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Volume 1
November 2018 - November 2019 Examinations
H Ci rfu
Volume 1
November 2018 - November 2019 Examinations
Capyright©2021bytheZinhabweSchoolExaminatiousCounch(ZnusEC).TheQuerfuonand
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stondinaretnevalsysteDtransmittedordisserminatedmanyfomorbyanymeans:electronic,
Drdmical±orotherwisewithoutpriorwhqenpemssionofthecopyrightouner.
Fo-rd
The Zfroabwe School Examinations Council (ZIMSEC) presents VoLime I of the Querdon and
Answer Boonet at A-Level in the Couxpeteney Based Curriculum. The Issue contains question papcn
and suggested answers for past examinations. h addition, there are notes that give clarification on the

possibleanswersplovided.Hopefully.bothtcachersandlcamerswillfindthen8tchalcontainedbin
helpful in their prqumfion for exadrimfions.

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^CKr`ro`hrLEDGEZuEarTS

lbe Z.mhahore School Examilutons CouoL.il .cknowledSts the coo.ribuion or lhe follong ia Ike
prochlctioo ol. this booLlct:

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- The zmh-bvc school Elminations coudi`il { Z"SEC.) siil}pr expcrs
• The ziddewe scllool Elamimtions coup.:il (Z[MSEC) Conndedtid ecemries
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 TABLE OF CONTENTS
PAGE
CONIENIS

FOREWORD

pREArmLE

NOVEMBER2018PAPER1-QUESTI0NPAPER

NOVEMBER2018PAPER1-EXPECTEDAINSWERS

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NOVEMBER2018PAPER2-QUESTI0NPAPER

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NOVEMBER2018PAPER2-EXPECTEDANSWERS

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JUNE2019PAPER1-QUESTIONPAPER

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JUNE2019PAPER1-EXPECTED.ANSWERS

45
JUNE2019I'APER2-QUESTI0NPAPER

47
JUNE2019PAPER2-EXPECTEDANSWERS

55
NOVEMBER2019PAPER1-QUESTIONPAPER

57
NOVEMBER2019PAPER1-EXPECTEDANSWERS

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NOVEMBER2019PAPER2-QUESTIONPAPER

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NOvEneER20i9pAPER2-ExpECTEDANswERs
This revision booklet provides a general guide to teachers and learners in the study of the Advanced
Level Family and Religious Studies syllabus commencing 2018. ZIMSEC will not enter into discussions
about the suggested questions and answers in the booklet.

The material in the booklet is based on question papers from November 2018 to November 2018 to
November 2019 examinations. This booklet mList be used together with the Advanced Level Family
and Religious Studies syllabus and recommended textbooks in preparation for examinations.
Revision notes and calculatious have been provided to clarify related concepts.
 ]
ZIMBABWE SCHOOL EX=ZhmlATloNs couNCEL
GeneralCertificateofEducationAdvancedlievel

FAMILY AND RELIGIOUS STUDIES 6074/1

PAPER I bdigenous Rchdon and Judaism

NovmneER 2o 18 sEssloN 3 hour

Additional nrdals:
Answer paper

TIRE 3hous

INSTRUCTIONS T0 CANDIDATES

Write your Dame, centre number and endidate number in the spaces provided on the answer

papal/auswertioonet.
Answer four qustious.
AnsweratleastonequestionfromSechonsAand8.
Writeyouruswersontheseparateanswerpaperprovided
Ifyouusemorethanonechectofpaper,fastenthesheetstogether.

INroRMATION FOR cANDIDATEs

AllquestionsinthispapercarTy25malks.

YouaereindedofthenedforgpedEngivshandclearpresentedoninyouranswers.

Thisquestionpapeg.consistsof2 printoa p.ges .nd 2 blrmL |ilgcs.

a.pyrigb± Zinhabwe School Examindous Cotmcil, N2018.

OZ"SECRE018
 Section A

Indigenous Retigion

Analyse the significance of ancestral spirits in Indigenous Religion. [25]

Explore ways that minimise divoroe in Indigenous Religion. [25]

Discuss the effectiveness of taboos in the conservation of nature. [25]

To what extent have women in hdigenous Religion been involved in

politics? [25]

`"issionaries did not bring God to Affica". Examine the relevance of this
statement. [25]

Section I

Juddsm

"stinguish between a seer and a prophet in Israel. [25]

Examine how Moses was a Model of good leadership. What lessons do

leaders in your society learn from him? [25]

Assess the theme of reconciliation in Hosea. What methods ale used to address
misunderstandings in your societ)tt [25]

Analyse how Isaiah of Jerusalem used names of his children to deliver his
message. nlushate how your society uses mmes to communicate issues. [25]

10 mscusstheJewishtmderstandingofnrariage. [25]
zmmABWE scHooL EXAMINATIONs couNclL
Oned Certificate of Education Cndinary Level

EXPECTED ANSwrERS

NovEueER 2oi8 sEssloN

FAMILY AND RHLIGIOUS STUDIES 6074/01

QUESTION 1 : Analy2re the significance of ancestral Spirits in Indigenous Religion.
Candidates are expected to examine the importance of ancestral spirits, highlichting both

positive and negative aspects.

Ancestlal spirit - these ae the spirits of the departed relatives who were properly buried and
came back to be part of the family.

Positive Roles
- They are regarded as family eldas ®lay an advisory role).
- Offer protechon against both spiritLial and physical dangers.
- Uhite families throuch ceremonies like bira
- They guide the living in day-torday activities.
- Act as intermediaries between the Supreme Being Odwari) and the living.
- Foster good behaviour by puniching those that disregard family norms and values.
- Ensure fndlity among the people and domestic animals.
- Einsue the provision of wealth to the family through helping them secue jobs, winning

lottedes, getting promotions, eto.

- Presowe mariages.

Negative Impact
- Removal ofprotetion leaves the family vuherable.
- Can cause illness or inpose themselves on unwilling hosts.
- Appeasement rituals ae cosdy (they are yearly).
- Fchale hosts might fail to get mariage parbers.
- Stignatization of hosts.
- Personal lives of hosts ae interfend with, e.g. food, dress code is prescribed.

QUESTION 2: Explore ways that mininize divorce in Indigenous Religion.

Candidates should discuss methods used in nidigenous Religion to reduee lmrital sepantion.

Points to be e~:-
- Grooming and training of boys and girls.
- Canying out of marital rituals, engagement of ancestors, cleansing ceremonies.

10
- Marital counselling (aunts and LLncles, parents and elders).
- Eingagement of the two families rather than mariage being a contract between two
individuals.
- Problem-solving negotiations.
- Payment of lobola (wife belongs to family and the lecipient of lobola would not tolerate

failure to be patient by wife).

- h case of barrenness and other deficiencies -use of chigadza mapfihwa (rieee given as a
wife to the man).
- Divorce process is intentionally complicated as a way of discouraging it.
- The attendant stigma is also a deterrent fact.
- Newly married couple stzLys with parents - who would monitor then closely and address

any challenges in the marriage.

- In case ofchallenges, wife is sent back for re-grooming or training.
- Polygamy is embraced as normal.

QUESTION 3: mscuss the effectiveness of fat)oos in the conservation of nattire.

endidates are expected to outline the strengths and weahesses of taboos as a way of
preserving natural phenomena.

Taboo is an inhibition or ban that result from social customs.

AIL resources like land, rivers and mountains are behieved to be sacred and communally owned

dy both the living and the dead.

Taboos are developed to prevent the destn]ction of natLlral resources.

Points to be elpceted:-
- Pliohibition of eating totemic animals - this ensures that a wide range of animals do not

become extinct.
- No cutting down of trees in sacred forests -this allows a number of gcographical locations

to remain under vegetative cover.

- No killing of sacred animals/or cutting down of sacred trees - this ensures the continued

availal]ility of the animals and trees for ritual use.

- Not to urinate in water sources or LLse of utensils with soot - this ensures that water in the

well or pool remains uncontaminated and safe for drinking.

11
 - Walking backwards is fori>idden -prevents injuries.
- Killing a pregnant animal is foibidden -this allows for raproduetion and continued increase

of animal populatious.
- No defecating in the forest - prevent land and water sources from polluting.
- Not to cut down fuiit trees - ensues vegetation cover for soil and condnued food provision

for hLimans, birds and animals.

- Not killing pangolins, guinea fowls and pythons - these are endangered species and also

lelated to ancestral spirits this prevents their extinction.

- Prohibition of hunting wild aninals found around homes.

Limitations
- Thhoos are no longer reapeeted -modmity.
- Totemic animals - particular animals ae saaed to a particular group (those of that totem)
but others can hill it.
- Influence by christianity and westemintion has diminished the inportance of taboos.
- No clear enforcement regulations and lack of consistency in dealing v`th infiingments.
- hfiastrtlctural developments and establishment tends to interfere with these restrictions.

QUESTION 4: To what erfent have women in Indigenous Religion been involved

in poHtics?
Candidates are expected to exatnine the level of contibutions by wome]i in issues of

governance in lndigFnous Religion. Though they ae nghly involved in politics candidates

must also bring out some of the liminhons that women face.

The following points may be incl`rded:-

- Women are invol`ed as either mediums or anceshal spirits as is delronstrated by Mbuya

Nehanda in both lst and 2nd Chimuenga wars.

- Mbuya Nehanda encouraged peqple to drive out white settlers.
- Onnd the execution of ponand the Nature commissioner ofMazoe.
- After her death, the famous statement `hapfupa angti achanuka" inspired the Second
-urenga war.
- Women played a role in appointhent of chiefs and other leaders either as mediLms or

ancestral spirits.

12
-SonewomentckepositiousofleaderdiplikechiefiheadmeDe.g.Chiefcharehunand
chinutoko from Mutoko.
- h the chiefs cout women play an advisory role, for example, the chiefs ant mother and
other elderly women.
- Than ae no ndes in hdigenous Rdigivnthat fofoid orresrictwomen from trfug politied

positions.

However.somecandidatesmayarguethattbepndcipationofwomeninpoliticsislirited
sincethesocietyispatriarchal.
- Males dorinate the political terrain.
-Womenhavea-ndayrolebe~oftheirphysiolodcalmakgrupgivgrmciefueto).

QUESTION S: qusstonaries did notbring Godto Africa". E-e the rdevance

of this statement.
endidrtesaeexpeoEedtodiseuswhethertheconceptOfGodexisedinhdigenousReligivn
beforethecorigofnrissionariesoritwasintoduedbythem

Points to indrde:-
- hdigenous Rdigion is a set ofbeliets and practices ofndves.
-Ondidrtesshouldchowevidencethatfromthe~.thelndigenouspeoplehewGod
andtheyworchippedhim.
-MbitiargusthatthenrissionariesdidnotbringGodbutGodbrouchtthenrissionariesto
Affica
- The hdigenous -es Of God like Mwari, Musikavalu Musikizi, Uulimu
MutangakugmDzivagunaeaproofoftheeristenceofGodbeforethecondgof
missionaries.
-ThetrmesexhibitwhathdigenouspeoplebelievedrutGchcreation,firsttobethere.
- RItuls and -mories indicate that the anastors wac not an endbut away to the ultimate
- Cnd is trmscendent and ilrmanent.
- Atribute of God like oinpresenL onmipotent reel the diflrfuce tgiven ancestors ant
God'
- hdigenous people venerate rather than wordip the ancestors.
-GodofthemissionariesandGodofthehdigenouspeopleisthesaneCrd

13
However
- The systems of worship revolve alound the ancestors and God is distant. He is not involved

in the day to dry lives of the people.

- There is no mention of God in rmyrituals.

QUESTION 6: Distingi]isb tietween a seer and a prophet in lsraeL

Candidates are expected to spell out the differences between a seer and a prophet.
Seer: a person who has the gift of second sight.
Pro|)bets: one who conveys the divine will.

(a) Seeralochl/IIozeh)
- Foretellers.
- Has clairvoyance (second sight) - has the al]ility to see something happening

remotely from them

-Are remunerated (1 Samuel 9 vs 8).
- Their sphere of influence is local.
- Are consulted for domestic issues. e.g. lost donkeys (1 Samuel 9 vs 8).
- Operate from sanct`raries, e.g. Samuel - who moves from shrine to shrine. has close

ties with the priests.

- They receive infomafron in a cffi± fate of mind (not in ecstasy).
-Examples of seers: Samuel and Gad.

a.) Prophetayal.i)
- Are forth tellers -have insicht into events of the day.
- Have national and intunational influence
- Receive definite calls.
- Anoint and advise kings.
- Are covenant mediators.

N.B.: Candidates can note that Samuel is regarded as both a seer and a prophet.

14
QUESTION 7: Emmine how Moses was a model of gcod leadership. What
lessons do
leaders in yotir society [cam from him?
ThequestionrequirescandidrtestoexaininethecharactchsticthatmadeMosesagoodleader
and show how leaders today can benefit from his example.

Moses as a model of good Leadershi|)

- Patriotism - love for his people - he gave up the comfort of the palace to be one with the
Israelites.
- Commitment -was undetemed by challenges of leading the Israelites out of Egypt.
- Self-sacrifice -interceded for the Israelites so that God would not destroythem for xpeated

rebellion-pr\efenedtodieintheirplace/riskinghislife.
- Caing - concened about the well-being of the people thouch they were always
complaining (Numbers I I : 2-3).
- hnplenentation ofleaderchip stluctures (appointing 70 elders).
- Confronted unccaptable tendencies (denounced the worchip of the Chlden Calf Exodus
32).

- No favouritism - rebuked meinbers of his own family (Aaron and Mirian) and Jochun

QVuntms 11:29).
- Hnd a succession plan.
- Humility -did not attack his opponents.

