SOCIAL SCIENCE

Textbook in History
for Class VII

i

ii

SOCIAL SCIENCE

Textbook in History
for Class VII

iii

ISBN 81-7450-724-8
First Edition
April 2007 Vaisakha 1929
Reprinted
November 2007 Kartika 1929
January 2009 Pausa 1930
December 2009 Pausa 1931
November 2010 Kartika 1932
January 2012 Magha 1933
March 2012 Phalguna 1934
October 2013 Ashvina 1935

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

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transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without the prior permission of the publisher.



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

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and should be unacceptable.

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© National Council of Educational
Research and Training, 2007

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FOREWORD

The National Curriculum Framework, 2005, recommends that
children’s life at school must be linked to their life outside
the school. This principle marks a departure from the legacy
of bookish learning which continues to shape our system
and causes a gap between the school, home and community.
The syllabi and textbooks developed on the basis of NCF signify
an attempt to implement this basic idea. They also attempt
to discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these
measures will take us significantly further in the direction
of a child-centred system of education outlined in the National
Policy on Education (1986).
The success of this effort depends on the steps that
school principals and teachers will take to encourage
children to reflect on their own learning and to pursue
imaginative activities and questions. We must recognise
that, given space, time and freedom, children generate
new knowledge by engaging with the information passed
on to them by adults. Treating the prescribed textbook as
the sole basis of examination is one of the key reasons
why other resources and sites of learning are ignored.
Inculcating creativity and initiative is possible if we
perceive and treat children as participants in learning,
not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines
and mode of functioning. Flexibility in the daily time-table is
as necessary as rigour in implementing the annual calendar
so that the required number of teaching days are actually
devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook
proves for making children’s life at school a happy experience,
rather than a source of stress or boredom. Syllabus designers
have tried to address the problem of curricular burden by
restructuring and reorienting knowledge at different stages
with greater consideration for child psychology and the time
v

available for teaching. The textbook attempts to enhance this
endeavor by giving higher priority and space to opportunities
for contemplation and wondering, discussion in small groups,
and activities requiring hands-on experience.
NCERT appreciates the hard work done by the textbook
development committee responsible for this book. We wish
to thank the Chairperson of the Advisory Group on Social
Science, Professor Hari Vasudevan and the Chief Advisor
for this book, Professor Neeladri Bhattacharya for guiding
the work of this committee. Several teachers contributed to
the development of this textbook; we are grateful to their
principals for making this possible. We are indebted to the
institutions and organisations, which have generously
permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the
National Monitoring Committee, appointed by the
Department of Secondary and Higher Education, Ministry
of Human Resource Development under the Chairpersonship
of Professor Mrinal Miri and Professor G. P. Deshpande, for
their valuable time and contribution. As an organization
committed to systemic reform and continuous improvement
in the quality of its products, NCERT welcomes comments
and suggestions which will enable us to undertake further
revision and refinement.

Director
New Delhi
20 November 2006

vi

National Council of Educational
Research and Training

TEXTBOOK DEVELOPMENT COMMITTEE
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN SOCIAL SCIENCE
SECONDARY STAGE

FOR THE

Hari Vasudevan, Professor, Department of History,
University of Calcutta, Kolkata

CHIEF ADVISOR
Neeladri Bhattacharya, Professor, Centre for Historical Studies,
School of Social Sciences, Jawaharlal Nehru University, New Delhi

ADVISOR
Kunal Chakrabarti, Professor, Centre for Historical Studies,
School of Social Sciences, Jawaharlal Nehru University, New Delhi
Sunil Kumar, Reader, Department of History, Delhi University, Delhi

TEAM MEMBERS
Anil Sethi, Former Professor, DESS, NCERT, New Delhi
Bhairavi Prasad Sahu, Professor and Head, Department of History,
Delhi University, Delhi
Chetan Singh, Professor, Department of History,
Himachal Pradesh University, Shimla, H.P.
C. N. Subramaniam, Director, Eklavya, Kothi Bazar, Hoshangabad,
Madhya Pradesh
Farhat Hasan, Reader, Department of History,
Aligarh Muslim University, Aligarh, U.P.
Kesavan Veluthat, Professor, Department of History,
Mangalore University, Mangalore, Karnataka
Kumkum Roy, Associate Professor, Centre for Historical Studies,
School of Social Sciences, Jawaharlal Nehru University, New Delhi
Mily Roy, Sr. Lecturer, DESS, NCERT, New Delhi
Nayana Das Gupta, Lecturer in History, Lady Sri Ram College,
Delhi University, Delhi
Rajan Gurukkal, Professor, Department of History,
Mahatma Gandhi University, Kottayam, Kerela
Rajat Dutta, Professor, Centre for Historical Studies,
School of Social Sciences, Jawaharlal Nehru University, New Delhi
Sreela Mitra, PGT, History, Vasant Valley School, Vasant Kunj, New Delhi
Suchi Bajaj, PGT, History, Springdales School, Pusa Road, New Delhi
Vijaya Ramaswamy, Professor, Centre for Historical Studies, School of Social
Sciences, Jawaharlal Nehru University, New Delhi

