# Religion Studies Grade 12 P2 NSC Supplementary 2017 Memo > Grade 12 Religion Studies Paper 2 memorandum from the NSC Supplementary Exam 2017 (English), 11 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/religion-studies-p2-feb-march-2017-memo-eng/3d94f66e-761f-49b6-a76d-12713334906c - Updated: 2026-09-27 - Subject: Religion Studies - Grade: Grade 12 - Document type: Memorandum - Year: 2017 - Exam period: NSC Supplementary Exam - Paper: 2 - 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 P2 NSC Supplementary 2017 Memo](https://www.hlayiso.com/library/religion-studies-p2-feb-march-2017-memo-eng/3d94f66e-761f-49b6-a76d-12713334906c) ## About this document Religion Studies · Grade 12 · NSC Supplementary Exam · 2017. 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 P2 FEBRUARY/MARCH 2017 MEMORANDUM MARKS: 150 This memorandum consists of 11 pages. Copy right reserved Please turn over ### Page 2 Downloaded from hlayiso.com Religion Studies/P2 2 DBE/Feb.–Mar. 2017 NSC – Memorandum NOTE: If a candidate has answered more than THREE questions, only the first three must be marked. The extra questions should be struck off, with EQ written across the answers. QUESTION 1 1.1  The Eastern Cape leaders believe that the Islamic Religion is contrary to their culture./The marriage would bring about a clash of cultures.  They believe that the new wife to Inkosi would negatively influence their chief against their cultural practices.  They regard the Inkosi as the custodian of their culture and tradition./ He is a chief, and must uphold traditional values  They are also afraid that the marriage based on different religious backgrounds would divide their tribe.  According to African culture, the wife of the Inkosi is regarded as the mother of the nation.  She is therefore expected to play a leading role in the cultural functions of their nation. (10) 1.2  The Constitution of the Republic of South Africa guarantees all individuals their human rights.  Every individual is entitled to freedom of choice. and conscience  Even though I am a traditional leader, the same rights apply to me.  I have a right to choose whom to marry, irrespective of culture or religion.  I have a right to enter into a marriage and have a family of my choice.  I have freedom from state or personal interference in my right to make choices.  I have the right to participate in the cultural life of my community with my wife, irrespective of religious affiliation and cultural background.  I have the right not to be discriminated against even after marrying a woman from a different culture or religion.  I acknowledge that I am the custodian of my African culture and customs.  According to the African culture, the Inkosi has to be considerate of his subjects' interests and needs before his own.  I do not see any difficulty in upholding these obligations, just because I am married to a Muslim woman.  This marriage will unite our people with another faith. NOTE: Other relevant responses must be accepted. (16) 1.3 EXAMPLE 1: TAOISM  The Tao-te Ching has little to say about the community, but a lot about how individuals should direct their lives.  Tao does not have a plan, and Tao is massively powerful.  The earth and the 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. Copy right reserved Please turn over ### Page 3 Downloaded from hlayiso.com Religion Studies/P2 3 DBE/Feb.–Mar. 2017 NSC – Memorandum  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.  In Taoism there is more emphasis on individual action than that of the community.  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 other.  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, so should the community.  In Christianity individual rights are not above that of the community. There is always consideration of other people's rights and needs. (20) [50] QUESTION 2 2.1 2.1.1 EXAMPLE 1: ISLAM Sunni Islam  Sunnis believe that the faithful, rather than the descendants of the Prophet, should elect their leaders.  Sunni refers to the followers of the sunnah (example) of the Prophet Muhammad.  All the companions of the Prophet are believed to be given equal respect in Islamic jurisprudence.  Sunnis do not believe in the Mutta (temporary marriage). Shi'a Islam  They believe that the caliphate (successor to Prophet Muhammad) should be from among his descendants.  They believe that caliphs are divinely appointed imams.  They also believe that caliphs have supernatural knowledge and authority to lead the faithful.  They share a collective guilt for not coming to the aid of Husain when he was martyred.  They believe in Mutta (temporary marriage). Copy right reserved Please turn over ### Page 4 Downloaded from hlayiso.com Religion Studies/P2 4 DBE/Feb.–Mar. 2017 NSC – Memorandum EXAMPLE 2: CHRISTIANITY The Catholic Church  It considers itself to be the original Christian church.  The Catholic Church believes in the orders of priests, monks and nuns who devote their lives completely to God.  They take the vows of celibacy as they believe that they are married to the Church.  They believe that the supreme authority of the Church rests with the Pope.  