Karnataka Social Science Textbook 9th Standard PDF

Government of Karnataka SOCIAL SCIENCE (REVISED TEXTBOOK - 2024) ED 9 H IS BL EP S R TB U BE @K Ninth Standard TO T O PART 1 N...

Government of Karnataka SOCIAL SCIENCE (REVISED TEXTBOOK - 2024) ED 9 H IS BL EP S R TB U BE @K Ninth Standard TO T O PART 1 N English Medium Karnataka Textbook Society (R.) 6th Cross, Malleshwaram, Bengaluru - 560 003  PREFACE The Textbook Society, Karnataka has been engaged in producing new textbooks according to the new syllabi which in turn are designed on NCF – 2005 since June 2010. Textbooks are prepared in 12 languages; seven of them serve as the media of instruction. From standard 1 to 4 there is the EVS, mathematics and 5th to 10th there are three core subjects namely mathematics, science and social science. NCF – 2005 has a number of special features and they are: connecting knowledge to life activities. learning to shift from rote methods. enriching the curriculum beyond textbooks. learning experiences for the construction of knowledge. making examinations flexible and integrating them with classroom experiences. caring concerns within the democratic policy of the country. making education relevant to the present and future needs. ED softening the subject boundaries- integrated knowledge and the joy of learning. H the child is the constructor of knowledge. IS The new books are produced based on three fundamental approaches namely. BL EP S Constructive approach, Spiral Approach and Integrated approach R TB U The learner is encouraged to think, engage in activities, master skills and competencies. The materials presented in these books are integrated with values. BE @K The new books are not examination oriented in their nature. On the other hand they help the learner in the all round development of his/her personality, thus help him/her become a healthy member of a healthy society and a productive citizen of this great country, India. In Social science especially in standard 5 the first chapter deals with the TO historical, geographical, cultural and local study of the division in which learners live. Chapters on sociology, business studies and commerce are introduced in T standard VIII as per the guidelines of NCF-2005. A lot of additional information is O given through box items. Learners are encouraged to work towards construction of N knowledge through assignments and projects. Learning load of memorizing dates has been reduced to the minimum. Life values have been integrated with content of each chapter. The Textbook Society expresses grateful thanks to the chairpersons, writers, scrutinisers, artists, staff of DIETs and CTEs and the members of the Editorial Board and printers in helping the Text Book Society in producing these textbooks. Prof. G. S. Mudambadithaya Nagendra Kumar Coordinator, Curriculum Revision Managing Director and Textbook Preparation Karnataka Textbook Society Karnataka Textbook Society Bengaluru, Karnataka Bengaluru, Karnataka ii  Chairpersons’ Note A demand for the change of curriculum, syllabi and textbooks has been heard from parents at every internal of five years. The Government of Karnataka has accepted the demand favourably and revised its Curriculum (KCF 2007) and syllabi in all subjects. As a result of it textbooks are being prepared in various subjects and the result is this Social Science book for standard IX. It has been designed and prepared according to the changed situations in various curricular areas to enable the students to construct knowledge through activities. There are six subject areas namely, History, Political Science, Geography, Economics, Sociology and Business Studies. The textbook has been prepared keeping in mind the changing ED situations in rural and urban scenario and at the same time providing opportunities for creativity among learners. A large number of H activities and project works have been designed for the purpose. These IS are designed based on the fact that we live in a world of competition BL EP S where acquiring knowledge has become the need of the day. The R TB U matter has been presented in a simple style and technical words have BE @K been glossed. That does not mean that are have succeeded fully in our endeavour though we have followed the basic principles enunciated in NCF 2005. We express our grateful thanks to all those who gave us concrete TO suggestions at every stage of preparation of the book. We are grateful to the writers, the scrutiny committee members and translators. T O We are especially grateful to the chief coordinator N prof. G S Mudambadithaya who has been striving hard in planning and bringing out textbooks of very high standard in all subjects. We express our sincere thanks to the Managing Director, Deputy Director and the coordinator of Social Science book. I also place on record my indebtedness to the Vice Chancellor, Registrar and other colleagues of the University of Tumakuru for their encouragement and guidance. Dr. M. Kotresh, A.S. Dikshit iii  Textbook Committee Chairpersons : Dr. M. Kotresh, Associate Professor, Department of Studies and Research in History and Archaeology, Tumakuru University, Tumakuru. Sri A.S. Dikshit, Retd. Principal, Vani Education Centre, Basaveshwaranagar, Bengaluru. Members : Dr. Basavaraja N. Akki, Associate Professor, Government First Grade College, Alnavara, Dharwad Tq. Sri N. Satyaprakash, Head Master, Vidyavardhaka Sangha High School, Ist Block, Ra- jajinagar, Bengaluru - 10. Sri T. Ningaiah, Associate Professor Govt. First grade college, Gubbi, Tumakuru Distrist. Sri B.K. Vasuki, Asst. Master, Vivekananda Trible Residential High School, B.R. Hills, Chamarajanagar District. Sri B. Hanumantharao, Lecturer, Govt. Pre-University College, Chikkaballapura. Sri Kumaraswamy, Principal, Vidyavahini Pre-University College, Tumakuru. Sri S.H. Kurakundi, Drawing Teacher, Government High School, Masanagi, Byadagi ED Tq., Haveri District. Scrutinisers : H Dr. Rajram Hegde, Professor, Department of History, Kuvempu University, Shankara- IS ghatta, Shivamogga. BL EP S Prof. T.D. Devegowda, Professor, Department of Political Science, Dean (Study Centeras) K.S.O.U. Mysuru. R TB U Dr. Shoukath Azem, Professor, Depatment of Sociology, Karntaka University, Dharwad. BE @K Prof. P. Mallppa, Retd. Professor, Department of Geography, J.S.S. College, Mysuru. Dr. S.R. Keshava, Faculty, Department of Economics, Bengaluru University, Bengaluru. Dr. K.R. Srilakshmi, Associate Professor, Department of Commerce, Government First grade college, 6th Block, Jayanagar, Yadiyur, Bengaluru. Editorial Board : Dr. M.V. Srinivas, Retd. Professor, Department of History, Mysore University, Mysuru. TO Dr. R.L.M. Patil, Retd. Professor, Department of Political Science, Bengaluru University, Bengaluru. T Dr. Eshwarappa, Professor, Department of Geography, Bengaluru University, Bengaluru. O Translaters : N Prof. Geetha Srinivasan, 329/1, Ist Cross, 23rd Main, Sarakhikere Village, 5th Phase, J.P. Nagar, Bengaluru-78. Smt D.R. Renuka, Assistant Professor, Government First Grade College, B.H. Road, Tumakuru. Sri N. Satyaprakash, Head Master, Vidyavardhaka Sangha High School, Ist Block, Ra- jajinagar, Bengaluru - 10. Chief Co-ordinator : Prof. G.S. Mudambadithaya, Co-ordinator, Curriculum Revision and Textbook Prepa- ration, KTBS, Bengaluru. Chief Advisers : Sri Nagendra Kumar, Managing Director, KTBS, Bengaluru-85 Sri Panduranga, Deputy Director(incharge), KTBS, Bengaluru-85 Programme Co-ordinator : Sri. A.T. Rangadasappa, Senior Assistant Director, KTBS, Bengaluru-85 iv  About the Revision of Textbooks Honourable Chief Minister Sri Siddaramaiah who is also the Finance Minister of Karnataka, in his response to the public opinion about the new textbooks from standard I to X, announced, in his 2014-15 budget speech of constituting an expert-committee, to look into the matter. He also spoke of the basic expectations there in, which the textbook experts should follow: “ The textbooks should aim at inculcating social equality, moral values, development of personality, scientific temper, critical acumen, secularism and the sense of national commitment”, he said. Later, for the revision of the textbooks from class I to X, the Department of Education constituted twenty seven committees and ED passed an order on 24-11-2014. The committees so constituted were subject and class-wise and were in accordance with the standards H prescribed. Teachers who are experts in matters of subjects and IS syllabi were in the committees. BL EP S R TB U There were already many complaints, and analyses about the BE @K textbooks. So, a freehand was given in the order dated 24-11-2014 to the responsible committees to examine and review text and even to prepare new text and revise if necessary. Eventually, a new order was passed on 19-9-2015 which also gave freedom even to re-write the textbooks if necessary. In the same order, it was said that