CSEC Religious Education Syllabus
CSEC Religious Education Syllabus
Education Certificate®
SYLLABUS
RELIGIOUS EDUCATION
CXC 28/G/SYLL 09
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
AIMS ...................................................................................................................................................... 1
CERTIFICATION……………………………………………………………………............................................................... 4
CORE ..................................................................................................................................................... 8
OPTIONS
Option A - Christianity
Section 1 - Human Life Issues .................................................................................................. 32
Section 2 - The Bible ............................................................................................................... 35
Section 3 - God ........................................................................................................................ 37
Section 4 - Concept of Sin and Salvation ................................................................................. 40
Option B - Hinduism
Section 1 - Human Life Issues .................................................................................................. 43
Section 2 - The Ramayan/Bhagvad Geeta .............................................................................. 46
Section 3 - The Absolute and Avatars ...................................................................................... 48
Section 4 - Concept of Sin and Liberation..................................................................................
50
Option C - Islam
Section 1 - Human Life Issues….…………….………………………………………………………..……………………52
Section 2 - The Holy Qur’an………………………………………………………………………………………..…………56
Section 3- Concept of Allah……………………………………………………………………………....………………..59
Section 4 - Concept of Sin, Punishment and Reward………………………………………..…………………..62
RESOURCES.......................................................................................................................................... 49
GLOSSARY ............................................................................................................................................ 50
Please note that the syllabus has been amended and amendments are indicated by italics.
PLEASE NOTE
This icon is used throughout the syllabus to represent key features which teachers and
learners may find useful.
RATIONALE
The people of the Caribbean live in multi-cultural societies where they are in constant contact with
numerous religious ideas. This variety of ideas, along with scientific and technological developments
and rapid social changes has led to the questioning of traditional values.
The CSEC Religious Education syllabus is designed to provide students with opportunities to participate
in the age-long search of human beings for the meaning and purpose of life, and to facilitate an
appreciation and an affirmation of their own sense of uniqueness and identity. It is intended to assist
them in understanding the concept of god in religions. It also seeks to help them become aware of the
interconnectedness among God, human beings and the world. The syllabus exposes students to
different religious ideas, values and ways of expressing them so that they can interact meaningfully
with people of different religious and cultural persuasions in the Caribbean and the world.
Further, the syllabus seeks to foster understanding, appreciation and respect for the religious, ethnic,
cultural, political and other aspects of plurality in the Caribbean. It is intended that the study of the
CSEC Religious Education syllabus will help students to understand their society and the belief systems
of others, clarify their own belief systems, deal with problems, and resolve conflicts.
This syllabus will contribute to the development of the Ideal Caribbean Person, by promotions and
encouraging the cross-pollination of ideas among students of different ethnic backgrounds, cultures
and points of view. The syllabus will also help students to develop intellectually and seeks to refine
their critical thinking skills and judgments and the acquisition of skills as defined in the UNESCO pillars
of Learning through research and the study of four world religions and indigenous religions found in
the Caribbean.
AIMS
The syllabus aims to:
2. encourage informed dialogue among various cultural and religious organisations and groups
to foster harmony and peace among people of diverse customs and beliefs within the
Caribbean;
(i) representative of four world religions and indigenous religions found in the Caribbean;
(iii) useful in developing knowledge, awareness of and respect for the value placed by others on
their religious beliefs and practices;
(iv) helpful to students in clarifying their own belief systems, dealing with issues and resolving
conflicts.
The term, “Caribbean Indigenous Religions,” as used in the syllabus, acknowledges that all Caribbean
religions have both European and African retentions. Over time, these religions have amalgamated,
assimilated, integrated, and have evolved into a distinctive Caribbean orientation and mode of
expression.
Many indigenous religions may be identified in the region. Since it is not possible to study all of these
religions in the time available for the section on Caribbean Indigenous Religions, six have been
identified in the syllabus, namely, Rastafari, Revivalism, Vodun, Orisha, Spiritual Baptist and Santería.
CORE
The Core emphasises the beliefs and practices of four world religions and six indigenous religions in
the Caribbean. This section is intended to provide a foundation for the study of the central concepts
of the religions that will follow in the Options.
OPTIONS
Each Option explores the meaning and purpose of life from the perspective of each religion, and the
application of its teaching and principles to the challenges and demands of Caribbean society.
Four religions intended as Options are alphabetically listed below:
Option A – CHRISTIANITY
Option B – HINDUISM
Option C – ISLAM
Option D – JUDAISM
Religious education is concerned with learning to be humane and helping others to make the best of
their own humanity. It explores the mysteries of life, examines the distinction between what is
regarded as sacred and what is regarded as profane and teaches respect for the sacred space of others.
As such, religious education is necessary as part of good general education. It is relevant not only for
persons who are interested in careers as religious leaders and persons who are interested in personal
spirituality or moral development, but also for professionals in several fields, including medicine, law
enforcement and social work. In teaching the CSEC Religious Education Syllabus, either the Revised
Standard Version (R.S.V) or the New International Version (N. I.V.) of the Bible, the Ramayan, the
Bhagvad Geeta, the Qur’an (Koran) and the Tennach (Tenakh) may be used.
CERTIFICATION
The syllabus will be examined at the General Proficiency certification only. The candidate’s
performance will be indicated on the certificate by an overall numeric grade, and, in addition, by a
letter grade for each of the three Profile Dimensions.
(i) Knowledge;
(iii) Application.
Knowledge The student’s ability to recall facts and events, define terms, identify
characteristics and describe practices.
Interpretation and The student’s ability to explain concepts, analyse issues and values, compare
Analysis and contrast beliefs and practices, cite implications and draw conclusions.
Application The student’s ability to gather, organise and communicate information and
apply religious principles to contemporary life situations.
Candidates will be required to take Paper 01, Paper 02, and Paper 03.
The compulsory question for each Option will be set on Section 1: Human
Life Issues.
Paper 03 Profile
Profile Dimensions Paper 01 Paper 02
(SBA) Weight
Knowledge 40 30 - 35%
Application - 30 20 25%
GENERAL OBJECTIVES
2. appreciate how religion contributes to an understanding of the meaning and purpose of life.
SPECIFIC OBJECTIVES
CONTENT
1. Definition of:
(a) Religion.
(b) Denomination.
(c) Sect.
(d) Cult.
2. Features of Religion
(a) Prayer.
(d) Rituals.
(e) Worship.
(f) Symbols.
(h) Deity.
(i) Festivals.
3. Human needs
(c) Search for harmony with nature or the environment, and human relationship.
GENERAL OBJECTIVES
2. appreciate the similarities and differences with other religions where they occur.
SPECIFIC OBJECTIVES
7. identify the similarities and differences of origins, beliefs, practices (rites of passage, rituals,
initiation, symbols and worship) of Christianity with those of Hinduism, Islam, Judaism and
Caribbean Indigenous Religions;
8. explain the ways in which Christianity came to the Caribbean through Christian missions and
its establishment in the region.
CONTENT
(a) Creator.
(b) Liberator.
(e) Deliverer.
2. Places of Worship
(a) Tabernacle.
(b) Church.
(c) Temple.
(d) Cathedral.
(e) Basilica.
(g) Assembly.
(h) Chapel.
3. Major Locations
(a) Africa.
(b) Asia/Pacific.
(c) Europe.
4. Source of Authority
5. Major Teachings
6. Christian Festivals
(a) Advent.
(b) Christmas.
(c) Epiphany.
(d) Lent:
(e) Paschaltide:
7. Practices of Christianity
(i) Birth;
(ii) Marriage;
(iii) Death.
(iv) Rituals.
(i) Hinduism;
(ii) Islam;
(iii) Judaism;
(a) From Spain and Portugal with arrival of Christopher Columbus (late 15th Century).
(b) From other parts of Europe – period of Colonisation in the Caribbean (17th Century).
(i) Pre-Columbus;
(iii) Post-emancipation;
(v) Post-indentureship;
(vi) Post-independence.
GENERAL OBJECTIVES
1. understand the central beliefs and practices of Hinduism and why Hindu religion is called
Sanaatana Dharma/Manar Dhama;
2. appreciate the similarities and differences with other religions where they occur.
SPECIFIC OBJECTIVES
6. describe some of the important festivals and reasons for their observance;
7. identify similarities and differences of origins, beliefs and practices (rites of passage, rituals,
initiation, symbols and worship) of Hinduism with those of Christianity, Islam, Judaism and
Caribbean Indigenous Religions;
CONTENT
(a) Brahma.
(b) Vishnu.
(d) Durga.
(e) Lakshmi.
(f) Saraswati.
(g) Ganesh.
(h) Hanumaan.
(i) Surya.
2. Sacred Places
(b) Mandirs.
3. Major Locations
(a) Shrutis
(b) Smritis
(i) Ramayan
(ii) Mahabharata/Geeta
(iii) Puranas
5. Beliefs
(c) Dharma.
(d) Karma.
(e) Incarnation.
(f) Re-incarnation.
(j) Maayaa.
(k) Moksha.
6. Festivals
Significance of:
7. Practices of Hinduism
(i) Birth;
(iii) Marriage;
(iv) Death.
