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Cambridge International AS & A Level
HINDUISM 9487/02Paper 2 Development of Hinduism For examination from 2021MARK SCHEME
Maximum Mark: 60
Specimen
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 2 of 22© UCLES 2018
Gen
eric
Mar
king
Prin
cipl
es
Thes
e ge
nera
l mar
king
prin
cipl
es m
ust b
e ap
plie
d by
all
exam
iner
s w
hen
mar
king
can
dida
te a
nsw
ers.
The
y sh
ould
be
appl
ied
alon
gsid
e th
e sp
ecifi
c co
nten
t of t
he m
ark
sche
me
or g
ener
ic le
vel d
escr
ipto
rs fo
r a q
uest
ion.
Eac
h qu
estio
n pa
per a
nd m
ark
sche
me
will
als
o co
mpl
y w
ith th
ese
mar
king
pr
inci
ples
.
GE
NE
RIC
MA
RK
ING
PR
INC
IPLE
1:
Mar
ks m
ust b
e aw
arde
d in
line
with
:
•th
e sp
ecifi
c co
nten
t of t
he m
ark
sche
me
or th
e ge
neric
leve
l des
crip
tors
for t
he q
uest
ion
•th
e sp
ecifi
c sk
ills
defin
ed in
the
mar
k sc
hem
e or
in th
e ge
neric
leve
l des
crip
tors
for t
he q
uest
ion
•th
e st
anda
rd o
f res
pons
e re
quire
d by
a c
andi
date
as
exem
plifi
ed b
y th
e st
anda
rdis
atio
n sc
ripts
.
GE
NE
RIC
MA
RK
ING
PR
INC
IPLE
2:
Mar
ks a
war
ded
are
alw
ays
who
le m
arks
(not
hal
f mar
ks, o
r oth
er fr
actio
ns).
GE
NE
RIC
MA
RK
ING
PR
INC
IPLE
3:
Mar
ks m
ust b
e aw
arde
d po
sitiv
ely:
•m
arks
are
aw
arde
d fo
r cor
rect
/val
id a
nsw
ers,
as
defin
ed in
the
mar
k sc
hem
e. H
owev
er, c
redi
t is
give
n fo
r val
id a
nsw
ers
whi
ch g
o be
yond
the
scop
e of
the
sylla
bus
and
mar
k sc
hem
e, re
ferr
ing
to y
our T
eam
Lea
der a
s ap
prop
riate
•m
arks
are
aw
arde
d w
hen
cand
idat
es c
lear
ly d
emon
stra
te w
hat t
hey
know
and
can
do
•m
arks
are
not
ded
ucte
d fo
r err
ors
•m
arks
are
not
ded
ucte
d fo
r om
issi
ons
•an
swer
s sh
ould
onl
y be
judg
ed o
n th
e qu
ality
of s
pelli
ng, p
unct
uatio
n an
d gr
amm
ar w
hen
thes
e fe
atur
es a
re s
peci
fical
ly a
sses
sed
by th
e qu
estio
n as
indi
cate
d by
the
mar
k sc
hem
e. T
he m
eani
ng, h
owev
er, s
houl
d be
una
mbi
guou
s.
GE
NE
RIC
MA
RK
ING
PR
INC
IPLE
4:
Rul
es m
ust b
e ap
plie
d co
nsis
tent
ly e
.g. i
n si
tuat
ions
whe
re c
andi
date
s ha
ve n
ot fo
llow
ed in
stru
ctio
ns o
r in
the
appl
icat
ion
of g
ener
ic le
vel
desc
ripto
rs.
GE
NE
RIC
MA
RK
ING
PR
INC
IPLE
5:
Mar
ks s
houl
d be
aw
arde
d us
ing
the
full
rang
e of
mar
ks d
efin
ed in
the
mar
k sc
hem
e fo
r the
que
stio
n (h
owev
er; t
he u
se o
f the
full
mar
k ra
nge
may
be
lim
ited
acco
rdin
g to
the
qual
ity o
f the
can
dida
te re
spon
ses
seen
).
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 3 of 22© UCLES 2018
GE
NE
RIC
MA
RK
ING
PR
INC
IPLE
6:
Mar
ks a
war
ded
are
base
d so
lely
on
the
requ
irem
ents
as
defin
ed in
the
mar
k sc
hem
e. M
arks
sho
uld
not b
e aw
arde
d w
ith g
rade
thre
shol
ds o
r gra
de
desc
ripto
rs in
min
d.
Gen
eric
Lev
els
of re
spon
se d
escr
iptio
ns
Thes
e le
vel d
escr
ipto
rs a
ddre
ss A
sses
smen
t Obj
ectiv
es (A
Os)
1 a
nd 2
, and
sho
uld
be u
sed
in c
onju
nctio
n w
ith th
e in
dica
tive
cont
ent f
or e
ach
ques
tion
in th
e m
ark
sche
me.
Ass
essm
ent O
bjec
tives
AO
1: K
now
ledg
e an
d un
ders
tand
ing
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
teac
hing
s, b
elie
fs a
nd p
ract
ices
, inc
ludi
ng re
leva
nce
for i
ndiv
idua
l Hin
dus
and
com
mun
ities
.
AO
2: A
naly
sis
and
eval
uatio
n
Ana
lyse
, eva
luat
e an
d di
scus
s ev
iden
ce, p
oint
s of
vie
w a
nd is
sues
in H
indu
ism
.
Gen
eric
mar
king
prin
cipl
es
(a)
Exa
min
ers
shou
ld u
se th
e pe
rform
ance
sum
mar
y st
atem
ents
at t
he to
p of
the
desc
ripto
rs to
hel
p to
iden
tify
a le
vel w
hich
mat
ches
the
cand
idat
e’s
resp
onse
. How
ever
, the
fina
l dec
isio
n on
the
band
and
the
mar
k w
ithin
the
band
sho
uld
be m
ade
on th
e ba
sis
of a
ll th
e de
scrip
tors
in th
e le
vel
and
not p
rimar
ily u
sing
the
perfo
rman
ce s
umm
ary
stat
emen
t.
(b)
Exa
min
ers
shou
ld s
tart
at th
e lo
wes
t lev
el, i
f the
ans
wer
mee
ts a
ll th
e cr
iteria
they
sho
uld
then
mov
e to
the
next
leve
l and
so
on. T
he E
xam
iner
sh
ould
repe
at th
is p
roce
ss u
ntil
ther
e is
a m
atch
bet
wee
n th
e ov
eral
l ans
wer
and
the
leve
l des
crip
tor.
Exa
min
ers
shou
ld u
se a
bes
t-fit
appr
oach
w
hen
deci
ding
upo
n th
e le
vel,
it is
pos
sibl
e fo
r a d
iffer
ent l
evel
to b
e ch
osen
for e
ach
AO
.
(c)
If th
e E
xam
iner
iden
tifie
s al
l asp
ects
of t
he le
vel d
escr
ipto
r with
in th
e an
swer
then
the
high
est m
ark
for t
he le
vel s
houl
d be
giv
en. E
xam
iner
s sh
ould
als
o m
ake
refe
renc
e to
the
indi
cativ
e co
nten
t whe
n de
cidi
ng o
n th
e m
ark
with
in a
leve
l to
ensu
re th
at th
ere
is s
uffic
ient
rele
vant
con
tent
ev
iden
t with
in th
e an
swer
for t
he le
vel a
nd m
ark.
Exa
min
ers
shou
ld b
e pr
epar
ed to
cre
dit m
ater
ial i
n an
swer
s w
hich
is n
ot c
onta
ined
in th
e in
dica
tive
cont
ent.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 4 of 22© UCLES 2018
(d)
The
Exa
min
er m
ay n
eed
to m
ake
a ju
dgem
ent w
ithin
a le
vel o
r bet
wee
n tw
o or
mor
e le
vel s
tate
men
ts. O
nce
a ‘b
est-f
it’ le
vel s
tate
men
t has
bee
n id
entif
ied,
use
the
follo
win
g gu
idan
ce to
dec
ide
on a
spe
cific
mar
k: •
Whe
re th
e ca
ndid
ate’
s w
ork
conv
inci
ngly
mee
ts th
e le
vel s
tate
men
t, yo
u sh
ould
aw
ard
the
high
est m
ark.
•W
here
the
cand
idat
e’s
wor
k ad
equa
tely
mee
ts th
e le
vel s
tate
men
t, yo
u sh
ould
aw
ard
the
mos
t app
ropr
iate
mar
k in
the
mid
dle
of th
e ra
nge.
