Islamic Perspectives

Islamic Perspectives And Other Extra Mural Courses for Muslim Schools ● ● ● Over the past 10 – 15 years Muslims in many parts of Nigeria have woken up to the need to establish Islamically-oriented independent (private) schools at nursery, primary and secondary levels where children can get the best of modern education and Islamic orientation. ● ● ●

New Horizons College / Islamic Orientation Board / Da‘wah Institute of Nigeria, IET Education Department, Islamic Education Trust, P.M.B. 229, Minna,

Niger State, Nigeria Website: www.ietonline.org November 2009 © Islamic Education Trust, Nigeria 2009

New Horizons College: Islamic Education Trust: Da’wah Institute of Nigeria

ISLAMIC PERSPECTIVES AND OTHER EXTRA MURAL COURSES FOR MUSLIM SCHOOLS

Over the past 10 – 15 years Muslims in many parts of Nigeria have woken up to the need to establish Islamically-oriented independent (private) schools at nursery, primary and secondary levels where children can get the best of modern education and Islamic orientation. This write-up is a humble effort to help proprietors and Head Teachers of such schools to develop a curriculum that gives the children the best start in life. It is also meant for parents of students in New Horizons College, Associations of Muslim Schools in all parts of the world and members of IBERR (International Board for Educational Research and Resources) with whom we work hand in hand at international level. The first few years of a new school are not easy, and proprietors and administrators have much to do to get competent and stable staff, to handle finances, to equip the school, to get approval from the Ministry of Education and to face the National examinations. At the same time Muslim proprietors and staff need to take a number of decisions in answer to the question “What makes an Islamic school “Islamic”?” Proprietors and parents have many different answers to this question. For some, what they want is just Islamic Studies, Arabic and Qur’anic recitation, plus the National Curriculum. Some parents also want their children not only to read the whole Qur’an with tajwid but also to memorize it. Others would like the medium of communication in the school to be Arabic. The school eventually faces reality and decides on how to balance the wishes of Muslim parents and the demands of the National Curriculum. However, on the basis of our practical experience, the availability of Islamic Studies, Arabic Language and Qur’anic recitation does not make an Islamic school “Islamic” unless the school is lucky enough to have really charismatic teachers who can bring the subjects to life. Unfortunately such teachers are rare, and for most students Islamic Studies is just another subject that is not very important for West African Examination Council (WAEC) exams. Arabic Language is hard to pass and is soon forgotten when a student leaves school, and Qur’anic mallams (i.e. Page | 2

© Islamic Education Trust, Nigeria 2009 traditional local teachers) do not usually teach the meaning of the Qur’an in English or in vernacular. Due to this scanty and superficial Islamic teaching there is little behavioural difference between the graduate of a secular school and the graduate of a so- called “Islamic” school. It is against this background that New Horizons College in Minna set up an “Islamic Orientation Board” to look more closely into “what makes an Islamic school “Islamic”?” The Board, drawn from proprietors, school management, selected school staff and selected staff of the Islamic Education Trust, looked into the entire student experience within the school, from the call for Fajr prayer and throughout the day until “lights out” in the night. A school that is predominately boarding has several advantages since there is time for many activities in the evenings and at weekends and more opportunity to monitor and counsel boarders in terms of conduct, attitudes, personal problems and spiritual matters. Over the past 10 years the College has gradually introduced a good number of programmes that are not part of the National Curriculum but are in many ways even more important than most of the “subjects” in the curriculum, which are quickly forgotten as soon as West African Examination Council (WAEC) exams are out of the way and students focus on their university academic priorities. Each programme adopted by New Horizons College is designed to help the student to grow and think and act as a Muslim. Some of the programmes are designed to draw deeper meaning from subjects or topics that are normally taught from a secular perspective in accordance with the National Curriculum. Some programmes are taught as part of the regular daily classes. Some replace the usual time-table. Some are conducted in the afternoons or at weekends. The following is a list of current programmes, followed by an explanation of the rationale and highlights of each programme. Useful books and DVD’s will be mentioned. However we recommend that schools should teach the programme in their own way and also vary the contents and teaching methods to avoid boredom of either the teacher or the students.

Hajiya B. Aisha Lemu Director General, Islamic Education Trust (I.E.T) Page | 3

Training Courses/Workshops for Teachers Islam and Dialogue for Peaceful Co-existence Teachers and others wishing to take this course for da’wah or teaching purposes should apply to the Director of DIN (Da‘wah Institute of Nigeria), Islamic Education Trust, P.M.B. 229, Minna, Niger State, Nigeria; Email: [email protected]. Courses are organized at various times of the year at different levels.

Islamic Perspectives and Other Courses If any school wishes to adopt Islamic Perspectives or any of the other courses mentioned, it should contact the Principal, New Horizons College, P.O. Box 3066, Minna, Niger State, Nigeria; E-mail: [email protected]. The College from time to time receives small groups for discussion, training and observation of the courses in action. There is a modest fee for accommodation, feeding and workshops.

