Teachers Manual KZN Drama Questions June 2017 English Fal p2

ENGLISH FAL
SUPPORT MATERIAL
Volume 5
JUNE 2017
PAPER 2: LITERATURE (DRAMA)

QUESTION BANK
Teacher’s Manual
English First Additional Language/P2 2 KZN/JUNE 2017
DRAMA QUESTION BANK
INSTRUCTIONS AND INFORMATION
Read this page carefully before you begin to answer the questions.
DRAMA QUESTION BANK
QUESTION 4: MY CHILDREN MY AFRICA
Read the following extracts from the play and answer the questions set on each. The
number of marks allocated to each question serves as a guide to the expected length
of your answer.
Act one Scene 1-2
4.1 [Mr M is at the table with Thami and Isabel during the school debate]
Isabel: You are twisting my words and misquoting me.
Thami: I am not. I’m simply asking you…
Mr M: Come to order! [Grabs the school bell and rings it violently. It

works. Silence ] I think it is necessary for me to remind all of
you exactly what a debate is supposed to be [Opens a reads 5
from a little black dictionary that is at hand on the table] My
dictionary defines it as follows: ‘The orderly and regulated
discussion of an issue opposing viewpoints receiving equal time
and consideration.’ Shouting down the opposition so that they
cannot be heard does not comply with that definition. 10
Enthusiasm for your cause is most commendable but
without personal discipline it is as useless as having a good
donkey and a good cart but no harness.
We are now running out of time. I am therefore closing the
open section of our debate. No more interruptions from the 15
floor, please.
We will bring our proceedings to a close with a brief, I repeat
brief, three minutes at the most, summing of our arguments
Starting with the proposals of the motions: Mr Thami
Mbikwana of the Zolile High school, will you please make your 20
concluding statement.
4.1.1 Refer to line 1.
(a) Name another member of the visiting debating team, except

Isabel. (1)
(b) Which school is hosting the debate session? (1)
(c) Quote one word which suggests that Thami repeats the words
from Isabel in the wrong manner. (1)
4.1.2 Refer to line 2. What is the function of the ellipsis (1)

DRAMA QUESTION BANK
4.1.3 Choose the correct word from those given below to fill in the
missing word. Write only the letter of the correct answer next to the
question number.
In line 3 Mr M’s tone can be described as …
A authoritarian.
B tragic.
C respectful.
D bitter. (1)
4.1.4 Refer to lines 3-4. Explain why the following statement is FALSE.
Mr M fails to get the attention of the two speakers during the
debate mentioned above. (2)
4.1.5 Refer to line 11. (‘Enthusiasm for your …but no harness.’)
(a) Identify the figure of speech used in this statement. (1)
(b) Explain the comparison in this figure of speech. (2)
(c) What is the cause that Mr M is referring to? (2)
4.1.6 Give TWO characteristics of the number one classroom. (2)
4.1.7 Judging from Mr M’s role in this extract, what personality trait can
you attribute to him as a father figure? Support your answer. (2)
4.1.8 Do you agree with Thami’s views regarding women? (2)

Discuss your views. (18)
AND
4.2 [Isabel is speaking directly to the audience]
Isabel: I’m not saying I’ve had no contact across the colour line. Good
heavens, no! I get as much of that as any average young white
South African. I have a great time every morning with Auntie in
the kitchen when she is cooking breakfast and we gossip about
everything and everybody in town. And then there is someone 5
with his crash helmet and scooter…he delivers medicine for my
dad…I have wonderful long conversations with him about
religion and the meaning of life generally. He’s a very staunch
Zionist. Church every Sunday. But it’s always “Miss Isabel”, the
baas’s daughter, that he’s taking too. Where I stood up in front 10
of those black matric pupils in Number One Classroom it was a
very different story. I wasn’t at home or in my dad’s shop or in
my school or any of the other safe places in my life. I was in
Brakwater! It was their school. It was their world. I was the
outsider and I was being asked to prove myself. Standing there 15
in front of them like that I felt…exposed! In a way that has
never happened to me before.
DRAMA QUESTION BANK
4.2.1 Complete the following sentences by using the words in the list
below. Write only the word next to the question number 4.2.1 (a) –
4.2.1(b) in the answer-book.
black; multicultural; white; autocracy; Democracy; Indians;

Apartheid; Communist
The message of this extract is that although Isabel is (a)____, and

thus not a beneficiary of (b)____laws, her meeting and
communication with (c)____ people for a day radically changes
her perspective. (3)
4.2.2 Refer to lines 8 and 9. (‘He is a staunch Zionist…, the baas

daughter that he’s talking to.’)
What do we learn about Samuel in these lines? (2)
4.2.3 Give TWO reasons why Isabel felt ‘exposed’ (line 16) while
addressing learners at Zolile High school. (2)
4.2.4 Briefly explain why the following statement is FALSE.

