Teacher’s Handbook

Standard XI

History
(Volume -1)
2018

State Council of Educational Research and Training

(SCERT)

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 Contents
1.Preface

2.Introduction to Lessons

3.Syllabus

4.Books for Further Reading

5.Websites and Internet Sources

6.Teaching and Evaluation: Lesson-wise Guidance

7.Teaching Schedule for the Term (Jun -Sep)

8.Career Prospects for History Students

9.Format for Feedback

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 Preface
History is process that led to the lives that we lead today. Historical events provide us the
evidence for understanding historical processes which are complex. Studying history helps
us to understand our culture as well as the cultures of other countries with which we are not
familiar. History is essential for anyone interested in how society has changed and developed
and what the possibilities are for further change in the future. Knowledge of history, as
Bertrand Russell observed, enlarges our imagination and fills our thought with the desire
for achieving greater ends. As long as human beings live in society as a collectivity, the
relevance of history cannot be questioned.

The objective of this handbook is to help teachers in imparting quality education in classes.
The handbook orients teachers towards the new textbook prepared in keeping with recent
epistemic shifts and to meet current challenges to successful history teaching. The handbook
contains explanatory notes, practical suggestions for classroom exercises and evaluation
methods. In particular, evaluation has been built into the teaching–learning process so that
the learning gaps of the students are addressed then and there. Periodical assessment is
recommended to gauge the learning capacity of students as well as their special needs.
It also serves the purpose of monitoring the changes taking place in students’ learning
progress.

The facts in the texts of the lessons are presented objectively, coherently and, to the extent
possible, lucidly. The explanation of events may sometimes become difficult for learners and
for this reason, at the end of each lesson glossaries of unfamiliar terms has been included.
Box items are provided to give interesting information relating to the subject matter. The
teachers may, accessing net sources, think of snippets and anecdotes relevant to the text
and use them for classroom teaching. The list of books given in the textbook is intended for
the reference of both teachers and learners. Wherever possible, maps have been provided
to make sense of references to places and their geographical locations. The Google Earth
Maps and Wikimapia will be of great use in this regard.

Today, as we see, there are larger audiences for watching programmes on Television and
Audio-Video channels. If the sequence of events covered in the lessons are explained with
the aid of audio/visual media, then the students are sure to develop interest in history. With
this end in view QR (Quick Response) Codes are provided along with each lesson. These
can be read using smart phones, laptops and other similar devices. QR Codes link archives,
libraries, museums and the like in the virtual world. Teachers using the laptop can download
a QR Code Scanning Programme, available free of cost, and explore the wide range of
educational resources available in the web sites. At home the students can also scan QR
Codes in the lessons and access the supporting online resources directly.

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 Introduction to XI Std.History Lessons: Volume 1
The history textbook for Std. XI, based on the new syllabi, is presented in two volumes.
This first volume contains eleven lessons pertaining to ancient, early medieval and medieval
periods. Various cultural elements comingled in ancient India. Big empires such as Maurya
and Gupta and organized religious traditions such as Hinduism, Jainism, Buddhism emerged
around this time. In contrast the early medieval period was characterized by the large
number of regional and local kingdoms, the prominent being the Palas of eastern India, and
the Chalukyas, the Pallavas and the Cholas of southern India. The subcontinent, in course
of time, fragmented into warring states and the process of feudalization of society gained
pace. The medieval period that heralded in the Delhi Sultanate, while imposing centralized
structures, brought in great cultural diversity, thereby paving the way for the evolution of a
pluralistic society in India.

Lesson 1 is about the history of India from the Stone Age to Bronze Age. The hallmark of
Neolithic Revolution and the significant features of the Indus Civilization that represented
the first urbanisation in India are dealt with in detail.

Lesson 2 examines the aftermath of the decline of Indus Civilisation. Chalcolithic and Iron
Age cultures across India, with sufficient focus on contemporary conditions in Tamilagam,
are highlighted.

Lesson 3 discusses the material advancement, signifying the second urbanisation in the
post-Vedic age. Intellectual awakening and birth of new religious faiths that are hallmarks
of this era are analysed here.

Lesson 4 while dealing with the emergence of State and Empire, focuses on the impact
of foreign invasions (Persian and Greek). The characteristics of Mauryan administration, in
particular, Ashoka’s Dharmic State are discussed.

Lesson 5 traces the evolution of polity and society in early south India. The importance
of the reign of Satavahanas, and the unique nature of Tamil Civilisation and the pioneering
maritime activities of Tamil traders, establishing contact with countries like Rome, are
explored. The identity of Kalabhras is critically examined.

Lesson 6 dwells on the post-Mauryan period under the Indo-Greeks, Sakas, Pahlavas,
Parthians and Kushanas. It throws light on the cultural impact of these foreign ethnic groups.

Lesson 7 enumerates the achievements of Guptas on multiple fronts. Socio-economic and

cultural developments registered during their rule, their administrative system and material
prosperity of the state are the highlights of this lesson.

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 Lesson 8 is on the administrative features of Harsha and his patronage of Buddhism. The
socio-cultural life of people in northern India is portrayed from the travel account of Hiuen
Tsang. The rise of Palas in Bengal and the Rashtrakutas in Deccan as regional powers is
elaborated.

Lesson 9 provides an account of the contributions of Chalukyas and Pallavas to art and
architecture in the south. The role played by Alwars and Nayanmars in spearheading a
Tamil Bakhti movement and thereby lending their weight to the authority of the rulers in
consolidating their rule is dealt with.

Lesson 10 is about the emergence of Delhi Sultanate. Instead of dilating on the successes
or failures of individual Sultans, the cultural influences as well as the contributions of Islam
in the making of a multicultural society in India are highlighted.

Lesson 11 discusses the nature of state under Chola rule, with particular emphasis on land
grants and creation of Brahmadeyas, which led to unequal social relations. Emergence of
Pandyas after the decline of Chola kingdom and their support to international trade that led
to rapid material development and rapid urbanization in south Tamilnadu are elaborated.

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 Syllabus
1. Early India I: From the Beginnings to the Indus Civilisation – Palaeolithic to
Neolithic-Indus Society: Harappa and Mohenjo-daro – people, pattern of worship, beliefs
and customs, urbanization, housing, economy and trade

2. Early India II: The Chalcolithic, Megalithic, Iron Age and Vedic Cultures- Aryans
and Rig Vedic Society - Vedic Literature and Religion-Eastward Expansion; Later Vedic
Society: Economy, Polity and Culture-Differences between early and later Vedic Societies

3. Rise of Territorial Kingdoms and New Religious Sects - Jainism, Buddhism and
Other Sects: Social Background-Mahajanapadhas-Rise of Magadha

4. Emergence of State and Empire- Pre-Mauryan and Mauryan administration- Ashoka’s

Dharmic State- Economy and Urbanization

5. Evolution of Society in South India- Polity and Society in Post Mauryan Period-
Sathavahanas and their land grants -Tamilagam in Sangam Age: Tinai divisions; Tribal
Chiefdoms; Monarchy; polity and social structure- status of women; Roman trade-Kalabhras

6. Polity in Post -Mauryan period: Indo-Greeks, Kushanas, Sakas; Foreign Trade &
Evolution of Money Economy

7. The Guptas: Religious Revivalism: Sanskrit Language and Literature-Land grants-

Science, Society and Economy- Nalanda University: Art, Architecture and Sculpture

8. Harsha and Rise of Regional Kingdoms: Harsha and his administration-Rashtrakutas-

Palas

9. Cultural Development in South India: Chalukyas and Pallavas -Ajanta-Ellora-

Mamallapuram- Devotional Movement (Alwars & Nayanmars, Adi Sankara, Ramanujar) and
Literature

10. Advent of Arabs and Turks: Settlement of Arabs in Sind - Ghazni and Ghori expeditions
-Rajputs: Prithviraj Chauhan-Delhi as Centre of Power; the Sultanate - Balban, Alauddin
Khalji-Muhammad bin Tughlaq-Feroz Shah Tughlaq

11. Later Cholas and Pandyas: Chola state: administration- land tenure-Sabhas and
Assemblies (Uttaramerur Inscription)-Literature, Art, Temples and Architecture- Pandya
Kingdom: Maravarman Sundrapandyan and Parakirampandyan- Maritime trade- Kayal-

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 Succession dispute between Sundrapandyan and Virapandyan leading to the intervention of
Alauddin Khalji.

12.Vijayanagar and Bahmani Kingdoms: Vijayanagar Kings-Achievements

of Krishna Deva Raya -Administrative System, Art, Architecture, Literature-
Hampi Ruins - Bahmani Kingdom: Mohammed Gawan- Gol Gumbuz-South India through
the Ages

13. Cultural Syncretism: Conflict with Buddhism and Jainism-Spread of Bhakti movement
to North India-Sufism-Prominent Bhakti Exponents: Kabir, Gurunanak, Meerabai.

14. The Mughals: Babur-Humayun- Shershah and his administration-Akbar: Administration-

Religious policy- Jahangir, Shahjahan and Aurangzeb- Mughals’ policy towards Rajputs and
Sikhs-Land Tenure: Mansabdari and Jagirdari systems-Indo-Persian Art-Taj Mahal, Agra
Fort- Literature: Indo-Persian Art & Literature: Amir Khusrau, Dara Shikoh with focus on
creation of a composite culture.

15. Marathas: Rise of Marathas –Shivaji -Maratha administration- Maratha rule in Tamil
Nadu

16. Coming of the Europeans and Struggles for Supremacy: The Portuguese, the
Dutch-English, French, the Danish- Carnatic Wars- Battles of Plassey and Buxar- The
Establishment of British Rule.

17. Effects of British Rule: Land tenures: Permanent Settlement & Ryotwari-Subsidiary
Alliance & Doctrine of Lapse- Native States and British Paramountcy-Railways, Postal &
Telegraph systems: Environmental Changes (forests; irrigation, etc); Deindustrialization;
Drain of Wealth; Famines; Indentured Labour- Reforms in civil and judicial administration-
Educational Development and its Impact

18. Early Resistance against the British: Revolt of regional powers and palayakkarars-
Resistance from Hyder and Tipu-Vellore Revolt (1806)-Peasant and Tribal Revolt: (Santhal,
Kol, Munda uprisings)-1857 Great Rebellion-1858 Queen’s proclamation-Consequences

19. Socio-Religious Movements: Brahmo Samaj, Arya Samaj-Ramakrishna Mission-

Aligargh Movement-Satyasodhak movement- Pandita Ramabai-Ramalinga Adigal - Vaikunda
Swamigal

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History.indd 6
Classroom Teaching Schedule (Model)
Month 1st Week 2nd Week 3rd Week 4th Week
(7 Periods) (7 Periods) (7 Periods) (7 Periods)

Lesson 1 Lesson 1 Lesson 2 Lesson 3

Early India : From the Early India : From the Early India : Rise of Territorial Kingdoms
beginnings to the Indus beginnings to the Indus The Chalcolithic, and New Religious Sects
June Civilisation Civilisation Megalithic Iron Assessment
Assessment Assessment age and Vedic
Cultures
Assessment
Lesson 4 Lesson 5 First Mid Term Lesson 6

6
Emergence of State and Evolution of Society in South Polity and Society in Post-
July
Empire India Mauryan period.
Assessment Assessment Assessment

Lesson 7 Lesson 8 Lesson 9 Lesson 10

The Guptas Harsha and Rise of Regional Cultural Advent of Arabs and Turks
August
Assessment Kingdoms Development in Assessment
Assessment South India
Assessment

