Exploring Society:

India and Beyond

Social Science Textbook for Grade 6

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 681 – Exploring Society: India and Beyond
ISBN 978-93-5292-693-0
Social Science Textbook for Class 6

First Edition ALL RIGHTS RESERVED

July 2024 Ashadha 1946  No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise
without the prior permission of the publisher.
PD 700T BS  This book is sold subject to the condition that it shall not, by
way of trade, be lent, re-sold, hired out or otherwise disposed
of without the publisher’s consent, in any form of binding or
© National Council of Educational cover other than that in which it is published.
Research and Training, 2024  The correct price of this publication is the price printed on
this page, Any revised price indicated by a rubber stamp or
by a sticker or by any other means is incorrect and should
be unacceptable.

OFFICES OF THE PUBLICATION

DIVISION, NCERT

NCERT Campus
Sri Aurobindo Marg
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Head, Publication : Anup Kumar Rajput
Division

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Published at the Publication Division Cover Design, Illustrations, and Layout
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 Foreword
The National Education Policy 2020 envisages a system of education
in the country that is rooted in Indian ethos and its civilisational
accomplishments in all domains of human endeavour and
knowledge while at the same time preparing the students to
constructively engage with the prospects and challenges of the
twenty-first century. The basis for this aspirational vision has
been well laid out by the National Curriculum Framework for
School Education 2023 across curricular areas at all stages. Having
nurtured the students’ inherent abilities touching upon all the five
planes of human existence, the pañchakośhas, in the Foundational
and the Preparatory Stages has paved the way for the progression
of their learning further at the Middle Stage. Thus, the Middle Stage
acts as a bridge between the Preparatory and the Secondary Stages,
spanning three years from Grade 6 to Grade 8.
This framework, at the Middle Stage, aims to equip students
with the skills that are needed to grow, as they advance in their
lives. It endeavours to enhance their analytical, descriptive, and
narrative capabilities, and to prepare them for the challenges and
opportunities that await them. A diverse curriculum, covering nine
subjects ranging from three languages — including at least two
languages native to India — to Science, Mathematics, Social Sciences,
Art Education, Physical Education and Well-Being, and Vocational
Education promotes their holistic development.
Such a transformative learning culture requires certain essential
conditions. One of them is to have appropriate textbooks in different
curricular areas as these textbooks will play a central role in
mediating between content and pedagogy — a role that will strike
a judicious balance between direct instruction and opportunities
for exploration and inquiry. Among the other conditions, classroom
arrangement and teacher preparation are crucial to establish
conceptual connections both within and across curricular areas.
The National Council of Educational Research and Training, on its
part, is committed to providing students with such high-quality

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 textbooks. Various Curricular Area Groups, which were constituted
for this purpose, comprising notable subject-experts, pedagogues,
and practising teachers as their members, have made all possible
efforts to develop such textbooks. This textbook of Social Science
closely follows the vision of the NCFSE 2023. It innovates in
minimizing the text by focusing on core concepts and major
developments. These are also conveyed through abundant pictures,
drawings, maps and other graphics, which are brought to life by a
pleasant and attractive overall design. The textbook seeks to keep
students engaged through a variety of exercises, occasions for
reflection, activities and projects, all of which invite them to explore
and discover by themselves. The selection of five themes takes care
of the important requirement of maintaining a multidisciplinary
perspective. Cultural rootedness, another requirement, is thus
not limited to the theme ‘Our Cultural Heritage and Knowledge
Traditions’, but pervades the other themes as well. It is hoped
that students and teachers alike will find using this textbook an
enjoyable and enriching experience.
However, in addition to this textbook, students at this stage should
also be encouraged to explore various other learning resources.
School libraries play a crucial role in making such resources
available. Besides, the role of parents and teachers will also be
invaluable in guiding and encouraging students to do so.
With this, I express my gratitude to all those who have been
involved in the development of this textbook and hope that it
will meet the expectations of all stakeholders. At the same time, I
also invite suggestions and feedback from all its users for further
improvement in the coming years.