Isabel’s father owned an herbal shop in town. (1)
4.2.5 Explain why it is ironic that the matric classroom at Zolile high
school is referred to as ‘Number One’ (line 11). (2)
4.2.6 Choose the correct answer to complete the following sentence.

Write only the letter (A-D) next to the question number (4.2.6) in
the answer-book.
The word ‘staunch’ (line 8) means to be a very ________supporter
of an organisation.
A loyal
B ever-changing
C fickle
D wavering (1)
4.2.7 If you were the stage director of this play, how would you direct
Isabel to portray her emotions informed by the tone she uses in
lines 13-16, ‘I was in Brakwater! It was their …., in a way that has
never happened to me before?’ (2)
4.2.8 Identify and discuss one theme of the play that is evident in this
extract. (3)
4.2.9 South African bill of rights allows people freedom of association.
Do you think it was fair for a young white teenager like Isabel to
feel succumbed to apartheid restrictions which were rather
imposed upon her by her parents? Discuss your views. (2)
(17)
DRAMA QUESTION BANK
Answers: ACT 1 Scene 1-2
Candidates are required to answer BOTH questions, i.e. QUESTIONS 4.1 and 4.2.
4.1 4.1.1 (a) Cathy Bullard. Or Renee Vermaas. 

(b) It takes place at Zolile High School. 
(c) ‘twisting’ or ‘misquoting’ (3)
4.1.2 It represents the unfinished statement or continuation (1)
4.1.3 A/ authoritarian (1)
4.1.4 It is false because he is able to make them listen to him by (2)

ringing the bell / The words ‘It works’ by the narrator mean that
the participants keep quiet and listen to him. 
4.1.5 (a) Simile

(b) This is a comparison between a cart with a donkey and the
debate between Zolile and Camdeboo learners as they both
have energy but have no control (harness)  
(c) It is the cause of determination to win the debate by both
Thami and Isabel.  (5)
4.1.6 Number One Classroom had a depressing, grey, bleak, dingy

mood / It had also unappetizing floor, ceiling and walls / Desks
had learners’ names written on them. 
NOTE: Accept any TWO of the above. (2)
4.1.7 Mr M is a strict / disciplined and orderly kind of a father. This is

based on the way in which he conducts the debate session. (2)
DRAMA QUESTION BANK
4.1.8 Open-ended.
Yes. It is a traditional view that has been around for the longest
time in many countries. It is true that the physique of both sexes is
different and therefore many jobs can only be done by some sexes.
It follows that the curriculum could be different for the two sexes.
OR
No. Times have changed significantly nowadays. People are equal

in many ways, with rights belonging to all human beings
irrespective of their sex. The world of work is changing as well.
Therefore curriculum should reflect this change and not
discriminate. 
NOTE: Do NOT award a mark for YES or NO.

Credit responses where a combination is given.
For full marks, the response must be well substantiated.
A candidate can score 1,2 or 3 marks for a response which is not
well substantiated.
The candidate's interpretation must be grounded in the text of the (2)
drama. [18]
4.2 4.2.1 (a) white.

(b) apartheid.
(c) black. (3)
4.2.2 In these lines we learn that despite Samuel being a loyal of his (2)
church or congregation, he trusts Isabel because he would always
talk to her.
4.2.3 She means that she felt ‘exposed’ to a new world which wasn’t
familiar to hers. It was quite evident by the look of their classroom
that they were under privileged. / She felt ‘exposed’ to their scrutiny
because of her ‘white’ skin and her being the beneficiary of
apartheid laws.  (2)
4.2.4 It is ironic because according to the sound of that name one would
expect to see a class that is up to standard and fully resourced, but
it is quite the opposite of that. (2)
4.2.5 It is false because Isabel’s father is a pharmacist. (1)
4.2.6 A/loyal (1)
4.2.7 To portray disbelief / shock / amazement (1)
4.2.8 Inequality during apartheid.

