OBJECTIVE TEST BASIC 8
1. A 11. C 21. D 31. D
2. A 12. D 22. A 32. B
3. A 13. D 23. C 33. B
4. C 14. C 24. B 34. B
5. D 15. B 25. D 35. D
6. C 16. A 26. D 36.
7. A 17. B 27. B 37. B
8. A 18. D 28. C 38. C
9. B 19. C 29. B 39. A
10. D 20. D 30. B 40. B
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SUNFLOWER SCHOOL
END OF THIRD TERM EXAMINATION, JULY 2025
RELIGIOUS AND MORAL EDUCATION 2
FINAL MARKING SCHEME
Rubrics: Candidates are expected to answer THREE questions in all,
answering question one, which is compulsory and any TWO questions from
section B. Each question carries 20 marks. Maximum obtainable marks 60
HEAD NOTE
Mere mention of points 1 mark
Meaningful statement of points without explanation- 2 marks
Statement of points with explanations with good examples or illustrations =
full marks
Definition of concepts without explanation or example(s)= 2 marks.
SECTION A
COMPULSORY
1. a. The personality is Caliph Abu Bakr Ibn Abi Quhaffah
2 marks
b. Important facts about Abu Bakr Ibn Abi Quhaffah
i. He put in place elements of democratic governance by
consulting important personalities in the community before
taking a decision.
ii. He formed a well-trained Islamic army
iii. He appointed judges/ clerics of high integrity who
instituted punishment as prescribed in the holy Quran.
iv. He appointed local rulers/ council of elders who advised
him on important matters affecting believers
v. He taught the people Hajj rites and rituals
vi. He managed to resolve conflicts and divisions and brought
unity among members
vii. He ruled and captured most important cities in Syria.
viii. Under his rule as Caliph, Islam spread to many parts of the
world
ix. He helped to resolve the conflict of succession between the
Awars and the Rhrj-raz
x. He freed many slaves including Bilab the Muezzin by
paying ransoms for them
xi. He helped to build a mosque at Medina and paid for the
land on which it was built.
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xii. He was physically tortured, but stood firm for the cause of
Islam.
xiii. He gave up his trading business to become a full-time
administrator of the Islamic state
xiv. He appointed a successor before he died to avoid confusion
xv. He was the first Caliph to propagate or preach Islam.
Any 4 points well explained x 3 = 12 marks
c. Lessons that can be learnt from the life of Caliph Abu Bakr
i. Muslims should be willing to use their wealth for the work of
Allah
ii. Muslims should have the courage to give up all they have in
order to serve Allah faithfully
iii. Muslims should be honest, truthful and trustworthy in all
their deeds.
iv. Muslims should endeavour to be steadfast
v. Muslims should be brave and courageous to fight in the name
of Allah
vi. We must respect and fear Allah
vii. We must help to spread the word of Allah
viii. Tolerance or humility
ix. Generosity or kindness
Any 3 points x 2 = 6 marks
a= 2 marks
b= 12 marks
c= 6 marks
Total = 20 marks
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SECTION B
2.a. Reasons for which bribery and corruption should not be
accepted
i. It destroys personal integrity
ii. It damages social and economic development
iii. It leads to diversion of public funds
iv. It undermines accountability
v. It leads to execution of shoddy (less quality) work
vi. It leads to inefficiency and low productivity. It does not
encourage hard work
vii. It undermines the Rule of law
viii. It leads to the employment of unqualified persons
/favouritism
ix. It increases the cost of doing business
x. It tarnishes the image of a country
xi. It can lead to punishment, e.g. fines, imprisonment,
suspensions or dismissals
xii. It is morally and ethically wrong; it is against God’s
commandments.
Any 4 points well explained x 3= 12 marks
b. Factors that motivate bribery and corruption
i. Poverty
ii. Poverty
iii. lack of accountability
iv. Greed/ selfishness
v. Pressure to succeed/ Get-rich-quick attitude
vi. Lack of transparency
vii. Poor wages and salaries
viii. Weak legal system
ix. Unemployment
x. High expectations in life
xi. Bureaucracy
xii. Peer influence
xiii. Ignorance
xiv. Decline in moral standards
xv. Family pressure or pressure from the extended family
xvi. Materialism/worldliness
Any 4 points x 2 = 8 marks
a= 12 marks b= 8 marks
Total = 20 marks
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3.a. Things Ebo’s family would like to know about Abena’s background
1. Family Background and Reputation: They would want to
understand Abena's immediate and extended family. This includes
their social standing, reputation within their community, any known
history of significant disputes or criminal activity, and their general
moral character.
2. Education and Career Prospects: Ebo's family would be interested
in Abena's educational attainment and her current or future career
plans. This indicates her ambition, financial stability, and potential
contribution to the household.