•W
here
the
cand
idat
e’s
wor
k ju
st m
eets
the
leve
l sta
tem
ent,
you
shou
ld a
war
d th
e lo
wes
t mar
k.
5 m
ark
ques
tions
Leve
l A
O1
Kno
wle
dge
and
unde
rsta
ndin
gM
arks
Leve
l 3A
ccur
ate
know
ledg
e w
ith g
ood
unde
rsta
ndin
g •
Use
s a
rang
e of
det
aile
d, a
ccur
ate
and
rele
vant
kno
wle
dge.
•D
emon
stra
tes
unde
rsta
ndin
g th
roug
h a
wel
l-dev
elop
ed re
spon
se.
•Fu
lly a
ddre
sses
the
ques
tion.
•G
ood
unde
rsta
ndin
g of
the
wid
er c
onte
xt, i
f rel
evan
t.
5
Leve
l 2Pa
rtia
lly a
ccur
ate
know
ledg
e w
ith li
mite
d un
ders
tand
ing
•U
ses
a ra
nge
of k
now
ledg
e w
hich
may
be
parti
ally
acc
urat
e. •
Dem
onst
rate
s lim
ited
unde
rsta
ndin
g th
roug
h a
parti
ally
dev
elop
ed re
spon
se.
•A
ddre
sses
som
e as
pect
s of
the
ques
tion.
•
Atte
mpt
s to
eng
age
with
the
wid
er c
onte
xt, i
f rel
evan
t.
3–4
Leve
l 1B
asic
kno
wle
dge
and
basi
c un
ders
tand
ing
•
Iden
tifie
s a
limite
d ra
nge
of k
now
ledg
e w
hich
may
not
be
accu
rate
. •
Dem
onst
rate
s ba
sic
unde
rsta
ndin
g th
roug
h a
limite
d re
spon
se.
•R
espo
nse
is re
leva
nt to
the
topi
c, b
ut d
oes
not d
irect
ly a
ddre
ss th
e qu
estio
n. •
Littl
e or
no
refe
renc
e to
the
wid
er c
onte
xt, i
f rel
evan
t.
1–2
Leve
l 0
No
rele
vant
mat
eria
l to
cred
it.0
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 5 of 22© UCLES 2018
10 m
ark
ques
tions
Leve
l A
O1
Kno
wle
dge
and
unde
rsta
ndin
gM
arks
Leve
l 4A
ccur
ate
know
ledg
e w
ith g
ood
unde
rsta
ndin
g •
Use
s a
rang
e of
det
aile
d, a
ccur
ate
and
rele
vant
kno
wle
dge.
•D
emon
stra
tes
unde
rsta
ndin
g th
roug
h a
wel
l-dev
elop
ed re
spon
se.
•Fu
lly a
ddre
sses
the
ques
tion.
•G
ood
unde
rsta
ndin
g of
the
wid
er c
onte
xt, i
f rel
evan
t.
9–10
Leve
l 3M
ostly
acc
urat
e kn
owle
dge
with
som
e un
ders
tand
ing
•U
ses
a ra
nge
of m
ostly
acc
urat
e an
d re
leva
nt k
now
ledg
e. •
Dem
onst
rate
s un
ders
tand
ing
thou
gh a
dev
elop
ed re
spon
se.
•A
ddre
sses
mos
t asp
ects
of t
he q
uest
ion.
•
Som
e en
gage
men
t with
the
wid
er c
onte
xt, i
f rel
evan
t.
6–8
Leve
l 2Pa
rtia
lly a
ccur
ate
know
ledg
e w
ith li
mite
d un
ders
tand
ing
•U
ses
a ra
nge
of k
now
ledg
e w
hich
may
be
parti
ally
acc
urat
e. •
Dem
onst
rate
s lim
ited
unde
rsta
ndin
g th
roug
h a
parti
ally
dev
elop
ed re
spon
se.
•A
ddre
sses
som
e as
pect
s of
the
ques
tion.
•
Atte
mpt
s to
eng
age
with
the
wid
er c
onte
xt, i
f rel
evan
t.
3–5
Leve
l 1B
asic
kno
wle
dge
and
basi
c un
ders
tand
ing
•Id
entif
ies
a lim
ited
rang
e of
kno
wle
dge
whi
ch m
ay n
ot b
e ac
cura
te.
•D
emon
stra
tes
basi
c un
ders
tand
ing
thro
ugh
a lim
ited
resp
onse
. •
Res
pons
e is
rele
vant
to th
e to
pic,
but
doe
s no
t dire
ctly
add
ress
the
ques
tion.
•Li
ttle
or n
o re
fere
nce
to th
e w
ider
con
text
, if r
elev
ant.
1–2
Leve
l 0
No
rele
vant
mat
eria
l to
cred
it.0
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 6 of 22© UCLES 2018
15 m
ark
ques
tions
Leve
l A
O2
Ana
lysi
s an
d ev
alua
tion
Mar
ks
Leve
l 5Th
orou
gh d
iscu
ssio
n su
ppor
ted
with
evi
denc
e •
Ana
lyse
s th
e im
porta
nce
and/
or s
treng
th o
f diff
eren
t arg
umen
ts/p
oint
s of
vie
w.
•U
ses
accu
rate
evi
denc
e to
sup
port
a w
ell-s
truct
ured
dis
cuss
ion.
•C
oher
ent c
oncl
usio
n to
the
ques
tion
whi
ch e
valu
ates
kno
wle
dge
and
poin
ts o
f vie
w a
nd a
sses
ses
alte
rnat
ive
conc
lusi
ons.
13–1
5
Leve
l 4C
oher
ent d
iscu
ssio
n su
ppor
ted
with
evi
denc
e •
Dis
cuss
es d
iffer
ent a
rgum
ents
/poi
nts
of v
iew
in s
ome
deta
il. •
Use
s ac
cura
te e
vide
nce
to s
uppo
rt a
stru
ctur
ed d
iscu
ssio
n. •
Coh
eren
t con
clus
ion
to th
e qu
estio
n w
hich
eva
luat
es k
now
ledg
e an
d po
ints
of v
iew
.
10–1
2
Leve
l 3C
lear
dis
cuss
ion
with
som
e su
ppor
t •
Rec
ogni
ses
diffe
rent
arg
umen
ts/p
oint
s of
vie
w a
nd d
iscu
sses
at l
east
one
in s
ome
deta
il. •
Use
s so
me
evid
ence
to s
uppo
rt di
scus
sion
. •
Cle
ar c
oncl
usio
n to
the
ques
tion
whi
ch is
link
ed to
a ra
nge
of k
now
ledg
e an
d po
ints
of v
iew
.
7–9
Leve
l 2A
ttem
pts
a di
scus
sion
with
lim
ited
supp
ort
•O
utlin
es o
ne o
r mor
e ar
gum
ent/p
oint
of v
iew
. •
Use
s su
ppor
ting
evid
ence
for o
ne o
r mor
e re
leva
nt p
oint
. The
sup
port
may
not
be
who
lly re
leva
nt o
r acc
urat
e. •
Atte
mpt
s a
conc
lusi
on to
the
ques
tion
whi
ch is
link
ed to
kno
wle
dge
and/
or a
poi
nt o
f vie
w.
4–6
Leve
l 1B
asic
resp
onse
with
a p
oint
of v
iew
•S
tate
s a
poin
t of v
iew
. •
Littl
e or
no
supp
ortin
g ev
iden
ce.
•M
ay a
ttem
pt a
bas
ic c
oncl
usio
n, w
hich
may
not
dire
ctly
add
ress
the
ques
tion.
1–3
Leve
l 0
No
rele
vant
mat
eria
l to
cred
it.0
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 7 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
1(a)
‘The
‘hea
rt o
f Hin
duis
m’ –
the
Pura
nas,
the
Epic
s, a
nd e
spec
ially
the
Bha
gava
d G
ita –
is a
live
... [t
oday
] and
bea
ting
vigo
rous
ly …
The
fact
they
hav
e gr
own
over
man
y ce
ntur
ies
and
wer
e pe
rfor
med
and
inte
rpre
ted
in e
ver n
ew w
ays
thro
ugho
ut th
e ag
es, h
as k
ept t
hem
aliv
e an
d fu
ll of
mea
ning
for e
very
new
ge
nera
tion
of H
indu
s.’
