Chapter 6: The Age of Reorganisation Class 8th Social Science (Exploring Society:India and Beyond-I) NCERT Solution

Chapter 6 — The Age of Reorganisation | Solutions
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Tapestry of the Past · Exploring Society, Grade 7
Chapter 6 — worked solutions

The Age of Reorganisation — Chapter Solutions

Every in-text question (Think About It / Let’s Explore / Let’s Remember) and every end-of-chapter exercise from the Śhungas, Sātavāhanas, Chedis, the southern kingdoms, and the Indo-Greek, Śhaka and Kuṣhāṇa invasions — answered in full, with the chapter’s own coins, statues, maps and inscriptions beside each solution.

In-text Questions

The “Think About It”, “Let’s Explore” and “Let’s Remember” boxes scattered through the chapter (pages 118–140), taken up in the order they appear.

Let’s Explore · Page 118
Q Create a timeline from the first year of the 2nd century BCE to the last year of the 3rd century CE. How many years does this period cover?
Answer
  1. Find the start point: The 2nd century BCE runs from 200 BCE down to 101 BCE. Since BCE years count backwards, its “first year” — the earliest point in time within it — is 200 BCE.
  2. Find the end point: The 3rd century CE runs from 201 CE to 300 CE, so its last year is 300 CE.
  3. Add the two spans: Because there is no year 0 between 1 BCE and 1 CE, you add the BCE and CE parts directly.
  4. Draw it: Mark 200 BCE at the left end and 300 CE at the right end of a straight line, with a clear transition point in the middle where BCE turns into CE (see the chapter’s own timeline, Fig. 6.28, for the style to follow).

Step-wise calculation

Step 1 — BCE part: $$200\ \text{BCE} \rightarrow 1\ \text{BCE} = 200\ \text{years}$$
Step 2 — CE part: $$1\ \text{CE} \rightarrow 300\ \text{CE} = 300\ \text{years}$$
Step 3 — Total (no year 0, so simply add): $$200 + 300 = \boxed{500\ \text{years}}$$
Timeline of rulers and dynasties from 200 BCE to 300 CE
Fig. 6.28 — mark Puṣhyamitra Śhunga, Khāravela, Gautamīputra Sātakarṇi, Kaṇiṣhka and Karikāla, along with the Śhunga, Indo-Greek, Śhaka, Sātavāhana, Kuṣhāṇa and Chola/Chera/Pāṇḍya spans, onto your own timeline as you read the chapter.
Let’s Remember · Page 119
Q While working on the timeline, did you notice the transition from BCE to CE? Recall how time is measured in history.
Answer — quick recall
  1. BCE (“Before the Common Era”) counts backwards — the numbers get smaller as you move closer to the present (e.g., 200 BCE is earlier than 100 BCE).
  2. CE (“Common Era”) counts forwards from that same reference point, the way we normally count years today.
  3. There is no year 0: the year 1 BCE is followed directly by the year 1 CE. This is why, when you calculate a span crossing this boundary, you add the BCE and CE numbers together rather than subtracting them.
  4. Quick check: Puṣhyamitra Śhunga (185 BCE) and Kaṇiṣhka (about 150 CE) are separated by $185 + 150 = 335$ years — not $185 – 150$.
Let’s Explore · Page 120
Q Compare this map of the post-Maurya period with the map of the Maurya empire (page 100). How many kingdoms can you count in the area once controlled by the Mauryas?
Answer
Map of prominent dynasties of India during the age of reorganisation
Fig. 6.2 — Prominent dynasties of India during the age of reorganisation.

Where the Maurya map (page 100) showed one single empire, this map shows the same land split up. Within the old Maurya territory (and its immediate borders) you can identify around six new powers:

