Chapter 7 – India’s Cultural Roots Class 6th Social Science (Exploring Society: India & Beyond) NCERT Solution

Class 6 SST — India’s Cultural Roots | Solutions
CLASS 6 · SOCIAL SCIENCE · EXPLORING SOCIETY

Chapter 7 — India’s Cultural Roots

Complete solutions to every Let’s Explore (in-text) question and the full Questions, Activities & Projects, True or False and Class Activity — with detailed explanations and images from the chapter.

A rishi (Hampi) • The Buddha (Bhutan) • Mahāvīra (Bihar) — the roots of India’s schools of thought
A rishi (Hampi) • The Buddha (Bhutan) • Mahāvīra (Bihar) — the roots of India’s schools of thought

Let’s Explore & Think About It — In-text Questions

The “Let’s Explore” and “Think About It” boxes inside the chapter.

1
Page 109 · Choosing our leaders
Do you know the term for a society where people select their leaders? How can people benefit from it? What could happen under leaders they did not choose? (Write 100–150 words.)
Early Vedic assemblies like the sabhā and samiti were among India’s earliest collective decision-making bodies
Early Vedic assemblies like the sabhā and samiti were among India’s earliest collective decision-making bodies
Answer

The term is DEMOCRACY — a system in which people choose their own leaders, usually by voting.

Model paragraph (about 120 words): In a democracy, people elect their leaders and can also change them after a fixed time. This benefits people in many ways. Leaders remain accountable to those who elected them, so they try to work for the people’s welfare. Citizens have a voice in decisions, their rights are protected, and power changes hands peacefully. If, instead, people had to live under leaders they did not choose, they might have no say in how they are governed. Such leaders may ignore people’s needs and rights, and there would be no easy, peaceful way to remove them if they ruled badly. Interestingly, even early Vedic society had assemblies called sabhā and samiti where people gathered to discuss and decide together.

2
Page 115 · The Buddha in the stone panel
• Discuss the way the Buddha is depicted in the panel. • Name some states of India or countries where Buddhism is a major religion today. Try to plot them on a world map.
A stone panel (about 1,800 years old) showing the Buddha teaching
A stone panel (about 1,800 years old) showing the Buddha teaching
Answer
  • How the Buddha is depicted: He is shown calm and serene, seated in the centre and larger than the others, with a peaceful expression and a halo around his head. His hand gesture (mudrā) shows he is teaching, and he is surrounded by disciples and listeners. Everything conveys calmness, wisdom and enlightenment.
  • Where Buddhism is a major religion today:
    • Indian states / UTs: Sikkim, Arunachal Pradesh, Ladakh, Himachal Pradesh (parts), Maharashtra (a large Buddhist population), Mizoram, Tripura.
    • Countries: Sri Lanka, Myanmar, Thailand, Cambodia, Laos, Vietnam, Bhutan, Nepal, Mongolia, China (Tibet), Japan and South Korea.
    Mark these on a world map to see how far the Buddha’s teachings spread across Asia.
3
Page 118 · The Jain temple panel
Observe the panel from a Jain temple in New Delhi. What is striking about it? What messages does it carry?
A panel from a Jain temple: natural enemies drinking peacefully together
A panel from a Jain temple: natural enemies drinking peacefully together
Answer

What is striking: the panel shows animals that are natural enemies — such as a lion together with cattle/bulls and other animals — drinking peacefully from the same trough, side by side, without any fear or violence.

The messages it carries:

  • Ahimsa (non-violence) — the central Jain value of not harming any living being.
  • Peaceful coexistence and harmony — even predator and prey can live together in peace.
  • Interconnectedness of all life — all creatures are linked and can share the world without conflict.
4
Page 110 · Think About It
Have you heard or read any other story that conveyed an important message? What values did it teach you?
Rishi Uddālaka teaches his son Śhvetaketu that brahman is present in everything
Rishi Uddālaka teaches his son Śhvetaketu that brahman is present in everything
How to answer (with examples)
  • Pick any story you know — a Panchātantra tale, a Jātaka tale, or an Upanishad story like Śhvetaketu or Nachiketa — and say what it taught you.
  • Example: “The story of the monkey-king (a Jātaka tale) taught me the value of selfless sacrifice and caring for others.”
  • Common values such stories teach: honesty, unity, non-violence, courage, humility, and the importance of asking questions and thinking for oneself.

