Class 6 · Social Science · Chapter 4 · NCERT Class 6 Social Science

Timeline and Sources of History Class 6 Notes

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CLASS 6 SOCIAL SCIENCE · CHAPTER 4 · STUDY NOTES

Timeline and Sources of History

Read dates correctly, question sources and explore how evidence helps us understand early human life.

01 / EXPLORE & UNDERSTAND

How can we know something we did not see?

History begins with questions about people’s past—and evidence that can help answer them.

1. Start with a small question

Suppose you want to know when an old school opened. A dated photograph, an admission register and a former pupil’s memory may help. Write down where each piece of information came from. A guess can suggest what to investigate, but is not evidence by itself.

2. Use the past to understand change

Older buildings, tools and records can show how work, travel or education changed. Earth’s history is far longer than human history. We study people within that wider setting without pretending a single object tells the whole story of a society.

Your turn

Question

A person says an old building “looks 500 years old”. What would you seek before accepting the date?

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NCERT · Chapter source PDF, pages 1, 2, 8, 9, 10 · Original Learnijoy explanations and practice.

02 / EXPLORE & UNDERSTAND

Different experts ask different questions

A bone, a rock and a tool may need different kinds of specialist knowledge.

Careful work at a site

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The textbook identifies this as archaeological work. The surrounding material and find location matter, not just an object removed from the ground.Source: NCERT Class 6 Social Science · Chapter 4 · chapter PDF page 3.

1. Match the work with the specialist

Geologists study Earth’s materials and processes. Palaeontologists study ancient life through fossils. Anthropologists study human societies and cultures. Archaeologists investigate material traces of people, such as buildings, tools and pottery. Their work can overlap and support one another.

2. Keep the find with its context

Where an object was found, its layer and nearby remains may matter as much as its appearance. Historians also work with language experts, scientists and epigraphists, who study inscriptions. A careful record is more useful than removing an interesting object from a site.

Your turn

Question

Why should a pot fragment’s location be recorded rather than treating it only as a pretty object?

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NCERT · Chapter source PDF, pages 3, 10 · Original Learnijoy explanations and practice.

03 / EXPLORE & UNDERSTAND

Read BCE and CE as one sequence

BCE years get smaller as we move towards 1 BCE. After that comes 1 CE.

1. Follow time forwards

Read this in time order: 3 BCE → 2 BCE → 1 BCE → 1 CE → 2 CE → 3 CE. A larger BCE number refers to an earlier year. In CE, a larger number refers to a later year. Write the label so that 200 BCE is not confused with 200 CE.

2. Know older labels too

BC and AD are older labels used with the same conventional year numbering as BCE and CE. The numbering has a historical connection to the conventional date of Jesus’s birth. A calendar convention is a way of labelling years; it does not mean every society began its history then.

Your turn

Question

Which comes first: 450 BCE or 250 BCE? Explain without only comparing digit size.

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NCERT · Chapter source PDF, pages 3, 4, 5, 6 · Original Learnijoy explanations and practice.

04 / EXPLORE & UNDERSTAND

Count the gaps: there is no year zero

A timeline makes the missing zero easier to understand than memorising a rule.

Count spaces between year starts

Each arc represents one year. There is no extra stop called 0.

2 BCE1 year1 BCE1 year1 CE1 year2 CETime moves forward →

Swipe the timeline sideways to see every date.

2 + 2 − 1 = 3 years

These are year-start points. For exact dates, months and days also matter.

1. Walk across the boundary

From the start of 2 BCE to the start of 1 BCE is one year. To the start of 1 CE is another. To the start of 2 CE is one more. That is three one-year gaps, not four: there is no extra year labelled zero in this historical numbering.

2. Choose the calculation that fits

For matching points in a BCE year and a CE year, add the year numbers and subtract 1. From 5 BCE to 4 CE: 5 + 4 − 1 = 8 years. Within one era, subtract the smaller year number from the larger. Exact months and days matter if the dates are not at matching points in their years.

Your turn

Question

How many years separate the starts of 3 BCE and 3 CE?

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NCERT · Chapter source PDF, pages 5, 6, 16 · Original Learnijoy explanations and practice.

