NCERT Solutions for Class 6 Social Science Chapter 6 PDF Download

NCERT Solutions for Class 6 Social Science Chapter 6 The Beginnings of Indian Civilisation are designed to help students explore one of the earliest and most advanced civilisations in the world — the Harappan Civilisation.

This chapter introduces learners to the unique features of ancient cities like Harappa, Mohenjo-daro, and Dholavira, highlighting aspects such as urban planning, trade, art, and water management. The solutions are based on the latest  CBSE Class 6 Social Science syllabus and exam guidelines, making them ideal for revision, homework, and strengthening core historical concepts.

These easy-to-understand answers help students develop a clear understanding of how early people lived and organised their societies, laying a strong foundation for further learning in Social Science.

NCERT  Solutions for Class 6 Social Science Chapter 6 Introduction

Chapter 6, The Beginnings of Indian Civilisation, takes students back to one of the world’s earliest urban cultures, the Harappan Civilisation. It sets the stage by explaining how archaeologists discovered ancient cities in the north-western part of the Indian subcontinent, including sites like Harappa and Mohenjo-daro. These cities were part of a vast and well-organised civilisation that existed around 4,600 years ago.

The introduction highlights key features such as well-planned streets, drainage systems, granaries, and public baths, showing how advanced the Harappans were in city planning and water management. It also explains how the civilisation got its different names — like Indus Valley Civilisation and Harappan Civilisation — based on the areas where remains were found.

This section builds curiosity among students by showing how archaeologists and historians reconstruct the past using objects like seals, pottery, and figurines. It lays a strong foundation for understanding the achievements, lifestyle, and contributions of India’s first urban civilisation.

The Beginnings of Indian Civilisation Class 6 Questions and Answers

Below are the solutions to all the textbook questions from Chapter 6. These answers are designed to help Class 6 students understand the geographical and cultural identity of India. 

The Big Questions (Page 85)

Question 1: What is a civilisation?

Answer:
A civilisation is a group of people living together in an organised and developed way. It includes:

• Cities where people live and work.

• Different social roles, like farmers, rulers, traders, and workers.

• Advanced tools and knowledge used in daily life.

• A writing system to keep records.

• A strong economy, with trade, farming, and production.

• Laws and government to keep things in order.

• Good farming methods to grow enough food for everyone.

Question 2: What was the earliest civilisation of the Indian subcontinent?

Answer:
The earliest civilisation in the Indian subcontinent was the Indus Valley Civilisation, also called the Harappan Civilisation.

Question 3: What were its major achievements?

Answer:
The Harappan Civilisation was very advanced for its time. Some of its key achievements were:

• Well-planned cities with proper roads and drainage systems.

• Strong buildings made of baked bricks and big storage houses called granaries.

• Skilled craftsmen who made pottery, tools, jewelry, and seals.

• Trade with other regions, like Mesopotamia, using goods like beads and tools.

• A writing system with symbols, though it is still not fully understood.

THINK ABOUT IT 

Question 1. Which of the above characteristics do you think is the most fundamental — that is, a characteristic essential to the development of all others?

Answer: 

The most fundamental characteristic is productive agriculture.

Here’s why:
Without enough food, people cannot settle in one place and build cities. When agriculture produces more than just what is needed for survival, people have extra time and resources.

This allows them to develop other things like trade, tools, writing, and government. A steady food supply supports a larger population and makes it possible to build a civilisation with organised jobs, cities, and systems. So, agriculture is the base on which all other features of a civilisation can grow.

Let’s Explore

Question 1. For each characteristic in the list (on page 86), can you make a list of professions or occupations that might exist in such a society? 

