Traders Kings and Pilgrims Page 1 of 64

CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 1 of 64

Master Lesson Plan

For

Traders Kings and Pilgrims

Board Standard Subject Chapter Language Reference Link Creation date

Traders Kings and Traders, Kings and CBSE STD VI Social Science English 2021-04-20 22:09:51 Pilgrims Pilgrims

DISCLAIMER

1.Strictly not for Commercial use. 2.Provided on as is basis with no warranties of any kind. 3.Content that falls in Public Domain or common Knowledge facts can be used freely. 4.Some of the contents are owned by the Third parties and are used in compliance with their licensing conditions. Any one infringing the Copyright of such Third parties will be doing so at their own risks and costs. 5.Content can be downloaded and used for Personal, educational and informational purposes only. Any attempt to remove, alter, circumvent or distort the data that is accessed Is Illegal and strictly prohibited.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 2 of 64

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 3 of 64

Traders Kings and Pilgrims

1. MS_Objectives - Traders, Kings and Pilgrims

Objectives - Traders, Kings and Pilgrims

Notes to teacher:

This asset lays down the proposed plan for transacting this chapter, It states the asset objectives of the MLP, This asset is for teacher’s reference and need not be taught to the students.

Students will be able to

- analyse the importance of trade among the major empires in the past,

- trace the Silk Route and discuss its origin and importance in the spread of Buddhism,

- describe the pilgrimages of famous Chinese Buddhist pilgrims,

- explain the meaning and significance of Bhakti in people’s life,

- compare the past trading process with the present-day technology-based trade.

Time to teach Asset Type Theme SubTheme Traders Big and Small, Story of the silk 2 Minutes Main Script Trade route , Traders Big and Small, Story of the silk route

2. IQ_At The Market

At The Market

Notes to teacher:

Teacher may ,

1. Show both the images of the market,

2. Ask the students to compare the places,

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 4 of 64 3. Accept any suitable answer from the students,

4. Conclude every answer with the hints given.

1. What do you see in both the pictures?

Picture 1 Picture 2

Hint:- We see two different types of market places.

Picture 1 shows village market with many traders selling their products in open courtyard or on the road.

Picture 2 shows a city supermarket with all the items at one place in a big hall or room or a closed place.

2. Are these places different from each other? How are the goods displayed?

Hint:- Yes, they are different from each other.

One is a temporary market and the other one is a permanent market.

In a village market, the items or goods are displayed in open courtyard by different traders, each one selling his or her goods brought.

In a city supermarket all the items are displayed at one big place on long shelves neatly stacked for the buyers to pick on their own.

3. Imagine that you are visiting one such village market and you see a lot of people

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 5 of 64 sitting with their goods spread out for sale. Do you think they live there itself or come from differnt places?

Hint:- The people who sell the items in a village market do not live there, but come from different places to do trading.

Some people however stay in the same village where the market is set-up.

They also bring the goods available from different places or from their own place to be sold in various other places where there is demand.

4. How do you think the items are brought in both the types of market?

Hint:- In a village market, the items are brought by the sellers or traders in their own vehicles like bike, truck or van every day for trading.

In a city supermarket, the items are brought by different manufactures/ producers/ distributors on high-volume in huge vehicles once in week depending on the sale.

Here, the products are always displayed on the racks or shelves for the buyers to choose from.

5. Imagine you are one such seller and want to finish selling all your goods in one day. What will you do? Can you do it both village market as well as city super market?

Hint:- Advertise with the help of posters, announcements, etc., call out the products, announce the price and discount if any, etc.

Village market has less quantuty goods, it may be possible to complete the sale of goods in

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 6 of 64 one day here.

Supermarket has large quantity goods, it is not possible to compete the sales in one day.

(Answer may vary from student to student. The teacher may accept any answer suitable here and help conclude with the hints given.)

Image URLs:

1.village market - [email protected]

2.Supermarket - OC- [email protected]

3.Lorry : https://commons.wikimedia.org/wiki/File:A_lorry_in_Tamil_Nadu.JPG

4.Supermarket : https://pixabay.com/photos/vegetables-shelf-food-supermarket-1348155/

5. Bike : OC- [email protected]

Time to teach Asset Type Theme SubTheme

Traders Big and Small, Traders Big and 7 Minutes Inquisitive Questions Trade Small

3. MS_Know About Trade and Traders

Know About Trade and Traders

Notes to the teacher:

Teacher may,

1. use the GO effectively to talk about each picture and mention how archaeologists used these evidences to know about trade,

2. show the pictures of different modes of transport to talk about the traders using these modes of travelling to go from place to place,

3. ask the students to show as many possible routes taken by traders on the outline map,

4. with the help of the given map, discuss the sea routes and land routes.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 7 of 64 Introduction

Trade have been taking place since ancient times. Many items were transacted by way of import and export between Indian subcontinent and other countries like Myanmar, Sri Lanka, Rome, East Africa, etc. Traders carried goods from one part of the continent to the other parts through sea routes and land routes. Historical remains found in many sites in the Indian subcontinent have helped the archaeologists to prove the existence of trade.

Items of Trade

Northern Polished Black Ware-

Polished and fine black pottery especially bowls and plates were found in many places in the Indian subcontinent.

Pepper-

Most valued spice in Roman Empire.

Was known as Black Gold in Rome.

Found in abundance in south India.

Precious stones and gold-

South India was famous for precious stones and gold.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 8 of 64 Import items like Horses, pottery and foodstuff

Horses were brought in ships by sea from other countries, pottery from neighbouring lands like Myanmar, foodstuff from Sri Lanka, glass wares from Roman Empire, .

Roman Gold coins-

Found in south India as evidence of trade between India (especially Arikamedu) and Rome.

Routes explored by the traders

-- In historical times, the traders travelled in caravans when they had to travel across the deserts of East Africa, Asia and Arabia.

-- A caravan is a group of people travelling together on camel carts across the arid regions.

-- The traders also found several sea routes across the Arabian Sea and Bay of Bengal.

-- The sailors chose to sail with the monsoon winds to reach the coast easily and quickly.

-- Sturdy ships were built for the long journeys.

Images URLs :

1. Black pottery - 1.https://pixabay.com/photos/amphora-clay-pot-2729393/ 2. Pepper - https://pxhere.com/en/photo/1057958 3. Gold - https://pixabay.com/photos/gold-jewelry-gold-jewelry-wedding-5264682/ 4. Roman Gold coins - https://www.flickr.com/photos/62091376@N03/5986643391 : Attribution : Erik Drost 2.0 Generic (CC BY 2.0) 5. Caravan - https://pixabay.com/photos/desert-camels-desert-ship-caravan-701184/ 6. ships - https://pixabay.com/illustrations/merchant-ship-ancient-medieval-3929163/ 7. Bullock cart - https://commons.wikimedia.org/wiki/File:Silver_zenana_carriage1895b.jpg

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 9 of 64 Time to teach Asset Type Theme SubTheme

Traders Big and Small, Traders Big and 9 Minutes Main Script Trade Small

4. SA_Trace the Trade Routes

Trace the Trade Routes

Materials required : paper, outline map of Eurasia, pencil, colour pencil

Domain : Classroom

Type of Activity : Individual

Instruction/ Note to the teacher :

Teacher may,

1) announce the date of the activity in advance,

2) instruct the students about the activity and ask them to bring the required materials,

3) discuss the routes explored by the traders (show the map with the routes),

4) keep the outline maps of Eurasia ready for the activity,

5) guide the students to mark the sea routes with blue pencil colour and land routes with red pencil colour,

6) observe the neatness in every student’s map work.

