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CHILDREN’S BILL OF RIGHTS

A child is every person under the age of 18 years. Parents have the primary
responsibility for the upbringing and development of the child. The State shall respect
and ensure the rights of the child.

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• I have the Right to express my views freely, which should be taken seriously, and
everyone has the Responsibility to listen to others. [Article-12,13]

• I have the Right to good health care and everyone has the Responsibility to help
others get basic health care and safe water. [Article- 24]

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• I have to Right to good education, and everyone has the Responsibility to encourage
all children to go to school [Article- 28,29,23]

• I have the Right to be loved and protected from harm and abuse, and everyone has

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the Responsibility to love and care for others. [Article-19]

• I have the Right to be included whatever my abilities, and everyone has the
Responsibility to respect others for their differences. [Article- 23]

• I have the Right to be proud of my heritage and beliefs, and everyone has the
Responsibility to respect the culture and belief of others. [Article- 29,30]

• I have the Right to safe and comfortable home and everyone has the Responsibility

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to make sure all children have homes. [Article- 27]

• I have the Right to make mistakes, and everyone has the Responsibility to accept
we can learn from our mistakes. [Article- 28]

• I have the Right to be well fed and everyone has the Responsibility to prevent
people starving. [Article- 24]

• I have the Right to a clean environment, and everyone has the Responsibility not to
pollute it. [Article- 29]
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• I have the Right to live without violence (verbal, physical, emotional), and everyone
has the Responsibility not to be violent to others. [Article- 28, 37]

• I have the Right to be protected from economic exploitation, and everyone has the
Responsibility to ensure that no child is forced to work and is given a free and
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secure environment. [Article- 32, 34]

These rights and responsibilities are enshrined in the United Nations Convention on the
Rights of the Child, 1989. It contains all the rights which children and young people have all
over the world. The Government of India signed this document in 1992.
% 5
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 SOCIAL STUDIES
5 Class VII (PART-2)
Editors
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Sri C.N. Subramanyam, Prof. G. Omkarnath, Dept. of Economics,
Eklavya, Bhopal, M.P. University of Hyderabad. Hyderabad.
Prof. I. Laxmi, Dept.of History, Prof. S. Padmaja, Dept.of Geography,

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Osmania University, Hyderabad. Osmania University, Hyderabad.

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Prof. M.Kodandaram, Dept. of Political Prof. A. Satyanarayana (Retd.), Dept. of
Science, P.G. College, Sec’bad, Hyd. History, Osmania University, Hyderabad.
Prof. K. Vijaya Babu, Dept. of History, Dr. K.K. Kailash, Dept. of Political Science,

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Kakatiya University, Warangal. HCU, Hyderabad.
Dr. M.V. Srinivasan, Asst. Prof. AN Sri Aravind Sardana, Director,
DESSH, NCERT, New Delhi. Eklavya, Bhopal, M.P.
Dr. M.V.S.V. Prasad, Asst. Prof. Dr. K. Narayana Reddy,
DESSH, NCERT, New Delhi. Asst.Prof. Dept.of Geography, O.U., Hyd.
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Dr. C. Dayakar Reddy, Asst. Prof. Sri Rammurthy Sharma,

University College for Women, Koti, Hyd. Dept. of Education, Govt. of Punjab.
Sri K. Suresh, Sri Alex. M.George,
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Manchi Pustakam, Hyderabad. Eklavya, Bhopal, M.P.

Textbook Development Committee
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Smt. B. Seshu Kumari,

Kumari, Director, Sri B. Sudhakar, Director,
SCERT, Telangana, Govt. Textbook Printing Press,
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Hyderabad. Telangana, Hyderabad.

Dr. N. Upender Reddy,
Professor & Head C&T Dept.,
SCERT, Telangana, Hyderabad.
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QR CODE TEAM

% Published by Government of Telangana, Hyderabad.

Respect the Law Grow by Education
5
Get the Rights Behave Humbly
(i) Free Distribution by Govt. of Telangana 2022-23
 © Government of Telangana, Hyderabad.

First Published 2013

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New Impressions 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022

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All rights reserved.

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No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by
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any means without the prior permission in writing of the
publisher, nor be otherwise circulated in any form of
binding or cover other than that in which it is published
and without a similar condition including this condition
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being imposed on the subsequent purchaser.

The copyright holder of this book is the Director
of School Education, Hyderabad, Telangana.
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We have used some photographs which are under

creative common licence. They are acknowledged
at later (page vii).
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This Book has been printed on 70 G.S.M. Maplitho,

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Title Page 200 G.S.M. White Art Card

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Free Distribution by Government of Telangana 2022-23

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.

Free Distribution by Govt. of Telangana 2022-23

 SOCIAL STUDIES

5 Class VII
Writers
Sri K. Laxminarayana, Lecturer, DIET, Angalur, Krishna Dist.
%
Sri M. Narasimha Reddy, GHM, ZPHS Peddajangampally, Y.S.R.Kadapa.
Sri K. Subramanyam, Lecturer, DIET, Kurnool.
Sri M. Papaiah, Lecturer, SCERT, Telangana, Hyderabad.

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Dr. B.V.N. Swamy, S.A., GHS Huzurabad, Karimnagar.

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Sri P. Srinivasulu, S.A., ZPHS Bandaposanipally, Medak.
Sri Ayachithula Laxman Rao, S.A., GHS Dhangarwadi, Karimnagar.
Smt S. Suvarna Devi, Lecturer, Govt. Degree College, Narsapur, Medak.
Dr. Racharla Ganapathi, S.A., ZPHS Ladella, Warangal.

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Sri Korivi Srinivasa Rao, S.A., MPUPS, P.R.Pally, Tekkali, Srikakulam.
Sri Ch. Radha Krishna, S.A., ZPHS Venkatapuram, Srikakulam.
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Sri T. Rama Krishna, S.A., ZPHS Deva Penugonda, West Godavari.
Sri K. Kumara Swamy, S.A., ZPHS Dowdepally, Adilabad.
Smt B. Sarala, S.A., ZPGHS Indukurupet, Nellore.
Sri P.V. Krishna Rao, LFL HM, P.S. Mohalla No. 16, Yellandu, Khammam
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Sri A.R. Ramesh Rao, S.A., ZPHS Roddam, Anantapur.

Sri Gaddmeedi Rathanga Pani Reddy, SA, ZPHS Janampet, Moosapet, Mahabubnagar.
Sri Vanguri Gangi Reddy, SA, ZPHS Kondurg, Mahabubnagar.
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Dr. Chakinala Srinivas, GHM, GHS Durgammagadda, Karimnagar.

Sri U. Anandkumar, S.A, Z.P.H.S, Sujatha Nagar, Khammam.
Sri NC Jagannath, GHS Kulsumpura, Hyderabad.
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Smt. Hemakhatri, IGNIS, Hyd. (Proof reading)

Coordinators
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Prof. J. Raghavulu,
Raghavulu, SCERT, Telangana, Hyderabad.
Sri M. Papaiah,
Papaiah, Lecturer, SCERT, Telangana, Hyderabad.
Sri S.Vinayak,
S.Vinayak, Coordinator , C&T Dept. SCERT, Telangana, Hyderabad.
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Dr. Racharla Ganapathi, S.A., ZPHS Ladella, Warangal.

Sri Ayachithula Laxman Rao, S.A., GHS Dhangarwadi, Karimnagar.
Sri P. Srinivasulu, S.A., ZPHS Bandaposanipally, Medak.

Illustrators
Sri Kurella Srinivas, S.A., ZPHS, Pochampally, Nalgonda.
Sri B. Kishore Kumar, SGT, MP UPS, Alwala, Anumula, Nalgonda.
Sri P. Anjaneyulu, Geomapper, CESS-DCS, Hyderabad
DTP & Design
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Kishan Thatoju, Computer Operator, C&T Dept., SCERT, Telangana, Hyderabad.
Kannaiah Dara, Computer Operator, C&T Dept., SCERT, Telangana, Hyderabad.
5
Smt. K. Pavani, Graphic Designer, Hyderabad.
(iii) Free Distribution by Govt. of Telangana 2022-23
 Energized Text Books facilitate the students in understanding the concepts clearly, accurately and effectively.
Content in the QR Codes can be read with the help of any smart phone or can as well be presented on the Screen
with LCD projector/K-Yan projector. The content in the QR Codes is mostly in the form of videos, animations and
slides, and is an additional information to what is already there in the text books.
This additional content will help the students understand the concepts clearly and will also help the
teachers in making their interaction with the students more meaningful. At the end of each chapter, questions
are provided in a separate QR Code which can assess the level of learning outcomes achieved by the students.
We expect the students and the teachers to use the content available in the QR Codes optimally and make their

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class room interaction more enjoyable and educative.

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Let us know how to use QR codes
In this textbook, you will see many printed QR (Quick Response) codes, such as
Use your mobile phone or tablet or computer to see interesting
teresting lessons, videos, documents, etc. linked to the QR
code.

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your book
OR
Click on the search icon and type the code printed below the QR code, in the search bar ( )
10. A list of linked topics is displayed
11. Click on any link to view the desired content
B. Use Computer to view content linked to QR code:
1. Go to https://diksha.gov.in/telangana
2. Click on Explore DIKSHA-TELANGANA
3. Enter the code printed below the QR code in the browser search bar ( )
4. A list of linked topics is displayed
5. Click on any link to view the desired content

Free Distribution by Govt. of Telangana 2022-23

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 Letter to students

“As my mother lies down too tired to move after a full day of work in the fields and at home,
I sit beside her and wonder,why is life so difficult for women? If I set out of my home I find so
many different people – people who speak such different languages and follow such different
customs, I wonder who they are and why there are such different kinds of people.
I read newspapers and find out that so many of our farmers who grow our food with such
effort are committing suicide out of desperation. I wonder, what has made them so desperate

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and feel so hopeless. As I walk in the streets of a town, I see such large and beautiful buildings
and roads and temples, mosques and churches. I wonder who built them and at what cost. I also

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see slums in which thousands live in conditions most unfortunate and I wonder, why don’t they
have a good place to live in cities with such beautiful buildings.
My elders too discuss some of these problems and talk of voting and electing the right people

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to rule and I wonder who rules us and how do they rule us? My grandparents tell me tales of
olden days when there were kings and queens and of times when gods and saints walked among
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us people. I wonder if such things were really possible.
I have so many questions that I often wonder if anyone has answers to them at all. Perhaps no
one person knows all the answers and perhaps no one may know the answers to some of the
questions. Perhaps I need to find out myself. How can I find out? Who will help me?”
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Dear Friends,
The questions that are arising in your minds are some of the most important questions
which everyone needs to find some answers. They are not at all easy to answer for most of them
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do not have any one definite answer. In fact many questions will be answered differently by
different people. So perhaps you too will have your own answer after you have studied the
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problem carefully. Social Sciences try to understand the society we live in – by asking questions
and working out methods for answering them. It also seeks to help us to understand why different
people answer the questions differently- for example if you ask anyone, why are there very few
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girls in colleges compared to schools, you will get different answers from different kinds of
people. If you ask why the slums are not cleaned like the colonies of the rich, you will again get
very different answers. Why do people answer these questions differently? Social Sciences try
to understand this problem too.
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Social Sciences do not merely compile different answers to a problem. They try to bring
a rigorous method to study them. They try to understand the problem by seeing how it developed
– and how and why it has changed; they try to see if it is similar all over the earth or it changes in
different parts of the world; and they try to understand the different points of view about it. Have
there been fewer girls in colleges in the past? Is it that all over the world there are fewer girls in
colleges? Why? What prevents girls from attending colleges? What do parents who don’t send
their daughters say? What do parents who send their daughters say? What do the girls say?
What do the teachers say? Social Scientists put together all these before answering the main
question. But no Social Scientist can give you the final or definite answer and it is you who have
to decide which answer you find more convincing and useful for you to act.
– Editors

Free Distribution by Govt. of Telangana 2022-23 (vi)

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(vii) ‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD°Ï 2022-23
 About this book
This book is a part of your Social Science Curriculum or a part of various things you would be
doing to study the society around you. However, remember that it is only one small part of that curriculum.
The Social Science Curriculum requires you to analyse and share in the classroom what you know. It
requires you above all to ask questions – think why things are the way they are. It also requires you and
your friends to go out of the classroom to the market, to the Panchyat or municipality office, to the
village fields, to temples and mosques and museums and find out various things. You will have to meet
and discuss with a number of people, farmers, shopkeepers, officials, priests, and so on.
This book will introduce you to a range of problems and enable you to study them and arrive at

A
your own understanding of them. So, the most important thing about this book is that it does not have
answers. In fact, this book is not really complete. It can only be completed when you and your friends

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and teachers bring their own questions and experiences and discuss everything threadbare in the class.
You may disagree with many things in this book - do not be afraid to say so - only give your reasons.
Your friends may disagree with you, but try to understand why they have a different view. Finally arrive
at your own answers. You may not even be sure of your answer - you may want to find out more before
you make up your mind. In that case list your questions carefully and request your friends, teachers or

G
elders to help you to find out.
This book will help you to study different aspects of our social life - about diversity of land and
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people, about how people get their livelihoods, how people provide for their common needs and manage
them, how all people in our society are not equal and how people try to bring about equality, how people
worship different gods in different ways, and finally how they communicate with each other and build
a culture which is shared by them. It also helps the children in seeking protection and security.
To understand some of these matters you may have to study about the earth - the hills, plains and
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rivers and seas; to understand others you may have to know what happened hundreds or even thousands
of years ago; but most of all you may have to go out and talk to different kinds of people around you.
As you study this book in the class room, you will come across many questions - do stop and try to
answer those questions or do the activity suggested before you proceed ahead. It is not so important to
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finish the lesson fast as it is to discuss the questions and do the activities.
Many lessons will suggest projects which may take a few days to do. These projects will enable
you to develop skills of social science enquiry and analysis and presentation - these are more important
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than remembering what is written in the lessons.

Please remember that you don't have to memorise what is given in the lesson, but think about them
and form your own opinion about them.
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We can use content related maps, tables & graphs other than text book for practice and evaluation.
Discussions, conducting interviews, debates and projects are given in the middle of the running
lesson and after the improve your learning. To develop social consiousness, sensitivity and positive
attitude among the children is the purpose. Hence these must be taken up.
SC

Director, SCERT,
Telangana, Hyderabad.
ACKNOWLEDGEMENT
We would like to acknowledge the contributiojn of Dr. K.N. Anandan, linguist, Kerala, Sri. P. Dakshina Murthy,
Rtd. Dy.director, Telugu Academy, Deepa Srinivasan, Krithika Viswanath, K. Bhagya Lakshmi, R.V. Vyas, Ramamurthy
Sarma, Roy Sinai, who participated in our workshops and contributed in improving the quality of the text book. Our
outmost respects to Dr.Upinder Singh, University of Delhi, Archaeological Museum Dept, Govt. of Telangana, Layout
and designers. We are also thankful to the photographers used in the book are taken from flickr, wikipedia or other
internet sources.
We gratefully acknowledge the feedback received from a large number of school teachers, academics and others,
which has helped us to update and revise the books. In particular we would like to acknowledge the detailed review of
the textbooks by Indian History Awareness & Research (IHAR), Houston Taxas, USA which enabled us to improve the
textbook.
Free Distribution by Govt. of Telangana 2022-23 (viii)
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(ix) ‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD°Ï 2022-23
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Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic
Republic” (w.e.f. 3.1.1977)
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation” (w.e.f.
3.1.1977)

Free Distribution by Govt. of Telangana 2022-23 (x)

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Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic Republic”
(w.e.f. 3.1.1977)
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation” (w.e.f.
3.1.1977)

(xi) ‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD°Ï 2022-23

 OUR NATIONAL ANTHEM

- Rabindranath Tagore

Jana-gana-mana-adhinayaka, jaya he

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Bharata-bhagya-vidhata.

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Punjab-Sindh-Gujarat-Maratha
Dravida-Utkala-Banga
Vindhya-Himachala-Yamuna-Ganga

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Uchchhala-jaladhi-taranga.
Tava shubha name jage,
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Tava shubha asisa mage,
Gahe tava jaya gatha,
Jana-gana-mangala-dayaka jaya he
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Bharata-bhagya-vidhata.
Jaya he! jaya he! jaya he!
Jaya jaya jaya, jaya he!!
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PLEDGE
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- Pydimarri Venkata Subba Rao

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

I shall give my parents, teachers and all elders respect,

and treat everyone with courtesy. I shall be kind to animals.

To my country and my people, I pledge my devotion.

In their well-being and prosperity alone lies my happiness.”

Free Distribution by Govt. of Telangana 2022-23 (xii)

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(xiii) ‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD°Ï 2022-23
 CONTENTS

S.No Content Page No Month

12. The Kakatiyas - Emergence of a Regional Kingdom 1-13 October

A
13. The Kings of Vijayanagara 15-31 November

AN
14. Mughal Empire 33-49 November

15. Establishment of the British Empire in India 51-73 November

G
16. Making of Laws in the State Assembly AN 75-95 December

17. Implementation of Laws in the District 97-109 December

EL

Theme - IV: Social Organisation and Inequities

18. Caste Discrimination and the Struggle for Equalities 111-123 January
T

19. Livelihood and Struggles of Urban Workers January

125-141
T,

Theme - V: Religion and Society

ER

20. Folk - Religion 143-155 February

SC

21. Devotional Paths to the Divine 157-173 February

Theme -VI: Culture and Communication

22. Rulers and Buildings 175-213 February

Revision & Annual Examinations March

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(xv) ‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD°Ï 2022-23

 12 The Kakatiyas - Emergence
CHAPTER

of a Regional Kingdom

A
You may have listened to many ballads and stories about the bravery and mar tial skill of
martial

AN
Brahma Naidu, Balachandrudu and the 66 heroes. You may also have participated in
Jataras dedicated to Sammakka and Sarakka - they fought against armies of kings to
protect the rights of the tribal people. You might have enjoyed the popular story of Katama

G
Raju who fought with the Kings of Nellore in defence of the right of animal herders.

Find out from your parents and

AN Trinity of Poets - Nannaya, Tikkana and Erra
elders about the stories of the Pragada between 1000 and 1400 CE.
Palnati Virulu, Sammakka-Sarakka We have a large number of inscriptions
and Katama Raju. Relate these (Bayyaram, Thousand Pillars temple,
EL

stories in the class. Nagulapadu, Pillalamarri, Palampet,

Kondaparthi, Bhuthpur) which tell us about
All these stories relate to the period the activities of the kings, queens, chiefs,
T

from 1000 to 1350 CE. This was a very farmers, herders and traders. There are also
important period in our history. In the a number books written about them in
T,

previous chapter, we read about the new Sanskrit and Telugu). Vidyanatha wrote
ruling families that emerged all over India. Prathaparudra Yashobhushanam during
ER

These rulers sought to establish small

kingdoms over agricultural villages and to
enable their herder-followers to settle
down as agriculturalists. These ambitious
SC

warriors and kings fought against each other

constantly. Amidst this situation, the
Kakatiya kingdom arose in Warangal.
This was also the time when the first
books in Telugu were written. According
to the tradition, Srimad-Andhra Maha-
bharatam is the first poetic work in Telugu Fig 12.1 Kirti Torana entrance of Svayambhu
which was composed by Kavitrayamu, the Siva Temple - built by Kakatiya kings in
Warangal.

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the Kakatiya rule. Some works their military skills became army chiefs,
were also written after the end of samanthas etc. and gradually gained
their rule (Vinukonda control over Anmakonda in Telangana. The
Vallabharaya’s Kridabhi- Kakatiyas emerged as independent rulers
ramamu, Ekamranatha’s after the fall of the Western Chalukyas.
Prataparudra Charitramu). During Rudradeva’s rule (1158-1195
CE), the capital was shifted from
Having read the above
Anmakonda (Hanumakonda) to Orugallu

A
passage, can you identify the
two important sources of

AN
Map 1: Orugallu Fort
information about the Kakatiya
kings?
According to inscriptions and

G
literature, the Kakatiyas traced Stone
their lineage to certain Durjaya. AN wall and

They also adopted Telugu as the

favoured language of the court.
Most of their inscriptions are in Inner
Telugu and they called
EL

themselves as ‘Andhra Rajas’.

They also sought to bring together the three Outer

regions in which Telugu was spoken - the
T

present coastal regions, Telangana region

and Rayalaseema region. In this manner, the
T,

Kakatiya kings tried to build a Telugu

regional consciousness. To some extent, (Warangal). The new city was laid out with
they were also successful, as even to this a plan to accommodate the growing city
ER

day, they are remembered fondly in these population and to address the needs of an
regions. imperial capital. Rudradeva built a big fort,
a tank and a temple called Thousand
Important Kakatiya Rulers Pillared Temple in Anmakonda
SC

Prola II 1116 - 1157CE (Hanumakonda) .

Rudradeva 11158 - 1195CE Look at the map of Orugallu Fort. You
can see an outer fort wall with four gates.
Ganapati Deva 11199 - 1262CE This wall protected the agricultural lands
Rudramadevi 1262 - 1289CE and several water tanks within it. In this
area, there were huts of many artisans like
Prataparudra - II 1289 - 1323CE
basket weavers. After crossing these, we
The early members of the dynasty began come to the centre where there was another
their career as warriors and samanthas of moat and a fort wall made of mud.
Rashtrakuta and Chalukya kings who were Further towards the centre was another
ruling in Karnataka. They held the posts of moat and fort wall made of stone.
village heads called Rattadi and through The city buildings and palaces were within
Free Distribution by Govt. of Telangana 2022-23 3 Social Studies
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opening out into the east, west, north and
south. From each gate, a main road went to
the centre of the city, where there was a
temple of Svayambhu Siva. This temple too
had four gates in the four directions.
The city itself was divided into several
quarters or vadas. People of one

A
profession lived in one distinct vada.

AN
Can you draw a rough map of your
village or town and compare it with
the map of Orugallu?
What are the main differences

G
between modern towns and the
cities of the past, like Orugallu?
Use the scale shown on the map to
AN
Fig 12.2 Rudramadevi - Riding the Horse.
find out the breadth of the outer wall (Modern representation in Hyderabad)
from East to West.
EL

Also, find out the breadth of the city Rudrama Devi

within the inner stone wall from Have you heard of a brave woman ruler
north to south. by the name of Rudramadevi? She was a
T

If you have ever been to Warangal, powerful and successful ruler who
describe it to your classmates. impressed one and all with her abilities.
T,

Svayambhu Siva was the family god Rudramadevi ruled from Orugallu (modern
of the Kakatiyas. Why do you think Warangal) and belonged to the famous
ER

did they build a temple and not a

Kakatiya family. She ruled from 1262 CE
palace or market place in the middle
of the city? to 1289 CE for nearly 27 years. In our
country, there have been very few women
SC

As Kakatiya kings became powerful,

they were able to persuade many chiefs to rulers. In distant Delhi too, there was a
accept them as their kings. The Kakatiyas woman ruler called Raziya Sultana some
protected their samantha subordinates years before. But her nobles did not like to
from other warriors and chiefs. They took be ruled by a woman and had killed her. A
also the samanthas with them when they famous traveller from Italy, called Marco
went to conquer other kingdoms. Many of
Polo visited Rudramadevi’s kingdom and
the samantha chiefs attempted to become
independent but the Kakatiya kings sent said that she was fearless, dressed herself
armies to subdue them. like a man and rode horses with ease.

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 yÓ ’ | ü ⁄ ˝≤ n+fÒ ‘· ÷ s¡ T Œ, |ü & É e Ts¡ , ñ‘· Ô s ¡ + ,
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In fact, in inscriptions, Rudramadevi was Prataparudra faced many revolts and took
known as Rudradeva Maharaja. Like Raziya several steps to control these chiefs. But
Sultana, she too faced the opposition of many Kayastha Ambadeva, one of her sub-
important chiefs who had been under her ordinates revolted against her. In the war
father, but Rudramadevi succeeded in that took place at Chandupatla, in Nalgonda
subduing them. Rudrama and her grandson district, Rudrammadevi lost her life.

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AN
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Fig 12.3 A segment of the inner earthen wall with its (dry) moat at right
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Fig 12.4 Aerial view of the eastern gateway in the city’s inner stone wall, showing
the ‘bent entrance’ (Vankadari) and open courtyard (anganam). The doorway at
right is the ‘great city gate’ leading to the royal avenue (raja margambu)

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 <Û]ä +∫ ìs¡“j
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$»j·Te+‘·+>± nD∫y˚dæ+~. s¡TÁ<äeT<˚$, ÄyÓT ø=˝ÀŒsTT+~.

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Nayankara System
Rudramadevi and Prataparudra
encouraged several skilled
warriors who were not from any
powerful family but were very
loyal to the queen and the king.
They gave them high positions

A
and the title of Nayaka. They were
given the authority over several

AN
villages from where they could
collect taxes. These villages were Fig 12.5 The remains of the great temple dedicated to Lord Siva
called their Nayankara. Each
nayaka had to maintain a stipulated amount Encouragement to Agriculture

G
of army from the income they got from and Temples
their nayankara for the service of the king.
The Kakatiyas brought large tracts of
But they did not keep these villages
AN
land under cultivation by building tanks and
permanently as they could be transferred
at the will of the king to a new place. These digging wells. Apart from the members of
Nayakas depended upon the queen or the the royal family and other feudal families,
EL

king and remained loyal to them. They were the rich sections of the society such as
also probably used to subdue the rebellious merchants and artisans participated in
chiefs. This arrangement was called expanding agriculture through the
T

Nayankara system. construction of tanks. This enabled the

Read here a portion of an inscription by extension of cultivation to the difficult
a nayaka of Rudramadevi : terrains of Telangana and Rayalaseema.
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“In the year (1270 CE), on the occasion The Kakatiyas also extensively
of Sankranti, Bollinayaka, the guardian patronised temples by donating to them.
ER

of the gate for Kakatiya Rudradeva Women members of the royal family like
Maharaja, gave ten measures of land to Muppamamba, and Mailamma made land
the temple servants of
God Kalyana Keshava
SC

Fig 12.6 Ramappa Temple

of Kranja village in
his own nayankaramu
for the merit of his
master Rudradeva
Maharaja.”
Why do you think
Bollinayaka was
calling Rudrama-
devi as Rudra-
deva Maharaja?

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Hêj·T+ø£s¡ $<Ûëq+:
s¡ T Á<ä e T<˚ $ , Á|ü ‘ ê|ü s ¡ T Á<ä T &É T
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grants. Women of “This Abhaya Shasana has been
other rich sections granted by Ganapatideva to sea traders
also made gifts of going back and forth to all continents,
land, tanks, cash, countries and towns. In the past, kings
cattle, jewellery forcibly seized all the cargo such as gold,
etc. to temples and elephants, horses, jewels, etc. when sea
going vessels were caught in storms,
brah-mins. By
wrecked and cast on shore. But We for the

A
promoting
sake of our reputation and punya and out
agriculture, they Fig 12.7 Sri Ahita gaja of pity for those who have incurred the

AN
derived in-come in kesari - Gold coin issued grave risk of a sea voyage, give up all
the form of taxes by Kakatiyas
tax.”
but the customary tax.”
and agricultural produce.
The inscription goes on to mention the
Trade

G
tax he would collect from the traders on
different articles of trade.
Warriors, chiefs and kings derived a
large portion of their income by taxing
AN How did the kings treat the traders
earlier?
traders, especially those who engaged in
overseas trade from the ports. Read a What was the guarantee granted by
Ganapatideva to the traders?
EL

portion of an inscription issued by Kakatiya

king Ganapatideva in a place called Why do you think, Ganapatideva
Motupalli: gave this protection to foreign
traders?
T

Marco Polo, who visited one of

these ports said, that the exports were
T,

diamonds and thebest and themost delicate

clothes, which looked like the tissue of a
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spider’s web. He further said, “There is

neither a king nor a queen in the world who
would not be glad to wear them”.
SC

The End of the Kakatiyas

Sometime around 1190 CE, a new
kingdom was established in Delhi. The new
kings were called Delhi Sultans and they
originally came from Turkistan. They had a
powerful army and were able to defeat
most of the kings of North India and the
Deccan before long. Sultan Mohammad bin
Tugluq was able to defeat Kakatiya
Prataparudra in 1323 CE. Thus ended the
12.8 Motupalli Pillar Inscription Kakatiya dynasty.

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 uÛ Ñ ÷ eTT\qT <ëHê\T yêDÏ»´+, K+&Ü+‘·s¡ yêDÏ»´+ #˚ùd es¡≈Ô î£ \≈£î s¡øDå£
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ø±ø£rj·T >∑D|ü‹<˚e⁄ì ø±\+ Hê{Ï yÓ÷≥T|ü*¢ Ç≥© j·÷Á‹≈£î&Ó’q e÷s√ÿb˛˝À yÓ÷≥T|ü*¢
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XÊdüq+<ë«sê eT]+‘· düe÷#ês¡+ ‘Ó\TdüT≈£î+<ë+. π s e⁄\qT dü + <ä ] Ù+∫ Çø£ ÿ &É qT+&ç eÁC≤\T,
kÕ˝…>∑÷&ÉTe÷~] düqïì H˚‘· ã≥º\T $<˚XÊ\≈£î
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ªª>∑D|ü‹<˚e⁄&TÉ y˚sTT+∫q á nuÛj Ñ T· XÊdüq+, $<˚o

m>∑TeT‹ nj˚T´eì, M{Ïì <Û]ä +#·&ÜìøÏ yÓ÷E|ü&ìÉ
$<˚o sêE\T, sêDT\T >±˙ Hê&ÉT ˝Òs¡ì ‘Ó*bÕ&ÉT.
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ø±ø£rj·TT\ bÕ\q ` eTT–+|ü⁄ :

düTe÷s¡T kÕ.X¯.1190 ÁbÕ+‘·+˝À &Ûç©¢ πø+Á<ä+>±
ø=‘·Ô sê»´+ kÕú|æ+#·ã&ç+~. Ms¡T &Ûç©¢ düT˝≤ÔHé\T>±
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|æ\eã&ܶs¡T. Ms¡T ≥]ÿkÕÔHé qT+&ç e∫à sê»´kÕú|üq

#˚XÊs¡T. Ms¡T X¯øÏÔe+‘·yÓTÆq ôd’Hê´ìï @s¡Œs¡#·Tø=ì
ñ‘·sÔ u¡ ≤Û s¡‘<· X˚ +¯ ˝À nH˚ø£ sêC≤´\ô|’ Ä~Û|‘ü ´· + kÕ~Û+∫,
<äø£ÿHéyÓ’|ü⁄ ≈£L&Ü ‘·eT <äèwæºì eTs¡˝≤Ãs¡T. düT˝≤ÔHé
eTVü≤à<é;Hé ‘·T>∑ø¢ ˘ ø±ø£rj·T sê»´+ô|’ <ä+&Éj÷· Á‘· #˚dæ
Á|ü‘ê|üs¡TÁ<äT&çì j·TT<ä∆+˝À z&ç+#ê&ÉT. B+‘√
kÕ.X¯.1323 dü+e‘·‡s¡+˝À ø±ø£rj·T e+X¯ bÕ\q
eTT–dæ+~.
∫Á‘·+`12.8 yÓ÷≥T|ü*¢ nuÛÑj·T XÊdüq+

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 12 kÕ+|òTæ ø£XÊg+

 Some years later, two new kingdoms were founded in Karnataka called Bahamani and
Vijayanagar Kingdoms about which we will study in the next chapter.

Palnati Vira – Heroes who cut across caste barriers

Palanati Virula Katha written by Srinatha around 1350s helps us to understand how collectives of
warriors must have been formed. The leading character in the story, Balachandrudu, has a small
war band of devoted companions from diverse backgrounds. One is a brahmin while the others – a

A
blacksmith, a goldsmith, a washerman, a potter and a barber – are drawn from the service and artisan
communities. Balachandrudu and his cohorts are so committed to each other that they are called sodarulu

AN
(brothers). Just before they set out for battle, Balachandrudu’s mother prepares a meal for all the “brothers”.
But she serves this food to each one on a different kind of plate (earthen, bronze, leaf, etc.) and is
rebuked by her son for making such a distinction, who says that caste must be set aside when one goes
to war. And so the “brothers” all eat from each other’s ’s plates, in defiance of the convention but in

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recognition of their joint fate

Keywords :
AN
1. Warriors 2. Nayankara System 3. Samanthas 4. Artisans
EL

Improve your learning

1. Compare the warriors of those times with what you know about the modern armies. What
T

differences do you see between them?

2. Kings and chiefs built irrigation tanks to improve agriculture in the Kakatiya times. What would they do
if they ruled now?
T,

3. How do you think were the Kakatiyas able to gain control over the chiefs?
4. Why do you think did the Kakatiyas not appoint powerful chiefs as Nayakas?
ER

5. Why was it difficult for women to rule in those days? Is it different today? How?
6. In those days, powerful people had their own land and were able to tax other farmers, traders and
artisans. Can powerful people do this now? Give reasons.
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7. Read the para under the title ‘Nayankara System’ on page 114 and comment on it.
8. ‘Women too manage the adminstrative affairs effectively’– Do you support this statement? Why?

Project:
1. Prepare a short presentation of any of the three stories in the form of a play.
2. Collect some popular stories that originate from your village or town, prepare a chart and
present the same in the class.
3. Visit an old temple of your area, find out about who built the temple, when etc. and look for
any inscriptions in it.

Free Distribution by Govt. of Telangana 2022-23 13 Social Studies

 ø=+‘·ø±\+ ‘·sê«‘· ø£sêí≥ø£˝À ¬s+&ÉT ø=‘·Ô sêC≤´˝…’q ãVü≤eT˙ sê»´+, $»j·Tq>∑s¡ sê»´+ ne‘·]+#êsTT.
yê{Ï >∑T]+∫ ‘·s¡Tyê‘· bÕsƒ¡+˝À #·<äTe⁄≈£î+<ë+.
≈£î\+ n&ÉT¶>√&É\qT #Û˚~+∫q |ü˝≤ï{Ï Ms¡T\ ø£<∏ä :
|ü˝≤ï{Ï Ms¡T\ #·]Á‘·qT düTe÷s¡T 14e X¯‘êã›+ ∫e]˝À lHê<∏äT&ÉT s¡∫+#ê&ÉT. Hê{Ï ø±\+˝Àì jÓ÷<ÛäT\T
ne>±Vü≤q‘√ ø£*dæø£≥Tº>± u≤<Ûä´‘·\T m˝≤ ìs¡«Væ≤+#ês√ Ç~ ‘Ó\T|ü⁄‘·T+~. Ç+<äT˝À Á|ü<ÛëqbÕÁ‘·<ës¡T&Ó’q u≤\
#·+Á<äTìøÏ qeTàø£düTÔ˝…’q, $_Ûqï H˚|ü<∏ë´\T ø£*–q nqT#·s¡T\#˚ ˇø£ j·TT<ä∆ãè+<ä+ ñ+&˚~. n+<äT˝À ˇø£‘·qT

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Áu≤Vü≤àDT&ÉT, $T>∑‘êyês¡T ø£eTà], ø£+kÕ*, #êø£*, ≈£îeTà], eT+>∑* e+{Ï $$<Ûä eè‘·TÔ\≈£î dü+ã+~Û+∫q yês¡T.
Ms¡T m+‘√ u≤<Û´ä ‘·>± nqï<äeTTà\T>± yÓT*π>yês¡T. j·TT<ë∆ìøÏ yÓfifl‚ eTT+<äT u≤\#·+Á<äT&ç ‘·*¢ á k˛<äsT¡ \ ø√dü+

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dü«j·T+>± ÄVü‰sêìï ‘·j·÷s¡T #˚ùd~. ø±ì $$<Ûä bÕÁ‘·\˝À e&ç¶+#˚~ (eT{Ϻ, Ä≈£î, ø£+#·T yÓTT<ä˝…’q bÕÁ‘·\T). á
$eø£‘å · u≤\#·+Á<äT&çøÏ q#·Ã˝Ò<Tä . j·TT<äM∆ s¡T\≈£î ≈£î\+‘√ |üì˝Ò<ìä u≤\#·+Á<äT&ÉT n+{≤&ÉT. Hê{Ï Ä#ês¡e´eVü‰sê\qT
‹s¡dÿü ]dü÷Ô ‘·eT ñeTà&ç$~ÛøÏ >∑T]Ô+|ü⁄>± ªk˛<äsT¡ µ\+<äs÷¡ ˇø£] bÕÁ‘·˝Àì~ eTs=ø£sT¡ ‹Hêïs¡T.

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ø°\ø£|ü<ë\T: AN
1) jÓ÷<ÛäT\T 2) Hêj·T+ø£s¡ $<Ûëq+ 3) kÕeT+‘· 4) #˚‹eè‘·TÔ\ yês¡T
MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·Tø√+&ç
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1) Hê{Ï ø±\+˝Àì jÓ÷<ÛäT\qT, Ä<ÛäTìø£ ø±\+˝Àì ôd’q´+‘√ b˛\TÑ·÷, yê]eT<Ûä´ MTs¡T

>∑eTì+∫q uÛ<Ò ë\qT ‘Ó\Œ+&ç?
2) ø±ø£rj·T sêE\T, kÕeT+‘·T\T e´ekÕj·÷_Ûeè~∆ø√dü+ #ÓsT¡ e⁄\T ‘·$«+#ês¡T. yêfi¯ófl Ç|ü&ÉT
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|ü]bÕ\q #˚ùdÔ @$T #˚ùdyês¡T?

3) ø±ø£rj·TT\T kÕeT+‘·T\qT ìj·T+Á‹+#·&ÜìøÏ ˝Ò<ë n<äT|ü⁄˝À ñ+#·&ÜìøÏ m˝≤+{Ï $<ÛëHê\T
ne\+_+#ês¡T?
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4) ø±ø£rj·TT\T X¯øÏÔe+‘·yÓTÆq kÕeT+‘· ≈£î≥T+u≤\ qT+&ç Hêj·T≈£î\qT m+<äT≈£î ìj·T$T+#·˝Ò<äT?

5) Ä ø±\+˝À Åd”Ô\≈£î |ü]bÕ\q m+<äT≈£î ø£wüº‘·s¡+>± ñ+&˚~? H˚{Ï |ü]dæú‘·T\T ‘˚&Ü>± ñHêïj·÷? m˝≤?
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6) ÄHê&ÉT X¯øeÔÏ +‘·yTÓ qÆ yês¡T dü«+‘· uÛ÷Ñ eTT\qT ø£*–, Ç‘·s¡ s¬ ‘’ T· \ qT+&ç, es¡≈Ô î£ \ qT+&ç, eè‹Ô |üìyês¡\ qT+&ç
düT+ø±\T ˝Ò<ë •düTÔ edü÷\T #˚ùdyês¡T. H˚&ÉT X¯øÏÔe+‘·yÓTÆq yês¡T Ç˝≤ #˚j·T>∑\sê? ø±s¡D≤\T
‘Ó\|ü+&ç.
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7) ªHêj·T+ø£s¡ $<Ûëq+µ n+X¯+ #·~$, yê´U≤´ì+#·+&ç.

8) ªÁd”\Ô T ≈£L&Ü |ü]bÕ\Hê dü+ã+<Ûyä TÓ qÆ e´eVü‰sê\qT düeTs¡eú +‘·+>± ìs¡«Væ≤+#·>\∑ s¡Tµ` Bìì ˙yÓ˝≤ düeT]úkÕÔe⁄?
m+<äT≈£î?
ÁbÕC…≈î£ |º qü T\T :
1) @yÓ’Hê eT÷&ÉT #·]Á‘· eè‘êÔ+‘ê\qT Á|ü<ä]Ù+#·&ÜìøÏ ≈£î¢|üÔ+>± Hê{Ïø£\T ‘·j·÷s¡T #˚j·T+&ç.
2) MT Á>±eT+/|ü≥ºD+ Ä$sꓤe+/|ü⁄≥Tºø£ ø£<∏äHê\T ùdø£]+#·+&ç. Á|ü<ä]Ù+#·+&ç.
3) MT ÁbÕ+‘·+˝Àì |ü⁄sê‘·q <˚yê\j·÷ìï dü+<ä]Ù+∫, <ëìì m|ü&ÉT, mes¡T ì]à+#ês√ ø£qTø√ÿ+&ç.
nø£ÿ&˚yÓTÆHê XÊdüHê\THêïj˚TyÓ÷ #·÷&É+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 14 kÕ+|òTæ ø£XÊg+

 13
CHAPTER

The Kings of Vijayanagara

A
AN
In the previous chapter, we read about warriors and chiefs who had established
control over villages and how the Kakatiyas tried to bring them under their control
and built a kingdom. The efforts of the Kakatiyas ended when the Delhi Sultans
conquered Warangal. But soon, another kingdom was built by a family of warriors

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who laid the foundations of a large empire called Vijayanagara or Karnataka.
AN
Vijayanagara means the ‘City of over large parts of the present day
Victory’. It was located on the banks of Karnataka, Telangana and Andhra Pradesh.
Tungabhadra River in Karnataka. According These kingdoms were ruled by Sultans and
EL

to history, it was founded by two brothers warriors, many of whom came from Iran
named Harihara Raya and Bukka Raya and Arabia. All these kingdoms were
around 1336 CE with the blessings of a sage constantly at war with each other, trying to
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named Vidyaranya. The kings of enlarge their own kingdoms. They also
Vijayanagara worshipped Sri Virupaksha tried to recruit the local warriors and chiefs
T,

(Shiva). The Vijayanagara empire lasted for about whom we read in the last chapter. With
above 300 years though it was not ruled by their help, they tried to establish control
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kings of the same family. After the family over the villages and towns and collect
of Harihara Raya and Bukka Raya of revenue from the farmers and traders.
Sangama dynasty, Saluva, Tuluva and Araviti
Some Important Kings
families ruled the empire one after the
of Vijayanagara
SC

other. Some of those kings spoke the

language Kannada. But Sri Krishna Harihararaya 1336-1357CE
Devaraya gave due importance of Telugu Bukkaraya I 1357-1377CE
language. Harihararaya II 1377-1404 CE
On the north of the Tungabhadra river, Devaraya II 1426-1446 CE
some new kingdoms called the Bahamani Saluva Narasimharaya 1486-1491CE
kingdoms arose. Initially, it was one large Krishnadevaraya 1509-1529 CE
kingdom with its capital in Gulbarga. Later Achyutaraya 1529-1542 CE
on, between 1489 and 1520 CE, it broke Aliya Rama Raya 1543-1565 CE
up into five smaller kingdoms. Of these
Venkatapati Raya 1585-1614 CE
five kingdoms, Bijapur and Golconda ruled
Free Distribution by Govt. of Telangana 2022-23 15 Social Studies
 13
bÕsƒ¡+

$»j·Tq>∑s¡ sêE\T

A
AN
jÓ÷<ÛäT\T, kÕeT+‘·sêE\T Á>±e÷\qT m˝≤ ‘·eT ÄBÛq+˝ÀøÏ ‘Ó#·TÃ≈£îqï~ yê{Ïì ø±ø£rj·TT\T ‘·eT
ÄBÛq+˝ÀøÏ rdüTø=ì $XÊ\ kÕÁe÷C≤´ìï m˝≤ kÕú|æ+#ês√ >∑‘· bÕsƒê´+X¯eTT˝À ‘Ó\TdüT≈£îHêï+. &Ûç©¢ düT˝≤ÔHé\T
es¡+>∑\T¢qT »sTT+#·&É+‘√ ø±ø£rj·T kÕÁe÷»´+ ndüÔ$T+∫+~. nq+‘·s¡+ W‘ê‡Væ≤ø£ jÓ÷<ÛäT˝…’q Hêj·T≈£î\T

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$»j·Tq>∑s¡ kÕÁe÷C≤´ìï kÕú|æ+#ês¡T. n<˚ $»j·Tq>∑s¡ kÕÁe÷»´+ ˝Ò<ë ø£sêí≥ø£ kÕÁe÷»´+>± |æ\eã&ç+~.
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$»j·Tq>∑s+¡ n+fÒ $»j·÷\ q>∑s+¡ nì ns¡+ú . düT˝≤ÔHé\T, jÓ÷<ÛäT\T |ü]bÕ*+#ês¡T. á sêC≤´\˙ï
ø£sêí≥ø£˝À ‘·T+>∑uÁÑÛ <ä q~ ˇ&ÉTq¶ á q>∑sêìï ì]à+#ês¡T. ìs¡+‘·s¡+ j·TT<ë∆\T #˚dü÷Ô, ‘·eT sê»´ $düÔs¡D≈£î
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Bìì $<ë´s¡D´ kÕ«$T ÄodüT‡\‘√ kÕ.X¯.1336 ˝À Á|üjT· ‹ï+#êsTT. Ms¡T kÕúìø£ jÓ÷<ÛTä \qT, Hêj·T≈£î\qT
Vü≤]Vü≤s¡sêj·T\T, ãTø£ÿsêj·T\T kÕú|+æ #ês¡T. $»j·Tq>∑s¡ ìj·T$T+#·T≈£îqï≥T¢ >∑‘· n<Ûë´j·T+˝À #·<äTe⁄≈£îHêï+.
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sêE\T $s¡÷bÕø£å <˚e⁄&çì ø=*#˚yês¡T. $»j·Tq>∑s¡ yê] <ë«sê Á>±e÷\˝À s¬ ‘’ T· \T, yê´bÕs¡dTü \Ô <ä>sZ∑ ¡ qT+&ç
kÕÁe÷»´+ 300 dü+e‘·‡sê\≈£î ô|’>± e]∆*¢+~. ø±ì •düTÔ edü÷\T #˚ùdyês¡T, Á>±e÷\qT n<äT|ü⁄˝À
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ˇπø ≈£î≥T+ã+ |ü]bÕ*+#·˝Ò<äT. Vü≤]Vü≤s¡ãTø£ÿsêj·T\ ñ+#·T≈£îH˚yês¡T.

‘·sê«‘· dü+>∑eT, kÕfi¯óe, ‘·Tfi¯óe, ns¡M{Ï e+XÊ\T
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ˇø£] ‘·sê«‘· eTs=ø£sT¡ |ü]bÕ*+#ês¡T. n+<äT˝À ø=+<äsT¡ $»j·Tq>∑s¡ sêE\˝À eTTKT´\T

#·Áø£es¡T\Ô T ø£qï&É uÛ≤wü e÷{≤¢&y˚ ês¡T. ø±ì ø£èwü<í e˚ sêj·T\T Vü≤]Vü≤s¡sêj·T\T (kÕ.X¯.1336`1357)
‘Ó\T>∑T uÛ≤wü≈£î düeTT∫‘· ÁbÕ<Ûëq´‘·ì#êÃ&ÉT. yÓTT<ä{Ï ãTø£ÿsêj·T\T (kÕ.X¯.1357`1377)
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‘·T+>∑uÛÑÁ<ä q~øÏ ñ‘·Ôs¡+>± ø=ìï ø=‘·Ô sêC≤´\T s¬ +&Ée Vü≤]Vü≤s¡sêj·T\T (kÕ.X¯.1377`1404)

yÓ*XÊsTT. ny˚ ãVü≤eT˙ sêC≤´\T. yÓTT<ä≥>± Ç~ eTVü‰ s¬ +&Ée <˚esêj·T\T (kÕ.X¯.1426`1446)
kÕÁe÷»´+. <ëì eTTK´ |ü≥ºD+ >∑T\“sêZ. nq+‘·s¡+, kÕfi¯óe q]‡+Vü≤sêj·T\T (kÕ.X¯.1486`1491)
kÕ.X¯.1489`1520 ø±\+˝À ◊<äT ∫qï sêC≤´\T>± lø£èwü<í e˚ sêj·T\T (kÕ.X¯.1509`1529)
$&çb˛sTT+~. M{Ï˝À ;C≤|üPsY, >√˝§ÿ+&É ô|<ä› n#·T´‘·sêj·T\T (kÕ.X¯.1529`1542)
sêC≤´\T>± ne‘·]+#êsTT. n+<äT˝À m≈£îÿe uÛ≤>∑+ H˚{Ï Ä*j·TsêeTsêj·T\T (kÕ.X¯.1543`1565)
ø£sêí≥ø£, ‘Ó\+>±D eT]j·TT Ä+Á<ÛÁä |ü<X˚ Ÿ sêÁcÕº\˝À ñ yÓ+ø£≥|ü‹sêj·T\T (kÕ.X¯.1585`1614)
+~. á sêC≤´\qT ÇsêHé, nπs_j·÷ qT+&ç e∫Ãq

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 16 kÕ+|òTæ ø£XÊg+

How do we know?
We know much about Vijayanagara
Empire from inscriptions, books and
buildings of that period. We get insights
into the daily life, the administration and
the social organizations of the kingdom. Of
particular value are the detailed accounts

A
left by travellers from several countries –
Nicolo Conti from Italy who visited

AN
Vijayanagara in 1420 CE, Abdul Razzak the
Persian trader who visited in 1443 CE, the
Portugese traveller Domingo Paes, who
visited it in 1520 CE and Nuniz who wrote

G
in 1537 CE.
The City of Vijayanagara
AN
The city of Vijayanagara was built on the
banks of the river Tungabhadra next to the
ancient temples of Pampadevi and Sri
EL

Virupaksha. Abdul Razzak says that the city

had seven rings of fortifications. Some of
these have been found by archaeologists.
T

Read the description of the city by Fig 13.1 Bronze images of

Portugese traveller, Paes: Krishnadeva Raya and his two wives
T,

“The king has made a very strong city, Archaeologists

installed in are of the opinion
Tirumala Temple. that the
fortified with walls and towers… These city had four separate divisions – the first one
walls are not made like those of other
ER

devoted to temples, situated on rocky hills;

cities, but are made of strong masonry… the second one on the valley, where crops were
and inside, very beautiful rows of raised using water from irrigation
buildings with flat roofs…
channels; the third, a royal centre in which
SC

You have a broad and beautiful street royal palaces and residences of important
full of fine houses… and these houses
nayakas were located and the fourth one,
belong to merchants, and there you find
all sorts of rubies and diamonds, and allocated for the residences of ordinary
emeralds and pearls… and clothes of townsfolk. Each area was separated from the
every sort on the earth… In the evening others as shown in the map.
you have a fair where they sell horses, Compare Vijayanagara with
vegetables, fruits, wood, etc.” Warangal to point out the
Why were vegetables, fruits and similarities and differences
horses sold in the evenings? between them.

