Chapter 2

Social Science Class 8 : Solu�ons

Chapter 2 Reshaping India’s Political Map

Chapter Notes:
Introduc�on
• Covers the period from the 11th to the 17th centuries.
• The Indian subcon�nent saw frequent invasions and the rise and fall of several dynas�es.
• These developments reshaped poli�cal boundaries and impacted the lives of the people.

The Delhi Sultanate

• Began with the defeat of Prithviraj Chauhan (1192).
• Five main dynas�es: Mamluks, Khaljis, Tughlaqs, Sayyids, Lodis.
• Marked by territorial expansion, poli�cal instability, and plunder.
• Major rulers:
- Ala-ud-din Khilji: Expanded empire, fought Mongols, looted south Indian temples.
- Muhammad bin Tughlaq: Shi�ed capital to Daulatabad, introduced failed token currency.

Resistance to the Sultanate

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• Eastern Ganga kingdom (Narasimhadeva I) resisted Sultanate invasions.

• Musunuri Nayakas and Hoysalas in the south opposed northern forces.
• Bahmani Sultanate and regional powers like Mewar resisted northern dominance.

Vijayanagara Empire
• Founded by Harihara and Bukka in the 14th century.
• Reached its peak under Krishnadevaraya (early 16th century).
- Promoted literature, temple building, military campaigns.
- Built temples like Vi�hala Temple (Hampi).
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• Fell a�er the Ba�le of Talikota (1565) against the Deccan Sultanates.

The Mughals
• Babur defeated Ibrahim Lodi in 1526 (First Ba�le of Panipat), star�ng the Mughal Empire.
• Humayun lost and regained the empire.
• Akbar (1556–1605):
- Expanded empire, introduced policies of tolerance, abolished jizya, promoted Sulh-i-Kul.
- Patronised art, literature, and transla�on of Sanskrit texts into Persian.
• Shah Jahan: Built Taj Mahal, period of ar�s�c excellence.
• Aurangzeb: Expanded empire but reimposed jizya, banned music, persecuted Sikhs, Hindus, and Sufis.

Resistance to Mughals
• Jat rebellions, tribal uprisings (Bhils, Gonds, Santhals).
• Rani Durgava� resisted Akbar, martyred in ba�le (1564).
• Rajputs:
- Maharana Pratap fought Mughals at Haldigha� (1576).
- Con�nued resistance, e.g., Durga Das Rathore of Marwar.
• Ahoms of Assam:
- Used guerrilla warfare, defeated Mughals in Ba�le of Saraighat (1671).

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 Chapter 2
Social Science Class 8 : Solu�ons

Rise of the Sikhs

• Founded by Guru Nanak (15th century).
• Guru Arjan, Guru Tegh Bahadur martyred under Mughals.
• Guru Gobind Singh formed the Khalsa in 1699.
• Maharaja Ranjit Singh unified Sikh into the Sikh Empire in the 19th century.

Administra�on
• Under Delhi Sultanate:
- Sultan had absolute power, assisted by ministers.
- Iqta system: nobles (iqtadars) collected taxes.
• Under Mughals: Akbar introduced
- Diwan (finance), Mir Bakhshi (army), Sadr (jus�ce).
- Mansabdari system: officers maintained troops for the empire.
- Todar Mal: Revenue reforms, land surveys, crop pricing.

People’s Lives and Economy

• Agriculture was the base; irriga�on increased produc�vity.
• Major crops: rice, wheat, pulses, co�on, sugarcane.
• Tex�le, shipbuilding, metalwork flourished.
• Ports: Surat, Calicut, Masulipatnam.
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• Hundi system: safe, borderless money transfers.

• Temples were centres of economy, learning, culture.
• Art and architecture flourished; e.g., Taj Mahal, Red Forts, miniature pain�ngs.

Key Takeaways
• Foreign invasions reshaped India's poli�cal map.
• Religious intolerance and persecu�on were common, but some rulers promoted tolerance.
• India's economy was strong, but common people o�en suffered.
• Cultural resilience was strong despite poli�cal instability.

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 Chapter 2
Social Science Class 8 : Solu�ons

The Big Ques�ons (Page 22).