Dinesh Prasad Saklani

Director,
31 May 2024 National Council of
New Delhi Educational Research and Training

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 Letter to the Student
Dear Student,
You have now entered the Middle Stage, about to explore new
subjects. One of them is Social Science. You had a brush with it
earlier, but from this Grade 6 onward you will discover more
of this world of ours, beginning with our country, India. We
have done our best to make this textbook stimulating:
ƒ Whenever possible, we have used your immediate
environment — the world as you know it — as a starting
point.
ƒ We have tried to keep the text to a minimum by focusing
on the ‘big ideas’ — ideas you will encounter in your life
for sure. Ideas that will help you understand India and
the world.
ƒ We have encouraged you to reflect on these ideas or
important facts — to explore, discover, think, create, ask
questions and propose answers. Rote learning is not the
goal of good education; understanding and reflection are.
ƒ We have included more illustrations than ever before,
as they often convey a message better than long
explanations. They also make the textbook more lively
and pleasant to browse through.
ƒ We have selected five main themes — you will see them in
the Table of Contents. This has enabled us to combine in a
single theme inputs from several disciplines — whether
history, geography, political science or economics. This
brings us closer to real life.
ƒ Finally, we have given some emphasis to understanding
India’s foundations. India is a young nation but an old
civilisation. The former would not exist without the latter.

Preparing this textbook has been a labour of love. If you have

felt attracted to a few pages here and there, to some picture

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 or map, if you have felt tickled by a question or a challenging
quotation, we will feel rewarded. We hope you will enjoy this
journey of discovery. It’s about all of us, yourself included!

  

We need to add an important detail. In this textbook, every

part of it — text, side box, image or map — can be subject
to evaluation and assessment. There are, however, five
exceptions:

ƒ The quotation or quotations on the first pages of chapters.

Some are straightforward, others offer deep thought.
Do not worry if you do not understand them at the first
reading; they are meant to stimulate you or inspire you.
ƒ Wherever we have mentioned in the text, “You need not
remember this”.
ƒ The diacritical signs on some Sanskrit words — do look at
‘Your journey through this book’ in the next few pages to
understand what we mean.
ƒ The Introduction (page 1).
ƒ The Glossary (at the end of the textbook).

No evaluation should bear on these five aspects.

  

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 Your journey through this book
This textbook has been written with care and love for you, our
Grade 6 learners. This year you will be studying Social Science
for the first time. This field helps us to understand ourselves,
the land and the people around us. How did people live in the
past? What does our country, India or Bharat, look like? What
do her mountains, rivers, and plains look like? … and so many
other such questions.
This new textbook has many features, which we hope you will
find interesting and fun too. As you flip through it, you will see
colourful illustrations, including pictures, maps and drawings
of many kinds. Let us give you a quick tour of the book and its
features. Your Teacher will also guide you through it.

Each chapter begins with an inspiring quotation from a

renowned person or text. Read it and let it stay with you.
Some of these quotations are profound thoughts. Don’t worry
if you do not understand right away; you can return to them
later, and they can also be discussed in the class. Here’s an
example —

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 The main text is written in simple language. You will learn
about people and places in India and beyond.
Technical words are explained in the margin right next to the
text. They are also listed in the glossary (or mini-dictionary)
at the end of the textbook. In addition, we have included
a few words you may not be familiar with. Do consult the
glossary often.

‘The Big Questions’, just two or three, give you an idea of

what you are going to explore in the chapter.

As we move
through the
chapter you
will find
some sections
called ‘Let’s
explore’,

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 ‘Think about it’
which propose
activities,
in-text exercises,
or will invite
further
reflection.

‘Don’t miss
out’ brings out
intriguing or
fun facts that
will trigger your
curiosity.

At the end of every chapter, ‘Before we move on’ sums up

some of the core ideas that the chapter tried to convey. A
choice of exercises, questions or projects follow.

Finally, on the first page of every chapter, you will find a

QR code leading you to interesting videos, puzzles, games,
stories, and so on, which are related to the content of the
chapter and will lead you to further explorations. Do scan
it, or take an adult’s help to scan it, and browse through the
material.
Your Teacher will be with you on this journey of exploring
this textbook. We hope you will read parts of it with your

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 parents or guardians too. Maybe you can try out some of the
activities with them!
We wish you an enjoyable journey through Social Science and its
rich insights into human life and society.

