the second urbanization - sns...

H I S T O R YCHAPTER 9

The Second Urbanization

FACTS AND CONCEPTS

1. Urban: Cities.2. Rural: Village.3. Tract: A large area of land.4. Guild: An organization of people doing the same job.5. Maritime: Connected with sea or ships.6. Brocade: A piece of heavy cloth with design of

gold and silver threads.7. Oppressive: Unjustly inflicting hardship and

constraint on a minority or other subordinate group.8. Patronize: Treat with apparent kindness that

betrays a feeling of superiority.

9. Transcontinental: Crossing a continent.10. Merchandise: Goods to be bought and sold.11. Compile: Produce by assembling information

collected from other source.12. Charred: Partially burn so as to blacken its surface.13. Ambassador: An accredited diplomat sent by a

country as its official representative to a foreign country.

14. Missionary: A person sent on a religious mission.

Students will be able to• Knowledge domain

• define urbanization.• explain the features of urbanization.

• Process domain• give reason for the emergence of the urban centre.• illustrate the use of archaeological evidence such as coin, sculpture, and textual sources

to reconstruct the social and cultural aspects of history.• Application domain

• reason out the expansion of the trade.• analyse cases to draw inferences.

• Attitude domain• enjoy attending and participating in debates or discussion on Kaveripattinam.• show spirit of teamwork, self-help, and self-reliance.

• Creativity domain• prepare models using different types of materials.• draw charts and tables, read map, etc.

LEARNING OBJECTIVES

TeACher’S reSoUrCe2

LEARNING STRATEGIES

Sharing knowledge, collecting information from news reports, discussion on Kaveripattinam.

PREREQUISITE

1. Aware of the Mahajanapadas.2. Appreciate the socio and cultural changes during

this period.3. Know the importance of textual sources.

LEARNING MATERIALS

Textbook, Internet, outline map of India, and interactive CD.

ACTIVITIES

Pre-Learning

1. Ask:(a) State the five characteristics of their town or city.(b) How are villages different from towns or cities?(c) Why their city or town is famous?

(d) List the important ancient cities of India?(e) What are the main reasons for the growth of these

cities?2. List all the responses on the black board.3. Teach the students that villages developed into cities.4. recap that the wealthy traders played an important

role in the development of cities.5. Teach the students that change from village life to

city life is called urbanization.

While Learning

1. State that archaeological excavations do not reveal any substantial evidence of towns and cities until the Mauryan period.

2. Define urbanization and also explain to the students that by 300 bce many cities and towns emerged in different parts of India.

3. explain that the pace of urbanization increased in the post-Mauryan phase, historians referred it as the “second urbanization.”

4. State that historian refers first urbanization during the Indus Valley civilization.

5. State that the Pali and Sanskrit texts mention the growth of many towns during this period and mention the names of the cities and towns.

3TeACher’S reSoUrCe

6. explain the students about the features of the second urbanization with the help of a web chart.

7. Describe the use of iron tools and implements during the post-Mauryan periods with the help of the following web chart, and ask the students “Why do you think this phase is called the second urbanization?”

8. explain the increase in agricultural production and its contributions to urbanization during the post-Mauryan period with the help of the web charts.


9. explain the trade and craft guilds and their source of information during the post-Mauryan period with the help of the following web charts.

10. Describe the expansion of the internal and external trade during the post-Mauryan periods, and instruct the students to read the source-based question from the textbook.


11. Teach the students about the use of coins or metal money during the Mauryan and post-Mauryan periods with the help of a web chart.

12. explain the emergence of urban centres during the Mauryan and post-Mauryan periods with the help of the following web chart.


13. explain the arts and crafts centres and towns during the Mauryan and post-Mauryan periods with the help of the following web charts.

14. State that the sculptures reveal the life in towns and cities during the Mauryan and post-Mauryan periods and explain it with the help of the following web chart.


15. explain the use of Northern Black Polish Ware pottery during the Mauryan and post-Mauryan periods with the help of a web chart.

