Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Descriptive Questions
Question 1. What were the differences between Harappan and Vedic civilizations?
Answer:
The differences between Harappan and Vedic civilizations were as follows
- The people of the Harappan civilization led a highly developed urban life. They lived in big towns and cities. On the other hand, the Vedic civilization was rural. The Vedic Aryans lived in small houses in scattered villages.
- The Indus people were idol worshippers whereas the people of Vedic civilization were against idol worship. They worshipped nature in the form of Varun, Indra, etc.
- There is no evidence of a caste system among the people of the Harappan civilization but Rigvedic Aryans developed a caste system.
- The use of iron was unknown to the people of the Harappan civilization while the iron was used by the Vedic Aryans.
- The horse played an important role in the Vedic civilization but its trace was not found in the Indus valley.
Question 2. What are the basic differences between gurukul education and modern school education?
Answer:
Read and Learn More WBBSE Solutions For Class 6 History
The basic differences between gurukul education and modern school education:
History Class 6 Chapter 4 WBBSE
There are some basic differences between gurukul education and modern school education.
- In the Vedic period, education was imparted through the Gurukul system. In the gurukul system students were required to stay and study at the home of the teacher or guru. But in the modern world gurukul is changed to modern schools. Students are not required to reside at the teacher’s home. Education is imparted through schools and colleges.
- In the gurukul system, the guru is used to impart to the students with all the necessary skills required for their life in the future. But modern education provides knowledge about different subjects.
- In the gurukul system education was under the tutelage of a single guru. But in present-day modern education, the student is guided by more than one teacher.
- The duty of the teacher in the gurukul system was to look after the food and accommodation of the student. But there is no such system in the modern system of education.
WBBSE Class 6 Miscellaneous Questions on Ancient History
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Analytical Questions
Question 1. What lesson do we learn from Ekalavya’s story?
Answer:
Ekalavya’s story:
Ekalavya, a tribal hunter, was denied training in archery by Dronacharya because Ekalavya did not belong to a royal family but still Ekalavya became the best archer.
From Ekalavya’s story, we learn that courage and perseverance is very important in life. If we are determined and dedicated and work hard then nothing can stop us from reaching our goal.
Determination and perseverance made Ekalavya from a mere tribal hunter into an extraordinary archer.
Question 2. Write the story of Satyakam.
Answer:
Satyakam:
Satyakam was a boy who had a strong will to study. So he left his home and went to the ashram of sage Gautama. Gautama asked Satyakam his gotra. Styakam asked his mother Jabala about his gotra.
His mother said she does not know about her gotra. She asked Satyakam to tell the sage that his name is Satyakam Jabal. Since Satyakam kept his mother’s words and told the truth to Gautama, Gautama for his honesty, accepted Satyakam as a student.
The lesson we learn from the story is that honesty in the best policy. One should strive fro reaching the truth honestly and fearlessly.
Short Questions on Ancient Indian History
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Objective Type Questions
Strike the odd one out
Question 1. Ramayana, Mahabharata, Illiad, Akbarnama.
Answer: Akbarnama
Question 2. Rig, Sam, Yajur, Brahmana.
Answer: Brahmana
Question 3. Ganga, Yamuna, Godavari, Mathura.
Answer: Mathura
Question 4. Nail, Dagger, Hook, Necklace.
Answer: Necklace
Question 5. Brahmana, Kshatriya, Vaishya, Gotra.
Answer: Gotra
Question 6. Ayoddhoumya, Gautama, Dronacharya, Jabala.
Answer: Jabala
Question 7. Gurudakshina, Snatak, Bhekstuti, Samiti.
Answer: Samiti
Question 8. Mason, Fisherman, Carpenter, Matri.
Answer: Matri
Question 9. Mathematics, Astronomy, Geometry, Shruti.
Answer: Shruti
Question 10. Raja, Guru, Praja, Vajpeya.
Answer: Vajpeya
Question 11. Rakshasha, Asura, Vandas, Rama.
Answer: Rama
Common Questions About Vedic and Harappan Civilisations
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Match The Columns
1.
| Column A | Column B |
| 1. King | (A) Ahur |
| 2. Avesta | (B) Rigveda |
| 3. Indo-Aryan language | (C) Bishpati |
| 4. Vid | (D) Knowledge |
Answer: 1. C, 2. A, 3. B, 4. D
2.
| Column A | Column B |
| 1. Himbat | (A) Atharvaveda |
| 2. Mujwant peak | (B) Himalaya |
| 3. Collection of magical formula | (C) Rigveda |
| 4. Ten kings battle. | (D) Kashmir |
Answer: 1. B, 2. D, 3. A, 4. C
3.
