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Islam Past HSC Questions Personality – Aisha Bint Ethics – Sexual Ethics Practice – The Haj Section II — Religious Tradition Depth Study 2015 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) (i) Identify TWO contributions made by ONE significant person or school of thought, other than Muhammad and the Four Rightly Guided Caliphs, to the development of Islam. Question 4 (a) (i) Criteria Marks • Identifies TWO contributions made by ONE significant person or school of thought other than 2 Muhammad and the Four Rightly Guided Caliphs to the development of Islam • Identifies ONE contribution made by ONE significant person or school of thought other than 1 Muhammad and the Four Rightly Guided Caliphs to the development of Islam (ii) Summarise the impact on Islam of the significant person OR school of thought chosen in part (a) (i). Question 4 (a) (ii) Criteria Marks • Expresses concisely the key feature(s) of the impact of the chosen significant person or 5 school of thought • Provides some accurate information about the impact of the significant person or school of 3–4 thought • Makes general statements about the significant person or school of thought 1–2 (b) God knows the Unseen of the heavens and of the earth; and God sees the things you do. Qur’an 49:15 How does the above teaching influence the lives of adherents in ONE of the following areas? •Bioethics •Environmental ethics •Sexual ethics Question 4 (b) Criteria • Clearly and accurately articulates how the teaching influences the lives of adherents in the chosen ethical area • Provides detailed and relevant knowledge to support the response • Uses relevant terminology accurately • Identifies relevant points showing how the teaching influences the lives of adherents in the chosen ethical area • Provides sound knowledge to support the response • Uses relevant terminology • Makes general statements about the chosen ethical area • May make a simple reference to the teaching • May use some relevant terminology Marks 7–8 4–6 1–3 Notes from the Marking Centre Candidates showed strength in these areas: •recognising and naming TWO contributions of a significant person or school of thought in Islam •expressing concisely the impact of a significant person or a school of thought •making excellent reference to the teaching and providing clear and accurate information to support the response •displaying sound use of terminology and good knowledge of course content. Candidates need to improve in these areas: •making a clear reference to the impact of significant person or school of thought rather than describing the contributions •distinguishing between ethical teachings and issues •incorporating relevant examples in the response •writing concise responses. Section III — Religious Tradition Depth Study Question 4 — Islam (20 marks) O you who believe! When the call is made for the prayer on the day of Friday, then hasten to the remembrance of Allah and leave the business. That is better for you, if you only knew. So he who is drawn away from the Fire and admitted to Paradise has attained his desire. With specific reference to one or more of the above quotations, explain how ONE significant practice in Islam assists adherents in their submission to Allah. In your response, refer to ONE of the following: •Friday prayer at the mosque •Funeral ceremony •Hajj. Question 4 — Islam Criteria Marks • For Islam, provides detailed, relevant and accurate information about how the selected practice assists adherents in their submission to Allah • Demonstrates a comprehensive understanding of the significance of the selected practice in the lives of adherents 17–20 • Integrates one or more quotations from the stimulus to link the relationship of adherents’ submission to Allah to the selected practice • Uses relevant and accurate terminology in a cohesive and well-structured response • For Islam, provides some detailed and accurate information about how the selected practice assists adherents in their submission to Allah • Demonstrates a competent understanding of the significance of the selected practice in the lives of adherents 13–16 • Uses one or more quotations from the stimulus to show how the selected practice assists adherents in their submission to Allah • Uses relevant terminology in a well-structured response • For Islam, provides some accurate information about how the selected practice assists adherents in their submission to Allah • Demonstrates some understanding of the significance of the selected practice in the lives of 9–12 adherents • Refers to at least one of the quotations. The reference may be implied • Uses relevant terminology in a largely descriptive response • For Islam, provides some general statements about the selected practice • May have some limited reference to the lives of the adherents and/or the stimulus • Attempts to use relevant 5–8 terminology in a largely descriptive response • Makes general statements about Islam • May use relevant terminology 1–4 Notes from the Marking Centre Candidates showed strength in these areas: •presenting a clear understanding of the meaning of submission explaining the relationship between the chosen practice and its efficacy in assisting the ongoing process of submission in the lives of adherents •integrating the stimulus in the response to support an explanation of how specific aspects of the practice assists adherents in attaining submission •using concepts and terminology within the framework of a cohesive explanation. Candidates need to improve in these areas: •ensuring that the response meets the specific requirements of the question/stimulus and does not simply describe a practice •using the stimulus and/or question in context •using terminology correctly. 2014 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) (i) Describe ONE significant practice within Islam from the following: Friday prayer at the mosque , Funeral ceremony, Hajj. Criteria • Accurately provides the key characteristics and features of ONE significant practice within Marks 3 Islam • Provides some features of ONE significant practice within Islam • Makes general statements about a practice within Islam (ii) Demonstrate the significance of the practice chosen in part (a)(i) for the Muslim community. Criteria • Accurately demonstrates a clear understanding of the significance for the Muslim community of the practice outlined in (a)(i) • Demonstrates some understanding of the significance for the Muslim community of the practice outlined in (a)(i) • Makes general statements about the significant Islamic practice and/or the community 2 1 Marks 4 2–3 1 (b) All human beings are called to submit to the will of Allah. With reference to the statement, discuss the contribution to Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs. Criteria Marks • Makes clear and accurate reference to the statement reflecting the contribution of the chosen significant person or school of thought on the development and expression of Islam • Applies thorough knowledge of the contribution of the significant person or school of 7–8 thought to the development and expression of Islam • Uses clear and relevant evidence to support the response • Makes some reference to the statement reflecting the contribution of the chosen significant person or school of thought on the development and/or expression of Islam • Applies sound 4–6 knowledge of the contribution of the significant person or school of thought to the development and expression of Islam • Makes an accurate and largely descriptive response • Makes general statements about the chosen person or school of thought’s contribution to 1–3 the development and expression of Islam Notes from the Marking Centre Candidates showed strength in these areas: • providing the key characteristics and features of ONE significant practice within Islam (part ai) • describing the practice of Hajj (part ai) • demonstrating an understanding of the significance for the Muslim community of the practice outlined in part ai (part aii) • using clear examples to support their response (part aii) • making reference to the statement reflecting the contribution of the significant person or school of thought to the development and expression of Islam (part b) • integrating the statement throughout the response (part b) • using correct terminology. Candidates need to improve in these areas: • answering the question more directly and