O-Level Islamiyat Marking Scheme

Cadet College PETARO
(Syllabus-2011-12)
Cambridge O Levels Islamiyat

• Syllabus Aims and Objectives

• Term-wise Syllabus Breakup(Grade-9 and 10)

• Weekly Syllabus Breakup (Grade 9 and 10)

• Marking Scheme

Cadet College PETARO
(Syllabus)
Cambridge O Levels Islamiyat

Syllabus Aims:
The aims of the syllabus are to enable the candidates: • To acquire the knowledge of the major sources of Islam, its main beliefs and its early history. • To develop an enquiring approach to the study of Islam. • To identify and explore the religious, historical and moral questions raised in the material, they study.
|S# |Syllabus Contents | Objectives |
|1 |Major beliefs and observances |In this chapter students will learn. |
| | |The core teachings of Islam, the Articles of Faith and the |
| | |Pillars and Islam. |
| | |The crucial importance of understanding and accepting these |
| | |as central to Islam. |
| | |The importance of observing the rules that Muslims as an |
| | |Umma. |
|2 |The life and significance of the Holy Prophet (pbuh). |In this chapter students will learn. |
| | |The life and the significance of the Prophet Muhammad. |
| | |The early years of his life in Makkah; his marriage. |
| | |The call to Prophethood ;the first revelation |
| | |The early conversion to Islam; the reaction of the Makkans. |
| | |The mission of Hazrat Muhammad. |
| | |The year of grief and the Night Journey. |
| | |The migration to Madinah and the significance of this event. |
| | |The Muslim community in Madinah; Emigrants and the Helpers. |
| | |The battles of Badr, Uhud and Ahzab and the outcomes. |
| | |The spirit of the Treaty of Al-Hudabiya. |
| | |The final year s of Prophet Muhammad;the conquest Makkah and |
| | |the Farewell Sermon. |
| | |The character of Prophet Muhammad:the seal of the prophets of|
| | |Allah. |
|3 |The first Muslim community |In this chapter students will learn: |
| | |The wives of the Holy Prophet, Their important position in |
| | |the community and the special rank bestowed on them by Allah |
| | |and their activities during and after the life of the |
| | |Prophet. |
| | |The decadence of the Holy Prophet. |
| | |The ten blessed companions of the Holy Prophet and their role|
| | |and support to him in Makkah and Madinah. |
| | |The scribes of Quran and their contributions. |
| | |Important personalities during the life of Holy Prophet. |
|4 |History and importance of the Holy Quran |In this chapter students will learn. |
| | |The central importance of the Quran in Islam. |
| | |The Devine source of the Quran. |
| | |The purpose of the Quran |
| | |The stages of its revelation. |
| | |The process of its compilation. |
| | |The contents of the Quran. |
| | |Its focus on Tawhid and the sovereignty of Allah. |
| | |The role of Quran in the lives of the Muslims. |
| | |The Quran as source of Guidance for Laws, duties and worship.|
| | |The relation between Quran. Hadis, Ijma and Qiyas and their |
| | |importance. |
|5 |The Rightly Guided Khalifas |In this chapter students will learn. |
| | |The Khulafa’ al.Rashedeen. The rightly guided Khalifas who |
| | |succeeded the Prophet Muhammad; their role in consolidating |
| | |and strengthening the religion and spreading it beyond |
| | |Arabia. |
|6 |The Hadith of the Holy Prophet |In this chapter students will learn: |
| | |The sayings of the prophet, his Ahadis and their |
| | |significance. |
| | |The benefits of the following the example of Hazrat |
| | |Muhammad. |
| | |How the hadis were collected; the stage of compilation; the |
| | |sahih approach to collection of Ahadis. |
| | |Establishing the authenticity of the Ahadith. |
| | |The major compilers of the ahadis, and their methodology and |
| | |rationale. |
| | |The Ahadith as a commentary and support for Quranic |
| | |injunctions. |
| | |The Ahadis as a reflection of the life the Holy Prophet. |
|7 |Muslims in their relations with other |In this chapter students will learn: |
| | |The Importance of the Muslim community and mode of life of |
| | |Muslims. |
| | |The emphasis on honest and mutually beneficial relationship |
| | |with in the Ummah. |
| | |The main guidance for the Muslims, as laid down by the Quran |
| | |and practiced by the Holy Prophet. |
| | |Relation with other communities and followers of other |
| | |religions in the time of Holy Prophet. |
| | |Relation with other states and communities in present times. |
|8 |Struggle in the way of Allah(Jihad) |In this chapter students will learn: |
| | |Importance of Jihad. |
| | |Concept of Jihad in the Quran and Ahadis of the Prophet. |
| | |Kinds of Jihad |
| | |Concept of Jihad in modern perspective. |

Term-wise Syllabus Breakup

Grade-9

First Term Syllabus

Major beliefs and observance • Articles of Faith • Five Pillars of Islam

Second Term Syllabus

• The Life and significance of Prophet Muhammad • The first Muslims community

Grade-10

First Term Syllabus

• Passages from the Quran • History and Importance of the Quran • Rightly Guided Khalifas.

Second Term Syllabus

• Major teachings in the Hadis of the Prophet • History and importance of Hadis • Struggle in the way of Allah(Jihad)

Sargodhian Spirit Trust Public School Rashid Abad (Islamiat 2058)
Syllabus Break up of first Semester (September to December) 2011 for YR- 9

|S# |Unit |Topic |Periods |Month/Week |
|1/1 |Pillars of Islam |Shahadat |2 |2nd week of Sep (12-17) |
| | |Salat |1 | |
| | |Importance | | |
| | |Nazira class of the Holy Quran |3 | |
| | |Cleanliness |2 |3rd week of Sep (19-24) |
| | |Methods & Conditions | | |
| | |Wadhoo/Tayammum |1 | |
| | |Method & Conditions | | |
| | |Duas +uran | | |
| | |Nazira class of the Holy Quran |3 | |
| | |Bath |1 |4th week of Sep (26-1st Oct) |
| | |Methods & Conditions | | |
| | |Azan & Iqamat | | |
| | |Importance | | |
| | |Method of Prayer |1 | |
| | |Nazira class of the Holy Quran |2 | |
| | |Benefits of Salat (social & moral) |3 |1st week of Oct (3-8) |
| | |Importance of Masjid | | |
| | |Other Prayers (delayed, combining, |2 | |
| | |shortened, Friday and eid) | | |
| | |Dua (private prayer) | | |
| | |Nazira class of the Holy Quran |3 | |
| | |Fasting |1 |2nd week of Oct (10-15) |
| | |Importance | | |
| | |Methods & Conditions |1 | |
| | |Benefits (social & moral) |1 | |
| | |Nazira class of the Holy Quran |3 | |
| | |Zakat (The Poor Due/Alms giving) |1 |3rd week 0f Oct (17-22) |
| | |Importance | | |
| | |Rate & Distribution |1 | |
| | |Benefits (social & economical) |1 | |
| | |Nazira class of the Holy Quran |3 | |
| | |Hajj (Pilgrimage) |2 |4th week of Oct (24-29) |
| | |Importance | | |
| | |Historical back ground & obligation for|1 | |
| | |Muslims | | |
| | |Nazira class of the Holy Quran |3 | |
| | |Methods & Conditions |1 |1st week of Nov (31Oct-5Nov) |
| | | |1 | |
| | |Sacrifice | | |
| | |Benefits (social & religious) |1 | |
| | |Nazira class of the Holy Quran |3 | |
| | |Miner Hajj ( Umrah) |1 |2nd week of Nov (7-12) |
| |Articles Of Faith |Oneness of Allah |1 | |
| | |Muslims’ belief | | |
| | |Shirk (making partners with Allah) |1 | |
| | |Nazira class of the Holy Quran |3 | |
|2/2 | |Angels |1 |3rd week of Nov (14-19) |
| | |Muslims’ belief | | |
|2/3 | |Revealed Books |2 | |
| | |Muslims’ belief & Intd. to pre. Books | | |
| | |Nazira class of the Holy Quran |3 | |
|2/4 | |Prophets |3 |4th week of Nov (21-26) |
| | |Number of them & Muslims’ belief | | |
| | |Nazira class of the Holy Quran |3 | |
|2/5 | |Life After Death |2 |5th week of Nov (28-3 Dec) |
| | |Allah’s predestination & Decree |1 | |
| | |Nazira class of the Holy Quran |3 | |
|2/6 | |Revision of the Syllabus |6 |2nd week of Dec (5-10) |
| | |End Term examination |6 |3rd week of Dec (12-17) |

