CBSE Class 6 Social Science — NCERT Solutions

Given:

• Map scale: $2.5 \text{ cm} = 500 \text{ km}$
• This means $1 \text{ cm} = \dfrac{500}{2.5} = 200 \text{ km}$

Step 1: Measure the distance on the map between the estuary of the Narmada River (near the Gulf of Khambhat) and the estuary of the Ganga River (Sundarbans/Bay of Bengal). Using the hint to round off, the measured map distance is approximately $5 \text{ cm}$.

Step 2: Convert map distance to real distance.
$$\text{Real Distance} = \text{Map Distance} \times \text{Scale factor}$$
$$= 5 \text{ cm} \times 200 \text{ km/cm}$$
$$= 1000 \text{ km}$$

Final Answer: The real distance from the estuary of the Narmada River to the estuary of the Ganga River is approximately $\mathbf{1000 \text{ km}}$.

(Note: The exact answer may vary slightly depending on the measured map distance; students should round their measurement to the nearest easy number as instructed.)

Given:

• London is located on the Prime Meridian ($0°$ longitude).
• India's Standard Time is based on $82.5°\text{E}$ longitude (IST = UTC + 5:30).

Concept: The Earth rotates $360°$ in 24 hours, which means it rotates $15°$ per hour or $1°$ every 4 minutes. Places to the east of the Prime Meridian are ahead in time.

Step 1: Calculate the time difference between India ($82.5°\text{E}$) and London ($0°$).
$$\text{Time difference} = 82.5° \times 4 \text{ minutes per degree}$$
$$= 330 \text{ minutes} = 5 \text{ hours } 30 \text{ minutes}$$

Step 2: Since India is to the east of London, India is ahead by 5 hours and 30 minutes.
$$\text{Time in India} = 12:00 \text{ pm} + 5 \text{ hours } 30 \text{ minutes} = 5:30 \text{ pm}$$

Final Answer: India is located $82.5°$ east of the Prime Meridian. Since the Earth rotates from west to east, places to the east experience noon earlier. The $82.5°$ difference translates to exactly $5$ hours and $30$ minutes, which is why when it is $12:00$ pm (noon) in London, it is $5:30$ pm in India.

Given: We need to define the geographical term 'Continent'.

Answer:
A continent is a very large, continuous expanse of land (landmass) on the Earth's surface. The seven continents of the world are:

1. Asia
2. Africa
3. North America
4. South America
5. Antarctica
6. Europe
7. Australia (Oceania)

Continents are separated from one another by oceans and seas. Asia is the largest continent and Australia is the smallest continent.

Given: We need to define the geographical term 'Ocean'.

Answer:
An ocean is a vast body of salt water that covers a large part of the Earth's surface. Oceans cover about 71% of the Earth's total surface area. The five oceans of the world are:

1. Pacific Ocean (largest)
2. Atlantic Ocean
3. Indian Ocean
4. Southern Ocean
5. Arctic Ocean (smallest)

Oceans support all kinds of marine life and play a critical role in regulating the world's climate.

Given: This is a personal/application-based question. The answer will vary depending on where the student lives. A model answer is provided below.

Model Answer:

My town is located in the Indo-Gangetic Plain (students may substitute their own landform — hill, plateau, coastal plain, etc.).

Features I see around me:

• Flat, fertile land used for growing crops like wheat and rice.
• Rivers and canals that provide water for irrigation.
• Alluvial soil deposited by rivers, which makes the land very productive.
• Dense population and many villages and towns, because plains are easy to live and farm in.

(Note: Students living near hills should mention features like slopes, forests, and streams; those near plateaus should mention flat-topped elevated land with steep sides; those in coastal areas should mention beaches, backwaters, etc.)

Given: The journey goes from Chhota Nagpur → Prayagraj → Almora, passing through three distinct landforms.

The three landforms encountered:

1. Plateau (Chhota Nagpur Plateau):

• A plateau is an elevated, flat-topped landform that rises steeply on at least one side.
• The Chhota Nagpur Plateau is rich in minerals and forests.
• It has uneven terrain, waterfalls, and dense vegetation.
• Tribes like the Santhal and Munda have traditionally lived here.