Indo-Greeks Śhakas (Indo-Scythians) Kuṣhāṇas Śhungas Sātavāhanas Chedis
Note that these did not all exist at exactly the same moment — the Indo-Greeks, Śhakas and Kuṣhāṇas actually succeeded one another in the northwest over time. The Cholas, Cheras and Pāṇḍyas, further south, are not counted here since that region was never under Maurya control in the first place.
Let’s Explore · Page 124
Q Look at the two figures on the right of this Bharhut panel. What are they doing? Can you guess their profession? What does their attire tell us? List other details you notice.
Answer
Panel from the Bharhut Stupa showing two figures on the right
Fig. 6.7 — A panel from the Bharhut Stūpa.
  1. What they’re doing: The two figures on the right are caught mid-movement, with raised arms, bent knees and an animated posture — most likely dancing, singing or playing music.
  2. Likely profession: They were probably professional performers — dancers or musicians employed to entertain the court, or to take part in festive and religious occasions. (Fig. 6.5.3 in the same chapter is titled “a group of singers and dancers”, which supports this reading.)
  3. What their attire tells us: Their elaborate ornaments, headdresses and fine drapery suggest they were skilled, valued performers — prosperous enough (or well-patronised enough) to be richly dressed, and important enough to be carved permanently onto a sacred Buddhist monument.
  4. Other details: The left side of the panel carries a large decorative motif (a stylised lotus / wheel-like emblem) with beaded borders and a railing pattern running along the bottom — typical of the intricate railings the Śhungas added at Bharhut.
Q Look closely at the collage of artefacts (Fig. 6.6). Note your observations on the clothes, jewellery, and other objects of daily use.
Answer
Collage of Shunga era art and artefacts
Fig. 6.6 — Some Śhunga contributions to art: 1. pillar with a Greek warrior · 2. male figure · 3. woman with a child · 4. woman with a fan · 5. a vase · 6. female figure with hair ornaments · 7. royal family · 8. bronze bangles covered with gold · 9. ivory comb · 10. necklace beads.
  1. Clothes: Both men and women wear layered, draped garments — a lower cloth wrapped like a dhoti and an upper wrap or sash — along with tall, elaborate turbans and headdresses on the male figures.
  2. Jewellery: Heavy bronze bangles covered with a thin layer of gold, beaded necklaces, elaborate hair ornaments and a finely carved ivory comb — all pointing to expert goldsmiths, ivory-carvers and bead-makers at work.
  3. Objects of daily use: A terracotta vase carved with figures, and small terracotta figurines, show that decorative pottery and religious/domestic objects were in everyday circulation.
  4. Cultural clue: The pillar carved with a Greek warrior shows that Greek visual influence had already entered Indian art — a hint of the cultural blending this whole chapter is about.
  5. What a historian concludes: This was a prosperous society with leisure, fashion, skilled artisans and a taste for beauty in ordinary objects.
Think About It · Page 126
Q What could the tradition of using the mother’s name at the beginning of a king’s name signify?
Answer
Satavahana coin inscribed King Lord Satakarni son of Gautami
Fig. 6.10 — A Sātavāhana coin, inscribed in Brahmi: “King Lord Sātakarṇi, son of Gautamī.”
  1. High status of the queen mother: It signals real respect for — and the real influence of — the king’s mother within the royal household and in the kingdom’s public life.
  2. The evidence backs this up: Gautamī Balaśhrī, mother of Gautamīputra Sātakarṇi, was powerful enough to donate land to Buddhist monks and to have her own important inscription carved at Nāśhik. That is genuine political and religious authority, not a ceremonial title.
  3. Legitimacy through the mother’s line: A king’s claim to the throne may partly have rested on his mother’s family and standing, making her identity worth announcing in his own royal name — and even on his coins, which everyone handled.
  4. What it tells us about society: Women of the Sātavāhana court could hold property, make grants and be publicly honoured — a striking contrast with many other ancient societies.
Q In the series of Brahmi numerals shown, which ones look somewhat like our modern numerals? Which ones don’t?
Answer
Brahmi numerals 1 2 4 6 7 9 10 from the Naneghat inscriptions
Numerals from the Naneghat inscriptions (Brahmi script), as printed on page 126 of your textbook.
NumeralBrahmi formLike today?
1a single horizontal dashNo
2two horizontal dashesNo
4a small cross / plus-like markNo
6a curled loopYes — close to our “6”
7a hooked strokeYes — close to our “7”
9a curved, looping shapeNo
10an α-like shapeNo
  1. Closest to modern shapes: 6 and 7.
  2. Furthest from modern shapes: 1, 2, 4, 9 and 10.
Even with these differences, the fact that any of them already resemble today’s digits is important evidence that our modern number system ultimately originated in India — as your textbook points out.
Think About It · Page 127
Q A yakṣha sculpture from Pitalkhora carries an inscription saying it was “made by Kanahadasa, a goldsmith.” What does it tell us about people’s professions at the time?
Answer
Karla caves and a yaksha sculpture from Pitalkhora
Fig. 6.11 — the Karla caves near Lonavala; Fig. 6.12 — a yakṣha from the Pitalkhora caves, inscribed kanhadāsena hiramakarena kāṭa, “made by Kanahadasa, a goldsmith”.
  1. Skills were not narrowly boxed: A goldsmith — trained to work delicate metal — was clearly also able to carve fine stone sculpture. Trades were not rigidly separated the way we might assume.
  2. Craft training was broad: Artisans may have trained across several materials (metal, stone, ivory, terracotta), or guilds may have passed down a wider range of techniques than a single specialism.
  3. Pride in authorship: The artisan’s name and profession were proudly inscribed on the work itself — so skilled craftspeople had recognised social standing and signed their creations, just as artists do today.
