Stewardship over Creation

10 Grade 10 Religious Education (CRE) questions on Stewardship over Creation, with worked marking schemes. 10 questions are available on this topic in full.

1. Question 1

   3 marks

   Outline three ways in which a Grade 10 learner can be a good steward of his or her time and talents at school. (3 marks)

   (3 marks)

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2. Question 2

   1 mark

   According to Genesis 2:15, the LORD God put the man in the Garden of Eden to

   A. name every living creature in it

   B. rule over it as its sole owner

   C. harvest its fruit for trade with others

   D. work it and take care of it

   (1 mark)

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3. Question 3

   5 marks

   (a) Explain the meaning of the term 'good stewardship'. (2 marks)

   (b) State three qualities of good stewardship taught in the Book of Proverbs, giving a Bible reference for each. (3 marks) (Total: 5 marks)

   (5 marks)

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4. Question 4

   4 marks

   Kiprono has been put in charge of his class's vegetable plot at school, and the class shares the produce with the school kitchen. Explain two qualities of good stewardship he should show in this role, describing how each would appear in his work. (4 marks)

   (4 marks)

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5. Question 5

   1 mark

   Before a church fundraising drive in Nakuru, a youth leader reads David's prayer in 1 Chronicles 29:11-12. Which truth about wealth does this passage mainly teach?

   A. All wealth comes from God, who owns everything

   B. Riches should be stored up rather than shared with others

   C. Wealth is a reward kept only for those who tithe faithfully

   D. Poverty is a clear sign of God's displeasure with a person

   (1 mark)

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6. Question 6

   1 mark

   Exodus 23:10-11 gives the Israelites an instruction about their fields in every seventh year. What were they to do?

   A. Leave the land unploughed so the poor can eat from it

   B. Sell the harvest and give the money to the priests

   C. Offer the entire harvest to God as a burnt offering

   D. Plant a double crop and store the extra for the famine

   (1 mark)

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7. Question 7

   4 marks

   Explain two teachings about the responsibility of human beings over creation found in Genesis 1:26-28. (4 marks)

   (4 marks)

   Marking scheme

   Any two of the following, 2 marks each (1 mark for the teaching, 1 mark for the explanation) (4 marks): - Human beings were created in the image and likeness of God (v26-27), so they should care for creation the way God would, with love and not destruction. - God gave human beings rule over the fish, the birds, the livestock and all creatures (v26, 28); this rule is a trust, so animals and plants must be looked after, not exploited. - God blessed them and told them to be fruitful, increase in number and fill the earth (v28); they must use the earth's resources responsibly so that it can sustain all people. - God commanded them to subdue the earth (v28); they are to work and use natural resources to meet their needs while conserving them for future generations. - Both male and female were created and given this responsibility (v27); caring for the environment is the duty of every person. - God remains the Creator and owner of all things, so human beings are accountable to Him for how they use creation.

8. Question 8

   5 marks

   Grade 10 learners at a mixed day school in Machakos County notice that gullies are forming across the school compound and that plastic bottles litter the playground after every sports day. Propose five conservation activities the school's environmental club could carry out in response. (5 marks)

   (5 marks)

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9. Question 9

   4 marks

   (a) State two human activities in Kenya that go against the Christian teaching on caring for God's creation. (2 marks)

   (b) For each activity you have stated in (a), suggest one way Christians can respond to it. (2 marks) (Total: 4 marks)

   (4 marks)

   Marking scheme

   (a) Any two of the following, 1 mark each (2 marks): - Cutting down forests for charcoal or timber without replanting (e.g. in the Mau Forest) - Dumping waste and plastics into rivers (e.g. the Nairobi River) or open spaces - Poaching of wildlife such as elephants and rhinos - Overgrazing, which leads to soil erosion - Uncontrolled sand harvesting in riverbeds - Quarrying without rehabilitating the land - Draining or encroaching on wetlands - Industrial pollution of air and water - Burning bushes or farm waste carelessly (b) One relevant response for each activity in (a), 1 mark each (2 marks), e.g.: - Organising tree-planting drives and using energy-saving jikos - Holding river clean-ups and proper waste disposal/recycling - Reporting poachers to the Kenya Wildlife Service and supporting conservation clubs - Practising controlled grazing and keeping manageable herds - Rehabilitating quarries and sand sites by back-filling and planting trees - Teaching about stewardship in sermons, youth meetings and Sunday school - Speaking out/advocating for enforcement of environmental laws

10. Question 10

    4 marks

    Explain two ways in which a Christian family living in a Kenyan town can practise good stewardship of water and energy at home. (4 marks)

    (4 marks)

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