202110729-PERFORM-STUDENT-WORKBOOK-SOCIAL_STUDIES-G06-FY_Optimized

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. Name the rivers that form Sundarbans delta. 6. Locate the following on the map of India (1 mark) (3 marks) 2. Name the three Himalayan ranges. (1 mark) The largest and the smallest state in India Sundarbans delta The two island groups India Political lVIap 3. Name the rivers that flow westwards into the Arabian sea. (1 mark) 4. Why are the plains are highly populated? (1 mark) 5. What is the peninsular plateau? List its ',. . 0 features. (3 marks) • 7. Compare the plains to the peninsular plateau. (5 marks) 37

8. India : Climate, Vegetation and Wildlife Learning Outcomes At the end of this lesson, students will be able to: Identify how forests are useful to us. • Recognise the relationship between weather and • Identify the challenges to natural vegetation and climate. solutions to overcome it. • List the four seasons and its features. • Identify the national animal and bird of our coun- • Identify the factors affecting climate of a place. • Determine the effect of monsoon season on try and find out why these have been chosen. • List the types of wildlife found in the country. India. • Identify the types of natural vegetation and Determine the challenges faced by wildlife. • Summarise the different steps taken to protect determine their features based on climate. • Recognise that forests are necessary for humans. wildlife in our country. Concept Map India Climate Vegetation Wildlife Weather Seasons, Types of Challenges iTmyppoerstaanncde Challenges features and vegetation, importance features and uses • Winter • Tropical Evergreen Conservation • Summer • Tropical Deciduous • Monsoon • Mountain Vegetation • Autumn/ • Thorny Shrubs • Mangroves retreating monsoon 38

8. India : Climate, Vegetation and Wildlife Key Points Tropical evergreen forest, tropical deciduous forest, thorny bushes, mountain vegetation • Weather: day to day changes in the and mangrove forests. atmosphere • Places where these are found and climate of the place. Features of these natural • Climate: average weather conditions over vegetation. many years. • Usosuerocef foofretismtsb: eCrO, f2u, Oel2,,fsotdodpesrs,opillaenrtossaionnd, herbs that are used for medicinal purpose, • Seasons: winter, summer, monsoon and lac, honey, gum, wildlife, etc autumn • Challenges to forests and natural vegetation • Wildlife and challenges to it. National animal, • Factors affecting climate: location, altitude, national bird. Migratory birds and challenges. distance from the sea and relief Ways to conserve wildlife: sanctuaries, reserves, conservation projects. • South-west monsoon carried by winds from Arabian sea and Bay of Bengal. Agriculture in India is monsoon dependent: effect of weak monsoon • Different types of natural vegetation found in different climatic conditions. Rainfall as an important factor that determines the type of natural vegetation found in a region. • Five types of vegetation found in India are: Work Plan Concept Coverage Coverage details Practice Sheet PS-1 Climate • Weather • Seasons PS-2 Vegetation Wildlife o Features PS-3 o Importance PS-4 o Challenges Self-evaluation Sheet • Types • Features • Uses • Challenges • Types • Importance • Challenges • Conservation Worksheet for “India : Climate, Vegetation and Wildlife” Evaluation with self- check or Peer check* 39

PRACTICE SHEET - 1 (PS-1) 1. Differentiate between weather and climate. 2. Name the four seasons found in India. 3. What will happen if the monsoons are weak in India 4. What are the factors that affect climate? 5. What is retreating monsoon? PRACTICE SHEET - 2 (PS-2) 1. Name the different types of natural vegetation 8. Why are forests useful to us? found in our country. 9. What are the challenges faced by our forests? 2. Why is tropical rainforest called evergreen? How can we protect them? 3. How does climate determine the natural vegetation of a region? Support your answer with two examples. 4. Differentiate between tropical evergreen forests and tropical deciduous forests. 5. What are mangroves? 6. Locate regions with thorny shrub vegetation on a map of India. 7. Match the correct facts. a Tropical ever- 1. Chir, pine deodar green forests 2. Can survive in saline b Mausim water 3. Mahagony, ebony, rose- c Tropical decidu- wood ous 4. Cactus, khair, babool, keekar d Sundari 5. Means seasons in Arabic e Mountain vegetation 6. Sal, teak, sheesham, neem, peepal f Thorny bushes PRACTICE SHEET - 3 (PS-3) 1. Name the national animal and national bird of India. 2. Why are many species in India becoming extinct? 3. What are the steps being taken by the government to protect our wildlife? 4. How can you help in wildlife conservation? 40

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option a. Kargil is situated at higher altitudes Jaisalmer is situated in hot desert place 1. Day to day changes in the atmosphere is termed as ________. b. Kargil is military base camp but Jaisalmer is not a. Climate c. Kargil is hilly area whereas Jaisalmer is flat land b. Weather d. Kargil experience heavy rainfall but Jaisalmer c. Season d. Monsoon doesn’t have rainfall 2. Which place in India receives highest rainfall? 9. Climate of Mumbai is very humid. The reason is: a. Kerala a. Lots of rains happen in Mumbai b. Cherrapunji b. Mumbai’s location near to sea where sea water c. Mawsynram evaporates and thus causes humidity d. Agumbe c. Mumbai has many lakes which increases the evaporation process 3. _______ is our national bird. d. The land being near to sea doesn’t absorb a. Parrot much heat from atmosphere b. Pigeon c. Bulbul 10. How do plants reduce soil erosion? d. Peacock a. Plants grow on soil b. The roots of plants bind the soil 4. Define the term loo. c. Big trees do not allow rain to fall of soil a. Strong, dusty, gusty, hot and dry summer wind d. Big trees cover the soil from erosion that blow during day b. Sudden strong winds blowing with high speed II. Short answer questions: c. Strong winds blowing during depression d. Warm winds that blow calmly 1. We need to hydrate our body in hot summer. Explain. 5. Which major occupation (industry) in India is dependent on monsoon rains? 2. What would happen to farming if summer lasts a. Farming for longer or weaker monsoon? State the b. Leather precautions to be taken by farmers? c. Cement d. Automobiles 3. How can we contribute to conserve wildlife? 6. How do retreating monsoon winds blow? III. Long answer questions a. Winds move back from the mainland to across Bay of Bengal 1. Write briefly about wildlife of our country. b. The winds blow from Arabian Sea and Bay of 2. We know that ‘forests are lungs of our planet’. Bengal towards the land c. They blow from cold to warm regions Interpret the given statement and state its uses. d. They blow south to northern India Explain how to conserve it. 7. Why do temperatures get low during the months of December to February? a. The air is filled with moisture b. The sky is filled with moisture laden clouds c. The sun rays do not fall directly in the region. d. The earth does not absorb the heat much during this period 8. Kargil and Jaisalmer have extreme climates of freezing cold and severe hot respectively. Why? 41

Self-Evaluation Sheet Marks: 15 Time: 30 Mins I. Answer the following: 6. On a map of India: (3 marks) 1. What are the types of natural vegetation found • A state where you find mountain vegetation. in India. (1 mark) • Sundarbans delta India Political lVIap 2. What does a weak monsoon or no monsoon indicate? (1 mark) 3. The ________ is the national animal and the_______ is the national bird of India. (1 mark) 4. Name two states where can we find thorny ',. . vegetation? (1 mark) 0 • 5. List three features each of rainforests and deciduous forests. (3 marks) 7. What is monsoon? How do we get monsoon rains in India? (5 marks) 42

