# Religion Studies Grade 12 P2 Supplementary 2015 Memo (Eng) > Grade 12 Religion Studies Paper 2 memorandum from the Supplementary Exam 2015 (English), 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-religion-studies-2015-supplementary-exam-memorandum-paper-2-english/d437279b-75a6-4b9b-a8fe-cfd70f7700ad - Updated: 2026-09-28 - Subject: Religion Studies - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2015 - Exam period: Supplementary Exam - Paper: 2 - Curriculum: CAPS - Pages: 12 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [Religion Studies](https://www.hlayiso.com/library/grade-12/religion-studies) › [Religion Studies Grade 12 P2 Supplementary 2015 Memo (Eng)](https://www.hlayiso.com/library/grade-12-religion-studies-2015-supplementary-exam-memorandum-paper-2-english/d437279b-75a6-4b9b-a8fe-cfd70f7700ad) ## About this document Religion Studies · Grade 12 · Supplementary Exam · 2015 · English. Memorandum, 12 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 RELIGION STUDIES P2 FEBRUARY/MARCH 2015 MEMORANDUM MARKS: 150 This memorandum consists of 12 pages. Copyright reserved Please turn over ### Page 2 Religion Studies/P2 2 DBE/Feb.-Mar. 2015 NSC – Memorandum QUESTION 1 1.1 Negative impact • The government uses the tax payer's money to support the pregnant teenagers. • The government allocates specific amounts for each pregnant learner in the schools, which leads to fruitless expenditure due to school drop outs. • It also costs huge amounts of money since public health care is expensive in South Africa. • Less than 2% of teenage mothers earn a degree by the time they reach the age of 30. • This leads to a significant amount of lost earning, which impacts negatively towards the economy of the country. • Teenage pregnancy also leads to the high rate of sexually transmitted infections. • The government spends more money on campaigns against sexually transmitted diseases. • Teenage pregnancy further leads to the high crime rate. • Most of the children born out of stable families become street kids, which compels the government to care and support them. • Teenage pregnancy also leads to the increase in the child-headed families and substance abuse. • The economy of the country is negatively affected as the government has to budget for all these unplanned circumstances. NOTE: Any other relevant points should be awarded marks. (20) 1.2 EXAMPLE: CHRISTIANITY • Thou shall not commit adultery: In Christianity, sex before marriage is forbidden. • Teenagers must abstain from any sexual activities. • Your bodies are the Temples of the Holy Spirit: This means they must be responsible for any sexual act as their bodies belong to God. • The youth are expected to preserve themselves and remain untouched until they get married. • It is a sin to engage in sexual activities and have babies before marriage. EXAMPLE: AFRICAN TRADITIONAL RELIGION • The communal way of life is central to the African Traditional Religion. • The youth are expected to behave in accordance with the customs and values of the community. • It is a taboo in the African culture for a teenager to become pregnant outside marriage. • In order to cleanse the family and the community, the boy has to pay for the damages of the pregnancy caused. • As a way of punishment, the boy's family is expected to pay a cow to the chief (Inkosi). NOTE: Viewpoints of any other religion must be credited. (10) Copyright reserved Please turn over ### Page 3 Religion Studies/P2 3 DBE/Feb.-Mar. 2015 NSC – Memorandum 1.3 Practical strategy: • Religious organisations must start sex education among the youth. • Debate the ABC approach to sexuality and compare it with their religious teachings on sexuality. • Teach rights and responsibilities as well as respect for males and females. • Sex before marriage must be discouraged and regarded as a major sin in their religions. • Religious initiation (rites of passage) should be encouraged among the youth. • Religious organisations must encourage their youth to participate in health and sports youth programmes. NOTE: Any valid points should be awarded marks. (10) 1.4 NO • According to media reports the rate of teenage pregnancy is increasing even in the schools. • In spite of various intervention programmes by the government and religious organisations, there is no indication of a decrease. • The statistics released by the Department of Education show that pregnant learners increased in the previous year. • In 2006, the statistics reveal that teenage pregnancy, jumped from 1 169 to 2 336 in Gauteng alone according to Love Life Statistics. • One in three girls had a baby by the age of 20. • According to the Medical Research Council 16% of pregnant teenage