NCERT Class 7 Social Science Chapter 17 India, A Home to Many

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NCERT Class 7 Social Science Chapter 17 India, A Home to Many

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India, A Home to Many

Chapter: 17

Part – 2: Exploring Society India and Beyond

The Big Questions:

1. What has made India a home for people from different parts of the world?

Ans: India has become a home for people from diverse backgrounds primarily due to its enduring culture of peaceful coexistence and acceptance of various faiths. This inclusive nature is deeply rooted in core Indian philosophical values, such as vasudhaiva kutumbakam (“the whole world is family”), atithi devo bhava (“a guest is like God”), and sarve bhavantu sukhinah (“may all creatures be happy”). Additionally, beyond those seeking a safe haven, many communities—like Arab and Armenian merchants—were drawn to India by its thriving economy and opportunities for trade and prosperity.

2. Why did oppressed or persecuted people from other countries seek refuge in India?

Ans: Oppressed groups sought refuge in India because they faced severe religious persecution, marginalisation, or violence in their own countries. For instance, Jews fled persecution from various parts of the world, Syriac Christians were treated as heretics in West Asia, and Parsis (Zoroastrians) faced forced conversions and the destruction of their sacred temples after the Islamic conquest of Persia. India offered a sanctuary where these communities were welcomed and could practice their faith freely without fear.

3. What is it about the nature of Indian society that enables people to assimilate here?

Ans: The innate character of Indian society is based on compassion and inclusion, which allows migrant communities to preserve their unique identities while naturally blending with local traditions. This assimilation has historically been supported by local Indian rulers who actively provided land and security to newcomers; for example, the Raja of Kochi granted land for Jews to build a synagogue, and Raja Jadi Rāṇā of Gujarat provided a secure place for the Parsis. Furthermore, deep philosophical and linguistic similarities—such as the ties between ancient Vedic schools of thought and the Zoroastrian faith—made the integration process much smoother for some groups.

Questions and activities:

1. On the outline of a world map, try to trace the routes that the communities mentioned in this chapter may have used to reach India. What types of physical geographies did they have to negotiate?

Ans: Sea Routes: Communities like the Bene Israel (Jews) and the Parsis sailed across the Arabian Sea to reach India’s western coast (Konkan coast and Gujarat, respectively). Arab merchants also sailed to coastal regions like Kerala, Gujarat, and Karnataka. Physical geographies negotiated: These groups had to survive treacherous ocean journeys, storms, and rough coastal waters, as seen when the early Bene Israel community was shipwrecked upon arrival.

Overland Trade Routes: Groups like the Syriac Christians traveled eastward along extensive land-based trade routes from West Asia to reach the Malabar coast. Physical geographies negotiated: They had to cross vast lands, deserts, and varied terrains across the Middle East.

Mountain Routes: Tibetan refugees, including the 14th Dalai Lama, fled southward into India. Physical geographies negotiated: They had to cross the massive, freezing, and high-altitude Himalayan mountain range.

2. What are the key values intrinsic to Indian culture that enable it to welcome people of different backgrounds?

Ans: The key values intrinsic to Indian culture that foster an environment of acceptance and inclusion are deeply rooted in its core philosophical teachings. 

These values include:

Vasudhaiva kutumbakam: This translates to “the whole world is family”. It encourages a noble-minded perspective that embraces everyone, rather than a narrow-minded view of what is “mine” versus “not mine”.

Atithi devo bhava: Meaning “a guest is like God,” this value highlights the profound respect, hospitality, and care that Indians traditionally extend to strangers and newcomers.

Sarve bhavantu sukhinah: This expresses the heartfelt desire that “may all creatures be happy,” emphasizing boundless compassion and universal well-being for all living beings.

Together, these principles establish a culture of peaceful coexistence and highlight the fundamental unity of humankind. It is this innate character of compassion and inclusion that has enabled diverse, often persecuted communities to find a secure home in India and maintain their unique traditions over centuries.

3. Homi Bhabha, Sam Maneckshaw, Ratan Tata, Fali Nariman, Nani Palkivala, and Cornelia Sorabji are a few names of Parsis who excelled in their respective fields. Find out more about people from other communities that made India their home and their contributions.

Ans: The text highlights several other communities and their contributions to Indian society:

The Armenians: They heavily influenced commerce by trading in silk, spices, and precious stones, and they built lasting infrastructure like schools and churches (e.g., the Armenian College in Kolkata). They also held high-ranking roles in the Mughal empire; Abdul Hai was Chief Justice in Akbar’s court, and Lady Juliana was a royal doctor.

Arab Merchants: Arriving as peaceful traders, they boosted India’s commerce and played a major role in cultural exchange. In Kerala, they integrated into the Mappila Muslim community and helped build the Cheraman Juma Masjid, which is India’s oldest mosque.

The Siddis: A community of African origin whose cultural identity is a fusion of African and Indian traditions. Historically, some Siddis rose to prominence in the armies of Muslim rulers and briefly controlled parts of Bengal. Today, figures like Hirabai Lobi (awarded the Padma Shri in 2023) contribute to the upliftment of women in her community through education on organic farming and banking services.

The Tibetans: They introduced Sowa Rigpa (the ‘Art of Healing’), a traditional Tibetan medical system. This practice is now integrated into the Government of India’s AYUSH programme to treat chronic diseases and manage epidemics.

4. Take up a class project. Divide the class into groups. Each group takes up a small project to study a little more about the communities that we have been listed here. Share what you have gathered with your classmates through one of these ways — drama, posters, song, painting, etc.

Ans: This is a collaborative classroom activity where students divide into groups to select one of the migrant communities mentioned in the text (such as Jews, Syriac Christians, Parsis, Arab Merchants, Siddis, Armenians, Baha’is, or Tibetans). Students are meant to research their chosen community and present their findings creatively through a drama, poster, song, or painting.