succintly (part ai) • describing the ritual rather than giving an overview of the practice (part ai) • linking the significant practice to the community rather than to the individual (part aii) • avoiding overly descriptive (part b) and biographical (parts ai and aii) responses • choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part b). Section III — Religious Tradition Depth Study Question 4 — Islam (20 marks) How do ethical teachings in Islam guide adherents to ‘do good deeds’ in their daily lives? In your response, refer to ONE of the following: •Bioethics •Environmental ethics •Sexual ethics. Criteria • For Islam, provides detailed, relevant and accurate characteristics and features of the ethical teachings in the chosen area • Demonstrates a comprehensive understanding of the implications of Islamic ethical teachings on the lives of adherents • Integration of the stimulus to link the relationship of the adherents doing “good deeds” to the guidance provided by the chosen ethical teachings • Uses relevant and accurate terminology in a Marks 17–20 cohesive response • For Islam, provides characteristics and features of the ethical teaching in the chosen area • Demonstrates a competent understanding of Islamic ethical teachings in the lives of adherents • Uses the stimulus to show how the adherents are guided by the ethical teachings • Uses relevant terminology in a well-structured response • For Islam, indicates some characteristics and features of the ethical teachings in the chosen area • Demonstrates some understanding of the Islamic ethical teachings in the lives of adherents • May use the stimulus • Attempts to use relevant terminology in a largely descriptive structured response • For Islam, provides some general statements about ethical teachings and/or the chosen area • May use relevant terminology • Makes general statements about Islam 13–16 9–12 5–8 1–4 Notes from the Marking Centre Candidates showed strength in these areas: • demonstrating knowledge of the ethical teachings of Islam and their foundations with specific references from sacred texts and writings (Qur’an and Hadith) • integrating the stimulus to explain how ethical teachings guide adherents to ‘do good deeds’ in their daily lives • illustrating these ‘good deeds’ through the use of varied, relevant, contemporary examples that were derived from a variety of sources • developing a cohesive argument that met the requirements of the question. Candidates need to improve in these areas: • avoiding generalised statements that outline features or characteristics of Islam without engaging with the question • using the stimulus in context throughout the response rather than just using the words ‘good deeds’ • using Islamic concepts and terminology correctly throughout the response. 2013 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) (i) Outline the contribution to Islam of ONE significant person or school ofthought other than Muhammad and the Four Rightly Guided Caliphs. Criteria Marks • Accurately provides the main features about the contribution to Islam made by ONE significant person or school of thought, other than Muhammad and the Four Rightly Guided 3 Caliphs • Provides some of the main features about the contribution to Islam made by ONE significant person or school of thought other than Muhammad and the Four Rightly Guided 2 Caliphs • Names ONE significant person or school of thought other than Muhammad and the Four 1 Rightly Guided Caliphs OR recognises a contribution to Islam (ii) How effective has the significant person or school of thought identifiedin part (a) (i) been in the development and/or expression of Islam? Criteria Marks • Accurately assesses the effectiveness of the chosen significant person or school of 5–6 thought on the development and/or expression of Islam • Provides some accurate information about the effectiveness of the significant person or 3–4 school of thought on the development and/or the expression of Islam • Makes general statements about the significant person or school of thought on the 1–2 development and/or expression of Islam (b) Explain ethical teaching in Islam in one of the following areas: •Bioethics •Environmental ethics •Sexual ethics. Criteria Marks • Demonstrates accurate and detailed knowledge and understanding of Islamic ethical teachings in the chosen area • Demonstrates some knowledge and understanding of Islamic ethical teachings in the chosen area • Makes general statements about Islamic ethical teachings and/or Islamic beliefs and/or the chosen area 5–6 3–4 1–2 Notes from the Marking Centre Candidates showed strength in these areas: • demonstrating knowledge of the contribution of one significant person or school of thought in Islam – in particular, A’isha bint Abu Bakr, Al Ghazali, Sayyid Qutb and Sufism • describing the contribution of this person/school of thought to the development and/or expression of Islam • demonstrating accurate and detailed knowledge and understanding of Islamic ethical teachings, particularly environmental ethics • providing reasons for ethical teachings • using extracts from the sacred texts (Qur’an and Hadith) as well as from Muslim scholars and organisations. Candidates need to improve in these areas: • making a judgement about the contribution of the significant person or school of thought to the development of Islam • demonstrating understanding of sexual ethics and bioethics • using Islamic terminology correctly Section III— Religious Tradition Depth Study Question 4 — Islam (20 marks) Discuss the relationship between at least TWO of the aspects shown in the diagram on page 16and the way they contribute to Islam as a living religious tradition. Criteria Marks • Comprehensively articulates points for and/or against the relationship between at least two aspects of Islam as shown in the diagram • Accurately addresses the contribution made by at least these two aspects to Islam as a living religious tradition • Supports the argument 17–20 with detailed and relevant information • Uses relevant and accurate terminology in a cohesive response • Competently identifies points for and/or against the relationship between at least two aspects of Islam as shown in the diagram • Provides points on the contribution made by at 13–16 least these two aspects to Islam as a living religious tradition • Supports the argument with relevant information • Uses relevant terminology in a well-structured response • Provides some points for and/or against the relationship between at least two aspects the diagram to and/or their contribution to Islam as a living religious tradition • Supports the 9–12 argument with some valid information • Uses relevant terminology in a largely descriptive, structured response • Presents a general response with some information about one or more aspects of Islam • 5–8 May use some relevant terminology • Makes general statements about Islam • Provides limited details 1–4 Notes from the Marking Centre Candidates showed strength in these areas: • demonstrating understanding of content relating to the three defined areas of the HSC syllabus • relating content to a common point of connection as required by the stimulus (Venn diagram) ◦ Islam, for example the goal of submission or central beliefs such as Tawhid • discussing the relationship between at least two and possibly three of the syllabus aspects and/or [Religious Tradition] as a living religious tradition • providing evidence from sacred texts and/or other examples and/or organisations • providing evidence of the way the aspects contribute to the religious tradition. Candidates need to improve in these areas: • responding to the specific nature of the question as opposed to describing aspects of [Religious Tradition] • linking [Religious Tradition] to the concept of living religious tradition through the use of contemporary examples • ensuring that the information presented on persons/ethics/practices is accurate • ensuring that examples and comments are relevant to the [Religious Tradition] rather than simply reflections on political issues. 