Table Of ContentMedieval
India
Medieval
India
about the cover
1. Mount Abu, Vlmala Vasahi, Sabha Mandap ceiling.
A.D. 1031. Solankiperlod
2. Fatehpur Sikri. Dlwan-l-Khas
3. Surya. Sun Temple. Konarak. Orissa
4. The Golden Temple
Medieval
India
A Textbook for Class XI
MEENAKSHI JAIN
mvrllfUT qR""
~I<?I" ~ ~UA aIR
NATIONAL COUNCil OF EDUCATIONAL RESEARCH ANO TRAINING
First Edition ISBN 81·7450-171·1
NOI'I!ml1rr 200'2
Ku,.,ika 1924
1'0 7ST SU
<0 NntiOllal COl/lleil of Educmiollal Research lind Trail/iI/g. ZOO?
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FOREWORD
The Higher Secondary stage in education is cruciaJ in many ways. At
this stage, children are better placed to exercise a choice of courses keeping
in view their interests, attitude, aptitude and capabilities. They may
choose either a specialised academic course or job oriented vocational
courses. This is the stage of maximum challenge. Students themselves
are passing through an age-specific critical phase of their lives - transition
from adolescence to youth.
The National Curriculum Framework for School Education - 2000
(NCF'SE - 2000) developed by the National Council of Educational
Research and Training takes all these factors into account. After nation
wide consultations, the NCERT decided to prepare new textbooks in each
area. It became essential in view of the pace of change particularly in the
last decade of Ute twentieth century. These changes have created visible
impacts in every field of human endeavour and activity. The NCERT
continuously attempts to perceive the learning needs oCthe future citizens
who would be contributing professionally in their careers.
The preparation, and teaching and learning of the new textbooks in
history are an essential part of it. The new techniques and technologies,
new excavations and explorations have resulted in fresh interpretations
of several situations in history which is one oCthe major electives of study
at the Higher Secondary stage. As per the recommendations of the 1988
curriculum framework of NCERT, history as a separate subject is to be
introduced only at the Higher SecondBll)' stage. Before this stage it is
studied as an integral part of social sciences. This fact initiated the
development of a fresh set of history textbooks for Higher Secondary
classes. Globally, writing of history textbooks invariably attracts
considerable attention for various reasons. The new NCERT textbooks in
history have been prepared adhering strictly to the parameter of giving
an objective account of historical events. The latest researches and
interpretations in the field have been incorporated.
The NCERT is grateful to Professor Makkhan Lal, an internationally
known historian and archaeologist for preparing the present volume. We
are also grateful to all those who have helped him in the preparation and
production of the book.
The NCERT welcomes suggestions from professional educationists
as well as from parents and students which would help to improve the
book.
J .S. RAJPUT
Director
New Delhi National Council of Educational
October 2002 Research and Training
\
~i
FOREWORD
The Higher Secondary stage in education is crucial in many ways. At
this stage, children are better placed to exercise a choice of courses keeping
in view their interests, attitude, aptitude and capabilities. They may
choose either a specialised academic course or job oriented vocational
courses. This is the stage of maximum challenge. Students themselves
are passing through an age-specific critical phase of their lives - transition
from adolescence to youth.
The National Curriculum Framework for School Edu.cation - 2000
(NCFSE - 2000) developed by the National Council of Educational
Research and Training takes all these factors into account. After nation
wide consultations, the NCERT decided to prepare new textbooks in each
area. It became essential in view of the pace of change particularly in the
last decade of the twentieth century. These changes have created visible
impacts in every field of human endeavour and activity. The NCERT
continuously attempts to perceive the learning needs of the future citizens
who would be contributing professionally in their careers.
The preparation, and teaching and learning of the new textbooks in
history are an essential part of it. The new techniques and technologies,
new excavations and explorations have resulted in u-esh interpretations
of several situations in history which is one of the major electives of study
at the Higher Secondary stage. As per the recommendations of the 1988
curriculum framework of NCERT, history as a separate subject is to be
introduced only at the Higher Secondary stage. Before this stage it is
studied as an integral part of social sciences. This fact initiated the
development of a fresh set of history textbooks for Higher Secondary
classes. Globally. writing of history textbooks invariably attracts
considerable attention for various reasons, The new NCERT textbooks in
history have been prepared adhering strictly to the parameter of giving
an objective account of historical events. The latest researches and
interpretations in the field have been incorporated.
The NCERT is grateful to Professor Makkhan Lal, an internationally
known historian and archaeologist for preparing the present volume. We
are also grateful to all those who have helped him in the preparation and
production of the book.
The NCERT welcomes suggestions from professional educationists
as well as from parents and students which would help to improve the
book.
J.S. RA..JPUT
Director
New Delhi National Council of Educational
October 2002 Research and Training
\
vi
