H I S T O R YCHAPTER 10

Reaching Out to Distant Lands

The students will be able to• Knowledge domain• statethemeaningofthetermSangam.• introduce the ideaofdifferent contextsof contactbetweendistant landsand themotivatingforce.

• describethecharacteristicofthisage.• Process domain• explainthereasonfortheinvasionandanalysetheconsequences.• examinetheimplicationofjourneysandinvasions.

• Application domain• expressandillustratetheiropinioninthefactfileregardingthethreekingdomsofthesouth.

• Attitude domain• appreciatetheSangamagecontributions• appreciatethesocialvaluesoftheCholaandCherakingdoms

• Creativity domain• participateingroupdiscussionandenjoytomakechartsandtables

LEARNING OBJECTIVES

FACTS AND CONCEPTS

1. Compile:Toputtogether.2. Charred:Tobecomeblackbyburning.3. Patronize: To encourage by giving financialassistance.

4. Hoards: A store ofmoney or valued objects,typicallyonethatissecretorcarefullyguarded.

5. Amphore:AtallancientGreekorRomanjarwithtwohandlesandanarrowneck.

6. Vats:Alargetankortubtoholdliquid,especiallyinindustry.

7. Ambassador:Apersonappointedbya rulerorkingtorepresentthecountry.

8. Missionary:Apersonwhospreadsthemessageofareligioninanotherplace.

9. Achievements:Athingdonesuccessfully.10. Emblem:Aheraldicdeviceor symbolicobject

asadistinctivebadgeofanation,organization.

LEARNING STRATEGIES

Sharing knowledge, collecting information fromnewsreports,discussingabouttheCholaandCherakingdoms.

TEACHER’S RESOURCE2

PREREQUISITE

(1) Demonstratethevarietyofearlyurbancentres—coastaltowns,religiouscentre.

(2) Knowtheimportanceoftextualsources.(3) Illustratetheuseofarchaeologicalmaterialssuch

ascoinsandsculpturestoreconstructsocialandeconomichistories.

LEARNING MATERIALS

Textbook,Internet,outlinemapofIndia,interactiveCD.

ACTIVITIES

Pre-Learning

1. Challengethestudentswithasmallbrainstormingsession.

2. Ask:(a) What are the different landforms?(b) What are the different geographical divisions of

India?(c) Which geographical division your area belongs to?(d) What are the influences of the geographical division

on the economic activity of a place?(e) Which geographical area in India is famous for

agricultural activity?3. Listdowntheirresponses.

4. ConcludethebrainstormingsessionandstatethatwefindthereferenceofgeographicaldivisionsintheTamilakam.

While Learning

1. ShowthestudentstheinteractiveCDandlocatetheareasrelatedtoSangamAge.Tell themthatscholarsandpoetsfromdifferentlandsassembledatMadurai between 200 bce and 300 ce, toparticipateinacademicdebatesanddiscussions.TeachthatsuchgatheringofTamilscholarswascalled the Sangam. The publishedworks ofthesescholarsarecollectivelyknownasSangamliteratureandtheperiodduringwhichtheywerecompiled is called the SangamAge. Sangamliteraturemostlytellsusaboutwars,heroicdeedsofkingsandsoldiers,andthelifeandcultureoftheSangamAge.

2. Askthestudents todo theactivitygiven in thetext(page95).

3. Introducethetopic“TamilakamandMuvendar”tothestudents.TellthemthatduringtheSangamAge,SouthIndiawasruledbyseveraldynastiessuchastheCheras,theCholas,thePandyas,andtheSatavahanas.Sangamliteraturerefers to theprincipalrulingchiefsoftheCheras,Cholas,andPandyasasthemuvendarorthe“ThreeCrownedKings”withthehelpofpicture.

3TEACHER’S RESOURCE

4. Explain thatMuvendarruledover theareasofTamilakamwhichcomprisedpresentdayTamilNaduandKerala.Tamilakamconsistedoffive

geographicaldivisions,i.e.,mountainousregions,pastoralgrasslands,fertilerivervalleys,coastalareas,anddeserts.