the TO completely revised textbooks could be put to force from 2017-18 instead of 2016-17. T O Many self inspired individuals and institutions, listing out the N wrong information and mistakes there in the text, had sent them to the Education Minister and to the Textbook Society. They were rectified. Before rectification we had exchanged ideas by arranging debates. Discussions had taken place with Primary and Secondary Education Teachers’ Associations. Questionnaires were administered among teachers to pool up opinions. Separate meeting were held with teachers, subject inspectors and DIET Principals. Analytical opinions had been collected. To the subject experts of science, social science, mathematics and languages, textbooks were sent in advance and later meeting were held for discussions. Women associations and science related organistation were also invited for discussions. v Thus, on the basis of all inputs received from various sources, the textbooks have been revised where ever necessary. Another very important aspect has to be shared here. We constituted three expert committees. They were constituted to make suggestions after making a comparative study of the texts of science, mathematics and social science subjects of central schools (NCERT), along with state textbooks. Thus, the state textbooks have been enriched basing on the comparative analysis and suggestions made by the experts. The state textbooks have been guarded not to go lower in standards than the textbooks of central schools. Besides, these textbooks have been examined along side with the textbooks of Andhra Pradesh, Kerala, Tamil Nadu and Maharashtra states. Another clarification has to be given here. Whatever we have ED done in the committees is only revision, it is not the total preparation of the textbooks. Therefore, the structure of the already prepared H IS textbooks have in no way been affected or distorted. They have BL only been revised in the background of gender equality, regional EP S R TB representation, national integrity, equality and social harmony. U While doing so, the curriculum frames of both central and state have BE @K not been transgressed. Besides, the aspirations of the constitution are incorporated carefully. Further, the reviews of the committees were once given to higher expert committees for examination and their opinions have been inculcated into the textbooks. TO Finally, we express our grateful thanks to those who strived in all those 27 committees with complete dedication and also to those T O who served in higher committees and experts of revised text also. At N the same time, we thank all the supervising officers of the Textbook Society who sincerely worked hard in forming the committees and managed to see the task reach its logical completion. We thank all the members of the staff who co-operated in this venture. Our thanks are also due to the subject experts and to the associations who gave valuable suggestions. Veeranna S. Jatti Prof. Baraguru Ramachandrappa Managing Director Chairman-in-Chief Karnataka Textbook Society (R) State Textbook Revision Committees Bengaluru. Karnataka Textbook Society (R) Bengaluru. vi  Text Book Revision Committee CHAIRMAN IN CHIEF Prof. Baraguru Ramachandrappa, Chairman, State Textbook Revision Committee, K.T.B.S. Bengaluru. CHAIRPERSON Dr. Aswathanarayana, Professor, Department of History, University of Mysore, Mysuru. MEMBERS Dr. Aswathanarayana, Professor, Department of History, Bangalore University, Bengaluru-56. Dr. J. Somashekar, Professor, Department of Political Science, Vijayanagar Sri Krishnadevaraya University, Ballari. Dr. H.D. Prashant, Professor, Department of Developmental Studies, Kannada University, Hampi, Vidyaranya. Dr. S.T. Bagalkoti, Professor, Department of Studies in Economics, Karnatak University, ED Dharwad. Prof. P. Mallappa, Professor (Retd.), Department of Geography, J.S.S. College, Mysuru. H Dr. B. Shekhar, Professor, Department of Studies and Research in Commerce, Tumkur IS University, Tumakuru. Sri A.S. Dikshit, Principal (Retd.), Vani Education Centre, Basaveswaranagar, BL EP S Bengaluru-79. R TB Sri Iaranna M. Ambi, Asst. Teacher, G.H.S. Tadakodu, Dharwad Taluk and District. U Sri D.N. Venkatesh, Drawing Teacher, G.H.S. Uramarkasalagere, Mandya Taluk and BE @K District. SCRUTINIZERS Sri. Ashok V.Shettar, Associate Professor, Deparment of History and Archaeology, Karnatak Univesity, Dharwad. Dr. M.S. Talawar, Professor (Retd.), Deparment of Studies in Education, Bangalore TO University, Bengaluru. Dr. Dhasharath Naik, Professor, Department of Economics, Gulbarga University, T Kalaburagi. O Dr. Haseen Taj, Professor, Deparment of Studies in Education, Bangalore University, N Bengaluru. TRANSLATORS Dr. Siraj Ahamad , Associate Professor, Post Graduation study center (English) Sahyadri Arts College, Shivamogga. Sri R. Sadananda, Lecturer, Government Pre University College, Arkalavadi, Chamarajnagar District. Sri Gowrishankar B.R., Lecturer, Sahyadri Arts and Commerce College, Vidya nagara, Shivamogga. CHIEF ADVISOR Sri Veeranna S. Jatti, Managing Director, Karnataka Text Book Society, Bengaluru- 85. Sri Kodandaramaiah. N, Deputy Director , Karnataka Text Book Society, Bengaluru -85. PROGRAMME COORDINATOR Smt. N. S. Sowmya, Senior Asst. Director, Karnataka Text Book Society, Bengaluru -85. vii  Foreword On review of text books The textbooks published in the year 2014 went under revision the same year for political reasons. The revised textbooks reached the students only in 2017-18 school year. The changes made in revised textbooks came under wide scrutiny and criticism. Since there was an all-round objection that such a textbook revision was done with an objective of propagation of a certain ideology that benefitted self-interests, side-lining education’s core intention, the honourable Karnataka Government in 2021 formed a committee mandating to re-review such textbooks. The committee has ED reviewed in depth, such textbooks which had attracted objections, and has recommended certain changes. Today’s children are tomorrow’s nation, H they say. The future of our society depends on what we teach the children IS of today in schools. The textbooks that students study must have healthy BL EP S thoughts and concepts. It must not be spreading mutual distrust, hatred, R TB U neglect amongst the different class and communities of the society; should BE @K incite nationalism and patriotism. The textbooks should provide objective information about the past events of state and nation. They must introduce local culture, language and traditions to the students. Overall, the textbooks must make the students fine, responsible, conscious, open minded and honourable citizens. The textbook revision had to be made by bearing TO this responsibility in mind. We had to build a framework for ourselves for T reviewing and revising the textbooks. Primarily, our intention was to ensure O that the social science textbook N (1) contained no content that was disrespectful towards any caste, religion, philosophy, community or individual (2) subjects to be presented in a systematic, chronological order (3) had to be made knowledge-bank instead of an information dump of unnecessary matters (4) had to be made bereft of any self-interest ideology (5) had to be devoid of half-truths, falsehoods, exaggerations, judgemental information and instead must present facts which have authoritative basis viii  (6) had to contain all subjects with deserving representation (7) had to include historically neglected facts, based on their importance (8) had to be corrected for the errors, as far as possible. At every stage of revision, we were cautious that social science textbooks have to make our students conscientious citizens who will have love, pride about our nation, not create a community that has negligence and repulsion for a few castes, communities, languages and religions of this nation. The ‘best textbook’ is an ideal state. Our intention is to walk towards such an ideal state. However, to create such a thing in exact sense is not possible. With this humbleness, we have completed re-reviewing the textbooks and present you the revised version. This is only a review, not a comprehensive recreation. The intent and form of the already created ED textbooks (2014) remain intact. The entire revision has happened following the state syllabus framework which itself is based on the national curriculum H IS framework. In addition, the intent of the Constitution has been upheld. I BL am grateful to all my colleagues of the review committee who have finished EP S R TB this job in the best possible way. Also, thankful to all the officers and staff U of the textbook association who cooperated in the smooth conducting of BE @K the committee’s functions. This revision, we believe, will reflect the intent of the new National Education Policy and also become the starting point for the comprehensive revision of textbooks to come. TO Veeranna S. Jatti Rohith Chakrathirtha T Managing Director Chairman O Karnataka Textbook Society (R) Karnataka textbooks review committee N Bengaluru. ix  Text Book Revision Committee CHAIRPERSON Sri Rohith Chakrathirtha, Member, Kannada Development Authority, Vidhana Soudha, Bengaluru. MEMBERS Dr. Rajaram Hegde, Chairman (Retd.), Department of History & Archaeology, Kuvempu University, Shivamogga. Dr. N. Sathya Prakash, Retd. Head Master, VVS High school, Bengaluru. Sri Ranganath, Principal, Rastrothana Vidyakendra, Hagari Bommanahalli, ED Ballary Dist. Sri B.K. Vasuki, Teacher, Bharatiya Vidya Bhavan’s BBMP Public School, H Bengaluru. IS Dr. Anantha Krishna Bhat, Kodiyalaguttu, Dwaraka, Kodiyal Bail, 2nd Cross, BL EP S Mangaluru. R TB U Dr. Vithal Potdar, Senior Research Associate, The Mythic Society, Bengaluru. BE @K Sri K.R. Manjunath, Asst. Teacher, National High School, Bengaluru. Smt P. Radha, Senior Asst. Director, DSERT, Banashankari 3rd stage, Bengaluru. Sri Sandeep Kumara P.L., GPT, GMPS Siddanahosahalli, Bengaluru North-1. TO ADVISORS T Sri Veeranna S. Jatti, Managing Director, Karnataka Text Book Society, Bengaluru. O Sri Kodandaramaiah. N, Deputy Director, Karnataka Text Book Society, Bengaluru. N PROGRAMME COORDINATOR Smt N. S. Sowmya, Senior Asst. 