Class 11 English Unit 9 Democracy and Human Rights Complete Guide (NEB New Syllabus) | Notes, Exercise Solutions & Summary | Language Development
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Welcome to your premier destination for the Class 11 English Unit 9 Democracy and Human Rights academic syllabus. This complete online textbook companion offers fully resolved answers to all end-of-chapter questions and professional writing exercises.

Through this comprehensive resource on Class 11 English Unit 9 Democracy and Human Rights, you will explore the profound history of Nelson Mandela’s fight against apartheid, understand the power of reconciliation, and practice English grammar focusing on pronunciation and the modal verbs ‘should’ and ‘had better’.

To acquire more historical context on the legendary leadership discussed in this unit, you can explore the life and presidency of Nelson Mandela online.

Access our general index for additional chapters here: Class 11 English Notes.

Class 11 English Unit 9 Democracy and Human Rights study notes

1. Class 11 English Unit 9 Democracy and Human Rights: Working with Words

A. Find the words in the text that mean the same as the following. The first letters are given.
a. the system that completely separated black people from white people — apartheid
b. formal objection — protest
c. an ethnical group of people — tribe
d. an act undertaken to achieve a set goal — campaign
e. the formal beginning of any movement — inauguration
f. a strong feeling of excitement and happiness — exhilaration
g. being set free from legal, social, or political restrictions — emancipation

B. Find these words in a dictionary and write their meanings as they are used in the text.
a. liberty: the state of being free within society from oppressive restrictions imposed by authority on one’s way of life, behaviour, or political views.
b. conflict: a serious disagreement or argument, typically a protracted one.
c. ideology: a system of ideas and ideals, especially one which forms the basis of economic or political theory and policy.
d. oppression: prolonged cruel or unjust treatment or exercise of authority.
e. privilege: a special right, advantage, or immunity granted or available only to a particular person or group.
f. dignity: the state or quality of being worthy of honour or respect.
g. surrender: stop resisting to an enemy or opponent and submit to their authority.
h. reconciliation: the restoration of friendly relations.

C. The ‘d’ or ‘ed’ in the following verbs have different pronunciation. Put these verbs in the correct box.

(Words: asked, killed, missed, ended, decided, washed, visited, lasted, watched, picked, smiled, fixed, walked, blessed, brushed, stopped, wanted, reached, laughed, enjoyed)

/t/ Sound

  • asked
  • missed
  • washed
  • watched
  • picked
  • fixed
  • walked
  • blessed (verb)
  • brushed
  • stopped
  • reached
  • laughed

/d/ Sound

  • killed
  • smiled
  • enjoyed

/ɪd/ Sound

  • ended
  • decided
  • visited
  • lasted
  • blessed (adjective)
  • wanted

D. Put these nouns into the correct box according to the pronunciation of the plural suffix: s/es.

(Words: cats, dogs, horses, houses, books, roofs, boys, rooms, girls, noises, shops, trees, pages, babies, benches, classes)

/s/ Sound

  • cats
  • books
  • roofs
  • shops

/z/ Sound

  • dogs
  • boys
  • rooms
  • girls
  • trees
  • babies

/ɪz/ Sound

  • horses
  • houses
  • noises
  • pages
  • benches
  • classes

2. Class 11 English Unit 9 Democracy and Human Rights: Comprehension Solutions

Answer the following questions based on the text.
a. What were the restrictions imposed on the Blacks in South Africa?
The severe restrictions imposed on the Blacks in South Africa included strict racial segregation, deep political exclusion, denial of basic human rights, and widespread economic discrimination enforced by the apartheid regime.
b. Why was Mandela arrested?
Nelson Mandela was arrested because he was legally charged by the apartheid government with organizing an armed resistance wing of the African National Congress (ANC) and conspiring to overthrow the state.
c. How did he describe racism and racial oppression?
He profoundly described racism and systemic racial oppression as a “pernicious ideology and practice” that created a horrific, man-made disaster and a deep, open wound in the soul of humanity.
d. Why did he thank all the international guests?
He warmly thanked all the international guests for coming to take possession, alongside the people of his country, of what is, after all, a common global victory for justice, peace, and human dignity.
e. Why did he think that people in his country had achieved political emancipation?
He thought that people in his country had finally achieved true political emancipation because they were now in a legitimate position to liberate themselves from the continuing, toxic bondage of poverty, deprivation, suffering, gender, and other cruel discriminations.
f. What is the main point of Mandela’s speech?
The main point of Mandela’s historic inauguration speech is that the diverse people of South Africa must actively unite to build a progressive, non-racial society where there will be lasting justice, unshakeable peace, and true equality for all people, leaving the bitter past behind.

3. Class 11 English Unit 9 Democracy and Human Rights: Critical Thinking Analysis

a. What does Mandela mean when he says – a rainbow nation at peace with itself and the world?

When Mandela says “a rainbow nation at peace with itself and the world,” he powerfully means that South Africans should actively build an inclusive society where both Black and White citizens, along with all other ethnicities, will be able to walk, talk, and live with each other without any fear or prejudice. We know that a rainbow is the beautiful combination of seven different colors. So, by saying a “rainbow nation,” he is trying to convey the message that whenever all the diverse people unite harmoniously—just like the colors in a rainbow—then only will there be true national peace.

