Teachers Book Surah Al-Takathur

ILQ | Teachers’ Book Al-Takathur SURAH 102: AL-TAKATHUR ‫سورة التكاثر‬ Striving for Wealth Learning Outcomes: At the end of this Surah, the students will learn: 1. The wasting effort of competing in wealth and worldly matters. 2. We should believe in Allah’s words because it is reality. 3. We will only 100& believe when we see it in front of our eyes. SURAH OVERVIEW Al-Surah al-Takāthur is a Meccan surah. “al-Takāthur” means “competing in accumulating wealth”. This surah addresses those who are too busy gathering wealth and showing it off to others. These acts, without them knowing, will one day destroy themselves. This punishment that has been promised will not only be inflicted in the hereafter, but also in this life. The difference is, in this world, the punishment will be experienced unknowingly, while in the hereafter, they will surely realize the punishment that day have brought upon themselves. Also, in this surah, it talks about levels of certainty towards Allah’s promise. First is the certainty of knowledge (ʿIlm al-yaqīn) which has been conveyed by the Prophets and Messengers about the hereafter. Second, is the certainty of vision (ʿayn al-yaqīn) of a situation (that has been previously told while living in dunyā) that we will face in the hereafter. Last, there is the absolute certainty (ḥaqq al-yaqīn) of the consequences of their acts in the hereafter. TAFSIR CORNER 1. Over Abundance as a Distraction. “Abundance distracts you” Allah opens the surah with a bold statement. Wealth has totally led those who heedlessly gather it towards a strayed path. Furthermore, Allah uses the word “Takāthur” which does not literally translate to wealth, but excessive wealth. Excessive abundance can mean anything from excessive eating, sleeping, and spending money and so on. They do this for a worldly purpose, that is, to make people feel amazed with them. 2. They are Distracted until They Die. “Until you visit the graveyards.” This activity of excessive enjoyment of worldly pleasures distracts them from being attentive towards what is coming, which is the life after death. Worse, even at the moment of their death, their hearts are still attached to the world.

ILQ | Teachers’ Book Al-Takathur 3. The Truth Will Be Revealed. “Indeed, you will know!” Allah declares forcefully that the truth will be made known to those who are still heedless about the consequences. 4. A Reaffirmation of What Is Coming. “Certainly, you will know!” This verse means that people will know the truth of Allah's promise at the moment of death. The repetition in these verses can be viewed as emphasizing that people cannot evade the outcome of their actions. 5. Knowledge of Certainty. “If you knew with knowledge of certainty.” The first level of uncovering is through description. Allah has described to those who are so attached to this world that bad consequences are awaiting. This knowledge is revealed while living in dunyā and will be emphasized when in the grave and the hereafter. Some of their coming punishment in hell will be given from the moment they are laid in their grave. They are not yet in hell but they are a step closer to it. 6. Seeing Hell. “You will surely see the Hellfire” This verse emphasizes the indication that people will see Hellfire before entering it. 7. The Eyes of Certainty. “Then you will see it with the eye of certainty.” This verse is an indication that they will know their fate with certainty when they enter into it (hell or heaven). 8. The Absolute Certainty. “Then, on that Day, you will be questioned about the delight you have indulged in.” People will be questioned about what they have done with the blessings that Allah has bestowed upon them while on earth, everything will be accounted for. They will face the promise that has been told and, in this phase, there is no longer doubt of what is to come. They cannot deny the truth anymore. SUMMARY Al-Takāthur relates to al-ʿAṣr in that it gives a typical example of how man has been wasting his life by hoarding wealth and thinking that this is the highest achievement to be proud of. Al-Takāthur also relates to al-Humazah in that people who are arrogant with their wealth will naturally backbite other people.

