Iqra_IslamicHistory

8/9/2019 Iqra_IslamicHistory

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IQR'KindergaenCuriclm

Vome 1

slmic istory

m zhD y f M

a1QInternational Educatonal FondationC


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Par of a Comprehensive

and Systematc Program

of Islamic udies

Appoved by:

Rabita l-Alm lIslami

Makkah Mukarramah

Editors and Reviewers

Nor DurkeeM. Fine At, Stafod Uivesity

Shhid Ai KhnPrinil New Hoizo Shoo Clifoi

Artists and Designers

Saba GhzB.A F ne A t, Uiveit o linos

Usam GhaziStude Unveity o Redlands

Mke Rezac. ine ATts, Uivet of llinois

Cpyrgt© 1993QRA' nterntonEductioa Fodation.Al Rigts Reserved

te n Cpyrg ok t oQA' mpeesivend temc ogm o Islmic Edtoeig devel oed fo Dw

No t o is bok my e epodued by me nldin otocoyng, eletoenic, eodig o otewise witoutwiten ent of te bliser. picass eio gted o witte equstto pli o rnslte QAs oksFor fomto egding ermission, wte to:QRA nteionl ducationl Fodtion831 S Lin Cicgo, 7

ISBN# 5·9

Under the Auspces of

Educatonal Program

Development Commitee

Dr LA\V Fkhr, CimBr Fde AbduahBr Mohmmd r AbdlhDr Abdh Ghaz StDr Tasneem Ghz

Dr Mohammad KshtDr Sayma Nyng

Ackowledgements

qm' Chartabe Soyfor ther sport adestbishment of the Chro Crricum Deveopment

Iaic oe ofN01h Ae dIeaon/lte ofaic Thogtor prticipatio n the eautio

nd pbicton efort


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Q Noe

We a IA Ieraa Eduata Fudati are geu Aah (WT) r eabigus rese he kidergare uruu sai udes

The reset vue IA Curruu (Kdergare ira) reresets ur ears aistakg researh sud wrg ad ed tesig b r Taseea Gai, IAsiretr Curriuu he was assised b ur abe ea ebers e Prgraeveet Ctee, uerabe eduatrs, eaers uy wrkers ad eed ares

IA is eased t aue at ts as deve ied tes ad bish a iegraed

urriuu r Isa shs r res t hgh s wh e ex ve ears (bJu 99 are we uder wa.The devee ad rdui s urruu is ar As vsi areesve sste Isa edua w vers:

. A ieraed urruu r res ig s

A reesive rgra Isai udes at a eves t udee bas Isa subjets ad t ver graded ttooks wokook,

hnt ittu pasteahe anua ad uatioJa ads

A Oe iversiy ad He based eduati

I eah area Iqras wrk is rgressig i a aed wa ad we he withi s deade(bere we eter e ear 2000 IAs vs wi bee a reaiy, InhaAah.

is k d e eeds i) a e ake Isa edua ur rest rrit) biiati uies> hua ad iaia resures i) siuaia ers ad v) rdia w er rgaias

We urge a ered Muss ad Isai rgaiais t erae wi A adbee a Ana is Eduaa Prgra

e us geher esabish IA Ieraa Eduaa Fuda as e es isiu

ti Isai eduata resear ad deveet I wud be te bes gi, we he NrAeria Muss, a give ur hdre ad he Uah as a whe


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Dedicaed To:

Dr. Abdullah Omar Nassief

O!rfnd, g1ide and philosophAn mbodient of the sp of eay Isa

Who

In responset the basc need of Islamc edcaion

supored IQRA' Inernaional Edcatonal Fondatonn he flen o ts Educaiona Vson


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sam History Te of ontent

ntroction0 Kindergaren Program n an Islamc Schoo0 Characteriscs of Young Chldren0 How o use his Curricuum Gude

08 Phiosophy0 Noe o Teachers

Unit ne Prophet Adam () Unit Ovevew Leon 1 eon eon

Creaion

The Fs Man

bees and his disoedience o Aah SW8 eon Adam fees oney in Jmoh eon 5 Disobedience of Adam and Hawwa (R) eon 6 The chldren of Adam and Hawwa R) Unit Poge epot

Unit o Prophet Nuh () Unit Ovview eon Nuh a prophet of Aah W eon Alahs SW punishmen for dsobedent peope8 eon \Ve are Muslims, we folow Aah's SW command Unt Poge epot

Unit Tree Prophet Hud ( Unt Ovevew55 eon The people of Aad

eon Hud a prophet of Alh

SW3 eon The Cloud of Destrucon5 Unit Poge epot

Unit For Prophet Salih () Unit Ovevew eon 1 Thamud; he people of Salih eon 2 Prophet Saih invies h is peop e o Towhid eon The Pnishmen from Alah SW Unit Poge epot

Unit Five Propet brahm ()8 Unt Oveview85 eon eon 5 eon eon

0 eon 5

The Ido Worshippers

The graion wh Sarah and Lu

The bh of smai and he journey o Makkah

Zam Zm Aahs reward o Hazra ajar

The foundaon of Makkah

0 eon 6 Buidng he House of Alah SY Unt Poge epot

ppenix5 avore Books fo Kindergarners8 Resources for Kindergarner Teachers Kindergaren Currc uum Evaluation orm Scope and quence


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I

KINDERGARTEN PROGRAM

N

AN ISLAMIC SCHOOL

The goal of the Kinergarten Program in an Islami shool is to provie oppotunities for an ative involvement of hilren, their parents an teahers in a ontinual proess of euation base on the

nowlege of the Quran an the Suah Involvement of uslim parents in the euational proess of their hilren is speially impoant ue to the many nonIslami influenes of the moern Western ulture an environment.