In South African culture, the rainbow vividly symbolizes hope, promise, and a bright future. South Africa is referred to as a “Rainbow Nation” to describe the peaceful unity of various cultural, racial, and ethnic groups in the country post-apartheid. During the brutal segregation period, people were deeply divided on the strict basis of skin color. Mandela desperately wants them to live and work together in unity like the colors in a rainbow. He wished they could completely forget the ferocious and brutal past, put their hands in each other’s, and maintain a prosperous, peaceful nation.


b. Mandela should have avenged those who imprisoned him for such a long period. Instead, he followed the path of reconciliation. Why do you think he did so?

If Mandela had violently avenged those who had wrongly imprisoned him for 27 years, he wouldn’t have been able to reach his ultimate destination of a unified, peaceful South Africa. Mandela led his broken country wisely and actively promoted national reconciliation instead of bloody revenge. He was a man of true, principled words. He fought tirelessly for his own people for a long period and was unjustly imprisoned when he raised his powerful voice against the oppressive authorities.

However, after finally coming out of jail, he did not seek to destroy those who had put him in trouble. Because he intelligently believed that vengeance and unending enmity cause permanent disorder, civil war, and destruction among people. By doing so, he would immediately lose the vital support of the global community and risk tearing his fragile, newly democratic nation apart. His incredible forgiveness paved the way for a stable democracy.


c. Why and how have societies struggled with segregation in the world? Do you find any evidence of segregation in your society? Discuss.

Segregation is the deliberate separation or isolation of a race, class, or ethnic group by enforced or voluntary residence in a restricted area, by strict barriers to social intercourse, by separate educational facilities, or by other discriminatory legal means. Many people of the world are heavily struggling with social separation problems today. Racial segregation is one of many types of segregation, which can range from deliberate and systematic legal persecution through more subtle types of housing discrimination to self-imposed separation. Any type of segregation can rapidly lead to social chaos, deep resentment, and violence.

Yes, I have definitively found evidence of segregation in my society. Although the Nepalese Constitution and legal framework strictly do not allow any segregation in terms of religion, caste, or ethnicity, it is still implicitly prevalent in our traditional society. Caste segregation is one of the most common, enduring forms of segregation in Hindu culture. Furthermore, since the unification of Nepal in the 18th century, Nepal’s various non-Hindu ethnic nationalities and tribes—previously called “Matwalis” and now termed as “Adivasi/Janajati” (indigenous nationalities)—have been incorporated within the caste hierarchy with varying degrees of success and marginalization. Despite the forceful integration by the historical state into the pan-Hindu social structure, discriminatory customs and practices of caste segregation still visibly affect daily rural life and marriage customs.

4. Class 11 English Unit 9 Democracy and Human Rights: Writing Tasks & Biography

a. Nepal has topsy-turvy political history. Many changes have been observed in different times. Write a short biography of any Nepali freedom fighter incorporating the changes brought under his/her leadership.

Ganesh Man Singh: The Iron Man of Nepalese Politics

Ganesh Man Singh was born on November 9, 1915, and is highly revered as the supreme commander of the popular 1990 historic Jana Andolan (People’s Movement). Singh was also one of the founding, main leaders of the Nepali Congress movement of 1951, which successfully overthrew the autocratic 104-year-old Rana regime. More than anything else, Ganesh Man was a fierce rebel and a dedicated freedom fighter for democracy. He was a popular national hero and his bold exploits against the Rana and Panchayat systems are legendary. He was a man of small physical proportions but possessed a highly charismatic, fearless, and mentally strong personality. He was never afraid of taking massive personal risks in his political career for the sake of the people. He was a straightforward, honest, and frank leader in dealing with all political factions.

Ganesh Man was a rare, invaluable breed amongst Nepali politicians—a man of absolute integrity. He vividly demonstrated his greatness through his selfless leadership, consistently rising above petty personal interests or the greed for the Prime Minister’s chair. Recognising his outstanding, lifelong contribution to the field of democracy and human rights, Ganesh Man was highly honored by the United Nations with the prestigious ‘Human Rights Award’ in 1993. He was the very first statesman from South Asia to receive this monumental award. He also received the ‘United States Peace Run Prize’ in 1990 for his immense contribution to peace in Nepal and the world. Later, he was also decorated with the honorable ‘U Thant Peace Award’.

He has become immortalised as a great, selfless leader that the nation and its citizens, without any political barriers, feel deeply proud of. No other national leader has been able to truly fill the moral and political vacuum left after his death.

5. Class 11 English Unit 9 Democracy and Human Rights: Grammar (Should / Had better)

B. Complete the sentences with should or shouldn’t. Use one of these verbs: [drink, visit, leave, roam, quit].
a. You have really done a wonderful job. I recommend you shouldn’t quit it. (Note: Used ‘quit’ as it fits better logically with ‘job’ than ‘leave’)
b. That’s a very dangerous area. Tourists shouldn’t visit there.
c. I’m going to be late. Do you think I should leave now?
d. Children shouldn’t drink sugary drinks. It’s not very healthy.
e. I have lots of homework. I shouldn’t roam here and there today.

C. Put in had better or should.

(Rule: Use “should” for general advice or opinion. Use “had better” when there is a specific, immediate situation where a negative consequence will happen if the advice isn’t followed.)

a. I think you should learn English to enroll in a university course.
b. It’s a great film. You should go and see it.
c. I have to meet my friend in ten minutes. I had better go now or I’ll be late.
d. These biscuits are delicious. You should try one.
e. We had better get to the airport by 2 pm or else we may miss the flight.
f. When people are driving, they should keep their eyes on the road.
g. I should get up early tomorrow. I’ve got a lot to do.

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