  

A note on the pronunciation of Sanskrit words

Since this textbook is in English, we use the Roman alphabet.
But we will also encounter some words in Sanskrit and a few
other Indian languages. The Roman alphabet cannot make their
pronunciation clear without some additional marks or signs, such
as dashes, dots or accents, called ‘diacritical signs’ or ‘diacritics’.
You can ignore all these signs if you wish, and you don’t need
to remember them. However, as we are using only a few simple
signs, you will find it easy to get used to them. You will also find
that they help you pronounce Sanskrit words fairly correctly.
Here is how they work:
ƒ A short dash (called ‘macron’) over a vowel makes it long.
For instance, dāna is pronounced ‘daana’; līlā is pronounced
‘leelaa’; sūtra is sootra.
ƒ śh and ṣh are pronounced similar to ‘sh’ in ‘shall’ (there is
a slight difference, since they correspond to श and ष in the
Devanagari script; see next point). So śhāstra is pronounced
‘shaastra’; kṣhīra is ‘ksheera’.
ƒ Consonants with a dot below them (ḍ ṭ ṣh and ṇ mainly) are
pronounced by hitting the tongue on the roof of the mouth;
without a dot, they are pronounced with the tongue on the
teeth. Examples of consonants pronounced with the tongue
hitting the roof of the mouth: Āryabhaṭa, gaṇa, paṭhana
(studying), pīṭha, goṣhṭhī (association, assembly), dhanāḍhya
(rich), aṇu (atom).
ƒ Finally, ṛ is the Devanagari letter ऋ. We choose to write it as
ṛi, although in some parts of India it is also pronounced as ṛu.
So we write ‘Ṛig Veda’, for instance.

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 For those who wish to know the precise correspondence
between the Devanagari alphabet and the Roman script in
our system, the tables of short and long vowels are as follows:

Devanagari Roman script

अ a
इ i
उ u
ऋ ṛi
ए e
ओ o
आ ā
ई ī
ऊ ū
ॠ ṝi
ऐ ai
औ au

And the table of consonants:

Guttural क ka ख kha ग ga घ gha ङ ṅa ह ha

Palatal च cha छ chha ज ja झ jha ञ ña य ya
Cerebral ट ṭa ठ ṭha ड ḍa ढ ḍha ण ṇa र ra
Dental त ta थ tha द da ध dha न na ल la
Labial प pa फ pha ब ba भ bha म ma व va
Sibilants श śha ष ṣha स sa

Note: Our pronunciation guide is an adaptation of what is known

as the International Alphabet of Sanskrit Transliteration or IAST
system.

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 Constitution of India
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these

Fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen
years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
• freedom of conscience and free profession, practice and propagation of
religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in educational
institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High Courts
for enforcement of these Fundamental Rights.

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 Constitution of India
Part IV A (Article 51 A)

Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions,
the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national
struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called
upon to do so;
(e) to promote harmony and the spirit of common brotherhood
amongst all the people of India transcending religious, linguistic
and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests,
lakes, rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of
inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and
collective activity so that the nation constantly rises to higher
levels of endeavour and achievement;
* (k) who is a parent or guardian, to provide opportunities for education
to his child or, as the case may be, ward between the age of six
and fourteen years.
Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd
Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April
2010).

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 National Syllabus and Teaching Learning
Materials Committee (NSTC)
M. C. Pant, Chancellor, National Institute of Educational Planning and
Administration (NIEPA), (Chairperson)
Manjul Bhargava, Professor, Princeton University.
(Co-Chairperson)
Sudha Murty, Acclaimed Writer and Educationist
Bibek Debroy, Chairperson, Economic Advisory Council –
Prime Minister (EAC – PM)
Shekhar Mande, Former DG, CSIR, Distinguished Professor, Savitribai
Phule Pune University, Pune
Sujatha Ramdorai, Professor, University of British Columbia, Canada
Shankar Mahadevan, Music Maestro, Mumbai
U. Vimal Kumar, Director, Prakash Padukone Badminton Academy,
Bengaluru
Michel Danino, Visiting Professor, IIT Gandhinagar
Surina Rajan, IAS (Retd.), Haryana, Former DG, HIPA
Chamu Krishna Shastri, Chairperson, Bhartiya Bhasha Samiti, Ministry
of Education
Sanjeev Sanyal, Member, Economic Advisory Council –
Prime Minister (EAC – PM)
M.D. Srinivas, Chairperson, Centre for Policy Studies, Chennai
Gajanan Londhe, Head, Programme Office, NSTC
Rabin Chhetri, Director, SCERT, Sikkim
Pratyusha Kumar Mandal, Professor, Department of Education
in Social Science, NCERT
Dinesh Kumar, Professor and Head, Planning and Monitoring Division,
NCERT
Kirti Kapoor, Professor, Department of Education in Languages, NCERT
Ranjana Arora, Professor and Head, Department of Curriculum Studies
and Development, NCERT (Member-Secretary)

