was organised by
the introduction of huliya, dagh and the
espionage system.

In-text Activity 1 Skills Applied:

Teaching Notes Encourage the students to collect information about some rulers who
imposed taxes on the common people.
Solution Some rulers are:
• Firoze Tughlaq
• Ibrahim Lodi
• Murshid Quli Khan
• Shivaji

Key Concepts Suggested Transactional Process Learning Resources

• Tughlaq • Start the section with a brief recap of the • Textbook
dynasty— Khalji Dynasty. page 38–42
Ghiyasuddin • Explain the setting up of the Tughlaq • Pictures/Slides
Tughlaq, dynasty by Ghiyasuddin Tughlaq who won
Muhammad the support of the nobles of Khalji dynasty.
bin Tughlaq, • Describe the reign of Muhammad bin
Firoze Shah Tughlaq.
Tughlaq

Chapter 5: Expansion of Delhi Sultanate 35

 Key Concepts Suggested Transactional Process Learning Resources
• Timur’s • Give a brief account of some of his
invasions ill-planned projects which earned him
• Sayyid the title of a ‘wise fool’.
Dynasty • Explain the reign of Firoze Shah Tughlaq.
• Lodi Dynasty • Give an account of the various economic,
judicial and other reforms introduced by
• Decline of
Firoze Shah Tughlaq.
the Delhi
• Share information about the military
Sultanate
campaigns of Firoze Shah.
• Introduce the students to Amir Timur,
a Mongol ruler and his invasions that ended
the Tughlaq dynasty.
• Give a brief account of the Sayyid Dynasty
established by Khizr Khan, governor
appointed by Amir Timur.
• Introduce the Lodi Dynasty as the last
ruling dynasty of the Delhi Sultanate.
• Tell the students about Bahlul Lodi,
the founder of the dynasty and Ibrahim
Lodi, the last ruler of the Delhi Sultanate
before he was defeated by Babur and the
establishment of Mughal dynasty.
• Encourage the students to share their ideas
about the factors that led to the decline of the
Delhi Sultanate.
• Ask the students to prepare a comparative
table on the similarities and differences
between the Khalji and Tughlaq dynasties.

In-text Activity 2 Skills Applied:

Teaching Notes Encourage the students to collect more information about the four
types of taxes levied by Firoze Shah Tughlaq.
Solution • Zakat—As one of the Five Pillars of Islam, zakat is a religious
obligation for all Muslims who meet the necessary criteria of
wealth. It is not a charitable contribution, and is considered to be
a tax, or obligatory alms.

36 Chapter 5: Expansion of Delhi Sultanate

 • Kharaj—It is a type of individual Islamic tax on agricultural land
and its produce developed under Islamic law.
• Kham—It was the state’s share in booty which was calculated at 1/5
of the plunder plus gifts, tributes, etc. from the subordinate rulers.
• Jizya—Jizya was a per capita yearly tax levied by Islamic states on
non-Muslim subjects permanently residing in Muslim lands under
Islamic law. Muslim jurists required adult, free, sane males among
the non-Muslim community to pay the jizya.

Exercise

A. Fill in the blanks.

1. Jalaluddin Khalji 2. Malik Kafur 3. Shahana-i-Mandis
4. Muhammad Bin Tughlaq 5. Amir Timur

B. Match the following.

1. b    2. d    3. e    4. c    5. a

C. Choose the correct answer.

1. a    2. d    3. b    4. b    5. a

D. Answer the following questions briefly.

1. Alauddin introduced the four ordinances to curb rebellions by the nobility.
2. The two measures were the construction of new forts along with repairing the old
ones and powerful generals were placed in frontier provinces.
3. He introduced the system of huliya or a descriptive role of each soldier. Further, the
cavalry used dagh, or the branding of horses with the royal insignia.
4. Alauddin realised that it is not possible to effectively administer such a large kingdom.
So, he allowed the Deccan kings to rule their territories, but compelled them to
accept the supremacy of the Sultan and to pay him annual tributes.
5. Muhammad bin Tughlaq undertook several ambitious projects; most of which were
brilliantly conceived, but ill-planned, and hence, failed.

E. Answer the following questions in detail.

1. Alauddin Khalji started expanding territories by first conquering Gujarat in
1299 ce. After Gujarat, he turned his attention towards territories in Rajasthan.

Chapter 5: Expansion of Delhi Sultanate 37

 Alauddin attacked the fort of Ranthambhore, and went on to conquer Chittor,
the capital of Mewar. Other territories such as Mandu, Dhara, Marwar, Chanderi,
Jalore and Malwa were annexed by the Khalji army. After successful campaigns in
the northern states, Khalji focused on the Deccan. Alauddin Khalji was the first
Turkish ruler to attack south Indian territories. Under the leadership of Malik Kafur,
his capable military leader, the rulers of Devagiri, Warangal, Dwarasamudra, and
Madurai were defeated. With the conquest of many states in north and south India,
almost the entire Indian subcontinent was under the Khalji rule.

2. Projects of Muhammad bin Tughlaq

Measure Main Objectives Reasons for Failure
Transfer • To have greater control • Difficulty in controlling
of capital over southern provinces north India from Devagiri.
from Delhi • Protect capital from • North-west frontier left
to Devagiri Mongol attacks vulnerable to Mongol attacks.
(renamed • Transfer ordered in summer.
‘Daulatabad’) This made the long journey
from Delhi to Devagiri
difficult and harrowing.
• Shifted capital back to Delhi
after two years.
Increased • To bring in additional • Measure introduced at the
taxation in revenue to enhance time of severe famine.
the Ganga- military resources • Discontent and rebellion
Yamuna Doab among peasants.
(10–20 times • Adverse effect on agriculture.
increase in
revenue in
fertile regions)
Introduction • To overcome shortage of • Brass and copper coins had
of token silver the same value as silver coins.
currency • To deal with financial • Failed to make coin-minting
(in copper and crisis a state monopoly.
brass, backed • Circulation of counterfeit
by silver and coins on large scale.
gold kept in
• Adverse effect on trade as
treasury)
merchants refused to accept
token currency.

38 Chapter 5: Expansion of Delhi Sultanate

3. The Economic Reforms include
a. Firoze Shah reduced land tax in the doab region and abolished many other taxes.
b. Four types of taxes were levied:
• Zakat: Religious tax paid by Muslims for the benefit and welfare of other people
• Kharaj: Land revenue
• Kham: State’s share of plunder acquired by soldiers during war
• Jizya: Tax charged on non-Muslims
c. He repaired old canals and built new ones.
d. He laid many gardens and orchards that produced good amount of fruits.
These fruits were traded internally and externally which generated revenue for
the kingdom.
e. He built many new towns like Hissar and Firozabad.
The Judicial Reforms include:
a. Firoze Shah abolished the brutal torture system.
b. He punished the guilty with petty fines and short-term imprisonment.
c. He himself heard the cases and administered the proceedings of the courts.
4. Sayyid dynasty: Timur appointed Khizr Khan as the governor of Multan
(Punjab) before leaving India. Khizr Khan established the Sayyid dynasty in
1414 ce. The Sayyid dynasty ruled for 37 years from 1414 to 1451 ce.
Lodi dynasty: The last ruler of the Sayyid dynasty, Alauddin Alam Shah,
voluntarily renounced his throne and left Delhi. In 1451 ce, Bahlul Lodi, an
Afghan chief, established the Lodi dynasty. The Lodi dynasty was the last ruling
dynasty of the Delhi Sultanate. Ibrahim Lodi was the last ruler of the Delhi
Sultanate and Lodi dynasty. It is said that he was an arrogant ruler and treated
the Afghan nobles with little respect. Angered by the ill-treatment, the nobles
invited Babur, the ruler of Kabul, to invade India. Babur met Lodi in the First
Battle of Panipat in 1526 ce and defeated the latter leading to the establishment
of the Mughal Empire.
5. No single emperor can be held responsible for the disintegration of the Delhi
Sultanate. There were numerous powerful nobles who had either a clan following
of their own or strong links with a region. These clans were powerful and
ambitious. Military generals posted as governors of distant places, such as Bengal,
Sind, Gujarat and Daulatabad, often rebelled as the central administration
weakened. Many rulers of the Sultanate were not tolerant of non-Muslims

Chapter 5: Expansion of Delhi Sultanate 39

 and imposed Islam on all. Destruction of temples and imposition of jizya on non-
Muslims created resentment among people. Frequent Mongol invasions greatly
weakened the empire.

F. Snap Shot! Skills Applied: media literacy

1. Tughlaqabad Fort by Ghiyasuddin Tughlaq

2. Tughlaq Dynasty
3. Jauna Khan/Ulugh Khan/Muhammad bin Tughlaq

Life Skills Skills Applied: critical thinking

Teaching Notes • Encourage the students to think and understand the reasons
behind the cause for the failure of Muhammad bin Tughlaq’s
projects.
• Ask the students to share their ideas about qualities of a good
leader.
Solution • The main reasons behind the failure of the projects was poor and
ill-timed implementation.
• A good leader must not only be a good planner but should also
have foresight and vision to implement his plans effectively.

Integration Skills Applied: art integration

Teaching Notes Encourage the students to think creatively and innovatively to design
the poster.
Solution Students will design the poster on their own.

Project Skills Applied: information literacy

Teaching Notes Encourage the students to research on the reforms and prepare a
report on the same.
Solution Answers will vary.
• There are no records of any reforms undertaken during the Sayyid
dynasty.
• Ibrahim Lodi forbade the visit of Muslim women to the shrines of
saints and the procession of Tazias at the festival of Muharram.

40 Chapter 5: Expansion of Delhi Sultanate

Additional Skills Applied: explore
Activity
Teaching Notes Ibn Batuta gave a detailed account of Muhammad bin Tughlaq in his
literary works. Research on the texts of these literary works to shed
more light on the reign of Muhammad bin Tughlaq.
Solution Research-based answer

Extended Learning

Answer the following:

1. Write a diary entry of a day in your life, as Alauddin Khalji. Include your day-to-day
administration, and other aspects of your life as well.
2. Choose any one policy of Muhammad bin Tughlaq. Write a diary entry as
Muhammad bin Tughlaq about what you had really planned to do, and what went
wrong. Justify your stand.
3. Imagine you are a soldier in the army of Alauddin Khalji. Write about the various
ways your life has become easier/better under the administration of Alauddin Khalji.
4. Which aspect of administration would you prioritise as a ruler during the Delhi
Sultanate? Justify your answer.

Answers:
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

Chapter 5: Expansion of Delhi Sultanate 41

Theme 3: The Delhi Sultanate

Chapter 6: Life under Delhi Sultanate

Lesson Overview Suggested Duration: 40 minutes (1 period)

• Administrative structure of the Delhi Sultanate
• Art and architecture during the Delhi Sultanate
• Cultural changes under the Sultanate

Warm Up

India was primarily a Hindu country before the arrival of the Turks. Discuss how the
culture and art were influenced by the Turks?
Teaching Notes Encourage the students to share their ideas on what could be the possible
changes to the art and culture of the country.
Tell the students that the rich heritage of both the cultures fused to give
rise to a new one.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Adminis­ • Before you begin the chapter, you can discuss • Textbook
tration of how the Delhi Sultanate was shaped by the pages 47–50
the Delhi five dynasties. Ask the students to consider • Pictures/Slides
Sultanate the impact of the Turkish traditions within of monuments
• Social each dynasty. Did these traditions override of the period
structure— the beliefs of the previous rulers, or did they
Aristocratic strengthen the foundations laid by their
class, priestly predecessors?
class, town • Start the lesson with a brief recap of the
people and tenure of the Delhi Sultanate and some of
peasants its achievements.
• Explain the administrative setup of the
Sultanate with the Sultan at the head, who
was advised by Ministers, who ran the
provincial government.

42
 Key Concepts Suggested Transactional Process Learning Resources
• Art and • Introduce the students to the various
Architecture— ministers of the Sultanate administration.
Music and • Explain the provincial setup and the
dance, division of the kingdom.
painting, • Discuss the social structure of the soiety
architecture during the Sultanate, headed by the
• Cultural aristocracy, followed by the priestly class,
changes town people, with peasants at the bottom-
most level of the society.
• Share with the students that the fusion of
Indian and Islamic cultures gave rise to new
forms of arts with Sultans being the major
patrons of the new forms.
• Describe the main developments in the
field of music and dance as the:
■ Introduction of tabla, rabab and sarangi
in India
■ Invention of sitar by fusion of veena
and tanpura
■ Introduction of the chorus form of
singing—Qawwali
■ Emergence of the Katha dance form
• Inform the students that the Sultans were
not great patrons of paintings and some
Persian miniature styles influenced Rajput
miniature style of painting.
• Explain the Arabic and Persian styles of
architecture introduced by the Sultans
evident from the use of domes, arches,
minarets, etc.
• Show some pictures of monuments from the
period like Quwwat-ul-Islam mosque, Qutub
Minar, Alai Darwaza, etc., which show the
use of these architectural features.

Chapter 6: Life under Delhi Sultanate 43

 Key Concepts Suggested Transactional Process Learning Resources
• Share with the students that there was
a mutual exchange of cultures between
the Hindus and the Muslims, where the
Muslims started using Indian paan and
Indian turban, while Hindus began eating
biryani and wearing salwar-kameez.

In-text Activity 1 Skills Applied: communication collaboration

Teaching Notes • Encourage the students to think about the positive as well as the
negative features introduced in the political and social structure of
Indian society by the Turkish rule.
Solution Some positive aspects were:
• Changes in law of succession to throne
• Provincial setup of kingdom
• Social equality
• New styles of artillery
Some negative aspects were:
• Overburdening by taxes
• Reduced status of women in society
• Religious differences

Exercise

A. Fill in the blanks.

1. Sultan 2. Jizya 3. Ulemas
4. Sitar 5. Lodis

B. Match the following.

1. e    2. c    3. d    4. b    5. a

C. Choose the correct answer.

1. d    2. b    3. a    4. b    5. c

44 Chapter 6: Life under Delhi Sultanate

D. Answer the following questions briefly.
1. The main feature of the Indo-Islamic culture is that it combined the two cultures
to give birth to a new unique set of traditions.
2. The main ministers are Wazir, Ariz-i-mamalik, Diwan-i-insha and Chief Sadr or
Chief Qazi.
3. The Indian paan (betel leaf ) and use of spices gained enormous popularity among
the Sultans. They also started using the Indian turban. But the most significant
influence was witnessed in the religious ceremonies, especially marriage rituals,
which reflected a definitive Indian influence.
4. The different levels were iqtas, shiqs, paraganas and villages.
5. Some important monuments of the Sultanate period are the Quwwat-ul-Islam
mosque, Qutub Minar, Alai Darwaza, tomb of Ghiyasuddin Tughlaq, the Kotla
Fort and the Tughlaqabad Fort.

E. Answer the following questions in detail.

1. The political structure of the Delhi Sultanate:
Sultan Head of the state and administration
All power: executive, judiciary or military: concentrated
in his hands
Assisted by nobles and the ulema
Language of administration: Persian
Ministers Wazir: Prime Minister and Head of Finance
Ariz-i-mamalik: Defence Minister
Diwan-i-insha: Maintained records of the royal court
Chief Sadr or Chief Qazi: Head of department of justice
Provincial Kingdom divided into several provinces, called Iqtas,
Government governed by the Iqtadars
Iqtas divided into shiqs, under shiqdars
Shiqs further divided into the paraganas, under amils
Village headperson, called muqaddam, headed the village.

2. The society under the Delhi Sultanate was divided along caste and class lines.
The caste system was rigid and strictly followed. Many Hindus, particularly those
in the lower rung of the society, were attracted to the tenets of Islam and converted

Chapter 6: Life under Delhi Sultanate 45

 to Islam. Many adopted Islam to save themselves from the jizya tax, which was
levied only on the non-Muslims. Child marriage, sati and purdah system was widely
practised. Society under the Delhi Sultanate was divided into four major groups:
• Aristocratic Class: The aristocracy comprised the ruling class, which included
the Sultan, the princes, and the governors of the provinces. They enjoyed a
privileged position in society. They also included Hindu rajas and princes.
They were the wealthiest and a powerful class of the society.
• Priestly Class: The priestly class comprised the ulema, who were the chief
advisors to the sultans; the maulvis, experts of Islamic law; the qazis, the
Islamic judicial officers, and the Hindu Brahmins. They held a respected
position in society and enjoyed a rich and prosperous lifestyle.
• Town People: The town people comprised officials, merchants, artisans,
craftspersons, slaves, and domestic servants. They enjoyed a decent standard of
living. The merchants and traders were prosperous.
• Peasants: The peasants constituted the lowest rung of the social classes in the
Delhi Sultanate. Their life was full of hardships, struggle and poverty. The tax
collected from this class was the main source of revenue in the Sultanate.
3. The reign of the Delhi Sultanate brought with it the introduction of several
musical instruments in India, such as the tabla, rabab and sarangi. Amir Khusrau
is credited with the invention of the sitar by fusing together the Indian veena and
Persian tanpura. He is also regarded as the father of Qawwali, a form of chorus
singing from Persia, which became very popular during the era of the Delhi
Sultanate. It was used by the Sufi sect to sing devotional songs during religious
meetings. Alauddin Khalji patronised musicians, such as Gopal Nayak and
Amir Khusrau. Balban promoted the setting up of a society of court dancers and
musicians. Firoze Shah Tughlaq was a great patron of music. The musical text
rag-darpan was translated into Persian during his reign. Kathak, a dance form that
combines Hindu themes with Persian costumes, also emerged during this period
in north India. Painting did not hold much interest in the court of the Delhi
Sultanate until the reign of the Lodis. Persian miniature paintings influenced
Rajput miniature painting, and was patronised by the later kings. These paintings
were used in illustrative manuscripts, such as the Shahnama or the Book of Kings
and the Niamat Namat.
4. The Delhi Sultans introduced Arabic and Persian styles of architecture and blended
it with the Hindu architectural style to produce a distinctive Indo-Islamic style. The
Sultanate period saw the creation of some beautiful architectural specimens. Many
of these specimens were built in and around Delhi, even though the geographical

46 Chapter 6: Life under Delhi Sultanate

 boundaries of Delhi kept shifting with each succeeding dynasty. The buildings of
this period had some distinctive features.
There was extensive use of arches, domes and minarets. The construction of the
dome eliminated the need for the construction of pillars to support the roof.
Since Islam prohibited the depiction of human figures, geometrical and floral
designs were used to decorate buildings. Some Indian motifs like the lotus, bell
and wheel were also used in the Islamic buildings.
Verses from the Quran were engraved in ornamental style of writing, popularly
known as calligraphy. Some important monuments of the Sultanate period are
Quwwat-ul-Islam mosque, Qutub Minar, Alai Darwaza, tomb of Ghiyasuddin
Tughlaq, the Kotla Fort and the Tughlaqabad Fort.
5. There were several cultural changes under the reign of the Sultanate which
influenced the traditional lifestyle of Indians. Hindus and Muslims alike started
dressing in pyjama-kurtas, kaftans and salwar-kameez. Biryani, bread and wine
became an essential part of Indian cuisine. The unani system of medicine,
a Persian-Arabic traditional medicine, was introduced to the Indians by the
Sultanate. This influence was two-way. The Indian paan (betel leaf ) and use of
spices gained enormous popularity among the Muslims. They also started using
the Indian turban. But the most significant influence was witnessed in the religious
ceremonies, especially marriage rituals, which reflected a definitive Indian influence.

