History and Civics Standard Six PDF

 Sanction number : MSCERT/avivi/sp/2015-16/1673 Date : 06/04/2016 HISTORY AND CIVICS STANDARD SIX Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. First Edition : 2016 © Maharashtra State Bureau of Textbook Production and Curric...

 Sanction number : MSCERT/avivi/sp/2015-16/1673 Date : 06/04/2016 HISTORY AND CIVICS STANDARD SIX Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. First Edition : 2016 © Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune - 411 004. Reprint : The Maharashtra State Bureau of Textbook Production and Curriculum October 2021 Research reserves all rights relating to the book. No part of this book should be reproduced without the written permission of the Director, Maharashtra State Bureau of Textbook Production and Curriculum Research, ‘Balbharati’, Senapati Bapat Marg, Pune 411004. History Subject Committee : History and Civics Study Group : Dr Sadanand More, Chairman Shri. Rahul Prabhu Smt Minakshi Upadhyay Shri. Mohan Shete, Member Shri. Sanjay Vazarekar Smt Kanchan Ketkar Shri. Subhash Rathod Smt Shivkanya Patve Shri. Pandurang Balakawade, Member Smt Sunita Dalvi Dr Anil Singare Adv. Vikram Edke, Member Dr Shivani Limaye Dr Raosaheb Shelke Dr Abhiram Dixit, Member Shri. Bhausaheb Umate Shri. Mariba Chandanshive Shri. Bapusaheb Shinde, Member Dr Nagnath Yevale Shri. Santosh Shinde Shri. Balkrishna Chopde, Member Shri. Sadanand Dongre Dr Satish Chaple Shri. Prashant Sarudkar, Member Shri. Ravindra Patil Shri. Vishal Kulkarni Shri. Mogal Jadhav, Shri. Vikram Adsul Shri. Shekhar Patil Smt Rupali Girkar Shri. Sanjay Mehta Member-Secretary Shri. Ramdas Thakar Civics Subject Committee : Authors: Dr Shrikant Paranjape, Chairman Dr Shubhangana Atre, Smt. Sadhana Kulkarni Smt. Sadhana Kulkarni, Member Cover and Illustrations : Prof. Dilip Kadam, Shri. Ravindra Mokate Dr Mohan Kashikar, Member Cartographer : Shri. Vaijnath Kale, Member Ravikiran Jadhav Shri. Mogal Jadhav, Member-Secretary Coordination : Dhanavanti Hardikar Coordination : Translation : Academic Secretary Mogal Jadhav Smt. Sanjyot Apte for Languages Special Officer, History and Civics Scrutiny : Santosh J. Pawar Varsha Sarode Smt. Manjiri Bhalerao Assistant Special Officer, Subject Assistant, History and Civics English Production : Typesetting : Publisher : Sachchitanand Aphale DTP Section, Vivek Uttam Gosavi Chief Production Officer Textbook Bureau, Pune Controller Prabhakar Parab, Paper : Maharashtra State Production Officer 70 GSM Creamwove Textbook Bureau, Prabhadevi, Shashank Kanikdale, Print Order : Mumbai - 400 025. Asst. Production Officer Printer :  Preface The Primary Education Curriculum 2012 was prepared in the State of Maharashtra following the Right of Children to Free and Compulsory Education Act, 2009, and the National Curriculum Framework 2005. This syllabus approved by the State Government is being implemented serially from the academic year 2013-2014. In the syllabus as well as in the textbooks for Standard III to Standard V, History and Civics were included in ‘Environmental Studies Part One and Environmental Studies Port Two’. However, Standard VI onwards, History and Civics are included as separate subjects in the syllabus. Previously, there were two separate textbooks for these subjects. But now they have been included in this single textbook of a bigger size. We are happy to place it in your hands. Our approach while designing this textbook was that the entire teaching-learning process should be child-centred, the emphasis should be on self-learning and the process of education should become enjoyable and interesting. During the teaching-learning process, there should be clarity about the specific objectives to be achieved at the various stages of primary education. That is why, the expected competencies regarding History and Civics have been specified at the beginning of the respective sections. In keeping with these competencies, the content included in the textbook has been presented in an innovative way. The History section includes ‘History of Ancient India’. This part aims at giving the children comprehensive information about our cultures and traditions so as to enhance children’s awareness of social integration. From the time of the Harappan Civilization, India’s trade relations with faraway countries were at the root of the prosperity of ancient India. We have emphasized that such trade relations are not possible without international understanding and universal brotherhood. In the Civics part, local people’s participation in the schemes of development as also women’s participation and the ensuing changes have been specially mentioned in the information on ‘Local Government Bodies’. Students have been told in simple terms that our country is run according to our Constitution, the law and rules and regulations. The boxes in all the chapters provide information to make children’s learning more effective. Some instructions have been given separately for teachers. Tasks and activities have been added for an activity-oriented approach to teaching. This book was scrutinized by teachers, educationists, and subject experts from all parts of the State to make it as flawless and standard as possible. Their comments and suggestions have been duly considered while finalising the book. The History Subject Committee, Civics Subject Committee, the Study Group, the authors and the artists have taken great pains to prepare this book. The Textbook Bureau is thankful to all of them. We hope that students, teachers and parents will welcome this book. Pune Date : 9 May 2016, (Dr Sunil Magar) Akshay Tritiya, Director Indian Solar Year : Maharashtra State Bureau of Textbook Vaishakh 19, 1938 Production and Curriculum Research, Pune.  For Teachers... z The purpose of teaching our students the history of ancient India is that they should develop an understanding of our culture and traditions in all their various aspects, and that in turn should strengthen their awareness of our social and national integrity. When teaching ancient Indian history, teachers should plan their methodology with this purpose clearly in sight. z Students have questions about the cultural customs and traditions that we encounter first hand every day. Not only can teachers be expected to know from their own experience what these questions might be but they are expected to encourage the students to actually ask those questions without any fear. z Teachers should guide students to identify the sources for obtaining as much information as possible about ancient artefacts, coins, specimens of ancient architecture, etc so that their awareness of our cultural heritage will be based on the firm foundation of a study of ancient Indian history. z Keeping in mind that trade relations between India and other distant countries established since the period of the Harappan Civilization were at the root of the prosperity of ancient India, teachers should give their students a simple explanation of the nature of international trade. They should point out that such commercial exchange is not possible in the absence of universal brotherhood and international understanding. z The tradition of presenting the Ramayana and Mahabharata epics in the form of dance- dramas is still alive in countries of Southeast Asia such as Indonesia and Cambodia. These stories form a part of their ancient sculptures, too. Projects/ Actvities should be assigned to the students to obtain more information about this tradition and make a presentation based on it, in the class. z Before taking up the subject of Civics in the class, the overall set-up which consists of the Union Government, Governments of the constituent States and Local government should be explained in brief. z The State governments make their own separate laws to govern local affairs. Although the students are not expected to learn about these laws in any detail, it is important for them to learn that all affairs of our country are run according to the Constitution, the law and rules and regulations. They should especially be shown through various examples the benefits of living under the rule of law. z There is only a cursory mention of the 73rd and 74th amendments to the Constitution. However, taking note of the fact that these amendments have given greater powers to the local government bodies, the changes brought about by these amendments should be pointed out to the students. z Special mention must be made of the participation of women in the local government bodies and the changes that have come about as a result of their participation. z During British times, the term ‘local self-government bodies’ was in use. Now, after Independence, as we have self-government at all levels, the term ‘local government bodies’ is used.  