Class 7 · Social Science · Chapter 4 · NCERT Class 7 Social Science Part 2

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

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CLASS 7 SOCIAL SCIENCE · PART 2 · CHAPTER 4 · STUDY NOTES

Turning Tides: 11th and 12th Centuries

Use places, dates and evidence to connect conflict, government, trade and creativity.

01 / EXPLORE & UNDERSTAND

Change and continuity, side by side

Study what changed—and what continued—in the 11th and 12th centuries.

Locate the northern kingdoms

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Use the capitals, rivers and compass to locate the regions. The map summarises two centuries; it is not a set of exact borders for one date.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 6.

1. Look across regions

New invasions changed power in parts of northern India. Elsewhere, rulers such as the Cholas, Hoysalas and Kakatiyas built strong kingdoms. The same century could bring war to one place and new temples, irrigation or learning to another.

2. Keep people and rulers separate

We study destruction and violence honestly, alongside creativity and exchange. Actions of a medieval ruler or army do not make a whole religion, or people living today, responsible. Dates and places help us avoid such unfair generalisations.

Your turn

Question

Can a period contain both political disruption and creative work? Explain.

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NCERT · Chapter source PDF, pages 1, 2, 3, 6, 25, 26, 27 · Original Learnijoy explanations and practice.

02 / EXPLORE & UNDERSTAND

A mountain pass is both a route and a chokepoint

Geography helps explain the importance of the Hindu Shahis.

A narrow route between high slopes

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This painting was made around 1847, centuries after the campaigns. It helps show the terrain, not the appearance of a particular medieval army. The valley route concentrates movement between the slopes.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 4.

1. Follow the Khyber route

The Hindu Shahis ruled areas around present-day Afghanistan, northern Pakistan and Punjab. Their control of the Khyber route mattered because travellers could reach the Indus plains through it. Traders and Buddhist travellers used this route too; it was not only a route for armies.

2. Think about narrow terrain

A pass gives access through difficult mountains, but a narrow route can slow movement and make travellers vulnerable to defenders. Jayapala and Anandapala resisted the Ghaznavids with help from other rulers. Mahmud’s victories opened the way for further campaigns.

Your turn

Question

Why could the same pass help both a trader and an invading army?

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NCERT · Chapter source PDF, pages 3, 4, 5, 6 · Original Learnijoy explanations and practice.

03 / EXPLORE & UNDERSTAND

Mahmud’s raids: wealth, power and destruction

Distinguish repeated raids from ruling every place attacked.

1. Trace the campaigns

Mahmud ruled from Ghazni. The chapter describes repeated campaigns, including Mathura in 1018 and Somnath in 1026. Temples could hold wealth and symbolise religious and political authority. Sources describe plunder, destruction, killing and enslavement, as well as resistance by local rulers and people.

2. Compare motives and control

Wealth, power and religious aims could combine; one simple motive does not explain every action. Mahmud held Punjab, but did not establish lasting rule over all the places he raided farther into India. Court accounts must be read with attention to their purpose and praise of the ruler.

A little deeper: A later story is still a source—but a different kind

The account of Suheldev’s victory over Salar Masud comes through oral traditions and a much later chronicle. It helps us study remembered resistance, but its details should not be treated as a contemporary eyewitness report.

Your turn

Question

Does raiding a wealthy town prove a ruler governed it for decades?

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NCERT · Chapter source PDF, pages 5, 6, 7, 10, 11 · Original Learnijoy explanations and practice.

04 / EXPLORE & UNDERSTAND

Al-Biruni learned before comparing

Learning a language can open another knowledge tradition.

1. Read and speak with scholars

Al-Biruni was a scholar from Khwarizm who wrote on mathematics, astronomy, geography and other subjects. He learned Sanskrit and studied Indian works. He compared ideas from Indian, Greek and Islamic traditions instead of relying only on unfamiliar appearances.

2. Notice his criticism

His writing also criticised the damage caused by Mahmud’s campaigns and described scholars moving away from affected regions. A person connected with a ruler’s world may still criticise that ruler. Read what an author actually says, rather than guessing from their identity.

Your turn

Question

Why did learning Sanskrit improve Al-Biruni’s study?

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NCERT · Chapter source PDF, pages 5, 8, 10, 11 · Original Learnijoy explanations and practice.