1. How did foreign invasions and the rise of new dynas�es reshape India’s poli�cal boundaries during this
period?
Ans.
• Foreign invasions by Turkic, Afghan, and Mughal rulers led to the fall of older kingdoms (e.g., Chauhans).
• New dynas�es like the Delhi Sultanate and the Mughal Empire were established.
• Con�nuous warfare and conquests caused frequent changes in poli�cal boundaries.
• Regional kingdoms like Vijayanagara, Bahmani, and Rajput states emerged or resisted northern rule.
• Alliances, rebellions, and ba�les (e.g., Panipat, Talikota) shaped the map of India repeatedly.

2. How did Indian society respond to invasions? How did India’s economy adapt during �mes of poli�cal
instability?
Ans.
• Society showed resistance (e.g., by Rajputs, Ahoms, Eastern Gangas) and adapta�on (e.g., through
alliances, diplomacy).
• Despite destruc�on, people rebuilt temples, ci�es, and trade centres.
• The agrarian economy con�nued to func�on through local systems and village structures.
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• Trade was supported by systems like hundi (early banking) and port-based commerce.
• Temples, guilds, and merchant networks helped maintain economic stability during turbulent �mes.

3. What impact did this period have on the lives of the people?
Ans.
• Many people suffered due to heavy taxes, wars, famines, and religious persecu�on.
• Some became bonded labourers a�er losing land.
• Despite hardships, art, literature, and architecture flourished (e.g., under Akbar, Krishnadevaraya).
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• Communi�es con�nued to co-exist peacefully and depend on one another economically.
• The people showed resilience by rebuilding and preserving cultural tradi�ons.

LET’S EXPLORE (Page 26)

Q: Looking at Fig. 2.6, why do you think Ala-ud-din Khilji called himself ‘the second Alexander’?

Answer:
• Ala-ud-din Khilji gave himself the �tle ‘Sikander Sani’, which means ‘the second Alexander’.
• He wanted to be seen as a great conqueror, like Alexander the Great, who was famous for building a vast
empire.
• Khilji led successful military campaigns across large parts of north and central India.
• He defeated powerful enemies and expanded the Delhi Sultanate to its greatest extent at that �me.
• The �tle reflected his ambi�on, military strength, and desire to be remembered as a legendary ruler.

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 Chapter 2
Social Science Class 8 : Solu�ons

LET’S EXPLORE (Page 26)

Q: What kind of resources do you think were needed to maintain an army and wage war in those days?
Discuss the various types of expenditure involved, from weapons or food for soldiers to animals used in
warfare, road construc�on, etc.
Answer: To maintain an army and wage war in medieval �mes, many resources and expenditures were
required, such as:
• Weapons and Armour: Swords, bows and arrows, spears, shields, helmets, and body armour had to be
produced and maintained.
• Food Supplies: Large quan��es of food and water were needed daily to feed the soldiers and support
staff.
• Animals for War: Horses, elephants, and camels were used for cavalry, transport, and ba�le — they
needed care, training, and feeding.
• Soldiers' Salaries: Payment and rewards had to be given to soldiers and officers regularly.
• Tents and Shelter: Camps, tents, and rest areas had to be constructed during long campaigns.
• Road and Bridge Construc�on: Roads were needed for moving troops and supplies quickly, and bridges
helped cross rivers.
• Transport and Logis�cs: Carts, carriers, and pack animals were used to move weapons, food, and
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materials.
• Medicines and Healers: Provisions for trea�ng the wounded and maintaining the health of soldiers.
• Spy Network and Communica�on: Messengers, scouts, and spies were required to gather and relay
informa�on.
These expenses made warfare costly and required strong economic systems and regular revenue collec�on.

THINK ABOUT IT (Page 28)

Q: Why do we use the term ‘image’ rather than common terms like ‘idol’ or ‘icon’?
Answer: One Point Learning
• The terms ‘idol’ or ‘icon’ are o�en considered nega�ve or pejora�ve in certain religions like Judaism,
Chris�anity, and Islam, which condemn idolatry.
• These terms carry the idea of false worship, especially in orthodox religious beliefs.
• In contrast, ‘image’ is a neutral and respec�ul term in English.
• In Indian tradi�ons, classical texts use respec�ul terms like mūr�, vigraha, pra�mā, rūpa, etc., to refer to
sacred statues or forms of worship.
• Therefore, using the term ‘image’ helps show cultural sensi�vity and avoids misunderstanding or
disrespect towards Indian religious prac�ces.

