Danho
ZIMSEC O Level · 4047/2

Family and Religious Studies Paper 2 Specimen D 2026

Questions
59
Total marks
300
Time allowed
120 min
Syllabus code
4047/2

Sit this paper online

Questions
59
Pass mark
36
Sit this paper

Answer every question in the printed order, get marked at the end, then see the answers.

The questions

Question 101

[2 marks]courtship in Indigenous Religion
Give the Shona term for the bride price paid by a man's family to a woman's family as part of traditional courtship and marriage.

Answer this when you sit the paper.

Question 102

[3 marks]courtship in Indigenous Religion
In traditional Shona courtship, negotiations between the two families were usually carried out through
  1. Aa letter posted directly from the suitor to the woman herself
  2. Ba public announcement made at the district administrator's office
  3. Can auction at which several suitors bid against one another
  4. Da go-between (munyai) who represented the suitor to the woman's family

Question 103

[3 marks]courtship in Indigenous Religion
Before a courtship could proceed, families checked that the couple did not share the same totem mainly because
  1. Asharing a totem means the two families cannot afford the same amount of roora
  2. Bsharing a totem marks a common clan ancestry, and marrying within it counts as incest
  3. Csharing a totem is required by law before any marriage may be registered
  4. Dsharing a totem guarantees the marriage will produce no children at all

Question 104

[2 marks]courtship in Indigenous Religion
In Indigenous Religion, a paternal aunt (tete) plays a role in courtship mainly by
  1. Achoosing the totem the newlywed couple will adopt
  2. Bpaying the full roora on behalf of the suitor's family
  3. Cpresiding over the wedding ceremony as the officiating priest
  4. Dcounselling her niece on relationships and proper conduct towards a suitor

Question 105

[3 marks]courtship in Indigenous Religion
Chastity was valued in traditional courtship chiefly because it was seen as
  1. Aa rule that applied equally to bride and groom before the arrival of missionaries only
  2. Ba sign of good upbringing that raised a woman's standing and her family's respect
  3. Ca legal requirement enforced by the colonial courts of the time
  4. Da condition that increased the size of the field the couple would later farm

Question 201

[2 marks]the concept of mashave (alien spirits) in Indigenous Religion
Give the Shona plural term for alien or foreign spirits that possess a person and grant them a skill they never learned.

Answer this when you sit the paper.

Question 202

[3 marks]the concept of mashave (alien spirits) in Indigenous Religion
A shave (alien spirit) is distinguished from an ancestral spirit (mudzimu) mainly in that a shave
  1. Ais worshipped only on the day of a solar eclipse each year
  2. Bbelonged, in life, to a stranger with no blood relation to the person it now possesses
  3. Ccan only possess a person who is already a qualified traditional healer
  4. Dis always evil and can never grant any skill or benefit to its host

Question 203

[3 marks]the concept of mashave (alien spirits) in Indigenous Religion
A person believed to be possessed by a shave typically shows it through
  1. Aa permanent physical injury visible on the possessed person's body
  2. Bthe total loss of every skill they previously had
  3. Ca sudden skill, such as healing, hunting or performance, that they had never been taught
  4. Dan inability to speak to any other person for the rest of their life

Question 204

[2 marks]the concept of mashave (alien spirits) in Indigenous Religion
Identifying exactly which shave has possessed a person is normally done through
  1. Acounting the number of years since the person was born
  2. Bdivination, consulting a traditional healer or medium to interpret the possession
  3. Cmeasuring the person's height against a fixed traditional standard
  4. Da written medical test carried out at a government hospital

Question 205

[3 marks]the concept of mashave (alien spirits) in Indigenous Religion
A hunting shave (shavi rekuvhima) possessing a man in Indigenous Religion is believed to grant him
  1. Aunusual skill and success in tracking and killing game
  2. Bthe permanent ability to heal any illness without any herbs at all
  3. Cownership of all the cattle in his home village
  4. Dimmunity from ever being harmed by a wild animal of any kind

Question 301

[3 marks]taboos, totems and sacred places in Indigenous Religion
A taboo (chiera) in Indigenous Religion functions mainly to
  1. Araise revenue for the chief through fines paid for breaking it
  2. Breplace the need for any court or traditional leader to settle disputes
  3. Capply only to visitors from outside the community, never to residents
  4. Dregulate behaviour and protect resources by forbidding certain acts

Question 302

[2 marks]taboos, totems and sacred places in Indigenous Religion
Give the Shona term for a clan symbol, usually an animal, that identifies a person's lineage and whose bearers may not intermarry.

