ISLAMIYAT 2058/02

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SCHEME (2015-2020)
You must answer Question 1, Question 2, and two other questions.

1 Choose any two of the following Hadiths, and:

(a) describe their teachings about what Muslims believe; [4]

(b) explain how Muslims can put these teachings into action. [4]

Hadith No. 4
A man asked the Messenger of Allah (May Allah bless him and give him peace): Do you think
that if I perform the obligatory prayers, fast in Ramadan, treat as lawful that which is lawful and
treat as forbidden that which is forbidden, and do nothing further, I shall enter paradise? He said:
Yes.

Hadith No. 11
‘I and the man who brings up an orphan will be in paradise like this.’ And he pointed with his two
fingers, the index finger and the middle finger.

Hadith No. 15
God will not show mercy to him who does not show mercy to others.

Hadith No. 20
God does not regard your appearances and your possessions, but he regards your hearts and
your actions.

(a) (i) There are very clear rules in Islam about what is lawful and what is not and what
practices are compulsory for all Muslims to follow to please God and reach paradise
could be the simple teaching of this Hadith. Islam is not a complicated religion and by
following the basic principles of Islam set down by God paradise can be achieved and
this belief is confirmed by the Prophet in this Hadith.

(ii) Islam repeatedly enjoins its followers to look after the needs of the vulnerable in society
and in this Hadith the Prophet promises the ultimate reward of paradise to all those who
support orphans and look after their needs. Candidates could also add that according to
the teaching of this Hadith the Muslims who care for the orphans will have a special
place close to the Prophet in paradise.

(iii) Mercy and compassion are integral features of Islam and in order to attain God’s mercy
in this world and the hereafter Muslims must show mercy to others. Candidates could
also say that one’s treatment of others will influence his/her treatment by God so in order
to get God’s mercy Muslims must practice it towards his creation.

(iv) The Hadith ‘actions will be judged by intentions’ sums up the teaching of this Hadith. It
could be said that all that a person has, good looks, wealth, fame etc. are given by God
and He is not impressed by any of these things. What God looks at is a person’s
sincerity and actions. Whatever action a Muslim takes whether it is performing a pillar of
Islam or helping another human being the intention behind the action needs to be
sincere. It is not the success of that effort that is seen by God but the intention behind it.

© Cambridge International Examinations 2015

 (b) (i) Muslims can put the teachings of this Hadith into practice by being obedient to God and
by following the Pillars of Islam. Candidates could also say that Muslims need to be
mindful of what is lawful and what is not. They could give examples from present day life
of how Muslims have refused unlawful things in order to follow the path prescribed by
God. Other Hadiths may well be cited to support their answer.

(ii) This Hadith can be put into action by all Muslims looking out for orphans. The teaching of
this Hadith promotes care for the vulnerable and with whatever means a Muslim has they
must endeavour to look after not only the needs of orphans specifically but the
vulnerable in society.

(iii) Compassion, kindness, mercy are central themes of the teachings of Islam and Muslims
need to put into practice these core elements of their faith. Examples of the Prophet
showing mercy could be given or examples from present times could be given to develop
this answer.

(iv) In every action a Muslim undertakes the aim should be to gain God’s pleasure. Answers
could say that Muslims’ heart and intention need to be sincere in order to achieve this
goal. Candidates could give simple examples that if someone is giving a large donation
to charity it should be because that person wants to help someone or gain God’s
pleasure rather than to be acknowledged as a great philanthropist.

2 (a) Give an account of how the Prophet’s Hadiths have been a source of guidance to
Muslims in putting their faith into practice. [10]

In answer to this question the candidates can say that the Hadiths are the teachings of the
Prophet which teach Muslims the path prescribed by God. They can go on to say that they
give Muslims a better understanding of the Qur’an by elaborating on it and explaining its
teachings. Here the more developed answers could well give examples to show how Hadiths
expand upon Qur’anic teachings. Answers could include points like that when the Qur’an is
silent the Hadith is considered as the authority on the subject as the Qur’an and Hadith
always agree with one another; that the authoritative Hadiths contain a tafsir of the Qur’an
which are guides to key verses in the Qur’an. Examples of law derived from Hadiths can also
be given to expand on the answer showing the various ways in which the Prophet’s Hadiths
are a source of guidance to all Muslims. These could include laws on inheritance, on
payment of zakat, punishment for a thief etc.

(b) Why do the Prophet’s Hadiths link belief and action so closely? [4]

An evaluative response is needed for this part of the answer in which candidates need to
give their view on how the Prophet’s Hadiths link belief and action. They could say that belief
is sincere only when put into action, all valid responses should be credited.

© Cambridge International Examinations 2015

3 (a) ‘‘Umar’s caliphate is regarded as a golden era in Islamic history.’ Write an account of
how ‘Umar ruled during his ten year caliphate. [10]

‘Umar’s caliphate is regarded as the golden era in Islamic history. ‘Umar ruled bravely and
justly and the Islamic empire expanded greatly under his rule. He was a brilliant administrator
and that aspect of his caliphate needs to be brought out in the answer. Candidates could well
write about how he appointed walis and qadis, established the majlis-e-shura and the diwan
as well as various other departments. Examples of his just rule and simple living, even
though he was the caliph of a mighty empire, could all be given in the answers. His creation
of a regular army and cantonments, construction of irrigation canals etc. are points amongst
others that could be covered and expanded upon in the answers.

