Class 10 English

Chapter 2 Solutions — Nelson Mandela: Long Walk to Freedom

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Overview

Step-by-step NCERT solutions for Nelson Mandela: Long Walk to Freedom (Chapter 2, CBSE Class 10 English) — the full working for every question, not just the final answer. You can also read the Nelson Mandela: Long Walk to Freedom textbook chapter.

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What these solutions cover

All 25 questions in Nelson Mandela: Long Walk to Freedom are solved in the PDF. Here's what's inside, exercise by exercise:

Oral Comprehension Check

Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
Can you say how 10 May is an 'autumn day' in South Africa?
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?
What does Mandela thank the international leaders for?
What ideals does he set out for the future of South Africa?
What do the military generals do? How has their attitude changed, and why?
Why were two national anthems sung?
8.
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?
What does courage mean to Mandela?
Which does he think is natural, to love or to hate?
What "twin obligations" does Mandela mention?
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"?
Does Mandela think the oppressor is free? Why/Why not?

Thinking about the Text

Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?
What does Mandela mean when he says he is "simply the sum of all those African patriots" who had gone before him?
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?
How did Mandela's understanding of freedom change with age and experience?
How did Mandela's 'hunger for freedom' change his life?

Thinking about Language

There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing -(at)ion or -ment. Make a list of such pairs of nouns and verbs in the text.
Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets. Martin Luther King's ___ (contribute) to our history … began when he came to the ___ (assist) of Rosa Parks … To break these laws would mean ___ (subjugate) and ___ (humiliate) … Beatings, ___ (imprison) and sometimes death awaited those who defied the System. Martin Luther King's tactics … involved…
3.
Using the Definite Article with Names. Used with 'the' and/or in the plural, a proper noun carries a special meaning. What do 'the Oliver Tambos, the Walter Sisulus, … of our time' mean?
- (a) for example Oliver Tambo, Walter Sisulu;
- (b) many other men like Oliver Tambo, Walter Sisulu / many men of their type or kind, whose names may not be as well known.
Idiomatic Expressions. Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. (1) I was not unmindful of the fact; (2) when my comrades and I were pushed to our limits; (3) to reassure me and keep me going; (4) the basic and honourable freedoms of…earning my keep.
5.
Looking at Contrasts. Use the following phrases to complete the sentences:
- (i) they can be taught to love;
- (ii) I was born free;
- (iii) but the triumph over it;
- (iv) but he who conquers that fear;
- (v) to create such heights of character. Complete: 1. It requires such depths of oppression ___ 2. Courage was not the absence of fear ___ 3. The brave man is not he who does not feel afraid ___ 4. If…

Thinking about the Poem — A Tiger in the Zoo

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.
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?

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