Class 6

Students often refer to SCERT Class 6 English Solutions and The Boat Summary in Malayalam & English Medium before discussing the text in class.

Class 6 English The Boat Summary

The Boat Summary in English

Stanza 1: The rescue boat has come to take the people of a house destroyed by floods. There are three people there – a sick mother, her pregnant daughter and her son who looks after all the people at home. But the rescue boat has space only for one person.

Stanza 2: The three quarrel among themselves not to get into the rescue boat but to make the other person climb in.

Stanza 3: Tragedy makes human beings selfless, and death makes them fearless.

The Boat Summary in Malayalam

വെള്ളപ്പൊക്കത്തിൽ തകർന്ന ഒരു വീട്ടിലെ ആളുകളെ കൊണ്ടുപോകാൻ രക്ഷാബോട്ട് എത്തിരിയി ക്കുന്നു. അവിടെ മൂന്ന് പേരുണ്ട്. രോഗിയായ അമ്മ, ഗർഭിണിയായ മകൾ, വീട്ടിലെ എല്ലാവരെയും പരിപാ ലിക്കുന്ന മകൻ. എന്നാൽ രക്ഷാബോട്ടിൽ ഒരാൾക്ക് മാത്രമേ ഇടമുള്ളൂ.

രക്ഷാ ബോട്ടിൽ കയറാതിരിക്കാൻ, മറ്റേയാളെ കയറ്റാൻ വേണ്ടി മൂവരും പരസ്പരം വഴക്കിടുന്നു.

ദുരന്തം മനുഷ്യരെ നിസ്വാർത്ഥരാക്കുന്നു, മരണം അവരെ നിർഭയരാക്കുന്നു.

The Boat About the Author

K. Satchidanandan (b. 1946) is a famous poet and literary critic. He writes in Malayalam and English. He has published more than 30 collections of poetry and a number of essays and translations. He served as the Secretary of the Sahitya Akademi. He is currently the President of the Kerala Sahitya Akademi.

രചയിതാവിനെക്കുറിച്ച് : കെ. സച്ചിദാനന്ദൻ (ജനനം : 1946) പ്രശസ്ത കവിയും സാഹിത്യ നിരൂപകനുമാണ്. മലയാളത്തിലും ഇംഗ്ലീഷിലും അദ്ദേഹം എഴുതുന്നു. 30-ല ധികം കവിതാസമാഹാരങ്ങളും നിരവധി ഉപന്യാസങ്ങളും വിവർത്തനങ്ങളും അദ്ദേഹം പ്രസി ദ്ധീകരിച്ചിട്ടുണ്ട്. സാഹിത്യ അക്കാദമിയുടെ സെക്രട്ടറിയായി അദ്ദേഹം സേവനമനുഷ്ഠിച്ചു. നില വിൽ അദ്ദേഹം കേരള സാഹിത്യ അക്കാദമിയുടെ പ്രസിഡന്റാണ്.

Students often refer to SCERT Class 6 English Solutions and Unnikkuttan Goes to School Summary in Malayalam & English Medium before discussing the text in class.

Class 6 English Unnikkuttan Goes to School Summary

Unnikkuttan Goes to School Summary in English

Unnikkuttan looked smart in his uniform. When he came to the veranda, Amma was chasing him with a half-finished plate of uppumavu. She wanted him to finish it. But he was not interested. Amma gave him a small glass of water to drink. That would wash down the small quantity of uppumavu, he had eaten.

Kuttettan was waiting impatiently for him. He had already lifted his schoolbag off the nail on the wall and hung it on his shoulders. Unnikkuttan was not tall enough to do it. So, Muthassi took the bag off the nail and gave it to him.

Unnikkuttan placed the bag on a bench, opened it and looked at the things it had. His school kit was complete with the Malayalam Reader for the 1st Standard and the slate. This was his second slate in less than 2 weeks. The first had fallen from his hands and broken to pieces. He cried a lot to get a new one. When he got it, he was extra careful with it.

Kuttettan had written Unnikkuttan’s name on the frame of the slate. Unnikkuttan did not think Kuttettan’s handwriting was good. When Kuttettan wrote an ‘oo’ it looked like somebody with a long, craning neck! It was Kuttettan who put a cover to the Malayalam Reader. The cover was made from the sheet of brown paper in which the salesman of the textile shop had wrapped Amma’s mundu and veshti.

Unnikkuttan opened the Malayalam Reader. The peacock feather and the piece of silver paper he had collected lay safely between the pages. Unnikkuttan looked at the name written on the slate and scowled a little. Not good.

The name should have been written in English. Kuttettan had written only the initials of his P.C. in English. Kuttettan took a small piece of slate pencil from the pocket of his trousers and showed it to Unnikkuttan. He scowled again. He said he wanted a full one as it was his first day to school.

Kuttettan threw the piece of pencil to the floor and stamped on it.. Unnikkuttan looked at him angrily. Kuttettan was not the same after he passed into the 4th Standard. He was too proud and rude. He was showing off as he had been made the Class Monitor.

Unnikkuttan said he wanted a full slate pencil. Achan came out into the veranda. He fished out a pencil from the ledge over the door and gave it to Unnikkuttan. Unnikkuttan wanted something else also. He pointed to the ledge under the roof and said he wanted his sandals.

Muthassan who was watching him said that it was better to go barefoot. He said that if he walked with his sandals in the rain he would splash mud all over his clothes. Unnikkuttan realised that Muthassan was right. As he rains had made puddles on the path it was better to walk barefoot.

It was time for Achan to go to his office. Today he would take Unnikkuttan to the school and get him admitted before going to his office.

It was drizzling. Achan opened his umbrella. Unnikkuttan opened his baby umbrella, too. Then they walked to the school. They were watchful for the speeding lorries. Their wheels would roll over puddles and splash water on them. Luckily no lorry came.

Unnikkuttan heard the cries of crows. He wondered why they were making such a noise. He thought the rain must have destroyed their nests. Achan asked him to walk faster as it was time for the school bell. As they entered the school compound, Unnikkuttan became nervous. Everything was new to him. There were hundreds of children and they were making all kinds of noises.

As they entered the veranda, Unnikkuttan saw many umbrellas. Some with hook handles hung on the rafters under the roof. There were open umbrellas, both of cloth and palm leaves, on the veranda.

There were small puddles of water on the floor. He looked at the iron disc and a rod tied to it hanging from the rafter. Achan told him it was the school bell.

A man with greying hair came out from a room. He shook hands with Achan. He then led Unnikkuttan and Achan to a room in the middle of the veranda. Achan told Unnikkuttan that he was the Headmaster as they entered the room. The Headmaster and Achan sat on chairs across a table. Unnikkuttan stood near Achan’s chair. The Headmaster asked Unnikkuttan his name. He said “P.C. Unnikkuttan.” The Headmaster wrote Unnikkuttan’s name in the register.

As the Headmaster and Achan were talking, Unnikkuttan looked through the window at the children playing in the schoolyard.

The school bell rang. Achan got up hurriedly. He thanked the headmaster. He took Unnikkuttan to a classroom which was full of new students like Unnikkuttan. Pointing to the teacher, Achan told Unnikkuttan that she was Radha Teacher, his class teacher. Radha saw them and came out. She took Unnikkuttan’s hand and led him into the classroom.

Radha Teacher told the students sitting in the classroom that they had a new friend, Unnikkuttan. For a moment he was the centre of attraction in the class. Pointing to a bench, the teacher told Unnikkuttan to sit there. It was the first day of Unnikkuttan as a student.

Unnikkuttan Goes to School Summary in Malayalam

ഉണ്ണിക്കുട്ടൻ യൂണിഫോമിൽ മിടുക്കനായി കാണപ്പെട്ടു. അവൻ വരാന്തയിലേക്ക് വന്നപ്പോൾ, പകുതി കഴിഞ്ഞ ഒരു പ്ലേറ്റ് ഉപ്പുമാവുമായി അമ്മ അവനെ പിന്തുടരുകയായിരുന്നു. അത് അവൻ തിന്നു തീർക്ക ണമെന്ന് അവർ ആഗ്രഹിച്ചു. പക്ഷേ അവന് അതിൽ താൽപ്പര്യമില്ലായിരുന്നു. അമ്മ അവന് കുടിക്കാൻ ഒരു ചെറിയ ഗ്ലാസ് വെള്ളം കൊടുത്തു. അത് അവൻ കഴിച്ച് ഉപ്പുമാവിന്റെ ചെറിയ അളവ് താഴെക്ക് ഇറ ങ്ങിപ്പോകാൻ സഹായിക്കും.

കുട്ടേട്ടൻ അക്ഷമയോടെ അവനെ കാത്തിരിക്കുകയായിരുന്നു. ചുമരിലെ ആണിയിൽ നിന്ന് സ്കൂൾ ബാഗ് ഉയർത്തി അവൻ തോളിൽ തൂക്കിയിരുന്നു. അത് ചെയ്യാൻ ഉണ്ണിക്കുട്ടന് അത്ര ഉയരമില്ലായിരുന്നു. അങ്ങനെ, മുത്തശ്ശി ആണിയിൽ നിന്ന് ബാഗ് എടുത്ത് അവന് കൊടുത്തു.

ഉണ്ണിക്കുട്ടൻ ബാഗ് ഒരു ബെഞ്ചിൽ വെച്ചു. അത് തുറന്ന് അതിലുള്ള സാധനങ്ങൾ നോക്കി. ഒന്നാം ക്ലാസ്സിലെ മലയാളം റീഡറും സ്ലേറ്റും ഉൾപ്പെടെ സ്കൂൾ കിറ്റ് മുഴുവൻ ഉണ്ടായിരുന്നു. രണ്ടാഴ്ചയ്ക്കുള ളിൽ ഇത് അവന്റെ രണ്ടാമത്തെ സ്ലേറ്റായിരുന്നു. ആദ്യത്തേത് അവന്റെ കൈയിൽ നിന്ന് വീണു തകർന്നു.

പുതിയത് വാങ്ങാൻ അവൻ ഒരുപാട് കരഞ്ഞു. അത് വാങ്ങിയപ്പോൾ, അവൻ അത് കൂടുതൽ ശ്രദ്ധയോടെ കൈകാര്യം ചെയ്തു.

സ്ലേറ്റിന്റെ ഫ്രെയിമിൽ ഉണ്ണിക്കുട്ടന്റെ പേര് എഴുതിയിരുന്നു. കുട്ടേട്ടന്റെ കൈപ്പട നല്ലതാണെന്ന് ഉണ്ണിക്കുട്ടന് തോന്നിയില്ല. കുട്ടേട്ടൻ ‘ഉ’ എഴുതിയപ്പോൾ, നീളമുള്ള, വളഞ്ഞ കഴുത്തുള്ള ഒരാളെപ്പോലെ തോന്നി! മലയാളം റീഡറിന് ഒരു കവർ ഇട്ടത് കുട്ടേട്ടനാണ്. തുണിത്തരങ്ങളുടെ വിൽപ്പനക്കാരൻ അമ്മ യുടെ മുണ്ടും വേഷ്ടിയും പൊതിഞ്ഞ തവിട്ട് കടലാസ് ഷീറ്റ് കൊണ്ടാണ് അത് കവർ ചെയ്തത്.

ഉണ്ണിക്കുട്ടൻ മലയാളം റീഡർ തുറന്നു. മയിൽപ്പീലിയും അവൻ ശേഖരിച്ച് വെള്ളിക്കടലാസും പേജുകൾക്കിടയിൽ സുരക്ഷിതമായിരുന്നു. സ്ലേറ്റിൽ എഴുതിയിരിക്കുന്ന പേര് നോക്കി ഉണ്ണിക്കുട്ടൻ അല്പം മുഖം ചുളിച്ചു. അത് അവന് അത്ര പിടിച്ചില്ല.

അവന്റെ പേര് ഇംഗ്ലീഷിൽ എഴുതേണ്ടതായിരുന്നു. കുട്ടേട്ടൻ അവന്റെ ഇനീഷ്യലായ പി. സി. എന്നു മാത്രമേ ഇംഗ്ലീഷിൽ എഴുതിയിരുന്നുള്ളൂ. കുട്ടേട്ടൻ അവന്റെ ട്രൗസറിന്റെ പോക്കറ്റിൽ നിന്ന് ഒരു ചെറിയ സ്ലേറ്റ് പെൻസിൽ എടുത്ത് ഉണ്ണിക്കുട്ടനെ കാണിച്ചു. അവൻ വീണ്ടും മുഖം ചുളിച്ചു. സ്കൂളിലെ ആദ്യ ദിവസമായതിനാൽ ഒരു മുഴുവൻ പെൻസിൽ വേണമെന്ന് അവൻ പറഞ്ഞു.

കുട്ടേട്ടൻ പെൻസിൽ തറയിലേക്ക് എറിഞ്ഞ് അതിൽ ചവിട്ടി. ഉണ്ണിക്കുട്ടൻ ദേഷ്യത്തോടെ അവനെ നോക്കി. നാലാം ക്ലാസ്സ് പാസായിതിനുശേഷം കുട്ടേട്ടൻ പഴയതുപോലെയായിരുന്നില്ല. അവൻ വളരെ ദുര ഭിമാനിയും പരുഷനുമായിരുന്നു. ക്ലാസ് മോണിറ്ററായി നിയമിക്കപ്പെട്ടതിനാൽ അവൻ പൊങ്ങച്ചം കാണി ക്കുകയായിരുന്നു.

ഉണ്ണിക്കുട്ടൻ ഒരു പൂർണ്ണ സ്ലേറ്റ് പെൻസിൽ വേണമെന്ന് പറഞ്ഞു. അച്ചൻ വരാന്തയിലേക്ക് വന്നു. വാതിലിനു മുകളിലുള്ള തട്ടിൽ നിന്ന് ഒരു പെൻസിൽ പുറത്തെടുത്ത് ഉണ്ണിക്കുട്ടന് കൊടുത്തു.

ഉണ്ണിക്കുട്ടന് വേറൊന്നും കൂടി വേണം. മേൽക്കൂരയ്ക്ക് താഴെയുള്ള തട്ടിലേക്ക് ചൂണ്ടി തന്റെ ചെരിപ്പ് വേണമെന്ന് അവൻ പറഞ്ഞു.

അവനെ നോക്കി നിന്ന മുത്തശ്ശൻ പറഞ്ഞു, നഗ്നപാദനായി പോകുന്നതായിരിക്കും നല്ലതെന്ന്. മഴയത്ത് ചെരിപ്പുമായി നടന്നാൽ വസ്ത്രത്തിൽ ചെളി തെറിക്കുമെന്ന്. മുത്തശ്ശൻ പറഞ്ഞത് ശരിയാ ണെന്ന് ഉണ്ണിക്കുട്ടന് മനസ്സിലായി. മഴ പെയ്ത് വഴിയിൽ വെള്ളക്കെട്ടുകൾ ഉണ്ടായതിനാൽ നഗ്നപാദ നായി നടക്കുന്നതാണ് നല്ലത്.

അച്ഛന് ഓഫീസിലേക്ക് പോകേണ്ട സമയമായി. ഇന്ന് അയാൾ ഉണ്ണിക്കു ട്ടനെ സ്കൂളിൽ കൊണ്ടു പോയി അഡ്മിഷൻ വാങ്ങിക്കൊടുത്തിട്ട് ഓഫീ സിലേക്ക് പോകും.

ചാറ്റൽ മഴ പെയ്യുന്നുണ്ടായിരുന്നു. അച്ഛൻ കുട തുറന്നു. ഉണ്ണിക്കുട്ടൻ തന്റെ കുഞ്ഞുകുടയും തുറന്നു. പിന്നെ അവർ സ്കൂളിലേക്ക് നടന്നു. വേഗത്തിൽ വരുന്ന ലോറികൾ ഉണ്ടോ എന്ന് അവർ ശ്രദ്ധ യോടെ നോക്കി. അവയുടെ ചക്രങ്ങൾ ചെളിക്കുണ്ടുകളിൽ കിടക്കുന്ന വെള്ളം തെറിപ്പിക്കും. ഭാഗ്യവ ശാൽ അന്ന് ഒരു ലോറിയും വന്നില്ല.

കാക്കകളുടെ കരച്ചിൽ ഉണ്ണിക്കുട്ടൻ കേട്ടു. അവ എന്തിനാണ് ഇത് ശബ്ദമുണ്ടാക്കുന്നതെന്ന് അവൻ ചിന്തിച്ചു. മഴ അവരുടെ കൂടുകൾ നശിപ്പിച്ചതായിരിക്കുമെന്ന് അവൻ കരുതി. സ്കൂൾ മണി അടി ക്കാനുള്ള സമയമായതിനാൽ അച്ഛൻ അവനോട് വേഗത്തിൽ നടക്കാൻ ആവശ്യപ്പെട്ടു. അവർ സ്കൂൾ കോമ്പൗണ്ടിലേക്ക് കയറിയപ്പോൾ ഉണ്ണിക്കുട്ടൻ പരിഭ്രാന്തനായി. എല്ലാം അവന് പുതിയതായിരുന്നു. നൂറു കണക്കിന് കുട്ടികളുണ്ടായിരുന്നു. അവർ പലതരം ശബ്ദങ്ങൾ ഉണ്ടാക്കുന്നുണ്ടായിരുന്നു.

