Muslim Scholars
9 Grade 10 Religious Education (IRE) questions on Muslim Scholars, with worked marking schemes. 9 questions are available on this topic in full.
Question 1
1 markLearners in a Mombasa school are preparing a chart on the life of Sheikh Abdallah Saleh Al-Farsy (1912-1982). Which office did he hold in Kenya?
A. Grand Mufti of East Africa
B. Chairman of SUPKEM
C. Chief Imam of Jamia Mosque, Nairobi
D. Chief Kadhi of Kenya
(1 mark)
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6 marksMany Muslims in East Africa regard Sheikh Abdallah Saleh Al-Farsy as one of the most influential scholars of the 20th century. Explain three contributions he made to the development of Islamic heritage in East Africa. (6 marks)
(6 marks)
Marking scheme
Any three of the following, well explained, 2 marks each (1 mark for the contribution, 1 mark for the explanation) (6 marks): - He translated the Qur'an into Kiswahili with a commentary (Qurani Takatifu, first published in 1969), enabling Kiswahili speakers to understand its meaning and not only recite it. - He wrote books on Islam in Kiswahili and English, e.g. on the life of the Prophet (P.B.U.H.), fiqh and a history of the Shafi'i scholars of East Africa, preserving knowledge and history. - He served as a kadhi in Zanzibar and later as Chief Kadhi of Kenya, applying Islamic law justly in marriage, divorce and inheritance cases. - He worked as a teacher and educational administrator in Zanzibar, training many learners who became teachers and scholars. - He gave public lessons (darsa) and sermons in Kiswahili, spreading Islamic knowledge to ordinary people. - He urged Muslims to base their beliefs and practices on the Qur'an and Sunnah, influencing religious reform in the region. - He defended mainstream Islamic teachings against interpretations he considered mistaken, helping Muslims hold firm to their faith. - He encouraged the education of Muslims in both religious and secular subjects.
Question 3
4 marksSheikh Abdallah Saleh Al-Farsy was born in Zanzibar in 1912 and became one of the most learned scholars of his time.
(a) Outline two features of his educational background. (2 marks)
(b) State two lessons a Grade 10 learner can draw from his educational background. (2 marks)
(4 marks)
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1 markZainab, a Grade 10 learner in Wajir, wants to follow the example of Aisha Lemu in her community. Which plan most closely reflects Aisha Lemu's work?
A. Organising Muslim women to support girls' schooling
B. Leaving school early to concentrate only on madrasa studies
C. Writing poems in Arabic for national poetry festivals
D. Travelling abroad to campaign against Western education
(1 mark)
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4 marksExplain two contributions of Aisha Lemu to the development of Islamic heritage in Nigeria. (4 marks)
(4 marks)
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4 marksAisha Lemu was born in England in 1940, embraced Islam as a university student in London and later made Nigeria her home, serving Muslims there for about fifty years. Outline four lessons Muslim youth in Kenya can learn from her life. (4 marks)
(4 marks)
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4 marksBoth Sheikh Abdallah Saleh Al-Farsy and Aisha Lemu are remembered as reformers in their communities.
(a) Explain one way in which Sheikh Al-Farsy tried to reform religious life among Muslims in East Africa. (2 marks)
(b) Explain one way in which Aisha Lemu helped to reform attitudes towards the education and role of Muslim women in Nigeria. (2 marks)
(4 marks)
Marking scheme
(a) Any one of the following, well explained, 2 marks (1 mark for the way, 1 mark for the explanation): - He urged Muslims to base their beliefs and practices on the Qur'an and Sunnah and discouraged customs he regarded as innovations (bid'a), e.g. some practices at funerals and celebrations. (Note: not all East African scholars agreed with all his views.) - He made the meaning of the Qur'an available in Kiswahili, so that Muslims could understand and act on it instead of only reciting it. - He taught that Muslims should seek knowledge and not follow customs blindly. - Through his rulings as a kadhi, he insisted on the correct application of Islamic law, e.g. protecting the rights of women and orphans. (b) Any one of the following, well explained, 2 marks (1 mark for the way, 1 mark for the explanation): - She showed through teaching and writing that Islam requires both men and women to seek knowledge, encouraging parents to educate girls. - She mobilised Muslim women through women's associations to take part in education, health and welfare work. - Her writings explained women's rights in Islam, correcting the view that Islam keeps women ignorant or idle. - Her own life as an educated Muslim woman, teacher and leader gave Muslim girls a role model.
Question 8
1 markAisha Lemu (1940-2019) and her husband, Sheikh Ahmed Lemu, are closely associated with an organisation based in Minna, Nigeria, that runs schools and promotes Islamic education. Which organisation is this?
A. Jama'atu Nasril Islam
B. Ansar-ud-Deen Society
C. Muslim Students' Society
D. Islamic Education Trust
(1 mark)
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6 marksMembers of the Muslim Students' Association in a secondary school in Kwale want to apply lessons from the lives of Sheikh Abdallah Saleh Al-Farsy and Aisha Lemu. Recommend three activities they could carry out, linking each activity to one of the two scholars. (6 marks)
(6 marks)
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