(b) Rituals.
(a) Christianity;
(b) Islam;
(c) Judaism;
(a) Indentureship.
GENERAL OBJECTIVES
2. appreciate the similarities and differences with other religions where they occur.
SPECIFIC OBJECTIVES
7. identify similarities and differences of origins, beliefs and practices (rites of passage, rituals,
initiation, symbols and worship) of Islam with Hinduism, Judaism, Christianity and
Caribbean Indigenous Religions;
CONTENT
(c) Allah’s love and mercy for man; man’s love for Allah and how this is shown. Qur’an
1:1-4; 2:21-22; 3:31-32; 9:24.
2. Places of Worship
(a) Diagrams or pictures illustrating Masaajid- Mosques and Islamic Centres throughout
the Muslim world. Worship not confined to any particular place.
3. Major Locations
Asia, Africa and the Diaspora.
4. Sources of Authority
(i) Primary sources - The Qur'an (Book of Allah) and the Sunnah (sayings,
actions and approvals of Muhammad, uwbp);
(ii) Fiqh (Jurisprudence), the efforts of scholars to deduce and interpret the law
(the four major Schools of Islamic jurisprudence – The Hanafi, The Maliki, The
Shafei and The Hanbali Schools).
5. Major Teachings
(i) Belief in The Unity of Allah – Tawhid, Allah is One, has no partner, equal or
rival. He alone is The Sovereign Lord and Master, The Most Beautiful Names
and Attributes belong to Him;
(iv) Belief in the Revealed Books; (e) Belief in Al Akhirah (Life after Death); (f)
Belief in Al Qadr (Predestination).
(a) Festivals:
(ii) Miladunnabi
- Ascension to the Heavens and the Night Journey (not observed by all
Muslims).
7. Practices of Islam
(i) Birth;
(ii) Marriage;
(iii) Death.
(b) Rituals.
(a) Christianity;
(b) Hinduism;
(c) Judaism;
(a) Pre-Columbus.
GENERAL OBJECTIVES
2. appreciate the similarities and differences with other religions where they occur.
SPECIFIC OBJECTIVES
7. identify similarities and differences of beliefs, origins and practices (rites of passage, rituals,
initiation, symbols and worship) of Judaism with those of Christianity, Hinduism, Islam and
Caribbean Indigenous Religions;
CONTENT
1. Nature of God
(i) Incorporeal;
(ii) Eternal;
(iii) Omnipotent;
(iv) Omniscient;
(v) Omnipresent.
(ii) God’s Covenant with Abraham, and its renewal with Isaac and Jacob;
2. Places of Worship
3. Major Locations
4. Sources of Authority
5. Major Teachings
6. Festivals
(i) Time for seriousness and solemnity as well as for happiness and festivity.
Most solemn day of complete fasting and prayer in repentance for sins.
(c) Pesach/Passover:
(ii) Thanksgiving for the Torah and also the Wheat Harvest.
(ii) Day on which the public reading of the Torah ends for one year and begins for
the next.
7. Practices of Judaism
(i) Birth;
(ii) Marriage;
(iii) Death.
(b) Rituals.
(a) Christianity;
(b) Hinduism;
(c) Islam;
(a) From Spain and Portugal with arrival of Christopher Columbus (late 15th Century).
GENERAL OBJECTIVES
3. understand the influences of four world religions upon Caribbean Indigenous Religions.
SPECIFIC OBJECTIVES
1. identify the roles of each major divinity and the lesser divinities as well as the ancestors,
spirits, elders and other humans in each Caribbean Indigenous Religion;
3. identify the major locations where each Caribbean Indigenous Religion is practised;
4. outline the basic beliefs and teachings of each Caribbean Indigenous Religion;
5. identify some of the sources of authority (oral and written) for each Caribbean Indigenous
Religion;
6. describe some of the important festivals and feasts and reasons for their observances in the
different Caribbean Indigenous Religions;
7. identify similarities and differences and similarities of origins, beliefs, practices and sources of
authority of Caribbean Indigenous Religions with each other and with Hinduism, Islam,
Judaism and Christianity;
CONTENT
(a) Rastafari:
- Haile Selassie.
(b) Revivalism:
(c) Vodun:
(d) Orisha:
Olodumare
(f) Santería:
Olodumare (one supreme god) is the supreme source of ashe, the spiritual energy
that makes up the universe, all life and material objects.
2. Places of Worship
(a) Rastafari:
Camps: Nyabingi, ground, Communal (for example, Bobo Shanti Community - Bull Bay,
and temple or tabernacle).
(b) Revivalism:
(c) Vodun:
Hounfo.
(d) Orisha:
Palais or Orisha Yard (objects of the Powers are kept in a special room called Chapelle).
Church.
(f) Santería:
Casa de Santo.
3. Major Locations
(a) Rastafari:
(b) Revivalism:
Jamaica.
(c) Vodun:
(d) Orisha:
Barbados, Grenada, St. Vincent and the Grenadines, Trinidad and Tobago.
(f) Santería:
4. Major Teachings
(a) Rastafari:
(iii) Reparations;
(viii) Ganja was given by Jah for medicine and for wisdom;
(ix) A healthy diet (more often vegetarian; pork taboo) is essential to keep the
temple (physical body) in tune with nature;
(x) Reflection and meditation are valuable sources of knowledge, insight and
understanding and must be undertaken regularly;
(xii) Pan-Africanism.
(b) Revivalism:
(iv) Living devotees may travel to the spirit world to communicate with and
receive gifts from the spirits;
(vii) Sometimes the spirits communicate with devotees using colours – for
example, banners and candles.
(c) Vodun:
(i) Some devotees believe that loas and saints are the same, while others believe
they are two different groups of spiritual beings;
(iii) The dead must also be honoured, for like the loas, they reward or punish the
living;
(iv) People who possess special talents must be degraded at death or they will
torment their living relatives;
(d) Orisha:
(i) The deities possess the bodies of their devotees and identify
themselves through their nature of manifestation;
(i) The Holy Spirit and his power and presence are manifested in the lives of
the believers;
(ii) The power of the Word of God and in the power of prayer;
(iii) Baptism by the Holy Spirit as well as baptism in running or living water;
(f) Santería:
(iv) The eleven commandments were handed down to Obatala to ensure that
the people would not succumb to evil and so that they would live
prosperous lives in union with the Orisha.
5. Festivals/Ceremonies
(a) Rastafari:
(v) Birthday of His Imperial Majesty Emperor Haile Selassie I – July 23;
(b) Revivalism:
(i) The Annual Convention at Watt Town, St. Ann – first Thursday in March;
(iii) Baptism.
(c) Vodun:
(ii) Degradation Ceremony – removal of special abilities from the dead, for
example, hougan or priest;
(iii) Nation Dance: performed on the anniversary of a dead family member, the
eve of a wedding.
(f) Santería:
6. Source of Authority
(a) Rastafari:
(i) Bible (not the King James version) the self, the I and the INI.
(b) Revivalism:
(i) Bible;
(c) Vodun:
(i) Bible;
(d) Orisha:
(i) Bible;
(iii) Divination;
(i) Bible;
(f) Santería:
Passed on orally through a rich tradition of stories told to convey the beliefs and ways
of worship of the religion.
Origin, beliefs, and practices among the six Caribbean Indigenous Religions with:
(a) Christianity;
(b) Hinduism;
(c) Islam;
(d) Judaism.
(a) Rastafari:
(b) Revivalism:
The Native Baptist Movement, American (Baptist) Movement and African retention.
(c) Vodun:
(d) Orisha:
(f) Santería:
OPTION A: CHRISTIANITY
GENERAL OBJECTIVE
On completion of this Section, students should understand the biblical responses to human life issues
concerning the meaning and purpose of life.
SPECIFIC OBJECTIVES
3. assess issues related to justice and peace and the value and dignity of human life as reflected
in the Bible;
4. discuss the responsibilities and rights of individuals in areas of family life and work as
reflected in the Bible;
5. illustrate how the biblical concept of love applies to different areas of life and relationships;
6. describe the Old Testament background to the concept of the reign of God;
7. describe the New Testament background to the concept of the reign of God.
CONTENT
(a) The Human Family – The Family of God: (Gen. 22:20, Acts 3:25, Eph. 3:15).
(b) Creatures of God created in God’s image and likeness: (Gen. 1:26-27; Ps. 8:5-8;
Acts 17:27-29; Eph. 2:10).
(d) Endowed with intelligence and free will: (Gen. 3:7-14; 20-23; Is. 6:9-10; Matt. 5, 6, 7;
John 14, 15, 16; Acts 13:40-41).
(e) God as the source of life and human values: (Gen. 2:3, Ezk 37:5, Acts 17:25,
Rom. 8:11.)
2. Concept of Stewardship
(d) The Child: (Luke 8:40-56; 18:15-17; Psalm 131:1-2; Proverbs 22:6; 1Cor. 13:11;
Eph 6: 1-4).
(d) Poverty.
(e) Unemployment.
4. Individuals’ roles, responsibilities and rights in areas of family life and work
(e) Work (Deut. 5:13, Ecc 3:17, 9:10, 2 Thess. 3:10, Jn 5:17).
