CBSE-STD VI-Social Science-New Empires and Kingdoms Page 1 of 40

Master Lesson Plan

For

New Empires and Kingdoms

Board Standard Subject Chapter Language Reference Link Creation date

New Empires and New Empires and CBSE STD VI Social Science English 2021-04-29 22:18:48 Kingdoms Kingdoms

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New Empires and Kingdoms

1. MS_Objectives New Empires and kingdoms

Notes to teacher: This asset lays down the proposed plan for transacting this chapter ‘New empires and kingdoms'. It states the objectives of the MLP.

This asset is for teacher’s reference and need not be taught to the students.

Students will be able to:

Dramatize the achievements of King Samudragupta. Examine king Samudragupta and his policies which are explained in the prashasti. Enjoy the greatness of Gupta rulers. List the lineage or order of Gupta rulers. Show the extent of Samudragupta’s empire. Explain the rule of Harshavardhana through the biography written by Banabhatta. Answer the questions on Gupta rulers and Harshavardhana in the timeline of indian history. Describe the invasions by prominent rulers during that period. Differentiate the methods of administration. Analyse the ways of administration during a king's rule. Compare the assemblies during the king's rule and now. List the types of army in the early kingdom. Appreciate honesty and identifies the reward it pays. Recall questions on Pallavas, chalukyas and Pulakeshin, administration, army of kings, and assemblies during king’s rule. Summarise Samudragupta's Prashasti, his ruling policies and relations with other kings in the chapter New empires and kingdoms.

Time to teach Asset Type Theme SubTheme

3 Minutes Main Script Early Kings and Kingdoms Early rulers , Early rulers

2. SA_Role play of Samudragupta Prashasti

Aim: To enable the students to know king Samudragupta’s achievements through a role play.

Resources required - Picture of a king with or //and a musical instrument, a poem written on a

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 4 of 40 scroll with inscriptions of Samudragupta’s achievements.

Setting for an activity - classroom ( indoor)

Type of activity: Group activity (Teacher selects the students)

Notes to teacher: Teacher selects students for different roles, depending on the strength of the class and distributes the work accordingly. Students prepare required resources such as bows/arrows, swords, axes, etc. well in advance. Students come in turn in front to do their roles. Teacher prepares the children with dialogues beforehand. Teacher asks one of the students to get a Scroll with Samudragupta’s achievements written on it.

Students are selected for the following roles:

1) One for the role of king Samudragupta

2) One as a court poet - Harisena

3) Five students as other kings [Aryawarta , Dakshinapatha, Sri Lanka, Kushanas,and Sakha] for the fight.

4) Two students as subjects for each king [ten students]

5) Three students as sutradhar 1,2 and 3 (narrators-who come in between and talks). Three Sutradhars [narrators] stand one behind the other.

6] 2 subjects to answer narrator’s questions

Teacher informs the students that questions like who all were there in the role play, what were they doing, who won the battle will be asked so that students take interest in observing the play and ensures participation by everyone. Clear instructions to students who are acting as subjects to walk with their king and announce his name and after the fight, they assist the king and go back to their place.

Teacher has to give clear instructions to students regarding their standing positions, entry and exit directions and inform students to maintain discipline.

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(A total of 22 students to be selected to do the role play)

Instructs the class to observe the conversation,and follow discipline.

Procedure

1. Teacher calls out the selected students. (prepares the students one or two days before). 2. Asks the class to maintain silence and observe and note the points in their notebooks. 3. Teacher gives the swords/bows and arrows to students doing the role as kings. 4. Student doing the role of Poet Harisena gets a scroll with Samudragupta’s achievements written on it.

Activity

The student who was selected as King Samudragupta walks majestically and does the action as if playing with his moustache.

Sutradhar 1: Can you identify who is this?

Subject1: Yes - he is our king Samudragupta.

Sutradhar 2. : Yes - he is a great king and has fought many battles and won many awards Now he is going to wage wars with our neighboring rulers.

(Other kings enter here)

Sutradhar 1: Let us see our brave king fighting over others.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 6 of 40 Kings show the action of fighting. Except for king Samudragupta, others fall down, though Samudragupta too gets wounded.

