Teachers Book Surah Al-Qariah

ILQ | Teachers’ Book Al-Qariah SURAH 101: AL-QARIAH ‫سورة القارعة‬ The Shocking Event Learning Outcomes: At the end of this Surah, the students will learn: 1. The consequences of being greedy 2. Knows the purpose and mission of life. 3. What will come in the end of time. SURAH OVERVIEW Surah al-Qariah is a Meccan surah. “al-Qariah” means the shocker, something frightening. The surah is named so as to portray the frightening situation during the Day of Judgment. It is the time where humans are scattering like moths. They are likened to moths due to the purposelessness of their aimless wandering, trying to find protection from the horror of that day. It is also the day where mountains are destroyed and become like cotton wools, floating around here and there. Furthermore, it is also the day where human deeds are weighed on the scales (Mizan). Those who are heavy in good deeds will live a happy life in the hereafter while those who are light in good deeds will have Hell as his home. TAFSIR CORNER Allah Announces About the Shocker. VERSE 1 & 2: “The Shocker.” Allah starts the surah with a declaration of something to be given attention to, one of the names of the Day of Judgment. The day is named so because of its frightening situation. It is the day where humans will be horrified of their coming fate. The Shocker Is Impossible to Imagined. VERSE 2-3: “What is the Shocker? What will make you know what The Shocker is?” Then Allah asks whether we know about what is the Shocker. The question does not seek an answer. In fact, the question cannot be answered. It is asked only as a provocation, to demonstrate our inability in answering the question. This is because we are unable to imagine the horror of that Shocker. People Are Like Moths. VERSE 4: “The Day when people will be like scattered moths.”

ILQ | Teachers’ Book Al-Qariah Allah then continues to describe the Shocker, describing things that will shock our imagination. Allah likened the people on that day to moths. Moths are insects that fly scattered and are attracted towards anything that is bright. They also have a tendency to harm themselves. People, on that day, are likened to that. They will run here and there without knowing where to escape to, unbeknown to them everything will be destroyed. Mountains will become like scattered wool. VERSE 5: “And the mountains will be like scattered wool.” On that day, everything will be destroyed. Mountains will be vanquished like scattered wool. This is the very reason why people are unable to escape because when the mountains are flattened into dust, nothing can be clearly seen. There is no place to hide, therefore, there is no place to run to. Rewards for Heavy Scales in good deeds. VERSE 6-7: “As for he whose scales are heavy. He will have a pleasant life.” On the Day of Judgement, everyone will be anxious about their fate in the Hereafter. They will realise that those with scales that are heavy in good deeds, they will enjoy a peaceful life, during the Day of Judgment, as well as in the hereafter. Misfortune for Light Scales. VERSE 8-9: “But as for he whose scales are light. His home is the Abyss.” However, if a person’s scale is light in good deeds, he will not be saved from the abyss of Hell. Allah Asks About the Abyss. VERSE 10: “Do you know what it is?” Then Allah asks again about the Abyss in the same provocative manner as at the beginning of the surah. As usual, mankind is unable to answer because it is beyond their ability to understand the unseen things (‫)الغيب‬. Allah Answers His Own Question. “A Raging Fire.” Allah, again, answers His own question. It is to show that only He knows what is unknown to mankind. So, what is this Abyss? It is a Hellfire that has been fired up for a long period that the fire turns black. SUMMARY Surah al-Qariah relates to surah al-Takathur in a manner that it tells the consequences of being greedy of worldly possessions and about insufficient good deeds on the weighing scales. The Surah also relates to surah al-Asr by prophesizing what will come at the end of time.