F. Snap Shot! Skills Applied: media literacy

1. Qutub Minar
2. Qutubuddin Aibak
3. Indo-Islamic style
4. Some other important monuments of the Sultanate period are Quwwat-ul-Islam mosque,
Alai Darwaza, tomb of Ghiyasuddin Tughlaq, the Kotla Fort and the Tughlaqabad Fort.

Life Skills Skills Applied: creativity & innovation language and communication

Teaching Notes • Encourage the students to collect some more information on the
life under the Delhi Sultanate.
• Ask the students to prepare the skit and present it to the class.
• Organise the discussion after the skit. Talk about the social
structures of Ancient and Medieval India.
Solution • Students will prepare the skit on their own, and perform it in the class.
• Students will engage in the discussion among themselves.

Chapter 6: Life under Delhi Sultanate 47

Integration Skills Applied: technology literacy respect for public property

Teaching Notes Encourage the students to research on the Internet and collect more
information about the monuments made during the Delhi Sultanate.
Ask the students to design the digital presentation creatively.
Solution Answers may vary.

Project Skills Applied: information literacy

Teaching Notes Encourage the students to research on the scholarly and literary works
on Delhi.
Solution Answers may vary.

Additional Skills Applied: explore

Activity
Teaching Notes Delhi under the Sultanate had a much different boundary than
the present-day Delhi. Research on the extent of Delhi under the
Sultanate and the probable reasons that led to its change to the
present-day boundaries.
Solution Research-based answer

Extended Learning

Answer the following:

1. In groups of 5, enact a day in your life as a commoner during the Delhi Sultanate.
You may choose any profession, such as a peasant, a musician, etc., and show how
people lived and interacted with each other, based on your understanding of the
chapter, and any additional research.
2. Find out more about what powers and functions the Chief Sadr or Chief Qazi
enjoyed during the Delhi Sultanate. Write a report on this.
3. Write a diary entry as a citizen of the Delhi Sultanate about the cultural changes you
encountered since the rulers of the Delhi Sultanate gained power in India.

Answers:
1. Role-play based answer
2. Answers will vary.
3. Answers will vary.

48 Chapter 6: Life under Delhi Sultanate

Theme 4: The Vijayanagara and Bahmani Kingdoms

Chapter 7: The Vijayanagara and

Bahmani Kingdoms

Lesson Overview  Suggested Duration: 80 minutes (2 periods)

• Rise of the Vijayanagara and Bahmani kingdoms
• Achievements of the Vijayanagara and Bahmani kingdoms

Warm Up

Just like Birbal, there was a popular quick-witted person called Tenali Rama Krishna. Ask
the students to narrate some incidents of his quick-wittedness.
Teaching Notes Encourage the students to share their knowledge of Tenali Rama Krishna.
Share with the students that he was a part of the royal court of King
Krishnadeva Raya.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Decline of • Before starting the chapter, you may revise with • Textbook
the Delhi the students the factors that led to the decline of pages 54–58
Sultanate the mighty Delhi Sultanate. • Pictures/Slides
• The • Introduce the students to the Vijayanagara of monuments
Vijayanagara kingdom established by Harihara I and of the period
Kingdom Bukka Raya I in Bellari district of Karnataka. • Outline maps of
• Krishnadeva • Tell the students about the four dynasties of India showing
Raya : A Case the kingdom—Sangama, Saluva, Tuluva and the extent of
Study Aravidu. Vijayanagara
• On an outline map of India, show the students kingdom
the extent of the Vijayanagara kingdom.
• Tell the students about the most popular
king of the Vijayanagara kingdom,
Krishnadeva Raya.

49
 Key Concepts Suggested Transactional Process Learning Resources
• Achievements • Give a brief account of his rule and his
of political alliances.
Vijayanagara • Share with the students that Krishnadeva Raya
kingdom— had ashtadiggajas or the eight scholars in his
Administration, court and Tenali Rama Krishna was a part of
Economy, the ashtadiggajas.
Society and • Give a brief account of the decline of Vijayanagara
Religion, kingdom after the death of Krishnadeva Raya.
Art and
Architecture • Discuss the achievements of the Vijayanagara
kingdom in the fields of
• Capital city— ■ Administration
Hampi
■ Economy
■ Society
■ Religion
■ Art and architecture
• Share with the students that the capital city
of Hampi was a masterpiece of planned cities
of that time and has been declared a world
heritage site by UNESCO.
• The Bahmani • Introduce the students to the Bahmani • Textbook
kingdom kingdom established by Alauddin Bahman pages 58–60
• Mahamud Shah in the Deccan. • Pictures/Slides
Gawan • On an outline map of India, show the students of monuments
• Achievements the extent of the Bahmani kingdom. of the period
of Bahmani • Tell the students that the most popular • Outline maps of
kingdom— kings of the Bahmani kingdom have been India showing
Administration, Alauddin Bahman Shah, Muhammad the extent
Art and Shah I and Firoze Shah. of Bahmani
Architecture • Explain the role of Mahamud Gawan to the kingdom
students, who served as prime minister to
three kings of the kingdom, in the political
and administrative rise of the kingdom
through economic reforms.

50 Chapter 7: The Vijayanagara and Bahmani Kingdoms

 Key Concepts Suggested Transactional Process Learning Resources
• Give a brief account of the decline of the Bahmani
kingdom after the death of Mahamud Gawan.
• Discuss the achievements of the Bahmani
kingdom in the fields of
■ Administration
■ Art and Architecture

In-text Activity 1
Teaching Notes Encourage the students to prepare a comparative table of the
administrative structures of the two kingdoms on the basis of their
understanding of the chapter.
Solution Some common features are:
• King at the centre
• Provincial setup
• Village or Grama at the lowest administrative unit.
Some differences are:
• In Vijayanagara, the king was advised by a council of ministers.
In Bahmani, the king’s decision was influenced by the ulema
(the religious body).
• In Vijayanagara, the kings were staunch Hindus but had religious
tolerance. In Bahmani, the kingdom was run according to
Islamic laws.

Exercise

A. Fill in the blanks.

1. Jizya 2. Vijaynagara 3. Prime Minister
4. Alauddin Bahman Shah 5. Ashtadiggajas

B. Match the following.

1. b    2. a    3. e    4. c    5. d

C. Choose the correct answer.

1. a    2. d    3. d    4. a    5. b

Chapter 7: The Vijayanagara and Bahmani Kingdoms 51

D. Answer the following questions briefly.
1. Hampi, the capital city of Vijayanagara Kingdom, was a sprawling urban centre
and regarded as a holy place. Initially, it was a tiny hamlet, which later developed
into the extensive medieval metropolis. The city was protected naturally by hills
and fed by water canals from the Tungabhadra. It benefitted immensely from the
irrigation plans. The different parts of the city were connected through a network
of well-laid roads. The Hampi Bazaar was known to be a ‘very beautiful street with
very beautiful houses’. In this bazaar, jewellery and precious stones like emeralds,
diamonds and rubies were traded.
2. The four provinces are Gulbarg, Daulatabad, Berar and Bidar.
3. Mahamud Gawan was a prime minister to three Bahmani kings—Humayun
Shah, Nizam Shah and Muhammad Shah III—for about 23 years, from 1458 to
1481 ce. He was a capable administrator who looked after the kingdom when the
kings fought wars to expand their territories.
4. It was important as it was an extremely fertile region.
5. The dome of Gol Gumbaz is circular in shape and is supported by the eight
intersecting arcs. The acoustics here are so good that even a whisper echoes.

E. Answer the following questions in detail.

1. Krishnadeva Raya ruled for 21 years, from 1509 ce to 1529 ce. His rule was
characterised by expansion and consolidation. He built a strong and powerful
army to combat the enemies of the Vijayanagara kingdom. He was a brilliant
strategist who had several military victories by conquering the neighbouring
territories of the Deccan Sultans and the Gajapatis of Odisha. He also occupied
the prized Raichur Doab, the fertile region between the rivers Krishna and
Tungabhadra, in the Battle of Raichur in 1520 ce by defeating the Bijapur
Sultanate. Krishnadeva Raya established friendly relations with the Portuguese
who were involved in maritime trade along the Malabar Coast. This led to
improved foreign trade, which was a source of income for the kingdom. He built
big reservoirs, dams and canals for irrigation facilities. A significant feature of
Krishnadeva Raya’s reign was the construction of imposing and impressive temple
architecture. Many temples were built and restored.
2. The Vijayanagara king was the absolute authority in all administrative matters,
and all the supreme powers were vested in his hands. His orders were final and
were considered god’s will. He was the highest civil, judiciary and military officer.
The king appointed a council of ministers to help in day-to-day administration.
The whole empire was divided into six provinces known as mandalams or rajyas.

52 Chapter 7: The Vijayanagara and Bahmani Kingdoms

 These provinces were further divided into districts or nadus. Districts were divided
into smaller villages or gramas. The governors took administrative decisions related
to public, justice and military for their provinces. The governors had full powers
for administration of the provinces but still they were controlled by the central
government. The villages were the smallest units in the kingdoms. The village
panchayats governed the villages and took administrative decisions. The important
officers were village accountants and village watchmen.
3. The Vijayanagara kings were great patrons of art and culture. The kingdom was
adorned by beautiful temples, palaces, forts and gardens. The kings were worshippers
of Lord Virupaksha. Temple architecture of this time is characterised by huge
gopurams or temple gateways. Gopurams are the towers at the entrance of temples
that stand tall over the general architecture of the temple-complex. Inside the
temple, the central shrine was decorated with raised corridors, which were supported
by several pillars. These settings were called mandapas. The Virupaksha Temple
and Vitthala Temple are the most striking temples of the Vijayanagara Kingdom.
The ruins of Hampi city exhibit the architectural brilliance of those times.
4. Mahamud was more competent than the rulers of his time. He was also a brave
warrior who conquered many territories. Gawan developed a strong army and
introduced gun powder in military campaigns. He was also able to maintain peace
among the hostile nobles who tried to create political turmoil. Mahamud Gawan
introduced many economic reforms for the welfare of the common people. He
promoted agricultural activities by building dams and canals, thus, leading to
a flourishing economy. He never discriminated between the rich and poor and
treated them as equal. He was charitable and a man of high character. He helped
many needy people by donating clothes and food. He led a very simple life –
using ordinary mats for sleeping, and earthen pots and vessels for eating his food.
Gawan was a great supporter of education.
5. The Bahmani rulers built beautiful tombs and mosques in Bidar and
Gulbarga. They also built many forts at Daulatabad, Golconda and Raichur.
The architecture of the Bahmani Kingdom was highly influenced by Persian
architecture. Architects were invited from Persia, Turkey and Arabia. Some of
the magnificent structures built by the Bahmanis were Jami Masjid at Gulbarga,
Chand Minar and Mahamud Gawan Madrasa at Bidar. The Gol Gumbaz in
Bijapur is a beautiful specimen of Bahmani architecture. It is the mausoleum or
tomb of Muhammad Adil Shah II who ruled the Sultanate of Bijapur. The dome
of Gol Gumbaz is circular in shape and is supported by the eight intersecting arcs.
The acoustics here are so good that even a whisper echoes.

Chapter 7: The Vijayanagara and Bahmani Kingdoms 53

F. Snap Shot! Skills Applied: media literacy

1. Virupaksha temple
2. Vijayanagara kingdom
3. Huge gopurams or temple gateways
4. These gopurams were symbolically associated with power asserted by the kings.

G. Map Work
The students will highlight the extents of the kingdoms on an outline map of India.

Life Skills Skills Applied: art integration creativity & innovation

Teaching Notes • Encourage the students to identify the appealing feature of

architecture during those times on the basis of understanding
of the chapter.
• Ask the students to think creatively about the architectural
structure that has most attracted them from any of the kingdoms
or dynasties even from earlier periods.
Solution • The most appealing feature of the architecture was high buildings
and monuments.
• Answers may vary to this section.

Integration Skills Applied: language and communication

Teaching Notes Encourage the students to exchange more stories of the brilliance and
wit of Tenali Rama Krishna.
Solution NA

Project Skills Applied: creativity & innovation

Teaching Notes Encourage the students to research the Internet and prepare a
presentation or a report on the World Heritage Site of Hampi.
Solution Answers may vary.

54 Chapter 7: The Vijayanagara and Bahmani Kingdoms

Additional Skills Applied: explore
Activity
Teaching Notes Pingali Surana was another ashtadiggaja in the court of Krishnadeva
Raya. He is famous for his literary works and new style of writing.
Research and collect more information about him and prepare a report.
Solution Research-based answer

Extended Learning

Answer the following:

1. Imagine yourself to be a court poet in Krishnadeva Raya’s court. Write a poem/
paragraph about your king, singing the praises of his achievements and rule.
2. Prepare a digital presentation on the city of Hampi, and the position it enjoyed in the
Vijayanagara Empire.
3. Prepare a report on Mahamud Gawan. Find out more about him from the Internet.
What was the reason for this success?

Answers:
1. Answers will vary.
2. Students will prepare the presentation, and present it in the class.
3. Answers will vary.

Chapter 7: The Vijayanagara and Bahmani Kingdoms 55

 Additional Enrichment Worksheet 2
Skills Applied: problem solving critical thinking respect for others

information literacy technology literacy art integration

Answer the following questions.

1. What steps could you have taken as an Indian ruler to prevent Muhammad
of Ghor from conquering various regions in India?
2. Write a diary entry as Firoze Shah Tughlaq and what you tried to achieve
once you came to power. You may research about him thoroughly before
you write this.
3. According to you, was Muhammad bin Tughlaq a capable ruler? Give
reasons to justify your answer.
4. Draw a comparison between the art and architecture of Medieval India and
Ancient India.
5. Write one feature of the society in the Vijayanagar Empire that you do not
particularly like.

Answers to Additional Enrichment

Worksheet 2
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. The art and architecture of Medieval India and Ancient India exhibit
distinctive characteristics, reflecting the evolution of cultural, religious, and
political influences over time.
• Ancient Indian art, notably during the Maurya and Gupta periods,
featured monumental sculptures, intricate carvings, and cave architecture,
exemplified by sites like the Ajanta and Ellora Caves. These artworks often
portrayed themes from Hindu and Buddhist mythology.

56 Additional Enrichment Worksheet 2

 • I n contrast, Medieval Indian art, particularly under Islamic rule,
introduced elements of Persian and Central Asian styles. The construction
of impressive mosques, forts, and mausoleums, such as the Qutub Minar
and Taj Mahal, showcased intricate geometric patterns, calligraphy, and
the extensive use of domes and arches.
• While Ancient Indian art celebrated spirituality and classical forms,
Medieval Indian art displayed a synthesis of diverse cultural influences,
resulting in a unique blend that mirrored the multicultural fabric of the
medieval era.
5. Answers may vary. The rigid caste-based society is a possible answer.

Answers to Additional Enrichment Worksheet 2 57

Theme 5: The Mughal Empire

Chapter 8: The Early Mughals:

Babur and Humayun

Lesson Overview Suggested Duration: 120 minutes (3 periods)

• Foundation of the Mughal Dynasty
• Reign of Babur and Humayun
• Brief Afghan interlude: Sher Shah and Sur Dynasty

Warm Up

Many of the famous monuments in India, such as the Taj Mahal, Red Fort, Jama Masjid,
Humayun’s tomb, Fatehpur Sikri and Agra Fort, belong to the same dynasty. Ask the
students what they know about this dynasty.
Teaching Notes Encourage the students to share their knowledge of any or some of these
monuments.
Share with them that even though they were built by different rulers,
these monuments belong to the architectural contributions of the
Mughal Dynasty.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Foundation • Before starting the chapter, you may share • Textbook
of Mughal with the students that after the disintegration pages 66–68
Dynasty of the Vijayanagara and Bahmani kingdoms • Outline map of
• Babur there was lack of political integrity in the India showing
country leading to chaos and many small the extent of
independent rulers constantly at war with Babur’s empire
each other.
• Introduce the students to the founder of
Mughal Dynasty in India—Zahiruddin
Muhammad Babur.