Kla
us K
Klo
ster
mai
er
Out
line
wha
t the
pas
sage
abo
ve s
ays
abou
t the
impo
rtan
ce o
f non
-Ved
ic te
xts.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
5 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Th
e pa
ssag
e id
entif
ies
the
Pur
anas
and
the
Epi
cs a
s be
ing
extre
mel
y im
porta
nt, i
n fa
ct c
entra
l to
an u
nder
stan
ding
of H
indu
ism
. It s
peci
fical
ly h
ighl
ight
s th
e B
haga
vad
Gita
from
am
ong
the
who
le b
ody
of th
ese
text
s, im
plyi
ng th
at th
is h
as e
ven
grea
ter
impo
rtanc
e th
an th
e ot
her t
exts
. It s
tate
s th
at th
ese
are
the
vigo
rous
ly b
eatin
g he
art
of H
indu
ism
in th
e cu
rren
t era
. So
cand
idat
es m
ight
inte
rpre
t the
pas
sage
as
sayi
ng
that
Hin
duis
m in
the
cont
empo
rary
wor
ld is
effe
ctiv
ely
base
d on
thes
e te
xts
rath
er
than
the
anci
ent V
edas
, whi
ch m
ay s
eem
less
rele
vant
to c
onte
mpo
rary
soc
iety
.
The
pass
age
also
giv
es re
ason
s fo
r the
ass
ertio
n ab
ove,
and
can
dida
tes
mig
ht
use
thes
e in
dev
elop
ing
thei
r out
line.
The
pas
sage
reco
gnis
es th
at th
ese
text
s ar
e po
pula
r and
exp
lain
s th
at th
is is
bec
ause
they
are
bot
h ac
cess
ible
and
am
enab
le
to c
ontin
uing
inte
rpre
tatio
n an
d re
-inte
rpre
tatio
n. T
hey
are
wid
ely
trans
late
d, a
nd s
o ac
cess
ible
for r
eade
rs, a
nd th
ey a
re a
lso
the
subj
ect o
f dra
mat
ic p
erfo
rman
ce in
film
an
d th
eatre
. Thi
s he
lps
to e
nsur
e th
ey c
an re
mai
n re
leva
nt in
a c
hang
ing
wor
ld.
5C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
All
accu
rate
inte
rpre
tatio
ns w
ill b
e cr
edite
d as
app
ropr
iate
.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 8 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
1(b)
Expl
ain
why
the
teac
hing
s of
the
Bha
gava
d G
ita o
n ac
hiev
ing
liber
atio
n m
ight
be
impo
rtan
t to
Hin
dus.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
10 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
The
Bha
gava
d G
ita is
a s
ectio
n of
the
Mah
abha
rata
Epi
c. A
lthou
gh th
is is
usu
ally
re
gard
ed a
s a
smrit
i tex
t, it
is e
xtre
mel
y po
pula
r and
influ
entia
l in
cont
empo
rary
H
indu
ism
. It c
ould
be
argu
ed th
at it
s po
pula
rity
and
acce
ssib
ility
con
tribu
te to
the
impo
rtanc
e gi
ven
to it
s te
achi
ngs.
Man
y di
ffere
nt id
eas
aris
e w
ithin
the
dial
ogue
, inc
ludi
ng d
harm
a (d
uty/
right
eous
ness
), dh
arm
a yu
ddha
(rig
hteo
us w
arfa
re),
varn
a (s
ocia
l cla
ss),
the
guna
s (fu
ndam
enta
l qua
litie
s), t
he n
atur
e of
atm
an (s
oul),
rebi
rth o
r rei
ncar
natio
n an
d co
ncep
ts o
f dei
ty. M
any
of th
ese
conc
epts
are
rela
ted
to m
oksh
a (li
bera
tion)
, as
diffe
rent
pat
hs to
war
ds li
bera
tion
iden
tifie
d by
Kris
hna.
All
thes
e id
eas
exis
ted
with
in
Hin
duis
m b
efor
e th
e B
haga
vad
Gita
was
writ
ten
and
diffe
rent
text
s ex
plor
e th
em in
di
ffere
nt w
ays.
The
Bha
gava
d G
ita is
unu
sual
in th
at it
exa
min
es d
iffer
ent p
aths
to
liber
atio
n an
d ex
plai
ns h
ow e
ach
path
lead
s to
that
goa
l. C
andi
date
s m
ight
exp
lain
th
at it
wou
ld th
eref
ore
be p
ossi
ble
to g
ain
an u
nder
stan
ding
of s
ever
al w
ays
in w
hich
H
indu
ism
mig
ht b
e pr
actis
ed b
y re
adin
g th
is s
ingl
e te
xt.
Libe
ratio
n is
a k
ey c
once
pt fo
r Hin
dus,
bec
ause
it is
the
ultim
ate
aim
of l
ife in
sa
msa
ra (t
he c
ycle
of b
irth,
dea
th a
nd re
birth
). A
ll sc
hool
s of
Hin
duis
m a
ddre
ss th
is
issu
e. T
each
ings
on
liber
atio
n ar
e co
nsid
ered
impo
rtant
, and
an
acce
ssib
le te
xt s
uch
as th
e B
haga
vad
Gita
whi
ch e
nabl
es o
rdin
ary
peop
le to
acc
ess
thos
e te
achi
ngs
dire
ctly
is li
kely
to b
e hi
ghly
val
ued.
10C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Can
dida
tes
shou
ld b
e fa
mili
ar w
ith th
e st
ory
but d
o no
t cre
dit n
arra
tive
deta
il of
the
Bha
gava
d G
ita th
at is
not
link
ed
to th
e qu
estio
n.
Alte
rnat
ive,
acc
urat
e ex
plan
atio
ns w
ill
be c
redi
ted
as a
ppro
pria
te.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 9 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
1(c)
Ass
ess
the
clai
m th
at s
tudy
ing
the
Bha
gava
d G
ita is
the
best
way
to
unde
rsta
nd c
onte
mpo
rary
Hin
duis
m.
AO
2 –
Ana
lysi
s an
d ev
alua
tion.
Res
pons
es w
ill b
e m
arke
d ac
cord
ing
to th
e 15
mar
k le
vel d
escr
ipto
rs (A
O2)
.
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Can
dida
tes
mig
ht b
egin
by
refle
ctin
g on
the
mul
tiplic
ity o
f Hin
du te
xts
and
notin
g th
at th
e Ve
das
are
com
mon
ly h
eld
to b
e th
e m
ost i
mpo
rtant
and
aut
horit
ativ
e. T
hey
are
the
olde
st H
indu
text
s an
d ar
e ge
nera
lly c
onsi
dere
d to
be
the
foun
datio
n of
H
indu
ism
. Acc
eptin
g th
em a
s au
thor
itativ
e ha
s be
en u
sed
to d
efin
e w
hat i
t mea
ns
to b
e a
Hin
du. H
owev
er, c
andi
date
s m
ight
als
o po
int o
ut th
at m
uch
of th
e co
nten
t of
the
Veda
s re
late
s to
the
perfo
rman
ce o
f ritu
al a
nd o
ther
prie
stly
dut
ies,
so
they
hav
e lim
ited
rele
vanc
e fo
r Hin
dus
who
are
not
prie
sts.
The
y m
ight
als
o no
te th
e di
ffere
nt
view
s of
ast
ika
(orth
odox
) and
nas
tika
(het
erod
ox) s
choo
ls.
Can
dida
tes
mig
ht o
bser
ve th
at th
e co
ncep
t of H
indu
ism
is d
ebat
able
in it
self,
giv
en
the
dive
rsity
of f
orm
s an
d pr
actic
es g
roup
ed u
nder
that
um
brel
la te
rm. T
hat b
eing
th
e ca
se it
cou
ld b
e ar
gued
that
it is
impo
ssib
le to
est
ablis
h a
sing
le ‘b
est’
way
to
unde
rsta
nd H
indu
ism
in it
s en
tiret
y, b
ut th
at th
e B
haga
vad
Gita
offe
rs u
sefu
l ins
ight
s in
to s
peci
fic fo
rms
of H
indu
ism
suc
h as
Vai
shna
va tr
aditi
ons.
Can
dida
tes
mig
ht a
lso
argu
e th
at th
e po
pula
rity
of th
e B
haga
vad
Gita
mea
ns it
is p
artic
ular
ly h
elpf
ul in
un
ders
tand
ing
popu
lar o
r cul
tura
l Hin
duis
m.
The
brah
min
ical
trad
ition
, with
its
focu
s on
var
nash
ram
adha
rma,
mig
ht b
e th
e fo
rm
of H
indu
ism
with
whi
ch c
andi
date
s ar
e m
ost f
amili
ar, a
nd th
ey m
ight
use
this
to
argu
e th
at th
e Ve
das
are
the
foun
datio
n fo
r the
relig
ion.
How
ever
, it c
ould
als
o be
ar
gued
that
mod
ern
prac
tice
uses
an
unde
rsta
ndin
g of
var
nash
ram
adha
rma
that
is
root
ed m
ore
wid
ely.