ILQ | Teachers’ Book Al-Qariah LESSON 1: VIDEO TRACK- DOOMSDAY Introduction: The theme of natural disasters in Surah al-Zalzalah is being repeated here in this surah. However, this repetition comes with a different specific example. If in al-Zalzalah the example are earthquakes, here it is volcanic eruptions. These two disasters are actually related in that earthquakes are the primary cause of volcanic eruptions. Set Induction: Surah al-Qāriʿah carries the same message as Surah al-Zalzalah, the description of the situation of the Day of Qiyāmah. In al-Zalzalah, it is described that the day will be filled with earthquakes. In this surah, another form of natural disaster is mentioned. Can you guess what is it? It is volcanic eruptions. Do you know what that is? Let us learn about this phenomenon. Lesson Outcome: At the end of the lesson, students will be able to: 1. Explain the visual imagery of the Day of Qiyāmah through natural disasters. 2. Describe the processes involved in the occurrence of volcanic eruptions. Materials: 1. Projector/LCD 2. Video from online portal Procedure: 1. Ask the students to sit properly and then play the video. 2. Ask the students their thoughts and opinions about the video. 3. The teacher leads a discussion on the lesson of the video based on verse 1 surah Al- Qāriʿah. Lessons: Give a picture and atmosphere on the Day of Qiyamah but, explains the real situation more powerful than the video. Lesson Assessment: Formative: Ask the students to explain list some of the natural disasters that they have learned about previously. 1. What is the natural disaster that you learn previously? 2. Label the natural disasters (teacher needs to print out the pictures of natural disasters) Summative: Ask the students to describe the processes involved in the occurrence of volcanic eruptions. Bonus points for students who can relate earthquakes as the cause of this phenomenon. 3. How do volcanic eruptions occur? Explain the steps of the processes that you have learned.

ILQ | Teachers’ Book Al-Qariah LESSON 2: EXPERIMENT - VOLCANO Introduction: The activity is brought to an experimental level. The theoretical introduction in lesson 1 serves as the background knowledge to conduct the experiment on lesson 2. They aim at visualizing the meaning of “al-Qāriʿah”. Set Induction: Do you know how volcanic eruptions happen? Let us conduct an experiment to find out! Lesson Outcome: At the end of the lesson, students will be able to: 1. Practice their theoretical understanding of the phenomenon of volcanic eruptions properly in the form of an experiment. 2. Identify the component of the experiment and relate it to the real phenomenon. Materials: 1. Small disposable paper cup 2. Playdough 3. Baking soda 4. Vinegar 5. Red food coloring Procedure: 1. Cut the small disposable paper cup in half. 2. Next put some playdough to make a base of volcano. Then, placed the bottom part of the cup on top of the playdough blob. 3. Use more playdough to build up around the base and make it look more like a volcano. 4. Then, put a little baking soda into the top of volcano. 5. Pour vinegar in a cup and add a drop or two of red food coloring. 6. Pour the red vinegar into the top of volcano and watch what happens! Lessons: Compare the dread of volcanic eruptions with dread on the day of resurrection that is even more powerful. Lesson Assessment: Formative: Instruct the students to conduct an experiment. Along the way, ask them to identify which component of the experiment represents which part of the real phenomenon. For example, the baking soda represents the molten rocks contained in the volcanoes. Summative: Ask the students to re-describe the processes of the experiment and the processes of the real phenomenon. 1. What are some of the differences between the experimental model of a volcano and the real occurrence?

ILQ | Teachers’ Book Al-Qariah LESSON 3: LEARNING ABOUT MOTHS Introduction: The activity entertains the continuity of the surah by connecting verses 1-3 with verse 4, whereby on the Day of Qiyāmah, humans run here and there like moths. Therefore, this activity introduces moths as one of the objects used in the surah as metaphors that describe human behavior on that day. Set Induction: In the middle of the destruction that will happen on that day, what do you think will be the condition of the humankind? Can they survive? Or will they perish? In this surah, Allah says that humans will be like scattered moths. What’s that like? Let us learn about moths to understand what Allah is trying to say. Lesson Outcome: At the end of the lesson, students will be able to 1. Understand the behaviour of moths. 2. Relate the behaviour of moths with the metaphor given by Allah. Materials: A documentary about moths National Geographic, Discovery Channel, Animal Planet, etc. Procedure: 1. Ask the students to sit properly and then play he video. 2. Ask the students their thoughts and opinions about the video. 3. The teacher leads a discussion on the lessons of the surah. Lessons: Surah Al-Qāriʿah was revealed to describe The Day when the people will be like scattered moths. Allah explains, the Day of Qiyāmah is where humans run here and there without purpose like moths. Lesson Assessment: 1. Ask the students general knowledge about moths. Some suggestions: a. Category (animals, plants, insects, minerals, or humans). b. Difference between butterflies and moths. c. The reason behind moths flying in a scattered manner. 2. Ask the students about the relationship between humans and moths in the metaphor that Allah has given. Suggestion: Using the metaphor that has been given by Allah, what is the relationship between human and moths?

