Religion Studies P1 May June 2018 Memo Eng_hlayiso.com_.pdf

Downloaded from hlayiso.com SENIOR CERTIFICATE EXAMINATIONS RELIGION STUDIES P1 2018 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 12 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 2 DBE/2018 SCE – Marking Guidelines SECTION A (COMPULSORY) QUESTION 1 1.1 1.1.1 C√ (1) 1.1.2 A√ (1) 1.1.3 B√ (1) 1.1.4 D√ (1) 1.1.5 A√ (1) 1.1.6 D√ (1) 1.1.7 B√ (1) 1.1.8 B√ (1) 1.1.9 C√ (1) 1.1.10 A√ (1) (10 x 1) (10) 1.2 1.2.1 baptism√ (1) 1.2.2 mantra√ (1) 1.2.3 moksha√ (1) 1.2.4 Ten Commandments√ (1) 1.2.5 Hajj√ (1) 1.2.6 rituals√ (1) (6 x 1) (6) 1.3 1.3.1 D√ (1) 1.3.2 G√ (1) 1.3.3 A√ (1) 1.3.4 E√ (1) 1.3.5 F√ (1) 1.3.6 B√ (1) (6 x 1) (6) 1.4 1.4.1 Sikhism√ The others are Abrahamic Religions. (2) 1.4.2 Divinity√ The others refer to comparison between religions./ Concepts that are often used in the context of religion.√ (2) 1.4.3 Sanskrit√ The others belong to Islam. √ (2) 1.4.4 Bab√ The others belong to Hinduism. √ (2) (4 x 2) (8) Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 3 DBE/2018 SCE – Marking Guidelines 1.5 1.5.1 • The interpretation of sacred texts/scriptures. √ • The word comes from the Greek word hermeneuein meaning 'interpret'. √ (2) 1.5.2 • This is a fundamental belief in Taoism. √ • All the world's processes are made up of two opposing forces, Yin and Yang. √ • The Yang is active, light, forceful, male and the Yin is passive, dark, yielding, female. √ (2) 1.5.3 • It is a solemn promise/agreement/vow/pledge. √ • It is generally assigned to Judaism. √ • The covenant was made by God as an agreement between Him and the Jews. √ (2) 1.5.4 • The word comes from Sanskrit, meaning 'enlightened one'. √ • It was given as a title to Siddhartha Gautama, founder of Buddhism.√ • Because of the Buddhist belief in reincarnation there is a succession of Buddhas, so there is more than one Buddha.√ (2) 1.5.5 This person is known as a sangoma. √ • She/He acts as an go-between/ intermediary between • humans and the ancestors. √ • She/He is a foreteller of the destiny of a person. √ (2) NOTE: Other relevant responses must be credited. (5 x 2) (10) 1.6 1.6.1 FALSE. √ Theravada means the 'Way of the Elders' or 'Tradition of the Elders'.√/ Mahayana Buddhism is known as the Greater Vehicle. √ (2) 1.6.2 FALSE. √ Ubuntu dictates the moral order in African Traditional Religion. √/ Syncretism is the formation of a new religion by combining aspects of different religions. √ (2) 1.6.3 FALSE. √ Shoghi Effendi (1897–1957) was a leader of the Bahá'i Faith. √ (2) 1.6.4 TRUE √√ (2) 1.6.5 FALSE. √ They attain Enlightenment or Nirvana. √/ Karma is the belief that every action has a consequence, which may show up in the present lifetime or only in a later reincarnation.√ (2) TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 4 DBE/2018 SCE – Marking Guidelines SECTION B: QUESTION 2 2.1. 2.1.1 • Literally the word means 'the science/study of ideas'. It is a system/set of ideas/beliefs, (values and opinions that determine the way a person or group behaves, thinks and looks at the world. • For people without a religion their ideology is the way they see the world and therefore it may be a substitute for religion. (world view) • Examples: communism, Marxism/ fascism/ nationalism/ democracy/ socialism. (4) 2.1.2 • It is a synonym for religious teachings or beliefs. • It refers to divine instruction. • Example: Moksha is liberation from the ongoing cycle of reincarnation in Hinduism. / • Jesus Christ is the Son of God in Christianity./ • There is only one God (Allah) in Islam. (4) 2.1.3 • Religions are not in conflict but co-exist peacefully. • Religions co-operate/work together on a humanitarian crisis. • Example: Religions are united when they are in agreement, for example on a teaching, e.g. a sense of unity/being one with the divinity is an important part of religious experience. • A religion's identity creates unity within it by creating a sense of belonging. (4) 2.2 2.2.1 • The name of the divinity in Islam is Allah. • Allah's attribute is that He does not beget nor is He Begotten. • The sacred scripture is the Qur'an. • It was dictated verbatim by the archangel Gabriel to the illiterate Prophet Mohammed. • According to their dietary laws, only food described as 'halaal' may be eaten. (4) 2.2.2 • Christianity believes in the Trinity; that there is only one God and in this one God there are three persons. • The three persons of the Trinity are God the Father, God the Son and God the Holy Spirit. • Jesus is the Son of God. • Jesus is God incarnate. • Jesus died on the cross and rose again from the dead/ resurrection. (4) Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 5 DBE/2018 SCE – Marking Guidelines 2.2.3 • Hinduism has many gods and goddesses who