(b) What do you think was ‘Umar’s greatest achievement during his rule? Explain why you
think so. [4]

Here it is up to the candidate to choose ‘Umar’s greatest achievement during his term as
caliph and say why in their opinion it was the greatest. The candidate choice could be from
his military or his administrative achievements. All valid answers must be credited.

4 (a) What do Muslims believe about the Day of Resurrection and Judgment? [10]

In answer to this question candidates need to write what Islamic teachings about the Day of
Judgment are. They could say that all Muslims believe that the world as we know it will one
day come to an end after which mankind will be raised again to answer before God.
Development in the answer of how life will end on the appointed day and everything in this
universe will be destroyed could be cited. Candidates may well say that this day is called
qayama and quote from the Qur’an on events of this day. The blowing of the second trumpet
and of resurrection of all life including humans, jinns, angels etc. could be given followed by
an account of the final judgment when humankind will be presented in the court of the
almighty to give an account of their deeds. The virtuous ones will receive their book of
records in their right hand and the sinners in their left hand. The reward and punishment will
be meted out justly in God’s court and those who will emerge successful in this judgment will
enter paradise and those who are condemned will enter hell. Again quotes from the Qur’an
can be given by candidates to support their answer and add detail and development to it.

(b) How does this belief affect the daily living of Muslims? [4]

Candidates need to give their reasons for how they think this belief affects the everyday lives
of Muslims. In the answer they could say that because they know they will be presented
before God and will have to account for their every deed they will lead their lives in a God
conscious manner, they could say that in order to attain a place in paradise they will shun
vices and live their lives according to Islamic teachings. All valid responses need to be
credited.

© Cambridge International Examinations 2015

5 (a) Write about the practice of fasting in Ramadan and the moral benefits that a Muslim
gains from fasting in this month. [10]

Candidates can launch into their answer by saying how Muslims have breakfast, sehri,
before dawn, they abstain from food, drink etc. during daylight hours and that they break their
fast at sunset. Details like Muslims make the formal intention to fast, that they refrain from
smoking, marital relations, etc. could all be given. How they endeavour to spend the day
piously could be brought into the answer to develop it and candidates could raise the point
that during the fast Muslims should live their life as normal making no concessions for lack of
food or drink. For the second part of this question they need to write about the moral benefits
that fasting in this month brings to Muslims. They could say that they become aware of the
plight of the less fortunate ones in society and strive to help them, charity is given more in
this month than any other as every Muslim wants to please their Lord as much as possible
and care and concern for all in society is heightened thus improving the moral fibre of
individuals and society at large. It could also be said that Muslims spend more time in ibada
in this month and so feel closer to God. Both parts of the answer may not be equally strong,
the answer should be read as a whole and a global mark should be given.

(b) How do you think observing the Pillar of giving alms (zakah) benefits the giver? [4]

Candidates need to give their view point in response to this question and all valid answers
need to be credited. An evaluative response is being looked for, candidates could give one
benefit of zakah that is in their opinion the most important and develop it or they could give a
few benefits and write a bit about them. Some of the things the candidates could mention in
their answer are: the payment of zakah purifies the heart of the giver of love of wealth and
greed; it fosters good will; zakah expiates the sins of a person etc.

© Cambridge International Examinations 2015

You must answer Question 1, Question 2, and two other Questions.

1 Choose any two of the following Hadiths, and:

(a) Describe their teaching about what Muslims believe; [4]

(b) Explain how Muslims can put these teachings into action. [4]

Hadith No 3
Let him who believes in Allah and the Last Day either speak good or keep silent, and let him
who believes in Allah and the Last Day be generous to his neighbour, and let him who
believes in Allah and the Last Day be generous to his guest.

Hadith No 17
Modesty produces nothing but good.

Hadith No 6
Whosoever of you sees an evil action, let him change it with his hand, and if he is not able to
do so then with his tongue, and if he is not able to do so then with his heart, and that is the
weakest of faith.

Hadith No 13
He who studies the Qur’an is like the owner of tethered camels. If he attends to them he will
keep hold of them, but if he lets them loose they will go away.

(b) (i) The teachings of this Hadith, it could be said, which are the hallmarks of being a Muslim,
are belief in God and the Last Day. Candidates could then stress upon the need to show
care and generosity to others around them and they could give examples of a Muslim
speaking kindly to others or not taking sides in disputes but being fair and seeing guests
to the door etc. References to these or similar examples and even to other Hadiths will
show that Islam promotes good will towards all humankind.

(ii) It could be said that the distinctive quality of Islam is modesty and that it is modesty that
leads to good conduct and avoids wrong doings as it embraces the virtues of humility
and charity. It could be further added that it helps develop a person’s character and
helps them to act to their true capabilities. A clear understanding from the candidate of
what modesty is will help them get to the top level.

