Medieval India PDF
Preview Medieval India
Medieval India Medieval India about the cover 1. Mount Abu, Vlmala Vasahi, Sabha Mandap ceiling. A.D. 1031. Solankiperlod 2. Fatehpur Sikri. Dlwan-l-Khas 3. Surya. Sun Temple. Konarak. Orissa 4. The Golden Temple Medieval India A Textbook for Class XI MEENAKSHI JAIN mvrllfUT qR"" ~I<?I" ~ ~UA aIR NATIONAL COUNCil OF EDUCATIONAL RESEARCH ANO TRAINING First Edition ISBN 81·7450-171·1 NOI'I!ml1rr 200'2 Ku,.,ika 1924 1'0 7ST SU <0 NntiOllal COl/lleil of Educmiollal Research lind Trail/iI/g. ZOO? ALL RIGHTS RESERVED o No part of this publication may be reproduced, stcn:d In a retrievat system or 1riIr'ISI'nItte, kl ally form or by "an"y" ,m..e,a.n s, electronic, mechanical, pIlotocopying, I'OOlI'ding or otherwise wIttout the pria'" pemlis5lon 01 the o This book Is solO subject to tile c:ond~iCIn that it shall not, by way d trade, be lent. re-5OIcI, hired out or otheiwise disposed d without the ~isIler's consent, In any form of binding or ctNer Iltt'Ier" than that in which it 15 published, CI The CIJITed. pnce of this pub!lcatloois the price printed on this page, Any revi5ed price indk;ated by a rubber stamp or by a stlO:er or by any other means Is Inalm!ct and should be ooacceptabIe. OFFICES OF TilE I'UUUCATION DIVISION, NCERT t-/CERT Cimpu.1 108, 100 Fttl Ruad, Ho.4H~~ Nnjl~lq TnKI B~ild11lt. ewe Can\(IU$ Sro A~r(lblndQ MOIl 1.l~lh e'Lens,on. Ba""sh.nkan 111 Sill. P.O.N~\(jiYln 32. B.T R<.O¥I, SUkct<. "'I';W 0":1-111 110 116 8ANCALOItF. 560 6Il.<; AIIMEIIAIi;'1I 380 1I1~ 24 PARGANAI) 743 17' Publication Team EdiTOrial SUVFtA UPPAL Produclioll PltAMOO RAWAT RAIENoER CUAllHAN Cover !JI1l1 UI)'Ollt lV.",'I'AN BANERJEE RB. 51.00 Printed Oil 70 GSM paper wI/it NCEaT watermark Published at Ule PublicaUon Deparlment by the Secretary. National Council of EdllcaUonal Research and Tralnlng. Sri Auroblndo Marg, New Delhi 110016. lasertypeset in-house and printed al Kaushlk Offset Printers, C-34, Sector-58. NOIDA 201 301, U.P. FOREWORD The Higher Secondary stage in education is cruciaJ in many ways. At this stage, children are better placed to exercise a choice of courses keeping in view their interests, attitude, aptitude and capabilities. They may choose either a specialised academic course or job oriented vocational courses. This is the stage of maximum challenge. Students themselves are passing through an age-specific critical phase of their lives - transition from adolescence to youth. The National Curriculum Framework for School Education - 2000 (NCF'SE - 2000) developed by the National Council of Educational Research and Training takes all these factors into account. After nation wide consultations, the NCERT decided to prepare new textbooks in each area. It became essential in view of the pace of change particularly in the last decade of Ute twentieth century. These changes have created visible impacts in every field of human endeavour and activity. The NCERT continuously attempts to perceive the learning needs oCthe future citizens who would be contributing professionally in their careers. The preparation, and teaching and learning of the new textbooks in history are an essential part of it. The new techniques and technologies, new excavations and explorations have resulted in fresh interpretations of several situations in history which is one oCthe major electives of study at the Higher Secondary stage. As per the recommendations of the 1988 curriculum framework of NCERT, history as a separate subject is to be introduced only at the Higher SecondBll)' stage. Before this stage it is studied as an integral part of social sciences. This fact initiated the development of a fresh set of history textbooks for Higher Secondary classes. Globally, writing of history textbooks invariably attracts considerable attention for various reasons. The new NCERT textbooks in history have been prepared adhering strictly to the parameter of giving an objective account of historical events. The latest researches and interpretations in the field have been incorporated. The NCERT is grateful to Professor Makkhan Lal, an internationally known historian and archaeologist for preparing the present volume. We are also grateful to all those who have helped him in the preparation and production of the book. The NCERT welcomes suggestions from professional educationists as well as from parents and students which would help to improve the book. J .S. RAJPUT Director New Delhi National Council of Educational October 2002 Research and Training \ ~i FOREWORD The Higher Secondary stage in education is crucial in many ways. At this stage, children are better placed to exercise a choice of courses keeping in view their interests, attitude, aptitude and capabilities. They may choose either a specialised academic course or job oriented vocational courses. This is the stage of maximum challenge. Students themselves are passing through an age-specific critical phase of their lives - transition from adolescence to youth. The National Curriculum Framework for School Edu.cation - 2000 (NCFSE - 2000) developed by the National Council of Educational Research and Training takes all these factors into account. After nation wide consultations, the NCERT decided to prepare new textbooks in each area. It became essential in view of the pace of change particularly in the last decade of the twentieth century. These changes have created visible impacts in every field of human endeavour and activity. The NCERT continuously attempts to perceive the learning needs of the future citizens who would be contributing professionally in their careers. The preparation, and teaching and learning of the new textbooks in history are an essential part of it. The new techniques and technologies, new excavations and explorations have resulted in u-esh interpretations of several situations in history which is one of the major electives of study at the Higher Secondary stage. As per the recommendations of the 1988 curriculum framework of NCERT, history as a separate subject is to be introduced only at the Higher Secondary stage. Before this stage it is studied as an integral part of social sciences. This fact initiated the development of a fresh set of history textbooks for Higher Secondary classes. Globally. writing of history textbooks invariably attracts considerable attention for various reasons, The new NCERT textbooks in history have been prepared adhering strictly to the parameter of giving an objective account of historical events. The latest researches and interpretations in the field have been incorporated. The NCERT is grateful to Professor Makkhan Lal, an internationally known historian and archaeologist for preparing the present volume. We are also grateful to all those who have helped him in the preparation and production of the book. The NCERT welcomes suggestions from professional educationists as well as from parents and students which would help to improve the book. J.S. RA..JPUT Director New Delhi National Council of Educational October 2002 Research and Training \ vi
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