CHAPTER 10 H I S T O R Y Reaching Out to Distant Lands LEARNING OBJECTIVES The students will be able to Knowledge domain state the meaning of the term Sangam. introduce the idea of different contexts of contact between distant lands and the motivating force. describe the characteristic of this age. Process domain explain the reason for the invasion and analyse the consequences. examine the implication of journeys and invasions. Application domain express and illustrate their opinion in the fact file regarding the three kingdoms of the south. Attitude domain appreciate the Sangam age contributions appreciate the social values of the Chola and Chera kingdoms Creativity domain participate in group discussion and enjoy to make charts and tables FACTS AND CONCEPTS 1. Compile: To put together. 2. Charred: To become black by burning. 3. Patronize: To encourage by giving financial assistance. 4. Hoards: A store of money or valued objects, typically one that is secret or carefully guarded. 5. Amphore: A tall ancient Greek or Roman jar with two handles and a narrow neck. 6. Vats: A large tank or tub to hold liquid, especially in industry. 7. Ambassador: A person appointed by a ruler or king to represent the country. 8. Missionary: A person who spreads the message of a religion in another place. 9. Achievements: A thing done successfully. 10. Emblem: A heraldic device or symbolic object as a distinctive badge of a nation, organization. LEARNING STRATEGIES Sharing knowledge, collecting information from news reports, discussing about the Chola and Chera kingdoms.
2 TEACHER S RESOURCE PREREQUISITE (1) Demonstrate the variety of early urban centres coastal towns, religious centre. (2) Know the importance of textual sources. (3) Illustrate the use of archaeological materials such as coins and sculptures to reconstruct social and economic histories. LEARNING MATERIALS Textbook, Internet, outline map of India, interactive CD. ACTIVITIES Pre-Learning 1. Challenge the students with a small brainstorming session. 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. List down their responses. 4. Conclude the brainstorming session and state that we find the reference of geographical divisions in the Tamilakam. While Learning 1. Show the students the interactive CD and locate the areas related to Sangam Age. Tell them that scholars and poets from different lands assembled at Madurai between 200 bce and 300 ce, to participate in academic debates and discussions. Teach that such gathering of Tamil scholars was called the Sangam. The published works of these scholars are collectively known as Sangam literature and the period during which they were compiled is called the Sangam Age. Sangam literature mostly tells us about wars, heroic deeds of kings and soldiers, and the life and culture of the Sangam Age. 2. Ask the students to do the activity given in the text (page 95). 3. Introduce the topic Tamilakam and Muvendar to the students. Tell them that during the Sangam Age, South India was ruled by several dynasties such as the Cheras, the Cholas, the Pandyas, and the Satavahanas. Sangam literature refers to the principal ruling chiefs of the Cheras, Cholas, and Pandyas as the muvendar or the Three Crowned Kings with the help of picture.
4. Explain that Muvendar ruled over the areas of Tamilakam which comprised present day Tamil Nadu and Kerala. Tamilakam consisted of five TEACHER S RESOURCE geographical divisions, i.e., mountainous regions, pastoral grasslands, fertile river valleys, coastal areas, and deserts. 3 5. Introduce the topic The Cheras to the students with the help of chart. 6. Explain the topic The Cholas to the students. Tell them that the kingdom of the Cholas mainly consisted of the Tiruchi Thanjavur regions in Tamil Nadu. The emblem of the Chola kings was the tiger. The Cholas established their main capital at Kaveripattinam. Karikala Chola is the first Tamil king to have conquered Sri Lanka. He built the Kallanai Dam across the river Kaveri near Trichur.
4 TEACHER S RESOURCE 7. Ask the students to fill the following chart. 8. Explain the topic Pandyas with the help of chart. 9. Teach the topic Satavahanas to the students with the help of chart.