The Pope is considered to be the successor of St. Peter, who is believed to be the leader of Jesus' twelve apostles.  The Church teaches that God is made of three separate, yet equal, parts, namely the Father, the Son and the Holy Spirit. This is known as the Holy Trinity. The Eastern Orthodox Church  The Trinity and the Holy Spirit are understood in a different way than the views of the Catholic Church.  The Eastern Orthodox Church believes that the Holy Spirit comes from God the Father only.  The Eastern Orthodox Church disagrees with adding the Son because they believe that this makes the Father and the Son superior to the Holy Spirit. Protestantism  Protestant churches do not believe that salvation is something that has to be earned through rituals and practices.  Protestants believe that salvation is attained through faith in Jesus.  Protestant churches believe that the teachings of the Bible have more authority than any church leader. (18) 2.1.2 EXAMPLE 1: ISLAM Sunni Islam  There are no clergy in Sunni Islam.  Any Muslim can serve on the community boards.  Governance is localised and community based.  Scholars of Islam and community members serve on the governing boards of mosques, madrassas and schools.  In governance the sunnah (practices) of the Prophet is observed.  A shura (consultative) council is appointed, and this in turn appoints a chairman (ameer). Shi'a Islam  They believe that only the descendants of the Prophet have a divine right to lead the Muslims.  They reserve the title 'imam' for certain past leaders who are believed to have been chosen by God.  Governance is in the hands of mullahs.  The mullahs also have considerable political influence. Copy right reserved Please turn over ### Page 5 Downloaded from hlayiso.com Religion Studies/P2 5 DBE/Feb.–Mar. 2017 NSC – Memorandum EXAMPLE 2: CHRISTIANITY The Catholic Church  Political control is traditionally seen to be the Vatican in Rome.  The head of the Catholic Church is the Pope.  The first Pope is said to be St. Peter.  All Catholic churches are governed by the Vatican.  The parish is an area or district with a particular church and priest. The Eastern Orthodox Church  Political control was traditionally in Constantinople (Istanbul).  The church structure comprises priests and bishops.  There is no single leader.  Authority within the church is in the hands of the group of bishops.  A diocese is a group of parishes under the leadership of a bishop. Protestantism  The churches are ruled by ordained ministers and bishops or elected leaders.  The overall rule is by higher authority, such as a synod or general assembly, chaired by the presiding bishop.  In Protestant churches, each church is independent.  The churches are not responsible to any higher authority than the congregation. (18) 2.2 NOTE: The role of humans as 'custodians' in Abrahamic faiths should be awarded a max of six marks for suitable examples .e.g. They must care for the animals and plants.√√ They must care for the environment√√, etc EXAMPLE 1: HINDUISM  A young person in the world has a responsibility to ensure that his/her time and energy are used effectively to attain secular and spiritual knowledge.  In doing that a good teacher is indispensable and this is the first stage of personal development.  In the second stage of human life it is expected of a grown-up person to get married.  He must look after his family and ensure that he works productively and is economically stable for the welfare of the society.  The next stage is semi-retirement. Its purpose is to encourage the person to motivate other people to remain detached from worldly matters/things.  The semi-retired should focus on studying scriptures, meditating and other spiritual endeavours.  The final stage for Hindus is to renounce the world and concentrate on the spiritual quest. Copy right reserved Please turn over ### Page 6 Downloaded from hlayiso.com Religion Studies/P2 6 DBE/Feb.–Mar. 2017 NSC – Memorandum EXAMPLE 2: BUDDHISM  Buddhism sees being born as human as rare and very precious, since one can be born as so many other types of beings.  The primary responsibility of every human is to become enlightened and to share the way to this enlightenment with others.  Everything else is secondary to enlightenment and, in any case, impermanent.  Historically Buddhism has not been good at practical efforts to fight poverty, discrimination, etc.  Buddhism is not enough to eliminate sufferings in some distant future; we should reduce it here and now.  Engaged Buddhists have been very active in the field of nuclear disarmament, anti-war efforts and ecologically actions.  To be truly effective a Buddhist needs to develop not only the wisdom to see the true nature of reality, but also the compassion to share this wisdom with others. (14) [50] QUESTION 3 3.1 3.1.1 Inspiration:  Inspiration is an important normative source in many religions.  It is the true origin of all religions.  Inspiration refers to the power or force of an extraordinary being taking over a chosen being.  