Nelson
Mandela-Long Walk to Freedom
-
Nelson
Rolihlahla Mandela
*0*
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6. Oral Comprehension Check
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11. Long Walk to Freedom Speech By Mandela>>>
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Theme
The
predominant theme of the above content is Nelson Mandela's reflections on
freedom, sacrifice, and reconciliation in the context of South Africa's
transition from apartheid to democracy. He explores the complexities of
fulfilling obligations to family and community, the struggle for personal and
collective freedom, and the transformative power of courage, resilience, and
forgiveness. The narrative underscores the importance of recognizing the
humanity in all individuals, regardless of background or circumstances, and the
interconnectedness of freedom and justice for all people.
Summary Part-1
On
May 10th, there was a big event in Pretoria, South Africa. Many important
people from around the world came to honour the inauguration. It was the biggest
gathering of international leaders ever in South Africa. The ceremony took
place at the Union Buildings, which used to represent white supremacy but now
symbolizes unity. I was there with my daughter Zenani. First, Mr. de Klerk and
then Thabo Mbeki were sworn in. When it was my turn, I promised to follow the
Constitution and work for the country and its people.
In
his speech, Nelson Mandela expresses gratitude for his support during South
Africa's transition to democracy. He acknowledges the pain of apartheid and the
joy of reconciliation. Mandela pledges to build a peaceful, prosperous, and
inclusive society for all South Africans. He honours those who sacrificed for
freedom and commits to justice, peace, and equality. Mandela calls for unity
and envisions a bright future for South Africa as a rainbow nation at peace
with itself and the world.
Summary Part-2
In
this passage, Nelson Mandela reflects on his presidential inauguration in South
Africa, highlighting the symbolic and historic significance of the event. He
describes the impressive military display and the military's demonstration of
loyalty to the new democratic government. Mandela acknowledges the role of
apartheid in creating deep wounds in the country but also recognizes its
unintended consequence of producing extraordinary leaders. He expresses
gratitude for the sacrifices made by many people in the struggle against
apartheid and emphasizes the importance of courage and resilience. Mandela
concludes by reflecting on the inherent goodness in people and the power of
love to overcome hate.
Summary Part-3
In
this passage, Nelson Mandela reflects on the dual obligations every man faces:
to his family and to his community or country. He describes the challenges
faced in apartheid-era South Africa, where fulfilling both obligations was
nearly impossible for a person of his background. Mandela explains how he was
initially unaware of his lack of freedom, believing himself to be free as a
child until he realized the extent of apartheid's restrictions. As he grew,
Mandela's desire for personal freedom expanded to include the freedom of all
South Africans, leading him to join the African National Congress and dedicate
his life to fighting for the dignity and self-respect of his people. He
emphasizes that true freedom is indivisible, and both the oppressed and the
oppressor are dehumanized by the denial of freedom.
* * *
(Look into the textbook while listening)
Now Listen to the Audio Lesson PART-2
(Look into the textbook while listening)
Now Listen to the Audio Lesson PART-3
(Look into the textbook while listening)
Sl. No. |
Word / phrase |
Meaning in English |
Meaning in Telugu |
Part-1 |
|||
1 |
Apartheid
(n) /əˈpɑː.taɪt/ |
Apartheid
is a system of legalized racial segregation that takes away political and
civil rights from one racial group. |
వర్ణ వివక్షత |
2 |
Besieged
(v) |
To
be surrounded closely by |
చుట్టూ గుమిగూడెను |
3 |
Amphitheatre
(n) |
A
building without a roof, with many rows of seats rising in steps |
ఓపెన్ థియేటర్ |
4 |
Non-racial
