POINTS OF INTERPRETATION

1(a). Must be a descriptive story. If not deduct 4 marks AD.

Must describe events that took place.

Must have a lesson learnt. If not deduct 2 marks AD.

1b). Must be a story. The protagonist should have been involved in a difficult situation where an opportunity was lost. Thus the realization that there’s another chance to make amends.

Introduction: 2 marks

When issues seem to go wrong in society and threaten to lead into conflict, it requires a person to provide impartial leadership to avoid crisis. In the play, the Caucacian Chalk Circle, there are incidences of historical judgements (e.g. by Azdak) Accept any other relevant.

Introduction (Award 2 marks).

Content paragraphs

J(i). The land case; the land is given to those who have proper plans for the land (i.e the fruit farmers). This should be contrasted with the goat keepers.

J(ii). The divorce case; The signing of divorce papers by Azdak in favours of Grusha and Jussup as opposed to those of the old couple is for good intentions.

J(iii). The Grusha vs Natella case; Azdak rules in favour of Grusha, the motherly, for Michael’s case Accept any other relevant point. Accept any three well developed points and mark 3:3:3:3 = 12 marks.

J(iv) The director and the invalid; He rules in favour of the director where good intentions are ignored by the invalid. Conclusion;
The judgments made in the cases above are in favour of restoring stability in societies.

Accept any other relevant conclusion.

Award 2 marks.

Grammer and presentation = 4 marks

3. (a) Introduction -2 marks

In many societies, disagreements are the order of the day. These disagreements sometimes produces very undesirable results. In the story war of the ears, the effects of these hostilities are evident.

Accept any other relevant introduction.

C1 Citizens live in perpetual fear.

-Ma Beeda receives a warning letter for the rebels p.45.

-Ma beeda inspects the school expecting the worst.pg56.

-Miss bengi is scared by the news that a man’s ears were chopped off and plans to relocate to the cit y p. 57-59.

-Ma beeda keeps records in her black book, Night crawler p60.

C2 Destruction of property.

-The area around the school has no electricity because the rebels destroyed the transformer p.47.

-Major Azizima shattered the glass on the school window p.52.

C3 Emergence of child soldiers. Some of the leaders of the rebel movement are children. Major Azizima is fourteen years old while his boss Colonel Kalo is seventeen.

C4 Formation of organizations with ambiguous, vague ideological learning.

-The rebels belonged to God’s victorious Brigades whose mission was to spread God’s glory p.50.But their activities suggest otherwise.

C5 The rebels were made to adhere to very strict and brutal regulations.

-Sex was forbidden apart from the generals.

-There were military drills.

-The Ten Commandments were recited.

-If one broke the rules, punishment was severe p. 50.

C6 The rebels lived very precarious lives.

-They could not escape; lest they be killed by either the government or the fellow rebels p. 51.

Expect any four well developed points. Mark: 3:3:3:3 = 12

Conclusion – 2 marks There is need for communities/societies to make peace because hostilities just brings suffering to the people.

Accept any other valid conclusion.

GRAMMAR AND PRESENTATION = 4 MKS

3(b). Introduction-2 marks

Candidate to demonstrate understanding of bad governance e.g. nepotism, corruption, oppression, assassinations etc.

The effects of bad governance should be accepted as demonstration of understanding of the question.

A candidate could also proceed to give specific examples of characters in the play who are responsible for bad governance or those who sacrifice to give voice to the victims of bad governance. Accept any other relevant introduction –AWARD 2 MARKS.

Content points

S(i). Adikas death;

Candidate should decipher background details into the death of Adika. He dies after rising up to complain about bad governance of allowing in influx of foreign expatriates to take up chances of the youthful nationals. His death is a bid to silence the citizens.

S(ii). Jusper’s revenge;

Following the death of Adika, Jusper avenges it by killing Chagaga the subcheif’s brother. Jusper does it to give a demonstration of how the helpless are eliminated by state machinery. His courage and sacrifice is revealed through his confession and subsequent arrest.

S(iii). Jere’s sympathy;

Although in government side. Jere comes to a realization that Doga and Nina are victims of an oppressive/inhuman regime he serves. He therefore takes sides with them to allow the sharing ceremony. This leads to his arrest.

S(iv). Mosese’s truth;
During Adukas’ funeral Mosese is displeased when the state interferes with the funeral proceedings of Adika. The state feared for voices that would point accusingly at the bad governance. Mosese’s truth leads to his arrest and imprisonment.

S(v). The play;

The joint role of the trio: Jusper, Mosese and Jere –best comes out when Tumbo convinces them to participate in a play that was meant to entertain the visiting head of state. There willingness is propelled by their desire to expose the bad governance Boss and to uncover the betrayal of Mulili – pgs 72-74. After revealing the evils of Boss, Mulili is killed as a sacrifice for a better society.

Accept any other valid point

Expect four well developed areas and mark 3:3:3: 3 = 12 marks

Conclusion; One has to take a risky move as demonstrated by Adika, Jusper, Jere and Mosese to be heard and Mosese to be heard and be felt for the sake of the oppressed majority. Accept any other relevant conclusion and award 2 marks. Grammar and presentation 4 marks

3(c) Introduction -2 marks

Women in many African societies have been discriminated against because of outdated cultural practices. In the Whale Rider; women such as Kahu have suffered a great deal.

Accept any other relevant introduction.

Points of interpretation

CI. Discrimination at birth Most people desire male children and grown up females. Koro Apirana has nothing to do with the birth of Kahu. He refuses to participate in the burial of her birth cord. He doesn’t like her just because she is a girl and even refuses to attend a special ceremony in her school.

CII. Naming Koro Apirana is against naming Kahu after a man’s name. They quarrel with Nani Flowers over it. He tells her that she over stepped. She belittled the name of their ancestor Kahuntia i.e Rangi.

CIII. Leadership Leadership in the community is hereditary form father to first born son. When Kahu is born, Koro Apirana is annoyed. He says, “Tell that pororuangi to get a boy” Kahu breaks their line of descent-they have been rulers. Instructions on leadership was only given to the boys.

CIV. Certain activities were only for males. Women were not allowed to fish as the fishing ground were sacred places.

CV. Knowledge of the community’s traditions were only meant for the boy-child. Koro begins a school only for boys. In the class boys are taught the history of the community-lineage. Kahu is always sent away whenever she attempts to eavesdrop.

Accept any other relevant point. Mark 3:3:3:3 = 12 marks.

Grammar 4

presentation =4

Conclusion = 2 marks Its true some cultural practices are obsulute and out of reality.

Accept any other relevant conclusion.