Free Distribution by Govt. of Telangana 2022-23 17 Social Studies

eTq≈£î m˝≤ ‘Ó\TdüT?
$»j·Tq>∑s¡ #·]Á‘· >∑T]+∫ düeTø±©q Á>∑+<∏ë\T,
sê‘·Á|ü‘·T\T, XÊdüHê\T, Hê&ÉT ì]à+∫q uÛÑeHê\T,
ì‘·´J$‘· |ü]bÕ\q, kÕe÷õø£ dü+düú\T n+~+∫q
$esê\ Ä<Ûës¡+>± ‘Ó\TdüTø√e#·TÃ. |ü\T <˚XÊ\ qT+&ç

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e∫Ãq |üsê´≥≈£î\˝À Ç≥© j·÷Á‹≈£î&Óq’ ìø√˝À ø√+{Ï
$»j·Tq>∑sêìï kÕ.X¯.1420 dü+e‘·‡s¡+˝À yÓTT<ä≥>±

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dü+<ä]Ù+#ê&ÉT. nãT›˝Ÿ s¡C≤ø˘ nH˚ |ü]¸j·THé es¡Ô≈£î&ÉT
kÕ.X¯.1443, b˛s¡TÃ^düT j·÷Á‹≈£î˝…q’ &=$T+>√ ô|sTTCŸ
kÕ.X¯.1520, q÷´ìCŸ kÕ.X¯.1537˝À dü+<ä]Ù+∫ sêdæq

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s¡#·q\ <ë«sê $»j·Tq>∑s¡ #·]Á‘·≈£î dü+ã+~Û+∫q AN
$\TyÓq’ düe÷#ês¡+ ‘Ó\Tk˛Ô+~.
$»j·Tq>∑s¡ |ü≥ºD+ :
$»j·Tq>∑s¡ |ü≥ºD≤ìï ‘·T+>∑uÛÑÁ<ä q~ ˇ&ÉT¶q
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ì]à+#ês¡T. Çø£ÿ&É ÁbÕNq $s¡÷bÕø£å, |ü+bÕ<˚$

Ä\j·÷\T ø£*dæ ñ+{≤sTT. nãT›˝Ÿ s¡C≤ø˘ ‘Ó*|æq Á|üø±s¡+
∫Á‘·+`13.1
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+~. n+<äT˝À ø=ìï ø√≥\ ìsêàD≤ìï |ü⁄sêedüTÔ ‹s¡TeT\ <˚yê\j·T+˝À Á|ü‹wæº+∫q lø£èwüí<˚esêj·T\T
eT]j·TT Çs¡Te⁄s¡T uÛ≤s¡´\ ø£+#·T $Á>∑Vü‰\T
T,

XÊÅdyÔü ‘˚ \Ô· T ø£qT>=Hêïs¡T.

b˛s¡TÃ^düT dü+<äs¡Ù≈£î&ÉT ô|sTTCŸ q>∑sêìï Ç˝≤ |ü⁄sêedüTÔ XÊÅdyÔü ‘˚ \Ô· n_ÛÁbÕj·T+ Á|üø±s¡+ q>∑s+¡
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e]í+#ê&ÉT. ªªsêE\T <äTs𠓤<´äÛ yÓTqÆ ø√≥ >√&É\T, >√|ü⁄sê\‘√ Hê\T>∑T uÛ≤>±\T>± $uÛÑõ+#·ã&ç+~. yÓTT<ä{Ï uÛ≤>∑+˝À
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SC

es¡Tdü>± ì]à+#ês¡T. $XÊ\yÓTÆq M<ÛäT\˝À, n+<äyÓTÆq uÛ÷Ñ eTT\T, ø±\«\T, eT÷&Ée uÛ≤>∑+˝À n+‘·:|ü⁄s¡ uÛeÑ Hê\T,
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uÛ<Ò ë\qT, b˛*ø£\qT >∑T]Ô+#·+&ç.
m+<äT≈£î ny˚Tàyês¡T?

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 recruited a large army and built many
strong forts. One of the important
Fort rulers, Devaraya-II of Vijayanagara,
Anegondi started recruiting Muslim fighters to
Tun serve him and to train his soldiers in
r

gab
ve

had
the new modes of warfare. He also
Ri

ra
permitted the construction of
Mosques in the capital city where the

A
Bridge muslim soldiers were garrisoned. In
re l those days, guns and cannons had
ltu n a

AN
Temples
r i cu C a
Ag a t i o n
been newly introduced. The
Irr
ig Vijayanagara kings started using guns
e
a and cannons in their forces. The
Mosque
A
r combination of firearms and cavalry

G
n (horse-riders) made them one of the
a
b most powerful armies in India.
r
U
AN Horses in those days were
important for fast movement of
troops. What do you think has
taken their place today?
EL

Outer
Tower Gate Elephants were slow moving but
Rampart
Pattabhirama powerful in attack. What do you
Temple think has replaced them today?
T

Map 1: Vijayanagara City

‘Captains of the Troops’ -
the Amaranayakas
T,

Why do you think do the modern The entire kingdom was actually
cities not build fort walls of this kind? controlled and administered by the
ER

Armies and Military Leaders commanders of these armies. Let us find

out who they were and what they did. Read
You would have heard and read about great the following account left by Domingo
wars being fought today and also about Paes about Vijayanagara during Krishnadeva
the powerful armies.
SC

Raya’s period:
What makes the armies of
“This king has a million fighting
countries powerful?
troops, which include 35,000 cavalry
What kinds of arms and weapons (horse riders) ready to be dispatched to
do modern armies use? any quarter whenever necessary... He is
Let us find out how it was in Vijayanagara the most feared king in these parts…
times. The captains of these troops are the
Vijayanagara rulers invested a lot of nobles of his kingdom and they hold the
money in building their military power. city, the towns and the villages of the
They imported a large number of horses kingdom. There are captains among
from Arabia and Iran, which came in ships them who have a revenue of about
to their ports on the west coast. They a million gold coins, others two
Free Distribution by Govt. of Telangana 2022-23 19 Social Studies
 z&É\ <ë«sê ~>∑TeT‹ #˚düT≈£îHêïs¡T. ôd’ì≈£î\qT
ìj·T$T+#·T≈£îHêïs¡T. ø√≥ >√&É\T |ü{Ïwüºe+‘·+>±
ø√≥
nHÓ>=+&ç ì]à+#ês¡T. ¬s+&Ée <˚esêj·T\T eTTdæ¢+ b˛sê≥
‘·T+> jÓ÷<ÛTä \qT ìj·T$T+∫ yê]øÏ q÷‘·q j·TT<ä‘∆ +· Á‘ê\T
∑uÛÑÁ<ä
q~

H˚]Œ+#ê&ÉT. yê]øÏ ôdì’ ø£ •_s¡+˝À eTd”<Tä \T ≈£L&Ü

ì]à+#ê&ÉT. Ä s√E˝À¢H˚ ‘·TbÕ≈£î\qT, |òsæ +¡ >∑T\qT
Á_&ç®

A
Á|üyX˚ ô¯ |{≤º&TÉ . $»j·Tq>∑s¡ sê»\T ‘·eT ã\>±\‘√
<˚yê\j·÷\T yê{Ïì n+<äTu≤≥T˝ÀøÏ ‘Ó#T· Ã≈£îHêïs¡T. uÛ≤s¡‘<· X˚ +¯ ˝ÀH˚
ä\

AN
Ï b Õs¡T< Ä<ÛTä ìø£ nX¯«<äfi+¯ , ôdì’ ø£ <äfi≤\qT s¬ +&ç+{Ïì ø£*|æ
· T ˙{
e k j
Õ ±\Te ‘ · + ˇø£ X¯øÏÔe+‘·yÓTÆq ôd’Hê´ìï @s¡Œ]#ê&ÉT.
e´ ø eTd”<äT +
ÁbÕ Ä s√E˝À¢ y˚ > ∑ e +‘· + >± ø£ < ä \ &ÜìøÏ

G
≥ º D nX¯«<äfi≤\qT ñ|üj÷Ó –+#ês¡T. yê{Ï kÕúq+˝À
sê» uÛÑeHê\T |ü
AN H˚&ÉT y˚{Ïì ñ|üjÓ÷–düTÔHêïs¡T?
@qT>∑T\T ì<ëq+>± ø£<äT\T‘·÷ X¯Á‘·T
•_sê\˝À <ë&ÉT\T #˚jT· &É+˝À X¯øeÔÏ +‘·yTÓ qÆ $.
ãj·T{Ï Á|üdüTÔ‘·+ yê{Ï kÕúq+˝À @$T ñHêïsTT?
EL
ãTs¡TE π>≥T
ÁbÕø±s¡+ |ü{≤º_ÛsêeT ôdì’ ø£ <äfi≤\ Hêj·T≈£î&ÉT`neTs¡Hêj·T≈£î&ÉT :
<˚yê\j·T+
yÓTT‘·+Ô sêC≤´ìï ôdì’ ø£ n~Ûø±s¡T˝Ò |ü]bÕ\Hê
T

|ü≥+`1 : $»j·Tq>∑s¡ |ü≥ºD+ ìj·T+Á‘·D #˚ùdyês¡T. yês¡T mes¡T, yês¡T @$T #˚ùdyês√
Ä<ÛäTìø£ q>∑sê\˝À á s¡ø£yÓTÆq ø√≥>√&É\T eTq+ Ç|ü&ÉT ‘Ó\TdüT≈£î+<ë+. b˛s¡TÃ^düT j·÷Á‹≈£î&Óq’
T,

m+<äT≈£î ì]à+#·&+É ˝Ò<Tä ? &√$T+>√ ô|sTTCŸ lø£ è wü í < ˚ e sêj· T \ ø±\+˝À

$»j·Tq>∑s¡+ dü+<ä]Ù+∫q|ü&ÉT ù|s=ÿqï $wüj·÷ìï
ôd’q´+ ` ôd’ìø£ n~Ûø±s¡T\T :
ER

#·<eä +&ç.
j· T T<ë∆ \ ˝À X¯ ø Ï Ô e +‘· y Ó T Æ q ôd’ ì ≈£ î \T m˝≤
ªªsêE e<ä› >∑\ \ø£å\ ø=~› ã\yÓTÆq ôd’q´+˝À
b˛sê&ÉT‘·THêïs√ MTs¡T $ì, #·~y˚ ñ+{≤s¡T.
35,000 nX¯«<äfi+¯ , @ düeTj·T+˝ÀHÓH’ ê, mø£ÿ&ÓH’ ê j·TT<ä+∆
<˚XÊ\ ôdH’ ê´ìï @~ X¯øeÔÏ +‘·+ #˚dTü +Ô <äì MTs¡T
SC

#˚jT· &ÜìøÏ dæ<+∆ä >± ñ+&˚yês¡≥. n+<äTe\¢ Äj·Tq n+fÒ

uÛ≤$düTHÔ êïs¡T? Ç‘·s¡ sêE\≈£î uÛÑj·T+.
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kÕe÷Á– @$? ìj·T$T+#˚yês¡T. M]øÏ sê»´+˝Àì |ü≥ºD≤\ MT<ä,
eTq$T|ü&ÉT $»j·Tq>∑s¡ sêE\ ø±\+˝À q>∑sê\ MT<ä, Á>±e÷\ MT<ä $düÔ è‘·yÓTÆq n~Ûø±s¡+
ñ|üj÷Ó –+∫q j·TT<ä∆ kÕe÷Á– >∑T]+∫ ‘Ó\TdüT≈£î+<ë+. ñ+&˚~. M]˝À ø=+<äs¡T \ø£å\ ø=B› ã+>±s¡T HêD≤\T
$»j·Tq>∑s¡ sêE\T ôd’ìø£ X¯øÏÔì ã˝Àù|‘·+ |üqTï\T>± edü÷\T #˚dTü ø=H˚yês¡T. eT]ø=+<äsT¡ s¬ +&ÉT
#˚jT· &ÜìøÏ ô|<ä› yÓTT‘·+Ô Ks¡TÃ #˚XÊs¡T. nπs_j·÷, ÇsêHé
<˚XÊ\ qT+&ç y˚T* s¡ø£+ >∑TÁsê\qT |ü•ÃeT rs¡+˝Àì

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hundred, three
hundred or five
hundred thousand
coins. The king fixes
for each, according
to his revenue the
number of troops

A
which he must

AN
maintain, on foot, on
horse, and elephants.
These troops are
always ready for duty

G
whenever and Fig 13.2 Stone Chariot at Hazara Rama Temple

wherever they may have to go. Besides of some villages and cities whose revenue
maintaining these troops, each captain
ANthey could collect and use. They had an
has to make his annual payment to the obligation to maintain a certain number of
king. troops for keeping the revenue of such
EL

Besides the troops supplied by the assignments. They also administered the
captains, the king has his own troops areas under their control. They had judicial
whom he pays.” powers too (the power to judge criminals
T

and give punishments). This was quite

Answer the following questions similar to the system of the Delhi Sultanate,
T,

after reading the above passages whose nobles or amirs were given similar
carefully: revenue assignments called Iqtas.
ER

Why was Krishnadevaraya the most

Most of the amaranayakas were
feared king?
Telugu warriors. They recruited their
Who controlled the towns and
soldiers, usually from among their own
villages of Vijayanagara Empire?
SC

villagers or kinsmen, and trained them.

Did all of them get equal income?
These armies were loyal to the Nayakas
What did the captains have to do for
rather than to the king. Many powerful
the king in return for these villages?
nayakas like Saluva Narasimha or Narasa
Did the king depend only on the Nayaka controlled vast areas and at times,
troops sent by the captains? could even challenge the Vijayanagara
kings. In fact, some of them were so
The ‘captains’ mentioned here were the
powerful that when a king died, they took
nayakas. These nayakas held amara revenue
control of power in their own hands and
assignments – that is, they were given charge
themselves became kings.

Free Distribution by Govt. of Telangana 2022-23 21 Social Studies

 e+<ä\, eT÷&ÉT e+<ä\, ◊<äT
e+<ä\, y˚sTT #=|üq HêD≤\qT
edü ÷ \T #˚ d ü T ø=H˚ y ês¡ T . ôd’ ì ø£
<ä fi ≤~Û | ü ‹ ìs¡ « Væ ≤ +#˚ ôd’ q ´+
Ä<Ûës¡+>± (|ü<ë‹, nX¯«<äfi¯, >∑»)
ã+>±s¡T HêD≤\ edü÷fi¯flqT sêE

A
ìs¡sí TT+#˚yê&ÉT. Ç≥Te+{Ï kıeTTàqT
Hêj·T≈£î&ÉT |ü<ë‹ <äfi≤\T, >∑TÁsê\T,

AN
@qT>∑ T \ b˛wü D ø√dü + Ks¡ T Ã
ô|fÒyº ês¡T. @ düeTj·T+˝ÀHÓH’ ê M{Ïì
j·TT<ë∆ìøÏ dü+dæ<ä∆+>± ì*ù|yês¡T. ∫Á‘·+`13.2 Vü≤C≤s¡ sêe÷\j·T+˝À sê‹ s¡<∏ä+

G
Ç<˚ ø±≈£ î +&Ü sêE≈£ î yê]¸ø£ AN ñ|üj÷Ó –+#·Tø=H˚ n~Ûø±s¡+ ñ+≥T+~. n+‘˚ø±≈£î+&Ü
#Ó*¢+|ü⁄\T, ãVüQe÷Hê\T düeT]Œ+#·T≈£îH˚yês¡T.
Ä<ëj·T+‘√ ôd’ìø£ <äfi≤\qT b˛wæ+#˚ u≤<Ûä´‘· ≈£L&Ü
<äfi≤~Û|ü‘·T\T, Hêj·T≈£î\ ôd’q´+‘√ bÕ≥T sêEøÏ
kı+‘·ôd’q´+ ‘√&ÉT+&˚~. M]øÏ sêCÒ J‘·uÛÑ‘ê´\T M]øÏ ñ+&˚~. M] ÄBÛq ÁbÕ+‘ê\ô|’ |ü]bÕ\q,
Hê´j·T|üsy¡ TÓ qÆ n~Ûø±sê\qT ø£*– ñ+&˚yês¡T. H˚sd¡ Tü \ú ≈£î
EL

#Ó*+¢ #˚yê&ÉT.µµ
#·≥º|üs¡yÓTÆq ø£]ƒq •ø£å\T neT\T #˚ùd n~Ûø±s¡+ ≈£L&Ü
ô|’ $wüj·÷\ Ä<Ûës¡+>± øÏ+~ Á|üX¯ï\≈£î
M]øÏñ+~. Ç~ Hê{Ï &Û©ç ¢ düT˝≤ÔqT\ |ü]bÕ\q≈£î <ä>sZ∑ >¡ ±
»yêãT*e«+&ç:
T

lø£èwü<í e˚ sêj·T\T n+fÒ Ç‘·sT¡ \≈£î m+<äTø£+‘· ñ+&˚~. yês¡T ≈£L&Ü ªÇø±Ôµ\ n~Ûø±s¡T˝…’q ªnMTsYµ\≈£î
uÛj
Ñ T· +? ¬syÓq÷´ edü÷\T #˚düT≈£îH˚ n~Ûø±s¡+ ø£*Œ+#ês¡T.
T,

$»j·Tq>∑s¡ kÕÁe÷»´+˝À Á>±e÷\qT, #ê˝≤ eT+~ neTs¡Hêj·T≈£î\T ‘Ó\T>∑T Ms¡T˝Ò. Ms¡T

|ü≥Dº ≤\qT mes¡T ìj·T+Á‹+#˚yês¡T? kı+‘· Á>±e÷\qT+&ç ˝Ò<ë yê] ã+<ÛäTe⁄\ qT+&ç
ER

n+<äs÷¡ düe÷q+>± Ä<ëj·T+ bı+<˚yêsê? ôdì’ ≈£î\qT ìj·T$T+#·Tø=ì •ø£Då Ç#˚Ãyês¡T. á ôdì’ ≈£î\T
Hêj·T≈£î\T bı+~q Á>±e÷\ Ä<ëj·T+ qT+&ç sêE ø£+fÒ Hêj·T≈£î\πø $<Û˚j·TT˝…’ ñ+&˚yês¡T.
m˝≤+{Ï Á|ü‹|ò˝ü ≤\T sêE\≈£î #Ó*+¢ #˚yês¡T? X¯øÏÔe+‘·yÓTÆq Hêj·T≈£î˝…’q kÕfi¯óe q]‡+Vü≤ ˝Ò<ë
SC

Hêj·T≈£î\ ôdq’ ´+ô|H’ ˚ sêE Ä<Ûës¡|&ü y˚ ê&Ü? qs¡dHü êj·T≈£î&ÉT $XÊ\ uÛ÷Ñ uÛ≤>∑+ô|’ n~Ûø±sêìï bı+~
ôd’ìø£ <äfi≤~Û|ü‘·T\qT Hêj·T≈£î\T>± ≈£L&Ü ø=ìï dü+<äsꓤ\˝À $»j·Tq>∑s¡ sêE\≈£î düyê\T>±
ìj·T$T+#˚yês¡T. M]H˚ neTs¡Hêj·T≈£î\T>± |æ*#ês¡T. ì*#˚yês¡T. ˇø£yfi˚ ¯ sêE #·ìb˛‘˚ sêC≤´ìï X¯øeÔÏ +‘·yTÓ qÆ
M]øÏ ªneTs¡+µô|’q Ä<ëj·T+ edü÷\T #˚ùd u≤<Ûä´‘·qT Hêj·T≈£î\T ‘·eT #˚‘T· ˝À¢øÏ rdüTø=ì ‘·eTì‘êeTT sêE>±
n|üŒC…ù|Œyês¡T. neTs¡+ n+fÒ ìØí‘· ÁbÕ+‘·+ô|’ s¬ yÓq÷´ Á|üø{£ +Ï #·Tø=H˚yês¡T.
•düTÔ edü÷\T #ù̊d n~Ûø±s¡+. n+fÒ M]øÏ Ç∫Ãq Á>±e÷\T,
|ü ≥ º D ≤\ qT+&ç ¬ s yÓ q ÷´ edü ÷ \T#˚ d ü T ø=ì,

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Let us compare This gave him control over the entire region
You read about how the villages were on the south of river Krishna and especially,
administered in Chola kingdom by councils the control over the ports of the eastern
of landholding villagers and how the king coast.
collected revenue from villages with the During this period, the Portugese had
help of these councils. Things had begun established their power over some ports of
to change in Vijayanagara Empire as the the western coast like Goa. Krishna-

A
power of the armies and nayakas increased. devaraya established friendly relations with
You saw that the control over villages and

AN
them in order to get exclusive supply of
town was given over to these nayakas. horses and firearms from them. He also
What impact do you think it would employed Portugese troops in his wars.
have had on the villagers? Discuss Every year, on the Vijayadashami day, the

G
in your class. King organised elaborate festivities and
In the VI class, you read about how worship, which concluded with a massive
villages and towns are administered
AN parade of his armies. On this day, all the
in our country today. Can you chiefs and amaranayakas of the empire
compare this with the Vijayanagara brought their tributes to the King.
EL

system and point out the Krishnadevaraya paid special attention

differences? to the temples of his kingdom and
Krishnadevaraya - The Ruler personally visited many of them like
T

Tirupati, Srisailam and Ahobilam. He also

Krishnadevaraya ruled from 1509 CE to
donated to a large number of temples.
1529 CE. He was a great general who led
T,

the Vijayanagara armies successfully Krishnadevaraya’s inscriptions state that

against the Bahmani sultans and also against he had distributed the great treasure
ER

the Gajapatis of Odisha. He also subdued gained in his successful wars

several chiefs who had revolted in to all the major temples of southern
Karnataka, Andhra and Tamil regions. India. Towering temple gateways
SC

Fig 13.3 Relief on Hazara Rama Temple. Can you write a story based on this image?

Free Distribution by Govt. of Telangana 2022-23 23 Social Studies

eTq$T|ü&ÉT b˛\TÃ<ë+ : Á|ü‘˚´ø£+>± <äøÏåD ÁbÕ+‘·+, ø£ècÕí q~ ‘·÷s¡TŒ rs¡
MTs¡T #√fi¯ sêE\ >∑T]+∫ #·~yês¡T. yês¡T uÛ÷Ñ $T z&Ésπ e⁄\ô|’ ìj·T+Á‘·D kÕ~Û+#ê&ÉT.
•düTÔqT eT+&Éfi¯fl <ë«sê m˝≤ edü÷\T #˚XÊs¡H˚~ Ç<˚ düeTj·T+˝À |ü•ÃeT rs¡+˝À >√yê˝À
‘Ó \ Tdü T ≈£ î Hêïs¡ T . ø±ì $»j· T q>∑ s ¡ kÕÁe÷»´+ b˛s¡TÃ^düTyês¡T z&Éπse⁄\e<ä› kÕúesê\T @s¡Œs¡#·Tø=ì
neTs¡Hêj·T≈£î\‘√ ôd’ìø£+>± ã\|ü&ç+~. Á>±e÷\T, ìj·T+Á‘·D kÕ~Û+#ês¡T. ø£èwüí<˚esêj·T\T M]‘√
|ü≥ºD≤\T yÓTT‘·Ô+ M] n»e÷sTTw”˝ÀH˚ ñ+&˚$. ùdïVü≤|üPs¡«ø£ dü+ã+<Ûë\T HÓ\ø=˝≤Œ&ÉT. Á|ü‘˚´ø£+>±

A
>∑TÁsê\T, ù|\T&ÉT kÕe÷Á–ì yê] qT+&ç bı+<ä&ÜìøÏ

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 by 1565 AD, all the five Bahmani kingdoms
joined together and defeated Rama Raya in
Rakkasi tangadi war also known as Tallikota
war. They looted and destroyed the city of
Vijayanagara. The emperors who succeeded
him shifted their capital to Chandragiri near
Tirupati, but never regained the glory of
earlier times. While a part of the empire

A
came under the control of the Sultans, the

AN
chiefs and Nayakas became independent in
other parts.
Qutub Shahis of Golkonda,
1512 – 1687

G
AN Qutub Shahis - Timeline
Quli Qutub Shah (1512-1543)
Jamshed Quli (1543-1550)
Fig 13.4 Gopuram of Ekambareshwar Ibrahim Qutub Shah (1550-1580)
Mohd Quli Qutub Shah (1580-1612)
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Temple in Kanchipuram.
Mohd Qutub Shah (1612-1626)
called ‘Raya gopuram’ were built in many Abdullah Qutub Shah (1626-1672)
of these temples in his honour. This Abul Hasan Tanashah (1672-1687)
T

generosity assured that his name would be

remembered for long among the people In the previous chapter, we read about
of south India. He also built some beautiful the Kakatiya kingdom in the Telangana
T,

temples in Vijayanagara city. region. After the end of the Kakatiya

kingdom, some of their subordinate
Krishnadevaraya was also a patron of
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nayakas established independent kingdoms.

Telugu literature and he himself composed Of these,the Velama kingdoms of
the poetic work Amuktamalyada on the life Rachakonda and Devarakonda were very
of Andal, the Tamil Bhakta poetess. His strong and challenged the authority of the
court was adorned by eight poets known
SC

Vijayanagara emperors and the Bahamani

popularly as ““Ashtadiggajas
“Ashtadiggajas”.
Ashtadiggajas They are kings. Around the year 1512, Quli Qutub
Allasani Peddana, Mukku Thimmana, Shah who was a governor of the Bahmanis
Dhurjati, Ramaraja Bhushana, Tenali in Telangana region declared indepen-
Ramakrishna, Pingali Surana, Ayyalaraju dence and established the Qutub Shahi
Ramabadhrudu and Madayagari Mallana. dynasty of Golconda. Quli Qutub Shah
The power of the Vijayanagara kings grew extended his rule by capturing forts at
further during the time of Krishnadevaraya’s Warangal, Kondapalli, Eluru, and
successors Achyutadeva Raya and Aliya Rajahmundry. The main part of Golconda
Rama Raya. As the Bahamani rulers were State was Telangana. His successors ruled
unable to fight the Vijayanagara individually, up to 1687.

Free Distribution by Govt. of Telangana 2022-23 25 Social Studies

 düT˝≤ÔqT\T kÕ.X¯.1565˝À @ø£yÓTÆ s¡ø£ÿdæ ‘·+>∑&ç
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e÷<äj·T>±] eT\¢q, nj·T´\sêE sêeTuÛÑÁ<äT&ÉT e+{Ï Á|üø£{Ï+#·Tø=ì, >√˝§ÿ+&É ≈£î‘·TuŸcÕV”≤ sêC≤´ìï
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lø£èwüí<˚esêj·T\T yês¡düT˝…’q n#·T´‘·<˚esêj·T, sê»eT+Á&ç ø√≥\qT ÄÁø£$T+#·Tø=ì ‘·q |ü]bÕ\qqT
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ÁbÕã\´+ eT]+‘·>± ô|]–+~. Ms¡T ãVü≤eT˙ düT˝≤ÔqT\ uÛ≤>∑+>± ñ+&˚~. Äj·Tq ‘·sê«‘· e∫Ãq sêE\T 1687
sê»´ e´eVü‰sê\˝À CÀø£´+ #˚dTü ø=Hêïs¡T. M] ìs¡+‘·s¡ es¡≈î£ |ü]bÕ*+#ês¡T.
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 A
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G
AN
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Map 2: Qutb Shahi Dynasty

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Sultan Ibrahim Qutub Shah (1550–80) The Qutub Shahi rulers quickly
patronized Telugu literature, supported understood the regional ecology and
T,

Brahmins and temples and engaged in decided to continue the Kakatiaya pattern
large-scale irrigation works like the of irrigation system to widen the agrarian
Kakatiya kings. Famous Telugu poets of base in core region of Telangana. Since they
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Ibrahim Qutub Shah’s period were lived in captial Golkonda built Husssain
Singanacharyudu, Addanki Gangadharudu, Sagar Lake in 1562 during the reign of
Kandukuru Rudrakavi and Ponnaganti Ibrahim Qutub Shah. It was named after Sufi
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Telaganarya were patronized by Ibrahim Saint Hazrat Hussain Shah Wali who helped
Qutub Shah. Ibrahim Qutub Shah was to design it. It was developed as an artificial
praised by poets as “Malkibha-rama.” He lake that holds water perennially fed into
also took into his service many nayaka Musi river. It became main source of
chieftains who proudly claimed descent drinking water to Hyderabad. Another tank
from warrior-supporters of the Kakatiyas, at Ibrahim Patnam was also built by him. It
especially those serving Pratapa Rudra. is however well known that puranapul was
Ibrahim allowed them considerable also built across river Musi.
autonomy in the agrarian sphere while also Ibrahim’s son Mohmmed Quli was a great
entrusting them with the command of great visionary and was responsible for the
forts. planning and building of Hyderabad city.

Free Distribution by Govt. of Telangana 2022-23 27 Social Studies

 ≈£î‘·TuŸ cÕV”≤ kÕÁe÷»´+
(1518`1687)
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Ä<ä]+#ê&ÉT. dæ+>∑sê#ês¡T´\T, n<ä›+øÏ >∑+>±<Ûäs¡T&ÉT, cÕ bÕ\q˝À 1562˝À VüQùd‡Hé kÕ>∑sY #ÓsT¡ e⁄ ì]à+#ês¡T.
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Mir Momin (head of the revenue department) of
Astarabadi,was the Palvancha county. Ramadasu was
Architect of the accused that he diverted the public
City of Hyderabad funds to construct Lord Rama temple
during his time. As in Bhadrachalam and got the
the Prime jewellery for the idols of Rama, Sita
Minister of Quli and Lakshmana. Tani Shah found
Qutb Shah he Ramadasu guilty of diverting of

A
played an public funds and put him in jail and
important role in released him after realisation.

AN
preparing the During the Qutub Shahi period,
layout plan for the Golconda was known all over the
Charminar along world for its famous diamonds. At
with that of the Fig 13.5 Charminar that time, Machilipatnam became a

G
new capital city. major port from where trade was
Mohammad Quli Qutub Shah built Mecca AN carried out with South East Asia, China,
Masjid and Jama Masjid. It was built on Persia, Arabia and Europe. Great caravans
the model of the grand mosque of Mecca. travelled from the coastal region to
Quli Qutub Shah commissioned bricks to Golconda carrying merchandise, gold and
be made from the soil brought silver from different countries.
EL

from Mecca, and used them in the The tombs of the seven QutubShahi
construction of the central arch of the rulers in the Ibrahim Bagh are located close
mosque, thus giving the mosque its name. to the famous Golkonda Fort in
A room in the Mosque also contains hair Hyderabad. The tombs mark a unique
T

of Prophet Mohammed. QuliQutub Shah architectural style which is a mixture of

also constructed the Charminar, the most Persian and Hindu. Shah Jahan, theMughal
T,

recognizable symbol of Hyderabad. He was Emperor was impressed by the architecture

also an accomplished poet in Persian and of the QutubShahi tombs and built the
Urdu. The Deccani Urdu acquired the status TajMahal with white Marble. The tombs are
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of literary language due to his structures with intricately carved

contributions. stonework and are surrounded by
Hayat Bakshi Begum was the daughter landscaped gardens.
of Muhammad QuliQutub Shah. She built Right from the times of Ibrahim Qutub
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Hayat Bakshi Mosque located in Shah, the Mughals were keen on conq-
Hayathnagar, near Hyderabad.She was also uering this wealthy kingdom and even-
known as MaaSaheba, Masab Tank is a tually succeeded under Aurangazeb when he
distorted version of Maa-Sahaba Tank. captured the fort of Golconda in the year
Abdulla Qutub Shah was a lover of poetry 1687.
and music. He invited and honoured The Mughals did not follow the inclusive
Kshetrayya, the famous padam writer to his policy of the Qutub Shahis and removed
court. Abul – Hasan Tana Shah was the last the local people from positions of
and the most popular ruler of Qutub Shahi pow and brought in more people
Dynasty. He appointed Kancharla Gopanna from outside.They also tried to
(also known as Ramadasu) as Tahasildar extract maximum revenue from this region

Free Distribution by Govt. of Telangana 2022-23 29 Social Studies

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ìsêàDXË’*øÏ nãT“s¡|ü&ç ‘êCŸ eTVü≤˝Ÿì bÕ\sê‹‘√

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and adopted the system of revenue
contract. Under this system, the
government auctioned the right to collect
revenue from a region to the highest
bidder. These were usually the locally
powerful people or moneylenders and
they oppressed the peasants and artisans

A
to get maximum income. This caused
widespread distress, including famines,

AN
migration and depopulation.
Fig 13.6 Golconda Fort
Look at the map of Qutub Shahi
kingdom and identify Golconda,
Keywords :

G
Machilipatnam, Bhadrachalam etc.
1. Amara Nayaka
Why do you think did the economy AN 2. Amir
of Golconda kingdom prosper under
3. Iktha
Qutub shah while it declined during
4. Archeological Scientists
the early Mughal rule?
5. Raya Gopuram
EL

Find out about the famous diamond

mines of Golcunda kingdom and
the trade in these diamonds.
T

Improve your learning

T,

1. Why did the kings of Vijayanagara live in a separate quarter and not in the middle
ER

of the city as in Orugallu?

2. Why were the amaranayakas very powerful?
3. Compare the amaranayakas with the old chiefs of Kakatiyas. Were they different
or similar and in what way?
SC

4. Why was the Vijayanagara army dependent on imports from the western coast?
5. Krishnadeva Raya fought against several enemies in order to consolidate his kingdom. Make a list
of all of them.
6. What services were rendered to Telugu literature by the Vijayanagara Kings?
7. Locate the following in the India map.
a) Humpi b) Bijapur c) Tirupati
d) Golkonda e) Kanchi f) River Tungabhadra
8. Discuss the support of various kingdoms to Telugu literature?
9. Describe the art and architecture of the Qutub Shahis rules.

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 edü÷\T¬ø’ ˇ|üŒ+<ä •düTÔ edü÷\T |ü<‹∆ä ì neT\T ∫Á‘·+`13.6 >√˝§ÿ+&É ø√≥
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AN 2. nMTsY
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m+<äT≈£î ìedæ+#ês¡T?
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3) ø±ø£rj·TT\ bÕsƒ¡+˝Àì Hêj·T+ø£s¡T\T, á bÕsƒ¡+˝Àì neTs¡Hêj·T≈£î\ eT<Ûä´ uÛÒ<ë\T,
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 14
CHAPTER

Mughal Empire

A
AN
A new dynasty called Mughals began with the invasion of
Babar in 1526 CE. They created an empire between 1550 CE
and 1707 CE and expanded it from around Delhi to all over the

G
entire subcontinent. Their administrative arrangements, ideas
AN
of governance and architecture continued to influence rulers
long after their decline. Now, every year, the Prime Minister of
India addresses the nation on Independence Day from the A Coin with the
ramparts of the Red Fort in Delhi which was once the residence picture of
EL

of the Mughal emperors. Jahangir

Who were the Mughals? leave his ancestral throne due to an invasion
T

The Mughals were from ruling families by another ruler. After years of wandering,
of Central Asian countries like Uzbekistan he seized Kabul in 1504 CE. In 1526 CE,
T,

and Mongolia. Babur, the first Mughal he defeated the Sultan of Delhi, Ibrahim
emperor (1526 - 1530 CE), was forced to Lodi and captured Delhi and Agra.
ER

Fig 14.1 Red Fort

SC

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 14
bÕsƒ¡+

yÓTT>∑˝Ÿ kÕÁe÷»´+

A
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AN
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T EL

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∫Á‘·+`14.1 mÁs¡ø√≥

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 Important Mughal emperors - Major campaigns and events
Babur 1526-1530 CE (Left)
1526 CE – defeated Ibrahim Lodi and established
control over Agra and Delhi.

A
(Right) Humayun 1530-1556 CE
Sher Khan defeated Humayun, forcing him to

AN
flee to Iran. In Iran, Humayun
received help from the Safavid Shah. He
recaptured Delhi in 1555 CE but died in an
accident the following year.

G
AN
Akbar 1556-1605 CE (Left)
Akbar was 13 years old when he became
the emperor. He rapidly conquered Bengal,
EL

Central India, Rajasthan and

Gujarat.Thereafter, he also conquered
Afghanistan, Kashmir and portions of the
T

Deccan. Look at his empire in Map 1.

Jahangir 1605-1627 CE (above)

T,

Shah Jahan 1627-1658 CE Military campaigns started by

(Left Below) Mughal Akbar continued. No major
campaigns continued in the conquests.
ER

Deccan. He faced many

revolts by nobles and chiefs of his empire. In 1657-1658 CE, there
was a conflict over succession amongst Shah Jahan’s sons.
Aurangzeb was victorious and his three brothers were killed.
SC

Shah Jahan was imprisoned for the rest of his life in Agra.
(Right) Aurangzeb 1658-1707 CE
Tried to conquer Assam but faced a large
number of revolts all over his kingdom from
Afghanistan, Assam, Rajasthan, Punjab,
Deccan, etc. Guru Tej Bahadur, Govind Singh,
Shivaji and his own son, Akbar revolted
against him. Shivaji succeeded in establishing
an independent Maratha kingdom. Aurangzeb
conquered Bijapur in 1685 CE and Golconda
in 1687 CE. His death was followed by a
succession conflict amongst his sons.

Free Distribution by Govt. of Telangana 2022-23 35 Social Studies

 eTTK´yÓTÆq yÓTT>∑˝Ÿ #·Áø£es¡TÔ\T ` <ä+&Éj·÷Á‘·\T, dü+|òüT≥q\T
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Relationship of the Mughals refused to accept Mughal authority for a
with other Rulers long time. Once defeated, however, they
were given their lands back as assignments.
Around the time when Mughals came to Mughals also employed the method of not
India, there were several kings and chiefs removing their opponents after defeating.
in all parts of the country. The Mughals This helped them to extend their influence
sought to bring them under their control. over many kings and chieftains. As a
They allowed the older rulers and chiefs political strategy Mughals married

A
to continue to rule over large parts of their princesses of the local rulers. Jahangir’s
old kingdoms and collected revenues from mother was the daughter of the Rajput ruler

AN
them. But these rulers could not wage wars of Amber (modern Jaipur). Shah Jahan’s
against each other and had to keep an army mother was the daughter of the Rajput ruler
ready for the use of the Emperor. of Jodhpur.

G
Mughal rulers campaigned constantly
against rulers who refused to accept their
Mansabdars and Jagirdars
As the empire expanded to encompass
authority. But, as the Mughals became
AN different regions, the Mughals recruited
powerful, many other rulers had to
surrender their sovereignty. Some Rajput diverse kinds of people. From a small
kings also entered into matrimonial nucleus of Turkish nobles, they expanded
EL

alliances with them. But many resisted as to include Iranians, Indian Muslims,
well. The Sisodiya Rajputs of Chittor Afghans, Rajputs, Marathas and other
T

N
Kabul

Kashmir
T,

Map 1: Akbar’s Reign

Qandahar 1605AD
ER

Multan
Panipat
Delhi
Amber Agra
Ajmer Fatehpur Sikri
SC

Sindh Chittor Alahabad

Malwa
Bengal
Gondwana
Berar
Odisa

Ahmednagar

Golconda
Bijapur

Free Distribution by Govt. of Telangana 2022-23 37 Social Studies

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 A
AN
G
Fig 14.2 A mansabdar on march with his sawars (A miniature painting)
AN
groups. Those who joined the Mughal branded and then received money to pay
service were enrolled as mansabdars (or them as salary.
rank holder). They worked directly under A mansabdar’s son could not become
EL

the control of the emperor, who could a mansabdar automatically. That is the
allocate any work for them to do – like transfer of power was not hereditary. The
guarding his palace, governing a province, emperor decided whether to appoint the son
as a mansabdar or not. In fact, he even
T

conquering a new kingdom or suppressing

a rebellion. took over all the property of the
mansabdar on his death.
The Mughals designed a political system
T,

Mansabdars received their salaries as

in which the mansabdars could not act
revenue assignments called jagirs, which
independently but had to follow the orders were somewhat like Vijayangara
ER

of the emperor. You may remember that the Amaranayakas. But unlike the
Nayakas in Vijayanagara empire could Amaranayakas, most mansabdars did not
become independent and powerful enough actually reside in or administer their jagirs.
to declare themselves the kings. The
SC

They could only collect the revenue due

Mughals prevented this by constantly from their jagir villages and send them to
transferring the mansabdars from one the emperor. This was collected for them
place to another every two or three years. by their servants while the mansabdars
Thus, a mansabdar could not get settled themselves served in some other part of the
and powerful in any one place. country. The jagir was administered by
other officials directly under the emperor.
The mansabdar’s military responsi-
These officials tried to ensure that the
bilities required him to maintain a specified jagirdars’ agents did not collect more
number of horse riders or cavalrymen. The from the farmers than permitted. The jagirs
mansabdar brought his cavalrymen for too were constantly transferred every two
review, got them registered, their horses or three years.

Free Distribution by Govt. of Telangana 2022-23 39 Social Studies

 A
AN
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 In Akbar’s reign, these jagirs were
carefully assessed so that their revenues
were roughly equal to the salary of the 1
mansabdar. By Aurangzeb’s reign, there
was a huge increase in the number of
mansabdars, which meant a long wait
before they received a jagir. These and
other factors created a shortage in the

A
number of jagirs. As a result, many
jagirdars tried to extract as much revenue

AN
2
as possible while they had a jagir.
Aurangzeb was unable to control these
developments in the last years of his reign
and the farmers, therefore, suffered

G
tremendously.
Zabt and Zamindars
AN Fig 14.3 Details in a miniature from Shah
The main source of income available to
Jahan’s rreign
eign showing corruption during
Mughal rulers was taxes on the produce of his father’s administration 1. A corrupt
the peasantry. Akbar’s revenue minister, officer rreceives a bribe and 2. A tax
EL

Todar Mal, carried out a careful survey of collector punishes poor peasants
crop yields, prices and areas cultivated for
a period of ten-years, 1570-1580 CE. On armed followers. They received a share of
the revenue collected by the jagirdars from
T

the basis of this data, tax was fixed in cash

for each crop. Each province was divided the area and also some dues from the
into revenue circles with its own schedule farmers and others. They often acted as
T,

of revenue rates for individual crops. This representatives of the local people in
revenue system was known as zabt zabt. It was dealing with the Mughal officials.
In some areas, the zamindars exercised
ER

prevalent in those areas where Mughal

administrators could survey the land and a great deal of power. The exploitation by
keep very careful accounts. This was not Mughal administrators could drive them to
possible in provinces such as Gujarat and rebellion. Sometimes zamindars and
peasants allied in rebelling against the
SC

Bengal.
In most places, peasants paid taxes Mughal authority. These zamindar-peasant
through the rural elite i.e., the headman or revolts challenged the stability of the
the local chieftain. The Mughals used one Mughal Empire from the end of the
term – zamindars – to describe all the seventeenth century.
intermediaries, whether they were local What was the difference between
headmen of villages or powerful chieftains. a mansabdar and a zamindar?
The zamindars were not appointed by the Who was under the greater control
Mughal Emperors but existed on hereditary of the emperor?
basis, that is, sons succeeded when the Compare the position of a Nayaka
fathers died. They too had contingents of and a mansabdar.

Free Distribution by Govt. of Telangana 2022-23 41 Social Studies

 nø£“sY ø±\+˝À ≈£L&Ü eTq‡uŸ<ës¡¢ J‘êìøÏ
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>∑\ eTTKT´\T yÓTT>∑\T\ ø±\+˝À »MT+<ës¡T¢>± Hêj·Tø£, eTq‡uŸ<ësY kÕúHê\qT b˛\Ã+&ç.
e´eVü≤]+#ês¡T. Ms¡T #·Áø£e]Ô <ë«sê ìj·T$T+|üã&˚yês¡T

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 “universal peace”. This idea of tolerance did
A Closer Look at Akbar’s
not discriminate among people of different
Policies religions in his kingdom. Instead, it
The broad features of administration focused on a system of ethics – honesty,
were laid down by Akbar and were justice, peace – that was universally
elaborately discussed by his friend and applicable. Abul Fazl helped Akbar in
member of his court, Abul Fazl in his book framing a vision of governance around this
the Akbar Nama. idea of sulh-i kul.. The Emperor would work

A
While Akbar was at Fatehpur Sikri (near for the welfare of all subjects irrespective

AN
Agra) during the 1570s, he initiated of their religion or social status. This
important discussions on religion with the principle of governance was followed by
Jahangir and Shah Jahan as well. Aurangzeb
Muslim scholars, Hindu scholars, Jesuit
deviated from this policy and tried to
priests who were Roman Catholics, and

G
project himself as favouring only Sunni
Zorastrians. He was interested in the
Muslims. People of other religions felt
religion and social customs of different
people. Akbar wanted to bring together
AN anguished by this policy of Aurangzeb.
people of diverse faiths. This eventually Sulh-i kul
gave Akbar the idea of sulh-i kul or Jahangir, Akbar’s son,
described his father’s
EL

policy of sulh-i kul in the

following words:
“As in the wide
T

expanse of the divine

compassion, there is
room for all classes
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and the followers of

all creeds, so … in
his Imperial
dominions, which on
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all sides were

limited only by the
sea, there was room
for the professors
of opposite
SC

religions, and for

beliefs, good and
bad, and the road to
intolerance was
closed. Sunnis and
Shias met in one
mosque and Christians
and Jews in one
church to pray. He
consistently
followed the
principle of
Fig 14.4 Akbar holding discussions with learned ‘universal peace’
individuals of different faiths in his ibadat khana (sulh-i kul).”

