social science - education observer

GOVERNMENT OF KERALA

DEPARTMENT OF EDUCATION

Part II

State Council of Educational Research and Training (SCERT, Kerala)2016

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Social Science

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State Council of Educational Research and Training (SCERT)Poojappura, Thiruvananthapuram 695012, Kerala

Website : www.scertkerala.gov.in, e-mail : [email protected] : 0471 - 2341883, Fax : 0471 - 2341869

Typesetting and Layout : SCERT, Printed at : KBPS, Kakkanad, Kochi-30© Department of Education, Government of Kerala

THE NATIONAL ANTHEM

Jana-gana-mana-adhinayaka, jaya heBharata-bhagya-vidhata.

Punjab-Sindh-Gujarat-MarathaDravida-Utkala-Banga

Vindhya-Himachala-Yamuna-GangaUchchala-Jaladhi-taranga.Tava shubha name jage,Tava shubha asisa mage,

Gahe tava jaya gatha,Jana-gana-mangala-dayaka jaya he

Bharata-bhagya-vidhata.Jaya he, jaya he, jaya he,Jaya jaya jaya, jaya he!

PLEDGE

India is my country. All Indians are my brothers and sisters. Ilove my country, and I am proud of its rich and varied heritage.I shall always strive to be worthy of it.

I shall give my parents, teachers and all elders respect, and treateveryone with courtesy.

To my country and my people, I pledge my devotion. In theirwell-being and prosperity alone lies my happiness.

Dear Students,

Social Science is a window to the world. It leads you towardsimmense possibilities in knowledge that inform andfascinate. Golden moments in history are preserved hereas travelogues, tokens of the past, eternal symbols of ournation's culture, stories narrated by the land, soil, rainand man, economic activities and constitutional rights.Social Science presents such a world of diverse hues. Itwill guide you to imbibe history, love nature, understanddiversities, and to become responsible citizens. May thediscussions, debates, enquiries, and analyses make yourclassrooms lively.

With warm regards,

Dr. J.PRASADDirector

SCERT

ExpertsDr. Abdul Razak P PAssociate Professor, Department ofHistory, PSMO College,ThirurangadiDr. N. P. Hafiz MuhammedCoordinator, Department of Sociology,Calicut University.I P JosephAssistant Professor (Rtd.), SCERT

P S Manoj KumarAssistant Professor, Department of History,KKTM College, Kodungalloor,ThrissurManoj K VResearch Officer, SCERTSudeesh Kumar JDepartment of Politcal Science, VTM NSSCollege, Dhanuvachapuram

Abdul Azees V PHSST, VPKMM HSS, PuthoorpallikkalAbdul Samad K CHSST, Govt. HSS, Vadakara, PuthooruFaisal VHSST, GGHSS, Parayancheri, KozhikkodeJayakrishnan O KHSA, KPCHSS, Pattannoor, KannurMuraleedharan Nair P NHSST, NSSHSS, Anickadu, KottayamNisha M SUPSA, PHSS, Mezhuveli, PathanamthittaNisanth Mohan MHSST, Govt. Tamil HSS Chalai,Thiruvananthapuram

Textbook Development TeamParticipants

Academic Co-ordinator

Chithra Madhavan, Research Officer, SCERT

English VersionI P JosephAssistant Professor (Rtd.), SCERT,ThiruvananthapuramDr. M. LalithaLibrarian (Rtd.), SCERT, KeralaMeera Baby RAssistant Professor of English, Govt. College,Kanjiramkulam, ThiruvananthapuramMuraleedharan Nair P NHSST, NSSHSS, Anickadu, Kottayam

Najuma K MFaculty, SIE, KeralaNisanth Mohan MHSST, Govt. Tamil HSS Chalai, ThiruvananthapuramDr. Saidalavi CAsst. Professor, Department of Linguistics,Thunchath Ezhuthachan Malayalam University, ThirurVijay Kumar C RHSST, Govt. Boys HSS, Mithirmala,Thiruvananthapuram

Pradeepan THSST, GHSS, Kallachi, KozhikodeH A SalimHeadmaster, GUPS, Kumaramchira, ShasthamcottaShanlal A BHSST, Govt. Model Boys HSS, HarippadSeena Mol. M. MHSA, Govt. HSS ThonnakkalVijay Kumar C RHSST, Govt. Boys HSS, Mithirmala, ThiruvananthapuramWilfred John. SHSST, MGHSS, Kaniyapuram.Yusuf Kumar S MHSST, Govt. Model Boys HSS, Attingal

CCCCContentontentontentontentontent

7. Medieval India: Art and Literature 103

8. Medieval World

9. Medieval Kerala

10. Democracy and Rights 143

131

119

15711. Diversity in Social Life

12. Gift of Nature 171

Certain icons are used in thistextbook for convenience

Extended activities

Let us assess

Significant learning outcomes

Summary

Questions for assessing the progress

For further reading (Need not besubjected to assessment)

Learning activities

Self assessment

The foundation stone for the world famous Sun Temple onThe foundation stone for the world famous Sun Temple onThe foundation stone for the world famous Sun Temple onThe foundation stone for the world famous Sun Temple onThe foundation stone for the world famous Sun Temple onthe banks of the river Chandrabhaga was laid in AD 1246.the banks of the river Chandrabhaga was laid in AD 1246.the banks of the river Chandrabhaga was laid in AD 1246.the banks of the river Chandrabhaga was laid in AD 1246.the banks of the river Chandrabhaga was laid in AD 1246.Different kinds of stones were brought from distantDifferent kinds of stones were brought from distantDifferent kinds of stones were brought from distantDifferent kinds of stones were brought from distantDifferent kinds of stones were brought from distantmountains. White, black and blue stones were brought frommountains. White, black and blue stones were brought frommountains. White, black and blue stones were brought frommountains. White, black and blue stones were brought frommountains. White, black and blue stones were brought fromthe Nilgiris and distant Kingdoms… Stones 25 feet highthe Nilgiris and distant Kingdoms… Stones 25 feet highthe Nilgiris and distant Kingdoms… Stones 25 feet highthe Nilgiris and distant Kingdoms… Stones 25 feet highthe Nilgiris and distant Kingdoms… Stones 25 feet highand weighing 56000 maunds, intended for the temple domeand weighing 56000 maunds, intended for the temple domeand weighing 56000 maunds, intended for the temple domeand weighing 56000 maunds, intended for the temple domeand weighing 56000 maunds, intended for the temple domewere transported from over 100 miles through water wayswere transported from over 100 miles through water wayswere transported from over 100 miles through water wayswere transported from over 100 miles through water wayswere transported from over 100 miles through water waysand were installed at the top of the temple at a height ofand were installed at the top of the temple at a height ofand were installed at the top of the temple at a height ofand were installed at the top of the temple at a height ofand were installed at the top of the temple at a height of200 feet... 1200 sculptors gave up their comforts and desires200 feet... 1200 sculptors gave up their comforts and desires200 feet... 1200 sculptors gave up their comforts and desires200 feet... 1200 sculptors gave up their comforts and desires200 feet... 1200 sculptors gave up their comforts and desiresand took a vow: '' We will not go back till the dome ofand took a vow: '' We will not go back till the dome ofand took a vow: '' We will not go back till the dome ofand took a vow: '' We will not go back till the dome ofand took a vow: '' We will not go back till the dome ofkonark is fixed'' .... They worked tirelessly for 12 years.konark is fixed'' .... They worked tirelessly for 12 years.konark is fixed'' .... They worked tirelessly for 12 years.konark is fixed'' .... They worked tirelessly for 12 years.konark is fixed'' .... They worked tirelessly for 12 years.

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Each temple here is carved out of a single rock. Suchrock cut temples were built in several parts of India. The cavetemples at Ellora in Maharashtra were built in this style. Theywere built during the period between 6th and the 12th century

Pancharathas in Mahabalipuram

The description given above is an extract from the novelShilapadmam, written by Pratibha Ray, the famous Odiyanovelist.What information can you gather from it?

Stones of different colours were brought from differentparts of India for the construction of the temple.

Besides the temple at Konark, several other structures wereconstructed in medieval India. Shall we take a look at thesestructures and their features?The Pallavas were the rulers based at Kanchipuram in SouthIndia. Mahabalipuram was their major port city. The templesconstructed in Mahabalipuram during the reign of the Pallavaking Narasimhavarman, are known as Pancharathas.

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CE. The temples of Buddhists, Jains, Vaishnavites, and Shaivitescan be found here.

In the period that followed, a new style of temple architecturecame into being. In this style, tall temples were constructed usingchiselled rocks. Most of these temples were multi-storeyed.The Brihadiswara Temple in Tanjavoor, constructed during thereign of Rajaraja Chola and the Kamakhya Temple in Assamepitomise this style.