2012 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) (i) Briefly outline TWO Islamic ethical teachings in ONE of the following areas: • Bioethics • Environmental ethics • Sexual ethics. Criteria Marks • Clearly and accurately provides the main features of TWO Islamic ethical teachings as 3–4 they relate to the chosen area • Provides some features of ONE or TWO Islamic ethical teachings as they relate to the 1–2 chosen area Sample answer: Sexual ethics. In Islam, sexuality is viewed as a gift from God. Hence, non-consensual sexual activity is forbidden (‘haram’) and is considered to be seriously sinful. Punishments in Sharia’h law vary depending on whether the perpetrator is married or unmarried and include physical punishments (eg stoning although this would be unacceptable in Australian culture). Some Islamic communities encourage their men to marry at a young age to avoid illicit sexual activity. Sexual relations, including homosexuality, outside marriage are not permitted in Islam. This includes both pre-marital and extra-marital sexual relationships. Faithfulness to one’s marriage partner is honoured. Strict Islamic observance includes physical punishments for illicit relations (eg fornication can be punished by 100 lashes, Sura 24:2) and the type of punishment varies depending on the marital state of the perpetrator. Such punishments however, would not be acceptable practice in Australia. The teachings of the Prophet give guidance in this area of ethical teaching, ie sexual relations outside of marriage. Notes from the Marking Centre (a) (i) In better responses, candidates demonstrated an understanding of the question and clearly outlined two ethical teachings in Islam. These responses were supported by detailed examples and appropriate terminology, and included references to sources of ethical teachings for example the Qur’an and Hadith. In mid-range responses, candidates focused on the issues contained in the ethical areas rather than the teachings themselves. Emphasis was placed on discussion of the ethical issue with minimal reference to the ethical teachings. In weaker responses, candidates made little reference to ethical teachings, and simply listed ethical issues and/or sources in Islam. (ii) How does ONE ethical teaching outlined in part (a) (i) influence the lives of adherents? Criteria • Provides accurate and detailed information linking ONE ethical teaching to the influence it has on the lives of adherents • Provides accurate information linking ONE ethical teaching to the influence it has on the lives of adherents • Provides a generalised response on one ethical teaching. May make a simple reference to the lives of adherents Marks 5 3–4 1–2 Sample answer: Extra-marital sexual relationships Islam provides clear moral teaching to guide adherents in their sexual behaviours. For Muslims, marriage legitimises sexual relations between a man and a woman and provides a nurturing and supportive environment for the raising of children. Hence, zina (adultery) is viewed by observant Muslims to be an extremely serious crime because it not only undermines marriage but because it threatens the family as the fabric of Islamic community. Both the primacy and the clarity of this teaching significantly affect the life decisions and hence the behaviour of Islamic adherents. For the Muslim, sexual relations and the capacity to procreate is a gift from Allah. It affects significantly the life of an Islamic believer because, as a gift, it fulfils not only the emotional and physical needs but also the spiritual needs of the adherent. Although not administered in almost all countries, including Australia, a small number of Islamic societies apply some type of punishment for infringements of Islamic teaching on sexual fidelity in marriage. In Islamic communities where punishments (stoning, banishment etc) do not apply, the stigma attached to the infringement of Islamic teachings on sexual behaviour can also serve as a formidable deterrent. Finally, as Allah is respected as the creator of marriage as the basis of society and the Qur’an is respected as the final and perfect revelation, the adherent – as a faithful believer – would be most strongly influenced by Islamic guidance on sexual behaviour. Notes from the Marking Centre Notes from the Marking Centre (a) (ii) In better responses, candidates clearly described the influence of the ethical teaching selected in part (a)(i), and provided a number of examples which showed the influence of the selected ethical teaching on the lives of adherents. In mid-range responses, candidates did not make a clear link between the ethical teaching and its influence on the lives of believers. In a number of responses, candidates simply focused on the influence of an ethical issue on its adherents. In weaker responses, candidates did not refer to an ethical teaching. In these responses, candidates listed an ethical issue without any discussion of the influence on the lives of adherents. (b) Analyse the significance for the individual of ONE significant practice drawn from the following: • Friday prayer at the mosque • Funeral ceremony • Hajj. Criteria Marks • Accurately identifies key features of ONE significant practice and clearly relates 5–6 implications of the practice for the individual • Identifies some features of ONE significant practice and relates implications of the 3–4 practice for the individual • Makes general statements about the significant practice 1–2 Sample answer: The Hajj The Hajj, one of the Five Pillars of Islam, is a highly significant practice for the Islamic adherent. The Hajj is a pilgrimage based on the foundation of the tradition involving a spiritual, mental and physical journey to Mecca. It is a reminder of the equality of all people before Allah – the individual will submit to the will of Allah through the letting go of family, friends and possessions during the pilgrimage. This enables the individual during the pilgrimage to focus on the physical challenges of the Hajj. The personal struggle to follow the way of Allah assists the adherent to visibly support the promotion and expansion of Islam. As a result, the Hajj demonstrates the adherent’s acceptance of the Qur’an and respect for Muhammad. At the Ka’ba, the revered house of Allah in Mecca, the adherent announces his/her presence to God, the Lord of the Ka’ba “at your service, Lord God” as they circumambulate it. The pilgrimage’s strong significance, therefore, for the individual, is the supreme prayer for the forgiveness of sins and a preparation for the afterlife. Notes from the Marking Centre (b) In better responses, candidates clearly identified the significant features of a practice in Islam and analysed its influence on the life of an individual. In these responses, candidates identified the main features of the practice in detail, and clearly and accurately described their influence and meaning to the individual. In mid-range responses, candidates focused on the significance of the practice to the individual without necessarily identifying key features of this practice. In some responses, candidates identified key features of the practice without detailing their influence on the adherents. Many of the mid-range responses were descriptive and not analytical. In weaker responses, candidates lacked accuracy, details or analysis of the practice and/or its influence on the lives of believers. Section III— Religious Tradition Depth Study Question 4 — Islam (20 marks) Men, women and schools of thought have reformed and/or revitalised the Islamic tradition. How well does this statement reflect the impact on Islam of ONE significant person or school of thought, other than Muhammad and the Four Rightly Guided Caliphs? Criteria • Presents a sustained, reasoned judgement on the degree to which the statement reflects the impact of one significant person or school of thought on Islam • Supports a cohesive response with detailed, relevant and accurate information • Uses relevant terminology accurately • Presents a reasoned judgement on the degree to which the statement reflects the impact of one significant person or school of thought on Islam • Supports the response with relevant and accurate information • Uses relevant terminology accurately • Makes general statements about the impact of one significant person or school of thought on Islam • Response includes relevant information • Uses relevant terminology • Makes statements about the significant person or school of thought in Islam • May use some relevant terminology • Writes in general terms about the significant person or school of thought in Islam Marks 17–20 13–16 9–12 5–8 1–4 Notes from the Marking Centre In better responses, candidates sustained a reasoned judgment, which provided pertinent and factual evidence of how the significant person or school of thought