# Religion Studies Grade 12 P1 NSC November 2012 Memo (Eng) > Grade 12 Religion Studies Paper 1 memorandum from the NSC November Exam 2012 (English), 11 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/religion-studies-p1-nov-2012-memo-eng/58943632-fbd2-4853-b8c1-3e206eefe449 - Updated: 2026-09-27 - Subject: Religion Studies - Grade: Grade 12 - Document type: Memorandum - Year: 2012 - Exam period: NSC November Exam - Paper: 1 - Curriculum: CAPS - Pages: 11 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 P1 NSC November 2012 Memo (Eng)](https://www.hlayiso.com/library/religion-studies-p1-nov-2012-memo-eng/58943632-fbd2-4853-b8c1-3e206eefe449) ## About this document Religion Studies · Grade 12 · NSC November Exam · 2012. Memorandum, 11 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 Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 RELIGION STUDIES P1 NOVEMBER 2012 MEMORANDUM MARKS: 150 This memorandum consists of 11 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com Religion Studies/P1 2 DBE/November 2012 NSC – Memorandum SECTION A (COMPULSORY) QUESTION 1 1.1 1.1.1 Arya Samaj (2) 1.1.2 Theravada (2) 1.1.3 Talmud (2) 1.1.4 Baha'u'llah (2) 1.1.5 Iraq (2) [10] 1.2 1.2.1 Unity • Unity means harmony and agreement. • It would mean religions actively cooperate to achieve certain practical aims in society. • It could also mean that the teachings of various religions are compatible with each other. (4) 1.2.2 Fundamentalism • A form of conservatism (liking traditional ways and disliking changes), selectively utilising elements of an old tradition. • It blends elements of an old tradition with elements of modern society with a view to promoting the interests of a religious group. (4) • A religious interpretation that upholds a mainly literal meaning./ Extremist intrepretation 1.2.3 Uniqueness • It means having no like, equal or parallel. • The dictionary meaning is unusual, remarkable or significant • It refers to identification of features which set one religion the only one of its kind – apart from another religion. (4) 1.2.4 Comparability • This refers to the comparison that might be made between different faith groups or religious institutions (e.g. denominations) • Comparability means that two or more religions are able to be compared in order to establish the similarities and differences. (4) NOTE: For QUESTIONS 1.2.1.-1.2.4, any other relevant answer must be credited. 1.2.5 Reincarnation • It is the central belief in both Buddhism and Hinduism. • A religious concept that the soul begins a new life in a new body.. • It is the belief that beings are born into a next life over again. • The new body may be spiritual , or human, depending on the quality of the previous life’s action (4) Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com Religion Studies/P1 3 DBE/November 2012 NSC – Memorandum • It means human soul is born many times on earth. • It is also a central belief in the Aka religion of Central Africa. [20] 1.3 1.3.1 Shoghi Effendi. Others are Scientists, Shoghi Effendi is a person that succeeded Abdu'l-Baha (2) 1.3.2 Cremation The three are related to ATR, there is no cremation in the ATR. (2) 1.3.3 Nirvana; In Buddhism, Nirvana is release from suffering and the cycle of rebirth; the highest goal of Buddhist practice Others are the Hindu triad of gods.(These are the three Hindu gods). (2) 1.3.4 Baha'u'llah He is the founder of the Baha'i faith. Others are leaders of the Abrahamic faiths. (2) [8] 1.4 1.4.1 False – Syncretism is the blending of religions / Hermeneutics is the science of interpreting religious texts. (4) 1.4.2 False – A shaman is someone who acts as a medium between the visible and the spiritual world,/ A shaman acts as a traditionsl (4) healer/ Umvelinqangi is their Creator.( Any similar name from ATR is accepted 1.4.3 False – Vajrayana is the school (or main branch) of Buddhism, (4) while the others are branches of Hinduism [12] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com Religion Studies/P1 4 DBE/November 2012 NSC – Memorandum SECTION B QUESTION 2 2.1 2.1.1 African Traditional Religion. • They believe in the existence of the Supreme Being. • They communicate with their God through the ancestors. • Their communication with the ancestors is through the ritual of animal sacrifice. • Harmony between the living and the ancestors is of great importance. • Ancestors can bring illness, misfortune, and also blessings • During the ritual of sacrifice the living call the ancestors to be present • Community solidarity is a pronounced feature in ATR. • The community orientation of African society is clearly reflected in its rituals. • Rituals are rich in symbols, e.g.goat-hide bracelet ( Isipandla) • They do not have a special day of worship. • There is no founder. • There is no written text. • There are no sacred buildings, but there are sacred places. • There is a great variance of belief among African Traditional Religions. Judaism (10) 2.1.2 • They are the descendants of Gods covenant people. • They believe that Abraham was the first to realise that there is . one God • Abraham was the spiritual founder of the Jews • Abraham was the first Patriach • Moses led them out of the Egyptian slavery. • They promised to serve God as they were the chosen ones. • Their scripture is the Torah/ Tanach • Their place of worship is the synagogue. (10) • They have a unique dress code (Orthodox Jews) • They eat food that is kosher (permissible for Jews) 2.2 2.2.1 Religious teachings Shi'a • They believe that the caliphate (successor) should be from the descendents of the Prophet Muhammad.