Free Distribution by Govt. of Telangana 2022-23 43 Social Studies

nø£“sY $<ÛëHê\T : #˚dæ+~. @<√ ˇø£ |ü<ä∆‹ |ü≥¢ ˝Òø£ $XÊ«dü+ |ü≥¢ ø±ø£
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|ü⁄düÔø£+˝À $kÕÔs¡+>± #·]Ã+#·ã&çHêsTT. kÕ.X¯.1570
sê»´bÕ\q neT\T|üs¡#·&É+˝À nø£“sY≈£î nãT˝Ÿ |òü»˝Ÿ
nø£“sY |òü‘˚|üPsY dæÁøÏ˝À (ÄÁ>±≈£î düMTbÕq)
düV‰ü j·T|ü&ܶ&TÉ . #·Áø£e]Ô @<√ ˇø£ eT‘·+, es¡+Z , kÕ+|òTæ ø£
ìedædüTÔqï|ü&ÉT eT‘·+ |ü≥¢ #·s¡Ã »s¡|ü&ÜìøÏ eTTdæ¢+

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dæ‹ú , ≈£î\+ dü+ã+<Ûë\≈£î nr‘·+>± ‘·q sê»´ Á|ü»\+<ä]
|ü+&ç‘T· \qT, Væ≤+<ä÷ |ü+&ç‘T· \qT, s√eTHé ø±´<∏*ä ≈£îÿ\qT,
øπ eå T+ ø√dü+ |üì#˚XÊ&ÉT. »Vü≤+^sY, cÕ»Vü‰Hé\T ≈£L&Ü

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ÄdüøÏÔ ñ+&˚~. $_ÛqïyÓTÆq $XÊ«kÕ\T >∑\ yê]ì ˇø£ esêZìï n_Ûe÷ì+#·kÕ>±&ÉT. Ç‘·s¡ eT‘· Á|ü»\T á

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The Mughal Empire in the 17th wealth. The inequalities were glaring.
Century and thereafter Documents from the twentieth year of Shah
Jahan’s reign inform us that the highest
The administrative and military ranking mansabdars were only 445 in
efficiency of the Mughal Empire led to number out of a total of 8,000. This small
economic and commercial prosperity. number – a mere 5.6 per cent of the total
International travellers described it as the number of mansabdars – received 61.5
fabled land of wealth. But the same visitors per cent of the total estimated revenue of

A
were also appalled at the state of poverty the empire as salaries for themselves and

AN
that existed in contrast to the greatest their troopers.
Sardar Sarvai Papanna
Sarvai Papanna, who belongs to the Warangal district, fought
against the Mughal rule in Telangana. He lived during the period

G
of Aurangzeb. He supported the lives of many poor people who
were backward and downtrodden.
AN
Papanna occupied the telangana area from Mughal rule between
1687 to 1724 CE, and built a fort in Khilashapur which was also
considered the capital city in Warangal district.
Having seen the oppressions and atrocities committed by Mughals
EL

during that time, he raised a small army and trained them in

guerrilla attacks.
Papanna, controlled the forts at Bhuvanagiri, Kolanupaku of Nalgonda, Thatikonda,
T

Cheriyala of Warangal, Huzurabad, Husnabad of Karimnagar. He constructed his first

fort in Sarvaipeta with the aim of expanding his rule. He constructed forts in Thatikonda,
T,

Vemulakonda and Shahpuram. Existing check Dam constructed during the rule of Papanna
in Thatikonda shows that he was a development oriented king to develop the region
under his control.
ER

Papanna mostly raised the funds for war and army by guerrilla attacks on Subedar,
Zamindars and landlords. Upon hearing the news of Papanna's popularity, Aurangzeb
advised Rustum-dil-Khan to suppress Papanna.
Rustum-dil-Khan then sent Khasim Khan first to
SC

Papanna and then to conquer shahpura fort. Having

Khasim Khan defeated and slayed by Papanna, Rustum-
dil-Khan himself entered the war and it went on for
almost three months. Rustum-dil-Khan finally fled
from the war and Papanna lost his friend and close
associate, Sarvanna in this war.
After the death of Aurangzeb, in 1707 C.E., the
then Deccan Subedar Kambaksh Khan started losing the control of Deccan. Having seen
the weak administration of Kambaksh Khan, Papanna attacked Warangal for on April 1
in 1708 C.E. However in a long battle at Thatikonda later at Khilashapur he escaped. He
was caught and beheaded in 1712 C.E.

Free Distribution by Govt. of Telangana 2022-23 45 Social Studies

17e X¯‘êã›+ ‘·sê«‘· yÓTT>∑˝Ÿ kÕÁe÷»´+ : dü+e‘·‡s¡+˝À sêdæq n~Ûø±s¡ |üÁ‘·+ øÏ+~ $wüj·÷\T
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j·TT<ë∆ìøÏ ~>±&ÉT. á j·TT<ä+› <ë<ë|ü⁄ 3 HÓ\\T kÕ–+~.

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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 46 kÕ+|òTæ ø£XÊg+

 The Mughal emperors and their After the weakening of the Mughal
mansabdars spent a great deal of their Empire in 1720s , the Mughal Governors
income on salaries and goods. The scale asserted their independence. One of them
of revenue collection left very little for
was the Subedar of the Deccan, Chin Qulich
money for investment in the hands of the
primary producers – the peasant and the Khan, also known as the Nizam-Ul- Mulk.
artisans. The poorest amongst them had He was the founder of the Asaf Jahi dynasty
barely enough resources for existence and of the Hyderabad State in 1724. Nizam-

A
could hardly invest in tools and supplies to Ul- Mulk ruled for 24 years (1724-1748).
increase productivity. The Asaf Jahi rulers were ten kings, who

AN
The wealthier peasantry and artisanal ruled from 1724 to 1948. Among them
groups, the merchants and bankers profited seven kings got the title ‘Nizam’ from the
in this period. Moghals. Nazar Jung, Muzafar Jung and

G
The enormous wealth and resources Sabath Jung were not received the title
commanded by the Mughal nobility made
‘Nizam’. The Nizams constantly fought the
them an extremely powerful group of
people in the late seventeenth century. As
AN Marathas and the rulers of Mysore to carve
the authority of the Mughal emperor slowly the independent state of Hyderabad. Due
declined, his subordinates emerged as to these reasons, they became dependent
EL

powerful centres of power in the regions. on the British and lost

They constituted new dynasties and held their independent status.
command of provinces like Hyderabad and They undertook the
Awadh. Although they continued to
T

colonial modernisation
recognise the Mughal emperor in Delhi as
their master, by the eighteenth century the under the influence of the
British Officials. The
T,

provinces of the empire had consolidated

their independent political identities. British loved the
Asaf Jahis of Hyderabad Hyderabad culture.
ER

Salar Jung
During late 19th Century
1724-1948
Hyderabad embarked on development. Salar
Asaf Jahis - Timeline Jung was the PrimeMinister of the Nizams
SC

Nizam-ul-Mulk - 1st Nizam (1724-1748) between 1853 and 1883, who imbibed
Nasar Jung - (1748-1751)
colonial development schemes. (You will
Muzafar Jung - (1751-1751)
Salabat Jung - (1751-1762) read more about him in the next lesson).
Nizam Ali Khan - 2nd Nizam (1762-1803) The sixth Nizam, Mir MahabubAli
Sikandar Jah - 3rd Nizam (1803-1829) Khan’s period marked with a number of
Nasir-ud-Dowla - 4th Nizam (1829-1857) reforms. The Asafia Library, Victoria
Afzal-ud-Dowla - 5th Nizam (1857-1869)
Meer Mahaboob Ali Khan (1869-1911)
Memorial Orphanage, Mahabubia
- 6th Nizam Girls School were established.
Mir Osman Ali Khan (1911-1948) During the Musi floods in 1908
- 7 Nizam
th
he personally supervised the relief

Free Distribution by Govt. of Telangana 2022-23 47 Social Studies

 yÓTT>∑˝Ÿ #·Áø£es¡T\Ô T yê] eTqdüuŸ<ës¡T¢ Ä<ëj·T+˝À 1720˝À¢ yÓ T T>∑ ˝ Ÿ #· Á ø£ e s¡ T Ô \ ÁbÕã\´+
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T

X¯ ‘ êã› + ˝À á sêC≤´\T dü « ‘· + Á‘· sêC≤´\T>±

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dü˝≤ã‘Y »+>¥ ` (1751-1762) n_Ûeè~∆ |ü<∏äø±\qT ÄVü‰«ì+` kÕ˝≤sY »+>¥

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operations, offered prayers to the god and provided shelter to the victims. However, the VII
Nizam determined to protect the fuedal power structure despite the popular movement for
liberal administrative reforms. (About his achievements you will read more in class-8).

Keywords :
1. Mansabdar 2. Jagirdar 3. Zabt

A
4. Elite 5. Zamindar 6. Sulh-i-kul

AN
Improve your learning
1. What was the relationship between the mansabdar and his jagir
jagir??

G
2. What was the role of the zamindar in Mughal administration?
AN
3. How were the debates with religious scholars important in the formation of
Akbar’s ideas on governance?

4. Why did the Mughals allow the earlier rulers to continue in their old kingdoms as before?
EL

5. Why was the policy of sulh-i kul important for the Mughals to control their vast empire?

6. Read the first para under the title ‘Zabt

‘Zabt and Zamindars’ on page 130 and comment on it.
T

7. Collect and fill in the table with the particulars of the Moghal emperors.
T,

S.No. Name of the emperor Ruling period Important features

ER

1
2
SC

3
4
5
6

Free Distribution by Govt. of Telangana 2022-23 49 Social Studies

 ôV≤’ <äsêu≤<äT Á|ü»\≈£î n+&É>± ì*#ê&ÉT. es¡<ä düV‰ü j·T ø±s¡´Áø£e÷\qT e´øÏ>Ô ‘∑ +· >± |üs´¡ y˚ø+åÏ #ê&ÉT, uÛ>Ñ e∑ +‘·TìøÏ
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»s¡T>∑T‘·Tqï|üŒ{ÏøÏ @&Ée ìC≤eTT uÛÑ÷kÕ«eT´ n~Ûø±s¡ dü«s¡÷bÕìï ø±bÕ&É{≤ìøÏ ø£è‘·ìX¯Ãj·T+‘√ ñ+&ÓqT. (Ç‘·ì
>∑T]+∫ MTs¡T 8e ‘·s>¡ ‹∑ ˝À ‘Ó\TdüTø=+{≤s¡T).

ø°\ø£|ü<ë\T:

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1. eTq‡uŸ<ës¡T 2. C≤^sê›s¡T 3. »uŸÔ

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4. •wüºes¡Z+ 5. »MT+<ësY 6. düT˝ŸΩ`Ç`≈£î˝Ÿ
MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·Tø√+&ç

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1) eTq‡uŸ<ës¡T, n‘·ì C≤^sY≈î£ eT<Û´ä >∑\ dü+ã+<Ûyä T˚ $T{Ï?
2) yÓTT>∑˝Ÿ |ü]bÕ\q˝À »MT+<ësY bÕÁ‘· @$T{Ï?
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3) eT‘ê#ês¡T´\‘√ »]|æq #·s¡Ã\ Á|üuÛ≤e+ nø£“sY bÕ\Hê ìs¡íj·÷\ô|’ m˝≤+{Ï
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4) yÓTT>∑˝Ÿ kÕÁe÷»´+˝À z&çq sêE\qT yê] yê] sêC≤´\˝À m+<äT≈£î

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6) ª»uŸÔ eT]j·TT »MT+<ësYµ ù|sêqT #·~$, yê´U≤´ì+#·+&ç.

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2
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 15
CHAPTER

Establishment of the British

Empire in India

A
AN
Aurangzeb was the last of the powerful Mughal rulers. He established control
over a very large part of the territory that is now known as India. After his death in
1707 CE, many Mughal governors (subedars) and big zamindars began asserting
their authority and establishing regional kingdoms.

G
Consequently, Delhi could no longer function as an effective centre. By the second
AN
half of the eighteenth century, however, a new power was emerging on the political
horizon – the British. Did you know that the British originally came to India as a
small trading company? How then did they become the masters of a vast empire?
EL

East India Company Comes to

East
T

In 1600 CE, the East India Company

T,

acquired a charter from the ruler of England,

Queen Elizabeth I, granting it the sole right
to trade with the East. This meant that no
ER

other trading group in England could

compete with the East India Company.
With this charter, the Company could
venture across the oceans, looking for new
SC

lands from which it could buy goods at a

cheap price, and carry them back to Europe
to sell at higher prices.
Mercantilism
Mercantile is a business enterprise that
makes profit primarily through trade.
Trading companies in those days made
profit primarily by excluding competition,
so that they could buy cheap and sell at Fig 15.1 The headquarters of East
higher rates. India Company in London

Free Distribution by Govt. of Telangana 2022-23 51 Social Studies

 uÛ≤s¡‘·<˚X¯+˝À Á_{Ïwt
15
bÕsƒ¡+

kÕÁe÷»´ kÕú|üq

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AN
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 The royal The problem was that all the companies
charter, however, were interested in buying the same goods.
could not The fine qualities of cotton and silk
prevent other produced in India had a big market in
European Europe. Spices like pepper, cloves,
powers from cardamom and cinnamon too were in great
entering the demand. Competition among the European

A
Eastern markets. companies inevitably pushed up the prices
By the time the at which the goods were purchased. Trade

AN
first English was carried out with arms and trading posts
ships sailed were protected through fortification. This
down the west effort to fortify settlements and carry on
coast of Africa,

G
Fig 15.2 profitable trade led to intense conflict with
round the Cape
VascodaGama the local rulers.
of Good Hope, AN
and crossed the Indian Ocean, the Armed Traders
Portuguese had already established their European traders formed their own
presence in the western coast of India, and companies to trade in India. The English
had their base in Goa. It was Vasco da Gama,
EL

traders formed the English East India

a Portuguese explorer, who had discovered Company while traders from France formed
this sea route to India in 1498. By the early the French East India Company. Both
seventeenth century, the Dutch (Holland) companies fought against each other for
T

too were exploring the possibilities of trade many years to capture the trade in India. Each
in the Indian Ocean. Soon the French made efforts to drive the other away. They
T,

traders arrived on the scene. brought armies

from England and
ER

France to help them

in their fight. The
kings of England
and France also
SC

backed their
respective comp-
anies and helped
them in many ways.
The companies
acquired land in
India and built their
own forts to wage
battles against each
Fig 15.3 A drawing of Machilipatnam from 1676 other.

Free Distribution by Govt. of Telangana 2022-23 53 Social Studies

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 The wealth that was accum-
ulated in this way was one of the
most important factors that
enabled England to develop
industries and establish their
dominance in the world.
This was the time when England

A
as well as some other European
countries like Spain, Portugal,

AN
France, Holland and Germany were
acquiring colonies in North and
South America, Africa, and Asia.
The colonies contributed to the

G
power and wealth of these
European countries. AN
The Mughal emperors as well as
many rajas and nawabs began to
Fig 15.4 Mughal Emperor Shah Alam granted
realise how dangerous it was to let Robert Clive the right to rule Bengal
such traders maintain armies, build
EL

they also tried to check the growing military

forts, fight battles and use military force strength of the companies.
to establish their economic power in their
For example, in 1764 CE, Nawab
kingdoms.
T

Anwaruddin Khan of Arcot (in northern

As long as the Mughal empire was
Tamil Nadu) sent his army to fight against
strong, it had not been possible for the
the French company. However, to
T,

European companies to establish their own

everyone’s astonishment, the small French
military power in India. In fact, Emperors
army managed to defeat the large army of
Shahjahan and Aurangzeb had fought and
ER

defeated the European companies on a the Nawab. The European traders became
number of occasions. However, some years bolder after this victory and felt that they
after the death of Aurangzeb, the different could do whatever they wanted in India
because of the strength of their armies.
SC

provinces of the empire became almost

independent and were ruled by their How were the European armies different
respective governors. Thus Bengal, Awadh from the armies of Indian rulers in the
(Lucknow) and Hyderabad became 1700’s? The soldiers of European armies
independent kingdoms which only were better trained and received higher and
nominally acknowledged the Mughal more regular salaries. They also had better
Emperor as their supreme. cannons and guns. The European armies
Once the Mughal empire broke up into held parades and drills every day. With such
these small kingdoms, the companies found regular exercise, Indian soldiers enrolled
their chance to assert their power. Though in these armies also became quite skilled
the rajas and nawabs wanted more trade, in battle.

Free Distribution by Govt. of Telangana 2022-23 55 Social Studies

 yê´bÕs¡+˝À ˝≤uÛ≤\ <ë«sê yê] e<ä›
b˛>∑T|ü&çq dü+|ü<ä Á_{Ïwt |ü]ÁX¯eT\qT
n_Ûeè~∆|üs¡#·{≤ìøÏ Á|ü|ü+#ê~Û|ü‘·´+
kÕú|æ+#·&ÜìøÏ <√Vü≤<ä|ü&ç+~. á ø±\+˝ÀH˚
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K+&Ü\˝À ‘·eT‘·eT e\dü\qT dü+bÕ~+#êsTT.

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á e\dü\T j·T÷s¡|t <˚XÊ\≈£î n~Ûø±sêìï,
dü+|ü<qä T n+~+#êsTT.

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kÕúìø£ sêE\T, qyêãT\T Áø£eT+>± >∑T]Ô+#ês¡T.
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ø£+ô|˙\≈£î yê] ôdì’ ø£ X¯øìÔÏ uÛ≤s¡‘<· X˚ +¯ ˝À kÕú|+æ #·≥+ Áô|+ò ∫ ôdH’ ê´ìøÏ e´‹πsø£+>± ‘·q ôdH’ ê´ìï |ü+|æ+#ê&ÉT.
kÕ<Ûä´|ü&É˝Ò<äT. cÕ»Vü‰qT, Ws¡+>∑CÒãT ø±\+˝À nH˚ø£ ø±ì qyêãT ô|<ä› ôd’Hê´ìï Áô|ò+∫ yê] ∫qï ôd’q´+
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kÕeT+‘·sêE\T dü«‘·+Á‘·T\T>± ‘·eT dü+kÕúHê\qT á $»j·T+‘√ j·T÷s¡|t es¡Ô≈£î\≈£î ôd’ìø£ X¯øÏÔ‘√

bÕ*+#·≥+ ÁbÕs¡+_Û+#ês¡T. Ä $<Û+ä >± u…+>±˝Ÿ, ne<Ûé uÛ≤s¡‘·<˚X¯+˝À ‘êeTT ‘·\#·T≈£îqï~ kÕ~Û+#·>∑\+ nH˚
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(\ø√ï), ôV≤’ <äsêu≤<äT ÁbÕ+‘ê\T yÓTT>∑\T sêE\qT ‘·eT <Ûs’Ó ´¡ + ø£*–+~.

#·Áø£e]Ô>± HêeTe÷Á‘·+>± >∑T]Ôdü÷Ô yêπs dü«‘·+Á‘·+>± kÕ.X¯.1700 dü+e‘·‡s¡+˝À uÛ≤s¡‘· bÕ\≈£î\
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u≤≥\Ty˚XÊs¡T. yê]‘√ m≈£îÿe yê´bÕs¡+ #˚j·÷\ì ‘·TbÕ≈£î\T ñHêïsTT. yês¡T Á|ü‹s√E ø£yê‘·T #˚dTü +Ô &˚yês¡T.
sêE\T, qyêãT\T uÛ≤$+∫q|üŒ{Ïø° Ä ø£+ô|˙\T Ä $<Ûyä TÓ qÆ ìs¡+‘·s¡ •ø£Då e\¢ j·T÷s¡|t ôdq’ ´+˝À #˚]q
ô|+#·T≈£î+≥Tqï ôd’ìø£ X¯øÏÔì ì\Te]+#·{≤ìøÏ kÕúìø£ uÛ≤s¡rj·T ôdì’ ≈£î\T ≈£L&Ü j·TT<ä+∆ ˝À eT+∫ HÓ|’ ⁄ü D≤´ìï
sêE\T j·T‹ï+#ês¡T. Á|ü<]ä Ù+#˚yês¡T.
ñ<ëVü≤s¡D≈£î kÕ.X¯.1764 dü+e‘·‡s¡+˝À Äsêÿ{Ÿ

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Growing European Interference 20,00,000 and a Jagir worth Rs. 1,00,000
in the Kingdoms of India per year to Dupleix.
The companies used their military The companies also began to acquire
small parts of kingdoms as ‘gifts’ from the
advantage to increase their profits from
local rulers. They would collect land tax
trade. On many occasions, when they saw from the villages and towns in these areas
two Indian rulers fighting among and use the money for their trading
themselves, they would take sides and get activities. They also used this money for

A
involved in the fight. They would lend their maintaining and improving their army.
army to one side to help them defeat their Slowly, the English Company began

AN
rivals. But, in return, the companies would emerging victorious over the French
demand and extract many trade concessions Company in the struggle for dominance in
India.
from the rulers. The rulers also ‘gifted’ the

G
companies large amounts of money in Misuse of the Company’s
return for their military help. This money AN Power
helped the companies increase their trade The Indian rulers soon found that the
even more. burden of giving ‘gifts’ to the English East
India Company and bearing the expenses of
For example, Dupleix, a governor of the its army was becoming very heavy. They
EL

French East India Company, helped were also troubled by many other activities
Muzaffar Jang to become the Nizam of of the company.
Deccan. In return, Muzaffar Jang gave the Some Indian rulers exempted the
T

French some territories near Pondicherry company from paying taxes on many of the
and the town of Machilipatnam. He also goods it purchased from their kingdoms.
However, people began taking advantage of
T,

gave Rs. 50,000 to the Company, Rs.

these concessions. For example, employees
50,000 to the French troops, and Rs.
of the company would do
ER

their own private trading.

But they would show their
Fig 15.5 Local boats bring goods from ships in own goods as belonging to
Madras, painted by William Simpson, 1867
the company to escape
SC

paying taxes.
In this way, while the
company got richer, its
emplo-yees and officers
also made a lot of money in
India and returned home
wealthy. Many Indian traders
and seths helped the
company in its trade. They
too showed their goods as
belonging to the Company
to escape paying taxes.
Free Distribution by Govt. of Telangana 2022-23 57 Social Studies
uÛ≤s¡‘· sêC≤´\˝À ô|s¡T>∑T‘·Tqï j·T÷s¡|t yê] \ø£å s¡÷bÕj·T\T, 20 \ø£å\ $\Te#˚ùd C≤^s¡TqT
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∫Á‘·ø±s¡T&ÉT $*j·T+ dæ+|ü‡Hé ` 1867 #·÷|æ |üqTï m>∑y˚ùdyês¡T.
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á $<Û+ä >± ø£+ô|˙ dü+|ü<ä

b˛>∑T|ü&É≥y˚T ø±≈£î+&Ü <ëì˝À
|ü ì #˚ ù d ñ<√´>∑ T \T ≈£ L &Ü
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 58
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 Thus, there was much looting and forced the Nizam of Hyderabad to hand
swindling taking place in the kingdoms over the coastal Andhra Pradesh districts
under the Company. So proud was the (Krishna, East Godavari, West Godavari,
Company of its military strength that it Srikakulam, Vijayanagaram, Prakasam
began working with great impudence. It Visakhapatnam and Guntur) between the
forced craftsmen to sell their goods at low years 1765-1768. These were known as the
prices. In the areas it had acquired, the ‘Northern Sarkars’ of the Madras province

A
company tried to squeeze revenue from the of the company. In return, the EnglishEnglish
peasants beyond reasonable limits. When agreed to maintain an army contingent for

AN
the rulers protested against such practices, the use of the Nizam. In fact, this army was
the English fought against them. They even used more to control the Nizam rather than
went to the extent of dethroning the kings to help him.

G
and anointing successors who would be Many rajas and nawabs understood the
only too willing to remove any obstacles British plot and fought hard against them.
in the way of their trade.
AN They included Haider Ali and Tipu Sultan
Traders need money to buy the of Mysore, the Maratha Sardar Mahadaji
goods they sell to others. List three Shinde, Nana Phadnawis and others. But
EL

sources of money that helped the their kingdoms were small. One by one,
English to buy goods in India. they lost them to the English.
Among those who played an important
T

What advantages did the Indian

rulers get from the English? role in the British success on the
battlefield were Generals Robert Clive,
T,

The English Impose their Rule Warren Hastings and Lord Wellesley.
The English gradually began to feel that Slowly, large parts of India came under the
ER

they could make fuller and freer use of India direct rule of the English. In many places,
for trade if they themselves ruled the country. the rajas and nawabs continued to rule, but
So they starting removing the nawabs and they were under the sovereignty of the
rajas and started ruling themselves. English. An English official (known as the
SC

In 1757 CE, the English defeated ‘resident’) would be assigned to stay in the
Sirajuddaula, the Nawab of Bengal, at a court of these kings or nawabs so that the
place called Plassey and established their British government could keep an eye on
rule over Bengal. The Battle of Plassey is how they ran their kingdoms.
an important event in the Indian history. While carrying on trade with India,
After that, the English started conquering why did the English East India
many other kingdoms of India, big and Company start thinking of
small. establishing its rule over the
The English East India Company also country?

Free Distribution by Govt. of Telangana 2022-23 59 Social Studies

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Ä+π>¢j·TT\ bÕ\q ` neT\T:

á b˛sê{≤\˝À Á_{Ï w t yê] $»j· ÷ \≈£ î
uÛ≤s¡‘<· X˚ Êìï |üP]Ô>±, ùd«#·Ã>¤ ± ‘·eT yê´bÕsêìøÏ
düVü≤ø£]+∫q >∑es¡ïsY »qs¡˝Ÿ\˝À sêãsYº ¬ø¢Ìyé, yês¡Hé
T,

yê&ÉTø√yê\+fÒ ‘êy˚T bÕ\≈£î\+ ø±yê\H˚ uÛ≤eq

ùV≤dæº+>¥‡, yÓ\¢d”¢ yÓTT<ä˝…’qyês¡T eTTKT´\T. Áø£y˚TD≤,
Ä+π>¢j·TT\˝À Áø£eT+>± ÁbÕs¡+uÛÑyÓTÆ+~. n+<äTπø yês¡T
ER

uÛ≤s¡‘<· X˚ ¯ uÛ÷Ñ uÛ≤>∑+˝À #ê˝≤ es¡≈î£ Ä+π>j

¢ T· T\ Á|ü‘´· ø£å
sêE\qT, qyêãT\qT ‘=\–+∫ ‘êy˚T bÕ*+#·≥+
bÕ\q øÏ+<ä≈î£ sêkÕ–+~. #ê˝≤ ÁbÕ+‘ê\˝À sêE\T,
yÓTT<ä\Tô|{≤ºsT¡ .
qyêãT\T bÕ*dü T Ô q ï|ü Œ {Ï ø ° yês¡ T Á_{Ï w t yê]
kÕ.X¯.1757 dü+e‘·‡s¡+˝À bÕ¢d” e<ä› »]–q
SC

kÕs¡«uÛÖeT‘·«+ øÏ+<äH˚ |üì#˚jT· kÕ>±s¡T. ª¬sdæ&+Ó {Ÿµ nì

j·TT<ä+∆ ˝À Ä+π>j ¢ T· T\T u…+>±˝Ÿ qyêãT dæsêE<Í›˝≤qT |æ\Teã&˚ ˇø£ Ä+π>¢j·T n~Ûø±]ì sêE\, qyêãT\
z&ç+∫, u…+>±˝Ÿ˝À ‘·eT bÕ\qqT ÁbÕs¡+_Û+#ês¡T. sêC≤´\˝À ìj·T$T+∫ Á_{Ïwt Á|üuÛÑT‘·«+ yê]ô|’ ˇø£
uÛ≤s¡‘<· X˚ ¯ #·]Á‘·˝À bÕ¢d” j·TT<ä+∆ ˇø£ eTTK´ |òTü ≥º+. Ä ø£H˚ïdæ ñ+#˚~.
‘·s¡Tyê‘·H˚ Ä+π>¢j·TT\T nH˚ø£ ∫qï, ô|<ä› sêC≤´\qT
ÄÁø£$T+#·≥+ ÁbÕs¡+_Û+#ês¡T. uÛ≤s¡‘<· X˚ +¯ ‘√ yê´bÕs¡+ #˚dTü qÔ ï ádtº Ç+&çj÷·
kÕ.X¯.1765`68 dü+e‘·‡sê\ eT<Ûä´ø±\+˝À ø£+ô|˙ yês¡T eTq <˚XÊìï m+<äT≈£î
Ä+Á<ÛäÁ|ü<˚XŸ˝Àì ø√kÕÔ õ˝≤¢\qT (H˚{Ï ø£ècÕí, ‘·÷s¡TŒ, bÕ*+#ê\ì uÛ≤$+#ês¡T?

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 Map 1 INDIA Map 2 INDIA
About About
1770 AD 1830 AD

A
AN
G
AN
EL

Map 3 INDIA
T

About Maps showing expansion of the

1857 AD British territorial power in India.
T,

Look at these maps along

ER

with a present day political

map of India. In each of
these maps, try to identify
the different parts of India
SC

that were not under the

British rule.
How far did English rule
spread by 1857? Make a
list of those areas where
Indian kings still ruled in
1857.

Free Distribution by Govt. of Telangana 2022-23 61 Social Studies

 |ü≥+`1 : kÕ.X¯.1770 |ü≥+`2 : kÕ.X¯.1830
Hê{Ï uÛ≤s¡‘·<˚X¯+ Hê{Ï uÛ≤s¡‘·<˚X¯+
˝≤¨sY ˝≤¨sY
&Û©ç ¢ &Û©ç ¢
U≤≥à+&ÉT U≤≥à+&ÉT
u…Hês¡dt

A
\ø√ï \ø√ï u…Hês¡dt
us√&É ø£\ø£‘êÔ ø£\ø£‘êÔ

AN
u§+u≤sTT |üPHê u§+u≤sTT
ôV’≤<äsêu≤<äT ôV’≤<äsêu≤<äT
>√yê >√yê

G
ã+>±fi≤U≤‘·+ ã+>±fi≤U≤‘·+
yÓTÆdü÷s¡T yÓTÆdü÷s¡T
nπs;j·÷ eTÁ<ëdüT eTÁ<ëdüT
nπs;j·÷
düeTTÁ<ä+ Á_{°wüß bÕ\q˝Àì ÁbÕ+‘ê\T
AN düeTTÁ<ä+
Á_{°wüß bÕ\q˝Àì ÁbÕ+‘ê\T

Á_{°wüß bÕ\q˝À˝Òì ÁbÕ+‘ê\T Á_{°wüß bÕ\q˝À˝Òì ÁbÕ+‘ê\T

EL

|ü≥+`3 : kÕ.X¯.1857
T

Hê{Ï uÛ≤s¡‘·<˚X¯+ uÛ≤s¡‘·<˚X¯+˝À Á_{Ïwüß n~Ûø±s¡ yê´|æÔì

˝≤¨sY
T,

#·÷|ü⁄‘·Tqï |ü{≤\T.
&Û©ç ¢ U≤≥à+&ÉT
ô|’ |ü{≤\qT |ü]o*+∫ H˚{Ï uÛ≤s¡‘<· X˚ ¯
ER

\ø√ï
u…Hês¡dt sê»ø°j·T |ü≥+‘√ b˛\Ã+&ç. Á|ü‹
ø£\ø£‘êÔ |ü≥+˝À Á_{Ïwt bÕ\q øÏ+<ä ˝Òì
ÁbÕ+‘ê\qT >∑T]Ô+#·+&ç.
SC

u§+u≤sTT |üPHê
ôV’≤<äsêu≤<äT 1857 Hê{ÏøÏ Ä+π>j¢ T· T\ bÕ\q m+‘·
>√yê es¡≈£î $düÔ]+∫+~? |üø£ÿ |ü{≤ìï
ã+>±fi≤U≤‘·+ |ü]o*+∫ ÄHê{ÏøÏ Ç+ø± uÛ≤s¡rj·T
yÓTÆdü÷s¡T eTÁ<ëdüT
nπs;j·÷ sêE\ ÄBÛq+˝À e⁄qï sêC≤´\
Á_{°wüß bÕ\q˝Àì ÁbÕ+‘ê\T
düeTTÁ<ä+ C≤_‘êqT ‘·j·÷s¡T#˚j·T+&ç.
Á_{°wüß bÕ\q˝À˝Òì ÁbÕ+‘ê\T

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Discontent with English Rule English began implementing in their areas.
As a result, many tribal people lost their
The English had to fight with many kings
rights over jungles and land. You will read
and nawabs to establish their rule. You will
more about this in the later years.
learn more about their policies and
Many Hindus and Muslims feared that
administration in later years. They
constantly faced resistance from the the English would destroy their faiths and
people of India. convert them to Christianity.

A
The royal families resisted them The English faced their toughest battle
because the English would anoint or in 1857 when, for a few months, their rule

AN
was uprooted over almost the entire
remove rulers as and when it suited their
purposes. northern Indian region. This revolt was
started by Indian sipahis or soldiers, who
Farmers and landowners resisted them were soon joined by royal families,

G
because the English imposed very high
landowners, farmers, tribal people and
taxes on them and collected the taxes very
craftsmen. The royal families who joined
strictly. So they lived in constant fear of
AN the revolt include Nana Sahib, the adopted
failing to pay the taxes and losing their lands
son of the peshwa, Tantia Tope, his general,
as a result.
the Begum of Awadh, and Rani Lakshmi Bai
Tribal people also offered resistance,
EL

of Jhansi. Hindus and Muslims fought

because of the new rules and laws that the together against their common enemy.

The Revolt of 1857 in March 1857. The sense of discontent at

T

Meerut was widespread and on this day, the

Place: The military cantonment
soldiers opened fire on their English
at Meerut, where the British army
T,

officers. The rebellious soldiers marched

had camped
towards Delhi that very night.
Date: Sunday, May 10, 1857
ER

The sun was about to set when the Indian

soldiers began firing their guns on their
English officers. These were the same
soldiers who had helped the English to
SC

conquer the kingdoms of India. They were

now fed up with the behaviour of the
English. They were not getting their salaries 2) 3)
1)
on time and they were not treated with
Fig 15.6 A - Loading a gun
respect in the British army. On top of this,
the sipahis suspected that the cartridges for 1) The soldier was supposed to tear open the
their new guns (rifles) were coated with cow paper case with his teeth.
and pig fat to keep them dry. They felt that 2) He would pour the gun powder into the
their religious faith was being violated. rifle.
Based on this suspicion, a similar uprising 3) He would then ram the bullet wrapped in
had occurred at Barrackpur, near Kolkata paper into the rifle.

Free Distribution by Govt. of Telangana 2022-23 63 Social Studies

Ä+π>¢j·TT\ bÕ\q|ü≥¢ ndü+‘·è|æÔ : ‘Ó>∑\T ‹s¡T>∑Tu≤≥T #˚XÊsTT. sêuÀj˚T bÕsƒê\˝À Bì
Ä+π>¢j·TT\T ‘·eT bÕ\qqT kÕú|æ+#·{≤ìøÏ nH˚ø£ >∑T]+∫ MTs¡T eT]+‘· H˚sT¡ Ã≈£î+{≤s¡T.
eT+~ sêE\‘√, qyêãT\‘√ b˛sê&Üs¡T. sêuÀj˚T Ä+π>¢j·TT\T ‘·eTqT Ŭø’düÔe⁄\T>± e÷s¡TÑês¡ì
bÕsƒê\˝À yê] bÕ\q >∑T]+∫, $<ÛëHê\ >∑T]+∫ eT]+‘· Væ≤+<äTe⁄\T, eTTdæ+¢ \T uÛj Ñ T· |ü&ܶsT¡ .
H˚s¡TÃ≈£î+{≤s¡T. yês¡T uÛ≤s¡‘· Á|ü»\ qT+&ç ìs¡+‘·s¡+ 1857˝À ø=ìï HÓ\\bÕ≥T »]–q b˛sê≥+˝À
e´‹πsø£‘q· T m<äTs=ÿHêïs¡T. Ä+π>j ¢ T· T\T yÓTT‘·+Ô ñ‘·sÔ ¡ uÛ≤s¡‘+· ˝À ‘·eT Ä~Û|‘ü ê´ìï

A
Á_{Ïwt yê]øÏ nqT≈£L\+>± e⁄qï sê» ≈£î≥T+u≤\qT
ø√˝ÀŒj·÷s¡T. á ‹s¡T>∑Tu≤≥TqT uÛ≤s¡‘· dæbÕsTT˝Ò
n~Ûø±s¡+˝À ñ+#·≥+ ˝Òøb£ ˛‘˚ ‘=\–+#·≥+ e+{Ï #·s´¡ \

AN
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n~Ûø£ |üqTï\T y˚j·T≥+, ìsê∆øÏåD´+>± |üqTï\T M]‘√bÕ≥T b˛sê≥+˝À ø£*kÕsTT. s¬ ‘’ T· \T, –]»qT\T,
edü÷\T #˚j·T≥+ e+{Ï #·s¡´\ e\¢, ìs¡+‘·s¡+ uÛÑj·T+ uÛÑ÷j·T»e÷qT\T, #˚‹eè‘·TÔ\ yês¡T ≈£L&Ü á
‹s¡T>∑Tu≤≥T‘√ »‘·ø*£ XÊs¡T. ‹s¡T>∑Tu≤≥T˝À bÕ˝§Zqï sê»

G
>∑T|æŒ{À¢ ñ+&ç, |üqTï\T #Ó*¢+#·˝Òø£b˛‘˚ uÛÑ÷eTT\T
b˛‘êj˚TyÓ÷qì uÛj Ñ T· |ü&qç s¬ ‘’ T· \T, uÛ÷Ñ j·T»e÷qT\T AN ≈£î≥T+;≈£î\˝À |”cÕ« <ä‘|Ô· ⁄ü Á‘·T&Óq’ HêHê kÕôV≤uŸ, n‘·ì
≈£L&Ü ‹s¡T>∑Tu≤≥T¢ #˚XÊs¡T. ôdH’ ê´~Û|‹ü ‘ê+‹j·÷ ‘√ô|, ne<Ûé jÓTTø£ÿ sêDÏ eT]j·TT
Ä+π>j¢ T· T\T neT\T »s¡T|ü⁄‘·Tqï ø=‘·Ô ìj·Te÷\T, s¡a≤˙‡øÏ #Ó+~q s¡a≤˙‡ \ø°Îu≤sTT ñHêïs¡T. ñeTà&ç X¯ó
#·{≤º\ e\¢ n&É$ô|’ ‘·eT Vü≤≈£îÿqT ø√˝ÀŒ‘·Tqï –]»q Á‘·e⁄qT Væ≤+<ä÷ eTTdæ¢+\T ø£*dæ m~]+#ês¡T.
EL

1857 ‹s¡T>∑Tu≤≥T : ‹s¡T>∑Tu≤≥T »]–+~. ø±˙ MTs¡{˝Ÿ À »]–q ‹s¡T>∑Tu≤≥T

#ê\ ô|<ä~› . Ä s√E ôdì’ ≈£î\T ‘·eT n~Ûø±s¡T\ô|’ ø±\TŒ\T
dü\ú +: MTs¡{Ÿ $T\≥Ø ø£+{ÀHéyTÓ +{Ÿ, Á_{Ïwt ôdì’ ø£ »]|æ n+‘·{Ï‘√ Ä>∑≈£î+&Ü n<˚ sêÁ‹ &Ûç©¢ yÓ’|ü⁄
T

kÕúes¡+ kÕ–b˛j·÷s¡T.
‘˚~: 10`5`1857 Ä~yês¡+.
T,

dü÷sê´düeÔ Tj·T+ ø±uÀ‘·T+&É>± Á_{Ïwt n~Ûø±s¡T\ô|’

uÛ≤s¡‘· dæbÕsTT\T ø±\TŒ\T yÓTT<ä\Tô|{≤ºs¡T. uÛ≤s¡‘·<˚X¯
ER

sêE\qT z&ç+∫, yê] kÕÁe÷C≤´\qT Ä+π>¢j·TT\T

»sTT+#·{≤ìøÏ düVü‰j·T|ü&çq ôd’ì≈£î˝Ò á ‹s¡T>∑Tu≤≥T
£ ‘·÷{≤
#˚XÊs¡T. yês¡T Ä+π>j¢ T· T\ Á|ües¡qÔ ‘√ $düT>∑T #Ó+<ës¡T. ˇø
SC

ü|Pdæq
yê]øÏ J‘ê\T düø±\+˝À n+<˚$ ø±<äT. yê]øÏ Á_{Ïwt Á^E ù||üsY ø£es¡T 3)
‘·TbÕøÏ eT+<äT 2)
ôd’ì≈£î\‘√ düe÷q+>± >ös¡e+ <äø£ÿ≥+˝Ò<äT. M{ÏøÏ Á^E 1)
|üsêø±wü˜>±, dæbÕsTT\≈£î Ç∫Ãq ø=‘·Ô ¬s’|òæfi¯¢˝À yê&˚ ‘·÷{≤

‘·÷{≤\≈£î Äe⁄, |ü+~ø=e⁄« |üPdæ e⁄+<ä˙, yê{Ïì H√{Ï‘√ ∫Á‘·+ 15.6 ‘·TbÕøÏ ˝À ‘·÷≥ y˚j·T&É+
ø=]øÏ ñ|üj÷Ó –+#·≥eT+fÒ ‘·eT eT‘· $XÊ«kÕ\T <Óã“ 1) ‘·÷{≤qT $|üŒ&ÜìøÏ ù||üsY d”˝ŸqT H√{Ï‘√ ø=s¡T≈£î‘·Tqï dæbÕsTT
‹q≥eTì uÛ≤$+#ês¡T. Ç≥Te+{Ï nqTe÷q+‘√H˚ 1857 2) ¬s’|òæ˝À¢ ‘·TbÕøÏ eT+<äT ì+|ü⁄‘·Tqï dæbÕsTT
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Place:
Meerut town
Date: Sunday
night - Monday,
May 10-11,
1857
News of the sipahi revolt spread

A
like wildfire in Meerut. A wave of
people came from the bazaar and

AN
began attacking the bungalows of
the English. Policemen joined the
mobs and before long, the
bungalows and offices of the

G
English were set an fire. Many Fig 15.7 A view of Sipahi revolt at Meerut in 1857
English people were killed.
AN
By daybreak, the sipahis of Meerut
had crossed the Yamuna and reached
Place: Delhi, the Lal Quila
Delhi. They entered the Lal Quila where
EL

Date: Monday, May 11, 1857 Badshah Bahadur Shah Zafar of the
Mughal dynasty was imprisoned by the
English. They declared him their badshah
T

and persuaded him to reject the

sovereignty of the British. ‘Drive out the
T,

English and bring back Mughal rule’ was

the clarion call of the rebels.
ER
SC

Fig 15.8 A view of Delhi in

1857 showing the pontoon
bridge the soldiers used to
cross the Yamuna.

Free Distribution by Govt. of Telangana 2022-23 65 Social Studies

dü\ú +: MTs¡{Ÿ |ü≥Dº +
‘˚~: Ä~yês¡+ sêÁ‹,
k˛eTyês¡+
10, 11 y˚T`1857

dæ b ÕsTT\ ‹s¡ T >∑ T u≤≥T yês¡ Ô

A
<ëyêq\+˝≤ MTs¡ { Ÿ ˝ À yê´|æ + ∫+~.
|ü≥Dº eT+‘ê ÄÁ>∑V‰ü y˚XÊ\‘√ }–b˛sTT+~.

AN
Á|üC≤yêVæ≤ì ãC≤s¡T\ >∑T+&Ü |üj·Tì+∫
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G
n|üŒ{Ïøπ Ä+π>j ¢ T· T\ ã+>±¢\≈£î ì|üŒ+{Ï+`
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q~ì <ë{Ï &Ûç©¢ #˚sês¡T. yês¡T yÓTT>∑˝Ÿ #·Áø£e]Ô
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EL

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Á|üø£{Ï+∫ n‘·ìì Á_{Ïwt kÕs¡«uÛÖe÷~Ûø±sêìï
~Ûø£ÿ]+#·&ÜìøÏ n+^ø£]+#·eTì ˇ|æŒ+#ês¡T.
T

ªªÄ+π>j¢ T· T\qT bÕs¡Á<√\+&ç, yÓTT>∑\T\ bÕ\qqT

‹]–‘Ó+&çµµ nì ‹s¡T>∑Tu≤≥T<ës¡T\T düŒwü+º >±
T,

|æ\T|ü⁄ì#êÃs¡T.
ER
SC

∫Á‘·+`15.8 ã\¢ø£≥Tºô|’ j·TeTTHê q~ì

<ë≥T‘·Tqï dæbÕsTT\T ` 1857 Hê{Ï &Ûç©¢ <äèX¯´+

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The Revolt Spreads
No sooner did this call go out,
revolts against the English
erupted in many places. Sipahis
went on a rampage in the
cantonments at Aligarh,
Mainpuri, Bulandshahar, Attock

A
and Mathura. The English were
badly shaken. Their situation

AN
was, indeed, very delicate.
Fig 15.9 Jhansi Lakshmi Bai - Fighting with the
There were a mere 45,000 English Britishers
officers and soldiers in India. Against this, Hyderabad was not silent as it suffered

G
the number of Indian soldiers in their army under the colonial policies. Among others
was two lakh and thirty two thousand! It was Turrebaz Khan was a revolutionary who
AN
these very sipahis who revolted. So, who fought against the British in Hyderabad
would now protect the lives and property State during the revolt of 1857. He, with
of the English residents in the towns? The the support of Moulvi Allauddin, mobilized
Indian sections of their army could not be 6,000 people and attacked the British
EL

relied on. Consequently, many English Residency, present day Women’s College,
soldiers were held back to protect the Koti. He revolted at a time when the Nizam
English families. As a result, the revolt supported the British. However the
T

could not be suppressed immediately and movement was suppressed and Turrebaz
it spread from place to place. Khan was executed.
T,

Many royal
families, whose
kingdoms had
ER

Turrebaz Khan
been taken away
by the English,
joined the revolt.
Among them
SC

were the former

Nawab of Awadh
and the Maratha Discuss why the idea of the Mughal
Fig 15.10 Nana Saheb peshwa Nana
empire brought the rebelling Indian
Sahib. Armies of people together.
rebel sipahis and rulers from different When you oppose something, you
corners of the country marched towards need an alternative in its place.
Delhi. People were helping them for driving Think of an example from your
out the English so to establish their rule in experience that brings out this need
their respective provinces. of an alternative.

Free Distribution by Govt. of Telangana 2022-23 67 Social Studies

‹s¡T>∑Tu≤≥T yê´|æÔ :
á |æ\T|ü⁄ n+~q yÓ+≥H˚,
Ä+π>j ¢ T· T\≈£î e´‹πsø£+>± <˚X+¯ ˝Àì
nH˚ø£ ÁbÕ+‘ê\˝À ‹s¡T>∑Tu≤≥T¢
yÓ\T¢y‘Ó êÔsTT. Ä©|òTü sY, yÓTsTTHé|⁄ü ],
ãT\+<éwVü ≤ü sY, n≥ºø,˘ eT<ÛTä s¡
ø£+{ÀHÓà+≥¢˝Àì dæbÕsTT\T

A
‹s¡>ã∑ &ܶsT¡ . Ä+π>j ¢ T· T\T >∑»>∑»

AN
eDÏøÏb˛j·÷s¡T. yê]|ü&ÉT øÏ¢wüº
|ü]dæ‘ú T· \qT m<äTs¡Tÿ+≥THêïs¡T.
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n|ü&ÉT πøe\+ 45 y˚\ eT+~
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sêC≤´\T b˛>=≥Tº≈î£ qï
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es¡≈£î ‹s¡T>∑Tu≤≥T˝À
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e÷J qyêãT, eTsê؃
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HêHêkÕôV≤uŸ e⁄Hêïs¡T.
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yê] bÕ\qqT ‹]– kÕú|æ+#·&ÜìøÏ Á|ü»\T yê]øÏ Á|ü ‘ ê´e÷ïj· T nedü s ¡ + >∑ T ]+∫
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Revolt in Every Village English. They did not fight together. There
The flames of revolt spread from kasba was no combined and well-planned effort.
to kasba and village to village in Uttar So the English were able to tackle the
Pradesh and Bihar. The peasants and rebels one by one in each area.
zamindars took up arms together and had The rebels also faced a shortage of
the English and their officers on the run. modern arms. The guns and cannons,
They stopped paying taxes to the British cartridges and gunpowder they required
government. They tore up railway lines, were brought from outside India.