1. What, Where, How and When? Learning Outcomes: At the end of this lesson, students will be able to: • Differentiate between different kinds of sources • List the things we know about the past. of historians and archaeologist use to reconstruct • Identify places of origin of human evolution in history. the Indian subcontinent on a map. • Recognise there are many pasts at a given place • Recognise that what we know of the past is based at a given time. on an evidence. • Recognise the importance of the dating sources. • Identify how sources provide evidence to reconstruct the past. Concept Map Our Past People who study the past Archeologist, historians How to study our past What do we know How we know Material remains When was the past of the past? of the past? Coins Dates Evidences based on Who were they? Where did they sources come from? Inscriptions How did they live? Key Points Manuscripts • Later cities developed on the bank of river Ganga What do we know of our past? • Hunter-gatherers lived on the bank of river and Son, one of its tributaries. • The area around the south of river Ganga and its Narmada. • They had knowledge about forest and forest tributaries was called Magadha region. • Magadha rulers set up vast and strong kingdom. produce and that it could be used as food. • Human beings moved from one part of the • Early people grew crops like wheat and barley country to others. first in Sulaiman and Kirthar hills of northwest • Men and women crossed Himalayan Mountains, India, nearly 8000 years ago • They developed the skill of rearing animals. deserts, rivers and seas. • People settled in Garo hills, of northwest India • In search of livelihood. and Vindhyas in central India, developed advance • Escape from natural disasters like floods and techniques in agriculture. • Rice was first grown in North of Vindhyas. droughts. • Cities developed about 4700 years ago on the • Men marched in armies to conquer lands. bank of river Indus and its tributaries. • Merchants travelled from one place to other with their goods. 43

1. What, Where, How and When? • Religious teachers walked to present instruction dates backs to 3500 years ago. and advice to the people who they met on the way. • Inscription : Written on hard surface like stone • Adventurous persons came forward to explore and metal. These cannot be altered, subtracted new lands or areas. from or added. Commercial, religious, orders of kings are some forms of inscriptions. • Travelling helped people to share new ways of • Archaeologists excavate remains like tools, carving stones, composing music, and adopt weapons, pots, pans, and ornaments to recon- cooking practice of different regions. struct our past. • Archaeologists and Historians help us to recon- • Two names of our countries: Bharat and India. struct our past. • Iranians called the land ‘Indos’ based on the river • Is there only one past? • Different groups like kings and queens, farmers, Indus, which is now known as India. The Rigveda merchants, craftsmen led different lifestyles. gives reference to the word Bharat. • Archaeological surveys help to reconstruct the How do we know of our past? past of ordinary people that is not documented. • We know of our past with the help of sources • When was this past? like manuscript, inscription and archaeological • Understanding Dates: Earlier terms such as B.C. evidences. and A.D. were used to refer to the period before • Manuscript : The documents written on palm and after the birth of Christ. B.C. – Before Christ leaves by hand. and A.D. – Anno Domini. • Manuscript was written in Sanskrit, Prakrit and • We use the terms CE or Common Era instead of Tamil. A.D. and BCE or Before common Era for B.C. • Manuscripts were often preserved in Temples and monasteries. • Rigveda is earliest composition in Sanskrit, it Work Plan Concept Coverage Coverage details Practice Sheet Our Past • Gatherers PS -1 What do we know? • Farmers Who were they? • City Dwellers PS-2 Where did they come from? • Establishment of kingdoms PS-3 How did they live? • Travelling PS-4 • Name of our land Self-evaluation Sheet How do we know? • Sources and evidence • Manuscript • Inscription • Coins • Archaeological remains When was the past? • Many pasts How many pasts? • B.C., A.D. , CE and BCE Dates Worksheet for “ What, Where, How and When?” Evaluation with self- check or Peer check* 44

PRACTICE SHEET - 1 (PS-1) 1. What to do you mean by tributaries? 2. What animals did the early people of Sulaiman and Kirthar hills rear? 3. Name the powerful kingdom which was established on the south bank of river Ganga. Mention one of the tributaries of river Ganga. 4. Mention the places where agriculture was developed by early cultivators. 5. Where did the earliest cities flourished? 6. What changes could be seen when people travelled from one part of the subcontinent to another part? 7. What do we know about the name of our land? PRACTICE SHEET - 2 (PS-2) 1. Fill in the Blanks 4. Mention the different ways to find out about our • ______, _____, _______, _______, _______, past. _______, ___, _____, _____ and ______ are archaeological remains that are used to study 5. What do charred remains of grains or bones of the past. fish, animals and birds tell us? • Archaeological remains are made of ____, ____, ____, or ____. Manuscript is basically derived from the Latin word ________ • ______ plant leaf was used to write manuscript • The inscription displayed in the picture of the text belongs to....... 2. What are sources? 3. Why are inscriptions are very important sources of history? PRACTICE SHEET - 3 (PS-3) 1. Match the following: AB a. Prakrit Before Christ b. B.C. Anno Domini c. A.D. Language spoken by common people. 2. Why did common people fail to document their journey? 3. Why do we say many pasts? 4. Who are the experts who study the past? 45

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: c. Manuscripts 1. Gatherers are those who: d. Inscriptions a. used to gather people for various purposes 8. Decipherment means - b. Collects roots, fruits and other forest produce a. Study of meaning of texts written in ancient or obscure languages or scripts on inscriptions by for their food scholars c. Gather everything they see and collect them b. Study of Greek figures - the names of kings and d. roam from one place to another queens by scholars c. Study of structure, historical development, and 2. According to history, around 8000 years ago relationships of a language or languages. agriculture developed. Which crops were grown d. Study of history at that time? a. Wheat and barley 9. South Asia is considered a sub-continent of b. Rice Asia. Choose the correct reason supporting the c. Maize statement. d. Sugarcane a. Because it occupies a large area b. Because it is separated from rest of Asia by 3. Earliest cities flourished on one of these- Himalayan ranges in north and is bounded by a. River Ganga Arabian sea, Bay of Bengal, and Indian ocean b. Along sea coasts on other three sides c. River Indus c. Because it is situated south of the world’s big- d. River Sutlej gest Continent – Asia d. Because it is a part of Asia 4. Men and women travelled from one part of the continents to another in search of 10. Travelling across continents would help in: a. Livelihood a. Exchanging ideas b. escape from natural disasters like floods or b. Exchanging culture and traditions droughts c. Sharing knowledge c. conquering others’ lands d. All of the above d. All of the above II. Short answer questions: 5. Give the official Sanskrit name of our country – India? 1. Write shortly about manuscripts. a. India 2. What do modern day archaeologists study? b. Bharata 3. Why are historians and archaeologists c. Hindustan d. Aryavarta compared to detectives? 6. The language use by ordinary people in olden III. Long answer questions: days is called _____. 1. Past was different for different groups of people. a. Prakrit b. Sanskrit Generalise this statement? c. English 2. Throw light about ancient inscriptions. State d. Telugu about the medieval period and modern day 7. I am made of palm leaf, not of paper. source of history also? Am written by hand, not with pen and pencil Am tied together to look like a book but am not a book a. Scriptures b. Note books 46

Self-Evaluation Sheet Marks: 15 Time: 30 Mins II. Answer the following 1. The place where rice was grown first? (1 mark) 2. Where are the Garo hills located? (1 mark) 3. What do B.C., BCE, CE and A.D mean?. (1 mark) 4. What was the earliest form of manuscripts? (1 mark) 5. Why did people travel? (3 marks) 6. What is the work of an archaeologist? (3 marks) 7. How do we know about kings and queens who lived in the past? What do we know about them? (5 marks) 47

2. From Hunting-Gathering to Growing Food Learning Outcomes • Identify weaving baskets, digging pits and making clay pots as ways to store food. At the end of this lesson, students will be able to: • Recognise that farming and herding began • Determine how tribes emerged and were organised. with domestication of animals and plants. List the different animals and plants that were • Summarise the living and burial practices domesticated in this period. in Mehrgarh and Daojali Hading based on • Trace the process of domestication and evidence. determine the reason why it led to settled life and construction of houses. • Summarise how archaeologists determine when • Recognise that cultivation led to surplus and a early settlements existed. need to store food. Concept Map From gathering to growing Food Farmers Herders Domestication Domesticated more Different varieties of animals food grain developed Mehrgrah Settled Life Tribes Living and burial Daojali hading customs and rituals Construction Storing foods Advanced tool, vessels of houses used Weaving of basket, Neolithic tools making decorated clay pots Key Points • Early man domesticated dog first and then, for them near their shelters. People encouraged sheep, goat, cattle and pig. gentler animals to come near the camps where they lived. These animals such as sheep, goat, • Early men and women took farming, became cattle and also pig lived in herds and most of farmers after observing places where edible them ate grass. Often people protected these plants were found, how seeds broke off stalks, animals from attacks by other wild animals. fell on the ground and new plant sprouted from • Domestication began 12,0000 years ago. them. Perhaps, they began looking after plants, • Earliest plants domesticated, wheat and barley. protected them from birds and animals so they • Storing of grains for both food and seeds. could grow and the seeds could ripen. In this way, • Stored in large clay pots, woven baskets and dug they became farmers. pits into the ground. • Archaeologists have found evidence of: • It is possible that women and children also learnt to attract and then tame animals by leaving food 48

