Islamiat Answers

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the May/June 2007 question paper
2058 ISLAMIYAT
2058/01 Paper 1, maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2058 01
© UCLES 2007
1 Comment on the main teachings contained in two of the following passages from the
Qur’an. [2 × 4]
(a) Sura 8. 44-5
And remember when you met,
he showed them to you as few in your eyes,
and made you appear as contemptible in their eyes;
so that God might accomplish a matter already enacted.
For to God all matters go back.
O you who believe! When you meet a force,
be firm, and remember God much, so that you may prosper.
• This is a recollection of the battle between Muslims and Quraysh at Badr.
• It emphasises that God was in total control of the events.
• He made the Quraysh appear as few to the Muslims and the Muslims appear to the
Quraysh as helpless. (both parts for a mark)
• This encourages Muslims to persevere in God's work no matter how immense the
obstacles.
(b) Sura 19. 19-21
He said: “No, I am a messenger of your Lord,
for the gift to you of a holy son.”
She said: “How can I have a son,
seeing that no man has touched me,
and I am not unchaste?”
He said: “So it will be.
Your Lord says: ‘That is easy for me:
and we appoint him as a sign to men and a mercy from us’:
it is a matter decreed.”
• This recounts the visit by Jibril/Gabriel to Mary (both names for a mark).
• He informed her that she would give birth to Jesus.
• Jesus’ birth without a father is a miracle from God.
• This shows the total power of God.
(c) Sura 114
Say: I seek refuge with the Lord of mankind,
The King of mankind,
The God of mankind,
From the evil of the whisperer who withdraws,
Who whispers in the hearts of mankind,
Among jinn and mankind.
• God is king and ruler of all.
• So he is a safe refuge from evil.
• He can protect from the particular evil of those who whisper lies.
• They may be wicked people or the devil himself.
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2 (a) Write an account of the major difficulties encountered by
(i) the Prophet, and [6]
(ii) his followers [6]
during the years when they lived in Makka.
(b) Explain how their reaction to these difficulties can set an example for Muslims today.
[4]
(a) (i)
• The Quraysh rejected Muhammad when he began his preaching (1 extra mark for
the full story).
• An old woman regularly pelted him with rubbish on his way to prayer.
• He was once nearly strangled while praying.
• The Quraysh subjected him to temptation, insults and verbal abuse (1 mark for a
mention or brief story, 2 marks maximum).
• The death of his uncle Abu Talib deprived him of protection.
• He was rejected and assaulted when he preached at al-Ta’if.
• He and his family were boycotted and forced to live in a narrow valley outside Makka
(1 extra mark for comments about their steadfastness - credit this point either
here or in (ii) but not in both).
• The death of Khadija discouraged him.
(ii)
• Many of his followers were subjected to torture (1 extra mark for the story of Bilal
or of Sumayya).
• Some followers were forced to flee to Abyssinia to the protection of the king (1 extra
mark for comments about the pursuit by Quraysh and their reception by the
king).
• They were boycotted and forced to live in a narrow valley outside Makka (1 extra
mark for comments about their steadfastness - credit this point either here or in
(i) but not in both).
• They were prevented from worshipping at the ka`ba.
• Their means of livelihood were taken away.
(b) Main points include:
• Muhammad was not deflected from preaching even when offered bribes.
• He retained dignity and patience at all times.
• His followers preferred to undergo hardships and death rather than give up their faith.
• Muhammad showed concern for his persecutors and forgiveness towards them.
• Muslims under persecution should remain loyal to one another.
(Allow up to 2 marks for mention of moral points such as these.
Allow 1 extra mark for one lesson derived from these points.
Allow 1 extra mark for more than one lesson.)
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3 (a) What are the main features of the belief in the line of messengers (rusul) who were
sent before the time of the Prophet Muhammad? [10]
(b) What does a Muslim believe by the words ‘And Muhammad is the messenger of God’?
[6]
(a)
• Messengers were sent throughout history.
• They had the task of giving messages revealed to them by God.
• They are all chosen by God.
• They were all human beings.
• They were guided by the angel Jibril.
• They were sent to particular communities.
• Their messages were for the guidance of their people.
• Their messages contained the same teachings.
• These were later lost or changed by their communities.
• The Prophet Muhammad said that the line numbered maybe 124,000.
• According to the Qur'an major individuals include Abraham, Moses, David and Jesus
(only award a mark if at least three names are given).
