Nelson Mandela: Long Walk to Freedom - Q&A

Oral Comprehension Check (Page 17)

1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?

The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria[cite: 350].
In India, public buildings made of sandstone include the Red Fort, Humayun's Tomb, and the Parliament House in New Delhi.

2. Can you say how 10 May is an 'autumn day' in South Africa?

South Africa is located in the Southern Hemisphere. Therefore, while it is spring or summer in the Northern Hemisphere, it is autumn in South Africa during May.

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?

By "an extraordinary human disaster," Mandela means the system of Apartheid in South Africa, which was a system of racial discrimination and oppression that lasted for a very long time[cite: 327, 360].
[cite_start]The "glorious human achievement" refers to the establishment of South Africa's first democratic, non-racial government, signifying liberty and equality for all its people[cite: 351, 366].

4. What does Mandela thank the international leaders for?

Mandela thanks the international leaders for coming to take possession with the people of his country of what is a common victory for justice, for peace, and for human dignity[cite: 362]. Basically, he thanks them for witnessing and supporting the birth of a free South Africa.

5. What ideals does he set out for the future of South Africa?

He sets out the ideals to liberate all the people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination[cite: 363]. [cite_start]He pledges that the land will never again experience the oppression of one by another[cite: 365].

Oral Comprehension Check (Page 21)

1. What do the military generals do? How has their attitude changed, and why?

The highest generals of the South African defence force and police saluted Mandela and pledged their loyalty[cite: 385].
[cite_start]Their attitude had changed completely; not so many years before, they would not have saluted but arrested him [cite: 386-387]. [cite_start]This change occurred because the country had transitioned to a democracy, and they were now loyal to the newly and fairly elected government[cite: 384].

2. Why were two national anthems sung?

Two national anthems were sung to symbolize the equality and unity of the two major racial groups. [cite_start]The whites sang 'Nkosi Sikelel -iAfrika' and the blacks sang 'Die Stem', the old anthem of the Republic[cite: 388].

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, the white-skinned peoples of South Africa erected a system of racial domination against the dark-skinned peoples of their own land, creating one of the harshest, most inhumane societies the world has ever known (Apartheid) [cite: 393-394].
(ii) [cite_start]In the final decade, that system was overturned forever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin[cite: 395, 400].

4. What does courage mean to Mandela?

To Mandela, courage was not the absence of fear, but the triumph over it. [cite_start]He believed that the brave man is not he who does not feel afraid, but he who conquers that fear [cite: 432-433].

5. Which does he think is natural, to love or to hate?

He thinks that love comes more naturally to the human heart than its opposite (hate)[cite: 437].

Oral Comprehension Check (Page 24)

1. What "twin obligations" does Mandela mention?

Mandela mentions that every man has twin obligations:
1. [cite_start]Obligations to his family, to his parents, to his wife and children[cite: 448].
2. [cite_start]An obligation to his people, his community, and his country[cite: 449].

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, being free meant to run in the fields, swim in the clear stream, roast mealies under the stars, and ride the broad backs of bulls[cite: 464].
[cite_start]As a student, he wanted freedom only for himself, such as staying out at night, reading what he pleased, and going where he chose[cite: 467].
[cite_start]He contrasts these "transitory freedoms" (temporary pleasures) with "the basic and honourable freedoms" of achieving his potential, earning his keep, marrying, and having a family[cite: 468]. The basic freedoms refer to living a lawful life with dignity, which were denied to blacks.

3. Does Mandela think the oppressor is free? Why/Why not?

No, Mandela does not think the oppressor is free. [cite_start]He says that a man who takes away another man's freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrow-mindedness [cite: 480-481]. [cite_start]Both the oppressor and the oppressed are robbed of their humanity[cite: 483].

Thinking about the Text (Page 24)

1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

A large number of international leaders attended the inauguration to pay their respects and show their support for the new democratic government. [cite_start]It signified the triumph of justice, peace, and human dignity [cite: 362] over the old system of racial oppression.

2. What does Mandela mean when he says he is "simply the sum of all those African patriots" who had gone before him?

Mandela means that his achievement and the freedom of South Africa were the result of the sacrifices of thousands of people before him. He carried forward their struggle and their legacy. [cite_start]He felt that the "long and noble line" of patriots ended and began again with him, implying he represents their collective courage and sacrifice [cite: 402-403].

3. 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, I agree. [cite_start]Mandela illustrates this by mentioning that the decades of oppression and brutality produced men of extraordinary courage, wisdom, and generosity, such as Oliver Tambo, Walter Sisulu, Chief Luthuli, Yusuf Dadoo, Bram Fischer, and Robert Sobukwe[cite: 409]. [cite_start]He suggests that perhaps it requires such deep oppression to create such high character[cite: 427].
Own Example: Similarly, in India's struggle for independence, the oppression under British rule produced great leaders like Mahatma Gandhi, Bhagat Singh, and Subhash Chandra Bose.

4. How did Mandela's understanding of freedom change with age and experience?

As a child, Mandela thought he was born free as long as he obeyed his father and tribe [cite: 463-465]. [cite_start]As a student, he sought "transitory freedoms" for himself[cite: 467]. [cite_start]Later, as a young man, he yearned for "basic and honourable freedoms"[cite: 468]. [cite_start]Finally, he realized that freedom is indivisible; he understood that he could not be free if his people were not free, leading to a hunger for the freedom of all his people[cite: 478].