  4. Guilds at work: It also hints at the strong guild culture of the age, in which craftsmen organised themselves, shared skills and could afford to donate art to religious sites.
Think About It · Page 129
Q How did artisans achieve such precision in rock-cut chambers with just a chisel and hammer? What tools would you use as a sculptor of that era?
Answer
Udayagiri caves near Bhubaneswar, the Hathigumpha inscription and a carved Ramayana panel
Fig. 6.13 — 1. The Udayagiri caves near Bhubaneswar · 2. The Hāthīgumphā inscription · 3. A carved panel showing a scene from the Rāmāyaṇa.
  1. Careful planning first: Guide-lines, proportions and the outline of each chamber were marked on the rock face before a single stroke was cut, using measuring cords and simple geometry.
  2. Top-down cutting: Rock-cut caves were carved from the roof downwards, so the finished ceiling supported itself and no scaffolding was needed — this also kept the chambers regular.
  3. The toolkit: iron chisels of several widths (pointed, flat, claw), hammers and wooden mallets, a plumb line (a weight on a string) to keep walls truly vertical, measuring cords, and abrasive stones and sand for the final polish.
  4. Patient, incremental work: Small amounts of rock removed at a time — rough shaping first, then fine detail, then polishing. A single cave could take years.
  5. Generations of skill: Master craftsmen trained apprentices over decades within guilds, so the accumulated experience — not the tool — is the real secret of the precision.
Q On the map of the southern kingdoms, you may notice different symbols alongside the kingdoms’ names. What do these symbols represent?
Answer
Map of the Chola, Chera and Pandya kingdoms with their royal emblems
Fig. 6.14 — Kingdoms in the South, each flying its royal emblem (borders are approximate and fluctuated in time).
KingdomEmblemCapital
CholaTigerUraiyūr
CheraBowVanji (Karur)
PāṇḍyaFish (a pair)Madurai
  1. They are royal emblems — dynastic insignia, a visual “signature” for each kingdom.
  2. Practical use: They were flown on flags and stamped on seals and coins, so people could instantly tell whose authority applied — useful even for subjects who could not read.
  3. Asserting identity and pride: They highlight each kingdom’s unique identity — exactly the way a national flag or a coat of arms does today.
Think About It · Page 132
Q Observe the statue of King Karikāla. How is he depicted? What do his posture, clothing and expression say about his power and status?
Answer
Statue of King Karikala riding an elephant
Fig. 6.16 — Statue of King Karikāla at the Grand Anicut Memorial Park, Tamil Nadu.
  1. Elevated position: He is shown mounted on a richly decorated elephant rather than standing on the ground — physically raised above ordinary people, the classic way of signalling royalty.
  2. Posture: Upright, seated, with a raised hand and a confident, commanding pose — as if issuing an order or blessing his subjects. He looks calm and in control, not aggressive.
  3. Clothing and ornament: Fine royal dress, a crown and heavy jewellery, and the elaborately caparisoned elephant, together project wealth and power.
  4. Expression: Serene and dignified — the image of a benevolent ruler, which fits the king remembered for the Grand Anicut, a welfare project rather than a conquest.
The Kallanai or Grand Anicut across the Kaveri river
Fig. 6.17 — The Kallaṇai (Grand Anicut): still in use today, it diverts the Kāveri to irrigate the “rice bowl of the South”.
Think About It · Pages 133 & 134
Q How do historians uncover trade relations between two distant kingdoms many centuries ago?
Answer
Coins issued under the Chera kings
Fig. 6.18 — Coins under the Chera kings, bearing the royal emblem.
  1. Foreign objects at excavation sites: Roman coins, glass and pottery dug up in south India — and Indian goods (pepper, ivory, pearls) found in Roman-world sites — directly prove contact between the two regions.
  2. Coins and coin hoards: Local coins with royal emblems, and hoards of foreign coins found inside a kingdom, help historians map out who traded with whom, and how much.
  3. Foreign written accounts: Greek and Roman writers described Indian ports, goods and routes; Megasthenes in his Indika even describes the Pāṇḍya kingdom as prosperous and actively trading.
  4. Inscriptions: Royal inscriptions mention goods and gifts — Khāravela, for instance, states that he received hundreds of pearls from the Pāṇḍya kingdom.
  5. Images on coins: The Sātavāhana coin showing a two-masted ship is itself evidence of a maritime trade network.
  6. Shipwrecks and cargo: Underwater archaeology sometimes recovers whole cargoes, showing exactly what moved and in what quantity.
Satavahana coin with a two-masted ship
Fig. 6.8 — A Sātavāhana coin bearing a two-masted seafaring ship — hard evidence of maritime trade reaching as far as the Roman Empire.
Q The Pāṇḍyas were known for their pearls. Why do you think pearls were an important article of trade during these times?
Answer
  1. Natural abundance: The seas off the Pāṇḍya coast (the Gulf of Mannar) held rich, easily reached natural pearl fisheries — a resource few other regions had.
  2. High value, low weight: Pearls are light and tiny but extremely valuable — perfect for long-distance trade, where a small pouch could be worth a fortune and cost almost nothing to carry.
  3. Luxury and status: In Rome, Greece and West Asia, pearls were prized jewellery and a mark of royalty and wealth, so demand — and prices — stayed high.
  4. No substitute: Unlike cloth or grain, pearls could not be manufactured anywhere else; they had to be bought from the source, which made the Pāṇḍyas rich and gave them a naval, trading power.
Let’s Explore · Page 135
Q What might have been the meaning of having deities like Vāsudeva-Kṛiṣhṇa or Lakṣhmī on some Indo-Greek coins?
Answer
Heliodorus pillar near Vidisha
