Cambridge IGCSE Religious Studies 0490 — 2008 Oct/Nov Paper 4 · Variant 1

This document consists of 4 printed pages. SP (NF/KS) T52324/4 © UCLES 2008 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. * 7 5 0 7 8 7 4 2 2 0 * RELIGIOUS STUDIES 0490/04 Paper 4 October/November 2008 2 hours Additional Materials: Answer Booklet/Paper www.XtremePapers.com

2 0490/04/O/N/08 © UCLES 2008 The teaching and practice of the religions studied in relation to other religious groups. Study the sources carefully, and then answer all the following questions. 1 Explain the rights which are described in Source F. [10] 2 State in your own words the religious teachings which are given in each of Sources A, B and C. [15] 3 Read Sources D and E. Explain the different points of view given here about respecting other religions. [10] 4 Read Sources G and H, and look at Sources I and J. For each of these sources, explain the ideas about relationships with other religions which they show. [40] 5 Look at all the Sources. Do you think it is possible for members of different religions to live peacefully together? Give reasons for your answer. [25] Source A – Christianity ‘Jesus answered, “I am the way and the truth and the life. No-one comes to the Father except through me. If you really knew me, you would know my Father as well. From now on, you do know him and have seen him.” ’ John 14:6–7 (NIV) Source B – Judaism ‘If your very own brother, or your son or daughter, or the wife you love, or your closest friend secretly entices you, saying, “Let us go and worship other gods” (gods that neither you nor your fathers have known, gods of the peoples around you, whether near or far, from one end of the land to the other), do not yield to him or listen to him. Show him no pity. Do not spare him or shield him.’ Deuteronomy 13:6–8 (NIV) Source C – Islam ‘Whosoever seeks a religion other than Islam, it shall not be accepted from him, and in the life to come he shall be among the losers.’ Surah 3:85 (Pickthall’s translation)

3 0490/04/O/N/08 © UCLES 2008 [Turn over Source D ‘I think all people should respect each other’s beliefs about religion. We should be able to worship God in whatever way we choose, or not at all, and still live together peacefully.’ ‘I disagree – I can’t respect someone’s beliefs when I know those beliefs are wrong. My holy book tells me that mine is the true religion, and that others are false. So I think people who believe in other religions should change their views.’ Source E ‘As a Christian, I believe that Jesus was the Son of God, and that he came into the world to save people from their sin. I also believe that commitment to Jesus is the only way for people to be saved. If other religions are also right, then what would be the point of Jesus dying on the cross? It would be possible to be saved without the crucifixion, so Jesus would have died for nothing. And the Bible teaches that we are to have no other gods; and it tells us that no-one comes to the Father except through Jesus. If it’s in the Bible, I know it’s the truth, so I know all other religions are wrong.’ Source F ‘Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship, and observance.’ Universal Declaration of Human Rights Source G ‘Within Christianity, Judaism, and Islam, there are many people who believe that their religion is the only true way to God. They have different holy books, which share many common ideas, but which also have important differences. Jews and Muslims cannot accept the Christian belief that Jesus was the Son of God, because they think that this contradicts belief in just one God. Muslims and Christians cannot accept that the Jews are still God’s chosen people, because they believe that they have been given special messages from God too and that God has shown them the right way to live, through Muhammad and through Jesus. Christians and Jews cannot accept that the Qur’an has more authority than the Bible. These and other differences mean that religious people will always think that others are wrong.’ Source H ‘Christianity, Islam and Judaism all teach a message of peace. No-one who sincerely believes in God wants people to be violent towards one another. No-one wants non-religious people to think that religion is all about fighting and terrorism. Sometimes, people from different religious faiths meet to talk and pray together. They work together, respecting each other’s different beliefs, to try and find ways of living peacefully, breaking down barriers of prejudice, learning from each other and making the world a better place. They discuss different ideas about the right way to live. Sometimes, when there is a famine or an emergency, people of different religious beliefs work together to raise money and to take help to the victims. For example, when there was a terrible earthquake in Asia in 2005, Christian churches raised money for Islamic Relief so that the Muslim community could help the survivors.’