(f) Master and slave (Col 3:22-25; Eph 6:5-9; 2 Thess 3:6-14; 1 Tim 5:18).
(b) Religion.
(c) Sexuality.
(d) Race.
(c) New Heaven and New Earth. God dwelling with His people: (Rev. 21:1 – 3).
GENERAL OBJECTIVE
On completion of this Section, students should understand the Bible as the authority on Christian teaching
and practice.
SPECIFIC OBJECTIVES
1. describe how the Books of the Bible were transmitted and selected;
CONTENT
(b) How the Books of the Bible were selected to form the Canon.
(a) Narrative
(The Pentateuch – First five books The Acts of the Apostles)
(b) Laws/Exhortations/Instructions
(Matt. 5, 6, 7; Luke 6:20-49; Jn. 14, 15, 16; Is. 55; Ps. 24; Ex. 20)
(c) Prophecy
(Amos, Hosea, Isaiah, Jeremiah)
(e) Parable
(Matt 13; Luke 16:19-31; 20:9-19)
GENERAL OBJECTIVES
SPECIFIC OBJECTIVES
CONTENT
1. Roles of God
God as:
(b) Provider:
God provides for the needs of all living things (Ps 23; Luke 12:22-34)
God as Spirit
(ii) As Advocate
(Jn. 14: 15-17; Acts 2: 2-4, 11-12).
4. Attributes of God
(c) Omnipresent – God is present everywhere: (Ps. 139: 1-4; Jer. 23: 23-24).
(f) Love – God seeks the highest good of humans at his own infinite cost: (Ps. 103: 17; Jn.
3:16; 1 Jn 8: 10).
(h) Holiness – God is righteous, perfect and set apart from all sin or evil: (1 Pet. 1: 16).
(i) Righteousness – Living according to the laws of God (right living): (Ps. 19: 7-9; Jer. 24).
(j) Mercy – God shows unmerited compassion to all: (Ex. 3: 7, 17; Ps.103: 13).
GENERAL OBJECTIVE
On completion of this Section, students should understand the biblical concept of sin and salvation.
SPECIFIC OBJECTIVES
2. explain how sin affects the quality of life for the individual, the society and the environment;
5. discuss the involvement of God in the work of salvation through Jesus Christ;
CONTENT
1. Concept of Sin
3. Consequences of Sin
(a) Alienation from God and others: (Hos 1:6-9; Luke 15:11-32; Rom 1:24-25).
4. Concept of Salvation
(a) Repentance:
(Luke 7:35-50; 5:11-14; 19: 1-10; Acts 2:37-39).
(b) Justification by faith: (Acts 16:30-32; Rom 3:21-26; Rom. 10:11-17; James 2:14-17;
Rom 5:1-21).
(d) Regeneration/New Birth. Having the capacity to live life in the light of Christ’s
teachings: (Col 3:12-17; Eph. 4:23-24).
(e) Sanctification. Growing into Godlikeness or maturity in the light of the teachings of
Christ: (Eph. 2:1-10; Gal 5:16-26).
GENERAL OBJECTIVE
On completion of this Section, students should understand the meaning and purpose of life from the
Hindu perspective.
SPECIFIC OBJECTIVES
1. discuss the meaning and purpose of life as reflected in the Geeta (for example, (a) what is
the purpose of my life? (b) what is my destiny?);
2. explain the concept of ‘guruhood’ and ‘discipleship’ and its application to daily living;
3. assess issues related to justice and peace and the value and dignity of human life as reflected
in the Geeta;
4. illustrate how the Hindu concept of love applies to different areas of life and relationships;
5. discuss the roles and responsibilities of individuals in areas of family and relationships, for
example, in marital relations, parental responsibilities, respect for parents/elders, attitudes
towards work, labour relations;
CONTENT
1. Hindu teachings on the meaning and purpose of life (Uttarkaanda Ramayan Dhoaa 44)
One’s lifetime is an opportunity in time to move ‘God – wards’, to bring to an end the cycle of
rebirth (re-incarnation).
(a) The role of a Guru is to provide guidance so that devotees can realise their own divine
nature, for example, (a) Ekalavya in the Upanishads and Mahabarat and (b) Mahatma
Gandhi.
(b) The Fall of Man (Bhagvad Geeta, Chpt 2: Verses 62; 63) and the Rise of Man (The
Bhaja Govindam, Verse 9).
(d) Poverty.
(e) Unemployment.
(j) Abortion.
4. Individual’s roles, responsibilities and rights in areas of family life and work
(c) Parental responsibilities, for example, Kausalya and Dasharatha; Vasudeva and
Devaki; (Manu Smriti).
(b) Religion.
(d) Race.
(a) Nature of man - Balkáand of the Ramayan and Chapter 15 of the Geeta.
7. Sanctity of Life
Life is sacred – Life is one, for example, Rama’s attitude to Guhaa (the boatman), Jataayu (the
bird), Kaykayi and Shabari (the tribal devotee).
GENERAL OBJECTIVE
On completion of this Section, students should understand that the Hindu scriptures must be used as
an authority on Hindu teaching and practice.
SPECIFIC OBJECTIVES
1. describe how the Ramayan and the Bhagvad Geeta came into being;
2. describe the different literary styles used in the Ramayan and Geeta;
CONTENT
(a) Valmiki Ramayan was written in Sanskrit, therefore the knowledge was not filtered to
the masses. In order to make the knowledge available to the masses it was rewritten
in Hindi by Tulsi Das.
(b) Arjuna could not discharge his duty as a warrior due to attachment. Shri Krishna
imparted to him the knowledge of the Geeta so that he could righteously carry out
the duties of a warrior.
(a) Prose.
GENERAL OBJECTIVES
2. understand specific teachings of Hinduism about The Absolute and Avatars – (incarnation).
SPECIFIC OBJECTIVES
3. describe God as Nirgun Brahma and Sagun Brahma (unmanifest and manifest);
4. discuss the importance of the attitudes and qualities of Sagun Brahma (manifestations) in our
relationship with man.
CONTENT
1. Roles of God
God as All:
God is recognised in the statement (‘Twameva Maataa……..’) – You alone are my Mother,
Father, Brethren, Companion, Friend, Knowledge, Wealth and God All.
(a) Nirgun Brahma - the unmanifest, absolute, eternal entity, without any physical
qualities.
(b) Sagun Brahma - the manifest with form, not eternal, relative with physical qualities.
GENERAL OBJECTIVE
On completion of this Section, students should understand the Hindu concept of sin and liberation.
SPECIFIC OBJECTIVES
2. discuss how sin affects the quality of life for the individual, the society and the environment;
5. explain how the freedom of choice and liberation is the birth right of all;
6. explain the way out of bondage through liberation, for example, Valmiki.
CONTENT
1. Concept of Sin
(c) There is no mortal sin which can result in a soul being lost forever in hell.
(a) Individual – tends to become inhumane, that is, asuric qualities, (Baal Kaand -
Ramayan).
(b) Society – degenerated as a result of the Sins of Rawana (Lankaa Kaand Ramayan).
(c) Environment – become depressed and saddened due to Rama’s exile (Ayodhyaa
Khand Ramayan).
3. Consequences of sin:
To be liberated the individual must be one with God in all that he thinks, feels, says and does.
(a) Bondage is the thinking of being limited which results in self-imposed restriction, for
example, to firstly think you CAN’T will result in non-accomplishment.
Since one faces the consequences of what he thinks, feels and does, it must be our
birthright to choose what we think, feel and do.
(d) Freedom from Bondage to Liberation (for example, Valmiki – changed from being a
highway robber to a Saint (Ramayan).
GENERAL OBJECTIVE
On completion of this Section, students should understand the Islamic responses to human life issues
concerning the meaning and purpose of life.
SPECIFIC OBJECTIVES
1. discuss the Islamic teachings of the meaning and the purpose of life;
2. discuss the concept of khilaafah (Vicegerency) and its application to daily life;
3. examine issues related to justice, peace and human dignity as represented in Islam;
4. discuss the responsibilities and rights of individuals in areas of family life and work as
reflected in Islam;
5. describe the concept of Ibaadah (worship) and its impact on daily life;
6. analyze the Islamic response to the social ills and inadequacies of society;
CONTENT
(a) Knowing (worship) and attaining closeness to God: (Qur’an: 51:56, Hadith #38).
2. Vicegerency of man
(e) The goals of the Shariah: The preservation of human life, dignity, property, religion
and progeny: (Qur’an: 45:18; 57:25).
(g) The nobility of man – the universal brotherhood of man: (Qur’an: 4:1).
4. Individuals’ roles, responsibilities and rights in areas of family life and work
(d) Extended family members, relatives and neighbours: (Qur’an: 4-34, 2:215).
(e) Salaah (Prayer) and its relationship with human activities: (Qur’an: 23:1-10).
GENERAL OBJECTIVE
3. the importance of the Qur’an and Hadith in Islamic thought and practice.
SPECIFIC OBJECTIVES
2. discuss the importance of the Arabic Language in understanding the message of the Qur’an;
3. discuss the miraculous nature of the Qur’an revealed to Prophet Muhammad (upon whom be
peace);
5. explain the role of the Hadith (record of the Prophet’s sayings, actions and approval) as the
second source of guidance along with the Qur’an;
CONTENT
(a) The first revelation and its historical circumstances: (Qur’an: 96: 1 – 5).
