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NCERT Solutions for Class 7 Social Science Chapter 17 India, a Home to Many (PDF) – 2027

NCERT Solutions for Class 7 Social Science Chapter 17 India, a Home to Many – step-by-step answers to every exercise and in-text question of the chapter, as per the latest NCERT syllabus for 2027. Read them online or download the free question-answer PDF.

India, a Home to Many is the first chapter of Theme C, Our Cultural Heritage and Knowledge Traditions, in Exploring Society: India and Beyond (Grade 7, Part 2). Every question the chapter asks is answered here: the three Big Questions, both THINK ABOUT IT boxes, all seven LET’S EXPLORE boxes, the question asked inside the running text on page 140, the three points of Before we move on …, and the four end-of-chapter Questions and activities. The DON’T MISS OUT box on page 138, on the Tibetan system of medicine Sowa Rigpa, carries no question, so it is folded into the answers and the revision table below. The chapter is about communities that migrated to India, and about religious persecution elsewhere and refuge here; everything stated on this page is what the chapter itself says, in its own framing, with the evidence it cites.

NCERT Solutions for Class 7 Social Science Chapter 17 India, a Home to Many PDF

All the answers are on this page below. The PDF also explains every answer – why it is right and how to check it – so download it for revision.

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NCERT Solutions for Class 7 Social Science Chapter 17 India, a Home to Many – Questions and Answers

All 24 questions of the chapter (textbook pages Part II, 125 – 142) are answered below, in the order of the book – in-text questions, activities and the end-of-chapter exercises. Each answer is written the way you would write it in the exam.

The Big Questions — Page 125Chapter opening — Theme C, Our Cultural Heritage and Knowledge Traditions

The Big Questions
Q1What has made India a home for people from different parts of the world?
Answer

India became a home for people from many lands because of its culture of acceptance and inclusion. Values like vasudhaiva kutumbakam (“the whole world is family”), atithi devo bhava (“a guest is like God”) and compassion were put into practice: rulers gave newcomers land, shelter and the freedom to follow their own faith. Some came fleeing persecution; others, like Arab and Armenian merchants, came for trade and a good life.

Q2Why did oppressed or persecuted people from other countries seek refuge in India?
Answer

They were persecuted at home for their faith — forced conversions, special religious taxes, destruction of places of worship, or being branded heretics — and India was known as a safe haven where they could practise their faith without fear. Jews, Syriac Christians, Parsis and Baha’is fled religious persecution; Polish orphans fled the Second World War; Tibetans came after China took over Tibet.

Q3What is it about the nature of Indian society that enables people to assimilate here?
Answer

Indian society let newcomers keep their own faith while taking part in local life. India already had many languages, faiths and customs, so there was no single mould a newcomer had to fit. Its culture of peaceful coexistence, and values like atithi devo bhava, meant guests were honoured, not merely tolerated. So communities kept their religion (the Parsi fire at Udvada, the Kochi synagogue) and took on Indian dress, language and customs.

THINK ABOUT IT — Page 126A stranger at the door — a class debate, and the same question at the scale of a country

Think About It
Q1Imagine this scenario — A stranger knocks at your door at midnight. It is raining heavily outside, and the stranger seeks shelter for the night claiming that his car broke down while he was driving in the vicinity. Your family goes into a huddle to discuss the pros and cons of letting a stranger into the house at night. Form two groups to discuss the arguments for and against in this scenario.
Answer


For letting him in: it is midnight and pouring, and he could fall ill or be in danger; atithi devo bhava — a guest is like God; we would want help if we were stranded.
Against: we cannot check his story; the safety of children and elders comes first; a wrong decision at night is hard to undo.
Our decision: help him carefully — call the police helpline, check his identity card, and give him the verandah, a hot drink and a phone.

Q2Now extend this scenario to a country like India — when refugees seek shelter in India, will similar arguments apply?
Answer

Yes, similar arguments apply, but on a much bigger scale. For: refugees have fled war or persecution and cannot go home, so helping them is a duty (atithi devo bhava). Against: a country must think of security, and of whether there is enough housing, work and school space. Unlike a family at midnight, a country can check, register and organise help — as India did for the Polish orphans and the Tibetan refugees.

LET’S EXPLORE — Page 128The Kochi synagogue — Fig. 5.2, a plaque inside it, and Fig. 5.3, its interior

Let’s Explore
Q1Look at the two pictures below. Is the place shown in both the photographs the same?
Fig. 5.2, “A plaque in the Kochi synagogue”, and Fig. 5.3, “The interior of the synagogue at Kochi”, page 128 — described here; see the textbook for the pictures.
Answer

Yes, it is the same place — the synagogue at Kochi. Fig. 5.2 is a painting that hangs inside the synagogue. It shows the same golden railing round the central platform, blue-and-white tiles, hanging lamps and the decorated cabinet for the Torah on the far wall that we see in the photograph, Fig. 5.3. The board under it reads: “The Maharajah of Travancore presenting a gold crown for the Torah in 1805.”

