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From a Kingdom to an Empire Summary Class 6 Social Science Chapter 7

A Grand Empire Ruled by Ashoka

  • Ashoka, a prominent historical figure, governed an empire established by his grandfather, Chandragupta Maurya, over 2300 years ago. 
  • Chanakya, also known as Kautilya, a wise adviser, contributed his ideas, documented in the Arthashastra, to the governance of this empire. 
  • The empire comprised several cities, including the capital Pataliputra, Ujjain, and Taxila, the latter serving as a gateway to the northwest, encompassing Central Asia. 
  • Cities housed a diverse population of merchants, officials, and craftspeople, while other regions featured villages with farmers and herders. Central India contained forests where people gathered resources and hunted for sustenance. 
  • The empire's inhabitants spoke different languages, had varied dietary preferences, and wore distinctive clothing.

ChanakyaChanakya

How are empires different from kingdoms?

  • Emperors need more resources than kings because empires are larger than kingdoms, and need to be protected by big armies.
  • So also they need a larger number of officials who collect taxes.

Ruling the empire

  • The officials were appointed to collect taxes from farmers, herders, crafts persons and traders, who lived in villages and towns in the area.
  • Officials also punished those who disobeyed the ruler’s orders.
  • Many of these officials were given salaries.
  • Royal princes were often sent as governors of provinces which was ruled from a provincial capital such as Taxila or Ujjain.
  • The Mauryas tried to control roads and rivers, which were important for transport, and to collect whatever resources were available as tax and tribute.
  • People of forested regions were more or less independent, but may have been expected to provide elephants, timber, honey and wax to Mauryan officials.

Ashoka, a unique ruler

  • The most famous Mauryan ruler was Ashoka.
  • He was the first ruler who tried to take his message to the people through inscriptions which were in Prakrit and were written in the Brahmi script.

Ashoka’s war in Kalinga

  • Ashoka was so horrified when he saw the violence and bloodshed in Kalinga's war that he decided not to fight any more wars.
  • He is the only king in the history of the world who gave up conquest after winning a war.

What was Ashoka’s dhamma?

  • Ashoka’s dhamma did not involve worship of a god, or performance of a sacrifice.
  • He felt that just as a father tries to teach his children, he had a duty to instruct his subjects.
  • He was also inspired by the teachings of the Buddha.
  • He appointed officials, known as the dhamma mahamatta who went from place to place teaching people about dhamma.
  • Ashoka also sent messengers to spread ideas about dhamma to other lands, such as Syria, Egypt, Greece and Sri Lanka.
The document From a Kingdom to an Empire Summary Class 6 Social Science Chapter 7 is a part of the Class 6 Course Social Studies (SST) Class 6.
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FAQs on From a Kingdom to an Empire Summary Class 6 Social Science Chapter 7

1. What were the factors that led to the transition from a kingdom to an empire in ancient times?
Ans. The transition from a kingdom to an empire in ancient times was influenced by several factors. One of the main factors was the expansion of territories through conquests and annexations. The rulers of kingdoms sought to establish control over neighboring regions, thereby increasing their power and influence. Additionally, the development of a strong military and administrative system played a crucial role in the formation of empires. The ability to efficiently govern and maintain control over vast territories was essential in transforming a kingdom into an empire.
2. How did the establishment of empires impact the social structure of ancient societies?
Ans. The establishment of empires had a significant impact on the social structure of ancient societies. With the expansion of territories, the ruling elite gained more power and control over the resources of the empire. This led to the emergence of a centralized authority, often headed by an emperor, who held supreme power. As a result, the social hierarchy became more rigid, with the ruling class enjoying privileges and wealth, while the common people faced increased taxation and exploitation.
3. What role did trade and commerce play in the growth of ancient empires?
Ans. Trade and commerce played a crucial role in the growth of ancient empires. The establishment of trade routes facilitated the exchange of goods and ideas between different regions, leading to economic prosperity. Empires encouraged trade by providing a safe and stable environment for merchants to conduct business. The control over trade routes also allowed empires to generate substantial revenue through taxation, which further contributed to their growth and expansion.
4. How did the administration of empires differ from that of kingdoms?
Ans. The administration of empires differed from that of kingdoms in several ways. While kingdoms were often centralized around a single ruler, empires required a more complex administrative system to govern vast territories. Empires had a hierarchical structure, with provinces or regions being governed by appointed officials who reported to the central authority. This system allowed for better control and coordination of various administrative tasks such as taxation, law enforcement, and infrastructure development.
5. What were the long-term consequences of the transition from a kingdom to an empire?
Ans. The transition from a kingdom to an empire had significant long-term consequences. One of the main consequences was the consolidation of power in the hands of a centralized authority, which often led to the decline of local autonomy and the rise of authoritarian rule. The establishment of empires also brought about cultural and linguistic assimilation, as the ruling elite imposed their language and traditions on conquered regions. Additionally, the growth of empires contributed to the spread of ideas, technologies, and religions, leading to cultural exchange and cross-pollination between different societies.
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