History of Ancient India CONTENTS Chapter Page 1. The Indian Subcontinent and History................ 1 2. Sources of History.............................................. 6 3. The Harappan Civilization................................ 10 4. The Vedic Civilization...................................... 15 5. Religious Trends in Ancient India..................... 20 6. Janapadas and Mahajanapadas........................ 26 7. India during the Maurya Period........................ 30 8. States after the Maurya Empire......................... 36 9. Ancient Kingdoms of the South......................... 42 10. Ancient India : Cultural................................... 48 11. Ancient India and the World........................... 54 S.O.I. Note : The following foot notes are applicable : (1) © Government of India, Copyright : 2016. (2) The responsibility for the correctness of internal details rests with the publisher. (3) The territorial waters of India extend into the sea to a distance of twelve nautical miles measured from the appropriate base line. (4) The administrative headquarters of Chandigarh, Haryana and Punjab are at Chandigarh. (5) The interstate boundaries amongst Arunachal Pradesh, Assam and Meghalaya shown on this map are as interpreted from the “North-Eastern Areas (Reorganisation) Act. 1971,” but have yet to be verified. (6) The external boundaries and coastlines of India agree with the Record/Master Copy certified by Survey of India. (7) The state boundaries between Uttarakhand & Uttar Pradesh, Bihar & Jharkhand and Chattisgarh & Madhya Pradesh have not been verified by the Governments concerned. (8) The spellings of names in this map, have been taken from various sources.  English History : Standard Six - Learning Outcomes Suggested Pedagogical Processes Learning Outcomes The learner be provided opportunities in The learner- pairs/groups/ individually and encouraged to: 06.73H.01 recognises the correlation between know about the historical development and History and Geography. Geographical peculiarities. 06.73H.02 identifies different types of sources use pictures, drawings of different types of of History and describes their use in sources to read, explain, discuss these to writing of History of this period. understand how historians have interpreted 06.73H.03 locates important historical sites, these to reconstruct history of ancient India. places on an outline map of India. undertake map activity: for locating 06.73H.04 lists out significant contributions of important places, sites of hunter-gatherers- important kingdoms, dynasties with food producers, Harappan civilization, examples viz., Ashokan inscriptions, janapadas, mahajanapadas, empires, Gupta coins, Ratha temples by places related to events in the life of the Pallavas etc. Buddha and Mahavira- centres of art and 06.73H.05 explains broad developments during architecture-areas outside India with which ancient period for example, hunting- India had contacts. gathering stage, the beginning of explore epics like Ramayana, Mahabharata, agriculture, the first cities on the Indus Silappadikaram, Manimekalai or some etc. and relates the developments important works by Kalidas etc. occurring in one place with another. discuss basic ideas and central values 06.73H.06 describes issues, events / personalities of Buddhism, Jainism and other systems mentioned in literary works of the time. of thought- relevance of their teachings 06.73H.07 describes the implications of India’s today - development of art and architecture contacts with regions outside India in in ancient India, India’s contribution in the fields of religion, art, architecture, culture and science. etc. role play: on various historical themes like 06.73H.08 outlines India’s significant contributions change of Ashoka after Kalinga War-based in culture and science viz. astronomy, on one of the events, incidents from literary medicine, mathematics, and knowledge works or written sources of the time etc. of metals, etc. undertake projects: on the evolution of state-working of ganas or sanghas- 06.73H.09 synthesises information related to contributions of kingdoms, dynasties in the various historical developments. field of culture-India’s contact with areas 06.73H.10 analyses basic ideas and values of outside India highlighting the impact of various religions and systems of these contacts and classroom discussion on thought during ancient period. projects. 06.73H.11 explains that humanity and secularism visit to museum to see the material remains are supreme thoughts. of early human settlements- Harappan, and 06.73H.12 understands that cultural and discuss the continuity and change between intellectual give and take enriches these cultures. human knowledge.  1. The Indian Subcontinent and History 1.1 Geographical conditions and the course of history 1.2 Geographical features of India 1.3 The Indian subcontinent 1.1 Geographical conditions and history In the fifth standard, we saw at some length that there is a close relationship between man and his environment. We saw how the changes in the lifestyle of the early man and his technology were related to the changes in his surroundings. We also reviewed the history of human civilization from the Stone Age to the agricultural civilizations that flourished on the banks of rivers. Types of houses History is a coherent account of the significant past events in the progress of Our diet, clothing, housing, occupation, human culture. Time, place, society and in fact, all human life in any region depends individuals are the four major pillars of to a large extent on its geographical history. We cannot write history without characteristics. For example, the life of the them. Of these four components, ‘place’ is people in hilly regions is more strenuous related to geography or geographical than that of the people on the plains. Not conditions. In this sense, history and much fertile land is available in the hilly regions, while in the plains, it is available on a large scale. That is why, grains and Let’s discuss. vegetables are scarce in hilly areas. Ɣ What occupations are seen in In comparison, people on the plains get your locality? them in a sufficient measure. Naturally, Ɣ What crops are grown in your this has an impact on the diet of the people. surroundings? In hilly regions, people depend more on hunting and gathering for their food. We geography are inseparable. History is also find other such differences in the influenced by geographical conditions in lifestyle of the people of the hilly regions many ways. and those of the plains. 1  The climate, rainfall, agricultural produce, flora and fauna of the region where we live are the sources of our livelihood. The lifestyle and culture of a region develops with their support. Human settlements have flourished wherever the means of living are plentiful. Over a period of time, these settlements develop further into villages and towns. But sometimes Himalaya reasons like the degradation of the 1. Himalayas : The Hindukush and environment, drought, invasions, etc. lead Himalaya ranges have created an to the scarcity of those means. People are impenetrable wall on the northern side of forced to leave their settlements. Villages the Indian subcontinent. This wall has and towns become deserted. We see many separated the Indian subcontinent from the such instances in history. Thus we see that deserts of Central Asia. However, there is a there is a very close relation between history land route through the Khyber and Bolan and geography. passes in the Hindukush mountains. This route was connected to an ancient trade 1.2 Geographical features of India route. The trade route from China passed Our country India extends far and wide. through Central Asia and reached Arabia. It At its north lie the Himalayas; to the east, is known as the ‘Silk Route’ or ‘Silk Road’, the Bay of Bengal; to the west the Arabian because silk was the main commodity Sea; and to the south, the Indian Ocean. exported to the western countries using this Except for the islands of Andaman - road. The route through the passes was used Nicobar and Lakshwadeep, the rest of the by many foreign invaders to enter ancient India. Many foreign travellers also came to country is contiguous. India by this route. We have to take into account this region, henceforth referred to as ‘ancient India’, when we study the ancient history of India. Before 1947, today’s Pakistan and Bangladesh were also a part of India. The following regions are seen to be important when we look at the course of Indian history. 