Teachers and Developers of Islamic Perspectives and other courses

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COURSES

SECTION 1: SECONDARY LEVEL

1. Self-discovery Adventure (Junior Secondary Students) 2. World Geography – (JSS 2) (1 period per week) 3. World History – (JSS 2, JSS 3, SS 1, SS 2) (1 period per week) 4. Islamic Perspectives (JSS 2, JSS 3, SS 1, SS 2) (Juniors 2 periods, Seniors 1 period per week) 5. Public Speaking (JSS 2, JSS 3) (1 period per week) 6. Islam and Dialogue for Peaceful Co-existence (Senior Secondary 1 and 2) (2 whole days for each class at the beginning of each term). 7. Personal development and Leadership (Seniors) 8. a) Girl Talk (SS 2&3 Girls) Pre-marital Counselling b) Guys’ Gist (SS 2& 3 Boys) 9. Spouse Selection in Islam: (SS 3 Boys & Girls) 10. Business and Islamic Financial Literacy (SS 1 and SS 2) 11. Career Counselling (SS 1 and SS 2) 12. The Six Thinking Hats (SS 1 and SS 2) 13. Prefects Training Activities 14. Qur’anic Arabic (SS 1 and SS 2) 15. Nasihah (Good Advice) (all students)

SUMMARY OF PROGRAMMES

1. Self-Discovery Adventure (JSS) This course, designed for students in the Junior Secondary classes, teaches skills and principles for achieving a high level of effectiveness in all aspects of life. The students are introduced to the concepts of ‘planting deep roots’, deliberate and planned habit formation and visual goal setting. They are also provided with practical hints on character building. The aim of the course is to:

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 awaken the students’ minds to the influence that they are capable of wielding over their lives;  inspire them to make wiser and more fulfilling choices on a regular basis.

2. World Geography (JSS 2) (One period per week for 1 year) In JSS 2 the students begin World History. They need at the same time to have some basic knowledge of World Geography. The course covers: Stars, galaxies, the Big Bang, the Sun, the Solar system, Planets, the Earth, Seasons and Climate, Water cycle, Oxygen Cycle, Surface of the earth, continents, oceans and seas, political maps, globes, countries and capital cities. The course then turns to visual understanding of climate and its effects on the land, vegetation, animals and human habitation, and lastly climate change. Source Materials: DVD’s on Planet Earth; and State of the Planet (by David Attenborough), An Inconvenient Truth (by Al Gore).

3. World History (JSS 2, JSS 3, SS 1, SS 2) (One period per week for 4 years) This course is intended to fill a great gap in the National Syllabus. It begins with the Stone Age and the great civilizations of Mesopotamia, Egypt, China, India, the Mediterranean, Meso-America, and the Muslim world and modern world history. (Reference book used: The Complete Book of the World History. American Educational Publishing. ISBN 1-56189-089-8 plus assorted DVD’s on civilizations of the past.)

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4. Islamic Perspectives (JSS 1, JSS 2, JSS 3, SS 1, SS 2) (Juniors twice a week, Seniors once a week) Islamic Perspectives is a course devised by New Horizons College and developed over the past 8 years. The College recognized that to implement “Islamization of Knowledge” (as proposed by some Muslim scholars since the World Conferences on Islamic Education in the 1970’s and 1980’s) would not be feasible or practical in the current secular educational environment. Instead of replacing the secular system, the College has introduced a parallel Islamic approach to knowledge. Students therefore learn and fully understand the secular approach to the sciences and other fields of study, but also, under the guidance of a separate teacher, they explore the subjects from an Islamic perspective and thereby enrich their understanding of the subjects and develop a greater appreciation of Allah’s creation and His bounties to mankind. “Islamic Perspectives” also covers a Muslim’s way of thinking and his/her manners and conduct in accordance with the Qur’an and the Sunnah. Source books and DVD’s are as follows: JSS 1: Islamic Manners and Social Conduct – by B. Aisha Lemu, Abdullahi Orire and Asiya Rodrigo (available at Ilmi Bookshop, IET Minna). JSS 2: Wonders of Allah’s Creation: Books and DVD’s – by Harun Yahya in Turkey and Islamic Bookshops in the U.K. JSS 3: Steps on the Right Path: Selected Hadith on Moral behaviour and other topics – Selected by B. Aisha Lemu and Adama Alhassan Dolley (available at Ilmi Bookshop, I.E.T. Minna) SS 1: For Men of Understanding: Further material on Allah’s creation, animal behaviour, water cycle, nitrogen cycle. (Ref. Book & DVD, Harun Yahya in Turkey, and Islamic bookshops in the U.K.) SS 2: Islam the Natural Way: How to live and think as a Muslim in relation to family, community, work place, nation, ummah, people of other religions. Page | 7