Answer this when you sit the paper.

Question 303

[3 marks]taboos, totems and sacred places in Indigenous Religion
Totems are important in Indigenous Religion mainly because they
  1. Ahave no bearing at all on marriage or family identity
  2. Bdetermine which crop a family is permitted to grow that season
  3. Cidentify clan membership and prevent marriage between close kin
  4. Dare chosen freely by each individual at the age of eighteen

Question 304

[3 marks]taboos, totems and sacred places in Indigenous Religion
A sacred place (nzvimbo tsvene), such as a particular hill or pool, is treated with reverence in Indigenous Religion chiefly because it is believed to
  1. Abelong legally to the national parks authority rather than the community
  2. Bbe a dwelling place of ancestral or territorial spirits
  3. Chave been built recently by the colonial administration
  4. Dbe the only source of drinking water available to the whole district

Question 305

[2 marks]taboos, totems and sacred places in Indigenous Religion
Protecting a sacred grove or pool from cutting, farming or fishing has the practical effect of
  1. Aconserving the natural resources and vegetation found at that site
  2. Bincreasing the amount of firewood the community can harvest there
  3. Cguaranteeing that the site will flood during every rainy season
  4. Dremoving the site entirely from the community's oral history

Question 401

[3 marks]the concept of God in Judaism
Judaism's concept of God is best described as
  1. Apolytheistic, worshipping a family of separate gods and goddesses
  2. Ba belief that God is identical with the natural world and nothing more
  3. Ca belief that God ceased to exist once the Torah had been written down
  4. Dstrictly monotheistic, one God who is both creator and covenant partner

Question 402

[2 marks]the concept of God in Judaism
Give the four Hebrew consonants (transliterated), too sacred to pronounce, that form God's personal name in the Hebrew Bible.

Answer this when you sit the paper.

Question 403

[3 marks]the concept of God in Judaism
A key attribute Judaism ascribes to God is that God is
  1. Aconfined entirely to the Temple in Jerusalem and present nowhere else
  2. Btranscendent, above and beyond creation, yet also present and active within it
  3. Cvisible in physical form, and represented by carved images in the synagogue
  4. Done among several equally powerful gods worshipped by the patriarchs

Question 404

[2 marks]the concept of God in Judaism
The second commandment, forbidding the making of graven images, expresses Judaism's belief that God
  1. Acannot be represented by any physical image or idol
  2. Brequires an image before any prayer can be considered valid
  3. Chas a physical body that can be accurately carved in stone
  4. Dis best worshipped through a statue kept in every home

Question 405

[3 marks]the concept of God in Judaism
Judaism holds that God is known to Israel chiefly through
  1. Aa single vision granted once only, to one rabbi, in the twentieth century
  2. Bthe private religious experience of each individual and nothing else
  3. Cthe observation of the stars, apart from any scripture or covenant
  4. Dthe covenant and God's actions in history, recorded in the Torah

Question 501

[3 marks]family and national values in Judaism
The family promotes Jewish national values chiefly by
  1. Akeeping every child away from festivals until the age of eighteen
  2. Bdiscouraging children from ever learning the Hebrew language
  3. Cleaving all religious instruction entirely to the local synagogue
  4. Dteaching children the Torah and its commandments from an early age

Question 502

[2 marks]family and national values in Judaism
Name the annual Jewish family meal that retells the story of the Exodus from Egypt to the children present.

Answer this when you sit the paper.

Question 503

[3 marks]family and national values in Judaism
The coming-of-age ceremony (Bar Mitzvah for a boy, Bat Mitzvah for a girl) promotes national values by
  1. Aending that young person's relationship with their own family permanently
  2. Bmarking the young person's new responsibility to keep the commandments as part of the community
  3. Cexempting the young person from ever attending a synagogue again
  4. Dtransferring all of the family's property to the young person at once

Question 504

[2 marks]family and national values in Judaism
Weekly observance of the Sabbath (Shabbat) as a family unit helps promote Jewish national values by
  1. Arequiring every family member to work harder than on any other day of the week
  2. Bseparating children from their parents for the whole of the Sabbath
  3. Cgiving the whole household a shared, regular rhythm of rest, worship and instruction
  4. Dreplacing the synagogue entirely as the place of worship