| Column A | Column B |
| 1. The main crop of Aryans | (A) Horse |
| 2. Chief domestic animal of Aryans | (B) Barley |
| 3. Coin of Vedic Age | (C) Gotra |
| 4. A place for keeping cattle | (D) Nishka |
Answer: 1. B, 2. A, 3. D, 4. C
4.
| Column A | Column B |
| 1. Disciple of Ayoddhoumya | (A) Aruni |
| 2. Son of Hiranyadhanu | (B) Stone tomb |
| 3. Megalith | (C) Arjun |
| 4. Best disciple of Dronacharya | (D) Eklavya |
Answer: 1. A, 2. D, 3. B, 4. C
WBBSE Class 6 History Chapter 4 Questions And Answers
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Exercise
Fill in the blanks with the correct word
Question 1. The main source for knowing the history of the Early Vedic Age is _________ (Zend-Avesta/ Epics/Rigveda).
Answer: Rigveda
Question 2. Megalith is a _________ (stone vehicle/stone tomb/stone toy).
Answer: Stone tomb
Question 3. In Rigveda, the king was _______ (head of the community/ head of the kingdom/head of the society).
Answer: Head of the community
Question 4. In Vedic society, the head of the family was _______ (king/Bishpati/father).
Answer: Father
WBBSE Class 6 History Chapter 4 Questions And Answers
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Spot The Odd Word And Underline It
Question 1. Rigveda, Epics, Samveda, Atharvaveda.
Answer: Epics
Question 2. Brahmana, Kshatriya, Sudra, Nripati.
Answer: Nripati
Question 3. Inamgaon, Hastinapur, Kausambi, Shravasti.
Answer: Inamgaon
Question 4. Usha, Aditi, Prithivi, Durga.
Answer: Durga
Practice Questions on Ancient Indian Achievements
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Write In Your Own Words
Question 1. The Vedas had to be listened to and remembered. What according to you is the reason behind that?
Answer:
The Vedas had to be listened to and remembered:
The ancient sages regarded the Vedas as divine literature which was received on earth by listening directly to God’s voice. Initially, the Vedas were not written but were handed down from generation to generation through the recital.
The students heard them from their teachers. and memorized them. This tradition was followed because there were no scripts in the Vedic period and special emphasis was given on the exact pronunciation of the suttas of the Vedas.
Question 2. Why do you think the Vedic society was divided into four ranks?
Answer:
It is not possible for any individual to do all sorts of work. So society came to be divided into four groups on the basis of their work skills. Those four groups or classes were Brahmana, Kshatriya, Vaishya, and Sudra.
Those who were involved in education and sacrifices were called Brahmana. Those who undertook the task of defense and administration and looted treasures were called Kshatriyas.
Those who carried on agriculture, animal rearing and trade, and commerce were called Vaishyas. And those who served these three classes were called Sudras.
Question 3. What, according to you, was the relationship between the teacher (guru) and his student in the Vedic educational system?
Answer:
In the Vedic system of education, a cordial relationship existed between the teacher and the student. The teacher explained some portion of the lesson to the students and the students repeated and memorized it.
Special emphasis was placed on correct pronunciation. The teacher took full responsibility of food and accommodation of the students and the students had to do other jobs for the teacher apart from studying. They were also taught weaponry and self-defense.
Question 4. Was there any change in the condition of women in the Early Vedic Age and the Later Vedic Age? If there was a change, what was the reason behind it?
Answer:
There was, of course, a change in the position of women from the Rigvedic Age to the Later Vedic Age. When the Vedic society got divided into four classes on the basis of occupations, the women lost their earlier independence.
In the Vedic Age, the religious rituals were performed by women but in the Later Vedic Age, this right passed into the hands of the priests.
Again, vices like polygamy, the dowry system, and others made the lives of women so miserable that the birth of a girl child was not desired in a family.
Important Definitions Related to Ancient Civilisations
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Hands On
Question 1. Demonstrate through a chart the change in the concept of kingship in the Vedic society.
Answer:
Chart
| Early Vedic society | Later Vedic society | Post Vedic society |
| In the Early Vedic society the King was called Bishpati i.e., head of the clan. He was also regarded as Gopati or ‘lord of animals. | In the Later Vedic Age, the king was called Bhupati or lord of the land. He was also called Mahipati or ‘lord of the earth’. | Later on the king was called Nripati or Narapati as the chief of the people. So he was now regarded as the protector of the people. |
Question 2. Make a chart of the different occupations of the Vedic age.