ILQ | Teachers’ Book Al-Qariah LESSON 4: MOTH WITH MISSION (OR MOTH ORIGAMI) Introduction: The focus will be given and elaborated on verse 4 which describes the humankind as being like moths. The aspect of moths that will be given attention here is its behavior of flying without directions. Corresponding to the metaphor that Allah has ascribed us with, activity 4 imagines humans as being like moth – although only physically. However, we are moths that have a purpose. Although, of course, we always need to be reminded about it. Set Induction: Allah says that on that day, humans will be like moths, running here and there without a clear direction. Do you know? The metaphor that Allah gave actually holds true even before the Day of Qiyamah. Most people today live their lives without a clear direction, even when their tongues admit of believing in Allah. So, not only the disbelievers, even Muslims themselves, many of them sink in the lies of worldly life. Lesson Outcome: At the end of the lesson, students will be able to understand the significance of the moth metaphor and its demanded consequent action. Materials: 1. Wooden cloth peg 2. A white paper 3. Color pencils 4. A pair of scissors 5. Magnet 6. Strong glue 7. Sticky notes Procedure: 1. Draw out a pair of moth wings on a paper. 2. Color the wings according to your imagination. 3. Cut out the designed wings. 4. Draw out a face on a cloth peg. 5. And then glue a magnet at the back of the cloth peg. 6. Now, glue the designed moth wings on the cloth peg. Now you already have a moth. 7. Take a piece of sticky note. Write down your daily tasks. Now you are a moth with mission! Lessons: 1. Understands the spirit of the verse deeply. 2. Trains ourselves to be aware of our condition if we do not familiarize ourselves with purpose. 3. Let’s not become a moth without any purpose. Lesson Assessment: Formative:

ILQ | Teachers’ Book Al-Qariah Ask the students for some examples of what we can do to always keep our purpose in mind and in actions. 1. What will you do when your mom asks you to buy some cooking oil at the shop, and along the way, you meet your friend and he asks you to go play football? Summative: Ask the students to share some lessons on today’s activity.

ILQ | Teachers’ Book Al-Qariah LESSON 5: FLYING MOTH Introduction: We explore the visual representation of the behavior of moths. Set Induction: From verse 2, Allah says that on the Day of Qiyāmah, humans will be like scattered moths, not knowing where to go. And they will spread everywhere looking for shelter but finding none. What’s that like? Let us do an activity to visualize it. Lesson Outcome: At the end of the lesson, students will be able to understand the metaphor Allah gave about humans through visual imagery. Materials: 1. Tea sachets 2. Matchsticks Procedure: 1. The sachets will burn slowly, and, at the end, they will float up in the air, turning to ashes. 2. These sachets represent moths who fly randomly to any direction without purpose. 3. Man will be like moths on the Day of Qiyamah, except for those who are righteous and do good deeds. Lessons: 1. The sachets will burn slowly, and, at the end, they will float up in the air, turning to ashes. 2. These sachets represent moths who fly randomly to any direction without purpose. 3. Man will be like moths on the Day of Qiyamah, except for those who are righteous and do good deeds. Lesson Assessment: Summative: Why does Allah use moths to describe the human condition on the day of Qiyāmah?