58
 Key Concepts Suggested Transactional Process Learning Resources
• Give a brief account of the lineage of the
Mughals from Babur to Aurangzeb and the
Later Mughals.
• Explain the conditions in the country
which attracted the attention of Babur.
• Give a brief account of Babur and his early
life.
• Tell the students that Babur was invited
to India by Daulat Khan Lodi to defeat
Ibrahim Lodi, the last ruler of the Delhi
sultanate.
• Give detailed accounts of the military
campaigns of Babur as First Battle of
Panipat, Battle of Khanwa, Battle of
Chanderi and Battle of Ghagra.
• On an outline map of India, show the extent
of Babur’s empire.
• Share with the students that Babur was
a great poet, writer and a scholar.
• Introduce the students to Baburnama—the
autobiography of Babur.
• Tell the students that after the death of
Babur, his son Humayun succeeded him to
the throne.

In-text Activity 1 Skills Applied: critical thinking

Teaching Notes Encourage the students to share their ideas about relying on an
autobiography as a historical source.
Solution Autobiographies provide a lot of information about the period under
study. However, it would only mention incidents glorifying Babur
and leave out other details.

Chapter 8: The Early Mughals: Babur and Humayun 59

 Key Concepts Suggested Transactional Process Learning Resources
• Humayun • Before starting the section, share with the • Textbook
students that Babur’s kingdom was held pages 68–69
together by fear and not loyalty towards
Babur and this was the kingdom that was
inherited by Humayun.
• Explain the military campaigns of
Humayun against Sher Khan and
Bahadur Shah.
• Give a detailed account of the Battle of
Chausa and the Battle of Kannauj that
led to the defeat of Humayun by the
Afghans.

In-text Activity 2 Skills Applied: critical thinking

Teaching Notes Encourage the students to think and share their ideas on the matter.
Solution Answers may differ to the situation. A possible way could have
been to first strengthen the war-stricken army and then waged
a war against Sher Khan.

Key Concepts Suggested Transactional Process Learning Resources

• Sher Shah Suri • Share with the students that after defeating • Textbook
• Adminis­tration Humayun, Sher Khan Suri assumed the pages 69–71
of Sher Shah title of Sher Shah Suri as the emperor of
Suri India.
• Re- • Give an account of the early life of Sher
establishment Khan.
of Mughal • Explain the administrative setup of
Empire Sher Shah Suri with king at the centre,
ministers heading the departments,
division and sub-division of the kingdom
into sarkars-parganas-shiqs-village.
• Tell the students about the military
administration and reforms introduced
by Sher Shah Suri.

60 Chapter 8: The Early Mughals: Babur and Humayun

 Key Concepts Suggested Transactional Process Learning Resources
• Give information about the development
of transport, communication, trade
and commerce under his reign by the
introduction of a new revenue system
which was progressive in nature.
• Share with the students that the Afghan
Empire weakened after the death of
Sher Shah Suri and was regained by
Humayun.
• Tell the students that after winning back Agra
and Delhi, Humayun declared himself the
Emperor of India but before he could expand
further, he died after slipping off a staircase.

Exercise

A. Fill in the blanks.

1. Farghana 2. Panipat 3. Rana Sanga
4. Kannauj 5. Rupiya

B. Match the following.

1. c    2. d    3. a    4. e    5. b

C. Choose the correct answer.

1. a    2. c    3. a    4. c    5. b

D. Answer the following questions briefly.

1. The Mongols and the Turks were the ancestors of Babur.
2. The battles are the first Battle of Panipat, Battle of Khanwa, Battle of Chanderi
and Battle of Ghagra.
3. It is named as Tuzuk-i-Baburi or Baburnama.
4. The challenges faced by Humayun included threats from Afghans, Rajputs and
hostility of his half-brothers.
5. Sher Khan was born as Farid Khan, son to the jagirdar of Sasaram in Bihar.

Chapter 8: The Early Mughals: Babur and Humayun 61

E. Answer the following questions in detail.
1. Babur became the ruler of a small principality called Farghana in Central Asia
at the young age of 11. He later occupied Samarkand. However, in 3 years,
Babur lost both Samarkand and Farghana, and became a landless ruler for a brief
period. However, he did not lose hope of regaining power. Babur’s courage and
determination, paired with his engaging qualities and strong leadership skills,
helped him become the ruler of Kabul in Afghanistan in 1504 ce. In 1522 ce,
Babur received an opportune invitation from Daulat Khan Lodi, a rebel of the
Lodi Dynasty, to invade north India and help him defeat Ibrahim Lodi, the
oppressive Sultan of Delhi.
2. First Battle of Panipat: The armies of Babur and Ibrahim Lodi met at Panipat
in 1526 ce. Even though Ibrahim Lodi had a larger army than Babur, it was
Babur’s keen military sense, excellent war tactics, and fine artillery which made
him the victor. Within a span of a few hours, Ibrahim’s army was crushed and
overpowered. Many of his troops ran away when they saw the battle turning
in Babur’s favour. By sundown, the battle showcased all signs of a decisive
victory. Victorious, Babur entered Delhi and proclaimed himself the emperor
of Hindustan.
Battle of Chanderi: In 1528 ce, Babur laid siege to the fort of Chanderi in
Malwa, under Medini Rai. Medini Rai was a strong ally of Rana Sanga. Babur was
successful in capturing the fort in not more than a day. This battle destroyed the
remnants of Rajput power in India. Since then, the Rajputs became subjugated
allies of the Mughal Dynasty in India.
3. Attack on Fort Chunar: Acknowledging the Afghan chief Sher Khan as his biggest
rival, Humayun attacked the fort of Chunar, which was under the control of Sher
Khan Suri. He laid siege to the fort only to abandon it after 4 months. The reason
for abandoning the siege was the information that Bahadur Shah of Gujarat had
conquered Malwa. Humayun signed a treaty with Sher Khan which stated that
Sher Khan could keep the fort as long as he would remain loyal to the Mughals.
Humayun then turned his attention to Malwa.
Gujarat and Malwa: When Humayun marched against Bahadur Shah, the latter
offered no resistance to save his territories. Bahadur Shah, instead escaped and went
in hiding. Humayun recaptured Malwa as well as annexed the whole of Gujarat.
4. Sher Shah continued the centralised rule of empire, which was established
during the reign of the Delhi Sultanate. The government was divided into several
departments, which looked after different matters of the state. Each department

62 Chapter 8: The Early Mughals: Babur and Humayun

 was headed by a minister who was assisted by several officials. However, the
departments were kept under strict control and supervision by Sher Shah Suri.
For an effective administration, Sher Shah Suri divided his empire into forty-
seven provinces or sarkars. Each province was further divided into districts called
parganas. Each district had several small villages.
5. Sher Shah is most remembered for the reforms for increase in agricultural produce
and revenue administration. Land was assessed regularly for measurements and
fertility. Land was divided into three types based on fertility—good, middling and
bad. Revenue was fixed at one-fourth or one-third of the total produce, payable in
cash or kind. Officials such as the patwari, qanungo, muqadam and shiqdar were
responsible for the collection of land revenue. Officials were asked to be lenient at
the time of assessment and strict at the time of collection. Loans were given in case
of crop failures, natural calamities, or damages incurred due to military activities.
The system of patta and kubuliat were introduced. Patta involved signing of the
title deed and kubuliat meant agreement papers.

F. Snap Shot! Skills Applied: media literacy

1. Sher Shah Suri

2. He was Mughal governor of Bihar
3. He annexed Malwa, Rajputana, Sind, Punjab and Multan.
4. Military reforms
• He personally oversaw the appointment and training of the soldiers.
• The army was divided into several units, headed by the commander.
Revenue reforms
•  Land was assessed regularly for measurements and fertility. It was divided into
three types based on fertility—good, middling and bad.
•  Revenue was fixed at one-fourth or one-third of the total produce, payable in
cash or kind.

Life Skills Skills Applied: critical thinking language and communication

Teaching Notes Encourage the students to think imaginatively and share their ideas
about the history of India in case Sher Shah had lived longer.
Solution Answers may vary.

Chapter 8: The Early Mughals: Babur and Humayun 63

 Integration Skills Applied: art integration

Teaching Notes Share the information about the laying of gardens in Chahar Bagh
format as introduced by Babur in India.
Solution NA

Project Skills Applied:

Teaching Notes Encourage students to research the Internet and collect information
about other invaders who came to India and established their rule here.
Solution Some important invader-rulers are Timur, Nadir Shah, Ahmed Shah
Abdali, Muhammad Ghori, Mahmud Ghazni, etc.

Additional Skills Applied: explore, analyse

Activity
Teaching Notes Ask the students to research why the Mughals after Babur followed
the pattern of Chahar Bagh in their buildings. Was there any other
reason other than the religious aspect?
Solution Answers may vary.

Extended Learning

Answer the following:

1. Imagining yourself as Babur, write a detailed story of your early life, leading up to your
entry into India. You may use information available in other books/Internet for this.
2. In a role-play, depict the part of Humayun’s life where he had to live in exile.
3. Which aspect of Sher Shah’s administration would you like to integrate into the
present-day Indian administration? Give reasons for your answer.
4. Which ruler (from this chapter) appeals to you the most? Why?

Answers:
1. Answers will vary.
2. Role-play based answer
3. Answers will vary.
4. Answers will vary.

64 Chapter 8: The Early Mughals: Babur and Humayun

Theme 5: The Mughal Empire

Chapter 9: Case Study: Akbar

Lesson Overview Suggested Duration: 80 minutes (2 periods)

• Reign of Akbar
• Akbar’s military expeditions
• Administration and policies
• Religious policies and Akbar’s own faith

Warm Up

Many of us have heard Akbar being referred to as ‘Akbar the great’. What could be the
possible reasons to call him so?
Teaching Notes Encourage the students to share their ideas about the reasons why Akbar
is considered to be the greatest Mughal Emperor.
Share with the students that the reason for this is that Mughal rule
reached its zenith during his reign.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Akbar’s rise • Before starting the chapter, you may share • Textbook
to power with the students that the untimely death of pages 75–83
• Battle of Humayun led his son Akbar to ascend the • Outline map of
Panipat Mughal throne early in life. India showing
• Akbar’s • Give an account of the early life of Akbar the extent
conquests in and role of Bairam Khan as his regent. Akbar’s empire
central India, • Share with the students the details of the • Pictures/slides
North-west Second Battle of Panipat in which Hemu of architecture
and Deccan was defeated by the Mughal Army. under Akbar’s
• Conflicts with • Explain that the empire-building strategy rule
Rajputs of Akbar included military conquests,
diplomacy and marriage alliances.

65
 Key Concepts Suggested Transactional Process Learning Resources
• Akbar’s policies • Encourage the students to share whether
about Rajputs the ancient tradition of the kings using
and Religion matrimonial alliances to forge political
• Akbar’s connections was a good strategy or not.
Administration • Give a brief account of his conquests in
• Social and central and north-west India.
cultural • Share a detailed account of his campaign
contributions— in the Deccan.
social reforms, • Explain why Akbar was at conflict with
educational the Rajputana and how his victory was
reforms, established in the Battle of Haldighati
painting after the defeat of Rana Pratap Singh.
and music, • Show in the class an outline map of India,
literature and indicating the extent of Akbar’s empire.
architecture
• Explain the Rajput policy of Akbar where
• Akbar’s nine matrimonial alliances with the Rajput
gems leaders were entered into, along with the
appointment of important Rajput leaders
like Raja Man Singh, etc., in important
positions in his court.
• Give a detailed account of Akbar’s
secular religious policy wherein forceful
conversion to Islam was forbidden,
universal peace was advocated, a new
religion called Din-i-Ilahi or divine faith
was introduced.
• Encourage the students to share their
ideas on how the new religion introduced
by Akbar was different from Hinduism
or Islam.
• Explain Akbar’s central administration
with king as the administrative and
military head who was advised by a
council of ministers.

66 Chapter 9: Case Study: Akbar

 Key Concepts Suggested Transactional Process Learning Resources
• Share information about the provincial
administration dividing the empire into
15 subas further subdivided into sarkars,
parganas and villages.
• Explain the mansabdari system of military
administration introduced by Akbar.
• Give a detailed account of the revenue
system implemented by Todar Mal -
Bandobast.
• Share the role of Akbar in social reforms.
• Discuss how, despite being illiterate,
Akbar promoted the education system
and Persian translation of Sanskrit works.
• Give a brief account of the development
of painting and music during Akbar’s
reign.
• Give details about the literary works of
Akbar’s period.
• Share the characteristic features of
buildings like Humayun’s Tomb,
Agra Fort, Fatehpur Sikri, Buland
Darwaza, etc., constructed by Akbar.
• Give a brief account of Navaratnas or the
nine gems of Akbar’s court.

In-text Activity 1 Skills Applied: critical thinking

Teaching Notes Encourage the students to share their ideas about the possible
reasons that led to Todar Mal’s new revenue system.
Solution Answers may vary but some reasons can be corruption in society,
tax discrimination between Hindus and Muslims, ineffective land
revenue system, etc.

Chapter 9: Case Study: Akbar 67

Exercise

A. Fill in the blanks.

1. Umerkot 2. Adil Shah 3. Rajputs
4. Emperor 5. 14, 16

B. Match the following.

1. b    2. d    3. e    4. c    5. a

C. Choose the correct answer.

1. a    2. b    3. d    4. b    5. d

D. Answer the following questions briefly.

1. Bairam Khan looked after affairs of the government on behalf of Akbar.
2. Some places are Kabul, Kashmir, Sindh, Baluchistan and Kandahar.
3. Akbar applied a combination of marriage alliances, diplomacy and military
campaigns.
4. The battle marked the supremacy of the Mughals over the Rajputs.
5. The main features were belief in One God and recognition of the emperor as the
representative of god on Earth.

E. Answer the following questions in detail.

1. Akbar conquered Malwa in 1561 ce, and Gondwana in 1564 ce. Gujarat was
annexed in 1572 ce. Akbar also occupied the prosperous region of Bengal in
1576 ce. In August 1581 ce, Akbar seized Kabul and then annexed Kashmir in
1586 ce and Sindh in 1590 ce. General Mir Mausam led the Mughal army to
conquer parts of Baluchistan around Quetta, and Makran by 1595 ce. A garrison
headed by a Mughal general was able to secure Kandahar in the same year. By
1601 ce, Akbar had captured Burhanpur and Khandesh, and several important
forts like the Asirgarh Fort, that helped establish Mughal foothold in the Deccan.
2. Akbar initiated efforts to secure the friendship and support of Rajputs. He
entered many matrimonial alliances with the Rajputs to strengthen and expand
the Mughal Empire. In 1567 ce, Akbar marched towards the capital of Mewar,
Chittor. Udai Singh fled to the hills, leaving the defence of Chittor to Jai Mal, the
commander of the Rajput forces. After a fierce resistance for four months, Jai Mal
was killed and Chittorgarh was captured in 1568 ce.

68 Chapter 9: Case Study: Akbar

 3. Akbar propagated a policy of peaceful co-existence. Thus, the first thing he did
on becoming the emperor was to abolish the jizya in 1564 ce. He also forbade
forceful conversions of prisoners of war to Islam. He formulated his own religious
order called the Din-i-Ilahi or the ‘Divine Faith’. It was an amalgamation of
religious ideas of all major religions. The main features of this order were belief in
one god and recognition of the emperor as the representative of god on earth.
Din-i-Ilahi was not a religion in a strict sense. It had no rituals to be performed,
no sacred books, no priests, no temples or mosques. It was only a code of moral
conduct. It aimed at achieving peace, tolerance and harmony. Din-i-Ilahi came to
end after Akbar’s death in 1605 ce.
4. Akbar introduced the Mansabdari system for effective military administration.
The term mansab refers to an ‘office’ or ‘rank’. A mansabdar was an officer of
rank in the administration. He was responsible for maintaining discipline and
imparting training to the soldiers. Every official in the imperial service was given
a mansab or rank, depending on the nature and importance of the job. The
lowest rank was of the officer-in-charge of ten horsemen. The highest mansab
was an officer maintaining 7,000 to 10,000 horsemen. The top three mansabs
were reserved for the members of the royal family. Mansabdars were appointed,
promoted and dismissed by the emperor. The mansabdars received salary in
accordance with their ranks.
5. Akbar introduced several social reforms in Muslim and non-Muslim societies.
He abolished many cruel customs and practices prevalent in the society at that
time. He ordered the prohibition of sati. This excluded cases where sati was
performed with the consent of the widow. He discouraged child marriage. Akbar
raised the minimum age for marriage to 14 for girls and 16 for boys. He abolished
the system of enslaving wives and children of conquered kingdoms.
The education system of India was mainly based on the study of religious
scriptures. Akbar tried to promote religious harmony through his reforms in
the educational system. More emphasis was given to secular subjects such as
mathematics, agriculture, logic, history and astronomy.
F. Snap Shot! Skills Applied: media literacy

1. Humayun’s Tomb
2. Mughal architecture
3. Agra Fort, Fatehpur Sikri, Buland Darwaza, etc.

G. Map Work
The students will mark the extent of the empire on an outline map of India.

Chapter 9: Case Study: Akbar 69

Life Skills Skills Applied: critical thinking creativity & innovation

Teaching Notes • Encourage the students to research for more information on

Din-i-Ilahi and its principles.
• Ask the students to share their ideas about the implementation of
this religion or a similar one in the present-day society.
Solution Answers may vary but the main principles of the religion can be religious
tolerance, communal harmony, division of faith and society, etc.

Integration Skills Applied: art integration media literacy

Teaching Notes Encourage the students to collect information about the style of art
and painting that flourished during Akbar’s reign.
Solution The style of art is called miniature painting.