Con
cept
s ex
plor
ed in
the
Bha
gava
d G
ita h
ave
thei
r orig
ins
in th
e Ve
das,
but
the
Bha
gava
d G
ita o
ffers
exp
ansi
on a
nd c
larif
icat
ion,
whi
ch is
arg
uabl
y m
ore
impo
rtant
to m
oder
n H
indu
s. C
andi
date
s m
ight
als
o re
flect
mor
e br
oadl
y on
the
issu
e of
rele
vanc
e to
con
tem
pora
ry li
ves
and
the
impl
icat
ions
of t
he a
ge a
nd s
tatu
s of
the
Veda
s as
shr
uti.
15C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Can
dida
tes
shou
ld b
e fa
mili
ar w
ith th
e st
ory
but d
o no
t cre
dit n
arra
tive
deta
il of
the
Bha
gava
d G
ita th
at is
not
link
ed
to th
e qu
estio
n.
Cre
dit a
ll re
leva
nt d
iscu
ssio
n.
Can
dida
tes
can
argu
e fo
r or a
gain
st
the
clai
m a
s lo
ng a
s th
eir d
iscu
ssio
n is
fo
cuse
d on
the
ques
tion.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 10 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
1(c)
Can
dida
tes
mig
ht a
lso
cons
ider
issu
es o
f lan
guag
e an
d th
e ac
cess
ibili
ty o
f tex
ts
for o
rdin
ary
Hin
dus
– th
e or
igin
al la
ngua
ge o
f the
Ved
as p
reda
tes
thei
r writ
ten
form
and
tran
slat
ion
into
mod
ern
lang
uage
s ca
n be
diff
icul
t. It
coul
d th
eref
ore
be
argu
ed th
at m
ore
mod
ern
text
s, li
ke th
e B
haga
vad
Gita
, are
nee
ded
to e
nabl
e w
ider
un
ders
tand
ing.
Can
dida
tes
mig
ht a
lso
refe
r to
othe
r pop
ular
text
s, s
uch
as th
e R
amay
ana.
The
gen
eral
pop
ular
ity o
f the
Bha
gava
d G
ita m
ight
als
o be
con
side
red
as a
par
t of i
ts in
fluen
ce o
n th
e re
ligio
n.
Fina
lly, i
t cou
ld b
e no
ted
that
it is
pos
sibl
e to
pra
ctis
e H
indu
ism
with
out d
irect
re
fere
nce
to te
xts.
Man
y co
mm
on p
ract
ices
of c
onte
mpo
rary
Hin
duis
m (s
uch
as
mur
ti pu
ja) a
re n
ot e
asily
sho
wn
to h
ave
thei
r fou
ndat
ions
in in
stru
ctio
n fro
m re
ligio
us
text
s.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 11 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
2(a)
Sum
mar
ise
the
diffe
renc
e be
twee
n sm
riti a
nd s
hrut
i.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
5 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
S
mrit
i and
shr
uti a
re te
rms
used
to c
lass
ify ty
pes
of re
ligio
us te
xt a
ccor
ding
to th
eir
perc
eive
d or
igin
s. S
hrut
i is
usua
lly tr
ansl
ated
as
‘hea
rd’ a
nd s
mrit
i as
‘rem
embe
red’
al
thou
gh it
can
als
o be
thou
ght o
f as
‘trad
ition
’.
Shr
uti t
exts
are
con
side
red
to b
e di
rect
reve
latio
ns (a
lthou
gh th
ere
is d
isag
reem
ent
as to
the
natu
re o
f the
reve
aler
) and
they
are
ther
efor
e re
gard
ed a
s ha
ving
no
begi
nnin
g or
orig
in a
nd n
o au
thor
.
Sm
riti t
exts
may
be
com
men
tary
or i
nter
pret
atio
n of
shr
uti t
exts
, or t
hey
may
be
philo
soph
ical
or s
pirit
ual w
orks
. Bot
h sm
riti a
nd s
hrut
i tex
ts a
re c
onsi
dere
d to
hav
e au
thor
ity, a
nd c
an b
e un
ders
tood
and
inte
rpre
ted
in d
iffer
ent w
ays,
but
shr
uti t
exts
ca
nnot
be
supe
rsed
ed.
Can
dida
tes
mig
ht a
lso
note
that
, alth
ough
mos
t Hin
dus
are
clea
r on
the
diffe
renc
e be
twee
n th
e tw
o ty
pes
of te
xt, t
here
is n
o un
iver
sal a
gree
men
t on
whi
ch te
xts
have
w
hich
sta
tus.
It is
als
o tru
e th
at s
ome
bran
ches
of H
indu
ism
do
not c
onsi
der t
he
Veda
s to
be
auth
orita
tive
and
may
ther
efor
e re
ject
thei
r sta
tus
as s
hrut
i. S
imila
rly,
late
r tex
ts s
uch
as th
e M
ahab
hara
ta a
re s
omet
imes
des
crib
ed a
s sh
ruti.
5C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Alte
rnat
ive,
acc
urat
e ex
plan
atio
ns w
ill
be c
redi
ted
as a
ppro
pria
te.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 12 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
2(b)
Expl
ain
how
Hin
dus
mig
ht u
se th
e M
anus
mrit
i in
thei
r liv
es.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
10 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Muc
h (a
lthou
gh n
ot a
ll) o
f the
Man
usm
riti i
s pr
actic
al in
nat
ure,
focu
sing
on
soci
al
mor
es a
nd v
alue
s an
d gi
ving
inst
ruct
ion
and
guid
ance
on
how
to b
ehav
e in
diff
eren
t ro
les
and
diffe
rent
situ
atio
ns. T
he te
xt s
ets
out d
etai
ls o
f the
resp
onsi
bilit
ies
of th
e di
ffere
nt v
arna
s an
d in
clud
es s
ome
very
spe
cific
teac
hing
s ab
out t
he p
lace
and
role
of
men
and
wom
en. S
ome
cand
idat
es m
ight
exp
lain
that
Hin
dus
can
use
it in
exa
ctly
th
e w
ay it
was
app
aren
tly in
tend
ed –
as
a ki
nd o
f gui
de to
livi
ng w
hich
info
rms
them
ab
out t
heir
dhar
ma.
It a
lso
give
s gu
idan
ce o
n bo
th c
ivil
and
crim
inal
law
and
mig
ht b
e us
ed in
dis
cuss
ion
and
deba
te o
n th
ese
issu
es.
Can
dida
tes
mig
ht a
lso
com
men
t tha
t the
gre
at a
ge o
f the
Man
usm
riti (
betw
een
3000
and
180
0 ye
ars
old)
mea
ns th
at it
s di
rect
usa
ge is
no
long
er re
leva
nt. H
indu
s m
ight
resp
ect t
he te
xt a
s a
part
of th
eir h
isto
ry, a
nd s
uppo
rt so
me
of th
e va
lues
and
id
eals
iden
tifie
d in
it, b
ut w
ithou
t reg
ardi
ng th
e ex
plic
it ru
les
as b
indi
ng o
r hel
pful
in
cont
empo
rary
life
. Man
y of
the
text
’s s
peci
fic ru
les
on th
e ro
le, r
espo
nsib
ility
and
re
latio
nshi
p of
the
diffe
rent
var
nas
and
of m
en a
nd w
omen
mig
ht s
eem
inap
prop
riate
or
out
date
d to
Hin
dus
in th
e co
ntem
pora
ry w
orld
. Thi
s m
ight
rest
rict u
sing
the
text
as
a pr
actic
al g
uide
for l
ivin
g in
the
cont
empo
rary
wor
ld.
10C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Alte
rnat
ive,
acc
urat
e ex
plan
atio
ns w
ill
be c
redi
ted
as a
ppro
pria
te.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 13 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
2(c)
‘Hin
duis
m c
anno
t be
fully
und
erst
ood
with
out k
now
ledg
e of
the
Man
usm
riti.’
Dis
cuss
this
cla
im.
AO
2 –
Ana
lysi
s an
d ev
alua
tion.
Res
pons
es w
ill b
e m
arke
d ac
cord
ing
to th
e 15
mar
k le
vel d
escr
ipto
rs (A
O2)
.