Q2Why is the Maharaja of Travancore (the name of the kingdom in and around Kochi at that time) giving such an expensive gift to the Jewish synagogue for the Torah (religious book of the Jews)?
Answer

To honour the Jewish community and its faith. A gold crown for the Torah, the Jews’ holy book, showed that the Maharaja respected their religion and accepted them as a valued part of society, not as outsiders. Indian rulers had long made gifts to places of worship; this gift to a synagogue shows the welcome the Jews found in India — earlier, the Raja of Kochi had granted them land free of cost.

LET’S EXPLORE — Page 129Fig. 5.4 — a Jewish family in Mumbai, late 19th century

Let’s Explore
Q1Observe the picture Fig. 5.4. What clues do you get about the integration of the Jewish community into Indian society over time?
Fig. 5.4, page 129 — “A Jewish family in Mumbai, late 19th century.” Described here; see the textbook for the photograph.
Answer

The family looks completely Indian. The women wear saris with the end drawn over the head, with bangles, necklaces and earrings; the men wear long buttoned coats and caps; the children sit barefoot and cross-legged in front, holding books or slates. Their dress and way of life are local, yet they are still a Jewish family — they kept their faith while becoming part of Indian society over many centuries.

LET’S EXPLORE — Page 130Fig. 5.5 — a Syriac (Syrian) Christian wedding ceremony

Let’s Explore
Q1Observe the pictures below. What are the clues you get about the integration of the Syriac Christian community into Indian society?
Fig. 5.5, page 130 — “A Syriac (Syrian) Christian wedding ceremony.” Described here; see the textbook for the photographs.
Answer

The faith is Christian, but the wedding customs are those of Kerala. The ceremony is in a church, led by a priest, and the bride wears a white veil. But she wears a golden silk sari and gold jewellery like other Kerala brides; the groom ties a thread with a small gold pendant round her neck; and a red-and-gold cloth is spread over her head — local Indian wedding customs taken into a Christian service.

THINK ABOUT IT — Page 131The legend of the Parsi wise man, the milk and the sugar

Think About It
Q1What do you think dissolving the sugar in the milk without spilling it meant?
Answer

It meant that the Parsis would mix into the kingdom like sugar in milk — without pushing anyone out or causing trouble — and would make life there sweeter. The full jug said “the kingdom is full”; the sugar dissolving without spilling promised that the newcomers would fit in, blend with the local people and enrich society. The Raja understood and gave them a place to settle.

LET’S EXPLORE — Page 132Fig. 5.7 — Decking the Bride, a painting by Raja Ravi Varma

Let’s Explore
Q1This painting of a Parsi bride getting ready for her wedding shows many aspects of Indian culture. Do any of them seem familiar to you?
Fig. 5.7, page 132 — “Decking the Bride, a painting by Raja Ravi Varma.” Described here; see the textbook for the painting.
Answer

Yes — most of them look familiar. The bride and the women around her wear saris with the end drawn over the head; the bride wears gold jewellery; one woman holds out a bangle, another fastens an ornament at her neck, a third holds a garland of white flowers; silver vessels and folded clothes lie on a table. Women of the family dressing the bride together is a familiar Indian wedding scene.

Q2Based on what you see, can you draw any conclusions about the integration of Parsi culture in India?
Answer

Parsi culture has become well integrated into Indian culture. A Parsi bride is dressed in a sari, with jewellery and flowers, by the women of her family — just like brides in other Indian homes. So the Parsis took on local dress and customs while keeping their own faith and sacred fire. As the chapter says, they “combined their ancient traditions with those of the local culture.”

LET’S EXPLORE — Page 134Figs. 5.9 to 5.12 — Siddi dancers, a Siddi girl and woman from Karnataka, and Hirabai Lobi

Let’s Explore
Q1What clues do you get about African and Indian cultural integration from the pictures here and above?
Figs. 5.9–5.12, pages 133–134 — described here; see the textbook for the photographs.
Answer

The Siddis show a fusion of African and Indian traditions. African: the dancers’ tall headdresses, face paint, bead strings, skirts of long strands and the drum (Fig. 5.11) — the chapter speaks of their “African-style drumming”. Indian: the nose stud, bangles and covered head of the women (Figs. 5.10, 5.12), sitting cross-legged on the ground (Fig. 5.12), everyday clothes (Fig. 5.9) and the flower in a dancer’s hair (Fig. 5.11).