Wllat today's leaders can Lean: -

- Patriotism
- Beingjust
- Enapathy
- btegrity
- Hullity
- Commitment and self-sacrifice
- Impartiality

15
QUESTION 8: Assess the theme ofreeoncilintion in Hosea. What methods are used
to address misunderstandings in your society?
Candidates are expected to discuss the issue of rcoonciliation by bringing out sin, judgement
and restoration. They should also address misunderstandings in their societies.

Reconciliation - refers to the mending of a broken relationship or resolving conflict situation

among coLmterparts.

Reconciliation in Hosea
- Reconciliation between God and Israel was coming after her r¢ection.
- Rejection of lsrael was due to her sin.
- The sins committed by Israel include:

o idolatry'
a apostasy,
o leligious formalism,
o -oniEL
o seeing political alliance with Egypt and Assyria,
o social injustice,
o covenant between God and Israel is presented as a marital relationship

Aspects of reconciliation
- Re-mariage ofHoseato Goner.
- The reversal of the children's names.
- The father -son relationship between God and Israel.
- Reconciliation shows that judgement was conectional and redemptive.
- It would come after Israel has genuinely repented.

Methods of resolving misunderstandings

- Mediation
- Negotiation
- Counselling
- Court settlement
- Compromise

16
QUESTION 9: Analyze how Isaiah of Jerusalem used mmes of children to denver
his message. mustrate how your society uses mmes to communicate
their issues.
Candidates are expected to examine the names of lsaich's children, highlichting the messages
they deliver to the people of their day. They are expected to give the significance of the names
of lsalch's childlen's names and names of the childm in the scoiety.

Names of the children

1. Shealjashub meaning a remant shall return.
- Assurance to Ahaz that des|)ite the crisis that Judah was facing there will be

survivors.
- The remnant will be used to rebuild the nation
- The name called upon the hang to have faith in Yahweh.

2. Maler-Shalal -hash buzz (spoil speeds, hasten plunder)

- Name was written on a stone tat)let to show a permanent record for Judah.
- Message of assurance to the doubtful Ahaz that needed not to seck assistance from

Ass]ria against the Syro-Israelite coalition.

- It predicted the downfall of the alliance
- Survival depends on Yahweh and not political alliances.
- Political alliance was a suicidal attempt that will eprineer Judah; dounfall.

3. Emmanue] (God with us)

- Some believe he was not lsalch's son.
- A son born to a virgin mostprobably during Ahaz's lifetime).
- The sign was before this child would lmow what is richt or wrong the sy[o-Israelie

coalition will be destroyed.

- Candidates must discuss these names in their correct historical context.

Use of names in communicating issues in today's society

- Names depicting challenges in life, e.g. Nhamo.

- Names Communicating grievances.

17
- Names depicting blessings.
- Nicknames to praise or degenerate.

QUESTION lo: "scuss the Jewish understanding of marriage.

Candidates are expected to discuss the views of the Jews about mariage.

mrringe: is a contractual agreement between two parties.

Points to include
-Mariagr was ordained or instituted by God oeuteronomy 24: 1 fl).
- It is a fulfilment of the command -`be fillitful and multiply".
- The wife could be chosen bythe parents.
- It was sanctioned by God (Genesis 2:18).
- It is meant to unite husband and wife into one soul (Genesis I: 24-25).
- Man was considaed incomplete and a woman was to be his helper.
- Refuining from nrarriage is not acceptable among Onodox Jews. Jews believe that

singleness will cause one to bum with passion.

- Believe man can have more than one wife but women could not.
- Husband is responsible for the family.
- Marriage to foreigners was prohibited.
- I\harriage was primarily for procredon - to replenish the earfu and establish a posterity.

18
 zlMBABWE SCHOOI. EXArmATIONs cOuNclL
fueraL CerGr]cate Of Education Advanced Level

FAmy AND RELIGIOus sTUDIEs 6074/2

PAPER 2 Christianity and Islam

NOVEMBER 2018 SESSION 3 hous

Addifond mandals:
Answer paper

TIRE 3hous

INSTRUCTIONS TO CANDIDATES

Write your Dane, cenbe number and candidate number in the spaces provided on the answer

paper/auswerbooHet,
Iinswerrourquestious.
Answer at least one question from Sections A and 8.
Writeyouranswersonthesqurateanswerpaperprovided.
IfyouuseDorethanonechectofpaper,fastenthermstogether.

INFORMATION FOR cANDmATEs

Allqustiousinthispapercalry25maIts.

YouarerdrdedofthenedforgrndEhglishandclearpresentafioninyouranswers.

Thisquerfunpaperconsistsof2printedpages and 2 blink pages.

copyright: Zinhabwe School Examindous Council, N2018.

ez"sEcuni8

19
 Section A

Christianity

Exphin the theme of salvalon as explained in the New Testament. [25]

Compare Jesus' teaching methods to those used by the chlueh today. [25]

Discuss Jesus' use of paroles in the New Testament. [25]

Examine how the early christian leaders are an example of good citizenship. [25]

Assess the inportance of chics in the New Testament, showing how they
prmote scoial responsibility. [25]

Sedion 8:

Islam

Discuss the significance of the Qtmn in Islam [25]

Examine Islamic teachings that help rediice the spred oflllv and AIDS. [25]

`Iove is central to the behaviour of Muslims.. Discuss.

[25]

To what extent are women in Islam involved in eeononic activities? [25]

10 Analyse the qualities ofALlin in Islam. [25]

20
znmABWE scHooL EXAMINATloNs couNclL
General Certjricate of Education Advanced I.eveL

EXPECTED ANSWERS

NOvErmHR 2Oi8

FAmy AND RELIGlous sTUDms: 6074/2

cmlsTIAr`ITTv AND ISLAM

21
 Section A

Christianity

Exphin the theme of sahation as explained in the New Testament.

The question rquuires candidates to explore the theme of salvation in the New
Testament. This can be achieved through a clear definition of salvation and citation
of instances where the conoapt is broucht `p in the New Testament. Teachings on
salvation can be drawn from the gospels of Luke and John, Acts of the Apostles,
Galatians, Romans and James.

Salvation is derived from the Greek word `soleric' meaning `to rescue `or `deliver'.

Aspects of salvation in the New Testament

- beingbom again -the storyofNicodenus (John 3)
- deliverance from sin e.g. healing of the paralytic (Mck 2:1)
- Incident of the sinful woman a.uke 7:48-50)
- being preserved from harm, danger and unpleasantness (or unfavonble situntious)
e.g. calming the stem (Mark 4), Raising of the widow's son a,uke 7: 11 -17)
- delivennce from the evil one (Satan) orevil forces (demons) e.g. Legion (Mark 5:
1 fl), Woman with an infinity (Luke 13 : 15)
- being rescued from sickness, diseases or physical challenges e.g. Woman with
henondage, home man at Beautiful Gate (Acts 3).
- the ultimate goal of the christian is to receive spiritual maturity and fiuitfiiness
(James 2: 14fi).
- obtaining eternd life throuch belief in Jesus's death or the expiation ofsius
thouch Jesus' blood.
- escaping the fires ofhell at the culmination of times alevelation)

Some Points to be raised:

- Jesus is portrayed as author of salvation or saviour of the world (John I :29, 4:42b)
- salvation is associated with tnle xpentance or refomation e.g. 2hcdrus (Icke
19:10)
- salvation is universal -for both Jews and Gentiles (all humanity) Qo-3:9)
- Jesus is the giver and mediatorofsalvation (John 1: 29)
- salwhon is a result ofone's faith in Jesus (Galatians and James)
- salvation is authendcated by a believer's practical life, works offtith (James 2)
and (Outian 3:2).

Compare Jesus' teaching methods to those used by the church today.

Candidates should identify and elaborate on i`rays JesLis used to deliver messages and
those used by churches today. Responses to the question should focus on the
similarides in methods of teaching and appropriate cotrments on some differences are
acceptable.

22
Tcachingmethods:refertothediffermtmodesorwaysofcommunicatingwith
audiences.

Some expected Points :

Methods used by Jesus and Churdes Today.
1. Parables -treated stories from life's dry-torday experiences to illustrate
mysteries,provokethou8htandsimplifycomplextruths.
2. Scmous - lecture method (Sermon on the Mount out) or plain in Luke.
3. Role modelling -sct±ing an example for audience and disciples e.g. associating
with social outcasts and waching of feet (John 13).
4. Mentorship - Jesus chose twelve disciples whom he instructed both verbally and
throuch life' s expriences.
5. RAetoric questions -questions that provoked thought which required no answers
(What did you gp to the Jndan to see?)
6. Dialogue (quedon and answer) - discussion between Jesus and the I.awyer.
que 10)
7. Practical learig -disciples, the 12 and the 72 were sent out on outreach
missionsrepresentafiveoffutuemissionaryactivities.
8. Welfare evangelism -meeting the needs of individuals as a way of getting
apporuties to preach e.g. healings, feeding of 5 000 and 4 000, eto. Churches
have schools, oxphanages, and homes for the agch charity work.

Other methods by today's chuehes

- socialmedia
- television stations
- fiteratue oooks, paphlets, sermonettes)
- seminars and workshops
NB: Co-eats on the effectiveness or impact of these methods are also appro

Discuss Jesus' use of paml)lee in the New Testament.

endidatesarerequidtoexplorehowandwhyJesusmadeuseofparal>1esinthe
Goapels.Theyaretonghlishtthestrmgthsandweahessesofthisteachingmeth

Panbles - these are crated stories from day-torday realities which ae used to
illustrateaspectsofthekingdomofGodandpusentsomeethicaltruthtoanaudi

Some points to include:

adoptionoftheJewishtraditionalmethodofteaching.
pard>les used so as to capture the attention of the audience.
methndofbeginningfromtheknown(day-tochyexperiences)totheunknown
(aspeetsofth=KinghomofGod)e.g.Paral)leoftheMarriagefeastorGreat
Einquet a.uke
wayofprovokingpcopletothinkormakejudgmentse.g.Thepanbleofthe
sons and the Good Samaritan.
palablesusedinaccondancewithHisaudiencee.g.inGalilee-afaming
co-unity, the parable where al)out faming or fishing experience (e.g. Sower
and Dlagr-et eto)-. In Jenisalem -an wham setting, He used the Palchle of T
G"t Banquet, eto.

23
 tactfulwayofexpressingharshrealitiesandconfrontingtherespectedreligious
leaders and His enemies e.g. Wicked Tenants
ironically he used palalles to confuse his enemies i.e. hide impolfant truths from
those who were insincere followers Orark 4: 10) or those who were not
synipathedc to His teachings.
- mcant to give clarityto his tcaching thus, he intended the audience to glap Elis
teachings e.g. Mustard Seed.

Weahesses of Method
- parables are prone to misirfepretation or misunderstanding e.g. his disciples had
to privately ask for clarificafron e.g. Parable of Sower 04ak 4; 1-10) and the Seed
Growing Ock 4: 26-29)
- a disinterested audience wrould not pay attendon or ignore the narrative.

Ezamine how the early Christian leaders are an example of good ciGzenship.
ThequestiondemandsthatrespondentsanalysethepoltrayaloflheApostolicAge
haders as role models who fulfilled the expectations as good citizens. Candidates
rmist have knowledge of aapects ofgpod citizenship. Responses should specify the
hadersandhi8hlichtcontrfoutionstotheircommunitieswhicharerele\rmttotodry's
socirty.

Asfxxsts of Good cidzenshiD

- patriotism
- nonrdiscrinination
- safeguarding and promotitig vellLbeing of humanity
. hanitrodring

h3aders to Include:
Peter - good leader, patriotic, loyal, respected authority e.g. appeared before courts,
promoted weurbeing of the needy (Sick or disabled) estal>lished a col]munal/classless
society, delegation of duties or authority, nonnetaliation.

Paul - selfisachfice, nondischminhon, subject to authority, fonglit for gentiles,

hardworEng as a nrissionary and tendnaker, upheld integrity (selfLsufficieut not
fleering audiences/churdes) nonuetaliation ®eace keeper)

- James (the Lnd's brother) -against discrinrimtion of Gentiles, resolved Jewich-

Ckmtile conflict, against conflict and quazrels (James 4) humility and
approachth
- Priscilla nd Aquila -determination, bardworking (teutmkers} hoapitality,
coqpeluton a)eeame Paul.s oo-labourers) good mentorsfteachers instnicted
Apouos (Jhots 19).

- Chloe -advocate forpeace (reported divisions at corinthxI Cor 1: other

centredness, hoHritality.

- Timothy -submissive oa]il's protege} hardworking, dedicated.

24
- Banal]as -loving, accomlnodating (accepted saul after his conversioti, sacrificial
lifestyle(wentondangerousjoumeys,notpower-hungry-handedoverleadership
to Paul, gener\ous - sold land to give to the disadvantaged/poor.

What leaders today are leaning:

- hardworking
-generosity-charitywck(foodandclothesprovisionandhomes)
- submission to authority
- sacrificial living
NB: endidrtes can also come up with chorteomings of both groups of leaders i.e.
the Apostolic Age and those of today

i±s the importance of ethics in the New Testament showing how they promote
social responsibhity.
endidates ae expected to analyse the inportance of the roles of behaviour. richt or
wrong,accaptableorunacoeptableconduetintheNewTestamentandillustratehow
they foster social consciousness. Candidates to define ethics and social responsibility.

Ethicsrefertoprinciplesthatgovembehaviourwhichdisting`iishtherichtfrom
wrong, acceptal)1e or `mceeptable conduet.

Socialrxpusil]ilityreferstoone'spropensitytolookoutfortheinterestofthe
vuhaelal.le gpups.
It also includes the need to work with others for the benefit of socirty.

Ethical teachings in New Testament (Gospels/Sermons in Matthew and Luke).