Procedure :

Distribute the outline map in the class, Ask the students to proceed with the marking, Discuss the various routes explored with the help of the slide show, Ask oral questions based on the activity performed:

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 10 of 64

Q1. What route did the travellers take to reach China?

Hint : The travellers would have taken the land route on the north eastern side of the subcontinent to reach China.

Q2. Name the Sea the traders had to cross to reach East Africa?

Hint : The traders crossed the Arabian sea to reach East Africa.

Q3. How do you think the sailors reached the coasts on the eastern side easily and quickly?

Hint : The sailors sailed across the seas to reach various places quickly and easily with the help of the seasonal monsoon winds.

They would have sailed easily on the eastern side during the northeast monsoon.

Q4. Give reasons for the travellers to explore various sea routes.

Hint : The reasons are: a. Need for trading goods from one place to the other, b. Different places were famous for various items, there was a need to exchange the goods between the countries, c. In order to make the travel expedition quicker and easier, several sea routes were explored. (Teacher may accept many more suitable points for an answer from the students)

Q5. Identify the problems that the travellers would have faced during their journey by land.

Hint : The travellers by land would have faced the risk of robbers and bandits looting their expensive goods.

The caravans travelling by deserts would have faced a similar problem as well as getting stuck in desert storms, etc. (Teacher may accept more suitable answers from the students)

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 11 of 64

Observation :

Students mark the various sea routes and land routes on the given outline map appropriately.

Conclusion :

Students collaboratively find the need for traders to explore the sea routes.

Students understand that though such trade routes involved a lot of risk factors, these helped increase trade relations between countries.

Image url :

Ship : https://pixabay.com/vectors/ships-storm-line-art-sailing-sea-5965348/ caravan - https://pixabay.com/photos/tunisia-desert-caravan-sand-sahara-733613/

Map : SSSVV Gallery : Key word : World Map

Time to teach Asset Type Theme SubTheme

Traders Big and Small, Traders Big and 10 Minutes Suggested Activity Trade Small

5. IQ_How Important were the Coasts?

How Important were the Coasts?

Notes to teacher:

Teacher may,

1. Talk in general about coasts and their importance for different groups of people in different timelines,

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 12 of 64 2. Bring in the point about the benefits of the coasts to the kings in ancient times.

Q1. How did the travellers from different countries reach India even before the invention of planes and trains?

Hint: The travellers came to India on foot and by sea on ships.

Q2. Do you think coasts are important? What are they used for?

Hint: Yes, the coasts are important for different people in different ways.

They provide place to live, place to do trading like fishing, etc., ports for loading and unloading of goods that come by sea.

Coasts are used for transport, tourism, trading and fishing. (teacher may encourage more points from the students to arrive at the conclusion that coasts were also useful in olden days)

Q3. How do you think did the kings whose kingdoms were closer to the coasts benefit from them?

Hint: a. The kings who had coastal lands under their control used the coasts as the main trading point. b. They demanded gifts and taxes from the travellers and traders who passed by their kingdoms. b. The coastal lands were used as trading hub for the kingdom to flourish and become powerful.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 13 of 64

Image URLs:

1.Traveller: CCO - https://www.flickr.com/photos/144957155@N06/43837399585/in/photolist- 29ML8Ce-M2Fkgu-Zydv4K-6pM71N-2gvponU-2cf12xY-ZBv85Z-QgpWR1-28yVZC7-TXioVx- Y1m9hd-ZkKi5k-5z8WXW-2c4hznp-owgBpq-tEfh6v-5kSzsY-odmTJm-uKbHEa-CUK4t3- 6BanPQ-2hzdBp5-of1uYF-of2jnh-9xRkUL-Bd643c-ow8TcJ-oeQgFP-oeYMvv-SJV6Sf- oeTMjw-wPiuGT-of26JU-vmWRPn-2fzK1u9-rwU6pU-2bfAYvm-28WfQqE-2g3v3z3-VMqbVG- Pc9JVu-rPm185-2g3ziEL-78bTwk-J91Pde-Mz8s1c-22WstnP-H5DsoD-f2E7ji-2g3v5kc/

2.Ship: https://pixabay.com/pt/vectors/barco-oceano-vela-sax%C3%B4nico-mar-1299205/

3.Tourism- https://commons.wikimedia.org/wiki/File:A_view_of_Tranquebar_- _Google_Art_Project.jpg

4.fishing- https://commons.wikimedia.org/wiki/File:36- pesca,Taccuino_Sanitatis,_Casanatense_4182..jpg

5.place to live - Coast: SSSVV Gallery - Keyword search – Kanyakumari

6.Screenshot of kings near coasts - https://www.youtube.com/watch?v=ZMy8OqRCKAg By: Puthiyathalaimurai TV

7. Screenshot of Poompuhar - https://www.youtube.com/watch?v=ZMy8OqRCKAg By: Puthiyathalaimurai TV

Time to teach Asset Type Theme SubTheme

New Kingdoms along the coasts, New 3 Minutes Inquisitive Questions Early Kings and Kingdoms Kingdoms along the coasts

6. MS_New Coastal Kingdoms and Trade

New Coastal Kingdoms and Trade

Notes to the teacher:

Teacher may,

1. ask a leading question about the inland and coastal centers of the kings to introduce

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 14 of 64 the MS

Qs. How trade developed during the ancient rule in the kingdoms both at the inland and the coastal area?

Suggested answer: The kings had their centres of power at both inland as well as at coastal areas to control and develop the trade along the land routes and along the sea routes.

2. show the map of south India and talk about the muvendar and their centres of power

3. talk about the Satavahanas and their empire by showing the map.

Trade gave rise to New Kingdoms along the Coast:

Ø New kingdoms emerged especially along the coastline and river valleys.

Ø Hills, plateaus and sea coasts controlled by the kings flourished due to trade.

Ø Long coastline along the southern half of the subcontinent became rich and powerful.

Ø The Chiefs and Kings of three ruling families became popular in the whole of south India around 2300 years ago.

Three Chiefs of South India:

· ‘Muvendar’, a Tamil word meaning three heads of ruling families.

· Sangam poems mention the three kingdoms that flourished in the south.

· The Cholas, Cheras and Pandyas together were known as ‘Muvendar’.

· Each kingdom had two centres of power - one inland and one along the coast.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 15 of 64 · Puhar or Kaveripattinam, the port of the Cholas and Madurai, the capital of the Pandyas were two important places mentioned in the Tamil compositions.

· The chiefs demanded and received gifts and tributes like precious gems, gold, fine cloth, elephants, horses, etc. from the people instead of taxes.

· The gifts were given away to the close associates of the kings like family members, supporters, brave soldiers and other skilled persons.

· Sometimes the tributes were either used for military expeditions or handed out to talented poets who composed poems praising the chiefs.

CHOLA KING PANDYA KING CHERA KING

Lords of the Dakshinapatha:

· The Satavahana dynasty empowered the western part of the subcontinent 2100 years ago.

· Gautamiputra Shri Satakarni known from his inscriptions was the most powerful among the Satavahanas.

· He and his followers controlled every route leading to the southern, eastern and western coasts of India.

· They were known as the lords of dakshinapatha meaning routes towards to the south.

