1 (a) Give four occupations that were common in Mecca in Pre-Islamic times. [4] (b) Give an account of the different ways in which polytheism was practised in Pre-Islamic times. [10] (c) ‘There were many good features in Arab society during the Pre-Islamic period.’ Discuss this statement and show that you have thought about different points of view. [6] [Total: 20]

1(a) Give four occupations that were common in Mecca in Pre-Islamic times. Responses might include four of the following and/or other relevant information. • Merchant • Trader • Money-lender (usury) • Caravan owner • Tribal Chief • Camel breeder • Shepherd • Slave trader One mark for each response. 4 1(b) Give an account of the different ways in which polytheism was practised in Pre-Islamic times. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include the following and/or other relevant information: Polytheism in the form of idolatry was prevalent in Pre-Islamic times. Many gods were worshipped. They were represented by statues/idols made of stone, clay, wood, etc. The Ka’ba was a centre of worship with 360 idols inside and around it. The Quraish tribe were custodians of the Ka’ba. Worship included circumambulation of the Ka’ba [in a state of nudity]. There was knowledge of a supreme God, Creator (Allah). Other prominent gods were Hubal, al Uzza, al Lat, al Manat. Every household and every tribe had a personal deity to worship. There was also worship of the natural world – stone, trees, stars, sun, moon. The memories of ancestors were revered and there was traditional ancestor worship. Animals and humans were sacrificed at festivals and other times of worship. There was belief in angels as the daughters of God. 10 1(c) ‘There were many good features in Arab society during the Pre-Islamic period.’ Discuss this statement and show that you have thought about different points of view. Mark according to level descriptors for Assessment Objective 2 Evaluation. Responses might consider some of the following and/or other relevant information: The best answers might point out that in the Pre-Islamic society there were many virtues and a thriving agricultural and economic culture that required people to have skills of farming, craftsmanship, literacy and numeracy, etc. There was also a religious history of monotheism and piety, which was contributed to by hanifs, Christians, Jews, and other monotheists. The best aspects of the society were adopted or modified and continued in Islam. Courage and loyalty and a code of chivalry were notable aspects of the tribal and nomadic society. Also, generosity and hospitality to guests. In making some arguments against the statement: the common picture painted of this period is one of an unenlightened society. The cruel treatment of slaves and women meant lack of freedom, lack of rights. Women were bought and sold as chattels and used to pay debts. Usury and exploitation of the weak was prevalent and use of prostitutes and concubines. Other vices included gambling, alcohol, adultery, fornication, and robbery. In a male dominated society, the preference for male offspring led to female infanticide and debasement of girls. Polytheism was predominant. Superstition ruled people’s lives and human sacrifices were known. 6 (a) To earn marks, students must list four distinct occupations common in Pre-Islamic Mecca, such as merchant, trader, or shepherd. (b) Students need to describe various forms of polytheism, including idolatry with specific examples like the Ka'ba and its idols, the worship of specific gods (Hubal, al Uzza), and the worship of natural elements. (c) Students must discuss both positive aspects of Pre-Islamic Arab society and acknowledge different viewpoints to show a balanced understanding.

1 (a) Describe the economic system used in Mecca during Pre-Islamic times. [4] (b) Describe the treatment of slaves, women and infant girls in Pre-Islamic Arabia. [10] (c) ‘Khadija’s moral support for the mission of the Prophet (pbuh) was significant.’ Discuss this statement and show that you have thought about different points of view. [6] [Total: 20]