ILQ | Teachers’ Book Al-Takathur LESSON 1: A SHORT MOVIE – EL VENDEDOR DE HUMO Introduction: The activities focus on the general theme of the surah, verse 1 and verse 2. The first activity addresses the bad habit that is mentioned in this surah – greed. Set Induction: In surah al-Takāthur, Allah mentions about a human behaviour that distracts him away from focusing on the hereafter. What is this behaviour? And what is the cause of the behaviour? Let us watch a video to understand this. Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify the vice that is referred to in this surah. 2. Reason out the bad outcome of greed. Materials: 1. Animation video (download) 2. LCD 3. Projector or TV Procedure: 1. Show the movie and ask for their opinions. Lessons: 1. Gives a glimpse of the nature of greed. 2. Explains the dangers of greed that resulted in heedlessness and loss. Lesson Assessment: 1. What is the main vice mentioned in this surah? Ans: Greed. 2. What does this vice make humans do? Ans: It makes us chase the worldly wealth and forget the true life after death. 3. What will be the fate of those who are distracted away from the hereafter? Ans: They will find themselves unprepared for the Day of Judgment, and they will feel terrible regret.

ILQ | Teachers’ Book Al-Takathur LESSON 2: WISH CARD FOR PARENTS Introduction: This activity talks about the ādāb of visiting grave. It is a place where everyone will eventually end up in. Thus, it becomes a reminder for everyone who is still alive. Set Induction: In verse 2, Allah says that humans are chasing wealth relentlessly. And they are chasing it until they die and enter the grave. Which means that they are oblivious towards death. Why is death so important to be remembered? And how do we remember death? Lesson Outcome: At the end of the lesson, students will be able to: 1. Understand the ādāb of visiting the grave. 2. Understand the role of graves in remembering death. 3. Understand the role of death in Islam. Materials: 1. A4 colour paper 2. Picture of a child who makes a duʿā (print out) 3. Colour pencil 4. Decorations Procedure: 1. Give each student an A4 colour paper to make their greeting cards. 2. Decorate the cards and colour the printed-out picture, then paste it onto the greeting cards. 3. Teachers help the students to write down the parent’s prayer or other wishes for their parents. Lessons: 1. We must always be reminded of death. Because our real life comes after death. 2. And we remember death by visiting the dead at the grave. Therefore, we must have ādāb in visiting the dead. 3. We must also be compassionate towards the dead – especially our parents. This is because the dead have no one else except their sons and daughters to pray for their well-being in the hereafter. Lesson Assessment: 1. Why is death important in Islam? Death is important because it is the beginning of our true life. 2. What happens if we don’t remember death? We will forget our true life. And we will waste our time here in this world. 3. How do we remember death? By visiting the grave and be reminded that we too will one day be under the ground. 4. What are the ādāb in visiting the grave? By giving salām, respecting the grave by not stepping on it, walking over it, throw rubbish in the graveyard area. By offering prayers for the dead – especially for our parents if they have passed away.

ILQ | Teachers’ Book Al-Takathur LESSON 3: NOW YOU KNOW Introduction: This activity talks about the events that will take place after death. We will surely experience it even though we try our best to avoid it. Set Induction: In verse 3, Allah mentions that we will come to know about the hereafter. It will be revealed to us after death. But even in this world, there are clues everywhere that point to the coming of the Day. How do we identify the clues? Let’s do this activity and find out. Lesson Outcome: At the end of the lesson, students will be able to 1. Understand the manner in which the events of the hereafter will be revealed to us. 2. Understand that the coming of the hereafter is a sure event. 3. Understand how to look for the clues that point to the surety of the events of the hereafter. Materials: 1. Small pieces of paper (as things to hide and as series of clues) 2. Candies 3. A pen 4. A magnifying glass 5. A detective hat Procedure: Before class: 1. Write on the pieces of paper the verses of surah al-Takāthur. These are the things to hide. And then hide them in different places. 2. Write some clues to point to the hiding places. In class: 1. Set the students in teams. 2. Give the children a magnifying glass and a detective hat. This will hype up the mysterious vibe. 3. Make up a story that can prepare the detective mind-set (For example: a thief is at loose; the students have to find the clues of where the thief is hiding). 4. Set the students to their adventure. Set a limited period of time. 5. After the time ends or after they have found all the clues, gather them back. And ask them to solve the mystery. Lessons: 1. This activity serves to show them how the matters of the hereafter will be revealed to us. 2. Allah has prepared for us the clues to the existence of the life of the hereafter. 3. It is our task as Muslims to find those clues and strengthen our faith. 4. Belief in the hereafter is one of the pillars of iman. 5. We need to be prepared for the hereafter. Lesson Assessment: 1. The assessment of this activity lies in the completion of the activity itself.

