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Social ScienceSocial Science

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CONTENTS

Our Pasts - I

1.Worksheets 1 to 3 9 - 14

2. Worksheets 4 to 6 15 - 20




6.

Worksheets 16 to18 39 - 447.

Worksheets 19 to 21 45 - 508.





Worksheets 34 to 36 75 - 80

The Earth – Our Habitat1.




Worksheets 46 to 48 99 -1045.




Worksheets 58 to 60 123 -128

What, Where, How and When ?Ø On the Trail of the Earliest PeopleØ From Gathering to Growing FoodØ In the Earliest CitiesØ What Books and Burials Tell usØ Kingdoms, Kings and an Early RepublicØ New Questions and IdeasØ Ashoka, The Emperor Who Gave Up WarØ Vital Villages, Thriving TownsØ Traders, Kings and PilgrimsØ New Empires and KingdomsØ Buildings, Paintings and BooksØ

The Earth in the Solar SystemØ Globe : Latitudes and LongitudesØ Motions of the EarthØ MapsØ Major Domains of the EarthØ Major Landforms of the EarthØ Our Country – IndiaØ India : Climate, Vegetation and WildlifeØ

• Syllabus v - viii

Social and Political Life1.









Worksheets 85 to 87 177 -182

Sample Question Paper (Term 1) 185 -188

Sample Question Paper (Term 2) 189 -192

qq

Understanding DiversityØ Diversity and DiscriminationØ What is Government ?Ø Key Elements of a DemocraticGovernmentØ Panchayati RajØ Rural AdministrationØ Urban AdministrationØ Rural LivelihoodsØ Urban LivelihoodsØ

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Receiving Dt.:___________(Office use only)

PREFACEYear after year CBSE has been introducing changes in the curriculum of various classes.

We, at Oswaal Books, closely follow every change made by the Board and endeavor to equip every student with the latest study material to prepare for the Term Examinations.

The latest offering from us are these Worksheets. These aim at providing comprehensive practice material for every chapter to ensure that every concept is revised in totality. These are prepared by experienced teachers who have translated their expertise into making these worksheets a wholesome study package. Every worksheet contains a mix of questions, for which the maximum marks and time are mentioned to create an exam oriented study material.

Our worksheets strictly follow the NCERT curriculum and include the following:

• Chapter-wise pullout worksheets with space for writing answers

• Synopsis of the important points from every chapter

• Wide variety of questions based on Summative & Formative Assessment

• Sample Question papers for Term 1 & Term 2

We feel happy to add these to our existing portfolio of Question Banks and Sample Question Papers. We hope that with our Worksheets, every student will discover a more interactive way of studying and thereby excelling in his examinations. We welcome any suggestions that come our way for improvisation.

We wish you good luck for the forthcoming academic year!!

–Editor

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PULLOUT WORKSHEETS

Social Science, Class-VI

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An Introduction to HistoryWhen, Where and How(a) The time frame under study.(b) The geographical framework.(c) Sources.

The Earliest Societies(a) Hunting and gathering as a way of life, its

implications.(b) Introduction to stone tools and their use.(c) Case study: the Deccan.

The First Farmers and Herders(a) Implications of farming and herding.(b) Archaeological evidence for crops, animals,

houses, tools, pottery, burials, etc.(c) Case study: the North-West, and North-East.

The First Cities(a) The settlement pattern of the Harappan

civilisation.(b) Unique architectural features.(c) Craft production.(d) The meaning of urbanism.(e) Case study: the North-West.

Different Ways of Life(a) The Vedas and what they tell us.(b) A contemporary chalcolithic settlement.(c) Case studies: the North-West and the Deccan.

Early States(a) Janapadas to Mahajanapadas(b) Case study: Bihar, Magadha and the Vajji

confederacy

New Ideas(a) Upanisads.(b) Jainism.(c) Buddhism.

The First Empire(a) The expansion of the empire.(b) Asoka(c) Administration.

Explain the specific nature of the discipline.

(a) Familiarise the learner with the majordevelopments to be studied.

(b) Develop an understanding of the significance ofgeographical terms used during the time frame.

(c) Illustrate the sources used to reconstructhistory.

(a) Appreciate the skills and knowledge ofhuntergatherers.

(b) Identify stone artefacts as archaeologicalevidence, making deductions from them.

(a) Appreciate the diversity of early domestication.(b) Identify the material culture generated by people

in relatively stable settlements.(c) Understand strategies for analyzing these.

(a) Appreciate the distinctive life in cities.(b) Identify the archaeological evidence of urban

centres.(c) Understand how this is used to reconstruct

processes such as craft production.

(a) Appreciate that different developments were takingplace in different parts of the subcontinentsimultaneously.

(b) Introduce simple strategies of textual analysis.(c) Reinforce the skills of archaeological analysis

already developed.

(a) Introduce the concept of the state and itsvarieties.

(b) Understand the use of textual sources in thiscontext.

(a) Outline the basic tenets of these systems ofthought, and the context in which they developedand flourished.

