The Age of Reorganisation Class 7 Questions and Answers Social Science Chapter 6

Teachers guide students to use Exploring Society India and Beyond Class 7 Solutions and Class 7 Social Science SST Chapter 6 The Age of Reorganisation Question Answer NCERT Solutions for quick learning.

Class 7 Social Science Chapter 6 Question Answer The Age of Reorganisation

NCERT Class 7 Social Science Chapter 6 The Age of Reorganisation Questions and Answers Solutions

The Age of Reorganisation Class 7 Question Answer (In-Text)

The Big Questions? (Page 117)

Question 1.
Why is the period that followed the Maurya Empire sometimes called the Age of Reorganisation?
Answer:
The Mauryan Empire was a large and powerful empire that ruled a big part of India.

• After Emperor Ashoka, the empire started to decline.
• The Mauryan Empire finally collapsed around 185 BCE.
• After the fall, India was divided into many small kingdoms and regions.
• These smaller kingdoms began to set up their own administration and develop local cultures.
• This period marks the rise of new powers, like the Shungas, Satavahanas, Kushanas, and Guptas.
• Different regions had their own rulers, languages, and traditions – this led to age of reorganisation.

Question 2.
What were the values or the principles that guided emperors of that period?
Answer:
Values and principles of emperors during the ‘Age of Reorganisation’:

• Justice: Many rulers aimed to rule fairly and protect the rights of their people.
• Dharma (Righteousness): Inspired by Ashoka, several rulers followed the path of dharma, meaning good conduct and moral duties.
• Religious Tolerance: The Kushanas supported multiple religions such as Buddhism, Hinduism, and Jainism.
• Respect for Culture: Promoted art, literature, and education in their kingdoms to preserve Indian cultural practices.
• Welfare of People: Built roads, rest houses, irrigation systems, and supported trade provide employment.
• Strong Administration: Emperors established organised rule, with ministers and officials to manage different parts of the empire.
• Promotion of Trade : Encouraged internal and foreign trade, especially under the Kushanas who linked India to the Silk Route.
• Unity in Diversity: Rulers respected different languages and cultures across their regions to maintain peace and harmony.
• Protection and Security: Formed powerful armies to protect the people and the kingdoms from invaders.

Question 3.
How did foreign invaders assimilate into Indian society and contribute to cultural confluence?
Answer:
1. Settling in India: Many foreign invaders like the Kushanas, Shakas, and Greeks did not just fight and leave, they settled in India, married locals, and made this land their home.

2. Adopted Indian Customs

• These rulers adopted Indian languages, clothing, food, and local traditions.
• They began to follow Indian religions like Hinduism and Buddhism.

3. Promoted Art and Culture

• They supported Indian sculpture, architecture, and literature.
• Example, Gandhara art is a mix of Greek, Roman and Indian styles (developed under Kushanas).

4. Encouraged Learning

• Foreign rulers helped build universities and libraries.
• They promoted learning and translations of Indian texts.

5. Cultural Exchange

• Foreigners brought new ideas, coins, scripts, and trade goods.
• Indian culture also influenced them in ‘ return – creating a blend of cultures.

6. Growth of Trade and Buddhism

• Kushanas promoted Silk Route; connecting India with Central Asia and China.
• They also helped spread Buddhism to countries like China and Central Asia. Result’ Cultural Confluence
• The mixing of Indian and foreign cultures is called cultural confluence.
• It led to a richer and more diverse society in the field of art, religion, language, and traditions.

Let’s Explore

Question 1.
Create a timeline on a sheet of paper marking the period from the first year of the 2nd century BCE and ending in the last year of the 3rd century CE. How many years does this period cover? As we progress through the chapter, mark the key individuals, kingdoms and events on the timeline. (Page 118)

Answer:
History from 200 BCE (start of the 2nd century BCE) to 300 CE (end of the 3rd century CE). This period covers 500 years, as it includes the decline of the Maurya Empire, the rise of the Shunga and Satavahana dynasties, flourishing Indo-Greek and Kushanas influences, and the early stages of classical Indian civilisation.