(iii) The primary teaching of this Hadith is that a Muslim must never allow evil to take place
and must endeavour to use every means available to him to stop it from happening. If he
is unable to prevent it, then at the very least he must always condemn it.

(iv) Reading the Qur’an and understanding its teaching is very important for Muslims as that
is the key to living a righteous life. Just as the Bedouins depended on their camels for
their survival in the time of the Prophet (pbuh) a Muslim needs to hold on to the Qur’an
and its teachings to attain the pleasure of their Lord.

© Cambridge International Examinations 2015

 (c) (i) Muslims should be generous and kind to people around them could be given in the
answer whilst better answers could discuss the meaning and importance of generosity
with reference to other Hadiths like ‘None of you believe…’ Answers could also reflect
upon how Muslims should hold others in high regard irrespective of their faith or position
in life. Practical examples like refraining from idle talk etc. could be given in support of
the answer.

(ii) When a Muslim acts modestly he will always think of others before himself and that in
turn eliminates social problems and earns the individual the respect of others. Lowering
ones gaze in the presence of the opposite sex is an oft repeated example but one which
reflects the practical demonstration of how this Hadith can be put into action.

(iii) There are many ways in which evil can be resisted and a Muslim must use whatever
means available to him to stop it. Examples from everyday life can be given to support
the answer.

(iv) The teachings of this Hadith can be put into practice in several ways; one can recite the
Qur’an, learn duas from it, memorise it, teach it to others and also by understanding its
teachings and applying those teachings in one’s daily life.

2 (a) Outline the roles of the following in formulating Islamic law:

(i) The Prophet’s Hadiths

(ii) Consensus (ijma’). [10]

The Hadiths of the Prophet are the most important source of Islamic law after the Qur’an
and give a fuller teaching of what is said briefly in the Qur’an. In some instances the
Qur’an is silent and the Hadiths are solely responsible for formulating legislation.
Examples can be given by the candidates to develop the points e.g. the laws of
inheritance being determined in the light of the Prophet’s Hadiths or the punishment for
adultery or robbery could be given in the light of the Prophetic Hadiths. Candidates could
also develop the answer by giving examples of how immediate successors used their
knowledge of Hadiths to help them when deciding legal matters. In this answer
candidates need to also say how ijma’ plays a role in the formulating of laws. How the
Prophet used ijma’ during his time, how the successors applied ijma’ after the death of
the Prophet could be cited here with a few examples of law being derived from this
source could be given in the answer.

(b) Some Muslim scholars have questioned the use of analogy (qiyas) in Islamic law.
Why do you think they have done so? [4]

Candidates should not just describe what qiyas is but focus their answer on why some
Muslim scholars have questioned the use of qiyas. They could possibly say that identifying
the ‘illa (cause) as the link between asl (root/fundamental teaching) and far’ (branch/new
matter in question) can depend on the insight and ingenuity of the individual expert, as he
identifies the link, other experts may disagree with him and there may be major divergences
of opinion, especially if some see one link ‘illa, between the asl and the far’, and some see
another and say that this is a major reason why Muslim scholars question the use of qiyas.
Candidates could give an example to explain this point though it is not necessary to get to
the top level. Shi’i Muslims have expressed more unease with the use of qiyas than many
Sunnis, because qiyas can be subjective and in its place accept the use of aql/reason which
is the judgment of the legal expert on the basis of the Qur’an, sunna, and consensus. Shi’is
have always agreed that the duty of the expert is to keep to the way set by the Imams in
making decisions. It is possible to reach the top mark by giving either the Sunni or the Shi’i
view. It is the clarity in the answer which will gain the higher levels.

© Cambridge International Examinations 2015

3 (a) Describe the particular features of congregational prayers, both daily and on Fridays
(Jum’a prayers). [10]

Candidates when describing the particular features of congregational prayers can simply say
that Muslims are enjoined to pray congregational prayers in a mosque. They can add that
only fard are to be said in congregation, the other rak’as are said singly. One person with the
imam would constitute a congregation even if the other person were a woman or child.
Details like if the congregation is of two people then the follower will be on the right side, if a
third person joins the prayer, the imam will move forward, and if women form a congregation,
then the woman who leads stands in the middle if they are in odd numbers, if the number of
women is even then more women will be on the right hand side. The best person to lead the
prayers is one who is well acquainted with the Qur’an and Hadiths. Before the congregation
starts rows are straightened and the gaps are filled. The worshippers should stand shoulder
to shoulder, the iqama is said and after making the intention the prayer is read. Some
answers may well go on to describe the sequence in which the prayer is read.

