Al-Humazah Teacher Guideline (W1-3)

WEEK 1

INTRODUCTION In week 1, we are learning about one of the valley “wayl” in one of the levels of Hell, the Ḥuṭamah. And this will be the focus of Day 1. This level is specialized for those who possess some specific traits. Of the traits, the first two will be the focus of Day 2. These traits are being slanderous and backbiting. On Day 3, the other two traits will be addressed, which are: hoarding wealth and desiring immortality. ACTIVITY 1: FLOATING AWAY FROM HEAVEN LESSON OUTCOME 1. Students will be able to understand the concept of Hell as a punishment for wrongdoers. 2. Students will be able to identify the level of Hell specified for those who have the traits mentioned in surah al-Humazah. SET INDUCTION Heaven and Hell are two places that Allah made for humans, to reward their deeds and punish their wrongdoings respectively. Initially, we are all destined to go to Heaven. But what makes some of us sink to Hell? With sins. So, how do sins drag us to Hell? Let’s make an activity to understand this. MATERIAL INSTRUCTION 1. Balloons. 1. First, prepare the materials. 2. Double sided tape. 2. Blow a balloon for each student. 3. Paper clips. 3. Tie a ribbon with a length equivalent to the 4. Papers. height of the ceiling to the tail of the balloons. 5. A marker pen. 4. Stick some double sided tapes on the top of 6. Ribbons. the balloons. 5. Then, stick the balloons to the ceiling. 6. Take a piece of paper and write down “Heaven” and stick it at the centre of the ceiling. 7. Label the wall with the levels of hell: Hāwiyah, Jaḥīm, Saqar, Laẓā, Ḥuṭamah, Saʿīr, Jahannam. The activity: 1. Ask the students to clip the paper clips at the tail of the ribbon – one by one. 2. Do it until the balloon drops from the ceiling.

LESSONS 1. Surah al-Humazah is the last surah that describes the horrors of Hell. 2. Incidentally, it describes it with the most horrible descriptions that can be found in the Quran. 3. One of the most threatening levels of Hell is the wayl. It is the deepest valleys that exist in Hell. 4. And this level is made specifically for the worst of people. 5. As for the activity, observe that the balloon initially will not move. 6. But the more paper clips we add to it, the more the double sided tape will decrease in strength to hold it at the top (Heaven). 7. And finally the balloon will fall to the floor (Hell). 8. This is exactly what sins do to us. They drag us down to Hell FORMATIVE ASSESSMENT: Ask the students about the levels of Hell. 1. What are the levels of Hell? 2. And who are the people that will reside in these different levels? SUMMATIVE ASSESSMENT: Ask the students about the role of Hell in Allah’s creations. Why did Allah create Hell? ANSWER: 1. To provide justice for those who are oppressed in this world. 2. To punish the wrongdoers who are not punished in this world.

ACTIVITY 2: GERMS OF JEALOUSY LESSON OUTCOME 1. Students will be able to be familiar with the list of grave sins. a. Lust. b. Gluttony. c. Greed. d. Sloth. e. Wrath. f. Envy. g. Pride. 2. Students will be able to explain the reasons of slandering and backbiting can be considered as some of the gravest sins. a. Because it damages the life of others indirectly. b. Because its damage spreads widely easily. 3. Students will be able to visualize the imagery of the effects of backbiting and slandering. SET INDUCTION We have looked at the thing that can make us fall in Hell. And that thing is sin. What are some of the gravest sins that can throw us to the lowest Hell? Slandering and Backbiting. But why are these sins so grave? It is because slanders and backbites are like germs. How so? Let us do an activity to understand this. MATERIAL INSTRUCTION 1 Glue. 1. First, demonstrate the case. Some 2 Glitter (different colours). students rub some glue on their palms. 3 A cardboard. 2. Then, sprinkle some glitters on the glued palms. 3. The glued-palm students then shake their hands with non-glued-palm students. 4. Observe that the effect is the glitter will spread from one hand to another easily. 5. Then, turn this into a game. All students have one hand glued and glittered. Another hand holds a cardboard. 6. The game is this. Every student needs to wipe their glittered hands to the cardboards of other students. 7. In the same time, all students need to prevent their cardboards from being tainted by the glitters.

