Timeline and Sources of History NCERT Solutions | Social Studies (SST) Class 6 PDF Download

Questions, Activities and Projects

Q1: As a project, write the history of your family (or village if you live in one), using sources of history at your disposal. Ask your teacher to guide you.
Ans: (These questions need to be attempted by the students themselves. We have provided some sample answers.)
Family History Project:
Great-Grandparents:

• Paternal Great-Grandfather: Ram Singh, farmer, born in 1890 in a small village in Uttar Pradesh. Information from family stories and an old photograph.
• Maternal Great-Grandmother: Sita Devi, homemaker, born in 1895 in a nearby village. Information from an old diary.

Grandparents:

• Paternal Grandfather: Mohan Singh, a teacher, was born in 1920 in Uttar Pradesh. Information from his teaching certificates and family anecdotes.
• Maternal Grandmother: Radha Devi, homemaker, born in 1925. Information from her marriage certificate and my mother’s recollections.

Parents:

• Father: Suresh Singh, an engineer, was born in 1960. Information from his engineering degree and personal conversations.
• Mother: Meena Singh, a doctor, was born in 1965. Information from her medical degree and personal stories.

Q2: Can we compare historians to detectives? Give reasons for your answers.
Ans: Historians can indeed be compared to detectives because both professions involve meticulous investigation and analysis to uncover truths. Just as detectives gather evidence, interview witnesses, and reconstruct events to solve a case, historians collect artefacts, study ancient texts, and analyze various sources to piece together historical narratives. Both must critically evaluate the reliability of their sources and make informed interpretations to present a coherent account of past events.

Q3: Exercises with dates:

• Place these dates chronologically on the timeline: 323 CE, 323 BCE, 100 CE, 100 BCE, 1900 BCE, 1090 CE, 2024 CE.
  Ans: 1900 BCE, 323 BCE, 100 BCE, 323 CE, 100 CE, 1090 CE, 2024 CE.
• If King Chandragupta was born in 320 CE, which century did he belong to? And how many years was that after the Buddha’s birth?
  Ans: King Chandragupta was born in the 4th century CE. If the Buddha was born in 560 BCE, then 320 CE is 320 + 560 - 1 = 879 years after the Buddha’s birth.
• Rani of Jhansi was born in 1828. Which century did she belong to? How many years was that before India’s Independence?
  Ans: Rani of Jhansi was born in the 19th century CE. India gained independence in 1947, so 1828 is 1947 - 1828 = 119 years before India’s Independence.
• Turn ‘12,000 years ago’ into a date.
  Ans: Assuming the current year is 2024 CE, 12,000 years ago would be 2024 - 12,000 = 9976 BCE.

Q4: Plan a visit to a nearby museum: the visit should be prepared with some prior research on the kind of exhibits the museum holds. Keep notes during the visit. Write a brief report afterward, highlighting what was unexpected/interesting/fun about the visit and the exhibits.
Ans: (These questions need to be attempted by the students themselves. We have provided some sample answers.)
Museum Visit Report:

• Preparation: Before visiting the National Museum, I researched its exhibits online and found that it houses artefacts from ancient India, including sculptures, coins, and manuscripts.
• During the Visit, I kept notes on the different sections, focusing on the Harappan Gallery, the Gupta Period artefacts, and the Buddhist Art section.
• Report: The visit to the National Museum was enlightening. The most unexpected find was the intricacy of the Harappan pottery, which displayed remarkable craftsmanship for such an ancient civilization. The Buddhist Art section was fascinating, with beautifully preserved statues and reliefs depicting scenes from the Buddha's life. I found it particularly interesting how the museum had interactive displays that made learning fun and engaging. The visit highlighted the rich cultural heritage of India and deepened my appreciation for historical studies.

Q5: Invite to your school an archaeologist or a historian and ask them to speak on the history of your region and why it’s important to know it. 
Ans: (These questions need to be attempted by the students themselves. We have provided some sample answers.)

• Event Planning and Execution: We invited Dr. Anjali Verma, a well-known historian specializing in regional history, to our school. The event was organized in the school auditorium, and students from all grades were invited.
• Speech Highlights: Dr. Verma spoke about the ancient history of our region, emphasizing the importance of the archaeological site nearby, which dates back to the Mauryan period. She explained how the artefacts found there, such as pottery, coins, and inscriptions, provide insights into the daily lives and trade practices of the people from that era.
• Importance of Regional History: Dr. Verma highlighted that understanding our regional history helps us appreciate our cultural heritage and identity. It also allows us to learn from the past and preserve it for future generations.
• Feedback and Reflection: The session was highly interactive, with students asking many questions about the archaeological process and the significance of local historical findings. The event was successful in sparking interest in history among students and underscored the importance of preserving our historical sites.

The Big Questions

Q1: How do we measure historical time?
Ans: Historical time is measured using calendars and eras marked by significant events. The Gregorian calendar is commonly used worldwide, but other calendars like Hindu, Muslim, Jewish, and Chinese are also used. Historical time is divided into periods such as BCE (Before Common Era) and CE (Common Era), with major events marking the beginning of new eras. Timelines help visualize the sequence of historical events.