revitalised and/or reformed Islam. For example, in these responses, candidates explored how the person or school of thought re-articulated the principal beliefs of Islam within a particular historical/cultural context. Depending on the person or school of thought they also showed how revitalisation/reform has been continuous and how it is evident today. In these responses, candidates generally drew on evidence from sacred texts and in some instances from religious scholarship to enhance their argument, and engaged with the stimulus and question throughout the response. In mid-range responses, candidates inferred how and why the significant person or school of thought contributed to the revitalisation or reform of Islam. There was a tendency to become biographical in nature, often providing solid description of what the person did but without the necessary emphasis on the impact of their actions or teachings on Islam. In some instances, candidates referred to the ethics and practice of Islam as defined by the syllabus but did not connect them well to the question. Some attempt was made to engage with the stimulus and question. In weaker responses, candidates provided limited facts about a person or school of thought or some general aspects of Islam. There was very little evidence of engaging with the stimulus and question to show understanding of how the person or school of thought contributed to the revitalisation/reform of Islam. 2011 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) Summarise the contribution of ONE significant person or school of thought, 3 other than Muhammad and the Four Rightly Guided Caliphs, to the development and expression of Islam. Criteria Marks Expresses concisely key relevant feature(s) of the contribution of the chosen significant 3 person or school of thought to the development and expression of Islam Provides some relevant feature(s) of the contribution of the chosen significant person or 2 school of thought to the development and expression of Islam Writes in general terms about the chosen significant person or school of thought in Islam 1 Answers could include: A’isha Bint Abu Bakr Chose poverty and fidelity over wealth/marriage Passionate about education, especially for women Compassionate care of orphans and foster children Recorded and preserved material that was basis of the Hadith Distribution of riches to the poor – model for Zakat Strong, intelligent, independent Muslim woman (b) Summarise the impact of the significant person or school of thought chosen in 4 part (a). Criteria Expresses concisely the key feature(s) of the impact of the chosen significant person or Marks 4 school of thought on the development and expression of Islam Provides some accurate information about the impact of the significant person or school of thought on the development and expression of Islam Makes general statements about the impact of the significant person or school of thought on the development and expression of Islam 2–3 1 Answers could include: A’isha is a model of intellect and independence in women while remaining a faithful Muslim. The Hadith has become a text that offers models of desirable attitudes and behaviour, and a guide for decision-making in Islam. A’isha’s life and contribution offers a model for women in Islam. A’isha’s life and contribution offers resources to Muslim women that provide alternatives to negative stereotypes of Muslim women. (c) All aspects of life are worship for a Muslim. 8 How well does the statement reflect the impact of the significant person or school of thought chosen in (a)? Criteria Marks Makes a clear and accurate judgement based on criteria on how the statement reflects the 7–8 impact of the chosen significant person or school of thought on the development and expression of Islam Uses clear and relevant evidence to support the judgement given Attempts some judgement based on criteria on how the statement reflects the impact of 4–6 the chosen significant person or school of thought on the development and expression of Islam An accurate but largely descriptive response Makes general statements about the chosen person or school of thought’s impact on the 1–3 development and expression of Islam Notes from the Marking Centre In better responses, candidates demonstrated an explicit understanding of Islam and the contribution and impact of the significant person or school of thought chosen. These responses were supported by clear examples, made strong links back to the quote using explicit reference to sacred texts. Clear links were made between the significant person/school of thought and their impact on the development and expression of Islam. Correct and relevant terminology was used. Mid-range responses tended to be descriptive and focused on the contribution and impact of the significant person without making clear and accurate links to the quote. The links to the quote were tenuous and focused on the significant person with little support from examples. Weaker responses were general in nature. These responses were mainly descriptive and made little or no link to the quote. Section III — Religious Tradition Depth Study Question 4 — Islam (20 marks) Some religions emphasise justice, while others emphasise compassion. Discuss the statement in relation to Islam as a living religious tradition. Criteria Accurately identifies relevant issues and provides points for AND/OR against the statement as reflecting Islam as a living religious tradition Supports the interpretation with detailed, relevant and accurate information concerning Islam as a living religious tradition Uses relevant and accurate terminology in a cohesive response Attempts to identify relevant issues and to provide points for AND/OR against the statement as reflecting Islam as a living religious tradition Supports the interpretation with accurate information concerning Islam as a living religious tradition Uses relevant terminology in a well-structured response Marks 17–20 13–16 May identify some issues and/or provide points for AND/OR against the statement as reflecting Islam as a living religious tradition Supports the interpretation with relevant information concerning Islam as a living religious tradition Attempts to use relevant terminology in a largely descriptive, structured response Presents a general response with some information about Islam as a living religious tradition May use relevant terminology Makes general statements about Islam Provides limited relevant details 9–12 5–8 1–4 Sample answer: Islam’s thrust as a living religious tradition affirms the human ability to rationally know which acts are good and which evil. The descriptions/epithets applied to Allah, for instance, ‘the most compassionate, the most merciful’ provide guidance to correct behaviour. Both these qualities are supported by the principal prescriptions of the faith – Zakat and Shahada. The prominence of obligation is underscored by the requirements of Sharia. Islam places equal emphasis on both justice, expressed in Sharia law, and compassion, extolled as an essential virtue throughout both the Qur’an and the Sunnah of Mohammed (recorded as the Hadith). Practices, ethics and clarifications about Islam by significant persons and schools of thought have, at their core, suggested pathways and refinement of understandings that highlight the necessity to practice compassion and exercise justice. Answers could include: • Ethics: Sexual ethics – as correct behaviour with justice applied to transgressions Bioethics – compassion for the living unborn, dead, can be said to drive Islam’s acceptance of much of modern medical innovations Environmental ethics • Practices: Hajj Funeral Friday prayer • Significant persons or school of thought: refinement and clarifications of what constitutes correct behaviour – usury, the umma – for adherence. Qur’an 5:51 envisages a community where ‘commanding is good’ are acts of compassion and ‘prohibiting the reprehensible’ – as in enforcing and applying justice – becomes a reality. Notes from the Marking Centre In higher-range responses, candidates made informed judgments in relation to compassion and justice as referred to in the stimulus. They also demonstrated how one or both of these elements were evident in Islam as a living religious tradition. Candidates drew on a broad range of knowledge, including foundational teachings and practices of Islam from the Preliminary course, to reinforce their premise and back up their knowledge of the HSC course in their response. These responses were supported with reference to sacred texts and, in some instances, sources such as pivotal figures and contemporary organisations across Islam. In mid-range responses, candidates generally discussed aspects of compassion and justice as referred to in the stimulus. They attempted to explain how Islam is a living religious tradition. Candidates made reference to various aspects of Islam primarily in reference to justice or compassion with less degree of emphasis on the living religious tradition component of the question. These responses in some instances referred to sacred texts to support their discussion. In weaker responses, candidates were descriptive, providing primarily general information about Islam. These candidates did not engage with the stimulus or the concept of Islam as a living religious tradition. 