(b) Allah says in the Qur’an that He Himself will preserve and protect the Qur’an:
(Qur’an:15:10).
(c) Oral transmission is the most important mode of transmission and preservation of the
Qur’an: (Qur’an 54:40).
(e) The Qur’an was memorised, recorded and arranged during the life time of Prophet
Muhammad (peace be upon him): (Hadith).
(f) Collection and preservation of Qur’an through memorisation, writing and practice:
(Qur’an: 54:40).
(g) The role of the early caliphs in compiling and circulating the Qur’an in book form.
(h) The original copy is an authentic reference point for all future copies of the Holy
Qur’an.
(i) The names, attributes and structure of the Qur’an: (Qur’an: 25:1; 15:9; 17:82; 2:1).
(a) The Qur’an remains exactly as it was revealed to Prophet Muhammad (peace
be upon him): (Qur’an: 15:10).
(b) Only the Arabic Language can best convey the profound meanings, eloquence and
miracles of the Qur’an: (Qur’an: 4:166; 41:2-3; 43:2-4).
(d) The Quranic language: faseeha (pure language), balaga (poetic expression)
Uloomul-Qur’an (Quranic sciences): (Qur’an:16:103; 38:29; 3:7; 24:35).
3. The Qur’an: Permanent Miracle revealed to Prophet Muhammad (peace be upon him)
(a) Permanent challenge to those who doubt that Qur’an is Kalaamullah (the Perfect
Words of Allah): (Qur’an: 2: 23–24; 52:33-34; 4:82).
(c) Laws, rules and regulations for all aspects of life: (Qur’an:
5:3; 3:19, 85; 5:47-49; 31:58).
(a) Beliefs, concepts and world view: (Qur’an: 2:177, 138, 285; Hadith # 24, 20, 34).
(b) Personal worship and relationship with Allah – Salaah (prayers), Zikr (constant
remembrance of God) and Dua (supplication): (Qur’an: 2:3, 43, 153; 4:43; 2: 186;
32:15-16; 3:191-195 Hadith # 29).
(c) Social responsibilities: ethics and interaction: (Qur’an: 49: 6-13, 17:22-37; Hadith # 15;
13; 14; 20; 25; 26).
(e) Mundane living: diet, hygiene, dress, marriage, sexuality, work, business and death:
(Qur’an: 5:3-5; 2:222; 24:30-33; Hadith # 6; 10; 15).
(f) Culture, life-style, values: entertainment, home, art and architecture: (Qur’an: 24:58-
61; 25:62-77; Hadith# 6; 10).
GENERAL OBJECTIVE
SPECIFIC OBJECTIVES
CONTENT
(iii) Tawheed al Asma wa al Sifaat (Unity of His Names and Attributes): (Qur’an:
20:8).
(b) The Attributes and qualities of Prophets: (Qur’an: 25:20; 3:79-80; 4:64; 3:161).
(d) The finality and pre-eminence of Prophet Muhammad (Peace be upon him):
(Qur’an: 34:28; 33:40; 62:2; 33:56; 33:21).
(a) Ibaadah (Worship) - Meaning, scope and significance: (Qur’an: 98:5; 51:56).
(b) Salaah (Prayers) - Status, benefits and regulations: (Qur’an: 2: 2-3, 153,177; 4:43;
29:45; 11:114; 20:130; 74:43).
(c) Zakaah (Compulsory charity) - Significance, scope and regulations: (Qur’an: 2:43,
110, 177, 277; 4:162, 5:55).
(e) Hajj (Pilgramage) - Importance, virtues and regulations: (Qur’an: 2:189, 196-203;
3:97; 22:26-30).
GENERAL OBJECTIVE
On completion of this Section, students should understand the concept and consequences of sin and
the rewards of repentance and goodness.
SPECIFIC OBJECTIVES
CONTENT
1. Concept of sin
(a) The status of human being as the best of Allah’s creation: (Qur’an: 2:30-31;
95:4; 33:72).
(b) All human beings are born in a state of Fitrah (natural purity) free from sin:
(Qur’an: 7:172; 7:29).
(c) The purpose of creation (including man) is submission to the Creator: (Qur’an:
3-83).
(d) Man’s deviation from the divine purpose: (Qur’an: 2:243; 7:10, 17; 14:7).
(e) Man is responsible for his own action and no one bears the sin of another:
(Qur’an: 17:13-15; 34:25).
(f) The sin of omission and commission: (Qur’an: 6:120; 7:33; 25:68-71).
(c) The environment: endangerment to life and depletion of natural resources: (Qur’an:
30:41).
(b) Increase of the disease of the soul (qalb) and its eventual death
(spiritual): (Qur’an: 2: 7-12; 8:48-49; 9:125; 2:74).
(a) Taqwah ( God consciousness) and its important place in Islam: (Qur’an:
9:109; 10:105; 22:37; 2:197; 49:13; 65:2-3).
(e) Attainment of closeness to Allah and its station in this world: (Qur’an:
3:191; 22:54; 8:2-4; Hadith # 38).
(f) Attainment of the divine pleasure and rewards of Allah in the Hereafter:
(Qur’an: 3:15; 25: 75-76; 61:10-13).
On completion of this Section, students should understand the responses of Judaism to specific human
life issues concerning the meaning and purpose of life.
SPECIFIC OBJECTIVES
1. discuss the meaning and purpose of human life as reflected in the Tennach (Tenakh);
3. explain the concept of moral living and its application to daily living;
4. assess issues relating to justice, peace and the value and dignity of human life as reflected in
the Tennach (Tenakh);
5. discuss the roles, responsibilities and rights of individuals in areas of family life and work as
reflected in the Tennach (Tenakh);
6. describe the concept of the reign of God as displayed in the Tennach (Tenakh);
CONTENT
2. Concept of Stewardship
(d) Poverty.
(e) Unemployment.
(d) Parenthood.
(e) Children.
(a) autopsies;
(b) transplants;
(c) abortion;
GENERAL OBJECTIVE
On completion of this section, students should understand the Tennach (Tenakh) as the authority on
Jewish teaching and practice.
SPECIFIC OBJECTIVES
3. explain how passages from the Tennach/Tenakh are used as instruction for Jewish teaching
and practices;
CONTENT
(c) Names of the books in the Torah, Nevi’im and the Ketuvim.
(b) The books of the Prophets (1 and 2 Samuel; 1 and 2 Kings, Joel, Isaiah, Jeremiah).
(e) Beliefs about the Jewish Afterlife (Gen. 25:8, 17 ; Gen. 17: 14; Gen. 35: 29;
Gen. 49: 33; Ex. 31: 14; Deut. 42: 50; Ecc.3: 19-20; 2 Sam. 14: 14; Ps. 88: 4-7,13; Job
10:21- 22; Job 26:5; Lam. 3:55).
(f) Beliefs about the Messiah (Isa. 6: 1- 9; Isa 11: 2-5; 2 Sam. 7: 12-13; Jer. 23: 5;
Jer. 33: 15; Dan. 10:14; Zec. 14:9; Micah 4; Hosea 3: 4-5; Zep. 3: 9; Ez. 38: 16).
(h) Belief in the Resurrection of the Dead and the Judgement (Babylonian Talmud,
Tractate Ketubot 111b; Tractate Baba Metzia 58b).
(a) Relationship with family and peers (Cain and Abel, Gen. 4).
SPECIFIC OBJECTIVES
2. discuss the understanding of the name and the significance of the titles for God;
CONTENT
1. Nature of God
(i) Yahweh;
(ii) Ha’Shem;
(iii) El;
(iv) Adoni;
(vi) Zebaot.
4. Attributes of God
(a) Eternal.
(b) Omnipresent.
(c) Omniscient.
(d) Love.
(e) Just.
(f) Holy.
(g) Righteous.
(h) Merciful.
GENERAL OBJECTIVES
2. the significance of the festivals with special reference to Jews in the Caribbean.
SPECIFIC OBJECTIVES
2. discuss the purpose and ceremonial observance of the festivals and holy days;
CONTENT
1. Jewish Festivals in the Caribbean
(c) Rosh Hashana – The Jewish New Year: (Lev 23: 24 – 25)
(d) Succoth/Tabernacle (Jewish Harvest Festival) (Lev. 23: 34 – 36; Nubs 29: 12 – 39)
(a) Yom Kippur (day of Atonement): the most solemn day of complete fasting and prayer.
(Nubs 29: 1- 11; Lev. 16: 1- 34; Isaiah 57: 14; 58: 14)
(b) Passover (Peasach): As a remembrance of the Exodus from Egypt. The main
observance is in the form of the Seder Supper with its special meal and the reading of
the Hagadah, the retelling of the Exodus.
(c) Rosh Hashanah/New Year: Beginning of the Ten Pentecostal days ending on Yom
Kippur: Blowing of the Shofar: Time of reflection and personal sacrifice: Retelling of
the story of the sacrifice of Issac.
