Cambridge IGCSE Islamiyat 0493 — 2024 May/June Paper 2 · Variant 1

1 Choose any two of the following Hadiths. (a) Describe their teachings about what Muslims believe. [4] (b) Explain how Muslims can put these teachings into action. [4] (i) God will not show mercy to him who does not show mercy to others. (ii) 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. (iii) 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. (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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Mark scheme: Question Answer Marks 1(a) Choose any two of the following Hadiths. 4 Describe their teachings about what Muslims believe. Mark according to the marking grid for AO1 – Knowledge on page 4. Answers may include some of the following ideas, but all valid material must be credited. 1(a)(i) Hadith #15 God will not show mercy to him who does not show mercy to others. Two of God’s oft repeated attributes are Rahman and Raheem. The Qur’an also repeatedly tells Muslims about God’s mercy and forgiveness. The teaching of this Hadith bearing the above in mind is asking believers to develop the traits of mercy and kindness in their personalities and to show compassion to all living things. The rights of fellow beings are stressed upon by God Himself and to get His mercy believers must in turn be merciful to those around them. 1(a)(ii) Hadith #10 One who manages the affairs of the widow, and the poor man is like one who exerts himself in the way of Allah, or the one who stands in prayer in the night or fasts in the day. Islam lays great stress on the welfare of the community. It encourages the believers to fulfil the needs of the vulnerable in society who would struggle without help. Widows and the poor are specifically mentioned in the Hadith, but the broader teaching is to help all people who may be vulnerable. An important teaching given in the Hadith is that worship is not restricted to just physical acts of ibadah but cover every good deed for which a Muslim will be rewarded when the intention behind the action is to please God. 1(a)(iii) Hadith #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. The Qur’an is a book of guidance and a source of all Islamic teachings and should never be neglected. Reading and understanding of the Qur’an has been emphasised in this Hadith. The link to tethered camels in the Hadith shows the importance of establishing a strong relationship with the Qur’an. Just as the camels are all important to the Bedouins, the Qur’an is all important to Muslims as it is the primary source of all Islamic teachings and therefore should never be neglected. 1(a)(iv) Hadith #5 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. The all-important teaching given in this Hadith is for Muslims to show compassion and care in society and to perform acts of charity. In this Hadith, the Prophet (pbuh) has given a few examples of acts of charity (sadaqa) that Muslims can perform every day. The teaching of this Hadith broadens the scope of what comes under charity and does not restrict it to just giving money but includes, small everyday acts of kindness that would make the community stronger and increase awareness of God and His bounties. 1(b) Explain how Muslims can put these teachings into action. 4 Mark according to the marking grid for AO2 – Understanding on page 5. Answers may include some of the following ideas, but all valid material must be credited. 1(b)(i) Hadith #15 Muslims can put into action the teaching given in this Hadith by establishing brotherhood amongst themselves. This can be done by showing compassion to others, helping someone in their time of need be it emotional or financial or caring for the sick. The Prophet (pbuh) showed mercy to his enemies as well. He prayed for the people of Taif when they stoned him, forgave the Makkans at the time of the conquest of Makka. Likewise, Muslims today can forgive those who wrong them. Personal examples could be given here to expand on the answer. 1(b)(ii) Hadith #10 The teachings of the Hadith can be put into action by being conscious of the needs of others and providing them with whatever one is able to. This could be done by donating to orphanages or volunteering in social welfare projects or being a mentor in charity schools to inspire the young minds of the different opportunities available in the wider world. As caliph, Abu Bakr used to milk the goats of a blind widow who lived a little way outside Madina to ease her chores without her knowing who was coming to help her. Personal examples of putting the teaching of this Hadith into action can be given to develop the answer. 1(b)(iii) Hadith #13 By establishing a strong relationship with the Qur’an all Muslims can practice this Hadith. Reading a small portion of the Qur’an daily, understanding and implementing the teachings given in it, teaching others to read and understand the Qur’an are all ways to practice the Hadith. 1(b)(iv) Hadith #5 The teachings given in this Hadith can be acted upon by fulfilling one’s role in society responsibly. By greeting others with a smile, removing a harmful thing from the path to prevent an accident, for example if you see a banana peel on the footpath that someone could slip on and hurt themselves remove it and even that is considered a charity. Giving good advice to someone, uniting two friends or siblings after an argument are all acts that can be seen as charity. Some other examples of how the teachings of this Hadith can be put into action are to feed the poor or to donate to orphanages.