The candidates need to refer to the Friday prayers as well, as the question specifically asks
them to. So with reference to Friday prayers they could say that it is desirable for all the men
in the community to gather together for this prayer. It could be said that in some communities
women are also encouraged to attend. Purification before this prayer is highly recommended
and Muslim men and women tend to take a bath and put on fresh clothes before this prayer.
The more developed answers may well include the fact that there are two adhaans for this
prayer and that it is said behind the imam never alone. The two sermons should be
mentioned as well and it could be added that the sermons always consist of advice based on
the Qur’an and Hadith about how to live a righteous life. The fard are prayed in two rak’as,
and not four and there is no qaza for this prayer.

Some answers may well focus more on Friday congregational prayers and not so much on
details of the daily congregational prayers or it could be the other way around. Answers need
to be read as a whole and a mark needs to be determined without dividing the mark 5+5.

(b) In your opinion why are congregational prayers considered to be beneficial to

Muslims? [4]

Here we are looking for the candidates’ views on why they think congregational prayers are
beneficial to Muslims and the community. A variety of views could be put forward in the
answer from congregational prayers promoting brotherhood to earning more rewards for the
worshipper and all valid answers need to be credited.

4 (a) Outline the charges levelled against ‘Uthman by his opponents, and describe the main
events of the revolt against him. [10]

A descriptive response stating what the charges against ‘Uthman were e.g. it was alleged that he
had appointed inefficient relatives as governors in four provinces; it was also alleged that he was
too lenient and did not keep a check on his governors; another charge against him was that he
had burned copies of the Qur’an and also that he spent on his relatives from the Bait-ul Maal
could be given as the primary charges against him. Candidates need to also write about the
revolt that took place against ‘Uthman that led to his martyrdom. Some of the candidates could
give the causes of the revolt and say: His soft nature was taken advantage of, the fact that he
sometimes overlooked the faults of his governors made them bold and as a result caused unrest
in the provincial capitals which grew to engulf the entire Islamic state; Abdullah bin Saba, a
Yemenite Jew who outwardly accepted Islam embarked on a subtle campaign of creating
dissension amongst the Muslims and ‘Uthman did not take timely action against him. Rivalry
between the houses of Hashim and the Umayya also contributed to this revolt and finally
candidates need to describe how the rebels laid siege to his house which continued for fifty days
and finally killed him as he was reciting the Qur’an.
© Cambridge International Examinations 2015
 (b) What do you think was the most harmful outcome of ‘Uthman’s assassination? [4]

Candidates need to give their view of what they think was the worst outcome that resulted
from the martyrdom of ‘Uthman. They could say that the unity of the Muslims suffered a huge
blow and led to the civil wars in the caliphate of ‘Ali or any other reason which makes a valid
response could be given and credited as such.

5 (a) Describe the meaning of the term jihad and say how Muslims can practice jihad in
their everyday lives. [10]

Candidates may well give the meaning of the term jihad and go on to say that in religious
terminology it means to struggle against ones evil inclinations and to exert in the way of
Islam. They can go on to say what the different kinds of jihad are; jihad of the self (jihad bil-
nafs), jihad of the tongue (jihad bil-lisan), jihad by the hand (jihad bil-yad), and jihad by the
sword (jihad bis-saif). They need to go on to say how Muslims practice jihad in their everyday
lives and here the answers could vary with some writing about how mostly it is jihad bil-nafs,
which is practiced when Muslims fight their own inner selves to keep on the path of
righteousness. Others could mention how Muslims in war-torn countries are fighting for their
faith and a just government.

(b) Why do you think jihad of the self (jihad bil-nafs) is greater than armed jihad (jihad
bis-saif)? [4]

An evaluative response is needed here as to why jihad of the self is considered the greater
jihad and all valid responses should be credited.

© Cambridge International Examinations 2015

MAY/JUNE 2016:

You must answer Question 1, Question 2 and two other questions.

1 Choose any two of the following Hadiths, and:

(a) describe their teaching about what Muslims believe; [4]

(b) explain how Muslims can put these teachings into action. [4]

Hadith 12

(i) The Messenger of Allah (may Allah bless him and give him peace) sent Abu Musa and
Mu’adh ibn Jabal to Yaman, and he sent each of them to govern a part. Then he said:
‘Be gentle and do not be hard, and cause rejoicing and do not alienate’.

Hadith 15

(ii) God will not show mercy to him who does not show mercy to others.

Hadith 7

(iii) It was said: O Messenger of Allah, who is the most excellent of men? The Messenger of
Allah (May Allah bless him and give him peace) said: ‘The believer who strives hard in
the way of Allah with his person and his property’.

Hadith 9

(iv) No one eats better food than that which he eats out of the work of his hand.

(a) (i) Ultimate authority lies with God and is given to a ruler as a trust from him. The hadith
focuses on Muslim leadership being helpful to those they are leading and that they
should never lead by force but with kindness and encouragement.

(ii) Mercy and kindness are integral to Islam and it could be said in the answers that the
teaching of this hadith is that Muslims must show kindness to God’s creation and in
return God will be merciful towards them.

(iii) A Muslim should always strive to gain God’s pleasure and not hesitate to use his wealth
or his person in this cause. The teaching of this hadith says that a Muslim who is willing
to do this in God’s cause is the best amongst believers.