Fig. 6.19 — The Heliodorus pillar near Vidisha, put up by an Indo-Greek ambassador who praised Vāsudeva as the “god of gods”.
Indo-Greek silver coin with Vasudeva Krishna, and a Gazette of India page using the Shaka Samvat era
Fig. 6.20 — An Indo-Greek silver coin with Vāsudeva-Kṛiṣhṇa; Fig. 6.21 — the Gazette of India, still dated in both the Gregorian and Śhaka Samvat eras.
  1. Winning acceptance: Putting popular Indian deities on their coins let foreign rulers appear legitimate and acceptable to their overwhelmingly Indian subjects. Coins passed through every hand — they were the age’s mass media.
  2. Genuine cultural adoption: The Heliodorus pillar shows that some Indo-Greeks personally adopted Indian beliefs after long contact with local culture — this was not only political theatre. Its inscription even lists three precepts that lead to heaven: self-restraint, charity, consciousness.
  3. Cultural blending: It reflects the pattern of the whole age — invaders absorbing and promoting the culture of the land they ruled instead of replacing it.
  4. A living legacy: The Śhakas’ Śhaka Samvat calendar (78 years behind the Gregorian) was adopted as India’s National Calendar in 1957 — foreign rulers’ contributions became Indian.
Let’s Explore · Page 136
Q Observe the massive statue of King Kaṇiṣhka — the clothing, weapon and footwear. What does it tell us about this figure?
Answer
Headless statue of King Kanishka
Fig. 6.22 — The 1.85 m headless statue of King Kaṇiṣhka. Its Brahmi inscription reads mahārāja rājadhirāja devaputra kaṇiṣhka — “the great king, king of kings, son of God, Kaṇiṣhka”.
  1. Clothing: A long, heavy coat/tunic falling below the knees — clothing for a cold climate, not the Indian plains. It points straight to his Central Asian origins.
  2. Footwear: Sturdy, thick boots — made for riding and for a colder homeland, again unlike typical Indian footwear.
  3. Weapon: He grips a sword / mace — a symbol of military might and of the warrior-king.
  4. Size and title: The statue is massive (1.85 m) and the inscription calls him “king of kings, son of God” — deliberate projection of supreme, almost divine authority.
  5. Overall message: Even while ruling a vast Indian empire, the Kuṣhāṇas proudly kept their Central Asian identity — cultural blending, not erasure.
Q Observe Kaṇiṣhka’s coins carefully. Who, besides the emperor, appears on them — and why might a ruler feature such figures? Can you find modern examples of symbolic currency?
Answer
Coins of King Kanishka featuring Buddha and Shiva
Fig. 6.23 — Coins of Kaṇiṣhka: on one, the emperor holds a spear and the reverse shows the Buddha, inscribed BOΔΔO in Greek script; on the other, Śhiva with the bull Nandi.
  1. Who appears: Besides the emperor himself — the Buddha on one coin, and Śhiva with Nandi on the other.
  2. Why feature them: It shows religious tolerance and shrewd politics — winning the loyalty of the many different religious communities inside his huge, multicultural empire. It may also reflect his own personal devotion.
  3. A statement of values: A ruler who could have advertised only his conquests instead advertised peaceful co-existence of faiths — one of the defining values of this age.
  4. Modern examples: Indian banknotes carry the Aśhokan Lion Capital and Mahātmā Gāndhī; the ₹ coins carry the national emblem. Many countries put temples, churches, founders or national icons on their money — the same idea, 2,000 years later.
Think About It · Page 137
Q Do you know where Gāndhāra is? Does it remind you of a character from the Mahābhārata?
Answer
Head of a bodhisattva from the Gandhara school of art
Fig. 6.24 — Head of a bodhisattva (future Buddha) from the Gāndhāra School of Art. Note the fusion of Indian and Greek features.
  1. Location: Gāndhāra lay in the north-west of the Subcontinent — roughly around present-day Peshawar, and the neighbouring parts of northern Pakistan and eastern Afghanistan. (Takṣhaśhilā, the famous university city, lay in this region.)
  2. Mahābhārata connection: Yes — it gives us Gāndhārī, the queen who blindfolded herself and was mother of the Kauravas, and her brother Śhakuni, prince of Gāndhāra. Both are named after this very land.
  3. Why it matters here: Because it sat on the route between India and the Greek/Persian world, Gāndhāra became the birthplace of a fusion art style — Greco-Roman realism used to carve Indian, largely Buddhist, subjects.
Let’s Explore · Page 140
Q Study the artefacts in Fig. 6.27 and identify which school of art — Gāndhāra or Mathurā — each one belongs to. Justify your answer.
Answer
Collage of six artefacts to identify as Gandhara or Mathura style
Fig. 6.27 — 1. Death of Buddha · 2. Bodhisattva Maitreya · 3. Śhiva liṅga worshipped by Kuṣhāṇa devotees · 4. A Nāga between two Nāgīs (8th year of Kaṇiṣhka) · 5. Kartikeya and Agni · 6. Standing Buddha.
#ArtefactSchoolJustification
1Death of BuddhaGāndhāraGrey-black schist stone; realistic Greco-Roman drapery and anatomy; Buddhist subject
2Bodhisattva MaitreyaGāndhāraGrey schist; standing figure with lifelike modelling and flowing robes
3Śhiva liṅga with Kuṣhāṇa devoteesMathurāRed sandstone; distinctly Indian religious subject; simpler, fuller forms
4Nāga between two NāgīsMathurāRed sandstone; Indian mythological subject; fuller figures with smooth modelling
5Kartikeya & AgniMathurāRed sandstone; Indian deities; broad, rounded bodies, little Greco-Roman influence
6Standing BuddhaGāndhāraDark stone with realistic anatomy and flowing, deeply folded robes
Kubera sculpture from the Mathura school of art
Fig. 6.26 — Kubera, Mathurā School: red sandstone, full figure, prominent moustache.
Bodhisattva head from the Gandhara school of art
Fig. 6.24 — Gāndhāra School for comparison: grey schist, Greco-Roman facial modelling.
Quickest clue: grey-black schist + Greco-Roman realism = Gāndhāra; red sandstone + fuller, smoother Indian figures = Mathurā — exactly the distinction the chapter draws on page 140.
Exercise Questions