According to this extract Isabel never had much contact with black
people except morning gossips with the maid of the family and long
conversations with Samuel the delivery guy. Therefore those are
the only black people that she has had direct contact with before
coming to Zolile High school. (3)
DRAMA QUESTION BANK
4.2.9 Open-ended.
Accept a response that shows knowledge and understanding of the

text:
Yes.
The parents were protecting her from being exposed to violence in
the township. / Being white meant she was an enemy to blacks.
They wanted her to accept the maid (Auntie) and Samuel as part of
their family not as blacks from the violent township.
OR
No.
Isabel had a right to know the reality about the apartheid
government (racism). She also had a right to make her own
informed choices in life, as a growing teenager.
NOTE: Do NOT award a mark for YES or NO. (2)

[17]
Total section B [35]

DRAMA QUESTION BANK
ACT 1 SCENE 3-4
4.1 [Mr M enters, hat in hand, mopping his brow with a handkerchief]
ISABEL: Yes, what about my team-mate? What does he say? Have you
asked him yet?
MR M: No, I haven’t asked him Isabel, and I won’t. I will tell him and
when I do I trust he will express as much enthusiasm for the idea
as you have. I am an old fashioned traditionalist in most things, 5
young lady, and my classroom is certainly no exception. I teach,
Thami learns. He understands and accepts that that is the way it
should be. You don’t like the sound of that do you?
ISABEL: Does sound a bit dictatorial, you know.
MR M: It might sound that way but I assure you it isn’t. We do not blur 10
the difference between the generations in the way that you white
people do. Respect for authority, right authority, is deeply
ingrained in the African soil. It’s all I’ve got when I stand there in
Number One. Respect for my authority is my only teaching aid. If
I ever lost it those young people will abandon their desks and 15
take to the streets. I expect Thami to trust my judgement of what
is best for him, and he does. That trust is the most sacred
responsibility in my life.
ISABEL: He’s your favourite, isn’t he?
MR M: Good gracious! A good teacher doesn’t have favourites! Are you 20

suggesting that I am a bad one? Because if you are… [Looking
around] you would be right, young lady. Measured by that
yardstick I am a very bad teacher indeed. He is my favourite.
Thami Mbikwana! Yes, I have waited for a long time for him.
[Act 2, Scene 1]
4.1.1 Refer to line 3-5 (‘No, I haven’t asked him yet…I will tell him.’)
(a) To whom does Mr M refer to when he says, ‘I will tell him’. (1)
(b) What do we learn about Isabel’s upbringing in this extract? (2)

State TWO points.
4.1.2 Refer to line 13 – 16 (‘It’s all I’ve got…my only teaching aid’)
(a) What does Number One refer to? (1)
(b) What does this reveal about Mr M and his views about (2)
education and African culture?
DRAMA QUESTION BANK
4.1.3 Refer to line 20 - 24 (‘Good gracious! A good teacher…I’ve waited

a long time for him.’)
(a) Identify Mr M’s tone when he says the above words. (1)
(b) If you were the director of this play, how would you direct Mr (2)
M to do when saying these words?
4.1.4 The following statement is FALSE, give reasons to support the

statement below:
Mr M does not have favourites in his class. (2)
4.1.5 Choose the correct synonym of the underlined word in the

sentence below. Write only the letter (A–D) next to the question
number (4.1.6) in the ANSWER BOOK.
Mr M is deeply ingrained in the African soul ...
A mischief
B abandon
C rooted
D dictatorial (1)
4.1.6 Identify and discuss the theme which is evident in the way Mr M
talks about their relationship with Thami in this extract. (3)
4.1.7 Do you agree that Thami is Mr M’s favourite? Discuss your view. (3)
AND
DRAMA QUESTION BANK
4.2 [Mr M alone]
MR M Not even if I leaved to be one hundred and seventy, will I end up

a calm, gentle Chinese hearts like his.
I wish I could. Believe me, I really wish I could. Because I am
frightened of the one I’ve got. I don’t get gentle promptings from
it, my friends. I get heart attacks. When I walk out into those 5
streets, and I see what is happening to my people, it jumps out
and savages me like a wild beast. [Thumping his chest with a
clenched fist] I’ve got a whole zoo in here, a mad zoo of hungry
animals …and the keeper is frightened! All of them. Mad and
savage! Look at me! I’m sweating today. I’ve been sweating for 10
a week. Why? Because one of those animals, the one called
Hope, has broken loose and is looking for food. Don’t be fooled
by its gentle name. It is as dangerous as Hate and Despair
would be if they ever manage to break out. You think I’m
exaggerating? Pushing my metaphor a little too far? Then I’d 15
like to put you inside a black skin and ask you to keep Hope
alive, find food for it on theses streets where our children, our
loved and precious children, go hungry and die of malnutrition.
No, believe me, it is a dangerous animal for a black man to have
prowling around in his heart. 20
[Act 1 Scene 4]
4.2.1 What is Mr M’s full name? (1)

