Teachers Book Surah Al-Humazah

ILQ | Teachers’ Book Al-Humazah SURAH 104: AL-HUMAZAH ‫سورة الهمزة‬ THE BACKBITERS Learning Outcomes: At the end of this Surah, the students will learn: 1. The bad consequence for belittling others and be greedy. 2. That warnings are severe for things that Allah does not like. SURAH OVERVIEW Surah al-Humazah is a Meccan surah. “al-Humazah” means “the slanderer”. It is revealed many times to address multiple events that have taken place during the time of the Prophet. There are at least four different events due to which Allah revealed this surah. In all the events, the persons referred to during its revelations were all backbiters and slanderers who were paid to smear bad images upon the Prophet. These persons are professional backbiters and slanderers. They spent their days and nights only to find faults in the character of the Prophet. “Al-Humazah” addresses two kinds of people. Firstly, it addresses those who like to slander, backbiting, making fun, and belittling others. Secondly, it addresses those people who like to collect wealth endlessly. They continuously want to be richer and never feel satisfied with what they have. After addressing these people, this surah then threatens to throw them into “wayl” (a type of Hell specifically created for backbiters). Here are some of the themes of the surah:

ILQ | Teachers’ Book Al-Humazah TAFSIR CORNER 1. Backbiters are in an unfortunate condition. “Woe to every slanderer backbiter.” Allah declares that the backbiters are in the most unfortunate condition. They will face the worst form of punishment. 2. The Backbiters Hoard Material Possessions. “Who gathers wealth and counts it over.” These backbiters are of a type. They backbite, and at the same time, they gather material possessions in this world. And they are not satisfied with what they already have. They gather and gather and keep on gathering. And they compete with each other in gathering this wealth. 3. The Backbiters Want to Live Forever. “Thinking that his wealth has made him immortal.” These backbiters gather worldly possessions for a reason. They want to live forever. They are afraid of death. They think that their wealth can make them invincible from dying. 4. The Backbiters’ Belief Is Wrong “By no means. He will be thrown into the Crusher.” But Allah refuted their misbelief. Their wealth will not save them from death. In fact, when they die, they will be thrown into a Hell that is specifically made for them. 5. Allah Asks Rhetorically About the Crusher. “And what will make you realize what the Crusher is?” And then Allah asks about the Crusher. The question that He asks does not seek an answer. In fact, no one is able to answer such a question because no one has ever seen it. Instead, the question serves as a threat. Because the backbiters are not able to answer it, it is to portray that the danger of the Crusher is so grave that it is unimaginable to the human mind. 6. Allah Describes the Crusher. “Allah's kindled Fire” However, Allah describes the Crusher with ambiguous descriptions. The Crusher is a type of Hell. Its fire is kindled and will burn forever. It will never burn out. And because of the long period of its combustion, the fire turns black. 7. What the Fire Does. “That laps to the hearts”

ILQ | Teachers’ Book Al-Humazah The fire burns everything. It will reach into the hearts of the backbiters. Usually, when a fire reaches the heart, the person will die. It is the most painful form of punishment. However, due to the grave errors done by them, even though the fire inflicts the most painful punishment, they do not die. Hence, they will bear the pain of dying without truly dying forever and ever. 8. The Fire Engulfs Them. “It closes in on them.” The fire is so huge that it wraps around them without an inch of skin left uncovered. And they will keep on being burned and there is no way to escape. 9. The Backbiters Are Tied to Columns. “In extended columns.” The backbiters cannot escape the fire. They are tied to columns extended so high they cannot even escape Hell. SUMMARY Allah does not like backbiters. Worse, Allah does not like backbiters who gather material possessions and think that their wealth will make them live forever. Why does Allah dislike these types of backbiters? It is because they use their wealth not to help others, but to belittle them. They think they are noble because of their wealth. And they show off their wealth to others. They also misuse their wealth to hire bad people to injure good poor people. Not only do they not want to help poor people, but they also put great effort to make them stay that way.

ILQ | Teachers’ Book Al-Humazah LESSON 1: FLOATING AWAY FROM HEAVEN Introduction: We are learning about one of the valleys “wayl” in one of the levels of Hell, the Ḥuṭamah. And this will be the focus here. This level is specialized for those who possess some specific traits. 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. Lesson Outcome: At the end of the lesson, students will be able to: 1. Explain the concept of Hell as a punishment for wrongdoers. 2. Identify the level of Hell specified for those who have the traits mentioned in surah al-Humazah. Materials: 1. Balloons 2. Double-sided tape 3. Paper clips 4. Papers 5. A marker pen 6. Ribbons Procedure: 1. First, prepare the materials. 2. Blow a balloon for each student. 3. Tie a ribbon with a length equivalent to the height of the ceiling to the tail of the balloons. 4. Stick some double-sided tapes on the top of 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: 8. Ask the students to clip the paper clips at the tail of the ribbon – one by one. 9. 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.

