Table of Contents

PREFACE................................................................................................................................................................ii
QUESTION ONE 313/1.................................................................................................................................... 1
1. INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION ...........................................................................1
2. THE BIBLE.................................................................................................................................................. 2
3. CREATION AND THE FALL OF HUMANKIND................................................................................................8
QUESTION TWO 313/1................................................................................................................................. 19
1. FAITH AND GOD'S PROMISES - ABRAHAM...............................................................................................19
2. SINAI COVENANT-MOSES....■?<...............................................................................................................26
QUESTION THREE 313/1............................................................................................................................... 40
1. LEADERSHIP IN GOD'S PLAN - KING DAVID AND SOLOMON......................................................................40
2. LOYALTY TO GOD-ELIJAH..........................................................................................................................48
QUESTION FOUR 313/1................................................................................................................................ 59
1. SELECTED OLD TESTAMENT PROPHETS AND THEIR TEACHIGS.................................................................59
2. PROPHET AMOS.......................................................................................................................................62
QUESTION FIVE 313/1................................................................................................................................. 73r
1. PROPHET JEREMIAH............................................................................................................................. 73
2. NEHEMIAH...............................................................................................................................................84
QUESTION SIX 313/1................................................................................................................................... .93
1. SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE...........................................................................93
2. AFRICAN MORAL AND CULTURAL VALUES.............................................................................................102

SHINERS C.R.E REVISION BOOK 313/1

 QUESTION ONE 313/1

1. INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION

• What is Christian religious education:
•J It is the study of God’s self-revelation to human beings through scriptures, the person of Jesus and
the Holy Spirit.
J It is the study of how Christians should respond to this revelation in our daily lives and - t
experiences.
• Reasons for learning Christian religious education in secondary schools in Kenya:
/ It equips the learner with an understanding of God/ spiritual growth.
J/It helps the learner acquire life skills to handle challenges in life.
J/It helps one respect their own/ other people’s religious beliefs/ culture.
J It helps one to acquire basic principles for Christian living/ moral values.
/ It helps one to understand how to relate with other people.
■J It gives answers to questions and mysteries of life like death and why people suffer.
■J It explains the origin/ purpose of human beings on earth.
/ /It leads to employment/ career opportunities like lawyers/ priests/ teachers.
• How Christian religious education promotes national unity:
J It teaches on moral values.
/ It teaches on self-respect and respect for others.
/ Teaches on the need to respect our religion, culture and those of others.
/ It encourages respect of authority and laws of the country.
•S It promotes international consciousness.
■J It teaches on social equality of all races.
J It is a career subject.
/ It can be read/ learnt by students of different religious backgrounds.
• How the study of Christian Religious Education promotes morality in the society:
■J It instills virtues of honesty, diligence and tolerance in people.
■S It contributes to spiritual development of an individual.
J It is the foundation of basic principles of Christian living.
J It encourages love among people.
•S It helps one to cope up with various challenges of life.
/ It promotes social unity/ cohesion.
/ It instills the spirit of sharing.
■J Ways in which the study of Christian Religious Education promotes international
consciousness:
J Christian religious education teaches that all men have one origin/ created by God.
J It teaches that all men are God’s children/ universality of God.
J It teaches respect/ fairness to all people regardless of color, sex or creed.
J It teaches about other religions/ enables students to appreciate all religions.
■S It teaches about equality of all God’s people.
J It unites students from all over the world/ students from diverse backgrounds learn together.
S It is a career subject that prepares one to practice the profession anywhere in the world.
S It teaches about peace/ love/ harmony for all people in the World/ peaceful co-existence.

SHINERS C.R.E REVISION BOOK 313 1

• The national goals of education:
J National unity.
J National development e.g. social and economic de-, el ■;—tea:
J Individual development and self-fulfillment.’
J Social equity.
•S Respect and development of cultural heritage.
S International consciousness.
• How the learning of Christian Religious education in secondary schools promotes the goal of
national development:
•S Christian Religious education encourages the learner to have a positive amrude row ards work/ hard
work is encouraged/ laziness is discouraged.
■S Learning Christian Religious Education helps the learner to acquire virtues moral values which
promote economic development.
■S Christian Religious Education discourages vices which hinder national development.
S Learners are equipped with knowledge/skills which lead to career development employment.
J Learners are taught their duties/ responsibilities as human beings/ the need to develop the
environment/ nation.
J The learners are taught the need to use their talents for the development of self/others/nation.
S Christian Religious Education stresses the importance of peace/love/unity which contributes to a
favorable working environment.
Learners are taught to appreciate their culture and that of others so as to promote national cohesion.

2. THE BIBLE
J Bible is the inspired word of God/ the written word of God.
• Reasons why the Bible is considered as the word of God:
J The people/ authors who wrote the Bible were under the influence of the Holy Spirit/ inspired.
J Through it, God’s character /attributes/ nature is revealed.
S God speaks/ communicates to human beings through the Bible/ it contains God’s spoken words. -*•
S' It shows the will/ desire of God for human beings.
S Through the Bible God guides people in their daily lives.
It transforms the lives of people/ source of moral values.
S Part of the Bible was directly written by God Himself e.g. the Ten Commandments.
S Prophecies/ promises made in the Bible have been- are being fulfilled.
S It reveals the actions done by God.
S It outlines God’s plan of salvation fulfilled through Jesus Christ.
S It remains relevant for all generations.
• Human authors of the Bible. 2nd Peter 1:20-21:
S Moses.
King David.
S King Solomon.
S Joshua.
S Jeremiah.
S Esther.
S [Link]

SHINERS C.R.E REVISION BOOK 313/1

J St. Luke.
J Mathew.
■f Peter.
J James.
S John. ■"
• The major division of the Old and New Testament:
 J Law books.
✓ Historical books.
v Prophetic books.
v Poetic books.
The Gospels/ Biographical books.
Epistles/ Letters.
• Books of the Bible which are referred to us the Pentateuch: They include:
J Genesis.
•S Exodus.
✓ Leviticus.
J Numbers.
•S Deuteronomy.
• Historical books in the Old Testament:
The historical books are:
■J Joshua.
S Judges.
■/ Ruth.
J 1st Samuel.
2ndSamuel.
•S 1st Kings.
J 2nd Kings.
■J Ezra.
✓ Nehemiah.
J Esther.
•S 1st Chronicles.
J 2nd Chronicles.
• Major prophetic books in the Old Testament:
■S Jeremiah.
Isaiah.
Ezekiel.
Daniel.
J Lamentation.
• Minor prophetic books in the Old Testament:
Hosea.
✓ Joel.
J Amos.
■S Obadiah.
■S Jonah.
■S Micah.
✓ Nahum.
•S Habakkuk.
J Zephaniah.
J Haggai.
J Zechariah.
Z Malachi.
•"^Poetic books in the Old Testament: V
Z Job.
Z Psalms.
Z Proverbs.
Z Ecclesiastes.
Z Songs of Solomon.
They are also referred to as writings or Wisdom books.

SHINERS C.R.E REVISION BOOK 313 2

 • Six Deuteron-Canonical books/ Apocrypha:
Z Tobit
Z Judith.
Z Ecclesiasticus
Z Books of wisdom.
Z Baruch.
Z 1st Maccabees.
Z 2nd Maccabees.
• Major divisions of the New Testament:
Z The Gospels e.g. St. Luke.
Z Historical books e.g. Acts of Apostles.
Z Prophetic books e.g. book of revelation.
Z The Epistles/ Pauline Letters.
• The three categories of the Epistle?/ letters:
The letters fall under three categories:^
■ The letters of Paul/ Pauljne letters
Z Romans.
Z 1st Corinthians.
Z 2nd Corinthians.
Z Galatians.
Z Ephesians.
Z Philippians.
Z Colossians.
Z 1st Thessalonians.
Z 2ndThessalonians.
■ The pastoral letters.
They are five in number.
They are called pastoral letters because of their concern for life and teachings of the church. They
include the following:
st
z 1 Timothy.
z 2nd Timothy.
z Titus.
z Philemon.
z Hebrews.
■ The Catholic letters.
z James.
z 1st Peter.
z 2nd Peter.
z 1st John.
z 2nd John.
z 3rd John.

Paa e
J Jude.
JB Reasons why the Bible is referred to as the library:
It contains many books/ 66 books.
The books were written by different authors.
It has different categories of books/ divisions/ sections.^
The books are written in different styles.
\\\. \\\\\N\\ ' • \ \\ \\ \\ \\ \\ *\\\\\\N • \\\\\\\\\

The books in the Bible were written at different times/ situations.-'

The books in the Bible address different issues/ topics/ themes.
The books were written for different audience/ readers. >
The books are systematically arranged/ chronological/ orders

SHINERS C.R.E REVISION BOOK 313 3

It is a reference book of theology and teaching C.R.E in schools and colleges.
Reasons why the Bible had to be compiled into its present form by the early Christians:
The eye witnesses of Jesus Christ were being killed.
In order to prevent information from getting lost.
To counteract false teaching/ teachers who were confusing believers.
To ensure that the same doctrine and beliefs were being taught to all Christians.
To reach out to the Jews in the Diaspora/ Gentiles.
To preserve an orderly account of Biblical themes/ avoid distortion.
Due to the expansion of the Church/ increased number of believers who needed material to refer to.
Literary forms used in writing the Bible: . ■
Poetry/ poems/ epics.
Wise sayings
Prose/ Narratives.
Legal/ Law expressions.
Prophetic speeches.
Gospels.
Prayers.
Sermons.
Philosophical essays.
Songs.
Letters/ epistles.
Translation of the Bible from original language to local language:
The Old Testament was originally written in Hebrew.
The New Testament was originally written in Greek.
The Old Testament was translated from Hebrew to Greek
The entire Bible was translated from Latin by Jerome
The Bible was directly translated from Hebrew and Greek into English by William Tyndale.
The Bible was translated into national languages of European countries during the period of
reformation/ Germany.
It was translated from English into Kiswahili by Dr. Kraft.
It has been translated into other local languages by the Bible society of Kenya/ individuals.
The translation of the Bible into local languages in Kenya is still ongoing.
Effects of the translation of the Bible into local languages:
Bible translation has led to the development of the African languages.
It has led to the spread of the word of God to many people.
It has contributed to improved literacy levels among the Africans.
J It has led to emergence of African independent schools African leadership.
•S It has contributed to numerical growth of the Church expansion of the church membership.
J It has led to ecumenical cooperation among Christians in Africa
It has made people to carryout research in African beliefs practices
It has enhanced the development of printing press/ bookshops crean o Q of jobs
V The translation of the Bible has made Africans to incorporate their cultural practices into Christian
worship.
J Through the translation people are able to apply the Bible teachings in their lives.
J It gives people an opportunity to analyze the Bible in relation to their cultures.
• Negative effects of the Bible version used in Kenya today:
S Some versions are difficult to understand such as those that use old words like "Thou”, “ye” and
“hath”.
■S It has led to the existence of too many Bible versions thus confusing Christians.
• Some Bible versions are too simplified thus distorting the intended message.
S Some Bible versions have omitted original phrases/ words such as virgin to mean ‘young woman’
hence distorting the value of virginity.
J The many versions have led to misinterpretations of some sections of the Bible leading to hearsays.
SHINERS C.R.E REVISION BOOK 313 4
 >
J The many versions have diluted the content contained in the original manuscript.
V The many versions have led to conflicts amongst Christians due to misinterpretations of scriptures.
S They have led to upcoming of many Christian denominations.
J The many versions have led to many doctrines/ beliefs such as the use of alcohol.
• Reasons why the Bible was translated into other languages: ___
J To make the word of God be read by as many people as possible hence facilitating evangelization.
To enable many people to read and understand the word of God.
J To revise all the versions and keep abreast of changes in the world.
J To indigenize Christianity, that is, to encourage its adaptation to local situations and culture.
■S So that missionaries/ evangelists could use it as a tool of educating Africans/ desire to know how to
read and write so that they can read the bible.
• Versions of the Bible used by the churches in Kenya today:
J Revised Standard Version. -
J Good News Bible.
J Comfrion Bible.
New International Version.
V King James Version. ■
V The African Bible.
V Jerusalem Bible.
V The Living Bible. •
V The Gideons International Version.
V The New English Bible.
V The Holy Bible.
J Jerome Bible.
V The Youths Bible.
V Amplified Bible.
• Reasons why Christians read the Bible:
V It provides Christians with moral values.
J It is a source of spiritual nourishment/ spiritual development.
•J It is used in Christian worship.
J It gives them inspiration/ hope.
J It helps them to understand their relationship with God and among human beings.
J It is a source of Christian beliefs//practices/ doctrines.
J It is a source of knowledge.
■J It is the word of God/ the authors were inspired by God.
•/ It reveals God to them and makes them understand the will of God.
• Reasons why some Christians find it difficult to read the Bible:
■S Some Christians do not read the Bible because of Laziness.
J Some Christians do not have the Bible/ may not afford to buy.
J Some Christians do not value the Bible/ consider it as an ordinary book.
J Some Christians do not create time to read the Bible/ busy schedule.
J Some Christians are unable to read the Bible due to illiteracy.
J Some Christians fear reading the Bible because it rebukes/ exposes their sins.
J Some Christians do not believe in certain Biblical teachings/ doctrines/ ideologies.
J Some Christians have challenges in interpreting/ understanding the Bible.
J Negative peer pressure.
Lack of role models.
• Ways in which Christians in Kenya use the Bible:
J Christians read the Bible for spiritual growth/ bible study/ meditation/ encouragement. They use it for
instructing the new converts/ Bible study.
J It is used as text book in teaching Christian Religious Education in schools and colleges.
■S It is used as resource material in search of general knowledge.
J It is used to compose Christian hymns/ songs/ drama films.

SHINERS C.R.E REVISION BOOK 313 5

 ■J It is used as a prayer book/ to exorcise.
J It is used for preaching/ evangelism/ rebuke.
J It is used to explain Christian ethics/ rituals/ doctrines/ guidance and counseling.
It is used to produce Christian literature.
• Ways in which Christians use the Bible to spread the Gospel today:
J The Bible is the main source book for Christian preaching/ sermons.
■J The Bible is used for composing songs/ singing.
■J It is used in the production of Christian movies/ videos/ radio programs/ plays.
V The Bible is used in swearing/ taking oath of allegiance.
J It is used to organize Bible studies/ teaching Sunday schools/ Sabbath schools.
J Verses from the Bible are used for imprints/ posters.
V It is used in writing doctrines for different denominations.
V Biblical texts are used in the teaching of Christian Religious Education.
V It is used to offer guidance and counseling.
• Occasions when Christians use the Bible:
V When preaching the word of God Crusades/ church sermons.
V When in Court.
V When instructing new convert/ Bible study.
V During different Christian religious ceremonies/ festivals.
V When teaching Christian Religious Education in schools and colleges.
V It is used during fellowships I prayers/ guidance and counseling.
J When composing Christian songs/ plays/ literature.
V During a swearing in ceremony of a public officer.
• Reasons why Christians use the Bible in worship:
V It instructs new convers.

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SHINERS C.R.E REVISION BOOK 313 6

J They use it as a basic reference book in general dissemination/search for knowledge. They use the
Bible to back their teaching/ message.
J They use it to derive Christian hymns e. g Psalms.
They use the Bible to make oaths/ promises.
S They worship with reference from the Bible in order not to get out of the word of God.
• Ways in which the Bible is misused in Kenya today:
J It is used to take oaths in courts/ offices by people who may not be believers/ not saying the truth.
■/ It is kept in places associated with evil such as lodgings.
J There is the distortion of the Biblical teachings/ specific verses are picked to fulfill individuals
demand/ misinterpretation.
J Some people use the Bible as ordinary textbook/ reference material.
J It is being used in witchcraft/ cults to mislead people.
The Bible is not read for spiritual growth but it is kept for display. c
J Some people use the Bible to threaten others/ administer curses.
S Some people are using it to enrich themselves/ it is a tool of trade.
J Some new versions translated have changed the original meaning of the Bible.
• Ways through which the church is spreading the word of God in Kenya:
J By use of electronic media.
J By providing Bibles.
J Through publishing /printing Christian literature/ magazines/ print media.
J By carrying outreach campaigns/ door- door witness.
S Organizing youth camps/ seminars/ retreats/ study /conferences.
J Helping the needy/ building homes for the aged.
Supporting the teaching of Christian Religious education.
•J By preaching the word/ holding crusades.
By sending out missionaries/ financing them.
■J By organizing choirs/ singing groups/ drama.

3. CREATION AND THE FALL OF HUMANKIND

• Description of the first account of creation. Genesis 1:2-4:
S The earth was formless and empty.
•S God created everything through divine command.
■S The work of creation took six days.
■S God created light/ separated light from darkness on the first day.
J He created heaven and the sky on the second day.
J He created the earth, seas and the oceans on the third day.
J On the fourth day, He created the heavenly bodies the sun, moon and stars.
■S On the fifth day, He created the birds and sea creatures.
•J On the sixth day, God created the wild and domestic animals and man.
J On the seventh day, God rested/ Holy day.
■S Everything that God created was well and good.
• Description of the second account of creation in Genesis 2:4-25:
When God created the heavens and the earth, the land was bare and without any life. J K mist went
up from the earth and watered the ground.
J God formed man from dust and breathed into his nostrils, the breath of life.
J God planted the Garden of Eden and placed man in it.
■J God planted the trees including the tree of life and knowledge in the middle part of the garden.
•S The garden was watered by four rivers.
S God put man in it to till and guard it.
•S Man was commanded to eat from any tree in the garden except the tree of knowledge of good and
evil lest he dies.
S God created animals and birds and gave them to man to name them.
J God created woman from man’s ribs to be his helper.

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SHINERS C.R.E REVISION BOOK 313/1
•J Man named her a woman because she was part of his bones and flesh.
■J Both lived as husband and wife in companionship and without shame for each other.
• Similarities in the two creation accounts of Genesis chapters one and two:
J In both, God is acknowledged as the sole creator.
■S In both human beings are given responsibilities/ have authority over God’s creation.
J In both accounts, human beings are special/ share in God’s image.
■S In both creation stories, there is a sense of order.
J In both stories, created things depend on God for sustenance He is the provider.
J In both accounts God is self-existent/ existed before creation.
■J In both stories God is the source of life.
■J In both stories God created male and female/ human sexuality.
• Differences in the two accounts of creation in Genesis chapter one and two:
J The order of creation is given in the first account but no order is mentioned in the second account.
J Both man and woman are created at the same time and in the image of God in the first account but in
the second account, man is created from dust and woman from man’s rib •S In the first account,
creation is out of nothing but in the second account, man is made out of dust of the ground as the plants
are made to grow out of a garden.
V In the first account, human beings are created last while in the second account they are created first.
J In the first account, God gives names to what He orders to be while in the second account man is
mandated to name all that God has created.
J In the first account, humans are to subdue the earth while in the second account; God subdues them in
the Garden of Eden.
■S In the first account, creation is completed in six days while in the second account there are no
number of days given. •-
J God rested on the seventh day according to the first account while in the second account; there is no
mention of a day of rest.
/ In the first account, God created human beings for procreation while in the second account, He
created them for companionship.
V In the first account, God creates in unity with the spirit while in the second account He was alone.
In the first account, God evaluated/ appreciated everything he created as good while in the second
account, He said it is not good for man to be alone.
V In the first account there is no mention of the tree of knowledge/ good and evil, while in the second
account there is mention of tree of knowledge/ tree of life.
J In the first account the spirit of God moved over the waters while in the second account there is no
mention of that.
• The attributes of God with reference to the Genesis stories of creation in chapters one and
two:
S God is all powerful/ omnipotent/ almighty.
■J God is orderly/ organized.
S God is everywhere/ omnipresent.
J God is the provider/ sustainer.
J He is the creator/source of life.

✓ He is a moral God
■S God is a worker.

■S God is loving/ caring

■S God is eternal/ self-existence.
J He is self- existent/ pre- existent.
God is a spirit.
J God is good/ perfect.
J God is holy.
• Meaning of the Biblical accounts of creation in Genesis chapters one and two: God existed
before creation.
S God is the sole creator of all that exists.
Creation is by the will/power of God/not an accident.
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SHINERS C.R.E REVISION BOOK 313/1
■S Everything that God created is good.
J Creation is a continuous process/reproduction/multiplication.
J Creation takes place in an orderly/systematic manner.
•J God created everything for a purpose.
J Human beings are to rule over/be in charge of God’s creation.
J God is concerned about the well-being of all creation/provides/sustains.
J Marriage is ordained by God/companionship/male and female/sexuality.
S Human beings are created to live in fellowship with God and perform His will.
J Work and rest are ordained by God.
• The teachings about human beings from the Biblical creation accounts:
J Human beings are created in the image/ likeliness of God.
S They have been given authority/ dominion over God’s creation.
•J They communicate/ fellowships with God.
J Human life is God given/have the breath of life from God.
J They have the ability to think / reason/ make choices/ decisions in their lives
J They are blessed by God.
■S They have been given a special place to stay/ Garden of Eden.
J Human beings are to use other creation/ plant for their benefits.
J They are to take care of the creation/ till the land /work.

✓ Human beings are social beings/need companionship.

J Human beings are to procreate multiply through marriage.

S Human beings are Gods creation/ male and female they are equal before God.
J The woman is created out of man’s rib.
• Responsibilities given to human beings by God in Genesis chapters one and two: J To cultivate
the garden/ till the land.
•J To procreate/ have children/ multiply.

✓ To obey God’s command/ instructions.

J To be in charge of the fish, birds and the animals rule subdue control the Gods creation.

J To marry for companionship.

J To feed from the plants.
J To care/ conserve/preserve/ guard/ protect God's creation.
To name God’s creation.
J To help one another.
v
To respect each other.
• Teachings on the relationship between human beings and the environment:
J Both human beings and the environments were created by God/ they have common origin.
J Human beings should take care of the environment/ preserve/ conserve it.
J Human beings should enjoy God’s creation/ the rest of creation was made for the human beings/ use
for glory of God.
J All creation is very good; human beings should treat the rest of creation with reverence and respect.
■J Human beings and the environment/ rest of creation are interdependent of their existence to each
other.
J Human beings and the rest of creation have a common destiny.
J Human beings should have authority over the rest of God’s creation/ are superior/ subdue it.
• How Christian can care for God’s creation today:
•S Human beings should treat the rest of creation with respect and reverence.
✓ Christian should preserve, conserve and donate to the environment.
J Christians should care for God’s creation like wild animals by building game reserves.
J Christians can contribute to the scientific discovery of medicine to wild animal diseases by providing
money donation to such institutions.
✓ Christians should care for God’s creation by standing to condemn ovef cutting of vegetation that is
deforestation.
J Christians should come together and join hands in controlling soil erosion such as the Kenyan
highlands.

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• Reasons why Christians should take care of the environment:
■J Christians should take care of the environment in obedience/ respect to God’s command i.e. it is
their duty.
■J In order to maintain its beauty/ aesthetic.
J To preserve/ maintain natural habitat for God’s creation.
J It is their source of food/ medicine/ shelter.
■S In order to preserve it for future generation.
•/ To promote a healthy surrounding/ prevent diseases.
v To attract tourists/ for economic gain/ national development.
• Teachings about work from the Biblical account of creation:
J Work is ordained by God.
J God is a worker.
J All work is important.
J God expects human beings to work/ work should be part of Christian life.
✓ Work should be orderly.
J Work should be done diligently.
S Work is to be enjoyed as God did the same during the creation.
•/ Work is duty as human beings are commanded to work by God.
J Through work, human beings are to continue with God’s plan of creation.
• Ways in which Christians continue with God’s work of creation:
J Through procreation/ bringing up/ having children.
■J By caring for / conserving the environment.
J Christians protect/ advocate for human rights/ freedoms.
✓ By using their creative talents to invent/ be artistic.
✓ By using scientific knowledge to improve human/ animal/ plant life.
J Through creation/ provision of job opportunities.
✓ Through provision of medical facilities/ services.
■J By establishing educational institutions offering training on various skills.
J By helping the needy/ caring for the less fortunate in the society.
■J By providing the basic needs for the family.
• Lessons Christians learn about work from Genesis stories of creation:
J Work is ordained God.
Work is to be done in six days and then rest as God did in creation.
J Work makes human beings complete achievements, self-realization and self-fulfillment.
J Work is to provide for his/ her family, be self-reliant.
J Christians learn that to work is to contribute to the development of the community.
J Christians learn that they should obey God's commandment of subduing and conquering the earth and
becoming co- workers.
Christians learn that work keeps them away from idle life which may lead to sin.
J Work is a way of continuing the creative work of God.
• Teaching about marriage from the Biblical account of creation:
J Marriage is sacred/ ordained by God holy.
J Marriage is monogamous/ one man, one woman.
J Marriage is between man and woman.
J It is a permanent union/ it’s a covenant/ no divorce.
J Marriage is for procreation.
J It is a continuation of God’s work of creation.
J Husband and wife should not be ashamed of each other.
J Man and woman are to complement each other help each other.
J Marriage is for companionship.
Marriage is for love.
• Why the church encourages monogamous marriage:
J It leads to achieving intimacy between the couple.

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SHINERS C.R.E REVISION BOOK 313/1
J Wife, husband and children get undivided love.
J It is easier to get complete faithfulness and trust between married couple.
It becomes easier to build mutual confidence.
J It is easier to bring up children in a healthy and a peaceful atmosphere.
J It is the only legal marriage relationship.
J The wife is able to enjoy all rights and privileges.
It is easier to achieve complete harmony and peace in the family.
J It reduces the problem of inheritance.
■S It reduces rivalry in the family among wives and children.
• Reasons why myths of origin are important in traditional African communities.
J They describe the origin of the community/ give a sense of identity.
J They explain the origin of evil/ death.
J They explain the relationship between God and His creation.
•S They explain the culture/ occupation of the people.
J They explain ownership of land in the community.
•S They educate people/ help to preserve culture.
J They are a source of entertainment.
S They are a source of unity due to a claim of common ancestry.
• Traditional African views of creation.
J Africans do not have clear cut- sequence of events at creation.
S Some communities agree that God started by creating the universe, while other agree that God started
by creating human beings.
•S All African communities believe that God existed from the very beginning.
■S He is the creator/ master/ porter/ molder of the universe.
J Human beings were created to live forever in harmony with God.
J Human beings were provided with basic necessities of life and were very close to God.
J God the provider continue providing human beings with the basic needs of life.
J God’s creation also included the ordering of the destiny of human beings.
J After creation God also established laws of nature and human customs to be followed.
V Human beings were initially in a state of happiness/ childlike ignorance with the ability to rise
again after death.
J Death came to the world as God’s punishment for disobedience.
J God continues to create through humankind.
# Similarities found in both Biblical and traditional African views on creation:
J In both, creation is the work of Supreme Being/ God.
J In both God continues to sustain/ provide for His creation.
■J In both God is the source of life.
J In both, creation was done in an orderly manner.
•/ In both human beings are the center/ climax of God’s creation.
•/ In both human beings are in charge of the creation/ have authority over creation.
J In both human beings are to obey/ worship the creator.
•J In both, God’s work of creation is still ongoing.
• Teachings about God from the traditional African myths of creation:
J God is the sole creator/ giver/source of life.
■S God is provider/loving/caring.
J God is omnipresent/ He is everywhere.
J God is powerful/mighty
He is orderly.
J He is eternal/ everlasting.
J He is all knowing/ omniscient.
J He is mysterious/ transcendent.
J He is a just God.
J God is to be worshiped.

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■S God is Holy/ he did not create evil.
He is a moral God.
e Religious significance of the environment in traditional African communities:
J The environment was created by God/ it is sacred/ to be revered.
Each ethnic group believed that their homeland was given to them by God/ it was a gift from God.
■S In some communities, the most important oaths were taken by one taking the soil as a symbol of
land/ environment.
African communities set aside certain places as sacred/ to symbolize God’s presence among them
e.g. Mountains/ forests/ caves/ rivers /trees. These places were also used as places of worship.
■f Some communities have totemic animals / birds/ heavenly bodies which were considered sacred.
J The environment demonstrated the relationship between god and the people at given times e.g.
drought/ flood /epidemics, showed that God was annoyed with the people/ good rains/ a bumper
harvest/ green vegetation showed God’s blessings.
✓ People believed that it was their religious obligation to take care of the environment.
■J Used the environment to reveal / understand God’s attributes/his nature e.g. thunder/ lightning/ rain/
clouds/earthquakes/ volcanicity/ eclipses/ sun- moon/stars.
•S Rites of passages were connected to the environment/ circumcision blood flowed to the soil to bind
the initiate to the ancestors/ birth -placenta was buried in the ground /upon death the body was
buried in the ground.
J The Africans believed that the environment was the abode of the spirits/ the living dead / the
ancestors.
• Ways in which people in traditional African communities take care of God’s creation:
J They build shelters for domestic animals.
■J They welcome/ show hospitality to visitors/ strangers.
J They share their resources with the needy.
v* They plant/ conserve vegetation/ protect vegetation.
J They have herbal medicine to treat various ailments for both animals and human beings.
S They preserve habitats for wild animals.
J By observing personal hygiene.
J By providing basic needs for themselves and their families.
S By protecting water catchment areas.
J By practicing good farming methods that protect enhance soil fertility/ control soil erosion.
• The causes of sin according to Genesis chapter 3 to 11:
J Rebellions against God, as human beings aspire to be equal to their maker.
•/ Greed for power as people aspired for power which belongs to God alone.
■S Lack of knowledge of God.
J Lack of faith/ trust in God providence.
■J Failure to obey God by eating the forbidden fruit.
J Lack of satisfaction.
J Temptation by the devil.
Selfishness.
Wicked ambitions such as trying to be like God. Human weakness.
J Stubbornness.
• Effects of sin on Adam and Eve from the story of the fall of human beings in Genesis Chapter
3:
v
Human beings were separated/ alienated from God/chased from the Garden of Eden.
■S Childbirth became a painful experience/ woman to experience pain during labor/delivery.
•S They became ashamed/ embarrassed because of their nakedness.
S Death came into the world/human beings started dying.
■S It led to a distorted relationship among human beings/mistrust/ misunderstanding.
J They became afraid of God/hid when God called them.
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J The ground was cursed.
■S The woman became subject to man/inferior.
J Serpent/snake was cursed to crawl and eat dust.
■S Enmity between human beings and the serpent developed.
•S Human beings were to struggle/toil to meet their needs.
• Consequences of sin According to the Biblical stories of the fall of human kind:
■S Human beings were separated from God.
J The relationship between human beings and God was spoiled.
S Death came into the world.
Pain and suffering became part of human experience.
■S The woman became subject to man.
■S Misunderstanding arose between human beings.
J Destruction of God’s creation through flood.
J Feeling of hatred developed.
■S The life span of human beings was reduced.
J There developed enmity' between human beings and wild animals/ snake.
• Steps taken by God to heal the damaged relationship with mankind after the fall of man:
J He looked for Adam and Eve to find out where they were.
■s He made garments of skin for Adam and Eve.
J He provided them with means of finding food after throwing them out of Garden of Eden.
•S He saved Noah and the righteous family from the flood.

