Advanced Level Essay terms- Definitions

Analyse
Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate
to one another.

Assess

Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition.

Clarify

Literally make something clearer and, where appropriate, simplify it. This could involve, for example, explaining in simpler terms a complex process or theory, or the relationship between two variables.

Comment upon

Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done.

Compare

Identify the similarities and differences between two or more phenomena. Say if any of the shared similarities or differences are more important than others. *‘Compare’ and ‘contrast’* will often feature
together in an essay question.
Consider Say what you think and have observed about something. Back up your comments using appropriate evidence from external sources, or your own experience. Include any views which are contrary to your own and how they relate to what you originally thought.

Contrast

Similar to compare but concentrate on the dissimilarities between two or more phenomena, or what sets them apart. Point out any differences which are particularly significant.

Critically evaluate
Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.

Define
To give in precise terms the meaning of something. Bring
to attention any problems posed with the definition and different interpretations that may exist.

Demonstrate

Show how, with examples to illustrate.

Describe

Provide a detailed explanation as to how and why something happens.

Discuss

Essentially this is a written debate where you are using your skill at reasoning, backed up by carefully selected evidence to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion.

Elaborate
To give in more detail, provide more information on.

Evaluate

See the explanation for ‘critically evaluate’.

Examine

Look in close detail and establish the key facts and important issues surrounding a
topic. This should be a critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways they could be construed.

Explain

Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research.

Explore

Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument.

Give an account of

Means give a detailed description of something. Not
to be confused with ‘account for’ which asks you not only what, but why something happened.

Identify

Determine what are the key points to be addressed and implications thereof.
Illustrate A similar instruction to ‘explain’ whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation.

Interpret

Demonstrate your understanding of an issue or
topic. This can be the use of particular terminology by an author, or what the findings from a piece of research suggest to you. In the latter instance, comment on any significant patterns and causal relationships.

Justify

Make a case by providing a body of evidence to support your ideas and points of view. In order to present a balanced argument, consider opinions which may run contrary to your own before stating your conclusion.

Outline

Convey the main points placing emphasis on global structures and interrelationships rather than minute detail.

Review

Look thoroughly into a subject. This should be a critical assessment and not merely descriptive.

Show how

Present, in a logical order, and with reference to relevant evidence the stages and combination of factors that give rise to something.

State

To specify in clear terms the key aspects pertaining to a
topic without being overly descriptive. Refer to evidence and examples where appropriate.

Summarise

Give a condensed version drawing out the main facts and omit superfluous information. Brief or general examples will normally suffice for this kind of
answer.

To what extent

Evokes a similar response to
questions containing ' How far... '. This type of question calls for a thorough assessment of the evidence in presenting your argument. Explore alternative explanations where they exist

Embracing ICT in Pedagogy of History and Heritage Studies in Zimbabwe

by Brian Maregedze 

Three schools in Harare on 1st March 2019 converged at Seke One High school in Chitungwiza for the History Exchange program under the theme, Embracing Information Communication Technology (ICT) in the teaching and learning of History and Heritage Studies. The host school, Seke One High was accompanied by two schools, George Stark High and Mount Pleasant High. Three main objectives saw the trio of the schools converging with the agenda to share and exchange knowledge in sync with the dictates of the upgraded curriculum, to exchange information on how to use ICT in the teaching and learning of History and finally,  to learn History through student-centred approaches.

 Flying high at Seke One High

The event comes at a time when Seke One High School scooped the award for Quality Results in History with 15As under the Ministry of Primary and Secondary Education November 2018 public examinations. Interestingly, Seke One High school made headlines for leading in History advanced levels performance. The one day event organized by Seke One High school commenced at 0900-1500hours. The Consultant, Mr S. Mundondo as he is affectionately known coordinated the Exchange Program at Seke One High school together with the Humanities department. The Seke One High team on the event comprised of J. Musikavanhu, M. Nyawiri, P. Mushandu, P.F Matongo, P. Mupedzi, J. Mtetwa, M. Mudzudza, Mukodzongi and C.Y.T Usiku

E-learning, symposiums, seminars, educational tours and exchange programs among others constitute methodological steps undertaken in fulfillment of the learner-centred and multi-sensory approaches in History and Heritage Studies.  As such, advanced level learners from Seke One High school, Simbarashe Kazingizi and Tariro Live worked on a drama on The French Revolution. Another pair of pupils from Seke One High school, only form twos presented the whole topic on Great Zimbabwe which was described by Ms Sibanda as 'off ahead of their syllabus.' It is on record that the arguable 'National Shutdown' in Zimbabwe, in a way disrupted the learners earlier in January 14-16th 2019.