The six “Questions and activities” from the end of the chapter (page 143), answered in full.

Question 1
1 Why was the post-Maurya era also known as the era of reorganisation?
Answer
  1. The empire broke apart: Around 185 BCE the last Maurya emperor was assassinated by his own commander-in-chief, Puṣhyamitra Śhunga — barely half a century after Aśhoka.
  2. Old tributary states became independent: Regions that had merely been tributaries under Mauryan overlordship broke away and reorganised themselves into new, fully independent kingdoms — the Śhungas, Sātavāhanas and Chedis, with the Cholas, Cheras and Pāṇḍyas in the south.
  3. The north-west was thrown open: With central control gone, the weakened frontier was invaded and settled by outsiders — first the Indo-Greeks, then the Śhakas, then the Kuṣhāṇas.
  4. Constant competition, not simple chaos: These new kingdoms competed for territory both through warfare and through peaceful matrimonial alliances, actively redrawing the political map of India.
  5. Culture was reorganised too: Alongside the political churn came a burst of art, architecture and literature — Bharhut, the rock-cut caves, Sangam poetry, the Gāndhāra and Mathurā schools — and a rich cultural exchange with the outside world.
Because existing regions were being reorganised into new, competing kingdoms — rather than simply collapsing — scholars call this the “age of reorganisation” rather than an age of pure decline.
Timeline of the post-Maurya dynasties
Fig. 6.28 — the reorganised map of power: Śhungas, Indo-Greeks, Śhakas, Sātavāhanas, Kuṣhāṇas and the southern kingdoms, all overlapping between 200 BCE and 300 CE.
Question 2
2 Write a note on Sangam literature in 150 words.
Answer (~150 words)