05 / EXPLORE & UNDERSTAND

A century contains 100 years

The first numbered century starts at year 1, so the boundary year belongs to the century ending there.

1. Build CE centuries from the beginning

The 1st century CE runs from 1 to 100; the 2nd from 101 to 200. So 1901–2000 is the 20th century, and 2001–2100 is the 21st. The year 1900 belongs to the 19th century. Do not automatically add one to the first digits of a year ending in 00.

2. Read BCE ranges in time order

The 1st century BCE runs from 100 BCE towards 1 BCE. The 3rd runs from 300 BCE to 201 BCE. Similarly, the 1st millennium BCE covers 1000–1 BCE; the 3rd millennium CE covers 2001–3000 CE. Keep the era label beside the range.

Your turn

Question

Are 2000 CE and 2001 CE in the same numbered century?

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NCERT · Chapter source PDF, pages 6, 7, 16 · Original Learnijoy explanations and practice.

06 / EXPLORE & UNDERSTAND

A timeline shows order—and sometimes scale

Check labels and spacing before using the length of a timeline to compare durations.

1. Look for skipped time

A long historical timeline may use a break or dotted section to skip a large interval. In that case, one centimetre cannot represent the same duration across the entire drawing. A billion years, a million years and a thousand years are very different amounts of time.

2. State the reference for “years ago”

A statement such as “100 years ago” depends on the year it was written. A fixed date such as 1900 CE does not shift when read later. If making a family or school timeline, use dates you are allowed to share and clearly mark uncertain or approximate information.

Your turn

Question

Two events are close together on opposite sides of a timeline break. Does that prove only a short time passed between them?

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NCERT · Chapter source PDF, pages 2, 4, 5, 6, 7 · Original Learnijoy explanations and practice.

07 / EXPLORE & UNDERSTAND

People use more than one calendar

Different calendars can organise the same passage of time in different ways.

1. Separate calendars from events

The Gregorian calendar is widely used for civil dates. Other calendars, including Hindu, Muslim, Jewish and Chinese calendars, are also used. A festival may have a different Gregorian date each year because its date follows another calendar’s rules.

2. Read what a panchanga provides

Many Indian calendar traditions use movements of the Sun and Moon. A panchanga gives calendar and astronomical information, including festival timings and predicted eclipses. Different entries answer different questions; a weather prediction is not the same kind of calculation as the timing of an eclipse.

Your turn

Question

Why might the Gregorian date of a festival change even when the community follows a regular calendar rule?

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NCERT · Chapter source PDF, pages 3, 4, 7 · Original Learnijoy explanations and practice.

08 / EXPLORE & UNDERSTAND

Different sources reveal different clues

Ask what a source can tell you—and what it cannot tell you on its own.

Start with what is visible

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A coin shown in the chapter: notice its edge and the worked design. Its exact date, issuer and meaning require further information, not a guess from colour.Source: NCERT Class 6 Social Science · Chapter 4 · chapter PDF page 11.

1. Compare objects, words and memories

Coins may show names, symbols and materials. Inscriptions preserve writing on durable surfaces. Manuscripts are handwritten texts. Buildings, pottery, tools, paintings and burials are material or visual sources. Oral accounts preserve memories and traditions. One source may fit more than one category.

2. Ask a focused question

A coin can help study a ruler’s name or the material used for money. It cannot by itself tell us that every person was wealthy or liked that ruler. A poem may reveal ideas and values without being a literal report of every event. Match the claim to the evidence.

Your turn

Question

Does finding one expensive ornament prove that everyone in a settlement was rich?

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NCERT · Chapter source PDF, pages 8, 9, 10, 11 · Original Learnijoy explanations and practice.

09 / EXPLORE & UNDERSTAND

Sources can disagree: investigate why

History is not choosing the most exciting story. It is weighing evidence carefully.

1. Ask who, when and why

Was an account written during the event or much later? Did its author witness it? Was it meant to praise a ruler, record a payment or entertain an audience? Purpose does not make a source useless, but helps us read it carefully.