Lesson 11 Revision Quarterly Exam Holidays

September Later Cholas and Pandyas
Assessment

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 Well Researched Books Written by Professional Historians
(For Further Reading)
D.D. Kosambi, Myth and Reality: Studies in the Formation of Indian Culture, Popular
Prakasham.
K.A. Nilakanta Sastri, A History of South India: From Pre-Historic Times to the Fall of
Vijayanagar, OUP
-------------------------, Cholas, University of Madras.
Romila Thapar, Early India: From Origins to AD 1300 (Penguin)
----------------, Interpreting Early India, Oxford University Press (OUP).
R.S. Sharma, Early Medieval Indian Society, Orient Blackswan
-----------------, India's Ancient Past, OUP
-------------------, Indian Feudalism, Macmillan
Irfan Habib, Medieval India, National Book Trust
Burton Stein, A History of India, OUP.
Sunil Kumar, Emergence of Delhi Sultanate, Cambridge University Press
N. Subramanian, Sangam Polity, Ennes Publication
Y. Subbarayalu, South India under the Cholas,
R. Champakalakshmi, Trade, Ideology, Urbanization, OUP
R. Champakalakshmi, Religion, Tradition, Ideology, OUP
Noboru Karashima, Ancient to Medieval: South Indian Society in Transition, OUP
Noboru Karashima, A Concise History of South India: Issues and Interpretations, OUP
Kesavan Veluthat, The Early Medieval in South India, OUP
Rajan Gurukkal, Social Formations of Early South India, OUP
Irfan Habib, People’s History of India Series(all volumes), Tulika
A.L. Basham, The Wonder that was India, Picador
N. Subramanian, History of Tamil Nadu, Ennes Publication
D.N. Jha, Ancient India in Historical Outline, Manohar
Upinder Singh, A History of Ancient and Early medieval India, Pearson
Abraham Eraly, Gem in the Lotus, Penguin
--------------------, The Age of Wrath, Penguin
Kanakalatha Mukund, A World of Tamil Merchants: Pioneers of International Trade, Penguin
Chris Harman, A People’s History of the World, Orient Longman
Ralph & Burns, History of World Civilizations
John Keay, India: A History, Harpercollins
Lesli C. Orr, Donors, Devotees and Daughters of God: Temple Women in Medieval Tamilnadu,
OUP

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 Web Sources
For History in General

http://www.harappa.com/har/aryan-invasion.html
http://www.bbc.co.uk/religion/religions/hinduism/history/history_1.shtml
http://uwacadweb.uwyo.edu/religionet/er/hinduism/HORGS.HTM
https://sol.du.ac.in/mod/book/view.php?chapterid=1637&id=1611
http://www.peppertrail.com/inner.php?menu_id=16&sm1_id=117&index_id=3
http://unesdoc.unesco.org/images/0007/000746/074678eo.pdf
http://tagavalaatruppadai.in/
http://ces.iisc.ac.in/hpg/ragh/ccs/CCSPublications/GR/Gurukkal%20Jun%202013-EPW.pdf
http://tagavalaatruppadai.in/excavations
https://www.britannica.com/art/shangam-literature
https://sangamtamilliterature.wordpress.com/book-list/
http://en.unesco.org/silkroad/sites/silkroad/files/knowledge-bank-article/sangam_
literature_as_a_source_of_evidence_on_indias_trade_with_the.pdf
http://shodhganga.inflibnet.ac.in/bitstream/10603/84069/6/06_chapter%201.pdf
http://www.insa.nic.in/writereaddata/UpLoadedFiles/IJHS/Vol45_1_2_JDeloche.pdf
http://ces.iisc.ernet.in/hpg/ragh/ccs/CCSPublications/GR/Gurukkal%20Jun%202013-EPW.
pdf
http://www.epw.in/journal/1967/20/book-reviews/indo-roman-trade.html
http://en.unesco.org/silkroad/sites/silkroad/files/knowledge-bank-article/roman_contacts_
with_tamilnadu.pdf
https://www.cambridge.org/core/journals/antiquity/article/indoroman-trade-the-ceramic-
evidence-from-egypt/CDA47C699DF12B02954DDFD32FFC4FB6
http://ignca.nic.in/mausam/ProfOsmund_presentation.pdf
http://eprints.nmlindia.org/5805/1/92-103.PDF
http://www.archeologia.univ.rzeszow.pl/wp-content/uploads/2013/05/analecta_5/4_
Sudyka.pdf
http://www.ijssh.org/papers/606-C10015.pdf
http://www.samorini.it/doc1/alt_aut/ad/chinnian.pdf
http://download.nos.org/srsec315new/History%20Book_L06.pdf
https://sol.du.ac.in/mod/book/view.php?id=1611&chapterid=1637
http://www.nios.ac.in/media/documents/SecICHCour/English/CH.06.pdf
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/secondary/SMIGRA*/Aurum.html

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 https://www.britannica.com/topic/civilization
http://www.ancient-origins.net/human-origins
http://humanorigins.si.edu
https://www.britannica.com/
http://www.iitgn.ac.in/ifdls/files/Scientific-and-Technological-Contrib-Indus.pdf
https://oi.uchicago.edu/sites/oi.uchicago.edu/files/uploads/shared/docs/sumerians.pdf
http://www.iicdelhi.nic.in/ContentAttachments/Publications/DiaryFiles/145615June132013_
IIC_48_13_06_2013.pdf

For Indian History

http://epgp.inflibnet.ac.in/ahl.php?csrno=829 (ePGPathshala)

http://content.inflibnet.ac.in/ (Vidya Mitra)

http://cec.nic.in/E- http://www.iicdelhi.nic.in (Consortium for Educational Communication,
UGC)
https://sourcebooks.fordham.edu/india/indiasbook.asp#Indus%20Valley%20Cultures
(Internet Indian History Sourcebook)
http://dsal.uchicago.edu/reference/schwartzberg/ (A Historical Atlas)
http://www.columbia.edu/itc/mealac/pritchett/00fwp/(Resources on South Asia)
http://www.asi.nic.in/ (Archaeological Survey of India)
http://www.tnarch.gov.in/(Tamil Nadu State Department of Archaeology)
http://www.tnarch.gov.in/sitemus/list.htm (List of Site Museums in Tamil Nadu)
http: //www.varalaaru.com (A monthly web magazine for South Asian History)
http://www.ancientindia.co.uk – (Buddha, Early Hinduism and Indus Valley – teacher’s
resources.)
https://www.harappa.com (Harappan Civilization)
https://www.youtube.com/watch?v=zpYTGHLZHPU (Spatio-Temporal Evolution of Indus
Urbanization)
https://www.youtube.com/watch?v=QUng-iHhSzU (Mohenjodaro)
https://www.youtube.com/watch?v=SdGbamPgf8o (Mohenjodaro – IIT Kanpur)
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/S000829IC/P001497/
M015108/ET/14600121395ET.pdf(Vedic period)
http://dsal.uchicago.edu/reference/schwartzberg/fullscreen.html?object=050(Vedic period)
http://epgp.inflibnet.ac.in/view_search.php?&category=14493%20&ft=lm(Mahajanapadas)
http://epgp.inflibnet.ac.in/view_search.php?&category=15167%20&ft=lm(Buddhism and
Jainism)

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 https://www.buddhanet.net/e-learning/(Buddhism)
https://www.cs.colostate.edu/~malaiya/jainhlinks.html (Jainism)
http://www.columbia.edu/itc/mealac/pritchett/00maplinks/early/janapadas/janapadas.html
(Janapadas)
http://dsal.uchicago.edu/reference/schwartzberg/pager.html?object=059(Mauryan Empire)
https://www.cs.colostate.edu/~malaiya/ashoka.html (Asoka)
https://www.repository.cam.ac.uk/bitstream/handle/1810/242939/bot_1994_02_01.pdf
(Asoka’s Dhamma)
http://www.frontline.in/arts-and-culture/heritage/keezhadi-a-new-sangam-age-site/
article8187801.ece (Keezhadi Excavation)
http://asi.nic.in/asi_monu_whs_mahabalipuram_monolithic.asp (Pallavas)
http://asi.nic.in/asi_monu_whs_cholabt_features.asp (Cholas)
https://www.sahapedia.org/the-great-chola-temples (Cholas)
https://whc.unesco.org/en/list/250 (Cholas)
https://www.gounesco.com/explorations-at-kaveripattinam/ (Cholas)
Free Online Book Portals
https://archive.org/
http://www.gutenberg.org/
https://www.questia.com/
Google Books (Web site)
https://books.google.co.in/
Online Journals

Studies in History Url: http://journals.sagepub.com/home/sih

Proceedings of Indian History Congress Url: https://www.jstor.org/journal/procindihistcong

Current Science Url: www.currentscience.ac.in
Science url: science.sciencemag.org
Nature url: www.nature.com
Museum Websites
www.britishmuseum.org
https://indianmuseumkolkata.org
salarjungmuseum.in/home.php
www.nationalmuseumindia.gov.in
http://www.e-books-chennaimuseum.tn.gov.in/ChennaiMuseum/images/books/
directory%20of%20museums%20galeries%20and%20memorials%20in%20tamilnadu.pdf
10

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 Guidelines: Lesson-wise
1. Early India: From the Beginnings to the Indus
Civilisation
Teaching/learning tools
Hardware requirements for PowerPoint presentation, video player, photos and videos, charts,
slides, reference books, dictionary, maps, apart from blackboard and chalks.
Spotlight
 Knowing about the pre-historic humans and their capabilities.
 Learning the distinct characteristics of Lower, Middle and Upper Paleolithic Cultures.
 Grasping the transition from larger hand axes and cleavers of Acheulean culture to
smaller tools such as scrapers, used in the Middle Paleolithic culture.
 Tracing the beginning of agriculture and the process of urbanization, followed by
the Neolithic revolution.
 Acquiring knowledge about Indus Civilization, and the first urbanization in India.
Learning Objectives
 To know the Stone Age cultures of India.
 To learn the different phases in Palaeolithic Age and the place of the Homo Sapiens,
the Neanderthals and the Narmada humans in them.
 To distinguish between Palaeolithic and Mesolithic People.
 To learn the importance of Neolithic revolution.
 To acquire knowledge about the salient features of the Indus culture.
Learning Outcomes
At the end of the lesson students should be able to
 learn the Acheulian and the Sohanian traditions in archaeology.
 understand the importance of Hominin and Animal fossils in fixing the period of
lower Palaeolithic culture.
 gain knowledge on different Mesolithic sites of India
 know the two phases of Neolithic culture, namely Aceramic and Ceramic.
 locate the core areas of the Indus Civilization.
 study the hallmark features of the bronze age civilization in Harappa and
Mohenjo-daro .
 understand how India has been the crucible of numerous civilizations up to 5,000
years ago.

11

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 Time required Teaching/learning methods Classroom Situation

Teachers are to Warm - up and Introduction Writing the important terms related
divide the total (visual and oral activity) to the lesson on the board along
hours available with the changing technology
into required Warm up with recall of what and lifestyle to relate the cultural
proportions to students studied in lower grade/ transformation of people at every
conduct each class about world pre-history and phase.
human evolution.
activity Assessment
• What are the sources for
studying pre-historic India? Ask them to differentiate the tools
• What do you know about and ways of life during different
human evolution? lithic periods.

• What are the different stages Guide them to identify the nature
of Palaeolithic period? of evidence found in the prehistoric
sites of India and locate them in a
• Why did early societies not map.
take to agriculture?
• Where did the crop species The mixing of diverse cultural
first come from? elements needs to be explained.

• When did farming and animal Questions such as why the

domestication begin in India? Neolithic Culture appeared only
in certain parts of India? And why
Draw attention to the fact that urban civilization emerged only in
people were highly mobile and the Indus Valley? are to be posed.
there was comingling of peoples
from north to south and east to
west.
Students to learn the characteristics
Visual support to prod their and periods of different cultural
memory periods: Palaeolithic Mesolithic,
Display charts showing the and Neolithic.
different cultural periods and the
archaeological sites of pre-historic
India, excavated so far. Students to be guided to
comprehend the terms related to
• Ask the students what they pre-history given in glossary.
remember about the various
lithic periods?
• Ask how the tools used in Assessment
Acheulian time differed from Ask the students to explore the
the ones used in Mesolithic cultural traits of each period and
period? discuss with them the nature of
the society at every stage.
• What was the timeline for
various cultures of Indian
region?
• Do they know where the
evidence of Archaic Homo
sapiens was found?

