5 Sura 106: 1–4 1 For the covenants (Of security and safeguard Enjoyed) by the Quraish, 2 Their covenants (covering) journeys By winter and summer,— 3 Let them adore the Lord Of this House, 4 Who provides them With food against hunger, And with security Against fear (of danger). [Yusuf Ali; An English interpretation of the Holy Qur’an.] (a) Explain the background to Sura Quraish and the message in it for the people of Mecca. [12] (b) ‘Muslims can find solutions to all their problems in the Qur’an.’ Discuss this statement and show that you have thought about different points of view. [8] [Total: 20]

5(a) Explain the background to Sura Quraish and the message in it for the people of Mecca. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. This Sura was revealed in Mecca, when the Meccans were totally against the Prophet (pbuh) and rejected his message. The Sura is considered to be a continuation of the previous one, Sura Fil, relating to an event in the year of Muhammad’s birth, The Year of the Elephant: 570 C. Mecca was the capital for the Arabs, it was a trade centre. God tells the Quraish they have security and protection in Mecca because it is He who is defending the Ka’ba, as He did when Abraha’s army came. The Quraish, who were custodians of the Ka’ba, offered no defence to Abraha’s strong army. Abd al Muttalib said the Lord of the Ka’ba would defend it. God saved Mecca and the Ka’ba by a miracle. The Ka’ba is important as it gave the Quraish power and prestige. As they were custodians of the Ka’ba, they were well respected. Their trade journeys to the north and south of Arabia earned them wealth and they were protected on their journeys due to their status as custodians of the Ka’ba. God is saying to them that He is the one who gives them this security and prosperity. The message from God to the polytheist Quraish and people of Mecca was a reminder that they should only worship Him (and listen to the Prophet (pbuh)). They should be grateful for everything He has made available to them, and the protection given to them. By persecuting Muhammad (pbuh) the Quraish were going against their faith. 12 5(b) ‘Muslims can find solutions to all their problems in the Qur’an.’ 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: Candidates might explain that Muslims can use the Qur’an as a guide in daily life and in religious matters. One reason for this is that God reminds Muslims; ‘For we have certainly sent them a Book based on knowledge which We explained in detail, a guide and a mercy to all who believe.’ He also reassures Muslims that He has made the Qur’an easy to understand. Every aspect of life is covered, religious, social, and moral and the Qur’an is also a primary source of law in Islam (Shariah). So, Muslims might be guided to find the solution to all problems. Used and read properly the Qur’an provides a complete code for life. However, this means that Muslims must think and reflect on what they read so that they can understand and apply the teachings. They may also turn to scholars and religious leaders for guidance. Another view might be that the Qur’an might not always clearly have the solution to every problem but combining the principles and teachings in the Qur’an with the Sunnah of the Prophet (pbuh) is another good way to seek solutions to problems. 8 (a) To earn marks, students must explain the historical context of Sura Quraish, including its revelation in Mecca, its connection to Sura Fil and the Year of the Elephant, and the Quraish's role as custodians of the Ka'ba. They must also explain the Sura's message to the Meccans, emphasizing God's provision of security and sustenance. (b) Students need to discuss the extent to which the Qur'an offers solutions to all Muslim problems, presenting arguments for and against this statement and showing different points of view.

5 Sura 114: 1–6 1 Say: I seek refuge With the Lord And Cherisher of Mankind, 2 The King (or Ruler) Of Mankind, 3 The God (or Judge) Of Mankind,— 4 From the mischief Of the Whisperer (Of Evil), who withdraws (After his whisper),— 5 (The same) who whispers Into the hearts of Mankind,— 6 Among Jinns And among Men. [Yusuf Ali; An English interpretation of the Holy Qur’an] (a) Explain the teachings in Sura An Naas and why Muslims need to be aware of these teachings. [12] (b) ‘Reading the Qur’an is the best way for Muslims to know about God’s message for humankind.’ Discuss this statement and show that you have thought about different points of view. [8] [Total: 20]