(d) Shavuot: Recounting of the receipt of the commandments from God on Mount Sinai
Story of the Golden Calf etc.
(e) Succoth (Tabernacle): Reminds of the transient and fragile nature of our lives on earth
blessings for the ability to have food to eat
(f) Chanukah: Give thanks for the preservation of our faith and the temple: Lighting of
the Menorah on each of the seven nights of the festival.
(a) Yom Kippur (Day of Atonement): to concentrate entirely upon the spiritual aspect of
life. Nubs 29: 1 – 11; Lev. 16: 1 – 34; Isaiah 57: 14; 58: 14
(b) Passover/Pesach: emphasises the essential part which the moral law must play in the
life of nations and individuals.
(e) Purim (Festival of Lights): teaches that those who spread hatred are themselves in the
end destroyed That salvation will arise for the Jew if he clings to his faith.
(f) The Sabbath: Day of serious prayer and reading of the Torah: A time of family
reunion/togetherness: A time of cessation of work as explained in the Talmud
(c) Rosh Hashanah (the Jewish New Year): 1st of Tishri/2nd of Tishri (Jews in diaspora).
(g) Chanukah/Hanukkah: Feast of Dedication – 25th Kis/ev (lasts for eight days).
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by teachers are in
line with the CXC standards, the Council undertakes the moderation of a sample of the School-Based
Assessment assignments marked by each teacher.
The Caribbean Examinations Council seeks to ensure that the School- Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.
The School-Based Assessment (SBA) for Religious Education consists of a research paper based on a
selected world religion or on any other religion selected from those listed under the topics for research
on pages 76 – 78 of the syllabus. It is required of all candidates and will be marked by the teacher in
accordance with the criteria set out in the SBA mark scheme on pages 83 – 85 of the syllabus. The
guidelines for the research paper are described below.
The SBA is to be marked out of a total of 40 marks and is worth 20% of the overall grade. It focuses
equally on the assessment of Profile Dimension 2, Interpretation and Analysis (20 marks) and Profile
Dimension 3, Application (20 marks). These profile dimensions are described more fully on page 3 of
the syllabus.
Teachers must ensure that candidates hand in their research papers in time to allow for marking and
submission to the Council by April 30th in the year of the examination. If audio-visual is used, this
should be submitted also with a transcript or any appropriate written documentation.
Since the SBA is an integral part of the evaluation scheme of the syllabus, teachers are expected to
guide and monitor students' progress and assess the finished product according to the criteria set
out in the mark scheme.
3. inform students about the deadlines for completion and submission of the report;
4. advise students on the nature of the task and the scope and depth of research required to
complete it;
6. monitor students' progress by advising them on the quality of their work in progress and
suggesting ways to improve quality;
7. use techniques such as review of students' progress reports and preliminary drafts to establish
authenticity of their work;
9. keep a record of students' marks and submit these together with samples of work as
requested by CXC;
10. copy, complete and attach the research proposal to each sample script submitted.
IMPORTANT – The teacher is responsible for ensuring that each student's research report is his or her
own work. Plagiarism and cheating will be penalised. A simple way to establish authenticity is to insist
on check points for students to show how their work is progressing.
Teachers may also use brief oral questions to verify that candidates did indeed engage in the research
activities. Some teachers may require candidates to submit preliminary drafts along with the final
version, although only the final version will be assessed.
Teachers should assist students in selecting topics related to one of the following religions specified
for guided research:
(a) Rastafari
(b) Revivalism
(d) Orisha
(f) Santería
(g) Jordanite
2. Hinduism
(a) Groups
(ii) Vaishnavites
(iv) Shaivites
(v) Shaktas
3. Islam
(a) “Sects”
(i) Sunni
(ii) Shi’ite
(b) Others
(i) Ismaili’s
(ii) Ahmadi’s
(iii) Nusayris
(a) Denominations
(i) Anglicans
(ii) Baptists
(iii) Brethren
(v) Lutheran
(vi) Methodists
(vii) Moravians
(viii) Pentecostals
(xii) Evangelicals.
5. Judaism
(a) Sects
(i) Orthodox
(ii) Conservatives
(iii) Reform
Each candidate must submit a research paper of 1, 000 words, not including table of contents,
bibliography and appendices. A total of 10 per cent of the candidate’s score will be deducted for any
research paper in excess of 1,000 words (excluding tables, direct quotations, footnotes, references
and appendices). The following criteria are provided to guide candidates in preparing the research
paper:
2. Statement of Aims
This criterion includes a basic outline of all that the candidate hopes to achieve and discover
at the end of the study.
3. Information Collection
This criterion includes a description of how, when, where information was collected, including
instruments or questionnaires if any were used. Library research is acceptable.
4. Summary of Findings
This criterion includes the actual documentation of relevant facts and findings discovered
through research.
Candidates need to display an understanding of the issues related to the topic chosen.
Critical thinking should be encouraged as candidates are asked to analyse and interpret the
information presented. This criterion requires clarity of explanation and as such, calls upon
the candidate to demonstrate this ability.
6. Conclusions
This criterion requires that the candidate summarise the main ideas of the research paper and
draw conclusions from the material which they analyse.
7. Communication of Information
This criterion refers to the communication of information in a logical way, using correct
grammar.
The following are suggested areas of research – Festivals, Worship, Rituals, Code of Ethics, Basic
Beliefs, Leadership, Origins and Development.
1. The research should be conducted prior to the second term of the final year and the research
paper written during that term. The paper should be assessed by the teacher. Marks must be
submitted online using the SBA data capture module of the Online Registration System (ORS).
2. The research paper should be in a simple soft-back folder of “Quarto” or “A4” size. Candidate’s
registration number, title of the research paper and the name of the school should be clearly
3. Teachers should discourage duplication of material, that is, although two candidates may
write on the same topic, there must be evidence of individual work. Group research is allowed
but student must write individual reports.
Notes to Teachers
1. The research paper allows the student to choose from topics related to one of the selected
world religions or on any other religion, denomination or sect selected from those listed under
the topics for research pages 76 - 78 and provides an opportunity for self-directed learning in
which the student can assume responsibility for conducting an enquiry. The student’s work
can be improved by:
3. Teachers should assist in fostering the development in their students of the skills related to
students in comprehension, analysis and synthesis of information.
4. Many of the difficulties connected with research projects can be avoided if careful thought is
given to the timing of the work so that it:
(b) allows sufficient time for the students to have acquired some familiarity with
appropriate research techniques;
(d) allows sufficient time after students have completed their research papers for
teachers to meet assessment deadlines.
(a) festivals;
(b) rituals;
(c) worship;
(g) leadership.
This list is not exhaustive and students may choose to investigate other topics relevant to the
content and objectives of the syllabuses.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of assignments will be requested by CXC for
moderation purposes. These assignments will be re-assessed by CXC Examiners who moderate the
School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’
comments will be sent to schools. All samples must be delivered to the specified marking venues by the
stipulated deadlines.
Copies of the students’ assignments that are not submitted must be retained by the school until three
months after publication by CXC of the examination results.
RESEARCH PROPOSAL
To be attached to each requested sample script
AREA OF RESEARCH:
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
SCORE
Interpretation
CRITERIA Application
And Analysis
(P3)
(P2)
A. Presentation (6 marks)
TOTAL 20 20
Al- Jaza’iry, Abu Bakr Jabir Minhaj Al- Muslim, Volume I, Darussalam, 2001.
Al- Jaza’iry, Abu Bakr Jabir Minhaj Al- Muslim, Volume II, Darussalam, 2001.
An- Nawawi, Yahya bin Sharaf Riyad-us-Saliheen, Volumes 1-2, Darussalam, 1998.
Mawdudi, S Abul A’la Towards Understanding Islam, the Islamic Foundation, 1980.
Mbiti, J. African Religions and Philosophy, New York: Doubleday, 1970.
Metraux, A. Haiti – Black Peasants and Their Religion, Voodoo in Haiti, New
York: Schocken Books, 1972.
Murphy, Joseph; Santeria, M. An African Religion in America, Boston: Beacon Press, 1998.
Stapleton, A. The Birth and Growth of the Baptist Church in Trinidad and
Tobago and the Caribbean; Port-of-Spain, 1982.
WEBSITES
Specimen
Papers,
Mark
Schemes
and
Keys
for
Amended
CSEC
Religious
Education
Syllabus
Paper 02 consists of FOUR Options:
Option A- Christianity
Option B – Hinduism
Option C – Islam
Option D - Judaism
RELIGIOUS EDUCATION
1. This test consists of 60 items. You will have 75 minutes to answer them.
3. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you
are about to answer and decide which choice is best.
4. On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
The best answer to this item is “Judaism”, so you should shade answer space (B).
5. If you want to change your answer, be sure to erase it completely before you fill in your new
choice.
6. When you are told to begin, turn the page and work as quickly and as carefully as you can. If you
cannot answer an item, go on to the next one. You may return to the omitted item later. Your
score will be the total number of correct answers.
9. Which of the following terms would Christians 13. For Christians, the bowing of the head during
use to express their understanding of God? prayer signifies
(A) Baptism
10. The use of the colour purple is associated (B) Prayer
with which of the following Christian Holy (C) Circumcision
days? (D) Confirmation
(A) Lent
(B) Whitsuntide 15. Which of the following Christian festivals
(C) Good Friday commemorates the entry of Jesus into
(D) Easter Sunday Jerusalem a few days before his death?
