NCERT Class 8 Social Science book sparks royal outrage: Map ‘factually baseless, historically misleading,' says Jaisalmer king

Time of India

a day ago

On August 4, Chaitanya Raj Singh Bhati, King (Maharawal) of the erstwhile kingdom of Jaisalmer, raised a pointed objection to a historical map published in the new National Council of Educational Research and Training (NCERT) Class 8 Social Science textbook.
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In a post shared on X, he drew attention to a map on page 71 of the chapter
The Rise of the Marathas
, where Jaisalmer appears as a part of the Maratha Empire, a depiction he calls 'historically misleading, factually baseless, and deeply objectionable.'
'This issue is not merely a textbook error but appears to be an attempt to tarnish the sacrifices, sovereignty, and valorous saga of our ancestors,' Chaitanya Raj Singh Bhati wrote in a public statement, tagging Education Minister Dharmendra Pradhan and the NCERT.
'In the context of the Jaisalmer princely state, no authentic historical sources mention any Maratha dominance, invasion, taxation, or authority.'
His post also claimed that 'our royal records clearly state that the Maratha never had any interference in the Jaisalmer princely state.' Calling for immediate correction, he urged authorities to take 'prompt and concrete action' and termed the matter one that affects 'historical dignity, self-respect, and the integrity of the national curriculum.'
Between accuracy and accountability
Chaitanya Raj Singh Bhati's remarks on the map fall within this broader context of curricular changes and evolving approaches to historical content. As of now, NCERT has not made a public statement regarding the specific concern about the representation of Jaisalmer.
In his post, he referred to the depiction as one that affects 'public sentiments' and expressed concern on behalf of the 'entire Jaisalmer family.' The post underscores the role of visual elements like maps in shaping how historical boundaries and political affiliations are understood by students.
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The ongoing conversation reflects how academic materials are being reviewed, interpreted, and engaged with by a wider set of voices. Whether through written text or cartographic detail, the question of historical accuracy continues to draw attention as part of India's education discourse.
NCERT Class 8 Social Science book : Other updates
This critique surfaces at a time when NCERT has already found itself at the centre of a larger pedagogical shift. As part of its revised National Curriculum Framework for School Education (NCF SE) 2023, the Council's new Class 8 Social Science textbook also presents major political transformations between the 13th and 17th centuries, including the rise and decline of the Delhi Sultanate, the Mughal dynasty, and the emergence of Sikh resistance.
The new edition notably invites learners to examine India's medieval past with what NCERT describes as 'objectivity' and encourages them not to assign modern-day blame for historical events. 'Understanding the historical origin of cruel violence, abusive misrule, or misplaced ambitions of power is the best way to heal the past and build a future where, hopefully, they will have no place,' the Council said in a statement quoted by ANI.
Among the most recent updates in the textbook is the reframing of Babur and Akbar's legacies. The founder of the Mughal dynasty is introduced as both a military tactician and a figure whose campaigns involved the destruction of temples, drawing from Babur's own memoirs.
Akbar, often remembered for his policies of religious accommodation, is now described as 'a blend of brutality and tolerance, shaped by ambition and strategy.'
His role in the 1568 siege of Chittorgarh is noted alongside his efforts to include Rajput leaders in his court and translate Hindu epics into Persian.
Aurangzeb's reign is similarly explored through both political and religious lenses. Students are introduced to his decisions to reinstate the jizya, destroy temples in cities such as Banaras and Mathura, and suppress minority groups. Yet the framing remains focused on helping students interpret history as 'a record of choices, consequences, and contradictions.'
Chhatrapati Shivaji Maharaj is noted in some historical accounts for initiating efforts to restore damaged temples and support Hindu cultural practices.
Bottom line
For students navigating India's evolving curriculum, the debate over how history is represented is no longer just about facts and timelines. It is about the lens through which young learners understand power, resistance, and regional identity. As conversations around historical accuracy and cultural sensitivity gain momentum, the current episode serves as a reminder that textbooks are not just repositories of information.
They are tools that shape civic understanding and generational memory. What gets included, omitted, or contested will continue to influence how history is taught, and how it is remembered.
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