(iv) Lawful earnings, no matter how meagre, have a high position in Islam. Muslims are
encouraged to earn their daily wage honestly and through their own efforts. Beggary,
reliance on others and earning unlawfully are condemned in Islam.

(b) (i) Candidates could say that the hadith is referring to all those who are in a position of
authority and is asking them to lead positively and to be fair. Examples such as
governments, school teachers, parents could be given to demonstrate the
implementation of this hadith.

© Cambridge International Examinations 2016

 (ii) The teachings of this hadith could be put into practice by practising brotherhood.
Examples from the Prophet’s (pbuh) life or the modern world could be given to
demonstrate how the teachings of the hadith could be practised in today’s world. Some
answers could also highlight the fact that the teaching of this hadith encompasses all
mankind and that mercy should be shown to humanity at large, irrespective of faith and
belief.

(iii) Sacrificing one’s time, money and, if need be, one’s life in the way of God is one way of
putting the teaching of this hadith into action. Further elaboration of this could be helping
to fund the construction/upkeep of a mosque, teaching fellow Muslims to read the
Qur’an, etc. These and many other examples could be given to support the answer.

(iv) A Muslim can act upon this hadith by earning for themselves and their family an honest
living through their own efforts. Examples from the life of the Prophet (pbuh) and his
companions could be cited in the answers, or candidates could simply give examples of
people conducting themselves honestly in the work place.

2 (a) Write a detailed account of the parts of a Hadith and say how these parts help in
determining the different categories of Hadiths, namely: sahih; hasan; da’if and
mawdu’. [10]

Candidates could launch into the answer by stating that a hadith consists of two parts: the
Sanad (isnad/chain of narrators) and Matn (text). They can then go on to explain what they
are. Isnad, it could be said, means support as it is the authority for establishing the
genuineness of a hadith. The transmitters of hadiths had to have met each other with the line
ending with the Prophet (pbuh).They had to have a flawless character and sharp memory,
etc., whereas for validating the matn, the compilers had to make sure that the text was not
against the Qur’an or other authentic hadith and did not give high rewards for small deeds or
vice versa, etc. The principles used for establishing the genuineness of isnad and matn,
which helped to categorically determine the category of a hadith, e.g. sahih, hasan, da’if or
mawdu’, have to be clearly given in the answer. Detail and development of points made in
the answer will help achieve the higher levels.

(b) Why do you think the Prophet practised and encouraged the use of ijma’? [4]

Here, candidates need to give a personal view of why they think the Prophet (pbuh) practised
and encouraged the use of ijma’. They could well say that the use of ijma’ in legal thinking is
based on a number of verses in the Qur’an which indicate that the community has been
given authority because it is upright and follows the guidance of God and the example of the
Prophet (pbuh). They could also say that ijma’ was encouraged as it was safeguarded by the
agreement of leading Muslims/experts who could say whether or not a principle was in
harmony with the Qur’an and sunna. All valid answers should be credited.

3 (a) Write a detailed account of the battle of Yamama, and of the compilation of the Qur’an
during the caliphate of Abu Bakr. [10]

In response to this question, a detailed account of when and what happened in the battle of
Yamama, with names of commanding generals and outcome, etc. need to be given along
with how Abu Bakr was persuaded to compile the Qur’an by ‘Umar and how he went about
doing it.

Answers could state that the Battle of Yamama was fought against the false prophet
Musaylimah, who belonged to a central Arabian tribe of Banu Hanifa and had claimed
prophethood during the Prophet’s (pbuh) lifetime and had been accepted as one by his tribe.
In December 632, he was in command of 40 000 Bedouin, some of whom did not believe his
claims but had joined forces with him to support their tribe. Abu Bakr first sent Shurhbeel bin
Hasanah and ‘Ikrimah to crush the rebellion and instructed them to wait for each other to
launch a combined attack on Musaylimah. They disobeyed him and hence were defeated.
 Abu Bakr then sent a larger force under the command of Khalid bin Waleed to Yamama. The
Muslims, numbering 13 000, fought a long drawn out battle with many casualties as they met
with a strong resistance. Eventually Musaylimah was killed by Wahashi.

In this battle, many hundreds of Muslims were martyred; amongst them were 360 huffaz.
‘Umar therefore advised Abu Bakr to take the necessary steps needed to preserve the
Qur’an lest it be lost, forgotten or corrupted. Abu Bakr, though hesitant at first, finally saw the
importance of carrying out this task and appointed Zayd ibn Thabit along with a group to
collect the texts of all the verses from the surviving huffaz and companions of the Prophet
(pbuh). These were then compared, authenticated and compiled into a single volume.

The mark is not divided between the two parts; the answer needs to be read as a whole and
a global mark for both parts of the answer should be given.