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Can
dida
tes
mig
ht u
se th
e w
ell-k
now
n na
ture
of t
he M
anus
mrit
i and
its
grea
t age
to
arg
ue th
at th
e te
xt is
inde
ed fu
ndam
enta
l to
an u
nder
stan
ding
of H
indu
ism
. It
has
been
his
toric
ally
impo
rtant
in s
ocia
l for
mat
ion
and
it re
mai
ns a
rgua
bly
the
mos
t st
udie
d by
bra
hmin
s, a
nd th
eref
ore
the
mos
t inf
luen
tial t
ext o
f its
kin
d. W
hile
the
nam
e M
anus
mrit
i cle
arly
impl
ies
that
the
text
has
sm
riti r
athe
r tha
n sh
ruti
stat
us th
ere
is n
o un
iver
sal a
gree
men
t on
this
. Diff
eren
t for
ms
of H
indu
ism
may
acc
ord
shru
ti st
atus
to d
iffer
ent t
exts
. Ast
ika
(orth
odox
) sch
ools
of H
indu
ism
, with
thei
r em
phas
is
on th
e Ve
das
and
the
cent
ralit
y of
dha
rma,
mig
ht fi
nd th
e M
anus
mrit
i of g
reat
er
sign
ifica
nce
than
nas
tika
(het
erod
ox) s
choo
ls.
The
Man
usm
riti w
as a
lso
influ
entia
l in
the
deve
lopm
ent o
f the
bra
hmin
ical
form
s of
H
indu
ism
whi
ch in
form
muc
h of
the
stud
y of
Hin
duis
m to
day.
Man
y co
ntem
pora
ry
idea
s ab
out v
arna
(soc
ial d
ivis
ions
), as
hram
a (s
tage
s of
life
) and
the
asso
ciat
ed
dhar
ma
and
abou
t the
righ
ts a
nd s
tatu
s of
wom
en h
ave
been
stro
ngly
influ
ence
d by
th
e M
anus
mrit
i, ev
en if
that
influ
ence
is n
ot a
lway
s ex
plic
itly
unde
rsto
od. H
owev
er,
it co
uld
also
be
argu
ed th
at, w
hen
com
bine
d w
ith it
s fo
cus
on s
ocia
l stru
ctur
es a
nd
role
s, th
e te
xt is
of g
reat
er c
once
rn to
phi
loso
pher
s, h
isto
rians
and
soc
iolo
gist
s th
an
it is
to p
ract
ition
ers
of H
indu
ism
as
a re
ligio
n.
How
ever
, it i
s on
ly o
ne te
xt o
f the
dha
rma
shas
tra li
tera
ture
. The
re a
re d
iffer
ing
view
s on
how
man
y te
xts
of th
is ty
pe m
ight
hav
e ex
iste
d, a
lthou
gh m
any
surv
ive
only
in
fragm
enta
ry fo
rm o
r as
refe
renc
es in
oth
er te
xts.
Can
dida
tes
coul
d ar
gue
that
the
cont
inue
d ex
iste
nce
of th
e M
anus
mrit
i dem
onst
rate
s its
impo
rtanc
e in
und
erst
andi
ng
Hin
duis
m. O
r the
y m
ight
arg
ue th
at it
is a
t lea
st e
qual
ly im
porta
nt to
und
erst
and
the
hist
oric
al d
evel
opm
ent o
f the
dha
rma
shas
tras
as a
bra
nch
of H
indu
lite
ratu
re.
It co
uld
also
be
argu
ed th
at th
e M
anus
mrit
i set
s th
e bo
unda
ries
whi
ch d
istin
guis
h as
tika
scho
ols
of H
indu
ism
from
Shr
aman
a tra
ditio
ns s
uch
as B
uddh
ism
, whi
ch re
ject
th
e au
thor
ity o
f the
Ved
as.
15C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
The
focu
s sh
ould
rem
ain
on th
e va
lue
of th
e M
anus
mrit
i for
und
erst
andi
ng
Hin
duis
m. C
andi
date
s m
ay re
fere
nce
othe
r tex
ts b
ut th
is s
houl
d be
in
com
paris
on w
ith th
e va
lue
of th
e M
anus
mrit
i for
und
erst
andi
ng
Hin
duis
m, n
ot a
gen
eral
dis
cuss
ion
of
the
impo
rtanc
e of
Hin
du te
xts.
Cre
dit a
ll re
leva
nt d
iscu
ssio
n.
Can
dida
tes
can
argu
e fo
r or a
gain
st
the
clai
m a
s lo
ng a
s th
eir d
iscu
ssio
n is
fo
cuse
d on
the
ques
tion.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 14 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
2(c)
Ano
ther
per
spec
tive
mig
ht b
e to
con
side
r the
wid
e-ra
ngin
g co
nten
t of t
he M
anus
mrit
i an
d w
heth
er th
is m
akes
the
text
mor
e or
less
sig
nific
ant t
han
othe
r mor
e sp
ecifi
c or
focu
sed
text
s. C
andi
date
s m
ight
refe
r to
text
s fro
m o
utsi
de th
e sy
llabu
s, s
uch
as
the
Nar
adas
mrit
i (w
hich
is e
ntire
ly fo
cuse
d on
lega
l pro
cedu
res)
. The
y m
ight
als
o ar
gue
that
it is
mor
e im
porta
nt to
und
erst
and
proc
ess
than
con
tent
bec
ause
all
non-
shru
ti lit
erat
ure
has
been
sub
ject
to d
evel
opm
ent a
nd c
hang
e ov
er ti
me.
Man
y of
the
area
s w
ith w
hich
the
Man
usm
riti i
s co
ncer
ned,
suc
h as
gen
der r
oles
and
the
natu
re
of v
irtuo
us b
ehav
iour
, are
of i
nter
est a
nd re
leva
nce
to H
indu
s in
the
cont
empo
rary
w
orld
.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 15 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
3(a)
Out
line
the
dist
inct
cha
ract
eris
tics
of S
haiv
ism
.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
5 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
S
haiv
ism
is n
amed
for S
hiva
, and
can
dida
tes
shou
ld k
now
that
Sha
ivite
trad
ition
s fo
cus
on th
e w
orsh
ip o
f Shi
va. F
or S
haiv
ites,
Shi
va is
the
Sup
rem
e B
rahm
an, w
ho
man
ifest
s cr
eatio
n an
d cr
eate
s m
aya.
Hin
du b
elie
f tra
ditio
nally
des
crib
es S
hiva
as
the
dest
roye
r but
Sha
ivite
trad
ition
s m
ight
als
o co
nsid
er h
im to
be
the
crea
tor –
his
co
ntra
dict
ory
natu
re is
em
brac
ed b
y hi
s de
vote
es.
Mos
t Sha
ivite
s be
lieve
in th
e po
ssib
ility
of j
ivan
muk
ta –
ach
ievi
ng li
bera
tion
whi
le
still
with
in s
amsa
ra (t
he c
ycle
of b
irth,
dea
th a
nd re
birth
). S
haiv
ism
reco
gnis
es
thre
e pa
ths
to li
bera
tion
– se
rvic
e, w
orsh
ip a
nd m
edita
tion/
yoga
. Whi
chev
er p
ath
is
follo
wed
, the
dev
otee
mus
t be
who
lly fo
cuse
d on
Shi
va to
ach
ieve
libe
ratio
n as
his
gi
ft.
The
bhak
ti tra
ditio
n is
stro
ng in
all
form
s of
Sha
ivis
m, w
ith d
evot
iona
l pra
ctic
es
ofte
n te
ndin
g to
war
ds a
uste
rity
and
asce
ticis
m. I
n so
me
form
s, S
haiv
ism
is n
ot
com
patib
le w
ith th
e du
ty o
f som
e as
hram
as (s
tage
s of
life
). Fo
r exa
mpl
e, s
ome
Sha
ivite
sad
hus
live
on c
rem
atio
n gr
ound
s, d
ress
in s
kulls
, cov
er th
emse
lves
in
ashe
s an
d de
liber
atel
y flo
ut m
oral
nor
ms
in a
ritu
al c
onte
xt. T
hey
mig
ht a
lso
obse
rve
wha
t can
see
m to
be
quite
ext
rem
e au
ster
ities
, suc
h as
vow
ing
not t
o si
t or l
ie d
own,
ho
ldin
g an
arm
in th
e ai
r for
a p
erio
d of
yea
rs o
r atta
chin
g w
eigh
ts to
pie
rced
ski
n.
The
asce
tic (s
anny
asa)
life
styl
e is
con
side
red
by m
any
to b
e th
e be
st p
ath
and
the
Bra
hmin
ical
ass
ocia
tion
betw
een
this
life
styl
e an
d ol
d ag
e is
not
as
perv
asiv
e am
ong
Sha
ivite
s.