represent aspects of Brahman. Krishna, Shiva, Vishnu are examples. • In Hinduism the soul is regarded as eternal and unchangeable. • Hindus have four aims in life: dharma (the way of Higher Truth), artha (acquisition of wealth), kama (sensual enjoyment), moksha (release from suffering). • There are four castes/classes in society: priestly (Brahmanas/Brahmins), ruler (ksatriyas), workers or traders (vaisya/vaishyas), servants (sudras). • There are four stages of life (ashramas): student, married, retirement and the optional devout stage (sannyasins). • Hindus believe in reincarnation, where the soul goes through a series of births and deaths. • The soul is driven from birth to death and from death to birth in a continuous cycle called samsara. • A unique feature of Hinduism is the concept of reincarnation – rebirth in various life forms. (4) 2.2.4 • Their central idea is Tao, the closest to an idea of divinity. • Tao means 'the path of the universe'. • All the world's processes are made up of the two opposing forces of Yin and Yang, e.g. hate and love. NOTE: Other relevant responses must be credited. (4) 2.3 2.3.1 • Ancestors communicate with living members of the family through an intermediary. • Ancestors may communicate via animals. • This intermediary is called a sangoma/diviner who fulfils a continued relationship with the ancestors. • A common way of communication is through dreams and visions. (4) 2.3.2 • The belief that the ancestors guide and protect the family strengthens the family, which in turn builds up the community. • There is a great sense of connection and continuity within the family and community. • This makes members feel secure because it gives them a great sense of identity and belonging. • One is encouraged to live a chaste life. One is rewarded for this in the world by the ancestors, who are believed to be the mouthpiece of the Creator. (6) 2.3.3 • African Traditional Religion does not have written scriptures. • Instead it has a strong oral tradition in which story-telling is important. • Story-telling performs the same function as written texts in this religion. NOTE: Other relevant responses must be credited. (2) Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 6 DBE/2018 SCE – Marking Guidelines 2.4 • A myth is usually a 'large-scale' story told in an exaggerated way. • It conveys a spiritual truth. • It refers to a religious story in which the truth about life is revealed, e.g. about the creation of the world, life after death. • A parable is a story that teaches a moral or a lesson. • Unlike the large scale of a myth, a parable involves any kind of character, even a simple and ordinary person. • It is usually short. NOTE: Two marks are awarded for “myth” and two marks for “parable” (4) 2.5 • The three Abrahamic Religions – Judaism, Christianity, and Islam – are all monotheistic. • They are sometimes called 'religions of the book' because they all believe in divinely inspired Holy Scriptures. • The Holy Scripture is very important in these religions, and leads to their placing strong emphasis on teaching. • They are known as Abrahamic Religions because they all recognise Abraham as a great prophet. • They believe in angels. • They believe in life after death. • They share a common belief about creation. • They believe in the Final Judgement of all mankind. • In all three religions the discipline of fasting is encouraged to nurture spirituality. • They believe in the prophets. NOTE: Other relevant responses must be credited. (6) [50] Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 7 DBE/2018 SCE – Marking Guidelines QUESTION 3 3.1 3.1.1 • We live in a 'global village' of mass communication and social networks. The increase may be a natural part of the general increase in media coverage on all matters. • More people are interested in religion. • With easier access to information the lay person can challenge and hold the 'religious expert' accountable. This leads to controversy, which raises public interest. • The media is a powerful tool to spread information and teachings and is being used by religions themselves for this purpose. • People are drawn by curiosity and sensational stories. • The media uses this to sell their news and make a profit. NOTE: Other relevant responses must be credited. (4) 3.1.2 • Sensationalism sells, thus increasing profits. • They want to make profit. • They lack genuine information about religion. • They tend to be biased. • They use negative stereotypes in reporting. NOTE: No credit is given for examples. Other relevant responses must be credited. (4) 3.1.3 • They should have strong policies and procedures in place to guide them about how they conduct themselves and how they interact with the media. • Religions must ensure that their