2. From Hunting-Gathering to Growing Food • Mehrgarh- wheat, barley, sheep, goat, cattle. • Polished and specialized tools were made. Vessels • Koldihwa – Rice, Fragmentary animal bones. and pots of different kinds made. Mortar and pes- • Mahagara- Raice cattle (hoof mark on clay surface) tle used for grinding. Houses made with steps. • Gufkral - wheat and lentil • Burzahom - wheat and lentil, got cattle, sheep, • Neolithic age. • People followed mixed occupations of herding, goat buffalo. • Chirand - wheat, green gram, barley, buffalo, ox gathering and farming. • Hallur- Millet, Cattle, sheep, goat, pig • Settled life led to formation of tribes and customs • Paiyampalli- Black gram, millet, cattle, sheep, and practices goat, pig. • Burial customs were followed. Work Plan Concept Coverage Coverage details Practice Sheet Domestication Process leading to PS -1 domestication of animals and plants and Grains PS-2 Settled life Need for Construction of PS-3 houses PS-4 Cultivation and surplus • Cultivation and surplus Self-evaluation Sheet Storage • Identify and explain Tribes storage processes: Living/ burial customs Woven baskets, clay pots, pits • Stone tools of Neolithic age Formation of tribes, leaders Customs and practices at Mehrgarh and Daojali Hading Date and time period Identifying levels of early settlements Worksheet for “From Hunting- Gathering to Growing Food” Evaluation with self- check or Peer check* 49

PRACTICE SHEET - 1 (PS-1) 1. Why did early people start a settled life? 2. Which is the first animal domesticated by early humans? 3. When did domestication of animals start? 4. How did early humans become farmers? PRACTICE SHEET - 2 (PS-2) 1. Where is Paiyampalli located? 2. What were earthen pots used for? 3. What archaeological material remains have been found at Koldihwa? 4. Where is Gufkral situated? 5. Name any two important food items and two animal remains discovered in Burzahom ? 6. How did early people become herders? 7. What are pit houses? PRACTICE SHEET - 3 (PS-3) 1. Name the animals domesticated and the grains produced at Mehrgarh. 2. Why was a goat buried with the dead at the Meh- rgarh site? 3. Where is Daojali Hading? 4. Name the stone found in Daojali Hading. Where was it bought from? 5. Why is the new stone age called as Neolithic? 6. Draw a pit house. 7. Which material was used for weaving cloth? 50

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 8. Why were stones used as tools in prehistoric period? 1. First animal to be tamed by ancient people – a. They could find stones everywhere a. The wild ancestor of the dog b. Stones has sharp edges which can be used to b. Sheep kill the animals c. Goat c. Stones were cheap d. Pig d. Option a and b 2. Hunter-gather is the name given to people who 9. Animals move from one place to another- lived in the subcontinent because a. In search of grass or prey a. They hunted wild animals b. In search of shelter b. They gathered fruits, roots, nuts and seeds c. They move randomly, no intention c. They caught fish and birds d. To escape weather conditions d. All the above are reasons 10. Which trend of prehistoric practice has started 3. What was the earliest period of human history again now keeping eco-friendly consciousness named? in mind? a. Mesolithic period a. Using older medicinal products b. Palaeolithic period b. Using terracotta made pots for cooking c. Neolithic period c. Using copper bottom utensils d. Modern period d. Using older designs for garments 4. Hunter-gatherers used to live in caves and rock II. Short answer questions: shelters because they provided a. Shelter from the rain, 1. What were the tools made and used by b. Shelter from heat and wind hunter-gatherers? c. Shelter wild animals d. All of the above 2. All the plant and animal produce that we use as food today is a result of domestication. 5. What are archaeological sites? Generalize the statement. a. Where we can buy land b. Where government is planning for 3. The major occupation in our country is farming. infrastructural development When did this occupation actually start and c. are the places where the remains of things how? (tools, pots, buildings etc.) were found d. Places where palaces and kingdoms are III. Long Answer questions: established 1. Hunter-gatherers had to move from one place to 6. What are microliths used for? another. Give reasons for this. a. Building small huts b. Used to dig in grounds 2. Write briefly about modern tools comparing c. To make tools such as saws and sickles them with prehistoric tools to differentiate d. Used like clothing to wrap body them? 7. Period from when people started to think about herding and rearing these animals themselves- a. Mesolithic b. Palaeolithic c. Neolithic d. Stone age 51

Self-Evaluation Sheet Marks: 15 Time: 30 Mins Answer the following (4 Marks) 6. On the map of India locate 3 sites where Neolithic tools have been found. (3 Marks) 1. Which animals were found at the Mehrgarh ? India Political lVIap 2. Which tools of Neolithic are still in use to grind grains and plant produce? 3. What is a tribe? 4. Name the first village considered to be of the Neolithic age? 5. What kind of tools has been discovered by ',. . 0 archaeologist from the various Neolithic sites? (3 Marks) • 7. Write a short note on Neolithic tools. How were they different from the Palaeolithic tools? (5 Marks) 52

3. In the Earliest Cities Learning Outcomes town. • Identify the new crafts that came up in the city. At the end of this lesson, students will be able to: • Determine why there was a need for specialist • Summarise the features of the ancient cities of craftsmen. Harappa and Mohenjo-Daro • Identify the impact of foreign trade on the • Recognise the different cities based on their ancient cities. town planning, houses, streets and the drainage • Identify the people who produced food for the systems. • Identify the occupations in the ancient cities cities and the new innovations in agriculture. based on material evidences from the sites. • Predict possible reasons for the decline of • Differentiate between role of those who occupied the citadel and those in the lower the Harappan civilization, using existing Concept Map Key Points • Important sites: Harappa and Mohenjo-daro, Chanhu-daro, Kot Diji and Amri (all in Pakistan) • Harappa and Mohenjo-Daro were the first cities that came up on the banks of river Indus. • Rupar(Punjab), Banawali (Hariyana), Almgir- pur(Uttara Pradesh), Kalibangan (Rajasthan), • These cities developed about 4700 years ago. Lothal , Rojdi, Dholavira, Rangpur, Gola Dharo (all • Harappa was discovered in 1921. in Gujarat) • Since the cities developed on the banks of river • The Great Bath in Mohenjo–Daro was lined with Indus, they are known as Indus Valley Civilisation bricks, coated with plaster, and made water tight or Harappan Civilisation. with a layer of natural tar. There were steps lead- • All cities of this period had unique town planning. ing down to it from two sides, while there were Many of the cities are divided into two parts: the rooms on all sides. Water was probably brought higher citadel in the west and the lower town in in from well and drained out after use. Perhaps the east and south. Each part was enclosed by important people took a dip in this tank on the walls. special occasions. • Bricks were baked for long and laid in inter- 53 locking pattern and that made the walls strong. Streets were lined with planned drainage system.