1(a) Describe the economic system used in Mecca during Pre-Islamic times. Responses might include the following and/or other relevant information: • There was barter (trading) of goods and animals. • Caravans carrying goods on trade routes to Syria, Persia, etc. • Financial systems such as banking were developed. • Money lending for interest had also become part of the economic system. • A system of taxation was developed, for example, the taxing of merchants on trade routes and pilgrims visiting the Ka’ba. • Trading of slaves • There were three markets – rich, common and slave. One mark for a simple statement and a further three marks for other points or development. 4 1(b) Describe the treatment of slaves, women and infant girls in Pre-Islamic Arabia. Mark according to the level descriptors for Assessment Objective 1 Knowledge and understanding. Responses might include the following and/or other relevant information: Slavery was a common practice. Slaves were bought and sold in the markets. The owner had the right of life and death over his slaves. The slaves could be treated cruelly and were regarded as goods/possessions rather than as human beings. Before the advent of Islam, women occupied a lowly/vulnerable place in society. They could be inherited like property or animals. Women were regarded as chattels (possessions). They had no rights and no social standing. A man could marry as many women as he liked and could divorce them without their consent. Bartering and exchanging women/slaves, using them as wagers in gambling and prostitution were common vices. Widows were amongst the most vulnerable and poorest members of society. Female infanticide was prevalent. The birth of a daughter was regarded as a matter of shame and boys were preferred. Female children were murdered because their parents feared the poverty that would come from raising them. 10 1(c) ‘Khadija’s moral support for the mission of the Prophet (pbuh) was significant.’ Discuss this statement and show that you have thought about different points of view. Mark according to the level descriptors for Assessment Objective 2 Evaluation. Responses might consider the following and/or other relevant information: From the beginning, Khadija recognised Muhammad’s qualities of truthfulness and trustworthiness. After the revelation, when he was trembling and afraid, she comforted him and reassured him that he was a good man. Her action in taking him to her cousin Waraqah ibn Nawfal confirmed for Muhammad (pbuh) that he was a chosen prophet. Her unwavering faith in Muhammad (pbuh) meant that she was the first person to accept Islam. The Prophet (pbuh) said “She believed in me when no one else did; she accepted Islam when people rejected me; and she helped and comforted me when there was no one else to lend me a helping hand.” Her support throughout the persecutions in Mecca and at the time of the boycott and her willingness to stand by the Prophet (pbuh) were of paramount importance. It might also be argued that other factors such as the financial support of a wealthy woman helped him in the beginning and throughout their life in Mecca. This is mentioned in the Qur’an. It enabled Muhammad (pbuh) to devote his time to preaching the message of Islam and helped at the time of the boycott. Also, she was the mother of all his children, except for Ibrahim. 6 (a) To earn marks, you need to describe the economic system in Pre-Islamic Mecca by stating at least one feature, and then providing three more distinct points or developing an initial point further. (b) To earn marks, you need to demonstrate knowledge and understanding of the treatment of slaves, women, and infant girls in Pre-Islamic Arabia, providing detailed descriptions for each category. (c) To earn marks, you need to discuss the significance of Khadija's moral support for the Prophet's mission, presenting different perspectives or arguments on the statement.

2 (a) Give four features of nomadic life in Pre-Islamic Arabia. [4] (b) Give an account of the importance of the Ka’ba in Mecca in Pre-Islamic Arabia. [10] (c) In what ways were the actions of Muhammad (pbuh) in the dispute of replacing the black stone an example for Muslims today? Give reasons to support your answer. [6] [Total: 20] Section B: Prophet Muhammad (pbuh)

2(a) Give four features of nomadic life in Pre-Islamic Arabia. Responses might include four of the following and/or other relevant information. • They wandered from oasis to oasis across the desert, looking after animals. • Water and pasture were their main priorities. • They were organised into tribes and clans. • The authority of the Shayk was predominant. • Feuding was common. • Bartering for animals was the only form of trade. • Raiding of animals and crops was common. • There were occasional visits to fairs/towns to visit idols. • There was a custom of wet-nursing. One mark for each response. 4 2(b) Give an account of the importance of the Ka’ba in Mecca in Pre-Islamic Arabia. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include the following and/or other relevant information: The Ka’ba was believed to have been built by the first man, Adam (AS). Later, God directed Ibrahim (AS) and his son, Ishmael to rebuild it. The Qur’an says that the Ka’ba was the first house of worship appointed for man by God. Prophet Ibrahim (AS) was commanded by God to proclaim pilgrimage to the House of God. Later it became a sanctuary of Allah with 360 idols around it. Pilgrims came from all over Arabia to worship there and circumambulate around the Ka’ba. Violence was forbidden within a twenty-mile radius of the Ka’ba. The sanctity of the Ka’ba and the pilgrimage were essential to the survival and wealth of the Quraish who controlled Mecca. The town of Mecca had grown up around the Ka’ba and the nearby water supply of Zamzam. Taxes were paid by pilgrims, which provided a source of income. Mecca was controlled by the Quraish. The chiefs of the Quraish (like Abdul Muttalib, the Prophet’s grandfather) were traditionally honoured as the custodians of the Ka’ba. The Ka’ba was a symbol of glory and power and provided spiritual benefit. The sanctity of the Ka’ba and pilgrimage to Mecca was essential to the survival of the Quraish who made their living from taxes paid by pilgrims. 10 2(c) In what ways were the actions of Muhammad (pbuh) in the dispute of replacing the black stone an example for Muslims today? Give reasons to support your answer. Mark according to level descriptors for Assessment Objective 2 Evaluation. Responses might consider the following and/or other relevant information: The diplomatic skills that Muhammad (pbuh) demonstrated and the example for Muslims today might be shown as follows: He listened carefully to the problem and the reason for the dispute and agreed to arbitrate. This is an example that Muslims should be willing to listen to and advise others and not be afraid of making decisions about right and wrong actions, or about helping to find a way out of a dispute. The clan/tribal leaders shared the honour between them of lifting the cloak and carrying the black stone to its designated place. This is an example to Muslims that they should be aware of the principles and sensitivities of others and respect them/respect one another. Muhammad (pbuh) placed the stone himself - an example of taking responsibility for one’s own decisions and actions. By doing this he demonstrated the need for Muslims to try to correctly judge a situation according to its possible consequences. This way disputes can be peacefully settled, and bloodshed might be avoided. 6 (a) To earn marks, you need to list four distinct features of nomadic life in Pre-Islamic Arabia. (b) To earn marks, you need to provide a detailed account of the Ka'ba's importance in Pre-Islamic Mecca, demonstrating strong knowledge and understanding. (c) To earn marks, you need to explain how the Prophet Muhammad's actions in the Black Stone dispute serve as an example for Muslims today, providing reasons to support your answer.