ILQ | Teachers’ Book Al-Humazah 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. Lesson Assessment: Formative: 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: Ask the students about the role of Hell in Allah’s creations. 1. Why did Allah create Hell? Ans: To provide justice for those who are oppressed in this world. Ans: To punish the wrongdoers who are not punished in this world.

ILQ | Teachers’ Book Al-Humazah LESSON 2: GERMS OF JEALOUSY Introduction: Of the traits, the first two will be the focus for this lesson. These traits are being slanderous and backbiting. 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. Lesson Outcome: At the end of the lesson, students will be able to: 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. Materials: 1. Glue 2. Glitter (different colours) 3. Cardboard Procedure: 1. First, demonstrate the case. Some students rub some glue on their palms. 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 cardboard. 6. The game is this. Every student needs to wipe their glittered hands to the cardboards of other students. 7. At 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 in two ways: (1) the most successes in wiping the glitters to other groups’ cardboards, (2) the cleanest cardboards.

ILQ | Teachers’ Book Al-Humazah 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. Lesson Assessment: Formative: Along with 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: Ask questions about sins: 1. How many types of sins are there? Ans: Two. Small sins and big sins. 2. What are the big sins? Ans: Lust, Gluttony, Greed, Sloth, Wrath, Envy and Pride. 3. What are the grave sins that are mentioned in this surah? Ans: 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.

ILQ | Teachers’ Book Al-Humazah LESSON 3: LIFE IS BUT A BRIEF OF CANDLE Introduction: Here, the other two traits will be addressed, which are: hoarding wealth and desiring immortality. 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 into Hell. The other two sins that are mentioned in surah al-Humazah are hoarding wealth and wanting immortality. These sins represent the sin of greed. Why this sin is grave? Let us make an experiment to understand this. Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify another grave sin that can make man enter Hell. 2. Explain the reason for greed is a grave sin. 3. Give examples of the sin of greed. Materials: 1. A candle 2. Matches 3. A glass plate 4. Water 5. A glass Procedure: 1. Lit a candle and place it at the centre of a glass plate. 2. Cover the candle with a glass. Make sure the glass closes the air gap between the glass and 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 6. glass) Lessons: 1. The candle fire represents the extent of human life. Just like the fire burns only temporarily, 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 is still alive cannot benefit from the wealth. Lesson Assessment: Formative: Ask the students about the levels of Hell.

ILQ | Teachers’ Book Al-Humazah 1. What are the levels of Hell? 2. And who are the people that will reside in these different levels? Summative: Ask the students about the role of Hell in Allah’s creations. 1. Why did Allah create Hell? Ans: To provide justice for those who are oppressed in this world. To punish the wrongdoers who are not punished in this world.

ILQ | Teachers’ Book Al-Humazah LESSON 4: THE STORY OF FIRE Introduction: The focus 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. Here, we will learn about the chemistry of fire and its wonders. 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 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. Lesson Outcome: At the end of the lesson, students will be able to explain the science of fire: • How fire is produced. • What chemicals are involved in the process of fire-making? • The different parts of fire. • The product of fire. Materials: 1. A big candle 2. Fire matches 3. A metal spoon Video: https://www.youtube.com/watch?v=tMDKeBaLWDw Procedure: 1. Light up a candle. Then, take a metal spoon to be used as an experimental tool. 2. First, observe the fire. See that it has three distinguishable parts: a) The tip of the fire is the brightest. b) The middle part is hotter. c) 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?

ILQ | Teachers’ Book Al-Humazah Fire is a product of a chemical process. 2. In this process, two things are involved: fuel and heat. 3. The fuel of a fire can be many combustible things. But one indispensable fuel is oxygen. Fire cannot burn without oxygen. 4. But even when oxygen is around, the combustibles will not necessarily burn unless there is heat to trigger the process. 5. So, what makes fire have different colours? That is because in the different parts of the flame, it is burning different amounts and types of things. 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 come off the candle and not yet burned, that is why we can gather some wax on the spoon. 6. 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 a 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. 7. 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. 8. So, in the hereafter, what would be the fuel of the Hellfire? Answer: Humans and Jinns. Lesson Assessment: Formative: 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: 1. What is the substance that causing fire? 2. Why is the colour of fire different? 3. What can you relate this worldly fire and Hellfire?