✓ He made a covenant with Abraham.

J He initiated the reconciliation of human beings to Himself.

J He sent many prophets in the Old Testament.

J He promised a new covenant with prophet Jeremiah.
J He chose the Nation of Israel as the Holy Nation/ He gave the Israelites Ten Commandments.
• How the church help bring back the member who has fallen from faith:
S By visiting the member in his/ her home/ doing a follow up after preaching to him/ her.
✓ By forgiving/ accepting him/ her in church/ being patient with him/ her.
■S By evangelizing to her/ preaching/ teaching the word of God to him/ her.
J By guiding and counseling them/ referring him/her to experts according to their needs. Praying for/
with the member.
S By inviting him/ her back to church.
J By encouraging him/ her to confess/ repent/ seek for forgiveness.
■S By offering/ providing material/ financial support.
• The origin/ causes of evil with reference to traditional African communities:
■f Evil Spirits.
J Malicious ancestral spirits who have a grudge against the living.
Evil people like witches, wizards and sorceress who are able to trap mystical powers and use it for
evil.
J Braking of taboos/ laws / regulations.
•f Curses by parents and other relatives.
J Braking of oaths.
J Bad omen/ owl.
® Causes of evil in Kenya today.
J Poverty'/ Affluence. Wealth.
•S Corruption/ greed/ selfishness/ lust/ desire.
S Disobedience/ rebellion.
J Inability to forgive others.
Influence from media/ foreign culture.

✓ Unemployment.
•S Wrong choices of friends / negative peer pressure.

J Permissiveness/ too much freedom.

•S Influence of drug/ substance abuse.
J Poor role models.
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■S Lack of guidance and counseling/ poor upbringing.
• Similarities between the Traditional African concept of evil and the Biblical concept of sin:

✓ In both God is the guardian of morality/law and order.

S In both cases God/ Supreme Being is good/ not the author of sin/evil.

✓ In both sin/byil is considered / known to interfere with the smooth running of the community as
intended by God/ Supreme Being.

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 J In both sin/ evil results/leads to alienation of human beings from God/interfere with the good
relationship.
v
Both sin/evil emanates from human beings disobedience/greed/selfishness.
■J Both sin/evil may result from failing in a social/spiritual obligation/duty/ caused by external forces.
J In both sin/evil leads to punishment from God/can lead to destruction of God’s creation through
natural calamities.
J In both sin/evil destroys the relationship among human beings/creates a situation of
fear/mistrust/suspicion.
•S Both sin/evil causes a lot of suffering to human beings.
✓ In both sin/evil leads to death.
■J In both human beings have the ability to overcome by choosing good/ right.
•J In both sin/evil there is a remedy.
• Differences between the traditional African concept of evil and the Biblical concept of sin.
J In the traditional African cbncept of evil there is immediate judgment for the evil committed, whereas
in the Biblical concept of sin there is future judgment day for sin committed.
•S In traditional African concept of evil there is communal responsibility for evil committed, while in
the Biblical concept of sin there is individual responsibility for sin.
■J In the traditional African concept, evil is both external and physical, while in the Biblical concept,
sin is both internal and external.
J In the Biblical concept of sin, Jesus offers salvation from sin by grace, whereas in traditional concept
of evil one has to appease the ancestors/ god to avert the consequences of evil done.
/ In the Biblical concept of sin, there is belief in Eternal life in heaven for the redeemed, while in the
traditional concept of evil, there is no belief in heaven and hell
• The consequences of breaking taboos in traditional African communities are:
J Being killed.
■S Paying a fine.
Excommunication/ banishment/ ostracise/ exiles.
v
Ridicule/ pain in the body e.g. caning.
J Cleansing/ undergoing rituals.
■J Denial of privileges.
s Offering compensation.
■J Being cursed.
Making sacrifices to appease the ancestors.
• Ways in which the church is fighting evil in the society
✓ By condemning all evil acts in the society.
S Preaching to the people to change their evil acts.
✓ By calling people to repentance.
S By offering guidance and counseling to the people.
By offering rehabilitation services to the people who are changing from evil acts.
S By providing employment opportunities to the jobless training personnel.
✓ By praying for evil doers to change. By helping the needy in the society.
J Reporting evil cases to the Government.

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 QUESTION TWO 313/1

1. FAITH AND GOD’S PROMISES - ABRAHAM

• Faith is defined as:
J Having complete trust/ confidence in somebody/ someone/ something.
■J Having firm belief without necessarily having logical proof.
J The reliance on God’s testimony regarding the mission and atoning death of His son, Jesus Christ and
in the testimony of Jesus Himself.
• A promise is defined as:
J Giving an assurance of something to someone
• The background to the call of Abraham: Genesis 11:24- 32.
•/ Abraham was an Amorite from a Semitic tribe that lived in the fertile crescent of Middle East/ they
were nomadic pastoralists.
V Abraham’s father was called Terah.
■J Abraham had two brothers, Haran and Nahor.
V Abraham had a nephew called Lot, Haran's son.
•J Abraham’s wife was called Sarai and Nahor had a wife called Milcah.
J Sarai was barren7 she could not give birth.
■J Terah and his family lived in Ur:
J In Ur people worshipped moon god idols.
J Terah and his family moved from Ur to a place they named Haran.
•J Terah died in Haran.
• The call of Abraham. Genesis 12:1-9:
J God told Abraham’to leave his country Haran/ his kindred,7 his father’s house to the land that God
would show him.
•/ God promised Abraham that he would make him a great nation/ bless him/ make his name great/
source of blessing.
•/ Abraham left the land of Haran as he had been instructed by God.
J Abraham was seventy five years old when he was called.
J He took his wife Sarai/ Lot his brother’s son/ all their possessions/ servants and set forth to the land
of Canaan.
v' They passed through Canaan to the place at Shechem/ oak of Moreh.
J God appeared to Abraham in the land of Canaan/ promised to give the land of Canaan to his
descendants.
V Abraham built an altar to the Lord at Shechem.
J He moved to the mountain on the east of Bethel/ pitched his tent/ built an altar for the Lord/ called on
the name of the Lord.
V Abraham journeyed on towards Negeb.
• Promises that God made to Abraham from Genesis 12:1-9:
J He would make Abraham a great nation.
He will bless Abraham.
•S He will make Abraham’s name great/famous.
< He will bless those who bless Abraham.
■S He curse those who curse him.
J He will make Abraham a source of blessing to all mankind.
•J Abraham’s descendants would be given land.

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 • Lessons a Christian can learn about God from the call of Abraham:
J God commands faith, obedience from people.
J God is the provider/ sustainer/giver.
J God blesses/ curses.
v
God is the protector.
J God is Spirit/ everywhere.
J God cares for His people.
✓ God speaks/ makes promises/ fulfills promises.
J God is to be worshipped.
J He controls the whole world.
• Reasons why God called Abraham:
J To continue with His plan of salvation.
J To detach him from the moon worshippers/ worship of many gods.
S To establish a personal relationship with Abraham/ make a covenant with him.
J To give him a son.
J To bless him.
J To give him and his descendants a land to settle.
• Challenges Abraham faced after his call:
✓ Accepting to move from Haran to the Promised Land.
J Believing in God’s promises/ accepting that he could get a son at old age.
J Accepting to be circumcised in his old age.
J Accepting to sacrifice his only son.
✓ Changing his name and that of his wife.
J Separating with Lot his nephew and inhabiting dry land.
J Telling the King of Egypt that Sarah is his sister/ when the Egyptians wanted to take his wife Sarah.
• Promises that God made to Abraham:
J He would make Abraham’s name great/ famous.
J God would bless those who bless Abraham/ curse those who curse him/ protect him.
J All the families of the world would be blessed through Abraham.
■J God would give land to Abraham’s descendants.
J He would give Abraham many descendants/ he would have a great nation.
J God will bless Abraham.
J God would give Abraham long life/ he would die in peace.
J He would give Abraham a son/ heir.
J Kings will come from Abraham’s descendants.
• The importance of promises that God made to Abraham to Christians today:
J The many descendants/ Christians in the world reflect the descendants promised to Abraham. They
are the spiritual heirs of Abraham.
J Christians receive blessings from God because of their faith in Him.
J Christians should avoid evil to escape God’s judgment.
S Christians will inherit eternal life in heaven.
■J Christians are the members of new Israel whose founder is Christ.
S Christians are protected by God.
J Through Jesus’ death, Christians enter into a new covenant relationship with God.
• Definition of a covenant:
J It is a word used to describe a serious or solemn agreement between persons or a group of people. It
is not to be broken.
J Also referred to as treaty/ pact.

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• Types of covenants.
■ Conditional covenants: is a type of covenant that binds two parties together. These parties are
regarded as equal. The parties also make promises that are binding.
■C Examples of this type include the covenant made at Mount Sinai.
■ Unconditional covenants: these are covenants made between unequal parties such as between
kings and their subjects.
• Characteristics of a Covenant:
■C An agreement between two individuals/ parties; it is an agreement between two parties/ individuals
who were separate before.
J Promises; the parties involved exchange vows/ makes promises to each other.
■C Witnesses; there are both physical/ spiritual witnesses during the making of a covenant.
■C Signs; is the physical/ outward mark to remind the parties of their obligations to each Other.
C Ceremony; there are rituals performed to seal the covenant.
•C Conditions/ consequences; each party is expected to honor their part of the covenant/ failure leads to
consequences.
■S Seal; binding rite.
• Examples of Covenants in the Old Testament Bible:
J The covenant between God and Noah (Gen 9) the sign of this covenant was the rainbow.
J The covenant between God and Abraham (Gen 15, 17).The sign of this covenant was circumcision.
■C The covenant with King David. Establishment of an everlasting dynasty.
■S The covenant with the people of Israel by God during the making of Sinai covenant. The sign to this
covenant was the law.
■C The Jeremiah’s covenant, in which God promised to have a new covenant. Jeremiah 31:3-4.
• The covenant God made with Abraham: (Gen 15:1-20):
J God appeared to Abraham in a vision.
S Abraham was in doubt of the promise of a son.
■C God assured him that his own son would inherit him and not Eliezer of Damascus.
S In response, God took Abraham outside and showed him the stars of the sky/ God promised him that
his descendants will be as many as the stars.
•/ God asked Abraham to bring with him a heifer, a goat, a ram, each three years old, a turtle dove and a
young pigeon.
■C Abraham cut the animals into halves and placed them into two rows.
J He did not cut the birds into two.
•S And when the birds of prey came down upon the carcasses, Abraham drove them away.
■C At sunset he fell into a deep sleep.
S God spoke to him, giving the promise that his descendants would be slaves for four hundred years,
but He would liberate them.
■C Abraham was promised a long peaceful life.
•S Abraham saw God pass through the carcasses in form of smoking fire pot and a flaming torch.
• The animals used in the making of the covenant between God and Abraham included:
•C A lamb/ ram.
J Ashe-goat.
J A heifer.
•S A pigeon.
■S A turtle dove.

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• The characteristics of a covenant demonstrated by the covenant between God and Abraham:
J A covenant is made between two parties who enter into a mutual agreement. God and Abraham were
the two parties that entered into a mutual agreement.
*" In a covenant, promises are made. God made several promises of what He would do for Abraham.
J The covenant was solemnized through rituals. Abraham offered animal/ animals as sacrifices to God.
A covenant has an outward sign. Abraham was to circumcise all his male children/ descendants to
show that he made a covenant with God.
S A covenant has conditions/ obligations to be met. The covenant between God and Abraham was not
to be broken. It even bound his descendants/ later generations.
■J During the making_of the covenant, there are witnesses. God has the sole initiator, passed through
the sacrifice as the witness to the covenant.
J A covenant is sealed. It was through the blood of the animals.
• The importance of God’s covenant with Abraham:
v
God established a personal relationship with Abraham who became God’s friend.
S It showed that Abraham had faith in God/ trusted Him.
S It demonstrated Abraham’s obedience to God.
J Abraham was assured of God’s protection.
J God revealed to Abraham that he would have a son as his heir/ many descendants.
J It confirms Abraham as God’s choice through whom all nations shall receive salvation.
S The descendants of Abraham were promised the land of Canaan.
• Covenants in modern life include:
✓ Marriage.
✓ Baptism.
J Peace agreements.
✓ Trade treaties.
v
Land purchase agreements/ land lease.
✓ Employment contracts.
✓ Oath of office/ Oath of Loyalty.
Ordination of church leaders.
• Importance of modern day Covenants:
Enables/encourages people to have right relationship with God.
✓ Enable people to develop trust in relationships.
*' Enlighten people on their rights.
■ Reminds office bearers to serve the nation in the spirit of loyalty/ serve well.
Helps promote peace/ unity among the people.
Helps create order in the society.
• Helps the country to develop economically.
• Reasons why the church leaders take vows before starting their mission:
■' To receive God’s blessings/ guidance.
' To get acknowledgement from the people being served.
It reminds the leader to stick to the church regulation/ mission.
•' To get the authority/ power of God to lead.
■' It gives the leader courage/ confidence to do his her work.
• It shows one’s willingness/ commitment to serve.
■ To emulate the biblical way of commissioning servants of God / covenant with God.

SHINERS C.R.E REVISION BOOK 313 1

• How God tested Abraham’s faith during the incident at Mount Moriah: Or
The incident when Abraham was willing to sacrifice his son at Mt. Moriah. Gen 22: 1-18:
•/ God told Abraham to take his only son to the land of Moriah/ offer him as a sacrifice. J Abraham
took his son, two servants and wood for burnt offering.
They arrived at the place after a three days journey.
J Abraham commanded his servants to remain behind as he and Isaac went up to worship.
J He took Isaac, firewood and the knife, and went up.
J Isaac asked his father where the lamb for the offering would come from.
J Abraham told Isaac that God would provide the lamb for a burnt offering.
•/ When they arrived at the place God had commanded, Abraham built an altar.
■J He bound Isaac/ laid him on the altar upon the wood.
J Abraham took the knife to slay his son but the angel of the Lord stopped him.
Abraham saw a ram, which he offered instead of his son.
J He called the name of the place, ‘’the Lord will provide.”
The angel appeared to Abraham a second time and gave him promises.
J Abraham returned with his men to Beersheba.
• Lessons Christians learn from the incident when Abraham was willing to sacrifice his son
Isaac are:
S They should obey God.
v' They should have faith in God.
■J They should be patient and wait upon God/ should not give up.
J They should be willing/ prepared to face difficult situations.
J They should be willing to give up everything for God/ total commitment to God.
J God blesses those who are ready to serve him, so Christians should serve God diligently.
J They should be wise when dealing with issues affecting their lives.
■/ Christians should involve their family members in worship.
• Reasons why Abraham did not sacrifice his son during the Mt. Moriah experience:
J He was commanded by the angel of the Lord not to kill his son.
J God provided a ram that was to be sacrificed instead of Isaac.
■/ The experience was a test from God/ God just wanted to test Abraham’s faith.
J God wanted to use Isaac for his salvation history.
J God doesn’t value human sacrifice.
J God wanted to show Abraham that he keeps his promises.
• The origins of circumcision for Abraham and his descendants:
S God appeared to Abraham again when he was 99 years old and renewed his covenant promises to
him.
J He asked Abraham to be obedient;
•J He was to circumcise all the males of eight days old including all the slaves bom within and those
bought from foreigners.
■S Abram’s name was changed to ” Abraham” meaning the ‘’father of a great multitude ”. J Sarai’s
name was changed to ‘Sarah ” meaning ‘’princess and mother of kings”.
J Abraham’s descendants were to keep the covenant like him.
■J The covenant was to be given an external sign, which is circumcision.
J Abraham was circumcised when he was 99 years old, together with his son Ishmael and all male
servants in his household.
• Instructions that God gave to Abraham concerning the circumcision. Genesis 17:10- 14.
■J Every male among his descendants had to be circumcised. <

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J All the male servants of Abraham had to be circumcised.
v
They would be circumcised by cutting the flesh of the foreskin.
Circumcision would take place when a boy was eight days old.
v
It would be a symbol of everlasting covenant between God and Abraham’s descendants. •S Any male
who was not circumcised would be cut off from Abraham’s descendants.
• Reasons why circumcision was important/ significant to the Jews
J It was an outward sign of the inner faith in God.
■S It was a physical badge/ identity for all male children.
S It showed that one had made a covenant with God/ that benefit from God’s promises to Abraham.
S It was a sign of obedience to God.
■S It signified purity/ cleanliness.
✓ Through it, one became a member of Jewish community/ Abraham’s family.
• The similarities between the Jewish and traditional African practices of circumcision:
J In both it promotes one into full membership of the community.
■S In both it is a mark of identification of a person to a particular community. ■
S In both it is carried out on male children.
■J In both cases circumcision has a religious significance.
S In both cases special people/ religious leaders/ head of the communities carry out the operation.
In both cases it unites the members with their ancestors.
S In both cases members receive new names.
J In both cases the rite is carried on from generation to generation/ it is compulsory.
J In both cases the ritual is a communal affair.
v
In both cases it involved the cutting of the foreskin.
• Differences between the Jewish circumcision and the traditional African practices include:
v
In Jewish community, circumcision is for male children only whereas in African practices, it is for
both male and female.
S Among the Jews, circumcision is performed on babies of 8 days old whereas in traditional African
communities, it is done during adolescence stage.
•J In African communities, it is a test of courage, whereas in Jewish community, it is a sign of covenant
with God.
Circumcision in African communities is a communal practice whereas among the Jews, only
members of the immediate family participate.
■J In traditional African communities initiates take up responsibilities while among the Jews, the
initiates are too young to shoulder any responsibility’.
z
In African communities, circumcision is carried out during specific seasons while among the Jews, it
is continuous. 3
• Actions from the life of Abraham that showed that he had faith in God include:
✓ He left his home, family and kinsmen.
✓ He circumcised his son/ male members of his family.
• He was willing to sacrifice his son Isaac.
•' He built altars in honor of God.
• He accepted to change his name and that of his wife.
• He entered a covenant with God.
✓ He waited and trusted that he will get the promised son.
■ He offered sacrifices to God in Canaan.
L

SHINERS C.R.E REVISION BOOK 313 1

• Lessons Christians learn from Abraham’s acts of faith:
J Christians learn that they should trust/ have faith in God.
J Christians learn that they should be patient and wait upon God’s promises.
J Christians should be ready to face challenging situations as an act of their faith.
J Christians learn that they are assured of the Promised Land/ eternal life through their faith.
J Christians should be ready to make sacrifices without questioning the way Abraham did at Mt.
Moriah.
J Christians learn that faith is the foundation of salvation. It gives them power to overcome temptation
and evil.
J Faith makes Christians to abandon their previous sinful life.
• Ways in which God rewarded Abraham’s faith:
• How Abraham benefited from the covenant he made with God:
J God made his name great/ Abraham became famous.
J God protected him.
■J God gave him a son/ descendants.
•S Abraham became a source of blessings to all nations.
J He was promised that his house will rule forever/ everlasting dynasty.
•S He was assured of long life and dying in peace.
J The descendants of Abraham were promised/ given the land of Canaan.
J Abraham started worshipping the true God/ abandoned idolatry.
J Abraham became a role model to the Israelites/ Christians in his faith/ obedience.
• Reasons why it is important for Christians to keep promises:
■/ Keeping promises promote trust/ minimizes mistrust.
J It promotes cordial relationship between different parties.
J It enhances team work/ togetherness.
J It minimizes conflicts in the society.
■S It strengthens family relations.
J It is obeying God’s commandments.
J Promotes good relationship between man and God.
• Ways through which Christians portray their faith in God:
•S By reading the bible/ Christian literature.
■J By praying/ fasting.
■J By giving tithes/ offering to God.
J By preaching/ evangelism/ winning souls to the Kingdom of God.
J Building worshipping places.
v' By singing/ dancing for God/ audio visual.
S By helping the needy/ acts of charity.
•S Through forgiving others/ repenting their sins.
J By respecting their church leaders/ spiritual authority.
By having special attires/ wearing a crucifix.
■J By leading righteous lives/ obeying God’s commandments.
J By observing religious festivals/ rituals.
• Importance of faith in Christian life today:
S Faith gives believers strength to overcome temptation/ sin.
S It enables them to forgive each other constantly.
J It makes even the weakest strong.
•S Enables believers to perform their duties without expecting material rewards.
■S Faith leads to physical healing.
J Faith, enables believers to work tirelessly because there is a lot of work to be done.
S Faith enables believers to show gratitude to God for His blessings benefits they have received from
Him.

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 It enables them to experience the Kingdom of God in their heans
It enables believers to enter the Kingdom of God rece:\ e eternal life
Ways in which Christians identify themselves in the socien toda>:
Christians wear specific designs of clothes.
They abstain from eating some kinds of food/ taking some drinks.
By carrying/ wearing the rosary/ cross/ the flag/ badges/ rings.
They have special ways of greetings/ salutations.
Through making personal testimonies/ pronouncements.
By owning specific Bible versions/ literature.
Through speaking in tongues.
Use of specific church designs.
Use of different titles/ names.
Through ways in which they worship/ observing days of worship/ festivals. Through residing in
secluded homes/ houses.

2. SINAI COVENANT - MOSES

R r •> t.
How Moses’ early life prepared him for future leadership:
He was brought up in Pharaoh’s house and learnt leadership skills.
Having been brought up by his mother, he was familiar with the customs of the Jews, the people he
was to lead.
His experiences in the desert hardened him to be bold and persevering during hardships, which
helped him handle the Israelites in the desert.
He took care of the flock of his father-in-law, Jethro which made him patient, keen and responsible
as a shepherd.
His experience as a father helped him to show love, tolerance and concern to the Israelites.
His knowledge about the God of Israel helped him in teaching the Israelites about Yahweh and
monotheism.
He received the best education i.e. arithmetic and literacy skills, in the palace that enabled him
write the Ten Commandments.
His life was spared by God as he was not killed as the other baby boys were killed by the
Egyptians.
Having been brought up in the palace, he could then approach the pharaoh/ he was not a stranger to
the pharaoh.
The call of Moses in Exodus 3:1-22:
Moses was looking after his father-in-law’s sheep at Mt. Horeb/ Sinai.
An angel of the Lord appeared to him in a burning bush which was not getting consumed.
Moses became curious and moved closer to see what was happening.
When the Lord saw him coming closer, he called out to Moses by his name.
Moses responded to God by saying, ‘Here I am’.
God commanded Moses not to move near/ to remove his shoes because the place was holy.
God revealed Himself as the God of his ancestors/ Abraham, Isaac and Jacob.
Moses was filled with fear and hid his face from God.
J God told Moses that he had seen the suffering of His people in Egypt/ had come to deliver them/
wanted to send Moses to Pharaoh to release His people.
J Moses was reluctant to be sent to Pharaoh/ God promised to be with him.
J Moses sought to know the name of God who was sending him/ God revealed Himself as “I am who I
am” (Yahweh).
J God told Moses to go and gather the elders of Israel/ tell them God’s message about their deliverance.
J Moses was told to go with the elders to Pharaoh to ask for the release of the Israelites.
J God promised to perform wonders to compel Pharaoh to release the Israelites.
•S The Israelites will get favor from Egyptians/ will get jewelry.

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• The instructions given to Moses during his call. Exodus 3:1-22:
J Not to move closer to the burning bush.
To remove his sandals.
J To bring out the people of Israel from Egypt.
Y Moses and the Israelites to worship God on Mountain Sinai.
Y To tell the people that their God is ‘I am who I am’.
Y To assemble the elders of Israel and deliver the message of deliverance.
Y To tell Pharaoh that he should release the people to go and worship Him/ offer sacrifices to Him.
Y To ask Israelites women to borrow their counterparts jewelry and clothing.
• Reasons why Moses was not willing to go back to Egypt after his call:
Y He had killed an Egyptian thus he was afraid.
Y The pharaoh had wanted to kill him/ he feared for his life/ he was a wanted murderer.
Y He feared that the Israelites would not believe God had sent him
Y He was not an eloquent speaker/ stammer.
Y He feared that the Israelites would not accept him as their leader.
Y He lacked identity/ confidence/ courage.
Y He did not have enough knowledge about Yahweh/ did not have faith in God.
Y He was already settled in Median and had a family/ content with his life.
• What Moses learnt about God from his call:
Y God is loving/ caring/ merciful.
Y God is transcendent/ beyond human understanding/ cannot be limited to time and space.
Y God chooses whoever He wills to carry out His plan, e.g. Moses who was a murderer/stammer/ a
fugitive.
Y God expects total obedience and faith from those He chooses.
Y God is holy/ pure.
Y God is everlasting.
Y God is just.
Y God is powerful.
Y God is faithful.
• Qualities of Moses shown during his call at Mount Sinai:
Y Cautiousness/ careful.
Y Inquisitiveness.
Y Respectful.
Y Patience.
Y Obedience.
Y Wisdom/ intelligence.
Y Courage/ bravery/ fearlessness.
Y Faithful/ trustful.
Y Consistence/ reliability.

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 Humility.
• Values that a Christian can learn from the call of Moses:
J Humility.
■S Courage.
J Faithfulness / trust.
J Love/ concern/ care/ mercy.
J Honesty.
S Obedience.
J Reverence/ respect/ honour.
J Service.
S Holiness.
J Inquisitiveness/ keenness/ knowledge.
•S Patience/ persistence.
J Justice; punishing the Egyptians.
• Lessons that Christians can learn about God from the call of Moses:
God commissions/ appoints people to perform certain tasks/ chooses to work through people of His
choice.
S God does not give people impossible tasks.
Y God is beyond human understanding/ transcendent.
J God responds to the cry of His people when they call upon Him.
J God is almighty/ all-powerful/ omnipresent and omniscient/ all-knowing/ pure/ holy.
■J God punishes the enemies of His people.
• Definition of the term plague.
A plague may be a disease or an unfortunate occurrence in one’s life.
• Reasons why God sent the plagues:
The pharaoh proved difficult in releasing the Israelites until God intervened with the severe
plagues.
Y To make the Israelites and Egyptians know that only Yahweh was to be worshipped.
v
He had promised Moses that mighty signs and wonders would assist in the difficult tasks.
• The ten plagues:
S The plague of blood: the waters of Egypt turned into blood.
Y The plague of frogs: the land of Egypt was covered with frogs.
Y The plague of gnats: the dust of Egypt became gnats.
Y The plague of flies: swarms of flies covered the land.
Y The plague upon the cattle: there was death of all Egyptian livestock.
Y The plague of boils: there was an outbreak of boils on human beings/ animals.
v
The plague of hails: there was severe hailstorm.
• The plague of locusts: the land of Egypt was covered with a swarm of locusts.
•' The plague of darkness: darkness covered the land of Egypt for three days.
• The plague of death of the Egyptians first-borns: death of the first bom males of the Egyptians.
• Attributes of God learnt from the ten plagues:
• God is almighty/ all-powerful/ omnipotent/ no forces or power can challenge Him.
Y God is a God of justice/ He punishes the wrong doers and protects the oppressed.
Y God is faithful/ He fulfils His promises.
Y God is loving/ caring.
Y God empowers the people He sends to perform miracles and do His work/ gave Moses the rod.
Y God is tolerant/ He gives people a chance to repent.
Y God expects total obedience and faith from the people He sends.

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SHINERS C.R.E REVISION BOOK 313 1

• Forms of modern-day slavery:
Y Drug addiction.
•/ Sexual immorality/ fornication/ prostitution.
■J Addiction to theft.
Y Alcoholism and smoking.
J Habitual lying.
Greed for material possession.
J Greed for power.
•J Pornography.
J Bitterness/ failure to forgive.
• The meaning of the term Passover:
Y It is derived from the Hebrew word Passach meaning to pass.
J The aim is sparing/ protecting.
J It is the night that the angel of death passed over the houses of Israelites and killed the entire first
bom sons of the Egyptians, including Pharaoh’s son.
• Activities that the Israelites carried out during the night of the Passover:
Y Every man chose a lamb enough for the family.
■J The chosen animal was slaughtered.
•/ The blood was smeared onto the doorposts of the house.
J The slaughtered animal was roasted whole.
J The Israelites ate the roasted meat, unleavened bread and bitter herbs.
J They ate while fully dressed for the journey/ in a hurry.
v' They stayed indoors until the morning.
•S They burnt the leftovers of the meal.
They collected jewellery/ clothing from the Egyptian women.
• The meaning of the symbolic actions on the night of Passover/ Exodus:
J The young lamb, one year old, selected without blemish signified purity of the Israelites.
J Slaughtering of the animal signified sacrifice to God.
J Meat was roasted whole to show that they were in a hurry/ haste and a way to unite them.
•/ Nothing/ no traces of the lamb were left meaning that no identity of the Israelites was to be left in
Egypt.
J The preparation of the unleavened bread signified that they had no time to ferment the dough.
J Eating of the bitter herbs signified their suffering in Egypt.
J Smearing of blood on the doorposts protected the Israelites from the angel of death.
J Borrowing clothing and jewelry from the Egyptians was a way of compensation for slave labour.
Eating while standing with their sandals and staff in hand signified they were ready for the journey.
■J The Pharaoh acceptance that Moses could take the Israelites away from Egypt signified the defeat
of the Egyptian gods by Yahweh.
• The importance of the Jewish Passover feast:
Y It marked the end of bondage in Egypt for the Jews.
Y ft led to the Jewish exodus from Egypt through the wilderness to the Promised Land.
Y Through the Passover, God showed His steadfast love for Abraham’s descendants.
Y The Passover lamb symbolized the New Testament’s sacrificial lamb-Jesus Christ.
Y The Passover helped the Israelites to experience Yahweh’s power and have faith in Him.
Y The celebration helped maintain Jewish unity.
Y Eating bitter herbs was a reminder of the bitterness of slavery.
• Attributes of God shown in the Jewish Passover:
•J God is powerful.
God is merciful.
■J God is omniscient/ all knowing.
■S God punishes the disobedient/ stubborn.
J God saves/ rescues those He loves.
S God is omnipresent/ always present.