A
burnt down police stations, courts, post & Consequently, the rebels had to fight with

AN
telegraph offices and uprooted the old guns, arrows, spears and swords. How
telegraph wires. All these were the new long could such weapons last in a contest
services that the English had introduced in against the more modern arms?
India. As defeat stared the English in their Even then, the speed with which the

G
faces, the Indian people became more and revolt spread frightened the English. So
more courageous in their fight against the AN they behaved with greaterr cruelty
British rule. whenever they suppressed a rebel group.
The rebels looted the houses and burnt They killed the rebels in a most inhuman
the documents of many moneylenders. ways and hanged their bodies from trees in
These moneylenders had become very the villages so that the village folk would
EL

powerful in the villages with the help of ‘understand’ the consequences of revolt.
English laws. They tied some rebels to the mouths of
The Revolt is Suppressed cannons and blew them to bits. Many rebels
T

Despite the widespread success of the went into hiding, moving from place to
revolt, the English slowly gained control place to avoid being caught by the English.
over the situation. Many of them even went to places like
T,

Nepal to hide.
The rebels fought bravely. But, there
were two major weaknesses among them. The English deported Emperor Bahadur
ER

In every town or region, different groups Shah Zafar to a far away location in Rangoon
of rebels fought separately against the and it was there that the last Mughal
emperor died. The revolt of 1857 was the
biggest revolt to challenge the might of the
SC

English. After suppressing it, their hold

over India became stronger and they ruled
the country for the next 90 years.
Choose the correct alternative:
a) The rebels of 1857 CE wanted to
(restore/remove)_________
Mughal rule.
b) The weakness of the English army
was that most of its soldiers were
(Europeans/Indians)_________.
Fig 15.11 Hanging the rebels.

Free Distribution by Govt. of Telangana 2022-23 69 Social Studies

‹s¡T>∑Tu≤≥T˝À Á|ü‹ Á>±eT+ : Á|ü‹ÁbÕ+‘·+˝Àì ‹s¡T>∑Tu≤≥¢qT ˇø£<ëì ‘·sê«‘· ˇø£{>Ï ±
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M~ÛøÏ ‹s¡T>∑Tu≤≥T C≤«\\T yê´|æ+#êsTT. ¬s’‘·T\T, ‹s¡T>∑Tu≤≥T<ës¡T\≈£î Ä<ÛäTìø£ Äj·TT<Ûë\ ø=s¡‘·
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ø£≥≈º î£ +&Ü Ä|ü⁄#˚XÊs¡T, s¬ \’ T e÷sêZ\qT <Û«ä +dü+ #˚kÕs¡T. e#˚Ã~. n+<äTe\¢ ‹s¡T>∑Tu≤≥T<ës¡T¢ bÕ‘· ‘·TbÕ≈£î\T,
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nH˚ $XÊ«kÕìï ì+|æ+~. <ä>∑Zs¡˝≤¢ yês¡T eTVü‰Á≈£Ls¡+>± e´eVü≤]+#ês¡T.

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#˚dæ yê] e<ä› e⁄qï <äkÕÔy˚E\qT ø±*Ãy˚XÊs¡T. Á>±e÷\˝Àì #Ó≥≈¢ î£ ñ]rdæ, Á>±MTDT\T ‹s¡T>∑Tu≤≥T#˚ùdÔ
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n&É+¶ ô|≥Tºø=ì Á>±e÷˝˝À ô|‘·qÔ + #Ó˝≤sTT+#ês¡T. ø=+<äs¡T ‹s¡T>∑Tu≤≥T<ës¡¢qT eTs¡|òæs¡+>∑T\
eTT+<äTø£{ºÏ Ä |òsæ +¡ >∑T\qT ù|*Ã, yê] X¯Øsê\qT eTTø£ÿ\T
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◊ø£ ´ b˛sê≥+ ˝Ò < ä T . n+<ä T e\q Ä+π > ¢ j · T T\T
ô|<ä› ‹s¡T>∑Tu≤fÒ 1857 ‹s¡T>∑Tu≤≥T. á ‹s¡T>∑Tu≤≥TqT
nDÏ∫q ‘·sê«‘· yê] Ä~Û|ü‘·´+ eT]+‘· ã\|ü&ç eTs√
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90 dü+e‘·‡sê\bÕ≥T |ü]bÕ\q ø=qkÕ–+~.

dü¬s’q »yêãT\qT >∑T]Ô+#·+&ç.
m) 1857 ‹s¡T>∑Tu≤≥T<ës¡T\T yÓTT>∑\T\
bÕ\qqT ................. (‘=\–+#ê\ì/
Á|ü‹wæ+º #ê\ì) ø√s¡T≈£îHêïs¡T.
_) ‘·eT ôdq’ ´+˝À m≈£îÿeeT+~ ...............
(j·T÷s¡|t yês¡T/uÛ≤s¡rj·TT\T) ñ+&É≥+
Á_{Ïwt ôd’q´ ã\V”≤q‘· .
∫Á‘·+`15.11 ‹s¡T>∑Tu≤≥T<ës¡T\qT ñ]rdüTÔqï <äèX¯´+

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 What were the weaknesses of the promise that Indians would be included in
rebel Indian armies? the government. The truth is that the English
had seen their Indian empire being snatched
After the Revolt away in 1857. Now, they directed their
It took the English more than a year to efforts towards giving all kinds of
suppress the revolt of 1857. During this concessions to the elite powerful Indians,
period, they changed many of their policies to conciliate them and ensure that they
and adopted new ones. In 1858, Queen continued to support the English.
Victoria of England made an important Hyderabad State and the British

A
declaration. She said Indian kings should
As with other kingdoms of the time,
rule their own kingdoms without anxiety

AN
Hyderabad too came under the influence
because the English would not try to
dethrone them. of the English East India Company.
Eventually, the British placed their Resident
In this way, they established a close in Hyderabad who oversaw the entire
collaboration with the royal families of

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administration of the state. The Nizam had
India. Similarly, the zamindars, too, were to appoint his Prime Minister or Dewan on
given many concessions and were assured AN the advice of the Resident and with the
that their property would be protected. approval of the British Governor General.
The pundits and maulvis were assured All the departments had to be headed by ICS
that the British government would not (Indian Civil Services) officers selected by
interfere in matters relating to Indian the British. In this way, the British were
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religions and would let the old traditions able to gain complete control over the
continue. There was also a Nizam’s state. They gradually pushed the
state to adopt the
administrative system
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and policies followed

by the British in other
T,

areas too.
If you go to
Hyderabad, you will see
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the famous Salarjang

Museum which houses
the various articles
collected by Salar Jang
SC

who was one such

Diwan of Hyderabad.
He introduced many
reforms and
contributed to the
economic development
of the Hyderabad state.
Fig 15.12 Bahadur Shah Zafar and his sons being arrested by Captain Hodson. He divided the
After Aurangzeb, there was no powerful Mughal ruler, but Mughal emperors kingdoms into Subhas
continued to be symbolically important. When rebellion against British rule broke
out in 1857, Bahadur Shah Zafar, the Mughal emperor at the time, was seen as the and districts after
natural leader. Once the revolt was suppressed by the company, he was forced to removing the old
leave the kingdom, and his sons were shot down in cold blood.

Free Distribution by Govt. of Telangana 2022-23 71 Social Studies

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$<ÛëHê\qT ne\+_+#ês¡T. 1858˝À $ø√º]j·÷ sêDÏ

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kÕ˝≤sY»+>¥ ùdø£]+∫q $$<Ûä s¡ø±\
edüTÔe⁄\T ñHêïsTT. Äj·Tq nH˚ø£
dü + dü ÿ s¡ D \qT Á|ü y ˚ X ¯ ô|{≤º & É T .
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yÓTT>∑˝Ÿ e+X¯+˝À Ws¡+>∑CÒãT ‘·sê«‘· bÕ*+∫q yês¡T ù|s¡Tπø bÕ\≈£î\T, X¯øÏÔ e+‘·T\T Äj·Tq #ê˝≤ <√Vü≤<ä|ü&çHê&ÉT.
ø±s¡T.1857 ‹s¡Tu≤≥T düeTj·T+˝À ãVü≤<ä÷sY cÕ »|òüsY bÕ\≈£î&ÉT. ádtº Ç+&çj·÷ sêC≤´ìï, ªdüTu≤µ\T>± õ˝≤¢\T>±,
ø£+ô|˙ á ‹s¡T>∑Tu≤≥TqT nD∫y˚dæ yÓ+≥H˚ ãVü≤<ä÷sYcÕ »|òüsY qT ã\e+‘·+>± $uÛõÑ +∫,
|ü<äM#·T´‘·TÔìï #˚dæ, n‘·ì ≈£îe÷s¡T\qT ≈£L&Ü #·+|æy˚j·T&É+ »]–+~.

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Deshmukhs etc. He abolished the revenue College in 1870 and Madarsa-i-Aliya were
farming system and instead organised also established.These reforms helped
direct collection of revenue from the Hyderabad to emerge as a modern state in
farmers by district officials. The Judicial line with the rest of the country.
reforms included the creation of Supreme
Court, High court and District courts.
Separate Civil and Criminal courts were Keywords :
also established. To facilitate transport,

A
1. Royal Charter 2. Subedar
Salarjung improved the railways and roads.

AN
Important railway lines connected 3. Sole right 4. Demand
Hyderabad to Wadi, Madras to Sholapur 5. Jagir 6. Cantonment
and Madras to Bombay. English Medium 7. Colonies 8. Maulvies
schools, like Dar-ul-Ulm at Chadarghat in

G
1855, City College, Deccan Engineering

Improve your learning

AN
1. Why did the European trading companies maintain armies in India? What role did
these armies play in the business of the companies?
EL

2. How could the European armies defeat the Indian armies in the 1700’s and 1800’s?
3. Collect the information of 1857 revolt and fill in the table with the particulars.
S.No. People participated in the revolt People stayed away from the revolt
T
T,

4. In 1857, which soldiers felt their religious faith was being violated, and why?
ER

5. In what ways did people revolt against the British in 1857?

6. What did the people who revolted in 1857 want to achieve?
7. What complaints of the rebels did Queen Victoria tried to address in her 1858 declaration?
SC

8. What are the similarities and differences between the ways the Mughals and the English came to
power in India?
9. Locate the sea route of Vascodagama from Portugal to India in the map.
10. Write a short note on the need of Unity to avert foreign invasion.
11. Express your dissatisfaction towards the rule of Britishers.

Free Distribution by Govt. of Telangana 2022-23 73 Social Studies

 bÕ‘· <˚XŸeTTUŸ\qT ‘=\–+#ê&ÉT. ¬syÓq÷´ kÕ>∑T bÕsƒ¡XÊ\\T, 1870˝À dæ{Ï ø±˝ÒJ, <äø£ÿHé Ç+»˙]+>¥
<ÛHä êìï s¡<Tä › #˚d,æ Á|ü‘ê´e÷ïj·T+>± õ˝≤¢ n~Ûø±s¡T\#˚, ø±˝Òõ eT]j·TT eT<äsêkÕ`Ç`Ä*j·÷ì kÕú|+æ #ê&ÉT.
s¬ ‘’ T· \ qT+&ç Á|ü‘´· ø£+å >± |üqTï\T edü÷\T #˚XÊ&ÉT. Hê´j·T á dü+düÿs¡D\T <˚X¯+ yÓTT‘·Ô+˝À ôV’≤<äsêu≤<é, Ä<ÛäTìø£
dü+düÿs¡D˝À uÛ≤>∑+>±, düTÁ|”+ø√s¡Tqº T, ôV≤’ ø√s¡Tqº T, õ˝≤¢ sê»´+>± Ä$s¡“$¤ +#·T≥≈£î ‘√&ÉŒ&çHêsTT.
ø√s¡Tº\qT @sêŒ≥T #˚XÊ&ÉT. dæ$˝Ÿ ÁøÏ$Tq˝Ÿ ø√s¡Tº\qT
y˚sπ «s¡T>± @sêŒ≥T #˚XÊ&ÉT. ø°\ø£|ü<ë\T:

A
s¡yêD≤ kÂø£sê´\T yÓTs¡T>∑T |üs¡#·T≥≈£î ¬s’\T, s√&ÉT¶ 1. sêj·T˝Ÿ #ês¡ºsY 5. C≤^s¡T
2. düTuÒ<ës¡T 6. ø£+{ÀHÓà+{Ÿ

AN
e÷sêZ\qT kÕ˝≤sY»+>¥ n_Ûeè~∆ |ü]#ê&ÉT. ôV≤’ <äsêu≤<é
qT+&ç yê&ç, eTÁ<ëdt qT+&ç c˛˝≤|üPsY, eTÁ<ëdt qT+&ç 3. >∑T‘êÔ~|Û ‘ü ´· + 7. e\dü\T
u§+u≤sTT\≈£î eTTK´yÓTqÆ s¬ \’ T e÷sêZ\T y˚XÊ&ÉT. 1855˝À 4. &çe÷+&é 8. eTÚ©«\T
#ê<äs|Y ÷üò {Ÿ˝À <ësY`ñ˝Ÿ`ñ\÷yéT e+{Ï Ä+>∑¢ e÷<Û´ä eT

G
AN
MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·Tø√+&ç
1) j·T÷s√|æj·THé yê´bÕs¡ ø£+ô|˙\T Ç+&çj·÷˝À ôd’Hê´ìï m+<äT≈£î b˛wæ+#êsTT?
ø£+ô|˙\ yê´bÕs¡+˝À á ôd’Hê´\T m≥Te+{Ï bÕÁ‘· b˛wæ+#êsTT?
EL

2) 1700, 1800 dü+e‘·‡sê\˝À uÛ≤s¡‘ô· dH’ ê´\qT j·T÷s¡|⁄ü ôdH’ ê´\T m˝≤ z&ç+#êsTT?
3) 1857 ‹s¡T>∑Tu≤≥T≈£î dü+ã+~Û+∫q $esê\qT ùdø£]+∫, øÏ+~ |ü{Ϻø£˝À qyÓ÷<äT
T

#˚jT· +&ç.
Áø£.dü+. ‹s¡T>∑Tu≤≥T˝À bÕ˝§Zqïyês¡T ‹s¡T>∑Tu≤≥T≈£î <ä÷s¡+>± ñqïyês¡T
T,
ER

4) 1857˝À ‘·eT eT‘· $XÊ«dü+ <Óã“‹qï<äì uÛ≤$+∫q ôd’ì≈£î˝…es¡T? yês¡T n˝≤ m+<äT≈£î uÛ≤$+#ês¡T?
SC

5) 1857˝À Á_{Ïwtyê]øÏ e´‹πsø£+>± Á|ü»\T m˝≤ ‹s¡>∑ã&ܶs¡T?

6) 1857˝À ‹s¡>∑ã&ɶ Á|ü»\T @$T kÕ~Û+#ê\ì ø√s¡T≈£îHêïs¡T?
7) ‹s¡T>∑Tu≤≥T<ës¡T\ @ &çe÷+&Éq¢ T |ü]wüÿ]kÕÔqì sêD° $ø√º]j·÷ 1858 Á|üø≥£ q˝À Vü‰MT Ç∫Ã+~?
8) yÓTT>∑\T\T uÛ≤s¡‘·<˚X¯+˝À n~Ûø±s¡+˝ÀøÏ sêe{≤ìøÏ, Á_{Ïwtyês¡T n~Ûø±s¡+˝ÀøÏ sêe{≤ìøÏ>∑\ b˛*ø£\T,
uÛ<Ò ë\T @$T{Ï?
9) yêk˛ÿ&ç>±e÷ b˛s¡TÃ>∑˝Ÿ qT+&ç uÛ≤s¡‘<· X˚ ÊìøÏ #˚dqæ düeTTÁ<ä Á|üj÷· De÷sêZìï |ü≥+˝À >∑T]Ô+#·+&ç.
10) ªª$<˚o <äTsêÁø£eTD\qT ìyê]+#·&ÜìøÏ ◊ø£´‘· nedüs¡+µµ ` Bìô|’ ˇø£ \|òüTT{°ø£ sêj·T+&ç.
11) Ä+π>¢j·TT\ bÕ\q|ü≥¢ ˙ ndü+‘·è|æÔì kı+‘· e÷≥˝À¢ sêj·T+&ç.

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 16 Making of Laws
CHAPTER

in the State Assembly

A
So far, we have been reading about how people managed their public affairs – how
they ruled or were ruled. We studied about tribal societies which were small and which

AN
managed all their public affairs through consultation in meetings and had a headman
who carried out the decisions. In kingdoms and empires, we saw how these matters were
decided by Kings and their officials, how kings fought with each other to gain control over

G
more people and lands. We also saw how chiefs and warriors controlled the lives of people
and levied taxes on them at their will. Theyhey used the money to build large palaces
AN
for themselves, to fight wars and also to build some public utilities like tanks, canals and
temples or mosques. We also saw how the British established their power so as to exploit
the resources of our country and how this was resisted by our people.
EL

Today, we do not have any kings or warriors ruling us. We became independent of the
British rule more than 70 years ago. So how do we rule ourselves now? You know that there
T

are MPs, MLAs, Ministers, Chief Ministers and higher officials. Are they like the kings of
olden times? Can they do what they please? No, modern governments are run according to
T,

laws. No one is above the law and all ministers and officials have to function according to
laws. But who makes the laws?
How are the laws made? Are
ER

they made as per the whims of

the rulers? No, the laws are
made by the Legislative
SC

Assemblies and the

Parliament. The Constitution
of India lays down how these
bodies can make laws. They
make laws according to some
procedures. In this chapter, we
will read in detail about how
state legislatures make laws. Fig 16.1 Telangana -Assembly

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 sêh XÊdüqdüuÛÑ ` #·{≤º\
16
bÕsƒ¡+

‘·j·÷Ø

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Ç+‘· es¡≈î£ eTq+ Á|ü»\T ‘·eT Á|üC≤ø±s¡´ø£˝≤bÕ\qT m˝≤ ìs¡«Væ≤+#·T≈£îHêïs√ ` yês¡T m˝≤ bÕ*+#·ã&çHês√,
m˝≤ bÕ*+#ês√ #·<Tä e⁄≈£îHêï+. >∑‘· dü+e‘·‡s¡+ eTq+ ∫qïyÓq’ –]»q düe÷C≤\T yê] ø±s¡´ø£˝≤bÕ\qT #·sá \T,

AN
düe÷y˚XÊ\ <ë«sê m˝≤ ìs¡«Væ≤+#ês√ Á>±eT ô|<ä› ìs¡íj·÷\T m˝≤ #˚ùdyês√ #·~yê+. sêC≤´\T, kÕÁe÷C≤´\˝À
sêE\T, n~Ûø±s¡T\T M{Ïì m˝≤ ìs¡«Væ≤+#˚yês√ n~Ûø£ uÛÑ÷uÛ≤>∑+ô|’, sêC≤´\ô|’ Ä~Û|ü‘·´+ ø√dü+ m˝≤ j·TT<ë∆\T
#˚ùdyês√ ‘Ó\TdüT≈£îHêï+. jÓ÷<ÛTä \T, kÕeT+‘·T\T Á|ü»\qT m˝≤ ìj·T+Á‹+#ês√, ‘·eT≈£î Çwü+º e∫Ãq≥T¢ |üqTï\T

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m˝≤ edü÷\T #˚XÊs√, ô|<ä› uÛÑeHê\qT ì]à+#·&ÜìøÏ Ä Ä<ëj·T+ m˝≤ $ìjÓ÷–+#ês√, Á|üC≤Á|üjÓ÷»Hês¡ú+
#ÓsT¡ e⁄\T, ø±\Te\T, <˚yê\j·÷\T, eTd”<Tä \T m˝≤ ì]à+#ês√ ‘Ó\TdüT≈£îHêï+. Á_{Ïwt yês¡T eTq <˚X+¯ ˝À n~Ûø±sêìï
AN
m˝≤ kÕú|+æ #ês√, eTq <˚Xe¯ qs¡T\qT m˝≤ <√#·T≈£îHêïs√, eTq Á|ü»\T yê]ì m˝≤ m<äTs=ÿHêïs√ eTq+ #·~yê+.
Ç|ü&ÉT eTq≈£î sêE\T, jÓ÷<ÛäT\T ˝Òs¡T. 70 @fi¯¢ ÁøÏ‘·y˚T eTq+ Á_{Ïwt yê] qT+&ç kÕ«‘·+Á‘·´+ bı+<ë+.
eTq*ï eTq+ m˝≤ |ü]bÕ*+#·T≈£î+≥THêï+? bÕs¡¢yÓT+{Ÿ düuÛÑT´\T, XÊdüqdüuÛÑT´\T, eTTK´eT+Á‘·T\T, eT+Á‘·T\T,
EL

ñqï‘ê~Ûø±s¡T\ >∑T]+∫ MT≈£î ‘Ó*ùd ñ+≥T+~. yês¡T ÁbÕNq ø±\+ Hê{Ï sêE\ e+{Ï yêsê? yês¡T yê]øÏ
ÇwüºyÓTÆq$ #˚kÕÔsê? #˚j·Ts¡T. Ä<ÛäTìø£ Á|üuÛÑT‘ê«\T #·{≤º\ Á|üø±s¡+ q&ÉTkÕÔsTT. #·{≤º\≈£î mes¡÷ nr‘·T\T ø±s¡T.
#·{≤º\ø£qT>∑TD+>± eT+Á‘·T\T, n~Ûø±s¡T\T, e´eVü≤]+#ê*. ø±ì Ä #·{≤º\qT mes¡T, m˝≤ ‘·j·÷s¡T#˚kÕÔs¡T?
T

n$ bÕ\≈£î\ ø√]ø£\
Á|üø±s¡+ ‘·j÷· sö‘êj·÷?
T,

ø±<ä T . yê{Ï ì XÊdü q

dü u Û Ñ T ´\T, bÕs¡ ¢ y Ó T +{Ÿ
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düuÛÑT´\T #˚kÕÔs¡T. á
dü+düú\T #·{≤º\T m˝≤
‘·j÷· s¡T#˚j÷· ˝À uÛ≤s¡‘`·
SC

sêC≤´+>∑+ dü÷∫düTÔ+~.
á sêC≤´+>∑ ìj·Te÷\
Á|ü ø ±s¡ y ˚ T #· { ≤º \ T
‘· j · ÷ s¡ T #˚ k ÕÔ s ¡ T . á
bÕsƒ¡+˝À sêÁwüº XÊdüq
dü u Û Ñ ˝ À #· { ≤º \ T m˝≤
‘· j · ÷ s¡ T #˚ k ÕÔ s √
$|ü⁄\+>± #·<äTe⁄<ë+. ∫Á‘·+ ` 16.1 ‘Ó\+>±D nôd+;¢ uÛÑeq+

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 Here is a news item - let us try to understand what is being said in it about Andhra
Pradesh Prohibition of Smoking and Health Protection Act 2002

Bill for ban on public smoking passed

HYDERABAD, MARCH 27. Our Special Correspondent

The Andhra Pradesh State metres of educational Supreme Court directions

Legislative Assembly on institutions, sale to those given on November 2, 2001.

A
Wednesday passed a bill below 18 years and Those contravening Sections
providing for prohibition of prohibition of advertisement 5, 6 and 10 relating to ban on

AN
smoking in places of public of cigarettes. Others spoke of smoking in public places and
work or public use and in public the effect it would have on the public service vehicles and
service vehicles. It also provides livelihood of tobacco farmers display of no smoking board,
for conviction and levying of fines and pan shop owners. The would be punishable with a

G
ranging from Rs. 100 to Rs. Minister allayed their fine, which may extend to Rs.
1,000 on those who contravene apprehensions.
AN 100 and for second or
the provisions. subsequent offence with a fine
The Minister said the of Rs. 200 which may extend
Some of the concerns expressed legislation was necessary in to Rs. 500.
by the Opposition members view of the harmful effects of
Adapted from The Hindu
include implementation of ban smoking on the health of
EL

March 27-02
on sale of cigarettes within 100 people and in pursuance of the

Newspaper articles are often written

T

Supreme Court (silence, punish,

with the assumption that they are read follow, dismiss).
by adults. So first, find out the
4) The bill was passed in the ______
T,

meanings of the words –

(Supreme Court, Ministry,
conviction, allayed, appre-
Collectorate, Assembly).
hension, pursuance, contra-
ER

vening, implementation. Does the newspaper article suggest

that everyone had the same opinion
In the context of the above news
about the bill?
item, fill in the following
SC

What are the provisions for

1) A _____ was passed to prohibit
punishment mentioned in the
smoking in public places (bill,
newspaper?
custom, law, rule).
2) Prohibition of smoking does not The Constitution of India provides for
include _______ (place of work, a Legislature for every State. The
public vehicles, private garden, bus legislature of every State consists of the
stand). Governor and one or two Houses. The
legislatures in the State are either
3) The legislation was in order to bicameral (consisting of two Houses) or
_________ the directions from unicameral (consisting of one House).
Free Distribution by Govt. of Telangana 2022-23 77 Social Studies
 Çø£ÿ&É ˇø£ yêsêÔ+X¯+ ñ+~. <ëì˝À @+ #ÓbÕŒs√ ns¡ú+#˚düTø√&ÜìøÏ Á|üj·T‹ï<ë›+.
Ä+Á<ÛäÁ|ü<˚XŸ <Ûä÷eTbÕq ìùw<Ûä+, Äs√>∑´ |ü]s¡ø£åD #·≥º+ : 2002.
ãVæ≤s¡+>∑ Á|ü<˚XÊ\˝À bı>∑‘ê>∑&Üìï ìùw~Û+#˚ _\T¢ ÄyÓ÷<ä+
(e÷ Á|ü‘˚´ø£ Á|ü‹ì~Û)
ôV’≤<äsêu≤<äT, e÷]à 27 : 18 @fi¯¢ ˝À|ü⁄yêfi¯fl≈£î dæ>∑¬s≥T¢ nedü s ¡ e Tì eT+Á‹ #Ó b ÕŒs¡ T .
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s¡+>∑ dü+düú\˝À, Á|üuÛÑT‘·« Ä|ò”düT\T, neTàø±\ Á|üø£≥q\MT<ä ìùw<Ûä+ dü+düú\˝À, Á|üuÛÑT‘·« yêVü≤Hê\˝À

A
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ìùw~Ûd÷ü Ô ãT<Ûyä ês¡+Hê&ÉT Ä+Á<ÛÁä |ü<X˚ Ÿ #˚XÊs¡T. eT]ø=+<äsT¡ Ç~ bı>±≈£î nH˚ uÀs¡ T ¶ \ qT ñ+#· & ÜìøÏ

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100 s¡ ÷ bÕj· T \ qT+&ç 1000 #·÷|ædüTÔ+<äì yê~+#ês¡T. eT+Á‹ 100 s¡÷bÕj·T\ »]e÷Hê, ¬s+&√

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s¡÷bÕj·T\ es¡≈£î »]e÷Hê ≈£L&Ü yê] nqTe÷Hê\qT ø={Ïbº ÕπsXÊs¡T. ‘·|ü ≈£î 200 s¡÷bÕj·T\ qT+∫ 500
$~Û+#·&ÜìøÏ neø±X¯+ ø£*Œ+∫+~. dæ>∑¬s≥T¢ Á|ü»\ Äs√>∑´+
AN s¡ ÷ bÕj· T \ es¡ ≈ £ î »]e÷HêqT
BìøÏ dü+ã+~Û+∫ Á|ü‹|üø£å MT<ä #·÷ù| <äTÁwüŒuÛ≤yê\e\¢, $~Û+∫ •øÏå+#·e#·TÃ.
düuTÑÛ ´\T á øÏ+~ dü÷#·q\qT #˚XÊs¡T. qe+ãsY 2, 2001 Hê&É T (e÷]Ã 27, 2002 ª<ä Væ≤+<äTµ
$<ë´dü+dü\ú ≈£î 100 MT≥s¡T¢ <ä÷s¡+˝À dü T Á|” + ø√s¡ T º Ç∫Ãq Ä<˚ X Ê\ Ä+>∑¢~q|üÁ‹ø£qT+∫ rdüTø=qï~).
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dæ>∑¬s≥¢ neTàø±ìï ìùw~Û+#·&É+, y˚ T s¡ ≈ £ î á #· ≥ º + #˚ j · T &É +

yêsêÔ|Áü ‹ø£\T m|ü&É÷ ô|<äy› êfi‚¢ #·<Tä e⁄‘ês¡H˚ #˚j·T&ÜìøÏ á #·≥º+ #˚kÕs¡T (ìX¯Ùã›+,
T

}Vü≤‘√ sêkÕÔsT¡ . ø±ã{Ϻ á øÏ+~ |ü<ë\≈£î <ä + &ç + #· & ÜìøÏ , nqTdü ] +#· & ÜìøÏ ,
nsêú\qT ‘Ó\TdüT≈£î+<ë+. ìùw~Û+#·&É+, ‹s¡dÿü ]+#·&ÜìøÏ).
T,

ø={ϺbÕπsj·T&É+, nqTe÷Hê\T/dü+<˚Vü‰\T, 4) á _\T¢qT Á|üy˚X¯ô|{Ϻq~ ...................

H˚|ü<∏ä´+˝À, ñ\¢+|òæT+#·&É+. (düTÁ|”+ø√s¡Tº, eT+Á‘·T\T, ø£˝…ø£ºsê|ò”düT,
ER

ô|’ yêsêÔø£<∏äHêìï nqTdü]+∫ á øÏ+~ XÊdüqdüuÛÑ).

U≤∞\qT |üP]+#·+&ç: Á|ü‹ ˇø£ÿ]ø° á _\T¢qT >∑T]+∫ ˇπø
1) ãVæ ≤ s¡ + >∑ Á|ü < ˚ X Ê\˝À bı>∑ ‘ ê>∑ & Üìï n_Û Á bÕj· T + ñ+<ä ì á yêsêÔ + X¯ +
SC

ìùw~Û+#·&ÜìøÏ ...... Á|üyX˚ ô¯ |{≤ºsT¡ . (_\T¢, dü÷∫k˛Ô+<ë?

dü+Á|ü<ëj·T+, #·≥º+, ìã+<Ûäq). á #·{≤ºìï ñ\¢+|òæT+∫qyêfi¯fl≈£î m≥Te+{Ï
2) <Ûä÷eTbÕq (bı>∑‘ê>∑&É+) ìùw<Ûä+˝À á •ø£å\T $~ÛkÕÔs¡ì á yês¡Ô ù|s=ÿ+~.
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 The Lower House is always known as the by the people just as panchayat members
Legislative Assembly and the Upper House, are elected.
wherever it exists, as the Legislative
The normal tenure of the Legislative
Council. At present, very few States have
Assembly of every State is for five years
bicameral legislature.
but it may be dissolved earlier by the
Legislative Assembly Governor. Likewise, its term can be
This is the most important body for extended by one year at a time by the

A
making laws in a state. State Governaments Parliament during a National emergency.
are responsible for implementing these

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The State Legislature must meet at least
laws and formulating policies for the twice a year and the interval between any
welfare of the state, is largely composed two sessions should not be more than six
of Members of the Assembly. State months.

G
Assembly members (MLAs) are elected
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Free Distribution by Govt. of Telangana 2022-23 79 Social Studies

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 In Telangana, laws are made by the state legislature, which has two chambers:

Chamber Member Short Form

Legislative Assembly Member of Legislative Assembly MLA
Legislative Council Member of Legislative Council MLC

Assembly Constituency have completed twenty five years of age.

He or she should not hold any office of
Each member of assembly is elected

A
profit under the State or Central
from a constituency. The number of
government and should possess such other
constituencies in a state will depend upon

AN
qualifications as may be prescribed by law.
its population. Telangana State has 119
constituencies . A constituency in Telangana In elections, political parties play a
has about 1,70,000 voters. You may major role. All political parties and
candidates come out with election

G
remember that all men and women of 18
years of age or above have the right to vote. manifestos. These manifestos are
descriptions of programmes that they
They have to get their names registered as
AN intend to undertake and promises that are
voters in the area where they live. All voters
of one constituency will vote to elect one relevant to the local context. The candidates
member for the Assembly. and their supporters conduct campaigns by
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holding meetings and visiting the voters

Each constituency comprises of a
door to door.
number of villages, towns and cities. A big
city like Hyderabad is divided into thirteen Make a list of the active political
T

constituencies. Look at the map of parties in your area and in your

Telangana. You can see that districts which state along with their symbols
T,

have larger population have more

constituencies while those with less Imagine that you were to contest
population have fewer constituencies. elections from your district,
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prepare an Election Manifesto

Election of MLA – your promises to the people of
Election Commission can cunduct the the constituency.
Election of all state assemblies Usually,
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Some people feel that contesting

election to the state legislative assembly in elections requires spending
are held once in every five years. Persons huge amounts of money, which is
aspiring to become MLAs contest these possible only for very rich people.
elections. Various political parties field Do you agree with this?
their candidates. There are also individuals If, only rich people are able to
who contest the elections but do not belong contest elections, how will it
to any political party. They are known as affect the decisions taken in the
“Independents”. To contest elections, a Assembly?
person must be a citizen of India, and should
Free Distribution by Govt. of Telangana 2022-23 81 Social Studies
 ‘Ó\+>±D˝À ñuÛÑj·TdüuÛÑ\T ñqï sêh XÊdüqdüuÛÑ #·{≤º\T #˚düTÔ+~.
düuÑÛ ù|s¡T dü+øÏ|å Ôü ù|s¡T
XÊdüqdüuÑÛ XÊdüq düuÛÑT´&ÉT myéT.m˝Ÿ.m.
XÊdüqeT+&É* XÊdüqeT+&É* düuÛÑT´&ÉT myéT.m˝Ÿ.dæ.
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ìjÓ÷»ø£es¡Z+ qT+&ç mìïø£e⁄‘ês¡T. sêh+˝À á

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ìπs›•+∫q Ç‘·s¡ ns¡Ω‘·\T ø£*– ñ+&Ü*.
ìjÓ÷»ø£esêZ\ dü+K´ nø£ÿ&ç »HêuÛ≤MT<ä Ä<Ûës¡|ü&ç mìïø£\˝À sê»ø°j·T|üøå±\T Á|ü<ÛëqbÕÁ‘·qT

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ñ+≥T+~. á $<Û ä + >± eTq sêh+˝À 119
b˛wækÕÔsTT. nìï sê»ø°j·T |üøå±\÷ ‘·eT mìïø£\
ìjÓ ÷ »ø£ e sêZ \ THêïsTT. ‘Ó \ +>±D˝À ˇø=ÿø£ ÿ
ìjÓ÷»ø£es¡Z+˝À düTe÷s¡T 1,70,000 eT+~ z≥s¡T¢ Á|üD≤[ø± |üÁ‘êìï (Election manifesto) Á|üø{£ kÏ ÕÔsTT.

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ñHêïs¡T.18 dü+e‘·‡sê\T <ë{Ïq Åd”Ô, |ü⁄s¡Twüß\+<ä]ø° n+fÒ ‘êeTT @ @ ø±s¡´Áø£e÷\qT uÛ$Ñ wü´‘·T˝Ô À #˚|&ü ‘É ês√,
z≥T Vü≤≈£îÿ ñ+~. Ms¡T ‘·eT ù|s¡¢qT ‘êeTT ìedæ+#˚ AN @@ yê>±›Hê\qT ‘·eT ìjÓ÷»ø£es¡Z Á|ü»\≈£î #˚kÕÔs√
ÁbÕ+‘·+˝À z≥s¡T¢>± qyÓ÷<äT#˚düT≈£î+{≤s¡T. ˇø£ $e]kÕÔs¡T. nuÛÑ´s¡Tú\T, yê]ì ã\|ü]#˚yês¡T düuÛÑ\qT
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 Fig 16.2

A
AN
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Here are some images (Fig 16.2 ) from a calendar published by Election
Commission. They show different aspects of elections in India from different times.
Based on these images, discuss with your teacher or elders the changes that have
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occurred during the last many years.

On the election day,

T

people vote one by one.

The officer in the booth
T,

is responsible for
checking the identity of
the voters. In most
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cases, the Election

Commission has given
Voter Identity Cards to all
SC

the voters. These cards

have to be shown to Fig 16.3 Model Voter Id & E.V.M.
the officer. The voters do
not reveal whom they voted for; it is a secret ballot. Election Commission uses Ballot
Boxes or Electronic voting machines in Election Process for casting votes.
Why do you think voting has to be kept a secret?
Examine the Photo Identity Card of your parents and prepare an imaginary Identity
Card for you with all the details.
Free Distribution by Govt. of Telangana 2022-23 83 Social Studies
 ∫Á‘·+ ` 16.2

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z≥s¡¢ >∑T]Ô+|ü⁄ ø±s¡T¶ (Identity Card)
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|ü]o*kÕÔs¡T. kÕ<Ûës¡D+>± z≥s¡¢+<ä]ø°

mìïø£ \ ø£ M Twü H é >∑ T ]Ô + |ü ⁄ ø±s¡ T ¶ \ qT
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 After voting, all votes are counted on a Formation of Government
scheduled date and candidate who secures
the highest number of the votes is declared Look at Table 1. It shows the results
elected. after an assembly election.
Suppose, on a constituency, We see that the “Political Party A” got
1,50,000 votes were polled. 75 winning candidates. This party has a
Following is the number of votes majority. Majority in any assembly is more
polled for various candidates. Who than half of the seats. If any law has to be

A
do you think will be declared as made, they can easily get it passed, as more
elected? than half the members will support it.

AN
The majority members will elect one
Ellamma 45,000 member among themselves as their leader.
Raghavulu 44,000 He or she will be made the Chief Minister
Narasimha 16,000 of the state by the Governor. The Chief

G
Gulam Mohammad 20,000 Minister will select the MLAs from the
party to be ministers. Together, they will
Badeyya 15,000
AN be called the Cabinet (or ministry). In
Pooja 10,000
popular terms, the Cabinet is also called
To what extent do you think this the ‘Government’. The Cabinet is
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winning candidate really represents responsible for implementation of the

the opinions and needs of the laws, for preparing and passing new laws
people of the constituency? and welfare schemes in the Assembly.
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Find out with the help of your

teacher:
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The name of your Table-1 Political No. of Candidates

constituency______________ Party Elected
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Identify three other constituencies

in your district ________ 1 Political Party - A 75
___________________________
2 Political Party - B 17
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The name of the MLA__________

_________________________ 3 Political Party - C 10
Identify the reserved
4 Political Party - D 7
constituencies in your district
_________________________ 5 Political Party - E 6
Name the members of the family
6 Political Party - F 4
who voted in the last elections
________,____ Total 119
Free Distribution by Govt. of Telangana 2022-23 85 Social Studies
 mìïø£\ s√Eq z≥T y˚XÊø£ z≥¢ ˝…øÏÿ+|ü⁄Hê&ÉT Á|üuÛÑT‘·«+ @sêŒ≥T:
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m\¢eTà ` 45,000 #·{≤º\T #˚j·Te\dæ e∫Ãq|ü&ÉT dü>∑+ô|’>± düuÛÑT´\T

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2. sê»ø°j·T bÕغ` _ 17
MT õ˝≤¢˝À ]»sY« nsTTq ìjÓ÷»ø£esêZ\qT 3. sê»ø°j·T bÕغ` dæ 10
>∑T]Ô+#·+&ç. 4. sê»ø°j·T bÕغ` &ç 07
>∑‘· mìïø£\˝À MT ≈£î≥T+ã+˝À me¬ses¡T 5. sê»ø°j·T bÕغ` Ç 06
z≥Ty˚XÊs¡T? .................... 6. sê»ø°j·T bÕغ` m|òt 04
............., .................., yÓTT‘·+Ô 119

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 Look at Table 1 showing results of Council of Ministers
another assembly elections in The Chief Minister allots different
another state with 119
ministries to the members of the Cabinet
Constituencies. Which party could
- he or she makes someone the Finance
have formed the Government?
Minister, the Education Minister or the
Home Minister, and so on. The Minister
directs the policies in the departments

A
under his or her charge. These policies
are implemented according to the rules

AN
by officials of the departments. The
ministry is responsible for preparing
policies and plans which are then

G
submitted to the Assembly for approval.
AN After the approval of the Assembly, the
ministry formulates rules and methods for
Website of Telangana Election Commission implementing them and takes action to
http://ceotelangana.nic.in/ implement them.
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If the seats among various While each ministry works

parties are distributed as in Table independently, major policies are decided
3,, how could a new government be upon by the cabinet. So, if anything goes
T

formed? Discuss with your teacher. wrong, cabinet and especially the Chief
Minister is held responsible for it. The
T,

Table Political No. of Candidates cabinet also takes credit for the good work
3 Party Elected done during their tenure.
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1 Political Party - Abcd 45 The State Assembly

2 Political Party - Mnop 33 All the MLAs together elect a person
3 Political Party - Wxyz 26 as the Speaker. The Speaker conducts the
SC

4 Political Party - Stuv 15 Assembly meetings – he or she decides

what should be discussed, when and who
Total 119
will speak and in what order. If any one
disobeys, Speaker has the power to punish
In case, no single party gets more than
half of the seats, two or more political them.
parties come together to form a As mentioned above, the Assembly has
Government. It is called coalition to approve all the laws, policies and
Government. levying of taxes by the government.
Free Distribution by Govt. of Telangana 2022-23 87 Social Studies
 mìïø£\ |ò*ü ‘ê\ |ü{øºÏ `£ 1qT #·÷&É+&ç. Ç~ y˚sπ eT+Á‹eT+&É*:
sêÁcÕº ì øÏ #Ó + ~q 119 ìjÓ ÷ »ø£ e sêZ \ eT+Á‹eT+&É*˝Àì düuTÑÛ ´\≈£î eTTK´eT+Á‹ $$<Ûä
düe÷#ês¡+. M{Ï˝À @ sê»ø°jT· |üø+å£ Á|üuTÑÛ ‘ê«ìï XÊK\qT πø{≤sTTkÕÔs¡T. ˇø£]ì Ä]úø£XÊU≤eT+Á‹>±,
@sêŒ≥T#˚dæ ñ+≥T+<√ ‘Ó\|ü+&ç. eTs=ø£]ì $<ë´XÊU≤eT+Á‹>± ˝Ò<ë >∑èVü≤eT+Á‹>±H√
(Home Minister) ìj·T$TkÕÔs¡T. ‘·eT XÊK\≈£î
dü+ã+~Û+∫ eT+Á‘·T\T $<Ûëq ìs¡íj·÷\qT (Poli-
cies) ìπs›•kÕÔs¡T. á $<ÛëHê\qT ìj·TeT ìã+<Ûäq\

A
Á|üø±s¡+ Äj·÷ XÊK\ n~Ûø±s¡T\T neT\T#˚kÕÔs¡T. á
$~Û $<ÛëHê\qT, Á|üD≤[ø£\qT ‘·j·÷s¡T#˚dæ #·≥ºdüuÛÑ˝À

AN
Á|üy˚X¯ô|{Ϻ ÄyÓ÷~+|üCÒùdes¡≈£î eT+Á‹es¡Z+ u≤<Ûä´‘·
eVæ≤düTÔ+~. #·≥ºdüuÛÑ ÄyÓ÷<ä+ bı+~q ‘·s¡yê‘· Ä
XÊU≤~Ûø±s¡T\T Á|üuÛÑT‘·« $<ÛëHê\qT, Á|üD≤[ø£\qT

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neT\T|ü s ¡ # · & ÜìøÏ nedü s ¡ y Ó T Æ q ìã+<Û ä q \qT,
AN $~Û$<ÛëHê\qT s¡÷bı+~+∫ neT\T|üs¡TkÕÔs¡T.
‘Ó\+>±D mìïø£\ dü+|òüT+ yê] yÓuŸôd’{Ÿ kÕ<Ûës¡D+>± ‘·eT ‘·eT XÊK\ $~Û$<ÛëHê\qT
http://ceotelangana.nic.in/
Ä eT+Á‘·T\T dü«‘·+Á‘·+>± ìs¡ísTT+∫Hê ø°\ø£yÓTÆq
ñ<ëVü≤s¡D≈£î mìïø£ ‘·s¡Tyê‘· |ü{Ϻø£`3˝À ìs¡jí ÷· \qT e÷Á‘·+ eT+Á‹eT+&É* düuTÑÛ ´\+<äs÷¡ ø£*dæ
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#· ÷ |æ+∫q $<Ûä+>± sê»ø°j·T |üø å ± \T ìs¡ísTTkÕÔs¡T. ø±ã{Ϻ @<Ó’Hê ‘·|ü »]–‘˚ <ëìøÏ Ä
kÕúHê\qT >¬ \T#·Tø=ì ñ+fÒ Á|üuTÑÛ ‘ê«ìï m˝≤ eT+Á‹es¡ Z e T+‘ê eTTK´eT+Á‹‘√ ø£ * dæ
@sêŒ≥T#˚j·Te#√à MT {°#·sY‘√ #·]Ã+#·+&ç. u≤<Ûä´‘·eVæ≤düTÔ+~. n<˚ $<Ûä+>± eT+∫ ìs¡íj·÷\T
T

#˚dqæ |ü&ÉT ≈£L&Ü Ä >=|üŒ‘·Hêìï n+<ä] düeTwæº ø£èwæ>±

mìïø£sTTq uÛ≤$kÕÔs¡T.
T,

|ü{øºÏ `£ 3 sê»ø°jT· |üø+å£ sêh XÊdüqdüuÛÑ:

nuÛ´Ñ s¡T\ú dü+K´
XÊdüqdüuÛÑT´\T n+<äs¡÷ ø£*dæ
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1. sê»ø°jT· bÕغ` Abcd 45 ‘·eT˝À ˇø£]ì düuÛÑ≈£î n<Ûä´≈£åî\T>±

2. sê»ø°j·T bÕغ` Mnop 33 (d”Œø£s)Y mqTï≈£î+{≤s¡T. áj·Tq düu\ÑÛ qT
3. sê»ø°jT· bÕغ` Wxyz 26 düe÷y˚X|¯ sü T¡ kÕÔsT¡ . áj·Tq/áyÓT düu˝ÑÛ À
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4. sê»ø°jT· bÕغ` Stuv 15 @ @ dü e Tdü ´ \qT mes¡ T m|ü  &É T

yÓTT‘·+Ô 119 Á|üy˚X¯ô|{≤º*, me] ‘·s¡yê‘· mes¡T
e÷{≤¢ & Ü* e+{Ï $wü j · ÷ \qT
@ ø±s¡D+e\¢ nsTTHê @ bÕغøs£ TTHê dü>+∑ ø£+fÒ ìs¡sí TTkÕÔsT¡ . ‘·q ìs¡jí ÷· \qT n‹Áø£$T+∫ e´eVü≤]+#˚
m≈£îÿe yÓTC≤]{° sêq|ü&ÉT ¬s+&ÉT, ˝Ò<ë n+‘·ø£Hêï yêfi¯¢qT <ä+&ç+#˚ n~Ûø±s¡+ n<Ûä´≈£åî&çøÏ ñ+~.
m≈£ î ÿe sê»ø° j · T |ü ø å ± \T ø£ * dæ Á|ü u Û Ñ T ‘ê«ìï ô|’q ù|s=ÿqï≥T¢ Á|üuÛÑT‘·«+ #˚ùd nìï #·{≤º\÷,
@sêŒ≥T#˚kÕÔsTT. <ëìï dü+ø°s¡í Á|üuÛÑT‘·«+ n+{≤s¡T. $<ÛëHê\T , $~Û+#˚ |üqTï\T nôd+;¢ ÄyÓ÷<ä+ bı+<ë*.

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 Before giving approval, the members to their work. If the answer is not
discuss the proposals very carefully and satisfactory, the members may force the
different points of views are expressed. concerned minister to resign.
Thus, the benefits and ill-effects of such The Making of Laws
measures are discussed in great detail.
These are also reported through newspapers How do the assemblies make laws?
and TV to the public. Usually, laws are drafted by the ruling party
as it alone has the majority support in the
The MLAs also keep track of all the Assembly to pass them. However, on some
developments in their constituencies and issues, a member can also propose a law

A
place the problems of the people before and it can be adopted if the majority
the Assembly. The minister of the supports it. Let us look at the procedure

AN
concerned department has to make for making a law in detail.
enquiries and find suitable solutions. The Before a law is passed, the proposed law
ministers and the cabinet, including the is called a ‘Bill’. After being passed by both
Chief Minister, are answerable to the the chambers and after the approval of the

G
Assembly – that is, they have to answer any Governor, it becomes a law and is called
questions raised by a member with regard AN an ‘Act’ of the state legislature.
Legislative Council of Telangana

Untill 2014, Telangana and Andhra Pradesh formed a single state. The state of Andhra
Pradesh had two houses. The second house is called the Legislative Council. It has been in
EL

existence in two spells from 1958-1985 and from 2007 till today. It is a permanent house.
Telangana Legislative Council consists of 40 members. Members of this house, known
as MLCs are elected for six years. After every two years, one-third of its members retire.
T

To contest in this house, a person should be a citizen of India and above 30 years of age.
He or She should not hold any office of profit under the State or Indian government and
T,

must possess such other qualifications as may be prescribed by the Parliament. The
Composition is as follows:
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14 members (1/3) are elected by the MLA’s.