Project Skills Applied: information literacy

Teaching Notes Encourage the students to collect more information about Fatehpur
Sikri and prepare a scrapbook/slide presentation of the same.
Solution The students will prepare the scrapbook based on their research.

Additional Skills Applied: apply

Activity
Teaching Notes Ask the students to compare and contrast the military policy of Akbar
with his ancestors—Babur and Humayun.
Solution The students can work in groups, to make a presentation on the given
topic, and present it in the class.

70 Chapter 9: Case Study: Akbar

Extended Learning

Answer the following:

1. ‘Akbar was a very able ruler.’—Do you agree with this statement? Give your reasons.
2. Which policy of Akbar appeals to you the most? Why?
3. What part of Akbar’s social and cultural contributions make you think of him as a
futuristic ruler? Explain.
4. Imagine yourself to be in the court of Akbar for a day. What question would you ask
him? What suggestions would you give him?

Answers:
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

Chapter 9: Case Study: Akbar 71

Theme 5: The Mughal Empire

Chapter 10: J
 ahangir, Shah Jahan
and Aurangzeb

Lesson Overview Suggested Duration: 120 minutes (3 periods)

• Reign of Jahangir, Shah Jahan and Aurangzeb
• Military expeditions of the three Mughal emperors
• Decline of the Mughal Empire

Warm Up

Many of us have heard about Salim as the son of Akbar, but history tells us that Akbar
was succeeded as the Mughal emperor by Jahangir. Ask the students who they think
Jahangir was?
Teaching Notes Encourage the students to research on the connection between Salim and
Jahangir.
Share with the students that Akbar’s son was named Salim, but later on
he was given the title of Jahangir by Akbar.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Jahangir and • Before starting the chapter, you may recap • Textbook
his conquests with the students about the excellence of the pages 87–89
• Coming of Mughal Empire under Akbar. • Pictures/slides
Europeans • Tell the students that Akbar was succeeded
• Nur Jahan to throne by his son Jahangir (Nuruddin
Muhammad Salim).
• Give a brief account of Jahangir’s reign.
• Introduce the students to the concept of the
Golden chain of justice installed by Jahangir
for communication of troubles by the masses.

72
 Key Concepts Suggested Transactional Process Learning Resources
• Ask the students how successful would this
system be in the present-day scenario.
• Give a detailed account of Jahangir’s
conquests over Mewar, Kangra,
Ahmed Nagar and Kandhar.
• Tell the students that upon victory of
Ahmed Nagar by his son Prince Khurram,
Jahangir bestowed upon him the title of
Shah Jahan, meaning King of the World.
• Give a brief account of the coming of the
Dutch, Portuguese and English to India
and the arrival of English Ambassadors to
Jahangir’s court.
• Explain the role of his wife Nur Jahan in
running the Mughal Empire as its de-facto
ruler.
• Share information with the students
about the rivalry between Shah Jahan and
Shahryar.

In-text Activity 1 Skills Applied: communication

Teaching Notes • Encourage the students to compare the policies of Aurangzeb

with his ancestors.
• Ask them to share their ideas about how Aurangzeb’s reign could
have been more peaceful.
Solution Answers may vary but some points can be religious tolerance,
non-discrimination between Muslims and non-Muslims,
matrimonial alliances instead of military campaigns, etc.

Chapter 10: Jahangir, Shah Jahan and Aurangzeb 73

 Key Concepts Suggested Transactional Process Learning Resources
• Shah Jahan— • Discuss the reign of Shah Jahan • Textbook
Military (Prince Khurram). pages 89–90
expeditions • Tell the students that Shah Jahan was referred • Pictures/slides
and to as the Engineer King of India due to his of monuments
monuments patronage of architecture.
• Give a brief account of Shah Jahan’s
military expeditions.
• Share information about some important
buildings like the Taj Mahal, Red Fort,
Moti Masjid, Jama Masjid, etc., built
during his period.
• Tell the students about the imprisonment
of Shah Jahan and the murder of his
brothers by Aurangzeb (Shah Jahan’s son)
to ascend the Mughal throne.
• Aurangzeb • Give details of the reign of Muhiuddin • Textbook
• Decline of Muhammad Aurangzeb as the last great pages 90–92
Mughal ruler of the Mughal dynasty. • Pictures/slides
Empire • Give an account of the military campaigns
of Aurangzeb, execution of Guru Teg
Bahadur and the Maratha wars.
• Explain how the Marathawars resulted in
the weakening of the Mughal Empire.
• Explain how the Mughal Empire eventually
declined under the Later Mughals.

In-text Activity 2 Skills Applied:

Teaching Notes • Encourage the students to look up for the letter on the Internet.
• Ask them to prepare a report on it: what it says, what that
implies, etc.
Solution The students will prepare the report.

74 Chapter 10: Jahangir, Shah Jahan and Aurangzeb

Exercise

A. Fill in the blanks.

1. Nuruddin Muhammad Salim 2. Nur Jahan 3. Taj Mahal
4. Peacock Throne 5. Jizya

B. Name the following.

1. Nur Jahan 2. Shahjahanabad 3. Aurangzeb
4. Alamgir/Badshah/Ghazi 5. Jats and Sikhs

C. Choose the correct answer.

1. d    2. b    3. c    4. a    5. c

D. Answer the following questions briefly.

1. He is famous for his Golden Chain of Justice.
2. Captain William Hawkins and Sir Thomas Roe came to Jahangir’s court to obtain
trade concessions.
3. He is called the Engineer King due to his patronage of architecture and buildings.
4. He was disliked due to his intolerance towards other religions.
5. The primary reasons for the uprisings were changes in the administrative and
religious policies started by Akbar.

E. Answer the following questions in detail.

1. During his reign of twenty-two years, Jahangir led many military expeditions.
The conquests directed by Jahangir were mostly targeted at the territories which
were left unconquered by Akbar. Maharana Amar Singh of the Mewar Dynasty
and the son of Maharana Pratap Singh maintained an independent position
outside the Mughal Empire. Jahangir sent an expedition against him and defeated
him. Rana Amar Singh was subdued and he accepted Jahangir as the overlord.
On the orders of Emperor Jahangir, his third son Prince Khurram recaptured the
fort of Ahmednagar.
2. In 1611 ce, Jahangir married Mehrunnisa, the widow of Persian nobleman,
Sher Afghan. He bestowed her with the title of Nur Jahan, meaning ‘Light of the
World’. In the period after 1622 ce, when Jahangir’s health began to deteriorate,
Nur Jahan became the real power behind the throne. Historians further believe
that many decisions at the court were taken only after Nur Jahan’s approval.
Jahangir gradually started trusting Nur Jahan enough to leave all matters of the

Chapter 10: Jahangir, Shah Jahan and Aurangzeb 75

 state in her hands. Meanwhile, he indulged in many vices including alcoholism
and opium. Thus, Nur Jahan became the de-facto ruler of the empire. She was the
only Mughal Empress who had coinage struck on her name.
3. After the death of Jahangir in 1627 ce, Shahryar ascended the Mughal throne for
a brief period of three months, as Nur Jahan desired. However, he was deposed and
killed at the orders of his brother Shah Jahan, who occupied the throne in 1628 ce.
Prince Khurram, also known as Shahabuddin Muhammad Shah Jahan, was one of
the greatest Mughal rulers. Like his grandfather, Emperor Akbar, Shah Jahan also
dreamt of expanding his empire and conquering the whole of India. However, he
is most remembered for the great monuments with distinctive architecture built by
him. Mughal architecture and culture reached its epitome during his reign. He is
referred to as the Engineer King due to his patronage of architecture and building.
His reign is known as the Golden Age of the Mughal Empire.
4. During the reign of Aurangzeb, there were two supreme powers in the Deccan –
the mighty Sultanates of Bijapur and Golconda, and the powerful Marathas
of western India. Instead of seeking the help from one to defeat the other,
Aurangzeb waged wars with both these powers at the same time. Aurangzeb
annexed Bijapur in 1686 ce and Golconda in 1687 ce. His victories came at a
heavy cost as the vast empire became even more unstable and difficult to manage.
It also brought the Mughals in close contact with the Marathas. After suppressing
the Deccan Sultanates, Aurangzeb turned towards the Marathas. He captured
and killed Shivaji’s son and successor Sambhaji in 1689 ce and annexed the
Maratha capital.
5. Aurangzeb could never supress the power of the Marathas. It was ironical that the
reign of Aurangzeb marked the zenith as well as the decline of the Mughal Empire.
The immediate effects of the war were:
a. Drain of Mughal treasury.
b. Rise of corruption in the North due to prolonged absence of the Emperor.
c. Rebellions by the nobles and mutinies of soldiers in Deccan.
d. Strengthening of the power of Jats and Sikhs.

F. Snap Shot! Skills Applied: media literacy

1. Aurangzeb
2. This is because a string of weak successors followed him who could not keep the
empire together.
3. His reign is known as the zenith as well as the decline of the Mughal Empire.

76 Chapter 10: Jahangir, Shah Jahan and Aurangzeb

 4. Aurangzeb was an austere and staunch Muslim, who lived his life as prescribed in
the Quran. During his reign, there was not much development in the field of art
and culture as there was no formal patronage. Aurangzeb was, by temperament,
an ascetic who avoided all forms of luxury and ostentation; he even refused
to wear silk. Aurangzeb limited his readings to works of theology and poetry
of devotional or didactic character. The emperor found both music and the
representational arts to be distasteful. He banned the playing of music in the
court. His modest open-air grave in Khuldabad expresses his deep devotion to
Islamic beliefs.

Life Skills Skills Applied: information literacy

Teaching Notes Encourage the students to research and collect information on the
justice systems in our country.
Solution Answers may vary.

Integration Skills Applied: art integration

Teaching Notes Encourage the students to collect more information about pietra
dura and its use in various Mughal structures.
Solution NA

Project Skills Applied: art integration

Teaching Notes Encourage the students to collect information about various Mughal
monuments and present the information in the form of a chart.
Solution Some important monuments are Red Fort, Taj Mahal, Jama Masjid,
Moti Masjid, Fatehpur Sikri, Agra Fort, Buland Darwaza,
Humayun’s Tomb, etc.

Chapter 10: Jahangir, Shah Jahan and Aurangzeb 77

 Additional Skills Applied: explore
Activity
Teaching Notes Ask the students to research the literary works during the reign
of Shah Jahan which have been a source of information about
that period.
Solution Research-based answer

Extended Learning

Answer the following:

1. In your opinion, was Jahangir as able an administrator as his father? Give reasons.
2. Organise a debate in the class about whether it was right for Nur Jahan to be
so involved in Jahangir’s rule/administration. Research on Jahangir’s rule, and
substantiate your arguments with logic.
3. ‘Shah Jahan’s main achievement was the building of the Taj Mahal.’—Do you agree
with this statement? Give reasons for your answer.
4. Find out about any adventurous incident that took place in Shivaji’s life. Enact the
scene in the class in groups.

Answers:
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Role-play based answer

78 Chapter 10: Jahangir, Shah Jahan and Aurangzeb

Theme 6: Making of a Composite Culture

Chapter 11: Bhakti and Sufi Movements

Lesson Overview  Suggested Duration: 80 minutes (2 periods)

• Sufi Movement: Causes and main principles
• Bhakti Movement: Causes, principles and main saints
• Foundation of Sikhism
• Impact of Bhakti and Sufi Movements

Warm Up

Every religion has its own way of teaching the path to god. One method common to
all is to chant the name of the Almighty. Ask the students if they have heard about the
different forms of chanting in different religions.
Teaching Notes Encourage the students to think of some points of similarity among all
faiths across the world.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Sufi • Before starting the chapter, you may discuss • Textbook
Movement with the students about the rising resentment pages 97–101
• Causes for the amongst the masses due to discrimination • Pictures/slides
rise of Sufi between rich and poor in all religions. of the famous
Movement • Introduce the students to the term Sufi, saints
• Sufi teachings meaning mystical in Arabic.
• Sufi order • Tell the students that the Sufi Movement
started as a liberal religious movement
• Sufi Saint
within Islam deriving teachings from the
• Bhakti Hadith and Quran.
Movement
• Explain to the students that the Sufi
Movement arose as a reaction to the
corruption of Islamic principles within the
community and dividing it into two sects—
sunnis and shias.

79
 Key Concepts Suggested Transactional Process Learning Resources
• Causes for the • Explain the teachings of Sufism to the
rise of Bhakti students.
Movement • Explain that the Sufis were organised into
• Bhakti orders or silsilahs. Each silsilah was identified
teachings by a prominent pir (saint) who lived in the
khanqah (hermitage), along with his murids
• Bhakti Saints
(disciples).
• Inform the students about some popular
silsilahs of Sufism.
• Introduce the students to the founder of
Chishti silsilah—Khwaja Moinuddin Chishti
and his teachings.
• Discuss about the emergence of the Bhakti
Movement in Hinduism laying emphasis
on total devotion to God and universal
brotherhood.
• Discuss the causes for the rise of Bhakti
Movement as rigid caste system, expensive
rituals and faith in many Gods.
• Explain the teachings of Bhakti Movement to
the students.
• Give a brief account of the life and
teachings of Bhakti Saints like Nayanars,
Alvars, Adi Shankaracharyas, Ramanuja,
Ramananda, Kabir, Chaitanya Mahaprabhu
and Meera Bai.
• Tell the students about the Sants of
Maharashtra covering accounts of Sant
Namdev, Sant Tukaram, Guru Ramdas and
Sant Jnaneshwar.

In-text Activity 1 Skills Applied: critical thinking

Teaching Notes Encourage the students to think about the impact of new religious
sects on mainstream Brahmins.
Solution The Brahmin class was aggrieved by the rising popularity of the new
religious sects which were more acceptable to the masses.

80 Chapter 11: Bhakti and Sufi Movements

In-text Activity 2
Teaching Notes Encourage the students to imagine and share the hardships that
might have been faced by Meera Bai due to her challenge to existing
customs.
Solution Answers may vary but some possible points can be being out-casted,
suppression by the male-dominant society, death threats, etc.

Key Concepts Suggested Transactional Process Learning Resources

• Sikhism • Introduce the students to the new religion of • Textbook
• Teachings of Sikhism founded by Guru Nanak to unite pages 101–102
Sikhism Hindus and Muslims.
• Influence of • Give a brief account of the early life of
the religious Guru Nanak.
movements • Explain the concepts of sangats and langars as
an end to distinction of castes systems.
• Explain the teachings of Sikhism to the
students.
• Encourage the students to compare the teachings
of Sufism, Bhakti Movement and Sikhism, and
find out the common principles in all.
• Discuss with the students how these religious
movements emphasised the concepts of
equality, trust and brotherhood.

Exercise

A. Fill in the blanks.

1. Mystical 2. Shariat 3. Shiva, Vishnu
4. Maharashtra 5. Guru Nanak

B. Name the following.

1. Adi Shankaracharya 2. Dohas 3. Monotheism
4. Khwaja Moinuddin Chishti 5. Jnaneshwari

Chapter 11: Bhakti and Sufi Movements 81

C. Choose the correct answer.
1. b 2. c 3. a 4. a 5. c

D. Answer the following questions briefly.

1. The Sufis were a group of spiritual or mystical Muslims who were liberal in their
views and believed in unity and brotherhood.
2. Bhakti means devotion to God. Some Bhakti saints are Appar, Sambandar,
Adi Shankaracharya, Ramanuja, Ramananda, Kabir, Meerabai, etc.
3. Ramanuja was a Bhakti saint from South India.
4. Sant Jnaneshwar condemned the caste system and elaborate rituals. He wrote
Jnaneshwari and Marathi versions of Amrit anubhava and Bhavarth Dipika.
5. Guru Nanak established sangats and langars to end discrimination of class and caste.

E. Answer the following questions in detail.

1. Sufism arose as a reaction to the corruption of Islamic principles within the
community. They wanted to restore Islam to the way it was preached by
Prophet Muhammad. The Bhakti Movement emerged as a reform movement in
Hinduism. It laid emphasis on total devotion to god and universal brotherhood.
2. The Sufis came to India around the twelfth century during the Delhi Sultanate.
The movement became more famous during the rule of Akbar. The organisation
of the Sufi order in India is Khwaja Moinuddin Chishti silsilah.
3. Short Notes:
• Adi Shankaracharya propagated religious monotheism or the Advaita philosophy,
which means, god is unique. He travelled around the Indian subcontinent
spreading the monotheist philosophy through his poems, discussions
and debates. Shankaracharya believed in devoting his life to god through
renunciation and was interested in the worldly duties.
• Kabir was one of the greatest Bhakti saints in north India. He preached that
there is only one god and different religions have different names for that
one god. Kabir also advocated universal brotherhood, tolerance and service.
He composed short poems or rhymed couplets known as dohas to spread his
messages among the people.
• Chaitanya Mahaprabhu was an ardent devotee of Lord Krishna. He popularised
the Bhakti Movement in Bengal, Assam and Odisha. He criticised the
religious rituals and taught that dance and music are the best ways to connect
our soul with god. He emphasised universal brotherhood and composed
poems and songs that were dedicated to Lord Krishna.