Sargodian Spirit Trust Public School Rashidabad
(Islamiyat 2058)
Grade-10
Syllabus Break up of first Term (September to December) 2011 for YR- 10

|S# |Unit |Topic |Period |Month/Week |
|1 |Major Themes of the Quranic |Passage of the Holy Quran: |1 |2nd week of Sep |
| |Passages |Passage:1 | |(12-17) |
| | |Passage 2 and 3 |1 | |
| | |Passage 4 and 5 |1 | |
| | |Passage 6and7 |1 | |
| | |Passage 8 and 9 |1 | |
| | |Passage 10 and 11 |1 |3rd week of Sep |
| | | | |(19-24) |
| | |Passage 12 and 13 |1 | |
| | |Passage 14and 15 |1 | |
|2 |History and Importance of the | Introduction, characteristics of Holy Quran. |1 | |
| |Holy Quran | | | |
| | |Makki and Madani Surahs,Revelation of Quran between 610 |1 | |
| | |and 632 A.D. | | |
| | |Compilation of the Holy Quran under the Rightly Guided |1 |4th week of Sep |
| | |Khalifas | |(26-1st Oct) |
| | |Use of Quran in Legal Thinking |1 | |
| | |Significance of the Quran as the basis of all thoughts and|1 | |
| | |action in Islam, | | |
| | |Ijma (Consensus |1 | |
| | |Interpretation of the Quran |1 | |
| | |Qiyas( Analogy) |1 |1st week of Oct (3-8)|
| | |Quran, Hadith ,Ijma and Qiyas |1 | |
|3 |Rightly Guided Khalifas |Hazrat Abu Bakar, |1 | |
| | |Life Before Islam and Khilafat | | |
| | |Electin as Khalifa |1 | |
| | |Expidition to Seria |1 | |
| | |Problem faced by Hazrat Abu Bakr, |2 |2nd week of Oct |
| | |Refusal to pay Zakat | |(10-15) |
| | |Apostasy Movement, |2 | |
| | |False Prophets | | |
| | |Impotant Battles in the period of Hazart Abu Bakr |1 | |
| | |Death, Character, |1 |3rd week 0f Oct |
| | | | |(17-22) |
| | |Administration, Services to Islam |2 | |
|4 |Hazrat Umer(R.Z) |Life before Khilafat |1 | |
| | |Election as khalifa |1 | |
| | |Wars with Persians and Romans |3 |4th week of Oct |
| | | | |(24-29) |
| | |Death of Hazrat Umer |1 | |
| | |Administration of Hazrat Umer |1 | |
| | |His services to Islam |1 | |
| | |Charactor |1 | |
|5 |Hazrat Usman(R.Z) |Life Before Khilafat |1 |1st week of Nov |
| | | | |(31Oct-5Nov) |
| | |Election as Khalifa, |1 | |
| | |Conquest in the East and West | | |
| | |Causes of Revolt against Hazat Usman |2 | |
| | |Charges Against Hazat Usman | | |
| | |Martyrdom of Hazrat Usman |2 | |
| | | Administration | | |
| | |Serveses to Islam | | |
| | |Character | | |
| | |Eid Holidays | |2nd week of Nov |
| | | | |(7-12) |
|6 |Hazrat Ali(R.Z) |Life before Khalifat |1 |3rd week of Nov |
| | | | |(14-19) |
| | |Election as Khalifa | | |
| | |Change of governor |1 | |
| | |Battle of Camel |1 | |
| | |Battle of Siffin |1 | |
| | |Kharijites |1 | |
| | |Arbitration |1 |4th week of Nov |
| | | | |(21-26) |
| | |Battle of Naherwan |1 | |
| | |Fall of Egeypt |1 | |
| | |Martyrdom |1 | |
| | |Adminitration |1 | |
| | |Charactor |2 |5th week of Nov (28-3|
| | | | |Dec) |
| | |Relation with Other Nations during the Khilafat of Rightly|3 | |
| | |Guided Khalifas | | |
| | |Revision of the Syllabus |5 |2nd week of Dec |
| | | | |(5-10) |
| | |End Term examination | |3rd week of Dec |
| | | | |(12-17) |

Marking Scheme

2004-2010

Paper-1
Syllabus contents

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Passage from the Holy Quran
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History and Importance of Holy Quran
Q-1 (a) Give an account of how the Qur’an was compiled in the years following the Prophet’s death. [10]
For this answer candidates should write a clear and comprehensive account of the compilation of the Qur’an, after the Prophet died and not during his life, including the figures involved.
Candidates could start from the events/consequences of the battle of Yamama and the need to compile the revelation, as well as mentioning the role played by Abu Bakr, ‘Umar, Zayd Ibn Thabit and ‘Uthman in the compilation. Candidates could further elaborate on this by mentioning the roles of Hafsa, and the other Companions who worked with Zayd.
They could also mention how there were different, competing versions of the Qur’an in different parts of the Islamic Empire.
(b) Explain why the first community of Muslims thought it was necessary to compile the Qur’an. [4]
For this part, candidates should mention why Abu Bakr and ‘Umar, and later ‘Uthman, feared the Qur’an would be lost and the implications of not compiling it or ensuring its authenticity.
They should be able to discuss the implications of the initial compilation to the modern world, and how it has remained the same since.

Q(a) How are the Qur’an and Hadiths used together in Islamic legal thinking? [10]
This question is about the basis of legal thinking, in particular the primary sources. Answers could talk about how the two are used together, with the Qur’an being the most important as it’s God’s word.
Candidates should also be able to mention that the Hadiths expand on the Qur’an, that they never disagree, but rather complement each other. Where the Qur’an gives a brief teaching the Hadiths are referred to for fuller details; similarly where the Qur’an is silent on a point the Hadiths are referred to. Used together they identify the main principles of morality and action. This is why they are the authority for the foundation of legal matters.
Excellent answers will give a detailed account of the link between the two sources, as well as any differences, how they are used and their importance to the Islamic legal system.
(b) Why do some legal scholars reject the use of analogy (qiyas)? [4]
Excellent answers here will be able to give a sound analysis of the use of analogy (qiyas)with possible, but clear, examples to illustrate the point. Examples should be about analogy and not confused with any of the other sources of law.
Candidates could mention that it is a source used when others do not offer guidance, and compares an existing accepted situation with a new one. There is more individual thought that goes into the decisions than with primary sources.
Better answers will mention why it’s rejected by some scholars, due to the varying and conflicting answers that can be given.

2 (a) Write an account of the ways in which the Qur’an was revealed to the Prophet between the years 610 and 632. [10]
This part of the answer requires a descriptive account of the revelations, from the first one to the last ones. Answers should indicate (and describe) that revelations came in both Makka and Madina.
An account of the first experience should be given; when the prophet was meditating in Cave Hira, the Angel Gabriel came to him and commanded him to read. They could also add references to other revelations coming at other times without warning, that they induced bodily changes in the prophet, that they provided answers to situations happening in his life at that time. Examples and details should be given.
Excellent answers will be able to provide a confident narrative of the modes in which revelation came down and give a coherent account of the history of the prophet’s experiences. (b) What does the Prophet’s first experience of revelation tell us about the nature of prophethood in Islam? [4]
Candidates should try to give some insight into the revelations and their significance, rather than providing another descriptive account.
Good answers could talk about the prophet’s surprise and confusion. They could also explain how the unannounced experience shows that God chose prophets, often without warning,and caused miraculous events at the time of calling. They could also draw parallels between the specific experiences of the prophet Muhammad and other prophets, and make general observations on the basis of these.

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Q (a) Briefly describe the four main sources of legal thinking in Islam. [10]
(b) Give one example each to show how the third and fourth of these legal sources are used. [4]
(a)
• The Qur’an is the major source of instruction and thinking.
• Its clear teachings are never questioned.
• It is always referred to since no legal teaching ever contradicts it.
• The Sunna of the Prophet is an authority next to the Qur’an.
• It gives fuller teachings of what the Qur’an states in brief.
• It and the Qur’an always agree.
• It is taken as an authority where the Qur’an is silent.
• The consensus of the community, ijma’, is referred to when the previous sources do not offer clear guidance.
• It is understood as the agreement of believers on a point of faith or action. • Some take it as the consensus of the first generation of Muslims, others as the consensus of legal experts.
• It never disagrees with the previous sources.
• The Prophet said, ‘My community will never agree on error.’
• Analogy, qiyas, is employed when the previous sources do not offer clear guidance.
• It involves an individual expert making a new decision on the basis of known teachings.
• He compares the unknown with the known and identifies the common points between them.
• Some Muslims distrust it because it involves a lot of individual opinion.
• It should never disagree with the previous sources.
• [Allow marks for any discussion by a Shi`a candidate of the use of reason, `aql.]
(b)
• [In each case allow 1 mark for an attempt at an example, and 2 marks for a well worked explanation of Consensus and Analogy. In order to gain the full 2 marks, candidates should be able to show how the source is used and what the result will be.]

