DOCSLIB.ORG

Why Is the Ummah Important to Muslims? 9–11

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Why Is the Ummah Important to Muslims? 9–11 9–11 Why is the Ummah important to Muslims? Background knowledge for teachers Assessment for learning Ummah means community or the worldwide This section shows some of the outcomes achievable by community of Muslims. There is no living leader pupils of different abilities in the 9–11 age range. of the Ummah. Allah is the only one who Muslims follow. The Ummah aims to promote the welfare Description of achievement: of everyone in the Muslim community. The Ummah Expectations I can ... benefits from a shared language – most Muslims learn Arabic so they can read the Qur’an. The Almost all pupils • describe what the Ummah means Ummah supports the worldwide community of in this age group to Muslims Muslims by: Expected for • give some examples of what • supporting one another financially, for instance 9-year-olds difference religious commitments through the giving of Zakah make to some people’s lives • encouraging the members of the community to • describe three different ways in which take care of one another 3 the Ummah supports Muslim people • encouraging people to live the best life they can all over the world and not engage in wrong doing This unit uses interviews with young people to help pupils understand the significance of the Ummah in Many pupils in • make connections between belief the lives of Muslims and how the Five Pillars support this age group in the Ummah and teachings and the Ummah. Expected for sources of wisdom in Islam Through exploring identity and belonging using a 11-year-olds • describe some of the impacts of film clip, engaging in active reading and applying religious commitments on life their learning in thinking and writing tasks, pupils 4 • outline the challenges and benefits will be able to answer the unit question: Why is the of being part of the Ummah in Ummah important to Muslims? Britain today The most able • explain the significance of the pupils in this Ummah to Muslims and express ideas Web support age group about this concept of community W My Life, My Religion has a series of clips that • make connections between aspects of are suitable to use when teaching about Islam 5 the Ummah and similar ideas in other and the Ummah. communities See: www.bbc.co.uk/programmes/b05pc1c9/clips NATRE members and RE Today subscribers can also This unit could help pupils in Scotland to achieve RME download the following from the RE Today website: 2–04b and 2–05a. • a copy of the magazine article on pp.30–31 • a copy of the active reading grid on p.28 • a PowerPoint presentation to support the teaching Links across the curriculum of this unit The activities in this unit support pupils to: • use simple organisational devices in non- narrative material Essential knowledge for pupils • ask questions to improve their understanding of the text Pupils should know: • identify the main ideas drawn from more than • the meaning of the Ummah one paragraph and summarise these • the significance of the Ummah in the lives of Muslims For those using RE Today units of work, this supports 2.8 What difference does it make to • examples of the Ummah in action (e.g. in the believe in Ahimsa, grace, and/or the Ummah? Five Pillars) 26 vity vity ti ti c c A 1 Expressing identity A 2 Active reading Bring in a series of items that express some of the For these activities you will need each pair of pupils multiple identities that you, as a teacher have, to have a copy of the ‘Understanding Ummah’ activity for example: on pp.30–31. Explain to the pupils that you are going • a pile of books to show you are a teacher to find out about the importance of the Ummah to the Muslim community. Ask the pupils to work in pairs. • a photo to show your place as a partner, parent, sibling or child in your family Summarising • something to show your allegiance to a sporting team or musician or other hobby Read the text on p.30 to pupils and ask them to sum up what they have heard in one or two sentences. • something to show a group you belong to such as a book group, running club or choir Next give the text of p.30 to each pair. • a map or similar to express the significance of Ask them to: a particular location to you • underline any words that they think someone would Describe who you are to the pupils and how need to find out more about your identity is made up of many things including • write no more than five sentences that summarise membership of several communities. Explain that what they have read in this unit, we are going to learn about Muslim people and the importance of community to them. Digging deeper Show the opening clip from My Life, My Religion where Give each pair a copy of the two