Answer:

Yes! Here’s a list of professions or occupations for each characteristic of a civilisation

1. Urbanisation (Cities and Towns)

• Builders – To construct houses and buildings

• Architects – To design city layouts

• Sweepers and Cleaners – To maintain cleanliness in public places

• Watchmen – To guard city gates and streets

2. Social Hierarchy (Different Roles in Society)

• Kngs or Chiefs – To lead the society

• Priests – To perform religious rituals

• Soldiers – To protect the people

• Farmers and Labourers – To grow food and do physical work

3. Advanced Technology (Tools and Innovation)

• Blacksmiths – To make tools and weapons

• Potters – To make pots and vessels

• Weavers – To make clothes

• Carpenters – To work with wood

4. Writing System (Record Keeping)

• Scribes – To write and keep records

• Teachers – To teach reading and writing

• Messengers – To deliver written messages

5. Complex Economy (Trade and Business)

• Traders and Merchants – To buy and sell goods

• Shopkeepers – To run small shops

• Moneylenders – To give loans for business

6. Government and Laws (Administration)

• Rulers or Kings – To make decisions

• Ministers or Advisors – To help in governance

• Judges – To solve disputes

• Tax Collectors – To collect money from people

7. Productive Agriculture (Food Production)

• Farmers – To grow crops

• Irrigation Workers – To manage water for farming

• Animal Herders – To take care of animals

• Fishermen – To catch fish for food

DON’T MISS OUT

Question 1. Why are the inhabitants of this civilisation called ‘Harappans’ today? That is simply because the city of Harappa (today in Pakistan’s Punjab) was the first of this civilisation to be excavated, way back in 1920–21, over a century ago.

Answer: 

They are called Harappans because the city of Harappa, located in today’s Punjab province of Pakistan, was the first site of this ancient civilisation to be discovered and excavated in 1920–21, over a hundred years ago. Since Harappa was the first city found, the entire civilisation was named after it, and the people who lived there came to be known as Harappans.

LET’S EXPLORE

Question 1. Some of the important cities of this civilisation are marked in the map (Fig. 6.3). As a class activity, can you try to match these cities with the modern states or regions in the table on the next page?

Answer:
The correct pairs are:
(i) Dholavira – Gujarat
(ii) Harappa – Punjab
(iii) Kalibangan – Rajasthan
(iv) Mohenjo-daro – Sindh
(v) Rakhigarhi – Haryana

THINK ABOUT IT

Question 1.  You may have come across the term ‘Indus Valley civilisation’ and noticed that we have not used it. A look at the map (Fig. 6.3 on page 89) explains why the term ‘Valley’ is obsolete, as we now know that the civilisation extended much beyond the Indus region.

Answer:

 The term ‘Indus Valley Civilisation’ was used earlier because the first cities like Harappa and Mohenjo-daro were found near the Indus River. However, as more sites were discovered, like Dholavira (in Gujarat) and Rakhigarhi (in Haryana), it became clear that the civilisation spread far beyond the Indus Valley.

So, calling it just the ‘Indus Valley’ civilisation is no longer accurate. That's why historians now prefer to use the name ‘Harappan Civilisation’, which better reflects the entire region where this advanced society once existed.

LET’S EXPLORE

Question 1.  Have a debate in class about the last two interpretations. Can you think of any others? Remember that in this case, we do not have any other source of history — no inscription, no text, no traveller’s account.

Answer: 

 (for classroom debate and discussion)

LET’S EXPLORE 

Question 1. As a class activity, measure the length of your classroom, a school corridor or a playground with the help of any measuring tape. Compare these lengths with the length of the largest reservoir in Dholavira.

Answer: 

Step 1: Measure Your Surroundings

Use a measuring tape and find out the length of:

• Your classroom (for example: 7 meters)

• A school corridor (for example: 20 meters)

• The playground (for example: 50 meters)

Step 2: Learn About the Dholavira Reservoir

The largest reservoir found in Dholavira, an ancient Harappan city in Gujarat, was about 73 meters long, 29 meters wide, and 10 meters deep.

Step 3: Compare the Sizes

Now compare:

• If your classroom is 7 meters long, then the reservoir was more than 10 times longer than your classroom!

• If your corridor is 20 meters long, the reservoir was still over 3 times longer.

• Even if your playground is 50 meters, the reservoir was longer than that too!