2010 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) (i) Outline ONE significant practice within Islam from the following: • Friday prayer at the mosque • Funeral ceremony • Hajj. Criteria Marks • Accurately indicates the key characteristics and features of ONE significant Islamic 3 practice • Provides some features of ONE Islamic practice • Makes general statements about 21 practices in Islam Sample answer: Hajj The Fifth Pillar – required at least once during a lifetime Pilgrimage is the supreme prayer for forgiveness of sins committed and the ultimate preparation for eternity Pilgrimage rituals which must be performed, eg circumambulation of the Ka’ba The rites of the Hajj symbolise the essential concepts of Islam and commemorate the trials of the Prophet Ibrahim and his family. Candidates generally provided a substantial understanding of a religious practice within Islam. They substantiated this with sound knowledge of the beliefs of the tradition and the subsequent influence this had on the lived expression of the tradition. Notes from the Marking Centre a. i.The majority of candidates satisfactorily outlined one significant practice chosen from Friday prayer at the mosque, funeral ceremony or Hajj. Candidates either outlined what happens during the practice (for example, stages in Hajj) or outlined the practice as a feature of Islam as a living religious tradition (for example, how Friday prayer assists Muslims to live in submission to Allah). In the weaker responses, candidates made simple statements about a practice in Islam or Islam in general. (ii) Link the chosen significant practice from part (a) (i) to beliefs of Islam. Criteria • Accurately makes evident the links between the chosen practice and the relevant beliefs of Islam • Attempts to make evident the links between the chosen practice and the beliefs of Islam • Makes general statements about the chosen practice and/or the beliefs of Islam Marks 4 2–3 1 Beliefs Muslims believe the Qur’an is the word of Allah and therefore undertaking the Hajj is God’s command Muhammad performed many pilgrimages throughout his life. He is the final prophet and therefore a role model whom people should attempt to emulate Belief that Adam fell from grace by giving into temptations, after which he came to his senses and received forgiveness from the merciful God. Muslims practise Waguf on the third day, reminiscent of the three temptations. Waguf is standing before God seeking forgiveness During Hagar and Ismail’s searching for water she drank from the Zamzam well which was created by God; modern-day Muslims collect this sacred water and sanctify their burial shrouds Plain of Arafat believed to be the place where people will be judged, and is central to the Hajj where Muslims pray and reflect on their lives The Hajj expresses numerous beliefs about prophetic heritage (risalah) of Islam prior to Muhammad The central belief of Tawhid and also Akrah feature predominantly For Shi’a the Hajj is central to their beliefs and expression of Islam, but forms part of a greater pilgrimage. Notes from the Marking Centre Most candidates were able to link this section of the question to part a (i). Candidates generally responded either by relating the practice directly to some of the articles of faith, or by relating the practice to the broader beliefs of Islam. In weaker responses, there were either generalised statements about Islam or descriptions of other aspects of the practice. (b) Analyse the influence of ethical teaching on the life of adherents in ONE of the following areas: • Bioethics • Environmental ethics • Sexual ethics. Criteria • Draws out and relates the key implications of the chosen area of ethical teachings to the life of adherents • Uses clear and relevant evidence or examples to support the judgement made • Demonstrates some understanding of the implications of the chosen area of ethical teaching for the life of adherents • Accurate but largely descriptive response about the influence of the chosen area of ethical teaching or the life of the adherents • Makes general statements about ethical teachings in Islam Marks 7–8 4–6 1–3 Notes from the Marking Centre Candidates generally made substantial attempts to illustrate how Islamic teachings in a particular ethical area influence the lives of adherents. In weaker responses, candidates made statements on the chosen ethical teaching or described cultural rather than religious beliefs. They also blurred the lines between bioethics and sexual ethics in reference to marriage Section III — Religious Tradition Depth Study Question 4 — Islam (20 marks) In the name of God, Most Gracious, Most Merciful, to You alone do we turn for help. Guide us along the straight path. Qur’an 1:2–6 To what extent does this quotation express the distinctive Islamic answer to the enduring questions of human existence? Criteria Marks • Presents a sophisticated, thorough response considering how the quotation expresses the ways in which Islam provides a distinctive response to the enduring questions of 17–20 human existence • Supports the interpretation with detailed, relevant and accurate information concerning significant people/schools of thought, AND/OR ethics AND/OR significant practice • Uses relevant and accurate terminology in a cohesive response • Attempts to present a reasoned response considering how the quotation expresses the 13–16 ways in which Islam provides a distinctive answer to the enduring questions of human existence • Supports the interpretation with accurate information concerning significant people/schools of thought, AND/OR ethics AND/OR significant practice • Uses relevant terminology in a well-structured response • May attempt a limited response considering how the quotation expresses the ways in 9–12 which Islam provides a distinctive answer to the enduring questions of human existence • Supports the interpretation with relevant information concerning significant people/schools of thought, AND/OR ethics AND/OR significant practice • Attempts to use relevant terminology in a largely descriptive structured response • Presents a general response with some information about significant people/schools of thought, AND/OR ethics AND/OR significant practices 5–8 • May use relevant terminology • Makes general statements about Islam • Provides limited relevant detail 1–4 Notes from the Marking Centre In higher range responses, candidates integrated their knowledge of the significant person and ideas and/or ethics and/or significant practice. There was extensive use of Quranic references to support the response. These candidates showed a thorough understanding of the enduring questions of human existence. In mid-range responses, candidates provided detailed information about the significant person and ideas and/or ethics and/or significant practice. There were attempts made to refer back to the quote and/or the question. Some responses were a good summary of the significant person and ideas and/or ethics and/or significant practice without explicit reference to the quote or the question. In lower range responses, candidates were often descriptive with general information about Islam. These candidates did not engage with the material studied in the HSC course to support their response. They often failed to engage with the quote of the question. 