MEMBER-COORDINATOR
Reetu Singh, Lecturer, DESS, NCERT, New Delhi

vii

ACKNOWLEDGEMENTS

This book is the product of a year’s cogitation: discussions,
sharing comments and rewriting that relied upon the skills
and commitment of all the members of the Textbook team.
There was much that we learned from each other through
this period and we hope that the final product manages to
communicate the excitement and joy that went into its
planning and production. All the members of the team
received support and encouragement from their respective
institutions and families and we would like to take this
opportunity to thank them.
Professors J.S. Grewal, member of the NCERT Monitoring
Committee and Muzaffar Alam of the University of Chicago
commented on several chapters and very generously
responded to all our queries. Professor Ebba Koch of the
University of Vienna was kind enough to give us permission
to use many of her photographs and illustrations. We are
indebted to Dr. Meera Khare of PGDAV College, Delhi
University, for her promptness in responding to our questions
and providing us help with information and visuals.
Shyama Warner’s copyediting and proof reading skills
improved the book dramatically. It is certainly a visual
delight thanks to the designing and lay out expertise of Ritu
Topa of Arrt Creations. Albinus Tirkey’s technical and
administrative help eased the burden at the last stages of
production. Satish Maurya produced the maps for the book.
We are grateful to him for his patience, promptness and
efficiency. Shveta Uppal oversaw the final editing and
production of the volume with great care and customary
professionalism.

viii

PHOTO AND MAP CREDITS

We would like to acknowledge the following:
PHOTO CREDITS
----. Delhi, Agra, Jaipur: the Golden Triangle, (Ch.4, fig. 1);
Archer, Mildred. Early Views of India, the Picturesque
Journeys of Thomas and William Daniell, 1786-1794,
(Ch. 5, fig. 4);
Archaeological Survey of India. Qutb Minar and adjoining
Monuments, (Ch. 3, fig. 2; Ch. 5, figs. 2a, 2b, 5a, 5b);
Asher, Catherine and Cynthia Talbot. India Before Europe,
(Ch. 10, fig. 8);
Atil, Esin. The Brush of the Masters: Drawings from Iran
and India, (back cover; Ch. 3, fig. 1);
Bandyopadhyay, Amiyakumar. Bankurar Mandir,
(Ch. 9, figs. 11, 12, 13, 14);
Bayly, C. A. An Illustrated History of Modern India,1600-1947,
(Ch. 10, figs. 2, 4);
Beach, Milo C. and Ebba Koch. King of the World,
the Padshahnama, (Ch. 4, figs. 3, 4, 5, 6);
Brand, Michael and Glenn D. Lowry. ed. Fatehpur Sikri,
(Ch. 5, fig. 17);
Brown, Percy. Indian Architecture (Islamic Period),
(Ch. 3, figs. 4, 5);
Centre for Cultural Resource and Training, New Delhi,
(Ch. 2, fig. 4; Ch. 3, fig. 3; Ch. 5, fig. 1, Ch. 9, figs. 3, 5);
Das, Anath. Jat Vaishnava Katha, (Ch. 8, fig. 7);
Desai, Devangana. Khajuraho – Monumental Legacy,
(Ch. 5, fig. 3b);
Eaton, Richard. Sufis of Bijapur, (Ch. 8, fig. 6);
Edwardes, Michael. Indian Temples and Palaces,
(Ch. 2, fig. 1; Ch. 5, fig. 3a);
Ehlers, Eckart and Thomas Krafft. Shahjahanabad/Old Delhi:
Tradition and Colonial Change, (Ch. 5, fig. 15);
Evenson, Norman. The Indian Metropolis, (Ch. 6, figs. 2, 8);
Gascoigne, Bamber. The Great Mughals, (Ch. 4, figs. 7, 9);
Goswamy, B. N. The Word is Sacred, Sacred is the Word,
(Ch. 2, fig. 2; Ch. 8, fig. 1; Ch. 9, fig. 2);
Hooja, Rima. A History of Rajasthan, (Ch. 10, fig. 5);
Ions, Veronica. Indian Mythology, (Ch. 6. fig. 1);
Koch, Ebba. Shah Jahan and Orpheus, (Ch. 5, fig. 12);
Koch, Ebba. The Complete Taj Mahal, (Ch. 4, fig. 2;
Ch. 5, figs. 6, 9, 10, 11, 13, 14);
Koch, Ebba. Mughal Architecture, (Ch. 5, fig. 16);
ix