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 After teaching, the lesson needs Students can study in pairs and
to be read out aloud in class by underline the words/phrases and
students section by section. The concepts that need clarification
following questions maybe asked from the teacher.
later.
• When did the practice of
Remedial Activity and
burying the dead start?
Extended Learning
• Who discovered a fossil at
Athirambakkam? The students, after reading the
text book, may seek the teacher’s
• What were the animal fossils
help in clearing their doubts.
explored in Narmada valley.
• What are the differences
between the Mesolithic and
Neolithic cultures?
• Identify the places where
evidence of Mesolithic art is
found in India.
• What are the striking
characteristics of the Neolithic
Age?
• Why Indus culture is called
civilization?
• What are the evidences of
engineering and masonry
skills of Indus people?
• When the Indus Civilization
was in the pinnacle of glory,
what was the cultural condition
in Tamilnadu.
Questions like these help them to
recap and remember what they
learn from class room teaching.

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 Textual Exercise Home Assignment

A brief discussion wherein the The students may write an essay

students will give the answer on a particular cultural period in
(read from the text);
Teacher to support/guide;
Map skill: Refer to the map of the
Indus Civilization and the Neolithic
Sites.
several groups. They may present
it in the classroom to hone their
presentation skill.
Assessment
Questions can be put to students
on:

The timeline of pre-historic India,

from Palaeolithic to Neolithic.

Enumeration of various sites

associated with Indus culture.

The utility of microlithic tools

Debate and Discussion

The causes for the decline of the

Indus civilization.

On deciphering the Indus script.

Comparing the Indus civilization

with the Mesopotamian.

Classroom collective
exercise:

Preparation of at least 10 Multiple

Choice Questions in each section
of the lesson to enable students
to gain insight into the lesson.

Arranging a quiz programme in

the class.

Formation of groups to collect

related history books from the
library and make a presentation
on an assigned topic in a seminar.

14

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 Recommended Activities:
• A timeline of prehistoric India
is given in the text; based
on that, students to prepare
a colourful (with suitable
pictures/drawings) timeline
comprehensively;(this maybe
done in groups; the best group
can be given appreciation
points)
• Each group of students
may be given the task of
summarizing the main
features of the Palaeolithic
Mesolithic, Neolithic cultures
by preparing charts.
• Students may organise an
mini-exhibition on the Indus
Civilization.
• Students may be asked to
browse the Internet and
prepare an album portraying
the evolution of humans from
Australopithecus to Homo
Sapiens
• A visit to a museum or a
burial site or an excavated
archaeological site (if there
is any nearby) and write their
observations for presentation
in the class room
• The school/teacher can
arrange to get an expert
in archaeology/geology/
museology or any related field
and make them to interact
with the students.
Students may be asked to collect
newspaper clippings containing
news on archaeology and use
them for classroom discussion.
Check the activities in ICT corner
in the textbook.

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 Questions for classroom discussion and worksheets.
1. What do you know of the theory of humans migrating out of Africa?
2. What is the significance of Cranium fossils found in the Narmada region?
3. How does DNA help in determining prehistoric periods?
4. How do wild animal and plant differ from domestic animal and plants?
5. What types of stones were used for making tools in the prehistoric period?
6. How were stone tools made?
7. What are geometric tools?
8. What were Ostrich egg shells used for?
9. What are the different phases of Harappan culture?
10. What are the important settlements in the boundary of the Harappan civilization region?
Essay /Seminar Topics
1. The Neolithic cultural traits of India.
2. The beginning of agriculture in India.
3. Animal domestication in India.
4. The Neolithic culture of south India.
5. Pre-historic art of India.
6. What are the urban features of the Indus Civilization?
7. Hunters and gatherers were necessarily dependent on one another. Why?
8. Describe the Harappan trade with West Asia?
9. Highlight the craft production in Indus society.
10. How do you conclude that the Harappan civilization belongs to the Bronze age civilization?
Fill in the blanks
1. Acheulian tools were discovered at ___________ in Tamilnadu.
2. An Upper Palaeolithic shrine was found at_______ , Uttar Pradesh.
3. Teri sites are famous for ________ tools.
4. The earliest human burials of India belong to________ period.
5. In South Asia, the earliest evidence of animal and plant domestication is found at
_________.
6. Neolithic sites have been found at ____________ in Tamilnadu
7. Neolithic culture in ______ region was contemporary to the Harappan civilization.
8. In India Mesolithic culture appeared around_______ BCE.
9. Neolithic people of Burzahom traded with people of _________
10. Harappans used ________ for making stone blades and tools.

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 2. Early India: The Chalcolithic, Megalithic, Iron Age and
Vedic Cultures
Teaching/Learning Tools
Hardware requirements for power point presentation, video player, photos and videos,
charts, slides, reference books, dictionary, maps, apart from blackboard and chalks.
Spotlight
 Studying early historical India after the decline of the Indus Civilization
 Knowing about Chalcolithic farming and cattle-rearing communities that lived in
some parts of India.
 Investigating the geographic differences in human societies
 Acquainting oneself with the Iron Age cultures of south India
 Learning about the Early and Later Vedic societies of north India
 Understanding the territorial formations and the development of lineages during the
Later Vedic period
Learning Objectives
 To realise that history followed different courses for different people because of
differences in peoples’ environments.
 To know the correlation between Early Vedic and Chalcolithic cultures of India.
 To understand the relationship between Later Vedic culture and Painted Grey Ware
Culture of the Iron Age in North India
 To get acquainted with the importance of Megalithic Sites in Tamilnadu
 To comprehend the differences between Early and Late Vedic societies.
Learning Outcomes
After reading this lesson, the students would be able to
 learn that different peoples acquire food production technology at different points of
time in prehistory.
 know the advantages that Aryans had because of domesticated horses and use of
chariots.
 comprehend the use of metals and metal implements in the material advancement
of people.
 learn the kinship-based social structure of Aryan society and its tribal polity with
rajan as chief.
 Understand the evolution of rigid social division in the Later Vedic Period.

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 Time required Teaching/learning methods Classroom Situation

Teachers are to Warm-up and introduction Teacher is to start the lesson with
divide the total the introduction of terms such as
hours available Warm-up session can have recap
nomadism and pastoralism.
into required of the main features of the
proportions to previous lesson.What are the Brief discussion on migrations of
conduct each sources for studying pre-historic people and the resultant spread of
activity India? their ideas and innovations to far
off places, with examples.
• What was the geographical
spread of the Indus civilization? Then to dilate on what constituted
Samhitas that added texts called
• What were the characteristics
brahmanas and how each brahmana
of society, economy,
had an aranyaka and an Upanishad.
technology, economy and
religion prevalent at that time Extended learning

• Who were the next settlers A brief discussion on the concepts

after the decline of the Indus like culture and civilization should
civilization? precede the sections on different
cultures in the lesson are dealt
Visual aids
with.
The chalcolithic-era pottery of
A comparison chart distinguishing
north India and the pottery of iron
the differences between culture
age culture in south India may be
and civilization is desirable.
highlighted with the help of visual
aids. Give focus to the megalithic Additional Information
burial sites, stonehenge, hero
• Students may be asked to
stones, menhir and dolmen
state the reasons for the
The map illustrating the existence of different cultures
Chalcolithic and the Iron Age sites and languages in India.
of India may be shown to identify
• They may be informed that
their locations.
farmers and herders were
Map portraying the migration of more productive than hunter-
Aryans to the Punjab region and gatherers and that plant and
later to the Ganges plains. animal domestication led to
denser human population.

• As herds were acquired

through raids, warfare became
a growing feature of such
societies.

• The use of plough encouraged

an increased division of labour
in the society.

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 Guided learning • The Persian text of Zend
Avesta maybe cited as an
The entire lesson is to be divided
indirect evidence to conclude
into sub-units. After teaching and
that the early home of the
explaining each unit, a summary,
Aryans was outside the Indian
more comprehensive than the
subcontinent.
one given at the end of lesson in
the textbook, may be provided by • Kuru-Panchala kingdoms in the
the teacher. This is to be followed upper Ganga Doab region and
by a series of questions posed to the war between the Kauravas
students to evaluate their learning and Pandavas forming the
progress. Special attention to be theme of Mahabharata be
made to the slow learners. elaborated.

Each student can be asked to read • The concept of asramas,

aloud by turn, probably paragraph
by paragraph. They may be asked
to explain the meaning of each
sentence in their own language.
Teacher can intervene and
supplement information on the
aspect highlighted in the relevant
paragraph.
denoting various stages
of life, and the denial of
this privilege to Kshatriyas
creating resentment between
priestly and warrior classes be
highlighted

Assessment

Students’ understanding of the

lesson taught can be assessed
using the following Methods.

• MCQ test

• Quiz and fill in the blanks tests

• Weekly written tests

• Oral presentation on a sub-

topic in a seminar.

• Group discussion on a chosen

topic

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History.indd 19 11-07-2018 12:42:26

 Megalithic Culture Home assignment:
Discuss: Ask students to compare the
What do we mean by megalithic? status of women of Early Vedic
with that of Later Vedic period
Why did people make elaborate
human burials in the Iron Age? Ask students to compare and
List the megalithic sites of South contrast the Early Vedic and Later
India. Explain the reasons for the Vedic societies.
variations in burial types. Ask students to use the web
Textual exercise sources to write a detailed account
of Megalithic sites in Tamilnadu.
Brief discussion wherein the
students will give answers. The
teacher to support/guide the
students.
Map skills
• Refer to the maps of
Chalcolithic, Iron Age and
Vedic cultures in the text.
Recommended activities
• Group activity
• Group discussion on
Adichanallur and Kodumanal
• Why were Megalithic sites
abandoned?
• The advantage of iron tools
over stone and copper tools
Studying the similarities and
dissimilarities between Ochre
Coloured Pottery Ware culture
and Northern Black Polished Ware
Culture.
Honing the oral narration
skills
• Polity in Early Vedic Society
• The essential characteristics
of the Chalcolithic culture.
• Comparison of religion of
Indus people with that of
Vedic people.
Analysis of the cultural practices
of non-Aryan people in the Vedic
society.

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 Fill in the blanks
1. ________ is a genetic marker said to have been found among Indo-European
language speakers.
2. The term krishi refers to ___________ .
3. Lopamudra was a wife of ______________.
4. The burial system followed by people of Neolithic period continued into __________
period.
5. Bharatas and Tritsus were the ruling _______ clans.
6. Khetri had___________ mines
7. Upanishads were composed during __________ period.
8. Shyama-ayas referred to _____ .
9. Menhir is a________________ monument.
10. Cist is a _________ made of stone slabs.
Short Answer Questions
1. Who were the Vedic gods?
2. What do you know of the Battle of Ten Kings?
3. What were the crafts of the Vedic Ages?
4. Write a note on Zend Avesta.
5. Explain the importance of Aranyakas.
6. In what way is urban life distinguished from the village life?
7. How do Vedic texts describe other regions?
8. What was the role of assembly of the Vedic age?
9. What was the role of rajan in Vedic society?
10. What are Port-holes?
11. Why did people place grave goods in the burials?
Essay / Seminar Topics
1. Explain the features of the OCPW culture.
2. Discuss pre-Harappan culture.
3. How was the economy under the Early Vedic different from that of the Later Vedic
period?
4. Highlight the trading activities in the later Vedic period.
5. The Rig Vedic Aryans combined agriculture with animal husbandry. Explain.
6. What was the Varna classification of later Vedic Period?
7. Highlight the aspects in which Iron Age in North India differed from Iron Age in Tamil-
nadu.
8. Discuss the need for the Aryan migration towards the east.
9. Write about the non-Aryan people of India during the Vedic age.
10. Compare the conditions of women in both the Vedic Ages.