girls are HIV positive. YES • The latest statistics reveal a decrease in the rate of teenage pregnancy, especially in rural schools. • In 2010, 201 Grade 3 learners were pregnant in Gauteng alone. However, that number was reduced to 74 learners the following year. • The intervention programmes that are driven by the Department of education in conjunction with other government departments are beginning to bear fruit. • Programmes such as Love Life, The Baby Project, and My Life My Future have been implemented in order to address the problems of teenage pregnancy. • The Reed Dance in KwaZulu-Natal encourages girls to preserve their virginity. • In the Islamic community, the rate of teenage pregnancy is low since there are strong moral teachings on sexual behaviour. • The Christian religion provides a variety of youth programmes where the youth are moulded in various aspects of right living such as sexuality and sexual behaviour. These programmes play a significant role in the reduction of teenage pregnancy. • Teenage pregnancy is low or non-existent in communities that have strong religious convictions. (10) [50] Copyright reserved Please turn over ### Page 4 Religion Studies/P2 4 DBE/Feb.-Mar. 2015 NSC – Memorandum QUESTION 2 2.1 2.1.1. EXAMPLE: C HRISTIANITY Catholicism • In Catholicism and Protestantism, it is believed that God is made up of three equal but separate parts. • This is referred to as the Trinity. • In Catholicism, salvation is based in rituals such as Baptism, Confession, etc. • The Catholic Church sees itself as the only original Christian church, founded by Christ Eastern Orthodox Church • In the Eastern Orthodox Church, the addition of the 'Son' rejected, as they believe that the Holy Spirit is superior. • The Eastern Orthodox Church believes that it is the only original church founded by Christ and his disciples. Protestantism • Protestants also believe in the Trinity. • In Protestantism, faith is seen as the key to salvation. EXAMPLE: ISLAM Sunni Islam • The Sunni sect believes that all the teachings contained in the Books of Hadith are equally important. • Sunnis follow the teachings of scholars from the 7th and 8th centuries. • Sunnis do not accept that a caliph can come exclusively from the Prophet's family. Shia Islam • The Shia gives more importance to the Hadith reported by Ali and the Prophet's daughter Fatima. • The Shia follows the teachings and opinions only of a living scholar. • The Shia believes that the last caliph from the Prophet's family was hidden in a cave, and will one day reappear as leader. (10) 2.1.2 EXAMPLE: CHRISTIANITY Catholicism • Political control is traditional and seen in Rome. • The head of the Catholic Church is the Pope. • The first Pope is said to be St. Peter. • The Catholic Church has many orders of monks, priests, friars and nuns. • All Catholics are governed by the Vatican. • The parish is an area or district with a particular church and priest. Copyright reserved Please turn over ### Page 5 Religion Studies/P2 5 DBE/Feb.-Mar. 2015 NSC – Memorandum Eastern Orthodox Church • Political control was traditionally in Constantinople. • They are found in the Middle East, parts of Africa, Greece and Russia. • The church structure comprises of priests and bishops. • There is no single leader. • Authority within the church is in the hands of a group of bishops. • A diocese is a group of parishes under the leadership of the bishop. Protestantism • This movement was started in 1517 by a German monk, Martin Luther. • The churches are ruled by the ordained ministers and bishops or elected elders. • The overall rule is by higher authority such as a synod or General Assembly, chaired by a presiding bishop. • In the Protestant churches, each church is independent. • The churches are not responsible to any higher authority than the congregation. EXAMPLE: ISLAM Sunni Islam • There is no clergy in Sunni Islam. • Any Muslim can serve on the community boards. • The governance is community based. • The scholars of Islam and community members serve on the governing boards of mosques, madrassas and schools. • In governance the Sunnah of the Prophet is observed. Shi'a Islam • The Shi'a Muslims revere the descendants of the Prophet Muhammad. • They believe that the descendants have a divine right to lead the Muslims. • They reserve the title Imam for certain past leaders who were believed to be chosen by God. • The governance is in the hands of mullahs. • The Mullahs also have considerable political influence. NOTE: Other differences in governance must be credited. Copyright reserved Please turn over ### Page 6 Religion Studies/P2 6 DBE/Feb.