3. In the Earliest Cities • Fire altars, possibly for sacrifice were found in to be brought from distance places. Kalibangan and Lothal • Copper was brought from Rajasthan and Oman. • Tin mixed with copper to produce bronze was • Elaborate store houses, Granaries, have been found in Mohenjo–Daro, Harappa and Lothal. brought from Afghanistan and Iran. • Gold came brought from Karnataka • Houses were either one or two storeys high with • Precious stones- Gujarat, Iran and Afghanistan rooms built around a courtyard. Most houses had • Wheat, barley, pulses, peas, rice, sesame, linseed a separate bathing area, and some had wells to supply water. and mustard were grown in the countryside by farmers. • Different Occupation: Jewellers, weavers, potters, • Farmers used wooden ploughs and might have toy makers, stone cutters, seal- makers, masons, used irrigation. traders, farmers and boat makers. • Herders reared cattle, sheep, goat and buffalo • Dholavira city is an exception as it is divided into • Things were made of stone, shell and metal, three parts and each part was surrounded with including copper, bronze, gold and silver. Copper massive stone walls, and entrance through a and bronze were used to make tools, weapons, gateway. Large letters of the Harappan scripts ornaments, and vessels. Gold and silver were were carved out of white stone and perhaps used to make ornaments and vessels. inlaid in wood. • Lothal, on the banks of river Sabarmati, was an • Unique finds have been blades, weights and important centre for making objects out of stone, beads. shell and metal. Semi-precious stones were easily available. There was also store houses in this • Seals were made out of stone. These are generally city. Many seals and sealing were found in the rectangle in shape, usually animals were carved storehouse. on these. • Pots with beautiful black designs were discov- ered. • Cotton was grown and clothes woven from it. Spindle whorls found made up of terracotta and faience have been found. • Copper, tin, gold, silver and precious stones had 54

3. In the Earliest Cities Work Plan Concept Coverage Coverage details Practice Sheet The cities of Indus valley Unique features of cities PS -1 civilization Town planning, houses, Harappa and Mohenjo- streets, drainage, public PS-2 Daro buildings PS-3 Occupations PS-4 Economy Social hierarchy • Rulers Food producers • craftsmen, specialists, workshops • Traders, foreign trade • New crafts, metals, tools Farmers. herders Decline Causes and reasons Worksheet for “In the Earliest Cities” Evaluation with self- Self-evaluation Sheet check or Peer check* 55

PRACTICE SHEET - 1 (PS-1) 1. When was Harappa and Mohenjo-Daro excavated? 2. When did the Indus Valley Civilization develop and where? 3. Which is a newly excavated site in the Kutch region? 4. In which cities have fire alters been found? 5. Name the Harappan cities where store houses were found. 6. Write a brief note on the Great Bath. 7. What are the unique features of the cities of the Indus valley civilisation? 8. Write significant features of Dholavira Harappan City. PRACTICE SHEET - 2 (PS-2) 1. Name the script used by the Harappans. 2. What materials were the objects found in the Harappan cities made of? 3. What are the most striking finds of the Harap- pan civilisation? 4. Name the foreign countries with whom the Harappan civilisation had trade contact. 5. What materials were brought from foreign coun- tries? 6. Which Harappan city had a dockyard? 7. Write a short note on Harappan trade? 8. Who were the specialist craftsmen? What were their role in the Harappan cities? PRACTICE SHEET - 3 (PS-3) 1. Which are the plants remains excavated from Harappan cities? 2. Who produced food in the Harappan cities? What were the new features of farming, we see in this period? 3. What are the causes for declining of Harappan civilisation? 56

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option a. Terracota 1. What does this picture show? b. Faience c. Gold a. Archaeological site d. Wood b. Bricks laid in a sequential order 8. Why do you think Harappan people used c. The abandoned colony of modern times weights for? d. Deserted place a. To weigh precious stones and metals 2. Around 5000 years ago, the bodies of kings and b. To know a person’s weight queens who died were preserved. These bodies c. They did not have the knowledge of weights were called _______. d. Kids used play with weights a. Daddies 9. How were the walls of Harappan civilisation still b. Mummies strong and lasted thousands of years? c. Dead bodies a. The bricks were mixed with glue to make it in- d. Effigies 3. Harappan children probably played with tact a. Plastic toys b. The walls were made, baked and made to stand b. Never played with toys c. The bricks were laid in an interlocking pattern c. Wooden toys d. Terracotta toys and that made the walls strong 4. Was any crop grown at Mehrgarh about 7000 d. The walls were mixed with iron ore to make it years ago? a. Maize strong b. Wheat 10. Crops were grown during Harappan period. As c. Cotton d. None this region did not receive heavy rainfall, then 5. A _____ is a person who is trained to do only one how was irrigation done? kind of work. a. Drip irrigation method as it had well planned a. Craftsman b. Specialist scholars c. Trainer b. Water was stored and supplied to fields when d. Professional 6. Cloth was made by processing which raw plants were growing material during Harappan period? c. Sprinkler method was established using an- a. Leaves b. Bark of trees cient techniques c. Cotton d. Farming was not yet done during this period d. Faience II. Short answer questions: 7. What were bangles, beads, and earrings made 1. What do you understand by the archaeological from during the Harappan period? term – The Great Bath at Mohenjodaro? 2. Seals were used during Harappan period as well as in today’s time. State its importance. 3. Why is it important to preserve old buildings? III. Long answer questions: 1. How can you say that men in Harappan society had different skill sets? 2. How could you say that Harappa was a well planned city? Compare it with Mohenjodaro city and describe it. 57

Self-Evaluation Sheet Marks: 15 Time: 30 Mins II. Answer the following (4 Marks) 6. Mark at least five Harappan city site in the given map. 1. What evidence proves that Harappan civilisation (3 Marks) knew about cotton? India Political lVIap 2. Where did the Harappans get gold from? 3. Name the occupations followed in the Harappan civilisation. ',. . 0 4. What was the script of the Harappans? Where • was it used? 7. Explain the basic town planning system followed by the Harappans. (5 Marks) 5. Write a note on Lothal. (3 Marks) 58

4. What Books and Burials Tell us Learning Outcomes • Review the material remains in burial sites to determine the social differences in the At the end of this lesson, students will be able to: Megalithic age, based on occupations and food • Recognise that evidence can be gathered from habits and other information. different sources to study the past. For example, • Reconstruct the life, customs and social oral/written sources such as the Vedas and practices of the people of the time, based on the material sources such as megalithic burial sites. burial site at Inamgao. • Identify references to people, occupations and society in the Vedas to find out about social hierarchy in Vedic societies. Concept Map Vedas What Books and Megaliths Burials Burials Tell Us Social Differences Occupations Buries with different items Rig Sama Yajur Atharva Custom practices Three Gods Horse Sacrifices Division of Family People Burials Food Habits Agni Battle Fought for Indra Soma Cattle Water Land Priest Raja Jona Vish Key Points it. • Verses in Rigveda are in the form of a dialogue. • There are four Vedas- Rigveda, Samaveda, Ya- jurveda, Atharvaveda, One between Vishvamitra and two rivers, Beas and Sutlej provide a lot of information about so- • The oldest, the Rigveda, composed about 3500 cial differences. years ago, has a thousand hymns called sukta or • Many prayers are for cattle and children (sons) well-said, written in old or Vedic Sanskrit. and horse. • Battles were for cattle, land and water. • Agni- the god of fire, Indra-a warrior god and Soma- a plant from which a special drink was pre- pared are the three important gods mentioned in 59

4. What Books and Burials Tell us • Wealth obtained from battle was mostly given off • Inamgaon: River site Ghod, a tributary of the Bhi- by rulers to priests, and rest distributed among ma. Occupied between 3600 to 2700 years ago. the people. Some wealth was used to perform yagnas. • Dead were buried in the ground, laid out straight, with the head towards the north. Sometimes • Two groups described in terms of their work: burials were inside the houses. Vessels that priest, Brahmins, ruling class. probably contained food and water were placed with the dead. • Words used to describe people Jana, and vish. • Some examples are vish or Jana: Bharat Jana, or • One man was found buried in a large, four-legged clay jar, in the courtyard of a five roomed house vish .Yadu Jana, or vish. (one of the largest houses at the site), in the • People who composed the hymns described centre of settlement. The body was placed in cross legged position. themselves as Aryas and their opponents Dasas or Dasyas as people who spoke a different lan- • Crops grown in Inamgaon: wheat, barley, rice, guage and did not perform sacrifices. pulses, millets, peas and sesame, • Burials and the stories of the past • A circle of stone boulders or a single large stone • Domesticated animals: cattle, buffalo, goat, standing on the ground indicate to archaeologist sheep, dog, horse, ass, pig, sambhar, spotted that there are burials beneath. dear, blackbuck, antelope, hare and mongoose, • This practice began about 3000 years ago. besides birds, crocodile, turtle, crab and fish. • Common features of burials: • Dead were buried with distinctive pots, called • Fruits such as ber, amla, jamun, dates, and a Black and Red ware. They are also found along variety of berries were collected. with tools and weapons of iron and sometimes, skeletons of horses, horse equipment and orna- • Skeletal remains give a lot of information about ments of stone and gold. the person. • Finding social differences: A skeleton was buried with 33 gold beads, 2 stones beads, 4 copper bangles, and conch shell. Whereas other skele- tons found have only pots. • Some family burials were found. 60