e-mail address for Harun Yahya books in the U.K. Ta Ha Publishers ([email protected]) e-mail address for Islam the Natural Way in the U.K. MELS Publishers ([email protected]) Note: The teacher may draw on these materials to make his/her own lesson plans. The lesson plans need not be followed religiously – in fact it would be better if the teacher picks what one likes and leaves what he/she is not enthusiastic. The teacher should choose topics that he/she is passionate and deeply enthusiastic about because in order for Islamic Perspectives to retain its vivacity, it must be teacher inspired and student centred. The teacher needs to also be flexible about what topics to teach. It is advisable if possible to give copies of the Harun Yahya books to students due to the richness of the illustrations and text. Influencial Movies: The following films available on video or DVD are suitable for screening for students at weekends or any convenient time: Junior Level: 1. The Message (a moving portrayal of the life of Prophet Muhammad from his Call to Prophethood until he died. 2. Adam’s World: A “Sesame Street” for Muslims. 3. Lion of the Desert – the story of Umar Mukhtar and his struggle to defend his country against colonial occupation. 4. Pathways to Islam 5. Muhammad: Legacy of a Prophet. Senior Level: 1. Malcolm X: The story of his life and how he found Islam. 2. Hotel Rwanda: A film based on the historical events revealing people’s behaviour during the genocide. The story raises moral issues. 3. To kill a Mockingbird: A film about a lawyer’s defense of a black man wrongly accused of a crime in the deep South of the USA. 4. Kingdom of Heaven: A glimpse of the Crusades and the wisdom and courage of Saladin (Salahuddin).

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5. Public Speaking (JSS 2 and JSS 3) This course concentrates on building confidence in the students and empowering them with the essential skills and resources for making effective public presentations. The course covers everything from overcoming public speaking phobia to voice projection, body language, preparation, how to present to different audiences, the use of visual aids and great tips on how to make effective, memorable presentations. It also lays a firm foundation for debating. The confidence built by this course has a tremendous impact on the self- esteem of the students.

6. Islam and Dialogue for Peaceful Co-existence (SS 1 and SS 2) At the beginning of each term 2 days are set aside for SS 1 and SS 2 students to do this course. The topics treated are often those controversial ones that are not taught in the Islamic Studies syllabus and are commonly misunderstood by Muslims and non-Muslims alike. The aim is for the students to understand the issues concerned, and the various interpretations of the scholars, to draw their own conclusions and be able to correct Muslims or non-Muslims who have misconceptions about Islam. Topics include: 1. Why are there misconceptions about Islam? 2. Issues concerning women 3. Relations with non-Muslims 4. Begging 5. Islam and Culture 6. What does qada’ really mean? 7. Common questions non-Muslims ask about Muslims’ relationship with God. 8. The Concept of Allah 9. What is meant by the term bid’a? 10. Comparative Religion 11. Do the teachings of jihad undermine peaceful co-existence? Page | 9

12. Was Islam spread by the sword? 13. Relationship between reason and revelation 14. Authenticity of the Scriptures 15. Similarities and differences between Islam and Christianity 16. Is Islam against development and progress? 17. Does Islam have a problem with democracy? 18. Relevance of Islam in the modern era [These are a sample out of 114 topics taught.] (Teachers and others wishing to take this course for da’wah or educational purposes should apply to the Director of DIN (Da’wah Institute of Nigeria), Islamic Education Trust, to be included in its training programmes. Training materials will be provided for trainees which can later serve as resource materials when conducting the course in a school.)

7. Personal Development and Leadership Course (Seniors) This course teaches skills and principles for achieving a high level of effectiveness in all areas of life. It aims to  provide practical guidelines for attaining effectiveness in all aspects of life through self-mastery (channeling energies in the best direction; attaining full emotional maturity; maintaining optimism and personal discipline.);  explore essential skills for living with and leading others (Skillful communication, creating an “Everyone can win” environment and creative co-operation). When it was first conducted for New Horizons College students, it lasted for just about three hours. In order to enable students absorb it deeply and have sufficient time to apply what they are taught and be mentored accordingly, it was later designed to last for about two and a half sessions. In its current form, the first part begins in SS 1 and ends in SS 3. It can be compressed into shorter periods if necessary.

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8. Pre-Marital Counseling (Girl Talk/Guy Gist) (SS 2 & 3 Girls / SS 2 & 3 Boys) As students approach the end of their secondary school education, there is a lot of pressure on them to decide which higher institution to apply to and how to choose a course of study. However, there is very little attention given to the pressures that come with life in the higher institutions, a place where there is almost absolute freedom. During this course, the facilitators address thorny and sensitive issues such as handling interaction with members of the opposite gender, making informed choices about avoiding or starting relationships, dealing with issues relating to drugs, cults, etc. and navigating the pressure-filled world of academics. The facilitators use anecdotes, stories from true life experiences, practical examples and exercises, and short drama skits. The facilitators’ casual and down-to-earth manner encourages the students to ask questions freely and share their thoughts. At the end of the two – part course, the students often leave equipped with tips on how to balance their academic, social and spiritual life in higher institutions.

9. Spouse Selection in Islam (SS 3) This course empowers youth to know the Islamic perspective on various issues related to spouse selection. Topics discussed include the position of Islam on personal choice and arranged marriages, investigating a proposed match, dating, medical testing, inter-ethnic/inter-cultural and inter-faith marriages, bridal gifts (mahr/sadaqi) and other wedding rites, family planning, methods of child- bearing, and rights and responsibilities in both monogamous and polygamous marriages. The advice of the Prophet () to marry for faith and character is explored in-depth, including how these qualities may be reliably identified in a potential spouse. The role of du’a (such as istikhara), systematic evaluation and interpretation of “signs” in the process of spouse selection is also discussed. Page | 11

Lastly, the course explains the perspective of Islam on marriage as a foundation for the development of a Muslim’s faith.