The Life and Importance of Prophet Muhammad

3 (a) Write about the life of the Prophet up until the first revelation. [10]
Candidates can provide details of any events related to the Prophet Muhammad’s life up until he received the first revelation. However, good answers will write a narrative naming key figures, important events and sequence them in the order in which they happened.
Candidates could talk about the Prophet’s parents, his guardianship under his uncle Abu Talib, and his relationship with the Quraysh. They could mention special events that occurred in his childhood, e.g. the angels washing his heart. They should also mention his trade journeys, and related to this, his subsequent marriage to Khadija, as well as the meeting with Bahira. Better answers may also give elaborations about his character and mention his increasing seclusions just before revelation – with any relevant supporting quotations.
(b) Why was his relationship with his wife Khadija important for him? [4]
Good answers to this part will mention Khadija’s support of the Prophet, financially and spiritually, and being the first Muslim. They could also mention that her support allowed him to spend time in seclusion and that his seclusion prepared him for receiving revelation. They could also mention that her maturity allowed her to console and believe in the Prophet when he received revelation [reference to Sura 93:8]. Candidates should look to give thoughtful and insightful explanations as to why this was important to the Prophet and the subsequent development of Islam.

4 (a) Describe the events relating to the Prophet’s experiences in caves. [10]
Candidates should be able to give an in-depth narrative of the Prophet’s experiences in the two caves, namely Cave Hira and Cave Thawr/Saur.
They should be able to name the caves and give details of what happened in each cave.
They should also be able to name the key figures involved, e.g. Jibra’il and Abu Bakr.
Related to Cave Hira, candidates could mention why the Prophet was in the cave, the appearance of the angel, the quotation of Sura 96:1–5, as well as a description of what happened to the Prophet when he left the cave.
Related to Cave Thawr/Saur, candidates could mention why the Prophet found himself in the cave, who he was with, details about Abu Bakr’s role as well as a reference to the Qur’anic verse relating to this incident.

(b) Explain the significance of one of these experiences for the development of Islam. [4]
Candidates should try to show some understanding of the importance of one of these incidences, and try to relate its significance to Muslims today.

Cave Hira
This event started God’s final guidance for mankind as it was when the Prophet was given the first revelation of the Qur’an, which is the most important book for Muslims to get guidance. The event was also significant for the Prophet as he was given his prophet hood. It highlighted the transition from polytheism to monotheism. Candidates should try to reflect upon these reasons and their significance to themselves or the wider community of Muslims.

Cave Thawr
This event was significant because there was a threat to the Prophet in Makkah and God gave permission to leave. Candidates should mention that at this time, the Prophet had to have trust in God as well as his followers to escape the threat. If he hadn’t trusted them and if he had been captured Islam would not have developed. It was the beginning of a new phase for the Muslims because they left everything behind. Candidates should try to reflect upon these reasons and their significance to themselves or the wider community of Muslims.

2 (a) Outline the changes in the Prophet's relations with the Jewish tribes and the ‘hypocrites' in Medina in the years between 622 and
632. [12]
(b) Suggest reasons why his relations with the Jewish tribes changed. [4]
(a) [Ensure that marks are divided between comments on the Jewish tribes and the munafiqun, hypocrites.]
• At first the Prophet treated all parts of Medinan society equally.
• He devised the Covenant of Medina as an agreement in which all in Medina,
Muslims, non-Muslim Arabs and Jews, were given privileges and responsibilities. (2 marks for a detailed comment here)
• Gradually the Jews distanced themselves from him: they persistently mocked the revelations, and doubted his claims to prophethood.
• Muhammad expelled the three major tribes in three stages after they showed treachery in fighting and sided with the Quraysh. (up to 3 marks for dates and full details)
• These tribes were Qaynuqa', Qurayza and Nadir. (1 mark for all three names)
• He punished them for their treachery. (2 marks for details)
• There remained Medinans who did not become sincere Muslims or acknowledge Muhammad.
• They showed their disloyalty most strongly in withdrawing when the Quraysh attack led to the battle of Uhud.
• They remained persistent opponents of Muhammad.
• The Muslims later attacked the banished Jews in their fortress at Khaybar.

(b)
• He gradually became aware that the Jews did not respect his position.
• They refused to acknowledge that he was a Prophet like the one in their scriptures. • They openly made fun of him, especially when the qibla was changed.
• An important turning point was when they subjected a Muslim woman to public humiliation.
• They broke the Covenant by not defending Medina.
• Their treachery in conspiring with the Quraysh threatened the security of
Medina.
• This was also a threat to the survival of Islam.

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3 (a) Giving one example in each case, show how the life of the Prophet provides a model for Muslims:
(i) in their treatment of other Muslims,
(ii) in their treatment of non-Muslims,
(iii) in dealing with opposition, and
(iv) in business transactions.
(b) Explain how any two of these could help you or those around you in situations you have encountered recently. (b) In each of the two examples, for 1 mark there should be some sign of an attempt to link the Prophetic action with the present day.
For up to 2 marks there should be a fully worked example of the Prophetic model influencing present action.

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2 (a) Write brief accounts of the following two incidents in the life of the Prophet:
(i) his attempt to preach to the people of al-Ta’if; [5]
• Muhammad went to al-Ta’if when the persecution at Mecca was intense.
• He was looking for a new place where his teachings would be accepted.
• The townspeople rejected his message.
• Boys pelted him with stones as he left.
• He was badly injured.
• Angels offered to destroy the town for him, but he forgave the people.
(1 mark for quotation of his words: I was sent as a blessing to the worlds…)
(ii) his conquest of Mecca. [5]
• By 630 Muhammad had grown powerful in Arabia.
• He decided to attack Mecca because the people had broken their treaty.
• He promised that those Meccans who did not resist would be safe.
• He approached Mecca with a great army.
• There was no resistance when he entered.
• He spared all who sought his pardon.
• He executed a few stubborn people who resisted him.
• He cleansed the ka`ba of its idols.
(b) What lessons can Muslims today learn from the Prophet’s conduct in each of these incidents? [2 x 3]
[Candidates should make at least 3 comments about each incident, e.g.:]
(i) • Muhammad attempted to find a realistic solution to his difficulties in Mecca.
• He did not try to resist the people of al-Ta’if when they rejected him.
• He responded to cruelty with forgiveness.
• He attempted to understand the people’s ignorance of who he was and what he said. [Reserve the third mark for clear applications of these lessons to contemporary conditions.] (ii) • Muhammad was unflinching in his intention to make Mecca a Muslim centre.
• He made extensive arrangements to avoid violence in the city.
• He gave his enemies every chance to abandon their resistance to him.
• He did what was necessary to ensure no enemies were left.
• He established and upheld monotheistic faith.
• He was sternly opposed to idolaters and enemies of Islam.
[Reserve the third mark for clear applications of these lessons to contemporary conditions.]

2 (a) Give descriptions of the main events of the battles of Badr and Uhud.
(b) Explain why the people of Makka fought against the Muslims of Madina.
(a) • Badr occurred in 624, the second year after the hijra.
• The Muslims had heard of a Makkan caravan passing near Madina, and they waited for it near the wells of Badr.
• The caravan summoned troops from Makka.
• The two armies were badly mismatched, 300 Muslims against over 1000 Makkans.
• Despite the odds the Muslims won.
• The Prophet surprised everyone by treating the captured Makkans honourably.
• The Muslims saw in the victory God’s support for their cause, when he sent angels to help them.
• Uhud occurred in 625.
• An army of 3000 from Makka came to destroy the Muslims.
• The Prophet’s army was smaller, and was decreased further by the desertion of some Madinans.
• In the fighting the Muslims gained the upper hand.
• But then some Muslims who had been ordered to guard a pass left their posts for spoils. • Some Makkans saw an advantage and attacked from behind.
• The Muslims were nearly defeated and some leading men killed.
• The Prophet himself was injured.
• The Muslims realised they should obey the Prophet.
(b) • They could see that the Muslims were a threat.
• They threatened their livelihood since they might attack their caravans.
• They also threatened their religion with their belief in only one God.
• They saw Islam as a threat to their leadership in Arabia.

