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2022/23 WASSCE PRACTICAL SPECIMENS

WAEC 2022 AGRIC SCIENCE PRACTICAL SPECIMEN
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Specimen A - Feeding trough
Specimen B - Burdizzo (real/picture/diagram)
Specimen C - Neck/collar tag
Specimen D - Spanner
Specimen E - Kerosine lamp
Specimen F - Inorganic fertilizer (superphosphate) (labelled)
Specimen G - Compost (labelled)
Specimen H - Farmyard manure (labelled)
Specimen I - Groundnut seeds (unshelled)
Specimen J - Cotton lint
Specimen K - Oil palm fruit
Specimen L - Rubber latex (labelled)
Specimen M - Crop (Poultry)
Specimen N - Gizzard (longitudinal section with its contents)
Specimen O - Rumen
Specimen P - Small intestine
Specimen Q - Liver

WAEC 2022 ANIMAL HUSBANDRY PRACTICAL SPECIMEN
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Specimen A - Fresh centrosema plant
Specimen B - Guinea grass (fresh)
Specimen C - Palm oil (labelled)
Specimen D - Hoof
Specimen E - Horn
Specimen F - Feather
Specimen G - Common salt (labelled)
Specimen H - Maize grains
Specimen I - Powdered milk
Specimen J: Groundnut cake
Specimen K - Water (labelled)
Specimen L - Restraining rope.

WAEC 2022 BIOLOGY PRACTICAL SPECIMEN
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GROUP I

Specimen A - Weevil-damaged bean seed
Specimen B - Viable bean seed
Specimen C - Dried maize grain soaked in water overnight
Specimen D - Soldier termite (dead)
Specimen E - Honeybee (dead)
Specimen F - Muddy water (in a test tube)
Specimen G - Lower jaw of a herbivore with teeth intact

*GROUP II*
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Specimen H - Head of domestic fowl (complete)
Specimen J - Quill feather
Specimen K - Leg of domestic fowl (complete) Specimen L - Head of duck complete)
Specimen M - Leg of duck (complete)

NOTE: All specimens can be provided as group specimens for five (5) to ten (10) candidates

All specimens in each group must carry individual labels

(eg A, B, C, D, E, F and G in Group I). It is essential that each candidate should be provided with the following materials:

(i) glass jar cover Petri dish;
(ii) white tiles.
(iii) beaker
(iv) a hand lens/magnifying lens
(v) scalpel/razor blade/knife,
(vi) a pair of forceps
(vii) lodine solution.

WAEC 2022 PHYSICS PRACTICAL SPECIMEN
09028109595 WhatsApp , call, sms .QUESTION 1
-Metre rule
-Knife edge
-A piece of string
-A weighing balance
-A weight hanger
- A set of masses, M = (20g, 40g, 60g, 80g and 100g)

QUESTION 2
-Deep transparent vessel filled with water
-Vernier calipers
-Standand Masses, m = (2g, 5g and 10g)
-A piece of string
-Forceps (To be used to pick masses placed inside the boiling tube)
-Source of heating

Additional Information:
(a) Test tube or boiling tube of the following dimensions:
Length: at least 14cm
External diameter: 2.5cm

The teacher should:
(b) Use starch to fix a strip of graph sheet marked in centimeters inside the boiling tube or test tube. The 0 centimeter mark of the scale should be at the bottom of the tube.

(c) Place sufficient amount of dry sand or lead shot in the test tube or boiling tube to make it just float, when that is done, pour it into a small polythene and seal it. Push the sealed sand or lead shot to the bottom of the tube.

QUESTION 3
-Jockey
-2 dry cells(1.5v each) connected in series;
-Connecting leads should be provided for the battery
-Ammeter(0 - 2A)
-Potentiometer
-Key/switch
-Standard resistor, R of resistance 2ohms
-Connecting wires.

WAEC 2022 CHEMISTRY PRACTICAL SPECIMEN

(1)
INSTRUCTIONS

(2)
In addition to the fittings and reagents normally found in a chemistry laboratory, the following apparatus and materials will be required by each candidate.

