Week 1 You will need to remember the events of the play you are studying as this is a closed exam
Answer the questions relevant to your set text from memory
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- Navigate this page:
- Week 3 ‘DNA’
- These sources are needed for the homework set during Weeks 4- 6.
- Columbus…the intrepid voyager!
- Admiral of the High Seas
- Source B
- Week 4 Homework Q1.
- [4 marks] Q2.
- Week 5 Homework Q3.
- You should aim to write three PEEE/PEAS paragraphs.
Answer the questions relevant to your set text from memory.‘DNA’ by Dennis Kelly Act 3 and 4 What word does Jan and Mark repeat in the opening of Act 3: Scene 1? Why? What do they learn about Adam? What is Phil’s latest plan? What does it reveal about the characters involved? What word does Jan and Mark repeat in the opening of Act 4: Scene 1? Why? How have the group changed from the beginning of the play? What does Kelly want the audience to learn from this play? Challenge: write a developed response to the following question: “Although she appears unusual, Leah is the only morally conscious character in the play”. How far do you agree with this statement? Use evidence from the text to support your ideas. Week 2 ‘DNA’ Create a profile for each of the characters: John Tate Phil Leah Jan Mark Brian Cathy Danny Richard Lou You need to develop ideas, for each character, linked to the following: Actions – what they say and do in relation to the plot What are other characters’ opinions of them/their relationships with others How they speak Their role in Adam’s death How they are effected by Adam’s death Challenge: “There are clear differences between the leaders and followers in the group”. Use evidence from the text to prove this statement. Week 3 ‘DNA’ How are the following themes explored in ‘DNA’? Bullying Leadership Responsibility Gangs Briefly summarise each one – what do they mean? In what ways are key events and characters linked to these themes? Explain. Challenge: Write an essay in response to the following question: “Teenagers like to be part of a gang as it makes them feel accepted and allows them to avoid taking responsibility for their own actions as shown in ‘DNA’”. To what extend do you agree with this statement. Use evidence from ‘DNA’ to support your ideas? Use some of the following examples to plan your answer: The gang bully Adam but see it as a joke The fact that no one takes responsibility for killing Adam Leah and Phil were not involved in the murder yet become involved in covering up Adam and Brian experience extreme cases of bullying to be members of the group The children frame someone else and think that is acceptable The extreme lengths they go to to keep their secret The play ends with no one taking responsibility (or does it?) You should aim to write at least 1 – 1 and half of an A4 side. These sources are needed for the homework set during Weeks 4- 6. Source A: from a 21st century text 
Columbus…the intrepid voyager! Christopher Columbus – born Cristoforo Colombo – grew up in Genoa, Italy and had an insatiable thirst for knowledge and exploration. Even though he was deeply religious, he had an inkling that the world was round and decided to prove this by sailing west. This would also – he thought – help his Spanish masters to an easier route to India and Asia. Admiral of the High Seas 15th century Europeans were not aware of the American continents and maps were not reliable. King Ferdinand and Queen Isabella of Spain – with the promise of gold, spices and silk from the Far East – eventually gave him ships and a crew. He set sail in 1492. He was also determined to spread Christianity. In return, Columbus would be given the title “Admiral of the Ocean Seas.” The ships would covered about 150 miles a day. His crews would use a compass for direction and a knotted line (with a weight attached at the end) to measure speed. A sailor counted how many knots were let off the reel in set amounts of time and this would help to give a rough estimate of the distance travelled. Columbus – with his considerable experience - relied on ‘dead reckoning’ instead, meaning he used his experience, guesswork and observations to determine his ships’ positions. The routes he took to and from his discovered lands are ones we still use; his use of the Atlantic Canary Current1 was a sign of his genius. Although his discovery of new lands led to the nearly complete destruction of the people of those lands, and their environment, Columbus appreciated the beauty of the places he discovered. ‘Before me’, he said, as he surveyed the islands of the Caribbean ‘...is the bounty of God’s handiwork’. Christopher Columbus opened up new worlds to Europe, and it is hard to overstate the significance of these discoveries and their impact today. The exchange of flora and fauna2, of human beings and their cultures has left a mark on us today. During the Age of Discovery western Europeans acquired the ability to exchange information with nearly all parts of the world. As one of the great pioneers3 of the age, Columbus deserves recognition for the intellectual transformation that occurred during the 1500s4. As a result of his endeavours, the modern age was born, and the world would never be the same again. Glossary Atlantic Canary Current – a wind across