# Religion Studies Grade 12 P2 NSC June 2024 Memo (English) > Grade 12 Religion Studies Paper 2 memorandum from the NSC June Exam 2024 (English), 13 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-religion-studies-2024-nsc-june-exam-memorandum-paper-2-english/67555f13-9eaa-49cc-b9d4-324e031bc491 - Updated: 2026-09-28 - Subject: Religion Studies - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2024 - Exam period: NSC June Exam - Paper: 2 - Curriculum: CAPS - Pages: 13 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 NSC June 2024 Memo (English)](https://www.hlayiso.com/library/grade-12-religion-studies-2024-nsc-june-exam-memorandum-paper-2-english/67555f13-9eaa-49cc-b9d4-324e031bc491) ## About this document Religion Studies · Grade 12 · NSC June Exam · 2024 · English. Memorandum, 13 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 SENIOR CERTIFICATE EXAMINATIONS/ NATIONAL SENIOR CERTIFICATE EXAMINATIONS RELIGION STUDIES P2 MAY/JUNE 2024 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 13 pages. Copyright reserved Please turn over ### Page 2 Religion Studies/P2 2 DBE/May/June 2024 SC/NSC – Marking Guidelines QUESTION 1 1.1 • Differences in priorities • If one spouse wants to start a family and the other does not, it may create immense conflict. • One spouse often spends less time with their family and focuses on other priorities. This creates tension in the marriage. • Religious differences • Couples from different religions, culture or ethnicity sometimes disregard the expectations of their partner's religion and this causes resentment amongst them. • Most parents prefer that the children's religion be the same as their own. This can create conflict between the parents if each has a different religion. • Parental responsibilities • It often happens that spouses aren't able to constructively co-parent children during the marriage. • Differences in ideas on how to raise children properly cause rifts in a marriage. • Finances • Money or anything related to it can be a cause of disagreement between spouses. • Whether happy or not, married couples may have disagreements over minor financial issues. • Addiction • Marriage, family and addiction certainly don't mix well at all. • Any form of addiction has a severe impact on a marriage relationship. • Marriage infidelity • Infidelity, adultery or more commonly known as cheating is one of the major reasons for divorce. • Adultery may be defined as extramarital sex that wilfully and maliciously interferes with marriage relations. • Lack of communication • The lack of communication in all areas of marriage causes major damage to the marriage relationship. • Many partners lack communication skills when it comes to making decisions about issues affecting the family. (12) NOTE: Other relevant responses must be credited. Award a maximum of SIX marks if the causes are merely named. 1.2 • An adult going through a divorce suffers through a range of emotions, from sadness to betrayal. • A child whose parents are going through a divorce, often encounters feelings of fear, sadness, guilt, rejection and anger. • It may lead to drug addiction in parents and children. • Divorce breeds poverty, particularly for women and children. • It hinders society by dissolving families and weakening belief in the family as an essential social unit. • Divorce negatively impacts on society by disrupting children's lives, which makes it harder for them to succeed at school. • When a couple gets divorced, their social circles will also suffer. Copyright reserved Please turn over ### Page 3 Religion Studies/P2 3 DBE/May/June 2024 SC/NSC – Marking Guidelines • It may unsettle couples economically, mentally and affect their status in society. • One party can hire hitmen to kill the other party. NOTE: Other relevant responses must be credited. (14) 1.3 EXAMPLE 1: HINDUISM • Marriage is regarded to be a sacrament by Hindus, rather than a form of social contract. • According to the tenets of Hinduism, marriage is a divine covenant. • The bond of husband and wife is considered as an eternal bond. • This is the reason there was no concept of divorce in Hindu marriage. • Hindus believe that all men and women are created to be parents, and practise dharma together, as ordained by the Vedas. • The Brahmanas state that a man is only said to be 'complete' after marrying a woman, and acquiring progeny. • Due to the importance of the Samskara of marriage, divorce in Hinduism is often considered unthinkable. • Hindus are not permitted to divorce their spouses. EXAMPLE 2: ISLAM • Marriage in Islam is recommended as a religious requirement and the way of the Prophets. • It is a solemn covenant that makes an incomplete human being a complete one. • Marriage arranges one's life and provides spiritual, physical, emotional and psychological companionship. • It is a religious duty and is consequently a moral safeguard as well as a social necessity, because through marriage families are established. • Marriage acts as a safe and responsible outlet for sexual needs and regulates it so one does not become a slave to his desire. • If there is marital strife, the Qur'an advocates reconciliation, through negotiated settlements between spouses themselves. • When 'mutual good treatment' is not possible, there should be an amicable parting. • The Qur'an treats divorce as something permitted but not laudable. (12) NOTE: Other relevant responses must be credited. 