82 Chapter 11: Bhakti and Sufi Movements

 4. Guru Nanak was the founder of the religion, Sikhism. His goal was to unite
the Hindus and Muslims. Therefore, he studied both religions and created a
separate community of Sikhs. ‘Sikh’ means ‘disciple’ and Guru Nanak believed
that one can evolve or achieve salvation only through direct contact with a true
master or a ‘sadguru’. He rejected class and caste differences and refused to
accept rituals like the wearing of a sacred thread. To put an end to distinctions
of caste and class, he established sangats (people sitting together to listen to
the guru) and langars (common kitchens). He encouraged women to join the
Bhakti trend and emphasised that women should be given respect. He travelled
extensively to spread the message of love and brotherhood and preached through
kirtans, bhajans and ragas.
5. The Bhakti and Sufi movements inaugurated a new era in the history of religion
which moulded the thoughts and consciousness of the people through the
preaching of the saints and reformers. It loosened the hold of rigidities of casteism
and ritualism on the people. The movements emphasised equality of all and
rejected the caste system. It instilled a sense of dignity among the lower classes,
and questioned the authority of the Brahmanas. The Bhakti and Sufi movements
promoted concepts of peace and unity in an age marked by innumerable wars.
It created an atmosphere of trust and brotherhood among the Hindus and the
Muslims. The Bhakti and Sufi saints had followers from all religions.
They advocated respect and tolerance for all religions.

F. Snap Shot! Skills Applied: media literacy

1. Guru Nanak. He established Sikhism.

2. He introduced sangats and langars to promote equality.
3. By travelling extensively and preaching through kirtans, bhajans and ragas.
4. Some of his teachings are:
• Guru Nanak taught that there is only one god. The entire universe is his creation.
• He rejected the caste system. This act propagated unity and brotherhood as all
human beings are equal.
• Guru Nanak also condemned idol-worship and religious rituals. He taught that
one must lead a disciplined and truthful life and maintain a good character.

Life Skills Skills Applied: equality respect for others

Teaching Notes Encourage the students to share their views on the practice of equality
and dignity of all human beings in the modern world.
Solution Answers may vary.

Chapter 11: Bhakti and Sufi Movements 83

Integration Skills Applied: language and communication

Teaching Notes Encourage the students to study the literary works of Sufi Saints—Rumi
and Ghazzali.
Ask the students to interpret their teachings in the context of the
modern world.
Solution The students will write down their interpretations in their notebooks.

Project Skills Applied:

Teaching Notes Encourage the students to research on some well-known female saints
in world history and prepare a chart on them.
Solution Some well-known female saints are Mother Teresa, Bibi Jamal
Khatun, Santa Muerte, Catherine Anastasia, etc.

Additional Skills Applied: explore

Activity
Teaching Notes Ask the students to research on the ten Gurus of Sikhism and prepare
a scrapbook on them.
Solution Research-based answer

Extended Learning

Answer the following:

1. Which Sufi principle appeals the most to you? How would you incorporate this
principle in your life?
2. If you lived during Medieval India, what system of education would you come up
with that would benefit all sections of society. Think and make a detailed system.
3. Imagine yourself to be Meerabai. Describe the hardships that you face everyday in a
detailed diary entry.
4. All the emerging religious movements of this time emphasised the equality of all
people. Do you think principles of equality and justice are as relevant and important
today, as they were during that period? Justify your answer.

Answers:
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

84 Chapter 11: Bhakti and Sufi Movements

 Additional Enrichment Worksheet 3
Skills Applied: problem solving critical thinking respect for others

information literacy empathy spirit of service

Answer the following questions.

1. With the help of the information given in this book, and information available on
the Internet, write and enact a role-play in the class on the topic: Babur and his
life. You can pay special attention to his time in India.
2. Imagine that you are a Hindu noble present in the court of Emperor Akbar. Write
a diary entry of your experience in his court. Talk about what makes him different
from his predecessors.
3. “Upon ascending the throne, Jahangir introduced the symbolic ‘Chain of
Justice.’ ’’—Think of one or two steps that you can take as a ruler in Medieval
India, to have access to your subjects, and to know about their problems. Write an
account of how you would establish these practices.
4. Imagine that you are a Bhakti saint. What message would you spread to your
followers? In what ways would this benefit the society of that time?

Answers to Additional Enrichment

Worksheet 3
1. Role-play based answer.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

Additional Enrichment Worksheet 3 85

CIVICS
Theme 1: The Constitution of India

Chapter 12: The Constitution of India

Lesson Overview Suggested Duration: 80 minutes (2 periods)

• Meaning and need of constitution
• Drafting of the Constitution of India
• Preamble to the Constitution of India
• Nature of the State of India
• Objectives of the Constitution of India

Warm Up

Every year on 26th January, we celebrate our Republic Day. Ask the students why we
celebrate this day.
Teaching Notes Encourage the students to share their thoughts on the reason behind
celebrating Republic Day.
Tell the students that Republic Day is celebrated, as on this date in 1950,
we adopted our own constitution.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Meaning of • Before starting the chapter, you may • Textbook
Constitution discuss the state of India immediately pages 107–108
• Constituent after independence from British Rule with • Pictures/slides
Assembly the students. of members of
• Tell the students that there was no single Constituent
common law for the entire country. Assembly
• Introduce the students to the term
Constitution as a legal document based
on which a country is governed.
• Inform the students that the Constitution of
India was enforced on 26 January 1950.

87
 Key Concepts Suggested Transactional Process Learning Resources
• Tell the students that the Constitution of India
was drafted by the Constituent Assembly of
India under the chairmanship of Dr. Rajendra
Prasad, the first President of India.
• Share with students the names of some
prominent members of the Constituent
Assembly.
• Tell the students about certain important
facts of the Constituent Assembly like the
date of the first meeting, different committees
formed under the Assembly, Chairman
of the Drafting Committee, and being
lengthiest Constitution of the world.

In-text Activity 1 Skills Applied: critical thinking

Teaching Notes • Encourage the students to think and share ideas on why or why
not a Constitution was needed for independent India.
• Also ask them the consequences likely to arise in its absence.
Solution Independent India was formed by unification of various princely
states which would have separated and declared sovereignty.

Key Concepts Suggested Transactional Process Learning Resources

• The • Start the section by introducing • Textbook
Preamble the students to the term Preamble pages 108–110
• Nature of meaning introductory statement to the
the State Constitution.
• Objectives • Share with the students that the Preamble
of the starts with the words “We, the people of
Constitution India …”
• Tell the students that the Preamble of the
Indian Constitution declares it as a
■ Sovereign state—an independent
country governed by its own people

88 Chapter 12: The Constitution of India

 Key Concepts Suggested Transactional Process Learning Resources
■ Socialist state—fair and equal
distribution of country’s wealth among
its people
■ Secular state—no official religion
■ Democratic state—government of
the people, by the people and for the
people
■ Republic state—head of the state is an
elected representative of the people
• Share with the students that the objectives
of the Indian Constitution are:
■ Justice—social, economic and political
■ Liberty—speech, thought and
expression
■ Equality—before law
■ Fraternity—feeling of oneness and
brotherhood

In-text Activity 2 Skills Applied:

Teaching Notes Encourage the students to research on various welfare schemes
started by the government of India as a socialist state.
Solution Some common schemes are equal wages for equal work, support
to senior citizens, provision of basic amenities, employment
opportunities, etc.

Exercise

A. Fill in the blanks.

1. Constituent Assembly of India 2. 26 November 1949 3. Republic Day
4. Preamble 5. Instrument

B. Match the following.

1. c    2. a    3. d    4. e     5. b

Chapter 12: The Constitution of India 89

C. Choose the correct answer.
1. b    2. d    3. c    4. d     5. c

D. Answer the following questions briefly.

1. Dr. Rajendra Prasad, Jawahar Lal Nehru, Sardar Vallabhbhai Patel,
Babasaheb Bhim Rao Ambedkar, Sarojini Naidu.
2. It was held on 9 December 1946.
3. Its function was the compilation of individual accounts and drafting the
Constitution.
4. It took 2 years 11 months 18 days.
5. It establishes a just social order by elimination of inequality and injustice.

E. Answer the following questions in detail.

1. A constitution is a legal document based on which a country is governed.
It clearly defines the organisation, powers and functions of the government and
also contains the rights and duties of its citizens. The Preamble is the introductory
statement to the Constitution. It conveys the values, vision and objectives of the
Constitution. The Preamble to the Constitution of India begins with the words
‘We, the people of India…’ which emphasises that the source of the Constitution
of India is the people of India.
2. The Constituent Assembly worked intensely on the constitution for 2 years,
11 months, and 18 days and created the lengthiest constitution of the world.
The constitution was adopted on 26 November 1949 and came into effect
nationwide on the 26 January 1950.
3. The Preamble states the nature of the state of India, as well as the primary
objectives of the constitution. The nature of the state as specified in the Preamble
to the Indian Constitution is a sovereign, socialist, secular, democratic and
republican country.
• Sovereign state—The Indian state is a sovereign state, which means that it
is an independent country and is governed by its own people. It is and will
remain entirely free of any political control of any foreign state. No external
power can exercise any interference or control in the internal and external
affairs of our country.
• Socialist state—The Indian state is a socialist state, which means that it
ensures a fair and equal distribution of the country’s wealth among all its
people. It strives to ensure equal opportunities for each citizen of India and
bridge the gap between the rich and the poor.

90 Chapter 12: The Constitution of India

 • Secular state—India is a secular state with no official religion. People are free
to follow any religion. The government will treat all religious practices and
beliefs with equal respect.
• Democratic state—A democratic state refers to a government which
functions according to the wishes of its people. The Government of India is a
government ‘of the people, by the people and for the people’. The government
is elected by the people of the country and is accountable to them.
• Republic state—The Indian state is a republic state, which means that the
head of the state is an elected representative of the people, and not a monarch
or dictator. The head of the Indian State is the President, who is an elected
member of the government. He/she serves a fixed term of five years and the
post is not hereditary.
4. The Constitution of India works towards securing justice, liberty, equality and
fraternity to all its citizens.
• Justice—The Constitution secures social, economic and political justice to all
the citizens of India. Social justice means abolition of inequality and provision
of equal opportunities to all to develop themselves. It means conferring an
equal status to every individual, irrespective of the caste, creed, religion, race,
sex, wealth and social status. Thus, the Indian Constitution aims at building a
society based on social justice.
• Liberty—People of India have the liberty and freedom of speech, thought and
expression. They are also free to follow their individual faiths and beliefs.
• Equality—The Constitution of India recognises that all citizens of India are
equal in the eyes of law. They will be protected by the laws of the land. It
enforces that the state of India cannot discriminate between people on the basis
of caste, class, religion, sex, status (economic, social or political) or domicile.
• Fraternity—Fraternity is the feeling of oneness and brotherhood among
different sections of society. The Indian Constitution encourages the feelings
of love and respect towards all the citizens of India. It aims at eradication
of social barriers between the citizens and inculcation of mutual trust and
harmony to enhance the development of the country.
5. The Constitution of India works towards the realisation of the objectives
mentioned in the Preamble. To accomplish its goals, the government of India is
responsible for making appropriate laws. The Constitution of India establishes a
just social order by elimination of inequality and injustice. It is, thus, regarded as
an instrument of social change.

Chapter 12: The Constitution of India 91

F. Snap Shot! Skills Applied: media literacy

1. The Preamble is an introductory statement to the Constitution.

2. It conveys values, vision and objectives of the Constitution.
3. “We, the People of India….” emphasises that the source of the Constitution is the
people of India.

Life Skills Skills Applied: collaboration creativity & innovation

Teaching Notes Encourage the students to draft a constitution for the class as
indicated.
The teacher may guide the students to ensure its compliance.
Solution Answers may vary.

Integration Skills Applied: history

Teaching Notes Encourage the students to understand the contents of the Nehru
Report and its incorporation in to the Constitution of India.
Solution NA

Project Skills Applied:

Teaching Notes Encourage the students to research on the key features of our
Constitution and the list of members of the Constituent Assembly.
Solution Answers may vary.

Additional Skills Applied: explore

Activity
Teaching Notes Ask the students to research on the number of amendments that have
been made to our Constitution since its adoption. Ask the students to
make a note of any five important amendments to the Constitution.
Solution Research-based answer

92 Chapter 12: The Constitution of India

Extended Learning

Answer the following:

1. Research on the Internet about the various features of the Constitution of India.
Which feature do you think is unique to the context of India?
2. Is democracy the best system of government? Organise a debate in your class on this
topic. Justify your views with logic.
3. Select members for a Constituent Assembly for your class. Engage in drafting a Class
Constitution. What rules and principles will you include in this?

Answers:
1. Research-based answer
2. Answers will vary.
3. Answers will vary.

Chapter 12: The Constitution of India 93

Theme 2: Directive Principles of State Policy

Chapter 13: Directive Principles of State Policy

Lesson Overview Suggested Duration: 80 minutes (2 periods)

• Meaning and feature of a welfare state

• Meaning and types of Directive Principles of State Policy
• Difference between Fundamental Rights and Directive Principles of State Policy
• Implementation of Directive Principles of State Policy
• Importance of Directive Principles of State Policy

Warm Up

Ask the students about the Fundamental Rights of the citizens of India.
Teaching Notes Encourage the students to state the Fundamental Rights conferred by our
Constitution.
Tell the students that these are right to equality, right to freedom, right
to religion, right from exploitation, cultural and educational rights and
right to constitutional remedies.

Lesson Plan

Key Concepts Suggested Transactional Process Learning Resources

• Features of a • Start the chapter by introducing the students • Textbook
Welfare State to the term welfare state meaning a country pages 113–116
• Directive that protects the rights of its citizens, and
Principles of provides equal opportunities and equal share
State Policy of wealth.
• Fundamental • Explain to the students the key features of
Rights and a welfare state.
Directive • Introduce the students to the Directive
Principles of Principles of State Policy as guidelines for
State Policy the governments to follow while planning
the welfare policies for the citizens.

94
 Key Concepts Suggested Transactional Process Learning Resources
• Implementa­ • Share with the students that the concept
tion of of Directive Principles of State Policy was
Directive inspired from the Constitution of Ireland.
Principles of • Tell the students that Directive Principles
State Policy of State Policy are classified as principles
• Importance promoting social and economic equality,
of Directive Gandhian principles and general
Principles of principles.
State Policy • Encourage the students to compare
the fundamental rights and Directive
Principles of State Policy.
• Explain to the students how Directive
Principles of State Policy are implemented
by the government through various welfare
measures.
• Discuss the importance of Directive
Principles of State Policy in a country like
India.

In-text Activity 1 Skills Applied: communication critical thinking

Teaching Notes Encourage the students to share ideas about which Directive
Principles of State Policy can be converted into a Fundamental Right.
Solution Answer may vary.

In-text Activity 2
Teaching Notes Encourage the students to share their ideas on enforceability by the
court of law.
Solution No, otherwise the Directive Principles of State Policy would become
more akin to Fundamental Rights than being Directive Principles.

Chapter 13: Directive Principles of State Policy 95

Exercise

A. Fill in the blanks.

1. Equal 2. Social, Economic 3. Non-justiciable
4. The most deprived 5. Mahatma Gandhi

B. Name the following.

1. Welfare State 2. Directive Principles of State Policy
3. Swarnajayanti Gram Swarozgar Yojna 4. Land Reforms Act
5. Equal Remuneration Act

C. Choose the correct answer.

1. b    2. a    3. c    4. c    5. d

D. Answer the following questions briefly.

1. A country is defined as a welfare state when it protects the rights of its citizens,
and provides equal opportunities and equal share of wealth.
2. Directive Principles of State Policy are guidelines or directives for the
governments—central, state and local—to follow while planning the welfare
policies for the citizens.
3. Indian society has many social and economic inequalities, such as discrimination
based on caste, class and religion, denial of the necessities due to poor economic
conditions, and unemployment. To overcome these inequalities, the Constitution
of India has laid down certain directives or principles to promote social and
economic equality among its citizens.
4. Fundamental Rights and Directive Principles both serve a common purpose—to
safeguard the rights of the citizens.
5. The Government of India has adopted many welfare measures for implementation
of Directive Principles of State Policy.

E. Answer the following questions in detail.

1. Fundamental Rights Directive Principles of State Policies

Fundamental Rights are the negative Directive Principles of State Policy
directives that prohibit governments are the positive directives for the
from doing certain things. governments to do certain things.

96 Chapter 13: Directive Principles of State Policy

 Fundamental Rights are justiciable. Directive Principles are non-justiciable.
They are enforceable by the courts. They are not enforceable by any
People can go to the courts if their court and it is not mandatory for the
Fundamental Rights are violated. government to follow these principles.
Fundamental Rights strive to establish Directive Principles seek to establish
political democracy. economic and social democracy.

2. These are:
• Safeguard the Fundamental Rights of the citizens and prevent violation of rights.
• Ensure a fair and equal distribution of the economic resources and wealth of
the country.
• Ensure equal wages for equal work for men and women.
• Pay workers a living wage so that they can buy basic provisions.
• Generate employment opportunities for men and women to prevent
unemployment in the country.
• Provide support to senior citizens, people with special needs and the unemployed.
• Provide basic amenities to maintain a decent standard of living and leisure.
• Provide security to children and youth against exploitation.
3. Some Gandhian principles incorporated in the Directive Principles are:
• Impart free and compulsory education to all children up to 14 years of age.
• Establish village panchayat system in rural areas.
• Encourage all types of small-scale and cottage industries.
• Promote the interests of underprivileged classes especially Scheduled Castes
and Scheduled Tribes.
• Prohibit consumption of liquor and drugs.
• Improve nutrition and overall health of the people by providing quality food.
• Improve agricultural techniques and promote animal husbandry.
4. The Government of India has adopted many welfare measures for the
implementation of the Directive Principles of State Policy:
• Under the Right to Free and Compulsory Education Act, the government made
Right to Education a Fundamental Right. It provides free and compulsory
education to all children up to 14 years of age, without any discrimination.