Subject 2: Victory to our king Samudragupta. He is Maharaja Adhiraja[ means King of kings ]

(Poet Harisena enters with a scroll in his hand)

Poet: Reads the achievements written by him in praise of King Samudragupta

“Oh king of kings - you are a learned good looking handsome and great warrior, amazing to see the way you fight. Wounds on your body speak of your courage and using the war equipment like swords, spears, axes, spikes, barbed darts, and arrows was great. You are a lover of poetry and a good player of Veena”.

Sutradhar 2- These achievements in praise of King Samudragupta were called as ‘Prashasti.’ written in inscriptions on pillars.

. Conclusion -The students watch the role play - note the important points of Samudragupta’s achievements in their notebooks. At the same time understanding the achievements of King Samudragupta from the poem written by his court poet as Kavya [poem]. These achievements of samudragupta written in the inscriptions were called Prashasti.

Questions are asked by the teacher to the students who were observing the role play.

Follow-up questions:

1. What was the name of the poet? 2. How did the poet describe king Samudragupta? 3. What is the meaning of 'Prashasti'?

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 7 of 40 Limitations: Teacher can check about the costumes for kings and other characters. These can be simple and can ask the students to get ready with available resources.

Weapons like swords, bows and arrows, axes can be made in students art and craft class or can be made by students with cardboard covering them with golden sheets.

Classroom can be adjusted accordingly so that space is created for the students to enact the role play.

Observation: Teacher and the rest of the students observe the role play. Teacher help the students enact the roles as and when required.

Time to teach Asset Type Theme SubTheme

Samudragupta’s Prashasti, 6 Minutes Suggested Activity Early Kings and Kingdoms Samudragupta’s Prashasti

3. MS_Samudragupta's Prashasti

Notes to the teacher: Teacher begins by asking the students about awards or rewards. Slowly she takes it further by asking why a leader of a nation or community is honoured. Further the word award is replaced by Prashasti (Sanskrit word for ‘in praise of’ ) and explains about the same in the following asset.

King Samudragupta was a very famous king in the Gupta dynasty. He was a great warrior. His name was inscribed in the Ashoka Pillar in Allahabad (Prayag). The Gupta period was marked as the golden age of Indian culture and art. Samudragupta has won many battles. He was also known for his poetic accomplishments. He was also a very good veena player.

All these above qualities of king Samudragupta are written in the Prashasti. Prashasti is a poem written in praise of a king. Many Prashastis have been written in praise of brave and righteous kings in the past. Samudragupta's Prashasti is written by his court poet Harisena and is composed as a Kavya (poem). He praises the king as equal to Gods.

A part of his Prashasti is mentioned here:

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 8 of 40 ‘’Whose body was most charming, being covered with the plenteous beauty of the marks of hundreds of scars caused by battle-axes, arrows, spikes, spears, barbed darts, swords, iron clubs, javelins, barbed arrows, long arrows and many other weapons.’’

Some other qualities of Samudragupta are shown on coins.

The above coin depicts Samudragupta playing the Veena, which shows his love for music. Samudragupta with the Garuda pillar on another coin, shows his love for arts.

Poet Harisena explains four different rulers, who accepted king Samudragupta’s policies, and his relation towards those rulers.

Aryavartha rulers: Samudragupta waged wars against the 9 rulers, defeated them and extended his empire into their kingdoms. Dakshinapatha rulers: Samudragupta defeated 12 rulers, and these rulers accepted his supremacy and surrendered to him, so he allowed them to rule as Samantha kings under his empire. Neighbouring states of Assam, Bengal, Nepal and Gana sanghas obeyed, accepted him as their king and used to attend Samudragupta’s court and offered various gifts as rich tribute to him. The Ruler of Srilanka and descendants of Kushanas and Shakas gave their daughters in marriage accepting his supremacy.

Samudragupta's relations and policies with other rulers

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Notes to the teacher- Teacher can draw the mindmap on the Black board and ask the students copy it in their notebooks

Map showing the areas under Samudragupta’s rule. :

Ashoka Pillar is presently in Allahabad (Prayag). The original location of this pillar is unknown. The pillar was uprooted by the Mughals and moved to Allahabad (Prayag). Mughals cut out a part of the Prashasti to inscribe their own glory.