Kinergarten is usually the beginning of formal shooling, even though in many euational systems it isnot ompulsory for a five years ol to atten regular shool When a hil enters Kinergarten, both he an his parents begin a far reahing experiene For many hilren this is the first experiene of formal shooling an for many parents this is the first enounter with being separate from their hil.Kinergarten teahers an shool aministrators nee to plan on builing a relationship of trust an unerstaning between shool an home. One establishe this relationship provies many avenues for oorination an ooperation between these two primary istitutions in the life of a hil.

The soure of evey Islami euational program shoul be the "Revelation as oppose to pure reson, as reason without the light of the Revelation is misguie an limite. The urriulum planners, the aministrators, the teahers an the parents of Islami shools shoul mae ontinuous efots to integrate Islami nowlege , behavior, Akhlaq an Adab in the aily ativities of eah lassroom . Any obetive ontent an ativity whih is in onflit with the lear teahings of the Quran an theSuah has no plae in a lassroom for uslim hilren. Thus, it is important that those who are

involve in euating an nurturing our hilren shoul have a omprehensive nowlege of the Quran an the Suah an as the moels of Islami behavior an living pratie the teahings in their aily lives.

The goal of the program shoul be the evelopment of an Islami personality through inulation ofIslami values an nurturing of slami behavior. Keeping in min the ognitive, soial, motor, emotional an physial harateristis of fie an six year ols, the emphasis shoul be on the evelopment ofIslami onepts an aquisition of Islami praties The teahers aministrators an oler hilren

shoul be the role moel of slami behavior an living for the Kinergartners who learn an aopt new behaviors easily an quily from those, they iealize. The impotane of learning whih taes plae uring the inergaen years has been best state by Robet ulghum in the following wors;

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Al really ee to kow I leare i Kiergarte

All I really ee to kow about how to live a what to o a how to beI eare i Kiergarte Wisom was ot at the top o the grauate shoomoutai, but there i the sapile at Suay Shool. These are the thigs I leare. Share everythig Play air. Dot hit people. Put thigs bak where you ou them. Cea up your ow mess. . . . . . . . . . . . . . . . . . . . .

(Robet ulghum

To ahieve the goas, the Kiergate program shoul provie or the hi:

1) Opportuities or physial, soia motor emotioal, ogitive a moral evelopmet to the extet o his a her apabilities a the rate o his or her ow eveopmet

2 A Islami eviromet so that the moral a spiritua I sel o the hil a eveop uer the teahigs o the Qura a the

A seure a sae eviromet so that the hil will ot be arai to ty ew experiees

4) Varie ki o experiees or learig masterig a ompletig eveopmetal tasks.

5 Warm a supportive aults to guie a eourage both iivial a group ativities a to at as

suitable uslim role moes or the hire reeom opportuities a eouragemet towars evelopig resposibiity, sel otrol a iepeee with respet or others

Lovig, lear a meaigul begiig essos i the teahigs o the Qura, Isami ,lslami & lbada a Isami histo proviig a ouatio or a lietime o

pratie a stuy.


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CARACRIIC O YOUNG CILDRNBWN H AG O IV AND IX YAR

Chidren between the ages of five and six years are approaching the end of the period of Eary Chidhoodoowing are some of the specific characteristics of five and six year ods.

PYCAL:

A normay active Kindergarner is a busy, curious and industrious child (Harris et. a, 986 p. 2 Hemanages his body movements with more si and comfort. He can wa bacward with toe and heel pattern. Can run fast, sip, hop and pay games. He is abe to balance on one foot, ump and and on

toes, ump down two or three steps.

He can tae care of himsef by washing without spashing water on his clothes, dressing himself and tying his shoe aces. A Kindergarten child enoys water play, buiding with blocs and large boxes , can build three dimensiona structures. He can use tools such as scissors, screw drivers and hammer etc, .Woring with the puzzles is one of the favorite play for the chidren between the ages of five and six .

ine motor coordination develops to a point where he is able to copy triange and diamond. He can begin to print some etters or numbers and his name correctly. Can draw recognizable life ie representations and a definite preference for left or right handedness is estabished.

VON

The five and six year ods can coordinate the senses of touch, hearing and vision almost as we as adults As opposed to three and four yearods who rey more on touch while exporing the environment, the five and six yearolds rey more on vision (White et.al, 1964) Thus, while exploring the unfamiiar objects three and four year-ods depend more on the sense of OUCH, whereas five and six year olds pay more attention to the coor and size of the object and use more visual clues.

COGNIIV

Children between the ages of five and six years are still at the 'pre-operational stage' where symboic thining dominates much of their life. Symbolic thining enables them to have a schema of the words and images represent an obect or ceain actions in the mind of the child. He is capable of using language more meaningfullyHowever this ability of symboic thining is accompanied by important characteristics referred by Piaget as Egocentrism', Animism' , inaism and 'Centration.

gons is the condition where chidren thin and experience every event in reation to themselves.Even the phenomenon of nature happen because of them as the center, for example the sun rises tomae them feel happy and for them to play outside, night falls to mae them sleep , om and Dad go to wor to get money for them to buy things etc.