Q2Identify and name a few features that are distinctly Indian. (Use the pictures described in Q1 above — Figs. 5.9 to 5.12.)
Answer

Distinctly Indian features: (1) the head covered with the end of a sari or a dupatta (Figs. 5.10, 5.12); (2) a nose stud (Fig. 5.10); (3) bangles (Figs. 5.11, 5.12); (4) a flower worn in the hair (Fig. 5.11); (5) sitting cross-legged on the ground (Fig. 5.12). Beyond the pictures, the Siddis speak regional Indian languages and follow Hinduism, Islam or Christianity.

LET’S EXPLORE — Page 140 (first box)“The Whole World is Family” — communities in your own neighbourhood

Let’s Explore
Q1Are there communities in your neighbourhood whose ancestors might have come to India centuries ago and made it their home? Have a class discussion on what their experience may have been.
Answer

In Kochi there is a synagogue in Jew Town. The Jewish families there came in different waves, and the Raja of Kochi granted them land free of cost. Their experience had two sides: they were safe, could build a synagogue and were honoured by rulers; but they were always a small community far from their first home, and many families later moved away.

In-text Question — Page 140A question the chapter asks in the running text, and then answers

Q1How did India develop a reputation for being a compassionate country that welcomed people from different parts of the world and provided them with a place to call home?
Answer

India earned this reputation because its values and its actions matched. Its schools of thought taught sarve bhavantu sukhinah (“may all creatures be happy”), atithi devo bhava (“a guest is like God”) and compassion. Over many centuries, rulers and governments acted on them — sheltering Jews, Syriac Christians, Parsis, Armenians, Polish orphans and Tibetans. Word of this spread, so persecuted people came to see India as a safe place.

LET’S EXPLORE — Page 140 (second box)Collecting stories that carry the same values — a class manuscript

Let’s Explore
Q1Identify similar values in any story or local tradition etc. known to you. You could ask your guardians or relatives too. Collect these stories and create a class manuscript. You could include illustrations.
Answer

Sample answer (one page of the manuscript):
Title: “Every town our town”
Story: Every summer my grandmother keeps a pot of water and a tumbler outside our gate for anyone who passes — the postman, a labourer or a stranger. She never asks who a thirsty person is.
Value: atithi devo bhava — a stranger is treated like one of our own.
Source: my grandmother.

Before we move on … — Page 141The chapter in three points

Before we move on …
Q1India has been a haven for people persecuted in their respective homelands, or simply looking for a new land with new opportunities.
Answer

People came to India for two main reasons. Some fled persecution in their homelands — Jews, Syriac Christians, Parsis and Baha’is, and in modern times Polish orphans and Tibetans. Others came for trade and a better life — Arab and Armenian merchants. The Siddis were different: they were brought by force as slaves. India became home to all of them.

Q2India’s cultural values such as vasudhaiva kutumbakam, atithi devo bhava, or sarve bhavantu sukhinah are the basis for the sense of inclusion and acceptance that have enabled even small communities to find India a secure place and maintain here their traditions over centuries.
Answer

These values made Indians treat newcomers as family and as guests. Vasudhaiva kutumbakam — “the whole world is family”; atithi devo bhava — “a guest is like God”; sarve bhavantu sukhinah — “may all creatures be happy”. Because of them, even small communities felt secure and kept their traditions for centuries: the Parsis’ sacred fire still burns at Udvada, the Kochi synagogue is still in use, and Tibetan monasteries flourish in Karnataka.

Q3These values have universal relevance at a time when there are multiple crises facing the world.
Answer

The world today faces wars, climate change, increasing inequality and discrimination. The Indian idea that all humankind is one family can help: a family settles quarrels instead of fighting, shares what it has, looks after its weaker members and shuts no one out. If nations saw one another this way, they could work together on these problems.

Questions and activities — Page 142End-of-chapter exercise

Q1On the outline of a world map, try to trace the routes that the communities mentioned in this chapter may have used to reach India. What types of physical geographies did they have to negotiate?
Answer

Answer (to go with your map): Most communities came by sea across the Arabian Sea and the Indian Ocean — Jews, Arabs, Parsis and Siddis, and some Syriac Christians and Armenians — facing storms and depending on the monsoon winds. Others came overland, across the deserts, dry plateaus and mountains of West Asia and Iran. The Tibetans crossed the Himalaya, with its high passes, snow and cold.