8. The teacher can divide the students into groups. Each group uses different colours. 9. The winning group is decided through two ways: (1) the most successes in wiping the glitters to other groups’ cardboards, (2) the cleanest cardboards. LESSONS 1. Slandering and backbiting represent the sin of envy. 2. The game is actually an experiment to show how germs spread easily when we don’t practice hygiene measures. 3. Without the glitters, we could not see how germs spread from one hand to another. 4. Unless we practice hygienic lifestyles, we will be vulnerable to the dangers of bad germs. 5. The effects of backbiting and slandering are just like germs. They spread easily without us realizing it. 6. To practice moral hygiene, we always need to be aware of what we hear and say. 7. We must always be careful not to hear and convey bad things about other people. 8. Because the effects might be irreversible. 9. If bacteria and germs bring us diseases, slanders and backbites destroy human relationships. FORMATIVE ASSESSMENT: Along the steps of the activity, ask formative questions that can assess their cumulative understanding of the lesson: 1. Do you know what are bacteria and germs? 2. Are there good and bad germs? 3. How do they get on and in the human body? 4. How do they spread? 5. What happens to us when bad germs get into our bodies? SUMMATIVE ASSESSMENT: Ask questions about sins: 1. How many types of sins are there? Two. Small sins and big sins. 2. What are the big sins? Lust, Gluttony, Greed, Sloth, Wrath, Envy and Pride. 3. What are the grave sins that are mentioned this surah? Envy (verse 1). He talks bad about others because he is jealous. Greed (verse 2). He hoards all the wealth in the world. Pride (verse 3). He wants to live forever because he only thinks about himself.

ACTIVITY 3: LIFE IS BUT A BRIEF OF CANDLE LESSON OUTCOME 1. Students will be able to identify another grave sin which can make man enter Hell. 2. Students will be able to explain the reason for greed being a grave sin. 3. Students will be able to give examples of the sin greed. SET INDUCTION In the previous lesson, we have learned about Heaven and Hell as the final destinations for humans. Those who do good will enter Heaven. While those who do the sins that are mentioned in Day 2 will be thrown in Hell. Other two sins that are mentioned in surah al-Humazah are hoarding wealth and wanting immortality. These sins represent the sin greed. Why this sin is grave? Let us make an experiment to undersand this. MATERIAL INSTRUCTION 1. A candle. 1. Lit a candle and place it at the centre of a glass 2. Matches. plate. 3. A glass plate. 2. Cover the candle with a glass. Make sure the 4. Water. glass closes the air gap between the glass and 5. A glass. the plate. This will make the air pressure inside the glass sealed. 3. Observe what happens. (The candle will extinguish) 4. Repeat the experiment. This time pour some water to surround the glass. 5. Observe what happens. (the candle will extinguish and water will come inside the glass) LESSONS 1. The candle fire represents the extent of human life. Just like the fire burns only temporarily, the human life is also short. 2. The water represents wealth. And when the water is sucked in, the water ceases to be beneficial for other purposes. 3. Humans are just like that candle. Even if their life is short, they like to gather wealth like they will live forever. 4. And with this kind of behaviour, they will make the wealth theirs even after their death. 5. And everyone else who are still alive cannot benefit from the wealth.

FORMATIVE ASSESSMENT: Ask the students about the levels of Hell. 1. What are the levels of Hell? 2. And who are the people that will reside in these different levels? SUMMATIVE ASSESSMENT: Ask the students about the role of Hell in Allah’s creations. Why did Allah create Hell? ANSWER: 1. To provide justice for those who are oppressed in this world. 2. To punish the wrongdoers who are not punished in this world.

WEEK 2

INTRODUCTION In this week, the focuses of the lessons will revolve around verse 4-6. These verses describe the attributes of Hell specified for those who do Humazah and Lumazah. To understand Hell, we need to understand first its main element – fire. Therefore, this week’s focus is on the science of fire. On Day 1, we will learn about the chemistry of fire and its wonders. On Day 2, we will learn about the benefits and harms of fire. This is as a means to compare the fire that is available in this world and that of Hell. The conclusion of which is extended on Day 3: that fire in Hell is incomparable in terms of intensity and purpose. And the Hell level in focus here is the Hell of “Ḥuṭamah”. ACTIVITY 1: THE STORY OF FIRE LESSON OUTCOME At the end of the lesson, students will be able to:  understand the science of fire:  How fire is produced.  What chemicals involved in the process of fire-making.  The different parts of fire.  The product of fire. SET INDUCTION In the previous session, we have seen that the sins of slandering, backbiting, hoarding wealth and desiring immortality are grave sins, worthy of being thrown into the Hellfire. But what is Hellfire is like? Is there a difference between the fire in Hell and the fire in this world? Let us learn about fire and its nature to understand this. MATERIAL INSTRUCTION 1. A big candle. 1. Light up a candle. Then, take a metal 2. Fire matches. spoon to be used as an experiment 3. A metal spoon. tool. 4. Video: 2. First, observe the fire. See that it has three distinguishable parts: (https://www.youtube.com/watch?v=tMDKeBaLWDw).  The tip of the fire is the brightest.  The middle part is hotter.  While the bottom part is almost blue in colour. 3. Now, ask the students: What is actually happening in there? What is the fire doing? Why are there differences in colour in the different parts? Are there differences in heat also? And why does fire always move