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Aniis rees to the chlds tedecy to attbute le le quates to amate objects o example, attbutg pa ad happess to dols ad stued amas. However, by the age ve ad sx they beg to move away om ths codto ad have some dea o the dereces betwee amate ad amate

objects They stll mae erors judgemet.

ina is s the bele o the pe-opeatoa chld that evey acto accomplshes some puposes The'puposes attbuted to each acto s uque to each chld. They beleve that evey movemet by huma o a object s goal d rected because ther ow movemets are goal dected.

Cnaion ees to the cato o the peoperatoa chd to cocetate oy o a sge aspect o a stuato ad eglect a others They do ot udestad that a chage the appeaace o cea object does ot ecessaly mea that the object has lost may other o ts attrbutes. For exampe they beleve that a tal sede gass holds more water tha a shorer wde glass eve though they both have the capacty o hodg the same amout o wate.

Con oaion s oe o the most mpotat achevemets o eary chldhood yeas Cocepts accodg to aget ae cogtve categoes that hep chlde ad aduts orgaze ormato ad acque ew owledge. Evomet provded o the chldre durg these ealy years heps thedeveopmet o specc cocept whch maes the role o 'mpotat adults' the le o chde sgcaty mpotat .

LANGAG DVOPMN:

Laguage deveopmet taes pace at a very ast pace to help the chd expess hs ow deas. The vocablary gows to 8000 4000 words by age sx. egth o the seteces ceases om thee wods pe setece at age 2 to 6-8 wods pe setece by the ages ve ad sx yeas. oe WH words are used why, whom, where ad whe. Chldre ted to as more questos.

CA DVLOPMN

ve ad sx year-ods deveop moe soca ss whch are relected the pay whch becomes moe assocatve ad co-operatve. They pay together to hep each othe the achevemet o ceta goaThee s a tedecy to hep each other dug play ad other actvtes

Kdegate chde are moe ready or a ew hous sepaato rom the paets tha the youger chdre They are eady to shae, be cosderate to other, at o the tu ad accept small resposb ty whe requed to do so the cassroom Accodg to aget chdre betwee the ages o three ad ve beeve that the rules ae geerated by a extea auhorty such as God, paets o teaches ad ca ot be chaged Howeve due to egocetrsm, they pactce the ow veso o rues, gorg o chagg the exstg ues.

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EMOIONA DEVEOPMENT

e Kiergare i is sil quie egoeri, eve oug e beomes more osierae of oers. Mos of e fears of early iloo begi o subsie. Five a six year-ols are more will ig o aep e reasoig a expaaios for e ourrees wi frige em. ey e o pay aeio o e auses (give o em of wy a ow igs appe. I sor, ey a isiguis bewee e realiy a e faasy. Ager is expresse more verbally a pysially a i e emper arums. ey are reay o aep a follow e rues.

eaers a pares soul be aware of e feeligs a emoios of e ilre. Auls soul be sesiive o e expresse feeligs of e ilre. I is iffiul for em a is sage o eep up wi eir ow pae For example, ey srive o o oo may igs by emseves bu we igs buil up a beome oo mu o ale, e eaers a pares soul give a epig a e ire ave o

uersa a i is oay o be epee upo someoe for a wile

Cassoo avs soul b ann kng n n abov aass o ln

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OW O U CURRCULUM GUD

e have made an attempt to develop a comprehensive and integrated curriculum guide, covering five areas of Islamic education viz:

Teachings of the QuranSah of Prophet uhammad (S)Aqa and qhIslamic HistoyIslamic Akhlaq and Aab

The curriculum guide is integrated in the sense that there are constant cross referenes of goals, objectives and suggested activities from one subject area to the other A teacher teaching all five subjects to the same grade or level can take dvantage of this scheme of integration However, keepingn mind the needs of the teachers who teach only one subject, the curriculum for each subject a each leve is kept quite independent. Following are some special features of this curriculum guide

an o Posoy

The Curriculum guide opens with a philosophy statement We request eveyone of you to read the statement and develop a solid and clearly defined philosophical basis for your school and your classroom

Caass o n bwn ags o v an sx yas

Under this heading is a brief description of the physical, cognitive, social and emotional development ofKindergaten age children We urge you to read it and try to understand the behavior and learning process of children under your supervision while in school ost of the teachers and parents will needmore information about the developmental process of young children than provided here , which can be easily obtained by reading any of the recommended books on Child Development(See Bibliography)

o an qun a

This cha represents the total sequence of the units to be covered during the course of one academic year of Kindergaen SCOPE refers to the amount of information which is made available to the children at a particular grade level

or example the Sequence of Islamic History component of the Kindergaen curriculum is from Adam(A) to Prophet brahim (A) The hstory of the prophets is introduced in the same chronological order asmentioned in the Quran, thus, following five prophets are introduced in the sequence:

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Adam (A- Nuh (A----ud (A ·· Salh (A ····and Ibahm (AThe next eght wll be ntodued n the Fst gade and the est n the thd and fouh gades,shaAah The Sope of Islam hsto uulum s detemned keepng n mnd the physal,

ogntve, soal and emotonal development of hlden between the ages of fve to

eght yeas. Amount of tme avalable to the teahe of Islam hstoy s also an mpoant ontbutng fato ndetemnng the Sope.