- positive revenge (when one is forced to gp one mile, they chould go for 2 miles.
- Don-violence-not to hitback
- non-retahionfuot seeking revenge.
- ngaiust hypocrisy-public prayers and acts of charity avlt 6: 14).
- exemplarycondiict (Salt and licht)
- generosity -to give to all who ask and not seek re-inbusementlGood samaritan
- nonndiscrinination (frood samaritan), favoritism
- against greediness (Wicked Tenants)
- humility ( Choosing of seats at tal]1e and being childlike)
- ngaiust oppression and exploitation of poor (James 5).

Impertance
- enable disciplining and reprimanding oflinders (Ananias and Sapphira)
-upholdmoraluprichtness,thusreducingantisocialconduct.
- offers a form of coueetive identity -which distinguishes the Christian groups,
- promotes unity and coaperation.
- safeguards rights of vulnerable groups froor, widows, women, eto.)
NB: Candidate can also comment on the inpact of these ethical ideals in sceiety
today.

25
 Section 8: tsha

mscuss the significance of the Qumn in Islam.

Candidates ac expected to discuss the uses, significance or roles played by the Quran
in islzLm

h-
- Koran means recitation.
- It contains the exact words of Allah comm`micated through angel Gabriel, to

Sirifictmce
- source of lslamic principles and values that apply to the social, political. economic
and rdigious spheres of life.
- major source ofinfomation on Allah/ or revelation of Allah.
- prescribes religious rituals and ceremonies e.g. birth, nrariage and death.
- source ofinfomation on the pillars of lslam (Islatnic key religious practices).
- it infoms on disciplinary procediLres covering all social units (individual, family
and conmunal)
- it forms the basis/foundafron for the Shariah/It is legislative.
- rEgulates relationships e.g. parents and childm, spousal, relations among human

-
alenvi-
proqrotes allegiance to /love for Allah.
- validates the Ifadith and sunnah.
- justifies Muhammad's prophethood.
- said to have curative powers andean avert disasters.
- prescribes a course ofachon against oflinders.
- inspires Jihad (that is the physical, venal and personal Jihad}
- it is read evelydryand memorised.
- used for literaytraining.
- Wudhu perfomed before reading and listening.

Elamine Islamic teachings that hob reduce the spread of HIV and AIDS.
CanTndidrtesarerequidtoidedfyandgiveadetailedexplanationonlslamic
tecaachings that regulate sexual conduct or promote moral uprichtness and in turn
miniThise the spread of IIIV and AIDS.

The following points may be included:

- upholding of virginity (for t`romen) -mininizes the prevalence of premarital sex.
- mariage as a panacea for sexual fulfilmeut.
- Polygamy -Induces prevalence of extramarital affiis and end]le women to get
manage partners.
Ealy mariagrs - prevents expchmenting with sex during adolescence.
Abstinence teaching Q>efore mariage).
Ptescribed dress Codes for men and women are meant to reduce lustfulness or
sexual temptation.
Separafron of men and women reduces social interactions that can lead to sexual
attractions.
Boys and girls learning in separate institutions.

26
- ifrompangivg ofwonen by a male relative or husband during pngrimage and in
any public aphere.
- Rrmariagr of widows and divoroces.
- Penal laws for adultery and sexually irmoral individuals.
- nun-tolerance to sane-sex unions aiomosexul and lesbian relations)

: :£=g°#ntealatco=o¥ a#-ai==:i:hceffb¥dip#fay°s. to nde

sound deeisious.
- Men are obhgated to take goodcae of their wives and chflden.

`I.ovecenultothebehaviourofMualfro'Discuss.
Candidrtesaeexpectedtoillustratethatloveistheunderliningprinciplethatdrives
thelslanicethicalbeliefs.Theyactoexplorehowloveinfluencesthebchaviouror
conduetofMuslinsinallsituatiotis.

gfrdcLapth|cJn|sl_ap
- I.ove for AIlin.
-It]veforProphetMuhanmad.
- Love for natural envirotiment.
- ILove for spouse
- Ijove for humanity.

EiHBEmaREHHifEiEmaman±REidEE
-1ookingafterone'swifeandchildrmaoveforf{rfulythrouchprovidingforthen:
-conservation of natural resources.
-espeetandrerfugoftheQ-.
-spiritofbrothchoodanongMustims/nondiscrimintion
-upholdingoftheSunchandHadithchowsloveforMularmrd
-ransodingslavesandofferingrefugetowarvictius.
- oonflict ©lulon
-practiceofgoodgpvemanccOoveforAHah,hunndty,etc.)
-JihadOoveforAnah/IslanandMuslims).
- Levi rile mariages

Ch the other hand:

- gencosity (Zhat) is an obligrfion with permed benefits such as forgivenes
siris or receiving blessings from AIlal.
- Sunnal and Hadith justify Gender Based violence and condem divone.
- Ransomed slaves (fendes) taken as sex chattels for soldiers.
- Shad law is an extreme response to offenses.
- fiihad -destruchve and has elements ofintolerance for other rehgions.
- Islam fofoids inter-marriages.

27
 T® what erfent are women in Islam involved in economic acGvities?
Candidates are to ascertain the level to which Muslim women are involved in wealth
generating projects or aedvities. A two-sided response to the question is expected.

Elamples of activities and impact

- Muslin women have a rigiv to own an estate -which can be used for wealth-
creation.
- have a rigiv to ownership of property e.g. business -profits from iwhich can
enhance economie development.
- richt to employment and retaining their earnings for personal use whether married
Or nat
- have a right to resoumes acquired before and after nrariage -usable at her own
discretion.
- right to edueafion -allows then empowerment and enables them to be legible for
enxployment as professionals eg teachers, nurses, hospitality, eto.
- serve as government officials -involved in economic decisionmalring (e.g.
Tanzanian Plesident - current)/Policy mating role.
- run household microimQjects e.g. hiking, sewing, small shops, eta.
- Zbkat conhibutions are at times used to sponsor economic pliQjects for the
vulnerable.

To a Lesser erfut
- women are resricted to work around the home (lack exposure)
- the need for approval by huchand or father hinders any personal anibitions.
- in less progressive Communities, women ae denied education and employment
apporturities.
- disinheritance -women are only legible to halfofwhat a male sibling gets.
- childmarriages ruder some women unal]le to engage in successful economic
activitic&
- patriarchy prevents fair competition for opportLrities on the economic market.

10 Analyse the qualiGes ofAIIah in blam

Candidates ale required to identify and comment the characteristics of A]lah as
conve)nd in his mmes and atdibutes.

The oualities of Allah:

- Allah is one Gas no mother, father orbrother).
- AIlah is absolute and complete.
- Is the creator and sustainer of universe (owner of all creation -the visible and
invisible)
- Not comparable -distinct from creation and any other/bears no resemblance to
any of his creation.
- Omnipotent, Omniscient, Omnipresent.
- Has 99 athbutes haoun bypeople (the tooth one lmown by camels).
- Is compassionate and giver ofall gifts (generous)
- Judge -humans are aocountal>le to Allah for their actions to fellow hLimans and
the environ]nent.
- Sovereign -has authority over all -not subject to any.
- Cannot be exhausted -no one can understand him fully.

28
- Erists without any need to be sLpported, advised and conected by anyone b
Allah is above everything and everyone.
- The names of Allah portray his qualities e.g.
• AIGhaffar -the forgiving.
I Al-Salaam -Ultimate souce of peace.
- The main qualities ofAllal ae; forgiveness, mercifiilness and peace.
- Allah is real -has existence. He exists without doubt.
- IIas eternity -he lives forever. Nothing else is everlasthg except Allah.

29
30
 Section A

Indigenous Reugioh

Assessthenatuleandsignificanceofunf/I/a"I/yinunA«anongyouthsin
Zinbabwe.

2 mscuss how genderroles are developed in hdigenous religion. [25]

3 To what extent is hchtage inportant to zimbal7weans? [25]

4 mscus any five mchods of healing in hdigenous Religion. [25]

Analysetheloleplayedbythefollowingindividualsinconflictmanagemenc

[5]
(a) Father
[5]
a) Aunt
[5]
(c) -dianer
[5]
(d) Nephew
[5]
(e) Family ffiend/ flchA/inz / I/mugane
[25]

Section 8

Judaism

Euluate the various theories on the origins ofpropheey in Israel. [25

`Tre-canonical prophets in israel defended human richts". mscuss. [25

Explintheimportanceofiinos'messageinpromotingsocialresponsibility
r1<
[25
in your scoiety.

To what extent did individuals in Judaism destroy lsrael's heritage? [25

hiscus the influnce of Jewish women in derision making. [25

31
 Z]MBABwrE SCHooL EXAM[NAT[oNS CoUNC]L
caeral Certificate of Education Ordimry Level

EXPECTED ANSwrERS

JUNH 2019 SESSION

FANILY AND RELIGIOUS STUDIES 6074/01

32
QUESTION 1: itsess the nature and significance ofunhu/Ubunt[i/Vumunhu
alnong youths in Zimbabwe.
Candidatesareexpectedtoanalyzethevariousaspectsofunhuandshowtheirrelevance
the youths.
- Uthu -the state ofbchg approved of that quality which causes a person's preence

appreeiatedorgiveafeelingofpleasuretoothers.
- Anyone who exhibits unhu/Ubuntu is considered a good person by others.

A§pects of Unhu/Utiunfu OrattLre)

- Onerosity -assisting the needy and charing with others.
- Respect -of both fellow humans, elders and ancestors.
- Hospitality -towards visitors and strangrs.
- Had work -works hard to provide for family and develop others.
-Coquation-al)letoassistandworkwithothersforacommongond,e.g.partake
nhiml)e/ilima.
- Kindness - has sympathy and empathy for others, helps widows and orphans - the
vulnalle groups.
- Moral uprichtness - not practice, incest, maintalus chastity, not adulterous.
- Confomingto noms and values
- Not greedy-not selfish.
- Correct behaviour or conduet as demanded by tibal customary practices.

inifi+canng
TheseapeetsofuhhulubuntuareaneeessityfortheyouthsinZimhabweasthey:
- Promote peace in society and prevent conflicts.
- Junow one to walk in integrityandhonour.
- Make one reputalle in socirty and be considered for marriage, political or any I

role.
- On naeives praise and blessings from ancestors.
- Establish one's name or familynane.
- Maintenance of morals and ethics.
- Increases degrees oftolennee among people.

33
 QUESTION 2: "scuss how gender is developed in Indigenous Religion.
Candidates are to bring out the diffcrmt ways boys and gil.ls are oriented towards their roles
and responsibilities in society.

Eirpected points can include:

- From birth, a distinction is made between boys and girls.
- Girls are encouraged to lean from their mothers and boys from their fathers.
- Girls are assigned feminine (motherly) roles while boys take up masculine roles (fatherly).
- Feminine roles: cooking, washing dishes, cleaning the house and the yard, child-beaing,

gathering fiults.
- Masculine roles: constniction woriL protecting the family from enenries.
- Boys are encouraged to play games which need power and ae physical, while girls play

soft gapes.
- Etoys are allowed to attend community coults ®adrre/idale).
- mmts' language on boys is hard and on givls it is soft.
- Both boys and girls are discouraged from playing together Oest they be confird about

their differmces).
- Any reversal of roles the feniinine and masculine roles is disapproved or rebuked.
- Girls are propedy groomed and taught to be self.conscious.
- Boys are tailcht to be adventurous or daring.
- Boys are to do things huriedly and wall[ heavily.
- These roles ae conve]ed to the boys and girls through songs, rituals, folktales, on the job

traing, poetry, etc.

QUESTION 3: To what extent is heritage important to zimhal]we?

Candidates are expected to ascertain the significance of things passed on from generation to

generation, both the tangible ®hysical) and nor-tangible.

Ekamples of heritage in hdigenous Religion are:

- Outue
- Totems andtaboos
- RItuals and oerenonies
- Teachings

34
- Sacred objects and places
- Songs
- IIistory ofa nation orpeople's groups
- Political inhrfunce
- Natural phenomena

(a) Sacredphces
- Matonjeni - mtional shrine whae rain mating celenonies are done in order to

get good havest.

- Mountains - Mt Nyangani, Mt Hurungwe, Mt Vumba - these are places wh

apirits reside.
- Rivers - Zan]bezi, Save, etc. are assceiated with the spirits.
- Forests.
- Caves, e.g. Chinhoyi.

0) Sacredphenomena
- Spirit mediums -play a mediatory role
- Rituls, cacmonies and festivals - help preselve nature and human life.
- Art and symbols -comlnunieate beliefs and values
- Music and dance -for entercinent and pleasing ancestors
- Proverbs, riddles, wise sayings and folktales - inpart wisdom, curb anti-
trehavious
- Myths and legends, e.g. Kaguvi and chaminuka.
- Belieg and customs -preservation of group and individual identity.

nhiregrd of Heritage
- Globalization resulting in acculturation
- Education
- Modernization
- Eflbetsofmeda
- Family ties have been broha by migration
- Human rights versus inihation rites.

35
QUESTION 4: "scuss any five methods of heating in Indigenous Rdigion
Candidates should exaine the diflint ways of tinting illnesses. They are to bring out the
strengths and weaknesses of these methods.

The concept of illness is understood as either spiritual or physieal or both spiritLial and

physical.
- theral illnesses Ike couchs, wounds and colds are considered as natulal and are treated

using natural helbs and concoctions. And at times they are left to the body to deal with
th-
- Venaeal disease -there is a use of a `guchu' (inined herbs that are so powerful that they

dcal with whatever related sickness.

