Table Of ContentMedieval
India
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2. Mount Abu, Vimala Vasahi, Sabha Mandap ceiling,
A.D. 1031, Solanki period
2. Fatehpur Sikri, Diwan--Khas
3. Surya. Sun Temple, Konarak, Orissa ‘
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4. The Golden Temple
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Medieval
India
A Textbook for Class XI
MEENAKsHI JAIN
xrefia efarer sre site wfsarer
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
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First Edition
November 2002
ISBN 81-7450-171-1
Kartika 1924
First Reprint Edition
March 2003
Chaitra 1924
PD 50T RS
National Council of Educational Research and Training, 2002
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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, from general inquisitiveness to scientific enquiry.
The National Curriculum Framework for School Education - 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 fresh 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
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history have been prepared adhering strictly to the principle of, giving an
objective account of historical events. The latest researches and
interpretations in the field have been incorporated.
The NCERT is grateful to Dr. Meenakshi Jain of Delhi University and
Fellow, Nehru Memorial Museum and Library, for preparing the preseit
volume. We are also grateful to all those who have helped her in the
Preparation, finalisation 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.
JS. Rasput
Director
New Delhi
National Council of Educational
October 2002
Research and Training
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PREFAC
The modern era has often been described as the age of information. Indeed,
- itis the steady and continuous expansion of knowledge that imparts this
epoch its extraordinary dynamism and vitality. The realm of history has
not remained isolated from these general currents. It, too, has witnessed
an amazing extension of frontiers, as new methods and techniques of
analysis have enriched and deepened our comprehension of the past.
Academics of varying specialisations and orientations have contributed
to the ever-growing corpus of historical writing. However, unlike
developments in the field of science and technology, with which the
students are generally abreast, research in the discipline of history remains
largely beyond their gaze. Students need to be familiarised with the
complex task of reconstructing the past that historians are engaged in,
as knowledge of the past is necessary to build a better future. Care,
however, has to be taken to ensure that while the story is presented in its
complexity, it is sufficiently concise so as not to place too great a burden
on students who have to study several other subjects at the same time. It
is hoped that this work goes some way in meeting these requirements.
The medieval period of Indian history covered in this book was a time
of extraordinary developments. It opens with the rise of numerous state
formations in the old and newly populated areas of the sub-continent,
and witnesses an efflorescence in the literary, spiritual, and artistic realms.
The momentous political advent of Islam in the sub-continent also occurs
in this era, culminating in the establishment of the first Islamic state in
India, namely, the Delhi Sultanate. The ensuing Mughal Empire dominates
the historical discourse on this age. The present work examines the
political, economic, social and cultural trends of this epoch, and attempts
to familiarise students with its main currents.
This book is based entirely on the research of historians in India and
abroad, as also contemporary chronicles of the period. A list of the principal
works on which it has depended heavily is appended at the end of
the text
— Meenakshi Jain
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THE
HOP
Gyaneshwar Khurana M.M.Dubey
Professor and Head Principal (Retd)
Department of History Malharashram
Kurukshetra University Higher Secondary School
Kurukshetra,Haryana
Indore
K.S. Lal
Jagdish Bharatiya
_ Professor and Head (Retd.)
PGT in History (Retd.)
Department of History
Commercial Higher
Central University
Secondary School
Hyderabad, A.P.
Darya Ganj
Delhi
V.S. Bhatnagar
Professor (Retd.)
Veena Vyas
Department of History
PGT in History
Rajasthan University
D.M. School
Jaipur, Rajasthan
Regional Institute of Education
Meenakshi Jain Bhopal (M.P.)
Reader in History
Gargi College
Anita Devraj
University of Delhi and
Principal
Fellow, Nehru Memorial
D.A.V. School
Museum and Library
Bahadurgarh
New Delhi
Haryana
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Foreworp
PREFACE
UCTIC
India after Harsha: An Overview-Rise of
Kingdoms-Other Developments-Cultural and
Religious Trends-Art and Literature-Material
Prosperity
‘Transition fom the Ancient to the Medieval Period—
Sources of Study-Growth of Higtorlograr a
Colonial Trends-Modern Developments
Gurjara Pratiharas-ThePalas-The Rashtraleutas-)))°
Nature of Polity
1 Wortp oF Isia
The Land and the People-Muhammad-The N
Community-Islam after Muhammad-Aral
Expansion-The Frontier States of al-Hind-Sind-
Kabul, Zabul-Rise of Ghaznavids-Mahmud"
Ghazni-The Ghurids-Causes of Turkish Success |
HE InpIAN Kincpoms
Kingdoms of North India-The Chandellas of ©
Jejakabhukti or Bundelkhand-The Paramaras of
Malwa-The Chahamanas or Chauhans of,.
Sakambhari-The Kalachuris of Tripuri-The
Chalukyas of Gujarat-Kashmir
NortH-Eastern ann Eastern States
Assam-Bengal-Orissa, Kalinga
Tre DECCAN AND THE SouTH j=
Chalukyas of Kalyani-The Eastern Chalukyas>-
‘The Yadavas of Devagiri-The Kakatiyas-Dynasties
of South India -The Chola Empire-Hoysalas-The
Later Pandyas-Overview
Founpinc of THe Deusi SuLranare
The Mamluks -The Shamsi Dynasties-Raziya
and Other Successors-Ghiyasuddin Balban-—
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