2. Plains (Indo-Gangetic Plain near Prayagraj):

• As we move towards Prayagraj, the land becomes flat and low-lying.
• This is the great Gangetic Plain, formed by sediments deposited by rivers like the Ganga and Yamuna.
• The soil is very fertile (alluvial soil), supporting large-scale farming of wheat, rice, and sugarcane.
• Prayagraj (Allahabad) is located at the Triveni Sangam — the confluence of the Ganga, Yamuna, and the mythical Saraswati.

3. Mountains (Himalayas near Almora):

• Almora is a hill town in the Kumaon Himalayas of Uttarakhand.
• The Himalayas are young fold mountains with high, rugged, and snow-capped peaks.
• The region has dense forests, fast-flowing rivers fed by glaciers and snowmelt, and cool climate.
• Flora includes oak, rhododendron, and pine trees; fauna includes snow leopards and various Himalayan birds.

This is a project-based activity. Below is a structured guide to help you complete it.

Given / Objective: To write the history of your own family or village using available historical sources.

Steps to follow:

Step 1 – Identify your sources:

• Oral sources: Interview grandparents, elderly relatives, or old villagers. Ask about family origins, important events, occupations, migrations, and traditions.
• Written sources: Look for old letters, diaries, land records, school certificates, ration cards, or religious texts kept at home.
• Material/physical sources: Old photographs, heirlooms (jewellery, utensils, tools), old houses or buildings, family shrines or graves.
• Official records: Birth/marriage certificates, census records, local government documents.

Step 2 – Organise the information:

• Arrange events in chronological order (earliest to latest).
• Note approximate dates or periods (e.g., 'during the time of my great-grandfather, around 1920').

Step 3 – Write the history:

• Begin with the earliest information you could gather.
• Describe important events: migrations, occupations, festivals, hardships, achievements.
• Mention how the family/village changed over generations.

Step 4 – Reflect:

• Note which sources were most useful and why.
• Mention any gaps in information and how a historian might try to fill them.

Conclusion: This exercise shows that history is not only about kings and empires — every family and village has its own story worth recording. Consult your teacher for further guidance on structure and presentation.

Given: The chapter opens with a quotation related to India's identity and its many names across history.

Concept: Interpreting a thematic quotation in its historical and cultural context.

Discussion:

The quotation at the start of the chapter most likely conveys the idea that India is not merely a modern nation-state but an ancient civilisation with deep roots, a rich past, and a continuous cultural identity that has been known by many names across centuries and across different peoples.

Possible meaning:

• India's identity is layered — it has been called Jambudvīpa, Bhārata, Hindustan, and India at different points in history and by different peoples.
• Each name reflects a different perspective: the names given by its own inhabitants reflect cultural and spiritual traditions, while names given by foreigners reflect geographical features (like the Sindhu/Indus River).
• The quotation likely reminds us that despite changing names and rulers, the land and its civilisation have remained continuous and enduring.
• It may also suggest that knowing the many names of our country helps us understand how different peoples — from within and outside — have perceived and interacted with this land.

Conclusion: The quotation invites us to appreciate India's ancient, multi-layered identity and to understand that the country we call India today carries within its names the memory of thousands of years of history, culture, and human interaction.

Given / Context: The civilisation is variously called the Indus Valley Civilisation, the Harappan Civilisation, and the Indus-Sarasvatī Civilisation.

Discussion:

1. Indus Valley Civilisation – This was the earliest name given by archaeologists because the first major sites (Mohenjo-daro, Harappa) were discovered along the Indus River. It highlights the geographical heartland of the civilisation.

2. Harappan Civilisation – Harappa was the first site to be excavated and officially reported (1921). In archaeology, a culture is often named after the site where it is first identified. This name honours the discovery history.

3. Indus-Sarasvatī Civilisation – Later research and satellite imagery showed that a large number of sites (perhaps the majority) were located along the dried-up bed of the ancient Sarasvatī River (present-day Ghaggar-Hakra). Including 'Sarasvatī' in the name gives a more complete geographical picture and acknowledges the importance of this second great river system to the civilisation.