Chapter 13: Directive Principles of State Policy 97

 • To provide living wages to every worker and enhance the standard of living
in rural areas, the Government of India has launched the Swarnajayanti
Gram Swarozgar Yojna and Mahatma Gandhi National Rural Employment
Guarantee Act. These acts create employment opportunities in rural areas.
• The Panchayati Raj system is prevalent in almost every village in India.
• Many welfare schemes have been implemented for the underprivileged classes
of the society by the central and the state governments. A certain number of
seats are reserved for citizens belonging to Scheduled Castes and Scheduled
Tribes in Parliament and Legislative Assemblies.
• Scholarships and free coaching are provided to students belonging to the
economically backward classes, Scheduled Castes and Scheduled Tribes.
• Land Reform Acts passed by the central and state governments distribute
lands to poor farmers.
• The government undertakes various schemes and programmes to conserve the
environment.
• The Equal Remuneration Act provides equal pay for equal work for men
and women.
5. Importance of Directive Principles
• The Directive Principles clearly lay down the philosophical foundations of
a welfare state. They make the State responsible for securing it through welfare
policies.
• They are the guidelines which should inform all government policies and
programmes.
• They serve as a yardstick to measure the performance of the government.
• They enhance democracy in the country by promoting social and economic
democracy, without which political democracy is incomplete.
• The Directive Principles are a source of continuity in the policies of the
government. In a democratic system, where governments change after regular
intervals, Directive Principles ensures that every government will exercise its
power for implementing Directive Principles.
• The Directive Principles constitute a manifesto of the aims and goals of the
nation. They reflect the vision and views of the framers of the constitution.
These reflect the philosophy of the Constitution and hence provide useful
help to the courts in their task of interpreting the Constitution.

98 Chapter 13: Directive Principles of State Policy

F. Snap Shot! Skills Applied: media literacy

1. Right to Education
2. It is a part of the principles promoting Social and Economic Equality.
3. Right to Free and Compulsory Education Act.
4. It provides free and compulsory education to all children up to 14 years of age,
without any discrimination.

Life Skills Skills Applied: creativity & innovation

Teaching Notes Encourage the students to research on the previous amendments and
issues covered under those. Ask the students to think innovatively on
the topic.
Solution Answers may vary.

Integration Skills Applied: history

Teaching Notes Encourage the students to research on the Ashokan measures and
compare them with present-day Fundamental Rights and Directive
Principles of State Policy.
Solution Answers may vary.

Project Skills Applied:

Teaching Notes Encourage the students to research on the measures being taken up
by governments at different levels.
Solution Answers may vary.

Additional Skills Applied: explore

Activity
Teaching Notes Ask the students to research about the effectiveness of employment
schemes started by the Government of India and submit a report on
the same.
Solution Research-based answer

Chapter 13: Directive Principles of State Policy 99

Extended Learning

Answer the following:

1. Do you think the Gandhian Directive Principles are relevant in present-day India?
Why or why not?
2. Is there any other right that you can think of that should be a part of our
Fundamental Rights? What is it?
3. ‘Provide free legal aid to the needy’—Why do you think this is an important
Directive Principle? In what way can this help to ensure justice in our society?
4. Do you feel that the Directive Principles are still relevant in our society? Provide
logical reasons for your stand.

Answers:
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

100 Chapter 13: Directive Principles of State Policy

 Additional Enrichment Worksheet 4
Skills Applied: knowledge of Indian values critical thinking information literacy

technology literacy spirit of service

Answer the following questions.

1. Explain with a few examples from your daily life how the Constitution of India
helps us in every aspect of our life.
2. ‘The Directive Principles of State Policy are guidelines or directives for the
governments.’—Think of a particular Directive Principle that you think is very
relevant in the present-day Indian socio-political context.
3. Work in groups. Come up with 10 principles/ideas that you think should
be added to the list of the Directive Principles of State Policy. Make a digital
presentation to justify your points.
4. Research on how the Constituent Assembly worked. Find out about some
important landmark events or stories about it. Enact some of these stories in
the class.

Answers to Additional Enrichment

Worksheet 4
1. Students will give example-based answers, drawing from the experiences of their
daily lives.
2. Answers will vary.
3. Answers will vary. Students will make the digital presentation in groups.
4. Role-play based answer.

Additional Enrichment Worksheet 4 101

 Answers to Enrichment Worksheets of
Student’s Book
Answers to Enrichment Worksheet 1
1. Answers will vary.
2. Answers will vary according to the student’s standpoint.
3. Answers will vary.
Folktales help us to understand the values of a society in the following ways:
• Folktales embody societal morals, reflecting what is considered virtuous or
unacceptable within a community.
• Characters in folktales often symbolise societal roles, offering insights into
gender norms, familial structures, and societal expectations.
• Folktales incorporate cultural symbols, providing a window into the practices
and beliefs embedded within a society.
They cannot be a reliable source of historical information because:
• Folktales reflect cultural views of the past, prioritising cultural ideals over
historical precision.
• Oral transmission of folk tales often introduces variations, rendering precise
historical details unreliable.
• Folktales often use symbolism, making them more useful for cultural themes
than specific historical events.
• Folktales are selectively preserved based on relevance, potentially leading to
omissions or alterations.

Answers to Enrichment Worksheet 2

1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

102 Answers to Enrichment Worksheets of Student’s Book

 Answers to Enrichment Worksheet 3
1. Answers will be based on the student’s creativity.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.

Answers to Enrichment Worksheet 4

1. Yes, there is. A rulebook is like a guide that helps keep our school a peaceful and
organised place. It tells everyone what behaviour is expected and what might
happen if we don’t follow the rules. Having a rulebook means we all know what
to do, and it encourages us to treat each other with respect and work together. It
is like a set of instructions that make sure everyone understands what's right and
wrong. When we all follow the rules, it helps create a friendly and positive school
where everyone feels good and can do their best. (Answers will vary.)
2. As an Indian citizen, ensuring adherence to the Directive Principles of State Policy
involves staying informed about government decisions and actively participating
in civic activities. For example, when evaluating proposed policies related to
education, health, or social justice, citizens can assess their alignment with
the Directive Principles of State Policies. Engaging in community discussions,
attending public hearings, and communicating with elected representatives allow
citizens to advocate for policies that reflect the values outlined in the Constitution.
This active involvement contributes to a democratic process that upholds the
principles of equal opportunities, social and economic justice, and the common
good. (Answers will vary.)
3. Answers will vary.
4. Without a Constitution, India would lack the explicit protection of the
Fundamental Rights, a legal framework guiding governance, and the Directive
Principles for promoting social and economic justice. The absence of a federal
structure could impact governance, and without a formal amendment process, the
country might struggle to adapt its legal framework to the changing needs and
challenges. There may be a lack of justice and equal opportunities. There might be
a state of lawlessness, or a situation which would lead to a dictatorship.

Answers to Enrichment Worksheets of Student’s Book 103

 Answers to Sample Test Paper 1
of Student’s Book
Time Duration: 2 hours Maximum Marks: 80

Part 1: HISTORY

A. Fill in the blanks. 1 × 5 = 5 marks

1. Constantine 2. Constantinople 3. Hijrat
4. Qutubuddin Aibak 5. Muhammad bin Tughlaq

B. Name the following. 1 × 5 = 5 marks

1. Jesus Christ 2. Kaba 3. Mahmud of Ghazni
4. Jalaluddin Khalji 5. Hampi

C. Choose the correct answer. 1 × 5 = 5 marks

1. b    2. b    3. b    4. a    5. a

D. Answer the following questions in brief. 2 × 5 = 10 marks

1. Jesus preached the message of love and compassion for all. He preached
unconditional love for God. He also taught people to forgive others and love
everyone unconditionally. Jesus asked his followers to not judge others and
behave courteously with them, and they will surely receive the same respect
in return.
2. The main Articles of Faith in Islam are:
• Belief in One God, Allah
• Belief in Angels
• Belief in all Prophets and Messengers of God
• Belief in God’s revealed books
• Belief in fate or pre-destination
• Belief in the Judgement Day
3. Sijdah and paibos were Persian customs introduced in the Delhi Sultanate by
Balban. Sijdah meant bowing before the sultan and touching one’s forehead on the
ground in respect. Paibos involved kissing the feet of the sultan.

104 Answers to Sample Test Paper 1 of Student’s Book

 4. M
 uhammad bin Tughlaq undertook several ambitious projects. Though most
of these projects were brilliantly conceived, they were ill-planned, and hence,
failed. Their execution was unplanned. Muhammad bin Tughlaq was impatient
and impulsive by nature, therefore, failed to assess the risks and consequences
associated with his ideas.
5. T
 he main feature of Indo-Islamic culture was the amalgamation of the Islamic,
Turkish and Afghan traditions with the native Indian culture.

E. Answer the following questions in detail. 5 × 5 = 25 marks

1. The Crusades had far-reaching impact on Europe. It opened the door for both
economic and cultural exchange between the Christian and the Arab worlds,
which was to continue for centuries. The Christians were deeply impressed by
the splendour and the learning of the Arab world. This eventually brought about
many changes in Europe as well:
• Renaissance
 Through the Crusades, the Christian world gained knowledge of several great
civilisations as well as the culture and traditions of the Greeks and Turks. They
integrated the best aspects from both the cultures to revive Western education
and learning. This ushered in the era of the Renaissance, which in turn
inaugurated Modern Age in Europe.
• Trade and Commerce
 The Crusades introduced the Europeans to the opulent lifestyle of the East.
They developed a taste for the finer things and luxurious lifestyle of the East.
European merchants established direct trade links with the East and other
parts of the world.
• Decline of Feudalism
 The Knights were the most powerful and wealthiest of the military orders
in Europe during the Crusades. Post the Crusades, the Turks introduced the
Crusaders to guns and gunpowder. This rendered the services of the Knights
useless and led to the fall of the feudal lords.
• Centralisation of Power
 With the decline of the feudal lords, the kings gained more power and became
the central authoritative figure. The merchant class too became wealthy and
gained power. They started demanding the establishment of proper law and
order in the cities. They also provided abundant funds to the kings, which
furthered the decline of feudal power.

Answers to Sample Test Paper 1 of Student’s Book 105

 2. A
 ll Muslims perform five duties, which are called the Five Pillars of Islam.
The Five Pillars of Islam are the core beliefs that need to be followed, if one is to
be accepted as a believer of Islam.
They are:
• Shahadah (Faith)
Muslims must declare their faith that “there is only one God—Allah, and
Muhammad is His Prophet”.
• Salat (Prayer)
 Muslims must say their prayers five times a day: Fajr (before sunrise), Zuhr
(early afternoon), Asr (late afternoon), Maghrib (after sunset) and Isha (night).
They must face Mecca during Namaz.
• Zakat (Charity)
 Muslims must contribute a fixed proportion of their income to charity to help
the poor and needy.
• Sawm (Fasting)
 Muslims must fast from dawn to dusk during Ramzan. Fasting involves
abstinence from food, water and worldly comforts.
• Hajj (Pilgrimage to Mecca)
 Muslims must make a pilgrimage to Mecca at least once in their lifetime.
3. Muhammad Ghori was one of the founders of the kingdom of Ghori.
Muhammad Ghori aspired to plunder the riches of India, and expand his reign
in the country. He started by conquering the frontier states of Multan, Sind and
Punjab.
In his quest to conquer north India, he fought several battles, most important of

which were fought against Prithviraj Chauhan.
• First Battle of Tarain (1191 ce)
In 1191 ce, Prithviraj Chauhan, the Rajput ruler of Delhi and Ajmer, fought
the Ghurid forces and defeated them in the First Battle of Tarain.
• Second Battle of Tarain (1192 ce)
After a year of planning, in 1192 ce, Muhammad Ghori returned to India,
to avenge his defeat in the first battle. Prithviraj tried to unify the Rajput
kings against the formidable threat to their territories. The most powerful
Rajput king, Raja Jaichandra refused to support Prithviraj. In the Second
Battle of Tarain, Muhammad Ghori defeated Prithviraj Chauhan and laid the
foundation of his reign in India. He occupied Delhi, thereby ending Rajput
rule in north India.

106 Answers to Sample Test Paper 1 of Student’s Book

 • Battle of Chandawar (1194 ce)
After ascending the throne of Delhi, Muhammad attacked Raja Jaichandra of
Kannauj and defeated him at the Battle of Chandawar in 1194 ce. This battle
gave Muhammad control over most of northern India, and strengthened his
position in India.
4. T
 he political structure of the Delhi Sultanate was theocratic in character.
It was an Islamic State, and the head of the state was regarded as the religious
leader of the people. It was believed that he derived his authority from god.
The political set-up of the Sultanate included:
• Sultan
■ Head of the state and administration
■ All power—executive, judicial or military—concentrated in his hands
■ Assisted by nobles and the ulema
■ Language of administration—Persian
• Ministers
■ Wazir—Prime Minister and Head of Finance
■ Ariz-i-mamalik—Defence Minister
■ Diwan-i-insha—Maintained records of the royal court
■ Chief Sadr or Chief Qazi—Head of department of justice
• Provincial Government
■  Kingdom divided into several provinces, called Iqtas, governed
by the Iqtadars
■ Iqtas divided into shiqs, under shiqdars
■ Shiqs further divided into the paraganas, under amils
■ Village headperson, called muqaddam, headed the village.
5. Krishnadeva Raya is considered the strongest and greatest king of the
Vijayanagara Kingdom. He ruled for twenty-one years, from 1509 ce to
1529 ce. His rule was characterised by expansion and consolidation. He was
a brilliant strategist who had several military victories by conquering the
neighbouring territories of the Deccan Sultans and the Gajapatis of Odisha.
He also occupied the prized Raichur Doab, the fertile region between the rivers
Krishna and Tungabhadra, in the Battle of Raichur in 1520 ce.
Krishnadeva Raya established friendly relations with the Portuguese who were
involved in maritime trade along the Malabar coast. This led to the improved
foreign trade, which was a source of income for the kingdom.
Krishnadeva Raya stressed on the importance of agriculture and improved the
techniques to increase agricultural production. He built big reservoirs, dams and
canals for the irrigation facilities. He was a great scholar of Telugu and Sanskrit

Answers to Sample Test Paper 1 of Student’s Book 107

 literature. He wrote a book, Amuktamalyada, in Telugu and a play, Jambavati
Kalyana, in Sanskrit. His court had eight Telugu scholars, collectively known as
Ashtadiggajas.
A significant feature of Krishnadeva Raya’s reign was the construction of imposing
and impressive temple architecture. Many temples were built and restored. He had
also built many statues and towers in and around the capital city. He founded a
suburban township near Vijayanagara called Nagalapuram after his mother.

F. Passage-based questions. 1 × 5 = 5 marks

1. Hampi
2. Hamp was the capital city of the Vijayanagara Kingdom. It was a sprawling urban
centre and regarded as a holy place.
3. Main architectural features of Hampi are:
• Temples like the Virupaksha temple and the Vitthala temple
• Hampi Bazaar
4. Hampi was a sprawling urban centre. The bazar in Hampi had lucrative trade in
jewellery and precious stones like emeralds diamonds and rubies were traded.
5. The Vijayanagara Kingdom was the most extensive and richest among all the
states of India in the fifteenth and the first half of the sixteenth century. It had
flourishing agriculture and profitable trade, both within and outside its borders.

G. Map work
Students will mark the places on an outline map of India.

Part 2: CIVICS

A. Fill in the blanks. 1 × 5 = 5 marks

1. Constituent Assembly 2. Preamble 3. President
4. Non-justiciable 5. Constitution of Ireland

B. Match the following. 1 × 5 = 5 marks

1. c    2. a    3. d    4. e    5. b

108 Answers to Sample Test Paper 1 of Student’s Book

C. Answer the following questions in a few words. 2 × 5 = 10 marks
1. Constitution is a legal document based on which a country is governed. It clearly
defines the organisation, powers and functions of the government and also
contains the rights and duties of its citizens.
2. The Constituent Assembly, that framed the Constitution of India, was divided
into several small committees responsible for different tasks. The Drafting
Committee, under the leadership of Dr. Babasaheb Ambedkar, was responsible for
the compilation of the individual accounts and drafting the Constitution of India.
3. The nature of the state as specified in the Preamble to the Indian Constitution is a
sovereign, socialist, secular, democratic and republican country.
• The Indian state is a sovereign state, which means that it is an independent
country.
• It is a socialist state, which means that it ensures a fair and equal distribution
of the country’s wealth among all its people.
• India is a secular state with no official religion.
• India is a democratic state where the government is elected by the people of
the country and is accountable to them.
• The Indian state is a republic state, and the head of the state is an elected
representative of the people, and not a monarch or dictator.
4. Directive Principles of State Policy are guidelines or directives for the
governments—central, state and local—to follow while planning the welfare
policies for the citizens.
5. G
 andhi envisioned a plan to promote social and economic equality in India. His
principles aimed at the upliftment of the most deprived classes of people. Some
Gandhian principles incorporated in the Directive Principles are:
• Impart free and compulsory education to all children up to 14 years of age.
• Establish village panchayat system in rural areas.
• Encourage all types of small-scale and cottage industries.
• Promote the interests of underprivileged classes especially Scheduled Castes
and Scheduled Tribes.

