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

NCERT Class 6 Social Science Chapter 4 Timeline and Sources of History Solutions English Medium As Per CBSE New Syllabus to each chapter is provided in the list so that you can easily browse through different chapters NCERT Class 6 Social Science Chapter 4 Timeline and Sources of History Question Answer and select need one. NCERT Class 6 Social Science Chapter 4 Timeline and Sources of History Notes Download PDF. CBSE Class 6 Solutions for Social Science in English.

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

Also, you can read the NCERT book online in these sections Solutions by Expert Teachers as per Central Board of Secondary Education (CBSE) Book guidelines. NCERT Class 6 Social Science Chapter 4 Timeline and Sources of History Textual Solutions are part of All Subject Solutions. Here we have given CBSE Class 6 Social Science Textbook Solutions English Medium for All Chapters, You can practice these here.

Timeline and Sources of History

Chapter: 4

TEXTUAL QUESTION ANSWER

Theme B: Tapestry of the Past

The Big Questions

1. How do we measure historical time? 

Ans: We calculate the historical period on the basis of dates and periods using BC and AD. Epigraphs, inscriptions, coins, literature, and archival evidence help in determining the accuracy of time. Through this, history is systematically classified. Similarly, we can collect information about historical events from various sources.

2. How can various sources help us understand history? 

Ans: Various sources provide different kinds of information to understand history, with primary sources (firsthand accounts) and secondary sources (later interpretations) both offering unique perspectives. These sources provide us with information about past events, society, culture and lifestyle. Many people study the history of the earth. Some of them are trained to know the mysteries beneath the surface of the earth. In this way, they help in understanding the past of the earth as well as our past.

3. How did early humans live?

Ans: Early humans lived as nomadic hunter-gatherers, surviving by hunting wild animals, gathering plants and fruits, and using natural shelters like caves or simple huts. They developed basic stone tools and learned to make fire for warmth and cooking. Living in small groups for safety and resource sharing, their lives were centered around securing food, water, and shelter, leading to the gradual development of social structures and eventually, settled agricultural communities.

These groups lived in temporary camps, rock shelters or caves and communicated with each other in languages ​​that have now been lost. They used fire. The making of improved stone axes and blades, pointed arrows and other tools etc. made their lives easier. Various aspects of their lives are visible in the rock paintings of hundreds of caves all over the world.  

Questions, activities and projects

1. As a project, write the history of your family (or village if you live in one), using sources of history at your disposal. Ask your teacher to guide you.

Ans: Do yourself.

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

Ans: Yes, historians can be compared to detectives. Both historians and detectives gather clues and evidence to solve mysteries. Historians use sources such as documents, artefacts, and oral histories to uncover facts about the past, much like detectives piece together evidence to solve a case.Both work with incomplete information and try to piece together facts to reconstruct a clear picture of events. In this way, historians act like detectives of the past, solving mysteries and explaining how people lived, what they believed, and how societies developed.

3. A few exercises with dates: 

(i) Place these dates chronologically on the timeline: 323 CE, 323 BCE, 100 CE, 100 BCE, 1900 BCE, 1090 CE, 2024 CE. 

Ans: 1900 BCE → 323 CE → 100 CE → 100 BCE → 323 BCE → 1090 CE → 2024 CE.

(ii) If King Chandragupta was born in 320 CE, which century did he belong to? And how many years was that after the Buddha’s birth? 

Ans: Chandragupta belonged to the 4th century BC. He was born 243 years after the birth of Buddha.

(iii) Rani of Jhansi was born in 1828. Which century did she belong to? How many years was that before India’s Independence? 

Ans: The queen of Jhansi belongs to the nineteenth century. She was born 119 years before the independence of India.

(iv) Turn ‘12,000 years ago’ into a date.

Ans: ‘12,000 years ago’ can be written as the date 9976 B.C.

4. Plan a visit to a nearby museum: the visit should be prepared with some prior research on the kind of exhibits the museum holds. Keep notes during the visit. Write a brief report afterwards, highlighting what was unexpected / interesting / fun about the visit and the exhibits.

Ans: Museum Visit Report

Name of the Museum Visited: Indian Museum, Kolkata

Date of Visit: 22 September 2025

Class/Section: VI – B

Preparation & Research:

Before our trip, I read on the museum’s official website that it is one of the oldest and largest museums in India. It houses galleries on archaeology, art, geology, anthropology, and zoology. I listed a few key areas to focus on, such as the Egyptian mummy, the fossils, and the Buddhist sculptures, and kept a notebook ready for observations.

Experience at the Museum:

The museum’s grand colonial architecture welcomed us with wide halls and marble pillars. We began in the Egyptian gallery, where we were amazed to see a real 4,000-year-old mummy preserved with its coffin. The Buddhist sculpture gallery displayed beautifully carved statues from Sarnath and Gandhara, including a serene image of the meditating Buddha.

Next, we explored the geological and fossil sections, which featured meteorites, dinosaur eggs, and rare minerals. The anthropology section showcased tribal ornaments, masks, and tools, helping us understand different cultures of India.

Unexpected & Interesting Highlights

• Discovering a giant fossil of a prehistoric fish was totally unexpected.
  
• Seeing a real meteorite fragment that had fallen to Earth centuries ago was very exciting.
  
• A coin gallery displaying rare coins from the Maurya and Gupta periods gave me a new interest in numismatics.
  

Fun Moments: The most fun part was sketching the Buddha statue for an art activity. We also participated in a quiz where winners received small museum-themed stickers and bookmarks. Taking group photos in the vast museum courtyard was another happy memory.

5. Invite to your school an archaeologist or a historian and ask them to speak on the history of your region and why it’s important to know it.

Ans: To

Dr. [Name of Archaeologist/Historian]
(Archaeologist / Historian)
[Address / Institution]

Subject: Invitation to deliver a talk on the history of our region

Dear Sir/Madam,

We, the students and teachers of [Your School Name], warmly invite you to our school to give an interactive talk on the history of our region and its importance in understanding our cultural heritage.

This session will help us learn how ancient monuments, inscriptions, and artefacts tell the story of our ancestors and why preserving this knowledge is important for future generations. We also hope to understand how professional archaeologists and historians work to uncover and protect these treasures.

The talk is scheduled for [date & time] at our school auditorium. We will be grateful for your presence and guidance.

Thank you.
Yours faithfully,

[Your Name]
Class VI – B
[School Name]