Later, the style of adorning temple walls with sculptures becameprevalent.Excerpts from the Ramayana, the Mahabharata, and the Bhagavatawere carved on the stone walls of the temples. In addition, thesculptures depicting scenes of war and art forms like dance andmusical concerts also found a place on temple walls.

Cave temples at Ellora

Kamakhya Temple inAssam

Brihadiswara Temple in Tanjavoor

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The Khajuraho Temple in Madhya Pradesh is an example of thestyle of adorning temple walls with sculptures.

The contemporary style of temple architecture in India

has developed through different stages. Substantiate.

Music War Dance

Khajuraho Temple in Madhya Pradesh

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A new style of architecture developed during the Sultanateperiod. It is known as the Indo-Islamic style of architecture.

Skilled architects from Turkey and Persia were brought to Indiafor the construction of different structers. The indigenoussculptors, labourers, and masons also joined them. The Indo-Islamic style evolved out of the amalgamation of the styles ofboth the groups. Let's examine the major features of this style.

Arches, domes, and minarets were the notable features ofthis styleFigures of flowers and plants were carved for decoratingbuildings.

Iam\w

Arch Dome Minaret

Figures of plants and flowers used for decorating buildings

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Mortar, red sandstones, and marbles were used forconstruction.Spacious gardens were set on the building premises.

The Qutab Minar was the first building constructed in this style.The construction of the Qutab Minar was started during the reignof Qutb ud din Aibak, the founder of the Sultanate. Later,Iltutmish completed the construction. A tall tower and balconiesprojecting from it are the striking features of this building.The Indo-Islamic style became popular during the Mughal period.The Mughal kings constructed several forts, mosques, and tombsin this style.Let's have a look at a few of these constructions.Humayun's Tomb in Delhi is an epitome of this style. It is situatedat the centre of a beautiful garden. This tomb is made of redsandstone and marble. The Taj Mahal was constructed in thestyle and form of this monument.

Qutab Minar

Humayun's Tomb - Delhi

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The Taj Mahal in Agra, constructed by Shah Jahan in memory ofhis wife Mumtaz Mahal, is the best example of Indo-Islamicstyle of architecture. White marble was used for its construction.

Taj Mahal

Here is the picture of the Red Fort in Delhi. Why is itnamed so?This is the most important fort built during the Mughal period.The fort is made entirely of red sandstone.Another building constructed in this style is the Jama Masjid inDelhi. Marble and red sandstone were used for its construction.

Red Fort

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Collect information on the major structures constructed inmedieval India and complete the following table.

Jama Masjid - Delhi

Structure Name Features

BrihadiswaraTemple

$ Situated in Tanjavoor in Tamil Nadu.$ Constructed by Rajaraja, the Chola king.$ One of the spacious and tall temples in India.$ Multi storeyed temple made of chiselled stones.

$

$

$

$

$

$

$

$

$

$

$

$

The Gol Gumbaz in Bijapur, constructed during the reign of theBahmani Sulthans and the Char Minar in Hyderabad, constructedduring the reign of the Qutb Shahi Sulthans, are also examplesof Indo-Islamic style of architecture.

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Vitthala Swami Temple and Hazara Rama Temple are theimportant temples built during the medieval period by theVijayanagara kings of South India. Let us see how thesestructures are different from the earlier ones.

Identify the common features of the Indo-Islamic style

of architecture and prepare a note.

Vitthala Swami Temple

St. Francis Church in Kochi

They are multi-storeyed and built of chiselled rocks.Mandapas were built adjacent to the temples. Pillars with carvings were constructed.Temples were expanded.

During the 16th century, the Portugueseintroduced a new style of architecture in India.It is known as the Gothic style. Pointed towersand arches are the major features of this style.the St. Francis Church in Kochi and the BomJesus Church in Goa are examples of thisstyle.The buildings constructed in the styles ofarchitecture discussed above are the symbolsof the rich and diverse cultural tradition ofIndia.

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Music and PaintingApart from architecture, music also flourished during themedieval period. Carnatic music flourished in South India.Purandaradasa was the famous Carnatic musician of the age.During the Sultanate - Mughal period, the influence of Persianmusic gave birth to a new style of music. It is known as

Hindustani music. Amir Khusrau, Tansen, etc. were thefamous musicians of the period. Qawwali, a form of music,developed back then. Amir Khusaru played a major role in itsdevelopment. Many new musical instruments evolved duringthis period. Tabala and sitarare examples of suchinstruments.

Several remarkable changeswere apparent in the field ofpainting too.Observe the pictures below.

Mughal painting -An instance from the Bible

Mughal painting -Instances from the Ramayana

Mughal painting - Depiction of royal ife

Mughal painting -Scenes from nature

Tabala

Sitar

Qawwali is a form of musicevolved in Khanqah where Sufisaints resided. The spiritual songscomposed in Urdu are sung in tuneto the fast rhythm of differentmusical instruments.

Qawwali

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What were the themes adopted for painting during that period?The major themes were from the Ramayana, the Bible, royallife, and nature.

LiteratureIn addition to the progress inthe fields of architecture,music, and painting, literaturealso gained much advancementin medieval India The Bhaktiand Sufi movements whichoriginated during the medievalperiod played a major role in theprogress of literature.The Bhakti Movementstrengthened the vernaculars.The poets of the Bhakti Movement wrote in the language of thecommon people. It stimulated the development of the followingregional languages:

Malayalam

Telugu

Kannada

Marathi

Hindi

Bengali

Gujarathi

The Bhakti Movement formed in South India wasbased on deep love and devotion towards God. TheAlvars and the Nayanars were the two streams ofthe Bhakti Movement. The Alvars are Vaishnavitesand the Nayanars are Shaivites. The ideals of thismovement spread to North India by the 14th century.Guru Nanak, Kabirdas, Tulsidas, Surdas, Tukaram,Mirabai, and Chaitanya were the main propagatorsof the Bhakti Movement in North India.

Bhakti Movement

The Sufis rejected luxurious lifeand gave importance to spirituallife. The term Sufism was derivedfrom the Arabic word Suf.Khwaja Muinuddin Chishti,Nizamuddin Auliya, etc. were thepropagators of Sufism.

Sufi Movement

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The names of some major literary works in regional languagesand their authors are given below.

HindiRamacharitamanas -

Tulsidas

MalayalamAdhyatma

Ramayanam -Ezhuthachan

TamilIramavatharam

(Kamba Ramayanam)-Kambar

TeluguMahabharata-

Nannayya

KannadaVikramarjuna

vijayam (Pambabharatam) -

Pamba

OdiyaOdiya

Mahabharatam-Sarala Dasa

GujarathiGujarathi Bhagavatam-

Premananda

MarathiMarathi Bhagavatam-

Eknath

BengaliBengali Ramayanam-

Kritivasa

Regionallanguages andliterary works

Collect information on the literary works in regional languagesand the respective authors from the given chart and completethe table given below.

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The Sufi Movement played a major role in the development ofthe Urdu language. Urdu was formed by the hybridization ofArabic, Persian and the Indian languages, Hindi and Sanskrit.Several books were translated into Persian during the medievalperiod. A department exclusively for translation functionedduring the reign of the Mughal emperor Akbar. Many Sanskrittexts including the Ramayana and the Mahabharata were translatedinto Persian during that period. It was Dara Shukoh, the son ofShah Jahan, who translated the Upanishads and the Atharva Vedainto Persian. The translations played a major role in spreadingthe knowledge and culture of India to other parts of the world. Itled to the cultural exchange with the rest of the world.

Regional languages Works Authors

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hgnb

Indian architecture developed through different periods.The influence of different styles of architecture is apparentin the structures of medieval India.Indian music and painting developed as a result of themixing of different styles over the ages.The Bhakti and Sufi movements contributed to the progressof literature and the development of regional languages.

The learnerexplains the features of different styles of medieval Indianarchitecture.analyzes the features of the Indo-Islamic style ofarchitecture.analyzes the changes brought about in the fields of musicand painting in medieval India.

Medieval India - Art and Literature

Sultanate-MughalArchitecture Painting Music

Styles oftemple

architectureLiterature

Indo-Islamic style ofarchitecture.

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Structures Period

Brihadiswara Temple Chola Period

Qutab Minar .........................................

Humayun's Tomb .........................................

Taj Mahal .........................................

Red Fort .........................................

evaluates the role of the Bhakti and Sufi movements in thegrowth and development of literature and regionallanguages in medieval India.

Find out the features of the Indo-Islamic style ofarchitecture.Complete the table of structures and their correspondingperiods of construction.

Collect the historical and interesting information relatedto different constructions in India.

Collect pictures of the propagators of the Bhakti-Sufimovements and prepare an album with captions.