Image URL:

India coastline Map: CCO: https://commons.wikimedia.org/wiki/File:Coastal_India_Satellite_picture.jpg

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 16 of 64 Coastal Plain: https://pixabay.com/photos/coastal-flood-plain-gower-grass-3595700/

Fort 1: https://www.flickr.com/photos/varunshiv/48720588227/in/photolist-2hegKtR- 2hdXSHM-7kbSZW-2hedhXG-7Hgr5v-2hedXeB-2hefGE5-2hedWeA-2hedYQT-2hedWyJ- 2hegztF-2hefEMY-2hefHcT-2hedZf5-7kbVqh-2hefL5S-2hefKnQ-7k84ut-2hegDf8-2hedZ29- 2hedZxu-2hee9Nt-2hee5bn-2hdXf9t-2hegECi-2hegAVd-6Up3sZ-2hee5Pm-2hee2Mj- 2hegEgw-2hegAzZ-2hee89B-2hee6pQ-2hee8nT-2hegD2Y-2hedu7W-2hedWpq-2hefTKX- 2hegHaC-2hefKLW-2hegmt7-2hee6Jx-7kbRTQ-2hee7HG-2hefSEv-2hee45K-2hegKQ7- 7k7SoK-2hefo17-2hegL93 (Attribution: Varun Shiv Kapur)

Hills: https://pixabay.com/photos/fort-chitradurga-karnataka-india-177895/

River Valley: https://pixabay.com/photos/western-ghats-sharavati-river-valley-342762/

India Map: SSSVV Gallery (Keyword: Sangam)

Chera King: SSSVV Gallery (Keyword: Chera)

Chola King: SSSVV Gallery (Keyword: Chola)

Pandya King: SSSVV Gallery (Keyword: Pandya)

India Map: SSSVV Gallery (Keyword: Sangam)

Gautamiputra Shri Satakarni : https://www.youtube.com/watch? v=LIAw0FjGjkg&t=146s (By: IndiaOldDays)

Indian subcontinent: OC- Arti Kaul ([email protected])

Time to teach Asset Type Theme SubTheme

New Kingdoms along the coasts, New 7 Minutes Main Script Early Kings and Kingdoms Kingdoms along the coasts

7. SA_What does a Sangam Poem Tells

What Does a Sangam Poem Tells

Materials required : pen/pencil, note book, A3 size chart papers, colour pens/ pencils, ice cream sticks, glue, glitter (any other decorative items for chart), related pictures of the items given in the poem.

Domain : classroom

Type of activity: Group

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 17 of 64

Instructions / Notes to the teacher :

Teacher may,

1. announce the date of the activity in advance,

2. form four groups in the class,

3. ask each group to get the materials required (one chart paper and four pictures of any items mentioned in the poem for each group),

4. maintain discipline while reciting the poem,

5. asks a few oral questions to the whole class,

6. write the points and answers given by the students on the board,

7. recall the discussion about Sangam era done in the previous chapter,

8. assign chart work to each group,

9. use the GO effectively to guide the students complete the chart work and pin up on the board,

10. call out one student from each group to present the chart verbally in the class.

Procedure :

1. Teacher recites the poem two times and asks the students to follow line by line,

2. After the recitation, teacher asks each group to sit and write down the names of the items mentioned in the poem in their note books,

3. Teacher asks a few oral questions based on the poem: a. Names of the items imported.

Hint: Pearls, corals, horses, foodstuffs and other rich imports. b. Name the items that are obtained from the Seas.

Hint: Pearls and corals. c. Name the items that are exported.

Hint: Crops, sandalwood, pepper and precious gems.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 18 of 64 d. Name the important port on the east coast. Whom did it belong to?

Hint: Puhar or Kaveripattinam port. It belonged to the Chola dynasty. e. Where does sandalwood grows? Tell its uses.

Hint: Sandalwood grows in the western hills.

4. Teacher writes the answers given by the students, on the board

5. Teacher then asks each group to do the following :

- Write the poem on the chart with colour pencils/ pens,

- Make it attractive with pictures and colours,

- Write the names of items given in the poem and one line about what would be their uses,

- Write a few lines about Sangam Era and Tamil compositions (learnt in the previous chapter)

6. Teacher makes one student from each group present the chart verbally in the class,

7. Each group completes the chart work and displays all the four charts on the pin board.

Sangam Poem as given in the text book :-

“(Here are brought)

Swift prancing horses by sea in ships,

Bales of black pepper in carts,

Gems and gold born in the Himalayas,

Sandalwood born in the western hills,

The pearls of the southern seas,

And corals from the eastern oceans,

The yield of the Ganga and the crops from the Kaveri,

Foodstuffs from Sri Lanka, pottery from Myanmar,

And other rare and rich imports.”

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 19 of 64

Hint :-

About Sangam Era : a. This era is known to be famous in the southern part of Indian subcontinent 2300 years ago. b. Many evidences about trade and travel have been mentioned in ancient Tamil books called Sangam Literature. c. Sangam Literature consisted of Tamil compositions by eminent writers and poets that were compiled in assemblies called Sangam.

Observation :

Students collectively learn the Sangam poem and make a list of items exchanged between countries,

Students get together to show case their creativity through chart work.

Conclusion :

Sangam texts were one of the evidences for ancient trade and long-distance exchange of products.

Reference:

Sangam poem- History text book page number 92

Image urls :

1.Horse : https://pixabay.com/vectors/carriage-chariot-charioteer-horse-1299047/

2.Pepper : https://pixabay.com/photos/peppercorns-pepper-spices-cook-3914937/

3.Food grains : https://pixabay.com/photos/grain-corn-beans-seed-natural-563128/

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 20 of 64 4.Gems : https://www.maxpixel.net/Gems-Stones-Minerals-Crystal-Semi-Precious-Stones- 2426730

5.Pearls, corals : OC [email protected]

Time to teach Asset Type Theme SubTheme

Traders Big and Small, Traders Big and 15 Minutes Suggested Activity Trade Small

8. IA_The China Silk

The China Silk

China and Silk:

Silk has been the most valued fabric ever since it was discovered. It has played an important role in the Chinese culture and economy for many thousands of years. Wearing silk was considered an important status symbol in ancient China. Even today, the people’s Republic of China ranks first in silk production.

Let us now see how this fiber came to be known as the ‘China Silk’

Myths and Legends: o Legend says, this fiber was first invented by the wife of the Chinese emperor named ‘The Yellow Emperor’. o Empress Hsi-Ling-Shi was the first person to discover this shiny, smooth and soft fabric in 27th century BC. o While she was sipping tea sitting under a mulberry tree in the royal garden, a cocoon fell into her hot teacup.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 21 of 64 o She tried to extract it from her cup when she noticed the cocoon started to loosen and unravel. o The empress was attracted at the sight of such a small creature reveal something unique thread like material. o She was surprised to know that the cocoon was made of long soft and strong thread like fiber. o She soon discovered how to combine all the threads and weave them into soft cloth. o She observed the life of silkworm and began to grow mulberry forest for the silkworms to feed on. o The empress developed the art of raising silkworms which is known as ‘sericulture’ and also invented the silk reel and loom. o Empress His Ling Shi collected thousands of cocoons, wove the fibers into a robe for the emperor. o Soon she taught other ladies in the royal court to make silk cloth. o In ancient China, women did the work of making silk cloth and it wasn't easy. o Silk became so popular all over the world that people who lived in China were known as the 'silk people' o People in China still talk about this story, it is amazing how silk is produced from a small worm.

Some Facts:

· While this story remains a myth, the archaeologists in China have found other evidence of silk even before the existence of the above story.

· Written references about ivory cups decorated with silkworm design, dating back 7000 years show that the discovery of silk was far more ancient.