upwards? To answer these questions, we need a metal spoon. 4. First, position the spoon at the tip of the fire and wait for a while. (In a while, you will see water droplets at the underside of the spoon). 5. Then, position it at the middle part of the flame. (You will get to gather some soot) 6. Finally, position the spoon at the bottom of the fire. (And you will gather some still unburned wax) 7. Based on the data gathered, now we can answer the questions one by one. LESSONS 1. What is fire? 2. Fire is actually a product of a chemical process. 3. In this process, two things are involved: fuel and heat. 4. The fuel of a fire can be many combustible things. But one indispensable fuel is oxygen. Fire cannot burn without oxygen. 5. But even when oxygen is around, the combustibles will not necessarily burn unless there is heat to trigger the process. 6. So, what makes fire have different colours? That is because in the different parts of the flame, it is burning different amount and types of things. 7. And at the base of the flame, it is still starting to burn some wax and more oxygen, while not yet producing any soot, making the process of burning longer and more vigorous. That is why it is the hottest. And the hottest fire is blue in colour. And because the wax had just only came off the candle and not yet burned, that is why we can gather some wax on the spoon. 8. In the middle part, carbon dioxide and water are being produced, but haven’t quite completed the process. Incomplete burning produces soot, which is carbon dioxide-in-the-making. And this soot gives off yellowish light. That is where most of the colour of fire comes from. And that is why the fire is brighter than the base fire. 9. And at the tip, the burning process is complete, leaving the remaining light to flicker away. And carbon dioxide and water vapour are produced at the end of the process. That is why we can gather some water vapour. 10.So, in the hereafter, what would be the fuel of the Hellfire? Answer: humans and jinn’s. FORMATIVE ASSESSMENT: During the experiment, ask the student about fire: 1. Based on the substance used, how do you think fire is produced? 2. What is the colour of the fire that you see?

SUMMATIVE ASSESSMENT: ANSWER: ACTIVITY 2: WILDFIRE: DON’T LET IT GO WILD! LESSON OUTCOME At the end of the lesson, students will be able to: 1. Give examples of the benefits of wildfires. 2. Compare between the worldly fire and the Hellfire. SET INDUCTION We have learned that fire is a chemical process that gives off heat and light. Usually, we would see that fire is harmful and destructive. But do you know that fire can also be useful and beneficial? “How” you ask? And what are the comparisons between the fire of this world and the next world? Let us take a look at one of the most fascinating natural phenomena, wildfire. MATERIAL INSTRUCTION 4 Video Try to get four in a row to win while preventing (https://www.youtube.com/watch?v=cNVZEVq3KzY) your opponent from getting four in a row 5 Connect 4 Board Game. LESSONS 1. Wildfires are only beneficial insofar they are controlled. 2. Therefore, a controlled fire is a good fire. 3. However, if the fire goes wild, then it can become a potential problem for us. 4. Hellfire consists of fire that listens only to the commands of Allah. It is not under our control. 5. And its sole purpose is to torment disbelievers and disobeyers of Allah. 6. Compared to that fire, the fire of this world shrinks in comparison. 7. And uncontrolled wildfires are some glimpses of that kind of fire. FORMATIVE ASSESSMENT: Ask the students about the fire on the video 1. Is there any good fire for us in this world? What will happen if we live without fire?

2. Based on the video, can you come out one solution to control the wildfire? 3. What is the benefit of wildfire? SUMMATIVE ASSESSMENT: Teacher relate the video with Hellfire. 1. What are the differences between worldly fire and Hellfire? 2. How does these two kinds of fire affects us?

ACTIVITY 3: COLOURFUL FIRE LESSON OUTCOME At the end of the lesson, students will be able to: Identify the causes of the different colours and heat of fire. SET INDUCTION In the last lesson, we have learned about the different parts of fire that have different degrees of heat. Do you know fire has different heats and colours too? And that these different colours represent different degrees of heat as well. What makes different fires have different colours and heats? And what does it have anything to do with the Hell of “al-Ḥuṭamah”. Let us find out. MATERIAL INSTRUCTION 1. A glass jar. 1. Prepare the materials needed for the 2. Fire matches. experiment. 3. Thread. (Optional: you can also use the long 2. Pour the table salt, Epsom salt, and borax into lighter to light the fire). different glass jars. 4. Table salt. 3. Then, in each glass jar, pour some alcohol. This 5. Epsom salt. will act as the fuel. 6. Borax. 4. Soak a thread in alcohol solution, or any other 7. Alcohol-based sanitizer. fuel material such as kerosene. 5. Put the soaked thread in the glass jar with one end hanging outside. 6. Light up the tail of the thread. The fire will climb the thread and get into the jar. 7. Observe the magic LESSONS 1. The different types of fuel influence the colours and heat intensities of flames. 2. Some combustible objects allow some combustions to be more complete than others. More complete combustions equal to more intense heat. 3. Similarly, the different degrees of Hell are due to the different types of fuel. 4. The Hell of “Ḥuṭamah” is one of the most horrible levels of Hell. And it is so because it houses a lot of people. And this is so because most people participate easily in Humazah and Lumazah. FORMATIVE ASSESSMENT: Ask the student about the different colour of fire. 1. The colour of fire is different. What are the causes of this phenomena?