Prepare a list of the propagators of the Bhakti movementand the current names of the Indian states where theyfunctioned.

Prepare a wall magazine using the pictures related toMughal paintings.

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Completely Partially Needimprovement

Can identify that the Indian architecturedeveloped through different periods.

Can explain the features of the Indo-Islamic style of architecture.

Can evaluate the growth anddevelopment of architecture, music, andpainting in medieval India.

Can recognize that the medievalstructures are the cultural symbols ofIndia.

Can analyse the influence of the Bhakti-Sufi movements on the Indian culture.

Self assessmentSelf assessmentSelf assessmentSelf assessmentSelf assessment

Medieval WorldCE 5th century... The Europeans lived in fear of theCE 5th century... The Europeans lived in fear of theCE 5th century... The Europeans lived in fear of theCE 5th century... The Europeans lived in fear of theCE 5th century... The Europeans lived in fear of theconstant attacks by the Germanic tribes of Northernconstant attacks by the Germanic tribes of Northernconstant attacks by the Germanic tribes of Northernconstant attacks by the Germanic tribes of Northernconstant attacks by the Germanic tribes of NorthernEurope. The intruding attackers looted cities andEurope. The intruding attackers looted cities andEurope. The intruding attackers looted cities andEurope. The intruding attackers looted cities andEurope. The intruding attackers looted cities andmassacred people. The natives approached their kings formassacred people. The natives approached their kings formassacred people. The natives approached their kings formassacred people. The natives approached their kings formassacred people. The natives approached their kings forprotection, but the kings were helpless.protection, but the kings were helpless.protection, but the kings were helpless.protection, but the kings were helpless.protection, but the kings were helpless.Finally, the kings arrived at a solution. They declaredFinally, the kings arrived at a solution. They declaredFinally, the kings arrived at a solution. They declaredFinally, the kings arrived at a solution. They declaredFinally, the kings arrived at a solution. They declaredthat pieces of land would be given as reward to thosethat pieces of land would be given as reward to thosethat pieces of land would be given as reward to thosethat pieces of land would be given as reward to thosethat pieces of land would be given as reward to thosewho protect the life and wealth of the people. Severalwho protect the life and wealth of the people. Severalwho protect the life and wealth of the people. Severalwho protect the life and wealth of the people. Severalwho protect the life and wealth of the people. Severalchivalrous lords came forward to protect the people andchivalrous lords came forward to protect the people andchivalrous lords came forward to protect the people andchivalrous lords came forward to protect the people andchivalrous lords came forward to protect the people andthey were rewarded as promised. They, in turn, distributedthey were rewarded as promised. They, in turn, distributedthey were rewarded as promised. They, in turn, distributedthey were rewarded as promised. They, in turn, distributedthey were rewarded as promised. They, in turn, distributedthese pieces of land among others who were loyal to themthese pieces of land among others who were loyal to themthese pieces of land among others who were loyal to themthese pieces of land among others who were loyal to themthese pieces of land among others who were loyal to themand were ready to render their service. The land soand were ready to render their service. The land soand were ready to render their service. The land soand were ready to render their service. The land soand were ready to render their service. The land soobtained was handed over to some others on the sameobtained was handed over to some others on the sameobtained was handed over to some others on the sameobtained was handed over to some others on the sameobtained was handed over to some others on the sameconditions. Farmers were engaged to work in this landconditions. Farmers were engaged to work in this landconditions. Farmers were engaged to work in this landconditions. Farmers were engaged to work in this landconditions. Farmers were engaged to work in this landthroughout the day. The life of these farmers was notthroughout the day. The life of these farmers was notthroughout the day. The life of these farmers was notthroughout the day. The life of these farmers was notthroughout the day. The life of these farmers was notbetter than that of the slaves.better than that of the slaves.better than that of the slaves.better than that of the slaves.better than that of the slaves.

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The above description gives us some hints about the Europeanhistory between the 5th and the 15th centuries CE. In worldhistory, this period is known as the medieval period. We havediscussed the history of medieval India in the previous chapter.What information about the history of medieval Europe can yougather from the given description?

The Europeans constantly faced attacksThe King distributed pieces of land to the lords who helpedin defending the attacks.

From the diagram given below various strata of medievalEuropean society can be identified.

King

Lords

Lesser Lords

Farmers

The king enjoyed the highest status in the society. He was thesole owner of the entire land. He distributed land among thelords. In return, the lords offered military service. The lords in

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turn gave a part of their land to lesser lords and demanded servicesfrom them.This social system in medieval Europe, formed on the basis ofland ownership, is called 'feudalism'. The farmers stood at thelowest stratum of the feudal society. They were the majorityand were compelled to work in fields and houses of the lords.The vast areas of land held by the lords were known as 'manor'.Apart from the fields, each manor consisted of meadows, manorhouse (the residence of the lord), mills, huts offarmers, and a place of worship.

Discuss and prepare a note on the plight of the farmers in thefeudal society.

The word 'Feudalism' wasderived from the Germanword 'feud' which means 'apiece of land' .

Feudalism

Cities, Trade, and Trade GuildsTrade was not prominent during the feudalistic period in themedieval era. The products of the manor were consumed rightthere. The farm products and farming tools were exchanged inthe local markets.Many new cities, developed in Europe by the 11th century CE.Centres of trade and handicrafts gradually developed into cities.Areas around ports also became cities. Such new cities initiallybegan to develop in Italy. The Italian cities had trade relationswith the Asian and the West European countries. Venice, Milan,Florence, and Jenoa were the major newly developed Italiancities. Nuremberg (Germany) and Constatinople (Turkey) were

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Black Death‘How many valiant men, how many fair ladies, (had) breakfast with‘How many valiant men, how many fair ladies, (had) breakfast with‘How many valiant men, how many fair ladies, (had) breakfast with‘How many valiant men, how many fair ladies, (had) breakfast with‘How many valiant men, how many fair ladies, (had) breakfast withtheir kinfolk and the same night supped with their ancestors in thetheir kinfolk and the same night supped with their ancestors in thetheir kinfolk and the same night supped with their ancestors in thetheir kinfolk and the same night supped with their ancestors in thetheir kinfolk and the same night supped with their ancestors in thenext world! The condition of the people was pitiable to behold. Theynext world! The condition of the people was pitiable to behold. Theynext world! The condition of the people was pitiable to behold. Theynext world! The condition of the people was pitiable to behold. Theynext world! The condition of the people was pitiable to behold. Theysickened by the thousands daily, and died unattended and withoutsickened by the thousands daily, and died unattended and withoutsickened by the thousands daily, and died unattended and withoutsickened by the thousands daily, and died unattended and withoutsickened by the thousands daily, and died unattended and withouthelp. Many died in the open street, others dying in their houses, madehelp. Many died in the open street, others dying in their houses, madehelp. Many died in the open street, others dying in their houses, madehelp. Many died in the open street, others dying in their houses, madehelp. Many died in the open street, others dying in their houses, madeit known by the stench of their rotting bodies. Consecrated churchyardsit known by the stench of their rotting bodies. Consecrated churchyardsit known by the stench of their rotting bodies. Consecrated churchyardsit known by the stench of their rotting bodies. Consecrated churchyardsit known by the stench of their rotting bodies. Consecrated churchyardsdid not suffice for the burial of the vast multitude of bodies, whichdid not suffice for the burial of the vast multitude of bodies, whichdid not suffice for the burial of the vast multitude of bodies, whichdid not suffice for the burial of the vast multitude of bodies, whichdid not suffice for the burial of the vast multitude of bodies, whichwere heaped by the hundreds in vast trenches, like goods in a shipswere heaped by the hundreds in vast trenches, like goods in a shipswere heaped by the hundreds in vast trenches, like goods in a shipswere heaped by the hundreds in vast trenches, like goods in a shipswere heaped by the hundreds in vast trenches, like goods in a shipshold and covered with a little earth.’hold and covered with a little earth.’hold and covered with a little earth.’hold and covered with a little earth.’hold and covered with a little earth.’

Giovanni Boccaccio - DecameronGiovanni Boccaccio - DecameronGiovanni Boccaccio - DecameronGiovanni Boccaccio - DecameronGiovanni Boccaccio - Decameron

The plague was an epidemic that posed the greatest threat to the medievalcities. Boccaccio draws the terrifying picture of a city affected by the plague.The epidemic struck hard especially on the port cities. The ships that broughtgoods carried rats that caused the plague. This disease came to be knownas 'Black Death' as thousands of people succumbed to it. The population ofEurope which was 73 million in CE 1300, dropped to 45 million in a century,after the attack of the plague.

the other major European cities. Spices, gems, and cloths fromIndia and China were imported to these cities. From there, thesegoods were transported to other European countries.Most of these cities had their own administrative system. Tallboundary walls were built to protect these cities. These citieswere not at all hygienic and were under the threat of epidemicslike the plague.