10. Business and Islamic Financial Literacy (SS 1 and 2) Without financial wisdom, money is lost by those who have it. With financial wisdom, money is secured by those who don’t have it, in sh’ Allah. The course covers the vital but basic principles of saving, income, increasing streams of income, investing, debt-management, Islamic ethical investments and the importance of halal wealth-building.

11. Career Counselling (SS 1 and 2) Decisions about your career impact on every other thing in your life. How do you go about your choice? Do you have a plan? Students are counseled to think of their strengths, not their weaknesses. Successful people don’t try hard to improve what they’re bad at; they capitalize on what they’re good at. They are persistent. They are ready to be bold and to learn from their mistakes. Truly successful people deploy themselves in the service of something larger than themselves. The course helps youth to leave a legacy.

12. The Six Thinking Hats (SS 1 and 2) The Six Thinking Hats is a thinking tool developed by Edward deBono, an internationally acclaimed scholar and thinker. It is a method of assessing ideas, suggestions, problems and issues from different useful perspectives that ensure systematic exploration in the process of decision-making. It minimizes adversarial argument and leads to wise decisions arising from the consideration of all relevant factors.

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13. Prefects’ Training Activities As soon as the prefects are appointed, their formal training in leadership, organization and people management starts. Prior to this time, they were asked to shadow the old prefects while the staff observe and guide them. The formal training includes several activities.  Gung – Ho: A course in team building and team work based on the life styles of some animals created by Allah.  8 Seeds of Leadership: A course which focuses on core principles necessary for effective leadership. Lessons are drawn from hadith, Qur’an and the examples of true – life leaders.  Team Building and Leadership, Games and Exercises: These are games intended to teach them spirit, trust, communication and camaraderie.  Finally, the prefects have a barbecue with the facilitators, hostel staff and some academic staff. The aim of this is to promote bonding between the prefects on the one hand and the prefects and staff on the other hand. These training activities last for about seven hours, though the training for prefects is a continuous process involving the facilitators and key college staff. Adopting a hands-on approach, the training staff reinforce the lessons from the training activities, address problems as they occur, counsel, mentor, give positive redirection and offer personal and spiritual advice as often as possible.

14. Qur’anic Arabic (SS 1 and SS 2) All students in SS 1 and SS 2 take one period per week of Qur’anic Arabic, after having completed 3 years of Arabic Language in Junior Secondary. The subject “Qur’anic Arabic” empowers students to understand the meaning of their five daily prayers, supplications and recitation of the Qur’an, which they study throughout their stay in the school. “Qur’anic Arabic” enriches their understanding of the vocabulary of the Qur’an by connecting related words through their linguistic roots. Page | 13

15. Nasihah (Good Advice) Students are exposed on a daily basis to guidance for life in accordance with Islamic teachings and values. Nasihah is given by individual students every day after Zuhr prayer, turn by turn. This is a learning experience for all students from JSS 1 to SS 3. At the same time the students get used to public speaking. On Friday nights, after Isha Prayers, Nasihah is given by learned scholars and teachers such as Sheikh Ahmed Lemu, Mallam Bashir Mundi, Mallam Nuruddeen Lemu, Alhaji Ibrahim Yahya, Mallam Ibrahim Bello, Hajiya Aisha Lemu and many others. 16. Mind your Manners: At the Table (all classes) This course is offered to all the students in the school. They are taught such things as how to set a table, how to use cutlery, what to avoid while eating, acceptable and unacceptable behaviour at both formal and informal gatherings, etc. The facilitator also highlights cultural/religious norms regarding table etiquette. The style is highly interactive and involves actual demonstration of what they are being taught. Then the students are invited to make a practical presentation of what they have learnt and their presentation is assessed by their peers. The course is in its early stages and will be developed to include social etiquette with particular reference to interaction with peers, teachers and other staff, etc.

END OF SECONDARY LEVEL   PARTICIPATING TEACHERS AND COURSE DEVELOPERS IN NEW HORIZONS COLLEGE AND THE ISLAMIC EDUCATION TRUST Salatu Sule Ibrahim Bello Maryam Lemu Asiya Rodrigo Mustapha Mas’ood Nuruddin Udu Nuruddeen Lemu Aisha Lemu Bashir Mundi Shalangwa Ngita Ibrahim Yahya Rofiah Yussuf Musa Edeani Halima Abubakar Muhammad Yahya D.

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SECTION 2: SENIOR PRIMARY LEVEL

ISLAMIC PERSPECTIVES FOR PRIMARY 5 AND 6

In late 2008 a meeting was convened to draw up guidelines for the teaching of Islamic Perspectives to younger children in Primary 5 and 6. Arising from the meeting we produced two documents. The first covers the objectives of the course, the teaching framework, possible themes and key principles for the teaching to be effective. The second is a group of 15 Lesson Plans giving a teacher a clear outline of how to handle each topic. However the teacher should take these as just ideas and possible models. He/she should not sit waiting for someone else to prescribe a syllabus. He/she should use his/her initiative to develop more interesting and thought-provoking topics, to be presented in a lively and interactive style. Once the teacher has understood the methods he/she can be flexible over his/her choice of topics. This document will therefore present a) The rationale, framework, key principles and possible themes b) 15 Lesson Plans c) A pool of additional topics d) Useful source books, DVD’s and other materials.

