Islam in Tanzania and Uganda
9 Grade 10 Religious Education (IRE) questions on Islam in Tanzania and Uganda, with worked marking schemes. 9 questions are available on this topic in full.
Question 1
4 marksApart from leadership disputes, outline four challenges facing Muslims in Tanzania and Uganda in the 21st century. (4 marks)
(4 marks)
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2 marksThe ruins of Kilwa Kisiwani and the old Stone Town of Zanzibar are listed as World Heritage Sites. State two reasons why such sites should be preserved as part of Africa's Islamic heritage. (2 marks)
(2 marks)
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4 marksIslam was present on the Tanzanian coast centuries before it reached the interior. Outline four factors that led to the spread of Islam along the coast and into the interior of Tanzania up to the 19th century. (4 marks)
(4 marks)
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1 markOn a trip to Kizimkazi in Zanzibar, Grade 10 learners see a mosque inscription dated 500 AH (1107 CE), the oldest dated Islamic inscription known in East Africa. What does this inscription most reliably show historians?
A. Muslims had settled in Zanzibar by the early 1100s
B. Islam had spread from Zanzibar inland to Buganda
C. Omani sultans were already ruling Zanzibar by then
D. Islam first reached the East African coast in 1107 CE
(1 mark)
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1 markA news report describes rival factions in Kampala, each recognising its own Mufti and competing for control of mosques and property. Leadership of which body has been at the centre of these disputes?
A. Uganda Muslim Supreme Council
B. East African Muslim Welfare Society
C. Supreme Council of Kenya Muslims
D. National Muslim Council of Tanzania
(1 mark)
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4 marksIslam changed far more than worship in Tanzania and Uganda.
(a) Outline two political impacts of Islam in Tanzania and Uganda. (2 marks)
(b) Outline two economic impacts of Islam in Tanzania and Uganda. (2 marks)
(4 marks)
Marking scheme
(a) Any two of the following, 1 mark each (2 marks): - Rise of Muslim city-states and sultanates, e.g. Kilwa and the Sultanate of Zanzibar. - Introduction of Islamic law (Shari'ah) and kadhi courts, which still operate in Zanzibar. - Muslims became a political force in Buganda and took part in the religious wars of 1888-1892. - A Muslim, Kalema, became Kabaka of Buganda (1888-1889). - Literate Muslims served as clerks, advisers and interpreters to rulers. - Omani rule linked Zanzibar and the coast politically to the wider Muslim world. - Muslim associations later took part in national politics and represented Muslim interests. (b) Any two of the following, 1 mark each (2 marks): - Growth of long-distance trade in gold, ivory, cloves and other goods linking the region to Arabia, Persia and India. - Growth of towns as trading centres, e.g. Kilwa, Zanzibar, Bagamoyo, Tabora and Ujiji. - Kilwa minted its own coins, promoting a money economy. - Clove plantations were established in Zanzibar and Pemba. - Introduction of new crops and skills such as dhow building and weaving. - Islamic business ethics, zakat and waqf supported trade and welfare. - Growth of the slave trade, a negative economic impact that caused great suffering (accept as an impact).
Question 7
1 markA Grade 10 learner on a school trip to Stone Town, Zanzibar, lists features of Swahili culture she observes. Which feature is most directly a social impact of Islam?
A. Many Kiswahili words borrowed from Arabic
B. Use of the Latin alphabet to write Kiswahili
C. Cattle-keeping as the main measure of wealth
D. Initiation ceremonies held in sacred forests
(1 mark)
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6 marksA youth leader in Dar es Salaam reports that many young Muslims in his area drop out of school, cannot find work and are approached by extremist recruiters. Propose three measures the Muslim community could take to address these problems, giving a reason for each. (6 marks)
(6 marks)
Marking scheme
Any three of the following, 2 marks each (1 mark for the measure, 1 mark for the reason) (6 marks): - Use zakat, sadaqah and waqf funds to offer bursaries, so that needy learners stay in school. - Build and equip schools that offer both secular and Islamic education, so that youth gain marketable skills and sound faith. - Set up vocational training centres and youth enterprise groups, so that young people earn a living and are less vulnerable to recruiters. - Provide Shari'ah-compliant (interest-free) loans for small businesses, to reduce unemployment. - Train imams and madrasa teachers to teach the correct meaning of jihad and Islam's message of peace, so that youth can reject extremist ideas. - Organise mentorship by successful Muslim professionals, so that youth have positive role models. - Offer guidance and counselling, sports and youth clubs at mosques, to keep youth constructively occupied. - Work with parents to strengthen responsible parenting and supervision of children. - Cooperate with government, security agencies and NGOs (e.g. community policing), so that recruiters are identified and stopped. - Hold interfaith dialogue forums, to reduce stereotyping and build trust with other communities.
Question 9
4 marksIslam reached the kingdom of Buganda only in the 19th century, yet it became firmly established there within a few decades. Explain two factors that led to the spread of Islam in Uganda up to the end of the 19th century. (4 marks)
(4 marks)
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