1. The Himalayas 2. The plains of Sindhu-Ganga- Khyber Pass Brahmaputra rivers 2. The plains of the Sindhu-Ganga- 3. The Thar Desert Brahmaputra : This region consists of the 4. The Deccan Plateau basins of the three big rivers, Sindhu, 5. The coastal regions Ganga, Brahmaputra and their tributaries. 6. The islands in the seas This region extends from Sindh-Punjab in 2  Arabian Sea to its west, the Indian Ocean to its south, and the Bay of Bengal to its east. A region thus bound by the sea on three sides is called a peninsula. A major part of the Indian peninsula is occupied by the Deccan Plateau. The mountain ranges of the Vindhya and Satpuda are located to the north of the Deccan Plateau. The Sahyadri mountain River Ganga ranges are to its west. They are also known the west to the present day Bangladesh in as the ‘Western Ghats’. To the west of the the east. It was in this region that the earliest Sahyadris is the coastal region of Konkan Indian civilization of Harappa and the later and Malabar. The mountains on the eastern States and empires of ancient India side of the Deccan plateau are known as the emerged. ‘Eastern Ghats’. Deccan Plateau has fertile land where many post-Harappan agrarian cultures flourished. Deccan Plateau was a part of the Maurya empire, the largest in ancient India. After the decline of the Maurya empire, too, several other kingdoms and smaller empires continued to flourish in this region. 5. The coastal regions : From the time Thar Desert of the Harappan civilization, ancient India 3. The Thar Desert : The Thar desert had trade relations with the western spreads across Rajasthan, Haryana and countries. This trade was carried on by sea. some parts of Gujarat. A part of the desert Therefore, India had developed contact and lies in today’s Pakistan. The desert has the interaction with foreign cultures and people Satluj river to its north, the Aravalli at the sea ports. Later on, land routes came mountain range to its east, the Rann of to be used for trade and transport. But the Kachchh to its south and the Indus (Sindhu) importance of sea routes did not diminish. river to its west. The Ghaggar river that 6. The islands in the sea : Andaman originates in Himachal Pradesh reaches the and Nicobar are the Indian islands in the Thar desert. It is known as ‘Hakra’ in Bay of Bengal. Lakshadweep is a group of Pakistan. Its course in Rajasthan and Indian islands in the Arabian Sea. The Pakistan has now dried up. Many sites of location of these islands may have been the Harappan civilization are situated along important in ancient sea trade. The the now dry course of the river. manuscript ‘Periplus of the Erythrean Sea’ 4. The Deccan Plateau : The region or ‘Handbook of the Red Sea’ makes a between the east and the west coast of India mention of Indian islands. It has been tapers off to the south. This region has the written by an unknown Greek sailor. 3  You can do this. Show the following on an outline map of India. 1. The Himalaya mountain 2. The Thar Desert 3. East Coast Andaman island 4 1.3 The Indian subcontinent The cities of Harappa and civilization had spread mainly in the Mohen-jo-daro are in today’s Pakistan. northwestern part of the Indian subcontinent. Afghanistan, Pakistan, Nepal, Bhutan, China and Myanmar, our neighbouring Bangladesh, Sri Lanka and India together countries, are not a part of South Asia or form the region known as South Asia. the Indian subcontinent. However, they had Considering the expanse and significance cultural and trade relations with ancient of India in this region, it is also known as India. They have an important place in the the Indian subcontinent. The Harappan study of ancient Indian history. Exercise 1. Answer the following in one sentence. 5. Observe the physical map of India and (1) What is history ? answer the questions based on it. (2) Where do human settlements flourish? (1) Which mountain ranges lie in the north (3) What do the people in the hilly region of India ? depend on for their food ? (2) Which are the routes to India from the (4) Which is the earliest civilization in northeast ? India ? (3) Where do the Ganga and Brahmaputra meet ? 2. Answer the following questions in short. (1) What does human life depend on ? (4) Name the islands to the east of the Indian peninsula. (2) What features of our surroundings form the means of our livelihood ? (5) In which part of India do we see the Thar Desert ? (3) Which region is known as the Indian Activity : subcontinent ? (1) Obtain information about the lakes or 3. Give reasons. reservoirs in your locality. (1) There is a close relation between (2) Show the following on a world map : history and geography. 1. The Himalaya Mountain (2) People are forced to leave their 2. The Silk Road settlements. 3. Arabia 4. Explain the difference in the human life *** in the hilly regions and that on the plains. Various costumes 5  2. Sources of History 2.1 Material sources designs on ancient potsherds. The ornaments 2.2 Written sources and other artefacts throw light on social 2.3 Oral sources interaction. We get information about the 2.4 Sources of ancient Indian history diet of the people from the remains of 2.5 Precautions to be taken while foodgrains, seeds and bones of animals writing history found in excavations. Also, we find the Try this. remains of houses and buildings built in different historical periods. We also find z Make a list of things in your house ancient coins and seals. All these give us which belong to your grandparents’ information about human activities in the time. past. All such artefacts, articles, z Collect information about an old monuments or their ruins are called the structure in your locality. ‘material sources’ of history. A number of objects used by our ancestors still exist. Some inscriptions from the past have been recovered. Sources like Do you know ? these help us to understand our history. Foodgrains do not last long. History can also be learnt through customs They get easily infested and turn into and traditions, folk arts, folk literature as powder. well as historical documents. All these are In ancient times, people used to known as ‘sources of history’. These are of roast foodgrain before grinding three types : material sources, written them. If a few grains got charred sources and oral sources. while roasting, they were thrown away. Such charred grains can Can you tell ? remain intact for a very long period. During excavations, such charred Structures such as forts, rock-cut grains can be recovered. When these caves, stupa, etc. are known as are inspected in a laboratory, we material sources of history. Try to come to know what grain it is. guess what other structures can be called material sources. 