Timeline: 200 BCE – 300 CE in Indian History
2nd Century BCE (200-101 BCE)
A. 187 BCE: Fall of the Maurya Empire; assassination of Brihadratha by Pushya mitra Shunga.
B. 185 BCE: Beginning of the Shunga Dynasty by Pushyamitra Shunga (Magadha-based).
C. 180 BCE: Indo-Greek Kingdoms gain foothold in northwestern India.
D. 150 BCE: Satavahana Dynasty rises in the Deccan after Maurya decline.
E. 100 BCE: Coming of Chedis
1st Century BCE (100-1 BCE)
F. 75 BCE: Decline of the Shunga Dynasty, followed by the Kanva Dynasty.
G. 68 BCE:

• Indo-Scythians (Shakas) begin settling in western India.
• Satavahanas expand their influence in central and southern India. (1st Century CE (1-100 CE))

H. 50 CE: Peak of Satavahana power under Gautamiputra Satakarni.
I. 78 CE: Beginning of the Shaka Era (used in Indian calendars).
J. 80-100 CE: Rise of the Kushan Empire.

• Flourishing of trade with the Roman Empire via Indian Ocean routes.
• 2nd Century CE (101-200 CE)

K. 127-150 CE: Rule of Kanishka the Great (Kushan emperor), patron of Buddhism and Gandhara art.

• Spread of Mahayana Buddhism across Central and East Asia.
• Development of Sanskrit literature, medical and astronomical texts (early forms of Ayurveda, Jyotisha).
• Decline of Satavahana dynasty in late 2nd century CE.

3rd Century CE (201-300 CE)

• L. 250 CE: Gradual decline of the Kushan Empire.

Question 2.
In the previous chapter, you studied the map of the Maurya empire (See below). In the given map of the post- Maurya period. How many kingdoms can you count in the area that were previously under the control of the Maurya empire? (Page 120)

Answer:
The kingdoms that were under the control of the Mauryan empire are marked in orange colour in the map above.

From the map shown above, the kingdoms that were previously under the control of the Maurya Empire were:
1. Indo-Greeks
2. Kushanas
3. Shungas
4. Shakas (Indo-Scythians)
5. Satavahanas
6. Chedis

Question 3.
Below is a panel from the Bharhut Stupa. Look at the two figures on the right. What are they doing? Can you guess their profession? Notice their attire. What does this tell us about them? List other details that you notice in the panel and discuss your findings in class. (Page 124)

Answer:
The two figures on the right appear to be craftsmen or workers. They seem to be engaged in some form of construction or decoration work perhaps carving or polishing the stupa or a railing. Their bent posture and tools in hand suggest manual labour. Their attire is simple, likely meant for ease of movement, indicating they belong to a working-class group. This tells us that skilled artisans played a key role in building and decorating the stupa. The central symbol, likely a sacred object, is richly decorated, showing the importance of both art and devotion in Buddhist architecture. The surrounding patterns and carvings reflect the advanced skills and aesthetic sense of the period.

Question 4.
Look closely at the pictures in the collage. In a note, write down your observations on the clothes, the jewellery and other objects of daily use. (Page 124)

Answer:
The images in the collage reflect the artistic achievements of the Shunga period, and give us glimpses into the lifestyle of that time:
1. Clothes: The figures, both male and female, are shown wearing draped garments* resembling dhotis and saree-like wraps. The detailing suggests the use of pleats and possibly decorated fabric, indicating a sense of style and attention to dress.

2. Jewellery: Several forms of jewellery are depicted:
Bangles (Fig. 8) and necklaces (Fig. 10) show the use of metal and beads, suggesting that personal adornment was important. The female figures (Figs. 3, 4, 6) wear elaborate headgear and earrings, pointing to a variety of ornaments in use.