05 / EXPLORE & UNDERSTAND

Bhaskara II made mathematical ideas teachable

Good explanations connect a problem with a method.

A later manuscript keeps an idea in circulation

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This 17th-century manuscript illustrates a problem from Lilavati. It is evidence of later copying and teaching, not Bhaskara’s original handwritten page.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 9.

1. Recognise the works

Bhaskara II, or Bhaskaracharya, lived in the 12th century. Lilavati teaches arithmetic through problems; Bijaganita deals with algebra. These form parts of his larger Siddhantashiromani, which also covers astronomy. He is different from Bhaskara I of an earlier period.

2. Follow how learning travelled

Poetic examples, explanations and later commentaries helped students use these works for centuries. Some works were later translated into Persian. The history of mathematics includes teaching, translation and discussion—not just a list of discoveries.

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Question

How can a commentary help a new learner?

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NCERT · Chapter source PDF, pages 8, 9 · Original Learnijoy explanations and practice.

06 / EXPLORE & UNDERSTAND

Eastern kingdoms followed their own paths

Locate Bengal and Kalinga before learning their rulers.

1. From Palas to Senas

As Pala power declined, the Senas became strong in Bengal, with Nadiya as an important centre. They supported Hindu literature and thought; Jayadeva’s Gitagovinda is a notable work associated with their court. Relations with neighbours included both cooperation and conflict.

2. Follow the coast to Kalinga

The Eastern Gangas ruled in Kalinga, largely in present-day Odisha. Their links with the Cholas included marriages and wars. They began the great Jagannatha temple at Puri. Konark’s Sun Temple belongs to the 13th century—a later continuation, not an 11th-century building.

Your turn

Question

Why should Konark be placed carefully on this chapter’s timeline?

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NCERT · Chapter source PDF, pages 6, 11 · Original Learnijoy explanations and practice.

07 / EXPLORE & UNDERSTAND

Water and local government supported Kakatiya power

A kingdom needed more than a strong army.

Find Orugallu, the Chola centres and Hoysala capitals

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City dots and the printed names locate different centres of power. Nearby kingdoms could trade, form alliances and also fight.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 12.

A surviving stone gateway

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The torana at Warangal is architectural evidence of Kakatiya building. A gateway tells us about design and skilled work, not by itself how every village was governed.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 13.

1. Locate Warangal

The Kakatiyas grew powerful in the 12th century in areas of present-day Telangana and Andhra Pradesh. Their capital was Orugallu, now Warangal. They supported Telugu literature as well as Sanskrit and built monuments such as the Thousand Pillar temple.

2. Connect water, crops and revenue

Irrigation works helped farming. Local administration and revenue collection helped rulers organise resources. Better water access could support crops, but prosperity depended on people’s work and conditions too—not only royal orders.

Your turn

Question

Explain one link between irrigation and governing a kingdom.

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NCERT · Chapter source PDF, pages 12, 13 · Original Learnijoy explanations and practice.

08 / EXPLORE & UNDERSTAND

Hoysala temples: read the details in stone

Separate the dynasty’s origin legend from its surviving buildings.

Repeated bands beneath the sculptures

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At Somanathapura, compare the large standing figures with the smaller horizontal friezes below. The temple is a later, 13th-century example of Hoysala architecture.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 14.

1. Place the kingdom

The Hoysalas rose in southern Karnataka. Belur and Halebidu became important capitals. Under Vishnuvardhana they challenged neighbouring powers. The story of Sala saving an ascetic from a tiger is an origin legend, not a photograph-like record of the dynasty’s beginning.

2. Read architectural evidence

Their temples show detailed carving, pillars and repeated sculptural bands. Kannada literature also flourished. Somanathapura’s temple illustrates the tradition’s later, 13th-century development; do not assume every pictured monument was built in the chapter’s main period.

Your turn

Question

What can a carved frieze directly show us?

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NCERT · Chapter source PDF, pages 13, 14 · Original Learnijoy explanations and practice.

09 / EXPLORE & UNDERSTAND

Two Chola rulers expanded power

Keep Rajaraja and Rajendra distinct.

A temple associated with Rajendra’s capital

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The entrance frames the tall temple tower at Gangaikondacholapuram. This surviving monument connects royal commemoration with building, worship and skilled labour.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 15.