• Among the revelations they brought are the Tawrat/Torah, Zubur/Psalms and Injil/Gospel
(1 mark for naming two or more revelations).
• All messengers are equal in status.
• All messengers are morally perfect.
[1 mark for relevant quotations from the Qur'an]
(b)
• Muhammad was the last in the line of prophetic messengers.
• His message was the same as previous ones,
• but it was for all humankind.
• God has protected this message from change and corruption.
• So Muhammad and his message sum up every preceding prophet and their message.
• Muhammad is the perfect example of human conduct.
[1 mark for points about what a seal is, or for suitable quotations]
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4 (a) Describe how a Muslim fasts during a day in Ramadan. [10]
(b) Outline the kinds of Muslims who are excused from fasting during this month. [2]
(c) Explain why the Ramadan fast is important to Muslims. [4]
(a)
• They have breakfast, sehri, before dawn.
• They state the formal intention to fast.
• They abstain from food and drink.
• This is during daylight hours. (1 extra mark for accurate indication of times)
• They also abstain from smoking, sexual intercourse, medicines etc. (1 mark for any two
of these, otherwise no marks)
• They break their fast at sunset, often with a date and water, and then pray.
• They follow this with a meal often eaten with friends.
• They often try to be present at recitations of the Qur'an, tarawih prayers, in the evening.
• They should live their lives as normal, making no concessions to lack of food. (2 marks
for this point is fully made)
(b)
• Pregnant women
• Mothers with new babies
• Travellers
• The sick
• Children
• The very old
• People in danger
• Menstruating women
(1 mark for two of these, 2 marks for four or more)
(c)
• Fasting is a Pillar of Islam.
• It is called a ‘gift’ which the believer gives to God.
• It increases self-control.
• It helps Muslims to remember the poor in their community.
• It increases obedience towards God.
• The Qur'an was first revealed in Ramadan.
• Ramadan is a clear expression of fellowship among believers.
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the May/June 2007 question paper
2058 ISLAMIYAT
2058/02 Paper 2, maximum raw mark 60
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2058 02
© UCLES 2007
1 Comment on the meaning and importance of any seven of the words or phrases
underlined in the following passages. [7 × 2]
(a) Sura 2. 125
Remember we made the House a place of assembly for men1
and a place of safety;2
and take the Station of Abraham3 as a place for prayer;
and we covenanted with Abraham and Isma`il,
that they should sanctify my House
for those who compass it round, or use it as a retreat,4
or bow, or prostrate themselves.
1. a place of assembly for men
• This refers to the Ka`ba where Muslims gather.
• God intended people to meet there long before the time of Islam.
• Muslims gather there for the annual pilgrimage.
2. a place of safety
• This refers to Makka and its surroundings.
• God intends his peace to prevail here so that all are safe from harm.
3. the Station of Abraham
• This is a recognised spot near the Ka`ba where Ibrahim stood during the restoration of the
building.
• Prayer here is a part of the pilgrimage.
4. use it as a retreat
• This refers to the practice of reserving time for study and contemplation in the precincts of
the Sacred Mosque in Makka.
• People who spend time in thought and quiet here are safe from all harm.
(b) Sura 17. 1
Glory to him who took his servant for a journey by night5
From the sacred mosque to the farthest mosque,6
Whose precincts we blessed –
In order that we might show him some of our signs;7
For he is the one who hears and sees.
5. a journey by night
• This refers to Muhammad’s journey from Makka to Jerusalem in one night.
• This journey is understood as a sign of Muhammad’s pre-eminence.
• This is a sign of God’s power.
6. to the farthest mosque
• This is taken as a reference to the Masjid al-Aqsa’ in Jerusalem.
• This mosque has become the third holiest place of Islam.
• The Prophet’s visit indicates that Islam is not a new religion but continues previous
messages from God.
• This was the first direction of prayer (qibla) in Islam.
7. some of our signs
• The journey included Muhammad’s ascension into God’s presence.
• He saw heavenly wonders, and received instruction about prayer.
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(c) Sura 113
Say, I seek refuge with the Lord of the dawn,8
From the evil of created things,
From the evil of the darkness when it overspreads,
From the evil of those who blow on knots,9
And from the evil of the envious one10 when he practises envy.
8. the Lord of the dawn
• God always brings the returning day.
• He is the God who saves from the fear of the dark.
9. those who blow on knots
• This refers to a kind of witchcraft practised in Muhammad’s time.