TEACHER S RESOURCE 5 10. Teach Invasion from the north east. Explain the several political developments that took place in the north and northwest India. After the decline of the Mauryas in the 2nd century bce, many foreigners from central Asia invaded north and north-western India. They are the following. (a) The Indo-Greeks (b) The Sakas (c) The Parthians (d) The Kushans Explain one by one with the help of the following web chart. (a) Indo-Greeks Similarly, Sake, Parthians, Kushans, etc. can be explained through charts. 11. Introduce the topic Impact of foreign invasion on India. Explain that the continuous invasions from the north-west had a significant impact on India. Explain with the help of chart.
6 TEACHER S RESOURCE 12. Introduce the topic Silk Route by showing them the Silk Route in the interactive CD. Instruct the students to locate the Silk Route on the map. 13. Ask the students to make flowcharts for the Roman Trade and spread of Buddhism. Post-Learning 1. Prepare a brochure for museum on the spread of Buddhism. Pre-Activity (a) Divide the class into groups of four each. (b) Brief them that a brochure gives an idea about the things people can visit and find. (c) Ask them what a person wants to see in the museum. (d) Instruct them to refer to the other chapters related to spread of Buddhism. (e) Tell them that a brochure is meant to give an overview of the place they are to visit. (f) Advise them to make their brochure very attractive and informative. (g) Give them few points to ponder upon and review before they start their work. (i) Brainstorm among yourself and find out what are the main ideas on the spread of Buddhism. (ii) Think about the sources of information. (iii) Note what are the special artefacts that might be an idea of interest to your visitors (iv) Put down all the ideas in paper. (v) Encircle the key or main ideas. (vi) Base your brochure on these ideas. During Activity (a) Ask them to make the brochure. (b) Monitor their work. (c) Keep an anecdote sheet to note few points for the exceptional students. Post-Activity (a) Display their work on the display board. (b) Arrange a gallery walk for the other classes to see their brochure. (c) Evaluate the activity. 2. For recapitulation of the concepts taught in the lesson, distribute the worksheet. WORKSHEET ANSWERS 1. (a) Gautamiputra Satakarni (b) Karikala Chola (c) Korevora (d) Nedunchezhian (e) Menander
TEACHER S RESOURCE 7 2. (a) This map shows the Silk Route. (b) It derived its name as Silk Route because of the following reasons: (i) The Chinese traders and travellers visited foreign lands by foot or on horses by this route. (ii) They carried the lovely Chinese silk to those lands for trade. (iii) Chinese kings sent ambassadors with gifts of silk to be given to the rulers of Iran. (iv) Gradually, the routes taken by these Chinese traders and travellers came to be known as Silk Route. (c) The kings of Kushan dynasty controlled vast stretches of the Silk Route. (d) It was beneficial for the Kushans because (i) they could collect taxes from the traders. (ii) they also received gold coins from the Roman trade. KEY TO THE TEXTBOOK EXERCISES Summative assessment Technique: Fill in the blanks, MCQ; Match the columns, True/False, Questions and answers Tool for assessment: Questions Key skills: Critical thinking, problem-solving 1. Fill in the blanks with appropriate words. (a) three (b) Cholas, Pandyas (c) Chola (d) fish (e) Silk Route 2. Choose the correct answer. (a) assembly (b) Uraiyur (c) Nedunchezhian (d) Satavahanas (e) Nalanda 3. Match the columns. (a) Muvendar (b) Cheras (c) Malabar Coast (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) Between 200 bce and 300 ce, Tamil scholar and poets had gathered at Madurai in South Reaching out to Distant Lands India to publish their works in Tamil. Such a gathering was called the Sangam and this age is known as the Sangam Age. (b) The Gandhara School of Art was a blend of Indian and foreign influences. The art was Buddhist in theme but Graeco-Roman in style. (c) The routes taken by Chinese traders to carry their silk to foreign lands came to be known as the Silk Route. The Silk Route was a route that stretched for about 7000 miles from China to Rome. It passed through West Asia. (d) The Kushans were able to make a profit from the trade with Central Asia because they collected taxes from the traders and also received gold coins from Roman trade. (e) The main items that south Indians imported were coral, wine, olive oil, and metals such as gold and silver. In return, the main items that were exported were gemstones, silk, cotton, ivory, spices, sandalwood, and peacocks. (f) Fa Hien visited India and stayed at Pataliputra for three years to learn Sanskrit. 