NCERT Solutions for Class 10 English First Flight Chapter 2
NCERT solutions for Class 10 English Chapter 2 Nelson Mandela Long Walk to Freedom – complete answers & explanations
This blog provides NCERT solutions for Class 10 English Chapter 2 Nelson Mandela Long Walk to Freedom from the book First Flight. This chapter highlights Nelson Mandela’s journey, his struggles against apartheid, and his vision of freedom, equality, and human dignity. It helps students understand democratic values, courage, and justice. Below, you will find complete NCERT solutions strictly based on the given worksheet, following the exact order and content.
What this NCERT chapter covers?
1. Mandela’s inauguration and the end
of apartheid.
2. The meaning of freedom and courage.
3. The impact of racial discrimination in South Africa.
4. Moral lessons about equality, justice, and human dignity.
5. Grammar topics such as noun formation and the use of the definite article.
6. Idiomatic expressions and contrast-based sentence structures.
7. A comparative poem analysis in “A Tiger in the Zoo.”
How to use these NCERT solutions?
1. First, read the questions carefully and attempt them on your own.
2. Then, compare your responses with the answer key provided below.
3. Follow the worksheet order exactly while checking answers.
4. For activities and discussions, understand the explanation given.
5. Parents and teachers can guide students by discussing themes like freedom, justice, and equality.
Important tips & tricks for students
1. Write answers clearly and in complete sentences.
2. Focus on key ideas like freedom, courage, and equality.
3. Understand the contrast between past and present situations.
4. For grammar sections, pay attention to noun forms and articles.
5. In activity-based questions, follow the explanation provided in the worksheet.
NCERT solutions – complete answer key
Before you read
Explanation: In this activity, we are matching phrases from the text with their meanings. These phrases reflect Mandela’s experience at the inauguration and the emotions he felt as South Africa transitioned from apartheid to democracy. Understanding these terms helps readers connect with the historical context of Mandela’s speech and feelings during this historic moment.
1. A beautiful coming together of various peoples, like the colours in a rainbow
2. The centre of racial superiority
3. Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
4. A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness, or courage)
5. A sign of human feeling (goodness, kindness, pity, justice, etc.)
6. A half-secret life, like a life lived in the fading light between sunset and darkness
Oral comprehension check
Explanation: This encourages students to reflect on Mandela’s vision for a fair and inclusive society, which was built on the democratic principles that he fought for throughout his life.
1. The ceremonies took place at the Union Buildings in Pretoria. Examples of sandstone buildings in India include the India Gate and Rashtrapati Bhavan.
2. 10 May is referred to as an autumn day because it marks the beginning of a new phase, symbolizing a season of change in South Africa, much like autumn signifies transformation.
3. The "extraordinary human disaster" refers to the years of apartheid and racial discrimination. The "glorious human achievement" refers to the end of apartheid and the establishment of a democratic government, where all people are equal, regardless of race.
4. Mandela thanks the international leaders for coming to South Africa to celebrate the victory of democracy and to acknowledge the shared victory for justice, peace, and human dignity.
5. Mandela envisions a future where all people are free from oppression, with a society founded on justice, peace, equality, and human dignity.
Oral comprehension check
Explanation: The questions encourage students to consider the power of emotions and how societal influences can shape our feelings toward others.
1. The military generals, who once opposed Mandela, saluted him and pledged their loyalty, symbolizing their commitment to the newly established democratic government.
2. Two national anthems were sung as a symbolic gesture of unity, with both blacks and whites participating, reflecting the country’s new inclusive identity.
3. In the first decade, the government was based on racial domination and white supremacy. In the final decade, it transitioned into a democratic, non-racial government that respected the rights of all citizens.
4. To Mandela, courage is not the absence of fear, but the ability to overcome it and stand firm in the face of adversity.
5. Mandela believes that love is natural to the human heart, while hate is learned.
Thinking about the text
Explanation: The questions help students understand Mandela’s view on the moral consequences of oppression and the importance of justice for all.
1. Mandela mentions his obligations to his family and his obligations to his people, his community, and his country.
2. As a boy, freedom meant enjoying his childhood without restrictions. As a student, freedom was about being able to live independently. He contrasts these with "the basic and honourable freedoms" like achieving potential and living a lawful life, which he could not experience under apartheid.
3. Mandela believes that the oppressor is not truly free because, by denying others freedom, they are trapped in a cycle of hatred and prejudice.