Question 505

[3 marks]family and national values in Judaism
The fifth commandment, to honour one's father and mother, supports national values in Judaism by
  1. Amodelling the respect for authority and continuity that sustains the wider community
  2. Bapplying only for as long as a child remains younger than five years old
  3. Ccancelling every other commandment once it has been kept once
  4. Drequiring children to financially support only their mother, never their father

Question 601

[3 marks]ethics in Jewish enterprise
Jewish business ethics require that weights and measures used in trade be
  1. Ahonest and accurate, since Leviticus 19:36 commands just balances and measures
  2. Bset by whatever figure earns the trader the largest possible profit
  3. Cleft unregulated, since Jewish law has nothing to say about trade
  4. Dchecked only once a year, at the start of the Jewish new year

Question 602

[2 marks]ethics in Jewish enterprise
Name the Hebrew term for charitable giving, understood in Judaism as an act of justice rather than mere generosity.

Answer this when you sit the paper.

Question 603

[3 marks]ethics in Jewish enterprise
Jewish law on paying a hired worker requires that the employer
  1. Apay the worker only once the whole year's contract is complete
  2. Bpay the wages promptly and not withhold them overnight
  3. Cpay the worker in goods only, and never in money
  4. Ddecide the wage after the work has already been finished, without agreement

Question 604

[3 marks]ethics in Jewish enterprise
The Torah's ban on charging interest (usury) to a fellow Jew was intended chiefly to
  1. Aforce every loan in the community to be repaid within twenty four hours
  2. Bprotect a poor borrower from being trapped in growing debt to a lender
  3. Cprevent any Jew from ever lending money to another Jew
  4. Dmake sure that only foreigners could ever borrow money at all

Question 605

[2 marks]ethics in Jewish enterprise
Observing the Sabbath in Jewish business practice means an enterprise
  1. Acloses for trade from Friday evening until Saturday evening
  2. Bmust trade for twenty four hours longer than usual on that day
  3. Cis required to give away its entire week's profit to charity
  4. Dmay not open again at any point during the following week

Question 701

[3 marks]conflict resolution among Christians
Matthew 18 sets out a Christian process for resolving conflict that begins by
  1. Apublicly announcing the offence to the whole congregation immediately
  2. Bending the relationship with the offender with no attempt at conversation
  3. Cspeaking to the offender privately, one on one, before involving anyone else
  4. Dreporting the offender to the police before any private conversation occurs

Question 702

[2 marks]conflict resolution among Christians
Matthew 5:23-24 teaches that a Christian who remembers a grievance with someone else while bringing an offering should
  1. Aask a priest to carry out the reconciliation without the person present
  2. Bcancel the offering permanently and never return to worship
  3. Ccomplete the offering first and worry about reconciliation later
  4. Dleave the offering and first go and be reconciled with that person

Question 703

[3 marks]conflict resolution among Christians
Forgiveness is presented in Christian teaching as central to conflict resolution because
  1. Athe Bible teaches that only priests are ever required to forgive anyone
  2. Bforgiveness is presented as optional and unrelated to a believer's own standing before God
  3. CJesus taught believers to forgive others as they themselves have been forgiven by God
  4. DJesus taught that an offence should be forgiven only once, and never a second time

Question 704

[2 marks]conflict resolution among Christians
Name the practice, taught in Matthew 5, of responding to being struck without retaliating in kind.

Answer this when you sit the paper.

Question 705

[3 marks]conflict resolution among Christians
Where a personal conversation fails to resolve a conflict, Christian practice commonly turns to
  1. Aa public vote of the whole congregation with no further discussion
  2. Babandoning the church entirely rather than pursuing any resolution
  3. Ca pastor or church elder acting as a mediator between the two parties
  4. Dimmediate excommunication of both parties without any hearing

Question 801

[3 marks]Christians and the natural environment
Christians benefit from the natural environment chiefly through
  1. Afood, water and materials that creation supplies for their sustenance and livelihood
  2. Ba total ban on ever using any resource that the earth produces
  3. Ca requirement to live apart from the natural world altogether
  4. Dan obligation to destroy any wildlife found near a place of worship