2 (a) Write an account of the major difficulties encountered by
(i) the Prophet, and
(ii) his followers during the years when they lived in Makka.
(b) Explain how their reaction to these difficulties can set an example for Muslims today.
(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.)

(q) What does a Muslim believe by the words ‘And Muhammad is the messenger of God’?
• 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]

2 (a) Give an account of the Prophet's first experience of receiving revelation. (b) Explain the significance of the actions of the angel and Waraqa lbn
Nawfal in this event.
(a) For full marks answers should include all the points marked *.
• *Muhammad was meditating in a cave on Mount Hira.
• This was when he was 40.
• *A being unknown to him but later identified as Gabriel appeared.
• *This being seized him and crushed him, and gave him the order 'Recite!'
• *He could not, and the crushing and order were repeated twice (three times in all). • *Then the being itself recited ‘Recite, in the name of your Lord who created’, etc. • (give one mark for a reference to the Qur'anic verses, and 2 marks for a full quotation). • Muhammad left the cave and returned home.
• On the way he again saw the being as a giant figure astride the horizon.
• He went to his wife Khadija in confusion.
• She took him to her relative Waraqa lbn Nawfal for an explanation of what had happened.
• He said the being was the Angel of the Law. (b) • The angel was performing the duty he had previously performed with other messengers. • He was the first to alert the Prophet to his new career.
• His appearance is a sign that the revelations were truly from God.
• Waraqa was the first to explain to the Prophet the significance of his experience. • He helped him realise that he had been visited by the angel who had appeared to other messengers.
• This helped the Prophet understand the responsibilities to which he had been called. 2 (a) Describe the events that immediately led up to the Prophet’s migration, the hijra.
(b) Suggest three reasons why he decided to move from Mecca to Medina.
(a) [The problem here concerns exactly what events led up to the hijra.
Candidates have to decide when to start the story.]
• Muhammad had incurred the enmity of Quraysh by his preaching. [This is background and for any general information of this kind allows 1 mark.)]
• His wife Khadija and Uncle Abu Talib died in 619 leaving him defenseless.
• He sought acceptance by preaching at fairs in Mecca and elsewhere.
• A small group from Yathrib (later renamed Medina) listened and accepted his preaching.
• The next year they swore allegiance to him (the first pact of al-`Aqaba, the oath of women, not involving fighting for him).
• The following year 73 men from Yathrib swore to defend him (the second Pact of al-`Aqaba). [1 mark, but 2 marks for details of numbers etc.]

• Muhammad gradually sent Meccan Muslims north to Yathrib.
• He himself went on the same night when the Quraysh planned to murder him. • He departed with Abu Bakr.
• He left `Ali in his bed as a decoy, and in order to return items people had left with him.
• The Prophet received a divine instruction to migrate.

(b)
• He was defenceless at Mecca, because Abu Lahab the head of his clan after Abu Talib's death was his enemy. [1 mark, but 2 marks for full details.]
• His attempts at persuading the people of Mecca to accept his teachings had met with little success, except for a small group of followers.
• These followers were under threat, and some had experienced long persecution.
• The people of Medina appeared to welcome him.
• They recognized his mission and accepted him as a religious leader.
• They also offered him and his followers protection.

2. (a) Outline four of the Prophet's personal qualities that make him a model for Muslims to follow.
(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.

(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.]
2 (a) Give a brief description of the Prophet’s experiences in caves. [12]
The Prophet had two experiences in caves. His experience in the valley of Abu Talib during the Makkan boycott does not count.
(i) The cave on Mount Hira – allow up to 6 marks
• This incident took place in 610; Muhammad was 40.
• Muhammad had withdrawn to the cave to meditate and pray.
• A figure appeared and ordered him “Recite!”
• Muhammad protested that he could not recite.
• The figure squeezed him tightly.

• This squeezing and the command happened three times in all.
• Then the figure recited to him Sura 96.1-5.
• He returned home to Khadija, confused and afraid.
• (No details of the rest of the story.)
(ii) The cave of Thawr – allow up to 6 marks
• This incident took place in 622; Muhammad was 52.
• After his followers had left Makka, Muhammad departed with Abu Bakr.
• When the two knew they were being pursued they hid in the cave of Thawr.
• The pursuers saw two nesting birds at the mouth of the cave and saw no need to look inside.
• Abu Bakr was bitten by a scorpion or snake but did not cry out.
• Muhammad reassured Abu Bakr by telling him God was with them.
• Abu Bakr's daughter brought them food.
(b) Explain why one of these experiences was important in the history of Islam. [4]
(i) Mount Hira
• This was the occasion on which the Qur’an was first sent down.
• It marks the beginning of God’s final guidance for humans, telling them how to live their lives.
• It marked the change from polytheism to monotheism.
• Muhammad was changed and was chosen for prophethood.
(ii) Thawr
• If Muhammad had been captured Islam might not have developed.
• The success of his mission depended on his leaving his home.
• He had to trust to God and to his followers for survival.
• It shows that meeting force with force is not always the way to success.
• The importance of the incident is such that the Qur’an refers to it.

2 (a) Briefly describe four actions or qualities of the Prophet Muhammad that would make clear to the people who lived with him that he was the Messenger of God.
[In each of the four cases look for a clear and specific action or quality that distinguished the Prophet from ordinary people. So it is not enough to say e.g. that he was loving unless the quality of his love is shown to be far superior to love in other people. Examples might be: his quality of forgiveness, shown at the capture of Makka; his periodic receiving of revelations;his Night Journey.
In each case give 1 mark for a basic identification; 1 extra mark for a fuller description which introduces some details; and the final 1 mark for a full and rounded description with all expected details, and maybe quotations from the Qur’an or Hadith]

(b) Explain what Muslims mean by the title ‘Seal of the Prophets’. [4]
• This is a title of the Prophet found in the Qur’an.
• It means he completes the line of prophets that stretched up to him.
• Just as a wax seal closes a letter, so his prophethood closes the line.
• It also means he is a prophet for all times and places unlike the local prophets before him.

2 (a) Describe the main events of the Prophet’s migration from Makka to Madina. [10]
(b) Explain why he thought it important to make this journey. [6]
(a) [Candidates have to decide what the main events are.]
• Either Muhammad had incurred the enmity of Quraysh by his preaching [This is background and for any general information of this kind allow 1 mark]
Or A small group from Yathrib (later renamed Madina) listened to his preaching and invited him to their town [This is also background but more specific, so 1 mark for suchdetails]
• He departed from Makka on the same night that the Quraysh planned to murder him
• He departed with Abu Bakr
• He left `Ali in his bed as a decoy/in order to return items people had left with him
• The Makkans sent riders to pursue the two migrants
• They took refuge in the Cave of Thawr
• The Prophet reassured Abu Bakr who was frightened
• Abu Bakr allowed himself to be bitten rather than shout and wake the sleeping Prophet
• A spider wove a web/two birds built a nest over the entrance, which showed there was no-one inside
• The two made their way to Madina when they knew they were safe
• They stayed at Quba on the way to Medina and established the first mosque/`Ali joined them there
• The people of Medina welcomed the Prophet publicly
• The Prophet was given a revelation to leave Makka
(b)
• He was in danger of his life in Makka
• He had no clan protection
• His preaching met with little success
• He was assured of acceptance at Madina
• Here he might put the teachings he was receiving into effect
• His migration was in order to save Islam
[Credit the last point in (a) if not already credited]

3 (a) Describe four incidents that show how, between 622 and 661, the Prophet and the Rightly Guided Caliphs conducted relations with other states.
(b) Suggest ways in which any two of these examples can provide models for relations between states today.
(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 further1 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 hismeasures]. (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.