4. What Books and Burials Tell us Work Plan Concept Coverage Coverage details Practice Sheet Written source Describe the Vedas PS -1 Vedas Vedas as a source of Burials information about the past PS-2 Megalithic burial sites Social practices Social differences PS-3 Inamgaon • Language PS-4 • Social practices Self-evaluation Sheet • occupation Describe the sites as a source of information about the past Social differences Social practices Occupations Food habits Evidences from: Location of burial Material and artefacts in the site Position of burial Information of occupations and social differences Worksheet for “What Books and Burials Tell us” Evaluation with self- check or Peer check* 61

PRACTICE SHEET - 1 (PS-1) 1. Name the four Vedas. 2. Which is the oldest Veda? When was it com- posed? 3. What are hymns? 4. Which are the important gods of Rigveda? 5. Name the two rivers mentioned in Rigveda. 6. Who is the sage mentioned in Rigveda? 7. Which are the animals mentioned in Rigveda hymns? 8. Why were battles fought during Rigvedic age? What was done with conquered property? 9. Explain the division of groups in terms of work. PRACTICE SHEET - 2 (PS-2) 1. What was a special feature of megalithic buri- als? 2. What is a family burial? 3. What evidence from the burial site tell us about social differences? PRACTICE SHEET - 3 (PS-3) 1. Where is Inamgaon located? Mark the location 2. When did this site develop? on a map. 3. What evidence do the burial sites tell us about India Political lVIap possible occupations of the time? 4. Explain how study of skeletons can tell us about the past? ',. . 0 • 62

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 7. According to Rigveda, battles were fought 1. Rigveda includes a. For acquiring land b. For capturing cattle a. Contains melodies of musical notes c. For water and people b. Hymns in praise of various gods and goddesses d. All of the above c. It is a compilation of ritual offering before yagna d. Knowledge of the procedures for everyday life 8. A physician named Charaka stated that human 2. Tamil, Telugu, Kannada and Malayalam belong body contained 360 bones in contrast to the to which family of languages? modern anatomy which stated the presence of a. Tibeto-Burman family only 200 bones in human body 2000 years ago. b. Indo-European family How? c. Dravidian family a. He doesn’t know medicine d. Austro-Asiatic family b. He actually counted teeth, joints and cartilage 3. What does the picture denote? along with bones c. He stated just by assumption a. Megalith d. The bone structure gradually changed from b. Monumental structure that period and reduced the count c. Archaeological site d. Some random structures formed 9. How are Vedas relevant in today’s world? 4. Why were the dead buried with things? a. They are store house of knowledge a. People believed that if they take birth again b. The truth that the world does not change c. Helps us in releasing our true self they would not have any problem in searching d. All of the above of foods b. People believed life after death. So kept things 10. Why has learning Sanskrit gained importance c. People kept the things because the deceased now a days? was fond of them a. Helps in the growth of consciousness d. All of the above b. Helps in understanding greatest literary works 5. Huge stone boulders carefully arranged by c. Facilitates a better grasp of the mechanics of people and used to mark burial sites- other languages a. Burial grounds d. All of the above b. Pyramids c. Megaliths II. Short answer questions: d. Stone sites 6. What were the dead buried with ancient period? 1. Write shortly about Dasas. a. The dead were buried with distinctive pots, b. Tools and weapons of iron 2. How were ancient hymn remembered as com- c. Ornaments of stone and gold pared to modern study methods? d. All the above things 3. State the difference between Rajas of Rigveda and kings of modern times? III. Long answer questions: 1. (i) What could be the occupation of the people of Inamgaon? (ii) Write about the burial site of Inamgaon. 2. What were the generalisations that the archaeologists could make by observing various burials? 63

Self-Evaluation Sheet Marks: 15 Time: 30 Mins I. Answer the following (1 mark) 1. What is the meaning of Veda? 2. Name the two types of sources used to reconstruct social practices between the years 3500 to 2000 BCE? (1 mark) 3. Who composed Vedic hymns ? (1 mark) 4. When and where the manuscripts of Rigveda found? (1 mark) 5. What are megaliths? (3 mark) 6. What do the Rigveda tell about the occupations of the people during this time? (3 marks) 7. Write a note on megalithic burial sites. ( 5 marks) 64

5. Kingdoms, Kings and an Early Republic Learning Outcomes • Identify the features of the Janapada and summarise the reasons for the rise of the At the end of this lesson, students will be able to: Janapada. • Identify early and later Vedic periods and the • Identify the features of the Mahajanpada and sources that tell us about them. summarise the reasons for the rise of the • Recognise that the idea of raja and Jana/ vis Mahajanpada. of the early Vedic age began to change to • Distinguish between the gana and sangha of the Janapada and Mahajanpada. Vajji, and the Magadha Mahajanpada. • Recognise the influence of the varna system and Ashwamedha on the social changes of the period. Concept Map Bimbisara Ajatashatru Pataliputra 65

5. Kingdoms, Kings and an Early Republic Key Points • Ashwamedha sacrifice showed Raja that • Taxes on craft persons: in the form of labour. performed the sacrifices as powerful. • Herders were also expected to pay taxes in the • Rajas, position changes. He is a central figure in form of animals and animal produce the rituals. He often had a special seat, a throne • There were also taxes on goods that were or a tiger skin. His charioteer, who was his companion in the battle field and witnessed his brought and sold through trade. exploits, chanted his tales of glory. • Hunters and gatherers also had to provide • The later Vedic books like Samaveda, Yajurveda, forest produce to the raja. Atharvaveda which were composed by the • Major agriculture changes: use of iron priests described how rituals were to be performed, they also contained rules about ploughshares. society. • Transplanting paddy • A close look Magadha: Important Mahajanpada. • Groups in the society: priests, warriors and warriors, farmers, herders, traders, craft persons, Many rivers such as Ganga and Son flowed labourers, fishing folk and forest people. through Magadha. This was important for 1. Transport 2. Water supplies, 3. Making the • Priests divide the people into four groups called land fertile. varnas. • Two important rulers: Bimbisara and Ajatashatru. • Brahmin - expected to study and teach the • Capital at Rajagriha (present Rajagrir) Bihar Vedas. Perform sacrifices and receive gifts. then shifted to Pataliputra. (Present Patna). • Alexander King of Macedonia wanted to conquer • Kshatriya were rulers expected to fight battles the world. His army refused to march further as and protect people. they heard of the huge armies of Mahajanpada. • Vajji: with its capital at Vaishali (Bihar) was • Vaishyas or vish. were farmers, herders, and under different form of government known as traders. Both kshatriyas and Vaishyas could gana or sangha. Many rulers ruled on each one perform sacrifices. was known as Raja. • Buddha (founder of Buddhism) and Mahavira • Last were sudras who had to serve other three (24th Tirthankara of Jainism) belonged to gana groups and could not perform any rituals. They or sangha. were not allowed to study Vedas. • 1500 years ago, last gana was conquered by Guptas. • These divisions was made on the basis of birth. Son of a Brahmin is a brahmin. • Class of untouchable. - some craftpersons, hunters, gatherers, people who helped burials and cremations. Priests said contact with these people is polluting. • Rajas who performed sacrifices recognised as rajas of Janapada rather than jana. • Example of Janapada settlements: of Purana Qila in Delhi, Hastinapur near Meerut, and Atranjikhera near Etah. • People lived in huts and kept cattle as well as other animals. They grew varieties of crops like rice, wheat, barley, pulses, sugarcane, sesame and mustard. • Painted grey ware found during this time. • Mahajanpada: about 2500 years ago, some Janapada became more important than others. Most of these had fortified capitals. • Taxes: The rajas built huge ports and maintained big armies and needed more resources. They appointed official to collect taxes. • Taxes on crops- 1/6th of the produce. Known as bhaga or share. 66

5. Kingdoms, Kings and an Early Republic Work Plan Concept Coverage Coverage details Practice Sheet How some men became Ashwamedha PS -1 rulers Varna system Janapada • Reasons for rise PS-2 Mahajanpada • Features Taxes • Tax on people PS-3 Changes in agriculture • Iron Plough PS-4 Magadha • Transplanting paddy Self-evaluation Sheet Vajji Kings and administrative system Ganas and sanghas Worksheet for “Kingdoms, Kings and an Early Republic” Evaluation with self- check or Peer check* 67