Answers to Sample Test Paper 1 of Student’s Book 109

 Answers to Sample Test Paper 2
of Student’s Book
Time Duration: 2 hours Maximum Marks: 80

Part 1: HISTORY

A. Fill in the blanks. 1 × 5 = 5 marks

1. Panipat 2. Bairam Khan 3. The Taj Mahal
4. Mystical 5. Shiva, Vishnu

B. Name the following. 1 × 5 = 5 marks

1. Sher Shah Suri 2. Nurjahan 3. Adi Shankaracharya
4. Tansen 5. Shahjahanabad

C. Choose the correct answer. 1 × 5 = 5 marks

1. a    2. b    3. c    4. d    5. c

D. Answer the following questions in brief. 2 × 5 = 10 marks

1. Babur fought several battles in India:
• First Battle of Panipat (1526 ce)
• Battle of Khanwa (1527 ce)
• Battle of Chanderi (1528 ce)
• Battle of Ghagra (1529 ce)
2. Akbar adopted a combination of diplomacy, marital alliances and military
conquest to expand the Mughal Empire.
3. The Din-i-Ilahi or the ‘Divine Faith’ was an amalgamation of religious ideas of
all major religions. The main features of this order were belief in one god and
recognition of the emperor as the representative of god on earth.
4. Shah Jahan was known as the Engineer King due to his patronage of architecture
and building.
5. The word ‘bhakti’ means devotion to god. Some important Bhakti saints are:
• Adi Shankaracharya
• Ramanuja

110 Answers to Sample Test Paper 2 of Student’s Book

 • Ramananda
• Kabir
• Chaitanya Mahaprabhu
• Meerabai

E. Answer the following questions in detail. 5 × 5 = 25 marks

1. Humayun was the son and successor of Babur, and the second Mughal emperor. He
led several military expeditions to consolidate his position and rule.
Humayun faced constant threats from the Afghans and the Rajputs. The weak
Afghans still cherished the ambition of setting up their independent principalities. The
most threatening among them was Sher Khan Suri, a powerful Afghan.
Another lurking threat was that of Humayun’s half-brothers. Despite receiving
equal divisions of the empire in accordance with Babur’s will, they were hostile
towards him and conspired against him.
Then, there was Bahadur Shah, the ruler of Gujarat, who controlled the Malwa
region and wanted to extend his dominance over Rajasthan.
Attack on Fort Chunar
Acknowledging the Afghan chief Sher Khan as his biggest rival, Humayun
attacked the fort of Chunar, which was under the control of Sher Khan Suri.
He laid siege to the fort only to abandon it after four months. The reason for
abandoning the siege was the information that Bahadur Shah of Gujarat had
conquered Malwa. Humayun signed a treaty with Sher Khan which stated that
Sher Khan could keep the fort as long as he would remain loyal to the Mughals.
Humayun then turned his attention to Malwa.
Gujarat and Malwa
When Humayun marched against Bahadur Shah, the latter offered no resistance
to save his territories. Bahadur Shah, instead escaped and went in hiding.
Humayun recaptured Malwa as well as annexed the whole of Gujarat.
2. A
 kbar was a far-sighted monarch. He realised that to govern an empire so large,
he had to conciliate the people of his empire. He had to be tolerant towards his
Hindu subjects. So, he propagated a policy of peaceful co-existence. Thus, the first
thing he did on becoming the emperor was to abolish the jizya in 1564 ce. He
also forbade forceful conversions of prisoners of war to Islam.
Akbar is often seen as a secular monarch as his court was adorned with scholars
from different religions. For this, he also got the Ibadat Khana or the hall of
worship built in 1575 ce, where scholars of different religions held discourses.

Answers to Sample Test Paper 2 of Student’s Book 111

 Akbar believed in the principle of Sulh-i-Kul, i.e., universal peace. He realised
that there were elements of goodness in each religion and essentially each religion
aimed at love and harmony.
Based on his understanding of various religions, in 1582 ce, he formulated
his own religious order called the Din-i-Ilahi or the ‘Divine Faith’. It was an
amalgamation of religious ideas of all major religions. The main features of this
order were belief in one god and recognition of the emperor as the representative
of god on earth. Din-i-Ilahi was not a religion in a strict sense. It was only a code
of moral conduct. It aimed at achieving peace, tolerance and harmony. Very few
people accepted it and Akbar did not impose it on anyone.
3. Akbar introduced the mansabdari system for effective military administration.
The term mansab refers to an ‘office’ or ‘rank’. A mansabdar was an officer of
rank in the administration. He was responsible for maintaining discipline and
imparting training to the soldiers. Every official in the imperial service was given a
mansab or rank, depending on the nature and importance of the job. The lowest
rank was of the officer-in-charge of ten horsemen. The highest mansab was an
officer maintaining 7,000 to 10,000 horsemen. The top three mansabs were
reserved for the members of the royal family.
Mansabdars were appointed, promoted and dismissed by the Emperor. The
mansabdars received salary in accordance with their ranks. In later years,
mansabdars were paid in the form of jagirs, and were entitled to a fixed amount
of revenue from the jagirs. However, they had no authority or responsibility to
administer jagirs.
In later years of his reign, Akbar introduced the rank of ‘Zat’ and ‘Sawar’ in the
Mansabdari system. Zat meant the value given to the rank of the mansabdar. It
determined the status and salary of the individual mansabdar. Sawar indicated the
number of horses possessed by a mansabdar.
A mansab was not hereditary. A jagir automatically reverted to the king on the
death of a mansabdar. The king then granted the mansab to someone else. Akbar
maintained a large standing army comprising the cavalry, infantry, artillery and
navy. Cavalry was the most important branch of the army. Mansabdars were
usually entrusted with the task of supplying troops.
4. During the later years of his reign, Aurangzeb focussed on annexing the territories
of the Deccan region. There were two supreme powers in the Deccan—the mighty
Sultanates of Bijapur and Golconda, and the powerful Marathas of western India.
Instead of seeking the help from one to defeat the other, Aurangzeb waged wars
with both these powers at the same time.

112 Answers to Sample Test Paper 2 of Student’s Book

 Bijapur and Golconda
Aurangzeb annexed Bijapur in 1686 ce and Golconda in 1687 ce. His victories came
at a heavy cost as the vast empire became even more unstable and difficult to manage.
It also brought the Mughals in close contact with the Marathas.
Maratha War
After suppressing the Deccan Sultanates, Aurangzeb turned towards the Marathas.
He captured and killed Shivaji’s son and successor Sambhaji in 1689 ce and
annexed the Maratha capital.
The struggle between Aurangzeb and the Marathas continued under the leadership of
Raja Ram, Sambhaji’s brother and later his widow, Tarabai.
The Marathas plundered Mughal territories and attacked Mughal forces for more
than 18 years. Numerous wars were waged between the two forces till 1707 ce, when
an unsuccessful Aurangzeb died in Ahmednagar. The Marathas maintained their
independent position and emerged as an alternative centre of political power in India.
They continued to be a great threat to the Mughal Empire.
5. Sikhism was founded by Guru Nanak. His goal was to unite the Hindus and
Muslims. Therefore, he studied both religions and created a separate community
of Sikhs. ‘Sikh’ means ‘disciple’ and Guru Nanak believed that one can evolve or
achieve salvation only through direct contact with a true master or ‘sadguru’.
Guru Nanak rejected class and caste differences and refused to accept rituals
like the wearing of a sacred thread. To put an end to distinctions of caste and
class, he established sangats (people sitting together to listen to the guru) and
langars (common kitchens). He encouraged women to join the Bhakti trend and
emphasised that women should be given respect. He travelled extensively to spread
the message of love and brotherhood and preached through kirtans, bhajans and
ragas. People flocked to listen to him.
The teachings of Sikhism and the ideas of all the gurus are recorded in the holy book
of Sikhs, Adi Granth, which later came to be known as Granth Sahib.
Teachings of Sikhism
• Guru Nanak taught there is only one god. The entire universe is his creation.
• He rejected the caste system. This act propagated unity and brotherhood as all
human beings are equal.
• Guru Nanak also condemned idol-worship and religious rituals. He taught
that one must lead a disciplined and truthful life and maintain a good
character.

Answers to Sample Test Paper 2 of Student’s Book 113

 • He also taught that one must follow the guidance of a guru to walk on the
right path of spirituality.

F. Passage-based question. 1 × 5 = 5 marks

1. Jahangir
2. The chain was put up as a link between the emperor and his people.
3. The chain was made up of pure gold.
4. The chain had 60 bells.
5. They wanted to maintain an administration that was free from corruption in any
form.

G. Map work
Students will mark the places on an outline map of India.

Part 2: CIVICS

A. Fill in the blanks. 1 × 5 = 5 marks

1. Socialist, secular 2. Government of India 3. 14
4. Social, economic 5. Equal

B. Match the following. 1 × 5 = 5 marks

1. d    2. c    3. e    4. a    5. b

C. Answer the following questions in a few words. 2 × 5 = 10 marks

1. The Constitution of India works towards securing justice, liberty, equality and
fraternity to all its citizens:
Justice: The Constitution secures social, economic and political justice to all
citizens of India.
Liberty: People of India have the liberty and freedom of speech, thought and
expression. They are also free to follow their individual faiths and beliefs.
Equality: The Constitution of India recognises that all citizens of India are equal
in the eyes of law.
Fraternity: The Indian Constitution encourages the feelings of love and respect
towards all the citizens of India.

114 Answers to Sample Test Paper 2 of Student’s Book

2. The Constitution of India is regarded as an instrument of social change as it
establishes a just social order by elimination of inequality and injustice.
3. The Government of India implements the Directive Principles of State Policy
through the adoption of welfare measures. The government undertakes various
schemes and programmes for the benefit of the society.
4. Some measures taken by the government to implement Directive Principles are:
• Right to Free and Compulsory Education Act made the Right to Education a
Fundamental Right. It provides free and compulsory education to all children
up to 14 years of age, without any discrimination.
• Swarnajayanti Gram Swarozgar Yojna and Mahatma Gandhi National Rural
Employment Guarantee Act created employment opportunities in rural areas.
• Setting up of Panchayati Raj system in almost every village in India.
• Reservation of seats for citizens from the Scheduled Castes and Scheduled
Tribes in Parliament and Legislative Assemblies.
• Land Reform Acts distributed land to poor farmers.
• Equal Remuneration Act provides equal pay for equal work for men and women.
5. The Directive Principles clearly lay down the philosophical foundations of a
welfare state. They are the guidelines which should inform all government policies
and programmes. They serve as a yardstick to measure the performance of the
government. They enhance democracy in the country by promoting social and
economic democracy, without which political democracy is incomplete.
The Directive Principles are a source of continuity in the policies of the

government. In a democratic system, where governments change after regular
intervals, Directive Principles ensures that every government will exercise its power
for implementing these.
The Directive Principles constitute a manifesto of the aims and goals of the
nation. They reflect the vision and views of the framers of the constitution.

Answers to Sample Test Paper 2 of Student’s Book 115

 Additional Sample Test Paper 1
Time Duration: 2 hours Maximum Marks: 80

Part 1: HISTORY

A. Fill in the blanks. 1 × 5 = 5 marks

1. shifted his capital from Rome to Byzantium.
2. Crusades were also called .
3. was the capital of the Umayyad caliphs.
4. Jahangir gave permission to the English to set up factory at .
5. Ramanuja was a saint from south India who advocated the
marga.

B. Name the following 1 × 5 = 5 marks

1. The last emperor of Western Roman Empire
2. A tax to be paid only by non-Muslims
3. The battle that marked the complete defeat of the Afghans by Babur

4. A play written by Krishnadeva Raya

5. A form of Persian chorus singing

C. Choose the correct answer. 1 × 5 = 5 marks

1. The teachings of Jesus are compiled in the gospels of .
a. Mathew and John c. Luke, Mathew and Mark
b. Mathew and Mark d. Mathew, Mark, Luke and John
2. After the death of Muhammad, the second person to become Caliph was
.
a. Abu Bakr c. Umar
b. Uthman d. Ali
3. introduced the system of ‘huliya’.
a. Jalaluddin Khalji c. Nasiruddin Khalji
b. Abbasuddin Khalji d. Alauddin Khalji

116 Additional Sample Test Paper 1

 4. The Bahamani capital of Gulbarga was shifted to .
a. Ahsanabad c. Bidar
b. Bellaria d. Raichur
5. Akbar built for scholars of different religions to hold discourses.
a. Panch Mahal c. Diwan-i-Khas
b. Ibadat Khana d. Diwan-i-aam

D. State true or false. 1 × 5 = 5 marks

1. Muhammad bin Tughlaq was a very learned man.
2. Mahamud Gawan introduced gun powder in military campaigns.
3. Akbar forbade forced conversions.
4. Aurangzeb was buried in Khuldabad.
5. Kabir composed short rhymed couplets called dohas.

E. Answer the following questions in brief. 2 × 5 = 10 marks

1. What were the two things that helped the spread of Christianity?
2. Elaborate on the role of the Church of Rome in Medieval Europe.
3. Were it not for the Rajputs, Islam would have come to India 200 years earlier.
Comment.
4. Write about any three officers from Akbar’s council of ministers that helped him
in the central administration.
5. Why is Aurangzeb referred to as the ‘last important Mughal ruler’?

F. Answer the following questions in detail. 5 × 5 = 25 marks

1. Give a brief sketch of the rulers of the Slave Dynasty.
2. Explain where and why Muhammad bin Tughlaq wanted to transfer his capital.
Why was it a disaster?
3. Give a detailed account of the Trade and Commerce system during the reign of
Sher Shah Suri.
4. Explain how Akbar’s land revenue system was a great success.
5. Give examples that show the growth of regional languages and literature during
the Bhakti period.

Additional Sample Test Paper 1 117

G. Map work 1 × 5 = 5 marks
 n an outline map of India, highlight the extent of the Mughal Empire under Akbar.
O
Also, mark the following cities:
• Delhi   • Kannauj   • Agra   • Hampi

Part 2: CIVICS

A. Fill in the blanks. 1 × 5 = 5 marks

1. The Constitution of India came into effect nationwide on .
2. Dr. Babasaheb Ambedkar was the leader of the Committee.
3. A welfare state ensures the and well-
being of citizens.
4. Rights strive to establish political democracy.
5. Directive Principles of State Policy are for the central, state
and local governments.

B. Match the following. 1 × 5 = 5 marks

1 Freedom of speech, thought and expression a. Constitution

2 No official religion in the state b. Secular state
3 Key to the Constitution c. Liberty
4 Legal document based on which a country is governed. d. Rajendra Prasad
5 First President of India e. Preamble

C. Answer the following questions in a few words. 2 × 5 = 10 marks

1. What do you understand by Republic State?
2. Why is the Preamble considered as the ‘key to the constitution’?
3. Mention any three features of a welfare state.
4. What are the three types of Directive Principles of State Policy? Which are the
ones that focus on children?
5. Mention two Gandhian principles that have been implemented and that have
helped the deprived classes.

118 Additional Sample Test Paper 1

 Answers to Additional Sample Test Paper 1
Part 1: HISTORY

A. Fill in the blanks. 1 × 5 = 5 marks

1. Constantine 2. Holy Wars 3. Damascus
4. Surat 5. Bhakti

B. Name the following 1 × 5 = 5 marks

1. Romulus Augustus 2. Jizya 3. Battle of Ghagra
4. Jambavati Kalyana 5. Qawwali

C. Choose the correct answer. 1 × 5 = 5 marks

1. d    2. c    3. d    4. c    5. b

D. State true or false. 1 × 5 = 5 marks

1. True 2. True 3. True
4. True 5. True

E. Answer the following questions in brief. 2 × 5 = 10 marks

1. Christianity was able to spread to some extent because of the charitable work done
by missionaries and partly because some of the religious institutions also became
centres of learning. The Church played an active role in spreading Christianity
through education.
2. The Church of Rome played a central part in bringing about religious and
cultural unity among the people of Europe in the medieval period. The priests
went around doing their preaching and performing of religious rites and rituals. In
addition they helped the poor and needy. It emerged as a unifying force in Europe
and continued o hold spiritual influence over all Christians.
3. The Arabs carried on trade with India even in pre-Islamic times. Their interaction
was mainly on the western coast and this resulted in Arab settlements along the
coast. As Islam spread in Arabia, the traders brought with them their religion and
culture. In 712 ce Arabs under Muhammad bin Qasim invaded and occupied
Sindh. He tried to expand further into India. However, strong Rajput kingdoms
stopped this. Only two hundred years later did the kingdoms of Ghazni and Ghor
succeed in entering India.

Answers to Additional Sample Test Paper 1 119

 4. Any three of the following may be written for the answer –
The wazir or diwan, the head of the revenue department.
• 
• The mir bakshi, the head of the military department and the paymaster of
all mansabdars. He was in-charge of intelligence gathering and could provide
recommendations to the emperor for military appointments.
• The chief sadr or the qazi was the chief judge.
• The mir saman was the supervisor to the royal household.
• Daroga-i-Dak Chowki and Muhtasib oversaw the proper enforcement of law
in the region.
• The vakil or the prime minister was in an advisory position. He didn’t exercise
any effective authority, but only acted as a ceremonial head.
5. Almost immediately after the death of Aurangzeb, the Mughal Empire went into
a quick decline. Aurangzeb did not leave any clear successor and there followed
a lot of bloodshed for the throne. The string of weak successors could not hold
the empire together and with no central authority, the governors established
themselves as independent rulers. Thus, the great Mughal Empire disintegrated
with Aurangzeb as its last great ruler.

F. Answer the following questions in detail. 5 × 5 = 25 marks

1. The Slave Dynasty was founded by Qutubuddin Aibak, the military general of
Muhammad Ghori. He was succeeded by his son-in-law Shamsuddin Iltutmish
who consolidated the empire through various administrative measures. He was
succeeded by his daughter Razia, the only female sultan to sit on the throne of
Delhi. When she was killed by the nobles, her youngest brother was made sultan.
A weak and inefficient ruler, the power was yielded by Ghiyasuddin Balban.
Balban, the leader of the nobility suppressed, all opposition and ruled as the last
notable ruler of the Slave Dynasty.
2. Muhammad bin Tughlaq wanted to transfer his capital from Delhi to Devagiri to
have greater control over the southern provinces and to protect the capital from
frequent Mongol attacks.
 This project was a disaster as the transfer was ordered in summer. The long
journey in the intense heat was difficult and the people suffered. Once there,
it became difficult to control north India, and the north-west frontier became
vulnerable to Mongol attacks. The shift back to Delhi after two years took a toll
on the people once more.