Image urls

Samudragupta Coin - https://commons.wikimedia.org/wiki/File:Dinar_of_Samudragupta_I_LACMA_M.77.55.16_(1_ of_3).jpg

Map - https://commons.wikimedia.org/wiki/File:Gupta_Empire_320_-_600_ad.PNG – Attribution - Arab Hafez

Pillar - https://commons.wikimedia.org/wiki/File:4th_to_5th_century_Sanskrit_inscription_of_Chandr a,_iron_pillar_at_Qutb_complex_Mehrauli,_Delhi.jpg

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 10 of 40 Time to teach Asset Type Theme SubTheme

Samudragupta’s Prashasti, 10 Minutes Main Script Early Kings and Kingdoms Samudragupta’s Prashasti

4. IA_ Golden age of Guptas

Notes to Teacher: Teacher can introduce Chandragupta II as one of the famous rulers of Guptas and can explain his rule in brief. His rule was marked as the golden age of Guptas. During his reign he introduced many coins. He also constructed many pillars.

Everyday, the famous Iron pillar at Delhi is visited by people from around the world.

Iron pillar of Chandragupta II at New Delhi.

Features of Iron Pillar

It is situated in Qutub Complex, in New Delhi, also known as Mehrauli Pillar; It is an amazing construction by Chandragupta’s metallurgy skills; It is composed of pure wrought iron; Most of the pillar material is Iron, with low sulfur, and high phosphorus is what the metallurgical engineers think; It was constructed around 1600 years ago; Even today the pillar is rust free; only the bottom portion and top of the pillar portions were little rusting, maybe due to hundreds of years of exposure to winter moisture and rain water.

The iron pillar inscription states that "his name was Chandra and he was holding the glory of a full moon on his face".

I nscriptions on Iron pillar

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C handraGupta‘s name on inscriptions is written in Gupta language

The full name "Chandragupta" in Gupta script (Gupta script: ) Cha-ndra-gu-pta(ḥ).

Image url https://commons.wikimedia.org/wiki/File:QtubIronPillar.JPG#filelinks https://commons.wikimedia.org/wiki/File:Inscription_on_Iron_Pillar,_Delhi.jpg https://commons.wikimedia.org/wiki/File:Chandra_on_the_Iron_Pillar_of_Delhi.jpg

Time to teach Asset Type Theme SubTheme

Samudragupta’s Prashasti, 5 Minutes Interesting Asides Early Kings and Kingdoms Samudragupta’s Prashasti

5. MS_Genealogies of Gupta Rulers

Notes to the teacher- Teacher can ask questions based on students previous knowledge, what is the meaning of Prashasti? Whose Prashasti we heard before, and continue her explanation of a king's hereditary rule.

Genealogy of Gupta Kings - In ancient times, Prashasti used to describe a king’s rule and also used to mention the rulers before him.

On the Allahabad pillar, in Samudragupta’s prashasti, his great grandfather, grandfather, father ,mother and his son were mentioned. Complete list of Gupta rulers along with their titles were given; Sri Gupta was the founder of the Gupta dynasty. He was given the title Raja; [great grand father]

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 12 of 40 Sri Gupta was succeeded by his son, Ghatotkacha, he was called Maharaja; [grandfather] Ghatotkacha was succeeded by his son Chandragupta I; [father] Chandragupta I married Kumaradevi of Lichhavi Gana, [mother of Samudragupta] and he expanded his kingdom to neighboring states. He was called Maharaja- Adhiraja, which means King of Kings; Chandragupta I was Succeeded by his son Samudragupta; Samudragupta was a great warrior, excelled his father in war, trade and maintained peace in the kingdom. He himself adopted the title Maharaja- Adhiraja; Samudragupta was Succeeded by his son Chandragupta II.

Chandragupta II was a great warrior, defeated many kings in neighboring states and extended his kingdom up to western parts of India. He was a learned scholar, patronising many scholars in his court like Kalidasa and Aryabhatta. He won many titles Vikramaditya [the legend], Bhattaraka and Maharaja-Adhiraja. In his prashasti, his father Samudragupta was mentioned. Their rule was called ‘the Golden age of Gupta period’

Notes to teacher - Teacher can draw the gupta rulers lineage on the board, and ask the students to draw it in their notebooks. Teacher can also give a follow up homework to the students to draw their family lineage as a mind map or a family tree and share it in the next class. Please inform the students that Ghatotkacha of Gupta dynasty is different from Ghatotkacha [Son of Bhima] of Mahabharata epic.

Samudragupta's Genealogy .