The Seke One High school Headmaster, Mr Muduzu, in an interview after the Exchange program affirmed his commitment to making Seke One High School a centre of learning and contribute to national development. Mr Muduza also went on to positively remark on the commitment exhibited by the learners as well as their teachers who made the Exchange Program a success. The humble Headmaster of the host school went on to argue that, "it is out of these Exchange programs that Seke One High school is excelling, elevating the school's flag high and more programs of this nature shall be carried out to promote problem solving techniques among the learners."

Mount Pleasant High school-the Shining example of ICT development

ICT skills were imparted under the tutelage of Ms T. S Sibanda from Mount Pleasant High school. The well experienced sage of 27 years in the teaching profession was the National Trainer in Syllabus Interpretation in 2016 and also launched the Mount Pleasant school History and Heritage Studies Television Channel (2017).  Ms T. S Sibanda has passion for the two disciplines, History and Heritage Studies merged in ICT to the point of presenting research papers focusing on the duo of the disciplines. Among her many other research papers, she presented a paper in 2017 on an Educational Expo titled, Effectiveness of ICT is ladida by teachers' attitude: a case study of Mount Pleasant High School. Above that, Ms T.S Sibanda went on to receive an award for starling work done on the exceptionally critical paper by the Ministry of Primary and Secondary Education under Technology and Education. Other names which featured on the same category in 2017 included Dr. Hapanyengwi and Mr. Gwatidzo.Among many cross-cutting themes encompassed on the Form 1-6 syllabus in History as a subject is the ICT skills and heritage studies as prerequisites for learners as noted by the Curriculum Development and Technical Services (2015).Mt Pleasant High a participant on the Exchange program made positive contributions on this important day with displays showing graves on some of the Heroes buried at the National Heroes Shrine. From the illustrations, the trio of the late National Heroes, Joseph Msika, Joshua Mqakubo Nkomo "Father Zimbabwe" and Simon Vengesai Muzenda "Son of the Soil" are well appealing.

George Stark High- the place of 'Harare History Mega Seminars'

In spite of  having a colonial name in independent Zimbabwe, George Stark, the school which had its first ever advanced level sitting in November 2018 under the Zimbabwe School Examination Council (Zimsec) scored 13As in History in Mbare-Hatfield District under the tutelage of Mrs Chatara. On this event, Bunu T.S and Chigwedere L. were ambassadors of George Stark High.

It is no coincidence that Mr Muso, real name Manners Msongelwa, the current president of History Teachers Association in Zimbabwe has made remarkable strides in facilitating History seminars at George Stark High school since 2017 dubbed, Harare History Mega Seminars. The venue at George Stark accommodates well over three hundred students, based on my previous experiences in attending workshops and seminars organized at the school.

Some of the comments made by students after the Exchange Program

The Exchange program was actually a good initiative because I personally learnt a lot. For instance, from Ms Sibanda's presentation, I got that in the learning sector, it is up to the teacher to be always present but it should be a joint venture… the percentage being 70:30 effort of the student and teacher respectively. I think it should be implemented by the government so as to benefit the student body at large-Tapiwa Trey Matemera, Upper 6 studentThe workshop was pleasing, educative, entertaining and interactive… Simbarashe Kazingizi, upper 6 student.We learnt much on using ICT and doing projects which help in life-Tendai-Lower 6 student.I learnt that teachers are just facilitators… students should base on research more-Shadreck, Lower 6 student.I learnt that dramas are helpful as we do edutainments-LaetetiaHistory is a superb subject with a lot of understandable practical-Grace, Lower 6.I learnt that presentations helps to understand or question much better and you will not forget about what you present easily-SarahFinally, Tariro Live an upper six student remarked that, "the History Exchange Program was really great as it benefited me a lot. I learnt some effective ways of learning which I didn't know, the likes of the use of educational drama, the use of Power Point. I would like to thank our facilitators, Mr Mundondo and Ms Sibanda, among others for organizing the Exchange Program."