interviews on p.31. Sara has made a short clip expressing something of Ask each pupil to read one interview and summarise who she is. what they have found out using the active reading grid See: www.bbc.co.uk/programmes/p02mwkl7 on p.28. After filling in the thinking frame, pupils explain Ask pupils to work in pairs to write about or draw four to their partner what they found out from their interview objects that show who Sara is, what is important to her and identify and describe similarities and differences. and what communities she belongs to. Ask them to meet Share their understanding of the significance of the up with another pair to present and justify their choices. Ummah for Muslims. How would the pupils express their own identity in 90 seconds? Which communities do they belong to and Defining how does that affect what they do? Ask pupils to work Go back to the words they underlined on p.30. individually to create a 90 second film or script Underline any words that require defining on p.31. of their identity. Using information gained, any books or additional resources, create a glossary of terms that could be added to the magazine article. vity ti c A 3 Your community As a class, identify between three and five features of the Ummah. Discuss what the purpose of each of these features is. Record their ideas in a table; Column 1 titled ‘Feature of the Ummah’ and Column 2 titled ‘Purpose of this feature’. Explain to your pupils that they, like Sara and Bilal and Fizzah, belong to one or more than one community. For some of them this might be a religious community but all of them belong to the school community. Ask the pupils to think about the features the class recorded about the Ummah. Can these features be found in your school? If this feature is found in school, how does it help the school community? If the feature is not found, how could it improve your school’s sense of community? Ask pupils to record their ideas around a picture representing your school. 27 vity vity ti ti c c A Five Pillars of Islam A Writing to improve 4 and the Ummah 5 understanding Before embarking on this activity, pupils will Below are two suggested writing activities. You can either choose need to have learnt about the Five Pillars the writing style that links with the learning you are doing in of Islam. If this is not something you have English or choose a writing activity suitable for individual pupils. taught about before, the pupils will need to Alternatively, you could create a different activity linked to the be introduced to them first. You might look at writing style you are studying in English. Both of these tasks allow Opening Up Islam pp.25–29 for this. Remind pupils to apply what they have learnt about the Ummah and the pupils of the Five Pillars of Islam: apply their learning to the different writing tasks. The second task • Shahahdah, declaration of faith may be suitable for less able or younger pupils. • Salah, prayer Newspaper article • Zakah, giving of money Ask pupils to write an article about the Ummah to be placed in a local newspaper or magazine. In the article they must include: • Sawm, fasting • an explanation of what the Ummah is and what it means • Hajj, pilgrimage to Makkah to Muslims Arrange pupils to work in pairs. Give each • two or three examples of the Ummah in action in the local area pair a copy of p.29 either as a whole or cut up into separate cards. Each card describes • technical language with definitions, referring to their glossary something about how following that pillar • key features of a newspaper article reflects being part of the Ummah. A postcard describing the Ummah Firstly, ask pupils to identify which of the Ask pupils to write a postcard to Sara, Fizzah or Bilal thanking descriptions relates to which of the Five Pillars them for helping them to understand the Ummah through their film of Islam, either by sorting the cards or writing or article. In the postcard they must include: the names of the pillars on the sheet. There are • a description of what the Ummah is two cards per pillar. • examples they have seen or learnt about that show the Ummah Next, ask pupils to choose which three of all in action the quotes relate most to the Ummah and write a paragraph to explain their ideas. • technical language with definitions, referring to their glossary Activity 2: Active reading The three most important things about the Ummah: Why was the Ummah important to Bilal/Fizzah? Name of interviewee: Three important words and their meanings: Three questions you would like to ask: 28 Photocopiable by purchasing institutions Activity 4: The Ummah in the Five Pillar cards W One way I feel part of the Ummah is Jummah prayers on Friday bring the by sharing one belief that ‘There is no whole community together.