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 S God is caring/ loving.
• Importance of the exodus to the Israelites:
S It marked the end of their suffering/ oppression in Egypt.
v
It signified that they were a special nation/ chosen by God.
J It was a fulfillment of the promises made to Abraham.
J It proved that God is more powerful than any other god/ Supreme.
■J It showed/ proved to them that Moses was a chosen leader by God.
J The exodus united the people of Israel as a nation.
S It made them understand the nature of God/ provider.
S It taught them that God needed obedience from human beings.
They received the Ten Commandments which guided them in their relationships.
• Teachings/ lessons about God that the Israelites learnt during the crossing of the red sea:
J God is powerful/ mighty. He made the sea walls separate.
■S God is merciful. He rescued them from their enemies the Egyptians.
V God works through man. He used Moses in performing miracles.
S He punishes sinners/ He is just. Killed the Egyptian soldiers.
■J He is omnipresent. He moved with the Israelites in the form of a cloud/ dust.
J He is faithful. He only required the people of Israel to trust in Him. He promised to destroy the
Egyptians and it happened.
• Problems Moses faced as he led the Israelites during the Exodus:
J Lack of water for the Israelites.
■S Lack of food for the Israelites.
J Complaints/ grumbling by the Israelites/ the Israelites refused to listen to Moses. Warring tribes in the
desert.
■J Travelling in hostile/ harsh climatic conditions and terrain.
S Lack of faith from the people/ worship of the golden calf.
Rebellion/ opposition from his family.
S Threat from the Egyptian army.
S Bites from snakes.
• Ways in which God demonstrated His concern and love for the Israelites during the Exodus:
■J He made a passage/ way in the red sea for the Israelites to cross.
■S He provided them with food/ manna/ quails.
✓ He provided them with water/ purified the bitter water for them.
•S He entered into a covenant with them/ He gave them the Ten Commandments.
■J He defeated their enemies the Amalekites.
S He provided a cloud to lead them during the day pillar of fire to lead them at night.
■J He provided them with leaders/ priests to be their intermediaries.
He drowned the Egyptian chariots in the Red sea.
He forgave them when they broke the covenant.
• Ways in which God’s power is demonstrated in the deliverance of the Israelites from
Egypt to the Promised Land:
' ✓ Through the nine plagues in Egypt.
J The killing of the Egyptians’ firstborns/ Passover.
•S The crossing of the Red Sea/ drowning of the Egyptian soldiers in the Red Sea. Provision of
food/ manna and quails.
V Provision of water from the rock.
■J Israelites victory over their enemies.
■S The miraculous healing from the snake bites.
■J Empowering Moses to perform miracles.
J The pillar of fire/ cloud/ thunder/ earthquake.
• Lessons Christians learn about the nature of God from the Exodus: /
J God is holy.
J God is powerful.
J God is deliverer/ protector.

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 •/ God is faithful.
J God is jealous.
■S God is forgiving/ merciful.
■J God is loving/ caring/ compassionate.
■f God is just/ punishes evil/ demands obedience.
■S God is the provider/ sustainer.
S God is omnipresent/ guides.
• Ways in which God revealed Himself to the Israelites on Mount Sinai:
J Thunder and lightning.
•J Fire/ pillar of fire.
•J Earthquake/ the mountain trembled violently.
■S Sound of trumpets that grew louder and louder.
God spoke to Moses through the Ten Commandments/ a voice.
S Smoke
J Thick cloud that covered the whole mountain.
• How God prepared the Israelites for the making of the covenant of Mount Sinai: God told
Moses to remind the people of Israel of how He had brought them out of Egypt.
J God told Moses that he wanted to make a special relationship with Israel/ make them a kingdom
of priests.
J Moses called all the elders/ people and told them what God had said.
■J God told Moses that He wanted the Israelites to obey Him.
The Israelites promised to* do what the Lord had said.
V God promised to come down and meet with the people on the third day.
J The people were instructed to consecrate themselves/ wash their garments.
Moses set boundaries for the people not to go up the mountain/ touch the border.
■/ The people were to abstain from sexual intercourse.
J On the third day, there was a thick cloud upon the mountains/ loud trumpet blast/ an earthquake.
J Moses brought the people out of the camp to meet with God/ they took their stand at the foot of
the mountain.
✓ The lord came down to the top of the mountain/ called Moses to go up to Him.
• The making of the Sinai Covenant Exodus 24:3-8:
J Moses came down from the mountain and told the people all the words of the Lord. The people
answered in one voice, all that the Lord had spoken we shall follow.
✓ Moses wrote all the words of the Lord.

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•f Moses rose early in the morning and built an altar at the foot of the mountain using 12 stones.
/ He sent young men to make the burnt offering to the Lord.
Moses took half of the blood and sprinkled it onto the altar.
He took the book of the covenant, read it to the people.
J The people answered all that the Lord had spoken; we will do and be obedient.
•s Moses took the remaining blood and sprinkled it on the people.
Moses then said; behold the blood of the covenant, which the Lord has made with you. •s The
covenant was sealed.
• The Ten Commandments/ The Decalogue:
•S You shall have no other gods before me.
■S You shall not make for yourself any graven image.
J You shall not take the name of your Lord God in vain.
J Remember the Sabbath Day and keep it holy.
J Honour your father and mother that your days may be long on earth.
J You shall not kill.
You shall not commit adultery.
You shall not steal.
Y You shall not bear false witness against your neighbour.
Y You shall not covet your neighbour’s property.
• Commandments given to the Israelites that teach on how to relate to one another:
Y Honour your father and mother.
Y Thou shall not kill.
Y You shall not steal.
Y You shall not commit adultery.
Y You shall not bear false witness against your neighbour.
Y You shall not covet your neighbour’s property.
1C
• Reasons why Christians are commanded not to steal: y\
Y Christians should not steal because it causes suffering to the victim.
Y Stealing indicates lack of trust in God’s providence.
Y Stealing shows lack of contentment/ is an act of greed.
Y It lowers the dignity/ self- worth of the one who steals.
Y Stealing indicates lack of self- control.
Y It causes fear/ suspicion/ conflict among people.
Y It can lead to injuries/ death.
Y So as to show respect for other people’s property.
Y It can lead to punishment/ hinder the offender from entering the Kingdom.
Y Christians should work to acquire their needs/ discourage laziness.
• Reasons why Christians are commanded not to covet their neighbours property:
■ To instil the virtues of hard work and honesty.
■' In order to practice self-control.
•’ It is a caution against greed/ selfishness.
To create satisfaction /contentment among them.
■ To create dependent/ trust in God’s providence.
■ To avoid deliberate will to wish to possess what is coveted.
• Reasons why some children disobey their parents: \
■ Affluence/ riches.
Permissiveness in the society/ moral decay/ erosion of traditional values.
■ Poor role models.
-J ie

SHINERS C.R.E REVISION BOOK 313 1

 J Negative peer influence.
■J Negative mass media influence.
•J Drug abuse/ alcoholism.
J Children’s rights under the United Nations convention/ the constitution/ presence of children’s
rights activists.
S Urbanization.
• Reasons why the Israelites were given the Ten Commandments:
J To help them relate well with God.
•/ To help them relate well with one another.
J To protect them from the polytheistic Canaanite religion/ influences.
They formed the foundation of their lives and their nation.
J To make the Israelites live as God’s people and be a model to other nations.
J To protect the Israelites from Egyptian influences.
■J To create order in the community.
• Importance of the Ten commandments to Christians:
They safeguard/ protect Christians from idol worship/ promote the worship of one true God.
J They help Christians have the right relationship with God/ warn against indulging themselves in
practices that drives them away from God/ not to misuse God’s name.
J They remind Christians to keep the Sabbath day/ celebrate Sabbath day/ fellowship with one
another.
J They promote good relationship between parents/ children.
J They help Christians to preserve/ respect/ protect human life.
J They help protect people’s property/ condemn all forms of theft.
■J They promote good relationship with other people/ enhance peaceful co- existence.
■/ They help teach the virtue of honesty/ self-control/ moral values.
• Moral values Christians learn from the Decalogue:
■J Faithfulness/ chastity.
J Loyalty
Honesty.
■J Contentment.
J Respect.
J Reverence.
J Hard work.
• How the Israelites broke the covenant they had made with God at Mt. Sinai Exodus 32: 1-
30:
J Moses had gone up the mountain to seek God’s guidance/ instructions.
Aaron had been left in charge of the people.
•J Moses delayed in returning/ the people became impatient.
V Israelites asked Aaron to make them a god that would lead them.
•J Aaron yielded to the demands of the Israelites/ made a golden calf to worship. Aaron built an altar
at the foot of the mountain/ put the calf.
•/ The people worshipped the calf/ made sacrifices to it.
■S God was angered/ set to destroy the Israelites.
Moses interceded on behalf of the people.
J When Moses came down from the mountain he was very angry with the people/ broke the stone
tablets on which the commandments were written.
J The Israelites were given a chance to choose between following Yahweh or the golden calf.
J Those who followed the golden calf were destroyed/ killed.

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• Reasons why the Israelites broke the covenant w hile at Mount Sinai:
J Moses, their leader, delayed to come down from the mountain.
Y Aaron, who was left in charge of the people, was a weak leader easily manipulated.
S The people demanded for a god they could see and feel.
■S The people were still influenced by the Egyptian way of worship idolatry
Y Moses’ teaching/influence had faded/ vanished from the people's mind.
Y The people had lost faith in their invisible God.
J They lacked knowledge of the nature of the true God/ Yahweh.
• Lessons Christians learn about God from the incident in which the Israelites broke the
covenant at Mt. Sinai:
J Christians learn that God is the only one to be worshipped.
Y Christians learn that God is more powerful than other gods/ idols.
Y Christians leam that God is slow to anger.
Y Christians leam that God is merciful/ forgiving.
Y Christens leam God expects obedience.
Y Christians leam that God is a jealous God/ does not condone evil/ punishes evil.
Y Christians leam that they should exercise self-control.
• Lessons Christians learn from the incident in which the Israelites broke the covenant at Mt.
Sinai:
Y Christians leam that they should worship God alone.
Y Christians should lead righteous life.
Y Christians should not represent God in any kind of image.
Y Christians should intercede for others.
Y Christians should be firm in decision making/not to be swayed/ misled easily/avoid peer pressure.
Y Christians should have faith/ trust God.
Y Christians should repent their sins/ ask for forgiveness/ forgive others.
Y Christians should respect those in authority/ appointed by God.
Y Christians should be patient.
Y Christians obey God’s instructions/ teachings.
Y Christians should exercise self-control/ avoid anger.
Y Christians should condemn evil.
Y Christians leam that disobedience can result into suffering / punishment.
• Conditions given to the Israelites during the renewal of the Sinai Covenant. Ex 34:
Y To obey God’s commands.
Y Not to make any treaty with those who lived in the land where they were going.
Y To destroy their altars/ smash their sacred stones/ break down their Asherah.
Y Not to worship any other god but Yahweh.
Y Not to make idols/ graven images.
Y To keep the feast of unleavened bread.
v
To rest on the Sabbath/ seventh day.
J Not to intermarry with the foreigners.
Y To dedicate their male firstborns/ those of their flock to God.

Y To give the first fruits of their harvest to God/ observe the feast of weeks.
’ They were to offer the blood of the sacrifices with leaven.
Y All the male Israelites were to appear before God three times in a year/ observe the three yearly
feasts.
• Characteristics of God revealed to Moses during the renewal of the Sinai Covenant: Y
Compassionate/ merciful/ full of pity.
Gracious.

SHINERS C.R.E REVISION BOOK 313 1

 ■/ Slower to anger.
■f Loving/ kind/ intimate/ personal.
■J Faithful/ fulfils promises.
•S Forgiving.
J Just/ fair.
J Powerful/ omnipotent/ almighty.
J Jealous.
V Holy/ pure.
• How the church deal with backsliders:
J Evangelize to them.
J Love them.
J Pray for them.
Visit them.
J Guide and counsel them.
V Help them where necessary.
J Establish the cause of the problem and address it.
•J Being a good role model and exemplary.
• Ways in which the Israelites worshipped God when they were in the wilderness:
J The Israelites built sacred places of worship/ tabemacle/tent of meeting.
V They prayed to God.
■J They sang and danced to God.
V They built altars.
J They made sacrifices to God.
J The Israelites celebrated festivals/ men presented themselves before God three times a year.
■J They gave offerings/ tithes/ first fruits to God.
S They burnt incense.
J They observed the Sabbath day/ obeyed the Ten Commandments.
• The elements of Jewish worship found in the Christian worship today:
V Celebration of festivals/ feasts.
J Praying to God.
J Singing/ dancing in Church.
J Observing the Lord’s Day/ Sabbath.
•/ Giving offerings/ tithes.
■S Building places of worship/ dedication/ consecrating.
J Observing the Ten Commandments.
Burning of incense like in Catholic Churches.
■S Use of religious leaders such as pastors and priests.
V Dedication of children.
• Ways in which Christians show respect to God:
•V They set aside a day for worship.
J They set aside holy places of worship.
J Obeying commandments/ do not Mention God’s name in vain.
V They pray to God asking for forgiveness.
Giving offerings/ tithes.
V Praise Him for His forgiveness.
V Taking care of the environment.
J Helping the needy.
V Preaching/ spreading His word.

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• The role of Moses in the history of the Israelites:
He was among the first Israelites’ prophets who received God's call to liberate His people.

✓ Moses mediated between God and the Israelites.

S He liberated/ delivered the Israelites from Egypt.

■J He led the Israelites in making the covenant with God on Mourn Smai.

✓ He punished the Israelites who broke the covenant.

Moses was given the Commandments to guide the Israelites.

■J Moses interceded on behalf of the Israelites so that God would forgjw e them for their sins. S He is
a leader.
J He is God’s spokesman.
• Occasions during the Exodus when the Israelites lost faith in God:
J When they were being pursued/ followed by Pharaoh’s soldiers.
J When they lacked water/ food in the wilderness.
When they were attacked by diseases.
z
When they suffered from snake bites.
J When Moses delayed/ stayed for a long time on the mountain.
When Moses died.
• Reasons why some Christians find it difficult to serve God:
S Some Christians are disappointed by Church leaders who fail to set good examples/' poor role
models.
■J Poverty/ lack of basic needs.
Permissiveness in the society/ moral decadence.
S Overdependence on science and technology.
J Constant conflicts/ rivalry in the church.
S Negative influence from peers/ peer pressure.
Fear of ridicule/ rejection/ mockery.
■S Emergence of cults/ sects/ witchcraft.
S Too much wealth greed for materialism/ pride.
J Lack of time/ busy schedules.
Discrimination based on gender/ ethnicity/ social status/ denomination.
v
Language/ cultural barriers.
J Insecurity/ hostility.
v
Poor health.
Poor infrastructure.
• The Israelites’ new understanding of the nature of God after the Exodus and their journey
through the wilderness:
He is the God of their forefathers, Abraham, Isaac and Jacob.
v
God is more powerful than other gods. He led them across the red Sea.
He fulfils his promises as evidenced by their release from Egypt.
God is holy as seen from the restriction from contact with the Holy Mountain.
z
God uses His chosen people as seen when he provided food and water in the wilderness. •' He is a
moral God as He gave the Ten Commandments to the Israelites to guide their behaviour.
■' God is a jealous God.
v
God is a personal God. He initiates a covenant relationship with individuals for example the Sinai
covenant.
z
God is a just God as He punished idol worshippers.
■' God is transcendent and beyond human understanding exhibited when He told Moses to introduce
Him as ‘’I am who lam”.

’age

SHINERS C.R.E REVISION BOOK 313 1

 J God demands total obedience from His people as expressed in his instructions during the making
and renewal of the covenant.
J God is omnipresent. He moved with them and was present in the pillar of cloud and fire.
• Lessons that Church leaders can learn from the leadership of Moses: r
J Church leaders should seek God’s guidance in their work/ rely on God. /
J They should obey God’s instructions.
Church leaders should exercise patience/ tolerance/ perseverance. z

They should be prayerful; intercede for their members.

■J They should be brave/ courageous.
J They should work with others/ delegate duties to others.
■S Church leaders should have faith in God.
J They should be role models to others/ lead righteous/ exemplary lives.
J They should exercise self- control.
J They should be loyal to God/ not worship any other God.
•S They should offer guidance to the people.
• Problems encountered by the Israelites during their settlement in Canaan:
■J The influence of the Canaanite religion brought disunity
J The Israelites found it hard to look upon Yahweh as a universal God.
■S They lacked a common worship place to unite them
J The Israelites easily despair when they lost the war against the Canaanites
V The Israelites were attracted to the cultic temple and the prostitution practices of the Canaanites.
•/ The Israelites had a theocracy while the Canaanites had political kings. After settling in Canaan,
they wished to be like the other nations.
J They accepted the Canaanite fertility gods because of the agricultural lifestyle.
• Challenges that Christians face while practicing their faith in Kenya today:
J The emergence of splinter groups within the Church.
■S The emergence of cults which practice ungodly activities.
J Th^emphasis of materialism by the churches.
•J Lack of role models among the leaders.
J Open conflict among/ between the leaders and the Church members.
•S Misuse of resources by the leaders.
J Rise of state- church conflict.
J Confusion among Christians due to different interpretation of the Bible.
■J Church leaders not having time for all members/ discrimination.
J Negative effects of mass media/ modem technology.
S Permissiveness/ moral decadence/ drug abuse.

KCSE Question Two 313/1 2006- 2023:

2006. (a) State the promises that God made to Abraham.
(b) What problems did Moses face as he led the Israelites during the exodus?
(c) Give reasons why circumcision was important to the Jews
2007. (a) State the characteristics of the covenant between God and Abraham.
(b) Explain the importance of God’s covenant with Abraham.
(c) What lessons do Christians leam from the incident when Abraham was willing to sacrifice
his son Isaac?
2008. (a) Outline the activities carried out by the Israelites on the night of the Passover.
(b) Give five reasons why the exodus was important to the Israelites.
(c) How do Christians show their respect for God?

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SHINERS C.R.E REVISION BOOK 313/1
 QUESTION THREE 313/1

1. LEADERSHIP IN GOD’S PLAN - KING DAVID AND SOLOMON

• The types of leaders who God gave His power to in the Old Testament:
J Priest/ Levites.
S Prophets/ prophetesses/ seers.
S Judges.
J Kings.
J Warriors.
■J Patriarchs.
• The role of judges in Israel before kingship:
J Some of the judges acted as God’s prophets e.g. Samuel prophesied and judged in Israel.
■S They worked as religious leaders/ led the Israelites in worship they offered sacrifices and prayers to
God.
They settled disputes among the people of Israel.
S They led the Israelites to war against their enemies/ acting as commanders of the armies.
S Some anointed kings of Israel like Saul and David were anointed by Samuel.
•S They reminded the people of Israel about God’s covenant/ law.
• Duties performed by Samuel in Israe^after his call until his death:
■J He performed priestly duties such as offering sacrifices.
■J He settled disputed and passed judgment on the offenders.
J He anointed the first two kings/ Saul and David.
He foretold God’s plan for the future.
He mediated between God and the Israelites.
z
He rebuked the kings when they went against the ways of God, like King Saul.
He advised both kings and the people to obey the covenant law in order to get God’s blessings.
S He condemned idolatry and preached worship of Yahweh/ monotheism.
J Warned the elders of Israel against demanding for a political king.
• How Prophet Samuel promoted the worship of Yahweh in Israel:
S He prayed/ interceded for the people.
J He mediated between God and the Israelites.
He performed priestly duties/ made sacrifices.
S He condemned King Saul for disobeying God.
J He warned the elders of Israel against demanding for a political King/ dangers of rejection.
He anointed Kings over Israel.
S He obeyed God’s commands/ instructions/ was exemplary.
• Reasons why the Israelites demanded for a king. 1st Samuel 8:1-9: X I * 1
s Samuel who was their judge had become old/ he was unable to rule/ feared he would die. The two
sons of Samuel, Joel and Abijah who had replaced him were corrupt. The Israelites wanted a King
who could lead them to war/ battles.
They wanted a King so as to be like other nations around them.
It was a reflection of their rejection of God as their King.
S They wanted a human/ physical King they could see.
They wanted a political government with national authority / organized system ruled by law and
order.

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SHINERS C.R.E REVISION BOOK 313/1
 J They wanted a stable hereditary govemmem
• Reasons why Prophet Samuel was against kugskip ■ Israel. Is Samuel 8:10- 20:
■S The demand for a king was seen as a rejection of Yahw eh as ±e_' unseen King.
J The king would force their sons to serve him as soldiers.
J The Israelites would be like other nations who did not know God they would lose their identity as
covenant people.
•S God would reject them as His people/ would not hear then pleas hen they call.
S The king would grab their property/ land.
J The king would overtax them.
J The king would make them slaves.
J The king would introduce forced labour.
■J The king would take their daughters as cooks/ bakers/ perfumers ,
• The failures of King Saul. 1st Samuel 13:8- 14,15:7- 25:
He assumed priestly duties; he offered the burnt offerings instead of waiting for Samuel to do it.
J He lacked patience to wait for Samuel who was to offer the burnt offerings to God.
J He disobeyed God’s commands to destroy the Amalekites completely by sparing the life of king
Agag.
J He spared the best of the animals instead of destroying them.
■S He lost faith in God.
v He wanted to kill King David/ was jealous of David.
S He committed suicide. e
J He was deceitful to the servant of God.
J He exposed his soldiers to hunger hence they ate meat with blood which was a sin against the Lord.
■S He consulted a medium/ practiced necromancy.
• Reasons why king Saul failed as a king of Israel:
S He was impatient. He offered sacrifices at Gilgal instead of waiting for Samuel.
J He disobeyed the prophet of God and assumed a priestly role.
S He refused to comply with the rule of Harem, when he spared the life of king Agag and the fat cattle
and sheep.
S He became jealous and wanted to kill David who had been anointed.
■S He was greedy. He looted the best sheep and oxen from the vanquished.
S He was possessed by evil spirit.
J He committed suicide.
• Lessons that Christians can learn from the failures of King Saul:
J Christians learn that they should obey God/ His teachings/ authority.
S Christians learn that they should respect people anointed to do the will of God/ church leaders.
S Christians should have faith in God alone.

✓ Christians should repent/ ask for forgiveness.

They should not be greedy/ selfish.

✓ They should be responsible/ true to their duties.

S Christians learn that they should be patient/ wait upon the Lord.
S Christians should avoid evil deeds/ thoughts in their lives.
S Christians should trust in the saving power of God alone.
• Reasons why political leaders in Kenya today have failed to perform their duties effectively:

✓ Inability to live up to the expectations of the electorate.

S Ridicule from the members of society.

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SHINERS C.R.E REVISION BOOK 313/1
J Women leaders are discriminated against and looked down upon.

✓ Division and conflict between the parties.

•S Lack of training in leadership skills leading to poor public relations.

Insecurity, death threats and harassment from their enemies.

■S Different ideologies leading to divisive decisions.
■S Discrimination based on tribe, culture and religion.
• Promises of God to David through prophet Nathan:
J He would be the greatest king /leader in Israel /great name.
S God would protect Israel from oppression /give Israel peace during his rule.
J God would protect David from his enemies.
J He would keep the kingdom strong for his sons ‘descendants/ his sons would be kings. He would
bury him with his ancestors.
•S David’s house would rule forever/ everlasting dynasty.
■S David and his descendants would be blessed forever.
S The messiah would come from his lineage.
S God would punish David’s sons whenever they did wrong just as the father punishes a son.
v
God would always support him.
J David’s sons Solomon would build a temple for God.
J God would give Israelites their own land.
• Ways in which the promises given by God to David have been fulfilled in the New Testament:
S In the annunciation of the birth of Jesus, the angel Gabriel said that he would be a king like His
ancestor David.
v
Jesus was bom in Bethlehem which was the birthplace of David.
The blind man identified Jesus as the son of David as he looked upon him to restore his eyesight. -
J During the triumphant entry into Jerusalem the crowd hailed Jesus as the messiah descended from
David.
Apostles Paul and Peter in their writings make references to Jesus as a descendant of David.

✓ Jesus was bom in the family of David since Joseph, the husband of Mary; the mother of Jesus was
In the annunciation of the birth of Jesus, the angel describes Jesus’ kingship as everlasting.

from the lineage of David.

• The relevance of God’s promises to David for Christian today:
v
God promised David protection from his enemies. Today God continues to be with his people i.e.
Christians.
J God promised an everlasting kingdom, Christians believe in the kingdom established by Jesus as
eternal.
■J God promised to give David’s descendants a dwelling place; Christians believe that through Jesus
they have an eternal place which is heaven.
God promised to make David’s name famous. The Christian Church has grown to become
universal.
v
God promised to raise an heir from David’s family who would always sit on the throne. Jesus is a
descendant of David and also an heir to the Kingdom of God.
God promised constant forgiveness to the descendants of David. Today Christians are assured of
God’s love and forgiveness.

age

SHINERS C.R.E REVISION BOOK 313 1

 • Significance of David as an ancestor of Jesus to Christians today:
2nd Samuel 7:1-29, Luke 1:26-33
The promises that God made to King David pointed to the mission of Jesus in the world to
save sinners.
Through Jesus, a descendant of David, Christians are blessed/ protected/ have peace.
J Through David, Jesus came to establish a spiritual kingdom/ the Church.
David recognized the divinity of Jesus as Lord/ savior who Christians also recognize as savior.
■J David as an ancestor of Jesus established proper worship of God in Israel which has been
emulated by Christians.
S David the ancestor of Jesus made preparations to build a temple for God which has been realized
in the modem day places of worship built by Christians.
• Ways in which King David promoted the worship of God in Israel:
J He brought the Ark of Covenant to Jerusalem.
•S He made Jerusalem a holy city where Israelites from all over the land came for important
religious occasions.
J He composed the Psalms which were used in worship by Israelites.
✓ He showed respect to the prophets of Yahweh/ listened to their messages.
J He wanted to build a temple for God/ made preparations for its constmctions.
When he made mistakes, he asked for Yahweh’s forgiveness/ repented.
J He sought for God’s guidance in whatever he wanted to do.
•S He built alters/ offered sacrifices to God.
S He entered into a covenant with God/ instructed others to obey the covenant.
• Achievements of King David as a king of Israel. 2nd Samuel 16:1- 23,
2nd Samuel 6:1-5:
J David conquered and defeated the enemies of Israel.
He expanded the geographical boundaries of Israel.
He captured Jerusalem from the Jebusites.
S He made Jerusalem the capital city of Israel.
S Made Jerusalem a religious Centre by bringing back the Ark of the Covenant.
He made peace treaties with his neighbors.
•S Composed the Psalms which are used during worship.
J He united the twelve tribes of Israel under one ruler.
He made preparations for the construction of the temple.
• Lessons modern political leaders can learn from King David:
■J They learn that, they should have faith in God/ trust in God/ depend on God.
■S They should promote the worship of the true God in their nations.
Modem political leaders should ask for forgiveness/ repent when they do wrong/ forgive their
enemies.
■J They should seek advice from church leaders/ be humble.
S They should not use their positions to oppress their subjects/ should be just/ fair.
S Political leaders should promote unity among their subjects.
They should set up proper administrative structures.
Modem political leaders should establish good relations with their neighboring countries.
■S They should secure their countries from external threats/ aggression.
• The activities in the life of King David that showed he had faith in God:
■S He challenged Goliath/ killed him by using a stone sling.
J He accepted to be anointed by Samuel to be king after Saul.
He repented after killing Uriah and taking Uriah’s wife.
He consulted God/ God’s prophets before he did anything.

SHINERS C.R.E REVISION BOOK 313/1

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 • He brought the Ark of the Covenant to Jerusalem/ made it a religious center.
• He wanted to build a temple for God/ assembled buildings materials from Lebanon.
• He obeyed God’s instructions through prophet Nathan.
• He attributed all his successes to God/ made praises to God/ composed psalms.
• He accepted God’s punishment for his sins.
• He made sacrifices to God.
• He advised his son Solomon to obey God’s laws/ commands in order to succeed as a king.
• ‘. hen Saul wanted to kill him, he asked for God’s protection.
u. • He fasted/ prayed/ called himself a servant of God.
in B • Ways through which Christians portray their faith in God:
• By reading the bible/ Christian literature.
• By praying/ fasting.
• By giving tithes/ offering to God.
ant I • By preaching/ evangelism/ winning souls to the Kingdom of God.
• Building worshipping places.
• By singing/ dancing for God/ audio visual.
• By helping the needy/ acts of charity.
’ rhrough forgiving others/ repenting their sins.
• By respecting their church leaders/ spiritual authority.
• By having special attires/ wearing a crucifix.
• By leading righteous lives/ obeying God’s commandments.
• By observing religious festivals/ rituals.
• The qualities of a good leader that can be drawn from king David of Israel:
• Wisdom.
' Humility.
• Kindness.
' Respect.
• Obedience.
• jod- fearing.
• Forgiveness.
• Characteristics of God as portrayed in the life of King David:
• God is powerful. \
• God is moral/ righteous /good. i
• God punishes evil/sin/ he’s just God.
• jod is a defender for the defenseless.
• Cod protects/ saves His people.
orgive - jod provides for his people.
• God is faithful/ answers prayers.
• God is kind/ merciful/ forgiving.
• Jod is loving/ caring.
• W ays in which Christians show gratitude to God:
~hrough prayers/ thanksgiving/ adoration/ praise/ worship.
juntries "hrough offertory/tithes.
'aring for the sick/ old/ disabled.
• Through songs /dance/ music.
Dedicating themselves to the service of God/ church.
• -reaching/teaching/ witnessing to the gospel/evangelizing.
Working for the well-being /development of the community.
aring of the environment.