(A) Epiphany
11. Christians are most likely to DISAGREE with (B) Palm Sunday
which of the following statements about the (C) Good Friday
Bible? (D) Pentecost
(A) respect
19. Which of the following is the OM, the Hindu (B) rejection
symbol of Ultimate Reality? (C) opposition
(D) indifference
(A)
23. The image which MOST closely corresponds
to the Hindu belief about union with God after
death is a
(C)
24. Which of the following BEST describes the
Hindu belief about Brahman?
On this festival, Hindus light lamps and place 25. Which of the following Hindu manifestations
them on doorsteps, and hang coloured lights of God is usually represented as a dancer?
in the streets.
(A) Kali
20. The Hindu festival referred to above is (B) Shiva
(C) Krishna
(A) Divali (D) Ganesh
(B) Phagwah
(C) Rama Naumi
(D) Maha shivaraatri
26. In Hinduism, the person who traces the 31. Which of the following explains the meaning
sacred symbol on a baby’s tongue is the of the word ‘Islam’?
40. Which of the following is the name of the (A) the poor
ceremony for a Jewish boy entering his teens? (B) a dead relative
(C) the prophet Elijah
(A) Chanukkah (D) an unexpected visitor
(B) Yom Kippur
(C) Bar Mitzvah
(D) Rosh Hashanah
45. Which of the following persons is considered 50. In Vodun, which of the following terms refers
by Jews to be their common ancestor? to the Supreme Being?
46. Which of the following Jewish feasts is 51. Followers of the religion known as Santería
observed fifty days after Passover? are to be found MOSTLY in
47. Which of the following would represent 52. Santería is a blend or syncretism of which of
ONLY kosher foods? the following religions?
54. Which of the following would be associated 57. In which of the following religions is the place
with the Rastafari religion? of worship known as a mission house?
55. Which of the following Caribbean Indigenous 58. Followers of Revivalism are divided into
religions teaches that objects of the powers groups called
are kept in a special room called the chapelle?
(A) bands
(A) Orisha (B) packs
(B) Rastafari (C) districts
(C) Revivalism (D) churches
(D) Spiritual Baptist
(A) I and II only 60. The highest ranking leader in the Spiritual
(B) I and III only Baptist Church is the
(C) II and III only
(D) I, II and III (A) mother
(B) ancestor
(C) shepherd
(D) archbishop
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
01241010/SPEC 2009
CAR I B B EAN E XAM I NAT I O N S C O U N C I L
RELIGIOUS EDUCATION
FORM 01241020/SPEC
RELIGIOUS EDUCATIO
SPECIME PAPER
2 hours
ISTRUCTIOS TO CADIDATES
Option A – Christianity
Option B – Hinduism
Option C – Islam
Option D – Judaism
For the Option that you choose, you must answer Question 1 and
any other TWO questions.
FORM 01241020/SPEC
TEST CODE 01241020
FORM 01241020/SPEC
Option A – Christianity
ISTRUCTIOS TO CADIDATES
FORM 01241020/SPEC
ISTRUCTIOS
Answer Question 1 (the compulsory question) and any other TWO questions.
Where passages from the Bible are used, two versions are given – the Revised Standard
Version (R.S.V.) and the ew International Version (. I. V.). You may refer to the
version with which you are more familiar.
1. Read either of the passages below, then answer the questions that follow.
“ … Were not ten cleansed? Where are the nine? Was no one found to return
and give praise to God except this foreigner?”
“… Were not all ten cleansed? Where are the other nine? Was no one found to
return and give praise to God except this foreigner?”
(a) (i) Identify the person who “cleansed” the sick persons
mentioned in the passage AND the disease which the sick persons had
suffered.
(2 marks)
(ii) Outline TWO other instances in the Bible where sick persons were
healed by the same person.
(4 marks)
(iii) Describe ONE instance in the Bible where Jesus showed compassion
to a person who was treated as an outcast by others.
(4 marks)
(b) (i) Explain what is significant about the fact that the foreigner referred to in the
passage above returned to give praise.
(8 marks)
(8 marks)
(c) A friend argues that persons who have contracted HIV/AIDS should be
locked away from society.
(10 marks)
Total 36 marks
THE BIBLE
2. Read either of the passages below, then answer the questions that follow.
Trust in the LORD with all your heart, and do not rely on your own insight. In
all your ways acknowledge him, and he will make straight your paths.
Trust in the LORD with all your heart and lean not on your own
understanding; in all your ways acknowledge him, and he will make your
paths straight.
(a) (i) State TWO instructions offered to the reader in the passage above.
(4 marks)
(ii) According to the passage, identify the reward for trusting in God.
(2 marks)
a) Wisdom sayings
b) Miracle stories
(4 marks)
(c) A friend tells you that he or she has heard about “the lost books of The Bible”.
Your friend claims that the Bible you have is incomplete and cannot be
trusted. Write a response to your friend responding to his or her concerns.
(10 marks)
Total 32 marks
GOD
3. Read the letter below, then answer the questions that follow.
“Dear God,
If you know so much, how come you never made the river big enough for all
the water and our house got flooded and now we got to move?
Victor”
(a) (i) Give THREE instances in the Bible in which God is seen as Protector.
(6 marks)
(4 marks)
(6 marks)
(b) Apart from Victor’s question, state TWO other questions that could
be asked as a challenge to the view of God as Sovereign Ruler.
(6 marks)
(i) convince Victor in not more that 10 lines that God indeed provides and
protects.
(5 marks)
(5 marks)
Total 32 marks
4. (a) Describe ONE instance from the Bible in which EACH of the following
took place:
(5 marks)
(5 marks)
(b) (i) With reference to what Jesus said in John 3:16, explain how a sinful
person may experience salvation.
(6 marks)
(6 marks)
Give your friend the best advice you can, based on the biblical
teachings about salvation.
(10 marks)
Total 32 marks
ED OF TEST
FORM 01241020/SPEC
Option B - Hinduism
ISTRUCTIOS TO CADIDATES
FORM 01241020/SPEC
ISTRUCTIOS
Answer Question 1 (the compulsory question) and any other TWO questions.
(a)
(i) State what is the purpose of life.
(4 marks)
Read the passage below, then answer the questions that follow.
“It is the good fortune that you have secured a human body, which as all the
scriptures declare – is difficult even for the god to attain. It is a tabernacle
suitable for spiritual endeavours; the gateway to deliverance.”
(b) (i) Explain the MAIN teachings about life found in the scriptures
between Dohas 42 and 43.
(8 marks)
(ii) Explain how the life of Shri Rama in exile exemplifies righteous
living.
(8 marks)
What advice based on the Hindu teaching of Ram and Sita, would you
give to your friend who is a member of this family to deal with the
situation above?
(10 marks)
Total 36 marks
2. Read the statement below, then answer the questions that follow.
(a) (i) Write the name of the person who wrote the Shri Ramcharitmanas
(Ramayan).
(1 mark)
(ii) State the language in which the Shri Ramcharitmanas (Ramayan) was
written and give ONE reason why that language was chosen.
(3 marks)
(2 marks)
“As the Mahabrat War was about to begin, Arjuna the Hero of the Pandawas
was counseled by Shri Krishna in order for him to perform his duty.”
(b) (i) Explain why Hindus believe that duty is of the greatest importance.
(6 marks)
(ii) Explain why the Ramayan and Bhagwad Geeta are used as sacred texts
by Hindus.
(6 marks)
(c) Suggest TWO ways in which the study of the Ramayan may have
positive effects on the behaviour of a married couple.
(10 marks)
Total 32 marks
3. “Many, many births you and I have passed. I can remember all of them, but you
cannot, O Subduer of the enemy.”
(Geeta 4:5)
(1 mark)
(ii) is the “Subduer”
(1 mark)
(iv) What is the term used to refer to the Hindu belief in birth and rebirth?
(1 mark)
(2 marks)
FORM 01241020/SPEC GO ON TO NEXT PAGE
(ii) State what was the purpose of the TWO manifestations
(incarnations) you have identified.
(4 marks)
(12 marks)
(ii) Suggest THREE ways in which young persons’ lives can be affected
positively if they are patterned after one of the manifestations
(incarnations) you have listed in (b) (i) above.
(10 marks)
Total 32 marks
4.
The pictures above highlight examples of sinful behaviours which affect the
quality of life for both the family and society.
(a) (i) Identify TWO types of sinful behaviour depicted in the pictures above.
(2 marks)
(ii) Give TWO examples of sinful behaviour, other than those identified in
(a) (i) above.
(2 marks)
(3 marks)
(12 marks)
(c) Your best friend lives in a community where sinful behavior is very
common. Based on the teachings and beliefs of Hinduism, suggest
TWO ways in which your friend can deal with this situation.
(10 marks)
Total 32 marks
ED OF TEST
FORM 01241020/SPEC
Option C - Islam
ISTRUCTIOS TO CADIDATES
FORM 01241020/SPEC
ISTRUCTIOS
Answer Question 1 (the compulsory question) and any other TWO questions.