14 members (1/3) are elected by the members who were elected to
Local Bodies like panchayats and municipalities.
3 members (1/12) are elected from Graduates.
SC

3 members (1/12) are elected from Teachers.

6 members (1/6) are nominated by the Governor.
In order to make any law in the state, it has to be approved by both the houses.
Governor :The Governor of a state is appointed by the President of India. Her/his job is
to ensure that the state government functions according to the Constitution of India.
The Governor appoints the Chief Minister and other members of the council of ministers.
The constitution vests in the Governor all the executive powers of the State government.
Find out who is the governor of Telangana.
Free Distribution by Govt. of Telangana 2022-23 89 Social Studies
ÄyÓ÷~+#˚eTT+<äT nôd+;¢ düuÛÑT´\T Äj·÷ n+XÊ\qT ˇø£yfi˚ ¯ eT+Á‹ Ç#˚à düe÷<Ûëq+ dü+‘·è|æøÔ s£ +¡ >± ˝Òøb£ ˛‘˚,
Á|‹ü |üødå £ uü TÑ Û ´\T eT+Á‹ì sêJHêe÷ #˚jT· eTì ˇ‹Ô&ç
˝À‘·T>± #·]Ã+∫ ‘·eT n_ÛÁbÕj·÷\qT e´ø£Ô|üs¡TkÕÔs¡T. #˚kÕÔsT¡ .
˝≤uÛÑqcÕº\qT ˝À‘·T>± #·]ÃkÕÔs¡T. á #·s¡Ã\˙ï {Ï.$. #·{≤º\T #˚j·T≥+ (Making of Law):
<ë«sê, |üÁ‹ø£\<ë«sê Á|ü»\≈£î ‘Ó*j·TekÕÔsTT. XÊdüq düuÛÑ\T #·{≤º\qT @$<Ûä+>± #˚kÕÔsTT?
kÕ<Ûës¡D+>± XÊdüqdüu˝ÑÛ À dü+U≤´ã\+ ñqï n~Ûø±s¡|øü +å£
XÊdüqdüuTÑÛ ´\T ‘·eT ìjÓ÷»ø£es¡Z Á|ü»\T m<äTs=ÿH˚ #·{≤º\T #˚düTÔ+~. ø=ìïkÕs¡T¢ @ bÕغ düuÛÑT´&Ó’Hê ˇø£
düeTdü´\qT m|üŒ{Ïø£|ü&ÉT düuÛÑ<äèwæºøÏ rdüT≈£îekÕÔs¡T. #·≥+º #˚jT· eTì düu˝ÑÛ À Á|ü‹bÕ~+#·e#·TÃ, nsTT‘˚ n~Ûø£

A
dü+ã+~Û‘· eT+Á‘·T\T Äj·÷ düuTÑÛ ´\T n&ç–q düeTdü´\≈£î düuTÑÛ ´\ eT<ä‘› T· bı+~‘˚ n~ düuÑÛ ÄyÓ÷<ä+ bı+<äT‘·T+~.
#·{≤º\T m˝≤ s¡÷bı+~+#·ã&É‘êjÓ÷ $es¡+>± #·÷<ë›+.

AN
nedüs¡eTsTT‘˚ $#ês¡D »]|æ düe÷<ÛëHê\T ÇkÕÔs¡T. düuÛÑ ÄyÓ÷<ä+ bı+<äø£eTT+<äT #·{≤ºìï ª_\T¢µ
eT+Á‘·T\T e´øÏÔ>∑‘·+>±qT, eTTK´eT+Á‹‘√ düVü‰ n+{≤s¡T. ñuÛj Ñ T· düu\ÑÛ ÄyÓ÷<ä+ bı+~q _\T¢, >∑es¡ïsY
eT+Á‹eT+&É* düuTÑÛ ´\T düeTwæ>º ±qT XÊdüqdüuTÑÛ ´\T düu˝ÑÛ À ÄyÓ÷<ä+ ≈£L&Ü bı+~q ‘·sê«‘· #·≥+º >± e÷s¡T‘·T+~.

G
<ëìï XÊdüqdüuÛÑ #˚dæq XÊdüq+ (Act) n+{≤s¡T.
n&çπ> Á|üX¯ï\≈£î düe÷<ÛëHê*#˚à u≤<Ûä´‘· eVæ≤kÕÔs¡T.
AN _\T¢s÷¡ |ü+˝À düu˝ÑÛ À Á|üyX˚ ô¯ |{Ϻ dü+ã+~Û‘· eT+Á‹
dü$es¡+>± $e]kÕÔs¡T. Çø£ÿ&É #ê˝≤ ˝À‘·T>± #·s¡Ã
‘Ó\+>±D XÊdüq eT+&É*:
2014 es¡≈£î ‘Ó\+>±D eT]j·TT Ä+Á<ÛäÁ|ü<˚XŸ\T ˇπø sêh+>± ñ+&˚$. Ä+Á<ÛäÁ|ü<˚XŸ #·≥ºdüuÛÑ˝À ¬s+&ÉT
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düu\ÑÛ T+&˚$. s¬ +&Ée<ëìì XÊdüq eT+&É* n+{≤+. Ç~ 1958 ˝À @sêŒ≥T#˚jT· ã&ç 1985 es¡≈î£ |üì#˚dæ eT∞¢
2007˝À @sêŒf…Æ |üì#˚k˛Ô+~. Ç~ XÊX¯«‘·düuÛÑ. ‘Ó\+>±D XÊdüq eT+&É*˝À 40 eT+~ düuÛÑT´\T ø£\s¡T. á
düuÛÑT´\qT Äs¡T dü+e‘·‡sê\ ø±˝≤ìøÏ mqTï≈£î+{≤s¡T. M]˝À 1/3 e+‘·T düuÛÑT´\T Á|ü‹ ¬s+&ÉT dü+e‘·‡sê\≈£î
T

düuÛÑ´‘·« $s¡eTD #˚kÕÔs¡T. M]H˚ XÊdüqeT+&É* düuÛÑT´\T (MLC) nì n+{≤s¡T. á düuÛÑ≈£î b˛{° #˚j·T&ÜìøÏ
uÛ≤s¡‘· bÂs¡T˝…’ ñ+&Ü*, 30 dü+e‘·‡sê\ ej·TdüT ì+&ç ñ+&Ü*. b˝≤+{Ï ˝≤uÛÑ<ëj·Tø£yÓTÆq πø+Á<ä sêh Á|üuÛÑT‘·«
|ü<äe⁄\qT ø£*– ñ+&É≈£L&É<äT. Ç+‘˚>±ø£ bÕs¡¢yÓT+≥T ìs¡ísTT+∫q Ç‘·s¡ ns¡Ω‘·\T ø£*– ñ+&Ü*.
T,

1/3 e e+‘·T n+fÒ 14 eT+~ì XÊdüq düuÛÑT´\T mqTïø=+{≤s¡T.

1/3 e e+‘·T, n+fÒ 14 eT+~ kÕúìø£ dü+düú˝…’q |ü+#êsTTr\T, eTTìdæbÕ*{°\ qT+&ç mìïø£sTTq
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yêfi¯ófl mqTïø=+{≤s¡T.
1/12e e+‘·T n+fÒ eTT>∑TZ]ì (3) |ü≥ºuÛÑÁ<äT\T mqTïø=+{≤s¡T.
1/12e e+‘·T n+fÒ eTT>∑TZ]ì (3) ñbÕ<Ûë´j·TT\T mqTïø=+{≤s¡T.
SC

1/6e e+‘·T n+fÒ Äs¡T>∑T]ì (6) >∑es¡ïs¡T Hê$TH˚{Ÿ #˚kÕÔs¡T.

sêh+˝À @ #·≥º+ #˚j·÷\qï ¬s+&ÉT düuÛÑ\ ÄyÓ÷<ä+ ‘·|üŒìdü].
>∑es¡ïs¡T: sêh >∑es¡ïs¡TqT uÛ≤s¡‘<· X˚ ¯ sêh|ü‹ ìj·T$TkÕÔsT¡ . uÛ≤s¡‘· sêC≤´+>∑+ Á|üø±s¡+ sêh Á|üuTÑÛ ‘·«+ |üì#˚ùd˝≤
#·÷&É&+É >∑es¡ïs¡T u≤<Û´ä ‘·. >∑es¡ïs¡T eTTK´eT+Á‹ì sêC≤´+>∑ã<ä+∆ >± ìj·T$TkÕÔ&TÉ , eT+Á‹ eT+&É* düuTÑÛ ´\qTe÷Á‘·+
eTTK´eT+Á‹ dü\Vü‰Á|üø±s¡+ ìj·T$TkÕÔs¡T. uÛ≤s¡‘·sêC≤´+>∑+ >∑es¡ïsY≈£î sêÁwüº Á|üuÛÑT‘·« e´eVü‰sê\˝À
ø±s¡´ìs¡«Vü≤D≤~Ûø±sê\qT ø£*Œ+∫+~.
Á|üdüTÔ‘·+ eTq sêh >∑es¡ïs¡T mes¡T?

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 System of Reservation
It has been observed that it is very difficult for weaker sections of the population, like
the dalits or adivasis, to fight and win elections. As such, very few of them get elected to
the assemblies. In order to ensure that they are adequately represented in the Assemblies,
the Indian Constitution reserve certain constituencies for the Scheduled Castes and
Scheduled Tribes.
Reserved Constituencies in Telangana State Legislative Assembly:
Total Number of Constituencies : 119

A
Constituencies Reserved for SCs : 19
Constituencies Reserved for STs: 12

AN
Nominated Person from Anglo Indian Community : 1
Many people feel that similar reservation of seats for women too should be ensured.
What do you feel?

G
The minister who brings the Bill will Discussions in the Assembly
describe in detail the reasons for the new Let us read an imaginary example of
the discussions that can take place in the
law in the Assembly. There will be a lot of
AN Legislative Assembly.
discussion and sometimes opposition from MLA (1) : Honourable Speaker,
different MLAs. There could be due to lack of rain for the past three
suggestions to improve the provisions in the years, the groundwater level in my
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constituency has decreased too much.

Bill. A small committee consisting of both The Government has not taken any steps
ruling party and opposition members is set in this regard. Moreover, there has been
up to discuss these suggestions. After taking an increase in the number of borewells. I
T

wish to know from the Honourable Minister

all such aspects and necessary changes into
the steps being taken for underground
account, it will be first approved by the water conservation.
T,

Cabinet. Then, it will be placed before the MLA (2): Hon. Speaker, yes it is
Assembly for voting. If more than half the true. The situation in my constituency
is no better. The work of the officials is
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members of the Vidhan Sabha accept the not satisfactory. The people have to walk
bill, it will be passed and taken to the Vidhan a long distance to fetch drinking water.
Parishad. If the
Vidhan Parishad 5
SC

passes it, then it will

be sent to the
Governor for 3
1 6
approval. After his or
her approval, the bill 4
will be called an 2
Act and published in
gazettee.
Fig 16.4

Free Distribution by Govt. of Telangana 2022-23 91 Social Studies

 ]»πs«wüq¢ |ü<‹∆ä :
<ä[‘·T\T, Ä~yêd”\T e+{Ï ã\V”≤q esêZ\ Á|ü»\T mìïø£\˝À b˛{°#d˚ æ >¬ \e&É+ #ê˝≤ ø£w+ºü ‘√ ≈£L&ÉT≈£îqï
|üì. á esêZ\qT+&ç n‹ ø=~›eT+~ e÷Á‘·y˚T b˛{°#˚dæ nôd+;¢˝À n&ÉT>∑Tô|&ÉT‘·THêïs¡T. ôw&É÷´˝Ÿ¶≈£î˝≤\yê],
‘Ó>∑\yê] ÁbÕ‹ì<Ûë´ì≈£îqï ÁbÕeTTU≤´ìï >∑T]Ô+∫q uÛ≤s¡‘·sêC≤´+>∑+ M]øÏ ø=ìï Á|ü‘˚´ø£ ìjÓ÷»ø£esêZ\qT
øπ {≤sTT+∫+~.
‘Ó\+>±D nôd+;¢˝À ]»sY« #˚dæq ìjÓ÷»ø£esêZ\ dü+K´:
yÓTT‘·Ô+ ìjÓ÷»ø£ esêZ\ dü+K´ : 119
ôw&É÷´˝Ÿ¶ ≈£î˝≤\ yê]øÏ πø{≤sTT+∫q

A
ìjÓ÷»ø£esêZ\ dü+K´ : 19

AN
ôw&É÷´˝Ÿ ‘Ó>∑\ yê]øÏ πø{≤sTT+∫q
ìjÓ÷»ø£esêZ\ dü+K´ : 12
Ä+>√¢ Ç+&çjT· Hé ìj·÷eTø£+ : 01
Åd”Ô\≈£î ≈£L&Ü á$<Ûä+>± ]»πs«wüqT¢ ø£*Œ+#ê\ì #ê˝≤eT+~ n+≥THêïs¡T. Bì MT<ä MT n_ÛÁbÕj·T+

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@$T{Ï?
»s¡T>∑T‘·T+~. Á|ü‹|üø£å XÊdüqdüuÛÑT´\yÓ’|ü⁄qT+∫ rÁe
AN XÊdüqdüuTÑÛ ´&ÉT (1) : >ös¡e˙j·TT˝…q’ n<Û´ä øå±! >∑‘·
nuÛ´Ñ +‘·sê\T m<äTsö‘êsTT. ˇø=ÿø£ÿ|ü&ÉT yês¡T dü\Vü‰\T, eT÷&ÉT dü+e‘·‡sê\T>± esê¸uÛ≤e |ü]dæú‘·T\e\¢ Hê
dü÷#·q\T ÇkÕÔs¡T. n~Ûø±s¡, Á|ü‹|üø£å XÊdüq düuÛÑT´\‘√ ìjÓ÷»ø£ es¡Z+˝Àì uÛÑ÷>∑s¡“¤»˝≤\ eT{≤º\T u≤>±
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#˚j·TeT+{≤s¡T. e÷s¡TŒ\T #˚s¡TŒ\T »]–q ‘·s¡yê‘· Ä rdüTø√˝Ò<äT. BìøÏ ‘√&ÉT uÀs¡Tu≤e⁄\ dü+K´ ≈£L&Ü
_\T¢ πø_HÓ{Ÿ ÄyÓ÷<ä+ bı+~, nôd+;¢/$<ÛëqdüuÛÑ ô|]–b˛sTT+~. á $wüj·T+˝À m≥Te+{Ï #·s¡´\T
rdü T ø√uÀ‘· T Hêïs√ uÛ Ñ ÷ >∑ s ¡ “ ¤ » \XÊU≤eT+Á‹>±s¡ T
T

eTT+<äT≈£î z{Ï+>¥≈£î edüTÔ+~. 50 XÊ‘·+ø£+fÒ

$e]+#ê*‡+~>± ø√s¡T‘·THêïqT.
m≈£îÿeeT+~ ÄyÓ÷<ä+ bı+~q ‘·sê«‘· Ä _\T¢qT s¬ +&√
XÊdüqdüuÛÑT´&ÉT (2) : WqT. n<Ûä´øå±! Hê
T,

düuÑÛ nsTTq $<Ûëq |ü]wü‘T· ˝Ô À Á|üyX˚ ¯ ô|&É‘ês¡T. $<Ûëq` ìjÓ÷»ø£es¡Z+˝À ≈£L&Ü Ç<˚ |ü]dæú‹ ñ+~. n~Ûø±s¡T\
|ü]wü‘·TÔ ≈£L&Ü ÄyÓ÷~ùdÔ, <ëìï >∑es¡ïsY ÄyÓ÷<ä+ |üìrs¡T dü+‘·è|æÔø£s¡+>± ˝Ò<äT. ˙fi¯¢ø√dü+ Á|ü»\T yÓTÆfi¯¢
ø√dü+ |ü+|ækÕÔs¡T. >∑es¡ïsY ÄyÓ÷<ä+ bı+~q ‘·s¡yê‘· <ä÷sê\øÏ q&ç∫b˛yê*‡ ek˛Ô+~.
ER

Ä _\T¢ #·≥º+>± ˝Ò<ë 5

XÊdü q +>± e÷],
>¬ õ{Ÿ˝À n#·Ãe⁄‘T· +~.
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#·≥ºdüuÛÑ˝À #·s¡Ã\T: 3 1 6
ñ<ëVü ≤ s¡ D >± 4
}Vü ‰ »ì‘· XÊdü q
düuÛÑ˝À #·s¡Ã\T m˝≤
»s¡T>∑T‘êjÓ÷ #·÷<ë›+. 2
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 MLA (3): Hon. Speaker, the tanks, plantation of trees, and banning sand
Government should provide money to mining are some of them. The Government
strengthen the bunds of the tanks, remove takes into consideration the suggestions
the silt, and should take suitable steps to of the honourable members and also
store the rain water during rainy seasons. seeks the support of all for the successful
Moreover, trees should be planted on the implementation of the programme.
bunds to prevent breaching of the tank What would be your response on
bunds. the above issue if you were an

A
MLA (4): Hon. Speaker, the MLA?
Government is aware of the situation. It has

AN
What is the difference between the
already taken up the necessary measures
role of a ruling party MLA and an
to prevent further damage. The Mandals
affected by the depletion of groundwater opposition party MLA?

G
have been identified.
MLA (5) : Hon. Speaker, the
AN The Government of India passed
opposition should appreciate the steps two acts for the protection of
taken and should offer constructive children. They are :
suggestions.They should not unnecessarily
EL

criticise the Government. Bunds were built 1) POCSO Act - 2012 (Protection of
on the hill slopes in my constituencies and
children from sexual offences Act,
as a result, there has been considerable 2012. This act ensures children’s well
T

rise in the level of groundwater in my

being and safety.
constituency. Government officials are
2) The Juvenile Justice (care and
T,

within the reach of the people.

MLA (6) : Hon. Speaker, the Protection of childern) Act, 2015.
ER

Industrial units in my area are discharging This act ensures protection to the
polluted water into the river and it has children in conflict with law and those
adverse effects on the health of the in need of care and protection (orphans
people. I would like to know the steps being and others). For such children the act
SC

taken by the government in this regard since provides education, health, nutrition,
drinking water is a serious issue in my counselling etc., to help them assume
constituency. a constructive role in the society.
Minister: Hon’ble Speaker, the Keywords :
Government has great concern for the
health of the people. It has taken up all the 1. Manifesto
remedial and protective measures in the 2. Cabinet
drought prone mandals. Development of 3. Speaker
Free Distribution by Govt. of Telangana 2022-23 93 Social Studies
 XÊdüqdüuTÑÛ ´&ÉT (3) : e÷qT´˝…q’ n<Û´ä øå±! #ÓsT¡ e⁄ø≥£ \º qT rdüT≈£îHêï+. >ös¡edüuTÑÛ ´\ dü÷#·q\ìï{Ïì |ü]>∑Dq˝ÀøÏ
>∑{Ϻ|üs¡#·&ÜìøÏ ‘·–q ì<ÛäT\qT düeT≈£LsêÃ*, |üP&çø£ rdüT≈£î+{≤+. n˝≤π> á |ü<∏äø±\˙ï düÁø£eT+>±
rsTT+#ê*, esê¸ø±\+˝À ≈£î]ùd yêq ˙{Ïì ì\e neT\T#˚j·T&ÜìøÏ >ös¡e düuÛÑT´\ eT<䛑·TqT ≈£L&Ü
#˚j·T&ÜìøÏ ‘·–q @sêŒ≥T¢ #˚j·÷*. #Ós¡Te⁄ ø£≥\º ≈£î ø√s¡T‘·THêï+.
>∑+&ç|&ü ≈É î£ +&Ü #ÓsT¡ e⁄ >∑≥M¢ T<ä #Ó≥q¢ T ô|+#ê*. MTπs XÊdüqdüuÛÑT´˝…’ ñ+fÒ ô|’ düeTdü´≈£î m˝≤
XÊdüqdüuTÑÛ ´&ÉT (4): e÷q´n<Û´ä øå±! |ü]dæ‘ú T· \ >∑T]+∫ düŒ+~kÕÔsT¡ ?

A
Á|üuTÑÛ ‘ê«ìøÏ ‘Ó\TdüT. Ç+ø± qwü+º »s¡>≈∑ î£ +&Ü Á|üuTÑÛ ‘·«+ n~Ûø±s¡ |üø+å£ , Á|ü‹|üøå£ XÊdüqdüuTÑÛ ´\ bÕÁ‘·\

AN
‘·–q eTT+<äTC≤Á>∑‘·Ô #·s¡´\qT #˚|ü{≤º*. ˙{Ï ì\e\T eT<Û´ä >∑\ ‘˚&Ü @$T{Ï?
‘·–qZ +<äTe\¢ Çã“+~ |ü&TÉ ‘·Tqï eT+&É˝≤\qT >∑T]Ô+#ê*.
|æ\\¢ uÛÁÑ <ä‘q· T |ü]s¡ø+åÏ #·T≥≈£î uÛ≤s¡‘· Á|üuTÑÛ ‘·«+
XÊdüqdüuTÑÛ ´\T (5) : >ös¡e n<Û´ä øå±, Á|ü‹|üøå£ düuTÑÛ ´\T ¬s+&ÉT Á|ü‘˚´ø£ #·{≤º\qT #˚dæ+~. n$

G
Á|ü u Û Ñ T ‘· « #· s ¡ ´ \qT n_Û q +~dü ÷ Ô ìsêàD≤‘· à ø£
AN 1) u≤\\ ˝…’+–ø£ y˚~Û+|ü⁄\ ìs√<Ûäø£ #·≥º+ `
dü\Vü‰\ìe«e\dæ+~>± ø√s¡T‘·THêïqT. yês¡T nqedüs+¡ >±
2012 (POCSO Act - 2012). á #·≥+º u≤\\≈£î
Á|üuÛÑT‘ê«ìï $eT]Ù+#·>∑÷&É<äT. Hê ìjÓ÷»ø£es¡Z+˝À
dü+πøåeTeTT eT]j·TT uÛÑÁ<ä‘· ø£*ŒdüTÔ+~.
ø=+&Éyê\T˝À ø£≥\º qT ì]à+∫q+<äTe\¢ uÛ÷Ñ >∑s“¡ »¤ ˝≤\T
EL

2) u≤\ H˚s¡düTÔ\ Hê´j·T#·≥º+, 2015. á

>∑D˙j·T+>± ô|]>±sTT. Á|üuTÑÛ ‘ê«~Ûø±s¡T\T ≈£L&Ü Á|ü»\≈£î
#· ≥ º + u≤\ H˚ s ¡ d ü T Ô \ ≈£ î |ü ] s¡ ø £ å D eT]j· T T
n+<äTu≤≥T˝ÀH˚ ñHêïs¡T.
Hê´j·Ts¡ø£åDqT (ÄHê<∏ä\T, Ç‘·s¡T\T) ø£*ŒdüTÔ+~.
T

XÊdüqdüuTÑÛ ´&ÉT (6) : >ös¡e n<Û´ä øå±! Hê ìjÓ÷»ø£

yê]øÏ $<ë´, yÓ’<ä´+, bÂwæ˜ø£ ÄVü‰s¡+ eT]j·TT
es¡Z+˝À bÕ]ÁXÊ$Tø£ dü+düú\T e´s¡ú, ø£\Twæ‘· »˝≤\qT
øöì‡*+>¥ n+~+∫ dü e ÷»+˝À yê]øÏ
T,

q~˝ÀøÏ e<äT\T‘·Tqï+<äTe\¢ Á|ü»\ Äs√>±´ìøÏ Vü‰ì

ìsêàD≤‘· à ø£ bÕÁ‘· q T ì]«Væ ≤ +#· T q≥T¢
ø£\T>∑T‘√+~. Á|üuÛÑT‘·«+ á $wüj·T+˝À @$T #·s¡´\T
ER

düVü‰j·T|ü&ÉT‘·T+~.
rdüT≈£î+≥Tqï<√ ‘Ó\|üe\dæq~>± ø√s¡T‘·THêïqT.
eT+∫˙{Ï düeTdü´≈£L&Ü n~Ûø+£ >± ñ+~. ø°\ø£|ü<ë\T:
SC

eT+Á‹ : e÷q´ n<Ûä´øå±! Á|ü»\ Äs√>∑´+MT<ä 1) e÷ìô|òk˛º

Á|üuTÑÛ ‘ê«ìøÏ #ê˝≤ ÁX¯<∆ä ñ+~. ø£sT¡ e⁄ |”&‘ç · eT+&É˝≤\˝À 2) πø_HÓ{Ÿ
ìyês¡D #·s´¡ \qT, »\s¡øDå£ #·s´¡ \ìï{Ïì rdüT≈£î+{À+~.
3) d”Œø£sY
#ÓsT¡ e⁄\qT n_Ûeè~∆#j ˚ T· &É+, #Ó≥T¢ Hê{Ï+#·&+É , nÁø£eT
ÇdüTø£ ‘·e«ø±\qT ìùw~Û+#·&É+ e+{Ï #·s¡´\qT
MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡T#·Tø√+&ç

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 Improve your learning
1. Name a few areas related to the day to day lives of ordinary people on which laws should be
made.
2. Your school belongs to the department of School Education. Find out some laws which are
applicable to your school (students, teachers, headmaster/ principal/ PTA).
3. There is a law that no child in the age group of 6 to14 should remain out of school. What
steps should be taken to implement this law? Discuss among yourselves with the help of your
teacher.
4. Read the para under the sub heading ‘The making of laws’ and answer the question given

A
below. Suppose you are a member of the Telangana Legislative Assembly, which issue will
you raise for the making of law and why? Explain with an example.

AN
5. Suppose there is a state under the name of Purabgarh with MLA seats of 368. After an election, different
political parties got seats as shown below:
Party A = 89
Party B = 91

G
Party C = 70
Party D = 84
Others = 34
AN
Total = 368
Read the above table and answer the following questions:
EL

a) Of the 368 seats, how many seats are needed for getting a majority to form the government in the state?
b) Which is the single largest party?
c) Can the single largest party form the government? If not, what can be the alternatives to form the
T

government?
d) How would a coalition government be different from a one party government?
T,

6. At present, very few States in our country have a bicameral legislature. Can you name them?
7. Locate the Assembly constituencies of your district in your district map (Take the help of map.1).
8. Write an imaginary dialogue for the following picture in the context of the chapter.
ER
SC

Free Distribution by Govt. of Telangana 2022-23 95 Social Studies

 MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡T#·Tø√+&ç
1) Á|ü»\ J$‘êìøÏ dü+ã+~Û+∫ @ @ $wüj·÷\˝À #·{≤º\T #˚j·Te#·TÃ?
2) MT bÕsƒX¡ Ê\, bÕsƒX¡ Ê\ $<ë´XÊK≈£î dü+ã+~Û+∫q~. MT bÕsƒX¡ Ê\≈£î e]Ô+#˚ ø=ìï #·{≤º\qT ‘Ó\|ü+&ç. ($<ë´s¡T\ú T,
ñbÕ<Ûë´j·TT\T, Á|ü<ëÛ H√bÕ<Ûë´j·TT\T, Á|æì‡bÕ˝Ÿ, ‘·*<¢ +ä Á&ÉT\T`ñbÕ<Ûë´j·TT\ dü+|òTü +).
3) 6`14 dü+e‘·‡sê\ ej·TdüT‡>∑\ |æ\\¢ +<äs÷¡ ã&ç˝À #·<Tä e⁄ø√yê\H˚ #·≥+º ñ+~. á #·≥+º neT\T≈£î @ #·s´¡ \T
rdüTø√yê*? MT {°#·s¡T düVü‰j·T+‘√ #·]Ã+#·+&ç.
4) ù|õ HÓ+.154˝Àì ª#·{≤º\T #˚j·T≥+µ ñ|üo]¸ø£ ÁøÏ+<ä >∑\ ù|sê #·<äe+&ç. øÏ+~ Á|üX¯ï≈£î »yêãT\T sêj·T+&ç.

A
ˇø£y˚fi¯ MTs¡T ‘Ó\+>±D XÊdüqdüuÛÑT´˝…’‘˚ @ düeTdü´qT >∑T]+∫ ˝Ò<ë @ $wüj·÷ìï >∑T]+∫ #·{º+

AN
#Ój·÷´\qT≈£î+≥THêïs¡T? m+<äT≈£î? ñ<ëVü≤s¡D‘√ $e]+#ê*.
5) |ü⁄s¡uŸ>∑sY nH˚ ù|s¡T>∑\ sêh+˝Àì XÊdüq düuÛÑ˝À 368 düuÛÑT´\THêïs¡ì nqT≈£î+<ë+. mìïø£\ ‘·s¡yê‘· $$<Ûä
bÕغ\ ã˝≤ã˝≤\T á øÏ+~ $<Ûä+>± ñHêïsTT.
bÕغ`m ` 89 bÕغ`_ ` 91

G
bÕغ`dæ ` 70 bÕغ`&ç
AN ` 84
Ç‘·sT¡ \T ` 34 yÓTT‘·+Ô ` 368
ô|’ |ü{Ϻø£qT C≤Á>∑‘·Ô>± |ü]o*+∫ á øÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\T #Ó|üŒ+&ç:
m) Á|üuÛÑT‘ê«ìï @sêŒ≥T#˚j·T{≤ìøÏ ‘·–q yÓTC≤]{Ï sêyê\+fÒ ø£˙dü+ mìï d”≥¢qT bı+~ñ+&Ü*?
EL

_) á mìïø£\ |òü*‘ê\ Ä<Ûës¡+>± n‘·´~Ûø£ kÕúHê\qT ¬>*∫q ˇπøˇø£ bÕغ @~?

dæ) á mìïø£˝À¢ mìïø£sTTq n‹ô|<ä› bÕغ Á|üuÛÑT‘ê«ìï @sêŒ≥T#˚j·T>∑\<ë? ˝Òì|üø£å+˝À Á|üuÛÑT‘ê«ìï
@sêŒ≥T#˚j·T{≤ìøÏ Ç‘·s¡ Á|ü‘ê´e÷ïj·÷\T @$T{Ï?
T

&ç) ˇπø bÕغ‘√ @sêŒ≥T#˚dæq Á|üuÛÑT‘ê«ìø° dü+ø°s¡í Á|üuÛÑT‘ê«ìø° ‘˚&Ü @$T{Ï?

6) Á|üdüTÔ‘·+ eTq<˚X¯+˝À ø=ìï sêÁcÕº\T e÷Á‘·y˚T ~«düuÛ≤ $<ÛëHêìï ø£*–ñHêïsTT. n$ @$T{Ï?
T,

7) |ü≥+`1 Ä<Ûës¡+>± MT õ˝≤¢˝Àì nôd+;¢ ìjÓ÷»ø£esêZ\ ù|s¡¢qT >∑T]Ô+∫, MT õ˝≤¢ |ü≥+˝À sêj·T+&ç.
8) bÕsƒê´+X¯ $wüj·T+ Ä<Ûës¡+>± øÏ+~ ∫Á‘ê\≈£î }Vü‰‘·àø£ dü+uÛ≤wüD\T sêj·T+&ç.
ER
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 17
Implementation of Laws
CHAPTER

in the District

A
In the previous chapter, we read about how laws are made and how welfare
and development programmes are carried out. But how are they implemented? Do

AN
you think people elect those who implement laws? Do you think once the laws are
made, people implement them themselves? In these chapter, we would read about
how these things are done.

G
1) Building dams and canals AN
2) Supplying electricity to houses
3) Running ration shops
4) Running trains
EL

5) Printing currency notes

6) Collecting taxes from people
7) Preventing child labour, child sexual abuse and educating all children
T

8) Defending the borders of the country

9) Identifying those below the poverty line and implementing schemes
T,

for their benefit

10) Preventing people from stealing from other people’s houses
ER

You may have heard of many kinds of government functionaries.

Can you name a few and discuss what they do?
SC

We saw in the last chapter that there are in all parts of the state. At the same time,
various departments of the government to the entire state is divided into a number of
carry out various kinds of activities. These districts and most departments have their
departments are under the control of offices for the implementation of the
ministers, but they have a large number of government’s laws and plans. There are 31
officials who carry out the orders of the districts in Telangana.
government. Some of these officials are
posted in the state capital like Hyderabad What is the name of your district
from where they plan the implementation and where is its headquarters?
Free Distribution by Govt. of Telangana 2022-23 97 Social Studies
 17
bÕsƒ¡+

õ˝≤¢˝À #·{≤º\ neT\T

A
>∑‘· bÕsƒ¡+˝À #·{≤º\T m˝≤ #˚kÕÔs√, dü+πøåeT ø±s¡´Áø£e÷\qT, n_Ûeè~∆øÏ dü+ã+~Û+∫q Á|üD≤[ø£\qT m˝≤
s¡÷bı+~kÕÔs√ ‘Ó\TdüT≈£îHêï+. eT] Ç$ m˝≤ neT\T»s¡T>∑T‘·THêïsTT? Á|ü»\T mqTï≈£îqï Á|üC≤ Á|ü‹ì<ÛäT˝Ò M{Ïì

AN
neT\T|üs¡TdüTÔ+{≤s¡ì MTs¡T uÛ≤$düTÔHêïsê? Ç|ü&ÉT á |üqT\T m˝≤ neT\T »s¡T>∑T‘·THêïjÓ÷ ‘Ó\TdüT≈£î+<ë+.
øÏ+~ n+XÊ\qT MT ‘√{Ï $<ë´s¡Tú\‘√ #·]Ã+#·+&ç.
1) ÁbÕC…≈£îº\T, ø±\e\ ìsêàD+

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2) Ç+&É¢≈£î $<äT´‘·TÔ düs¡|òüsê AN
3) #Íø£<Ûäs¡\ <äTø±D+ ìs¡«Vü≤D
4) ¬s’\Ts¡yêD≤
5) s¡÷bÕsTT H√≥¢ eTTÁ<äD (ø£¬s˙‡ eTTÁ<äD)
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6) Á|ü»\qT+∫ |üqTï\ edü÷\T

7) u≤\ø±]àø£ e´edüú ìs¡÷à\q, u≤\\+<ä]øÏ #·<äTe⁄
T

8) uÛ≤s¡‘·<˚X¯ dü]Vü≤<äT›\ s¡ø£åD

9) <ë]Á<ä´πsK≈£î ~>∑Teq ñqïyê]ì >∑T]Ô+#·&É+, yê] nuÛÑT´qï‹øÏ |ü<∏äø±\qT neT\T|üs¡#·&É+.
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10) <=+>∑‘·Hê\ ìyês¡D, Á|ü»\ ÄdüTÔ\ s¡ø£åD

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Ç+ø± Ç$ø±ø£, MTs¡T #ê˝≤s¡ø±\T>± Á|üuTÑÛ ‘·«+ ìs¡«Væ≤düTqÔ ï $<ÛTä \qT >∑T]+∫ $ìñ+{≤s¡T. yê{Ï˝À ø=ìï+{Ïì
>∑T]Ô+∫ MT ‘√{Ï $<ë´s¡Tú\‘√ #·]Ã+#·+&ç.

eTq+ øÏ+<ä{Ï bÕsƒ+¡ ˝À, Á|üuTÑÛ ‘·«+˝Àì $$<Ûä XÊK\T kÂ\uÛ´Ñ +ø√dü+ $$<Ûä õ˝≤¢\T>± $uÛõÑ +#ês¡T. õ˝≤¢\˝À
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$$<Ûä ø±s¡´Áø£e÷\qT ìs¡«Væ≤+#·&+É #·÷XÊ+. á XÊK\˙ï Á|ü‹ Á|üuTÑÛ ‘·«XÊK ‘·q ø±sê´\j·÷ìï @s¡Œ]∫ #·{≤º\qT,
eT+Á‘·T\ ÄBÛq+˝À ñ+{≤sTT. á Á|üuTÑÛ ‘·« XÊK\˝Àì Á|üuTÑÛ ‘·« |ü<øä∏ ±\qT neT\T|üsT¡ dü÷Ô ñ+{≤sTT. ‘Ó\+>±D˝À
m+‘√eT+~ n~Û ø ±s¡ T \T eT+Á‘· T \ Ä<˚ X Ê\qT 31 õ˝≤¢\T ñHêïsTT.
neT\T|üsT¡ düT+Ô {≤s¡T. á n~Ûø±s¡T\˝À ø=+‘·eT+~ sêh
sê»<Ûëì ôV≤’ <äsêu≤<äT˝À $<ÛTä \qT ìs¡«Væ≤dü÷Ô Á|üuTÑÛ ‘·« MT õ˝≤¢ ù|s¡ T @$T{Ï ? <ëì Á|ü < Û ë q
Ä<˚XÊ\T sêheT+‘·{≤ neT\T|üs¡#·&ÜìøÏ #·s¡´\T ø±sê´\j·T+ mø£ÿ&É ñ+~?
rdüT≈£î+{≤s¡T. n˝≤π> yÓTT‘·Ô+ sêÁcÕºìï |ü]bÕ\Hê

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 Each district has a District Collector and Each file deals with the activities of
Magistrate who coordinates the work of all different departments. She reads them and
the departments in the district. Let us learn writes her comments or orders on them. It
more about their work. is about 3.00 PM when Manisha Nagle
The District Collector & finishes looking at the files. From 3.00 PM.
to 4.30 PM everyday, she meets the people
Magistrate of Nallavaram of the district. People from all the villages
Here is an imaginary district of come to meet her with their problems.
Nallavaram. This district has the following Some farmers of Mallepalli Mandal had

A
Mandals - Garipalli, Mallepalli, Narasapet, come to discuss the problem of absence
Gurthur. The office of the district

AN
of irrigation in their village. Their tanks
magistrate of the Nallavaram is in were dry for two years. The crops failed
Nallavaram town. this year. They wanted to know if their loans
Garipalli could be waived and if they could get some

G
Nallavaram repair work on tank bund. In the
AN neighbouring villages, tank bunds were
repaired. They wanted such work to be done
in their village as well.
Manisha Nagle told them that since their
village was not in the state list of drought
EL

affected areas they could not get any loan

waiver. Collector suggested that they
approach the MLA and present their
T

Gurthur problems. She promised to instruct the

Narasapet Mallepalli concerned department to attend to the tank
T,

Fig 17.1 Nallavaram District bund of the village.

At 5.00 A.M., on the next morning, the
ER

The district magistrate, Manisha Nagle, Collector received a phone call from a town
reaches her office at 10:30 every morning. in Narasapet Mandal. The cotton stored at
At 11:30 today, there is a meeting of the the ginning mill caught fire in the night.
officers of all the departments in the office. People were trying to put out the fire. The
SC

The heads of all the departments have come fire service had already reached the area. It
for the meeting. The Collector asks the was necessary to ensure that fire did not
head of each department about the progress spread to the neighbouring areas. Nagle
of the work during the previous month. She immediately left for Narasapet Mandal. She
also asks them about the problems they face called the Superintendent of Police and the
in the work. The meeting continued till civil surgeon and asked them to go along.
about 2 O’clock in the afternoon. The Collector reached Narasapet at
After the meeting, Manisha Nagle goes around 7.00 AM and went straight to the
through the files. There is a stack of files. cotton ginning mill. A lot of cotton had
Free Distribution by Govt. of Telangana 2022-23 99 Social Studies
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 Fig 17.2 District Collector
at the cotton factory.

and asked them to take strict actions during

the next few weeks and report to her at the

A
next monthly meeting. Manisha Nagle
reached Nallavaram only after it was dark.

AN
Nallavaram is an imaginary district. But
what you saw the Collector of Nallavaram
doing is the work that they are expected to

G
been destroyed but the fire was now do in every district.
under control. The Municipal Chairperson AN
and the police officers were also there. The What explanation did the Collector
Collector asked them about the extent of give for not waiving the loan for the
damage. The Chairperson told her that two farmers?
labourers in the mill had suffered severe Who were the other officials
EL

burns and had been admitted to the hospital. mentioned in the incidents?
A few houses nearby had also been burnt Who were the non-officials
down. mentioned in the above incidents?
T

Nagle announced a compensation of ten

thousand rupees each to the owners of the Tahsildar (MRO) and Village
houses, which were burnt and promised to Revenue Officers
T,

inquire into the causes of fire. The You may have noted that Nallavaram
Collector then visited the injured labourers district is divided into different Mandals.
ER

at the hospital. She also announced a relief There are many villages in each of these
payment of twenty thousand rupees each to Mandals. In the map, you can see that
the two labourers. Nallavaram is divided into many Mandals.
On the way back, she visited the
SC

Many villages together form a Mandal. Just

Municipal Office. It was pointed out that like in the district headquarter, there are
due to encroachment in many parts of the different offices at the Mandal. There are
city, the fire engine arrived late. Sidewalks Mandal Officers of Development, Revenue,
on the roads were encroached by shop Education, agriculture, and so on.
keepers. Many houses and other offices had
Find out your Mandal in the district
illegally extended their boundary walls
map.
beyond the permitted limits. This was
leading to traffic jams in many parts of the Find out some of the Mandals in
town. She talked to the Municipal Officials your district map.

Free Distribution by Govt. of Telangana 2022-23 101 Social Studies

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 Among others, the
Revenue Officer keeps the
land records. If you live in
a village or own land, you
may know that your parents
have some record for the
land that is owned by them.

A
Land all over the country is
measured and this

AN
information is kept in these
offices. They also have
maps of the land showing Fig 17.3 Villagers verifying the land records at

G
land owned by different ‘mee seva kendra’
people, showing crops,
tanks, drainages, wells, neighbouring plots,
AN
How Laws are Implemented?
roads, hillocks, and so on. These documents To understand this, first we need to
become extremely useful. If there is a understand an actual law. In the previous
EL

dispute between the boundaries of land chapters, we have read about the
significance of groundwater and how it has
owned by two individuals, maps and written
historically been important in our
T

documents can be used for settling it. Or,

agricultural development. We also have
if someone buys or sells the land, this perennial rivers and forest areas. Yet today,
T,

information needs to be written in this we find that in many parts of Telangana,

office as well. These maps also have borewells are dug up to 1,500 feet or more.
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records of the forest or uncultivated In the long run, it may not be viable to have
grazing lands. So if someone encroaches such system of irrigation, or drinking water.
into these lands, they can be evicted. Andhra Pradesh Water, Land and
Trees Protection Act, 2002
SC

It is the responsibility of the Village

Revenue Officer and Mandal Revenue It is important to protect these
Officer to keep track of these records of resources for the benefit and survival of the
next generations. In this connection, the
the land. For this purpose, ‘mee seva’
Government of Andhra Pradesh enacted the
services are utilized and various certificates
Andhra Pradesh Water, Land and Trees
are being issued by this centre. They also Protection Act in 2002. It is being
have the responsibility for updating and implemented since 19-04-2002. Some of
issuing ration cards. the features of this law are:
Free Distribution by Govt. of Telangana 2022-23 103 Social Studies
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qyÓ÷<äT#˚j·Te\dæ ñ+≥T+~. n≥M dü+ã+~Û‘· n&ÉT>∑T\ es¡≈£î uÀs¡T u≤e⁄\qT ‘·e⁄«‘·THêïs¡T. Ç˝≤H˚
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uÛÑ÷eTT\T, @$<ÛäyÓTÆq e´ekÕj·T+ #˚j·T≈£î+&Ü ñ+&ç ø=qkÕ–‘˚ sêuÀj˚T ø±\+˝À uÀs¡Tu≤e⁄\ <ë«sê
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≈£L&çq $esê\T ≈£L&Ü ñ+{≤sTT. n+<äTe\¢ me¬sH’ ê Ä+Á<ÛäÁ|ü<˚XŸ ˙s¡T, uÛÑ÷$T, #Ó≥¢ s¡ø£åD #·≥º+, 2002
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Ç‘·sT¡ \ uÛ÷Ñ eTT\qT ˝Ò<ë Á|üuTÑÛ ‘·« uÛ÷Ñ $Tì ÄÁø£$T+∫Hê

yê]ì yÓ+≥H˚ U≤∞ #˚sTT+#·e#·TÃ. sêuÀj˚T ‘·sê\yê] J$‘êedüsê\ |ü]s¡ø£åD≈£L,
yê] n_Ûeè~∆øÏ á eqs¡T\qT ø±bÕ&Ü*‡q nedüs¡+
Á>±eTkÕúsTT˝À $˝ÒCŸ ¬syÓq÷´ n~Ûø±], eT+&É\
ñ+~. Ç+<äTø√dü+ Ä+Á<ÛäÁ|ü<˚XŸ Á|üuÛÑT‘·«+ 2002
kÕúsTT˝À ‘·Vü≤o˝≤›s¡T (eT+&É\ ¬syÓq÷´ n~Ûø±])
dü+e‘·‡s¡+˝À Ä+Á<ÛÁä |ü<X˚ Ÿ ˙s¡T, uÛ÷Ñ $T, #Ó≥¢ s¡øDå£ #·{≤ºìï
uÛ÷Ñ dü+ã+~Û‘· ]ø±s¡T\¶ $esê\≈£î u≤<Û´ä ‘· eVæ≤kÕÔsT¡ .
#˚dæ+~. á #·≥º+ 19`04`2002 qT+&ç neT\T˝À
Bìø√dü+ ªMT ùdeµ ùde\qT $ìjÓ÷–+#·T≈£îì $$<Ûä
s¡ø±\ <Ûäèe|üÁ‘ê\qT C≤Ø #˚kÕÔs¡T. n˝≤π> yês¡T ñ+~. á #·≥º+˝Àì ø=ìï eTTU≤´+XÊ\T Ç$:

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 104 kÕ+|òTæ ø£XÊg+

 a. Permission from Mandal Revenue prohibited. When one tree is cut,
Officer is essential to drill/ dig new two saplings should be planted.
wells. After the law was passed, government
b. Specific depth and distance should formed an authority to implement the act.
be maintained between the wells to It was called the Water, Land and Trees
avoid unnecessary competition. Protection Authority or WALTA. If you
c. Steps to prevent wastage of rain look carefully, in order to implement a law
water. like this, it is necessary that different
departments of the government work
d. Industrial units should have waste together. You can note that the forest

A
water treatment plants. department has to be taken into account,
e. Protection of drinking water. because forests are important for saving

AN
f. In the regions affected by water and the department in charge of
groundwater depletion, sand Industry to ensure that the factories are not
quarrying from river beds is polluting water.
prohibited. So we can build a table such as the

G
g. Social forestry to be taken up on following to show how different persons
large scale. AN in the government could be responsible for
h. Cutting trees without permission is implementing the law:

Department Subject
Registration of Rigs, Sand Mining, classification
EL

Groundwater Department
of Groundwater basins, etc.

Municipal Administration & Construction of Rain-water harvesting

T

Urban Development Department structures, tree planting, permission for

construction of new buildings.
T,

Mines and Geology Department Monitoring Sand Mining in water bodies

ER

Forest Department Granting permission for felling trees

Now, if this law is properly implemented, what will it mean? Considering the following
possibilities, can you identify which departments will be responsible if their activities are
SC

to be evaluated – it is possible that there are more is one department which looks at them:
Satyavathi is a farmer who wants to dig a new bore well, but there is another bore
well in her neighbouring land. What are the rules she has to follow?
Padmanabham wants to build a new house and and wants to get sand from the river
bed near the house. For this, whose permission is required?
Apparao is a contractor who wants to start a stone quarry near the forest. From
which departments should he take the permission.