(namely Ali) • They claim that these caliphs are divinely – appointed imams with supernatural knowledge and authority who must lead the faithful. • They follow some Hadith (e.g. recordings of Ali and Fatima) of Prophet Muhammad. ,and reject others Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com Religion Studies/P1 5 DBE/November 2012 NSC – Memorandum • They commemorate the death of Hussain whom they believe was martyred at Karbala. • They share a collective guilt for not coming to his aid when he was killed. • The Shi'a have two schools of law. • The Shi’a follow the teachings of a modern day Imam Sunni (10) • Sunni's believe that the faithful, rather than the descendents, should elect their leaders.(e.g. Abu Bakr) • Sunni refers to 'following' the Sunnah (example) of the Prophet Muhammad. • All the companions of the Prophet are given equal respect in Islamic jurisprudence.(Islamic law) • The Sunni have four schools of law • The Sunni follow the teachings of the 7th and 8th Century scholars. 2.2.2. Religious practices in Islam Sunni • Religious practices are strictly in accordance with the Sunnah of the Prophet, as laid down in the Hadith. • An 'imam' is simply the leader of the congregational prayer. • 'Imam' does not denote formal training in Sunni Islam. • There are four recognised scholars with regard to legal matters (10) in Islam. • They pray five times daily • The concept of Muttah(temporary marriage) is not recognised. • In the event of a dispute, the issue is decided upon by a consensus. Shia • Those hadith from Ali and Fatima, daughter of prophet, are given more prominence. • The shrine of Hussian in Karbala is an important pilgrimage for Shi'as. • Muttah is allowed.. • The Shi’a are allowed to combine some of their daily prayers. • They can pray three times a day • They practise self mutilation (striking themselves) • In the event of a dispute, the issue is decided upon by a central authority (ayatollah) 2.3 • Both originated in India • Belief in reincarnation. • Believe in the Law of Karma. • Belief in deities is not necessary. • The goal of life is Moksha and Nirvana. (10) Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com Religion Studies/P1 6 DBE/November 2012 NSC – Memorandum • The practice of celibacy. • Correct action is emphasised more than correct belief. [50] QUESTION 3 3.1 • They provide us with a rich source of religious teaching (wisdom). • They contain religious beliefs, ideas, morals, and warnings. • They speak about God, the world, human relationships and the nature of things. • It is a simple story that conveys a deep, spiritual truth. (4) 3.2 Example of a parable in Islam • Parable of His Light- In Islam. • This parable describes Allah as the source of all enlightenment. • Accepting and practising the laws of God will enlighten the believer, and remove the darkness of ignorance. • It will also remove the darkness of ignorance. Example of a parable in Christianity • Parable of a sower. • It means one has to listen with understanding and practise it for the kingdom of God. • You reap as you sow • You face the consequences of your actions. Any other parable will be credited. TWO marks for naming a parable, with or without religion being named. (8) 3.3 • Doctrine is a belief held by a religious group. • It is a synonym for teaching. • It is sometimes used to refer to the entire set of beliefs in a religion. • Doctrine is a statement of essential beliefs. • It functions to safeguard what is essential to the religion • They are the essential pillars of the religion. • Teaching doctrine is closely connected to the notion of religious teachings. Doctrine discussed in context of a specific religion must be credited. (10) 3.4 • Myths are generally narratives or stories about divine or heroic beings. • A myth is a story which explains why something is as it is. • A myth could also mean word or fable (a short story that teaches about behaviour, often with animals as characters). • Myths are symbolic ways of explaining how the world began(creation myths) • Myths are also used to teach people about their culture and religion. • It is a sacred story mainly about the origin, the end of time, or other key teachings. • They are not factual accounts but they convey spiritual truths. (10) Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com Religion Studies/P1 7 