120 Answers to Additional Sample Test Paper 1

 3. Sher Shah issued a number of reforms like improved road network that boosted
trade and commerce of his empire. He abolished all custom duties except for those
levied on imported items and at the places of sale of the goods. He introduced
new and standardized weights and measures along with a new coinage system. He
introduced a silver coin—the rupiya. The government officials were to take care
of the needs of the merchant; zamindars and the village headmen were expected to
take care of the needs of the villagers and traders.
4. Akbar’s land revenue system was a great success as it was able to increase
productivity and revenue for the Mughal Empire. It was the chief source of
income and Akbar introduced an efficient system for the assessment and collection
of taxes from areas that were directly under the control of central administration.
He maintained the basic structure followed by Sher Shah and introduced some
important reforms with the help of Raja Todar Mal. Land was surveyed and
measured in Bighas. They were divided into four categories based on productivity.
The average produce and price for the last 10 years was calculated and the revenue
fixed was based on these averages. Peasants were treated well and Akbar introduced
easy, small interest loans.
5. Regional literature developed in the form of poems, songs, hymns and anecdotes
as the saints preach to their followers in a language of their own:
The Alvars and Nayanars produced a rich volume of literature comprising
• 
songs, poems and hagiographies. They compiled songs in Tamil, like Divya
Prabandham, Tevaram and Tiruvakam.
Tulsidas compiled the Ramcharitmanas in Awadhi language which is spoken in
• 
eastern Uttar Pradesh.
Surdas, compiled Sursagar, Sur Saravali and Sahitya Lahri.
• 
Kabir composed sakhis and dohas in simple Hindi.
• 
Guru Angad compiled the preaching of Guru Nanak in the Adi Granth and
• 
organized Gurmukhi – the script of Punjabi language.

G. Map work 1 × 5 = 5 marks

 efer to page 75 of the textbook and mark the extent of Akbar’s empire. For marking
R
the cities like Kannauj refer to the map on page 66 and for Hampi the map on
page 54.

Answers to Additional Sample Test Paper 1 121

 Part 2: CIVICS

A. Fill in the blanks. 1 × 5 = 5 marks

1. 26th January 1950
2. Drafting
3. Economic; Social
4. Fundamental
5. Guidelines/Directives

B. Match the following. 1 × 5 = 5 marks

1. c    2. b    3. e    4. a    5. d

C. Answer the following questions in a few words. 2 × 5 = 10 marks

1. Republic State is one in which the head of the state is an elected representative of
the people. The post is not hereditary and the person serves for a fixed term.
2. The Preamble is considered as the ‘key to the constitution’ because it is the
introductory statement to the Constitution. It conveys the values, vision and
objectives of the Constitution.
3. Any three of the following may be mentioned –
It plans development programmes for the welfare of the citizens.
• 
It looks after the benefits of both individual and state.
• 
It strives to provide basic amenities of life at a low cost to its citizens.
• 
It treats everyone equal and provides equal rights, and social and economic
• 
justice.
It ensures equal distribution of wealth among citizens.
• 
4. Directive Principles of State Policy can be classified into three types:
Principles promoting social and economic equality, Gandhian principles and

General principles. The two points that focus on children are –
Provide security to children and youth against the exploitation.
• 
Impart free and compulsory education to all children up to 14 years of age.
• 
5. Two such principles are:
Encourage all types of small-scale and cottage industries.
• 
Promote the interests of underprivileged classes especially Scheduled Castes
• 
and Scheduled Tribes.

122 Answers to Additional Sample Test Paper 1

 Additional Sample Test Paper 2
Part 1: HISTORY

A. Fill in the blanks. 1 × 5 = 5 marks

1. Jesus was raised in , in Israel.
2. Muhammad was born in in the city of Mecca.
3. Razia appointed a non-Turkish Abyssinian slave, , as the
superintendent of stables.
4. Akbar’s reign lasted for years.
5. Guru Nanak was the founder of the religion .

B. Name the following 1 × 5 = 5 marks

1. Pope Urban II asked all the followers of Christianity to
participate in these Holy Wars.
2. Muhammad was succeeded by this loyal companion.
3. He was a scholar, historian, and Akbar’s biographer.
4. This was the ruler who succeeded Muhammad bin
Tughlaq to the throne of the Delhi Sultanate.
5. These were a group of spiritual or mystical Muslims
who were liberal in their views and believed in unity
and brotherhood.

C. Choose the correct answer. 1 × 5 = 5 marks

1. In ____________ ce, Arabs under Muhammad bin Qasim invaded and
occupied Sindh.
a. 850 c. 712
b. 750 d. 720
2. Mahmud of Ghazni belonged to the _________________ Dynasty.
a. Timurid c. Ghor
b. Ghaznavid d. Mughal
3. The Sayyid Dynasty was founded by _____________.
a. Shamsuddin Firoze Shah c. Bahlul Lodi
b. Khizr Khan d. Ulugh Khan

Additional Sample Test Paper 2 123

 4. The Vijayanagara kingdom was divided into provinces known as _____________.
a. mandalams c. kshetra
b. tarafs d. gramas
5. The Battle of Chausa was fought in ____________________ ce.
a. 1504 c. 1550
b. 1514 d. 1539

D. State true or false. 1 × 5 = 5 marks

1. Babur has time to establish a strong kingdom in India.
2. Razia Sultana had a long and peaceful reign in India.
3. Jesus taught the values of love and compassion.
4. The Sufis believed in a strict caste-based system.
5. Aurangzeb was the last great ruler of the Mughal Dynasty.

E. Answer the following questions in brief. 2 × 5 = 10 marks

1. Who was St. Paul?
2. What do you understand by sijdah and paibos?
3. Name any two ambitious projects of Muhammad bin Tughlaq.
4. Who was Krishnadeva Raya?
5. Who were the ancestors of Babur?

F. Answer the following questions in detail. 5 × 5 = 25 marks

1. What were the factors that led to the fall of the Delhi Sultanate?
2. Describe the four ordinances of Alauddin Khalji.
3. Briefly describe the style of music and dance popular during the Delhi Sultanate.
4. Describe the administration of the Bahmani Kingdom.
5. Discuss about Akbar’s nine gems.

G. Map work 1 × 5 = 5 marks

On an outline map of India, highlight the extent of Babur’s Empire.
Also, mark the following cities:
• Fatehpur Sikri • Gaur
• Hissar • Agra

124 Additional Sample Test Paper 2

 Part 2: CIVICS

A. Fill in the blanks. 1 × 5 = 5 marks

1. __________________ was the first President of India.
2. India is a secular state with no official ____________.
3. Fraternity is the feeling of oneness and __________________.
4. The Directive Principles of State Policy have been inspired by the Constitution of
_______________.
5. Fundamental Rights are ______________, meaning that they are enforceable by
the courts.

B. Match the following. 1 × 5 = 5 marks

1 Sovereign state a. All will be protected by the laws

of the land
2 Gandhian principles b. Protects the rights of its citizens
and provides equal opportunities
and equal share of wealth
3 Equal in the eyes of law c. Constituent Assembly
4 Worked on the Constitution for 2 d. An independent country,
years, 11 months and 18 days governed by its own people
5 Welfare state e. To promote social and economic
equality

C. Answer the following questions in a few words. 2 × 5 = 10 marks

1. What is a constitution?
2. What is the meaning of justice as included in the Indian Constitution?
3. List any four General Principles included in the Directive Principles.
4. What is the meaning of a sovereign state as included in the Indian Constitution?
5. What are the Fundamental Rights included in the Constitution of India?

Additional Sample Test Paper 2 125

 Answers to Additional Sample Test Paper 2
Part 1: HISTORY

A. Fill in the blanks. 1 × 5 = 5 mark

1. Nazareth 2. 570 ce 3. Malik Yakut
4. forty-nine 5. Sikhism

B. Name the following 1 × 5 = 5 marks

1. Crusades 2. Abu Bakr 3. Abul Fazl
4. Firoze Shah Tughlaq 5. Sufi saints

C. Choose the correct answer. 1 × 5 = 5 marks

1. c. 2. b. 3. b. 4. a. 5. d.

D. State true or false. 1 × 5 = 5 marks

1. False 2. False 3. True 4. False 5. True

E. Answer the following questions in brief. 2 × 5 = 10 marks

1. St. Paul was a disciple of Jesus, who continued St. Peter’s tradition and travelled all
over the Roman Empire and built many churches.
2. Sijdah meant anybody in presence of the Sultan was expected to bow down and
touch their forehead on the ground in respect. The practice of kissing the feet of
the sultan was known as paibos.
3. a. Transfer of capital from Delhi to Devagiri (renamed ‘Daulatabad’)
b. Introduction of token currency
4. Krishnadeva Raya belonged to the Tuluva Dynasty. He was considered the
strongest and the greatest king of the Vijayanagara kingdom.
Krishnadeva Raya ruled for twenty-one years, from 1509 ce to 1529 ce. His rule
was characterised by expansion and consolidation.
5. The Mongols and the Turks were the ancestors of Babur.

126 Answers to Additional Sample Test Paper 2

F. Answer the following questions in detail. 5 × 5 = 25 marks
1. No single emperor can be held responsible for the disintegration of the Delhi
Sultanate. There were numerous powerful nobles who had either a clan following of
their own or strong links with a region. These clans were powerful and ambitious.
• Military generals posted as governors of distant places, such as Bengal, Sindh,
Gujarat and Daulatabad, often rebelled as the central administration weakened.
• Many rulers of the Sultanate were not tolerant of non-Muslims and imposed
Islam on all. The destruction of temples and imposition of jizya on non-
Muslims created resentment among the people.
• Frequent Mongol invasions greatly weakened the empire.
• In the course of its rapid disintegration, there arose regional and provincial
states and feudal principalities, along with the two great kingdoms of Bahmani
and Vijayanagara.
2. Alauddin was concerned about the revolts by the nobles and officers in his
administration. He took some stringent measures to curb rebellions.
• Consuming wine was banned in the Delhi Sultanate. Those who were found
drinking were punished. Alauddin himself gave up the habit of drinking wine.
• An elaborate espionage system was set up everywhere to keep a check on
the nobles and other officials. The spies promptly reported all information
about the officers to the Sultan. This put an end to the gossiping and plotting
activities of the officials.
• The nobles and officers were barred from marrying into different castes and
communities. They were also prohibited from attending any social gatherings
and meetings.
• Lands that were given as grants were confiscated. The amounts of grant were
decided by the Sultan. Tax collectors were appointed to collect the taxes from
landowners.
3. The reign of the Delhi Sultanate brought with it the introduction of several
musical instruments in India, such as the tabla, rabab and sarangi.
• Amir Khusrau is credited with the invention of the sitar by fusing together the
Indian veena and Persian tanpura. He is also regarded as the father of Qawwali,
a form of chorus singing from Persia, which became very popular during the
era of the Delhi Sultanate. It was used by the Sufi sect to sing devotional songs
during religious meetings. Alauddin Khalji patronised musicians such as Gopal
Nayak and Amir Khusrau.

Answers to Additional Sample Test Paper 2 127

 • Balban promoted setting up of a society of court dancers and musicians.
• Firoze Shah Tughlaq was a great patron of music. The musical text raag-darpan
was translated into Persian during his reign.
• Kathak, a dance form that combines Hindu themes with Persian costumes,
also emerged during this period in north India.
4. The Bahmani kingdom’s administration was based on Islamic laws. All supreme
powers were vested in the hands of the ruling king. However, the decisions of the
kings were influenced by the ulema and the nobles.
• The army strengthened the autocratic rule of the kings. There were also other
important ministers, such as Vakil-us-Sultanate (prime minister), Amir-i-Jumla
(finance minister) and Nazir-i-Ashraf (external affairs minister).
• Persian remained the court language of the Bahmani kings, although they also
recognised Marathi as an administrative language, especially at the regional level.
• The kingdom was divided into four provinces—Gulbarg, Daulatabad, Berar
and Bidar. Each province was placed under the supervision of governors.
Revenue officers measured lands to fix the revenue. The revenue was collected
by the governors and a part of it was paid to the kings.
5. Akbar’s court had a group of nine intellectual courtiers, who were known as the
nine gems or navaratnas. Each of the nine gems were known for their unique
talent and intellect.
• Abul Fazl: A scholar, historian, and Akbar’s biographer. He authoured
Akbarnama, the official chronicle of the reign of Akbar, and Ain-i-Akbari,
a record of the administration of Akbar.
• Abul Faizi: A Persian poet laureate and philosopher
• Tansen: A singer and musician
• Raja Birbal: An advisor in Akbar’s court, known for his wit
• Raja Todar Mal: Akbar’s minister of finance
• Raja Man Singh: A great military commander and trusted advisor
• Abdul Rahim Khan-I-Khana: A Hindi poet and composer of dohas
• Fakir Aziao-Din: A mystic and advisor
• Mullah Do Piaza: A scholar and advisor to the emperor
G. Map work 1 × 5 = 5 marks
Refer to Page 68 for the extent of Babur’s Empire. The rest of the cities to be marked
by the students by researching their exact placement on the Internet.

128 Answers to Additional Sample Test Paper 2

 Part 2: CIVICS

A. Fill in the blanks. 1 × 5 = 5 marks

1. Dr. Rajendra Prasad 2. religion 3. brotherhood
4. Ireland 5. justiciable
B. Match the following. 1 × 5 = 5 marks
1. d. 2. e. 3. a.
4. c. 5. b.
C. Answer the following questions in a few words. 2 × 5 = 10 marks
1. A constitution is a legal document, based on which a country is governed. It
clearly defines the organisation, powers and functions of the government and also
contains the rights and duties of its citizens.
2. The Constitution secures social, economic and political justice to all the citizens
of India. Social justice means abolition of inequality and provision of equal
opportunities to all for developing themselves. It means conferring an equal status
to every individual, irrespective of their caste, creed, religion, race, sex, wealth and
social status.
Thus, the Indian Constitution aims at building a society based on social justice.
3. Some general principles laid out by the Constitution are as follows:
• Protect and improve the environment; safeguard the diversity of flora
and fauna
• Protect and maintain national monuments, places and objects of national
importance
• Maintain friendly relations with neighbouring countries
• Promote peace and harmony through foreign policies
4. The Indian state is a sovereign state, which means that it is an independent
country and is governed by its own people. It is and will remain entirely free of
any political control of any foreign state.
No external power can exercise any interference or control in the internal and
external affairs of our country.
5. The six Fundamental Rights are:
• Right to equality • Right to freedom
• Right to freedom from exploitation • Right to freedom of religion
• Cultural and educational rights • Right to constitutional remedies

Answers to Additional Sample Test Paper 2 129

 Quiz Time!
Teaching Tip: Conduct a quiz in the class. Give the students one or two days to prepare.
You can tell them what topics they should prepare on. Divide them into groups, and
prepare a table to show them the markings on the board. Some sample questions and their
answers are given here.
1. What medieval system was characterised by a hierarchical structure of landownership
and obligations between lords and vassals?
a. Feudalism b. Democracy
2. Where was Jesus born?
a. Bethlehem b. Jerusalem
3. Which rival did Constantine defeat in a series of civil wars?
a. Maxentius b. Maximus
4. Which city was the Eastern Roman Empire based out of?
a. Byzantium b. Rome
5. Who asked all the followers of Christianity to participate in the Holy Wars or the
Crusades?
a. Pope Urban II b. Constantine
6. After the death of Ali, the caliphate moved into the hands of the which dynasty first?
a. Umayyad Dynasty b. Abbasids Dynasty
7. Who fought Mahmud of Ghazni in the Battle of Waihind I?
a. Anandapal b. Jaipal
8. Who was the founder of the Delhi Sultanate in Medieval India?
a. Qutubuddin Aibak b. Alauddin Khalji
9. Who is considered to have been the was the grimmest ruler in India?
a. Iltutmish b. Ghiyasuddin Balban
10. Who was the inaugural sultan of the Khalji Dynasty?
a. Jalaluddin Khalji b. Alauddin Khalji
11. Who assumed all powers after the death of Alauddin Khalji?
a. Malik Kafur b. Khizr Khan

130 Quiz Time!

12. Muhammad bin Tughlaq’s policy of increased taxation in the Ganga-Yamuna Doab
failed because it was launched during this natural calamity.
a. A severe famine b. A flood
13. Who established the Sayyid Dynasty?
a. Feroze Shah b. Khizr Khan
14. Amir Khusrau is credited with the invention of which musical instrument?
a. Harmonium b. Sitar
15. Who established the Vijayanagara Kingdom?
a. Krishnadeva Raya b. Harihara I and Bukka Raya I
16. Who was the most formidable threat to Babur?
a. Rana Sanga b. Daulat Khan Lodi
17. Who constructed the Grand Trunk Road?
a. Babur b. Sher Shah Suri
18. Who was the Mughal emperor known for his policy of Sulh-i-kul, which aimed at
religious tolerance and harmony?
a. Jahangir b. Akbar
19. Who was Akbar’s minister of finance?
a. Raja Todar Mal b. Tansen
20. The Mughal emperor Aurangzeb was known for his conservative policies and
reimposition of which tax that had been abolished by his predecessors?
a. Jizya b. Sardeshmukhi

Quiz Time! 131

 Answer Key to Quiz Time!
1. Feudalism
2. Bethlehem
3. Maxentius
4. Byzantium
5. Pope Urban II
6. Umayyad Dynasty
7. Jaipal
8. Qutubuddin Aibak
9. Ghiyasuddin Balban
10. Jalaluddin Khalji
11. Malik Kafur
12. A severe famine
13. Khizr Khan
14. Sitar
15. Harihara I and Bukka Raya I
16. Rana Sanga
17. Sher Shah Suri
18. Akbar
19. Raja Todar Mal
20. Jizya

132 Answer Key to Quiz Time!