Cry Beloved

CRY, THE BELOVED COUNTRY:
A UNIT PLAN
Second Edition
Based on the book by Alan Paton

Written by Mary B. Collins
Teacher's Pet Publications, Inc.

11504 Hammock Point
Berlin, Maryland 21811
Copyright Teacher's Pet Publications, Inc.
1996, 1999
This LitPlan for Alan Paton’s
Cry, the Beloved Country
has been brought to you by Teacher’s Pet Publications, Inc.
Copyright Teacher’s Pet Publications 1999

11504 Hammock Point
Berlin MD 21811
Only the student materials in this unit plan

such as worksheets, study questions, assignment sheets, and tests
may be reproduced multiple times for use in the purchaser’s classroom.
For any additional copyright questions,

contact Teacher’s Pet Publications.
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TABLE OF CONTENTS - Cry, the Beloved Country
Introduction 5
Unit Objectives 7
Reading Assignment Sheet 8
Unit Outline 9
Study Questions (Short Answer) 11
Quiz/Study Questions (Multiple Choice) 22
Pre-reading Vocabulary Worksheets 39
Lesson One (Introductory Lesson) 52
Nonfiction Assignment Sheet 54
Oral Reading Evaluation Form 60
Writing Assignment 1 57
Writing Evaluation Form 70
Vocabulary Review Activities 66
Extra Writing Assignments/Discussion ?s 64
Unit Review Activities 74
Unit Tests 76
Unit Resource Materials 105
Vocabulary Resource Materials 117
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A FEW NOTES ABOUT THE AUTHOR
Alan Paton
ALAN PATON was born in 1903 in Pietermaritzburg, South Africa. In 1922 he graduated from the
University of Natal with a degree in mathematics (and later a second degree in education). Beginning
in 1925 he taught at a native school in Ixopo, and following that he became principal of Diepkloof
Reformatory (for boys.
After World War II, he began studying prisons and reformatories, traveled to the United States,
England, Canada and Sweden. While on this trip he got the idea for Cry, the Beloved Country, which
was published in 1948.
Some of Alan Paton's other works are Too Late the Phalarope (1953), The Land and the People of
South Africa (1955), Hope for South Africa (1959), Tales From a Troubled Land (1961), Debbie Go
Home (1961), and Ah, But Your Land Is Beautiful (1982).
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INTRODUCTION
This unit has been designed to develop students' reading, writing, thinking, and language skills
through exercises and activities related to Cry, the Beloved Country by Alan Paton. It includes
twenty lessons, supported by extra resource materials.
In the introductory lesson students are given the materials they will be using during the unit. At
the end of the lesson, students begin the pre-reading work for the first reading assignment.
In addition, there is a nonfiction reading assignment. Students are required to read two pieces of
nonfiction related in some way to Cry, the Beloved Country. After reading their nonfiction pieces,
students will fill out a worksheet on which they answer questions regarding facts, interpretation,
criticism, and personal opinions. During two class periods, students make oral presentations about
the nonfiction pieces they have read. This not only exposes all students to a wealth of information,
it also gives students the opportunity to practice public speaking.
The reading assignments are approximately thirty pages each; some are a little shorter while others
are a little longer. Students have approximately 15 minutes of pre-reading work to do prior to each
reading assignment. This pre-reading work involves reviewing the study questions for the assignment
and doing some vocabulary work for 8 to 10 vocabulary words they will encounter in their reading.
The study guide questions are fact-based questions; students can find the answers to these questions
right in the text. These questions come in two formats: short answer required or multiple choice. The
best use of these materials is probably to use the short answer version of the questions as study
guides for students (since answers will be more complete), and to use the multiple choice version
for occasional quizzes. If your school has the appropriate equipment, it might be a good idea to make
transparencies of your answer keys for the overhead projector.
The vocabulary work is intended to enrich students' vocabularies as well as to aid in the students'
understanding of the book. Prior to each reading assignment, students will complete a two-part
worksheet for approximately 8 to 10 vocabulary words in the upcoming reading assignment. Part I
focuses on students' use of general knowledge and contextual clues by giving the sentence in which
the word appears in the text. Students are then to write down what they think the words mean based
on the words' usage. Part II nails down the definitions of the words by giving students dictionary
definitions of the words and having students match the words to the correct definitions based on the
words' contextual usage. Students should then have a good understanding of the words when they
meet them in the text.
After each reading assignment, students will go back and formulate answers for the study guide
questions. Discussion of these questions serves as a review of the most important events and ideas
presented in the reading assignments.
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After students complete reading the work, there is a vocabulary review lesson which pulls together
all of the fragmented vocabulary lists for the reading assignments and gives students a review of all
of the words they have studied.
A lesson is devoted to the extra discussion questions/writing assignments. These questions focus
on interpretation, critical analysis and personal response, employing a variety of thinking skills and
adding to the students' understanding of the novel.
The group activity which follows the discussion questions has students working together to create
a film about South Africa using all the information they have gathered through the nonfiction reading
assignment, the reading and discussion of the book, and the writing assignments.
There are three writing assignments in this unit, each with the purpose of informing, persuading,
or having students express personal opinions. The first assignment is to inform: in preparation for
the oral presentations students make a written composition telling the facts from the nonfiction
articles they have read. The second assignment is to express personal opinions: students create five
questions requiring an opinion for an answer and interview three of their classmates. Following the
interviews, students write a composition telling about all the different answers they received in the
interviews. The third assignment is to persuade: students write the script for a commercial relating
to South Africa -- a public service commercial against apartheid, a commercial from a South African
manufacturer advertising products, or some other commercial the student creates related to South
Africa and the material covered in class.
The review lesson pulls together all of the aspects of the unit. The teacher is given four or five
choices of activities or games to use which all serve the same basic function of reviewing all of the
information presented in the unit.
The unit test comes in two formats: all multiple choice-matching-true/false or with a mixture of
matching, short answer, multiple choice, and composition. As a convenience, two different tests for
each format have been included.
There are additional support materials included with this unit. The extra activities section includes
suggestions for an in-class library, crossword and word search puzzles related to the novel, and extra
vocabulary worksheets. There is a list of bulletin board ideas which gives the teacher suggestions
for bulletin boards to go along with this unit. In addition, there is a list of extra class activities the
teacher could choose from to enhance the unit or as a substitution for an exercise the teacher might
feel is inappropriate for his/her class. Answer keys are located directly after the reproducible
student materials throughout the unit. The student materials may be reproduced for use in the
teacher's classroom without infringement of copyrights. No other portion of this unit may be
reproduced without the written consent of Teacher's Pet Publications, Inc.
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UNIT OBJECTIVES - Cry, the Beloved Country
1. Through reading Paton's Cry, the Beloved Country, students will better understand the country
and people of South Africa.
2. Students will demonstrate their understanding of the text on four levels: factual, interpretive,
critical and personal.
3. To show students that racial conflicts, social injustices and problems with crime exist in other
countries; they are problems caused by people, not geographical boundaries.
4. Students will see that each of our daily life experiences changes us and shapes our thoughts
and feelings.
5. Students will be given the opportunity to practice reading aloud and silently to improve their
skills in each area.
6. Students will answer questions to demonstrate their knowledge and understanding of the main
events and characters in Cry, the Beloved Country as they relate to the author's theme
development.
7. Students will enrich their vocabularies and improve their understanding of the novel through
the vocabulary lessons prepared for use in conjunction with the novel.
8. The writing assignments in this unit are geared to several purposes:

a. To have students demonstrate their abilities to inform, to persuade, or
to express their own personal ideas
Note: Students will demonstrate ability to write effectively to inform
by developing and organizing facts to convey information. Students
will demonstrate the ability to write effectively to persuade by
selecting and organizing relevant information, establishing an
argumentative purpose, and by designing an appropriate strategy for
an identified audience. Students will demonstrate the ability to write
effectively to express personal ideas by selecting a form and its
appropriate elements.
b. To check the students' reading comprehension
c. To make students think about the ideas presented by the novel
d. To encourage logical thinking
e. To provide an opportunity to practice good grammar and improve
students' use of the English language.
9. Students will read aloud, report, and participate in large and small group discussions to
improve their public speaking and personal interaction skills.
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READING ASSIGNMENT SHEET - Cry, the Beloved Country
Date Assigned Chapters Assigned Completion Date

1-5
6-7
8-10
11-14
15-17
18-21
22-29
30-36
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UNIT OUTLINE - Cry, the Beloved Country
1 2 3 4 5
Introduction Study ?s 1-5 Writing Study ?s 6-7 Reports

PVR 1-5 Library Assignment #1 Reports
PVR 6-7 PVR 8-10
6 7 8 9 10
Study ?s 8-10 Study ?s 11-14 Study ?s 15-17 Study ?s 18-21 Study?s 22-29
Reports PVR 15-17 Writing PVR 22-29 PVR 30-36
PVR 11-14 Assignment #2
PVR 18-21
11 12 13 14 15
Study?s 30-36 Writing

Extra ?s Vocabulary Assignment #3 Project Project
16 17 18 19 20
Project Filming View Film Review Test
Key: P=Preview Study Questions V=Prereading Vocabulary Worksheet R=Read
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STUDY GUIDE QUESTIONS
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SHORT ANSWER STUDY GUIDE QUESTIONS - Cry, the Beloved Country
Chapters 1 - 5
1. Paragraphs two and three in Chapter 1 sharply contrast. Explain the significance of these two
paragraphs in terms of the novel's central theme. (Come back to this later if you can't answer
it at first.)
2. Identify Stephen, John, and Gertrude.
3. "Once such a thing is opened, it cannot be shut again." Explain.
4. Why did Stephen Kumalo go to Johannesburg?
5. "The lights . . . fall . . . on the grass and stones of a country that sleeps." Explain the symbolic
significance of this statement.
6. What does "Umfundisi" mean?
7. "The journey had begun. And now the fear back again . . . ." What fears did Kumalo have?
8. What happened to Kumalo when he first arrived in Johannesburg?
9. Identify Msimangu and Mrs. Lithebe.
10. Describe Gertrude's sickness.
11. Why is Gertrude's sickness upsetting to Kumalo?
12. What is Kumalo's brother John doing in Johannesburg?
13. "The tragedy is not that things are broken. The tragedy is that they are not mended again."
Explain what Msimangu meant.
14. "It is fear that rules this land." Who fears whom?
Chapters 6 & 7
1. Describe Kumalo's meeting with his sister (when he finds her in Johannesburg).
2. Kumalo bought Gertrude and the child new clothes. Why is that symbolically important?
3. Describe Kumalo's first meeting with his brother John in Johannesburg.
4. What is Msimangu's one hope for his country?
Chapters 8 - 10
1. Why did Dubauwoodnt Kumalo ask Msimangu to walk instead of taking a bus?
2. Why is the government more afraid of Dubula than Tomlinson or John Kumalo?
3. What did Mrs. Mkize tell them about Absalom?
4. What is the point of Chapter 9 in relationship to the novel's themes?
5. When Kumalo finally reached Pimville, where Absalom was supposed to be living, what did
he find?
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Cry Beloved Short Answer Study Questions Page 2
Chapters 11 - 14
1. A certain news headline and article grabbed the attention of the priests at the Mission House.
What was the article about?
2. Identify James and Arthur Jarvis.
3. "Cry, the beloved country, these things are not yet at an end." What "things"?
4. "There are voices crying what must be done, a hundred, a thousand voices." Chapter 12 gives
several examples of what these "voices" say. What do they say?
5. What news of Absalom does Mrs. Ndlela give Msimangu?
6. To what decisions did Kumalo come in Ezenzeleni?
7. Where does Kumalo finally meet Absalom? Describe their meeting.
8. How does John decide to handle his son's defense?
Chapters 15 - 17
1. What is Father Vincent's gift to Kumalo?
2. Why does Father Vincent say sorrow is better than fear?
3. In what way was Kumalo cruel to the girl?
4. To what arrangement do Kumalo and the girl finally agree?
5. Describe the content of the conversation between Mrs. Lithebe and the girl.
6. Identify Mr. Carmichael.
Chapters 18 - 21
1. Book II begins with the same sentence as Book I did. Compare and contrast the beginning
passages of Book I and Book II.
2. Contrast Jarvis' arrival in Johannesburg with Kumalo's.
3. What was ironic about Arthur Jarvis' death?
4. Why did Arthur Jarvis read about Lincoln?
5. What were Arthur Jarvis' last written words?
Chapters 22 - 25
1. Explain the difference between "justice" and "just."
2. "No second Johannesburg is needed upon the earth. One is enough." Explain why not.
3. Why was Jarvis "sick at heart" as he read some of his son's papers?
4. Why did Kumalo appear to be ill when Jarvis opened the door?
5. What was Jarvis' reaction after Kumalo identified himself as the father of his son's murderer?
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Cry Beloved Short Answer Study Questions Page 3
Chapters 26 - 29
1. "There is no applause in prison." Explain the inference regarding John Kumalo.
2. "Nothing is ever quiet except for fools." Explain.
3. Why was the headline about another housebreak-murder "bad news"?
4. What is the verdict for Absalom?
5. Why did Absalom marry the girl even though he was sentenced to death?
6. Explain the significance of the name of Peter for Absalom's son.
7. Why did Gertrude leave?
Chapters 30 - 32
1. Describe Kumalo's return home.
2. Why did Kumalo visit the chief? What did he want?
3. Who was the small boy who rode to Kumalo's place?
4. What is the significance of the boy's trying to learn Zulu?
5. What was Mr. Jarvis' first gift to the natives of Kumalo's village?
Chapters 33 - 36
1. What was Jarvis' second gift to the natives?
2. Who died?
3. What did Kumalo do for Jarvis? What did the natives do for him?
4. When the Bishop came for the confirmations, what did he suggest for Kumalo?
5. Why was Kumalo not transferred?
6. What happened to Absalom?
7. Why did Kumalo go to the mountain?
8. Explain the significance of the fact that the book ends at sunrise.
9. The last paragraph of the novel speaks of "the fear of bondage and the bondage of fear."
Explain the relevance of this phrase.
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ANSWER KEY SHORT ANSWER STUDY GUIDE QUESTIONS - Cry, The Beloved Country
Chapters 1 - 5
paragraphs in terms of the novel's central theme. (Come back to this later if you can't answer
it at first.)
Paton symbolically describes the land. As it was rich and plentiful, the tribe also
flourished. As the land became overworked and mistreated, the tribal life failed. The
land becomes a symbol of tribal life. Also, as the ruined land is symbolic of the native
life, the good lands which hold the water are symbolic of the white man's life. There is a
deep contrast between the "haves" and "have nots."
2. Identify Stephen, John, and Gertrude.

Rev. Stephen Kumalo is the main character of the novel who travels to Johannesburg
in hopes of restoring order to his family. John is Stephen's brother. Gertrude is Stephen's
sister.

Stephen Kumalo was reluctant to open the letter in his hands. Such a letter only came
with very good or very bad news. Either way, the reader would be irreversibly affected.
One may also symbolically infer that once a person is made aware of a problem (such as
social injustice) he cannot turn away; the problem will not go away by itself; action must
be taken.

He received a letter informing him that his sister who had moved there was not well. He
went to see what he could do for her. While there, he intended to try to find his brother
and his son who also had gone to Johannesburg to live.
5. "The lights . . . fall . . . on the grass and stones of a country that sleeps." Explain the symbolic
significance of this statement.
This is another reference to the symbolism used in Chapter 1. The grass could
symbolically be whites and the stones could symbolically be natives. Light traditionally
symbolizes education or justice; in this case, perhaps it is public awareness. Perhaps all
together these images suggest the beginning of a public awareness by both natives and
whites that the problems of social injustice cannot be ignored anymore.
6. What does "Umfundisi" mean?

Umfundisi means pastor or reverend.
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He had fear of the unknown, fear of a city where boys were killed crossing the street,
fear of Gertrude's sickness, fear for his son's well-being, and "deep down the fear of a
man who lives in a world not made for him, whose own world is slipping away, dying,
being destroyed. . . ."

A young man pretended to help him buy his bus ticket but stole his money.
9. Identify Msimangu and Mrs. Lithebe.

