Teachers Book Surah Al-Kafirun

ILQ | Teachers’ Book Al- Kāfirūn SURAH 109: AL-KĀFIRŪN ‫سورة الكافرون‬ The Disbelievers Learning Outcomes: At the end of this Surah, the students will learn: 1. What is Tauhid and the importance of it; 2. The existence of other religions and how to deal with them; 3. The limitation of interactions with the disbelievers. SURAH OVERVIEW “Surah Al-Kafirun was revealed in Mecca after many years of Prophet Muhammad’s ‫ﷺ‬ da’wah efforts. Prophet Muhammad ‫ ﷺ‬faced oppression and abuse from the disbelievers, but he was patient and was always kind to them. Despite this, they still refused to accept Islam. Finally, the disbelievers tried to make a deal with him. They promised to worship Allah for one year if Prophet Muhammad ‫ ﷺ‬would worship their idols for one year. However, Allah commanded the Prophet to be firm with his faith and turn down the disbelievers’ deals. Let us explore the themes of this surah.” TAFSIR CORNER 1. The Decisive Call from Allah: “Say (O Prophet)! Oh you disbelievers!” The beginning of this surah starts with the word “Say!” which indicates the statement comes directly from Allah. From this verse, we can understand that religious matters are from Allah, without the Prophet's ‫ ﷺ‬interference. Allah is the Only God who has the ultimate authority to decide everything regarding the religion, meanwhile, Prophet Muhammad ‫ ﷺ‬is one of the messengers of Allah who conveys Allah's words and commands. 2. The Firm Disclaimer of Worshipping the Statues / Idols of the Disbelievers: “I do not worship what you worship,” This statement distinguishes Islam from other religions. They used to dispute about which religion is the most truthful among those religions. The Jewish and the Christians claimed that their religions were the most truthful since they have the scriptures. On the other hand, the idolaters claimed that the origin of their beliefs is from Prophet Abraham. However, Allah asserts that none of these religions is close or similar to Islam as the focus on monotheism had been lost.

ILQ | Teachers’ Book Al- Kāfirūn 3. Denying That the Disbelievers Are Worshipping the Same God as the Muslims: “Nor do you worship what I worship.” Because of the claims made by the disbelievers that they, too, were worshipping Allah but through intermediaries (statues, etc.), Allah commanded the Prophet Muhammad ‫ ﷺ‬to reject their claims. They thought they were worshipping Allah, but in reality, they were only making fools out of themselves. 4. Strengthening the Initial Disclaimer: “And I shall never be a worshipper of what you worship,” This verse reaffirms that Prophet Muhammad ‫ ﷺ‬does not worship what the disbelievers worship and also denies the possibility that Prophet Muhammad ‫ ﷺ‬ever will worship anything other than Allah alone. Like Prophet Muhammad ‫ﷺ‬, Muslims will never compromise on this matter. 5. Repeating the Denial of the Disbelievers Worshipping Allah: “Nor will you ever worship what I worship.” Allah makes it clear that the disbelievers will never worship Allah as long as they think worshipping idols is the way to worship Allah. In reality, they are worshipping nothing but their egos. 6. Departing Ways from the Disbelievers: “You have your own religion and I have mine.” Allah then asserts that the best way to resolve this conflict is by remaining on one’s path. The Prophet should remain in his own religion, and the disbelievers remain in their own as long as they wish to. In this surah, we have seen how Allah separates the religion of Islam and the confusion of the disbelievers. This is to convey that Islam is not founded on false and unclear ideas and is not influenced by any political interest. The sole concern of Islam is truth and only the truth. Therefore, it must affirm itself as the only religion that is accepted by Allah.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 1: LET’S MEMORISE Introduction: The first three lessons focus on the general theme of the surah. Here, the activity trains the memory to memorize the surah properly. Set Induction: Have you heard of Surah al-Kafirun before? Let us try to memorise it. Lesson Outcome: At the end of the lesson, students will be able to memorize the surah properly. Materials: 1. A printed copy of surah al-Kāfirūn in large font 2. Scissors 3. Coloured papers Procedure: 1. Prepare a few copies of the surah for each group. (1 colour for 1 group) 2. Cut the surah verse by verse and hide the pieces. 3. Divide the students into groups and assign them with different colours. 4. Ask them to find each verse and arrange it in order. 