Free Distribution by Govt. of Telangana 2022-23 105 Social Studies

 m. uÀs¡Tu≤e⁄\qT, u≤e⁄\qT ‘·e«&ÜìøÏ eT+&É\ nqTeT‹ ˝Ò≈î£ +&Ü #Ó≥q¢ T q]øÏ‘˚ n+<äT≈£î s¬ +&ÉT
¬s$q÷´ n~Ûø±] <ä>∑Zs¡ nqTeT‹ rdüTø√yê*. #Ó≥¢qT $~Û>± ô|+#ê*.
_. nqedüs¡yÓTÆq b˛{°ì ìyê]+#·&ÜìøÏ u≤e⁄\ á #·≥+º neT\T≈£î sêhÁ|üuTÑÛ ‘·«+ ˇø£ n<∏ë]{°ì
‘·e«ø£+˝À ìØí‘·yÓTÆq ˝À‘·TqT, <ä÷sêìï @sêŒ≥T #˚dæ+~. Bìù|s¡T yê≥sY ˝≤+&é n+&é Á{°dt
bÕ{Ï+#ê*. Ábıf…ø£åHé n<∏ë]{Ï (WALTA). MTs¡T á #·≥º+
dæ. es¡¸|ü⁄ ˙s¡T eè<∏ëø±≈£î+&Ü |ü]s¡ø£åD≈£î #·s¡´\T neT\TqT C≤Á>∑‘·Ô>± |ü]o*ùdÔ á øÏ+~ n+XÊ\T
rdüTø√≥+. ‘Ó\TkÕÔsTT. Á|üuÛÑT‘·«+˝Àì $$<Ûä XÊK\T dü+j·TTø£Ô+>±

A
|üì#˚j·÷*‡q nedüs¡+ ñ+~. MTs¡T n≥M XÊKqT
&ç. bÕ]ÁXÊ$Tø£ dü+dü\ú T ‘·|Œü ìdü]>± e´s¡»ú ˝≤\qT
>∑eTìùdÔ á XÊK n≥Ms¡ø£åD<ë«sê ˙{Ï eqs¡T\

AN
X¯ó~∆#˚dæ ‹]– ñ|üjÓ÷–+#·Tø√yê*.
\uÛÑ´‘·qT ô|+#·T‘·T+~. n˝≤π> |ü]ÁX¯eT\ XÊK ˙s¡TqT
Ç. eT+∫˙{Ï |ü]s¡ø£¸D≈£î #·s¡´\T rdüTø√≥+. ø£\Twæ‘·+ #˚j·T≈£î+&Ü #·s¡´\T rdüT≈£î+≥T+~.
m|òt. uÛ÷Ñ >∑s“¡ »¤ ˝≤\T ‘·–qZ ÁbÕ+‘ê\˝À q<äT\ qT+∫ ø±ã{Ϻ eTq+ Á|üuTÑÛ ‘·« XÊK˝Àì $$<Ûä n~Ûø±s¡T\T

G
ÇdüTø£ ‘·e«&É+ ìwæ<ä∆+. ªWALTAµ #·≥º+ neT\T≈£î u≤<Ûä´‘· eVæ≤düTÔHêïs¡T.
õ. kÕe÷õø£ n&Ée⁄\ ô|+|üø±ìï $düÔ è‘· |üs#¡ ≥· +.
AN yê{Ïì |ü{Ϻø£˝À øÏ+~ $<Ûä+>± #·÷|üe#·TÃ.
ôV≤#Y. #Ó≥¢qT nqTeT‹ ˝Ò≈£î+&Ü qs¡ø£>∑÷&É<äT. á #·≥º+ |üP]ÔkÕúsTT˝À neT\T nsTT‘˚ @+
XÊK $wüj·T+
EL

uÛÑ÷>∑s¡“¤ »\ eqs¡T\XÊK uÀs¡Tu≤e⁄\ qyÓ÷<äT, ÇdüTø£ ‘·e«ø£+, ˙{Ïeqs¡T\ \uÛ´Ñ ‘· ÁbÕ+‘ê\

eØZø£s¡D yÓTT<ä˝…’q$.
T

eTTì‡|ü˝Ÿ |ü]bÕ\q, |ü≥Dº n_Ûeè~∆ XÊK es¡¸|ü⁄ ˙s¡T |ü]s¡ø£åD, #Ó≥T¢ Hê≥&É+, ø=‘·Ô uÛÑeHê\ ìsêàD≤\≈£î
nqTeT‹.
T,

>∑qT\T, uÛÑ÷>∑s¡“¤XÊK ˙{Ï düú˝≤\˝À ÇdüTø£ ‘·e«ø£+ ìj·T+Á‘·D.

n≥MXÊK #Ó≥T¢ qs¡≈£&ÜìøÏ eTT+<ädüTÔ nqTeT‹.
ER

»s¡T>∑T‘·T+~? ~>∑Te düeTdü´\qT |ü]o*+∫ @ XÊK @ $<Û+ä >± ‘·eT u≤<Û´ä ‘·\T ìs¡«Væ≤+#ê˝À eT÷˝≤´+ø£q+ #˚d÷ü ,Ô
ˇø£{Ï ø£+fÒ m≈£îÿe XÊK\T ≈£L&Ü bÕ˝§Zqe˝dæ ñ+≥T+<˚yÓ÷ |ü]o*+#·+&ç.
SC

e´ekÕj·T+ #˚dTü ø=H˚ dü‘´· e‹ ø=‘·>Ô ± uÀs¡Tu≤$ ‘·$«+#ê\ì ‘·\∫+~. ø±ì ÄyÓT ‘·$«+#ê\qT≈£îqï dü\ú +
|üø£ÿH˚ y˚πsyêfi¯fl uÀs¡Tu≤$ ñ+~. ÄyÓT @ s¡ø£yÓTÆq ìã+<Ûäq\T bÕ{Ï+#ê*?
|ü<äàHêuÛÑ+ q÷‘·q uÛÑeHêìï ì]à+#ê\qT≈£îHêï&ÉT. n+<äT≈£î ‘·q Ç+{ÏøÏ düMT|ü+˝Àì q~qT+∫ ÇdüTø£
rdüTø=ì sêyê\qT≈£îHêï&ÉT. Ç+<äTø√dü+ me] nqTeT‹ ø±yê* ?
nbÕŒsêe⁄ ˇø£ ø±+Á{≤ø£ºs¡T. n‘·&ÉT n≥MÁbÕ+‘·+˝À sê‹>∑qT\ ‘·yê«ø±ìï ÁbÕs¡+_Û+#ê\qT≈£îHêï&ÉT.
@ XÊK\ qT+&ç nqTeT‹ bı+<ë*.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 106 kÕ+|òTæ ø£XÊg+

 Thus, in a democratic country like ours Keywords :
there are different roles played by elected 1. Magistrate
representatives and appointed government
officials. In many ways, these are different 2. Tahsildar
from the way kings and priests dictated
different aspect of our lives. That is not to 3. Law implementation
say that all the different forms of
marginalisation, disparities and discrimi- 4. VRO
nation have been removed from the society.

A
But we can work towards achieving them. 5. Ginning

AN
Improve your learning
1. Make a list of activities done by the District Collector.

G
2. Correct the following statements :
a. Law is implemented by the elected representatives.
AN
b. The Collector is in charge of a Mandal.
c. People approach theMandal Development
DevelopmentOfficer
Officer to solve the problems of the entire district.
d. Tahsildar keeps the record of land revenue.
EL

3. Read the first two paragaphs of (page 160) Tahsildar and Village Revenue officers and answer
the question given below.
T

Why do you think are the land records kept at village and mandal levels?
4. Compare the roles of people who make laws with those who implement them in the following
aspects:
T,

a) has to contest elections.

b) are part of different departments of government.
ER

c) responsible for making laws.

d) responsible for implementing laws.
e) usually elected for 5 years.
SC

f) are appointed into jobs.

Member of Legislative Assembly Persons in Administration

Free Distribution by Govt. of Telangana 2022-23 107 Social Studies

 eTq˝≤+{Ï Á|üC≤kÕ«$Tø£ <˚XÊ\ìï+{Ï˝À Á|ü»\T ø°\ø£|ü<ë\T:
mqTïø=qï Á|ü‹ì<ÛTä \T eT]j·TT Á|üuTÑÛ ‘·«+ ìj·T$T+∫q 1. yÓTõÁùdº{Ÿ
n~Ûø±s¡T\T $$<Ûsä ø¡ ±\ bÕÁ‘·\qT b˛wædTü HÔ êïs¡T. >∑‘+· ˝À
2. ‘·Vü≤o˝≤›sY
Á|ü»\ J$‘ê\qT XÊdæ+∫q sêE\T, |üPC≤s¡T\ø£+fÒ
Ç~ _ÛqïyÓTÆq~. nsTT‘˚ düe÷»+˝Àì ndüe÷q‘·\T, 3. #·{≤º\ neT\T
$eø£‘å · e+{Ï$ n+‘·]+∫b˛˝Ò<Tä . M{Ï ìs¡÷à\q≈£î ø£èwæ 4. $.ÄsY.z
#˚j·÷*. 5. õìï+>¥

A
MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡T#·Tø√+&ç

AN
1) õ˝≤¢ ø£˝…ø£ºs¡T yÓTõÅùdº≥T ìs¡«Væ≤+#˚ $$<Ûä ø±s¡´Áø£e÷\qT sêj·T+&ç.
2) øÏ+<ä Ç∫Ãq ùdº{ŸyÓT+{Ÿ\qT dü]#˚j·T+&ç.

G
m) mìïø£sTTq Á|üC≤Á|ü‹ì<ÛäT\ <ë«sê #·≥º+ neT\T ne⁄‘·T+~.
_) eT+&É˝≤ìøÏ ø£˝…ø£ºs¡T ÇHé#Ûê]®>± e´eVü≤]kÕÔs¡T.
AN
dæ) eT+&É\ n~Ûø±] õ˝≤¢≈£î dü+ã+~Û+∫q yÓTT‘·Ô+ düeTdü´\qT rs¡TkÕÔs¡T.
&ç) ‘·Vü≤d”˝≤›sY (eT+&É\ ¬syÓq÷´ n~Ûø±]) uÛÑ÷$TøÏ dü+ã+~Û+∫q ]ø±s¡T¶\T ìs¡«Væ≤dü÷Ô+{≤s¡T.
3) ù|J HÓ+.160 ˝Àì ª‘·V≤ü o˝≤›sY Á>±eT¬syÓq÷´ n~Ûø±]µ ù|sê\T #·~$, øÏ+~ Á|üXï¯ ≈£î »yêãT sêj·T+&ç.
EL

uÛÑ÷$TøÏ dü+ã+~Û+∫q ]ø±s¡T¶\qT Á>±eTkÕúsTT˝ÀqT, eT+&É\ kÕúsTT˝ÀqT m+<äT≈£î uÛÑÁ<ä|üs¡TdüTÔHêïs¡T?

á Á>±eT, eT+&É\ ¬syÓq÷´ n~Ûø±s¡T\ eTTK´yÓTÆq $<ÛäT\T @$T{Ï?
T

4) >∑‘· ¬s+&ÉT n<Ûë´j·÷\˝À #·{≤º\ ‘·j·÷Ø, yê{Ï neT\T >∑T]+∫ ‘Ó\TdüT≈£îHêï+. yê]yê] bÕÁ‘·qT
øÏ+<ä |ü{Ϻø£˝À qyÓ÷<äT #˚j·T+&ç. (AS1)
T,

m) mìïø£\˝À b˛{°#˚j·Te#·TÃ.
_) Á|üuÛÑT‘·«+˝Àì $$<Ûä XÊK\˝À uÛ≤>∑kÕ«eTT\T.
ER

dæ) #·{≤º\ ‘·j·÷Ø˝À u≤<Ûä´‘· eVæ≤kÕÔs¡T.

&ç) #·{≤º\ neT\T˝À u≤<Ûä´‘· eVæ≤kÕÔs¡T.
Ç) kÕ<Ûës¡D+>± 5 dü+e‘·‡sê\≈£î ˇø£kÕ] mìïø£e⁄‘ês¡T.
SC

m|òt) $$<Ûä |üqT\ ì$T‘·Ô+ ñ<√´>∑+˝À ìj·T$T‘·T\e⁄‘ês¡T.

XÊdüq düuTÑÛ ´\T bÕ\Hê~Ûø±s¡T\T

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 108 kÕ+|òTæ ø£XÊg+

 5. Here is another brief description of Manisha Nagle. Read this carefully and compare it with
the text given under the head “Mansabdar’s and Jagirdars” in chapter 14 and “Captains of the
troops’ - The amaranayakas” in Chapter 13 and fill the following table.

Manisha Nagle has been the Collector of Nallavaram for thelast 5 months. Earlier, she worked as the
Deputy Secretary in the Ministry of Public Health Department in the state capital. It is possible that she
may be transferred as a Collector of another district or taken back to the State Secretariat. She is an
employee of the Indian Government. Often, some of them have to go to Delhi and work for the
central government.All the officers like Manisha Nagle are selected through an examination conducted

A
by the government.

AN
Item Government Amara Nayakas Mansabdars
employees

G
Process of selection

Paid through
AN
6. Colour the mandals surrounding your mandal in your district map.
EL

Discussion:
Organise a programme of “student’s interaction with revenue officials” (Tahasildar/Mandal
T

Revenue Inspector/Village Revenue Office) about - “The implementation of Laws”.

Project:
T,

1. Interview your teacher, or any government school teacher to get the following details:
ER

When was she or he appointed?

To which department of the government does she/he report?

SC

Has the teacher been transferred?

How are they promoted or punished? Who is responsible for their salaries?

If they have any complaints about their working conditions, whom do they report them
to?

2. What has been their experience in implementingthe new rules/ programmes like ensuring enrollment
of children, mid-day meals; or any other program? Make a presentation of your findings in the
classroom.
Free Distribution by Govt. of Telangana 2022-23 109 Social Studies
 5) eT˙cÕ Hêπ>¢ >∑T]+∫ eTs=ø£ dü+øÏå|üÔ $es¡DqT C≤Á>∑‘·Ô>± #·~$ øÏ+~ bÕsƒê´+XÊ\ Ä<Ûës¡+>± b˛\Ã+&ç.
bÕsƒê´+X¯+`14 ªªeTq‡uŸ<ës¡T,¢ C≤^sY<ës¡Tµ¢ µ, bÕsƒê´+X¯+`13 ªªôdì’ ø£ <äfi≤\ Hêj·T≈£î\T ` neTs¡Hêj·T≈£î\Tµµ
Ä<Ûës¡+>± øÏ+~ |ü{Ϻø£ |üP]+#·+&ç.
eT˙cÕ Hêπ>¢ >∑‘· ◊<äT HÓ\\T>± q\¢es¡+ õ˝≤¢ ø£˝…ø£ºsY>± |üì#˚k˛Ô+~. ÄyÓT õ˝≤¢ ø£˝…ø£ºsY>± sêø£eTT+<äT
sêh sê»<Ûëì˝À Á|üC≤ Äs√>∑´ eT+Á‹‘·«XÊK˝À ñ|üø±s¡´<ä]Ù>± |üì#˚d+æ ~. ÄyÓT≈£î eTs√ õ˝≤¢ ø£˝ø… sº£ >Y ±
˝Ò<ë eT∞fl sêh sê»<Ûëì dü∫yê\j·÷ìøÏ ã~© nj˚T´ neø±X¯+ ≈£L&Ü ñ+~. ÄyÓT uÛ≤s¡‘· Á|üuÛÑT‘·«
ñ<√´–. M]˝À ø=+<äs¡T ‘·s¡#·T>± &Ûç©¢˝Àì πø+Á<ä Á|üuÛÑT‘·« |üqT\T #˚j·TT≥¬ø’ yÓfi¯¢e\dæ ñ+≥T+~.

A
eT˙cÕHêπ>¢ e+{Ï n~Ûø±s¡T\+<äs¡÷ Á|üuÛÑT‘·«+ ìs¡«Væ≤+#˚ |üØø£å\<ë«sê ìj·T$T+#·ã&É‘ês¡T.

AN
n+X¯+ Á|üuTÑÛ ‘·« ñ<√´>∑T\T neTs¡ Hêj·T≈£î\T eTq‡uŸ<ës¡T¢
ìj·÷eTø£ $<Ûëq+

G
y˚‘H· ê\ #Ó*+¢ |ü⁄ AN
6) MT õ˝≤¢ |ü≥+˝À MT eT+&É˝≤ìøÏ ñqï dü]Vü≤<äT› eT+&É˝≤\≈£î s¡+>∑T\T y˚j·T+&ç.
EL

#·s¡Ã : #·{≤º\T`neT\T >∑T]+∫ ¬syÓq÷´ n~Ûø±s¡T\‘√ (‘·Vü≤o˝≤›s¡T/ eT+&É\ ¬syÓq÷´ ÇHéôdŒø£ºsY/Á>±eT ¬syÓq÷´
n~Ûø±]) $<ë´s¡Tú\ eTTU≤eTTœ ìs¡«Væ≤+#·+&ç.
T

ÁbÕC…≈£îº |üì:
T,

1. MT bÕsƒ¡XÊ\ ñbÕ<Ûë´j·TT\qT ˝Ò<ë y˚πs Á|üuÛÑT‘·« bÕsƒ¡XÊ\ ñbÕ<Ûë´j·TT\qT Ç+≥s¡÷«´ #˚j·T+&ç.

ER

ÄyÓT/Äj·Tq ìj·÷eTø£+ @ $<Ûä+>± »]–+~? ÄyÓT/Äj·Tq @ Á|üuÛÑT‘·« XÊU≤~Ûø±]øÏ ]b˛s¡Tº#˚kÕÔs¡T?

ÄyÓT/Äj·Tq≈£î ã~©\T ñ+{≤j·÷? ÄyÓT/Äj·Tq @$<Ûä+>± |ü<√qï‹ bı+<äT‘ês¡T? ˝Ò<ë
•ø£Då bı+<äT‘ês¡T? ÄyÓT/Äj·Tq J‘·u‘ÑÛ ê´\≈£î mes¡T u≤<Û´ä ‘·eVæ≤kÕÔsT¡ ? ÄyÓT/Äj·Tq≈£î |üì˝À @yÓTHÆ ê
SC

düeTdü´\T ñ+fÒ me]øÏ |òæsê´<äT#˚düTø√yê*?

2. bÕsƒX¡ Ê\˝À qyÓ÷<äT dü+K´qT ô|+#·≥+, eT<Ûë´Vü≤ï uÛÀ»q+ neT\T ˝Ò<ë Ç‘·s¡ y˚sπ q÷‘·q ø±s¡´Áø£e÷\
neT\T˝À yê] nqTuÛÑyê\T @$T{Ï?
ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± ‘·s¡>∑‹ >∑~˝À $e]+#·+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 110 kÕ+|òTæ ø£XÊg+

 18
Caste Discrimination and
CHAPTER

the Struggle for Equalities

A
Caste system has created one of the major forms of inequality in our country. For

AN
centuries, people have fought against this discrimination and our constitution too strives
to end it. Elimination of caste discrimination has been one of the major aims of our
governments. Let us read how caste system works and what steps have been taken to

G
end caste discrimination.

A large number of people in our country

AN are valued more than the others. Activities
think of themselves as belonging to some like cleaning, washing, cutting hair, picking
caste or the other. They even put the names garbage are seen as tasks that are of less
of their castes as a part of their own names.
EL

value and people who do this work are seen

Usually, people of a caste follow some as dirty or impure. This belief is an
common customs and worship a particular important aspect of the caste system. In the
deity. Many people who follow the caste caste system, communities/ groups of
T

rules marry only within their own caste. In people were placed in a social order where
olden days, people of one caste followed the each caste was either above or below the
T,

same profession or work, though these day, other. Those who placed themselves at the
this tradition has been changing fast. Thus, top of the ladder called themselves upper
you can see that caste system creates some caste and saw themselves as superior. The
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bonds among a particular group of people groups who were placed at the bottom of
and separates them from the other groups. the ladder were seen as unworthy and were
called “untouchables”. Caste rules were set
To what extent are the above true
SC

and did not allow the so-called

statements in your area and to what
“untouchable” to take on work other than
extent are have they changed? Discuss.
what they were meant to do. For example,
However, the caste system has also given some groups were only allowed to pick
rise to great inequalities and discrimination garbage and remove dead animals from the
in our society. Let us see how this happens. village. But they were not allowed to enter
People are engaged in different kinds of the homes of the upper castes, take water
work like teaching, carpentry, pottery, from the village well or enter the temples.
weaving, fishing, farming etc. to earn their Their children could not sit next to the
livelihood. However, certain kinds of jobs children of other castes in school. Thus,
Free Distribution by Govt. of Telangana 2022-23 111 Social Studies
 18 ≈£î\$eø£å· ` düe÷q‘ê«ì¬ø’
bÕsƒ¡+

b˛sê≥+

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 upper castes acted in ways which did not the untouchables. Indeed, the station
give the so-called “untouchables” the same master was quite sure we were brahmin
rights as they enjoyed. children and was extremely touched at
In what ways do you think did the the plight in which he found us in. As is
caste system promote inequality usual among the Hindus, the station
among people? master asked us who we were. Without
a moment’s thought, I blurted out that
When some people are not allowed to we were Mahars (Mahar is one of the
do what they want to do – like get communities which are treated as
education, or take up jobs of their choice, untouchables in the Bombay
we can say that they are facing Presidency). He was stunned. His face
discrimination. Dr Bhimrao Ambedkar, one underwent a sudden change. We could

A
of the greatest leaders of India, shares his see that he was overpowered by a
first experience of caste-based discrimi- strange feeling of repulsion. As soon as

AN
nation, which took place in 1901 when he he heard my reply, he went away to his
was just nine years old. He had gone with room and we stood where we were.
his brothers and cousins to meet his father Fifteen to twenty minutes elapsed;
in Koregaon which is now in Maharashtra. the sun was almost setting. Our father
had not turned up nor had he sent his

G
Let us read more about this incident :
servant, and now the station master had
AN also left us. We were quite bewildered,
and the joy and happiness, which we felt
at the beginning of the journey, gave
way to a feeling of extreme sadness.
After half an hour, the station master
returned and asked us what we proposed
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to do. We said that if we could get a

bullock-cart on hire we would go to
Koregaon, and if it was not very far we
would like to start straightway. There
T

were many bullock-carts plying for hire.

But my reply to the station master that
we were Mahars had gone round among
T,

Dr B.R. Ambedkar the cart men and not one of them was
prepared to suffer being polluted and to
(1891-1956) demean himself carrying passengers of
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Chairperson of the committee for the untouchable classes. We were

drafting of the Constitution of India and prepared to pay double the fare but we
found that money did not work. The
the first Union Law Minister of India. station master, who was negotiating on
“Long did we wait, but no one turned our behalf, stood silent, not knowing
SC

up. An hour elapsed and the station what to do.

master came to enquire. He asked us for Source: Dr B. R. Ambedkar, Writings and
our tickets. We showed them to him. He Speeches, Volume 12, Edited Vasant Moon,
asked us why we tarried. We told him Bombay Education Department, Govt. of
that we were bound for Koregaon and Maharashtra.
that we were waiting for father or his Despite the children offering
servant to come, but that neither had money, the cartmen refused them.
turned up and that we did not know how Why?
to reach Koregaon. We were well-dressed How did people at the station
children. From our dress or talk, no one discriminate against Dr Ambedkar
could make out that we were children of
and his brothers?
Free Distribution by Govt. of Telangana 2022-23 113 Social Studies
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 How do you think Dr Ambedkar Omprakash to sweep the school and the
felt as a child when he saw the playground. He writes, “The playground
station master’s reaction to his was way larger than my small physique
statement that they were Mahars? could handle and in cleaning it, my back
Have you ever experienced began to ache. My face was covered with
prejudice or witnessed an dust. Dust had gone inside my mouth. The
incident of discrimination? other children in my class were studying
How did this make you feel? and I was sweeping. The headmaster was
sitting in his room and watching me. I was

A
Imagine how difficult it would be if not even allowed to get a drink of water. I
people could not move easily from one swept the whole day,…From the doors

AN
place to the other, how insulting and and windows of the school rooms, the eyes
hurtful it is to have people move away, of the teachers and the boys saw this
refuse to touch you or allow you to drink spectacle.” Omprakash was made to sweep
water from the same source as they do.

G
the school and the playground for the next
This small incident shows how a
AN couple of days and this only came to an end
simple task of going from one place to when his father, who happened to be passing
another in a cart was not accessible to by, saw his son sweeping. He confronted
the children – even though they could pay the teachers and then walking away from
the money. All the cart men at the station the school holding Omprakash’s hand, he
EL

refused to take the children. They acted said loudly for all of them to hear, “You
in a discriminatory manner. So, clearly, are a teacher…So I am leaving now. But
caste based discrimination is not only remember this much Master…(He) will
T

limited to preventing dalits from study right here…in this school. And not
undertaking certain economic activities just him, but there will be more coming
T,

but it also denies them the respect and after him.”

dignity given to others. Why do you think Omprakash
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An example of discrimination Valmiki was treated unequally by

in schools his classmates and the teachers?
If you were in his place, how would
Omprakash Valmiki is a famous dalit
you feel? Write four lines about it.
SC

writer. In his autobiography, Joothan, he

writes, “I had to sit away from the others When people are treated unequally, their
in the class, and that too on the floor. dignity is violated. The dignity of
The mat ran out before reaching the Omprakash Valmiki was violated because
spot I sat on. Sometimes I would have of the way in which he was treated. By
to sit way behind everybody, right near picking on him and making him sweep the
the door…sometimes they would beat school because of his caste, Valmiki’s
me without any reason.” When he was schoolmates and teachers hurt his
in Class IV, the headmaster asked dignity badly and made him feel
Free Distribution by Govt. of Telangana 2022-23 115 Social Studies
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 as if he was less than equal to all other spread, many people criticised them.
students in the school. Being a child, Thinkers like Buddha, Mahavira, Ramanuja,
Valmiki could do very little about the Basava, Kabir, Vemana, etc. criticised the
situation that he was in. It was his father idea of some people being superior to
who, on seeing his son sweep, felt angry others by birth. They felt that all people,
by this unequal treatment and confronted irrespective of their birth or profession,
the teachers. can perform good deeds and attain
Today many teachers have been making salvation. You will read about them in
greater detail in later chapters.

A
special efforts to ensure equality of
students in the school. They not only Striving for Equality

AN
encourage dalit students to learn but also
You read about the establishment of
ensure their participation in all school
British rule and the beginning of struggle
activities like welcoming guests, leading
against it. The struggle for freedom from

G
prayers, and making speeches in important
British rule also included within it the
functions. Such teachers also ensure that
struggle of large groups of people who not
all children sit and eat the midday meals
AN only fought against the British but also
together and serve food and water to each
fought to be treated more equally. Dalits,
other.
women, tribals and peasants fought against
Have you seen such efforts in your
EL

the inequalities they experienced in their

school or nearby schools? Share those lives.
experiences with the entire class.
In the nineteenth and the twentieth
Had caste system always been
T

centuries, several social reformers fought

there? to create a new social system based on
T,

No, there was a time when there was no freedom, equality, brotherhood, human
caste system. We saw the lives of hunter dignity and economic justice. They include
gatherers and tribes. They did not have any Jyotirao Govindarao Phule, Savitri Bai
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caste system. Some aspects of the Varna Phule, Periyar E.V. Ramasami Naickar, Sri.
system emerged in the later Vedic period Narayana Guru and Ayyankali. We shall read
in which the four major Varnas – Brahmana, about some of them in class 8.
SC

Kshatriya, Vaishya and Shudra are

During the colonial period in the
mentioned. Later on, many new aspects
Telanagana region too, social mobilization
like untouchability and restrictions on
emerged. Some of the important people
marriage, eating together etc. emerged. It
involved in it were P.Venketaswamy,
was said that the lower castes should serve
Eshwari Bai, T.N. Sadalakshmi,
and obey the higher castes. These ideas
C.S. Ethirajan, Arigay Ramswamy,
spread all over India including Telangana
M. Venkataswamy, B.S. Venkatarao etc. Let
in the times of the kingdoms you studied
us look at the struggles of one of them.
in chapters 11 and 12. As these ideas
Free Distribution by Govt. of Telangana 2022-23 117 Social Studies
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B.S. Venkatrao (1896-1953) the Ghasmandi area and named it Audi
Bathula Venkatrao was born in Nagar. Across the Hyderabad city, they also
Ghasmandi, Hyderabad. He was popularly constructed 18 temples for the dalits.
known as Rao Saheb. His father, Bathula B.S. Venkatrao’s contribution to the dalit
Sayanna, was a domestic servant of the upliftment in Hyderabad was recognised by
Europeans. B.S. Venkatrao studied upto Dr Babasaheb Ambedkar who invited him
ninth class and was well versed in English, to preside over the Bombay Presidency
Urdu, Persian and Marathi apart from Mahar Conference in 1936 at Bombay. The
Telugu. He worked as a sculptor in Pune conference was attended by 10,000 people

A
before joining the Public Works and unanimously resolved to support the
Department of the Nizam’s Government. movement initiated by Dr.B.R. Ambedkar.

AN
He rose to a very high position in the On 1 April 1947, the Hyderabad
government of the Nizam prior to Assembly debated on the resolution moved
independence. by Palayam Pillai, recommending to the

G
Having experienced untouchability and President-in-Council for a grant of twenty
its impact on the suppressed classes, he was AN lakh rupees for the uplift of the suppressed
determined to eradicate it. The Adi-Dravida classes of the State. Shri Venkatrao moved
Sangham was formed with this objective in an amendment to the resolution raising the
1922 with the assistance of people like grant to one crore rupees. The House
M. Govindrajulu and M. Venkataswamy. Its agreed to make a recommendation to the
EL

main objective, included abolition of the Prime Minister for the grant of one crore
Devadasi system and bringing unity to the fund. Accordingly, the Nizam
amongst the dalits. Later, they formed the constituted the depressed classes welfare
T

Adi-Hindu Mahasabha in April 1927. A fund and sanctioned one crore rupees for
decade later, after an influential discussion, the same. The Nizam honored him by
at Pune, they formed Youth League of awarding the title of Khusru-E-Deccan.
T,

Ambedkarites, with the objective of getting He was elected to the Rajya Sabha by
educated dalit youth to propagate awareness the State Legislative Assembly after 1952.
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about the exploitation based on caste. This Equality after Independence

was later renamed as Hyderabad State
When India became a free nation in
Depressed Classes Association.
1947, our leaders too were concerned
The leaders of this organization went
SC

about the different kinds of inequalities that

from place to place and organized meetings existed. The people who wrote the
among the people to make them aware of Constitution of India, a document that laid
caste oppression, the movements taking out the rules by which the nation would
place in the country for the emancipation function, were aware of the ways in which
of the dalit castes and the need to organize discrimination had been practised in our
and defend themselves. Some of them also society and how people had struggled
promoted religious reform so that the dalits against this. Many leaders of these
were freed of the casteist superstitions. struggles, such as Dr.Ambedkar, had also
They constructed houses and library in fought for the rights of the dalits.
Free Distribution by Govt. of Telangana 2022-23 119 Social Studies
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<ä[‘· j·TTe‘·qT #Ó’‘·q´e+‘·T\qT #˚ùd ñ<˚›X¯´+‘√ >ös¡$+#ê&ÉT.

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Ambedkarites) nH˚ dü+düúqT kÕú|æ+#ê&ÉT. ‘·s¡Tyê‘·

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ø±\+˝À n~ ôV’≤<äsêu≤<é sêh nD>±]q esêZ\
dü+|òüT+>± (Hyderabad State depressed classes kÕ«‘·+Á‘·´+ ‘·sê«‘· düe÷q‘·«+
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association) e÷]+~. 1947˝À uÛ≤s¡‘<· X˚ +¯ kÕ«‘·+Á‘·´+ bı+~q|ü⁄&TÉ

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 So, these leaders set out a vision and would often go home for lunch and then
goals in the Constitution to ensure that all not return to school. But now with the
the people of India were considered equal. midday meal being provided in school,
This equality of all persons is seen as a key their attendance has improved. Their
value that unites us all as Indians. Everyone mothers, whose work ways interrupted to
has equal rights and opportunities. feed their children at home during the day,
Untouchability is seen as a crime and has now no longer need, to do so. This
been legally abolished by the law. People programme has also helped reduce caste
are free to choose the kind of work they prejudices because both lower and upper

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wish to do. Government jobs are open to caste children in the school eat this meal
all. In addition, the Constitution also placed together. In Telangana, in almost all the

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responsibility on the government to take rural schools, mid-day meal is prepared
specific steps to realise this right to by the members of women self help groups,
equality for poor and other such marginal who are invariably from deprived classes,
communities. and in quite a few places, dalit women have

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been employed to cook the meal. The mid-
The two ways in which the government day meal programme also helps to reduce
has tried to implement the equality that is
guaranteed in the Constitution is through
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come to school and cannot concentrate on
laws and through government programmes studies because their stomachs are empty.
or schemes to help the disadvantaged
Can you list three benefits of the
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communities. There are several laws in mid-day meal programme?

India that protect every person’s right to be
How do you think this programme
treated equally. In addition to laws, the
might help promote greater
government has also set up several schemes
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equality?
to improve the lives of communities and
individuals who have been treated unequally While government programmes play an
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for several centuries. These schemes help important role in increasing equality of
to ensure greater opportunities for them. opportunity, there is much that needs to be
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One of the steps taken by the done. While the mid-day meal programme
government includes the mid-day meal has helped increase the enrolment and
scheme. This refers to the programme attendance of poor children in school, there
introduced in all government elementary continues to be a big difference in our
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schools to provide wholesome cooked country between schools attended by the

lunch to all the children. Tamil Nadu was rich and schools attended by the poor. Even
the first state in India to introduce this today, there are several schools in the
scheme, and in 2001, the Supreme Court country in which dalit children like
asked all the state governments to begin this Omprakash Valmiki, are discriminated
against and treated unequally. These
programme in their schools within six
children are forced into unequal situations
months. This programme has many positive
in which their dignity is not respected. This
effects. These include the fact that more
is because people refuse to think of them
poor children have begun attending school.
as equal even though the law requires it.
Teachers reported that earlier children
Free Distribution by Govt. of Telangana 2022-23 121 Social Studies
 Ms¡ + ‘ê uÛ ≤ s¡ r j· T T\+<ä ] ˙ dü e ÷q+>± Ç+{ÏøÏ yÓ[¢ eT<Ûë´Vü≤ï+ bÕsƒ¡XÊ\≈£î e#˚à yês¡T ø±<äì,
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dü e ÷q‘· « uÛ ≤ eq uÛ ≤ s¡ r j· T T\+<ä ] ˙ ø£ * |æ
ñ+#· T ‘· T +~. Á|ü ‹ ˇø£ ÿ s¡ T dü e ÷q Vü ≤ ≈£ î ÿ\qT, ñbÕ<Ûë´j·TT\+≥THêïs¡T. $<ë´s¡T\ú T uÛÀ»HêìøÏ Ç+{ÏøÏ
neø±XÊ\qT ø£*– ñ+&Ü*. n+≥sêì‘·q+ ˇø£ H˚s+¡ . yÓ[flq|ü⁄&ÉT yê] ‘·\T¢\T, yê] yê] |üqT\T Ä|æ |æ\\¢ ≈£î
ø±ã{Ϻ Bìì #·≥ºã<ä›+>± s¡<äT› #˚XÊs¡T. Á|ü»\T ‘·eT≈£î
uÛÀ»q+ ô|{≤º*‡ e#˚Ã~. ø±ì Á|üdüTÔ‘·+ Ä nedüs¡+
ÇwüºyÓTÆq |üìì #˚j·T&ÜìøÏ ùd«#·Ã¤ ø£*Œ+#ês¡T. Á|üuÛÑT‘·«

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#·s¡´\T rdüTø=H˚ u≤<Ûä´‘·qT Á|üuÛÑT‘·«+ô|’ ñ+∫+~.
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düe÷q‘·«+ kÕ~Û+#·&ÜìøÏ Á|üuÛÑT‘·«+ ¬s+&ÉT
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ì\T|ü˝Òì ù|<ä $<ë´s¡Tú\ Äø£*ì rs¡TdüTÔ+~.
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ˇø£ÿ] Vü≤≈£îÿ\qT ø±bÕ&˚ Á|üjT· ‘·ï+ #˚dTü +Ô ~. #·{≤º\‘√

bÕ≥T Á|üuTÑÛ ‘·«+ nH˚ø£ |ü<øä∏ ±\ <ë«sê nH˚ø£ X¯‘êu≤›\T>± á |ü<∏äø£+ e\¢ ø£*π> Á|üjÓ÷»Hê˝Ò$T{Ï?
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Á|üj·T‹ïk˛ÔÔ+~. #ê˝≤ eT+~øÏ >∑‘·+˝À ˝Òì >=|üŒ
uÛ≤$düTHÔ êïs¡T?
T,

neø±XÊ\qT á |ü<∏äø±\T ø£*ŒdüTÔHêïsTT.

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|ü<øä∏ +£ ˇø£{.Ï á |ü<øä∏ +£ øÏ+<ä nìï Á|üuTÑÛ ‘·« bÕsƒX¡ Ê\˝À¢ ô|+#·&É+˝À ø°\ø£bÕÁ‘· b˛wædüTÔHêï Ç+ø± #˚j·÷*‡+~
$<ë´s¡Tú\≈£î eT<Ûë´Vü≤ïuÛÀ»q+ ô|&É‘ês¡T. á |ü<∏äø£+ #ê˝≤ñ+~. eT<Ûë´Vü≤ï uÛÀ»q |ü<øä∏ +£ e\¢ ù|<ä $<ë´s¡T\∆
uÛ≤s¡‘·<˚X¯+˝À yÓTT<ä≥>± ‘·$Tfi¯Hê&ÉT sêÁwüº+˝À
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qyÓ÷<äT, Vü‰»s¡T ô|]–q|üŒ{Ïø°, <Ûäqe+‘·T\ |æ\¢\T

ÁbÕs¡+_Û+#ês¡T. 2001 dü+e‘·‡s¡+˝À düTÁ|”+ ø√s¡Tº
#·<äTe⁄≈£îH˚ bÕsƒ¡XÊ\\≈£î, ù|<ä |æ\¢\T #·<äTe⁄≈£îH˚
nìï sêÁwüº Á|üuÛÑT‘ê«\T á |ü<∏äø±ìï Äs¡T HÓ\˝À¢>±
ÁbÕs¡+_Û+#ê\ì n<˚•+∫+~. á |ü<∏äø£+ nH˚ø£ bÕsƒ¡XÊ\\≈£î eT<Ûä´ #ê˝≤ e´‘ê´dü+ ø£ì|ædüTÔ+~. z+
kÕqT≈£L\ |òü*‘ê\ì∫Ã+~. m≈£îÿe eT+~ ù|<ä |æ\¢\T Á|üø±XŸ yê©àøÏ e+{Ï |æ\\¢ T Ç+ø± H˚{øÏ Ï nH˚ø£ bÕsƒX¡ Ê\˝À¢
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ÁbÕs¡+uÛÑeTsTT+~. >∑‘·+˝À uÛÀ»HêìøÏ $<ë´s¡Tú\T Ä˝À∫+#ê*‡ ñ+~.

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 One of the main reasons for this is that continuous struggle. Individuals as well as
attitudes change very slowly. Even though various communities in India should
people are aware that discrimination is contribute to achieve this.
against the law, they continue to treat Keywords :
people unequally on the basis of their caste,
religion, disability, economic status and 1. Untouchability
sex. It is only when people begin to believe 2. Scheme
that no one is inferior, and that every person 3. Constitution
deserves to be treated with dignity, the

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4. Autobiography
present attitudes can change. Establishing

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equality in a democratic society is a

Improve your learning

G
1. What is the difference between being punished for a mistake and being
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discriminated against? Was the child Ambedkar being punished or discriminated
against?

2. Though there are many castes in the society, on what occassions do you find
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equality among them?

3. Our Constitution abolished the practice of untouchability and declared it a crime. Do you think
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it has been fully abolished in practice?

T,

4. How can your school help in ending caste based inequalities?

5. Read the paragraphs “The two ways ............. for them” (p.no.170) comment on it.
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Project :
1. Find out about a government scheme in your area. What does this scheme do? To whom this
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scheme intended to benefit.

2. Discuss with your parents or grandparents about how caste system functioned earlier to find
out what has changed and what has not. Prepare a report and present it in the class.

Free Distribution by Govt. of Telangana 2022-23 123 Social Studies

 BìøÏ Á|ü<ëÛ q ø±s¡D+ eTq yÓK’ ]. nsTT‘˚ yÓK’ s¡T˝À¢ düe÷q‘ê«ìï kÕ~Û+#·&+É kÕ<Û´ä eTe⁄‘·T+~.
e÷s¡TŒ\T #ê˝≤ ì<ëq+>± ekÕÔsTT. $eø£å #·≥º
ø°\ø£|ü<ë\T:
e´‹πsø£eTì ‘Ó*dæHê, Á|ü»\T ≈£î\+, eT‘·+, yÓø’ \£ ´+,
Ä]úø£dæú‹, *+>∑$eø£å Ä<Ûës¡+>± ndüe÷q‘·\qT 1) ndüŒèX¯´‘·
ø=qkÕ–düTHÔ êïs¡T.Á|ü»\T Ä‘·àq÷´q‘ê uÛ≤e+ ˝Ò≈î£ +&Ü 2) |ü<∏äø±\T
Á|ü‹ ˇø£ÿ]ì >ös¡e eTsê´<ä\‘√ #·÷&É≥+ nH˚~ eùdÔ 3) sêC≤´+>∑+

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yÓK’ ] e÷s¡T‘·T+~. Á|üC≤kÕ«eT´ düe÷»+˝À düe÷q‘ê«ìï
4) J$‘·#·]Á‘·

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kÕ~Û+#·&É+ ˇø£ ìs¡+‘·s¡ b˛sê≥+. e´øÏÔ>∑‘·+>±,
kÕe÷õø£+>± Á|ü‹ ˇø£ÿs¡T ‘·eT e+‘·T ø£èwæ #˚ùdÔ

MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·Tø√+&ç

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1) ˇø£ bıs¡bÕ≥T #˚dæq+<äT≈£î >±qT •øÏå+#·&ÜìøÏ, $eø£å‘√ #·÷&É{≤ìøÏ eT<Ûä´>∑\ ‘˚&Ü
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@$T{Ï? n+uÒ<äÿsY u≤\´+˝À •ø£å+#·ã&çHê&Ü? ˝Ò<ë $eø£å≈£î >∑Ts¡j·÷´&Ü?
2) eTq düe÷»+˝À mH√ï ≈£î˝≤\T ñqï|üŒ{ÏøÏ, yê]˝À düe÷q‘·«+ m|ü&ÉT ø£qã&ÉT‘·T+~.
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3) eTq sêC≤´+>∑+ n+≥sêì‘·Hêìï ìs¡÷à*+∫, Bìì ˇø£ H˚s¡+>± Á|üø£{Ï+∫+~. Ç~ Ä#·s¡D˝À |üP]Ô>±
ìs¡÷à*+#·ã&ç+<äì MTs¡T uÛ≤$düTÔHêïsê?
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4) ≈£î\|üsy¡ TÓ qÆ ndüe÷q‘·\T ‘=\–+#·&ÜìøÏ bÕsƒX¡ Ê\ m˝≤ <√Vü≤<ä|&ü TÉ ‘·T+~?

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5) dü e ÷q‘· « + kÕ~Û + #· & ÜìøÏ ............. ø£ * Œdü T Ô H êïsTT (ù|õ HÓ + .170 ˝Àì) ù|sêqT #· ~ $
yê´U≤´ì+#·+&ç.
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ÁbÕC…≈î£ º |üqT\T
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1. MT ÁbÕ+‘·+˝Àì ˇø£ Á|üuTÑÛ ‘·« |ü<øä∏ ±ìï >∑T]+∫ ‘Ó\|ü+&ç. Ä |ü<øä∏ +£ m+<äT ø=s¡≈î£ ? n~ me] Á|üj÷Ó »HêìøÏ
ñ<˚•› +∫+~?
2. MT ‘·*¢<ä+Á&ÉT\‘√ e÷{≤¢&ç yê] u≤\´+˝À ≈£î\ e´edüú m˝≤ ñ+&˚<√, Áø£eT+>± @j˚T e÷s¡TŒ\T
#√≥T#˚dTü ≈£îHêïjÓ÷, @$ ø=qkÕ>∑T‘·THêïjÓ÷ ‘Ó\TdüTø=ì ‘·s>¡ ‹∑ >∑~˝À #·]Ã+#·+&ç. ˇø£ ìy˚~ø£ ‘·j÷· s¡T#˚dæ
Á|ü<]ä Ù+#·+&ç.

