Class 7 › Social Science › Exploring Society Part 1 The Rise of Empires Class 7 Social Science · Exploring Society Part 1 · Chapter 5
Practice all → Summary Questions & answers Practise this chapter → View all 12 chapters: landforms to markets Magadha to the Mauryas and Aśhoka, Ch 5 Articles of the Constitution, Ch 10 Types of government, Ch 9 Weather and climates of India, Ch 2–3 Barter to money, Ch 11 Final test with answers And dozens more key concepts and facts Only 7 pages · Page 1 free
~135 days left · Annual exams · school dates vary8 chapters: farming to banks Crops, seasons and soils, Ch 1 Land and maritime neighbours, Ch 2 Harṣha and the Tripartite Struggle, Ch 3 Ghaznavids, Cholas and Ghūrids, Ch 4 Communities that made India home, Ch 5 Final test with answers And dozens more key concepts and facts Only 7 pages · Page 1 free
~135 days left · Annual exams · school dates varyPreview 2 PDFs in this packCBSE Class 7 Social Science — Exploring Society: India and Beyond Part I Revision Kit CBSE Class 7 Social Science — Exploring Society: India and Beyond Part II Revision Kit Marks booster Your kit Page 1 · Free Page 2 Page 2 Included in kit Page 3 Page 3 Included in kit Page 5 Page 5 Included in kit Page 6 Page 6 Included in kit Page 7 Page 7 Included in kit Tap the envelope to open your kit Preview 2 PDFs in this pack Kit cover
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Both Social Science books: dates, rulers, terms 12 chapters in Part I: landforms to markets 8 chapters in Part II: farming to banks 5 themes in each book Mahājanapadas to the Guptas, with dates Kingdoms from Harṣha to the Ghūrids A final test closes both kits And dozens more key concepts and facts ~7 pages per kit · Page 1 free
~135 days left · Annual exams · school dates varyPreview 7 PDFs in this packCBSE Class 7 Science — Curiosity Revision Kit CBSE Class 7 Social Science — Exploring Society: India and Beyond Part I Revision Kit CBSE Class 7 Social Science — Exploring Society: India and Beyond Part II Revision Kit CBSE Class 7 Mathematics — Ganita Prakash Part I Revision Kit CBSE Class 7 Mathematics — Ganita Prakash Part II Revision Kit CBSE Class 7 हिंदी — मल्हार Revision Kit CBSE Class 7 English — Poorvi Revision Kit Marks booster Your kit Page 1 · Free Page 2 Page 2 Included in kit Page 3 Page 3 Included in kit Page 5 Page 5 Included in kit Page 6 Page 6 Included in kit Page 7 Page 7 Included in kit Tap the envelope to open your kit Preview 7 PDFs in this pack Kit cover
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All 7 Class 7 kits: rules, dates, traps, tests Science: 12 chapters, 12 traps, a 12-Q test Maths Part II: the five congruence conditions Maths Part I: 8 chapters, lakhs to fractions Social Science: 12 chapters in Part I, 8 in II English: all 15 Poorvi texts, unit by unit Hindi: 10 मल्हार lessons + 4 reading pieces And dozens more key concepts and facts ~7 pages per kit · Page 1 free
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View all 10 amazing Marks Booster kits → This chapter explains what an empire is — a collection of smaller kingdoms or territories ruled by a powerful emperor, with smaller rulers becoming tributaries. It explores why kings sought to build empires (fame, power, wealth and control of resources) and the features that sustain one: a strong army, an administration, laws and currency, control of resources, communication networks, and patronage of art and learning. The chapter shows how trade, trade routes and guilds (shrenis) were keys to imperial strength. It then traces the rise of Magadha, with its fertile Ganga plains and iron resources, through the powerful Nanda dynasty. It describes Alexander's campaign into northwest India around 327–325 BCE, his battle with Porus, and his retreat. The heart of the chapter is the Mauryan Empire, founded around 321 BCE by Chandragupta Maurya with the guidance of Kautilya, author of the Arthashastra, who set out the saptanga or seven limbs of a kingdom. It then turns to Ashoka, who after the bloody Kalinga war chose the path of peace and dharma, spreading his message through rock and pillar edicts written in Prakrit and Brahmi. The chapter closes by reflecting on the fragile nature of empires, which rise through war but often fracture over time.
Empire
A collection of smaller kingdoms or territories ruled by a powerful emperor from a capital, with the smaller rulers paying tribute.
Tributary
A ruler or state that has submitted to an emperor and pays tribute — money, grain, livestock or valuables — as a sign of loyalty; also called a vassal.
Guild (shreni)
A powerful association of traders, craftspeople, moneylenders or farmers that set its own rules and helped trade flourish.
Arthashastra
Kautilya's famous treatise on governance and economics, covering defence, administration, justice, agriculture and people's welfare.
Saptanga
Kautilya's concept of the seven limbs that make up a kingdom: the king, ministers, territory, fortified towns, treasury, army and allies.
Edict
An official declaration issued by a ruler; Ashoka's edicts, inscribed on rocks and pillars in Prakrit and Brahmi, spread his message of dharma.
