Discipline Specific Core Course History of India from Earliest Times Upto 300 Ce
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B.A. (Programme) Semester-I HISTORY DISCIPLINE SPECIFIC CORE COURSE HISTORY OF INDIA FROM EARLIEST TIMES UPTO 300 CE UNITS (1-8) SCHOOL OF OPEN LEARNING University of Delhi Department of History Course Co-ordinator : Dr. Rajni Nanda Mathew CONTENTS Unit-1 Interpreting Ancient India; Survey of Sources Dr. Rajni Nanda Mathew Unit-2 Prehistoric Cultures : Paleolithic, Mesolithic, Neolithic; rock art 1. Paleolithic and Mesolithic Cultures; Rock Art : Dr. Rajni Nanda Mathew 2. Advent of Food Production; Neolithic Cultures : Ms. Deeksha Bhardwaj Unit-3 Harappan Civilization: Origin and extent, town planning, economy, Society and religion, decline and continuity. Chalcolithic cultures 1. The Harappan Civilization : Prof. Nayanjot Lahiri and Ms. Deeksha Bharadwaj 2. The Neolithic-Chalcolithic Cultures Outside the Indus system : Dr. Rajni Nanda Mathew Unit-4 Vedic Culture : Polity, economy, Society and religion. Beginnings of the iron age; Megalithic Cultures 1. Society, Polity, Economy and Religion as reflected in the Vedic Literature : the Aryan Question : Dr. Sheo Dutt 2. The Megalithic Cultures of South India : Dr. Vikas Kumar Verma Unit-5 Post-Vedic Period : material and social changes, Mahajanapadas and the rise of Magadha, Buddhism and Jainism : doctrines ; spread. 1. Developments from Sixth to Fourth Century BCE: New Religious Movements : Ms. Kiran Loomba 2. Rise of Territorial States: Emergence of Cities : Ms. Kiran Loomba 3. Early State Formation : Dr. Rajni Nanda Mathew Unit-6 The Mauryan Empire : State and administrations, society, economy, Ashoka’s Dhamma, decline, art and architecture Dr. Rajni Nanda Mathew and G.C. Yadav Unit-7 The Far South : Tamilakam; Polity, economy and Society The Sangam Age Dr. Vikas Kumar Verma Unit-8 Post-mauryan age with special reference to Satavahanas and Kushanas: polity, economy, society, culture Post-Mauryan Patterns (200 BCE to 300 CE) Dr. Shonaleeka Kaul INTRODUCTION India is a country which steadily developed through the ages and maintained a long cultural continuity. Every period of her history has left something to the present day. The purpose of the study of the course titled ‘History of India from earliest times up to 300 CE’ is to know how, when and where people developed the earliest cultures in India; how they began undertaking agriculture and stock raising which made life secure and settled; and how eventually, the consequent dynamics of change ushered in by these developments led to the formation of the first civilization, kingdoms, empires, and early historic societies and cultures. In other words, it traces the development of civilization in India from the earliest times till the third century of the Common Era. The course has been dealt with in eight units, each in turn consisting of several sections and sub-sections. Unit 1 deals with various kinds of sources which provide information for the reconstruction of history of ancient India. It also throws light on the historical trends in the context of studies on ancient India history. Unit 2 is on the Pre-historic Culture. It has been divided into two sections. The first one examines the Palaeolithic and Mesolithic cultures of the Indian subcontinent and also gives an account of the geographical distribution of the archaeological sites, the tool types discovered and the subsistence pattern pertaining to these cultures. The second section deals with the characteristic features of the Neolithic period in the subcontinent. It traces the developments leading to the beginnings of food production. The distribution of Neolithic sites in different regions has also been touched upon. Unit 3 deals with various aspects related to the origin, rise and decline of the Harappan civilization. It contains information about the material characteristics of the Harappan Civilization such as town planning, agriculture, trade, craft production etc. The growth and nature of Neolithic-Chalcolithic agricultural settlements outside the extent of the Harappan civilization have also been discussed. Unit 4 deals with the questions related to the original homeland of the Aryans, and also with the social, political, economic and religious conditions of Vedic people as reflected in the Vedic literature. It also includes a section on the beginnings of the Iron age and the origin and spread of Megalithic cultures in South India which provides us a useful insight into the nature and traits of settlements belonging to these cultures. Unit 5 consists of three sections. The first section deals with the social and economic conditions in North-West India in the sixth century BCE. It also throws light on the doctrines and spread of both Buddhism and Jainism. The second section explains the emergence of territorial states in different parts of India in the sixth century BCE with special reference to the Mahajanapadas. The third section focuses upon the rise and growth of Magadha as the most powerful