3 (a) Explain why Abu Bakr needed to rescue Bilal. [4] (b) Describe the relationship between Muhammad (pbuh) and Abu Bakr during the Prophet’s lifetime. [10] (c) ‘The support of the early Muslims was important to the mission of Muhammad (pbuh) in Mecca.’ Discuss this statement and show that you have thought about different points of view. [6] [Total: 20]

3(a) Explain why Abu Bakr needed to rescue Bilal. Responses might include the following and/or other relevant information: • Bilal was a slave, so he had no social standing. • The early Muslims who were vulnerable were persecuted and tortured. • Bilal was tied down on the burning sand of the desert with a heavy stone crushing his chest. • He remained steadfast to Islam and only cried out ‘Allah! the One, Allah! the One. • Bilal was ready to sacrifice his life for his faith. • Abu Bakr bought Bilal’s freedom • and rescued him from a cruel master. One mark for a simple statement, three further marks for elaboration. 4 3(b) Describe the relationship between Muhammad (pbuh) and Abu Bakr during the Prophet’s lifetime. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include the following and/or other relevant information: Abu Bakr As Siddiq was born in 573 AD in Mecca. He was two years younger than the Prophet (pbuh). He belonged to a respectable and noble family of the Banu Tamim; a clan of the Quraish tribe. He was a lifelong friend and neighbour of the Prophet (pbuh) and accompanied Muhammad (pbuh) on some of his trade missions. He was the first adult free man to believe in Muhammad’s mission. The Prophet (pbuh) once spoke about this and said, “when I invited people towards Allah everybody thought it over and hesitated except for Abu Bakr, he accepted my call and did not hesitate for even a moment.’ After his conversion to Islam, he received the name as-Sadiq (The Truthful). When the Prophet (pbuh) narrated the experience of the Mi’raj, Abu Bakr immediately believed him. Abu Bakr brought many influential converts to Islam such as ‘Uthman, Talha, Zubair and other prominent Quraish. He was generous and used to help the poor and needy and freed a number of slaves who has accepted Islam. When Muhammad (pbuh) decided to migrate to Medina, Abu Bakr was his only companion and hid with the Prophet (pbuh) in the Cave of Thaur for three days. This is mentioned in the Qur’an. He fought all the battles with the Prophet (pbuh). On the Tabuk expedition he contributed all he possessed and when asked by the Prophet (pbuh) what he had left for his family Abu Bakr replied, ‘I have left them Allah and his Prophet’. To further increase the close connection between them, the Prophet (pbuh) married Abu Bakr’s daughter Aisha. The Prophet (pbuh) appointed Abu Bakr as the first Amir-al Hajj when it first became obligatory and when the Prophet (pbuh) became ill and was nearing death he appointed Abu Bakr to lead the prayers. When the Prophet (pbuh) died Abu Bakr addressed those who were grieving and said ‘O People if any one of you worshipped Muhammad (pbuh) he should bear in mind that Muhammad (pbuh) is dead. But those who worship Allah should know that he is alive and will never die.’ 10 3(c) ‘The support of the early Muslims was important to the mission of Muhammad (pbuh) in Mecca.’ 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 some of the following and/or other relevant information: In agreement with the statement, candidates might point out that in the early days of preaching Islam, the Prophet (pbuh) suffered rejection by his family and his clan and persecution by the leaders of the Quraish. The dedication and bravery of the first followers could certainly be said to have contributed to the success of the Prophet’s mission. The early followers too suffered persecution, cruelty, and torture. In the beginning the Muslims were only a small band of mainly poor people and slaves, but gradually, as more influential Quraish figures joined the Prophet (pbuh) and converted to Islam, the Muslims became bolder, and morale became stronger. The support of major figures such as ‘Uthman, Hamza and ‘Umar certainly contributed to the growing success of Islam. However, on balance, it might also be argued that alongside this, God protected and cared for his messenger and the early converts. The success of the mission was dependent on God. 6 (a) To earn marks, students must state that Bilal was a persecuted slave and then elaborate on the specific tortures he endured, his steadfastness, and Abu Bakr's action of buying his freedom. (b) Students need to describe the close and lifelong relationship between Muhammad (pbuh) and Abu Bakr, including details about their friendship, shared experiences like trade journeys, and Abu Bakr's unwavering support. (c) Students must discuss the importance of early Muslim support for Muhammad's mission in Mecca and present different points of view on this topic.