How did the medieval European cities develop? Analyse.

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Atla

ntic

Oce

an

Mediterranean sea

JenoaConstatinople$

$

Read the map. Identify and list out the countries where medievalcities developed.

The newly developed European cities were the centres ofhandicrafts and trade. The traders in these cities formedassociations called 'guilds'. Apart from traders, blacksmiths,goldsmiths, leather workers, and carpenters also formed guilds.

Medieval European Cities

Nuremberg$

$ Milan

FlorenceVenice$ $

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The guilds fixed the prices and the quality of products and theworking hours of the labourers.

Knowledge and Art in Medieval EuropeIn medieval Europe, knowledge and art attained remarkableprogress. Churches and monasteries were the major centres ofeducation. There were libraries attached to the monasteries.Before the invention of printing technology, manuscripts of manybooks were prepared and preserved in the monasteries.

Evaluate the role of the guilds in the economic life of medievalEurope.

Preparing manuscripts - An illustration

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Architectural splendour of medieval Europe is evident in theconstruction of churches. Arches and spacious interiors are thefeatures of the churches constructed during this period. Thisstyle of architecture is known as the Romanesque style. A newstyle of architecture known as the Gothic evolved by the 12th

century CE. Pointed towers are a major feature of this style.

Romanesque style Gothic style

Medieval China and the Arab WorldWe have discussed medieval Europe. The Chinese and the Arabsalso made significant contributions in the fields of knowledgeand art during the medieval period.

Several universities functioned as centres of knowledge inmedieval Europe. Read the table below and identify them.

Universities

Oxford

Cambridge

Parma

Cordova

Italy Spain France England

Pavia

Padua

Paris

Tulos

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The Chinese invented the printing machine and gun powder. TheEuropeans acquired knowledge about these from the Chinese.The printing technology helped the development of knowledge.The mariner's compass, an instrument to find direction duringnavigation is also a Chinese contribution.They were excellent in architecture too. This is evident in theconstruction of 'pagodas', the Buddhist centres of worship.

Complete the diagram with the Chinese contributions toscience, technology, and art during the medieval period.

MedievalChina

Printing machine

Chinese pagoda Ancient printing machine

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The significant contributions of the Arabs were in the fields ofscience and literature. Al Razi and Ibn Sina were the scholars inthe field of medical science. Quitabul Hawi written by Al - Raziis a work on medical science. Al Qanun is the work of Ibn Sina.'Rubaiyat' of Omar Khayyam and 'Shahnama' written by Firdausiare the remarkable literary works of the period. The famous 'OneThousand and One Nights' (Arabian Nights) is another literarycontribution of the Arabs.The Arabs acquired knowledge on science and technology thatoriginated in ancient India. They propagated it in Europe. Theconcepts of zero and the decimal system are examples of these.

Complete the diagram that depicts the contributions of the Arabsin the fields of science and literature.

.......................Shahnama

.......................Al Qanun

.................One

Thousandand OneNights

Al-Razi.......................

Omarkhayyam

.......................

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128Medieval World

We have discussed the major features of medieval Europe,China, and Arabia. By the end of the medieval period, trade gainedprominence and this helped the spread of progress in the fieldsof culture and knowledge to different parts of the world.

Medieval World

Medieval China The ArabsMedieval Europe

Features offeudalism

Knowledge andArt

Growth ofcities

Universities

Majorcities

ArchitectureRomanesque, GothicGuilds

PrintingGun powder

Mariner's CompassPagodas

Medical scienceAl RaziIbn Sina

LiteratureOmar Khayyam -

RubaiyatFirdausi - Shahnama

One Thousand and OneNights

Feudalism is a socio-economic and political system thatevolved in medieval Europe.The king occupied the highest stratum of the feudal socialhierarchy while the farmers populated the lowest stratum.Many cities originated in Europe during the 11th centuryCE.Development of trade contributed to the emergence ofnew cities.Guilds were the assocaition of traders and craftsmen ofthe medieval period.

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129Medieval World

Several universities were established in medieval EuropeThe Chinese and the Arabs made significant contributionsto the world in the fields of science and literature.

The learnerexplains the major features of the feudal system.explains the background that led to the origin of cities inEurope during the medieval period.lists out the cities that developed in Europe during themedieval period.explains the progress in education during the medievalperiod.recognises the cultural progress and achievements of theChinese and the Arabs during the medieval period.

Which were the various strata of the feudal society?Examine the life of the farmers in the feudal society.Analyse the role of trade in the development of medievalcities.What are the features of the churches constructed duringthe medieval period?Explain the significant achievements of the Arabs in thefield of science and literature.Prepare a note on the contribution of the Chinese in thefield of science and technology.

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130Medieval World

Match the items in column A with the items in column B

A BItaly CordovaChina ShahnamaSpain JenoaAl Razi Printing technologyFirdausi Quitabul Hawi

Prepare a chart showing various strata of the feudal socialhierarchy and their features. Exhibit it in the Social Sciencelab.Locate in a world map the countries where medieval citiesoriginated and colour them.Collect and read 'One Thousand and One Nights' from yourschool library.


Can identify the various strata in thefeudal society.

Can analyse the plight of the farmers inthe feudal system.

Can list the universities that originatedduring the medieval period.

Can evaluate the achievements of theArabs and the Chinese in the field ofscience and literature.


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131Medieval Kerala

Medieval Kerala

We have discussed the history of medieval India in the previouschapters. Now let's discuss the social life in Kerala during theperiod. Copper plates are the important source of history ofmedieval Kerala between the 9th and the 18th century CE. Thepicture of such a copper plate is given below.

Jewish copper plate

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132Medieval Kerala

The copper plates with inscriptionswere used as document in ancienttimes. The official documents given bythe chieftain's to temples andtradesmen were mainly on such copperplates. Therisappalli and Jewishcopper plates are examples. In someof the plates the chieftain's reigningperiod is also recorded.

Copper platesAre you familiar with the script used in it?The script used here is Vattezhuthu, an oldscript. This copper plate is a record of therights sanctioned to Anchuvannam, a groupof traders, by Bhaskararavi, a medieval rulerof Kerala based at Mahodayapuram .Do you know where Mahodayapuram waslocated? Let's have an inquiry intoMahodayapuram, its rulers and the life ofthe people.

Perumals

Kerala was a part of the ancient Tamilakam, ruled by theMoovendars. We have discussed the ancient Tamilakam in theprevious class. A kingdom based at Mahodayapuram wasestablished by the 9th century CE. The rulers of the kingdomwere known as Perumals.The present Kodungallur and the surrounding areas were knownas Mahodayapuram in those days. The Perumals were alsoknown as Cheras and Cheramans. Some of these rulers adoptedthe title Kulashekara. Most regions in the present Kerala wereunder the rule of the Perumals.

Read the map and identify the regions under the reign ofthe Perumals'. List the nadus.

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133Medieval Kerala

You can see that the reign of the Perumals extended fromKolathunadu in the north to Venad in the south.Let's examine the socio-economic features of these regionsduring the reign of the Perumals.

Agriculture flourished in areas close to water resources.

Brahmins established their power in agricultural villages.

Temples developed as centres of power.

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134Medieval Kerala

The ownership of farm lands was vested with the Brahmins.

Aaladiyars were the people who toiled in the soil.

Besides farmers there were many other occupational groups invillages. As agriculture became widespread, large areas of landcalled Nadu developed. Those who established power over theNadus came to be known as Naduvazhis.

Naduvazhi SwaroopamThe reign of the Perumals came to an end by the 12th century.Consequently the chieftains, who were the local rulers underthe Perumals, began to rule their respective Nadusindependently.The region under the control of a chieftain was known asSwaroopam. The joint family of the chieftain was also knownas Swaroopam. The eldest member of the family became theruler. There were disparities in wealth and military power amongthe Nadus. The chieftains fought among themselves for power.The major Swaroopams during the period were TrippappooruSwaroopam in Venad, Perumpadappu Swaroopam in Kochi,Nediyiruppu Swaroopam in Kozhikode, and Kolaswaroopamin Chirakkal.Complete the table.

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135Medieval Kerala

They were the trade groupsthat existed in Kerala fromthe 9th to the 13th centuryCE. Coastal towns ofKerala were their majorcommercial centres.

AnchuvannamManigramam

TradeInternal and external trade made great progress in Kerala duringthe medieval period.

Can you guess the goods that were exchanged from Kerala?$Cardamom $ Ginger$ $

Goods from other lands also reached the markets of Kerala bytrade. Given below are a few of these goods.

