Paper I — Q6
(a) Analyze the contributions of Acharya Triumvirate to Indian Vedanta. (20 marks) (b) Compare and contrast the position of Hindu…
Analyze the contributions of Acharya Triumvirate to Indian Vedanta. 20 marks
Compare and contrast the position of Hindu and Muslim women in 13th and 14th century India. 15 marks
Examine the causes and consequences of peasants uprising during the reign of Aurangzeb. 15 marks
हिंदी में प्रश्न पढ़ें
भारतीय वेदांत में आचार्य-त्रय (आचार्य तिकड़ी) के योगदान का विश्लेषण कीजिए। (20 अंक)
भारत में 13वीं और 14वीं शताब्दी में हिंदू और मुस्लिम महिलाओं की स्थिति की तुलना कीजिए और अंतर बताइए। (15 अंक)
औरंगजेब के शासनकाल के दौरान किसान विद्रोह के कारणों एवं परिणामों का परीक्षण कीजिए। (15 अंक)
Model answer
Drafted with AI by UPSC Answer Check against this question's marking rubric, to the expected length. UPSC does not publish answers for Mains — this is one way to score well, not an official key. How we build rubrics and answers.
(a) Acharya Triumvirate. The three great acharyas — Shankara (c. 788–820), Ramanuja (c. 1017–1137) and Madhva (c. 1238–1317) — reshaped Vedanta by making the Brahman–jiva relation the axis of philosophy, ethics and social access, each leaving commentaries on the Brahmasutras and lasting monastic institutions (Shankara’s four mathas at Sringeri, Puri, Dwaraka and Badrinath; Ramanuja’s Srirangam; Madhva’s Udupi). Shankara’s Advaita posited non-dual Brahman, treated the world as maya, and made moksha attainable through jnana; this elevated scriptural authority and rational discrimination but tended to locate liberation in knowledge rather than social action. Ramanuja’s Vishishtadvaita qualified monism: Brahman is real, souls and matter are its modes, and devotion (bhakti) with karma and divine grace opens salvation to shudras, thereby broadening Vedanta’s social horizon. Madhva’s Dvaita insisted on rigorous theism and eternal distinction between jiva and Brahman; his pancha-bheda—fivefold distinctions among God and souls, God and matter, souls and matter, soul and soul, and matter and matter—made difference ontologically central. Their divergences are not merely metaphysical: Shankara’s epistemology privileges shruti and negation, Ramanuja balances pramana, devotion and grace, while Madhva stresses Vedic authority, devotion and the reality of difference; soteriologically they move from jnana to bhakti to theistic surrender. The charge that Advaita was crypto-Buddhism (pracchanna-bauddha) itself spurred the theistic schools.
(b) Women. In the 13th–14th centuries under the Delhi Sultanate, Hindu and Muslim women occupied overlapping but unequal social fields. Hindu women faced practices such as sati, child marriage and purdah influence in some elite settings, which constrained mobility and widow remarriage; Amir Khusrau describes jauhar at Ranthambhor (1301), and Ibn Battuta witnessed sati; the Smriti compilations of the period (Chandeshvara’s Grihastharatnakara, Hemadri’s Chaturvarga Chintamani) tightened these norms further, yet regional variations and class distinctions were sharp, with lower-caste and rural women often having more practical agency in labour and household management. Muslim women, under Sharia, had clearer property rights through mehr and inheritance, and elite households sometimes allowed educational access and patronage; yet seclusion and patriarchal interpretation limited public life, and the Sultanate’s muhtasib supervised public morality; Razia’s brief reign shows both the possibilities and the limits. Urban centres showed syncretism: shared domestic norms, Sufi-Vedantic interactions, and class-based emulation meant that “Hindu” and “Muslim” womanhood were not monolithic.