Oth
er s
peci
fical
ly S
haiv
ite p
ract
ices
incl
ude
wea
ring
a lin
ga in
stea
d of
a s
acre
d th
read
, and
the
Sha
ivite
tila
ka o
f thr
ee h
oriz
onta
l lin
es, s
omet
imes
with
a re
d do
t to
repr
esen
t Shi
va’s
third
eye
.
Bel
ief i
n av
atar
s (th
e in
carn
atio
n of
a d
ivin
e be
ing)
is fo
und
in S
haiv
ism
, for
exa
mpl
e M
ahis
ha, b
ut c
andi
date
s m
ight
exp
lain
that
in c
ontra
st to
Vai
shna
vism
, the
con
cept
of
ava
tars
is n
ot p
artic
ular
ly s
igni
fican
t in
Sha
ivis
m o
r not
par
ticul
arly
wel
l kno
wn
by
Sha
ivite
s.
5C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Cha
ract
eris
tics
coul
d re
fer t
o be
lief,
prac
tices
, app
eara
nce
and
othe
r el
emen
ts w
hich
dis
tingu
ish
Sha
ivite
s fro
m o
ther
Hin
dus.
Des
crip
tions
of S
hiva
, his
mur
ti an
d/or
attr
ibut
es a
re n
ot c
hara
cter
istic
s of
S
haiv
ites
or S
haiv
ism
.
Ther
e ar
e di
ffere
nt s
ub-s
ets
of
Sha
ivis
m a
nd c
andi
date
s ar
e no
t ex
pect
ed to
kno
w a
nd/o
r nam
e th
em.
The
focu
s is
on
wha
t mak
es th
em
Sha
ivite
s.
Exa
mpl
es a
re u
sed
to il
lust
rate
the
conc
epts
but
can
dida
tes
do n
ot n
eed
to u
se e
xam
ples
to g
ain
the
mar
ks.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 16 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
3(b)
Expl
ain
the
impo
rtan
ce o
f Gan
esh
with
in S
mar
tism
.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
10 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Sm
artis
m is
a s
ect o
f Hin
duis
m th
at p
ract
ises
pan
chay
atan
a pu
ja –
the
wor
ship
of
five
dei
ties.
The
dei
ties
are
Vish
nu, S
hiva
, Gan
esh,
Sur
ya a
nd S
hakt
i. A
ll th
ese
deiti
es a
re c
onsi
dere
d eq
ual,
in c
ontra
st to
som
e ot
her f
orm
s of
Hin
duis
m w
hich
re
cogn
ise
a si
ngle
dei
ty a
s S
upre
me.
Alth
ough
all
five
deiti
es a
re re
cogn
ised
and
th
eir m
urti
(imag
e) p
rese
nt d
urin
g w
orsh
ip, S
mar
tas
may
focu
s on
one
dei
ty a
s th
e pr
imar
y de
ity fo
r tha
t par
ticul
ar a
ct o
f wor
ship
. Thi
s is
mad
e cl
ear b
y th
e ph
ysic
al
arra
ngem
ent o
f the
mur
ti du
ring
puja
– th
e ce
ntra
l dei
ty is
the
prin
cipa
l one
.
Sm
artis
m is
ofte
n al
igne
d w
ith A
dvai
ta p
hilo
soph
y, s
o th
ese
five
deiti
es a
re n
ot
truly
sep
arat
e an
d di
stin
ct b
ut a
re a
ll B
rahm
an (A
bsol
ute
real
ity) a
nd a
re th
eref
ore
equa
lly im
porta
nt. H
owev
er, n
amed
dei
ties
usua
lly h
ave
spec
ific
area
s of
con
cern
an
d de
vote
es m
ight
cho
ose
to fo
cus
on o
ne ra
ther
than
ano
ther
, dep
endi
ng o
n th
eir
situ
atio
n.
The
impo
rtanc
e of
Gan
esh
in S
mar
tism
is c
onne
cted
with
mor
e w
ides
prea
d be
liefs
ab
out h
is n
atur
e an
d at
tribu
tes.
Gan
esh
is th
e go
d re
spon
sibl
e fo
r obs
tacl
es,
both
pla
cing
them
and
rem
ovin
g th
em. H
e gu
ards
ent
ranc
es a
nd d
oorw
ays
and
is
asso
ciat
ed w
ith k
now
ledg
e an
d w
isdo
m. T
here
fore
, Sm
arta
wor
ship
pers
mig
ht p
lace
G
anes
h at
the
cent
re o
f the
ir sh
rine
for p
uja
offe
red
befo
re a
jour
ney,
a te
st o
r oth
er
unde
rtaki
ng.
In th
e S
mar
ta tr
aditi
on th
e ch
oice
to w
orsh
ip a
ny s
agun
a de
ity is
see
m a
s a
step
on
the
path
tow
ards
real
isin
g th
e tru
e na
ture
of r
ealit
y as
nirg
una
Bra
hman
. Thi
s is
as
true
of d
evot
ion
to G
anes
h as
it w
ould
be
of a
ny o
ther
dei
ty. H
owev
er, G
anes
h co
uld
be s
aid
to h
ave
addi
tiona
l im
porta
nce
as th
e go
d of
beg
inni
ngs.
He
is re
cogn
ised
be
fore
act
s of
wor
ship
to o
ther
dei
ties
as w
ell a
s re
ceiv
ing
wor
ship
in h
is o
wn
right
.
Whi
le G
anes
h is
reco
gnis
ed a
s on
e of
the
five
form
s of
sag
una
Bra
hman
by
Sm
arta
s th
ere
is a
lso
a br
anch
of H
indu
ism
, the
Gan
apat
yas,
that
wor
ship
s hi
m a
s th
e S
upre
me
Bra
hman
. Can
dida
tes
mig
ht s
ugge
st th
at th
is in
dica
tes
both
his
pop
ular
ity
and
impo
rtanc
e as
a p
relu
de to
dis
cuss
ing
the
rela
tions
hip
betw
een
pers
onal
nam
ed
deiti
es a
s fo
rms
of s
agun
a B
rahm
an a
nd th
e A
bsol
ute
qual
itile
ss n
irgun
a B
rahm
an.
10C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
The
focu
s of
the
ques
tion
is o
n th
e im
porta
nce
of G
anes
h w
ithin
S
mar
tism
. Do
not c
redi
t nar
rativ
e de
tails
of G
anes
h’s
life
with
out
refe
renc
e to
the
ques
tion.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 17 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
3(c)
‘Vai
shna
vism
is th
e m
ost i
nflu
entia
l Hin
du tr
aditi
on.’
Dis
cuss
this
cla
im.
AO
2 –
Ana
lysi
s an
d ev
alua
tion.
Res
pons
es w
ill b
e m
arke
d ac
cord
ing
to th
e 15
mar
k le
vel d
escr
ipto
rs (A
O2)
.
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Can
dida
tes
mig
ht a
ppro
ach
this
que
stio
n by
est
ablis
hing
a c
onte
xt a
nd a
skin
g ‘m
ost
influ
entia
l whe
re?’
Or t
hey
may
con
side
r wha
t kno
wle
dge
of V
aish
navi
sm m
ight
in
fluen
ce –
for e
xam
ple,
the
stud
y of
Hin
duis
m a
s a
relig
ion,
kno
wle
dge
of H
indu
ism
by
non
-Hin
dus
or th
e pr
actic
e of
Hin
duis
m in
diff
eren
t pla
ces.
They
mig
ht a
rgue
that
in In
dia
this
sta
tem
ent m
akes
littl
e se
nse,
giv
en th
at In
dia
is
the
plac
e of
orig
in fo
r the
relig
ion,
the
plac
e w
here
all
its c
urre
nt fo
rms
deve
lope
d an
d th
e pl
ace
whe
re m
ost o
f the
wor
ld’s
pra
ctis
ing
Hin
dus
still
live
. It c
ould
als
o be
ar
gued
that
sec
taria
n di
visi
ons
are
blur
red
and
conf
used
in th
e re
ality
of a
maj
ority
H
indu
cou
ntry
and
it is
in H
indu
ism
’s v
ery
natu
re to
be
plur
alis
t and
acc
eptin
g of
m
ultip
le a
nd d
iver
se e
xpre
ssio
ns. C
andi
date
s m
ight
als
o co
nsid
er w
heth
er th
e na
mes
of t
radi
tions
and
the
way
s in
whi
ch th
ey a
re d
istin
guis
hed
from
eac
h ot
her
have
the
sam
e m
eani
ng a
nd s
igni
fican
ce fo
r pra
ctis
ing
Hin
dus
as th
ey d
o fo
r sc
hola
rs o
f rel
igio
n.