(b) The Prophet called Abu Bakr ‘al-Siddiq’ (Testifier of the Truth). How did Abu Bakr live
up to his title during his caliphate? [4]

During his caliphate, Abu Bakr fought to uphold the finality of the Prophet (pbuh) in the wars
against the false prophets; he refused to give in to the demands of those who wanted to be
exempted from paying zakat and fought battles with them, and he preserved the word of God
by having the Qur’an compiled. One or more of these events could be given by candidates as
examples of how Abu Bakr always stood by the truth and fought to maintain it, by which he
lived up to the title of ‘al-Siddiq’ (Testifier of the Truth) which the Prophet (pbuh) had given
him when he was the first to believe the Prophet’s (pbuh) account of mi’raj.

4 (a) ‘And complete the hajj or umra in the service of God’ (al-Baqara 2:196). What
observances does a pilgrim complete in the performance of umra and how is umra
different to hajj? [10]

Many acts of umra are similar to hajj but there are some fundamental differences. In umra
the pilgrim puts on the ihram at meeqat, recites the talbiya, then goes for tawaf of the Ka’ba,
then performs two rakah at the station of Ibrahim, then performs sa’y, after which men shave
their head or cut their hair while the women cut a lock of their hair.

Umra is different to hajj. Hajj is obligatory and umra is not; unlike hajj, which is performed
during the prescribed month, umra can be performed at any time of the year; there is no
wuquf Arafah, no wuquf Muzdalifa in umra. When performing umra talbiya is stopped upon
arriving at the Haram, whilst on hajj talbiya is said till the rammi on 10th Dhu al-hijja. There is
also no stay at Mina and sacrifice is not offered in umra.

(b) Explain how the outward actions performed during umra improve a pilgrim’s inner
spirituality. [4]

An evaluative response is needed here. Candidates could say that fulfilling the different
observances of umra helps a pilgrim to develop their inner spirituality in a number of ways.
One or two examples could be given here. It could be said that upon donning the ihram a
pilgrim is reminded of the equality of all men before God and this makes him/her feel
humbled. The recitation of the talbiya focusses the mind of the pilgrims on the fact that they
have come in response to the call of their Creator, that they are obedient to him and
acknowledge that no one is worthy of worship besides God. With the tawaf, each pilgrim is
glorifying God, praising him, seeking forgiveness and acknowledging his greatness and
superiority. Just to look upon the Ka’ba is a spiritual experience of immense magnitude for
every Muslim. Candidates could give other reasons or say how the two rakah at the station of
Ibrahim, the sa’y and the shaving/cutting of hair at the end of the umra improve the inner
spirituality of the pilgrim. All valid answers should be credited.
5 (a) Write an account of the events that resulted from the opposition of Talha and Zubayr
to ‘Ali. [10]

Here, candidates could write about how Talha and Zubayr were amongst the first people to
do bay’a on ‘Ali’s hand and how, because of his delay in punishing the assassins of ‘Uthman,
they turned against him. Answers could go on to give details of how, on account of their
opposition, they asked Ayesha to join forces with them and raised a force of their own. ‘Ali
also raised an army of 10 000 and marched to Basra to face them.

Negotiations were held between the two sides and were almost successful, but the mischief
mongers attacked both sides at night, as peace would not have been in their interests, and
this finally led to the war. Talha and Zubayr left the battlefield as per the terms of the treaty
but were killed and Ayesha fought the battle seated on her camel. This is how the battle got
its name, i.e. battle of camel. ‘Ali won this battle and Ayesha was sent back to Madina with
due respect. This was the first civil war of Islam in which 10 000 Muslims lost their lives and
after which ‘Ali moved his capital to Kufa from Madina. Some answers could well say that on
account of this battle ‘Ali was prevented from dealing effectively with Mu’awiya earlier and
that the battle caused a deep divide amongst the umma.

The above were some of the immediate challenges that ‘Ali faced due to the opposition of
Talha and Zubayr. The long term effects of this opposition, however, were felt till his
martyrdom.

(b) Explain why you think Mu’awiya refused to step down from the governorship of Syria
at ‘Ali’s request. [4]

A range of opinions could be given in response to this question. Candidates could say
that he wanted ‘Ali to take immediate action against the killers of ‘Uthman; another
reason could be the rivalry between the Ummayads and the Hashimites. Some could
even say that a desire for justice or personal ambition was the reason why he refused to
step down as governor of Syria at ‘Ali’s request. Whatever the opinion, it needs to be
backed up with sound reasoning. All valid responses are to be credited.

© Cambridge International Examinations 2016

OCT/NOV 2016:

You must answer Question 1, Question 2, and two other Questions.

1 Choose any two of the following Hadiths, and

(a) describe their teaching about what Muslims believe; [4]

(b) explain how Muslims can put these teachings into action. [4]

Hadith No. 14

(iii) May God show mercy to a man who is kindly when he sells, when he buys, and when he
demands his money back.

Hadith No. 2

(iv) None of you believes until he wants for his brother what he wants for himself.

Hadith No. 18

b He who has in his heart as much faith as a grain of mustard seed will not enter hell, and
he who has in his heart as much pride as a grain of mustard seed will not enter paradise.

