Timelines and Sources of History – Long Answer Type Questions
Theme B — Tapestry of the Past — Chapter 4: Timelines and Sources of History
- Long answer questions test explanation, use of examples, and understanding of sources.
- Expect 5–8 mark questions asking for explanation of timelines and evaluation of sources.
- Answers here use headings, bullet points and short conclusions for clarity and exam scoring.
Introduction to history; timelines, BCE/CE; primary and secondary sources; manuscripts, coins, inscriptions, artefacts; oral traditions; dating and chronology; reliability, bias and corroboration; using sources in answers.
A. Understanding History & Timelines (Q1–7)
Answer:
History is the systematic study of past events, people and societies based on evidence. It is important because:
- It helps us understand how societies developed and why social and political systems exist today.
- It teaches critical thinking by evaluating sources and evidence.
- It preserves cultural memory and identity, helping communities learn from past successes and mistakes.
Conclusion: History connects past and present and is essential for informed citizenship.
Answer:
A timeline is a visual representation that places events in chronological order, showing sequence and duration.
Uses:
- To show the sequence of events clearly (who came first, who followed).
- To compare events in different regions using comparative timelines.
- To illustrate cause and effect by placing related events close together.
Example: A timeline of a king's life helps track his reign, wars and reforms.
Answer:
BCE stands for Before Common Era and CE stands for Common Era. They correspond to the older terms BC (Before Christ) and AD (Anno Domini) but are preferred because they are neutral and inclusive.
Use: BCE counts years before year 1; CE counts years from year 1 onwards. Historians use them for a standard, shared chronology.
Answer:
Scale determines how many years each unit (e.g., 1 cm) on a timeline represents. Accurate scaling ensures correct spacing between events.
Example:
- If 1 cm = 50 years, an event 100 years apart will be 2 cm apart on the timeline.
Note: Unequal scales may be used for clarity when covering very long periods.
Answer:
A comparative timeline places timelines from two or more regions side by side, enabling comparison of events occurring at similar times.
Benefits:
- Shows parallel developments (e.g., rise of kingdoms in different regions).
- Helps identify interactions like trade or war that link regions.
Answer:
Chronology is the ordering of events by date. It is fundamental to history because:
- It allows historians to reconstruct sequences and understand causes and effects.
- It aids in dating events and coordinating evidence from different sources.
Answer:
Steps for students:
- Collect key dates and events from the chapter or sources.
- Decide on a scale and mark units clearly.
- Place events in order; use colours or symbols for themes (e.g., wars, rulers).
- Add short notes to explain significance.
Tip: Keep timelines neat and labelled for quick revision.
B. Primary Sources — Types & Uses (Q8–16)
Answer:
A primary source is a direct, contemporary record created at the time of the events. Examples:
- Inscriptions carved on pillars or temple walls.
- Coins issued by rulers bearing names and symbols.
- Manuscripts or letters written during the period.
Use: Primary sources provide firsthand evidence to reconstruct history.
Answer:
Inscriptions are texts carved on durable materials like stone or metal to record events, donations or royal proclamations.
How used:
- Provide names of rulers, dates and official acts.
- Help date events and corroborate other evidence like coins.
- Reveal administrative practices and public communications.
Answer:
Coins are small but powerful sources because they:
- Often carry ruler names, titles and images that help identify and date reigns.
- Indicate economic conditions, trade links and metallurgical skills.
- Show cultural contacts through symbols or imported metals.
Example: A coin with foreign design suggests trade with that region.
Answer:
Manuscripts are handwritten documents preserved on paper, palm leaves or bark. They contain religious texts, chronicles, administrative records or literature.
Value:
- Offer insights into language, ideas, beliefs and daily life.
- Help trace intellectual history, religious practices and social norms.
Answer:
Strengths:
- Preserve memories and local histories where written records are scarce.
- Reflect community values and folklore.
Weaknesses:
- Prone to change and embellishment over generations.
- May mix myth and fact, requiring corroboration with other sources.