2 (a) Give an account of the two components of Hadiths (isnad and matn) and the checks made on them to confirm their reliability. [10] (b) Explain the reasons why the compilation of Hadiths became necessary. 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Mark scheme: 2(a) Give an account of the two components of Hadiths (isnad and matn) and 10 the checks made on them to confirm their reliability. Mark according to the marking grid for AO1 – Knowledge on page 4. Answers may include some of the following ideas, but all valid material must be credited. Hadiths are made up of two major components: isnad and matn. Hadith compilers give equal importance to both these components when establishing the reliability of a Hadith. Candidates in their answer firstly need to describe isnad. It could be said that it is the first component of a Hadith and consists of the chain of names through which it has been received, this is called the sanad. The chain can have a few names or a long list depending on how far the compilers time was from that of the Prophet (pbuh). The compiler had to examine this chain or the line of transmission very carefully to ensure that the Hadith really did come from the Prophet (pbuh) and was genuine. The reliability of a Hadith depends upon the continuity of the isnad to a large extent, as well as the reliability of the narrator. The second component of a Hadith is its text or matn and it refers to the message or action or statement of the Prophet (pbuh) given in the Hadith. The early compilers made it an essential rule that the text of a reliable Hadith must be in accordance with the teachings of the Qur’an. Well-developed answers could when writing about matn say that it is indeed the matn of a Hadith which distinguishes Hadith Qudsi from Hadith Nabawi and give examples of them. For the second part of the answer the candidates need to write about the various checks made by the compilers to confirm the reliability of the Hadiths. Some of the isnad rules that had to be strictly met were as follows:  Narrator must be a person of firm faith  Known for his truthfulness and honesty  Should be at an age to understand the significance of the Hadith and realise that the slightest change can change its meaning.  Should have a good memory.  Report exactly as heard. Some of the rules for establishing the genuineness of matn were:  Hadith should not be contrary to the Qur’an  Not be against normal people’s experiences  Against common sense  Against other accepted Hadiths  Should not praise an individual or tribe/place.  Should not go against the Prophet (pbuh) or his family. 2(b) Explain the reasons why the compilation of Hadiths became necessary? 4 Mark according to the marking grid for AO2 – Understanding on page 5. Answers may include some of the following ideas, but all valid material must be credited. A reason for Hadith compilation was the need to provide religious and political guidance to the growing Muslim community. This became especially urgent after the era of the Rightly Guided Caliphs. In the century following the Prophet’s death the Muslim community passed through a period of unrest and wars. As a result, some Hadiths were forged by different parties to manipulate the authority of the sunna. The process of compilation also enabled the categorisation of Hadiths, distinguishing the authentic from the false.

3 (a) Give an account of ʿUmar’s administrative policies while governing the Muslim empire. [10] (b) In your opinion, what was ʿUmar’s greatest achievement during his caliphate? Give reasons for your answer. 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Mark scheme: 3(a) Give an account of Umar’s administrative policies while governing the 10 Muslim empire. Mark according to the marking grid for AO1 – Knowledge on page 4. Answers may include some of the following ideas, but all valid material must be credited. A descriptive account of ‘Umar’s administrative policies on how he governed the Muslim empire could include that:  He established a diwan which was in charge of the revenue of the centre and the provinces. Good answers could elaborate on the functions of this department in some detail.  Majlis e Shura and Majlis e Aam was consulted, and a truly democratic form of government was in place.  The empire was divided into provinces under the rule of a governor called Wali after consultation with the Majlis e Shura.  The provinces were further subdivided for better administration under Amils.  The judiciary was separated from the executive and a qadi (judge) was appointed as the head of the judiciary.  Departments of police, education etc. were set up. Jails were made, a lot of attention was given to town planning and establishing new towns, highways were built, irrigation canals were constructed, cantonments were built and also the Islamic (hijri) calendar was devised. 3(b) In your opinion, what was ‘Umar’s greatest achievement during his 4 caliphate? Give reasons for your answer. Mark according to the marking grid for AO2 – Understanding on page 5. Answers may include some of the following ideas, but all valid material must be credited. In response to this answer candidates need to choose between ‘Umar’s achievements and give reasons for their choice. If a candidate believes his administrative policies were his greatest achievement, they could say that his policies ensured justice to all, helped in better governance as the empire was divided into provinces etc. The majlis e shura reinforced the democratic principles of governance etc. and with the sound running of the state ‘Umar could focus on the expansion of the Muslim empire. If the candidates choose ‘Umar’s military expansion as his greatest achievement, they could say that by gaining vast territories ‘Umar established the military dominance of the Muslims. In turn the conquests brought great wealth to the treasury as war tribute and tax on non-Muslims (jizya) made the caliphate richer which in turn brought prosperity to the Muslim community (umma) and hence was a great achievement for the growing Muslim empire.

