Transcript Master Harold”…and the boys

“Master Harold”…and the boys
By Athol Fugard
“In the theatre of course my
fascination lies with the ‘living
moment’– the actual, the real, the
immediate, there before our eyes,
even if it shares in the transient fate
of all living moments…The theatre
uses flesh and blood, sweat, the
human voice, real pain, real time.
-Athol Fugard, Notebooks: 1963
Background
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Title: “Master Harold”…and the boys
Author: Athol Fugard
Publication Date: ___________
Setting: South Africa, during the
___________________________ (1948-1994)
• Genre: _____________________
• Characters: Hally, Sam, Willie
• Premiered in Yale Repertory Theater in 1982
and made its first Broadway appearance later
that year (with 344 Broadway performances)
Who is Athol Fugard?
• Please go to the “Master Harold” tab on our
website
• Open the document entitled “Fugard Bio &
Real-Life Connections”
• This describes Fugard’s life and how he is
closely linked to “Hally” in the play
• Take 10 minutes to read and highlight in
Notability, and we will discuss as a class
Roots of Apartheid
• Arriving in South Africa in 1652, the ____________________
settlers established the Cape of Good Hope and utilized the
Dutch East India Company to import slaves from Malaysia,
Madagascar, India, Indonesia, Mozambique and East Africa.
• In 1795 when gold was discovered on tribal lands, British forces
seized control of the Cape colony. Soon, many citizens of the
English Isles were immigrating to South Africa, leaving the Dutch
settlers, now renamed __________________________,
struggling to retain and regain power over their territories,
resulting in the Anglo-Boer War (1899-1902).
• Through a peace treaty, the Boers lost their independence,
Britain retained domination, and the British abolished slavery.
• The British proposed ________________________
____________________________________in the areas of land,
labor, education and politics. In 1910, the Union government
passed proposals into law which instituted several Acts that
would keep South Africa’s blacks away from its whites.
Instigating Apartheid
• By the 1930s the increasingly strong National Party (an
all-white party) segregated African natives and used
them as a means of ______________ ______________.
• World War II led to a boom in urban industrial
companies; jobs, wages and trade unions were on the
rise for both whites and blacks.
• With all South Africans moving toward the cities for
work, the rural areas became impoverished; farms and
farmers suffered.
• To retain their income, Afrikaner farmers unified as the
Afrikaner Nationalist Alliance, demanding more political
_____________________ over black South Africans. In
1948, the Afrikaner farmers would get what they
wanted.
Apartheid
• In ___________ the new race policy,
Apartheid, institutionalized and enforced the
already racially segregated South Africa.
• For the next 50 years, South Africans would be
forced apart, imprisoned, and murdered in the
name of _______________ domination.
• By the end of apartheid in ______________,
hundreds of thousands of South Africans
would be detained, tortured, or murdered.
Major Points of Apartheid
• “__________________development” of South
Africa’s four racial groups (Africans/blacks,
Coloureds/mixed, Asians/Indians, Whites)
• Total white control
• The overruling of black interests for white
interests
• The _____________________________ of
whites (Dutch, Afrikaner, English, & European)
Reference: http://www.timelinetheatre.com/master_harold/MasterHarold_StudyGuide.pdf
Slam Dunk Word of the Day
• EMPHATICALLY (5)
• WILLIE: (Emphatically) I wasn’t.
• adv. ___________________________________
___________________________________
• adj.= emphatic
• Can you use this word in a sentence?
Slam Dunk Word of the Day
• MIRTHLESSLY (17)
• HALLY: (Mirthlessly) Ha, ha, ha.
• adv.
__________________________________
___________________________________
• adj.= mirthless; n.=mirth (joy)
• Can you use this word in a sentence?
Slam Dunk Word of the Day
• AUDACITY (29)
• HALLY: The sheer audacity of it took my breath
away.
• n. ___________________________________
___________________________________
• adj.=audacious
• Can you use this word in a sentence?
Slam Dunk Word of the Day
• BRUSQUELY (33)
• HALLY: That’s what hospitals are there for.
(Brusquely) So don’t just stand there!
• adv.
__________________________________
___________________________________
• adj.= brusque
• Can you use this word in a sentence?
Slam Dunk Word of the Day
• SCOFF (41)
• HALLY: My mother’s got one of those, and…it’s
an embarrassment every time she wears it.
(Hally scoffs)
• v. ___________________________________
• Can you use this word in a sentence?
Slam Dunk Word of the Day
• AGHAST (45)
• SAM: (Aghast) Hally . . . !
• adj. __________________________________
• Can you use this word in a sentence?
Slam Dunk Word of the Day
• EBB (57)
• SAM: (His violence ebbing away into defeat as
quickly as it flooded)
• v. ___________________________________
___________________________________
• Can you use this word in a sentence?
In-Class Paragraph Response
• How does Hally prove that he has become
influenced by his father’s racism and is no
longer an innocent child?
• Incorporate at least two specific
details/quotes and explain.