Load more

Recommended publications
  • ISIS Rhetoric for the Creation of the Ummah TRENDS WORKING PAPER 6/2015
    ISIS Rhetoric for the Creation of the Ummah TRENDS WORKING PAPER 6/2015 Amaryllis Georges TRENDS Research & Advisory ISIS rhetoric for the creation of the Ummah TRENDS Research & Advisory is a progressive research center that aims to help improve policy and decision-making process through research and analysis. The conclusions and recommendations of any TRENDS publications are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars. P.O. Box 110450, Abu Dhabi, UAE www.trendsinstitution.org 2 TRENDS Research & Advisory ISIS rhetoric for the creation of the Ummah TABLE OF CONTENTS 1 Introduction…………………………………………………………………………………………………4 2 Critical Discourse Analysis……………………………………………………………………………5 3 Study of Al-Baghdadi’s Sermon……………………………………………………………………6 4 Analysis of frequently used words & phrases in Al-Baghdadi’s sermon………18 5 Concluding Remarks…………………………………………………………………………….….…20 6 References…………………………………………………………………………………………………20 3 TRENDS Research & Advisory ISIS rhetoric for the creation of the Ummah Introduction Discourse forms and shapes itself to create and reflect our social world. Therefore, language cannot be measured as neutral (Wijsen, 2012, p. 77). Not only does it outline, regulate and strengthen our understanding of the world, but language also sets out the actions accessible to us, while eliminating and delegitimizing other worldviews (Wijsen, 2012, p. 71). In this respect discourse serves as an instrument of influence and control often used by groups motivated for power to generate and preserve hegemonic regimes (Fairclough, 1992). The purpose of this paper is to examine the linguistic strategy employed by ISIS as a means through which it constructs the notion of the Muslim Ummah (Muslim community), which seeks to lay emphasis on the unity of an international Muslim community based off the supremacy of Islam.
    [Show full text]
  • A Message to the Mujahidin and the Muslim Ummah in the Month of Ramadan
    A Message to the Mujahidin and the Muslim Ummah in the Month of Ramadan Abu Bakr Al-Husayni Al-Qurashi Al-Baghdadi July 1, 2014 [Please note: Images may have been removed from this document. Page numbers have been added.] Al-Hayat Media Center Truly all praise belongs to Allah. We praise Him, and seek His help and His forgiveness. We seek refuge with Allah from the evils of our souls and from the consequences of our deeds. Whomever Allah guides can never be led astray, and whomever Allah leads astray can never be guided. I testify that there is no god except Allah – alone without any partners – and I testify that Muhammad (peace and blessings be upon him) is His slave and Messenger. {O you who have believed, fear Allah as He should be feared and do not die except as Muslims} [Āl ‘Imrān: 102]. {O mankind, fear your Lord, who created you from one soul and created from it its mate and dispersed from both of them many men and women. And fear Allah, through whom you ask one another, and the wombs. Indeed Allah is ever, over you, an Observer} [An-Nisā’: 1]. {O you who have believed, fear Allah and speak words of appropriate justice. He will amend for you your deeds and forgive you your sins. And whoever obeys Allah and His messenger has certainly achieved a great triumph} [Al-Ahzāb: 70-71]. As for what follows: Allah (the Exalted) said, {O you who have believed, decreed upon you is fasting as it was decreed upon those before you that you may become righteous} [Al-Baqarah: 183].
    [Show full text]
  • Muslim Response to “To Be a Pilgrim” Jerusha Tanner Lamptey, Union Theological Seminary Bismillah Al-Rahman Al-Rahim
    Muslim Response to “To be a Pilgrim” Jerusha Tanner Lamptey, Union Theological Seminary Bismillah al-rahman al-rahim. In the name of God, the Most Gracious, the Most Merciful. I must begin this evening by expressing my sincere gratitude for the invitation to participate in tonight’s discussion and to hopefully contribute a few additional insights to the many that have already been proffered by Fr. Ryan and Dr. Mintz. In preparation for tonight’s conversation, I found myself, as I oft do, preparing for salat, or the ritual Islamic prayer. This preparation includes performing purification and formulating proper intention, among other things. However, it was not these aspects of my preparation that caught my attention on this occasion. Rather, my attention was directed to another minor yet habitual action I perform with every prayer, a minor adjustment of the directional orientation of the rug on which I pray. I don’t take out a compass and figure the direction technically, but I always move the rug somewhat…and I fancy (perhaps naively) that I can tell when it has been moved into the correct alignment. This rug, of course, faces in the direction of Mecca and the Ka’ba, the site of the annual hajj pilgrimage. And there is a connection with that site that penetrates and pulsates throughout the ritual of prayer and throughout the lives of Muslims. The directional orientation to the Ka’ba is in fact a spiritual and symbolic orientation that shapes understandings of human existence in the world and human relation to God. In my brief remarks tonight, I would like to draw attention to this spiritual and symbolic orientation, building upon Fr.
