NCERT Class 8 Social Science Chapter 15 Cultural Currents: 13th to 17th Centuries

By Parimol Roy / NCERT Class 8 Social Science

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NCERT Class 8 Social Science Chapter 15 Cultural Currents: 13th to 17th Centuries

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Cultural Currents: 13th to 17th Centuries

Chapter: 15

Theme E — Economic Life Around Us

The Big Questions

1. How did Indian culture endure and continue to grow richer during this period despite invasions and an unstable political context?

Ans: Indian culture endured due to its deep roots, timeless values, and rich traditions. Despite invasions and political instability, people continued their traditional practices. Support from rulers, cultural exchanges, and active participation of society helped preserve and enrich Indian culture.

2. What were the major cultural trends and movements of the time?

Ans: The major cultural trends and movements between the 13th and 17th centuries included the Bhakti and Sufi movements, which emphasised devotion, equality, love for God, and unity. Music developed with the growth of Hindustani music in the North and Carnatic music in the South. Instruments like the sitar and tabla evolved during this period.

Painting traditions flourished, including Rajput paintings with Hindu themes and Mughal miniature paintings influenced by Persian styles. Mughal gardens and architecture also developed. Women like Razia Sultan and Nur Jahan played important political roles.

3. How did the various cultural currents of this period interact and mingle?

Ans: The various cultural currents interacted through mutual influence and blending. Bhakti and Sufi traditions shared ideas of devotion, unity of God, love, and equality. Poets and saints combined ideas from different religions, enriching Indian literature.

Persian and Arabic influences blended with Indian music, especially in Hindustani music and qawwali. In painting, Mughal miniature art influenced Rajput styles through the exchange of techniques, themes, and colours. Persian ideas like the charbagh were also adopted in Indian gardens and architecture.

Thus, new influences were combined with existing traditions, creating a rich cultural synthesis.

LET’S EXPLORE

1. kābā phir kāsī bhayā, Ram bhayā re Rahīm

moṭ chūn maida bhayā baiṭhi Kabīrā jīm (Page 220)

When wheat is ground into flour, all distinctions between individual grains disappear; they become one substance.

Similarly, when one realises the divine, all differences between Ram and Rahim dissolve.

For Kabir, once everything becomes one (like flour), he peacefully “sits to eat”. What is the message of this dohā or couplet?

Ans: The message of this doha is that all human beings are equal, and there is no difference between religions. Just as wheat grains become one substance when ground into flour, Ram and Rahim are also one divine power. Kabir teaches us to rise above religious differences and live with love, unity, and harmony.

2. What are the traditions of story-telling in your region? Explore, with your teachers and parents, the possibility of inviting practitioners to your school for a talk and demonstration. (Page 224)

Ans: In Assam, there are several traditions of storytelling, such as folk tales, legends, and stories related to local heroes, gods, and goddesses. Bihu songs, Ojapali performances, and tales narrated by grandparents are also important parts of our storytelling tradition. We can invite local folk artists, storytellers, and Ojapali performers to our school to share these traditions through talks and live demonstrations. This will help students understand and preserve our rich cultural heritage.

3. Observe all the miniature paintings featured here. What are the similarities and differences you notice? What are the features that have changed, and which have been retained? (Page 228)

Ans: The miniature paintings have similarities in their detailed designs, bright colours, decorative patterns, and depiction of people and nature. However, they differ in themes, styles, colours, and artistic techniques. Persian influences can be seen in Mughal paintings, while Rajput paintings often feature Hindu themes. Over time, painting styles changed through the use of new techniques and influences, but detailed artwork, traditional themes, and the use of colours were retained.

4. Take up a group project. Identify the local forms of art and craft in your area. Are they being continued? How are the knowledge and skills in these being transferred from generation to generation? (Page 230)

Ans: In Assam, various traditional forms of art and craft are practised, such as bamboo and cane crafts, bell-metal work, pottery, weaving of traditional textiles, and mask-making. These art forms are still continued in many parts of the state. The knowledge and skills are transferred from one generation to another through family traditions, practical training, and guidance from experienced artisans. Schools, cultural organisations, and local exhibitions also help preserve these traditional crafts.

5. From the chronicle of the Portuguese traveller to India, Fernão Nunes, who visited the Vijayanagar Empire: “He [the King] has also women who wrestle, and others who are astrologers and soothsayers; and he has women who write all the accounts of expenses that are incurred inside the gates, and others whose duty it is to write all the affairs of the kingdom and compare their books with those of the writers outside; he has women also for music, who play instruments and sing.” What are the different vocations women were involved in as a part of the King’s staff? (Page 232)

Ans: Women in the Vijayanagar Empire were involved in various vocations as part of the King’s staff. They worked as wrestlers, astrologers, soothsayers, accountants, record keepers, musicians, and singers. They also maintained accounts of expenses and records of the affairs of the kingdom.