2. What is the colour of fire that has Epsom salt? SUMMATIVE ASSESSMENT: Relate the experiment with the degree of Hellfire. 1. What can you relate this activity with Hellfire? 2. What is the difference between worldly fire and Hellfire?

WEEK 3

INTRODUCTION This week will focus on the verse 5-7. Whereas week 2 focuses on the Hellfire, this week will focus on the topic of the heart. On Day 1, the function of the heart will be explored in the human body – both physically and spiritually. On Day 2, we will explore the function of a heart through an experiment. Consequently, two conditions – healthy and sick – of the heart will be studied. Then, Day 3 aims at recognizing the consequences of having a bad heart, both in this world and in the hereafter. ACTIVITY 1: HEART TRIVIA LESSON OUTCOME SET INDUCTION In the previous week, we have learned about the Hellfire of al-Ḥuṭamah. But what are the objects that are burned by this Hellfire? It is the heart. But why the heart? Let us watch a video first to understand the heart. MATERIAL INSTRUCTION 1. https://www.youtube.com/watch?v=bX7wl4VuHK4 1. Gather the students in an orderly manner. 2. Let them watch the video. Lesson

ACTIVITY 2: JARS OF HEART LESSON OUTCOME At the end of the lesson students will be able to: 1. Understand the working mechanism of the heart. 2. Describe the function of the heart. 3. Identify the two conditions of the heart: working and non-working SET INDUCTION Previously, we have learned about the function of the heart. How can we replicate this function experimentally? And is there a possibility that our heart could fail working? Let us conduct an experiment. MATERIAL INSTRUCTION 1. 3 small jars. Prepare the materials. 2. 3 drinking straws.  See: 3. A balloon. a. https://oysterkit.com/projects/heart-model 4. Scissors. b. https://www.youtube.com/watch?v=KI7yzpB5vFg 5. Tape. . LESSONS 1. In a Ḥadīth, the Prophet told us that the heart is the king of our body. The overall condition of the heart determines the overall condition of the whole body. 2. Spiritually speaking, the condition of the heart determines a person’s disposition. And his disposition determines his behaviour. And in turn determines his deeds. FORMATIVE ASSESSMENT: Question: 1. Based on the experiment, which material that working to pump a blood? What is the name of that mechanism? 2. What is the function of the heart? SUMMATIVE ASSESSMENT: 1. Based on the video we watched before, there a difference between working heart and non- working heart. What do you notice between those two hearts?

ACTIVITY 3: BURNING ICE At the end of the lesson students will be able to: 1. Analyse the science behind the burning ice. 2. Recognize the consequences of having a bad heart. SET INDUCTION Previously, we have learned about the nature of fire. And we have learned about differences between the fire that is beneficial in this world, and that of the hereafter whose purpose is only to harm. But what would be the objects that will be burned in the hereafter? Let us make an experiment to find the answer. MATERIAL INSTRUCTION 1. Nail polish remover. 1. The mixture of the ice should be: 20% water, 2. Paint solvent. 20% solvent, 60% nail polish remover. 3. Mixture mould. 2. Mix and stir all the materials together in a 4. Water. glass jar. 5. A glass jar. 3. Pour the mixture into a plastic mould. 6. A glass/ceramic plate. 4. Freeze it in the fridge for 15 hours. 7. Matchstick/ lighter. 5. Take it out of the freezer and put the ice on a plate. 6. Lit the ice using a matchstick or a lighter. 7. Behold the magic! LESSONS 1. Ice is usually made up of water. However, the ice that we created are not made up of solely water. 2. It has some combustible materials which are nail remover and paint solvent. 3. The ice serves to represent the residents of the Hell, especially their hearts (fuʾād). 4. For the Humazah and Lumazah, the Hellfire that is specialized for them is call al-Ḥuṭamah. 5. There, the fire slowly crawls on the body of the wrongdoer and creeps into their hearts. 6. However, the fire will not kill them. It only torments them to the brink of death so that they will experience deathly punishments, feeling the pain of death without actually dying. Hence, the pain will never go away. FORMATIVE ASSESSMENT: Ask the student about the melting ice. 1. Why do you think the ice that just melt is different than we saw every day? SUMMATIVE ASSESSMENT: 1. What are the consequences of having a bad heart? Will it affect our daily life or not? 2. Why do you think we learn about heart?