4 0490/04/O/N/08 © UCLES 2008 Source I The Pope meets with Muslim leaders to encourage a better understanding between Christianity and Islam. Source J Members of different faiths meet to pray and talk about how they can work together to help victims of the tsunami disaster. Copyright Acknowledgements: Scripture quotations marked (NIV) are taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. NIV®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission. All rights reserved. Source C © Pickthall. Source J © www.chakra.org/news/newsJan03_05_02.html Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2008 question paper 0490 RELIGIOUS STUDIES 0490/04 Paper 4 (Alternative to Coursework), maximum raw mark 100 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2008 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0490 04 © UCLES 2008 Marking Criteria As the nature of this paper is the assessment of candidates’ individual responses to sources/stimuli presented without specific guidance as to the expected approaches, a detailed mark scheme is not appropriate and markers must assess the responses on their own merits according to the Marking Criteria and not allow their judgement to be affected by any pre-conceived idea of ‘correct’ responses. Areas which candidates might explore include the suggestions below. Marks should be awarded according to the following criteria for each Assessment Objective. The envisaged levels are very general and will need to be interpreted as appropriate to the requirements of the question when applied to particular answers. Question 1 Assessment Objective A [10 marks] Question 2 Assessment Objective A [15 marks] Question 3 Assessment Objective A [10 marks] Total marks Level 1 Level 2 Level 3 Level 4 10 1-3 4-6 7-8 9-10 15 1-4 5-8 9-12 13-15 Assessment Objective A: Knowledge Level 1: some attempt to deal with the task. The inclusion of a small amount of relevant information. Limited ability to organise work or present an argument. Level 2: a basic attempt to deal with the task. Some of the relevant information will have been selected with evidence of organisation. Level 3: a reasonable attempt to deal with the task. Salient information selected, organised and presented with some skill. Level 4: an excellent attempt to respond to the task in an individual way. The work will be presented in a clear, coherent manner.

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0490 04 © UCLES 2008 Questions 1, 2 and 3 Assessment Objective A: Knowledge 1 Explain the rights which are described in Source F. Candidates who re-state the source in their own words ‘having selected salient information with some skill’ merit Level 3. Level 2 if there is not much selection. Level 4 for ‘an excellent attempt to respond to the task in an individual way’, which here should include recognition that it is considered a basic human right that people should be free to believe whatever they choose. [10] 2 State in your own words the religious teachings which are given in each of Sources A, B and C. To gain Level 4 answers must consider, however briefly, all three passages. The question does not specifically require three separate sections to the answer and a good synthesis would merit a high level. Candidates who work through each faith and give a simple explanation of the teachings contained in the passages can gain Level 3 if the answers are ‘organised and presented with some skill’. A Level 4 answer might show understanding that all three sources claim an exclusive monopoly on the truth (or true God). [15] 3 Read Sources D and E. Explain the different points of view given here about respecting other religions. Here, candidates should show understanding of the different opinions expressed, and be able to phrase them in their own words. They might be able to expand on the different opinions or give examples. For higher marks, candidates should recognise that contrasting points of view are being presented here, where some people believe that religion should not cause conflict while others believe that the different truth-claims of different religions are incompatible and cannot both be right. The candidate’s own opinion is not required here for high marks. [10]

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0490 04 © UCLES 2008 Question 4 Assessment Objective B: Understanding and Interpretation Level 1, mark range 1-10: limited understanding of religious language and concepts, with facts often presented as understanding. There will be few explanations offered. Limited ability to recognise the relationship between an issue and the study of religion. Level 2, mark range 11-20: some understanding of religious language and concepts although lacking in depth. Some ability to recognise the relationship between religious belief and practice. The ability to make simple comparisons and recognise similarities and differences. Level 3, mark range 21-30: a wider, more mature level of understanding of religious language and concepts. The ability to recognise the relationship between religious beliefs and practice. The ability to recognise and handle religious issues. Level 4, mark range 31-40: the demonstration of a thorough understanding of religious language and concepts. Clear explanations of the relationship between religious beliefs and practice. Confidence in the recognition and handling of religious issues. 4 Read Sources G and H, and look at Sources I and J. For each of these sources, explain the ideas about the relationships with other religions which they show. Candidates may write either about each of the sources in turn, or write a coherent extended answer which draws on all of the sources. ‘Clear explanations of the relationship between religious beliefs and practice’ should be given for higher marks. Here, the theme is whether religious groups can work peacefully together or whether there are irreconcilable differences, and candidates should be able to use the sources to give examples of such differences and examples of attempts to work together. Level 4 answers will have mentioned explicitly all the sources. [40]

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0490 04 © UCLES 2008 Question 5 Assessment Objective C: Evaluation and Investigation Level 1, mark range 1-6: a statement of the obvious, a one-sided judgement with little or no argument. Level 2, mark range 7-12: a clearly expressed opinion based on the evidence, with an argument offered in support. Level 3, mark range 13-18: the ability to recognise some of the significance of the issue raised. The clear expression of an opinion directly related to the information presented and supported by evidence and argument. An awareness of the existence of different opinions. Level 4, mark range 19-25: the ability to recognise the complexity of issues raised and to express valid opinions about different points of view, well supported by evidence and argument. 5 Look at all the Sources. Do you think it is possible for members of different religions to live peacefully together? Give reasons for your answer. For higher marks, candidates should show an ability to recognise more than one point of view. They may refer to their own religious beliefs, if any, but this is not essential. More sophisticated answers might include examples to illustrate the points made, such as reference to religious wars or acts of terrorism, and reference to inter-faith groups and activities. [25]