NCERT Solutions for Class 6 Social Science Chapter 4 Timeline and Sources of History

THE BIG QUESTIONS?

1. How do we measure historical time?

Ans: Historical time is measured using timelines, which are used to arrange events in chronological order. Timelines help us understand the sequence of events and how they relate to each other over different periods, such as years, decades, or centuries.

2. How can various sources help us understand history?

Ans: Various sources, including written documents, artefacts, inscriptions, and oral traditions, provide valuable information about past events. Written records offer detailed accounts of events, while artefacts and inscriptions provide physical evidence. Oral traditions pass down stories and knowledge from generation to generation, helping us understand how people lived and thought in the past.

3. How did early humans live?

Ans: Early humans lived in simple, often nomadic societies. They relied on hunting, gathering, and later farming for survival. Their lifestyle included creating tools and weapons, building shelters, and developing social structures. Early humans adapted to their environment and gradually began to form more complex communities as they learned to control their surroundings.

THINK ABOUT IT

1. 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: Do it yourself

2. How do you think understanding the past will help us understand the present world?

Ans: Understanding the past helps us make sense of the present by showing how historical events, cultures, and decisions have shaped current societies and conditions. By learning about past experiences and developments, we can better understand current issues, trends, and cultural practices.

LET’S EXPLORE

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: 

Gold Coin (Top Left):

• This appears to be an ancient coin featuring a figure, likely a king or ruler, in a seated posture. It could belong to an Indian dynasty, such as the Gupta dynasty, where kings were depicted on coins. The presence of such coins helps historians trace the economy, rulers, and the extent of trade during a certain period.

Stone Sculpture (Top Right):

• This is a relief sculpture possibly representing a historical or religious scene. Such artefacts are typically found in temples or monuments and provide insight into the cultural and religious practices of the time. The intricacies in the carving suggest the artistic style and the importance of the scene depicted.

Ashoka Pillar (Bottom Left):

• The third image is of the Ashoka Pillar, specifically the Lion Capital of Ashoka, which is now India's national emblem. This structure signifies the Mauryan Empire under Emperor Ashoka and symbolises power, sovereignty, and Buddhism, as Ashoka promoted Buddhist values after converting to Buddhism.

LET’S EXPLORE 

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

Ans: In the picture showing early human activities in a rock shelter, we can recognize several key tasks from prehistoric life. Here's a brief description of each:

1. Hunting Scene (Top Center):

• In the upper part of the image, a person is seen holding a weapon, possibly a spear, pointing towards a group of animals drawn on the wall. This represents early humans hunting wild animals, an essential activity for food and survival.

2. Fire-Making (Left Side):

• A group of early humans is gathered around a fire. This indicates the discovery and use of fire for cooking, warmth, and protection. The fire was a crucial development in human evolution.

3. Tool Making or Crafting (Center and Bottom Left):

• Some figures are engaged in crafting tools, such as stone tools or weapons. This reflects early humans’ ability to shape tools from stone, bones, and wood to improve their efficiency in hunting, building, or other survival tasks.

4. Food Preparation (Bottom Right):

• Another group is seen preparing or grinding food, possibly using stones. This suggests early methods of processing food, such as grinding grains or crushing nuts, an important step in the development of agriculture.

5. Family or Group Interactions (Top Right and Bottom):

• Several figures are depicted sitting and interacting with one another, which shows the communal aspect of early human life. This could represent social interactions or shared responsibilities within the group.

These activities demonstrate early humans' ability to adapt to their environment through hunting, tool-making, and social organisation.

LET’S EXPLORE 

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

In the scene depicting an agricultural community from a few millenniums ago, the following main activities can be identified:

1. Harvesting Crops:

• On the left side of the image, individuals are cutting and gathering crops, likely wheat or barley, indicating the practice of agriculture and crop cultivation.

2. Shepherding:

• In the foreground, a man is tending to a flock of sheep. This suggests the domestication of animals for purposes such as wool, milk, or meat.

3. Carrying Resources:

• Another person is seen carrying bundles of harvested crops, indicating the transportation of agricultural produce from the field to the community or storage areas.

4. Food Preparation:

• In the centre-right, a woman is preparing food near a cooking pot, suggesting that food preparation and cooking are important aspects of daily life in the community.

5. Building and Maintenance:

• In the background, a man is engaged in constructing or maintaining the thatched-roof houses, signifying the importance of shelter and community building.