ILQ | Teachers’ Book Al-Takathur LESSON 4: TRUTH OR DARE? Introduction: We are going to introduce some of the dimensions of greed. Specifically, the attitudes that come with greed. One of the attitudes is dishonesty. This is because when people want to get the things that they want so badly, they tend to use all sorts of mischiefs which involve lies and deceits. Besides that, we are also introducing the levels of certainty. Certainty is a kind of knowledge which is of a higher degree than mere knowledge. However, in certainty itself, there are many levels. Set Induction: When greed overcomes someone, there will be other vices that will accompany the person. Indeed, this is the nature of vices. For example, when a person is vengeful, he tends to harm others. Similarly, when a person is greedy, he tends to be mischievous and dishonest. How is this so? Let’s do this activity to understand this. Lesson Outcome: At the end of the lesson, students will be able to: 1. Relate the relationship between dishonesty and greed. 2. Understand the challenge of honesty. Materials: 1. Student Procedure: 1. Players are given the choice between answering a question truthfully and performing a “dare” both of which are set by the other players. 2. Players must perform the dare they are given or answer the question asked. 3. Quitting the game to avoid a dare or question is not allowed or switching the choice with the other. Lessons: 1. When greed overcomes someone, there will be other vices that will accompany the person. Indeed, this is the nature of vices. For example, when a person is vengeful, he tends to harm others. Similarly, when a person is greedy, he tends to be mischievous and dishonest. 2. The same thing goes for virtues. When someone has a certain virtue, other virtues will also fall in. For example, when a person is compassionate, he tends to be generous. This is because when a person loves others more than himself, he will give to others more than he gives himself. Lesson Assessment: 1. Invite the students in a Socratic dialogue on the relationship between greed and dishonesty. 2. Ask the students about the difficulty of the game. If they admit it as difficult, then they have understood the challenge of honesty.

ILQ | Teachers’ Book Al-Takathur LESSON 5: WHAT IS IT? – PART 1 Introduction: Same as Lesson 4. Set Induction: In this surah, Allah describes to us the level of the revealing of the events in the hereafter. These levels are the levels of ʿilm al-yaqīn, ʿayn al-yaqīn and ḥaqq al-yaqīn. What are these levels? How are they different from each other? Let’s find out. Lesson Outcome: At the end of the lesson, students will be able to: 1. Understand the nature of ʿilm al-yaqīn. 2. Differentiate between yaqīn (certainty) and shakk (doubt). 3. Know and understand the levels of certainty: ʿilm al-yaqīn, ʿayn al-yaqīn and ḥaqq al- yaqīn. Materials: 1. A picture of a food (make sure it is something that is almost familiar to the students yet something that they seldom see, and can be brought to the class). 2. A pair of scissors Procedure: Before class: 1. Print out the picture of the food. 2. Cut the picture into small pieces. 3. Use only some pieces to serve as hints. In class: 1. Gather around the students for a show and tell session. 2. Start by describing the taste of the food. 3. While you are at it, show the cut pictures one by one to hint to them what the food is. 4. Ask them to guess the food. 5. Reserve the answer for the next session. Lessons: 1. In this verse, Allah wants to speak about knowledge of certainty. 2. This activity teaches them the first level of certainty (ʿilm al-yaqīn). 3. Knowledge about the existence of the hereafter is only available to us only in this form. We can only know about the hereafter by way of descriptions given by the Quran. 4. We cannot see it nor can we experience it. Lesson Assessment: 1. Ask them to come out with examples of knowledge at the level of ʿilm al-yaqīn. 2. Give them some examples of statements. And ask them to differentiate between statements that contain certainty and statements that contain doubt. 3. Give some situation, and let student determine whether it ʿilm al-yaqīn, ʿayn al- yaqīn and ḥaqq al-yaqīn.