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CHAIRPERSON Dr. Aswathanarayana, Prof. of History (Rtd.), Bangalore University, Bengaluru. MEMBERS Dr. Krishna Hombal, Prof. and Chairman Dos in Political Science and DoS in Public Administration, University of Mysore, Manasa Gangotri, Mysore. Dr. B. Shekhar, Prof. of Commerce, Chairman and Dean Dept of Studies and Researcher in Commerce, Tumkur University, Tumkur. Dr. A.B. Vaggar, Associate Professor, S.I.S.Y. Government First Grade College & P.G. Studies Center, Ramdurg, Belagavi Dist. Dr. Srinivas Yadavani, Associate Professor, Department of Geography, Government first grade college, Kengeri, Bengaluru. Dr. Kiran M. Gajanur, Assistant Professor, Department of Public Administration, Central ED University of Karnataka, Kalaburgi. (Chairperson for Class 6 & 7 Textbook Revision Committee) Dr. Gangadhara.P.S, Assistant Professor, Dept of Political Science, P.G. Centre. Govt Arts H College, Chitradurga Dist. IS Sri Kaginakar.P.M, Karnataka Public School, Chikkanahalli, Sira - TQ, Madhugiri Educational Dist. BL EP S Smt. Tabassum Fathima, Government Urdu High School, Kanakapura Town, Ramangara R TB Dist. U Smt. Shahina Allapur, Government High School, Baradi Mandigere, Nelaamangala Taluk, BE @K Bangalore Rural Dist. Smt. Mohan Kumari.S, GPT, Govt. Model Primary School, Karithimmanahalli, South-2, Bengaluru. RESOURCE TEACHERS Sri Sudhakarareddy.H, Asst. Teacher, GHS, Kadalaveni, Gauribidanur Taluk, TO Chikkaballapur Dist. Smt. Jayashree Hegde, Asst. Teacher, GHS, Doddabanahalli, South - 4, Bengaluru. Smt. Kavitha.N, Asst. Teacher, GHS, Hombegowda Nagar, South - 3, Bengaluru. T O TRANSLATORS N Smt. Lalithamba.T.K, Asst. Teacher, GHS, 9th Block, Jayanagara, South - 3, Bengaluru. Smt. Danamma Chanabasappa Zalaki, Vice Principal, KPS, K.K. Koppa, Belagavi Rural. Smt. Bharathi.K, Asst. Teacher, MES Kishor Kendra, Malleshwaram, North -2, Bengaluru. Smt. Kavitha.P, Asst. Teacher, Vidya Nagar, North - 4, Bengaluru. Sri K.R. Manjunath, Rtd. Teacher, The National High School, Basavanagudi, Bengaluru. Smt. Tabassum Fathima, Government Urdu High School, Kanakapura Town, Ramangara Dist. Sri Kaginakar.P.M, Karnataka Public School, Chikkanahalli, Sira-TQ, Madhugiri Educational Dist. Syed Ashfaq Ahamed c, Asst. Teacher, GUHS, SSM Nagar, Davangere North. ADVISORS Manjushree.N, IAS, Managing Director, Karnataka Textbook Society, Bengaluru. Sri Gangannaswamy.H.G, Deputy Director, Karnataka Textbook Society, Bengaluru. PROGRAMME COORDINATOR Smt N.S. Sowmya, Senior Asst. Director, Karnataka Textbook Society, Bengaluru. xii  CONTENT Chapter Chapters Page No. No. HISTORY 1. WESTERN RELIGIONS 1 2. INDIA FROM 6TH TO 14TH CENTURY 8 3. RELIGIOUS REFORMERS OF INDIA 23 4. VIJAYANAGAR EMPIRE AND ED BAHAMANI KINGDOM 30 H POLITICAL SCIENCE IS 5. OUR CONSTITUTION BL 47 EP S R TB 6. THE UNION GOVERNEMENT 62 U 7. THE STATE GOVERNMENT 76 BE @K 8. THE JUDICIARY 87 SOCIOLOGY 9. FAMILY 95 TO GEOGRAPHY T 10. OUR STATE KARNATAKA - 100 O N PHYSIOGRAPHIC DIVISIONS 11. NATURAL DIVERSITY OF KARNATAKA 109 12. WATER RESOURCES OF KARNATAKA 118 13. LAND RESOURCES OF KARNATAKA 123 ECONOMICS 14. ECONOMIC STRUCTURE 133 15. SECTORS OF INDIAN ECONOMY 139 BUSINESS STUDIES 16. MANAGEMENT OF BUSINESS 151 xiii  HISTORY CHAPTER – 1 WESTERN RELIGIONS We learn about the following in this chapter:- The growth of Judaism, Zoroastrianism, Christianity and Islam. The life of Jesus Christ and Mohammed Paigambar. The teachings of Judaism, Zoroastrianism, Christianity and Islam. Since ancient times, one can observe the birth and development of various religions in the world history. Judaism, Zoroastrianism, ED Christianity and Islam took birth in Western regions. They are also known as Semitic Religions. These religions are spread in many H IS countries of the world. Among these some common factors can be identified; BL EP S R TB 1. Belief in one God. U BE @K 2. Belief in the messenger of God. 3. Compliance the Holy book contains preachings of the Prophet. 4. The community should follow the specific do’s and don’ts TO of the Holy book. 5. Mass prayer in a specific place. T O JUDAISM N The ancient religion of Western world is Judaism. Their followers are called Jews. Their primordial language is Hebrew. Their God is Yahweh. Abraham or Ebraham was their forefather and Moses was their messenger (Prophet). The principles and traditions of this religion is the base for both Christianity and Islam that emerged later. These three religions are called “Abrahamic” religions as they consider Abraham as their prominent leader. Prophet Moses 1 History of Jews Jews consider David as their progenitor. He defeated Goliath who was many times stronger than himself and became the ruler of Jews. His son, Solomon, the famous king reigned for a long period. He built a huge temple of Jews in his kingdom. The kingdom was split into two after the death of King Solomon. Among these, the one was called as Israel and other was Juda. Israel and Juda region were attacked continuously over the next several centuries and because of these invasions, Jews had to settled down not only in Middle East, but also in Europe, Asia and African continents. Thus, civilization of Jews is the story of struggle for their existence. ED During the second world war, Adolf Hitler, the German dictator H IS got killed 60 lakh Jews. After the end of second world war, with the BL EP S help of UNO a separate nation “Israel” was formed for the Jews. Thus, R TB U the most widespread Jews got their mother land after 3,000 years. BE @K The holy book of Jews is Hebrew Bible. It is also called as Old Testament. It has three divisions; Law, writings and writings of Prophet Moses. The ten rules imposed by these are ; TO 1. Do not have any other God except ‘Yahweh’. 2. Do not worship Idols. T O 3. Do not disrespect or misuse God’s name. N 4. Remember ‘Sabbath’ as the Holy day. 5. Honour your mother and father. 6. Adultery is not acceptable. Sabbath 7. Do not commit murder. It commemorates the day on which God rested 8. Do not steal. after the completing the 9. Do not tell lies. creation. It is observed from Friday evening to 10. Do not be envious. Saturday evening. 2  ZOROASTRIANISM Although, Parsi religion originated in Persia (Iran), it has its own influence in India. They came and settled in India during the muslim invasions. It is important to note that India has the largest population of Parsis than any other part of the world. Their contribution to Indian economy, army and independence movement is enormous. Zoroastrianism (Parsi religion) was founded by Zarthustra in 6 BCE. He was an Iranian Prophet and a religious reformer. So, this Zarathustra ED religion is also called as Zoroastrianism. Their God is Ahura Mazda. Fasting, Celibate and purity are their practices. H Parsi religion is more similar to vedic rituals and practices. For IS example, their belief good will be victorious over the evil in their BL EP S conflict and the worship of Sun is also similar. The Holy book ‘Zend R TB U Avestha’ contains shlokas called ‘Gatha’. The rituals related to worship BE @K is named ‘Yashna’. It can be noted that these words are of Sanskrit origin. CHRISTIANITY The birthplace of Jesus is Bethlehem, 5 TO kilometers away from Jerusalem in Judea province. He was the only son of the poor T O couple, Joseph and Mary. N Not much is known about his early life. Jesus knew Aramic and Semetic languages. At this time, the Jews were awaiting the arrival of a Messiah, who would save them from their problems. A person named John had predicted this arrival. John was basically a religious Jesus Christ preacher. He used to baptise the people who came to him. Even Jesus was baptised by John. John declared Jesus as the Messiah. Jesus was 30 years at that time. 3  Jesus started travelling through Israel preaching religious philosophy. Over a period of time, Jews chose Jesus as their religious leader. Jesus had 12 disciples. They are called ‘Apostles’. Peter was the first apostle. Jesus sympathised with the helpless and those who suffered from diseases. He always came forward to alleviate the suffering of the poor. Crucifixion of Christ The Jews considered Jesus as their Messiah and he became very popular. Since Jesus began rejecting the religious dogmas, Jewish fundamentalists started opposing him. Due to all these reasons, when Jesus visited Jerusalem, the Jewish soliders arrested him and handed him over to the Governor ED of Rome and he ordered crucifixion of Jesus. He was crucified on the H hillock of Golgotha by the Roman soldiers. IS The teachings of Jesus Christ BL EP S R TB The preachings of Jesus Christ are very simple to follow. They U are told in the form of stories or parables. BE @K 1. God is one and he is the most merciful. He is the creator of entire creation. 