5. How did Mandela's 'hunger for freedom' change his life?

The hunger for freedom transformed him from a frightened young man into a bold one. It drove a law-abiding attorney to become a criminal. [cite_start]It turned a family-loving husband into a man without a home, and forced a life-loving man to live like a monk[cite: 476].

Thinking about Language (Page 24 - 26)

I. Noun and Verb Forms

1. Make a list of such pairs of nouns and verbs in the text.

1. Rebellion (Noun) - Rebel (Verb)
2. Constitution (Noun) - Constitute (Verb)
3. Inauguration (Noun) - Inaugurate (Verb)
4. Formation (Noun) - Form (Verb)
5. Government (Noun) - Govern (Verb)
6. Discrimination (Noun) - Discriminate (Verb)
7. Deprivation (Noun) - Deprive (Verb)
8. Demonstration (Noun) - Demonstrate (Verb)
9. Oppression (Noun) - Oppress (Verb)
10. Imagination (Noun) - Imagine (Verb)

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.

II. Using the Definite Article with Names

Try to say what these sentences mean.

1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.

This means Mr. Singh invites famous or talented actors who are similar to Amitabh Bachchan and Shah Rukh Khan, or people of that high status/class.

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

This means Madhuri Dixit is considered as talented, beautiful, and iconic in the current era as Madhubala was in hers. She is the modern equivalent.

3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.

This means history is not just about great conquerors, rulers, or dictators (people like Alexander, Napoleon, or Hitler), but also about the lives of common people.

III. Idiomatic Expressions

Match the italicised phrases in Column A with the phrase nearest in meaning in Column B.

Speaking (Page 26)

In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic: True liberty is freedom from poverty, deprivation and all forms of discrimination.

(Sample Speech Draft)
Respected Teacher and friends,
Today I want to talk about true liberty. We often think liberty just means not being in jail or being allowed to vote. But as Nelson Mandela showed us, true liberty is much more. It means freedom from poverty, deprivation, and discrimination.
If a person is free but has no food to eat, are they truly free? No. Poverty acts like a chain, restricting a person's potential. If a person is free by law but discriminated against because of their gender, religion, or class, they are not truly free. They are trapped by society's prejudice.
To achieve true liberty, we must ensure that everyone has equal rights and equal opportunities. We must fight against the causes of poverty and ensure our constitutionally guaranteed human rights are real for everyone, not just on paper. Only when every human being lives with dignity can we say we have achieved true liberty.
Thank you.

Writing (Page 26 - 27)

I. Looking at Contrasts

Use the following phrases to complete the sentences given below.

(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.

1. It requires such depths of oppression (v) to create such heights of character.

2. Courage was not the absence of fear (iii) but the triumph over it.

3. The brave man is not he who does not feel afraid (iv) but he who conquers that fear.

4. If people can learn to hate (i) they can be taught to love.

5. I was not born with a hunger to be free. (ii) I was born free.

II. Coordinated Clauses to Contrast

Find in the text the second part of the contrast, and complete each item.

1. [cite_start]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. [cite: 351]

2. Only moments before, the highest generals of the South African defence force and police saluted me and pledged their loyalty. [cite_start]...not so many years before they would not have saluted but arrested me. [cite: 387]

3. [cite_start]Although that day neither group knew the lyrics of the anthem they once despised, they would soon know the words by heart. [cite: 389]

4. [cite_start]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. [cite: 428]

5. [cite_start]The Air Show was not only a display of pinpoint precision and military force, but a demonstration of the military's loyalty to democracy, to a new government that had been freely and fairly elected. [cite: 384]

6. [cite_start]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 a family-loving husband into a man without a home. [cite: 476]

III. Expressing Your Opinion

Do you think there is colour prejudice in our own country? Discuss this with your friend and write a paragraph of about 100 to 150 words about this.

(Sample Paragraph)
Unfortunately, colour prejudice still exists in our country, though it may not be as severe as Apartheid. We often see an obsession with fair skin in advertisements, movies, and matrimonial columns. Many people wrongly associate fair skin with beauty and superiority, while dark skin is sometimes looked down upon or mocked. This is a form of discrimination that affects people's confidence and opportunities. While our Constitution guarantees equality for all, these social prejudices linger in people's minds. We need to educate ourselves and others that character and talent are what matter, not the colour of one's skin. As Mandela said, no one is born hating another person because of their skin colour; these are learned behaviours that can be unlearned.

Homophones (Page 28)

Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?

1. The bandage was wound around the wound.

Wound (first one, pronounced /waʊnd/): Past tense of 'wind', meaning wrapped around.
Wound (second one, pronounced /wuːnd/): An injury.

2. The soldier decided to desert his dessert in the desert.

Desert (first one, pronounced /dɪˈzɜːt/): To leave or abandon someone/something.
Dessert (second one, pronounced /dɪˈzɜːt/): A sweet course eaten at the end of a meal.
Desert (third one, pronounced /ˈdɛzət/): A dry, barren area of land.