അവർ വരാന്തയിലേക്ക് കടന്നപ്പോൾ, ഉണ്ണിക്കുട്ടൻ നിരവധി കുടകൾ കണ്ടു. മേൽക്കൂരയ്ക്ക് താഴെ യുള്ള ചങ്ങലകളിലെ കൊളുത്തുകളിൽ തൂക്കിയിട്ടിരിക്കുന്ന ചില കുടകൾ. വരാന്തയിൽ തുണിയും പന യോലയും കൊണ്ട് നിർമ്മിച്ച് തുറന്നിരിക്കുന്ന കുടകൾ. തറയിൽ ചെറിയ വെള്ളക്കെട്ടുകൾ ഉണ്ടായി രുന്നു. അവൻ ചങ്ങലയിൽ തൂങ്ങിക്കിടക്കുന്ന ഇരുമ്പ് ഡിസ്കിലേക്കും അതിൽ കെട്ടിയിരിക്കുന്ന ഒരു വടിയിലേക്കും നോക്കി. അച്ഛൻ അവനോട് അത് സ്കൂൾ മണിയാണെന്ന് പറഞ്ഞു.

ഒരു മുറിയിൽ നിന്ന് നരച്ച മുടിയുള്ള ഒരാൾ പുറത്തിറങ്ങി. അയാൾ അച്ഛനു കൈ കൊടുത്തു. തുടർന്ന് അദ്ദേഹം ഉണ്ണിക്കുട്ടനെയും അച്ഛനെയും വരാന്തയുടെ നടുവിലുള്ള ഒരു മുറിയിലേക്ക് കൊണ്ടു പോയി. മുറിയിലേക്ക് കയറിയപ്പോൾ അച്ഛൻ ഉണ്ണിക്കുട്ടനോട് അദ്ദേഹം ഹെഡ്മാസ്റ്റാണെന്ന് പറഞ്ഞു. ഹെഡ്മാസ്റ്ററും അച്ഛനും മേശയ്ക്ക് എതിർവശത്തുള്ള കസേരകളിൽ ഇരുന്നു. ഉണ്ണിക്കുട്ടൻ അച്ഛന്റെ കസേരയ്ക്കരികിൽ നിന്നു. ഹെഡ്മാസ്റ്റർ ഉണ്ണിക്കുട്ടനോട് പേര് ചോദിച്ചു. അവൻ “പി. സി. ഉണ്ണിക്കുട്ടൻ എന്ന് പറഞ്ഞു. ഹെഡ്മാസ്റ്റർ ഉണ്ണിക്കുട്ടന്റെ പേര് രജിസ്റ്ററിൽ എഴുതി.

ഹെഡ്മാസ്റ്ററും അച്ഛനും സംസാരിച്ചുകൊണ്ടിരിക്കുമ്പോൾ, ഉണ്ണിക്കുട്ടൻ ജനാലയിലൂടെ സ്കൂൾ മുറ്റത്ത് കളിക്കുന്ന കുട്ടികളെ നോക്കി.

സ്കൂൾ മണി മുഴങ്ങി. അച്ഛൻ തിടുക്ക ത്തിൽ എഴുന്നേറ്റു. ഹെഡ്മാസ്റ്ററോട് നന്ദി പറഞ്ഞു. അച്ഛൻ ഉണ്ണിക്കുട്ടനെ കൂട്ടിക്കൊണ്ടു പോയത് ഉണ്ണിക്കുട്ടനെ പോലെ പുതിയ വിദ്യാർത്ഥികൾ നിറഞ്ഞ ഒരു ക്ലാസ് മുറിയിലേ ക്കാണ്. ടീച്ചറെ ചൂണ്ടി അച്ഛൻ ഉണ്ണിക്കുട്ടനോട് പറഞ്ഞു, അത് രാധ ടീച്ചറാണെന്നും അവന്റെ ക്ലാസ് ടീച്ച റാണെന്നും. രാധ അവരെ കണ്ടു പുറത്തേക്ക് വന്നു. അവർ ഉണ്ണിക്കുട്ടന്റെ കൈ പിടിച്ചു ക്ലാസ് മുറിയി ലേക്ക് കൊണ്ടുപോയി.

ക്ലാസ്സിൽ ഇരിക്കുന്ന വിദ്യാർത്ഥികളോട് രാധ ടീച്ചർ പറഞ്ഞു, അവർക്ക് ഒരു പുതിയ സുഹൃത്ത് ഉണ്ടെന്ന് ഉണ്ണിക്കുട്ടൻ. ഒരു നിമിഷത്തേക്ക് അവൻ ക്ലാസ്സിലെ ആകർഷണകേന്ദ്രമായിരുന്നു. ഒരു ബെഞ്ചി ലേക്ക് വിരൽ ചൂണ്ടി, ടീച്ചർ ഉണ്ണിക്കുട്ടനോട് അവിടെ ഇരിക്കാൻ പറഞ്ഞു. ഒരു വിദ്യാർത്ഥി എന്ന നില യിൽ ഉണ്ണിക്കുട്ടന്റെ ആദ്യ ദിവസമായിരുന്നു അത്.

Unnikkuttan Goes to School About the Author

Nandanar (P.C. Gopalan, 1926-1974) was a famous fictionist in Malayalam in the 20th century. He published 6 novels and five collections of stories. His novel “Athmavinte Novukal” (The Sorrow of the Soul) won the Kerala Sahitya Akademi Award in 1963. Two of his other works are: “Unnikkuttante Lokam” and “Unnikkuttan Valarunnu”.

രചയിതാവിനെക്കുറിച്ച് : നന്ദനാർ (പി. സി. ഗോപാലൻ, 1926-1974) ഇരുപതാം നൂറ്റാണ്ടിലെ മലയാളത്തിലെ പ്രശസ്തനായ ഒരു ഫിക്ഷൻ എഴുത്തുകാരനായി രുന്നു. അദ്ദേഹം 6 നോവലുകളും അഞ്ച് കഥാസമാഹാരങ്ങളും പ്രസിദ്ധീകരിച്ചു. അദ്ദേഹത്തിന്റെ ആത്മാവിന്റെ നൊവുകൾ” എന്ന നോവലിന് 1963-ൽ കേരള സാഹിത്യ അക്കാദമി അവാർഡ് ലഭിച്ചു. അദ്ദേഹത്തിന്റെ മറ്റ് രണ്ട് കൃതികളിൽ ഇവയാണ് ; ” ഉണ്ണിക്കുട്ടന്റെ ലോകം”, ” ഉണ്ണിക്കുട്ടൻ വളരുന്നു.

Unnikkuttan Goes to School Words Meanings

• trotting – walking fast, വേഗത്തിൽ നടക്കുക
• chasing – running behind, പിടിക്കാനായി പുറകേ ഓടുക
• consented – agreed, സമ്മതിച്ചു
• impatiently – eagerly, ആകാംക്ഷയോടെ
• inspected – checked, പരിശോധിച്ചു
• did not think much of – to have a low opinion, നല്ല അഭിപ്രായം ഇല്ലാതിരിക്കുക
• craning neck – to stretch the neck to see something better, മെച്ചപ്പെട്ട എന്തെങ്കിലും കാണാൻ കഴുത്ത് നീട്ടാൻ,
• scowled – showed an angry face, ദേഷ്യം കാണിക്കുക
• extended – showed, നീട്ടി, കാണിച്ചു
• flung – threw, എറിഞ്ഞു
• stamped on it – stepped on it, ചവിട്ടി
• furiously – angrily, ദേഷ്യത്തോടെ
• whimpered – made a series of low sounds showing unhappiness and fear, അസന്തുഷ്ടിയോ പേടിയോ കാണിക്കുന്ന ശബ്ദങ്ങൾ പുറപ്പെടുവിച്ചു.
• fished out – took out, എടുത്തു
• ledge – a narrow horizontal surface projecting from a wall, തട്ട്
• barefoot – without shoes or sandals, നഗ്നപാദനായി
• splash – throw, sprinkle, തെറിപ്പിക്കുക
• drizzling – raining slightly, ചാറ്റൽമഴ
• puddles – small amounts of water in some places, ചെളിക്കുണ്ടുകൾ
• struck by – impressed by, ആകർഷിച്ചു
• hustled – pushed gently, തള്ളുക
• excitement – happiness, സന്തോഷം
• nervousness – fear , ഭയം, പേടി
• vast – big, വലിയ
• array – collection ശേഖരം
• gazed – looked, നോക്കി
• whispered – talked softly, പതുക്കെ പറഞ്ഞു
• leaning – standing with some support, ചാരിനിൽക്കുക
• beamed – smiled, പുഞ്ചിരിച്ചു, ചിരിച്ചു
• curiously – with a desire to know things, കാര്യങ്ങൾ അറിയാനുള്ള ആശ, ജിജ്ഞാസ
• chatted – talked , സംസാരിച്ചു
• startled – surprised, അതിശയിച്ചു, ഞെട്ടി

Students often refer to SCERT Class 6 English Solutions and The Story of Dalda 13 Summary in Malayalam & English Medium before discussing the text in class.

Class 6 English The Story of Dalda 13 Summary

The Story of Dalda 13 Summary in English

Imagine a time when cameras were rare and even professional photographers were few. In such an era, a young woman broke barriers to become India’s first female photojour- nalist. Let us read the inspiring story of that woman.

It was a time when even professional men news photographers were rare to find! Photojournalism was in its infancy in India.

Homai Vyarawalla was a legend in Indian Photojournalism. She was born at Navsari in Gujarat in 1913. Her father was a theatre artist and the family moved from place to place for performances. These travels were the first inspiration for the photographer in her. Her family later moved to Mumbai.

Vyarawalla’s first assignment as a photographer was to take snaps at a picnic when she was still in college. Her early photographs appeared in “The Illustrated Weekly of India” which later became one of the most popular magazines. As she was unknown and a woman, her early photographs were published in her husband’s name.

In 1942, she moved to Delhi to join the British Information Services as its photographer. A woman roaming on a bicycle with a camera hanging on her shoulders was a sight people in Delhi had never seen before. In an interview she says, “At first, they thought I was just fooling around with the camera. showing off or something. They did not take me seriously.” Being a woman allowed her to photograph sensitive areas. Nobody would take her for a news photographer.

When Vyarawalla bought a car in Delhi, it got the registration number DLD 13. Soon she began to be called Dalda 13, which became her pseudonym. Many of her photographs were published under the name Dalda 13.

Vyarawalla has hundreds of striking news photographs to her credit. Her lens captured Mahatma Gandhi, Jawaharlal Nehru and several other important personalities in politics and culture. She also remembered talking with and taking photographs of foreign dignitaries like Ho Chi Minh and Marshall Georgy Zhukov. In press conferences she was the only woman photographer. She became the most famous news photographer in the country.

Her husband died in 1970. After that she retired from photojournalism. She always kept the ethics of the media throughout her career. She did not want to disturb the privacy of people as some young photographers do for publicity.

Homi Vyarawalla achieved a number of distinctions as a news photographer. In 1998 she was honoured with the Chameli Devi Jain Award for Outstanding Woman Media-person. In 2010, the Information and Broadcasting Ministry honoured her with the Lifetime Achievement Award. In 2011, she got Padma Vibhushan, India’s second highest civilian honour.

Homai Vyarawalla died in 2012. She continues to be a role model for women photographers in India.

The Story of Dalda 13 Summary in Malayalam

(ക്യാമറകൾ അപൂർവവും പ്രൊഫഷണൽ ഫോട്ടോഗ്രാഫർമാർ കുറവുമായിരുന്ന ഒരു കാലത്തെ സങ്കൽപ്പിക്കുക. അത്തരമൊരു കാലഘട്ടത്തിൽ, ഇന്ത്യയിലെ ആദ്യത്തെ വനിതാ ഫോട്ടോ ജേണ ലിസ്റ്റാകാൻ ഒരു യുവതി തടസ്സങ്ങൾ ഭേദിച്ചു തയ്യാറായി. ആ സ്ത്രീയുടെ പ്രചോദനാത്മകമായ കഥ ഇതാ).

പ്രൊഫഷണൽ പുരുഷവാർത്താ ഫോട്ടോഗ്രാഫർ പോലും അപൂർവമായിരുന്ന ഒരു കാലമായി രുന്നു അത്. ഇന്ത്യയിൽ ഫോട്ടോ ജേണലിസം അതിന്റെ ശൈശവാവസ്ഥയിലായിരുന്നു.

ഇന്ത്യൻ ഫോട്ടോ ജേണലിസത്തിലെ ഒരു ഇതിഹാസമായിരുന്നു ഹോമി വ്യാരവല്ല. 1913-ൽ ഗുജറാത്തിലെ നവസാരിയിലാണ് അവർ ജനിച്ചത്. അവരുടെ പിതാവ് ഒരു നാടക കലാകാരനായിരു ന്നു. അതുകൊണ്ട് കുടുംബത്തിന് പ്രകടനങ്ങൾക്കായി ഒരു സ്ഥലത്തു നിന്ന് മറ്റൊരിടത്തേക്ക് ഇടക്കി ടേക്ക് മാറേണ്ടി വന്നു. ഈ യാത്രകളാണ് അവരിലെ ഫോട്ടോഗ്രാഫർക്ക് ആദ്യത്തെ പ്രചോദനം നൽകിയത്. അവരുടെ കുടുംബം പിന്നീട് മുംബൈയിലേക്ക് മാറി.

ഫോട്ടോഗ്രാഫർ എന്ന നിലയിൽ വ്യാരവല്ലയുടെ ആദ്യ ദൗത്യം കോളേജിൽ പഠിക്കുമ്പോൾ ഒരു പിക്നിക്കിൽ ഫോട്ടോകൾ എടുക്കുക എന്നതായിരുന്നു. അവരുടെ ആദ്യകാല ഫോട്ടോഗ്രാഫുകൾ പിന്നീട് ഏറ്റവും ജനപ്രിയമായ മാസികകളിൽ ഒന്നായി മാറിയ “ദി ഇല്ലസ്ട്രേറ്റഡ് വീക്കിലി ഓഫ് ഇന്ത്യ” യിൽ പ്രസിദ്ധീകരിച്ചു. അവർ അജ്ഞാതയും സ്ത്രീയുമായിരുന്നതിനാൽ, അവരുടെ ആദ്യ കാല ഫോട്ടോഗ്രാഫുകൾ ഭർത്താവിന്റെ പേരിലാണ് പ്രസിദ്ധീകരിച്ചത്

1942-ൽ, ബ്രിട്ടീഷ് ഇൻഫർമേഷൻ സർവീസസിൽ ഫോട്ടോഗ്രാഫറായി ചേരാൻ അവർ ഡൽഹി യിലേക്ക് താമസം മാറി. തോളിൽ ക്യാമറ തൂക്കി സൈക്കിളിൽ കറങ്ങുന്ന ഒരു സ്ത്രീ ഡൽഹിയിലെ ആളുകൾ ഇതുവരെ കണ്ടിട്ടില്ലാത്ത ഒരു കാഴ്ചയായിരുന്നു. ഒരു അഭിമുഖത്തിൽ അവർ പറയുന്നു; “ആദ്യം, ഞാൻ ക്യാമറ ഉപയോഗിച്ച് വെറുതെ കറങ്ങുന്ന ഒരു വിഡ്ഢിയാണെന്ന് അവർ കരുതി. അവർ വിചാരിച്ചു ഞാൻ വെറുതേ ക്യാമറയും തൂക്കി ആൾക്കാരെ കാണിക്കാൻ നടക്കുകയാണെന്ന്. അവർ എന്നെ ഗൗരവമായി എടുത്തില്ല.” ഒരു സ്ത്രീയായതിനാൽ സെൻസിറ്റീവ് ആയ ഫോട്ടോകൾ എടുക്കാൻ ജനങ്ങൾ അവളെ അനുവദിച്ചു. ആരും അവളെ ഒരു വാർത്താ ഫോട്ടോഗ്രാഫറായി കണ ക്കാക്കിയില്ല.

വ്യാര വല്ല ഡൽഹിയിൽ ഒരു കാർ വാങ്ങിയപ്പോൾ, അതിന് DLD 13 എന്ന രജിസ്ട്രേഷൻ നമ്പർ ലഭിച്ചു. താമസി യാതെ അവരെ ഡാൽഡ 13 എന്ന് ആൾക്കാർ വിളിക്കാൻ തുടങ്ങി. അത് അവ രുടെ തൂലികാ നാമമായി മാറി. അവരുടെ പല ഫോട്ടോഗ്രാഫുകളും ഡാൽഡ 13 എന്ന പേരിൽ പ്രസിദ്ധീകരിച്ചു.

വ്യാരവല്ലയുടെ ക്രഡിറ്റിൽ നൂറുകണക്കിന് ശ്രദ്ധേയമായ വാർത്താ ഫോട്ടോഗ്രാഫുകൾ ഉണ്ട്. മഹാത്മാഗാന്ധി, ജവഹർലാൽ നെഹ്റു, രാഷ്ട്രീയത്തിനും സംസ്കാരത്തിലും മറ്റ് നിരവധി പ്രധാന വ്യക്തികൾ എന്നിവരുടെ ചിത്രങ്ങൾ അവരുടെ ലെൻസിൽ പകർത്തി. ഹോ ചി മിൻ, മാർഷൽ ജോർജി സുക്കോവ് തുടങ്ങിയ വിദേശ പ്രമുഖരുമായി സംസാരിക്കുന്നതും അവരുടെ ഫോട്ടോകൾ എടുത്തതും അവർ ഓർത്തു. പത്രസമ്മേളനങ്ങളിൽ അവർ മാത്രമായിരുന്നു ഏക വനിതാ ഫോട്ടോഗ്രാഫർ. അവർ രാജ്യത്തെ ഏറ്റവും പ്രശസ്തയായ വാർത്താ ഫോട്ടോഗ്രാഫറായി മാറി.