1.4 • Religious communities must organise pre-marriage couples' counselling. • Establish a married couples' forum to share positive ideas in marriage. • Religious branches or communities must conduct classes for married couples to equip them on family and religious values. • Arrange with marriage counsellors to meet with the married couples at least once a year to revive the spirit of marriage. • Religious leaders must intercede for marriages through prayer sessions to provide spiritual, emotional and social support. • Celebration of marriage anniversaries should be organised to enhance the spirit of relationship/partnership. • Religious communities may also hold meetings with government departments, e.g. Department of Social Development, to facilitate services regarding marriage and divorce. (12) NOTE: Other relevant responses must be credited. [50] Copyright reserved Please turn over ### Page 4 Religion Studies/P2 4 DBE/May/June 2024 SC/NSC – Marking Guidelines QUESTION 2 2.1 2.1.1 EXAMPLE 1: TAOISM • The Tao Te Ching has little to say about the community, but gives details about how individuals should direct their lives. • The Tao does not have a plan, and the Tao is massively powerful. • The Earth and people are just a tiny speck in the midst of the Tao. • The Tao has given life no purpose or plan. • To the Taoist, it is common sense that you should live in harmony with the Tao. • If you live in harmony with the Tao, you will then discover that life is its own reward, and the whole community will be in harmony. • The Tao only crushes you when you try to stop the path it is following. • The individual must be flexible in order to live in harmony with the Tao. • The Taoists believe that the community develops from the individuals. • If the individual is in line with the Tao, the whole community will live harmoniously. EXAMPLE 2: CHRISTIANITY • According to the Christian faith, God created humanity. • God realised that Adam needed the company of another human being. • That person had to be of the opposite sex and the result was that God created Eve. • In the Christian view, no person should dominate or exploit another person. • Jesus said to his disciples, 'You know that the rulers of the Gentiles lord it over them and their great men exercise authority over them. It shall not be so among you.' • Jesus also said, '…whoever would be great among you must be your servant'. • Individuals have to look after one another and also protect one another. • Humans should be a community in the same way that the Three Persons of the Holy Trinity are a community. • Humanity should have a relationship of mutual respect and love. • The Three Persons of the Holy Trinity communicate and consult among each other, and so should the community. • In Christianity individual rights are not above those of the community. • There must always be consideration of other people's rights and needs. NOTE: Other relevant responses must be credited. (10) Copyright reserved Please turn over ### Page 5 Religion Studies/P2 5 DBE/May/June 2024 SC/NSC – Marking Guidelines 2.1.2 EXAMPLE 1: TAOISM • According to the Tao, the world is in line with its concept of the divine or the universe. • The world came into existence automatically as part of the activity of the Tao. • Along with everything else, the world simply emerged. • It is not planned, but it is also not unplanned. • The world consists of processes of creation and destruction, or oscillation between the Yang and the Yin. • To the Taoist, the truest description of the observable world is that it seems to consist of the opposites that alternate between each other, and this the nature of the universe. • Because it is incredibly difficult to pinpoint when the processes change direction, Taoists say that this unpredictability is what is fundamentally true of the Tao. EXAMPLE 2: CHRISTIANITY • According to Christianity, nothing but God existed in the beginning. • The book of Genesis says God created the world and the universe in six days and rested on the seventh day. • The world was perfect after the Holy Trinity had finished the Creation. • Humans, marine life, animals and plants all belong to God. • The world is subject to the governance of humanity. • The whole universe is sustained by the power of God's word. (10) • This world is a temporary abode, in which one must prepare for the afterlife. NOTE: Other relevant responses must be credited. 