Question 802

[2 marks]Christians and the natural environment
Genesis 2:15, in which the first man is placed in the garden to till and keep it, is used to teach that Christians
  1. Ashould leave all land completely wild and untouched forever
  2. Bhave no responsibility at all for how the environment is treated
  3. Chave a duty of stewardship, using the environment responsibly rather than exploiting it
  4. Dare forbidden from farming or working the land under any circumstances

Question 803

[3 marks]Christians and the natural environment
Psalm 19:1, 'the heavens declare the glory of God', is used to show that the natural environment benefits Christians by
  1. Aproving that the created world has no connection to God at all
  2. Binspiring worship, since creation itself points believers towards God
  3. Cshowing that only the sky, and no other part of creation, reveals God
  4. Dreplacing the need for any scripture to be read again

Question 804

[2 marks]Christians and the natural environment
The natural environment also benefits Christians economically because it
  1. Abelongs legally to the church rather than to any individual believer
  2. Bprovides land, water and raw materials that support farming and other livelihoods
  3. Cguarantees every Christian an income without any labour at all
  4. Dmakes farming entirely unnecessary from one generation to the next

Question 805

[3 marks]Christians and the natural environment
A Christian view drawn from the creation account is that using the environment for human benefit should be balanced by
  1. Aa total prohibition on using any resource God has created
  2. Ba right to destroy any part of creation for short-term personal gain
  3. Cleaving stewardship of the earth entirely to secular authorities
  4. Dresponsible stewardship rather than reckless exploitation of what God has provided

Question 901

[3 marks]Christian perspectives on disability
In John 9:1-3, when Jesus is asked whose sin caused a man's blindness, he answers that
  1. Aneither the man nor his parents sinned, so that God's work might be displayed in him
  2. Bthe blindness was caused entirely by the sin of his parents
  3. Cblindness is always a punishment sent for a sin committed earlier in life
  4. Dthe man's own sin was the direct cause of his blindness

Question 902

[2 marks]Christian perspectives on disability
Genesis 1:27, that humankind is made in the image of God, supports a Christian view of disability by teaching that
  1. Adisability makes a person less than fully human in God's sight
  2. Bonly a person with no physical disability can be said to bear God's image
  3. Cthe image of God is lost permanently the moment a person becomes disabled
  4. Devery person, disabled or not, carries equal worth and dignity before God

Question 903

[3 marks]Christian perspectives on disability
Jesus' healing miracles for the blind, the lame and the deaf are read by Christians as showing that
  1. AJesus responded to disability with compassion and restoration, not rejection
  2. BJesus refused to have any contact with people who had a disability
  3. Conly people without a disability were welcome to approach Jesus
  4. Ddisability was treated by Jesus as a purely legal matter for the courts

Question 904

[2 marks]Christian perspectives on disability
A church that follows the example of Jesus' engagement with disability is expected to
  1. Ainclude and support people with disabilities within the life of the congregation
  2. Bbar anyone with a visible disability from entering the church building
  3. Ctreat disability purely as a private matter the church has no role in
  4. Drequire every disabled member to be healed before they may worship

Question 905

[3 marks]Christian perspectives on disability
John 9:3, 'that the works of God should be revealed in him', is used by some Christians to argue that a disability can be understood as
  1. Aconclusive proof that the disabled person's family committed a serious sin
  2. Ban occasion through which God's power or purpose may be shown, not a punishment
  3. Ca condition that automatically disqualifies a person from any form of ministry
  4. Devidence that the person lacks sufficient faith to be healed

Question 1001

[3 marks]gender roles in Islam
In traditional Islamic teaching, the male head of a household is generally expected to
  1. Aforbid his wife from ever owning property in her own name
  2. Bbe exempt from all five daily prayers required of the household
  3. Chand over all financial responsibility for the family to his wife alone
  4. Dprovide financially for the maintenance (nafaqah) of his wife and children

Question 1002

[2 marks]gender roles in Islam
Qur'an 33:35 supports gender roles in Islam by teaching that
  1. Aonly women are required to give zakat, the obligatory charity
  2. Bwomen are exempt from every one of the five pillars of Islam
  3. Cmen and women are equally required to fulfil core religious duties such as prayer, fasting and charity
  4. Donly men are required to fast during the month of Ramadan

Question 1003

[3 marks]gender roles in Islam
Islamic inheritance law, as set out in Qur'an 4:11, typically gives a son
  1. Aan exactly equal share to that given to a daughter in every case
  2. Bno share of the inheritance at all under any circumstances
  3. Cthe whole of the inheritance, with daughters receiving nothing
  4. Da larger share than a daughter, reflecting his greater financial responsibility for the family

