Here we will discuss Unit No. 2: Responsibility of the Youth in Nation-Building. This is Unit 2 of the 1st year English new book. 1st year English Questions, answers notes are available at Zahid Notes. Download all notes in pdf here.
Responsibility of the Youth in Nation-Building
This is Unit 2 of the 1st year English new syllabus book. The 1st year English new book 2025 has been published in PDF on our website. You can download all the books and notes in PDF here.
In this post, you will find all the questions answers notes of Unit 2. You can also download pdf notes for 1st year English here.
Unit 2: Responsibility of the Youth in Nation-Building: questions and answers
The answers to all the questions from the lesson 'Responsibility of the Youth in National Building' are given below. Download all question answer of this unit in pdf.
Pre-reading Questions
Q.1: What do you know about Quaid-e-Azam Muhammad Ali Jinnah?
Ans: Quaid-e-Azam Muhammad Ali Jinnah is the founder of Pakistan. He was a lawyer and a political leader of the British Indian Muslim community. He was the leader of the All-India Muslim League until the inception of Pakistan on 14 August 1947. He is called the "Father of the Nation" in Pakistan.
Q.2: What kind of qualities is Quaid-e-Azam Muhammad Ali Jinnah remembered for?
Ans: Quaid-e-Azam Muhammad Ali Jinnah is remembered for his integrity, determination, competency, and professionalism. His nobility and strength of character are also well known. He was a man of principles who had been a source of inspiration for the Muslims of the Sub-continent.
Q.3: What do you think Jinnah expected from the young people of Pakistan?
Ans: Quaid-e-Azam expected the young people of Pakistan to be responsible citizens. He wanted them to recognize their talents and work hard to achieve their goals. He wanted them to abandon the colonial mentality of seeking only government jobs. He wanted the youth to contribute to the development of the nation with sincerity and enthusiasm.
While-reading Questions
Q.1: Why does Quaid-e-Azam explain the nature of his speech at the beginning? What does it show about his priorities?
Ans: Quaid-e-Azam explains that he could not prepare a proper convocation address. He could not find time to prepare it due to many other commitments. It shows that he was working tirelessly to perform his duties as the Head of State. His priorities are to serve his people honestly and selflessly.
Q.2: How does the speaker's tone reflect his expectations of the graduates, and what can we infer about his feelings towards their future?
Ans: The speaker's tone reflects that the youth has a greater responsibility to strengthen the newly established state. He expects that the youth will quit the colonial mindset of seeking government jobs. He expects that graduates understand the revolutionary changes that took place at the birth of Pakistan.
Q.3: What do the challenges after independence (like the Punjab and Delhi violence) reveal about Pakistan, and how might they shape his message to the youth?
Ans: These challenges reveal that the enemies of Pakistan wanted to weaken and destroy it. They wanted to prevent the establishment of Pakistan. The care and rehabilitation of refugees was a major challenge and the biggest problem of early Pakistan. The mention of these challenges might instill a constructive spirit in the youth.
Q.4: Based on the speaker's words, what does he believe about the value of government jobs for graduates? What can you infer from his statement on this matter?
Ans: He believes that government jobs offer little value as compared to business or other private companies. We can infer that he wanted the graduates to abandon the mindset of pursuing government jobs. He wanted the youth to excel in various sectors, including law, commerce, trade, and banking.
Exercise Questions
Q.1: How does Quaid-e-Azam describe the transformation that came with the independence of Pakistan? Why does he stress the importance of understanding its implications?
Ans: Quaid-e-Azam describes that under British occupation, the purpose of education was to produce good clerks. Now, as a free nation, every student should contribute to nation-building. Now, everyone should work for the good of the state. Freedom instills in us a sense of responsibility.
Q.2: Discuss the contrast he draws between the militant spirit of pre-independence days and the constructive spirit required in a sovereign state. Why is the latter more challenging?
Ans: The militant spirit has totally different aims and approach. It aims at getting freedom, while in a sovereign state, you need a constructive spirit to maintain the freedom. A constructive spirit is more challenging as it requires more energy, planning, and a sustained effort. It is easier to destroy something than to construct it.
Q.3: Discuss how two of the speaker's main ideas—youth’s responsibility and economic self-reliance—interact with one another. How does this interaction help reinforce the overall message of the text? Use at least two textual references.
Ans: Youth's responsibility and economic self-reliance are closely linked. Youth has more energy and spirit. If youth become responsible, they can uplift various economic sectors of the country. He says, "There is no shame in doing manual work and labour." And on another occasion, he says, "there is an immense scope in technical education". Both of these textual references indicate that every student should take responsibility instead of becoming a responsibility of the state.
Q.4: Explain the significance of the speaker's criticism of the colonial education system. What mindset did it create among students?
Ans: The speaker has rightly criticized the colonial education system. This criticism will change the economic vision of the students. It lets the student look for other opportunities than having a government job. It will bring economic independence for individuals and enterprises.
Q.5: Why does Quaid-e-Azam discourage the pursuit of government service as the sole ambition of graduates? What problems does he foresee with this trend?
Ans: Quaid-e-Azam discourages the pursuit of government service because the number of government jobs is limited. Those who cannot get a government job are then demoralized. The nation needs diverse skills beyond clerical work. Moreover, government jobs offer less personal prosperity. Government servants work from morning till evening in most dingy and uncomfortable conditions.
Q.6: What does Quaid-e-Azam mean when he says that 'freedom does not mean license'? Explain in your own words.
Ans: 'Freedom does not mean license.' This phrase signifies acting responsibly within the limits of respect for others and following the law. A license acts as if there are no consequences. Freedom refers to act and speech within the boundaries of responsibility, respect for others, and law.
Q.7: How does the idea of responsible citizenship connect with the idea of self-reliance and career diversification? Discuss how Quaid-e-Azam develops both ideas through his speech.
Ans: Both ideas connect with each other through shared emphasis on personal responsibility and adaptability. Diverse career options bring a sense of freedom and self-reliance. Self-reliance enables us to contribute fully to society.
Q.8. Track the development of the speaker's arguments about government jobs and their impact on the mindset of the youth. How does this idea evolve and support the broader message about nation-building?
Ans: Quaid-e-Azam says that thousands of students get degrees every year. They all cannot be integrated into government services. Moreover, government servants have limited growth opportunities. They work in tight conditions. The other sectors, like banking, commerce, industries, insurance companies, and law, offer more personal and financial independence. The students can join these sectors for a more holistic approach to nation-building.
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