Msimangu is a reverend who sent for Kumalo and helps him in Johannesburg. Mrs.
Lithebe is the woman who rents Kumalo a room.
10. Describe Gertrude's sickness.

She is morally corrupt. She makes and sells liquor, lives with prostitutes (and we assume
she is one), and she has been in prison. It is not a physical sickness that attracts
Msimangu's attention, but a moral one.
11. Why is Gertrude's sickness upsetting to Kumalo?

Being a man of God, immorality in any form is distasteful; however, having his own
sister behave this way is truly upsetting. He would hope that his own family would
behave in a more God-like fashion.
12. What is Kumalo's brother John doing in Johannesburg?

He has turned into a politician, speaking in public for the cause of the natives.
Explain what Msimangu meant. (Ch. 5)
It is bad enough that there is such injustice in South Africa, though one can see how it
came about. The wrong comes in that the injustices have not been eliminated since they
have been recognized.
14. "It is fear that rules this land." Who fears whom?
Whites fear the natives and the natives fear the whites.
Chapters 6 & 7
1. Describe Kumalo's meeting with his sister (when he finds her in Johannesburg).
He confronts her with each of his questions--why she didn't write, if she found her
husband, that she was in prison, etc. She answers simply and truthfully. Their first
minutes together seem cool--not at all the warm embrace one might think brother and
sister might share. The relationship doesn't begin to warm up until she agrees to leave
Johannesburg with Kumalo.
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2. Kumalo bought Gertrude and the child new clothes. Why is that symbolically important?
The new clothes symbolize the putting on of a new life.
3. Describe Kumalo's first meeting with his brother John in Johannesburg.

Kumalo confronts him just as he did his sister. Notice, though, that John's answers come
with long qualifiers and explanations (unlike Gertrude's).

He hopes that one day "white men and black men, desiring neither power or money, but
desiring only the good of their country, come together to work for it."
Chapters 8 - 10
1. Why did Dubauwoodnt Kumalo ask Msimangu to walk instead of taking a bus?
The natives (who used the bus system) were protesting a fare increase and were refusing
to ride the bus lines.
2. Why is the government more afraid of Dubula than Tomlinson or John Kumalo?
Tomlinson has the brains, John has the voice, but Dubula has the heart.

She said he had been there but had left. He had been stealing goods and was in bad
company. She thought the taxi driver Hlabeni might know of Absalom's whereabouts.

Chapter 9 is used to emphasize, elaborate on and personalize the terrible conditions
under which the natives of South Africa were living.
5. When Kumalo finally reached Pimville, where Absalom was supposed to be living, what did
he find?
He found a young native girl with whom Absalom was supposed to be living but whom
he had apparently abandoned.
Chapters 11 - 14
It was about the murder of a young white man who was an advocate for the native cause.
2. Identify James and Arthur Jarvis.

Arthur Jarvis was the young white man who was murdered. James Jarvis was his father.
"Cry for the broken tribe, for the law and the custom that is gone. Aye, and cry aloud
for the man who is dead, for the woman and children bereaved."
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4. "There are voices crying what must be done, a hundred, a thousand voices." Chapter 12 gives
several examples of what these "voices" say. What do they say?
No one can agree on exactly what should be done to fix the problems of South Africa.
Some want more police protection. Some say to give the natives a purpose, a useful
lace in society. Some say to increase schooling; others want schooling decreased. Some
people want to enforce the pass laws. Others want to totally separate whites and natives.

She says that the police are looking for him.
6. To what decisions did Kumalo come in Ezenzeleni?

He turned his thoughts to rebuilding. "After seeing Johannesburg, he would return with
a deeper understanding to Ndotsheni." "One could go back knowing better the things
one fought against."
7. Where does Kumalo finally meet Absalom? Describe their meeting.

He meets his son in jail. The meeting is cool at best. Absalom gives short answers or
no answers to Kumalo's questions.

He decides that since there is no proof of his son's involvement (except Absalom's word),
they will lie and say his son was not there, that Absalom is just seeking revenge for
something else.
Chapters 15 - 17
1. What is Father Vincent's gift to Kumalo?
He finds a lawyer for Absalom, and he promises to try to make the arrangements to have
Absalom married to the girl.
2. Why does Father Vincent say sorrow is better than fear?

"Fear impoverishes always, while sorrow may enrich."
3. In what way was Kumalo cruel to the girl?

He made her admit she had been with many men and that it was "not right." Then, he
asked if she would live with him, should he be willing. She replied that she would and
then that she didn't know how to answer. Kumalo knew that she wouldn't know how to
answer, and he only asked her to put her on the spot.
4. To what arrangement do Kumalo and the girl finally agree?

They decided she would marry Absalom (if it could be arranged) and that she would go
live with Kumalo and his wife as their daughter-in-law.
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5. Describe the content of the conversation between Mrs. Lithebe and the girl.
Mrs. Lithebe warned the girl not to betray the old man's faith in her--not to continue in
her old ways. Also, Mrs. Lithebe wanted to make sure the girl was contented with the
change in her lifestyle.
6. Identify Mr. Carmichael.

Mr. Carmichael is the attorney who agreed to take Absalom's case pro deo.
Chapters 18 - 21
1. Book II begins with the same sentence as Book I did. Compare and contrast the beginning
passages of Book I and Book II.
Book I starts with the same sentence as Book II, but it goes on to tell of the weak and
"native" side of the land. Book II stops after the "green" part, leading one to believe
Book II will primarily be about Jarvis.
2. Contrast Jarvis' arrival in Johannesburg with Kumalo's.

Jarvis flew in to the airport and had a private car waiting, unlike Kumalo who took
several trains, tried to take a bus, and finally ended up walking.
3. What was ironic about Arthur Jarvis' death?

Although he was working for the native cause, he was murdered by a native.

Lincoln faced the problem of "freeing" blacks in America to end slavery. From Lincoln,
Arthur Jarvis would have learned a lot about the process of freedom.

"Allow me a minute."
Chapters 22 - 25
1. Explain the difference between "justice" and "just."
"Justice" is when the judge executes the laws. "Just" is when the guilty are punished and
the innocent are freed.
It is bad enough that one city is so unjust, so full of terrible conditions for the poor and
o full of crime. One hopes that there would be no other cities like that.
3. Why was Jarvis "sick at heart" as he read some of his son's papers?
His son had written "From them [his parents] I learned all that a child should learn of
honor and charity and generosity. But of South Africa I learned nothing at all."
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4. Why did Kumalo appear to be ill when Jarvis opened the door?
He wasn't expecting Jarvis at the door, and he felt terrible about his son's actions towards
Arthur Jarvis.
5. What was Jarvis' reaction after Kumalo identified himself as the father of his son's murderer?
At first he was filled with controlled anger, but before Kumalo left, it was obvious that
Jarvis did not hold Kumalo responsible. ("Go well, Umfundisi.")
Chapters 26 - 29
John Kumalo has a voice with no heart. He preaches but only for the fame and power.
He does not believe enough in his cause to go to prison for it.

Just because there are no outward signs of protest doesn't mean that plans are not being
made. Only fools believe that "trouble" is over when protestors are quiet.
3. Why was the headline about another housebreak-murder "bad news"?

It came just as Absalom's trial was closing, and it would stir up more unrest just as
crucial decisions were being made about Absalom's case.
4. What is the verdict for Absalom?

He was found guilty as charged and sentenced to be hanged.
5. Why did Absalom marry the girl even though he was sentenced to death?
There was a chance for a pardon for him, although he recognized that the chances of that
were slim. Mostly he did it for family pride and to "do the right thing" so his father could
provide for the girl and his grandchild.
6. Explain the significance of the name of Peter for Absalom's son.

It was Peter Jesus called the "rock" upon whom he would build his church. Absalom's
child represents the next generation upon which rests the hope for a better future for
South Africa.
7. Why did Gertrude leave?

She realized that she couldn't change enough to do honor to Stephen's home.
Chapters 30 - 32
1. Describe Kumalo's return home.
He is warmly greeted by friends and family. He introduces the boy and girl to his wife,
who welcomes them. He prays. He explains his family situation to a friend whom he
expects to tell his friends (and so on) so the villagers will know openly of his family's
disgraces.
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2. Why did Kumalo visit the chief? What did he want?
He wanted a school to teach the natives how to care for the land.

He was the son of Arthur Jarvis.

Because he is a white boy trying to learn Zulu, it shows that perhaps there is hope for
understanding and better communications between the races in the next generation.
He sent milk to the children of the village.
Chapters 33 - 36
He provided a person to teach them how to care for the land.
2. Who died?
James Jarvis' wife died.
3. What did Kumalo do for Jarvis? What did the natives do for him?
Kumalo sent a sympathy note (since a visit would be inappropriate). The natives made
a wreath of cypress and white lilies.
4. When the Bishop came for the confirmations, what did he suggest for Kumalo?
He suggested that Kumalo should be transferred to a place where no one knew of his
family's disgraces.
5. Why was Kumalo not transferred?

A letter to Kumalo came from Jarvis showing his affection for Kumalo and the village
and promising to build him a new church. When the Bishop read the letter, he realized
that Kumalo should stay.

He was not pardoned; he was hanged.
7. Why did Kumalo go to the mountain?

The mountain was his place of spiritual refreshment, his place to be near to God. He
went there on the eve of his son's execution.
8. Explain the significance of the fact that the book ends at sunrise.
Symbolically, sunrise equates to hope--hope for the future of South Africa.
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The natives live in fear of bondage (being subservient to whites), and whites live in the
bondage of fear (fear of the loss of power and of the natives).
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MULTIPLE CHOICE STUDY GUIDE/QUIZ QUESTIONS - Cry, The Beloved Country
Chapters 1 - 5
1. What is being described in paragraphs two and three in Chapter 1?
A. The many industries are being described.
B. Family life is being described.
C. Religious beliefs are being described.
D. The land is being described.
2. True or False: Paragraphs two and three in Chapter 1 deal with one of the central themes of
the novel; the deep contrast between the "haves" and the "have nots."
A. True
B. False
3. Which of these statements does not describe Reverend Kumalo?

A. He is the minister of a small church in Ndotsheni.
B. He is the main character of the novel.
C. He is the narrator of the story.
D. He travels to Johannesburg to restore to his family.
4. Who is Reverend Kumalo's brother?

A. Stephen is his brother.
B. John is his brother.
C. Absalom is his brother.
D. James is his brother.
5. Who is Gertrude?
A. She is the Reverend's sister.
B. She is the Reverend's wife.
C. She is the Reverend's daughter.
D. She is the Reverend's mother.
6. To what was Reverend Kumalo referring when he said "...once such a thing is opened, it
cannot be shut again?"
A. He was referring to the torment in the soul of a sinner. Once a person faces up to
his/her wrong doings, they (the misdeeds) can never again be denied, although they
can be forgiven.
B. He was referring to the digging of the gold mines in South Africa; the land could
never be repaired.
C. He was referring to faith. Once one opens one's heart to faith, it will always be there.
D. He was referring to a letter he had just received. The reader would be irreversibly
affected.
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Cry, The Beloved Country Study/Quiz Questions Multiple Choice Page 2
7. One may also symbolically infer that once a person is made aware of a problem, he cannot
turn away; the problem will not go away by itself; action must be taken. What is the literary
term for this kind of statement?
A. This is called personification.
B. This is called foreshadowing.
C. This is called symbolism.
D. This is called metaphor.

A. He went to help his sister who was not well.
B. He went to attend a religious conference.
C. He took a temporary job there to earn money to repair his church.
D. He was thinking of moving there, so he went to see what it was like.
9. True or False: "The lights fall on the grass and stones of a country that sleeps." This quote
from the book means that the natives and whites are becoming aware that the problems of
social injustice cannot be ignored anymore.
A. True
B. False
10. What does "Umfundisi" mean

A. It means beloved son.
B. It means a native South African.
C. It means reverend or pastor.
D. It means "one who suffers for justice."
11. "The journey had begun and now the fear was back again..." Which of the following was not
one of Kumalo's fears?
A. He had fears of the violence in the city.
B. He had fears of Gertrude's sickness.
C. He had fears of getting lost and not being able to find his way home.
D. He had fears for his son's well-being.

A. A young man pretended to help him but instead stole his money.
B. He took the wrong train and had to re-trace his route.
C. He ate some rancid food and got very sick.
D. He had a panic attack from the stress.
23
13. Who is Msimangu?

A. He is a local lawyer who helps newcomers to the city.
B. He is Kumalo's brother-in-law.
C. He is a friend of Kumalo's son.
D. He is a reverend who helps Kumalo.
14. Who is Mrs. Lithebe?

A. She is the secretary of the local church.
B. She rents a room to Kumalo.
C. She is the nurse who has been taking care of Gertrude.
D. She is a social worker who helps Kumalo.
15. Which of these describes Gertrude's sickness?

A. She is morally corrupt.
B. She has multiple personality disorder although no-one realizes it.
C. She is and has been physically ill for a long time.
D. She is severely depressed. She has basically given up on life.
16. True or False: Kumalo is very sympathetic to his sister's illness.

A. True
B. False
17. What is Kumalo's brother doing in Johannesburg?

A. He is a doctor in one of the few hospitals that treats natives.
B. He owns stock in a gold mine.
C. He is a shop-keeper turned politician. He speaks in public for the natives’ cause.
D. He is also a pastor. Most of his parishioners are natives who have moved to
Johannesburg from outlying villages.
18. "The tragedy is not that things are broken. The tragedy is that they are not mended again.
What does Msimangu mean?
A. Life in the villages is becoming more difficult. Many of the young male natives are
moving to the cities. The women and elderly who are left can’t support the village.
B. It is bad enough that there is such injustice in South Africa, although one can see how
it came about. The wrong comes in that the injustices have not been eliminated since
they have been recognized.
C. The city of Johannesburg is in a state of disrepair. Many of the machines are broken.
New buildings cannot be built, an old ones cannot be repaired, because the machinery
is not working. The city government is not doing anything to correct the problem.
D. He is referring to the family problems that Kumalo is having. He is not optimistic
that they will be resolved.
24
19. "It is _______________ that rules this land." What rules the land?
A. The weather rules the land.
B. God/religion rules the land.
C. Fear rules the land.
D. The whites rule the land.
25
Chapters 6 & 7
20. Which of these does not happen when Kumalo first meets his sister in Johannesburg?
A. They embrace warmly, happy to see each other.
B. He asks her each of his questions.
C. She answers his questions simply and honestly.
D. She agrees to leave Johannesburg.
21. What did Kumalo do for Gertrude and the child to symbolize starting a new life?
A. He had them baptized.
B. He bought them new clothes.
C. He changed their names.
D. He held a reception and formally introduced them to his friends.
22. True or False: Kumalo's first meeting with his brother was successful. He confronted his
brother, who gave him straightforward answers to his questions.
A. True
B. False

A. He hopes that all of the people will become Christian.
B. He hopes that more gold will be found, to keep the country prosperous.
C. He hopes that sickness and poverty will be eradicated in his lifetime.
D. He hopes that the blacks and whites will work together for the good of their country.
26
Chapters 8 - 10
24. Why did Dubula ask Kumalo and Msimangu to walk instead of taking a bus?
A. He wanted them to donate their fare money to a home for orphans.
B. He knew that a terrorist group was going to attack the bus, and he wanted to save
them.
C. The natives who used the bus were protesting a fare increase and were refusing ride
the bus.
D. He wanted people to use the new free-enterprise taxi system he had started.
25. The government is more afraid of Dubula than of Tomlinson or John Kumalo. What do
they say Dubula has?
A. He has the heart.
B. He has the brains.
C. He has the stamina.
D. He has the voice.

A. He had been stealing goods and was in bad company.
B. He was attending college and was studying very hard.
C. He was hiding out in the mountains beyond the city.
D. He had gone to a pastor in a nearby town to get help for his destructive behavior.