2.1 Material Sources Man uses a variety of things in his day-to-day life. They are known as artefacts. Artefacts used by humans in the past provide us valuable information about life in the ancient times. We can decide the period of ancient artefacts like earthern pots by studying the shape, colour and Coins 6  2.2 Written sources The Stone Age people have recorded many events and expressed their emotions in paintings on rocks. It was only after thousands of years that man learnt the art Potsherd Ornaments of writing. In the beginning, humans used symbols and signs to record their thoughts and ideas. However, it took thousands of years for a script to develop from these. Earthen Pots In the beginning, man wrote on potsherds, unbaked bricks using pointed Do you know ? objects. He also used birch (bhurja) tree Written sources of history include bark to write on. As his experience and inscriptions carved on temple walls, knowledge increased, he began to write in walls of rock-cut caves and rocks; different ways. He began to record the inscriptions on copper-plates, pots, events that took place around him. Accounts bricks and on writing sheets made from of the proceedings of royal courts were also palm leaves and birch bark, etc. written systematically. Many rulers had their orders, judicial decisions, donations etc inscribed on stone or copper-plates. Over a period of time, many forms of literature developed. They included books on religious and social subjects, plays, poetry, travelogues and scientific works. All this literature helps us to understand the history of the various historical periods. These sources are known as the ‘written sources of history’. Do you know ? A copper-plate Bhurjapatra means writing sheets made from the bark of a birch tree. Bhurja is the Sanskrit name of the birch tree. Birch trees are found in Kashmir. Inscription on a rock Birch (Bhurja) tree Bhurjapatra 7  Do this. Do you know ? z Visit a museum in your locality. Write an essay describing the zAn owi artefacts displayed there. ,>#ʼn2?,&>_ē§‹0%0>@.1>_ z Collect the traditional verses such as ‘owis’. 9>$7>2@1G4>_,A#?44>ž1>1>__ z Collect folk songs. Present one of zLines from a folk song them in the cultural programme of your school. Ǹ0;>*2@ *@™  ™ (Ujjain) 4 ,A™17>*(>*@ 2.3 Oral sources &G'G*>(&;K&>2>> Owis, folk songs, folk tales and similar literature is passed on from :A@;K&@Ð> generation to generation by word of ?&ž;@4K½>>7>> mouth. This literature is not in the written :> *@> É>0™2>>ǹ™(Vikramaditya) form. Its authors are unknown. This type of literature preserved by oral tradition forms the ‘oral sources’ of history. Do you know ? Sources of Ancient Indian History Material Sources Written Sources Oral Sources Artefacts Structural remains zInscriptions on Harappan seals The Vedic, Buddhist Rock paintings Caves zVedic literature and Jain literature of ancient India was Pottery Houses zMesopotamian clay tablets preserved by oral Terra cotta objects Stupas zManuscript copies of tradition. It is now Mahabharata and Ramayana Beads Rock-cut caves available in the zJain and Buddhist literature Ornaments Temples written form. Even zWritingsof Greek historions, so, the oral tradition Sculptures Churches Travelogues is still alive. When Metal objects Mosques zTravelogues by Chinese oral compositions Coins Pillars travellers are used for history Weapons zBooks on Grammar, writing, they are Puranas and inscriptions included in the oral sources. 8 2.4 Sources of ancient Indian history sources like archaeological remains, The ancient period of Indian history ancient monuments and coins found in extends from the Stone Age to the eighth excavations. century CE. We learn about the Stone Age 2.5 Precautions to be taken while writing period of Indian history through history archaeological excavations. Since scripts It is necessary to take precautions while had not developed at that time, no written using these sources to write history. A sources are available. However, information written document cannot be said to be about the ancient period from 1500 BCE authentic just because it is old - it needs to onwards can be derived from Vedic be examined critically as to who wrote it, literature. In the beginning, the Vedas were why and when it was written. The not in the written form. The ancient Indians conclusions drawn on the basis of various had developed the technique of memorizing genuine documents have to be cross- and reciting them. The Vedas were written checked and corroborated with one another. down later on. The Vedas and the post- Such a critical analysis is very important in Vedic literature form an important source the writing of history. of ancient Indian history. It includes the Brahmanas, the Upanishads, the epics What would you do ? Ramayana and Mahabharata, the Jain and Buddhist literature, plays, poems, stone l You have found an old coin. and pillar inscriptions, travelogues of - Keep it to yourself. foreign travellers etc. We also learn about - Give it to your parents. ancient Indian history through material - Give it to a museum. Exercise 1. Answer in one sentence. 4. Observe any coin and note the following (1) In the past, what materials were used things. for writing ? Inscription on the coin............... (2) What information is obtained from Metal used............... Vedic literature ? Year of the coin............... (3) Which literature in preserved by oral Symbol on the coin............... tradition ? Picture, language, shape and denomination of the coin............... 2. Classify the following sources as material, written and oral sources. 5. Do you know a few things by heart ? Present them in your group. Copper-plate, folk tales, pottery, beads, For example : poems, prayers, tables, etc. travelogues, owis, inscriptions, Vedic literature, stupa, coin, Puranas Activity : Material Written Oral Collect pictures / photos of material and sources sources sources written sources and exhibit them. ----- ----- ----- *** ----- ----- ----- ----- ----- ----- 3. Observe the picture of earthen pots and try to make models of them. 9  3. The Harappan Civilization 3.1 Harappan civilization 3.1 Harappan Civilization 3.2 Housing and town planning Archaeological excavation first began in 1921 CE at Harappa in the Punjab on the 3.3 Seals and pots banks of the river Ravi. That is how this 3.4 The Great Bath civilization came to be known as Harappan 3.5 Life in the Harappan civilization Civilization. It is also known as Indus 3.6 Trade Civilization. 3.7 Reasons for decline Excavations were also carried out at Mohen-jo-daro, a place about 650 km to the south of Harappa in the Indus valley. Try this. There was a striking resemblance between the remains of structures and artefacts Show the sites of Harappan found at the two places. Similar remains civilization on an outline map of India. have been found at Dholavira, Lothal, Kalibangan, Daimabad, etc. 10 10  Generally, the same characteristics are seen in all the places of Harappan Can you tell ? Civilization. These include town planning, roads, construction of houses, drainage What problems regarding health system, seals, pots and toys and burial and hygiene will arise if the drains are customs. not covered ? Can you tell ? The towns were divided into two or more sections and each section had Describe the structure of houses in separate fortification. your locality. Do they have flat roofs or tiled, sloping roofs? Try this. Cut a potato into half. Carve out 3.2 Housing and town planning some letters or figures on the cut surfaces using a nail. Dip the surface into ink or The houses and other structures in colour and then press it on a piece of Harappan Civilization were mainly built paper. Observe what happens. with baked bricks. In some places, unbaked bricks and stones were also used for construction. The houses had 3.3 Seals and pots rooms built around a central courtyard. The seals of the Harappan Civilization The houses had wells, bathrooms and were mainly square-shaped and made toilets. There was an excellent drainage from a stone called steatite. These seals system in which baked earthern conduits bear pictures of animals. They include were used. The streets had covered drains pictures of real animals like bulls, built with bricks. This shows great buffaloes, oxen, elephants, rhinos, tigers concern regarding public health. etc. and also of imaginary ones like the The streets were broad and laid out unicorn. Human figures are also seen. in a grid pattern. Houses were built in These seals were used as stamps. the rectangular blocks created by them. Earthen pots of various types and shapes have been found at the excavation Harappan Civilization well Seals 11  Do this. Observe. Interview a person skilled in making Visit a swimming tank in your earthen pots to learn how they are made. locality. Observe how the water in the tank is changed. Ɣ What type of clay is used ? Compare a modern swimming tank Ɣ Where do we get the clay ? to the Harappan Bath. Ɣ How much time is needed to make one pot ? 