SOCIAL SCIENCE

(History and Civics)

Part - I
Class 6

2019-2020
State Council of Educational Research and Training
Chhattisgarh, Raipur

For Free Distribution

 Year of Publication - 2019
S.C.E.R.T. Chhattisgarh, Raipur
Collaboration
Chhattisgarh Educational Resource Center, Raipur
Eklavya Hoshangabad, (M.P.)
Special Collaborators
Dr. K.K. Agarwal, Mrs. Jyoti Dharkar, Dr. (Mrs.) Nagratna Ganveer
Convenor
Dr. Vidhyawati Chandrakar
Head Co-ordinator
Uttpal Kumar Chakerbotry
Co-ordinator
Shiv Kumar Verma, Christina Baxla
Editorial Board
Shiv Kumar Verma, Dr. Sukhdev Ram Sahu, Lal Ji Mishra
(History and Civics)
Dr. Sukhdev Ram Sahu, Chetan Prasad Tiwari,
Sachchidanand Shastri, Durgesh Kumar Vaishnav,
Satyaki Singh Parihar, Anil Bande, Bharat Sao, Dr. Khileshwari Sao,
Amrit Lal Sahu, Dr. Narendra Parwat, Panchram Chaturvedi, Bharati Dubey,
Bhumika Sharma, Meghlata Banjare
Portrayal
Ashok Bhatt, Ajay Saxena, J. P. Devangan
Cover page Designer
Rekhraj Chouragadey
Photo (Cover page)
S. Ahmed
Published by
State Council of Educational Research & Training Chhattisgarh, Raipur
Printed by
Chhattisgarh Textbook Corporation, Raipur
Printing Press
 It is said that social science is a subject only to be memorized.
How to introduce this subject which concerns with every living aspect
of our lives to students and how to present the current textbook with
reference to Chattisgarh is a matter of great concern.

S.C.E.R.T. Raipur has decided to solve these problems. Eklavya

institution of Hoshangabad and writers and experts of subject have
made a great contribution. This social science textbook is the result
of a series of seminars, workshops and discussions. In this book of
class VI lessons of history and civics are included with glimpses of
Chattisgarh.

An effort has been made to write the lessons in an interesting

manner. Hope that this textbook is helpful to students, teachers and
parents.

The council is grateful to cultural department along with

different government and non-government organizations for their co-
operation. The council is grateful to the writers, Eklavya institution
and research schools who have put great efforts in writing this book.

We look forward to suggestions from people who have interest

in social education so that this book can be result oriented and social
science teachers can bring novelty and variety in their teaching.

Director
State Council of Educational Research and Training
Chhattisgarh, Raipur
 FOR TEACHER

Education is a continuous process. Aims of education change with social

changes, subject matter, ways of teaching and process of evaluation also change
accordingly. Social science has been known as a subject of memorizing, concepts of
teachers is not clear in developing understanding. S.C.E.R.T., Raipur took the
responsibility of breaking this myth and this book is presented before you as
experimental edition.

It is essential to introduce the teacher community with new developments in

the field of education. Today traditional form of education is rejected as children are
very closely associated with media and educational technologies, they do not wish
to memorize.

Therefore, it becomes our duty to present the contents in an interesting

manner. This book which is prepared by S.C.E.R.T. Raipur, after several workshops,
seminars and discussions under the guidance of Eklavya institution Hoshangabad
has several specialities which you are expected to tell during teaching.

Instructions such as hang the map, compare the pictures, survey the
surrounding etc. are given to explain the subject matter. As directed you should
display pictures and ask related questions. Teaching without pictures and maps will
be just a formality, which will neither develop understanding nor will teaching be
joyful.

Efforts have been made indifferent chapters to connect the subject with their
surrounding. So, try to explain with such examples with which they can associate.
This will clear their concepts, in these lessons efforts have been made to touch the
topics of moral education, value education, social and environmental awareness and
population. So while teaching these points should be discussed.
 In history examples from Chattisgarh related with topic have been presented.
Students can know understand and be proud of their state as archeological glory,
historical facts and cultural features have been included along with present scenario.

Similarly in civics main and important features of present public life have been
included. At several places thought provoking questions have been given to encourage
students to think and excite their inquisitiveness.

Prepare such questions on your level. Encourage students to find answers to

those questions.

Hope we have made our thinking clear. You must be fully prepared to introduce
the concepts and satisfy the queries of students. If you find any mistakes, please send
your suggestions and new ideas so that an improved final edition may be presented
before you.

Director
State Council of Educational Research and Training
Chhattisgarh, Raipur
 CONTENTS

S. N. Lessons Page No.

HISTORY
1. Sources of History 2-5
2. Early Man 6-11
3. Indus Valley Civilization 12-19
4. The Vedic Age 20-26
5. Mahajanapada Age 27-32
6. Rise of New Religious Ideologies 33-36
7. The Mauryan Dynasty and Ashoka 37-41
8. Foreign Trade and Contacts 42-46
9. The Gupta Age 47-52
10. Age of Regional Kingdoms 53-56

CIVICS
1. Inter Dependence 58-64
2. Village of Katik and Kekti 65-68
3. Panchayati Raj 69-81
4. Municipality and Municipal Corporation 82-85
5. District Administration 86-89
6. Public Properties 90-93
7. Rights of Children 94-98
8. General Awareness 99-106
9. Trans Gender/ Third Gender 107
HISTORY
 1. SOURCES OF HISTORY
All the children of the class had gathered a round Raju. Raju was telling about
the size and weight of the sword and shield of Maharani Lakshmi Bai. Everyone was
astonished. Raju was talking about the things which had been used much before he
was born. How could Raju know about the events of ancient times? After sometime
Raju himself told them that he learnt all this by looking at the things which are kept in
the museum.
Just then the teacher entered the class.
Harsha asked him about the ways of learning
about the past- that is – history. Teacher said-
History can be known through several
sources like – manuscripts, inscriptions,
archaeological source materials, monuments,
tools, utensils, weapons, coins etc.
The teacher felt that it was necessary
Pic.1.1 Wall Painting of Singhanpur
to make the explanation simpler, so he
explained further- See, near your house there Caves
might be some old buildings. Find out how
old they are? Besides this, find out other things related to them. If you do this, it
means you are trying to find out its history.
All the children nodded in affirmation. Radha stood up and said – Teacher, just
now you told us about the several sources of history. Please explain them in detail.
Teacher said - Radha earlier the people did not know the way to read and write.
So they used to converse through drawings. You must have read about the Kabara hill
and the caves of Singhanpur in Raigarh district of Chhattisgarh. It is said that those
cave drawings are of the times of the early man. When man learnt writing he started
engraving it on stones, these are called inscriptions. Later on writing was done on
palm leaves, bhojapatra, tamrapatra, paper etc.
New Words :
Inscriptions- writings engraved on
rocks, pillars etc.
Bhojapatra- bark of birch trees,
used as writing material by ancient
Indians.
Tamrapatra- writings engraved on
metal plates etc.
Pic. 1.2 Picture of Tamrapatra
 Sources of History
Several children asked- Can we see
the writings of ancient times? Teacher
explained them that all these things can be
seen in the museums. It is difficult for
everyone to read them, as those are written
either in Pali or Prakrit languages. These
languages are not in use. Historians and
archeologists learn to read these writings and
are able to tell us what was written in the era
by reading them. ‘Archaeologist' many
children asked. Yes- the teacher continued,
archeologist is a person who excavates and
studies the material remains of the past. You Pic 1.3 Laxman Temple, Sirpur
know that, if anything is covered with dust
and sand it cannot be seen. At the time of
floods, storms, earthquakes etc. several
houses, cities and other things are buried under
the earth. Archeologists search and excavate
such places and tell the world about them.
The study of the remains help us to understand
the life styles of the people of that era.
Ankita asked- Do the old houses,
mansions, temples, coins etc. also give us
information about history? Pic.1.4 Kuleshwar Temple, Rajim,
The teacher told them that all these are
the proofs of the happenings of that time.
Old houses also tell us about the art of
construction of that time. In the same manner
old coins, tools, utensils, ornaments etc. also
provide a lot of information.
The teacher further explained that by
the study of old books we can learn about
the society, cities, customs and traditions of
that time.
Sapna said- Like Ramayana, Pic. 1.5 Excavated things of early times
Mahabharata, Quran, Gita, Bible etc.

Teacher agreed and further said- when we return after a trip from anywhere, we
tell people about that place and its people. Similarly, in ancient times also, foreign
travellers would travel to several countries. The descriptions of their voyages provide
a lot of information of that era.
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Social Science - 6 (Part-I)
Monu informed that he had seen
the wooden inscriptions which have
been found from Kirari village of
Bilaspur district in the Mahant
Ghasidas Museum at Raipur. Teacher
told them how several other ancient
things have informed us about the
lifestyle of that time, like- which type
of utensils were used? How were their
combs? What was their way of
dressing up? What did they eat? And,
Pic.1.6 Old Coins & Currency
which gods or goddesses were Inscripted pillar from Kirari
worshipped? etc. village in Raipur Museum

Besides this history informs us about the various kings and their empires, and
about all people- big and small of that time.
Swati asked an interesting question- why should we study history?
The teacher explained – It is essential to know how we were earlier. To understand
the present, knowledge of the past is a must.
History is very interesting and exciting. It is the story of our development. It is
by reading history that we can learn a lot about our civilization and tradition. We know
that a long and a great past is constantly helping us in moving forward in our
development.
EXERCISE

I. Fill in the blanks-

1. Singhanpur caves are situated near __________.
2. Those who search for old things are called __________.
3. Mahant Ghasidas Museum is at __________.
4. Rock paintings made on Kabara hills are of the times of the __________.
5. _________ found from Kirari village is of historical importance.

II. Make correct pairs -

1. Mahabharata - rock paintings.
2. Pali - collection of rare things.
3. Kabara hill - Book.

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 Sources of History

4. Museum - writing engraved on rocks.

5. Stone inscription- ancient language.

III. Answer in Yes or No -

a. History is the study of kings and emperors only.( )
b. Rock paintings of Singhanpur caves are of the times of early man.( )
c. Writings engraved on metal plates are called Bhojapatra.( )
IV. Answer the following questions-
1. What is history?
2. What are the sources of knowing history?
3. In which languages were the ancient texts written ?
4. Who is an archeologist?
5. Why is it necessary to know history?
6. How do the ancient things tell us about the 'History'? or How can we
Know the history by the ancient things?
Things to do
1- Visit any nearby museum and make a list of the things seen there.
2- How did people trade when there was no currency?

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 2. EARLY MAN

Pic. 2.1 Food Gathering

Look at these pictures and

discuss what is shown in them.
Thousands of years ago our
ancestors did not live like us. They lived in
forests and would collect and eat wild
berries, nuts, roots and fruits. They would
hunt animals and eat their meat. These days
most of the things which we eat are grown
in the fields. But, in those days, farming
was not done.
1. Can you tell which items in your Pic. 2.2

food are collected from forests ?

2. What are the differences in your
food and that of the early man ?
3. Did the early man need utensils
and stoves ?
Early man used to live in small groups.
But they neither built houses nor lived at one
place. When fruits, roots, prey etc. would Pic. 2.3 Hunting
finish in the forest, the group would move to
 Early Man

another place. This way they kept wandering from one place to another, in search of
food.
They would use leaves, bark of trees and animal's skin to cover their bodies.
Both men and women wore ornaments made out of wood, shells, bones shining
stones etc.
1. Why did Early man not build houses ?
2. Early man didn’t have houses Where did they spend their nights ?
3. Why did the early man not wear cotton and woollen clothes ?
4. In the forest there must have been several ferocious animals.
5. How did they protect themselves from them ?
6. Why was the early man wandering from one place to another ?
STONE TOOLS
In those days people were not familiar
with metals like iron and brass. They would
use stones, which they could easily find
around them. This piece of stone was their
first tool and weapon. They would give shape
to the stone according to their need. Earliest
tools were made by chipping stones. Later,
smaller chips were fixed on wood or bone to
make useful tools. Tools which can be easily
held in hand like hammer, spear, axe etc. were
made.
pic 2.4 Tools made of stone
For hunting they made bows, arrows
and spears with pointed stones. Bones and horns of animals were also used as weapons.
Tools were used for gathering food, digging the earth, pulling out roots and tubers and
skinning animals.
Look at the shape of the stones in pic 2.3, and tell what can be done by them?
Why is this age called the stone age?
USE OF FIRE
It is believed that either when tools were made or in some other way when two
stones struck together - sparking must have taken place. As a result dried leaves and
grass must have caught fire. This way accidentally our ancestors discovered how to
light fire. Gradually, man started using fire in several ways-to scare away wild animals,
to roast meat, to protect themselves in winter etc.

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Social Science - 6 (Part-I)

HOW TO FIND OUT ?

Do you know that even today there are people in the world who depend on the
forests? They do not settle down permanently at one place and keep wandering in
search of food. They eat roots, tubers, wild berries, fruits and even go on hunting. In
the forest areas of Chhattisgarh like Bastar and Sarguja the life of people is based on
hunting and gathering forest produce.
The study of their life style helps us in imagining the life of the early man.
Besides this, several things have been found from excavations like stone tools and
weapons made out of bones of animals etc. Even today we can see several pictures on
the walls of the caves which were made thousands of years ago. All these things help
us to understand the life of the early man.
GROUP LIFE
Early man lived in small groups and had a feeling of co-operation. Women and
children would collect fruits, berries and grains. Men would hunt together. Sometimes
both men and women would hunt together and even collect berries. This way whatever
they got would be shared by all. Nothing was saved. Everyone had equal rights on all
the things of the group. No one was rich or poor.
There was no division of work. Everyone would do all sorts of work like
making stone tools, hunting, collecting fruits and berries etc.

Why could no one be rich or poor in the society of the early man?

RELIGIOUS TRADITIONS AND BELIEFS

Early man was very close to nature and believed that they were related to plants,
trees, birds, animals etc. They had faith in gods. They believed that if gods were
pleased, they would get good things to eat. To please gods they would sing and
dance. They would also enact hunting of wild animals.
With this faith they drew colourful pictures on the cave walls. They might have
believed that this would bring success in their
hunting. Rock paintings of the early man have
been found in the Kabara hill and Singhanpur
of Raigarh district and the caves of
Chitwadongri and Dondilohara in Durg district.
These drawings are colourful. There are
drawings of eligators (ghariyal), lizards and
other animals. The drawings in the Singhanpur pic 2.5 Paintings from Singhanpur
and Kabra caves
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 Early Man

caves are of deep red colour. Human figures and several other line drawing can be
seen too. Hunting of animals is also depicted. Sketches like that of a ladder is a
speciality of these drawings.
1. Discuss with the teacher - how would the early man make colours for the
drawing ?
2. Is the practice of drawing, singing and dancing still present? - If yes,
give some examples.
A lot of knowledge about this earth which the early man had acquired with his
hard work and wisdom, has been of great help to us. They had found out which fruits
and plants are edible, which plants have medicinal value, and which plants are poisonous.
They had control over fire. They found out the right type of wood and stones to make
weapons. They found the ways to enter thick forests. They recognized the qualities of
plants, trees and animals; and on its basis started agriculture and domestication of
animals.

BEGINNING OF AGRICULTURE AND ANIMAL HUSBANDRY

About ten thousand years ago, changes had started taking place in the life of the
early man- a food gatherer. People living in different parts of the world had started
domesticating animals and growing plants.

DOMESTICATED ANIMALS
The first animal to be domesticated was the dog. Dogs would eat the left over
food and help in hunting. After this other animals like sheep, goats and cows were also
domesticated.
1. What benefit do men get from these animals ?
2. What are the things which they could not get from hunting ?

AGRICULTURE
We have seen that initially there was no agriculture. May be that there was no
need of it as they could easily get sufficient amount to eat. But later on, that is about
ten thousand years ago, several groups had started growing grains. They had learnt
that the thrown away seeds and grains grow again into plants. Slowly agriculture
spread all over the world. In the Indian sub-continent agriculture had started about five
to six thousand years ago.
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Social Science - 6 (Part-I)

Initially, farming was not a permanent one, that is - sowing the same field again
and again. A patch of the forest would be cleared and farming would be done for two
or three years. Then this piece of land would be left and a new one would be cleared
for agriculture. This type of agriculture is called shifting agriculture or ‘jhoom’
agriculture. Even about 50-100 years ago shifting agriculture was practiced especially
in the North Eastern states and other tribal areas. It is still in vogue in some places
especially in the tribal areas of Bastar and Sarguja districts of Chhattisgarh.

PERMANENT SETTLEMENTS

What changes might have come in the lives of people after adopting
agriculture ? Discuss in the class.
A great change came in the lives of people after they started farming. The
cultivated areas started expanding. They would still go for hunting but now it was not
necessary to wander for food. Now people started settling permanently at one place.
Because of farming they had to live in one place for a longer time - as sowing and
harvesting would take quite some time. People had to work on the fields and take care
of the crops. When harvesting would be over they needed to store it for future use
also. So people started building houses and settling down near their fields.
The houses were constructed with wood, mud, grass, leaves etc. Houses would
be near streams, rivers and lakes. They surrounded their houses by a common fence
for protection from wild animals.
For storing surplus grains they started making big vessels. Utensils and stoves
were made to boil milk and cook food. Grinding stones were made to grind grains.
This way in this period people had started making several new things.
People worshipped earth and nature and considered it to have super natural
powers and represent the mother goddess. To please these powers they performed
poojas, songs and dances, and sacrificed animals.

EXERCISE
I. Fill in the blanks
1. Tools were made more useful by tying them to _________.
2. Caves of Singhanpur are situated in _________ district.
3. In India agriculture had started _________ thousand years ago.
4. _________ was the first animal domesticated by the early people.

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 Early Man

II. Answer the questions

1. What problems would the early man have faced if he had settled at one place ?
2. Of which materials were the tools of the early people made ?
3. How can we know about the life of the early people ?
4. What are the speciality of the rock paintings found in Chhattisgarh ?
5. How were the early people benefitted by domestication of animals ?
6. Why did the people had to settle at one place after they started farming ?
7. Why did the agriculturists worship earth as mother goddess ?

III. Project work

1. Draw the tools of the Stone Age.
2. In early times there was no farming, then how did they fill their belly?

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 3. INDUS VALLEY CIVILIZATION
(2600 B.C. To1900 B.C.)
In the previous chapter you have read how early man lived a nomadic life.
They spent their lives under trees and caves. They ate wild fruits, roots, tubers meat
and fish. Later on, farming, domestication of animals and use of metals brought a
tremendous change in the living style and food habits of the early people.

