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a) Summarize
b) Identify,
in each
c) How did EACH protagonist handle the racism that they faced, and who, in your estimation, handled it best?
2. Prejudice is a theme that is explored in the short stories Shabine and Mom Luby and the Social Worker.
a) Summarize
b) Define the term prejudice and identify, and explain, the instances of prejudice that occurred in the lives of Mom
c) In your estimation, discuss the fairness, or lack of fairness, in the instances of prejudice that are highlighted in the
3. Love and family relationship is a theme that is present in the following short stories:Shabine, Emma, Man of
the House, The Day the World Almost Came to An End, Mom Luby and the Social Worker and To Dah Duh in
a) Summarize
b) Identify, and discuss, the manner in which familial love is displayed between any TWO characters in the short
4. Childhood is a time in which many useful lessons are learnt. Using any TWO of the following short stories:
Emma, Man of the House, The Day the World Almost Came to an End, and To Dah Duh in Memoriam
a) Summarize
b) Identify and discuss the lesson that EACH child learns, and explain the circumstances under which the child learns
the lesson.
5. In the short stories The Boy who Loved Ice-Cream and Emma, each child suffers serious loss or
a) Summarize TWO short stories of your choice.
b) Identify and discuss what EACH child loses, as well as how it affects them.
c) In your opinion, what lesson should each child take away from their loss, or disappointment?
d) Compare the writers strategies, showing how EACH creates a different response in the reader.
6. Poverty is a hard and stern teacher. Using any two of the following short stories: Berry and The Boy Who Loved
Ice-Cream and The Man of the House
a) Identify and discuss an example of the poverty that exists in EACH protagonists life.
b) In your opinion, what hard lesson did EACH character learn, due to their impoverished situation, and what does
this reveal about their character?
7. Lessons learnt in childhood is a prominent feature in the short stories: Emma and The Boy Who Loved IceCream, The Day the World Almost Came to An End and The Man of the House
a) Summarize any TWO short stories
b) Identify and discuss the lesson that EACH protagonist learnt, as well as the circumstances surrounding the lesson.
8. Disillusionment is to be free from, or deprived of, idealism or belief; disenchantment. This is clearly seen in the
short stories: Berry, Emma, Shabine, and To Dah Duh in Memoriam:
a) Summarize the content of any TWO short stories.
b) Identify and explain the circumstances behind EACH disenchanting situation.
c) How does EACH protagonist react to their disenchanting situation and what does it reveal about their character?
9. Choose TWO short stories you have studied and discuss how the MAIN character in EACH learns an important
lesson about life.

10. Choose TWO short stories you have stories you have studied and discuss how the writer of EACH suggests that
traditional Caribbean culture and lifestyles are preferable to the culture that emigrants meet when they go to the USA.
11. Choose TWO short stories you have studied and show how contrast is used to convey the message of the story.
13. From the prescribed list of stories you have studied select TWO in which a conflict is presented. Compare the
ways in which the conflicts are resolved.
14. The short stories Emma and Mom Luby and the Social Worker are both about children who have lost their
a. Briefly outline the situation in which the children in these stories find themselves after the death of one or both
b. Why do we find Emma so tragic?
c. Why do we find Mom Luby and the Social Worker so humorous and optimistic?
15. The short stories The Man of the House and The Day the World Almost Came to an End are both stories in
which a young child deals with a frightening experience.
a. For EACH story, outline the situation that produces fear in the child.
b. Explain how the child in EACH story deals with the fear experienced.
c. How does the narrative technique of EACH author affect the readers response to the ordeal of the child
16. In The Day The World Almost Came to an End and Mom Luby and the Social Worker humour is used.
a. Describe ONE humourous incident in EACH story.
b. Which story do you find more interesting? Justify your response.
c. Show how the writer creates humour in the telling of each story.
17. The difference between how children and adults see the world is highlighted in the stories Raymonds Run and
Emma, but readers are encouraged to prefer how the children see the world.
a. Outline the views held by children which are highlighted.
b. Explain the adults views on the matter.
c. Say which view you prefer and justify your answer.
18. In the stories Shabine and Emma there is a focus on ambiguity in male-female relationships.
a. Describe ONE male-female relationship presented in EACH story.
b. Show how ambiguity is presented in EACH of these male-female relationships.
c. Discuss ONE theme that EACH writer portrays through these relationships.
19. Setting plays a significant part in the development of the storylines in Georgia and Them There United States
and To Da-Duh in Memoriam.
For EACH story:
a. Describe the setting.
b. Show how the writer uses descriptive language OR dialogue OR contrast to develop the story.
c. Explain the significance of the setting on the development of the story.
20. Select TWO stories in which a love relationship is presented.
a. Describe the love relationship.
b. Discuss how the attitudes displayed by TWO characters who are involved in this relationship affect the outcome of
c. Identify and comment on ONE device used by the writer to convey his/her view of the relationship.