3. Other Objects:
Vase (Fig. 5): Indicates the use of decorative containers, likely for water or rituals. Comb (Fig. 9): Made of ivory, showing the importance of grooming and artistry in daily objects. Terracotta figurines (Fig. 6) and depictions of family life (Fig. 7) suggest the value placed on domestic life and royalty. These artefacts highlight the craftsmanship of the period and reflect the social and cultural aspects of life during the Shunga dynasty.

Question 5.
What do you think might have been the meaning of having deities like Vasudeva-Krishna or Lakshmi on some Indo-Greek coins? (Page 135)
Answer:
1. Respect for Indian Beliefs

• By putting deities like Vasudeva Krishna or Goddess Lakshmi on their coins, they showed respect for the religion and culture of Indian people.

2. To Connect with Indian People

• Having Indian gods on their coins helped Indo-Greek rulers gain the trust of local people.
• It made them seem like friendly rulers, not foreign invaders.

3. To Encourage Trade and Use of Coins

• Coins with familiar deities would be more easily accepted in Indian markets.
• It helped in smooth trade and daily transactions.

4. Cultural Mixing (Confluence)

• It shows how Greek and Indian cultures blended during that time.
• The coins are examples of unity in diversity.

Question 6.
Carefully observe this massive statue (1.85 m high) and notice the clothing, weapon, and footwear. What does it tell us about this figure? (Page 136)

Answer:
The clothing, weapon and footwear style in the ‘Headless statue of King Kanishka’ represent that King Kanishka was the most powerful ruler of the Kushan Dynasty. He is referred to Maharaja Rajadhiraja, Devputra Kanishka.

Question 7.
Observe the coins carefully. Who, besides the emperor, appears on the coin? (Page 136)

Answer:
Queens or Family Member:
Sometimes queens or royal relatives were shown alongside or on the opposite side of the king.
This showed the importance of royal women or the ruler’s family lineage.

Symbols and Animals: Power (like lions or tigers), Prosperity (like elephants or bulls),Kingdom emblems (like fish for Pandyas, bow and arrow for Cheras).
Gods and Goddess: Vasudeva Krishna, Goddess Lakshmi, Shiva and Nandi.
Cultural Figure: Some coins showed sages, traders, or warriors, especially to show achievements or legends.

Question 8.
Now that you are familiar with the basic characteristics of the Mathura and Gandhara styles of art, study the pictures of artefacts given below and try to identify which school of art each artefact belongs to. Write your observations with justifications and discuss your answers with your classmates. (Page 141)

Answer:
Figure 1: A scene of the death of Buddha. It belongs to the Gandhara School (Grey schist stone and Greco-Roman style with realistic features and drapery can be seen).
Figure 2: Bodhisattva Maitreya. It belongs to the Gandhara School (Greco-Roman influence, elaborate robe folds, and facial features can be seen).
Figure 3: Shiva linga being worshipped by Kushana devotees. It belongs to the Mathura School (Red stone and indeginous Indian style can be seen).
Figure 4: Naga between two Nagis. It belongs to the Mathura School (typical theme and material used can be seen).
Figure 5: Kartikeya, the god of war. It belongs to the Mathura school (It has a fuller figure and is made in Indian style).
Figure 6: Standing Buddha. It belongs to the Gandhara School (Robe pattern and Greco-Roman artistry can be seen).

Let’s Remember

Question 1.
While working on the timeline, did you notice the transition from BCE to CE? Remember what you learned BBB in the Grade 6 chapter ‘Timeline and Sources of History’ about how time is measured in history. (Page 119)
Answer:
In history, time is measured using a timeline, which helps us understand when events happened and how they are related.
Timeline is like a straight line. At the centre of the timeline is the year 1 CE (there is no year 0 in this system).
Dates before 1 CE are labelled as BCE and counted backwards (e.g. 500 BCE is earlier than 300 BCE).
Date after 1 CE are labelled as CE and counted forward (e.g., 300 CE is later than 100 CE).
Example:
500 BCE → 400 BCE → 2 BCE → 1 BCE → 1 CE → 2 CE → ………. 2025 CE.