1970-ൽ അവരുടെ ഭർത്താവ് മരിച്ചു. അതിനുശേഷം അവർ ഫോട്ടോ ജേർണലിസത്തിൽ നിന്ന് വിരമിച്ചു. തന്റെ കരിയറിൽ ഉടനീളം മാധ്യമങ്ങളുടെ ധാർമ്മികത അവർ എപ്പോഴും പാലിച്ചു. പബ്ലി സിറ്റിക്ക് വേണ്ടി ചില യുവ ഫോട്ടോഗ്രാഫർമാർ ചെയ്യുന്നതുപോലെ ആളുകളുടെ സ്വകാര്യതയെ ശല്യപ്പെടുത്താൻ അവർ ആഗ്രഹിച്ചില്ല.

ഒരു വാർത്താ ഫോട്ടോഗ്രാഫർ എന്ന നിലയിൽ ഹോമി വ്യാരവല്ല നിരവധി നേട്ടങ്ങൾ കൈവരി ച്ചു. 1998-ൽ മികച്ച വനിതാ മാധ്യമപ്രവർത്തകയ്ക്കുള്ള ചമേലി ദേവി ജെയിൻ അവാർഡ് അവർക്ക് ലഭിച്ചു. 2010-ൽ, ഇൻഫർമേഷൻ ആന്റ് ബ്രോഡ്കാസ്റ്റിംഗ് മന്ത്രാലയം അവരെ ലൈഫ് ടൈം അച്ചീ വ്മെന്റ് അവാർഡ് നൽകി ആദരിച്ചു. 2011-ൽ, ഇന്ത്യയിലെ രണ്ടാമത്തെ ഉയർന്ന സിവിലിയൻ ബഹു മതിയായ പത്മവിഭൂഷൺ അവർക്ക് ലഭിച്ചു.

ഹോമി വ്യാരവല്ല 2012-ൽ അന്തരിച്ചു. ഇന്ത്യയിലെ വനിതാ ഫോട്ടോഗ്രാഫർമാർക്ക് അവർ ഇപ്പോഴും ഒരു മാതൃകയാണ്.

The Story of Dalda 13 Words Meanings

• professional – related to a person’s job, ജോലി സംബന്ധമായ
• infancy – early childhood, ശൈശവം
• legend – a famous person, ഒരു വലിയ പ്രശസ്തനായ വ്യക്തി
• performances – acting, അഭിനയം
• probably – perhaps, ഒരുപക്ഷേ
• inspiration – motivation, പ്രചോദനം
• assignment – job, work, ജോലി
• snaps – photographs, ഫോട്ടോകൾ
• The illustrated Weekly of India – India’s most popular Weekly, ഇൻഡ്യയിൽ ഏറ്റവും പ്രചാരമുള്ള ആഴ്ചപ്പതിപ്പ്
• sensitive – important, പ്രധാനപ്പെട്ട
• pseudonym – penname , തൂലികാനാമം, ഓമനപ്പേര്
• striking – important, പ്രധാനമായ
• captured – caught , പകർത്തി, ഫോട്ടോയെടുത്തു
• prominent – important, പ്രധാനപ്പെട്ട
• recalled – remembered, ഓർത്തെടുത്തു
• dignitaries – people in high places, വലിയ പ്രശസ്തരായവർ
• celebrated – famous, പേരുകേട്ട
• stuck – remained firm, മുറുകെ പിടിച്ചിരിക്കുക
• ethics – morality, ധാർമ്മികത

By reviewing Kerala Syllabus 6th Standard Social Science Notes Pdf English Medium and Class 6 Social Science Chapter 11 Let’s Save for the Future Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 6 Social Science Chapter 11 Let’s Save for the Future Notes Questions and Answers

Class 6 Social Science Let’s Save for the Future Notes Questions and Answers

Class 6 Social Science Chapter 11 Question Answer Kerala Syllabus

Question 1.
Have you listened to the conversation between the teacher and the children? What are they talking about?

Answer:
The teacher and the children are talking about opening a bank account. The teacher is checking whether the students have opened their accounts and encouraging others to do it soon.

Question 2.
Prepare a reading card including the details of the Reserve Bank.

Answer:

Question 3.
Observe the picture and complete the list.

Answer:

DEPOSITORS	BORROWERS
Individuals	Individuals
Institutions	Institutions
Government	Government

Question 4.
Banks are the intermediaries between depositors and borrowers. Justify this statement.
Answer:
Banks act as intermediaries because they stand in between the people who deposit money and the people who borrow money. Depositors keep their money safely in the bank, and the bank uses this money to give loans to those who need it, like individuals, institutions, or the government. The bank then returns the money to depositors with interest and collects interest from borrowers. In this way, the bank connects depositors and borrowers and helps money flow safely in society.

Question 5.
Examine the pictures given below and find out whether the interest rate is higher for deposits or loans. Discuss why.

Answer:
The interest rate is higher for loans than for deposits. Banks give us a little extra money (interest) when we keep our savings with them. But when people take a loan from the bank, they have to pay more interest. This is because the bank needs money to operate and provide services to everyone. So. banks charge higher interest on loans than they give for deposits.

Question 6.
What are the benefits of a bank account for students? Find out and complete the list.
Answer:

• Helps to save money safely
• Teaches good saving habits
• Allows easy deposits and withdrawals
• Helps students learn how banks work
• Enables receiving scholarships or allowances

Question 7.
Let’s complete the worksheet.

Answer:

Deposits	Tenure	Interest	Withdrawal
Savings Deposit	Not applicable	Low rate of interest	There are restrictions
Current Deposit	Not applicable	No rate of interest	Any number of times
Fixed Deposit	Applicable	High rate of interest	After maturity period
Recurring Deposit	Applicable	High rate of interest	After maturity period

Question 8.
Add the names of banks you know.
Answer:
ICICI bank, HDFC bank, Punjab National Bank, Bank of Baroda, Union Bank of India

Question 9.
Organise a panel discussion on different types of banks and their features.
Answer:
Our class organised a panel discussion on the different types of banks. The teacher selected a few students to act as panel members. Each student explained one type of bank and its features in a simple way.

• One student talked about Public Sector Banks, which are run by the government.
• Another student explained Private Sector Banks, which are managed by private companies.
• A panel member spoke about Co-operative Banks, which help farmers and small businesses.
• Another student discussed Regional Rural Banks, which mainly support people in villages.
• One student talked about Foreign Banks, which have headquarters in other countries but branches in India.
• The last panel member explained Payments Banks, which help people make digital payments easily.

After the discussion, the audience asked a few simple questions, and the panel members answered them confidently. The activity helped all students understand the different types of banks and how they help people in their daily lives.

Question 10.
Find and note down the situations when the financial transactions can be made using digital devices/cards.
Answer:
Online Shopping – Paying for goods or services on e-commerce websites using debit/credit cards, UPI, or mobile wallets.

• Bill Payments – Paying electricity, water, internet, gas, or mobile bills via apps or net banking.
• Money Transfers – Sending money to family, friends, or businesses using UPI, mobile banking apps, or cards.
• ATM Withdrawals/Deposits – Using debit or credit cards at ATMs for cash withdrawal or deposit.
• Mobile Payments at Shops – Paying at stores using QR codes, contactless cards, or mobile wallets.
• Booking Tickets – Paying for movie, bus, train, or flight tickets online or through apps.
• Subscriptions – Paying for digital services like streaming platforms, magazines, or apps.
• Banking Services – Using net banking or apps to check balance, open FD/RD, or pay loans.

Let’s Save for the Future Questions and Answers Extended Activities

Question 1.
Interview the head of your institution and list the various accounts in the school.
Answer:
After interviewing the head of the institution, the following major accounts were identified in the school:

• General Fund Account – Used for day-to-day school expenses.
• Salary Account – For paying teachers and non-teaching staff.
• Fee Collection Account – For collecting students’ tuition fees and other charges.
• Library Account – For buying and maintaining books and library materials.
• Laboratory Account – To purchase lab equipment and chemicals.
• Sports and Games Account – For buying sports materials and conducting events.
• Maintenance Account – For repairing and maintaining school buildings and equipment.
• Scholarship/Concession Account – For providing scholarships, fee concessions, or financial assistance to students.
• PTA Account – For Parent-Teacher Association activities.
• Activity Account – For celebrations, educational tours, and extracurricular activities.

Question 2.
Visit a bank and observe the financial transactions taking place there and prepare a note.
Answer:
I visited a bank and observed many financial transactions happening there. The bank was quiet and well- organised. People were standing in queues to deposit and withdraw money. I saw customers filling out forms to deposit cash and cheques. Some people used ATMs to withdraw money quickly. The bank staff at the counters helped customers by updating passbooks, giving cash, and receiving deposits. I also noticed people transferring money using digital methods like UPI and online banking. There was a separate counter for senior citizens. I learned that banks help us keep our money safe, provide loans, and let us send or receive money easily. The visit helped me understand how important banks are in our daily lives.

Question 3.
Collect news related to bank fraud and organise an awareness class under the auspices of the Social Science Club.
Answer:
(Hints)
1. Collection of News
Members of the Social Science Club collected recent news reports about different types of bank fraud. These included:

• ATM card fraud – People losing money when thieves steal card details.
• Online fraud (phishing) – Fake messages or emails asking for bank details.
• UPI scams – Fraudsters sending links and tricking people into sharing OTPs.
• Loan scams – Fake calls offering loans and collecting money from people.
• Fake customer care calls – Scammers pretending to be bank officials.

2. Conducting the Awareness Class
The class began with an introduction about why bank safety is important. Students explained each type of bank fraud and shared real news stories they collected.

They also taught important safety points:

• Never share OTP, PIN, password, or CVV with anyone.
• Do not click on unknown links.
• Use official bank apps only.
• Check bank messages regularly.
• Report suspicious calls or messages to the bank.

Question 4.
Collect logos related to financial institutions and add them to ‘My Social Science Observation Book.’
Answer:

Question 5.
Find out which account is suitable for the following purposes and complete the worksheet.
Answer:

CONTEXT	ACCOUNT
To deposit the money received from chit fund in the bank for education of children in the future.	Fixed Deposit
To deposit the monthly pension amount and withdraw money for expenses	Savings Account
To deposit the daily income received through business and withdraw it as per needs.	Current Account
To deposit a fixed amount every month to make the dream of owning a house a reality.	Recurring Deposit (RD)

Let’s Save for the Future Class 6 Notes Pdf

Std 6 Social Science Let’s Save for the Future Notes

• Banks are financial institutions that accept money from the public as deposits and provide loans to those in need following certain criteria.
• The individuals lending the surplus money to the needy led to the emergence of local money lenders.
• The word ‘Bank’ in English is derived from the words ‘Banca’ in Italian and ‘Banque’ in French.
• The first bank in Kerala was the Nedungadi Bank, established in 1899 with its headquarters at Kozhikode.
• The Reserve Bank of India, established in 1935 is the Central bank of India. Its headquarters is in Mumbai.
• Banks act as intermediaries between the depositors and the borrowers. They work on the basis of general rules and norms.
• The banker is a person or establishment that carries out the banking business.
• A bank account is an arrangement for making financial transactions between a bank and a customer. These are recorded in a pass book.
  • Based on ownership, bank accounts can be mainly classified into three types.
  • Individual account
  • Joint account
  • Institutional account
• Commercial banks are the oldest banks with a large number of branches in the banking sector.
• Commercial banks can be classified into two categories as public sector banks and private sector banks.
• In India, the largest commercial bank in public sector is the State Bdnk of India (SBI).
• Co-operative banks were started with the aim of providing loans with low interest rate to farmers, artisans and small-scale industrialists.
• Development banks are banks that provide long-term loans in the industrial-commercial -agricultural sectors.
• Banking has changed to a system where money transactions can be done without carrying cash in hand.
• ATM helps us to withdraw money from our account at any time without going to the bank.
• UPI is a digital system that allows multiple bank accounts to be used through a single mobile application.
• Different types of Deposits include: Savings deposit, Recurring deposits, Fixed deposits and current deposits.

Introduction
In this chapter, “Let’s Save for the Future,” we learn about the importance of saving money and how banks help us do it safely. We first understand how banks were formed and why people started using them. Then we leam how banks work, how they keep our money safe, give loans, and help us send or receive money. The chapter also teaches us about different types of accounts and deposits like savings accounts, fixed deposits, and recurring deposits. We also explore the different types of banks that serve people in many ways. Finally, we see how banking has changed over time with ATMs, online banking, and mobile apps. This chapter helps us understand why saving is important and how modem banking makes our life easier.

FORMATION OF BANKS
Banks are financial institutions that accept money from the public as deposits and provide loans to those in need following certain criteria.

MONEY
Anything that is accepted in exchange for goods and services can generally be called money. Money helps to determine the value of goods and services, and facilitates their exchange.

FORMATION OF BANKS

• The individuals lending the surplus money to the needy led to the emergence of local money lenders.
• As the number of people who needed loans increased, the money lenders had to find more money. For this, they started accepting deposits. This led to the formation of financial institutions.
• The ability to repay the loan and reliability were the criteria for lending money by these institutions.
• When the acceptance of deposits and lending loans increased excessively, individuals were unable to perform this function themselves. This paved way for the rise of financial institutions, including banks.

BANK
The word ‘Bank’ in English is derived from the words ‘Banco’ in Italian and ‘Banque’ in French. Both words mean ’bench’. In the past, merchants used to lend money in the streets in Italy, accepting gold and silver in return. They used to conduct transactions sitting on benches where coins were placed.

• A new banking system began in India with the arrival of the English East India Company. ‘The Bank of Hindustan’, established in 1770 was the first bank in India.
• The first bank in Kerala was the Nedungadi Bank, established in 1899 with its headquarters at Kozhikode. This private bank was founded by Appu Nedungadi.

Changes that took place in economic activities when the local financial institutions developed into banks:

The Reserve Bank of India, established in 1935 is the Central bank of India. Its headquarters is in Mumbai.
Major functions of the Reserve Bank of India:

FUNCTIONING OF BANKS

• Banks act as intermediaries between the depositors and the borrowers. They work on the basis of general rules and norms.
• Banks accept deposits from individuals, institutions, and government.
• The bank returns the deposits with interest after a specified period. The bank lends money to the needy from such deposits.
• The borrowers repay this amount to the bank with interest. The banker is a person or establishment that carries out the banking business.
• The additional amount that a person has to pay when he repays a loan and the additional amount he gets on his deposits can be said as interest. There is interest on deposits and loans. The bank charges a certain amount as interest from the people who take loans. From this, the bank finds the amount for its operations and pays interest to those who deposit money in the bank.

Let’S Open An Account

• A bank account is an arrangement for making financial transactions between a bank and a customer. These are recorded in a pass book.
• A passbook is a system for recording financial transactions between a bank and a customer. It contains the name of account holder, address, nature of the account, account number, and important information related to the bank.
• Anyone above the age of ten can open a bank account.
• Children below ten years can open a joint account with their guardian. Now bank accounts can also be opened online.

Documents that were submitted to the bank along with the filled in application to open an account:

• Proof of identity and Address (Aadhar Card, Passport, Driving License, Voter ID card, Pan card, Bank passbook or bank statement)
• Photographs: Two recent passport-sized photographs are usually required.

DIFFERENT TYPES OF ACCOUNT/DEPOSITS

• Based on ownership, bank accounts can be mainly classified into three types.
• Individual account
• Joint account
• Institutional account

Deposits can also be classified according to their characteristics.

Savings Deposit:

• This deposit is to instil the habit of saving in individuals. Individual and joint account holders can start savings deposit.
• The bank pays low interest on these deposits. Money can be deposited as many times as they want. However, there are some restrictions to withdraw money.

Current Deposit:

• This investment is aimed at traders and industrialists.
• Any number of transactions can be made in a day. There are no restrictions on depositing and withdrawing money.
• No interest is paid for this account.

Fixed Deposits:

• This is an account where the deposit is made only once and it is withdrawn with interest after a certain period.
• The bank pays higher interest on such deposits.

Recurring Deposit:

• This is another form of fixed deposit. A fixed amount is deposited in this account at regular intervals (daily, weekly, monthly) for a specific period of time.
• The amount can be withdrawn only after the maturity period.
• It earns higher interest than savings deposit.

In the early 1970s, the Central Government launched the Sanchayika Scheme for school students. Now it is known as ‘Students Saving Scheme’. It was designed to promote the habit of saving among the students and create an awareness about banking activities. It operates under the National Savings Scheme. Students who join the scheme will receive a passbook with an account number from their school.

Different Types of Banks

Commercial Banks

• Commercial banks are the oldest banks with a large number of branches in the banking sector.
• They provide services such as accepting deposits, granting loans, locker facility, debit card, credit card, and online banking to their customers.
• Commercial banks can be classified into two categories as public sector banks and private sector banks.
• In India, the largest commercial bank in public sector is the State Bank of India (SBI).