Thinking about the text
Explanation: The questions help students understand Mandela’s view on the moral consequences of oppression and the importance of justice for all.
1. A large number of international leaders attended the inauguration because it symbolized the end of apartheid in South Africa and the triumph of democracy and human rights. The event marked the victory of justice, peace, and the struggle for equality over racial segregation and oppression. The presence of these leaders showed global support for the newly democratic, non-racial government and the historic achievement of Nelson Mandela and his people.
2. When Mandela says he is “simply the sum of all those African patriots” who had gone before him, he is acknowledging that his achievements are not solely his own, but are the result of the sacrifices, struggles, and contributions of those who fought for freedom and equality in South Africa long before him. He recognizes the legacy of African leaders and activists who paved the way for his rise to leadership and the eventual triumph of democracy.
3. Yes, it can be argued that the “depths of oppression” create “heights of character.” Mandela illustrates this by describing how the harsh conditions of apartheid produced remarkable individuals like Oliver Tambo, Walter Sisulu, and other leaders who demonstrated extraordinary courage, resilience, and wisdom in their struggle for freedom. These leaders, despite suffering and oppression, rose above their circumstances and exhibited immense strength of character, shaping the moral and political foundations of a democratic South Africa.
4. Mandela’s understanding of freedom evolved significantly over his life. As a young boy, freedom meant the ability to enjoy the simple pleasures of life, such as running in the fields and swimming in the stream. However, as he matured, he began to understand that true freedom was not just personal liberty but also the right to live with dignity, free from oppression and discrimination. As he became more involved in the struggle for the rights of his people, Mandela’s vision of freedom expanded to include the collective freedom of all South Africans and the right to justice and equality.
5. Mandela’s ‘hunger for freedom’ profoundly changed his life by driving him to take actions that led to his imprisonment and the eventual overthrow of apartheid. Initially, his desire for personal freedom motivated him, but as he witnessed the suffering of his people, his hunger for freedom evolved into a hunger for justice for all South Africans. His commitment to this cause led him to sacrifice his personal life, including his family and freedom, to fight for a greater cause—the liberation of his country from racial oppression.
Thinking about language
1. Make a list of such pairs of nouns and verbs in the text.
Explanation: In the text, several verbs are transformed into nouns by adding suffixes such as -ation, -ment, and -ion. These suffixes help turn an action (verb) into a thing or concept (noun).
1. form → formation
2. govern → government
3. subjugate → subjugation
4. resist → resistance
5. educate → education
2. Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.
Explanation: The activity is focused on converting verbs into their corresponding noun forms. In English, many verbs can be turned into nouns by adding specific suffixes like -ion, -ment, or -ance. These suffixes change the action or process (verb) into the state, result, or concept (noun) related to that action.
1. contribution
2. assistance
3. subjugation
4. humiliation
5. imprisonment
6. resistance
II. Using the definite article with names
Explanation: In this exercise, the definite article "the" is used with proper names to convey a specific or special meaning, often indicating a group of people who are representative of a type or category, rather than referring to one individual. This use of "the" emphasizes their status, importance, or the archetype they represent, rather than just the specific person.
1. Here, "the Amitabh Bachchans" and "the Shah Rukh Khans" refer to the families or personas of these celebrities, not just the individuals. The definite article "the" signals that these names represent an iconic or well-known figure and their identity as part of popular culture.
2. In this sentence, "the Madhubala" is used to refer to Madhuri Dixit as someone who embodies the same kind of iconic status, grace, and popularity as Madhubala, a legendary actress. The definite article here is used to signify that Madhuri is viewed as a modern version of Madhubala, holding the same stature.
3. "The Alexanders", "the Napoleons", and "the Hitlers" are not just referring to specific individuals but to the archetypes these names represent — famous conquerors and leaders in history. The definite article "the" is used to indicate that these names symbolize a type of person (great conquerors or infamous figures) rather than just a particular individual.
III. Idiomatic expressions
Explanation: This activity is designed to help students understand and interpret idiomatic expressions by matching them with their meanings. Idiomatic expressions are phrases whose meanings are not always obvious from the individual words used. In this case, the expressions from the text are matched with the closest meanings from the options provided.
1 (i) had not forgotten; was aware of the fact
2 (ii) took more than our share of beatings
3 (ii) help me continue to live in hope in this very difficult situation
4 (i) earning enough money to live on
Speaking
Explanation: This activity encourages students to engage in a discussion about true liberty, specifically focusing on the themes of poverty, deprivation, and discrimination. The goal is to help students develop a deeper understanding of how these social issues limit freedom and liberty, and how addressing them can lead to a more just and equal society.
