| Class VI |
Social Science |
Exploring Society India and... |
7 |
hero’, and started preaching what he had realised. DON’T MISS OUT The word ‘Jain’ or jaina comes from jina, meaning ‘conqueror’. o This does not re... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
u fruit fell into the stream below. Carried by the current, it was E O 116 caught in a net and taken to the palace. The king was so enchanted by it... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
the importance of right action and right d I thinking, and also illustrates the fact that everyone should have a 7 second chance. 117 LET’S EXPLORE... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
aspect, to name a few. Many scholars agree that the word ‘religion’ is too limiting in the context of the Indian civilisation. There were yet other... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
uses the terms ‘tribes’ and ‘tribal communities’ in r e English, and janjāti in Hindi. d d o l According to official figures, in 2011 India had 705... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
of them is pictured in the image on the right), over thirty peaks of this mountain range are residences of o R a god or a goddess; those peaks are ... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
some important concepts; they n d a a were all looking for the cause of suffering and the means d e : t of removing ignorance. t e c H Æ Tribal bel... |
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| Class VI |
Social Science |
Exploring Society India and... |
7 |
beings. t o 7. Tribal belief systems are limited to belief in spirits and minor l deities. u u s Class activity i I 1. Stage a small play with Yama... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
R E Unity in Diversity, or P A H 8 ‘Many in the One’ C Oh, grant me my prayer, that I may never lose the bliss of the touch of the one in the play ... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
of (1) the birthplaces of at least 5 classmatesandthebirthplacesoftheirparents;(2)thestudents’ s mother tongues and other languages known to them. ... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
Similarly, some common spices such as turmeric, cumin, cardamom and ginger, are also used throughout the country. We could continue this list with ... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
EXPLORE Æ Make a list of all the members of your family you can think of, including a few distant relatives. List their terms in your mother tongue... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
in Bihar) goes back a few centuries BCE. LET’S EXPLORE Explain how the example of the sari reflects both unity and diversity (in 100-150 words). Fi... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
aware of, or can you imagine, more uses for the l r x u sari? E O 130 Æ Following the example of the sari, make a list of different styles you have... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
another fine illustration of unity in diversity. Indian literatures are extremely diverse (and among the most abundant in the world). Over centurie... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
and important details associated with it. n For more than two millenniums, these two epics have been t d translated or adapted into regional litera... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
may be said of the Rāmāyaṇa. Over the centuries, perhaps more than any other texts, these two epics created a dense web of cultural interactions ac... |
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| Class VI |
Social Science |
Exploring Society India and... |
8 |
cultural background which had t d exerted a powerful influence on their lives. … The old epics T e of India, the Ramayana and the Mahabharata and o... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
R E Family and P A H 9 Community C Love and dharma are the flower and fruit of family life. — Tiruvalluvar 1. Why is the family unit The Big import... |
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| Class XI |
Accountancy |
Financial Accounting-I |
4 |
received a cheque 20,000 10 Paid to Sushmita cash 20,000 14 Cheque received on December 06, 2016 deposited into bank 18 Sold goods to Rani 12,000 2... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
family is also a ‘school’, where children learn important values such as ahimsa, dāna (giving), sevā (service) and tyāga (sacrifice). Individuals i... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
Kerala. Let us now travel northeast, to y a village in Meghalaya. n m m My name is Tenzing. I love the mountains we live in, though C n life is som... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
a story of a family somewhere in India, where we see some family values practised. Share it with your class either through writing or drawing. Æ St... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
individual or family in times of crisis, the Bhil community decided to plant thousands of trees in hundreds of villages. The Bhils also dug many tr... |
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| Class VI |
Social Science |
Exploring Society India and... |
9 |
Soon, 150 children were attending those classes regularly and were deeply interested in the lessons! A few teachers from a local school noticed the... |
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