CM

Un: Total spetum of seleted tops s dvded nto Unts. A Unt epesents a top o an aea of study. Eah Ut s dvded nto many Lessons. Eah Lesson s developed aound one aspet of theUnt. Some unts ae lage and have moe Lessons than othes.

Eah Unt begns wth spef Leanng Expeenes and Atvtes to be developed though vaous

lessons. Please ead them aefully so you ae awae of them dung you lesson plannng and teahngFollowng the ules of uulum ntegaton, 'leanng expeenes n vaous aeas of leanng ae mbedded wthn eah Untlt s suggested that speal attenton should be pad to these detals

sson Eah Lesson vonssts of:

oa Pon s the theme of the lesson--the goal tself.

Bavoa objvs ae the obetves of the lesson stated n measuable behavoal tems. t s hoped that hlden , afte suessfully ompletng the lesson, wll be able to demonstate the desed hanges n the daly behavo. Teahes and paents should make sue that the ntended behavo s

leaned and aqued by eah hld afte the ompleton of eah lesson. astery of these behavoalObjetves by eah hld s essental fo ontnuous leanng and onept fomaton.

uggs Avs ae only suggested atvtes to help the teahes plan the lesson. By no means any teahe s bound to use only these atvtes. We enouage you to be nnovatve, plan you own atvtes use those suggested o even mpovse the suggested atvtes aodng to you need Nomatte what you as the teahe do ust emembe that you have to have well develoed lesson plans befoe enteng the lassoom. It s also mpotant to plan some tme dung the lass peod fo hldens patpaton and nteaton Sometmes the woksheets ae povded fo the teahes to use n the lass.

vauaon oms At the end of eah Unt, thee s an evaluaton fom, that s fo us We would lke you to take some tme and omplete the fom afte mpletng eah Unt and mal t to ou offesThs s ou way of nvolvng you n the poess of uulum development and feld testng ou nput as the peson n the lassoom usng the uulum gude s absolutely essental fo the valdty of ths uulum. Ths s the fst daft fo feld testng and evaluaton

Please feel fee to get n touh wth us at the lqa Foundaton We welome you valuable omments and suggestons

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(IHud 11 120h hitory uriulum or an Ilami Kindrgartn hould atmpt to poid xprn in Ilami liing through th xampl o tho Mulim who ha lid or u and tori o th ropht o lah (SW a mntiond in th Quran and th adh ar th t mdium to introdu Ilami hitory to young Mulim W at th lqra oundation l in dloping a hitorial ppti whr hitoial matrial ar not only ud a a tati hain o nt a and nm intad ito a ai our o larning whih tudnt an rlat to thir own li xprin and whih an guid thm in undrtanding thir nironmnt and in arhing or thir own pla n ity hrough tudyig th attitud and rpon o drnt popl to th mag o th ropht o llah (SW hildrn hould aidd in gaining an inight into th pro o th pnation o th mag th pro o th ritan and rtion o ruth and it ultimat triumph

h hildrn hould alo mad awar o th rlaionhip wn th odin o h ollowr o thruth and llah rwad or thm and th diodn o popl to llah ommand and Hi punihmnt Gaining inight into th pro will lad hildrn to rpti to th tahing o th Quran and th ah hy wll nouragd to adopt th tahng produtily in thir daily li at thir own ll

h u o Ilami hitory program in an Ilami hool hould what llah (SW ha told u in thQura

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(Surah uu 12 Ayah: 111

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NO O H CHR

It i imortant to rmmr that th two ry common modrn ida ogrss and vouo ar th running thm o almot all cinc and ducationa itratur Mot o th ilm childrn wl andmany ook thy will rad aum ioogcal and ocal oution. mmr to point to th chldrn that

th rt conciou human ing dam knw mor than anyon know today aout th truth and ralty lo rmind thm that th t moral octy that r wl · xtd n Madnah 1400 yar ago during th tim o M uhammad aulullah (S) and th Khu/afa' A-Rashidun. oint out that th t among u ar tho who oy ah (S) and olow th uran and th Suah in thir daiy ling

Mulim w mut ollow th xamp o th Madinah octy in oth our pronal and communty li. h truth o awhd and th ralty o adng a moral and irtuou l ha n a contant thm in human hitory xplaind to u through th xamp o th propht and th taching o th

ration Human ocity ha progrd matriay howr t nd a mora oundation to hod it togthr Each human ocity mut undrtand and impmnt th mag and th taching in thr oca o that t not comptly lot n th matral prut


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9 - 1 s u o s s g y


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U LEARNNG EXPERIENCES AND ACTIVTES

1. LEARNING COCEPS (oral Perspeves)

Beef n he Prophes o Allah (SRespe or he Prophes of Allah (SWndersandng ha we are al hldren of Adam (A)Obedene o Allah (SW s rewardedsobedene o Allah (SW) s punshedRepenne of Adam (A) and Hawwaorgveness of Allah (Ssobedene of Alah (S

2. LEARNING SKILLS

VabularComparsonConras

SequenngReasonng

3 ISTORICA PERSPECIVE

Soy of he Creaon o Adam (A)Allah's (SW ommand of all he angels and jnnsResal of lblees and Allah's (SW punshmenKnowledge Alah's (SW gf o Adam (A) and o all of s hrogh hm.Sequene o evens wh ead o he explson of lblees rom Jannah.Creaon of Haa (R).