4.2.2 Explain why the following statement is FALSE.
Mr M has a calm and gentle heart like Confucius. (2)
4.2.3 Refer to line 5-7 (‘When I walk out …like a wild beast.’)
(a) Who is ‘the People’ that Mr M is referring to? (1)
(b) Use your own words, state what was happening that made Mr
M’s heart to jump out and savage him like a wild beast. (2)
4.2.4 Refer to line 8-9 (I’ve got a whole zoo…hungry animals’).
(a) Identify the figure of speech used in these lines. (1)

(b) Discuss the comparison used. (2)
4.2.5 Mr M speaks of keeping his hope alive.
State how he manages to keep his Hope alive. (2)
4.2.6 Discuss your views on the following statement.
‘I feed young people to my Hope. Every young body behind a
school desk keeps it alive.’ (3)
4.2.7 State TWO character traits of Mr M that are revealed in this extract. (2)
4.2.8 Refer to line 10-11 (‘I’ve been sweating…, sweating for a week.’)
Give a LITERAL and FIGURATIVE meaning of the word ‘sweating.’ (2)
[17]
DRAMA QUESTION BANK
Answers: MY CHILDREN MY AFRICA ACT 1 Scene 3-4
4.1.1 (a) Thami (1)
(b) She is a white girl. 

She is from a different culture where children are free to express
themselves towards adults (2)
4.1.2 (a) Thami’s classroom/ Zolile High School (1)
(b) He believes that a teacher deserves respect and learners should

trust their teacher’s judgement. 
OR
He doesn’t believe in democracy where learners or children have
freedom of speech or are allowed to express their views.
NOTE: Accept any ONE of the above. (2)
4.1.3 (a) Excited/ pleased/ thrilled/ delighted  (1)
(b) Throw his hands in the air/ look at Isabel in the face/look
surprised/ point a finger towards Isabel/ raise his voice.
4.1.4 Mr M has a favourite in his class and it is Thami. He believes in

Thami and takes responsibility towards his education and well-
being.  (2)
4.1.5 C/ rooted (1)
4.1.6 Theme: Generation gap/a generational conflict/generation clash 
Explanation:
The generation gap between Thami and Mr M is evident in the
extract because Mr M says he uses his authority as a teaching aid.
Children have to listen to him and take instructions without
questioning.  (3)
DRAMA QUESTION BANK
4.1.7 Open-ended. Accept a response that shows knowledge and

understanding of, among others:
*Mr M chooses Thami to lead the Zolile debating team.

*Mr M chooses Thami to participate in the competition with Isabel.
*Mr M asks Thami to speak with the comrades on his behalf.
OR
*Mr M treats all his learners the same/he wants all of them to study.
*Thami is chosen to lead the debating team because of his strong
ability to argue.

Credit responses where a combination is given. For full marks, the
response must be well substantiated. A candidate can score 1 or 2
marks for a response which is not well substantiated.
The candidate's interpretation must be grounded in the text of the
drama. (3)
AND
4.2 4.2.1 Anela Myalatya (1)
4.2.2 Mr M has a heart that is full of hate  and despair. (1)
4.2.3 (a) He is referring to the black people (in Brackwater).  (1)
(b) There were political unrests that were happening in his area
such as boycotts, protests, and people detained/killed/ tortured
for no reason.  (2)
4.2.4 (a) Metaphor  (2)
(b) He compares his heart to a mad zoo full of hungry animals. (2)
4.2.5 He became a teacher/an educator.  (1)
4.2.6 It is unfair/wrong/ not good for adults/teachers to manipulate/use

young people  to fulfil their dreams/goals/purpose. It is selfish.
Mr M does not consider young people’s
Hope/wishes/dreams/goals)
Mr M’s Hope = Education
Learner’s Hope = Freedom (ie. Freedom first and education later).
OR
Adults know what is good for young people because they have
lived longer/have experience of life./ They want what is best for us.
/ He means well. / Want young people to get an education (for
education is the key to success/ it opens all doors). (3)
DRAMA QUESTION BANK
4.2.7 Selfish /manipulative/ inconsiderate / self-serving/ self-centred 
4.2.8 LITERAL: To excrete perspiration through the pores in the skin. /