ILQ | Teachers’ Book Al-Qariah LESSON 6: THE GREAT CHAIN OF BEING Introduction: We study the anatomy of a moth. Set Induction: Why does Allah make the comparison between humans and moths? Why not cats? Or camels? Or tigers? Moths represent a species of insect. It is one of the lowest forms of insects. Its lifespan is short. Its intelligence is low. Even its colors are not that beautiful. What does this have to do with us humans? Why does Allah compare us, the greatest of His creations, with one of the lowest? Let us find out. Lesson Outcome: At the end of the lesson, students will be able to 1. Describe the concept of the great chain of beings. 2. Identify the position of moths (insects) in the great chain of beings. 3. Explain the significance of Allah’s comparison between the highest being with one of the lowest. Materials: 1. Assorted stickers which include varieties of humans, animals, plants and minerals (or you can use animals and plants fridge magnets) 2. A big cardboard (or you can use a magnetic whiteboard) 3. Marker pens Procedure: 1. Make sure the students are in their comfortable positions first. 2. Ask the students about the differences between some examples from the categories in the chain of beings. E.g.: What is the difference between a crocodile and a fern leaf? Or a rock with a child? Or a child with a full-grown man? Are all of them the same? Or are there differences? If yes, what makes them different? (Ans: see lessons) 3. Make sure the questions are guided in that they will lead the students into realizing the point intended. (See: lessons) 4. After the concept of chain of beings is clear, ask the students to arrange the categories of “human”, “animals”, “plants” and “minerals” according – in that sequence. 5. Next, ask them to classify all of the stickers available into the categories that they have arranged just now. 6. The teacher then provides the lessons. Lessons: 1. God does not make everything the same. He makes everything different in terms of hierarchy. 2. And the differences lie in some factors: a. Life. b. Consciousness. c. Self-consciousness.

ILQ | Teachers’ Book Al-Qariah 3. A plant is higher and more complete than rocks because plants have life while rocks don’t. 4. Animals are more complete than plants because animals have consciousness while plants don’t. Plants do not know and cannot know that they are alive. 5. However, even within the animal kingdom, there are different degrees of consciousness. Insects have the lowest degree, while animals with big brains like elephants and chimpanzees have the highest consciousness. With consciousness, there comes intelligence. 6. And humans are the highest of them all because are not only alive and conscious, but they are also aware that they are aware. Unlike animals, even though they are aware of their surroundings, they are not aware of their own identity. 7. So, with the highest form of awareness, humans have the potential for the highest intelligence. 8. The reason Allah compares us with moths is because although intelligent, humans sometimes do even the stupidest things that even moths don’t do. 9. So, always make sure you are fulfilling your purpose as humans. Otherwise you will be no less dead than the moths. Lesson Assessment: Formative: Ask guided questions to gradually develop the students’ conceptual understanding. Suggestion: 1. What is the great chain of being? 2. Why are humans above animals in the great chain of being? Some key pivots for the questions may include: a. The definition and categories of the chain of beings. b. The factors of classification (life, consciousness, and self-consciousness). Summative: 1. Ask the students to locate the position of humans in the chain of beings. 2. Ask the students to locate moths in the chain of beings (specifically within the animal kingdom). 3. For an extra assessment, ask the students to locate where does God belong to in the chain of beings? (Ans: at the top, crowning all other beings).

ILQ | Teachers’ Book Al-Qariah LESSON 7: BLOWING UP THE BALLOON Introduction: We have looked at the multiple aspects that are related to moths. These aspects, in turn, help us to understand the significance of the metaphor that Allah has made. We have also looked at what can we do to prevent ourselves from becoming like the purposeless moths. Here we are going to explore the metaphor further. But not only that. In fact, there are two more metaphors that Allah has made to describe the situation on the Day of Qiyamah. This activity continues to explore the moth metaphor in its consequence. Basically, it answers the question: “what happens if we continue to behave like moths?”. Set Induction: Previously, we have learned that humans will behave like moths on the Day of Qiyamah. But we have also conceded that this is true not only on that day, but even now. The lesson learned is that we need to get a hold of ourselves and do better. But what if we don’t? What if we continue to behave like moths? What are the consequences? Let’s play a game. Lesson Outcome: At the end of the lesson, students will be able to relate the consequences of behaving like moths with the activity. Materials: 1. Balloon 2. Piece of paper and cut it into small pieces 3. Pin or needle Procedure: 1. Put all the pieces of paper into the balloon. 2. Blow up the balloon. 3. Take pin/needle and pop the balloon. 4. See what happens to the pieces of papers that we had put inside the balloon earlier. Lessons: “The Day when the people will be like scattered moths.” 1. From verse 3, Allah mentioned that during the judgement Day, people will run here and there without having any clear idea where to run. 2. Behaving like moths will do no harm if, like the moths, the behavior itself is harmless. 3. But because Allah has ascribed the metaphor to us, it means that there must be a warning that Allah is trying to convey to us. 4. It is because the harm that has come to the moths is self-inflicted. Moths harm themselves without they even realizing it. 5. So, similarly, humans that live their lives without purpose will only harm themselves. Not only in this world, but also in the next world. Lesson Assessment: 1. Ask the students what happens to the moths when they fly here and there without purpose. 2. Ask the students for some examples of the purposeless lifestyles.

