Unity in Diversity, or ‘Many in the One’ Class 6 Question Answer Social Science Chapter 8
NCERT Class 6 Social Science SST Chapter 8 Unity in Diversity, or ‘Many in the One’ Questions and Answers Solutions
Unity in Diversity, or ‘Many in the One’ Class 6 Questions and Answers (InText)
Let’s Explore (Page 126)
Question 1.
As a class activity, make lists of (1) the birthplaces of at least 5 classmates and the birthplaces of their parents; (2) the students’ mother tongues and other languages known to them. Discuss the results in terms of diversity.
Answer:
Here is a list of (1) the birthplaces of at least 5 classmates and the birthplaces of their parents; (2) the students’ mother tongues and other languages known to them.
Classmate 1
- Birthplace Mumbai, Maharashtra
- Parent 1 Birthplace Kolkata, West Bengal
- Parent 2 Birthplace Chennai, Tamil Nadu
- Mother Tongue Marathi
- Other Languages Hindi, English, Bengali, Tamil
Classmate 2
- Birthplace Bangalore, Karnataka
- Parent 1 Birthplace Hyderabad, Telangana
- Parent 2 Birthplace Kochi, Kerala
- Mother Tongue Kannada
- Other Languages Telugu, English, Malayalam, Hindi
Classmate 3
- Birthplace Delhi
- Parent 1 Birthplace Amritsar, Punjab
- Parent 2 Birthplace Jaipur, Rajasthan
- Mother Tongue Hindi
- Other Languages Punjabi, English, Rajasthani
Classmate 4
- Birthplace Ahmedabad, Gujarat
- Parent 1 Birthplace Bhopal, Madhya Pradesh
- Parent 2 Birthplace Surat, Gujarat
- Mother Tongue Gujarati
- Other Languages Hindi, English, Marathi
Classmate 5
- Birthplace Pune, Maharashtra
- Parent 1 Birthplace Nagpur, Maharashtra
- Parent 2 Birthplace Patna, Bihar
- Mother Tongue Marathi
- Other Languages Hindi, English, Bhojpuri
Discussion on Diversity The results of this class activity highlight the rich diversity within our own classroom.
The variety of birthplaces of classmates and their parents illustrates the geographic spread and mobility of families across India. This movement contributes to the mixing of cultures and traditions.
The range of mother tongues and additional languages known by students further highlights linguistic diversity. The ability to speak multiple languages reflects India’s multicultural environment, where exposure to different languages is common. This linguistic capability also leads to better communication and understanding among people from different backgrounds.
Such diversity in birthplaces and languages enriches our classroom experience, providing a picture of Indja’s vast cultural heritage. It demonstrates how diverse backgrounds contribute to a shared learning environment, promoting mutual respect and cultural appreciation.
Let’s Explore (Page 128)
Question 1.
As a class activity, make a list of ingredients (grains, spices, etc.) that are used in your home.
Answer:
We frequently employ a range of grains, pulses, and spices in our homes, which are a reflection of India’s extensive culinary traditions. Many meals are built around grains such as rice, wheat, barley, jowar (sorghum), ragi (finger millet), bajra (pearl millet), and so on. Essential protein is found in pulses including moong dal, chana dal, toor dal, urad dal, masoor dal, and rajma.
Turmeric, cumin, coriander, cardamom, cloves, black pepper, mustard seeds, and fenugreek seeds are among the many spices that we keep in our cabinets. These spices provide our food taste and health advantages. In addition, staples in our cooking include jaggery, tamarind, rice flour, wheat flour, besan (gram flour), ghee, mustard oil, and coconut oil.
Let’s Explore (Page 129)
Question 1.
Explain how the example of the sari reflects both unity and diversity (in 100-150 words). (Medium)
Answer:
Indian culture is both united and diverse, as embodied by the sari. As a traditional clothing, it breaks down barriers between Indian women based on geography and culture. The sari is worn in a variety of regionally specific forms, such as the Bengali style in West Bengal and the Nivi drape in Andhra Pradesh, despite its basic shape being a single, unstitched piece of cloth.
The range of textiles, including silk, cotton, and synthetics, as well as the regional weaving techniquesKanjivaram from Tamil Nadu and Banarasi from Uttar Pradesh, for example-highlight the diversity even further. While these regional variances highlight India’s rich cultural legacy, the sari itself continues to be a symbol of unification, signifying a beloved national cultural identity. The sari’s adaptability and personalisation while retaining its essential qualities serves as an example of India’s peaceful blending of variety and unity.
Let’s Explore (Page 130)
Question 1.
In the given pictures, can you recognise what a sari has been used for? Are you aware of, or can you Imagine, more uses for the sari? Following the example of the sari, make a list of different styles you have seen for the dhoti-both as regards the fabric and the uses the dhoti can be put to. What conclusion can you draw?