3. Financial Stability and Indebtedness: Understanding Abena's
financial situation is crucial. They'd want to know if she has any
significant debts, her income sources, and her general financial
responsibility. This can impact the couple's future and the family's
potential support.
4. Health History: A detailed understanding of Abena's health,
including any chronic illnesses, hereditary conditions, or significant
medical issues, would be important. This is vital for the well-on of
future generations and the ability to bear children.
5. Social and Cultural Values: Ebo's family would want to ensure
that Abena's social and cultural values align with theirs. This includes
her religious beliefs, respect for elders, community involvement, and
understanding of traditional customs and practices.
6. Previous Relationships and Marital Status: Knowledge of Abena's
past relationships, including any previous marriages or children,
would be essential. This helps to understand her history and potential
entanglements that could affect the new union.
7. Character and Personality: They would want to assess her general
character and personality traits. This includes her temperament, level
of maturity, ability to resolve conflict, and how well she interacts with
others, particularly in a family setting.
Any 4 points x 2 = 8 marks
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b. How to sustain a marriage or make marriage successful
a. A man must have the means for livelihood before going for a
partner.
b. Both partners must be religious
c. Both partners must have good morals
d. Both partners must build mutual trust and understanding
e. Both partners should openly discuss issues and problems
together.
f. Both partners must learn to nurture their love
g. Couples should avoid quarrels, insults and name-calling
h. Couples should avoid making comparison with others
i. Couples should learn to create their own happiness
Any 3 points x 2= 6 marks
c. Reasons why young adults must marry
i. Companionship and Emotional Support: Marriage provides a
committed partnership where individuals can share their lives,
experiences, joys, and sorrows with someone who is always there for
them. This deep bond offers a unique form of emotional security and
reduces feelings of loneliness.
ii. Building a Family and Raising Children: For many, marriage is
the traditional and desired foundation for starting a family. It provides
a stable and recognized environment for raising children, offering a
shared commitment to their upbringing and well-being.
iii. Financial Stability and Shared Resources: Two incomes and
shared expenses can lead to greater financial stability. Couples can
pool resources, invest together, and work towards common financial
goals like purchasing a home or saving for retirement, which can be
more challenging to achieve individually.
iv. Personal Growth and Self-Improvement: Marriage often pushes
individuals to grow and mature. The challenges and responsibilities of
a committed relationship can foster qualities like patience,
compromise, empathy, and selflessness. Partners can also support
each other's personal and professional development.
v. Social and Cultural Recognition: In many societies, marriage is a
significant milestone that provides social recognition and validation of
a committed relationship. It can bring a sense of belonging within a
broader community and family structure, and it often comes with legal
rights and protections that benefit both partners.
Any 3 points x 2 = 6 marks
a= 8 marks b= 6 marks c= 6 marks = 20 marks
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4.a. Importance of naming ceremony
i. Moral education: through these ceremonies, we learn many moral
lessons. For example, in the Akan naming ceremonies, we learn to be
truthful and hardworking.
ii. Acceptance of the child into human society: During naming
ceremonies, some children are brought out into the open for the very
first time. The gathering takes this opportunity to welcome the
newborn child as part of the society.
iii. To give the child a name and an identity: Every individual has a
name and an identity. Until the naming ceremony is done, newborn
usually do not have an identity. In some ethnic groups, they are even
considered strangers. The outdooring, is therefore used as a platform
to give the child a name and identity.
iv. It brings people together and unites them: sometimes, naming
ceremonies are attended by all members of a community. People also
travel from various places to attend outdooring ceremonies. This get-
together helps strengthen family bonds and breeds unity among family
members.
v. Demonstration of culture: In Indigenous naming ceremonies,
culture plays a great part. This can be seen in the food, dance, songs,
dressings and other cultural practices.
vi. To show love and support: Through naming ceremonies, family and
friends show their love, support, care and commitment to the family of
the newborn baby.
vii. By giving the baby a name, he perpetuates the family’s name i.e
continuation of the family name.
viii. It can also act as a push to bachelors and spinters to get married
and and experience the joy of having their children.
Any 4 points well explained x 3= 12 marks
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b. Factors to considered in choosing a name for a child.
i. The child is named on the day on which the child was born. Among
the Akans, a boy born on Monday is named “Kwadwo” and a girl
“Adwoa”
ii. The occasion or period within which the child was born. Children
born on a rainy day are called “Tsigbe” among the Ewes and Antobam
is given by the Akans to a child whose father dies before he was born
iii. Another factor is whether the child is a male or female. (Gender)
boys have names different from those of girls
iv. It is also a factor to know whether the birth is made up of twins or
triplets.
v. The order of birth is another factor. For example, among the Akans,
the second-born is called Manu, whereas the tenth-born is called
Badu.
vi. Tribal or ethnic affiliation is another factor. If the child’s parents
are Akans for example, the child shall bear an Akan name and if Ewe,
the child shall bear an Ewe name e.g, Yaa-Akan, Gameli-Ewe, Naa-Ga
vii. The religious background or faith/affiliation of the parents is also
considered. If the parents are Christians for example, the child shall
be given a Christian name, and if Muslims, an Islamic name and so
on.
viii. The ancestral name depends on good moral character. For
example, Yaa Asantewaa, Okomfo Anokye. Some parents name their
children after these people because they believe they led a good life
and contributed tremendously to society.
v. The family name to be given to the child. The family name is also the
surname given to every child at birth.