Significance of having multiple names:

• Each name captures a different aspect — geographical spread, archaeological history, or river-based culture.
• The multiplicity of names reminds us that our understanding of this civilisation has evolved over time as more sites were excavated.
• It also reflects ongoing scholarly debate and the need to be inclusive of all evidence.

Conclusion: No single name is fully adequate; together they reflect the richness, geographical extent, and evolving knowledge of one of the world's earliest urban civilisations.

Given/Context: Nachiketa is the young boy in the Katha Upanishad who travels to the realm of Yama (god of death) and asks him about the deepest secrets of life and death.

Sample Answer (100–150 words):

If I were Nachiketa, I would ask Yama the following questions:

1. O Yama, what truly happens to the soul (Atman) after the body dies? Does it continue to exist, or does it simply vanish?
2. Is there a difference between the soul of a human being and the Supreme Soul (Brahman)? If so, what is it?
3. What is the purpose of human life — is it only to enjoy pleasures, or is there a higher goal?
4. How can a person overcome the fear of death and live peacefully?
5. What is the path to moksha (liberation), and who is truly eligible for it?
6. Does the soul take rebirth? If yes, what determines the form it takes in the next life?
7. Is there a way to know the eternal truth while still living in this world?

These questions reflect the eternal human curiosity about life, death, and the meaning of existence.

Given / Context: The chapter opens with two quotations that highlight the idea of unity within diversity in India.

Points for Discussion:

Step 1 – Understand the quotations.
The two quotations at the start of the chapter generally convey the idea that India, despite its enormous variety of languages, religions, customs, and landscapes, shares a deep underlying unity — often expressed as 'Many in the One' or 'Unity in Diversity.'

Step 2 – Key ideas to bring out in discussion:

• India has hundreds of languages, dozens of religions, varied food habits, clothing styles, and festivals, yet people across the country share common values such as respect for elders, hospitality, and a love for storytelling.
• The quotations remind us that diversity is not a weakness; it is a source of strength and richness.
• Ancient texts, epics, and folk traditions are shared across regions even when the language or form differs (e.g., the Ramayana is retold in Tamil, Bengali, Odia, and many other languages).

Step 3 – Personal reflection.
Students can share examples from their own lives — festivals celebrated differently in different states but with the same spirit, or how a story heard at home is similar to one a classmate from another region knows.

Conclusion: The quotations teach us that India's diversity does not divide its people; instead, it enriches the shared cultural fabric of the nation. Celebrating differences while recognising common bonds is the essence of Indian civilisation.

Given / Context: We live in a family and a neighbourhood, both of which have certain rules that guide our behaviour.

Answer:

Rules in the Family:

• Greeting elders every morning and seeking their blessings.
• Eating meals together as a family.
• Helping with household chores such as cleaning, washing dishes, or setting the table.
• Completing homework before watching television or using a mobile phone.
• Informing parents before going out to play.
• Respecting the privacy and belongings of other family members.
• Going to bed at a fixed time.

Rules in the Neighbourhood:

• Not littering in common areas such as streets, parks, or staircases.
• Keeping noise levels low, especially during early morning and late night hours.
• Not wasting water from shared sources.
• Greeting neighbours politely.
• Not damaging common property like benches, lights, or plants in the park.
• Helping neighbours in times of need — illness, emergencies, etc.

Why These Rules Are Important:

1. Maintain harmony: Rules prevent conflicts and help everyone live peacefully together.
2. Build responsibility: Following rules teaches children and adults to be responsible members of the family and society.
3. Ensure fairness: Rules make sure that no single person's comfort comes at the cost of another's.
4. Create a safe environment: Rules about safety (e.g., locking doors, not talking to strangers) protect family members.
5. Strengthen bonds: Shared rules and routines bring family and community members closer to each other.

Conclusion: Rules in the family and neighbourhood act as a framework that helps everyone live together with respect, cooperation, and care.