The First Islamic Community

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3 (a) Describe the teachings of Islam about the position of women as
(i) wives; [4]
• Wives are equal to their husbands.
• They are partners with their husbands in family life.
• They have financial independence.
• They are primarily responsible for the home.
• They have a right to divorce.
(1 mark for use of quotations from the Qur'an and examples from the life of the
Prophet, as long as they are used to support points.) (ii) mothers; [4]
• They have the main responsibility for bringing up children.
• They are the first teachers of faith and proper conduct.
• They deserve respect from their children because of what they have done for them. (1 mark for use of more than one quotations from the Qur'an and examples from the life of the Prophet, as long as they are used to support points.)
(iii) daughters. [3]
• Daughters should be cared for as carefully as sons.
• They should always be allowed freedom in choices.
• They have a right to their parents’ legacy.
(1 mark for use of one or more examples from the Qur’an and the life of the Prophet, as long as they are used to support points.)
(b) Explain the teachings of Islam about the relationship between men and women. [5]
• Men and women should be respectful in one another's presence.
• They should be modest in one another's presence.
• Unmarried men and women should not be alone together,
• unless they are close relatives.
• In marriage men and women should cooperate as partners.
• While husbands take initiatives in the partnership, they should consult their wives' interests.

4 (a) Write short accounts of the lives of:
(i) Khadija, and either (ii) 'A'isha, or (iii) Fatima. [2 x 6]
(b) Explain the significance of your two chosen figures during the lifetime of the Prophet. [2 x 2]
(a) In each case look for 6 pertinent points, including the following:
(i)
• Khadija was a widow who conducted business in Mecca.
• She employed the Prophet because she had heard of his honesty.
• When this was proved after a business trip she proposed marriage to him.
• She was the first to accept Islam.
• She bore him four daughters and two sons.
• She gave him financial security.
• She reassured him after his traumatic experience of the first revelation.
• She endured the Quraysh persecutions with him, including their boycott.
• She supported him morally and materially until her death in 619.
(ii)
• 'A'isha was the daughter of Abu Bakr.
• She was about 9 at the time of her marriage to Muhammad.
• She was always a strong personality.
• She caused scandal in Medina when she was lost in the desert and brought home by a young Arab.
• She supported the Muslims in the battle of Uhud.
• The Prophet died in her lap,
• and was buried in her apartment.
• She remained a leading figure in the community after the Prophet's death.
• When she disagreed with 'Ali she sided with Talha and Zubayr.
• After they were killed at the Battle of the Camel she retired and lived quietly in
Medina.
• She was known as an expert in matters of faith and law.
• She narrated more than 2000 Hadiths.
(iii)
• Fatima was the daughter of Muhammad and Khadija.
• She was married to 'Ali
• She gave birth to Hasan and Husayn,

• so she was the mother of the Prophet's only surviving descendants.
• The Prophet always showed her great respect.
• She was stricken by her father's last illness.
• He predicted that she would soon follow him.
• She sided with her husband after the Prophet's death.
• So she at first refused to recognise Abu Bakr as Caliph.

(b) Look for 2 points that clearly explain the person's significance during the lifetime of the Prophet. Hence, e.g.
• Khadija gave him moral support that encouraged him and strengthened his resolve.
• She gave him financial support that allowed him time for thought.
• She always had full belief in him, that encouraged him when he met opposition.
• 'A'isha was the Prophet's favourite wife.
• She gave him care and support in his later years.
• Fatima was his only daughter who gave him descendants.
• His respect for her became a model for the treatment by fathers of daughters.
• She remembered prayers that have been used by some Muslims ever since.

5 (a) Identify each of the Ten Blessed Companions.
(b) Explain the significance of
(i) Abu Bakr, and either (ii) 'Uthman, or (iii) 'Ali during the lifetime of the Prophet.
(a) Allow 1 mark for all the four future Caliphs
Allow ½ mark for each of the other six Blessed Companions
'Abd al-Rahman Ibn 'Awf, Abu Ubayda Ibn Jarrah, Talha Ibn 'Ubaydullah, Zubayr lbn al- 'Awwam, Sa'd Ibn Abi Waqqas, Sa'id Ibn Zayd.
(b) (i)(No marks for his early biography)
• Abu Bakr was the first adult male to accept Islam.
• He brought other prominent Meccans to Islam.
• He accompanied the Prophet on the hijra.
• During that journey he was reassured by the Prophet and is referred to in the Qur'an.
• He gave his daughter in marriage to Muhammad.
• He readily accepted the truth of the Prophet's account of the mir'aj.
• He remained close to the Prophet during the battles fought by the Muslims.
• He gave all his possessions to support the Tabuk expedition.
• He led the prayers during the Prophet's illness.
• He led the first pilgrimage to Mecca.
(No marks for his activities after the Prophet's death.)

(ii)
• 'Uthman became a Muslim at an early stage.
• He gave his wealth to help Islam, e.g. by buying a well near Medina for the Muslims.
• He married the Prophet's daughter Ruqayya.
• He took part in the emigration to Abyssinia with her.
• When Ruqayya died he married the Prophet's daughter Umm Kulthum.
• He made a contribution towards the costs of the Tabuk expedition.
• He was a scribe for the Prophet.

• He acted as the Prophet's ambassador to Mecca when the Muslims first approached the city.
• He was chosen to escort the Prophet's wives at the farewell pilgrimage.
(iii)
• 'Ali was brought up by the Prophet and Khadija.
• He was one of the first Muslims.
• Some say he was the first to accept Islam after Khadija.
• On the night of the hijra, he agreed to lie in the Prophet's bed as a decoy.
• He married Fatima soon after the Muslims arrived in Medina and became the Prophet's son-in-law.
• A sign of his closeness to the Prophet is that he was paired with him when Ansar and Muhajirun were paired.
• He played a prominent part in the battles against the Quraysh and Jews.
• As a scribe of the Prophet he wrote the Treaty of Hudaybiya.
• He washed and buried the Prophet's body.
• The Prophet uttered a number of Hadith that give ‘Ali much honour and a place very close to him.
• In Shi'a views, words of the Prophet about 'Ali at Ghadir Khumm on the return from the farewell pilgrimage are an indication that he meant 'Ali to be his successor.
• For his bravery the Prophet gave him the title Asad Allah / Lion of God.

5 Explain the importance of the following figures during the lifetime of the Prophet:
(a) Abu Talib; [4]
• He trained the Prophet as a merchant.
• He brought him up after his grandfather’s death.
• He protected him against his enemies in Mecca. [1 mark, but 2 marks for explanations of how he could do this under the tribal structures of the time]
• He shared in many of the Prophet’s hardships.
(b) Bilal; [4]
• He was a slave who became one of the first Muslims.
• He was tortured mercilessly but never gave up his faith. [1 mark, but 2 marks for full details of his conduct under torture]
• He was appointed as the first muezzin in Islam.
(c) Abu Sufyan; [4]
• He was a merchant and one of the leaders of Mecca.
• He became one of the Prophet’s main opponents.
• The Battle of Badr was fought over his caravan.
• He led the Meccan army at the Battle of Uhud.
• After much resistance to the Prophet he finally reached an agreement with him and became a Muslim.
• Meccans who gathered in his house when the Prophet entered the town were guaranteed safety.

(d) the Ansar. [4]
• They were people of Medina who accepted Islam.
• They helped the Muslim emigrants (muhajirun) when they came north.
• They shared their possessions with them.
• They took them as brothers.
• They helped the Prophet against unbelievers in Medina.

4 (a) Describe the work carried out by the Scribes of the Prophet in writing down the revelations.
(b) Why was the task they performed significant?
(c) What was the part played by Zayd Ibn Thabit in compiling the revelations?
(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.

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.