(b) Introduce excerpts from sources relating to thesetraditions.

(a) Introduce the concept of empire.(b) Show how inscriptions are used as sources.

Our Pasts–IThemes Objectives

Social Science Syllabus - Class VI

(v)

Life in towns and villages(a) The second urbanisation.(b) Agricultural intensification.(c) Case study: Tamil Nadu.

Contacts with Distant lands(a) The Sangam texts and long distance exchange.

Suggested regions: the Tamil region, extendingto south east Asia and the west.

(b) Conquerors from distant lands: north westernand western India.

(c) The spread of Buddhism: north India to CentralAsia.

Political Developments(a) Gupta empire and Harshavardhana.(b) Pallavas and Chalukyas.

Culture and Science(a) Literature, including the Puranas, the epics,

other Sanskrit and Tamil works.(b) Architecture including early monasteries and

temples, sculpture, painting (Ajanta);(c) Science.

Planet: Earth in the solar system.

Globe: the model of the earth, latitudes and longi-tudes; motions of the earth rotation and revolution.

Maps: essential components of maps distance, di-rections and symbols.

Four realms of the earth: lithosphere, hydrosphere,atmosphere and biosphere: continents and oceans.Major relief features of the earth.

India in the world: physiographic divisions of India–mountains, plateaus and plains; climate; naturalvegetation and wild life; need for their conserva-tion.

(a) Demonstrate the variety of early urban centres—coastal towns, capitals, religious centres.

(b) Illustrate the use of archaeological materialincluding coins, sculpture, as well as textualsources to reconstruct social and economichistories.

(a) Introduce the idea of different contexts of contactbetween distant lands, and the motivating forces(including conquest).

(b) Examine the implications of journeys within thesubcontinent.

(c) Illustrate the use of textual and visual materialfor reconstructing the histories of such contacts.

(a) Introduce the idea that strategies of expansion,and their logic, differ.

(b) Explain the development of differentadministrative systems.

(c) Understand how prasastis and caritas are usedto reconstruct political history.

(a) Develop a sense of appreciation of textual andvisual traditions of the period.

(b) Introduce excerpts from texts and visual materialfor analysis and appreciation.

To understand the unique place of the earth in thesolar system, which provides ideal condition for allforms of life, including human beings; (Periods-8)

To understand two motions of the earth and theireffects; (Periods-12)

To develop basic skills of map reading;(Periods-10)

To understand interrelationship of the realms of theearth;To understand major landforms of the earth;

(Periods-10)To comprehend broad physiographic divisions ofIndia;To describe the influence of land, climate, vegeta-tion and wildlife on human life;To appreciate the need for conserving natural veg-etation and wild life. (Periods-13)

The Earth – Our HabitatThemes Objectives

Themes Objectives

(vi)

Life in towns and villages(a) The second urbanisation.(b) Agricultural intensification.(c) Case study: Tamil Nadu.

Contacts with Distant lands(a) The Sangam texts and long distance exchange.

Suggested regions: the Tamil region, extendingto south east Asia and the west.

(b) Conquerors from distant lands: north westernand western India.

(c) The spread of Buddhism: north India to CentralAsia.

Political Developments(a) Gupta empire and Harshavardhana.(b) Pallavas and Chalukyas.

Culture and Science(a) Literature, including the Puranas, the epics,

other Sanskrit and Tamil works.(b) Architecture including early monasteries and

temples, sculpture, painting (Ajanta);(c) Science.

Planet: Earth in the solar system.

Globe: the model of the earth, latitudes and longi-tudes; motions of the earth rotation and revolution.

Maps: essential components of maps distance, di-rections and symbols.

Four realms of the earth: lithosphere, hydrosphere,atmosphere and biosphere: continents and oceans.Major relief features of the earth.

India in the world: physiographic divisions of India–mountains, plateaus and plains; climate; naturalvegetation and wild life; need for their conserva-tion.

(a) Demonstrate the variety of early urban centres—coastal towns, capitals, religious centres.

(b) Illustrate the use of archaeological materialincluding coins, sculpture, as well as textualsources to reconstruct social and economichistories.

(a) Introduce the idea of different contexts of contactbetween distant lands, and the motivating forces(including conquest).

(b) Examine the implications of journeys within thesubcontinent.

(c) Illustrate the use of textual and visual materialfor reconstructing the histories of such contacts.

(a) Introduce the idea that strategies of expansion,and their logic, differ.

(b) Explain the development of differentadministrative systems.

(c) Understand how prasastis and caritas are usedto reconstruct political history.

(a) Develop a sense of appreciation of textual andvisual traditions of the period.

(b) Introduce excerpts from texts and visual materialfor analysis and appreciation.

