Lesson Note on Fiqhu: Roles of Four Sunni Schools in Spreading Shariah for SSS 2

Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 3rd Term
Week: 7
Age: 16 years
Duration: 45 minutes
Subject: Islamic Religious Studies
Curriculum Theme: Islamic Law
Previous Lesson: Islamic History: Islamization of Knowledge and Institutions.
Topic: Fiqhu
Subject Matter: The roles of the four Sunni school in the spread of Shariah, brief history of the founding fathers

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Identify the four Sunni schools of Islamic law.
• Describe the key roles played by these schools in spreading Shariah.
• State a brief history of each of the four founding Imams.

Affective Domain:

• Appreciate the intellectual contributions of the four Sunni schools to Islamic jurisprudence.
• Develop respect for the scholarship and dedication of the founding Imams.

Psychomotor Domain:

• Discuss the historical context in which these schools emerged.
• Outline the main characteristics of each school’s approach to Fiqhu.

Social Domain:

• Promote understanding of the diversity within Islamic legal thought.
• Encourage critical thinking about the development and application of Islamic law.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• Essential Islamic Religious Studies for Senior Secondary Schools 2
• https://www.education.gov.ng
• https://www.nerdc.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts showing the names of the Imams and their schools
• Notes on the history and roles of the schools
• Whiteboard/Chalkboard and markers/chalk
• Relevant textbooks

Rationale for the Lesson

This lesson helps pupils understand the development of Islamic law and the significant contributions of the four Sunni schools. It enables pupils to appreciate how Islamic jurisprudence was systematized and spread, which is important for a deeper understanding of Shariah.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of basic Islamic concepts, the Quran, and Sunnah as primary sources of Islamic law.

Lesson Content/Board Summary

Fiqhu: The Sunni Schools of Law

Introduction to Fiqhu

Fiqhu literally means “deep understanding” or “full comprehension”. In Islamic terminology, Fiqhu refers to the science of Islamic jurisprudence, which is the human understanding and application of the Shariah (Islamic law) based on the Quran and Sunnah. It covers all aspects of religious, political, and civil life.

The Four Sunni Schools of Law

The four main Sunni schools of Islamic law (Madhahib) are:

• Hanafi School
• Maliki School
• Shafi’i School
• Hanbali School

Brief History of the Founding Fathers and Their Emergence

These schools emerged in different regions and periods, each founded by a prominent Imam whose teachings and methodologies were systematized by their students.

• Imam Abu Hanifa (d. 767 CE) – Hanafi School:

  Born in Kufa, Iraq, Imam Abu Hanifa was a Persian Muslim scholar and theologian. He is considered one of the Tabi’un (second generation of Muslims). His school is known for its reliance on Qiyas (analogical reasoning) and Istihsan (juristic preference), especially in areas where there was no direct text from the Quran or Sunnah. The Hanafi school is the oldest and has the largest number of followers worldwide, particularly in the Indian subcontinent, Central Asia, Turkey, and parts of the Middle East.

• Imam Malik ibn Anas (d. 795 CE) – Maliki School:

  Born in Medina, Saudi Arabia, Imam Malik was a prominent scholar of Hadith and Fiqhu. His school places a strong emphasis on the practices of the people of Medina (Amal Ahl al-Madina) as a source of law, alongside the Quran and Sunnah. His famous work, Al-Muwatta, is one of the earliest written collections of Hadith and Islamic law. The Maliki school is dominant in North Africa, West Africa, and some parts of the Arabian Peninsula.

• Imam Al-Shafi’i (d. 820 CE) – Shafi’i School:

  Born in Gaza, Palestine, Imam Al-Shafi’i was a student of Imam Malik. He systematized the principles of Islamic jurisprudence (Usul al-Fiqh) in his book “Al-Risala.” His school emphasizes the Quran, then the Sunnah, then Ijma (consensus of scholars), and then Qiyas. It seeks to balance reliance on Hadith with logical reasoning. The Shafi’i school is widely followed in Egypt, Syria, Indonesia, Malaysia, East Africa, and parts of Yemen.

• Imam Ahmad ibn Hanbal (d. 855 CE) – Hanbali School:

  Born in Baghdad, Iraq, Imam Ahmad was a student of Imam Al-Shafi’i and a renowned Hadith scholar. His school is known for its strict adherence to the Quran and Sunnah and a cautious approach to Qiyas and other forms of independent reasoning. He compiled the vast Hadith collection “Musnad Ahmad ibn Hanbal.” The Hanbali school is predominant in Saudi Arabia and Qatar.

Roles of the Four Sunni Schools in the Spread of Shariah

The Sunni schools played a vital role in the development and dissemination of Islamic law:

• Teaching and Education:

  They established centers of learning (Madrasahs) where Fiqhu was taught, ensuring the continuous transmission of Islamic knowledge from one generation to the next. This formalized the study of Islamic law.