THINK ABOUT IT (Page 29)

Q: Do you think it would have been an easy task to bring together 75 leaders in those days (during the �me
of the Tughlaqs)?
Answer: No, it would not have been easy to bring together 75 different chie�ains in the 14th century.
There were many challenges such as:
• Lack of communica�on technology — messages had to be sent through messengers or by foot/horse.
• Poli�cal rivalries and mistrust among local rulers could have caused disagreements.

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 Chapter 2
Social Science Class 8 : Solu�ons

• Each chie�ain had different interests, priori�es, and levels of power.

• Geographical distance and difficult terrain made it hard to organise mee�ngs and coordinate ac�ons.
Despite these challenges, the Musunuri Nayakas were able to form a strong confederacy, which shows:
• Their leadership skills and diplomacy.
• A shared goal of resis�ng foreign domina�on.
• A spirit of unity and regional pride.
This unity led to the successful expulsion of Muhammad bin Tughlaq’s forces from Warangal.

DON’T MISS OUT (Page 30)

Q: What is the story behind the Hoysalas’ emblem as
narrated in the sculpture in Fig. 2.9?
Answer:
• According to Kannada folklore, the Hoysala emblem is
based on a legendary tale.
• The story is about a brave young man named Sala.
• He was accompanying his guru (spiritual teacher) when a
lion suddenly a�acked them.
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• The guru shouted “Hoy, Sala!”, which means “Strike,

Sala!”
• Obeying the command, Sala fought and killed the lion,
saving his guru's life.
• This heroic act became the symbol of courage and the origin story of the Hoysala dynasty.
• The phrase “Hoy Sala” later became the name of the dynasty, and the lion-slaying image became their
royal emblem.

DON’T MISS OUT (Page 31) One Point Learning

Q: What is the importance of Kumbhalgarh Fort built by Rana Kumbha, as described in Fig. 2.10?

Answer:
• Kumbhalgarh Fort was built in the 15th century by Rana Kumbha, a ruler of Mewar.
• It is located in the Aravalli hills in present-day Rajasthan.
• The fort served as a military stronghold for the rulers of the Rajput kingdom of Mewar.
• It is surrounded by dense forests and steep slopes, making it naturally secure.
• The fort is famous for its 36-kilometre-long wall, which is one of the longest con�nuous walls in the
world.
• Its strategic loca�on and massive construc�on made it very difficult for enemies to invade.
• It reflects the military architecture and defensive planning of Rajput rulers.

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 Chapter 2
Social Science Class 8 : Solu�ons

LET’S EXPLORE (Page 31)

Q: Why do you think such loca�ons were chosen for many of the medieval forts? Discuss the pros and cons.
Answer:
Reasons for Choosing Such Loca�ons:
• High hills, dense forests, and steep slopes provided natural defence against enemy a�acks.
• Forts in elevated areas gave be�er visibility to watch enemy movements from a distance.
• Narrow passes and difficult terrain made invasion harder and helped in defending with fewer soldiers.
• Surrounding forests and rivers could provide natural resources and camouflage.

Pros:
• Strong security due to natural barriers.
• Easier to defend during a�acks or sieges.
• Provided a safe refuge for rulers and their families.
• Enabled control over surrounding regions and trade routes.

Cons:
• Difficult to transport food, weapons, and supplies uphill.
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• Challenging for daily life and communica�on with far-off regions.

• Limited space for agriculture or expansion within the fort.
• Isola�on could delay help or reinforcements in emergencies.
Such strategic loca�ons reflect the clever planning and military awareness of medieval rulers.