5 (a) Describe the main events during the lifetime of the Prophet which involved the following people:
(i) Khadija,
(ii) Abu Talib
(iii) Abu Sufyan.
(b) Explain why the death of Abu Talib was a significant event for the Prophet.
(a) (i)
• She proposed marriage to the Prophet
• She comforted him after his first experience of revelation
• She was the first to accept Islam
• She endured the hardship of the boycott with him
• She gave birth to Fatima
(ii)
• He brought the Prophet up when his relatives had died
• He took Muhammad on trading trips
• He protected the Prophet from a number of threats from Quraysh
• He endured the boycott with the Prophet and his followers
(iii)
• He led the Makkan caravan that was threatened by the Muslims at Badr
• He signed the Treaty of Hudaybiya as leader of the Makkans
• He privately converted to Islam before the conquest of Makka
• His house was a refuge for Makkans during the conquest
(b)
• Abu Talib was the leader of the Banu Hashim for most of the Prophet’s early life
• As such he could give the Prophet the clan’s protection
• Thanks to this Muhammad could make his proclamations in relative safety
• His death, and the succession of Abu Lahab to headship of the clan, deprived the Prophet of this protection
5 (a) Identify twelve of the Wives of the Prophet.
(b) Explain the importance of
(i) Khadija during the lifetime of the Prophet.
(ii) 'A'isha in the years following the Prophet's death.
(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.
Allow ½ mark for each name (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 had full belief in him, that encouraged him when he met 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.
(ii)
• 'A'isha heard and remembered more than 2,000 Hadith from the Prophet.
• She was recognised as an important source of teachings from him.
• She played a significant part in important decisions made in the early years.
• She was influential in supporting some Muslims against others.
• Her disagreement with 'Ali over the punishment of 'Uthman's killers led to discord. • Some would say that her part in the revolt of Zubayr and Talha caused the first serious split in the community.
5 (a) Identify the Ten Blessed Companions.
(b) Explain why they were known by this name.
(c) Write brief notes about the lives of any three of these Companions who did not become caliphs. [3 x 2]
(a) These are:
• Abu Bakr - caliph
• `Umar - caliph
• `Uthman - caliph
• `Ali – caliph - 2 maximum for all four Caliphs’ names
• `Abd al-Rahman ibn `Awf
• Abu `Ubayda
• Talha
• Zubayr
• Sa`d ibn Abi Waqqas
• Sa`id ibn Zayd – 6 maximum
(b)
• On one occasion when they were all with the Prophet he promised them that they would all enter paradise directly.
• Since they were spared the final judgement, they were called the Ten Blessed
Ones, `Ashara mubashshara.
(c)
[In each case look for two clear comments.
Do not credit general remarks such as, He was a good Muslim, but look for definite biographical comments.
Most answers will probably refer to Talha and Zubayr, and one other.]

5 Explain the importance of the following during the lifetime of the Prophet:
(a) Abu Talib, [4]
• He brought the Prophet up after his grandfather’s death.
• He trained him as a merchant.
• He protected him against his enemies in Makka.
• As head of the Prophet’s clan he had the power to do this.
• He supported the Prophet during the boycott and allowed the Muslims to stay at his gorge.
(b) Bilal, [4]
• He was a slave who became one of the first Muslims.
• He was tortured mercilessly but never gave up his faith.
• This showed the depth of his loyalty to Islam.
• He was appointed as the first muezzin in Islam.
• This shows the equality of all believers according to Islamic teachings.
(c) Abu Sufyan, [4]
• He was a merchant and one of the leaders of Makka.
• He became one of the Prophet’s main opponents.
• He was involved/participated in the main battles against the Muslims of Madina.
• After much resistance to the Prophet he finally became a Muslim.
• This was a sign that Islam had triumphed over the people of Makka.
• The Prophet designated his house as a place of refuge at the capture of Makka.
(d) the Ansar. [4]
• They were people of Madina who accepted Islam
• They helped the Muslim emigrants (muhajirun) when they came north
• They shared their possessions with them/took them as brothers
• Their help enabled Islam to become established in the community of Madina

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Syllabus contents
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Paper-2
Passage From Hadith

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Passages From Hadith
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History and Compilation of Hadith
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5-(a) What methods were used by the collectors of the six major books of Hadith to ensure that the sayings of the Prophet they accepted were genuine?
• 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 sound mind, good memory, and 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) How are the Qur’an and Hadith employed in working out the Islamic law?
• 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]
Either
(c) In what circumstances do Sunni Muslims allow the use of qiyas (analogy)?
• 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.
[Give 1 mark for a clear example.]
Or
(d) What is the importance to Shi`i Muslims of `aql (reason) in establishing the Islamic law?
• 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.

6-a) Explain the importance of the isnad (chain of transmitters) and of the matn (body of text) in assisting scholars to check the authenticity of a Hadith.
(b) Outline the major differences between the musnad and musannaf collections of Hadith.
(a) • The isnad guarantees that the Hadith originated with the Prophet.
• Each transmitter (rawi) must be honest and upright.
• He must be a strong Muslim.
• He must have a good memory.
• Each transmitter must have known the transmitter before him, and also the transmitter after.
• The first transmitter in the chain must be a Companion of the Prophet.
• There must be no gaps or weaknesses in the chain.
• The matn must agree with the teachings of the Qur’an.
• It must also agree with the main body of reliable Hadiths.
• It must also agree with common sense and what is reasonable.
• It should not praise any individual or place.
• It should not give precise details of events that occurred after the Prophet’s time.
• It should not contain expressions uncharacteristic of the Prophet.
(b) • The musnad collections gather Hadiths together according to the name of the first transmitter.
• They are useful for detecting Hadiths attributed to a particular Companion.
• The best known musnad collection is Ibn Hanbal’s Musnad.
• The musannaf collections gather Hadiths according to their subject matter.
• They are useful for understanding the Prophet’s teachings on a particular point of belief or practice.
• They are particularly useful in establishing matters of law.
• The six books of Sunni sahih Hadith are the best known musannaf collections.

7-(a) Give two specific examples of how the Hadith have been used together with the Qur'an in working out the Islamic law.
(b) Explain the importance of (i) the isnad, and (ii) the matn in deciding that a Hadith is authentic.
(a) There must be two clear and concrete examples.
In each look for:
• The relevant teaching of the Qur'an (1 mark + 1 mark for a quotation).
• The Hadith/s that are brought into relation with it (1 mark + 1 mark for a quotation). • An explanation of how the one is used to clarify or give detail to the other.
• An outline of the situation or problem in which help is being sought from the texts. (b) (i) • The isnad is the chain of transmitters.
• It contains proof that the Hadith can be traced to the Prophet.
• Rigorous testing of the links between individuals has helped Muslims be certain of the authenticity of Hadiths.
(ii) • The matn is the actual text of the Hadith.
• In reliable Hadiths this should not conflict with the Qur'an.
• Nor should it conflict with other reliable Hadiths.

The period of the rule of rightly guided khalifas and their importance as leaders
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Q (a) Write an account of the major contributions made to Islam by Abu Bakr:
(i) during the Prophet’s lifetime; [4]
• He was the Prophet’s friend from childhood.
• He was one of the first to accept Islam.
• He brought others to accept Islam.
• He remained loyal to the Prophet at all times, good and bad.
• He expressed belief in the Prophet’s Night Journey.
• He bought slaves who were Muslim and freed them.
• He accompanied the Prophet on the hijra.
• He gave his daughter `A’isha to be the Prophet’s wife.
• He made a financial contribution to the expedition to Tabuk.
(ii) during his caliphate. [8]
• He steadied the mourning community after the Prophet’s death.
• He continued the Prophet’s intention to send expeditions to the north. [1 mark for the basic point, and 1 extra mark for details]
• He fought against the tribes who withheld zakat.
• He fought against the false prophets.
• These were Musaylima, Tulayha, Aswad al-Ansi and Sajjah. [1 mark, but 2 marks if all four names are given]
• He arranged to have the first collection of the Qur’an made. [1 mark, but 2 marks for details of how this happened] (b) Explain why he was known as the Honest One (al-Siddiq), and the Saviour of Islam. [4]
• He was given the title of al-Siddiq after he declared without hesitation that he believed the Prophet had been taken to Jerusalem on the Night Journey.
• It also suits his conduct of showing complete loyalty towards Muhammad.
• He was acknowledged as the Saviour of Islam because of his efforts to keep the community united, to resist the threat from tribes withdrawing from Islam, and to destroy the false prophets.

Q(a) Write an account of the main activities of Hazrat `Uthman
(i) during the lifetime of the Prophet, and (ii) during his caliphate.
(b) Explain why Hazrat `Uthman encountered difficulties in the latter years of his caliphate and was assassinated.
(a) (i) • He was one of the first converts.
• He experienced persecution for his faith.
• He married the Prophet’s daughter Ruqayya.
• With her he migrated to Abyssinia.
• He migrated to Madina.
• He did not take part in the Battle of Badr because of his sick wife.
• When Ruqayya died, he was given her sister Umm Kulthum as wife.
• He acted as the Prophet’s ambassador to Quraysh when the Muslims neared Makka.
• He contributed his wealth to pay for expeditions, particularly Tabuk.
(ii) • He continued the policy of expanding Muslim territory.
• The empire expanded into Persia, Armenia and North Africa.
• He placed relatives in important positions of control.
• He requested an authentic version of the Qur’an.
• He ordered Zayd Ibn Thabit to lead the compilation of this.
• He destroyed all other copies.
• His rule caused disquiet and led to several uprisings.
(b) • His appointment of family members was seen as favouritism.
• His destruction of the Qur’an was seen by some as destroying God’s Word.
• Some Muslims questioned his ability to rule.
• He pacified a force from Egypt by making concessions, but sent word to have them killed on their return home.
• They returned to Madina and killed him.