    [Show full text]
  • Market Mechanism in the View of Ibn Taymiyyah
    Munich Personal RePEc Archive Market Mechanism in the View of Ibn Taymiyyah Pancarini, Ans Shinta Fakultas Syariah dan Ekonomi, IAINSyekhnurjati Cirebon 17 March 2018 Online at https://mpra.ub.uni-muenchen.de/87024/ MPRA Paper No. 87024, posted 06 Jun 2018 18:30 UTC Market Mechanism in the View of Ibn Taymiyyah Oleh : Ans Shinta Pancarini NIM : 17086050011 Mahasiswa Program Studi Ekonomi Syariah Pascasarjana IAIN Syekhnurjati Cirebon [email protected] ABSTRACT The advancement of the economy is heavily dependent on market conditions. The market brings together the sellers and buyers, to conduct transactions on goods and services (supply and demand). Balance in supply and demand is needed to maintain economic stability. Market urgency attracts the characters to put forward their theories of both Islamic and western thinkers. Islam is a divine religion that brings the benefit of the afterlife. Islam has different views and thoughts about market mechanisms. This thinking precedes what western thinkers have expressed. Ibn Taymiyya reveals five concepts in the development of market mechanisms, namely fair prices, fair markets, fair profit concepts, the concept of fair wages and aims for society. The essence of Ibn Taimiyyah's thought is about the justice of the ummah. Broadly speaking Ibn Khaldun thought of concept on justice. Keywords: Ibn Taimiyyah, Market Mechanism, History of Islamic Economics. JEL Classification: A11, A13, B00, E20 PRELIMINARY The market is the heart of the nation's economy. The advancement of the economy is heavily dependent on market conditions. He brings together the sellers and buyers, to make transactions on goods and services (supply and demand).
    [Show full text]
  • Qurbani Report a Summary of Programmatic Information for Irusa Donors Irusa Mission, Vision, and Values Values
    UPDATED JUNE 2020 ISLAMIC RELIEF USA QURBANI REPORT A SUMMARY OF PROGRAMMATIC INFORMATION FOR IRUSA DONORS IRUSA MISSION, VISION, AND VALUES VALUES إﺣﺴـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــﺎن EXCELLENCE Our actions in tackling poverty are marked by excellence in our operations and conduct, which the people we serve deserve. إﺧـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــﻼص In responding to poverty and suffering, our efforts are driven by sincerity to God and the need to fulfill our obligations to humanity. رﺣــــــــــــــــــــــــــــــــــﻤـــــــــــــــــــــــــــــــــــﺔ COMPA SSION We believe the protection and well-being of every life is of paramount importance and we shall join with other humanitarians to act as one in responding to suffering brought on by disasters, poverty, and injustice. أﻣـــــــــــــــــــــــــــــــــــــﺎﻧــــــــــــــــــــــــــــــــــﺔ We uphold our duty of custodianship over the Earth, its resources, and the trust people place in us as humanitarian and development practitioners. ﻋـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــﺪل SOCIAL JUSTICE MISSION VISION Islamic Relief USA provides relief and development in a Working together for a world free of poverty. Our work is founded on enabling people and institutions to fulfill the rights of the poor and dignified manner regardless of gender, race, or religion, and vulnerable. We work to empower the dispossessed works to empower individuals in their communities and give towards
    [Show full text]
  • Muslim Women's Pilgrimage to Mecca and Beyond