6. Explainthetopic“TheCholas”tothestudents.TellthemthatthekingdomoftheCholasmainlyconsisted of theTiruchi–Thanjavur regions inTamilNadu. The emblemof theChola kingswasthetiger.TheCholasestablishedtheirmain

capitalatKaveripattinam.KarikalaCholaisthefirstTamilkingtohaveconqueredSriLanka.Hebuilt theKallanaiDamacross the riverKaverinearTrichur.

5. Introducethetopic“TheCheras”tothestudentswiththehelpofchart.

TEACHER’S RESOURCE4

8. ExplainthetopicPandyaswiththehelpofchart.

9. Teachthetopic“Satavahanas”tothestudentswiththehelpofchart.

7. Askthestudentstofillthefollowingchart.

5TEACHER’S RESOURCE

10. Teach“Invasionfromthenortheast.”ExplaintheseveralpoliticaldevelopmentsthattookplaceinthenorthandnorthwestIndia.Afterthedeclineof theMauryas in the 2nd centurybce,manyforeignersfromcentralAsiainvadednorthandnorth-westernIndia.Theyarethefollowing.

(a) TheIndo-Greeks(b) TheSakas

(c) TheParthians(d) The Kushans

Explainonebyonewiththehelpofthefollowingwebchart.

(a) Indo-Greeks

Similarly,Sake,Parthians,Kushans,etc.canbeexplainedthroughcharts.

11. Introducethetopic“ImpactofforeigninvasiononIndia.”Explainthatthecontinuousinvasionsfromthenorth-westhadasignificantimpactonIndia.Explainwiththehelpofchart.

TEACHER’S RESOURCE6

12. Introducethetopic“SilkRoute”byshowingthemtheSilkRouteintheinteractiveCD.InstructthestudentstolocatetheSilkRouteonthemap.

13. Ask the students tomake flowcharts for theRomanTradeandspreadofBuddhism.

Post-Learning

1. PrepareabrochureformuseumonthespreadofBuddhism.

Pre-Activity

(a) Dividetheclassintogroupsoffoureach.(b) Briefthemthatabrochuregivesanideaabout

thethingspeoplecanvisitandfind.(c) Askthemwhatapersonwantstoseeinthe

museum.(d) Instruct them to refer to theother chapters

relatedtospreadofBuddhism.(e) Tellthemthatabrochureismeanttogivean

overviewoftheplacetheyaretovisit.(f) Advise them tomake their brochure veryattractiveandinformative.

(g) Give them fewpoints toponderupon andreviewbeforetheystarttheirwork.

(i) BrainstormamongyourselfandfindoutwhatarethemainideasonthespreadofBuddhism.

(ii) Thinkaboutthesourcesofinformation.(iii) Notewhatare the special artefacts that

might be an idea of interest to yourvisitors

(iv) Putdownalltheideasinpaper.(v) Encirclethekeyormainideas.(vi) Baseyourbrochureontheseideas.

During Activity

(a) Askthemtomakethebrochure.(b) Monitortheirwork.(c) Keepananecdotesheettonotefewpointsfor

theexceptionalstudents.

Post-Activity

(a) Displaytheirworkonthedisplayboard.(b) Arrangeagallerywalkfortheotherclassesto

seetheirbrochure.(c) Evaluatetheactivity.

2. For recapitulationof the concepts taught in thelesson,distributetheworksheet.

WORKSHEET ANSWERS

1. (a) GautamiputraSatakarni (b) KarikalaChola (c) Korevora (d) Nedunchezhian (e) Menander

7TEACHER’S RESOURCE

2. (a) ThismapshowstheSilkRoute. (b) ItderiveditsnameasSilkRoutebecauseofthe

followingreasons:(i) TheChinesetradersandtravellersvisitedforeignlandsbyfootoronhorsesbythisroute.