government (n) |
A
non-racial government is a government that treats everyone equally,
regardless of race. |
జాతి బేధం లేని ప్రభుత్వం |
5 |
Accompanied
(v) |
To
go along with |
తొడుగా వెళ్ళుట |
6 |
Sworn
in (phr v) |
to make a formal promise to be honest or loyal, either
in a law court or when starting a new official job |
ప్రమాణం చేయుట |
7 |
Devote
(v) /dɪˈvəʊt/ |
To give all or most of one's time or resources to a
person or activity |
అంకితమగుట |
8 |
Confer
(v) |
To
give |
ఇచ్చుట |
9 |
Outlaws
(n) |
Lawbreakers |
చట్టాన్న ఉల్లంఘించేవారు |
10 |
Emancipation
(n) |
Freedom from restriction |
స్వేచ్చ |
11 |
Discrimination
(n) |
Being treated differently or unfavourably |
వివక్షత / భేదము |
12 |
Deprivation
(n) |
State
of not having one’s rightful benefits |
లేకపోవడం / లేమి |
13 |
Oppression
(n) |
cruel
or unjust use of authority or power |
అణగతొక్కుట |
14 |
Reign
(v) /reɪn/ |
To rule |
పరిపాలన |
Part-2 |
|||
15 |
Awe
(n) |
Amazement |
ఆశ్చర్యం |
16 |
Spectacular
array (phr) |
An
impressive display (colourful and attractive) |
ఆకర్షణీయమైన ప్రదర్శన |
17 |
Bedecked
(v) |
Decorated
|
అలంకరించెను |
18 |
Loyalty
(n) |
Being
faithful |
విశ్వాశం |
19 |
Unmindful
(adj) |
Unaware
|
తెలియకపోవడం |
20 |
Chevron
(n) |
A
pattern in the shape of V |
వి – ఆకారం |
21 |
Despised
(v) |
Had
a very low opinion of |
చులకనగా చూసెను |
22 |
Wrought
(v) / rɔːt/ |
caused something to happen, especially a change |
మార్పు తీసుకొనివచ్చుట |
23 |
Profound
(adj) |
Deep
and strong |
చాలా లోతైన / బలమైన |
24 |
Resilience
(n) |
the ability to cope with difficult events, both
physically and psychologically |
కస్టాలను తట్టుకొని బయటపడుట |
25 |
Grimmest
(adj) |
Very
serious |
భయంకరమైన |
Part-3 |
|||
26 |
Inclinations
(n) |
The
natural tendency of behaviour |
సహజ స్వభావం |
27 |
Inevitably
(adv) |
Unavoidably
|
తప్పించుకోలేనిది |
28 |
Mealies
(n) |
Corn
|
జొన్న |
29 |
To
hunger (v) |
To have a strong desire or craving for |
బలముగా కోరుకొనుట |
30 |
Illusion
(n) |
Something that appears to be real but is not |
భ్రమ |
31 |
Transitory
(adj) |
Not
permanent |
తాత్కాలికమైన |
32 |
Curtailed
(v) |
Reduced
|
తగ్గించెను |
Oral Comprehension Check-1:
1.
Where
did the ceremonies take place? Can you name any public buildings in India that
are made of sandstone?
The ceremonies took
place at the Union Buildings in Pretoria, South Africa. In India, some public
buildings made of sandstone include the Red Fort in Delhi and the Jaipur City
Palace.
2. Can you say how 10 May is an
‘autumn day’ in South Africa?
May 10 is an 'autumn day' in
South Africa because the seasons in the southern hemisphere are opposite to
those in the northern hemisphere. While May is generally associated with spring
in the northern hemisphere, autumn falls in the southern hemisphere.
3. At the beginning of his speech,
Mandela mentions “an extraordinary human disaster”. What does he mean by this?
What is the “glorious … human achievement” he speaks of at the end?
The "extraordinary human
disaster" was the suffering, violence, and oppression endured by the South
African people under apartheid. The "glorious human achievement" he
speaks of is the end of apartheid and the establishment of a democratic,
non-racial government in South Africa.
4. What does Mandela thank the
international leaders for?
Mandela
thanks the international leaders for coming to South Africa to celebrate the
country's transition to democracy and for their support in the struggle against
apartheid.
5. What ideals does he set out for
the future of South Africa?
Mandela sets out ideals of
justice, peace, human dignity, and the liberation of all people from poverty
and discrimination. He also pledges to ensure that South Africa will never
again experience the oppression of one group by another.
1. What do the military generals do?
How has their attitude changed, and why?
The military generals saluted
Mandela and pledged their loyalty, demonstrating their support for the new
democratic government. Their attitude changed from potential adversaries to
supporters of democracy because the new government had been freely and fairly
elected.
2. Why were two national anthems
sung?