(a) One Burette of 50cm3 of capacity
(b) One pipette, either 20cm3 or 25cm3 (All candidates at one center must use pipettes of the same volume, these should be clean and free from grease).
(c) The usual apparatus for titration
(d) The usual apparatus and reagents for qualitative work including the following with all reagents appropriately labeled:
(i) 10% dilute sodium hydroxide solution
(ii) dilute hydrochloric acid
(iii) dilute trioxonitrate(v) acid
(iv) silver trioxonitrate(v) acid
(v) acidified potassium dichromate solution
(vi) aqueous ammonia
(vii) lime water
(viii) red and blue litmus paper
(ix) dilute tetraoxosulphate(vi)
(x) aqueous barium chloride

(e) Spatula
(f) Filtration apparatus,
(g) One beaker
(h) One boiling tube
(i) Four test tubes
(j) Starch solution indicator
(k) Glass rod
(l) Wash bottle containing distilled/deionized water,
(m) Burning splint,
(n) Watch glass
(o) Bunsen Burner/source of heat
(p) Droppers

(3)
(a) 150cm3 of iodine solution in a corked flask or bottle labeled ‘An’. These should all be the same containing 25.4g of I2 in 6.0g kl per dm3 of solution.
(b) 150cm3 of sodium thiosulphate pentahydrate solution in a corked flask or bottle labeled ‘Bn’. These should all be the same containing 24.82g of Na2S2O3 per dm3 of solution.
(c) One spatulaful of ammonium ferrous sulphate, (NH4)2Fe(SO4)2.6H2O in a specimen bottle labeled ‘Cn’.
This must be the same for all candidates.

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(9a)
(i)It advices in the formulation of the policies of government.
(ii)It implements government policies.
(iii)It advises the government.
(iv)It creates employment opportunities.
(v)It performs delegated /legislative functions.

(9b)
(i) Poor remuneration: A hungry man is an angry man. The civil service are poorly remunerated which causes them to take bribe. The salary they receive is not even enough for them to pay their children’s school fees. They are not well motivated

(ii) Absence of skilled manpower: Lack of skilled manpower in the civil service causes inefficiency in the civil service. Therefore, any organization that lacks adequate skilled personnel in their organization, will find it difficult carrying out their operations effectively and efficiently.

(iii) Poor human resources management: Human resources management recruits and train workers to work in the organization. But when the organization cannot manage their workers, the workers tend to leave the organization. Poor management of workers causes death of an organization

(iv) Inadequate materials or insufficient materials: Lack of materials for work causes inefficiency in the operations of the civil service. Government failures to provide those necessary materials that can facilitate work in offices contribute to the cause of ineffectiveness in civil service.

(v) Corruption: Corruption has eaten deep into the bones of our civil service, it hard to find a civil servant without the intent to defraud. When corruption continues to thrive in the civil service, it affects the general operations of the civil service.
••••••••••••••••••••••••••••••••••••••••
(8a)
Modern mode of popular participation is the mode of popular participation carried out through expressing of oneself through the mass media.

(8b)
(i) Legitimacy of elected governments: If citizens actively participate in electoral process, society will have an elected legitimate government.
(ii) National development: There will be rapid socio-economic development if citizens participate in the electoral or political process.
(iii) Political stability: This ensures law and order for economic and political development in the society.
(iv) Responsible and responsive government: The society will elect or get a government that is receptive to the people's concerns, needs and aspirations.
(v) Political awareness: When citizens participate in the electoral/political process, they will become politically conscious, enjoy their rights and perform corresponding duties and obligations to the society.
(vi) Credible elections: When citizens actively participate in the electoral or political process it will confer credibility on the process.
••••••••••••••••••••••••••••••••••••••••
(7i)
Political Parties: these are organized groups of people who share common ideas with the sole aim of contesting elections to gain/assume political power in a democratic state.

(7ii)
Free and independent Press: this refers to a situation or condition in which media organizations are allowed to perform their functions of informing, educating, entertaining people and scrutinizing government activities without undue censorship for the purpose of good governance in a democracy.

(7iii)
Civil Societies organization: these are private non-profit organizations formed to promote collectively shared values, interests and objectives that are capable of enhancing the general welfare and development of democratic states.
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
4a) A secret cult is a club or an organization whose activities, events, inner functioning, or membership are concealed.
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
(6a)
Youth Empowerment: A development programme aimed at creating opportunities that will encourage and develop the youths to be morally responsible, self-reliant and financially productive citizens.

(6b)
(i) Life Coping Skills: These are natural skills which every organism including man, acquires from birth to adapt fittingly in his or its environment. They are survival Instincts or skills.

(ii) Manipulative Skills: These skills are seen in skills acquisition centres as it involves economic activities that inculcate skills such as technical education.

(iii) Intellectual Skills: These skills are coordinates in character. It is the literary or theoretical frameworks that guide the practical aspects of the works, economic and scientific undertakings

(iv) Communicative Skills: Communication is a very important aspect of our life. Man evolved communications skills as a social being to enable him pass or send information from one person to the other or from place to place.

(v) Artistic Skills: These are close to communicative skills and are more complex. Includes they art of good writing, fine and applied arts, music and drama. These skills make effective use of all the other four kinds of skills where necessary.