-Mar. 2015 NSC – Memorandum 2.1.3 EXAMPLE: CHRISTIANITY Catholicism • Celibacy among the clergy is mandatory. • Practices include fasting during the Lent, to observe the crucifixion of Jesus. • Penance is the paying of penalty for sinning. • This penance is determined at the time of confession. • Pilgrimage to holy lands (e.g. the Vatican) and meditation are key practices for Catholics. • The most important practice is receiving of the Eucharist. Eastern Orthodox Church • Clergy are not celibate, and are allowed to marry • Devotion is seen as more important than right doctrine • Baptism is by immersion. • This is followed by anointment (Chrismation). Protestantism • Ordination of women is a Protestant practice. • They conduct healing through prophecy. • Priests and ministers do not have to be celibate and they are allowed to marry. NOTE: Other differences in practices must be credited. EXAMPLE: ISLAM Shi'a Islam • They are allowed to combine the five daily prayers to three. • They practise 'mut'a' (temporary marriage). • They practise self-mutilation on observance of the martyrdom of Hussein, grandson of Prophet Muhammad. • They undertake pilgrimage to Karbala in Iraq. Sunni Islam • Sunnis are not allowed to combine the five daily prayers. • Mut'a is not permitted. • All practices are according to the 'sunnah' (practices) of the Prophet. NOTE: Other differences in practices must be credited. Copyright reserved Please turn over ### Page 7 Religion Studies/P2 7 DBE/Feb.-Mar. 2015 NSC – Memorandum 2.2 EXAMPLE: AFRICAN TRADITIONAL RELIGIONS • Oral tradition in ATR is very important than in any other religion since they have no Sacred Books. • The teachings are passed down from generation to generation through the word of mouth. • Oral tradition is taken as a normative source in ATR. • Such traditions may be transmitted faithfully over hundreds or thousands of years. • This is reflected through myths, legends, stories, folk tales, song and dance. • This may also be reflected in rituals, proverbs, sayings and riddles. • Some of the oral traditions are preserved in arts and culture, symbols and emblems, shrines and sacred places • Oral tradition is used to pass beliefs, creeds or dogmas. • Although the ATR has been an oral tradition religion, some scholars have started to write some basic beliefs of the religion. • A book called Masiphakule has been written, although it is still in progress. • The book includes the beliefs, rite of passage, the history of religion under colonial and apartheid oppression. • The book also contains poetry of resistance and the moral teachings of the African Traditional Religion. EXAMPLE: HINDUISM • In all religions the original message was passed on through the word of mouth. • Writing is a recent invention which took the place of oral tradition in Hinduism. • Oral tradition still plays an important role in Hinduism. • Writing still runs parallel with oral tradition. • Vedas are collections of traditional knowledge. • The traditional knowledge has reached spiritual freedom or moksha. • Rig-Veda is an anthology of religious poem and hymns that were recited at sacrifices by the officiating priests and families. • The collections (Samhitas) provide excellent illustrations of ancient humanity's ability to conceptualise complex ideas. • Upanishads which literally means sitting in front of a teacher and listening to his teachings is also a good example of an oral tradition. • The Mahabharata basically tells the story of conflict between two families, king Barata and the Pandava brothers, which took place in Delhi. • The Mahabharata is a good example of the role of oral tradition as it is a record of conflict which took place many years ago before the invention of writing. NOTE: Any other relevant facts on other religions must be credited. (20) [50] Copyright reserved Please turn over ### Page 8 Religion Studies/P2 8 DBE/Feb.-Mar. 2015 NSC – Memorandum QUESTION 3 3.1 3.1.1 EXAMPLE: TAOISM • Taoism has a very sophisticated idea about the nature of what is called divinity. • Tao means path travelled by stars and finally the path of the universe. • In Taoism all there is, is the universe and so all there is, is divine. • The workings of the universe are divine. • Taoists suggest that the Tao cannot be described. • The things that are seen and touched are 'being'. • Unlimited divine is described as 'non-being' • The non-being is the starting point of everything. • Divine is huge and spacious since all that is created is held in a vast bowl of emptiness. • According to the Taoists everything in creation consists of two kinds of forces: the yang is active, light, forceful, male, and the yin is passive, dark and female. EXAMPLE: CHRISTIANITY • According to Christianity in the beginning there was