Notes to the teacher: Teacher may explain what a reel and a loom is while narrating the

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 22 of 64 story,

Teacher can also mention that there are many types of silkworms that are raised for extracting silk fiber and this is one type which is extinct now.

Meanings of a few words:

· Reel- a device to spin the fiber from multiple cocoons into one thread.

· Loom- a tool used to weave silk thread.

· Silkworms- Bombyx Mori is a type of silkworm that the empress raised which is a native of China.

Info. Reference: https://fromental.co.uk/craftsmanship/the-history-of- silk/#:~:text=According%20to%20Chinese%20legend%2C%20Empress,the%2027th%20cent ury%20BC. https://www.ducksters.com/history/china/legend_of_silk.php https://mulberryparksilks.com/pages/a-brief-history-of-silk https://www.fromental.co.uk/wp-content/uploads/2014/06/court_ladies.jpg

Image Urls:

1. China Silk dress:- https://commons.wikimedia.org/wiki/File:Chinese_embroidered_silk_lady%27s_jacket_ and_pleated_skirt,_c._1900,_East-West_Center.JPG

2. Silk production - https://www.youtube.com/watch?v=oTPmN3fi6o0 ( by Reading Brainbow)

3. Empress, cocoon, silk loom - https://www.youtube.com/watch?v=oTPmN3fi6o0 (by Reading Brainbow)

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 23 of 64 4. Court ladies- https://commons.wikimedia.org/wiki/File:Court_ladies_pounding_silk_from_a_painting _(%E6%8D%A3%E7%BB%83%E5%9B%BE)_by_Emperor_Huizong.jpg

5. Cup - https://pixabay.com/photos/china-service-cup-pot-tee-decor-943129/

6. Cocoon- https://pixabay.com/photos/silkworm-cocoon-silk-manufacture-2456852/

7. Loom- https://pixabay.com/photos/loom-silk-bobbin-weave-361631/

Time to teach Asset Type Theme SubTheme Traders Big and Small, Story of the silk 7 Minutes Interesting Asides Trade route , Traders Big and Small, Story of the silk route

9. MS_The Silk Route

The Silk Route

Notes to teacher:

Teacher may,

1. Begin the class by talking about the richness of silk fabric and the complications involved in obtaining this fabric,

2. Show the map of Eurasia and ask the students to show every possible route from China to India,

3. Discuss the silk route and its branches shown in the map.

Silk – A luxury Fabric

- In olden days, wearing silk became the fashion amongst the royals and the rich.

- The shiny, smooth texture of the silk fabric makes it the most loved and highly valued in many societies.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 24 of 64 - Equally, there are a lot of complications involved in procuring the silk thread from the cocoons of small worm called mulberry silk worms.

- The methods and techniques of obtaining silk remained a secret for many thousands of years, however, with the increase in demand, trade increased and silk was carried to distant lands.

The Silk Routes

- Silk was produced in China, people took silk to far off lands on foot, horses and camels; the path they followed was known as the Silk Route.

- Many rulers wanted to control this route as they would benefit by collecting taxes and tributes from the traders.

- China sent gifts of silk to the rulers of Iran and countries in Europe and West Asia, thus spreading the knowledge of silk in the west.

- About 2000 years ago, silk became the most expensive and fashionable item in Rome.

- The path along the silk route used to be dangerous roads, mountains and deserts as they were dacoits prone.

- The kings and rulers who controlled and demanded gifts from the traders often used to protect them from any robbery.

- The Kushanas are the best-known of the earliest rulers, who controlled the silk route and even issued gold coins to the silk traders.

- Their major centres of power were Taxila, Peshawar and Mathura thus controlling the whole of Central Asia and north-west India.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 25 of 64 Image URLs:

Map: https://www.flickr.com/photos/136041510@N05/29078797066 (By: Patrick Gray)

Silk worm: https://pixabay.com/pt/photos/bicho-da-seda-seda-worm-casulo-931555/

Silk cocoon:https://pixabay.com/pt/photos/casulos-de-bicho-da-seda-seda-track-15044/

Silk fabric: https://pixabay.com/pt/photos/seda-tecido-de-ara%C3%A7ari-negro-52003/

Kanishka King: https://commons.wikimedia.org/wiki/File:Kanishka-Inaugurates-Mahyana- Buddhism.jpg

Gold coins of Kushanas: https://commons.wikimedia.org/wiki/File:KushanCoinage.jpg

Time to teach Asset Type Theme SubTheme Traders Big and Small, Story of the silk 9 Minutes Main Script Trade route , Traders Big and Small, Story of the silk route

10. DD_Present-day Trade and Market

Present-day Trade and Market

Notes to the teacher:

Teacher may, a. compare the trading process that took place in the olden days with that taking place now, b. discuss how trade has developed over the time with the development of trade centers in many countries,

After the discussion, teacher can ask the students to come up with the differences in trading and business in the two different time zones.

Introduction (teacher can introduce the topic and make the class interactive by asking question and discussing the points): o Trading has been a facility for humans since ancient period. o As civilizations developed, the need for trade was felt with the increase in communication. o Trade involved exchange of goods and services between countries either for money or as gifts.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 26 of 64

How do you see trade now? Can we compare the present trade with the trade in the past?

Suggested points:

1. Trade and market have undergone a sea change over the period of pasts eras.

2. The volume of trade in modern times is much larger than in ancient times.

3. Most modern trade is carried out on manufactured goods whereas, ancient trade was in agricultural and natural goods.

4. Where ancient trade took many days to import and export goods, modern trade has become faster and active with the support of technology.

5. Trade has evolved from barter system to E-commerce.

Can you name some trade centers developed over the years?

Suggested points:

World Trade Centers in many countries.

(Let’s know about one upcoming massive structure in Chennai known as Market of India.)

Market of India at Chennai’s SPR city, Tamil Nadu (A new trade center in comparison with olden days trading system)

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 27 of 64

Ø Mumbai’s ‘Gateway of India’ was an entry point for foreigners to do trade with India. Similarly, another Gateway of India is being built to facilitate and nurture India’s trade with the whole world.

Ø This Market of India is located at a historic spot in Chennai, SPR city.

Ø It will house the largest wholesale market in India under a single roof, unlike the olden days where the traders had to travel on foot or by sea to distant lands for trading.

Ø This massive trade capital is built in such a way that it meets the day to day needs of people with an exclusive Citizen Square or the Central Plaza to shop around.

Ø Today’s trade centers are developed with all the necessary accelerators in the form of space, finance and resources that support requirements of the traders.

Ø Market of India will meet the current trading challenges and will address various needs of modern traders.

Ø While in olden days, the traders were encouraged by the kings to market their products, this ‘Trade in India Center’ is an opportunity for all the traders big and small with unlimited business growth potential.

What do you think the today’s trade centers are aiming at?

Suggested points:

Aims of most of the Trade Centers today are:

· To be the one of the iconic structures in the world and at being one of most Leading Trade Hub.

· To be recognized as an important landmark that will draw traders and tourist around the globe.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 28 of 64

Info. Reference URLs:-

https://www.sprmarketofindia.com/ https://marketofindia.co.in/

Image urls:

1.Hand with bag - https://pixabay.com/vectors/bag-american-business-holds-money- 2855408/

2.WTC New York- https://pixabay.com/photos/sky-nowyjork-architecture-4521726/

3.WTC Brussels - https://unsplash.com/photos/AvRNIbuyymw

4.WTC Malaysia - https://pixabay.com/photos/twin-towers-kong-kuala-towers-3860064/

5.WTC Bengaluru - https://unsplash.com/photos/jHc3lkZDL7k

6.Trade center inside - https://pixabay.com/photos/world-trade-center-building-people- 5889199/

Time to teach Asset Type Theme SubTheme

Traders Big and Small, Traders Big and 7 Minutes Day-to-day Relevance Trade Small

11. QA_New Kingdoms and Traders - A Recap

New Kingdoms and Traders - A Recap

Notes to teacher:

· Teacher may begin the session by asking 'A' questions orally,

· Continue the class with a worksheet,

· Prepare two different worksheets, one for classwork and the other for homework,

· Ask the students to complete 'B' and 'C' in one worksheet,

· Give the second worksheet with 'D' and 'E' and ask them to complete as homework.