5. The group who completes this task first with the correct order wins. Lessons: 1. Surah al-Kāfirūn is known to be difficult to memorize because of the ambiguity of its repeating verses. 2. This activity helps the students to vary the methods of memorizing this surah. Lesson Assessment: 1. Ask the students to arrange the verses according to the actual arrangement of surah al- Kāfirūn. 2. Ask the students to read the surah according to its correct arrangement.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 2: BINGO: GOOD MANNERS Introduction: This activity focuses on good manners, which will be an important basis in attending to differences of religions. Set Induction: In this world, Allah has created humankind as having many different religions. How should we interact with the people of other religions? With kindness and compassion. Let us find out the kinds of kindness that are required. Lesson Outcome: At the end of the lesson, students will be able to explain the mindset and attitude required by Islam in interacting with the people of other religions. Materials: 1. Pencils 2. Printed Bingo cards (from the online portal) 3. Star stickers Procedure: 1. Copy or print Bingo cards for all students. 2. The teacher chooses a good deed from the card and asks the students if they have done it in the past. 3. Give them a star for every deed done. 4. The student with the most stars wins! Lessons: 1. In interacting with the people of other religions, we must always remember to have good manners. 2. Because every Muslim is an ambassador of Islam. 3. And it is through our actions that the beauty of Islam is conveyed to others. Lesson Assessment: 1. How should we interact with the people of other religions? 2. Why should we have good manners with them?

ILQ | Teachers’ Book Al- Kāfirūn LESSON 3: PRAYER CLOTHES Introduction: Here, the activity starts to go deeper and more specifically on one of the aspects of differences of religions. Set Induction: Previously, we have looked into the fact that Allah has created us differently. But what are the most obvious differences between Muslims and non-Muslims? Let us find out! Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify the ʿawrat parts of a body. 2. Identify the differences between Islamic clothing and clothing of other religions. Materials: 1. Colour pencils 2. Anatomy of a boy and a girl Procedure: 1. Color the proper ʿawrat required to be covered when praying. Lessons: 1. The first apparent difference between a Muslim and a non-Muslim is that a Muslim always cover his/her ʿawrat. 2. And this is more so in the act of worship, especially in prayers. 3. When being in front of Allah, there is a set of proper attire that Muslims have to observe. Lesson Assessment: Formative: 1. Ask the students to colour the ʿawrat parts. 2. Ask about the differences between the prayer clothes of a Muslim and a non-Muslim. Summative: 1. What is one of the apparent differences between Muslims and non-Muslims? Ans: the worship clothes.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 4: DENSITY Introduction: The three lessons after this are activities that explore the themes of firmness in the religion of Islam, holding on to the principles of Islam while at the same time respecting the principles of other religions. Here, it explores the principles of Islam as being not mixable with the principles of other religions. Set Induction: Previously, we have seen that one of the most obvious differences between Islam and other religions are clothing. But do differences mean that we cannot live with another side by side? Certainly not. Let us experiment to understand the relationship between Islam and other religions. Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify the principles of Islam that cannot be mixed with other religions. 2. Affirm that Islam cannot be mixed and confused with other religions. Materials: 1. Oil 2. Syrup 3. Water 4. Food colouring 5. A transparent glass 6. Grapes 7. A small sponge 8. A plastic bottle cap 9. Pebbles Procedure: 1. Fill ¼ of transparent glass with water and drop a few drops of food colouring. 2. Then, add some syrup to fill up another ¼ part of the glass. 3. Then, fill another ¼ part of the glass with oil. Leave the mixture to settle for about 15 minutes. 4. Then, try dropping different objects and see if they drop right to the bottom. (1) A pebble. (2) A plastic bottle cap. (3) A grape. (4) A sponge. Lessons: 1. Objects and liquids with different densities do not mix. 2. These objects and liquids represent the different religions that exist in this world. 3. Islam cannot mix with other religions, but that does not mean that Islam cannot exist peacefully with other religions.