CITIES IN THE INDUS VALLEY

b Scale : 1 cm = 200 km
en a
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Harappa Ropar
Mohanjo-daro Brahmaputra
Gh

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Ga
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Ko M Kosi
Narmada ah tr a
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Chanhu-daro Br a
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Lothal
Tapti
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Brahmaputra
Krishna

Arabian Sea Index

Ka External boundaries of India today
ver
i Sea
Cities 
Indian Ocean
Village settlements ...
...
Saraswati River ..........
Map 3.1

The most significant change was the beginning of permanent settlements. People
usually settled where land was fertile and water was sufficient. Usually such places were
situated near the river banks. This is the reason why people started settling near the rivers.
In this lesson we will read about a civilization which flourished about 4500 years ago in the
Indus Valley.
Look at the map 3.1 and locate the plain of river Indus ?
Which are the countries of today where the plains are spread?
 Indus Valley Civilization

One day Sonu and Sandhya’s class teacher was talking about the cities of the
Indus Valley civilization. She said -About 80-85 years ago some people found things
belonging to two big cities, buried in the earth. These cities were Mohenjo-daro and
Harappa. It was discovered
that people used to live here
around 4,500 years ago.
S a n d h y a w a s s u r p r i s e d . S h e

a s k e d - W h a t ! W e r e t h e s e

c i t i e s a c t u a l l y b u r i e d i n t h e

e a r t h ?

Teacher - Have you

ever heard about any place
where they have found old
things buried in the ground?
Sonu - Yes, I have
heard that in a nearby village
a farmer found a few things
like coins and statues buried
in his field. Pic. 3.1 Excavations of Kalibangan
Has anyone in your village found any such thing buried in the ground ?
Teacher - About 80-85 years ago some labourers were working for laying
down the railway track in Mohenjo-daro near the Indus river. While they were digging
a mound which came in the way, they found a wall under it. This made the people
more curious. On digging further it was discovered that a whole city was burried
under the ground. When scholars excavated the nearby areas, they found similar
things at several places. Most of these places were near the Indus river. That is why it
was known as the Indus Valley Civilization. Those days it was also called Harappa
Culture.
Sandhya asked - why
is it called Harappa Culture ?
Teacher - It was in 1921
when excavation was first done
at a place called Harappa. Here
they had found bricks and clay
pots. Later on, from other
places (like Mohenjo-daro etc.)
similar things, houses etc. were
found which helped in under-
Pic. 3.2 Remains on the excavation of Kalibanga
standing the life styles, food
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Social Science - 6 (Part-I)

habits, dressing sense, festivals etc. of that era. That is why it was called Harappa
Culture.
Shrikant asked - Where are Harappa and Mohenjo-
daro situated ? Who discovered them ?
Teacher - Both Harappa and Mohenjo-daro are
in the Punjab and Sindh districts of Pakistan. The
excavation at Mohenjodaro was started under the
guidance of Shri Rakhal Das Banerjee in 1922. Picture 3.3 Engraved utensils,
Harappa culture
Vikas asked - Is there any place in India which
belongs to this Civilization ?
Teacher - You have asked a right question. Till now in India excavation has
been carried out in about 250 places. Chief among them are Dholavira and Lothal in
Gujrat, Kalibangan in Rajasthan. Ropar in Punjab and Aalamgirpur in Uttar Pradesh.
Thus the Indus Valley Civilization extented over Afganistan, Punjab, Haryana, Rajasthan,
Gujrat and western uttar Pradesh. This civilization has flourished from 2600 B.C. TO
1900 B.C.
Calculate how many years ago would that be ?
Tushar asked - Please elaborate a bit about the Indus valley civilization.
Teacher - We shall talk about it later. First, look at the map carefully and find
out near which rivers are those places located ? Make a list.
Look at map 3.1 and make a list of the places and the rivers.

THE SETTLEMENT OF CITIES

Next day Ujjwala asked again - Please tell us about the Indus Civilization in detail.
Teacher - First of all we shall talk about planning and construction in the cities
of the Indus Valley Civilization.
From the excavations of Mohenjo-daro and Harappa we know that those cities
were well planned like the present day colonies of cities. These two cities can be
divided broadly into 2 parts- (i) The citadel and (ii) The lower town. The citadel that is
the raised part had massive wall around it. The second part was the lower town which
was thickly inhabited. The main part of the lower town was divided into rectangular
blocks by wide roads cutting each other at right angles. There were houses and drainage
system on both sides of the roads. The houses were made of baked bricks and were
one or two storeys high. Every house had a courtyard, kitchen and bathroom. The
kitchen and bathroom had drains connected to the covered main drain running alongside
the main road. The drains were paved and covered.All these things show that
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 Indus Valley Civilization

construction of homes and settlement of the cities was very systematic at that time and
this is the most unique feature of the Indus Valley Civilization.

MAIN BUILDINGS
Ankita asked - Is that a pond in picture 3.3
Teacher- That thing which is looking like a pond to you in the picture is a
public bath which was found at the excavations at Mohenjo-daro. This is constructed
in the citadel - that is the upper part of the town. There are rooms on all four sides and
in the centre is a pool. This pool is 12 metres long, 7 metres wide and 2.5 metres deep.
Near by there was a well. Perhaps the pool was filled from this well. There were
proper drains for the outflow of dirty water. The walls and the floors were treated to
prevent seepage. This public bath might have been used for some public functions,
some religious work or some special occasion.

Pic. 3.4 Mohan-Jodaro's bathhouse

Discuss- how the people of Mohenjo-daro would have used this public bath.
Vinay asked - Was there any other building also found ?
Teacher - Vinay, you have asked a good question. A huge construction was
found in the Harappa excavations. It is believed to be a granary. Such constructions
have been found at several other places too. It is possible that grains were collected
from nearby villages as taxes and stored in such granaries to be used at times of
natural calamities like earthquakes, floods or droughts.
FORM OF GOVERNMENT
Sonu asked - What sort of government did the people of Indus Valley
Civilization have? Did they have kings ?

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Social Science - 6 (Part-I)

Teacher - Children, prominent buildings enclosed by high walls have been

found in. These centres of the civilization are found in the upper part of the city. It is
assumed that there must have been class of rulers that lived in these parts. There must
have been centralised form of government with small districts under it. Whether there
were kings or not, we have not been able to know for sure; but some statues do look
as if they are of kings.
OCCUPATIONS OF THE PEOPLE
Monu asked - What were the occupations of the people of the Indus Valley?
Teacher - Their main occupation was farming and animal husbandry. This
must be the reason why they were living near the river banks. They grew wheat, barley,
oilseeds, cotton etc.
There were good craftsmen too. They had knowledge about metals like copper,
brass, bronze, tin etc. A large number of copper and brass utensils, tools and statues
have been found in the excavations. Because of the use of bronze it is also called
Bronze Age Civilization. However they had no knowledge of iron. As a result for their
daily needs stone tools continued to be important. Besides this they made colourful
beads out of precious stones to make garlands. They made bangles out of shells. The
potters were highly skilled. They made beautiful glazed pots and decorated them with
pictures and designs. The remains of kilns of bricks, copper furnaces, spinning and
weaving equipments, potter’s wheels, and factories of bead making show the existence
of several industries in that period.

TRADE

Pic. 3.5 Mohenjo-daro's : utensils and drains

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 Indus Valley Civilization

Both internal and overseas trade

flourished in the Indus Valley Civilization.
The people exported cotton, construction
timber, tools of copper, ornaments made
out of ivory and stones. Gold and
colourful precious stones were imported.
Foreign trade was carried out mainly with
the centres of Mesopotamia. Internal trade
Picture 3.6 Toy bullock cart
was done by land and water routes; but
external trade was mainly carried out by water route. Remains of a dockyard and a
model of a ship have been found at Lothal in Gujrat. We can say that trade was done
from Lothal by the sea route.
Raju asked - What is a dockyard?
Teacher - You have asked a right question. Dock yard is that place where a
ship is anchored for loading and unloading of goods. It is a smaller form of a modern
port. Lothal can be called a port city.

LIFE STYLE
Sandeep asked - What did they eat? Did they wear animal skins like the early
people?
Teacher - People ate wheat, barley, sesame, meat, fish etc. They used cotton
and woolen clothes. Both men and women would use make ups. This can be said on
the basis of the remains of cosmetics and jewellary boxes found in the excavations of
Harappa. Women wore ornaments like necklace, bangles, armlets, anklets etc. which
were made of gold, brass, ivory and precious stones.
For entertainment they sang, danced and played games of dice.
Children had clay toys to play with .Beautiful terracotta toys have been found in
the remains of those cities. Sonu wanted to know which gods and goddess were
worshipped by them.
The teacher explained - From the remains we also learn about their religion .
Several statues of mother goddess have been found, so it can be said that they
worshipped mother goddess. In Harappa a seal bearing a three headed figure has been
found. It has a crown of horns on his head and has inscriptions of tiger, elephant,
rhinoceros and deer. Shiva or Pashupati worshipped to day, is probably a later adaptation
of this figure. Most of the seals and utensils found, had inscriptions of peepal tree and
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Social Science - 6 (Part-I)

different animals. In one seal there was a picture of a humped bull. All these things
indicate that they worshipped trees and animals. Peepal was considered a sacred tree.
They performed last rites for the deceased. They probably buried their dead.
SCRIPT
Shubhrakant asked - Did people of the Indus Valley Civilization know how
to read and write?
Teacher - The remains of seals, clay pots and other things have some sample
of script.This is a picture based script.
DECLINE OF THE INDUS CIVILIZATION
Sonu asked - How did such an advanced civilization end? How could the
whole city be buried under the earth?
Teacher - How did such an advanced civilization end, is still a mystery. But it
is believed that there must be reasons that city life became weak. People may have
taken to occupations in which it was not necessary to live in the cities. In this way the
population of cities must have declined and later they were ruined. People would have
started living in small villages.
Some people are of the opinion that some natural calamities like floods,
earthquakes, or a change in the course of the Indus might have made the people leave
that place and go elsewhere.

The children were greatly surprised. They went home discussing the cities and
the decline of the Indus Valley Civilization.

EXERCISE

I. Fill in the blanks-

1. Excavation of Mohenjo-daro started in the year______.
2. Excavation of Harappa started in the year______.
3. Lothal city can be called_______city.
4. Granary was found in_______.
5. Huge public bath is in_______.
6. The people of Indus Valley carried out foreign trade through_______route.
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 Indus Valley Civilization

II. Answer in the questions-

1. What was the main occupation of the people of the Indus Valley Civilization ?
2. With which metals were the people of the Indus Valley familiar ?
3. What things were traded by Indus Valley people ?
4. What is the reason that civilizations have developed near the rivers ?
5. Why is this civilization called the Indus Valley Civilization ?
6. Why are Harappa and Mohenjo-daro famous ?
7. Why is Lothal famous ?
8. Describe the life style of the people of the Indus Valley ?
9. Into which social groups were the people of the civilization divided ?
III. Write short notes on:-
1. City planning
2. Architecture
3. Huge public bath
4. Granary
5. Dockyard.
Project work
1. Sirkatti - Panduka
Like Lothal, remains of a harbour have been found in the river Pairi at a place
called Sirkatti near Panduka village in Raipur district of Chhattisgarh. Here there is a
dockyard which was built by cutting the rocks. It is 5 to 6.5 metres wide. It is believed
that beside being a port it was a commercial centre. The river was used for trading
within and outside the country.
This harbour is like Lothal but it belongs to some other era.
2. Make a list of toys made from clay. Which toys would have liked by the children?
3. What are the difference between the beauty products of Indus valley and beauty
products of these days? ( used now a days )

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 4. THE VEDIC AGE
(3500 B.C. - 4000 B.C.)
In the previous chapter we read about the
Indus Valley or the Harappa civilization. Many years
after that a new culture developed in the plains of
the Indus and Saraswati rivers. It is known as the
Vedic culture. The people who developed this
culture called themselves Aryans. The word ‘Arya’
means ‘best’ or ‘cultured.’

VEDIC LITERATURE Rigveda

Vedic literature is an ancient literature of the

world. It contains profound knowledge. Such a literature was not seen anywhere. The
language of the Vedas is ancient Sanskrit. Vedas are four in number- Rig Veda, Yajur
Veda, Sama Veda and Atharva Veda. This is called ‘Shruti’ literature. ‘Shruti’ means
'that which is heard'. It was not written down. It was transferred verbally by hearing by
word of mouth from the teacher. Students would listen to it and learn it by repeating it
loudly. This way knowledge was carefully passed on from one generation to another.

RIGVEDA
Rigveda is the most ancient ‘text' of the world. The mantras are called ‘sukta’.
‘Sukta’ means spoken correctly. Gods and goddesses are praised in these suktas. Its
study reveals detailed information about that period.
Vedic age can be divided into two category.
1. Rig Vedic or Early Vedic period; and
2. Later Vedic period.

RIGVEDIC OR EARLY VEDIC PERIOD

During the early Vedic period people lived in the region called Saptasindhu.
Saptasindhu means seven rivers. The area was covered by the river Indus and its
tributaries.
Locate these areas in the map 4.1 and name the rivers which flow through it.
The main occupation of the people was cattle rearing. They also grew wheat
and barley, but farming was not their main occupation. They worshipped cows and
got milk, butter, ghee etc. from them. Horses were also useful for them and were used
 The Vedic Age

INDIA AT THE TIME OF THE

PASTORAL ARYANS

Son

Kosi
Narmada

Tapti
Mahanadi

Krishna
Bay of Bengal

Arabian Sea
Index
External boundaries of India
The settlements of
Pastoral Aryans .....
.....

Indian Ocean
Map 4.1
in their chariots. Besides cows and horses they domesticated goats, sheep and dogs.
They grazed their cattles in the common grazing fields. If there was scarcity of fodder
they would go and settle at a new place.
Important craftsmen were those who build chariots. The Aryan women would
spin and weave cloth.
LIFE STYLE
The Aryans led a simple life style. They lived in houses made of wood and
mud. They would build huge cattle sheds for their cows. They used milk, butter, ghee,
curd, buttermilk, wheat, barley and meat in their diet.
Father was the head of the family. Male members had important position in the
society. Women were treated well and their presence was essential in religious
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Social Science - 6 (Part-I)

ceremonies. Women were educated. Several of them like Ghosa and Apala - had
created ‘suktas’ of the vedas.
What are the similarities and dissimilarities in our food and that of the
people of the Vedic age?

SOCIETY
During the Vedic period family was the basis of the society. A village or township
was inhabited by people of several families. They were all related to each other. People
of several villages were collectively called ‘Jana’. At that time there were several janas
like- Purujana, Kurujana, Yadujana etc.
Are the people in the villages today related to each other?
At that time besides the Vedic people there were several others who had different
life styles and who did not speak Sanskrit. Vedic people called them dasa, dasya or
pani. Sometimes there would be war between these people and the vedic people.
However, as time passed, the Vedic and non-Vedic people started interacting
with each other and started learning from each other. In the early Vedic period all the
people were treated equally. There were no social evils such as the caste system and
untouchability.

RAJA
From the Rigveda we learn that in those days all the male members of a ‘jana’
would select their Raja. His duty was to lead at the time of war, perform yajnas and
maintan law and order. The post of Raja was not hereditary. That is, a son could not
become a Raja after his father. The Raja had to consult his subjects on important
matters. He could not do just what he wanted. So we can say that their rule was based
on republican traditions.
1. Do you know where are important decisions regarding a village or a city
are taken today?
2. What is the present form of government?

WAR
Sometimes there would be war between two ‘janas’ because of cattle and
pastures. They did not have a permanent army. Whenever there was a need, all men
would go to fight. The Raja would be leading them. Cattle, wealth and pastures etc. of
the defeated party would be distributed by the winning raja among the people of his
jana. Raja would occasionally get gifts like milk, ghee, cows, wheat, jewels etc. from
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 The Vedic Age

the people of his jana. Out of this one part would be kept by the Raja and the remaining
would be distributed among all the people.
Why would the people of a jana give gifts to the Raja ?

GODS, GODDESSES AND YAJNA

The people of the early Vedic era would perform yajna to please gods and
goddesses. They would pray for children, happiness, cows, horses, freedom from
diseases, and victory in war. Their main gods were Indra (rain), Agni (fire), Varun
(sky), Surya (Sun) etc. They would offer milk, curd, ghee, barley etc. to the gods and
recite Vedic suktas.
Besides praises of gods, Vedic suktas also had descriptions of nature, and
thoughts related to the origin of the world.
The following are the greatest gifts of the Vedic culture:-
1. SANSKRIT- Sanskrit is an ancient language of India and is the
mother of several languages.
2. VEDIC LITERATURE - It is the ancient literature of India.
3. REPUBLIC TRADITIONS- The tradition of governance where
elected people rule for a definite period.

LATER VEDIC PERIOD.

The other three vedas- Yajurveda, Samveda and Atharvaveda were composed
in this period. In this period Vedic culture spread from the Sindhu- Saraswati region to
the northern Gangetic plains. Progress in agriculture resulted in development of new
industries. With this new states came into existence and developed.

JANAPADA
The area in which people of one jana lived was called Janapada - like, Kuru
janapada, Panchal janapada, Sursen janapada etc.
Look at map 4.2 and identify these janapadas. Besides which rivers were
these janapadas located ?

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Social Science - 6 (Part-I)

JANAPADAS

Madra

Scale: 1cm. = 200 Km.

Surasena
Matsya

Son

Kosi
Narmada

Tapti

Arabian Sea Bay of Bengal

Index
Kaveri External boundaries of India today
The Region where the Aryans
had settled down
The Janapada areas

Indian Ocean
Map 4.2

DEVELOPMENT IN AGRICULTURE AND MATERIAL PROSPERITY

In the Later Vedic Period agriculture prospered. Farmers were able to grow
surplus amount of cereals like rice, wheat, oilseeds, pulses etc.
Materialistic prosperity was seen in the Later Vedic Period. There were craftsmen
making new ornaments, leather items, wooden articles etc. Different metals especially
iron began to be used. They called it Krishna ayask or black metal. We get this
information from the Vedic literature. Things like clay pots, iron tools etc. of that time,
have been found in the excavations.
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 The Vedic Age

Which industries developed in the Later Vedic Period ?