    Muslim Women’s Pilgrimage to Mecca and Beyond This book investigates female Muslims pilgrimage practices and how these relate to women’s mobility, social relations, identities, and the power struc- tures that shape women’s lives. Bringing together scholars from different disciplines and regional expertise, it offers in-depth investigation of the gendered dimensions of Muslim pilgrimage and the life-worlds of female pilgrims. With a variety of case studies, the contributors explore the expe- riences of female pilgrims to Mecca and other pilgrimage sites, and how these are embedded in historical and current contexts of globalisation and transnational mobility. This volume will be relevant to a broad audience of researchers across pilgrimage, gender, religious, and Islamic studies. Marjo Buitelaar is an anthropologist and Professor of Contemporary Islam at the University of Groningen, The Netherlands. She is programme-leader of the research project ‘Modern Articulations of Pilgrimage to Mecca’, funded by the Netherlands Organisation for Scientific Research (NWO). Manja Stephan-Emmrich is Professor of Transregional Central Asian Stud- ies, with a special focus on Islam and migration, at the Institute for Asian and African Studies at Humboldt-Universität zu Berlin, Germany, and a socio-cultural anthropologist. She is a Principal Investigator at the Berlin Graduate School Muslim Cultures and Societies (BGSMCS) and co-leader of the research project ‘Women’s Pathways to Professionalization in Mus- lim Asia. Reconfiguring religious knowledge, gender, and connectivity’, which is part of the Shaping Asia network initiative (2020–2023, funded by the German Research Foundation, DFG). Viola Thimm is Professorial Candidate (Habilitandin) at the Institute of Anthropology, University of Heidelberg, Germany.
    [Show full text]
  • Read PDF Version
    Fall 2015 Give Beets a Kitchen Faith and Tradition Chance Must-Haves This Eid-ul-Adha P18 P26 P29 34 A Publication of the Islamic Food and Nutrition Council of America magazine Trending HALAL & HEALTHY ON THE GO P4 Discover LOCAL MEETS GLOBAL FLAVOR P4 Best-in-class pesticide-free and organically-sustainable farming practices Phytonutrients harvested at their peak concentration start #1 selling vitamin and dietary supplements Whole plants including seeds and skin containing nish powerful nutrients Superior safety with over 500,000 quality checks each year Vitamins and minerals combined with Superior science to phytonutrients from preserve e cacy over 145 plants why is nutrilite #1 ? from seed to supplement, we nurture our ingredients every step of the way Nutrilite is the world’s No. 1 selling vitamins and dietary supplements brand. Source: Euromonitor International Limited www.euromonitor.com/amway-claims In the name of God, the Most Beneficent, Most Merciful Contents 32 02 Editor’s Note Recipes 03 From the Publisher’s Desk 22 Open Face Crab Salad Sandwich 24 Roasted Root Vegetables Food Trends 25 Healthy Chicken Nuggets, Baked or 04 Halal & Healthy on the Go Sautéed Health & Nutrition Features 08 The Healthy Diet: 26 Kitchen Must-Haves 04 Choosing Quality Over Quantity 29 Faith and Tradition This Eid-ul-Adha 14 Living with Thyroid Dysfunction 32 Family Time in the Kitchen Quranic & Prophetic Foods 34 Halal-Certified Product Locator 18 Give Beets a Chance Spotlight on an IFANCA Halal-Certified Company 20 Maple Lodge Farms 18 25 WWW.IFANCA.ORG Fall 2015 | HALAL CONSUMER 1 Department Editor’s Note IFANCA BOARD OF DIRECTORS President | Muhammad Munir Chaudry Vice President | Mahmood A.
    [Show full text]
  • Why Do We Perform Qurbani?