Public Sector Banks And Private Sector Banks
Public sector banks are banks that are fully owned and operated by the government. Example: Union Bank, Canara Bank. Private banks are owned and operated by private individuals. These banks are also subject to the regulations of the Reserve Bank. Example: South Indian Bank, Federal Bank

Co-Operative Banks

• Co-operative banks were started with the aim of providing loans with low interest rate to farmers, artisans and small-scale industrialists.
• The main objectives of co-operative banks are to promote self help and mutual help, inculcate the habit of saving among the people, increase investment and to protect the people from the exploitation of private money lenders.
• Kerala Bank, formed by the Government of Kerala, is one such bank. Co-operative banks operating in rural areas are called Rural Co-operative Banks and those operating in the urban areas are called Urban Co-operative Bank.

Kerala Bank
Kerala Bank is a co-operative bank formed by the Government of Kerala. Kerala State Co-operative Bank Limited is known as Kerala Bank. Kerala Bank was formed by merging the State Co-operative Bank and the District Cooperative Banks. It’s headquarters is in Thiruvananthapuram.

Development Banks

• Development banks are banks that provide long-term loans in the industrial-commercial – agricultural sectors.
• Eg: Industrial Finance Corporation of India (IFCI), National Bank for Agriculture and Rural Development (NABARD).

The Changing Face Of Banking

• Banking is a rapidly changing sector in the modern era. With the changing times, banks are implementing many facilities to provide better services to the customers
• Today there is no need to go to banks directly for making transactions.
• With the advent of mobile apps and internet banking, various banking services are easily available to customers.
• Banking has changed to a system where money transactions can be done without carrying cash in hand.

ATM (Automated Teller Machine):

• ATM helps us to withdraw money from our account at any time without going to the bank.
• We can also deposit money at any time using the CDM (Cash Deposit Machine) facility.

UPI (Unified Payments Interface):

• UPI is a digital system that allows multiple bank accounts to be used through a single mobile application.
• This system allows us to make money transactions without going to the bank or ATM.
• We can transfer money at any time with the help of digital devices. Transactions can be done using QR code (Quick Response code), mobile number, and account number.

CREDIT CARD AND DEBIT CARD
Credit card and debit card are cards issued by banks to their customers to make financial transactions. The main convenience that customers enjoy is that they do not have to carry cash. A debit card can only be used if there is money in the account, whereas a credit card can be used to make transactions, even if there is no money in the account. Banks lend money to credit card holders only for a certain period of time. Banks charge interest if the money is not repaid within the time limit.

Careful Banking
Fraudulent activities are common in cyber space.

Precautions to be adopted for recognising and defending them:

• Do not share ATM PIN and OTP
• Do not open suspicious online links.
• Do not respond to phone messages asking for account details.
• Do not keep ATM PIN on phone.
• Use strong passwords. Change password frequently.

Students often refer to SCERT Class 6 English Solutions and The Heart of a Woman Summary in Malayalam & English Medium before discussing the text in class.

Class 6 English The Heart of a Woman Summary

The Heart of a Woman Summary in English

Stanza 1: The heart of a woman goes forth with the dawn, as a bird flying alone softly and restlessly. Just like the bird roams far away over the hills and valleys, the woman’s heart passes through the ups and downs of life, for the sake of all the members of her family, her home.

Stanza 2: At night the heart of a woman comes back and enters some alien cage. It tries to forget its dreams of the stars as it breaks on the sheltering bars.

The Heart of a Woman Summary in Malayalam

ഒരു സ്ത്രീയുടെ ഹൃദയം പ്രഭാതത്തോടൊപ്പം മുന്നോട്ട് പോകുന്നു, ഒരു പക്ഷി മൃദുവായും അസ്വ സ്ഥമായും ഒറ്റയ്ക്ക് പറക്കുന്നതുപോലെ പക്ഷി കുന്നുകളിലും താഴ്വരകളിലും വളരെ ദൂരെ ചുറ്റി ത്തിരിയുന്നതുപോലെ സ്ത്രീയുടെ ഹൃദയം ജീവിതത്തിന്റെ ഉയർച്ച താഴ്ചകളിലൂടെ കടന്നു പോകുന്നു, അവളുടെ കുടുംബ ത്തിലെ എല്ലാ അംഗങ്ങൾക്കും, അവളുടെ വീടിനു വേണ്ടി.

രാത്രിയിൽ ഒരു സ്ത്രീയുടെ ഹൃദയം തിരികെ വന്ന് ഏതോ അന്യഗ്രഹ കൂട്ടിലേക്ക് പ്രവേശിക്കുന്നു. അത് അഴികളിൽ തട്ടി തകരുമ്പോൾ നക്ഷത്രങ്ങളെക്കുറിച്ചുള്ള അതിന്റെ സ്വപ്നങ്ങൾ അത് മറക്കാൻ ശ്രമിക്കുന്നു.

The Heart of a Woman About the Author

Georgia Douglas Johnson (1880-1966) was an African American poet. “The Heart of a Woman and Other Poems”, “Bronze: A Book of Verse”, “An Autumn Love Cycle” and “Share My World” are her famous collections of poems.

രചയിതാവിനെക്കുറിച്ച് : ജോർജിയ ഡഗ്ലസ് ജോൺസൺ (1880–1966) ഒരു ആഫ്രിക്കൻ അമേ രിക്കൻ കവിയായിരുന്നു. “ദ് ഹാർട്ട് ഓഫ് എ വുമൺ ആന്റ് അദർ പോംസ് ” “ബ്രോൺസ് എ ബുക്ക് ഓഫ് വേഴ്സ്”, “ആൻ ഓട്ടം ലവ് സൈക്കിൾ”, “ഷെയർ മൈ വേൾഡ്” എന്നിവയാണ് അവരുടെ പ്രശസ്തമായ കവിതാസമാഹാരങ്ങൾ.

The Heart of a Woman Word Meanings

• goes forth – goes out, പുറത്തേക്കു പോകുന്നു
• lone – alone, ഒറ്റക്ക്
• afar – at a distance,ദൂരെ
• turrets – small towers on top of larger towers, വലിയ മാളികപ്പുറത്തെ ചെറിയ മാളിക
• vales – valleys, താഴ്വരകൾ
• roam – wander, അലഞ്ഞുതിരിയുക
• in the wake of – as a result of something, അതിന്റെ ഫലമായി
• alien – foreign, വിദേശി
• plight – bad condition, ദുരവസ്ഥ
• sheltering – protecting, രക്ഷിക്കുന്ന, അഭയം തരുന്ന

Students often refer to SCERT Class 6 English Solutions and The Why – Why Girl Summary in Malayalam & English Medium before discussing the text in class.

Class 6 English The Why – Why Girl Summary

The Why – Why Girl Summary in English

This story is of a curious and bright girl Moyna, who loves to learn and explore. She always asks questions and looks for new ideas.

Moyna is a girl about ten-years old. One day the narrator was taking her to the Samiti office where she worked. Moyna’s mother Khiri worked at the Samiti. The Samiti was a place where people could come to learn reading and writing and to sing and dance together.

As the narrator and Moyna were walking to the Samiti office, Moyna saw a large snake. She was chasing it, when the narrator caught her plait and held her back, shouting at her not to catch the snake because it was a cobra. It is not a grass snake or a rat snake. Then Moyna asked the narrator why she can’t catch a cobra.

The narrator dragged Moyna to the Samiti office. The narrator asked her to rest for some time. Moyna wanted to know why. The narrator asked her if she wasn’t tired. Moyna shook her head to mean she was not. Then the narrator asked her, “Who will bring the goats home, collect firewood, fetch water and lay traps for the birds?”

Moyna tended the sheep for the babus, the village landlords. Moyna’s mother Khiri told her not to forget the Babu for the rice he had sent them. Moyna asked her why she should thank him. She sweeps the cowshed and does a thousand jobs for him. But he does not thank her. So why should she thank him. After saying this Moyna ran off.

Moyna asked so many questions like these to the people around her:
Why do I have to walk so far to the river to bring water?
Why do we live in a leaf hut?
Why can’t eat rice twice a day.

The postmaster called Moyna the “why-why girl”!

One day Moyna came to live with the narrator in her hut. Malati, the Samiti teacher, told the narrator that Moyna would tire her with her “why’s”. But the narrator had a wonderful time with Moyna.

One night Moyna asked the narrator, “Why do you read books before you go to sleep?’ The narrator replied, “Because books have the answers to your ‘why’s!” This answer made Moyna silent for a sometime. Then she said, “I will learn to read and find the answers to my questions.”

When Moyna grazed the goats, she told the other children all that she had learned from the narrator. “Many stars are bigger than the sun. But they are far away so they look small. The sun is near, so it looks bigger. The fish do not speak like us. They have a fish language, which is silent. The earth is round.”

The narrator returned to the village a year later. One evening she visited Moyna at her home. Moyna was sitting in the kitchen with her little sister and
elder brother and speaking to them like a teacher. These are the things she said:

You cut one tree and plant another two.

Wash your hands before you eat because if you don’t you’ll get stomach ache.

You know nothing because you don’t attend classes at the Samiti.

Moyna was giving answers to all her “why’s”!

When a primary school was started in the village, Moyna was the first girl to be admitted.

Moyna is 18 now. She teaches at the Samiti. If you pass by, you are sure to hear her impatient, demanding vice. “Don’t be lazy. Ask me questions. Ask me why mosquitoes should be destroyed, why the pole star is always in the northern sky”.

The children too are learning to ask “why?”.

Moyna does not know I am writing her story. If she did, she would ask, “Writing about me? Why?”

The Why – Why Girl Summary in Malayalam

ഈ കഥ മൊ എന്ന ജിജ്ഞാസുവും ബുദ്ധിമതിയുമായ പെൺകുട്ടിയെക്കുറിച്ചാണ്. അവൾ പഠിക്കാനും പര്യവേക്ഷണം ചെയ്യാനും ഇഷ്ടപ്പെടുന്നു. അവൾ എപ്പോഴും ചോദ്യങ്ങൾ ചോദി ക്കുകയും പുതിയ ആശയങ്ങൾ തേടുകയും ചെയ്യുന്നു.

ഏകദേശം പത്ത് വയസ്സുള്ള ഒരു പെൺകുട്ടിയാണ് മൊ. ഒരു ദിവസം ആഖ്യാതാവ് അവളെ താൻ ജോലി ചെയ്തിരുന്ന സമിതി ഓഫീസിലേക്ക് കൊണ്ടുപോകുകയായിരുന്നു. മൊയയുടെ അമ്മ വിരി സമിതിയിൽ ജോലി ചെയ്തിരുന്നു. വായിക്കാനും എഴുതാനും പഠിക്കാനും ഒരുമിച്ച് പാടാനും നൃത്തം ചെയ്യാനും ആളുകൾക്ക് വരാൻ കഴിയുന്ന ഒരു സ്ഥലമായിരുന്നു സമിതി.

ആഖ്യാതാവും മൊയും സമിതി ഓഫീസി ലേക്ക് നടക്കുമ്പോൾ, മൊയ്ത ഒരു പാമ്പിനെ കണ്ടു, അവൾ ആ വലിയ പാമ്പിനെ പിന്തുടരുക യായിരുന്നു. അവൾ അതിനെ പിന്തുടരുമ്പോൾ, ആഖ്യാതാവ് അവളുടെ പിന്നിയിട്ട മുടി പിടിച്ച്, പിന്നിലേക്ക് വലിച്ചു. പാമ്പിനെ പിടിക്കരുതെന്ന് അവളോട് പറഞ്ഞു. കാരണം അത് ഒരു മൂർഖനാ ണ്. അത് നീർക്കോലിയോ ചേരയോ അല്ല. മൊയ ആഖ്യാതാവിനോട് ചോദിച്ചു, എന്തുകൊണ്ടാണ് തനിക്ക് മൂർഖനെ പിടിക്കാൻ പറ്റാത്തത് എന്ന്.

ആഖ്യാതാവ് മൊയയെ സമിതി ഓഫീസിലേക്ക് പിടിച്ചു വലിച്ചു കൊണ്ടുപോയി. ആഖ്യാതാവ് അവളോട് കുറച്ചു നേരം വിശ്രമിക്കാൻ ആവശ്യപ്പെട്ടു. എന്തുകൊണ്ടാണ് വിശ്രമിക്കേണ്ടത് എന്നറി യാൻ മൊ ആഗ്രഹിച്ചു. അവൾ ക്ഷീണിതയല്ലെയോ എന്ന് കഥാകാരി ചോദിച്ചു. ക്ഷീണിതയല്ല എന്നർത്ഥത്തിൽ മൊയ് തലകുലുക്കി. അപ്പോൾ ആഖ്യാതാവ് അവളോട് ചോദിച്ചു. ആരാണ് ആടുകളെ വീട്ടിലേക്ക് കൊണ്ടുവരിക, വിറക് ശേഖരിക്കുക, വെള്ളം കൊണ്ടുവരിക, പക്ഷികൾക്ക് കെണികൾ വയ്ക്കുക?”

ആ ഗ്രാമത്തിലെ ഭൂവുടമകളായ ബാബുക്കൾക്ക് വേണ്ടി മൊയ്ത ആടുകളെ മേച്ചു. മൊയ്മയുടെ അമ്മ ഖിരി അവളോട് ബാബു അയച്ച് അരിക്ക് നന്ദിപറയണമെന്ന് പറഞ്ഞു. എന്തുകൊണ്ടാണ് അവ നോട് നന്ദി പറയേണ്ടതെന്ന് മൊയ് അവളോട് ചോദിച്ചു. അവൾ പശുത്തൊഴുത്ത് തൂത്തുവാരു കയും ആയിരം ജോലികൾ ചെയ്യുകയും ചെയ്യുന്നു. പക്ഷേ അവൻ അവളോട് നന്ദി പറയുന്നില്ല. പിന്നെ എന്തിനാണ് അവനോട് നന്ദി പറയേണ്ടത്. ഇത് പറഞ്ഞതിന് ശേഷം മൊയ് ഓടിപ്പോയി.

മൊയ് തന്റെ ചുറ്റുമുള്ള ആളുകളോട് ഇതുപോലുള്ള നിരവധി ചോദ്യങ്ങൾ ചോദിച്ചു.
വെള്ളം കൊണ്ടുവരാൻ ഞാൻ നദിയിലേക്ക് ഇത്രയും ദൂരം നടക്കേണ്ടി വരുന്നത് എന്തുകൊണ്ട്?
നമ്മൾ എന്തിനാണ് ഈ ഓലക്കുടിലിൽ താമസിക്കുന്നത്?

എന്തുകൊണ്ടാണ് ദിവസത്തിൽ രണ്ടു തവണ നമുക്ക് ചോറുണ്ണാൻ കഴിയാത്തത്?

ഇങ്ങനെ എപ്പോഴും “വൈ-വൈ” എന്നു ചോദിക്കുന്നതുകൊണ്ട് പോസ്റ്റ് മാസ്റ്റർ മൊ എന്തുകൊണ്ട് എന്തുകൊണ്ട് പെൺകുട്ടി” എന്ന് വിളിച്ചു.

ഒരു ദിവസം മൊയ് തന്റെ കുടിലിൽ ആഖ്യാതാവിനൊപ്പം താമസിക്കാൻ വന്നു. സമിതി അധ്യാ പികയായ മാലതി ആഖ്യാതാവിനോട് പറഞ്ഞു. മൊയ് അവളുടെ നിരന്തരമായ “എന്തുകൊണ്ട് കൊണ്ട് അവളെ മടുപ്പിക്കുമെന്ന്. എന്നാൽ ആഖ്യാതാവ് മൊയയുമായി രസകരമായി സമയം ചെല വഴിച്ചു.

ഒരു രാത്രി മൊയ ആഖ്യാതാവിനോട് ചോദി ച്ചു, “നിങ്ങൾ ഉറങ്ങുന്നതിന് മുമ്പ് പുസ്തകങ്ങൾ വായിക്കുന്നത് എന്തുകൊണ്ടാണ്?” ആഖ്യാതാവ് മറുപടി പറഞ്ഞു, “കാരണം പുസ്തകങ്ങളിൽ നിങ്ങളുടെ “എന്തുകൊണ്ട് എന്നതിനുള്ള ഉത്തര ങ്ങളുണ്ട്! ഈ ഉത്തരം മായയെ കുറച്ചുനേരം നിശബ്ദയാക്കി. പിന്നെ അവൾ പറഞ്ഞു, “ഞാൻ വായിക്കാൻ പഠിക്കുകയും എന്റെ ചോദ്യങ്ങൾക്കുള്ള ഉത്തരം കണ്ടെത്തുകയും ചെയ്യും”.

മൊ ആടുകളെ മേയിച്ചുകൊണ്ടിരുന്നപ്പോൾ, ആഖ്യാതാവിൽ നിന്ന് താൻ പഠിച്ചതെല്ലാം അവൾ മറ്റ് കുട്ടികളോട് പറഞ്ഞു. “പല നക്ഷത്രങ്ങളും സൂര്യനേക്കാൾ വലുതാണ്. പക്ഷേ അവ വളരെ അക ലെയാണ്. അതിനാൽ അവ ചെറുതായി കാണപ്പെടുന്നു. സൂര്യൻ അടുത്താണ്. അതിനാൽ അത് വലു തായി കാണപ്പെടുന്നു. മത്സ്യങ്ങൾ നമ്മളെപ്പോലെ സംസാരിക്കുന്നില്ല. അവയ്ക്ക് ഒരു മത്സ്യ ഭാഷ യുണ്ട്. അത് നിശബ്ദമാണ്. ഭൂമി വൃത്താകൃതിയിലാണ്.