The way forward

Having successfully carried out such an event, it was observed that students enjoy outdoor learning activities, hence, teachers should embrace the same. Students should be exposed to the outside world more often than not, there is plenty of untapped knowledge out there. The Consultant, Mr Mundondo, on behalf of the three schools appealed for guidance and assistance to the parent Ministry, through its esteemed office, to facilitate Exchange Programs with any foreign country, possibly Asia and Europe.

*Brian Maregedze is an author, historian and columnist writing in his own capacity. He can be contacted at bmaregedze@gmail.com

A Guide to Islam: An Advanced Level Textbook on Islam

by Brian Maregedze 

Shaibu Asali in, A Guide to Islam: An Advanced Level Textbook on Islam is a 2019 publication grounded on an insider's perspective on Islam as a religion. Shaibu Asali's eight chapter book of 95 pages captures the essentials of Islam from Tenets of Islam to natural environment as prescribed by the Family and Religious Studies syllabus for advanced levels under the Ministry of Primary and Secondary Education. More notable is that the book goes beyond addressing demands of advanced levels' learners and teachers in FRS but "anyone interested in studying Islam (p.3)."

The author, Shaibu Asali is a Zimbabwean Islamic scholar, researcher, consultant, resource person and Arabic English translator. He holds a degree in Islamic Jurisprudence from Saudi Arabia, and a Master's degree in Contemporary Islamic Jurisprudence from Qatar. He is not a new name to interreligious dialogue and programmes on Islam through the national television in Zimbabwe as well as local radio stations. As such, Shaibu Asali becomes an important voice on, Islam in Zimbabwe, so to use the late Ephraim Mandivenga's most cited book title in Islamic Studies published in 1983. Asali is also the Head of the Arabic Department at New Hope College in Harare and a Senior Lecturer in Islamic Studies and Arabic Language.

Due to Shaibu Asali's linguistic academic prowess in Islam, the book in some chapters has linguistic meaning/s on important key terms such as basics of definitions of Islam, Quran, ethics and marriage. In striking the balance on meanings of terms, the author also invoked technical and scholarly citations which address Islamic daily discourses usually misinterpreted. The first chapter covers the essentials on the tenets of Islam.

The second chapter is well engaging since unlike existing textbooks on the topic, Mohammad, prophecy and revelation offers the historical and political background of Arabia Peninsular before the Advent of Islam. Again, the role of Prophet Muhammad (peace be upon him) in the spread of Islam answers the generally asked questions by learners and teachers with an insider's tone. This is so, since, Asali made it clear from the onset in his foreword that the book, "provides authentic and verified information about Islam from primary sources and secondary sources of the religion (p.3)." More illuminating is the way Asali opens up to the way Islam spread beyond the claims of "the sword narrative" with three main reasons posited which readers may want to read on their own. The centrality of Muhammad's legacy in championing monotheism, being an agent of sanity in Arabia, promotion of knowledge and literacy, doing away with racism and alcoholism through divine legislation and ensuring that women be given due rights and respect forms important aspects in this 2019 publication (p.51-52).

In chapter three of the book, the author demonstrates his judicious handling of sources on Ethics in Islam as the Oxford dictionary is frequently cited in defining terms of words under study. Also important is the Quranic citations and explanations from Asali using his vast research skills.Chapter four focuses on Islam and gender relations. Far from the conventional view that women are oppressed and denied their rights, Asali worked hard to dispel and demystify such notions (p.69).Again, it is within this same chapter that Asali dealt with the arguably controversial issue of polygamy. The question on whether it is a necessity to have polygamy or not in society is addressed (p.72). The chapter ends with women and politics, citing both Islamic scholars and the Quran.