2. Everyone should develop brotherhood feelings about others. TO 3. Loving the people who are in distress is equal to worshipping God. T O 4. One should serve others without expecting anything from N them. 5. Serving people is equal to the worship of God. 6. If one repents for his mistakes God will forgive him. 7. Love your enemy. Do good to the people who try to harm you. In this manner, his preachings were based on Love, Service and Brotherhood. The Spread of Christianity After the crucifixion of Jesus, his disciples were tortured. Some of them were crucified. During the time of Emperor Constantine, 4 Christianity was adopted as the State Religion. Subsequently, Christianity spread through out Europe. Today, Christian Churches are found through out the world and have a large number of followers. The Bible is their Holy book. Sects in Christianity: Christianity, which was in the control of Roman Catholics till 16th century, branched off into various sects. Christianity slowly went beyond the reach of common people and principles of Jesus Christ. Churches were dominated by priests and landlords. People opposed such religious practices. In such a situation, Martin Luther started reformation movement in Germany. A new sect called ‘Protestant’ started. With this, two sects emerged in Christianity. They are ; 1) Catholics 2) Protestants. ED ISLAM RELIGION H Islam originated in Arabia. Arabia is a peninsula of West Asia. It IS is basically a desert which is not suitable for agriculture. Thus the BL EP S Arabs migrated to fertile lands and settled in places where water was R TB U available. Such places were Mecca and Medina. BE @K The Prophet Muhammed Paigambar is the founder of Islam Religion. He was born at Mecca in 570. Abdulla and Ameena were his parents. His father died a few months before Muhammed’s birth. He lost his mother when he was six year old. Thereafter, he grew up TO under the care of his uncle, who was basically a trader. He had to travel long distances for his trade. Muhammed used to accompany T him during these travels. After O some time, Muhammed was N employed to service in a rich widow’s house. Later, he married that widow. They had two sons and four daughters. Muhammed had the habit of introspecting and meditating all alone. He used to meditate in a cave of Mount Heera in Mecca. Once, while he was Mecca meditating, he heard the voice of an angel. The angel said that 5 Muhammed was the Prophet of Allah (God). Later, Muhammed convinced his family members, relatives and friends that he was truly the Prophet. However, he never referred himself as God, but Prophet of Allah and expressed the Divine truth that he heard. These preachings were compiled by his followers. This is the Holy book of Islam, “Quran”. The orthodox community of Mecca began to oppose the Prophet. Due to this, Muhammed Paigambar could not preach in Mecca any more. In the year 622 he travelled from Mecca to Medina. This journey became popular in history as ‘Hijira’. He settled down for some time in Medina. He brought many small tribes of Arabia together. As a result, his strength doubled. He moved to Mecca again with his followers. After some years, he breathed his lost there in 632. ED Teachings of Islam Islam means submission of oneself before the God and Muslim H IS means the follower of God. The teachings of Islam are given below. BL EP S 1. God is one. A simple prayer is enough to win the heart of the R TB God. U 2. One should lead an honest and principled life and should BE @K keep away from all the bad habits. 3. One should have respect for women and compassion for the poor and weak. Rituals of Islam TO Islam follows five important rituals. T 1. Kalima – Belief only in Allah. Muhammed is his Prophet. O N 2. Namaz - Prayer for Allah for five times a day. 3. Roza - Fasting in the month of Ramzan. 4. Zakath - Definite sum of the income should be donated to the poor. 5. Haj - Pilgrimage to Mecca once in lifetime.Sects in Islam As in other The successors of Muhammed Paigambar are religions, there called ‘Khalifs’. They became the religious and are many sects in political leaders of Islam after Muhammed Islam, prominent Paigambar. Abobakar was the first Khalifs. among them are Shia and Sunni. 6  Please note : B.C.E Refers to Before Common Era. Wherever B.C.E is not mentioned it should be considered as C.E (Common Era). EXERCISES I. Fill in the blanks with suitable words. 1. Progenitor of Judaism is _________________. 2. The founder of Zoroastrianism _________________. 3. The birthplace of Jesus Christ is ________________. 4. Christ was crucified on the hillock _______________. 5. Christianity became the state religion of Rome during the period of _________________. ED 6. Muhammed Paigambar was born at __________________. 7. The Holy book of Islam is ______________. H IS 8. The successors of Muhammed Paigambar are known as BL EP S ______________. R TB U II. Answer the following questions by discussing with your friends. BE @K 9. List out the 10 rules of Judaism. 10. Zoroastrianism is more similar to the vedic rituals and practices. Justify. TO 11. Write about life of Jesus Christ. 12. List the teachings of Jesus Christ. T 13. How was christianity spread ? O N 14. Write a note on the life of Muhammed, the Prophet. 15. What is ‘Hijra’? 16. What are the rules of Islam? III. Activities : 1. Collect more information about various western religions. IV. Project : 1. Write an essay about the teachings of Judaism, Zoroastrianism, Christianity and Islam.  7  CHAPTER – 2 INDIA FROM 6TH TO 14TH CENTURY We learn about the folowing in this chapter, The Rajput dynasties ruled in North India and their contributions. Karkota Dynasty of Kashmir. The Afgan invaders - Mahmood Ghazni and Mohammed Ghori. The establishment of the Delhi Sultanate, their administration and their contributions. Certain dynasties ruled between 6th and 14th centuries in India. ED After the Vardhanas, Rajputs and Karkota dynasties ruled in North India. Subsequently, Mohammed Ghazni, Mohammed Ghori and the H IS Delhi Sultans ruled over many parts of India. BL EP S RAJPUTS (6th to 12th Century) R TB U Gurjara Pratihars, Garhwalas, Paramars, Chouhans, Solankis and BE @K Chandela Rajput families ruled in North India. They have contributed a lot to literature, art and architecture. Gurjara Pratihars : Harichandra started the Gurjara dynastic rule. His four sons ruled the different branches of Pratihars at Jodhpur, TO Nandipur, Broach and Ujjain. Among these, Nagabhatta who ruled T Ujjain was prominent and successful in facing the Arab invasion. O He extended his territory upto some portions of Rajputan, beyond N Gujarat and Malwa. Another prominent king, Mihir Bhoj, defeated Narayanpala of the Palas and expanded his kingdom. The Arab travellers, Suleiman and Al Masood visited his court. After Mahendra Pala and Mahipala, this dynasty began to decline. Garhwalas : The founder of this dynasty was Chandradeva. He conquered a vast area of North India. Govindachandra was another famous king of this dynasty. He not only seized Magadha and Malwa from the Palas but also fought with Kalinga rulers and expanded his kingdom as far as Orissa. He had good diplomatic relations with the Kashmir, Gujarat and Chola kings. 