Great grandfather Grand father Father

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 13 of 40 Samudragupta Chandragupta II

Images-

Samudragupta; Chandragupta II; SSSVV Gallery - King

Images of kings - SSSVV Gallery

Time to teach Asset Type Theme SubTheme

Samudragupta’s Prashasti, 5 Minutes Main Script Early Kings and Kingdoms Samudragupta’s Prashasti

6. SA_Extent of Samudragupta Empire

Aim: The students will be able to mentally retain the names of the rulers of Gupta period by visual presentation of the activity and also mark the extent of the empire on a map.

Type of activity: Group activity for whole class

Setting for an activity - classroom (indoor)

Materials Required - Placards with Kings of Gupta period written on it. Map of Samudragupta’s extent of kingdom, marked with different colors on a chart.

Notes to teacher: 1. Teacher shows/displays the map of Samudragupta’s empire on the board. Teacher gets a few placards having the names of Gupta period rulers made and selects few students to hold them and stand in front. The students selected from each group are asked to talk a few lines about the king. For eg. I am King ...... king they are holding. I ruled from ….. to …….. . Groups come in front one after another and deliver their part. When one group is in front other groups observe and answer the questions asked.

Procedure:

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 14 of 40 Teacher divides the class into 4 groups. One group as Aryavarta rulers - 9 kings One group as Dakshinapatha rulers - 12 kings One group as rulers of kushanas and shakas - 3 or 4 kings One group as Sri Lankan kings - 2 kings - 2 as their daughters

1. Now selected students holding the placard and the respective king come in front and stand; 2. The student holding the placard talks about the king whom he is introducing; 3. One by one all the group kings are introduced; 4. One from each group talks a few lines about themselves and asks questions to the other groups; 5. Teacher shows the map of Samudragupta’s kingdom and the occupied territories; 6. Teacher calls students one by one by name and asks him/her to mark a territory of gupta rulers on the board using different colours; 7. Teacher ensures that everyone in the class gets a chance to participate in the activity.

Follow-up questions: ( One question each to 4 groups)

1. What is the modern name of Prayaga? Mark it on the map. 2. What is the modern name of Pataliputra? Mark it on the map. 3. What was the difference between the way in which Samudragupta treated the rulers of Aryavarta and Dakshinapatha? Can you suggest any reasons for this difference? 4. Name the different rulers of Gupta period.

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Answers:-

1. Prayagaraj [Allahabad] 2. Patna 3. Aryavarta rulers did not accept Samudragupta’s supremacy and hence he defeated them and took over their kingdoms. Dakshinapatha rulers accepted king Samudragupta’s supremacy and so he allowed them to rule under his kingdom. 4. Samudragupta, his great grandfather (Sri Gupta), grandfather (Ghatotkacha) his father (Chandragupta I) and his son (Chandragupta II)

Conclusion - Students get an outline map of India and mark the extent of Samudragupta’s empire - Homework.

The students can appreciate the extent of Samudragupta's empire and his relation with other kingdoms.

Limitations:

Teacher to get printout of outline maps to be given to all the students or can ask the students to get it.

Students to get colour pencils to mark different territories.

Students doing the king's role to dress up with available resources.

Placards with King's name written on it - students can be asked to get these ready prior to the activity day. If not they can use a chart paper cut and use it as a placard.

URLs

Image Urls: India map: Created using MS PowerPoint shape https://commons.wikimedia.org/wiki/File:Four_sets_of_Gold_Coins_of_Vima_Kadphise

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 16 of 40 s.jpg – Attribution - Ancient Art

Time to teach Asset Type Theme SubTheme

Samudragupta’s Prashasti, 5 Minutes Suggested Activity Early Kings and Kingdoms Samudragupta’s Prashasti

7. MS_Harshavardhana Rule

Notes to teacher- Teacher recalls the Gupta rulers and their golden age. She Continues with the next King Harshavardhana and his rule.

Harshavardhana - We know about Gupta rulers from the Prashastis and the inscriptions on pillars and coins. Through these inscriptions we learn about other king's biographies. One of them is king Harshavardhana, whose biography is written by Banabhatta.