SOCIETY AND RELIGION

In the later Vedic Period there was joint family system. All the brothers and
people of some generations lived together in a family. It was headed by the senior
most male member. He was called ‘grihapati’. Every one would obey him.
According to the Vedic literature a man’s life was divided into four stages or
ashramas. The first stage was brahmacharya- in this a man is a child and acquires
education, second stage is grahastha in which a man marries and leads a family life.
Third stage is Vanaprastha- in this stage a man stays away from the family and meditates.
The fourth stage is sanyasa- it is complete retirement. Man spends his last days by
visiting holy places.
Is your family a joint family ?
In the later vedic period most of the grihapatis were engaged in farming and
cattle rearing. They were called Vaishyas. These grihapatis had people who would
serve them. Occasionally grihapatis would send gifts to the Raja which would help in
managing the expenditure of the state.
The Raja was the head of the whole jana. His relatives and collegues were
called Rajanya. Their main duty was to protect the janapada. But at the time of war all
the males of the jana would also join them.
From the later Vedic literatures we learn that the Raja and his kinsmen would
perform big yajnas like ashvamegh yajna, rajasuya yajna etc. These yajnas would
continue for months, and a lot of money was also spent on them. They were performed
by the Brahmins or Purohits.
Brahmins would get money, cows etc. in donations. They believed that these
yajnas would make the Raja strong and bring prosperity to the land. In the Later Vedic
Period the society was divided into four varnas. First were brahmins, who would
perform yajnas and teach vedas, second were the kshatriyas who co-operated in
ruling the society, third, were the vaishyas who were engaged in farming and cattle
rearing; fourth were the Shudras- who were engaged in doing menial services for
others. The varna system later turned into the caste system.

COMPOSITION OF THE EPICS

The two great epics of our country - the Ramayana and the Mahabharat were
composed during this period. The Ramayana which was created by Maharashi Valmiki
was based on the happenings of the Kosal janapada. Similarly the Mahabharata which
was composed by Maharshi Vyas, was based on the Kuru, Panchal and Sursen
janapads. Both these epics are the foundation of Indian culture. These epics have
influenced the lives of people in all fields. The study of these epics tell us the history
of that time.
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Social Science - 6 (Part-I)

EXERCISE
I. Fill in the blanks-
1) _________ is the language of the Vedas.
2) _________ is the ancient text of the world.
3) Aryans were familiar with _________ metal.
4) All the people in the Rigvedic Period were known as _________.
5) People of the jana gave _________ to the Raja.
II. Make pairs.
A B
1. Sapta Sindhu Kinsmen
2. Ramayana Arya
3. Mahabharata Valmiki
4. Relatives of the Raja Vyas
III. Answers the following questions-
1) Name the Vedas.
2) Name the main Gods & Goddesses of the Aryans.
3) What was the ashram system in the Vedic period?
4) What was the Varna system in the society in the Vedic period?
5) Describe the life styles of the Aryans.
6) Write about the gifts of the Vedic culture.
7) What was the importance of cattle rearing in the Rigvedic Period?
8) Describe the development of farming and cattle rearing in the Later Vedic
Period.
9) What was the condition of the women in the Rigvedic period?
10) Describe the characteristics of family in the Later Vedic Period.
Project work -
1. Find the compositions of Kalidas and write the names.
2. Which all category people live in your village/city? How do they celebrate their
festivals ? Do there festivals in clude people from other classes ?
3. Find botanical medicines from elderly people of your village and write its benefits.

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 5 . MAHAJANAPADA AGE
(600 B.C. to 325 BC)
Mahajanapada Age was from 600
BC to 325 BC that is about 2600 years
ago. In this period, there were several big
and small republics and monarchies.
Several new religious ideologies
originated in this age. There was progress
in agriculture, trade and commerce and
development of cities. Several significant
changes came in the political and social
fields. In this chapter, we shall read about
what these changes were and how they
came about. Pic 5.1 Buddha

In the previous chapter we had learnt that farming had started in the Gangetic
plains and several janapadas had come into existence.
1. What is a Janapada ?
2. Into how many parts was the society of the Janapadas divided ?
MAHAJANAPADA
With time the Janapadas developed rapidly. Agriculture had prospered in the
fertile Gangetic plains. Mineral deposits (specially iron) which were found in Southern
Bihar (now Jharkhand) were used in making tools and weapons. The Janapadas of this
area had become powerful. Their trade and commerce flourished increasing the
habitation of the people. They wanted to increase their strength and income, so they
started gaining control over other areas. These big and powerful Janapadas were
called Mahajanapadas.
What changes must have come about in the lives of the people in this
Age ?
REMEMBER
Jana- Tribe of one lineage.
Janapada- The area where people of one jana lived and practiced farming.
Mahajanapada - Big and powerful Janapada.
Thus there were several Janapadas and Mahajanapadas in 600 B.C. Some of
them were republics and some were monarchies. From the literature of that era, we
learned that there were altogether 16 Mahajanapads. All these Mahajanapadas were
very influential.
Social Science - 6 (Part-I)

Kamboj MAHAJANAPADAS
Gandhar

Kuru Brahmaputra
Panchal
Koshal

Kosi
Surasen Malla
Vajji
Matsya Vatsa Anga

Chedi Kashi
Avanti
Magadha
Narmada
Mahanadi
Tapti

Asmaka

Arabian Sea
Krishna Bay of Bengal

Index
External boundaries of India today

Mahajanapada Area

Indian Ocean
Map 5.1

In the map 5.1 identify the Mahajanapadas which were situated near
the Ganga river.
Magadha, Kosala, Anga, Kashi etc. were monarchies. Here the post of a king
was hereditary, that is after the death of a king his elder son would become the king.
But Vajji (Vaishali), Shakya (Kapilvastu) Malla etc. were republics. Republics
were ruled by a general assembly of male members of a lineage. The members would
elect any one among them as their king. The post of the king was not hereditary.
Women, slaves, businessmen and people not belonging to the same lineage had no
participation in the governing body. Republican form of governments continued for a

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 Mahajanapada Age

long time in small republics. Important republics like Vajji had come to an end because
of the policy of expansion which was adopted by the monarchies like Magadha.
REMEMBER
Hereditary- When son gets the position after his father.
Monarchy - Form of government where king or queen rules.
Republic- Form of government where elected candidates rule for a fixed time
period. What is the main difference between monarchies and republics?
What is the difference in governance between the republics of today and
those of the Mahajanapada Age?

RISE OF MAGADHA
The period from 544 B.C. TO 323 B.C. was known as the Age of the
Mahajanapadas. In the early period Kosal, Vajji and Magadha were powerful states.
Avanti was another important state. Its capital was Ujjain. There were frequent wars
among the Mahajanapadas to expand their area. Ultimately Magadha emerged as a
major power in this struggle. In this its natural resources played a major role. It had
fertile areas so agriculture prospered. In its southern region there were iron ore deposits.
It provided iron for making tools and weapons. Thus natural resources made Magadha
very powerful.

BIMBISARA
Bimbisara was the first great ruler of Magadha. He built a strong army to make
Magadha powerful. He used both his army and his policies to achieve his ends. First
of all he married the princess of Kosal and got the state of Kashi in dowry. Then he
got the support of Vaishali by marrying its princess. He maintained friendly relations
with other states. He captured Champa, the capital of Anga, after a war of conquest.

ADMINISTRATION OF BIMBISARA
Bimbisara was an able ruler. He made Rajagriha- which was surrounded by
mountains on all sides- his capital. He was a good administrator. The culprits would
get severe punishment. Taxes were collected regularly from the farmers and businessmen.
The expenses of the army, employees and the kings were taken care of by these taxes.
But his son, Ajatashatru, killed him and became the king.

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Social Science - 6 (Part-I)

How did Bimbisara make Magadha powerful ?

Why did Bimbisara collect taxes from his people? How did the natural
resources help in the development of Magadha ?

AJATASHATRU
After becoming the king Ajatashatru followed the policies of his father and
further expanded his empire. He created a split among the people of the republic of
Vajji and then annexed it. During his reign the first Buddhist conference took place at
Sataparni cave near Rajagriha. Several other rulers who came after Ajatashatru kept
on expanding the kingdom of Magadha.

NANDA DYNASTY
The first ruler of the Nanda dynasty was Mahapadma Nanda. With his strong
army he conquered several states in north India and Kalinga (Orissa) in the south.
Magadha became a huge empire in his time. The last king of the Nanda dynasty was
Dhana Nanda. His subjects were very distressed as he inflicted atrocities on them
while collecting the taxes. At this time Chandragupta Mourya attacked Magadha with
the help of Chanakya. Dhana Nanda was killed in battle, after which the rule of the
Maurya dynasty started.

LIFE IN THE MAHAJANAPADAS

In the Mahajanapadas the king was very powerful. He would rule and give
justice to his people. He appointed ministers, commanders of the army and other
employees to help in the administration. During this period, a village was administered
by the village headman- who was the link between the king and the villagers. People
in the villages mainly depended on farming and cattle-rearing. Villages, which had a
large number of craftsmen with good workmanship like- carpenters, sculptors,
blacksmiths - and many businessmen- slowly started becoming cities. There were
several famous cities like Ujjain (Madhya Pradesh), Champa, Vaishali, Rajgriha (in
Bihar) etc. They were called mahanagar (metropolis). On excavation it was found
that the houses in these cities were made of wood, bricks and stones. Several craftsmen
lived here. Craftsmen of the same trade or craft formed shrenis or guilds where they
worked together.
Trade had also flourished in the mahajanapada age. Trade was based on barter
system. In this age the use of coins (made of copper and silver) had started. Coins
were made by punch marking the metal pieces. Trade was made easy by the use of
coins.
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 Mahajanapada Age

Pic. 5.2 The Coins of Mahajanapadas

At that time people had to pay taxes. Farmers had to give one-sixth of their
produce as tax. Craftsmen had to give something of whatever they made, as tax.
Businessmen too paid taxes in cash and kind.
Several changes were seen with regard to religion too. We shall read about them
in the next chapter.
Do the craftsmen and artisans today form any organization to work
together ?
While the Magadha empire had control over the north of India, there were
several small kingdoms in the Punjab. These kingdoms were defeated by the rulers of
Iran and Greece.
ALEXANDER
Alexander was the ruler of Macedonian state in Greece. He started conquering
the world. After conquering several countries of middle Asia he reached and attacked
the kingdoms of Punjab. He came across a king called Porus. It is said that after being
defeated when king Porus was brought before the victorious Alexander he was asked
by him- “How should you be treated ?”
Porus replied- “Just as one king treats another king.” Alexander was very impressed
with his reply and made Porus his ally.
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Social Science - 6 (Part-I)

After this, Alexander desired to move towards Magadha. But his army refused
to move forward. So he was forced to return. New relations developed between
Greece and the Indian kingdoms. There were exchanges of thoughts and trade relations
were established.
Not only this, many Iranians and Greeks started settling down in the North
Western areas of India. Later on they played an important role in Indian history.
EXERCISE

I. Fill in the blanks-

1. In the republics power lay in the hands of the people of one __________.
2. In the Mahajanapada Age the capital of Magadha was __________.
3. There were __________ Mahajanapadas in ancient India.
4. __________ was the famous republic in the Mahajanapada Age.

II. Say whether it is right or wrong-

1. The king was hereditary in the republics.
2. The king was not hereditary in a monarchy.
3. Farmers had to pay a part of their produce as taxes.
4. Alexander was the ruler of Iran.
III. Answer the following questions -
1. How many years ago were called mahajanpada age?
2. Why where the people of Dhana nand sad?
3. How were Mahajanapadas formed?
4. How the cities were developed in Mahajanapadas?
5. What was the importance of taxes in the Mahajanapadas?
6. Describe the administrative system of the Republics and the Monarchies?
7. What was the role of Bimbisar in making Magadha powerful?
ACTIVITY
Ask your parents if they pay taxes! If yes, then which taxes do they pay? How
do they pay their taxes - in cash or in things?

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 6. RISE OF NEW RELIGIOUS IDEOLOGIES
In the previous chapter we read about the political and economic changes which
had taken place during the Mahajanapada era. In this chapter we shall try to understand
the religious changes which came about during this period. About 2600 years ago
several evils had crept into the society, as well as into the Vedic religion. Vedic religion
had become very expensive. Yajna, which had a prominent place in the Vedic religion,
had gone out of reach of the common people because of the various rites, rituals and
animal sacrifices.
Discrimination among the varnas resulted in conflicts in the society. Common
people were fed up with the mutual wars among the powerful rulers. Government
employees too were exploiting the common people. Under such conditions many new
reformative ideas grew and became popular among the common people.
The rites and rituals in Vedic religion made the common people ask several
questions like- Where does a man go after death? What is ‘atma’ (soul)? How can one
attain moksha (salvation)? etc. The ideas which emerged now were much simpler.
These ideas have been compiled in the Upanishads.
New religions, different from the Vedic path, emerged which were against the
outward show and rituals prevailing in society. Jainism and Buddhism are prominent
among them. We shall read about them in a little detail.

SWAMI MAHAVEER AND THE TEACHINGS OF JAINISM

Jain religion’s great persons are called Tirthankara. Swami Mahaveer was the
th
24 Tirthankara. He gave a new look to Jainism.
Swami Mahaveer was born near Vaishali in 540 B.C.
His father’s name was Siddhartha and mother’s name was
Trishala. As a child he was called Vardhaman. At the age
of thirty years he took permission from his elder brother
and took Sanyasa. For the next twelve years, he meditated
and led a life of severe austerity. He finally attained
‘kaivalya’ or perfect knowledge. Because of severe
austerity he was called ‘mahaveer’ and ‘Jina’ because he
had conquered his sense organs. His followers were called
Jains. He died at Pawapuri at the age of 72. Pic. 6.1 MAHAVEER SWAMI
Social Science - 6 (Part-I)

TEACHINGS OF JAINISM
According to Jainism a person must try to attain Triratna (or three jewels) in his
life. One can attain Triratna by following Panchamahavrata, that is five rules. By
following these rules a person can attain both knowledge and salvation.
First of the Triratna is ‘Samyak gyana’ - that is - right knowledge (knowledge of
truth and untruth). Second is ‘Samyak - philosophy- that is true knowledge. The Third
is ‘Samyak Charitra’ - that is to do good deeds and leave the wrong ones. To achieve
this ‘Triratna’ there were five rules which were to be followed. They were:-
1. Satya- To always speak the truth.
2. Ahimsa- Not to harm anyone with thought, word or deed.
3. Asteya- Not to steal.
4. Aparigraha - Not to collect wealth,
5. Brahmacharya - To control the sense organs.
Mahaveer Swami laid more emphasis on
ahimsa. Speaking rudely was also considered a ‘
himsa’ by him. He preached that all human beings
are equal. The teachings of Jainism are compiled in
the ‘Aagam’. Mahaveer Swami’s teachings influenced
several people and it spread far and wide. The rulers
and the businessmen gave patronage to Jainism.
Pic. 6.2 Nagapura
In Chhattisgarh this religion has been followed
UvasangharParshvanath Pilgrimage
from ancient times. There is an ancient Jain temple at
Aarang in Raipur district. An ancient temple of the 23rd Tirthankara Parshvanathji is in
a village named Nagapura in Durg district. It is called Uvasanghar Parshvanath. People
from all over India come to visit this temple.

MAHATMA GAUTAM BUDDHA AND BUDDHISM

The founder of Buddhism was Mahatma Gautam Buddha. Gautam Buddha

was a contemporary of Mahaveer Swami. He was born in 563 B.C. at Lumbini near
Kapilvastu. His childhood name was Siddhartha. His father’s name was Shuddhodhana
and Mayadevi was the name of his mother.

-34-
 Rise on New Religious Ideologies

According to the legend, one day when he came

out of his palace, first he saw a sick man, then an old man,
lastly a dead man. He thought “Will he also fall ill, become
old and die?” These questions disturbed him. Then he
saw an ascetic. Thus at the age of 29 years he left his
home and took sanyasa.

After wandering for six years he finally attained

enlightenment under a peepal tree which is called
Sambodhi. From then on that peepal tree is also called,
Pic. 6.3
‘Bodhi Vriksha’. The place where Mahatma Gautama MAHATMAGAUTAM BUDDHA
Buddha attained enlightenment is called BodhGaya.
Buddha delivered his first sermon at Sarnath. He died at Kushinagar at the age of 80.
TEACHINGS OF BUDDHISM
Buddhism is based on four noble truths. They are- (i) there is suffering in this
world, (ii) there is a cause for the suffering (iii) the cause is desire and (iv) desire can
be overcome by following the middle path. Buddha advised
his disciples to follow the middle path - that is - neither to
give up all worldly possessions, nor to live in luxury. Buddha
preached equality of all human beings. He rejected the caste
system as well as all rituals. He did not accept the existence
of God and the atma. Budha told his disciples that he has
Pic. 6.4
not started a new religion. This religion has always been Sirpur idols of bouddh period

here.
Buddha preached in Pali, the common person’s language. Men and women of
all castes were welcomed in the monasteries. Buddhism flourished not only in India
but even in China, Japan, Korea, Tibbet, Sri Lanka etc. where even today there are
several followers of this faith. The teachings of Buddhism are compiled in three texts
called ‘Tripitikas’.
There was a time when Chhattisgarh was a big centre of Buddhism. Huan
Tsang, the Chinese pilgrim, who had visited India in the 7th century has written that
Sirpur, the capital of Southern Kaushal, was a big education centre of Buddhism.

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Social Science - 6 (Part-I)

There were several monasteries here where about ten thousand monks lived. This is
confirmed as several statues of Buddha and remains of temples have been found in
the excavation at Sirpur.
We have read about Jainism, Buddhism, Mahaveer Swami and Mahatma Buddha.
Besides these two there were several other religious thinkers too. Each one taught
about non-violence, love, compassion and equality of human beings. All religions
teach us to do good and to keep away from evil. We must respect and honour all
religions.

EXERCISE

I. Fill in the blanks:

1. Mahaveer Swami was born in ___________ B.C.
2. Mahatma Buddha was born at ___________.
3. Mahatma Buddha delivered his first sermon at ___________.
4. Teachings of Mahatma Buddha are compiled in the ___________.
5. Right faith, right knowledge and right action are called ___________
in Jainism.
II. Answer the following question:
1. Write biography about Mahaveer swami ?
2. Describe the teachings of Jainism?
3. Describe the life sketch of Mahatma Buddha ?
4. Write the teachings of Buddhism ?
III. Write short notes on:
1. Triratna (Three jewels)
2. Four noble truths.
3. Five Mahavratas.
4. Eight fold path
IV. Eligibility extension
Make a list of the ancient Jain temples and Buddhist monasteries in Chhattisgarh.