Clay potsFishing netSilk

Earlier, trade was carried out through the exchange of goods forgoods. Later, goods began to be exchanged for money. Tradegroups namely, Anchuvannam, Manigramam, etc. existedduring the period. Realizing the importance of trade,the Perumals extended every help to the tradegroups. Tax on trade was an important source ofincome during the period.

MarketsMaritime trade attained tremendous progress during the medievalperiod. The demand for exported goods increased. This resultedin the increase in the cultivation of such crops in rural areas.

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136Medieval Kerala

These goods were exchanged in the markets. The developmentof markets helped in strengthening the local trade.

A new style of languageevolved during the medievalperiod. It was a mixture ofSanskrit and old Malayalam.The newly developed style oflanguage came to be knownas Manipravalam. Severalliterary works were written inthis style during the period.

Manipravalam

Ananthapuram, Kollam, Kochi, Kozhikode and Panthalayani werethe major markets of the period. The major ports were Kollam,Kochi, Kozhikode, and Valapattanam.

Locate these ports on a map of Kerala.Several goods reached the markets in Kerala through land andsea trade. See the description of these goods in Unnuneelisandesam, a poem in manipravalam.

X´w Iń¬ Ib-dp-he ssI°-́ n¬ a©-́ n-sIm´w

sam´pw apń¬°-c-bp-a-cnbpw s]ńbpw ]´p-\qepw

BSpw- NmSpw IpS-bp-a-Sbpw ]™nbpw ap™n-thcpw

\qdpw -tNmdpw Npd-bp-a-dbpw Imcn-cnºpw Icnºpw

X´w Iń¬ Ib-dp-he ssI°-́ n¬ a©-́ n-sIm´w

sam´pw apń¬°-c-bp-a-cnbpw s]ńbpw ]´p-\qepw

BSpw- NmSpw IpS-bp-a-Sbpw ]™nbpw ap™n-thcpw

\qdpw -tNmdpw Npd-bp-a-dbpw Imcn-cnºpw Icnºpw

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137Medieval Kerala

List the items available in the markets during the period.Are these items still available in your area?

In the previous chapters we have discussed the travelogues thatdescribed trade.Let's now go through the description of the 15th century Calicutport and trade by Ma Huan, a Chinese traveller, who visited Keraladuring the period."As a ship carrying goods from China arrives at the port,Shabendar Koya (the King's representative) and a broker boardthe ship and list the goods. A suitable day is opted to fix theprices of goods. Priority was given to silk clothes. Once theprices are fixed they take a vow that the prices of goods willnot be changed under any circumstances."Thus the goods were exchanged for the price fixed by the Dallals(brokers).

Prepare a note on the 15th century trade in

Kozhikode collecting details from Ma Huan's

description.

Language, Art, and LiteratureWe have read a few lines from Unnuneelisandesam. Do youknow when this form of language and literature evolved? Doyou think Malayalam have been in use since ancient times?

Why is Kerala known as Malayaladesam? Discuss.It is generally believed that Malayalam has evolved from Tamil.Sanskrit also has greatly influenced the development ofMalayalam. Vattezhuthu and Kolezhuthu were the scripts usedto write old Malayalam. Recall the Jewish copper plate writtenin Vattezhuthu script.

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138Medieval Kerala

Arabi Malayalam is ahybrid language that wascommon among theMuslims in Kerala. Arabicscript was used to write thislanguage.

Arabi Malayalam

Krishnagatha by Cherussery, Adhyatma RamayanamKilippattu and Mahabharatham Kilippattu by Ezhuthachan,Thullal literature of Kunchan Nambiar, etc. contributed to thedevelopment of the Malayalam language.The Mohiyudheen Mala written in Arabi Malayalam by QuaziMuhammed in the 17th century and Puthanpana written by ArnosPathiri in the 18th century enriched the language. Besides these,the Vadakkanpattu, Tekkanpattu, and Thozhilpatttu also

contributed to the popularity of Malayalam.

Collect verses from different types of folk songsmentioned above and present in the class.

Observe the above picture. Which art forms are depictedin it?

These are a few art forms that developed in medieval Kerala.Dance and music flourished in temples during the period.Koothu, Koodiyattom, and Kathakali were staged in theKoothambalam attached to temples. Hence these art forms

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139Medieval Kerala

• Kanthaloor Salai• Vizhinjam Salai• Parthivasekharapuram

Salai

Salais

came to be known as temple arts. The ritual art forms likeTheyyam, Thira, and Kalampattu were performed in Kavus(sacred groves) and other places of worship. They were morepopular than the temple arts.

What is the stage where the temple arts are performedcalled?Why are the ritual arts considered more popular?

Apart from these, several other art forms were performed inconnection with the rituals and celebrations of differentreligious communities. Oppana, Margamkali,Chavittunadakam, etc. are a few examples.

KnowledgeMedieval Kerala had gained much progress in the field ofknowledge. Sankaranarayanan was a famous astronomer duringthe reign of the Perumals. He has authoredSankaranarayaneeyam, a book on Astronomy. Thecontributions of Samgrama Madhavan to Mathematics gainedworldwide acclaim. Ashtanga hridayam on Ayurveda was alsowritten during this period. The two important literary works onhistory, Mooshaka Vamsam and Tuhafat UlMujahideen were also written during the medievalperiod.The centres of education during the period wereattached to temples and were known as Salais. Thoseattached to Buddhist centres were known as Palli.

Include the contributions of medieval Kerala in thefield of knowledge to complete the diagram .

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140Medieval Kerala

A different socio-economic system developed in Kerala by the18th century. Language, art, literature, and knowledge gained aunique identity during the period.

Copper plates are a major source of information onmedieval Kerala.Kerala developed as a distinct administrative territoryduring the reign of the Perumals.Agriculture and trade formed the base of economy duringthe Perumal reign.Chieftains gained power with the decline of the Perumals.The areas ruled by the chieftains were known asSwaroopams.

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141Medieval Kerala

Domestic and foreign trade flourished leading to thedevelopment of new markets and ports.Malayalam language got enriched.Literature, art, and knowledge prospered.

The Learnerrecognises and explains that the copper plates are a majorsource of information on medieval Kerala.identifies and presents that Kerala under the Perumal rulewas a distinct administrative territory.analyses the development of domestic and maritime trade.explains the development attained in Malayalam language,literature, and knowledge.recognises the art forms of Kerala and develops an attitudeto appreciate them.

Prepare a note on the social life during the period of thePerumals.The development of villages in Kerala is closely connectedto the spread of agriculture. Describe.Prepare a note on the domestic and maritime trade inmedieval Kerala.

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142Medieval Kerala

List the goods that were exported from Kerala and thoseimported during the medieval period.Prepare a note on the development of Malayalam languageand literature during the medieval period.Write a note on the achievements of Kerala in the field ofknowledge in the medieval period.

Collect the pictures of art forms of Kerala and prepare analbum.


Have become aware that Keraladeveloped into a distinct administrativeterritory during the reign of thePerumals.

Can recognize the progress of agricultureand trade in medieval Kerala.

Can evaluate the ascent of chieftains topower with the decline of the Perumals.

Can analyse the development of marketsand ports during the medieval period.

Can explain the progress attained in thefields of literature, art, and languageduring the period.


Democracy and Rights

These are the words of Nelson Mandela who fought against theantidemocratic government in South Africa. What kind of a state was hefighting for? He dreamt of a democratic system, where everyone is

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144Democracy and Rights

Nelson Mandela wasborn on 18 July 1918in Transkei in SouthAfrica. He belonged

to the Kasosa tribe. He fought forthe rights of the Blacks, whoconstitute 80% of the populationin South Africa. He was the leaderof the African National Congress.He was accused of treason andwas kept imprisoned for twentysixyears seven months and ten days.Released on 11 February 1990,he became the president of SouthAfrica on 10 May 1994. He diedon 5 December 2013 at the ageof 95.

Nelson Mandela considered equal. In earlier classes you have learntabout democracy. History teaches that democraticmovements have sprung up wherever non-democratic governments existed. Given below isa remarkable example for the struggle for ademocratic form of government. Find out moreexamples and expand the list.

Indian freedom struggle

While democratic system is widely accepted, nondemocratic governments also exist in differentcountries. What features distinguish a democraticgovernment from other forms of government?Which are the different forms of government thatexit in the world today? Observe the newsheadlines given below.

Let us arrange the countries and governments mentioned in thenews headlines as follows.

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Country Form of governmentBhutan Constitutional monarchy

India Democracy

Brunei Sultanate

Myanmar Military

Add more countries and the respective forms of government tothe list.

What are the differences among the forms of government listedabove? The King of Bhutan and the Sultan of Brunei inheritedpower. These are examples of non-democratic forms ofgovernment. Military government is also a form of nondemocratic government. A non-democratic government isformed by an individual or a group of individuals, who establishpower and rule the country according to their own interest.You are aware that India has a democratic form of government.A government formed by the representatives of the people iscalled a democratic government. Analyse the features ofdemocratic and non-democractic governments from the tablegiven below.