PRACTICE SHEET - 1 (PS-1) 1. Which are the literary sources used to study the history of this period? 2. Name the later Vedic literatures. 3. What was the role of the charioteer? 4. Name four different Varnas. How did the chaturvarna system envision social roles. 5. What is meant by Ashvamedha? PRACTICE SHEET - 2 (PS-2) 1. What does the word Janapada literally mean? 2. Name few Janapada found by archaeologists. 3. Write the difference between Janapada and Ma- hajanpada. PRACTICE SHEET - 3 (PS-3) 1. List the two factors that helped to make Magadha powerful. 2. Name the two capital cities of Magadha. 3. Name the two important kings of Magadha. 4. What was the form of the government which ruled Vajji? 5. Who conquered the last Ganas or Sanghas? 6. Distinguish between the Rajas of the Jana, Janapada, Mahajanpada and the Gana. 68

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option uals were to be performed c. These books contained the description of vari- 1. Some men became recognised as Rajas by performing very big sacrifices. What was this ous kings, their valour, achievements sacrifice named? d. These books contained the various inventions a. Wealth sacrifice b. Ashvamedha sacrifice made in prehistoric period c. Power sacrifice 8. Why did Buddha feel that Vajji’s could would d. Family sacrifice prosper for some more years? 2. Which was the first book of Vedas that was a. Because vajji’s met and acted together. composed? b. They followed established rules. a. Atharva veda c. They followed established rules b. Yajur veda d. All of the above c. Rigveda 9. Why did the soldiers of Alexander refuse to d. Samaveda march towards Indian subcontinent even though they were strong? 3. Which category of people were always excluded a. Their stock of grains were over and they didn’t from all rituals? a. Shudras want to starve b. Vaishyas b. Soldiers actually became tired of waging war c. Dasas d. Nobody is actually excluded continuously to fulfill the kings wish of con- quering the world 4. If the Ashvamedha horse wandered into the c. They had heard that the rulers of India had vast kingdoms of other rajas and they stopped it, armies of foot soldiers, chariots and elephants what would have happened? and were afraid a. They had to accept the king who send the horse d. The soldiers lost faith in their king and wanted as the supreme power to go back b. They have to fight with the king who send the 10. When did the concept of democracy which we horse follow today in our country could have started? c. They have to pay heavy taxes to the king a. During Rig vedic period d. They have to part away with that area of the b. In Greece and Athens around 2500 years ago land till where the horse has wandered c. During the period of establishment of Maha- janapadas 5. In which part of the sub-continent was social d. In the later 19th century A.D and economic differences not very sharp? a. South II. Short question answers: b. North 1. Why were the cities of Mahajanapadas fortified c. North east d. North west by some Rajas? 2. How did the position of Rajas of Mahajanapadas 6. When the ashvamedha yagna was performed, who all were invited to witness the sacrifice? improve than Rajas of Rig veda period? a. The kings who did not stop the horse 3. What lead to the increase in production of b. The ordinary people, the vish or vaishya c. King’s wife and kids and his relatives agricultural crop during this period and why do d. All of the above you think kings encouraged this? 7. What can be understood from the books III. Long answer questions: Samaveda, Yajurveda and Atharvaveda? 1. Describe shortly about Magadha a. These books contained about the various Gods, their importance mahajanapada? How was Vajji different from b. They contained rules about society and how rit- Magadha? 2. How were people grouped during this period based on their caste? Was this division accepted by everyone? Why did people oppose the system of varnas? 69

Self-Evaluation Sheet Marks: 15 Time: 30 Mins I. Answer the following 7. Explain the taxes collected in the Mahajanpada? (5 marks) 1. Name the unique type of pottery found at the later Vedic sites. (1 mark) 2. What were landless agricultural labourers called as? (1 mark) 3. Name the capital city of Vajji. (1 mark) 4. When and where did kingdoms begin in the Indian subcontinent? (1 mark) 5. Explain the features of in agriculture in this period. (3 marks) 6. On a map of India, mark the kingdoms of Magadha and Vajji. (3 marks) India Political lVIap ',. . 0 • 70

6. New Questions And Ideas Learning Outcomes At the end of this lesson, students will be able to: • Trace the journey of Buddha and Mahavira and • Identify the reasons why varied philosophies discuss the key features of Buddhist and Jain philosophy. emerged in this period. • Compare the tenets of different philosophies • List the differences between Sangha and Ashra- ma. of the period and identify its similarities and differences. • Explain the reasons for the rapid spread of the two philosophies. Concept Map New Questions and Ideas Upanishad Six philosophical reasons Followers for emergence Tenets Buddha Mahavira Ashrama Sangha Enlightenment Tenets Monks & Nuns Follower Organisation Spread Key Points not be a part of this discourse. An exception is Satyakama Jabala, son of a slave woman Jabali • Emergence of introspective philosophies with who was accepted by a brahmin priest Gautama. rise of Mahajanapadas. • Spoke of something permanent in the universe: the individual soul (atman) and the universal soul • Buddha’s journey to enlightenment in Bodh (brahman). Gaya. His first teachings in Sarnath, Varanasi. • Upanishad teachings in the form of dialogues or Death in Kusinara. conversations between teacher and students. • Grammarian Panini composed rules of Sanskrit • Tenets: Life is misery and suffering because grammar. humans crave and desire (tanha). The way out is • Existence of six philosophical systems: Vaishesika moderation, compassion and ahimsa or non- founded by sages Konada, Nyaya by Gotama, violence. Result of all actions (karma) affect us in Samkhya by Kapila, Yoga by Patanjali,Purva this and next life. Mimansa by Jaimini and Vedanta or Uttara Mimansa by Vyasa. • Spoke and taught in the language of the people • All philosophies used the method of storytelling (Prakrit) to unravel the truth. • Asked followers to think and not blindly believe. 71 • Upanishad: a little earlier time. A part of later Vedic texts. Like all Vedas written in Sanskrit, the language of the brahmins and kings. Most Upanishadic thinkers were brahmins and rajas. One woman mentioned is Gargi. The poor could

6. New Questions And Ideas • Mahavira’s journey of enlightenment. Tenets: sangha. those who want to find truth must leave home, • Monks and nuns travelled through the year follow ahimsa as all beings hold life dear and long to live. Preached in Prakrit, common man’s except during rains. Their followers built them language. temporary shelters in caves or gardens. Later permanent structures called viharas were built. • Jains or followers of Mahavira led simple lives, • Vihara land were donated by rich merchant begged for food, followed celibacy, had to followers. follow honesty and not steal. Men had to forgo • Same period, brahmins developed ashrama everything, even clothes. system of four stages of a brahmin, kshatriya and vaishya man’s life: brahmacharya, grihastha, • Adhere strictly to the rules. It was a very tough vanaprastha and sanyasa. Women were not philosophy to follow. Many people became allowed to read the Veda or follow the ashrama. followers and others supported the nuns and • Elsewhere in Iran, Zoroaster’s teachings of good monks with food. thoughts, good words and good deeds were forming the basis of Zoroastrianism, the religion • Found support among traders. Farmers who had of the Parsis. to kill insects found it difficult. Jainism spread to north of India, Gujarat, Karnataka and Tamil Nadu. Writing down of Jaina texts happened 1500 years ago in Valabhi, Gujarat. • Idea of sangha, an association for those who left their homes, emerge in Buddhism and Jainism. Buddhist rule book for sangha, Vinaya Pitaka, was written. Separate sanghas for men and women. Buddhist bhikkus and bhikkunis meditated, begged for food and taught others. People from all classes and castes joined sangha, wrote beautiful poems describing their life in Work Plan Coverage Details Practice Sheet • Six philosophies Concept coverage • Reasons for emergence PS-1 Philosophies PS-2 Upanishads • Tenets PS-3 Buddha • Organisation PS-4 Mahavira Jaina • Enlightenment Self-evaluation • Tenets sheet Popularity • Organisation • Spread • Reasons for Spreading Worksheet for “New Questions And Ideas” Evaluation with self-check or peer check 72