Q2: How can various sources help us understand history?
Ans: Various sources such as archaeological finds, literary texts, oral traditions, and artistic works help us understand history. Archaeologists study physical remains like tools, pottery, and buildings. Literary sources include ancient manuscripts and historical texts. Oral traditions pass down stories and folklore. Artistic sources like paintings and sculptures provide insights into the culture and beliefs of past societies. By gathering information from these diverse sources, historians reconstruct and interpret historical events.

Q3: How did early humans live?
Ans: Early humans, or Homo sapiens, lived as hunters and gatherers, relying on hunting animals and collecting edible plants for survival. They lived in temporary shelters like caves and rock shelters. Early humans used fire and made tools like stone axes and blades. They communicated using languages that are now lost and created rock paintings. Over time, they began to cultivate crops and domesticate animals, leading to settled agricultural communities. This marked the beginning of social complexity and technological advancements.

Let's Explore

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Q1: Such calculations are simple, but there is a catch. In the Gregorian calendar, there is no 'year zero'. The year 1 CE follows immediately the year 1 BCE. Draw a simple timeline marking every year from 2 BCE to 2 CE; you will see that because of the absence of a year zero, only 3 years have passed between those two dates.
Ans: Drawing a Timeline from 2 BCE to 2 CE
To illustrate the absence of a year zero in the Gregorian calendar, consider this simple timeline:
2 BCE
1 BCE
1 CE
2 CE
Between 2 BCE and 2 CE, only three years have passed: 2 BCE to 1 BCE (1 year), 1 BCE to 1 CE (1 year), and 1 CE to 2 CE (1 year).

Q2: So to calculate the number of years between a BCE date and a CE date, you should add them but subtract 1 — in the above case, 2 + 2 - 1 = 3.
Ans: Calculating Years Between BCE and CE Dates: To find the number of years between a BCE date and a CE date, you add the years together and subtract 1. This is because there's no year zero. For example, if you want to calculate the number of years between 2 BCE and 2 CE: 2 (BCE) + 2 (CE) - 1 = 3 years.

Q3: Practice a few examples with your classmates. For example, to return to the question about the Buddha, suppose we are now in the year 2024 CE, then the Buddha was born 560 + 2024 - 1 = 2,583 years ago.
Ans: Practicing Calculations
Let's practice with another example:
Example Question: How many years ago was the Buddha born if we are in the year 2024 CE and the Buddha was born in 560 BCE?
Solution: 560(BCE) + 2024(CE) - 1 = 2583 years ago
This method helps accurately calculate the time span across BCE and CE dates.

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Q: Create a timeline stretching from 1900 CE to the current year and place the dates of birth of your grandparents, parents, siblings and yourself. Also, mark the years that the 20th century CE begins with and ends with.
Ans: Breakdown
1901 - 2000 CE: 20th Century
2001 - 2100 CE: 21st Century
Family Births on Timeline
1935: Grandparent (Dada ji)  
1940: Grandparent (Dadi Ji) 
1965: Parent (Papa) 
1970: Parent (Mammi) 
1995: Me 
1998: Sonu (Elder brother)  
2000: Shally (Younger sister) 

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Q: Can you collect information about at least three generations of your family on your mother's and father's sides? Create a family tree with your parents, grandparents and great-grandparents. Find out their names, what they did for a living and where they were born. Also, write the sources from where you got this information.
Ans:

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Q: There are a few images of different sources of history on the next page. Who and what do you think the objects show? Write down in the boxes next to the images any information that you get from these objects.

Ans: 1st Image: Who: Likely depicts a ruler or deity from ancient times.
What: The coin shows an image of a seated figure, possibly a king or a religious figure. It can provide information about the economy, art, and religion of the period when it was minted.
2nd Image: Who: Represents figures from ancient society, possibly depicting a scene from daily life, mythology, or a significant event. 
What: This carved stone relief shows intricate details of human figures engaged in various activities. It gives insights into the cultural, social, and artistic practices of the time.
3rd Image: Who: Symbol associated with ancient India, particularly the Maurya Empire. 
What: The Lion Capital, adopted as the national emblem of India, represents the pillar of Ashoka. It symbolizes power, courage, and pride, providing historical context about the Mauryan dynasty and Ashoka's rule.

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Q:
In the above picture, look at some activities of early humans in a rock shelter. Which ones can you recognise? Give a brief description for each.
Ans: 

• Hunting and Preparing Food: Some people are seen preparing animal hides and cooking meat over a fire, showing their dependence on hunting for food and the importance of fire for cooking and warmth.
• Tool Making: A few individuals are working with stones, likely making tools. This highlights their skill in creating tools for hunting, cutting, and daily tasks.
• Gathering and Processing Food: People collect and grind food, such as grains or nuts, using stone tools. This reflects their foraging habits and early agricultural activities.
• Art and Communication: One person is painting or carving images of animals on cave walls, indicating early forms of communication, art, and possibly religious or cultural expression.
• Community and Social Interaction: A group of people is working and interacting together, showing a sense of community and cooperation, essential for their survival.