To perspire/ to release moisture. 
FIGURATIVE: Mr M is worried/ disturbed/ concerned/

anxious/troubled about what is happening in his community (i.e.
Boycotts, riots, chaos) (2)
[35]
DRAMA QUESTION BANK
Act 1 Scene 5
4.1 Act 1 Scene 5
THAMI: No I’m not. That’s his trouble. He’s got eyes and ears but he
sees and hears nothing.
ISABEL: Go on. Please. [Pause] I mean it, Thami. I want to know what’s
going on.
THAMI: He is out of touch with what is really happening to us blacks and 5
the way it was when he was young. It’s not! It’s different now, but
he’s too blind to see it. He doesn’t open his eyes and ears and
see what is happening around him or listen to what the people
are saying.
ISABEL: What are they saying? 10
THAMI: They’ve got no patience left, Isabel. They want change. They
want it now!
ISABEL: But he agrees with that. He never stops saying it himself.
THAMI: No. His ideas about change are old-fashioned ones. And what
have they achieved? Nothing. We are worse off now than we 15
ever were. The people don’t want to listen to this kind of talk any
more.
ISABEL: I’m still lost, Thami. What sort of talk is that?
THAMI: You’ve just heard it, Isabel. It calls our struggle vandalism and
lawless behaviour. It’s the sort of that expects us to do nothing 20
and wait quietly for White South Africa to wake up. If we listen to
it our grandchildren still won’t know what it means to be free.
[Act 1 Scene 5]
4.1.1 Refer to lines 1-2 (No I’m not…. and hears nothing.)
(a) To whom does ‘he’ refer? (1)
(b) Using your own words, explain what Thami means when he
says, ‘he’s got eyes and ears but he sees and hears nothing.’ (2)
4.1.2 If you were the director of this play, how would you direct Isabel to
portray her emotions in lines 3–4 (‘Go on. Please.... what’s going
on.')? (1)
4.1.3 Refer to lines 5-9 (‘He is out… people are saying.’)
(a) Using a SINGLE word, identify the tone evident in these lines. (1)
(b) Identify the figure of speech in line 7 ‘…he’s too blind to see it.’ (1)
(c) Explain the figurative meaning as it has been in these lines. (2)
DRAMA QUESTION BANK

Write only the letter (A–D) next to the question number (4.1.4) in
the ANSWER BOOK.
When Isabel says ‘I’m still lost’ (line 18), she means that she does
not…
A care.
B understand.
C know.
D lead. (1)
4.1.5 Explain what Thami’s concern about ‘grandchildren’ (line 22)

suggests about his character. (2)
4.1.6 Identify and discuss the theme which is evident in this extract. (3)
4.1.7 Do you agree with Thami that their struggle is ‘not vandalism and
lawless behaviour’? Discuss your views. (3)
Answers: ACT 1 SCENE 5
4.1.1 (a) Mr M/ Mr Myalatya/ the school principal of Zolile (1)
(b) He is not in touch with reality and does not understand how
young people feel about oppression/discrimination.  (2)
4.1.2 Confrontational 
Look directly at Thami 
Frown at Thami  (1)
4.1.3 (a) annoyed (1)
(b) metaphor (1)
(c) It means Mr M is referred to as a blind person who cannot see

what is in front of him. He is out of touch with reality.  (2)
4.1.4 B/understand  (1)
4.1.5 It suggests that Thami is fighting a course not only for himself or
his generation but he is concerned about the future of other
generations to come./ His involvement in the struggle is selfless/not
self-serving but it is for all and even for future generations.  (2)
DRAMA QUESTION BANK
4.1.6 Generational conflict

It demonstrates the difference of opinion between Thami and Mr M
about how best to wage a struggle for freedom.
NOTE: 1 mark for identification of theme and 3 marks for the
explanation. Accept any ONE of the above themes and a relevant,
text-based explanation. (3)
4.1.7 Open-ended. Accept a response that shows knowledge and

understanding of, among others:
*Thami believes that their struggle is a just course;

*it is the only language oppressors can understand ;
*they are merely taking down/destroying statues that represent
oppression.
OR
*it is violent because according to Mr M, education and
negotiations are the best weapons available to fight oppression;
*destroying property is vandalism.

Credit responses where a combination is given.
For full marks, the response must be well substantiated.
A candidate can score 1 or 2 marks for a response which is not
well substantiated.The candidate's interpretation must be grounded
in the text of the drama. (3)
[35]
DRAMA QUESTION BANK
Act 1 Scene 6
4.1 Thami’s monologue]
THAMI: I’m sorry to say but I can’t do it anymore. I have tried very hard,
believe me, but it is not as simple and easy as it used to be to sit
behind that desk and listen to the teacher. That little world of the
classroom where I used to be happy, where they used to pat me
on the head and say: Little Thami, you’ll go far...that little room of 5
wonderful promises, where I used to feel so safe has become a
place I don’t trust any more. Now I sit at my desk like an animal
that has smelt danger, heard something moving in the bushes
and knows it must be very, very careful.
At the beginning of this year the Inspector of Bantu Schools in 10