SHINERS C.R.E REVISION BOOK 313/1

 J Taking care of themselves.
J Obeying God’s law/ doing God’s will/ dedicating themselves to God’s service.
J Acting as peace makers.
J Celebrating the sacraments.
J Celebrating Christian holidays such as the Sabbath/ feasts like Easter and Christmas.
• The achievements of King Solomon in Israel. 1st Kings 3- 12
J He built a magnificent temple for God/ brought the Ark of the Covenant to the temple.
J He promoted trade with neighboring countries/ had a navy of merchant ships.
■S He initiated a building program/ built the city of Megiddo/ royal palaces/ fortified the city of
Jerusalem.
■J He reorganized the country into districts for effective administration.
■J He established good diplomatic relationships with other nations through inter marriages. J He
settled disputes among people wisely.
J He composed proverbs/ songs.
■J He initiated industrial activities within the Kingdom/ exploited copper mines at Edom.
J He established a strong army for defense.
• Factors that influenced King Solomon to build the temple:
S The prevailing peace in Israel.
J God had revealed to David that Solomon would build the temple/ obeying God’s command/ fulfilling
Nathan’s prophecy.
J He wanted to honor God with a fine building.
J There was plenty of labor available.
J The kingdom had a lot of wealth.
J Israel had trade links with neighboring countries where building materials were easily available.
The Ark of the Covenant needed to be protected from invaders.
• Reasons why King Solomon built the Temple in Jerusalem:
S To fulfill Nathan’s prophecy that David’s son would build the Temple in Jerusalem.
J Jerusalem was fortified and secure and was therefore a good place to build the Temple.
■J Availability of cheap labor and construction materials.
■S He wanted to unite the Israelites - Jerusalem was central to the Jews.
J Jerusalem was strategically placed.
•S He was doing the will of his father.
J It was necessary to have a permanent symbol of God’s dwelling place since people were already
settled.
• The functions/ importance of the temple in the Jewish community:
J The temple was a place of worship/ prayers/ sacrifices.
*' It was where major Jewish annual festivals/ feasts were held e.g Passover/ Pentecost/pilgrimage.
It was used as a treasury/ important objects were kept there/ foreign currency exchanged. ■J It was
a source of unity among the people/ gave a sense of security.
J It symbolized the presence of God among the people/ the Ark of the Covenant was kept there.
It was believed to be a dwelling place of God.
■S It was a residence for Jewish religious leaders.
It was a learning centre where Mosaic law was taught.
It was a place where disputes were settled/ law court.
It was a place where religious ceremonies/ rituals were performed e. g dedication/
purification/presentation.
J It was a commercial centre/ business activities were carried there.

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• Reasons why Christians Build churches:
They are used for worshipping God.
J They signify God’s presence/ house of God.
■J They are used for meetings/ a place of gathering members.
 ■J They are places where members receive religious instructions.
J Asa sign of prestige /recognition/ identification.
J Asa sign of growth, geographical, numerical expansion.
J To demonstrate their faith in the existence of God.
J To follow the traditions of the Old Testament teachings in the temple as a house of God.
J It can be used as a place of refuge in times of danger calamity’.
J Religious function takes place there.
• How Christians in Kenya show respect for places of worship:
J They maintain cleanliness in places of worship.
J In some cases, they remove shoes/ hats/ switch off their phones.
J They decorate/ put flowers in places of worship.
S They dress decently when going for worship.
J Order is maintained in places of worship/ kneeling down.
J Constructing beautiful/ large places of worship.
J Dedicating all instruments/ property in places of worship.
J Showing respect/ obedience to church leaders.
J Securing places of worship.
• The failures of king Solomon of Israel:
S He married many foreign wives which was against God’s command.

✓ He introduced forced labor/ forced men of Israel to work in his building projects like the
He built temples for the pagan gods his wives worshipped/ practiced syncretism.

palace and the temple.

He killed his own half-brother, Adonijah, who he suspected to be a rival to the throne.
■J He practiced nepotism/ favoritism as his own tribesmen from Judah and Benjamin were
exempted from forced labor.
J He introduced high taxation in Israel.
J He was selfish and loved himself more than he loved God. He built his own palace in 13 years
while he only took 7 years to build the Lord’s temple.
He was extravagant in the way he used the wealth belonging to the state of Israel.
■J He sold part of the territory, 20 towns of Galilee to Hiram, king of Tyre in repayment for a debt
he was unable to settle.
He hired the skills of pagan craftsmen who designed, decorated and furnished in the temple of
God.
He signed treaties with his neighbors for his protection against the covenant requirements.
■J He allowed worship of foreign gods/ idols in Israel.
• Ways in which king Solomon turned away from the covenant way of life: He married
foreign wives/ concubines.
J He allowed the worship of foreign gods/ idols/ he worshipped foreign gods. He murdered his

✓ He taxed Israelites heavily for his upkeep.

half-brother, Adonijah, whom he thought was a threat to the throne.

He disobeyed the instructions given to him by his father, David, to rely on God.
He built places of worship for the false gods.
•J He subjected the Israelites to forced labour/ slavery.
■S He signed treaties with his neighbors for protection.
He sold land to Hiram, king of Tyre.

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J He used more time to build his palace than the temple of the lord.
• The consequences of King Solomon’s failure as king of Israel:
J Spread of idolatry.
J Split of the kingdom.
■S Forced labour made some reject his son’s leadership.
■J Led to syncretism.
 ■S Growing instability in leadership.
■J Loss of diplomatic relations with some nations which reduced Israelite prosperity.
■S Diminished Yahweh’s worship.
• Lessons that modern political leaders in Kenya can learn from King Solomon:
■S Modem political leaders learn that, they should ask for wisdom from God to enable them rule.
■J They should trust in God/ have faith in God/ obey God.
■J They should promote the worship of God/ support Christian projects.
S They should rule with justice/ fairness/ should not oppress their subjects.
■S They should exercise self-control/ be leaders of integrity.
■S They should have good diplomatic/ trading relations with other countries.
J They should make good use of the nation’s resources/ not be extravagant.
J They should protect their nation’s territory/ land.
• Lessons Christians learn from the leadership of King Solomon:
S Christians should maintain good relationship with others.
■S Christians should build/ maintain places of worship.
■S Christian leaders should delegate duties to others.
■J They should use peaceful methods of solving conflicts/ make critical decision/problem solving.
■S Christians should put into practice their God- given skills/talents/ abilities.
S They should obey God’s commands/ instructions.
•S They should exercise self- control.
They should have respect for human life/ not commit murder.
Christians should be just/ fair in their dealing with others/ avoid nepotism/ tribalism.
J Christians should be contented with what they have.
J Christians should pray to God for wisdom.
• Factors that led to the failure of king David’s successors:
J They shed innocent blood.
S They were oppressive in their rule; forced labour/ heavy taxation/ bribery They married foreign
wives.
S They built temples/ shrines for idols.
J They were dishonest/ unfaithful.
J They did not tell people who God was.
■S They were disobedient to God.
■J They did not rule according to the laws of Moses.
They did not listen to God’s prophets.
■J They worshipped idols and God/ syncretism/ worshipped idols.
■S They took part in pagan feasts.
■S They sought alliances with neighboring states instead of relying on God.
• Ways in which Christian leaders misuse their position:
J Acquiring material wealth.
Misusing the pulpit for political gains.
S Discriminating against the poor and needy in the society.
■S Engaging in sexual immorality.

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SHINERS C.R.E REVISION BOOK 313 1
 f
J Misusing spiritual gifts to gain popularity and fame. Misappropriating church funds and property.
J Being proud and arrogant.
Practicing nepotism.
•J Imposing personal doctrines on the congregation.
•J Misleading the people on certain biblical teachings.
•J Forming splinter groups in church.

2. LOYALTY TO GOD-ELIJAH
• The nature of the Canaanite religion:
J It was based on nature/ cosmic/ cyclic changes in seasons.
■J It was polytheistic/ comprised of many gods and goddesses. z Symbols/ idols/ images were
made to represent each god/ goddesses.
Temple prostitution was part of the worship of god/ goddesses.
■S Human/animal/ crop sacrifices were made to the gods/ goddesses.
■S Feasts/ festivals were celebrated in honor of the gods/ goddesses.
There were prophetesses and prophets for each god/ goddesses.
J Each god/ goddess played a specific role in the community.
There was a chief god/ El.
J Temples and shrines/ high places of worship of gods/ goddesses.
• The family of gods in the Canaanite religion and their duties:
■S El: the high god; the king and father of years.
J Asherah: wife to El; goddess of fertility.
Baal: the storm god: also referred to as the god of rain and fertility. Sometimes called Baal
Hadad meaning god of storm.
S Baalath: female partner of Baal, means lady. Her personal name was Ashtarte.
•J Mot: god of drought, famine and death.
J Anat: sister of Baal, a goddess of war and love.
• Factors that led to the division of the kingdom of Israel:
King Solomon allowed the worship of other gods in Israel which displeased God.
J Oppression of the Israelites through the over taxation introduced by King Solomon.
■S Introduction of forced labour in Israel by King Solomon.
■S Rehoboam’s rejection of the elder’s advice to rule Israel less harshly/ followed the advice of
young men to rule more harshly.
The rebellion of the ten tribes of Israel.
•J The readiness of Jeroboam to lead rebellious tribes.
•S King Solomon married foreign wives which was against the will of God.
■S It was the fulfillment of Prophet Haiji/ it was the will of God.
• Activities of king Jeroboam that made the Israelites in the northern kingdom turn away
from God: OR
• Ways in which king jeroboam contributed to the religious schism between Judah and
Israel:
J Made images/ golden calves/ idols to represent Yahweh.
S He made Dan and Bethel centers of worship to rival Jerusalem.
v
Stopped Israelites from going to worship in Jerusalem which was against the law.
•S Built places of idol worship/ high places/ hilltops/ shrines.
He chose priests who did not belong to the family of Levi/ ordinary families.
S He [Link] festivals in the month of his choice.

SHINERS C.R.E REVISION BOOK 313/1

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 S He worshipped idols/ made the Israelites offer sacrifices to the golden calves.
• Factors that have led to the increase of Christian denominations in Kenya:
Rivalry for leadership/ greed for power.
Difference in biblical interpretation/ teachings/ doctrines to suit their personal preaching.
Resistance to change by the older members who want to remain as it was/ generational gap-
Material gain/ greed/ selfishness where starting a church have become a business.
Lack of spiritual satisfaction makes them start their own churches.
Lack of good example/ poor role model by the leaders/ corrupt leaders.
Desire to be free from missionary/ foreign control.
Difference in mode of worship/ ritual observance/ model of worship.
Nepotism/ tribalism/ racialism among Christians.
The Kenyan constitution has allowed freedom of worship.
Disagreements in ethical issues/ politics in the church regarding how certain matters should be
handled of family planning, dressing.
Causes of power struggles among Christians today:
Greed for lack of material possession/ poverty.
Hypocrisy among the believers/ leaders misbehavior.
Nepotism/ tribalism /racism /ethnicity all other forms of discrimination..
Economic status/ rich versus poor in the church.
Educational status.
Differences in interpretation of the Christian doctrine.
Rigidity/ conservation among leaders.
Political interference in the leadership of the church.
Fighting for recognition/ prestige.
Succession wrangles.
Generational gap.
Factors which led to the widespread of idolatry in Israel during the time of Prophet Elijah:
The foreign princesses married to Israelite kings brought with them idol worship/ false prophets
were brought to Israel.
Israelites changed their lifestyle from pastoralism to agriculture when they settled in Canaan and
\ \\\\ \\ \ A \\\ A A ’AAAAAAAAAAA* AAAAAAAA A A A

this forced them to worship the god of fertility.

Israelites worshipped Yahweh and Baal/gods on different occasions/ syncretism. The kings built
temples for Baal worship in the northern kingdom of Israel/Schism. Israelites broke the covenant
through intermarriages with foreigners thus adopted Canaanite way of life/ temple prostitution.
Israelites felt that Yahweh had forsaken them after they were defeated in wars by neighboring
nations/ turned to other gods.
The true prophets of Yahweh who were in Israel were being persecuted.
The kings made festivals for the Canaanite gods to be on the same dates as those of the Jewish
calendar hence Israelites were influenced to worship idols.
King Ahab made Baalism the official state religion.
The rampant presence of visible idols compared to unseen Yahweh.
How Queen Jezebel contributed to idolatry:
Jezebel was the daughter of Ethbaal, King of Tyre/ Phoenicia.
Omri arranged for the royal marriage of his son, Ahab to Jezebel to strengthen political union.
This marriage had very negative effects on the religious life of Israel. He was a strong follower of
the Phoenician religion.
SHINERS C.R.E REVISION BOOK 313/1

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J King Ahab allowed her to introduce her religion to Israel.
She went ahead and imported her Baal religion to Israel.
Y The Baal was Baal-melkart, the official protective god of Tyre.
s She imported 450 prophets of Baal and 400 of Asherah and supported them out of the public
treasury.
Jezebel put in a strong campaign to substitute the worship of Yahweh with that of Baal.
■S All the Israelites were forced to worship Baal and so Baalism became the official state religion.
S Jezebel ordered the destruction of the altars of Yahweh.
• Reasons that may influence some Christians to turn away from God today:
J Lack of faith/ trust in God.
S Influence from non-believers/ ridicule/ discouragement.
J Peer pressure/ fear other people/ critic influence.
■S Quest for better economic power/ pride/ education/ greed/ materialism.
J Lack of role models in the society.
•J Unemployment/ poverty.
Y Negative influence from mass media.
J Emergence of different beliefs/ cults/ religious pluralism.
■S Lack of time/ family responsibilities/ work pressure.
Y Unanswered prayers/ frustrations in life.
■J Permissiveness in the society/ moral decadence.
• The effects of idolatry in Israel during the time of Prophet Elijah:
J God raised prophets to bring Israel back to the covenant way of life.
J There was persecution/ hostility towards Yahweh’s people/ prophets.
Baal prophets/ prophetesses were brought to Israel.
J There was corruption/ social injustices/ people rejected the covenant way of life.
S Israelites practiced syncretism/ mixed the worship of Yahweh with Baal.
There was drought in Israel for three and a half years as a divine curse on the nation.
J Israel lost its identity as a nation of God’s people.
J A contest was held at Mount Carmel to prove who the true God was.
■S Elijah fled the country/ was sustained by God’s power during the period of the drought.
• Practices of idolatry during the time of Prophet Elijah:
S There was polytheism/ the people worshipped many gods.
■S There were human sacrifices.
•S The people observed festivals in honor of the gods and goddesses.
There were animal sacrifices and offerings for the gods and goddesses.
S Images and symbols were made to represent the gods and goddesses.
J Shrines, altars and temples were built for the worship of gods.
J Priests, prophets/ prophetesses presided over all religious matters.
• Ways used by kings of Israel to bring the people back to God:
J Destroyed the altars of god i.e. Asherah poles.
J Set examples to the people by repenting their sins when warned by the prophets of their wrong
doings by worshipping.
•S Killing the priests of Baal e.g. Jehu.
•S Restoring temple worship e.g. David/ captured the ark/ taking the ark to Jerusalem.
S Renewal of the covenant/ they led the people in renewing their allegiance to Yahweh and the
Sinai covenant e.g. Jehu and Josiah they renewed Jewish festivals.
Y Repaired the temple/ they made God’s dwelling place presentable and accorded it its due
respect Hezekiah/ build a temple e.g. Solomon.

SHINERS C.R.E REVISION BOOK 313/1

age
 J Destroyed the bronze serpent that Moses had made during the exodus for the Israelites had begun
worshipping it, they burnt incense to it. Hezekiah of Judah 2 Kings 18:3.
■/ They did not form political alliances with neighboring kings thus demonstrating to the people
that God was to be completely trusted.
• Methods used by Prophet Elijah to fight idolatry in Israel:
J He announced a three year drought as a punishment from God for idol worship.
J He openly condemned King Ahab for misleading the people into idol worship.
J He led the people to Mount Carmel to contest the proof of who was the true God.
■J He killed the Baal prophets who were promoting idolatry.
■/ He appointed Hazel and Jehu as kings of Syria and Israel respectively to be used by God to
punish idolatry in Israel.
J He appointed Elisha as a prophet to succeed him in the fight against idolatry.
•/ He prayed for rains to come back as proof that Yahweh is the true God.
• Signs used by God to show that Elijah is the true prophet of Yahweh:
Z The presence of the three year drought.
Z The increase of the flour/ oil of the widow.
J The healing of the Zaraphath widow’s son.
Z The great storm that marked the end of the three year drought.
Z The fire that came from Heaven during the Mt. Carmel contest.
Z Elijah was fed by the ravens on the way to Mt. Sinai.
Z God appeared to Elijah in form of a still calm voice.
Z Elijah was taken to heaven by chSriot of fire.
• Factors that led to Mount Carmel contest:
Z Ahab built a temple of worship of Baal in Samaria.
Z Ahab had married a Phoenician princess who brought the worship of Baal to Israel.
Z Yahweh’s altars had been broken down.
Z Religious syncretism had developed in Israel.
Z Prophets of Yahweh had been killed in Israel.
Z There was prolonged drought in Israel.
Z Israel had broken the covenant relationship with God.
Z Elijah’s religious experience and deep conviction about the true nature of God.
• The contest between Prophet Elijah and the prophets of Baal at Mount Carmel. 1st Kings
18:17-40:
Z Prophet Elijah asked King Ahab to assemble all the people at Mount Carmel.
Z The king summoned all the people including the prophets of Baal to Mount Carmel.
Z Elijah told the people to choose between worshipping God and Baal.
Z He suggested to the people that two bulls be brought and each party to offer the sacrifice to their
god/ God.
Z He challenged them and said whichever party will make their god/ God bum the sacrifice will be
the true God.
Z The prophets of Baal were given a bull which they prepared and called upon the name of god.
Z Elijah mocked them/ asked them to shout louder to their god.
Z They prayed, cut themselves with knives until they bled but Baal did not answer them.
Z Elijah asked the people to come near him as he repaired the altar of God.
Z He placed the sacrifice on the altar and asked the people to pour water on it.
Z He called upon God to prove that He was the living God.
Z Fire consumed the sacrifices/ the wood/ stones/water/dust around it.
Z The people threw themselves on the ground and worshipped the Lord as the true God.
Z Elij ah killed the prophets of Baal.

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 J Elijah told Ahab to go and eat/ prophesied the coming rain.
• The lessons a Christian can learn about the nature of God from the contest at Mount
Carmel:
J Yahweh is the only God to be worshipped.
J Yahweh is a living God who controls forces of nature. He is the Lord of nature.
v
Yahweh is a powerful God.
J Yahweh is a merciful God who wins back wayward hearts.
J Yahweh is a jealous God who will not have other gods besides him.
J Yahweh is a God of justice who punished idolaters and other sinners.
J Yahweh answers prayers/ He’s faithful to those who put their trust in Him.
• Conditions which made it difficult for Prophet Elijah to stop idolatry in Israel:
J The existence of false prophets who gave false promises to the Israelites.
J King Ahab who allowed his Phoenician wife to bring the worship of false gods and goddesses.
J There was persecution/ killing of true prophets of God by Jezebel.
J King Ahab had allowed the building of temples/ high places for the worship of Baal.
S The Canaanite religion had a strong influence on the Israelites.
J The king participated in idol worship, Baalism was made an official state religion.
J The idol gods could be seen/ touched, so they appeared real.
• Challenges that Prophet Elijah faced in Israel as he tried to fight Idolatry and
Corruption:
S Prophet Elijah had to defend his faith/ religion to prove that Yahweh was the true God.
■S He was accused by King Ahab of being a trouble maker in Israel/ enemy.
J. He had to convince the people that he was the true prophet of Yahweh.
He lived in fear after pronouncing the drought in Israel.
He had to flee from Israel after killing the prophets of Baal.
✓ Jezebel threatened to kill him.
S He despaired/ felt discouraged/ lonely/ wished to die.
■J True prophets of God were being persecuted/ killed in Israel.
J He had to fight Baalism/ Baalism had been made a state religion.
J The presence of nine hundred and fifty Baal and Ashera prophets and prophetesses in Israel.
• Challenges which Church leaders in Kenya face in their work:
*' Church leaders are rejected/ persecuted/ oppressed.
■ They have rivalry among themselves/ inferiority/ superiority complex.
»’ They experience discrimination based on nepotism/ tribalism/ gender/ status.
■S There is hypocrisy among Church members/ religious syncretism. Inadequate finances/
materials for their work.
■S They encounter temptations in their duties/ societal ills e.g. bribery/ corruption/greed.
S They encounter language barrier while spreading the word of God.
J There is conflicting interpretation of the Bible.
J There is political interference in their work.
S They are faced with competition from false prophets/ cults/ other religious beliefs.
•S Permissiveness in society hinders their work.
Poor infrastructure makes it difficult for them to access some areas.
J Insecurity/ hostility.
Family commitment/ work.
Negative influence of science and technology.
• Life skills that prophet Elijah used to fight against false religion in Israel: Assertiveness',
he told Ahab that he was the cause of trouble in Israel.

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J Creative thinking', he requested for a contest ber- een the prophets of Baal and himself. ■/ Critical
thinking', he sought ways to prove thai Yahweh was the true God.
J Decision making', he ordered the killing of prophets prophetess of Baal.
•C Self - esteem; he was confident/ convinced that God was on his side.
Z Negotiation; Elijah asked the Israelites to choose between God and Baal.
■/ Effective communication; he explained to the people how the contest was to be carried out.
•C Conflict resolution/Problem solving; through the contest he convinced the Israelites that Yahweh
was the true God.
•C Self-awareness; he knew that he was the prophet of the true God.
• Reasons why Christians should fight cultic religions:
S It is against Biblical teachings.
V It advocates for human suffering.
J It leads to lack of faith in God.
•C It instills fear in people.
J It leads to God’s judgment/ punishment.
•C The rituals performed are not in line with Christian principles.
• Forms of idolatry that threaten Christianity today:
•C Devil worship.
J Sexual immorality.
•C Alcohol/ drug abuse.
J Greed for power. •
V Education.
J Career and employment.
■S Love of popular culture.
•C Practice of witchcraft, sorcery and divination.
• The incident in which King Ahab took Naboth’s vineyard. 1st Kings 21:1-16.
■J Naboth had a vineyard in Jezreel, beside the palace of King Ahab.
J King Ahab asked Naboth to give him the vineyard/sell it to him for a vegetable garden.
■C Naboth refused to sell it to King Ahab because it was an inheritance from his fore fathers. •C King
Ahab went home dejected/ sad /disappointed/ refused to eat.
■C His wife asked him why he was sad.
J When King Ahab explained what Naboth had told him, Jezebel asked him whether he was King or
not/ said she would give the vineyard of Naboth.
■C Jezebel wrote letters to the elders of the city instructing them to accuse Naboth of
blasphemy/treason.
S The elders organized for Naboth to be punished/ killed.
Naboth was taken outside the city where he was stoned/ killed.
•S When Jezebel heard about the death of Naboth she told King Ahab to go and take possession of the
vineyard.
J King Ahab went to possess the vineyard.
• Reasons why Naboth refused to sell the vineyard to King Ahab:
S Naboth refused to sell his vineyard to King Ahab because the land belonged to God/ God is the
rightful owner.
■C The land belonged to the family/ it was an ancestral property which an individual had no right to
sell.
S Land was inherited from one generation to the next generation/ it could only be rented out but not
sold.
■C Naboth, did not want to disobey God/ he respected the Mosaic law which gave guidelines on Land
issue.

SHINERS C.R.E REVISION BOOK 313/1

•S It was Naboth’s only piece of land.
J Land was given to the Israelites to settle on/ it was not meant for sale.
• Commandments broken by King Ahab and Queen Jezebel from the story of Naboth’s
vineyard:
v
They broke the commandment of not to kill when they planned for the stoning of Naboth.
v They broke the commandment of not worshipping other gods when they worshipped idols.
v They broke the commandment of not coveting a neighbor’s property when the wanted Naboth’s
vineyard.
J They broke the commandment of not stealing when they took Naboth’s vineyard.
v They broke the commandment of not to cheat/bear false witness when they planned instituting
for false witness against Naboth.
They used the name of God in vain when they said that Naboth had blasphemed against God.

✓ He took away/ stole Naboth’s vineyard.

• How King Ahab failed to keep the covenant law. 1st Kings 21:

'S He allowed his wife to bear false witness against Naboth.

✓ He oppressed the lowly Naboth.

J He allowed the murder of Naboth through stoning.

✓ He considered himself to be above the law/ equated himself with God.

✓ He failed to respect the Jews law of land ownership/ inheritance.

J He coveted Naboth’s vineyard.

• Forms of punishment prophesied by Elijah to King Ahab and queen Jezebel:

✓ Evil would be upon Ahab.

J The death of King Ahab would be in the same place/ valley of Jezereel like Naboth.

✓ God was to take away the prosperity of Ahab/ his rule would come to an end.
✓ Dogs would lick the blood of Ahab.
✓ All the male children free/ slaves would be cut off.

✓ The dogs would eat anybody who belongs to the family of Ahab and died in the city.
J The lineage of Ahab would be wiped out.

s The birds of the air would eat all who die on the field.
v
The dogs would eat the body of Jezebel.
• Lessons Christians learn about social justice from the story of Naboth’s vineyard:
v
Christians should not use their position in leadership to acquire wealth irregularly/ falsely.

✓ They should safe guard property received through inheritance/ according to the law.
v
Christians should protect the poor against corrupt leaders.

✓ Christians should execute justice/ protect rights/ freedom of citizens.

v
They should not be misled by their friends/ relatives to go against the law.

v
They should condemn all forms of injustice in the society.
- Christians should champion/ fight for the rights of the weak in the society.
« There is punishment for those who exploit the poor/ others.
• Reasons why killing was condemned in traditional African communities:
Life is sacred and therefore should not be destroyed by anybody.
It brings hatred/ revenge/ ill- feeling among members of the community.
” It destroys continuity of the family/ community.
■ It brings poverty/ denies one the chance to take part in the community development.
• It breeds suspicion/ fear/ anxiety.
It destroys harmony/ undermines good relationships in the community.
It creates sadness/ misery /sorrow to the relatives/ community.

SHINERS C.R.E REVISION BOOK 313/1

 J To avoid being banished excommunicated by the community.
■/ To avoid curses being haunted.
• Evils Prophet Elijah would condemn in Kenya today:
•S Land grabbing.
S Murder and tribal/ ethnic clashes.
•J False prophecies and hypocrisy.
■S Power struggles.
■S Corruption/ bribery.
■J Love of money.
J Oppression and exploitation of the poor.
J Cultic practices and sects.
J Witchcraft/ sorcery/ magic.
• Forms of corruption in Kenya today:
J Tribalism/ nepotism.
Bribery.
S Cheating in businesses.
■S Stealing/ robbery with violence.
•J Grabbing of personal and public land.
■S Misuse of public property.
J Dishonesty.
• How a Christian should respond when offered a bribe:
■J He should not accept the bribe.
■J He should condemn the act of bribing.
He should pray for God’s guidance.
V He should advice the person not to depend on bribing.
J Report the incident to relevant authorities.
• How corruption has affected the society in Kenya today:
J There is increase in crimes/ insecurity.
J The public has lost trust/ faith in the government.
S There is an increase in poverty/ unemployment due to inability to create jobs.
•S There is a high level of inflation/ economy stagnation.
V Lack of quality service in all areas of life/ poor services which lead to death.
■S There is a hiring/ employing inefficient personnel.
J It has led to strikes/ riots among workers/ poor morale of workers.
J It has led to sexual immorality which leads to STDs / HIV /AIDS.
V It has given the country a negative image globally.
• Ways in which Christians fight corruption in Kenya today:
V By condemning all the unjust practices in the society.
V By praying for the corrupt people to change their behavior.
V Through advocating for the enactment of laws that can help to strengthen the fight against
corruption.
V By acting as role models for others to emulate/ set good example by avoiding corrupt practices.
V By educating/ providing civic education on the evils of corruption.
V By preaching the importance of integrity to the people.
V By reporting those engaged in corruption to the relevant authorities.
V By exposing corrupt practices in the society.
V By obeying the laws of the state.

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J By lobbying for the punishment of all those who abuse justice/ promote corruption.
v
By making moral choices/ informed decisions/ through the use of life skills.
• Life skills Christians need to fight corruption in Kenya today:
Z Assertiveness.
Creative thinking.
J Critical thinking.
J Decision making.
•S Self - esteem.
J Negotiation.
■S Effective communication.
■S Conflict resolution/ Problem solving.
J Self-awareness.
• Reasons why Elijah is considered a true prophet of God:
J He upheld the worship of the true God of Israel.
Elijah prophesied three years of drought and it happened.
Elijah prayed to Yahweh and the drought ended in a great storm.
J God sent ravens to feed him while he was hiding in the wilderness.
J Elijah performed miracles to help the poor widow who gave him shelter.
J He raised the child of the widow of Zarephath to life.
Z Ahab and Jezebel sought to kill him but failed. God protected him.
Z He prayed and Yahweh brought fire to consume his sacrifice at Mt. Carmel.
Z Elijah’s prophecy about the punishment of Ahab and Jezebel came to pass.
Z He anointed Elisha as prophet, Jehu and Hazel as kings.
• Lessons that modern Christians learn from the life and teachings of Elijah:
Z Christians should remain courageous and firm in condemning any form of social injustice.
Z They should remain faithful and loyal to God through word and deed even when their lives are
endangered.
Z They should pray to God in faith and God will answer them.
Z They should advocate for the rights of the poor and speak against any form of oppression.
Z They should not give false evidence against their neighbors like Jezebel.
Z Christians should know authority comes from God and they are accountable to Him for their deeds.
Z Christians should be persistent like Elijah was in his fight against false religion.
Z Christians should avoid idolatry at all costs. They must not value anything above God the creator.
Z Christians should live righteous lives free from corruption. They should avoid double standards in
their lives.
• Qualities of Prophet Elijah a Christian leader should emulate:
Z Truthfulness.
Z Courage.
Z Faithfulness/ trust
Z Kindness.
Z Loving/ caring/ compassionate.
Z Honesty.
Z Loyalty/ obedience.
Z Prayerfulness.
v
Respectful.
z
Responsibility/ commitment.

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 QUESTION FOUR 313/1

1. SELECTED OLD TESTAMENT PROPHETS AND THEIR TEACHIGS

• Prophet- is a person who speaks and acts for God. Old Testament names include: J Man of
God.
J Servant of Yahweh.
Messenger of God.
A watchman of God’s word.
J Seer.
J Nabii.
J A man of spirit.
J God’s spokesman.

• Prophesy:
J This is the art of delivering the truth as revealed by God.
•/ It is a prophet’s utterance which is inspired by direct revelation from the Holy Spirit. Prophesy
covers predicts of future events.

• Categories of prophets in the Old Testament:

J Prophets are divided into two major categories namely: the true prophets and false prophets.
■ Categories of true prophets in the Old Testament
V Major Prophets- their messages/ books are elaborate/ detailed.
J Minor Prophets- they have short/ brief messages.
S Canonical Prophets- they are prophets whose utterances are recorded in books that bear their
names.
■C Non- Canonical Prophets- they are prophets whose oracles/ messages have been compiled by
other authors.
•/ Cultic Prophets- they are prophets whose duties were associated with places of worship. ■/
Early Prophets- are prophets who were sent for specific task by God.