5(a) Explain the teachings in Sura An Naas and why Muslims need to be aware of these teachings. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include the following and/or other relevant information: The sura explains the three attributes of God. He is Sustainer, King and Deity. It urges believers to seek protection of God from the evil that exists. The evil of mankind as well as that of Jinns and Satan. The Sura emphasises the existence of evil and warns of its presence everywhere. The sura warns of the need to be aware of the forces of evil that are within a person (since the fall of Adam (AS) and Eve) and which return again and again in the form of temptations and evil inclinations. The evil may be in the form of Satan or Jinns, who have sworn to make mischief for humankind, but it is also likely to be within - ‘in the hearts of mankind’. The protection of God is needed to combat human weakness in the face of temptation to do evil. A person needs to be ever watchful, to resist and to trust in God. 12 5(b) ‘Reading the Qur’an is the best way for Muslims to know about God’s message for humankind.’ 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: Many candidates are likely to put emphasis on reading and understanding the Qur’an as the primary source of authority and assess the advantages and disadvantages of direct reading of text instead of listening to the teaching/advice of others. Reference might be made to reading and understanding as opposed to reciting the text without understanding. The Qur’an in Arabic, not translated, may be seen as an advantage or an obstacle. The Qur’an contains all the information people need. Another way is through the teaching of scholars, mullahs, imams, parents, or other believers who have the authority and knowledge to try to interpret God’s message/commands. Madrassas, schools, seminaries, and other educational institutions might be considered. Some responses may refer to the internet as a modern day source that is accessible to everyone and the advantages and disadvantages of this might be assessed. The authenticity of some websites might be questioned as opposed to the respectable nature of others and the need for users to be aware of this. 8 (a) To earn marks, you need to explain the teachings of Sura An Naas and elaborate on why Muslims need to be aware of these teachings, demonstrating strong knowledge and understanding. (b) To earn marks, you need to discuss the statement that 'reading the Qur'an is the best way for Muslims to know about God's message,' presenting different points of view or arguments.

6 Hadith No 16 Tolerance A man said to the Prophet (pbuh): ‘Counsel me.’ He said: ‘Do not become angry.’ The man repeated [his request] several times, and he said: ‘Do not become angry.’ [An-Nawawi’s Forty Hadith] (a) Explain the teaching in this Hadith and give two examples of how these teachings might be put into practice. [12] (b) To what extent can following this Hadith be a challenge for Muslims? Give reasons to support your answer. [8] [Total: 20]

6(a) Explain the teaching in this Hadith and give two examples of how these teachings might be put into practice. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include the following and/or other relevant information: The Teaching: The questioner wanted the Prophet (pbuh) to counsel him – give him some advice. When the Prophet (pbuh) said ‘Do not become angry’ it showed how he felt about people expressing their anger rather than exerting self-control: The Prophet (pbuh) himself never lost his temper. When the questioner repeated his question the Prophet (pbuh) repeated his answer – showing how strongly he felt about this. (In another Hadith the Prophet (pbuh) said ‘Anger is from Satan’). Perhaps the Prophet (pbuh) recognised the man as having a bad temper and so gave him this advice, but it is applicable to all human beings. Examples: The two examples should be explained and developed to show both the outcome and benefit to the person who follows it and the general good that follows. All appropriate responses should be credited. 12 6(b) To what extent can following this Hadith be a challenge for Muslims? Give reasons to support your answer. Mark according to the level descriptors for Assessment Objective 2 Evaluation. Responses might consider the following and/or other relevant information: An evaluation of the challenges that following this Hadith presents to Muslims (in attempting to always keep calm and good tempered) might assess the challenges in daily life to always maintain self-discipline and of not becoming angry or losing one’s temper. To overcome this challenge might be seen as a sign of strong faith. Candidates might discuss whether most humans are strong enough to maintain this type of perfect behaviour and whether the intention to do so, even if not always successfully, will weigh favourably against any lapses that might be experienced. When Muslims are faced with injustices there might be the temptation to get angry not only on one’s own behalf but on behalf of others. Some candidates might comment that Muhammad (pbuh) faced the persecutions and setbacks in his own life without getting angry at those who persecuted him and so there is a perfect example to follow. All appropriate responses should be credited. 8 (a) To earn marks, students must explain the core teaching of the Hadith, which is to control anger and exercise self-control, referencing the Prophet's emphasis and possibly his own example. They must then provide two distinct, developed examples of how this teaching can be applied in practice, showing the outcome and benefits. (b) Students need to discuss the challenges Muslims might face in following this Hadith, providing reasons to support their arguments, such as the difficulty of controlling emotions in various situations.

6 Hadith No 11 Doubt Leave that which makes you doubt for that which does not make you doubt. [An-Nawawi’s Forty Hadith] (a) Explain the teachings in this Hadith and give two examples of how it might be put into practice by Muslims today. [12] (b) In what ways might believers overcome doubt when following Islam? Give reasons to support your answer. [8] [Total: 20]