(vi)Decision-making skills; These can be the difference in making a choice that improves your organization. The aptitude to make decisions is a leadership trait, which portrays your ability to think objectively and relates concepts
••••••••••••••••••••••••••••••••••••••••

••••••••••••••••••••••••••••••••••••••••
••••••••••••••••••••••••••••••••••••••••

25th August 2021

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(1a)

- Rent Rates & Taxes.

- Workforce Availability, Labor Skills & Costs.

- Roads, Highways & Traffic Flow.

- Proximity to Airport, Railway Stations & Ports.

- Markets & Local - Environment Factors.

- Building Availability & Utility Costs.

(Choose any 5l)

(1b)

- Receiving: operations that involve the assignment of trucks to docks, the scheduling and ex*****on of unloading activities.

- Storing: material’s movement from unloading area to its designated place in inventory.

- Order Picking: the process of obtaining the right amount of the right products for a set of customer orders. This is the main and the most labour- intensive activity of warehouses

- Shipping: ex*****on of packing and truck’s loading after picking, involving also the assignment of trucks to docks

- Delivery: the transit time for transportation from the warehouse to the customer.

==========================

(5a)

(i)It helps in avoiding future uncertainties.

(ii)It helps in management by objectives.

(iii)It helps in achieving objectives.

(iv)It helps in coordination and communication among the departments.

(v)It helps the customers in getting full satisfaction.

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2a)
Olilo udaume bu otu udaume ime ka udaume nodebere ya yie ya na mkpop**a mkpuruokwu abuo nodebere onwe ha.
2a)
Olilo Ihu:
A na-enwe olilo ihu mgbe nke mbụ gara n'ihu loo ụdaume dị n'okwu nke abụọ.
2bii)
Ọmụmaatụ:
Izu + ụka ⟶ Izuuka
Oti + ịgba ⟶ Otiigba
Olilo Azụ: Nke a na-apụta ihe mgbe ụdaume abụọ nọdewere onwe ha nke dị n'ihu eloo nke na-eso ya n'azụ.
Ọmụmaatụ:
Ọba + ede ⟶ Ọbeede
Aha + otu ⟶ Ahootu

2A)Olilo ụdaume na-adị ire mgbe mkpụrụokwu ji
ụdaume jedebe na mkpụrụokwu ji ụdaume bido
jekọtara ọnụ, a na-anụkarị ụda nke otu n'ime
ụdaume ndị ahụ, nke a na-eme ka a aghara
ịnụzịkwa mkpọpụta udaume nke ọzọ.
(2b)
(i) Olilo Ihu: A na-enwe olilo ihu mgbe nke mbụ gara
n'ihu loo ụdaume dị n'okwu nke abụọ.
Ọmụmaatụ: Izu + ụka = Izuuka, Oti + ịgba =
Otiigba,wdgz.
(ii) Olilo Azụ: Nke a na-apụta ihe mgbe ụdaume
abụọ nọdewere onwe ha nke dị n'ihu eloo nke na-
eso ya n'azụ.
(2c)
Ọmụmaatụ:
(i) Ọba + ede = Ọbede,
(ii) Aha + otu = Ahotu
(iii) Ada + Obi = Adobi
(iv) Nwa + eke = Nweke
======================
5a)
Akaraedemede bu akara e ji acho asusu mma ma a na ede ya ede ka o ga Abu a na agu ya ka o nwee nghota,dikwa uto ogugu
5b)
i) Rikom elu (') bu akara edemede eji egosip**a na on were mkpuru edemede e wepuru na mkpuruokwu.
ii) Rikom ngwu("") bu akara eji egosip**a okwu si n'onu mmadu p**a kpomkwem n'agbakwuyeghi okwu ozo ma obu wepu okwu obula na ya.
iii) Kpomkpom (:) bu akara edemede na egosip**a na o nwere okwu ndi ozo ga esota ya n' azu
iv) Akaramkpu (!) bu akara edemede eji amata na okwu e kwuru bu na mkpu ka e tiri ya.
++++++++++++++++++++++++++++++++++++++++
==============
(11a)
Ogbanje bu mmadu igba uwa nje maobu igba uwa uno

(11b)
(i) Ogbanje ulo
(ii) Ogbanje mmiri
(iii) Ogbanje ukwu osisi
(iv) Ogbanje ukwu osisi

(11c)
(i) Ha na- aria oke oria karia okuko udummiri
(ii) Ejiji ha na- apukari iche n’ ebe nke ihe ha di, dika iyikari ihe mmemme obara obara
(iii) Ha na ebu akara e nyere ha n’ahu mgbe ha nwuru wee loghachikwa uwa ozo