• God is much more powerful than spells of this kind.
10. the envious one
• This may be the Devil or other people.
• God’s power is enough to overcome all the fear that others can inflict.
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© UCLES 2007
2 Comment on the teachings in seven of the following Hadiths about what Muslims should
believe and how they should act. [7 x 2]
(a) A Muslim is one from whose tongue and hand Muslims are safe.
• Muslims should always be able to trust and rely on other Muslims.
• Muslims should show loyalty to others in both words and deeds.
(b) The superiority of the Word of God over other words is like the superiority of God over his
creation.
• The Qur’an is the most important and finest of books.
• Muslims should respect it and study it above all other books.
(c) The world is a cultivating ground for the hereafter.
• Muslims must remember that there is an afterlife.
• They should perform all their actions in the knowledge they will be judged for them.
(d) Worship is a pillar of religion.
• Muslims are instructed to worship God regularly.
• Regular daily prayer keeps the Muslim mindful of God.
(e) Paradise is at the feet of mothers.
• Mothers can influence their children to lead lives worthy of reward.
• They should be respected because of this important task they perform.
• Children should show unswerving respect for their mothers.
(f) To obtain knowledge is obligatory for Muslim men and women.
• Muslims must always be ready to learn.
• Knowledge of all things teaches them about God’s way.
• Education is open to women as much as to men.
(g) For whoever asks blessings on me once God will open a door of safety.
• Muslims should always remember the importance of the Prophet in their belief.
• They should constantly pray for him to God.
(h) Sincerity leads to godliness, and godliness leads to paradise.
• Being sincere with people is rewarded by God.
• Acting sincerely with people increases a Muslim’s faith.
(i) Purity is half of faith.
• Purity of attitude is a large part of Muslim beliefs. (1st mark)
• Purity in actions towards others is a sign of being a Muslim. (2nd mark)
• Physical cleanliness is important at all times in Islam. (2nd mark)
(j) Not one of you believes until he desires for his brother what he desires for himself.
• Concern for the welfare of others is an important part of faith.
• Care for others is a sign of sincere belief.
• Belief is only sincere when put into action.
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3 (a) Describe three events from the time of the Prophet and the Rightly Guided Caliphs
that show how they conducted relations between the early Muslim community and
other communities. [3 × 4]
(b) Suggest ways in which any one of these examples can provide a model for relations
between states today. [4]
(a) Look for three clearly identified examples in which the Prophet or caliphs were engaged in
relations between the Muslim community and others.
Give 1 mark for a simple identification of the example.
Give 1 extra mark for a brief description.
Give 1 extra mark (up to 3 marks) for full accounts of the persons and groups involved and
for what took place.
Give 1 extra mark (up to 4 marks) for attempts to identify political or religious principles
involved in relations.
(b) Give 1 mark for an attempt to identify the principle in the example that is relevant for now.
Give 1 extra mark for one or more concrete instances from the present day.
Give 1 extra mark (up to 3 marks) for a clear attempt to link the example chosen from part
(a) with present instances.
Give 1 extra mark for a full explanation of this link.
[A possible answer to (b)
The Prophet decided that peaceful relations in Medina were important even though not all the people
there were Muslim.
Peaceful relations between Pakistan and India are very important for the well-being of both countries.
A treaty of cooperation between the two countries, like the Covenant of Medina, would be for the good
of all.
In this treaty the privileges and responsibilities of both sides could be clearly expressed.]
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4 (a) Describe the work carried out by the Scribes of the Prophet in writing down the
revelations. [6]
(b) Why was the task they performed significant? [4]
(c) What was the part played by Zayd Ibn Thabit in compiling the revelations? [6]
(a)
• They included his closest Companions.
• He dictated the revelations to them.
• They re-ordered the revelations and inserted new ones as the Prophet directed them to.
• There was always a scribe on hand to take down a revelation from the Prophet.
• They wrote down portions on various materials.
• These included animal skins, bones and palm leaves.
(b)
• They ensured there was a written record of the revelations.
• The Prophet could not read or write.
• This assisted the memories of those who memorized the Qur’an.
• Without their written records the Qur’an may have been lost after the Prophet’s time.
• The written passages they produced formed the basis of the standard collection of the
Qur’an made under Abu Bakr and ‘Uthman.
(c)
• He was one of the chief Scribes.
• He was asked by Abu Bakr to make a first collection.