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 7 . THE MAURYAN DYNASTY AND ASHOKA
(322 B.C.-185 B.C.)
You must have seen our national flag. The chakra between the saffron, white
and green stripes looks very beautiful. From where has this chakra come ? This chakra
is taken from the Sarnath pillar which was built by Ashoka of
the Mauryan dynasty. Usually we find that in history importance
is given to those rulers who have won great battles. But Ashoka
was different - he won the hearts of the people by taking a
religious path. He ruled on the basis of love, sympathy and
compassion.
How many spikes are there in the Ashoka Chakra?
We shall talk about Ashoka in detail. But first we shall
discuss about Chandragupta Maurya and Bindusar, who
belonged to the Mauryan dynasty and ruled before Ashoka.

Pic. 7.1 National Symbol

Ashoka’s grandfather Chandragupta Maurya was a
of India brave king. With Chanakaya’s help he defeated Ghanananda
the ruler of Magadha. Besides several northern and western
states he defeated Seluecas Nikator - the general of Alexander and stopped the
advancement of the Greek kings. Later on, Seluecas made friends with Chandragupta
and sent Megasthenes as his messenger to the Mauryan court.
Chanakya was a great writer. He wrote ‘Arthashastra’ (Economics) where he
explained how a strong and efficient government should be organized. Megasthenes
has described India of that time in his book ‘Indica’. He has written that Indians were
civilized people. They would not lock their houses. Mostly they lived in villages and
did farming. Soldiers were paid well etc.
After Chandragupta, his son Bindusara became the king. He
extended the Mauryan empire by conquering several southern states.
After Bindusara, Ashoka sat on the throne. By now the
Mauryan Empire was a big and powerful empire. Ashoka, too, was
very brave like his father and grandfather. He attacked and conquered
Kalinga and added it to the empire.
Pic 7.2 Ashoka
THE KALINGA WAR chakra
It is usually seen that kings were happy when they win a battle. Ashoka was not
happy after winning the Kalinga war. As many soldiers were killed, thousands were
wounded and several women and children were left helpless. All this made him feel
that winning a war was useless. He decided to give up war and adopt the path of
peaceful conquest. He adopted the policy of ‘dhamma’ (dharma) to win the hearts of
Social Science - 6 (Part-I)

the people, which would be beneficial for the people. He got his ideas and feelings
engraved on the rocks, so that it would reach the common people-
“I won Kalinga, eight years after becoming the king”
“It has made me very sad. Why so ? When an independent state is
defeated, lakhs of people die there, and are driven out of their state as prisoners.
Brahmins and monks living there are killed.”
“Those farmers who behave very politely with their relatives, slaves and
labourers- are also killed and are separated from their dear ones.”
“This way war has bad effects on all sorts of people. It makes me very
sad. After this war I have followed religious principles sincerely and have taught
others to do the same.”
“I believe that it is better to win with religion than with war. I am getting
these things engraved so that even my sons and grand sons do not think of
going to war.”

DHAMMA OF ASHOKA
Ashoka’s dhamma had no gods or goddesses, nor
were there any yajnas or fastings. No pooja etc; were
necessary to follow dhamma. You must be wondering how
can there be dhamma without any fastings and poojas.
Actually the dreadful destruction, after the Kalinga war had
changed the thinking of Ashoka.
Ashoka considered himself as father of his subjects.
He used to be very sad when he would see people talking
lies, doing wrong deeds, using violence against animals,
and clashing with each other in the name of religion. He
thought over these things and felt that as the ruler it was his
duty to show the right path to his people. He appointed
special officers called ‘dharmamahamaatra’ to interpret and Pic7.3 Ashok Pillar
implement royal orders. He had his edicts engraved on
pillars and rocks set up in public places all over his empire.
1. “No animal should be killed here. No sacrifices should be done.
Earlier several animals were killed daily for the royal kitchen. Now
only three- two peacocks and a deer - are killed. In future even these
will not be killed.”
2. "It is good to obey our parents. It is good to be generous towards our
friends, relatives and labourers. It is good to spend little and save little.”

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 The Mauryan Dynasty and Ashoka

3. “People perform various ceremonies on several occasions, such

ceremonies should be performed, but they give little benefits. There are
certain traditions which give more benefits - which are these? They are
to respect elders, treat servants and slaves politely; not to be cruel to
animals; give charity to brahmins and monks etc.”
4. "Use constraint while spreading your religion. To exaggerate the goodness
of your religion and criticise other religions - both are wrong. At every
place and every occasion one should show respect to other communities
because if this is done then your community rises and other communities
are also benefitted.”
Ashoka had got these edicts engraved in the Prakrit language.

Takshila
THE EMPIRE OF ASHOKA

Brahmaputra
Indus

Ga
nd
al

ak
mb

Ga
a

Son Pataliputra
Ch

ng
a

Tapti
Tosali
Ujjayini
Go d a v a
ri

Bay of Bengal
Arabian Sea Krishna
Suvarnagiri INDEX

The present International

boundaries of India

Cities 
Ashoka's Inscriptions X
Empire of Ashoka

Indian Ocean

Map 7.1
-39-
Social Science - 6 (Part-I)

ADMINISTRATION
In map number 7.1 you saw how large was Ashoka’s empire. His capital was
Patiliputra. It was not easy to rule such a large kingdom. He was assisted by a council
of ministers called the Mantriparishad. The large empire was divided into four provinces.
Taxila in north, Suwarnagiri in south, Tosali in east and Ujjaini in west. Each province
was placed under a governor called Kumara, who was usually a member of the royal
family. There were several officers who would assist them in their work at the city and
village level. They would collect taxes from farmers, artisans, businessmen and would
punish those who disobeyed the orders of the king.
Besides them, there were other senior officers too who were called mahamatra.
They would tour the entire kingdom and see to the administration. Ashoka himself
would travel to interior villages to keep an eye on the work of the officers and to know
the real condition of his subjects. He got several roads built with shady trees on either
side. Several hospitals and inns were built and many wells were dug.
Can you recall any other king like Ashoka who had worked for the
benefit of his subjects ?
Ashoka followed Buddhism, but he gave respect and donations to all religions.
He would ask his people also to listen to and respect other religions too. Ashoka
encouraged artists. The figure of four lions on our government documents and currency
belongs to Ashoka’s time. Even to day we are reminded of Ashoka when see the
statues and stone pillars at Sarnath and other places.
The Mauryan dynasty continued for about fifty years after Ashoka. Then it was
replaced by several small kingdoms.
Ashoka's Sarnath pillar has been adopted as our national emblem because
Ashoka's messages stand for the special significance of love, peace, compassion and
respect to all religions.

EXERCISE
I. Make pairs:
A B
1. Seleucas Ruler of Magadha
2. Bindusara Prakrit language
3. Ghanananda Ashoka’s father
4. Ashoka’s rock engravings Greek general

-40-
 The Mauryan Dynasty and Ashoka

II. Answer the questions:

1. How did Chandragupta Maurya establish such a large empire?
2. Why did Ashoka take a vow that he would not go for war?
3. What steps had Ashoka taken for proper administration in his empire?
4. What do you think about Ashoka’s ‘dhamma’?
5. In the map of India, mark the empire of Ashoka.
6. How Ashoka used to reach the order of his state .Find out?

III. Let us do something new

Make a list of those things where you can see Ashoka’s symbols.
Discuss the things you observe in these symbols.

-41-
 8. FOREIGN TRADE AND CONTACTS
(100 BC to 300 AD)

Anjali and Raju went to the market before going to school. They met their
teacher when they came out after buying a note book from the stationery shop. Three
of them walked together to the school.
Teacher asked them - ‘Your bags are very nice. From where did you buy them?
Anjali answered- ‘Didi, our father got them from some shop in Raipur.’
Teacher looked at the bags carefully and said- “See, there is the label of the
company which made it. Oh! it has come from Calcutta”. Anjali and Raju were also
surprised. Teacher pointed towards the shops and said, “See there are so many shops.
Several things are sold here. People living in distant villages and cities make these
things and businessmen bring the things here and sell.’ Raju asked- ‘Didi, are foreign
goods also available here?’
Teacher said, “Yes, we get goods which are made not only in our country but
even those which are made in China, Japan, America, Africa and Europe’’.
Anjali recalled her history lesson and asked- ‘Did India have trade relations
with foreign countries at the time of Ashoka?’’ By this time they had reached school
so the teacher said, “We shall discuss this with everyone in class.”
The teacher began telling them about trade in early times- ‘At the time of Ashoka
there were big businessmen. They were called “shreshtti” or ‘shetti’. The word ‘seth’
originated from this term. They would go to distant places and bring goods from
there. For example, they would bring pearls, gold, precious stones, sandal, timber,
animal skins etc. from the southern states, and sell beautiful pots, expensive cloth,
copper etc. to them.’
At that time there were no trains or buses. So how would they transport
their goods ? Think about it and discuss.
During that period several businessmen would go together for trading. They
would load their goods on oxen, donkeys, horses and camels. As they would pass
through villages and jungles they would travel by day and camp at a place in the night.
But if they were crossing a desert, they would rest by day and travel at night. They had
to be prepared to face the dangers of robbers, floods and storms during their journey.
They would halt and stay either in the inns or the Buddhist monasteries. In this way
they would sell their items in a city and buy good and cheap items from there. Some
traders would chose the sea-route, and travel to Indonesia, China, the Arab countries,
Iran, Africa etc.
 Foreign Trade and Contacts

Even in those days rich people would pay a handsome price to possess imported
items. The shettys earned a good profit. With the money earned they would construct
huge houses and temples for their gods. They gave donations for Buddhist stupas and
monasteries too.
Anjali again asked the teacher- ‘Did the people continue trade with other countries
after Ashoka?”
The teacher answered- ‘Yes! this trade continued, in fact it increased later on.
In the previous chapter you had read how the rulers of Greece and Iran had conquered
some states in the north west. Their traders and messengers started coming here and
Indian traders began going there.
When the Mauryan empire declined, the Shunga dynasty started ruling Magadha
and in the south the Sattavahanas came to power. During this period several Greek
rulers came and established their rule in the north west. Of these Shakas and Kushans
were the prominent ones. The greatest Kushan ruler was Kanishka. His empire extended
from Aamu Dariya in Central Asia to Mathura in India. Several central Asian tribes
invaded from the north west. Their empire was very large- it included parts of India,
Afghanistan, Iran, Ujbekistan etc. All these happenings led to an increase in trade with
these countries. Indian traders could go to all these countries without any problem.
Several monasteries were established there by the monks.
There was a route from China to the Mediterranean Sea across Central Asia.
This route was used for trading the silk of China. Therefore it was called the Silk
Route. Remains of the centres of Indian traders and Buddhist monasteries have been

Si l
kR
ou
te
Silk Rout
Iraq
Iran istan
han China
Medina Afg
Mecca Sindh Tibbat
Arabia

India Barma Pacific Ocean

Thailand
Arabian Sea Bay of Bengal
Eastern Africa Ancor Batt

Sri Lanka
Su
ma
Indian Ocean tra Malaysia
Indonesia
Java
Borobodur

Map 8.1 EASTERN, MIDDLE AND SOUTH-EASTERN ASIA

-43-
Social Science - 6 (Part-I)

found here. This shows that people here used to travel far and wide for trade and to
preach their religion.
Indian traders did not stop here. They went further ahead upto China and in the
west upto Alexandria in Egypt, and also to Greece and Rome. Indian traders usually
took the sea route and transported their goods upto Alexandria; from there Greek and
other European traders would take those goods to their countries.
Locate Alexandria, Greece, Iran and Iraq on the Silk route on map number 8.1
Several children asked- “What things did the Indian traders sell and what would
they buy from those countries ?”
The teacher answered- “In our country we get several spices like pepper,
cardomom, cinnamon etc. They are not found in Europe. But it is used a lot in their
cooking. Indian traders would take spices there. Then there was a great demand for
silk fabric, sandal wood, ornaments made of precious stones, ivory, peacocks,
monkeys etc. In return traders brought gold, coral etc. to India.
Find out which items are sent abroad for sale these days ?
Now Raju questioned- ‘‘Did the traders of those countries come to India ?’’
The teacher explained- “Yes, in India there were settlements of Roman traders.
They would come and stay there and carry on their business. As people of Greece,
Iran and Central Asia had made states in India, Indians also had their states in countries
of South Eastern Asia like Sri Lanka, Malaysia, Indonesia, Cambodia etc.

IMPACT OF FOREIGN CONTACTS

In the previous section we had read how Indians came in contact with people
of other countries by establishing states in each others countries; having trade; spreading
their religion etc. In this manner several people from Greece and Central Asia had
settled in India. Several Indians too had settl-ed in other countries. This had a great
impact on the life styles and thinking of the people. Let us see what were the influences.

COINS
Coins were very important in trading. At the time of Ajatashatru and Ashoka
coins were made by punching marks on the copper and silver pieces. But, the coins of
the Indo Greeks were made by casting them in moulds. The king’s picture and his
name were imprinted on them. Indian kings were influenced by this and they also
started getting the coins moulded.
Look at the picture of coins and find out which coins are punch marked
and which are moulded? Also think about the coins of today.
-44-
 Foreign Trade and Contacts

Pic. 8.2 Strcture of Kanishk Coins

Pic. 8.1 Hind Yavan Coins

SCULPTURE
This period also saw the
emergence of two schools of art- the
Gandhara School and the Mathura
school. Gandhara is situated in the north
west. It was ruled by the Greeks and
the Kushans. We can see the influence
of Greek style in the sculptures of
Gandhara. These statues have
numerous folds in the dresses which is
typical of the Greek style.
The statues made in Mathura do Pic. 8.3 Buddha image Pic. 8.4 Mahaveer swami
in Gandhara style image in the Mathura style
not have this influence. Sculptors of
Mathura gave more importance to the healthy physical shape than the folds. This can
be understood by comparing the pictures given here.

RELIGION AND PHILOSOPHY

There was exchange of knowledge with Romans and Greeks on subjects like
mathematics, astronomy and astrology. Greek literature related with these subjects
was translated in Sanskrit. Indian scholars adopted things like seven days in a week,
twelve zodiac signs etc. whereas the others adopted the Indian concept of zero and
decimal.
Greek travellers have written about Indian religion and philosophy in their history
and geography books. The Buddhist monks and followers who had gone to China,
Asia and South East Asia, left a great impact on the religion and philosophy of the
people residing there. Temples were constructed in the south eastern countries like the
grand temples in India- for example Ankorvat temple of Cambodia and the Buddhist
temple ‘Brobodur’ in Java, which is the biggest of the region even today. Similarly,
Ramayana is very popular in Indonesia.
In this period medical science developed a lot. Charak Samhita and Sushrutha
Samhita are the two world famous manuscripts on medicine. This was an important
period in the history of India.

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Social Science - 6 (Part-I)

EXERCISE

I. Fill in the blanks with the following words (moulds, label, medical,
gandhara)
1. Sushrutha Samhita has _________ information.
2. Coins were moulded in _________.
3. _________ is situated in the north west of India.
4. For identification companies put a _________ on the goods manufactured by
them.

II. Give answer in one sentence:

1. Which route was taken by Indian traders to take their goods to Alexandria?
2. Name the famous king of the Kushans?.
3. With which countries did India have trade relations?
4. Name the spices grown in India?

III. Answer the questions:

1. What is the ‘Silk route’?
2. Besides conducting their business, what other works were done by the traders?
3. Name the things which were in great demand in foreign countries at that time.
4. What are the specialities of sculptures of the Gandhara school?
5. Give examples of the influence of Indian religion and philosophy on the South
East Asian countries.
6. Why were coins made?
7. Why were the traders called ‘Shetty’?

IV. Eligibility extension

Visit the main museum of our state to observe the statues of Buddha and write
down their special features.

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 9. THE GUPTA AGE
(300 A.D.-500 A.D.)

In this chapter we shall read about the happenings which had taken place 1700
years ago. By this time people had taken to farming in India. Population in the villages
had started increasing and several big and small cities were also established. With this,
several small states had emerged all over India. These small states had their own kings
and their dynasties.
In this period Chhattisgarh was known as Dakshin
Kaushal.An influential city like Shripur (Sirpur) had emerged
here. Dakshin Kaushal included Bilaspur, Raipur, Durg and
Rajnandgoan districts of Chhattisgarh and Sambalpur district
of Orissa. In this period the king of this region was Mahendra
who was defeated by Samudragupta. Samudragupta took
yearly tribute from Mahendra and returned his kingdom to
him. He was allowed to rule independently. Pic. 9.1
1. Why did Samudragupta return Mahendra’s
kingdom ?
2. Name some prominent places of Dakshin
Kaushal.

SAMUDRAGUPTA
In this period Magadh (present Bihar) was ruled by the
Gupta dynasty. Samudragupta is regarded as the greatest ruler
of this dynasty. Its capital was Patliputra (presently known as
Patna). In those days powerful kings would attack other states.
This way their kingdoms would expand, their territories and
their income would increase. Samudragupta too wanted the
same.
An eulogy (praise) or ‘Prashasti’ of Samudragupta is
engraved on a pillar of Allahabad. According to the prashasti,
Samudragupta defeated several rulers of Aryavarta (northern
India), Aatvik state (Vananchal) and Dakshinpatha (southern
India). Southern Kosal (whose capital was Sirpur) and
Mahakantar (which is in Bastar and Orissa) were the two states
of Dakshinapatha which were defeated by Samudragupta. Pic. 9.2 Remains found
in Sirpur
Social Science - 6 (Part-I)

Samudragupta fought and annexed the kingdoms of Aryavarta. This way he

became the powerful king of a big empire in northern India. But, he returned the
kingdoms to the rulers of the Dakshinpath after defeating them.
Look at the map of India and try to recognize the northern and southern
states ? Identify Samudragupta’s empire and his capital.
Discuss in class why Samudragupta annexed the kingdoms of Aryavarta and
not those of the south.

GUPTA EMPIRE

Takshila
r
ive

Thaneshwar
sr
du
In

Delhi
Mathura
Karanchi
Ayodhya
Prayaga
Varanasi Pataliputra
Ujjayini Magadh
Narmada

Ajanta
Alora

Kandav
Krishna Bay of Bengal
Arabian Sea
INDEX

Ka Gupta Empire
ver
i Ancient Town
kozhikode Pallavas
Modern Town
ya

Cochin International boundries

nd
Pa

of India today

Indian Ocean
Map 9.1
Samudragupta was not only a warrior but was a lover of art too. Gold coins of
his era show him playing the veena. After Samudragupta his son Chandragupta
Vikramaditya ascended the throne. He also expanded his empire and made friendly
relations with some influential southern kings. His empire extended from Bengal to
Gujrat.