• Scholarship and Research:

  The Imams and their followers conducted extensive research, collected and authenticated Hadith, and wrote numerous books and commentaries on various aspects of Islamic law. This rich body of literature serves as a foundation for contemporary Islamic scholarship.
• Development of Legal Methodologies (Usul al-Fiqh):

  Each school developed distinct methodologies for deriving legal rulings from the primary sources (Quran and Sunnah). This provided a systematic framework for understanding and applying the Shariah, ensuring consistency and coherence in legal interpretations.

• Preservation and Dissemination of Islamic Knowledge:

  By codifying and documenting their legal opinions and the reasoning behind them, the schools preserved vast amounts of Islamic knowledge. Their spread across different regions facilitated the global dissemination of Shariah, making it accessible to diverse Muslim communities.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson, and introduces the topic of Fiqhu and the Sunni schools of law by asking pupils if they know what “Shariah” means.
Pupils’ Activity: Pupils respond to the greeting, recall the previous lesson, and attempt to define “Shariah.”
Learning Point: Pupils are prepared for the lesson and connect new knowledge to prior learning.

Step 2: Introduction to Fiqhu and the Sunni Schools

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines Fiqhu and briefly explains the concept of different schools of thought within Islam, focusing on the four Sunni schools.
Pupils’ Activity: Pupils listen attentively and note down the definition of Fiqhu and the names of the four schools.
Learning Point: Pupils understand the basic concept of Fiqhu and the existence of the four major Sunni schools.

Step 3: Brief History of Imam Abu Hanifa and the Hanafi School

Time: 7 minutes
Teaching Skill: Narration/Explanation
Teacher’s Activity: The teacher narrates the brief history of Imam Abu Hanifa, how the Hanafi school emerged, its key characteristics, and its geographical spread.
Pupils’ Activity: Pupils listen, ask questions for clarification, and take notes.
Learning Point: Pupils gain knowledge about Imam Abu Hanifa and the Hanafi school.

Step 4: Brief History of Imam Malik and the Maliki School

Time: 7 minutes
Teaching Skill: Narration/Explanation
Teacher’s Activity: The teacher narrates the brief history of Imam Malik, how the Maliki school emerged, its key characteristics, and its geographical spread.
Pupils’ Activity: Pupils listen, participate in discussions, and take notes.
Learning Point: Pupils learn about Imam Malik and the Maliki school.

Step 5: Brief History of Imam Al-Shafi’i and the Shafi’i School

Time: 7 minutes
Teaching Skill: Narration/Explanation
Teacher’s Activity: The teacher narrates the brief history of Imam Al-Shafi’i, how the Shafi’i school emerged, its key characteristics, and its geographical spread.
Pupils’ Activity: Pupils listen and record important points in their notebooks.
Learning Point: Pupils understand the contributions of Imam Al-Shafi’i and his school.

Step 6: Brief History of Imam Ahmad ibn Hanbal and the Hanbali School

Time: 7 minutes
Teaching Skill: Narration/Explanation
Teacher’s Activity: The teacher narrates the brief history of Imam Ahmad ibn Hanbal, how the Hanbali school emerged, its key characteristics, and its geographical spread. The teacher then explains the overall roles of these schools in spreading Shariah.
Pupils’ Activity: Pupils listen, engage with the information, and take notes on both the Hanbali school and the general roles of the schools.
Learning Point: Pupils acquire knowledge about Imam Ahmad ibn Hanbal, his school, and the comprehensive roles of all four schools.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define Fiqhu in your own words.
2. Name the four Sunni schools of Islamic law.
3. Mention one key characteristic of the Hanafi school.
4. Explain two roles played by these schools in the spread of Shariah.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the importance of the four Sunni schools in preserving and developing Islamic law. The teacher also assigns homework.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their understanding of the lesson and are given follow-up tasks.

Lesson Keywords

• Fiqhu – Islamic jurisprudence, the human understanding and application of Shariah.
• Shariah – Islamic law derived from the Quran and Sunnah.
• Sunni Schools – The four major schools of thought in Sunni Islam for interpreting Shariah.
• Imam Abu Hanifa – Founder of the Hanafi school.
• Imam Malik – Founder of the Maliki school.
• Imam Al-Shafi’i – Founder of the Shafi’i school.
• Imam Ahmad ibn Hanbal – Founder of the Hanbali school.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research specific legal rulings (fatwas) from different schools on a given topic. For those needing more support, the teacher can provide simplified notes or focus on identifying just the names of the Imams and their schools.

Note for teachers using this lesson plan

Teachers should ensure they clearly explain the concept of schools of thought as different interpretations, not divisions. Emphasize that all four schools are considered valid within Sunni Islam. Encourage pupils to appreciate the scholarly tradition and intellectual rigor involved in developing Islamic law. Use visual aids like maps to show the geographical spread of each school.