Sangam literature is the oldest surviving body of literature in south India, composed by many poets during what came to be called the “Sangam Age” — roughly between the 2nd–3rd century BCE and the 3rd century CE. The word sangam comes from the Sanskrit saṅgha, meaning “association” or “coming together”, and refers here to an assembly of poets. Rather than a single book, it survives as several anthologies or collections of poems, composed under the patronage of the three “crowned kings” of the south — the Cholas, Cheras and Pāṇḍyas. Sangam poetry is admired for the skill and delicacy with which it expresses personal emotions, especially love, alongside societal values such as heroism and generosity. Because it vividly describes everyday life, trade, geography and customs, Sangam literature is an invaluable source for historians studying early south Indian society, alongside archaeology, coins and inscriptions.

Statue of Kannagi in Chennai
Fig. 6.15 — Kaṇṇagi, heroine of the Silappadikāram (“The Tale of the Anklet”), composed soon after the Sangam collections — a story about justice and the ruler’s dharma to protect it.
Question 3
3 Which rulers mentioned in this chapter included their mother’s name in their title, and why did they do so?
Answer
Coin of Gautamiputra Satakarni
Fig. 6.10 — “King Lord Sātakarṇi, son of Gautamī” — the mother’s name, carried on the king’s own coinage.
  1. The ruler: Gautamīputra Sātakarṇi, the Sātavāhana king — his very name means “son of Gautamī”, after his mother Gautamī Balaśhrī. This was a wider Sātavāhana tradition: princes were often named after their mothers.
  2. Why: It reflected the genuine status and influence royal women held. Gautamī Balaśhrī was a powerful queen who donated land to Buddhist monks and had an important inscription carved at Nāśhik — real political and religious authority, not just a symbolic honour.
  3. And more: A king’s legitimacy could rest partly on his mother’s lineage, so announcing it in his title — and on his coins — strengthened his claim to the throne.
Question 4 · Model Answer
4 Write a note of 250 words about one kingdom from this chapter that you find interesting, and explain why you chose it.
Model answer — the Sātavāhanas (~250 words)
Satavahana coin showing a two-masted seafaring ship
Fig. 6.8 — A Sātavāhana coin with a two-masted seafaring ship.
The Naneghat caves near Pune
Fig. 6.9 — The Naneghat caves near Pune: a toll station on a major trade route, and a resting place for traders.