21. The narrators in Berry and Mom Luby and the Social Worker help us to understand the nature of injustice.
a. Outline what happens in EACH story.
b. Describe the injustice in EACH story.
c. State which narrator contributes more to your understanding of the nature of injustice and justify your selection.
22. An effective story holds the interest of the reader. Choose TWO stories that you have studies from the prescribed
list. For EACH story:
a. Describe a memorable event or incident.
b. Comment on ONE characters reaction to the event or incident you described in (a) above.
c. Show how the writer keeps the reader interested in this story.
23. In Shabine and The Man of the House, grandmothers and mothers demonstrate a special concern for their boys
even though boys stray often from values taught. For EACH story:
a. Describe how the mother of EACH boy demonstrates her special care for him.
b. Explain the ways in which EACH boy goes astray.
c. Comment on the message EACH story conveys about the boys.

Things Fall Apart

1. Achebe presents details of daily village life in Umuofia, as well as details concerning the Igbo culture. Describe the
setting of the novel.
2. Achebe suggests that Igbo culture is dynamic (constantly changing). Find evidence in the novel to support this
3. What is the role of women in the novel? How are the womanly or feminine qualities of the Igbo culture important
to its survival?
4. Compare Mr. Brown and Reverend Smith. How does the black and white thinking of Reverend Smith contribute to
Umuofia's downfall? What would have prevented Umuofia's downfall.
5. Explain the meaning of Achebes title Things Fall Apart, and discuss its significance.
6. In Okonkwos tragedy we witness the downfall of a great but flawed man.
a. What aspects of Okonkwos character show him to be a noble individual, full of dignity and self-respect?
b. What are the weaknesses of Okonkwos character, and how do they affect his life?
c. Is Okonkwos final action consistent with what we know of his character?
7. Okonkwo is very concerned to present a strong masculine image.
a. Discuss the significance of Okonkwos presence at the execution of Ikemefuna.
b. Comment on one period when Okonkwo shows that he can be tender and caring.
c. Contrast Okonkwos treatment of his son Nwoye with his treatment of his daughter Ezinma.

Frangipani House
1. With careful reference to the novel Frangipani House, explain the significance of Chucks comparison of
European and African models for family life, and show how the choice that he and Cindy have made could benefit
each member of their family of five.
2. Explain why Markey breaks down and cries after visiting Mama King in Frangipani House, and say what role he
plays in improving her situation.
3. Mama King lay in a pleasant half-awake state, with her mind still running backwards over time.
a. Discuss the significance in the contrast between:
i. the events taking place in the rest home and the events evoked in the flashbacks
ii the events taking place in the rest home and the experiences Mama King has with beggars.
b. What point is being made, through these contrasts, about the shortcomings of care at Frangipani House?
4. In Frangipani House the plight of the elderly in rest homes is presented. Consider the experience of Mama King
while at Frangipani House.
a. Comment on the description of the exterior and grounds of Frangipani House.
b. Explain the irony in the statement, marked the house as a place of professional comfort, care and hearts ease.
c. Giving examples in support of your answer identify three important human needs that Frangipani House fails to
5. The narrator of Frangipani House tells us that Matron Olga Trask was insatiable for power in a serious and
efficient manner.
a. What do we learn about Matron Trasks personality from:
i. her way of dealing with the woman in her care?
ii. her reaction to the disappearance of Mama King?
b. What aspects of Matrons past perhaps explain her attitudes and behavior?
Julius Caesar
1. Consider the character of Brutus in Julius Caesar.
a. Compare the motives of Cassius and of Brutus for participating in the assassination of Caesar.
b. State evidence in the play which shows that the following characters are far more astute than Brutus:
i. Mark Antony
ii Cassius
c. Suggest what effects Shakespeare achieves by having both Antony and Octavius speak well of Brutus when they
find his body on the battlefield.
2. Consider the dramatic function of Portia and Calpurnia in Julius Caesar.
a. Examine:
i Portias relationship with Brutus
ii Calpurnias relationship with Caesar.
b. Discuss the irony in Caesar not heeding Calpurnias warning.
c. Suggest what is achieved dramatically by the inclusion of the two women in this play.