ILQ | Teachers’ Book Al-Takathur LESSON 6: WHAT IS IT – PART 2 Introduction: Same as lesson 4. Set Induction: The second level of revealing the events of the hereafter is the level of ʿayn al-yaqīn. When we pass away, we will be able to see the events of the hereafter with our own eyes. What is the difference between the level of ʿayn al-yaqīn and ʿilm al-yaqīn? Let us find out. Lesson Outcome: At the end of the lesson, students will be able to: same as lesson 5. Materials: 1. A food (described in the previous activity) Procedure: 1. Show to the children the food that was described in the previous activity. 2. Ask them whether they have seen the food up close with their own eyes (some of them would have never seen it). 3. Eat the food without sharing it with the students. 4. Explain to them the difference between knowing about the food by way of descriptions and by way of seeing it personally. Lessons: 1. In this verse, Allah speaks about the second level of certainty, the eye of certainty (ʿayn al-yaqīn). 2. Teaches the students about the higher level of certainty. When we see something that has been described to us before, we will be more certain. 3. The hereafter will be shown to us after we have passed our current worldly life. Lesson Assessment: Same as lesson 5.

ILQ | Teachers’ Book Al-Takathur LESSON 7: WHAT IS IT? – PART 3 Introduction: We are going to resume with the previous theme, namely, the concept of certainty. However, as previously explained, certainty has three levels. Lesson 7-9 addresses the last level, which is “ḥaqq al-yaqīn”. It is a level of certainty where the knower not only meets eye-to-eye with the object of knowledge, but becomes one in the sense that the knower is physically in touch with the object of knowledge. Set Induction: The third level of revealing the events of the hereafter is the level of ḥaqq al-yaqīn. When we have seen the events of the hereafter, we will be able to experience the events first hand. If we are fated to be in Hell, we will experience its punishments. Or if we are fated to go to Heaven, then we will enjoy its bounties. What is the difference between the level of ḥaqq al- yaqīn and ʿayn al-yaqīn? Let us find out. Lesson Outcome: At the end of the lesson, students will be able to: same as lesson 5. Materials: 1. The food shown in the previous activity (bring enough for everyone). Procedure: 1. Share the food with the students. 2. Have a session to discuss the taste of the food. 3. Discuss the difference between seeing the food and tasting the food. 4. Take a time together to say Alhamdulillah. Lessons: 1. In this verse, Allah is describing the highest level of certainty, which is the experience of certainty (ḥaqq al-yaqīn). It is where we not only see the hereafter, but also experience it. 2. We need to prepare ourselves for the experience of the hereafter. The experience is when we are asked about the blessings that we have enjoyed. 3. We can be prepared for the hereafter by always being grateful for what we have. Lesson Assessment: Formative: 1. Ask the students about the differences in aspects (taste, appearance, appeal, etc.) of the food from the previous activities. Summative: 2. Ask the students to differentiate between the levels of yaqīn.

ILQ | Teachers’ Book Al-Takathur LESSON 8: COUNT THE BLESSINGS Introduction: The object of certainty is specified as being the experience of the hereafter. In the hereafter, everyone will be asked about the blessings that they have received in this world. Set Induction: In verse 8, Allah says that after the events of the hereafter have been revealed, we will be questioned about the blessings that He has given us when we are still alive in this world. Everything that we have enjoyed in this world will be held accountable for, whether they are small or big. So, before God counts the blessings that He has bestowed upon us, we need to count the blessings first. How? Let us do this activity. Lesson Outcome: At the end of the lesson, students will be able to 1. Understand the rationale behind counting the blessings of Allah. 2. Know how to be grateful. Materials: 1. Plastic cup 2. Green paper (As leaves) 3. Brown paper (As tree branch) 4. Straw (various colour) 5. Dry sponge 6. Seal tape 7. Scissors Procedure: Before class: 1. Cut the green paper into a leaf shape (and over 3cm to roll on the branches) 2. Roll the brown paper into solid, so it becomes a hard stick. During class: 1. Ask the students the favour that Allah has bestowed to us. Exp: “sunlight’, “health”, etc. 2. Give them some pieces of green paper and write it down. 3. Start using your gratitude tree by poking the straw on the dry sponge and insert the branches in the middle of the cup. 4. Hang up the leaves that are written with favours onto the branches. Lessons: 1. This activity talks about the first-hand experience that we will go through in the hereafter. Everyone will be questioned about the blessings that Allah has provided them with. 2. And whoever fails to answer for himself, he will enter Hell. And whoever manages to answer the questionings smoothly, they will enter Heaven. Lesson Assessment: 1. What is the example of ḥaqq al-yaqīn? 2. Why it is important to count the blessings of Allah? 3. In your life, what kind of blessing/good things that you have received?