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 3. Rise of Territorial Kingdoms and New Religious Sects
Teaching/Learning Tools
Black Board, Picture Charts, Relevant Wall Maps of Ancient India, Jataka Stories, Video
shows, PowerPoint hardware.
Spotlight
 Transition from Chiefdom to Kingdom
 Migration of Indo-Aryan speakers to the east: from the valleys of the north-west
and the plains of the Punjab to the Gangetic valley.
 NBPW as a marker for urban culture– generation of food surplus by use of iron
ploughshares – use of iron in craft production leading to trade and exchange.
 Peasants as producers of food and providers of revenue.
 Chiefs and Kings – imposition of taxes – maintenance of an administrative machiery
and army-State formation
 Intellectual Awakening and opposition to Vedic Teachings – the rise of Buddhism
and Jainism.
Learning Objectives
 To understand the significance of sixth century BCE in early historical India
 To know the transformation from kinship-based polity to territorial kingdom.
 To have knowledge about the emergence of Rajgriha, Shravasti, Kaushambi,
Vaishali,Ujjain and Taxila as urban centres
 To study the importance of rise of sixteen Mahajanapadas on Gangetic Plains in
north India
 To know People’s disillusionment with the Vedic orthodoxy and the resultant support
for heterodox sects.
 To become aware of the presence and influence of Mahavira, Buddha and Ajivika in
Tamil Nadu
Learning Outcomes
Students would come to know
 The salient features of the sixteen major states that dominated north India,
as Gana-Sangas and monarchies.
 Indian Materialism represented by Carvaka and AjitaKesakambalin.
 That Buddhists and Jains opposed blood sacrifice and animal slaughter. They
counter-posed ahimsa to warfare.
 The five great vows of Jain monks and the four noble truths of Buddha
 The causes for the decline of Jainism and Buddhism in India

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 Teaching/learning methods Classroom Situation

Teachers are to divide the total hours available

for teaching into required proportions to
conduct each activity
Warm up and Introduction Aspects to be dealt in the classroom

Questions to lead students from the known

to the unknown
To recall what they learnt from the previous Explain to the students the cultural impact
lesson: of advent of Europeans and then tell them
about the impact of Aryan contact with the
Have you noticed new birds flying in flocks
indigenous people.
across your region during winter months?
Why and where from do they come? What
do you call this phenomenon?

Do you know of people who have come from

other parts of the state, country and the
world and settled in your place?
What is the impact of their settlement in
your place?
What was the difference between the army Highlight the role of advanced technology in
of Indian rulers and the English army in the the Aryan domination over the indigenous
eighteenth century? Why did the Indians people, with emphasis on their use of horse
lose the battles against the Europeans? and knowledge about iron.
Ask the students in what respect towns/ Discuss the requirements of centralized
cities in their region are different from the administration. How did such a political
country side? Prompt them to recollect the formation change the face of the social,
urban features of Harappan civilization. economic and administrative fabric of the
region.
Guide the students in locating the sixteen
Mahajanapadas in the Map.
Prompt the students to speak about different Introduce the intellectual ferment of the
religious orders in India. period and the emergence of heterodox
sects.
Elaborate the story of Ajatashatru’s dialogues
with the leaders of various heterodox sects. Discuss the factors that led to people’s
opposition against Vedic religion.
Show pictures of stupas, chaityas, caves, Explain how women, from being co-decision
monasteries associated with Mahavira and makers with men, were relegated to a
Buddha. position of dependence and subordination.

Point out how Buddhists and Jains stood for

egalitarianism.

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 Guided Reading
The entire lesson to be divided into sub
units; after the explanation of each section,
a quick oral questioning to plan remedial
measures.
Each student (by turn) is to read aloud by
taking a minute or two to raise doubts.
Students in their teams to do a ‘note-making
activity’ for each topic which can be shared
as a sum-up later.
Check Progress
1.____________ technology played an 1.Compare
important role in increasing agricultural Urbanization in Harappan Civilization and
yield.
2.____________ and ____________ were
commercial towns.
3.The place where the tribes (Jana) settled
is known as _____________.
4.____________ represented the emergence
of territorial kingdoms.
5.___________ and ____________ were
the two types of Mahajanapadas.
6._____________ was the most famous
leader of the Ajivaka sect.
7.Lokayata signifies _____________
thought.
8.Triratnas are principles of _____________.
9.The first Buddhist Council was held at deliberations. Teacher is to sum up the
____________.
10.____________ mentions Buddhist stupas
built by Asoka in Kanchipuram.
History.indd 24
Sample for Note-making
Second Urbanization: Impact of iron
technology on agriculture and craft
production – food surplus – exchange of
craft products – growth of trade–emergence
of cities and towns.
Causes of Intellectual Awakening: Clan
organizations forming into federation–
territorial idea gaining precedence over
clan loyalty– denial of regulated stage of
life (ashramas) to Kshatriyas. Meaningless
observation of rituals and performances –
revolt against religious rites.
Home Assignment
and contrast the First
the Second Urbanization in the Gangetic
valley.
2.Mark the sixteen Mahajanapadas in an
outline map of India and write a brief note
(30 words) on each one of them.
3.Examine the influence of Ajivika in Tamil
Nadu.
4.What are the morals that we learn from
the Jataka Tales.
5.Highlight the similarities and dissimilarities
between Jainism and Buddhism
Presentation by Students:
Students to make short presentations
of their home assignments in class (five
to ten minutes). It should be followed by
discussion in the end.
24
11-07-2018 12:42:27
 Reasoning: Whether reason provided
for the assertion is true or false?
11. Assertion: The Aryans migrated to the
east from about 600 BCE.
Reason: They migrated because they were
driven out by Dasas or Dasyas.
12. Assertion: In the Mahajanapadas where
monarchy was the form of government, the
social division was rigid.
Reason: The rule of varna was observed in
these kingdoms.
13. Assertion: Jainism advocated dualism.
Reason: According to Jainism the world is
made of soul (jiva) and matter (ajiva).
14. Assertion: Buddhism believes in the
doctrine of rebirth.
Reason: According to Buddha past actions do
not determine one’s condition in this birth.
15. Assertion: Kanchipuram in the early
Christian era was a flourishing Buddhist
centre.
Reason: Hiuen Tsang refers to Buddhist
stupas in Kanchipuram.
Exposition
16. Define gana-sangha with suitable
examples.
17. Give an account of the early sacred
Buddhist literature.
18. What do you know of stupas, chaityas
and viharas.
19. Of sixteen Mahajanapadas, how many of
them were capitals of kingdoms and what
are they?
20. Why were Vrijjis considered one of the
best known of the gana-sanghas?
Map Skills Map Assignment
Train the students to mark the Mahajanapadas Give map assignment to the students to
on an outline map of India. mark the important places associated with
Buddha and Mahavira.
Video Shows
On Buddha and Mahavira.

25

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 4. Emergence of State and Empire
Teaching/Learning Tools

Black Board, Picture Charts, Relevant Wall Maps of Ancient India, Jataka Stories, Video
shows, PowerPoint hardware.

Spotlight – for the teacher to incorporate it in and through the teaching

 Rise of Magadha as the most powerful of all Mahajanapadas under Bimbisara and
later under Nandas

 Persian and Macedonian invasions and their influences on art and architecture.

 Rise of Chandragupta, the founder of Mauryan Empire, with the support of Kautilya.

 Kautilya’s treatise on statecraft Arthasastra.

 Emergence of elaborate administrative machinery and state control of resources.

 Edicts of Ashoka and the concept of conquest through righteousness.

Learning Objectives

 To know the impact of India’s contact with Persia and Hellenistic Greece

 To learn the objective conditions for state formation.

 To appreciate the historical significance of Asoka’s edicts

 To study the world’s first largest Mauryan empire.

 To know the growth of agriculture, trade, technology under the Mauryas.

Learning Outcomes

 Knowing how pursuit of military conquests of successive Magadhan rulers

culminated in the establishment of the largest empire ever established in India.

 A clear understanding of the outcome of mutual influence between India and

Persia / Greece

 Knowledge about Arthasastra’s main features “on art of good government.”

 Ashoka’s Dharmic state.

26

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 Teaching/learning methods Classroom Situation

Teachers are to divide the total hours

available into required proportions to
conduct each activity
Warm up and introduction Questions to lead Introduction
students from the known to the unknown
Ask the students to name some of the Explain the causes for the pre-eminence
powerful countries and the reasons for of Magadha that could outdo the other
it. Guide them towards the importance of Mahajanapadas and emerge as the most
natural resources. powerful one.

Point out how Magadha was favoured with

Recall the point discussed in the previous
class that both urbanization and the
formation of states are dependent on the
realization of a surplus in production of
crops and crafts.
natural resources.
The cultural interactions between India
and Graeco-Roman world and the visible
influence of Persians and Greeks in the
realm of art may be taken up in a group
discussion.

Show pictures of Persian columns of Darius Explain the emergence of Taxila as a major
and his inscriptions, comparing them with commercial centre as well as a centre of
Ashokan Pillars. learning.
Let the students enact a drama on Estimate the greatness of Chandragupta
Chandragupta taking over the throne of Maurya.
Magadha.
Introduce Arthasastra as an important
Indian manual on the subject of politics
Show pictures of Ashoka’s edicts. Locate Discuss James Prinsep’s contribution in
them with the aid of a map. deciphering the script in Ashoka’s edicts.

Show the territories of the Mauryan Empire The efficacy of Ashoka’s policy of dhamma
under Ashoka in a map. in the then context may be debated.
Pose this question to students: Huge army The perspective that when communication
and bureaucratic state apparatus put too and transport were too primitive, no emperor
much strain on the empire’s resources. So could curb the power of local notables
under the circumstances, is it desirable to eternally be provided to students and their
sustain the huge empire like Maurya, by responses elicited.
adhering to Ashoka’s dhamma?
Gandhara art resembled the Graeco-Roman Draw the attention of students to the
art of Alexandria. influence of Persians and Greeks on the art
and architecture of the Mauryas.

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 Guided Reading Sample for note-making
After teaching the lesson a quick oral Rise of Magadha: Availability of iron, timber
examination, section wise, is recommended and location in watershed region; Bimbisara’s
to assess the learning capacity of students so matrimonial alliance –Ajatashatru’s Military
that appropriate remedial measures maybe Conquests and territorial expansion–
formulated. Consolidation by Nandas.
Ask each student (by turn) to read aloud; give Ashoka’s Dharmic State: Principles of
a pause of a minute or two for the students dhammaas guiding spirit of governance.
to think and raise doubts or clarifications. Deputation of royal family members and
Students in their teams to do a ‘note-making his special officers (dhammamahamattas)
activity’ for each topic which can be shared to educate people on dhamma – Ashoka
and a full summary prepared later. likened himself to a father and wanted his
subjects to be treated as his own children
– his insistence on co-existence of all
religions – establishment of state hospitals
for humans and animals– prohibition of
slaughter of animals.
Check Progress Home Assignment
Factual
1.Mark the places where Ashoka’s edicts
1. Bimbisara received ____________ as were found in an outline map of India and
dowry. write a note on them.
2. ____________ killed his father to ascend 2.Write an essay on the trading activities
the throne. and the exchange system during Mauryan
3. ____________ inscription mentions the rule.
aqueduct built by King Nanda three hundred 3.Describe the judicial administration of the
years earlier. Mauryas.
4. ____________ constituted the twentieth 4.Write a short note on the city of Pataliputra.
and richest satrapy of the Achaemenid 5.List the various sources for the study of
Empire. Mauryan history.
5. Kharosthi script was derived from _______. 6.Why is the invasion of Alexander considered
a watershed event in Indian history ?
6. Alexander invaded India during the reign
of ___________. 7.Who was Chanakya and why did he plan a
strategy to overthrow Nandas?
7. ___________ is the author of the political 8.Discuss the importance of Junagadh and
treatise Arthasastra. Hathikumpha inscriptions
8. The Third Buddhist Council was convened 9.Draw the attention of students to the
during the reign of ____________. vibrant markets and merchants that prevailed
in cities such as Madurai, Kanchipuram
9. Revenue collection was the responsibility and Poompuhar, though mentioned two
of ____________ under the Mauryas. centuries later in Sangam poetry and Tamil
epics.
10. In the Mauryan Empire the silver coin
was known as _____________.

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 Reasoning: Find out whether reason Student Presentation
provided for the assertion is true or Students may make presentation of their
false? home assignment in class (five to ten
11.Assertion: DevanampiyaPiyadassi was minutes). It should be followed by discussion
Ashoka. and observation by the teacher.
Reason: One of the edicts referred to
Devanampiya Ashoka.
12.Assertion: Magadha emerged powerful
under Bimbisara.
Reason: Bimbisara struck matrimonial
alliances with the families of Kosala, Licchavi
and Madra.
13.Assertion: Gandhara is currently in
Afghanistan.
Reason: Gandhara art was the outcome of
the artistic skill of Afghans.
14.Assertion: Cheras, Cholas, and
Pandyasruled over the extreme south during
Ashoka’s reign.
Reason: The second inscription of
Ashoka,while referring to the land beyond
his borders, makes a mention of them.
15.Assertion: Craft production and trade
flourished under the Mauryas.
Reason: Agriculture declined under the
Mauryas.