DBE/November 2012 NSC – Memorandum 3.5 Communism • A political system where the State controls property, production, trade. • It denies existence of a supreme being. • It is a political system in which individuals are not allowed to own property. • The idea is that everything belongs to everybody. • It is a course of action for a people's revolution to overthrow capitalism and eventually to bring about a classless society. Atheism • Atheism is a secular world view that denies the existence of a Supreme Being. • Atheists are people who do not believe that divine beings or a divine power exists. • There are different forms of atheism: neutral (soft), positive (strong). • Soft atheism is denial of existence of God/ gods, but does not actively reject the idea of God/gods. • Strong atheism believe there is evidence to support that there is no God/gods. • It is a philosophy to be understood in various ways. Secular humanism Secularism in personal life involves a commitment to: • An ethics based on reasoning about human nature without reference to God (s) • Understanding universe without appealing to religious explanation • It is a branch of humanism that rejects religious belief and the existence of the supernatural. • It is often associated with scientists and academics. (10) • They generally believe that following humanist and principles naturally leads to atheism, on the basis that religious views cannot be supported rationally. Agnosticism • Agnosticism is a secular response to religious knowledge. • Some agnostics believe in God/gods but do not subscribe to any religion • It is a philosophy that claims it is impossible to know for certain whether a Supreme Being exists • They mainly reject most religions and their teachings on the basis that understanding a Supreme Being is beyond human comprehension. • They therefore are sceptical of religious doctrine. • They reject especially religions that claim to have true spiritual knowledge. Definition is limited to TWO marks only. 3.6 • Believe in one God • Believe in the existence and the role of the Devil or Satan. • Believe in the existence and the role of angels. • Believe in life after death. • Believe in the authority of the sacred texts as the Word of God • They believe in Judgement Day (8) [50] Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com Religion Studies/P1 8 DBE/November 2012 NSC – Memorandum QUESTION 4 4.1 I do not agree. • The Darfur conflict in Southern Sudan started more than 100 years ago. • The main divisions were ethnic/tribal and cultural. • Religion is not a radical source of division. • Most people of Darfur are Sunni Muslims, as is the government of Khartoum. • In 1983 there was civil war when the Muslim government tried to impose Islamic law in the south. • In 2005 South Africa brokered a peace deal between the North and South. • However, conflict continued. • A UN backed referendum in 2011 decided on partition of the South. • The harmonious relationship between Khartoum and Juba was short- lived. • The conflict continues, with the main issue being the Heglig oil fields (Any other reasonable scenario should be credited.) I agree. • In the south of Sudan, there is a considerable Christian presence, as well as ATR adherents, while the North is completely Muslim. • There is gross neglect of the mainly non-Muslim South by the Khartoum government. • This is evidenced by a complete lack of infrastructure. • The economy of the South has been destroyed because of neglect by Khartoum. • This results in widespread poverty in the South. • Attacks by militia (janjaweed) on non-Arab villages in the South are common. • The Khartoum government has done nothing to stop these raids. • While there is tribal conflict, it is also along religious lines, as entire tribes follow one single religion. • The 1983 imposition of Sharia law was an attempt by the North to completely dominate the South. (Any other reasonable scenario should be credited.) (14) 4.2 • In 1997 the National Religious Leaders' Forum was formed. • It comprised the leaders of the various religions present in South Africa. • Its aim was to work towards creating a society that was moral and compassionate. • The constitution of the country guarantees that all religions are treated equally. • School subjects such as Life Orientation and Religion Studies teach about religions to foster understanding, respect and tolerance. (8) 4.3 • Familiarise learners with the policies governing religion in Education. • An example is the SA Schools' Act, which says that attending religious functions in school must be voluntary Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com Religion Studies/P1 9 DBE/November 2012 NSC – Memorandum • Have assembly talks to inform learners about holy days of each and every religion. • No propagation should be permitted in school. • Benefits of religious diversity and tolerance will be promoted via posters, plays and stories. (8) 4.4 Religious freedom • Religious freedom