CLASS 7 SOCIAL SCIENCE · PART 1 · CHAPTER 4 · STUDY NOTES
New Beginnings: Cities and States
Use maps, ruins and objects to understand early states, urban growth and changing societies.
01 / EXPLORE & UNDERSTAND
Cities grew again in a new setting
The Second Urbanisation was a long process, not one city opening on one date.
1. Remember the earlier phase
Harappan cities were part of an earlier urban civilisation. After its decline, many communities continued in rural settlements and regional cultures developed. The end of major cities did not mean people or all knowledge disappeared.
2. Locate the new phase
During the first millennium BCE, important urban centres developed in the Ganga plains, parts of the Indus basin and nearby regions. They later connected with urban growth elsewhere. Historians call this broad phase the Second Urbanisation.
Your turn
Question
Did the decline of Harappan cities mean no communities remained?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 1, 2, 3, 13 · Original Learnijoy explanations and practice.
02 / EXPLORE & UNDERSTAND
Use objects and texts together
Different sources answer different questions about the past.
Ruins are material evidence
Picture from the NCERT book
Sign in free to see it.
1. Ask what remains can show
Walls, pottery, coins, tools and workshop remains help identify settlement, crafts and trade. Their location and archaeological layer matter. A coin without its context gives less information than a carefully recorded discovery.
2. Compare descriptions with finds
Late Vedic, Buddhist and Jain texts mention towns, rulers and institutions. Texts have purposes and histories of their own; a rule in a text does not prove everybody followed it. Compare texts with material evidence and acknowledge gaps.
Your turn
Question
Would one royal text tell us exactly how every person lived?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 1, 3, 6, 9, 12, 14 · Original Learnijoy explanations and practice.
03 / EXPLORE & UNDERSTAND
A community became linked with a territory
Janapada combines people, place and political organisation.
1. Understand the name
The word connects jana, people, with pada, foot or foothold: where people settled. Communities with shared customs could become associated with particular territories. A janapada was not a modern district with today’s fixed boundaries.
2. Notice councils as well as rulers
A raja led the community, while assemblies such as the sabha or samiti discussed important matters. Evidence suggests elders and influential members had important roles. We should not assume everyone had an equal voice.
Your turn
Question
Why is a janapada more than simply a group of houses?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 3, 4 · Original Learnijoy explanations and practice.
04 / EXPLORE & UNDERSTAND
Some territories became larger states
Growth involved trade, alliances and competition, not just population.
Locate the early states and capitals
Picture from the NCERT book
Sign in free to see it.
1. Read the group of sixteen
Ancient sources often list sixteen mahajanapadas, though lists differ. The map stretches from Gandhara in the northwest to Anga in the east and Ashmaka near the Godavari region. These approximate territories were not all equally powerful.
2. Connect resources and growth
Fertile plains supported farming; iron resources and techniques helped production; routes supported exchange. These factors helped larger centres grow. No single factor explains every state’s success.
Your turn
Question
Why should ancient-state borders on a map be treated as approximate?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 3, 4, 5 · Original Learnijoy explanations and practice.
05 / EXPLORE & UNDERSTAND
Walls protected and controlled a capital
A gateway reveals defence and the movement of people and goods.
A controlled route into a fortified city
Picture from the NCERT book
Sign in free to see it.
1. Follow a city entrance
Many capitals had walls and narrow gateways. Guards could watch and control entry. A moat outside the walls could make an attack harder. These structures required labour, materials and planning.
2. Look beyond the wall
A capital needed food, water, crafts and routes, not just defences. Rajagriha was Magadha’s capital; Kaushambi was Vatsa’s. Ruins show past construction, but surviving stones do not by themselves tell every detail of administration.
Your turn
Question
Why could a narrow gateway be useful to a ruler?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 1, 4, 6, 12 · Original Learnijoy explanations and practice.
06 / EXPLORE & UNDERSTAND
In a monarchy, the ruler held leading authority
Royal power relied on people and resources.
1. Describe the arrangement
In many mahajanapadas, the raja was the highest authority, supported by ministers and councils. Succession was often hereditary. Magadha, Kosala and Avanti were powerful examples, but their institutions were not identical.
2. Connect revenue with action
Rulers collected revenue to maintain administration, armies and defences. They could wage war or make alliances. Collecting resources created power, but also placed demands on the people who produced them.
Your turn
Question
Does hereditary rule mean the next ruler is chosen by every adult voting?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 5, 6 · Original Learnijoy explanations and practice.
07 / EXPLORE & UNDERSTAND
Some states gave assemblies greater power
Early collective decision-making was not modern universal democracy.
1. Compare with hereditary monarchy
Vajji and Malla are examples discussed in the chapter. Their assemblies discussed major questions and could select leaders, sometimes using votes. Power was shared among participating members rather than resting only in one hereditary ruler.
2. Ask who could participate
These assemblies did not give every adult an equal vote. Membership was restricted, often to particular groups of men. Calling them early republics recognises collective rule without claiming equality or universal participation.
Your turn
Question
What question should you ask before calling a system fully democratic?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 4, 5, 6, 7 · Original Learnijoy explanations and practice.
08 / EXPLORE & UNDERSTAND
Iron tools supported changes in work
Technology helped growth when combined with skills, labour and resources.
Look for different workshop tasks
Picture from the NCERT book
Sign in free to see it.