Map Skills Map Assignment

Teach the students to mark the extent of Give map assignment to the students to mark
the Nanda empire. the prominent trade and exchange centres
of the time.

Video Shows
Show videos relating to the Alexander the
Great and Ashoka in You Tube.

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 5. Evolution of Society in South India
Teaching/learning tools

Computer for PowerPoint presentation, appropriate map of South India, projector screen,
slides, charts along with blackboard and chalk.

Spotlight

 Knowing the greatness of Gautamiputra Satakarni of the Satavahana kingdom in the

Deccan.

 Understanding the significance of land grants and the presence of Buddhist rock-cut
caves in Indo-Roman trade routes.

 Learning about Karikalan from Pattinappalai, Cheras from Pathitrupathu and Pandyas
from Madurai Kanchi.

 Recognising the fact that the great Tamil works, Thirukkural, Silappathikaram and
Manimekalai belonged to the Kalabhra period.

Learning Objectives

 To know that societies in South India existed contemporaneously with the Mauryan Em-
pire.

 To learn that the rise of Satavahanas follows the pattern of the transition from chiefdom
to kingdom

 To get acquainted with the Sangam corpus on themes then current in Tamil society.

 To understand the manufacturing activities and the flourishing trade during the Sangam
Age.

Learning Outcomes

At the end of the lesson students will be able to

 Know the importance of Naneghat and Pulankurichi inscriptions, Buddhist Stupas of

Kaveripattinam and Kanchipuram, land grants of Tamil kings and chieftains, and the
unending wars amongst Muvendars.

 Distinguish between Pathitrupathu and Pathinenkilkanakku.

 Recognise that Satavahanas were the first to control a larger area in South India.

 Grasp the nature of Tamil society which was devoid of any rigid socio-cultural structure
in the Sangam and post-Sangam periods.

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 Time required Teaching/learning methods Classroom Situation

Teachers are Warm up and Introduction On the blackboard write the caption
expected to (visual and oral activity) of the lesson with subheadings to
divide the total • What are the constituents of be discussed that day.
hours available a society? Assessment: Ask the students
for teaching
into required • When did humans begin to how they can remember the stage
proportion to organize themselves into a by stage development in Tamil
society? society.
conduct each
activity • Recall from what they studied Guide students to comprehend
earlier: Ask how much time is the terms Vel, Velir and Vendhar
taken for a society to evolve and sacrificial rites like Rajasuya
and stabilize. and Asvamedha
Visual support to strengthen Students to be guided to locate
the memory the various urban centres of that
• Make a visual presentation period.
of pictures, images and Students to be guided to learn
monuments relating to rulers terms such as Stupas, Chaityas,
of Satavahana and Muvendar Viharas and rock-cut caves.
kingdoms. Assessment:
• Ask students what they
understand from each part of Write the place names on the
the show blackboard and ask the students
to locate them in the map.
• Check whether they are
able to locate the domain of Use the glossary at the end of
Satavahana. the lesson to ascertain whether
students have grasped the correct
• What is their assessment of meaning of each word.
the defeat of Tamil chieftains
at the hands of Muvendars.
The lesson needs to be read aloud Students can study in pairs and
in class by the students para by they may underline the words that
para. The following questions be need clarification from the teacher.
asked later : Ask students to identify the
• What is the period to pictures shown in the chart.
which Ashoka’s inscriptions The teacher can identify the
belonged? pictures and give brief description
• Who was the Satavahana of the pictures and write the
ruler, who defeated the Shaka names on the board.
ruler Nagapana? Assessment
• * Can you name some women After each teaching time, quick
poets of the Sangam Age? questioning like MCQs or putting
• How was the ancient one word/sentence questions.
Tamilagam divided into five Depending on the marks scored,
landscapes, based on ecology? the aspect which requires further
• Questions like these help explanation is to be taken care of.
students to warm up to the Work sheet/questions
context and also to recall from
memory. Why is Karikalan considered the
most notable ruler among the
early Cholas?

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 Moving from known to unknown
Use slides and charts to show the
different coins of different kings
and Ashoka’s rock edict II and
rock edict XIII.
32
History.indd 32
1. Fill in the blanks.
a).During the Mauryan period
_____ kingdoms were treated as
independent in South India.
b).The _____ emerged in the
first century BCE in the western
Deccan.
c).Capital of Satavahana was
_____
d).______ was the Satavahana
king who performed horse
sacrifice.
2. Answer the following.
a).Who were called as
Keralaputras and Satiyaputras?
b).In whose territory do the
excavated sites of Korkai and
Alangulam, fall?
c).What do the grave goods in
burials indicate?
The Sangam Age
1. Fill in the blanks.
a).The Satavahanas defeated
_______ and founded their rule
in the Godavari basin.
b)._____controlled the central
and northern parts of Tamil Nadu
during the Sangam age?
c).Karikalan defeated the
Cheras, Pandyas and eleven
Velirchieftains at ______.
d).______ controlled the central
and northern parts of Kerala and
the Kongu region.
e).The main port of Pandyas was
______.
11-07-2018 12:42:27
 2. Answer the following.
a).Who was Peruncheral Irumporai?
b).Write about the Mangalam Tamil-
Brahmi inscription.
c).Name the capital, port and the
emblem of the Muvendar.
Assessment
Social formation in Tamil Eco-zones.
Tamil Polity, Economy and Religion.
Multiple Choice Questions
1. ____ is praised as the lord of
Puhar.
a).Uthiyan Cheralathan
b).Karikala
c).Peruncheral Irumporai
d ) . T h a l aya n k a n a t h u c e r u ve n ra
Nedunchezhiyan.
2. Salt merchants in the Sangam
society were called______.
a).Uppuchetti b).Cattans
c).Umanar d). Nigama
3. Despite the disintegration of the
Muvendar kingdoms, trade and
agriculture continued to expand
during the time of ____.
a).Pallavas b).Sambuvarayars
c).Kalabhras d).Ikshvahus
Answer the following
a).What are the non-Indian
sources that help us study ancient
Tamilagam?
b).Name the prominent Chieftains
of the Sangam Age.
c).Highlight the presence of Jainism
and Buddhism in Tamilnadu.
d).Which region of Andhra had
Buddhist centres?
e).Name the major urban centres of
craft production mentioned in the
Sangam poetry.

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 Assessment

Age of Kalabhras

a) Point out the importance of

Pulangurichi inscriptions.

b) How was the rule of Kalabhras

interpreted by earlier historians?

c) What were the Tamil works

written during Kalabhra times?

Remedial activity and extended

learning as group activity.

Assignments on a chosen topic

for each group can be given in
class and it can be read out in
class and discussed
Textual exercise Assessment

After a brief discussion the Divide the students into groups

students will give the answers for and ask them to jot down hints
the textual exercise. Teacher is to for each topic. They may present
guide them to find the answer. it in class.

Map skill: Refer to the map

exercise given in the text book.

Recommended activities

A visit to a museum (if there

is one nearby) or to visit the
museum website. Students to
write down their impressions
and observations for classroom
discussion.

In this way they are to be trained

in the art of writing. *School can
arrange to get a college history
lecturer or a researcher to share
their perspectives on south
Indian society during the Sangam
Age. The lecture speaker can
be followed by a question and
answer session.

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 6. Polity and Society in Post-Mauryan Period
Teaching/learning tools

Black Board, Picture Charts, Relevant Wall Maps of Ancient India, Video cassettes, Power
Point

Spotlight

 Power struggle in the north western and western parts of India following the collapse of
the Mauryan Empire.

 Cross-cultural influences as a result of the establishment of kingdoms by the Indo-Aryan

speakers– Alexander of Macedon– Indo-Greeks, Sakas and Kushanas, Parthians.

 Trade with China along the Central Asian silk route.

 Influence of Indo-Greeks on Gandhara Art and the Mathura School of Art under the
Kushanas.

 Trade contacts of ancient Tamizhagam with Rome

Learning Objectives

 To know the relationship between the Greeks and the Mauryan Empire.

 To understand the cultural impact of the Indo-Greeks as evidenced through their coin-
age and association with Buddhism and Bhagavatism.

 To comprehend the assimilation of the Central Asian tribes viz., Sakas, Parthians and
Kushanas into Indian society and their diverse cultural influences.

 To gain knowledge on the economic and cultural impact of Central Asian contact

 To become aware of the flourishing trade between Tamizhagam and Rome.

Learning Outcomes

 Knowledge of the interaction and the interface between the Mauryan Empire and the
Greek settlements in northwest regions of Indian sub continent.

 Learning the cultural influence of Indo-Greeks on India

 Knowing the impact of Kushana rule on art, architecture and trade.

 Becoming knowledgeable about the outcome of trade contact between Tamizhagam and
Rome.

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 Teaching/learning methods Classroom Situation

Warm up and Introduction: Introduction

Questions to lead students from the known

to the unknown

Ask the students to identify yavanas. Describe the contacts between India and
Greece after Alexander’s invasion.

Explain the ascendancy of the Indo-Greeks

under Menander.

Tell the students about the Graeco-Bacteria Explain the Central Asian crisis leading to
kingdoms established in the wake of the establishment of Saka rule in the north
Alexander’s conquest of Central Asia. west and western regions of India.

Explain the kshatrapa system.

Prompt the students to learn about the silk Show the images of Buddha from Gandhara
route, by leading them to a discussion. and Mathura schools and identify how they
are different.
Sculpting the Buddha in human form is the
innovation of Greeks

Initiate a discussion on monsoons and the Explain how the discovery of direction of
direction of wind in India during monsoons. winds during monsoons aided seafaring
and oceanic trade between the West and
Tamizhagam.

Discuss the value of literary and

archaeological evidences such as Periplus
of the Erythrean Sea, Muziri Papyrus and,
Roman coins and artefacts unearthed in
places such as Arikamedu.

Provide information on port towns such as

Musiri, Naura and Tondi.

Gandhara art resembled the Graeco-Roman Draw the attention of students to the
art of Alexandria. influence of Persians and Greeks on the art
and architecture of the Mauryas.

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 Guided Reading Sample for note-making
The entire lesson to be divided into sub Kanishka: Greatest of the Kushana kings –
units; after the explanation of each section,
ascended the throne in 78 CE – beginning
a quick oral examination is suggested to of Saka Era and official Indian calendar –
evolve remedial measures. follower of Buddhism – hosted the Fourth
Buddhist Council in Pataliputra – religious
Each student (by turn) is to read aloud and and trade links with China – patron of
given a pause of a minute or two for the Buddhist scholars such as Asvaghosa, Parsva
students to think and raise doubts, if any. and Vasumitra.
Students in teams are to engage themselves Trade between Tamizhagam and
in a ‘note-making activity.’ Topic for each Rome:Discovery of direction of monsoon
team be provided by the teacher. Later winds – Roman coins and artefacts in
presentation of them in open class is Arikamedu and Kodumanal – Beryl, a
desirable. gemstone in high demand in Rome –Main
ports were Naura, Tondi, Muziri – Pepper,
pearls, ivory and silk cloth exported to
Rome – Coins, topaz, antimony, crude glass,
copper, tin, lead and wine were imported
from Rome – Yavana settlements in the
Tamil region
Check Progress Home Assignment
Factual
1. Describe the uniqueness of the Indo-
1. Chandragupta Maurya defeated the Greek coins.
Greek General ______________.
2. Write a note on Rudradaman.
2. ____________ rock edict of Ahsoka 3. Examine the reasons for the growth of
mentions five yona kings. trade under the Kushanas.
3. ____________ enable the reconstruction 4. Compare and contrast the Gandhara
of the lineage of Indo-Greek kings. and Mathura Schools of Art with suitable
4. ____________ wrote Minlinda-panho or illustrations.
questions of Menander. 5. List the sources for knowing the trade
5. ____________ erected a pillar with a links between Tamizhagam and Rome.
Garuda in its capital in Vidisha.
Student Presentation
6. Yueh-chi tribes are better known in India
as ___________. Students are to make short presentations of
their home assignments in class (five to ten
7. ___________ inscription mentions the minutes). To be followed by discussion and
exploits of Shaka ruler Rudradaman. explanation by the teacher.
8. The Fourth Buddhist Council was convened
during the reign of ____________.
9. ______________ provides the most
reliable information on the ports of
Indian coastal trade.
10. Muziri Papyrus document is
_____________agreement.