6. Animal Domestication:

• The presence of a dog along with the sheep suggests the domestication of animals for herding or companionship.

These activities show a settled, agricultural way of life with farming, animal husbandry, and community living as central elements.

Questions, activities, and projects 

1. 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: Do it Yourself

2. Can we compare historians to detectives? Give reasons for your answers.

Ans: Yes, historians can be compared to detectives. Both historians and detectives gather clues and evidence to solve mysteries. Historians use sources such as documents, artefacts, and oral histories to uncover facts about the past, much like detectives piece together evidence to solve a case. Both work carefully to understand what happened by interpreting the available information.

3. A few 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

• 100 CE

• 323 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 (320 CE).

• Buddha was born around 563 BCE, so the difference between Buddha’s birth and Chandragupta’s birth is approximately 883 years (563 BCE + 320 CE).

• 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 (1828).

• India gained independence in 1947, so Rani of Jhansi’s birth was 119 years before India’s independence (1947 - 1828 = 119).

• Turn ‘12,000 years ago’ into a date. 

Ans: 12,000 years ago from the present (2024 CE) would be around 10,000 BCE (2024 CE - 12,000 years = 10,000 BCE).

4. 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: 

Date of Visit: 12th September 2024
Museum Name: National History Museum

Exhibits Viewed:

During my visit, I explored a variety of exhibits, including artefacts from ancient India, sculptures, and historical tools. The most fascinating section was dedicated to the Indus Valley Civilization, where I saw seals, pottery, and tools used by early settlers. Another highlight was the collection of mediaeval Indian coins, which helped me understand the economic systems of ancient times.

Unexpected Findings:
One unexpected exhibit was a collection of early human fossils, which showed the development of humans over thousands of years. I didn’t expect to see actual fossil remains of animals like mammoths, which added a new dimension to the experience.

Fun Aspects:
The interactive displays were quite enjoyable. One section allowed visitors to digitally recreate ancient pottery, which was both fun and educational. There were also 3D models of ancient structures that provided a closer look at how ancient cities were built.

This visit was both informative and enjoyable, giving me a deeper understanding of ancient cultures and their ways of life.

5. 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:
Subject: Invitation to Speak on the History of Our Region

Dear XYZ,

I hope this message finds you well. On behalf of [School Name], I would like to extend a formal invitation for you to visit our school and speak to our students about the rich history of our region. As part of our ongoing efforts to enhance student's understanding of local history and its significance, we believe your insights would be invaluable.

We would be honoured if you could share your knowledge and expertise with our students, emphasising the importance of learning about regional history and how it shapes our present and future. The event would be an excellent opportunity for students to engage with a professional in the field and develop a deeper appreciation for history.

The proposed date for the event is (insert date), but we are flexible and happy to adjust based on your availability. Please let us know if this is possible and any logistical arrangements we can make to facilitate your visit.

Thank you for considering our invitation. We look forward to the opportunity to learn from your experience and expertise.

Warm regards,
ABC
MNC School
Xxxxxxxx

Benefits of NCERT Solutions for Class 6 Social Science Chapter 4 Timeline and Sources of History

• NCERT Solutions for Class 6 Social Science Chapter 4 Timeline and Sources of History help students grasp key historical concepts, such as timelines and various sources of history, in a simple and easy-to-understand format.

• By using these solutions, students can save time during revision by having clear and concise explanations, allowing them to focus on the most important aspects of the chapter.

• NCERT Solutions for Class 6 Social Science Chapter 4 provides accurate and detailed answers to all questions in the chapter, ensuring that students are well-prepared for exams.

• The chapter encourages students to think critically about how history is recorded and understood, improving their analytical skills.

• With well-organised solutions, students can practise and gain confidence in answering questions related to history and timelines effectively.

Important Study Material Links for Social Science Chapter 4 Class 6 

Conclusion

The NCERT Solutions for Class 6 Social Science Chapter 4: Timeline and Sources of History provide students with clear explanations of important historical concepts. These solutions make it easier to understand how events are placed on a timeline and how different sources of history help us learn about the past. With well-structured answers, students can confidently prepare for their exams and improve their understanding of history. These solutions not only save time but also strengthen critical thinking and help students develop a deeper interest in the subject.

Chapter-wise NCERT Solutions Class 6 Social Science

Related Important Links for Class 6 Social Science 

Along with this, students can also download additional study materials provided by Vedantu for Social Science Class 6-