Answer:
In these images, the sari is being used in several practical ways beyond its role as a garment are as follows
- Hammock for a Baby In the top left image, a sari is tied to a tree and used as a hammock or cradle to hold a baby.
- Carrying Grains In the bottom left image, a woman is using a sari to hold grains as a man pours them in.
- Veiling In the bottom right image, a woman is using a sari to cover her head and face.
Other uses of sari can involve :
- Curtain or room divider The sari can be hung as a curtain or used as a room divider.
- Tablecloth or bedspread The sari can be used as a tablecloth or bedspread.
Common Styles of the Dhoti include :
- Nivi Dhoti This style is common in South India. The dhoti is pleated at the waist and draped around the legs, often with a portion of the fabric tucked between the legs for ease of movement.
- Angarkha Dhoti This style is common in North India. The dhoti is pleated at the waist and draped around the legs. The upper part of the dhoti, known as the angarkha, is gathered and tied at the waist, resembling a shirt-like top.
- Lungi This style is common in South India and Sri Lanka. The lungi is a long piece of cloth wrapped around the waist and tied at the front. It is usually worn casually and is often used as everyday attire.
These descriptions depict the regional variations and specific ways dhoti is worn in different regions of India.
Let’s Explore (Page 132)
Question 1.
What is your favourite festival and how is it celebrated in your region? Do you know whether it is celebrated in any other part of India, maybe under a different name? (Page 132-133)
Answer:
Do it yourself.
Let’s Explore (Page 134)
Question 1.
In a class discussion, try to identify the episode depicted in the painting shown in Fig. 8.6 above and important details associated with it.
Answer:
The painting in the image depicts a major episode from the Ramayana-the abduction of Sita by Ravana. This event is one of the most significant moments in the epic.
1. Ravana’s Disguise: Ravana, the king of Lanka, disguises himself as a wandering ascetic (Sanyasi) to approach Sita while she is alone in the forest. Rama and Lakshmana are away from their forest dwelling, making it easier for Ravana to execute his plan.
2. Golden Deer: Before this abduction, Ravana sends his uncle, Maricha, to lure Sita with a golden deer (Maricha in disguise). Sita, fascinated by the beauty of the deer, insists that Rama capture it for her. While Rama pursues the deer, Sita is left unprotected.
3. Jatayu’s Attempt to Rescue: In the painting, you can also see a large bird in the sky, representing Jatayu, a noble vulture. Jatayu attempts to rescue Sita from Ravana but is fatally wounded in the process. Despite his bravery, he is unable to stop Ravana, but later informs Rama about Sita’s abduction before dying.
4. Chariot of Ravana: Ravana is seen in his divine chariot (Pushpaka Vimana), which he uses to take Sita away to Lanka. The multiple heads of Ravana highlight his identity as the ten-headed demon king. This event sets the stage for the later part of the Ramayaa, where Rama embarks on a quest to rescue Sita, leading to the eventual battle between Rama and Ravana.
Class 6 SST Unity in Diversity, or ‘Many in the One’ Question Answer (Exercise)
Question 1.
Conduct a class discussion on the two quotations at the start of the chapter.
Answer:
Quotation 1: “Oh, grant me my prayer, that I may never lose the bliss of the touch of the one in the play of the many.” Rabindranath Tagore
– This quotation highlights the idea of finding unity and divinity in the diverse experiences and interactions in life. Discuss how embracing diversity can lead to a deeper sense of connection and harmony.
Quetion 2.
Sri Aurobindo… The principle of unity in diversity which has always been normal to [India] and its fulfilment the fundamental course of her being and its very nature, the many in the one, would place her on the sure foundation of her Swabhava and Swadharma.”
Answer:
Aurobindo is talking about India’s strength in embracing unity in diversity. He believes this principle is essential to India’s true nature (Swabhava) and duty (Swadharma).
Interpretation The idea is that India can thrive by recognising and honouring its diverse cultures, beliefs and traditions as part of a unified whole.
Application How does embracing diversity strengthen a community or nation? What can we learn from India’s example?
Question 3.
Read the National Anthem and its translation in the preliminary pages of this textbook. Where do you see the diversity? And where is the unity? Write two or three paragraphs on this.
National Anthem of India
Jana-gana-mana-adhinayaka Jaya he Bharata-bhagya-vidhata.
Punjaba-Sindhu-Gujarata-Maratha
Dravida-Utkala-Banga.
Vindhya-Himachala-Yamuna-Ganga uchchala-jaladhi-taranga.
Tava shubha name jage, tava shubha asisa mage, gahe tava jaya-gatha.
Jana-gana-mangala-dayaka jaya he Bharata-bhagya-vidhata.
Jaya he, Jaya he, jaya he, Jaya jaya jaya jaya he!