DON’T MISS OUT (Page 32)

Q: According to popular folklore, what remarkable incident did Harihara and Bukka witness at Hampi, and
how did it influence the founding of Vijayanagara?
Answer: One Point Learning
• At Hampi (in present-day Karnataka), Harihara and Bukka saw a hare turn around and chase a pack of
hounds.
• This unusual event was seen as a symbol of unexpected strength, courage, and resilience.
• They shared this incident with their guru, Vidyaranya, a respected spiritual guide.
• Vidyaranya interpreted the event as a posi�ve sign of power and bravery.
• He advised them to build their capital at that very spot.
• Following his guidance, they established the city of Vijayanagara, which later became a powerful empire
in South India.

THINK ABOUT IT (Page 32)

Q: Have you no�ced the term ‘pa�’ in �tles like ‘Gajapa�’? What do the �tles Narapa�, Ashwapa�, and
Chhatrapa� mean?
Answer:
• The term ‘pa�’ means ‘lord’ or ‘master’ in Sanskrit and was commonly used in royal �tles to reflect
power, authority, and kingship.
• It was added to different words to show the source of a ruler’s strength or symbolic status.

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 Chapter 2
Social Science Class 8 : Solu�ons

Meanings of the Titles:

• Narapa� – ‘Nara’ means man or people, so Narapa� means ‘Lord of the People’ (used for Vijayanagara
kings).
• Ashwapa� – ‘Ashwa’ means horse, so Ashwapa� means ‘Lord of Horses’, symbolising control over cavalry
and military (used for Bahmani rulers).
• Chhatrapa� – ‘Chhatra’ means umbrella, a tradi�onal symbol of royalty, so Chhatrapa� means ‘Lord of
the Royal Umbrella’ or Sovereign King (used by Maratha rulers).
These �tles highlight how rulers expressed their role, strength, and divine or military authority.

LET’S EXPLORE (Page 35)

Q: In Fig. 2.14, what elements do you observe? What do they tell you about life during that period? (Hint:
Observe the weapons, the animals, the ac�vi�es.)
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Answer:
• The sculpture shows various human figures, animals, and ba�le scenes.
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• Weapons such as bows, spears, and swords can be seen, indica�ng military ac�vity and warfare.
• Horses and elephants are shown, which were commonly used in ba�les and royal processions.
• Some figures appear to be dancing or playing instruments, sugges�ng a culture that also valued art and
celebra�on.
• The presence of armour and warriors implies the importance of military strength.
• Marching scenes and forma�ons show planning and discipline in warfare.
• The wall carvings give us a glimpse into daily life, warfare, celebra�ons, and religious or cultural events
of the Vijayanagara Empire period.
• It reflects a society that was rich in culture, well-organized militarily, and ar�s�cally expressive.

THINK ABOUT IT (Page 37)

Q. What strikes you in Babur’s impressions of India? Discuss in groups.
Answer:
• Babur had mixed feelings about India.
• He found India to be a rich and fer�le land with abundant gold, silver, fruits, and ar�sans.
• He appreciated the climate during the rainy season, calling it “remarkably fine.”
• At the same �me, he described India as a land of few charms and o�en missed Central Asia.

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 Chapter 2
Social Science Class 8 : Solu�ons

• He was impressed by the economic wealth and cra�smanship in India.

• Despite his cultural apprecia�on, he remained a brutal conqueror, known for massacres and erec�ng
‘towers of skulls’.
• His Baburnama (autobiography) shows both his love for art, nature, and poetry and his military
ambi�on and cruelty.
• What strikes most is this contrast between his refined personality and violent ac�ons.

THINK ABOUT IT (Page 40)

Q: Why do you think Akbar employed different strategies to expand his empire, while the earlier rulers of
Delhi relied mostly on military might?
Answer:
• Earlier rulers of the Delhi Sultanate mainly used military campaigns, invasions, and plunder to expand
their territories.
• Akbar realised that military power alone could not ensure long-term stability in a vast and diverse
country like India.
• He used diplomacy, marriage alliances, and administra�ve reforms to win the loyalty of regional rulers.
• Akbar promoted religious tolerance by abolishing the jizya tax and introducing Sulh-i-Kul (peace with
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all).
• He included Rajputs and non-Muslims in his court, crea�ng a sense of shared power.
• His use of cultural integra�on, efficient governance, and economic stability helped unify the empire.
• These strategies made his empire more stable, inclusive, and longer-las�ng compared to earlier
dynas�es.