A. Name the following:

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 29 of 64 1. List three items that are bought from a city market.

Answer – Bread or bakery items and cheese, branded shoes and branded textiles.

2. List three items that are made in the village and can be purchased only in a village.

Answer – Farm fresh vegetables and milk, freshly crushed cooking oil, stone mortar and pestle.

3. Name the power centers of Cholas, Cheras and Pandyas.

Answer – Puhar, Muziris and Madurai.

4. Name the spice most valued in Roman Empire.

Answer – Pepper known as black gold.

5. Two major centers of power of the rulers who controlled the silk route.

Answer – Peshawar, Mathura.

B. Think and Answer in short:

1. How do we know that the southern subcontinent had trade with the Romans?

Answer – a. Roman gold coins were found in many places in southern India.

b. Many Roman items were excavated from the land in many places in the southern part of the subcontinent.

2. What evidences show that trade took place during Sangam era?

Answer – Works of many eminent scholars and poets and Tamil literature of Sangam Era are the evidences that speak about trade between India and countries outside the subcontinent.

3. What did the kings gain by controlling certain trade routes?

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 30 of 64 Answer – a. Kings collected tributes and taxes from the traders who passed by the trade routes that came under their kingdoms. b. The traders and travellers were given permission to do trading only after they gifted the kings with the items brought from the other countries.

C. Analyze and answer:

1. Who were called the Lords of Dakshinapatha? Do you think they wanted to control the routes leading to southern, western and eastern subcontinent? Justify your answer.

Answer -- The Satavahana rulers especially Gautamiputra Shri Satakarni and his followers were known as the Lord of Dakshinapatha.

Yes, they wanted to control all the routes.

• India was a major trade centre at that time.

• Many goods were imported and exported from other countries.

• The kings controlled the coasts on the western, southern and eastern side of the subcontinent in order to become rich and powerful.

D. Mark the following on the outline map of Eurasia:

1. Trade route between India and Somalia

2. Silk Route from China to Persia

3. Route from Roman Empire to south western part of India

4. Mark the Satavahana empire

E. Analyse and answer:

1. Why was Poompuhar or Kaveripattinam an important port for the Chola kings?

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 31 of 64 Answer – a. Kaveri Delta region was under the control of Cholas and they used it as an important port for trading. b. The Cholas controlled it as it was rich and flourishing town at that time and important trade routes were connected to it. c. Kaveripattinam also known as Puhar was the hub of trade and many Roman ships found their way into this port.

2. Was it easy for the traders to travel along the silk route? Justify your answer.

Answer – No, the traders found it difficult to travel along the silk route.

Reason – 1. The travellers faced the danger of getting robbed by the local bandits especially silk being a luxury fabric.

2. Men traveling by carts and caravans faced obstructions caused by nature like heavy rains, desert storms and mirage in the desert.

3. Mountain passes that were narrow and difficult to pass through, snow cliffs and forests with dangerous animals were other difficulties.

Image urls:

1. Gold Coins: https://flickr.com/photos/156717174@N07/51000705371/in/photolist-odgQk9- xfdmZV-xfegQe-ow4rev-wXBuWf-oeLkCV-ouQLCu-oevuiw-oeN9DV-oeZqbB-xfMN78- oevR6m-ouoAg3-ouzZZ2-tmzcW1-oeH676-odCz7u-oy8Q9g-oteAxW-oeXZR5-oekESq- owhYMw-oeXH7f-xskFiQ-ov5w9S-xcSQbm-oeVkTe-WwhCY9-osBKHA-oeUfHD-oeJyt6- oeHSy7-oeskcu-otpnx1-2kGKWSp-xfeoq8-wXBiM3-wic4NG-owrs7D-oeVpQA-oy2Crk- oueMcQ-owbDHG-ow5hsv-oey2FY-oez1sa-ovWYZ5-ovpNby-ouKJzy-odkixN

2. Screen shot of Iraiyanar and Sage Agastya: https://www.youtube.com/watch? v=QKgpTgnI2sk BY: Yaahoo Meditation Centre

3. Screenshot of kings - https://www.youtube.com/watch?v=ZMy8OqRCKAg By: Puthiyathalaimurai TV

Time to teach Asset Type Theme SubTheme Traders Big and Small, Story of the silk 15 Minutes Assessments Trade route , Traders Big and Small, Story of the silk route

12. IQ_The Buddhist Caves

The Buddhist Caves

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 32 of 64

Notes to teacher:

Teacher may,

1. Show the images and ask the students to tell what they see in those images,

2. Discuss by asking questions and encourage more points from the students,

3. Conclude the answers using the hints given.

Q1. What do you see here?

Hint: We can see some caves, hills and mountain passes.

Q2. Have you heard of any famous cave known for paintings and/or sculptures?

Hint: There are lots of caves in and around Maharashtra that are famous for paintings and sculptures, e.g., Ajanta and Elora caves, Karla caves, Elephanta caves, etc.

Q3. For whom were the caves built? What purpose did they serve them?

Hint : The caves were built for the travellers, traders and monks.

The travellers came to the caves to study the paintings and sculptures and spread their faith or religions in the cities and towns they visited nearby.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 33 of 64 Traders used the caves as their resting place before they proceeded to the cities for trading.

Monks lived in these caves and often accompanied the travellers and traders to visit places and spread Buddhism.

(Note to teacher – teacher could bring in the fact that these caves were mainly used by Buddhist monks and were known as Buddhist caves)

Image URLs:

1.mountain passes- https://pixabay.com/pt/photos/montanhas-trilha-nuvens-alpino-5747297/

2 .Caves- OC - Darshana Viswanathan ([email protected])

3.sculpture- https://flickr.com/photos/64337707@N07/34022861571 (Attribution: Anandajoti Bhikkhu)

4.paintings - .https://flickr.com/photos/64337707@N07/34336272456 By: Anandajoti Bhikkhu

5.Monk teaching- https://pixabay.com/pt/illustrations/buda-seguidores- ora%C3%A7%C3%A3o-grove-1053137/

Time to teach Asset Type Theme SubTheme

Spread Of Buddhism, Spread Of 5 Minutes Inquisitive Questions Religion and Religious Movements Buddhism

13. MS_Buddhism Adopted in Many Countries

Buddhism Adopted in Many Countries

Notes to teacher:

Teacher may show the map of India and talk about the Kushana ruler and his empire, Bring in the importance of the Buddhist caves and why were they hollowed out of the hills near the passes especially.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 34 of 64

Buddhism spread far and wide

- Kanishka, the famous Kushana ruler propagated Buddhism by organizing a Buddhist council around 1900 years ago.

- Ashvaghosha, an eminent poet in his court composed a biography on Buddha, named the Buddhacharita.

- Many such scholars met, discussed on Buddhism and wrote many works in Sanskrit language.

- During this period, a new form of Buddhism known as Mahayana Buddhism developed.

- Kushana rulers encouraged the Mahayana school of Buddhism to build many statues of the Buddha in Mathura and Taxila.