Conclusion: The people of Dholavira were great engineers. They built huge reservoirs to collect and store water, which shows how advanced and organised their society was—even thousands of years ago!

THINK ABOUT 

Question 1. IT Imagine the large number of workers required to build such a network of reservoirs. Who do you think organised their work and gave them precise instructions? How do you think they were paid for their labour? (Hint: there was no money at that time in the way we have today.) Since the reservoirs needed to be cleaned from time to time, was there some local authority to manage their maintenance? What clues do we get from all this about this city’s ruler and municipal administration? Use your imagination and discuss with your teacher. Archaeologists also discuss these questions, and the answers are not always final!

Answer: 

To build such large reservoirs in Dholavira, a lot of workers must have been involved. The work would have required proper planning, division of tasks, and strong supervision. This suggests that:

1. Who organised the work?
   Likely, there were rulers or officials who planned the construction. They may have had engineers or architects who designed the reservoirs and gave precise instructions to workers.

2. How were workers paid?
   Since there was no money like today, workers were probably paid in food, grains, clothes, or other useful goods. This type of system is called barter or payment in kind.

3. Was there a local authority for maintenance?
   Yes, maintaining such a large reservoir would require regular cleaning and care. There was likely a local administrative body or officials responsible for cleaning, water distribution, and repairs.

4. What clues does this give us?
   This tells us that the city had a strong and well-organised government. The rulers or leaders were capable of:

• Managing large projects

• Controlling resources and manpower

• Planning for the future (like water storage in dry seasons)

 Conclusion: Even without written records, the size and complexity of Dholavira’s reservoirs show that the Harappan cities had advanced municipal systems and strong leadership. These clues help archaeologists understand how organised and intelligent ancient civilisations were — even if all the answers are not final!

LET US EXPLORE 

Question 1. Imagine you cook a meal in a Harappan house. What dish or dishes would you prepare, based on the data given above?

Answer: 

If I were to cook a meal in a Harappan house, I would use the ingredients and tools that were available to the Harappan people. Archaeological findings tell us that they grew wheat, barley, lentils, mustard, rice, and sesame and also used milk and meat from animals like cattle, sheep, and goats. They even caught fish and used terracotta pots for cooking.

So, the meal I would prepare might include:

Wheat flatbreads (like early versions of chapatis),
Barley and lentil stew with mustard seeds for flavor,
A glass of milk or a milk-based drink,
Possibly grilled fish or boiled meat (if available),
A small portion of cooked rice seasoned with sesame oil (if rice was accessible in that region).

DON’T MISS OUT 

Question 1. The Harappans mastered the art of working copper, a soft metal. If tin is added to copper, the resulting metal is bronze, which is harder than copper. The Harappans used bronze to make tools, pots and pans, and, as we will see later, some figurines.

Answer: 

The Harappans were skilled metalworkers. They knew how to work with copper, which is a soft metal. But they also discovered that if you mix copper with tin, you get a new metal called bronze.

 Why is this important?

• Bronze is harder and stronger than copper, making it better for making tools, weapons, and utensils.

• The Harappans used bronze to create pots, pans, and even beautiful figurines (like the famous Dancing Girl of Mohenjo-daro).

• This shows that the Harappans had advanced knowledge of metallurgy and were among the earliest people to use bronze technology.

LET’S EXPLORE 

Question 1. Looking at these three Harappan seals with some writing signs, what goes through your mind? Would you like to suggest any interpretations? Let your imagination run!

Answer: 

When I look at the Harappan seals, a few thoughts come to mind:

Mysterious Messages:
The symbols on the seals look like a secret code or a language that only certain people could read. Maybe they were used like identity cards, showing the name or job of a person or trader.

Trade and Ownership Tags:
Some seals might have been used like labels on packages — to show who the goods belonged to or where they were going. Just like we use barcodes today!

Religious or Magical Symbols:
Some animals and signs on the seals might have had religious meanings. Perhaps people believed they brought good luck or protection, and they stamped them on clay for blessings.