ഒരു വർഷത്തിനുശേഷം കഥാകാരി ഗ്രാമത്തി ലേക്ക് മടങ്ങി. ഒരു വൈകുന്നേരം അവൾ മൊയെ അവളുടെ വീട്ടിൽ സന്ദർശിച്ചു. മൊയ തന്റെ അനുജത്തിയോടും മൂത്ത സഹോദരനോടും ഒപ്പം അടുക്കളയിൽ ഇരുന്ന് ഒരു അധ്യാപികയെ പ്പോലെ സംസാരിക്കുകയായിരുന്നു. അവൾ പറ ഞ്ഞത് ഇതാണ്.

നിങ്ങൾ ഒരു മരം മുറിക്കുമ്പോൾ വേറെ രണ്ടെണ്ണം പ്ളാന്റ് ചെയ്യുക.

ഭക്ഷണം കഴിക്കുന്നതിനുമുമ്പ് കൈ കഴുകുക. ഇല്ലെങ്കിൽ നിങ്ങൾക്ക് വയറുവേദന വരും.
സമിതിയിൽ ക്ലാസുകളിൽ പോകാത്തതിനാൽ നിങ്ങൾക്ക് ഒന്നും അറിയില്ല.

മൊയ് തന്റെ എല്ലാ “എന്തുകൊണ്ട് ” എന്നതിനും ഉത്തരം നൽകുകയായിരുന്നു.

ഗ്രാമത്തിൽ ഒരു പ്രൈമറി സ്കൂൾ ആരംഭിച്ചപ്പോൾ, പ്രവേശനം ലഭിച്ച ആദ്യത്തെ പെൺകുട്ടി മൊയ്ത യായിരുന്നു.

മൊയ്മയ്ക്ക് ഇപ്പോൾ 18 വയസ്സു ണ്ട്. സമിതിയിൽ അവൾ പഠിപ്പിക്കു ന്നു. നിങ്ങൾ അതിലേ കടന്നുപോകു കയാണെങ്കിൽ അവളുടെ അക്ഷമമായ ആവശ്യപ്പെടുന്ന സ്വരം നിങ്ങൾ തീർച്ച യായും കേൾക്കും. മടിയരാകരുത്. എന്നോട് ചോദ്യങ്ങൾ ചോദിക്കൂ, കൊതുകുകളെ എന്തിനാണ് നശിപ്പി ക്കേണ്ടതെന്നും എന്തുകൊണ്ട് ധ്രുവന
ക്ഷേത്രം എല്ലായ്പ്പോഴും വടക്കൻ ആകാശത്തിലാണെന്നും എന്നോട് ചോദിക്കൂ.”

കുട്ടികളും “എന്തുകൊണ്ട്? എന്ന് ചോദിക്കാൻ പഠിക്കുന്നു.

മൊയ്മയ്ക്ക് ഞാൻ അവളുടെ കഥ എഴുതുന്നുണ്ടെന്ന് അറിയില്ല. അറിഞ്ഞാൽ അവൾ ചോദിക്കും. ‘എന്നെക്കുറിച്ചാണോ എഴുതുന്നത്? എന്തുകൊണ്ട്?”

The Why – Why Girl About the Author

Mahasweta Devi (1926-2016) was a famous Indian writer and activist who fought for the rights of the tribal people. She was born in Dhaka, Bangladesh. Some of her notable literary works include “Mother of 1084”, “Rudali” and “The Right of the Forest”. She was honoured with the Jnanpith, the Padma Shri and Padma Vibhushan.

മഹാശ്വേതാ ദേവി (1926-2016) ആദിവാസ ജനതയുടെ അവകാശ ങ്ങൾക്കായി പോരാടിയ പ്രശസ്ത ഇന്ത്യൻ എഴുത്തുകാരിയും ആക്ടിവിസ്റ്റുമായിരുന്നു. ബംഗ്ലാദേശിലെ ധാക്കയിലാണ് അവർ ജനിച്ചത്. “1084-ന്റെ അമ്മ”, “രൂഡാലി”, “ദ് റൈറ്റ് ഓഫ് ദ് ഫോറസ്റ്റ്” എന്നിവ അവരുടെ ശ്രദ്ധേയമായ സാഹിത്യകൃതികളിൽ ചിലതാണ്. ജ്ഞാനപീഠം, പത്മശ്രീ, പത്മവിഭൂഷൺ എന്നിവ നൽകി അവരെ രാജ്യം ആദരിച്ചു.

The Why – Why Girl Word Meanings

• chasing – run behind something to catch it, എന്തിനെയെങ്കിലും പിടിക്കാനായി പുറകേ ഓടുക
• grabbed – caught, പിടിച്ചു,
• grass snake – a non-poisonous snake, നീർക്കോലി
• rat snake – a non-poisonous snake, ചേര
• dragged – pulled, വലിച്ചു
• a little while – for a small amount of time, കുറച്ചുനേരം
• vigorously – strongly, ശക്തമായി
• tended – looked after , പരിപാലിച്ചു
• fetch – bring, കൊണ്ടുവരുക
• exhaust – tire , ക്ഷീണിപ്പിക്കുക
• grazed – made the sheep eat grass in the field, മേയ്ക്കുക
• impatient – having a tendency to get angry quickly, പെട്ടെന്ന് ദേഷ്യം വരുന്ന

By reviewing Kerala Syllabus 6th Standard Social Science Notes Pdf English Medium and Class 6 Social Science Chapter 8 Towards South Indian Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 6 Social Science Chapter 8 Towards South Indian Notes Questions and Answers

Class 6 Social Science Towards South Indian Notes Questions and Answers

Class 6 Social Science Chapter 8 Question Answer Kerala Syllabus

Question 1.
As part of their study tour, ‘In search of Historical Remains’, the children of Kattadikkunnu Govt.UP School visited places like Kandanasseri, Muniyattukunnu, and Kudakkalluparambu and the Sakthan Thampuran Museum in Thrissur district. Let’s get familiarised with a part of Richu’s travelogue that contains the information gathered during the study tour. What are the historical remains described in Richu’s travelogue?

Answer:

• Kudakkallu
• Thoppikkallu
• Muniyara

Question 2.
Complete the given worksheet related to Megalithic monuments in South India.

Answer:

Major Megalithic sites	Kerala – Marayoor Tamil Nadu – Adichanallur Andhra Pradesh – Nagaijunakonda Karnataka – Brahmagiri
Major Megalithic monuments in South India	Kudakkallu Thoppikkallu Muniyara Nattukallu
Things buried with remains of the dead	Ornaments Weapons Tools Vessels

Question 3.
Observe Map. Which present day states do the coloured regions of the map represent?

Answer:

• Karnataka
• Tamil Nadu
• Kerala
• Andhra Pradesh

Question 4.
List the main sources of information about ancient Tamizhakam.
Answer:

• Sangam Works
• Tirukural
• Silappadikaram
• Manimekalai

Question 5.
Prepare a note comparing the social life of Sangam Age with contemporary social life.
Answer:
The social life of the Sangam Age, as described in ancient Tamil songs, shows a society that was organised mainly on the basis of occupation, where people engaged in agriculture, cattle rearing, salt extraction, and the exchange of goods. Although there were social divisions, these were not very rigid, and Sangam works suggest that there was comparatively less social discrimination. Women enjoyed a respected position and participated actively in cultural and economic life, indicating the presence of gender equality to a great extent. In contemporary society, occupational divisions still exist, but individuals have the freedom to choose their careers based on education and interest. Modem laws protect people from social discrimination and promote equality among all communities. Gender equality is strongly encouraged today, with women taking part in all fields, though some inequalities still remain. Thus, both periods reflect a society that valued dignity, cooperation, and social harmony, while modem times continue to build on these ideals through legal and social reforms.

Question 6.
Based on the names of the Tinais, divide the class into five groups and present a skit including their geographical features and livelihoods.
Answer:
Step 1: Divide the class into five groups, one for each Tinai.
Step 2: Plan the Scene
Step 3: Use simple props (leaves, sticks, blue cloth (river) etc)
Step 4: Present the Skits in Order by including their geographical features and livelihoods. (Refer Topic 2.3 Table)

Question 7.
Observe Map 8.1 (Refer Topic 2) and list the Muvendar and their capitals.

Answer:

Muvendar	Capital
Cheras	Vanchi
Cholas	Uraiyur
Madurai	Madurai

Question 8.
Complete the concept map related to Perumal administration.

Answer:

Question 9.
Collect pictures and information depicting cultural changes during the Perumal rule and prepare an album/digital album with captions.
Answer:
(Hints: Collect images of Ritualistic arts like koothu and koodiyattam, Temple musicians and dancers, etc. and prepare an album)

Towards South Indian Questions and Answers Extended Activities

Question 1.
Collect pictures and information about Megalithic monuments in Kerala and prepare an album/digital album and display in class.
Answer:

Question 2.
Organise a seminar on the socio-economic and political life of the Sangam Age.
Sub-topics:

• Social Life
• Economic Life
• Tinais
• Political System

Answer:
(Hints: Divide students into four groups based on the sub-topics Social Life, Economic Life, Tinais, and Political System and let each group prepare short presentations and share their findings during the seminar.)

Socio-Economic Life In The Sangam Age
The ancient Tamil songs, including Sangam works, refer to the life of the people in ancient Tamizhakam. These songs have references to the social life, agriculture, cattle rearing, salt extraction, and the exchange of goods.

Features of the socio-economic life during the Sangam Age.

Tinais
Sangam works mention five geographical divisions based on its terrain which existed in ancient Tamizhakam. These are known as ‘Aintinais’. The lifestyle and livelihoods of the people in each Tinai varied according to its geographical features.

• The resources produced in each Tinai were exchanged with other Tinais. Such exchange of resources led to the formation of trade centres. These trade centres were known as Angadis (markets).
• ‘Allalavanam’ and ‘Nalangadi’ were the markets in ancient Tamizhakam.
• ‘Allalavanam’ were evening markets, and ‘Nalangadi’ were daytime markets.

Political System
Each region in ancient Tamizhakam was ruled by the Cheras, Cholas, and Pandyas.

• The Chera, Chola and Pandya who ruled ancient Tamizhakam were collectively known as ‘Muvendar’ or ‘Muvarasar’.
• Although many ruling powers existed in Tamizhakam, the Muvendar had an authoritative position. These kings were referred to as Ko, Kon, and Kadumko.
• After the Sangam Age, the regions which were under the control of the Cheras later came under the
  Perumal rule.

Question 3.
Under the auspices of the Social Science Club, construct models of Megalithic monuments and display them in school.
Answer:
(Hints: Use clay, cardboard, thermocol, or stones to create models of dolmens, stone circles, and menhirs, and arrange them with labels to display their features at the school exhibition.)

Question 4.
Collect the pictures and information about various arts that developed during the reign of Perumal and prepare a video presentation.
(Hints: Architecture, sculpture, painting, instrumental music, dance, music and so on.)
Answer:
(Hints: Prepare a video presentation by using the given steps)

• Step 1: Collect Pictures of various arts
  Step 2: Prepare Short notes
• Step 3: Create Slides or Clips
• Step 4: Add Voice-over or Background Music
• Step 5: Save and Present

Towards South Indian Class 6 Notes Pdf

Std 6 Social Science Towards South Indian Notes

• Kudakkallu (umbrella stone), Thoppikkallu (cap stone), and Muniyaras (dolmens) made of granite and laterite are known as Megalithic Monuments.
• The period during which the stone monuments were built is known as the ‘Megalithic Age’.
• South India comprises the southern Indian states of Karnataka, Tamil Nadu, Kerala, Andhra Pradesh, and Telangana, as well as the Union Territories of Puducherry and Lakshadweep.
• Since numerous iron tools were found from Megalithic monuments, this period is also known as the Iron Age.
• Megalithic culture is the creation of people who progressed from food gathering to food production.
• The South Indian region was known as ‘Tamizhakam’ in ancient times.
• The main historical sources providing information about ancient Tamizhakam are pazhamthamizhpattukal (ancient Tamil songs), coins, travelogues, inscriptions and so on.
• The Sangams were groups of Tamil poets centred around Madurai.
• In addition to Sangam literature, other Tamil literary works that provide information about ancient Tamizhakam are ‘Tirukural’, ‘Silappadikaram’, and ‘Manimekalai’.
• The ancient Tamil songs, including Sangam works, refer to the life of the people in ancient Tamizhakam.
• Sangam works mention five geographical divisions based on its terrain which existed in ancient Tamizhakam. These are known as ‘Aintinais’.
• Exchange of resources led to the formation of trade centres. These trade centres were known as Angadis (markets).
• The Chera, Chola and Pandya who ruled ancient Tamizhakam were collectively known as ‘Muvendar’ or ‘Muvarasar’.
• In the 9th century CE, Perumal rule was established with its centre at Mahodayapuram (Makotai), near present-day Kodungallur.
• During the Perumal rule, the kingdom was divided into various Nadus. The Nadus were further divided into Desams, and Desams into Karas.
• The Perumal was at the top of the administrative hierarchy.
• There was a strong economic foundation during the reign of Perumals.
• During the Perumal rule, there were significant changes in the cultural sphere as well.
• By the beginning of the 12th Century, the rule of the Perumals disintegrated.
• The Nadus that were part of the Perumal kingdom later came to be known as Naduvazhi Swaroopams and these were under the control of the Naduvazhis.
• The important Naduvazhi Swaroopams included Kolathunadu (Kannur), Nediyiruppu (Kozhikode), Perumpadappu (Kochi), and Trippappur (Venad).
• The Janmi system was the system that controlled the socio-economic and political spheres in medieval Kerala.

Introduction
The chapter “Towards South Indian History” takes us on a journey into the early past of South India, especially ancient Tamilakam, where vibrant cultural and social traditions flourished. It introduces the valuable Sangam literature that describes the everyday life, occupations, and landscapes known as Tinais. The chapter also explains the rise of the powerful Chera, Chola, and Pandya kingdoms, their political systems, trade networks, and cultural achievements. It highlights the growth of early administrative structures, the importance of local governance, and the development of art, architecture, and religious practices. Through this chapter, we gain a deeper understanding of how the foundations of South Indian society were laid and how they continue to influence the region’s identity even today.

Megalithic Age

• Kudakkallu (umbrella stone), Thoppikkallu (cap stone), and Muniyaras (dolmens) made of granite and laterite are known as Megalithic Monuments.
• Since these are made of huge stones or stone slabs they are called Megalithic Monuments.
• The period during which these stone monuments were built is known as the ‘Megalithic Age’.

The evidences of the Megalithic Age are found in most parts of South India. Marayoor, Cheramanangad, Kuppakkolli and Mangad in Kerala, Adichanallur in Tamil Nadu, Brahmagiri in Karnataka, and Nagaijunakonda in Andhra Pradesh are important Megalithic sites in South India. South India comprises the southern Indian states of Karnataka, Tamil Nadu, Kerala, Andhra Pradesh, and Telangana, as well as the Union Territories of Puducherry and Lakshadweep.

Megalithic monuments are associated with ancient burial practices. Such stone monuments were constructed for burying the remains of the dead. Since numerous iron tools were found from Megalithic monuments, this period is also known as the Iron Age. Along with the remains of the dead, ornaments, weapons, tools, vessels, and coins that they used were also found from Megalithic monuments.

The Iron Age in South India

• Weapons and tools of different shapes and sizes were used during the Iron Age. This includes knife,
  sword, sickle, spearhead, tripod and lamps made of iron.
• The use of iron helped in the agricultural progress of the Megalithic Age. Megalithic culture is the creation of people who progressed from food gathering to food production.

STATE FORMATION IN SOUTH INDIA

Ancient Tamizhakam

• The South Indian region which is coloured on the map, was known as ‘Tamizhakam’ in ancient times.
• The main historical sources providing information about ancient Tamizhakam are pazhamthamizhpattukal (ancient Tamil songs), coins, travelogues, inscriptions and so on.
• Among these, more information can be found in Sangam literature, a collection of ancient Tamil songs.

Sangam Literature

(Everywhere is our land, everyone is our kin. Neither evil nor good comes from others.)
The lines given above are from Purananwn, a Sangam literary work.

• The Sangams were groups of Tamil poets centred around Madurai.
• These Sangams collected and preserved the songs of the singers of that time. Therefore, these songs are referred to as ‘Sangam works’, and this period is called the ‘Sangam Age’.
• In addition to Sangam literature, other Tamil literary works that provide information about ancient Tamizhakam are ‘TirukuraP, ‘Silappadikaram’, and ‘Manimekalai’.
• Like Purananuru many other literary works were composed during that age.

Sangam Works
Sangam works are generally classified into two ‘Akam songs’ and ‘Puram songs’. The ‘Akam songs’ refer to the family life and social life. The ‘Puram songs’ refer to the economic, political and military life.

Tirukural: It is one of the immortal literary works in Tamil literature. Thiruvalluvar is the author of this book.
Silappadikaram: Ilango Adigal is the author of’Silappadikaram’ which tells the story of Kannaki and Kovalan.
Manimekalai: It is a work that tells the story of Manimekalai, the daughter of Kovalan and Madhavi. Manimekalai was composed by Chithalai Chathanar.

Socio-Economic Life In The Sangam Age
The ancient Tamil songs, including Sangam works, refer to the life of the people in ancient Tamizhakam. These songs have references to the social life, agriculture, cattle rearing, salt extraction, and the exchange of goods.

Features of the socio-economic life during the Sangam Age.

Tinais
Sangam works mention five geographical divisions based on its terrain which existed in ancient Tamizhakam. These are known as ‘Aintinais’. The lifestyle and livelihoods of the people in each Tinai varied according to its geographical features.