1. Follow production, not just the object
Iron ore had to be obtained, heated and worked by skilled people. Useful tools could support farming, clearing and crafts. A workshop needed fuel, water, tools and coordinated labour, not simply a lump of metal.
2. Allow several causes
Iron was also used for weapons. Its effects depended on quality, design and access; not every iron object was automatically better than every bronze object. Farming, trade and political organisation developed together over time.
Your turn
Question
Name two things a metal workshop needed besides metal.
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 7, 9 · Original Learnijoy explanations and practice.
09 / EXPLORE & UNDERSTAND
Coins helped exchange across regions
A coin is evidence of economic activity, not a complete story by itself.
Find the punched symbols
Picture from the NCERT book
Sign in free to see it.
1. Look for the marks
Many early coins were silver pieces with several punched symbols. The marks were impressed into metal rather than printed with ink. Coins could move beyond the place where they were issued as trade connected regions.
2. Do not confuse trade with total conquest
Finding a coin from one region elsewhere may suggest exchange or movement, but does not by itself prove that the issuing ruler conquered that place. Archaeological context and other evidence are needed.
Your turn
Question
Why should a coin found far from its origin not automatically be treated as a conquered territory marker?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 7, 8, 9 · Original Learnijoy explanations and practice.
10 / EXPLORE & UNDERSTAND
Travellers carried ideas as well as goods
Roads connected learning, belief, work and political power.
1. Follow different travellers
Merchants carried goods; scholars, monks, nuns and pilgrims travelled too. Late Vedic, Buddhist and Jain traditions developed and spread in this changing world. Towns could bring different occupations and viewpoints into contact.
2. Avoid a one-way story
An idea could change as people discussed and adapted it. Exchange was not always peaceful, and contact did not make all cultures identical. Evidence of connections should not erase regional differences.
Your turn
Question
Give one non-commercial reason for travelling along an ancient route.
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 7, 12, 13, 14 · Original Learnijoy explanations and practice.
11 / EXPLORE & UNDERSTAND
Describe social groups without justifying inequality
Organising work and ranking human worth are different things.
1. Separate categories from lived reality
Texts associate Brahmins with learning and ritual, Kshatriyas with rule and warfare, Vaishyas with production and trade, and Shudras with service and other work. These are historical prescriptions, not natural abilities or a rule for what people should do today.
2. Recognise complexity and harm
Jati, occupation, marriage and inherited status interacted differently across places and periods. Some people changed occupations; exclusion and unequal treatment also existed. No community is naturally superior or inferior. Historical study must describe discrimination without defending it.
A little deeper: Avoid one simple timeline
Social arrangements did not change everywhere at the same speed or in the same way. “Flexible first, rigid later” is too simple to explain every region and community. Compare evidence from particular periods rather than treating all of history as one case.
Your turn
Question
Does a historical text assigning a group an occupation prove an inborn ability?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 8, 10, 11, 12 · Original Learnijoy explanations and practice.
12 / EXPLORE & UNDERSTAND
Routes connected north, south and the coasts
A route was a network with branches, not a modern motorway.
1. Trace the broad connections
Uttarapatha linked the northwest with the Ganga plains and eastern regions. Dakshinapatha connected the Ganga region through central India towards the south. Side routes connected towns and coastal ports.
2. Explain a port’s role
A port connected inland producers with sea travel. Goods such as stones, metals and spices could travel far; people and knowledge travelled too. A map arrow represents a broad connection, not a guarantee that every traveller used one exact path.
Your turn
Question
Why did a coastal port also need inland routes?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 12, 13, 14 · Original Learnijoy explanations and practice.
13 / EXPLORE & UNDERSTAND
Urban growth also developed in other regions
The Ganga plains were important, but not the whole subcontinent.
Craft evidence from Kodumanal
Picture from the NCERT book
Sign in free to see it.
1. Compare places through evidence
Shishupalgarh in the Kalinga region had planned defences and streets. Kodumanal in Tamil Nadu provides evidence of craft production. These examples show different regions taking part in wider networks.
2. Connect archaeology and literature
The chapter introduces the Cholas, Cheras and Pandyas in the south. Archaeology and early Tamil literature provide different kinds of evidence about settlements, rulers and exchange. Dates and the extent of early activity remain questions to investigate, not reasons to invent certainty.
A little deeper: Put two sources together
A wall can show the size and layout of a defended settlement. A text may name a ruler or describe rules. Use them together, but check whether they belong to the same place and period. Neither source answers every question.
Your turn
Question
Why use both workshop remains and literature to study a southern region?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeCHAPTER RECAP
Take these ideas with you
- Second Urbanisation was a gradual growth of towns and networks in the first millennium BCE.
- Janapadas were territories; some grew into larger mahajanapadas.
- Monarchies and assembly-based systems differed, but neither meant equal participation for all.
- Farming, crafts, iron technology, coins and routes supported change together.
- Texts describe categories; real societies were more complex and unequal.
- Cross-check archaeological and literary evidence.
Use your understanding in a new situation
Question
A coin, a wall and a text mention the same settlement. Why are these stronger together than alone?
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeQuestion
Give one difference between an early gana assembly and a modern system with universal adult voting.
Sign in to see the answer
Write your own answer and compare it with ours. It’s free.
Sign inNew here? Sign up freeNCERT · Chapter source PDF, pages 12, 13, 14, 15 · Original Learnijoy explanations and practice.