Democratic government Non-democratic governmentGovernment formed by the Power is passed on hereditarilyrepresentatives elected or is captured.by the people.

Freedom of speech and rights of Freedom of speech and rights of thethe people are legally ensured. people are limited.

Rulers are subject to law. Ruler is superior to law because the law isdecided by him.

Social Science


Make a note comparing the features of democratic and non-democratic forms of government.

You have learned the features of democratic and non-democraticgovernments. Majority of the nations have adopted thedemocratic system. This is mainly because of the merits ofdemocracy compared to the other forms of government.

Merits of Democratic GovernmentRespects the opinion of the people.Protects the freedom of individuals.Rulers as well as the people are subject to the same law.Rulers are indebted to the people.

What type of country do you prefer to live in?Give reasons.

Now you are familiar with the democratic and non-democraticforms of government. Examine the statements given below andgive mark against the statements related to democratic and mark against those related to the non-democratic forms ofgovernment.

Elections are held periodically.Power passed on hereditarily.Rule of people's representatives.Rule of King/Sultan/Military Chief.Individual freedom prevails.Control over courts.Respects public opinion.

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The most prominent factor that differentiates democraticgovernments from non-democratic governments is the rightsthey ensure. For ensuring a democratic life for the citizens it isessential that their rights are protected.The following are some of the rights ensured by the democraticgovernment of India.

Right to live.Right to education.Freedom of speech.Freedom of association.

Do the people in all countries of the world enjoy these rights?The rights of people are effectively protected only in democraticcountries. Observe the blog given below.

These are the words of a 16 - year old Palestinian girl doomedto live in a war torn country since her birth. War has shatteredall the dreams and hopes of Farah Baker. There are a lot of peoplelike Farah, living in this world, who do not know what peace,freedom, and rights mean. What do rights mean? Rights are thoseconditions to be ensured by the state and the society for thebetter life and opportunities for its citizens to develop theirtalents and potentials.

Social Science


Governments take necessary steps for the protection of rights.For this, every country incorporates a list of rights in theirconstitution. This list is known as 'The Bill of Rights'. The billof rights in India is known by the name 'Fundamental Rights.'

"All human beings are bornfree and equal in dignity andrights. They are endowedwith reason and conscienceand should act towards oneanother in a spirit ofbrotherhood."

The UniversalDeclaration ofHuman Rights

Observe the collage given above. Some situationsrelated to the denial of rights and attempts for theirprotection are highlighted. Violation of rightstriggers attempts to protect them. In modern timesrights are commonly referred to as human rights.Human rights are those rights that every human beingis entitled to. Here are a few rights included in theUniversal Declaration of Human Rights which cameinto existence on 10 December 1948.

Right to liveRight to freedomRight to freedom of association

Human Rights

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Prepare a speech on 'human rights' to be deliveredin the school assembly on the Human Rights Day.

Right to occupationRight to preserve culture, language, and script.

The Government of India has taken a number of steps toprotect human rights at the national and state levels. Themost prominent among them is the formation of theNational Human Rights Commission and the State HumanRights Commission.

Right to live means the rightto live with dignity. Pure air,pure drinking water, sufficientnutritious food, etc. comeunder the right to live.

National Human Rights CommissionThe formation of National Human Rights Commission is animportant step in the direction of protecting human rights at thenational level. The commission is constituted under the HumanRights Protection Law passed by the Parliament in 1993. TheCommission comprises of five members including the chairman.A retired Chief Justice of the Supreme Court will be theChairman of the commission.

Justice Ranganath MishraFirst Chairman of NHRC

Enquire about complaints related to the violation ofhuman rights.Visit jails to study the life situations of the inmatesand make recommendations.Give necessary instructions for the protection ofhuman rights.Promote voluntary organizations that work for humanrights.

Functions of National Human Rights Commission

Social Science


A few rights of children are given above. Why dochildren need special rights? What are the rights ofthe children? The physical and mental states ofchildhood make the children eligible for special careand consideration. Hence, protection of the rightsof children is very important.

Right to education is an important right of children. The Rightto Education Act of 2009 (RTE Act) passed by the IndianParliament highlights this. It ensures free and compulsoryeducation to children in the age group of 6 to 14. Favourablelearning environment and basic facilities are the right of children.

State Human Rights CommissionState Human Rights Commissions are constituted in all thestates. The Kerala State Human Rights Commission came intobeing in 1998. It consists of a chairman and two members. Thefunctions of the State Human Rights Commission is same asthat of the National Human Rights Commission. In instances ofviolation of human rights, one can approach the Human RightsCommission.

Child Rights

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You are now aware that right to education is an important rightof children. Add more rights to the list given below.

Right to survival, protection, and development

Right to protection and care against all kinds of mentaland physical torture.

Despite all these rights of children, they aresubjected to various exploitations. Several actionshave been taken at the national and state levels forthe protection of the rights of children. The mostimportant among them is the formation of theNational Child Rights Commission and the statelevel commissions.

Received the NobelPrize for Peace in2014. Founder ofBachpan BachaoAndolan thatworks against childlabour.

Kailash Satyrathi

Social Science


In instances of violation of children's rights, onecan approach the Child Rights Commission forredressal of grievances.

Observe the given news headlines that refer to certain actionsrelated to the protection of the rights of women. In 1979 theUNO passed the Convention on Women Rights for the preventionof discrimination against women and for their uplift. What arethe special rights of women? Examine the chart.

Received theNobel Prize forPeace at the ageof 17 for fightingfor the educationof girls.

Malala Yousaf Zai

Rights of Women

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Equality with men in all respect is the right of women. For theprotection of women's rights Women's Commissions functionat the national and state levels. Complaints related to the denialof women's rights and abuses against women can be submittedto the commission. The commission will probe into the issuesand take appropriate action.

Collect news and pictures related to the protection of women's rightsand prepare a collage.

Rights and DutiesAre we bestowed only with rights?We have duties corresponding to each right. Examine the chart.

Social Science


Freedom is my right. Sharing my freedom with othersis my duty.

As a child, protection is my right. To protect me is the dutyof my parents.

Care in old age is the right To give my parents due care in oldof parents. age is my duty.Education and basic facilities To obey the rules of the school isfor education is my right. my duty.In case of violation of my Service of the state and therights I have the right to society is my duty.seek remedies.

Some rights and corresponding duties are given above. Rightswill not exist without duties.

Evaluate the relationship between rights and duties.

Rights Duties

Governments can be categorized as democratic and nondemocratic.The prominent factor that distinguishes democraticgovernments from non-democratic governments is therights they ensure.The list of rights included in the constitution is known asthe Bill of Rights.In modern times, rights are generally considered as humanrights.

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The learnerexplains the differences between democratic and non-democratic forms of government.lists the merits of democratic government.states how the democratic forms of government and rightsare interrelated.explains the Bill of Rights.evaluates the measures taken at the national level for theprotection of rights.analyses the interrelationship between rights and duties.

Compare the features of the democratic and non-democratic forms of government.

Government

Rights

Democratic Government

Rights are limited

Child Rights

Non-Democratic Government

Human Rights Women's Rights

Protects Rights

Special consideration is given to the rights of children andwomen.We have duties corresponding to the rights.

Social Science


What are the merits of a democratic government?What are Human Rights? What measures have been takenfor the protection of Human Rights?Explain how rights and duties are interrelated.

Prepare an album using news and pictures related toviolation of Human Rights.List the rights you enjoy and the corresponding duties.Identify and list countries having non-democratic form ofgovernment.


Can compare the features of democraticand non-democratic forms ofgovernment.

Can state the merits of democratic formsof government.

Can assess the interrelation betweendemocratic government and rights.

Can define the Bill of Rights.

Can explain the measures taken at thenational and state levels to protectHuman Rights.

Can explain how rights and duties areinterrelated.


Diversity in Social Life

Observe the above pictures. Which groups of peopleObserve the above pictures. Which groups of peopleObserve the above pictures. Which groups of peopleObserve the above pictures. Which groups of peopleObserve the above pictures. Which groups of peopleare the pictures related to?are the pictures related to?are the pictures related to?are the pictures related to?are the pictures related to?

These pictures reflect the day-to-day life of threeThese pictures reflect the day-to-day life of threeThese pictures reflect the day-to-day life of threeThese pictures reflect the day-to-day life of threeThese pictures reflect the day-to-day life of threedifferent groups of people in Kerala.different groups of people in Kerala.different groups of people in Kerala.different groups of people in Kerala.different groups of people in Kerala.

