Turning Tides: 11th and 12th Centuries Class 7 Questions and Answers SST Part 2 Chapter 4

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Turning Tides: 11th and 12th Centuries Questions and Answers Class 7 SST Part 2 Chapter 4

Turning Tides: 11th and 12th Centuries Class 7 Question Answer

The Big Questions? (Page 97)

Question 1.
Why are the 11th and 12th centuries seen as a period of transition in Indian history?
Answer:
The 11th and 12th centuries seen as a period of transition in Indian history because of the following reasons-

• Invasions by Turkic powers penetrated deeper into north India.
• Many Indian rulers flourished in this time period.
• Indian rulers battling the invaders, conducting naval expeditions.
• Monuments were created, it projected India’s influence abroad.
• Many poets, philosophers, saints and scientists belong to this period, their work continue to illuminate as even today.

Question 2.
Which new powers emerged during this period? What were the essential features of their economic, military and administrative systems?
Answer:
Cholas, Chalukyas, Chauhans, Solankis, Turkish rulers emerged during this time period.
(i) Economic Features

• It was based on agriculture.
• Collection of land revenue and tributes from vassals.
• Growth of internal and overseas trade, especially with China and Southeast Asia.

(ii) Military Features

• Maintenance of large standing armies.
• Strong naval power, use of horses, elephants in warfare and transport.
• Turkish rulers relied heavily on cavalry and archers.

(iii) Administrative Features

• Under Muhammad Ghuri, a centralised administration developed.
• Need for efficient administration to support armies and warfare.
• Administrative systems laid the foundation of the Delhi Sultanate.

Question 3.
What high accomplishments in art, architecture, literature, science, etc., do we come across during this period?
Answer:
During this period, India saw great achievements in art, architecture, literature, and science. Magnificent temples like Kandariya Mahādeva at Khajuraho and Brihadīśhvara at Thanjavur were built. Scholars such as Bhoja and Someśhvara III produced important works, including Mānasollāsa, an encyclopaedia on royal life. Trade with China and Southeast Asia flourished, agriculture remained the economic base, and thinkers like Bhāskarāchārya advanced science. Literature in Sanskrit, Kannada, and Telugu also thrived, reflecting a rich cultural and intellectual era.

 Let’s Explore (Page 103)

Question 1.
In later centuries, the Somnatha temple was rebuilt and destroyed again several times; the existing temple was built in 1950 and inaugurated the next year by the then President of India, Rajendra Prasad. Why do you think it was decided to fund the construction entirely from public donations?
Answer:
It was decided to fund the construction from public donation to create a sense of unity, ownership and shared responsibility. It reflected the idea that temples belong to entire nation and society, not to any one group. It ensures that the temple was built with people’s participation and support, making it a symbol of collective faith.

 Let’s Explore (Page 121)

Question 1.
In Kalyani, Basavanna established an anubhava mandapa (literally, ‘pavilion of experience’), where men and women from every social, economic, religious or linguistic background, including saints and philosophers, could assemble to discuss all aspects of life, including moral values and religion.
(1) Why, in your opinion, did Basava want people from all backgrounds to come together and exchange ideas?
(2) If something like an anubhava mandapa existed today, what important topics do you think people ought to discuss there?
(3) What lessons can we draw from the anubhava mandapa spirit to create a just and civil society today?

Answer:
1. Basava wanted people from all backgrounds to come together and exchange ideas to

• Break social barriers like caste, gender, class.
• Promote equality and social harmony.
• Encourage free discussion and rational thinking.

2. ‘Anubhava Mandapa’ exist today also. People ought to discuss the following topics-

• Social equality, justice.
• Education and moral values.
• Environment protection and many more.

3. We can draw the following lessons-

• Respect everyone’s voice and opinion.
• Reject discrimination and superstition.
• Encourage compassion and mutual respect.
• Motivate for open dialogue, debate and discussion.

Turning Tides: 11th and 12th Centuries Class 7 Solutions

Question 1.
Why is the period under consideration in this chapter regarded as a major transition in Indian history? Give two examples each of change and continuity from this period.
Answer:
The 11th and 12th centuries were a timc of major transition in India because new powers from Central Asia, like the Ghurids, began establishing control over parts of the north, marking the start of foreign influence in the region. Two examples of changes during this period were-

• the beginning of Muslim rule in Delhi and
• the destruction of important centres of learning such as Nalanda.