3 (a) Describe the relationship between Muhammad (pbuh) and ʿAli. [4] (b) Give an account of ʿAli’s services to Islam during the Prophet’s lifetime. [10] (c) What benefits are there for society today in following the example of brotherhood that Muhammad (pbuh) created in Medina? [6] [Total: 20]

3(a) Describe the relationship between Muhammad (pbuh) and ‘Ali. Responses might include the following and/or other relevant information. • They were cousins. ‘Ali was the son of Abu Talib, the uncle and guardian of Muhammad (pbuh). • ‘Ali was much younger than Muhammad (pbuh), he was born about thirty years later. • Muhammad (pbuh) brought up ‘Ali as his own son. • Their relationship was very close, ‘Ali married the Prophet’s daughter, Fatima. • He was the father of the Prophet’s grandsons Hassan and Hussein. • ‘Ali was one of the first converts. • He stood up and supported the Prophet (pbuh) when he first preached his message publicly. • ‘Ali learnt from being in the Prophet’s company. One mark for each response. 4 3(b) Give an account of ‘Ali’s services to Islam during the Prophet’s lifetime. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include some of the following and/or other relevant information: ‘Ali was the second person to accept Islam when he was eleven years old. He stood up and spoke out in support of Muhammad (pbuh). He was in the Prophet’s household during all the time of the persecutions and the boycott. At the time of the migration, the Prophet (pbuh) left him in his bed (to act as a decoy and return the possessions of the Meccans) when Muhammad (pbuh) fled with Abu Bakr to begin the journey to Medina. ‘Ali later joined the two at Quba and helped to build the first mosque there. At the time of establishing brotherhood between the Ansar and Muhajirun in Medina, Muhammad (pbuh) took ‘Ali to be his brother. ‘You are my brother in this world and in the hereafter.’ ‘Ali was a very brave man, he participated in all the battles against the non- believers during the time of the Prophet (pbuh). He was called Asad-ullah (the Lion of Allah). At Khyber he led the force that took the last Jewish stronghold of Qamus. When the Prophet (pbuh) went on the expedition to Tabuk in 9 AH he left ‘Ali in charge of Medina. He was one of the great jurists among the companions and the Prophet (pbuh) appointed him Qadi (judge) of Yemen and some suggest he blessed him with the following prayer, ‘O Allah put truth on his tongue and enlighten his heart with guidance.’ He was one of the original scribes of the Qur’an. During the Prophet’s final illness, ‘Ali attended to him day and night and after his death prepared his body for burial. 10 3(c) What benefits are there for society today in following the example of brotherhood that Muhammad (pbuh) created in Medina? Mark according to the level descriptors for Assessment Objective 2 Evaluation. Responses might consider the following and/or other relevant information: The society that the Prophet (pbuh) created in Medina was classless. Everyone was equal. The Prophet (pbuh) encouraged a collective, co- operative spirit between the Ansar and the Muhajirun when he made them brothers. Today Muslims might learn that unity creates strength in society, and it promotes peace between people. Creating and encouraging ties of brotherhood ensures that the vulnerable in society are provided for, no one eats while his brother is hungry. The status of the poor and disadvantaged will be improved. Creating this kind of unity between people means that there is also tolerance in individual life and in the community and people protect one another from discrimination and persecution. This can extend to every aspect of life and mean that there is freedom of expression and a just society. Some candidates might answer in general terms and others might illustrate their points by giving examples from personal and community life. 6 (a) To earn marks, you need to state four distinct aspects describing the relationship between Muhammad and Ali. (b) To earn marks, you need to provide a detailed account of Ali's services to Islam during the Prophet's lifetime, demonstrating strong knowledge and understanding. (c) To earn marks, you need to explain the benefits for society today of following the example of brotherhood established by Muhammad in Medina, providing reasons to support your answer.

1 (a) Give four events which occurred during Abu Bakr’s Caliphate. [4] (b) Describe how Abu Bakr became Caliph. [10] (c) Choose one Caliph and explain how he left a model that could be used by governments today. Give reasons to support your answer. [6] [Total: 20]