Out
side
the
cont
ext o
f its
pla
ce o
f orig
in, c
andi
date
s m
ight
con
side
r how
sch
olar
ly
and
cultu
ral u
nder
stan
ding
s of
Hin
duis
m a
re fo
rmed
and
the
amou
nt o
f con
tact
sc
hola
rs a
nd n
on-H
indu
indi
vidu
als
mig
ht h
ave
with
the
relig
ion.
If o
ne fo
rm o
f H
indu
ism
is m
ore
outg
oing
, wid
espr
ead
or c
omm
unic
ativ
e th
an o
ther
s it
mig
ht
deve
lop
grea
ter i
nflu
ence
. Can
dida
tes
coul
d ar
gue
that
the
bhak
ti m
ovem
ent
(form
ed to
pro
mot
e th
e sp
read
of b
hakt
i yog
a) h
as it
s m
ost s
ucce
ssfu
l exp
ress
ion
in V
aish
navi
te g
roup
s su
ch a
s th
e In
tern
atio
nal S
ocie
ty o
f Kris
hna
Con
scio
usne
ss
(ISK
CO
N).
An
alte
rnat
ive
appr
oach
for c
andi
date
s m
ight
be
to c
onsi
der t
he a
mbi
guity
and
ov
erla
p be
twee
n th
e di
ffere
nt ty
pes
of H
indu
ism
. Can
dida
tes
mig
ht a
rgue
that
it is
im
poss
ible
to id
entif
y a
disc
rete
form
of H
indu
ism
in a
way
that
mar
ks it
out
as
who
lly
dist
inct
from
all
othe
r for
ms
and
in a
way
that
is u
nive
rsal
ly a
gree
d up
on. S
o th
ere
can
be n
o ‘m
ost i
nflu
entia
l’ fo
rm.
15C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Ther
e ar
e di
ffere
nt s
ub-s
ets
of
Vais
hnav
ism
and
can
dida
tes
are
not e
xpec
ted
to k
now
and
/or n
ame
them
. The
focu
s of
the
ques
tion
is
on w
heth
er it
is th
e m
ost i
nflu
entia
l H
indu
trad
ition
. Do
not c
redi
t nar
rativ
e ex
plan
atio
n of
Vai
shna
vism
whi
ch is
no
t lin
ked
to th
e qu
estio
n.
Cre
dit a
ll re
leva
nt d
iscu
ssio
n.
Can
dida
tes
can
argu
e fo
r or a
gain
st
the
clai
m a
s lo
ng a
s th
eir d
iscu
ssio
n is
fo
cuse
d on
the
ques
tion.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 18 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
3(c)
Man
y H
indu
s w
orsh
ip a
per
sona
l pan
theo
n of
dei
ties
whi
ch c
ross
the
sect
aria
n di
vide
s ac
adem
ic s
tudy
ofte
n co
nsid
ers
abso
lute
. Sim
ilarly
, the
his
tory
of t
he s
tudy
of
relig
ion
show
s th
e in
fluen
ce o
f Chr
istia
nity
, and
par
ticul
arly
Pro
test
ant f
orm
s of
Chr
istia
nity
, on
the
way
sch
olar
s ha
ve c
once
ived
and
spo
ken
abou
t the
obj
ect
of th
eir s
tudi
es. I
t cou
ld b
e ar
gued
that
ther
e is
not
act
ually
any
real
thin
g ca
lled
Vais
hnav
ism
or e
ven
Hin
duis
m. I
t cou
ld b
e ar
gued
that
Vai
shna
vism
is th
e on
ly ‘r
eal’
form
of H
indu
ism
, and
all
othe
r for
ms
are
disc
rete
alte
rnat
ive
relig
ions
. Tha
t wou
ld
mak
e it
mea
ning
less
to d
iscu
ss th
e in
fluen
ce o
f Vai
shna
vism
on
Hin
duis
m a
s a
who
le.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 19 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
4(a)
‘The
sum
tota
l of a
ll th
at li
ves
is G
od. W
e m
ay n
ot b
e G
od b
ut w
e ar
e of
God
ev
en a
s a
little
dro
p of
wat
er is
of t
he o
cean
.’M
ohan
das
K G
andh
i
Des
crib
e w
hat t
he p
assa
ge a
bove
say
s ab
out t
he n
atur
e of
God
.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
5 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
The
pass
age
desc
ribes
a G
od th
at is
mad
e up
of a
ll liv
ing
thin
gs. I
t cla
ims
that
whe
n al
l liv
ing
thin
gs a
re p
ut to
geth
er th
e re
sult
is G
od. I
t doe
s no
t say
cat
egor
ical
ly e
ither
th
at w
e ar
e G
od, o
r tha
t we
are
not –
inst
ead
it sa
ys th
at w
e ar
e m
ade
of G
od. T
his
is il
lust
rate
d w
ith th
e an
alog
y of
a d
rop
of w
ater
bei
ng m
ade
of th
e oc
ean
– th
e sa
me
subs
tanc
e bu
t on
an in
com
preh
ensi
bly
diffe
rent
sca
le.
The
pass
age
is o
pen
to a
var
iety
of d
iffer
ent i
nter
pret
atio
ns s
uppo
rting
diff
eren
t be
liefs
abo
ut th
e na
ture
of G
od. I
t cou
ld b
e co
nsid
ered
to b
e de
scrib
ing
a pa
nthe
ist
belie
f in
God
, whi
ch u
nder
stan
ds G
od a
s pa
rt of
the
univ
erse
or c
laim
s th
e un
iver
se
to b
e a
man
ifest
atio
n of
God
. Or i
t cou
ld a
lso
be c
onsi
dere
d to
be
com
ing
from
a
mon
ist p
ersp
ectiv
e, a
rgui
ng th
at th
ere
is o
nly
one
ultim
atel
y re
al s
ubst
ance
and
th
at is
God
. It c
ould
sup
port
a m
onot
heis
t bel
ief i
n a
sing
le d
eity
, with
out m
akin
g cl
aim
s as
to th
e ul
timat
e re
latio
nshi
p of
the
subs
tanc
e of
that
dei
ty a
nd th
e re
st o
f th
e un
iver
se. I
t doe
s no
t eve
n ru
le o
ut th
e pa
nthe
ist b
elie
f tha
t God
incl
udes
, but
is
grea
ter t
han
the
univ
erse
.
The
pass
age
is c
lear
ly c
laim
ing
that
God
is th
e so
urce
of a
ll lif
e bu
t it i
s am
bigu
ous
abou
t the
nat
ure
of G
od.
5C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 20 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
4(b)
Expl
ain
the
impo
rtan
ce o
f ish
vara
in c
onte
mpo
rary
Hin
duis
m.
AO
1 –
Kno
wle
dge
and
unde
rsta
ndin
g.R
espo
nses
will
be
mar
ked
acco
rdin
g to
the
10 m
ark
leve
l des
crip
tors
(AO
1).
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Can
dida
tes
mig
ht fo
cus
on is
hvar
a as
a p
erso
nal d
eity
in th
e pr
actic
al s
ense
.
Can
dida
tes
mig
ht c
onsi
der i
ts im
porta
nce
in re
latio
n to
indi
vidu
als,
fam
ilies
and
co
mm
uniti
es a
nd th
ey m
ight
not
e th
at m
urti
puja
, whi
ch is
stro
ngly
ass
ocia
ted
with
co
ncep
ts o
f ish
vara
, is
prob
ably
the
mos
t pop
ular
form
of H
indu
pra
ctic
e. W
hile
po
pula
rity
does
not
cor
resp
ond
to p
hilo
soph
ical
impo
rtanc
e, it
doe
s in
dica
te th
e im
porta
nce
of is
hvar
a in
und
erst
andi
ng th
e re
aliti
es o
f Hin
duis
m a
s a
livin
g tra
ditio
n.
Alte
rnat
ivel
y, s
ome
cand
idat
es m
ight
take
a p
hilo
soph
ical
or t
heol
ogic
al p
ersp
ectiv
e,
desc
ribin
g ho
w d
iffer
ent v
iew
s of
the
Abs
olut
e an
d/or
of G
od h
ave
influ
ence
d co
ntem
pora
ry H
indu
s.
Can
dida
tes
mig
ht c
hoos
e to
bui
ld o
n Q
uest
ion
4(a)
, exp
lain
ing
the
rela
tions
hip
betw
een
ishv
ara
as a
per
sona
l God
and
con
cept
s of
sag
una
Bra
hman
. The
y m
ight
als
o co
nsid
er th
e ro
le o
f ide
as a
bout
and
wor
ship
of i
shva
ra in
rela
tion
to
achi
evin
g m
oksh
a (li
bera
tion)
, whi
ch is
see
n as
the
ultim
ate
goal
by
mos
t Hin
dus.
