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QUESTION 2 (5 marks) Use Stimulus 3 in the stimulus book to explain how the Hindu cyclical world view aligns with the belief that ‘everyone has duties to the community’ (Article 29 Universal Declaration of Human Rights).
QUESTION 1 (3 marks) Using a relevant Buddhist teaching describe the role of dependent arising as defined in Stimulus 1 in the stimulus book as part of the Buddhist cyclical world view.
QUESTION 6 (17 marks) Analyse Stimulus 9 10 11 and 12 in the stimulus book to evaluate the extent to which Hindu teachings have informed Kailash Satyarthi’s beliefs and how these beliefs could align with the statement that ‘childhood is entitled to special care and assistance’ (Preamble Convention on the Rights of the Child). Support your response by referring to two Hindu teachings.
Difficulty: A
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Paper 1
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2021
QUESTION 3 (7 marks) How does the Hindu teaching about Sattvic action as described in Stimulus 4 in the stimulus book support the statement that individuals do not have the ‘right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms’ (Article 30 Universal Declaration of Human Rights)? Refer to the stimulus Sattvic action and another relevant Hindu teaching in your response.
Difficulty: A
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Paper 1
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2022
QUESTION 3 (7 marks) Use Stimulus 4 in the stimulus book to explain how a Christian teaching aligns with the statement that all people are ‘equal before the law and are entitled without any discrimination to equal protection of the law’ (Article 7 Universal Declaration of Human Rights).
QUESTION 2 (4 marks) How does a Christian teaching about human dignity in Stimulus 3 in the stimulus book align with ‘the 1deal of free human beings’ (Preamble International Covenant on Civil and Political Rights)? Refer to the stimulus and a relevant Christian teaching in your response.
QUESTION 6 (17 marks) Analyse Stimulus 9 10 and 11 in the stimulus book to evaluate the extent to which Jewish teachings have informed Elie Wiesel’s beliefs and how these align with the statement that ‘everyone has duties to the community’ (Article 29 Universal Declaration of Human Rights). Justify your conclusions by referring to two relevant Jewish teachings and the stimulus.
QUESTION 4 (26 marks) a) b) Use Stimulus 6 in the stimulus book to explain why atonement is important to Jewish people in understanding human life. Refer to two Jewish teachings to support your explanation. ity Analyse Stimulus 7 and 8 in the stimulus book to identify two Jewish ethical perspectives. Draw conclusions about how these perspectives inform a Jewish [16 marks] response to human rights.
QUESTION 5 (17 marks) Analyse Stimulus 9 10 and 11 in the stimulus book to evaluate the extent to which Malala’s philosophy about the right to education is underpinned by the Universal Declaration of Human Rights and two Islamic teachings.
QUESTION 4 (15 marks) Using Stimulus 4 and 5 in the stimulus book differentiate between the Islamic and Buddhist belief in the right to equal respect as described in Stimulus 6. Refer to one relevant teaching from each religion to support your response.
QUESTION 2 (8 marks) a) b) Explain how anatta as described in Stimulus 2 in the stimulus book aligns with the statement that ‘everyone has the right to recognition everywhere as a person’ (Article 6 Universal Declaration of Human Rights). [4 marks] Explain how the Jewish understanding of free will as described in Stimulus 3 in the stimulus book aligns with the statement that ‘everyone has the right to recognition everywhere as a person’ (Article 6 Universal Declaration of Human Rights). [4 marks]
QUESTION 4 (10 marks) Differentiate between Hindu and Jewish world views as provided by the distinct characteristics of the Hindu and Jewish birth rituals in Stimulus 5 and 6 in the stimulus book. Refer to one relevant teaching for each religious tradition in your response.
Difficulty: A
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Paper 1
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2022
Stimulus 6: Covenantal naming ceremony from the Reform movement (This content has not been published for copyright reasons)
QUESTION 2 (11 marks) a) Differentiate between the world views of Hinduism and Christianity. [6 marks] b) Determine how the Hindu and Christian world views influence their individual distinctive justification for human rights. Refer to one teaching from each religion to justify your reasoning. [5 marks]
QUESTION 1 (6 marks) a) b) Describe how ‘love’ as explained in Stimulus 1 in the stimulus book aligns with the statement that all people ‘are endowed with ... conscience’ (Article 1 Universal Declaration of Human Rights). Refer to one related Jewish teaching to support your response. [3 marks] Describe how ‘loving-kindness’ as explained in Stimulus 2 in the stimulus book aligns with ‘act[ing] towards one another in a spirit of brotherhood’ (Article 1 Universal Declaration of Human Rights). Refer to one related Buddhist teaching to support your response. [3 marks]
QUESTION 1 (6 marks) Describe the different beliefs held by Hindus and Christians about the purpose of life as evident in Stimulus 1 and 2.