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 Textbook Development Team
Guidance
Mahesh Chandra Pant, Chairperson, NSTC, and Chancellor, NIEPA
Jagbir Singh, Professor, Chairperson, NOC, and Chancellor, Central
University of Punjab
Manjul Bhargava, Co-Chairperson, NSTC, and Professor, Princeton
University
Anurag Behar, Member, National Curriculum Frameworks Oversight
Committee, and CEO, Azim Premji Foundation
Gajanan Londhe, Head, Programme Office, NSTC; Member, NSTC;
Founding Member, Samvit Research Foundation

CAG Social Science (CAG-SS) Chairperson

Michel Danino, Visiting Professor, IIT Gandhinagar

CAG (Economics) Chairperson

Sanjeev Sanyal, Member, EAC-PM

Contributors
Aasheerwad Dwivedi, Assistant Professor, Faculty of Management
Studies, Shri Ram College of Commerce, University of Delhi; Member,
CAG (Economics)
Ankur Kakkar, Associate Professor, Centre for Indic Studies, Indus
University, Ahmedabad; Member, CAG-SS
Aziz Mahdi, Scholar of Persian, former Fellow, Indian Institute of
Advanced Study, Shimla; Member, CAG-SS
Bhawna Paliwal, Educator and Consultant, Programme Office, NSTC
Divya Indra Chatterjee, Chartered Accountant and Consultant,
Programme Office, NSTC
Fanindra Sharma, Consultant, Programme Office, NSTC
Javaid Iqbal Bhat, Assistant Professor, Post Graduate Department of
English, University of Kashmir; Member, CAG-SS
Johnson Odakkal, Commodore, Indian Navy (Retd), former Director
Maritime History Society & Faculty at Aditya Birla World Academy;
Member, CAG SS

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 K. Vasundhara, Vice-Principal, Chinmaya Vidyalaya Sr Sec School,
Virugambakkam, Chennai
Lopamudra Maitra, Anthropologist, Senior Researcher, Centre for
Studies in Legal History, West Bengal National University of Juridical
Sciences, Kolkata
M.V. Srinivasan, Professor, Economics, Department of Education in
Social Science, NCERT; Member, CAG (Economics)
Nabajyoti Deka, Assistant Professor, Faculty of Management Studies,
Shri Ram College of Commerce; Member, CAG (Economics)
Prachi Lahiri, Teacher, History, National Public School, Bengaluru;
Member, CAG-SS
Priyadarsini Samantaray, Assistant Professor in Sociology, DESS, NCERT
Radha Narayanan, Researcher and Author, history textbooks, Chinmaya
Mission, Chennai; Member, CAG-SS
Riddhi Garg, Research Writer and Editor, Delhi
Ruchika Singh, Assistant Professor, Department of Geography,
University of Allahabad; Coordinator, IKS Division, Ministry of
Education
Sandeep Kamra, Educator, Shiv Nadar School, Gurugram; Member, CAG
(Economics)
Sandeepa Madan, Educator, Shiv Nadar School, Gurugram; Member,
CAG (Economics)
Saumya Dey, Professor, Rishihood University; Member, CAG-SS
Srishti Chauhan, Young Professional (EAC-PM), NITI Aayog
Sukhwinder Singh, Associate Professor, Educational Survey Division,
NCERT
Suparna Diwakar, Educator and Development Sector Professional, Chief
Consultant, Programme Office, NSTC
Surendra C. Thakurdesai, Professor and HOD, Geography and Rural
Development, Gogate Joglekar College, Ratnagiri; Member, CAG-SS
Tannu Malik, Professor of Geography, Department of Education in
Social Science, NCERT
Uday Kulkarni, Surgeon, Commander of the Indian Navy (Retd.),
Historian; Member, CAG-SS