Th
e im
porta
nce
of th
e co
ncep
t of i
shva
ra m
ight
be
expl
ored
from
an
indi
vidu
al
pers
pect
ive
as b
eing
dire
ctly
rela
ted
to th
e co
ntrib
utio
n it
mak
es in
ach
ievi
ng
mok
sha.
Alte
rnat
ivel
y, c
andi
date
s m
ight
con
side
r the
impo
rtanc
e of
ishv
ara
from
the
mor
e ab
stra
ct p
ersp
ectiv
e of
its
sign
ifica
nce
in u
nder
stan
ding
con
tem
pora
ry fo
rms
of
Hin
duis
m.
Som
e ca
ndid
ates
mig
ht p
rese
nt is
hvar
a an
d sa
guna
Bra
hman
as
bein
g ef
fect
ivel
y sy
nony
mou
s an
d so
of e
qual
impo
rtanc
e. F
or o
ther
Hin
dus
this
is a
n in
com
plet
e un
ders
tand
ing
of th
e A
bsol
ute.
If th
e pa
th to
libe
ratio
n is
und
erst
ood
as o
verc
omin
g av
idya
(ign
oran
ce),
an in
com
plet
e un
ders
tand
ing
is a
an
obst
acle
to li
bera
tion.
H
indu
s w
ho ta
ke th
is v
iew
are
like
ly to
con
side
r ach
ievi
ng a
cor
rect
und
erst
andi
ng
of th
e tru
e na
ture
of t
hing
s as
mor
e im
porta
nt fo
r the
ir lib
erat
ion
than
the
conc
ept o
f is
hvar
a. O
ther
can
dida
tes
mig
ht c
omm
ent t
hat t
he m
atte
r is
mor
e co
mpl
ex a
nd th
at
ishv
ara
may
incl
ude
othe
r und
erst
andi
ngs
of B
rahm
an. T
hey
mig
ht re
fer t
o th
e
10C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
Exa
mpl
es a
re u
sed
to il
lust
rate
the
conc
ept b
ut c
andi
date
s do
not
nee
d to
us
e ex
ampl
es to
gai
n th
e m
arks
.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 21 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
4(b)
Sm
arta
per
spec
tive
of fo
cus
on is
hvar
a as
a fi
rst s
tep
tow
ards
real
isin
g th
e tru
th, o
r th
ey m
ight
con
side
r the
bha
kti m
arga
(pat
h of
dev
otio
n) a
s on
e of
the
poss
ible
pat
hs
to li
bera
tion.
Som
e H
indu
s co
nsid
er a
ll re
ligio
ns to
be
path
s to
the
sam
e tru
th. I
shva
ra m
ay
ther
efor
e be
con
side
red
as o
ne a
mon
g th
e m
any
poss
ible
nam
es fo
r a c
once
pt
of G
od s
hare
d by
all
relig
ions
. Thi
s w
ould
mak
e it
an im
porta
nt c
once
pt fo
r un
ders
tand
ing
Hin
duis
m a
s S
anat
ana
dhar
ma,
alth
ough
it w
ould
stil
l onl
y gi
ve a
pa
rtial
pic
ture
of H
indu
con
cept
s of
dei
ty a
nd th
e A
bsol
ute.
9487/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021
Page 22 of 22© UCLES 2018
Que
stio
nA
nsw
erM
arks
Gui
danc
e
4(c)
Eval
uate
the
clai
m th
at H
indu
ism
is b
est d
escr
ibed
by
the
term
‘mon
ism
’.
AO
2 –
Ana
lysi
s an
d ev
alua
tion.
Res
pons
es w
ill b
e m
arke
d ac
cord
ing
to th
e 15
mar
k le
vel d
escr
ipto
rs (A
O2)
.
Can
dida
tes
mig
ht re
fer t
o so
me
of th
e fo
llow
ing:
Ther
e ar
e m
any
diffe
rent
nam
ed d
eitie
s as
soci
ated
with
Hin
duis
m. T
his
mig
ht le
ad
cand
idat
es to
arg
ue th
at, o
n th
e fa
ce o
f it,
Hin
duis
m is
a p
olyt
heis
tic re
ligio
n th
at
invo
lves
the
wor
ship
of m
any,
who
lly s
epar
ate,
dei
ties.
Thi
s, a
nd o
ther
des
crip
tors
(e
.g. h
enot
heis
m) m
ight
be
exam
ined
in tu
rn in
rela
tion
to d
iffer
ent u
nder
stan
ding
s of
H
indu
ism
. Can
dida
tes
mig
ht a
rgue
that
rath
er th
an w
orsh
ippi
ng d
istin
ct e
ntiti
es m
any
Hin
dus
unde
rsta
nd th
e de
ities
as
diffe
rent
par
ts o
r asp
ects
of a
gre
ater
who
le, s
uch
as S
hiva
or D
evi,
or a
s be
ing
rela
ted
in s
ome
way
to a
sin
gle
Sup
rem
e de
ity.
The
focu
s of
the
ques
tion
is H
indu
ism
as
mon
ism
, and
any
exp
lora
tion
of d
iffer
ent
desc
riptiv
e te
rms
shou
ld re
cogn
ise
this
. Mon
ism
mig
ht b
e un
ders
tood
as
a br
oade
r co
ncep
t tha
n m
onot
heis
m. M
onot
heis
m re
late
s to
sin
glen
ess
of d
eity
whe
reas
m
onis
m re
late
s to
the
exis
tenc
e of
onl
y on
e re
ality
or s
ubst
ance
from
whi
ch
ever
ythi
ng e
lse
is fo
rmed
.
Can
dida
tes
mig
ht c
onsi
der d
iffer
ent f
orm
s of
Ved
anta
, in
parti
cula
r Adv
aita
, in
rela
tion
to th
is id
ea. T
hey
mig
ht c
onsi
der w
heth
er G
od is
bes
t see
n as
an
impe
rson
al
Abs
olut
e w
ithou
t attr
ibut
es (n
irgun
a) o
r with
per
sona
l attr
ibut
es a
nd q
ualit
ies
(sag
una)
and
how
eac
h co
ncep
t rel
ates
to a
mon
ist p
ersp
ectiv
e.
Can
dida
tes
mig
ht c
oncl
ude
that
ther
e is
one
term
whi
ch b
est d
escr
ibes
Hin
duis
m
in th
eir v
iew
, or t
hey
mig
ht c
onsi
der t
hat H
indu
ism
is to
o di
vers
e to
be
sum
med
up
with
a s
ingl
e te
rm. T
hey
mig
ht c
oncl
ude
that
all
thes
e te
rms
are
draw
n fro
m W
este
rn
philo
soph
y, a
nd s
o ar
e ro
oted
in a
who
lly d
iffer
ent u
nder
stan
ding
of r
ealit
y to
that
of
Hin
du p
hilo
soph
ers
and
prac
titio
ners
.
Som
e ca
ndid
ates
mig
ht s
ugge
st th
at re
ligio
us p
ract
ice
is a
s im
porta
nt, o
r mor
e im
porta
nt, i
n un
ders
tand
ing
Hin
duis
m th
an p
hilo
soph
ical
per
spec
tives
. The
y m
ight
con
side
r for
ms
of w
orsh
ip o
r puj
a en
cour
aged
by
Ram
anuj
a an
d M
adhv
a re
pres
entin
g Vi
shis
tadv
aita
(qua
lifie
d no
n-du
alis
m) o
r Dva
ita (d
ualis
m),
and
the
impo
rtanc
e fo
r man
y H
indu
s of
bha
kti o
r dev
otio
n to
a p
erso
nal d
eity
.
15C
andi
date
s do
not
nee
d to
refe
r to
all
of th
is m
ater
ial t
o ga
in th
e m
arks
.
The
focu
s sh
ould
be
on w
heth
er
mon
ism
is th
e be
st w
ay to
des
crib
e H
indu
ism
. Can
dida
tes
may
refe
r to
othe
r nam
ed th
eist
ic tr
aditi
ons
but
this
sho
uld
be in
com
paris
on w
ith
the
valu
e of
the
term
mon
ism
in
desc
ribin
g H
indu
ism
, not
as
a ge
nera
l di
scus
sion
of t
he o
ther
thei
stic
term
s.
Cre
dit a
ll re
leva
nt d
iscu
ssio
n.
Can
dida
tes
can
argu
e fo
r or a
gain
st
the
clai
m a
s lo
ng a
s th
eir d
iscu
ssio
n is
fo
cuse
d on
the
ques
tion.