Conep of Jannah he home of he newly reaed human ouple.sodene of Allah's (SW) ommands b Adam (A) and Hawwa (R)Alahs (SW) pnshmen o he ouple and expson rom JannahRepenne and forgvenessChdren o Adam (A) and awwa (R)

4 GEGRAPHICAL PERSPECIVE

spon o JanahFal o Adam (A) ad Hawwa (R) fom Jannah o Earh.Areas n he world were hldren o Adam (A) and Haa (R) spread.

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5 VC PERSPETVE

Adam (A ad azat Haa (R The et ad ueo ceatio of Alah (SReoibilite o huma beig becaue of he poitio.Cocept of equalt o huma ace - eveoe i the chid of the origia cope.

. INGSTC PERSPETVE

Lieigra laguagecatg the torie

Reellig the toVabuarSight vocabua

7 ARTSTC PRESSONS

CoorgPatgPaitigDrawgSog ad rme

Te eeded 7-8 cla hou (30 mi. each

Suda chl eo (3 mi each

Fl time �hool 7 eo (45 mi. eachu oe leo or evalatio

TE REQUREENTS

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Proposed References For Teachers of Islami History

story of te Propets (S)

Arab

Engls

uair Ai usa Raa

Nai Sayye Abu Hasan

.� ,' I

J) ,L \ l � r

essons rom te Stoies o te Quan Suamma Sra Pbses

Soies o e Proph ts, UK Isam Aaemy

Urduc}>-,. _)

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t o i g e o g r p

h y n

d

t e l l i n g t h e s t o y

t o t h e c h

l d r e n

.

t e

. R e t e l t h e o

b y w r

g

t o n t

h e g e w r

i t i g p d

. L e v e

b l s

p r i c

i p t e i l n g u g e t s

f o r t h e c h i l d r e

t o l i n . O n

t h e s t o

s c o m p

e t e d

, r e v i e w

e x e r c

i s e s

t h e s e w o r

d s w i

h t h e c h

i l d e

b y p o i n

t g t

h e m o u

t .

. M e s u r e t

h t c h l d r e f o l o w

l e f t o r i g

h t e y e m o v e m e

t d

d r e c

t i o w h i e r e

d i g w

i t h y o u .

A

S K I S

V O C A B L A R Y

A u d i t o y

D i s c m

t i o

M e s s g e

O b e d

i e c e

P u i s

h e d

P i

R E S O R C E

M A T E A L

P i c t u r e s o f o c e n s

t e e s

, E h e t c

.

P i c t u r e s o f v r i o u s

i m l s

d h u m s

d n u r e •

O R

h e n e

b o r d c u

t

o u o f l l

t h e s e

.

l e

b o r d

e n s

t o d e p i

t h e s o r y


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lORA' KINDERGARTEN CURRICULUM

ISLIC HISTORYUnit 1 Prophe Adam (A), the first maLesso 1 CreaoWoksheet A: The Sty of the Ceatio ad Beginig of Ma

E ORY O CREAON AND E BEGINNNG O MAN

Aah (S) created the stars, the sun the moon and al the other planets Alah (S aso

created the Eath. On the Earth he created al the oceans forests montains rives trees, and flowers

Then, Aah (S) wanted to create a man and so He did He caed the man Aam ··the fst man

ever Adam A) was a vey speca creation of Allah (S) Aah (S) gave hm special knowledge of

things He gave hi a mind to think and choose with He gave him a heat to fee and ove with Alah

(S) asked Adam (A) to ve in a speca place caed the Janna. Jannah means 'garden Alah

(S) gave everything to Ada A) He was vey happy in the annah Allah (S) made Ada (A)

His fst prophet

17


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MANY CREATIONS OF ALLAH (SWD

E ALSO CEATED

E ALSO CEAED

E ALSO CEAED

NO: Let the chldre draw the pcture o H creato eg tree, ower, the u moua, etc)

18


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0

O '

S

C H S

R

1 : P p e t

m

e

F s t

L e s s o n T h e F s M a n

c o n i n u e

d

F O C A L

P O I N T

P E R F O R M A N C E

O B J E C T I V E S

D > C a s a n d E

a r n

t h a t A d a m

A t h

r s t m a n c r a t

d b y A

a h

( T , a n

d w a r

h r

t o d a y

b c a u s w a r

h s c h

d r n

.

S U G G E S T E D

A C T I V I T I E S

R E S O U R C E

M A T E R A L

a H p t h c h

i d r n n

d r s t a

d t h c o n p t

t h a t A a h

h a s

M a r k r s

C r a y o n s

c r a t d

c r a

t r s

a r g a n

d s m a

b y a m p

, g

o n g o m

b g t o

s m F o

r a m p

h v

t h c h

i d r n

k a t a b g a t

i n y b i r d a

s m a c a t t c

u p t o a n

p h a n t a n

d a c

h t i m a s k

' W h o c r a t d

i t ? "

b s a m a s

i n a b o v

b u t t h i s t m g o o m

a r g

t o s m a

T h n h a v

t h c h

d r n s t a n d u p

, a n d a s

k t h m ,

" W h o c r a t

d h m

?

W h o c r a t

d h ?