• This was after many memorisers, huffaz, had been killed in Yamama.
• ‘Uthman asked him to make a final collection.
• He was assisted by a group of senior Muslims.
• He took trouble to collect all the fragments he could.
• These included the mushaf which were kept by Hafsa.
• He consulted other Muslims about the correctness of his collection.
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5 (a) Identify twelve of the wives of the Prophet. [6]
(b) Explain the importance of
(i) Khadija during the lifetime of the Prophet. [5]
(ii) `A'isha in the years following the Prophet's death. [5]
(a) Khadija bint Khuwaylid
Sawda bt Zama'a
`A'isha bt Abi Bakr
Hafsa bt `Umar
Zaynab bt Khuzayma
Umm Salama
Zaynab bt Jahsh
Juwayriyya bt al-Harith
Umm Habiba
Safiyya bt Huyayy
Maymuna bt al-Harith
also Rayhana bt Zayd and Mariya al-Qibt.
(The main name will be enough.)
(b) (i)
• Khadija gave the Prophet moral support that encouraged him and strengthened his
resolve.
• She gave him financial support that allowed him time for thought.
• She always supported him against opposition.
• She showed her support by being the first to accept Islam.
• She never deserted him even though it caused her suffering.
• She gave him children and a family.
• She gave him employment, thus freeing him from poverty.
(ii) (No marks for comments about `A’isha during the Prophet’s lifetime)
• `A'isha heard and remembered more than 2,000 Hadith from the Prophet.
• She was recognised as an important source of teachings from him.
• His burial in her apartment increased the respect in which she was held.
• She played a significant part in important decisions made in the early years after his
death.
• She was influential in debates about the government of the community.
• Her disagreement with `Ali over the punishment of `Uthman's killers led to discord.
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the October/November 2006 question paper
2058 ISLAMIYAT
2058/01 Paper 1, maximum raw mark 40
This mark scheme is published as an aid to teachers and students, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
The grade thresholds for various grades are published in the report on the examination for most
IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the October/November 2006 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2058 01
© UCLES 2006
1. Comment on the main teachings contained in two of the following passages from the Qur'an. [2 x 4]
(a) Sura 2.124-6
And remember that Abraham was tried by his Lord
with certain commands which he fulfilled.
He said: “I will make you an Imam to the people.”
He pleaded: “And also from my offspring!”
He answered: “But my promise is not within the reach of evildoers.”
Remember we made the House a place
of assembly for men
and a place of safety;
and take the Station of Abraham as a place of prayer;
and we covenanted with Abraham and Isma`il,
that they should sanctify my House,
for those who compass it round, or use it as a retreat,
or bow, or prostrate themselves.
And remember Abraham said: “My Lord,
Make this a city of peace, and feed its people with fruits –
Such of them as believe in God and the last day.”
He said: “And such as reject faith,
For a while will I grant them their pleasure,
But will soon drive them to the torment of fire –
An evil destination.”
• Ibrahim (and Isma`il) repaired (or built) the Ka`ba so it became a centre of prayer and religious reflection.
• Makka itself became a place where people could be secure.
• But the Makkans (and all believers) had to rely on faith and not their origins for salvation with God.
• This passage refers to the origins of the annual pilgrimage.
• Those who reject God’s call will be condemned to hell.
• Ibrahim was granted the significant position of imam (or leader/father) of the people.
(b) Sura 17.1
Glory to him who took his servant for a journey by night
from the sacred mosque to the farthest mosque,
whose precincts we blessed -
in order that we might show him some of our signs:
for he is the one who hears and sees.
• This sura demonstrates the power and majesty of God.
• The Prophet was taken from Makka to Jerusalem and back by night (Isra),
• Precisely from the Haram mosque at Makka to the Masjid al-Aqsa' at Jerusalem [both mosques must be
named].
• The verses are usually seen as also referring to the Prophet's ascension to heaven (Miraj).
• On the night journey he led the prophets in prayer.
• The verses explain why Makka and Jerusalem are central in Muslim spirituality.
(c) Sura 112
Say: He is God, the one;
God, the Absolute.
He does not beget nor is he begotten,
And there is none like him.
• The oneness of God is central to the Qur’an.
• It is also fundamental to Islam.
• God is unique and entirely self-subsistent;
• He is not physically related to children or parents.
• He cannot be compared with other beings or any other thing.