A. Chapter 9 is used to foreshadow the events to come later in the book.
B. Chapter 9 is used to compare and contrast the conditions in South Africa before and
after the white men came.
C. Chapter 9 is used to emphasize, elaborate on, and personalize the terrible conditions
under which the natives of South Africa were living.
D. Chapter 9 is used to explain the role of religion in the South African society.
28. When Kumalo finally reached Pimville, where Absalom was supposed to be living, what
did he find?
A. He found Absalom's clothes and belongings but not his son.
B. He found a young native girl with whom Absalom was supposed to be living but who
he had apparently abandoned.
C. He found a letter from Absalom, saying he was safe, and asking to be left alone.
D. He found Absalom, sick and discouraged, living in a cardboard shack.
27
Chapters 11 - 14
A. It was about the murder of a young white man who was an advocate for the native
cause.
B. It was about a riot at one of the mines, led by two young natives.
C. It was about the terrible conditions in one of the native housing areas, and it was
signed "A.K."
D. It was about the educational inequalities in the native and white schools.
30. Who are James and Arthur Jarvis?

A. They are two young natives who are trying to organize the others into a politically
active group.
B. They are the owners of the largest gold mines in the area. They are trying to buy out
the others, control all of the mines and lower the workers’ wages.
C. They are white friends of John Kumalo.
D. Arthur Jarvis is a young white man who was an advocate for the native cause, and
James Jarvis was his father.
31. "Cry, the beloved country, these things are not yet at an end." Which of the following is not
being referred to in this quote from the story?
A. "...the broken tribe..."
B. "...the law and custom that is gone..."
C. "...the decline of family values..."
D. "...the man who is dead..."
32 - 35 "There are several voices crying what must be done, a hundred, a thousand voices."
Chapter 12 gives several examples of what these voices say. Which of the following
statements about what the voices say are true, and which are false? (Ch. 12)
32. Some people think more police protection is necessary.

A. True
B. False
33. All of the people agree that the natives need to be given a useful place in society.
A. True
B. False
34. The natives think the whites should pay higher taxes in order to help the poorer natives.
A. True
B. False
28
35. The Africaans-speaking churches want the restrictions on native labor and enterprise
removed.
A. True
B. False

A. He is safe at a friend's house.
B. The police are looking for him.
C. He is on his way back to Ndotsheni.
D. He is in a reform school.
37. To what decision did Kumalo come in Ezenzeleni?

A. He would never return to Johannesburg.
B. He would renounce his ministry.
C. He would work to rebuild Ndotsheni.
D. He was too old to do any more; he needed to look for a younger pastor to replace him.
38. Where does Kumalo finally meet Absalom?

A. They meet in the hospital.
B. They meet in the lawyer's office.
C. They meet at Msimangu's church.
D. They meet at the jail.
39. Which statement describes their meeting?

A. They are both overcome with emotion.
B. The meeting is cool at best.

A. He will plea bargain for a lesser sentence by testifying against Absalom.
B. He will tell the absolute truth and beg for mercy.
C. He will lie and say that his son wasn't there, that Absalom is seeking revenge for
something else.
D. He will blame the crime on the victim and all whites in general, hoping to generate
enough publicity and public sympathy to get the case dismissed.
29
Chapters 15 - 17
41. True or False: Father Vincent says, "Sorrow impoverishes always, while fear may enrich."
A. True
B. False
42. True or False: Father Vincent says, "Sorrow impoverishes always, while fear may enrich."
A. True
B. False
43. True or False: Kumalo was very understanding and forgiving to the girl. He didn't ask her
any questions.
A. True
B. False
44. True or False: Kumalo and the girl agreed that she would marry Absalom and then go to
live with Kumalo and his wife as their daughter-in-law.
A. True
B. False
45. True or False: Mrs. Lithebe talked to the girl about the advantages of living as a single
mother in a large city over living in the country.
A. True
B. False
46. True or False: Mr. Carmichael is the attorney who agreed to take Absalom's case pro deo.
A. True
B. False
30
Chapters 18 - 21
47. True or False: Book I and Book II begin with the same sentence.
A. True
B. False
48. What is Book II primarily about?

A. It is primarily about the weak side of the land.
B. It is primarily about Kumalo's return to Ndotsheni.
C. It is primarily about Jarvis.
D. It is primarily about Absalom.
49. True or False: Jarvis and Kumalo used the same means of transportation to get to
Johannesburg.
A. True
B. False
50. What was ironic about Arthur Jarvis's death?

A. Although he was working for the native cause, he was murdered by a native.
B. He was murdered by one of his own servants.
C. He died on his murderer's birthday.
D. He was killed with his own gun. One of his servant had stolen it and sold it to a
friend, who used it to kill Jarvis.
51. About whom did Arthur Jarvis read to find out about the process of freedom?
A. He read about George Washington.
B. He read about Thomas Jefferson.
C. He read about Abraham Lincoln.
D. He read about Mohandis Ghandi.

A. "There is a lovely road that runs from Ixopo to the hills."
B. "Here is a chance to try out the experiment of settled mine labour."
C. "I know what I am fighting for."
D. "Allow me a minute."
31
Chapters 22 - 25
53. Which of the following definitions is correct?
A. "Just" is when the judge executes the laws. "Justice" is when the guilty are punished
and the innocent are freed.
B. "Justice" is when the judge executes the laws. "Just" is when the guilty are punished
and the innocent are freed.
54. In Chapter 23, the narrator expresses his opinion about Johannesburg. Which of the
following quotes was used?
A. "Gold, gold, gold. The country is going to be rich again."
B. "No second Johannesburg is needed upon the earth. One is enough."
C. "It is hard to be a South African. One can be born an Afrikaner, or an English-
speaking South African, or a colored man, or a Zulu."
D. "I understand better those who have died for their convictions, and have not thought it
brave or noble or wonderful to die."
55. What had Arthur Jarvis written that caused his father to become "sick at heart"?
A. "I am moved by something that is not my own, that moves me to do what is right, at
whatever the cost may be."
B. "I shall do this, not because I am noble or unselfish, but because life slips away, and
because I need for the rest of my journey a star that will not play false to me."
C. "...I learned all that a child should learn of honor and charity and generosity. But of
South Africa I learned nothing at all."
D. " But a man must get something for all his courage and foresight, and there's mental
strain, too, to be taken into consideration.
56. Why did Kumalo appear to be ill when Jarvis opened the door
A. He wasn't expecting Jarvis at the door, and he felt terrible about his son's actions.
B. He wanted to elicit Jarvis' sympathy.
C. He really was ill; he had a mild heart attack from the stress of the past few days.
D. He had never been that close to a white man before, and he panicked.
57. What was Jarvis' reaction after Kumalo identified himself?

A. He was enraged and attacked Kumalo.
B. At first he was filled with controlled anger, but then did not hold Kumalo responsible
for his son's actions.
C. He was in such a state of shock that he could not even respond.
D. He was very sarcastic and condescending, saying that the natives didn't deserve to be
helped.
32
Chapters 26 - 29
All of the questions in this section are True/False
58. True or False: "There is no applause in prison" refers to Absalom. He won't make any
friends in prison for killing a white man.
A. True
B. False
59. True or False: "Nothing is ever quiet except for fools" means that just because there are no
outward signs of protest doesn't mean that plans are not being made. Only fools believe that
"trouble" is over when protestors are quiet.
A. True
B. False
60. True or False: The headline about another housebreak-murder was bad news because it
came just as Absalom's trial was closing.
A. True
B. False
61. True or False: Absalom was found guilty, but the judge recommended leniency.
A. True
B. False
62. True or False: Absalom married the girl for family pride and to "do the right thing" so his
father could provide for the girl and his grandchild.
A. True
B. False
63. True or False: Absalom's son was named Peter because Peter was the one who denied Jesus
in the garden, just as Absalom had denied his family upbringing by committing his crime.
A. True
B. False
64. True or False: Gertrude left because she fell in love with a kind and generous Christian man
and married him.
A. True
B. False
33
Chapters 30 -32
65. Which of these does not happen when Kumalo returns home?
A. He is warmly greeted by his family and friends.
B. He prays.
C. He asks a close friend to keep secret all of the information about his problems in
Johannesburg.
D. His wife welcomes the boy and girl.
66. What did Kumalo want from the chief?

A. He wanted the chief to use his influence to plead for Absalom's life.
B. He wanted the chief to formally adopt his sister's boy into the tribe.
C. He wanted to hold a day of mourning for Arthur Jarvis.
D. He wanted a school to teach the natives how to care for the land.
A. He was the chief's son.
B. He was the son of Arthur Jarvis.
C. He was no one special; just a little boy out for a ride.
D. He was the inkosikazi's nephew.
68. How does the author show that there may be hope for better understanding and
communication in the next generation?
A. He shows the boy praying in the small church.
B. He shows the boy playing with native children.
C. He shows the boy learning to speak Zulu.
D. He shows the boy eating dinner in Kumalo's home.
A. He gave them milk for their children.
B. He sent books for the school.
C. He sent new clothes for everyone.
D. He had a community telephone installed.
34
Chapters 33 - 36
A. He sent bushels of wheat and corn.
B. He sent a washing machine for Kumalo's wife.
C. He sent a person to teach them how to care for the land.
D. He had a playground build for the children.
71. Which of Jarvis' relatives died?

A. His grandchild died.
B. Jarvis' wife died.
C. His daughter-in-law died.
D. His mother died.
72. What did Kumalo do?

A. He sent a sympathy note..
B. He went to visit and pay his respects.
C. He held a memorial service in his own church.
D. He invited Jarvis to spend a day with him.
73. What did the natives do for him?

A. They collected their best possessions and gave them to Jarvis.
B. They set up a group of mourners in front of Jarvis' house, as was their custom.
C. They spent an entire day in silent prayer.
D. They made a wreath of cypress and white lilies.
74. When the Bishop came for confirmations, what did he suggest for Kumalo?
A. He suggested that Kumalo should retire.
B. He suggested that Kumalo should go to confession and beg forgiveness for his
failures as the head of the family.
C. He suggested that Kumalo carry on as if nothing had ever happened.
D. He suggested that Kumalo be transferred to a place where no one knew of his family's
disgrace.
75. What happened to change the Bishop's mind?

A. The parishioner's staged a protest in favor of Kumalo.
B. Jarvis sent a complimentary letter and offered to build a new church.
C. Kumalo's wife begged and pleaded until the Bishop relented.
D. The Bishop had a dream that Kumalo died of a broken heart. This influenced his final
decision because he did not want to be responsible for Kumalo's death.
35

A. His cousin helped him escape from the prison. The two were never heard from again.
B. He killed himself in his cell.
C. He was hanged.
D. He received life in prison instead of the death sentence.
77. Where did Kumalo go for spiritual refreshment?

A. He went to the mountain.
B. He went into his church.
C. He went to the river.
D. He went to the chief's tent.
78. How does the book's ending convey hope for the future of South Africa?
A. The baby is born.
B. The rain stops and a rainbow stretches across the sky.
C. It is sunrise.
D. Kumalo hugs the little white boy.
Which of the following statements is correct?
A. The natives live in fear of bondage, and the whites live in the bondage of fear.
B. The natives live in the bondage of fear, and the whites live in fear of bondage.
36
ANSWER KEY - MULTIPLE CHOICE STUDY/QUIZ QUESTIONS
Cry, the Beloved Country
Chapters 1-5 Chapters 6-7 Chapters 8-10 Chapters 11-14

1. D 20. A 24. C 29. A
2. A 21. B 25. A 30. D
3. C 22. B 26. A 31. C
4. B 23. D 27. C 32. A
5. A 28. B 33. B
6. D 34. B
7. C 35. B
8. B 36. B
9. A 37. C
10. C 38. D
11. C 39. B
12. A 40. C
13. D
14. B
15. A
16. B
17. C
18. B
19. C

41. A 47. A 53. B 65. C
42. B 48. C 54. B 66. D
43. B 49. B 55. C 67. B
44. A 50. A 56. A 68. C
45. B 51. C 57. B 69. A
46. A 52. D 58. B 70. C
59. A 71. B
60. A 72. A
61. B 73. D
62. B 74. D
63. B 75. B
64. B 76. C
77. A
78. C
79. A
37
PREREADING VOCABULARY
WORKSHEETS
38
VOCABULARY - Cry, The Beloved Country
Chapters 1-5 Part I: Using Prior Knowledge and Contextual Clues

Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean in the space provided.
1. They seep into the ground feeding the streams in every kloof.
2. And you can look through the misty panes at green shadowy banks of grass and bracken.
3. And under her eyes the great lorry crushed the life out of her son.
4. My brother, says one, you know the hill that stands so, straight up, behind my father's kraal.
5. In good time no doubt they would come to discuss the reason for this pilgrimage safely
at an end.
6. Here in their season grow the blue agapanthus, the wild watsonia, and the red-hot poker,
and now and then it happens that one may glimpse an arum in a dell
Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions. If there are words for which
you cannot figure out the definition by contextual clues and by process of elimination, look them
up in a dictionary.
___ 1. kloof A. A motor truck.

___ 2. bracken B. A small, secluded, wooded valley.
___ 3. lorry C. Ravine
___ 4. kraal D. A rural village.
___ 5. pilgrimage E. A widespread, often weedy fern.
___ 6. dell F. A long journey or search.
39
VOCABULARY - Cry The Beloved Country Chapters 6-7
Part I: Using Prior Knowledge and Contextual Clues

Below are the sentences in which the vocabulary words appear in the text. read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean in the space provided.
1. When he had finished, she burst into a torrent of prayer, of self-denunciation, and urgent
petition.
2. You mean, said Msimangu coldly, that she believed in fidelity?
3. Western Native Township which belongs to the Municipality of Johannesburg.
4. She looks at him sullenly, like an animal that is tormented.
5. He smiled his cunning and knowing smile.
6. For there was something in this voice that compelled one to be silent.
7. Now he can gratify his lusts.
8. He stood as though he was testing his exposition.

Match the vocabulary words to their dictionary definitions. If there are words for which
you cannot figure out the definition by contextual clues and by process of elimination, look them
up in a dictionary.
___ 1. self-denunciation A. A statement or rhetorical discourse intended

___ 2. fidelity to give information about or an explanation
___ 3. municipality of difficult material.
___ 4. sullenly B. Showing a brooding ill humor.
___ 5. cunning C. To please or satisfy.
___ 6. compelled D. A political unit, such as a city or a town,
___ 7. gratify incorporated for local self-government.
___ 8. exposition E. A strong, irresistible force; exerted.
F. Self-accusation; self-condemnation.
G. Faithfulness to obligations or duties.
H. Subtlety and deceitful.
40

sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write
what you think the underlined words mean in the space provided.
1. At least I had forgotten the boycott of the buses.
2. So getting no peace, she rose irresolute, and went to a room behind.
3. So immersed was he in watching that he was astonished when Msimangu suddenly burst out.
4. I have seen daughters corrupted by boys.
5. Ho, but this man bewilders me.
6. Africa that is my own, delivered in travail from my body, fed from my breast.
7. After all he was a parson, sober and rather dull no doubt.
8. Who indeed knows why there can be comfort in a world of desolation?
9. The little one played endlessly and intently, with a purpose obscure to the adult mind,.

Match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.
___ 1. boycott A. Barrenness; dreariness; hopelessness

___ 2. irresolute B. Work; painful effort; toil.
___ 3. astonished C. Hidden; not clearly understood.
___ 4. corrupted D. A member of the clergy, especially a
___ 5. bewilders Protestant minister.
___ 6. travail E. Unsure of how to act or proceed; undecided.
___ 7. parson F. Confuses, befuddles.
___ 8. obscure G. Marked by immorality and perversion.
___ 9. desolation H. Filled with sudden wonder or amazement.
I. To abstain from using, buying, or dealing with as a form
of protest.
41

1. It would seem that a native, probably with two accomplices, entered by the kitchen,
thinking no doubt that there would be no one in the house.
2. What lovers can lie sweetly under the stars, when menace grows with the measure of
their seclusion?
3-4. So long as we vacillate, so long will we pay dearly for the dubious pleasure of not having
to make up our minds.
5. Both European and non-European speakers to present a symposium.
6. Where so many others had gone astray before him.
7. And what did vagabonds do
8. To cleave down between the seeing eyes.
9. And how fools listen to him, silent, enrapt, sighing when he is done, feeding their empty
bellies on his empty words.
10. The white warder makes no sign.
42
Vocabulary Cry The Beloved Country Chapters 11-14 Page 2

a dictionary.
___ 1. accomplices A. To fill with rapture or delight.