Kanishka Ashvaghosha

Mahayana and Theravada

- Mahayana form of Buddhism believed in Bodhisattvas meaning the enlightened soul who instead of living in isolation and meditation, lived in the society to help and preach people.

- This type of Buddhism spilt off from the original form of Buddhism.

- The worship of Bodhisattvas became popular and spread in Central Asia, China, Japan

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 35 of 64 and farther northeast countries like Korea, etc.

- In Theravada Buddhism, the teachings of the Buddha are directly followed to attain enlightenment by dedicating oneself to monastic life.

- This is the oldest form of Buddhism.

- In places like Sri Lanka, Myanmar, Thailand and farther southeast Asia like Indonesia etc., the older form of Buddhism known as Theravada Buddhism was popular.

Buddhist caves o In western and southern India, caves were hollowed out of the hills at the orders of kings and merchants for monks, travellers and traders. o These caves had beautiful paintings, sculptures, monasteries and shrines in it. o These were closer to the passes that ran through the Western Ghats. o There were important ports and cities nearby which enabled the traders and travellers to take rest in these caves before they proceeded with their businesses. o The monks who lived in these caves accompanied the travellers through India and spread Buddhism.

Hills Karla Caves

Image URL:

Buddha: https://pixabay.com/pt/illustrations/buda-devotos-ora%C3%A7%C3%A3o-budismo- 1033604/

Map: https://commons.wikimedia.org/wiki/File:Joppen_1907_India_in_the_2nd_Century_A.D.jpg

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 36 of 64 K anishka king: https://commons.wikimedia.org/wiki/File:Kanishka-Inaugurates-Mahyana- Buddhism.jpg

Ashvaghosha: https://commons.wikimedia.org/wiki/File:Ashvaghosha.jpg

Buddha Statue - OC- Darshana Viswanathan ([email protected])

Monks: https://pixabay.com/pt/photos/monges-budistas-budista-iniciante-458434/

Karla caves- OC- Shubhangi Damale ([email protected])

Hills – OC- Darshana Viswanathan ([email protected])

Time to teach Asset Type Theme SubTheme

Spread Of Buddhism, Spread Of 9 Minutes Main Script Religion and Religious Movements Buddhism

14. IA_Karla Caves

Karla Caves

Notes to teacher:

Teacher may talk about the caves that have been carved in the Western Ghats,

Tell about the Buddhist architechture and how their location played an important role in the spread of Buddhism.

Location of Karla Caves:

1. Around 40 km from Pune in Maharashtra is a small town named Lonavala which is surrounded by the Western Ghats.

2. Karla caves is excavated on the hills of ‘Indrayani’ in the Western Ghats and is located above the village of Karla.

3. To reach the caves, it requires to walk up 350 steps from the base of the hills.

4. The Karla caves often locally referred as Karli or Karle caves, is one of the most impressive caves complex that features both Hindu and Buddhist culture.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 37 of 64

About the caves: o Karla known as ‘Valuraka’ in ancient times is the most famous rock-cut architecture and best example of ancient craftsmanship built and protected between 2nd and 10th century BC. o The group of Karla caves has about 16 excavations depicting the beautiful art of the oldest form of Buddhism called the Theravada sect as well as the Mahayana sect that emerged later. o The caves complex houses Buddhist Viharas, Chaityagrihas and a Hindu temple dedicated to Goddess Ekveera also known as Renuka Devi temple. o Kalra is best known for its Grand Chaitya Hall which is a huge hall, a shrine or a Buddhist prayer hall intricately decorated with humans and animal sculptures and a stupa in the center. o Viharas are monasteries or dwelling place of monks. o The most interesting features of Karla caves is the lighting source in the form of huge windows which have been carved in. o The pillars in the caves reflect the fine sculptural art of the period and the roofs made out of teak wood. o Many Satavahana rulers, merchants, traders and monks have donated for the construction of the caves. o Today, the Karla caves complex is a protected monument under the Archaeological Survey of India.

Other caves nearby :

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 38 of 64 1. Bhaja Caves dating back 2nd century BC is in Pune, on the hills above the village of Bhaja.

Note: These caves are on the important trade route that connects western part to the south eastern part from Arabian sea to the Deccan Plateau.

2. Patan Buddhist Caves are also rock-cut caves near Patan in Maharashtra.

3. Bedse Caves are group of Buddhist rock-cut monuments located in Maval taluk near Pune.

4. Nasik Caves located near Nasik in Maharashtra, also known as Pandavleni Caves.

Note: The groups of caves are important Buddhist rock-cut caves which represent the oldest form of Buddhism named the Theravada Buddhism.

Info. Reference:

- https://www.tripsavvy.com/karla-caves-maharashtra-travel-guide- 1539337#:~:text=Reaching%20the%20Karla%20Caves%20requires,around%20halfway%20 up%20the%20hill.

- https://www.youtube.com/watch?v=1pNe1yjofXY

- https://www.youtube.com/watch?v=Eac0BAqMonA

- https://guidetour.in/karla-caves/

Image Urls:

Caves: https://pixabay.com/photos/vacation-caves-rock-travel-stone-5181731/

Path to cave: https://flickr.com/photos/75879414@N00/2539982427 (Attribution: Soham Banerjee)

Cave Entrance: OC- Darshana Viswanathan ([email protected])

Hindu Temple: https://commons.wikimedia.org/wiki/File:A_%22photochrome%22_print,_made_in_1896_(lith

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 39 of 64 ographically_colored).jpg

Roof of karla caves: https://www.flickr.com/photos/anandajoti/33563756881 (Attribution: Anandajoti Bhikkhu)

Nasik Caves: https://commons.wikimedia.org/wiki/File:Nasik_cave_17.jpg (Attribution: Kaho)

Time to teach Asset Type Theme SubTheme

Spread Of Buddhism, Spread Of 7 Minutes Interesting Asides Religion and Religious Movements Buddhism

15. MS_The Chinese Pilgrims quest for Buddhism

The Chinese Pilgrims quest for Buddhism

Note : The teacher may begin the class by giving an overview of how the Buddhist monks went on a pilgrimage in quest of their faiths.

The Quest: o Buddhist monks accompanied the merchant caravans along the Silk Road in quest of Buddhism. o Many Chinese travellers and pilgrims travelled to India around 1600 years ago, to seek authentic Buddhist texts and scriptures. o Several Buddhist Monasteries especially Nalanda, provided accommodation and health-care to the long-distance travellers, traders and pilgrims. o The best-known pilgrims who visited India are the Chinese Buddhist pilgrims, Fa-Xian, Xuan Zang and I-Qing. o Each of these pilgrims has written books on his pilgrimage to the Buddhist homeland. o The records of these pilgrims help us to study and understand Buddhism and the cultures along the Silk Roads.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 40 of 64 Fa Xian came to India:

1. Fa Xian, the first Buddhist monk travelled to the Indian subcontinent by foot in the year 399 CE and stayed till 414 CE. 2. He took with him to his country, China, several scriptures related to the Buddhism. 3. He visited places associated with the life of the Buddha and sacred monasteries in search of Buddhist texts. 4. In his books, he has described his adventurous journeys as well as given information about the Indian Buddhism during the early centuries. 5. His return journey by sea was equally challenging as his onward journey across the deserts.

(Note : Teacher may describe the following adventures faced by Fa Xian during his return journey)

Fa Xian boarded the ship in which the traders were travelling.

The ship was driven astray due to sea storms twice and there was danger of sinking.