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 Reasoning: Whether the reason
provided for the assertion is true or
false?
1. Assertion: The coins of Indo-Greeks give
a visual picture of the kings.
Reason: The coins carried the portrait of the
reigning king on one side with his name.
2. Assertion: The Kshatrapas appointed
by the Saka rulers were practically
subservient rulers.
Reason: Many took the title of
Mahakshatrapas.
3. Assertion: Kanishka was of Central Asian
origin.
Reason: In a statue he is shown wearing
belted tunic along with overcoat and in
boots.
4. Assertion: Gandhara art was inspired by
Greek tradition.
Reason: The statue of Buddha shows him
in graceful garments surrounded by cherubs
and leaves.
5. Assertion: Tamizhagam imported more
from Rome than it exported.
Reason: There was a complaint that each
year the trade to India caused a drain of 55
million sesterces to Rome.
Exposition
1. Significance of Karakoram Highway
Project
2. Menander and his greatness.
3. The administration of the Sakas.
4. Presence of yavanas in Tamil country
5. Seleucus Nicator’s diplomacy
Map Skills Map Assignment
Train the students to handle the map Give map assignment to the students to
questions. Ask them mark the extent of the mark the ports and towns of Tamizhagam.
Kushana empire.
Video Shows
Show short videos relating to the Gandhara
and Mathura art.

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 7. The Guptas
Teaching/learning tools

Blackboard, News Reports, Pictures, Charts, Internet Resources and Maps.

Spotlight

 The Great Mauryan Empire had declined and in its place small kingdoms rose and fell.

 The period that was c.300 to 700CE.

 It was a period when a classical pattern of Imperial rule evolved.

 The powerful Empire was the Guptas.

 They unified a large part of the Indian subcontinent.

 This period saw a pattern called Feudalism.

 Guilds were formed for trade and commerce

 There was a unique progress in the field of Administration and Economy,

 Great works in Sanskrit were written.

 Art, Architecture and Literature achieved a great level of maturity.

 Education, art and study of science progressed.

 Feudal system caused great hardship for the people.

 Some historians say it was Golden Age but it was a period of cultural florescence and a
classical age for the arts.

Learning Objectives

 To study the sources for the Gupta age from c.300 to 700 CE.

 To understand land grants and its impact on the agricultural economy

 To comprehend the nature of the rule of the Imperial Guptas

 To critically evaluate the administration of the Gupta Empire.

 To understand Feudalism and its impact on the people.

 To comprehend the artistic and architectural development that took place

 To understand the progress in science, education and literature

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 Learning Outcomes

At the end of the lesson, students will be able to:

 Learn that next to Maryan, Guptas’ was the next centralized empire in ancient India
that sustain almost two centuries.

 Know about Guptas’ capital city of Pataliputra and the living condition of people in north-
ern India from the accounts of the Chinese pilgrim Fa Hien and that the fame of Gupta
rulers had reached even beyond India, particularly to Southeast Asia, because of flour-
ishing trade and issue of gold coins.

 Appreciate the cultural achievements of the time and the reason for the revival of
Vedic religion, after centuries of strong presence of Buddhism.

 Grasp the fact that trade and manufacturing activities threw up patrons for

promotion of literature, and religious works, in praise of Shiva and Vishnu.

 Relate how ultimately the invasion of Huns and the cost of administering a huge
kingdom strained the state’s treasury and led to its downfall.

Teaching/learning methods Classroom Situation

Teachers are to divide the total hours Guide the students to compare early India to
available into required proportions to the changes that has taken place over time.
conduct each activity
Use the map to talk about the background
Warm - up and Introduction –changes that took place in the geographical
setting—changing patterns in the Kingdom—
Using the recall method – trace the history
Explain what is Feudalism –Compare it with
of the Mauryan period-talk about the
European conditions.
development made during the period and
then introduce the students to the Guptas. Write the Important Sources for the study of
this period.
Teacher may initiate discussion with
questions from the previous lessons and to First, the Literary Sources, then Sanskrit
make them curious about the lesson they sources and then Jain and Buddhist Sources.
are about to read.
Second, Teacher can show the images of
Gupta kings in Gupta coins

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 The students in the following manner would Assessment
get interested and adopt the methods of
Explain the Sources—
seeking answers to queries.
Smriti and Sruti
• How Mauryans empire declined and
Why? Nitisara-Kamandaka

• Now, with the Sources available which Devichandraguptam-Vishakadutta

are the most important for writing the
Mudrarakshasam--Vishakadutta
Indian History?
Jain Sources
• Have you heard of Mehrauli Iron Pillar
Inscriptions near Delhi? Buddhist Sources

• Have you all heard of Allahabad Pillar Kalidasa’s Works

Inscriptions and who composed it?
Fa hien’s account
• Have you heard of a work, Sakuntalam,
Epigraphical Souces—Mehrauli Iron Pillar
what is it about and who wrote it?
Inscription—Allahabad Pillar Inscription
• Do you know a Chinese visited India and
Numismatic Sources
Can you name him?
Teacher should have broad-based plan
• Ask them to give information about the
to make key points on Empire Building,
Guptas, they have heard or known.
Administrative details, Cultural progress,
After the above exercise, go to the lessons. Feudalism, Education, Sciences, Art and
Architecture, During the textual explanation
Take an outline map of India. Mark the
the points can be connected
Kingdom of Guptas. Mark important places,
cities and town. Show the map to students
and explain.

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 Independent Reading Note Making

The lesson will be done in Topic by Topic. Introduction-Sources-Origin and Empire

Reading in the Class first Individually, then in Building of the Guptas---the important Kings
pairs. After the completion a recall by quick -
oral questions to plan for slow learners.
• Gupta Administration—central, provincial
A quick narration as a remedial measure. and village-Fahien’s account
Specific time to be given for recall and • Agriculture-Trade and Commerce-
reading and discussing,viz.,page.107 may be
Feudalism
done by the teacher -For Empire Building.—
Ask a student to read; another to explain; • Cultural Progress—Literature- Puranas—
then a student can summarize. Buddhist Literature—Jaina Literature—
Secular Literature
Each topic may be taken and discussed

Another example is on Different types of • Development of Science and Education-

Taxes in a relevant page. Nalanda University

The Same method may be adopted for • Huns-Decline of the Guptas

studying and discussing the Cultural Home Assignment
development ( pages:115-118).
Student’s to collect information about Aihole
The teacher can sum it up and check the
inscription from the internet.
students’ notes.
Students may draw pictures and write the
Assessment biography of great literary figures of the
time.
The following method may be undertaken to
measure the students level of understanding After covering two Sub-units or Topics
revision test may be conducted.
a).Oral Text b).Quiz C).Written Test
I. Multiple Choice Questions
I.Fill in the Blanks

1.The Mehrauli Iron Pillar inscription was II.Short Notes for developing ability for
effective writing
about achievements of ....................

2.Mudrarakshasa was written by................

......................

3.Gold coins of the Guptas mention the

........................... of the Kings

4.The first ruler of the Guptas dynasty

was....................

5.The Nalanda University was founded

by..................

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 II. Answer the following Short note Questions

1. Write about Allahabad Pillar Inscription. a).Sources for the study of Guptas
2. Trace the origin of the Gupta dynasty? b).Gupta’s coins.
3. Why Samudra Gupta is considered the
C).Role of Chandra Gupta II in consolidating
greatests?
the Gupta Empire.
4. Write about the famous Nalanda
d).Different types of taxes during the Gupta
University? period.
5. Who were the Huns? e).Do you think Gupta administration was
6. Highlight the role of the Council of the effective administrative system for the
Ministers. people?
7. What was the role of the Uparikas?
f).What do you understand by the term
8. How were the agricultural lands classified? Feudalism.

9. Name the different land tenures? g).Evaluate the cultural florescence during
10. Who were the Sarthavaha trader? the Gupta period.

11. Describe the Ajantha Painting?

12. Write about progress of Science during

the times of Guptas.

Exercise

Teachers are to encourage group activities

for the retention of their learning in class.

Recommended Activity
All the activities are to be closely monitored
1.Students to use Internet to make a project and checked by the teacher and to make
on Ajantha—Stupas—Sculptures– tourists sure that the students develop and sustain
reaction and status of the area. the interest in the subject that they have
learnt.
2.To critically learn the Socio-Economic
conditions of the Gupta times.

3.Students may be provided an outline map

and asked to mark the important commercial
and urban centres of that period.

4.Arrange for a guest lecture to understand

the Gupta period in perspective.

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 8. Harsha and Rise of Regional Kingdoms
Teaching/learning tools

Blackboard, hardware for power point presentation, projector, slides & charts.

Spotlight

 The period from c. 600 to 996 CE that witnessed establishment of yet another empire by
Vardhana dynasty by Pushyabutis.

 The emergence of regional states ruled by dynasties such as Maithriyas (Sourastra -Gu-
jarat), Maukharis (Agra and Oudh), Vakatakas (Western Deccan).

 Harsha as a Great Emperor of northern India.

 Revival of Buddhism in some parts of India.

 Palas in eastern India, and Rashtrakutas in the Deccan, making distinct contributions to
cultural and literary advancement.

Learning Objectives

 To learn the sources for the study and the military conquests of Harsha.

 To know Harsha’s benevolent administration, religious policy and spread of Buddhism

 To study Palas’ role in spreading Buddhism in eastern India.

 To get acquainted with the greatness of the Rashtrakutas for their contribution to art and
architecture.

Learning Outcomes

At the end of the lesson, students will be able to:

 Know that Harsha was the last ruler of an imperial kingdom in early medieval India and
yet he could not extend his authority over peninsular India, since he was defeated by
the Chalukya king Pulikeshin II.

 Become aware that the process of regionalization had commenced even during Harsh’s
time, from the distinguished presence of Palas in Bengal and Rashtrakutas in the Dec-
can.

 Learn the social, religious and economic affairs in India from the accounts of the Chinese
Buddhist monk Hiuen Tsang.

 Understand that the titles the land grants were the means by which the greater rulers

established ties and alliances with the local notables and the lesser rulers.

 Appreciate the contribution of Palas to the cause of Buddhism and of Rashtrakutas to art
and architecture.

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 Teaching/learning methods Classroom Situation
Teachers are to divide the total hours Introduce the lesson highlighting the
available into required proportions to important sources for the study of this
conduct each activity period–Literary Sources: Sanskrit, Jain and
Buddhist.
Warm up and Introduction:
Discuss the significance of Kanauj region.
Using the recall method – talk about the
causes that led to the decline of Gupta rule Describe the circumstances that led to
in North India. Harsha’s take over of Kanauj.

Teacher may initiate discussion, tracing the Bana’s Harshacharita

development that took place afterwards, Hieun Tsang’s Si Yu-Ki shall be elaborated.
asking the students to explain in what way
Teacher should have broad based plan to
the decline of Gupta empire was different
enable the students to remember names,
from the one of Mauryan empire.
years and key points of the lesson.
Occupation of Huns in areas of modern
Punjab, Rajasthan and Malwa and the
assertion of regional identity in several
regions may be highlighted.
Teacher to identify the kingdoms
contemporaneously existing in India along
with the empire built by Harsha
Using an India Map mark the extent of
Harsha’s empire and prominent cities and
towns that existed during his time.
Class room Reading: Note Making

The lesson will be done section wise. After • Pushyabutis—Harsha’s Military

reading out the text the students have to
explain and summarize the essence. The
teacher can then put oral questions to
her, as a part of an attempt to gauge her
grasping power.
A quick narration and summing up as a
remedial teaching
campaigns–Harsha’s conflict with
Pulikesin– Extent of his Empire—Council of
Ministers—Key officials –Administration—
Religious Policy – Buddhist Assembly at
Prayag –Hieun Tsang’ account –People-
religion –Caste Education—Nalanda- Art
and Literature.
• Palas—Rule in Bengal – list of Kings –
Contribution to the cause of Buddhism–
Development of Art and Architecture and
Literature.
• Rashtrakutas—List of Kings—Religion—
growth of regional literature and
Architecture.