(c) Peasant uprisings. Aurangzeb’s agrarian crisis produced peasant uprisings because the reimposition of jizya (1679), revenue farming (ijara), enhanced assessment and temple destruction disrupted village ritual and fiscal stability, while the Deccan wars created a jagir crisis in the mansabdari system. Most revolts were zamindar-led but peasant-based, so they were less tax riots than contests over local power. Jat revolts (1669–70, 1672, 1688–89) and Satnami resistance (1672) were rooted in peasant-taxation grievances; Sikh resistance after the execution of Guru Tegh Bahadur (1675) fused religious persecution with agrarian distress, turning into Banda Bahadur's peasant rising after 1708; the Yusufzai and Afridi tribal revolts (1667–75) show similar pressure on the frontier. Bundela resistance under Chhatrasal (from the 1670s) was chiefly Rajput/regional rather than a peasant revolt, but it reflected the same fiscal and ritual pressures. Irfan Habib sees these revolts as the outcome of an agrarian crisis created by excessive revenue extraction, while Satish Chandra stresses the jagirdari crisis. Consequences included accelerated Maratha and Sikh militarization, administrative decentralization, ideological shift toward regional identities, and long-term weakening of the Mughal agrarian base.
How this answer will be evaluated
Framework: UPSC History Paper 1 (Context > Thesis > Evidence > Historiography)
What earns full marks: Precise philosophical/legal distinctions; specific sources cited; strong analytical linkages.
Evaluation rubric
Each sub-part is marked on its own, against the marks and word limit printed on the paper.
- (a) Analyse the contributions of the Acharya triumvirate (Shankara, Ramanuja, Madhva) to Vedanta. 20 marks
analyse— intro → causes → effects → stakeholders/linkages → way forward
Must cover
- Shankara: Advaita, Brahman–maya, jnana, Brahmasutra-bhashya, mathas; critique of Buddhism and ritualism
- Ramanuja: Vishishtadvaita, Brahman with attributes, jiva and jagat as body of Brahman, bhakti and prapatti, Sri Bhashya, Srirangam
- Madhva: Dvaita, pancha-bheda, Vishnu supremacy, Udupi
- Comparative analysis: epistemology, soteriology, social reach and legacy (bhakti movements)
Loses marks
- Only biographical details
- Confusing doctrines
Earns more
- Links to Alvars and later Vaishnava sects
- Prasthanatrayi commentaries
Extra mark
- Comparative chart
- (b) Compare and contrast the position of Hindu and Muslim women in 13th–14th century India. 15 marks
compare— paired headings or point-wise contrast → key differences → significance → conclusion
Must cover
- Legal/normative framework: Smriti digests (Hemadri, Chandeshvara) vs Sharia (mehr, inheritance, divorce)
- Social practices: sati, jauhar, child marriage, widowhood; purdah and seclusion among elites
- Agency and exceptions: Razia, elite patronage, working women in both communities
- Class, region and caste variation; sources (Ibn Battuta, Amir Khusrau, Barani)
Loses marks
- One community portrayed as uniformly better
- No sources
Earns more
- Bhakti/Sufi spaces for women
- Avoiding stereotypes
Extra mark
- Comparative tabulation in prose
- (c) Examine the causes and consequences of peasant uprisings under Aurangzeb. 15 marks
examine— intro → how/why with reasoning → evidence → conclusion
Must cover
- Causes: agrarian and jagirdari crisis, revenue pressure, ijara, jizya (1679), religious policies, Deccan wars
- Revolts: Jats (Gokula 1669, Rajaram, Churaman), Satnamis (1672), Sikhs (after 1675; Banda after 1708), Bundelas (Chhatrasal), Afghan tribes
- Nature: zamindar-led with peasant base; religion and agrarian grievance intertwined
- Consequences: regional powers, weakening of revenue base, Mughal decline; historiography (Irfan Habib, Satish Chandra)
Loses marks
- Monocausal religious explanation
- Factual/chronological errors
Earns more
- Regional comparison
- Link to Maratha expansion
Extra mark
- Map of revolts
What "Analyse" is asking you to do
Break the subject into its working parts and show how they act on each other. The marks are in the interconnections — which factor drives which, and what the resulting structure explains — not in the inventory of factors.
Structure that answers it
Define the whole → separate it into its parts → show which part drives which → what that interaction produces → what the structure implies
Where marks are lost
A flat list of causes with no account of which drives which. An answer of neatly separated headings, each self-contained, scores as description.
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Write your answer and it is marked point by point against the model answer above — what you covered, what you missed, what you got wrong.
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