(iv) Ha na aga n’uzo ha a na ekwu okwu
+++++++++++++++++++++++++++++++++++++

6a)
(i) O gwara ya ka o ga gbaa ubi ahu ogige ghurugburu, tinye ya nani otu ohgere, na otu akuku ebe anu ohia ndi ahu nwere ike isi wee piobata na aguu na-agu ha
(ii) O gwakwara nwoke ahu ka o tinyekwa onu uzo a na-emeghe eme, na emechikwa emechi o ga-esi na-abanye ubi ya mgbe obula o choro
(iii) O gwakwara ya na o bu otu anuohia na nwunye ya na-abia akpa mkpamkpa ahu

(6b)
(i) Ele gwara nwuye ya ka ha laa mana nwunye ya juru aju.
(ii) Ele gwara nwuye ya ka o kee mkwucha n’ihi na o bu nani otu oghere ahu ka ha nwere ike isi laa ma ihe oso mee.
(iii) Ele gwakwaaziri ya isi ha tatu, tatu, ka ha gaa lee ma afo ha o ga ekwekwa gafee ngwa ngwa n’oghere ahu ma ihe oso mee

(6c)
Ihe Ele tiri mgbe o huru ozu nwunye ya bu: “Ele wee tie Mkpu si, afo ekweghi ukwu zuru Ike.

(6d)
(i) Akuko a na-akuziri anyi na ihe o bula na-ato uto na-egbukwa egbu.
(ii) O na-akuziri anyi na mmadu kwesiri ige di ya nti mgbe o bula o gwara ya Okwu.
(iii) O na akuziri anyi na akpiri ogologo adighi mma

===================================

(8a)
Akubuzo kwuru si na onye amuma anaghi adi ire n’ala be Nna ya.

(8b)
Akubuzo mere Nke a Iji gbochie umu Odigo ya izu ya ohi.

(8c)
– Ahuhu o tara oru ubi ya.
– O naghi eri ego ya.
– O naghi Eyo Ezigbo uwe.
– O naghi ezip**a ihe o koro na ubi.
– O kweghi anu Nwaanyi.

(8d)
– Aghara ndu kpaa aku ndi iro erisia ya.
– Mmechapuaka na-emepe Uzo.

– Ihe obula Onye na-ese ya kwube ya olu Maka echi di ime

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PAPER II
Answer four questions in all, at least one
from each section

SECTION A
THEMES FROM THE OLD TESTAMENTS

1a. _Discuss David’s reactions to the death of his son with Bathsheba, Unah’s wife_
1b. *State any three lessons to be learnt from the episode*.

CRS
(Section-1)
(1a)
David committed adultery with Bathsheba,
Uriah’s wife and had a child. For this, God was
displeased. God sent prophet Nathan who
decreed the death of the child and the child
was struck with sickness. When David realised
that God was displeased with his act, he
interceded for the life of the child and fasted
and laid upon the ground. The intercession and
admonition of the elders did not change God’s
anger, and the child died on the seventh day.
Out of fright, the servants could not report to
David lest he harmed himself. The news of the
death of his son was later reported to him. On
hearing the news, he arose and had his bath,
anointed himself and changed his apparel. He
later went to the temple, worshipped God for
answering his prayer and requested for food.
His servants were surprised at his behaviour.
David fasted and wept so that God would
reverse his intention to take the son’s life.
Unfortunately, the child died and he thought
fasting is no more necessary. David summed
up his courage and believed that He could go
to the child but the child could no more come
to him.

(1b)
God reserves the right to give and take
anything from us at will. Again all human
beings should submit himself to the will of God.
In every situation we find ourselves we should
give God prais.

*Legit exam runz solution*
=================={=={{========

CRS-THEORY
(4a)
Jesus is interrogated by a council of the
leading Jewish religious officials. After
appearing before the Roman Governor and the
Roman-appointed ruler of Galilee, Jesus is
handed off to be executed. In other words
When Pilate heard this, he asked whether the
man was a Galilean. And when he learned that
he was under Herod’s jurisdiction, he sent him
off to Herod, who was himself in Jerusalem at
that time. When Herod saw Jesus, he was very
glad, for he had been wanting to see him for a
long time, because he had heard about him and
was hoping to see him perform some sign. He
questioned him at some length, but Jesus gave
him no answer. The chief priests and the
scribes stood by, vehemently accusing him.
Even Herod with his soldiers treated him with
contempt and mocked him; then he put an
elegant robe on him, and sent him back to
Pilate. That same day Herod and Pilate became
friends with each other; before this they had
been enemies. Neither has Herod, for he sent
him back to us. Indeed, he has done nothing to
deserve death. Then they all shouted out
together, ‘Away with this fellow! Release
Barabbas for us!’ (This was a man who had
been put in prison for an insurrection that had
taken place in the city, and for murder.) Pilate,
wanting to release Jesus, addressed them
again; but they kept shouting, ‘Crucify, crucify
him!’ A third time he said to them, ‘Why, what
evil has he done? I they found in him no
ground for the sentence of death; I will
therefore have him flogged and then release
him.’ But they kept urgently demanding with
loud shouts that he should be crucified; and
their voices prevailed. So Pilate gave his
verdict that their demand should be granted. He
released the man they asked for, the one who
had been put in prison for insurrection and
murder, and he handed Jesus over as they
wished.