Two examples of continuity-

• In Indian society, with culture, literature, and scientific knowledge continuing to flourish, as seen in the works of scholars like Bhaskaracharya, and
• Trade, both within India and with regions like China and Southeast Asia, remained strong.

Question 2.
Observe Fig. 3.27 in the previous chapter (See textbook page no. 94) and draw a similar ‘star of dynasties’ gathering all or most of the dynasties that appear in this chapter.
Answer:

Question 3.
Taking a map of the Subcontinent, draw a geographical tour that covers all or most dynasties in this chapter (you may draw inspiration from some of the ‘travels’ the chapter’s narration follows).
Answer:
To make a geographical tour of the dynasties from this chapter, imagine tracing a route across the Subcontinent :

• Start in Afghanistan with the Ghaznavids and Muhammad Ghuri.
• Move into Punjab and Delhi, where the Chahamanas (Chauhans) ruled.
• Travel east to Bihar and Bengal, home of the Senas and later Bakhtiyar Khilji’s conquest.
• Head south to Odisha, where the Eastern Gangas built temples at Puri and Konark.
• Continue into Karnataka, ruled by the Hoysalas and Western Chalukyas.
• Then to Tamil Nadu, where the Cholas rose to power with capitals at Thanjavur and Gangaikon dacholapuram.
• Finally, visit Madhya Pradesh, the land of the Paramaras under King Bhoja.

Question 4.
With the help of a map of India and Southeast Asia, can you calculate the approximate distance that Rajendra I’s fleet of ships had to navigate to reach their objective?
Answer:
Rajendra Chola I sent his naval expedition from Tamil Nadu. The fleet crossed the Bay of Bengal to reach southeast Asia (Srivijaya region). The approx. sea distance covered was about 1500 to 2000 kilometres. It shows strong naval powers and maritime skills of the Cholas.

Question 5.
Match these two pairs:

(a) Eastern Gangas	(i) Belur
(b) Chandellas	(ii) Brihadishvara temple
(c) Paramaras	(iii) Konark Sun temple
(d) Hoysalas	(iv) Kandariya Mahadeva temple
(e) Cholas	(v) Bhojeshwar temple

Answer:

(a) Eastern Gangas	(iii) Konark Sun temple
(b) Chandellas	(iv) Kandariya Mahadeva temple
(c) Paramaras	(v) Bhojeshwar temple
(d) Hoysalas	(i) Belur
(e) Cholas	(ii) Brihadishvara temple

Question 6.
Working in groups, compare the dynasties in this chapter and in the preceding one; create a table to list the dynasties present in both, those that disappear from the preceding period, and those that appear in this chapter’s period.
Answer:

Dynasties in Both Chapters	Dynasties Disappearing (Earlier Period Only)	Dynasties Appearing (This Chapter)
Chalukyas (Western Eastern). Rastrakutuas, Chandellas	Pratiharas, Palas, GurjaraPratiharas, Harșha’s kingdom (earlier north India powers)	Cholas, Hoysalas, Kakatīyas, Paramaras, Chahamanas (Chauhans), Ghaznavids & Ghurids, Eastern Gangas

Question 7.
Using the chapter and any additional reading, prepare a short note explaining
1. why centres of learning like Nalanda were important
2. how their destruction may have affected education and culture in India.
Answer:
1. Importance of centres of learning like Nalanda-Nalanda was a famous centre of learning in ancient India. Students came from different parts of India and abroad to study there. Many subjects such as Buddhism, philosophy, medicine, mathematics and astronomy were taught here.
2. Destruction of centres like Nalanda led to the loss of valuable manuscripts and knowledge. It caused decline in learning and research activities in India.

Question 8.
Why do you think Mahmud of Ghazni carry out repeated raids from Afghanistan into India, while Muhammad Ghuri sought territorial expansion into India and long-term control? Write a short note on how their motives shaped the outcomes of their campaigns.
Answer:
Mahmud of Ghazni sought wealth through repeated raids while Muhammad Ghuri aimed for territorial expansion and long-term rule. Ghazni conducted around seventeen raids into India, targeting rich temples and cities. The outcome of his campaigns was the accumulation of wealth and weakening the Indian kingdoms. Muhammad Ghuri’s main objective was territorial expansion, the spread of Islam. The outcome of his compaigns was the foundation of the Delhi Sultanate after his death.