10 Unit-2 Nelson Mandela A Long Walk to Freedom Notes

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.Top of Form

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-3Top of Form

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.

* * *

Now Listen to the Audio Lesson PART-1
(Look into the textbook while listening)

*2*

Now Listen to the Audio Lesson PART-2

(Look into the textbook while listening)

*3*

Now Listen to the Audio Lesson PART-3
(Look into the textbook while listening)

*4*

*5*

***888

Glossary

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

*6.1*

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.

<<<Back to Top

*6.2*

Oral Comprehension Check-2

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.

Top of Form

*6.3*

Oral Comprehension Check-3

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.

*7*

Thinking about the Text

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.

Top of Form

*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.

2. Many people think that Madhuri Dixit is the Madhubala of our times.

Ans: It implies that Madhuri Dixit is seen as the modern equivalent of Madhubala.

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

<<<Back to Top

*9*

1. Speaking

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.

Top of Form

<<<Back to Top

Writing

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.

*11*

Nelson Mandela-Long Walk to Freedom Speech Video

*12*

Nelson Mandela Long walk to Freedom Part-1 Video Lesson with Visuals

తెలుగులో వివరణ

<<<Back to Top

*13*

Nelson Mandela Long walk to Freedom Part-2 Video Lesson with Visuals

తెలుగులో వివరణ

<<<Back to Top

*14*

*15*

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:

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.

Answer:

Are zoos necessary for the protection or conservation of some species of animals?

Are zoos useful for educating the public?

Are there alternatives to zoos?

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.

<<<Back to Top

***

10 Unit-2 Nelson Mandela A Long Walk to Freedom Notes

Press the Topic Links below

MOVE TO

10th Class Complete English Material

Access MORE RESOUCES from Menu at Top Left

Contact Form

Popular Posts

SA2 ENGLISH PRACTICE PAPERS

English Project Works for FA4

English Project Works for FA3

Contact Form