4 (a) Write about the Battle of the Camel, fought during the caliphate of ʿAli. [10] (b) Explain the impact of the Battle of the Camel on ʿAli’s caliphate. 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Mark scheme: 4(a) Write about the Battle of the Camel, fought in the caliphate of ‘Ali. 10 Mark according to the marking grid for AO1 – Knowledge on page 4. Answers may include some of the following ideas, but all valid material must be credited. Key details might include:  the names of key participants  the events leading up to the battle  where the two armies met  an account of the negotiations prior to the battle between the two sides  the start of the battle  the events of the battle  the battle’s outcome. This battle was fought in 656.Talha and Zubayr who were amongst the first to pledge loyalty to ‘Ali demanded justice from ‘Ali for the blood of ‘Uthman and were joined by ‘Aisha. Together they raised an army of 900 men and marched towards Basra. ‘Ali feared for the unity of the Muslims and decided to go meet them. He left Madina with a force of 700 men and headed for the camp site halfway between the two garrison cities. Negotiations took place between the two sides and were successful but in the night mischief makers from both sides urged the soldiers to fight and war began. The battle: They woke before dawn, about 2500 in number, and each group attacked the closest people to them resulting in both parties fighting to protect their group. Each faction woke up and took arms not realising the deception of the extremists. The army of ‘Ali thought the army of ‘Aisha had attacked and vice versa and by midday a heated battle ensued. The leaders of both groups tried to stop the fighting but were unable to do so. Talha and Zubayr were both martyred. Talha was killed from behind by Marwan ibn Hakam with an arrow and Zubayr was killed after he left the battlefield. ‘Aisha was advised to mount a camel and enter the battlefield in hopes that with her presence the fighting would subside. This however had the opposite effect as fighters from her camp were motivated upon seeing her. The fighters of Basra gathered around her sacrificing their lives trying to protect her. ‘Ali gave the order for the camel to be brought down to stop further loss of life and to end the battle. As the camel fell Muhammad ibn Abu Bakr who was fighting on ‘Ali’s side rushed to help his sister and was asked by ‘Ali to escort ‘Aisha back to Madina. The Battle of Camel was won by ‘Ali. 4(b) Explain the impact of the Battle of the Camel on Ali’s caliphate? 4 Mark according to the marking grid for AO2 – Understanding on page 5. Answers may include some of the following ideas, but all valid material must be credited. The impact of this battle on Ali’s caliphate was that it broke the unity of the umma as it was the first civil war of Islam, hence was a huge blow to the brotherhood and camaraderie established by the Prophet (pbuh). This battle also resulted in Ali’s authority being challenged and politically raised a lot of issues for him, one of them was he had to move the capital of the caliphate from Madina to Kufa where he had strong support. It could be said that the battle destabilised an already volatile situation and resulted in political uncertainty and chaos.

5 (a) Give an account of Muslim belief in prophets and divine books. [10] (b) Explain why belief in all prophets is important in Islam. 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Mark scheme: 5(a) Give an account of Muslim belief in prophets and divine books. 10 Mark according to the marking grid for AO1 – Knowledge on page 4. Answers may include some of the following ideas, but all valid material must be credited. Prophets: Candidates could say that belief in prophets is an Article of Faith and that prophets were sent as a guidance to humankind and in turn were guided by God Himself. Prophethood in Islam is considered a gift from God and all prophets Muslims believe possessed some common features. These are:  Prophets were both morally and intellectually superior to their nations.  God bestowed some of His prophets with miracles.  Every prophet confirmed that he was preaching the words of God and confirmed what was revealed before him and what may be revealed after him thus confirming that the message of all prophets in essence was the same.  They were all human. They ate, drank, slept and lived normal lives and spoke the language of their communities. They were sent to guide humanity towards the worship of their Creator and to lead righteous lives. They also acted as role models for humanity. The number of prophets sent throughout history is thought to be approximately 124,000 and Muslims have faith in all the prophets sent by God and make no distinction between them. The prophetic line starts with Adam and ends with the Prophet Muhammad (pbuh). The belief and respect due to all prophets is critical as is the belief in the finality of the Prophet Muhammad (pbuh). The mark is not divided equally between the two parts and the answer needs to be read as a whole and given a global mark. Divine books: Were sent to different prophets to guide humanity. They were meant to teach people their obligations to God and their fellow human beings. Belief in divine books revealed to earlier prophets before the revelation of the Qur’an is an essential aspect of Muslim faith. The books in order of revelation are: (i) The Scrolls (Suhuf) of Ibrahim; (ii) The Torah (Taurat) revealed to Musa; (iii) The Psalms (Zaboor) revealed to Dawood; (iv) The Gospel (Injeel) revealed to Isa; and (iv) The Qur’an revealed to Prophet Muhammad (pbuh). The central message of all revealed books was the worship of the One true God. Divine books other than the Qur’an were for a specific time and community whereas the Qur’an is for all times and for all humanity. Earlier scriptures have been lost or tampered with and none exist in their original form or in the language they were revealed in except for the Qur’an. God has taken it upon Himself to protect the Qur’an from alteration and corruption. 5(b) Explain why belief in all prophets is important in Islam? 4 Mark according to the marking grid for AO2 – Understanding on page 5. Answers may include some of the following ideas, but all valid material must be credited. Candidates could say that belief in all of them is important because they were all sent by God; or it could be said that it is written in the Qur’an that we should make no distinction between them, al Baqarah,2:285. Some answers could say that the Qur’an tells us stories of the various prophets of God sent over the ages which makes it imperative for a Muslim to believe in all of them as a Muslim cannot challenge what the Qur’an states and still be called a Muslim. Belief in all prophets is also important as it teaches Muslims respect for other revealed religions and promotes religious tolerance. Every prophet carried the legacy of the prophet before him, and the Prophet Muhammad (pbuh) carried this legacy in totality. This knowledge of the past prophets helps us understand our faith better. The distinction of Prophet Muhammad (pbuh) being the last prophet of God in a long line of prophets and on whom the religion was perfected reinforces Muslim belief in prophets of the past.