" T h n

h a v

t h c h

i d r n p o

n t t o p a s o f

t h r

b o d i s a n d a s

k , W h o c r a

d t h i s ( h d

a r m

, t c ? " T h n p o n

t t o

s m a r p a

, s

c h a s h a n

d s a

d t o s , a

d t h n v n s m a

r p a

s u c h a s

n g a

i s a n

d t

t h n v n s m a

r p

i k s t r a n d s

o

h r o r t h p u p

i o f t h y

, a n d a s

k a g a

i n , " W h o c r a t

d o f

t h s ? 1 1

c . H v t h c h

d r n

i s t n

t o t h i r h a t s a

d b r a

t h a

d s t o m a c h s a d

a s k t h m

" W h o m a

d a o

h s w o r k

? A J y o u

d o n g t y o r s v s ?

W h o s h p

i n g y o u t o a i v

? "


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lORA' KINDERGARTEN CURRICULUM

ISLMIC HISTORY

Unt 1 Pophet Adam (A), the Firs ManLesson 2: The irst ManWorksheet A:

omprehension

Quiz

COMPREHENSION QUIZ

Procedure: Color every thing ceated by Allah (SW.

-�

�

a

0 °

�Now, color the others!

21

v R�{�

i

t{ ¢t �{


25/120

ORA KNDERGARTEN CRRICLM

ISLI HISTORY

Uit 1 Pohe am ( the irs MaLesso 2 he First MaWorsheet Comprehesio Quiz

2 Nam h y mn llah S ad gi wih h ltt

B c M D

lah S ga dam a wh

H

4. llah S) ga dam ) a hin wih

HND MOUH

22

s

BIN


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I Q R A ' K I N D E R G

A R T E N C U R R I C U L U M

I S L A M I C

H I S

T O R

Y

U N T P r o p

h e t

A d a m

( A ) , T h e F i r s t M a n

L e s s o 3 : l b e e s a d i s i s o b e d i e c e o A l l ? ( S W

F A P N T

D i o d e n t o

A a ' m m a d

c a H a g e r

a b e

p u n m e

B > M o a d r e g o u

v a u a d e

c o p t r g h t a d

o g

-

P R F R M A N

c S

T h e c h i d r e w l :

- h a t b r e e d o

o y A a a n d n o n o

P r o p e t A d a m { A ) .

- o d e n e w e e

o e a d d d e

o n t u o e e x p a g e

S G G S A c m S

T h e t e c h e r w

a R e a d t o t h e c h d r e E p e 2 o T h e t

o f a m ( S e &

o w ) M a k e f a n e a r d c u a d e o r y . � o w r c -

o u t p

. )

c A k e d t o r e e e t o y a d e w r t e o e a r g e

w r g p a d R e a d d y a h e d p a y o e w a

a o g e t p a e y . L g u e e r e )

y h e w o d o n g a m e . ( C o w )

a . C y o u t m p e a y a d c o g e x e c r e a t o e

t o y A d a m { A ) u r e e m p a z e f h h e a g e

u d n k a A d a m d d T h e y h k b u e y h e o

c h o . A a h d d t t e a c h t h e m w H e g h A d a m { A )

-

R S R

M A i R A

t

o f A d a m

E p e 2

F a e a d a n d -

o u M a r k e r a d e r

a r d

e a d P a r

W k h e e


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f

l O A N D E G A E N C C L

S

M C

S D E

S

N P r p

h e t m

) h e s t

M a n

L e s s o n 3 l b e e s a n d

h i s D i s o b e d e n c e t o A l a h S

c o n t n u e d . .

F O C A L P O I N T

P E R O R M A N C E O E C T V E S

C > B e l i e f i n h e a n g e s

a n d j n n s a s s p e c a

c r e a o n s o f

A a h ( S

- e a r n t h a t A a ( S c r e a t e d

t h e a n g e s

- l e a r n t h a n g e l s a e c r e a t e d

t o w o r s h p A a ( S ) a n d

o b e y H s m m a n d s

e a h a j n n s a r e a s o

c r e a t e d b y A l a h ( S

l b e e s w a s a s p e c a l i n n w h o

d s o b e y e d A a ' s c m m a n d

d e v e o p v o b a r y s l s

( s p e c a c r e o n , b o w

d s o b e d e n c e .

S U G G E E D A C T V I T E S

a R e a t e e e s s o n nF

g

o n b a s c b e e f s o a M u s l m a n d s p e c a y

b a s c b e e f n a n g e s .

I n c o r p o r a t e

e r e v e a t o n s o f e Q u r ' a n t o R a s u u l a ( S ) t h r o g h

h e A n g e J b r l ( R f r o m h e l s o n s n S r a h .

c R e a e h o w

A a h g a v e A d a m ( A ) k n o w l e d g e o f m a n y n g s w h c h e

a n g e s a n d

h e j n n s d d n ' t k n o w , d s c u s s w � h e c h i l d r e n a n d

a o w h e m t o i m a g n a v e a n d c r e a t v e

. U s e e v o c a b u l a y w o d s e n o g h i m e s , a n d i n v a r i o s e n t e n c s o

t h a t t h e c h d r e n w i l d e v e o p a n u n d e r s t a n d n g f o r e w o r d s .