6. What conclusions can we draw from such acts about the economic and social status of these women? (Page 233)

Ans: We can conclude that women enjoyed important positions and had opportunities to work in different fields. They were educated, skilled, and involved in administrative, cultural, and professional activities. This suggests that some women had economic independence and a significant social status in the Vijayanagar Empire.

7. Imagine that you are a historian in the 22nd century looking at the lives and status of girls and women in 21st-century society. What are the different aspects you would write about? Exchange your thoughts with your classmates. How similar or different are they? (Page 233)

Ans: A historian would study the lives, status, economic roles, and social participation of women. The text highlights that women in earlier centuries:

(i) Participated in administration, education, and public life in some regions.

(ii) Worked as wrestlers, astrologers, accountants, and musicians in royal establishments.

(iii) Donated land and villages to temples.

(iv) Built community halls and wells for public use.

(v) Had economic power and social influence.

(vi) Contributed to the economic prosperity of society.

A historian would also examine women’s participation in public life, access to education, economic contributions, and leadership roles. The comparison would help us understand how women’s roles and status have changed over time and how they continue to contribute to society’s economic, social, and cultural development.

8. Over this period loan words from Persian also began to enter regional languages and literature. Today we can hardly identify them as having Persian roots. Create a list of words in your regional language that might have Persian roots. You may be surprised by your findings! (Page 238)

Ans: During this period, Persian became the language of administration and courtly culture under the Mughals. As a result, many Persian words entered regional languages and literature. Indian languages such as Sanskrit, Tamil, Telugu, Kannada, Odia, Hindavi, Bengali, and Marathi continued to flourish while absorbing Persian vocabulary.

Urdu developed in the Ganga-Yamuna plains from Hindi/Hindavi, incorporating words from Arabic and Persian. In the Deccan, it developed into Dakhini and adopted words from local languages like Telugu and Marathi.

Thus, many commonly used words in regional languages today have Persian roots. Examples include Kitab, Duniya, Khushi, Rang, Bazar, Darwaza, Khabar, Dost, Shahri, and Zamini.

9. Make a list of popular dishes in your region. Explore their origins and discover various cross-cultural influences. (Page 245)

Thus, many commonly used words in regional languages today have Persian roots. Examples include Kitab, Duniya, Khushi, Rang, Bazar, Darwaza, Khabar, Dost, Shahri, and Zamini.

10. What are your observations about continuity and change in clothing styles today? What might be the reasons for the changes we see? (Page 247)

Ans: Clothing styles today show both continuity and change. Traditional clothes like sarees, dhotis, mekhela chadors, and kurta-pyjamas are still worn, especially during festivals and special occasions. At the same time, modern clothes like jeans, T-shirts, and trousers have become common in everyday life.

These changes are mainly due to globalisation, changing lifestyles, modern fashion trends, education, media, and the influence of different cultures. However, traditional clothing continues to reflect our cultural identity and heritage.

THINK ABOUT IT

1. Why do you think music and dance played a significant role in spreading the message of bhakti? (Page 221)

Ans: Music and dance played an important role in spreading the message of Bhakti because they made devotional teachings easy to understand and remember. Bhakti saints composed songs and verses in local languages, which connected with common people.

These songs were sung in gatherings with musical instruments and dance. Through them, messages of love, compassion, equality, and devotion to God reached people from all sections of society.

2. What impact do you think the destruction of major universities like Nālandā and Vikramaśhilā had on the development of education and knowledge in India and around the world? (Page 235)

Ans: The destruction of Nalanda and Vikramashila was a great loss to education and knowledge in India and around the world. These universities were important centres of learning and attracted students from different countries. They taught subjects like Buddhism, philosophy, mathematics, astronomy, medicine, and grammar.

Their destruction led to the loss of valuable books, manuscripts, and learning resources. Many scholars were forced to leave, which affected the growth of education and the exchange of knowledge. However, education continued through other institutions like temples, monasteries, madrasas, and gurukuls.

Questions and activities

1. What is the path to mokṣha that became popular in the period from the 13th to 17th centuries?

Ans: The path to moksha that became popular during the 13th to 17th centuries was the Bhakti Marga, or the path of devotion. It emphasised love, faith, and devotion to God rather than ritual practices. Bhakti saints spread their teachings through devotional songs and poetry in local languages.

2. Name three bhakti saints from different regions of India and identify the key messages they promoted.

Ans: (i) Kabir (North India): He believed in one God and criticised religious rituals. He promoted unity and equality.

(ii) Guru Nanak (Punjab): He taught the oneness of God, equality of all people, and rejected caste discrimination.

(iii) Chaitanya Mahaprabhu (Bengal): He spread devotion to Krishna through singing and dancing and emphasised love and devotion to God.