ILQ | Teachers’ Book Al-Takathur LESSON 9: ORIGAMI LIFESPAN DEVELOPMENT Introduction: The certainty is on the inevitability of traversing the stages of life. When we are born, we will surely age and die at some point. Then, we will surely experience stage by stage the events of the hereafter - from ʿālam barzakh to our final abode, either heaven or hell. Set Induction: - Lesson Outcome: At the end of the lesson, students will be able to: 1. Understand the meaning of certainty of the stages of life. 2. Understand the stages of the human life – from the realm of the soul (ʿālam al-rūḥ) to heaven/hell. Materials: Paper & Scissors Procedure: 1. Use square papers to fold origamis based on the provided videos. 2. The teacher and students discuss the aging of humans and what they do during each age to become a good man. Baby: (https://www.youtube.com/watch?v=P-NqGxOwxrw) Boy: (http://www.supercoloring.com/paper-crafts/origami-boy-face-instructions) Old man: (https://www.youtube.com/watch?v=X_zHciTC17g) Lessons: 1. Allah mentions about “until you visit the graveyards” in verse 2, so that we should know how to benefit each phase of our age with good deeds. 2. He also mentions in surah al-Inshiqaq that humans will inevitably go through the stages of their lives whether they like it or not. Lesson Assessment: 1. What are the stages of the human life in this world? Baby, Toddler, Adolescence, Teenage, Adulthood, Veteran. 2. What are the stages of life from this world to the next? ʿĀlam al-Rūḥ, ʿĀlam al-Dunyā, ʿĀlam al-Barzakh, ʿĀlam al-Maḥshar, Jannah/Jahannam. 3. How do we know that the life in the hereafter is sure to come? By looking at the stages of the human life in this world. Just as we will surely grow up and become old and die, so too the stages that come after that will unravel itself.

ILQ | Teachers’ Book Al-Takathur LESSON 10: THE MIRROR OF HEARTS Introduction: we are going to explore the derivative concepts that are related to the concept of “yaqīn” (certainty). Certainty is a form of higher knowledge. However, to grasp knowledge, we need to have the organs of knowledge. This is analogous to hands as the organ for grabbing. Knowledge is the object, and the organs to grasp it are various. The noblest organs that we have for knowledge is the mind and the heart. And these organs are likened to a mirror. This explores this aspect using the mirror metaphor. But for a mirror to reflect light well, it has to be polished. In other words, our mind and heart need to be refined and polished. Set Induction: There is a hadith in which the prophet says a muʾmin is like a mirror for another muʾmin. They intensify each other’s faith. This is because both of their hearts contain the knowledge of Allah (maʿrifah). With that knowledge, they are certain about their faith. Then, they reflect the light of guidance from Allah to shine each other. But what is the heart of a muʾmin like? And what is the function of the heart in the first place? Let us make an experiment to understand this metaphor. Lesson Outcome: At the end of the lesson, students will be able to 1. Students will be able to understand and explain the categories that are involved in the concept of certainty and their relationship: a. Types of knowledge. b. Levels of certainty. c. Organs of knowledge. d. Source of knowledge, i.e.: Allah. 2. Students will be able to understand the metaphor of the mirror with relation to the processes of knowledge. Materials: 1. Two mirrors 2. Tapes 3. A paper or cardboard 4. A protractor 5. A pencil or pen 6. A random object (it could be a coin, a pencil, an eraser, or some other item you may have at your desk) Procedure: 1. Work with a partner. Take two mirrors and place them together with the shiny sides facing one another. Tape them along the side to form a hinged door. The mirrors should be able to open freely like a book. 2. Take a piece of paper or cardboard. Using a protractor, measure and mark angles (by drawing a line) of 180 degrees, 90 degrees, 60 degrees, 45 degrees, 36 degrees, 30 degrees, and 20 degrees. 3. Place the hinged mirrors at each of these angles and put a random object between them as close to the mirrors as possible. 4. Count the number of images you see and record your observations.