Two national anthems were sung as
a symbol of unity and reconciliation. Whites sang 'Nkosi Sikelel - iAfrika' and
blacks sang 'Die Stem', the old anthem of the Republic, representing the coming
together of different racial groups in South Africa.
3. How does Mandela describe the
systems of government in his country (i) in the first decade, and (ii) in the
final decade, of the twentieth century??
(i)
In the first decade of the twentieth century, the white-skinned people of South
Africa created a system of racial domination against the dark-skinned people,
resulting in one of the harshest and most inhumane societies ever known.
(ii)
In the final decade of the twentieth century, the system of racial domination
was reversed forever, and replaced by a system that recognized the rights and
freedom of all people, regardless of the colour of their skin.
4. What does courage mean to
Mandela?
Mandela
describes courage as the triumph over fear. He believes that true courage is
not the absence of fear, but the ability to conquer it. He learned the meaning
of courage from the men and women he saw risking and giving their lives for an
idea, and from those who stood up to attacks and torture without breaking.
5. Which does he think is natural,
to love or to hate?
Mandela
believes that it is natural to love rather than to hate. He argues that people
must learn to hate, and if they can learn to hate, they can also be taught to
love, because love comes more naturally to the human heart than hatred.
1. What “twin obligations” does
Mandela mention?
Mandela
mentions the "twin obligations" of freedom and responsibility.
2. What did being free mean to
Mandela as a boy, and as a student? How does he contrast these “transitory
freedoms” with “the basic and honourable freedoms”? As a boy, Mandela thought being
free meant not being physically oppressed or limited in movement. As a student,
he believed it meant participating in the political life of his country. He
contrasts these "transitory freedoms" with "the basic and
honourable freedoms" by explaining that while the transitory freedoms can
be easily taken away, the basic and honourable freedoms, such as the freedom of
speech and expression, are inherent and cannot be easily taken away.
3. Does Mandela think the oppressor
is free? Why/Why not?
Mandela
does not think the oppressor is free because the oppressor is trapped in a
system of oppression and discrimination, which denies them the basic and
honourable freedoms.
1. Why did such a large number of
international leaders attend the inauguration? What did it signify the triumph
of?
Many
international leaders attended to support South Africa's move to democracy. It
showed the triumph of justice, peace, and human dignity over apartheid.
2. What does Mandela mean when he
says he is “simply the sum of all those African patriots” who had gone before
him?
Mandela
feels he continues the work of previous freedom fighters in South Africa.
4.
Would
you agree that the “depths of oppression” create “heights of character”? How
does Mandela illustrate this? Can you add your own examples to this argument?
Yes, challenging times can build
strong character. Mandela gives examples like Oliver Tambo and Walter Sisulu.
An example from history is Mahatma Gandhi.
5. How did Mandela’s understanding
of freedom change with age and experience?
Mandela's
idea of freedom changed with age. He initially thought he was free, then wanted
personal freedoms, and later realized the importance of freedom for all.
6. How did Mandela’s ‘hunger for
freedom’ change his life?
Mandela's
hunger for freedom changed his life by transforming him from a frightened young
man into a bold one, from a law-abiding attorney to a criminal, and from a
family-loving husband to a man without a home. It made him a bold leader, led
to sacrifices, and drove him to fight against apartheid.
*8.1*
Thinking about the Language
Vocabulary
(I)
1) Make a list of such pairs of
nouns and verbs in the text.
Noun |
Verb |
Rebellion |
Rebel |
Constitution |
Constitute |
Oppression |
Oppress |
Salutation |
Salute |
Transformation |
Transform |
Government |
Govern |
Formation |
Form |
2) Read the Paragraph below. Fill
in the blanks with the noun forms of the verbs in brackets.
Martin Luther King’s contribution
(contribute) to our history as an outstanding leader began when he came to the assistance
(assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus
to a white passenger. In those days American Blacks were confined to positions
of second class citizenship by restrictive laws and customs. To break these
laws would mean subjugation (subjugate) and humiliation
(humiliate) by the police and the legal system. Beatings, imprisonment
(imprison) and sometimes death awaited those who defied the System. Martin
Luther King’s tactics of protest involved non-violent resistance (resist)
to racial injustice.