the Cape Midlands region, Mr David Grobbelaar – he makes us
call him Oom Dawie - came to give us Standard Tens his usual
pep-talk. He does it every year. We know Oom Dawie well. He’s
been coming to Zolile for a long time. When he walked into our
classroom we all jumped up as usual but he didn’t want any of 15
that. “Sit, sit! I’m not a bloody sergeant major”. Oom Dawie
believes he knows how to talk to us. He loosened his tie, took off
his jacket and rolled up his sleeves. It was a very hot day.
‘Dis beter. Nou kan ons lekker gesels. Boys and girls or
maybe I should say young men and young women now, 20
because you are coming to the end of your time behind those
desks...you are special! You are the elite! We have educated
you because we want you to be major shareholders in the future
of this republic of ours. In fact, we want all the peoples of South
Africa to share in that future...black, white, brown, yellow, and if 25
there are some green ones out there, then them as well. Ho! Ho!
Ho!’
4.1.1 Who is Oom Dawie? (1)
4.1.2 Refer to lines 7-9 (‘Now I sit… very, very careful.’)
(a) Identify the figure of speech used in this line. (1)
(b) What does this figure of speech suggest about the way Thami
feels? (2)
4.1.3 In your OWN words discuss how Thami’s attitude changes towards
school. (4)
4.1.4 Explain the irony in Oom Dawie’s motivational speeches. (3)
4.1.5 Critically comment on the use of Afrikaans language by the

Inspector of Bantu Schools when addressing learners at Zolile High
school. (4)
DRAMA QUESTION BANK

Write only the letter (A–D) next to the question number (4.1.6) in
the ANSWER BOOK.
In this extract the tone that Oom Dawie uses can best be described
as...
A genuine.
B funny.
C deceptive.
D motivational. (1)
4.1.7 In lines 20-21 Oom says, ‘We want all the peoples of South Africa
to share in that future...’
In your opinion do you think Oom Dawie’s wish has been fulfilled?
Discuss your view. (3)
4.1.8 Identify and discuss the theme that is evident in this extract (3)
NOTE: the answers for Act 1 scene 6 will follow shortly.

DRAMA QUESTION BANK
ACT 2 SCENE 1
4.1 [Thami speaks to Isabel]
Isabel : And they are going to decide whether we can or can’t be

friends!
Thami : I was right. You don’t understand what’s going on.
Isabel : And you’re certainly not helping me to.
Thami : [Trying] Visiting you like this is dangerous. People talk. Your 5
maid has seen me. Thami Mbikwana is visiting and having
tea with the white people she works for.
Isabel : And of course that is such a big crime!
Thami : In the eyes of the location…yes! My world is also changing,
Isabel. I’m breaking the boycott by being here. The 10
Comrades don’t want any mixing with whites. They have
ordered that contact must be kept at a minimum.
Isabel : And you go along with that?
Thami : Yes.
Isabel : Happily! 15
Thami : [Goaded by her lack of understanding] Yes! I go along
happily with that!!
Isabel : Man Thami, this great Beginning of yours sounds like …
[Shakes her head] …I don’t know. Other people deciding
who can and who can’t be friends, what you must do and 20
what you can’t do. Is this the Freedom you’ve been talking to
me about? That you were going to fight for?
[Mr M enters quietly. His stillness is a disturbing contrast to
the bustle and energy we have come to associate with him.]
Mr M : Don’t let me interrupt you. Please carry on. 25
[To Thami] I’m almost interested in your reply to that
question. [Pause] I think he’s forgotten what it was, Isabel.
Isabel : Ask him again.
[Backing out of the confrontation] No. Forget it.
[Act 2 Scene 1]
4.1.1 Refer to lines 1-2: ' And they are ... can’t be friends!'
(a) To whom does ‘they’ refer? (1)
(b) Explain why ‘they’ would disapprove of Thami and Isabel’s

friendship? (2)
4.1.2 Who is the maid that Thami refers to in line 4? (1)
4.1.3 Refer to Line 8, (And of course that is such a big crime!).