1(a) Give four events which occurred during Abu Bakr's Caliphate. Responses may include four of the following and/or other relevant information: • The majlis shura was created/met • Provinces were made • Oman, Yemen, Syria and part of Iraq were conquered • Usamah bin Zaid was victorious in Syria • Collection of the Qur’an • Some tribes refused to pay Zakat • They were defeated by 11 battalions • Some false prophets emerged • Khalid bin Walid defeated them. One mark for each response. 4 1(b) Describe how Abu Bakr became Caliph. Mark according to levels of response descriptors for AO1 Knowledge and Understanding. Responses may include the following and/or other relevant information: After Muhammad (pbuh) died, the situation was confused. Abu Bakr did not want to become leader. There was a meeting including the Ansar and Abu Bakr, ‘Umar and other companions to decide what to do. There was division: the Ansar wanted to nominate one of their own; the emigrants from Mecca wanted one of their number and some preferred a member of the Quraish tribe. Some suggested having one leader from each, but Abu Ubaidah said this would show division. Abu Bakr proposed ‘Umar and Abu Ubaidah as Caliph, but they preferred Abu Bakr as he had been a friend of the Prophet (pbuh) during the migration to Medina. Abu Bakr also was first to confirm the Miraj. Abu Bakr had led the prayers when the Prophet (pbuh) was sick and on another occasion Muhammad (pbuh) read behind Abu Bakr who led prayers. All these factors led people to think Abu Bakr would be a suitable leader. ‘Umar held Abu Bakr’s hand and said Abu Bakr had been second in the Cave of Thawr with Muhammad (pbuh). Others said the Prophet (pbuh) paid all his debts except his personal debt of gratitude to Abu Bakr. With that, Abu Bakr accepted and gave a speech and asked for people’s advice, correction, and support in all that he would do as their leader. 10 1(c) Choose one Caliph and explain how he left a model that could be used by governments today. Give reasons to support your answer. 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 must give reasons for their views. Responses may include the following and/or other relevant information. Candidates might choose any one of the Caliphs and give examples of how the way that he ruled might be seen as a good example today. They might refer to any aspect of the Caliph’s character or action that he took in government and show that they recognise the significance of this for governments today, where relevant. Responses may argue that: Abu Bakr provided the majlis shura, an assembly to advise on the running of government which some regard as a form of democracy. Some Muslim countries today hold shura consultation sessions to better understand the needs of the people when deciding government policies. ‘Umar was pious and provided facilities for Muslims, such as for pilgrimage and prayer. It could be argued that governments today might follow this and provide prayer rooms and help Muslims who want to attend the Hajj pilgrimage. Uthman helped to preserve the Qur’an so it could be said that he was good at record keeping. Today’s governments might ensure they keep good records. He also helped the poor and provided more facilities for Muslims, which Muslim governments today might emulate. ‘Ali tried to listen to different opinions from different factions in his caliphate. It could be argued that no matter what problems a Muslim country today faces, including where a government has to face different factions, they could follow ‘Ali in trying to talk to them and aim for peace. There are many other examples which might be referred to – credit all reasonable responses. 6 (a) To earn marks, you need to list four distinct events that happened during Abu Bakr's Caliphate, such as the creation of the majlis shura or the collection of the Qur'an. (b) To earn marks, you need to describe the events and discussions that led to Abu Bakr becoming Caliph after the Prophet Muhammad's death, including the meeting of companions and the divisions over leadership. (c) To earn marks, you need to choose one Caliph, explain how their actions or policies provide a model for modern governments, and provide specific reasons to support your explanation.

1 (a) Give four regions ruled by the Caliphate during ʿAliʼs time. [4] (b) Describe ʿAliʼs approach to leading the Muslim community. [10] (c) To what extent does ʿAli provide a good model of government for Muslims today? Give reasons to support your answer. [6] [Total: 20]

1(a) Give four regions ruled by the Caliphate during ‘Ali's time. Responses may include four of the following and/or other relevant information: • Medina • Mecca • Arabia • Yemen • Oman • Iraq • Iran • Parts of the west of Afghanistan and Pakistan • Parts of the east of Turkey and Syria • Other areas such as Egypt and the coastal lands of Syria were held by rebels One mark for each response. 4 1(b) Describe ‘Ali's approach to leading the Muslim community. Mark according to levels of response descriptors for AO1 Knowledge and understanding. Responses may include the following and/or other relevant information: As one of the Four Pious Caliphs, ‘Ali upheld Islam in his rule for all Muslims in the caliphate. When he was appointed, he gave a speech in Medina saying that he wanted to rid the caliphate of the evil of division and deal with those causing subversion harshly. When ‘Ali had to face the rebels, he attempted to arbitrate for the sake of all Muslim groups within the caliphate. Nine days of talks were held before the Battle of Camel, which might have been worse otherwise. After the battle, ‘Ali attempted to form a broad coalition, and under his rule asked for booty to be distributed to Ansar, Quraish and other tribes equally. ‘Ali promoted policies to help the poor and worked against corruption and favouritism of the rich. He gave instructions about the development of farming and agriculture to benefit the poor and peasants and prioritised this over tax collection. He wrote that demanding tax without developing the land for everyone was like punishing the people. ‘Ali reorganised governors and appointed some new ones. He was attempting to strengthen the caliphate even though this was opposed by Mu’awiya and those calling for ‘Ali to find and take action against ‘Uthman’s murderers. ‘Ali shifted the capital of the caliphate to Kufa, from where he thought it would be easier to rule over all lands within the empire, including rebel Mu’awiya, who set up a caliphate in Damascus. 10 1(c) To what extent does ‘Ali provide a good model of government for Muslims today? Give reasons to support your answer. 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: ‘Ali wrote to Governor Malik, whom he appointed in Egypt, with instructions for government. In his letter he asked Malik to remember that as a governor he was accountable to God. He instructed him to be compassionate to the poor and care for all people. This is seen by some Muslims as a model for good government, according to the principles of Islam. Some see it as an ideal constitution, alongside the Charter of Medina. ‘Ali’s preference for negotiation might also be used to support this argument. However, candidates might disagree. ‘Ali’s time was a period of civil war and division amongst the Muslims. The Prophet’s model of government in the Charter of Medina might be seen as preferential as Muhammad (pbuh) was the perfect person whose examples Muslims follow. Alternatively it could be argued that no model of government is favoured for Muslims; rather they should learn from the examples of ‘Ali and the other Caliphs and apply them as relevant for their own time. 6 (a) To earn marks, students must list four specific regions that were under the Caliphate's rule during Ali's time, as provided in the mark scheme. (b) Students need to describe Ali's leadership approach by providing detailed information about his actions and principles, such as his efforts to unite the community and his attempts at arbitration. (c) To score marks, students must assess the extent to which Ali serves as a good model for modern government, providing reasons and examples to support their viewpoint.