What do we want for our students? Learning experience and skills to: 1) Develop taqwa – This involves skills in observation of the signs around us, knowledge of how Allah sustains the universe in balance, recognition of the wonder of creation’s diversity, and gratitude for what we each have been blessed with. 2) Distinguish truth from falsehood – Understanding of why we live as we do as Muslims, knowledge of “pretense” and sincerity in behaviour, and good critical thinking skills.

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3) Develop self-respect and self-worth – Recognition of our uniqueness and potentials, determination to succeed through life’s tests, belief that we each have a purpose for being here and a contribution to make to the world, confidence to exert initiative and creativity, and a sense of stewardship and responsibility. 4) Be reflective – This involves learning to assess ourselves and the impact of our efforts, researching common problems of the world and the merits of various potential solutions, learning the importance of seeking knowledge before passing judgement, how to make good decisions, being conscious of our intentions, embarking upon activities with good intentions, and being more perceptive of others’ needs and feelings.

Teaching Framework 1. The topic 2. Rationale 3. Learning Goals (e.g. children should recognize amazing creatures made by Allah, describe their miraculous abilities, and develop a curiosity and wonder at Allah’s creative power). 4. Learning Concepts (e.g. projects/assignments based on computer encyclopedias; taking a walk through the neighbourhood observing the state of cleanliness, tallying how many times we see garbage where it shouldn’t be, brainstorming small things every household could do to improve sanitation). 5. Assessment (e.g. group presentations, quizzes, group dramas, submitted projects, etc.).

Key Principles for Teaching to be Effective 1. Learners must be engaged, empowered and motivated during the lesson (‘hands on’ experiences and live demonstrations keep children engaged). 2. Learners should learn in a climate of interaction, sharing and cooperation.

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3. Concepts need to be linked to the real life of the learner. Build up from what learners already know. 4. All children can think, be creative, and participate. The teacher must believe in the absorption ability of each child for knowledge.

Categories of Topics 1. Stories that teach a lesson 2. Wonders of Allah’s Creation 3. Heroes and role models (male and female) 4. Good Manners and Moral Behaviour 5. “Why” questions

1. Stories a) Patience b) Truthfulness c) Mercy d) Seeking knowledge e) Begging f) Cruelty g) Aesop’s Fables – the boy who cried “Wolf”

2. Wonders of Allah’s Creation a) The Camel b) The Mosquito c) Allah’s Creation of the Universe d) Termites e) Surah 23: verse 79. Allah created your eyes, ears, head. f) Surah 32: verse 9. Allah shaped man and blew His Spirit into him. g) Surah 67: verse 23. Allah created your eyes, ears, mouth. h) The Bee i) The Water Cycle j) The earth – the blue planet k) The sea, the land, the mountains and rivers l) Our natural skills and talents m) Allah taught Adam (the names, and the use of the pen etc.)

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3. Role Models and Heroes a) Umar ibn al-Khattab b) Somayya c) Umar ibn Abdul Aziz d) Umar Mukhtar e) Sir Ahmadu Bello f) Nelson Mandela g) Martin Luther King h) Nusayb i) Nana Asma’u j) Prophet Yusuf k) Prophet Musa

4. Good Manners and Moral Behaviour a) Quarrelling, aggression, fighting, anger b) Sincere repentance and apology c) Good friends, peer pressure d) Counting one’s blessings – gratitude to Allah and people e) Du’a and reliance on Allah f) Returning evil with good g) Kindness to people and animals h) Cleanliness of person and environment i) Use of the toilet j) Honouring your parents, the elderly, your teachers k) Good manners l) Insults, abuse, bad language, interrupting, shouting m) Manners in eating n) Back-biting o) Cheating and lying p) Dropping litter q) Neighbours r) Kindness to Muslims and non-Muslims s) Du’a for the sick and visiting them t) Importance of seeking knowledge u) Attaining Paradise v) Taking turns w) Loving one another x) Qualities of good leaders Page | 18

5. “Why” Questions a) Why should we pray? b) Why are witchcraft and “juju” hated in Islam? c) Why are there some different rules and roles for men and women? Are men “better” than women? d) Why should Muslims dress modestly? Useful Movies and DVD’s and Books 1. The Message (Life of the Prophet) (Video/DVD) 2. For Men of Understanding (Video selected clips) (Harun Yahya) 3. The Fact of Creation (Video – selected clips) (Harun Yahya) 4. Adam’s World (Video) very suitable 5. Planet Earth (DVD) (BBC – David Attenborough) 6. Trials of Life (DVD) (BBC – David Attenborough)

Books 1. Junior Islamic Studies Book 3 (Tahdhib and Sirah) by B. Aisha Lemu 2. Bedtime Stories (5 Volumes) – Compiled by Maulana Muhammad A. Khan, published by Maktaba Darul Huda, Pakistan. E-mail: [email protected] 3. Wonders of Allah’s Creation (Harun Yahya)

Lesson Plan for Islamic Perspectives Primary Five and Six

Week 1(a) Topic: Introduction to Islamic Perspectives

Objectives: Pupils should be able to:  Explain what a perspective is  Explain what “Islamic perspectives” means  Explain why Islamic perspective is important  Give examples of different perspective on certain issues (e.g. housefly).

