Teachers guide students to use Exploring Society India and Beyond Class 8 Solutions and Class 8 Social Science SST Part 2 Chapter 8 Cultural Currents 13th to 17th Centuries Question Answer NCERT Solutions for quick learning.
Cultural Currents 13th to 17th Centuries Class 8 Questions and Answers
Cultural Currents 13th to 17th Centuries Class 8 Question Answer
The Big Questions (NCERT Page No. 215)
Question 1.
How did Indian culture endure and continue to grow richer during this period despite Invasions and an unstable political context?
Answer:
Indian culture endured and continued to grow richer during this period despite invasions and an unstable political context due to the following reasons
- Indian culture adapted to new influences rather than rejecting them.
- Local traditions, art forms, and religious practices continued through decentralized systems like temples, gurukulas, and apprenticeships.
- Synthesis of foreign elements (Persian, Mughal, and Central Asian influences) with indigenous culture enriched Literature, architecture, painting, and music.
Question 2.
What were the major cultural trends and movements of the time?
Answer:
Major cultural trends and movements of the time are as follows
- Growth of Bhakti and Sufi movements, promoting devotion, equality, and unity.
- Flourishing miniature painting styles (Rajput and Mughal).
- Architectural developments combining local and Persian styles.
- Music, dance, and storytelling became tools for religious and cultural expression.
Question 3.
How did the various cultural currents of this period interact and mingle?
Answer:
The various cultural currents of this period interacted and mingled in the following ways
- Persian and Central Asian artistic styles blended with
- Indian miniature painting and architecture.
- Bhakti ideas mixed with local folk traditions and regional languages.
- Music, poetry, and dance carried spiritual and social messages across Communities.
Class 8 Cultural Currents 13th to 17th Centuries Question Answer
Let’s Explore (NCERT Page No. 220)
Question 1.
kaba phir kasi bhaya, Ram bhaya re Rahim mot chun maida bhaya baiihi Kabira jim 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 doha or couplet?
Answer:
Kabir’s doha conveys the message of unity, equality, and religious harmony. Its message is as follows
- God is one, though people may worship Him by different names, such as Ram and Rahim.
- Religious differences are created by humans, but the divine is beyond such divisions.
- All people are equal, regardless of their religion or background.
- The doha encourages love, mutual respect, and harmony among different communities.
- It teaches that true devotion lies in realising the oneness of God and humanity, rather than focusing on external differences.
Let’s Explore (NCERT Page No. 224)
Question 2.
What are the traditions of storytelling in your region? Explore, with your teachers and parents, the possibility of inviting practitioners to your school for a talk and demonstration.
Answer:
Do it yourself.
Let’s Explore (NCERT Page No. 228)
Question 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?
Answer:
The miniature paintings show both continuity and change in Indian art, as shown below
| Similarities | Differences |
| Storytelling Most paintings depict scenes from epics, mythology, or royal life. | Painting Style Earlier paintings are simpler, while later ones are more detailed and realistic. |
| Bright Colours Rich natural colours are used throughout. | Human Figures Later paintings show more expressive faces, detailed costumes, and larger groups of people. |
| Nature Trees, animals, rivers, and landscapes appear in most paintings. | Architecture Later paintings feature grand palaces, gardens, and elaborate buildings. |
| Traditional Themes Religious and cultural subjects remain common. | Foreign Influence Later paintings show the influence of Persian art in colours, backgrounds, and decorative patterns. |
Features retained are storytelling, bright colours, nature, and traditional religious and cultural themes.
Features changed are painting style, realism, facial expressions, architectural details, composition, and Persian artistic influence.
Let’s Explore (NCERT Page No. 230)
Question 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?
Answer:
In our area, traditional crafts include pottery, weaving, and hand-painted textiles.
Yes, some artisans still practice these crafts, but fewer young people are taking them up as full-time professions.
Skills are passed down mainly through family training, where children learn by observing and helping elders,
and also through local workshops or community groups that teach traditional techniques.
Let’s Explore (NCERT Page No. 232)
Question 5.
From the chronicle of the Portuguese traveller to India, Fernão Nunes, who visited the Vijayanagar Empire: “He the Kingi 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?
Answer:
According to Fernāo Nunes, women in the Vijayanagar Empire served in a variety of important roles as part of
the King’s staff. These included the following
- Wrestlers, who participated in physical activities and training.
- Astrologers and soothsayers, who offered predictions and guidance.
- Account keepers, who maintained records of palace expenses.
- Administrative officials, who recorded the affairs of the kingdom and verified official accounts.
- Musicians and singers, who entertained the royal court by playing musical instruments and performing songs.
Let’s Explore (NCERT Page No. 233)
Question 6.