Any 4 points x 2 = 8 marks
a= 12 marks
b= 8 marks
Total = 20 marks
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5.a. Purposes of God’s Creation
In theology and various religious traditions, the purposes of God's
creation are often understood in multifaceted ways. Here are 10
common purposes attributed to God's creation, particularly from a
broadly Judeo-Christian perspective:
1. To Glorify Himself: This is often considered the overarching purpose.
God created everything to display His infinite power, wisdom,
goodness, holiness, and other attributes. The universe and all within it
serve as a testament to His magnificent nature (Psalm 19:1, Isaiah
43:7).
2. To Manifest His Love and Goodness: God is inherently good and
loving, and creation is seen as an overflow of that nature. He desired
to share His life, joy, and blessings with beings capable of receiving
and responding to His love.
3. To Have Fellowship and Relationship with Humanity: A key
purpose for creating humans in His image was to establish a personal
relationship. God desires to know and be known by His creation, to
have communion and fellowship with individuals (John 17:3).
4. To Display His Creative Power and Wisdom: The intricate design,
vastness, and complexity of the universe demonstrate God's boundless
creativity and unparalleled wisdom. Every detail, from the smallest
atom to the largest galaxy, speaks of His genius.
5. To Establish a Realm for His Kingdom and Rule: God created the
world as the sphere for His sovereign reign. He is the ultimate King,
and creation is His dominion, where His will is to be done.
6. To Provide a Place for Humanity to Live and Flourish: The earth
was created as a suitable habitat for humans, equipped with
everything necessary for life, growth, and enjoyment (Genesis 1:28-31).
7. To Give Humanity Purpose and Responsibility
(Dominion/Stewardship): Humans were given the mandate to "be
fruitful and multiply, fill the earth and subdue it," and to "rule over"
creation. This implies a responsibility to care for, develop, and manage
the earth as stewards under God (Genesis 1:28, Genesis 2:15).
8. To Bring Many Sons and Daughters to Glory: This purpose often
relates to the redemptive plan after the fall. Through Christ, God seeks
to restore humanity and bring a multitude of people into His glory,
reflecting His image perfectly.
9. To Be Worshiped and Praised: Creation, especially humanity, is
intended to worship and praise God for who He is and for all He has
done. This involves acknowledging His sovereignty, beauty, and love
(Revelation 4:11).
10. To Work Out His Eternal Plan and Will: God has an eternal purpose
and plan, and creation is the stage upon which this plan unfolds.
This includes the narratives of creation, fall, redemption, and
ultimate restoration.
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Purposes of God’s creation
i. For the comfort of humankind and other creatures
ii. Humankind is created to serve God
iii. Humankind to care for other creatures(stewardship)
iv. Universe to reflect the handiwork of God
Any 5 points x 1 = 5 marks
b. The uses of the moon and the sun
The uses of the moon
i. The moon helps us to calculate the times, seasons and years
ii. The moon guides to locate places
[Link] moon provide light at night.
[Link] and religious significance
any 5 points x 1 = 5 marks
The uses of the sun
1. The sun provides light during the day
ii. The sun provides energy which is used by plants during
photosynthesis.
[Link] use is used for drying clothes
iv. To dry food crops like cocoa beans, groundnut, maize
v. To dry fish for preservation
vi. To evaporate salt water to produce crystals of common salt.
Any 5 points x 1 = 5 marks
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c. Ways humans protect God’s creation.
i. Avoid littering and keep the environment clean/ constant clean-up
exercises
ii. Plant trees and protect forests/ afforestation
iii. Avoid pollution, e.g air, water
iv. Use resources wisely and avoid wastage
v. good farming and fishing methods
vi. Good mining methods, e.g., sand mining, do responsible mining
vii. Avoid dumping of waste of drains
viii. respect for human and animal life, eg, avoid murder and abortion
x. Public education and the need to protect the environment
xi. Recycling
xii. Enforcement of laws which protect the environment
xiii. Proper planning of settlements
xiv. Upholding cultural believes and values on the environment
Any 5 points x 1 = 5 marks
a. i. 5 marks
ii. 10 marks
b. 5 marks
Total = 20 marks
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