the Atlantic ocean flora and fauna – plants and wildlife pioneers – the first to do something, discoverers Source B: A historical account of Christopher Columbus written in the 19th century. When we begin a judicial1 inquiry into the condition of our fellow-beings, we should try to be as courteous as we can, but we must be just; consequently a man’s fame and position must not turn us aside, when we are acting as historical investigators. Therefore, we shall be bold and speak the truth, and although we shall take off our hats and bow very respectfully, we must still assert that Christopher Columbus was the first who practised piracy in American waters. When he sailed with his three little ships to discover unknown lands, he was an accredited explorer for the court of Spain, and was bravely sailing forth with an honest purpose, with the same regard for law and justice as is possessed by any explorer of the present day. But when he discovered some unknown lands, rich in treasure and outside of all legal restrictions, the views and ideas of the great discoverer gradually changed. Being now beyond the boundaries of civilization, he also placed himself beyond the boundaries of civilized law. Robbery, murder, and the destruction of property, by the commanders of naval expeditions, who have no warrant or commission for their conduct, is the same as piracy, and when Columbus ceased to be a legalized explorer, and when, against the expressed wishes, and even the prohibitions2, of the royal personages who had sent him out on this expedition, he began to devastate the countries he had discovered, and to enslave and exterminate their peaceable natives, then he became a master in piracy, from whom the buccaneers3 afterward learned many a valuable lesson. Columbus’s second voyage was nothing more than an expedition for the sake of plunder4. He had discovered gold and other riches in the West Indies and he had found that the people who inhabited the islands were simple-hearted, inoffensive creatures, who did not know how to fight and who did not want to fight. Therefore, it was so easy to sail his ships into the harbours of defenceless islands, to subjugate5 the natives, and to take away the products of their mines and soil, that he commenced a veritable course of piracy. The acquisition of gold and all sorts of plunder seemed to be the sole object of this Spanish expedition; natives were enslaved, and subjected to the greatest hardships, so that they died in great numbers. At one time three hundred of them were sent as slaves to Spain. A pack of bloodhounds, which Columbus had brought with him for the purpose, was used to hunt down the poor Indians when they endeavoured to escape from the hands of the oppressors, and in every way the island of Hayti, the principal scene of the actions of Columbus, was treated as if its inhabitants had committed a dreadful crime by being in possession of the wealth which the Spaniards desired for themselves. Queen Isabella was greatly opposed to these cruel and unjust proceedings. She sent back to their native land the slaves which Columbus had shipped to Spain, and she gave positive orders that no more of the inhabitants were to be enslaved, and that they were all to be treated with moderation and kindness. But the Atlantic is a wide ocean, and Columbus, far away from his royal patron, paid little attention to her wishes and commands; it was on account of his alleged atrocities that Columbus was superseded6 in his command, and sent back in chains to Spain. Glossary judicial – of the law prohibitions – things that are prohibited are banned, forbidden buccaneer – a pirate plunder – to attack and take unlawfully subjugate – to conquer and overpower superseded - overtaken Week 4 Homework Q1. Read again source A, from lines 1 to 5. Choose four statements below which are TRUE. Shade the boxes of the ones that you think are true Choose a maximum of four statements. Christopher Columbus grew up Spain. He loved knowledge. He did not like to travel. He was very religious. He suspected that the world was flat, not round. He wanted to please his Spanish masters. [4 marks] Q2. You need to refer to source A and source B for this question: Use details from both sources. Write a summary of Columbus in the two different texts. [8 marks] You should aim to write three comparative paragraphs. Once you have finished, highlight/label/underline the following elements in your answer: Point Evidence Inference Comparative connective Week 5 Homework Q3. You now need to refer only to source B. How does the writer use language to explain the how Columbus treated natives? [12 marks] Once you have finished, highlight/label/underline the following elements in your answer: Point Language device identified Evidence Explanation/Analysis Effect/Say Why You should aim to write three PEEE/PEAS paragraphs. Week 6 Homework Q4. For this question, you need to refer to the whole of source A together with the whole of source B. Compare how each source conveys perceptions of Columbus. In your answer, you should: compare the different perceptions compare the methods used to convey the perceptions support your ideas with quotations from both texts. [16 marks] Download 0.51 Mb. Share with your friends:
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