(ii) They carried the lovelyChinese silk tothoselandsfortrade.

(iii) ChinesekingssentambassadorswithgiftsofsilktobegiventotherulersofIran.

(iv) Gradually, the routes taken by theseChinesetradersandtravellerscametobeknownasSilkRoute.

(c) ThekingsofKushandynastycontrolledvaststretchesoftheSilkRoute.

(d) ItwasbeneficialfortheKushansbecause(i) theycouldcollecttaxesfromthetraders.

(ii) they also receivedgold coins from theRomantrade.

KEY TO THE TEXTBOOK EXERCISES

CCElinkSummativeassessmentTechnique: Fill in the blanks,MCQ;Match thecolumns,True/False,QuestionsandanswersToolforassessment:QuestionsKeyskills:Criticalthinking,problem-solving

1. Fill in the blanks with appropriate words.(a) three(b) Cholas,Pandyas(c) Chola(d) fish(e) SilkRoute

2. Choose the correct answer.(a) assembly(b) Uraiyur(c) Nedunchezhian(d) Satavahanas(e) Nalanda

3. Match the columns.(a) Muvendar(b) Cheras(c) MalabarCoast

(d) Bactria(e) Kanishka

4. Write true or false.(a) True(b) False(c) False(d) True(e) True

5. Answer the following questions in one or two sentences.(a) Between200bce and300ce, Tamil scholar

andpoetshadgatheredatMaduraiinSouthReachingouttoDistantLandsIndiatopublishtheirworks inTamil. Suchagatheringwascalled theSangamandthisage isknownastheSangamAge.

(b) TheGandharaSchoolofArtwasablendofIndian and foreign influences. The artwasBuddhistinthemebutGraeco-Romaninstyle.

(c) The routes taken by Chinese traders tocarry their silk to foreign lands came tobeknownastheSilkRoute.TheSilkRoutewasaroutethatstretchedforabout7000milesfromChinatoRome.ItpassedthroughWestAsia.

(d) TheKushanswereabletomakeaprofitfromthe tradewithCentralAsia because theycollected taxes from the traders and alsoreceivedgoldcoinsfromRomantrade.

(e) ThemainitemsthatsouthIndiansimportedwerecoral,wine,oliveoil,andmetalssuchasgoldandsilver.Inreturn,themainitemsthatwere exportedweregemstones, silk, cotton,ivory,spices,sandalwood,andpeacocks.

(f) FaHienvisitedIndiaandstayedatPataliputraforthreeyearstolearnSanskrit.

6. Answer the following questions in four or five sentences.(a) KarikalaCholawascalledkarikalabecausehe

hadacharredleg.Itisbelievedthatthekinghadlostoneofhislegsinanaccidentinhisearlychildhood.SomeofhisnotableachievementsincludehisextensiveconquestsatthebattleofVenniwherehedefeatedthePandyaandtheCherakings.He isalsoregardedas thefirstTamilkingtohaveconqueredSriLanka.

(b) Followingthedeclineof theMauryas in the2ndcenturybce,Indiawasinvadedbymany

TEACHER’S RESOURCE8

foreigners from thenorth-west.Among thefirstinvadersweretheGreekswhoruledtheregion in northernAfghanistan known asBactria.TheGreekswhosettleddowninIndiawereknownas the Indo-Greeks.Their ruleisveryimportantbecausetheywerethefirstrulers to issue coinsbearing theportraitsofkings.Theirrulewasalsoimportantbecauseanewstyleofart,blendingIndianandforeigninfluences,knownastheGandharaSchoolofArtemerged.

(c) TheKushanas reached the height of theirgloryunderKanishka.In78ce,hestartedtheSakaEra,which isnowusedby the Indiangovernment.KanishkapatronizedBuddhism.HegotahugestupabuiltatPurushapura.HeheldthefourthBuddhistcouncilinKashmirtodiscusstheteachingsoftheBuddha.Kanishkaalso encouragedart andSanskrit literature.Ashvaghosha,afamousSanskritscholarlivedinhiscourt.