members follow protocol. • They must have a spokesperson who will deal with media issues. • Members need to display a high level of discipline and be accountable. • Their conduct and positive use of the media will serve to counteract any negative reporting. • If there is negative reporting, they can use the media to set the record straight. NOTE: Other relevant responses must be credited. (6) 3.1.4 • The media usually reports from a certain 'angle' to gain the effect they desire. • They carefully select the visual material they use. • Their headlines draw our attention. • Their use of language is deliberate to support their angle – tone, vocabulary, etc. • They interview popular people and celebrities. • They select where they place an article in print media. • The repetition of the same message in different ways leads to the recipient eventually accepting the message, even if it is untrue. NOTE: Other relevant responses must be credited. (8) Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 8 DBE/2018 SCE – Marking Guidelines 3.1.5 EXAMPLE 1: CONFLICTS • Conflict in the Middle East and Africa is seen as religious, e.g. Israel/Palestine, Syria, Iran, Libya and Nigeria. • Israel/Palestine: The struggle between the Jews and Palestinians is long-standing and there hardly seems to be a solution. • Syria, Iraq: The intra-religious Muslim conflict in these parts with the involvement of ISIS is a 'hot topic'. It has led to the humanitarian crisis of refugees fleeing their war-torn country, many of them heading to North Africa and from there on risky boats across the Mediterranean to Europe. • Nigeria: Boko Haram, a Muslim group, has carried out a number of attacks on civilians and the government. WHY? • People want to be kept informed about the conflict situations mentioned. • They want to know the level of religious involvement. • The issues above have caused humanitarian crises, for example the refugee problem. • As a journalist I would want to expose the suffering of the people and encourage a resolution of the problem. EXAMPLE 2: OTHER TOPICAL RELIGIOUS ISSUES • Issues of topical interest: prosperity religion, bling pastors, fake pastors. WHY? • As a journalist I would want to expose the abuse of religious power. • Vulnerable people are being preyed upon in the name of God/religion. (8) NOTE:TWO marks are awarded for each issue, and TWO marks are awarded for each reason. Other relevant responses must be credited. 3.2 3.2.1 • This is an open mind and an open attitude./ A person should not be prejudicial. • A person finds out about a religion simply to be able to understand and appreciate it. • There is no other motive/reason, such as to judge or compare. (4) 3.2.2 • The unique things of a religion make it different from others. • The unique things of a religion are the things it comes to treasure most. • Its followers can become protective and defensive of these. • Consequently they become easily offended and upset if others do not give them due respect. • People fear differences. NOTE: If the learner has merely repeated verbatim from the (6) dialogue, a maximum of TWO marks must be awarded. Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 9 DBE/2018 SCE – Marking Guidelines 3.2.3 • Ben admires the diversity among religions/ He is tolerant of other religions. • He thinks that the unique things about a religion are beautiful. • He thinks these make the religion great. (2) 3.2.4 • Shireen thinks that understanding and tolerance can be risky. • There is no certainty that one will receive understanding and tolerance in return. • The other religion might still try to convert her. • It might adopt a superior attitude. • It might discriminate against her. (6) 3.2.5 BEN: • Visit places of worship of different religions. • Meet people of different faiths. • Join an interfaith group. • Support an interreligious charity organisation. OR SHIREEN: • Take action to increase your knowledge, understanding and/or experience of your own religion. • Tolerate and respect other religious beliefs, even if one does not agree with them. NOTE: Other relevant responses must be credited. (2) [50] Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 10 DBE/2018 SCE – Marking Guidelines QUESTION 4 4.1 4.1.1 • It is a basic right given to every human being without discrimination. • It is given to a person simply because he/she is a person, deserving human dignity. (4) 4.1.2 • The judgement upheld freedom of religion as a human right for all (constitution) when it declared it illegal to favour any one religion above another. • The judgement allowed religious observances to be held in public schools on three conditions. These three conditions correspond exactly with the constitution. The three conditions are: • 1. Observances