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 19
Livelihood and Struggles
CHAPTER

of Urban Workers

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In Chapter 9, we read about workers in a paper mill. Most paper mill workers were
like Anand – they get high wages, bonus (share of profit of the company), Provident

AN
Fund (savings for future) and other allowances. They also get healthcare and housing
facilities. Such workers constitute only a small section of all the workers in India. We
also learnt about other kinds of workers in the same paper mill - Umar and Pushpa,

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who get low wages and do not get any other allowances or facilities required for a
decent living. Most workers in India are like Umar and Pushpa. In this chapter, we will
AN
learn about why and how workers negotiate with their employers for a decent life
through their organisations and laws. We will also learn about an organisation working
for those who work on their own.
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We have learnt that government makes Working as ‘Permanent Workers’

laws in the interest of the people. Laws are in Factories
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also made to protect the welfare of workers

employed in fields, factories, private and Read the following accounts of two
government offices. Factories which are factories in Kothur, which is a new
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properly registered with the government are

industrial town, located about 30
expected to follow these laws and provide
better wages and other facilities required kilometres from Hyderabad in
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for workers. Governments also have Mahabubnagar district. This was recorded
Labour Departments, which have the in 2002.
responsibility to ensure that these laws are
followed. If the laws are not followed, Fibrotex (not a real name), a large scale
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workers can file cases in courts. At times, factory producing fibre glass was setup in
factories protect the welfare of only a 1976. In 2002, out of 570 workers, 140
section of workers who are called the were permanent workers; 60 workers were
‘Regular Workers’ or ‘Permanent Workers’
and those known as ‘Casual’ or ‘Contract employed on casual basis and they were
workers’ are not looked after. called badli workers, i.e. they replaced
However, there are many factories which permanent workers in case of their absence
do not get properly registered with the and about 300 workers were employed daily
government. Let us look at the conditions on contractual basis.
of workers in such factories closely.
Free Distribution by Govt. of Telangana 2022-23 125 Social Studies
 JeHê<Ûës¡+ ` |ü≥ºD ø±]à≈£î\
19
bÕsƒ¡+

b˛sê{≤\T

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(A permanent worker cannot be dismissed Trade Union
without a proper procedure and a payment
of compensation while other workers can A Trade Union is an organisation
be removed easily.) formed by workers to protect their
This factory has a Trade Union. Initially, interests. If every single worker has to
it was set up with the encouragement of the negotiate with the employer separately,
company, which wanted a union that would they will not be in a strong position.
be more agreeable to its policies. Soon, the
However, if all of them negotiate

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Union developed into a strong workers’
organisation as workers participated in the together, their position will become

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union actively. It negotiated with the stronger. Trade Unions negotiate on the
management to fix wages etc. behalf of all workers with government
All workers get wages fixed through and the employers. They seek to ensure

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agreements with the union and medical proper wages, other benefits and decent
facilities through Employees’ State AN working conditions for their members.
Insurance (ESI) and Provident Fund (PF).
Collectively, with their member workers,
The Trade Union secured other benefits also
– health checkup in big private hospitals, they secure social security benefits,
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leave in case the workers become sick, medical facilities, houses, Provident
safety-wear in the work place, safe drinking Fund and pension for working. If any
water in the factory, educational allowance worker is harassed or is in need of help,
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for workers’ children, conveyance

the Trade Union takes up his or her cause.
allowance and also Leave Travel Allowance
Unions adopt a variety of measures like
(LTA). They also get loans from the
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company when needed and the company has negotiations, filing cases in the law
also provided quarters for them to live in. courts and even strikes or stoppage of
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The company also took interest in training work to pressurise the employers in
workers who have been working for long democratic principles.
in the factory, sending them to foreign
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countries to improve production quality. The details of workers’ salaries

The Trade Union also made agreements (in 2002) in Fibrotex are as follows:
with factory owners to regularize contract
Permanent
As worker
you can see, most of the benefits
Rs.4500 are
- 10,000
labourers after a definite period of work.
per month
The Trade Union of Fibrotex was quite
active in the town as well. This had helped Badli workers Rs.3000 - 4000
many other small Trade Unions in other
factories to grow their bargaining power Contract / casual Rs.58 per day for
labourers eight hours
with their employers.
Free Distribution by Govt. of Telangana 2022-23 127 Social Studies
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Most of the benefits are available only About 56 of them were women. These daily
to the 140 ‘Permanent Workers’. About workers were engaged by a labour
360 workers, called badlis and contract contractor who was told everyday by the
workers, get low salaries along with PF, ESI. manager as to how many workers to engage.
These workers mainly came from nearby
What is the difference between a
villages and were usually illiterate. The
permanent worker and a badli
women workers had to work for about 12
worker?
hours a day and were paid just Rs.30

A
Calculate the difference between whereas the men were paid Rs.42 for the
the monthly salary of a permanent

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same work. This is much below the
worker and casual labourer. minimum wage fixed by the government for
Invite one or two factory workers there kind of factories. The managers do
not allow the workers to form any Trade

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who are getting ESI and PF benefits
to class and collect more details AN Union and threaten that they will close down
about how these facilities are made the factory if any union is formed.
available to her / him and the steps These days, a large number of companies
a worker has to follow to get these are adopting policies similar to this
benefits. You may also invite a
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company, reducing the number of regular

parent of any of your classmates workers and replacing them with contract
also to talk about these things. and casual workers.
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KRS Medicines Factory Why was no Trade Union allowed

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This company (not a real name) mixes to form in KRS Medicines

and packs medicines for another big Factory?
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medicine company. It employed about 118

Why do you think were there more
workers of whom about 104 workers were
women in the ‘contract worker’
employed as daily casual workers. That is
category rather than in the category
only 14 workers were regular and
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of ‘permanent workers’?
permanent and were used for the skilled
work of mixing the chemicals to prepare Is it fair to pay women workers less
the medicine powder. They were paid about than men for the same kind of
Rs. 1500 to Rs 2500 per month and had a work?
security of employment. They also got ESI Do you think it would have been
and PF. The remaining 104 workers who different if the workers had been
were engaged on a daily basis mainly did educated and literate?
the packaging and labelling of the medicine.
Free Distribution by Govt. of Telangana 2022-23 129 Social Studies
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ñHêïs¡ì uÛ≤$düTÔHêïs¡T?
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Working on Construction Sites
and Brick Kilns
Bindhani, her
husband and ten year
old daughter work in a
brick kiln in a village in
Ranga Reddy district.
She comes from a
village in Odisha where
they have a small plot

A
of land. They had taken
a loan of Rs. 20,000

AN
and could not repay it.
They were at the verge
of selling their land
when a contractor who

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was recruiting workers
for brick kilns in AN
Telangana approached Fig 19.1 Construction Labour
them. He offered them
an advance of Rs.10,000 so that they them and he puts the clay in moulds. Once
could repay a part of their debt. They the clay has been shaped into bricks, the
would have to work for six months in a daughter smoothens them and marks the
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brick kiln and they would also be paid seal of the company on the bricks. These
additional wages and provided with a hut are then allowed to dry, then loaded on
to live in. The work would start in bullock carts and taken to kilns for
December and end in June when they baking. The work goes on continuously
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could return to work on their land. That till about 2 o’ clock in the night. Bindhani
is how Bindhani and her family came to and her husband work for nearly 14 to
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work in the kiln. They are not alone. About 16 hours. They don’t want to stop work
two lakh such workers from Odisha come because they are paid according to the
to Telangana to work in brick kilns. It is number of bricks they make. They are
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also common to see thousands of worker paid about Rs 108 per every thousand
families from Telangana go to other states bricks they make. They normally manage
like Karnataka and Maharashtra to work to make about 1000 bricks a day. If they
in kilns of those states. fall ill, they will not be able to earn
anything. In this way, they work day and
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Bindhani wakes up around four o’clock night for nearly six months – on some
in the morning to prepare some kanji. Her days they just can’t work as they grow
husband is still sleeping as he worked till too tired or ill. They usually eat broken
2 o’clock in the morning. She wakes her rice and dal and on some days some
daughter up and both of them get ready vegetable. At the end of the six month, they
to work. They have to fetch water and mix often just manage to clear the advance
sand and clay and prepare the clay for they got and actually have to go back
making bricks. They begin work around empty handed. Sometimes, they manage
5 AM in the morning and work non-stop to take home about four or five thousand
till about 9 o’clock when they take a break rupees.
for tea. By then, her husband too joins
Free Distribution by Govt. of Telangana 2022-23 131 Social Studies
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 Can you calculate
how many days
will it take them
to clear the
advance of Rs
10,000 they got
from the sardar
(Contractor)?
What is the

A
average wage for
one person per

AN
day in this work?
Why are there no Fig 19.2 Cotton Pickers
Trade Unions in
What kind of machines, tools and
brick kilns?
sources of power are used in brick

G
Do you think that the government production?
should help workers to form Trade
What kinds of skills are needed for
Union among brick kiln workers?
AN this job? How are they acquired?
In what way can the government
help brick kiln workers to improve Why do you think are they made to
their working conditions? work in distant states?
EL

Such is the story of lakhs of brick

makers and other labourers who engage in Ensuring Workers’ Rights -
different activities all over the world. They A Global Concern
are given advance by a contractor; they are Ever since the Industrial Revolution
T

taken to far off states whose languages they about which you had studied in Chapter 8,
do not know; they work day and night for workers all over the world have been
T,

five to six months with their family and fighting for a dignified life and a just share
children and earn just enough to clear the of their produce. They have fought for
advance they had taken. In some cases, even several kinds of securities and rights:
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when people are too tired to work, they are

forced by the contractor to work. They live 1. Right to productive and safe
like bonded slaves. Whenever these employment: so that every worker can
workers bring their plight to the work according to his or her skill and
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government, government officials capacity and work under safe conditions

intervene and ‘free’ these ‘bonded without endangering their health.
labourers’ from brick kilns and contractors 2. Right to leisure and rest: so that they
and send them home. Since they have no have time to rest from their tiring work
other employment opportunity at home, and also have time to attend to other
they are again forced to take advances from cultural and social interests.
the contractor and come back to the kilns 3. Right to employment security: so
again. There are no Trade Unions that fight that every worker knows that he/she has
for their rights as they are migrant workers an employment which will ensure her/
spread out in a number of sites. him a livelihood and will not be
Free Distribution by Govt. of Telangana 2022-23 133 Social Studies
 dü s ê› s ¡ T e<ä › rdæ ø =qï
s¡T.10,000 #Ó*¢+#·&ÜìøÏ
yê]øÏ mìï s√E\
düeTj·T+|ü&ÉT‘·T+<√ ˝…øÏÿ+∫
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 arbitrarily thrown out of work. If it is rights recognized, even though they may not
inevitable for a company to remove a be implemented in all places. In most
worker, he or she should be paid countries, the governments have agreed that
adequate compensation for the loss of these are basic needs of workers and made
work. laws that ensure workers these rights.
4. Income security: so that every worker Read the previous sections again and
has adequate and regular income to
colour the whole box (in the next page)
take care of the needs of their families
against rights and benefits available to

A
and savings for living a dignified life
workers. If only a part of workers are
in their old age.
covered, shade a part of the box depending

AN
5. Work security: so that when they fall on the proportion of coverage. Cross mark
ill or meet with an accident, they can the box if no right/ benefit is available.
get proper care and get paid for the

G
period of illness.
6. Skill improvement: so that they can AN
improve their skills and capabilities
while at work.
7. Collective voice: so that they can
EL

form unions to express their problems

and needs without fear and negotiate
with the employers as a group rather
than as individuals.
T

Over the last two hundred years, workers

T,

all over the world have fought to get these Fig 19.3 Knife Sharpeners
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S.No Rights Fibrotex KRS Medicine Brick Kilns

Factory
1. Right to Productive and Safe
SC

Employment
2. Right to Leisure and Rest
3. Right to Employment Security
4. Income Security
5. Work Security
6. Skill improvement
7. Right to Collective Voice

Free Distribution by Govt. of Telangana 2022-23 135 Social Studies

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Informal Work and
Workers in Towns
In Telangana and other Indian
states, towns and cities are
becoming bigger and bigger.
People are rapidly shifting from
villages to these towns. But many
of them do not get sufficient
regular employment there and do
a variety of odd jobs. They sell

A
vegetables or other items, make
and sell snacks, work in tea stalls,

AN
or small factories, stitch clothes,
load and unload in markets, work
as domestic maids etc. Many of
them produce goods at home –

G
weaving clothes, papads, pickle,
doing embroidery, etc. and are AN
engaged through ‘puttingout’
system. Most of these activities
do not get registered with the
government. Workers of these
EL

kinds can be called informal

workers and the nature of such
work is called informal work.
What is common about all these
T

areas of employment is that they

require very little capital or skill
training but the employment is
T,

both irregular and very low paying.

As such, these workers are in a very Fig 19.4 Workers laying cables
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vulnerable position. Unlike ‘permanent

workers’ in factories and offices who get medicines. Even after all this, they are not
employed and paid regularly, these workers able to meet their needs. They are forced
do several jobs in a day - they may distribute to take small loans from friends and
SC

newspaper in the morning, work in a tea relatives and at times, from moneylenders.
shop during the day time and cook in some Almost all of them are heavily indebted to
houses in the night. This keeps them busy these moneylenders and often have to work
throughout the day without any rest. In most for them.
cases, all members of their families, Most of them do not have any Trade
including children, work to earn. So, the Unions to defend their rights. As we
children usually remain uneducated. When mentioned earlier, the number of such
faced with financial problems, they try to workers is constantly increasing in the
cut their expenditure by taking children out country. They are increasing not only
of schools or cutting down on food or because people are moving in from villages,
but also due to the closing down of large
Free Distribution by Govt. of Telangana 2022-23 137 Social Studies
ndü+|òüT{Ï‘· |üì ` |ü≥ºD≤˝À¢ ø±]à≈£î\T:
‘Ó\+>±D˝À, uÛ≤s¡‘·<˚X¯+˝Àì Ç‘·s¡
sêÁcÕº˝À¢ |ü≥ºD≤\T, q>∑sê\T ô|<ä›$>±
e÷]b˛‘· T HêïsTT. Á|ü » \T y˚ > ∑ + >±
Á>±e÷\qT+&ç |ü≥Dº ≤\≈£î e\dü edüTHÔ êïs¡T.
|ü ≥ º D ≤˝À¢ dü ] |ü & É XÊX¯ « ‘· y Ó T Æ q |ü ì
\_Û+#·ø£b˛e&É+‘√ yês¡T nH˚ø£s¡ø±\

A
ø£wüºyÓTÆq|üqT\T #˚düTÔHêïs¡T. ndü+|òüT{Ï‘·

AN
s¡ + >∑ + ˝À ~qdü ] ø±]à≈£ î \T>±
e÷s¡T‘·THêïs¡T. Ms¡T ≈£Ls¡>±j·T\T neTà&É+,
_ôdÿ≥T¢, kÕïø˘‡ neTà&É+, {° ø=≥Tº˝À

G
|üì#˚j·T&É+, ∫qï bòÕ´ø£ºØ˝À¢ |üì#˚j·T&É+,
ã≥º \ T≈£ î ≥º & É + , yêVü ≤ Hê˝À¢ kÕe÷qT¢ AN
ì+|ü&É+, ~+|ü&É+, <Ûäì≈£î\ Ç+&É¢˝À¢
|ü ì #˚ j · T &É + e+{Ï nH˚ ø £ |ü q T˝À¢
#˚s¡T‘·THêïs¡T. ;&û\T, bÕ|ü&Ü\T ‘·j·÷s¡T
EL

#˚j·T&É+, m+Áu≤sTT&ÉØ yÓTT<ä\>∑T ≈£î{°s¡

ñ‘·Œ‘·TÔ˝À¢ |üì#˚düTÔHêïs¡T. Ç˝≤+{Ï #ê˝≤
|üqT\≈£î Á|üuÛÑT‘·« >∑T]Ô+|ü⁄ ˝Òø£b˛e&É+ e\¢
T

Bìì ndü + |ò ü T {Ï ‘ · s¡ + >∑ + n+{≤s¡ T .

Ç≥Te+{Ï |üìì ndü+|òTü {Ï‘· |üì n+{≤s¡T.
T,

∫Á‘·+`19.4 πøãT˝Ÿ y˚düTÔqï ø±]à≈£î\T

M≥ìï+{Ïø° ‘·≈£îÿe ô|≥Tºã&ç, ‘·≈£îÿe
eT+<äT\T e+{Ï yê{Ïô|’ #˚ùdKs¡TÃ\T ‘·–dZ Tü HÔ êïs¡T. Çìï
ER

HÓ|’ ⁄ü D´+ nedüs+¡ . y˚‘q· + ‘·≈î£ ÿe #Ó*k¢ ÕÔsT¡ . á ø±]à≈£î\T

#˚dHæ ê yê] nedüsê\T rs¡&+É ˝Ò<Tä . yês¡T ã\e+‘·+>±
n+<äs¡÷ <äTs¡“¤s¡ |ü]dæú‘·T\qT m<äTs=ÿ+≥THêïs¡T.
ùdïVæ≤‘·T\e<ä,› ã+<ÛTä e⁄\e<ä› n|ü #˚jT· e\dæ ek˛Ô+~.
ø£sêà>±sê\˝À, ø±sê´\j·÷\˝À |üì#˚ùd XÊX¯«‘·
ø=ìïkÕs¡T¢ e&û¶ yê´bÕs¡T\ e<ä› n|ürdüTø=+≥THêïs¡T.
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ø±]à≈£î\e˝… ñbÕ~Û bı+<ä˝Òø£ M]˝À ø=+<äs¡T

s¡TDuÛ≤s¡+ m≈£îÿyÓ’ yê] e<ä› ‘·|Œü ìdü]>± |üì#˚jT· e\dæ
@ø£ø±\+˝À nH˚ø£ |üqT\T #˚düTÔHêïs¡T. ñ<äj·T+ yêsêÔ
|üÁ‹ø£\T y˚j·T&É+, ‘·sê«‘· {° ø=≥Tº˝À |üì#˚j·T&É+, ek˛Ô+~.
sêÁ‹|üP≥ Ç+&É¢˝À¢ e+≥#˚j·T&É+ e+{Ï |üqT\T Ç≥Te+{Ï yê] Vü≤≈£îÿ\ ø√dü+ |üì#˚ùd ø±]àø£
#˚ d ü T Ô H êïs¡ T . M]øÏ $ÁXÊ+‹˝Ò<äT. |æ\¢\T ≈£ L &Ü dü+|òü÷\T <ë<ë|ü⁄>± ˝Òe⁄. <˚X¯+˝À Ç˝≤+{Ï ø±]à≈£î\
|üì#˚j·T&É+e\¢ #·<äTe⁄ø√e&É+ ˝Ò<äT. Ä]úø£ düeTdü´\T dü+K´ Áø£eT+>± ô|s¡T>∑T‘√+~. Á>±e÷\ qT+&ç e\dü
e∫Ãq|ü&ÉT |æ\¢\qT #·~$+#·&É+ô|’q, ÄVü‰s¡+, sêe&Éy˚T ø±≈£î+&Ü #ê˝≤ es¡≈£î bÕ‘· ô|<ä› bòÕ´ø£ºØ\T,

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factories and mills. The workers of these occupations becoming its members. SEWA
factories now have to join the ranks of the members have no fixed employee
casual workers. employer relationship and depend on their
own labour for survival. They barely have
Looking at these problems, some trade
any assets or working capital. Any self-
unionists of Gujarat formed what is
employed women can become a member
considered the largest trade union of the
of SEWA by paying Rs.5 as membership
informal workers in the world. Let us find
fee. The SEWA helps self-employed
out more about it.
women in addressing their grievances,

A
Self Employed Women’s improving their work culture and to

AN
Association (SEWA) become financially self-reliant in running
their businesses. Hawkers/vendors selling
In 1971, a small group of migrant vegetables, fruits, fish, eggs, food items,
women cart-pullers in Ahmedabad’s cloth household goods, new and old clothes,

G
market approached Textile Labour workers working in houses like weavers,
Association (TLA) to help them in AN potters, bidi and agarbatti workers, papad
improving their housing facilities. TLA was rollers, readymade garment workers,
the oldest and the largest textile workers’ artisans; manual labourers and service
union with which Mahatma Gandhi was providers like agricultural labourers,
closely associated. The Union helped these construction workers, contract labourers,
EL

women to form SEWA in 1971, which later handcart pullers, head-loaders, domestic
became a Trade Union in 1972. workers, laundry workers, cattle rearers,
Since then SEWA grew continuously, salt workers, gum collectors etc. can
T

with women working in different became members of SEWA.

T,
ER
SC

Fig 19.5 Road Laying Work

Free Distribution by Govt. of Telangana 2022-23 139 Social Studies
$T\T¢\T eT÷‘·|ü&É≥+ ≈£L&Ü ˇø£ ø±s¡D+. Ç˝≤+{Ï n|üŒ{Ï qT+&ç SEWA $$<Ûä eè‘·T\Ô ˝À |üì#˚dTü qÔ ï
bò Õ ´ø£ º Ø ˝À¢ ì ø±]à≈£ î \T ~qdü ] ø±]à≈£ î \T>± eTVæ≤fi¯\‘√ ìs¡+‘·s+¡ |üì#˚k˛Ô+~. á nk˛dæjT˚ wüH≈é î£
e÷s¡T‘·THêïs¡T. K∫Ñ·yTÓ qÆ ø±]àø£`j·T»e÷ì dü+ã+<Ûë\T nH˚$ ˝Òe⁄.
á düeTdü´\ìï{Ï˙ |ü]o*+∫ >∑T»sê‘Y˝Àì Ç~ øπ e\+ ø±]à≈£î\ ñìøÏ ø√dü+ |üì#˚dTü +Ô ~. yê]øÏ
ø±]àø£dü+|òü÷\T Á|ü|ü+#·+˝ÀH˚ ndü+|òüT{Ï‘· s¡+>∑+˝À ô|≥Tºã&ç˝Ò<äT. 5 s¡÷bÕj·T\T #Ó*¢+∫ @ eTVæ≤fi≤
n‹ ô|<ä› j·T÷ìj·THéqT ÁbÕs¡+_Û+#êsTT. <ëì >∑T]+∫ ø±]à≈£îsê˝…’Hê düuÛÑ´‘·«+ rdæø√e#·TÃ. ñ<√´>∑T˝…’q
‘Ó\TdüT≈£î+<ë+. eTVæ≤fi¯\T ‘·eT u≤<Ûä\T |ü]wüÿ]+#·Tø√e&ÜìøÏ, |üì

A
dü+düÿ è‹ yÓTs¡T>∑T|üs#¡ T· ø√{≤ìøÏ, Ä]úø+£ >± ì\<=≈£îÿ
dü«j·T+ ñbÕ~Û eTVæ≤fi≤ dü+|òüT+ (SEWA)

AN
ø√e&ÜìøÏ, yê]yê] |üqT\T ø=qkÕ–+#·Tø√e&ÜìøÏ
(Self Employed Women's Association):
<√Vü≤<ä|&ü +ç ~. M<ÛTä ˝À¢ ‹]– ny˚Tàyês¡T, ≈£Ls¡>±j·T\T,
1971˝À nVü≤à<ëu≤<é ã≥º\ e÷¬sÿ≥T≈£î |ü+&ÉT¢, >∑T&ÉT¢, ≈£î{°s¡ |ü]ÁX¯eT ñ‘·Œ‘·TÔ\T ny˚Tàyês¡T,

G
ã+&ÉT˝¢ ≤π> eTVæ≤fi≤ e\düø±]à≈£î\T yÓ[¢ #˚H‘˚ · ø±]à≈£î\ #˚H˚‘·eè‘·TÔ\yês¡T, ø=‘·Ô, bÕ‘· ã≥º\T ny˚Tàyês¡T,
dü+|òüT+qT dü+Á|ü~+∫ yê] >∑èVü≤edü‹ kÂø£s¡´+ AN Ç+&É˝¢ À|üì#˚ùdyês¡T, ≈£îeTà]yês¡T, ;&û\T, n>∑sãY rÔ\T
yÓTs¡T>∑T|üs#¡ T· ø√e&ÜìøÏ düV‰ü j·T+ #˚jT· eTì ø√sês¡T. ny˚Tàyês¡T, bÕ|ü&Ü\T ‘·j·÷s¡T#˚ùdyês¡T, <äTdüTÔ\T
Ç~ uÛ ≤ s¡ ‘ · < ˚ X ¯ + ˝À ÁbÕNq, ô|<ä › dü + |ò ü T +. ny˚Tàyês¡T, e´ekÕj·T≈£L©\T, ìsêàDs¡+>∑≈£L©\T,
eTVü‰‘êà>±+BÛ Bì‘√ ø£*dæ |üì#˚XÊ&ÉT. #˚H˚‘· ø±+Á{≤≈£îº ø±]à≈£î\T, ÇÅd”Ô ø±]à≈£î\T, |üX¯óe⁄\
EL

ø±]à≈£î\ dü+|òTü + yê] düV‰ü j·T+‘√ 1971˝À dü«j·T+ ø±|üs¡T¢, ñ|üø±]à≈£î\T, õ>∑Ts¡T ùdø£]+#˚yês¡T
ñbÕ~Û eTVæ≤fi≤ dü+|òüT+ @s¡Œ&ç, 1972˝À n~ |üP]Ô SEWA˝À düuÛÑT´˝…’Hês¡T.
T

kÕúsTT ø±]àø£ dü+|òüT+>± s¡÷bı+~+~.

T,
ER
SC

∫Á‘·+ 19.5 s√&ÉT¶ eTs¡eTà‘·TÔ\T, ìsêàD≤\T

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 140 kÕ+|òTæ ø£XÊg+

 About 13 lakh workers in 9 states in Keywords :
India are now members of SEWA. SEWA 1. Compensation
also runs a bank cooperative for its
members and provides health insurance 2. Provident Fund
facility. SEWA also helps its members in 3. Badli Worker
marketing their produce and ensuring
them fair wages. Do you think such 4. Wages
organisations could be of some help in

A
5. Casual Worker
improving the conditions of hundreds of
women who are self-employed in selling 6. E.S.I.

AN
vegetables on roadsides, in market places
7. Regular Worker
and on the streets in Telangana?

G
Improve your learning
1. Compare the condition of a worker in brick kiln, a permanent worker and a
contract worker in a factory.
AN
2. Can you make a list of jobs done by casual and self employed workers in your
area?
EL

3. Make a list of different types of unions discussed in this chapter. Fill in the table:

Sl. Company in which

Type of labour Main problems Suggested solution
T

No. union was working

1.
T,

2.
3.
ER

4. Talk to a Trade Union member (leader) and find out why did he/ she join the union, what are
their rights and duties as a union member.
SC

5. Write a letter to the Labour officer of your Locality, complaining about the conditions of
workers at their work places.

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 SEWA (Self Employee Women's Associa- ø°\ø£|ü<ë\T:
tion) ˝À Ç|ü&ÉT 9 sêÁcÕº˝À¢ 13 \ø£\
å düuTÑÛ ´\T ñHêïs¡T. 1) |ü]Vü‰s¡+
düuTÑÛ ´\≈£î u≤´+≈£î ùde\+~düTHÔ êïs¡T. düV≤ü ø±s¡ dü+dü\ú T 2) ÁbÕ$&Ó+{Ÿ |òü+&é (uÛÑ$wü´ì~Û)
q&ÉT|ü⁄‘·÷ Äs√>∑´;e÷ kÂø£s¡´+ ø£*ŒdüTÔHêïs¡T. yê]
3) ã~© |üìyês¡T
ñ‘·Œ‘·TÔ\qT e÷¬sÿ{Ï+>¥ #˚j·T&É+˝À, eT+∫ y˚‘·Hê\T
4) y˚‘·Hê\T
bı+<ä&É+˝À SEWA düVü‰j·T+#˚düTÔ+~. ‘Ó\+>±D˝À
s√&ÉT¶ |üø£ÿq, e÷¬sÿ{Ÿ˝À, M<ÛäT\˝À ≈£Ls¡>±j·T\T ny˚Tà 5) ~qdü] ø±]à≈£î\T

A
e+<ä˝≤~ eT+~ Ád”Ô\ |ü]dæú‘·T\T yÓTs¡T>∑T|üs¡#·{≤ìøÏ 6) ESI

AN
Ç≥Te+{Ï dü+|ò÷ü \T m+‘√ø=+‘· ñ|üj÷Ó >∑|&ü ‘É êj·Tì 7) XÊX¯«‘· ø±]à≈£î\T
MTs¡T uÛ≤$kÕÔsê?
MT nuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·Tø√+&ç

G
1) Ç≥Tø£ ã{°º˝À |üì#˚ùd ˇø£ ø±]à≈£îì dæú‹ì, |ü]ÁX¯eT˝À |üì#˚ùd XÊX¯«‘· ø±]à≈£îì,
AN
ø±+Á{≤≈£îº ø±]à≈£îì dæú‹‘√ b˛\Ã+&ç.
2) MT ÁbÕ+‘·+˝À ~qdü] ø±]à≈£î\T, dü«j·T+ ñbÕ~Ûø±]à≈£î\T #˚ùd |üqT\ C≤_‘ê
sêj·T+&ç.
EL

3) $_Ûqï ø±]àø£ dü+|òü÷\ C≤_‘êsêdæ øÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.

Áø£.dü+. ø±]àø£ dü+|òüT+ |üì#˚ùd ø£+ô|˙ |üì s¡ø£+ Á|ü<Ûëq düeTdü´\T |ü]cÕÿsê\T
T

1
T,

2
3
ER

4) ø±]àø£ dü+|òüT düuÛÑT´ì‘√ (˝Ò<ë Hêj·T≈£îì‘√) e÷{≤¢&ç/n‘·ìï ‘·s¡>∑‹ >∑~øÏ ÄVü‰«ì+∫ n‘·ì J$‘·
#·]Á‘· n&ç– ‘Ó*dæø√+&ç. Á|ü‘˚´ø£+>± n‘·&ÉT/ÄyÓT m+<äT≈£î dü+|òüT+˝À #˚]Hês√ ‘Ó*dæø√+&ç. düuÛÑT´ì>±
Vü≤≈£îÿ\T, u≤<Ûä´‘·˝Òy√ ‘Ó*dæø√+&ç.
SC

5) ø±]à≈£î\T |üì#˚ùd#√≥ >∑\ |ü]dæú‘·T\ô|’ |æsê´<äT#˚dü÷Ô MT ÁbÕ+‘· ø±]àø£XÊK n~Ûø±] (˝ÒãsY Ä|ò”düsY)≈£î
˝ÒK sêj·T+&ç.

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 20
CHAPTER

Folk - Religion

A
Discuss the following questions in your class.

AN
1. Which gods / goddesses are worshipped in your area?
2. Which saints, pirs and babas do your family respect?
3. Which animals and trees are worshipped by people?

G
4. Do you know how people worship?
5. How are the deities worshipped and who performs the worship?
AN
6. In which languages are the deities addressed by the worshippers?
You may have listened to conversations churches or mosques. On the other hand,
EL

like the following: people also worship many village deities.

Lakshmi: In recent months, my children Who are these popular deities and how,
have been falling ill repeatedly. when and by whom are they worshipped?
T

Sammakka: My husband also had There are a large number of village

been unwell for one month. deities – some of them belong to particular
T,

Yellamma: I think our goddess castes, or particular villages or even

Muthyalamma is angry with us. We should particular families. Some of the more
ER

offer her a special worship to appease common goddesses are as follows:

her. Let us take Bonalu and sacrifice a Pochamma: Pochamma is the most
cock to the Goddess. popular folk goddess of Telangana. In many
SC

*** villages, there is a small shrine dedicated

Ramaraju: My daughter is very weak to her. This is diffferent from the temples
and does not eat properly. of Gods like Rama or Shiva. A very simple
Suresh: Why don’t you go to the Pir temple is built under a neem tree with a
Baba’s dargah and ask the Maulvi to tie goddess in the form of a stone inside. In
a tawiz ? She will become all right. modern towns and cities, these temples are
built with some architecture and with a
Many people in our country worship and
stone idol inside.
pay reverence to gods in large temples,
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 20
bÕsƒ¡+

C≤q|ü<äT\T ` eT‘·+

A
øÏ+<äÇ∫Ãq Á|üX¯ï\≈£î ‘·s¡>∑‹ >∑~˝À #·]Ã+#·+&ç.

AN
1) MT ÁbÕ+‘·+˝À @j˚T <˚e‘·\qT/<˚e⁄fi¯flqT Äsê~ÛkÕÔsT¡ ?
2) MT ≈£î≥T+ã+ >ös¡$düTÔqï @j˚T düHê´düT\qT, u≤u≤\qT, |”s¡¢qT MTs¡T #·÷XÊs¡T?
3) Á|ü»\T @j˚T »+‘·Te⁄\qT, #Ó≥¢qT |üPõkÕs¡T?

G
4) Á|ü»\T @j˚T $<Ûë\T>± |üPõkÕÔs√ MT≈£î ‘Ó\TkÕ?
AN
5) <˚e‘·\qT m˝≤ |üPõkÕÔs¡T, |üP»\qT mes¡T ìs¡«Væ≤kÕÔs¡T?
6) <˚e⁄fi¯q¢ T uÛ≈Ñ î£ \Ô T @j˚T uÛ≤wü˝À¢ Äsê~ÛkÕÔsT¡ ?
EL

MTs¡T kÕ<Ûës¡D+>± Ç˝≤+{Ï ÁøÏ+~ dü+uÛ≤wüD\T #˚kÕÔs¡T. eTs=ø£ Á|üø£ÿ Á|ü»\T Á>±eT<˚e‘·\qT ≈£L&Ü
$ì ñ+{≤s¡T! |üPõkÕÔs¡T. á Á|üdæ~∆ bı+~q <˚e‘·\T mes¡T? Ms¡T
\øÏÎ : á eT<Û ä ´ q e÷ |æ \ ¢ \ T ‘· s ¡ T #· T >± m˝≤, m|ü&ÉT, me]‘√ |üPõ+|üã&É‘ês¡T?
T

nHês√>∑´+ bÕ\e⁄‘·THêïs¡T.
düeTàø£ÿ : Hê uÛÑs¡Ô Äs√>∑´+ ≈£L&Ü >∑‘· HÓ\ qT+&ç Á>±eT<˚e‘·\T b+<äs√ ñHêïs¡T. yê]˝À ø=+<äs¡T
u≤>± ˝Ò<äT. ø=ìï Á|ü‘˚´ø£ ≈£î˝≤\≈£î, Á>±e÷\≈£î, ≈£î≥T+u≤\≈£î
T,

m\¢eTà : eTT‘ê´\eTà <˚e‘·≈î£ ø√|ü+ e∫Ãq≥T¢+~. #Ó+~qyês¡T. kÕ<Ûës¡D+>± |üPõ+#·ã&˚ ø=+<ä]

eTq+ ÄyÓTqT Á|üdüqï+ #˚düTø√yê*. <˚e‘·\ >∑T]+∫ #·<äTe⁄≈£î+<ë+.
ER

n+<äTø√dü+ uÀHê\T m‘êÔ*. <˚e‘·≈£î

ø√&ç|ü⁄+EqT ã* Çyê«*. b˛#·eTà :
*** ‘Ó\+>±D˝À n‘·´+‘· Á|üdæ~∆#Ó+~q Á>±eT <˚e‘·
SC

sêeTsêE : e÷ ne÷àsTT #ê˝≤ ˙s¡dü+>± ñ+~. b˛#·eTà. <ë<ë|ü⁄ Á|ü‹ }s√¢ áyÓT≈£î >∑T&ç ñ+~. á
@MT ‹q&É+˝Ò<äT. >∑T&ç sêeTT&ÉT, •e⁄ì >∑Tfi¯fl≈£î _Ûqï+>± ñ+≥T+~. >∑T&ç
düTsπ wt : MTs¡T |”sYu≤u≤ <äsêZ≈£î yÓfi¯fle#·Tà ø£<ë! ìsêàD+ Äø£s¡¸D°j·T+>± ˝Ò≈£î+&Ü kÕ<Ûës¡D+>±
nø£ÿ&çøÏ yÓ[fl eTÚ©«‘√ ‘êjÓT‘·TÔ ø£≥eº Tì y˚|ü#Ó≥Tºì ÄqTø=ì ñ+≥T+~. <˚e‘êeT÷]Ô sêsTT
n&É > ∑ + &ç . MT ne÷àsTT Äs√>∑ ´ +
≈£î<äT≥|ü&TÉ ‘·T+~. s¡÷|ü+˝À ñ+≥T+~. ø=ìï Ä<ÛäTìø£ |ü≥ºD≤\˝À á
eTq<˚ X ¯ + ˝Àì #ê˝≤ eT+~ Á|ü » \T ô|<ä › <˚yê\j·T+ yêdüTÔ •*Œ‘√ ì]à+∫ $Á>∑Vü≤+ s¡÷|ü+˝À
#·]Ã\˝À, eTd”<äT\˝À, <˚yê\j·÷\˝À ÁbÕs¡úq\T <˚e‘· Á|ü‹wæº+∫ ñ+≥T+~.

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 A
AN
Fig 20.1 & 20.2 Here are two idols of Pochamma.
In villages, people of all castes go to the
Maisamma: She is believed to protect
shrine with bonalu on special occasions.

G
They wash the deity and clean the shrine the cattle. Among the cattle sheds, a niche
area. There are no priests and people pray is whitewashed and decorated with
according to their customs and traditions
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“Kumkuma”
Kumkuma”” and called as ‘Maisamma
Kumkuma
with flowers, etc. in their own language:
Goodu’. In many places, Katta-Maisamma
“Mother, we have seeded the fields, now
is also worshipped as a goddess of water in
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you must ensure good crop.” “My daughter

is sick, you must cure her.” “Mother, keep the form of a small stone on the tank bund.
away all infectious diseases and evils from People believe that she will ensure that the
our family.” They offer a part of the bonam
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tank is full. Thus, the crops would flourish

and sometimes also offer a chicken or a
sheep. due to her blessings.
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Gangamma: She is a water goddess who

protects fishermen who go out into the sea.
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It is believed that the poor and the orphans

are protected by the goddess Gangamma.
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Yellamma: Yellamma is also called as

Poleramma, ‘Maridamma’, ‘Renuka’
Mahankali, Jogamma, Somalamma and by
other names. It is believed that she guards
the boundaries of the village and will not
allow any disease or evil to enter the village.
People mainly pray to her to prevent
epidemics like cholera.
Fig 20.3 Maisamma
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 A
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∫Á‘·+`20.1, 20.2 ¬s+&ÉT b˛#·eTà $Á>∑Vü‰\T
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Fig 20.4 Yellamma Fig 20.5 Potharaju
You may have participated in the
Potharaju: The farmers of Telangana
worship of many of these village and

G
believe that Potharaju looks after their community deities and may also have
agricultural lands and crops and protects the been to some of the temples of Shiva
AN or Vishnu. Can you compare how the
crops from dreadful diseases, thieves and
worship is conducted in these
animals. The farmers keep a small stone places? What are the similarities and
EL

painted in white in a corner of their fields. differences? Discuss them in the

The worship of Potharaju is very simple. class.
Prayers are offered to the deity when the It is a general practice to offer animal
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crop is harvested. He has sisters who are sacrifice in most of the folk festivals. This
results in the killing of thousands of such
called by various names like Peddamma.
T,

animals. To prevent this, the sacrifice of

Beerappa and Katama Raju: They are any animal or bird in any religious worship
is banned in Telangana.
ER

worshipped by cowherd and shepherd

Community Worship of Folk Deities
communities. They are considered
Many of the folk gods and goddesses
protectors of cattle and sheep. Have you were actually local heroes who either died
SC

heard of the story of Beerappa and fighting in defence of their people or were
Akkamankali – how Beerappa, a poor themselves wronged by the powerful people
of their times. Common people believed
shepherd, worked and fought to marry that such persons attained special powers
Kamarathi and how his sister helped him? to help people or cause problems if not
Have you heard of the story of Katama Raju worshipped. Two such folk heroines who
laid down their lives in defence of the tribal
who fought against the kings of Nellore for people were Sarakka and Sammakka in
the grazing rights of the animal herders? whose honour a Jatara is conducted.
Free Distribution by Govt. of Telangana 2022-23 147 Social Studies
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Sammakka and Sarakka (Medaram) Jatara:
It is a celebration by the tribal people
of Taadwai mandal in Jayashankar District
at Medaram village. People from
Telangana, Andhra Pradesh, Maharashtra,
Madhya Pradesh, Odisha, Chattisgarh, and
Jharkhand assemble to celebrate the jatara.
Nearly one crore people attend it.
The Story: ‘Medaraju’, was a

A
contemporary of the Kakatiya king
Fig 20.7 Scene from Medaram Jatara

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Rudradeva (Prataparudra-I). He ruled
Polavasa kingdom located at present in prevent the Kakatiya army from crossing
Jagityal district. He married his daughter, the stream. Hence, it is called ‘Jampanna
Sammakka, to ‘Pagididda Raju’, who ruled Vaagu’.. Sammakka and Sarakka fought

G
Medaram. The couple had three children; against the army and sacrificed their lives
Saralamma, Nagulamma and Jampanna. As
AN for the sake of their tribe.
a part of extension of his kingdom, The tribal people of the entire region
Rudradeva declared war on Medaram. honoured them for their courage and
Pagididdaraju’s entire family led the men sacrifice and to this day, the people celebrate
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and women of the tribe in the fierce battle. the Medaram Jatara in their honour. The
All of them got killed in the battle. Medaram Jatara is organised once in two
Jampanna also fought bravely till his last years. It is a three day fair. Sammakka and
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breath and died in ‘Sampenga Vaagu’ to Sarakka are the formless goddesses.
Caskets representing them are brought
from the forests in an elaborate procession,
T,

Fig 20.6 Installation of goddess

Sammakka on the platform brightly decorated and placed on the
platform under a tree. At that time, devotees
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feel the spirits or the goddess possesses

them. The people offer ‘bangaram’,
jaggery, to the goddess.
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Moharram (Peerilu) and Urs

The Muslims also pay their respects to
the heroes who fought against evil. One
such festival is Moharram, which comme-
morates the battle of Karbala (in Iraq) in
which the grandson of Prophet Mohammad
was killed. Processions (Peeri) with
decorated Tazias are taken out in which
people of all communities participate.
Free Distribution by Govt. of Telangana 2022-23 149 Social Studies
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Fig 20.8 Ajmeer Dargah Fig 20.9 Jahangeer Peer Dargah
A peeri is prepared with bamboo strips devine thought for some years and ended
in a dome shape. It is covered with their lives. Some of their followers
constructed a small dargah on their tombs.

G
glittering clothes. A bamboo pole is fixed
in the dome to handle the peeri and at the In 17th century when Mughal emperor
top, metallic crescent or palm shape is AN Aurangazeb visited this dargah, he came to
attached to it. Finally, it is garlanded with know the holiness and appointed Ibrahim
flowers and coconuts. as a quazi of this dargah. This quazi
developed it as a place of pilgrimage.
Similarly, Urs or anniversaries of
Muslim saints, who lie buried in various Everyday numerous visitors around
Hyderabad visit this dargah. Devotees from
EL

parts of the state, are celebrated. People

visit the dargahs in large number, offer different states visit on Thursdays and
flowers and chadars( sheets on the grave) Sundays when special offerings are made.
and listen to the singing of Qawwalis. They Every year annual Urs celebrations held for
three days beginning on the Thursday
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believe that they will receive the ‘barkat’

or blessings of the pir or saint. People who coming after Sankranthi festival. Offerings
seek some specific blessings like children of sandal wood paste (Gandhapu Puja) on
T,

or job, etc. come to the dargahs and pray the first day, offering of lights (Deeparadana)
there. on the second day and Qawwali programme
on the third day. Visitors from not only
Dargah is generally built on the tombs
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different parts of India but also from abroad

of Sufi saints who propagated Sufism. The attend the Urs Celebrations, Thousands of
tomb or dargah of a sufi saint becomes a devotees including Hindu and Muslim
place of pilgrimage to which thousands of religions offer flowers, sweets and chadars.
people of all faiths throng. Often, people This dargah has become a symbol of
SC

attribute sufi masters with miraculous religious tolerance.

powers (Karamaths
((Karamaths)
Karamaths that could relieve
others of their illnesses and troubles. Bonalu
Jahangeer Peer Dargah - A Bonalu is one of the folk festivals
popular in the Telangana state. The
Symbol of Religious Tolerance Godesses are worshipped and offered food,
Jahangeer Peer dargah is located in which is later shared among the family
Kothur mandal of Ranga Reddy district. It members.
is said that in the late 15th century two Women folk participate in the
brothers from Iraq named Sayyed procession carrying ‘Ghatams’ or
Gousuddin and Sayyad Buranoddin came ornamented pots filled with flowers on
here, then it was a forest area, spent in the their heads. The women devotees also carry
Free Distribution by Govt. of Telangana 2022-23 151 Social Studies
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∫Á‘·+`20.8 nJàsY <äsêZ ∫Á‘·+`20.9 »Vü≤+^sY |”sY <äsêZ
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s¡ + >±¬ s&ç¶ õ˝≤¢˝Àì ø=‘·÷Ôs¡T eT+&É \ +˝À

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 brass vessels or clay pots filled with Most of these deities are worshipped by
cooked rice and decorated with neem all people irrespective of their caste or
leaves. The male dancers who religion or economic status. For example,
accompany them are known as Pothurajus, even Muslim farmers participate in many
who lead the procession by lashing whips of the rituals of village gods. Similarly,
and holding neem leaves. people of all religions throng to the dargahs
to seek the blessing of the peers. They tie
strings on a tree or on the walls of the
dargah making a vow in return for the
wishes granted. They request the pirzadas

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to prepare tawiz for them to drive away
evil spirits.

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The intermixing of Village deities
and High Religious traditions
In India, there has been a constant
process of interaction between different

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kinds of people and their religions leading
to intermixture of traditions. Thus,
AN religious beliefs which originate in folk
Fig 20.10 Bonalu worship and folk wisdom are gradually
adopted by higher religions and the folk
If you have participated in any of religious beliefs also adopt a lot from the
these jataras or urs or bonalu,
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higher religions.
describe them in your class and
discuss their important features. Thus, high religious traditions too
worship peepul tree, snakes and the mother
How are these festivals different goddess. This is how the integration of
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from the worship of village deities snakes, trees animals, and birds in the
or worship in large temples or present Puranic religion took place.
mosques?
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Gradually, the village deities became part

The antiquity of Folk Traditions of the worship of deities like the Buddha,
Many historical books tell us that such Shiva or Vishnu or Durga. You can see
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folk gods were worshipped in very old snakes, lions, nandi, and trees being
times too. We learn about the worship of worshipped as part of their worship too.
nagas (snakes)
(snakes),, trees, yakshas and In the case of Islam, this took a different
yakshinis even some 2500 years ago. The form. The high religion of Islam believes
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Palnati Virula Katha written by Srinatha in strict monotheism or worship of one and
around 1450s mentions the worship of only God – Allah. However, the folk
Potharaju. In turn, Vallabharaya’s followers of Islam began to revere Sufi
Kridabhiramamu written around the same saints and believed that worshipping at the
time describes in detail the worship of the darghas would solve their problems. So, a
Palnati Veeras, Mailara and many mother very strong tradition of pilgrimages to
goddesses in Warangal. darghas and urs developed in which people
You many have noticed by now that the of all faiths participate.
folk deities are worshipped quite Folk Wisdom and Higher Religion
differently from the Gods in large temples, Many saints like Kabir, Yogi Vemana and
mosques or churches.
Free Distribution by Govt. of Telangana 2022-23 153 Social Studies
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many sufi saints who came from the among themselves, while he on whom
common people expressed their deeper they meditate is one.”
religious ideas. They also combined the
ideas preached by the higher religions with “Bald heads, matted hair, daubing
ashes, recitations, religions dress! No
that of the common people. Read the
following lines of Yogi Vemana who lived man is a saint who is not pure in heart.”
about 300 years ago and composed poems Such ideas and wise sayings became
of great wisdom in Telugu. part of ordinary people’s thinking.
“Without personal experience, the mere

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repetition of scriptures will not remove
fears just as darkness is never dispelled by a
Keywords :

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mere painted flame.” 1. Folk Deities 2. Jatara
“The six tastes are diverse, but taste is 3. Urs 4. Peeri 5. Bonamu
one; various are the creeds regarding the

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truth, but truth is one; and saints differ
AN
Improve your learning
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1. What are the common elements in the worship of most of the village deities?
2. When people go to towns and settle there, do they continue to worship their old
village deities? How do they do it?
T

3. Do you think the way people worship the village deities is changing now? What
kind of changes do you see?
T,

4. Point out the main places of important jataras and urs in Telangana Map?
5. Read the paragraph “Most of these ........ spirits.” of page 186 and comment on it.
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6. Collect the following particulars by talking to the people of different religions of your area.

S.No. Name Religion practised God worshipped Festivals celebrated

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Project :
1. Get detailed information from your grand parents about any Jatara of your area. Prepare a report.
2. Collect stories about any of the folk deities of your area and prepare a small booklet about it.

Free Distribution by Govt. of Telangana 2022-23 155 Social Studies

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|üPõ+#·&É+ ø=qkÕ–düTÔHêïsê? m˝≤ ø=qkÕ–düTÔHêïs¡T?

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 21 Devotional Paths
CHAPTER

to the Divine

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You may have seen people perform rituals of worship, or singing bhajans
bhajans,, kirtans or
qawwalis,, or even repeating the name of God in silence. Haven’t you noticed that some

AN
of them are so moved that they burst into tears? Such intense devotion or love of God
is the legacy of various kinds of bhakti and Sufi movements that have evolved since the
eighth century. In class VI, you had read about the Bhakti poems of Alvars and Nayanars

G
who worshipped Vishnu and Siva respectively. Soon kings and chiefs built large temples
for these gods, made land grants, and other gifts to perform various rituals. Temple
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worship became elaborate, complex and expensive. Specially trained priests performed
the rituals. People belonging to some castes were not allowed to enter the temples.
Soon, a reaction set in against such rituals and inequalities. New ideas on devotion to
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god emerged. Read on to know more about them.

of lower castes in temple worship. He

Philosophy and Bhakti
T

propounded the doctrine of

Shankara, one of the most influential Vishishtadvaita or qualified oneness
philosophers of India, was born in Kerala according to which the soul even when
T,

in the eighth century. He was an advocate united with the Supreme God remained
of Advaita or the doctrine of the oneness distinct. Ramanuja’s doctrine greatly
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of the individual soul and the Supreme God, inspired the new strand of bhakti, which
which is the Ultimate Reality. He taught that developed in North India subsequently.
Brahman, the only or Ultimate Reality, was Basavanna’s Virashaivism
formless and without any attributes. He
We earlier noted the connection
SC

preached about renunciation of the world

and adoption of the path of knowledge to between the bhakti movement and temple
understand the true nature of Brahman and worship. We now see another level of
attain salvation. bhakti movement called Virashaivam. This
Ramanuja, born in South India in the movement was initiated by Basavanna and
eleventh century, was deeply influenced by his companions like Allama Prabhu and
theAlvars. According to him, the best means Akkamahadevi in 12th century in
of attaining salvation was through intense Karnataka. They have represented the ideas
devotion to Vishnu.Vishnu, in his grace, helps about caste and the treatment of women
the devotee to attain the bliss of union with arguing strongly for the equality of all
him. Ramanuja also ensured a place for people human beings.
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 <Ó’edü+ã+<Ûä uÛÑøÏÔ e÷sêZ\T
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 These are vachanas or sayings attributed These saint-poets rejected all forms of
to Basavanna: ritualism, outward display of piety and
social differences based on birth. In fact,
The rich they even rejected the idea of renunciation
Will make temples for Shiva. and preferred to live with their families,
earning their livelihood like any other
What shall I,
person, while humbly serving fellow human
A poor man beings in need. A new humanist idea
Do? emerged as they insisted that bhakti lay in

A
My legs are pillars, sharing others’ pain. As the famous Gujarati

AN
saint Narsi Mehta said, “Vaishnavas are
The body the shrine, those who understand the pain of others.”
The head a cupola
This is an abhang (Marathi devotional
Of gold. hymn) of Sant Tukaram:

G
Listen, O Lord of the meeting rivers, AN He who identifies
Things standing shall fall,
with the battered and the beaten,
But the moving ever shall stay. Mark him as a saint,
For God is with him.
What were the major ideas expressed
EL

He holds
by Basavanna?
Every forsaken man
What is the temple that Basavanna Close to his heart,
is offering to God?
T

He treats
The Saints of Maharashtra A slave
T,

As his own son.