Hadith No. 4

(ii) A man asked the Messenger of Allah (may Allah bless him and give him peace): Do you
think that if I perform the obligatory prayers, fast in Ramadan, treat as lawful that which
is lawful and treat as forbidden that which is forbidden, and do nothing further, I shall
enter paradise? He said: Yes.

(v) (i) The teaching of this hadith is that a Muslim must be honest and fair in all aspects of his
trade dealings. God looks favourably on those who deal with others with fairness and
kindness. Other hadiths of the Prophet (pbuh) could be given to develop the answer e.g.
‘You should be kind to those on earth and He who is in the Heavens will be kind to you.’
Some responses in developing their answer could give examples of how some
companions of the Prophet (pbuh) like ‘Uthman used to give more measures and
weights while selling commodities and when buying commodities would pay more than
the price of the commodity.

(ii) An important aspect of Islam is the well-being of others in the community. Care for
others is a sign of sincere belief as both God and His Prophet (pbuh) have instructed
Muslims to do and promote good for the welfare of others. The true evidence of an
Islamic brotherhood was the society established in Madina, the ansars with free will were
ready to share everything with the muhajireen.

(iii) Embracing Islam means submitting to the will of God. When a Muslim submits to God
there is no room for pride in him as he accepts God as his creator and sustainer. The
teaching of this hadith clearly highlights that pride and faith cannot co-exist. Faith makes
a person mindful of his accountability before his Lord whereas pride leads to arrogance
and leads man away from God.

(iv) The teaching of this Hadith is that Islam is a very simple religion to follow. By following
the pillars and keeping away from what is forbidden in Islam a Muslim may achieve
paradise. The pillars of zakat and hajj are incumbent only on those who have the means
to fulfil them whereas salat and sawm are compulsory for all Muslims. God wants to
reward Muslims for following the path prescribed by Him and having given Muslims ease
in fulfilling them expects obedience.
 (b) (i) Candidates could say that Muslims can apply the teachings of this hadith by always being
honest. For example increasing the prices of a commodity if there happens to be a
shortage of that commodity in the market. When buying or selling, advantage of the
buyers or sellers situation must not be taken; sub-standard goods must not be sold
without the buyer being made aware of it. These and other similar points could be made
to highlight how the teaching of this hadith can be put into action. Examples from the
Prophet’s (pbuh) time could also be cited.

(ii) Wanting the best for others, wishing well for everyone and being happy for others in their
joyous times and genuinely sorry for them when something bad befalls them is how the
teaching of this hadith can be applied practically. The application of this hadith is not
confined to choosing the same material things that one chooses for oneself but rather
genuinely responding to the needs of others. Belief it could be said is complete only with
the right action.

(iii) Muslims must always be wary of harbouring pride in their hearts and must actively try to
follow the Prophet’s (pbuh) example and adopt humility in their dress, manner and
behaviour. All relevant answers should be credited.

(iv) A Muslim can put into practice the teaching of this Hadith by becoming regular and
punctual in saying his five daily prayers, in fasting in the month of Ramadan and if he
has the means, by fulfilling his other pillars. Candidates can give examples of how to
stay away from haram things and can cite other hadiths to support their answer.

2 (a) Giving references from the set Hadiths you have studied, outline the Prophet’s
teachings about care in the community. [10]

From the set hadiths in the syllabus there are many that focus on the care that a Muslim
must show in the community towards others and especially the vulnerable people in the
community, like widows and orphans etc. Candidates need to refer to relevant hadiths
e.g. hadiths 2, 3, 5, 6, 11, 15 etc. that they have studied from the syllabus and reflect on
the general principles deduced from them about relationship with others and communal
life.

(b) How can the teachings of the Prophet concerning care in the community be applied
today? [4]

Here as in other Part (b) answers an evaluative response is needed in which the
candidate needs to highlight how the community can put into practice the Prophet’s
(pbuh) teaching about care in the community in their everyday lives. Enquiring about the
health of an ill relative or neighbour, helping to educate and care for an orphan child in the
community are just some simple examples that could be cited. It could be said that on a
wider scale the Muslims in a community should rally together when there is a natural
disaster in the country and help collect funds and supplies that could be sent to the
affected areas or offer their services as voluntary workers to ease a crisis. All valid
responses need to be credited.

3 (a) Write in detail about the policy followed by ‘Uthman as caliph in expanding and
maintaining the state. [10]

During his twelve year caliphate ‘Uthman, to begin with followed, in the footsteps of the
first two caliphs. He did a lot for the consolidation and establishment of the military on firm
grounds and went on to expand on the territory that was left to him by Umar by
conquering North Africa, Barqa and Marakish completely and adjacent countries of Persia
namely Afghanistan and Khurasan. Armenia and Azerbaijan also came under Muslim
control and with the advancement in naval warfare he even conquered Cyprus. He
answered the naval attack of the Romans with a fleet of 500 ships.
 (b) How justified were the criticisms against ‘Uthman for burning the copies of the
Qur’an? Give reasons for your answer. [4]

He brought about administrative changes in some areas e.g. Jordan and Palestine were
united into one province Syria. To improve administration he divided the power and set up a
new department of police. He did keep a strict watch on governors and other administrators,
e.g. Saad bin Abi Waqas drew money from the bait ul maal and did not return it for which he
was deposed by ‘Uthman. However he overlooked simple mistakes of his governors. He not
only increased the income of the public treasury but spent more generously on the masses.
He also started welfare projects for the masses as well as the state, new buildings in
provinces, bridges, roads and highways etc. were built. He not only sent religious teachers to
different tribes and cities but himself preached to the prisoners of war. The greatest service
he performed during his caliphate was the compilation of the Qur’an.