6(a) Explain the teachings in this Hadith and give two examples of how it might be put into practice by Muslims today. Mark according to the level descriptors for Assessment Objective 1 Knowledge and Understanding. Responses might include the following and/or other relevant information: Teachings: The Prophet (pbuh) allows Muslims to judge whether something is permissible or not. The Hadith teaches that Muslims should perform an act or deed (which is permissible and proper) only if they are certain of it. If Muslims find that, in their heart, they are disturbed or they feel uncertain of something then they should stay away from it. This principle can be applied to one’s actions, to one’s faith (as well as to one’s actions), to all aspects of life. Application/Examples: Candidates should choose examples and develop them to show how the teaching might be applied in a Muslim’s life today. The emphasis is on correctly following Islam but could be about religious rituals, or following laws on food, dress, behaviour, etc. 12 6(b) In what ways might believers overcome doubt when following Islam? Give reasons to support your answer. Mark according to the level descriptors for Assessment Objective 2 Evaluation. Responses might consider the following and/or other relevant information: Candidates might refer to different types of doubt, but the Hadith is referring to right and wrong thoughts and actions, according to Islam. Muslims might be aware that the Prophet (pbuh) himself was uncertain in some situations, which is not a reflection of the level of your faith but striving to overcome the doubts will give clarity to a person’s actions. When the Prophet (pbuh) overcame doubts it was because God supported him and showed him that He was always present and would guide him. Responses might reach the conclusion that God is always with the believer, supporting them and providing guidance to help decide what is right and what is wrong. Paying attention to the teachings in the Qur’an and Sunnah is one way to make the right decision. Examples of this might be given. The role of conscience might also be explored. If a Muslim has doubts about whether an action/thought/attitude is right, then the Hadith advises the believer to not ignore those doubts but to take positive steps to turn towards the teachings of their faith. 8 (a) To earn marks, you need to explain the teachings of the Hadith on doubt and provide two developed examples of how Muslims might apply this teaching in practice today. (b) To earn marks, you need to explain ways believers might overcome doubt when following Islam, providing reasons to support your answer.

3 (a) Give the names of four companions who narrated Hadith. [4] (b) Describe how the four categories of Hadith were classified. [10] (c) To what extent should Muslims only use sound Hadith? Give reasons to support your answer. [6] [Total: 20]

3(a) Give the names of four companions who narrated Hadith. Responses may include the following and/or other relevant information: The main names likely to be mentioned are: • ‘Ali • ‘Umar • Fatima • Ibn Abbas • Abu Hurairah • Malik • Ayesha Also accept any of the other companions of the Prophet (pbuh) who narrated Hadith. One mark for each response. 4 3(b) Describe how the four categories of Hadith were classified. Mark according to levels of response descriptors for AO1 Knowledge and understanding. Responses may include the following and/or other relevant information: The four categories of Hadith are: • Sahih are very sound Hadith. The chain of narrators is complete without any break. Every narrator in the chain is trustworthy, has a good memory and is known to be reliable. If there is a slight question about reliability of one chain, then a Hadith may be confirmed as Sahih if it is narrated through several chains of narrators. • Hassan are good Hadith. They are like Sahih, except there may be some slight doubt about the reliability of a narrator and there are no other chains to back it up. In other cases, there may be doubt about the character of narrators in a couple of ways, but this is compensated for by multiple chains. • Daif are weak Hadith, where there is doubt about the narrator’s character or lack of cross referencing of other Hadith available. • Mauzu are suspect or false Hadith. This is where the narrator is thought to have lied in a matter or it is known from other sources that the content of Hadith is false. Candidates may also approach this question from the point of view of general methods to authenticate the chain of transmitters (isnad) and text/subject matter (matn). The narrators should be known to be honest, reliable, of good memory and not known for untruths on any other matter. They must have lived in the time of, and be known to have met, the next person in the chain of narrators. The subject matter (matn) should agree with the Qur’an and other known Hadith, which have been verified. They should not exaggerate. The Hadith should not praise any particular tribe to the expense of another. 10 3(c) To what extent should Muslims only use sound Hadith? 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 may agree or disagree and must give reasons for their views. Responses may include the following and/or other relevant information. Responses may argue that: Sahih Hadith are very sound Hadith, which have a strong and unbroken chain of narrators about which there is no doubt. These have been verified by the painstaking work of the Hadith collectors. To use these Hadith means that Muslims can be assured that the Hadith are accurate, and that the Prophet’s Sunnah is being followed, which is important as a source of authority for Muslims. Using weak Hadith may introduce doubt into the minds of Muslims about whether they are following correct guidance. However, it might be argued that Muslims should first use the Qur’an and use the Hadith in context of the main teachings of the Qur’an, rather than use them in isolation. Furthermore, Muslims might use scholars to discover the meaning of sound Hadith for their lives today. Scholars might explain other Hadith which are from various categories and show how they might help where no stronger Hadith is available. 6 (a) To earn marks, you need to name four specific companions of the Prophet Muhammad who are known for narrating Hadith. (b) To earn marks, you need to describe the characteristics and criteria used to classify Hadith into the four categories: Sahih, Hassan, Da'if, and Mawdu'. (c) To earn marks, you need to discuss the importance of using only sound Hadith, providing reasons related to their reliability and authenticity in Islamic practice and belief.

Cambridge O Level Islamic Studies · 2068

O-Level Islamic Studies (2068) The Qur'an, Hadith and Muslim beliefs and practices past paper questions

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The Qur'an, Hadith and Muslim beliefs and practices in O-Level Islamic Studies 2068 exams, 2020–2025

Across 2020–2025, The Qur'an, Hadith and Muslim beliefs and practices accounted for 74 questions worth 1,480 marks in Cambridge O Level Islamic Studies (2068) papers.