• Ways in which Old Testament prophets received their messages:

J Through visions e.g. Amos.
■S Through dreams e.g. Samuel.
J Word of God spoken directly to an individual e.g. Moses.
•S Through prayers.
J Through other prophets e.g. Elisha.
•S Through God’s mysterious powers e.g. the burning bush.
• Methods used by Old Testament prophets to pass their messages to the people:
■C They used poems/sermons/lamentations to communicate/ public speeches.
N They used symbolic actions/ demonstrations e.g. Jeremiah’s wooded ox yoke
■J Some prophets wrote their messages and recorded them in scrolls/ writing letters.
•/ They performed miracles e.g. Elijah
•C They delivered their messages through songs
J They used their lifestyles/life experiences e.g. Elijah, John the Baptist
• How prophetic messages were written:
■C The prophets themselves may have written messages.
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•f The prophet may have dedicated messages
to a scribe to write down e.g. Jeremiah to Baruch.
God dictated to the prophets what was to be put down.
J The disciples of the prophets preserved their masters' teachings as oral traditions and passed it over
to subsequent generations.
J The disciples of the prophets treasured recollections of the prophet’s life as well as their oracles and
incorporated them in the historical books of the Bible.
■J The scribes re-organized the prophet’s teaching according to subject matter.
J The collection, compiling and writing of the prophetic messages was accomplished over a long
period of time.
• Ways in which church leaders communicate God's message to people in Kenya today:
Through sermons/ church services/ crusades/ door to door evangelism.
Some Church leaders communicate God’s message by performing miracles/ faith healing.
J Some Church leaders write Christian literature/ books magazines.
J Some compose/ sing songs/ drama.
■S By leading exemplary lives.
■S Through guidance and counseling/ giving advice.
■S By using audio- visual devices/ social media.
Through acts of charity/ helping the needy.
By organizing seminars/ workshops/ training sessions.
• Ways in which prophets were important in the life of the nation of Israel: OR
• The role of prophets among the Israelites:
J They communicated God’s will to the people of Israel.
J They spoke the word of God directly to the people.
J They acted as mediators between God and the people of Israel.
S They made predictions about the future.
J They condemned idolatry.
■S They stressed that only one God, Yahweh was to be worshipped.
Some acted as Priests, for example Moses and Samuel.
•J They warned people of the impending Judgment of God.
J They gave people hope of being restored to God if they repented their sins e.g. Jeremiah.
■S They condemned all forms of evils and ritual sins.
J They acted as conscience of Kings. They gave advice to Kings and confronted them when they
went wrong.
S They revealed/ taught God’s attributes to the people e.g. God is holy.
• Characteristics of true prophets in the Old Testament:
■S They were God’s mouthpiece/ spokesmen.
■S They acted as mediators between God and the people.
■S They were called by God.
■S They responded to God’s call in faith/ they obeyed.
J They understood the nature of their prophecies.
■J They communicated God’s messages with courage/ authority/ without fear.
J They spoke the truth in all circumstances.
J Their prophecies came true/ were fulfilled.
•J They never worked for material gain/ were not paid for their work.
■S They called people to come back to the covenant way of life.
They pronounced God’s punishment/ judgment.
They were rejected/ persecuted for their work.
J They led righteous/ exemplary lives/ were role models.

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 e

• Characteristics of false prophets in the Old Testament:

✓ False prophets did not have divine call/ raised themselves.
S They spoke falsehoods/ lies.
v' They prophesied out their own minds/ imaginations.
J They prophesied what the people wanted to hear/ according to circumstances.
J They misled people from the covenant way of life/ promoted idolatry'.
J They hindered the work of true prophets.
J They worked for material gain/ were paid for their services
J Their prophecies were not fulfilled.
• Similarities between the traditional African and the true prophets in the Old Testament:
J In both, the prophets acknowledged the presence of the Supreme Being I super natural power.
v Both predicted future events/ disasters which came to pass.
J Both acted as mediators between God and the people.
J Both had supernatural powers to exercise their duties/ were charismatic/ spoke with authority.
J Both had personal relationship with God/ received revelations through visions/ dreams.
■S Both were religious leaders who could offer sacrifices/ prayers.
Both played an advisory role to the political leaders/ acted as the conscience of leaders.
J Both urged their people to be morally upright/ condemned evil in society.
J Both led exemplary lives/ were role models.
J Both had prophets and prophetess.
• Difference between the traditional African prophets and Old Testament prophets: The
Old Testament prophets were called by God while traditional African Prophets inherited their
roles.
J Old Testament prophets delivered their messages to their own people and those outside their
locality while traditional African prophets were concerned with their own communities.
J The prophecies of the Old Testament were recorded while those of the traditional African
prophets were passed on orally.
S Old Testament prophets talked about the coming Messiah while traditional African prophets did
not have this concept on Messiah.
J Old Testament prophets were rejected in their communities while traditional African prophets
were liked/ respected by their communities.
J Old Testament prophets practiced monotheism while traditional African prophets were involved
in worship of many gods.
• The relationship between the work of Old Testament prophets and present day pastors
and priests:
■S Both communicate God’s will to the people.
J Both give Christians hope of eternal life (Christians, Hope and restoration).
J The old testament prophesied judgment and punishment to the people of Israel because of their
sinfulness, just like priest/ pastors teach believers that they will be punished for their failure to
obey God.
J Both teach and interpret God’s word to the people.
v' Modem pastors/ priests are the conscience of political leaders and communities just like Old
Testament prophets were.
v' Pastors/ priest like Old Testament prophets emphasize that only God is to be worshiped.

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J Pastors/ priests condemn all forms of social evils such as corruption, murder, oppression of the
poor by rich and robbery with violence.
• Ways in which the Church is carrying out its prophetic role in Kenya today:
By praying for the people.
By preaching the Good news.
 J By condemning evil in the society.
J By providing guidance and counseling to the people.
S By providing civic education to the people.
S Through distributing Bibles/ Christian literature/ translation of the Bible.
■S Advocating for just laws/ championing for human rights.
✓ By helping the needy/ less fortunate.
By leading righteous/ exemplary lives/ being role models.
• Ways in which God reveals Himself to Christians today:
•J Through visions.
J Through dreams.
■S By reading the word of God/ Bible.
J Listening to preachers/ crusades/ observing role models.
•S Through answering prayers/ miracles.
J Through the Holy spirit/ gifts of the Holy Spirit.

2. PROPHET AMOS
• Historical background to the prophetic mission of Amos:
S Amos was a native of Judah from a village called Tekoa.
J He was a shepherd and a tender of sycamore trees.
■S He prophesied during the reigns of King Jeroboam II of Israel (783-743 BCE) and Uzziah of
Judah (783-740 BCE).
•J He was (jailed by God to prophesy to the Kingdom of Israel around 756 BCE.
S The Assyrian threat was eminent which a reality became during the reign of Tigleth- Pilesser II
of Assyria.
J It was a period of political stability, which led to a false sense of security among the ruling class.
■J There was oppression of the poor by the rich through the grabbing of the land of the poor,
selling of the children of the poor and injustice for the poor in the courts. There was massive
corruption and bribery in Israel and in the law courts.
■J There was insincere worship among the Israelites. This was characterized by external
observance of rituals rather than observance of God’s commandments.
■S They practiced syncretism by worshipping Yahweh alongside Pagan gods.
J Idolatry was practiced by some Israelites.
• The socio -economic background to the prophetic mission of Amos:
J It was a period of economic prosperity.
The gap between the poor and the rich was great.
•S The rich lived in luxury while the poor lived in poverty end misery.
J Wealth and power was in the hands of the King, his family, officials and wealthy land owners.
■J The rich land owners obtained more land from peasant farmers through legal exploitation.
■J Wealth was concentrated in cities and towns where the rich merchants exploited the poor.

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J There was moral decay.
■f There was massive bribery and corruption in the society.
• Religious background to the call of Amos:
The people of Israel interacted with neighboring nations which influenced their way of
worship.
The Israelites practiced idolatry/ temple prostitution.
The religion of the Israelites was hypocritical.
J The main centres of worship were Bethel, Dan and Gigal.
J There was emphasis on external observances at the expense of sincere worship.
J The people of Israel continued to worship Yahweh alongside other gods/ practiced syncretism.
S There was prevalence of false prophets/ priests in Israel who were loyal to the King.
• The call of Amos: SHINERS C.R.E REVISION BOOK 313/1
 J Amos was a farmer/ tendering sycamore tree/ shepherd.
J He came from a village called Tekoa in Judah.
J He became a prophet during the reign of King Uzziah of Israel and Jeroboam II of Judah.
J God called him through a vision.
J He felt a strong compulsion of prophesy.
J He responded to God’s call in faith / obedience.
• Lessons Christians learn from the call of Amos:
J God can use anybody regardless of their status to carry out His will.
Those called should respond in obedience.
s Christians have a duty to condemn any form of evil in the society.
Christians should not practice hypocrisy as Amaziah the priest did.
Christians who serve the Lord should not give up.
Christians should work anywhere/ beyond boarders.
• The visions of Prophet Amos and their significance:
■S Amos received five visions in which God communicated His message of judgment on the
people of Israel:
? The vision of a swarm of locust
Amos saw God sending a great swam of locusts which was about to consume/destroy all
plants/food in the land.
■S The vision refers to the disaster which God was going to send to the Israelites as a punishment
for her sins.
Amos pleaded with God to forgive people of Israel.
■S Amos prayed.
S God forgave them/ God gave Israel time to repent/ He listened to the intercession of Amos.
■ The vision of a great fire sent by God.
Amos saw a supernatural fire that had already burned up the water/ was about to consume the
earth.
•J God was going to destroy Israel by sending a supernatural fire.
Amos pleaded with God to reverse the punishment.
God gave Israel time to repent/ He withheld the punishment.
■ The vision of a crooked wall being measured by a plumb line:
Amos saw a crooked wall being checked using a plumb line.
S The wall was leaning over/ about to collapse.
The wall represents Israel.
S God told Amos that He was going to measure His people using the plumb line.
J God would no longer overlook their sins.

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Z Just like the crooked wall must be destroyed. God’s punishment for Israel was inevitable.
Z God would destroy the high places of worship the Kingdom of Jeroboam II.
Z Prophet Amos was silent when God pronounced this punishment/ did not intervene.
■ The vision of a basket of summer fruits:
Z Prophet Amos was shown a basket of ripe fruits at the end of the harvest.
Z God told Amos that Israel was ripe for destruction.
Z Just as one waits for time to harvest fruits, God had waited for the Israelites to repent.
Z Since Israelites had not repented, the time had come for them to be punished.
Z God’s judgment would not be delayed any longer.
Z Prophet Amos was silent/ did not plead for God’s mercy for the Israelites.
Z This meant that God’s punishment was inevitable.
■ The vision of destruction of the alter:
Z Amos saw a vision of Yahweh/ God standing by the altar at the Bethel shrine.
Z God ordered the destruction of the pillars of the temple/ all the worshippers were being struck.
Z This showed that the wicked people would be killed/ destroyed none would escape death.
• Ways through which God reveals himself to Christians:
Z Through visions.
Z Through dreams.
Z By reading the word of God/ bible.
Z Listening to preachers/ crusades/ observing role models.
Z Through answering prayers miracles.
Z Through nature events/ calamities.
Z Through the Holy Spirit/ the gifts of the Holy Spirit.
• The teachings of prophet Amos on social justice and responsibility:
Z Oppression of the poor; the people of Israel sold the poor for silver/ a pair of shoes/ they
practiced slavery.
Z Corruption/ bribery; legal injustices were taking place in court of law/ they took bribes/
imposed heavy fines on the innocent.
Z Greed/ excessive luxury; Amos condemned the rich for being selfish/ greedy/ living in luxury at
the expense of the poor.
Z Self-indulgence/false sense of security; Amos condemned those leaders who could sit at their
homes and expected the common people to go to them for help/ advice.
Z Cheating in business; they tampered with the standard weighing scales so that the customer
could get less than what was paid for/ overcharged on goods that were sold/ sold goods of law
quality/ mixed grain with chaff.
Z Robbery and violence; there was violence in the city/ great unrest/ disintegration of the rule of
law/ taking away their grains.
Z Sexual immorality/ temple prostitution; the Israelites had agreed to pagan practice of
prostitution in the place of worship/ widespread sexuality in the land.
Z Drunkenness; they forced the Nazarites to take wine/ there was excessive drinking.
• Social injustices condemned by prophet Amos in Israel:
Z There was oppression of the poor by the rich.
Z They sold fellow Israelites into slavery.
Z There was violence/ robbery in the land.
Z The rich lived in luxury/ were selfish/ greedy.
Z There was bribery in courts.
Z There was sexual immorality in the land.
Z There was use of false weights/ measures in business/ high prices.
■f They sold worthless wheat/ refuse to others.
•S There was misuse of garments secured as pledges.
J There was murder of the innocent.
• Ways in which the rich oppressed the poor during the times of prophet Amos:
The rich failed to return the garments taken as pledge they used the garments as bedding in the
temple.
J The rich grabbed/robbed land/food/ grains belonging to the poor.
■J The merchants overcharged the poor when selling them goods services.
J The poor were sold for a piece of silver/ pair of sandals as they were considered useless. J The
goods sold to the poor were unfit for human use consumption/ expired/ refuse.
•S The poor were cheated in business deals as the rich used faulty false weighing scales/ measures.
S The poor were sold into slavery when they were unable to pay their debts to the rich.
•S The poor were denied justice in the law courts because they could not bribe the judges/ their
cases were thrown out/ not listened to.
J The poor were persecuted/ oppressed when they challenged the injustices done.
•J The poor people were paid unfair wages/ underpaid for the labour provided to the rich.
J They were charged high interest rates for the banked money.
J Wives of the rich pressured their husbands to exploit the poor to meet their luxurious lifestyles.
• Ways in which the church in Kenya is promoting justice in the society:
J The church preaches/ teaches on the need for justice/ fairness in the society.
J The church condemns all forms of injustice in the society.
J They pray for justice to prevail in the land.
J Christians lead exemplary lives/ role models/ practice justice.
■S The church initiates income generating
SHINERS activities
C.R.E to create
REVISION employment/
BOOK 313/1 encourage
 independence/ self-sustenance.
J The church assists the needy/ shares their wealth with the poor.
•S By guiding and counseling the victims of injustice.
J By advocating for laws that prevent injustice.
• Obstacles the church is facing in trying to curb injustices in Kenya today:
•S There is rampant corruption/ bribery in the society.
•S Lenient punishment is given to those who break the law.
✓ Breakdown of traditional customs/ norms/ permissiveness in the society.
■S There is poverty/ unemployment among the people.
■S Poor role models/ some leaders are involved in practicing injustices.
■S There are organized criminal gangs/ cartels in the society.
• Reasons why Christians find it difficult to help the needy in society today: There are too
many needy cases.
■J Tribal/ ethnic feelings may hinder one from giving assistance to the needy.
■J Political leanings/ affiliations influence Christians against helping those who do not belong to
their camp.
J Lack of what to share/ inadequacy.
S Indifference of some Christians to the plight of the needy.
■J Denominational differences where some Christians are not ready to share with those who do
not belong to their camp/ group.
■S Poor communication/ infrastructure in some parts of the country that make it impossible to
reach the needy.
It is difficult to identify the genuine needy cases.

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SHINERS C.R.E REVISION BOOK 313/1
 •J Misappropriation of resources meant for assisting the needy discourages Christian contribution.
• The teaching of prophet Amos on hypocritical religion in Israel:
The Israelites mixed the worship of God with immoral behavior/ temple prostitution.
•S Their worship/ songs had become burdensome noise to God.
■/ The Israelites gave offerings as a show off but not out love for God.
J The worshippers misused the place of worship to satisfy their own desires/ defilement of places of
worship/ profaning.
J The worshippers exploited the poor.
J The offerings made did not reflect the Israelites holy lives tithes came from stolen land.
J The Israelites worshipped other gods/ built places of worship of their idols.
J The Israelites placed a lot of importance on external observance of religious rites/ feasts.
• Reasons why prophet Amos was against the way Israelites worshipped God/ Hypocritical
Religion. Amos4:4, 5:21-27:
J The Israelites had neglected God/ prophets sent by God.
J They practiced insincere worship/ had no inner faith.
■S The worshippers were not righteous/ they mistreated fellow Israelites which was against God’s
teaching.
J They worshipped God as well as Ball/ practiced syncretism.
■S They were impatient during the worship ceremony/ wanted to go back to their businesses.
J They gave sacrifices/ offerings as a show off/ pride, not for the love of God.
J They had many ceremonial festivals/ feasts.
■S They defiled the places of worship.
J They worshipped idol gods/ built high places for idol gods.
• Ways in which Christians practice hypocrisy today:
J They place a lot of observance on religious rites other than inner piety.
■S They tithe to God stolen goods/money.
J They build churches on grabbed/ illegally acquired land.
J They make offerings simply as a show off and not out of love for God.
J They worship other gods inform of money/ personalities.
J They makes themselves holy on the Sabbath day, while engage themselves on filthy activities on
other days.
■J They murder each other as a way of clearing those who threaten to take over their positions.
• The relevance of Amos teachings on social justice and responsibility to Christians today:
■S Christians should be just in dealing with one another.
J Christians should condemn corruption and uphold justice.
J They should bear in mind that every evil committed will be punished by God.
■S They should be ready at any time when called to do God’s work.
■J They should prepare for the judgement day by being obedient to His work.
J They should practice what they preach and hypocritical religion.
S They should not pursue luxuries/ self-indulgence when others lack.
• Reasons why Prophet Amos condemned idolatry in Israel:
•J Idolatry was against the commandments of God.
J It showed lack of knowledge of the true God of Israel.
S It was an act of rebellion.
J Idols were made by human beings.
J Idols were powerless/ could not save them.
J Idolatry was like pursuing vanity/ waste of time/ useless.

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J The worship of idols was an indication of the Israelites having abandoned the true/ first love.
✓ Worshipping of idols made the Israelites lose their identity as the chosen people of God.
• Lessons Christians learn from the religious message of prophet Amos:

SHINERS C.R.E REVISION BOOK 313/1

 ■J Christians should be courageous and condemn all forms of evil in the society as Amos did even in
the face opposition.
Christians to avoid insincere worship.
J Being humble before God during worship and leading exemplary lives.
■S Christians should be willing to confess their sins and ask for forgiveness to avoid punishment.
•J Amos taught the universality of God. Christians should understand that God is a universal God and
He makes moral claims on everybody despite their personalities, nationalities and religious
backgrounds.
J Through the death and resurrection of Jesus Christ, Christians are restored to a right relationship with
God and hope for eternal life.
Christians should preach against and avoid sexual immorality, drug and alcohol abuse in order to
avoid contracting sexually transmitted infections (STI) and Human Immune Deficiency
Virus/Acquired Immunity Deficiency Syndrome.
• The nations that God punished during the time of prophet Amos:
J Syria/ Damascus.
■J Philistia and Gaza.
J Tyre/ Phoenicia.
J Edom.
J Ammon.
Moab.
■S Israel and Judah.
• Crimes performed by the other nations:
J Damascus mistreated expectant mothers of Gilead.
Philistia sold fellow citizens to slavery to Edom.
Tyre violated the covenant of brotherhood with Israel and exiled them to Edom.
J The Edomite enslaved and killed the Israelites.
J The Ammonites murdered their neighbors and mistreated the pregnant women of Gilead. The
Moabites desecrated the dead body of the King of Edom by burning his bones.
• The nature/ form of punishment that God would inflict to the other nations:
S God was going to destroy the whole population of Syria/ other nations by sending divine fire (Amos
1:6-8)
•J Ammon would be sent to exile (Amos 1:13-15)
•S Gaza-divine fire, burning down the palaces (Amos 1:6-8)
J Moab-divine fire (Amos 2:13-15
• Why Israel would face God’s judgment according to the teachings of prophet Amos:
S They enslaved those from poor backgrounds.
They practiced bribery in law courts.
Sexual immorality was rampant, e.g. temple prostitution.
J High interest charges were being levied on loan borrowed by the poor.
S Land grabbing was widespread.
S They worshipped idols and practiced hypocrisy.
J Rejection of God’s prophets.
S Trusting in foreign alliances instead of God.
Use of dishonest means to acquire wealth.
J Practice of magic/ divination.

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J Syncretism and apostasy.
• Ways in which God would punish Israel for her evils/ nature of punishment:
•J Israel would be surrounded by an enemy nation/under siege/ attacked/ invaded.
J The Israelites would be taken to exile/ captivity.
S Amaziah, the priest/ King would die by the sword.
J The Holy places of worship would be destroyed.

SHINERS C.R.E REVISION BOOK 313/1

J The land would be occupied by a foreign nation/ conquered' destruction of the city.
J God would cover the land with total darkness.
God would bring earthquakes.
• Lessons Christians learn about God from the teaching of Amos on judgement and
punishment:
God is universal/ judges all nations.
J God hates evil.
J God is merciful.
J God is concerned about people welfare.
■J God is a just God.
•J God is supreme.
J God gives prosperity to those who sincerely turn to Him/ serve Him.
• Lessons Christians learn from prophet Amos’ teaching on God’s judgment and punishment:
■J Christians should obey God’s commands.
S Christians should listen to God’s prophets/ messengers.
J They should repent their sins.
They should be fair/ just in their dealings/ do what is right.
■S They should show love and compassion to others.
■S They should condemn evils in the society.
• How the church punishes errant members:
The church suspends them.
J It denies them participation in church activities/ rituals.
They may be denied leadership positions/ demoted/ withdrawal of privileges.
J They may be publicly condemned/ asked to repent/ apologize.
J They may be warned.
S Some may be transferred to difficult areas.
■J They may be sacked from the jobs.
J They may be excommunicated.
J They may be charged a fine.
• Factors that hinder Christians from practicing their faith:
•S Lack of role models/ mentorship.
S Job commitment.
J Peer pressure.
J Social injustices.
J False teachings/ different interpretation of the Bible.
S Greed for power/ wealth.
Permissiveness in society/ moral decadence/ corruption.
J Science and technology.
■J Poverty/ unemployment.
Sickness/ ill health.
S Influence from mass media.
•J Cultural influence/ ethnicity/ racism.
J Gender bias.
J Generational gap.
• Ways through which Christians in Kenya can avoid God’s punishment:
J Christians can avoid God’s punishment by obeying His commands/ instructions.
J By reading/ putting to practice the word of God.
By leading exemplary lives/ being role models.
By taking care of the less fortunate/ carrying out charitable activities.
J By seeking God’s mercy through repentance/ confessing their sins.
J By taking care of God’s creation.
S By praying/ fasting.
J By preaching the word of God.

SHINERS C.R.E REVISION BOOK 313/1

 S Singing/ praising/ dancing to God.
■J By seeking spiritual guidance and counseling.
• Reasons why Christians repent their sins:
J To demonstrate their obedience to Biblical teachings.
J So as to lead holy/righteous lives.
■J To be a good example to others/role models.
For their faith in God to be strengthened.
J To be able to prepare for the Kingdom of God.
J In order to receive God’s blessings.

✓ In order to co-exist harmoniously with others.

J To renew their relationship with God/ be at peace with God.

J To avoid God’s punishment/judgement.

• Ways in which prophesy is practiced in the church today:

✓ In some churches the office of prophet or prophetess is recognized as an important office in the
■J God still reveals His will though the church leaders and Christians.

leadership structure.
J Prophets in some churches for example, African Institute Church reveal God’s will for church e.g.
they guide members to appoint leaders and how to address problems and conflicts.
They give guidance in the spiritual affairs of the church.
J They expose the evil in the church.
Prophets secure their messages though inspiration by the Holy Spirit and in dreams through
institution and visions.
• Prophet Amos’ teaching on Israel’s election:
S Israel’s election was out of God’s own initiative/ favor for them.
■S God delivered the Israelites out of bondage in Egypt.
S He led them during the Exodus.
He protected them in the wilderness.
J He defeated all their enemies.
■J He gave them special land to inherit.

✓ God was to punish the Israelites because of their disobedience.

■J God raised prophets among them to lead them in their religious life.

• The relevance Prophet Amos on election of Israel to Christians in Kenya today:

S Christians are God’s people.
It is God who chooses them to be Christians.
God chooses one to be Christian from many others.
The Christians have been chosen by God to proclaim the good news/ service.
J God protects them from their enemies.
J Christians should be faithful/ obedient to God.
J They will be punished by God if they do wrong.

69 | P a g e
J They should always repent their sins/ ask for forgiveness.
S The priest/ bishops/ church leaders are chosen by God.
• Teachings of prophet Amos about the day of the Lord:
J It will be a day of terror and disaster/ horror.
J God will punish the Israelites for their disobedience/ He will remember their evil deeds/ God’s
judgment would be upon them.
■S The land shall tremble/ there shall be earthquake/ floods.
J People will mourn/ wail.
S It will be a day of disappointment to the Israelites/ the rich/ rulers/ no happiness.
v' There will be darkness at noon/ no light/ eclipse.
■S The feast and festivals will not be joyful.
S The people will thirst/ hunger for the word of God.

SHINERS C.R.E REVISION BOOK 313/1

 ■J People will faint in the process of searching for the word of God.
J The wicked will not escape God’s judgment.
• The teaching of prophet Amos on the remnant and a restoration of the Israelites: Amos 9: 8-
15.
The remnant were the small group that would survive God’s punishment/ destruction.
S Those who would repent sincerely would be spared.
•J Only sinners would perish.
The remnants would recover their homes/ rebuild their cities/live forever.
The restored Kingdom would enjoy material prosperity.
z
After exile Judah and Israel would be restored/re-united into a strong Kingdom.
•S Through the remnant, God’s promises would be fulfilled/ blessings would come to the nation.
J The restored people would enjoy the fruits of their labour.
✓ God would be again their God they would be His people.
•J Israelites would never be taken into exile again.
• Virtues a Christian acquires from the teaching of prophet Amos on Remnant and
Restoration:
J Faithfulness.
S Love.
J Mercy/ compassion.
J Justice/ fairness.
Kindness/ generosity.
J Joy/ happiness.
Peace.
S Cooperation/ unity/ team work.
J Obedience.
J Thankfulness.
■J Hope.
• How Christians can assist their church leaders to perform their duties effectively: Giving
financial/ material help.
'S Advising/ counseling them on various issues.
J Encouraging them in their work.
J Participating fully in church activities/ functions.
•J Giving tithes and offerings faithfully.
J Practicing/ obeying the word of God.
S Defending them against unfair criticism.
J Providing training opportunities for them.

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QUESTION FIVE 313/1

1. PROPHET JEREMIAH
• Religious background to the call of prophet Jeremiah:
J The people worshipped idols/ other gods.
✓ They practiced religious hypocrisy by stressing on outward observance.
J The people offered human sacrifices which was breaking the command “do not kill”.
✓ There were many false prophets who preached peace when there was no peace.
✓ Divination/ magic/ necromancy were practiced.
Worship was centered in the temple of Jerusalem.
S King Josiah’s attempt to carry out religious reforms had failed.
• How the people of Judah had broken the social demands of the covenant:
S The ruling class oppressed and exploited the poor, widows, orphans and aliens.
■S The rich religious leaders acquired wealth through dishonest means.

SHINERS C.R.E REVISION BOOK 313/1

 S The innocent were murdered.
J Sexual immorality was rampant.
•S False prophets and priest told lies.
J Bribery and corruption were widely practiced especially in law courts.
• Historical background to the call of Prophet Jeremiah:
J He prophesied during the reign of the last five Kings of Judah.
v
The Assyrian empire had collapsed and Judah was under the control of Egyptians.
J Judah became a vassal state of Egypt and paid yearly tribute to her.
After the collapse of the Egyptian empire by Babylon, Judah fell under the control of Babylon.
J Judah was eventually destroyed by Babylon in 587 BC and her people deported to Babylon.
J Judah experienced political instability because she did not rely on God for her security. J There was
oppression of the orphans, widows, aliens and the innocent by those in power. J The rich acquired
wealth through dishonest means such as grabbing of land and bribery. S People broke the social
demands of the covenant by committing adultery, theft and murder
•/ Priest and false prophets told lies.
S The people of Judah were worshipping idols such as Baal, Asherah, Molech.
S There was syncretism where Yahweh was worshipped alongside pagan gods.
• Personal life of prophet Jeremiah:
✓ Jeremiah was bom in Anathoth, a town to the north of Jerusalem in Judah.
S He was the son of Hilkiah the priest.
•S He had a deep knowledge of history/ Law of Moses/ teachings of earlier prophets.
J He was called to be a prophet when he was still a young man during the reign of King Josiah.
J Jeremiah’s call was in form of a dialogue with God.
J He led a lonely life/ he did not marry/ raise a family/ did not attend social gatherings.
•S He was rejected by people because of his prophetic mission.
S He suffered spiritually/ emotionally/ physically but persevered.
•S He was imprisoned for his message.
J He fled to Egypt for refuge/ he’s believed to have died there.

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• The call of Jeremiah:
■S When God called Jeremiah, He told him that He knew him before He formed him in the womb/
appointed him to become His prophet.
Jeremiah was reluctant/ told God that he did not know how to speak/ he was a youth.
■J God commanded him to take up the call/ told him thai he must speak whatever God would tell him.
S God assured Jeremiah that He would be with him would deliver him.
S The Lord touched Jeremiah’s mouth/ put His words in Jeremiah's mouth.
S God told Jeremiah that his ministry would be to prophesy God's
judgement/punishment/restoration/hope over nations.
S God showed Jeremiah two visions/ a rod of almond a boiling pot facing away from the north.
V The Lord said that He was watching over His word to perform it would bring punishment on Judah
from the North.
The Lord warned Jeremiah that he would face opposition.
J The Lord promised Jeremiah protection/ would make him a fortified city iron pillar/bronze wall.
• The responses Jeremiah made to God’s call:
Jeremiah was reluctant to take up the call arguing that he did not know how to speak. S He was
afraid of confronting and talking against Kings.
He had a dialogue with God.
■S He saw two visions connected with the call which changed his attitude towards his mission.
J He accepted to be sent after God assured him of protection.
• Why Jeremiah was not willing to accept God’s call:
■S He felt he was too young/ was inexperienced as a prophet.