(d) AsnewgroupscameintoIndia,theybroughtwith them a new culture. This influencedthetrade,technology,andartformsofIndia.Theybroughtwiththemthecap,helmet,andridingbootsessentialforhorseriding.Artandarchitecturealsoflourishedasthenewruler’spatronizedartandarchitecture.AnewstyleofartemergedcalledtheGandharaSchoolofArt.

(e) Buddhismspreadtomanypartsoftheworlddue to thepatronageof thekingswho sentambassadors and scholars far andwide.Kanishka gathered about 500monks towrite extensive commentarieson thehigherteachingsoftheBuddhaatthefourthBuddhistcouncilinKashmir.MissionaryactivitygrewduringhisreignandBuddhistmonksstartedtravelling to Central Asia and to China.ABuddhistcentreoflearningwasestablishedatNalanda,whichincourseoftimebecamethemostfamousBuddhistUniversity.ManyChinesepilgrims andmonks came to IndiatovisitplacesrelatedwiththelifeofBuddha.CentralAsiawasalsoheavily influencedbyBuddhism.TheSilkRouteprovidedameetingpointforCentralAsia,India,andPersiaandwaslinedwithmonasteriesandstupastohelptradersandtravellers.Buddhismalsospreadtomanypartsoftheworld.

HINTS FOR FUN WITH HISTORY SECTION

A. Design a brochure:

CCElinkFormativeassessmentTechnique:ProjectToolforassessment:PortfolioKey skills:Creative thinking, critical thinking,communication

RefertothemapontheSilkRoute.Showstudentsanexampleofatravelbrochure.

•TakeanA4sizepaperandfolditintothreepartslikethis:

•DrawapictureofitemsforsaleontheSilkRouteonthefrontpagealongwithaslogantoattracttheattentionofthereader.

•Ontheinnerpages(3),writeaboutthefamoussitesalongthewayandstupasandmonasteries.Also,mentiontheitemsofsaleontheway.

•Donot forget to includepricesfor thevarioustourpackagesalongwiththenameandcontactdetailsofthetourguide.Dothisontheouterpagesofthebrochure.

B. Map work:

CCElinkFormativeassessmentTechnique:MapworkToolforassessment:PortfolioKey skills: Critical thinking, problem-solving,communication

9TEACHER’S RESOURCE

Refertothemapinthetextbook.Checkforaccuracyandifthestudenthasusedacolourcode.Thestudentshould be able to discern the regional kingdomsacross the subcontinent and through this visualdepictionunderstand the regional rivalrybetweenkingdoms.

C. Picture study:

CCElinkFormativeassessmentTechnique:PictureanalysisToolforassessment:ChecklistKey skills:Creative thinking, critical thinking,problem-solving,communication

•Itrepresentsahaloshowingdivinity.•ThestatueshowsBuddhainastandingposition.•TheartofthetimeswasdefinitelyveryadvancedastheartisthasevendepictedthefoldsofBuddha’sdress.

D. Diary entry:

CCElinkFormativeassessmentTechnique:DiaryentryToolforassessment:PortfolioKey skills:Creative thinking, critical thinking,problem-solving,communication,empathy

•Indiaisawondrouscountrywithmanysites.•Thetownsareflourishingtradecentresasmerchantsandtradersplytheirwares.

•Thepeoplearewellbuiltandaredarkincomplexion.•Peopleseemtobeveryreligious.

E. Website:

CCElinkFormativeassessmentTechnique:MultimediaToolsforassessment:Checklist,ratingscaleKey skills:Creative thinking, critical thinking,problem-solving, communication, interpersonalrelations

TheteachercanusethereferencetosourceadditionalinformationontheSangamAge.