The founding figures of many religions were inspired by a higher power or wisdom.  Such people felt that they received 'revelation' from an extraordinary being.  In the African Traditional Religion the mediums or diviners receive inspiration while they are in a trance.  Inspiration is a powerful motivation for the followers of a religion.  There are several types of inspiration, namely: o Divine inspiration, which is direct and immediate and inspired the founders of religions o Contemporary inspiration, which is on-going and serves to unite worshippers with their Creator  Mediums and diviners in the ATR communicate with the spiritual realm through inspiration. (10) Copy right reserved Please turn over ### Page 7 Downloaded from hlayiso.com Religion Studies/P2 7 DBE/Feb.–Mar. 2017 NSC – Memorandum 3.1.2 Oral tradition:  In all religions oral tradition serves as an effective way of passing the original message from one generation to another.  Some religions place more emphasis on oral tradition than on their sacred texts.  Oral tradition still plays an important role in some religions, e.g. the African Traditional Religion.  Oral tradition still runs parallel to written texts.  Oral tradition provides more clarity than written texts, owing to the narrative style.  The chain of narrators is also important, as it leads to the original source.  Oral tradition reflects local dialect and culture. It is therefore more easily understood in each culture.  Rituals in many religions include oral traditions. (10) 3.2 Similarities:  A religious teaching is a set of broad beliefs regarding the fundamental questions of human existence.  Both Abrahamic and Eastern religions use teachings to guide the followers towards right living.  All religious teachings tend to emphasise clear, rational, systematic thinking.  In both Abrahamic and Eastern religions, teachings are a vehicle to convey religious dogma. Differences:  Teachings in the Abrahamic faiths come from the scriptures which are believed to be the word of God.  Therefore, there is more emphasis on correct teachings.  In the Abrahamic religions people who deviate from the correct teachings may have to suffer certain social consequences, e.g. excommunication.  In the Abrahamic faiths there is little room for variation as far as the teachings of the religions are concerned.  In Abrahamic religions, sacred text is treated as 'canonical' –prescriptive.  In Eastern religions, the interpretation is more flexible.  Teachings in the Eastern religions come from scriptures written by rishis, sages etc. Some are claimed to be divinely inspired.  In the Eastern religions it is more important to do the correct thing and to behave in the correct way than to follow the teachings.  In the Eastern religions acceptance of a certain teaching may even be seen as a hindrance on the way to salvation.  In the Eastern religions attachment to the teachings is just as bad as the attachment to money, because it leads to suffering and interpersonal strife. (14) Copy right reserved Please turn over ### Page 8 Downloaded from hlayiso.com Religion Studies/P2 8 DBE/Feb.–Mar. 2017 NSC – Memorandum 3.3 Grammar and historical context:  Meaning one must use rules of grammar and historical facts to interpret the sacred texts. Clearest meaning:  One should take the literal meaning of the text. Plan, purpose and context:  Meaning a piece of writing should be viewed as a whole. What is the writing plan or structure? What was the author's purpose in writing the text? What is the context of the passage being studied? Meaning of words:  The meaning of words change over time and in different places. Find out the original meaning of the words as used in the normative source. Figurative meaning:  Figurative and non-literal meaning must be taken into account. Other sacred texts:  Sacred texts themselves may be used to interpret other sacred texts. (16) [50] QUESTION 4 4.1  According to the Big Bang theory, it is not known what existed before the Big Bang.  The theory states that there was an enormous explosion in space and, within a second, the universe appeared and expanded to an enormous size.  The Big Bang happened about 13,7 billion years ago.  The Big Bang theory states that the process of creation took a split second.  Small temperature differences in the initial explosion resulted in the formation of matter and energy.  The matter condensed and formed the stars and galaxies.  Scientists believe that the universe is still expanding.  It is not known whether or how the universe will end. (14) 4.2  It is mainly the Abrahamic religions that are against the theory of evolution because it is against their fundamental teachings about the creation of humans and their status in the universe.  Evolution does not recognise the existence of a Creator.  Nor does it put human beings at the centre of creation.  According to evolution, a human being is simply another organism.  This is contrary to the teachings of the Abrahamic religions, as well as the African Traditional Religion.  The Abrahamic religions teach that human beings are created in the image of God, which places human beings above all creation.  