Mahajanapada and the effects of Persian and Greek invasions on India. Unit 6 deals with the state and administration, society, economy, art and architecture and the decline of the Mauryan Empire. Ashoka’s dhamma has also been explained. Unit 7 deals with the Far South and traces the development in different spheres of life during the Sangam Age of South India (as reflected in the Sangam literature). Unit 8 gives an account of the society, polity, economy and culture during the post-Mauryan period (200 BCE-300 CE) with special reference to Satvahanas and Kushanas. UNIT 1 INTERPRETING ANCIENT INDIA: SURVEY OF SOURCES Structure 1.0 Objectives 1.1 Introduction 1.2 Historical trends 1.2.1 The Orientalists or Indologists 1.2.2 The Christian Missionaries and the Utilitarians 1.2.3 The British-Administrator Historians 1.2.4 The Indian Scholars 1.2.5 Conclusion 1.3 Sources of Ancient Indian History 1.3.1 Introduction 1.3.2 Literary Sources 1.3.3 Limitation of Literary Sources 1.3.4 Archaeological Sources 1.3.5 Conclusion 1.4 Let us Sum up 1.0 Objectives After reading this unit you should be able to: • trace the beginnings and growth of modern research in the history of ancient India • explain the political and intellectual background of the emergence of various historiographical trends • identify various sources which help in the reconstruction of ancient Indian history • explain the importance and limitations of these sources 1.1 Introduction In the case of ancient India, there are various forms of literary evidence. However, the Rajatarangini (history of the kings of Kashmir) written by Kalhana in the twelfth century is considered as the historical text which records proper historical chronicle dating from the ancient period of Indian history. Modern research in the history of ancient 1 India began only in the second half of the eighteenth century. This scholarly activity of constructing and writing history came to be known as historiography. We shall now attempt to briefly study the dominant historical trends from mid-eighteenth century onwards. 1.2 Historical Trends In the eighteenth century, the growing administrative responsibility of the East India Company necessitated its officers to be familiar with the laws, habits, customs and history of the Indian people; in other words to know systematically about the country they were to rule. The initial efforts in this direction resulted in the establishment in Calcutta in 1784 of the Asiatic Society of Bengal. 1.2.1The Orientalists or Indologists The modern historical writing began after the establishment of the East India Company. The writings of European scholars usually referred to as the Orientalists or Indologists, dominated the 18th and 19th centuries. The most important of them was Sir William Jones, an employee of the East India Company, who gave a boost to Indology. Sir William Jones (1746-94) along with Charles Wilkins developed keen interest in Indian literature and culture. However, the greatest impetus to Indological studies was given by the German-born scholar F. Max Mueller (1823-1902), who never visited India and spent most of his time in England. He propounded the idea of a common Indo- European homeland and heritage. Several early orientalists like Max Mueller spoke emphatically about the unchanging Indian village communities. They depicted India as a country of philosophers but at the same time believed that the Indian mind lacked the ability for political and material speculation. They stated that the ancient Indians lacked a sense of history and were accustomed to despotic rule. The Western scholars stressed that Indians had no notion either of nationhood or of any form of self government. 1.2.2 Charles Grant and the Utilitarians The Christian missionaries led by Charles Grant and the Utilitarians like James Mill did not share the early orientalist view of India, were hostile to Indian culture in their writings and are said to have created “Indophobia” by describing Indians as barbaric, irrational and having no concern for political values. They described Indian society as unprogressive and stagnant. 1.2.3 The British-Administrator Historians Vincent A Smith was the best known of the British-Administrator historians. He made a systematic survey of early Indian history. Smith believed that India had a long tradition of oppressive despots and exaggerated the ruthlessness of ancient Indian kings. He described Kautilya’s penal code as ‘ferociously severe’. Thus the British scholars had different perceptions of early India. They wrote with a view to justify colonial rule and the exploitation of its Indian resources thus distorting historical evidence in the process. 2 1.2.4 The Indian Scholars Indian scholars influenced by Indian reformist leaders, and also by the growing nationalism and political awakening presented a great challenge to the British views. They took upon themselves to reconstruct ancient Indian history in such a way so as to make a case for social reforms and self-government. Notable among them were R.L. Mitra, R.G.