1. Banabhatta was the court poet of King Harshavardhana; 2. He wrote the biography of King Harsha in Sanskrit; 3. He was a famous scholar; 4. Harshavardhana's biography [life story of Harsha] was called ‘Harshacharita'.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 17 of 40 In the biography it is mentioned that Harsha ruled 1400 years ago [606- 648AD]; Harshacharita gives details on the genealogy of Harsha and ends with his coronation as a king; It describes India’s natural environment and the industry of its people shows us a glimpse of life at Harsha’s time.

Xuan Zang:-

During Harsha’s rule he encouraged many foreign travellers to visit his kingdom and stay in his court. One such Chinese scholar Xuan Zang is very famous and spent a lot of time and gave a detailed note on Harshavardhana’s kingdom and his rule; According to him Harshavardhana was not the eldest son.

He came to rule after the death of his father and elder brother; Harsha took over Kanauj from his brother-in-law; His brother-in-law was killed by a Bengal ruler; He waged a war against the Bengal ruler to take over Kanauj; He was a successful ruler in some parts of the East - from Maghada to Bengal; He tried to expand his kingdom towards the south crossing Narmada, but he was stopped by Pulakesin II of the Chalukya dynasty; His kingdom expanded across the whole of north India along the Indo-Gangetic plains upto Orissa.

Present day states in India which King Harshavarsdhana ruled From Bengal to Narmada:

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 18 of 40

Thaneshwar - it is in Haryana Kanauj - it is in Uttarpradesh Prayaga - Prayagraj in south Uttar Pradesh Mathura - Mathura in Uttar Pradesh Bengal - West bengal Magadha - Magadha in Bihar Narmada - Narmada in Madhya pradesh Orissa - Odisha Pataliputra - Patna In Bihar

Coronation : https://pixabay.com/vectors/graphic-crown-vishnu-hindu-india-3493817/

Environment : https://pixabay.com/vectors/earth-planet-mother-earth-ecology-5047886/

Map : https://en.wikipedia.org/wiki/Harsha#/media/File:India_7th_century_AD.jpg

Image of king Harshavardhana : SSSVV Gallery - Emperor

King Samudragupta : SSSVV Gallery - Samudragupta

Time to teach Asset Type Theme SubTheme

King Harshavardhana , King 8 Minutes Main Script Early Kings and Kingdoms Harshavardhana

8. QA_Early Kings

Notes to teacher: Question numbers I to III can be dealt with in the class and IV and V can be given as homework. Teacher to ensure participation by all students. Give time for the students to think and answer.

1. Fill in the blanks:

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1.King Samudragupta’s achievements are known from inscriptions on the ------in ------.

2.Samudragupta’s Prashasti describes him as a ------..

3.'In praise of' means ------.

4.Chandragupta II led his expeditions to ------where he overcame the ------.

5.King Harshavardhana’s court poet name was ------.

Answers

1.Ashoka Pillar, Prayagraj (Allahabad)

2.Great Warrior

3.Prashasti

4.Western India, Shakas

5. Banabhatta

II. Answer the following in one or two sentences:

1)What was the title won by Chandragupta II?

Ans :Chandragupta II won the title of ‘Vikramaditya’ after his victory over the Shaka kings.

2)Mention the extent of Harsha’s kingdom.

Ans: Harsha ruled over Thanesar and extended his kingdom to Kannauj and he conquered Magadha and Bengal in the east.

3)Name the chinese pilgrim who visited India during the Gupta rule.

Ans: Xuan Zang, a famous Buddhist monk from China visited India during Gupta rule.

4)Which ruler of the Chola dynasty stopped king Harshavardhana from crossing river Narmada ?

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 20 of 40 Ans: Pulakeshin II of the Chola dynasty stopped Harsha from crossing over river Narmada.

5.)Name the 4 prominent rulers who were defeated by Samudragupta.

Ans: Aryavarta Rulers , Dakshinapatha rulers, Neighboring states of Assam, Bengal, Nepal, Gana Sangas, Rulers of Kushanas, Shakas and Rulers of Srilanka were defeated and accepted Samudragupta’s supremacy.

III.. Mark the following statements True or false:

1. King Harshavardhana was the eldest son of his father. 2. Harshavardhana ruled 1400 years ago 3. Samudragupta was the first king amongst the Gupta dynasty. 4. We know about Chandragupta II from inscriptions and coins. 5. Samudragupta’s mother’s name was Kumara Devi.