Think about it

Question 1.
What, according to you, could the tradition of using the mother’s name at the beginning of a king’s name signify? (Page 126)
Answer:
The tradition of using mother’s name before ruler’s name signies various factors:

1. Respect for Mothers: It shows that mothers were highly respected in society and royal families.
2. Royal Lineage from the Mother’s Side: Sometimes, the mother belonged to a powerful or noble family, and mentioning her name gave the king more authority or honour.
3. Family Identity and Pride: It could be a way to highlight family background and make the king’s identity more distinct and prestigious.
4. Matriarchal Influence: It may reflect that women had an important role in royal decisions or public life, especially in the early, Deccan region.
5. Historical Record Keeping: Mentioning the mother’s name helps historians trace royal family trees and understand dynasties better.

Conclusion: This tradition shows how valued and influential women, especially mothers, were in the political and social life of ancient India.

Question 2.
In the series of numerals, which ones look somewhat like our modern numerals? Which ones don’t? (Page 126)

Answer:
In the series shown, 6 and 7 resemble the modern numerals quite closely. 9 has a shape somewhat similar to modern numeral 9.
1, 2, 4 and 10 are different from modern numerals.

Question 3.
This sculpture of a yaksha from Pitalkhora carries an inscription on its hand, kanhadasena hiramakarena kata meaning ‘made by Kanahadasa, a glodsmith’. Is it not interesting to see that a goldsmith could also craft a sculpture made of stone? What do you think this tells us about people’s professions at the time? (Page 127)

Answer:
This sculpture indicates that artists like painters, craftsmen or goldsmiths of ancient time were not limited to work in one mastered field. They were free to carve their other skills. This shows their versatility and the flexible operational system of the society.

• It shows, the boundaries between different occupations were less rigid at that time.
• Rulers fostered multiple skills of the people to promote local trade and built organisations to train them.

Question 4.
Notice the regularity of the rock-cut chambers sculpted nearly two millennia ago. How did artisans achieve such precision with just a chisel and a hammer? Picture yourself as a sculptor in the era, shaping stone into art with your own hands. What tools would you use? (Page 129)
Answer:

• Stone sculptors or masons are trained to carve temples, statues, and monuments.
• They are experts in shaping hard materials.

Chisel (Sanni or Khadaga)
If I were a sculpture in that era, the tools I would use are:

• A sharp, iron chisel is used to cut and shape stone.
  Hammer (Hathodi or Gada)
• Used to strike the chisel and break or carve stone.
  Pointed Tool
• Helps in marking and shaping fine details on the sculpture.
  Claw Tool
• Has toothed edges and is used to make textures or patterns on stone.

Question 5.
In the map given, you may notice different symbols alongside the names of the kingdoms. What do these symbols represent? Think about how they highlight the unique identities of the kingdoms. (Page 129)

Answer:
In the given map, three kingdoms are marked with their symbols:

• Cheras play represent a ‘bow and arrow’ which depicts, the Chera kings were great warriors and also complements their skill in warfare. The symbol remind people of the Cheras’ control over trade routes and forest lands.
• The Pandya kingdoms is flag represent ‘a pair of fish’. Pandyas ruled the southern India especially Tamil Nadu and were close to the Indian ocean. The pair of fish on their flag is a symbol of their strong connection with sea. It also represents their rich marine-life, wealth from fishing and well established maritime trade.
• The Chola kingdom’s is represent ‘a tiger’ which symbolises their valiance, strong army and the capacity to rule vast territories.

Question 6.
Observe the statue of the king. How is he depicted? What do his posture, clothing, and expression say about his power and status? (Page 132)

Answer:
The statue is of King Karikala. It tells us that he was a powerful, respected, and wise king. He is dressed in royal clothes, and is shown with pride and dignity.
Status: Royalty and Power
Clothing: Rich and traditional
Expressions: Confidence and Calmness

Question 7.
Have you ever wondered how historians uncover the trade relations between two distant kingdoms many centuries ago? Let’s take a moment to brainstorm and discuss how his information comes to light. (Page 133)
Answer:
Clues Historians Use:
1. Coins

• Foreign coins found in Indian cities (and vice versa) .show trade and exchange between different countries.
• Example: Roman gold coins found in Tamil Nadu tell us that India traded with Rome.