LET’S EXPLORE (Page 41)

Q: Compare the maps in Figs. 2.3, 2.12, and 2.16. What differences do you no�ce? What is the ‘reshaping’
that has occurred? One Point Learning

Answer:
1. Map in Fig. 2.3 – Delhi Sultanate and Regional Powers (13th–15th century)
• Shows the Tughlaq Empire at its peak (1335), Lodi Dynasty (1479), and Hoysala and Eastern Ganga
kingdoms.
• Dominance of Delhi-based rulers and fragmented regional kingdoms in the south and east.
• Limited territorial control in the south.

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 Chapter 2
Social Science Class 8 : Solu�ons

2. Map in Fig. 2.12 – Vijayanagara Empire and Bahmani Sultanate (15th–16th century)
• Major power shi� to southern India with the rise of the Vijayanagara Empire and Bahmani Sultanate.
• The Vijayanagara Empire (especially under Krishnadevaraya) covers a vast region.
• Highlights growing poli�cal independence of the Deccan and south Indian kingdoms.

3. Map in Fig. 2.16 – Mughal Empire and Regional Powers (16th–18th century)
• Shows the massive expansion of the Mughal Empire under Akbar (1605) and Aurangzeb (1700).
• Regional kingdoms like Mewar, Rajputs, Ahoms, and Sikhs s�ll exist but under pressure.
• Pan-Indian unifica�on begins under Mughal dominance.

Key Differences and ‘Reshaping’:

• The maps reflect changing centres of power — from Delhi Sultanate (north) → to Deccan kingdoms →
to a pan-Indian Mughal empire.
• There is a shi� from fragmented rule to empire-building and centralisa�on.
• Over �me, regional iden��es (like the Rajputs, Ahoms, Sikhs, Vijayanagara) emerge more clearly, even
under larger empires.
• The poli�cal boundaries keep changing due to invasions, rebellions, and conquests — showing the
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constant reshaping of India’s map.

THINK ABOUT IT (Page 43)

Q: We saw above that Delhi Sultans’ average reign lasted about nine years. This figure becomes 27 years
for Mughal emperors up to Aurangzeb, and 16 years for all Mughal rulers �ll the 19th century. What do you
make of these numbers of years of reign?
Answer:
The Delhi Sultans had a short average reign of 9 years, showing that:
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• There was poli�cal instability, frequent power struggles, and succession conflicts.
• Many sultans were overthrown or assassinated, and dynas�es changed rapidly.

The Mughal emperors (up to Aurangzeb) had a much longer average reign of 27 years, indica�ng:
• Greater stability, stronger administra�on, and clear succession prac�ces.
• Powerful emperors like Akbar, Jahangir, Shah Jahan, and Aurangzeb ruled for decades and expanded the
empire.

The average drops to 16 years if all Mughal rulers �ll the end of the empire (19th century) are included,
showing:
• Decline in power a�er Aurangzeb.
• Increasing Bri�sh interference, internal revolts, and weakening central control.

Conclusion:
• The length of reign reflects the strength and stability of the dynasty.
• Longer reigns o�en lead to stronger ins�tu�ons, reforms, and cultural achievements.
• Shorter reigns show poli�cal chaos, frequent wars, and weak succession planning.

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 Chapter 2
Social Science Class 8 : Solu�ons

LET’S EXPLORE (Page 45)

Q: In his last le�ers, Aurangzeb wrote: “I came alone and am going away alone… I have not done well for
the country and the people…” What do these words tell us about Aurangzeb? How do you feel about
them?
Answer:
• These words show a deep sense of regret and self-reflec�on in Aurangzeb’s final days.
• He appears to be disillusioned and emo�onally troubled about the choices he made as a ruler.
• Aurangzeb acknowledges that he failed the country and its people, which suggests a loss of confidence in
his own legacy.
• His phrase “I was helpless” reflects a feeling of isola�on, guilt, and inability to control the outcomes of his
long reign.
• Despite his powerful rule and military success, he ends with a sense of emp�ness and uncertainty.
Personal Reflec�ons:
• His words evoke sympathy, as they show the human side of a powerful emperor facing the truth of his
ac�ons.
• It also makes us think about the burden of power, and how even great rulers can feel lonely, regre�ul, and
unfulfilled.
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• His confession teaches us the importance of compassionate leadership and listening to the needs of the
people.