3. Kabir’s doha compares wheat being ground into flour with the unity of Ram and Rahim. Why do you think he used this everyday example?

Ans: Kabir used the example of wheat being ground into flour to make his message easy to understand. Just as separate wheat grains become one flour, Ram and Rahim are also one divine power. Through this example, Kabir taught that God is one and people should rise above religious differences and live in unity.

4. The chapter mentions that while major universities like Nalanda were destroyed, education continued through decentralised systems like gurukulas, temple schools, and apprenticeships. What advantages might these smaller, local systems have had in surviving political turmoil?

Ans: During invasions and political instability, large universities like Nalanda and Vikramashila were destroyed. However, education continued through gurukulas, mathas, temple schools, Buddhist viharas, Jain pallis, and village pathshalas.

These institutions were spread across different villages and local areas. Their small and decentralised nature made them less affected by political turmoil. Kings, saints, poets, and scholars also helped preserve these centres of learning.

5. Women’s roles changed differently across regions during this period. What factors mentioned in the chapter might explain why the same historical events affected women differently in different regions?

Ans: Women’s roles changed differently due to regional political conditions, social customs, and levels of stability. In North India, practices like purdah became more common. However, in the Vijayanagara Empire, women worked as wrestlers, astrologers, accountants, and musicians.

Queens and wealthy women also donated land and built wells and community halls. This shows that local traditions, economic conditions, and political situations influenced women’s roles in different regions.

6. The chapter describes how Indian culture sometimes “adopted or adapted” external influences. Why do you think adaptation (changing something to fit local tastes) might be more successful for cultural survival than simply copying or completely rejecting new ideas?

Ans: Adaptation helps a culture accept new ideas while preserving its own traditions. During this period, Indian society adopted and adapted many foreign influences.

For example, Persian words entered regional languages, Urdu developed by combining Hindavi with Persian and Arabic vocabulary, and clothing styles like the jama and angrakha were adapted to Indian tastes.

In this way, Indian culture retained its identity while becoming richer through new influences.

7 What are some examples of cultural interactions that led to the creation of new art forms?

Ans: Some examples of cultural interactions that created new art forms are:

(i) Hindustani Music: It developed with influences from Persian and Arabic traditions.

(ii) Qawwali: It emerged as a devotional musical form in Sufi traditions.

(iii) Mughal Miniature Painting: It combined Persian styles with Indian themes.

(iv) Rajput Painting: It adopted some Mughal influences, including court scenes and garden themes.

(v) Urdu Language: It developed by combining Hindavi with Persian and Arabic vocabulary.

These examples show how different cultural traditions interacted and created new forms of art and culture.

8. Research one bhakti or Sufi saint mentioned in the chapter (Kabir, Mirabai, Ravidas, Tukaram, Chishti or others). Find one of their poems or bhajans in translation, and prepare a three-minute presentation where you:

(a) Share the poem/song,

(b) Explain its main message,

(c) Describe why it might have appealed to common people during that time, and

(d) Discuss whether its message is still relevant today.

Ans: Kabir – A Bhakti Saint

(i) Poem/Doha: Kabir compared wheat grains being ground into flour with the unity of Ram and Rahim. Just as separate grains become one flour, Ram and Rahim represent one divine power.

(ii) Main Message: Kabir taught that God is one. He promoted love, equality, and unity and criticised unnecessary religious rituals.

(iii) Why It Appealed to Common People: His teachings used simple language and everyday examples. They were easy to understand and promoted equality beyond religious and caste differences.

(iv) Relevance Today: Kabir’s message is still relevant because it teaches us religious harmony, equality, mutual respect, and unity among people.

9. Choose one aspect of culture from the chapter (architecture, clothing, food, music, education, or gardens) and create a group project to study how it appears in your region.

Try to enquire into:

(i) What has changed and what has remained the same over time?

(ii) What are your thoughts on why certain elements continued while others changed? You can present your report in any form — as an illustrated report, or digital presentation, or in any other creative way.

Ans: Traditional Gardens

Introduction: Gardens have been an important part of Indian culture since ancient times. They were built around temples and often included ponds and water tanks. During the Mughal period, Persian-style Charbagh gardens became popular, with four sections, water channels, and fountains.

What has remained the same?

(i) Gardens are still important for beauty and relaxation.

(ii) They continue to be found near religious and public places.

(iii) Ponds and water bodies remain important features of many gardens.

What has changed?

(i) Modern gardens include new designs and decorative features.

(ii) Fountains and planned pathways have become common.

(iii) Gardens are now also developed as public parks and recreational spaces.

Why have some elements continued while others changed?

Traditional garden designs continued because they were deeply connected with Indian culture. New designs and features were adopted through cultural interactions and changing lifestyles. This helped gardens retain their traditional importance while adapting to modern needs.