*8.2*
Grammar
II) Using the Definite Article
with Names and Plurals with Names
The + Proper
noun = the quality of the person is referred. |
Proper noun + s
(plural form) = indicates the people like them |
‘The
Nelson Mandela’ = he has got the qualities of Mandela |
Nelson
Mandelas = people like Nelson Mandela |
‘The
Oliver Tambo’ = he has got the qualities of Oliver Tambo |
Oliver
Tambos= people like Oliver Tambo |
‘The
Walter Sisulu’ = he has got the qualities of Walter Sisulu |
Walter
Sisulus=people like Walter Sisulu |
Here are some more examples of
‘the’ used with proper names. Try to say what these sentences mean. (You may
consult a dictionary if you wish. Look at the entry for ‘the’.)
1. Mr Singh regularly invites the
Amitabh Bachchans and the Shah Rukh Khans to his parties.
Ans:
This
sentence means that Mr. Singh frequently invites very famous Bollywood celebrities.
3. History is not only the story
of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as
well.
Ans:
The names
mentioned symbolise powerful and influential leaders, but the sentence emphasises
that history covers everyone.
****
(turn the phone HORIZONTAL for a better view)
III) Idiomatic Expressions
|
Answers |
|
1.
I was not
unmindful of the fact |
[
i ] |
i) had not forgotten; was aware of the fact ii) was not careful about the fact iii)
forgot or was
not aware of the fact |
2. when my comrades and I were pushed to our limits |
[
iii ] |
i)
pushed by the
guards to the wall ii)
took more than
our share of beatings iii)
felt that we
could not endure the suffering any longer |
3. to reassure me and keep me going |
[
ii ] |
i)
make me go on
walking ii)
help me
continue to live in hope in this very difficult situation iii)
make me remain
without complaining |
4. the basic and honourable freedoms of…earning my
keep,… |
[
i ] |
i) earning
enough money to live on ii)
keeping what I earned iii)
getting a good salary |
Prepare 2-minute speeches on the following topics
Topics
1. Causes of poverty and means of overcoming it
2. discrimination based on gender, religion, class, etc.
3. constitutionally guaranteed human rights
Speech-1
Causes of Poverty and Means of Overcoming
It
Hello everyone,
Today,
I want to speak about poverty, its causes, and how we can overcome it. Poverty
is a big problem affecting millions around the world. It happens when people
don't have enough money to meet their basic needs like food, shelter, and
clothing.
The
major cause of poverty is lack of education. When people don't have access to
good schools or can't afford to go to school, it's hard for them to get good
jobs. This keeps them trapped in poverty. To overcome this, we can support
education for all, so everyone has the chance to learn and get a good job.
Another cause is the lack of job opportunities. Some places don't have enough jobs, or the jobs available don't pay enough to cover basic needs. We can create more job opportunities by supporting small businesses and industries that can provide jobs to more people.
Healthcare is also important. When people get sick and can't afford to see a doctor, it can lead to more poverty. Providing affordable healthcare can help prevent this.
In conclusion, poverty is a big problem, but by working together and supporting education, job creation, and healthcare, we can help overcome it. Thank you.
Speech -2
Discrimination Based on Gender, Religion,
Class, etc.
Hello everyone,
Today,
let's discuss discrimination and how it affects people based on things like
gender, religion, and class. Discrimination happens when people are treated
unfairly because of who they are. It's important to understand that everyone
should be treated with respect, no matter their gender, religion, or class.
Gender discrimination is when someone is treated differently because of their gender. This can happen at school, at work, or even at home. We should all work to treat everyone equally, regardless of their gender.
Religious
discrimination is when someone is treated unfairly because of their religion.
It's important to respect everyone's beliefs and not judge them based on their
religion.
Class discrimination happens
when people are treated differently because of their social or economic status.
It's important to remember that everyone deserves respect, no matter how much
money they have or where they come from.
In conclusion, discrimination is wrong, and we should all work together to treat everyone with respect and kindness, no matter their gender, religion, or class. Thank you.
Speech -3
Constitutionally Guaranteed
Human Rights
Hello everyone,
Today,
let's talk about human rights and why they are important. Human rights are the
basic rights and freedoms that every person deserves, simply because they are
human.
One of the most important human
rights is the right to life. This means that everyone has the right to live and
be safe.