Art and Expression:
The designs are so neat and artistic, maybe some seals were just made to show beauty or status — like how we use logos and designs on clothes and items.

 Let Your Imagination Fly:

• Could one seal be a king’s royal stamp?

• Could another be from a trader in spices or beads?

• Or maybe a message written in a lost script waiting to be decoded someday?

Conclusion: These seals show that Harappans were not only great artists and craftsmen, but also had a system of communication, trade, and beliefs — even if we don’t fully understand it yet. Isn’t it exciting that these little objects still hold big mysteries? 

THINK ABOUT IT 

Question 1. Looking at the objects on pages 100 and 101 — or any other pictured in this chapter — can you make out what activities or aspects of life were important for the Harappans?

Answer: 

Yes, by observing the objects shown in the chapter — such as seals, pottery, tools, toys, jewelry, ornaments, and buildings — we can learn a lot about what mattered to the Harappans. These objects show us that several aspects of life were important to them:

Urban Life and Planning

• The remains of well-planned cities with proper roads, drains, and houses suggest that organized city life and cleanliness were important.

Agriculture and Food Storage

• Tools and granaries show they practiced farming and knew how to store food for the future.

 Trade and Commerce

• Seals and weights tell us that trade, both local and international (with places like Mesopotamia), played a big role in their economy.

Art and Craftsmanship

• Beautiful pottery, toys, and figurines show that art, decoration, and skilled work were highly valued.

 Children’s Play and Leisure

• The presence of clay toys and carts shows that the Harappans cared about children and recreational activities.

Technology and Metalwork

• Items made of bronze and copper tell us that they had good knowledge of metals and tools.

 Religious Beliefs

• Seals with animal and human figures may represent religious practices or deities, showing that beliefs and rituals were a part of their life.

Conclusion: The Harappan people lived in a well-organised society. They valued clean surroundings, trade, technology, art, and possibly religion. The objects they left behind help us understand their advanced way of life and what was important to them thousands of years ago.

LET’S EXPLORE

Question 1. Complete the story found on the Lothal pot. How was such a story remembered for more than 4,000 years, in your opinion?

Answer:
The painting on the Lothal pot shows a narrative through pictures—a story told without words. It might show scenes like a hunt, a celebration, or daily village life. For example, it could be about a hunter chasing an animal, then returning to the village and being welcomed with music and dance.

Such stories were remembered for thousands of years because:

• They were painted or carved on durable materials like pottery.

• People passed them down through oral tradition, by telling and retelling the stories.

• These images became part of cultural memory, kept alive by rituals, festivals, and crafts.

• The symbols and scenes were meaningful, so they stayed in people’s minds for generations.

Question 2. Consider the ‘Dancing Girl’ figurine. What do you make of the attitude the figurine expresses?

Answer:
The Dancing Girl figurine expresses confidence and grace. She stands in a relaxed pose, with one hand on her hip and the other slightly bent. Her head is held high, and her posture shows freedom, self-assurance, and pride—a powerful image of a young woman in a confident moment.

Question 3. Observe her bangles covering an entire arm, a practice still visible in parts of Gujarat and Rajasthan. Where else in this chapter can you spot bangles worn in this manner?

Answer:
In this chapter, other figurines—especially the clay statues of women—can also be seen wearing long rows of bangles on their arms. These figures were likely made in different Harappan cities like Mohenjo-daro or Kalibangan.

Question 4. What conclusion should we draw from this?

Answer:
This tells us that:

• Wearing bangles along the entire arm was a fashion or cultural practice in the Harappan period.

• The tradition of wearing multiple bangles has continued for over 4,000 years and is still followed today in some parts of Gujarat, Rajasthan, and other regions.

• It shows a strong cultural connection between the past and present and highlights how traditions and styles can survive for thousands of years through community memory and cultural continuity.

Conclusion:
These artifacts — the painted pot and the dancing girl — are more than just objects. They are silent storytellers that help us understand the life, art, beliefs, and traditions of people who lived thousands of years ago but still connect to our lives today.