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 V. Selvakumar, Associate Professor, Department of Maritime History
and Marine Archaeology, Tamil University, Thanjavur; Member, CAG-SS

Reviewers
Aditi Mishra, Director Principal, Delhi Public School, Gurgaon; and
Teachers: Kanu Chopra, Leeza Dutta, Avni Mehta, Mamta Kumar,
Suparna Sharma
Anuradha Choudry, Assistant Professor, IIT Kharagpur; Coordinator,
IKS Division, AICTE
Aparna Pandey, Professor of Geography, Department of Education in
Social Science, NCERT
Bhairu Lal Yadav, Associate Professor, Dept. of Education in Social
Science, NCERT
Ganti S. Murthy, National Coordinator, IKS Division, Ministry of
Education
M.D. Srinivas, Chairperson, Centre for Policy Studies, Chennai; Member,
NSTC
P.K. Mandal, Professor, Dept. of Education in Social Science, NCERT;
Member, NSTC
Vinita Rikhi, Joint Director, La Mondiale Group, La Mondiale Academia

CAG (Social Science) Member Convener

Aparna Pandey, Professor of Geography, Department of Education in
Social Science, NCERT

CAG (Economics) Member Convener

Shipra Vaidya, Professor of Commerce, Department of Education in
Social Science, NCERT

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 Acknowledgements
The National Council of Educational Research and Training (NCERT)
acknowledges the guidance and support of the Chairperson and
members of the National Curriculum Frameworks Oversight
Committee (NOC), Chairperson and members of the National Syllabus
and Teaching Learning Materials Committee (NSTC), Chairpersons
and members of Curricular Area Groups (CAGs) for Social Science
and for Economics, and other concerned CAGs on cross-cutting
themes in developing this textbook.
The participation and contributions from members of the Social
Science and Economics CAGs have been indispensable. Additional
thanks are due to the Chairpersons and members of other CAGs
involved in integrating crosscutting themes into this textbook.
The unstinted efforts and exemplary dedication of the Social Science
team of Programme Office (NSTC) in assisting the making of this
textbook at every stage are gratefully acknowledged. Dr. Shveta
Uppal, former Chief Editor of the Publication Division, NCERT, and
the dedicated editors from the division, have provided valuable
assistance in the editing and proofreading process. Special
recognition goes to Anjasi N.N. and Riddhi Garg for their professional
editing efforts through multiple versions of the text. Shweta Rao’s
outstanding contribution to the textbook’s appealing design and
visual quality, and her steadfast work throughout the entire process,
are acknowledged with gratitude.
The illustrators Albert Shrivastava, Ashutosh Kambli, Attri Chetan,
Chandrima Chatterjee, Nutan Kishor, Prachi Sahasrabudhe, and
Prashant Singh—deserve commendation for their innovative
designs, drawings, and sketches, which have significantly enriched
the visual quality of the textbook. The contribution made by the
cartographer Satish Maurya is appreciated. The generosity of Prof.
V.N. Prabhakar in sharing his maps is acknowledged with gratitude.

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 Contents
Foreword iii
Letter to the Student v
Your journey through this book vii
Introduction: Why Social Science? 1
Theme A — India and the World: Land and the People
1. Locating Places on the Earth 7
2. Oceans and Continents 27
3. Landforms and Life 41
Theme B — Tapestry of the Past
4. Timeline and Sources of History 59
5. India, That Is Bharat 75
6. The Beginnings of Indian Civilisation 85
Theme C — Our Cultural Heritage and
Knowledge Traditions
7. India's Cultural Roots 105
8. Unity in Diversity, or 'Many in the One' 125
Theme D — Governance and Democracy
9. Family and Community 137
10. Grassroots Democracy — Part 1: Governance 149
11. Grassroots Democracy — Part 2: Local Government 163
in Rural Areas
12. Grassroots Democracy — Part 3: Local Government 173
in Urban Areas
Theme E — Economic Life Around Us
13. The Value of Work 183
14. Economic Activities Around Us 195
Glossary 209
Image Credits 218

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 Vasudhaiva Kutumbakam:
The whole world is a family

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