1. Rajaraja built a strong base

Rajaraja Chola I ruled from 985 to 1014. He expanded power in south India and northern Sri Lanka and built the Brihadishvara temple at Thanjavur. Though mainly a Shaiva ruler, he also supported a Buddhist monastery at Nagapattinam. Patronage could cross religious boundaries.

2. Rajendra expanded—and remembered victories

His son Rajendra I campaigned northward and used the title Gangaikondachola. He established Gangaikondacholapuram and extended Chola control in Sri Lanka. That control did not last forever: Vijayabahu I later drove out the Cholas. Repeated wars also placed pressure on Chola resources.

Your turn

Question

Why is an impressive victory monument not evidence of permanent control?

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NCERT · Chapter source PDF, pages 14, 15, 16, 17 · Original Learnijoy explanations and practice.

10 / EXPLORE & UNDERSTAND

A sea route could bring cooperation—and rivalry

Follow the trade connection through the Strait of Malacca.

1. Trade made the route valuable

Chola merchants traded with Southeast Asia and China. Srivijaya controlled important sea routes near the Strait of Malacca. In 1025 Rajendra sent a naval expedition against Srivijaya. Trade rivalry helps explain the conflict, although the expedition’s motives should not be reduced to one certain cause.

2. A raid did not erase other ties

Rajendra did not permanently annex the whole Srivijaya empire. Cultural exchange, gifts to monasteries and diplomatic relations also connected the regions. A map of a naval expedition must not colour every destination as permanently Chola territory.

Your turn

Question

What is the difference between reaching a port with a navy and governing it permanently?

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NCERT · Chapter source PDF, pages 15, 16, 17 · Original Learnijoy explanations and practice.

11 / EXPLORE & UNDERSTAND

Bhoja: ruler, builder and patron

This is Bhoja of the Paramaras, not the earlier Pratihara ruler.

A modern memorial—not a medieval portrait

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This statue beside Bhojtal remembers King Bhoja. It is evidence of modern remembrance; its face and clothing cannot independently establish exactly how Bhoja looked.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 17.

1. Locate Malwa and Dhara

Bhoja ruled the Paramara kingdom in the 11th century, with Dhara as its capital. He fought neighbouring powers and supported scholars. His name is associated with large water works and the unfinished Bhojeshwar temple. A modern statue remembers him; it is not a contemporary portrait.

2. Connect learning with practical work

Works attributed to Bhoja discuss architecture, planning, literature, governance and other fields. Patronage made Dhara an important learning centre. Stories about his wisdom later grew into legend, so historians compare literary claims with inscriptions and material evidence.

Your turn

Question

Why must a historian distinguish the two kings called Bhoja?

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NCERT · Chapter source PDF, pages 17, 18 · Original Learnijoy explanations and practice.

12 / EXPLORE & UNDERSTAND

Two battles, two different outcomes

Read the dates carefully: 1191 is not 1192.

Coins can preserve familiar symbols

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The left pair shows a horseman coin; the right pair includes Lakshmi. The textbook identifies both with Muhammad of Ghor. Reusing a familiar motif can help a coin circulate; a motif alone does not establish its issuer’s personal belief.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 20.

1. Resistance came first

Muhammad of Ghor rose as Ghaznavid power weakened. His army was defeated in Gujarat in 1178. Later traditions differ over the roles of Mularaja II and his mother Naikidevi. In 1191 Prithviraj III of the Chahamanas defeated him at the first battle of Tarain.

2. The second battle changed control

Muhammad returned and defeated Prithviraj in 1192. His commanders, including Qutb-ud-din Aibak, extended and consolidated control in northern India. Unlike a raid followed only by withdrawal, this created a basis for lasting government and the later Delhi Sultanate.

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Question

Why does leaving commanders behind change the outcome of a conquest?

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NCERT · Chapter source PDF, pages 18, 19, 20 · Original Learnijoy explanations and practice.

13 / EXPLORE & UNDERSTAND

Damage to a learning centre affects more than buildings

Books, teachers and networks all matter to learning.

Surviving remains of a learning centre

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The brick remains help locate the institution. A photograph of ruins alone cannot count lost manuscripts or measure how long a fire lasted; written accounts need separate evaluation.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 21.