PRACTICE SHEET - 1 (PS-1) 1. Why did new ideas and questions begin to emerge 2500 years ago? 2. Name the six philosophical systems that represent Indian thought? 3. What is the Upanishad? 4. Why is Panini referred to as a grammarian? 5. What was common among the emerging philosophies of this period? PRACTICE SHEET - 2 (PS-2) 1. Who was Buddha? 2. What is the Buddha’s teaching? 3. Who was Mahavira? 4. What is Mahavira’s teaching? 5. What is common between Buddhist and Jaina way of life? 6. What is the difference between sangha and ashrama? PRACTICE SHEET - 3 (PS-3) 1. What language did Buddha and Mahavira use to teach? 2. What was the language of the Vedas and the Upanishad? 3. Who were the followers and preachers of these philosophies? 4. What was the reason why the Buddhist and Jaina philosophies spread rapidly? 73

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: d. It happened one day by miracle. He was des- 1. Buddha was originally tined to become a sage a. A kshatriya called Siddhartha Gautama 6. What was the greatest achievement of the b. A Brahmin called Siddhartha Gautama scholar Panini? c. A Kshatriya called Suddhodana a. He was a thinker like Buddha d. An ordinary man called Gautama b. He was a famous scholar in the subject of Anat- 2. What is the significance of this place? omy of human body c. He prepared grammar for Sanskrit a. It is a monumental piece d. He was a great thinker who renounced wealth b. It is a place where Buddha started his preaching c. This place was found in one of the archaeologi- 7. State the system of philosophy stated by Sage Ved Vyasa which guides us even today. Name it? cal diggings. Not much is known about this site a. Vedanta or Uttara mimamsa d. It is the place we found first mummy. b. Nyaya 3. Were there any women thinkers who c. Samkhya participated in debates held in royal court d. Purva Mimansa during Buddha time period? a. Shodhganga 8. What was so unique about Satyakama Jabala, a b. Yashodhara great thinker? c. Akka Mahadevi a. He was an ordinary man d. Gargi b. He was from a poor family who had a deep de- 4. Apart from Buddha, another great thinker, sire to learn about reality of life Mahavira also renounced worldly pleasures c. He was a kshatriya who wanted to know about (comforts of life) and became a wandered. Why? life a. He wanted to explore world beyond his king- d. He was a noble person from whom Buddha learnt many things dom b. He went in search of knowledge to attain en- 9. Few things of Jainism are similar to what ________ followed today. lightenment a. Rishis c. He was not interested to be a king b. Kshatriyas d. He wanted to experience the life without com- c. Naga sadhus d. Ordinary people forts 5. How did Buddha attain enlightenment? 10. Why couldn’t farmers follow Jainism properly? a. They could not understand the language a. By meditation for days under the tree Peepal b. They did not like it much tree in Bodh Gaya c. Farmers, who had to kill insects to protect their crops, found it more difficult to follow the rules. b. By wandering different places and meeting d. They considered it was waste of time as they people had sit and pray god continuously c. By meeting and discussing about life with many II. Short answer questions scholars and thinkers 1. What were the thoughts and preaching of Bud- dha? 2. The world is full of scholars and thinkers. There were new thoughts emerging with the passing of time. Can you express thoughts of a few? 3. Mahavira was also a thinker and followed similar thoughts like Buddha. Can you state the differences between Buddhism and Jainism? 74

PRACTICE SHEET - 4 (PS-4) III. Long answer questions 1. (i) When did the concept monastery came into existence? (ii) Who were Zoroastrians and what were their spiritual learning’s? 2. From the book of Buddhism, Vinayaka pataka, who could join sanghas and what kind of life did people lead? How was this different from the ashramas established by Brahmins? 75

Self-Evaluation Sheet Marks: 15 Time: 30 Mins I. Answer the following: 1. Name the six philosophical systems that represent Indian thought. (1 mark) 2. Who was Mahavira? (1 mark) 3. What is the Buddha’s teaching? (1 mark) 4. Who was Panini? (1 mark) 5. What was the reason Buddhist and Jaina philosophy spread rapidly? (3 marks) 6. Compare the buddhist and jaina way of life. (3 mark) 7. Compare features of sangha and ashrama. (5 marks) 76

7. Ashoka, The Emperor Who Gave Up War Learning Outcomes At the end of this lesson, students will be able to: • Describe the key features of Ashoka's reign. • Trace the growth of Mauryan empire and identify • Summarise the reasons for the spread of Asho- its extant on a map of India. ka's Dhamma. • Identify the administrative features of the Maury- • Trace the changes after the decline of Mauryan an empire. Empire. • Explain the revenue collection in the Mauryan empire. Concept Map Mauryan Rule Chandragupta, Bindusara Revenue Sources Administration Ashoka Empire KalinigmapWacatr and Chanakya Dhamma features Spread of Dhamma CollapseEomf tphireeMauryan Key Points • Empire required a large army to protect its boundaries and revenue to maintain it and • Chandragupta Maurya founded the Mauryan administer it. empire. He was ably assisted by his minister Chanakya. Chanakya wrote Arthasastra. • Administration: Area around the capital city of Chandragupta’s son was Bindusara and, his Pataliputra was directly under the control of the grandson was Ashoka. emperor. Salaried officials collected revenue from farmers, herders, traders and craftsmen • Mauryan dynasty built an empire extending who lived in the area. They could punish those from Taxila and Kandahar in the north west who disobeyed them. A network of spies kept to Pataliputra in the east and Ujjain in central watch on the officials. They were supervised India. with the help of senior ministers and royal family. • Sources: inscriptions, architecture, Megasthenes the Greek traveller’s account, Chanakya’s • Distant places were controlled from provinces Arthasastra, coins, artefacts. like Taxila and Ujjain. Royal princes were sent as governors to retain some control. The local • Cities had merchants, officials and crafts 77 persons and villages had farmers, herders and forest people. People across the empire spoke different languages, had different social, cultural practices and beliefs.

7. Ashoka, The Emperor Who Gave Up War customs and rules were allowed. • Mauryans tried to control important transport routes such as roads and rivers. Collected important resources of the region as tribute or tax. Forest areas were largely independent, only providing forest resources to the Mauryans. • Ashoka’s dhamma had no god to worship or sacrifice to perform. He was inspired by Buddha’s teachings. The empire had different religions and cultures which gave rise to conflicts and also slaves and servants were treated with cruelty. Ashoka felt he had to instruct his subjects as a father would do for his children. He appointed dhamma mahamatta who travelled to teach people about dhamma. The message of the correct conduct was written in prakrit as inscriptions on rocks and pillars across the empire. Those who could not read were read to. • Sent messengers to Syria, Egypt, Greece and Sri Lanka to spread the message of dhamma. Dug wells, built hospitals for humans and animals and made rest houses along major roads. • Mauryan empire declined 2200 years ago. The empire broke into smaller kingdoms which ruled brief periods before being taken over by another dynasty. For example: in the North-west and west: Indo-Greeks- Shakas- Kushanas- Guptas; North, parts of central: Shunga- Kanva- Gupta; Central and parts of west: Shakas- Satavahanas- Vakataka; South: Chola, Chera, Pandya. • Agriculture spread, town came up, trade expanded, land routes within and outside the subcontinent were opened, sea routes to West Asia, East Africa and South East Asia were established. New buildings, temples and stupas were built. Books written and scientific discoveries made. 78

7. Ashoka, The Emperor Who Gave Up War Work Plan Concept coverage Coverage Details Practice Sheet PS-1 Map • Extant of Mauryan empire PS-2 Mauryan empire • Cities Ashoka • Places where Ashokan inscrip- PS-3 Changes after Mauryan tions found PS-4 empire • Administration Self evaluation sheet o hierarchy • Revenue o sources • Features of reign o Inscriptions • Dhamma o Features • Collapse of empire o Emerging kingdoms • changing society o Spread of agriculture o New trade routes o Architecture o Books Worksheet for “Ashoka, The Emperor Who Gave Up War” Evaluation with self-check or Peer check 79

PRACTICE SHEET - 1 (PS-1) India Political lVIap I. On a map of India show the: - regions under the Mauryan empire. - Taxila, Ujjain and Pataliputra - Kalinga - places where Ashokan inscriptions were found. ',. . 0 PRACTICE SHEET - 2 (PS-2) • 1. What are the sources from which we know 80 about Mauryan empire? 2. What were the challenges of administering a large empire? 3. How did the Mauryan emperors administer their empire? 4. What were the sources of revenue for the Mauryan empire? 5. What are taxes and tributes? 6. Why was the control of transport routes important? PRACTICE SHEET - 3 (PS-3) 1. List two unique features of Ashoka’s reign. 2. Why is Ashoka called 'the only emperor who gave up war'? 3. What is Ashoka’s dhamma? 4. How did Ashoka’s dhamma spread across the region? 5. Who ruled the empire after its collapse? 6. What changes happened in the period that followed the collapse of the empire?