(4b)
(i)​Jesus is the messiah/son of God. And They
should set a good example to others.

(ii)They should not misuse their power/
authority. And They should not accuse others
falsely.

(iii)Jesus was innocent hence should be
righteous like him. And They should always
stand for the truth/be just. In other words they
should investigate accusations to confirm the
truth before passing any judgment on others.

(5ai)
THE WOMEN:
(i) There were also many women there looking
on from afar who had followed Jesus from
Galilee ministering to him.

(ii) Among them were, Mary Magdalene, Mary

the mother of James and Joseph and the
mother of the sons of Zebedee.

(iii) There were also many other women who
accompanied him to Jerusalem.

(iv) When the body of Jesus was later taken
down from the cross and buried in the tomb,
the women were around and knew the location
of the tomb.

(v)The women were Mary Magdalene, Mary the
mother of James and Salome. Luke added
Joana, the wife of Chuza.

(vi)The women then saw the vision of the angel
who gave them information regarding the
resurrection of Christ.

(5aii)
JOSEPH OF ARIMATHEA:

(i) When it was evening, there came a rich man
from Arimathea, (named Joseph), who was a
disciple of Jesus.
(ii) He was a respected and upright member of
the Jewish Council (Sanhedrin) and was
looking for the kingdom of God.
(iii) At the trial of Jesus, he was said to be
opposed to the action of the Sanhedrin in
condemning Jesus.
(iv) After the crucifixion, he went to Pilate in
the evening and asked for the body of Jesus.
(v) He took the body, wrapped it in a clean
shroud, and laid it in his new tomb which he
had hewn in the rock.
(vi) He rolled a great stone to the door of the
tomb and departed.

(5aiii)
THE HIGH PRIEST:
(i)The High Priest presented the sin offering for
the nation as occasion required. It speaks of
the Lord Jesus presenting Himself as a sin
offering for the sins of His people.
(ii)The High Priest performed the atoning
sacrifice and burnt offering on the great Day of
Atonement once a year, entering the Holy of
Holies with the blood from the sacrifice
(iii)The High Priest also play a role by letting
them to know that Christ gave Himself as that
whole burnt offering to atone for His people on
the Cross; the fulfillment of the great Day of
Atonement.
(iv)The High Priest used the Urim and the
Thummim to inform the people of the will of the
Lord in matters concerning their nation.
(v)The High Priest was an important civil ruler
as well as a spiritual head for the nation. This
testifies of the Lord Jesus, Who is King of His
church to govern and protect them as well as
Priest to intercede and atone for them.
(vi)The High Priest supervised the rest of the
criminal name barabbas and the entire
tabernacle or temple worship. So, also, Christ;
as the Great High Priest, walks in the midst of
the Golden Candlesticks

(8)
(8a)
According to Paul, spiritual gifts are gifts from
the Lord.Their genuineness can be tested when
the beneficiary confesses “Jesus is Lord”, but if
by the devil, he says “Jesus is cursed”. There
are varieties of service, but the same Lord; and
there are varieties of working, but it is the
same God who inspired them all in every one.
Paul then enumerated nine spiritual gifts.
These are utterance of wisdom, utterance of
knowledge, faith, healing power, miracle
working, prophecy, distinguishing between
spirits, speaking in tongues and interpretation
of tongues.Paul compares these gifts with the
human body with its different members, each
playing an important role for the good of the
entire body. No part can say that since it is not
the other member, it does not belong to the
body, for if the whole body were to be an eye,
where would be the ear? Or if the whole body
is an ear, where then would be the nose? God
has so arranged the individual parts that they
are mutually interdependent and necessary for
their corporate existence. Infact, some weaker
parts are crowned with greater respectability to
avoid discord in the body for if one member
suffers, the entire body suffers and if one
member is honoured, all rejoice together.