Another important right is the right to freedom of speech. This means that everyone has the right to express their opinions and ideas without fear of punishment.
Other important rights include
the right to education, the right to work, and the right to be treated fairly
by the law.
In conclusion, human rights are important because they ensure that everyone is treated with dignity and respect. We should all work together to protect and uphold these rights for everyone, everywhere. Thank you.
I. Looking at Contrasts
Use the following phrases to
complete the sentences given below.
Answers:
1. It requires such depths of oppression to create such heights of character.
2. Courage was not the absence of fear but the triumph over it.
3. The brave man is not he who does not feel afraid but he who conquers that fear.
4. If people can learn to hate, they can be taught to love.
5. I was not born with a hunger to be free. I was born free.
II. Contrasting the past with the
present or with the future
1. For decades the Union Buildings had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non-racial government....
2. Only moments before, the highest generals of the South African defence force and police ... saluted me and pledged their loyalty. ... not so many years before they would not have saluted but arrested me.
3. Although that day neither group knew the lyrics of the anthem ..., they would soon know the words by heart.
4. My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.
5. The Air Show was not only a display of pinpoint precision and military force, but a demonstration of the military’s loyalty to democracy.
6. It was this desire for the freedom of my people ... that transformed a frightened young man into a bold one, that drove a law-abiding attorney to become a criminal, that turned family-loving husband into a man without a home.
III. Expressing your opinion
My Opinion on Colour Prejudice
Yes,
there is colour prejudice in our country. People often judge others by their
skin colour. Lighter skin is seen as better and gets more chances. Darker skin
can lead to unfair treatment and fewer opportunities.
This happens in jobs, schools, and even in the media. Ads for fairness creams show a bias for lighter skin. But everyone’s skin changes colour in different situations. For example, light-skinned people turn red in the sun or pale when sick. Still, they call others ‘coloured.’ This shows how silly and unfair colour prejudice is. We should value people for who they are, not their skin colour.
Thinking about the Poem
1.
Read the poem again, and work in pairs or groups to do the following
tasks.
(i) Find the words that describe the
movements and actions of the tiger in the cage and in the wild. Arrange them in
two columns.
(ii) Find the words that describe the
two places, and arrange them in two columns.
Now try to share ideas about how
the poet uses words and images to contrast the two situations.
Answer:
Movements and Actions |
|
Tiger in the Cage |
Tiger in the Wild |
Stalks |
Lurking |
Pacing |
Sliding |
Ignoring |
Snarling |
Staring |
Baring |
Description of Places |
|
Concrete Cell |
Wild Jungle |
Cage |
Shadow |
Bars |
Long grass |
Visitors |
Water hole |
Patrolling cars |
Village’s edge |
Contrasting Situations:
The poet shows the difference
between a tiger's natural life and its life in a zoo. In the wild, the tiger is
free and powerful, moving through shadows and grass. In the zoo, it's confined,
bored, and frustrated in a small cage with bars.
2.
Notice the use of a word repeated in lines such as these:
(i) On pads of velvet quiet
In his quiet rage.
(ii) And stares with his brilliant
eyes
At the brilliant stars.
What do you
think is the effect of this repetition?
Answer:
The repetition of words like
"quiet" and "brilliant" in the poem emphasizes and enhances
certain aspects of the tiger's situation and emotions:
The word ‘quiet’
emphasizes the contrast between the tiger's silent movements and its intense,
suppressed anger. It highlights the tension and frustration the tiger feels in
its cage.
The word ‘brilliant’
connects the tiger's bright, powerful eyes with the distant, untouchable stars.
This emphasizes the tiger's longing and its awareness of the freedom it has
lost.
3.
Read the following two poems — one about a tiger and the other about a panther.
Then discuss: Are zoos necessary for the protection or conservation of some
species of animals? Are they useful for educating the public? Are there alternatives
to zoos?
Answer:
Are zoos necessary for the
protection or conservation of some species of animals?
Zoos can play a role in
protecting and conserving endangered species by providing a safe environment
away from poachers and habitat loss. They also participate in breeding programs
to help increase the population numbers of threatened species.
Are zoos useful for educating
the public?
Yes, zoos help educate the
public about animals, their behaviours, and conservation efforts. Seeing
animals up close can inspire people to care more about wildlife and support
conservation initiatives.