8 Paramaras : Upendra Krishna Raja was the founder of this dynasty. Their capital was Dhara of Malwa. King Shiyak of this dynasty defeated Kottiga II of the Rashtrakutas and freed himself from his feudatory position. He constructed many tanks and temples. Dhananjaya, Bhatta Halayuddha, Dhanika and Padmagupta were the scholars in his court. Chauhans : The founder of this dynasty was Vasudeva Chauhan. This dynasty was the most prominent among the Rajput dynasties. Prithviraj Chouhan who hailed from Ajmer, was the most famous king of this dynasty. He defeated Chandela kings of Bundelkhand. ED He defeated Mohammed Ghori in the first battle of Terrain but lost in the second battle H of Terrain because of the treachery of IS Jayachandra. Due to this, he lost his capital BL EP S Prithviraj Chauhan R TB Delhi to Mohammed Ghori. Prithviraj U Chouhan was known for his bravery and adventurous nature, and it BE @K was descripted in the Hindi epic, ‘Prithvirajaraso’. Some of his unwise decisions led to his downfall. Solankis : Mularaja I was the founder of this dynasty. Bheemaraya TO I was the famous king of this dynasty. During his rule, Mohammed Ghazni attacked the Somnath Temple of Gujarat. Since he could not T resist the attack of Mohammed Ghazni, Bheemaraya I handed over the O power to his son Karnadeva. During this dynastic rule the famous Jain N scholar Hemachandra, wrote a dictionary in Prakrit language called ‘Deshinamamala’. Mularaja II defeated Mohammed Ghori near Mount Abu. Subsequently, Allauddin Khilji’s commanders Ulugh Khan and Nusrat Khan defeated Karnadeva and took over this province. Chandelas : After the decline of Paramars, Chandelas established their kingdom. The founder of this dynasty was Nannuka. They were the feudal kings of Pratihars. Dhanga was the famous king of this dynasty. He declared himself free from the Pratihars and occupied the eastern portion of their kingdom. He defeated the Palas and the Adras and expanded his kingdom. He gave military assistance to 9 Hindu Shahi king Jayapala against Muslims. He was bestowed the title ‘Maharajadhiraja’. During his rule Bhavabhooti wrote the poetic works ‘Malati Madhava’, ‘Uttara Ramacharitha’ and ‘Mahavira Charitha’ in Sanskrit. The king Dhanga was a scholar himself and had a number of scholars. His kingdom was taken over by the Khilji sultans. Hatred and lack of unity among the Rajput kings led to their decline. The contributions of Rajputs The Rajputs were Kshatriyas and brave warriors. During their rule, sati and johar practices were prevalent in their society. Swayamvar marriages were common in royal families. The Rajput women were proud and brave, well-versed in literature, dance, music, painting and embroidery. ED The Rajput kings encouraged scholars and there by have contributed a lot to the field of literature. The Rajput kings Bhoja and H Munja were scholars themselves. King Munja had poets Padmagupta IS and Halayudha in his court. During the rule of Bhojaraja great BL EP S R TB Jain scholars like Shantisena, Prabhachandrasuri and Ghanapala U enjoyed his patronage. Great poetic works like ‘Gita Govinda’ of BE @K Jayadeva, ‘Kiratarjuniya’ of Bharavi, Ravanavadha of Bharthrahari, Kavyameemamsa of Mahendrapala were written in this period. Dramas like ‘Balaramayana’ and ‘Karpuramanjari’ of Rajasekhara, ‘Mahavira Charita’ and ‘Uttara Ramacharita’ of Bhavabhuti, historical TO works like ‘Rajatarangini’ of Kalhana, ‘Prithvirajavijaya’ of Jayanika and ‘Kumarapalacharita’ of Hemachandra are the significant works T O of this period. ‘Prithvirajaraso’ was written by Chand Bardai and N ‘Bhoja prabandha’ was written by Ballala. During this period Gujarati, Rajasthani and Hindi languages saw lot of development. The Rajput kings encouraged the educational centers of Nalanda, Banaras, Vikramashila and Ujjain. Art and Architecture The Rajput kings constructed massive forts at Chittoda, Mandu, Ranathambore, Jodhpur and Gwalior in North India. The palaces of Jaipur, Gwalior and Udaipur, and Dilawar temple at Mount Abu, Vimalavasai, Lunavasai temples are artistic architectural constructions. The Chandelas built the famous Khajuraho and Khandaraya temple 10 at Madhya Pradesh. Shaiva and Vaishnava temples were prominent constructions during their time. They encouraged painting too. Their style of painting is called ‘Rajasthani’ and ‘Pahari’ schools of paintings. The Rajasthani style of painting can be seen at Mewar, Bikaner, Jodhpur, Jaisalmer and Bhuni. Pahari style of painting can be seen at Khasoli, Jammu and ED Mount Abu basadi Garhwal. H KARKOTAS OF KASHMIR (625-855) IS BL EP S R TB THE KINGDOM OF KARKOTA U (8TH CENTURY CE) BE @K Kabul Turkey Srinagar Shahis The Kingdom of Tufan The Arabs Small Tribal States TO Province of Kannauj T Sindh O Kanyakubja Magadha N The Karkotas of Kashmir are one of the ancient dynasties that ruled India. Founded by Raja Durlabhavardhana in 625 C.E, Karkota dynasty was one of the strongest Indian kingdoms of that period. His son Durlabhaka (Pratapadithya) married Narendraprabha and got three sons. They were Chandrapeda (Vajraditya), Tarapeeda (Udayadithya) and Mukthapeeda (Lalithaditya). After the first two of them ruled the kingdom, Lalithaditya was entrusted with the charge of this dynasty. He ruled for 36 years (724-760 C.E). He is credited with expanding the boundaries of the Karkota kingdom. 11 Lalithaditya Muktapeeda: A lot of details about Lalithaditya can be found in Rajatharangini, a historical work by Kalhana, who was the court poet of Lalithaditya. Al-Beruni’s Tariq-e-hind also praises the adventures of Lalithaditya. We find his references in many Chinese historical works. Lalithaditya was a born brave, courageous and ambitious. He defeated Yashovarma of Kanauj. He laid his supremacy over Kabul by defeating Shahi dynasty. He maintained diplomatic relations with many of the Lalithaditya kings of vindhyachal, making sure that no one became Muktapeeda his enemy in these parts. He developed friendly relations with the Rastratutas also. He extended his empire’s influence upto Bengal in the East. Lalithaditya made friendship with the Tang kings of China. With their help, he fought ED against the Tibetians and liberated many of the kingdoms of north- west India that were under their control. And also he expanded H Karkota kingdom upto Turkey. Thus, Karkota dynasty included IS Uzbekistan, Tajakistan, Krigistan and Kajakistan and Kabul. BL EP S R TB Contributions to Art: During their span of 230 years (625-855) U Karkota Kingdom not only exerted its influence in the Himalayas and BE @K its foothills region, but also extended upto Centra Asia. Bay of Bengal on the east, Vindyachala on the south, Caspian Sea on the west, and Tibet on the north were the borders. Karkota kingdom followed the principle of ‘religious harmony’. TO The age of Karkotas was considered the age of Shaiva Siddantha. Shaivasuthra was written by Vasugupta. Great philosopher and poet, T O Abhinavagupta belonged to this period. Thrika and Koula traditions N of Shaivasutras developed during this period. Downfall: Kings after Lalithaditya, were not powerful. So, the dynasty met its downfall. AFGHAN INVADERS Mahmud Ghazni : (997 – 1030) Alaptigin, the Turkish slave established an independent kingdom at Ghazni. Mahmud Ghazni invaded India 17 times and looted a lot of wealth. He defeated Multan king, Raja Jaipala, Bhimapala and Chandela King Raja Trilochanapala. He attacked Nagarakote, Thaneswar, Gwalior and Ujjain cities. 12  Mahmud Ghazni attacked the famous Somnath temple of Gujarat with a huge army and plundered the great wealth there in after destroying the Shivalinga. Mahmood Ghazni’s invasions of India led to subsequent invasions by Turks. Mahmud Ghazni encouraged poets, scholars and the fine arts. A scholar in his court, Alberuni, wrote the famous ‘Tarik-ul-hind’. Indian lifestyle and knowledge have been discussed in this work. Mohammed Ghori (1149-1206) Mahmud Ghazni failed to establish Turkish rule in India, Mohammed Ghori continued this effort. Ambitious of expanding his kingdom, Mohammed Ghori started his invasions by laying seige to Multan in India. After conquering the province of Multan, he invaded ED Anilwada of Gujarat. He failed in this effort. Undeterred, he invaded Peshawar part of Punjab. Later, after wresting Lahore from Khusro H IS Malik, he became very powerful in Punjab. Peshawar became his BL military headquarters. He tried to invade adjacent areas of Delhi and EP S R TB Ajmer, and lost to Rajput king, Prithiviraj Chouhan in the first battle U of Terrain. In the second battle of Terrain, he defeated Prithviraj. BE @K The commander of Ghori, Qutubuddin Aibak, took control of Delhi and defeated many Rajput kings in the Ganga plains and expanded Ghori’s kingdom. In this manner, the Turkish rule began in North India. Mohammed Ghori appointed his trusted servant Qutubuddin TO Aibak to look after his administration in India. Lack of unity among T Rajput rulers in India led to expansion of Ghori’s kingdom. O DELHI SULTANATE (1206 – 1526) N Ghulam, Khilji, Tughlaq, Sayed and Lodhi dynasties ruled Delhi. GHULAM DYNASTY Qutubuddin Aibak continued his rule in India. Since Aibak and his successors were all slaves, their dynasty came to be known as Ghulam dynasty. Qutubuddin Aibak Qutubuddin Aibak laid a solid foundation for the Delhi Sultanate rule in India. Qutubuddin who