L

R E S O R C E M A T E R I A L

F

q " O u P

o

P a t I l q ' o n d a o n


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QRA KNDERGAREN CURRCUU

II IYUt 1 Prophet Adam (A the Frst Maesso 3 lblees ad Hs Dsobedece to Allah (SWokseet A he Dsobedece of Ibees

H DIOBDINC O IB

Aah (S agh Adam (A) man hng H agh hm h nam f hng H ga Adam (A)

pca knwdg h ang dd n knw a mch a Adam (A) dd Aah (S mad hm ma

H wa a pca can f Aah (S

hn n da Aah (S akd h ang and h jnn cm and Adam (A) H nw

can Whn n gahd Aah (S akd h ang Hm h nam f m hng

B h ang cd n anw h qn h ad 0 Aah (S w knw n wha ha

agh W d n knw h nam f h hng•\

hn Aah (S akd Adam (A) g hm h nam f h am hng Adam (A) wa ab

g h nam bca Aah (S had gn hm pca knwdg and agh hm h nam f

hng

Aah (S d h ang bw n n f Adam (A) and d hm h wa a p can

A h ang bwd n fn f Adam (A) h wa a nn wh wa wh h ang H nam wa b

b wa pd and bbn H hgh h wa b han n h dcdd h

wdn n Aah (S H fd bw n n f Adam (A) H ad ' am b han hm!"

Aah (S knd and mcf b h d n k dbdnc Aah (S dd n k

b fa Aah (S mad b a Jannah f b had n chc b a

annah Whn h h pmd Aah (S ha h wd mak Adam (A) and a pp

a hm db Aah (S Aah (S ga hm pmn Aah ad ha h gd pp

f Aah wd n n hm

25


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lORA INDERGAREN URRICUUM

II IYUt 1 ropet Aam (A e Fr MaLeo 3 lbee a H Dobeee o Alla (SWWokee B Fanel Boa Ct-ot for Sto

FLANNE CUT-OUTS

Objectives

1. word associatio vsa dscrimiatio

Materas Needed:

-fetscissors-magies wth varios coor pictres

Procedre

Usig fet ct ot the etters to make the folowig words

ALLAHADAM A)IBLEESANGELSANNAH

-Ctot pictres for the thigs whose ames Adam A) kew sch as trees fowers amas, etc Let the childres imagiato work)

a grop sitatio hep ad ecorage the chldre to rete the story of rophet Adam A) with the hep

of the fae oard ad ctos

26


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IQRA KINDERGARTEN CURRICUUM

I IYUit 1 Propt Adam (Asso 3 lbs ad is Disobdi to Allah(SWWorkst C: Wod Assoao Gam

WOR SSOCO GM

Thi a goo way to evelop vocabula an enhance magnaton an reaoning In a group ettng ak chlren to cloe their eye an liten to the timulu wor given by the teacher think fo a mnute an ay the wor whch come to mn The teacher wite the wor own a chren ictate them Give the wor one by one

Wite the wo the chilren give in repone to the tmulu wor For example Jannah a the timulu wor may bring the repone 'i cool 'peaceful 'un etc

Some poible tmulu wor are:annahEahbeeAam (A)-Ange

27


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1

Q R A ' K N D E R G A R T E N R R L

S

C S E

S

1 R O H

D M

:

H F R S M

s s o n 4 : A d a m ( A )

F s o y J a n a h

O C A P O N

A > H u m a n b e i n g s n e e

c o m p a n

o n s

( e m p a t h y

)

B > A a h

( S i s K n d

a n U n d e r s n d i n g

C > A l a

( S h a s

c r e a t e d m e n a n d

w o m e n t o l

v e n

a c e a n d s h a e a n d

c a r e f o r e a c h o t h e r

P E R O R M A N C E

O E C V E S

T h e c i l d r e n w l l :

- l e a r n t h a t A d a m

( A ) w a s

l o n e l y i n J a n n a h b e c a s e h e

w a s t h e o n l y h u m a n b e n g

t h e r e

e a r n t h a t a f e r A d a m

( A ) ,

A a h

( S

c r e a e d H a w w a

( R ) t h e

r s t w o m a n

e a r n t h a t w e a s M s l m s a r e

s p o s e d t o s h a e w h a t w e

h a v e

.

S U E S E D A C V E S

h e t e a c h e r w i l l :

a . I n t r o d c e t h e e s s o n b y t a l k

n g a b o t b e n g h o m e a o n e .

D s c s s c h

d r e n ' s e n g s o f o n e l n e s s ·

a l o w

n g h e m t o e x r e s s

t h e m s e l v e s

c R e a t e t h e r

e x e r e n c e s a n d f e e l n g s t o t h e

e e l n g s o f o n e n s o

A d a m

( A ) i n a n n a h .

e a c h e r w i t e l a n g u a g e e x p e r i e n c e s t o r e s

t o d b y t h e c h

l d e n

. )

a T e l t h e s t o r y o f t h e c r e a t o n o f

a z r a t H a a b y A l a h (

S ) .

(

S

A

b e o w

. )

a . A s k h e s d e n t s t h e w a y s i n w

c h t h e y s h a r e w h a t t h e y h a v e .

R E S O R C E

M A E R A L


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the annah They mie their home there. They both felt ey ory abot their in. Sin mean oing

omething Alah (SWT) oe not ant to o.

Aam (A) crie an begge Aah (SWT) for forgiene. Haa (R) alo crie an begge fo

forgiene. They both ae for Alah forgiene ay an night Allah (SW i in an compaionate.

He i mercifl an ut He beliee that Aam (A) an Haa (R) ee eally ory for their in Allah

(SW) ne they oul neer iobey Him again. He forgae their in. Aam (A) an Haa (R) thane

Him for Hi inne. They promie Alah (SW they o folo all Hi comman Allah (SWT) mae

Am (A) hi firt pophet on Eah. He promie to guie him an thoe after him o that thoe ho

folloe the giance col return to the annah aer their ife l ere on Eah

bee remaine their enemy He an hi relation ae our enemie Anyone ho urge to

iobey Allah (SW i a fien of lbee an e mut neer liten to him. lbee aay tie to eep u

aay from the annah an hi promie ar neer tre.