Question 1004

[2 marks]gender roles in Islam
Khadijah, the Prophet Muhammad's first wife, is cited in discussions of gender roles in Islam because she was
  1. Aa ruler who governed Makkah in place of its male leaders
  2. Bforbidden by her own family from ever engaging in any trade
  3. Ca successful independent businesswoman before and during her marriage
  4. Dthe first woman recorded to have taken up arms in battle

Question 1005

[3 marks]gender roles in Islam
Modesty requirements in dress (such as hijab) in Islam are generally taught to apply to
  1. Aboth men and women, though the specific standards expected of each differ
  2. Bneither men nor women, since Islam sets no expectation of modesty
  3. Cwomen alone, with no modesty expectation placed on men whatsoever
  4. Dmen alone, with women having no modesty expectation of any kind

Question 1101

[3 marks]Islam and formal education in Zimbabwe
Islam promotes formal education in Zimbabwe partly through the teaching that
  1. Aonly religious knowledge, and no other subject, may ever be studied
  2. Beducation is required only of Muslim men, never of Muslim women
  3. Cseeking knowledge is an obligation placed on every Muslim
  4. Dformal schooling is forbidden to any practising Muslim

Question 1102

[2 marks]Islam and formal education in Zimbabwe
Muslim organisations have promoted formal education in Zimbabwe chiefly by
  1. Arefusing to allow any Muslim child to attend a government school
  2. Bfunding only universities located outside the country
  3. Cbanning the teaching of mathematics and science in any Muslim-run school
  4. Dbuilding schools and madrassas that combine secular subjects with Islamic studies

Question 1103

[3 marks]Islam and formal education in Zimbabwe
The original motive for basic literacy among Muslims, which extended into broader formal schooling, was chiefly to
  1. Aavoid ever having to translate the Qur'an into another language
  2. Bprepare young Muslims exclusively for careers in the civil service
  3. Cenable believers to read the Qur'an in Arabic for themselves
  4. Dreplace the need for a mosque in every community

Question 1104

[2 marks]Islam and formal education in Zimbabwe
Scholarships and bursaries offered by Muslim organisations in Zimbabwe support formal education by
  1. Areducing the financial barrier that would otherwise stop some children from attending school
  2. Breplacing the national curriculum with one written entirely by the donor
  3. Crequiring every recipient to convert to Islam before receiving any funds
  4. Dbeing available only to children who already hold a university degree

Question 1201

[2 marks]the five pillars of Islam
Name the first of the five pillars of Islam, the declaration of faith that there is no god but Allah and Muhammad is His messenger.

Answer this when you sit the paper.

Question 1202

[3 marks]the five pillars of Islam
The second pillar of Islam, Salah, requires a Muslim to
  1. Atravel once in a lifetime to the city of Makkah
  2. Bperform five formal prayers at set times each day
  3. Cfast from dawn until sunset for one whole month each year
  4. Dgive a fixed proportion of accumulated wealth to the poor

Question 1203

[2 marks]the five pillars of Islam
Zakat, the third pillar of Islam, requires a Muslim with sufficient wealth to
  1. Atravel to Makkah every single year without exception
  2. Bfast for the whole of every month in the Islamic calendar
  3. Cgive a fixed proportion of that wealth to the poor and needy each year
  4. Dpray an extra five times each day during the month of Ramadan

Question 1204

[3 marks]the five pillars of Islam
Sawm, the fourth pillar of Islam, is observed by
  1. Apraying continuously through the night for the whole of the year
  2. Bfasting from food, drink and other specified acts from dawn to sunset during Ramadan
  3. Cgiving away one's entire income once every twelve months
  4. Dabstaining from prayer for the whole month of Ramadan

Question 1205

[2 marks]the five pillars of Islam
The fifth pillar of Islam, Hajj, obliges a Muslim who is able to
  1. Amake the pilgrimage to Makkah at least once in their lifetime
  2. Bgive up all personal property before undertaking the pilgrimage
  3. Cmake the pilgrimage to Makkah every single year without exception
  4. Dfast for an additional month beyond Ramadan every year

More sittings of this paper

The answers, and why they are the answers

Sit the paper here to see which ones you got right. Danho explains every question, keeps your score, and works without a connection.