Q1 What is an empire, and how does it differ from a kingdom? Answer Q2 Why did kings want to build empires? Answer Q3 What made Magadha well-placed to rise to power? Answer Q4 What was the significance of guilds (shrenis)? Answer Q5 Who founded the Mauryan Empire, and who guided him? Answer Q6 What is the saptanga, according to Kautilya? Answer Q7 What happened in Alexander's Indian campaign? Answer Q8 How did the Kalinga war change Ashoka? Answer Q9 How did Ashoka communicate with his people? Answer Q10 Why does the chapter say empires are fragile? Answer Q1 Empires extended over vast areas and had diverse people with differing languages, customs and cultures. How do you think the emperors made sure that they lived in harmony? Discuss in groups and share your thoughts with the class. Answer Q2 Looking at the many challenges involved in managing an empire, why should a king be so keen to expand his kingdom into an empire and become an emperor? Here are a few possible answers; see if you can think of a few more: • An ambition to ‘rule the entire world’, a metaphor for controlling large territories and ensuring that they would be remembered for posterity; • A wish to bring large areas under control and gain access to their resources to build economic and military strength; • A desire for great wealth for himself and for the empire. Answer Q1 Warfare apart, what other methods do you think the rulers might have used to expand their empires? Pen your ideas and share them with your class. Answer Q1 Observe the map of the trade routes. Identify geographical features that helped the traders travel across the Subcontinent. Answer Q2 What modes of transport on those roads do you think were available at the time? Answer Q1 Take a close look at the panel given above. How many types of weapons can you identify? What different uses of iron can you make out? Answer Q2 In the left part of the panel, a parasol (chhattra) is kept over the casket containing the Buddha’s relics. Why do you think this was done? Answer Q1 Why do you think Alexander wanted to rule over the entire world? What would he have gained from it? Answer Q1 When, after the battle, Alexander asked Porus how he wished to be treated, Porus answered, “Like a King.” Alexander then left Porus at the head of his kingdom, as satrap. With the help of your teachers, find more details on the battle between Porus and Alexander. Enact a play of this battle scene using your imagination in addition to what you have discovered. Answer Q1 Kauṭilya says, “A king shall increase his power by promoting the welfare of his people, for power comes from the countryside which is the source of all economic activity. [The king] shall show special favours to those in the countryside who do things which benefit the people, such as building embankments or road bridges, beautifying villages, or helping to protect them.” Why do you think it was important to take special care of the countryside? (Hint: Think back to what you have learnt at the beginning of this chapter) Answer Q1 Organise a group discussion in your class and compare the features of Kauṭilya’s idea of an empire with a modern nation. Answer Q1 Aśhoka, in his edicts, tells the story of the Kalinga war. He could have chosen not to mention it and maintain his image as a peaceful, benevolent king for future generations. Why do you think he admitted to this destructive war? Answer Q1 Aśhoka details instructions on the conduct of his officials and mentions ways to ensure that they practised fairness in one of his edicts. Read the translation below and share your thoughts on whether those ways would have been successful in helping manage his empire and how. “By order of the Beloved of the Gods — the officers and city magistrates [...] are to be instructed thus: […] You are in charge of many thousands of living beings. You should gain the affection of men. All men are my children, and just as I desire for my children that they should obtain welfare and happiness both in this world and the next, the same do I desire for all men. […] You should strive to practice impartiality. […] The root of all this is to be even-tempered and not rash in your work. […] This inscription has been engraved here in order that the city magistrates should at all times see to it that men are never imprisoned or tortured without good reason. […] And for this purpose, I shall send out on tour every five years, an officer who is not severe or harsh; who, having investigated this matter..., shall see that they carry out my instructions.” Answer Q1 Wear the hat of a historian. Look carefully at the artefacts presented on the spread on the next page. What conclusions can you draw about people and life during the Mauryan era? Answer Q1 Notice the different symbols on the coins. Can you guess what any of the symbols in the coins below might mean? Answer Q1 What are the features of an empire, and how is it different from a kingdom? Explain. Answer Q2 What are some important factors for the transition from kingdoms to empires? Answer Q3 Alexander is considered an important king in the history of the world —why do you think that is so? Answer Q4 In early Indian history, the Mauryas are considered important. State your reasons. Answer Q5 What were some of Kauṭilya’s key ideas? Which ones of these can you observe even today in the world around us? Answer Q6 What were the unusual things about Aśhoka and his empire? What of that has continued to influence India and why? Write your opinion in about 250 words. Answer Q7 Thus speaks the Beloved of the Gods, the king Piyadasi: My officers of Dhamma are busy in many matters of public benefit, they are busy among members of all sects, both ascetics and householders. I have appointed some to concern themselves with the Buddhist Order, with brahmans and Ājīvika..., with the Jains..., and with various sects. There are many categories of officers with a variety of duties, but my officers of Dhamma are busy with the affairs of these and other sects. After reading the above edict of Aśhoka, do you think he was tolerant towards other religious beliefs and schools of thought? Share your opinion in the classroom. Answer Q8 The Brahmi script was a writing system that was widely used in ancient India. Try to learn more about this script, taking help from your teacher wherever required. Create a small project and include what you have learnt about Brahmi. Answer Q9 Suppose you had to travel from Kauśhāmbī to Kāveripattanam in the 3rd century BCE. How would you undertake this journey, and how long would you expect it to take, with reasonable halts on the way? Answer
What is an empire?
A A trade guild B A single small village C A collection of smaller kingdoms ruled by a powerful emperor D A type of coin
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