Answers

1. False (He was the second son) 2. True 3. False (His great grandfather was the first king) 4. True 5. True

IV. Match the following

1. Aryavarta 1. King of Kings 2. Ujjain 2. Nine kings 3. Harisena 3. Madhya Pradesh 4. Maharaja Adhiraja 4. Vikramaditya 5. Chandragupta II 5. Court poet

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 21 of 40 Answers

1. Aryavarta - Nine kings 2. Ujjain - Madhya Pradesh 3. Harisena - Court poet 4. Maharaja Adhiraja - King of Kings 5. Chandragupta II - Vikramaditya

V. Answer the following in a short paragraph.

1.Write a brief note on the book 'Harshacharita ’

Ans - 'Harshacharita' is a Biography on King Harshavardhana written by Bhanabhatta in Sanskrit. Banabhatta was the court poet of king Harsha. According to this biography, Harshavardhana ruled 1400 years ago. The book gives us the genealogy of king Harsha and ends with Harsha becoming a King.

2. Describe Samudragupta’s ’Prashasti’ in your own words .

Suggested answer:

Q 3.How was it possible for a king to ensure proper administration in his kingdom?

Ans:

1. The king was directed by a group of ministers and village headmen. 2. The king maintained a strong contact amongst locals.

Q 4. Why should a king be fair and just?

Ans:

The king should be fair and just because it involves the life of his people. He needs to be impartial in his judgement as he is the custodian of his people.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 26 of 40

Time to teach Asset Type Theme SubTheme

Administration in the Kingdoms, 5 Minutes Inquisitive Questions Early Kings and Kingdoms Administration in the Kingdoms

11. MS_Administration of early kingdoms

Notes to the Teacher -Teacher introduces the lesson by recalling the way the kings ruled their kingdoms. How the king had a court of ministers and they were given responsibilities of the administration.

Policies and governance:

Every kingdom had a set of governing practices. Rich and respectful people helped the kings in giving good governance.

Land revenue was the most important source of income as villages were the basic units of administration.

Hereditary (sons of successful fathers) was considered for appointment as ministers. For example - Poet Harisena was appointed as the chief judicial officer - maha-danda-nayaka - like his father.

Some were given multiple responsibilities - for example- poet Harisena was given the responsibility as kumar Amatya (important minister) and sandhi vigrahika (Minister of war and peace).

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Some important posts like Nagara-Sreshti (Chief Banker), Sarthavaha (leader of the merchant caravans), Prathama kullika (Head of the craftsman) and the Head of the kayastas had a say in the local administration.

Though these were good administrative policies, the selected men became very strong and powerful. In due course of time they created their own kingdoms.

Pallavas administration through assemblies:

During the time of early kings, Pallava rulers introduced a new system in their administration by dividing the work according to the convenience of people. Those divisions were called local assemblies. In the inscriptions of Pallavas these divisions were mentioned.

These included the Sabha, Ur, and Nagaram.

Sabha was managed by land owners of specific communities. They used to look after agriculture, irrigation, constructing roads, and the temples with the help of other small subdivisions .

Ur - The ur was a village assembly where other than the land owners were doing all the local work.

Nagaram - It was looked after by merchant communities i.e. traders.

All these assemblies were dominated by rich landowners and traders which continued for many years.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 28 of 40

Time to teach Asset Type Theme SubTheme

Administration in the Kingdoms, 10 Minutes Main Script Early Kings and Kingdoms Administration in the Kingdoms

12. DD_Rule of the Kings and Governments today

Notes to teacher: Teacher begins the class with a discussion on the constitution. Our preamble says ‘ for the people, by the people and of the people’. What does it mean? The responsibility of giving good governance is in the hands of elected representatives. They work for the welfare of the society in general. Fundamental rights of every citizen is protected under our constitution.

Rule of the king - Governments today

Teacher can have a discussion on the following with the students:

1. Then and Now - Roles and Responsibilities of Law and Order

The responsibilities in the kingdom were passed on from father to son. We elect our representatives today; Today our law and justice system is an independent institution. During the king's time it was the king or the village headmen who had the authority.