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.
(b) Suggest ways in which any one of these examples can provide a model for relations between states today.
(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.]

Q (a) Write about:
(i) Abu Bakr’s conquest of the false prophets
(ii) `Uthman’s arrangements to make a collection of the Qur’an. [2x5]
(b) Explain why these two caliphs thought it was important to take these actions.
(a) (i)
• One of the problems facing Abu Bakr was a number of people in Arabia who claimed to be prophets like Muhammad
• The main ones were Musaylima among the Hanifa tribes in Yamama, Tulayha among the tribes of Asad and Ghatafan, al-Aswad al-Ansi in the Yemen and Sajdah among the Tamim tribe [1 mark for all four names; 1 extra mark for details about each] • He sent forces against all of them
• The fighting against Musaylima was most fierce: in the battle of Yamama many memorizers of the Qur’an were killed
(ii)
• `Uthman discovered that in parts of the empire people were following different versions of the Qur’an
• He ordered all copies of the Qur’an to be destroyed
• He invited Zayd Ibn Thabit and a group of Muslims to compile an authentic copy of the text
• They took great care, consulting widely and checking the text against memories
• They referred to the collection in the keeping of Hafsa
• `Uthman had copies made and distributed these to the major centres
(b) [In each case allow 1 mark for a basic explanatory comment (not description); 1 extra mark for a further comment that shows fuller understanding; and the third mark for complete explanations] The false prophets threatened the uniqueness of the Prophet Muhammad
Their claims suggested that Muhammad was not the last prophet sent from God
Unless they were overthrown Islam could not uphold its claims
If variant readings were allowed the message of the Qur’an might be obscured
These readings threatened the purity of God’s instructions
If they were allowed to continue the community might be split over different teachings

4 (a) Write short accounts of the lives of any two of the Rightly Guided Caliphs.
(b) Explain the significance of one of your chosen figures during his reign as Caliph.
(a) In each case look for accounts of the caliph's life up to the time of his rule [2 marks], and then his major achievements as caliph or the main events of his rule [4 marks].
Do not exceed the maximum allowed.
(b) Here there should be some attempt at analysis, not further description.
Look for comments about the importance of what happened or what the individual did: e.g. Abu Bakr's defeat of the false prophets safeguarded the young faith of Islam; 'Umar's organisation of the state gave it a sound basis for development; 'Uthman's collection of the Qur'an preserved it for posterity.

4. (a) Trace the major stages in the compilation of the Qur'an in the time of the caliphs Abu Bakr and `Uthman.
(b) Why did these caliphs think it was important to make a compilation of the Qur’an?
(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.
Q In this question you should answer part (a) and either part (b) or part (c)
(a) Write an account of the life of `Ali ibn Abi Talib, paying particular attention to:
(i) his companionship of the Prophet; [6]
(ii) his caliphate. [6]
Either (b) Explain why `Ali was opposed by Mu`awiya during his rule as caliph. [4]
Or (c) Explain why `Ali’s leadership of the community is regarded as important by Shi`I Muslims. [4]
(a) (i)
• He was close to the Prophet from childhood.
• He became one of the first Muslims.
• He married the Prophet’s daughter Fatima.
• He took the Prophet’s place in his bed at the time of the hijra.
• He was taken by the Prophet as his brother when pairing Ansar and Muhajirun.
• He was one of the foremost warriors of the Islamic community.
• He offered to fight single-handedly before a number of battles.
• [1 mark for details, e.g. his feats at the battle of Hunayn.]
• He was a scribe of the Prophet.
• He wrote the Treaty of al-Hudaybiya.
• [Shi`as believe the Prophet designated him as his successor.]
(ii)
• He became caliph after the murder of `Uthman.
• He did not immediately take steps to punish `Uthman’s killers.
• For this Talha and Zubayr, supported by `A’isha, opposed him.
• They fought him at the battle of the Camel.
• [+1 for a full account of this opposition and its outcome.]
• `Uthman’s nephew Mu`awiya also opposed him.
• They fought at the battle of Siffin.
• This was indecisive so they agreed to arbitration.
• [+1 for a full account of this opposition and its outcome.]
• Some of `Ali’s supporters disagreed with this and abandoned him.
• He defeated them at the battle of Nahrawan.
• He was killed by one of these while at prayer.
(b)
• `Ali ordered Mu`awiya to surrender his position as governor of Syria.
• Since Mu`awiya would not accept `Ali as caliph he did not do this.
• `Ali refused to take steps against the killers of Mu`awiya’s uncle `Uthman.
• Mu`awiya insisted that `Ali should punish them before he would obey him.
• Mu`awiya’s opposition was a combination of personal ambition and desire for justice. (c)
• The Prophet designated `Ali his successor at Ghadir Qumm.
• He also showed `Ali other unique signs of recognition.
• E.g. he said: I am the city of knowledge and `Ali is the gate.
• `Ali was married to the Prophet’s daughter Fatima.
• The Qur’an gives special recognition to him as one of the five members of the
Prophet’s family.
• He was the father of the only descendants of the Prophet Hasan and Husayn.

4 (a) Describe the main activities of 'Ali during the lifetime of the Prophet.
• He was brought up in the Prophet’s house.
• He was among the first converts to Islam/the first child to become a Muslim.
• He lay in the Prophet’s bed on the night of the hijra/He was entrusted by the Prophet to return the belongings of the Makkans.
• He married the Prophet’s daughter Fatima.
• He fought in single combat before the battle of Badr.
• He fought fiercely during the capture of Khaybar.
• He wrote down the text of the Treaty of Hudaybiya.
• During the Tabuk expedition Ali was the Prophet’s deputy in Madina and did not participate in the battle.

(b) Describe the main events of 'Ali’s rule as caliph. [6]
• He was confronted with the decision of how to treat the assassins of 'Uthman.
• Talha and Zubayr, with the support of 'A’isha, opposed him.
• He defeated them at the battle of the Camel.
• Mu'awiya refused to give him allegiance or vacate his position as Governor of Syria.
• The armies led by the two met at Siffin.
• The battle proved indecisive.
• 'Ali agreed to arbitration.
• Some of his supporters deserted him.
(c) Explain why close Companions of the Prophet opposed 'Ali, and why his supporters deserted him towards the end of his life.
• Talha and Zubayr thought he should punish 'Uthman’s assassins as soon as possible.
• This was the just action and they thought `Ali was wrong not to do it.
• 'Ali’s supporters at Siffin thought he was the leader of the community and those who opposed him were wrong.
• So they thought he was wrong to arbitrate with sinners.

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Q (a) Describe the way in which the fast of Ramadan is observed.
(b) Give reasons to explain why this fast is important in Islam.
(a)
• Muslims must abstain from food, drink etc. during daylight hours.
• They should also refrain from smoking, sexual intercourse, medicines etc.
• The hours of fasting are from first light (before dawn) until sunset.
• They should have a meal before the fast in the morning.
• They have a meal at sunset.
• They should be particularly pious and visit mosques regularly.
• They should try to be present at recitations of the whole Qur'an (tarawih prayers) during the course of the month.
• Some Muslims withdraw to mosques (i’tiqaf) for the last 10 days of Ramadan.
• On the Night of Power they should attend mosques and spend the night in prayer. • Travellers, the sick and expectant mothers are exempt from fasting, but must make up the fast within the next year. (2 marks for full details)
(b)
• Fasting is a Pillar of Islam.
• It is an obligatory act.
• It is called a 'gift' which the believer gives to God.
• It is a source of forgiveness.
• It increases self-control,
• and it also helps Muslims to remember the poor in their community,
• and people who are forced to fast involuntarily.
• So solidarity between Muslims is increased,
• And also obedience towards God.
• The Qur'an was first revealed in Ramadan.