This is a personal reflection — choose a story that meant something to you and explain its message.


Questions, Activities & Projects

The end-of-chapter exercises, followed by True/False and the class activity.

1
Exercise · If you were Nachiketa
If you were Nachiketa, what questions would you like to ask Yama? Write them down in 100–150 words.
Nachiketa questions Yama, the god of death, about the immortal ātman
Nachiketa questions Yama, the god of death, about the immortal ātman
Model answer (about 120 words)

If I were Nachiketa, standing before Yama, I would want to understand the deepest truths of life and death. I would ask: “What really happens after the body dies? Is there something in me that never dies?” I would ask about the ātman (the self) — whether it is truly immortal, and how I can come to know it. I would ask, “What is the true purpose of human life, and how should I live rightly?” I would also ask what real happiness is, and whether it lies in wealth and pleasures or in something higher. Finally, I would ask, “How can a person overcome the fear of death, and what is the highest knowledge worth seeking?” Like Nachiketa, I would keep asking until I understood.

2
Exercise · Central ideas of Buddhism
Explain a few central ideas of Buddhism and briefly comment upon them.
A stone panel at Bharhut showing the Jātaka tale of the selfless monkey-king
A stone panel at Bharhut showing the Jātaka tale of the selfless monkey-king
Answer
  • The cause of suffering: The Buddha realised that avidyā (ignorance) and attachment are the roots of human suffering, and he taught a method to remove them. Comment: it turns our attention inward, to the real causes of unhappiness.
  • Ahimsa (non-violence): literally ‘non-hurting’ — not harming any living being, in action or in thought. Comment: it builds compassion and respect for all life.
  • Self-conquest and inner discipline: “Conquering oneself is greater than conquering a thousand men.” Comment: real strength is mastery over one’s own mind.
  • Truth and dharma over ritual: purity comes from truth and right conduct, not from outward rituals alone.
  • Karma and rebirth, and the Sangha (community of monks and nuns) who spread these teachings.
3
Exercise · The Buddha’s quotation
Discuss the Buddha’s saying that begins “Not by water is one made pure, though many people may bathe here [in sacred rivers]…” to be sure its meaning is understood.
Meaning of the quotation

The Buddha is saying that simply bathing in sacred rivers does not make a person pure. True purity is not outer, but inner — a person becomes pure when truth and dharma (right conduct) live in their heart. Good actions, honesty and righteousness matter more than outward rituals.

He adds that conquering oneself — mastering one’s own anger, greed and ignorance — is a greater victory than defeating a thousand enemies in battle. In short, the saying values inner virtue and self-control over external ceremony.

4
Exercise · Central ideas of Jainism
Explain a few central ideas of Jainism and briefly comment upon them.
A traditional painting of Mahāvīra, the great teacher of Jainism
A traditional painting of Mahāvīra, the great teacher of Jainism
Answer
  • Ahimsa (non-violence): the most important Jain value — no living creature, however small, should be harmed, abused or tormented, even in thought. Comment: Jainism takes non-violence further than almost any other tradition.
  • Anekāntavāda (‘not just one’ perspective): truth has many sides and cannot be fully captured by any single statement. Comment: it teaches tolerance and respect for other viewpoints.
  • Aparigraha (non-possession): detachment from material things — keeping only what is truly necessary. Comment: it encourages simple, contented living.
  • Interconnectedness of all life: all creatures depend on one another and cannot live in isolation.

Note: the word Jina means ‘conqueror’ — not of territory, but of one’s own ignorance and attachments.

5
Exercise · André Béteille’s thought
Consider and discuss André Béteille’s thought (page 122).
Folk and tribal art (such as this style) has shaped, and been shaped by, mainstream traditions
Folk and tribal art (such as this style) has shaped, and been shaped by, mainstream traditions
Answer

The sociologist André Béteille pointed out that the many castes and tribes of India have influenced one another’s religious beliefs and practices since the very beginning of history.