(8b)
The Corinthians have divided themselves not
only around loyalty to certain leaders, around
understandings of ethical behavior, and around
social status, but also around spiritual gifts
such as gifts for prophecy, speaking in
tongues, performing miracles, and so on. Paul
uses the metaphor of one body with many
members to argue that everyone, regardless of
specific giftedness, is indispensible to the
whole.

(8c)
-(Choose any 4)-
i. Faith helps Christian to believe and trust God
and fellowship with him.
ii. It enables Christians to be committed to
God,depend and rely on him.
iii. Faith assure Christan of eternal salvation.
iv. Faith shows Christans that they are not
under law, but under grace.
v. Faith motivate Christans to do good works in
his field i.e in the church or in evangelism.
vi. Faith promotes healing

(9a)
In Paul’s teaching, he said that since no man
could claim perfection, he could not be justified
by acts of the law, but only by faith in Jesus
Christ. Abraham was righteous not by the law,
but by act of his faith in God’s promise. Those
who believe in salvation through obedience to
the law have no claim to faith. Those who
believe in God’s promise through faith as
Abraham did are heirs of God’s kingdom. Law
brings punishment because it leads to the
knowledge of sin and transgression. Faith is
based on grace, love and peace. Though
Abraham was 100 years and his wife Sarah 90,
yet they had faith in God’s promise of a child.
And God gave unto them Isaac.

08147740859
(9b)
(i) Faith assures Christians of eternal salvation.
(ii) It shows that Christians are no longer under
the bond of law but under the grace.
(iii) It is by faith that Christians face the
challenges of life with enough courage and
confidence.
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PAPER I
*DRAMA AND POETRY*

*Answer one question from each section. Each question carries 25 marks*

*SECTION I*
08147740859
*NECO LIT-IN ENG SOLUTION*

*Give an account of the ascension of Yoko to chiefdom in the text*.

*No 1*

An Account of The Ascension Of Yoko to Chiefdom
Yoko is one of the thirty seven wives of Chief
Gbanya. She is his favourite wife. The chief
does whatever Yoko tells him to do. This does
not go well with Lamboi and Musa. They look
for ways to kill the Chief and take over the
reign of Mende Kingdom. Their opportunity
comes when the Chief is flogged mercilessly in
their presence by the Governor. He sustains
injuries during the flogging.
Lamboi and Musa mix a poisonous concoction
using alligator gall. They give it to him. He
drinks it. Before he dies, he hands over his
Chiefdom to Yoko after she persuades him.
This does not go well with Musa and Lamboi.
They look for ways of removing her from the
throne. Meanwhile, Yoko upon ascending the
throne, sacrifices her womb as it is in line with
the tradition. During her reign, she is able to
conquer more territories and add them to her
kingdom. She also maintains a cordial
relationship with the Governor and act
according to the dictates of the imperial
representative. In a plot to dethrone her, Musa
and Lamboi kidnap and kill Jeneba and lied to
the people that it is Madam Yoko that use her
for ritual. This allegation makes Queen Yoko to
be subjected to humiliation and disgrace from
her subjects. She finally goes to the poro bush
and clears her name of the allegation. In a bid
to avoid further embarrassment and disgrace,
she asks her maid to prepare for her a
poisonous concoction. She drinks it and takes
her own life. She says it is better than facing
further humiliation.

*LITERATURE*08147740859

*NUMBER 2*

How The Character of Musa Contributes to The
Development of The Play
Musa plays the character of the seer and the
medicine man in Mende land. He has the full
trust of Chief Gbanya who believes him to be a
true messenger of the gods. Musa has some
dirty secrets. Lamboi is aware of these secrets,
so he uses it as an advantage to force the
support of Musa in his plan to dethrone Chief
Gbanya whom he feels is being manipulated by
a woman in his style of leadership and in the
area of decision making.
The duo of Musa and Lamboi finally get their
chance to kill the king when he was flogged by
the Governor for sending an army against him.
Musa prepares a poisonous mixture using
alligator gall and making the king believe that it
was a normal her prepared to treat his injuries.
The king innocently drinks it and dies.
Unlucky for Musa and his accomplice, the Chief
hands over the Chiefdom to his beloved wife,
Yoko before he dies. She then sacrifices her
womb as it is the custom of the land for the
throne. Musa and Lamboi then kidnap Jeneba,
the daughter of Ndapi and Kill her. Musa then
deceived the people into believing that the
Oracle revealed to him that Yoko killed Jeneba
and used her for ritual. This angered the
people so much that they subject her to
humiliation, disgrace and even dethroned her.
As the story unfolds, her name is cleared while
the main culprits are known. But the humiliation
that Musa makes her to face traumatized her to
the extent that she drinks poison and Kill
herself in a bid to avoid further humiliation.
Miss’s caused the deaths deaths and
misfortunes that happened in the play.