___ 2. menace B. Guard.
___ 3. vacillate C. A meeting or conference for discussion of a topic.
___ 4. dubious D. To split with a sharp instrument.
___ 5. symposium E. People without a permanent home who
move from place to place
___ 6. Astray F. A possible danger; a threat.
___ 7. vagabonds G. Away from the correct path or direction.
___ 8. cleave H. Those who aid a lawbreaker in a criminal act.
___ 9 . enrapt I. Doubtful.
___ 10. warder J. To swing indecisively from one course of
action or opinion to another.
43

Below are the sentences in which the vocabulary words appear in the text. Read the sentence.
Use any clues you can find in the sentence combined with your prior knowledge, and write what you
think the underlined words mean in the space provided.
1. Waiting till he could summon strength enough to go to the Mission House.
2. And the way in which he said, that comforted me, was to Father Vincent so unendurable,
so he sat there rigid.
3. "Sorrow is better than fear," said Father Vincent doggedly.
4. Kumalo looked at him, not bitterly or accusingly or reproachfully.
5. Yet I cannot see how such a life can be amended.
6. He had seen that this could irritate those who were with him.
7. If you should ever repent of this plan...you must not shut it up inside you, or run away as you
did from your mother.
8. His face has fallen into a mould of suffering.
9. She spread out her hands, seeking some gesture to convey her conviction.

a dictionary.
___ 1. summon A. To feel such regret for past conduct as to

___ 2. unendurable change one's mind regarding it.
___ 3. doggedly B. Expressing blame.
___ 4. reproachfully C. General shape or form.
___ 5. amended D. Annoy, bother.
___ 6. irritate E. Gather together.
___ 7. repent F. To communicate or make known.
___ 8. mould G. Improved.
___ 9. convey H. Stubbornly persevering; tenaciously.
I. Unbearable.
44

Below are the sentences in which the vocabulary words appear in the text. Read the sentence.
Use any clues you can find in the sentence combined with your prior knowledge, and write what you
think the underlined words mean in the space provided.
1. When they visited one another and sat on the long cool verandahs drinking their tea,
they must needs look out over the barren valleys.
2. But a boy with education did not want to work on the farms, and went off to the towns
to look for more congenial occupation.
3. He rang viciously, and got no answer.
4. We arranged the funeral provisionally for tomorrow afternoon.
5. It's a lingo I know nothing about, thank God.
6. She lay there thinking of it, the pain was deep, deep and ineluctable.
7. I am compelled by the Annual Meeting to congratulate you with this matter.
8. It was permissible to develop our great resources with the aid of what labour we could find.
9. Such development has only one true name, and that is exploitation.
10. It was permissible to believe that its destruction was inevitable.
11. There wouldn't be any subsidies.
45
Vocabulary - Cry The Beloved Country Chapters 18-21 Page 2

a dictionary.
___ 1. verandahs A. Suited to one's needs or nature; agreeable.

___ 2. congenial B. Monetary assistance granted by a government.
___ 3. viciously C. Impossible to avoid or prevent.
___ 4. provisionally D. Taking advantage of people or a situation for
___ 5. lingo monetary gain.
___ 6. ineluctable E. Permitted; allowable
___ 7. compelled F. Language.
___ 8. permissible G. Temporarily.
___ 9. exploitation H. Forced to action.
___ 10. inevitable I. Aggressively; savagely.
___ 11. subsidies J. A porch or balcony, usually roofed and often
partly enclosed, extending along the outside
of a building.
K. Not to be avoided or escaped; inevitable.
46

1. At the back of the Court there are seats rising in tiers.
2. Therefore a Judge must be incorruptible.
3. Says that Absalom Kumalo will plead guilty to culpable homicide, but not to murder
for he had no intention to kill.
4. I shall do this, not because I am a negrophile and a hater of my own , but because I cannot
find it in me to do anything else.
5. I have married a wife who thinks as I do, who has tried to conquer her own fears and
hates; aspiration is thus made easy.
6. Jarvis picked it up and restored it to him, but the old man put it down as a hindrance.
7. They stood looking at each other without words, bound in a great constraint.

a dictionary.
___ 1. tiers A. Awkwardness.

___ 2. incorruptible B. A strong desire for high achievement; ambition.
___ 3. culpable C. Deserving of blame or censure as being wrong.
___ 4. negrophile D. An impediment; something that gets in the way.
___ 5. aspiration E. Incapable of being swayed to do anything
___ 6. hindrance immoral, illegal or unethical.
___ 7. constraint F. One of a series of rows placed one above
another.
G. One friendly to Negroes and their interests.
47

1. The boys are calling and crying, with the queer tremulous call that is known in this country.
2. The love of God, and the fellowship of the Holy Spirit be with you and abide with you.
3. For this is a prelude, it is only a beginning.
4. He sat frowning and perplexed.
5. The headmaster was polite and obliging behind the great spectacles.
6. Or was his vision a delusion?
7. Kumalo shook himself out of his reverie.
8. While there was quite an array of sticks and flags, and Kumalo looked on as mystified as ever.
9. They knew that the storm was abating.
10. But there came a picture to him of the house of bereavement.
11. Oh, the grave and the sombre words.
48
VOCABULARY - Cry The Beloved Country Chapters 30-36 Page 2

a dictionary.
___ 1. tremulous A. Willing to do a service or favor for.

___ 2. abide B. Grief over someone's death.
___ 3. prelude C. Daydream.
___ 4. perplexed D. Display.
___ 5. obliging E. A false belief or opinion.
___ 6. delusion F. Dark; gloomy; serious; grave.
___ 7. reverie G. Introduction.
___ 8. array H. To remain in a place.
___ 9. abating I. Lessening.
___ 10. bereavement J. Marked by trembling, quivering, or shaking.
___ 11. sombre K. Confused or troubled with uncertainty or
doubt.
49
VOCABULARY ANSWER KEY - Cry, The Beloved Country

1. C 1. F 1. I 1. H
2. E 2. G 2. E 2. F
3. A 3. D 3. H 3. J
4. D 4. B 4. G 4. I
5. F 5. H 5. F 5. C
6. B 6. E 6. B 6. G
7. C 7. D 7. E
8. A 8. C 8. D
9. A 9. A
10. B

1. E 1. J 1. F 1. J
2. I 2. A 2. E 2. H
3. H 3. I 3. C 3. G
4. B 4. G 4. G 4. K
5. G 5. F 5. B 5. A
6. D 6. K 6. D 6. E
7. A 7. H 7. A 7. C
8. C 8. E 8. D
9. F 9. D 9. I
10. C 10. B
11. B 11. F
50
DAILY LESSONS
51
LESSON ONE
Objectives
1. To introduce the Cry, the Beloved Country unit.
2. To distribute books and other related materials
3. To preview the study questions for chapters 1-5
4. To familiarize students with the vocabulary for chapters 1-5
Activity #1
Distribute the materials students will use in this unit. Explain in detail how students are to
use these materials.
Study Guides Students should read the study guide questions for each reading
assignment prior to beginning the reading assignment to get a feeling for what events and ideas
are important in the section they are about to read. After reading the section, students will (as a
class or individually) answer the questions to review the important events and ideas from that
section of the book. Students should keep the study guides as study materials for the unit test.
Vocabulary Prior to reading a reading assignment, students will do vocabulary work

related to the section of the book they are about to read. Following the completion of the reading
of the book, there will be a vocabulary review of all the words used in the vocabulary
assignments. Students should keep their vocabulary work as study materials for the unit test.
Reading Assignment Sheet You need to fill in the reading assignment sheet to let
students know by when their reading has to be completed. You can either write the assignment
sheet up on a side blackboard or bulletin board and leave it there for students to see each day or
you can "ditto" copies for each student to have. In either case, you should advise students to
become very familiar with the reading assignments so they know what is expected of them.
Extra Activities Center The Extra Activities page of this unit contains suggestions for an
extra library of related books and articles in your classroom as well as crossword and word
search puzzles. Make an extra activities center in your room where you will keep these materials
for students to use. (Bring the books and articles in from the library and keep several copies of
the puzzles on hand.) Explain to students that these materials are available for students to use
when they finish reading assignments or other class work early.
Nonfiction Assignment Sheet Explain to students that they each are to read at least one
non-fiction piece from the in-class library at some time during the unit. Students will fill out a
nonfiction assignment sheet after completing the reading to help you evaluate their reading
experiences and to help the students think about and evaluate their own reading experiences.
Students may use the information they read for the introductory research project to fulfill their
nonfiction reading assignment for this unit.
52
Books Each school has its own rules and regulations regarding student use of school
books. Advise students of the procedures that are normal for your school.
Activity #3
Tell students that prior to your next class period they should have previewed the study
questions and done the prereading vocabulary worksheet for Chapters 1-5. Students should also
have read Chapters 1-5 of Cry, the Beloved Country.
53
NONFICTION ASSIGNMENT SHEET
(To be completed after reading the required nonfiction article)
Name Date
Title of Nonfiction Read
Written By Publication Date
I. Factual Summary: Write a short summary of the piece you read.
II. Vocabulary
1. With which vocabulary words in the piece did you encounter some degree of
difficulty?
2. How did you resolve your lack of understanding with these words?
III. Interpretation: What was the main point the author wanted you to get from reading his
work?
IV. Criticism
1. With which points of the piece did you agree or find easy to accept? Why?
2. With which points of the piece did you disagree or find difficult to believe? Why?
V. Personal Response: What do you think about this piece? OR How does this piece
influence your ideas?
54
LESSON TWO
Objectives
1. To review the main ideas and events from chapters 1-5
2. To introduce students to the background research project for this unit
3. To give students the opportunity to find and read information for the research project
Activity #1
Give students a few minutes to formulate answers for the study guide questions for
chapters 1-5, and then discuss the answers to the questions in detail. Write the answers on the
board or overhead transparency so students can have the correct answers for study purposes.
NOTE: It is a good practice in public speaking and leadership skills for individual
students to take charge of leading the discussions of the study questions. Perhaps a different
student could go to the front of the class and lead the discussion each day that the study questions
are discussed during this unit. Of course, the teacher should guide the discussion when
appropriate and be sure to fill in any gaps the students leave.
Activity #2
Distribute the Project Assignment Sheet. Discuss the directions in detail. Take your class
to your school's library/media center so they can begin working on the project.
LESSON THREE
Objectives
1. To evaluate students' research
2. To prepare students for their oral reports
3. To give students the opportunity to practice writing to inform
4. To give the teacher the opportunity to evaluate students' writing skills
Activity #1
Distribute Writing Assignment #1. Discuss the directions in detail. Give students ample
time to complete the assignment.
Activity #2
Tell students that prior to your next class meeting they should have done the prereading
and reading work for chapters 6-7.
55
RESEARCH PROJECT ASSIGNMENT SHEET - Cry, the Beloved Country
PROMPT
You can read Cry, the Beloved Country as a book unto itself without knowing anything
else about South Africa. However, the book will be much more meaningful for you if you learn a
little bit about South Africa, too.
The purpose of this assignment is to give you the opportunity to learn more about South
Africa so you can not only better appreciate the book Cry, the Beloved Country, but also so you
can better understand the place of South Africa in our world today and our relationship with that
country.
ASSIGNMENT
Each of you must read at least two articles about South Africa. You may use magazine
articles, articles from encyclopedias, chapters in books, travel brochures, or any printed matter
you can find about that country.
You will have the remainder of this class time to find and begin to read your articles. In
our next class meeting, you will write a written report about your articles in preparation for an
oral report in the following class period(s).
GETTING STARTED
There are hundreds of topics related to South Africa. South Africa has an interesting
mixture of people, which, in turn, makes for an interesting political scene. It has enormous
natural resources and a variety of topographical features. In the past ten years South Africa has
been in the news frequently--primarily for issues relating to "apartheid," the Afrikaan word for
social segregation. You should be able to easily find a wealth of information about the country
and people of South Africa.
SKIM OVER THE ARTICLES. GO BACK AND THOROUGHLY READ THEM. SKIM
THROUGH THEM AGAIN, AND THIS TIME JOT DOWN NOTES ABOUT THE MAIN
IDEAS THAT ARE PRESENTED. YOU WILL NEED THESE NOTES FOR YOUR
PRESENTATION.
THE PRESENTATION
You will be required to make an oral presentation about the articles you read. The
presentation does not have to be long, but you do have to let the rest of us know the most
important points you found in your reading. Most presentations will probably last 2-5 minutes.
56
WRITING ASSIGNMENT #1 - Cry, the Beloved Country
PROMPT
You have read at least two articles about South Africa. Now write a composition in which
you tell about the articles you read. Think of this as a script for your oral presentation. By doing
this writing assignment, you will gather and organize your facts thus preparing yourself for your
oral presentation.
PREWRITING
You have done most of your prewriting work already by taking notes as you read your
articles. If you took notes in order from the beginning of the article to the end of the article, your
notes will have a natural flow to them and will probably need little organizing. If you took notes
in a haphazard fashion, you will need to organize them so that the ideas flow naturally, one to
another.
DRAFTING
The easiest way to write this composition is to write an introductory paragraph in which
you introduce the topics your articles were about. Then, take your articles one at a time. Write
one paragraph (or more if necessary) telling the facts of your first article. Write a paragraph (or
more if necessary) telling the facts of your second article. Write a paragraph in which you give
your own response to the information you collected.
PROMPT
When you finish the rough draft of your paper, ask a student who sits near you to read it.
After reading your rough draft, he/she should tell you what he/she liked best about your work,
which parts were difficult to understand, and ways in which your work could be improved.
Reread your paper considering your critic's comments and make the corrections you think are
necessary.
PROOFREADING
Do a final proofreading of your paper double-checking your grammar, spelling,
organization, and the clarity of your ideas.
57
LESSON FOUR
Objectives
1. To review the main ideas and events of chapters 6-7
2. To preview and read chapters 8-10
3. To expose all students to a variety of information about South Africa
4. To give students the opportunity to practice public speaking
Activity #1
chapters 6-7 and then discuss the answers to the questions in detail. Write the answers on the
Activity #2
Tell students that prior to Lesson Six (give students a day/date), they should have done
the prereading and reading work for chapters 8-10.
Activity #3
Ask each student to give a brief oral report about the nonfiction work he/she read for the
research project assignment. Your criteria for evaluating this report will vary depending on the
level of your students. You may wish for students to give a complete report without using notes
of any kind, or you may want students to read directly from a written report, or you may want to
do something in between these two extremes. Just make students aware of your criteria in ample
time for them to prepare their reports.
Start with one student's report. After that, ask if anyone else in the class has read about a
topic related to the first student's report. If no one has, choose another student at random. After
each report, be sure to ask if anyone has a report related to the one just completed. That will help
keep a continuity during the discussion of the reports.
LESSON FIVE
Objectives
1. To expose all students to a wealth of information about South Africa
2. To give students the opportunity to practice their public speaking skills
Activity
Continue the oral presentations begun in Lesson Four as described there.
58
LESSON SIX
Objectives
2. To conclude the oral reports
Activity #1
Activity #2
Tell students that prior to your next class meeting they should have done the prereading
and reading work for chapters 11-14. If time remains in this class period after the oral
presentations have concluded, students may work on this assignment.
Activity #3
Continue and conclude the oral reports about South Africa.
LESSON SEVEN
Objectives
3. To evaluate students' oral reading skills
Activity # 1
Activity #2
Give students about ten to fifteen minutes to preview the study questions and do the
prereading vocabulary work for chapters 15-17.
Activity #3
Have students read chapters 15-17 of Cry, the Beloved Country out loud in class. If you
have not yet completed an oral reading evaluation for your students this marking period, this
would be a good opportunity to do so. A form is included with this unit for your convenience.
59
ORAL READING EVALUATION - Cry, the Beloved Country
Name Class Date
SKILL EXCELLENT GOOD AVERAGE FAIR POOR
Fluency 5 4 3 2 1
Clarity 5 4 3 2 1
Audibility 5 4 3 2 1
Pronunciation 5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Total Grade
Comments:
60
LESSON EIGHT
Objectives
1. To review the main ideas and events for chapters 15-17
3. To get students to think about the extra material that was presented
4. To give students the opportunity to express their personal opinions
6. To help prepare students for the second project that goes along with this unit
Activity #1
Activity #2
Tell students that prior to your next class meeting they should have completed the
prereading and reading work for chapters 18-21. If they finish the writing assignment early, they
may begin this reading assignment.
Activity #3
Distribute Writing Assignment #2. Discuss the directions in detail and give students
ample time to complete the assignment.
LESSON NINE
Objectives
3. To evaluate students' oral reading skills
Activity #1
Activity #2
Give students about fifteen minutes to preview the study questions and do the vocabulary
work for chapters 22-29. Have students read chapters 22-29 orally in class. Continue the oral
reading evaluations. Tell students that this assignment must be completed prior to your next class
meeting.
61
PROMPT
You have heard and read a great many facts relating to South Africa, and you have had
some time to think about those facts. Now you are to turn into a roving reporter, getting opinions
from others about the information you have all heard.
Your assignment is to write down five questions. The questions must prompt the person
you are asking to give a personal opinion about the information reported in class about South
Africa. Each question should focus on a different aspect of the information presented.
After you write down your questions, interview three of your classmates (separately), ask
each of the three classmates all five questions and write down their responses.
PREWRITING
Most of your prewriting has been done through your reading and the oral reports; you
have information about which to ask questions. Review your notes from the oral reports. Make a
list of topics that were covered in the reports. Think about each topic. Brainstorm a list of
questions related to those topics.
Look through your list of topics and decide which ones will provoke an opinion as an
answer. Put a star next to those questions. Which of the starred questions will prompt the most
interesting responses from the people you interview? Circle those questions. Choose five of the
circled questions to use for your interviews. Your questions must require more than "Yes" or
"No" answers.
Find a classmate who is available to be interviewed. Ask him/her your five questions and
write down his/her answers. When you finish with one interview, go to another student and do
another interview. Interview a total of three classmates and then review your notes prior to
drafting.
DRAFTING
Put your usual heading at the top of your paper. Write down the first question you asked.
Under that, write the responses from each of the three people you interviewed. Write one good
paragraph for each response. Label each response: "Response 1," "Response 2," and "Response
3." Repeat this pattern for each of the questions you asked and responses you received.
PROMPT
When you finish the rough draft of your composition, ask a student who sits near you to
read it. After reading your rough draft, he/she should tell you what he/she liked best about your
work, which parts were difficult to understand, and ways in which your work could be improved.
necessary. Do a final proofreading of your paper double-checking your grammar, spelling,
62
LESSON ELEVEN
Objectives
2. To discuss Cry, the Beloved Country on interpretive and critical levels
Activity #1
Take a few minutes at the beginning of the period to review the study questions for
chapters 30-36.
Activity #2
Choose the questions from the Extra Discussion Questions/Writing Assignments which
seem most appropriate for your students. A class discussion of these questions is most effective if
students have been given the opportunity to formulate answers to the questions prior to the
discussion. To this end, you may either have all the students formulate answers to all the
questions, divide your class into groups and assign one or more questions to each group, or you
could assign one question to each student in your class. The option you choose will make a
difference in the amount of class time needed for this activity.
Activity #3
After students have had ample time to formulate answers to the questions, begin your
class discussion of the questions and the ideas presented by the questions. Be sure students take
notes during the discussion so they have information to study for the unit test.
63
EXTRA WRITING ASSIGNMENTS/DISCUSSION QUESTIONS - Cry, the Beloved Country
Interpretation
1. From what point of view is Cry, the Beloved Country written? What advantages did using
that point of view give the author?
2. If you were to rewrite Cry, the Beloved Country as a play, where would you start and end
each act? Explain why.
3. Where is the climax of the story. Explain your choice.
4. What are the main conflicts in the novel? Are they all resolved? If so, how? If not, why not?
Critical
6. Why was Absalom hanged and not pardoned? (Paton could have written it either way.)
What effect would a pardon have had on the themes of the novel?
7. Are Kumalo's actions believably motivated? Explain why or why not.
8. Explain the importance of the setting in Cry, the Beloved Country. Could this story have
been set in a different time and place and still have the same effect?
9. Characterize Alan Paton's style of writing. How does it contribute to the value of the novel?
10. Discuss the validity of using the city as a "bad" place and the country as a "good" place.
11. Explain how the title relates to the events of the novel and the themes of Cry, the Beloved
Country.
12. Find examples of Paton's use of irony in Cry, the Beloved Country and discuss their
effect on the novel.
16. Are the characters in Cry, the Beloved Country stereotypes? If so, explain why Alan Paton
used stereotypes. If not, explain how the characters merit individuality.
17. In what ways did Stephen Kumalo come back to his village a wiser man for having taken
his trip to Johannesburg?
18. Stephen Kumalo's age is often stressed in the novel, as is the youth of the girl, Gertrude's
son, and the unborn child. Explain why.
64
Cry, the Beloved Country Extra Discussion Questions page 2
Personal Response
17. How would you propose to solve South Africa's racial injustices?
18. Who is responsible for Absalom's death?
19. Did you enjoy reading Cry, the Beloved Country? Why or why not?
20. Compare and contrast racial injustices in South Africa with racial injustices in America.
21. Compare and contrast the reasons for homelessness in Cry, the Beloved Country with the
reasons for homelessness in the United States today.
22. If you were to go to Johannesburg today, what would life in the city be like compared to the
way it is portrayed in the book?
65
LESSON TWELVE
Objective
To review all of the vocabulary work done in this unit
Activity
Choose one (or more) of the vocabulary review activities listed below and spend your
class period as directed in the activity. Some of the materials for these review activities are
located in the Extra Activities section of this unit.
VOCABULARY REVIEW ACTIVITIES