means that every person should be free to follow and practise his /her beliefs. • There should be no fear of persecution. • Religious freedom is spelt out in a country's constitution/ legislation. • This is determined by the government of the day • Freedom of religion allows for free expression and practice of any religion. Religious tolerance • Religious tolerance means to understand and respect religious beliefs and practices different from one's own. • This applies even if one does not agree with the other. • Religious tolerance mainly depends on interaction between religious groups and individuals in a community. • Religious and political leaders play a significant role in fostering a culture of religious tolerance. • It is based on respect, tolerance, and understanding of religions other than one's own. (4) • Religious freedom is a precondition for religious tolerance. 4.5 4.5.1 Buddhism • They promote shared humanness. • There is a shared aspiration of gaining happiness and avoiding suffering. (4) 4.5.2 Christianity • Love thy neighbour as you love yourself: This teaching encourages treating everyone equally. • Thou shalt not kill: This refers to the sanctity of human life. (4) 4.5.3. Islam • There is no compulsion to convert to Islam-That is, proclaiming one's faith should be voluntary and sincere.This allows for freedom of religion • The institution of zakaat (charity) ensures that basic needs of food, shelter and clothing are satisfied. (4) 4.5.4 African Traditional Religion • The principle of ubuntu encourages helping one's community. • The practice of Ilima is one in which the community provides help to those of its members who are indigent. (4) (Any other relevant fact must be credited. Teachings may be expressed in the learner's own words.) [50] Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com Religion Studies/P1 10 DBE/November 2012 NSC – Memorandum QUESTION 5 5.1 Yes/No (2) Note: This is an open ended question, and credit must be given to relevant examples given by learners. 5.2 YES • In South Africa,(or other countries) there is equal coverage given to each religion. • E.g. TV programme, “Issues of faith”. • If Religious coverage is not fair, complaints are made to the BCCSA or the Human Rights Commission. • These are made by individuals or religious bodies such as the Jewish Board of Deputies, Hindu Maha Sabha, etc. • Representatives of various faiths are themselves interviewed. • This allows for different viewpoints to be represented. NO • Research shows this is not the case, as in the extract above. • The Catholic Church gets mainly negative coverage regarding alleged child abuse by its priests. • The media never engages in the promotion of religion or general religious issues. • Only sensationalist reporting is done. • In world media, religion is often depicted as being the cause of wars, suffering and abuse.(e.g. abuse of women). (10) 5.3 • The wars in Iraq and Afghanistan have thrust Islam into the limelight. • In the West little was /is known about it in the past, • There is increased competition among media houses. • Wars and conflict often divide people along religious lines. • The coverage is only on issues that sell newspapers, such as scandals, conflict with secular law, etc. • Religion is seen as big business, in many cases. • Examples of this are the Hajj, the ZCC Easter gathering, etc. (10) 5.4 • The civil conflict in Nigeria is often shown as conflict between the Muslim north and Christian south. • There is an effort by Muslims to enforce Shariah law, even on non Muslims. • Muslims fear that they will be ruled by a Christian government. • Christians fear that Nigeria would become an Islamic state. • There is concern as to who will exert political control over the oil resources. • The oil interests also encourage foreign powers to take sides in the conflict. • Some Muslim sects have lost faith in the government, and have taken tha law into their own hands, e.g. Boko Haram • Boko Haram provides basic services to its supporters, in the absence of government services. [Mail and Guardian, 2 April 2012, p.24) (10) Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com Religion Studies/P1 11 DBE/November 2012 NSC – Memorandum 5.5 • E.g. Homosexuality and the Catholic church • The Catholic church is strongly against homosexuality. • The Catholic church refers to the Biblical story of Sodom and Gomorra. • Numerous protests condemning the church's stand get much media coverage. • The church's view do not get the same coverage in the media as do anti- religious sentiments. (10) 5.6 • E.g. Polygamy in ATR or Islam • Women in polygamous marriages are shown as being abused by their husbands • Women involved in extra-marital relationships are presented as more acceptable. • This is evident in the many extra-marital relationships shown on TV . • Religious texts are often misquoted by the media to justify the ill-treatment of women. 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