SHINERS C.R.E REVISION BOOK 313/1

 ■J He did not have the message to the people.
S He lacked confidence/ courage.
■J de did not know how to speak/ not a good speaker.
S He was afraid of confronting/ talking against the Kings/ elders.
J The task was too difficult/ overwhelming for him.
■J He was not sure of what could be done to him by the people on the message he was to deliver.
• Obstacles that may hinder a person from accepting the call of God:
J Family commitments.
S Poverty/ financial constraints.
J Level of education.
Materialism/ job commitment.
J Fear of persecution/ rejection/ ridicule.
J Peer pressure/ discouragement from other people.
Inability to uphold the high standard expected.
Limitation due to age/ gender factors.
✓ Insecurity in some areas of the country.
J Poor health.
• Qualities of God from the call of Prophet Jeremiah:
J God is the creator.
God knows every person by name/ all knowing.
God is a planner/ chooses/ appoints.
S God is holy.
■S God hates/ punishes evil.

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J God is just/ judges.
S God is caring/ concerned.
S God is merciful/ forgiving.
J God is universal.
J God is a protector/ deliverer.
•S God is powerful/ almighty.
J God is everywhere/ omnipresent.
J God is beyond human understanding/ transcendent.
•S God is a provider.
• Lessons Christians learn from the call of Jeremiah:
•S Christians learn that they should respond to God’s call paartn eh
•/ They can be chosen to work for God regardless of their age
J They are assured of God’s protection as they serve Him.
They should encourage young people to serve God.
•S They should be courageous to serve God without fear.
J They should seek God’s revelation as they serve the people.
J They should read the word of God and pass it to others.
• How a Christian should respond when offered a job in a hardship area:
J Give thanks to God for the job opportunity.
J He/ she should pray about it.
■S Should take up the challenge/ accept the offer.
J Should carry out the mission of Jesus Christ.
J Should work with commitment/ dedication.
J Should adhere to professional ethics.
J Should keep the contract of service.
J Should seek guidance on how to work/ live in hardship area.
V Seek training in life skills.
• Evils that prophet Jeremiah condemned:

SHINERS C.R.E REVISION BOOK 313/1

J Necromancy; acts of divination, magic and sorcery.
J Dishonesty/ deception; prophets spoke in the name of Yahweh giving people false hope.
J False prophesy; Hannaniah gave false prophecies about the victory of Judah over the Babylonians.
J Human sacrifice; carried out in the valley of Hinnom, life is scared and so should be preserved.
• Ways in which idolatry was demonstrated during the time of Jeremiah:
J Building alters for idol gods.
Keeping idol image in the temple of Yahweh.
J Offering human sacrifices.
■J Prophesying in the name of Baal.
J Practicing temple prostitution.
• Reasons why Prophet Jeremiah condemned idolatry in Israel:
J Idolatry was against the commandments of God.
•J It showed lack of knowledge of the true God of Israel.
■S It was an act of rebellion.
S Idols were made by human beings.
•S Idols were powerless/ could not save them.
•/ Idolatry was like pursuing vanity/ waste of time/ useless.
The worship of idols was an indication of the Israelites having abandoned the true/ first love.
J Worshipping of idols made the Israelites lose their identity as the chosen people of God.

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 • Reasons why Jeremiah condemned Human sacrifice:
The shedding of blood defiled the land given to the Israelites by God.
Human sacrifice was an act of idolatry/ continuation of whai they had adopted from other
nations.
It demonstrated Israel’s disrespect for the sacredness of human life.
Human sacrifice showed lack of knowledge of the true nature of Yahweh ignorance about
Yahweh.
It was an act of disobedience/ going against the covenant was of life against God's
commandments.
Human sacrifice provoked God’s anger.
It was an act of oppressing the weak/ innocent.
It showed lack of faith in God.
It would lead to severe judgment/ punishment of the Israelites.
Reasons why Jeremiah condemned necromancy:
It demonstrated the peoples’ lack of faith in God.
Necromancy was disobedience to God’s commands.
It encouraged syncretism because the people trusted magical powers as well as God.
It showed lack of knowledge by the people of Judah of the one true God.
It was an evil used by magicians to give people false hope.
The practice of necromancy prevented the people from seeking forgiveness from
God/repentance.
It would bring God’s punishment upon the people of Judah.
It defiled the holy land.
Reasons why Jeremiah condemned false prophets
False prophets followed their own imagination/ they did not speak God’s will/ they were
dishonest/ they misled the people.
They encouraged idolatry in Judah.
They lied and gave false hope to people.
They were paid for their work.
They influenced people to reduce Yahweh to be one of their false gods.
They were sinful.
They contradicted the teachings of the true prophets, making them unpopular to the people.
Evils that Jeremiah condemned during the temple sermon:
He condemned the false belief that the temple could not be destroyed since it was God’s dwelling
place.
He condemned the hypocrisy/ syncretism/ insincere worship/ presence of people who committed
different sins and came to the temple to worship Yahweh.
He talked about the defiling of the temple/ the people had put idols in it.
He condemned the worship of other gods/ idolatry which was a rebellion to the Sinai covenant.
He condemned the practice of human sacrifice which was against the commands of God. He
\ \ \ \ \\ \ \ \ \ \ \ \ \ • \ \ \\\\\\*\\\\ \ \\ \ \

condemned oppression of the foreigners/ widows/ orphans which was against the covenant way
of life.
He condemned the stubbornness/ rebellion of the Israelites against God’s warning/ had ignored the
teachings of the prophets/ failed to repent.
Lessons Christians learn from prophet Jeremiah’s temple sermon:
Christians should have absolute trust/ faith in God.
Christians should be morally upright/ be exemplary.

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 J They should warn people about God’s judgment/ punish the sinners/ call sinners to repentance.
J Christians should denounce/ condemn social evils in the society.
✓ Christians should help the needy.
J They should be sincere in worship/ shun hypocrisy/ syncretism.
J They should respect/ honor places of worship.
J They should obey the word of God.
• Relevance of Jeremiahs temple sermon for Christians today:
✓ Christians leam that God is a moral God hence expects them to practice social justice.
/ Christians should avoid hypocrisy in worship.
J Christians must be honest in their dealings with others.
Church leaders should not have double standards when ministering to the rich and the poor.
•/ Christian leaders should not exploit their workers but respect their human dignity.
•S Christians should be aware of the plight of the poor, orphans and widows in their midst and be
ready to give them both material and spiritual support.
■J Christians should be aware of false prophets who give wrong interpretation of the Bible and lead
people a stray.
• The suffering of Prophet Jeremiah during his ministry:
J He was rejected by his own family/ relatives.
•S People made false accusations against him.
J He was threatened with death because of speaking for God.
J He lived a lonely and solitary life/ was commanded to neither marry nor attend any social
gathering.
J His message was rejected by the Israelites.
S He went through spiritual struggle as he saw the evil prosper while the righteous suffered. J He
was physically assaulted.
J The enemies attempted to kill him/ He was put in a muddy cistern.
✓ He was arrested and put on trial.
✓ He was imprisoned/jailed.
• Reasons why Christians can reject a Preacher.
• Reasons why a Church leader in Kenya may be rejected by the congregation:
J If the leader engages in sexual sin.
J When the leader is autocratic/ dictates what is to be done/ does not take advice from the members.
■J When the leader fails to address the problems of the congregation.
If the leader lacks transparency/ accountability/ misappropriates church fund/ resources/
corrupt.
When the leader is oppressive/ discriminative/ biased.
Failure to set good example/ not a role model/ immoral.
■J When the Church leader lacks proper leadership skills/ training knowledge of the word of God.
'C When the Church leader is affiliated to a political party/ sycophant/ forces the congregation to
support his/ her political view.
•S Some Church leaders misinterpret the scriptures for their selfish motives/ use scriptures to target
certain people.
• Prophet Jeremiah’s understanding of suffering:
J Judah suffered because of her failure to live according to the covenant way of life.
J The House of David was to suffer of the unfaithfulness of her rulers who did not follow King
David’s example.
J Jeremiah suffered innocently because of the evils of the nation.
J The defeat of Judah was God’s judgment aimed at warning the people of their religious and moral
failures.
God shared this agony of suffering when his people rejected him to pursue evil/ idols.
Y Jeremiah’s suffering brought a terrible conflict in himself which made him almost give up in
being a servant of God.
J The innocent may suffer not because of punishment from God as the Israelites believed but due to
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 the existence of evil in the world.
J After the suffering, those who accept in the spirit will enjoy great era prosperity.
• Relevance of Prophet Jeremiah’s suffering to Christians today:
J Christians should remain faithful to the call of God irrespective of challenges that they are facing/
should be courageous.
Y They must be willing to proclaim the word of God always anytime age.
J They should depend on God/ be prayerful/ draw their strength from God.
J Christians should expect opposition while serving God.
S Christians should forgive their offenders/ not take vengeance.
They should be aware of false prophets in their midst.
J They should endure/ persevere during their suffering.
• Lessons learnt by Christians from Jeremiah’s suffering :
■J Christians should be ready for rejection even by their own family members as they stand for God.
S Christians should be ready to be persecuted for speaking about God.
J Christians should not be bitter in their suffering instead they should ask God to forgive them for
their negative utterances.
J Christians should not have self-pity and despair when faced with temptations.
Y They should know it is natural to feel hopeless when faced with temptations.
J They should never fight back when they are being persecuted.
J God can deliver them from their enemies.
They should make honest confession to God when faced with spiritual trials.
• Ways in which Christians can help reduce Human Suffering:
J By praying for those suffering.
J By educating the public on their rights.
J By preaching peace and love for one another.
Y By offering guidance and counseling/ advice to those suffering.
S By condemning social injustices/ any act that can lead to suffering.
J By providing basic needs to the needy/ relief aid.
J By advocating for just laws/ fair disbursement/ distribution of resources.
By respecting the laws/ reporting to the relevant authorities.
S By voting out corrupt leaders/ exercise their democratic rights.
S By creating job opportunities for people.
By establishing medical facilities/ providing medical care.
• Causes of Judgment and punishment according to prophet Jeremiah:
■J Judah failed to obey God’s commandments.
J Failure by the Israelites to repent and turn back to God.
J Priests and prophets spoke lies about peace where there was none.
•J Worshipping Yahweh using foreign religious rituals.
Y Practicing divination and witchcraft.
Oppression of the poor by the rich.
■S Worship of idols and heavenly bodies.
S Offering human sacrifices contrary to God’s commandments.
J People’s failure to listen to the message of the prophets.
J The rulers and the scribes leading people away from the covenant way of life.
• Ways in which God would punish the people of Judah according to the teaching of
prophet Jeremiah on judgment:
■J Prophet Jeremiah proclaimed that the people of Judah would be invaded by an enemy from the
north.
'S The city of Jerusalem would be destroyed by a cruel/ merciless nation.
J God would send serpents to bite them for sacrificing their sons daughters to the idol gods.
✓ God would bring drought upon the land of Judah/ there would be scarcity of water/ food. ■J
The people of Judah would die of diseases/ pestilence.
•/ They would lose their inheritance/ wives/ vineyards/ flock to foreigners.

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 ■J The people of Judah would be killed by the sword.
V The people of Judah would be taken to exile.
• Symbolic acts used by prophet Jeremiah to demonstrate God's Judgment and punishment
to the Israelites:
■S Buying a new linen waistcloth and burying it in a cleft of the rock.
■ God instructed Jeremiah to buy a waist cloth and wear it.
■ He was later told to hide it in the crevices of the rocks in the Euphrates.
■ After some days he was told to go and remove the cloth.
■ The cloth was rotten/ tom and rendered useless.
■ The ruined waist cloth symbolized that idolatry had ruined Judah and Israel.
■ God was going to pass judgement/ punish the Israelites.
■ Yahweh would break the pride of their people by having them serve other nations.
J Jeremiah was not to marry/ Jeremiah’s lonely life.
■ God instructed Jeremiah not to marry.
■ This symbolized the fate that would befall the Israelites.
■ They would become lonely/ no peace in their families.
•J The reworking of the vessels by the porter.
■ God commanded Jeremiah to go to the potter’s house.
■ He found the potter moulding his clay into pots.
■ Jeremiah watched as the potter moulded his pots.
■ When the potter discovered a defect in a pot he .was moulding in his hands, he reshaped it into
another pot.
■ The potter represented God and the clay represented His people.
■ It symbolized that God has the power/authority to destroy a nation because of their sins.
a
Just as the potter reshaped his moulding clay into another pot, God has the authority to forgive
and rebuild a nation if it repented its sins and turned to Him/ God would remould Judah if it did
not conform to His plans.
J The breaking of the earthen flask/vessel/jar/pot before the elders.
■ This symbolized the destruction of Jerusalem temple, Judah and its inhabitants.
■J He was shown two baskets of figs, one with good figs and another with bad figs.
■ The basket of good figs represented the people who were taken into exile in Babylon.
■ God was with them/ he watched over them/ He would preserve them.
■ God would restore them back to their land.
■ He would rebuild their lives and make them know him.
■ He will be their God and they will be his people.
■ The basket of bad figs represented Zedekiah/ his officials and other groups of people who
moved to Egypt.
■ They had disobeyed God.
■ They would be ridiculed/ mocked/ destroyed.
J Wearing of the wooden ox yoke.
■ The Israelites would serve under Babylonian rule and under oppression.
• The fall of Jerusalem and the exile of the Israelites:
J Jerusalem was attacked and invaded by the Babylonians during the reign of King Zedekiah in 587
BC.
The city was under siege for 30 months.
S Zedekiah resisted the Babylonians invasion hoping that the Egyptians would help him.
Z The Egyptians did not help, the city was weakened by famine and was smashed by the strong
Babylonians.
Z The Babylonians set up an administrative centre at Mizpah and appointed Gedaliah to be governor
of Judah.
Z King Zedekiah and his court officials tried to escape to Rabbah but were captured and taken to
Nebuchadnezzar.

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 Z Nebuchadnezzar ordered the killings of sons of Zedekiah and his government officials.
Z The King also had Zedekiah’ eyes gouged out.
Z The city of Jerusalem was looted, houses burnt and the temple and its walls destroyed and middle
class residents were taken to captivity in Babylon.
Z The land and the city including vineyards and the fields were given to the poor of the land.
• Events during fall of Jerusalem city to the Babylonians:
Z King Nebuchadnezzar and his army marched against Jerusalem.
Z The city of Jerusalem was broken into by Babylonian soldiers.
Z The Babylonian officials took over the seats in the middle gate.
Z The attempted escape by Zedekiah and his officials.
Z King Zedekiah was captured and taken to King Nebuchadnezzar.
Z The King of Babylon killed Zedekia’s sons and nobles as he witnessed.
Z King Zedekiah was blinded and eyes gouged out taken to exile.
Z The royal palace was destroyed.
Z The people of Judah were taken to exile.
Z The poor were left behind and given fields to farm.
Z Prophet Jeremiah was freed.
• Circumstances which led to the exile of Israelites in Babylon:
Z The Israelites had forsaken the covenant way of life.
Z They had forsaken the religion of their forefathers/ worshipped idols.
Z Israelites had persecuted/ rejected the prophets of Yahweh.
Z They ignored the message of the true prophets.
Z Their rulers were weak/ did nothing to return the Israelites to the covenant way of life.
Z Nebuchadnezzar had defeated the Egyptians which made it easy for his army to march north.
Z Their king surrendered leading to their deportation to Babylon as exiles.
Z There were intermarriages with foreigners.
Z There were false prophets/ priests who spoke lies/ failed to speak the truth.
Z The Israelites did not repent their sins as warned by Prophet Jeremiah.
• Ways in which the Israelites worshipped God before the Babylonian exile:
Z Through animal sacrifices.
Z Through offerings..
Z By observing religious ritual e.g. presentation/ circumcision.
Z By keeping the Sabbath Day.
Z By keeping/ observing the Ten Commandments.

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 J Through prayer/ song dance.
S By commemorating God’s saving deeds/ religious festivals feasts.
Z By regarding God as their king / ruler/ by obeying the earthly kings who were regarded as special
representatives of God.
Z By building places of worship where they prayed to God listened to his teachings.
Z By following the teachings of the prophets.
Z Honoring the temples as a sacred place where the Ark of the Covenant was kept.
Z By respecting the Leviticus priest.
• Problems faced by the Israelites during the Babylonian exile:
Z They lacked adequate food/ famine.
Z Adapting to a new environment.
Z Following/ keeping the Babylonian laws.
Z They suffered from various diseases/ ailments.
Z Some of them were executed
Z They were turned into refugees in Egypt, Moab, Edom, Ammon etc.
Z Their religious loyalty to God was undermined.
z They were not united.
Z They lacked places for worship/ religious festivals.
Z Presence of false prophets.
Z Influence of idolatry.
• Symbolic acts related to hope and restoration:
Z The two baskets of figs:
-Jeremiah saw two baskets of figs outside the temple.
-One basket had bad fruits that could not be eaten while the other one had good figs.
-The good figs represented the first group who submitted to the deportation to exile. This group
of people will be restored/ will be given new hearts/ will be called the people of God.
-The bad figs represented the group that refused to submit to the deportation to exile/ would be
punished.
Z The breaking of the wooden ox yoke:
-This symbolized the perseverance of the Jews in exile.
-After a period of in exile, God would break the Babylonian yoke/ restore the people back to
the land/ they would be set free.
Z The letter to the exiles:
-Jeremiah wrote a letter to encourage the exiles.
-They were to settle/ build houses/ have children; live in peace because they would return to
Israel.
✓ Jeremiah’s purchase/ buying of land:
-God instructed Jeremiah to buy land from his cousin Hannel in Anathoth.
- He carried out the transaction before witnesses/ gave the title deed to Baruch the scribe for
safe keeping.
-This showed restoration of the Israelites to their homeland/ they would reclaim the land. Z
Jeremiah’s visit to potter’s house:
-Jeremiah was commanded by God to visit a potter’s house.
-In his visit he watched how the potter made, destroyed and reshaped the pots.
-The act of remolding symbolized God’s patience and love towards His people.
- It showed that God was not going to destroy the Israelites completely; there will be a Remnant
that He will use to fulfill His plan.
• The message of Jeremiah in his letter to the exiles:
Z To build houses and live in them.
J To plant gardens and eat their produce.
J To marry and have children.
S To live in peace and promote the welfare of the cities where they were living.
J To pray for their masters.

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 J Not to listen to the words of false prophets and diviners.
J God would restore them back to their land after seventy years.
J To trust in God and not to give up.
J God was accessible to them even in Babylon.
God would punish those who had remained in Judah for failing to listen to Him.
• Significance of the symbolic act of buying land by Prophet Jeremiah:
S It showed the people of Judah still had a future despite the coming of crisis/ Judah would regain
freedom after conquest.
J It was assurance that the people would be restored back to their homeland reclaim their land.
S It demonstrated that the people would resume their normal lives/ construct homes/ cultivate land/
own property.
J Divine Judgment was not an end in itself.
J Restoration was to take place at God’s own time/ God was to determine when the people would be
restored back.
✓ The people had to wait patiently for their return from exile.
It showed that God was loving/ faithful/ was to keep his promise of restoration/ bring them back
to their ancestral land.
J It made them feel secure/ they were not to lack anything.
• Jeremiah’s teaching on the New Covenant:
The New covenant would be initiated by God.
There would be personal knowledge of God in the new covenant.
J The law of God would be written in people’s hearts.
S Each individual will be responsible for his/ her sins.
J New covenant would bring into being a new community of Yahweh’s people.
S God’s people would be given a new heart.
J There would be spontaneous forgiveness of sins.
■S The new covenant will be permanent/ everlasting.
People would respond to the new covenant with faith and obedience. The new covenant would be
universal.
• The differences between the Old and the New Covenant as foretold by Jeremiah:
■S The old covenant was made between God and the entire community while the new covenant
would be between God and an individual.
In the Old Covenant, laws were written on stone tablets and thus were external but in the new
covenant, the laws would be written in the hearts of the people.
•S The Old covenant stressed on collective responsibility for sins while in the new covenant and
individual would be responsible for his or her sins.
J In the Old covenant animals were sacrificed while in the new covenant Jesus would be the ultimate
sacrifice.
S The old covenant involved a mediator while the new covenant did not require a mediator since and
individual would have a personal relationship with God.
J In the new covenant man would be reconciled with God through permanent forgiveness of sin
while in the old covenant there was temporary forgiveness of sins.
The new covenant would be based on man’s free response while the old covenant was based on
enforced laws or commandments.
J The old covenant was made between God and the Israelites while the new covenant is universal.
■/ In the old Covenant, the Israelites were given physical promises like being given the land of
Canaan, while in the new covenant Christians would be given spiritual promises of eternal life.
• Lessons Christians learn from Jeremiah’s teaching on the new covenant: They should
internalize the law of God; laws of God are in their hearts.
J They should have personal relationship with God, know God personally.
There is individual responsibility, punishment when one sins.
S There is forgiveness of sins if one repents.
■J Christians have an everlasting relationship with God.

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 ■J Those who repent their sins have a new beginning.
J They need to have faith in God.
■J They should obey or practice the law of God.
•/ They learn that the new covenant is fulfilled in the coming of Jesus Christ.
• Moral values that a Christian can acquire from the life of Prophet Jeremiah:
J Obedience.
J Loyalty.
■S Perseverance/ endurance.
Patience.
■J Self-control.
J Courage/ bravery.
S Honesty/ faithfulness/ truthfulness.
■J Respect.
J Holiness/ righteousness/ purity.
Hope.
J Humility.
■S Justice/ fairness.
• Ways in which Christians can assist victims of disasters:
J By donating food/ clothing for them/ material needs.
By providing shelter for them.
✓ By resettling them in safe areas.
Offering guidance and counseling.
■S Through offering health care.
S By re-uniting them with their families.
S By providing financial assistance.
S By taking preventive measures against future disaster/ training.
J Through visiting them.
■S Praying for/ with them.
J Preaching to them.
• Ways in which Christians resolve conflicts among themselves:
They pray over the issue/ problem.
They offer guidance and counseling to the affected.
S Paying visits/ talking to the offender/ fellowship.
■J By involving church leaders as arbitrators.

✓ Willingness by the offender to accept the mistakes made/ accepting liability/ paying for the
S Forgiving the one who has wronged the other/ asking for forgiveness.

damages/ confession.
S Withdrawing some privileges for a period of time so that one can reform.
■S By sharing meals/ eating together.
J Through shaking of hands/ accepting a greeting.

2. NEHEMIAH
• Factors that lead to dispersion and displacement of people today:
•S Wars and ethnic conflicts.
J Famine, drought, earthquakes, floods and other environmental catastrophes.
■S Political and economic instability leading people to seek political asylum or employment in
foreign countries.
v
Religious persecution.
• Consequences of war on displacement:
Loss of nationhood.

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 S Hopelessness.
Disillusionment.
•S Despair.
J Lack of identity.
• Experiences people get when they live as refugees in foreign countries:
J Deep social uprooting.
J They lose jobs, social status, homes and property.
■S They have no means of earning a living particularly if they have no skills, sick and old.
J They find it hard to settle in a host country/ strangers.
J They may lack basic needs.
■S They may experience discrimination by the host country and violence.
• The socio-economic experience of the people of Judah in exile in Babylon:
✓ The people of Judah experienced deep socio uprooting.
V They were tom from their families, clans and therefore, deprived of the solidarity provided by
relationships.
J Settling down in foreign land was difficult.
■J The Judeans who were people of status before exile were reduced to status of Peasants.
J They worked for the Babylonians in state projects such as irrigation, agriculture and construction.
• Political background to Nehemiah:
The kingdom of Judah had been taken over by Babylon.
The Babylonians had destroyed the walls of the City/ the temple/ Jerusalem.
S The King/ royal court officials/ able people were deported/ exiled to Babylon.
Persia conquered Babylon/ Jews came under the control of Persians.
S The conquered people were to pay tribute/ taxes to Persia.
S The Persian King/ Cyrus allowed the Jews to return to Judah in three stages.
S Nehemiah led the third group of Jews back to Judah.
• Nehemiah:
J Means God has comforted.
A royal cup bearer in the Persian government.
J He was a senior officer in the Government of Persia.
J He was a governor in Judah.
■J He was compelled to act when he learned that some people had maliciously destroyed the wall
of Jerusalem.
• Definition of the term prayer:
J It is communication between God and human beings.
J It is a way of talking to and with God.

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 • Reasons why people pray:
■S To honor God.
J To request for favors.
J To offer thanksgiving.
■/ To confess and seek forgiveness for wrongdoing.
J To seek God’s protection.
■S To intercede on behalf of others.
• Occasions when Nehemiah prayed:
J Nehemiah prayed when he got a bad report from the Jews that Jerusalem was in ruins.
J When he was about to ask for permission from King Artaxerxes I to go to Judah and rebuild
the wall of Jerusalem.
✓ When Sanballat ridiculed the rebuilding of the wall.
J When Sanballat/ Tobiah/ Amonites threatened to fight the people of Jerusalem.
J He prayed for God’s favour after having forfeited his portion of food as governor for twelve
years.
•/ When he was threatened to be killed by his enemies/ Geshene the Arab.
When he had purified the rooms in the house of God.
J After warning the people against ignoring the Sabbath law.
■f After he had stopped the Israelites from intermarrying with the foreigners.
• Importance of prayer in the life of a Christian:
J Prayer is a way of communicating with God/ Fellowship with God.
■J Through prayer Christian faith in God is strengthened.
J Christians have opportunity to confess/ seek forgiveness through prayer.
J Through prayer Christians thank God for blessings received.
J Christians ask/ petition God for their need through prayer.
S They use prayer to intercede/ show concern for others.
✓ Prayers are made in obedience to the teachings of Jesus/ the Bible.
J It is a way of emulating the example set by Jesus/ the early Church.
J Christians praise/ adore God through prayer.
J Prayer promotes unity among believers.
• Why some Christians find it difficult to pray:
J Lack of faith in God.
J Failure to create time for prayer.
J Some people enjoy material comfort and forget God.
J Discouragement due to life situations.
J Some put other priorities before God.
■J Spiritual weakness.
J Lack of guidance in their Christian lives.
J Feelings of guilt from un confessed sins.
• Ways in which Nehemiah demonstrated qualities of a good leader:
J He was hardworking/ committed to his work.
J He faced opposition/ challenges courageously.
He prayed and consulted God in all situations.
■J He had vision/ foresight for the nation/ Jews.
J He recognized other people’s abilities/ allowed them to perform different duties.
•J He was concerned about the life of his people.
He was patriotic.
■J He made wise/ firm decisions in different circumstances.
He was honest.
•S He served as a role model/ participated in the rebuilding of the wall in Jerusalem.
J He endured persecutions.

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 • Lessons that a modern Christian leader can learn from Nehemiah’s leadership:
J They should be forthright and committed to serving the people.
•J They should be selfless and mindful of people's welfare.
J Mobilize people to transform their povem and developing the community.
J God fearing and trust God to help them lead.
S To be decisive and show initiative in leadership by positively responding to crisis.
•S Use their time and resources for the service of human kind.
J Display courage and strength in the face of difficulties.
S Lead by example.
J To be prayerful and fast before embarking on serious owners.
• Problems that Nehemiah encountered in rebuilding the w all of Jerusalem:
J The officials of Tekoa did not co-operate with him.
J He was ridiculed by Sanballat and Tobiah.
J He received threats of violence from the enemies.
✓ A trap was laid to derail his mission of rebuilding the wall.
•S There was a plot to kill him.
J Insecurity from the enemies.
J Opposition from the Jewish nobles.
J False accusation from his enemies.
• How Nehemiah solved the problems:
■ The Rebuilding of the wall;
■S He mobilized the people to be united.
■S Relied on God’s strength and prayers.
He organized the people to defend the city against possible attacks.
J He encouraged the people to trust in God.
■ Response to Sanballat, Tobiah and Geshem;
J Nehemiah dismissed Sanballat’s accusation of treason
J He ignored their attempts to lone him into a trap
Through God’s wisdom, he was able to detect the false advice of Prophet Sheremaiah
S He became more determined to finish the project
■ Response to anti-social conduct among noble Jews;
J He called an assembly of all the people and publicly rebuked the nobles and officials for
exploiting the people
He ordered the return of productive fields and vineyards which had been mortgaged to owners
He ordered the leaders to return all personal property held as security to their owners.
■S The nobles and officials were ordered to return all the interest they had collected on loans The
nobles and officials were ordered to free all the sons and daughters who had been subjected to
slavery.
Nehemiah conducted a reconciliation ceremony between the debtors and creditors.
J Nehemiah spoke a curse against those who would not with the oath.
• Lessons Christian leaders can learn from the problems faced by Nehemiah:
■S They should be prepared to face opposition as they preach the gospel. They should have faith in
God/ persevere as they carry out their duties.
J They should fight for the rights of the poor/ condemn all forms of injustice.
They should use their wealth to benefit others/ the needy.
They should be ready to forgo their personal interests for the sake of God’s kingdom.
S They should know how to correct wrong doers/ those who challenge them.
• Challenges which Church leaders in Kenya face in their work:
J Church leaders are rejected/ persecuted/ oppressed.
J They have rivalry among themselves/ inferiority/ superiority complex.
■S They experience discrimination based on nepotism/ tribalism gender/ status.
■S There is hypocrisy among Church members/ religious syncretism.
■J Inadequate finances/ materials for their work.
J They encounter temptations in their duties/ societal ills e.g. bribery/ corruption/greed.
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 J They encounter language barrier while spreading the word of God.
J There is conflicting interpretation of the Bible.
J There is political interference in their work.
J They are faced with competition from false prophets/ cults/ other religious beliefs.
■f Permissiveness in society hinders their work.
Poor infrastructure makes it difficult for them to access some areas.

✓ Family commitment/ work.

•S Insecurity/ hostility.

S Negative influence of science and technology.

✓ The worshipped in private homes.

• The religious lives of the Jews in exile:

They worshipped God in Synagogues.