QUESTION 3 (10 marks) Analyse Stimulus 3 4 and 5 in the stimulus book to explain how two teachings of the Noble Eightfold Path could be used to argue for the human rights of people subjected to forced labour. Justify this explanation with reference to Buddhist teachings.
QUESTION 4 (10 marks) Examine Stimulus 5 and 6 in the stimulus book to differentiate between Islamic and Christian teachings about the role of individual responsibility in supporting human rights. In your response refer to both stimulus and one relevant teaching from each religion.
QUESTION 1 (6 marks) a) Describe how characteristics of human action in Stimulus 1 in the stimulus book align with a Christian understanding of Salvation. /3 marks] b) Use Stimulus 2 in the stimulus book to describe a relevant Jewish teaching about the role of God in a Jewish understanding of human justice. [3 marks]
Difficulty: B
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Paper 1
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2022
Stimulus 2: Tosefta Sanhedrin 1.9, cited in Lorberbaum (This content has not been published for copyright reasons)
QUESTION 5 (14 marks) Stimulus 7 in the stimulus book summarises events in Cambodia during the rule of the Khmer Rouge while Stimulus 8 provides Buddhist responses to these events. How significant is the Buddhist teaching of karma in achieving ‘justice’ for Buddhist adherents in Cambodia as expressed in Stimulus 8? Justify your conclusion.
Difficulty: A
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Paper 1
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2022
Stimulus 8: Buddhist understandings from Truth, representation and the politics of memory after genocide (This content has not been published for copyright reasons)
QUESTION 6 (17 marks) Analyse two perspectives offered by Eboo Patel about religious pluralism in Stimulus 9 10 and 11 in the stimulus book. To what extent do these perspectives align with ‘the right to freedom of thought conscience and religion’ (Article 18 Universal Declaration of Human Rights)? Refer to two Islamic teachings and the stimulus in your response.
Difficulty: A
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Paper 1
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2022
Stimulus 9: Acts of faith - Pluralism (This content has not been published for copyright reasons)
QUESTION 5 (7 marks) How might a Christian adherent respond to the privacy issue highlighted in Stimulus 7 in the stimulus book? Use Stimulus 8 and a relevant Christian teaching to justify your conclusions.
QUESTION 1 (3 marks) Use Stimulus 1 in the stimulus book to describe how belief in Incarnation informs a Christian view of human life.
QUESTION 5 (14 marks) How does Islamic finance as described in Stimulus 7 in the stimulus book align with the statement that ‘everyone has the right to a standard of living adequate for the health and well-being of himself and of his family’ (Article 25 Universal Declaration of Human Rights)? Justify your conclusions by examining one Islamic teaching evident in Stimulus 8 in the stimulus book.
Difficulty: B
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Paper 1
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2021
QUESTION 3 (10 marks) The Five Pillars of Islam are declaration of faith (shahadah) prayer (salat) charity (zakat) fasting during Ramadan (sawm) and pilgrimage to Mecca (hajj). Choose two relevant Pillars of Islam and use these to explain the Islamic belief expressed in the statement that ‘safeguarding ... fundamental [human] rights and freedoms is an act of worship’ (Preamble Cairo Declaration on Human Rights in Islam).
QUESTION 3 (20 marks) b) Use Stimulus 6 in the stimulus book to explain how the exploitation of workers is in c) conflict with one principle teaching in Judaism and ‘an existence worthy of human dignity’ as outlined in Stimulus 5. This content has been redacted until copyright has been assessed and cleared. Analyse Islamic and Jewish perspectives on the role of community and differentiate between each community’s obligation to promote justice. Refer to Stimulus 4 5 and 6 and one teaching from each tradition to justify your response. [4 marks] [12 marks]
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