Answer:
Chart
| Occupations | Explanation |
| Agriculture | There is not much reference to agriculture in the Early Vedic period. Barley was the principal crop. In the Later Vedic period, barley, wheat, and paddy were also cultivated. |
| Crafts | The main crafts and industries of this period were weaving, knitting, making boats and chariots, metallurgy, pottery, leather, and making gold ornaments. |
| Animal rearing | Animals which were domesticated during this period were cows, horses, sheep, and ox. |
| Trade | In the Early Vedic period trade and commerce was not developed. In the Later Vedic period trade and commerce improved. |
| Others | There were other occupations like mason, doctor, fisherman, etc. |
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Food For Thought
Question 1. In which language do you speak? From which language family do you think that language has come?
Answer:
- I speak in Bengali.
- I think the Bengali language has come from Indo- us in acquainting ourselves with productive activity the Aryan language family.
Question 2. Can you say why the Indo-Europeans resided in the pastoral areas?
Answer:
The Indo-Europeans were pastoralists. For providing fodder for their animals they resided in pastoral areas.
Question 3. After the highly developed urban civilization of Harappa, what might have led to the growth of the rural Vedic civilization?
Answer:
The Harappan civilization was basically a highly developed urban civilization. But after the Harappan civilization came to an end, there developed a rural Vedic civilization.
There was a substantial fall in the economy of urban Harappan civilization and the Vedic civilization which developed was a rural one. The Aryans put an end to their nomadic life and started to lead a settled life.
They knew to plough the land. They had a good knowledge of irrigation and knew the use of fertilizer. So they started to lead a rural life rather than an urban life.
Examples of Artifacts from Ancient India
Question 4. Do you learn anything hands-on along with your education? What all have you learned hands-on?
Answer:
Yes, along with our education we actively participate in different kinds of work which helps us in acquainting ourselves with productive activities. This also enhances our working competence.
Along with our education, we learn the raising of flowers, vegetables, plants, and their seedlings in nurseries, making masks, hand embroidery, stitching and tailoring, bookbinding, screen printing, etc.
Question 5. What according to you were the changes introduced in the Indian sub-continent with the introduction of iron and horses?
Answer: With the introduction of iron and horse there were important changes introduced in the Indian subcontinent.
Iron
- With the introduction of iron, iron tools came into use. Iron tools were used for clearing forests which helped in establishing settlements or starting civilization.
- Iron became an important item of export and brought a change in the economy.
- Iron was used to prepare arms and weapons like arrowheads and swords for warfare.
Horse
- With the domestication of horses, there was a change in the transport system. The horse became an important means of transport.The horse was used for carrying goods or pulling carts. Horses improved the transport system so much so that such where there were no roads they carried goods.
- The horse was used in battle to pull chariots.
- Sometimes horse was used to help farmers in ploughing agricultural fields.
WBBSE Class 6 History Question Answer
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Formative
Excerpt from the text:
Vedic Education and Shruti:
Vedic literature was essential to be memorized. Therefore another name of the Vedas is Shruti. There is a section called bhikshuni in Rigveda. There it is said that when one frog lets out a croak, rest of the frogs begin to imitate it.
In the same way, the tenets of the Rigveda were memorized and recited by the teacher (Guru) or one student. The others would listen to it, memorize it and then recite it flawlessly from memory.
Therefore one needed to earn the ability to recite the Vedic hymns flawlessly. Thus the study of Chhanda or Rhyme and Vyakaran or Grammar was integral to Vedic education.
Vedic Education and the cultivation of Science:
Mathematics was an integral part of the Vedic education system. Knowledge of geometry was necessary to build sacrificial altars. The altars were made with burnt bricks. Brick masons were responsible for making suitable bricks and burning them properly.
Sacrificial altars were made by masons and architects. To an extent, their requirement fuelled the interest in Vedic mathematics. Carpenters, workers, and mathematicians were needed to build the sacrificial altar.
But in Rigveda, there is no mention of bricks. The first reference to bricks is in the Yajurveda. Different kinds of tools were used to prepare the sacrificial altar.
Proper knowledge of celestial bodies and days and seasons was required to perform sacrifices. From such engagements had begun the knowledge about astronomy. A section of the Atharvaveda deals with medical science.
Questions related to the above text are given below for formative evaluation.
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Participation
Question 1. What is the importance of education in our society?
Answer:
The importance of education in our society:
Education is the backbone of a country. It is fundamental to the growth and development of the country. Education brings self-discipline, a sense of responsibility, and leadership qualities among students.
It helps in the character building of the people and makes them useful members of society and responsible citizens for the future. The learner has at least some experience with the present education system.
So the learner can be motivated to take part in discussions regarding the importance of education.
Conceptual Questions on the Influence of Geography on Ancient Civilisations
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Interpretation And Application
Question 1. Do you find any similarity between Vedic education and the present-day education system?