Translation of the National Anthem
Thou art the ruler of the minds of all people, dispenser of India’s destiny. Thy name rouses the hearts of the Punjab, Sindh, Gujarat and Maratha, of the Dravida and Odisha and Bengal. It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of Yamuna and Ganga and is chanted by the waves of the Indian Sea. They pray for thy blessings and sing thy praise. The saving of all people waits in thy hand, thou dispenser of India’s destiny. Victory, Victory, Victory to thee!
Answer:
In the Indian National Anthem, Jana Gana Mana both diversity and unity are highlighted in the lyrics. The anthem mentions different regions and rivers of India, showing the country’s wide and varied landscape. Names like Punjab, Sindh, Gujarat, Maratha, Dravida, Utkala and Banga represent different states and cultures, showcasing India’s rich cultural heritage. Natural landmarks like the Vindhya and Himachala mountains and the Yamuna and Ganga rivers, reflect the diverse natural beauty of the nation.
Despite this diversity, the anthem also emphasises unity. The phrase “Bharata-Bhagya-Vidhata” meaning “dispenser of India’s destiny” brings all these diverse elements together under one identity-India. The anthem calls for blessings and good fortune for the entire nation, creating a sense of collective pride and destiny. By mentioning various regions and cultures, it shows that although India is diverse, there is a strong bond that unites the country.
Question 4.
Select a few stories from the Pañchatantra and discuss how their message is still valid today. Do you know of any similar stories from your region?
Answer:
Stories from the Panchatantra and their modern relevance are as follows
(i) The Monkey and the Crocodile
Story A crocodile befriends a monkey and plans to kill him to take his heart to his wife. The monkey, realising the danger, cleverly convinces the crocodile that he left his heart on a tree. The crocodile swims back to the tree and the monkey escapes.
Message Intelligence and quick thinking can help overcome dangerous situations.
Relevance Today This story teaches the importance of wit and presence of mind, which are crucial in modern problem-solving and conflict resolution.
(ii) The Tortoise and the Geese
Story A tortoise, wanting to fly, holds onto a stick carried by two geese. Despite warnings to remain silent, he speaks and falls to his death.
Message Listening to advice and controlling one’s urges are essential.
Relevance Today This tale highlights the importance of listening to good advice and the dangers of acting without thinking carefully, which is relevant in both professional and personal life.
(iii) Similar stories from my regions are as follows The Fox and the Grapes
Story A fox tries to reach grapes hanging high but fails and then dismisses them as sour.
Message It’s easy to say bad things about something you can’t have.
Relevance Today This story teaches us how to deal with disappointment and the need to keep trying.
Question 4.
Collect a few folk tales from your region and discuss their message.
Answer:
Folk tales from my region and their messages are as follows
(i) The Boy Who Cried Wolf
Story A shepherd boy repeatedly tricks villagers into thinking a wolf is attacking his flock. When a wolf actually appears, the villagers don’t believe him and the sheep are eaten.
Message Honesty is crucial, and habitual lying can lead to serious consequences.
(ii) The Thirsty Crow
Story A crow finds a pitcher with water at the bottom. Unable to reach the water, it drops pebbles into the pitcher until the water rises high enough to drink.
Message Being clever and persistent can solve difficult problems.
Question 5.
Is there any ancient story that you have seen being depicted through a form of art? It could be a sculpture, a painting, a dance performance, a movie. Discuss with your classmates.
Answer:
Yes, the ancient story of the ‘Ramayana’ is often depicted through various forms of art. For example, ‘Ram Leela’ is a traditional dance and drama performance that tells the story of Lord Rama. Additionally, there are many beautiful paintings and sculptures showing scenes from the Ramayana in temples and museums. Modern movies and TV shows also retell this epic story.
Question 6.
Discuss in class the following quotation by India’s first Prime Minister, Jawaharlal Nehru, when he travelled to many parts of India before Independence.
“Everywhere I found a cultural background which had exerted a powerful influence on their lives. The old epics of India, the Ramayana and the Mahabharata and other books, in popular translations and paraphrases, were widely known among the masses and every incident and story and moral in them was engraved on the popular mind and gave a richness and content to it. Illiterate villagers would know hundreds of verses by heart and their conversation would be full of references to them or to some story with a moral, enshrined in some old classic.”
Answer:
Jawaharlal Nehru’s quotation highlights how deeply the ancient Indian epics, like the Ramayana and Mahabharata, have influenced the lives of people across India. He observed that these stories and their lessons were well-known, even among those who couldn’t read. Villagers would often memorise and recite verses from these epics and their daily conversations were filled with references to these ancient texts.
The discussion can be continued on the following points
- Cultural Impact These stories have shaped the values and thoughts of people across generations.
- Education and Oral Tradition Even without formal education, people learned important life lessons from these epics.
- Relevance How do ancient stories continue to influence modern life and culture?