J The people had very little faith in God following their misfortunes.
They were prophets who preached and gave people hope of return.
S They observed the Sabbath.
J There were offerings/ sacrifices offered.
S They sang psalms during worship session.
J Circumcision was retained as religious sign of their covenant with God.
J They observed the dietary laws in accordance with the Mosaic Law.
• Reasons why Nehemiah carried out Religious reforms in Judah:
J To preserve the identity of the Jews as people of God.
•S To separate the Jews from foreign influence.
To purify the temple, that had been defiled by keeping a foreigner.
J To reinstate the services of the Levites as priests of the temple.
■J To restore the tithing system that had been forgotten for the up keep of the temple.
S To ensure that the Sabbath day was free from business activities.
J In order to cleanse the Jews who had intermarried with foreigners/ exposed to idolatry.
• Stages that Ezra the priest followed in leading the people during the renewing of the
covenant:
J Reading of the law.
S Celebration of the feast of booths.
The public conference of the people.
■S Sealing of the covenant.
Through the redistribution of the inhabitants.
• Stages followed in the renewal of the covenant during the times of Nehemiah:
•S The people gathered in the public square in Jerusalem.
The priest, Ezra read the law to the people.
J They performed repentance gestures of raising/ lowering hands.
S The people constructed makeshift tents/ shelters to celebrate the feast of booths.
•S There was a national day of confession/ fasting as they wore sack clothes.
■J Ezra led people in prayer of confession.
■S They sealed the covenant by singing an agreement under the leadership of Nehemiah and the
priest.
The people promised not go against the Mosaic Law
The re-distribution of the people in Jerusalem and countryside.
How the people of Judah renewed the covenant with God under the leadership of Ezra:
The entire Jewish community gathered in the public square in Jerusalem.
Ezra was asked to read the law to the people.
The people performed rituals gestures of raising and lowering their heads and hands as a sign of
repentance.
They held a national day of confession in which they fated and put on sack cloths as a sign of
penitence/ repentance.
They separated themselves from foreigners.
Ezra the people in a prayer of confession in which he recounted God's and faithfulness to His
promises.

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 The covenant was sealed through the signing of the agreement by the leaders who included
Nehemiah, the princes, the Priest and Levites.
The people promised to live in accordance with the Mosaic Law and carry out its requirements.
Nehemiah re-distributed the population of the Jews in Jerusalem and country side. Community
leaders were settled in Jerusalem to safeguard against external attacks. Nehemiah kept a record
of the leaders who took residence in Jerusalem.
The promises that Israelites made when they renewed their covenant with God during the
times of Nehemiah. Nehemiah 10: 28-39:
They were to live according to Gods law/ obey all his commandments/ requirements. They
would not intermarry with the foreigners living in their land.
They promised not to farm every seventh year/ they were to cancel all the debts.
They would make annual contribution towards temple expenses/ not to neglect the house of
God.
They were to provide wood for burnt sacrifices.
They were to offer the first fruits of their harvest/ dedicate their first bom sons/ flocks as
required by the law.
They would pay their tithes in accordance with the law.
They will not do any business on the Sabbath day.
• Ways in which Christians renew their covenant faith with God:
J Partaking in the sacraments.
■J Confession of sins.
S Making public testimonies about their commitment to God through his son.
J Reading the Bible.
J Holding bible study groups.
Attending Sunday church services.
■S Going to retreats.
J Attending revival crusades or conventions.
Praying and fasting.
•J Helping the needy and the poor.
• Lessons Christians learn from renewal of the covenant by Nehemiah:
J Christians should ask for their sins to be forgiven.
■* J They should live righteous lives.
•J Christians should always pray to God.
•J Christians should demonstrate humility.
•J They should avoid groups that can negatively influence their faith in God.
They should teach others the word of God.
J They should set aside a day for worship.
■S They should respect the church as a place for prayer.
• Events that took place during the dedication of walls. Nehemiah 12:27-42:
V The Levites, priests and singers from surrounding village gaihered in the city of Jerusalem.
J The priest, people, the gates and walls were purified.
•S Ezra led a ground procession that moved around Jerusalem m counter clockwise direction.
Nehemiah led another group clockwise around the city.
J Both groups converged together in the temple to give thanks
J There was singing, elaborated sacrifice, rituals and rejoicing.
J The princes of Judah were brought up to the wall.
J Different people were appointed to undertake different duties m the temple chambers.
• The final reforms carried out be Nehemiah to restore the worship of God in Judah: •S
Cleansing of the temple.
V Reinstating of the Levites and other temple workers.
S He ordered the closure of Jerusalem for proper Sabbath observance.
■J He separated the Jewish from the foreigners.
•J He purified the priesthood.

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 V Throwing out the household of Tobiah out of the chamber.
J Cleansing the chamber in the temple.
Returning the vessels of the house of God.
•S Appointing treasures over the storehouses.
■S Stopping the buying and selling of wares on the Sabbath day.
V He ordered an end to mixed marriages/ foreigners.
• Why Nehemiah introduced the policy of separation of Jews from foreigners:
•S Nehemiah wanted to keep the Jewish community pure.
J The Jews were a minority group which needed to preserve their identity' culture.
v
Nehemiah wanted to separate/ unite the Jews who returned from exile.
■S To solve conflicts over land ownership.
Intermarriage would lead to the Jews into Idolatry.
•J The Law of Moses was against association with foreigners.
V Children bom out of intermarriage could not speak the Hebrew language. Religious reforms
could not be effectively carried out.
• The measures taken by Nehemiah to restore the Jewish community after the completion of
the wall of Jerusalem. Nehemiah 8-13:
J Nehemiah organized for the Mosaic Law to be read/ interpreted to the people.
S He led the Jews in the renewal/ celebration of the Feast of Booths/ Shelters.
The people fasted/ held a national day of confession of their sins.
The covenant was sealed through singing of the agreement by Nehemiah/ leaders.
J He led the people in taking of an oath of obedience to the Mosaic Law/ contribution towards the
maintenance of the temple.
J Nehemiah re-distributed the inhabitants of Jerusalem/ countryside.
■S He dedicated the walls/ the gates of Jerusalem in a ceremonial procession.
J Through the reading of the law, the Jews isolated themselves from foreigners.
■S Nehemiah cleansed the temple/ brought back the Levites/ singers to their positions.
v He stopped trades from carrying out commercial activities at the temple gates on the Sabbath day.
■J Nehemiah made the Jews take an oath not to marry their children to foreigners.
• Ways in which the Church in Kenya helps to reform errant members in the society: J The
Church prays for/ with them.
■S By teaching/ preaching the word of God to them.
■S By contributing towards their basic needs.
J Through guiding and counseling them.
J The Church trains them in various skills in their vocational Centre's.
J The church offers employment opportunities to them.
■S The church establishes rehabilitation Centre’s to care for them.
J By offering credit facilities to enable them start businesses.
• Lessons Christians learn from the ministry of Nehemiah:
J Christians should use their positions to serve God.
■J They should plan their work in advance.
They should be role models to others.
J They should be compassionate/ help the needy.
V They should depend on God’s power/ have faith in God.
J They should be prayerful.
S They should embrace team work/ work with others.
They should be patriotic/ love their nation/ people.
They should treat people fairly/ equally/ avoid discrimination.
J Christians should be honest/ truthful.
•S They should be diligent in their work/ hardworking.
J They should be courageous.
• Ways in which Christians show respect to the church buildings:
•J They maintain cleanliness in places of worship.
■S In some cases, they remove shoes/ hats/ switch off their phones.

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 ■S They decorate/ put flowers in places of worship.
They dress decently when going for worship.
■S Order is maintained in places of worship/ kneeling down.
J Constructing beautiful/ large places of worship.
J Showing respect/ obedience to church leaders.
V Through maintaining silence in the places of worship.
■S By securing places of worship.
• Ways in which Christians use the day of worship today:
•J Preaching to others/ listening to preaching.
J Repenting their sins.
•J Going to church.
J Visiting the needy.
S Bible study.
V Attending fellowship.
V Singing in choir.
V Reading Christian literature.
J Solving family problems.
V Resting from routine work.
• Ways in which the government of Kenya supports church leaders in their work:
V The government gives financial/ material assistance for development.
V The government supports church- sponsored institutions.
V By setting land aside for construction of church facilities.
V The government allows freedom of worship.
V By availing facilities to host church workshops/ seminars/ conferences.
V By including CRE in the curriculum.

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 QUESTION SIX 313/1

1. SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE

• Attributes of God as understood by African people:
•S He is everywhere/ omnipresent.
He is powerful/ omnipotent/ almighty/ controller
•S He is loving/ caring.
v' He answers prayers/ faithful.
■S He punishes evil/ He is just.
•/ He is the source of all things/ the creator.
J He provides/ generous/ blessing.
J He is impartial.
J He is transcendent/ beyond/ supreme/ high above.
J He is everlasting.
• Types of spirits:
■ Sky and nature spirits;
Spirits of the sky are associated with the sun, moon, stars, thunder and lightning J Spirits of nature
are associated with natural phenomena like hills, mountains, rocks, forests, lakes and rivers.
■ The human spirits;
J Ghost spirits: belong to those who died long time ago. The names cannot be remembered. v Ancestral
spirits/ living dead: dead people whose identities are still alive in the memories of people.
J The divinities; these are between God and the spirits. They are believed to have been created by
God.
J The ancestors; these are the founders of the African clans and tribes. They are people who died and
whose names and identities are still remembered by their relatives.
• The African understanding of the hierarchy of human beings:
God: Supreme Being.
Divinities; are spirits created by God.
Spirits; belonging to people who died a long time ago.
Living dead; act as intermediaries.
Human beings; physically alive and those yet to be bom.

Plants and animals; used by human beings.

Non-living things; natural and artificial beings.

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• Role of God in the world and in the people’s lives in traditional communities:
S God cares for His creation and can be invoked in times of need.
He is the giver and sustainer of life/ He provides the necessities of life.
J He protects human beings from evil.
J He comforts the sorrowful.
J He is the guardian of moral and ethical order.
J He controls spirits that are more powerful than human beings.
J He gives order to the universe and controls it.
Gives power to the religious specialists.
J He answers prayers.
• Traditional African understanding of Spirits:
■J Spirits are invisible/ do not have a physical form.
Spirits are more powerful than human beings.
J They are believed to be residing in caves/ rivers/ trees/ rocks.
Spirits can acquire physical form/ appear to human beings in form of birds/ animal. S Spirits have
the ability to enter human beings/ and through them to convey messages.
reveal certain truths.
'S Spirits act as mediators between God and human beings.
J Spirits change according to circumstances/ they can bring either harm/ good to people.
• The role of the spirits:
■S Can be manipulated by human beings and cause harm to others.
S Spirits can possess religious specialists.
J Spirits relay God’s response to human beings.
J Bad spirits may sometimes possess people.
Spirits guard sacred places.
S They intercede for people before God.
• Roles of ancestors in traditional African communities:
•S They act as mediators/ intercessors between the living and God.
J They monitor/ oversee what is happening in the community.
J They bring punishment to the wrong doers/ blessings to the righteous.
J They give instructions/ directions on what should be done by members of the community.
They rebuke/ give a warning of the coming punishment for wrong doers.
S They give guidance on how rituals should be conducted.
They are custodians of community values/ traditions.
J They welcome the dead to the spiritual world.
They provide a reservoir of names.
■S Through the ancestors, the livings have a sense of belonging/ identity.
• Ways through which human beings communicate with the spirit world:
J Through pouring/ making libations
By offering sacrifices.
J Through prayers.
J Through the naming of children.
•S Through divination of children.
J Through dreams/ visions.
J By singing/ dancing.
■S By invoking/ chanting/ calling/ incarnation/ salutation.
J Giving offerings.
• The responsibilities of the living towards ancestors in traditional African community:
S Naming children after them. Pouring libation for them.
■J Taking care of their graveyards.
 J Making sacrifices to honor them.
■J Consulting/ communicating to them in times of need.
■S Inviting/ involving them in ceremonies.
J Invoking their names during prayers.
J Transmitting their wishes/ visions.
■/ By holding commemoration ceremonies for them.
J Managing their property wisely.
J Building shrines for them.
•S Teaching children about them.
• Factors undermining the responsibilities of modern Africa towards spirits:
J Modern education: most elites do not believe in spirits.
V Christianity, condemns the beliefs in spirits/ necromancy.
v Urbanization -, grouping of different ethnic groups.
J Changing of social trends: changing of different cultures in the world.
-C Secular society: people hold worldly things in more regard than they do religion.
V Globalization : interaction of different cultures of the world.
• Categories of the religious specialists traditional African society:
■C Medicine people/ healers/ herbalists.
-C Priests.
■C Diviners.
S Rainmakers.
J Prophets/ seers.
-C Elders.
■S Mediums.
• How the religious specialists acquired their skills:
•C Inheritance.
■C Apprenticeship.
J Dreams and visions.
S Being possessed by the spirits.
J Receiving a call from God and ancestors.
V Observation of the work of other specialist.
• Occasions when the services of a medicine man were required in traditional African
Communities:
V During sickness.
-C During initiation into adulthood.
J Before undertakings important tasks like raids/ war/ marriage.
-C During catastrophes like drought, floods and death.
•C When a person required charms for protection against evil or a potion to use to achieve a
desired goal.
•C When it was necessary to dispel witchcraft/ magic/ sorcery and other forces of evil.
•S In case of impotence/ barrenness.
• The role of medicine men in traditional African communities:
J Medicine men identify the causes of sickness/ diseases.
V They counteract effects of witchcraft.
■C They heal/ cure the sick/ provide medicinal herbs/ prepare medicinal herbs.
•f They remove/ reverse curses.
J They protect people by giving them charms.
J They drive away evil spirits/ exorcise evil spirits.
✓ They reveal mysteries to human beings predict the future/ impending danger.
J They train other herbalists/ medicine men.
J Medicine men carry out cleansing rituals in the community.
S They offer guidance./ counseling to members of the community on matters of health.

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J They give fertility herbs / medicine to people animals.
• Factors that undermine the role of medicine men in Kenya today:
•S Introduction of western medicine/hospitals new inventions science and technology.
•S Emergence of new religions which do not support medicine men.
J There is destruction of forests/' herbs/ deforestation.
■S Lack of proper education by herbalists/ professionalism lack of proper dosage.
•J Herbal medicine is cumbersome to look for.
J Low hygiene standards associated with herbal medicine.
S Urbanization/ migration from rural to urban center.
■J Certain chronic diseases cannot be treated by some herbs.
■J Emergence of conmen/ quacks who give wrong medicine.
•S Lack of awareness/ education on herbal medicine by the public.
✓ Modem / formal education.
Strict Government policies/ rules/ regulations that control both herbal and modem medicine.
• The responsibilities of priest in Traditional African Communities:
They give sacrifices to God/ pour libations to ancestors.
■S They act as advisors of the community.
•S The priests intercede/ offer prayers to God/ spirits/ ancestors on behalf of human beings.
✓ They are the religious symbol of God’s presence in the community.
J In some communities the priest can act as a political leader.
✓ They solve/ settle disputes in the society/ judge cases.
J Priests preside over religious ceremonies/ festivals.
•S They take care of shrines/ places of worship.
J They are custodians of customs/ taboos/ traditions of the community.
• _ Roles of diviners in the African traditional communities:
J Predict future occurrences.
■S Warn people of future misfortunes/ calamities.
J They interpret messages from the spiritual world.
Preside over religious functions such as offering sacrifices.
J Mediate between God/ the ancestors and the people.
•S Advice and counsel people on religious and social matters.
J They bless warriors before they go to war.
J They carry out cleansing rituals.
J They fight social evils like magic and witchcraft.
J They act as judges who solve dispute among the people.
•S Reveal secrets and expose wrongdoers in the society.
J They heal the sick and give remedies for the suffering/ comfort the sick.
• Factors that undermine the roles of African traditional diviners today:
J Influence of western culture.
Lack of integrity on those who purport to be diviners/ seen as liars.
■S Some are inaccessible/ are seen as witches/ magic workers.
Emergence of Christianity which teaches against divination.
 • The roles of rainmakers in the African community:
They perform rituals to cause rainfall.
They have the ability to stop destructive rains.
They study the atmospheric conditions. The skies and ihe behavior of plants and animals to
predict weather conditions.
They preside over religious functions.
They advise the community on both religious and social issues.
They give blessings to the members of the community.
They mediate between the people and God.
Occasions when seers/ prophets were Consulted in traditional African Communities:
When sickness/ death occurred frequently.
When there was disaster/ calamities/ catastrophes/ drought outbreak of diseases.
During marriage ceremonies.
During cleansing rituals/ sacrifices.
Before embarking on war/ raiding expeditions.
Before initiation rites took place.
During pregnancy/ causes of difficulty in child birth/ bareness.
When there were serious disputes/ dilemma/ disagreements.
Requirements one had to fulfill to be an elder in traditional African communities: Must be
initiated.
Must be married.
Being of good conduct/ achievement like war heroes.
Should have children.
Have specific age.
Must have ability to provide for others/ be wealthy.
Should be knowledgeable in matters concerning the society/ confidential wise.
Have support from the leaders of the society.
Be of sound mind/ good health.
Be a valid member of the community.
By undergoing the rituals of being an elder.
Role of elders in traditional African Community:
They preside over religious ceremonies.
Preside in judging cases/ punishing/ fining offenders.
Overseeing the sharing of community wealth/ property.
Praying/ interceding for the community.
Mediating between God/ ancestors/ spirits and the people.
Advice and guides the community.
Facilitates reconciliation between warring parties in the community.
Formulates laws governing the community/ ensures laws are kept.
The importance of community elders in the society today:
\\ • \\\ \\\ • \ \\ \\ \\ \* \ \\ \\ \\ \\ \\ * \ \ \\ \ \\\

They help in solving land dispute.

Lead in carrying out some of the rites of passage like initiation.
They are useful in the maintenance of African culture though narratives, songs and poetry.
In some communities, they make important decisions.
At times, they are appointed to represent the community, for example, during census. Solving civil
cases, cultural disputes in the community like family differences.
Occasions when oaths were administered in Traditional African Communities: During
reconciliation ceremonies.
During marriage/ initiation/ death.
•S When preparing for a raid.
•f When deciding on cases/ settling disputes.

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•S When a person was being adopted into family, clan or tribe.
■J When a person is being initiated into a secret society.
J During the installation of leaders/ oath of office.
✓ During the making of peace treaties.
■S When buying land.
During naming ceremonies/ children dedicated to God ancestors.
• Reasons why oaths were administered in traditional African societies:
■S To ensure the secrecy of the information known.
J To unite/ bind members of the communities/ parties concerned.
J To ensure compliance to the social norms.
v
To deter people from telling lies.
J To link the living with the dead/ ancestors.
•S To prepare the parties for tasks e.g. war, leadership.
J To make people remain loyal to each other/ group.
• The factors that undermine the role of elders in Kenya today:
J Modem education/ technology.
J Urbanization/ migration.
J Intermarriages/ intermingling of different cultures.
J Laws are made in parliament/ the Constitution of Kenya is applied.
J Western ways of life tends to promote individualism.
J Wealth has taken over ‘age’ as a symbol of status.
■J Courts/judicial duties.
J Christianity has influenced the members who listen to their church leaders other than the leaders.
S Permissiveness/ moral decadence.
• Traditional African ways of worshipping God:
J Through invocations.
J Through blessings and salvations.
J Through song and dance.
J By giving offerings and sacrifices.
J By pouring libations.
S By respecting religious places and objects such as shrines.
Through prayers/ invocations.
• Places where worship is conducted in African traditional communities:
J Under sacred trees.
J In caves.
■J At river banks/ waterfalls/ lake shores/ sea shores.
On rocks.
On mountains/ hills.
J In forests/ shrubs.
J In shrines.
J At graveyards.
J In homes of religious leaders.
• Ways in which people in traditional African communities communicate with God:
J They make sacrifices to God.
J They sing/ dance for God.
J They say prayers.
J Through chatting/ recitation.
J They give offerings.
S Through burning incense.
• Ways in which Africans sought reconciliation with God:
J Through invoking the name of God.
J Pouring libations to the ancestors.
J Offering sacrifices.
S Singing/' dancing to God.
■S Visit sacred places.
V Helping the less fortune in the community.
V Giving offerings.
V Reacting/ chanting names of ancestors.
J Approaching God though mediators like priests.
V Cleansing wrong doers/ abstaining from wrong doing.
• Occasions when prayers were offered in traditional African communities:
V Breaking a new ground
v
Planting seasons
v In times of crisis such as drought/ epidemics/ persistent diseases.
V Rites of passage e.g. naming/ birth.
V When preparing warriors for war.
J When breaking a curse.
V After abundant harvest/ in thanksgiving.
J At day-break and sunset.
J Before setting off on a journey.
S During installation of leaders.
• Reasons why sacrifices are made to God and ancestors:
J To worship/ honor God/ ancestors.
■S It is a way of seeking protection/ offered sacrifices to avert evil.
V A way of acknowledging God as a source of life.
V To seek God’s help in times of trouble.
V To ask for forgiveness/ a way of cleansing/ appeasing God.
V In recognition of God’s power.
V To thank God for victories/ success.
V To ask for blessing from God.
V it enables the people to maintain good relationship with God/ fellow human beings.
• Occasions when sacrifices were offered:
V During rites of passage, birth and naming, initiation, marriage and death.
V During disasters/calamities.
V After a good harvest.
V During installation of leaders.
V During reconciliation ceremonies/when settling disputes.
V Times of war/ before going to war.
V When a taboo is broken.
V In sickness.
• Ways in which mediums and diviners may become spirit possessed:
V Sitting quietly in a place.
V Singing.
V Dancing.
V Clapping of hands.
J Falling into a trance.
• Traditional African practices which demonstrate people’s belief in God:
Praying to God.
J Offering of sacrifices.
■J Singing and dancing to God.
■J Giving children the names of God.
J Building of shrines for God.
J Pronouncing blessings and curses in the name of God.
J Taking oaths/ making covenants in the name of God.
•S Invoking the name of God in times of problems.
S Visiting holy sacred places.
V Telling stories of creation/ origin of life and death to their descendants.

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V Caring for God’s creation.
V Consulting priests/ seers/prophets about God’s will.
• Factors that have affected the traditional African people’s dependence on God:
V The introduction of western culture.
V Some people rely on witchcraft to solve their problems.
V Greed for power/ materialism without the fear of God.
V Some people rely on science and technology.
V Money economy where success depends on how much money one earns.
V Abject poverty has made people lose hope/ faith in God.
V Negative peer pressure influences people to rely more on themselves other than on God.
V Pressure of modem living makes people too busy to serve God/ urbanization.
V Modem education.
• Similarities between the Christian and traditional African ways of showing respect to
God:
V In both, members pray to God.
V In both, they give offerings.
V In both, Members sing songs.
V In both, members show respect to God by helping those in need.
V In both, members use the God given resources/ environment carefully.
V In both, they build/ maintain/ honor places of worship/ shrines.
J In both, members take care of religious leaders/ value religious leaders.
V In both, members obey the law/ commands of God.
V In both, they use God’s name sparingly/ avoid mentioning God’s name carelessly.
• African cultural expressions used in Christian worship today:
V Use of vernacular language in worship.
V Use of traditional musical instruments e.g. drums/ kayamba.
V Shaking of hands/ hugging.
V Body movements e.g. while dancing, clapping and jumping.
V Singing using traditional African tunes/ melodies.
V Performing cleansing rituals.
V Adopting family/ individual names at baptism.
V Responding to prayers in unison/ liturgical recitation.
V Use of African texture and design in dressing.
V Building Churches using traditional African architectural design.
• The meaning of life and its wholeness in African traditional societies:
V God is the source of life.
*' God is the sustainer of life through the provision of food.
V Life is not only physical but also spiritual.
V All efforts are made to protect and preserve life.
J The rites of passage incorporate a person into the fullness of life.
J Every person has a duty to promote life through marriage and procreation.
J Life is continuous as death was not considered the end of life.
■J Human life has a rhythm.
•/ Life is enhanced through observance of rituals, taboos and regulations.
• Community: refers to a group of people who share a common culture, language, religion and
ancestry. They occupy and live in the same geographical location.
• The African traditional view of a community:
■/ The members of the community include the unborn, living, living dead and ancestors.
•C The members speak one common language.
■C They are related either by blood, marriage or adoption.
•/ Community members occupy the same geographical area/ region.
J They carry out the same economic activities.
•C The community is made up of smaller units/ clans.
•C Each community has its own distinct rules/ taboos/ beliefs/ customs cultural practices.
J Members of the community are expected to show concern for the well-being of others/ communal
ownership of property.
■C Members are expected to participate in the life of the community.
• The African concept of Kinship:
J This refers to a relationship between people through blood, marriage or adoption.
■S Are ties/ strong bonds that exist among community members.
■C Those related by blood have common ancestry.
• The importance of Kinship in the Traditional African Society:
■S Kinship ties helps in preserving traditional customs through informal education.
■/ They bind the entire life of a community/ unite members of the same clan/ family.
•S It helps to maintain law and order in the community.
J Kinship ties provide a sense of belonging/ identity.
■C It defines the punishment/ reward in the community.
■S It regulates marriage relationship in the community.
•C It helps in settling disputes in the community/ family.
■C It defines duties/ responsibilities of members of the clan/ family.
■C It governs the relationship between the living and the dead/ among the members of the
community.
S It promotes a sense of security to all members of the community at all times.
■J Kinship prepares the youth for leadership roles.
•J It enables people to share/ help one another.
• Reasons why observance of blood kinship is important in traditional African societies:
J Prevents the spread of hereditary diseases/ prevents incestuous behavior/ marriages.
'C Provides a wide source of material help in case of need.
•S Provides unlimited source of advice to the members/ guidance and counseling.
'C Promotes harmonious living as related people respect each other.
•C Provides a wide source of security to members/ sense of belonging.
■C Helps maintain the culture of the people.
•C Helps members face challenges/hardships together/ provided moral support.
• Factors that contribute to harmony and mutual responsibility in the African community:
S Communal ownership of property/ land.
J Common religious beliefs and practices.
J . Political organizations and sharing of power.
■J Observance of taboos/ social norms.
■S Participating in the rites of passage.
•/ Leisure activities in the community.
J Division of labour which brings people together.
J Communities’ rules and regulations.
J Beliefs in common ancestry.
J Common geographical areas.
• Reasons why taboos were important in traditional African Communities:
J Guided people on moral behavior/ discipline.
Outlined social relationship/ kinship ties.
■S Fosters respect for elders/ leaders.
V Maintenance of respect for God.
✓ Help in maintenance of dignity/ integrity.
•S Guided on acceptable eating habits/ discourages vices such as greediness and gluttony.
J Help create harmony/ maintain law and order/ promote peace in the society.
• Factors that have affected the Kinship system in the traditional African communities
today:
■J Formal education.

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 S Modem religions/ Christianity/ Islam.
J Mass media influence.
J Permissiveness in the society.
Western civilization.
J Migration/ individual land ownership.
New government structures/ systems.
S Economic factors/ poverty/ wealth/ social status.
■S Modem science and technology.

2. AFRICAN MORAL AND CULTURAL VALUES

• Rites of passage:
■J These are important stages or events in a person’s life.
■S There are rituals and ceremonies that mark these important stages in a person’s life in
Traditional African Community.
• Stages in person’s life in the traditional African Community:
J Birth and naming.
J Initiation.
J Marriage.
J Death.
• Steps that are followed during the rites of passage:
•J Separation: The individual is separated from the rest of the community and is placed in
seclusion for a period of time, but forever in the case of death.
S Transition: The individual undergoes some physical, emotional and social changes or training.
J Incorporation: The person is brought back into the community and is given full rights in his/ her
new status/ is done with the initiation.
• Birth and Naming:
• Rules and regulations expected to be observed by a pregnant mother:
Z Eating special foods e.g. a special kind of earth which strengthens the child’s body in the womb
and avoiding some such as eggs or meat of animals killed with poisoned arrows as this would
cause premature birth.
Z Refraining from heavy tasks as splitting firewood/ carrying heavy loads/farm work.
Z Refraining from intercourse because pregnancy is believed to make the woman ritually unclean.
Z Avoiding handling iron tools/sharp objects in the house for fear that such tool would attract
lightning.
Z Not speaking to her husband directly but can do it through an intermediary, pregnancy makes her
ritually unclean and her husband must be protected from that; it is also a way of making the
husband share the burden of pregnancy; to protect the expectant mother from any physical,
psychological and ritual harm she might suffer by being into direct contact with her husband.
Z Returning to her parents’ home to give birth then come back home after weaning the baby: this is
an indication to the relatives that the wife is fertile and productive; it is a symbolic dramatization
of fetching the child from another world; it may also symbolize the return of life to the homestead
where the wife originates.
Z She is expected to wear protective charms against evil eye/ to protect her/ unborn child. Z She is
supposed to be checked frequently/ counseled by traditional midwives.
Z An expectant mother is to be given special herbs to keep the health of the baby/ unborn.
Z Avoid coming into contact with specific people/functions/ places.
Z Should make sacrifices / appease spirits/ ancestors/ God.
• Outline ways in which Traditional African Communities show respect for the unborn child:
Z The expectant mother is given charms to wear to protect them from harm.
Z The expectant mother is exempted from heavy work.
Z The expectant mother observes certain taboos/ avoiding certain foods, people and places.
Z The expectant mother is given special food.
Z The expectant mother is checked occasionally/ advice by traditional midwives.
Z Prayers/ sacrifices/ libations are given for protection/ consultation of medicine men/ priest.
/ Conjugal rights/ sexual intercourse are not allowed during pregnancy.
Z Herbs/ medicines are administered to the expectant mother.
Z There should be no harmful implements in the house/ compound where the expectant mother lives.
Z Expectant mother should not be treated cruelly.
• Reasons why pregnant women were given special care in traditional African society:
Z She carried new life which was a gift from God/ life is viewed as sacred.
Z Birth of a child brought continuity of the community.
Z To ensure healthy growth of the baby.
Z To protect her and the baby from malicious people.
Z To avoid annoying spirits/ ancestors/ God/ to avert curses from befalling the community.
Z To protect the baby/ensure safety of the mother and the child.
Z To protect the. husband since pregnancy makes her ritually unclean.
• The role of a mid-wife in traditional African Communities:
Z They helped pregnant women in delivery service/ assist the mother to deliver/ensure safe delivery of
the child.
•f Educate/ advice the expectant mother on how to take care of herself.
To check/ monitor the development of the fetus.
v
Check/ correct minor abnormalities on the baby
■J Announces the sex of the child.
Took care of the weak mother and the child clean the new bom baby.
J Organizes for the disposal of the afterbirth.
✓ Gave advice to the parents/ mother on ways of bringing up the child/advices on post natal care of
the mother/ baby.
• Activities carried out in traditional African communities to ensure newly born baby is safe:
J Baby is bom in a secure/ clean place.
J Baby’s birth is first announced to family members.
'S Placenta/ umbilical cord is disposed of in a secret place uncultivated field? banana plantation.
J Prayers/sacrifices/ libations are offered for the well-being of the baby and mother.
S The umbilical cord is cut to separate the baby from the mother.
•S The baby is cleaned using medicinal herb solutions/ treatment by medicine men.
The baby and the mother stay in seclusion for a number of days.
• Rituals performed during the birth of a baby in Traditional African Communities:
■S There is feasting in family/ relatives.
S Prayers of thanks giving/ blessing/ protection are offered.
S Protective charms are given to the mother.
J Sacrifices are offered to God.
■J The mother and baby are kept in seclusion.
J There is dancing/ singing for the new life.
S The umbilical cord is cut to separate the baby from the mother.
✓ The baby and the mother are given gifts.
J The mother has her hair shaven.
•S Ululations are made to announce the gender of the baby.
J The placenta is disposed of carefully.
■J The baby is washed.
S The baby is given bitter and sweet substances to take.
• Reasons why seclusion after child birth is important in Traditional African Communities:
✓ It gives the mother time to regain the lost energy.
J It keeps the mother/ baby away from the evil eyes/ witchcraft.
J It gives the mother time to rest.
S It enables the mother to be trained on how to care for the baby.
It enables the mother to feed well produce enough milk.