2009 Section II — Religious Tradition Depth Study Question 4 — Islam (15 marks) (a) Describe ONE significant practice within Islam drawn from the following: Friday prayer at the mosque Funeral ceremony Hajj • Accurately provides the key features of the chosen significant Islamic practice 3 • Provides some features of the chosen significant Islamic practice 2 • Makes a general statement about an Islamic practice 1 3 2 1 Notes from the Marking Centre Candidates are again reminded that they should use the correct terminology in reference to this Religious Tradition. Most candidates were able to describe various features of the practice. Some candidates tended to focus on outlining the significance of the practice rather than describing the practice. Lower range responses only described one part of a practice, for example circling the Ka’ba for Hajj instead of the whole practice. (b) Explain how the ethical teachings of Islam apply in ONE of the following areas: Bioethics Environmental ethics Sexual ethics • Demonstrates accurate and detailed knowledge and understanding of how Islamic ethical teachings apply in the chosen area 6 • Demonstrates some knowledge and understanding of how Islamic ethical teachings apply in the chosen area 4–5 • Makes general statements about Islamic ethical teachings and/or Islamic beliefs and/or the chosen area 1–3 6 4-5 1-3 Notes from the Marking Centre Higher range responses were detailed and included the primary sources (such as the Qu’ran and Hadith) to substantiate the explanation. These responses made several specific references to Islamic ethical teachings and demonstrated an understanding of Islamic jurisprudence. They also linked these ethical teachings directly to specific laws or ethics and supplied quotes and references to support their answer. Lower range responses referred to only one example and often included only generalised discussion of the chosen area with little specific reference to sources of ethical teaching. Lower range responses included limited information about ethical teaching with few links to their application to contemporary society. (c) Assess the contribution of ONE school of thought or significant person, other than Muhammad or the Four Rightly Guided Caliphs, to the development and expression of Islamic beliefs. • Makes an informed and detailed judgement of the value of the contribution of the 6 chosen significant person or school of thought to the development and expression of Islamic beliefs 6 • Makes a sound judgement of the value of the contribution of the chosen significant 4-5 person or school of thought to the development and/or expression of Islamic beliefs 4–5 • Makes general statements about an Islamic person or school of thought • May make an unsupported basic judgement 1–3 1-3 Notes from the Marking Centre Many candidates tended to focus more on the biographical details of the significant person or school of thought rather than assessing the contribution of the person or school of thought. Higher range responses supported their assessment with specific examples and relevant quotes by the significant person. Responses which dealt with schools of thought, such as Sufism, assessed the overall contribution of the school of thought but also referred briefly to a significant person from that school of thought in order to strengthen their assessment of the contribution of the school. Lower range responses made generalised statements without supporting these with evidence. Candidates who chose Sufism, as well as assessing the overall contribution of the school of thought, also referred briefly to one or more significant people from that school of thought in order to strengthen their assessment of Sufism’s contribution to the development and expression of Islamic beliefs. Candidates who chose people of questionable significance in terms of the Studies of Religion syllabus, for example the American boxer Mohammed Ali, were less able to fully assess his contribution to the development and expression of Islamic beliefs Section III — Religious Tradition Depth Study Question 4 — Islam (20 marks) The ultimate guidance is the Qur’an given by God through Muhammad.The Qur’an enables humans to see and understand the guidance God has inbuilt in creation. With reference to the quotation, analyse the role played by the revelation through the Prophet in the life of Muslims. • Demonstrates comprehensive knowledge and understanding of Islam 17-20 • Makes explicit references to the Qur’an as the source of revelation in Islam • Clearly illustrates how the Qur’an guides the lives of adherents • A well-structured response integrating accurate and relevant terminology 17–20 • Demonstrates knowledge and understanding of Islam • Makes reference to the Qur’an as a source of revelation in Islam • Describes how the Qur’an guides the lives of adherents • A well-structured response integrating relevant terminology 13–16 • Describes the connection between the Qur’an and the lives of adherents AND/OR • Attempts to connect the Qur’an and the lives of adherents • A descriptive response using some relevant terminology 9–12 • Provides general statements about the Qur’an in the lives of adherents • Limited use of relevant terminology 5–8 • Makes general statements about Islam as a religious tradition or about Islam in the lives of adherents 1–4 13-16 9-12 5-8 1-4 Notes from the Marking Centre This question required candidates to analyse the role played by the revelation through the Prophet in the life of Muslims, ie the role played by the Qur’an in the life of Muslims, as suggested by the quotation from H. Coward. Candidates could respond to this question from the perspective of ethical and/or significant practices in the life of adherents and/or significant people and ideas. Better responses exhibited a comprehensive and holistic appreciation of Islam as a multi-faceted religious tradition. These responses drew on a range of content to demonstrate their understanding of the significance of the revelation of the Qur’an to the Prophet Muhammad for the expression of Islam. Candidates effectively integrated key texts from the Qur’an to illustrate how the principal beliefs of the tradition inform its expression in the lives of adherents. There was a rich diversity of examples used to analyse these relationships. These responses incorporated appropriate Islamic religious terminology. Mid-range responses demonstrated understanding of Islam as a religious tradition that developed as a direct result of the revelation of the Qur’an to the Prophet Muhammad. These responses used some examples from the Qur’an to attempt analysis of how the principal beliefs of the tradition guide adherents in the practice of their faith. While more descriptive in nature, these responses also drew on a wide variety of content to make some connection between revelation, beliefs and the lives of adherents. There was some attempt to incorporate Islamic religious terminology. Lower range responses were highly descriptive, making simple statements about the Prophet Muhammad’s life or outlining one aspect of Islam, for example the Five Pillars. Responses were defined by generalisations about the tradition that did not illustrate the significance of the revelation of the Qur’an for the lives of adherents. There was limited application of correct Islamic religious terminology. Candidates are again reminded that they should use the correct terminology in reference to this Religious Tradition. Islam Sample Response 1 This question required candidates to analyse the role played by the revelation through the Prophet in the life of Muslims, ie the role played by the Qur’an in the life of Muslims, as suggested by the quotation from H. Coward. Candidates could respond to this question from the perspective of ethical and/or significant practices in the life of adherents and/or significant people and ideas. Better responses exhibited a comprehensive and holistic appreciation of Islam as a multi-faceted religious tradition. These responses drew on a range of content to demonstrate their understanding of the significance of the revelation of the Qur’an to the Prophet Muhammad for the expression of Islam. Candidates effectively integrated key texts from the Qur’an to illustrate how the principal beliefs of the tradition inform its expression in the lives of adherents. There was a rich diversity of examples used to analyse these relationships. These responses incorporated appropriate Islamic religious terminology. Mid-range responses demonstrated understanding of Islam as a religious tradition that developed as a direct result of the revelation of the Qur’an to the Prophet Muhammad. These responses used