    ﻗﺮﺑﺎﻧﯽ ﮐﯿﻮں ﮐﺮﺗﮯ ﮨﯿﮟ؟ Qurbani kyun kartay hayn? Why do we perform Qurbani? THIS booklet was written by Shaykh-e-Tareeqah, Ameer-e- Ahl-e-Sunnah, the founder of Dawat-e-Islami ‘Allamah Maulana Abu Bilal Muhammad Ilyas Attar Qadiri Razavi in Urdu. Translation Department (Dawat-e- Islami) has translated it into English. If you find any mistake in the translation or composing, please inform the Translation Department on the following postal or email address with the intention of earning reward. Translation Department (Dawat-e-Islami) Aalami Madani Markaz, Faizan-e-Madinah, Mahallah Saudagran, Purani Sabzi Mandi, Bab-ul-Madinah, Karachi, Pakistan UAN: +92-21-111-25-26-92 – Ext. 7213 Email: [email protected] i www.dawateislami.net Why do we perform Qurbani? An English translation of ‘Qurbani Kyun kartay hayn?’ ALL RIGHTS RESERVED Copyright © 2021 Maktaba-tul-Madinah No part of this publication may be reproduced, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of Maktaba-tul-Madinah. 1st Publication: Zul-Qa’idah, 1442 AH – (July, 2021) Translated by: Translation Department (Dawat-e-Islami) Publisher: Maktaba-tul-Madinah Quantity: - SPONSORSHIP Please feel free to contact us if you wish to sponsor the printing of a religious book or booklet for the Isal-e-Sawab of your deceased family members. Maktaba-tul-Madinah Aalami Madani Markaz, Faizan-e-Madinah Mahallah Saudagran, Purani Sabzi Mandi, Bab-ul-Madinah, Karachi, Pakistan
    [Show full text]
  • The History of Implementation of Pilgrimage in the Pagan Era
    International Journal of Academic Research in Business and Social Sciences 2017, Vol. 7, No. 12 ISSN: 2222-6990 The History of Implementation of Pilgrimage in the Pagan Era 1Rizalman Muhammad, 2Faiz Hakimi Mat Idris, 3Kamaliah Salleh, 2Ahmad Zahid Salleh, 2Mohamad Zaidin Mohamad 1Institut Pendidikan Guru, Ipoh Campus, Malaysia 2Faculty of Islamic Contemporary Studies, UniSZA, Malaysia 3Faculty of Law, Accountancy & International Relations, UniSZA, Malaysia Email: [email protected] DOI: 10.6007/IJARBSS/v7-i12/3636 URL: http://dx.doi.org/10.6007/IJARBSS/v7-i12/3636 Abstract The first pilgrimage performed by the Prophet Abraham which was in the 20th century BC had eventually been mixed with polytheism and heresy elements before Prophet Muhammad (P.B.U.H) was sent to this world. In this regard, this article aims to reveal the ritual of the hajj in the ancient Arab society which is different from the current practice of Muslims nowadays. This article is a qualitative study using content analysis. The finding reveals that although Arab community remained to believe in Allah, but in view to the long gap between the two ages of Prophet Abraham and Prophet Muhammad (P.B.U.H.), they had mixed up the implementation of a true and wrong rituals in their pilgrimage. Keywords: Pilgrimage, Pagan Arabs, Kaaba, Mecca Introduction The term Jahiliyyah is derived from jahl which connotes a description of pre-Islamic Arab society who were ignorance of the God, the prophets, the way of life, and who were also arrogantly and imperiously proud of their lineage (Ibn Manzur n.d.). It was a dark age of the Arab history with the absence of divine light to guide their faith, and their lives were fully deviated and strayed from the religious method.
    [Show full text]
  • Eid-Ul-Adha Plan
    Eid ul Adha Plan 2017 Page 0 PREFACE This is LWMC’s Eid-ul-Azha plan 2017. This plan will cover detailed information regarding Solid Waste Management (SWM) services, which shall be provided by LWMC during Eid days. LWMC is going to make special arrangements for Solid Waste Management (SWM) on the eve of Eid-ul-Azha. LWMC in coordination with Turkish Contractors (M/s. Albayrak & M/s. Ozpak) will attempt to offer exemplary cleanliness arrangements on the eve of Eid-ul-Azha. The standard SWM activities will mainly focus on prompt collection, storage, transportation and disposal of animal waste during all three days of Eid. All the staff of LWMC will remain on board during Eid days to provide efficient SWM services to the citizens of Lahore. LWMC will establish Eid Camps in each Union Council of Lahore, not only to address the complaints of the citizens but to efficiently coordinate cleanliness activities in the respective UC’s as well. Moreover, awareness material and garbage bags for animal waste will also be available in these camps. A control room will be established in LWMC head office with special focus to coordinate collective operational activities during Eid days. In order to manage animal waste, LWMC is going to distribute 2 Million garbage bags in Lahore. The garbage bags will be made available free of cost in respective UC Camps / Zonal Office, Major Masajids / Eid Gahs. Similarly, for prompt collection of animal waste, LWMC will hire pickups 2 days before Eid for garbage bag distribution, awareness & waste collection. 1089 pickups will be hired on first day, 1025 on second and 543 on third day of Eid.