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2. (a) Outline four of the Prophet's personal qualities that make him a model for Muslims to follow. [4 x 3]
(b) Choosing two of these qualities, give one example in each case to show how Muslims can
put them into practice in their own lives. [2 x 2]
(a) [Look for four of the Prophet's qualities that can be a model for Muslims.
Do not give marks for qualities unique to the Prophet, e.g. that he is a blessing for humankind.
In each case award 1 mark for:
• identification of the quality,
• examples of how it was shown in the Prophet's life,
• possible supporting quotations from the Hadith, Qur'an and remarks of his Companions.]
(b) [In each case:
Give 1 mark for the basic outline of a Muslim putting the chosen quality into practice.
Give a further 1 mark for an example fully worked through.]
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3. (a) Describe the main characteristics of the congregational prayers on Friday. [10]
(b) Explain the main differences between regular daily prayer (salat) and personal prayer (du`a'). [6]
(a)
• All Muslim men in a community should try to gather for this prayer.
• In some communities women are also encouraged to attend.
• They should try to bath and put on fresh clothes / They perform ablutions before worship (purification).
• There are two adhaans for the congregational prayer.
• They should say the prayer together behind the Imam / the prayer can’t be prayer alone.
• The Imam preaches a sermon, which is compulsory to hear (there are 2 sermons).
• After a pause he preaches a second sermon.
• These sermons always consist of advice based on the Qur'an and Hadith about living a Muslim life.
• People should not speak or use mobiles during the sermon, and listen attentively.
• The fard are prayed in two rakats, not four.
• The prayer cannot be prayed kaza, or after the set time.
• Some people are exempt from Friday prayers, e.g. travellers, the sick, women and children.
• [Allow 1 mark for supporting quotations from Qur'an or Hadith.]
(b)
• Regular prayer is always performed according to the pattern set by Qur'an and Sunna.
• It is obligatory, whereas personal prayers are voluntary.
• It has set timings, whereas du`a' prayers can be performed at any time.
• It is directed towards the Ka`ba,
• It consists of set formulas and actions, but du`a’ prayers are not necessarily said according to a pattern.
• It is always in Arabic, but Du`a' prayers can be offered in any language.
• For regular prayers you need purification, but it is not obligatory for du`a’ prayers.
• Regular prayer is worship to God but du`a’ prayers comprise requests for oneself or others.
• They (personal prayers) are free, in that anyone or anything can be mentioned.
• They often consist of prayers spoken by the Prophet or, for Shi`is, Imams.
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4. (a) Trace the major stages in the compilation of the Qur'an in the time of the caliphs Abu Bakr
and `Uthman. [2 x 5]
(b) Why did these caliphs think it was important to make a compilation of the Qur’an? [6]
(a)
• Under Abu Bakr a number of memorisers were killed.
• This was at the battle of Yamama.
• `Umar suggested that the Qur'an should be written down for safety.
• Abu Bakr was reluctant because this had not been done under the Prophet.
• But a compilation was made.
• It eventually was given into the keeping of Hafsa.
• Zayd ibn Thabit was the chief scribe.
• Under `Uthman it became known that different forms (dialects) of the Qur'an were being circulated.
• He ordered a single authoritative copy to be made.
• Zayd Ibn Thabit was given this responsibility.
• He was helped by a group of leading Muslims.
• `Uthman had four copies of this edition made and circulated these.
• He ordered all other versions to be destroyed.
• The official version was made in the dialect of Quraysh.
(b)
• Abu Bakr came to see that the Qur’an could not be kept in memories alone.
• Although the Prophet had not made a written compilation, Abu Bakr realised that this would have to be
done if the authentic Qur’an was to be preserved.
• `Uthman realised that the original message might be lost.
• If different versions were allowed to exist the original meaning might no longer survive.
• Muslims would not have a single source of guidance.
• Rival interpretations might break the unity of the community.
• Only the original revelation given to the Prophet could preserve unity.
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the October/November 2006 question paper
2058 ISLAMIYAT
2058/02 Paper 2, maximum raw mark 60
This mark scheme is published as an aid to teachers and students, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
The grade thresholds for various grades are published in the report on the examination for most
IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the October/November 2006 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2058 02
© UCLES 2006
1 Comment on the meaning and importance of any seven of the words or phrases underlined in the
following passages. [7 x 2]
(a) Sura 2.255
God! There is no god but he,(1) the living,
the self-subsisting
Neither slumber nor sleep can seize him.