We shall have an inquiry into the varied lifestylesWe shall have an inquiry into the varied lifestylesWe shall have an inquiry into the varied lifestylesWe shall have an inquiry into the varied lifestylesWe shall have an inquiry into the varied lifestylesand surroundings of such people.and surroundings of such people.and surroundings of such people.and surroundings of such people.and surroundings of such people.

So that, we may understand how diverse our societySo that, we may understand how diverse our societySo that, we may understand how diverse our societySo that, we may understand how diverse our societySo that, we may understand how diverse our societyis.is.is.is.is.

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158Diversity in Social Life

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This picture is related to a tribalcommunity in Kerala.Tribes have unique lifestyles. They are thedescendants of the ancient humansocieties of our country. Now they aregenerally confined either to forests andhills or to the interior parts and isolatedvalleys.

You might have heard of the different tribes in Kerala. Try torecollect the names of a few tribal communities.

PaniyarKurichyar

As per the 1976 amendmentof the Scheduled Caste/Scheduled Tribe Act, there are35 tribal groups in differentparts of Kerala. The Paniyartribe scattered in differentdistricts is the largest.

Tribal communitiesof Kerala

A group of people who live ina particular area and speak alanguage unique to them iscalled a tribe. They followunique customs and rituals.

Tribe

Tribal Community

Features of a Tribal CommunityLet us try to identify the features of the tribalcommunities.

Generally the tribal settlements are located inthe hills, forests or isolated valleys. Each tribalgroup lives together in a particular area. Theirlifestyles are totally different from that of othercommunities.

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Traditional type of cultivation and gathering of forestproducts are the means of living of these tribes. Many ofthem are engaged in their traditional artisan works.Every tribal society has its own language. These dialectshave no script.

Listed below are a few words used by the Malaya tribes of Kerala.

These are words indicating family relations. Aren't they similarto what we use today?The tribes have their own peculiar lifestyles. They live in closecontact with the nature. Geographical features have an importantrole in formulating the social life of these people.Observe the following pictures.

Vendiyaaru - wifeVetharu - husbandAppan - fatherPeppan - grandfatherMolaru - daughterMonaru - sonAachi - elder sisterChattan - elder brother

1 ..................................................................... 2 ..................................................................... 3 .....................................................................

Social Science


What do you think the tribes use these implements for?Write their uses below each of the pictures.

Isn't it clear that the implements of the tribes are related to theirsurroundings?

The tribes were not of the habitof recording their history orrecording the knowledge theyacquired. Hence, their myths,folk songs, and local knowledgeare not that familiar to others.Their ethnic art forms and ritualsstill prevail, though with changes.Read a nature song of the'Malaveda tribe' in Kerala.

C®-®-sa¥p sNbvtX-teem

Hcp ao¥p-NØp t]mtb-teem

NØ-Ωo¥p F¥p sNbvtX teem

Hcp ]c-¥p-dm-©n-t∏mtbteem

B ao¥p F¥p sNbvtX-teem

Ccp-fp-a-dn¥p t]mtb-teem

AΩ-c-sa¥p sNbvtX-teem

sNdp-ao-¥p-Xm\pw t]mtb-teem

Ie-ºp-tgev Xm¥p-t]m-tb-teem

Ie-ºp-tgev Xm¥p-t]m-tb-teem

Collect such tribal folk songs prevalent in Kerala and presentthem in your class.

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The place where the tribal people livetogether is known as ooru. Each ooru has aleader. People respectfully call himoorumooppan. The mooppan or a group ofsenior members including the mooppanlook after the administration of the ooru.Either the mooppan or the elderly group willhave the supreme power in taking decisionson matters like marriage, other disputes,customs, rituals, etc.Visit your nearby tribal village (ooru), if any, and observe thefeatures of their life.

Rural CommunityGiven below is a picture drawn by Meena, an eleven-year oldgirl. The theme of the drawing is her village. Observe the picturecarefully. What are the peculiar features of the lifestyles shehas depicted? List them.

Social Science


Activities related to agriculture............................................................................................................................................................................................................................................................................................................................................................................................

Other aspects............................................................................................................................................................................................................................................................................................................................................................................................

What do you understand about Meena's community from thesefeatures? What will you call such a community ? List the majorfeatures of a rural community.

Let us examine the features of a traditional rural society.People of rural areas are close to each other and knoweach other.Their clothings are simple and so are their lifestyles.Agriculture and allied activities are the importantoccupation of traditional rural communities.Cattle rearing and handicrafts are also their means of living.

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Can you identify some of the occupationsthat were prevalent in villages?

$ Pottery $

$ $

$ $

Joint family system had great importance in traditionalvillages.Many rural joint families had their own traditionaloccupations undertaken by their clan.Villages give importance to neighbourhood relations. Theyshare and care for each other's happiness and sorrow.Generally all of them take part in rituals and festivals.Villagers help others and cooperate with each other.Festivals have a great place in the village life. Harvestfestivals were the major celebrations in the villages.

India continues to be a land of villages. But many of the villagesare getting transformed into towns and cities. It is also noticedthat many fetaures of traditional villages are vanishing now.

Changing VillagesCan you trace the changing face of our villages? What are thechanges you can identify in the modrn villages? Many of the villages do not retain their original form any more.Villages transform into towns, towns into cities, and some citiesto metro cities. The cities attract the village folk, offering betterprospects in employment, education, etc. People migrate onlarge scale to cities like Mumbai, Delhi, Kolkata, Chennai,Bengaluru, and Kochi.

Social Science


Urban CommunityHave you ever visited a metro city?Read the letter sent by Sheena, a sixth standard student, to herfriend Archana.

Observe your village/nearby village and find out how they aredifferent from the traditional villages discussed above. Prepare anote on it.

Standard VI


Haven't you got the picture of a city when you read Sheena'sletter? Let us prepare a chart showing the peculiar features ofcities.

Features of citiesCentre of diversities

- Speak many languages

- Wear different clothes

- Follow diverse food habits

Land of different occupations

- Occupations related to industry and trade

- Differnet socio-economic classes are formedbased on occupations

- Different occupations give birth to differentlabour organisations.

Centre of large buildings

- Flats

- Malls

- Supermarkets

- Bungalows

Urban lifestyles

- Fashion

- Modern lifestyles

- Diverse lifestyles

High population density

Slums

Social Science


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Problems in CitiesCities attract many. But, there are reasons forcities to be disliked as well. Why? Look atthis picture.The picture shows the traffic congestion in acity. The multitude of vehicles causes airpollution. This leads to many diseases.It is a reality that cities possess manyfacilities as well. But, do you know that citiesare also centers of several problems?

Some people find it tough to live in cities.Both the upper class, who enjoy all comforts in life, and thepoor lower class in slums live in the cities. Many of the problemsin the cities affect all of them.Let us find them out.

Remedies to theproblems in

cities

systematic planning

eco-friendly constructions

housing policy

basic facilities for making life easy

Collect news items from the newspapers regarding the problemsin cities. Prepare and present a collage in the class using newson traffic blocks, slums, use of drugs, and crimes.

What are the solutions to the problems in the cities and villages?Discuss in groups. You can use the following chart fordiscussion.

Standard VI


Different styles of life

Features

Tribalcommunity

Villagecommunity

Urbancommunity

Features oftraditional

villages

Changes occurredin rural village

societies

Features

Remedial measures

Urban problems

Majority of the tribal communities live in the hilly regionsor other remote areas.

The tribal communities have unique culture and lifestyles.

The language and culture of the tribal societies aretransmitted orally.

Primary relations, agro-based occupations, importance ofneighbourhood and family relations, influence of festivals,etc. are the features of villages.

Social Science


Social diversity, division of labour, and social mobilityare the features of urban society.

Slums, pollution, traffic congestion, etc. are the majorurban problems.

Most of the problems in cities can be solved by systematicplanning.

The learner

recognises and explains the features of tribal communities.

recognises and analyses the features of rural community.

recognises and explains the changes that occured in ruralsociety.

identifies the features of urban community and analysesthem by comparing with that of rural community.

identifies the problems of urban society and suggestssolutions.

What are the features of tribal society?

Identify and explain the changes that have occurred inrural society.

Urban life is hell. Do you agree with this statement?Justify your answer.

Standard VI


Rural society Urban society

$ $

$ $

$ $

$ $

Compare and list the features of rural and urbancommunities.

Visit a nearby city and prepare a report on the socialproblems exisitng there.

Hints:$ Traffic congestion$ Slums$ Shortage of housing facilities$ Water scarcity

Prepare a magazine incorporating the art forms, songs,etc. of tribal communities.

Social Science



Can explain the features of tribal society

Can explain the features of rural society

Can identify the features of urban society

Can identify and list the changes thathave occurred in the modern villages.

Can identify the differences between ruraland urban communities.