ILQ | Teachers’ Book Al-Qariah LESSON 8: DUST MOUNTAIN Introduction: We explore a new metaphor. It is the metaphor of the cotton-mountains of verse 5. Set Induction: In verse 4, we have learned about the situations of mankind on the Day of Qiyamah. That humans will be running here and there without purpose. But why? What causes them to behave like that? In verse 5, Allah describes the situation where mountains will become like dusts. They trample on humans like boots on ants. What would the situation be like? Let us make an experiment. Lesson Outcome: At the end of the lesson, students will be able to describe the visual representation of verse 5. Materials: 1. A transparent glass 2. Water 3. Food coloring (any color) 4. Cooking oil 5. Aspirin 6. Some rainbow dusts or glimmers Procedure: 1. Pour water into the transparent glass. 2. Drip a few drops of food coloring to make the water colored. 3. Pour some cooking oil until the glass is almost full. 4. Then, put some rainbow dusts to represent humans. 5. Lastly, put an aspirin into the mixture. Then, watch what happens! Lessons: 1. The mixture will create streams of bubbles that move vigorously up and down. 2. These bubbles resemble the mountains that turn into dusts when the Day of Qiyāmah comes. Lesson Assessment: Formative: 1. Instruct the students to perform the experiment according to the proper sequential steps. *steps provided 2. Ask the students which items of the experiment represent which characters in the surah. a. The bubbles = mountains. b. Dusts = humans.

ILQ | Teachers’ Book Al-Qariah LESSON 9: THE JUST BALANCE Introduction: Here we explore the scale metaphor of the remaining verses of the surah. Set Induction: Up to now, the whole surah tells about the situation of the Day of Qiyāmah. But why should that day come? What is the reason behind this plan? Why would Allah want to destroy everything and everyone just to bring them back alive? From verse 6 and 7 Allah talks about the scale that will be used to measure the deeds done by us. There are people whose scales are weighted with good deeds, while others are not. This is the purpose of the Day of Qiyamah. To uphold justice. To reward those who do good but are not rewarded in this world. And to punish those who are bad but are left unpunished in this world. And this is done by first weighing the deeds of humankind. Lesson Outcome: At the end of the lesson, students will be able to: 1. Explain the concept of deeds. 2. Describe the visual imagery of verse 6-7. Materials: 1. A candle 2. Two glasses 3. Matchstick 4. A needle Procedure: 1. Cut at both ends of the candle so that its thread sticks out. 2. Poke the candle in the middle with a needle. 3. Balance the candle between the two glasses so that both ends are at an equal height. 4. Light up the candle at both ends. See what happens. Lessons: 1. The candle will tilt and turn and will return to its original position. Then, it will repeat the process again and again. 2. This is a representation of the scales used on the Day of Qiyāmah. 3. All of our deeds have values. Some are good and some are bad. 4. Good deeds will add weight to the scales and, therefore, allow us to go to heaven. And bad deeds will be light on the scale because of their nil value. 5. Thus, some people will have weighted scales with good deeds. Others are light due to their lack of good deeds. Lesson Assessment: Formative Label each end as “good deeds” and “bad deeds” respectively. If one of the ends is tilted, ask the students what would happen to the person? Will he be enjoying the Jannah? Or otherwise?