belonged to Turkish dynasty of 13  Afghanistan, was sold to the Khaji of Nishapur by his guardians. In addition to Persian and Arabic language education, Aibak had the training in archery, horse riding and warfare. The Governor of Ghazni, Mohammed Ghori, bought him as a slave. Aibak, during Qutub Minar his stay at Ghazni, attracted Do you know this? Qutub Minar is the tallest tower in India. the attention of Mohammed It is located in Delhi. The construction Ghori by his bravery. After the ED was started by Qutubbuddin Aibak and II war of Terrain, he supervised completed by Iltamush. It is 225 ft. in the invasions of India. During H height with delicate carvings. There are the period of Mohammed IS 5 floors in the building with steps leading Ghori, Aibak became his BL EP S to them. successor in North India. After R TB U Ghori, he ruled as an independent king. In order to consolidate his BE @K position, on assuming power, he married the daughter of Tajuddin Yeldoj. He fought against Nasiruddin Kadaccha. Aibak constructed Quwat-ul-Islam mosque in Delhi. He began the construction of Qutub Minar in Delhi. There were the scholars, TO Nizami and Faq-E-Mudabbeer in his court. A work called ‘ Tajul Masir’ gives all information about Aibak. T Iltamush O N Iltamush belonged to the family of ‘Ilbari’ and was Qutubbuddin Aibak’s slave. He was Gwalior’s administrator and later became Aibak’s successor. Unable to tolerate the progress of Iltamush, the Ghazni king Tajuddin Yeldoj and, Sindh’s Nasiruddin Kabacha revolted against him. After defeating them and consolidating his position, Iltamush conquered Ranathambore, Mandora, Gwalior, Bhilsa, Ajmer, Benares and Kanauj. For the first time, the Mongol Emperor Chengiz Khan invaded India. Iltamush successfully forced them to retreat. As a result 14 of these achievements, the Khalif of Baghdad honoured Iltamush with a letter bestowing administrative power. Iltamush divided his kingdom into provinces (ikta) and to oversee the administration, appointed provincial officers (iktadars). He appointed a group of 40 Sardars to advise him in the matters of administration and justice. The Prime Minister and the judges were advisors to the Sultan. Iltamush brought gold and silver coins into circulation. He completed the construction of Qutub Minar which was started in Qutubuddin Aibak’s time. Razia Sultan Since Iltamush’s son Ruknuddin Feroze was incompetent, his daughter Razia Begum became his successor. She was the first ED woman to ascend the throne of Delhi. She earned the title of ‘Sultana’ H and participated in military activities by wearing a man’s dress. IS She expanded her kingdom from Sindh to Bengal. Envious of her BL EP S adiministration, the provincial officers revolted against her and killed R TB U her. BE @K Ghiyas Uddin Balban Balban was Iltamush’s slave and was a member of the ‘Turkish group of slaves’ by his loyalty, intelligence and good qualities. In the court of Razia Sultana, he was appointed as Amir-E-Shikhar. TO He controlled the disobedient Turkish sardars. He thwarted T the Mongolian attack and established peace and order in the O N kingdom. He brought tradition and discipline in the court. He used to wear ostentatious Persian style of clothes. He declared himself a representative of the God and brought absolute monarchy into practice. Under the leadership of experienced and trustworthy commanders, he reconstituted his army. He took back the land from those who did not pay service tax for the land they had received as jahagir (gift). To repel the attack of Mongols, he constructed forts in the northwest direction of Delhi. After the decline of the able Balban, the Sultan Qaiqubad got assassinated by his minister. With that, the Slave dynasty ended. 15 KHILJI DYNASTY (1290 – 1320) Khilji dynasty was established by Jalaluddin. He was soft-spoken and merciful. This emboldened his sardars (lieutenants) to conspire against him. Later, he was killed by Allauddin who became the Sultan of Delhi. Allauddin Khilji : Allauddin Khilji grew up under the protection of Jalaluddin. As a brave soldier, he served as the governor and commander. As a commander-in-chief, he looted vast wealth in the attacks on Malwa, Bhilsa and Devagiri. This helped him to plot and murder his guide and mentor, Jalaluddin. Thus Allauddin became the Sultan of Delhi. Allauddin not only resisted Mongol attack but also defeated many ED of the kings in North and South India and plundered a lot of wealth. He defeated the kings of Waghela dynasty, the Rajput king Karnadeva H II, Ranathambore’s Hamirdeva and Raja Bhimsingh of Chittor. In IS addition to this, he conquered Malwa, Jalore, Bundi, Mandore and BL EP S Tonk. R TB U His commander Malik Kafur invaded South India and looted the BE @K rich wealth. He invaded Devagiri, Warangal, Dwarasamudra and Madurai became the cause for their destruction. He did not merge these provinces with his kingdom but only looted their wealth. His third son, Qutubuddin Mubarak, ruled for four years and was killed TO by a soldier called Khusro. Later, Ghazi Malik (Ghiyasuddin Tughlaq) assassinated Khusro and established Tughlaq dynasty. T O Administrative reforms : Allauddin Khilji brought about many N reforms in the administration. He abolished religious endowments, inams (gifts), land and subsidy. He established efficient intelligence network. He abolished consumption of alcohol, drugs and gambling. He also banned social gatherings of his lieutenants, their socialization with the public and inter-caste marriages. He directed his lieutenants to collect heavy tax from the public. Military reforms : The appointment and training Do you know this? of soldiers, arms and ammunitions, horses and Doab : The land payment of salary was the responsibility of the between two rivers Wajeer. Records of soldiers and their horses is called Do-ab. 16 were maintained systematically. This was called as ‘Huliya’ system. He brought in the practice of stamping of horses. He built forts at starategic places. Economic reforms : He fixed the price of essential commodities like pulses and cereals, edible oil, sugar, salt, cloth and others with a minimum profit. He directed the traders to sell products at controlled rates. He appointed a higher officer called “Sahana-E-Mandi” to control the markets. TUGHLAQ DYNASTY (1320 TO 1399) Ghiyasuddin established the Tughlaq dynasty. Mohammed bin Tughlaq and Feroze Tughlaq were prominent in this dynasty. ED Ghiyasuddin established peace and order in Delhi through liberal administrative practices. He strengthened the borders of his kingdom H to stall the invasion by Mongols. He constructed irrigation canals and IS reduced land tax on farmers. He started the postal system through BL EP S R TB horsemen and foot-soldiers. He constructed the famous court of U Tughlaqabad near Delhi. He conquered Warangal and Madurai. Later, BE @K he established peace and order in Gujarat and Bengal. Mohammad bin Tughlaq Mohammad bin Tughlaq was well-versed in Persian and Arabic TO languages. In spite of his vast knowledge, he had many flaws in his character. He lacked common sense, understanding, tolerance, mental T O balance, farsightedness and ability to take pragmatic decisions. N Administrative reforms : Revenue reforms : He compiled a detailed record of land taxes pertaining to land holdings. He established the Department of Agriculture. Uncultivated land was utilized for farming and other purposes. He rendered financial help to the farmers. He increased the taxes in Do-ab areas. Shifting of his capital : Mohammad bin Tughlaq shifted his capital from Delhi to Devagiri in Madhya Pradesh. The main purpose of this exercise was to locate the capital in the centre of the kingdom and also 17 ensure protection from invasion by Mangolians. Though his idea was good, inability to make suitable arrangements for the implementation resulted in innumerable people suffering a lot of problems. Practice of symbolic coins : Mohammad bin Tughlaq adjusted the value of the currency to the value of gold and silver coins in circulation of his time. He brought gold coin name ‘Dinar’ and silver coin named ‘Adali’ into circulation. Minting of coins was not the monopoly of the government. Thus, when even common people began minting coins, chaos resulted. Expensive administrative practices, severe famine, shifting of the capital and its re-shifting emptied the coffers of the kingdom. ED Deccan Policy: Mohammad bin Tughlaq carried on his administration H in the areas he had conquered in the Deccan. He took over Warangal IS of the Kakatiya’s and vanquished the capital of the Hoysalas, BL EP S Dwarasamudra. He conquered Madurai in South India and appointed R TB U Jalaluddin Hasansha as the governor for its administration. In this BE @K manner, Mohammad bin Tughlaq became the first of the Delhi Sultans to establish his vast empire in India. Mohammad bin Tughlaq assembled a very large army without any farsightedness. As he did not try to expand his empire by invasions, TO he caused a heavy loss to the state exchequer. During the last 11 T years of his rule, there were about 27 rebellions in South India which O led to the rise of Vijayanagar and Bahamani kingdoms. N After the decline of Mohammad bin Tughlaq, Firoze Shah Tughlaq took up many projects for the welfare of his subjects. He abolished about 20 taxes and waived off Takkavi loans for the benefit of his subjects. He paid compensation to the victims of Mohammad bin Tughlaq’s invasions. He constructed cities, mosques, madrasas, dams and canals. The main cities which he built were Jaunpur, Fatehbad, Hissar, Firozepur and Firozabad. Jonpur was a famous center for learning. He built choultries for the benefit of tourists and travelers. 