3.4 The Great Bath A spacious bath has been discovered at sites of Harappan Civilization. There are Mohen-jo-daro. The tank in the Great Bath red terra cotta pots with patterns and was nearly 2.5 metres deep. It was 12 designs in black colour. The patterns metres long and 7 metres wide. It was lined include fishscales, interlocking circles, with baked bricks to prevent seepage of pipal leaves etc. water. There were steps leading down to the The Harappan people buried their tank. There was also a provision for dead. They used to bury earthern pots with draining, cleaning and re-filling the tank the bodies. from time to time. Earthenware The Great Bath at Mohen-jo-daro Can you tell ? Ɣ Name the fruits and crops grown in your area. Ɣ What clothing do the people in your area use ? Ɣ Write the names of the ornaments you know. 12 3.5 Life in the Harappa Civilization The Harappan people practised agriculture. The excavation at Kalibangan provides evidence of a ploughed field. The people there grew different crops, mainly wheat and barley. In Rajasthan, barley was grown on a large scale while in Gujarat, it was ragi. Peas, sesame and lentils (masoor) were also cultivated. The Harappan people were also familiar with cottton. The statues, the pictures on the seals and the remains of cloth found in the excavations indicate that the Harappan people used to weave cloth. The dress of A specimen of Harappan art both men and women consisted of knee- length cloth and an upper garment. Try this. Visit a grocery shop nearby. From where does the shopkeeper buy the items in his shop? List the items. 3.6 Trade The Harappan people carried on trade wihin India as well as with countries outside. The Indus Valley was known for its high quality cotton. This cotton was Ornaments in Harappan Civilization exported to other regions like West Asia, Southern Europe and Egypt. Cotton cloth, Many types of ornaments have been too, was exported. The traders of the found in excavations. They are made of Harappan Civilization provided muslin gold, copper, precious stones as also shells, cloth to Egypt. Silver, zinc, gemstones, cowries, seeds etc. Men and women both rubies, deodar wood were some of the items used multistrand necklaces, rings, armlets that were imported from Kashmir, South and waistbands. Women wore bangles right India, Iran, Afghanistan and Baluchistan. up to their upper arm. Trade was carried on both by land routes A statue found at a Harappan site and sea routes. Some of the excavated seals presents an excellent specimen of their art. bear pictures of ships. A huge dockyard has It shows the man’s facial features very been discovered at Lothal. The trade of the clearly. A cloak with a beautiful trefoil Harappan Civilization was carried on along pattern is draped across his shoulder. the coastline of the Arabian Sea. 13  3.7 Reasons for decline of the Harappan Civilization Frequent floods, invasions by foreign tribes, decline in trade were some of the reasons for the decline of the Harappan Civilization. Some regions became arid due to weakening of monsoon, drying up of river basins, earthquakes, changes in sea- level, etc. People migrated to other places leading to the decline of cities. An artist’s visualization of the dockyard at Lothal The Harappan Civilization was a (Reconstructed with the help of prosperous and flourishing urban the remains) civilization. It laid the foundation of the Indian Civilization. Exercise 1. Answer in one sentence. 6. On an outline map of the world, show (1) How did the civilization get the name the other civilizations that existed in Harappa ? other parts of the world during the (2) What patterns are seen on the Harappan period. Harappan pots? Activity : (1) Prepare an outline map of your school (3) What cloth did the Harappan traders and show the various places like a supply to Egypt? library, playground, computer room, 2. What will you do when you visit an etc. on the map. ancient site to obtain more information (2) Prepare a detailed note on the grain about it, to conserve it, etc ? storage system used in your family 3. Draw a picture of the Great Bath at and your locality. Mohen-jo-daro. 4. In the following chart, fill in the details *** regarding human life during the Harappan period. Major Crops Clothes Ornaments (1) ---- ---- ---- (2) ---- ---- ---- (3) ---- ---- ---- (4) ---- ---- ---- 5. Answer in one word and frame similar questions. Write their answers. What stone was used to make the Harappan Harappan toys seals? 14  4. The Vedic Civilization 4.1 The Vedic literature 4.2 Family system, day-to-day life Do you know ? 4.3 Agriculture, animal husbandry, The meaning of some suktas economic and social life * O Almighty, make it rain in plenty. 4.4 Religious ideas May we get a plentiful crop in our 4.5 Political system field. May there be plenty of milk for 4.1 The Vedic literature our children. * May the cows come to our homes and The civilization that is based on Vedic stay happily in their pens. May they literature is known as Vedic civilization. bear many calves. The Vedas are considered to be our earliest literature. The Vedas were composed by * Arise, O People. Darkness has many Sages or rishis. Some vedic hymns vanished with the advent of dawn and were composed by women. sunlight comes. Dawn has awakened the whole world. Let us pursue our Vedic literature is in Sanskrit. Vedic own occupations and earn riches. literature is very rich and diverse. The Rigveda is considered to be the first text. It Samaveda Samhita : The Samaveda is in the form of verses. There are four provides guidance on singing Rigvedic Vedas - Rigveda, Yajurveda, Samaveda verses to a set rhythm and tune at the time and Atharvaveda. The Vedic texts are of yajna rites. The Samaveda has known as Samhita. ‘Vid’ means ‘to know’. contributed in a major way in laying the The term ‘Veda’ derives from vid. It means foundation of Indian music. ‘knowledge’. The Vedas have been preserved through the oral tradition. The Atharvaveda Samhita : The Vedas are also called as Shruti. Atharvaveda is named after Atharva rishi. This Veda is different from the other three Rigveda Samhita : Each verse of the Vedas. It is more concerned with many Veda is known as a richa. So, the Veda things in the day-to-day life of the people. It consisting of richas is called ‘Rigveda’. includes solutions to adversities and Richa means a verse composed to praise a diseases. It also provides information about deity. When a number of richas are put medicinal herbs. The Atharvaveda provides together to praise a particular deity, the guidance to a king about the way he should poetic composition is called a sukta. The administer his kingdom. Rigveda consists of many suktas composed to praise different deities. The Brahmana texts, Aranyakas and Yajurveda Samhita : The Yajurveda Upanishads were written after the contains mantras uttered during a yajna. composition of the Samhitas. They are also Yajurveda provides guidance about how included in Vedic literature. and when the different mantras must be Brahmana texts : They were composed chanted during yajna rites. This text to provide guidance on using Vedic mantras includes the verses or poetic incantations in yajna rituals. Each Veda has independent and their explanation in prose. texts called Brahmanas. 15 15  Aranyakas : Aranyakas consist of the be found in the Vedic literature. Yava means reflections or thoughts expressed after ‘barley’, godhoom - wheat, vrihi - rice. The meditating with deep concentration in forests or wilderness. The Aranyakas are concerned with accurate performance of yajna rites. Upanishads : The term Upanishad indicates knowledge acquired by sitting at the feet of the teacher. Human beings have always wondered about events like life and death. It is not easy to find answers to them. The Upanishads discuss such serious and profound issues. The four Vedas, Brahmanas, Houses in the Vedic period Aranyakas and the Upanishads were composed over a period of one thousand Vedic people relished milk, yoghurt, ghee, and five hundred years. During this long butter, honey. Black gram (udad), lentil period, the Vedic civilization underwent (masoor), sesame and meat were also a many changes. The Vedic literature is an part of their diet. important source for the study of those People in the Vedic period used cotton changes and of the day-to-day life in the and woolen garments. They also used Vedic period. valkals or clothes made from barks of trees. 