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Q: Observe the scene on the next page. It depicts an agricultural community from a few millenniums ago. List the main activities you can identify.
Ans:

• Farming: Individuals are harvesting crops, likely grains or wheat, indicating the cultivation of land and the practice of agriculture.
• Shepherding: A man is herding sheep with a dog, showing the domestication of animals and livestock management.
• Cooking and Food Preparation: A person is preparing food near a cooking area, suggesting the use of agricultural produce for meal preparation.
• Building and Maintenance: Someone is constructing or repairing a hut, highlighting the community's effort in building and maintaining shelters.
• Water Collection and Use: People are seen near a river, indicating the collection and use of water for irrigation, drinking, and cooking.
• Weaving or Crafting: A person is engaged in weaving or making tools, representing the creation of essential goods for daily life.
• Childcare and Community Living: Women are caring for children while performing other activities, reflecting the communal nature of raising children and the close-knit community life.

Think About It

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Q1: What is the earliest memory you can recollect? Do you remember how old you were at that time? Those memories together are a part of your past, maybe going five or six years back.
Ans: My earliest memory is from when I was about three years old. I recall sitting in my grandmother's kitchen, watching her bake cookies. The warmth of the kitchen, the smell of the cookies baking, and the excitement of waiting for the sweet treat remain clear in my mind. These moments are a special part of my past, shaping my understanding of family traditions and the comfort of childhood.

Q2: How do you think understanding the past will help us understand the present world?
Ans: Understanding the Past to Understand the Present

• Learning from History: Studying past events helps us recognize patterns and consequences, allowing us to avoid repeating mistakes. For example, understanding the causes of past conflicts can help in forming better diplomatic strategies today.
• Cultural Awareness: Knowing about historical events and cultural changes allows us to appreciate the diversity of societies. This fosters tolerance and respect for different cultures and traditions in our globalized world.
• Contextualizing Modern Issues: Many current problems have historical roots. For instance, political boundaries, social structures, and economic systems are often shaped by past events. Understanding these origins provides valuable context for tackling modern challenges.
• Technological and Scientific Progress: The history of science and technology shows how past discoveries have shaped today's advancements. This recognition helps us appreciate and build upon scientific progress.
• Personal Identity and Heritage: Understanding personal and collective histories contributes to a sense of identity and belonging. It helps individuals and communities understand their place in the world and their connections to others.

Learning about the past gives us insights that help us make informed decisions, shape our views, and guide our actions in the present and future.

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Q: Have you ever seen old coins, books, clothes, jewellery or utensils in and around your house? What type of information can we gain from such objects? Or from old houses or buildings?
Ans: Yes, I've seen old coins, books, clothes, jewellery, and utensils at home. These items provide insights into the past:

• Coins show us who ruled in earlier times and how money was used.
• Books give us stories and knowledge from the past.
• Clothes reveal fashion trends and social status from different periods.
• Jewelry reflects craftsmanship and its cultural significance.
• Utensils tell us about daily life, including cooking habits.

Old houses and buildings also show us architectural styles and living conditions. These objects help us understand how people lived, worked, and thought in earlier times.

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Q1: Both in this earlier picture of a rock shelter and in this one, men and women are given certain roles. While they may appear to be 'natural', they are not necessarily correct and do not cover all situations. For instance, in a rock shelter, women may have helped prepare colours for painting the rock or may have done some of the painting. In both scenes, men may have done some of the cooking or may have helped take care of children.
Ans: 
Rock Shelter Scene:

• Assumed Roles: Men are depicted as hunters, tool makers, and primary food preparers. Women are often shown gathering food and caring for children.
• Possible Real Roles: Women might have also participated in hunting, made tools, and painted on cave walls. Men could have been involved in gathering food, preparing meals, and taking care of children.

Agricultural Community Scene:

• Assumed Roles: Men are shown farming, herding animals, and building structures. Women are depicted cooking, weaving, and caring for children.
• Possible Real Roles: Women might have been involved in farming and herding, while men could have participated in cooking, crafting, and child-rearing.

Limited Information and Diverse Realities:

• Limited Evidence: Historical depictions are based on limited archaeological and anthropological evidence, which can lead to assumptions about gender roles.
• Diverse Realities: In reality, roles were likely more flexible and varied according to community needs, individual skills, and situations. Gender roles could have shifted frequently, with both men and women contributing to various aspects of daily life.

Q2: Keeping in mind that we have only limited information, think about such roles and situations, and discuss in class.
Ans: Modern Perspective

• Challenging Stereotypes: Recognizing the fluidity of roles helps challenge modern stereotypes about gender. It underscores that skills and responsibilities are not inherently linked to gender.
• Inclusive Understanding: Acknowledging the diverse contributions of all community members promotes a more inclusive view of history.
• Flexible Historical Roles: Historical gender roles were likely more adaptable than often portrayed. By considering the broader context and the limitations of our evidence, we gain a richer and more nuanced understanding of past societies.