Choose the correct answer and complete the following sentence.
Write only the letter (A-D) next to the question number (4.1.3 (a)) in
the answer book.
Isabel’s tone of voice in line 8 is …

A hurtful
B sarcastic
C humorous
D pleading (1)
DRAMA QUESTION BANK
(a) Why is Isabel not able to complete her sentence? (2)
(b) Explain the great ‘Beginning’ that she refers to? (2)
4.1.5 Give a reason why ‘Mr M enters quietly’ (line 23) is written in italics. (1)
4.1.6 Identify and discuss the theme evident in the above extract. (3)
4.1.7 In your opinion, do you think that Mr M is a traitor? Discuss your

views. (3)
DRAMA QUESTION BANK
ACT 2 SCENE 3
4.2 [Thami speaks to Mr M.]
Thami : [Ignoring the offered book] I’ve come here to warn you.
Mr M : You’ve already done that and I’ve already told you that you are
wasting your breath. Now take your stones and go. There are a
lot of unbroken windows left.
Thami : I’m not talking about the bell now. It’s more serious than that. 5
Mr M : In my life nothing is more serious than ringing the school bell.
Thami : There was a meeting last night. Somebody stood up and
denounced you as an informer. [Pause. Thami waits. Mr M says
nothing]. He said you gave names to the police. [Mr M says
nothing]. 10
Mr M : Everybody is talking about it this morning. You are in big danger.
Thami : Why are you telling me all this?
So that you can save yourself. There’s a plan to march to the
Mr M : school and burn it down. If they find you here ... [Pause]
Thami : Go on. [Violently] If they find me here, what? 15
Mr M : They will kill you.
‘They will kill me.’ That’s better. Remember what I taught you ... if
you’ve got a problem put it into words so that you can look at it,
handle it and ultimately solve it. They will kill me! You are right.
That is very serious. So then ... what must I do? Must I run away 20
Thami : and hide somewhere?
Mr M : No, they will find you. You must join the boycott.
I’m listening.
[Act 2 Scene 3]
4.2.1 Choose the description from Column B that matches the name in
Column A. Write only the letter (A-E) next to the question number.
Example: 4.2.1 (a) E
COLUMN A COLUMN B
(a) Mr M A liberation first , then education.
(b) Isabel Dyson B wanted to become a doctor in junior

school.
(c) Sipho Fondini
C eventually killed by the mob.
(d) Thami Mbikwana
D regarded as a rebel in the family.
E principal of Camdeebo High school. (4)
(a) What has Thami come to warn Mr M about? (1)
(b) What does the above reveal about Thami’s character?

Mention TWO points. (2)
DRAMA QUESTION BANK
4.2.3 Refer to lines 3–6.

Comment critically on the importance of the STONE and the BELL
in the above lines. (4)
4.2.4 Quote ONE word from the extract that means the same as SPY. (1)
4.2.5 Explain why the following statement is FALSE.

Mr M is afraid of dying of dying. Give TWO points. (2)
4.2.6 Show how the character of Isabel changes throughout the play. (4)
4.2.7 Refer to the play as a whole.
Discuss why the title of this play is relevant. (4)

[18]
DRAMA QUESTION BANK
Answers: Act 2 Scene 1-3.and 4.2.
4.1.1 (a) Comrades, leaders of the planned boycott and stay - aways.
(b) Comrades would not approve of a Thami, a black man, having

a white friend. 
There were racial tensions during this time and Thami would
have been perceived as a traitor.  (2)
4.1.2 Auntie/Sis Pumla/ Dyson’s domestic worker.

4.1.3 B sarcastic (1)
4.1.4 (a) She is too upset and confused and does not want to say
anything critical.  (2)
(b) The beginning of the fight for freedom. 
OR
The protests/ rebellion and unrest that the Black learners were
about to participate in. 
4.1.5 It is a stage direction/ it shows what the character should do on (1)

stage.
4.1.6 Betrayal of friendship.

* Thami is betraying his friendship with Isabel the struggle over
their friendship.
OR
Loyalty to comrades and struggle
Thami is being loyal to his comrades and struggle over Isabel.
OR
Racial segregation.
Thami is going to stop seeing a white lady because Blacks and
Whites were not allowed to have contact.
NOTE: Accept any one of the above.
NOTE: Award ONE mark for the theme and TWO marks for
explanation. (3)
DRAMA QUESTION BANK
4.1.7 Open-ended accept any well-substantiated response

Yes
Mr M is a traitor because as a Black person he was not supposed to
give names to the police. 
OR
No
He was doing the correct thing by giving the names to the police so
that the learners would stop boycotting and should go back to class to
learn. . . . (3)
AND
4.2 4.2.1 (a) C/eventually killed by the mob.
(b) D/ regarded as rebel in the family.
(c) A/liberation first then education.
(d) B/ wanted to become a doctor in junior school. (4)
4.2.2 (a) He has come to warn him that the mob is coming to kill him. (1)
(b) It reveals that he is caring/ loving.

He is trying to protect his teacher Mr M. (2)
4.2.3 Stone symbolises violence/destruction/vandalism/shattered

dreams. 
Bell symbolises discipline, order and authority. The bell also
symbolises the end of Mr M and everything that he stands for.