THINK ABOUT IT

Question:
The Harappans returned to rural settlements because a rural lifestyle gives easier access to food and water than an urban lifestyle. Then as now, cities depended on villages to provide food, and sometimes water.

What does this tell us about the relationship between rural and urban life in the Harappan period?

Answer:
This shows that even in Harappan times, cities and villages were closely connected. Cities depended on villages for basic needs like food, water, and raw materials. When urban life became difficult—possibly due to natural disasters, changing river patterns, or declining trade—people moved back to rural areas, where life was simpler and survival was easier.

This tells us:

• Villages played a very important role in supporting city life.

• The agricultural system in villages was strong and reliable.

• When the urban systems failed, people returned to self-sufficient rural living for food and water.

Even today, we see the same pattern—cities still rely on villages for vegetables, grains, milk, and even water. So, the Harappan experience teaches us that rural life forms the backbone of a civilisation, both in the past and now.

Questions, activities and projects 

Question 1. Why does the civilisation studied in this chapter have several names? Discuss their significance.

Answer:
The civilisation is known by different names like the Harappan Civilisation, the Indus Valley Civilisation, and the Indus–Sarasvati Civilisation. These names reflect the geographic and archaeological locations where the civilisation was found:

• It is called Harappan because Harappa was the first city to be discovered.

• It is called the Indus Valley Civilisation because many important sites were ound near the Indus River.

• The term Indus–Sarasvati Civilisation is used because many sites were also found along the now-dry Sarasvati River.

Each name highlights a different feature or area connected to this ancient civilisation.

Question 2. Write a brief report (150 to 200 words) summing up some of the achievements of the Indus–Sarasvati Civilisation.

Answer:
The Indus–Sarasvati Civilisation was one of the world's earliest and most advanced civilisations. The Harappans built well-planned cities with straight roads, drainage systems, and public baths, showing their knowledge of urban planning and sanitation.

They were skilled in metallurgy, using copper and bronze to make tools, ornaments, and weapons. Their pottery, seals, and beads reveal their artistic skills and creativity.

The Harappans also developed a system of standard weights and measures, which helped in trade. Evidence suggests that they traded with Mesopotamia and other distant regions, showing that they had long-distance trade connections.

They used a script made of symbols, although it is still undeciphered. This suggests a system of communication and record-keeping. The Harappans also built granaries and reservoirs, proving they were well-organised in managing food and water.

Overall, the Indus–Sarasvati Civilisation was highly developed, with achievements in architecture, art, technology, and trade.

Question 3. Imagine you have to travel from the city of Harappa to Kalibangan. What are your different options? Can you make a rough estimation of the amount of time each option might take?

Answer:
In ancient times, travel from Harappa (in present-day Pakistan) to Kalibangan (in Rajasthan, India) would involve a mix of water and land routes.

The first part of the journey could be done using boats along the Indus River, as river travel was safer and faster. After leaving the river, the journey would continue on land, possibly using bullock carts, horses, or walking.

The approximate distance between Harappa and Kalibangan is around 200 to 250 kilometers.

• By boat and bullock cart, the journey might take 7 to 10 days, depending on weather and road conditions.

• On foot, it could take 15 to 20 days or more, especially with stops for rest and food.

This journey shows how well-connected the cities of the Harappan Civilisation were, even without modern transport.

Question 4. Let us imagine a Harappan man or woman being transported to an average kitchen in today’s India. What are the four or five biggest surprises awaiting them?

Answer:
If a Harappan man or woman were suddenly placed in a modern Indian kitchen, they would be amazed by several things:

1. Electrical appliances like refrigerators, microwaves, and mixers would be completely new and surprising.

2. The availability of running water through taps would astonish them, as they had to fetch water from wells or reservoirs.

3. The use of gas stoves or induction cooktops instead of firewood would be another big surprise.

4. They would be amazed to see packaged foods, processed milk, and ready-to-cook items.

5. The use of stainless steel, glass, and non-stick cookware instead of clay or bronze pots would be unexpected.

These things would show them how much technology has changed daily life.