What conclusions can we draw from such acts about the economic and social status of these women?
Answer:
The conclusions that can be drawn from such acts about the economic and social status of these women are as
follows
| Economic Status | Social Status |
| These women owned property and had the legal right to donate entire villages. | They were educated and skilled in arts, including poetry. |
| They controlled agricultural revenue, including shares of crops given to temples. | They actively participated in civic life and acted as public benefactors. |
| They had enough wealth to fund public works such as wells and community halls independently. | Their religious donations and public contributions gave them social prestige, and their names were recorded in inscriptions. |
Let’s Explore (NCERT Page No. 233)
Question 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?
Answer:
As a historian in the 22nd century, I would write about several aspects of the lives and status of girls and women in the 21st century.
- Education: How girls and women had access to schools, colleges, and professional courses, and how literacy and higher education levels changed over time.
- Employment and Careers: The types of jobs women held, their participation in the workforce, and challenges like wage gaps or workplace discrimination.
- Rights and Legal Status: Laws protecting women’s rights, issues like gender equality, inheritance rights, and protection from violence and harassment.
- Health and Wellbeing: Access to healthcare, reproductive rights, and mental health support.
- Social Roles and Expectations: How society expected women to balance family, career, and personal freedom, including stereotypes and changing norms.
- Political Participation: Women’s involvement in politics, leadership roles, and influence in decision-making.
- Cultural Representation: How women were portrayed in media, literature, art, and public life.
I would compare these aspects with those of other historians or classmates’ observations to see patterns, similarities, or differences in experiences across regions, cultures, and social classes. This would give a complete picture of the challenges women faced and the progress they made during the 21st century.
Let’s Explore (NCERT Page No. 238)
Question 8.
Over this period, loanwords 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!
Answer:
Many commonly used words in Indian regional languages have Persian origins, although they are now a natural part of everyday speech.
| Regional Language | Words of Persian Origin |
| Hindi/Urdu | Kursi (chair), Almari (cupboard), Rahat (comfort), Dost (friend), Safar (journey) |
| Kannada/Tamil/Malayalam | Bazaar (market), Shahar (city), Nazar (sight), Mohabbat (love) |
Observation: Over time, these Persian loan words became an integral part of regional languages and are now used in everyday conversation without being recognised as foreign words.
Let’s Explore (NCERT Page No. 246)
Question 9.
Make a list of popular dishes in your region. Explore their origins and discover various cross-cultural influences.
Answer:
Popular dishes in my region include
- Biryani: Influenced by Persian cooking styles and spices.
- Kebabs: Persian and Central Asian influence.
- Pongal or idli: Indigenous South Indian foods.
- Curries with Mughlai spices: Combination of local ingredients and Persian/Arab cooking techniques.
Observation: Regional cuisine is often a blend of local ingredients and foreign influences that were adapted to local taste.
Let’s Explore (NCERT Page No. 247)
Question 10.
What are your observations about continuity and change in clothing styles today? What might be the reasons for the changes we see?
Answer:
Observations about clothing styles today are as follows
- Traditional clothing like sarees, dhotis, and turbans are still worn on special occasions.
- Western-style clothing such as jeans, T-shirts, and shirts is now common daily wear.
- Reasons for these changes are as follows
- Influence of globalisation and media.
- Comfort and practicality in modern life.
- Availability of new fabrics and ready-made clothing.
Think About It (NCERT Page No. 221)
Question 1.
Why do you think music and dance played a significant role in spreading the message of bhakti?
Answer:
Music and dance played a significant role in spreading the message of bhakti in the following ways
- Music and dance were accessible forms of expression, reaching people who were illiterate.
- They helped spread Bhakti messages of love, equality, and devotion widely.
- Performing arts created emotional connections, making spiritual ideas memorable and engaging.
Think About It (NCERT Page No. 221)
Question 2.
Why do you think music and dance played a significant role in spreading the message of bhakti?
Answer:
Music and dance played a significant role in spreading the message of bhakti in the following ways
- Music and dance were accessible forms of expression, reaching people who were illiterate.
- They helped spread Bhakti messages of love, equality, and devotion widely.
- Performing arts created emotional connections, making spiritual ideas memorable and engaging.
Think About it (NCERT Page No. 235)
Question 3.
What impact do you think the destruction of major universities like Nalanda and Vikramashila had on the development of education and knowledge in India and around the world?
Answer:
The destruction of Nalanda and Vikramashila had a significant impact on education and the spread of knowledge. Its effects were as follows
- It led to the loss of valuable manuscripts, books, and centres of learning.
- Many scholars and teachers were displaced, disrupting the tradition of higher education.
- The exchange of knowledge in subjects such as philosophy, mathematics, medicine, and science declined.