- Prolonged illness - a diviner will be consulted first to establish the cause. The diviner

prescribes a coulse of action to follow to deal with the health challenge. Two major
causes could be witchcraft/sorcery angFned ancestors or avenging apirits.
- Spiritual ilhesses are dealt vth throu8b exoroism of the apirit that cause sickness and bad

luck.
- Appeasing of the apirit anirina ngozi/ckubhadala icala).
- In case of witchcraft/sorcely -a tnditioml healer (n'anga/inyanga is cousuhi and they
use the following mchods:
a Kunma^ikullma Q]iting/sucking out)
o Kupfungridzin/uln]thunqisela (inhaling/smoking)
o Nyora^ikucatshwa (incision of skin)
o Hchs mixed with good eapecially porridge
a RItual cleasing qugeza/ulkugrza) water with hefos
o Kutsengera -done for little children/babies
o steanring
o Quarantining (likucatshiswa) the sick person is taken from histher home to a safe,
secret place for reeovny.
Candidates are to give some detail on the process or prcoedure they point out.

36
QUESTION S: Andyze the role ptryed by the fouowing individuals in conflict
-gement
endidatesareexpectedtoexaminedifferenttypesofconflictsandshowhowpariesae
involved in solving these conflicts.

(a) Fatber
- Solves conflicts betwen childen. c.g. siblings rivalry
- mother and children
- childrm and neighbours or outsiders
- wife andrelalves

¢) Aunt
- hms with marital conflicts between her brothers and their wives, their chil
and their spo©.
- Go betwen in a conflict between parents and their children, for example, a
dhildexpelledfromthefamilyisrepresentedbytheaunt.

(c) Gulfather
- Is cousidend the elder in the froily, he has all the powers of the father as he
falyoverseer.
- He solves various conflicts in the family ranging from marital, scoial, eeo

andleadership.
-Asthelivingancestorhehasthefinalsayinalldiaputes,hiswordwithin

fiuly is find.
- He settles inheritance and land disputes.

(a) Nephew/Uprul[illu/rukulu/MuzukurtL
Hasrolessimilartothoseofsahwiraandtheseinclude:
- Solving inheritance conflicts.
- Is a facilitator indiscussions.
- Raprcrmts the family in interfamily disputes.
- Convener of meetings to resolve conflicts as the nephew is respected by

members of the fuly.

37
(e) Sahwira/UmganQ/Family REend
- Is a neutral afoitrator
- Go between in a familyand interhily disputes
- Marital conflicts between husband and wife
- Religious conflicts in ritLials and issues to do with witchcraft, chiefta.inship
- FalitzLtes dialogue between/among conflicting parties.

QUESTION 6: Evaluate the various theories on the origins of prophecy in Israel

Candidates are expected to demonstrate knowledge of the two broad theories on the origins of

propheey in Israel and display aspects of the sub theories that fall within these theories.

1. Unique phenomenon
There are many sub-theories `mder this broad theory and these include the: traditional
theory, cultic origins theory, pohitical origins, evolutioml theory; and institutional
conflict theory; among others.

(a) TndtionalTheory
- It relates to Yahweh as aunique God, ofa unique prophet and a unique

covenant. It holds that prophecy originated in Israel as a basic mechanism

throuch which God comm`micated with his people.
- It assumes prophecy origimted with Moses within the unique Mosaic or

sinalc cove-t.
- There are some weaknesses of this theory which include the existence of

Abraham who was a prochet before Moses (Genesis 20 vs 7). There are
also some covenants that existed before the Mosaic covenant which
include the Abrahamic and Noatic.

Q>) EvolulonaryTheory
-Basedon I samuel9vs9.
- ]t holds that prophesy originated in Israel thouch the process of evolution
- prophesy evolving from seership.
- The theory fails to account for |]rophets like Moses and Abraham who

existed before Samuel.

- No clear reasons are given forthe evolution.

38
 ®) hstitutionalconflict
- It holds that prophecy originted beeause of the deficiencies of the exi
lealershipofficeslikeseerchipandjudges.
- It is demonstrand in Isaiah 8. The Israelites clanond for a king, human
kalershipinformofahigforthemtobelikeothernatious.
- Tis was necessitated by the fact that Samuel was old and his sous were
comlptandcontinualonwiththissystemdidnotsufficetheneedsOfde
nation,hencetheenergeneyofaprophet.
- Wchessbythisine.

2. Intend of wen linon

Theyoung-qualifiestobeaproinetbecauseofthetheeprophedctritshe
- Existence of prochedc traits like messenger style. Thus says the I.old, oracle,
seerdipandecstasymckepropheeynotuniquetolslaelandhenceachance
lsraelcouldhaveborlowedfromherneichbous.

ThereisalsoBiblicalinforlrmfionontheexistenceofprophetsoutsideIsrael,for
example:
- The Balaan namtive Qfumbers 22).
-The contest at Mt carmel (18t Kings 18).
- Justification for the Israelites bormwing.

(a) There is evidence ofhaelites borrowing from their neichbo`ils, e.g. 2

7-ihaofbuldingataple,andlsanuel8-ihaofkings.
a) The legend stories ac dated earlierthan Israel.
(c) The neigbbous were more advanced in terms of religion, economic and
pelitical systems.

Critique of the theory

- isradite plopheey was ulque because it was judgemental. etlrical and
monotheistic.
- The prophets received calls.

39
 QUESTION 7 : "Pr-canonical prophets in Israel defended human rights".
Discuss.
Candidates are expceted to defoe human rights and establish whether pro-canonical prophets

promoted the richts of mainland.

Pte-canonical - these are the prophets who have bools whttm in their names - who pre-
existed the independent prophets. Phecanonical prophets are: Moses, Samuel, ElijalL Elisha,
Ahijal and Nathan.

Human richts - refer to liberties that people are born with and they are non-negotial]1e. Also
refed to as niles and regulalons that uphold human dignity.

Defending Human Rights

Moses - hberated Israelites from slavery in Egypt (slavery is a dehumariizing practice).
- Sought to settle an act of injustice (quarrel) between two Hebrews.
- defended a Hebrew being abused physically by a taskmaster of Egypt.
- Solves social disputes during the Exodus.

Samuel-judgedlsrael-solvedsocialdiaputes-wentincireuitsinanattel]apttoexecute

Jut
Ahijah of Shiloh -was against the oppression of the Northerners by Southerners (1 Kings
12:4)-

Elijah-confrontedAhabontheissueofNaboth'svineynd(1Kings21).
NIthan -confronted David for taking Uriah's v`ife and also plotting his death (1 Kings 11 ).

Not Defchdinf!ftnfrininf! On Human Rirhts

- hfroses killed an Egyptian taslmaster and fled from justice.
- The plagues he unleashed on Eg)pt resulted in wholesale tragedies (crop fiulure, loss of

livestockandlivesoffrotboms,andthatoftheimocentgeneralpopulace.
- Samuel - failed to discipline his wicked sons who abused women and worshippers at

Shiloh.
- He appointed his comlpt sons as his sueoessors.
- He privately anointed David to raplace Saul which resulted in fieroe hostilities (life-

th-.
40
AIjalofShfloh-[Iisselfishtribalambitionledtothedivisionofthekingdomandfue
disuritybetweenthetwosisterkingdons.
Elijah-hisoverzealouslespousetoAhab'sapostasycausedgrcatsuffrfugtomarfinal
groups.
Nathan-punishmentpronouncedagainstDaviddoesnotseemtomatehhisinhumane
ofuriah.
Elijahalsokilledthe450prophetsofBaal-showingnoreapeetoflife.

QUESTION 8: Explain the importance ofAmos's message in promoting socan

I`esponsibility in our society.
endidatesareexpectedtodefinesocialreaponsibilityanddemoustrateknowledgeof
iinos'smessngewhichrequiresindividualstoupgradethewelfa[eofsociety.
Sociallapnsibhitywithwhatanindividuldoesforthebenefitofsocietywherehe/she
hwhg.

- Amos attacks foreign nations for enslavement, brutality and other sins.
- These sius were unethical and were against the moral laws which cemented socirty.
- He was against cruelty -members of society are not to be cruel to others.
- He was against hohicide which is also the attitude of modern society.
- He condemned slave trade - which hindered social development as it dchunanizes
richts.
- iinos cond-ed violence -which would ham lives and property. Zinbabwe is
signatorytoiutemationalchartersagainstviolence.
- He was aginst the oppression and exploitation of the poor -this would help protect
vuhaeral]leg[oupsfrombeingtakenadvantageof(Amos2:7H).
- He condenmed conuptjudiciary systems where judges acoapted bribes and tuned

fromjusticethosethatcouldnotbnl]ethem(Anos2:6fl)-thejusticesystrmcho
proteetthepoorandostlacized.
- Amos attached the falsification of balances and selling of sub-standard produce -

practicesdeprivedthepooroftheirhndea[nedcashwhichcanbeequatedtoov
andmoneyLexchangeonblackmacket.

41
- He also attached the i€ponsible, con]placent and self-indulgent leaders that neglected

their duties to sceiety and apent their time at lavish feasts - greediness, selfroenteredness
and extlavagance do not foster societal develapment.
- Amos also attached the fom of worship exhibited at Bethel -which was meant to self-
adverse. This is also s- in Zimbabwe where some church leders are adverdsing their
worth and wealth.
- Amos's message is a means of anrakming the society's conscience and be sensitive to the

powalent abuses.
- Message can serve as a dctelledy as individuals may think twice before engaging in anti-

social practices.
- However, the message can still go unheeded as people can still condnue with tlieir self-

servicing activities without any care about how they affect other members of society.

QtJESTION 9: To what eutent did individuals in Judaism destroy Isme]'s

heritage?
Candidates are expected to define heritage and analyze how it was destroyed by actions of
various individuals. They are also supposed to show how other individuals preserved the
hchtagr.
- Hchtage refers to traditions, beliefs, rituals, caemories, sacred places, physical and Don-

physical possessions handed down for past generations.

- Heritage in Judaism include the following prophecy: commandments and laws,

priesthood, temples, synagogues, sand places, tnditions, sacred days and festivals,
sand scripttire among others.

Some of the points to include:

- Ahab and Jezchel - broucht Baal prophets distorting the Yahwistic monotheistic tradition.
- Zbddiah and his 400 prophets introduced the pelpetuated culture of false propheey and

in the process distorting prophecy.

- He introduced prophecies to please kings.
- Elders in Isaiah 8 abandoned the tradition of Israel being a theocratic tiation by

de-ding a king.
- Saul -as a king offered sacrifice, a sole responsibility of the priest.
- Jeroboam 11 - introduced internatioml tnde and cultural cross pollination.

42
- Ahaz -did notrespect prophecy (Isaiah 7).
- iinazial -adwocated for finiliari2ndon of religion at bethel attacking Amos who
advocating for tnie religion.
- Alal] -buying land that was not supposed to be sold.

However
There are some individ]ials that upheld the hchtage.
- Moses fought for monotheism reinforcing it by introducing the laws.
- Samuel - rchuked kings that went agrinst tnditious like Saul who wanted to offer
sacrifices.
- Nathan -denounced King David for trfug Urich's wife which was against Mosaic
- Elijah -drounced Ahch for trfug Nchoth.s vineynd and introduction of worship
foreign gods.
- [inos -denounced neglecting of the covenant of brotherhood.
- Hosea -worshipping of other gods andjoining politied alliances.

QUESTION lo: Discuss the influence of Jewish women in derision mating.

endidatesaleexpeetedtoandyzetheroleplayedbywomeninJudaisminmaking
pelitical,religiousandeconomicdecisious.Theymustdmonstratetheinflunceofw
in such processes.

Some of he points to include:

(a) Sad -che influenced Ahaham to take Hagar and also the chasing ofHagar
Ishmael.

a) Mirian -che clined to be atthe sanie level with Moses and could even chall
Moses' ]mrriage to Ziporah. She influenced Aaron.

(c) Bathcheba -che influnced the suecession debate on David's successor resul
her son Solomon taling over instead of Adonijah. Closely related Solomon
seriously influe]iced by his wives to import gods (1 Kings 11 vs 4).

43
(d) Jezebel -she was Jewishby mrringe, she xpresents the powerthat king's wives had
over kings and decision making in the king's court. She included Ahal] to bring
foreign gods and prophets. She influenced or made a decision on NIboth's vineynd

(1 Kings 21 vs 8). She signed the letters in Ahab's name which effrdvely led to the
dcathofNfroth.

(e) Women ofsamaria-influnced theirhusbands to oppress the poor as they

excessively demand from their husbands (Amos 4 vs 1 fl).

® Esther -as queen took it upon herself to recue Jews from Haman's intended
massacre. She changed Xerxes's mind and Hanan was executed instead.

ts) Iieborah-one oflsrael'sjudges -a finale (Judges 4). She helped Barak in a battle
agrinst Sisera and they were victorious.

i ,-,i--5
'.,i

` 3 ,;b.I, 2e2'
 ZIMBABWESCHoofjffilATloNSCoUNCIL
deneulCertfficateofEducationAdvancedLevel

6074/2
FArmLy AND RELIGIOus sTUDIEs
PAPER 2 Christianity and Islam

JUNE 2019 SESSION 3 hous

Additional materials:
Ihewer paper

TIRE 3hous

INSTRUCTIONS T0 CANDIDATES
\
Writeyournane,centlenunberandcandidatenunberinthespacesprovidedontheansFTr=
paper/answerbooklet.
/inswer four qustious.
AnsweratleastonequstionfioneachofSeetiousAand8.
Writeyouranswersontheseparateanswerpaperprovided.
Ifyouusmorethanonecheetofpaper,fastenthesheetstogether.

INFORMATION FOR CANDIDATES

Allqustiousinthispapercalry25macks.

YouaerdrdedoftheneedforgndEnglichandclearpresentationinyouranswers.