Candidates can say that the allegations against ‘Uthman for burning the copies were
unjustified as he was trying to save the Qur’an from corruption. A word wrongly pronounced
in Arabic can change the meaning of the word totally hence it was important that only those
copies were in circulation that were accurate. Some could give a counter argument, which
may not necessarily be their personal view and say that at the time some people did criticise
‘Uthman for burning the copies of the Qur’an as they felt that it did contain the words of God
and hence should be respected others may have deemed it as a rash action. All valid
responses need to be credited.

4 (a) Belief in all the prophets is one of the articles of faith in Islam. Write about this Muslim
belief in detail [10]

Belief in all the prophets sent by God starting from Adam to Prophet Muhammad (pbuh) is an
integral part of every Muslims faith. Muslims believe that some of these prophets were nabis
and others were rasuls. Answers could say that Muslims believe that all the prophets that
came were men of outstanding moral character, sinless and preached the word of God. It is
believed that there were 124 000 prophets in all, the line ending with the Prophet
Muhammad (pbuh). All of these prophets were endowed with miracles and some were given
books to guide mankind. Candidates could develop their answers by giving the names of
some of these prophets and also the books that were revealed to them. They could write
about the importance of believing in all of them and giving respect to all and writing about the
finality of Prophet Muhammad (pbuh) as the seal of prophets.

(b) How is the message brought by these prophets important for Muslims today? [4]

It could be said that the message brought by all the prophets was of belief in the one God;
good conduct and belief in resurrection and the Day of Judgment. This message is
important to Muslims today just as it was important to Muslims of the past ages and will be
to those of the future because it reiterates tawhid and accountability which if a person bears
in mind will lead to good conduct and prosperity in this world and the next. It teaches
Muslims tolerance for other revealed faiths and makes them realise that Islam is a
continuation and culmination of the other revealed faiths. The unity of the message will
foster better relations between Muslims and other believers etc. Not all the points mentioned
above need to be written about and discussed to get to the higher level marks.

5 (a) Describe the particular features of Friday congregational prayers (Jum’a) and the main
features of the Friday sermon. [10]
It could be said that for this prayer all Muslim men in the community should gather together,
and in some communities women are also encouraged to attend these prayers. Purification
is highly recommended before this prayer and worshippers are encouraged to bathe and
wear clean/fresh clothes. There are two adhaans for this prayer and it can only be said
behind an imam. The fard are prayed in two rakahs not four and there is no qada for this
prayer. The sermon is a very important feature of this prayer. The Imam gives the sermon
 facing the congregation, the sermon is divided into two parts with a brief interval of about a
minute between the two parts.

The Friday sermon includes:

• Glorification and praise of God, confirming the aspect of tawhid

• Praise and blessings on the Prophet (pbuh) as the greatest example to follow and
sending peace and blessings on him
• Reflection /reinforcement of the Quranic verses that have been selected for the particular
sermon
• Referring to an authentic hadith to elaborate the topic and demonstrate the
implementation of the injunction by the Prophet (pbuh)
• The imam reminds the whole congregation about their duties towards God and their
fellow beings, he warns the people against the consequence of doing evil and reminds
them of the hereafter
• Prays for the welfare of the community.

(b) Explain how this event upholds the unity of the Muslim community [4]

Candidates could say that as missing these prayers without a valid reason for men is considered a
sin, the Friday prayers are attended in very large numbers and creates a greater sense of unity
amongst Muslims. It could also be said that meeting fellow Muslims, discussing the issues facing the
umma at home and in the wider Muslim world all go to foster close ties amongst Muslims. Some
answers could say that people tend to go to the Jamia mosque on Fridays whereas they may say their
salat at their local mosque daily and this creates greater unity. These and other valid responses which
answer the question should be credited.

© UCLES 2016
MAY/JUNE 2017:

Hadith 16
(i) The believers are like a single man; if his eye is affected he is affected, and if his head is affected
he is all affected.

Hadith 19
(ii) The world is the believer’s prison and the unbeliever’s paradise.

Hadith 10
(iii) One who manages the affairs of the widow and the poor man is like the one who exerts himself in
the way of Allah, or the one who stands for prayer in the night or fasts in the day.

Hadith 5
(iv) Every person’s every joint must perform a charity every day the sun comes up: to act justly
between two people is a charity; to help a man with his mount, lifting him onto it or hoisting up his
belongings onto it is a charity; a good word is a charity; every step you take to prayers is a charity;
and removing a harmful thing from the road is a charity.

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