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 Specific time to be given for reading and
discussion. Examples: Explaining the
circumstances for the growth of Regional
States, ask a student to read the appropriate
part of the text; another to explain; then the
third one can summarize.
Each caption may be taken up for discussion,
following the above method for the rest of
Home Assessment
the text.
Students are to collect information about
Assessment
Bana’s Harshacharita from the internet.
The following method may be undertaken to
Students may attempt a biographical account
measure the students level of understanding
of the great kings of the Pala dynasty.
a) MCQ
Students can paste pictures and prepare
b) Quiz an album of the Rastrakutas’s Art and
C) Written Test architecture.

I. Fill in the Blanks After two sub-units or topics revision test

may be conducted.
1. ..............................was the formal
biography of a King, which was the first III. Objective Tests:
of its kind in India. IV. Short Notes for effective writing:
2. Si-Yu-Ki was written by........................ Models
..............
a.Write a short note on Sasankan.
3. Harsha ruled for ............years.
b.What do you know of the battle of
4. The Chinese King who sent delegation Thakkolam.
twice to Harsha’ court ..............
C.In what context Pulikesin assumed the
5. At Ellora the Kailashanatha Temple was title Parameshwar?
built by..................
d.What do you know about the different
types of taxes during the Harsha’s period.
e.Who was the king of Kamarupa who
attended Buddhist Council at Kanauji?
f.What do you understand by the term
Mahayana Buddhism.
g.Highlight the contribution of Dharma Pala
to the cause of Buddhism.

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 II. Answer the following
1. What is the view of Historian Burton
Stein on the centralized administration in
empires of ancient India.
2. What is Bana’s view on Administration of
Justice?
3. Write about the development of
Buddhism during the Harsha’s times.
4. Discuss the condition of women during
Harsha’s time?
5. Write briefly about the state of education
during the reign of Harsha.
6. Where did Mahipala build pilgrim centres
for worshiping Buddha.
7. How was the rule of Krishna I?
8. Who was Haribhadra?
9. Give an account of Elephanta Cave?
10. What is the significance of
Hiranyanagarbha ritual?
Textual Exercise
1. Harsha’s Empire and the kingdoms of
the Palas and the Rashtrakutas, showing
extent of their domain, marking the
cultural and trading centres in a map.
2. Form student groups and entrust them
with the task of preparing an album
or a scrapbook, portraying temples,
sculptures, paintings along with the
images of the relevant personalities
belonging to the period.
Recommended Activity
1. Students to use internet sources to All the student activities are to be monitored
attempt a project work or an assignment by the teacher and to make sure that the
on topics such as Ellora –Elephanta-
students develop and sustain the interest in
Hieun Tsang, Harshacharita –Krishna I.
the subject.
2. Socio-economic condition of the people
during the Harsha’s reign.

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 9. Cultural Development in South India
Teaching/learning tools

Blackboard, Hardware for power point presentation, Charts, Maps, Slides and Picture charts.

Spotlight

 Emergence of strong regional powers in South India.

 Pallavas and Chalukyas conflicting with each other

 Yet cultural intercourse between these two kingdoms persisted.

 Striking progress in the field of Art, Architecture and Literature.

 Architectural excellence of Ajantha, Ellora and Mamallapuram.

 New corpus of devotional literature in Tamil and Kannada. Moving renditions of saint
poets promoting the cults of Saivism and Vaishnavism.

Learning Objectives

 To learn the sources for the study of early medieval South India

 To know the outcome of Pallava- Chalukya conflict

 To acquire comparative knowledge on the administrative patterns pursued in both the

kingdoms.

 To know the beginning of building of shore temples by Pallavas at Mamallapuram

 To appreciate the growth of regional languages and literature in Tamil Nadu and

Karnataka.

Learning Outcomes

At the end of the lesson, students will be able to:

 Learn that the core of the Pallava kingdom was a region called Tondaimandalam and that
the kingdom, situated in the basin of the Palar river, represented the ongoing process of
regionalization in the early medieval age.

 Become aware that the kingdom owed its existence and strength to the prosperous
agrarian settlement around Kanchipuram as well as to its trade

 Know the contribution of Pallavas to architectural splendours, as evidenced in Mamal-

lapuram shore temples and of their counterparts, Chalukyas of the Deccan, in Ajanta
and Ellora. .

 Understand how the hymns of devotion sung in Tamil by Alwars and Nayanmars led to

the new form of popular worship and laid the foundation for religious reforms during this
period.
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 Teaching/learning methods Classroom Situation
Teachers are expected to divide the total
hours available into required proportions to
conduct each activity
Warm up and Introduction
Using the recall method – trace the rise of Give a recap of transformation taking place in
Pallavas that ended the Kalabhra period. south India irrespective of fall of Muvendhar
Make the students to recall the rise of kingdoms.
regional kingdoms of Palas and Rashtrakutas
dealt with in the previous lesson.
The students to be asked to answer the
following queries. Highlight the significance of Aihole Inscription
and Kuram Copper Plate Inscription.
• Why was the period of Kalabhras called
Dark Age? Use a map showing the extent of kingdoms
of Chalukyas and Pallavas---Mark important
• But then why it is contested that it was
places and Capital cities.
not a dark age?
• Have you heard of a work, Kavirajamarga,
what is it about?
Aak the students to recite a few lines from Point out how both the kingdoms were keen
the songs of Andal and explain them the in preventing the other from encroaching
message it carries. into the territories, resulting in continuous
• Teacher can play the Andal songs used wars.
in Tamil movies to familiarize them with Highlight the administrative features of
her moving songs. Pallava and Chalukya kingdoms.
• Ask them to recall the songs of Thevaram The art and architecture developed in both
and Tiruvasagam which they studied in the regions be taught with the electronic
Tamil lessons. aids.
Independent Reading Note Making
The lesson will be imparted section-wiseThe • Sources–Extent of kingdoms of Chalukyas
students are to read the allocated part and Pallavas –ChalukyanAdministation
loudly and then to answer the questions to –Literature – Architecture– Aihole–
be posed by teacher or fellow students.
Badami– Pattadakal-Painitngs
Teacher to identify the slow learning students
• Pallavas– Conflict with Chalukyas–
and for their sake repeat the narration or
Administration-Village Life – Revenue
explanation.
and Taxation – Trade –Maritime Trade –
The pages covering Pallava-Chalukya Society – Rock-Cut Temples –
Conflict, the Monumental structures built
• Ellora – Ajanta – Mamallapuram
by Pallavas, part played by Alwars and
Nayanmars in spearheading the Tamil Bhakti • Tamil Devotionalism:Azhwars and
movement in south India are to be focused. Nayanmars

49

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 Assessment Assessment

The following testing methods are suggested After teaching Tamil Bakhti movement
to check the grasping power of the students Check whether students are familiar with the
and make remedial teaching efforts. following:

a) MCQ Vikramarjuna-vijayam

b) Quiz Nannaya’sMahabharatam

C) Written Test Nalayira Divya Prabhandam

I.Fill in the Blanks PanniruThirumurai

1. The Aihole inscription of Pulikesin II was Thevaram, Thiruvasagam

composed by ....................
Periyapuranam
2. Mattavilasaprahasanam was written by...
MathavilasaPrahasanam
...................................
Deepavamsa&Mahavamsa
3. Pallava had maritime trade with...........
................................ and .................. Home Assignment
Kingdoms.
Preparation of Essays
4. ............Rock Cut Cave temples are in
a.Badami(Vatabi) as a city
Ellora.
d.Ajanta, Ellora and Mamallapuram as
5. Ajatha paintings are called .................
centres of Tourists
paintings.
e.Patronage of Art and Architecture by the
II.Answer the following
Pallava kings.
1. Write about Kurram Plates.
f.Education under the reign of Pallavas.
2. What is PanniruThirumurai?
g.The life of Sanakara and Ramanuja.
3. Who was Manikavasagar?

4. What is Pattadakal famous for?

5. Discuss the origin of the Pallavas?

6. Make a distinction between amtayas and

mantrins.

7. Name the two category of taxes levied in

the Villages during the Pallavas?

8. Who was Dandin?

9. Name the Saint who was born in Kaladi?

10. What did Ramanuja preach?

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 10 Advent of Arabs and Turks
Teaching/learning tools

Blackboard/Whiteboard, Historical Maps, Visuals Relating to the Rulers, Hardware for power
point presentations on a particular theme or a ruler or an event or a monument, Internet to
access interactive historical material, documentaries, and storyboards.

Spotlight

 Introducing the various ways by which the Arabs and Turks entered into the northern
and other regions in India

 Emphasising the means through which Islamic rulers established, asserted and assimi-
lated Islamic culture and traditions in the land where they settled

 Underscoring the efforts of the Islamic rulers to institute a societal structure, that re-
tained an enduring co-existence with the non-Islamic religions

Learning Objectives

 To learn the context and outcome of Arab Conquest of Sind and the military raids of
Mahmud of Ghazni and Muhammad of Ghor

 To acquire knowledge about the nature of Delhi Sultanate under its various dynasties

 To know the socio-economic conditions of the country under the Sultanate

 To understand the impact of Islam in India with reference to syncretism in literature, art,
music and architecture

Learning Outcomes

At the end of the lesson, students will be able to:

 State the means of entry into different parts of India, via trade and military expeditions.

 Identify the strengths and flaws of each ruler that lead to either their rise or defeat

 Illustrate the circumstances under which successors usurped power after the downfall
or demise of a ruler

 Examine the administrative skills, trading systems and societal reforms implemented by
individual rulers

 Analyse the religious policies adopted by rulers tolerating non-Islamic religions

 Assess the orientation of the Sultans that influenced the treatment of women, natives,
slaves and servants

 Comprehend the nuances of Islamic cultural syncretism evident in various art forms and
architecture
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 Time required Teaching/learning methods Classroom Situation

Teachers are to Warm up and introduction Introduce the students to the

divide the total Initiate the students to take a different ethnicities who came
hours available walk through history, by asking to India, the reasons that drove
into required a question on a certain aspect them to come to India.
proportions to of a ruler and let the students
conduct each complete the rest. Then, shift to Assessment
activity the next ruler. Step 1: Collect photos of rulers
• List the dynasties of the or motifs from different ethnicities
Sultanate and ask the students to identify
• Name two ethnic communities each ethnic group relating to the
who served as military slaves Delhi Sultans.
during the reign of Iltumish.
• What is the role of the Rajput Step 2: Write down the names
Kingdoms during the Muslim of different rulers and get
invasion? the students to write relevant
information on each ruler
• Who are the Arabs, Persians,
and the Mongols?
Ask the students to draw a tree
mapping the five dynasties.
With the list of rulers, ask the
students to arrange the rulers in
their respective grids.
Group Activity -1 Note Making
Divide the students into small • Mapping the geographical
groups and assign the five locations that were frequently
dynasties among the students. invaded-
Give the students time to read and • Tracing the sources where
comprehend. Then, ask them to information on the rulers is
make a short presentation on the recorded
section they have read.
• Heritage centres that were
Time allotted for reading and vulnerable to attack during
preparing a presentation: 25 the Muslim invasion
minutes
• Tactics used to defend and
Presentation time: 5 minutes for administer kingdoms
each group,

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 5 minutes to raise questions Home Assignment
5 minutes to ask questions to • Ask the students to explore
other groups on their topic various religious practices
Provide the students with key across India, during the
words in questions that will Sultanate
prompt the students to explain a • Examine the reforms the
particular topic Sultanates that changed the
Activity 2 course of history.