Chapters, 5, 6 and 7 confronts issues such as social responsibility, governance and marriage in Islam respectively. Humanitarian services in Islam encompasses making people happy, alleviating their suffering, and empowering them (p.79). Another myth dispelled by Asali is that of Jihad which is misinterpreted as military action. The centrality of New Hope Charity Trust, Majlisul, Zakat Fund and Direct Aid among others as charitable organizations is articulated (p.80). Furthermore, the meaning and importance of marriage using Islamic texts is addressed. Relying on Islamic scholars, the contested issue of forbidden marriages and divorce are analysed (p.90-93).The last chapter focuses on Islam and the natural environment. The Quran and the Sunnah are used as key texts to instruct on issues relating to the natural environment. The book ends with emphasis on planting of crops as an imperative activity among Islamic believers.A closer reading of the book indicates that it cannot be read on its own as there is the need to engage with practice questions as per demands of the FRS curriculum. The history of Islam in Zimbabwe, which the late Ephraim Mandivenga addressed remains with case studies not updated.

Last but by no means least,  Asali could have at least offered a list of references for the Islamic scholarly works cited in the whole book to assist learners and teachers have access for further reading. Above that, it is clear that Asali's book is not the last one but a new journey in the life of an author who has the desire to immensely contribute to Zimbabwe's New Curriculum in FRS in fulfillment of the multi-faith approach. To reinforce the cross-cutting themes articulated in the FRS syllabus that is, Information Communication Technology (ICT), Asali has his website, www.shaibuasali.net, for "Islamic content, media, articles, insights and beliefs." Personally, I visited the online website and the information generated by Asali exhibits his unending commitment to the teaching and learning of Islam in Zimbabwe.

With Islam being the second largest religion from Christianity, the book is worth buying especially students and teachers in FRS. The book is affordable, readable with well appealing Islamic terminology to novices and advanced learners. A Guide to Islam: An Advanced Level Textbook on Islam is a welcome contribution which I am proud to have in my library. Local bookshops in Zimbabwe already have the book in large quantities as it is one of the best offers in 2019 first term in FRS advanced levels.

*Brian Maregedze is an author, historian and columnist writing in his own capacity. Brian has written advanced levels History, and Family and Religious Studies textbooks in Zimbabwe. He can be contacted at bmaregedze@gmail.com

FRS Sample Questions for Advanced Level Paper 1

1.  The definition of religion is incomplete and misleading without the inclusion of Indigenous Religion. Discuss.
2.  Discuss the attributes of the Supreme Being Indigenous Religion.
3.  Analyse the concept of Dziva/Perennial river in light of God's providence in Indigenous Religion.
4. The spiritual dimension of life is more pronounced than the physical dimension in Indigenous Religion. Critically evaluate this notion.
5.  Ability to amass wealth is viewed as a blessing from ancestors and poverty as a curse from ancestors.To what extent do you agree with this statement?
6. "Avenging spirits, Ngozi play an instrumental role in the promotion of Ubuntu spirit among the Shona/Ndebele." Critically analyse this statement.
7.  Discuss the status of women in Indigenous Religion.
8. Indigenous Religion is too anthropocentric. How far true is this statement in the study of IR?
9.  Globalisation is a major threat to Ubuntu in contemporary Zimbabwe. Is this a fair assessment?
10. "Tourism in Zimbabwe plays a very important role in the preservation of sacred places in Zimbabwe." How far true is this statement?
11.  Critically evaluate the view that, "marriage in Indigenous Religion is nothing more than a sexual union."
12. Marriage in Indigenous religion has no place for women's rights. Discuss
13. How far true is the view that Indigenous Religion has no place for women in the political sphere.
14. "The concept of medium-ship has degraded the status of women in Indigenous Religion." To what extent do you agree/disagree?
15.  "Indigenous health methods have failed to address health challenges in contemporary society in Zimbabwe." How valid is this statement?
16.  "Totemism has resulted in the preservation of the natural environment and the promotion of tourism in Zimbabwe." Discuss.
17.  Traditional leadership provides a model of good governance that state governance should adopt in Zimbabwe. Evaluate.
18.  Analyse the centrality of the covenant in Judaism.
19. "The origins of prophecy in Judaism are shrouded in obscurity." Discuss the validity of this statement.
20. Prophets were nothing more than a hindrance in the political affairs of Judaism. Evaluate.
21.  Analyse the connection between covenant and land in Judaism.
22.  Evaluate Jewish attitude towards the Environment.