*NUMBER 3*08147740859

Lakunle’s role is to highlight the growing
influence of Western culture on Africa, even in
the remotest villages. An educated man who
thinks that the tribal customs are outmoded
and barbaric, Lakunle is determined to wean
Sidi away from the old ways. Yet he fails, as
Sidi chooses for her husband Baroka, the
village chief, the epitome of everything Lakunle
detests.
Lakunle’s failure to woo Sidi stands as a
reminder of just how far Nigeria must go if it is
to be a thoroughly modern, Westernized
country. But the suggestion here is that for
Western ways to gain a foothold in Africa, they
must at least be properly understood, and even
then must only be introduced gradually before
being incorporated into traditional practices.
Lakunle doesn’t understand any of this, which
is ultimately why he is unsuccessful in gaining
Sidi’s hand in marriage.
Lakunle is an educated young man who returns
to the village to teach school. He is Baroka’s
rival as a suitor to Sidi.
Lakunle represents the promises and pitfalls of
independent Nigeria and embodies postcolonial
identity. He is proud to be a modern man and
calls attention to the negative features of
traditional society. However, he seems eager to
throw out the good with the bad. Advocating
freedom for women, for example, he seems to
Sidi to be bossy, unappreciative, and
condescending. He rejects paying bride as an
outmoded custom, but Sidi interprets his
reluctance as disrespect for her value and an
excuse meant to hide his inability to pay it. His
education in the British system has diminished
his ability to relate to his own people. Sidi
rejects him in favor of Baroka.
Lakunle is the village schoolteacher and a
proponent of Western civilization. He dresses
like an Englishman and has a penchant for
using “big words.” Wole Soyinka uses the
protagonist, Lakunle, to criticize the native
Nigerians, who are in a state of cognitive
dissonance, as they cannot decide whether or
not to embrace Western culture. Lakunle is
representative of modernism, but his character
and actions reveal how little he knows about
Western modernization. Lakunle wears English
clothing as opposed to native clothing.
However, his English suit is deemed old-
fashioned. In fact, it is described as
“threadbare” and being “old-style,” which
clearly shows how Lakunle is still stuck in the
past, even though he tries to portray himself as
a “civilized man.”
Further, Lakunle’s pursuit of Westernization is
depicted in the fact that he does not want to
pay Sidi’s bride-price. He uses a list of
adjectives to express his hatred toward this
African tradition:
A savage custom, barbaric, out-dated,Rejected,
denounced, accursed,Excommunicated,
archaic, degrading, Humiliating, unspeakable,
redundant, Retrogressive, remarkable,
unpalatable.
Lakunle is the village’s school teacher who has
an affinity for Western civilization and culture.
He wishes to modernize Ilujinle and attempts
to marry Sidi without paying the bride-price. He
is Baroka’s foil, and his character helps
develop the theme of modernity versus
traditional African culture. Lakunle is an
outspoken conservative who speaks out against
Yoruba culture. Although he claims to love Sidi,
he is being insincere. At the end of the play,
Lakunle’s true intentions of not paying the
bride-price are revealed. He simply wishes to
avoid payment under the pretense that it is a
savage custom. Eventually, Baroka wins Sidi’s
heart and ends up marrying her at the end of
the play. Baroka’s wisdom and cunning are no
match for Lakunle, and the Bale’s victory
suggests that traditional African culture is
stronger than Western ways of life.
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*No 4*08147740859

How The Cunning Acts Of Baroka Trap Sidi
Baroka plays the role of the traditional ruler of
Ilujinle. He is the Bale of Ilujinle. He is a very
Cunning character. He is regarded as the “Fox”
because of the load of Cunning tricks.
At first, he envies Sidi because she was more
popular than he is. She appears more
prominent in the magazine than he does. He
then decides to marry her and add her to his
list of wives who were already thirty seven in
number.
He uses Sadiku to woo Sidi. When Sidi refuses
the advances, he devices another means. He
cunningly tells Sadiku that he has lost his
manhood. He does this knowing fully well that
Sadiku will not keep it a secret fr Sidi. When
Sidi hears the rumour, she believes it and lets
her guard down by seeing Baroka as nothing
but a harmless impotent man. When Baroka
flatters her, she willingly accept by walking into
his trap. Next thing she she knows, he sleeps
with her and disvirgins her. To this end, she is
forced to marry him.

SECTION II
*NON-AFRICAN DRAMA*
*Answer one question from either of the texts in this section. Each question carries 25 marks*.