2.2 • In Abrahamic religions sacred texts are central to their practices and beliefs. That is why they are called 'religions of the Book'. • Abrahamic religions' teachings are fixed in their written sacred scriptures. • In non-Abrahamic religions, like Hinduism, absolute authority is awarded to the original sound of the spoken word, not to the text. • Therefore, non-Abrahamic religions see their beliefs and teachings as being objects of fluidity/seeking. • In Abrahamic religions sacred texts evoke a deeper connection with the Divine. • In non-Abrahamic religions, such as Buddhism, scriptures are not seen as divine dictates. • The Abrahamic religions are characteristically exclusivist because their religion is fundamentally rooted in their holy scriptures. • The non-Abrahamic religions are characteristically pluralist, e.g. Hinduism. • In Abrahamic religions, sacred texts foster communal identity, while in regions like Hinduism, there is a variety of texts and one can follow any text. NOTE: Other relevant responses must be credited. A maximum of SIX marks may be awarded for either Abrahamic or non- (12) Abrahamic religions. Copyright reserved Please turn over ### Page 6 Religion Studies/P2 6 DBE/May/June 2024 SC/NSC – Marking Guidelines 2.3 • In African Traditional Religion, people communicate with their ancestors through inspiration. • Mediums and diviners specialise in communicating with the ancestors and spirits. • Mediums often go through a process of spiritual death and rebirth during their training. This happens because of inspiration. • In this process, their own personality is terminated and the medium receives a new personality, dedicated to the supernatural forces. • Such mediums have an intermediary function. • African Traditional Religion includes contemporary and divine inspiration. (10) NOTE: Other relevant responses must be credited. 2.4 • Grammar and historical context: • For accurate interpretation, the rules of grammar as well as historical facts must be taken into account. • This means that the writings must be understood within the context of the time and circumstances in which the text was written. • Clearest meaning: • The meaning that is clearest to the reader should be considered. • Plan, purpose and context: • The writing plan or structure of the whole document must be taken into account. • An extract must be seen as part of the whole. • E.g. Is the writing in the form of poetry or prose? • Meaning of words: • The meaning of words often changes over time and context. • For the correct interpretation the original meaning must be considered. • Figurative language: • Figurative language is used widely in sacred texts. • This must be identified as such, so that it is not interpreted literally. • Figurative language requires the application of all the other hermeneutical principles for correct interpretation. • Other sacred texts: • One sacred text may be used to interpret other sacred texts from the same religion. • This is because there is consistency between the teachings of the religion and its sacred texts. (8) [50] Copyright reserved Please turn over ### Page 7 Religion Studies/P2 7 DBE/May/June 2024 SC/NSC – Marking Guidelines QUESTION 3 3.1 3.1.1 • The establishment of the Parliament of the World's Religions took place in Chicago in 1893. • Its aim was to create a dialogue of faiths. • In 1993 the Parliament was again held in Chicago to work together on world issues as well as creating a declaration titled 'Towards a Global Ethic'. • In 1999 the Cape Town Parliament highlighted the issue of HIV and Aids. • In 2004 the Parliament met in Barcelona, Spain, and focused on religious violence, safe water, refugees and eliminating external debt in developing countries. • In 2007 the focus was on the Millennium Development Goals for eradicating poverty. • In 2009 the Parliament met in Melbourne, Australia and dealt with aboriginal reconciliation, sustainability and global climate change. • The Parliament succeeded because it united religions to fight social challenges. (12) 3.1.2 • Respecting religious differences, acting on deeply held and widely shared moral values. • Preserving the identity of each religious community. • Honouring the different ways religious communities are organised in Africa. • Supporting locally led multireligious structures within RfP networks in the continent. • Upholding the principles of representivity, subsidiarity and solidarity. (10) 3.2 3.2.1 EXAMPLE 1: ISLAM • Sunni • Shia EXAMPLE 2: BUDDHISM • Mahayana • Theravada • Tibetan • Zen (4) 3.2.2 (a) EXAMPLE 1: ISLAM Sunni Muslims • The Hadith narrated by the companions of the Prophet have equal status to those narrated by his family members. • The Sunni branch believes that all teachings contained in the Books of Hadith are equally important. • They follow the teachings of Islamic scholars from the 7th and 8th centuries. • Sunnis do not believe that a caliph can come exclusively from the Prophet's family. • Sunnis use the term 'imam' to refer to a leader of a congregational prayer. Copyright reserved Please turn over ### Page 8 Religion Studies/P2 8 DBE/May/June 2024 SC/NSC – Marking Guidelines Shia Muslims • They believe that the Hadith narrated by the companions of the Prophet have less significance than those narrated by his family members. • They follow only the teachings and opinions of a living scholar. • They believe that the last caliph from the Prophet's family was hidden in a cave and will one day reappear as leader. • He is referred to as 'imam'. EXAMPLE 2: BUDDHISM Theravada Buddhism • The ideal is for the individual to lead a life of meditation in order to become enlightened. • They believe that the most important text is the Tripitaka. • They also believe that the teachings of the Tripitaka must