Time: 20 minutes
Organise a game where a student
is given the name of a particular
kingdom or ruler or ethnic
community. The student must
provide information to the class
on the topic leaving the rest of
the class to guess the subject.
Assessment
Teacher can brief the students
on the differences in practices
that existed before and after a
Sultan took over, that affected
agriculture, traditions, treatment
of people : caste system, slavery,
women, powers enjoyed by
Turkish nobles

The teacher can make provision

for the students to explain on
each section and occasionally
introduce a closed question
• Who are the predecessors of
Dahar, ruler of Sind?
• What was the outcome of
Muhammad Bin Qasim’s
expedition?
• Who fought against whom in
the ‘First battle of Tarain’?
• Where are the details on the
Buddhist University of Nalanda
recorded?
• Was there a Sultana in the
history of Sultanate? If yes,
what according to you is her
significant role in history?

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 • Who was the commander who
raided the Southern India?
• During the Delhi-Sultanate,
what were the communities
involved in mercantile
activities?
• Explain the role of madarasa.
• Who was notorious for
frequently changing his
decisions?
• What is the relevance of
the two orders, Suhrawardi
and Chishti? How are they
different?
• What do you know of the
Caliphates?
• What replaced the human and
animal murals on buildings?
Why?
• How would you identify an
Islamic architecture?
Textual Exercise
Read the text and find the terms Home Assignment
and terminologies that are specific
Ask the students to explore
to the Sultanate era.
the impact of Sufism in Islam,
Explore the differences in the literature, music and dance.
administrative priorities under
each ruler. What influenced their
priorities? Students can prepare a storyboard
on any one aspect relating to the
Ask the students to compare the
Sultanate. Offer them themes
different cultures and attitudes
such as Rajputs during the
that coexisted during the Mughal
Muslim rule. Also preparing a
era
chart explaining the terms such
as mafruzi, bandagan, mamluk,
Diwan-i-AmireKohi, to name a
few.

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 Recommended Activity According to Islam, there are
List the names of Islamic restrictions towards music.
architecture that the students How did the different Sultans
may already know. Encourage respond to promotion of music
them to describe the architecture and dance in their kingdom?
with historical facts
What according to the students Where did authors find their
are the opinions on the Sultanate, inspiration to produce literature?
choosing Delhi as their preferred
Ask the students to access the
capital?
Internet to find the former Muslim
Find out about the sea-fare cities that have retained their
activities during the Sultanate. . names and the rest that now have
Draw the extent of the territories a different name or in a different
of the Sultanate during the reigns country or province.
of Alauddin Khalji and Mohammed
bin Tughlaq

11 Later Cholas and Pandyas

Teaching/learning tools

Blackboard/Whiteboard, Flashcards with images relating to the Cholas and the Pandyas,
Audio-visual tools like movie clippings or tourism advertisements, Enactments/Role-plays,
Debates, Group activities, quiz games, artistic expressions to narrate a particular theme,
field trips

Spotlight

 Comprehending the role of the Cholas and the Pandyas in (South) Indian history and
other regions in India

 Identifying the hallmarks of the achievements of Cholas and Pandyas

 Deducing the merits and demerits of the administrative strategies, expeditions and trade
by comparing the Cholas and the Pandyas

 Reviewing the impact and contribution of the Cholas and the Pandyas in the current
context

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 Learning Objectives

The objectives of the lesson are to enable students to acquire knowledge of

I Cholas

 The achievements of prominent Chola rulers like Rajaraja I and Rajendra I

 Cultural developments in Chola region

 Emergence of well-developed agrarian structure and irrigation system

 Role of temples in medieval Tamil society

 Maritime trade during Chola rule

II Pandyas

 Rise of Pandyas with Madurai as their capital and significance their of rule

 Malik Kafur’s invasion and its fallout

 Succession dispute inviting the attention of Sultan Alauddin Khalji

 Agriculture, irrigation and trade during the Pandya rule

 Religion and culture in southern Tamil Nadu

Learning Outcomes

At the end of the lesson, students will be able to:

 Name the key personalities, architecture and literary works belonging to the Chola and
the Pandya periods.

 Describe the strategies used to expand the administrative boundaries

 Summarize the political activities during the prime of the two kingdoms

 Illustrate the functions of religion and architecture that affected the security and

administration of the kingdoms

 Examine the electoral system highlighting its shortcomings

 Debate on politics, administration, trade and religion of the medieval times and their
present conditions in southern India

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 Time required Teaching/learning methods Classroom Situation
Teachers are to Warm up and introduction Explain about the Cholas and the
divide the total Teacher can ask the students to Pandyas. Draw sections such
hours into required which ancient dynasty or kingdom as administration, expedition,
proportions to their native place would belong. education, farming, and sea faring
conduct each and international trade.
Chola Period :
activity Divide the section diagonally as
Introduce Rajarajesvara and
Cholas and Pandyas. Then, ask
Brihadisvarar temples, by
the students to fill the relevant
projecting the images of them.
details.
Teacher can even use flashcards
with images of temples and ask
the students to identify them. Assessment
• What is the name of the city Divide the students into two
that is home to Brihadishvarar groups, one as Cholas and the
temple?
other as Pandyas
• During the Sangam age, what
was the status of the Cholas?
Ask the students to explain on
• List the sources that provide
their respective sections such as:
evidence of the Cholas.
• Who are the two prominent
Chola kings? Agriculture, irrigation, water
management, expedition,
• What were the various sources
administration, political set up,
of income that empowered
religion and construction of
the administration during the
temples to name a few
Chola period?
• Trace the Chola dynasty on a
map.
• Describe how the Cholas
resourcefully used the sea-
route to their advantage.
• Explain the significance of
Gangaikonda Cholapuram.
• Name the titles bestowed on
the rulers during the Chola
period and give details of their
importance.

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 Pandya Period:

Narrate the revival of the Pandya

rule.
• Which city was preferred by
the Pandyas? Why?
• Who are the Kalabhras?
• Who was Ari Kesari
Maravarman?
• Name the European traveller
who visited and recorded his
experiences with the Pandyas.
• What happened with the
advent of Mali Kafur?
• Describe the incident that gave
an edge to AlauddinKhalji to
enter the Southern dynasty
Teachers are to Group Activity Note Making
divide the total
Explain the local organisation and Explain to the students the current
hours available
the electoral system during the administrative system highlighting
into required
Chola period. the similarities and dissimilarities
proportions to
in comparison to the system that
conduct each Activity 1: Assign sections as Urar,
activity Sabhaiyar, Nagarattar and Nattar, existed during the Chola and the
among the students. Pandya rule.

Assessment Class Activity

Option 1: Ask the groups to Ask the student to explore some

enact the functions of these of the administrative practices
administrative divisions. from either the Cholas or the
Pandyas or both, that could be
Option 2: Ask the students to adopted in their present political
compare the kudavolai system to and administrative system, that
the current systems of appointing would benefit people today.
administrators.
Explain the Pandyas political and
administrative system.
Describe the unique strategies
used by the Pandyas to enhance
the sea-route for trading.

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 Assessment Home Assignment

Pose questions to the students, Make a presentation on the various

preferably open-ended irrigation methods and water
encouraging students to explore management systems during
the Pandya dynasty. the Chola period. For example,
the irrigation work organised by
What is the relevance of Munaiya
Rajendra Chola I.
Daraiyan, Pandiya Daraiyan and
Kalinkat Tariyan in the context of Prepare a report on how the water
the Pandyas? rights during the Chola period can
be relevant even today.
Elaborate on the maritime
activities during the Pandya
period.

Where would one find

references to the rituals such as
Ashvamedayagna, Hiranyagarbha
and Vajapeyayagna?

Teachers are to Textual Exercise Organise field trips to the temples

divide the total and palaces in Tamil Nadu
Students must read on the differ-
hours available
ent religions that existed during
into required
the Chola and the Pandya period.
proportions to Explain the differences between
conduct each Ask the students to identify the Shaivites and the Vaishnavites.
activity temples in Tamil Nadu and explore
by themselves, from the text the
vital roles temples played during: Class Activity

• Invasion Ask the students to elaborate on

the conflict between Shaivites and
• Social gathering
the Vaishnavites.
• Cultural events

• Administrative activities
Prompt them, using literary ex-
cerpts, even translation, to identi-
fy to which period they belonged.

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 Recommended Activity Home Assignment

Ask the students to compare the • Create two sections in a folder,

patronage the rulers endowed on one side displaying the unique
certain sections of the society. features of a temple structure
during the Cholas and the
Explore the attitude towards reli-
other of the Pandyas.
gions between the Cholas and the
Pandyas. • Ask students to prepare a list
of names containing literary
• What means did the Cholas
legends and their works
adopt to enhance their
produced under the patronage
prestige and legitimacy as
of the Chola and the Pandya
rulers?
administration.
• Why are there more temples
than palaces in Southern
India?

• Examine the role of temples

and the reasons to patronise
them.

• Describe the Darasuram

temple.

• How was education

established and promoted
during the Chola period?

• Map the religious changes

from the Chola period to the
Pandya period.

• Where are some of the rock-

cut cave temples created by
the Pandya’s found?

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 Career Options for Students of History
The scope of History has undergone a vast change. So much research has been done
in history in the last 40 years, as a result of which many outstanding works have been
produced during this period. Outstanding institutions of higher learning have made
it a point that the writings of the historians who exemplified the historiographical
breakthrough of this period are well reflected in the courses they offer. In a good
number of colleges and universities, choice-based credit system is in place. Here a
number of job oriented courses are offered along with core and elective courses. A
good grade in higher secondary level would make a person, after passing the higher
secondary, eligible to secure admission there to do an undergraduate programme in
history.

Study of history sharpens the intellect of a person. The three Ps namely perfection in
thought, perfection in speech and perfection in writing, which higher education aims
to accomplish, is easily attained by studying history. History enhances one’s analytical
skill and enables him or her to process and synthesize any amount of information.
This ability can be applied in a wide range of careers. Students of history therefore
can graduate with confidence to access diverse career paths available in the market.

School\college teacher, school by obtaining a B.Ed., and college by pursuing higher

studies, librarian, acquiring B. Lib., Sports officer by doing B. P. Ed., are the immediate
career options for a history graduate. Those who would do specialization in archaeology,
museology and archives-keeping can get employed in Archaeological Survey of India,
State Departments of Archaeology, Museums, Departments of Tourism, State and
National Archives and Research Institutions such as Indian Council of Historical
Research, as Archaeologists, Tourist Guides, Archivists and Museum-Keepers.

History students have edge over others in competitive examinations conducted

by Union and State Public Service Commissions, Railway Recruitment Boards and
subordinate services in States and Union territories. In civil service examination (for
IAS, IPS, IFS), apart from being a main paper, history is beneficial for General Studies
also. History graduates thrive well in legal profession. These days Law Colleges and
Law Universities offer five year integrated LLB programmes. Five year Integrated MA
programmes are offered in IITs aiming at helping civil service aspirants.

History graduates have learnt how past events and trends have shaped modern society
and culture, and hence a career in politics, public relations and non-governmental
organizations is best suited to them. They can also be journalists, T.V. anchors, media
persons as well as access jobs in advertising and marketing companies, with training
in communicative and computing skill.

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 Textbook Evaluation Form
Teacher/Student Name: ____________________________________ 
Place:______________________
Part 1: General Information
Class :
Subject:
School :
Part 2: Text Book Format
Textbook Fully (5) To a great Partially little or no Overall
Structure extent(4) (2) evidence(1) rating
Textbook provides
a useful table of
contents, glossary
Lessons are
arranged logically
Lessons contain
clear and
comprehensive
introductions and
summaries
Textbook contains
references,
bibliography and
resources
Information is
accurate & up-to-
date
Standard of lesson
is appropriate for
age/grade
Font Size and
format of print is
appropriate
Format is visually
attractive
Other (please
specify)
Total:

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 Part 3: Content
Content criteria Fully (5) To a great Partially little or no Overall
extent (4) (2) evidence(1) rating
Relevance of the
Content to the title
Ideas and Information
are clearly written
and explained lucidly
Non-text content
(box items, maps, ,
pictures) are accurate
and well integrated
into the text
Activities suggested
are appropriate
Activities include
guiding questions
which encourage
the development of
higher-level thinking
skills
Activities apply to a
diversity of student
abilities, interests
and learning styles
Lessons/activities are
appropriate
Other (please specify)

Total:

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