• The resources produced in each Tinai were exchanged with other Tinais. Such exchange of resources led to the formation of trade centres. These trade centres were known as Angadis (markets).
• ‘Allalavanam’ and ‘Nalangadi’ were the markets in ancient Tamizhakam.
• ‘Allalavanam’ were evening markets, and ‘Nalangadi’ were daytime markets.

Political System
Each region in ancient Tamizhakam was ruled by the Cheras, Cholas, and Pandyas.

• The Chera, Chola and Pandya who ruled ancient Tamizhakam were collectively known as ‘Muvendar’ or ‘Muvarasar’.
• Although many ruling powers existed in Tamizhakam, the Muvendar had an authoritative position. These kings were referred to as Ko, Kon, and Kadumko.
• After the Sangam Age, the regions which were under the control of the Cheras later came under the
  Perumal rule.

PERUMALS OF MAHODAYAPURAM

• In the 9th century CE, Perumal rule was established with its centre at Mahodayapuram (Makotai), near present-day Kodungallur.
• The ‘Perumals’ came to be known as ‘Later Cheras’.
• The kings here adopted titles such as ‘Perumal’, ‘Cheraman’ and ‘Kulasekhara’.

Mahodayapuram
Mahodayapuram was the capital of the Perumals who ruled from the 9th century CE to the beginning of 12th century CE. Mahodayapuram was famous throughout South India as a prominent centre of knowledge and culture. Ramarajasekharan, Sthanu Ravi, Indukotha, and Bhaskara Ravi were the prominent rulers of Mahodayapuram.

Perumal Administration

• During the Perumal rule, the kingdom was divided into various Nadus. The Nadus were further divided into Desams, and Desams into Karas.
• The Nadus were administered by Naduvazhis and the Desams were administered by Desavazhis. Desavazhis ruled under the control of Desakkoottams which were popular in their nature. The Panchayats mled Karas. The Perumal was at the top of the administrative hierarchy.

Economic Development
There was a strong economic foundation during the reign of Perumals. Along with agriculture, trade also flourished during that period. The spice trade with foreign countries and the customs duties (taxes) collected through ports, resulted in the economic changes in the Perumal kingdom. The commercial activities of trading groups like Anchuvannam, Manigramam, Valanjiar, and Nanadesikal, which were prevalent throughout South India at that time, helped the economic development in this region.

Cultural Life
During the Perumal rule, there were significant changes in the cultural sphere as well.

By the beginning of the 12th Century, the rule of the Perumals disintegrated. Thus, the political unity of the regions under their rule was lost. Consequently, many Nadus that were part of the Perumal kingdom became independent.

NADUVAZHI SWAROOPAMS

• The Nadus that were part of the Perumal kingdom later came to be known as Naduvazhi Swaroopams and these were under the control of the Naduvazhis.
• Swaroopams were self-governing regions that existed based on the ‘Marumakkathayam’ system (matrilineal inheritance). Joint families based on the ‘Marumakkathayam’ system controlled the ‘Swaroopams’. ,
• Makkathayam and Marumakkathayam were the inheritance systems prevalent in ancient Kerala.
• Makkathayam is the system of inheritance from father to children whereas Marumakkathayam was a- system by which right of inheritance was passed to the sons of the sister in the family.

The important Naduvazhi Swaroopams included Kolathunadu (Kannur),
Nediyiruppu (Kozhikode), Perumpadappu (Kochi), and Trippappur (Venad). With the expansion of Naduvazhi rule, the Janmi system (landlordism) became widespread. The Janmi system was the system that controlled the socio-economic and political spheres in medieval Kerala. The rise of Naduvazhi Swaroopams was the result of expansion of the Janmi System.

Kolathunadu Swaroopam	Ruled from Kannur as its centre
	The ruler was known as ‘Kolathiri’.
Nediyiruppu Swaroopam	Ruled from Kozhikode as its centre
	The ruler was known as ‘Samoothiri (Zamorin).
	The fame of Samoothiri raised after he had become the protector (rakshapurusha) of the Mamankam festival.
Perumpadappu Swaroopam	The Kodungallur region became Perumpadappu Swaroopam.
	It was later known as the ‘Kochi Royal Family’.
Trippappur Swaroopam (Venad)	The Swaroopam situated at Southern part of Kerala.
	Later it evolved into the powerful princely state of Travancore.

• Venad developed into the powerful princely state of Travancore during the reign of Anizham Thirunal Marthanda Varma.
• It was Sakthan Thampuran who transformed the Perumpadappu Swaroopam into the Kochi kingdom.

Reforms introduced by Marthanda Varma and Sakthan Thampuran

Anizham Thirunal Marthanda Varma	Sakthan Thampuran
Suppressed the Madambis and Ettuveettil Pillamar, the powerful landlords	Suppressed the Naduvazhis
Measured and surveyed the land in the kingdom	Established trade centres
Performed Thrippadidanam	Initiated the Thrissur Pooram.

Kerala, once part of the ancient Tamizhakam emerged as a distinct political region under the rule of the Perumals. But, the collapse of Perumal rule led to the disintegration of this political unity. The emergence of independent and autonomous Naduvazhi Swaroopams significantly altered the socio-economic and political structures of medieval Kerala. Later, the princely states that evolved from these Naduvazhi Swaroopams were unified to form the modem state of Kerala.

Thrippadidanam
On January 3, 1750, Anizham Thirunal Marthanda Varma performed Thrippadidanam. He surrendered his sword, the symbol of his authority, to Sree Padmanabha, the family deity of Travancore, and became a Padmanabhadasa (servant of Lord Padmanabha). This is known as Thrippadidanam. This was part of the changes Marthanda Varma brought about in the administration of Travancore to counter the excessive threat from landlords.

Mamankam
Mamankam was a festival celebrated once every twelve years on the banks of the Bharathappuzha at Thirunavaya. The Zamorin later seized the protectorship (rakshapurusha) of Mamankam from the Valluvakkonathiri, the ruler of Valluvanad.

By reviewing Kerala Syllabus 6th Standard Social Science Notes Pdf English Medium and Class 6 Social Science Chapter 9 An Introduction to Constitution Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 6 Social Science Chapter 9 An Introduction to Constitution Notes Questions and Answers

Class 6 Social Science An Introduction to Constitution Notes Questions and Answers

Class 6 Social Science Chapter 9 Question Answer Kerala Syllabus

Question 1.
Observe the pictures given below. Draw an emoji on the pictures that show desired behaviour in the society. In which pictures did you draw the emoji? Why?

Answer:

Second Picture:

• In this picture, the man is riding a bike wearing a helmet.
• Wearing a helmet is a good and desired behaviour because it ensures safety and follows traffic rules.

Third Picture:

• In this picture, people are standing in a queue in an orderly manner.
• Standing in a queue is a good behaviour in society because it shows discipline and respect for others.

Question 2.
Look at the Interie conducted b the children of Palas lia UP School with a senior lawyer about the constitution under the auspices of the Social Science Club. %hat ideas related to the Constitution are included in the interview?

Answer:

• The system of governance of the state
• The source of powers of the rulers
• The duties of citizens
• The rights of the people

Question 3.
Complete the worksheet

Answer:

The powers of the King were subjected to the constitution	French Revolution
The world’s first written constitution	American Declaration of Independence
One of the oldest legal codes in history	Code of Hammurabi
The king’s autocracy ended and the power of the parliament increased	Glorious Revolution

Question 4.
Classify the countries mentioned as examples according to their characteristics of constitutions into the table below.
Answer:

Question 5.
Prepare a short note on the topic ‘Essential Qualities of the Constitution’.
Answer:

• Brevity: The constitution should be precise with essential provisions.
• Clarity: The provisions of the constitution must be clearly stated.
• Dynamic: It should be able to make timely changes according to changing circumstances.
• Suitability: It must be suitable for meeting people’s needs and aspirations.
• Comprehensiveness: The powers of the government and the rights and duties of the citizens should be comprehensively stated.

Question 6.
From the following statements, find the ones that agree with the constitutionalism and colour the circle.

Answer:

Question 7.
Prepare a wall magazine titled ‘Milestones in the Formation of the Indian Constitution’.
Answer:
(Hints)
Step 1: Attractive Title ,
Step 2: Add a Timeline (THE CONSTITUTION OF INDIA)
Step 3: Include Key Personalities
Step 4: Use Short Notes / Cards
Step 5: Add Quotes and Images

Question 8.
Which of the following features reflect the objectives set out in the Preamble of the Constitution?

Answer:

Features	Objectives
The state has no official religion	Secularism
The people are sovereign	Democracy
The head of the state is an elected person	Republic
The power of the state to make decisions without external interference	Sovereignty
Reduces inequalities and ensures social justice.	Socialism

An Introduction to Constitution Questions and Answers Extended Activities

Question 1.
Prepare a digital presentation on the topic ‘Formation of the Indian Constitution: Milestones’ and present it.
Answer:
(Hints)
Step 1: Title Slide
Step 2: Introduction Slide (What is a Constitution?, Why does a country need it?)
Step 3: Timeline of Major Milestones (Refer Subtopic 2.1)
Step 4: Key Personalities
Step 5: Features and importance of the Constitution
Step 6: Use Visuals
Step 7: Conclusion

Question 2.
Under the auspices of Social Science Club, organise a face to face programme with lawyers inorder to learn more about the Constitution. Video conferencing can also be used.
Answer:
(Hints: Some Questions students can ask the lawyers during the programme)

• Why does every country need a Constitution?
• Why is 26 January celebrated as Republic Day?
• How long did it take to frame the Indian Constitution?
• What happens if someone violates a Fundamental Right?
• What is the difference between Rights and Duties?
• How can students become responsible citizens?

Question 3.
On Constitution Day, prepare placards highlighting the importance of the Preamble and conduct a rally in the school.
Answer:
(Hints for Preparing Placards)

• “Preamble: The soul of our Constitution”
• “Unity and Integrity – Our Constitutional Values”
• “Preamble shows our dreams for India”

An Introduction to Constitution Class 6 Notes Pdf

Std 6 Social Science An Introduction to Constitution Notes

• Ours is a country with a vast geographical area, large population, where people from different sections live
• A Constitution is an authentic document that contains fundamental laws, principles and rules needed for the organisation and functioning of government in a country.
• A unified code of law is essential for the welfare and progress of the people. The struggles of people against oppression and exploitation led to the formation of constitutions.
• Constitutions are classified into various types based on their nature, the process of amendment, and the method of formation.
• The constitutionalism is a political order that limits the powers of the government through constitution.
• The constitutionalism also includes controlling those in power, ensuring the rule of law and defining the rights of people.
• India has the largest written constitution in the world.
• The origin of the Indian Constitution is related to the history of India under the British rule.
• Dr. Rajendra Prasad was the Chairman of the Constituent Assembly.
• The Drafting Committee, chaired by Dr. B.R. Ambedkar, prepared the draft of the Constitution.
• The Constituent Assembly adopted the Constitution on 26 November 1949. So we observe November 26 as Constitution Day.
• The Constitution officially came into force on 26 January 1950.
• The main ideas, values and views of the Constitution are reflected in the Preamble.
• Cabinet Mission was a three member committee appointed by the British to discuss with Indian leaders regarding the transfer of power to India.
• The preamble also discusses the rights guaranteed to citizens by the state such as justice, freedom and equality.

Introduction
The Constitution is the supreme law of a country that lays down the framework for governance and ensures justice, equality, and liberty for its citizens. It defines the powers and responsibilities of the government, the rights of individuals, and the structure of important institutions. Understanding the Constitution helps citizens realize their duties and rights and strengthens democracy. This chapter introduces the basic concepts of the Constitution, its importance in maintaining law and order, and its role in shaping the political and social life of the nation.

CONSTITUTION
To enable people to live freely, peacefully and progressively in a society, it is essential to follow laws and rules. We follow certain rules in schools and public places.

Ours is a country with a vast geographical area, large population, where people from different sections live together. The advancement of such a diverse country is made possible by following certain laws, rules, and systems.

• Similarly, most of the countries also have a unified document based on fundamental principles that supports their existence and governance. This is called the Constitution.
• A Constitution is an authentic document that contains fundamental laws, principles and rules needed for the organisation and functioning of government in a country.

PREDECESSORS OF THE CONSTITUTION
A unified code of law is essential for the welfare and progress of the people. The struggles of people against oppression and exploitation led to the formation of constitutions.

Code of Hammurabi	The Code of Hammurabi is one of the oldest legal codes in the world. Hammurabi was the ruler of ancient Babylon (1792-1750 BCE). This legal code dictates that no one has the authority to violate the fundamental laws of a kingdom.
Magna Carta	The people of England were fed up with the autocracy of the monarchs. In 1215 CE King John was seized and forced to sign the Magna Carta, a Charter against this autocracy. The Charter made it clear that the king and the government were not above the law. The Magna Carta is considered a milestone in the history of human rights.
Glorious Revolution	• In the 17th century, several conflicts occurred in England between the Parliament and the monarchs who acted against the interest of the Parliament. Among these, the most important one was the Glorious Revolution of 1688 CE. • The autocracy of the king ended, and the authority of the Parliament increased through this revolution. • The power of monarchs came under the control of the Parliament. This led to the formation of constitution that grants power to the Parliament in England.
American Declaration of Independence	Thirteen North American colonies under British rule fought against the wrong policies of Britain. Following this, a declaration was made by the colonies in 1776 CE. It is known as the American Declaration of Independence. This declaration was able to make the people aware of their power to remove the government. It also led to the framing of the American Constitution, the world’s first written constitution.
French Revolution	It is in 1789, that the people of France revolted raising the slogan ‘Liberty, Equality, Fraternity’. This revolution gave acceptance to the principle that supreme power rests with the people, not with the king. With this, a constitution was formed in France, making the powers of the king subordinate to the constitution.

Types Of Constitutions
Constitutions are classified into various types based on their nature, the process of amendment, and the method of formation.

Written	Unwritten
A written constitution is one in which the fundamental principles and laws of a country are written, codified and systematically organised in the form of a book. Eg. India, United States of America (USA)	An unwritten constitution is one in which the fundamental principles and laws of a country are not written, codified or systematically organised in the form of a book. Eg. United Kingdom (UK), New Zealand
Rigid	Flexible
A rigid constitution is one in which making changes (amendments) requires strict procedures. Eg.United States of America, Australia	A flexible constitution is one in which changes (amendments) can be made easily. Eg.United Kingdom, New Zealand
Enacted	Evolved
An enacted constitution is one that is drafted and implemented after the formation of Constituent Assembly or Council, and is formally brought into effect. Eg. United States of America, India	An evolved constitution is one that has developed over time. It includes agreements, judicial decisions, laws and conventions in the form of traditions and customs. Eg. United Kingdom, Canada

Qualities Of A Constitution

CONSTITUTIONALISM

• The constitutionalism is a political order that limits the powers of the government through constitution.
• The constitutionalism also includes controlling those in power, ensuring the rule of law and defining the rights of people.

People in power are also obliged to Obey the laws. Just as laws control individuals, there are some restrictions on the authorities as well. If unlimited powers are given to administrators, it will destroy the freedom of the people and lead to dictatorship. The constitutionalism stands against this. The constitution of every country is framed as a result of several lengthy processes. The history of the constitution of our country is not different from this.

Aristotle and the Constitutionalism
Aristotle was the first to discuss the constitution and constitutionalism. The primary definition he gave to the constitution is ‘the arrangement of officers in the state’. He classified laws into two categories, ordinary laws and constitutional laws.

The Constitution Of India

• India has the largest written constitution in the world.
• The origin of the Indian Constitution is related to the history of India under the British rule.

English East India Company	The English East India Company was established in 1600 CE to establish trade relations with India. The British who came here for trade, gradually became the authorities, and the administration of India was taken over by the company.
The First War of Indian Independence 1857	This is the first mass movement by Indians against the British. This led to the end of the rule of the English East India Company. After that, the Queen of Britain took over the administration of India directly.
Indian Councils Acts	Laws that helped to strengthen the participation of Indians in the governance of British India.
Freedom Movements	The Indian National Congress played a major role among the various organisations that fought against the British for India’s independence. It was the Indian National Congress that officially put forward the demand for an independent Constituent Assembly to draft a Constitution for India.
Government of India Acts	The British government passed several laws to gradually increase the participation of Indians in the administrative affairs and to ensure better governance here.
Cabinet Mission	To grant complete self-rule to India, the British Government sent the Cabinet Mission to India. As a result, in 1946, the Constituent Assembly came into existence in order to draft a Constitution for India.

• Dr. Rajendra Prasad was the Chairman of the Constituent Assembly.
• The Drafting Committee, chaired by Dr. B.R. Ambedkar, prepared the draft of the Constitution.
• The Constituent Assembly adopted the Constitution on 26 November 1949. So we observe November 26 as Constitution Day.
• The Constitution officially came into force on 26 January 1950. Since then, India has been known as a Sovereign Democratic Republic.

Preamble Of The Constitution Of India
The main ideas, values and views of the Constitution are reflected in the Preamble. Our Constitution is a guideline for the fulfilment of the ideas that the people of India cherished and dreamed of during the freedom struggle. The Constitution envisages that the power of the nation originates from the people. The nature of the state, the objectives of the Constitution and the date of adoption of the Constitution are also mentioned in the Preamble.