16. explain the discovery of ring wells and state that rows of pots of ceramic rings were placed one on top of the other (show the picture) in ring wells and used probably as toilets, drains, or as garbage bins.


17. State that the different classes of people lived in the villages and explain it with the help of a chart.

18. Let the students to discuss the case study on Kaveripattinam.(a) State that Kaveripattinam was a very

prosperous city.(b) Ask them to read the text and answer the

questions.(c) Discuss the answer after they complete their

work.

Read the text and answer the following questions:i. State the location of Kaveripattinam.

ii. Write about the different sources of the port city and its importance.

iii. how can you say that the city was well planned?iv. Think you are a historian. how can you infer

based on the sources that Kaveripattinam was a flourishing port town?

v. What the archaeologists have found at Kaveripattinam?

vi. (Justify your answer with reference to the type of sources that assisted you to conclude your statement.)

Post-Learning

1. organize a debate on the topic “development of towns cannot take place without the development of villages” and bring other class students as audience for the debate.

Pre-debate

(a) Tell the students to speak for the motion or against the motion.

(b) Instruct the students to abide by the rules of the debate.

(c) Instruct them to be courteous throughout the debate.

(d) Advise them not to interrupt any speaker.(e) Advise them to greet the judge, the opponent, and

the audience before they state their viewpoints.(f) Instruct them to bring evidence to support their

viewpoint.(g) Ask the students to write their evidence in the

index card and refer if needed.


(h) Advice the students to anticipate the counter arguments while they prepare for the debate.

(i) Share the rubrics with the students.(j) Arrange the seating in a semicircular manner.

During debate

(a) open the debate with the speaker for the motion.(b) Followed by the speaker against the motion.(c) This pattern is repeated.(d) Give three–five minutes for each speaker to speak.(e) evaluate them based on the rubrics.

Post-debate

(a) Assimilate the points of debate.(b) State your view points.(c) Allow the audience to ask question to the speaker.(d) Share their results and point the area of

improvement.

2. Distribute the worksheet.

WORKSHEET ANSWERS

KEY TO THE TEXTBOOK EXERCISES

CCe linkSummative assessmentTechnique: Fill in the blanks, MCQ, match the columns, true or false, questions and answersTool for assessment: QuestionsKey skills: Critical thinking, problem-solving

1. Fill in the blanks with appropriate words.(a) urbanization(b) Iron(c) Barygaza(d) east(e) Tamil Nadu

2. Choose the correct answer.(a) shrenis(b) Bharuch(c) puhar(d) beads(e) pottery

3. Match the columns.(a) Greek sailor(b) NBPW(c) ordinary ploughmen(d) Village headman(e) Tamil epic

4. Write true or false.(a) False(b) False(c) True(d) True(e) False

5. Answer the following questions in one or two sentences.(a) The post-Mauryan phase, from 300 bce, falls

under the wave of the second urbanization.(b) Iron implements helped in clearing large tracts

of land which were brought under agriculture. Iron tools and iron ploughs increased agricultural production considerably.

1. (a) Toilets, drains, or as garbage bin

(b) All of the above (c) All of the above (d) All of the above

2. (a) (i) rich landlords were known as Vellalars.

(ii) ordinary ploughmen were known as Uzhavars.

(iii) Landless labour including slaves were known as Kadasiyar or adimai.

(b) The three different classes of people who lived in north India were

(i) The headman also known as grama bhojaka.

(ii) The smaller landowners known as Grihapatis.

(iii) Those who did not own land but worked in other field to earn their living called Dasa karmakara.


(c) Some of the commodities imported to India were wine, horses, precious gems, gold and silver coins, etc.

(d) Some of the urban centres that emerged by 300 bce were Ujjain, Mathura, Kaveripattinam, Tamluk, Bharuch, Vaishali, Madurai, Ayodhya, and others.

(e) In North India, the grama bhojakas were the largest landowners and also the village headmen. The grihapatis were smaller, independent landowners. The dasa karmakaras were landless labourers and worked on the farms of others. In South India, the vellalars were the rich landowners, the uzhavars were ordinary ploughmen, and the kadasiyar and adimai were the slaves.