2. Pottery and Artifacts

• Pottery, beads, and glassware found far from where they were made suggest they were traded.
• Example: Amphora jars (used for oil/’ wine) found in Indian coastal areas.

3. Ancient Texts and Records

• Travelogues, poems, and records mention ships, ports, and goods.
• Example: Sangam literature speaks of pepper and pearls being sent abroad.

4. Port Remains and Shipwrecks

• Remains of ports (like Puhar) and sunken ships give evidence of sea trade.

5. Inscriptions and Labels

• Inscriptions on walls, stones, or seals show names of traders, ports, or items traded.

6. Foreign Accounts

• Writings of foreign travellers like Faxian, a Chinese traveller (you will read in chapter 7).
• Some information has also been gathered from Megasthenes book, Indika. Megasthenes was a Greek „ historian and diplomat and was hosted by Chandragupta Maurya in his court. Unfortunately, his written content was lost, but some excerpts are available which were quoted by a few later Greek scholars.

Question 8.
The Pandyas were known for their pearls. Why do you think pearls were an important article of trade during these times? (Page 134)
Answer:
1. Pearls were rare and beautiful
2. South India had natural pearl fishing Areas
3. High demand in foreign countries.
4. Symbol of wealth and status
5. Valuable for trade

• Ancient Tamil literature even calls pearls “wealth from the sea”!
• It includes poems and songs about love, war, kings, nature, and daily life.
• The poems were written by both men and women poets.

Question 9.
Do you know where Gandhara is? Does it remind you of a character from the epic Mahabharata? (Page 137)
Answer:
Gandhara was an ancient kingdom located in today’s northern Pakistan and eastern Afghanistan.
It was a famous cultural and trade centre, especially known for its beautiful Buddhist art (called Gandhara art), which combined Indian and Greek styles.
Yes, it reminds us of a character Gandhari in the epic Mahabharata. She was the princess of Gandhara. She married Dhritarashtra, the blind king of Hastinapur and was mother of Duryodhana.

Do you know?

The Shaka Samvat is an ancient Indian calendar that is still used in official documents and Hindu festivals today.
Key facts about the Shaka Samvat calendar:
1. Started in 78 CE (Common Era)

• The calendar began in 78 CE, when a ruler named Kanishka, of the Kushan dynasty, is believed to have introduced it.

2. Solar Calendar

• It is based mostly on the movement of the Sun, unlike some calendars that follow the moon.

3. India’s Official Civil Calendar

• The Government of India uses the Shaka calendar alongside .the Gregorian calendar (the one we use every day).
• For example, in Indian documents, you’ll often see two dates—one in the Gregorian calendar and one in Shaka Samvat.

4. Months in Shaka Calendar

• It has 12 months, starting with Chaitra (usually around March-April).
• The Shaka calendar is 78 years behind Gregorian calendar (except from January to March when it is behind 79 years).

Fun Fact:

• If the current year is 2025 CE, then the Shaka year is 1947, because Shaka Samvat started in 78 CE.
  (So, 2025 – 78 = 1947 Shaka year)

Class 7 SST Chapter 6 The Age of Reorganisation Question Answer (Exercise)

Questions and Activities (Page 143)

Question 1.
Why was the post-Maurya era also known as the era of reorganisation?
Answer:
1. Many Small Kingdoms Emerged
Mauryan Empire (around 185 BCE), broke into smaller kingdoms like:

• Shungas
• Satavahanas
• Kushans
• Indo-Greeks
• Cheras, Cholas, and Pandyas in the south

2. Political Systems Changed

• These new rulers formed their own governments and local systems.
• Each kingdom reorganised their own way of ruling and protecting their region.

3. Art, Religion, and Culture Grew

• There was a rise in Buddhist and Hindu art (like Mathura and Gandhara styles),
• Trade and cities developed.
• Local cultures and traditions started growing stronger.