2.Then and Now- The Electoral process

During the rule of the kings, the role of the king was hereditary; Today, the rulers are elected by the people. Every eligible citizen can contest elections and every eligible citizen can vote; India comprises different States and Union Territories, with one constitution governing the entire nation. There is a Federal setup with a Prime Minister at the national level and Chief Ministers for each States and Union Territories.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 29 of 40 3.Then and Now- Extent of the Rule

During the rule of the kings, they were constantly in the process of fighting with their neighboring kingdoms, either to expand their kingdom or to win back their lost territory; Today, the countries try to resolve their territorial disputes by discussions and not necessarily by war.

Administration in today’s government

India is a democratic country. It is the fundamental duty of every citizen to abide by the rules laid down in our constitution. Everyone could exercise their rights in a responsible manner.

Notes to teacher: The teacher can have further discussion on the topic of administration in day to day school management through the school senate.

Duties of representatives of School Senate:

● Student representatives of the School Senate play a major role in organising several events throughout the year;

● They undertake responsibilities by planning and executing these events in a most productive manner;

● The Senate members work on the basic ethics of Team spirit;

● The School Senate helps maintain discipline in running the school through their selected groups and representatives.

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Time to teach Asset Type Theme SubTheme

Administration in the Kingdoms, 5 Minutes Day-to-day Relevance Early Kings and Kingdoms Administration in the Kingdoms

13. MS_Army of the earlier kings

Notes teacher: Teacher starts the class by introducing the term army - persons employed to safeguard common men from external disturbances. Earlier days kings fought battles along with his army of soldiers and extended their empires. We learnt about Gupta rulers and how everyone fought many battles and prashasti were written by their court poets.

ARMY

In order to safeguard his empire and to fight for extending his empire, the king had to maintain an army. During the early years the king's army had foot soldiers, elephants, horse chariots, and cavalry to fight battles. Army was very well organised and would be ready anytime to assist the king. King used the land revenue for maintaining his army.

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Military troops : (Samantas)

Along with the army, the king had Samantas (military troops) to assist him in warfare . Samantas were given land as a gift for fighting in battles and did not receive salaries. When the king became weak, the Samantas took advantage and started acting independently.

Soldiers: https://www.needpix.com/photo/854701/armor-armour-soldier-war-warrior

Cavalry: https://www.needpix.com/photo/624088/recreation-battle-historical-storm-soldiers- cavalry

Military: https://www.needpix.com/photo/847522/military-painting

Chariot: https://www.needpix.com/photo/1794125/sculpture-horses-chariot-statue-artwork- monument-london-england-uk

Elephant: https://www.flickr.com/photos/136041510@N05/22310327348; Attribution: "India - Maruyan Army and War Elephants" by History Maps is licensed under CC BY 2.0

Time to teach Asset Type Theme SubTheme

5 Minutes Main Script Early Kings and Kingdoms Early rulers , Early rulers

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 32 of 40 14. VC_Honesty is the Best policy

Notes to the teacher:

The teacher can initiate a discussion in the classroom about Kalidasa’s famous play ’Abhijnanasakuntalam.’

We have learnt that how a poor fisherman got the ring, and his plight after he received the reward from the king.

When the police officer and the gateman decided to take a share of the reward that the king gave to the poor fisherman.

Q 1. Do you think that the police officer and the gateman had a right to take a share of the reward that belonged to the poor fisherman?

(Allow children to express their views)

The fisherman was honest enough to give the ring back to the king. So he deserved the gift entirely. The policeman and the gateman were rude to him and did nothing to help him and so did not deserve the share.

Let us look into another story from the Tales of Akbar and Birbal.

One day, a rich man wanted to punish a man named Hasan. He blamed him for stealing a necklace from his house, and reported the matter to Akbar. The case was brought to the court.

Akbar asked the man, “Why do you think that Hasan has stolen your necklace?”

The rich man replied, “Your Honor, I saw him stealing the necklace.”

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Hasan said, “No Huzoor I am innocent, I do not know anything about the necklace.''

The rich man said, “Huzoor If he is innocent, let him prove his innocence. Let me bring a hot iron rod, and if he can hold it in his bare hands, then I will agree that he has not stolen my necklace, and that he is speaking the truth.”

Hasan said, “so you feel that the hot iron rod will not burn my hands if I am speaking the truth?”

“You are right. God will protect you,” said the rich man.

Now Hasan requested Akbar to give him one day to prove that he was speaking the truth and he went home and asked Birbal for advice and decided to follow his advice.