2 (a) State four facilities ʿUmar provided for his people. [4] (b) Describe the ways in which ʿUmar strengthened the Caliphate. [10] (c) Which of ʿUmar’s achievements contributed most towards developing a pious society? Give reasons to support your answer. [6] [Total: 20] Section B: The history and importance of the Qur’an and Hadith

2(a) State four facilities ‘Umar provided for his people. Responses may include four from the following and/or other relevant information: • Treasury (Baitul Mall) • Canals • Mosques • Schools • Roads • Traveller’s facilities: – Public rest areas – Hostels – Ablution stations • Trader’s guilds • Jails • Judicial facilities • Public lighting for mosques at night • Enlargement of the Haram mosque in Mecca One mark for each response. 4 2(b) Describe the ways in which ‘Umar strengthened the Caliphate. Mark according to levels of response descriptors for AO1 Knowledge and Understanding. Responses may include the following and/or other relevant information: ‘Umar became known as a strong and stern ruler. He appointed provincial governors and kept control of them by asking them to attend the Hajj pilgrimage annually and report to him. ‘Umar established the Treasury and imposed a new tax (ushr) on land produce, as well as spoils of war, so that money was kept firmly under his control. ‘Umar established a census so that he knew details about the population he controlled. He organised the military into bases at strategic points in the Empire, to help better control them. He established religious facilities and promoted pious practice, so that people became law abiding. This included promoting lectures in public, encouraging taraweh night prayers throughout Ramadan. ‘Umar established the office of the judge, criminal punishments and jails. Personally, ‘Umar was pious and led life like a poor person. People respected the way he led by example and allowed them to have access to him and make representations about matters. ‘Umar used to make personal checks daily at night to check the condition of the people, sometimes surprising them, but also strengthening his authority over those he ruled. 10 2(c) Which of ‘Umar's achievements contributed most towards developing a pious society? Give reasons to support your answer. 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 and support a clear judgment and/or give a reasoned answer. Responses may include the following and/or other relevant information: Candidates might argue that providing mosques and facilities for prayer, including areas for ablution, enabled more people to pray and this was at the centre of becoming a pious society. Provision for travellers, such as rest areas and hostels, also helped people to perform pilgrimage and therefore complete the Five Pillars of Islam. Education of people in religious matters was another way in which ‘Umar encouraged a pious society, such as by paying a salary to Imams and providing teachers and public lectures. Candidates might discuss which of ‘Umar’s many provisions might have helped Muslims the most in becoming more pious, or they might argue that it was ‘Umar’s character of leading by example that inspired Muslims to become more pious, rather than any one facility that he provided. 6 (a) To earn marks, you need to state four specific facilities or provisions that 'Umar established for his people, such as the Treasury, canals, or mosques. (b) To earn marks, you need to describe the various methods 'Umar used to strengthen the Caliphate, including his administrative reforms, control over governors, and military organization. (c) To earn marks, you need to identify one of 'Umar's achievements, explain how it contributed to developing a pious society, and provide reasons to justify why you believe it was the most significant.

Cambridge O Level Islamic Studies · 2068

O-Level Islamic Studies (2068) The Four Pious Caliphs past paper questions

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