ILQ | Teachers’ Book Al-Qariah Summative: Ask the students to re-describe the concept of deeds and what are the categories that are involved in the concept: a. Deeds. b. Good deeds. c. Bad deeds. d. Judgment. e. Balance. f. Rewards. g. Punishments. h. Heaven. i. Hell.

ILQ | Teachers’ Book Al-Qariah LESSON 10: READ THE SCALE Introduction: We are going to conclude the whole message of the surah by exploring and resolving the scale metaphor. Previously, the scale metaphor is introduced. Here, the activity teaches the method of reading a scale. This is itself a metaphor in that we weigh ourselves first – both literally and figuratively – before we are weighed in the hereafter. Set Induction: In the previous lesson, we have learned about the scale metaphor. It is to picture how Allah will measure our deeds and finally determine our ultimate destiny. But do you know how does a scale work? Let’s learn how to use and read a scale. Lesson Outcome: At the end of the lesson, students will be able to demonstrate how to use a scale correctly. Materials: 1. Weighing scale 2. Books Procedure: 1. The teacher brings a weighing scale. 2. Bring along a number of books. 3. Put the book on the weighing scale and measure it. 4. Repeat the procedure by adding to the quantity of the books on the weighing scale. 5. We can see that as the quantity of the books is increasing, the scale reading is increasing as well. Lessons: 1. On this day, everyone will come to understand their fate in life after death. 2. And they will come to know that those whose good deeds are many, their scale will be heavy in the hereafter, and they will enjoy a peaceful life now, during the Day of Qiyāmah, as well as in the hereafter. Lesson Assessment: 1. Ask the students to weigh different objects. 2. Ask the students to weigh themselves.

ILQ | Teachers’ Book Al-Qariah LESSON 11: WEIGHT YOURSELF Introduction: Learns how to weigh our own deeds. Now that we know how to read a scale, let us weigh ourselves. Lesson Outcome: At the end of the lesson, students will be able to: 1. Demonstrate scale reading skills. 2. Demonstrate the workings of the mīzān. Materials: 1. Two weighing scale 2. Different objects Procedure: 1. First, divide the students into two groups. 2. One group is responsible to list down all of the good deeds that they can think of. 3. Another group is responsible for listing down all of the bad deeds that they can think of. 4. As they list the respective deeds, the teacher takes one object to represent the deeds. For example, a big book for a very noble good deed. And a pencil for a small one. 5. Then, put all of the objects on the scales. One for good deeds, and one for bad ones. 6. The same logic applies to bad deeds. 7. After 2 minutes (or depending on the teacher), stop the listing down and compare the readings of the two scales. 8. Ask the students about the whole situation, which scale is heavier? And what happens to a person if such a reading turns out? Lessons: 1. In verse 6-9, Allah says He gives rewards to those who do ʿamal ṣāliḥ and gives punishments to those who do the otherwise. 2. So, we are teaching the students to be aware of what they do, because Allah is always watching and judges every act. Lesson Assessment: 1. Ask the students to weigh the objects and compare the readings of the scale. 2. Ask the students about the final destiny of a person based on the readings of the scales.

ILQ | Teachers’ Book Al-Qariah LESSON 12: UNIQUE MINE Introduction: Explores the style of the surah, looking at the surah from a totally different point of view. Set Induction: 1. Ask the students to bring their own belongings by following the criteria given. 2. Characteristics of the objects: a. Dearly loved. b. Unique. c. Expensive. d. Cute. e. Ugly. Etc. (generally, the objects must be able to get others’ attention) Lesson Outcome: At the end of the lesson, students will be able to imitate the style of the surah in conveying its messages. Procedure: 1. Ask all of the students to make a big circle. 2. Students need to present their belongings and why they choose to bring the said objects. What is unique about the objects? Lessons: 1. This activity reflects on verses 1-3, Allah asks about 'al-Qāriʿah' three times. 2. This is to attract the attention of its audience to its importance. 3. So, by presenting something unique to their friends, students imitate the style of the Surah in presenting its messages Lesson Assessment: 1. Ask the students to present on their unique belongings. Q: What is the style used by this surah to catch the attention of its audience?