Answer:
Artefacts — tools, pottery, jewellery — tell us about technology, craft, diet and trade. Archaeologists study context (where objects are found) to reconstruct daily life and economic links.
Example: Pottery styles can indicate trade ties and cultural influences.
Answer:
Historians compare information from different primary sources (e.g., coins, inscriptions, manuscripts) and with archaeological evidence. Corroboration strengthens reliability; contradictions prompt further investigation.
Process: Identify source, check date, look for independent confirmation and interpret in context.
Answer:
Example: If an inscription records a land grant by a previously unknown ruler, it can reveal a new dynasty or change timelines of political power. Such finds may revise dates or give fresh insight into administration.
Impact: Adds factual data and can prompt re-evaluation of existing historical narratives.
Answer:
Durable materials like stone and metal survive longer, making inscriptions and coins reliable for long-term study. Fragile materials (paper, palm-leaf manuscripts) may decay, causing gaps in the record.
Conclusion: Preservation affects what survives for history.
C. Secondary Sources, Interpretation & Bias (Q17–22)
Answer:
Secondary sources are works produced after the fact that interpret or analyse primary evidence. Examples: history textbooks and scholarly articles.
Role: Provide context, synthesis and different interpretations based on primary data.
Answer:
Historians identify the creator, purpose and audience of a source, then compare with other evidence. They acknowledge bias and weigh sources accordingly.
- Ask who made it and why.
- Look for corroboration.
- Use multiple types of evidence to balance perspectives.
Answer:
Corroboration is when different sources agree on a fact. Example: A coin naming a king plus an inscription recording the same king's grant corroborate that ruler's existence and period.
Answer:
New discoveries (inscriptions, ruins) or fresh analytical methods can change historians' views. Social and political contexts also influence interpretation; scholars re-evaluate evidence leading to updated narratives.
Example: Archaeological finds altering understanding of trade routes.
Answer:
Structure answers with:
- Definition of the source type.
- Two strengths (what it reveals).
- One limitation (bias or preservation issue).
- Short concluding sentence linking to the question.
Answer:
A historian's article explaining difficult old script (palaeography) helps translate manuscripts, linking primary text to historical context and making it usable for research.
D. Dating Methods & Chronology (Q23–26)
Answer:
Relative dating: Determines sequence (older/younger). Example: pottery in deeper layers is older than pottery above it.
Absolute dating: Gives an estimated age in years using scientific methods (e.g., carbon dating for organic remains).
Answer:
Inscriptions often contain dates or regnal years; coins have rulers' names and sometimes dates. Matching these with other evidence helps place events in a timeline.
Answer:
Stratigraphy studies soil layers at archaeological sites. Deeper layers are usually older, helping establish relative chronology of finds.
Answer:
Different regions used different calendars. Converting dates into a common system (BCE/CE) allows historians to compare events across regions accurately.
E. Using Sources to Answer Historical Questions (Q27–30)
Answer:
Structure:
- Mention relevant primary sources (inscriptions, coins, manuscripts) and what they state.
- Show how these are corroborated by other evidence (archaeology, oral traditions).
- Conclude on the strength of evidence and any uncertainties.
Example: If asked about a battle, cite an inscription giving the king's victory, a coin minted after the event, and archaeological remains of weapons.
Answer:
If a coin names King A and an inscription records King A making a land grant in year 5 of his reign, both together confirm King A's period; archaeological layers associated with those finds further strengthen dating.
Answer:
- Authorship and date (who wrote it and when).
- Purpose and audience (religious, administrative, private).
- Content summary and what facts it provides.
- Limitations like damage, copying errors or later additions.
Answer:
- Read source extracts (inscription/coin text) and summarise what it tells.
- Write short answers listing strengths and limitations of the source.
- Make small timelines linking source dates to events for revision.
Note: These long-answer Q&A are concise yet detailed to help students score well. Use headings and bullet points in exams to improve clarity and marks.
These 30 long-answer questions and answers are prepared strictly from NCERT Class 6 Chapter 'Timelines and Sources of History' and designed for CBSE-style exam preparation.