6. Answer the following questions in four or five sentences.(a) The main features of the second urbanization

are:• Use of Northern Black Polished Ware• The use of iron tools and implements• The use of burnt bricks• The use of metal money• Discovery of ring wells used as toilets and

drainpipe• expansion of agriculture because of better

tools and improved irrigation(b) Agriculture was the chief occupation of the

people. Farmers used a variety of methods to practice agriculture and thus grew very prosperous. one method was the transplantation of seeds or small plants. Methods of irrigation had also improved as canals, wells, tanks, and artificial lakes were used to irrigate the farms.

(c) Shrenis refer to the guilds or the organizations that craftspeople were organized into during this period. There were two kinds of guilds—the merchant guilds and the crafts guilds. The merchant guilds organized trade activities for its members. The crafts guilds provided technical training to the younger craftspeople. It also procured raw materials for the members.Guilds helped in the marketing and selling of goods. often, the guilds functioned as banks where wealthy people invested their money. This was used to give loans to craftspeople. It was also common for guilds to make lavish donations and gifts to temples and monasteries.

(d) Many towns flourished during this period such as Madurai, Pataliputra, Ujjain, Vaishali, Varanasi, and Kodumanal. These urban centres grew due to trade and the patronage of kings and traders. each urban centre had its own specific function. Some were capital cities, some grew as trading centres, and some became centres of pilgrimage.

(e) remains of NBPW are associated with the second urbanization. This pottery has been found on the Ganga plains of Uttar Pradesh and Bihar, and eastern and southern India. It was pottery that was usually black in colour and had a glossy surface. historians feel that this pottery indicates a high level of urban development.

HINTS FOR FUN WITH HISTORY SECTION

A. Map work:

CCe linkFormative assessmentTechnique: Map workTool for assessment: PortfolioKey skills: Critical thinking, problem-solving, communication

Let students refer to the atlas and mark their map.

Check to see that they have used a colour code or a key to prepare the map. In their report, they should have brought out interesting links such as reasons for the growth of the town, proximity to each other, importance today, or any other relevant points as determined by the teacher.

B. Picture study:

CCe linkFormative assessmentTechnique: Picture analysisTool for assessment: ChecklistKey skills: Creative thinking, critical thinking, problem-solving, effective communication

As the coin was made of gold, it shows that trade with India was prosperous and thriving.

Augustus was a roman emperor. he ruled over rome in the 1st century bce.


C. Diary entry:

CCe linkFormative assessmentTechnique: Diary entryTool for assessment: PortfolioKey skills: Creative thinking, critical thinking, problem-solving, communication, empathy

every day one wakes up to the sound of the ships.

The hustle bustle at the port suggests all the merchants of the shreni were busy.

Today, I sent a shipment of fine textiles and costly vessels of silver.

It went all the way to rome.

I earned a lot of gold coins.

I may buy some precious carnelian for my wife.

D. Debate:

CCe linkFormative assessmentTechnique: DebateTools for assessment: Checklist, rating scaleKey skills: Creative thinking, critical thinking, problem-solving, communication, interpersonal relations

Development of towns cannot take place without the development of villages

Yes, because No, because

•Towns and villages are interlinked to one another.

•The town can develop due to other factors—as a centre of trade, discovery of precious metals, etc.

•Villages supply the food and raw material necessary for traders and craftspeople; otherwise they need to grow their own food to survive.

•Manyvillagesandtowns are far away from one another. hence, it is possible that they developed independently.

•No town has emerged in history without the development of villages first.

•Food can always be imported from other places.

A town does not have to depend on the village for food.

E. Websites:

CCe linkFormative assessmentTechnique: MultimediaTools for assessment: Checklist, rating scaleKey skills: Creative thinking, critical thinking, problem-solving, communication, interpersonal relations

The teacher can collect additional information/show students the website when the section on Puhar is being taught.