Cabinet Mission
Cabinet Mission was a three member committee appointed by the British to discuss with Indian leaders regarding the transfer of power to India. They discussed with the leaders of major political parties in India. The Cabinet Mission agreed to form a Constituent Assembly to draft a constitution for India. The proposed mission envisaged the future political system of India.

Fundamental Objectives Mentioned In The Preamble Of The Indian Constitution.

• The preamble also discusses the rights guaranteed to citizens by the state such as justice, freedom and equality.
• Moreover, the Preamble aims at the dignity of the individual and the fraternity that ensures the unity and integrity of the nation.

• If we examine the history of the development of human society, constitution is considered to be a product of modern age.
• A powerful constitution is essential for the existence, smooth running and progress of modern states.
• The function of the constitution is to provide a basic legal framework that helps in nation building. The dreams and hopes of the nation are realised only when the Constitution is followed properly.
• The preamble of the constitution is as important as the constitution itself. The preamble states the objectives of the constitution.
• The determination of the people of India is filled in the preamble. the soul of our constitution.
• Even after many years of its formation, our constitution has been able to survive with the same strength till date. This can be considered an important feature of the Constitution of India.

Parents often use SCERT Kerala Syllabus 6th Standard English Textbook Solutions Unit 5 Chapter 2 The Boat Textual Questions and Answers Activities Notes Pdf Download to assist their kids with homework.

Class 6 English The Boat Activities Question Answer

The Boat Class 6 Questions and Answers

Question 1.
Who were waiting for the rescue boat?
രക്ഷാ ബോട്ടിനായി ആരൊക്കെ കാത്തിരിക്കുകയായിരുന്നു?
Answer:
A sick mother, her pregnant daughter and her son were waiting for the rescue boat.
രോഗിയായ ഒരു അമ്മയും ഗർഭിണിയായ മകളും, മകനും രക്ഷാ ബോട്ടിനായി കാത്തിരിക്കുകയായി രുന്നു.

Question 2.
How much space did the boat have?
ബോട്ടിൽ എത്ര പേർക്ക് സ്ഥലമുണ്ടായിരുന്നു
Answer:
The boat had space only for one person.
ബോട്ടിൽ ഒരാൾക്ക് മാത്രമേ സ്ഥലമുണ്ടായിരുന്നുള്ളൂ

Question 3.
What did they quarrel about?
അവർ എന്തിനെക്കുറിച്ചാണ് വഴക്കിട്ടത്?
Answer:
They quarrelled about who should enter the rescue boat.
രക്ഷാബോട്ടിൽ ആര് കയറണമെന്നതിനെക്കുറിച്ചാണ് അവർ തമ്മിൽ തർക്കമുണ്ടായത്.

Question 4.
What did the poet find strange about their quarrel?
അവരുടെ വഴക്കിനെക്കുറിച്ച് കവിക്ക് എന്താണ് വിചിത്രമായി തോന്നിയത്?
Answer:
The poet found their quarrel strange because each of them was forcing the other to enter the rescue boat and escape. It means each of them was not worried his/her life, but the life of the others. Here we see real sacrifice.
ഓരോരുത്തരും മറ്റൊരാളെ രക്ഷാ ബോട്ടിൽ കയറി രക്ഷപ്പെടാൻ നിർബന്ധിച്ചതിനാൽ കവിക്ക് അവരുടെ വഴക്ക് വിചിത്രമായി തോന്നി. അതിനർത്ഥം അവരിൽ ഓരോരുത്തരും സ്വന്തം ജീവിത ത്തെക്കുറിച്ചല്ല. മറിച്ച് മറ്റുള്ളവരുടെ ജീവിതത്തെക്കുറിച്ചാണ് കൂടുതൽ ആശങ്കാകുലരായിരുന്നത് എന്നാണ്. ഇവിടെ നമ്മൾ യഥാർത്ഥ ത്യാഗം കാണുന്നു.

Question 5.
Why did each member of the family refuse to board the boat?
കുടുംബത്തിലെ ഓരോ അംഗവും ബോട്ടിൽ കയറാൻ വിസമ്മതിച്ചത് എന്തുകൊണ്ട്?
Answer:
Each member of the family refused to board the boat because there was space for only one person in the rescue boat and each of them wanted the other to go. It shows the deep love they had for one another.
രക്ഷാബോട്ടിൽ ഒരാൾക്ക് മാത്രമേ സ്ഥലമുണ്ടായിരുന്നുള്ളൂ എന്നതിനാലും മറ്റുള്ളവർ പോകാൻ ആഗ്രഹിച്ചതിനാലും കുടുംബത്തിലെ ഓരോ അംഗവും ബോട്ടിൽ കയറാൻ വിസമ്മതിച്ചു. അവർക്ക് പരസ്പരം ഉണ്ടായിരുന്ന ആഴമായ സ്നേഹം ഇത് കാണിക്കുന്നു.

Question 6.
How does the poet explain their attitude?
കവി അവരുടെ മനോഭാവം എങ്ങനെ വിശദീകരിക്കുന്നു?
Answer:
The poet explains their attitude by saying that tragedy makes human beings selfless, and death makes them fearless.
ദുരന്തം മനുഷ്യരെ നിസ്വാർത്ഥരാക്കുന്നു, മരണം അവരെ നിർഭയരാക്കുന്നു എന്ന് പറഞ്ഞുകൊണ്ട് കവി അവരുടെ മനോഭാവത്തെ വിശദീകരിക്കുന്നു.

The Boat Activities

The Boat Class 6 Question Answer – Activity 1

Let us turn this poem into a skit of two scenes and perform it in the class. Scene 1 and the beginning of Scene 2 are given below.
(a) Read it.

Mother (coughing, tired) : The water is still rising. We have to leave.
Daughter (holding her belly) : Yes, Mom. But how can we all go? I can’t move fast.
Son (looking outside) : It’s water everywhere. It’s not safe to stay here. We should leave soon.
Mother : I’m too weak to walk. You two should go. I’ll stay. Perhaps the water level will decrease in a day or two
Daughter (shaking her head) : No, Mom! We can’t leave you here. We shall all go together.
Son (firmly) : Yes, none of us should stay back. We will leave together.
Mother (softly) : But what if I slow you down?
Son : We will help you, Mom. We are stronger together.
Daughter (nodding) : Yes, we will stay together and take care of each other.
Mother (holding their hands) : Alright, we will all leave together.
Son (nodding) : Let’s get ready and go.
Daughter (smiling) : Yes, we can.

b. Here is the beginning of the Scene 2. Sit in groups and complete it.

Mother (weak but firm) : Listen, my children. I am old and weak, and I’ve had a long life. You two need to be safe. One of you should take the boat.
………………………………………. …………………………………………………………………………………………..
………………………………………. …………………………………………………………………………………………..
………………………………………. …………………………………………………………………………………………..
………………………………………. …………………………………………………………………………………………..
Answer:
Complete Scene 2.
Mother (weak but firm): Listen, my children, I am old and weak, and I’ve had a long life. You two need to be safe. One of you should take the boat.
Son: What are you talking mother? Leave you and go away? No way. You are the one who gave us life. We are younger and stronger than you. We will try to survive somehow. So, you are the one who should take the boat.
Daughter: Yes, mother. Brother is right. You should take the boat.
Mother: Daughter, what are you saying? You are the one who should take the boat. You have a baby in your womb. If you die the baby too will die. That means two losses.
Daughter: I don’t mind dying. My husband is already dead. What will I do with a small baby when it is born with nobody to support us? Let me die, mother. You go.
Mother: Daughter, let me also die with you. Son, you are still young and you have a future before you. So, son, you take the boat.
Son: I will never leave you to die like this and go away to safety. If none of you is going I am also not going. I will not be able to live the rest of my life in peace if you both perish in this flood. So I won’t take the boat. Let’s die together. We lived together and if we are destined to die, let us die together. (To the boatman) Since there is no space for all of us, you may go away. None of us is coming!
(The mother, the daughter and the son stay together as the boatman paddles away.)

Class 6 English The Boat Activities Pdf- Activity 2

Look at the lines taken from the poem:
Tragedy makes human beings selfless
And death, fearless.
(a) “Less’ in selfless and fearless means ‘without’. Write similar words that can be formed from words like this:

• hope
• care
• aim
• help
• end
• harm

Answer:

• hope – hopeless
• care – careless
• aim – aimless
• help – helpless
• end – endless
• harm – harmless

b. Make sentences using the words you have framed.
Answer:
1. He lost his job and he became hopeless.
2. Tom is a careless boy; he makes so many mistakes in his writing.
3. He is wandering like an aimless person.
4. His parents died in an accident; he is now helpless.
5. This story is very long; it looks an endless story.
6. He may look cruel; but actually he is harmless.

c. Read the sentences below and fill in the blanks with suitable words from the brackets.
(helpless, careless, homeless, restless, sleepless)

1. I could not sleep the whole night yesterday. I am becoming ……………………….
2. I had no money to pay at the hotel. I was ……………………….
3. Our results had not yet come. Everybody was ……………………
4. There are at least five mistakes in your answer. You are ……………………..
5. You don’t find many people sleeping on the footpath. There are a few ……………….. people in the city

Answer:
1. I could not sleep the whole night yesterday; I am becoming restless.
2. I had no money to pay at the hotel. I was helpless.
3. Our results have not yet come. Everybody was sleepless.
4. There are ast least 5 mistakes in your answer. You are careless.
5. You don’t find many people sleeping on the footpath. There are few homeless people in the city.

Parents often use SCERT Kerala Syllabus 6th Standard English Textbook Solutions Unit 5 Chapter 1 Unnikkuttan Goes to School Textual Questions and Answers Activities Notes Pdf Download to assist their kids with homework.

Class 6 English Unnikkuttan Goes to School Activities Question Answer

Unnikkuttan Goes to School Class 6 Questions and Answers

6th Standard English Unit 5 Question Answer

The Doorway
Look at the picture in the following:

Question 1.
What season is shown in the picture?
ചിത്രത്തിൽ ഏത് സീസണാണ് കാണിച്ചിരിക്കുന്നത്?
Answer:
The season shown in the picture is rainy season.
ചിത്രത്തിൽ കാണിച്ചിരിക്കുന്ന സീസൺ മഴക്കാലമാണ്.

Question 2.
What do you feel about this season?
ഈ സീസണിനെക്കുറിച്ച് നിങ്ങൾക്ക് എന്താണ് തോന്നുന്നത്?
Answer:
I feel very happy about this season. I enjoy walking in the rain and splashing in the water. I make paper boats and float them in the rain water.

ഈ സീസണിൽ എനിക്ക് വളരെ സന്തോഷം തോന്നുന്നു. മഴയിൽ നടക്കുന്നതും വെള്ളം തെറി ക്കുന്നതും എനിക്ക് ഇഷ്ടമാണ്. ഞാൻ പേപ്പർ ബോട്ടുകൾ ഉണ്ടാക്കി മഴവെള്ളത്തിൽ ഒഴുക്കും.

Question 3.
Which climate in Kerala do you find the most appealing?,
കേരളത്തിലെ ഏത് കാലാവസ്ഥയാണ് നിങ്ങൾക്ക് ഏറ്റവും ആകർഷകമായി തോന്നുന്നത്?
Answer:
The most appealing climate in Kerala for me is the Winter Season, between October to March. I prefer this season because it is cool and we have pleasant temperatures. This climate is ideal for sightseeing, beach activities, and exploring the backwaters. The humidity levels are at their lowest, making the weather comfortable and breezy, especially along the coast. We also get clear, sunny days, which are perfect for photography and outdoor excursions.

ഒക്ടോബർ മുതൽ മാർച്ച് വരെയുള്ള ശൈത്യകാലമാണ് എനിക്ക് കേരളത്തിലെ ഏറ്റവും ആകർഷ കമായ കാലാവസ്ഥ തണുപ്പുള്ളതിനാൽ സുഖകരമായ താപനിലയാണ് ഞങ്ങൾക്ക് ഈ സീസ ണിൽ ഇഷ്ടപ്പെടുന്നത്. കാഴ്ചകൾ, കാണുന്നതിനും, ബീച്ച് പ്രവർത്തനങ്ങൾക്കും, കായൽ കാഴ്ച കൾ ആസ്വദിക്കുന്നതിനും ഈ കാലാവസ്ഥ അനുയോജ്യമാണ്. ഈർപ്പം ഏറ്റവും താഴ്ന്ന നിലയി ലാണ്. പ്രത്യേകിച്ച് തീരത്ത് കാലാവസ്ഥ സുഖകരവും കാറ്റുള്ളതുമാക്കുന്നു. ഫോട്ടോഗ്രാഫിക്കും ഔട്ട് ഡോർ ഉല്ലാസയാത്രകൾക്കും അനുയോജ്യമായ തെളിഞ്ഞ, വെയിൽ നിറഞ്ഞ ദിവസങ്ങളും നമുക്ക് അപ്പോൾ ലഭിക്കുന്നു.

Unnikkuttan Goes to School Questions and Answers

Question 1.
What did Amma do when Unnikkuttan did not want to eat more uppumavu?
ഉപ്പുമാവ് കൂടുതൽ കഴിക്കാൻ ഉണ്ണിക്കുട്ടന് ഇഷ്ടമില്ലാതിരുന്നപ്പോൾ അമ്മ എന്തു ചെയ്തു?
Answer:
When Unnikkuttan did not want to eat more uppumavu, Amma gave him some water to drink.
ഉപ്പുമാവ് കൂടുതൽ കഴിക്കാൻ ഉണ്ണിക്കുട്ടന് ഇഷ്ടമില്ലാതിരുന്നപ്പോൾ, അമ്മ അവന് കുടിക്കാൻ കുറച്ച് വെള്ളം കൊടുത്തു.

Question 2.
What items did Unnikkuttan check in his school bag?
ഉണ്ണിക്കുട്ടൻ സ്കൂൾ ബാഗിൽ ഏതൊക്കെ സാധനങ്ങളാണ് പരിശോധിച്ചത്?
Answer:
In his school bag Unnikkuttan checked the Malayalam Reader for the First Standard and the slate.
തന്റെ സ്കൂൾ ബാഗിൽ ഉണ്ണിക്കുട്ടൻ ഒന്നാം ക്ലാസിലെ മലയാളം റീഡറും സ്ലേറ്റും പരിശോധിച്ചു.

Question 3.
What did Unnikkuttan keep safely between the pages of his Malayalam Reader?
മലയാളം റീഡറിന്റെ പേജുകൾക്കിടയിൽ ഉണ്ണിക്കുട്ടൻ എന്താണ് സുരക്ഷിതമായി വച്ചിരുന്നത്?
Answer:
Between the pages of his Malayalam Reader, Unnikkuttan safely kept a peacock feather and a piece of silver paper.
തന്റെ മലയാളം റീഡറിന്റെ പേജുകൾക്കിടയിൽ, ഉണ്ണിക്കുട്ടൻ ഒരു മയിൽപ്പീലിയും ഒരു വെള്ളിപേ പുറും സുരക്ഷിതമായി വച്ചിരുന്നു.

Question 4.
How did Unnikkuttan feel about his name written on the slate?
തന്റെ പേര് സ്ലേറ്റിൽ എഴുതിയതിനെക്കുറിച്ച് ഉണ്ണിക്കുട്ടന് എന്തു തോന്നി
Answer:
Unnikkuttan felt that on the slate his name should have been written in English. Kuttettan had written only the initials of his name P. C. in English.
തന്റെ പേര് സ്ലേറ്റിൽ ഇംഗ്ലീഷിൽ എഴുതേണ്ടതായിരുന്നെന്ന് ഉണ്ണിക്കുട്ടന് തോന്നി പി. സി. എന്ന പേരിന്റെ ഇനീഷ്യലുകൾ മാത്രമേ കുട്ടേട്ടൻ ഇംഗ്ലീഷിൽ എഴുതിയിരുന്നുള്ളൂ.

Question 5.
What did Kuttettan give Unnikkuttan? Was he satisfied?
കുട്ടേട്ടൻ ഉണ്ണിക്കുട്ടന് എന്താണ് നൽകിയത്? അവൻ തൃപ്തനാണോ?
Answer:
Kuttettan gave Unnikkuttan a small piece of slate pencil. Unnikkuttan was not satisfied.
കുട്ടേട്ടൻ ഉണ്ണിക്കുട്ടന് ഒരു കഷണം സ്ലേറ്റ് പെൻസിൽ കൊടുത്തു. ഉണ്ണിക്കുട്ടന് അത് തൃപ്തിയാ യില്ല.

Question 6.
What did Muthassan advise Unnikkuttan about walking in the rain? Why?
മഴയത്ത് നടക്കുന്നതിനെക്കുറിച്ച് മുത്തശ്ശൻ ഉണ്ണിക്കുട്ടനോട് എന്താണ് ഉപദേശിച്ചത്? എന്തു കൊണ്ട്?
Answer:
Muthassan advised Unnikkuttan to walk barefoot in the rain. If he wears sandals, he will splash mud all over his clothes.
മഴയത്ത് നഗ്നപാദനായി നടക്കാൻ മുത്തശ്ശൻ ഉണ്ണിക്കുട്ടനെ ഉപദേശിച്ചു. ചെരിപ്പ് ധരിച്ചാൽ അവന്റെ വസ്ത്രത്തിൽ മുഴുവൻ ചെളി നിറയും.