6. Answer the following questions in four or five sentences. (a) Karikala Chola was called karikala because he had a charred leg. It is believed that the king had lost one of his legs in an accident in his early childhood. Some of his notable achievements include his extensive conquests at the battle of Venni where he defeated the Pandya and the Chera kings. He is also regarded as the first Tamil king to have conquered Sri Lanka. (b) Following the decline of the Mauryas in the 2nd century bce, India was invaded by many
8 TEACHER S RESOURCE foreigners from the north-west. Among the first invaders were the Greeks who ruled the region in northern Afghanistan known as Bactria. The Greeks who settled down in India were known as the Indo-Greeks. Their rule is very important because they were the first rulers to issue coins bearing the portraits of kings. Their rule was also important because a new style of art, blending Indian and foreign influences, known as the Gandhara School of Art emerged. (c) The Kushanas reached the height of their glory under Kanishka. In 78 ce, he started the Saka Era, which is now used by the Indian government. Kanishka patronized Buddhism. He got a huge stupa built at Purushapura. He held the fourth Buddhist council in Kashmir to discuss the teachings of the Buddha. Kanishka also encouraged art and Sanskrit literature. Ashvaghosha, a famous Sanskrit scholar lived in his court. (d) As new groups came into India, they brought with them a new culture. This influenced the trade, technology, and art forms of India. They brought with them the cap, helmet, and riding boots essential for horse riding. Art and architecture also flourished as the new ruler s patronized art and architecture. A new style of art emerged called the Gandhara School of Art. (e) Buddhism spread to many parts of the world due to the patronage of the kings who sent ambassadors and scholars far and wide. Kanishka gathered about 500 monks to write extensive commentaries on the higher teachings of the Buddha at the fourth Buddhist council in Kashmir. Missionary activity grew during his reign and Buddhist monks started travelling to Central Asia and to China. A Buddhist centre of learning was established at Nalanda, which in course of time became the most famous Buddhist University. Many Chinese pilgrims and monks came to India to visit places related with the life of Buddha. Central Asia was also heavily influenced by Buddhism. The Silk Route provided a meeting point for Central Asia, India, and Persia and was lined with monasteries and stupas to help traders and travellers. Buddhism also spread to many parts of the world. HINTS FOR FUN WITH HISTORY SECTION A. Design a brochure: Formative assessment Technique: Project Tool for assessment: Portfolio Key skills: Creative thinking, critical thinking, communication Refer to the map on the Silk Route. Show students an example of a travel brochure. Take an A4 size paper and fold it into three parts like this: Draw a picture of items for sale on the Silk Route on the front page along with a slogan to attract the attention of the reader. On the inner pages (3), write about the famous sites along the way and stupas and monasteries. Also, mention the items of sale on the way. Do not forget to include prices for the various tour packages along with the name and contact details of the tour guide. Do this on the outer pages of the brochure. B. Map work: Formative assessment Technique: Map work Tool for assessment: Portfolio Key skills: Critical thinking, problem-solving, communication