nothing. • They believed in the existence of a Supreme and Divine Being, known as God. • God manifested Himself as Three persons. • God the Father as the Creator of the universe. • God the Son, the Saviour and Liberator of humanity. • God the Holy Spirit as Counsellor and Comforter in Christianity. NOTE: Any other relevant facts on other religions must be credited. (10) 3.1.2 EXAMPLE: TAOISM • Humans are just a tiny, micro-cosmic by–product of the Tao's creative activity. • Humans are not special or in charge of the world. • We are not needed to look after it. • The world and the universe will continue whether human continues or not. • The world will take whatever shape the Tao gives it. • Humans have a potential to destroy only a very small part of the creation. • Even if the part gets destroyed, the incredible and bountiful creative activity of the Tao will continue. Copyright reserved Please turn over ### Page 9 Religion Studies/P2 9 DBE/Feb.-Mar. 2015 NSC – Memorandum EXAMPLE: CHRISTIANITY • Humans were created in the image of God. • Adam and Eve were instructed to look after the Garden of Eden and the whole creation. • Humans are God's representatives on earth. • They were appointed to look after His property. • They are accountable to God. NOTE: Any other relevant fact or facts on other religion must be credited (10) 3.2 EXAMPLE: TAOISM No • According to Taoism, humans are responsible for any suffering. • In order to avoid suffering they must align themselves with Tao. • People are good and perfect to be in harmony with Tao, other people and within themselves. • Human beings must also be flexible to the way of the Tao. • Human beings expected to follow their desires and plans to avoid suffering. EXAMPLE: CHRISTIANITY Yes • In the Book of Job, we find a story where a righteous man endures great sufferings because of the evil spirits (Satan). • Jesus healed the sick people who were suffering because of evil spirits. • Some Christian Churches exercise exorcism where they chase away the evil spirits. • Due to high rate of evil forces (Satanism) pastors are currently been invited to schools for support. • According to the Christian teachings, evil and suffering are caused by the devil. NOTE: Relevant teachings from other religions must be credited. (10) 3.3 EXAMPLE: ISLAM • A central teaching of Islam is that 'There is no god besides Allah, and Muhammad is His messenger' • In terms of 'clearest meaning', this teaching has a straightforward, unambiguous meaning. • The 'meanings of the words' are also unchanged, and devoid of any specific context. • The word 'ila' in Arabic refers not only to gods, but also to any other object, philosophy or whim – all of these are negated. • The interpretation of the teachings as contained in the Qur'an was initially done by Prophet Muhammad himself. • He explained the various attributes of God, e.g. god is all knowing, all wise, most merciful. Copyright reserved Please turn over ### Page 10 Religion Studies/P2 10 DBE/Feb.-Mar. 2015 NSC – Memorandum • He emphasised that his prophecies and his miracles are made possible by God's grace, and what God reveals to him. The Prophet himself is not all knowing. • Even when the Prophet was taken on the Mi'raj (night journey) he is referred to as God's servant. • Belief in the Oneness of God is non-negotiable and must be complete. • The Meccans asked the Prophet if they could worship their idols on only one day of the year, and worship God on all the other days. • He replied that this was not acceptable. This is an example of 'historical context' which explains the oneness of God. • The Prophet further emphasised that each of the Five Pillars was for God's pleasure alone. • Prayers offered with the intention of impressing people were a sign of hypocrisy. • Similarly, the giving of charity must be only for the purpose of earning God's pleasure. • After the passing away of the Prophet, interpretation of Qur'anic texts was done by the companions of the Prophet. • They explained verses by referring to other Qur'anic verses, as well as the teachings of the Prophet. EXAMPLE: CHRISTIANITY • For God so loved the world that He gave His only begotten Son (John 3:16) • Clearest meaning of this: • Christians believe that God demonstrated His Love to human kind so that they can leave their sins and turn back to Him • Plan, purpose and context of this: • To show that Jesus Christ is the Son of God who was sent to die for humankind, for the remission of their sins. • The purpose is to show God's love to the world. • Meaning of words of this: • The word 'begotten' means that Jesus had God's attributes in Him. • God gave up the Only Son He had to demonstrate His Love • Figurative language means: • The word 'World' does not mean the earth but it means humanity. • Other sacred texts are: • In the last prayer that Jesus had before His crucifixion He said, 'Father I am coming to You' (John 17:2-5).He came from God. He is the Son of God. • 'He will be called the Everlasting Father, the Prince of Peace.' (Isaiah 9:5) • The prophet stated that Jesus is the Everlasting Father, so He is the Son of God. (Isaiah 9:5) NOTE: Hermeneutical principles specific to any other religion must be credited, provided that these are applied to a central teaching from that religion. (20) [50] Copyright reserved Please turn over ### Page 11 Religion Studies/P2 11 DBE/Feb.