Can identify the problems faced by urbansociety

Can suggest some measures to solveurban problems


Gift of the Nature

Social Science

172Gift of Nature

You have read about Nauru, the country which was once richbecause of its phosphate mineral resources but now has becomepoor due to the depletion of the same! Now you might have thefollowing questions.

What are resources?

What causes resource depletion?

Should these resources be conserved?

This unit helps you to understand more about resources, resourcedepletion, and resource conservation. Those things useful to manare called resources. Given below are the pictures of a fewresources we obtain from nature.

Rocks Water Soil

Wind Minerals Sunlight

The things directly obtained from nature and are useful to manare called natural resources.

Standard VI

173Gift of Nature

Our nature is endowed with innumerable resources such as air,sunlight, wind, trees, water, etc.

Find out more examples for natural resources. Also mentiontheir uses.

A few among the resources you have listed are living things andthe rest are non-living things. The living resources are calledbiotic resources and non-living resources are called abioticresources.Some of these resources are available at all times. But someresources get exhausted with use. Categorise the given resourcesas ever available and exhaustible in the given format (Table 12.1).

Wind

Pew

Coal Water

Natural gas Sunlight Forest

Petroleum Soil Iron ore

Social Science

174Gift of Nature

Ever available resources

$ Wind

$

$

Exhaustibleresources

$ Coal

$

$

Renewableresources

Non-renewableresources

Increasing Needs; Exhausting ResourcesMan makes extensive use of natural resources as if these weremeant exclusively for him. The demand for natural resourcesincreased with the increase in population, developments inscience and technology, communication facilities,industrialisation, etc. This led to large scale depletion ofresources. Decrease in the availability and deterioration in thequality of resources due to reckless usage is called resourcedepletion. This resulted in depletion of resources and changesin the environment.

Table. 12.1

Standard VI

175Gift of Nature

"I am fighting for my future….I am here to speak for all generations to come…onbehalf of the starving children…..I am here to speak for the countless animals dying acrossthis planet because they have nowhere left to go. We cannot afford to be not heard. I am afraid to go out in the sun now because of the holes in the ozone. I am afraid to breathethe air because I don't know what chemicals are in it……….the great herds of wild animals, jungles and rainforests, full of birds and butterflies, butnow I wonder if they will even exist for my children to see.Did you have to worry about these little things when you were at my age?……yet we act as if we have all the time we want and all the solutions………but I want you torealise neither do you! …………………………………………………………….........You don't know how to bring salmon back up a dead stream.………………………………………………………………………………………….And you can't bring back forests that once grew where there is now desert.If you don't know how to fix it, please stop breaking it!…………………………………………………………………………………………..………………………………………………………………………………………….."

The lines you read above are excerpts from a speech given inthe first UN Earth Summit at Rio de Jenerio in Brazil in 1992.Listening to Severn Cullis Suzuki, a 12-year old girl from Canada,the representatives of various countries who attended the summitwere left speechless.What are the worries shared by the girl in her speech?

Air subjected to pollution

Forests subjected to destruction

Animals facing the threat of extinction

Social Science

176Gift of Nature

Dodo is a bird that became extinct,because of reckless exploitation ofresources by man. Dodo birds were theinhabitants of the Mauritius islands in theIndian Ocean andwere killed

extensively for meat. Other animalsthat are now extinct include Aurochcattle found in India, Asian cheetah,etc.

It was the speechdelivered by Smt. IndiraGandhi, the then PrimeMinister of India, in theConference of UnitedNations Organizationheld at Stockholm in1972, which led to theobservation of 5 Juneas the WorldEnvironment Day.

Observe the pictures given. What will be the consequences ofman's reckless use of resources? Write footnotes for thesepictures.

.............................................. Forest lands becomebarren

.............................................. ..............................................

What will happen if water, soil, petroleum and forests disappearfrom the earth? Discuss.

1 2

3 4

Standard VI

177Gift of Nature

Conservation of ResourcesJudicious and careful use of resources as well as giving enoughtime for them to replenish can conserve the natural resources.

It is estimated that about3 million cubic metre of woodis being used by man every year.Man clears forests about the sizeof a football ground everysecond. Only about half of thepresent forest land will be leftby 2020 if the present trendprevails.

Discuss how the situation shown in each of the picturescontribute to resource conservation.

Social Science

178Gift of Nature

Work sheetWork sheetWork sheetWork sheetWork sheetConnect the columns in the respective order ofactivities indicating overuse of resources, the typeof resources depleted by such activities, and theremedial measures (Table 12.2). More remedialmeasures may be added.

5 June :World EnvironmentDay

22 April : World Earth Day

Days for nature

Table 12.2

Standard VI

179Gift of Nature

You might have understood that the natural resources are limitedand hence they are to be conserved. We have the right to use theessential resources. But we don't have the right to use themwithout considering the need of the future generations. 'Wiseuse of resources' should be our motto.

"Earth provides enough to statisfy everyman's needs, but not every man's greed."

Gandhiji

These laws have emerged from the necessity to control the reckless exploitationof nature that poses threat to the very existence of man.

1. Section 48 A and Section 51 AG of the Indian Constitution stating theconservation of nature as the duty of the Indian citizen.

2. Nature Conservation Act3. Water Act4. Forest Conservation Act5. Air Act

Resource conservation and Acts in India

The people's movement for the conservation of the Periyar River in 1999 led tothe establishment of the Water Authority. Various Acts related to resourceconservation have emerged in Kerala following people's movements and throughgovernmental interventions. Examples: Act for Protection of Paddy Fields, Actfor Protection of Wetlands.

Resource conservation in Kerala

Safeguard Nature through SustainableDevelopment

Development that meets the needs of the present withoutcompromising the right of future generations to fulfil theirneeds is termed as sustainable development.

Social Science

180Gift of Nature

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From today onwards I will…Reduce the energy consumption by$ using fans and lights only when needed.

$ using only energy-efficient electrical equipments.

$ using LED bulbs instead of ordinary bulbs.

$

$

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Recycling and reusing of resources as well asreducing their use are the means to sustainabledevelopment.

Let us work together

What to Do for SustainableDevelopment?

Use the waste water from the kitchen for wateringplants.Plant trees in public places.Use the non-conventional energy sources such assolar energy, wind energy, etc. to the maximum.

Ensure steps for rain water harvesting.Use cloth bags instead of plastic carry bags.

Standard VI

181Gift of Nature

Resources

Resource conservation

Renewable resources Non-renewable resources

Resource depletion

Reuse the following things$ Paper

$ Bottles

$ Clothes

$

$

Engage in activities to make people aware of the issuesrelated to environment.Use resources only if essential.

Social Science

182Gift of Nature

The things in nature which are useful to man are calledresources.Resources can be classified as renewable and non-renewable.Decrease in the availability and deterioration in the qualityof resources due to reckless use is called resourcedepletion.Judicious and careful use of resources as well as givingenough time for the resources to replenish form the basisof resource conservation.Development that meets the needs of the present withoutcompromising the right of future generations to fulfiltheir needs is termed as sustainable development.

The learnerlists the natural resources by recognising that they arethe things in nature useful to man.classifies the natural resources into renewable and non-renewable.predicts the problems which may occur in the future dueto unscientific and uncontrolled use of resources.suggests methods for resource conservation.engages in individual and group activities leading tosustainable development.

Standard VI

183Gift of Nature

Raghavan is a farmer practising traditional method offarming using bio manure, ploughing the field using cattle,etc. List out the types of natural resources Raghavan makesuse of. Also define natural resource.Categorise the following natural resources into biotic andabiotic.

Forest, sunlight, fish, wind, cattle, waterGiven below are the features of two motor cars. Identifythe characteristics of each and categorise in the followingformat.Car A - Works on solar energyCar B - Works on petrol

Characteristics:1. Does not cause atmospheric pollution2. Uses non-renewable resource as fuel3. Causes increase in the level of carbon dioxide in the

atmosphere.4. This kind of cars are largely in use5. Such cars are not used much6. Uses renewable resource as fuel

Car A Car B$ $

$ $

$ $

Which of these cars is nature friendly? Substantiate youranswer.

Social Science

184Gift of Nature

Make inferences by analysing the statement 'We haveloaned the resources from the future generations'. Alsosuggest any five measures for resource conservation.

Make a list of endangered species of plants and animalsand exhibit it in your class room.Conduct a poster exhibition in connection with the WorldEnvironment Day and the Earth Day.Plant saplings in the available space in your schoolcompound and take care of them.

.


Can identify the natural resources

Can classify resources as renewable andnon-renewable.

Can identify the activities leading toresource depletion.

Can explain the importance of resourceconservation.

Can identify and list the ways to conserveresources.

Can explain the importance of sustainabledevelopment.


social science - education observer

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