1. Understand the disruption

Bakhtiyar Khalji’s campaigns damaged major Buddhist institutions in Bihar and Bengal around the end of the 12th and start of the 13th centuries. Loss of manuscripts, teachers and support disrupted learning. Buddhist institutions had also faced other changes; their decline cannot be explained by one event alone.

2. Read later reports carefully

Accounts describe destruction and later teaching among ruins. Exact claims about the size of libraries or how many months they burned are not secure measurements. Bakhtiyar’s later expedition towards Tibet also failed; resistance in Kamarupa and supply difficulties limited his army.

Your turn

Question

Name two losses when a centre of learning is destroyed besides its walls.

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NCERT · Chapter source PDF, pages 20, 21, 22 · Original Learnijoy explanations and practice.

14 / EXPLORE & UNDERSTAND

Farms, taxes and trade supported kingdoms

Follow the resources needed to govern and maintain armies.

1. Resources had to come from somewhere

Armies needed food, animals, equipment and people. Taxes and tribute helped support them. Ghurid commanders also received assignments to collect revenue for service; such arrangements developed further under the Delhi Sultanate. A revenue assignment is not simply private ownership of all the land.

2. Connect fields and ports

Agriculture supported much of the economy. Irrigation could reduce dependence on uncertain rainfall. Merchants and guilds linked regions and overseas ports; foreign coins and pottery help trace exchange. Continued trade does not mean wars caused no hardship.

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Question

How can irrigation benefit both farmers and a ruler collecting revenue?

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NCERT · Chapter source PDF, pages 16, 22, 23 · Original Learnijoy explanations and practice.

15 / EXPLORE & UNDERSTAND

Ideas travelled through books, poetry and discussion

Cultural life included debate about society and belief.

Towers rising in a repeated rhythm

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The Kandariya Mahadeva temple shows a tall central tower with smaller surrounding forms. Architecture helps us study design, materials and patronage alongside written texts.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 23.

1. Learning covered many fields

Someshvara III’s Manasollasa discussed royal life and subjects from music and cooking to governance. Chandella temples at Khajuraho show architectural and artistic skill. Texts and monuments give different kinds of evidence about this period.

2. Compare two thinkers without merging them

Ramanuja taught Vishishtadvaita, seeing the world and individual souls as real and emphasising devotion. Basava promoted devotion, dedicated work and challenges to caste hierarchy. His Kannada vachanas made ideas accessible. These challenges mattered, but did not mean inequality immediately disappeared.

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Question

Why is writing in a familiar regional language useful for sharing ideas?

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NCERT · Chapter source PDF, pages 23, 24, 25 · Original Learnijoy explanations and practice.

16 / EXPLORE & UNDERSTAND

Cultural influence is not the same as political rule

Use Angkor Wat to distinguish exchange from conquest.

A Khmer temple with wider cultural connections

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The towers and galleries belong to Angkor Wat in Cambodia. Indian religious themes were adapted by Khmer builders and patrons; cultural links do not mean this was a Chola province.Source: NCERT Class 7 Social Science Part 2 · Chapter 4 · chapter PDF page 26.

1. Recognise a Khmer achievement

Angkor Wat in Cambodia was built under the Khmer king Suryavarman II in the 12th century. Originally dedicated to Vishnu, it later became a Buddhist place of worship. Its reliefs and inscriptions show links with Indian traditions, alongside Khmer skill and choices.

2. Explain the connection carefully

Stories, languages and religious ideas travelled through trade, teachers and other contacts. Local people adapted them. A shared story on a temple does not prove that an Indian ruler governed the country where the temple stands.

A little deeper: Period and building date

A chapter can introduce a dynasty and show a monument built by its later rulers. That image can help explain the dynasty’s style, but its date must remain clear. Similar style does not prove the same builder or year.

Your turn

Question

A temple abroad contains a Ramayana scene. What can it show—and what does it not prove?

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CHAPTER RECAP

Take these ideas with you

  • Raids and lasting conquest had different outcomes.
  • Several regional kingdoms flourished at the same time.
  • Trade, irrigation, learning and belief continued to shape society.
  • Distinguish contemporary evidence, later traditions and modern memorials.

Use your understanding in a new situation

Question

A historian finds foreign pottery in a port. Does that prove foreign political rule? Explain.

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Question

Why can a date-and-place chart be more useful than memorising a list of kings?

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NCERT · Chapter source PDF, pages 25, 26, 27 · Original Learnijoy explanations and practice.

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