Hijrah to Madinah for JSS 2

Class: JSS 2
Term: Second Term
Week: 10
Age: 13 years
Duration: 45 minutes
Subject: Islamic Religious Studies
Curriculum Theme: Early Islamic History
Previous Lesson: Belief in prophet Muhammad (S.A.W)
Topic: Hijrah to Madinah
Subject Matter: Hijra to medina and its importance to Islam

Specific Objectives

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

Cognitive Domain

• Define the term ‘Hijrah’.
• Describe the circumstances that led to the Hijrah.
• Narrate the journey of Prophet Muhammad (PBUH) from Makkah to Madinah.
• List at least four reasons for the Hijrah.
• Explain the importance of the Hijrah to Islam.

Affective Domain

• Appreciate the sacrifices made by Prophet Muhammad (PBUH) and his companions during the Hijrah.
• Value the concept of brotherhood and unity established in Madinah.
• Show tolerance and understanding towards fellow Muslims.

Psychomotor Domain

• Discuss the lessons learned from the Hijrah event.
• Outline the key outcomes of the Hijrah for the Muslim community.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Islamic Religious Knowledge for Junior Secondary Schools Book 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Pictures showing the Ka’abah and the city of Madinah.
• A map showing the route from Makkah to Madinah.
• Whiteboard and markers.
• Textbooks on Islamic Religious Studies for JSS 2.

Rationale for the Lesson

This lesson is important for students to understand a pivotal event in Islamic history that marked the beginning of the Islamic calendar and the establishment of the first Muslim state. It helps students appreciate the sacrifices for faith and the foundational principles of unity and brotherhood. Understanding the Hijrah provides context for the development of Islamic society and its enduring values.

Prerequisite/Previous Knowledge

Students should have prior knowledge of the early life of Prophet Muhammad (PBUH) in Makkah and the persecution faced by early Muslims.

Lesson Content/Board Summary

Hijrah to Madinah

Meaning of Hijrah

Hijrah literally means “migration” or “emigration.” In Islamic context, it refers specifically to the migration of Prophet Muhammad (PBUH) and his companions from Makkah to Madinah in 622 CE.

Reasons for the Hijrah

The Hijrah became necessary due to several factors:

1. Intense persecution and torture of Muslims by the Quraysh in Makkah.
2. The death of Prophet Muhammad’s uncle, Abu Talib, and his wife, Khadijah, which removed his main protectors.
3. The failure of the Prophet’s mission in Ta’if.
4. The invitation from the people of Yathrib (later Madinah), who pledged allegiance to Islam and offered protection to the Prophet and his followers.
5. The need to establish a safe haven where Islam could be practiced freely and grow.

The Journey to Madinah

The Hijrah took place in 622 CE. Prophet Muhammad (PBUH) secretly left Makkah with his close companion, Abu Bakr (RA). They hid in the Cave of Thawr for three days to evade the Quraysh pursuers. They then took an unconventional route, guided by Abdullah ibn Urayqit, arriving in Quba, near Madinah, where the first mosque in Islam was built. They finally entered Madinah, where they were warmly welcomed by the Ansar (helpers).

Importance of the Hijrah to Islam

The Hijrah holds immense importance in Islamic history and for Muslims worldwide:

1. Establishment of the First Islamic State: It marked the foundation of the first independent Muslim community and state in Madinah, governed by Islamic principles.
2. Start of the Islamic Calendar: The Hijrah year (622 CE) is the beginning of the Islamic calendar (Hijri calendar).
3. Brotherhood and Unity: It fostered a strong bond of brotherhood (Mu’akhat) between the Muhajirun (emigrants from Makkah) and the Ansar (helpers in Madinah).
4. Freedom to Practice Islam: Muslims gained the freedom to practice their religion openly and without fear of persecution.
5. Spread of Islam: Madinah became the center for the propagation of Islam, leading to its rapid spread across the Arabian Peninsula.
6. New Leadership Structure: The Prophet became not only a religious leader but also a political and military leader, establishing laws and defending the community.
7. Change of Qiblah: The direction of prayer (Qiblah) was later changed from Jerusalem to the Ka’abah in Makkah while in Madinah.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Storytelling, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them about the challenges Prophet Muhammad (PBUH) and early Muslims faced in Makkah.

Pupils’ Activity: Pupils respond by mentioning persecution, torture, and rejection.