4 (a) Give the names of four members of Yusuf’s family. [4] (b) Describe how Yusuf (AS) came to be imprisoned in Egypt. [10] (c) ‘It is important to forgive those who do wrong to others.’ Discuss this statement with reference to the story of Yusuf (AS). [6] [Total: 20] Section C: Beliefs, practices and rituals

4(a) Give the names of four members of Yusuf's family. Responses may include the following and/or other relevant information: • His father, Yaqoob (AS) • Yahuda, his oldest son • Prophet Ibrahim (AS), his great grandfather • His mother Rachel (Rahil) • His brother Benjamin • Ishaq (AS), his grandfather • Ishmail (AS), his great uncle • Any member from the extended family line, i.e., from the line of Adam (AS) One mark for each response. 4 4(b) Describe how Yusuf (AS) came to be imprisoned in Egypt. Mark according to levels of response descriptors for AO1 Knowledge and Understanding. Responses may include the following and/or other relevant information: Yusuf (AS) became separated from his family because his brothers were jealous of his beauty, and they thought his father favoured him. They tricked him to come with them on a journey and threw him in a well. They abandoned him there where he was rescued by a caravan and taken away as a servant. Yusuf (AS) was sold by the caravan who picked him up from the well into the house of a master. He won the trust of the master with his honesty and good manners. However, the Chief Minister’s wife Zulaika fell in love with Yusuf (AS). She tried to seduce him, and the master found them in an embarrassing position. Zulaika changed her tone to anger and blamed Yusuf (AS), but a member of the household advised that if Yusuf’s shirt was torn at the front, then he is guilty, but if torn at the back, then it was in fact Zulaika who was lying. It was in fact torn at the back. Women began to talk about the incident. A dinner was arranged, and Yusuf (AS) was invited. The women were surprised by his beauty. They even cut their hands. Zulaika said that either he would need to agree to her seduction or be imprisoned, but Yusuf (AS) said that he would rather do the right thing by God and resist her advances. Therefore, Zulaika convinced her husband to send Yusuf (AS) to prison to save their family honour. Yusuf (AS) accepted his fate and helped another prisoner by interpreting his dreams. 10 4(c) ‘It is important to forgive those who do wrong to others.’ Discuss this statement with reference to the story of Yusuf (AS). Mark according to levels of response descriptors for AO2 Evaluation. In addressing AO2 Evaluation in this question, candidates need to show that they have considered different approaches. Candidates may agree or disagree with this statement, but they must give reasons for their views. Responses may include the following and/or other relevant information. Responses may argue that: Candidates might agree. Prophet Yusuf (AS) faced wrong by his own family but still he forgave them and became reunited in the end. It is a tradition that forgiving others helps a Muslim to receive God’s forgiveness at Judgement. The Prophet Muhammad (pbuh) took a great deal of abuse when he preached Islam in Mecca, but was always kind and forgiving, so Muslims aim to follow his example. However, candidates might argue that if someone is doing wrong then it is their duty to oppose them and put them right. They could say that it is for God to forgive, not people. There is a right of retribution in traditional Shariah law, which is intended to compensate or allow vengeance to balance out a crime, even though forgiveness is rewarded. Some people might find forgiveness for the worst of crimes a bit too hard to give. It might be argued that forgiveness is appropriate, but at the right time. This was the case with Yusuf (AS). Perhaps some understanding that wrong has been done is needed and some remorse shown as part of a process leading to forgiveness. 6 (a) To earn marks, you need to name four specific members of Prophet Yusuf's family, such as his father Yaqoob or his brother Benjamin. (b) To earn marks, you need to describe the sequence of events that led to Yusuf's imprisonment in Egypt, starting from his brothers' jealousy and ending with the Chief Minister's wife's accusation. (c) To earn marks, you need to discuss the importance of forgiveness by referring to specific instances and lessons from the story of Yusuf, explaining how his actions demonstrate this principle.