The translation of Al-Qur’an by Abdullah Yusuf Ali is used as well as translations from
Tafseer Ibn Kathir.
1. Read the ayah (verse) below and answer the questions that follow:
It is not righteousness that you turn your faces towards east and (or) west; but
righteousness to believe in Allah, the Last Day, the Angels, the Book, the
Messengers and spend of your substance out of love for Him, for your kin,
for orphans, for the needy, for the wayfarer, for those who ask and for the
ransom of slaves; to be steadfast in Prayers, and practise regular charity; and
to fulfill the contracts which you have made, and to be firm and patient in
suffering and adversity and through out all periods of panic (poverty and
ailment). Such are the people of the truth, those who fear Allah.
(Al-Qur’an: 2:177)
(Translations of Al-Qur’an by Abdullah Yusuf Ali)
(a) (i) Outline THREE acts of charity that are done out of love for
Allah.
(6 marks)
(b) (i) Explain what is meant by the term “and spend of your substance out
of love for Him…” as used in the ayah (verse) above.
(8 marks)
(ii) According to the ayah (verse) above, what are the characteristics of
the people of truth and righteousness?
(8 marks)
Total 36 marks
2. Read the ayahs (verses) below and answer questions (a) (i), (ii) and (iii) that
follow:
And We send down of the Qur’an that which is a cure and a mercy to the
believers, and it increases the wrongdoers in nothing but loss.
(Al-Qur’an: 17:82)
(Translations taken from Tafseer Ibn Kathir)
And this Qur’an is not such as could ever be produced by other than Allah but
it is a confirmation of (the revelation) which was before it, and a full
explanation of the Book -- wherein there is no doubt – from the Lord of all that
exists. Or do they say: “He has forged it”. Say: “Bring then a Surah like
unto it, and call upon whomsoever you can besides Allah, if you are truthful!”
(Al-Qur’an: 10:37-38)
(Translations taken from Tafseer Ibn Kathir)
(b) (i) Explain the meaning of the verse, “Verily we have revealed the Zikr
(Al-Qur’an) and surely we shall preserve it”.
(6 marks)
• Racial discrimination
• Poverty
• Immorality
• Indiscipline and disrespect for parents
(5 marks)
Imagine that you were in Hasan’s place. Convince Mark that the Qur’an is
indeed Allah’s Permanent Miracle by citing references from the Qur’an.
(10 marks)
Total 32 marks
3. (a) (i) List THREE ways through which a servant draws close to Allah.
(3 marks)
(4 marks)
(3 marks)
(b) Read the ayah (verse) below and answer the questions that follow:
And they have been commanded no more than this: to worship Allah, offering
Him sincere devotion, being true in faith, to establish regular prayer (Salah),
and practise regular charity (Zakah) and that is the religion right and
straight.
(Al-Qur’an: 98:5)
(Translations of Al-Qur’an by Abdullah Yusuf Ali)
(ii) Explain the expression: ‘to worship Allah, offering Him sincere
devotion’.
(4 marks)
(c) Saleemah is a Muslim; however, she does not observe her five daily Prayers.
Convince Saleemah of the benefits of Salah and how it will enhance her
relationship with Allah.
(10 marks)
Total 32 marks
4.
(a) (i) Identify TWO sinful actions highlighted in the picture above.
(2 marks)
(ii) Give TWO examples of sinful actions other than the ones shown in the
picture.
(2 marks)
(6 marks)
(b) Read the ayah (verse) below and answer the following questions:
(Al-Qur’an: 16:90)
(Translations of Al-Qur’an by Abdullah Yusuf Ali)
(i) Explain the outcomes of the three virtues against the three vices
mentioned in the verse.
(6 marks)
(6 marks)
(c) Salim is a habitual drug user who abuses his family. Assess the impact of
his behaviour on:
(10 marks)
Total 32 marks
ED OF TEST
FORM 01241020/SPEC
Option D - Judaism
ISTRUCTIOS TO CADIDATES
FORM 01241020/SPEC
ISTRUCTIOS
Answer Question 1 (the compulsory question) and any other TWO questions.
Dear Rabbi:
Sarah and I have been seeing each other for two months now. Last week she told me
that she is pregnant. We were happy and plan to get married in a few months. But
the doctors have told us that if she keeps the baby, she will die. They have told us that
we should abort the pregnancy.
But Rabbi, isn’t that murder? How can I kill another life?
Ruben
(a) (i) Identify THREE human life issues which the writer mentions in the letter.
(3 marks)
(ii) State TWO instances from the Tanakh (TeNaKh) which deal with
sexual relationships.
(2 marks)
(iii) Cite THREE instances from the Tanakh (TeNaKh) which deal with the
dignity of human life.
(3 marks)
(iv) Identify TWO passages from the Torah which teach about murder.
(2 marks)
(b) (i) Explain what the Tanakh (TeNaKh) teaches about abortion.
(8 marks)
(ii) Examine TWO situations where the taking of life would be permissible
according to the teachings of Judaism.
(8 marks)
FORM 01241020/SPEC GO ON TO NEXT PAGE
(c) Based on your understanding of the Tanakh (TeNaKh), what advice
would you give to Ruben and Sarah? Use appropriate scriptural
references to support your response.
(10 marks)
Total 36 marks
(a) (i) Give another word for the term “core” in the statement above
which conveys the same meaning.
(1 mark)
(3 marks)
(iii) List TWO books from EACH of the three compilations of books.
(6 marks)
(b) (i) Explain how the Ketuvim is used during a Purim festival celebration.
(6 marks)
(10 marks)
Total 32 marks
3. “Am I not a G_d near at hand, says the Lord, and not a G_d far off?
Can any hide himself in secret places that I shall not see him?
Did I not fill the earth?”
(Jeremiah 23:23-24)
(4 marks)
(ii) List TWO other attributes of God, apart from those in the passage.
(2 marks)
(iii) Identify TWO things which the passage states about human beings in
relation to God.
(4 marks)
(b) (i) Explain the view of Jews that God is present everywhere.
(6 marks)
(ii) Examine TWO situations which may challenge the view that God
is omnipotent and merciful.
(6 marks)
Isaac: Where was the almighty and merciful Lord during the
time of the Holocaust?
Isaac: That makes no sense. How can the almighty one stand
by and watch his chosen people die at the hands of evil
people? Was God deaf to their cries?
(10 marks)
Total 32 marks
(a) (i) Name the Jewish leader who organized the rebellion which was
celebrated by the Chanukah (Hanukkah) festival.
(1 mark)
(ii) Name the king of Syria at the start of the Jewish rebellion and identify
the Jewish town which he occupied.
(2 marks)
(iii) Name the religion used by the Syrian king to replace Judaism.
(1 mark)
(iv) Describe THREE activities which take place during the Chanukah
(Hanukkah) festival.
(6 marks)
(b) (i) Explain the significance of the festival of Chanukah (Hanukkah) to the
children of Israel living in Judea.