His key idea is that the influence has flowed both ways. It is widely accepted that tribal beliefs were shaped by Hinduism — but it is equally true that Hinduism itself has been shaped by tribal religions, not just in its early days but throughout its evolution. So the relationship is one of mutual give-and-take and mutual enrichment. This is why folk and tribal beliefs are counted among India’s own cultural roots, rather than being seen as separate or ‘lower’. (For example, Jagannath of Puri was originally a tribal deity.)

6
Exercise · Gods, goddesses & festivals of your region
Make a list of popular gods and goddesses in your region and the festivals associated with them.
How to answer (examples)
  • Ganesha — Ganesh Chaturthi
  • Durga — Navrātri / Durga Puja
  • Lakshmi — Diwali
  • Krishna — Janmāshtami
  • Rama — Rām Navami / Dussehra
  • Shiva — Mahāshivarātri

Add the local deities (grāma devatās) and festivals special to your own town or region — your list will be unique to where you live.

7
Exercise · Tribal groups & their art (activity)
List two or three tribal groups from your region or State and document some of their art and belief systems.
How to do it (examples)
  • Gond (central India) — famous for colourful Gond painting; nature worship and belief in a supreme deity.
  • Bhil (central/western India) — known for Pithora painting; worship of nature and ancestral spirits.
  • Warli (Maharashtra) — simple white Warli art on mud walls showing daily life and nature.
  • Santhal / Munda (eastern India) — worship Singbonga, a supreme creator deity; rich music and dance.
  • Toda (Nilgiris, Tamil Nadu) — regard many mountain peaks as sacred homes of gods.

Common belief: most tribes regard nature — mountains, rivers, trees, animals — as sacred, while also having a concept of a supreme divinity (e.g. Donyipolo, Singbonga). Pick the tribes of your own State and note their art and beliefs.

TRUE OR FALSE
T/F
Exercise · State whether true or false
Mark each statement true or false, with a reason.
The Ellora caves (Maharashtra) hold Hindu, Buddhist and Jain shrines side by side — a sign of India’s many co-existing schools of thought
The Ellora caves (Maharashtra) hold Hindu, Buddhist and Jain shrines side by side — a sign of India’s many co-existing schools of thought
Answers with reasons
  • FalseThe Vedic hymns were written on palm-leaf manuscripts. The Vedas were not written at first — they were recited orally and memorised, passed on by heart for many generations.
  • TrueThe Vedas are India’s oldest texts. They are the most ancient texts of India, and among the most ancient in the world.
  • True“Ekam sat viprā bahudhā vadanti” reflects a belief in the unity of cosmic powers. It means ‘the Existent (supreme reality) is one, but sages call it by many names’ — a belief in one underlying reality.
  • FalseBuddhism is older than the Vedas. The Vedas are far older; Buddhism arose only in the 1st millennium BCE, long after the Vedas.
  • FalseJainism emerged as a branch of Buddhism. Jainism is an independent tradition with very ancient roots; it grew widespread around the same time as Buddhism, not out of it.
  • TrueBoth Buddhism and Jainism advocated peaceful coexistence and avoidance of harm to all living beings. Both place ahimsa (non-violence) at the centre of their teachings.
  • FalseTribal belief systems are limited to belief in spirits and minor deities. Many tribes also believe in a supreme divinity — for example Donyipolo (Arunachal Pradesh) and Singbonga (Munda, Santhal).
CLASS ACTIVITY
Class activity · A play about life
Stage a small play with Yama, the god of death, surrounded by several Nachiketas asking him questions about life.
The banyan tree — one deep root system, many trunks and branches — a symbol of India’s united-yet-diverse culture
The banyan tree — one deep root system, many trunks and branches — a symbol of India’s united-yet-diverse culture
How to stage it
  • Choose one student to play Yama (seated on a ‘throne’) and several students to play Nachiketas.
  • Each Nachiketa asks Yama one deep question — e.g. “What happens after death?”, “Is the ātman immortal?”, “What is true happiness?”, “How should we live?”
  • Yama first tries to avoid answering, then (impressed by their persistence) explains that the ātman is never born and never dies — it is immortal.
  • End with the message that asking sincere questions is the path to real knowledge.

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