Thisspedrenpapcrconsistsof2printhpagesand2bLmkp&ges.
copyright Zimbabwe School Exanrinalous Couned, J2019

ez"sEC J20ig

45
 Sectioh A

Christianity

Examine how paul accommodated both Jews and Gentiles in his ministry. [25]

Analyse Jesus' teachings on marriage in the goapels, highlighting their

applicabflity to your society. [25]

Sumarize one's entry qualifications into the Kingdom of God as shown in

the four goapels. [25]

Assess the activities of women in the Acts of the Apostles and in todry's
family- [25]

`Positiousofrespousil]ilityintheNewTestamentweretheretomanngeconflict.'
mscuss. [25]

Section I

ISLun

Discuss the procedure and effects of divorce in the Islamic society. [25]

7 Examine the characteristics ofa prophet in Islam. [25]

8 `Hchtage is ofinportance to Muslims'. mscuss. [25]

9 Assess Muhammad's prophetic status in Islam [25]

10 Analyse the so`roes of ethical principles in Islam [25]

46
zrmABWEscHOOLEXAMINATIONscOuN
GeneralCerfficateofEducafionAdvancedLevel

EXPECTED AINSWERS

JUNE 2019 SESSION

FAMILYiENDRELIGI0USSTUDIES

47
 :T=,I,T`-`-
` a ,;:.,-;
SECTION A /.,-- `a`r?,

Christianity

Examine how Paul accommodated I)oth Jews and Gentiles in his ministry.
Candidates should look closely into the ways throuch which Paul tied to reach out to
both Jen/s and Gentiles in his wol.k of apreading the gospel.

Candidates can include the fonowing:

- At his conversion, Paul is mandated to minister amongst the gentiles. (Acts 9: 15)
- Circumcision ofTinothy and inclusion to ministry party was a way of appealing to
both the Gentiles and Jews. (Acts 15)
- During missionary travels, Paul preached to both Jews and Gentiles (Acts 13:46-
Iintioch in Pisidia eto).
- He observed Jewish traditions (Acts 21:24), also made aNazirite vow (Acts 18:18)
- He supported fellowchip meals with the Gentiles (Gal 2:11)
- Advacated for the freedom of the Gentiles from the law e.g. circumcision.
- Gave a teaching on equality (Gal 3:28)
- Writing letters to hath Jewish and Gentiles believers
- Makes personal visits to cities/churches -advocated for unity and coaperation.
- Sending representaitives. had collaborative ministry with Timothy, Silas, Aquila and
Priscilla, Phoebe, etc.
- At corinth, Paul denounced personality cults that were based on Jewish and Gentle
lcadndp prefemces.

However:
- faul gave prefelunce to Jews when preaching.
- Circumcision ofTinothy micht have been an attempt to address Jewisli squabbles.
- Paul oflm deeland his glowing Jewish background -being a pharisee and a sttident
of -el.
Analyse Jesus' teachings on marriage in the gospels, highlighting their
ap|incabitity to your society.
Candidatesshouldidentifyteachingsontheinstitutionofmaningeandallitsfacetslike
marriage, divorce. adultery and renrarriage. Alongside this, they ae to look at how
these can be inplemented in their societies.

Some of the points include:

- The institution of marriage is God ordained out l9:4).
- Marriage is between a male and female.
- Mdrriedpcople become `one flesh' -fom a union.
- By implication, other foms of marriage (not male and female) are folbidden e.g.
gayism, lesbianism, etc.
- No man should cause the married to divorce.
- "vorce was pemitted by Moses because ofman's hwhess of heart but it was
never God's plan. Divoroe is contrary tD God's plan.
Divorce is only perBrissible in instances of adultery (Mt 5 :32).
If a man divorces his wife he makes her an adultness`
Mallving a divorcee is actually cotnmitting achiltery.

48
_ In qut 5) Icoking lustquly_iic a WOT is.als?_ff _=t_a_I _±.%+(*. 9==
--%#£±s=E=5%ful=5Zi==e-]esusfiorgreawomancanBblinedul
(Join=8)
- Mariage is an earthly institution -does not remain in the afterlife.
- Jesus teaches on monogamous marriages.

AppLicat,ifity
CandidatsenachowledgFconformitytoortioncotLformitytotbeteachir
- Polygamy and polyandry becoming conmon.
- Teachings on divone being overlooked/ignored -divorce is on the irm
- Qi± Q`&[Ncitcebqxp4ms..mihaTt]dsrst2B3ch.
- Cases of adultery are also lalnpant.
- Small houses and in-laws causing divorce.

Conforrity to teachings
- AssembliesofGod church and others refuse to remally divorces.
- Churches reiterate the teachings of Jesus.
- S`]spension of membership for adulterers.
- Rgjection ofnon-hetcosex`ial maniages in scoieties.
- Rgiection of polygamous marriages by most people.
- Coults gqut divorce to those who seek it.

Summarize one's entry qun]irications into the higdom of God as sht

four gospels.
chdidrtes should higlilight the primary requirements for one to be a pall
Kingdom of God. Information chould be drawn from all the four gospels

Expected points to include:

- Being bol.pegrin (John 3) -message given to Nicodenus.
- Repentance-2bcchaeus
-cenerosity/giving to the poor -instniction given to the rich young ru
- BeliefinJesus (John3:16)
- Practising wholehearted forgiveness Qhatt 1 8)
- Thouch conrmitment and dedication -counting the cost of being a d
mt lcohig back .
- Being like a child -in humilityand imocence.
- Serf:denial or sacrificial living -tcking up one's cross and following
- Acts of charity/benevolence -giving to the hungry, visiting the sick {
prison. put 24)
- Acceptance ofGod's invitation -clown in the pachle of the Great I
- Practising love offeuow humans and God -the g[eatest commandm
- Watchfulness and obedience.

Assess the activities of women in Acts of the Apostles and in todny's

Candidatesarerequiredtoscrutinisetherolesplayedbywomenbothin
fihies today.

Activities of women in Acts

- Attend corporate prayes (Acts 1:15)

49
- Ihorcas, Sapphin -dving to the less-privileged (Acts g:5)
- Hellenstic widows -fichting forjustice (Acts 6)
- Lydia -provision offood and accommodation to the missionary tram (offering
hospitality).
-engages in trade (senes pulple goods -nins an income generating project)
-becomes one of the first converts at Philippi -deeply religious.
- Slave girl -earns money for her tnastus thouch fort`me-telling. (Acts 16)
- muchters ofphillip -use prophetic gifts to promote ministry wolk and wan paul
al]out arrests in Jenlsalem
- Priscilla -help instl`ict Apollos at Ethesus (works alongside Aqulla and paul)

Negative contributions
- Sapphira pardcipates in deception with husband Ananias.
- Women ofhich social standing at Andoch in pisidia -help the opponents of paul
to nLn them out of town.
/
In fries today
- blcadwinners/ inoomecamers
_ provide hospitality
- educate and socialise children
- teach children about religion
- have wifely and motherly duties
- manage family resources
- help with problem-solving or conflict resolution.

`Positions of reaponsil)REty in the New Testament were there to manage conflict.'

Discuss.
The quedon requires candidates to look at the roles of leadership in I€lation to
conflict management. Discussion to include all leadus in the New Testament, be they
social, political or religious leaders.

Fotllowing Points can be rajnd:

Aflfirmativ€
John the Baptist -rchuked Herod for taling his half-brother's wife.
Jesus - resolved dchate among his disciples on who is the greatest.
-rescued the woman caught in adultery in John
Pilate -careful not to aggravate relations between hinself and Jews by giving into
their demands (gave Jesus up to them).
Hchd - refused to put Jesus to trial but sent bin back to Pilate. Avoiding ffiction
with his countelpads
- haul got advice from Jewish elders in Jenisalem in order to disprove Jewish
allegations against bin (Acts 2 1
- Jerusalem council (Acts l5) sat down to resolve the Jewish -Gendle problem and
a resolution favoural>le to the two groups was reached.
- Appointment ofdcacons was a meant to resolve the conflict between Hellenistic
and Hebrew widows concerning unfair distibution of food.

50
 Town Clek at Ephesus - intervened drring a riot against Paul from the riots at
taple and from the divided Sanhedrin. He later had Paul safely escorted to
Cae-
Festus - facilitated for Paul to go to Rome in line with his appeal to Caesar.
Paul wrote letters to Corinth and Galatia to address intexpersonal and intergroip
conflicts respectively.
- James addressed the problem of partiality (James 2) and conflicts and quarels
(James 4).

Nob-I-due
- Hered and pilate -oomipt and murderers.
- Peter -used violence (chopped off an opponent's ear) during Jesus' arrest.
- Peter -acted hypocritically by withdrawing from eating with Gentiles at And
(Ou 2).
- Initial rejection of paul by the suspicious Apostles (Acts 9), only to be accgiv
by Bamabas.
- Sanhedrin -condemned an imocent man (Jesus) because of personal di
- In Acts the sanhedrin persecuted Jewich believers by anesting and threatening
them (Acts 4 and 5).
- Conniving and plotting paul's ambush (Acts 23)
- hnd a heated disagreement over mul's case (Acts 23)
- -Felix -collupt-expected paiil to bribe him while he was in prison. (Acts 2
27)
Section 8

Juddsm

Discuss the procedure and effects of divorce in the Islamic society.

Candidates are expected to outline the stages of divorce and comment on the
of divorce in lslalnic societies.

The folLowhg points may tie included

- Islam dues not folbid divorce but it is largely disapproved of
- Mthannd called divoroe -`the most detestable ofpemitted things".
- Thndition says `what Allah hates most among what is allowed is divorce'.
- It is easy for a man to divorce his wife but very difficult for the woman (
possible)

Procedure
- Before divorce is set in motion, partners have to seek reconciliation.
- If unsuccessful, mediation by immediate family representative or
religious official.
- Declaration by husband: "I divorce you" three times.
- Declaration is followed by a three-months v`raiting pedod (to ensule that de
mt pregnant)
- Within waidrg period efforts are made to facilitate reconciliation betwen
- During the `vraiting period' the tvro can stay under one roof hone
separately (without hostility)

51
- Afer the three months, if rcoonciliation fails, the man pronounces divoroe twice
and it becomes final.
- Wife is entitled to full payment ofdovy (inahr)

NB: - no one should be coerced to divoroe

- declaration of divorce must be in clear terms.
- a man mList be of a sound mind (sober) for the dcelaration to be considered.
- When man divorces his wife, he camot take her back until she has remaried and
divorced.

Wife-initiated divorce (]Thu])

- it is legarded as minor divorce
- man is paid back is dowry (mahr)
- woman applies to divorce at local shariah court giving her lcasons for doing so.

Judiciary divorce '

- complint petitions the coult with evidence.
- court appoints an afoitrator from each of the families.
- court adjudicafes fault for the breakdown and pronounce changes.
- woman has to explain to Judges reasons for seehing divoroe which can include:
• Jndultny
• Violence
•-on
• Breaking ofnrariage contract etc.
- Aflm consideration, court can grant the divorce

Effeets or divorce:
- Sepandon of childrm above seven years from mother (father given custody of
these)
- loss of income or financial source/poverty.
- stigma and isolation
- it leads to familydisintegrafion
- financial challenges due to lapayment of dowry.
- Safeg`]ard h`man life (eapeeially in cases where there is physical or emotional
abuse).
- Bern living conditions -when woman divorces an inesponsil)le husband
RE: Eflbets of divorce can be both positive and negative depending on the reasons for
it.

Examine the characteristics of a prophet in Islam

Candidates should discuss the key feat`nes or qualities of a prophet in Islam.

The fonowing points can I)e included

- Risalah is the teaching about prophchcod.
- Ptophecy is the chamel of communication between Allah and human beings.
- Ptophecy is communicated throuch angels e.g. Gabriel.
- Prophets are messengras of Allah
- They receive and preserve the revelation of Allah.

52
- have a superior mind and intelligence, strong memory, superior logic and
to persuaslon
- Are a recipient ofa divine revelation e.g. Muhammad -Quran, Moses -the
and Jesus - the gospels.
- Moral uprichtness aiave exemplary conduct or character).
- Are miracle-workers orfujiza) -Allah gave all prophets power to produce
extlaordinary occullenoes.
- Innocence (Ismah) prophets are free from all kinds of sins whether secret or
sius.
- Prophets are not divine and should not be worshipped.
- Capal]le oftcaching
- Bearers of good news and at tines sound warnings to the people.
- Can also pronouncejudgenent.

`Heritlge is of inportrnce to MusLims'. Discuss.

Candidates are expected to identify and comment on the significance of variou
` Islamic tradidons, saned places, literature, etc.
- Heritage refers to traditions, attnl)utes, physical and Don-physical po
I]anded down from the past generations.

Points can include the fouowhg:-

- Sacred hterature -(Quran, Sunnah and Hadith)
- Pillars oflslan (five pillas)
- Shariahl.aw
- rituals and rites Qiirth, malriage and death)
- Pilgrimages
- Saced places -Mosques, mountains and cities.
- IEstory of the religion
- Key figures in Islam (religious and political leaders) e.g. Muhammad, Ab
Sheikhs, hnan
Candidates to give dedled comments on the selected aspects of heritage.

Assess Mtihammad's prophetic status in Ls]am.

Candidates are expected to justify Muhanmad's position/standing as a propheL
- Received a calvprophedc status is undoubted.
- Recipient ofa divine revelation (the Quran) was a messenger ofAllah. (
the final revelation from Allah)
- Hick morality, good habits, noble and gentle feelings.
- Prophetic authority noted in the sumah and Hadith -words and deeds uc
respected
- Surfeled rejection and persecution in establishing Islam -as a world
- Fought against idolatry and inmorality (divine mission)
- Performed miracles
- Upholder of social justice -he foucht for the richts of the under privil
- He is regarded as the last and seal of the prophets
- Is a role model of Muslim societies and individuals
- Pronounced salvation to those that submitted to Allah

53
 - Ptonouncedjudgenent to those that did not fonow Allah and the Quran.
- He instituted the five pillars of lslamic faith
- Recitation of the Qur'an is viewed as miracle by Muslims.