4. Trade and Coins Developed

• New rulers issued their own coins.
• Trade routes were reorganised, both within India and with other countries like Rome and China.

Question 2.
Write a note on the Sangam literature in 150 words.
Answer:
Sangam Literature is the earliest known Tamil literature, written in ancient South India, between 300 BCE to 300 CE.

• The word “Sangam” means “gathering” or “assembly” of poets and scholars.
• This literature was written during the time of the Chera, Chola, and Pandya kingdoms.

Question 3.
Which rulers mentioned in this chapter included their mother’s name in their title, and why did they do so?
Answer:
Rulers of the Satavahana Dynasty often included their mother’s name in the title. For example,Vashishthiputra Pulumavi (a Satavahana king) included his mother’s name, showing respect for her role in his upbringing and kingdom’s legacy. It was a way to honour their mother and show that she played a key role in the ruler’s birth, upbringing, and royal lineage. It also highlighted that the mother’s family was important and that the royal bloodline came from both parents. By adding the mother’s name, rulers showed that they respected matrilineal heritage (the family line through the mother), which was significant in some ancient cultures.

Question 4.
Write a note of 250 words about one kingdom from this chapter that you find interesting. Explain why you chose it. After presenting your note in class, find out what kingdoms have been the most selected by your classmates.
Answer:
The Chola Kingdom was one of the most powerful and influential dynasties in South Indian history. It ruled from the 3rd century BCE to 13th century CE and reached its peak under rulers like Rajaraja Chola I and Rajendra Chola I. The Chola Empire extended its control over large parts of southern India, Sri Lanka, and even parts of Southeast Asia through naval expeditions.

The Cholas are renowned for their efficient administration, with a well-organised system of local self-government, especially in villages. They maintained a strong army and navy, which helped them expand their territory and influence overseas. One of the greatest achievements of the Cholas was in the field of architecture and art. They built magnificent temples such as the Brihadeeswarar Temple in Thanjavur, which is now a UNESCO World Heritage Site. These temples were not just places of worship but also centres of economic and social activity.

The Cholas also promoted Tamil literature, trade, and culture, leaving a lasting legacy in the region. Their inscriptions, mostly in Tamil and Sanskrit, provide valuable information about their governance, society, and achievements.

The Chola period is often remembered as a golden age of Tamil culture and imperial glory in South India.

Why I chose this Kingdom
I chose the Chola Kingdom because I found their achievements truly inspiring. They were not only strong warriors but also great builders and administrators. I admire how they promoted art, respected local governance, and even connected with foreign lands through trade and naval power. Learning about them made me proud of India’s rich and powerful history.

Question 5.
Imagine you have the chance to create your own kingdom. What royal emblem would you choose, and why? What title would you take as the ruler? Write a note about your kingdom, including its values, rules and regulations and some unique features?
Answer:
If I had a chance to create my own kingdom I would choose ‘Durga’ as the royal emblem that represents power and divine protection to the kingdom. As a ruler I would take the title ‘Queen of Light’ and bring positivity, hope and peace to my people.
Values of the Kingdom:

• Respect for the mother nature and deities.
• Non biased society system.
• Fostering every skill and occupation.
• Flexibility among cultural practices and beliefs.

Regulation of the Kingdom:

• No discrimination based on race, religion or occupation.
• Free educational system formed for backward children.
• Every adult will be given a fair chance to serve in the army and contribute to protect the people.
• Conflicts of people would be discussed and solved peacefully in assembly meetings.

Unique Features:

• Art, architecture and literature will be enhanced and preserved.
• Scholars and artists will be patronised.

Question 6.
You have read about the architectural developments of the post- Mauryaera. Take an outline of the Indian subcontinent and mark the approximate locations of some of the ancient structures mentioned in this chapter.
Answer:
Do it yourself.
Hint: Take a political map of the Indian Subcontinent and mark the ancient structures built by the rulers of various dynasties you studied in this chapter.