ADDITIONAL QUESTIONS AND ANSWERS

CCe linkSummative assessmentTechnique: Questions and answersTool for assessment: ChecklistKey skills: Self-awareness, critical thinking, communication

A. Answer the following questions in one or two sentences.

1. Why is the period from 300 bce known as the second urbanization?

Ans. Around 300 bce many towns and cities emerged in different parts of India. This is referred to as the second urbanization because the first urbanization took place around the time of the harappan civilization, dating back to 2500 bce.

2. Mention two ways by which guilds were beneficial to merchants.

Ans. Guilds were beneficial to merchants because of the following reasons (mention any two):• It organized trade activities on behalf of its

members.• It provided technical training to the younger

craftspeople.• It also procured raw materials for the members.• Guilds helped in the marketing and selling

of goods.• The guilds often functioned as banks where

wealthy people invested their money. This was used to give loans to craftspeople.

3. What is notable about NBPW?Ans. NBPW was a special type of pottery. It had a

glossy surface and was usually black in colour. The pottery was made of clay and was used extensively during this period. historians


believe that the use of NBPW suggests a high level of urban development.

4. What are ring wells?Ans. ring wells were wells with rows of pots of

ceramic rings placed one on top of the other and was probably used as toilets, drains, or garbage bins.

B. Answer the following questions in four or five sentences.

1. What does the Periplus tell us about trade during the second urbanization?

Ans. The Periplus describes the navigation and trading opportunities from the roman–egyptian ports along the coast of the red Sea and others along east Africa and India. It gives us a lot of information of lands around the Indian ocean. It describes the port of Bharuch in detail, including the goods that were imported and exported from there. We also come to know that it was difficult to navigate ships because the coast was narrow and rocky. We also get to know the special items were imported for the king, such as singing boys, wine, and fine cloth.

2. What information do coins give us about the second urbanization?

Ans. During the Mauryan period, silver punch-marked coins were extensively used. In the post-Mauryan period, several types of coins were found in the north, north-west, and lower Gangetic Valley. Traders and merchants paid taxes to kings

through coins. Inscriptions were introduced on coins and the technique of minting coins also improved. The use of coins also benefitted trade.

3. how can you say that merchants and trader were influential members of society?

Ans. The inscriptions found in many stupas and sanghas refer to donations and gifts from merchants and traders. We get information about craftspeople from the Arthashastra and Buddhist literature. There are references to specialized groups living together in certain villages.

4. What do the Tamil epic poems tell us about Puhar?

Ans. Puhar is referred to as a thriving centre of arts and crafts. It contained luxurious palaces and mansions. It was also a flourishing port town trading with countries such as rome, Africa, and Sri Lanka. The poems reveal that horses, gems, corals, and other items were part of the trade.

5. What are some of the artefacts found at Kaveripattinam?

Ans. Archaeologists have found various artefacts such as pottery, jewellery, beads, terracotta, rings, and bangles at Kaveripattinam. Coins of different kinds have also been found. Some roman coins brought by traders are also part of the discovery.

WORKSHEET

1. Choose the correct answer:

(a) rings wells were probably used as(i) Toilets, drains, or as garbage bin

(ii) Tanks for water storage(iii) Granary for wheat storage(iv) None of the above

(b) Kadasiyar refers to(i) Landless labour

(ii) Slaves(iii) Adimai(iv) All of the above

(c) Which of the following phrase describe Kodumanal?(i) rich in mineral resources

(ii) Industrial centre for precious stones(iii) Located in Tamil Nadu(iv) All of the above

(d) Which of the following statements describe Bharuch?(i) Bharuch is referred as Barygaza by a Greek sailor

(ii) A port on the Gujarat coast(iii) Was connected to Ujjain, Mathura, and plains of Ganga(iv) All of the above

2. Read the text describing a village life. Answer the following:

My village is located in the border area of Tamil Nadu and Kerala. In my village, mainly three classes of the people lived. They were the very rich landlords, the ordinary ploughmen, and finally the landless labourers. I belong to the last class. I did not own land and earned my livelihood by working in fields.

(a) What are the three classes referred to here?

(b) State the three different classes of people who lived in the northern India.

The Second Urbanization

Name: .......................................................................................... Class: ....................................

Date: ................................................................ Teacher’s signature: .............................................

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