Class 7th History NCERT Chapter 7
Which term is used to describe societies often not following the social rules and rituals prescribed by the Brahmanas?
What united members of each tribe according to the chapter?
What do nomadic pastoralists typically exchange with settled agriculturists according to the chapter?
Who were described as the most important trader-nomads in the chapter?
What is a feature shared by both nomads and itinerant groups according to the chapter?
Members of each tribe were united by _______ bonds.
Tribal people were found in almost every region of the subcontinent. However, they did not keep written records but passed down rich customs and oral traditions. Present-day historians use these oral traditions to write _______ histories.
Nomadic pastoralists moved over long distances with their _______.
The Banjaras were important trader-nomads who used caravans called _______.
Different castes of petty pedlars travelled from village to village selling various wares such as ropes and straw matting, which were similar to the lifestyle of _______.
Important Topics from Chapter "Tribes, Nomads and Settled Communities":
1. Tribal Societies and Their Characteristics
– Summary: Tribes in the subcontinent lived by kinship bonds, practiced various livelihood activities, and controlled land jointly, often living in remote or hard-to-reach areas.
2. Tribal Communities across India
– Summary: Tribes like Khokhars, Gakkhars, Langahs, Arghuns, Balochis, Gaddis, Nagas, Ahoms, Cheros, Mundas, Santals, Kolis, Berads, Bhils, Gonds, and other tribes were found in different regions of the subcontinent, each with its own unique characteristics and history.
3. Nomadic and Mobile Lifestyles
– Summary: Nomadic pastoralists traded goods with settled agriculturists, such as exchanging pastoral products for grains and other goods. The Banjaras were important trader-nomads who carried grains for markets and military campaigns, demonstrating a mobile way of life typical of some communities.
4. Pedlars and Itinerant Groups
– Summary: Besides nomads, pedlars and craftspersons also traveled from village to village, selling various goods like ropes and matting. These groups had occupations that required them to move frequently and visit the same places annually.
By focusing on these key topics and their summaries, students can grasp the fundamental concepts and characteristics of tribal societies, nomadic lifestyles, and itinerant trading practices as outlined in the chapter.
What were the different livelihoods of tribal people?
Why is it challenging for historians to gather information about tribal societies?
Name some influential tribes in different regions of the subcontinent and explain their significance.
Describe the nomadic lifestyle and trading activities of the Banjaras.
Explain the roles of nomads and itinerant groups in historical societies.
Here are three DIY activities related to the topics covered in the history chapter:
1. Create a Tribal Art Piece
Materials Needed:
- Thick paper or cardboard
- Colors (such as watercolors, sketch pens, or colored pencils)
- Reference images of tribal art for inspiration
Instructions:
Research different tribal art styles from India, like Warli art, Gond art, or Madhubani art.
Choose a simple tribal design to recreate on your paper or cardboard.
Use the colors to fill in the design, following the traditional style.
You can also add your own twists to the design to make it unique.
Once completed, display your tribal art piece in your room or share it with your friends and family.
2. Build a Model Nomadic Camp
Materials Needed:
- Cardboard or a shoebox
- Small dolls or figures
- Twigs, small stones, or cotton balls
- Beads, small pieces of cloth, or other decorative items
- Glue, scissors, and markers
Instructions:
Cut the cardboard or shoebox to create the base for your model camp.
Use the twigs, stones, and cotton balls to create miniature tents, campfires, and animals for your nomadic camp.
Arrange the dolls or figures to represent the nomadic people moving around the camp.
Add decorative items like beads or pieces of cloth to enhance the details of the camp.
Once finished, you can present your model nomadic camp as a diorama or keep it as a decorative piece in your room.
3. Role-Play as Banjaras - The Trader-Nomads
Materials Needed:
- Scarves, shawls, or belts to use as traditional attire
- Baskets or bags to carry goods
- Small items like grains, toy animals, or mini pots to represent goods for trading
- A space to act out the role-play scenario
Instructions:
Dress up in the scarves, shawls, or belts to resemble the attire of Banjaras.
Fill the baskets or bags with the small items to represent goods for trading.
Choose a trading route within your space and take turns role-playing as Banjaras traveling and trading goods.
Negotiate trades with your family or friends playing the part of villagers or other traders.
Have fun experiencing the life of Banjaras through this role-play activity.
These activities will not only be enjoyable but also help you understand and remember the concepts from your history chapter in a practical and engaging way.
Here are three real-world examples or scenarios related to the topics covered in the chapter about "Tribes, Nomads, and Settled Communities":
1. Tribal Communities in India: Think about the diverse tribes that have lived in different parts of India for centuries. For example, the Santals in Jharkhand, the Bhils in central India, or the Nagas in the northeastern region. These tribes have their own unique cultures, traditions, and ways of living that have been passed down through generations. Students can imagine how these tribes might have coexisted with settled communities, traded goods with them, or even clashed with more powerful societies at times.
2. Nomadic Pastoralists and Traders: Consider the Banjaras, who were important trader-nomads in India. These groups traveled long distances with their caravans and animals, trading goods like grain, cloth, and utensils between different regions. Students can think about how these nomads lived their lives on the move, exchanging goods and playing a crucial role in transporting essential items like food grain. They can relate this to present-day truckers who transport goods across cities and states.
3. Clashes and Coexistence: Reflect on historical events where tribes or nomads clashed with settled communities or powerful rulers. For instance, the conflicts between the Cheros and Mughal forces in Bihar or the interactions between the Gakkhars and the Mughal Empire. Students can explore how these clashes impacted both sides and how, despite conflicts, there was also interdependence between tribes and settled communities for trade and other needs. This can help students understand the complex relationships between different groups in society.
By considering these examples, students can better grasp the dynamics between tribes, nomads, and settled communities as discussed in the chapter. These real-world scenarios bring history to life and help students connect the past with the present in a meaningful way.
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