SHINERS C.R.E REVISION BOOK 313/1

 It enables the baby to adjust to new life.
S It enables the mother to take maximum care of the baby.
J It marks the end of pregnancy and the beginning of new life.
• Reasons why the birth of a child is a joyous event in traditional African societies:
J It ensures increase of labour force. \
J It provides for community continuity/immortality.
■J It enhances the social status of the family
•S It cements the relationships between the coupes/the families
J It removes ridicule on the mother/father
•J Provides an opportunity for the people to give thanks to God/and the ancestors.
✓ Provides a chance for the family to get together and celebrate
Provides a source of wealth
Provides a source of security.
Children are blessing in a marriage.
Reasons why Christians present gifts to newly born babies:
Christians give gifts in order to welcome the baby into the family/ world.
It is a sign of their love/ contribution to the baby’s welfare.
It is a way of appreciating the gift of life/ blessing.
It is a way of thanking God/ appreciating His goodness.
It is a form of congratulating the mother/ parents.
It is an expression of joy.
It is a way of emulating Biblical practices.
Reasons why cleansing rituals were important in traditional African Communities:
Cleansing rituals were used to expiate/ forgive wrongdoers of their sins.
Cleaning ceremonies/ rituals were performed to protect individuals/ families/ community against
repercussion for the wrong done.
Helped to maintain good inter - personal relationship / cohesion in the community/ reconciliation
of the parties.
For purification7 acceptance of members who had been declared ritually unclean/ or had broken
taboos, so that they could continue with their normal activities in the society, e.g. after childbirth/
those who had committed murder/ adultery/ after bereavement/ etc.
To appease the ancestral spirits
Cleansing rituals were part of the rites of passage/ individual had to go through ritual cleaning to
signify that they had left their old selves and acquired different status, e.g. circumcision/ death.
The cleansing of the body before burial was to prepare the deceased for the new life.
To rid individual/ families/ community of evil.
To send away evil spirits/ forces.
To protect against calamities/ problems/ sicknesses/ epidemics.
Cleansing rituals were performed to persuade the spirits of the dead not to linger around the
homestead/ cause misfortune to the family.
Ways of naming in Traditional African Societies:
According to the prevailing weather conditions/ seasons.
The sex of the child.
The circumstances surrounding the birth/ phenomena such as famine/ earthquake/ pestilence. \
To honor community heroes.
The name of their god.
The physical traits of the child.
Time of birth.
Place of birth.
Experiences of the parents during the time of pregnancy.
The importance of rituals performed during a naming ceremony in traditional African:
communities
 Bathing of the baby symbolized the beginning of a new life.
Shaving of the mother and baby’s hair symbolize new status.
Choosing of the appropriate name to give the baby is for identification/ incorporation into the
wider society.
Feeding of the baby symbolized new life/ growth.
Holding of the baby by members of the community shows concern for it/ shared responsibility.
J Saying prayer/ words of blessings for the mother and baby signifies long life.
S Slaughtering of animals is a way of thanksgiving to ancestors God.
J Feasting is a sign of joy/ socialism/ welcoming the baby.
J Giving of presents to the baby/ mother is a sign of good will/ ownership of property.
Wearing of charms signifies protection for the baby/ mother.
• Reasons why the naming ceremony is important in traditional African Communities:
S Thanksgiving for a new child.
■J Asa sign of acceptance/ full member.
S Gives identity to the child/ sense of belonging.
J Asa way of remembering important events in the society.
J For blessing the child.
J Welcoming the baby to the community.
■J Security of the child/ brought peace to the child/ appease ancestors.
J Showing the relationship/ link between the living and the dead.
✓ Brings unity among the people as they come together.
Provides an opportunity to teach culture to the youth.
•S Asa sign of remembrance/ honor of ancestors.
• Changing attitude to birth and naming in the society today:
S Naming is no longer a communal affair/ it is a family/individual affair.
S There are modem methods used to identify the gender/ sex of a child/ scanning.
J Children are given Christian names from the Bible.
The role of midwives have diminished/ overtaken by doctors in hospitals.
■S There are new ways of disposing the after birth.
J Wearing of protective charms is no- longer a common practice.
■S There is no seclusion of the mother and the child.
• Ways through which children/ youth are taught to be responsible in Traditional African:
Communities:
J Elders/ parents teach the children basic rules/ customs of the community as they grow up. ■J They
are told the history of the family/ clans to enable them know their origin.
J They listen to folk tales/ myths/proverbs/ riddles which teach them the good values to be emulated/
vices to be avoided.
J Children observe activities performed by the elders which they later carry out. ■S Through play they
are able to interact with other merilbers/ peer groups freely.
They participate in the rite of passage like initiation into adulthood/ marriage which prepare them
for future life.
They are exposed to songs/ dances that have a message for/ about their community. J There is a
reward for those who behave well/ punishments for those who behave badly. ■J They accompany their
parents/adults for practical work; this enables them to acquire certain skills.
J Every member of the community is expected to look after the welfare of the children/ correct them
when they go wrong.
• Ways in which a child learns to be part of the community:
J They are taught basic rules/ customs.
■S They are told about the history of the family /clan/community.
■S They are exposed to song and dances.
J By listening to stories/ myths/ tales/ riddles/ proverbs from elders.
S Playing their roles in society such as hunting and gathering firewood practically.
• Reasons why children are important in Traditional African Communities: ■J They raise the

SHINERS C.R.E REVISION BOOK 313/1

social status of the parents/ prestige.
•S They ensure the continuity of the society.
They inherit parent’s property.
J They take care of their parents during old age e. g they offer security/provide for/bury.
■/ They cement the relationship between husband and wife make marriage stable.
J They are a source of labour.
J They offer security to the society/protect the community against invasion.
J They are a sign of God’s blessing.
V They are a replacement of dead relatives/ ancestors.
■S Children are a source of wealth to the family/community.
J They run errands for the community.
• Duties of the children to the elderly in traditional African Communities:
■S Respecting them.
■J Assisting them with daily chores.
J Listening to/ follow their wise counsel/advice.
J Undertaking errands for them /obey.
■J Visiting them.
V Keeping them/ looking after them/ protecting.
V Entertaining them.

• Initiation:
• Reasons why initiation rites were important in Traditional African Communities:
V It marks the transition from childhood to adulthood.
V The shedding of blood binds the initiates to the ancestors.
V The initiates acquire new status.
V One is given new rights/ privileges/ responsibilities.
V Initiates are given special education during seclusion/ taught secrets/ traditions of the community.
V Initiation ceremonies promote unity.
V It helps in structuring the community through age sets/ groups.
V Initiates are given a chance to demonstrate courage/ bravery.
V Initiates are prepared to face difficulties/ challenges of adult life.
V Promotes a sense of belonging/ gives identity to the initiates.
• Types of initiation in Traditional African Communities:
V Tattooing/ scarification/ mutilation.
V Circumcision.
V Clitoridectomy/ Female Genital Mutilation.
V Removal of teeth.
V Piercing the ears.
V Making of incisions.
• Roles of sponsors in Traditional African initiation ceremonies:
V They offered guidance and counseling to the candidates.
J They educated the candidates on their duties and responsibilities as adults.
V They gave candidates lessons on sex and family life.
•J They encouraged the candidates to face the operation with courage.
V They gave moral and physical support during the operation.
V They acted as a link between the candidate and the families.
V They nursed the candidates back to health.
V The played the role of mentors to the initiates.
• Reasons for singing and dancing during initiation in TraditinnaJ African Communities:
v
The songs inform the participants of the history of the community
S They provide an opportunity for members to socialize unite.
J It diverts the initiates’ mind from the impending pain.
The songs educate the participants’ gender roles/ relationships moral values J The songs
encourage the initiates to face the challenge/ rebuke cowardice fear. J It exposes those with leadership
qualities/ skills/ talents.
■S They are used to mark the various stages of the initiation ceremonies praising the initiates.
It is a form of prayer for the initiates/ drive away evil spirits.
■S Singing and dancing is a form of entertainment.
J Through singing and dancing the members exercise their bodies.
• How initiates were prepared for adult life in Traditional African Communities: J They were
made to endure pain so as to develop perseverance.
J Assigned duties similar to those to be performed in adult life.
J Given specific instructions to develop obedience/ compliance/ understanding.
J They were exposed to hardship in order to develop coping mechanisms.
J Told moral stories to help them develop deductive thinking.
J Punished for disobedience to leam about consequences of their acts/ reward for courage.
Made to share belongings to teach them community sharing.
J They were taught the history of the community to help them know their ancestors.

✓ They were taught gender roles/ responsibilities.

■S They lived seclusion in order to develop independence/ self-awareness.

• The significance of seclusion period during initiation:

• Reasons why the newly initiated young men lived together in a community:
S Gave them an opportunity to socialize/ share experiences.
J It was easy to guide and counsel them.
J To cement their brotherhood/ identity/ unity as members of one group/ age set.
To help in proper checkup/ monitoring of their healings.
To leam the commandments/ rules/secrets/ customs and traditions of their people.
V It enabled proper feeding for all, so as to promote quick recovery/ healing. ■J To keep them from
women/children.
• Moral Values taught to the youth during initiation to adulthood in traditional African
Communities:
■S Hospitality/ generosity/ kindness.
J Honesty/ faithfulness/ trustworthy.
J Integrity.
J Tolerance/ perseverance/ endurance/patience.
J Chastity/ self-control.
S Loyalty/ obedience.
J Respect/ courtesy.
J Love/ compassion/ caring.
J Responsibility/ hard work.
J Cooperation/ unity/ teamwork.
J Courage/ bravery.
•S Humility.
• Privileges accorded to initiates after initiation:
■J They were allowed; to marry and have children.
J To own/ inherit property.
J To defend the community as one became a warrior.
J To take part in community’s religious ceremonies.
•S To bury their parents after death.
• Reasons for practicing initiation rites today:
V To uphold traditional values and customs/ culture.
■S Top provide an occupation for initiators/ surgeons.
■J In order to please/ appease ancestral spirits.
To prepare one for marriage.

SHINERS C.R.E REVISION BOOK 313/1

•S To create a new age set.
J To create a sense of belonging.
S To promote African languages through song and dance.
■f In order to raise one’s social status.
■S To provide an opportunity for leadership.
■J In order to enable one to inherit property.
• Factors affecting initiation rites today:
■S Christianity condemns rituals associated with circumcision.
■J Government policy that has banned female genital mutilation.
J Human rights lobby groups which advocate for the rights of the girl child.
Formal education which gives no time for the rites and gives the youth alternative ways of
acquiring skills and values.
V Migration which leads to mixing of various cultures and hence, the decline in participation in
cultural practices.
V Economic hardship which make it difficult to hold elaborate initiation celebration.
■J Modem medical technology has attracted many initiated than the traditional surgeons.
/ The effect of western life which has led to the decline in traditional moral values.
• Changes that have taken place in the rite of initiation in Kenya today:
v' Circumcision can be done at any age/ time.
•S Some people have opted to take their children to hospital.
•S In some communities initiation is no longer meant for cultural identity/ is done for health reasons.
It has been individualized in some communities/ no longer a communal affair/ there are no
elaborate ceremonies.
J Initiation is not used as a measure to test courage/ bravery.
■S The role of age set/ group is fading away in some communities.
People are discouraged from using the same tool to perform the rite.
■J Some of the initiation practices have been banned/ discouraged.
S Education of the initiates is no longer done by sponsors but professionals.
• Reasons why female circumcision is discouraged in Kenya today:
•S It can lead to infections/ STI’s/ HIV/AIDS due to the use of the same instruments.
J It can lead to injury/mutilation of the reproductive organs of the initiate.
J It can lead to irresponsible sexual behavior.
V It can lead to early marriages.
J It can lead to school dropouts among girls.
It can lead to bleeding/ death.
J It can lead to divorce/ separation.
J It can lead to disagreements/ quarrels in families.
J It is against human rights.
• Marriage
• Reasons why pre-marital pregnancies were rare in Traditional African Communities:
S Sexual education was given to the youth.
■S Girls who became pregnant before marriage were severely punished.
J Sex before marriage was prohibited.
Parents were held responsible for their children’s behavior conduct.
■S During social occasions such as dances, youths were supers ised so that they do not misbehave.
■J There was a physical separation of sexes, boys and girls lived separately.
■S There were taboos, rules and regulations on sex relationship.
■J Early marriages were conducted.
S The whole community was concerned about the moral fabric.
■J The youths were made aware of the consequences of irresponsible sex.
J Pregnant girls were forced to marry old men in the community.
J The man who was responsible for the pregnancy was forced to marry the girl.
• The importance of marriage in Traditional African Societies:
 Expanded kinship ties/ new social relationships developed.
J Unite people through marriage ceremonies.
■S New couples learn new skills like fulfilling sexual needs and building a family.
S Raises the status of the couple.
Source of wealth especially in polygamy.
J It is a sacred/religious act.
J It is for procreation.
•S Married women provide labour for the family.
J There were given roles like leadership.
• Reasons why unmarried people were undermined in African traditional society:
J Marriage was compulsory for everyone.
✓ The unmarried was regarded as a child/ not a grown up.
They lacked experience in sex/ responsibilities/ family matters.
J Such a person was considered impotent.
S Once he died, his place was forgotten.
■J Was viewed as a fight against community expansion.
J It is parents who were highly valued.
• Forms of marriage in African Traditional Societies:
J Monogamy.
S Polygamy.
■S Polyandry.
J Ghost marriages.
Wife inheritance/ levirate marriage.
J Surrogate marriages- woman to woman marriages.
Serrate marriages-marrying the sister to a wife who passed away.
• Why polygamy was common on Traditional African Communities:
•S Many children were viewed as a source of pride/ wealth/ labour.
S Effective family planning.
To ensure unity/ harmony in the community.
To acquire wealth through bride price.
J Children ensured security in old age.
To reduce irresponsible sexual behaviors such as prostitution, adultery and fornication. •S Curb
barrenness/ childlessness.

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 One’s social status was measured by the number of wives he had.
Co-wives worked as a team/boost the man’s wealth.
Land was in plenty.
Ways through which a marriage partner is chosen in Traditional African Communities:
A relative/ mediator identify a girl from family and suggest to the family of the young man.
Parents make the decision for the children when still young.
Parents of the young man visit the parents of the girl to ask for her hand in marriage.
The young people would court and chose who to marry.
The first wife chooses a girl for her husband.
The young man and his age-mates waylay a girl and take her away for marriage.
Bride wealth could be paid to a family well in advance.
A young girl can be given to another family as a gift.
One could inherit a brother’s wife.
A young girl could be given as a way of settling a dispute/ replace one that had died/ settling debts.
Reasons why courtship was an important aspect of traditional African marriage:
It helps in the identification of suitable marriage partners.
It helped in the establishment of relationship between the two families/ gave time for marriage
negotiations.
The boy and girl had the opportunity to know each other and their families.
It offered the opportunity to check/ establish whether the two people can be from clans that can
intermarry.
Cemented the relationship between the two families through exchange of gifts, mutual visits.
Gave the two families time to make arrangements.
Gave the boy and the girl time to be instructed in family life/ prepare them for marriage
relationships.
Gave time to establish whether the boy and the girl were not for marriage through not being virgins,
impotent, Infertility and frigidity.
How marriage was formalized in traditional African Communities:
Giving of bride price/ dowry as a token of appreciation to girls/ brides family.
Exchange of gifts among the family members performed religious rituals/ sacrifices/ blessings. 'A
Held ceremonies/ celebrations where food and beer were shared among friends and families.
Exchanged visits by the families of the bride and the groom/ exchange of mutual help and services.
Marriage negotiations/ discussion were held.
Celebration through songs and dance.
Oath taking/ vowing/ pledge of allegiance/ making promises.
Virginity of bride to be proved.
Importance of bride wealth in traditional African communities:
In traditional African communities, bride wealth is given as a sign of commitment by the groom.
\ \\ \• \\\\ \ \ \ \ \ \ \ \\ \\ • \\\\\\\\\ \ • \ \ \

It is a way of thanking/ appreciating the bride’s family for taking good care of the girl. Bride wealth
acts as an outward seal of marriage contract/ cements the marriage.
It is a form of compensation to the bride’s parents/ family for the loss of the girl’s •services.
Ill | P ag e

SHINERS C.R.E REVISION BOOK 313/1

 Giving bride wealth is the evidence of the groom's ability to take care of the wife/ family. Bride wealth
initiates a long- lasting friendship between the two families.
Changes that have taken place in dowry payment from traditional African society: The bride
wealth has become individualized it is no longer shared by family members of the bride/ it is
solely given to the bride’s father.
It is no longer seen as a token of appreciation gratitude but as a “price”.
It is now paid in cash/ money not inform of animals.
Sometimes it is fixed according to status/ education status position of the bride.
It has become a manifestation of greed/exploitation by the bride's father.
It has become commercialized.
The bride is viewed as an investment by the father/ a commodity which was bought by the
husband.
Factors that hinder traditional African practice of giving dowry7:
Poverty/ economic hardships.
Breakdown of social organization.
Interference from Christian religious beliefs.
Greed to parties concerned/ commercialization.
Intermarriages practices.
Change of values/ modem education/ western culture.
Urbanization/ migration.
Why marriage in traditional African communities is regarded as a covenant:
There are two people/ families involved; it binds the couple, family and clans who were separate
before.
There are witnesses i.e. families/ friends.
There are promises- ceremonies are conducted where the concerned couple/ family/ clan take
vows, promising loyalty to each other.
Has conditions which to be fulfilled such as payment of dowry/ bearing of children. There is
exchange of gifts as a sign of lasting relationship/ to seal/ cement relationship. There is a
ceremony/ sharing of a meal to express unity/ friendship.
Methods used to solve the problems of childlessness in Traditional African Communities:
Offering sacrifices to appease the ancestors.
Seeking the services of a diviner to find out the cause and offer a solution.
Marrying another wife.
Praying to God to reverse the situation.
Allowing the woman to get children with a relative of the husband if the problem is with him.
Couples may adopt children from other communities.
Children may be given as a gift to childless couples by relatives.
Why divorce was rare in Traditional African Communities:
Marriage was permanently/ highly valued.
There is investigation concerning the families to be involved in the marriages/ courtship. Many
people are involved in the negotiations.
The wife belongs to the husband and the wider community.
\\\ \\\\\\*\\ \\\\\ • \\\ \\ \*\\\\\\\* \\\\\\ \• \ \

Payment of bride wealth/ getting children to seal the marriage.

Elaborate marriage procedures/ rituals make it difficult for one to divorce/ returning bride wealth.
Fear of paying fines in case of divorce/ loss of dignity.
Marriage disputes are handled by parents/ elders.
Boys and girls are taught about sex/ family life.
• Circumstances when divorce was granted in Traditional African Communities:
•/ If either the wife of the husband is proved to be greedy, selfish, lazy, a thief or a wizard. J If
the wife is barren.
■J If the man fails to pay bride wealth to girl’s family.
If the man commits adultery.
J If either the man or the woman has failed to undergo initiation rituals before marriage such

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 as circumcision.
J If one of the partners develops a serious illness such as madness, epilepsy or leprosy.
■J If the girl is discovered to not be a virgin on her wedding day.
J Continued cruelly from the husband which may be due to drunkenness.
J If the marriage is contrary to the customs of the people like if the two are closely related by
blood.
• Moral values acquired during marriage in Traditional African Communities:
J Faithfulness/ loyalty/ obedience.
J Respect/courtesy.
Responsibility/ hard work.
J Hospitality/ kindness.
J Tolerance/ perseverance/ endurance/ patience.
Love.
J Co-operation/ unity.
Humility.
Honesty.
J Integrity.
■J Courage.

• Death:
• The causes of death in Traditional African Communities:
J Curses.
J Witchcraft.
•S Sorcery/ magic.
J Breaking of taboos.
J Failure to perform certain taboos.
J Braking of oath.
J Offending the ancestors/ spirits/ God.
J Natural calamities/ diseases.
Wars and raids.
• Reasons why witchcraft is feared in traditional African Community:^
✓ It is the work of the evil spirits.
J Witchcraft leads to death/ destruction.
J It leads to poverty/ loss of property.
■J It involves cheating/ telling lies.
•J In some cases people are forced to leave their homes/ migrate to other places.
J It can lead to break up of families.
J A person can be banished/ made an outcast.
J Witchcraft causes suspicion/ hatred/ mistrust among the people.
It can cause physical/ psychological injury.
S It can cause embarrassment to an individual/ family.
J It leads to underdevelopment.
• Why death is feared in traditional African Communities:
S It disrupts the rhythm of human life activity.
J It is irrevocable/ in escapable/ inevitable.
J It brings impurity to the family.
J It deprives the community of the individuals.
It involves too many rituals.
J It comes unannounced.
It separates one from the loved ones/ it marks the end of life on earth.
•J It may cause misunderstanding in the community.
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SHINERS C.R.E REVISION BOOK 313/1
 •S Death rites reveal people’s characteristics.
■J It brings poverty to the family involved.
Nobody knows about the afterlife.
• How the aged in traditional African community prepare their family members before they
die:
Inviting the family members to share a common meal.
■S Identifying the leader of the family.
Disclosing to the members all the property owned.
■J Sharing/ distributing the property among family members.
J Giving advice to family members.
J Blessing the family members.
Reconciling family members/ resolving conflicts.
■J Identifying the debtors/ creditors.
Identifying the burial site/ giving instructions regarding funeral.
• The significance of rituals performed after the death of a person in Traditional African
Communities:
Wailing/ crying is a sign of sorrow/ announcing death.
J Making sacrifices to appease the ancestors/ deceased.
S Prayers are made to ask the ancestors to accept the dead in the world of spirits.
J Shaving the members of the bereaved family to signify new life in the community.
J Singing and dancing depict anger towards death/ in praise of the dead.
S Washing/ oiling the body before the burial shows respect to the departed. Burying of the dead in the
ancestral land shows that one is still a member of the community.
V Burying the dead with personal belonging symbolizes life after death.
V Driving of cattle/ livestock shows chasing away evils that caused death.
J Fasting /drinking are meant to bid farewell to the dead.
■J Breaking of pots/ destruction of property symbolizes the disorder brought by death.
J Sharing of the deceased’s property among relatives as a sign of solidarity.
■S Lighting of fire signifies chasing away evil spirits/ warning spirits of the deceased.
•S Pouring libations shows continuity of life.
J Burying the dead in a particular position signifies protection/ responsibility.
• Moral values promoted during funeral ceremonies in Traditional African Communities:
■J Cooperation/ unity.
S Respect.
J Responsibility.
•S Obedience.
J Loyalty.
Honesty.
J Courage.
J Love.
J Faith/ trust.
■J Hope.
■J Thankfulness.
S Self-control.
Generosity.
• Role of traditional African Communities in helping the bereaved families:
J They visit the bereaved/ stay with them/ keep them company/ give them moral support.
■J Console them through singing, dancing, praying and giving them words of comfort.
✓ Contribute food and other material needs.
•/ They help them by performing certain duties for them e.g. cooking, cleaning, welcoming mourners/
running errands.
■J Help in preparing the grave/ digging the grave/ burying the dead.
■J They attend the funeral to give the departed a good send off.
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 J Help in preparing the body for burial.
J Inform friends and relatives about death.
•/ Make a eulogy to praise/ to testify the deceased contribution to the community.
•/ Participate in rituals/ ceremonies performed by the bereaved family like slaughtering, eating,
dancing and cleansing.
• How the traditional African society took care of widows and orphans:
✓ Performing cleansing rituals to enable them participate in community activities.
■S Wife inheritance within the family.
J Adopting the orphans.
■/ Building for them homes.
J Providing them with food.
Helping them with work/ cultivation/ harvesting.
• Ways in which the Church in Kenya is assisting orphans in the society:
■J The church preaches/ teaches about the need to take care of orphans.
✓ Sometimes the church organizes for the adoption of orphans.
■S Some churches have built homes/ rehabilitation centers to take care of orphans.
J The church prays for those who are orphaned in the community.
■J Church members provide basic needs to them/ visit them.
■/ They offer vocational training to equip them with skills.
■S The church offers employment opportunities to promote self-reliance.
✓ The church provides guidance and counseling.
J The church pays school fees/ gives them bursaries.
■S The church advocates for laws championing for their rights.
Sometimes the church assists orphans to link up with their families.
• Practices in traditional African Communities that show their belief in life after death:
J Naming children after the dead.
J Invoking the names of the dead during problems important occasions.
✓ Burying the dead with some property.
Offering to the dead.
•S Taking care of graveyards.
S Fulfilling the wishes/ will of the dead/ carrying out the demands of the dead.
J Talking of the dead has having gone for walk.
✓ Washing/ oiling the body for a decent burial.
✓ Holding commemoration ceremonies.
Burying the dead in a particular position/ direction/ ancestral land.
• Traditional African practices that lowers the dignity of women today:
✓ Wife inheritance.
J Ownership of land/ property.
J Polygamy.
v
The practice on female circumcision/ clitoridectomy.
J Early marriages for girls.
J Taboos on diet.
J Wife beating/ battering.
• Reasons why wife inheritance is not common today:
J The presence of HIV/AIDs pandemic.
V Unemployment/ economic strain due to large families.
V Modem education leading to individualism.
V Urbanization which has disrupted traditional settlement.
J Christianity/ new religious beliefs.
V Influence of western culture.
V Widows can inherit/ own property.
• Reasons why the Church in Kenya is opposed to the practice of wife inheritance:
V It is against the Christian teaching about marriage/ monogamy.
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 J It is dehumanizing/ oppressive to the woman/ widow.
V It can lead to spread of diseases/ HIV / AIDS.
V It can cause breakage of family due to jealousy.
V It can lead to poverty due to misuse/ grabbing/ snatching of property.
V It can cause psychological/ emotional problems to parties concerned.
V It can lead to abandonment of children/ wife.
• Reasons why disputes over land were rare in traditional African communities:
V There were clear guidelines on land ownership.
V The wish/ will of parents/ clan on property ownership was respected.
V There were clear guidelines on the use of land.
V The elders disciplined greedy people/ land grabbers.
V Those without land were assisted to acquire it by the clan/ community. .
V There was enough land assigned to individuals by elders.
V People were hesitant to acquire land unlawfully for fear of curses.
V Justice/ fairness by elders was adhered to in land allocation/ ownership.
• Changes that have taken place in property ownership in traditional African
communities: /
V Women and children noAv own property.
V Wealth is no longer determined by the number of wives.
V The introduction of money economy has reduced the value attached to land.
V The role of elders in sharing of property has been eroded. Land is individually owned through the
issuance of title deed.
V People write wills to share/ decide who should inherit their property.
V Land can now be sold/ auctioned.
V Property can now be owned outside one’s ancestral home.
• How the practice of the following traditional concepts have changed today:
• Bride wealth:
V Bribe wealth has been commercialized today, while it was supposed to be a token of appreciation.
V It is given in cash instead of a herd of cattle.
V It has made marriage costly and discouraging those who want to enter it.
• Illness, healing and medicine:
V In traditional African society illness was be caused by v Echcraft, sorcery, bad omens and curses.
J Today it is accepted that illness is caused by bacteria, viruses and often environmental factors.
■S Healing used to be carried out by traditional healers by diviners, medicine men and herbalists.
✓ Today, although herbalists and medicine men/women continue to treat the sick, modem
scientific medicine is the most popular and common form of therapy.
❖ Leisure:
J Traditionally, people, depending on age, gender and season, would play games and participate in
festivals/ story telling/ riddles.
■J Today, passive and active forms of leisure have developed which depend on whether one lives
in the rural or urban areas or if one is rich or poor.
S Leisure may involve such passive activities such as reading, watching television, videos and
playing computer games.
■S It may involve engaging in sporting activities, dancing, doing charitable work, going to church
and being in choir.
❖ Old Age
The old were respected for they were regarded as having more power because they were close
to the ancestors.
v They led in family and community rituals.
•S Children were also expected to look after their old parents.
J The aged have wisdom and benefits they can give to the society.
J Old age today is regarded by some people as a disease.
J Old age is no longer respected.
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 J Some send them to old people’s homes where they feel lonely and neglected.
J The aged are seen as a burden in terms of demands for total provision of their needs.
❖ Care of Orphans and widows
In traditional African society, widows and orphans are taken care of in the extended family.
■J This is ensured through wife inheritance, hence children and their mothers continue to live in
their father’s family and their needs are met there.
•J Today, widows and orphans have increased due accidents and diseases like HIV/AIDS.
•/ Children of single parents are also bound to be orphans when their only parents die.
•S Due to breakdown of traditional family and social structures, widows and orphans are no longer
taken care of within their extended family.
The poor fall into depression and may end up living on the streets.
■/ The church has also discouraged the practice of wife inheritance.
❖ The Socio- cultural changes that have taken place in traditional African communities in
Kenya today:
J The mode of dressing has changed.
There is introduction of new forms of worship/ Christianity/ Islam/ other world’s religions.
■J Ancestors are no longer considered part of the family/ not involved in the activities of the
community.
J There is individual ownership of land/ property rather than communal ownership.
J Some rites of passage are no longer carried out/ have been dropped/ removal of teeth/ female
circumcision/ tattooing/ ear looping.
S People have migrated to urban centers /free inter- mingling of people have weakened family/
clan ties.
J People can plan for the number of children to have/ introduction of modem contraceptives.
J Homes for the aged have emerged/ the aged have been left on their own.

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