Kothari, Sunil. Kathak: Indian Classical Dance Art
(Ch. 9, fig. 6);
Lafont, Jean-Marie. Maharaja Ranjit Singh: Lord of the
Five Rivers, (Ch. 10, figs. 6, 7);
Masselos, Jim, Jackie Menzies, Pratapaditya Pal.
Dancing to the Flute: Music and Dance in Indian Art,
(Ch. 7, fig. 1; Ch. 8, figs. 4, 8, 9; Ch. 9, figs. 8, 9);
Michell, George and Vasundhara Filliozat, Splendours of
the Vijayanagara Empire—Hampi, (Ch. 6, figs. 6, 7);
Michell, George. Architecture and Art of Southern India,
(Ch. 8, fig. 2);
Pal, Pratapaditya. Court Paintings of India, (Ch. 7, fig. 2;
Ch. 8, fig. 3; Ch. 9, figs. 4, 7, 8);
Safadi, Y.H. Islamic Calligraphy, (Ch.1, fig. 2);
Singh, Roopinder. Guru Nanak, his Life and Teachings,
(Ch. 8, fig. 11);
Stronge, Susan. The Arts of the Sikh Kingdoms,
(Ch. 6, figs. 4, 5; Ch. 8, fig. 10, pg. xii);
Subrahmanyam, Sanjay. The Career and Legend of
Vasco da Gama, (Ch. 6, fig. 9);
Thackston, Wheeler M. translated, edited and annotated,
Jahangirnama, Memoirs of Jahangir, Emperor of India,
(Ch. 4, fig. 8);
Welch, Stuart Cary. India, Art and Culture: 1300-1900,
(Ch. 7, figs. 4, 6, 7; Ch. 8, fig. 5);
Welch, Stuart Cary. Imperial Mughal Painting, (Ch. 1, fig. 1);

MAP CREDITS
Schwartzberg, J.E. A Historical Atlas of South Asia,
(Ch. 1, maps 1, 2);

MAPS FROM THE FOLLOWING BOOKS AND ATLASES
WERE EDITED AND USED:
Asher, Catherine and Cynthia Talbot. India Before Europe,
(Ch. 3, map 3; Ch. 4, map 1);
Bayly, C. A. Indian Society and the Making of the
British Empire, (Ch. 10, map 1, 2);
Frykenberg, R.E. ed. Delhi through the Ages, (Ch. 3, map 1);
Habib, Irfan. An Atlas of the Mughal Empire, (Ch.7, map 2);
Kumar, Sunil. Emergence of the Delhi Sultanate,
(Ch. 3, map 2);
Schwartzberg, J.E. A Historical Atlas of South Asia,
(Ch. 1, map 3);

x

Contents
Foreword
In this book

v
xii

1. Tracing Changes Through A Thousand Years

1

2. New Kings And Kingdoms

16

3. The Delhi Sultans

30

4. The Mughal Empire

45

5. Rulers And Buildings

60

6. Towns, Traders And Craftspersons

75

7. Tribes, Nomads And Settled Communities

91

8. Devotional Paths To The Divine

104

9. The Making Of Regional Cultures

122

10. Eighteenth-Century Political Formations

xi

138

IN THIS BOOK
Each chapter is divided into sections. Read, discuss and
understand each section before proceeding to the next.
Look out for the following in each Chapter.




Definition Box
Some chapters
contain
definitions.

Additional
Information
Many chapters
contain boxes
with interesting,
additional
information.


Source Box
Many chapters contain a portion
from a source, clues from which
historians write history. Read these
carefully, and discuss the questions
they contain.
Many of our sources are visual.
Each illustration has a story to tell.



?

You will also find maps.
Look at these and try to
locate the places
mentioned in the lessons.
xii



In each chapter
there are intext
questions and
activities that
are highlighted.
Spend some
time discussing
these as you
go along.

ELSEWHERE


All chapters
Elsewhere .
something
another part



end with a section titled
This tells you about
that was happening in
of the world.

Imagine
And there is a small section titled
Imagine. This is your chance to go
back into the past and figure out
what life would have been like.


KEYWORDS


At the end of each chapter,
you will find a list of
keywords. These are to
remind you of important
ideas/ themes introduced
in the lesson.





You will also find different kinds of activities listed at the
end of each chapter — Let’s recall, Let’s discuss, Let’s do
and Let’s understand.

There is a lot to read, see, think about and do in this
book. We hope you will enjoy it.
xiii

xiv