TEACHER S RESOURCE 9 Refer to the map in the textbook. Check for accuracy and if the student has used a colour code. The student should be able to discern the regional kingdoms across the subcontinent and through this visual depiction understand the regional rivalry between kingdoms. C. Picture study: Formative assessment Technique: Picture analysis Tool for assessment: Checklist Key skills: Creative thinking, critical thinking, problem-solving, communication It represents a halo showing divinity. The statue shows Buddha in a standing position. The art of the times was definitely very advanced as the artist has even depicted the folds of Buddha s dress. D. Diary entry: Formative assessment Technique: Diary entry Tool for assessment: Portfolio Key skills: Creative thinking, critical thinking, problem-solving, communication, empathy India is a wondrous country with many sites. The towns are flourishing trade centres as merchants and traders ply their wares. The people are well built and are dark in complexion. People seem to be very religious. E. Website: Formative assessment Technique: Multimedia Tools for assessment: Checklist, rating scale Key skills: Creative thinking, critical thinking, problem-solving, communication, interpersonal relations The teacher can use the reference to source additional information on the Sangam Age. ADDITIONAL QUESTIONS AND ANSWERS Summative assessment Technique: Questions and answers Tool for assessment: Checklist Key skills: Self-awareness, critical thinking, communication A. Answer the following questions in one or two sentences. 1. What was the Sangam? Ans. The word Sangam is derived from the word sangha meaning assembly. Between 200 bce and 300 ce, Tamil scholars and poets gathered at Madurai to publish their works in Tamil, this gathering was called the Sangam. 2. What is meant by the term muvendar? Ans. During the Sangam Age, South India was ruled by several dynasties such as the Cheras, Cholas, Pandyas and the Satavahanas. The three ruling chiefs of the Cheras, Cholas, and the Pandyas were known as the muvendar or the three ruling chiefs. 3. How do we know that the Pandya kingdom was prosperous? Ans. The Greek and the Roman texts mention that the Pandyas had flourishing trade relations with the Greeks and the Romans. Pearl fishery was also common. This shows that the Pandya kingdom was a prosperous kingdom. 4. What is the significance of the coins of the Indo- Greeks? Ans. The Indo-Greeks were the first rulers to issue coins bearing the portraits of kings. These coins are very significant as they tell us a lot about the reign of the period. B. Answer the following questions in four or five sentences. 1. What do we know about the Chera capital of Karur? Ans. The Tamil epic, Silappadikaram, mentions that the Chera King Senguttuvan ruled from Karur. Archaeological finds from the area have
10 TEACHER S RESOURCE revealed pottery, bricks, mud toys, and Roman and Chera coins. The Greek scholar Ptolemy mentions Korevora (Karur) as a very famous inland trading centre. 2. Why were the Satavahanas called the Lords of the Dakshinapatha? Ans. The Satavahanas were called the Lords of the Dakshinapatha or the route leading to the south. They had a flourishing internal and external trade. As they had ports on the eastern and western coasts, they traded with Rome, Iran, Egypt, and Arabia in the west and Burma and Malaya in the east. 3. Who were the Sakas? Ans. The Sakas were the nomadic tribes of Central Asia who came to India after being forced out of their homeland. They gradually gained supremacy over the north and north-western parts of India after defeating the Indo-Greeks. We get a lot of information of the Sakas from the Mahabhasya and the Puranas. 4. How was the control of the Silk Route beneficial to the Kushans? Ans. The Romans were very fond of Chinese silk. The Chinese traded their silk with the Indians for precious stones and metals and the Indians traded the silk with the Roman Empire. As the Kushans controlled the Silk Route, they were able to collect taxes from traders. They also received gold coins from the Roman trade. 5. How did Fa Hien spread the message of Buddhism? Ans. Many Chinese pilgrims and monks came to India to visit places related to Buddha. One of them was Fa Hien who came to India in the 5th century bce. He was a scholar who stayed at Pataliputra for three years and learnt Sanskrit. When he returned to China, he translated some of the Buddhist texts that he had brought from India.
Reaching Out to Distant Lands WORKSHEET Name:... Class:... Date:... Teacher s signature:... 1. State who I am: 2. Study the map and answer the following questions: Oxford University Press Landmark
(a) Identify the map. (b) How did it derive its name? (c) Who controlled this route? (d) How was it beneficial for them? Oxford University Press Landmark