3


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�

I Q R A K I N R G

A R N C U R R I C U L U M

S

C H S O R

I 1 : o a

s a

e s s o n 5 D s o e d e

n c e o f A d a m ( A ) a n d H a w a ( R )

O C A L P O N

P E O M A N C E

S U G G E S D A C V E S

O B J E C V E S

l b l s s a n e n e o f

T e c h l d r e w l l :

T h e t e a c e w l l

h a n b e n g s

- l e a r n t h a t l b l e e s e n c o a g e d

A d a

( A a n d H a w w a ( R t o

a . o n t n e t o t e l t h e o o f A d a

( A a n d H a w w a ( R d n g a g o p

d s o b e A l a h

( S W

s e t t n g o d r n g g t e .

B > O b e d

e n c e t o A l l a h

n d e s n d t h a t A d a

( A a n d

a . D s c s s t e o a l p l c a o n s o f o b e

n g A a h

o n e s p a r e n s a n d

( S s

a n d o y

H ( R

w e r e p n s h e d

o n e s t e a c h e r s .

b e c a s e t h e d

d n o t o

A l a h

( S

C > D s o b e d

e n c e t o

e a t h a t b e a n g l a w s a n d

a . R e a d t h e s o

e s 1 P n o c c h

o

A l l a h

( S W s

e s l

n p n s h e n t

2 . T h e s t o y o f h a r a o a n d a d r o w n n g w h e n

p n s h e d

c h a s

n g M s a

( A

t o t h e c h l d

r e n a t d f f e e n t t t o c o n v e t e e s s a g e t h a t

d s e g a d f o r l a w s s p n

s h a b e

> M s t a c a n a n d

e a r n t h e s t o o f A d a

( A

a . e l l t h e s t o r o f A d a

( A a n d H a w w a

( R a n d t h e

r s n

s h o l d b e c o e c t e d

a n d H a w w a s

( R s n a n d

t e e n t e n c e

b T e l l o f t h e w o e a n d s o r r o w o f d o

n g w o n g , a n d e p h a s e t h e f a c t

t h a t t h e r e p e n t e d

E > A l a h

( S W s

e a r n a n d b e l e v e n A l a h s

a . D s c s s h o w A l a h f o g e b o t h A d a

( A a n d H a a ( R

e v e n

f o g

n g a n d

( S g r e a t w e t o f o r g

v e

t h o g h t h e d

d n o t o b e h

s c o a n d .

a o f h o w

s s h o w s

e f

A l a h

s g e a t e c a n d c o p a s s

o n .

E S O U C E

M A l E A L

T h eSo

[

o f A d a A

Q r a n

( 2 : 3 0 3 9

( 2 1 5 1 2 4

( 7 : 1 9 2 7

T h e S o b


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ww

l O A ' K N D E G

A T E N C C L M

S I C

H I S

T O R

U

T R O H E T

T H E

I R S T

L e s s o n 6 T h e C h d r e n f A d a m ( A a n d a w a ( R

O C A P O N T

P E R O R M A N C E

I

S U G G E E D A C T I V I T I E S

O E C T V E S

A > A a h S i s h e

e c i r e w i l

T h e T e a c h e w

i l l

I

o i d e r

- b e i e e h a A a h S W T s

a . R e a d o r e h e s o y o f A d a m A a d H a w w a R o e c h d e

B > E e y h u m a e i g

f o r g g

S e e A

o w

e a r h a A a h S W T

a a k e a m r o f h e c o e s e e d " C h d e o f a m A a d

s a d e s d a o f

e s s e d A d a m A a d a w w a

a a R - O e B g F a m y " S e e " B " b e o w o o c h d r e o

A d a m A a d

R w m a y c h d e .

h e w o r d

A f c a E u o p e a A s a A u s r a a e c

a w w a R

C > D r e c i o s : N o h

e a r h e d r e c o s o h e

a S p r e a d a w o r d m a p a d m a r k h e d r e i o s o f o h u h E a s

S o h E a d

m a p o f h e w o r d

a d W

W e s

b . D i s c s s h e a m e s o f s o m e o f h e c o u r e s w h c f a i e a c h o e

o f

h e s e d e c o s e s p e c i a y h e c o u e s c d e i h e c a s s h a e

a s s a o

c S e d a p r e s s r e p o h o m e o e p a r e s . S e e 9 o w

R E S O U R C E

M A T E R I A

S o y o f A d a m A

a p e r s s

a r C o h e s f o r D o s ,

S c s s o r s G u e

a p h e w o r d

a r k e s C a y o s

a p e r s s o s G e

-


37/120

IRA INDERGARTEN CURRICUUM

ISLMIC HITORYUi 1 Prophe Ada {A) he Firs MaLesso he Childre o Ada A) ad Hawwa R)Workshee A: We Are he Childe o Ada (A ad awwa R

W R T ILRN OF M)

N WW (R

Aam (A) a Haa R) live o Eah or a log time. They were the it peope o Eath. Allah

(SWT) gave them both may hilre. Thee hilre ha may hilre who ha may grahre. The

hlre a grahlre o Aam A) a Hawwa R) ta

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