ILQ | Teachers’ Book Al-Humazah LESSON 5: WILDFIRE: DON’T LET IT GO WILD! Introduction: Here, 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. 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. 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. Materials: Video (https://www.youtube.com/watch?v=cNVZEVq3KzY) 1. Connect 4 Board Game Procedure: 1. Try to get four in a row to win while preventing your opponent from getting four in a row Lessons: 1. Wildfires are only beneficial insofar they are controlled. 2. Therefore, 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. Lesson Assessment: Formative: 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 with one solution to control the wildfire? 3. What is the benefit of wildfire? Summative: Teachers relate the video with Hellfire. 1. What are the differences between worldly fire and Hellfire? 2. How does these two kinds of fire affect us?

ILQ | Teachers’ Book Al-Humazah LESSON 6: COLOURFUL FIRE Introduction: The conclusion of which is extended here: that fire in Hell is incomparable in terms of intensity and purpose. And the Hell level in focus here is the Hell of “Ḥuṭamah”. Set Induction: In the last lesson, we have learned about the different parts of the fire that have different degrees of heat. Do you know the 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 heat? And what does it have anything to do with the Hell of “al-Ḥuṭamah”. Let us find out. Lesson Outcome: At the end of the lesson, students will be able to identify the causes of the different colours and heat of the fire. Materials: 1. A glass jar 2. Fire matches 3. Thread (Optional: you can also use the long lighter to light the fire). 4. Table salt 5. Epsom salt 6. Borax 7. Alcohol-based sanitiser Procedure: 1. Prepare the materials needed for the experiment. 2. Pour the table salt, Epsom salt, and borax into different glass jars. 3. Then, in each glass jar, pour some alcohol. This will act as fuel. 4. Soak a thread in alcohol solution, or any other 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 more intense heat. 3. Similarly, the different degrees of Hell is 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. Lesson Assessment: Formative: Ask the student about the different colours of fire. 1. The colour of fire is different. What are the causes of this phenomenon? 2. What is the colour of fire that has Epsom salt? Summative:

ILQ | Teachers’ Book Al-Humazah 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?

ILQ | Teachers’ Book Al-Humazah LESSON 7: HEART TRIVIA Introduction: This lesson will focus on verse 5-7, on the topic of the heart. Here, the function of the heart will be explored in the human body – both physically and spiritually. 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. Lesson Outcome: At the end of the lesson, students will be able to ???? Materials: 1. Video: https://www.youtube.com/watch?v=bX7wl4VuHK4 Procedure: 1. Gather the students in an orderly manner. 2. Let them watch the video. Lessons: - Lesson Assessment: -

ILQ | Teachers’ Book Al-Humazah LESSON 8: JARS OF HEART Introduction: Here, we will explore the function of a heart through an experiment. Consequently, two conditions – healthy and sick – of the heart will be studied. 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 to work? Let us conduct an experiment. 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 Materials: 1. 3 small jars 2. 3 drinking straws 3. A balloon 4. Scissors 5. Tape Procedure: Prepare the materials. See: a) https://oysterkit.com/projects/heart-model b) https://www.youtube.com/watch?v=KI7yzpB5vFg 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 3. disposition determines his behaviour. And in turn, determines his deeds. Lesson Assessment: Formative: 1. Based on the experiment, which material that working to pump blood? What is the name of that mechanism? 2. What is the function of the heart? Summative: 1. Based on the video we watched before, there is a difference between a working heart and a non-working heart. What do you notice between those two hearts?

ILQ | Teachers’ Book Al-Humazah LESSON 9: BURNING ICE Introduction: Then, this activity aims at recognizing the consequences of having a bad heart, both in this world and in the hereafter. 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. Lesson Outcome: At the end of the lesson, students will be able to: 1. Analyze the science behind the burning ice. 2. Recognize the consequences of having a bad heart. Materials: 1. Nail polish remover 2. Paint solvent 3. Mixture mould 4. Water 5. A glass jar 6. A glass/ceramic plate 7. Matchstick/ lighter Procedure: 1. The mixture of the ice should be 20% water, 20% solvent, 60% nail polish remover. 2. Mix and stir all the materials together in a glass jar. 3. Pour the mixture into a plastic mould. 4. Freeze it in the fridge for 15 hours. 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 is not made up of sole water. 2. It has some combustible materials which are nail remover and paint solvent. 3. The ice serves to represent the residents of 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 dying. Hence, the pain will never go away. Lesson Assessment:

ILQ | Teachers’ Book Al-Humazah Formative Ask the student about the melting ice. 1. Why do you think the ice that just melts is different than we saw every day? Summative: 2. What are the consequences of having a bad heart? Will it affect our daily life or not? 3. Why do you think we learn about the heart?