18 SAYYED DYNASTY (1414 – 1451) After conquering Delhi, the governor of Multan, Khizarkhan Sayyed, established his rule in Do-ab, Bian and Gwalior. He suppressed the rebels and established peace and order. Mohammad Shah, Allauddin and Alam Shah were the prominent rulers of this dynasty. Alam Shah was defeated by Bahulol Lodhi, thus putting an end to the Sayyed dynasty rule. LODHI DYNASTY (1451 – 1526) This is the last Sultanate to rule Delhi. Bahulol Lodhi, Sikander Lodhi and Ibrahim Lodhi were the sultans of this dynasty. Sikander Lodhi conquered Bihar, Bengal, Dholpur and Chanderi kingdoms. ED He established peace and order in Delhi. H IS His successor, Ibrahim Lodhi was incompetent. His governors, BL Alam Khan and Daulat Khan, invited the Afghans to invade India. EP S R TB Thus, Babar invaded India and in the First Battle of Panipat in 1526, U defeated Ibrahim Lodhi and established Moghul Rule. BE @K The Contributions of the Delhi Sultanate Administrative system : The Delhi Sultans, being dictatorial, TO were Commandants of their Armies and the Chief Justices too. The Sultan’s rule was according to the doctrines of the Quran. The T Sardars, Amirs and Ulemas had their influence in the administration. O In the central administration, there were Defence Ministry, Foreign N Ministry, Postal Department, Charity and Endowment Boards. They were headed by ministers and officials. The kingdom was divided into many provinces. The administrative centers were headed by Shikdar, Amin and Chowkidars. Collection of revenue, establishment of peace, education facility and maintenance of cleanliness were their main responsibilities. During the Sultan’s rule, kharaj (land tax), zakhat, ushr, khums (tax on plundered wealth) and jaziya, tax on property without heirs, import duty, house tax and others were the main sources of income. 19 There were officials for collection of taxes. Qazis helped Sultans in dispensing justice in provinces and towns. Social system: There were religious restrictions on Hindu and Shia subjects under the rule of the Sultans. Only Muslim sardars were appointed to high posts. The Sultans had appointed Hindu Revenue officials and clerks to help them in the administration. Skilled craftsmen and architects were appointed to help in construction of buildings. Slavery flourished during the reign of the Sultans. Prisoners of war were made slaves. There were many female slaves in the palace. ED Women did not enjoy good status. Purdah system and child marriage were in practice. Upper class women were well-versed in fine arts. H IS Rural womenfolk were engaged in agriculture and household activities. BL EP S Economic system : People were taxed heavily. Since transportation R TB U facility was not good, taxes were not uniform. Agriculture was the main BE @K source of income. The Sultans owned factories in Delhi. Manufacture of gold and silver jewellery, embroidery, textiles and dyeing were the major industries. TO Literature: Foreign writers and historians enjoyed the patronage T of the Sultan. Their works are in Arabic and Persian languages. O Mohammad Ghazni’s court had a famous scholar called Alberuni. He N was a philosopher, mathematician, geographer and writer. He wrote a book called ‘Tariq-ul-Hind’ dealing with Indian social, economic and religious topics. A scholar called Utbi wrote ‘ Tariq-E-Yamini in Arabic. Hasan Nijami wrote ‘Tajul Masir’, Minhaj-us-siraj wrote ‘Tabakhal-E-Nasiri’. Amir Khusro wrote six prominent works giving details about Hindu and Muslim culture. He was called ‘The Parrot’ of India. Ziauddin Barani wrote ‘Tariq-E-Firozeshahi’ and Firoze Tughlaq wrote ‘Futuhat-E-Firozeshahi’. 20  Alai Darwaza Khuwat-ul-Islam Mosque Art and Architecture: The Delhi Sultans introduced a new style of ED architecture known as ‘Indo-Islamic’. Arches, domes and minarets form the main features of this style. The Delhi sultans constructed H IS forts, mosques, palaces, public buildings, madrasas and choultries. BL EP S Examples of Indo-Islamic style are: Kuwat-ul-Islam mosque, R TB U Qutub Minar, Alai Darwaza and Jamait Khana mosques at Delhi. BE @K EXERCISES I. Fill in the blanks with suitable words. TO 1. The founder of Gurjara-Pratihara Rajput dynasty was _______. T O 2. Prithviraj Chauhan defeated ________________ in the first N battle of Terrain. 3. The chief commander of Mohammad Ghori was ___________. 4. The first woman to rule among the Delhi Sultans was _____________________. 5. The famous Sultan of the Khilji dynasty was ____________. 6. The capital was shifted from Delhi to ________________ during the rule of the Tughlaq. 21 II. Answer the following questions. 7. Explain the contributions of the Rajput kings in the field of literature. 8. Who was the important king of Karkota dynasty of Kashmir? How he expanded his Empire? 9. Describe in brief the administrative system under Iltamush. 10. What are the administrative reforms of Allauddin Khilji? 11. What are the administrative reforms brought in practice by Mohammad bin Tughlaq? 12. Illustrate the contributions of the Delhi Sultans to art and architecture with examples. ED 13. What was the result of the First Battle of Panipat? H IS III. Activities : BL EP S R TB 1. Identify the Rajput kingdoms in the outline map of India. U BE @K IV. Project : 1. With the help of your teacher, collect pictures and information about the monuments constructed by the Rajputs and prepare an album. TO T  O N 22  CHAPTER – 3 RELIGIOUS REFORMERS OF INDIA We learn about the following in this chapter, India’s religious reformers and their philosophies and teachings. The principles of Adwaita, Vishistadwaita and Dwaita. The period between 8th century and first half of 13th century is very important in socio religious history of India. It was during this period, that, the Acharyathrayas, Shankaracharya, Madwacharya, ED Ramanujacharya, the pioneers of three vedic şects lived in Karnataka. Three main branches of Vedanta, Adwaita, Dwaita and Vishistadwaita H philosophies also came into prominence. Basaveshwara of IS Kalyana declared social revolution against caste and gender based BL EP S R TB discrimination. The principles they preached were not only spiritual U doctrines, but also reformed society and religion ideologically. In order BE @K to achieve this ideal situation, the three Acharyas and Basaveshwara preached all the people to surrender to the God, irrespective of caste, creed and gender. They revived the Society and Dharma through Bhakthi Marga. TO Shankaracharya T Shankaracharya was born in the village O Kaladi in Kerala in a Namboodari Brahmin N family. His father was Shivaguru and mother Aryamba. Shankara was very intelligent. At the age of seven, he had mastered all the Scriptures. He learnt Vedas and the Puranas from his teacher, Govinda Bhagavatpada. Shankaracharya studied the Upanishads and Brahmasutras in depth and propagated the Advaitha philosophy. According to this, Brahma Shankaracharya is the absolute truth, the rest of the world is false. The soul is one with Brahma, and life is not separate from Brahma. 