From the thirteenth to the seventeenth
centuries, Maharashtra saw a great number Says Tuka,
ER

of saint-poets, whose songs in simple I won’t be tired

Marathi continue to inspire people till date. to repeat again,
The most important among them were Such a man
Is God
SC

Jnaneshwar, Namdev, Eknath and Tukaram

as well as women like Sakkubai and the family In person.
of Chokhamela, who belonged to the
Why do you think Tukaram
“untouchable” Mahar caste. This regional
considers the friends of the poor
tradition of bhakti focused on the Vitthala (a
and suffering as the real devotees
form of Vishnu) temple in Pandharpur, as of God?
well as on the notion of a personal god
residing in the hearts of all people. Here is an abhang composed by
Chokhamela’s son:
Free Distribution by Govt. of Telangana 2022-23 159 Social Studies
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 criticised the rituals and other aspects of
conventional religion and social order
using simple, logical arguments. Among
them were the Nathpanthis,
Siddhacharas and Yogis. They advocated
renunciation of the world. To them, the
path to salvation lay in meditation on the
formless Ultimate Reality and the
realisation of oneness with it. To achieve
this, they advocated intense training of the

A
mind and body through practices like
yogasanas,, breathing exercises and

AN
meditation. These groups became
particularly popular among low castes.
Their criticism of conventional religion
created the ground for devotional religion

G
to become a popular force in northern
AN India.
Islam and Sufism
The saints had much in common with
the Sufis, so much so that it is believed
that they adopted many ideas from each
EL

other. Sufis were Muslim mystics. They

rejected outward religiosity and
emphasised love and devotion to God and
T

compassion towards all fellow human

beings.
Fig 21.1 A fireside gathering of ascetics. Islam propagated strict monotheism or
T,

You made us low caste, submission to one God. It also rejected idol
Why don’t you face that fact, Great Lord? worship and considerably simplified rituals
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of worship into collective prayers. At the

Our whole life – left-over food to eat. same time, Muslim scholars developed a
You should be ashamed of this. holy law called Shariat. The Sufis often
rejected the elaborate rituals and codes of
You have eaten in our home.
SC

behaviour demanded by Muslim religious

How can you deny it? scholars. They sought union with God much
Chokha’s (son) Karmamela asks as a lover seeks his beloved with a disregard
for the world. Like the saint-poets, the Sufis
Why did you give me life? too composed poems expressing their
Discuss the ideas related to social feelings, and a rich literature in prose,
order expressed in these including anecdotes and fables, developed
compositions. around them. Among the great Sufis of
Central Asia were Ghazzali, Rumi and Sadi.
Nathpanthis, Siddhas and Yogis Like the Nathpanthis, Siddhas and Yogis,
Many religious groups of this period the Sufis too believed that the heart can be
Free Distribution by Govt. of Telangana 2022-23 161 Social Studies
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 of teachers like Khwaja Moinuddin
Chishti of Ajmer, Qutbuddin Bakhtiar
Kaki of Delhi, Baba Farid of Punjab,
Khwaja Nizamuddin Auliya of Delhi
and Bandanawaz Gisudaraz of
Gulbarga.
The Sufi masters held their
assemblies in their khanqahs or

A
hospices. Devotees of all

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descriptions including members of
the royalty and nobility, and ordinary
people flocked to these khanqahs
khanqahs.
They discussed spiritual matters,

G
sought the blessings of the saints in
solving their worldly problems, or
AN simply attended the music and dance
sessions.
Fig 21.2 Mystics in ecstasy. Often, people attributed Sufi
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trained to look at the world in a different masters with miraculous powers that
way. They developed elaborate methods of could relieve others of their illnesses and
training using zikr (chanting of a name or troubles. The tomb or dargah of a Sufi saint
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sacred formula), contemplation, sama became a place of pilgrimage to which

(singing), raqs (dancing), discussion of thousands of people of all faiths thronged.
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parables, breath control, etc. under the If you have ever been to a Dargah,
guidance of a master or pir
pir.. Thus emerged describe it to your friends in the
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the silsilas,, a genealogy of Sufi teachers, class. How do people show

each following a slightly different method respects to the Pir and what do they
(tariqa)
tariqa)) of instruction and ritual practice.
tariqa pray for?
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A large number of Sufis from Central New Religious Developments in

Asia settled in Hindustan from the eleventh India
century onwards. This process was The period after the thirteenth century
strengthened with the establishment of the saw a new wave of the bhakti movement in
Delhi Sultanate, when several major Sufi North India. This was an age when Islam,
centres developed all over the Hinduism, Sufism, various strands of
subcontinent. The Chishti silsila was among bhakti, and the Nathpanths, Siddhas and
the most influential orders. It had a long line Yogis influenced one another.

Free Distribution by Govt. of Telangana 2022-23 163 Social Studies

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 We saw that new towns and kingdoms were righteousness. He was one of the first few
emerging, and people were taking up new who opposed the social stigma towards the
professions and finding new roles for untouchable castes in his era. In his
sankeertanas, “Brahmam Okkate
themselves. Such people, especially crafts
Parabrahmam Okkate...” and “E
persons, peasants, traders and labourers;
Kulajudainanemi Evvadainanemi...”, he
thronged to listen to these new saints and describes that the relationship between God
spread their ideas. Some of them like Kabir and human beings is the same irrespective
and Baba Guru Nanak rejected orthodox of the later’s color, caste and financial

A
customs and beliefs. status, in beautiful yet powerful usage of

AN
words.
Poets like Bammera Potana,
Annamacharya, Chaitanya Mahaprabhu, ‘·+<äHêq ÄVæ≤ ` ‘·+<äHêq|ü⁄¬s
Tulsidas and Surdas accepted existing ‘·+<äHêq uÛÑfi≤ ` ‘·+<äHêq

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beliefs and practices but wanted to make
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ÁãVü≤àyÓTTø£ÿf… |üs¡ÁãVü≤àyÓTTø£ÿf… ...
Potana, who lived the life of a peasant
in the village Bammera near Warangal, ì+&Üs¡ sêE ìÁ~+#·T ìÁ<äj·TT H=ø£fÒ
composed the famous Mahabhagavatamu n+&ÉH˚ ã+≥T ìÁ<ä n~j·TT H=ø£fÒ ...
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in Telugu. Potana was called a ‘Sahaja yÓT+&Ó’q ÁãVü≤àDT&ÉT ` yÓT≥TºuÛÑ÷$T jÓTTø£fÒ

Kavi’, a natural poet. He wrote lucid poetry #·+&Ü\T&ÉT+&˚{Ï dü]uÛÑ÷$T jÓTTø£fÒ ...
to express his natural devotional feelings. - Annamacharya Keertana
T

Thallapaka Annamacharya (1408 – Chaitanya Mahaprabhu (1486–1534):

1503) was a popular saint-composer of
T,

was a Vaishnava saint and social reformer

Andhra Pradesh and is revered as ‘‘pada in eastern India (present day Bangladesh and
pitamaha’. Annamayya dedicated
kavita pitamaha’. West Bengal). Chaitanya was a notable
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his life to composing and singing the proponent of the Vaishnava school of
glories of Lord Venkateswara of Tirupati. Bhakti yoga (meaning loving devotion to
His compositions were mostly extempore Krishna/God) based on the philosophy of
SC

the Bhagavata Purana and Bhagavad Gita.

in spoken dialect, unlike the classics of the
He propagated community singing of
age, which were written in the classical Bhajans and dancing with devotion. He
(Grandhika)
Grandhika style. In ‘Annamacharya worshipped the forms of Krishna and
Charitramu’, it is said that Annamayya popularised the chanting of the ‘Hare
composed thirty two thousand keertanas Krishna’ mantra.
on Lord Venkateswara. Kancherla Gopanna (1620 - 1680):
In his keertanas, he took up subjects popularly known as Bhakta Ramadasu, was
such as morality, dharma and a 17th century devotee of Sri Rama and a
Free Distribution by Govt. of Telangana 2022-23 165 Social Studies
Væ≤+<äTeT‘·+, dü÷|ò”‘·‘·Ô«+, Ç‘·s¡ uÛÑøÏÔXÊK\yês¡T, n+XÊ\T Á|ü<Ûëq+X¯+>± ñ+{≤sTT. Ä ø±\+˝À
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‘·+<äHêq ÄVæ≤ ` ‘·+<äHêq |ü⁄¬s
‹s¡dÿü ]+#ês¡T.
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yÓT+&Óq’ Áu≤Vü≤àDT&ÉT`yÓT≥Tºu÷ÑÛ $TjÓTTø£fÒ
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ø£$‘·«+ sêj·T˝Ò<Tä .
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#Ó’‘·q´ eTVü‰Á|üuÛÑT ‘·÷s¡TŒ uÛ≤s¡‘·<˚XÊìøÏ #Ó+~q
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Ä+Á<ÛÁä |ü<X˚ ≈Ÿ î£ #Ó+~q yêπ>j Z T· ø±s¡T&ÉT. áj·Tq |ü<øä $£ ‘ê

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composer of Carnatic music. He is among
the famous vaggeyakaras (same person
being the writer and composer of a song)
in the Telugu language. He is renowned for
constructing a famous temple for Sri Rama
at Bhadrachalam. He composed devotional
lyrics dedicated to Rama, which are
popularly known as Ramadaasu

A
Keertanalu. He wrote Dasarathi

AN
Shatakamu, a collection of nearly 108
poems dedicated to Lord Rama.
@ rs¡T>∑ qqT <äj·T #·÷#Ó<äy√, Çq e+XÀ‘·ÔeT sêe÷

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Fig 21.3 A painting of Mirabai.
Hê ‘·s¡e÷ uÛÑe kÕ>∑s¡MT<äqT, q[q <äfi‚ø£åD sêe÷
Áos¡|òüTTq+<äq d”‘ê s¡eTD≤, Á•‘·»q b˛wüø£ sêe÷ AN family of Mewar in the sixteenth century.
ø±s¡TD≤´\j·T uÛÑø£Ô es¡<ä ìqT, ø£qï~ ø±qT|ü⁄ sêe÷... Mirabai became a disciple of Ravidas, a saint
from a caste considered “untouchable”. She
- Ramadasu Keertana
was devoted to Krishna and composed
EL

Can you name some vaggeyakaras

innumerable bhajans expressing her
and their Keertanas?
intense devotion. Her songs also openly
Tulsidas conceived of God in the form
T

challenged the norms of the “upper” castes

of Rama. Tulsidas’s composition, the
and became popular with the masses in
Ramcharitmanas,, written in Awadhi (a
T,

language used in eastern Uttar Pradesh), is Rajasthan and Gujarat.

important both as an expression of his A unique feature of most of the saints is
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devotion and as a literary work. He was a that their works were composed in regional
contemporary of Shankaradeva of Assam languages and could be sung. They became
(late fifteenth century) who emphasised on immensely popular and were handed down
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devotion to Vishnu, and composed poems orally from generation to generation.

and plays in Assamese. He began the
Usually the poorest, the most deprived
practice of setting up namghars or houses
communities and women transmitted these
of recitation and prayer, a practice that
songs, often adding their own experiences.
continues to date.
Thus, the songs, as we have them today, are
This trad-ition also included saints like
as much a creation of the saints as of
Dadu Dayal, Ravidas and Mirabai. Mirabai
generations of people who sang them.
was a Rajput princess married into the royal
Free Distribution by Govt. of Telangana 2022-23 167 Social Studies
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 They have become a part of our living Kabir’s teachings were based on a
popular culture. complete, indeed vehement, rejection of the
major religious traditions. His teachings
Have you listened to any such old
openly ridiculed all forms of external
bhajans in your mother tongue?
worship of both Hinduism and Islam, the
Find out who composed them.
pre-eminence of the priestly classes and the
Write down some of them and
caste system. The language of his poetry was
discuss their meaning in the class.
a form of spoken Hindi, widely understood

A
A Closer Look: Kabir by ordinary people.
Kabir, who probably lived in the Kabir believed in a formless Supreme

AN
fifteenth-sixteenth centuries, was one of God and preached that the only path to
the most influential saints. He was brought salvation was through bhakti or devotion.
up in a family of Muslim julahas or Kabir drew followers from both Hindus and

G
weavers settled near the city of Benares Muslims.
(Varanasi). We have very little reliable AN Here is a composition of Kabir:
information about his life. We get to know O Allah-Ram present in all living beings
of his ideas from a vast collection of
Have mercy on your servants, O Lord!
verses called sakhis and pads said to have
Why bump your head on the ground,
been composed by him and sung by
EL

wandering bhajan singers. Some of these Why bathe your body in water?
were later collected and preserved in the You kill and you call yourself “humble”,
Guru Granth Sahib, Panch Vani and But your vices you conceal.
T

Bijak. Twenty-four times the Brahmana keeps

the ekadasi fast,
T,

While the Qazi observes the

Ramzan.
ER

Tell me why does he set aside the

eleven
months
SC

To seek spiritual fruit in the

twelfth?
Hari dwells in the East, they say
And Allah resides in the West,
Search for him in your heart, in
the heart
of your heart;
There he dwells, Rahim-Ram
21.4 A painting of Kabir working on a loom.
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|üøÿ£ ≈£î ô|&É‘ê&Ó+<äT≈£î?
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Ä<Ûëà‹àø£ |ò˝ü ≤ìï nH˚«wæ+#·&Üìø±

|üHïÓ +&√ HÓ\?
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 A
AN
G
Fig 21.5 Guru Nanak as a young man, discussion with holy men.
AN The ideas of Guru Nanak had a huge
Guru Nanak impact on this movement from the very
We know more about Guru Nanak beginning. He emphasised on the
(1469-1539 CE) than Kabir. Born at importance of the worship of one God. He
EL

Talwandi (Nankana Sahib in Pakistan), he insisted that caste, creed or gender was
travelled widely before establishing a centre irrelevant for attaining liberation. His idea
at Kartarpur (Dera Baba Nanak on the river of liberation was not that of a state of inert
T

Ravi). Irrespective of their form creed, bliss but rather the pursuit of active life with
caste or gender, his followers ate together a strong sense of social commitment. He
T,

in the common kitchen (langar((langar).

). The
langar). himself used the terms nam, dan and isnan
sacred space thus created by Guru Nanak for the essence of his teaching, which
actually meant right worship, welfare of
ER

was known as dharmsal

dharmsal..
others and purity of conduct. His teachings
The number of Guru Nanak’s followers
are now remembered as nam-japna, kirt-
increased through the sixteenth century karna and vand-chhakna, which also
under his successors. They belonged to a underline the importance of right belief and
SC

number of castes, but traders, worship, honest living, and helping others.
agriculturists, artisans and craftsmen Thus, Guru Nanak’s idea of equality had
predominated. This may have something to social and political implications. This might
do with Guru Nanak’s insistence that his partly explain the difference between the
followers must be householders and should history of the followers of Guru Nanak and
adopt productive and useful occupations. the history of the followers of the other
They were also expected to contribute to religious figures of the medieval centuries,
the general funds of the community of like Kabir, Ravidas and Dadu whose ideas
followers. were very similar to those of Guru Nanak.

Free Distribution by Govt. of Telangana 2022-23 171 Social Studies

 A
AN
G
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AN
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Keywords :
1. Advaita 5. Bhakti
2. Salvation 6. Yogasanas
3. Alvars 7. Bijak
4. Nayanars 8. Abhang

Improve your learning

A
AN
1. Describe the beliefs and practices of the Nathpanthis, Siddhas and Yogis
Yogis..
2. What were the major ideas expressed by Kabir? How did he express them?
3. What were the major beliefs and practices of the Sufis?

G
4. Why do you think many teachers rejected prevalent religious beliefs and practices?
AN
5. What were the major teachings of Guru Nanak?
6. For either the Virashaivas or the saints of Maharashtra, discuss their attitude towards caste.
7. Why do ordinary people still remember Mirabai?
EL

8. Read the second para under the title ‘A closer look: Kabir’ on page 194 and comment on it.
9. Write about a festival celebrated by the people in your area.
T

Project :
T,

1. Visit any dargahs, gurudwaras or temples associated with saints of the bhakti tradition and
describe what you saw and heard about them.
ER

2. Get information about other works of the saint-poets mentioned in this chapter. Find out whether
they are sung, how they are sung and what the poets wrote?
SC

Free Distribution by Govt. of Telangana 2022-23 173 Social Studies

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A
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AN
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 22
CHAPTER

Rulers and Buildings

Figure 22.1 shows the first balcony of Between the eighth and the eighteenth

A
the Qutb Minar. Qutbuddin Aybak had centuries, kings and their officers built
two kinds of structures: the first were

AN
constructed this monument in Delhi
around 1199 CE. Notice the pattern forts, palaces and tombs – safe, protected
created under the balcony by the small and grandiose places of rest and the
arches and geometrical designs. Can you second were structures meant for public

G
find two bands of inscriptions under the activity including temples, mosques,
balcony? These are words written in AN tanks, wells, caravan serais and bazaars.
Arabic. Notice that the surface of the Kings were expected to look after their
minar is curved and angular. Placing an subjects, and by making structures for
inscription on such a surface requires their use and comfort, rulers hoped to win
great precision. Only the most skilled their praise. Construction activity was
EL

craftspersons could perform this task. also carried out by others including
Remember that very few buildings were merchants. They built temples, mosques
made of stone or brick 800 years ago. and wells. However, domestic
T

What would have been the impact of a architecture – large mansions (havelis)
building like the Qutb Minar on observers of merchants – has survived only from
T,

in the thirteenth century? the eighteenth century.

Figure 22.1: Qutb
Fig 22.1
ER

Minar is five storeys

high. The band of
inscriptions you see
are under its first
balcony. The first
SC

floor was
constructed by
Qutbuddin Aybak
and the rest by
Iltutmish around
1229. Over the
years, it was
damaged by
lightning and
earthquakes and
repaired by later
kings.
Free Distribution by Govt. of Telangana 2022-23 175 Social Studies
 22
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 Fig 22.2b Corbelled

A
technique used in the
Fig 22.2a Screen in the Quwaat al-Islam
construction of an arch.

AN
mosque, Delhi.
Engineering Skills and This style of supporting the roofs
required placing pillars near each
Construction other and large open halls could not
be built. Can you figure out why?

G
Monuments provide an insight into the
technologies used for construction. Take Temple Construction in the Early
Eleventh Century
something like a roof for example. We can
AN The Kandariya Mahadeva temple
make it by placing wooden beams or a slab
of stone across four walls. But the task dedicated to Shiva was constructed in
becomes difficult if we want to make a Khajuraho, Madhya Pradesh 999 CE by
King Dhangadeva.
EL

large room with an elaborate

Fig. 22.3b is the plan of the temple of
superstructure. This requires more
the Chandela dynasty. An ornamented
sophisticated skills. gateway led to an entrance and the main hall
T

Between the seventh and tenth centuries, (mahamandapa) where dances were
architects started adding more rooms, performed. The image of the chief deity
was kept in the main shrine
T,

doors and windows to buildings. Roofs,

doors and windows were still made by
placing a horizontal beam across two
ER

vertical columns, a style of architecture

called “trabeate” or “corbelled”. Between
the eighth and thirteenth centuries, the
SC

trabeate style was used in the construction

of temples, mosques, tombs and buildings
attached to large stepped-wells.

Visit some old temples or Masjids

near your place and look for
examples of trabeate style (style
in which the roof is supported by
beams placed on pillars).
Fig 22.3a The Kandariya Mahadeva Temple of
lord shiva in Khajuraho.
Free Distribution by Govt. of Telangana 2022-23 177 Social Studies
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 (garbha-
griha). This was
the place for ritual
worship where
only the king, his
immediate family Fig: 22.5a A ‘true’ arch.
and priests gath- The ‘keystone’ at the
ered. The Khaju- centre of the arch
transferred the weight of
raho complex

A
the superstructure to the
contained royal base of the arch.
temples where

AN
common people
were not allowed
to enter. The Fig: 22.5b

G
temples were True arch;
detail from
Fig: 22.3b The decorated with AN the Alai
Kandariya Mahadeva e l a b o r a t e l y Darwaza
Temple of carved sculptures. (early
lord Shiva ground plan. fourteenth
The Rajaraje-
century).
shvara temple at Thanjavur had the tallest
EL

Quwwat al-
shikhara amongst the temples of its time. Islam
Constructing it was not easy because there mosque,
were no cranes in those days and the 90 Delhi.
T

tonne stone for the top of the shikhara was

too heavy to lift manually. So, the
T,

architects built an inclined path to the top

of the temple, placed the boulder on rollers A new way of building
and rolled it all the way to the top. The path Two technological and
ER

started more than four kilometres away so stylistic developments

that it would not be too steep. The path was are noticeable from the
dismantled after the temple was twelfthcentury:
SC

constructed. (1) The weight of the

superstructure above the
doors and windows was
sometimes carried by
arches. The roof too
used this principle and
was converted into vaults
and domes. This
architectural form is
Fig: 22.4 Brihadishwara Temple at Tanjore
called “arcuate”.
Free Distribution by Govt. of Telangana 2022-23 179 Social Studies
 Á|ü‹wæ+˜ ∫ ñ+≥T+~. á
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AN
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 Compare Figures 22.2a and 22.2b Do you think these new techniques
with 22.5a and 22.5b. could be used to build large halls
and tall buildings?
(2) Limestone cement was increasingly
used in construction. This was very high Building Temples, Mosques and
quality cement, which, when mixed with Tanks
stone chips hardened into concrete. This
made construction of large structures Temples and mosques were beautifully
easier and faster. Arches, domes and constructed because they were places of

A
limestone mortar were used extensively in worship. They were also meant to

AN
the buildings after 1190 CE. Take a look at demonstrate the power, wealth and devotion
the construction site in Figure 22.6. of the patrons. Take the example of the
Rajarajeshvara temple. An inscription
Describe what the labourers are
mentions that it was built by King

G
doing, the tools shown, and the
Rajarajadeva for the worship of his god,
means of carrying stones.
Rajarajeshvara. Notice how the name of the
AN ruler and the god are very similar. The king
took the god’s name because it was
auspicious and he wanted to appear like a
EL

god. Through the rituals of worship in the

temple, one god (Rajarajadeva) honoured
another (Rajarajeshvara).
T

You may recall that the Kakatiya capital

city – Orugallu was so designed as to have
T,

the temple of Svayambhu Shiva at the

centre. This was built by the Kakatiyas to
proclaim their power and status as
ER

independent kings.
The largest temples were all constructed
by kings. The other, lesser deities in the
SC

temple were gods and goddesses of the

allies and subordinates of the ruler. The
temple was a miniature model of the world
ruled by the king and his allies. As they
worshipped their deities together in the
royal temples, it seemed as if they brought
the just rule of the gods on earth.
Fig: 22.6 A painting from the Akbar
Nama (dated 1590-1595), showing the The kings and nobles endowed the
construction of water gate at Agra Fort. temples with land, gold and jewels
Free Distribution by Govt. of Telangana 2022-23 181 Social Studies
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 introduced order and symmetry.
As each new dynasty came to
power, kings wanted to
emphasise their moral right to be
the rulers. Constructing places of
worship provided rulers with the
Qibla - Direction chance to proclaim their close
towards Mecca
relationship with God,
especially important in an age of

A
rapid political change. Rulers

AN
also offered patronage to the
Fig 22.7 Plan of the Jami masjid built by Shah Jahan in
his new capital at Shahjanabad 1650-1656.
learned and pious, and tried to
transform their capitals and
so that the worship of the gods could be cities into great cultural centres that

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carried out on a grand scale. By 1200 CE , brought fame to their rules and realm.
most of these temples had become elaborate AN It was popularly believed that the rule
institutions, which employed hundreds of of a just king would be an age of plenty when
artisans, dancers, musicians, priests, the heavens would not withhold rain. At the
administrators, servants etc. They collected same time, making precious water available
taxes from the villages, lent money on interest by constructing tanks and reservoirs was
EL

to traders, organised fairs and markets to highly praised. Sultan Iltutmish won
which buyers and sellers of goods came. universal respect for constructing a large
Several religions of Shaiva and Vaishnava reservoir just outside Dehli-i kuhna. It was
T

sects were established around these called the hauz-i Sultani or the “King’s
temples. These temples thus became Reservoir”.
centres of political and economic power.
T,

Rulers often constructed tanks and

Kings and rulers wanted to associate their
reservoirs – big and small – for use by
names with these temples by organising
ordinary people.
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their coronation ceremonies in the temples

and by giving expensive and elaborate gifts
to them and adding to the constructions.
Muslim Sultans and Badshahs did not
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claim to be incarnations of god but Persian

court chronicles described the Sultan as the
“Shadow of God”. An inscription in the
Delhi mosque explained that God chose
Alauddin as a king because he had the
qualities of Moses and Solomon, the great
law-givers of the past. The greatest law-
giver and architect was God Himself. He Fig 22.8 Harmandar Sahib (Golden Temple)
created the world out of chaos and with the holy tank in Amritsar.
Free Distribution by Govt. of Telangana 2022-23 183 Social Studies
 dü«j·T+>± nsê#·ø£‘·«+ qT+&ç sêC≤´ìï
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 You have read about both, the shrines Palace of Bengal.
of village gods and elaborate temples Sultan Mahmud of Ghazni was a
and mosques – why do you think are contemporary of Rajendra I. During his
they so different? campaigns in the subcontinent, he also
attacked the temples of defeated kings and
Why were Temples Destroyed? looted their wealth and idols. Sultan
Mahmud was not a very important ruler at
Since the kings built temples to that time. But by destroying temples –
demonstrate their devotion to God and their

A
especially the one at Somnath – he tried to
power and wealth, it is not surprising that win credit as a great hero of Islam. In the

AN
when they attacked one another’s kingdoms, political culture of the Middle Ages, most
they often targeted these buildings. In the rulers displayed their political, might and
early ninth century, the Pandyan king military success by attacking and looting
Shrimara Shrivallabha invaded Sri Lanka and the places of worship of the defeated rulers.

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defeated the king, Sena I (831-851). The
Buddhist monk and chronicler Dhammakitti, AN In what ways do you think were the
noted: “he removed all the valuables... The policies of Rajendra I and Mahmud
statue of the Buddha made entirely of gold of Ghazni a product of their times?
in the Jewel Palace... and the golden images How were the actions of the two
in the various monasteries – all these he rulers different?
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seized.” The blow to the pride of the

Sinhalese (Srilankan) ruler had to be Imperial Style of the
avenged and the next Sinhalese ruler, Sena Vijayanagara Period
T

II, ordered his general to invade Madurai, the The city of Vijayanagara was developed
capital of the Pandyas. The Buddhist by the Rayas to act as the imperial capital
T,

chronicler noted that the expedition made a of the entire South India. Thus, they wanted
special effort to find and restore the
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golden statue of the Buddha.

Similarly, in the early eleventh
century, when the Chola king
Rajendra I built a Shiva temple in his
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capital, he filled it with prized statues

seized from defeated rulers. The list
included: a Sun-pedestal from the
Chalukyas, a Ganesha statue and
several statues of Durga; a Nandi
statue from the eastern Chalukyas; an
image of Bhairava (a form of Shiva)
and Bhairavi from the Kalingas of
Odisha; and a Kali statue from the Fig: 22.9 Virupaksha Temple in Hampi.

Free Distribution by Govt. of Telangana 2022-23 185 Social Studies

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 A
Fig 22.10a Lotus Temple. Fig 22.10b Queen’s Bath.

AN
it to reflect all the important imperial that the earliest shrine dated to the ninth-
building traditions. They built large temples tenth century. It was substantially enlarged
for Sri Virupaksha, Ramachandra, Krishna with the establishment of the Vijayanagara

G
and Vitthala using a style that had been Empire. The hall in front of the main shrine
developed by Chola and Pandya emperors AN was built by Krishnadevaraya to mark his
of Tamil Nadu. This included the Vimanas accession. It was decorated with delicately
and the Gopurams. The Rayas paid special carved pillars. He is also credited with the
attention to the Gopurams, which were now construction of the eastern Gopuram.
built on a scale and height as never before. These additions meant that the central
EL

It consisted of a first floor usually built shrine came to occupy a relatively small
of solid granite and a series of upper floors part of the complex.
made of brick and chunam chunam.. These The halls in the temple were used for a
T

structures of immense scale must have variety of purposes. Some of the halls were
been a mark of imperial authority that often spaces in which the images of gods were
T,

dwarfed the towers on the central shrines, placed to witness special programmes of
and signaled the presence of the temple music, dance, drama etc. Others were used
ER

from a great distance. They were also to celebrate the marriages of deities. And
probably meant as reminders of the power yet others were meant for showing the
of kings, able to command the resources, replica of deities, which were distinct from
techniques and skills needed to construct those kept in the small central shrine.
SC

these towering gateways. Other distinctive While the Vijayanagara rulers built these
features include mandapas or pavilions and temples on the Tamil Nadu model, they
long, pillared corridors that often ran also built elaborate secular royal buildings,
around the shrines within the temple which were modelled on the style and
complex. Let us look closely at the techniques of the Sultanate architecture.
Virupaksha temple. The famous Lotus Mahal (named so by
The Virupaksha temple was built over British visitors), Queen’s Bath and the
many centuries while inscriptions suggest Elephant Stables are examples of this style.

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 A
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 You can notice the use of
arches and domes in these
buildings. They were covered
with chunam plaster and
decorated with elaborate
floral and bird designs. It
appears that the kings and
their nobles lived in these Fig 22.10c Elephant stable.

A
buildings and displayed their
wealth and cosmopolitan

AN
Why do you think did the emperors
taste. However, these buildings did not just of large kingdoms try to use
copy the designs of the sultanate buildings. different styles of buildings?
They combined designs and features of

G
southern temples with the arches and Gardens, Tombs and Forts
domes. The best example of this style is in AN Under the Mughals, architecture became
the Lotus Mahal, which was probably a more complex. Mughal emperors were
palace where the kings held their meetings. personally interested in literature, art and
The most impressive remain of architecture. In his autobiography, Babur
EL

Vijayanagara, the Mahanavami Dibba, is a described his interest in planning and laying
high platform of 55 feet, that is, as tall as a out formal gardens, placed within
five floor building, and spread over 11000 rectangular walled enclosures and divided
T

Sq.feet in area. Its height was increased at into four quarters by artificial channels.
least three times during two hundred years. These gardens were called chahar
T,

The sides of the platform were covered with baghs, four gardens, because of their
sculptures of various kinds. It did not have symmetrical division into 4-quarters.
ER

a complete building on the top. The Beginning with Akbar, some of the most
platform was covered by cloth shamiana or beautiful chahar baghs were constructed
pandal supported by wooden pillars. The by Jahangir and Shah Jahan in Kashmir, Agra
Vijayanagara kings held their Navaratri Puja and Delhi.
SC

and Dussera court on this platform. All their

subordinate chiefs, nayakas
and officers paid their
tributes to the Emperor in
these programs.
Ambassadors from Europe
and other sultanates also
attended the festival.
Fig 22.10d Mahanavami dibba
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 eight rooms. The building was
constructed with red sandstone, edged
with white marble.
It was during Shah Jahan’s reign that
the different elements of Mughal
architecture were fused together in a
grand harmonious synthesis. His reign
witnessed a huge amount of construction
activity especially in Agra and Delhi. The
ceremonial halls of public and private

A
audience (diwan-i-khas
diwan-i-khas or diwan-i-
aam)) were carefully planned. These

AN
courts were also described as chihil
sutun or forty-pillared halls, placed
within a large courtyard.
Shah Jahan’s audience halls were

G
specially constructed to resemble a
mosque. The pedestal on which his
Fig: 22.11 A painting of Babur supervising
AN throne was placed was frequently
workers laying out a chahar bagh in Kabul. described as the qibla, the direction in
Note how the intersecting channels on the path which Muslims pray, since everybody
create the characteristic chahar bagh design. faced that direction when court was in
EL

session. The idea of the king as a

representative of God on earth was
suggested by these architectural
features.
T

The connection between royal justice

and the imperial court was emphasised
T,

by Shah Jahan in his newly constructed

court in the Red Fort at Delhi. Behind
the balcony of the emperor’s throne,
ER

there were a series of pietra dura inlays

Fig: 22.12 Tomb of Humayun, Can you see the
that depicted the legendary Greek god
water channels?
There were several important architectural
SC

innovations during Akbar’s reign. For

inspiration, Akbar’s architects turned to the
tombs of his Central Asian ancestor, Timur.
The central towering dome and the tall gateway
(pishtaq) became important aspects of
Mughal architecture, first visible in
Humayun’s tomb. The tomb was placed in the Fig: 22.13 A reconstruction from a map of
centre of a huge formal chahar bagh and built the river-front garden city of Agra. Note
in the tradition known as “eight paradises” or how the garden palaces of the nobles are
hasht bihisht – a central hall surrounded by placed on both banks of the Yamuna. The
Taj Mahal is on the left.
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 edge of the river and the garden was to its
south. In the new city of Shahjahanabad that
he constructed in Delhi, the imperial palace
commanded the river-front. Only specially
favoured nobles – like his eldest son Dara
Shukoh – were given access to the river.
All others had to construct their homes in
the city away from the River Yamuna.

A
You are an artisan standing on a tiny
wooden platform held together by

AN
bamboo and rope fifty metres
above the ground. You have to place
an inscription under the first
balcony of the Qutb Minar. How

G
Fig: 22.14 Tajmahal in Agra.
would you do this?
Orpheus playing the flute. It was AN
believed that Orpheus’s music could calm
ferocious beasts until they resided together
peacefully. The construction of Shah
Jahan’s audience hall aimed to
EL

communicate that the king’s justice would

treat the high and the low as equals where
all could live together in harmony.
T

In the early years of his reign, Shah

Jahan’s capital was at Agra, a city where the
T,

nobility had constructed their homes on the

banks of the river Yamuna. These were set
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in the midst of formal gardens constructed

in the chahar bagh format. The chahar
bagh garden also had a variation that
historians describe as the “river-front
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garden”. In this garden, the dwelling was not

located in the middle of the chahar bagh
but at its edge, close to the bank of the river.
Shah Jahan adapted the river-front
garden in the layout of the Taj Mahal, the
grandest architectural accomplishment of Fig: 22.15 Decorated pillars and struts holding
his reign. Here, the white marble the extension of the roof in Jodh Bai palace in
Fatehpur Sikri. They follow the architectural
mausoleum was placed on a terrace by the traditions of the Gujarat region.
Free Distribution by Govt. of Telangana 2022-23 193 Social Studies
 ì]à+#ê&ÉT. Çø£ÿ&É q~ n+#·Tq m‘ÓÔÌq y˚~ø£ô|’
bÕ\sê‹‘√ ì]à+∫q düe÷~Û ñ+~. Ç<˚ H˚{Ï Á|ü|ü+#·
Á|ü d æ ~ ∆ > ±+∫q ‘êCŸ e TVü ≤ ˝Ÿ . #êsY u ≤>¥ qeT÷Hê
ñ<ë´qeq+ BìøÏ <äøÏåD≤q ñ+~. ñqï‘· e+oj·TT\T
q~øÏ yÓfifl‚ <ë]MT<ä ìj·T+Á‘·D kÕ~Û+#·&ÜìøÏ Ç˝≤+{Ï
ìsêàD $<ÛëHêìï mqTïø=ì ñ+{≤s¡T. &Ûç©¢˝À ø=‘·Ô>±
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n+<äTu≤≥T˝À ñ+&˚~. $T–*q yês¡+<äs÷¡ ‘·eT Çfi¯flqT
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sêE #˚ùd Hê´j·T+ ù|<ä\q÷, <Ûäì≈£î\q÷ düe÷q+>±

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‘Ó*ù|˝≤>∑ ìsêàDeTsTT ñ+~.

cÕ»Vü‰Hé |ü]bÕ\Hê ø±\+˝À sê»<Ûëì q>∑sy¡ TÓ qÆ
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ÄÁ>±˝À Á|üeTTKT\T yê] >∑èVü‰\qT j·TeTTq q~

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>∑T»sê‘Y ìsêàD dü+düÿ è‹ì ‘Ó*j·TCÒdüTÔ+~.

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 Around the same time as the Mughals, the Qutb Fig: 22.16a Tomb of Hayath Bakshi Begum
Shahi rulers of Golconda (Hyderabad) engaged
in extensive building activities. These included
construction of Husain Sagar lake, the Golconda
fort, a large number of gardens with water channels
and fountains, and beautiful tombs for themselves.
The famous Charminar and Mecca Masjid were
built during their rule. They blended Persian,

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Mughal and Deccani styles.

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Fig: 22.16 View of Qutb Shahi Tomb

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Keywords :
1. Inscriptions 2. Monuments
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3. Dynasty 4. Architecture
Fig: 22.16b The archways at the Qutb
5. Coronation Ceremony
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Shahi Tombs.
Improve your learning
1. How is the “trabeate” principle of architecture different from “arcuate”?
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2. What is a shikhara
shikhara?
3. What are the elements of a Mughal chahar bagh garden?
4. How did a temple communicate the importance of a king?
5. Read the second para of introduction part of page 198 and comment on it.
6. Is there a statue or a memorial in your village or town. Why was it placed there? What purpose does it
serve?
7. Visit and describe any park or garden in your neighbourhood. In what ways is it similar to or
different from the gardens of the Mughals?
8. Locate the following in the map of India.
a) Delhi b) Agra c) Amritsar d) Tanjavur e) Humpi f) River Yamuna
Free Distribution by Govt. of Telangana 2022-23 195 Social Studies
 <ë<ë|ü⁄ Ç<˚ düeTj·T+˝À >√˝§ÿ+&É bÕ\≈£î˝…’q ∫Á‘·+`22.16(m) Vü≤j·T‘Y uÛÑø°å uÒ>∑yéT düe÷~Û
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4) sêE ÁbÕeTTU≤´ìï <˚yê\j·T+ m˝≤ ‘Ó\T|ü⁄‘·T+~?

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 ACADEMIC STANDARDS (AS)

Time should be spent in making sure that children comprehend the passages given in text. In
between questions are useful in this context. These questions are of different types that would
include the aspects reasoning, cause and effect, justification, mind mapping / concept mapping,
observation, analysis, thinking and imagination, reflection, interpreting etc. The key concepts
have been discussed subconceptwise in every chapter with examples and also given in the
form of keywords.

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1) Conceptual understanding (AS1) : Promoting learning of basic concepts through inquiry,
discussion, reflection giving examples through case studies interpreting, observation etc.

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2) Reading the text (given), understanding and interpretation (AS2) : Occasionally there
are case studies about farmers, labourers in factory, or images that are used in text which do
not directly convey the concept. Time should be given for children to grasp the main ideas,

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interpret images etc. AN
3) Information skills (AS3): Textbooks alone cannot cover all different aspects of social studies
methodology. For example, children living in an urban area can collect information regarding
their elected representatives or children living in the rural area can collect information about the
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way irrigation / tank facilities are made available in their area. This information may not exactly
match with that of the textbooks and will have to be clarified. Representing the information that
they have collected through projects are also an important ability. For example if they collect
information about a tank – they may decide to draw an illustration or map etc along with written
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material. Or represent the information collected through images or posters. Information skill
includes, collection of information tabulation / records and analysis.
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4) Reflection on contemporary issues and questioning (AS4): Students need to be encouraged

to compare their living conditions along with that of different regions or people from different times.
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There may not be a single answer to these situations of comparison. Giving reasons for certain happening
process and justification of informatic and interpretative.
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5) Mapping skills (AS5) : There are different types of maps and pictures used in the textbook. Developing
ability related to maps as abstract representation of places is important. There are different stages of
developing this ability, from creating a map of their classroom to understanding height, distance as
represented in a map. There are illustrations, posters and photographs used in the textbook, these
images often relate to the text and are not merely for visual effect. Sometimes there are activities like
‘write a caption’ or ‘read the images’ that are about architecture etc.

6) Appreciation and Sensitivity (AS6) : Our country has vast diversity in terms of language,
culture, caste, religion, gender etc. Social studies does take into consideration these different
aspects and encourages students to be sensitive to these differences.
Free Distribution by Govt. of Telangana 2022-23 197 Social Studies
 $<ë´ Á|üe÷D≤\T (Academic Standards)
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Understanding and Interpretation) (AS2):
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‘·–q+‘· düeTj·T+ πø{≤sTT+#ê*.
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Á|ü<ä]Ù+#·e#·TÃ. düe÷#ês¡ ùdø£s¡D, ]ø±s¡T¶\T/|ü{Ϻø£\˝À Áø√&çø£]+#·≥+, $X‚¢wüD, ìsê∆s¡D e+{Ï$ düe÷#ês¡ HÓ’|ü⁄D≤´\
øÏ+~øÏ ekÕÔsTT. ÁbÕC…≈£îº |üqT\T ìs¡«Væ≤+#·>∑\>±*.
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contemporary issues and questioning) (AS4):

$<ë´s¡Tú\T ‘·eT ‘·eT Jeq $<ÛëHê\qT $$<Ûä ø±˝≤\˝Àì, $$<Ûä ÁbÕ+‘ê\˝Àì Á|ü»\ Jeq $<ÛëHê\‘√ dü]b˛*Ã,
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uÛÒ<ë\≈£î >∑\ |ü\T ø±s¡D≤\qT dü÷∫+#·T≥qT, ìsê∆]+#·T≥qT eT]j·TT yêìô|’ yê´U≤´ì+#·Tq≥T¢>± Áb˛‘·‡Væ≤+#ê*.
5) |ü≥ HÓ’|ü⁄D≤´\T (Mapping Skills) (AS5):
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n<Ûä´j·Tq HÓ’|ü⁄D≤´\qT ô|+bı+~+#·Tø√e&É+ eTTK´+. á HÓ’|ü⁄D≤´ìï ô|+bı+~+#·Tø√e&É+˝À nH˚ø£ <äX¯\T ñHêïsTT.

‘·s>¡ ‹∑ >∑~ |ü≥+ ‘·j÷· s¡T #˚jT· &É+, |ü≥+˝À <ä÷s¡+, m‘·T\Ô qT #·÷|æ+#˚ $<ÛëHêìï ns¡+ú #˚dTü ø√e&É+. á bÕsƒ´¡ |ü⁄düøÔ +£ ˝À
u§eTà\T, b˛düºs¡T¢ bò˛{À\qT ñ|üjÓ÷–+#ê+. |ü⁄düÔø±ìï n+<ä+>± r]Ã~<ä›&É+ ø√dü+ ø±≈£î+&Ü M{ÏøÏ, bÕsƒê´+XÊìø°
dü+ã+<Ûä+ ñ+~. ø=ìï kÕs¡T¢ M{ÏøÏ dü+uÛÑ+~+∫ ø=ìï ø£è‘ê´\T ≈£L&Ü ñHêïsTT. ñ<ë: u§eTàøÏ o]¸ø£ sêj·T≥+,
uÛÑeq ìsêàD ∫Á‘ê\qT #·<äe≥+ yÓTT<ä˝…’q$.
6) Á|üX¯+dü, düTìï‘·‘·«+ (Appreciation and sensitivity) (AS6) :
uÛ≤wü dü+düèÿ‹, ≈£î\+, eT‘·+, *+>∑uÒ<Ûä+ e+{Ï $wüj·÷˝À¢ eTq <˚X¯+˝À m+‘√ yÓ’$<Ûä´‘· ñ+~. kÕ+|òæTø£ XÊg+ á
_Ûqï‘ê«ìï |üs¡>∑Dq˝ÀøÏ rdüTø√yê\ì, á ‘˚&Ü\ |ü≥¢ düTìï‘·+>± ñ+&Ü\ì $<ë´s¡Tú\qT Áb˛‘·‡Væ≤düTÔ+~.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022-23 198 kÕ+|òTæ ø£XÊg+

 Appendix
This additional Information and the maps are to be used wherever
necessary.

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World Political Map

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 nqTã+<Ûä+
á n<ä q |ü ⁄ dü e ÷#ês¡ e TT eT]j· T T |ü { ≤\qT nedü s ¡ y Ó T Æ q dü + <ä s ¡ “ ¤ + ˝À
ñ|üjÓ÷–+#·+&ç.

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Á|ü|ü+#· sê»ø°j·T |ü≥+

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 India Physical Map

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 uÛ≤s¡‘·<˚X¯ HÓ’dü]Zø£ dü«s¡÷|ü |ü≥+

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World Outline Map

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Á|ü|ü+#· ne⁄{Ÿ˝…’Hé |ü≥+

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 Telangana Political Map

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 Telangana State Symbols
Sl. No. State Symbol Common Name Telugu Name
1. State Animal Spotted Deer Jinka
2. State Bird Indian Roller Pala Pitta
3. State Tree Jammi Chettu Jammi
4. State Flower Tangedu Tangedu

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State Animal State Bird State Tree State Flower State Logo

National Symbols of India

National Flag : National Symbol : Lion

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Designed by Capital - Adopted from the
Sri Pingali Venkaiah ANEmperor Asoka’s dharma stupa
established at Saranath.

National Tree : National Flower :

Banyan tree Lotus
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National National Fruit :

Language : Hindi Mango
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National River : National Animal :

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Ganges Royal Bengal Tiger

Jana
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National Anthem : gana National Bird :

Written by Sri mana... Peacock
Ravindranath Tagore.
National Song : Vande Mataram National Aquatic
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Written by Sri Bamkim Chandra

Animal : Dolphin
Chaterji

National Heritage
National Calendar : Animal : Elephant
Based on Shaka
Samvatsara ( Chaitra Indian Standard Time (IST) :
masam to Phalguna Based on 82 1/2 degrees East
masam). We follow the Longitude. Our local time is
Gregorian Calendar 5hrs.30min. ahead of Greenwich
officially. mean time(GMT).

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 Timeline of Satavahana Kings Timeline of Chola Kings
(230 BCE - 225 CE) (900 CE - 1279 CE)
Vijayalaya 850 CE - 871 CE
Srimukha 271 BCE - 248 BCE Aditya Chola 871 CE - 905 CE
Krishna 248 BCE - 230 BCE Parantaka - I 905 CE - 907 CE
Satakarni - I 230 BCE - 220 BCE Rajaraja - I 985 CE - 1016 CE
Satakarni - II 184 BCE - 128 BCE Rajaraja Chola 1016 CE - 1044 CE
Hala 42 CE - 51 CE Rajadhi Raja 1044 CE - 1052 CE
Veera Rajendra 1064 CE - 1069 CE
Goutamiputra Satakarni 62 CE - 86 CE
Kuluthonga Chola 1070 CE - 1121 CE

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Vasishtaputra Pulomavi 86 CE - 114 CE Rajaraja - II 1173 CE - 1178 CE
Sivasri Satakarni 114 CE - 128 CE Kuluthonga Chola -III 1178 CE - 1219 CE

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Yagyasri Satakarni 128 A.D. - 157 CE Rajendra - III 1256 CE - 1270 CE
Telangana Fact Sheet
Telangana Area :
1,12,077 sq km
Density :
307

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Latitude extent :
15046’ N - 19047’ N
Longitudeval extent AN :
77016’ Eastern longitude
81030’ Eastern longitude
Country : India
Region : South India
South
Formed on : June 2nd, 2014
Capital : Hyderabad
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No. of Districts : 31
(Adilabad, Komarambheem, Bhadradri, Jayashankar, Jogulamba, Hyderabad, Jagitial, Janagoan,
Kama Reddy, Karimnagar, Khamma, Mahabubabad, Mahabubnagar, Manchiryal, Medak,
Medchal, Nalgonda, Nagarkurnool, Nirmal, Nizamabad, Ranga Reddy, Peddapalli, Rajanna,
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Sanga Reddy, Siddipet, Suryapet, Vikarabad, Wanaparthy, Warangal Urban, Warangal Rura,
Yadadri.)
Official Languages : Telugu, Urdu
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No.of Assembly seats : 119

No.of Council seats : 40
No.of Lok sabha seats : 17
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No.of Rajya sabha seats : 7

Important Rivers : Godavari, Krishna, Manjira, Musi
No. of Zilla Praja Parishats : 9
No. of Mandal Praja Parishats : 443
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No. of Municipal Corporations : 6

No. of Municipalities : 38
No. of Revenue Mandals : 464
No. of Gram Panchayats : 8778
Total Population (as per 2011 census) : 351.94 Lakhs
No. of Males : 177.04 Lakhs
No. of Females : 174.90 Lakhs
Sex Ratio (No. of Females per 1000 Males) : 988
Density of Population (per Sq.k.m.) : 307
Literacy Rate : 66.46%
Male Literacy Rate : 74.95%
Female Literacy Rate : 57.92%
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 DO YOU KNOW DO’S AND DON’TS
FOR FACING THESE
NATURAL DISASTERS !

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