-Mar. 2015 NSC – Memorandum QUESTION 4 4.1 • Secularism is the belief that the government and morality should not be exclusively based on religion. • It advocates that there must be separation of the Church and the state. • Most countries in Europe were ruled by the emperors, kings, queens or other nobility who were subject to God. • The fact that the Church was influential both politically and socially, contributed to the rise of secular humanism • Wars broke out between states which had different religious belief systems. • People were tired of wars and started to look for alternative forms of government. • Under the influence of the enlightened philosophers, such as Hobbes and Hume, secular humanism spread rapidly in Europe and America. • They came with suggestions that there was a need to test religious beliefs, and not simply accept faith. • Reasoning, evidence and scientific methods of enquiry were promoted. • Secular world views such as humanism, materialism, agnosticism and atheism emerged. (12) 4.2 EXAMPLE: HINDUISM • Hinduism does not have a problem with the Big Bang Theory. • To the Hindu Religion, the universe is the creator. • The creator has existed and will exist for all times. • The creator has no limitations and, therefore is not a 'He' or 'She' or anything else. • The creator is simply a creator. • The creator exists in the active or passive state. • The passive state is a state of rest when nothing happens. • At rest the universe has no form and is undifferentiated, and is sort of 'flat' all over. • After a long time the creator becomes active. • This is when parts of the universe look and are different from parts and the creation begins. • Humans are a by-product of the dance. (20) OR Copyright reserved Please turn over ### Page 12 Religion Studies/P2 12 DBE/Feb.-Mar. 2015 NSC – Memorandum 4.2 EXAMPLE: MIDDLE EASTERN RELIGIONS • The scriptures of the Middle Eastern religions - Judaism, Christianity and Islam- are said to be inspired by God. • They believe that their scriptures are the direct word of God. • They share similar views of creation. • There is one omnipotent, omniscient, perfect creator. • He created human beings as the centrepiece of creation. • Creation took six days as it is stated in their scriptures. • It started from separating light from dark. • It was made from nothing and there were only two humans to start with who had been made from clay. • God created the world through the power of His word. • Everything that God created was perfect; therefore they do not accept the Big Bang Theory. NOTE: The learner may select any one of the Abrahamic faiths. (20) 4.3 YES • Believers who are evolutionists argue that science and religion contribute different kind of knowledge. • Religion and science are answering different questions and use different methods and language to explain things. • Scientific knowledge explains processes of how the creation occurs based on evidence and observations. • Religion deals with the questions of purpose and meaning for existence • Sacred Texts should be read as myth about creation rather than as factual accounts. NO • There is no doubt that God created the universe as part of His divine plan for humanity. • Creationists believe in the Genesis account of creation. • Adam and Eve were created perfectly and were the pinnacle of God's creation • There is no place for evolution in creationism. • This is consistent with a literalist interpretation of the sacred texts. (10) 4.4 • Western astronomers challenged the belief that the earth is the centre of the universe which was fitting perfectly with the Christian view of creation. • The Orthodox Church could not believe that God would put man on the planet that was not perfect. • Astronomers, such as Copernicus produced the heliocentric theory, which states that the earth is revolving around the sun. • In the Bible it was the sun that moved not the earth. • The astronomers appeared to be contradicting the literal word of the Bible. 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