1. Divide your class into two teams and have an old-fashioned spelling or definition bee.
2. Give each of your students (or students in groups of two, three or four) a Cry, the Beloved
Country Vocabulary Word Search Puzzle. The person (group) to find all of the vocabulary
words in the puzzle first wins.
3. Give students a Cry, the Beloved Country Vocabulary Word Search Puzzle without the word
list. The person or group to find the most vocabulary words in the puzzle wins.
4. Use a Cry, the Beloved Country Vocabulary Crossword Puzzle. Put the puzzle onto a
transparency on the overhead projector (so everyone can see it), and do the puzzle together as
a class.
5. Give students a Cry, the Beloved Country Vocabulary Matching Worksheet to do.
6. Divide your class into two teams. Use the Cry, the Beloved Country vocabulary words with
their letters jumbled as a word list. Student 1 from Team A faces off against Student 1 from
Team B. You write the first jumbled word on the board. The first student (1A or 1B) to
unscramble the word wins the chance for his/her team to score points. If 1A wins the jumble,
go to student 2A and give him/her a definition. He/she must give you the correct spelling of
the vocabulary word which fits that definition. If he/she does, Team A scores a point, and you
give student 3A a definition for which you expect a correctly spelled matching vocabulary
word. Continue giving Team A definitions until some team member makes an incorrect
response. An incorrect response sends the game back to the jumbled-word face off, this time
with students 2A and 2B. Instead of repeating giving definitions to the first few students of
each team, continue with the student after the one who gave the last incorrect response on the
team. For example, if Team B wins the jumbled-word face-off, and student 5B gave the last
incorrect answer for Team B, you would start this round of definition questions with student
6B, and so on. The team with the most points wins!
7. Have students write a story in which they correctly use as many vocabulary words as possible.
Have students read their compositions orally! Post the most original compositions on your
bulletin board.
66
LESSON THIRTEEN
Objectives
1. To give students the opportunity to practice writing to persuade
3. To have students prepare materials that will be used in the unit project
Activity
Distribute Writing Assignment #3. Discuss the directions in detail and give students
ample time to complete the assignment.
While students are working on this assignment, call individual students to your desk or
some other private area for a writing conference based on the first two writing assignments in
this unit. An evaluation form is provided to help structure your conferences.
LESSONS FOURTEEN - SEVENTEEN

Objectives
1. To bring together all the elements students have been studying in this unit
2. To review the ideas in the unit
3. To give students practical experience in organizing and presenting information
4. To give students practice comparing, contrasting and evaluating information
Activity #1
Distribute the Unit Project Assignment and discuss the directions in detail.
TEACHER NOTES:
The length of time this project takes will depend on the level of your students and how
involved you decide you want to get.
This unit plan is based on using Lesson Fourteen as a planning session in which students
decide what types of things and what format they wish to use in their video. Lesson Fifteen
would be used for students to write scripts and compile the appropriate materials. Lesson Sixteen
would be a working session to finalize the scripts, rehearse and/or begin filming. Lesson
Seventeen would be for filming, and Lesson Eighteen would be for viewing the film.
You might want to decide what students will put in the film (or what structure they will
use) if you have a lower level class. Middle and upper level classes should be able to devise their
own format. This unit assumes you have a middle or upper level class.
The earlier part of this unit was designed to create ample materials for students to use and
edit for this video. Students have piles of factual information from research and Writing
Assignment #1. They have opinions about all of those topics from Writing Assignment #2 with
which they might have a "man on the street" interview section on the video. Finally, Writing
Assignment #3 provides students with the material for short, educational "commercials" between
their stories, interviews, etc. Encourage the use of visual aids, graphics, pictures, costumes,
props, etc.
67
PROMPT
Every day you are bombarded with a sea of persuasive arguments ranging from parents
trying to get you out of bed and off to school ("I've told you three times to get up and get ready
for school; now get up or else . . . ."), to teachers trying to get you to pay attention and do your
work ("Pay attention! There will be a quiz next week, and you had better know this
information!"), to coaches persuading you to give your best efforts at practice ("You guys had
better shape up and put forth some effort if you hope to beat _____ on Friday night!), to
businesses trying to get you and your parents to buy their products (Commercials on television
and radio are great examples of persuasive arguments.).
There are other more subtle forms of persuasion--a look from a friend that says, "If you
don't do this, you're definitely not cool," a slanted news story that gives only one side of the story
making that side appear to be right, a little comment here or there that helps to form your
opinions about an issue, a person, or an idea, and so on. Many times we don't even recognize the
fact that we are being manipulated (That's what persuasion is--manipulation!).
You can never practice the art of persuasion too much. It's like practicing magic or a card
trick. You can learn to do it so well that the person or people you are persuading will never know
they are being persuaded, just like the audience never knows how the magician did the trick.
Why? Why would you want to have this skill? Think about it. Imagine always getting your own
way, having people do what you want them to do without much of an argument. You've heard of
"the art of persuasion"; there is another saying: "the power of persuasion." If you are good at the
art of persuasion, you have power.
Your assignment is to write a script for a television commercial (30 seconds long)
relating to South Africa. For example, you could do a commercial against apartheid or a
commercial enticing tourists to come to South Africa. Other topics could be to protect the
endangered species found in South Africa or to purchase some item that is made in South Africa.
Think of a South African topic that interests you; you don't have to use one of these ideas.
PREWRITING
Choose a topic about which you want to do your commercial. Answer these questions:
What is the purpose of the commercial? Who is the audience? Of what am I going to persuade
the audience? What is most likely to persuade them? Make a list of the things that would be
likely to persuade your audience. Circle your best ideas. Jot down notes about how each could be
incorporated into your commercial. If something won't fit in, decide whether or not it is
important enough to devise a way to keep it in, or if it would be just as well left out. Make a little
outline description of your commercial.
68
Writing Assignment #3 Cry, the Beloved Country Page 2
DRAFTING
Under the heading PURPOSE, state the purpose of your commercial. Under the heading
MATERIALS, make a list of props/materials needed to create the commercial. Under the
heading ACTION, describe your commercial as you see the finished product. Under the heading
MISCELLANEOUS, put in any notes, comments, or directions--or anything that you feel is
important to mention but won't fit in the other headings.
PROOFREADING
When you finish the rough draft of your commercial, ask a student who sits near you to
read it. After reading your rough draft, he/she should tell you what he/she liked best about your
work, which parts were difficult to understand, and ways in which your work could be improved.
necessary.
Do a final proofreading of your paper double-checking your grammar, spelling,
69
WRITING EVALUATION FORM - Cry, the Beloved Country
Name Date
Grammar: correct errors noted on paper
Spelling: correct errors noted on paper
Punctuation: correct errors noted on paper
Legibility: excellent good fair poor
Strengths:
Weaknesses:
Comments/Suggestions:
70
UNIT PROJECT ASSIGNMENT - Cry, the Beloved Country
PROMPT
You have done a great deal of work in this unit finding out about South Africa, and you
have accumulated considerable knowledge on the topic. It's time to share the wealth. Other
classes of students in history or social studies, for example, often study South Africa. (Who
knows? Perhaps such a study in another class is in your future!) Given a choice between going to
the library and digging out the information as you have done, or watching a great video that tells
you everything you would need to know, which would you choose? . . . . Thought so! So you are
going to create a video that includes everything a person needs to know about South Africa.
REQUIREMENTS
* The video must last between 40 and 50 minutes.
* It must include basic facts about South Africa
(location, topography, climate, population, culture, natural resources, etc.).
* It must include some history of South Africa.
* It must include current issues in South Africa.
* Everyone in the class must contribute to the video.
GETTING STARTED
1. Decide on a basic format.
What kind of a video would you like to watch? A video with someone like Dan Rather
sitting at a desk reading off facts or a teacher standing in the front of the room lecturing?
Or would you prefer to watch a video that has humor, action, music, and presents the
material in an interesting way? Detail what kinds of ideas pop into your head and make
a list.
2. Decide on what categories of information must be covered in the video.

Make a list of the categories of information that need to be included. Next to each
category, make a little list of ideas about how that information could be presented.
3. Consider the information you already have created and gathered through the three writing
assignments in this unit.
Make notes about ways you could use the materials and facts you have already created.
You have basic facts, opinions, and persuasive commercials already composed on a
variety of topics.
4. Combine and summarize your thoughts from 1-3 above.

Come to definite decisions about what should be in the video and how it should be
presented. Make a list of things that will be included, and next to the items, make notes
about how they will be presented. Assign each item an amount of time in which it must
be presented in the video. The most important items should have the most time, and the
least important items should have the least time.
71
Cry, the Beloved Country Project Assignment Continued
5. Make a list of things that need to be done.

