The revised curriculum relocates medieval history—covering the Delhi Sultanate, the Mughals and Marathas—from Class 7 to Class 8 and integrates it into a unified “Exploring Society: India and Beyond” framework. A chapter titled “Reshaping India’s Political Map” spans the 13th to 17th centuries, weaving in narratives of political instability, warfare, temple destruction, and economic resilience.
Covering the Delhi Sultanate, the textbook notes Malik Kafur’s aggressive campaigns against temples at Srirangam, Madurai, Chidambaram and Rameswaram. It frames his actions as motivated by iconoclasm, not mere plunder, and highlights the imposition of the jizya tax as a form of public humiliation and coerced conversion—an approach departing from previous editions that treated it as a routine fiscal measure.
Babur is portrayed in startling terms. His autobiography, the Baburnama, is referenced to illustrate how he constructed skull‑towers from the slain of his campaigns. While earlier NCERT mentions painted him as cultured and curious, the new edition foregrounds his conquests and the enslaved women and children he captured.
Akbar, long celebrated for policies of tolerance, is described in a more balanced light. The narrative acknowledges his later syncretic religious approach but includes the 30,000 civilian casualties during the Chittorgarh siege, quoting his messages of victory that framed the conflict as a war against “infidels.” The text also observes that non‑Muslims remained underrepresented in senior administration despite his liberal outwards-facing policies.
Aurangzeb emerges in the textbook as a complex figure; while scholars in the book suggest political pragmatism in his actions, his edicts are recognised as religiously motivated too. He is credited with granting protections to certain temples, yet also held responsible for ordering their demolition in Banaras, Mathura and Somnath, and for overseeing destruction of Jain temples and Sikh shrines. His enforcement of the jizya and use of farmans to destroy places of worship are given prominence.
The portrayal of Shivaji and the Marathas provides contrast. Shivaji is honoured as a “master strategist and true visionary” who “respect[ed] other faiths” and initiated temple rebuilding programmes after the depredations of earlier regimes.
NCERT supports these revisions with a “Note on Some Darker Periods in History,” urging dispassionate examination of “war, abuse, fanaticism, bloodshed” without attributing blame to contemporary generations. The note underscores students’ right to confront uncomfortable truths, with an intention to guide reflection rather than judgement.
Educators and scholars welcome the emphasis on critical thinking and historical complexity. Academics point out that earlier textbooks often glossed over iconoclasm and violence, preferring to spotlight architecture, culture and administration. The new material encourages students to grapple with these darker aspects, developing nuanced interpretations of power, faith and coercion.
Yet, critics express concern over potential unbalanced framing. Some argue that emphasising Muslim rulers’ brutality while lauding Hindu resistance risks entrenching binary narratives. They call for deeper context on political motives, economic incentives, and the social structures of medieval empires, rather than framing conflicts solely in religious terms.
Historical scholarship indicates that Babur’s iconoclasm was in part an assertion of conquest, and that Akbar’s tolerance was partly political strategy. Aurangzeb’s religious orthodoxy has been described as both ideological and pragmatic, balancing economic exigencies with orthodox alliances. Examining jizya as both a fiscal measure and a signifier of belonging is central to scholarly discourse.
The updated textbook also traverses governance and economy. It highlights vibrant trade and infrastructure growth during Sultanate and Mughal golden ages, followed by signs of economic strain in the late 17th century. Close attention is paid to societal resilience as towns, temples and cities underwent cycles of destruction and reconstruction.
As the new academic session unfolds, educators are preparing to adapt lesson plans and classroom discussions to accommodate the textbook’s expanded focus. Teacher training modules are being revised to assist educators in navigating sensitive topics, ensuring pedagogical balance. Workshops will include clear guidance on historical methodology, comparative frameworks, and encouraging students to critically evaluate sources.