To him belongs whatever is in the heavens
and whatever is in the earth.(2)
Who will intercede with him except by his leave?
He knows what is in front of them and what is behind them,
while they encompass nothing of his knowledge(3)
except what he wills.
His throne extends over the heavens and the earth
and he is never weary of preserving them.(4)
He is the sublime, the supreme.
1. There is no god but he
• This expresses the fundamental Qur'anic theme that there is only one God.
• It is part of the Declaration of Faith.
2. To him belongs whatever is in the heavens and whatever is in the earth
• God is master of all creation.
• Everything that exists is under his lordship and control.
3. they encompass nothing of his knowledge
• Created things cannot know what God knows.
• This is because of the great difference between the Creator and creatures.
4. he is never weary of preserving them
• God is always in control of the creation.
• His power never weakens or wavers.
(b) Sura 19.19-21
He said: “No, I am only a messenger from your Lord,(5)
for the gift to you of a holy son.”
She said: “How shall I have a son,
seeing that no man has touched me,
and I am not unchaste?”
He said: “So it will be.
Your Lord says: ‘That is easy for me(6)
and we appoint him as a sign to men and a mercy from us’;(7)
it is a matter decreed.”
5. a messenger from your Lord
• The angel Jibril is speaking.
• He is visiting Mary to inform her she will give birth to Jesus.
• He is God’s messenger to prophets.
6. That is easy for me
• God will cause Mary to bear a son without intercourse.
• He can perform this miracle because he is omnipotent.
7. a sign to men and a mercy from us
• This refers to Jesus.
• In his life and actions he pointed people to God.
• His proclamation of the Injil gave people guidance from God.
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(c) Sura 101
The calamity,
What is the calamity?(8)
And what will explain to you what is the calamity?
It is the day when people will be like scattered moths,
And the mountains will be like carded wool.(9)
Then he whose balance will be heavy
Will be in a life of pleasure.
But he whose balance will be light(10)
Will have his home in a bottomless pit.
And what will explain to you what this is?
A fire, blazing fiercely.
8. What is the calamity?
• This is a name for the end of the world.
• It has this name because it will be a time of chaos.
9. the mountains will be like carded wool
• Mountains will be displaced like wool that is dragged through the carding comb.
• This illustrates God’s power and the disruption at the end of time.
10. he whose balance will be light
• Everyone’s deeds will be judged.
• The good deeds of some will not be enough to tilt the balance of judgement down.
• They will be condemned to hell.
2. Comment on the teachings in seven of the following Hadiths about what Muslims should believe and
how they should act. [7 x 2]
(a) Actions are judged by intentions.
• A person’s action depends on what is meant behind it.
• He will be judged by what he meant rather than what he did.
(b) Devote yourselves to understanding religion.
• Religious teachings must be fully understood in order to be practised.
• It is a duty and virtue for Muslims to apply themselves to studying religious teachings.
(c) The world is a cultivating ground for the hereafter.
• Muslims must remember that there is an afterlife.
• They should perform all their actions in the knowledge they will be judged for them.
(d) Each of you is a custodian, and each of you will be held responsible for those in your care.
• All believers are part of the whole Muslim community.
• Believers should take care of those for whose welfare they are accountable.
(e) Paradise is at the feet of mothers.
• Instructions from mothers can influence children to lead lives worthy of reward.
• They should be respected because of their role.
(f) For every disease there is a remedy, and the remedy for sinning is to seek forgiveness.
• Sin is like an illness; it must be cured.
• Asking God for forgiveness is the best cure.
(g) Abstain from what is in the world, and God will love you; abstain from what people have, and
people will love you.
• God loves those who are not too attached to their possessions and achievements.
• Muslims should put God before everything else.
• They should be content with what they have and not envy others.
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(h) If you acknowledge God in prosperity, he will acknowledge you in hardship.
• Muslims should remember God at all times.
• They should remember God when they do not need him as well as when they do.
(i) Not one of you believes until he desires for his brother what he desires for himself.
• Concern for the welfare of others is an important part of faith.
• Care for others is a sign of sincere belief.
• Belief is only sincere when put into action.
(j) One believer with another believer are like a building, one part strengthens another.
• Muslims should be ready to depend on one another.
• They should be ready to support other Muslims and to receive support from them.