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Contents  Meaning of a perspective  Meaning of Islamic perspectives  Different ways of looking at things

Methods  Drawings are used to make pupils understand how things can be looked at in different ways.  Pupils are asked to interpret drawings in their own ways or they may volunteer.  Discuss relevance of subject in relation to other subjects.  Discuss unique nature of subject.

Teaching/Instructional Materials  Drawings on blackboard or on paper.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work on the topic covered.  Assignments to encourage pupils to carry out research on the topic.

Week 1(b) Topic: Classroom Behaviour

Objectives: Pupils should be able to  Describe good class behaviour  Explain at least five (5) good habits to be observed in the classroom  Describe habits that are not acceptable in class  Explain how bad habits can affect the entire class (distract other pupils and important information).

Contents  Description of a classroom  Description of good and bad habits in the class  Qur’anic verses and Hadith relevant to the topic (Listening)  Copying homework, cheating, lying, stealing etc.

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 Stories of how attentive the companions of the Prophet () were while listening to him.  Stories of how respectful they were to him.  Explain how Muslims are expected to give respect to people of knowledge.

Methods  Brain storming  Interactive sessions acting out various good and bad habits along with pupils then asking the pupils opinions as to what is ideal.  Volunteers act as teachers to an unruly class, thereafter the pupils are allowed to make comments about what they observed.  Stories are told in a lively way.  Pupils are asked to name fellow class members with good class behaviour in order to encourage good behaviour.

Teaching Aids  Pictures of pupils cheating, stealing etc.  Drawings on cardboard  Pupils as volunteers  Story books, Hadith etc.

Evaluation  Oral questions  Class work on the topic covered  Homework

Week 1(c) Topic: Story of the Little Fish

Objectives: Pupils should be able to  Relate the story  Dramatise the story  Accept good advice  Explain the benefit of accepting good advice.

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Contents  Story of the little fish  Personal stories by pupils of times when they did not accept good advice and the consequences.  Effect of not accepting good advice  Illustrations of the story

Methods  Relating story of the little fish  Role play by pupils  Pupils relate personal experience

Teaching Aids  Flash cards with illustrations of the story  Pupils and teacher as role play  Bed time stories Book 1, pp. 29-32.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Filling of story map based on the illustration on the flash cards.

Week 2 Topic: Manners of Speaking

Objectives: Pupils should be able to  Explain why a Muslim must speak well  Describe different manners of speaking such as (greetings, insults, abuse, swearing, shouting, foul language, etc.).  Explain why a Muslim must only swear by Allah or His attributes.  Mention times when it is not appropriate to greet people or answer greetings.  Describe the negative implications of swearing as part of conversation  Explain why it is good to shake hands while greeting.

Contents  Relevant verses of the Qur’an and Hadith  Meaning of Assalamu Alaykum Page | 22

 List of things that Muslims are not allowed to swear by.  Negative implications of saying “Wallahi” in a conversation.  Story of companions of Prophet () (e.g. a companion who insulted Bilal)  Inappropriate times to greet people  Shaking hands

Method  Pupils and teacher role play  Different manners of speaking  The Hadith about one word uttered in displeasure of Allah is explained in detail.  Ask pupils to mention classmates who greet very politely.  Songs and rhymes are used to help pupils remember principles.

Teaching Aids  Pupils as volunteers  Hadith/Books on stories of the Companions.

Evaluation  Oral question to assess whether pupils understand the lesson.  Assignment, short notes on any manner of speech (Nasiha).

Week 3 Topic: Animal Behaviour (The Bee)

Objectives: Pupils should be able to  Explain the special features of the bee  Explain how the bee constructs the hive  Explain the importance of the hexagon  Explain how bees communicate  Name some uses of honey

Contents  Verses of the Qur’an that mention the bee.  Special features of the bee  The hexagon as a special shape

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 Bees style of communication  Uses of honey

Methods  A pupil is asked to dance in front of the class to demonstrate the “Figure 8” communication.  Interactive session where pupils give reasons why they think the bee does certain things.  Volunteers demonstrate the communication style of bees  A story is told of how a bee locates nectar and informs the other bees in the hive.  Songs and rhymes are used to help pupils remember principles.  Pupils are asked to pair with each other and share the new information for about 2 minutes.

Teaching Aids  Drawings on blackboard, pictures in textbook (For men of understanding, pp. 26-37), pupils as volunteers, articles on internet, video-cassette, verses of Qur’an.

Evaluation  Oral questions  Class work on the topic covered  Home work Week 4 Topic: “A Walk in Town”

Objectives: The aim here is to:  Make pupils appreciate their condition by allowing them to see how people live just outside their school compound.  Create an awareness of “reality” so that pupils would probably be more concerned and active in trying to make a positive difference later.  Humble pupils since they probably do not get to see “reality” close up everyday.