some examples from the Qur’an to attempt analysis of how the principal beliefs of the tradition guide adherents in the practice of their faith. While more descriptive in nature, these responses also drew on a wide variety of content to make some connection between revelation, beliefs and the lives of adherents. There was some attempt to incorporate Islamic religious terminology. Lower range responses were highly descriptive, making simple statements about the Prophet Muhammad’s life or outlining one aspect of Islam, for example the Five Pillars. Responses were defined by generalisations about the tradition that did not illustrate the significance of the revelation of the Qur’an for the lives of adherents. There was limited application of correct Islamic religious terminology. Candidates are again reminded that they should use the correct terminology in reference to this Religious Tradition. Islam Sample Response 1 General comment This response draws on the area of environmental ethics to explain the centrality of the Qur’an within the lived expression of Islam. Additional support is provided in reference to Hajj as a physical and spiritual expression of the beliefs of Islam. The response illustrates how combining various areas of study can be used to successfully examine how the Qur’an directs the lives of Muslims. While reference is made throughout to the Prophet, the significance of his role was at times implied rather than explicitly stated. The response uses correct terminology throughout, indicating that the student has a comprehensive appreciation of Islam as a dynamic religious tradition. This is reinforced through the integration of relevant references from sacred texts and practical illustrations of faith in practice The Qur’an is the infallible word of Allah revealed to the Prophet Introduction establishes the Muhammad(the model for Muslim life). The Qur’an is considered to be the Qur’an as the foundation of ultimate guidance as it is the direct word of God and inspired the actions Islam. of Muhammad, whose tradition (Hadith and Sunna) has also become worthy of study and a valid source of guidance. Introduces Hadith and Sunna The role of the revelation of the Prophet Muhammad in the lives of Muslims can best be analysed through the Qur’anic application in both ethics(particularly environmental ethics) and directing adherents on how to best practise their religion (which will be explained in reference to the Hajj). Links the revelation to the Prophet to the lived expression of Islam The Islamic tradition has a robust ethical framework, which can be attributed both to the Qur’an and also the Hadith and Sunna (the tradition of Muhammad) which are obviously inspired by the Qur’an. Throughout history, this strong ethical framework has allowed environmental concerns to be addressed in quite a detailed way, making it easier for the Muslim to reach figh (a final decision) when in an ethical dilemma. Identifies the Qur’an as the ethical framework for religiously appropriate action The Qur’an, for instance established that a great balance exists in the earth and the natural world as seen by Surah 36:37 Uses appropriate Qur’anic text to illustrate Muslim understanding of environmental ethics The sun does not overtake the Earth, nor does the night outpace the day, Each in its own orbit swims. Such passages of lyrical poetry call Muslims to respect the integrated, functioning nature of the environment and to abstain from misusing it and over-consuming. Furthermore, the revelation of the Qur’an also guides Muslims by pointing out how insignificant they are in comparison to the rest of creation: Surely the creation of the Heavens and Earth is greater than the creation of man (Surah 40:57) Use of the Qur’an to explain the significance of care for the environment as Allah’s creation Hence, the Quran plays the role in pointing out the relative insignificance of humans to underscore how absurd it is to place their concerns above the quality of the environment. As previously stated, the Qur’an’s revelation inspired Muhammad, which then inspired the Hadith (tradition of Muhammad). In the Hadiths it reads: The Earth was made to me like a mosque AND If a man plants a tree… and human and bird and beast feed from it, all is love on his part. The Prophet’s example through Hadith explained as a secondary source of inspiration for adherents Thus, through Qur’anic inspiration the Hadiths illustrate Earth to be a holy entity and promotes sustainable development as an act of love. Hence the lives of Muslims are impacted as they are expected to nurture the Earth and spread love through positive actions – inaction is simply not acceptable. Through the Qur’an also is Shariah law which governs many aspects of Muslim life. In regard to the environment, for instance, animal welfare is promoted. Shariah law even goes as far as to provide specific guidelines for the slaughter of animals: Introduces the concept of Shariah and provides a relevant example And excel in slaughtering, sharpen your blade, so that you may relieve your slaughtered animals” (Shaddad Ibn Aws Islamic scholar) Moreover, the revelation of the Qur’an has inspired the principles of tawhid (oneness with Allah) Khalifa (trusteeship) and Akrah (accountability), hence through Qur’anic influence, Muslims are called to be trustees of the Universe, whilst recognising the unity of creation with Allah, as they will eventually be held accountable for their action and inaction on the day of judgement, when they must answer to Allah. Support from additional source As a result, it can be seen that the revelation of the Qur’an and its influence provides a coherent ethics system in the lives of Muslims, equipping them to make environmental decisions in a contemporary context. For example, in regards to water conservation Al Hidayah Islamic school in WA received the2008 Waterwise award for their steps to conserve water. Also, many individuals now elect to have shorter showers and water their gardens with recycled water, all in an attempt to be effective Khalifa. Connects revelation through the Qur’an to lived practice and accountability on the Day of Judgement – key belief of Islam Globally, Islam has also been a strong driving force towards sustainable development. Islam has supported Earth Hour, has representatives in the World Conservation Union and released a statement at the 2002 United Nations World Summit on Sustainable Development that showed their commitment towards sustainable development Relevant contemporary examples to further illustrate application of belief to practice, reinforcing the idea of Islam as a dynamic tradition within a global community Knowledge of the context of Hajj within the Five Pillars There is also the influence that the Qur’an has on the practice of Islam. The Qur’an states: Exhort all people to make pilgrimage. Through the pilgrimage of the Hajj (one of the five pillars of faith), the lives of Muslims are altered in that they are given an opportunity to move away from the mundane and ordinary to focus on life’s big questions and their own life as a Muslim in submitting to Allah’s will. Through the Hajj (done by the Prophet himself in 622 CE), Muslims are able to practise their faith at the ultimate level to either strengthen this or diminishing further to validate their beliefs. Strong statement of the Qur’an directing adherents to address ‘life’s big questions’ within the context of submission During the Hajj Muslims are better able to live in the state of ‘Ihram’ where they live a pure life, abstaining from quarrelling, sex and alcohol /drugs. This allows them to divert their thoughts to the essentials and seriously consider whether or not they are submitting to the will of Allah to their full extent. Further appropriate use of terminology Also through Qur’anic influences the Hajj allows adherents to re-enact key beliefs. For examples, the circumambulation around the Ka’ba commemorates the historical role of Abraham in Islam. Also the stoning of the pillars in Mina show a rejection of the devil and all that is evil. Hence, through the Hajj, adherents affirm their beliefs, bring their ancestral spirit thriving in the present and develop a stronger cultural identity and purpose in life. Hajj allows adherents to experience the beliefs of the Qur’an and connect with the history of the faith Hence, as clearly illustrated, the revelations of the Qur’an, (Allah’s direct word), has played a great