(5)
Discuss Osborne’s view of religion in the
play?
In the play, Jimmy sees organized traditional
Anglican religion as the antithesis of everything
he believes in. The modern world, he believes,
is a world of moral subjectivity. The church
offers a worldview in which there is clear right
and wrong, salvation and damnation, and this is
a world that Jimmy simply believes no longer
exists. Jimmy’s relationship to religion is more
complicated, however, because he does allude
to African American evangelical religion as an
example of pure emotion. It is probable that
Jimmy does not value the morality or spirituality
of African American religion as much as he
values the way in which such religious
expression gives voice to real and true
emotion.

(6)
Jimmy Porter is the “angry young man” of the
play, usually found spouting tirades against the
complacency of the British upper classes, and
especially against his wife Alison and then his
lover Helena. Born working class but highly
educated, like his friend and roommate Cliff,
but has an ambivalent relationship with his
educated status, seeing himself mostly as a
working class man and yet frustrated that his
education can do nothing to affect his class
status. “He is a disconcerting mixture of
sincerity and cheerful malice, of tenderness and
freebooting cruelty.” Jimmy “alienates the
sensitive and insensitive alike,” and his
“blistering honesty, or apparent honesty…
makes few friends.” Jimmy is a frustrated
character, railing against his feelings of
alienation and uselessness in post-war
England.

(7)
Maxson.
Jim Bono
Troy’s best friend of over thirty years. Jim Bono
is usually called “Bono” or “Mr. Bono” by the
characters in Fences. Bono and Troy met in
jail, where Troy learned to play baseball. Troy
is a role model to Bono. Bono is the only
character in Fences who remembers, first-
hand, Troy’s glory days of hitting homeruns in
the Negro Leagues. Less controversial than
Troy, Bono admires Troy’s leadership and
responsibility at work. Bono spends every
Friday after work drinking beers and telling
stories with Troy in the Maxson family’s
backyard. He is married to a woman named
Lucille, who is friends with Rose. Bono is a
devoted husband and friend. Bono’s concern
for Troy’s marriage takes precedent over his
loyalty to their friendship.

SECTION III
*AFRICAN POETRY*
*Answer one question from this section. Each question carries 25 marks*
(9)
i. THE DESTRUCTIVE NATURE OF
UNCONTROLLED JOY:
The poet persona is obviously happy and
joyous about his retirement from service after
thirty five years in service. This explains why
he organises a party to mark his retirement.
However, his joy gets the better of him and he
drinks to stupor, something he has been able to
control for over thirty-five years in government
employment. His over-joyousness lands him in
his grave. Thus, in everything we do, there is
need for moderation. Had the retiree been
moderate while rejoicing and compliant to his
erstwhile driving code, he would have enjoyed
his retirement in peace. All his years he
“pummeled his boozy throat” in compliance
with his duty rules just went to waste.

ii. THE DANGER OF DRUNK DRIVING:
This is another significant theme in A
Government Driver on His Retirement. The
poem expresses the universal driving rule that
drivers should not drive when drunk. It is
widely believed that driving when drunk makes
the driver(s) susceptible to auto-crash as in
the case of our newly retired government
driver. Driving when drunk pushes him to his
early grave. His drunkenness “sent him home
to rest in peace”. The poem exposes us to the
dangers of driving when drunk and of course,
that of careless driving.

iii. DEATH:
Towards the tail end of the poem, the theme of
death manifests. Death is an inevitable
phenomenon every human being must undergo.
Every one of us will die someday. However, the
poet persona hurries his death time as a result
of his carelessness and unrestrained joy.

*SECTION IV*
*NON-AFRICAN POETRY08147740859*
*Answer one question from this section. Each question carries 25 marks*

*SECTION IV*

(12)
(i) Freedom and Slavery: The predominant
theme of the poem is freedom. The first line
depicts this by introducing “the free bird.” And
the opposite theme is “slavery.” A caged bird in
captivity “sings of freedom.” The caged bird
was created for freedom as a free bird.
Nonetheless, it is in an unnatural situation,
trapped in a cage. Not only is it trapped, but its
body has been mutilated as well.

(ii) Despair and Hope: The caged bird is in a
state of despair. Being tied up in the cage
compromises his movement. He is hopeful that
it will transform into a free bird. That is why he
sings of the anticipated freedom. Freedom
seems out of reach, and his “tune is heard” in
the distant hill. This tells us that the bird is
hopeful one day he will fly over to the distant
hill just like his voice.

(iii) Fear and Courage: While the free bird finds
it easy to fly and enjoy his freedom by claiming
the sky, the caged bird lives in fear. However,
he is courageous enough to keep singing and
use the power of his throat to fight for his
freedom



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