Q (a) Write short accounts of Muslim beliefs in the following:
(i) angels, (ii) books and (iii) prophets.
(b) Explain the relationship between these three Articles of Belief.
(a) (i)
• Angels are God's servants.
• They are made of light.
• Their sole purpose is to worship, obey and serve God.
• An important aspect is their service as messengers.
• Gabriel took messages to prophets, including Muhammad, and also to Mary.
• Other angels record good and bad deeds, inquire of the dead in the grave, and will sound the trumpet on the last day.
(a) (ii)
• These contain God's will and guidance for humankind.
• They were given from God to humans by a succession of prophetic messengers. • They include the Suhuf, the Tawrat, the Zubur, the Injil and the Qur'an. (1 mark for two or more of these, 2 marks for four or more)
• Each was meant for a particular community,
• except the Qur'an which was meant for the whole world.
(a) (iii)
• These were humans chosen by God to deliver his books.
• Each was sent to a specific community,
• Except Muhammad who was sent to all humankind.
• The Qur'an names almost 30 of them, including Adam, Nuh, Ibrahim, Musa,
Dawud, ‘Isa and Muhammad. (give 1 mark for any three named - not only those listed here)
• Their duty was to proclaim God's word.
(b) [Answers must link all three in a relationship, i.e. the angels delivered the message, this was later contained in a book, and the prophet proclaimed the message to his listeners.
Give up to 3 marks for an account of the relationship. Give the 1 remaining mark for a full answer that shows how the process of revelation is understood in Islam. There is a risk of repetition of simple facts from part (a). So only give marks for clear indications of what the relationship between any two or all three is.]

Q (a) Write a descriptive account of the Muslim belief in:
(i) angels;
[Remember this is a descriptive question.]
• Angels are entirely obedient to God.
• They are created
• And are made of light.
• They have particular tasks.
[Give 1 mark for one example of an angel performing a task, e.g. Jibril bringing revelation to Muhammad.
Give 1 extra mark for another example of a different angel performing a task.]
(ii) God’s predestination and decree.
• God is powerful over everything.
• He knows everything that happens.
• He has planned all that happens to people.
• Nevertheless, people have responsibility for what they do.
(b) Explain the importance to the community of Muslims of:
(i) congregational prayers on Fridays;
• They give an opportunity for the Muslim men in a vicinity to come together.
• The worshippers can see the strength of their numbers.
• They have a chance to learn about their faith from the sermon.
• They can exchange thoughts and news.
• They are reminded that all Muslims should be united under God.
(ii) almsgiving.
• This helps to reduce inequalities in wealth.
• It reminds givers and receivers of their ties to each other.
• It makes those ties stronger.
• It reminds all Muslims that they are responsible for others besides themselves.

Q Give a brief explanation of the importance of each of the following in Muslim beliefs and practices in relation to the hajj:
(a) the Ka’ba;
(b) ihram;
(c) ‘Arafat; and (d) ‘Id al-Adha.
In each part candidates must refer to both beliefs and practices in order to gain full marks.
(a) • The Ka’ba was built by Adam, and later restored by Ibrahim and Isma’il, and again in the time of the Prophet.
• It was the first sanctuary in which God was worshipped.
• It is the focus of Muslim prayer from all parts of the world.
• It is the first point in Makka that most pilgrims make for.
• During pilgrimage Muslims circumambulate it seven times.
• They try to kiss the Black Stone as they pass it following the Prophet’s example.
(b) • Ihram is the state of purity which Muslims enter when beginning the pilgrimage.
• The chief sign is for men two pieces of white cloth worn around them.
• For women it is normal clothes covering the whole body except face and hands.
• It removes signs of distinction and makes all pilgrims appear equal.
• In the state of ihram the pilgrim comes under particular restrictions of conduct, such as no cutting of hair or nails.
(c) • ‘Arafat is the plain outside Makka where all pilgrims gather during the annual pilgrimage. • Here they perform the wuquf, standing between noon and dusk in order to obtain God’s forgiveness.
• This is the high point of the pilgrimage, without which it is not valid.
• Adam and his wife were reunited here after being expelled from the garden.
• The last judgement will take place here.
(d) • Muslims celebrate this by slaughtering an animal.
• They do this in order to remember Ibrahim’s sacrifice of his son.
• Ibrahim was instructed to make this sacrifice as a sign of obedience.
• The ‘Id is celebrated at the high point of the annual pilgrimage.
• All over the world families celebrate this feast by making a sacrifice.

Q (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]

(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]

(a) Describe how a Muslim fasts during a day in Ramadan.
(b) Outline the kinds of Muslims who are excused from fasting during this month.
(c) Explain why the Ramadan fast is important to Muslims.
(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.
Q (a) Give brief descriptions of the ways in which fasting and almsgiving are carried out.
(b) Show how these two pillars keep the community together. [4]
(a) Fasting (6 marks max): Main points include:
• Fasting is carried out during the month of Ramadan.
• Adults are expected to fast, though travellers, expectant mothers and the sick can delay.
• Fasting entails abstention from taking things into the body, food, drink, smoke, and from sexual intercourse.
• It begins each morning before dawn,
• and ends at sunset/maghrib prayer.
• Muslims eat a meal before light and break their fast with a meal in the evening. • Many follow the Prophet's example of taking a drink and eating a date.
• The fast continues until the new moon which marks the next month is seen.
Almsgiving (6 marks max): Main points include:
• This consists of giving set proportions of possessions for the poor.
• On savings it amounts to 2.5%,
• and there are set percentages for other possessions (2 marks max for details). • Muslims often give this form of alms for the year at the end of Ramadan.
• The offerings are often distributed for the Muslim needy by mosques.
(b) Main points include:
• Fasting equalises rich and poor.
• It reminds the rich about the difficulties of the poor, and tells the poor the rich care. • When everyone fasts, it gives a sense of togetherness.
• Almsgiving reduces financial differences in society.
• It links rich and poor in a bond of responsibility and respect.
• Both observances remind Muslims they are God's creatures and part of a single community.

Q (a) Write a descriptive account of the Muslim belief in:
(i) prophets;
(ii) resurrection and the last day.
(b) Explain the importance to the community of Muslims of:
(i) mosques;.
(ii) the annual pilgrimage.
(a) [Remember this is a descriptive question.]
(i)
• They were sent from God to all peoples.
• They brought messages from him.
• These messages contained instructions and teachings from God.
• There may have been 124,000 of them.
• [1 mark for more than one name.]
• They were all human but sinless.
• Muhammad was sent as the last prophet [Seal of the Prophets].
• All prophets should be respected equally.
(ii)
• An angel will blow the last trump.
• Everyone will be resurrected from the dead at the end of time.
• All will have to face Judgement before God.
• Actions performed during one’s lifetime will be examined.
• The consequence will be either paradise or hell.
• [1 mark for supporting quotations.]
(b) [Remember this asks for explanations not descriptions. It concerns the communal aspects of faith.]
(i)
• They are centers especially dedicated for collective worship.
• They enable the community to meet together.
• They provide facilities for education and joint learning.
• By their appearance they remind the community that it is united.
(ii)
• This is a way of showing dedication to Islam, by performing one of the
Pillars.
• It enables Muslims to meet one another from across the world.
• So it provides a means for sharing news and learning.
• It inspires Muslims by reminding them of the strength of their faith.
• It reminds them of many teachings of Islam (e.g. equality).

Q. (a) Describe the main characteristics of the congregational prayers on Friday.
(b) Explain the main differences between regular daily prayer (salat) and personal prayer (du`a').
(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.

Q (a) Describe the Muslim belief in:
(i) angels [4]
• Angels are God's servants.
• They are genderless.
• They are made of light.
• Their sole purpose is to worship, obey and serve God.
• Every angel is allocated a specific task.
• Gabriel took messages to prophets, including Muhammad, and also to Mary; other angels record good and bad deeds, inquire of the dead in the grave, and will sound the trumpet on the last day. [1 mark only for names and functions of angels]
(ii) books. [4]
• These contain God's will and guidance for humankind.
• They were given from God to humans by a succession of prophetic messengers.
• They include the Suhuf, the Tawrat, the Zubur, the Injil and the Qur'an. [1 mark for two or more of these, 2 marks for four or more]
• Each was meant for a particular community
• except the Qur'an which was meant for the whole world.
• All previous books have been corrupted except the Qur’an which has been protected.
(b) Explain the importance to Muslims of:
[Remember this asks for explanations not descriptions. It concerns the communal aspects of faith] (i) Mosques [4]
• They are centres especially dedicated for collective worship.
• They enable the community to meet together.
• They provide facilities for education and joint learning.
• Their presence symbolises the community’s unity and strength.
• Muslims sometimes withdraw to mosques for the conclusion of Ramadan. (ii) ‘Eid al-Adha. [4]
• Muslims celebrate this by slaughtering an animal.
• They do this in order to remember Ibrahim's readiness to sacrifice his son.
• In doing this together the community is united.
• His example of selfless obedience to God can inspire Muslims to do the same.
• ‘Eid al-Adha marks the culmination of the pilgrimage.