Start with the first item on your list from 4. above. Make a list of specific tasks that
must be done to get ready for filming this segment. Make a list of props needed, if any.
Do this for each item on the list and then assign one person to do each task. (A task may
be writing a script, making a map, creating a costume, or anything that needs to be done.)
Read the list of props needed, and see who can bring items to class. Decide where and
how to make or get the items no one in class has readily available.
6. Do the tasks.
Make sure everyone knows what needs to be done, what he/she is expected to do, and by
when each task must be completed.
7. Rehearse.
8. Film.
72
LESSON NINETEEN
Objective
To review the main ideas presented in Cry, the Beloved Country
Activity #1
Choose one of the review games/activities included in the packet and spend your class
period as outlined there. Some materials for these activities are located in the Unit Resources
section of this unit.
Activity #2
Remind students that the Unit Test will be in the next class meeting. Stress the review of
the Study Guides and their class notes as a last minute, brush-up review for homework.
73
REVIEW GAMES/ACTIVITIES - Cry, the Beloved Country
1. Ask the class to make up a unit test for Cry, the Beloved Country. The test should have 4 sections:
matching, true/false, short answer, and essay. Students may use 1/2 period to make the test and then
swap papers and use the other 1/2 class period to take a test a classmate has devised (open book).
You may want to use the unit test included in this packet or take questions from the students' unit
tests to formulate your own test.
2. Take 1/2 period for students to make up true and false questions (including the answers). Collect
the papers and divide the class into two teams. Draw a big tic-tac-toe board on the chalk board.
Make one team X and one team O. Ask questions to each side, giving each student one turn. If the
question is answered correctly, that students' team's letter (X or O) is placed in the box. If the answer
is incorrect, no mark is placed in the box. The object is to get three marks in a row like tic-tac-toe.
You may want to keep track of the number of games won for each team.
3. Take 1/2 period for students to make up questions (true/false and short answer). Collect the
questions. Divide the class into two teams. You'll alternate asking questions to individual members
of teams A & B (like in a spelling bee). The question keeps going from A to B until it is correctly
answered, then a new question is asked. A correct answer does not allow the team to get another
question. Correct answers are +2 points; incorrect answers are -1 point.
4. Have students pair up and quiz each other from their study guides and class notes.
5. Give students a Cry, the Beloved Country crossword puzzle to complete.
6. Divide your class into two teams. Use the Cry, the Beloved Country crossword words with their
letters jumbled as a word list. Student 1 from Team A faces off against Student 1 from Team B. You
write the first jumbled word on the board. The first student (1A or 1B) to unscramble the word wins
the chance for his/her team to score points. If 1A wins the jumble, go to student 2A and give him/her
a clue. He/she must give you the correct word which matches that clue. If he/she does, Team A
scores a point, and you give student 3A a clue for which you expect another correct response.
Continue giving Team A clues until some team member makes an incorrect response. An incorrect
response sends the game back to the jumbled-word face off, this time with students 2A and 2B.
Instead of repeating giving clues to the first few students of each team, continue with the student
after the one who gave the last incorrect response on the team. For example, if Team B wins the
jumbled-word face-off, and student 5B gave the last incorrect answer for Team B, you would start
this round of clue questions with student 6B, and so on. The team with the most points wins!
74
UNIT TESTS
75
LESSON TWENTY
Objective
To test the students’ understanding of the main ideas and themes in Cry, the Beloved
Country
Activity #1
Distribute the unit tests. Go over the instructions in detail and allow the students the
entire class period to complete the exam.
NOTES ABOUT THE UNIT TESTS IN THIS UNIT:
There are 5 different unit tests which follow.

There are two short answer tests which are based primarily on facts from the novel.
There is one advanced short answer unit test. It is based on the extra discussion questions
and quotations. Use the matching key for short answer unit test 2 to check the matching section
of the advanced short answer unit test. There is no key for the short answer questions and
quotations. The answers will be based on the discussions you have had during class.
There are two multiple choice unit tests. Following the two unit tests, you will find an
answer sheet on which students should mark their answers. The same answer sheet should be
used for both tests; however, students' answers will be different for each test. Following the
students' answer sheet for the multiple choice tests you will find your answer keys.
The short answer tests have a vocabulary section. You should choose 10 of the
vocabulary words from this unit, read them orally and have the students write them down. Then,
either have students write a definition or use the words in sentences.
Use these words for the vocabulary section of the advanced short answer unit test:
compelled vacillate unendurable reproachfully

congenial inevitable provisionally exploitation
incorruptible culpable viciously obliging
Activity #2
Collect all test papers and assigned books prior to the end of the class period.
76
SHORT ANSWER UNIT TEST 1 - Cry, the Beloved Country
I. Matching/Identify
___ 1. Gertrude A. Stephen rented a room from her in Johannesburg.
___ 2. Absalom B. The word for "pastor" or "reverend"
___ 3. Arthur C. Reverend who sent for Stephen & helps him in Johannesburg
___ 4. Msimangu D. Stephen's son who is hanged
___ 5. Vincent E. Stephen's brother; a politician
___ 6. James F. Stephen's sister
___ 7. Lithebe G. Champion of the native cause; he was murdered
___ 8. Stephen H. Priest from England who found a free lawyer
___ 9. John I. Main character of the novel; looks for his brother, sister & son
___ 10. Umfundisi J. Donates milk, a church, and other goods to help the native cause
II. Short Answer

2. Compare and contrast Stephen's meetings with Gertrude, John and Absalom.
3. Gertrude, John and Absalom all brought shame to Stephen Kumalo. Explain what each one
did that distressed Kumalo.
77
Cry, the Beloved Country Short Answer Unit Test 1 Page 2
4. To what arrangement did Stephen and Absalom's girlfriend finally agree?
5. Contrast Jarvis's arrival in Johannesburg with Stephen's.
7. Explain the significance of the name "Peter" for Absalom's son.
8. What gifts did Jarvis give Stephen's village?
10. The last paragraph speaks of the "fear of bondage and the bondage of fear." Explain the
relevance of that passage.
78
III. Composition
Cry, the Beloved Country has been called, "the single most important novel in
twentieth-century South African literature." Why? What is it about the book that
makes it so important, so outstanding?
79
IV. Vocabulary
Listen to the vocabulary word and spell it.

After you have spelled all the words, go back and write down the definition.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
80
SHORT ANSWER UNIT TEST 2 - Cry, the Beloved Country
___ 1. Gertrude A. Champion of the native cause; he was murdered
___ 2. Absalom B. Stephen's brother; a politician
___ 3. Arthur C. Main character of the novel; looks for his brother, sister & son
___ 4. Msimangu D. Donates milk, a church, and other goods to help the native
cause
___ 5. Vincent E. The word for "pastor" or "reverend"
___ 6. James F. Priest from England who found a free lawyer
___ 7. Lithebe G. Stephen rented a room from her in Johannesburg.
___ 8. Stephen H. Stephen's sister
___ 9. John I. Reverend who sent for Stephen & helps him in Johannesburg
___ 10. Umfundisi J. Stephen's son who is hanged
II. Short Answer

paragraphs in terms of the novel's central theme.
81
Cry, the Beloved Country Short Answer Unit Test 2 page 2
Explain what Msimangu meant. (Ch. 5)
7. "There are voices crying what must be done, a hundred, a thousand voices." Chapter 12
gives several examples of what these "voices" say. What do they say?
82
83
III. Composition
It has been said that Cry, the Beloved Country is a "classic work of love and hope,
courage and endurance, born of the dignity of man." Defend that statement using
examples from the book.
84
IV. Vocabulary
Listen to the vocabulary word and spell it.

After you have spelled all the words, go back and write down the definition.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
85
KEY: SHORT ANSWER UNIT TESTS - Cry, the Beloved Country
The short answer questions are taken directly from the study guides.
If you need to look up the answers, you will find them in the study guide section.
Answers to the composition questions will vary depending on your

class discussions and the level of your students.
For the vocabulary section of the test, choose ten of the

words from the vocabulary lists to read orally for your students.
The answers to the matching section of the test are below.
Answers to the matching section of the Advanced Short Answer Unit Test
are the same as for Short Answer Unit Test #2.
Test #1 Test #2
1. F 1. H
2. D 2. J
3. G 3. A
4. C 4. I
5. H 5. F
6. J 6. D
7. A 7. G
8. I 8. C
9. E 9. B
10. B 10. E
86
ADVANCED SHORT ANSWER UNIT TEST - Cry, the Beloved Country
cause
II. Short Answer

1. Explain the significance of the title, Cry, the Beloved Country.
2. In what ways did Stephen Kumalo come back to his village a wiser man for having taken his
trip to Johannesburg?
87
Cry, the Beloved Country Advanced Short Answer Unit Test page 2
3. Discuss the importance of age (youth vs. old age) in the novel.
4. What was the main theme of the novel? Use examples or evidence from the text to support
your claim.
5. Each of Stephen's relatives is an individual with his/her own personality, his/her own effect
on Stephen, and his/her own effect on the theme(s) of the novel. Give a brief description of
each, tell the effect each has on Stephen and tell what role each plays in developing the
themes of the novel.
88
III. Composition
Compare and contrast The United States and South Africa on the appropriate points.
89
IV. Vocabulary
Listen to the vocabulary words and write them down. After you have written down
all the words, write a paragraph using all of the vocabulary words. The paragraph
must in some way relate to Cry, the Beloved Country.
90
MULTIPLE CHOICE UNIT TEST 1 - Cry, the Beloved Country
___ 1. Gertrude A. Stephen rented a room from her in Johannesburg.
___ 2. Absalom B. The word for "pastor" or "reverend"
___ 3. Arthur C. Reverend who sent for Stephen & helps him in Johannesburg
___ 4. Msimangu D. Stephen's son who is hanged
___ 5. Vincent E. Stephen's brother; a politician
___ 6. James F. Stephen's sister
___ 7. Lithebe G. Champion of the native cause; he was murdered
___ 8. Stephen H. Priest from England who found a free lawyer
___ 9. John I. Main character of the novel; looks for his brother, sister & son
___ 10. Umfundisi J. Donates milk, a church, and other goods to help the native cause
II. Multiple Choice

his/her wrong doings, they (the misdeeds) can never again be denied, although they
can be forgiven.
B. He was referring to the digging of the gold mines in South Africa; the land could
never be repaired.
D. He was referring to a letter he had just received. The reader would be irreversibly
affected. One may also symbolically infer that once a person is made aware of a
problem, he cannot turn away; the problem will not go away by itself; action must be
taken.
91
Cry, the Beloved Country Multiple Choice Unit Test 1 Page 2

A. She is morally corrupt.
B. She has multiple personality disorder, although no-one realizes it.
C. She is, and has been physically ill for a long time.
moving to the cities. The women and elderly who are left can't work the farms and
keep the village going.
B. It is bad enough that there is such injustice in South Africa although one can see how
C. The city of Johannesburg is in a state of disrepair. Many of the machines and
electronic devices are broken. New buildings cannot be built, and old ones cannot be
repaired, because the machinery is not working. The city government is not doing
anything to correct the problem.
D. He is referring to the family problems that Kumalo is having. He is not optimistic
4. "It is _______________ that rule(s) this land." What rules the land?
A. The weather
B. God/religion
C. Fear
D. The whites

B. He hopes that more gold will be found to keep the country prosperous.
C. He hopes that sickness and poverty will be eradicated in his lifetime.
D. He hopes that the blacks and whites will work together for the good of their country.
A. "...the broken tribe..."
C. "...the decline of family values..."
92

B. "Here is a chance to try out the experiment of settled mine labour."
D. "Allow me a minute."
B. "No second Johannesburg is needed upon the earth. One is enough."
C. "It is hard to be a South African. One can be born an Afrikaner, or an English-
A. "I am moved by something that is not my own, that moves me to do what is right, at
C. "...I learned all that a child should learn of honor and charity and generosity. But of
A. The natives live in fear of bondage, and the whites live in the bondage of fear.
C. Fear holds the natives captive.
D. The natives fear freedom, the uncertain path ahead.
93
III. Composition
Explain how Paton used these characters to develop his themes: Arthur Jarvis, James
Jarvis, Absalom, and John. Also, tell what theme(s) they develop and how their actions
relate to the theme(s).
94
IV. Vocabulary - Match the correct definitions to the words.
____ 1. BEWILDERS A. Marked by immorality and perversion.
____ 2. FIDELITY B. Marked by trembling, quivering, or shaking.
____ 3. COMPELLED C. Gather together.
____ 4. UNENDURABLE D. Unbearable.
____ 5. WARDER E. A statement or rhetorical discourse intended to give

information about or explain difficult material
____ 6. EXPOSITION F. Faithfulness to obligations, or duties.
____ 7. SUMMON G. Barrenness; dreariness; hopelessness.
____ 8. ABATING H. Lessening.
____ 9. MOULD I. Away from the correct path or direction.
____ 10. INEVITABLE J. A guard.
____ 11. CORRUPTED K. General shape or form.
____ 12. DELUSION L. Improved.
____ 13. DESOLATION M. Impossible to avoid or prevent.
____ 14. ASTRAY N. A false belief or opinion.
____ 15. TREMULOUS O. Stubbornly persevering; tenaciously.
____ 16. VICIOUSLY P. Aggressively; savagely.
____ 17. DOGGEDLY Q. Forced to action.
____ 18. VACILLATE R. To swing indecisively from one course of action or

opinion to another.
____ 19. AMENDED S. Ravine.
____ 20. KLOOF T. Confuses or befuddles.
95
MULTIPLE CHOICE UNIT TEST 2 - Cry, the Beloved Country
cause
II. Multiple Choice

his/her wrong doings, they (the misdeeds) can never again be denied although they
can be forgiven.
B. He was referring to a letter he had just received. The reader would be irreversibly
affected. One may also symbolically infer that once a person is made aware of a
problem, he cannot turn away; the problem will not go away by itself; action must be
taken.
D. He was referring to the digging of the gold mines in South Africa; the land could
never be repaired.
96

A. She is, and has been physically ill for a long time. She is battling cancer. The doctors
don't have the means to treat it because medical treatment for the natives almost
non-existent.
B. She has multiple personality disorder, although no-one realizes it. She has at least
four distinct personalities, that range from sweet and loving to very cruel.
C. She is morally corrupt. She makes and sells liquor, lives with prostitutes, and has
been in prison.
moving to the cities. The women and elderly who are left can't work the farms and
keep the village going.
B. He is referring to the family problems that Kumalo is having. He is not optimistic
C. The city of Johannesburg is in a state of disrepair. Many of the machines and
electronic devices are broken. New buildings cannot be built, and old ones cannot be
repaired, because the machinery is not working. The city government is not doing
anything to correct the problem.
D. It is bad enough that there is such injustice in South Africa, although one can see how
4. "It is _______________ that rule(s) this land." What rules the land?
A. Fear
B. God/religion
C. The weather
D. The whites

B. He hopes that more gold will be found, to keep the country prosperous.
C. He hopes that the blacks and whites will work together for the good of their country.
D. He hopes that sickness and poverty will be eradicated in his lifetime.
97
A. "...the decline of family values..."
C. "...the broken tribe..."

B. "Allow me a minute."
D. "Here is a chance to try out the experiment of settled mine labour."
B. "It is hard to be a South African. One can be born an Afrikaner, or an English-
C. "No second Johannesburg is needed upon the earth. One is enough."
A. "...I learned all that a child should learn of honor and charity and generosity. But of
C. "I am moved by something that is not my own, that moves me to do what is right, at
A. Fear holds the natives captive.
C. The natives live in fear of bondage, and the whites live in the bondage of fear.
D. The natives fear freedom, the uncertain path ahead.
98
III. Composition
What was the point of Cry, the Beloved Country? Explain how the author used the
characters and events in the story to deliver his main message.
99
IV. Vocabulary - Match the correct definitions to the words.
____ 1. PARSON A. A rural village.
____ 2. ARRAY B. Work; painful effort; toil.
____ 3. ABATING C. A false belief or opinion.
____ 4. LINGO D. To split with a sharp instrument.
____ 5. BRACKEN E. Lessening.
____ 6. TRAVAIL F. To fill with rapture or delight.
____ 7. AMENDED G. Unbearable.
____ 8. MUNICIPALITY H. Improved.
____ 9. KLOOF I. To remain in place.
____ 10. DELUSION J. Forced to action.
____ 11. COMPELLED K. Hidden; not clearly understood.
____ 12. ABIDE L. Display.
____ 13. UNENDURABLE M. A member of the clergy, especially a Protestant

minister.
____ 14. CONVEY N. To communicate or make known.
____ 15. PILGRIMAGE O. Ravine.
____ 16. ENRAPT P. Language.
____ 17. CLEAVE Q. Suited to one's needs or nature; agreeable.
____ 18. OBSCURE R. A political unit, such as a city or town, incorporated for
local self-government.
____ 19. CONGENIAL S. A widespread, often weedy fern.
____ 20. KRAAL T. A long journey or search.
100
ANSWER SHEET - Cry, the Beloved Country
Multiple Choice Unit Tests
I. Matching II. Multiple Choice IV. Vocabulary

1. ___ 1. ___ 1. ___
2. ___ 2. ___ 2. ___
3. ___ 3. ___ 3. ___
4. ___ 4. ___ 4. ___
5. ___ 5. ___ 5. ___
6. ___ 6. ___ 6. ___
7. ___ 7. ___ 7. ___
8. ___ 8. ___ 8. ___
9. ___ 9. ___ 9. ___
10. ___ 10. ___ 10. ___
11. ___
12. ___
13. ___
14. ___
15. ___
16. ___
17. ___
18. ___
19. ___
20. ___
101
ANSWER KEY - Cry, the Beloved Country
Multiple Choice Unit Tests
Answers to Unit Test 1 are in the left column. Answers to Unit Test 2 are in the right column.
I. Matching II. Multiple Choice IV. Vocabulary