Contents  Normal life in Minna / Abuja suburb

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 Young children such as themselves who are not in school.  Beggars  Filth and dirt in the environment  Dangers of a dirty environment

Methods  The teacher leads the pupils on a quiet walk in town where they are told to observe the things they see around them.  After the walk, an interactive session is held on what they observed, how they are lucky and blessed by Allah for a purpose.  Pupils are made to understand that they could have been the unfortunate ones outside the school compound.

Teaching Aids  The neighbourhood close to their school/ outside Abuja city.

Evaluation  At the end of term, pupils are divided into groups and given topics covered in the term as their projects. The groups are then asked to make their presentations in front of the class after which questions are asked by the teacher and class.

Week 5(a) Topic: Behaviour in the Mosque

Objectives: Pupils should be able to  Describe good habits before, during and after mosque.  Explain the importance of salat in the mosque and congregational prayer.  Describe the benefit of good behaviour and explain how bad habit can affect people in the mosque.  Mention the three most important mosques in the world.  Recite the supplications for entering and leaving the mosque.  List categories of people allowed into the mosque.  Explain the concept of “masjid” i.e. a place of prostration. Explain quote: All of the earth is a place of prostration.

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Contents  Benefits of praying in congregation  Importance of the mosque/masjid  Purpose and importance of salat  Relevant Qur’anic verses and Hadith  Stories of the Companions of the Prophet () before salat.

Method  Interactive sessions mentioning various good and bad habits in the mosque/masjid.  Role play, pupils acting as Imam and followers, exhibiting good or bad behaviour in the mosque.  Pupils comment on what they observed.  Pupils are asked to give practical examples of good and bad behaviour in their neighbourhood mosque/the school mosque.

Teaching Aids  School mosque  Former School praying ground  Pictures of the 3 most important mosques in the world.  Pupils as volunteers. Evaluation  Oral questions  Class work on the topic covered, i.e. short notes by the pupils (5 to 10 lines).  Assignments where pupils are encouraged to research work.

Week 5(b) Topic: Quarrelling

Objectives: Pupils should be able to  Mention why Muslims should not quarrel  Explain the implications of quarrelling  Describe the negative implications of quarrelling.  Explain why it is good to settle after quarrelling.

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Contents  Relevant Hadith and verses of the Qur’an  Stories of Companions of Prophet ()  Merits of not quarrelling  Distinguish between quarrel and disagreement.  Inappropriate times to settle disagreements.  Ways of settling disagreements  Shaking hands

Methods  Pupils and teacher role play different quarrel situation.  The teacher explains all aspects of the topic in a lively way with examples where necessary.  The Hadith about one word uttered in the displeasure of Allah is explained in detail.  Ask pupils to mention classmates who quarrel all the time.

Teaching Aids  Pupils as volunteers  Hadith/Books on stories of the companions.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Write five points on merits of not quarrelling.

Week 6(a) Topic: “Why” Question – Why should we pray?

Objectives: Pupils should be able to  Explain that prayer brings us closer to Allah.  Describe the level of brotherhood during congregational prayer.  Explain that Allah sees them, though they cannot see Him, thereby desisting from doing bad.  Recite some Surahs to aid memorization of Qur’an.  Explain the physical and psychological significance of prayer (as a form of physical exercise and rest from stress).  Describe how they clean themselves before praying. Page | 27

 Explain how the act of bowing and prostrating relates to the idea of “submitting to Allah” which leads to the relief from problems in one’s mind; i.e. submitting problems to Allah, trusting Him to take care of us.

Contents  Verses of the Qur’an and Hadith relevant to the topic.  Why is it good to pray 5 times daily (Physical and psychological significances).  Life style of the person who prays and the person who does not.  Why prayer is the same everywhere  Why we pray in Arabic and not in our native languages.

Method  Brain storming discussion  Role play – life style of a person that prays and a person that does not.  Short story – advising friends to come and pray in the mosque  Clip from the film – “Pray as you see me pray”.

Teaching Aids  Pupils as volunteers  Film “Pray as you see me pray” on video cassette.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Assignment – write short notes or Nasiha advising your friend to pray.

Week 6(b) Topic: Hero – Umar ibn al-Khattab

Objectives: Pupils should be able to  Relate a brief history on the life of Umar, before and after he became a Muslim.  Strive to emulate Umar and enjoin others to be like him.

Contents  Encounter between Umar and his sister and her husband.  Umar’s acceptance of Islam and his bravery during Call for Prayers etc. Page | 28

 His Caliphate – Night check (e.g. a woman and her hungry children, the milk seller and her daughter etc.)

Method  Brief characteristics of Umar  Relate short story about Umar  Discuss relevance of bravery and performing heroic deeds.  Pupils are asked to pair with each other and share the new information for about 2 minutes. Teaching Aids  Pupils as volunteers  Reading Time for youngsters, pp. 5 – 6.  Junior Islamic Studies book, pp. 149 – 151.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work – write 5 things you like about Umar ibn al-Khattab.  Assignment to learn more about Caliph Umar.

Week 7 Topic: Animal Behaviour (Termites)

Objectives: Pupils should be able to  Explain the special features of termites (size and sight)  Explain how termites construct their nests/towers.  Describe the inside of the termites’ nest.