Are there alternatives to zoos?
Yes, there are alternatives such
as wildlife sanctuaries and nature reserves. These places allow animals to live
in a more natural habitat while still offering some protection and
opportunities for public education. Conservation programs in the wild also work
to protect animals in their natural environments.
4.
Take a point of view for or against
zoos, or even consider both points of view and write a couple of paragraphs or
speak about this topic for a couple of minutes in class.
Answer:
For
Zoos
Zoos help protect
endangered animals and prevent them from going extinct. They also teach people
about animals and conservation, which can inspire support for wildlife
protection.
Against
Zoos
Zoos
can cause animals stress and prevent them from living naturally. Animals may
suffer in small cages and lose their natural behaviours. Sanctuaries and nature
reserves are better alternatives.
Considering
Both Points of View
Zoos are good for conservation and education but can harm animals' well-being. Improving zoo conditions and supporting wildlife sanctuaries can help balance these concerns.
Thinking about the Poem
1.
Read the poem again, and work in pairs or groups to do the following
tasks.
(i) Find the words that describe the
movements and actions of the tiger in the cage and in the wild. Arrange them in
two columns.
(ii) Find the words that describe the
two places, and arrange them in two columns.
Now try to share ideas about how
the poet uses words and images to contrast the two situations.
Answer:
Movements and Actions |
|
Tiger in the Cage |
Tiger in the Wild |
Stalks |
Lurking |
Pacing |
Sliding |
Ignoring |
Snarling |
Staring |
Baring |
Description of Places |
|
Concrete Cell |
Wild Jungle |
Cage |
Shadow |
Bars |
Long grass |
Visitors |
Water hole |
Patrolling cars |
Village’s edge |
Contrasting Situations:
The poet shows the difference
between a tiger's natural life and its life in a zoo. In the wild, the tiger is
free and powerful, moving through shadows and grass. In the zoo, it's confined,
bored, and frustrated in a small cage with bars.
2.
Notice the use of a word repeated in lines such as these:
(i) On pads of velvet quiet
In his quiet rage.
(ii) And stares with his brilliant
eyes
At the brilliant stars.
What do you
think is the effect of this repetition?
Answer:
The repetition of words like
"quiet" and "brilliant" in the poem emphasizes and enhances
certain aspects of the tiger's situation and emotions:
The word ‘quiet’
emphasizes the contrast between the tiger's silent movements and its intense,
suppressed anger. It highlights the tension and frustration the tiger feels in
its cage.
The word ‘brilliant’
connects the tiger's bright, powerful eyes with the distant, untouchable stars.
This emphasizes the tiger's longing and its awareness of the freedom it has
lost.
3.
Read the following two poems — one about a tiger and the other about a panther.
Then discuss: Are zoos necessary for the protection or conservation of some
species of animals? Are they useful for educating the public? Are there alternatives
to zoos?
Answer:
Are zoos necessary for the protection or conservation of some species of animals?
Zoos can play a role in
protecting and conserving endangered species by providing a safe environment
away from poachers and habitat loss. They also participate in breeding programs
to help increase the population numbers of threatened species.
Are zoos useful for educating
the public?
Yes, zoos help educate the
public about animals, their behaviours, and conservation efforts. Seeing
animals up close can inspire people to care more about wildlife and support
conservation initiatives.
Are there alternatives to zoos?
Yes, there are alternatives such
as wildlife sanctuaries and nature reserves. These places allow animals to live
in a more natural habitat while still offering some protection and
opportunities for public education. Conservation programs in the wild also work
to protect animals in their natural environments.
4.
Take a point of view for or against
zoos, or even consider both points of view and write a couple of paragraphs or
speak about this topic for a couple of minutes in class.
Answer:
For
Zoos
Zoos help protect
endangered animals and prevent them from going extinct. They also teach people
about animals and conservation, which can inspire support for wildlife
protection.
Against
Zoos
Zoos
can cause animals stress and prevent them from living naturally. Animals may
suffer in small cages and lose their natural behaviours. Sanctuaries and nature
reserves are better alternatives.
Considering
Both Points of View
Zoos are good for
conservation and education but can harm animals' well-being. Improving zoo
conditions and supporting wildlife sanctuaries can help balance these concerns.
***