2. Keep uncertainty visible

Compare accounts with objects, inscriptions and scientific studies where relevant. Several copies of one story are not the same as independent confirmation. When evidence is missing or conflicting, say what is known and what remains uncertain. New evidence can change an interpretation.

Your turn

Question

Two websites repeat the same unsourced story. Is that automatically two independent pieces of evidence?

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NCERT · Chapter source PDF, pages 9, 10, 16 · Original Learnijoy explanations and practice.

10 / EXPLORE & UNDERSTAND

Early humans learned, shared and made tools

Early people were active problem-solvers. We learn about them through surviving traces.

An artist reconstructs life in a rock shelter

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NCERT illustration, not a historical photograph. Notice activities, then ask which material evidence could support each one.Source: NCERT Class 6 Social Science · Chapter 4 · chapter PDF page 12.

1. Connect needs with actions

Early groups sought food, shelter and safety. They made tools, used fire and shared knowledge. Rock shelters and temporary camps offered places to live, but not everyone lived in a cave. Plants, fruits and other gathered foods mattered alongside hunting.

2. Read reconstructions with care

The book’s scene is an artist’s reconstruction, not a photograph from the past. Tools and paintings support some details; exact clothing or who did each task may be uncertain. Do not assume only men hunted or only women cared for children because a drawing assigns those roles.

Your turn

Question

Why should we distinguish an ancient rock painting from a modern drawing of people making it?

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NCERT · Chapter source PDF, pages 12, 13, 14 · Original Learnijoy explanations and practice.

11 / EXPLORE & UNDERSTAND

Farming changed relationships with food and place

Cultivating crops and keeping domesticated animals developed over time, not on one day everywhere.

Read the activities in this reconstructed settlement

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The textbook imagines an agricultural community. Buildings, animals and food-related work are shown together; exact roles and arrangements are not proved by the drawing.Source: NCERT Class 6 Social Science · Chapter 4 · chapter PDF page 14.

1. Connect climate, water and settlement

After the last major glacial period ended roughly 12,000 years ago, conditions changed in many regions. Some communities increasingly cultivated plants and kept animals such as goats and cattle. Water and suitable soils made some river areas useful for settlements, though farming began at different times in different places.

2. Remember that food still required work

Farmers had to plant, tend, harvest and store food. Weather, pests and crop failure remained challenges. Hunting, gathering and farming could coexist; one way of life did not instantly replace all others. A single tamed animal is not by itself evidence of generations of domestication.

Your turn

Question

Why is “everyone stopped gathering as soon as farming began” too simple?

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NCERT · Chapter source PDF, pages 13, 14, 15 · Original Learnijoy explanations and practice.

12 / EXPLORE & UNDERSTAND

Growing settlements needed cooperation

More people and new skills created more connections—and new decisions to make.

1. Trace connections between settlements

Some hamlets grew into villages; some villages later grew into towns. Communities exchanged food, clothing, tools and other goods. Pottery supported making and storing things, while metalworking added new materials for tools and ornaments. These changes did not happen at one speed everywhere.

2. Avoid one rule for every early society

Communities organised work and shared needs in different ways. The chapter gives a broad picture of cooperation and leadership. Evidence is limited, so we should not turn it into a universal claim that every settlement had identical leaders or ownership rules. History develops by asking further questions.

Your turn

Question

Does finding pottery in two settlements prove they had exactly the same leaders and customs?

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CHAPTER RECAP

Take these ideas with you

  • History uses evidence to investigate people’s past.
  • BCE numbers decrease towards 1 BCE, followed directly by 1 CE.
  • Across BCE to CE, matching year points are separated by BCE + CE − 1 years.
  • Check timeline scale, breaks and era labels.
  • Compare independent sources and keep uncertain claims separate from established evidence.
  • Early human societies changed in varied ways; reconstructions are not photographs.

Use your understanding in a new situation

Question

Put 120 BCE, 20 CE and 40 BCE in time order. How many years separate the starts of the last BCE year in your list and 20 CE?

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Question

An inscription praises a ruler, while another source records a costly war. Must one be useless?

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NCERT · Chapter source PDF, pages 15, 16 · Original Learnijoy explanations and practice.

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