Contents  Verses of the Qur’an that mention termites  Special features of termites  Termites towers/nest  Comparison between construction made by men and construction by termites.

Method  Interactive session where pupils describe the termites’ nests they have seen. Page | 29

 The teacher explains the special features of termites (very small and blind).  The pupils watch a video clip on termite tower.  Guided by the teacher, the pupils compare complex construction by humans and construction by termites.  The teacher describes of the inside of the termite nest.

Teaching Aids  Video clip  Pictures of termite towers in a book (For Men of Understanding), pp. 144 – 147.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work on topic covered  Assignment – Briefly describe the termite tower/nest (5 to 10 lines).

Week 8(a) Topic: Tolerance of Imam Abu Hanifa

Objectives: Pupils should be able to  Relate the story of Imam Abu Hanifa  Relate the story of Prophet Muhammad () on how he repelled evil  Practice repelling evil with good and not harming whoever harms them.

Contents  Explanation of the tolerance of Imam Abu Hanifah.  Short stories about how the Prophet () did not harm those who hurt him.  Obligation to avoid harm.  Hadith and Qur’anic verses relevant to the topic.  Reference to earlier topic on ways of handling disagreements.

Method  Relating Imam Abu Hanifah’s story and the Prophet ()’s story.  Interactive session, on the relevance of tolerance, i.e. avoidance of any act that will either cause injury, fight (crisis) etc.

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 Demonstrating various ways of showing tolerance after being provoked, abused etc.

Teaching Aids  Pupils as volunteers  Bed time stories – Book 2, pp. 94-95.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work on the topic covered (i.e. writing short notes by the pupils) 3 to 5 lines.  Assignment to encourage pupils research on how the people around them tolerate each other.

Week 8(b) Topic: Heroine – Sumayyah

Objectives: Pupils should be able to  Relate a brief story of the life of Sumayyah.  Strive to emulate her steadfastness and enjoin others to be like her.

Contents  Brief story of Sumayyah (the First martyr)  How she was tortured  Her martyrdom  Clips from a film – “The Message”

Methods  Watching a clip on Sumayyah from a film “The Message”.  Relating brief history about her  Comparison between Islam during that time and today.  Discuss relevance of steadfastness in Islam

Teaching Aids  Television set/Laptop computer  “The Message” – Video Cassette/CD/DVD

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 Reading Time for Youngsters, pp. 17 – 19.

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work on topic covered (writing short notes by the pupils – 5 to 10 lines).  Assignment to learn more about Sumayyah (watch the film – “The Message”).

Week 9 Topic: “Why” Question – Why should Muslims dress modestly?

Objectives: Pupils should be able to  Explain the need to dress modestly to prevent harassment.  Project themselves as Muslims  Accept the Islamic dress code  Remember they are always before Allah, so no part of the inner body (al- aura) should be exposed.

Contents  Hadith on a man who shared one cloth with his wife.  Hadith on the era of extreme poverty, people who do not have enough cloth to cover the men’s al-aura.  Hadith on Asma’u wearing transparent dress.  Loss of dignity due to exposing some parts of the body.  Explain the concept of “hijab” (a covering, referring to the entire clothing, not just one item) Khimar (the head-covering/piece).  Men are also required to dress modestly; they are advised to wear more than the minimum requirement.

Methods  Judging people on the basis of their dressing.  Allah’s judgement  Effect of not dressing modestly (impression).

Teaching Aids  Pictures of different clothes Page | 32

 Drawings of different types of dresses  Different types of hijab/khimar

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work – Mention one of your classmates who dresses modestly at home.  Assignment – Cut out one picture of a woman in hijab.

Week 10 Topic: Fruits

Objectives: Pupils should be able to  Mention different kinds of fruits  Explain the benefits  Describe the colour of fruits and what vitamins they provide.  Identify seasonal fruits

Contents  Different samples of fruits  Uses of fruits  Importance of fruits  Relevant verses and Hadith

Methods  Identification of local fruits  Identification of fruits from other parts of the continent and the world.  Seasons of different fruits  Interactive session where pupils give different uses of fruits  Advantages and disadvantages of taking fruits.

Teaching Aids  Fruits in Hajiya’s Garden  Fruits on the School compound  Chart on different kinds of fruits  Samples of fruits  Wonders of Allah’s Creation, pp. 78 – 79. Page | 33

Evaluation  Oral questions to assess whether pupils understand the lesson.  Class work on the topic covered (list about 10 types of fruits)  Assignment to encourage pupils research (mention the vitamins got from the 10 types of fruits mentioned.

END OF PRIMARY LEVEL   PARTICIPATING TEACHERS: Alh. Abdurrahim Suleiman [Sunrise International School, Abuja) Hajiya Amina Abubakar [New Horizons Nursery/Primary Sch., Minna] Aziza Makinde [New Horizons Nursery/Primary Sch., Minna]

COURSE DEVELOPERS: Salatu Sule Nuruddin Udu Mustapha Mas’ood Aisha Lemu Rashydah Suleiman Asiya Rodrigo

Teachers and Developers of Islamic Perspectives at Primary level

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