ILQ | Teachers’ Book Al-Humazah LESSON 10: DIY FIRE EXTINGUISHER Introduction: Last time we have learned about the nature of fire and about the object that will be burned in the Hellfire of al-Ḥuṭamah. Here, we will learn about the condition of the residents of the Hellfire. This lesson, we will learn about the residents being shut in the Hellfire. While in this world, when fire is contained in an airtight space, it extinguishes, in the hereafter, it only makes the fire more aggressive. Set Induction: We have learned about fire and the object of burning in the previous lessons. But what about the condition of the owner of the hearts and the residents of the Fire? What would be of them? In verse 6, Allah says that this fire will be continuously lit (al- mūqadah). He also says that this fire will be closed down upon its residents (muʾṣadah) Let us make an experiment to understand this. Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify the causes that extinguish a fire. 2. Differentiate between the worldly fire and the fire in the hereafter. Materials: 1. Candles 2. Matches 3. Vinegar 4. Baking soda 5. A glass jug with a lid Procedure: 1. Light up the candles. 2. Pour two tablespoons of baking soda in the jug. 3. Then, pour some vinegar until the baking soda is sinking. 4. Quickly close the jug with a lid. At the same time, stir the mixture by holding the jug holder and shake it gently. 5. Wait until the bubble rests. 6. Slowly open the lid of the jug to let some carbon dioxide out. Then, place the mouth of the jug near the lit candles. 7. Observe the reactions. Lessons: 1. Fire needs fuel and oxygen to keep burning. 2. When it is contained or overwhelmed with non-combustible materials, it extinguishes. 3. Carbon dioxide is non-combustible. It cannot get burned. So, when carbon dioxide is placed near to and overwhelm the fire, it is put out. 4. However, in the hereafter, the Hellfire is contained in an airtight space not to put it out, but to prevent the residents from getting out. 5. In addition, containing the fire will only further pressurizing its energy, thus further intensifying its heat.

ILQ | Teachers’ Book Al-Humazah 6. As a result, the suffering will be more intense. Lesson Assessment: Formative: Ask about the causes that can make a fire extinguisher. Suggestions: 1. How do you put out different kinds of fire? a. Small fire: water. b. Oil fire: baking soda, wet towel. c. Electric fire: fire extinguisher 2. Can you put out the fire with wind and air? Ans: No. Because it will further intensify the fire. 3. Can you put out oil and electric fire with water? Ans: No. Because water is a conductor for electricity, it will further aggravate the situation. And water is denser than oil, the oil will float above the water and can still fuel the burning fire. Summative: 4. What is the difference between worldly fire and fire in Hell? Ans: The fire in Hell cannot be put out. Because Allah has guaranteed its continuous burning. And humans will be its fuel. 5. What would be the condition of the residents of Hell? Ans: Because the fire of Hell will never extinguish, they will be burned forever without rest.

ILQ | Teachers’ Book Al-Humazah LESSON 11: THE FOUR PILLARS Introduction: Here, we will learn about the pillars that are prepared as the place where the residents of al-Ḥuṭamah will be tied down to. Set Induction: 1. The teacher will recall the previous lesson. 2. Students will be asked about the condition of people who are being tortured in Hell. 3. To understand deeper this, students will be playing ‘The Four Pillars’ and relate the activity with this Surah. Lesson Outcome: At the end of the lesson, students will be able to explain about humans who are being tied down in the Hellfire and the pillars have never been empty correctly. Materials: 1. 4 pillars (or anything that can represent pillars) 2. 5 students Procedure: 1. Determine the role of five students. 2. Four students will “own” a pillar each. And the remaining one student will have to stand in the middle, without a pillar. 3. The game starts with the student in the middle singing a short song. 4. Immediately after the song finishes, all “pillar” 5. students have to exchange pillars. 6. It does not matter which pillars that they exchange with each other, as long as the pillars are exchanged. 7. While they do so, they need to ensure that they do not lose their pillars to the student in the middle. 8. This is because, meanwhile, the student in the middle will have to grab a pillar for himself. 9. Whoever loses his pillar to the student in the middle will have to replace him and stand in the middle. Lessons: On top of the fire that will be closed down upon them, the residents will be tied down to very high pillars. These pillars will pin them down from escaping Hell. Lesson Assessment: Ask the student about the game: 1. During this game, why don’t you give the pillars to your friends? 2. What do you think about think pillars that never empty?

ILQ | Teachers’ Book Al-Humazah LESSON 12: JOURNAL OF SURAH AL-HUMAZAH Introduction: Now we will wrap up all the lessons that we have learned about and compile them in a journal. 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. Give the students a few pieces of paper printed with pictures related icons and let them paste them on plain paper. 2. They also can draw extra pictures by themselves of what they have been learning throughout the month about surah Al-Humazah. 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.