(6 marks)
(10 marks)
Total 32 marks
ED OF TEST
RELIGIOUS EDUCATION
SPECIMEN PAPER
PAPER 01
KEY
01214020/2009/SPEC/MS
RELIGIOUS EDUCATIO
Option A - Christianity
SPECIME
MARK SCHEME
RELIGIOUS EDUCATION
Option A - Christianity
PAPER 02 SPECIMEN
MARK SCHEME
(9 – 10 marks)
Full, clear explanation
(7 – 8 marks)
Very Good – logical, clear, well
developed, supported by
Clear, covers most major points
biblical references
(5 – 6 marks)
(7 – 8 marks)
RELIGIOUS EDUCATION
Option A - Christianity
PAPER 02 SPECIMEN
MARK SCHEME
(3 – 4 marks)
(1 -2 marks)
RELIGIOUS EDUCATION
Option A - Christianity
PAPER 02 SPECIMEN
MARK SCHEME
Total 12 marks
RELIGIOUS EDUCATION
Option A - Christianity
PAPER 02 SPECIMEN
MARK SCHEME
2
RELIGIOUS EDUCATION
Option A - Christianity
PAPER 02 SPECIMEN
MARK SCHEME
(2 marks)
Poor – points mentioned, no
development, no biblical
references
(1 mark)
Total 10 marks
RELIGIOUS EDUCATION
Option A - Christianity
PAPER 02 SPECIMEN
MARK SCHEME
RELIGIOUS EDUCATIO
Option B - Hinduism
SPECIME
MARK SCHEME
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
Question 1 - HUMA LIFE ISSUES
(3-4 marks)
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
KOWLEDGE (10) ITERPRETATIO/AALYSIS (16) APPLICATIO (10)
Lacking clarity, incomplete
(1-2 marks)
Total 16 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
Question 2 – THE RAMAYA AD BHAGWAD GEETA
(3 marks)
(ii)
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
KOWLEDGE (10) ITERPRETATIO/AALYSIS (12) APPLICATIO (10)
(iv) The Bhagwad Geeta is a sacred Hindu scripture and (iii) The Bhagwad Geeta is regarded as a sacred text Very Good argument – logical,
is the narration of the counseling which Arjuna because it came from the ‘mouth’ of the clear, well developed, suppported
received from Shri Krisna to develop his incarnation of Shri Krishna. The Bhagwad Geeta by scriptural references
confidence to start the Mahabarat Word. gives advice for all situations. It emphasises that (7 - 8 marks)
(2 marks) one must fulfill one’s duty despite all other
considerations e.g. attachment to family, material Good argument – logical, clear,
gain etc. adequately developed, some
(v) The Bhagwad Geeta teaches that one must do one’s scriptural references
duty in spite of any other consideration and that it (Any 3 points – 1 mark each) (5 – 6 marks)
is the duty of every member of society to carry out
his or her function in their stage of life according to (3 marks) Weak argument – points
the rules of the society.. mentioned with little development,
few scriptural references
(2 marks)
Total 12 marks (3 - 4 marks)
Total 10 marks Poor argument – points
mentioned, no development, no
scriptural references
(1 – 2 marks)
Total 10 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
Question 3 – THE ABSOLUTE AD AVATARS
Total 12 marks
(9 - 10 marks)
Very Good argument – logical,
clear, well developed, suppported
by scriptural references
(7 - 8 marks)
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
Total 10 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option B - Hinduism
PAPER 02 SPECIMEN
MARK SCHEME
Question 4 – THE COCEPT OF SI AD LIBERATIO
Specific Content/Objective(s) Tested: S. O. 2, 3, 6
(3 - 4 marks)
(1 – 2 marks)
CSEC/SPEC/MS/2009
RELIGIOUS EDUCATIO
Option C - Islam
SPECIME
MARK SCHEME
0124102/MS/2009
RELIGIOUS EDUCATION
Option C - Islam
PAPER 02 SPECIMEN
MARK SCHEME
Question 1 - HUMA LIFE ISSUES
(1 mark)
0124102/MS/2009
RELIGIOUS EDUCATION
Option C - Islam
PAPER 02 SPECIMEN
MARK SCHEME
(1 mark)
0124102/MS/2009
RELIGIOUS EDUCATION
Option C - Islam
PAPER 02 SPECIMEN
MARK SCHEME
(3 - 4 marks)
(1 – 2 marks)
Total 10 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option C - Islam
PAPER 02 SPECIMEN
MARK SCHEME
Question 4 – SI, PUISHMET AD REWARDS
RELIGIOUS EDUCATIO
Option D - Judaism
SPECIME
MARK SCHEME
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
Question 1 - HUMA LIFE ISSUES
Total 10 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
KOWLEDGE (10) ITERPRETATIO/AALYSIS (16) APPLICATIO (10)
• At the same time, abortion is not (c) (i) You know that for us the unborn child
permissible in the cases of rape. The is not considered as a human life.
foetus may not be a human person, Your unborn child is the potential of
but it can be denied life only if it life. But Sarah is a living person.
presents clear danger to the life of the Your concern must be for her and her
mother. Such a determination can be life . Her life was given to her by
made only by competent authority, God and all must be done to maintain
that is, Rabbis after hearing the views her life.
of the doctor.
Are you certain that the doctor has
• In Judaism, God is the only giver of been explicit that the foetus is
life and generally it is understood that detrimental to the health of Sarah?
God is the only one allowed to take Has he offered any other possiblility,
away life. It is also understood that however slim, for the foetus to be
the Torah exists to make life possible, saved? Please note that it is only your
not to shorten or destroy it. doctor who can advise you of this and
Consequently, any action or activity you should accept no other opinion.
which endangers life or shortens it is There should be a clear evaluation
forbidden. For human being to take from your doctor that it is almost
away life, is for human beings to certain that the mother would
usurp the rights and functions of God. otherwise die. If such an evaluation
This is generally unacceptable is not done, then the reason for
abortion cannot be substantiated.
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
KOWLEDGE (10) ITERPRETATIO/AALYSIS (16) APPLICATIO (10)
Clear, logical complete explanation (c) (i) At the same time, you know that the
(7 – 8 marks) final word does not lie with your
doctor. While your doctor must make
Clear, logical satisfactory explanation a clear recommendation, it is your
(5 – 6 marks) Rabbi who must agree to the
cessation of the pregnancy.
Adequate explanation
(3 – 4 marks) Excellent argument – logical, very
clear, fully developed, fully
Limited explanation supported by Scriptural references
(1 – 2 marks) (9 - 10 marks)
Total 16 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
Question 2 – THE TAAKH (TeaKh)
Any two from three books- 1 mark each (6 marks) Clear, satisfactory explanation Good argument – logical, clear,
(3 – 4 marks) adequately developed, some
scriptural references
Total 10 marks Limited explanation (5 – 6 marks)
(1 - 2 marks)
Total 12 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
KOWLEDGE (10) ITERPRETATIO/AALYSIS (12) APPLICATIO (10)
Very Good argument – logical,
clear, well developed, suppported
by scriptural references
(7 - 8 marks)
Total 10 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
Question 3 – GOD
Specific Content/Objective(s) Tested: S.O. 1, 4: 1(i), (ii), 4(ii), (iii)
KOWLEDGE (10) ITERPRETATIO/AALYSIS (12) APPLICATIO (10)
(a) (i) Four characteristics: (b) (i) • From the passage it can be seen that God (c) During World War II, some six
Near at hand, not far off, cannot be seen, fills the is present in all things. Through creation million Jews were executed by the
earth God is revealed, however creation is not Nazis. This was indeed the genesis of
God. God is the Creator of the Universe all tragedies that the Jewish people
1 mark for each, ( 4 marks) and all things reveal something about the endured. The question that is raised
divine Creator. God is in the world and is, how could a merciful and moral
(ii) God is eternal, omnipotent, omniscient, love, not far removed from the world. God permit this type of horror?
righteous, etc. Isaac’s concern is therefore well based
Any two appropriate responses. • There is no situation or circumstance in as it leaves a serious mystery to be
1 mark each, (2 marks) which God is not present. Even thoudh solved.
humankind may attempt to hide
(iii) Man cannot hide himself from God. God will always themselves from the Holy One there is God is found with the good and
see him. nothing that can be hid from God. God is responsive to finding it in man’s
present everywhere and is present even in conduct. However, human beings
(4 marks) situations which may appear as being cannot know all of the attributes of
evil, although God is not evil. God God. Yet the Tanakh is clear that God
created both good and evil, although He calls upon all to love and respect all
Total 10 marks desires good from all His creation. persons. The Torah also makes it
While human sin may make us removed clear that murder is not acceptable.
from God, this is our fault. God is
always available for those who call upon From the Tanakh it can be seen that
him in truth. the experience of the Holocaust was
not in keeping with the will of God.
• Because God is present everywhere in Ye the Tanakh also teaches that
the world, human beings can know and human beings have been given free
experience the mercy and care of God. will and the God will not interfere
Human beings should also know that
God demands and expects proper
conduct from us and will punish
KOWLEDGE (10) ITERPRETATIO/AALYSIS (12) APPLICATIO (10)
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
us for our transgressions. with the free will of human beings. It
is human beings by their choice of evil
Clear, complete explanation that caused the Holocaust. However,
(5 – 6 marks) God is present in all things and it must
be understood that God was with His
Clear, satisfactory explanation people as they passed through that
(3 – 4 marks) horror. God fills the earth and it must
be accepted that God heard the cries of
Limited explanation His people and understood their pain.
(1 - 2 marks)
Some would argue that the experience
of the Holocaust was the punishment
of God on His people for their
sinfulness. Similar to the pain
inflicted b the experience of the exile
to Babylon. For those who hold this
thought, God continued to be merciful
and omnipotent but there was a lesson
that God had to teach His people. In
this regard although a painful
experience, it was one of love for His
people in order for their long term
good.
Total 12 marks
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
Question 4 – FESTIVAL AD OBSERVACES
Limited explanation
(1 - 2 marks)
0124102/MS/2009
RELIGIOUS EDUCATION
Option D - Judaism
PAPER 02 SPECIMEN
MARK SCHEME
KOWLEDGE (10) ITERPRETATIO/AALYSIS (12) APPLICATIO (10)
(b) (ii) Modern day Jews light the candles of the (c) (i) Negatively, many Jews argue that
Menorah as a symbol of thanksgiving for the
miracles and the wonders, for the redemption • The close proximity to Christmas as
and the battles that their forefathers a christian festival has rubbed off on
experienced at the hand of Yahweh. During all Chanukah celebrations. Chanukah is
eight days of Chanukah, the sacred lights are now being seen as a sort of Jewish
viewed and welcomed in every home in order equivalent to Christmas. Fewer
to express thanks and praise to the name of Jews observe the High Holy Days,
Yahweh. Shabbat and even Passover, while
more and more identify Judaism as a
The celebration which involves the preparation gift-giving cult centred on
of special meals, the giving of gifts and the Chanukah.
spinning of the dreidel (spinning top) is geared
toward the giving of adoration and the paying • With the lighting of candles, the
of homage to the Elohim, Israel’s God. giving of gifts, and the singing of
special holiday songs, Chanukah can
Clear, complete explanation be easily relegated to a mere
(5 – 6 marks) extension of Christmas.