ILQ | Teachers’ Book Al- Kāfirūn Lesson Assessment: Formative: 1. Ask the students about the factors that make the objects and liquids remain separated from each other. Suggestions: 1. What makes the objects and liquids remain separated from each other? Summative: 1. Can Islam be mixed with other religions? 2. Can Islam live together with other religions peacefully? Ans: Yes. Living peacefully together does not necessarily mean we have to compromise our identity. And being firm with our identity does not mean we cannot be peaceful to others.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 5: IBADAH CARD Introduction: Here, it explores the object of worship of Islam, which is, Allah. This object of worship, furthermore, is exclusive only to Islam, not shareable with other religions. Set Induction: Previously, we have seen that Islam cannot mix with other religions. And this is because of our firm ibadah and principles. What are those ibadah and principles? Let us find out! Lesson Outcome: At the end of the lesson, students will be able to: 1. List down the five pillars of Islam. 2. Conclude that Islamic worship is only for the sake of Allah from the five pillars of Islam. Materials: 1. Cardboard 2. A rope 3. Printed pictures 4. Glue 5. A pen/pencil 6. Scissors 7. A puncher Procedure: 1. Cut the cardboard in A4 size. 2. Use a hole-puncher to make two holes at the top. 3. Stick the printed images on the cardboard and arrange them creatively. 4. There are 4 suggested images which are: (1) Congregational prayer. (2) Hajj. (3) Zakat. (4) Fasting. 5. On the other side of the cardboard, write “ALLAH”. 6. Tie the rope at the cardboard. 7. Hang the beautiful “Ibadah Card” on a wall. Lessons: 1. Another difference that is essential between Islam and other religions is that Islam tributes worship only Allah. 2. Unlike the disbelievers in the time of the Prophet, they mix up the worship of Allah with that of other false gods. 3. Nowadays, we might encounter such a trend too. Therefore, we have to be careful and firm with our worship. 4. What we worship is not the same as what is worshipped by others. 5. And this is seen clearly in the types of ibadah that we do. Everything that we do, we do only for Allah. Lesson Assessment: 1. When we do our ibadah, whose sake it is for? Ans: Allah and Allah only. 2. What is the ibadah that we do to show that we worship only Allah? Ans: The five pillars of Islam.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 6: SAJDAH KEY CHAIN Introduction: Here, the concept of worship in Islam is explored through one of its forms of worship, which is, prayer. Set Induction: In the previous activity, we have seen that Islam differs from other religions not only outwardly, but also inwardly in terms of worship and principles. What would be the symbol that differentiates us from the people of other religions? Let us make art and craft. Lesson Outcome: At the end of the lesson, students will be able to identify the sajdah as a symbol of Islamic worship that distinguishes Islam from other religions. Materials: 1. Felt fabrics (different colours) 2. A glue gun 3. Scissors 4. Key chainrings Procedure: 1. Firstly, double fold the felt and cut it into two. 2. Then, glue the two pieces of felt together using a glue gun. 3. Next, cut different felt fabrics to your design and glue it all to the prayer mat. 4. Finally, attach the key-chain ring. Lessons: Our religion’s form of worship is different from other religions. We cannot say we are worshipping Allah and yet worshipping Him in forms not taught by Allah. Lesson Assessment: 1. Can we claim to worship Allah but are doing it differently from that which is commanded by Allah? Ans: No.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 7: PASS THE BALL Introduction: These three activities will be focusing on verse 5-6, which teaches Muslims the proper attitudinal stature to take against the people of other religions. Here, the first attitude that is required is confidence, namely the confidence in the truth of our religion. Set Induction: After we have learned about the differences between our religion and other religions, what should be the attitude that we have towards our religion and about others? We should have confidence in the truth of our religion, and we also need to be confident in engaging with others. Let us play a game that can develop our confidence. Lesson Outcome: At the end of the lesson, students will be able to identify confidence as one of the attitudes required to interact with people of other religions. Materials: 1. A small ball Procedure: 1. Arrange the students into a big circle. 2. Pass the ball randomly. 3. The student who gets the ball needs to talk about what they like. 4. Ask another student to challenge or ask them why they like a specific thing and let the first student explain. 5. Example: I like to read books. Lessons: 1. Surah al-Kāfirūn as a whole teaches the Prophet to be confident and uncompromising with the disbelievers. 2. No one can tell us to change the contents of our religion. We are what we are. We are Muslims. 3. Nevertheless, we must be gentle in our confidence. We must not exhibit our confidence by downgrading others. 