According to evolution, humans are part of the process of life, coming into being and passing away.  This is against religious teachings which teach that human beings are immortal, and that they possess a spiritual part (soul). Copy right reserved Please turn over ### Page 9 Downloaded from hlayiso.com Religion Studies/P2 9 DBE/Feb.–Mar. 2017 NSC – Memorandum  Religions teach that everything was created by God and each creation was perfect.  This implies that human beings were created perfectly and they did not evolve from primates.  They further argue that the evolution of a new species had never been recorded.  The fact that species adapt to changing environments is part of the grand design of God.  This lesser scale of evolution, therefore, does not deny the existence of God. (20) 4.3  Many Buddhists argue that the theory of evolution and Buddhism are in agreement.  Since Buddhists believe in the impermanence of everything, even gods are impermanent. Even Buddhas do not live forever.  Buddhism does not have an account for creation.  Buddhists do not mind what scientists say about how the universe and people came into being.  They do, however, attach special significance to human existence.  Buddhists believe that all life involves constant transformation and evolution.  Buddhists believed in evolution long before Western scientists did.  Buddhists believe in the continuity of all living beings.  Therefore, they have no problem with the idea that human beings may have evolved from more primitive primate forms. (14) [50] QUESTION 5 5.1  'Secular' refers to 'non-religious'.  Humanism developed from a group of philosophers that believe human beings can develop ethics and morality independently of supernatural being.  Secular humanism is a branch of humanism that rejects religious beliefs.  It also rejects the existence of a supernatural being.  It is often associated with scientists and academics.  Secular humanism generally leads to atheism.  Secular humanism originated as a liberal view of human rights.  It was not anti-religion, but emphasised that people's emotional and spiritual needs can be filled without religion. (10) 5.2  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. Copy right reserved Please turn over ### Page 10 Downloaded from hlayiso.com Religion Studies/P2 10 DBE/Feb.–Mar. 2017 NSC – Memorandum  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 – secularism. (20) 5.3 EXAMPLE: ATHEISM Agree:  I am convinced that atheism is truthful.  Atheism rejects the belief that divine or supernatural power exists.  There is no way one can prove the existence of a supernatural being or power.  Atheists state that if there had been a loving God or gods, there would not be so much suffering in the world.  There are different degrees of atheism.  The soft or neutral atheists do not actively reject the existence of a supernatural being.  It is better to keep quiet and neither rejects nor accepts the existence of the supernatural being, because those who follow religion have the right to do so.  The strong (positive) atheists believe that there is evidence to support their atheistic views and such evidence is convincing enough to accept this world view.  Belief in the supernatural realm is unscientific.  Explanations for the world and creation are to be found in science.  Evil and suffering in the world refute a God who is all powerful, all loving and all knowing.  Atheists often turn to science to explain the nature of the universe rather than relying on faith. Disagree:  I am not convinced that atheism is truthful.  God or a supernatural being exists.  The proof that God or a supernatural being exists is the order in which the creation is organised.  The order shows that there is a master plan. Copy right reserved Please turn over ### Page 11 Downloaded from hlayiso.com Religion Studies/P2 11 DBE/Feb.–Mar. 2017 NSC – Memorandum  If there had not been a loving God or gods, who would have intervened to protect us from the suffering that we are facing every day.  There are different degrees of atheism, which means that there is no certainty about the beliefs in atheism.  The soft or neutral atheists do not actively reject the existence of a supernatural being.  The strong (positive) atheists believe that there is evidence to support their atheistic views and such evidence is convincing enough to accept this world view.  Atheists often turn to science to explain the nature of the universe rather than relying on faith.  There is no evidence in human history of the development of new species.  There is no evidence of one species having developed from another species.  In African religion the diviners are good examples of the existence of supernatural power.  Healing by the power of God is a good demonstration of the existence of God or divine powers.  The fact that the level of oxygen in the atmosphere is 21% places the earth in a better position to sustain life which is evidence of the existence of a master designer. NOTE: Any other relevant facts must be credited. 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