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option the same bedroom for two nights. What could be the reason? 1. Which book was authored by the great a. He was a noble king. So he wanted his servants philosopher Kautilya? a. Indica to eat first and then he had them b. Arthasashtra b. He was afraid that someone may try to kill him. c. Mudra Rakshasa c. He was fond of food very much. He wanted to d. Rig veda have them in perfect taste so that he can enjoy 2. Most of Ashoka’s inscriptions were in Prakrit relishing it and were written in _____. d. He would get furious if the food did not taste a. Devanagari script good. So he kept servants to taste it b. Sanskrit c. Pali 8. What is the significance of Kalinga war? d. Brahmi a. King Ashoka decided not to fight any more wars b. King Ashoka is the only king in the history of 3. The empire that Ashoka ruled was founded by the world who gave up conquest after winning his grandfather. Name him. a war. a. Chandragupta Maurya c. The bloodshed of this  war  is said to have b. Bindusara prompted Ashoka to adopt Buddhism c. Kautilya d. All of the above d. Chanakya 9. The four lions on the massive stone pillar at 4. Merchants, officials and crafts persons probably Sarnath are found even today on some of the lived in Taxila, Ujjain and Patliputra cities of important objects which we use. Do you know a. Because there were many other useful what they are? resources in these cities a. On our national flag b. Because they are developed cities b. On important government buildings c. Because these places have better connectivity c. On our Indian currency of notes and coins with the other kingdoms d. Both b and c d. All of the above 10. What is the significance of the four lions on the 5. People in different parts of the empire spoke national emblem? different languages. What could be the reason? a. The four lions symbolize the bravery and a. Different people liked different languages strength of an animal on match with the citi- b. People shifted from different places and settled zens of our country here b. The four lions symbolize power, courage, confi- c. As the Mauryan empire was very huge, people at dence and pride various locations followed different languages c. The four lions are present on the Ashoka pillar d. People used to roam to different countries for at Sarnath. Hence, they were considered as trade. Hence, they learnt different languanges they looked nice d. Guardians of four directions – North, South, 6. Why did Mauryas try to control roads and rivers? East and West a. Roads and rivers were important for trade and transport and to collect the resources that were II. Short answer questions: available as tax and tribute. b. They wanted to build well planned cities to get 1. Define the following: good name in future i) Dynasty c. They wanted to show his power and supremacy ii) Tribute d. They were afraid if anyone would come through iii) Dhamma these routes and try to attack them. 2. How are empires different from the later smaller 7. The king, Chandragupta Maurya never sleeps in kingdoms? 3. What were the problems that the King Ashoka faced in his empire? 81

PRACTICE SHEET - 4 (PS-4) III. Long answer questions 1. How was Maurya empire governed, given that it was huge? 2. What were the teachings of Ashoka? Are these relevant in these modern times? 82

Self-Evaluation Sheet Marks: 15 Time: 30 Mins I. Answer the following: 1. What are the sources from which we know 6. What is Ashoka’s dhamma? (3 marks) about Mauryan empire? (1 mark) 2. What are taxes and tributes? (1 mark) 3. Who were dhamma mahamattas? (1 mark) 4. What was the emperor’s security like according to Megasthenes’ account? (1 mark) 7. How did the Mauryan emperors administer their empire? (5 marks) 5. On a map of India mark the following. (3 marks) • Sanchi • Samath • Lumbini India Political lVIap ',. . 0 • 83

8. Vital Villages, Thriving Towns Learning Outcomes • Identify the changes happening in cities and towns in this period and list the reasons for its At the end of this lesson, students will be able to: growth. • List different sources that provide evidence for • Identify who lived in the cities and towns and changes happening in villages. how were they organised. • Identify the changes happening in the villages in this period and list the reasons for its growth. • Identify who lived in the villages and how were they organised. Concept Map Sources • Texts • Archaeological finds • Coins and inscriptions Villages Towns Increased: use of iron tools Cinocarestaasleadn:d inland towns • Irrigation network • Crafts production • Agriculture production • Trade • Trade association/ Shreni People and occupations • Landowners People and occupations: • Ordinary ploughmen • mKinergcsh, aqnutesens officials • Landless labourers/ slaves • crafts persons • Crafts persons Key Points and adimai • Northern India: the village headman, the largest • Growing use of iron tools increase agricultural production and kingdoms emerge. landowner known as the grama bhojaka. It was a hereditary post. The grama bhojaka collected • Kings require money for armies, palaces, taxes from the village, functioned as a judge and forts. Levy taxes on farmers. Farmers increase policeman. Independent smaller landowners and production to pay taxes with the use of stored farmers known as grihapatis. Landless men and water irrigation. Kings provide money and plan women or dasa karmakara, who earn by working irrigation works, villagers build irrigation network on the fields owned by others. and tanks etc. Production and revenue increase. • Villages also had crafts persons such as the • Three categories of people in the villages: 84 • Southern India: large landowners or vellalar, ordinary ploughmen or uzhavar, and landless labourers, including slaves, known as kadaisiyar

8. Vital Villages, Thriving Towns blacksmith, potter, carpenter and weaver. • Organisation of crafts persons: Shrenis or • Many of the cities that developed from 2500 years association of crafts persons gave training, procured raw material, distributed the finished ago were capitals of the Mahajanapadas. Some product. Shrenis of merchants organised the of these were surrounded by massive fortification trade. Shrenis also worked as banks, where rich walls. people deposited money. • Coastal towns with ports and inland towns 85 developed • Farmers and herders provide food for towns and cities • Increased crafts production • Increased trade within cities and with foreign lands • Sources: » Books and texts: Sangam literature, earliest works in Tamil, composed 2300 years ago. These were called Sangam because they were composed and compiled in assemblies or sangams of poets held in the city of Madurai. Tell us about goods that were produced and traded. » Jataka stories were composed by ordinary people, and then written down and preserved by Buddhist monks. » Accounts of travellers tell us about goods produced. » Sculptors carved scenes of ordinary peoples’ lives in towns and villages, as well as in the forest. Many sculptures decorate railings, pillars and gateways of buildings. » Archaeological remains of some structures give evidence of the buildings as also texts. » Coins: punch marked coins » Inscriptions • Sources tell us that cities trade in many goods and with other lands. Example: Bharuch and Greek sailor. Mathura city occupations and importance. Arikamedu and Roman trade. • Products: The imports into Bharuch or Barygaza were wine, copper, tin, lead, coral, topaz, cloth, gold and silver coins. Exports from the town included plants from the Himalayas, ivory, agate, carnelian, cotton, silk and perfumes. Mathura: fine sculpture, goldsmiths, blacksmiths, weavers, basket makers, garland makers, perfumers, fine pottery known as the Northern Black Polished Ware. Varanasi and Madurai: fine cloth. Imports in to Arikamedu: pottery like amphorae from Mediterranean region that contained liquids such as wine or oil, stamped red-glazed pottery or arretine ware from Italy. Exports from Arikamedu: Roman pottery made locally with Roman designs, Roman lamps, glassware and gems. Small tanks found were dyeing vats, to dye cloth. Evidence of semi-precious stones and glass beads • Both men and women were employed as crafts persons. Arthasastra lays down rules for spinning and weaving work for women.

8. Vital Villages, Thriving Towns Work Plan Concept coverage Coverage Details Practice Sheet Sources • Texts • Archaeological buildings, PS-1 Villages • Sculptures, artefacts Towns/cities • Coins and inscriptions PS-2 • Reasons for growth PS-3 • People and occupations PS-4 • Reasons for growth Self-evaluation • People and occupations sheet Worksheet for “Vital Villages, Thriving Towns” Evaluation with self-check or Peer check 86