must follow rules made by the appropriate public authorities (in the case of a school, this would be the school governing body). • 2. They are conducted on an equitable basis. • 3. Attendance at them is free and voluntary. (10) 4.2 4.2.1 • Programme for Christian-Muslim Relations in Africa (PROCMURA) • Interfaith Action for Peace in Africa (IFAPA) • The African Council of Religious Leaders (Religions for Peace) (ACRL/R/P) (Any ONE of the above) NOTE: Accept a South African interreligious organisation. Do not credit a solely humanitarian organisation. (2) 4.2.2 • Parliament of World Religions/Parliament of the World's Religions/World Parliament of Religions • World Conference of Religions for Peace NOTE: Even humanitarian global interreligious organisation can be accepted. (Any ONE of the above) (2) 4.2.3 EXAMPLE 1: PARLIAMENT OF THE WORLD'S RELIGIONS (PWR) • Meeting for the first time in 1893, it brought people of different religions together to engage in dialogue. • This is often regarded as the start of modern time awareness of positive inter-religious relationships. • At the second meeting a 100 years later it was decided to meet regularly every approximately five years. • The document/declaration of who they are and what they stand for, called 'Towards a Global Ethic', was an outcome of this second meeting. • The initial idea of PWR was to provide a space for religious dialogue. That was seen as the need of those times. Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 11 DBE/2018 SCE – Marking Guidelines • There has been a progression from that beginning towards joint action to tackle social problems across the world. • Successive PWRs have tackled issues such as HIV/Aids, religious violence, safe water, refugees, and eliminating external debt in developing countries. • They supported and gave input for the Millennium Development Goals for the eradication of poverty. • Included in the Millennium Development Goals are reconciliation, global climate change and sustainability. EXAMPLE 2: WORLD CONFERENCE OF RELIGIONS FOR PEACE (WCRP) • WCRP was involved in training communities about the human rights of the child (Convention on the Rights of the Child, the most widely ratified human rights agreement in history). • It helped build reconciliation in Bosnia and Kosovo in Europe. • It mediated among warring groups in Sierra Leone. • It set up an international network of religious women's organisations. • In partnership with other organisations it formed Hope for African Children which tackled the problem of vulnerable children as a result of HIV/AIDS in Africa. This included malnutrition, abuse and exploitation; orphans, absence from (10) school because of having to look after sick family members, poverty. 4.2.4 EXAMPLE 1: PARLIAMENT OF THE WORLD'S RELIGIONS (PWR) • There is an attitude of mutual respect, inclusivity and dialogue. • Barriers between religions have been broken down. • It moved from dialogue to action. • It responds to the needs expressed in dialogue. NOTE: If 4.2.2. is incorrect, then 4.2.3 and 4.2.4 can be credited only if there is clear reference to ONE global interreligious organisation. EXAMPLE 2: WORLD CONFERENCE OF RELIGIONS FOR PEACE (WCRP) • There is an attitude of mutual respect, inclusivity and dialogue. • Religions are working co-operatively towards world peace. • It is the largest international inter-religious body and it is active on every continent. • From its reconciliation and mediation work in conflict areas it can be seen that it is a trusted negotiator. (6) Copyright reserved Please turn over

Downloaded from hlayiso.com Religion Studies/P1 12 DBE/2018 SCE – Marking Guidelines 4.2.5 • At state functions, such as the opening of parliament, the inauguration of the state president, etc. religious leaders from a variety of religions are invited to participate in the ceremony. • At public holiday celebrations, such as Human Rights Day and Heritage Day, religious leaders from different religions take part. • Interfaith services are held. • There are many religious NGOs (Non-Governmental Organisations) serving the needs of the vulnerable of all faiths and none. NOTE: Other relevant responses must be credited. (6) 4.2.6 • Religion can influence people's behaviour in both positive and negative ways. • It is a very individual matter, as people have their own ways of seeing and doing things. • Most religions teach good manners. • They instil values like care and respect for one's neighbour. • This can have a very positive effect on a person's upbringing and formation. • However, a person can be intolerant of other religions because of pride, ignorance, even fear. NOTE: Other relevant responses must be credited. (10) [50] TOTAL SECTION B 100 GRAND TOTAL 150 Copyright reserved