Answer:
Yes, I find some similarities between Vedic education and the present-day education system. For example recitation and rote memory. Still now, while learning sometimes we depend on rote memory.
Besides like the ancient system of education, we try to develop our knowledge by studying the things in the surrounding environment.
Question 2. Do you give importance to pronunciation?
Answer:
Pronunciation:
Yes, we give importance to the exact pronunciation of words. Language becomes incomprehensible if the pronunciation of words is incorrect. For example-if snacks is pronounced as snakes and tract is pronounced as track, then the message will be misunderstood by the recipient.
So correct pronunciation is very important so that others can clearly understand what we are trying to say.
Question 3. What are the aids used by the teacher to explain a lesson?
Answer:
Different aids such as charts, pictures, models, slides, videos, etc., are used by the teacher. These aids enhance the learning capability of the students.
Through the above questions and answers the learners will be able to understand their capability of interpretation and application.
WBBSE Class 6 History Question Answer
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Aesthetics And Creative Expression
Question 1. Prepare a comparative chart on the Vedic and modern systems of education, the condition of students’ and teacher’s activities.
Answer:
| Vedic education system | Present education system |
| Gurukul system of education with an emphasis on recitation. | In the present education system, much importance is given to educational institutions. Equal importance is given to guardians. |
| The guru was responsible for the food and accommodation of the student. | At present, the government has taken the responsibility of providing mid-day meals to the students. And only in residential schools students can reside. |
| Importance was given on Vedas mathematics, grammar, and language | Many changes have been introduced in the curriculum and selection of subjects. |
Making of the chart will develop a sense of creativity. The learner will come to know how an ideal school should be and the learner’s aesthetic sense will develop.
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Choose The Correct Answer
Question 1. Historians estimated that the Indo-Aryans had entered India through the
- North-Western Side
- North-Eastern Side
- Northern Side
- South-Eastern Side
Answer: 1. North-Western Side
Question 2. Another name of Veda is
- Snatak
- Shruti
- Vekstuti
- Upanayan
Answer: 2. Shruti
Question 3. Gayatri mantra is a dedication to the Surya god
- Sabitri
- Aditi
- Usha
- Aditya
Answer: 1. Sabitri
WBBSE Class 6 History Question Answer
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Fill In The Blanks
Question 1. Aruni was named by his guru Ayoddhoumya as ________ (Eklavya/Uddalak/Upamanyu ).
Answer: Uddalak
Question 2. The word _______ (Brahmana/Aranyaka/ Samhita) means to compile.
Answer: Samhita
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous State Whether The Following Statements Are True Or False
Question 1. Mathematics was an integral part of the Vedic System.
Answer: True
Question 2. Generally, Vedic education used to be imparted for a stretch of fifteen years.
Answer: False
Question 3. Atharvaveda is a compilation of hymns and magic.
Answer: True
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Write In A Complete Sentence
Question 1. What are the two epics of India?
Answer: The two epics of India are ’Ramayana1 and ’Mahabharata’
Question 2. When did the Aryans first start the use of iron?
Answer: The Aryans first started the use of iron in the Later Vedic Age
Chapter 4 Ancient History Of The Indian Subcontinent Topic C Miscellaneous Answer The Following Questions
Question 1. Why were Vedangas composed?
Answer:
Vedangas composed:
Vedangas were composed to explain the meaning of Vedic literature. In the Vedangas, there are discussions on pronunciation, the notion of geometry, the position of stars, and different types of laws. There are six Vedangas.
Question 2. What do you know about the taxation system of the Vedic Age?
Answer:
The taxation system of the Vedic Age:
At first the king had no right on the land. However, he took some revenue from his subjects to fulfill their economic needs. However, during the Rigvedic period, taxes could not be taken forcefully.
The people willingly paid such taxes to ensure their own safety. This tax was called ‘Bali’. However, in the Later Vedic period, taxation became compulsory and taxes were forcibly collected from the defeated party in the war.
Real-Life Scenarios Involving Trade in Ancient India
Question 3. Describe the ‘Chaturashrama’ of the Later Vedic period.
Answer:
The ‘Chaturashrama’ of the Later Vedic period:
The Vedic Aryans had divided their life into four stages or ashramas. These are collectively known as Chaturashrama.
The four ashramas in order are
1. Brahmacharya:
It was the stage of residing and studying in the teacher’s house.
2. Garhasthya:
This refers to the stage when a person, after completing his education, entered married life.
3. Vanaprastha:
At this stage, the retired person withdrawing from regular life lives in a forest hut. He lead a solitary life and concentrated in God.
4. Sanyas:
This was the last stage when an old man renounced his family and became a pilgrim. The Sudras did not have the right to lead this kind of life.