4.2 Family system, day-to-day life Similarly, animal skins were also used as Joint family system was prevalent in clothing. Men and women used ornaments the Vedic period. The grihapati was the of gold, flower garlands, strings made of head of the family, a man responsible for beads, etc. A kind of pendant called nishka the family. His family included his old seems to have been popular. It was also parents, wife and children and also the used as a currency. families of the children, the younger Singing, playing musical instruments, brothers and their families. This family dance, board games, chariot-race and system was patriarchal. In the initial period, hunting were the means of recreation. Their there are references to women scholars such main musical instruments were veena, as Lopamudra, Gargi and Maitreyi in Vedic shat-tantu, cymbals and the conch. literature. However, slowly the restrictions Percussion instruments like damru and on women went on increasing and their mridanga were also used. position in the family and society became secondary. The houses during the Vedic period were earthen or wattle and daub constructions. Wattle means woven lattice of wooden strips which is daubed with clay mixed with cowdung. A house was called griha or shala. The diet of the people mainly consisted of cereals like wheat, barley and rice. From this, they made different preparations. Words like yava, godhoom, vrihi, etc. can Vedic musical instruments 16 4.3 Agriculture, animal husbandry, economic and social life Do you know ? Agriculture was the main occupation ‘Horse power’ is a unit of measuring during the Vedic period. Many oxen were power - the rate at which work is done yoked together to plough the fields. The by an engine. plough had iron ploughshares. The Atharvaveda considers insects, pests and other animals that destroy crops and suggests certain remedies. Cowdung was used as manure. During the Vedic period, animals like horses, cows and dogs had special importance. Cows were used as means of In this period, apart from agriculture exchange. That is why, cows were highly and animal husbandry, several other priced. People took special care to ensure occupations had also flourished. Artisans that their cows would not be stolen. The and people practising various occupations horse was valued because of its speed. The were an important part of the social system. Vedic people were skilled in taming the They formed independent organizations horses and harnessing them to the chariots. known as shrenis or guilds. The head of the guild was known as shreshthi. However, Chariots in the Vedic period had spoked slowly, the status of skilled artisans wheels which are lighter than solid wheels. became secondary. The horse drawn and spoked wheel chariots During this period, there were four of the Vedic period were swift and speedy. varnas - Brahmin, Kshatriya, Vaishya and Shudra. A varna was determined by the occupation of the people. In the later period, the varnas came to be determined on the basis of birth. This gave rise to castes. The caste system led to inequality in the society. During the Vedic period, certain notions about leading an ideal life had become well established. There were four stages or four ashramas, from birth to death. The first ashrama was the brahmacharyashrama, or the period of staying with the Guru to learn from him. The next stage after the successful completion of brahmacharyashrama was grihasthashrama. It was expected that during this period, a man would carry out his duties towards his family and society with the help of his wife. The third stage A chariot was vanaprasthashrama when a man was 17  People in the Vedic period had thought about how the natural phenomena occur. Summer is followed by the rainy season and the rainy season by winter. This is a regular cycle in nature. The cycle in nature and the life cycle that moved with it were termed by the Vedic people as rita. The life of all living beings is a part of the cycle in nature. Disturbance in the cycle of nature leads to calamities. Everyone should be Guru and disciples careful not to let it happen. Nobody should break the laws of nature. It was believed expected to detach himself from the that following these rules was to follow household, retire to a solitary place and dharma. lead a very simple life. The fourth stage was the sanyasashrama. At this stage, the convention was to renounce all relations, Let’s discuss. lead life in order to understand the meaning What could be the causes that of human life, and not stay in one place. upset the cycle of nature? What 4.4 Religious ideas attempts can you make to avoid it? In the religious ideas of the Vedic For example, what will you do for period, forces of nature such as the sun, effective management of drinking wind, rain, lightning, storms and rivers water when there is scanty rainfall? were given the form of deities. Vedic compositions pray them to become life 4.5 Political System giving forces. The Vedic people put offerings In the Vedic period, each village had a into the yajna fire to please them. These head known as gramani. A group of villages offerings were called havi. Yajna is the act formed a vish, whose head was called of offering havi into fire. Initially, the yajna vishpati. Several vish formed a jana. Later, rites were simple. Later on, the rules of when the jana settled into a specific region, yajna became harder and harder. The it came to be known as a janapad. The head importance of priests went on increasing. of the jana was known as nripa or raja (king). The main duties of the king were to protect the people, collect taxes and run the administration efficiently. In order to run the administration smoothly, the king appointed various officers. The purohit (priest) and the senapati of the army were officers of special importance. The officer who collected the taxes was known as bhagdugh. Bhag means share. The person who collected the king’s share of the produce of a jana was called bhagdugh. There were four institutions who guided the king - sabha, samiti, vidath Yajna and jana. 18  The people of the State participated in Vedas, Smritis, Puranas and local traditions their working. Women, too, participated in came to be known as Hinduism. the working of sabha and vidath. The sabha Along with the Vedic stream, there consisted of senior citizens of the State were other religious trends which took a whereas the samiti was a general body of different position from the Vedic one, the people. regarding yajna rites and the varna system. Later on in the Vedic thought, Smriti We will learn more about them in the next and Puranas were composed. After a period chapter. of time, the religious stream based on the Exercise 1. Name the following with reference to 4. Name the following : the lesson. (1) The musical instruments you know (1) Women scholars in Vedic literature.................................................................................................... (2) Two modern ornaments of women (2) Means of entertainment in the Vedic.................................................. period (3) Todays means of entertainment.................................................................................................... (3) The four ashramas.................................................. 5. Answer in short. (1) What foods were included in the diet 2. Right or wrong? of the Vedic people? (1) Rigveda - Mantras uttered during (2) Why were cows priced highly ? yajna. (3) What was a man expected to do in (2) Samaveda - Guidance on singing a sanyasashrama ? mantra during yajna rites. (3) Atharvaveda - The Veda derived its 6. Write notes on : name from Atharva rishi. (1) The religious ideas during the Vedic period. 3. Answer in one word each. (2) Houses in the Vedic period. (1) The language of Vedic literature (3) Political system in the Vedic period................. (2) The meaning of vid................ Activity : (3) The head of a family................. (1) Interview some artisans in your (4) The head of shrenis................ locality and write about them. (2) List the new words in the lesson and find their meaning. *** 19  5. Religious Trends in Ancient India 5.1 Jainism 5.2 Buddhism 5.3 Judaism 5.4 Christianity 5.5 Islam 5.6 Zoroastrianism Towards the end of the Vedic period, the minute details of yajna rites acquired undue importance. Only the priestly class had knowledge of those details. Others no longer had the freedom to gain that Vardhaman Mahavir knowledge. The Varna System restrictions 5.1 Jainism became very hard in the course of time. A Jainism is one of the ancient religions person’s social position was decided by the in India. This religion gives importance to varna into which he was born rather than the principle of non-violence. According to by his achievements. That is why, from the the Jain tradition, a person who reveals Upanishad period, we see that attempts religious knowledge is known as a were made to give a wider scope to religious Tirthankar. There have been 24 Tirthankars thought and not restrict it only to yajna rites. in all. Vardhaman Mahavir is the twenty- However, the thought in Upanishads fourth Tirthankar in the Jain religious focussed on the existence and nature of the tradition. soul. It was difficult for ordinary people to understand it. This gave rise to different Vardhaman Mahavir (599 BCE to 527 sects that emphasized the worship of BCE) particular deities. For example, the Shaiva There was a mahajanapada known as sect of Shiva worshippers and the Vrijji in what is known as the State of Bihar Vaishnava sect the of the worshippers of today. Its capital was Vaishali. Vardhaman Vishnu. Different Puranas were written Mahavir was born in Kundagram, a part of with reference to these deities. Vaishali. His father’s name was Siddharth, Certain trends around the sixth century and mother’s, Trishala. BCE made attempts to express religious Vardhaman Mahavir left his home and thought in such a way that the common all comforts for the attainment of man would understand it easily. Many knowledge. He attained enlightenment after people realized that every person is free to twelve and a half years of rigorous tapa. find ways of his own upliftment. This led to the establishment of new religions. These This knowledge was pure or keval. religions emphatically stated that Therefore, he is also known as Kevali. He discrimination on the basis of caste has no was called Jina or Conqueror because the place in an individual’s upliftment. The joy derived from physical comforts and the work of Vardhaman Mahavir and Gautama discomfort felt due to undesired things had Buddha is of special importance among the no impact whatsoever on him. The term proponents of new thoughts. Jain derives from the word jina. Vardhaman 20 is said to be Mahavir because he had the 1. Samyak Darshan : To understand resilience, the courage to conquer all the truth in the preaching of the Tirthankar passions. After the attainment of knowledge, and to have faith in it. he preached for about thirty years to explain 2. Samyak Jnan : Studying the the essence of religion to people. To make it preaching and philosophy of the Tirthankar easy for people to understand it, he spoke to regularly and learning its deep meaning. them in Ardhamagadhi, a people’s language. The religion that he expounded 3. Samyak Charitra : Strictly following laid stress on good conduct. The essence of the Five Great Vows. his teachings for good conduct is contained Essence of his teachings : Among the in the Five Great Vows (Pancha teachings of Mahavir, Anekantavada is Mahavratas) and the Three Jewels considered to be very important in the quest (Tri-ratna). The assembly held by the for truth. It means pluralism or multiple Tirthankar to preach to people was known viewpoints. In our quest for truth, if we as ‘Samavasaran’ in Ardhamagadhi. focus on only one or two aspects or Samavasaran was based on equality. People veiwpoints and draw conclusions, the whole of all varnas had entry to it. truth is not known. Therefore, it is necessary to pay attention to all aspects of an issue. If The Pancha Mahavratas (The Five people follow this, they develop tolerance Great Vows) : These are five rules to be towards the opinions of other people in followed strictly. society, and give up the attitude of stubborn 1. Ahimsa (Non-violence) : No living adherence to their own opinions. being should be hurt, injured or harmed Vardhaman Mahavir taught the people through one’s behaviour. that the greatness of man does not depend 2. Satya (Truth) : Every speech and on his varna, but on his excellent conduct. action should be true. In the Vedic tradition, the doors of 3. Asteya (Non-stealing) : Asteya knowledge had slowly been closed to means theft. Taking what belongs to others women. But Vardhaman Mahavir gave the without their consent is theft or stealing. right of sanyas (the right to renounce the Asteya means ‘not stealing’ anything. world) to women, too. His teachings were : ‘Love all living things’, ‘Have mercy and 4. Aparigraha ( Non-attachment) : compassion’, and ‘Live and let live’. Man tends to accumulate property due to greed. Aparigraha means not hoarding or 5.2 Buddhism accumulating anything in this way. Buddhism spread in India and in many 5. Brahmacharya (Chastity) : It countries outside India. Gautama Buddha was the founder of Buddhism. means leaving bodily pleasures and following the vows. Gautama Buddha (563 BCE To 483 BCE) Gautama Buddha was born at Lumbini Tri-ratna (The Three Jewels) : The in Nepal. His father’s name was three jewels are the three principles. Shuddhodana and mother’s, Mayadevi. His 1. Samyak Darshan (Right Faith) 2. Samyak birth name was Siddharth. He had attained Jhan (Right Knowledge) and 3. Samyak knowledge of human life in its entirety. Charitra (Right Conduct) Samyak means That is why he came to be known as the ‘balanced’. 21  to preach dhamma. He preached in the people’s language, Pali. In Buddhism, the concept of taking refuge in Buddha, Dhamma and Sangha is important. It is known as Trisharan. The essence of the dhamma he expounded is as follows : Aryasatyas (Noble Truths) : There are four truths at the root of all human affairs. They are called Noble Truths or Aryasatyas. Gautama Buddha 1. Dukkha (Suffering) : There is ‘Buddha’. He wanted to know why there is suffering in human life. sorrow and suffering in human life. He left his home and all comforts in pursuit of the 2. The Cause of Dukkha : There is a answer to this question. On Vaishakha cause of suffering. Purnima, he was sitting in deep meditation 3. Dukkha-nivaran : It is possible to under a pipal tree at Uruvela near the city end suffering. of Gaya in Bihar. That is when he attained ‘Bodhi’ - enlightenment or the highest 4. Pratipad : Pratipad means the ‘way’. knowledge. The tree is now known as the This way leads to the end of suffering. This ‘Bodhi’ tree (Bodhivriksha) and the place is the way of good conduct. It is known as Uruvela is known as Bodhgaya. He the Ashtangik or Eight-fold Path. Panchasheel : Gautama Buddha asked people to follow five rules. The rules are called Panchasheel. 1. Stay away from killing animals. 2. Stay away from stealing. 3. Stay away from unethical conduct. 4. Stay away from telling lies. 5. Stay away from intoxicants. Bauddha Sangha : He created a sangha of bhikkhus to preach his religion. Bodhi Tree Followers who gave up their domestic life delivered his first sermon at Sarnath near and entered the sangha were called bhikkhus. They, too, travelled on foot like Varanasi. His teachings in the first sermon the Buddha to preach dhamma to the people. are termed dhamma. He set in motion the There was a separate sangha of women. wheel of dhamma in this sermon. Therefore They are called bhikkhunis. People of all this event is called dhamma-chakka- varnas and castes could embrace Buddhism. pavattan in Pali and dharma-chakra- pravartan in Sanskrit. Later, he travelled Essence of his teachings : Gautama Buddha announced the freedom of human on foot (charika) for nearly forty-five years 22  Do you know ? The tolerance preached by Gautama Buddha is a guiding principle not only for The Eightfold Path the Indian society but for all mankind even 1. Right View : The knowledge of the today. four noble truths. Lokayat 2. Right resolve : Giving up cruelty, The ancient trend of thought known as etc. Lokayat or Charvak is also important. It 3. Right speech : Refrain from telling emphasized independent thought, and lies, telling tales, rude, harsh and rejected the authority of the Vedas. meaningless speech. In the ancient period, new religious 4. Right conduct : Stay away from trends and thoughts went on emerging in killing animals, stealing and India. Later on, religions like Judaism, uncontrolled behavior. Christianity, Islam and Zoroastrianism also 5. Right livelihood : Using only the took root in the Indian society. proper means of livelihood. 