NOTE: Award TWO marks for each explanation (4)
4.2.4 informer (1)
4.2.5 He shows bravery and prefers dying rather than joining the mob. 
The way he speaks about dying shows that he is calm, relaxed and
is not scared of dying.  (2)
4.2.6 At first Isabel’s contact with blacks was only limited to Samuel and
Aunty. Later on she goes to Zolile High school and meets a lot of
Blacks. 
At first she goes to Brakwater with her parents. Later on she goes
alone to Brakwater and is determined to make more contact and
develops friendships with black people in the location. 
At first she does not call their maid by name but later calls her Sis
Pumla and not just the maid to show that she has developed a
personal relationship with her. 
At first Isabel is ignorant of the effects of Apartheid on the majority

of South Africans lives but late becomes the voice of hope and is
determined to make her life useful in honour of her friendship with
Mr M. 

DRAMA QUESTION BANK
4.2.7 The title, My Children! My Africa! is relevant because the play is a

lament. It shows the emotions of Mr M. about the wasted future
of the children in the whole of Africa.  He feels that the world is
wasting its children through wars and hunger.  He feels
helpless and frustrated about the children leaving school and
joining boycotts. 
NOTE: Accept any TWO from the above (4)
[38]

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ENGLISH FAL

PAPER 2: LITERATURE (DRAMA)

INSTRUCTIONS AND INFORMATION

QUESTION 4: MY CHILDREN MY AFRICA

Act one Scene 1-2

Isabel: You are twisting my words and misquoting me.

Thami: I am not. I’m simply asking you…

Mr M: Come to order! [Grabs the school bell and rings it violently. It

4.1.1 Refer to line 1.

(a) Name another member of the visiting debating team, except

(b) Which school is hosting the debate session? (1)

4.1.2 Refer to line 2. What is the function of the ellipsis (1)

4.1.5 Refer to line 11. (‘Enthusiasm for your …but no harness.’)

(a) Identify the figure of speech used in this statement. (1)

(b) Explain the comparison in this figure of speech. (2)

(c) What is the cause that Mr M is referring to? (2)

4.1.6 Give TWO characteristics of the number one classroom. (2)

4.1.8 Do you agree with Thami’s views regarding women? (2)

4.2 [Isabel is speaking directly to the audience]

black; multicultural; white; autocracy; Democracy; Indians;

The message of this extract is that although Isabel is (a)____, and

4.2.2 Refer to lines 8 and 9. (‘He is a staunch Zionist…, the baas

4.2.4 Briefly explain why the following statement is FALSE.

4.2.6 Choose the correct answer to complete the following sentence.

4.2.9 South African bill of rights allows people freedom of association.

Answers: ACT 1 Scene 1-2

4.1 4.1.1 (a) Cathy Bullard. Or Renee Vermaas. 

4.1.2 It represents the unfinished statement or continuation (1)

4.1.3 A/ authoritarian (1)

4.1.4 It is false because he is able to make them listen to him by (2)

4.1.5 (a) Simile

4.1.6 Number One Classroom had a depressing, grey, bleak, dingy

NOTE: Accept any TWO of the above. (2)

4.1.7 Mr M is a strict / disciplined and orderly kind of a father. This is

No. Times have changed significantly nowadays. People are equal

NOTE: Do NOT award a mark for YES or NO.

4.2 4.2.1 (a) white.

4.2.6 A/loyal (1)

4.2.7 To portray disbelief / shock / amazement (1)

4.2.8 Inequality during apartheid.

Accept a response that shows knowledge and understanding of the

NOTE: Do NOT award a mark for YES or NO. (2)

Total section B [35]

ACT 1 SCENE 3-4

ISABEL: Does sound a bit dictatorial, you know.

ISABEL: He’s your favourite, isn’t he?

MR M: Good gracious! A good teacher doesn’t have favourites! Are you 20

(b) What do we learn about Isabel’s upbringing in this extract? (2)

(a) What does Number One refer to? (1)

4.1.3 Refer to line 20 - 24 (‘Good gracious! A good teacher…I’ve waited

4.1.4 The following statement is FALSE, give reasons to support the

Mr M does not have favourites in his class. (2)

4.1.5 Choose the correct synonym of the underlined word in the

Mr M is deeply ingrained in the African soul ...

4.2 [Mr M alone]

MR M Not even if I leaved to be one hundred and seventy, will I end up

4.2.1 What is Mr M’s full name? (1)

(a) Identify the figure of speech used in these lines. (1)

Answers: MY CHILDREN MY AFRICA ACT 1 Scene 3-4