1. F H 1. D B 1. T M
2. D J 2. A C 2. F L
3. G A 3. B D 3. Q E
4. C I 4. C A 4. D P
5. H F 5. D C 5. J S
6. J D 6. C A 6. E B
7. A G 7. D B 7. C H
8. I C 8. B C 8. H R
9. E B 9. C A 9. K O
10. B E 10. A C 10. M C
11. A J
12. N I
13. G G
14. I N
15. B T
16. P F
17. O D
18. R K
19. L Q
20. S A
102
UNIT RESOURCE MATERIALS
103
BULLETIN BOARD IDEAS - Cry, the Beloved Country
1. Save one corner of the board for the best of students' Cry, the Beloved Country writing
assignments.
2. Take one of the word search puzzles from the extra activities packet and with a marker
copy it over in a large size on the bulletin board. Write the clue words to find to one side.
Invite students prior to and after class to find the words and circle them on the bulletin board.
3. Write several of the most significant quotations from the book onto the board on brightly
colored paper.
4. Make a bulletin board listing the vocabulary words for this unit. As you complete sections of
the novel and discuss the vocabulary for each section, write the definitions on the bulletin
board. (If your board is one students face frequently, it will help them learn the words.)
5. Place a map of Africa on the board. Highlight South Africa, and place a big red star on the
cities that are mentioned in Cry, the Beloved Country.
6. Title the board BLACK, WHITE AND GRAY: THE PATH TO FREEDOM AND
EQUALITY. Post articles and pictures relating to the struggle for racial equality, especially
in South Africa.
7. Title the board LIVING WITH THE LAND. Post pictures and articles about farming
techniques and pictures showing good lands and barren lands.
8. Title the board CRY, THE BELOVED COUNTRY: "IT IS FEAR THAT RULES THIS
LAND." Post pictures and articles showing crime and scenes in which the "white"
government's power is "threatened" (by protests, for example).
104
EXTRA ACTIVITIES
One of the difficulties in teaching a novel is that all students don't read at the same speed.
One student who likes to read may take the book home and finish it in a day or two. Sometimes
a few students finish the in-class assignments early. The problem, then, is finding suitable extra
activities for students.
The best thing I've found is to keep a little library in the classroom. For this unit on Cry,
the Beloved Country, you might check out from the school library other related books and articles
about the civil rights movement, the history of South Africa, mining, tribal life, Lincoln, current
events in South Africa, Alan Paton, or articles of criticism about Cry, the Beloved Country.
Other things you may keep on hand are puzzles. We have made some relating directly to
Cry, the Beloved Country for you. Feel free to duplicate them.
Some students may like to draw. You might devise a contest or allow some extra-credit
grade for students who draw characters or scenes from Cry, the Beloved Country. Note, too, that
if the students do not want to keep their drawings you may pick up some extra bulletin board
materials this way. If you have a contest and you supply the prize (a CD or something like that
perhaps), you could, possibly, make the drawing itself a non-returnable entry fee.
The pages which follow contain games, puzzles and worksheets. The keys, when
appropriate, immediately follow the puzzle or worksheet. There are two main groups of
activities: one group for the unit; that is, generally relating to the Cry, the Beloved Country text,
and another group of activities related strictly to the Cry, the Beloved Country vocabulary.
Directions for these games, puzzles and worksheets are self-explanatory. The object here
is to provide you with extra materials you may use in any way you choose.
105
MORE ACTIVITIES - Cry, the Beloved Country
1. Pick a chapter or scene with a great deal of dialogue and have the students act it out on a
stage. (Perhaps you could assign various scenes to different groups of students so more than
one scene could be acted and more students could participate.)
2. Have students design a book cover (front and back and inside flaps) for Cry, the Beloved
Country.
3. Have students design a bulletin board (ready to be put up, not just sketched) for Cry, the
Beloved Country.
4. Use some of the related topics mentioned earlier for an in-class library as topics for guest
speakers.
5. Have students make a diary for Stephen Kumalo. They should make fifteen entries as
Stephen would have made them. They should choose fifteen days (or events) which most
affected his knowledge and growth as a character and make an entry for each one.
6. Have your students discuss ways (and implement them when possible) that racial relations
could be improved in their own communities.
7. Have students discuss or write what it is like to be black (for black students) or white (for
white) students or _____ (fill in the blank for other races of students) in relationship to the
opposite race. In other words, how do black (or other minority) students feel about whites,
and how do white students feel about blacks (or other minorities)?
8. James Jarvis did a great deal to help the natives of Stephen's village. Are there things your
students could do to help people in your community? Have them brainstorm ideas and carry
them out when possible.
9. Have a "South Africa Day" in which you have students dress in the native costumes, eat
native foods, and learn about the different customs related to the different people in South
Africa.
106
WORD SEARCH - Cry, the Beloved Country
All words in this list are associated with Cry, the Beloved Country. The words are placed
backwards, forward, diagonally, up and down. The included words are listed below the word
search.
J O H A N N E S B U R G F E A R S L A W Y E R F
R Q H L N D S M D J H E B P D M Z R I D N V C V
Q Y R A R K L Y O S D E T U D U P S E N V L X R
A J O H N C J E T U H S G E M V R G G P C S Q C
C B J C F G L J L T N L H U P F A T Q R T O S G
Q W S L A L G B I A P T A L I R U T R H S F L H
H D Z A I R W L Z R G E A B T L N N G E N V R N
B F N V L K M I S S I O N I E D T I D K G G C R
G Q M W Y O C I W B H C C R N N L Y D I J M R D
F I G M Y N M X C C P J R W I D I D Y B S Q H E
P F N N Q V Z X S H K C D C D C J W S P Q I S J
V T S B A M Y T L L A N H H L L H R Q Z Y U H K
C M E G T T N Q Z Y E E S V V O X L R P A K W J
P J R K D E I B X H R C L I W G T Y V L W J A N
J Z L P C P R V P B X T N M V A M H P B Q M K M
V A R N V I S E E S P S N Q L R J P E J E U V Y
M K I Z E F T U H S Z U L U G N A M I S M I L K
P V Q L F S K N U B C I B O O T V J F A F X Q H
M W G B S B L B N V E U H R O C C H L R F G H W
T K Y J J Y R Q K S D X J N N F D O W X V R D K
ABSALOM GUILTY LIGHTS PETER

APPLAUSE HANG LINCOLN PIMVILLE
BUS HLABENI LITHEBE SHUT
CARMICHAEL JAIL MILK STEPHEN
CLOTHES JAMES MISSION TICKET
COUNTRY JARVIS MKIZE TRAGEDY
DUBULA JOHANNESBURG MOUNTAIN UMFUNDISI
ENRICH JOHN MSIMANGU VINCENT
FEARS KUMALO NATIVES ZULU
FOOLS LAWYER NDLELA
GERTRUDE LIES PATON
107
CROSSWORD - Cry, the Beloved Country
1 2 3
4 5 6 7
9 10
11 12 13
14 15 16
17 18 19 20
21 22 23
24
25 26
27 28 29 30
31 32
33
34 35
36 37 38
39 40
41 42 43
44 45
46
108
CROSSWORD CLUES - Cry, the Beloved Country
ACROSS DOWN
1. Stephen's sister; he finds her living in 1. Verdict for Absalom
immorality 2. Preposition; 'The road climbs 7 miles
4. Mr. Jarvis's first gift to the children into the hills, -- Carisbrooke....'
8. Word for 'pastor' or 'reverend' 3. Tomlinson has the brains, John has the
9. Place where Stephen meets his son voice, but ___ has the heart.
10. Cry, the beloved ___, these things are 4. Said Absalom had been stealing and was
not yet at an end. in bad company
11. Absalom was sentenced to _____ 5. Stephen's last name
12. Author 6. The natives were refusing to ride the
15. Taxi driver ___ in protest of increased fares
17. A thought 7. Stephen rented a room from her
18. Gertrude's new ___ symbolize putting on 9. _____ Jarvis, Arthur's father. He
a new life donates things.
23. A young man stole Stephen's money for 13. John speaks in public for their cause
his bus ___ 14. The ___ ... fall... on the grass and
24. Arthur; the murdered champion of the stones of a country that sleeps.
native cause 16. John ___ about his son's involvement
25. The ___'s not that things are broken. with Absalom
The ___ is that they are not mended 19. Father Vincent's gift for Absalom
again. 20. Fear impoverishes always, while sorrow
28. Reverend who sent for Stephen, telling may ___.
him of his sister's illness 21. Definite article
31. Absalom's attorney 22. Priest from England who found a free
34. Name for Absalom's son lawyer for Absalom
36. Serviceable; having a practical use 26. The boy tries to learn this language
38. Place Kumalo found a native girl Absalom 27. Because of the boycott, they didn't ----
had abandoned the bus
39. Stephen's son who has become a criminal 29. _______ House
41. Stephen has many of these as his journey 30. Says the police are looking for Absalom
begins 32. There is no ___ in prison.
42. Stephen's brother, a politician 33. Pastor who goes to Johannesburg to find
44. Partner of 'that' his sister (& brother & son)
46. Place of spiritual refreshment for 35. Arthur Jarvis read about this American
Kumalo president
37. Nothing is ever quiet except for ____.
40. Once such a thing is opened, it cannot
be --- again.
43. Possess
45. Negative response
109
MATCHING QUIZ/WORKSHEET 1 - Cry, the Beloved Country
____ 1. ENRICH A. Absalom was sentenced to _____
____ 2. LITHEBE B. Stephen's son who has become a criminal
____ 3. VINCENT C. Author
____ 4. LIES D. John speaks in public for their cause
____ 5. LINCOLN E. Stephen has many of these as his journey begins
____ 6. FEARS F. The ___ ... fall... on the grass and stones of a country that sleeps
____ 7. ABSALOM G. Name for Absalom's son
____ 8. SHUT H. Pastor who goes to Johannesburg to find his sister (& brother &
son)
____ 9. LAWYER I. Father Vincent's gift for Absalom
____ 10. NATIVES J. Fear impoverishes always, while sorrow may ___
____ 11. TRAGEDY K. Stephen rented a room from her
____ 12. JAIL L. The ___'s not that things are broken. The ___ is that they are not
mended again.
____ 13. HANG M. Nothing is ever quiet except for ____.
____ 14. GERTRUDE N. Once such a thing is opened, it cannot be --- again.
____ 15. UMFUNDISI O. Priest from England who found a free lawyer for Absalom
____ 16. PATON P. Stephen's sister; he finds her living in immorality
____ 17. FOOLS Q. Place where Stephen meets his son
____ 18. STEPHEN R. Arthur Jarvis read about this American president
____ 19. PETER S. John ___ about his son's involvement with Absalom
____ 20. LIGHTS T. Word for 'pastor' or 'reverend'
110
MATCHING QUIZ/WORKSHEET 2 - Cry, the Beloved Country
____ 1. COUNTRY A. Stephen's last name
____ 2. LIES B. Stephen has many of these as his journey begins
____ 3. ABSALOM C. John speaks in public for their cause
____ 4. LINCOLN D. Verdict for Absalom
____ 5. TRAGEDY E. Place where Stephen meets his son
____ 6. GUILTY F. Place Kumalo found a native girl Absalom had abandoned
____ 7. NATIVES G. Stephen rented a room from her
____ 8. PIMVILLE H. Author
____ 9. LITHEBE I. Absalom was sentenced to _____
____ 10. KUMALO J. Arthur Jarvis read about this American president
____ 11. PATON K. John ___ about his son's involvement with Absalom
____ 12. HANG L. Priest from England who found a free lawyer for Absalom
____ 13. ENRICH M. Pastor who goes to Johannesburg to find his sister (& brother &
son)
____ 14. ZULU N. The boy tries to learn this language
____ 15. FEARS O. Cry, the beloved ___, these things are not yet at an end.
____ 16. STEPHEN P. _____ Jarvis, Arthur's father. He donates things.
____ 17. JAMES Q. Stephen's son who has become a criminal
____ 18. VINCENT R. Reverend who sent for Stephen, telling him of his sister's illness
____ 19. MSIMANGU S. Fear impoverishes always, while sorrow may ___.
____ 20. JAIL T. The ___'s not that things are broken. The ___ is that they are not
mended again.
111
KEY: MATCHING QUIZ/WORKSHEETS - Cry, the Beloved Country
Worksheet 1 Worksheet 2
1. J 1. O
2. K 2. K
3. O 3. Q
4. S 4. J
5. R 5. T
6. E 6. D
7. B 7. C
8. N 8. F
9. I 9. G
10. D 10. A
11. L 11. H
12. Q 12. I
13. A 13. S
14. P 14. N
15. T 15. B
16. C 16. M
17. M 17. P
18. H 18. L
19. G 19. R
20. F 20. E
112
JUGGLE LETTER REVIEW GAME CLUE SHEET - Cry, the Beloved Country
SCRAMBLED WORD CLUE

LASMOBA ABSALOM Stephen's son who has become a criminal
PULPASEA APPLAUSE There is no ___ in prison.
SUB BUS The natives were refusing to ride the ___ in protest
of increased fares
CHALERMICA CARMICHAEL Absalom's attorney
SLOTHEC CLOTHES Gertrude's new ___ symbolize putting on a new life
TOUNYRC COUNTRY Cry, the beloved ___, these things are not yet at an
end.
BLUUAD DUBULA Tomlinson has the brains, John has the voice, but
___ has the heart.
CRIHEN ENRICH Fear impoverishes always, while sorrow may ___.
REAFS FEARS Stephen has many of these as his journey begins
SOLOF FOOLS Nothing is ever quiet except for ____.
ERGDTUER GERTRUDE Stephen's sister; he finds her living in immorality
ILYGUT GUILTY Verdict for Absalom
GAHN HANG Absalom was sentenced to _____
BINELAH HLABENI Taxi driver
LAJI JAIL Place where Stephen meets his son
SAJEM JAMES Jarvis, Arthur's father. He donates things.
IVRJSA JARVIS Arthur; the murdered champion of the native cause
NEUGSBHNORJA JOHANNESBURG City Stephen goes to find his sister
HJNO JOHN Stephen's brother, a politician
ULKAOM KUMALO Stephen's last name
WAYELR LAWYER Father Vincent's gift for Absalom
SLEI LIES John ___ about his son's involvement with Absalom
GITSHL LIGHTS The ___ ... fall... on the grass and stones of a
country that sleeps.
LONNILC LINCOLN Arthur Jarvis read about this American president
BILTEHE LITHEBE Stephen rented a room from her
LIMK MILK Mr. Jarvis's first gift to the children
SISMONI MISSION _______ House
ZKMEI MKIZE Said Absalom had been stealing and was in bad
company
ONAMTNIU MOUNTAIN Place of spiritual refreshment for Kumalo
GMNASMUI MSIMANGU Reverend who sent for Stephen, telling him of his
sister's illness
ASVTNIE NATIVES John speaks in public for their cause
ELLAND NDLELA Says the police are looking for Absalom
POTAN PATON Author
PTEER PETER Name for Absalom's son
113
ELVPMIIL PIMVILLE Place Kumalo found a native girl Absalom had
abandoned
HUTS SHUT Once such a thing is opened, it cannot be --- again.
PEETHNS STEPHEN Pastor who goes to Johannesburg to find his sister
& brother & son)
KITCTE TICKET A young man stole Stephen's money for his bus ___
GRADTEY TRAGEDY The ___'s not that things are broken. The ___ is that
they are not mended again.
FIDNUSMUI UMFUNDISI Word for 'pastor' or 'reverend'
CINVTEN VINCENT Priest from England who found a free lawyer for
Absalom
UUZL ZULU The boy tries to learn this language
114
VOCABULARY RESOURCE MATERIALS
115
VOCABULARY WORD SEARCH - Cry, the Beloved Country
All words in this list are associated with Cry, the Beloved Country with an emphasis on
the vocabulary words chosen for study in the text. The words are placed backwards, forward,
diagonally, up and down. The included words are listed below.
K R A A L M S D B E R E A V E M E N T D S Y F D
Y P Z E S I O U P R Y E D B V W G D E Y E O W Q
T F Z Z T R N U B D A L X V I Y W H U V O L C D
S P H L K A S G L S U C L P Y D S R N L A W L P
T R A V A I L Y O D I B K A O I E O K K E E P N
V W E R M I K L M D Y D I E N S C L B L R R L J
X F R D N G N G I P E Y I O N O I E B U O L P C
U A C R L E N E Q C O S T E U C I T C A C R L T
Y N S R E I T V G P A S O G S S O S I A P V R Z
R L E O N P W A I N A V I L C U B M I O N L Z Y
I L N N M O E E C C O R T U A O M G P V N E U V
M R U E D B I N B C I C S R M T R M R E O Z M C
A C R W L U R T T O O O A O E D I R O A L R F D
R S Z I A L R E A P Y M U B N M E O U N T L P J
P E T Q T R U A C R E C P S A Q U L N P Y I E D
L J V R B A D S B N I H O L L T Q L U Z T C F D
Q L X E A W T E D L Z P V T I Y I Y O S Y E S Y
D Q F L R Y M E R S E C S Q T C Y N B U I R D Z
Z S Q Y G I D I N E V I T A B L E W G B S O X Y
F P E R P L E X E D L P E R M I S S I B L E N D
ABATING CONGENIAL KLOOF SOMBRE