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 The Gupta Age

The Gupta empire was divided into several provinces (bhuktis) and every
province was further divided into districts (Vishaya). The administration was done by
local people and the king gave orders only on important issues. A council of village
elders administered the village. This way the local people played important roles in
administration during the Gupta age.
Besides these kings, Kumargupta and Skandgupta, too were famous rulers of
the Gupta dynasty. The Gupta dynasty ruled till about 500 A.D. This era is very
important in the progress of Indian science, art and religion. Many changes came in
the lives of the people in this period.
LIFE OF THE PEOPLE IN THE GUPTA AGE
How was the life of the people ? How can we know that? Several books relating
to religion, stories, plays and science were written at that time. By reading those books
we can know a lot about the lives of the people. We can get information from the
several stone inscriptions. Many Chinese scholars came to India to study the Buddhist
scriptures and they visited the places which were related to the Buddha. One of them
was Fa Hien, who wrote an account of his experiences in India. This account has
helped to learn several things about life in India in the Gupta period.
Fa Hien wrote- Here the people were rich and happy. They did not have to pay
much land revenue and there were no administrative restrictions. Killing of animals
was forbidden and people did not drink wine. Onions and garlic were eaten by chandals.
Buddhist monasteries were given fields along with houses, gardens, farmers and oxen.
In India monasteries were revered greatly. Fertile lands were given in donation
to the monasteries. The monks living there would work in the fields. People of India
believed in non-violence. Indians used to perform elaborate yajnas. They loved
vegetarian food.
Some of the other books which were written in India show that what Fa Hien
had written was not fully correct. Other books show that caste system and untouchability
were prevalent in the society.
People belonging to the upper section of the society lived a very cultured life.
They were fond of poetry, plays, music, dance, paintings and sculptures. This was the
time when several restrictions were imposed on women. Child marriages had started.
Widows were forced to become ‘sati’ and burned on the funeral pyre of her husband.
Poor people in the society were facing difficulties. Trade with far off land had decreased
as a result of which the industries reduced their production. Lack of jobs made the
people leave the cities and settle down in the villages. This reduced the size of big cities.
From books and rock inscriptions it is learnt that kings gave villages in donation
to brahmins, abbeys and Buddhist monasteries. Those who got donations would
make the farmers work on their fields and lived on its income.

Why was there less work in cities in the Gupta Age?

Are there more restrictions on women than men even to-day?
Why would the kings have given villages and not money in donations to
the Brahmins and abbeys ?
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Social Science - 6 (Part-I)

RELIGION
The Gupta age was the period when there was rapprochement of several religious
ideologies and changes. Vedic religion adopted several things from Buddhism and
Jainism. Now Vedic religion too made a start in stopping animal sacrifices. It started
adopting the teachings of different sects like worship of Shiva, Vishnu, Devi etc. Now
ancient Vedic gods like Indra, Agni and Varun were given less importance. In this
period elaborate yajnas were replaced. Temples were constructed and poojas of the
statues of different gods and goddesses became popular. Expensive yajnas and religious
rituals were being replaced by poojas, fastings and donations. This enabled poor
people to take part in the religious activities. The Gupta rulers were vaishnavites, but
others were free to practice their own religion.

SCIENCE
Aryabhatta was the famous mathematician and astronomer of the Gupta age. In
499 A.D Aryabhatta had composed “Aryabhattiyam”. In it he has given solutions to
intricate mathematical problems. He put forward the theory that the earth is round and
rotates on its own axis. He said that eclipse takes place because of shadows of earth
and moon and not because of the swallowing of Rahu and Ketu. These theories were
accepted by very few people in his time.
Varahamihira was another famous scientist of this period. He tried to connect
astronomy and astrology. Modern science has approved the findings of Aryabhatta
regarding the earth. Several books were written, in this period, on farming and medicine
(specially veteneary science).
Why would the people not have accepted what Aryabhatta said ?

LITERATURE
Some of the greatest works of Sanskrit literature were composed during the
Gupta period. Kalidasa, Bharvi, Shudraka and Magha were great poets of this period.
It is said that it was in this period that Vishnusharma wrote the famous fables of
Panchatantra and Narayan Pandit wrote Hitopadesha. Chandragupta Vikramaditya’s
court was famous for nine gems of which Kalidas was the main one. He produced
famous works like ‘Meghadoota’ and ‘Kumarsambhava’. His play ‘Abhijnana
Shakuntalam’ is world famous. Literature of this period mainly dealt with human feelings
and their problems in detail.
Tell a few stories of the Panchatantra in class
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 The Gupta Age

ART AND ARCHITECTURE

Like literature and science other arts like
sculpture, architecture and paintings, too
flourished. Beautiful cave temples at Ajanta were
built in this period. There are beautiful murals in
the Ajanta caves depicting scenes from the life
of Buddha. They have been done so carefully
that even to-day they look real.
Murals are paintings done on walls.
Along with paintings many temples, caves,
Chaityas, vihars, stupas etc. were also
constructed in this era. There was remarkable
progress in the field of sculpture. Large number
of statues of Vishnu, Shiva, Buddha and Jain
Tirthankaras were made. A beginning was made
in expressing feelings of the statues in this period.
A large number of temples, chaityas,
viharas and stupas were constructed in the Gupta
age. Temples were made with bricks and stones. Pic. 9.3 Vishnu Temple in
Some temples and Buddhist viharas were Bheetargaon, Kanpur (U.P.)
constructed in caves cut out of hills. In the Gupta
age a huge Buddhist vihar was constructed at Sarnath. The Dashavatar temple of
Devgarh at Jhansi and caves of Udaigiri at Vidisha were also built at the same time.
The Vishnu temple at Bhitargaon near Kanpur is the oldest temple in the world which
is made of bricks.
ART OF THE GUPTA AGE IN CHHATTISGARH
In Chhattisgarh, too, there is a beautiful
work of architecture which was made by
bricks. This is the Lakshman temple at Sirpur,
which was built around 650 A.D. It is about
79 km. away from the capital Raipur. Its
shikhara resembles the shikhara of the temple
of Bhitargaon. Here also scenes from
mythological legends are depicted, and the
entrance gate and the door frame are well-
decorated. This shows that Chhattisgarh was
also influenced by the art of Gupta age. Even
today a fair is organized at Sirpur on the
occasion of Buddha Purnima and Magha
Purnima. Pic. 9.4 Laxman Temple, Sirpur (C. G.)
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Social Science - 6 (Part-I)

EXERCISE

I. Match the following:-

A B
1. Samudragupta a) Chinese traveller
2. Sirpur b) Astrologer
3. Fa hien c) Great warrior
4. Varahamihir d) Southern Kosal

II. Answer the question:-

1. Who wrote Panchatantra?
2. What is the name of the book of Aryabhatta?
3. What are Ajanta caves famous for?
4. What material is the temple at Bhitargaon made of?
5. Who said that the earth is not stationary, it rotates on its axis?
6. How did Samudragupta treat the kings of Chhattisgarh?
7. What were the characteristics of administration in Gupta empire?
8. Which things did you like about the society in Gupta age?
9. What features of religion in the Gupta age could be liked by the poor
people?
10. Which policy did Samudragupta adopt to have control over other kingdoms?

III. Eligibility extension:-

1. Collect more information about Sirpur.
2. Find the architectural features of one of the temples in your village/city.

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 10. AGE OF REGIONAL KINGDOMS
(500 A.D. - 700 A.D.)

After the decline of the Gupta empire, Northern

India broke up into a large number of small kingdoms.
On the one hand some new kingdoms came up and on
the other hand, those kingdoms which were under the
authority of Gupta kings declared themselves
independent. There were frequent wars among these
kingdoms to increase their sovereignty. In this period
Vardhanas in the north and Chalukyas and Pallavas of
the south gained importance. In this lesson we are going
to read about them.
Pic. 10.1
HARSHWARDHANA (606 A.D. - 647 A.D.)
About 100 years after the decline of the
Gupta dynasty a new kingdom emerged.
Thaneshwar, near Delhi, was its capital. This
kingdom had a famous king Harshwardhana,
who was also known as Harsha. Around 606
A.D. he ascended the throne of Thaneshwar.
He was a powerful king and like the Gupta rulers
he tried to establish a huge empire. He
conquered most of the kingdoms in northern
India. He led a campaign into the south but was
defeated by the Chalukyas ruler, Pulakesin II.
Harsha’s empire extended from Punjab Pic. 10.2 King Harshwardhana
to Orissa. Later on he made Kannauj his capital
because it was at the centre of his empire. Harsha died in 647 A.D. after ruling for 41
years.
The kingdoms which were conquered by Harsha would pay him regular tribute
and would send their soliders to assist Harsha at the time of war. These kingdoms
were under the authority of Harsha, but administration was theirs and they could take
their own decisions related to it.
Sanskrit scholar, Banabhatta was the poet of the court of Harsha. In his book
“Harshacharita” - which is a biography of Harsha- we find descriptions of villages,
cities, forests etc. of that time. The Chinese Buddhist scholar Huien Tsang visited
India during Harsha’s reign. Huien Tsang visited many Buddhist shrines in different
Social Science - 6 (Part-I)

parts of India and studied the Buddhist literature. He

wrote, in detail, about his experiences in India. These
writings give us a lot of information about that time.
Harsha was a great patron of learning and the
learned. He was the author of Sanskrit plays namely
Ratnavali, Nagananda and Priyadarshika.
Harsha was a worshipper of Shiva. He organized
Buddhist council at Kannauj. He organized the Prayag
assemblies held every fourth year for religious
discussions and debates. At these assemblies he gave
donations to the learned scholars, orphans and the poor.
Huien Tsang was a Chinese Buddhist traveller.
He came to India in 630 A.D. He was so fond of studies
that he faced several hardships for this. He crossed
Pic. 10.3 Chinese Buddhist travelle
mountains and deserts and came to India and studied -Huien Tsang
at Nalanda. Nalanda university was a centre of Buddhist
learning at the time of Harsha. Harsha had granted 100 villages to the university of
Nalanda and the revenue collected from these villages was used to meet its expenses.
Huien Tsang stayed for 5 years in India and when he returned he wrote his
travelogue. He said that Buddhism in India was not as popular as he had thought.
Huien Tsang travelled to Chhattisgarh too. He has said that the prominent city
Sirpur (Shripur) of southern Koshal was one of the main centre of Buddhist literature
at that time.
SOUTHERN KINGDOMS
Chalukyas
At this time southern India, that is, Maharashtra and Karnataka was ruled by the
Chalukyas. Their capital was Vatapi (or Badami)
The most renowned ruler of the Chalukyas was Pulakesin II. He had defeated
Harshvardhan and ruled Deccan (south) for a long time. He had also defeated the
Pallava king Mahendravarman. But later on, he was defeated by Narsimhavarman.
Vatapi, the capital of Chalukyas, was a flourishing city. Foreign trade with Iran,
Arabia, ports of the Red Sea and South East Asia flourished under the Chalukyas.
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 Age of Regional Kingdoms

Chalukya kings were great patrons of art. They gave large amount of money for
the construction of cave temples on the hills of the Deccan. A large sum of money was
given by the Chalukyas for the construction of the world famous Ajanta and Elora
caves. A picture in the Ajanta caves shows Pulakesin II welcoming the ambassador of
Iran. Aihole, Badami and Pattadakal (in Bijapur district) were centres of urban
architecture at the time of the Chalukyas.
Chalukya kings were Jains, but some worshipped Shiva and Vishnu too.
PALLAVA DYNASTY
Pallavas established their own kingdom at Tamil Nadu in south India.
Kanchipuram (Kanchi) was the capital of Pallava kings. Mahendravarman was the
chief ruler of this dynasty. He was the contemporary of Harsha and Pulakesin II. He
started the art of constructing temples by cutting rocks. He was a famous writer and
dramatist. But he was defeated by Pulkesin II in the battle. His son Narsimhavarma
was also a famous ruler. By depeating chalukyas Naresh Pulakesin II, he took his
revenge of his fater’s depeat.

Pic. 10.4 Kailash Temple of Kanchi

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Social Science - 6 (Part-I)

Earlier the Pallava rulers used to follow Jainism, but later they became great devotee of
Shiva and Vishnu. They built several temples. Some temples were made out of single
large rocks. The Ratha temple of Mahabalipuram is an example of such temples.
There were temples which were constructed by joining huge boulders like the Kailash
temple at Kanchi. These temples were not just places of worship, but were used as
places to gather for discussions, to educate children and to celebrate festivals.
During this period a group of people in south India felt that religion was the
personal worship of gods like Shiva or Vishnu. This ideology came to be known by
the name of ‘Bhakti’. This movement was joined by the common people in large
numbers. They wandered from place to place singing hymns of Shiva and Vishnu.
They preached in the local language,Tamil. The devotees of Vishnu were called Aalvar
and the devotees of Shiva were called Nayanar. They influenced the society of southern
India greatly.E
EXERCISE

I. Fill in the blanks

1. ___________ had started the art of constructing temples by cutting rocks.
2. ___________ was the main education centre of the Pallavas.
3. ___________ Pallava king was a writer and a dramatist.
4. Pulakesin II defeated ___________ in war.
5. Chalukya king Narsimhavaram had defeated ___________ in war.

II. Answer the following questions:-

1. How far had Harshvardhan’s empire extended?
2. What did Huien Tsang say about Indian society?
3. Describe the religious activities of Harsha.
4. With which countries did the Chalukyas have trade relations?

III. Write brief notes on

1. Aalvar and Nayanar
2. Huien Tsang

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CIVICS
Social Science - 6 (Part-I)

Indian constitution
Part 4 'A'
Fundamental Duties of Citizens : - It shall be the duty of every citizen of
India-
(1) To abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem;
(2) To cherish and follow the noble ideals which inspired our national struggle
for freedom:
(3) To uphold and protect the sovereignty, unity and integrity of India;
(4) To defend the country and render national service when called upon to
do so;
(5) To promote harmony and the spirit of common brotherhood amongst
all the people of India transcending religions, linguistic and regional or
sectional diversities; to renounce practices derogatory to the dignity of
women;
(6) To value and preserve the rich heritage of our social culture;
(7) To protect and improve the natural environment including forests, lakes,
rivers, wild life and to have compassion for living creatures;
(8) To develop scientific temper, humanism and the spirit of inquiry and
reform;
(9) To safeguard public property and to prevent violence;
(10) To strive towards excellence in all spheres of individual and collective
activities so that the nation constantly rises to higher levels of endeavour
and achievement.
(11) Parent or guardian to provid opportunities for education to his child or
as the case may be, word between the age of 6 and 14 years.
Reference - Indian constitution (2005) Indian government, ministry of lawand
justice

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 1. INTER DEPENDENCE
Human beings grow up and fulfill their needs in society. A man cannot develop
even his intelligence after staying away from the society. We can understand this with
the help of an example.

MANGAL ON A DESERTED ISLAND

Once some people boarded a ship and went on a voyage. After about a week,
when they were far into the sea, there was a huge storm. The ship sank and several
passengers were drowned. One person, whose name was Mangal, survived as he
knew swimming.
After swimming for several hours he reached a deserted coast. He could not
see any town or village. Actually he was on an island in the sea. For months, he lived
alone on this deserted island which had only wild fruits. Living alone he became
almost mad, his clothes were torn. He became ill. He would walk alone on the beach
for the whole day.
After some days a small ship passed that way. Mangal was very happy when he
saw the ship. He took a pole and tied his shirt to its end and started waving. The
passengers in that ship saw this and immediately knew that he was in danger. They
brought their ship towards the island and rescued Mangal.

Pic. 1.1. Mangal on a deserted island

Social Science - 6 (Part-I)

Mangal thanked all the passengers of the ship and said, ‘Now I realise that man
cannot live in isolation. Life becomes very difficult without the support of others.’
1. Have you ever stayed alone? What was your experience in such a
situation ?
2. Why was Mangal wearing torn clothes on the island?
3. Why could he not be treated when he was ill?

INTER DEPENDENCE IN SOCIAL LIFE

A man depends on several other human beings. Fill the table given below to say
whom you are dependent on and for what?

Why are you dependent on

1. Parents for -
2. Doctor for -
3. Teacher for -
4. Potter for -
5. Blacksmith for -
6. Shopkeeper for -
7. Farmer for -
8. Factory Labourer's for -
8. Sweeper for -

You live with your family, who else lives with you in your family? List their
names and write down their contributions in running the family.

Name Function

Now look at the list and say whether one person alone is running the family or
all the members are contributing to the running of the family? Similarly your neighbours
too help you in different ways. Barber, washerman, shopkeeper, milkman and several
others help one. In your school the principal, teachers and other employees all
co-operate in functioning of the school, we perform several activities in our families,
neighbourhood, schools villages and cities, we depend on each other. This is known
as interdependence, that is, being dependent on one another.

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 Inter Dependence

Activities which we perform in the family, school, neighbourhood and society

makes up our life as a citizen. This citizenship is based on interdependence.
Think what will happen if -
1- the only doctor or Vaidya of your village goes out for a long time?

Pic. 1.2. Things sent from Shahpur village to Bilaspur city

Pic. 1.3. Things sent from Bilaspur city to Shahpur village

2- the farmer does not get labourers to reap the harvest.

3- the hair dressers stop cutting hair.
4- the blacksmith of your village stops doing his work.
5- Man starts living alone.

INTER DEPENDENCE BETWEEN VILLAGE AND CITY

A man is dependent on others, similarly, the people of the villages depend on
cities and those living in cities depend on villages.
Study the pic. 1.2 and 1.3 to understand, how Shahpur village and
Bilaspur city depend on each other.
Make a list of -
1. The things which are sent from your village to the city?

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Social Science - 6 (Part-I)

2. The things which are brought from the city to your village.?

Its not just materials that are exchanged between villages and cities but there are
other facilities too for which villages & cities depend on each other. Many doctors
and hospitals are available in the cities, therefore, people from the villages go the cities
for treatment. Similarly, the labourers and artisans also go to the cities for work.
Discuss and write how villages and cities are dependent on each other.