In order to reduce the load and save the ship from sinking, when the merchants threw away all the goods they carried, Fa Xian threw away all his meagre belongings and kept with him the Buddhist treatises and statues of the Buddha he had collected.

The storm subsided after 13 days and he reached Java (in present day Indonesia) in 90 days.

From Java, he took another ship to China, which also faced an adventurous voyage.

6. After returning to his homeland, Fa Xian set on his task of translating the Sanskrit texts into Chinese.

Xuan Zang - a seeker of Buddhism:

Xuan Zang was the next famous Chinese Buddhist monk who travelled to India in around 600 AD to learn the Buddhist doctrines directly from Indian teachers. His quest for the original scriptures, lead him to Nalanda, the famous Buddhist

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 41 of 64 monastery of the period. He spent most of his time at Nalanda and learnt Sanskrit and the Buddhist Philosophy with the greatest teachers and thinkers of the time.

(Note: Teacher may explain the below mentioned description Xuan Zang has given about Nalanda)

At Nalanda, the teachers were highly educated and best in their ability and talent.

The people there followed the teachings of the Buddha and lived a disciplined life.

The rules of the monastery were strict and no one could escape them.

Entry into the center was difficult for many aspirants, as they were tested on their knowledge.

Learned men participated in discussions and many came to settle their doubts.

Everybody, be it young and old, helped each other in their learnings.

Xuan Zang returned to China through the north-west and Central Asia. He carried with him statues of the Buddha made in gold, silver and sandalwood, along with the Buddhist manuscripts. He had with him around 657 manuscripts on his return journey, out of which he lost 50 on his ferry across the Indus river. The rest of Xuan Zang’s life was spent in teaching, advising and translating manuscripts he carried with him back to his homeland. He is considered the most famous translator of Sanskrit and Buddhist texts into Chinese.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 42 of 64

I-Qing followed Xuan Zang: a. I-Qing followed Xuan Zang and visited India 50 years later, in quest of sacred Buddhist doctrines, sites and places related to the life of the Buddha. b. His work was detailed account of monastic rules practiced in Indian monasteries and pilgrimages of all the Chinese Buddhist monks who visited India.

Info. Reference http://afe.easia.columbia.edu/special/travel_records.pdf https://www.rajras.in/historical-travelers-india/ https://asiasociety.org/xuanzang-monk-who-brought-buddhism-east https://www.britannica.com/biography/I-ching

Image Urls:

1.Ship: https://pixabay.com/photos/sailing-ship-vessel-boat-sea-659758/

2.Desert: https://pixabay.com/photos/the-silk-road-danxia-geology-2840198/

3.Pilgrim Center: https://pixabay.com/photos/jerusalem-worship-history-holiday-597025/

4.Tibetan Center – OC- [email protected]

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 43 of 64 5.Caravan - https://pixabay.com/photos/camel-desert-india-sand-camels-3548984/

6.Nalanda: https://www.flickr.com/photos/wonderlane/3946578949/in/photolist-71KfqD (Attribution: Wonderlane)

7.Fa Xian: https://www.flickr.com/photos/39405339@N00/6216031729 (Attribution: Walter Lim)

8.Sanskrit Literature: https://commons.wikimedia.org/wiki/File:Prajnyaapaaramitaa_Hridaya_Pel.sogd.jpg

9.Statue - OC- [email protected]

10.Xuan Zang: https://commons.wikimedia.org/wiki/File:Xuanzang_w.jpg

11.Nalanda: https://www.flickr.com/photos/wonderlane/3946578949/in/photolist-71KfqD (Attribution: Wonderlane)

Time to teach Asset Type Theme SubTheme

The Quest Of Pilgrims, The Quest Of 11 Minutes Main Script Religion and Religious Movements Pilgrims

16. SA_A Pilgrimage

A Pilgrimage

Aim : Students will be able to prepare a report on the pilgrimages made by a target population (friends, relatives, neighbours and family members).

Materials required : paper, pencil/pen, colour pencil, pictures of related pilgrim centers, glue, other decorative items

Type of Activity : Individual and Group activity

Domain : Outside classroom for individual activity and Inside classroom for group activity

Time taken: 20mins

Instructions/ Notes to the teacher : i. Teacher may explain to the class how to conduct a survey on the pilgrimage undertaken by the people of their acquaintance, ii. The teacher may discuss the survey questions with the hints given, to get an idea of the expected answers,

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 44 of 64 iii. The survey questions can be given to the students in print format, one week in advance, iv. The students can be asked to get the answers to the survey questions from at least five people, v. It is an individual activity until the students submit the report of the survey, vi. The time duration for collecting and making the report can be given as one week, vii. On the day of report submission, the teacher may form four groups for presentation, viii. Teacher can keep four chits with one question each, ready for presentation, ix. The teacher can call one student from each group to pick up a chit, x. After ten minutes, the teacher may ask them to present the answer in the class, xi. The teacher can ask the class to observe the characteristics of a pilgrimage through this survey activity.

Procedure :

Teacher may,

1. Announce the activity and the date of discussion one week in advance,

2. Tell the students to find out from their friends/neighbours/relatives/family members (target population) about the pilgrimages they have undertaken,

Individual activity -- duration : 1 week, domain : their own place of living

1. Instruct the students to choose their target population and make a report based on the following survey questions posed to them on the pilgrimages made: a. Have you been on a pilgrimage? Hint : (Yes/No) b. When did you go on a pilgrimage? (Date) c. Where did you go? (Place, for e.g., Kedarnath, Kashi, Shirdi, Tirupati, etc.) d. How did you go? (Mode of transport) e. How many people went along with you? (Group of 15 members, five family members, alone, etc.) f. Why did you want to go on a pilgrimage? (Varied response based on their personal interest and needs) g. In how many days you completed your pilgrimage? (In ten days, seven days, two days,

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 45 of 64 etc.) h. What items were needed to be carried for this pilgrimage? (Items like shawl, Rug, prayer book, etc.) i. Was the pilgrimage useful? (Yes ….useful, peaceful, beautiful experience etc.) j. Will you be going to the same place again? (Yes/No)

2. Give the students one week’s time to prepare the report of the survey,

3. Ask them to submit the report on the day announced for discussion,

Group activity -- duration : 20 min, domain – classroom

1 Form four groups in the class on the same day,

2 Prepare four chits, each having one question to be asked to each group,

3 Make each group pick one question chit,

4 Allow them to discuss the answer for ten minutes,

5 Ask the groups to choose one representative each to come forward and answer the question.

Questions for presentation:

What do the pilgrims do when they reach the holy place?

Suggested answer-

- Pilgrims pray at the holy place (shrine - temple/ monastery/ mosque/ church, etc.) for their wishes to be fulfilled.

- They read sacred books at the place of worship to make their faith stronger.

- Distribute the offerings which they believe to be sacred to the people present.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 46 of 64 - They also visit other holy places or sites nearby If there are any.

What is special about pilgrimage?

Suggested answer-

- Pilgrimage is a journey that gives the pilgrims peace and fulfilment in their life.

- Pilgrimages are different from regular tours/ trips/ vacation that are normally for fun and entertainment.

- Pilgrimages are made to pray and connect to the almighty and make our belief and trust stronger.

- These trips are for spiritual reason that is undertaken to express their devotion to the chosen deity.

What do the pilgrims bring back with them from the pilgrimage center?

Suggested answer-

- The pilgrims usually bring back the offerings they have made in the shrines.

- They buy items that are sacred like containers of holy water, books, garment etc.

- They buy Items of craft, art, sculpture or photograph of the deity that they can cherish and also gift to someone they wish to.