3 (a) Describe four incidents that show how, between 622 and 661, the Prophet and the Rightly
Guided Caliphs conducted relations with other states. [4 x 3]
(b) Suggest ways in which any two of these examples can provide models for relations between
states today. [4]
(a) [Look for four clearly identified examples in which the Prophet or Caliphs were engaged in relations
between the Muslim community and others.
In each:
Give 1 mark for a simple identification of the example.
Give a further 1 mark for a brief description of the example.
Give a further 1 mark for a full account including names of the persons involved and details of what
took place.]
(b) [For each example give 1 mark for an attempt to identify the principle contained in the example.
Give a further 1 mark for a full explanation of how this principle can help current situations.]
4 (a) Write an account of the main activities of Hazrat `Umar
(i) during the lifetime of the Prophet,
and (ii) during his caliphate. [2 x 6]
(b) What does the manner of Hazrat `Umar’s death tell us about his character? [4]
(a) (i) • He converted to Islam when he heard a passage of the Qur’an being recited [here allow 1
mark for the basic point, and allow a further 1 mark for details, e.g. that he was on his way
to kill the Prophet; that he surprised his sister and her husband hearing the Qur’an recited;
that he was going to destroy this passage, but relented when he read it].
• In Makka he had a reputation as a fierce and strong fighter.
• His conversion gave courage to the Muslims in Makka.
• In Makka he proved a great help because he was able to protect the Prophet from attacks.
• He made the Hijra to Madina with the other Muslims.
• There he was always close to the Prophet in battles [allow a further 1 mark for details, such
as his defending the Prophet at Uhud, and his digging the trench before Khandaq].
• His ties with the Prophet were strengthened when the Prophet married his daughter Hafsa.
• He objected to the terms of the Treaty of al-Hudaybiya because they disadvantaged the
Prophet.
• He took part in the expeditions to the north that were organised towards the end of the
Prophet’s life.
(ii) • He oversaw the expansion of the empire into Syria, Persia, Iraq and Egypt [allow 1 mark for
the basic point, a further 1 mark for details, and an additional 1 mark for names of battles
and dates].
• He personally accepted the surrender of Jerusalem [1 mark for the basic point, and a further
1 mark for details].
• The agreements he made with conquered non-Muslims formed the basis of later legislation
about Dhimmis.
• He oversaw many important administrative measures [1 mark for the basic point, a further 1
mark for details such as the diwan which listed those entitled to pensions from the state, the
institution of the position of judge, and a further 1 mark for full details of more than one of his
measures].
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(b) • `Umar was killed by his slave (Abu Lu’lu’a).
• The reason was that he refused to excuse him from paying a tax.
• This is characteristic of `Umar’s total impartiality and refusal to allow concessions even to those
close to him.
• He was stern about the correct observance of all regulations [allow 1 mark for any examples
that illustrate this characteristic].
• He was buried near the Prophet, which shows he was held in high honour.
5 Answer part (a) and part (b), and either part (c) or part (d).
(a) What methods were used by the major collectors to ensure the Hadith they accepted were
genuine? [8]
(b) How are the Qur'an and Hadith employed in working out the Islamic law? [4]
Either
(c) In what circumstances do Sunni Muslims allow the use of qiyas (analogy)? [4]
Or
(d) Why do Shi`i Muslms attach importance to the use of `aql (reason) in establishing the Islamic
law? [4]
(a) • They compared the body (matn) with reason, the Qur'an and other Hadith.
• This was to ensure it agreed with the main Islamic teachings.
• [1 extra mark for examples and illustrations of accepting and rejecting the matn].
• They ensured the chain of transmitters (isnad) was unbroken.
• They checked that the transmitters were known to those before,
• and to those after them in the chain.
• They ensured that each transmitter was a person of good and upright character.
• They rejected Hadiths whose chains of transmitters were questionable.
• (Allow 1 mark for examples of collectors going about their work).
(b) • The Qur'an is the first source of law.
• Its clear teachings are followed without question.
• Where its teachings are undetailed the Hadith are employed.
• The Hadith fill out the Qur'an and add teachings where it is silent.
• [1 mark for examples of how the Hadith fill out the Qur’an].
(c) • The Qur'an and Hadith are the primary sources.
• When they are silent the consensus of believers is allowed.
• When this is silent individual analogy is allowed.
• This employs the method of comparing unknown situations with known.
(d) • The Qur'an itself encourages Muslims to use their minds.
• The Imams set the example,
• by applying reason to the teachings in the Qur'an.
• Reason helps Muslims to apply a teaching in new circumstances.