INTER DEPENDENCE OF ONE STATE ON ANOTHER STATE

Any single state does not have all the things necessary for its people, neither
can all kinds of crops be grown in every state. Different things are made in different
areas. For examples, at some place sugar is made and salt is made some where else.
Therefore, it is necessary to get essential items from other states. This way we see that
a state also depends on other states.
Let us see what are the things which Chhattishgarh is getting from
other states.
From Maharashtra - Petrol, Diesel, medicines, bananas
from Gujrat - edible oil, tobacco, salt, clothes
from Uttar Pradesh - sugar
from Kerala - coconut, spices
from Punjab - bicycle, wheat, machines, sugar, sports goods.
from Jammu-Kashmir - woollen clothes, fruits
from Assam - tea

Things which are sent from Chhattishgarh to other states -

1. Rice 2. Coal 3. Gram
4. Iron/Steel 5. Groundnut/Oil 6. Electricity
7. Cashew 8. Kosa/Silk 9. Lemon grass oil
10. Forest products

We have seen that it is not just the members of one family or village that depend
on each other, but people of villages, cities, states and countries, all depend on one
another. There are certain rules and regulations which all have to follow to live together
in harmony.

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 Inter Dependence

ACTIVITY
Collect the labels of some things of daily use (like match box, medicines, blades,
tea, soap etc.) and find out where they are made. Locate those places on the map of
India.

INTER DEPENDENCE OF NATIONS

Every country does not have all the things its needs in sufficient quantity.
Therefore, our India too import many things from other countries and exports many
things from other countries. This way we see that all the countries of the world also
depend on one another.

Let us find out the things which India is getting from other countries.

Getting from other Sending to other

countries (IMPORT) countries (EXPORT)
petroleum products rice
medicines tea
defence equipments spices
computers cloth / garments
machines minerals

Find out and locate the different countries on the world map from where we
are importing or exporting goods. T.V. and computers help us to exchange information
and ideas with the rest of the world at great speed. This is also a type of inter
dependence.

EXERCISE

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Social Science - 6 (Part-I)

EXERCISE

I. Fill in the Blanks

1. A citizen's life is based on ________.
2. Chhattisgarh gets ________ and ________ from Kerala.
3. India ________ petroleum products.
4. All sorts of _________ cannot be grown in an area or state.
II. State whether True or False -
1. India imports rice.
2. Vegetables and forest products are sent from the village to the city.
3. All countries are dependent on other countries.
4. Chhattisgarh gets sugar from Uttar Pradesh.
5. Our country does not depend on any other country.

III. Answer the questions given below:

1. Why was Mangal disturbed?
2. How are we dependent on each other?
3. Why can’t we live alone far from the society?
4. What are the things which are brought from outside to your village/city?

IV. Information is given below regarding two places. On its basis make a
diagram like 1.2.
Things going from Mirpur to Pali - - urea, electric motor, shoes,
medicines.
Things coming from Pali to Mirpur ___ rice, pulses, bananas, vegetables, milk.
1. Of the two places, state which is a city and which is a village?
Give reasons.
2. Think and write why do people go from the villages to the cities.

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 2. VILLAGE OF KATIK AND KEKTI
My name is Vijay Singh Burman. Till two years back I was the Headmaster of
the Middle School in a village called Pendrikala. After retiring from service, I am now
residing at Bilaspur. I am very attached to children. I still maintain a relationship with
them. In their letters some children write to me about their school, homes, education
and their village. From their letters I get full information about the different activities
of Pendrikala. Right here while reading their letters, I feel as if I am with them. Why
don’t you read their letter?
Village - Pendrikala
Date : 02.10.07
Respected Sir,
Hope you are well, we all
remember you a lot. Hope you
remember the Haff river of Pendri. We
still are in the habit of going for a
morning walk, a habit which was formed
by you. Today Somu caught a small
crab and it reminded us of the day when
you told us that there are several aquatic
animals even in this small river.
You will be happy to know that
all the villagers have built a dam on the
river by piling up sand bags. Now the
water is used for bathing and as
drinking water for the animals. Some
people have installed motor pumps to Pic. 2.1 Dam
irrigate their fields where they grow Write about a teacher who inspired you?
vegetables. They go to the nearby
markets to sell their products. They have increased their income in this way.
The mango grove across the river is full of mangoes, but now it is difficult to
enjoy raw mangoes as before. Katik, Teejan, Chaitu, Baisakhu, Kekti, Devki, Manava
and Samaru’s mothers, have formed Women’s saving group. They have taken the
mango grove on lease, so they guard it turn by turn. When they are working hard how
can we harm them? However, they do not stop us from picking up the fallen mangoes
in the evening.
We keep playing gilli-danda and other games in the grove till late. These days
Kamal’s cousin is here for the summer vacation. He played gilli-danda for the first
time with us and really enjoyed it.
Social Science - 6 (Part-I)

Pic. 2.2 Self Employment

Preeti didi has learnt to make jams and pickles of mangoes, amla, lemon etc.
from the city. Now she has taught these
things to the ladies of the saving group.
They prepared lemon pickle, amala
murabba, jam and squashes. These
things were easily sold in the fair of
Semarsal. They have credited the
income from this sale in the group’s
account.
Preeti didi has helped them in
getting loan from the bank for buying
machines. This has enhanced the Mahila
Cottage industry.
Pic. 2.3 Flute Playing
Discuss with your teacher about
cottage industry.
ACTIVITY
Make a list of self-help groups of your area and works done by them?
Self help Group Work
1
2.
One day the Doctor and Compounder of Kunda Primary Health Centre came
to our school for vaccination. They informed us about some contagious
diseases.
1. Write about some important contagious diseases spread in your area?
2. How can we prevent the spread of contagious diseases ?

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 Village of Katik and Kekti

Pic. 2.4 Ramu kaka’s shop

Kekti loves to build sand houses on the river bed and play hide and seek. Even
now Katik sits on a buffalo’s back and plays his flute enchanting everyone. During
the vacation we still love to play Vish-Amrit near the river bank in the moonlight,
roaming in the jungle collecting gum and eating tendu, and running after butterflies.
Sir, you will be happy to know that Kekti and Katik have also started going to
school. Both are taking interest in their studies. Kekti makes good drawings and Katik
enchants everyone by playing flute in the school programmes.
Mangal Manjhi cleans the ghat of the river remembering you. Now even the
villagers have started throwing the wastage of their houses in the garbage pits and
have started using it as organic manure.
1. What are the advantages of keeping the river clean?
2. Why is it necessary to put the waste in the garbage pit?
Ramukaka who used to make globes with bamboo sticks, has taken a loan
from the Grameen Bank. He has opened a shop and sells things like brooms, baskets
etc.
1. Write names of any five music instrument
2. Find out the things which are made in your village and are sold.

You must be remembering Subhash. Even today he is the best player of Kho-
Kho and Kabaddi. This year he has won several prizes at the state tournament. Mohan,
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Social Science - 6 (Part-I)

whom you used to praise for playing dholak, has now become famous in the whole
area for playing dholak, nagada and mandhar. All your old students would like to invite
you for the annual function of the school. We request you to give us new information
and tell us about Bilaspur city.
Yours
Somesh and Manisha
And all your naughty students.

EXERCISE

I. Fill in the blanks .

1. The water of Haff river was used for growing _________.
2. Preeti didi has learnt to make ________ from the city.
3. The ladies of the saving group could sell pickles of mangoes and lemon
and murabba of amla in the fair of _________.

II. Form the correct pairs.

1. Subhash makes sand castles

2. Mohan sits on buffalo’s and play the flute
3. Katik plays dholak and mandar.
4. Kekti plays Kho-Kho and Kabaddi. ERCISE
III. Answer the following questions in one or two lines.

1. What did the children see near the river in the morning?
2. Why did the people of Pendrikala stop the water of the river with sand
bags?
3. How did Preeti didi help the ladies of the saving group?
4. What things did the ladies of the saving group make?
5. How did the machines help the ladies?
6. With whose help did Ramu Kaka open his shop?
7. What do you mean by self Help groups.

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 3. PANCHAYATI RAJ

1. How are the roads, water, school, hospital etc. managed in your village or city?
Do you have any problems related to them?
2. What has been done by the village panchayat or municipality to solve these
problems?

Today, we shall read about village panchayats, their formation and functions in
this lesson.

VILLAGE PANCHAYAT
The social science teacher of class VI of the Kamalpura village asked the students
to find out about the panchayat. She gave them a week's time to find out about the
panch,sarpanch,
upsarpanch, secretary and District Panchayat
gram sabha of their village.
The work was distributed
in this manner - Neha had
Janpad Panchayat
to give information about
panch. Sandhya would be
telling about sarpanch.
Jagmohan and Subhash
had to find out about the
duties and rights of gram
Village Panchayat
(village) sabha. The teacher
asked Abhay to find out
how gram panchayats are
formed and what are their
functions.

Three tier Panchayati Raj System

Neha’s work was easy, as
her sister-in-law was the panch of Madanpur, After dinner, Neha went to her sister-in-
law Uma to know about Panch.
Social Science - 6 (Part-I)

WARD AND ELECTION OF A PANCH

Neha - Bhabhi, we know that you are a panch. But how did you become
a panch? Are there more Panchs like you in the panchayat?
Uma - In any panchayat there are 10 to 20 panchs. All the adults of each wards
elect a panch.
Neha - Bhabhi, what is this ward?
Uma - The whole area of the gram panchayat is divided into several parts on the
basis of its population. These parts are known as wards. The adults of
each ward elect one person as their representative or panch. This way
every panchayat has about 10 to 20 wards, Now I am the panch of Matapura
ward.
Neha - Uma bhabhi, but tell me how did you become the panch of this ward?
Uma - Anyone whose age is 21 years or above can contest the election. Those
who contest elections are known as the candidates. I had contested from
the Matapura ward. When there are more than one contestant then there
are elections to choose one of them. The people of the ward cast their
votes and whoever gets the maximum votes, become the panch.
But from the Matapura ward, I was the only candidate so there were no
elections and I was unanimously elected.
What are the advantages of dividing the panchayat into wards ?
Discuss with the teacher in the class.

VOTER
Neha - Bhabhi, can we also cast our votes?
Uma - No, you and Sandhya are only 12 years old.
The minimum age of the voter is 18 years. Every village has a voters list.
The village head (Patwari) and the teachers of that place go and visit each house and
update the list before the elections. Neha gave all this information to the class.

1. Find out how many wards and panches are there in your gram panchayat?
2. Find the name of the panch of your ward?
3. Why was Uma elected unanimously? Tick the correct answer,

(i) because she was a woman.

(ii) because majority of the people liked her.
(iii) because there was no other candidate from her ward.
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 Panchayati Raj
Who can be the voters of the Matapura ward?

S.No. Name Father's Name Age Sex Name of the ward

1. Sonal Ram singh 16 F Mathpara
2. Sapana Ram singh 19 F Matapura
3. Shankar Kamal Bhan 18 M Matapura
4. Kallu Komal Singh 25 M Matapura
5. Samina Afjal 15 F Matapura

ELECTIONS AFTER FIVE YEARS

Neha asked her bhabhi. Since you have won the election. Will
you be a panch for ever?
Uma - No, Panchayat election is
held in every 5 years. Every
panch is elected for 5 years
only. Last panchayat
elections were held 2 years
ago. I shall be panch for
next 3 years only. After that
again there will be elections.
1. Discuss in class why
Panchs are elected for
only for 5 years?
2. Discuss in the class why
is a panch not elected Pic. 3.1 Panchayat Election
forever?

SARPANCH AND UPSARPANCH / DEPUTY SARPANCH

Sandhya had to find out about sarpanch. She went to the
Panchayat Bhawan and talked directly to Kalawati, the Sarpanch.
Sandhya - How did you become the Sarpanch?
Kalawati - Sarpanch is elected just as a panch. The only difference is that while a
panch is elected by the voters of a ward, sarpanch is elected by the voters of the
whole gram panchayat.
Sandhya - O.K. But as a sarpanch what do you have to do?

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Social Science - 6 (Part-I)

Kalawati - Sarpanch is the leader of the panchayat. Every month I call a meeting of all
the panchs. I preside over the meeting that is - I conduct the meeting. I have to
conduct a meeting of the gram sabha too, where the voters of the gram panchayats are
present and decide on the development work, which has to be done. I meet the
government officers and arrange for the finances. I have to supervise all the work
which is done and monitor the financial accounts too.
Sandhya - You have to do a lot of work. But what happens if you are ill or you have to
go out for any personal work? Is the panchayat closed for that period?
Kalawati - No, no, when I am not there, the upsarpanch does the work. He even
presides over the meetings in my absence.
Sandhya - Is the upsarpanch also elected by all the people of the village?
Kalawati - No, All the panchs select any one among themselves as the upsarpanch.
What Sandhya had to tell about the Sarpanch to the class, she had written in
her copy.
Fill in some of the words which were left out.

1. Voters of a _______ elect a panch, but sarpanch is elected by the voters of the
whole _________.
2. All the panchs elect any one among them as the __________.
3. The ________ presides over the
meetings in the absence of the
sarpanch.
4. The work of the _______ is to
preside over the meetings of the
panchayat.

MEETING OF A GRAM
(VILLAGE) PANCHAYAT
Abhay had the responsibility of
finding out the functions of the gram
panchayat. He decided to go and see
what happens in the panchayat meetings.
The meeting had not started when Abhay
reached the Panchayat Bhawan. Out of
12 only 5 panches had arrived. Everyone
was waiting for the arrival of at least 2
more panches, as the meeting can be Pic. 3.2 Meeting of Gram Panchayat

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 Panchayati Raj
started only when there are more than half of the total number of panch present. In
Kamalpura panchayat there are 12 panches, so to start the meeting, presence of at
least the 7 panches is required.

1. Why is the presence of more than half of total number of panch, necessary
to start a meeting?

2. Rooppur panchayat has a total of 18 panches. Presence of how many panch

is required to start a meeting there?
After sometime 2-3 more panches came and the meeting started. This meeting
was presided by Kalawati - the sarpanch.
First of all the secretary read out the decisions taken in the last meeting and
informed what work has been carried out. Then the panch of Paraswara said, the
water level of the wells in our village is going down. This way in a couple of months
there will be no drinking water in the wells. Villagers want to start water harvesting
schemes so that they can store the rain water. Some planning must be done regarding
this.

Besides punchs, sarpanch and upsarpanch, there is a secretary of the panchayat,

Secretary is not elected but is appointed by the government. Besides keeping a record
of the minutes and decisions taken in the meetings, a secretary has to keep a record of
the finances too. The secretary gets his salary from the government, whereas panch,
sarpanch and upsarpanch do not get any salary.
Panch of Changora said - The proposal of constructing a bridge connecting
Changora to the main road had been passed in the gram panchayat and sent to the
Block Samiti for budget approval. What development has taken place in that case?
Sarpanch Kalawati replied - The approved amount has reached us. Soon you’ll
have to start the work.
The panch of the Gandhi ward said. There are 4 teachers in our primary school.
Only one is teaching for the last one month. 1 teacher is on leave and other 2 are busy
in some survey. This way how can there be proper teaching in the school?
Sarpanch promised that she would be taking up the matter with the Block
Education officer.
Uma Bai, panch of the Matapura ward said - Malaria and jaundice are widely
spread. The ponds and wells of the village have to be cleaned and medicine should be
sprayed. I take the responsibility of my ward but I need some money for it.
Then Upsarpanch asked all the panchs to take responsibility of their respective
wards. After this a proposal regarding construction of a road connecting Mungeli

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Social Science - 6 (Part-I)

Pandaria road to Kamalpur was drafted. Everyone signed on it and then the meeting
was over by 2 O’clock in the afternoon.

FUNCTIONS OF A GRAM PANCHAYAT

After the meeting Abhay went to the
sarpanch Kalawati Bai and said - ‘‘I didn’t
know that so many things happen in
panchayat. I used to think that the only work
of the panchayat was to build roads. Can you,
please, tell me what are the other functions of
the panchayat ?’’
Pic. 3.3 Clean Village
Kalawati said - ‘‘The list of our functions is very long. But the main function is
to keep the village clean, provide drinking water facility, organise the drainage system,
construct and maintain the roads, bridges, school buildings and registration of the
marriages, births and deaths. Proper functioning of the schools and health services are
also monitored by the panchayat. In addition to this the panchayat has to make proposals
for the development of the village and help in the execution of Governament schemes.’’

REVENUE OF THE GRAM PANCHAYAT

Abhay’s next question was - From where does the panchayat get the finances
to do all those things?
Kalawati said - It is good, you asked this question.
The state and the central
governments give money to the
panchayat to perform the above
functions.Whatever development
works the state and the central
governments wish to perform at
the village level is done through
the panchayat. They give the
allotted amount and the panchayat
gets that work done. The
panchayat can collect money by Pic. 3.4 Village with no proper facilities
levying small taxes too.
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 Panchayati Raj
Abhay was surprised - Panchayat can levy taxes !
Which taxes ?
Kalawati said - It can levy a tax for cleanliness, shops in the market, shops in
the fairs etc. If there are any mines of stones, sand, murram etc. it can collect royalty
on it. The panchayat works with this income.
In the following week, gram panchayat was discussed in the Social Science
period. Different groups of students told the class what they had found out on the
topics given.
Neha told about the elections of the panch. There was a discussion in the class
as to why children were not given a right to vote.
Discuss with your teacher about central and state government.

RESERVATION IN PANCHAYAT
Sandhya gave information regarding sarpanch and upsarpanch. She was very
proud that the sarpanch of her village was a woman. She explained that this was
possible because there is reservation for the women, schedule castes, schedule tribes
and other backward classes. That is, in every panchayat there are certain wards from
where only women can contest elections, and certain other wards where people
belonging to ST, SC and OBC only can contest elections.
Similarly in every development block from certain panchayats only women or
people of other reserved group can contest for the post of sarpanch.
Sheikh Imran had a question - Then from other wards can only men or people
from general category contest the elections.
Sandhya replied - No, for those unreserved seats anyone can contest - it can be
even a woman or a person from SC, ST & OBC.
Champa asked the teacher - Sir, what is the need for reservation? When everyone
is equal why can’t anyone contest for any post ?
The teacher explained - Reservation is done for that section of the society
which is generally poor and weak. Normally they will not be able to win elections and
join the process of decision making. It is very essential that they join the decision
making process.
If they are not given a chance, these sections of the society will remain neglected
and there will never be equality in the society. This is why people belonging to ST, SC
and OBC and women are given reservation. It is because of the reservations that

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Social Science - 6 (Part-I)

today in every panchayat at least one third of the panches are women, and people of
SC, ST and OBC have also become panch and sarpanch.
If in a gram panchayat there are 12 panches then any 4 seats will be reserved for
women. Reservation means that no male candidate can contest for that post. But it
does not mean that a woman cannot contest for general seats. Similarly, some seats
are reserved for the SC, ST and OBC, from where people belonging to the general
category cannot contest, but SC, ST and OBC can contest for general seats too.