10 Analyse the sources or ethical principles in Islam.

Candidates are expected to identify and comment on or areas the souroes from which
Islamic code of condrct is delved. The candidates are to supply explanations on each
source and give examples of principles obtained therein.
Imical principles - niles or regulations that govern behaviour.

The so€ ate:-

- The Quzan -most sacnd Islamic script`ires.
- The shariah I.aw -rules and regulations that govern the social, religious and
political condiict of Muslins and their communities.
- Sunnah -these al'e the sayings or utterances of Muhammad.
- Hadith -are the actions, deeds, approvals or the exaaples from Muhammad.
- Islamic hiriaprudence -is the intapretation ofQuranic injunctions by scholars.
- Islamic mysticism -these are drawn from the religious experiences of Islamic
adherents.
- Cinsensus of the elders -these ac agred upon principles in a particular
community which deal nth areas that are not specifically mentioned in the Quran.
\\

NB: - The major source of ethical principles is the Quran -all the other sources are
considered as long as they are in line with the Quran.

54
 i--- i
ZnmABwrE SCHOOL EXAMINATIONS COUN
General Certificate of Education Adrranced lieveL

FAuny AND RELIGlous sTUDIEs

PAPER I Indigenous Relirion and Judaism

NOvEnmER 2Oi9 sEssloN

Addifronal BHutds:
AnswerPqu

TIRE 3hous

INSTRUCTIONS T0 CANDIDATES

Wrie your name, cenbe nimber and candidate number in the spaces provided on the ansn
paper/answerbooHch
Answer rour questions.
Answer at least one question from each of the sections A and 8,
Wrfue your answtas on the separate answer paper provided.
If you use more than one sheet of paper, fasten the sheets togcher.

INFORMATION FOR CANDIDATES

All questions in this paper carry 25 made.

You are reminded of the need for good English and clear presentation in your answels.

This quesGon plper consists or 2 printed pages and 2 blank p.g€s.

cap)right: Zinhabwe School ExamiDalous Councn, tQ019.

55
 Section A

Indigenous Retigion
"Surly, ngozz- / avenging apirits are important in enhancing human
relalouships.-Discuss. [25]

Analyse the process Of divorce and its effects in hdigenous relirion. [25]

To what extent are women inpottant in hdigenous religion? [25]

ELamine the caiises Of illness in hdigenous religivn. [25]

discuss how gender roles are developed in lndigeno`is religivn. [25]

Sectioh I

Judch
mscuss any three covermts found in J`idaism [25]

`Just like Salliuel, Zinbabwcan leaders have different functions in the chciety' .
Ihiscuss. [25]

Examine how Amos and Jermiah 's pontical messages alienated them from
the sceiety.

Amlyse pro-tidal rituals in Judaism.

10 Ihiscuss how the story ofNaboth helps one to understand the Jewish land
tenLue system. [25]

56
 zmmABWE SCHOOL EXAENATIONs cOuN
General Certificate of Education Ordinary Level

EXPECTED ANSwrERS

NOvEueER 2Oi9 sEssloN

FAuny AND RELIGlous STUDIES

57
QUESTION I : rsurely ngoz"avenging spirits are inportalit in enhancing bi]Iman
iunouships~. nhas8.
Candidates are expected to show the role of Jvgiczzf' (avenging spirit) in fostering respect of relations
among people.
- JVIgozz- (avenging spirit) is a spirit of a dead person having been aggrieved drring histher

lifetine. who comes back to seek revenge against the offenders.

- h all cases, the ngozz- spirit is very dangerous undl it has been appeased through

compenffltion.

Types of Ivgozz- and Enhancement of relations

1. Victims of murder -it prevents the caeless taking of lives/prevents or reduces use of
violence as a means to lesolve conflicts. It also encounges respect for humn lif7proteets
the sanctity of human lives.
2. Servant's ngozz- - this helps to establish better wol.king relations between employers and
employees. Employers are fearful of undapaying or exploiting their workers. It also

prevents the breach of contlact.

3. Spousal ngozz--this can either be the apirit of a husband or wife who was either neglected
orabusedbythepartner.Fearofngozz-willensurethatabuseisavoidedinmaritalrelatious.
This safegLiards lives and enal>les cordial and loving relations among the maried.
4. Parmtal ngozz- - it deters children from being abusive, rebellious or dinespectful towards
their parents. Cue of the mother's spirit is the most feaed and it helps prevent children
from`mdeminingtheirmothers,whomightnothavetheshengthtostandupagaiustgrown
childrm.
5. Jvgozl. from the abused or vulnelalle, e.g. the siclL mentally challenged (or anyone in die
need of help). When the person dies due to one's unwillingness, ngozl- arises. This
encourages people to be kind. helpful and come to the rescue of any that are helpless.
6. h-laws ngozz. - This ngozz. comes when a son-in-law fails to pay lobola to the mother-in-
law e.g. mombe yeumai (cow for the mother). Also, when a daughter-in-law abuses or
neglects her father or mother-in-law. This ngozl. preserves customary practices.
7. NgozJ. of father or mother-in-law prevents the abuse and neglect of the in-laws by a
dauchter-in-law. It safeg`iards life and establishes stal]le relations.
8. Chipumha ngozf-is as a result of an al>ortion. The ngozz-threat prevents promiscuity and
hillingofinnocentbabies.
9. jvgozz` spirits guanntee respect and kindness in all relationships.

58
Negative Impact
- Jvgozz. often attacks the extended family members not the offender thereby causing

conflict and dichzmony.

- Some employers do not stop abusing servants but will go on to suppress the »gozi

it on to another family amtsipiha and hirasirira).

- Marital al>use continues to take place as »gozz` is a futuristic problem which can be

by the children of the abusive father.

- Girlchild's rights are interfered with when they are used to pay for 7igozz..

QUESTION 2 : Amlyze the preeess of divorce and its effects in Indigenous

Candidates are expected to bring out the stages involved in divorce and hichlicht the
divorceonmembersofthefamilyandcommunityatlarge.Theymustfocusonthesi
of the process and meaning.

The following points mayse included:

- Iriscussion with aunts and other family men.bcas exploring the reasons for div

possible way of resolving the differences.

- The family court would sit with the aim of halting the divorce process.
- The sahwira maybe involved at this stage.
- The go between or rm.nyal. or Jlde7ndo will be involved to witness the process.
- The reasons for divorce must be clearly spelt out (grievances).
- If family fails to resolve the issue it is taken up to the village courL
- Next stay it is talm to the Headman's court.
- Finlly, the chief's court, the village head, headman and the chief s court try the
hear the views on all sides.
- The chief has the final say.
- A period of separation as mediation takes place.
- The husband. if divorce is granted, will pay grpitro which the wife will take to her

This gt{prtro could be money (a coin), not of high value.

- The go between will take the wife and the gupuro to her parents.
- If divoroe is initiated by the wife, the husband will be entitled to palt of the loboL

59
Effed
- Childm will suffer from lack of love and support from the other parent.
- I.ack of support financially and morally.
- It preserves life, stoppage of domestic violence.

QUESTION 3: To what endent are women inporfunt in Indigenous Rdigion?

Candidates are expected to evaluate the position of women in Indigenous Religion focusing on
the social, economic, political and religious roles they play.
Points to include: -

(a) Sodi Roles

- Indigenous Religion is prtriachal (inale dominated). However, women remain

inportantmembersofsociety.
- P±tion -a woman is hichly respected for being chldren
- Wealth from lobola payment gives them a high status from both their fahilies and

in-laws.
- Have a richt to accept or refuse to be inherited (hfgarwa nAcha/whmge7.wa).
- Hospitality is their domain.
- Not allowed to say anything in traditional courts.
- Daughters are not heirs.

0) ReHgious
- Preparations for oenemonies are done by women.
- Mediunship -some mediims are women.
- Midwives -help with child-bearing.
- Traditional healers and diviners.
- Can also became mAondoroiferritorial spirits,
- In the absence of the father, the mother beeomes the religious practitioner.

(c) Econonric
- hvolved in income-genenthg ventures, e.g. pottery, basketry, weaving, gardening,

de.
- Custodians offamily resources.

60
(A) Pontical
- Aunts ae king's edvisors.
- Wives of the chiefs advised privately.
- Used as apies by enemy tribes.
- Excluded from key family discussions -regarded as foL-=±
- Not inhcht anyproperties.
- Could be exchanged for wealth or food anizvarira praedce}
- No kingship or chieftaincy positions.
I

QtJESTION 4: Ftamine the causes of illness in lndigenou !±

CDd±drfe uc tD idmfify md mal]p the cu.c. oftichm in TmtiE,-- i
is as state of being unwell.

Possife reaponses:
- Natural - illnesses caused by weatlier changes, or environmental . i,
stomachraches, couchs, these natLirally resolve themselves. Perm di= L=:===+,
- Spiritual -these are a result ofapiritual attacks.
- Ancestral spirits can be the cause especiatry when they are diapleari
- Avtnging pidr -hD± the ofEindtrcThi] fhilyanden 8ttri``_ _-_T_
nh-
- Witohcraft -bewitchment byjealous neighbours, family relations, +.-i =L_.
- Heleditary causes -these are healthy challenges passed from paltB -L==
heart conditions, asthma, etc.
- msobediencerfebellion - vthen one goes against the socictalffin+ ===.i.
he/che can start to expedence health challenges.
- msregarding of taboos.
- desecration or defiling ofsacnd phenomena.
- Promiscuous living -one can contract STls or even HIV/AIDS and fB-
taking another man' s wife (mngrofarfunyrofaB)

qlJBTION 5: DE±et±±± Lo-=±de±r rl]It. ue d.ip€Ioiped i) [±, =

Candidates arc expected to examine how boys and girls are socializri =:p=
feminine roles or responsibilides.

61
The following points may be included:
- From binh, a distinction is made between boys and girls.
- Girls are encouraged to lcam from their mothers and boys from their fathers.
- Girls ae assigned feminine (motherly) roles while boys do the masculine roles (fatherly).
- Masculine roles - cmstniction woriL looking after animals, hunting, doing repairs and

protecting the any.

- Boys and girls ac given time to act adult roles in such games as mchzrmch4ie/amafhopAe.
- Etoys are encouraged to play games which need power and are more physical while girls

play soft games.

- Boys are allowed tD attend comm`mity courts givdrt/jdr/e).
- Parents' language on boys is hard and on girls it is soft.
- Toys given to boys and girls differ.
- Both boys and girls are discoulnged form playing together.
- Any reversal of other fininine and masculine roles is met with stong disapproval.
- Girls are encouraged to be reserved whereas boys are encouraged to be adventurous.
- Girls act in a slow and gentle mamer yet boys are encour?god to act hurriedly and walk

briskly.
- The roles ae also taught throuch songs, folktales, rialals and rites of passage.

QUESTION 6: lhauss any three covenants found in Judaism

Candidates should demonstrate their howledge of covenants in hidaism by pointing out the
type, place, parties included, promises made and conditions given.
Covenant - is a binding agrement or contract between two parties or more.
Points can include:

(a) AbTahamic covenant (Genesis l2:1-3, 6, 7; 13:14-17; ls:I-2l; 17:I-14, 22:15-18)

- It is an individual's covemnt between God and Abraham.
- nistituted to create a close rehtionship between Abraham and Yahweh.
- It involves assurance for protection and blessings.
- It promised numerous descendants, national, land and universal salvation.
- Abraham will be the father ofa gnat nation (Genesis 12:2), his mme shall be great

and he will be a blessing.

- His descendants will be gnat and imumerable and will possess the land ofpl`Dmise

(Canaan).

62
 -Prorisetoincludegentiles,"AIlrfuliesoftheeath,.."
-TtisanunconditiondcovedyAtirchan'sinitialobediencetoleavehis
etc. set it in motion.
- Covequt was sun confroed even in the tine offrlure by Abralan.
-Instituted thlouch a ritul sacrifice (Genesis 15: 7-21).
- Circumcision -a constant reminder of the covenant

a) MosaicCoveDantqlodus19:5,6:23:22;19:8:24:3,7)
- This covenant was mediated at Mount sinai.
-_ It expresses
.` -.-I___ the monothastic natue ofJudairm (israel to have
• only
, , _one
_1 i

-MackedbythegivingoflawatMountSinaltoEmeliteswhopledgedtD
requirements.
- israel acceped the condition imposed by Ou and the prorises given (
19:8; 24:3, 7).

- It regulated the worchir ofvalweh (lot rich commandment).

-Hasstipulafiousthatregulandhumanrelationchip(6th-10thconman
- It creates peace and harmony in society.
-hthecovcnantthereisthesuperiorbeingCrahwehwhosedrtyisto\
theinfchorasneliteswhoaretobeloyal).

(c) mvidicCovenant(2Samnd7"and1ChronicLes17)
- Cnd promised David that he would have a son, who would buld the tap
mvidwasnotpermittedtotiuild).
- cod undedcok to establich the kingdom and thone of solomon.
-Ifhedisobeyed,Godwouldchasten/discipthehimbutwouldnotdaprbe
his throne.
-TheroyalDavidicdymstyissupposedtoliveforever(2Sanuel7:13).
-Iravidicdynastyistohonourtheunconditionalpromisescormunicaed
Ndr.
- This creates peace since there is surety of Ychweh's guidance nd
kederchip.
-CovenanteusuesthattherewouldbenosuccessionbattlesfortheDavi
- Tt is an unconditional covenant.
63
(d) The camanic covenant oeuteronomy 30:1-10)
This covenant is dchved firm the Abrahamic covemnt.

Feattnes of the covenant:

- Scattedng oflslaelites was predicted in a)euteronomy 28:63-68).
-A futue repentance of the nation (verses I, 2).
- The return of the Ink (verse 3).
- The restoration of lsrael to the land (verses 3-5).
-The conversation of the nation (verses 6, 8).
- Israel's enemiesjudged (verse 7)
- israelites enter a full blessing (verses 5-9)
- Covenant is unconditional.
- It is everlasting.