ILQ | Teachers’ Book Al-Takathur Lessons: 1. Some objects, such as the sun, give off their own light. 2. Most objects, however, do not. These objects must reflect light in order to be seen. 3. For instance, the walls in the room do not put out their own light; they simply reflect light from overhead lights or from sunlight that enters the room through a window. 4. Smooth, polished surfaces, like mirrors, are very good at reflecting light. 5. When you place an object between two hinged mirrors, light from the object bounces back and forth between the mirrors before it reaches your eyes. An image is formed each time the light bounces off a mirror. The closer the angle to 90 degrees, the more images you will see. 6. Similarly, knowledge is like the light. Our mind and heart do not produce its own knowledge, they receive it from Allah. Therefore, we need to get the right “angle” so that this knowledge/guidance finds us. Lesson Assessment: 1. What happened to the number of images you saw as you changed the angle from 60 to 45 degrees between the mirrors? 2. What happened to the number of images you saw as you changed the angle from 30 degrees to 60 degrees? 3. Can you now make a statement about how the angle between the mirrors determines how many images will be produced?

ILQ | Teachers’ Book Al-Takathur LESSON 11: GAME – ROLLING TISSUE Introduction: In relation to the mind and the heart, for it to be able to grasp knowledge well (especially the knowledge of Allah), it needs to be trained. The activity explores this metaphor. Set Induction: Previously, we have looked into the organs of knowledge – the mind and the heart. In this activity, we will learn about training our mind and heart as a means of acquiring knowledge. Lesson Outcome: At the end of the lesson, students will be able to 1. Students will be able to explain the concept of organs of knowledge. 2. Students will be able to explain the steps to refine the mind and the heart to acquire knowledge. Materials: 1. Tissue roll 2. Rubber band 3. Table 4. Tape Procedure: 1. Setup the ‘start’ and ‘end’ line on the table with tape. 2. Shoot the tissue roll by using rubber band until it rolls and touch at the ‘end’ line. Lessons: 1. This game is about repetition and try to be good in shooting. 2. Allah repeats 3 times about knowing about the hereafter in verse 3-5 to make sure we exercise caution. 3. This is so that we avoid from doing the bad deed mentioned in verse 1. 4. In relation to certainty, there are three levels of certainty. And to climb from one level to another, we need to exercise our mind and our heart. That is why seeking knowledge is an ever-important imperative in Islam. 5. The tissue roll is like our mind. And shooting it with the rubber bands is like the training that we exert on our mind and heart. 6. To train our mind and heart, we need to seek knowledge and do dhikr a lot. Lesson Assessment: 1. What are the organs of knowledge? 2. How do we ensure these organs function at its best?

ILQ | Teachers’ Book Al-Takathur LESSON 12: JOURNAL OF SURAH AL-TAKATHUR Set Induction: Let us write a journal to record everything that we have learned. Lesson Outcome: At the end of the lesson, students will be able to recall all the lesson of this surah. Materials: 1. Papers 2. Colour pencils 3. Paper decorations Procedure: 1. Let’s the student draw what they have learned about Surah Al Takāthur throughout the month. 2. They may decorate their papers as they wish! The teacher will check their journal once a month. Lessons: Repetition and self-directed learning are part of effective revision. The student easily to revise what they learnt throughout the surah.