1. Discuss in the class if the aims of reservations have been achieved in

your area or not.

2. Find out whether the post of sarpanch is reserved in your gram

panchayat or not. If yes, then for which section?

GRAM SABHA
Now it was the turn of Subhash. He had found out about the gram sabha.
Subhash said & you all know that only last week there was a meeting of the
gram sabha of our village. I attended that meeting and got the information.
Just then Ranjan enquired & Can children participate in the meeting of gram
sabha? Subhash made it clear that anyone can attend the meeting, but only the adults
have the right to vote.
Then he began to explain about the gram sabha. When I had reached the meeting
had already started. The first issue was the approval of the list of those families which
come below the poverty line. Actually there is a scheme in the state government that
those families which are below the poverty line will be given a gas stove and a cylinder
and also a monthly stipend. So such families were being selected. As Bholakaka was
the panch, he started reading the names of those families which were below the poverty
line. He read out about fifteen names. Out of these there were objections on five
names by some people. Somebody said & Lakhan is not poor, he has a pucca house
and a motorcycle. Bholakaka replied that he has taken these things on loan. Still people
felt that by his salary he will be able to repay the loans. So his name was struck off.
Similarly, the names of 4 more people struck off.
Then there was discussion on the work done by the village panchayat. ‘Extra
rooms for the school’ was discussed. The extra room which was to be built is
incomplete and no work is done. Bhola Kaka said that the contractor has fallen ill.
Then the people said - if he is not well then another contractor should be given the
charge. The work should be completed before the rainy season. Bhola Kaka assured
the panchayat that the work will be done. The meeting continued for next two to three

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 Panchayati Raj

Pic. 3.5. Meeting of a Gram Sabha

hours. Several issues were discussed. Money received and spent by the gram panchayat
was also discussed.
Subhash further said that the work which the panchayat wanted to do, had to
be proposed in the gram Sabha. There would be discussions on it and then the
proposal is approved. Without the approval of the gram sabha, panchayat cannot do
any work. It has to inform the members of the panchayat about its progress from
time to time.
Kekti, a student of the class was very happy and said that through the gram
sabha everyone from the village can take part in the development work and can keep
a watch on it too.
Discuss with your teacher about Below poverty line

BLOCK SAMITI ( JANAPAD PANCHAYAT )

Our panchayati raj is a three level system. Gram panchayat, Janapad panchayat
(Block Samiti) and District panchayat are interlinked. These three institutions work
together for the development of the villages.

FORMATION OF THE BLOCK SAMITI

Like the Gram Panchayat even Block Samitis are formed through elections.
The members of the Block Samiti are elected by the voters of that area. Besides these

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Social Science - 6 (Part-I)

members who are elected, the local MLAs, MPs and members of the Rajya Sabha are
the nominated members. Representatives of the Co-operative Bank are also the co-
opted members of the Block Samiti.
To look after the affairs of the Block Samiti its members elect a Chairman called
Pramukh and a Vice-Chairman called Up-Pramukh from among themselves. Like
panchayat, here too there is a provision of reservation for women and persons belonging
to SC, ST and OBC. Out of the two posts, one is represented by the reserved class.

1. Which Block Samiti is your panchayat a part of ?

2. From your area who is the member of the Block Samiti?

3. Ask your teacher the meaning of the following words:

Vote, nominated and co-opted.

FUNCTIONS OF THE BLOCK SAMITI

The most important function of the block samiti is to get grants from the State
government for the gram panchayat. The Block Samiti supervises the work of the
gram panchayats within the block.

The Block veterinary Samiti organizes the services of specialists like agriculturists,
educationists, veterinary doctors etc. It conducts welfare programmes like family
planning, vocational training, sports etc. for the women, youth, children, weak and
disabled persons. Now a days it also appoints some Shiksha karmis, Panchayat karmis,
and Swasthya karmis.

SOURCES OF REVENUE FOR THE BLOCK SAMITIS/JANPAD

PANCHAYAT

The Block Samiti has several sources of revenue for the development of its
area. It can levy taxes on the houses, land, shops in the market, fairs etc. in its block
and collect revenue. Secondly, it gets financial help and grants from the State
Government.

At the Block Samiti the highest post is that of the Chief Executive officer and
his main work is to see that the decisions of the gram panchayats are implemented.

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 Panchayati Raj

DISTRICT PANCHAYAT
District panchayat is the third and the highest link of the panchayati raj. It is
formed at the district level and all the block samitis come under it's jurisdiction.
FORMATION OF DISTRICT PANCHAYAT
Just as block samitis, the members of the District panchayat are also elected for
a period of 5 years by the voters of that district. One person is directly elected by the
adult franchise on the population of every 50,000 people. The minimum number of the
members of the district panchayat is 10 and the maximum is 35. The MLA, MP and
members of the Rajya Sabha are also the nominated members of the district panchayat.
The president of the District Co-operative Bank is also its nominated member. Even in
the district panchayat there is reservation for women, SC, ST and OBC.
Discuss with your teacher about District Co-operative bank
WHAT IS THE NAME OF THE MEMBER OF THE DISTRICT
PANCHAYAT FROM YOUR AREA?
The members of the district panchayat elect a president and a vice-president
from among themselves. Here one post is represented by the reserved class. If the
president or the vice-president does not perform their work properly, he/she can be
removed from the post by passing a no-confidence motion.
FUNCTION OF DISTRICT PANCHAYAT
The main function is to supervise the work done by gram panchayats and block
samitis. District Panchayat has to organize the finances for them. It has to co-ordinate
activities between government departments for the implementation of the various
schemes of the government. District panchayat can appoint people on some posts.
SOURCES OF REVENUE OF DISTRICT PANCHAYAT
Write the name of the chief executive officer of zila panchayat in your district

The main source of revenue are the grants given by the State government.
Besides this it can collect taxes on houses, shops, organizing fares etc.

CHIEF EXECUTIVE OFFICER

The state government appoints a chief executive officer who supervises the
implementation of the decisions taken by the district panchayat.

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Social Science - 6 (Part-I)

EXERCISE

I. Fill in the blanks.

1. The minimum age of a candidate must be ____________ years to contest
elections of the panchayat.
2. Person less than ___________ years of age cannot cast his vote.
3. The secretary of the panchayat keeps a ___________ of the functions of the
panchayat.
4. The members of the panchayat have to give details of the work done in the
_______.
5. Members of the district panchayat are elected for ________ years.
6. The highest link of the panchayati raj is __________.
7. The functions of __________ is to implement the programmes of the
government at the district level.
8. Chief Executive Officer of the District is appointed by __________.

II. Correct the following sentences.

1. The Sarpanch of every village must be a woman.
2. Any person living in the area of the panchayat can caste his vote to elect the
sarpanch.
3. The secretary of the village panchayat is elected by the voters of one ward.
4. Upsarpanch conducts the meetings of the panchayat.
5. Sarpanch of the village panchayat is a government officer.
6. Public elects a panchayat worker by using their right to vote.
7. Every-citizen of a village is the member of the village panchayat.
III. Answer the following questions:
1. How is Gram Panchayat formed?
2. How is a Sarpanch elected?
3. How is an upsarpanch elected?
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 Panchayati Raj

4. What are the advantages of reservation?

Do you think that there should be reservation for specific group?
5. If the panch of your ward wants to get a bridge constructed, what will he have
to do?
6. Write the 4 important functions of the gram panchayat.
7. What are the sources of revenue of the panchayat?
8. Write 3 rights of the Gram Sabha.
9. Besides the elected members who are the members of the district panchayat?
10. Which is the most important function of the district panchayat?
12. How is the president of the District panchayat elected?

IV. Find out from your teacher or your family members:

If your elder sister is married and goes to a distant village can she cast her vote
in the panchayat elections of your village ?

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 4. MUNICIPALITY AND MUNICIPAL CORPORATION
Sitapur is a small town. Ramesh, Radhika and Sameena study in the middle
school. Since the last two-three days the children are having difficult times. There is
no water in the school. There is no water to drink or to wash hands. This morning
when the children reached school, they saw that some people had dug out the water
pipe and were laying down a new one. The children were very happy. They would
now have drinking water in the school.
When the teacher came
to the class, Ramesh asked her,
“Madam who is getting the water
pipe repaired? Will we have to
pay for it?” The teacher replied,
“No we will not have to pay for
it. This is the work of the
municipality. I had informed the
municipal member or councillor
of our ward. I had told him that
as there is no water supply in the
school the children are facing
much difficulty. The councillor is
Pic 4.1 Women filling water
getting the pipe repaired by the
employees of the municipal council.”
Each ward faced some problem or the other. Thus the whole class wanted to
know more about the municipality and how it could help in solving the problem of
their ward. Therefore, the teacher asked the students to talk about the problems of
their wards.
Radhika: There are no streetlights in our ward. We are scared to move out
after dark. Several thefts have also taken place.
Ramesh: Madam, we live in huts. We have no streetlights in our ward. Also
there are no roads and drains. Lots of garbages lying on the paths makes it difficult to
walk on them.
Kallu: In our ward the roads are made of cement, but we have a water problem.
Water is supplied for only one hour in a day.
Salma: In our ward all other things are fine, but the roads are not cleaned
properly. Garbage keeps on collecting and it stinks.
The students thus shared some of the problems of their wards.
Teacher: We elect the councillor of the municipality from our wards. It is
their duty to solve our problems. If we have any such problems, we can convey them
to the councilor of our ward and request him or her to help us.
 Municipality and Municipal Corporation
COME LET US FIND OUT
1. Who is the municipal member or councilor from your ward ?
2. Which institution solves the problems of your city ?
3. What is the name of the presiding officer or mayor of your city ?
In the previous chapter you read about the Gram Panchayat. Do you remember,
how the Panch and Sarpanch were elected?
The Nagar Panchayat, municipality and municipal corporation are formed in
the same manner as the Gram Panchayat. These three local self-government bodies
are formed on the basis of the size of the population. Towns and cities are much

Municipal
Council Sitapur

Pic 4.2 Functions of the Municipal Council

bigger than villages and thousands of people live there. Lakhs and lakhs of people
reside in the bigger cities. Municipalities and municipal corporations provide facilities
like water, roads, electricity and sanitation in the bigger cities.
A person who is 21 years or more can contest the elections of municipalities
or municipal corporations. There are about 15 to 60 members in the municipal councils
whereas the number of members of municipal corporations can be from 50 to 150.
For municipal elections the city is divided into small areas called wards. All
adults, or those persons who are 18 years and above in age, can cast their votes. A
councilor is elected from each ward for a period of 5 years. It is the duty of these
councilors to solve the problems of the people. They plan and execute the policies for
the development of the city.

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Social Science - 6 (Part-I)

All the elected councilors attend the meetings of the municipality or the municipal
corporation. These meetings are presided over by the mayor who is also elected by
the people of all the wards.
The functions of the municipality and the municipal corporation are carried
out through various committees, which look after different areas. There are 5 to 12
members in each committee.
The state government appoints an officer called the Municipal Commissioner
to look after the function of the municipal council. The officers in-charge of various
departments assist her or him.

S. Population Name of the Officer Chief

No. Institution
1. 5,000 to 20,000 Nagar Panchayat Chief Municipal Officer, President
(Nagar Panchayat)
2. 20,000 to 1,000,000 Municipality Chief Municipal officer, President
(one lakh) (Municipality)
3. More than 1,000,000 Municipal
(one lakh) Corporation Commissioner Mayor

FUNCTIONS OF THE MUNICIPALITY

1. It looks after the drinking water supply, garbage disposal and public health.
2. It builds and maintains roads, bridges, etc. as well as arranges for streetlights.
3. It provides a ‘Kanji House’ for stray animals.
4. It provides and maintains market places.
5. It maintains birth and death records.
6. It organizes vaccination campaigns to prevent the spread of disease.
7. It provides shelter for the safety of the weaker sections.
8. It runs and maintains schools, public libraries, parks and zoos.
9. It promotes the spread of educational and cultural activities.
SOURCES OF REVENUE
The municipal corporation raises its revenue through various sources –
 Levying taxes on houses and property.
 Collecting taxes on water, electricity, and maintenance of cleanliness of the
different parts of the city and its roads.

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 Municipality and Municipal Corporation
 Taxes from shops
 Through entertainment taxes levied on films, circuses, etc.
 Charging taxes on advertisements.
 Obtaining grants from the government.
 Receiving a proportion of the amount collected by the state government through
fines on property.
The establishment of a Nagar Panchayat, Municipality or Municipal Corporation
is dependent on the size of the population of a town or city. Each Nagar Panchayat or
Municipal corporation has their own C.E.O.
EXERCISE

I. Match the following -

S. No. A B
1. Nagar panchayat 15 to 60
2. Municipality 50 to 150
3. Municipal corporation 5,000 to 20,000
4. Number of members in the
municipality Population more than 1 lakh
5. Number of members in the Population of 20,000-1 lakh
municipal corporation.
II. Answer the following questions -
1. Who elects the members of the municipal council?
2. What are the functions of a mayor?
3. Whom will you approach if there is a problem of water or sanitation in
any ward in your city?
4. What all would you do in your ward if you were a councillor?
5. What are the functions of local self-governments?
6. What are the sources of revenue of local self-governments?
III. Find out the following from your near by municipality -
1. Name and population of the city ________.
2. Name of the mayor ________.
3. Number of councillors ________.

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 5. DISTRICT ADMINISTRATION

DISTRICTS OF CHHATTISGARH
Write your address -
Uttar Pradesh Jh
ar
kh
Name ______________________ North
Ba
lr
am
an
d
Surajpur pu
Koria r
Ward ______________________
West East
Village/city __________________ Sarguja Jashpur

South Korba
Madhya Pradesh

Mu
Tehsil ______________________ Bilaspur Raigarh

nge
ha
a rd

li
aw
District _____________________ K
ra
Janjgeer
Chanpa
eta
Bem
State ______________________ Balodabazar

a on
Raipur nd
mu

a nd g
Durg sa
You live at one place then how M aha

R ajn
Maharastra
come there are names of so many

Ga r
Balod D
ha O r ri s a
places in your address? After all, m

i ya b
ta
r i

a nd
where do you live - in a village, city,

h
Kanker
tehsil, or district? K
on
da
Na ga
ray on
We can understand it in a an
pu
r
different way. You live in your house,
Bastar
Dantewada

near your house there are several Bijapur

INDEX

other houses too which altogether State boundary

becomes a ward. Now your ward District boundary ------

along with other wards becomes a Sukma
Andhra Pradesh
village/city. You are living in your MAP 5.1

house and you are living in a ward of

a village/city too.
Your village is in a block. Your village together with other villages becomes a
block.
Your block is in your district. Your block together with other blocks forms
your district.
Find out how many blocks are there in your district.

DISTRICT OFFICERS AND EMPLOYEES

For proper administration a state is divided into districts and blocks. The
District Administration is the most important unit.
Colour your district in the map and write down the names of the
neighbouring districts. How many districts are there in Chhattisgarh?
 District Administration

To execute the government policies and maintain the law and order - a district
is administered by a district collector or district magistrate and other officers.

THE DISTRICT COLLECTOR

You must have heard about collector,. It is the responsibility of the district
collector to supervise the work done in all the blocks and villages.
FUNCTIONS OF THE DISTRICT COLLECTOR
The main functions of District collector are :
1. The District Collector is responsible for maintaining law and order.
2. The collector is also responsible for maintaining land records, collecting
revenue and solving land disputes.
3. The district administration takes care of civic amenities in the district. It
provides health services, education facilities and undertakes public works like
the construction and maintenance of roads, bridges and buildings.
4. The different elections of the central and the state government have to be
executed at the district level by the district collector.
5. The Collector supervises the working of urban and rural local government
bodies within the district.
Can the collector execute all the work alone? No! There are several departments
like the education department, police department, health department, revenue department
etc. These departments have different officers who work under the collector. Any
complaint against an officer or employee can be made to the collector. For example, if
there is a dispute over ownership of land and no hearing takes place, then the farmer
can give an application to the collector. During droughts, floods, fires, earthquakes,
storms etc., help can be asked directly from the collector.
The collector works at the district headquarter. However this does not mean
that he performs his duties sitting in his office. He has to go to different villages from
time to time. In a day a collector performs several types of work.
What is most important is that he or she can work only within the rules and
regulations of the state government. He or she cannot make any rules nor change
them.
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Social Science - 6 (Part-I)

JUDICIAL ADMINISTRATION IN DISTRICTS

Every district has an independent judicial court and the collector has judicial
rights as a magistrate. However, each district court has to work under the guidance of
the high court of the state. In Chhattisgarh the High Court is located at Bilaspur.

Discuss with your class teacher about court.

1. Who is the Collector of your district ?

2. In the given chart, list the officers who are working in your village/city ?

3. Call the officer (Patwari) of the village to your class and ask how he maintains
the land records of the village

The chart below shows the different officers and employees who work
at different places for the collecter.

DISTRICT ADMINISTRATION

DISTRICT COLLECTOR
Maintaining Maintaining Public welfare Election
Law & order Land Records & Development Related\work
& Collecting Revenues
Superintendent Jailor District Civil Surgeon Sub District
Dy. Collector Education or Chief Election Officer
Police
Asst. Officer Medical
S.D.M.
Dy. Superitandent Jailor Officer Asst. Election
of Police Tehsildar Block Officer
Education Other
City Supervisor Naib Tehsildar Officer/ Doctors

Sub. Inspector Revenue Inspector Principal Executive

Civil Bodies
Engineer
Patwari Teacher and Panchyati
Asst. Sub Raj Institutions
Inspector Asst. Engineer
Accountant
Head Constable Clerk Sub. Engineer

Constable

Watchman

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 District Administration

EXERCISE

I. Match the Following.

A B

Education department Sub-inspector

Revenue department Chief Medical Office
Police department Naib tehsildar
Health department Assistant Engineer
Irrigation department District Education Officer

II. Correct and write the following sentences.

1. The collector provides civic amenities for the whole district.
2. The Collector of Koria district will solve the problems of Raigarh district.
3. All the schools in a district work under the collector.
4. Courts of a district function under the supervision of the district magistrate.
III. Answer the following questions.
1. Why is a state divided into districts and blocks?
2. Write down the functions of a collector.
3. Which health facilities are available in your district? Find out from your teacher.
4. Write the name of the major departments under district administration.
IV. Discus with your teacher.
After the formation of Chhattisgarh state, many new districts have been
formed. How will they be useful to us ?