- They also bring back many stories and tales of the holy land they visit.

What benefits does a pilgrimage have on the pilgrims?

Suggested answer-

- Pilgrims gain by meeting saintly persons and learning values in life.

- Pilgrimages bring transformation (change in behaviour) in the person who visits the holy places.

- They get to see the holy place and enjoy the beauty as well as get peace of mind.

- Pilgrims get the fulfilment of having completed the rituals and worship that are meant to be performed at the holy site.

(Teacher may encourage the students to give more points relevant to the topic, while

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 47 of 64 helping them with the suggested points and complete the discussion)

Observation :

1. Pilgrimage is a spiritual journey to a holy place,

2. It is different from regular tour and vacation which is usually done for fun and relaxation,

3. People follow certain discipline while they are on a pilgrimage,

4. On a pilgrimage, time is given for prayer, worship, and introspection,

5. It renews one’s faith and opens to the grace of the almighty or holy spirit.

Troubleshooting : a. Clear instructions to be given to the students about the places they will visit to do the survey and the time taken to collect the answers, b. Class discipline to be maintained during the time given for the discussion.

Reference :

Healthyspirituality.org – © Jean Wise https://healthyspirituality.org/difference-between-a-vacation-and-a-pilgrimage/? __cf_chl_captcha_tk__=14c5571e4aedf110180cba74e0dec516fd46f5b4-1616693020-0- ARG6nTfm8FXiUFfkowsxoxFeYQQHGV_r8GdT- XM2A0Yxw1dDygINfPtHxxmSSvvXmtCX_JFBxRkDHawmQ2KmLTTlXlsVwiGZmANVCl2duO Q84qm4OtDcZN_A17RMnUj0ucqf1vU8Ki9y8ZLE7Vx- cTNGZcPbM07uboJ0MAK7rwro_TWVb6EHgsMUcYULNG-VYBxOBUj-bAOef3moG_55f- wxEEi2ei-1a7GvcG_vQEbYDgJTDbnR-tHwWwBVWzO63nXTjL5fPlw-Krno6UMLkrz3aiFu- H1ClNwwBzY5P6uC8BuRKbbz3_DndIXP2jDNh1j8nbdKcvOyk2Za9sf_HPY2CoETOaEy6BrJ nugWR3dH_Rt-ehT3vhIuaaWjT6M9XOkottrrgAXiEmEiHPVBKM1YqhLSWhxUFPcdz- 0eSfIXVfHe63eQbpfE- J8IXcccc9ACtcuQTJr5y6_qYuOxgumXvTc53OUOiyocePrp9N2g2n8pV1dqiqdlUmZ9LYqY3A 02d6bEIQb8tR7lOhNjKCYvdZt8qNbpyCqhLF8FRuEu6SBCXDDRBp- jU_ossHvUCEnRqpN2ABexm64IQDXXckNGRzKSyHVcwq-xgsRgwwX6

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 48 of 64

Image url:

Ram Ghat-- https://www.flickr.com/photos/azwegers/9840921865/ BY: Arian Zwegers

Golden Temple - OC- [email protected]

Souvenir (Ganesha, Kali) -- OC- Darshana Viswanathan - [email protected],

Jesus picture- https://pixabay.com/pt/photos/fotografia-cristo-jesus-moldura-252876/ ,

Offering -- https://commons.wikimedia.org/wiki/File:River_Kaveri_worship_Tiruchirappalli.jpg

Time to teach Asset Type Theme SubTheme

The Quest Of Pilgrims, The Quest Of 20 Minutes Suggested Activity Religion and Religious Movements Pilgrims

17. MS_Following the Path of Bhakti

Following the Path of Bhakti

Note to the teacher:

Teacher may explain to the students that when the pilgrims were on their quests, the worship of deities gained importance in India.

Bhakti or Devotion: o Worship of one’s chosen deity gained importance and was the central feature of later Hinduism. o During that time, people exhibited their devotion to their deities like Lord Shiva, Lord Vishnu and Goddess Durga in the form of poems, songs, worships, building temples, sculptures, images, etc.

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 49 of 64 o Devotion to God and Goddess is known as ‘Bhakti’, irrespective of caste and class differences. o In Bhagavad Gita, Krishna the God tells Arjuna, his devotee and friend, to surrender everything and take refuge in Him.

o This type of Bhakti does not require performance of any sacrifices or rituals but it requires only devotion, worship and desire for the God with a pure heart. o The word Bhakti has come from the Sanskrit word ‘bhaj’ which means to share or divide the love or bliss between a devotee and God. o It also means that the ‘bhakta’/ ‘bhagavata’ (the devotee) shares the bhaga (good fortune / bliss) of his/her ‘Bhagavat’ (chosen deity).

Expressions of Bhaktas:

Many devotees have expressed their devotion towards their Bhagavat by writing poems and singing them to their heart’s content.

For e.g. :

1. 1400 years ago, there was an eminent Tamil poet named Appar, an ardent devotee of Lord Shiva who belonged to the ‘vellala’ caste (peasant family).

Note : Teacher may tell the meaning of the poem as given below and mention what did Appar want to convey about devotion here)

Appar, in his poem says,

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 50 of 64 - That he would worship all those persons even though they are infected (leper)/ so- called low caste/ one who collects wastes (scavenger), as God, if they are servants of Lord Shiva.

- It doesn’t require to belong to a high class or be highly learned, to receive the grace of God, but it only requires them to be a true server of God.

2. In his poems, he expresses that Bhakti (devotion) is more valuable than any other achievements like riches or social status in ones’ life.

Image Urls:

Durga - https://pixabay.com/photos/ambika-goddess-hindu-indian-god-5998493/

Shiva - https://pixabay.com/photos/art-religion-traditional-3160664/

Vishnu - https://www.flickr.com/photos/144060333@N07/36649858472/in/photostream/

Krishna arjuna - https://commons.wikimedia.org/wiki/File:Krishna_tells_Gita_to_Arjuna.jpg

Krishna Gopika - https://www.flickr.com/photos/ubmathur/4995222061 (By Dr. Umesh Behari Mathur )

Appar: https://www.youtube.com/watch?v=cplPp0aulBM (Attribution: Tamil Vetham)

Time to teach Asset Type Theme SubTheme

The Beginning Of Bhakti movement, The 5 Minutes Main Script Religion and Religious Movements Beginning Of Bhakti movement

18. VC_Respect For Other Cultures

Respect For Other Cultures

Notes to teacher:

1. Discuss the importance of cultural diversity,

©SriSathyaSaiVidyaVahini www.srisathyasaividyavahini.org CBSE-STD VI-Social Science-Traders Kings and Pilgrims Page 51 of 64 2. Make use of a group discussion in the class to highllight the importance of respecting other cultures and faiths, 3. Encourage the students to give more points for each question, 4. Accept any suitable point from the students and conclude the answers with the help of the suggested answers given.

Intoduction -

Traders, pilgrims and other travelers over millennia have helped bring the world closer. You will be surprised to note that even invading kings and their armies played a role in spreading their culture! Today, in most restaurants in India, you can find Mughlai, Afghani, Chinese or Arabic food! Of course, even within our country, we have seen how languages and food habits are passed on by those from other parts of the country. We can eat Parathas in Kanyakumari or Dosas in Srinagar, all thanks to people who travel to other States for livelihood.

Teacher starts a discussion in the class:

Imagine, in your village, a big hospital is being constructed. Many workers from different states and religions who have shifted here for livelihood and their children are studying with you.

1. How would you treat them?