(e) The New covenant (Jeremiah 31: 3l-34)

- This new covenant is to sLpersede the conditional Mosaic Covelrmt.
- It is an unconditioml, grace covenant resting on "I will.'.
- It provides for restoration to the favour and blessing of God ¢Iosea 2: 19-20).
- It pronrises the imprrtarion ofa lenev`red mind and heart (Jeremiali 3:33).
- Forgiveness of sin is also included (Jchiah 3:34).
- The indwelling of the Holy spirit (Jeremiah 31 :33).
- Israel will be materially blessed on the land (Jerenriah 32:4l).

NB: Other covenants to lre considered

1. Edenic Covenant (Genesis I vs 28-30)
2. Adamic Covemnt (Genesis 3 vs 15)
3. Noahic Covenant (Genesis 9 vs I H)

QUESTION 7: Just Like samuel zimtiabwean Leaders have different functions in

the seeiety. Discuss,
Candidatesareexpectedtohichlichtthevariousrolesthatwereperformedbysanuelandshow
how leaders in Zinbal]we play the same roles.

64
The Zinbabwean leaders could be from any sphere, be it religious, political, social or economic
leaders.

Samuel ' s multi-dimensional roles:-

- Priests at Shiloh and other cultic centes - he was to perpetuate the sacrificial systm

(I Samuel 9 vs 13).
- He was a seer (rock) - was consulted by people on personal issues (1 Samuel 9 vs 6).
- He had prophetic roles:

(a) haouncedsinanddisobedience (1 Samuel 15 vs 22).

a)) hterceded(1 Samuel7vs5).
(c) Rchuked idolatry (1 Samuel 7 vs 3).
- He anointed kings -Saul and Ihavid.
-Hewas ajudge(1 Samuel 7 vs 15-17).

- He dethroned kings.
-Founder of prophetic guilds (I samuel lo vs 5).

holes of Leaders
- Onciate at funchons (religious, political and social).
- Provide leadership.
- "scipline those who engage in misconduet.
- Preside over meetings or conferences.
- Co-lling.

QUESTION 8: Ezamine how Amos and Jeremiah's political messages a]i

thezii from the society.
candidates are expeeted to discuss the nature of these two prophets' political uttermces
led to then being isolated and not liked.

Ares
- lbenounced the nLling class.
- He n5eeted the election of lsrael.
- He likened Israel to the foreign nationals ". . . are you like the Ethiopians . . ."

(A"os 1 vs 1).

65
-Attacked the king's sanctuny (Amos 7 vs lo -11).
- Attacked the wives of the niling elite (Amos 4 vs 1-2).
- Clained that Jeroboam v`rill die by the sword (Amos 7 vs 11).

Jtremich
- Peliveied message ofjudgement (Jeremiah 18 vs 1).
- Propheey about dapolfafion and dch)nd retLm of exiles (Jeremiah 27 vs 1 -2, 29 vs 4-5).
- Call to submit to Baliylon (Jiniah l3 vs 20).
- Not attending gatherings made him an anti-social figue (Jeremiah 16 vs 1-2, 4-5).
- haounced Kings (Jeremiah 20 vs 34: 22).
- Hewas anested.
- He was beaten bypassin.
- His scrolls were bunt.
- He received prefelential treatment from the Babylonians and he was regarded as a traitor.

QUESTION 9: Amlyze the pre-burial rittLals in Judaism

Candidates are expected to define rituals that are done in Judaism before burial. They are
expectedtogiveadetailedexaminationoftheproceduresandhichlichtthesignificanoeofsuch
rituals.

Some of these rituals that are done before burial include:

- Enhouding -this includes closing of the eyes and straichoening of the body. The body is

thorouchly washed in prepandon for burial. It is wramed in phin linen shroud.

- Kriah -tearing of clothes at the chest side. This is done by all relatives as a sign of grief

and loss. This is done as soon as death happens or soon as hearing about the death.
- Lighthg of candles -this is to give licht to the spirit of the deceased and keeping away evil

spirits.
- Guarding the body by the shomerim - the body must never be left alone, just before death,

people must not leave the room. The dead person must never feel being left alone,
- Kaddish - prayer done by a closest male relative to the person who has died on the day of

death.
- Opening of the window -this is done to allow the soul to leave the room.

66
TheZimbal]weanleaderscouldbefromanyaphere,beitreligious,political,socialor
leaders.

Sanuel' s multi-dinensional roles:-

- Priests at Shiloh and other cultic centres - he was to pelpet`iate the sachficil

(1 Samuel 9 vs 13).
- He was a seer (rock) - was consulted by people on personal issues (1 Samuel
- He had prophetic roles:

(a) Denouncedsinanddisobedience (1 Samuel 15 vs 22).

a) hterceded(1 Samuel7vs5).
(c) Rchuked idolatry (1 Samuel 7 vs 3).
- He anointed tings -Saul and Iravid
-Hewasajudge (1 Samuel 7vs 15-17).
- He dethroned hugs.
- Founder of prophetic guilds (I Samuel 10 vs 5).

Roles or Leaders
- Officiate at funchons (religious, political and social).
- Provide leadership.
- Ihipline those who engage in miscondLict.
- Preside over meedngs or conferences.
- Cotlnselling-

QUESTION 8: Elamine how AmoB and Jereminh's political messages

them from the society.
Candidates are expected to discuss the nature of these two prophets' political u
led to them being isolated and not liked.

Anes
- Penounoed the ruling class,
- He l¢ected the election of lsrael.
- He lihaed Israel to the foreign nationals ". . . are you like the Ethiopians . . ,"

(Amos 7 vs 7).

65
-Attacked the king's sanctuary (Amos 7 vs 10 -11).
-Attacked the wives of the ruling elite (Amos 4 vs 1-2).
- Claimed that Jeroboam will die by the sword (Amos 7 vs 11).

Jtpenm
-delivered message ofjudgement (Jcnemiah 18 vs 1).
- Propheey about deporhion and delayed retLim of exiles (Jeremiah 27 vs 1 -2, 29 vs 4-5).
- Call to submit to Babylon (Jeremiah 13 vs 20).
- Not attending gatherings made bin an anti-social figue (Jeremiah 16 vs 1-2, 4-5).
- Ihaounced Kings (Jeremiah 20 vs 34: 22).
- Hewas alrested.
- He was beaten bypassin.
- His scrolls were burnt.
- He received preferential treatment from the Bal]ylonians and he was regrrded as a trafror.

QUESTION 9: Analyze the prc+I)urial rituals in Judaism

Candidates are expected to define rituals that ae done in Judaism before burial. They are
expectedtogiveadetaifedexaminalonoftheproceduresandhichlichtthesignificanoeofsuch
rituals.

Some of these rituals that are done before burial include:

- Enshrouding -this includes closing of the eyes and straightening of the body. The body is

thorouchly washed in preparation for burial. It is wrapped in plain linen shltiud.

- Kriah -tearing of clothes at the chest side. This is done by all relatives as a sigr of grief

and loss. This is done as soon as death happens or soon as hearing about the death.
- Lighting of candles -this is to give licht to the spirit of the deocased and keeping away evil

apirits.
- Guarding the body by the shomerim - the body must never be left alone. just before death,

people must not leave the room. The dead person must never feel being left alone.
- Kaddich - prayer done by a closest male relative to the person who has died on the day of

death.
- Opening of the window -this is done to allow the soul to leave the room.

66
- Mim]rs are covered to emphasize that moumers are not concerned with vanity tn

on burial.
- Body placed in a sinple coflin to show sinplicity and unifomity in death.
chould have holes drilled on it so that the body comes in contact with the earfu
- Washing of hands -this is done by those who have been in the presence of the

This is done to remove apiritual impurity. The body is never exposed. Body
considered disrespectful.

QUESTION 10: mscuss how the story ofNaboth heL|]s one to understand
Land Tenure aystems.
Candidates are expected to examine the Jewish I.aws governing ownership and
land as is demonshated in the stoly of Naboth. They must demonstrate lmowledge or

points to include:
- defining ofl.and Tenure system and laws that govern it.
- Background -Ndboth oi[rned a vineynd at Jez[tx3l and it was close to Ahab's

offded to buy it or give him a better vine)rand

- He refused because land could not be commercially traded or sold permanently

25: 23).
- The land is owned by Yahweh who gave it to the Jewish forefathers and can

and give it to any other mtion aleufronomy 7).

- Possession and allocation of land was done in tribal lines.
- Ewely Jew had a richt to own land and it was shared equally hence Ahab ofEid

Nahoth with a similar or a better one.

- Lmd was sold within the family, a chbe and it was returned on the year of J`ihiLL
- Jewish law allowed commercial produedon clown by Ahab's desire to do g[en

(growing vegetalles).

67
TIRE 3hous

INSTRUCTIONS T0 CANDIDATES

Write your name, centre number and candidate number in the spaces provided on the answer

papr/answerboonet.
Answer four questions,
Answer at least one question from each of the Sections A and 8.
Write your answers on the separate answer paper provided.
If you use more than one sheet of paper; fasten the sheets together.

INFORMATION FOR CANDIDATES

All questions in this paper carry 25 niand.

You ae reminded of the need for good English and clear presentation in your answers.

This question paper consists of 2 printed pages and 2 I)Lank pages.

Copyright: Zinbabwe School Examinations Council, N2019.
ez"sEc REoi9

68
 Section A

Christianity

To what extent does sin affect good citizenship?

Cotitrast the infancy stories in the gospels, showing how they give prominence
to women. [2fl

mscuss the importance of Jesus. panbles to zimhabweans. [2fl

Identify incidences of entrxpreneurchip in the early churd and show how they
can be applied in zimbal]we. I

Analyse the relationship between the early church and Roman officials. Dlav
lessons for the churn in Zimbabwe.

Section 8

Islam

mscuss the nature of the Koran in Islam.

Assess the use of Shariah law.

Write explanatory notes on the following:

(I) Shahaddal

lil) Salat

(iii) Sarm

(iv) Zckat

(v) Hajj

Examine Islamic teachings on love.

Analyse the contibution of national and international Muslim organisatiab

Zinbal>we.

69
 zmmABih/E scHooL EXAMINATloNs couNcm
cheral Certificate of Education Oninary Level

EXPECTED ANslhrERS

NOvEueER 2019 sEssloN

FArmy AND RELIGIOus sTUDIEs 6074/02

70
QUESTION 1: To what extent does sin affect good citizenship?
Candidates are to explain sin and show how it can positively or negatively impact
citizenship.

Sin refers to any violation of God's haw. Good citizenship -is upholding ofnoms,
expectations of a society or nation. Thouch sin is seen negatively from a Christian
to a lesser extent it may be viewed to have a positive inpact on good citizenship.

Some of the examples that candidates may allude to include:-

- Enrichment or gedng wealth as dmonstrated in the case of zacchaeus.
- There are a number of people who acquire wealth through sinful means
considaed good citizens because of charitable wods they do.
Acquisition of wealth thouch plostitlrion as denonstlated by the sinful woDliiL

Qjuke 7:36) who was a prostitute but she anointed Jesus with expensive o
che was praised and her sins were forgiven.

However, to a larger extent, sin negatively impacts on good citizenship. Most of

I.aws that are violated, be it by onrission or by commission lead to undesinble
the society. Upholding the laws of God therefore lead to one becoming a good citiz-

Sins that interfere with good citizenship

Theft -loss of property and strive or suapicions.
Greediness/Covetousness - leads to cheating and strained relationship.
Uhfaithfulness - betra)ral and physical fichts.
Murder - loss of lives and social instability.
Adultery - brealrs down families, causes conflicts and quarrels.
Rebelhon against civil authority - civil unrest and social instability.
Sin causes prevalence of crime and other anti-social behaviours.
It hinders socioceonotnic development.
Ptevents unity and cooperation.
Disnpts h- relations.
Can cause ill-health or endanger physical well-being.
Sin undemines societal norms and values which will lead to loss of identity.

71
QUESTION 2: Contrast the infancy stories in the gospels, showing how they give
prominence to women.
Candidates are to distinguish or point out the differences in the birth stories of Jesus in Matthew
and Luke, and hichlicht the roles played by women in the stories.

RATTHEW LURE

Genealogy is traced back to Abraham - the h Luke it is up to Adam - the father of

ELer of the Jews. mLnkind, showing his univusalism.

Onealogy includes women. No women included in Luke.

Angel Gabriel appeared to Joseph. Angel appeared to Mary - showing God's

regnd for them.

Jesus was born in a house. Jesus was born in a stable.

Baby visited by Wiseman from the East who Baby visited by poor, chepherds, no gifts
broucht gifts. were given.

Wiseman were led by a star. An angel appeared to the shepherds.

His birth is a fulfillment of Old Testament There is no mention of fulfilment of

schptues. scripttues in Luke.

Nothing mentioned about Elizabeth. Maly visited her cousin Elizabeth in J`]dea.

Importance of Women
- Angel visited Mary - a rare occunence. She was to be the mother of the Messiah.
- Anna -the prophetess winessed the presentation of baby Jesus in the temple. She was a

medel of prayer and devotion to God.

- Elizabeth -concei`nd and gave birth to Jesus's forerunner. She was able to identify Mary

as mother of Messiah.
- Tamar, Ruth, Rahab, Maly -women are part ofGod's plan of redemption.

QUESTION 3: mscuss the importance ofJesus' pambLes to zimt)abwe.

Candidates are expected to identify the differmt categories of parables by Jesus and go on to
highlicht the lessons Zimbal]weans can draw from these. Parables: - these parables were
dch`nd from life's experiences, which were meant to illustrate a spiritual and moral lesson.