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 6. PUBLIC PROPERTIES
PUBLIC PROPERTIES AND THEIR PROTECTION
On the outskirts of the city was a school and a small railway station. One
morning, there were several people on the platform, and a heated discussion was
going on, Everyone was angry and worried. The incident was as follows-
After school some students threw stones at the lights and signals of the station.
Since the incident was serious, the police officers reached there. The matter was
settled after the intervention of headmaster.
Discuss with your class teacher about the nearest railway station

Pic 6.1 Railway Station

The headmaster asked the students to gather in the hall after prayers.
Headmaster: Those students who threw stones at the railway light and signals
yesterday, kindly stand up.
Rajesh: Sir, we did this for fun.
Headmaster: Tell me, what would happen if you broke the lights and glass panes of
someone’s house or if someone else broke those of your house?
Chandan: If we damage someone’s house they will scold us.
 Public Properties
Kishore : If someone damages
our house then we will get hold
of him and shout at him.
Headmaster : Now tell me
what do you think about the
damage done yesterday? Would
anybody scold you?
Kamla : Sir, we thought that
no one is looking at us, and
anyway they do not belong to Pic 6.2 - School
anyone.
Headmaster: Do you all agree with what
Manjeet is saying?
Chandan: Sir, those signals and lights are
necessary to run the trains. We all also use
these trains.
Headmaster: Correct. It is not that these
things belong to no one, they are our
‘public property’. Public means belonging
to everyone. Now, tell me, what damage and
inconvenience must have been caused
because of this damage?
Kishore: The trains would have stopped
going to and fro thus causing inconvenience
to passengers who would have had a
difficult time reaching to their destinations
in time. Pic 6. 3 Conveyance

Headmaster: Think what would

happen to a patient travelling for
treatment or some important item
loaded in the goods trains does
not reach in time?
Chandan: Many anti Social
elements destroy the public
property. Are they not punished?
Headmaster: They are punished
but for this everyone’s
cooperation is needed. When we Pic 6.4Hospital
use these facilities it becomes our
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Social Science - 6 (Part-I)

duty to look after them. Your school is a very good example of ‘public property’.
Everyone’s co-operation is needed in maintaining and running it.
Now you must have understood
that there are several other facilities like
trains which are used by all of us. Think
and then tell if your bag, books, eraser,
pencil are public properties? Can
anyone use them without your
permission? There are certain things
which only you use and you have a right
over it? Such things are called private
properties. There are certain properties
which are used by all without taking
anyone’s permission- like trains, roads, pic 6.5 Historical monuments
schools, hospital, play ground etc. Our
government builds and maintains them.
We all have right on them. They are
called public properties and it is the
pic 6.5 Historical monuments
duty of all of us to safeguard them.
Discuss and make a list of those public facilities which are used by all.
Public properties are purchased by public money. Public money is collected
by the government through different taxes. Our money thus is used in building these
public properties.
Discuss with your teacher about the facilities we get from community health centres

LET US DO
In the table given below are a few facilities which are available in the school
campus. Give suggestions for its better use and protection.

FACILITY SUGGESTIONS

1. Preservation of historical monuments

2. Black board
3. Jute carpet
4. Furniture
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 Public Properties

5. Drinking water
6. Teaching aids
7. Library
8. Toilets
9. Plantation
10. Sports item

EXERCISE

1. Differentiate between public and private properties from the list given below.
bicycle, school, tractor, library, play ground, hospital, house, motor cycle, park
or garden, postbox, plough.
2. What are public properties?
3. What will you do if someone is damaging a public property near you?
4. Make a list of those public properties which you use daily.

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 7. RIGHTS OF CHILDREN
Lakhan and Radha rushed to their father, when he returned home. They were
very keen to see an exhibition on 'Our Rights'
.Their teacher had asked them to see it. It
was being held at the Tilak Maidan.
After a while both the children along
with their father went to see the exhibition.
Radha asked, "Will there be swings?’
Lakhan answered, "No,No, there are several We are Equal
pictures and a lot of information regarding
Equal our Rights
human rights". Radha asked, "Father. Are
children also human?" Father was startled at
this question. He answered, "Yes. Why not?
Whether we are young or old or small
children, men or women, we all are humans.
Whether we belong to any caste or creed,
follow any religion, rich or poor, live in any Pic 7.1.We are Equal
state, we are all equal."
Human Rights Commission is formed at the central and the state level
with the aim to protect every citizen from suppression, exploitation and atrocity.
In Chattisgarh the Head Office of the Human Rights Commission is at Raipur.
Lakhan said, "Father, that means children
also have all the rights like the elders?’ His
father said, "After seeing the exhibition you
shall understand your rights better."
There were a lot of activities going on at
the exhibition. At the main gate was written:
“Human Rights Commission, Chhattisgarh
welcomes you.” There were several pictures
too. Father explained the pictures.
Both the children said, "Father, see these
children are flying kites." They had liked this
picture very much. Father explained that every
child has a right to play and entertainment. Pic 7.2
They should not be deprived of it. Play makes children happy.
"Father, why is this man pulling the child," asked Radha sounding sad. He
said,"There are some people who make children work very hard, which is wrong."
Lakhan could not stop himself. He talked about how several children work in factories
 Rights of Children
manufacturing fire works or crackers and how
they sometimes become victims of accidents too.
Radha supported what Lakhan had said
and talked of how on the television she had
seen several small children falling ill, while making
chalk sticks. Their father was happy that the
exhibition was creating a good impression on
the children.
"Bhaiya, look at this picture. The mother Pic.7.3
is giving milk to the brother and not to his sister.
She looks so sad, doesn't she? " said Radha.
She too did not know what was shown in the
picture. Lakhan explained that though they
should not, some people do differentiate
between boys and girls. Radha touched her
brother’s shoulder and said, "Our mother is very
nice. She does not differentiate between us."
They moved ahead. By now they were able to
understand each picture. They would see each
picture and describe the 'right' being depicted Pic.7.4
to their father.
On reaching home they told their mother
about all those ‘rights’ which the children had
and which they should be given -
1. right to be loved and care of health.
2. right to food and shelter.
3. right to play & entertainment.
Pic.7.5
4. right to protection from atrocity and
exploitation.
5. right to protection from hard work and
wages.
6. right to education
7. right to equality - without any discrimination
on the basis of caste, creed, religion and sex.

Pic.7.6
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Social Science - 6 (Part-I)

Mother smiled and stopped both and said, “All right, I know that you have seen the
exhibition very carefully. Now tell me, whether we have given you those rights or
not?
Both the children laughed, but at the same time they were sad that there were several
children in the world even today who are deprived of these rights.
EXERCISE
1. Answer the following questions.
a) Why did the Human Rights Commission, Chhattisgarh organize
this exhibition.
b) What was shown in the exhibition?
c) What did Lakhan and Radha's father explain during the exhibition?
d) Write the rights for children?
e) Write about rights of child act?
2. See the picture and list the rights of children.
i) Vaccination
ii) Education
iii) Play and entertainment
iv) Protection from cruelty
v) Protection from dangerous work 12
vi) Help to challenged children
vii) Love in the family
viii) Equality between boys and girls 9 3
ix) Nutritious diet
x) Shelter
xi) Expression 6

xii) Security

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 Rights of Children
3. Match the correct statements to the pictures.

a) right to health and care

b) right to education

c) right to food and shelter

d) right to special care for the disabled children

e) right to play

f) right to protection from hard labour

g) right to protection from exploitation and atrocity

h) right to security

i) right of expression

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Social Science - 6 (Part-I)

4. Talk to 10 children living near your house and fill the information in
the table given below. Write the answers in yes or no for the questions
in columns 4 to 12.
S.N. Name Age Do Do Get Can talk Are allowed Not Make Get full No
they get they go treatment to elders to play beaten them meal discri-
love at to school when ill without at home hard work miniton
home fear or outside is made

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 8. GENERAL AWARENESS
BETTER LATE THAN NEVER
While going to school you must have seen several vehicles like bicycles,
rickshaws, scooters, motorcycles, cars, buses, and trucks on the road. In the cities
there are too many vehicles which often bring the traffic to a halt.
You must have also read slogans like these on the road side.
'Better Late Than Never', 'Walk on the left', ‘Someone is waiting for you at home,’
'Limited Speed, Safe life', ‘Traffic is yours, Safety is yours’. Have you ever been to
the busiest road of your city or market? You must have seen that to reach certain
places one has to wait for a long time in the crowd - there is a lot of traffic, vehicles are
not parked properly, building materials are piled up on the road and stray animals
roam on the roads. People drive rashly and take shortcuts even if they are on the
wrong side in order to reach early. This can lead to serious accidents.

Pic. 8.1 Crowded square

To reduce the pressure of the traffic and to walk safely on the roads, certain rules
have been made. For example, we should walk on the left side of the road. If you walk
on the wrong side, you will find many difficulties.
Social Science - 6 (Part-I)

WHAT IS THE ROAD SAFETY WEEK ?

Road Safety week is celebrated where by information is given regarding rules
of the traffic. Accidents can be avoided if these rules are followed. The smallest
vehicle on the road is the two wheeler. Those who ride two wheelers are more likely to
meet accidents because a two wheeler can easily get imbalanced. Therefore, while
driving any vehicle, keep in mind the following -
1. Do no drive fast. Check
your speed and watch the
condition of the road.
Otherwise the fast speed
can take your life.
2. Two wheeler driver and
person sitting behind
should use helmet.
3. Do not race with any car.
Do not overtake where
not allowed.
4. At every turn, junction Pic 8.2 zebra crossing
and slope go at a slow
speed, and remember to give the indication to the traffic. Follow the indications
given by the traffic police. Give indications clearly and on time.
5. If pedestrians are crossing the road, stop the car and let them cross.
6. Always walk on the left side of the road. Do not cross the centre line. If there
are footpaths on the sides of the road walk on them. You will feel more
comfortable and safe. Before crossing a road, look to your right and left.
There are traffic signals and zebra crossings in cities to ease the traffic. Roads
should be crossed at the zebra crossing when the red signal is on. Zebra crossing is for
the pedestrians. Green signal with a picture of a child means that you can cross the
road.
The different symbols of the traffic on the road help in making our journey safe and
comfortable.

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 General Awareness

From time to time, the scouts and guides of your school help in controlling
traffic. Discuss and find out how they help the traffic department.

ACTIVITY
Look at these road symbols carefully. Have you ever seen these symbols along
the road? - If yes, then which ones?
Thing to remember
1. We must follow the traffic rules while driving or walking on the road.
2. A person who is 18 years old and above has the right to drive vehicles.
3. Always carry the driving license and necessary documents while driving.
4. Three people are not allowed on two wheelers.
5. Drive at the prescribed speed only.
6. Violation of traffic rules is punishable.

Pic 8.3 Traffic Symbols

Imagine and Draw: Make a sketch of Gopal's journey and and also draw the
road symbols he would have come across.
One day Gopal came out to visit his uncle After walking a short distance he
‘turned right’. After a distance of about 1 km. he came across a ‘narrow bridge’. He
came to an uneven road after one km. A short distance later he saw a school. His
uncle’s house is near the school.
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Social Science - 6 (Part-I)

1. What is Zebra crossing?

2. What should you remeber while crossing the road?
LOANS AND SAVINGS
Kishan is greatly attached to his bullocks. Daily he bathes them and feeds them.
His bullocks are also fond of him. Every morning his father takes them out. they work
with him all day and return home with him. One day Kishan heard his parents talking.
They were talking about the marriage of Kishan’s elder sister.
Father - Kishan’s mother, only a couple of days are left for our daughter’s
marriage. I am worried, from where will we arrange the money needed for the marriage.
Mother - Let us also get our daughter married in a simple style like our neighbour
Lalji. They had performed all the essential rites very nicely.
Father - This is in vogue these days. By performing the essential rites in one
day, we can stop a lot of unnecessary expenditure which occurs when we prolong the
activities for three or four days.
Mother - Calculate and see how much money will be needed?
Father - I have done the calculations. We shall need about 10 to 12 thousand
rupees. The loan which was taken from the Primary Credit Cooperative Society for
urea, seeds & medicines, has to be repaid also.
Mother - Why do you not talk to Kishan’s uncle?
Father - Kishan’s uncle has arranged some money from the co-operative society.
After that we need a lot of money.
Just then Kishan’s brother Bishan and sister-in-law Devaki also came there.
Kishan’s brother said - I have saved about two to three thousand rupees.
Father - (with a heavy heart) ‘‘Bishan, you do not worry. We will arrange the
remaining amount by selling our bullocks.’’
Kishan - (was sitting quietly & as he heard this he started crying) - No, I will
not allow the bullocks to be sold. They are my dear friends.
Kishan’s mother and sister-in-law told Kishan that there was no need of selling bullocks,
and all started smiling.
Father - Kishan’s mother you have never taken the women's group seriously.
Mother - You always asked what Devaki and I do in the meeting of the women's
group.

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 General Awareness
Sis in law (Bhabi)-
Father, do you remember
that we suffered great
losses when the agents and
the businessmen purchased
our tamarind and mangoes
at a very low rate?
Mother - Sometime
ago we formed a coope-
rative society and then sold
our goods. This way we
earned more profit than
Pic. 8.4 Meeting of self help group
before.
Sis in law (Bhabi)- We have formed a Mahila Savings Group.
All the Ladies who have a membership save some amount of money every
month and deposit it in the bank. If any one of us is in need of money, she can get a
loan.
Mother - Your daughter-in-law and myself both are members of the Mahila
Saving Group. Both of us can get a loan of about ten thousand rupees.
Father - Then we can easily perform our daughter’s marriage.
Kishan who was listening to the whole conversation was very happy to learn
that his bullocks would not be sold.
Do you have any Mahila Saving Group in your village? If yes, then how does it
work? Discuss with your teacher.

WATER IS LIFE
Like any other day, everyone in the family was preparing for the daily work.
Priyanka studied in the nearby middle school. She was surprised reading the morning
newspaper and called out to her mother.
Priyanka - Mother, there will be no water supply tomorrow.
Mother - As because the water supply has been reduced. Why there will be no
water supply tomorrow, Priyanka?
Priyanka - The Pump House is being cleaned tomorrow.
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Social Science - 6 (Part-I)

Father - You are worried that there will be no water supply for a day. In the
city there are several areas where people wander here and there for water.
Mother - It is the duty of the municipality to provide drinking water. The pipe
near the square is broken and a lot of water is wasted.
Babuji - Municipality does the duty of providing drinking water. When ever
there is problem they send water through tankers.
Mother - Another reason for less water is that people attach motor pumps to
the government pipes without permission and take more water. They do not worry
about others. What does the municipality do to stop such people?
Babuji - If there is a complaint then the municipality will not only confiscate the
pump, but stop giving water to the family who is doing this.
The whole world is facing the problem of drinking water. The water level from
the natural sources is going down day by day. The continuous lowering of the ground
water level is a cause of concern. The imbalance in the environment has attracted the
attention of the whole world. People should seriously think about judicious use of
drinking water and about its conservation.Lakes or dams must be constructed to
collect and stop water from draining away. The government has made schemes to
stop the draining away of water as well as to collect and store water in the villages.
Discuss with your teacher and find out what is being done to stop water from
draining away. To conserve water the government has started schemes like the Rajeev
Gandhi water conservation mission.

Discuss and prepaire a list for the use of water

1. How much water can be stored in your house?
2. Which utensils are used to store water?
3. How much water is needed to bathe and wash clothes?
4. How much water is needed for your garden?

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 General Awareness
Students can make a table depicting the quantity of water collected from different
sources and the quantities use for different purposes.
Name of Student
Table
Date Total water Tap Well Drinking Bathing Washing Toilet Garden

MON

TUES

WED

THURS

FRI

SAT

TOTAL

On its basis find out how many litres of water was stored in a week? How much
was used for drinking and bathing? How many litres were used in the toilet and garden?

EXERCISE

I. Fill in the blanks

1. The zebra crossing is made for __________________.
2. __________________ are made on both sides of the road for walking.
3. Chances of __________________ increase if you walk on the wrong side.
4. Priyanka came to know that there would be no water supply from
_______________.
5. It is the responsibility of the__________________ to provide drinking water.
6. Kishan’s mother and his bhabhi could get a loan of Rs. ______________.
II. Answer in Yes/No
1. We should walk on the right side.
2. Traffic signals are not for pedestrians.
3. Those who are less than 18 years in age should not drive vehicles.
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Social Science - 6 (Part-I)

4. We can park our bicycle anywhere in our school, inside or outside.

5. Red light is the signal for pedestrians to move ahead.
III. Answer the following questions
1. What is the use of a Zebra crossing ?
2. What rules are made to reduce the pressure of traffic?
3. Why did Kishan’s father need money?
4. Why was the Mahila group unable to make profits in the beginning?
5. How much loan can a member of the Mahila Group get?
6. What had disturbed Priyanka and her mother?
7. How can water be conserved?
8. Why has water conservation become important in the whole world?

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 9 . Trans Gender/Third Gender
Meeta,her brother and mother were discussing about the activities of meeta’s
school. At that time Meeta’s father came. When he asked about it she told him also,
about her school .Father told that he went for a programme where symposium was
going on. Meeta asked what is symposium? Father said
that in this people gather together come to an opinion
after discussion on somesubject. Today the symposium
was on such people who are called as third gender or
trans gender. On Meeta’s question, he said that the gender
of these people can differ from the time of birth (male or
female) and after they grow up.
This is quite natural similar to being fair and of dark
complexion. It is not anyone’s fault. By seeing the
eagerness of mother, brother and Meeta, father said
further-
 The dressing sense, dialects, style of living of such
people can be different from as they seem.
 Such people are neglected by society. People
laugh and bother as well as abuse them.
 Some times their parents and relatives deny
accepting them due to which they find difficulty
for their living.
 Sometimes due to bad / wrong behaviour of family
or others, they attempt suicide.
Brother getting sad said- why people do not
understand that in a society every person has
equal right to live and get education. We should
be simple and behave respectfully to everyone.,
if possible we should help them.
Father said-
 They are also like us.
 They are able to do everything like us.
 Their needs are same like us.
 We should not do any type of
discrimination.
 They deserves love, affinity and respect as we do.
 Our behaviour should be good towards them as we are to others and
as we wish to be treated.
Meeta and her brother said-
Father, we shall always keep these things in our mind and share with
our friends.