23 The world is maya, an illusion; Brahma is the absolute truth. People are ignorant; they are not aware of the illusionary nature of the world. They are also not aware that Brahma is the only Truth. Hence we should go on the path of knowledge, and realize the nature of the world. Ultimately, we should merge our ‘atma’ (soul) with the absolute truth, Brahma. Only then we can attain moksha (liberation). In this manner, Shankaracharya taught the path of knowledge. The human soul has no separate existence and he expressed this fact in the phrase ‘Aham Brahmasmi’. He declared that Brahma is Truth. It has no qualities, no features and no shape (nirguna, nirakara, nirvikara). Shankaracharya gave a new direction and spirit to Indian thought. The works of Shankaracharya : Shankarabhasya, Anandalahari, ED Soundaryalahari, Shivanandalahari, Vivekachoodamani, Prabuddasudhakara and Dakshinamurthy stotra. His hymn H IS Bhajagovindam is very famous. BL EP S Shankaracharya travelled from Kanyakumari to Kashmir on foot R TB U and propagated his Advaitha philosophy. In order to spread the BE @K message of his philosophy, he established peethas (institutions) in all the four directions. Know this : The four mutts or peethas are : 1. Badarinath - Jyotirpeeth 2. Dwaraka - Kalikapeeth TO 3. Puri - Govardhan Peeth 4. Sringeri - Sharadapeeth T Ramanujacharya O N Ramanujacharya was born in Sriperumbadur near Chennai. His father was Keshavasomayaji and mother Kantimati. He learnt the Vedas and Upanishads from Yadavaprakasha in Kanchi – the famous educational center in South India. Subsequently, he travelled to Srirangam and became the Peethadheesha of that mutt. The Shaivite Chola king troubled Ramanujacharya Ramanujacharya repeatedly. At that time, the Hoysala king of Karnataka, Vishnuvardhan invited him to Karnataka. Ramanujacharya 24 travelled to Melukote and established the Cheluvanarayanaswamy temple. Ramanujacharya showed keen interest in teaching the mukti marga to common people. After settling down at Sriranga, Ramanujacharya studied the Scriptures and wrote many books. He wrote Vedanta Sangraha, Vedantasara, Vedanta Deepika, Shribhasya and in his famous work ‘Geethabhashya’, he emphasized the importance of devotion. Ramanujacharya’s philosophy is called ‘Vishitadvaita’ and the religion he propagated is called ‘Shrivaishnavism’. Hence, his followers are called Shrivaishnavites. ED Ramanujacharya taught that life and nature were controlled H by Brahma. Atma and Paramatma cannot exist at the same time. IS Devotion and surrender (prapatti) were essential for attaining moksha. BL EP S R TB Ramanujacharya condemned casteism and taught the path of devotion U to people of all castes. He advised that we should give up our desires BE @K and surrender to God. He advocated attainment of nirvana through the path of devotion. Saint Ramananda and Raidas of North were influenced by his TO philosophy. As a result, the path of devotion or Bhakti marga became popular in North India too. The Tuluva kings of Vijayanagar and the T O Araveedu kings became the followers of Srivaishnavism. N Do you know this? Famous Amnaya mutts of Srivaishnavism in South India : 1. Yatiraja mutt - Melukote and Sriperumbadur 2. Parakala (Brahmatantra) mutt - Mysuru 3. Ahobala mutt - Ahobala (Kurnool Dist, Andhra Pradesh) 4. Aandavan mutt - Srirangam 5. Vamaimalai mutt - Suchindram 25 Madhwacharya Madhwacharya was born in Pajaka village near Udupi in Karnataka. His father was Madhyageha Narayana Bhatta and mother Vedavati. Lord Vishnu was their family deity. It is said that at a very tender age, he displayed abundant knowledge. He had his education in Vedas and Upanishads from Achyutapreksha. The same teacher later inducted Madhwacharya into sanyasa. Madhwacharya While studying under his guru, Madhwacharya independently gained great knowledge about the ED religious scriptures and defeated his guru in debate. He advocated H Dwaitha philosophy. According to this philosophy, the human soul IS and the Divine soul are separate. BL EP S R TB In order to propagate his philosophy, Madhwacharya took to U travelling to various places and participated in debates. He installed BE @K the idol of Lord Sri Krishna in Udupi. Further, to enable regular worship of Lord Sri Krishna, he nominated 8 Yathis and later 8 mutts called the Ashthamaths were formed. TO According to Madhwacharya, the world is not maya or illusion. It is as true as Paramatma or the Divine Soul. Between these, the T O Divine soul is independent and the rest of the world is illusionary. The N Divine soul and the human soul have a Lord and Servant relation. Lord Vishnu or Narayana alone is supreme. Worship of Lord Vishnu can elevate the human soul and thus enable it to attain moksha. Works of Madhwacharya : Geetabhashya, Geetatatparya nirnaya, Mahabharata tatparya nirnaya, Vishnutatva nirnaya, Bhagawata tatparya nirnaya, Sutrabhashya, Mayavadakhandana etc. Prominent among the disciples of Madhwacharya who propagated the Dwaitha philosophy are Padmanabhateertha, Narahariteertha, Vijayendrateertha and Vadirajateertha. 26 Basavanna – The Vishwa Guru Basavanna is the most prominent religious, social, political, economical and cultural reformer of 12th century in Karnataka. His father was Madarasa and mother Madalambike. He was born at Basavanabagewadi in the present district of Vijayapura. He opposed caste system. Having meditated at Kudalasangama, he composed Vachanas keeping ‘Kudalasangama Vishwaguru Basaveshwara Deva’ as his penname. He was the Finance Cultural Leader of Karnataka Minister under the King Bijjala of Mangalawade. Later he became the Prime Minister of Kalyana state owing to his honesty, dedication, dutifulness, farsightedness and concern for the ED public. He condemned the rituals, superstition and blind beliefs which was in practice then. He was instrumental in bringing economic, H social and religious reforms in the society. IS He established ‘Anubhava Mantapa’ known as the world’s first BL EP S R TB parliament at Basava Kalyana of present Bidar district. Basavanna U worked for the reformation of the soul along with the reformation of BE @K the society. Basavanna propounded the idea of one God in the form of Istalinga with the concept of ‘body as temple’, and ‘Awareness as Guru’. He believed that compassion (daya) is the base of Dharma and stressed TO non-violence. He brought out new concepts like work (Kayaka), charity (Dasoha) and Istalinga. Through these concepts, Basavanna T established equal and secular society devoid of discrimination of O gender and caste in Kalyana. N ‘The eternal shall perish, the transient will stay on’, ‘‘Body is abode of Lord Shiva’’ (Kayave Kailasa), thus said Basavanna, stressing on ‘Kaya’ and upheld the principle of work culture. He also declared there is no superiority or inferiority in work. He always wished good to all human beings as he believed that there is no one younger to him and no one elder to Shivabhaktas. He removed hoarding culture through the principle of ‘Dasoha’. His socio-religious thoughts and the way he brought them into practice were unique. He propagated women’s freedom and equality. Basavanna proclaimed that the people of the entire world are equal and no one is untouchable by birth. 27  Vachanas were written in the You Know this: (one of his vachanas) backdrop of spiritual growth and Do not steal, do not kill, do not lie. welfare of the world. These are his Do not rage, do not loathe the other, unique contributions to Kannada Do not brag of yourself, do not revile the l i t e r a t u r e. I n o t h e r w o r d s , opponent, Vachanas can be considered his This itself is inner purity, this itself is outer purity, contribution to the world as This alone is the way to please our Koodala “constitution’’. Through vachanas, sangamadeva. Vachanakaras tried to show the loopholes of the society and created ¤ªÀÄVzÀÄ w½¢gÀ° awareness among people. PÀ¼À¨ÉÃqÀ, PÉÆ®¨ÉÃqÀ, ºÀĹAiÀÄ £ÀÄrAiÀÄ®Ä ¨ÉÃqÀ Vachana movement united ªÀÄĤAiÀĨÉÃqÀ, C£ÀåjUÉ C¸ÀºÀå¥ÀqÀ¨ÉÃqÀ the followers of Basavanna vÀ£Àß §tÂÚ¸À¨ÉÃqÀ, E¢gÀ C½AiÀÄ®Ä ¨ÉÃqÀ, irrespective of their caste, class, EzÉà CAvÀgÀAUÀ ±ÀÄ¢Þ, EzÉà §»gÀAUÀ ±ÀÄ¢Þ ED colour and gender. Prominent EzÉà £ÀªÀÄä PÀÆqÀ® ¸ÀAUÀªÀÄzÉêÀ£ÉÆ°¸ÀĪÀ ¥Àj. H Vachanakaras are Satyakka, IS Aydakki Lakkamma, Siddarama, Channa Basavanna, Molige Maraiah, BL EP S Ambigara Chowdaiah, Madiwala Machaiah, Madara Chennaiah, R TB Samagara Haralaiah, Kinnari Bommaiah and others. U BE @K The messages of Sri Basaveshwara to humanity are eternal. He has been the symbol of equality and inclusiveness. His messages have enhanced the cultural pride of Karnataka in India and beyond. Considering his invaluable contributions, the Government of Karnataka, while unveiling the portrait of Vishwaguru Basavanna on TO 13-02-2024, declared him as the ‘Cultural Leader of Karnataka’. T O EXERCISES N I. Fill in the blanks with suitable words : 1. Shankaracharya was born at ______________ in Kerala. 2. “The world is an illusion, Brahma alone is the Truth”. This was propounded by _______________ 3. Ramanujacharya’s disciples are called ____________________. 4. Proponent of Dwaita philosophy is _________________. 28 II. Answer the following questions by discussing with your group : 5. Who is the proponent of Advaita philosophy? 6. Which is the philosophy advocated by Ramanujacharya? What is their sect called? 7. Name the books written by Ramanujacharya. 8. Which are the tenets advocated by Madhwacharya? 9. Name the books written by Shankaracharya. 10. What were the welfare measures of Basavanna? 11. Which followers were with Basavanna during the Vachana movement? 12. What is the meaning of ‘Kayave Kailasa’ propagated by ED Basavanna? H III. Activities : IS BL EP S 1. Collect all Vachanas of the important vachanakras, present R TB them before a group and comment on them. U BE @K 2. Collect the portraits of the contemporary Vachanakaras of Basavanna. 3. Conduct Vachana Singing competition.