5.3 Judaism 6. Right effort : Making effort to avoid People belonging to the Jewish religion wrong acts, giving up wrong acts, may have arrived in Kochi in Kerala around undertaking and maintaining good the first to third century of the Christian acts. Era. They believe that there is only one 7. Right mindfulness : Being mindful God. Judaism emphasizes justice, truth, to remove passions and concentrating peace, love, compassion, humility, charity, on trying to understand one’s own ethical speech and self-respect. Their prayer feelings and mind. house is known as a synagogue. 8. Right concentration : Experiencing deep meditation with concentration. intelligence. He refused the discrimination based on things like varna. No one is greater or smaller by birth. Greatness depends on one’s behaviour or conduct. One of his famous quotes is that ‘Even the little quail can chirp freely in her nest’. This shows his thinking on the values of freedom and equality. He preached that like men, women, too, had the right to their own Synagogue upliftment. He opposed the rituals of yajna. 5.4 Christianity His teachings of wisdom (Prajna), moral virtue (Sheel), and other values are aimed Christianity is a religion founded at the welfare of man. Compassion (Karuna) by Jesus Christ. It has spread all over the for all living beings was an extraordinary world. St. Thomas, one of the 12 disciples feature of his personality. of Christ, came to Kerala in the first century 23 of the Christian Era. He established a between India and Arabia. Arab traders church at Pallayur in Trichur district, in used to visit the ports on the coast on Kerala. 52 CE. According to the teaching of Islam spread in Arabia in the 7th century Christianty, there is only one God. He is the CE. Islam arrived in India in the same loving father of all and is omnipotent. It is century through the Arab traders. The believed that Jesus Christ is the son of God prayer house of Islam is known as a mosque who came to the earth for the salvation of or masjid. mankind. According to the teachings of Christianity, we are all brothers and sisters. We should love everyone including our enemies. We should forgive those who err or go wrong. The Bible is the holy book of Christianity and their prayerhouse is known as a Church. Mosque 5.6 Zoroastrianism Since ancient times, the Zoroastrian people and Vedic people have shared ties. The sacred text of the Parsee or Zoroastrian Church people is the ‘Avesta’. The language of the Rigveda and Avesta is similar. The Parsees 5.5 Islam came to India from the Pars or Fars province Islam is a monotheistic religion. There of Iran. Therefore, they are known as is only one Allah and Muhammad is his Parsees. It is mostly believed that they first Prophet. The message of God is revealed came to Gujarat in the eighth century CE. through him in the holy book of Quran Zarathushtra or Zoroaster was the founder Sharif. The word Islam means peace. It of their religion. ‘Ahur Mazda’ is the name also means surrender to Allah. The teaching of their God. The elements of fire and water of Islam is that Allah is eternal, absolute, are very important in their religion. The all powerful and merciful. The purpose of sacred fire burns in the temples which are human existence is to worship Allah. The known as Agyaris. At the core of Parsee Quran Sharif provides guidance on how thinking are three main principles of man should behave in life. Since ancient conduct, namely, good thoughts, good times there have been trade relations words and good deeds. 24  Agyari Exercise 1. Fill in the blanks. (1) Ahimsa (2) Samyak Darshan (1) The principle of............. is very (3) Satya (4) Asteya (5) Samyak Jnan important in Jainism. (6) Aparigraha (7) Samyak Charitra (2) An extraordinary feature of (8) Brahmacharya Gautama Buddha’s personality is his......... for all living beings. Five Great Vows Three Jewels 2. Answer in short. (1)................... (1)................... (1) What were the teachings of (2)................... (2)................... Vardhaman Mahavir? (3)................... (3)................... (2) Which famous quote of Gautama (4)................... Buddha have you read here? What (5)................... values does it uphold? 5. Give reasons : (3) What virtues are emphasized in (1) Why was the name ‘Jina’ given to Judaism? Vardhaman Mahavir? (4) What are the teachings of (2) Why did Gautama Buddha came Christianity? to be called the Buddha? (5) What are the teachings of Islam? Activity : (6) What is at the core of Parsee (1) Collect the information about and thinking? the pictures of various festivals. 3. Write notes on : (2) Visit the prayer houses of different (1) Aryasatyas (2) Panchasheel religions and describe the precincts 4. Put the following in the proper place in the classroom. in the chart of the Five Great Vows and the Three Jewels. *** 25  6. Janapadas and Mahajanapadas 6.1 Janapadas 6.1 Janapadas 6.2 Mahajanapadas The period from about 1000 BC to 600 BC is considered to be the 6.3 Rise of the Magadha Empire post-Vedic period. It is in this period that the janapadas came into existence. Janapadas were the many small States Try this. that spread from today’s Afghanistan Write the names of the sixteen which is to the northwest of the Indian mahajanapadas in the proper places on subcontinent to Bengal and Odisha in the an outline map of India. east and to Maharashtra in the south. 26 The janapada called ‘Ashmak’ occupied Some janapadas had a gana-parishad of a part of today’s Maharashtra. The senior citizens. Members of the gana- names of these janapadas can be found parishad came together for discussions in Sanskrit, Pali and Ardhamagadhi and made decisions regarding literature. One can also find information administrative issues. The place where about them in the writings of Greek these discussions took place was known historians. Some of the janapadas were as the santhagar. Gautam Buddha hailed monarchies, while others were republics. from the Shakya Republic. Every 6.2 Mahajanapadas janapada had its own coinage. Mahajanapadas Kosala Vatsa Avanti Magadha z The Kosala zThe mahajanapada z The ancient z The ancient mahajanapada Vatsa was located kingdom of mahajanapada was located in the in the region around Avanti was of Magadha was foothills of the Prayag, that is located in the spread through Himalayas in the Allahabad, in Uttar Malwa region of the regions of region of Uttar Pradesh. Madhya Pradesh. Gaya, Patna in Pradesh and z Kosam, the capital z Ujjayani (Ujjain) Bihar and some Nepal. of Vatsa, was the was its capital. regions in z The famous ancient city of z The city was an Bengal. cities of Kosala Kaushambi. important trade z The capital of were Shravasti, z It was an important centre. Magadha was Kushavati and centre for trade. Rajgriha z The king of Saket. z Three extremely (Rajgir). Avanti, Pradyot, z Shravasti was rich merchants of was a z King the capital of Kaushambi had contemporary of Bimbisara’s Kosala. built three viharas Gautama Buddha palace was built z Gautama Buddha for Gautama and Vardhaman by the architect had lived in the Buddha and his Mahavir. Mahagovind. famous vihara followers. z Jeevaka, the z During the reign Jetvan at z King Udayana was famous of King Shravasti for a a contemporary of physician, was Nandivardhan, long time. Gautama Buddha. at the court of the State of z The Kosala Avanti was Bimbisara. z After king king Prasenjit merged into Bimbisara had Udayana, the State z was a the Magadha become a of Vatsa could not contemporary of Empire.