Meaning of Democracy:

Democracy is a system of government in which the power to govern belongs to the people. The word comes from the Greek words demos (people) and kratos (rule), meaning 'rule by the people.' In a democracy, people have the right to choose their leaders, enjoy fundamental rights, and the government is accountable to the citizens.

Difference between Direct Democracy and Representative Democracy:

Conclusion: India follows representative democracy, where citizens elect their representatives to Parliament, State Legislatures, and Local Bodies, who then govern on their behalf.

Given situation: A water pipe is leaking on the way to school, causing wastage of water.

Concept: Citizens have a responsibility to report civic problems to the appropriate urban local body (such as the Municipal Corporation, Municipality, or Town Panchayat). This is how participatory democracy works at the grassroots level.

What we would do — Step by Step:

Step 1 — Take note of the exact location.
We would carefully note the street name, landmark, or any identifying detail so that the problem can be reported precisely.

Step 2 — Report to the urban local body.
We would inform the nearest ward councillor/ward member or visit/call the local municipal office to report the leaking pipe. Many municipal corporations also have helpline numbers or online complaint portals (e.g., a citizen grievance app) where such issues can be registered.

Step 3 — Inform a responsible adult.
We would tell our parents, teachers, or a neighbourhood adult so that they can also follow up with the authorities if needed.

Step 4 — Spread awareness.
We would alert people passing by to avoid the area if it is creating a slippery or unsafe surface, and request them not to waste the leaking water.

Step 5 — Follow up.
If the problem is not fixed within a reasonable time, we would follow up with the ward office or escalate the complaint to a higher authority.

Conclusion: Reporting civic problems is not just the duty of adults — even students can and should participate in keeping their city clean and functional. This is the true spirit of grassroots democracy, where every citizen's voice matters.

Given/Concept: We need to distinguish between economic and non-economic activities.

Economic Activities are those activities that involve the production, distribution, or exchange of goods and services and result in the generation of income or monetary reward. They create value addition in the economy.

Non-Economic Activities are those activities that are performed out of love, care, social obligation, or personal satisfaction and do not directly generate any monetary income.

Key Differences:

Conclusion: The primary difference is that economic activities are driven by the motive of earning income, whereas non-economic activities are driven by emotions, social values, or personal satisfaction.

Given / Context: We need to observe our own neighbourhood and classify economic activities into primary, secondary, and tertiary sectors, then analyse their interdependence.

Sample Neighbourhood Economic Activities and their Labels:

Flow Diagram showing connections (arrows indicate dependence):

$$\text{Farmer (Primary)} \xrightarrow{\text{supplies wheat}} \text{Flour Mill (Secondary)} \xrightarrow{\text{supplies flour}} \text{Grocery Shop (Tertiary)} \xrightarrow{\text{sells to}} \text{Consumer}$$

$$\text{Dairy Farmer (Primary)} \xrightarrow{\text{supplies milk}} \text{Dairy Processing Unit (Secondary)} \xrightarrow{\text{supplies packaged milk}} \text{Milk Booth/Shop (Tertiary)} \xrightarrow{\text{sells to}} \text{Consumer}$$

How they are dependent on each other:

• The flour mill (secondary) depends on the farmer (primary) for raw material (wheat/rice).
• The grocery shop (tertiary) depends on the flour mill (secondary) for processed goods to sell.
• The farmer (primary) depends on transport services (tertiary) to send produce to the market.
• The flour mill (secondary) depends on banks (tertiary) for loans and financial services.
• All sectors depend on each other in a chain — if one link breaks, the whole chain is affected.

What would happen if one activity ceased to exist?

• If farming (primary) stopped: Mills would have no raw material, shops would have nothing to sell, and consumers would face a food shortage. The entire chain would collapse.
• If the flour mill (secondary) stopped: Farmers could not convert their wheat into usable flour; shops would have no processed goods to sell.
• If transport services (tertiary) stopped: Farmers could not send their produce to markets; mills could not receive raw materials or send finished goods to shops.

Conclusion: All three sectors are deeply interdependent. The absence of even one activity disrupts the entire economic chain in the neighbourhood.