Social Science · Class 6 · The First Cities and Early Civilisations · Term 1

Harappan Society and Economy

Students will investigate the daily life, occupations, and economic activities of the people living in the Indus Valley Civilization.

• CBSE Learning Outcomes
• CBSE: In the Earliest Cities - Class 6

About This Topic

This topic looks at the vibrant daily life and economic activities of the Harappan people. It covers their diverse diet (wheat, barley, pulses, and fish), their clothing, and their remarkable skills in crafts like bead-making, pottery, and seal-carving. Students also explore the extensive trade networks that connected Harappan cities to distant lands like Mesopotamia (modern Iraq) and Oman, evidenced by the discovery of Harappan seals abroad.

In the CBSE framework, this topic helps students understand the complexity of an early 'specialised' society where not everyone was a farmer. It introduces the concept of a 'surplus' that allows for trade and art. The focus on regional diversity, such as the use of carnelian from Gujarat or lapis lazuli from Afghanistan, shows India's early global connections. Students grasp this concept faster through structured discussion and peer explanation of how trade routes functioned.

Key Questions

1. Explain the various crafts and occupations prevalent in Harappan cities.
2. Analyze the role of agriculture in sustaining the large urban populations.
3. Differentiate between the social roles of different groups within Harappan society.

Learning Objectives

• Identify the primary agricultural products cultivated by Harappan people and explain their role in sustaining urban populations.
• Classify the various crafts and occupations observed in Harappan cities, providing examples of finished goods.
• Analyze the evidence of long-distance trade between Harappan civilization and other contemporary cultures, citing specific goods and locations.
• Compare the social roles and responsibilities of different groups within Harappan society based on archaeological findings.

Before You Start

Early Human Settlements

Why: Students need a basic understanding of how humans transitioned from nomadic life to settled agricultural communities to grasp the development of early cities.

Basic Farming Techniques

Why: Knowledge of fundamental agricultural practices is essential for understanding the role of farming in supporting larger populations.

Key Vocabulary

Urbanisation	The process by which towns and cities are formed and become larger as more people begin living and working in central areas.
Specialisation	The concentration of productive efforts on a limited range of goods and services, allowing for increased efficiency and skill development.
Surplus	An excess amount of a commodity, in this case, food, that is produced beyond what is needed for immediate consumption.
Trade Networks	Organised systems of exchange and transportation that connect different regions, facilitating the movement of goods and ideas.
Archaeological Evidence	Material remains from past human life, such as tools, pottery, buildings, and seals, used to reconstruct historical events and societies.

Watch Out for These Misconceptions

Common Misconception

Harappan people were primitive and didn't have 'fashion'.

What to Teach Instead

Archaeological finds of intricate jewellery, different hairstyles, and evidence of woven cotton show they were very conscious of appearance. Showing images of the 'Priest King's' robe or the 'Dancing Girl's' bangles helps correct this view.

Common Misconception

They only traded within their own small villages.

What to Teach Instead

The Harappans had a massive trade network reaching thousands of kilometres. Using a map-marking activity to trace the source of raw materials like tin and gold helps students visualise the scale of their economic reach.

Active Learning Ideas

Stations Rotation: Harappan Workshops

Create stations for 'The Potter', 'The Bead Maker', and 'The Seal Carver'. Students look at images of tools and finished products (like the Dancing Girl or terracotta toys) and describe the steps needed to make them.

40 min·Small Groups

Simulation Game: The Ancient Marketplace

Assign students roles as traders from Harappa, Lothal, and Mesopotamia. They must 'barter' goods like cotton, beads, and copper, using 'seals' to mark their packages, to understand how ancient trade worked.

35 min·Small Groups

Think-Pair-Share: A Day in the Life

Students choose a role (a farmer, a scribe, or a toy-maker). They reflect on what their typical morning would look like in Mohenjo-daro, share with a partner, and then combine their stories into a 'community snapshot'.

20 min·Pairs

Real-World Connections

• Modern-day archaeologists study ancient cities like Mohenjo-daro and Harappa to understand how early urban planning managed resources and sanitation, lessons still relevant for city development today.
• The craft of bead-making, a significant Harappan occupation, continues in places like Jaipur, Rajasthan, where artisans create intricate jewellery using traditional techniques passed down through generations.
• The discovery of Harappan seals in Mesopotamia highlights the ancient origins of international trade, similar to how modern shipping containers carry goods between countries like India and the UAE today.

Assessment Ideas

Exit Ticket

Provide students with a blank map of the Indus Valley region. Ask them to label two major Harappan cities and draw arrows indicating the direction of trade with at least one other region (e.g., Mesopotamia). They should also write one sentence explaining what was traded.

Discussion Prompt

Pose the question: 'If you were a Harappan citizen, what occupation would you choose and why?' Encourage students to justify their choice by referencing specific crafts, agricultural needs, or trade activities discussed in class. Facilitate a brief class discussion where students share their chosen roles.

Quick Check

Present students with images of different Harappan artifacts (e.g., a seal, a pottery shard, a granary model, a bead). Ask them to write down the occupation or economic activity associated with each item. Review answers as a class to clarify any misconceptions.

Frequently Asked Questions

What did the Harappan people eat?

Their diet was quite varied. They grew wheat, barley, pulses, peas, rice, sesame, and mustard. They also ate meat from domesticated animals like cattle, sheep, and goats. Being near rivers, they also consumed a lot of fish. This diverse diet suggests a very stable and successful agricultural system.

What were Harappan seals used for?

Seals were typically small, square stones with carvings of animals and a script. They were used in trade to stamp bags of goods. If the 'seal' was intact when the goods arrived, it proved the package hadn't been tampered with. They also likely served as identity cards for merchants.

How does student-centered teaching help in learning about ancient trade?

Student-centered activities like 'Trade Simulations' allow students to experience the challenges of ancient commerce, such as the lack of money (barter) and the need for trust (seals). By acting out these roles, students understand the economic logic of the Harappan civilisation far better than by just reading a list of exports and imports.

What crafts were the Harappans famous for?

They were master craftsmen. They were famous for making beautiful beads from carnelian and jasper, intricate terracotta toys (like carts and whistles), and fine pottery with black designs. They were also among the first in the world to weave cotton cloth, which was a major export item.