When he returned the next day, he said, “I am ready for the trial. But the same thing should apply to the rich man too. So let him bring that red hot iron rod holding it in his hands, then I will hold that iron rod in my bare hands.”

Now the rich man was speechless. He told Akbar that he would go and search for the necklace again in his house.

Akbar ordered that the necklace be given to Hasan as a punishment to the rich man.

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The teacher can follow up with these questions:

1. If you were the rich man in this story, how would you have behaved?

2. If you were the poor fisherman in Kalidasa’s play, would you have shared the gift with the policeman and the gateman?

Summing up by the teacher:

It was the honesty of the fisherman in Kalidasa’s play, that made the king gift the fisherman the ring.

The dishonesty of the rich man in Akbar’s story, has given punishment to him. Hasan's honesty rewarded him with the necklace. Fisherman and Hasan fully deserve the gifts as they were honest.

Remember 'Honesty is the best policy.'

Image url

G ift – SSSVV Gallery

King and two men - http://media.radiosai.org/journals/Vol_04/01JUN06/chinnakatha.htm

King and two men – SSSVV Gallery

Thief - https://pixabay.com/photos/burglar-criminal-thief-robber-4925202/

Metal heating - https://pixabay.com/photos/fire-iron-embers-hammer-forge-512624/

Birbal, Hasan – King - SSSVV Gallery

Hot rod - https://pixabay.com/photos/anvil-red-hot-metal-steel-heat-1409639/

King – SSSVV Gallery

Time to teach Value Type Value Sub Type Value Attribute

5 Minutes Truth Honesty Stories

15. QA_Army and Administration

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 35 of 40 Notes to teacher: Questions 1 to 3 can be dealt with in the class. Teacher ensures that all students participate equally to answer the questions, and gives time for the students to think and answer. Jumbled letters can be written on the board and ask students to write the correct word in their notebook. Crossword puzzle - teacher can get a print out or draw it on a chart paper, pin or paste it on the class board and ask the students to note and write answers in their notebooks.

Q. I) Find the words from the following jumbled letters:

OIVCTYR

AKYCHSALU

CURIPMAHKNA

HIAOEL

KVRITIRAI

AkSHTRUARTSA

BDRAHAUNTAG

VENUREE

Answers: Victory, Chalukyas, Kanchipuram, Aihole, Ravikirti, Rashtrakutas, Tungabhadra, Revenue.

Q.2) Search the following words from the given grid. You can find the word Vertical, horizontal and in diagonal grids.

Words to search in the grid - UR - Nagaram - Kalidasa - Sarthavaha - kumar-amatya - Prathama Kullika - Pallavas - Happiness - Prashasti - Chalukyas, Army, Assembly.

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Q.3) Answer the following in one sentence.

1. Who was poet Harisena?

Ans: Harisena was the Maha-danda-nayaka or chief judicial officer.

2. Write the meanings of Sandhi Vigrahika and Nagara Sreshti?

Ans: Sandhi Vigrahika means minister of war and peace, and Nagara Sreshti means Chief banker.

3. What was a Sabha?

Ans. Sabha was an assembly of land owners.

Q.4) Answer the following:

1. What is administration?

Ans: Management of public affairs by a group of people looking after different divisions of work is administration. Public affairs consists of important activities like the military, for the safety of the people of the nation, education, food, water, economy and many more which impact the life of the people.

2. Why were there frequent attacks on each other's Southern kingdoms ?

Ans. The Southern dynasties of Pallavas and Chalukyas raided each other's capitals, because those were the most prosperous towns for trade.

3. Give a brief note on Pulakeshin II's Prashashti by Ravikirti.

Ans. Pulakeshin II's Prashashti was written by his court poet Ravikirti. It talks about the 4 generations of his ancestors. Pulakeshin II came to power after his uncle. It was mentioned that he led expeditions from west to east and expanded his empire. It also tells us about King Harsha’s defeat.

4. Who were Samantas and what was their role in the army?

Samantas were the military leaders who assisted the king with troops during war times. They did not receive salaries but were granted land as a gift. They maintained soldiers, weapons and horses from the land revenue. They became independent when the ruler was weak..

Q.5 Questions to be given as homework:

1. What are the different divisions in a king’s army? 2. What were the difficulties the common man had to face during army visits to their

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-New Empires and Kingdoms Page 37 of 40 village? 3. Explain the working of an assembly during the king's rule.