Q4 of 30 Page 24

In groups, discuss the issues suggested in the box below.

Then prepare a speech of about two minutes on the following table.


(First make notes for your speech in writing).


True liberty is freedom from poverty, deprivation and all forms of discrimination.


•Causes of poverty and means of overcoming it.


•Discrimination based on gender, religion, class, etc.


•Constitutionally guaranteed human rights.

Notes


1. Causes of poverty and means to overcome it:














Causes



1.1


1.2


1.3


1.4



Non-technical education


Rapidly increasing population


Illiteracy


Lack of employment



Means to overcome it



1.5


1.7


1.8


1.9



To get inclined to technical education


Check increasing population


Self awareness for literacy


Increasing employment opportunities



2. Discrimination based on Gender, Religion, Class, etc.
























2.1



Male-dominance



2.2



Jealously



2.3



Differences in society



2.4



Exploitation of human rights



2.5



Government policies



3. Constitutionally Guaranteed Human Rights




















3.1



Equal chances for everyone to develop



3.2



No difference between men and woman



3.3



Free education to all



3.4



Harmony



Speech:


Respected Principal, teachers and my dear friends!


Today I am here, in front of you to express my views on the topic – True liberty is freedom from poverty, deprivation and all forms of discrimination.


There are many poor people in our country who cannot get food properly. They face a lot of difficulties in their lives. They can never fulfill their basic needs. It has many causes – unemployment, non-technical education; etc. They are not fully aware about their basic rights. To overcome this situation, one must work hard.


There is a lot of discrimination in our society based on gender, religion, class etc. The rich exploit the poor, and woman live at the mercy of men. Everyone should enjoy constitutionally guaranteed rights. Only than we can say that we have true liberty.


More from this chapter

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2

Using the Definite Article with Names

You know that the definite article ‘the’ is not normally used before proper nouns. Nor do proper nouns usually occur in the plural. (We do not say: *The Nelson Mandela, or *Nelson Mandelas). But now look at this sentence from the text:


…..the decades of oppression and brutality…… produced the Oliver Tambos, the Walter Sisulus,……….of our our time.


Used in this way with the and/ or in the plural, a proper noun carries a special meaning. For example, what do you think the names above mean?


Choose the right answer.


(a) for example Oliver Tambos, Walter Sisulus,……..


(b) Many other men like Oliver Tambo, Walter Sisulu……/many men of their type or kind, whose names may not be as well known.


Did you choose option (b)? Then you have the right answer.


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.


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


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

 3

Idiomatic Expressions

Match the italicized phrases in column A with the phrase nearest in meaning in column B. (Hint: First look for the sentence in the text in which the phrases in column A occurs).
























A



B



1. I was not unmindful of the fact



(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



(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



(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 honorable freedoms of earning my keep.



(i) earning enough money to live on.


(ii) keeping what I earned.


(iii) Getting a good salary.


 1

Looking at contrasts

Nelson Mandela’s writing is marked by balance: Many sentences have two parts in balance.


Use the following phrases to complete the sentences given below:


(i) They can be (ii) I was born free


thought to love


(iii) but the triumph (iv) but he who


Over it. Conquers that


Fear


(v) to create such


Heights of character


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 people can learn to hate…………………


5. I was not born with hunger to be free.

 2

This text repeatedly contrast the past with the present or the future. We can use coordinated clauses to contrast two views, for emphasis or effect.

Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item.


Identify the words which signal the contrast. This has been done for you in the first item.


1. For decades the Union Buildings had been the seat of white supremacy, and now…..


2. Only moments before, the higher generals of the South African defense force and police……saluted me and pledged their loyalty….not so many years before they would not have saluted…..


3. Although that day neither group knew the lyrics of the anthem….they would soon……………..


4. My country is rich in the minerals and gems that lie beneath its soil,…………….


5. The Air show was not only a display of pinpoint precision and military force, but…………………..


6. It was this desire for the freedom of my people………that transformed………….into a bold one, that drove………………to become a criminal, that turned……………..into a man without a home.