ABIDE CONVEY KRAAL SUBSIDIES
ACCOMPLICES CORRUPTED LINGO SULLENLY
AMENDED CULPABLE LORRY SUMMON
ARRAY CUNNING MENACE SYMPOSIUM
ASPIRATION DELL MOULD TIERS
ASTONISHED DELUSION OBSCURE TRAVAIL
ASTRAY DESOLATION PARSON TREMULOUS
BEREAVEMENT DUBIOUS PERMISSIBLE UNENDURABLE
BEWILDERS ENRAPT PERPLEXED VACILLATE
BOYCOTT EXPOSITION PRELUDE VICIOUSLY
BRACKEN GRATIFY PROVISIONALLY WARDER
CLEAVE INEVITABLE REPENT
COMPELLED IRRITATE REVERIE
116
VOCABULARY CROSSWORD - Cry, the Beloved Country
1 2 3 4
6 7 8 9 10 11
12 13
14 15 16
17 18 19 20 21
22
23
24 25 26
27 28 29
30 31 32 33
34 35
36 37
38 39 40
41 42
43 44
45 46 47
48
49
117
ACROSS DOWN
1. A strong, irresistible force on; exerted 1. Subtle; deceitful
6. General shape or form 2. A political unit, such as a city or
8. Hidden; not clearly understood town, incorporated for local
12. Prefix meaning against self-government
14. Suited to one's needs or nature; 3. Stephen to Absalom
agreeable 4. The natives were refusing to ride the
15. Away from the correct path or direction ____ in protest of increased fares
17. The space between two things 5. A rural village
18. A standard; a set of rules; --- of 6. A possible danger; a threat
ethics; a moral ---- 7. Unbearable
19. A small, secluded, wooded valley 9. Confuses or befuddles
20. To remain in place 10. To split with a sharp instrument
22. An action 11. To please or satisfy
23. Nothing is ever quiet except for ____ 13. A guard
24. Absalom was sentenced to _____ 16. Work; painful effort; toil
25. A motor truck 21. A statement or rhetorical discourse
26. Place where Stephen meets his son intended to give information about or
29. Affirmative answer explain difficult material
30. Depend on 23. Stephen has many of these as his
31. Willing to do a service or favor for journey begins
35. To fill with rapture or delight 25. Language
36. One of a series of rows placed one above 27. Marked by immorality and perversion
another 28. Lessening
37. To abstain from using, buying, or 32. To feel such regret for past conduct as
dealing with as a form of protest to change one's mind regarding it
40. Anger 33. Annoy; bother
41. Indefinite article 34. Stephen's brother, a politician
42. Taking advantage of people or a 37. A widespread, often weedy fern
situation for monetary gain 38. A member of the clergy, especially a
43. Acquire Protestant minister
45. Dark; gloomy; serious; grave 39. To communicate or make known
47. Ravine 44. Mr. Jarvis's first gift to the children
48. Showing a brooding ill humor 46. Belonging to me
49. Fear impoverishes always, while sorrow
may __
118
VOCABULARY WORKSHEET 1 - Cry, the Beloved Country
____ 1. A strong, irresistible force on; exerted.

A. Compelled B. Prelude C. Vagabonds D. Enrapt
____ 2. A long journey or search.
A. Provisionally B. Culpable C. Pilgrimage D. Irritate
____ 3. Temporarily.
A. Prelude B. Provisionally C. Hindrance D. Abide
____ 4. Annoy; bother.
A. Compelled B. Exploitation C. Kloof D. Irritate
____ 5. Unsure of how to act or proceed; undecided.
A. Aspiration B. Bracken C. Reproachfully D. Irresolute
____ 6. Stubbornly persevering; tenaciously.
A. Vacillate B. Doggedly C. Hindrance D. Viciously
____ 7. A motor truck.
A. Abide B. Lorry C. Parson D. Obliging
____ 8. To communicate or make known.
A. Kloof B. Convey C. Kraal D. Corrupted
____ 9. To abstain from using, buying, or dealing with as a form of protest.
A. Boycott B. Irresolute C. Self-denunciation D. Abating
____ 10. To fill with rapture or delight.
A. Prelude B. Dubious C. Perplexed D. Enrapt
____ 11. To feel such regret for past conduct as to change one's mind regarding it.
A. Vacillate B. Repent C. Fidelity D. Perplexed
____ 12. To please or satisfy.
A. Self-denunciation B. Accomplices C . Exposition D. Gratify
____ 13. Taking advantage of people or a situation for monetary gain.
A. Constraint B. Prelude C. Exploitation D. Compelled
____ 14. To remain in place.
A. Delusion B. Convey C. Reproachfully D. Abide
____ 15. Impossible to avoid or prevent.
A. Fidelity B. Self-denunciation C. Inevitable D. Subsidies
____ 16. An impediment; something that gets in the way.
A. Permissible B. Lorry C. Kloof D. Hindrance
____ 17. Hidden; not clearly understood.
A. Hindrance B. Obscure C. Incorruptible D. Compelled
____ 18. suited to one's needs or nature; agreeable.
A. Summon B. Aspiration C. Delusion D. Congenial
____ 19. A meeting or conference for discussion of a topic.
A. Symposium B. Incorruptible C. Reverie D. Parson
____ 20. Marked by trembling, quivering, or shaking.
A. Tremulous B. Amended C. Vagabonds D. Lorry
119
VOCABULARY WORKSHEET 2 - Cry, the Beloved Country
____ 1. REPROACHFULLY A. A statement or rhetorical discourse intended to

give information about or explain difficult
material
____ 2. MUNICIPALITY B. Self-accusation; self-condemnation.
____ 3. TREMULOUS C. Expressing blame.
____ 4. IRRITATE D. Annoy; bother.
____ 5. REPENT E. To fill with rapture or delight.
____ 6. VICIOUSLY F. Exerted a strong, irresistible force on
____ 7. MENACE G. A political unit, such as a city or town,

incorporated for local self-government.
____ 8. NEGROPHILE H. Aggressively; savagely.
____ 9. ASPIRATION I. Incapable of being swayed to do anything

immoral, illegal, or unethical
____ 10. INEVITABLE J. Impossible to avoid or prevent.
____ 11. ENRAPT K. Confuses or befuddles.
____ 12. KRAAL L. A possible danger; a threat.
____ 13. CONGENIAL M. Ravine.
____ 14. BEWILDERS N. A rural village.
____ 15. KLOOF O. A strong desire for high achievement; ambition.
____ 16. GRATIFY P. One friendly to Negros and their interests.
____ 17. SELF-DENUNCIATION Q. To feel such regret for past conduct as to change
one's mind regarding it.
____ 18. EXPOSITION R. To please or satisfy.
____ 19. COMPELLED S. Marked by trembling, quivering, or shaking.
____ 20. INCORRUPTIBLE T. Suited to one's needs or nature; agreeable.
120
KEY: VOCABULARY WORKSHEETS - Cry, the Beloved Country
Worksheet 1 Worksheet 2
1. A 1. C
2. C 2. G
3. B 3. S
4. D 4. D
5. D 5. Q
6. B 6. H
7. B 7. L
8. B 8. P
9. A 9. O
10. D 10. J
11. B 11. E
12. D 12. N
13. C 13. T
14. D 14. K
15. C 15. M
16. D 16. R
17. B 17. B
18. D 18. A
19. A 19. F
20. A 20. I
121
VOCABULARY JUGGLE LETTER REVIEW GAME CLUES - Cry, the Beloved Country
SCRAMBLED WORD CLUE

FLOOK KLOOF Ravine
KNRAECB BRACKEN A widespread, often weedy fern
ROLYR LORRY A motor truck
RAALK KRAAL A rural village
GGIMRPALIE PILGRIMAGE A long journey or search
EDLL DELL A small, secluded, wooded valley
DEFYITLI FIDELITY Faithfulness to obligations, or duties
IYLAPTCINUMI MUNICIPALITY A political unit, such as a city or town,
incorporated for local self-government
NELLYUSL SULLENLY Showing a brooding ill humor
NUCNGNI CUNNING Subtle; deceitful
DELELPMOC COMPELLED A strong, irresistible force on; exerted
FGYTAIR GRATIFY To please or satisfy
XNOIIOTSEP EXPOSITION A statement or rhetorical discourse intended
to give information about or explain
difficult material
TYTOOCB BOYCOTT To abstain from using, buying, or dealing
with as a form of protest
UOSRTERELI IRRESOLUTE Unsure of how to act or proceed; undecided
DESHINTOSA ASTONISHED To fill with sudden wonder or amazement
OPRURCETD CORRUPTED Marked by immorality and perversion
SRDEBWEIL BEWILDERS Confuses or befuddles
LAATRVI TRAVAIL Work; painful effort; toil
RONPAS PARSON A member of the clergy, especially a
Protestant minister
BOCRUES OBSCURE Hidden; not clearly understood
NAESOOITDL DESOLATION Barrenness; dreariness; hopelessness
POMCALICECS ACCOMPLICES Those who aid a lawbreaker in a criminal act
NECMEA MENACE A possible danger; a threat
LICAVATEL VACILLATE To swing indecisively from one course of
action or opinion to another
SUUBDOI DUBIOUS Doubtful
MUMPOSISY SYMPOSIUM A meeting or conference for discussion of a
topic
YASRAT ASTRAY Away from the correct path or direction
SONGBADAV VAGABONDS People without a permanent home who
move from place to place
VEELAC CLEAVE To split with a sharp instrument
TRAPNE ENRAPT To fill with rapture or delight
122
RRDAEW WARDER A guard
MOSMNU SUMMON Gather together
DENNULEABUR UNENDURABLE Unbearable
GOGLEYDD DOGGEDLY Stubbornly persevering; tenaciously
CHLUFYEPOARLR REPROACHFULLY Expressing blame
DEEDMAN AMENDED Improved
TITIRARE IRRITATE Annoy; bother
TERENP REPENT To feel such regret for past conduct as to
change one's mind regarding it
DLUMO MOULD General shape or form
NOCEYV CONVEY To communicate or make known
HADSVANRE VERANDAHS A porch or balcony, usually roofed and often
partly enclosed, extending along the outside
of a building
LIONNEGCA CONGENIAL Suited to one's needs or nature; agreeable
LYANORPIISVLO PROVISIONALLY Temporarily
GONLI LINGO Language
LABLETCEUNI INELUCTABLE Not to be avoided or escaped; inevitable
SISIMERPLEB PERMISSIBLE Permitted; allowable
TOILETPOXNIA EXPLOITATION Taking advantage of people or a situation for
monetary gain
LABETIEVNI INEVITABLE Impossible to avoid or prevent
SESIDIBUS SUBSIDIES Monetary assistance granted by a
government
STEIR TIERS A series of rows placed one above another
COINURBITELPR INCORRUPTIBLE Incapable of being swayed to do anything
immoral, illegal, or unethical
BLAPLUCE CULPABLE Deserving of blame or censure as being
wrong
HOGNRELIEP NEGROPHILE One friendly to Negroes and their interests
RIPSAAINOT ASPIRATION A strong desire for high achievement;
ambition
NNEICRADH HINDRANCE An impediment; something that gets in the
way
NAINSOCRTT CONSTRAINT Awkwardness
SOULRETUM TREMULOUS Marked by trembling, quivering, or shaking
DIBAE ABIDE To remain in place
REPDULE PRELUDE Introduction
EXERPEPDL PERPLEXED Confused or troubled with uncertainty or
doubt
GINGBLOI OBLIGING Willing to do a service or favor for
SUDLIONE DELUSION A false belief or opinion
EERREVI REVERIE Daydream
123
RAARY ARRAY Display
GINTAAB ABATING Lessening
REEEETVABMN BEREAVEMENT Grief over someone's death
MERSOB SOMBRE Dark; gloomy; serious; grave
MOCLELEPD COMPELLED Forced to action
124

Cry Beloved

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CRY, THE BELOVED COUNTRY:

Based on the book by Alan Paton

Teacher's Pet Publications, Inc.

Copyright Teacher's Pet Publications, Inc.

Copyright Teacher’s Pet Publications 1999

Only the student materials in this unit plan

For any additional copyright questions,

8. The writing assignments in this unit are geared to several purposes:

Date Assigned Chapters Assigned Completion Date

Introduction Study ?s 1-5 Writing Study ?s 6-7 Reports

Study?s 30-36 Writing

Project Filming View Film Review Test

Key: P=Preview Study Questions V=Prereading Vocabulary Worksheet R=Read

2. Identify Stephen, John, and Gertrude.

3. "Once such a thing is opened, it cannot be shut again." Explain.

4. Why did Stephen Kumalo go to Johannesburg?

6. What does "Umfundisi" mean?

8. What happened to Kumalo when he first arrived in Johannesburg?

9. Identify Msimangu and Mrs. Lithebe.

10. Describe Gertrude's sickness.

11. Why is Gertrude's sickness upsetting to Kumalo?

12. What is Kumalo's brother John doing in Johannesburg?

3. Describe Kumalo's first meeting with his brother John in Johannesburg.

4. What is Msimangu's one hope for his country?

3. What did Mrs. Mkize tell them about Absalom?

4. What is the point of Chapter 9 in relationship to the novel's themes?

2. Identify James and Arthur Jarvis.

5. What news of Absalom does Mrs. Ndlela give Msimangu?

6. To what decisions did Kumalo come in Ezenzeleni?

7. Where does Kumalo finally meet Absalom? Describe their meeting.

8. How does John decide to handle his son's defense?

2. Why does Father Vincent say sorrow is better than fear?

3. In what way was Kumalo cruel to the girl?

4. To what arrangement do Kumalo and the girl finally agree?

6. Identify Mr. Carmichael.

2. Contrast Jarvis' arrival in Johannesburg with Kumalo's.

3. What was ironic about Arthur Jarvis' death?

4. Why did Arthur Jarvis read about Lincoln?

5. What were Arthur Jarvis' last written words?

2. "Nothing is ever quiet except for fools." Explain.

3. Why was the headline about another housebreak-murder "bad news"?

4. What is the verdict for Absalom?

6. Explain the significance of the name of Peter for Absalom's son.

7. Why did Gertrude leave?

3. Who was the small boy who rode to Kumalo's place?

4. What is the significance of the boy's trying to learn Zulu?

5. Why was Kumalo not transferred?

6. What happened to Absalom?

7. Why did Kumalo go to the mountain?

3. Which of these statements does not describe Reverend Kumalo?

4. Who is Reverend Kumalo's brother?

8. Why did Stephen Kumalo go to Johannesburg?

10. What does "Umfundisi" mean

12. What happened to Kumalo when he first arrived in Johannesburg?

13. Who is Msimangu?

14. Who is Mrs. Lithebe?

15. Which of these describes Gertrude's sickness?

16. True or False: Kumalo is very sympathetic to his sister's illness.

17. What is Kumalo's brother doing in Johannesburg?

23. What is Msimangu's one hope for his country?