Question 5. Looking at all the pictures in this chapter, make a list of the ornaments / gestures / objects that still feel familiar in our 21st century.

Answer:
Several ornaments, gestures, and objects from the Harappan period are still familiar today:

1. Bangles – Like the ones worn by the 'Dancing Girl', still worn in Gujarat, Rajasthan, and other regions.

2. Necklaces and beads – Similar jewelry is common even today.

3. Comb and mirror – Found in Harappan sites, showing self-care practices still used today.

4. Namaste gesture – A terracotta figurine shows folded hands, similar to the Indian greeting used even now.

5. Clay pots and storage jars – Still used in many Indian households for storing water and grains.

6. Toys and game boards – Similar games are still played today, showing continuity in recreation and play.

Question 6. What mindset does the system of reservoirs at Dholavira reflect?

Answer:
The reservoir system at Dholavira shows a highly advanced and thoughtful mindset:

1. It reflects strategic planning to store and manage water in a dry region.

2. It shows the Harappans had deep knowledge of water conservation and engineering.

3. The effort to build large reservoirs shows concern for the well-being of the entire community.

4. It highlights adaptability, as they developed methods to suit their local environment.

5. It proves they were technologically skilled and had a sense of long-term sustainability.

Question 7. In Mohenjo-daro, about 700 wells built with bricks have been counted. They seem to have been regularly maintained and used for several centuries. Discuss the implications.

Answer:
The presence of around 700 wells in Mohenjo-daro tells us many important things:

1. The Harappans had a strong water supply system, with easy access to clean water.

2. The large number of wells shows a high population that needed regular water for daily use, bathing, and cleaning.

3. Regular maintenance over centuries suggests responsible civic management and a well-organised municipal system.

4. It shows an understanding of groundwater use and conservation.

5. These wells also highlight the Harappans' commitment to hygiene, public health, and urban planning.

Question 8. It is often said that the Harappans had a high civic sense. Discuss the significance of this statement. Do you agree with it? Compare with citizens in a large city of India today.

Answer: Yes, the statement that the Harappans had a high civic sense is very true and well-supported by archaeological evidence. The cities of Harappa, Mohenjo-daro, and Dholavira were well-planned, with features that show they cared deeply about cleanliness, hygiene, order, and public welfare.

1. Urban Planning: Their cities had a grid-like layout, with straight roads, separate residential and public areas, and even granaries and markets.

2. Drainage System: They had an advanced drainage system, with covered drains along the streets and soak pits for wastewater.

3. Public and Private Baths: Almost every house had a private bathroom, and cities had public baths, showing a focus on hygiene.

4. Water Management: They built wells, reservoirs, and stepwells to store water efficiently, even in dry regions

This level of civic planning shows that the Harappans respected shared spaces and understood the importance of a clean, organised society.

NCERT Solutions for Class 6 Social Science Chapter 6 PDF Download

Students can download the NCERT Solutions for Class 6 Social Science Chapter 6 The Beginnings of Indian Civilisation in PDF format from the link provided below.

These solutions are designed to help students understand the origins and development of one of the world’s oldest civilisations, the Harappan Civilisation.

Benefits of Using NCERT Solutions for Class 6 Social Science Chapter 6

  All answers are created as per the latest CBSE Syllabus and written in a simple, student-friendly language. This helps learners grasp key historical concepts like urban planning, trade, social life, and water management.

 The solutions include complete answers to textbook questions, in-text exercises, and “Let’s Explore” and “Think About It” activities to support deeper learning.

 Through this chapter, students learn about the structure of ancient cities like Harappa, Mohenjo-daro, and Dholavira, including their drainage systems, granaries, and advanced civic planning.

 The chapter and its solutions encourage learners to interpret archaeological findings, study ancient artifacts, and think critically about how people lived thousands of years ago.

 By using these solutions, students gain an early understanding of India’s cultural roots and technological advancements in ancient times, improving their analytical and reasoning skills in history.