To understand the unique place of the earth in thesolar system, which provides ideal condition for allforms of life, including human beings; (Periods-8)

To understand two motions of the earth and theireffects; (Periods-12)

To develop basic skills of map reading;(Periods-10)

To understand interrelationship of the realms of theearth;To understand major landforms of the earth;

(Periods-10)To comprehend broad physiographic divisions ofIndia;To describe the influence of land, climate, vegeta-tion and wildlife on human life;To appreciate the need for conserving natural veg-etation and wild life. (Periods-13)

The Earth – Our HabitatThemes Objectives

Themes Objectives

( viii )

UNIT 1: DiversityIn this unit we focus on various aspects of diversity.The first section begins by having the child recognisediversity as a fact of being human and understand-ing diversity as different ways of doing the samething. The second section builds on this by havingthe child interrogate societal prejudices against di-versity, recognising that the self can be made up ofmultiple identities and that the Constitution com-pels us to respect diversity.

Section 1• Diversity as a fact of being human.• What diversity adds to our lives.• Diversity in India.

Section 2• Prejudice and discrimination.• Inequality and discrimination.• Recognition of multiple identities in oneself.• The Constitution and respect for diversity.

UNIT 2: GovernmentThis unit introduces the student to the idea of gov-ernment. The first section focuses on the need forit, the history of adult franchise, the various typesof governments that exist at present. The secondsection discusses the key elements that influencethe functioning of democractic government.

Section 1• The need for government.• Decision-making and participation.• The quest for universal adult franchise through

examples of the sufferagate movement and theantiapartheid struggle.

• Various forms of government and absence of col-lective sanction.

Section 2Key elements that influence the functioning ofdemocratic government:• Participation and accountability.• Resolution of Conflict.• Concerns for Equality and Justice.

UNIT 3: Local GovernmentThis unit familiarises the student with both ruraland urban local government. It covers thePanchayati Raj, rural administration and urbangovernment and administration. The effort is tohave the child draw contrasts and comparisons be-tween the ways in which urban and rural local gov-ernment function.

To enable students to:• understand and appreciate various forms of di-

versity in their everyday environments,• develop a sensitivity towards pluralism and in-

terdependence,• understand how prejudice can lead to discrimi-

nation,• understand the difference between diversity and

inequality,• recognise that there are multiple identities

within ourselves that we use in different con-texts and that these can come into conflict witheach other,

• understand that the Constitution compels us torespect diversity.

To enable students to:• gain a sense of why government is required,• recognise the need for universal adult franchise,• appreciate need to make decisions with collec-

tive sanction,• understand key elements that influence the func-

tioning of democracy.

To enable children to• understand local level of government function-

ing,• understand the workings of the pnchayati raj

and appreciate its importance,• gain a sense of who performs what role within

the local administration,

Social and Political LifeThemes Objectives

(vii)

Section 1Panchayati Raj• Description of panchayat including electoral pro-

cess, decision making, implementation of deci-sions

• Role of a gram sabha• Women and the panchayat

Section 2Urban Local Government• Municipal corporation elections, decision mak-

ing structures• The provision of water and the work of the mu-

nicipal corporation• Citizens protests to get their grievances ad-

dressed

Section 3Rural Administration• Focus on a land dispute and show the role of lo-

cal police and patwari.• On land records and role of patwari.• On the new inheritance law.

UNIT 4: Making a LivingThis unit focuses on individuals earn a livelihoodboth in the rural and the urban context. The ruralcontext focuses on various types of farmers and theurban one on various types of occupations peopleengage in to earn an income. The student should beable to compare and contrast the urban and the ru-ral context.

Section 1Rural Livelihoods• Various types of livelihoods prevalent in a vil-

lage.• Different types of farmers: middle farmer, land-

less labourers and large farmers.

Section 2Urban Livelihoods• Difference between primary, secondary and ter-

tiary occupations.• Descriptions of various types of lievelihoods in-

cluding vegetable vendor, domestic servant, gar-ment worker and bank employee.

• Differences between self-employed, regular em-ployment and wage employment.

• The interlinkage between rural and urban livesthrough a discussion of migration.

• understand how the various levels of adminis-tration at the local level are interconnected,

• understand the intricacies involved in the localadministration’s provision of water.

To enable students to:• understand conditions that underline and im-

pact life strategies of various groups of people,• understand that these conditions and opportu-

nities for making a living are not equally avail-able to all.

Themes Objectives

(viii)

P-9

VERY SHORT ANSWER TYPE QUESTIONS (1 mark each)

Q. 1. What are manuscripts ?

Ans. ..................................................................................................................................................

Q. 2. What do you mean by inscriptions ?

Ans. ...........................................................................................................................................

SHORT ANSWER TYPE QUESTIONS (2 marks each)

Q. 1. What did the manuscripts contain ?

Ans. ..................................................................................................................................................

...........................................................................................................................................................

Q. 2. Where did the word India originate from ?

Ans. ..................................................................................................................................................

...........................................................................................................................................................

LONG ANSWER TYPE QUESTION (3 marks)

Q. 1. How do the scholars understand that what is written in the inscriptions ?

Ans. ..................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

VERY LONG ANSWER TYPE QUESTION (5 marks)

Q. 1. Why do historians and archaeologists use various sources to study about our past ?

Ans. ..................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

Oswaal CBSE CCE Pullout WorksheetsSocial Science For Class 6 (Term 1 And

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