LET’S EXPLORE (Page 48)

Q: How did the paik system affect the daily lives of people in the Ahom kingdom, both in terms of
challenges and benefits? How did it help the king manage both the army and the economy?
Answer:
Benefits of the Paik System:
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• Every male in the kingdom (usually aged 15–50) was registered as a paik (worker/soldier).
• Helped the king build a large, ready-to-serve army without maintaining a full-�me standing force.
• Each paik served in rota�on, allowing the king to have con�nuous manpower for military and civil work.
• When not on duty, paiks could focus on agriculture or trade, contribu�ng to the local economy.
• The system ensured that the kingdom had both defence and development covered simultaneously.

Challenges of the Paik System:

• Frequent service disrupted the personal and family life of paiks.
• During wars or construc�on projects, many paiks were called away for long periods, affec�ng farming.
• Paiks could be used for heavy labour, such as building roads, bridges, and forts, which was physically
demanding.
• Poorer paiks o�en struggled to manage their households while fulfilling their du�es.

Impact on the Army and Economy:

• Created a rota�onal military force, reducing the cost of maintaining a full-�me army.
• Supported public works like irriga�on, roads, and building projects, strengthening the economy.
• Made the Ahom kingdom more self-reliant and efficiently managed.

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 Chapter 2
Social Science Class 8 : Solu�ons

LET’S EXPLORE (Page 49)

Q: How did the Ahoms use the rivers, hills, and forests of Assam to their advantage? Can you think of ways
in which the geography helped them build defences and fight wars?
Answer:
Use of Geography by the Ahoms:
• Rivers (like the Brahmaputra) were used for transport, communica�on, and moving soldiers quickly.
• The hilly terrain made it difficult for enemies to launch large-scale invasions or move heavy armies.
• Dense forests were used to set up ambushes and guerrilla warfare tac�cs against invaders.
• They built forts and stockades (like mud embankments) in strategic loca�ons, o�en near riverbanks or
hilltops.
• The floodplains of Assam helped them grow enough food to support the army and popula�on.
Defensive and Strategic Advantages:
• Narrow river routes and forest paths confused and slowed down enemy forces.
• Local knowledge of terrain gave Ahom soldiers a home-ground advantage.
• Geography allowed them to use hit-and-run tac�cs, avoiding large, direct ba�les.
• The environment acted as a natural barrier, protec�ng the kingdom from large-scale invasions.
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THINK ABOUT IT (Page 52)

Q1: Why do you think Guru Tegh Bahadur endured torture rather than convert? Why did he think his
sacrifice would make a difference?
Answer:
• Guru Tegh Bahadur believed in the right to religious freedom, not only for Sikhs but for all communi�es,
including Hindus.
• He refused to convert because he stood for the principle of faith and dignity, even under threat.
• He knew that giving in would mean surrendering spiritual and moral strength.
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• His sacrifice became a powerful message of courage and stood against forced conversions and tyranny.
• It inspired people to resist oppression peacefully and fearlessly.
Q2: What values did the Sikh Gurus and the Khalsa embody?
Answer:
• Courage and sacrifice – Standing up for truth even in the face of death.
• Equality – Rejec�ng caste, class, and gender discrimina�on.
• Jus�ce – Defending the rights of the weak and voiceless.
• Discipline and service (seva) – Serving others selflessly.
• Spiritual strength combined with ac�on – Being saint-soldiers.
• Unity and moral integrity – Living with honesty and commitment to dharma (duty).
Q3: How are these values relevant in today’s world?
Answer:
• They remind us to stand up for what is right, even when it is difficult.
• Promote tolerance, religious harmony, and freedom of belief in diverse socie�es.
• Encourage service to humanity through acts of kindness and community work.
• Help build a society based on equality, jus�ce, and compassion.
• Inspire youth to become responsible, brave, and morally strong ci�zens.

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 Chapter 2
Social Science Class 8 : Solu�ons

Ques�ons and ac�vi�es.

