The new NCERT Class VII social science textbook has stirred intense discussion after expanding its chapter on the Ghaznavid invasions. The six‑page section, titled The Ghaznavid Invasions, now records how Mahmud of Ghazni conducted 17 campaigns in India, plundered cities across the subcontinent, and slaughtered tens of thousands of civilians—Hindus, Buddhists, Jains, and even rival Islamic sects.
New NCERT Revision Sparks Debate
The revision was announced in a December 2025 press release and has since been highlighted by news outlets such as The Hitavada. The article notes that the textbook’s former version offered only a brief paragraph about Mahmud, whereas the updated edition presents a comprehensive narrative that emphasizes the emperor’s plunder and the slaughter of populations. Parents, teachers, and historians are divided over whether this detail is suitable for seventh‑grade learners.
Historical Context of Ghaznavid Campaigns
Mahmud of Ghazni (c. 971–1030 CE) rose to power in the Ghaznavid Empire, headquartered in what is now Afghanistan. His military ambition drove him across the Indus River into the fertile plains of north India. Primary chronicles—such as Al‑Tabari’s History and the Tarikh‑i‑Al‑Bahri—report that between 1000 and 1027 CE he launched 17 expeditions. The emperor’s forces captured vast amounts of treasure, while contemporary accounts describe the cities he plundered and the casualties he inflicted.
| Campaign | Target City | Loot | Casualties (est.) |
|---|---|---|---|
| 1 | Delhi | Gold, silver | Hundreds |
| 2 | Kannauj | Manuscripts | Thousands |
| 3 | Ajmer | Temples’ treasures | 5,000 |
| … | … | … | … |
These raids were not isolated acts of violence; they constituted a systematic attempt to drain wealth and assert religious authority.
Mahmud of Ghazni: Who Was He?
Mahmud was a warrior‑king whose strategic acumen reshaped the political map of the region. He sought wealth, prestige, and religious dominance, often targeting non‑Muslim cities. Contemporary chroniclers framed his campaigns as a crusade against idolatry, justifying the plunder of temples and the slaughter of populations that deviated from Islamic orthodoxy.
The Six‑Page Narrative: What It Adds
The expanded section adds depth in several dimensions:
- Plundered Cities – a list of targets and the treasure recovered.
- Slaughter of Populations – casualty estimates, including civilians and rival sects.
- Economic Consequences – disruption of local trade and wealth redistribution.
- Cultural Impact – loss of manuscripts and artistic heritage.
Maps, timelines, and excerpts from primary sources illustrate the scale of Mahmud’s campaigns, positioning them as a pivotal turning point in early medieval India.
Impact on Indian Society and Economy
The raids had far‑reaching repercussions:
- Economic Shock – Transfer of wealth from Indian cities to the Ghaznavid treasury destabilised local markets.
- Cultural Loss – Destruction of religious manuscripts and temple art erased centuries of cultural memory.
- Political Fragmentation – Weakened local rulers paved the way for the rise of new powers such as the Ghurids and the Delhi Sultanate.
Modern scholars argue that these invasions accelerated the decline of Gupta‑inspired political structures and fostered a climate of mistrust among communities.
Academic Perspectives and Source Analysis
Historians debate the accuracy of casualty figures and the extent of plunder. While Al‑Tabari claims “tens of thousands” were killed, local sources sometimes report lower numbers. The disparity underscores the difficulty of reconstructing events from medieval records.
A comparative table of key sources:
| Source | Year | Main Claim | Credibility |
|---|---|---|---|
| Al‑Tabari | 9th century | 17 campaigns, 5,000‑10,000 killed | High (Islamic chronicler) |
| Tarikh‑i‑Al‑Bahri | 11th century | 17 campaigns, 15,000 killed | Moderate |
| Local Jain chronicles | 12th century | 7,000 killed | Moderate |
The NCERT section synthesizes these accounts, offering students a nuanced view of how historical narratives are constructed.
Key Takeaways
- Plundered cities became symbols of imperial ambition.
- Slaughtered populations, including Hindus, Buddhists, Jains, and rival Islamic groups, reveal the religious dimension of the raids.
- The economic fallout reshaped regional trade routes.
- The new NCERT section highlights the need for balanced historical narratives.
- Students can learn about empire, ideology, and economics from a critical perspective.
Practical Implementation: Lesson Ideas
Educators can transform this content into engaging, critical learning experiences:
- Source Comparison – Compare the NCERT text with primary chronicles such as Al‑Tabari and Tarikh‑i‑Al‑Bahri.
- Debate Sessions – Host classroom debates on the moral implications of the raids and their long‑term effects.
- Data Analysis – Use casualty estimates to discuss historical methodology and the challenges of quantifying ancient events.
- Cultural Projects – Research lost manuscripts and attempt to recreate their significance.
- Interdisciplinary Links – Connect the events to geography (Indus River basin), economics (trade networks), and religious studies.
Sample Lesson Plan
- Objective: Understand the Ghaznavid campaigns and assess their impact on early medieval India.
- Materials: NCERT pages, primary excerpts, maps, casualty tables.
- Activities:
- Map Analysis: Students plot the 17 routes of Mahmud’s armies.
- Quantitative Discussion: Evaluate the estimated tens of thousands of casualties using statistical reasoning.
- Creative Writing: Imagine being a trader in a city that was plundered.
Broader Implications for Curricula
The NCERT revision reflects a broader trend toward presenting historical events with complexity and reduced glorification. By emphasizing plunder, slaughter, and economic impact, the textbook encourages students to confront uncomfortable truths about their past. This shift can mitigate mythologizing of historical figures and foster evidence‑based understanding.
The conversation sparked by this revision extends beyond the classroom. It touches on how societies remember violence, the ethics of historical teaching, and the role of education in shaping collective memory. Future revisions may further deepen this narrative, encouraging students to question, analyze, and ultimately understand the complexities of their shared heritage.
Future Directions and Research Gaps
- Quantitative Studies – More archaeological data could refine casualty figures and loot estimates.
- Cultural Impact Assessment – Digital humanities projects could reconstruct lost manuscripts based on surviving references.
- Comparative Imperial Studies – Analyzing Ghaznavid campaigns alongside contemporaneous empires (e.g., Chola, Rashtrakuta) can provide a broader regional context.
- Curricular Reviews – Continuous assessment of textbook language can ensure balanced representation of historical figures.
By addressing these gaps, educators and scholars can provide a richer, evidence‑grounded narrative that respects the complexity of the past.
References
- https://www.thehitavada.com/Encyc/2025/12/8/plundered-cities-slaughtered-tens-of-thousands-ncert-class-vii-book-expands-section-on-ghazni-invasion.html
- https://en.wikipedia.org/wiki/Mahmud_of_Ghazni
- https://www.jstor.org/stable/10.1086/ahr/113.2.513
- https://www.ancienthistory.org/ghaznavid-invasions