be followed strictly as the original teaching of Buddha. • The Buddha is not seen as a divine being but as a human being. Mahanyana Buddhism • Mahanyana base their teachings on the Mahayana sutras. • They claim that their teachings come directly from Buddha. • They teach that an ordinary person can also achieve Nirvana. • They teach that many Buddhas came before Siddhartha Gautama. Tibetan Buddhism • They believe in the reincarnation of lineages of certain lamas (teachers) such as the Dalai Lama. • They also believe that a Buddha can be shown in human form. • Tibetan Buddhism believes in a pantheon of Buddhas, bodhisattvas and dharma protectors. Zen Buddhism • They believe that there is a line of authority that goes back to the Buddha. • They also believe that Zen is a way of life and not solely a state of consciousness. • They believe that attaining Buddhahood, which is a state of enlightenment, can be achieved by analysing one's own nature. NOTE: Other relevant responses must be credited. Award a maximum of eight marks for any one branch. (12) (b) EXAMPLE 1: ISLAM Sunni • There is no clergy in Sunni Islam. • Any Muslim can serve on community boards. • Governance is community based. • Scholars of Islam (ulema) and community members (volunteers) serve on governing boards of mosques, madrassahs and schools. Copyright reserved Please turn over ### Page 9 Religion Studies/P2 9 DBE/May/June 2024 SC/NSC – Marking Guidelines Shia • Shia Muslims revere the descendants of Prophet Muhammed, and believe that they have a divine right to lead Muslims. • Such a leader is referred to as 'imam'. • The final word in any uncertainty about any dispute lies with the representative of the imam. • Governance is in the hands of mullahs (priests) who rule by religious decree. EXAMPLE 2: BUDDHISM Theravada Buddhism • The community of monks and nuns lead Theravada Buddhists. • This community of monks and nuns is known as Sangha. • Monks also assist and cooperate with laity in important life events. • The monks do not preside but are in attendance to give weight to those events. Mahayana Buddhism • Mahayana Buddhism has a collection of different schools of thought and practice. • Each of these schools is governed by a senior monk. • The senior monk is often assisted by a council of other senior monks and sometimes senior nuns. Tibetan Buddhism • The spiritual head of Tibetan Buddhism is the Dalai Lama. • Each town or district has its own dharma protector with its own local mythology. • They have monks who lead congregations in their temples. Zen Buddhism • Zen Buddhism is led by a Zen teacher who specialises in meditation. • The Zen teacher is assisted by a senior monk. • The senior monk is assisted by a council of senior monks and senior nuns. NOTE: Other relevant responses must be credited. (12) Credit only the branches in 3.2.2 if they are the same as those listed in 3.2.1 Award a maximum of eight marks for any one branch. [50] Copyright reserved Please turn over ### Page 10 Religion Studies/P2 10 DBE/May/June 2024 SC/NSC – Marking Guidelines QUESTION 4 4.1 • In the 15th century Martin Luther set in motion certain changes that led to the splintering of Christianity. • This led to decades of religious wars in Europe. • Various Christian groups fought for dominance. • At the time the church was very influential, both politically and socially. • Most countries were not democratic, as they were ruled by emperors, kings, queens or nobility. • These rulers used the church to establish their power. • In return, religious leaders also influenced rulers to promote their interpretation of beliefs. • All the warring parties eventually fought themselves to a standstill. • People started to seek for a state where there would be religious tolerance. • The intellectuals came to the conclusion that religion was divisive, rather than uniting. • A government which was based purely on reasoning and on an understanding of human nature was then the solution. • Thus government and morality were divorced from religion and secular humanism came into being. • At the same time, freedom from the shackles of religion (free inquiry) gave rise to a number of scientific discoveries. • These further eroded the influence of religion and gave people an alternative world view, i.e. secularism. • Scientific discoveries (e.g. heliocentric view) also strengthened secular humanism. (12) 4.2 EXAMPLE 1 • Agnosticism • This term was introduced by Thomas Huxley (1825–1895). • Huxley teaches that it is not possible to prove either way – the existence or non-existence of God. • Agnosticism is derived from the Greek word 'a', meaning 'without', and 'gnosis', which means 'knowledge'. • It means 'not having knowledge' to confirm or deny that God exists. • Agnostics teach that it is impossible to prove that a god exists or does not exist. • They also teach that if a supreme being does exist, it is beyond human understanding. • Agnostic ideas predate the use of the term 'Agnosticism'. EXAMPLE 2 • Atheism • Atheism rejects the belief that divine or supernatural powers exist. • There are different degrees of atheism. • Strong or positive atheists believe there is evidence to support their atheistic views. • Soft