role in the lives of Muslims. This is due to the Qur’anic influence of Muhammad’s tradition, Shariah law, ethical principles and rites of worship. All of these develop Muslims into better people, global citizens and individuals that are better able to submit to Allah’s will. Thus, it is apparent that the ultimate guidance for Muslims is the Qur’an given by God to Muhammad and that the Quran enables humans to see and understand the guidance God has in built in creation Conclusion summarises the premise of the response and reaffirms the centrality of the Qur’an as revealed by the Prophet Islam Sample Response 2 General comment This response provides an example of how an area of Islam (Hajj) was used to answer a generalised question. It sustained the argument throughout with references to both the stimulus used in the question and ‘the role played by revelation’ in Islam. The inclusion of references from the Qur’an, specific aspects of the hajj and additional sources added substance to the response The Islamic sacred text the Qur’an is of fundamental significance to guiding the actions and behaviours of Islamic adherents. As the written revelation of the Prophet Muhammad. The Qur’an influences all aspects of a Muslim life, in order to enable them to understand the importance of Allah, his power and his creation. The significant practice of “Hajj illustrates effectively how the “the ultimate guidance is the Qur’an,” as this text details the process of Hajj greatly and emphasises its importance as a pillar of Islam. The physical and spiritual preparation undertaken prior to Hajj, experience of the pilgrimage itself and unique state a pilgrim returns in illustrates how the revelation of the Qur’an influences the lives of adherent significantly, or manifested in practices and rituals such as Hajj. As Coward emphasises, the Qur’an forms the basis of all Islamic though, ritual and behaviour. The Qur’an describes in detail the necessary preparation needed to be performed before the pilgrimage to Mecca. This enables Muslims to connect deeply with Allah, other adherents and the environment o creation around them whilst on Hajj. The Qur’an states “proclaim to all mankind Al Hajj” and continuously emphasises the importance of Hajj in an adherent’s life. As “a duty owed to God, all who are able must undertake the pilgrimage to Mecca”, and the preparation, described prior to their departure. The Qur’an detail, the physical and spiritual preparations such as adornment of the white garment or “Ihram” cutting of the hair, forgiveness of loved one, and repayment of financial debt. These acts enable the individual to remove their materialistic ‘nots’ or ego and evoke a deeper relationship with Allah and the world he has created. Therefore, the preparations detailed in the Qur’an for ‘Hajj’ illustrate how Muhammad’s revelation plays a highly significant role in the Immediately identifies the Connection between the Qur’an and lived expression of faith. Displays knowledge of Islam’s understanding of God with good link to specific quote. References a central component of Islam – the Hajj Refers to quotation – is a practical example of the Qur’an in the life of adherents. Direct reference from the Qur’an. Terminology. A higher order explanation. life of Muslims, as their words and thoughts enable adherents to further develop their love of Allah and appreciate the world he has created for them. The unique experiences of the Hajj and important rituals the Qur’an describe reveal the underlying importance of Muhammad’s revelation and the ‘ultimate guidance’ the Qur’an presents to Islamic followers. The notion of Tawaf’ or the circling of the sacred Hebbeh seven times is highly important in on individuals experiences of Hajj. The Qur’an states that Hebbeh is the place where upon Abraham once stood and whoever enters it gains inner ‘peace’, or the circling notion represents the workings of the universe and “enable humans to see and understand the guidance God has inbuilt in creation”. A representative from Affinity Intercultural Foundation exhibited the significant impact of the Qur’an and the Tawaf as they said “when I finally saw it (the Kebbeh) standing tall in the main courtyard. I felt fears flowing”. This illustrates, how the rituals described in the Qur’an enable Muslims to deeply appreciate Allah’s love, their life and the universe and reveals how the Qur’an can even evoke an emotional response, in followers. Coward’s suggestion that the Qur’an is the ultimate source of understanding and guidance is highly evident in the experiences of Hajj and the Qur’an’s writings guiding pilgrims in the Tawaf. The experiences of “sa’y” and “Jamrat al Aqabah” also display the significance influences of the Qur’an upon the knowledge and spiritual of Muslims, particularly in their pilgrimage to Mecca. The Qur’an details the struggle of Hagar In her search for water for her thirsty child and her frantic flight between two hills. After studying the Qur’an, pilgrims on Hajj re-enact this desperate attempt for water during “sa’y” and one able to gain an understanding of the importance of God’s creation and love, as he guides them on their exhausting physical and spiritual quest. During his encounter with Muhammad, Allah stated “remember God of the sacred place and remember him as the one who guided you”. The ritual of “Sa’y’ greatly enables individuals to appreciate Allah and confirm their monothesism. Theritual ‘Jamrat al Aqabah” or stoning of the devil is also significant in confirming adherent’s monotheism and greatly impacts upon the lives of adherents. In personal solitude, pilgrims collect tiny pebbles and throw these three times of pillars representing the temptation of Satan. Just as Muhammad and Abraham rejected evil, pilgrims should “no longer will you reduce me and confirm their commitments and love towards Allah. In this way, Muslims fulfil the ultimate revelation of Muhammad as they accept Allah as the only God and reaffirm the ‘Shahada’ ‘Allah is One’. The virtuous state pilgrims gain after completion of the Hajj rituals detailed by Allah in the Qur’an further exhibits, the significant influence Muhammad’s revelation has on the life of Muslims. The Qur’an details the importance of the Five Pillars of Islam, in particular the Hajj which is unique in its ability to incorporate all other pillars, in the ultimate expression of an individuals Islamic beliefs. As Coward stated, the Qur’an effectively enables, individuals to understand the love Allah provides and his guidance through creation. The Qur’an states that ‘they will come from every distant place and deep valley to perform Hajj and then emphasise the importance of harmony, social equality and the break down of racial barriers that Hajj and the Qur’an teach adherents. Alim Kwajo confirms this teaching as he stated that Hajj ‘increases the belief in harmony and equality among ethnic groups and Islamic sects ‘and allows pilgrims to comprehend the importance of love, understanding and compassion. Hajj therefore presents the deep ‘guidance God has inbuilt in creation’ through the relationship individuals develop with other pilgrims, and their families and ‘Ummo” or communities upon returing ‘pure and free from sins’ (Hadith). The revelation through the great prophet Link to question. Terminology and indication of impact on the life of the individual. Reference to the quotation. Strong specific example to support the case being made in the response Excellent link of question to principal belief. Additional link of revelation and practice. Identifies central aspect of Islam Excellent use of reference from the Qur’an and the lived expression of Islam. Good specific example. Reference from Hadith provides additional support to the argument plays a fundamental role in the life of adherents, as the words guide Muslims in love and compassion, as illustrated through the virtuous state “hajjoh’ or Hajjah’ pilgrims return in. ‘The ultimate guidance is the Qur’an’, as this sacred text provides assistance to Muslims in all aspects of their lives. As illustrated through the reference, to Hajj in the Qur’an, the revelation of the prophet Muhammad plays a highly significant role in the lives of adherents, as it enables individuals to understand the true meaning of life, love and creation, as provided through submission to Allah. Strong summation of practical implications of the Qur’an in lived expression. Submission as the ultimate goal of Islam