Question 7.
What was the weather like when Achan and Unnikkuttan left for school?
അഛനും ഉണ്ണിക്കുട്ടനും സ്കൂളിലേക്ക് പോയപ്പോൾ കാലാവസ്ഥ എങ്ങനെയായിരുന്നു?
Answer:
When Achan and Unnikkuttan left for school, it was drizzling.
അച്ഛനും ഉണ്ണിക്കുട്ടനും സ്കൂളിലേക്ക് പോയപ്പോൾ, ചാറ്റൽമഴ പെയ്യുന്നുണ്ടായിരുന്നു.

Question 8.
Why do you think Unnikkuttan felt nervous when he entered the school compound?
സ്കൂൾ കോമ്പൗണ്ടിലേക്ക് കയറിയപ്പോൾ ഉണ്ണിക്കുട്ടന് പരിഭ്രാന്തി തോന്നിയത് എന്തുകൊണ്ടാ ണെന്നാണ് നിങ്ങൾ കരുതുന്നത്?
Answer:
I think Unnikkuttan felt nervous when he entered the school compound because everything was new to him and hundreds of children were making all kinds of noises.
എല്ലാം അവന് പുതിയതായതിനാലും നൂറുകണക്കിന് കുട്ടികൾ പലതരം ശബ്ദങ്ങൾ ഉണ്ടാക്കുന്ന തിനാലും ഉണ്ണിക്കുട്ടൻ സ്കൂൾ കോമ്പൗണ്ടിലേക്ക് കയറിയപ്പോൾ പരിഭ്രാന്തനായി എന്ന് ഞാൻ കരുതുന്നു.

Question 9.
What did the Headmaster do when Unnikkuttan told him his name?
ഉണ്ണിക്കുട്ടൻ തന്റെ പേര് പറഞ്ഞപ്പോൾ ഹെഡ്മാസ്റ്റർ എന്താണ് ചെയ്തത്?
Answer:
When Unnikkuttan told him his name, the Headmaster laughed and appreciated him for knowing his initials also.
ഉണ്ണിക്കുട്ടൻ തന്റെ പേര് പറഞ്ഞപ്പോൾ, ഹെഡ്മാസ്റ്റർ ചിരിച്ചുകൊണ്ട് അവന്റെ ഇനീഷ്യലുകൾ കൂടി പറഞ്ഞതിന് അവനെ അഭിനനന്ദിച്ചു.

Question 10.
Who took him to the classroom?
ആരാണ് അവനെ ക്ലാസ് മുറിയിലേക്ക് കൊണ്ടുപോയത്?
Answer:
Achan took him to the classroom.
അച്ഛനാണ് അവനെ ക്രൂസ് മുറിയിലേക്ക് കൊണ്ടുപോയത്.

Question 11.
How did the teacher make Unnikkuttan feel comfortable as he entered the classroom?
ക്ലാസ് മുറിയിലേക്ക് കയറിയപ്പോൾ ടീച്ചർ എങ്ങനെയാണ് ഉണ്ണിക്കുട്ടനെ പരിചയപ്പെടുത്തിയത്?
Answer:
The teacher made Unnikkuttan feel comfortable as he entered the classroom by telling the students that they would have a new friend – Unnikkuttan.
ക്ലാസ് മുറിയിലേക്ക് കയറിയപ്പോൾ ടീച്ചർ വിദ്യാർത്ഥികളോട് ഒരു പുതിയ സുഹൃത്ത് ഉണ്ടെന്ന് പറ ഞ്ഞുകൊണ്ട് ഉണ്ണിക്കുട്ടനെ പരിചയപ്പെടുത്തി.

Unnikkuttan Goes to School Activities

Unnikkuttan Goes to School Class 6 Question Answer – Activity 1

Read the sentences from the story
a. Write a few sentences about your breakfast.
You can make use of the following hints:
At what time do you take your breakfast?
What is your favourite dish for breakfast?
Who prepares breakfast for you?
Answer:
I take my breakfast at 8 a.m. My favourite dish for breakfast is dosa and chammanthi. I also like to have an omelette as part of my breakfast. After eating the dosa and omelette I drink a glass of warm diluted milk. It gives me strength until lunch time for my studies as well as the outdoor games we play during the morning break. My mummy is the one who prepares my breakfast. Sometimes, when mummy is away from home, my elder sister does the job for me. My mummy is a good cook, but my sister’s cooking is not all that good. I thank God that I have a loving mother and sister who are willing to prepare good breakfast for me every day.

b. Do you like uppumavu? What ingredients are used to make this dish? Prepare a recipe. You can use the following words:

(roast, heat, add, splutter, chop, pour, stir, boil)
Answer:

• List of ingredients
• One cup of rava
• Water: 2 cups
• Ginger: a small piece
• Green Chillies: 1-2
• Oil: 2 tablespoons
• Onion – 1
• Mustard Seeds: 1/2 teaspoon
• Salt: To taste
• Curry Leaves: About 10

Chop the green chillies, onion, ginger and curry leaves finely.
Roast the Rava until it becomes golden brown. Transfer the rava to a plate and keep it aside. Heat some oil in the pan. Splutter the mustards seeds in the oil. Add the chopped chillies, onion, ginger and curry leaves until they are aromatic and crispy. Add some boiling water into the mixture and pour the roasted rava. Add salt as needed. Stir to ensure that the rava is mixed evenly.

Cover the pan with a lid and let it cook on low heat for about 3-5 minutes. The rava will absorb the water and swell up. Turn off the flame. Remove the lid and gently fluff the uppumavu with a fork. Add a tablespoon of ghee. It is now ready for serving.

Class 6 English Unnikkuttan Goes to School Activities Pdf- Activity 2

Read the following sentences.

Read the paragraph given below and underline such words. One has been done for you.
Unnikkuttan placed the bag ii a bench, opened it and inspected the contents. Yes, his school kit was complete with the Malavalam Reader f the First Standard and the slate. This was actually Unnikkiittans second slate in less than two weeks. The first had slipped from his hands and broken to pieces.
The underlined words show the relationship between words in a sentence.

Look at the words in bold. They show relationships between words in a sentence.

(a) It was 7.30 in the morning. The sun was shining brightly in the sky, and birds were flying over the trees. Raja placed his books neatly on the table and kept his school bag beside the chair. Then, he walked into the kitchen to have breakfast. His mother gave him a glass of milk and a plate with delicious idlis. After eating, he put on his uniform and walked to the bus stop. He waited for the school bus under a big tree.
Answer:
It was 7.30 in the morning. The sun was shining brightly in the sky, and birds were living over the trees. Raja placed his books neatly on the table and kept his school bag beside the chair. Then, he walked into the kitchen to have breakfast. His mother gave him a glass of milk and a plate with delicious idlis. After eating, he put on his uniform and walked to the bus stop. He waited for the school bus under a big tree.

(b) Unnikkuttan is fond of playing football. After school, he always plays football with his friends.
Now look at the sentences that go with the pictures on p. 135. Fill in the blanks with the missing words in each sentence shat show relationship.

Answer:
The players are running after the ball.
Sanju is passing the ball to his friend.
The football is on the ground.
Unnikkuttan runs towards the goalpost.
The football is flying over the goalpost.
The players are standing in a circle.

(c) Write a paragraph about any one of the following.

Answer:
My home is the best place in the world. It is the place where I can be very free. After a long day at school, walking through the front door makes me feel safe and comfortable. I love the smell of my mom’s cooking. In the garden behind my home, there are many vegetables. There is a tree in front of our house Under the tree we play in the free afternoons. I like to walk across the road which leads to my friend’s house. There is just 1 km from my home to his.

Unnikkuttan Goes to School Class 6 Questions and Answers Pdf – Activity 3

Read the sentences from the story.

• The sheet of brown paper in which the salesman at the textile shop in the market had wrapped Amma’s mundu and veshti came handy. Here, the word brown describes the paper. Similarly, in the following sentence:
• Kuttettan took a small piece of slate pencil from the pocket. The word small describes the slate pencil. Here, brown and small are describing words. Such words describe the qualities of objects or people.

(a) Read the paragraph from the story. Pick out the describing words and write them down. As they climbed the steps to the veranda, Unnikkuttan saw the vast array of umbrellas. Some with hook handles hung on the rafters under the roof. Open umbrellas, both of cloth and palm leaves, filled up the veranda.
Answer:

• vast
• hook
• of cloth
• of palm leaves
• open

(b) Look at the picture of the garden below. Write a description using the following words.

Answer:
There is a big tree in the middle of the garden. On the ground below the tree we can see different kinds of flowers with various colours. Some of them are red, some are yellow and some are white. The air was filled with the sweet, fresh scent of green leaves and soil. In one corner, a few small marigolds glowed with orange petals, contrasting beautifully with a big patch of short, happy-looking daisies. I felt excited to see a tiny hummingbird flit between the blossoms. There are people flying kites. Standing in this happy and peaceful garden, one would feel as if he is in a secret, wonderful world of beauty.

Class 6 English Unnikkuttan Goes to School Question Answer – Activity 4

a. Read the following sentences:
There were small puddles of water on the floor. Clearer than the puddles on the road, Unnikkuttan thought.

Here, puddles refer to rain water pools formed on the ground after rain. Children usually jump over the puddles on the road during the rainy season.
Do you like playing in rainwater?
Given in brackets are some fun things children do on rainy days.
Choose the right one from the brackets suitable to the pictures and write a sentence for each. A few examples are given.
……………………………………………………
……………………………………………………
……………………………………………………
……………………………………………………
……………………………………………………
……………………………………………………
(stomp in muddy water, play with paper boats in rain water pool, splash in puddles, jump over puddles, make puddle art with sticks, dance in the rain)

Answer:
1. Joe dances in the rain.
2. Ammu splashes in puddles.
3. Kuttan jumps over puddles.

1. Rahul plays with paper boats in rain water pools.
2. Lena stomps in muddy water.
3. Tom makes puddle art with sticks.

b. Write a short note of your experience on a rainy day.
Answer:
When I heard the repeated sounds of thunder, I knew it was going to be a rainy day. I was struggling with a maths problem. Soon I stopped worrying about the problem and the test that will be coming after a couple of days. Soon the windows of my room were covered with drops of rain. It wasn’t just a drizzle; it was a full, loud monsoon rain. Suddenly the lights and the fan were off as there was no current. I was thrilled at the heavy rain. I ran out of the house. I stomped over the puddles and danced in the rain. I spent some time quite happily outside like a free bird. When I returned after about 1 hour I was fully drenched. My mother scolded me for going out and playing in the rain. She asked me to change into dry clothes. She said I might catch cold. However she made some hot coffee for me and asked me to rest in a warm place. The rain was still on and constant drumming of the rain on the tin roof was strangely soothing. Being in the rain was certainly an exciting experience for me.

Std 6 English Unnikkuttan Goes to School Question Answer – Activity 5

(a) Read the sentence from the story:
“Come, let’s go,” said Achan.
Now, complete the followings sentences using “Let’s”.
e.g. It’s playtime. Let’s play outside.
1. We shall draw a picture. _____________________ the sun.
2. We feel like dancing. _____________________ like butterflies.
3. It’s snack time. _____________________ our snacks!
4. We love stories. _____________________ a funny story!
Answer:
1. We shall draw a picture. Let’s draw the picture of the sun.
2. We feel like dancing. Let’s dance like butterflies.
3. It’s snack time. Let’s take our snacks.
4. We love stories. Let’s listen to a funny story!

(b) Imagine that you are with Unnikkuttan on his first day at school. A few incidents that happened on the day are given below. Unnikkuttan needs some help from you. Use Let’s.
e.g. Unnikkuttan was nervous at school. Let’s talk to him.
1. Unnikkuttan was thirsty when he reached home. ______________
2. It was raining heavily. ______________
3. He is upset about the broken slate. ______________
4. He lost his way while going back home.______________
5. Unnikkuttan forgot his lunch. ______________
Answer:
1. Unnikkuttan was thirsty when he reached home. Let’s give him some water.
2. It was raining heavily. Let’s give him an umbrella.
3. He is upset about the broken slate. Let’s console him.
4. He lost his way while going back home. Let’s help him to reach home.
5. Unnikkuttan forgot his lunch. Let’s share our lunch with him.

Unnikkuttan Goes to School Questions and Answers – Activity 6

Look at the sentences given below:
“It is better to go barefoot,” Muthassan who was watching him said.
Here Muthassan is cautioning Unnikkuttan about the precautions for the rainy season. But these days, newspapers, television, radio and other media provide information on such precautions regularly.

(a) Here is a weather report and safety guide prepared by a young student covering the monsoon season from June to September. Take a look at it carefully and answer the questions that follow.

Which month recorded the highest rainfall?
____________________________________
Answer:
The month of July recorded the highest rainfall.

What is the temperature range in August?
____________________________________
Answer:
The temperature range in August is 26-29°C.

In which month does Kerala experience rain with strong winds?
____________________________________
Answer:
Kerala experiences rain with strong winds in July.

Which month is considered the easiest for travelling?
____________________________________
Answer:
The month of August is considered the easiest for travelling.

What is the effect of rain on daily life in June?
____________________________________
Answer:
In June, the heavy monsoon rain adversely affects the daily life of people.
There is flooding in some areas, especially low-lying areas like fields.

What kind of rain leads to water-logging?
____________________________________
Answer:
Lots of rain for long duration leads to water-logging.

(b) A friend of yours who lives abroad is planning to visit Kerala in June or July. Considering Kerala’s weather conditions in these months, what suggestions would you give your friend about the journey regarding:

• rainfall
• temperature
• general conditions for travel
• life in general

Answer:
Dear friend,
I am glad to know you are planning to visit Kerala in June or July. In June, monsoon begins with heavy rain, flooding especially some low-lying areas. The temperature range is between 25- 27°C. July is not much different as there will be heavy rains for long durations, sometimes with strong winds causing waterlogging and landslides in hilly areas. The temperature range is between 24-28°C. Travelling will not be that easy in these months. Outside activities are less in these months because of the threat of heavy rains. However, if you enjoy stomping in muddy water, play with paper boats in rain water pools, splash in puddles or jump over them, make puddle art with sticks and dance in the rain, these months are most appropriate. Don’t forget to bring an umbrella and a raincoat with you.

Activity 7:

You are entering an exciting “All About My School Writing Contest”. Write a creative description about your school using the following details.

• Name of your school
• Class in which you are studying
• Your teachers
• Location
• Model of travel to school
• Your teachers
• Your classmates and schoolmates
• Facilities in your school – classrooms, playground, garden, toilets, drinking water, science lab, library etc.
• Club activities, various celebrations
• Your feelings about your school

My school is St. Joseph’s School, Thoppil, Kakkanad. It is not a building with just bricks, doors and windows; it is a huge, lively, buzzing place. Every morning, the long, polished hallways wake up, with the sounds made by the feet of the children. I am in class VI. I come to school by the school bus. My teachers are very friendly and they treat us with a lot of love and affection. They work hard to teach us the various subjects. My class mates and school mates are very friendly and we enjoy one another’s company.

We have a fine library which is full of interesting books. The class rooms are well ventilated and furnished. There is a garden right in front of the school. It is full of flowers and we see butterflies and bees flying about enjoying the nectar and the pollen. We have a beautiful playground where we play different games and have sporting activities.

There is clean drinking water available at every time. The toilets are always neat and clean. We are proud of our science lab which has many of the latest gadgets. We have different clubs in our school. Thus we have Sports Club, Literary Club, Arts Cub, Drama Club and also a Health Club. Many activities happen in these Clubs. The most important days of celebration here are the Republic Day and the School Annual Day.

For me, my school is my second home. I am proud of my school and I really enjoy being here.

Activity 8:

Look at the sentences given below:
As they climbed the steps to the veranda, Unnikkuttan saw the vast array of umbrellas.
If you walk with it in this rain, you’ll splash mud all over your clothes.
The underlined words “steps, umbrellas, rain and mud” are naming words. Steps and umbrellas can be counted individually. So they are countable nouns. But rain and mud cannot be counted individually. Therefore, they are uncountable nouns.

(a) Now, identify the countable and uncountable nouns from the words given below. Write them down in the respective columns.
[milk, books, salt, apple, boxes, water, air, money, leaves, banana, oil, chair, rice, rain, mud, pencil, bag, butterflies, children, snow]

Answer:

Countable Nouns	Uncountable Nouns
books	milk
apple	salt
boxes	water
leaves	air
banana	money
chair	oil
pencil	rice
bag	rain
butterflies	mud
children	snow

(b) Identify other such countable and uncountable nouns from the story

Answer:
Countable Nouns: school, veranda(h), uniform, plate, glass, schoolbag, nail, wall, shoulders, bench, contents, kit, reader, standard, slate, weeks, hands, pieces, heart, one, name, frame, handwriting, neck, cover, sheet, paper, salesman, textile, shop, market, peacock, feather, paper, pages, name, initials, pencil, pocket, trousers, day, floor, class, monitor, ledge, door, roof, sandals, clothes, puddles, path, time, office, umbrella, steps, lorries, wheels, cries, crows, noise, nests, trees, bell, compound, hundred, children, world, steps, array, handles, rafters, leaves, road, disc, rod, rooms, hands, headmaster, chairs, table, arm, youngman, initials, register, name, window, day, novices, teacher, classmates, friend, moment, centre, row, life, student

Uncountable Nouns: uppumavu, water, silver, English, mud, excitement, nervousness, hair, middle, ringing, attraction
Note: Some nouns like “English”, “attraction”, etc, can be classified as countable or uncountable, according to the context. Thus we can say there are many “Englishes” in the world – British English, American English, Canadian English, Indian English, etc.