- Students from India and other countries lost important centres for advanced learning.
- However, education continued through gurukulas, temple schools, maths, madrasas, and apprenticeship systems, helping preserve India’s knowledge traditions despite these setbacks.
Let’s Remember (NCERT Page No. 232)
Question 1.
Recall the names of other women from history that you have met so far who went against the grain. What was their motivation?
Answer:
Some women mentioned in this chapter who challenged the norms of their time are
- Razia Sultan: She became the first and only woman ruler of the Delhi Sultanate and proved her leadership by
governing the kingdom and leading military campaigns. - Nur Jahan: She played an active role in the administration of the Mughal Empire, attended court meetings, issued royal orders, and supported art, architecture, and trade.
- Mirabai: She devoted her life to Bhakti, expressing her deep devotion to Lord Krishna through devotional songs despite social opposition.
- Their motivation was to follow their beliefs, serve society, contribute to governance, and inspire people through courage, leadership, and devotion.
Class 8 SST Part 2 Chapter 8 Question Answer
Questions and Activities (NCERT Page No. 248-249)
Question 1.
What is the path to moksha that became popular in the period from the 13th to 17th centuries?
Answer:
The Bhakti path became very popular during this period. People focused on loving devotion to God rather than just performing rituals or studying scriptures. Bhakti taught that anyone, rich or poor, could reach moksha through sincere love, prayer, and remembrance of God.
Question 2.
Name three bhakti saints from different regions of India and identify the key messages they promoted.
Answer:
Three bhakti saints and their key messages are follows
- Kabu (North India) taught that God is one and urged unity between Hindus and Muslims. He stressed devotion from the heart, not rituals.
- Mirabai (Rajasthan/North-West India) showed that love and devotion to Krishna are more important than social expectations or family pressure.
- Tukaram (Maharashtra) encouraged devotion to Vithoba and taught that everyone is equal. He spoke against caste discrimination and emphasised heartfelt worship.
Question 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?
Answer:
Kabir used this simple everyday example to make his message easy for everyone to understand. The reasons are as follows
- Grinding wheat into flour shows that all differences disappear when everything becomes one.
- It teaches that Ram and Rahim are different names for the same Supreme Being.
- The example was familiar to ordinary people, making his message easy to relate to.
- It encourages unity, equality, and harmony instead of religious divisions.
Question 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?
Answer:
The advantages that these smaller, local systems have had in surviving political turmoil are follows
- Local systems were flexible and could continue even when big universities were attacked.
- Students got personal attention from teachers.
- They were part of the community, which offered support and safety.
- Apprenticeships and temple schools gave practical, hands-on learning, making education easier to continue.
Question 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?
Answer:
Same historical events affected women differently in different regions due to the following reasons
- Political stability or turmoil: Regions with stable rule provided more security and opportunities for women, while unstable areas limited their roles.
- Local customs and social norms: Traditions in some regions allowed women more freedom in education or property rights, while others were more restrictive.
- Economic opportunities: Women in trade-rich areas or those connected to temples sometimes had more independence.
- Influence of rulers and religious movements: Some rulers encouraged women’s participation in society, while others reinforced strict gender roles.
Question 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?
Answer:
Adaptation might be more successful for cultural survival than simply copying or completely rejecting new ideas because of the following reasons
- Adaptation makes new ideas fit local traditions and tastes, so people accept them more easily.
- It allows for creativity, creating unique art, music, or architecture instead of copying.
- Cultures that adapt remain strong and relevant, even when influenced by foreign ideas.
- Simply copying or rejecting may lead to loss of identity or rejection of useful ideas.
Question 7.
What are some examples of cultural interactions that led to the creation of new art forms?
Answer:
Some examples of cultural interactions that led to the creation of new art forms are as follows
- Mughal miniature paintings combined Persian artistic style with Indian themes, creating highly detailed and vibrant works.
- Architecture: Temples and mosques blended Hindu and Islamic designs. Such as domes, arches, and carved pillars.
- Music: Folk melodies mixed with Sufi or Persian influences to create devotional songs that appealed across communities.
Question 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:
(a) Share the poem/song
(b) Explain its message
(c) Describe why it might have appealed to common people during that time.
(d) Discuss whether its message is still relevant today.
Answer:
- One Bhakti saint is chosen: Kabir
- Poem: “Jhini jhini bini chadariya, kaise kaise rang barse.”
- Message: True devotion and inner purity are more important than rituals.
- Appeal: Simple words, everyday examples, and a message of equality made it easy for common people to understand.
Relevance today: It reminds us to focus on goodness, unity, and inner spirituality in our lives.
Question 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 ¡n your region. Try to enquire into: What has changed and what has remained the same over time? 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.
Answer:
Do it yourself.