Learning Point: Early Muslim challenges

Step 2: Explanation of Hijrah

Time: 8 minutes

Teaching Skill: Defining/Explaining

Teacher’s Activity: The teacher introduces the term ‘Hijrah’, defines it, and explains the circumstances that necessitated the migration, using the whiteboard.

Pupils’ Activity: Pupils listen attentively, ask questions, and contribute to the discussion.

Learning Point: Meaning of Hijrah

Step 3: Reasons for the Hijrah

Time: 8 minutes

Teaching Skill: Listing/Elaboration

Teacher’s Activity: The teacher elaborates on the specific reasons for the Hijrah, such as persecution, death of protectors, and the invitation from Madinah, writing key points on the board.

Pupils’ Activity: Students take notes and discuss the reasons in pairs.

Learning Point: Reasons for Hijrah

Step 4: The Journey of Hijrah

Time: 7 minutes

Teaching Skill: Storytelling/Narration

Teacher’s Activity: The teacher narrates the story of the Prophet’s journey from Makkah to Madinah, including the stop at the Cave of Thawr and the arrival in Quba and Madinah, possibly using a map.

Pupils’ Activity: Students listen to the story and observe the map, asking clarifying questions.

Learning Point: Hijrah journey details

Step 5: Importance of Hijrah (Part 1)

Time: 5 minutes

Teaching Skill: Explaining Concepts

Teacher’s Activity: The teacher begins explaining the importance of the Hijrah, focusing on the establishment of the Islamic state and the start of the Islamic calendar.

Pupils’ Activity: Students listen and note down the points, contributing ideas if prompted.

Learning Point: State and calendar establishment

Step 6: Importance of Hijrah (Part 2)

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher continues to explain other key aspects of the Hijrah’s importance, such as brotherhood, freedom of worship, and the spread of Islam.

Pupils’ Activity: Students engage in a brief discussion about the impact of these aspects.

Learning Point: Brotherhood and freedom

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. What is the meaning of Hijrah?
2. Mention two reasons why Prophet Muhammad (PBUH) migrated to Madinah.
3. Name the companion who accompanied the Prophet during the Hijrah.
4. State three importance of the Hijrah to Islam.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Hijrah event understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on the Hijrah to Madinah and its importance into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Board notes copying

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing

Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, emphasizing the significance of the Hijrah as a turning point for Islam.

Pupils’ Activity: Pupils listen and reflect on the lesson.

Learning Point: Lesson consolidation

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. Describe in your own words the journey of Prophet Muhammad (PBUH) from Makkah to Madinah.
2. Discuss how the Hijrah led to the establishment of the first Islamic state.
3. Research and write a short paragraph about the relationship between the Muhajirun and the Ansar after the Hijrah.

Lesson Keywords

• Hijrah – The migration of Prophet Muhammad (PBUH) and his companions from Makkah to Madinah.
• Makkah – The city where Prophet Muhammad (PBUH) was born and began his prophethood.
• Madinah – Formerly Yathrib, the city where the Prophet and his followers migrated to.
• Muhajirun – The emigrants who migrated from Makkah to Madinah.
• Ansar – The helpers, the Muslim inhabitants of Madinah who welcomed the Muhajirun.
• Quraysh – The dominant tribe in Makkah that persecuted early Muslims.
• 622 CE – The year the Hijrah took place, marking the beginning of the Islamic calendar.

Differentiation

For struggling learners, the teacher can provide simplified summaries or visual aids like storyboards of the Hijrah. Faster learners can be encouraged to research additional details about the challenges faced by the Muhajirun and the solutions implemented by the Prophet in Madinah, or to draw a detailed map of the Hijrah route.

Suggested Lesson Videos

Search on YouTube for: “The Hijrah to Madinah JSS 2 Islamic Studies”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a clear understanding of the historical context and the sequence of events leading to and during the Hijrah. Prepare any visual aids, such as a map of the Arabian Peninsula highlighting Makkah and Madinah, to help students visualize the journey. During the lesson, encourage active participation through questions and discussions, allowing students to express their understanding and ask for clarifications. Emphasize the moral lessons of sacrifice, unity, and resilience. Guide students to copy the Board Summary notes during the dedicated note-taking step, ensuring they capture the essential information for their future studies. Check for understanding throughout the lesson by asking targeted questions and providing constructive feedback. For weaker learners, offer additional explanations or simpler tasks, while faster learners can be given extension activities like further research or creative writing about the event.