    [Show full text]
  • The Fiqh of Hajj Taken From
    The Fiqh of Hajj Taken from Silsilah Ahadeeth As-Saheehah & Silsilah Ahadeeth Ad-Daeefah of The Muhaddith, Shaykh, Allamaah Muhammad Nasiruddeen al-Albaani Rahimahullaahu Ta’ala Translated byAbbas Abu Yahya THE FIQH OF HAJJ 1 The Excellence of Hajj 3 Not Leaving Off Hajj for More than Five Years 3 Ihram 4 What is Avoided in Hajj is that which is Avoided in Umrah 4 The Prohibition of the Woman in Ihram Covering her Face with a Scarf 4 The Permissibility of the Person in Ihram Covering his Face if Needed. 5 What Animals are Permissible for the Muhrim to Kill 6 Talbeeyah 7 Mina 7 Tawwaaf 8 Salutation of the House - for the person not in Ihram- is Two Rakah 8 The Hajj Pilgrimage is Only Made to the House of Allaah 8 Raml 10 The Sharia’ Reasoning for the Brisk Walk During Tawwaaf 10 Iltizaam 12 Arafat 13 Jamaraat 14 Gathering the Pebbles for Stoning the Jamaraat from Mina and not from Muzdalifah 14 Does the Person Performing Hajj Walk to the Jamarah to Stone it? 15 SalafiPublications.com Page 1 Everything is Permissible After Stoning the Jamaarat al-‘Aqabah Except Women 16 Slaughter 17 After the Completion of Hajj 17 The Permissibility of Visiting the Prophet’s -sallAllaahu alayhi wa sallam- Grave 17 SalafiPublications.com Page 2 The Excellence of Hajj No. 1185 & 1200 - On the authority of Ibn Abbas in a narration ascribed to the Prophet: - sallAllaahu alayhi wa sallam: ‘Be regular with (in another narration: follow up) the Hajj and the Umrah since they wipe out poverty and sins, just as the furnace separates the slag from the iron.’ Not Leaving Off Hajj for More than Five Years No.
    [Show full text]
  • Five Pillars of Islam a Great Civilization
    CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 133 civilians, especially women, children, and the elderly. Military jihad is required when people are attacked or are evicted from their home. One who dies in legit- Teaching Idea imate jihad is considered a martyr (shahid [sha-HEED] or shahida [f]). Although Create an overhead and make copies today some terrorists call their actions jihad, they are not considered martyrs, for students of Instructional Masters since terrorism does not meet the requirements for legitimate jihad. Terrorism is 19a–19b, The Expansion of Islam, waged without warning, without governmental authority, and often targets civil- 750 CE. Begin the lesson with the ians. It is condemned by Islamic law. You may wish to explore the meaning of overhead, and use it to introduce the jihad with students so that they have a better sense of the true meaning of the locations of the Arabian Peninsula, word. Mecca, and Medina so that students Islam spread rapidly in the Arabian Peninsula. In the time of Muhammad and will have a frame of reference when for some time afterward, Arabia was home to wandering tribes of Bedouins you teach about Muhammad’s life. [beh-DO-ins] (desert nomadic herders) who raided one another and the desert Ask students to locate Medina and towns. After Muhammad’s opponents in Mecca were defeated and joined the Mecca in relation to each other. Muslim community, Islam spread quickly among the tribes. Muhammad and his immediate successors commanded loyal tribes that conquered other Bedouin tribes, ended the fighting among the groups, established law and order, and Name Date united the peninsula in an Islamic community.
    [Show full text]