CommunityFromLikely routePhysical geography to negotiate
Bene Israel JewsAncient Kingdom of Israel (eastern Mediterranean)By sea — the chapter says “their ship was caught in a storm and shipwrecked near the coast”, so they came by water to the Konkan coastOcean sailing, and the storms of the Arabian Sea. Their voyage ended in a wreck
Cochin JewsWest Asia and other countriesSea routes to the Malabar coast, near CochinThe Arabian Sea; monsoon winds, which decide when a sailing ship can cross and when it cannot
Syriac ChristiansWest Asia — the Roman and Persian empiresThe chapter says they “travelled eastward along trade routes and reached the Malabar coast”Overland: the dry plateaus and deserts of West Asia and Iran, and mountain country. Then, for the last stretch, the sea
ParsisPersia (modern-day Iran)Overland to the coast, then “sail across the Arabian Sea” to GujaratDesert and mountain inside Persia; then open sea. They landed on the Gujarat coast, at Sanjān
Arab merchantsThe Arabian peninsulaAcross the Arabian Sea to Kerala, Gujarat and KarnatakaThe Arabian Sea, sailed with the monsoon winds — out with one season, home with the other
SiddisEast AfricaAcross the Indian Ocean, in the ships of Arab, Portuguese and British traders. They did not choose this journey — they were brought as slavesA long ocean crossing, in conditions they had no control over
ArmeniansArmenia — “between Turkey and Azerbaijan, just north of Iran”Two ways: by sea to the Malabar coast (the 8th-century settlement), and overland from Persia in Mughal times, to Agra and later Surat, Kolkata and MadrasHigh mountain country in and around Armenia; the Iranian plateau, its deserts and passes; then the plains of north India
Baha’isPersia (modern-day Iran)The same overland and sea routes from Iran, in the late 19th centuryDeserts and mountains of Iran; the Arabian Sea
Polish childrenPoland, during the Second World WarA long journey to Jamnagar on the Gujarat coast. The chapter says the Maharaja “mobilised the Red Cross and other organisations to help him rescue the children”, but does not give the routeWartime Europe and Asia — long distances over land and sea (the chapter does not describe the journey)
TibetansTibet — “located on the other side of the Himalayan range”Overland: the 14th Dalai Lama “was advised to flee across the Himalaya and take refuge in India”The Himalaya — the highest mountains on Earth. High passes, snow, thin air and cold. Also, earlier, the monks who “left for Tibet” with Sanskrit manuscripts crossed the same range the other way
Q2What are the key values intrinsic to Indian culture that enable it to welcome people of different backgrounds?
Answer

The key values are: (1) vasudhaiva kutumbakam — the whole world is family; (2) atithi devo bhava — a guest is like God; (3) sarve bhavantu sukhinah — may all creatures be happy; (4) compassion (karuṇā) and loving-kindness; (5) “no one is a stranger”; (6) peaceful coexistence and acceptance of many faiths. Because of these, India welcomed newcomers and let them keep their own faith.

Q3Homi Bhabha, Sam Maneckshaw, Ratan Tata, Fali Nariman, Nani Palkivala, and Cornelia Sorabji are a few names of Parsis who excelled in their respective fields. Find out more about people from other communities that made India their home and their contributions.
Answer
  • Malik Ambar (Siddi/Habshi, of Ethiopian origin) — brought to India as a slave, he rose to lead the army and government of the Ahmadnagar kingdom in the Deccan and fought the Mughals.
  • Verghese Kurien (Syrian Christian, Kerala) — led the ‘White Revolution’ that made India the world’s largest milk producer.
  • Nissim Ezekiel (Bene Israel Jew, Mumbai) — a leading Indian poet in English.
  • Hirabai Lobi (Siddi, Gujarat) — helped Siddi women with banking and livelihoods; Padma Shri, 2023.
Q4Take up a class project. Divide the class into groups. Each group takes up a small project to study a little more about the communities that we have been listed here. Share what you have gathered with your classmates through one of these ways — drama, posters, song, painting, etc.
Answer

Sample plan: Form up to ten groups, one for each community in the chapter (Bene Israel, Cochin Jews, Syriac Christians, Parsis, Arab merchants, Siddis, Armenians, Baha’is, Polish refugees, Tibetans). Each group finds out where and when the community came from, why it left, where it settled, what it kept and what it gave India. Each group presents through drama, a poster, a song or a painting — for example, the Parsi group acts out the milk-and-sugar legend.

Chapter 17 of 20 – Social Science

Also for This Chapter

NCERT Solutions Class 7 Social Science Chapter 17 India, a Home to Many – Overview

ClassClass 7
SubjectSocial Science
Chapter17 – India, a Home to Many
Textbook pagesPart II, 125 – 142
Questions solved24
Session2027
FormatFull answers on this page + PDF

NCERT Solutions Class 7 Social Science Chapter 17 – FAQs

Where can I download NCERT Solutions Class 7 Social Science Chapter 17 India, a Home to Many PDF?

Read every answer on this page, or download the free PDF from the table at the top.

Is this for the 2027 session?

Yes, it follows the latest NCERT Class 7 Social Science book for 2027.

How many questions are solved in NCERT Class 7 Social Science Chapter 17?

All 24 questions of the chapter (textbook pages Part II, 125 – 142) – the in-text questions, activities and the end-of-chapter exercises.

How should I use these solutions?

Read the chapter in the NCERT book first, attempt the questions yourself, then check your answers here.

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