4 (a) Give four characteristics of Iblis as shown in the story of Adam (AS). [4] (b) Describe the life of Adam (AS) after the creation of Hawa (Eve). [10] (c) Discuss the ways in which Muslims might resist temptation in their lives today. [6] [Total: 20] Section C: Beliefs, practices and rituals

4(a) Give four characteristics of Iblis as shown in the story of Adam (AS). Responses may include the following and/or other relevant information: • Iblis was made of fire • Iblis was jealous that Adam (AS) was given knowledge • Iblis was arrogant in refusing to bow down to him • He was disobedient to God • He was devious/sly in trying to tempt Adam (AS) and Hawa • Iblis thought he knew better/deserved a better position than God gave him Accept any other relevant adjectives to describe the character if Iblis. One mark for each response. 4 4(b) Describe the life of Adam (AS) after the creation of Hawa (Eve). Mark according to levels of response descriptors for AO1 Knowledge and understanding. Responses may include the following and/or other relevant information: Adam (AS) and Hawa were allowed to live in Paradise (Jannah) and to eat whatever they wanted from the beautiful gardens, which were full of fruit and everything they could possibly need for their happiness. However, they were warned not to eat one fruit, the forbidden fruit. Iblis deceived them and made them curious to taste this fruit. Eventually they ate the fruit and in doing so, disobeyed God’s command. God forgave Adam (AS) and Hawa for eating the forbidden fruit, but sent them to Earth, where they were aware of their wrongdoing. Adam (AS) had a role as protector of God’s creation and became aware of the many problems ranging from bad weather to family problems to everyday cleaning. These were problems which did not exist in the Garden of Paradise. Candidates might mention Adam’s later life. Adam (AS) and Hawa had a family including sons Cain and Abel. Adam (AS) asked for help from God when Cain refused his suggestion for marriage. Later, Cain killed Abel without Adam (AS) knowing. Adam (AS) was worried that Abel was missing and searched for him. Adam (AS) asked Cain where Abel was, and Cain replied, in a disrespectful way, that he didn’t care. Adam (AS) feared Abel was dead and became full of grief. 10 4(c) Discuss the ways in which Muslims might resist temptation in their lives today. Mark according to levels of response descriptors for AO2 Evaluation. In addressing AO2 Evaluation in this question, candidates need to show that they have considered different approaches. In answering the question candidates must give reasons for their views. Responses may include the following and/or other relevant information. Responses may argue that: There are many temptations in the world today. Some people might become distracted by wealth or other desires and then become less observant of the requirements of their faith. Muslims might resist such temptations by remembering the examples of Muhammad (pbuh). They remember that he faced all kinds of trials and difficulties much greater than most Muslims today face. Muslims gain strength to avoid temptation by remembering that Muhammad (pbuh) did so. Muslims might also think of judgement and consider that temptations in this life might lead to problems in the hereafter. Some might follow the Five Pillars of Islam, particularly prayer five times a day, as a way of keeping them away from temptations and remembering God throughout the day. Others might follow the advice of Muhammad (pbuh) in taking care to choose friends wisely, so that they are friends with others who lead morally upright lives and do not lead them into situations which might include temptation. Respect for parents, regularly reading the Qur’an, performing additional fasts and various other methods might be used by some to help keep them away from temptation. ‘ 6 (a) To earn marks, students must give four distinct characteristics of Iblis as depicted in the story of Adam (AS), such as being made of fire, jealous, or disobedient. (b) Students need to describe the events and experiences of Adam (AS) after Hawa (Eve) was created, including their time in Paradise and the temptation by Iblis. (c) To score marks, students must discuss various ways Muslims can resist temptation in their lives today, offering different perspectives and examples.

Cambridge O Level Islamic Studies · 2068

O-Level Islamic Studies (2068) Religions, traditions and practices before the prophethood of Muhammad (pbuh) past paper questions

Revise O-Level Islamic Studies (2068) — Religions, traditions and practices before the prophethood of Muhammad (pbuh) with real Cambridge past-paper questions grouped by topic, each shown with its marking scheme. Working one topic at a time targets exactly the skill each question tests.

25 free questions from 2017–2021, each with its marking scheme. Open the full topical bank to filter by subtopic, paper, and year.

Religions, traditions and practices before the prophethood of Muhammad (pbuh) in O-Level Islamic Studies 2068 exams, 2020–2025

Across 2020–2025, Religions, traditions and practices before the prophethood of Muhammad (pbuh) accounted for 40 questions worth 800 marks in Cambridge O Level Islamic Studies (2068) papers.