4. Instead, we show our dignity with good manners and undivided sincerity to God. Lesson Assessment: 1. What is the attitude that we should have towards our religion? Ans: Confidence in its truth. 2. And what is the attitude that we should have in engaging with others? Ans: Confidence in conveying Islam to others. 3. What should we be confident of in our religion? Ans: We should be confident with the truth of our religion. 4. How do we exhibit our confidence? Is it with violence or gentleness? Ans: With gentleness and good character.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 8: PREACHING KINDNESS Introduction: Here, the second attitude that needs to be adopted by Muslims is compassion, namely towards the people of other religions. Set Induction: Previously, we have looked at the need to be confident with our religion towards the people of other religions. How can we show them this confidence? Let us digest this question together. Lesson Outcome: At the end of the lesson, students will be able to: 1. Relate kindness as an important attitude to be adopted in relation to non-Muslims. 2. Relate kindness as an instance of daʿwah towards the non-Muslims. Materials: 1. Sprinkles (the kind you put on cookies; we grabbed the smallest: coloured sugar). 2. Little rubber bands. 3. Marshmallows. 4. Toothpicks. 5. Leaves (big and little). 6. And, for fun, we grabbed some pebbles too. Procedure: 1. We filled the sink with water and started testing the theory. 2. First, the pebbles, representing a big deed: like pulling weeds from a neighbour’s yard or visiting a nursing home. 3. Second, a leaf, representing a “regular-sized” deed project: like making someone a meal, handing a hygiene kit to someone in need, or inviting a new friend over to play. 4. Next, a toothpick, a “regular” act of kindness: like writing a nice note to someone, taking a treat to a neighbour, or giving out a homeless care kit. 5. Then, a little rubber band, still smallish acts of kindness: like telling someone a joke or picking up a toy they dropped without being asked. 6. Last, a sprinkle, representing the smallest act of kindness: like holding the door for someone or saying HI. Lessons: 1. Lots of sprinkles made as much movement in the water as the single fossil did. 2. Lots of little rubber bands made as much movement in the water as the single fossil did. 3. The leaves did not make as much of a movement in the water, but the leaves themselves moved across the span of the sink. So, we counted that. 4. Lots of toothpicks made as much movement in the water as the single fossil did, and, we think, maybe even more than the fossil. 5. The conclusion? We can help others by doing little things as well as with big things. 6. Similarly, we can do good things for our non-Muslims – big or small. 7. And every good deed that we do for them is to show them the beauty of Islam. 8. This is how we show our confidence to the people of other religions.

ILQ | Teachers’ Book Al- Kāfirūn Lesson Assessment: 1. How do the different objects ripple the water differently? Ans: Large objects create more ripples than smaller objects. 2. Do the differences matter? Ans: No because all of the objects create ripples no matter how small. 3. How do we relate this to the effort of daʿwah and kindness? Ans: Every kindness that we do for the people of other religions is a testament to the beauty of Islam. And kindness is the beauty.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 9: DIVERSITY BINGO Introduction: Here, the third attitude to be adopted is tolerance, namely towards the freedom that the people of other religions should be able to enjoy practicing their own religions. Set Induction: Previously, we have seen that the attitude that we need to have in relation to the people of other religions is confidence. But we need to step back and ask: why did Allah create different religions in the first place? What is the wisdom behind this phenomenon? Let us find out. Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify the different religions of the world. 2. Explain the reason why Allah created the different religions. Materials: 1. Printed images of people in various traditional customs. Example: cheongsam, sari, baju Melayu, etc 2. A world maps 3. Tape Procedure: 1. Show the pictures to the students. 2. Discuss with them where they come from. 3. Additionally, also discuss the differences between the religions. a. How many god(s) do they worship? b. How do they worship their god(s)? c. Do they believe in the hereafter? Lessons: 1. In surah al-Ḥujurāt verse 13, Allah says that He has created mankind in all sorts of shapes, sizes, cultures, and religions. 2. This He made to allow us to get to know each other. 3. Therefore, we must get to know the people of other religions. 4. However, Allah also reminds us that the noblest of people are among those who have taqwā. 5. Hence, the purpose of knowing each other must lead us to Islam. Lesson Assessment: Formative: 1. Ask the students questions 3(a-c). Summative: 1. Why did Allah create humankind differently? 2. What should be our stance in engaging with differences?