72
Categories of Panbles
- Those that provide moral lessors (ethical teachings)
- Those that explain mysteries about the hingdom of God
- Some that give spiritual lessons, e.g. Judgement
- Prdlesonprayer

Uses of PaTat)les for Zimt)abweans

- Call to xpentance - make on realize mistakes and leform„ e.g. Lost son, two sonsT

coin or lost cheep)

- Promote hard work -paral>le of the talents/pounds quew 25)
- Teach on love and nonrdiscriminafion -Good Samaritan a.uke 10 verse 25)
- Good works -one has to practice good works/exemplary living. Oarable of salt and
- Patience and persistence -one should not give up easily. The parable of the Und

Judge and Friend at Midnicht.

- Teachings on prayer. PersistEmt widow, Friend at Midnicht and Pharisee and the I

Collector.
- Winings about future Judgement -Dhagpet, Parable of the Tares, Parable of SheI
-, Ten Virdr Eto.
- Teach on integrity or faithfiilness -Parable of Two Sons and the Wicked Tenants.
- Candidates can also go on to indicate how societydisregards the teachings in these

QUESTION 4: Identify inddences of entrepreneurship in the early chul

chow how they can be applied in Zimbabwe.
Candidates are expected to give an outline of the income generating ventures in the
Age and comment on how these are applical]le to Zimbabwe.

Points to be eprted
Red estaite - sening of land and properties, e.g. Bamabas,

Sapphin (Acts 4 and 5)

sole trading - Lydia sold I)ulple goods (Acts 16: 14-15)

Tent-nraking - Paul, Aquha and priscilla (Acts 1 8)

73
Trade and transport - Cango ships (Acts 21 :3)

Silversrith Acts 19, made miniature shrines for Artemis of the

Ephesians. Iinetrius was a leading silversmith

Acts 9, divination (Acts 16) and false prophecy

(Acts 13) - practitioners camed recognition and earned a

living though their practice. Slave girl Cam money for
her masters through divination.

ILeather tanning Simon was a tanner - a profession usually shunned by

most Jews (Acts 10 verse 32)

IhaamaHng (Acts 9: 3642), Dorcas made tunics.

/Z/
Apptication to zimbal)wean conteri /;
-Womenengaginginclothingindustryandcross-bordertwh. \\¢'/A ' '`+u;i, ,,
-Real estate business -some individuals buy and sell housing stands. C<;;
- Selling of church regalia and anointed items.
- Ownership of chueh businesses: hotels, bookshops, retail shops, eto.
- Onconme consultations with mega prophets

Critic
- Business ventures discouraged as they are thoucht to turn away believers from God.
- Some churches - linit women from public sector activities (e.g. Phposi.lorl.).
- Churches in disrepute due to unethical business practices.

QUESTION 5: Amlyze the relationship I)etween the early church and Roman
OffLciaLs. Draw lessors for the church in Zinbat]we.
Candidates are expected to show the positive and negative relationship between the early
church and Roman Officials. In addition, they are to indicate lessons that can be drawn from
these relations.

74
The following points can be raised:
- Roman Centurion (Acts 10) -was sympathedc and beeame a converL
- Segius Paulus (Acts 13:7) -had an interest and invited Paul.s company to prmch to hin

and he believed
- Magistrates at Philippi (Acts 16) -hostility toward the missionary. In order to please the

slave girl's masters, they subjected Paul and Sflas to public beating, but later apologized
for scourging Roman Citizens.
- Philippian jailer - became a convert. Was fiiendly. He cleaned the wounds of Paul and

companions. He was baptized.

- Gallio -the proconsul of Achaia (Acts 18) attitude was indifferent -was neither apposed

to or for Christianity. Refused to put Paul to thal, thus, stopped the attempts of Jews to [un
off paul from the city.
- Town Clel.k (Acts 19) -intervened and stopped a riot that could have gotten out of hand.

Told Demetrius and his companions to seek redress from the courts. Thus, he saved Paul.i
life.
- Clandius Lysias -rescued Paul twice from the mob at the temple and from the hands of the

Sanhedrin. He safely transfend Paul to Caesarea.

- Felix was uninterested in the christian faith (Acts 24).
- Festus -mocked at paLLl's convictions (Acts 25).

I.essons for the Church in Zintiatiwe

- IIean to coopente with political leaders (work together).
-Seek to convert orpreach to pelitical leaders as in (Acts 10).
- Should be patient and persistent -be al)le to endure ill-treatment.
- Be reaponsible citizens who do their dudes.
- To avoid conflicts or quanels and encourage believers to be lawrabiding.
- Avoid being partial, discriminatory.
- Avoid cormption and immorality aike Felix).
- Allow freedom of worship and avoid interfering in personal issues.

75
QUESTION 6: "scuss the nature of the Komn in Islam
Candidates are expected to give dsfailed information on the characteristics of the Koran. They
are to focus on its form, quality and quandty.

E- I,oints
- It is sacred -a revelation of Allah, respected hichly and Wudhu is done before reading it.
- It is covered in green colour -in lxpect ofnatue.
- It comprises ofl 14 Surahs (chapters).
- The chapters are divided into 30 pars (ajza).
- Its first revelation is Surah 96 - it is the key verse.
- Chapters (Surahs) are arranged according to length.
- It is whtten in Alalic, which is consider to be a saned langLiage. It is written from right

to left.
-Quran was revealed to Muliammad in aperiod of over 23 years.
- ]t is regarded as a miracle.
- Itisperfeetasitis.
- Regarded as AIlch's final revelation to humanity.
- There are 28 plaphets mentioned and Muhammad is the last of then all. e.g. Adaln,

Abraham, Moses, Jesus, eto.

- It can be divided into two parts, that is, the Medinile suras (revealed when Muhammad was

in Medna) and the Meccan Surah's (those received while in Mecca).

- It is bdieved to have healing or miraculous powers.
- n is a compilalon ofAllah's word and Muhammnd's teaching.

QUESTION 7: Assess the use of sharia Law

Candidates are expected to hichlicht the importance of Sharia I+aw. They have to point out the

positive and negative aspects of Sharia.

Positive Aspects
- SAarha -is an Arabic word for Law.
- It is also lmown as the `law of God' (god given) which should be obeyed literally.
- S#arza in Ambic means `trth" or `iray" - that is, it is a pathway to be followed or patl]way

to a watchole.

76
 - 'Ihe Sharria is derived or extracted from the Quran, Z7adz.fA and Sam»aA,

- It rngp]1ates both thepri.ra[te and plil]Hc conduct of fiollowers.

- It regulabes the lelalonshjp bckroen men and women.
- It acts as a guide to human life, e.g. mrital guideline, provides dietary laws.
- Advises onjudiciary madng e.g. inheritance procedures, divoree and worship.
- Upholds ethical business practices.
- It plovides clear g`iidelines on the puniinent to be given to offenders or those
to its ndes.
- Strictness in application varies from nation to nation.
- Senres as a dcterrm( to anti-social bchavious.
- provides guidelines for rituals, e.g. burial and funeral rites.
- Promotes health and well-being.

Negative Asprts
- It is intnisive -infiinges on persons freedom of choice.
- It is restrictive -interferes with one's richts to fiedom.
- Ilees not offer chance for rehabilitation.
- Punishments |]rescnbed are too harsh, e.g. death or cutting of limbs.
- Discrinintory agrinst woznen. e.g. no freedom ofassocfation.
- ]usfifies unfair distribution ofiineritance.

QtJESTION 8: Write explanatory notes on the fonowing:-

(a) Shahaddth
a) Sdet
(c) Sawn
(d) Zhat
(e) Hajj
(a) Shahaddah
- It is the first pillar in Islam
- Shahaddah meuns.tes6mony'.
- Refus to confession offaith or declaration offrith.
- It has two parts: `thele is only one God who is Allah and Muhammad is his

ormessenger..

77
 - It is uttered at all significant stages of a Muslin's life, e.g. birth, death, ete.
- Recitation at death assures one ofpandise.
- Itpromotes identity and unity.
- Upholds monotheism.
- Encourages commitment or loyalty to both Allah and Muhammad.
- Gives recognition to Muliammnd's prophetic status.
- Uttering it publicly in the presence of three Muslims makes one to be a convert.
- It is repeated at prayer five tines dally

a) SalatThyer
- Itisdone fivetimesaday
- It is an obligation from Allah which every healthy and mature Muslin performs.

PfaJrarmTimes

I-
Dawn

• NIiLft-
• Sunrset

' Atnigiv

- Muslims pray facing the direction of Mecca.

- Prayers can be done anywhere, e.g. home, in car, in the field, eto.
- They leeite the opening chapter of the Quran (A Surah)
- They carry out ritual washing (wudhu) and remove shoes erring prayer.
- Children start praying at the age ofseven`
- Durin\g prayer; they do so with various postures: standing, bowing, prostate, etc.
- Their prayers are an adoration lalher than petitional.
- one who leads prayers is an haam.
- Friday aftrmoon prayers are compulsory for the men.
- Prayers are for forgiveness.
- A veyofshowingcommitment to Allah.

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(c) Sawnffasting
- Itisthethirdpillar.
- It means keeping away from eating, drinhig and sex from dawn to sunset
- It is compulsory for every Muslim during the month of Ramadan.
- Reconciliation and soridarity are encouraged during fasting.
- It controls self-indulgence/helps one to have self-control.
- It improves spirituality.
- Promotes generosity. Food that could have been eaten during the fasting

collected and given to the poor.

- Creates empathy for the rich who lean to experience what it is to go hungqL

(A) Zakat/Almsgiving
- It is the fourthpillar.
- 2L/2% of the total earnings should be given to those in need.
- It is a way of showing sympathy to those who are less fortunate.
- It is a method of controlling greediness/selfichness.
- It helps to bridge the gap between the rich and the poor a rodistnbution
- It purifies one's wealth and cans the giver rewards and blessings.
- It can be paid on behalf of the dead, to Cam forgiveness on their bchal£
- It wods with the belief that all riches are from Allah.

(e) mij-ge
- [tisthefifflpinar.
- It refers to the pilgrimage to Meeca.
- It is compulsory for Muslims who can afford and are able-bodied.
- It is expeeted that every Muslin visits Mecca at least once in their
- They wear white seamless gaments which symbolize purity.
- It is also a way of doing awaywith class distinctions.
- It also demonstlates that it is a universal religion.
~ Itlasts forfourdays,
- miring pilgrinage, they go around ifebe seven times.
- It is done in the twelTh month of the calendar of the year.

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 - Cue who is unal)1e to go, can aponsor another person to go on their bchalf.
- Women have to be accompanied by husbands or a male relative.
- It promotes unity.
- Going on thejoumeyeams one a title AI Hajj.

QUESTION 9: F,Iam:ne Islamic teachings on Love.

Candidates are to explore the various teachings on love in Islam. The teaching to cover the
different categories of love.

Categories of love in Islam

- Ioveforiun
- IJ)ve for Muhammad
- IIove forlslam
- Iiove formanhind
- Love for fellow Muslims
- Iiove for spouses/one's family

Teachings on love in Islam

- Shahaddah -they show love for AIlah and Muhammad.

- Teachings on marriage encourage equality between husbands and wives.
- Husbands are expected to properly plwide for their wives and protect them.
- Polygamy - to some extmt enables financially stal]le men to take other wives and provide

for then
- Zakat - love is expressed throuch almsgiving - the rich share their wealth with the poor,

thus promoting egalitarianism.

- Abolishing slave tlnde - they buy out slaves as way of prevening explointion of feuow
bL-.
- Conservation of envirorment - teachings given on appropriate use and replenishing of

natural resoLLrces.
- Nondiscrimination - Muslims do not discriminate - they advocate for unity and equality.
- Prayers -love forAllah and manhind.

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- Marital love -vedal expression ofone's love or own wife and calling wife with pet names
and buying gifts. Wife shows love by estinhsbing a friendly home, respecting husband
and cooking for him.
- Fomation of charity onganizafron.
- Inheritance laws -both male and fiinale childm are heirs.
- Provision of social services: schools, hoapitals, etc.

QUESTION lo: Analyze the contritiution of national and intemationa] Muslin

organizations in Zinl)al)we.
Candidates are expected to examine the assistance given to Zimbabweans society by Islamic
Non€overnmental originations. Candidrtes should identify organizations and their activities.

National and international Islamic ongani2alons have contributed immensely towards the
development of Zinbaliwe in various alcas such as ed]icafion, social welfare, eradication of

poverty, infrastnictural development and health sector.

(a) REcr®ss
- Has a network ofvoluntecms and staff providing humanitarian selvices.
- Gives flee medical treatment to the needy in society.
- Tin peereducators.
- Provide tents and other relief senrices in times of natural disasters, e.g. The Tokwe

Mkosi Flood Relief and the ldai Cyclone in Chimanimani.

- Provide ARVs to HIV/AIDS patients.

a) Mercy USA forAid anddevdopment

-Formedin 1986.
- Provides health and educational services.

(c) Zinbal)we Muslim Youth organization (ZMYO)

-Foundedin l998.
- They work with primary Islamic schools.
- They reduce the shortage of primary schools.
- Thining youths to be lespousible, thus youth enpowerment.

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(d) African MusLimAgency(AMA)
- Ileals with welfare issues giving relief in times of disasters.
- Has drilled a number ofboreholes around the nation.
- Caters forol|)huns.
- thstnicted educational institutions and health institutions
- Offer scholarship proglanmes.

(e) Islamic council of scholars

-Existedsince 1975.

- Construeing Mosquies or Islamic centres.

- Harare has eichteen Mosques.
- Bulawayo has eicht Mosques and others in niral areas.
- Construction was done using souced funds from donors.
- Established a Halaal department to supervise the provision of Halaal meat using

followed laid out standards.

(o mjiLis uha
- Education - have three hick schools in Zimbabwe, i.e. Belvedere (IIalare) and

Kwrfue.
- Charity wolk (food and clothes donation)

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 •CANNtJ)

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