I find the Sātavāhana kingdom the most interesting, because it shows how a land-based dynasty of the Deccan could also become a great maritime power. Ruling large parts of present-day Andhra Pradesh, Telangana and Maharashtra from the 2nd century BCE, the Sātavāhanas (sometimes called “Andhras”) shifted their capital between cities such as Amrāvatī and Pratiṣhṭhāna (Paithan). Agriculture flourished along the Krishna–Godavari river system, giving the kingdom economic stability, while their coins — many stamped with two-masted ships — reveal a trade network reaching as far as the Roman Empire, exporting spices, textiles, sandalwood, gold-plated pearls and ivory, and importing glass and perfumed ointments. The Naneghat caves near Pune, used to collect tolls on a major trade route, show how carefully the kingdom managed and taxed this commerce. What I admire most is their religious open-mindedness: though devout followers of Vāsudeva (Kṛiṣhṇa), Sātavāhana kings granted tax-free land equally to Vedic scholars, Jaina monks and Buddhist monks, and the magnificent Karla and Pitalkhora caves were carved under their patronage. Queens held real power too — Gautamī Balaśhrī donated land and left her own inscription, and princes were proudly named after their mothers. The kingdom finally fragmented in the 3rd century CE, mainly because of weak central control and economic decline. Altogether, the Sātavāhanas combined economic ambition, artistic patronage, religious tolerance and strong queenship in a way that feels remarkably modern.

This is a model to guide you — write about the kingdom you found most interesting, then compare in class which kingdoms your classmates chose most often, as the activity asks.
Question 5 · Model Answer
5 Imagine you have the chance to create your own kingdom. What royal emblem would you choose, and why? What title would you take? Write a note about your kingdom’s values, rules and unique features.
Model answer — one creative example
  1. Emblem — a banyan tree with spreading roots. Just as the Cholas chose the tiger, the Cheras the bow and the Pāṇḍyas the fish, an emblem should say something true about the kingdom. The banyan means shelter, deep roots and shade for everyone who comes beneath it, no matter where they came from.
  2. Title — Dharmarakṣhaka (“protector of dharma and justice”), echoing rulers like Khāravela, who took pride in being “respector of every sect and repairer of every temple” rather than in conquest alone.
  3. Core values: religious tolerance for every school of thought (as the Sātavāhanas, Khāravela and Kaṇiṣhka practised); fair taxation; and welfare works for ordinary people, inspired by Karikāla’s Grand Anicut.
  4. Rules and regulations: an assembly of regional representatives advises the ruler on major decisions; tax-free land grants for scholars, healers and artisans; guilds free to make their own internal rules; tolls collected on trade routes are ploughed back into roads, irrigation and rest houses.
  5. Unique feature: a “Hall of All Faiths” at the capital, where Vedic, Buddhist, Jain and other scholars debate and teach side by side — a building that is the kingdom’s guiding value.
  6. Coins: the banyan on one side, and the emblem of a different community each year on the other — so every subject sees themselves in the kingdom’s money, just as Kaṇiṣhka’s coins carried both Buddha and Śhiva.
This is only one possible design — the real point is to use what you have learned about ancient statecraft (emblems, titles, religious patronage, welfare works, guilds) to create something personal and original.
Question 6
6 Take an outline of the Indian subcontinent and mark the approximate locations of some of the ancient structures mentioned in this chapter.
Answer — structures to mark
StructureApproximate locationAssociated with
Bharhut StūpaMadhya PradeshŚhunga art — carved railings & reliefs
Heliodorus PillarVidisha, Madhya PradeshIndo-Greek ambassador’s pillar to Vāsudeva
Naneghat Cavesnear Pune, MaharashtraSātavāhana toll station & inscriptions
Karla Cavesnear Lonavala, MaharashtraSātavāhana-era Buddhist rock-cut caves
Pitalkhora CavesMaharashtraSātavāhana-period yakṣha sculpture
Udayagiri–Khandagiri Cavesnear Bhubaneswar, OdishaChedi king Khāravela’s Jain caves & Hāthīgumphā inscription
Kallaṇai (Grand Anicut)Kāveri delta, Tamil NaduChola king Karikāla’s irrigation project
Mathurā (art centre)Uttar PradeshMathurā School — red sandstone sculpture
Gāndhāra (art centre)around Peshawar, north-westGāndhāra School — grey schist sculpture
@edugrown Gāndhāra (NW) Mathurā (UP) Bharhut & Heliodorus pillar (MP) Naneghat, Karla, Pitalkhora (MH) Udayagiri-Khandagiri (Odisha) Kallaṇai / Grand Anicut (TN) N
Śhunga / Chola sites Sātavāhana / Gāndhāra Chedi / Mathurā
This schematic outline is only illustrative (not to scale) — for your actual submission, trace or print a proper outline map of India and pin each site as precisely as you can using an atlas.

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