ILQ | Teachers’ Book Al- Kāfirūn LESSON 10: RELIGIONS OF THE WORLD Introduction: In the following three lesson, the activities will be focusing on verse 7. This verse resumes the themes that are addressed by the previous week, namely the attitudes that a Muslim should adopt in relation to their non-Muslim brothers and sisters. Here, the attitude that needs to be adopted is being realistic, that it is God’s will to create humankind as having many different religions. Set Induction: In the previous activity, we have learned about the different religions that exist in this world. But how do the people of these various religions look like? Let us play a game to find out. Lesson Outcome: At the end of the lesson, students will be able to identify the appearances of the people of other religions. Materials: 1. Four water bottles 2. Four stickers of houses of worship 3. Ping pong balls Procedure: 1. Cut the top of the bottles. 2. Stick the stickers on the bottles. 3. Then, arrange the bottles in a straight line. 4. Next, label the ping pong balls with “Islam”, “Christianity”, “Buddhism”, And Hinduism” respectively. 5. Toss the balls and try to get them in the right bottle. Lessons: 1. Allah has created humans in many beliefs. We should learn about each other. 2. See lessons of activity Day 3 Week 3. Lesson Assessment: 1. How do the people of other religions look like? 2. What should we think of the existence of these other religions? Ans: We should see the existence of these different peoples as a sign of the creativity of Allah. He created the different religions with a wonderful purpose, to know each other.

ILQ | Teachers’ Book Al- Kāfirūn LESSON 11: PROTECT YOUR DEEN Introduction: Here, however, Muslims are not taught to take the situation for granted. They need to be vigilant in conveying Islam to others while at the same time being firm with their religion. Set Induction: Previously, we have learned about the differences between Islam and other religions. We have also learned about the proper attitudes that we should adopt in engaging and interacting with the people of other religions. But what if the interaction sometimes turns sour? What should we do? Let us play a game to find out. Lesson Outcome: At the end of the lesson, students will be able to explain the importance of protecting our faith. Materials: 1. Water spray 2. Can 3. A sheet of paper 4. A piece of cardboard (from an old cereal box or anything recycled) Procedure: 1. First, draw a shield on the paper and the cardboard. 2. You may cut out the shape of the shield as well. 3. Cut a handle from the same material and tape it to the back of the shield. 4. Play in pairs or groups. One child holds up the shield while the others try to “attack” them (gently) to test the strength of the shield. 5. You may use a water spray bottle, ping-pong balls, anything that will not cause harm. 6. Discuss how well each material is able to protect you. Lessons: 1. It is important to ensure we keep our physical, emotional, and spiritual shields strong. 2. Although we can live happily and peacefully with people of other religions, if we come under attack, we should try our best to defend and protect our faith. Lesson Assessment: 1. What are the attitudes that we should adopt in relation to the people of other religions? 2. What should we do if our religion is attacked by others?

ILQ | Teachers’ Book Al- Kāfirūn LESSON 12: JOURNAL AL-KAFIRUN 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 surah Al-Kafirun. Materials: 1. Papers. 2. Colour pencils. 3. Paper decorations Procedure: 1. Give the students a few printed pictures of congregational prayer, mosques, religious gatherings, etc; then ask them to stick the pictures on plain paper. 2. They can also draw extra pictures by themselves of what they have been learning throughout the month about surah Al-Kāfirūn. 3. 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.