Q1: Compare the poli�cal strategies of the Delhi Sultanate and the Mughals. What similari�es and
differences existed between them?
Answer:
Similari�es:
• Both used military conquests to expand their territories.
• Maintained a centralised administra�on.
• Collected land revenue and had nobility or governors (iqtadars/mansabdars).

Differences:
• Delhi Sultans relied more on military control, while Mughals like Akbar also used diplomacy and alliances.
• Mughals promoted religious tolerance (e.g., Akbar's Sulh-i-Kul), while the Sultanate was more orthodox.
• Mughal rule was more culturally inclusive and long-las�ng, with stronger bureaucra�c structures.

Q2: Why did kingdoms like the Vijayanagara Empire and the Ahom Kingdom manage to resist conquest for
a longer �me compared to others?
Answer:
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• Geography: Both had natural defences — Vijayanagara was surrounded by hills and rivers, Ahom by
forests and rivers.
• Military strength: Both had well-trained armies and used guerrilla tac�cs (especially the Ahoms).
• Social unity: Strong local support and administra�ve systems (e.g., Paik system in Ahom kingdom).
• Efficient governance: Encouraged trade, agriculture, and temple-based economies for stability.

Q3: Imagine you are a scholar in the court of Akbar or Krishnadevaraya. Write a le�er to a friend describing
the poli�cs, trade, culture, and society you are witnessing.
Answer: Akbar’s court scholar One Point Learning
Dear Friend,

Gree�ngs from the magnificent court of Emperor Akbar!

Here, poli�cs is both powerful and wise. The emperor listens to all—Hindus, Muslims, Jains—and has built
the Ibadat Khana for debates. Trade is flourishing through ci�es like Agra and Surat. Culture is vibrant—ar�sts
paint, poets recite, and musicians play ragas every evening. The society is changing: people from many
backgrounds live and work together. I feel truly inspired to witness such a grand era of tolerance and
crea�vity.

Yours sincerely,
Rahim Das

Q4: How come Akbar, a ruthless conqueror in his young days, grew tolerant and benevolent a�er some
years? What could have led to such a change?
Answer:

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 Chapter 2
Social Science Class 8 : Solu�ons

• Exposure to different cultures and faiths within his empire.

• Influence of scholars and wise counsellors like Birbal and Abul Fazl.
• His desire to unify a diverse empire peacefully.
• Realised that tolerance gained loyalty more effec�vely than fear.
• Introduced Sulh-i-Kul to promote peaceful coexistence of all religions.

Q5: What might have happened if the Vijayanagara Empire had won the Ba�le of Talikota?
Answer:
• The Vijayanagara Empire would have remained the dominant power in South India for longer.
• Hindu temple architecture and cultural centres may have flourished further.
• Trade and interna�onal connec�ons via ports like Hampi and Goa might have grown rapidly.
• The spread of Deccan Sultanates could have been delayed or reversed.
• It could have delayed Mughal influence in the south and preserved regional languages and tradi�ons
more prominently.

Q6: Many values promoted by early Sikhism, including equality, seva, and jus�ce, remain relevant today.
Select one of these values and discuss how it remains relevant in contemporary society.
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Answer: Seva – selfless service

• Seva is s�ll prac�ced in Gurudwaras through langar (community kitchen), serving food to people of all
backgrounds.
• In today’s world, seva inspires people to volunteer for disaster relief, health camps, and educa�on
ini�a�ves.
• It encourages community bonding, humility, and compassion in a society o�en divided by class and
status.
• Promotes the idea of serving humanity without expec�ng rewards — a �meless value.
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Q7: Imagine you are a trader in a port city (Surat, Calicut or Hooghly). Describe the scenes you see as
regards goods, people you trade with, movement of ships, etc.
Answer: As a trader in Surat
The port of Surat is always alive with movement. Ships from Arabia, Persia, and East Africa arrive with spices,
horses, and perfumes. I trade in co�on, indigo, and silk, sending them to distant lands. The bazaar is filled
with voices in many languages—Gujara�, Arabic, Farsi, and Portuguese. Merchants haggle, workers unload
crates, and tax collectors watch. The smell of spices mixes with the sea breeze. It's a city of commerce,
culture, and connec�on.

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