ADDITIONAL QUESTIONS AND ANSWERS

CCElinkSummativeassessmentTechnique:QuestionsandanswersToolforassessment:ChecklistKey skills: Self-awareness, critical thinking,communication

A. Answer the following questions in one or two sentences.

1. WhatwastheSangam?Ans. ThewordSangam isderived from theword

sanghameaning assembly. Between 200bce and300ce,TamilscholarsandpoetsgatheredatMaduraitopublishtheirworksinTamil,thisgatheringwascalledtheSangam.

2. Whatismeantbythetermmuvendar?Ans. DuringtheSangamAge,SouthIndiawasruled

byseveraldynastiessuchastheCheras,Cholas,PandyasandtheSatavahanas.ThethreerulingchiefsoftheCheras,Cholas,andthePandyaswereknownasthemuvendarorthethreerulingchiefs.

3. Howdoweknow that thePandyakingdomwasprosperous?

Ans. TheGreekandtheRomantextsmentionthatthePandyashadflourishingtraderelationswiththeGreeksandtheRomans.Pearlfisherywasalsocommon.ThisshowsthatthePandyakingdomwasaprosperouskingdom.

4. WhatisthesignificanceofthecoinsoftheIndo-Greeks?

Ans.The Indo-Greekswere thefirst rulers to issuecoinsbearingtheportraitsofkings.Thesecoinsareverysignificantastheytellusalotaboutthereignoftheperiod.

B. Answer the following questions in four or five sentences.

1. WhatdoweknowabouttheCheracapitalofKarur?

Ans. The Tamil epic, Silappadikaram,mentionsthat theCheraKingSenguttuvan ruled fromKarur.Archaeologicalfindsfromtheareahave

TEACHER’S RESOURCE10

revealedpottery,bricks,mudtoys,andRomanandChera coins.TheGreek scholarPtolemymentionsKorevora (Karur) as avery famousinlandtradingcentre.

2. WhyweretheSatavahanascalledtheLordsoftheDakshinapatha?

Ans. TheSatavahanaswerecalledtheLordsoftheDakshinapatha or “the route leading to thesouth.”Theyhad aflourishing internal andexternaltrade.Astheyhadportsontheeasternandwestern coasts, they tradedwithRome,Iran,Egypt,andArabiainthewestandBurmaandMalayaintheeast.

3. WhoweretheSakas?Ans. TheSakaswerethenomadictribesofCentral

Asiawho came to India after being forcedoutoftheirhomeland.Theygraduallygainedsupremacyover thenorthandnorth-westernpartsofIndiaafterdefeatingtheIndo-Greeks.WegetalotofinformationoftheSakasfromtheMahabhasyaandthePuranas.

4. HowwasthecontroloftheSilkRoutebeneficialtotheKushans?

Ans. TheRomanswerevery fondofChinese silk.TheChinesetradedtheirsilkwiththeIndiansforpreciousstonesandmetalsandtheIndianstradedthesilkwiththeRomanEmpire.AstheKushanscontrolled theSilkRoute, theywereable to collect taxes from traders. They alsoreceivedgoldcoinsfromtheRomantrade.

5. How did Fa Hien spread themessage ofBuddhism?

Ans. ManyChinesepilgrims andmonks came toIndiatovisitplacesrelatedtoBuddha.OneofthemwasFaHienwhocametoIndiainthe5thcenturybce.Hewasa scholarwhostayedatPataliputraforthreeyearsandlearntSanskrit.WhenhereturnedtoChina,hetranslatedsomeoftheBuddhisttextsthathehadbroughtfromIndia.

1. State who I am:

Reaching Out to Distant Lands

2. Study the map and answer the following questions:

Name: .......................................................................................... Class: ....................................

Date: ................................................................ Teacher’s signature: .............................................

©OxfordUniversityPress Landmark

WORKSHEET

©OxfordUniversityPress Landmark

(a) Identifythemap.

(b) Howdiditderiveitsname?

(c) Whocontrolledthisroute?

(d) Howwasitbeneficialforthem?