SSLC English Notes Chapter3 Blowin’ In The Wind Unit 2

SSLC English Notes Chapter3 Blowin’ In The Wind (Song) Unit 2

Blowin’ In The Wind (Song) is Kerala Syllabus SSLC 10th standard English chapter 3. You can download notes for  Blowin’ In The Wind (Song) in pdf download. Learn 10th class SCERT SSLC syllabus English chapter3 of Unit 2 notes in pdf format. Bob Dylan wrote the song "Blowin 'In the Wind', which became a symbolic song for rights and equality and became an anti-war song. The working class indicated that he wanted the song to represent Coloured, to speak for them, to seek them out, even though he was different.

⁠He not only spoke for those oppressed groups but 'Blowin in the wind' asked questions that challenged the conduct of the ruling class. He asked many questions in the song. Many questions are unanswered. That is why he said that sometimes those answers may float in the air.

We have provided the complete notes of the SSLC Kerala Syllabus 10th English. Here we have provided Chapter 3 pdf notes for free to download. Chapter-wise  Notes are available for download. Click the links below to download the Blowin’ In The Wind (Song) notes as a pdf file

Board SCERT, Kerala
Text Book SCERT Based
Class SSLC 
Subject English Notes
Chapter Unit 2 - Chapter 3
Chapter Name Blowin’ In The Wind (Song)
Category Kerala SSLC

Kerala Syllabus SSLC Class 10 English Notes Unit - 3 Blowin’ In The Wind (Song)

Chapter 3 Blowin’ In The Wind (Song)


Bob Dylan was born on May 24, 1941 in Duluth, Minnesota. He grew up in the city of Hibbing. As a teenager, he played in various bands and over time his interest in music grew, with a certain love for traditional American music and the blues. One of his idols was the folk musician Woody Guthrie. He was also influenced by the original writers of the Beat Generation, as well as by modern poets. Dylan moved to New York City in 1961 and started singing in clubs and restaurants in Greenwich Village. He met record producer John Hammond, with whom he signed a contract for his debut album, Bob Dylan (1962). In the years that followed, he recorded several albums that had a profound effect on popular music: Bringing It All Back Home and Highway 61 Revisited in 1965, Blonde On Blonde in 1966 and Blood On The Tracks in 1975. in the following decades, which led to works of art such as Oh Mercy (1989), Time Out of Mind (1997) and Modern Times (2006).

Summary of SSLC English Unit 2 Chapter 3 Blowin’ In The Wind (Song) Summary

The inexplicable cruelty of war and oppression is addressed in Bob Dylan's classic protest song "Blowin' in the Wind." In this song, the speaker poses a series of unanswerable questions about how long it will take humanity to achieve lasting peace, compassion, and justice, before concluding repeatedly, "The answer is blowin' in the wind." If the answer is "blowin' in the wind," it's either right in front of people or impossible to grasp—or both! That paradox also reflects on the nature of human cruelty, those egregious wrongs that humanity can't seem to put an end to. 
Throughout the song, the speaker poses a number of major questions to the audience concerning war, injustice, and indifference, portraying these issues as both global and personal issues. To that aim, the song's language is broad and broad, and the use of biblically infused imagery—for example, the seeking dove as a sign of peace—suggests the scope and depth of the concerns at hand; these are difficulties, the song says, that go right to the heart of human nature itself. These questions, of course, can also be used on a more personal level. Stopping war and tyranny is as much the individual, interior labour of "a man," as it is the job of a government or a nation, the song says; huge cruelties can develop from individual attitudes to oppression. 
The answer to all of these difficulties, the song asserts, is both ever-present and impossible to grasp: it's "blowin' in the breeze," as plain as the air itself while still being invisible. This perplexing non-answer conveys both confusion and a peculiar kind of hopefulness in the face of human evil. The wind is impossible to stop, but it is always present. Perhaps the song is implying that in order to break free from ancient patterns of conflict and violence, people must think and perceive in new, more liberated ways. The fact that this is a job for humanity as a whole as well as for each individual "man" provides a ray of hope in the song: if individuals can think in new ways and come to understand how the answer might be "blowin' in the wind," perhaps an end to war, cruelty, and oppression is possible after all. Stopping war and injustice is very much a person's psychological effort as it is a government's or a nation's; huge cruelties can develop from individual views toward the world, the song suggests.

SSLC English Unit 2 Chapter 3 Blowin’ In The Wind (Song) Summary in Malayalam

SSLC English Unit 2 Chapter 3 Blowin’ In The Wind (Song) Summary

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Chapter 3: Blowin’ In The Wind (Song) Notes


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SSLC English Chapter Wise Notes PDF Download

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