or neutral atheists do not actively reject the existence of a supernatural being. Copyright reserved Please turn over ### Page 11 Religion Studies/P2 11 DBE/May/June 2024 SC/NSC – Marking Guidelines • In some cases, soft atheists reject both theism and strong atheism. • This is because they feel both world views depend on proof to support their claims. • Atheists often turn to science to explain the nature of the universe, rather than relying on faith. (12) 4.3 • Secularism has paved the way for the development of human rights. • All religions are given equal status before the law, because of the ideas of secularism. • It allows different religions to co-exist in harmony. • Different religions, including minorities, do participate in the formal activities of the state. • All religions are now free to conduct their religious practices without fear of discrimination. • All religions are given equal status and are free to observe their holy days. • Secularism has minimised religious wars and general religious conflict in the world. NOTE: Other relevant responses must be credited Award a maximum of FOUR marks for a relevant introduction to secularism. (14) 4.4 • The democratic Constitution of South Africa is not based on any religious teachings. • The apartheid Constitution only acknowledged Christianity and other faiths were marginalised. • The new Constitution of South Africa promotes equal recognition of all religions. • The Constitution also promotes religious freedom. • The pre-1994 Constitution did allow freedom of worship, but the state supported only the Christian faith. • In the past, only Sundays and Christian holidays were recognised as holidays. • Presently, holy days of all religions are given recognition. • Businesses now have the option to observe Sunday as a holy day. • Freedom of religions, beliefs and opinion are enshrined in the Constitution. • In the South African Constitution, morals and ethical values are based on reasoning and not on religious teachings. • There is no state religion. NOTE: Other relevant responses must be credited. (12) [50] Copyright reserved Please turn over ### Page 12 Religion Studies/P2 12 DBE/May/June 2024 SC/NSC – Marking Guidelines QUESTION 5 5.1 • Species contain a great variety of minor differences. • Both the world and species change over time. • In the fight for survival, better adapted species survive, while others become extinct. • In this way species may gradually change form and become more complex. • Life evolved in a process leading from simple to complex. • The various forms of life did not appear perfectly formed but developed over time. • The theory of evolution says that humans were not created by a Supreme Being. • Humans emerged after a long process, spanning millions of years, until modern humans finally emerged. • According to this theory, humans share a common ancestor with primates. NOTE: Other relevant responses must be credited. (12) 5.2 5.2.1 EXAMPLE: CHRISTIANITY • Traditional Christians accept the literal interpretation of the scriptures as written in the book of Genesis. • To these Christians, the Word of God is the only literal truth. • Traditional Christians consider it impossible that humans evolved from animals. • They believe that man was created in the 'image of God'. • The theory of evolution is therefore rejected by conservative Christians. • Liberal Christians accommodate Darwin's theory and understand the book of Genesis to be interpreted symbolically. (12) NOTE: Other relevant responses must be credited. 5.2.2 EXAMPLE: HINDUISM • Hinduism has a more complicated theory of evolution than Darwin's theory. • Their concept of evolution also involves spiritual evolution. • Hindus believe that one has control over both spiritual and physical evolution. • Good life leads to gradual evolution to an advanced form. • Doing good deeds leads to better life, and bad deeds lead to lower life forms in reincarnation. • Hinduism suggests that Darwin's theory has some shortcomings, because it does not address spiritual life. (12) NOTE: Other relevant responses must be credited. 5.3 • In Taoism, the world and everything in it comes into being automatically as part of the activity of the Tao. • It is not planned, but it is not unplanned. • The Tao did not intend the world to exist, nor did it not want the world to not exist. • Taoism does not contradict the Big Bang theory. Copyright reserved Please turn over ### Page 13 Religion Studies/P2 13 DBE/May/June 2024 SC/NSC – Marking Guidelines • According to science the world was not created by any God or gods, but it happened by chance. • The world simply emerged as a tiny speck in the enormous 'bowl' of creation as the Tao continued on its path. • According to Taoism the world consists of processes of creation and destruction. • The Taoist view of the universe is based very much on their observation of the natural and human world. • The Big Bang theory is also based on observation of the natural and human world. • Hence Taoism's acceptance of the Big Bang theory. NOTE: Other relevant responses must be credited. A maximum of EIGHT marks may be awarded for either the Big Bang or Taoism. 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