Writing
I. Looking at contrasts
Explanation: Use the following phrases to complete the sentences given below.
1. to create such heights of character.
2. but the triumph over it.
3. but he who conquers that fear
4. they can be taught to love.
5. I was born free.
II. Completing the sentences with contrasts
Explanation: This text repeatedly contrasts 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. 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. but arrested me.
3. they would soon know the words by heart.
4. but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.
5. but a demonstration of the military’s loyalty to democracy, to a new government that had been freely and fairly elected.
6. a frightened young man, a law-abiding attorney, a family-loving husband
A tiger in the zoo
Thinking about the poem
Explanation: This activity focuses on analyzing a poem that contrasts the tiger in captivity (in the zoo) with the tiger in the wild. It encourages students to work in pairs or groups to explore the use of language and imagery in the poem, helping them deepen their understanding of how the poet contrasts the two settings.
1 (i)
In the Cage:
Stalks
Moves in limited space
Quiet
Roams (within the confines of the cage)
Strides
In the Wild:
Lurking
Sliding through grass
Snarling
Baring claws
Terrorizing the village
(ii) Describing the Two Places (Cage vs. Wild)
In the Cage:
Concrete cell
Bars
Prison-like environment
Limited space
Locked
In the Wild:
Jungle
Water hole
Long grass
Village
Freedom
2. The repetition of words like "quiet" and "brilliant" creates a rhythmic, reflective quality that enhances the contrast between the tiger’s inner struggle (quiet rage) and the peaceful beauty of the natural world (brilliant stars). It also emphasizes the idea that while the tiger is physically confined, its spirit or emotions (rage, brilliance) still remain strong and vivid, despite the limitations of captivity.
3. Zoos for Conservation: Some argue that zoos are essential for protecting endangered species, providing a controlled environment for breeding and rehabilitation before releasing animals back into the wild. However, others believe that captivity does not fully replicate the natural conditions necessary for many species' well-being.
Zoos for Education: Zoos can serve as educational platforms, helping the public learn about animal species and conservation efforts. They can inspire empathy and a greater understanding of the natural world, though critics argue that these lessons can sometimes be superficial.
Alternatives to Zoos: Alternatives like wildlife sanctuaries, natural reserves, and breeding programs in natural habitats provide more humane alternatives. These options aim to conserve species while maintaining their natural behavior and environment.
4. For Zoos:
Zoos play a crucial role in the conservation of endangered species. Many animals face the threat of extinction due to habitat loss, poaching, and climate change. Zoos provide a safe environment where these animals can be protected, bred, and cared for. For instance, breeding programs in zoos have successfully brought back species like the Arabian oryx, which was once nearly extinct. Zoos also serve as educational platforms, allowing the public, especially children, to connect with wildlife. By seeing animals up close, visitors develop empathy and understanding, which can foster a greater commitment to wildlife preservation. Without zoos, we might lose the opportunity to learn about and appreciate animals that might otherwise disappear from the planet.
Against Zoos:
On the other hand, many argue that zoos are inherently cruel. Captivity cannot replicate the natural habitats of animals, leading to stress, boredom, and behavioral issues. Tigers, for example, are natural hunters, but in a zoo, they are confined to a small cage with no room to roam or hunt. This limitation results in physical and mental suffering. Furthermore, zoos often prioritize profit over animal welfare, keeping animals in conditions that are far from ideal. Instead of zoos, we should focus on wildlife sanctuaries or protected natural reserves, where animals can live in environments that resemble their natural habitats. These alternatives provide the same conservation benefits while allowing animals to exhibit their natural behaviors, promoting healthier, more natural lifestyles.
Conclusion:
Both sides have valid arguments, and perhaps the future lies in finding a balance. Zoos should be restructured to focus more on rehabilitation and conservation, while wildlife reserves and sanctuaries should be prioritized to ensure that animals can live in environments as close to their natural habitats as possible. The key is to prioritize the well-being of the animals while still fulfilling our duty to conserve endangered species.
Why NCERT solutions help students?
NCERT solutions help students prepare effectively for exams by providing accurate, structured answers. They improve concept clarity and ensure alignment with Class 10 English exam expectations. Using NCERT solutions builds confidence and strengthens understanding of key themes and grammar concepts.
Strengthen your Class 10 English concepts with structured NCERT solutions and guided practice support.