Class: Junior Secondary School 2 (JSS 2 / JS2)
Term: 1st Term
Week: 12
Age: 13 years
Duration: 45 minutes
Subject: Islamic Religious Studies
Curriculum Theme: Islamic Religious Studies
Previous Lesson: Suratul Jinn: Chapter 72 Verse (6-10).
Topic: THE PROPHET’S PREACHING AT Ta’if & Hijira to Absiniya, Migration of Muslims to Abyssinia, Narration and Explanation
Subject Matter: Ta’if & Hijira to Absiniya, Migration of Muslims to Abyssinia, Narration and Explanation

Specific Objectives

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

Cognitive Domain:

Describe the events surrounding Prophet Muhammad’s preaching at Ta’if.
Explain the main reasons for the early Muslims’ migration to Abyssinia.
Narrate the key events of the migration to Abyssinia.

Affective Domain:

Appreciate the perseverance of Prophet Muhammad (SAW) and the early Muslims.
Show empathy for the struggles faced by people seeking refuge.

Psychomotor Domain:

Discuss the historical significance of the events at Ta’if and Abyssinia.
Identify the main figures involved in the Abyssinian migration.

Relate the lessons of patience and faith from these events to contemporary challenges.
Promote understanding of the importance of seeking justice and showing compassion.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Junior Secondary Schools.
State Unified Scheme of Work for National Values Education JSS 2.
National Values Education Textbook for Junior Secondary School 2.

Instructional Materials

The teacher will teach this lesson with the aid of:

A map showing the Arabian Peninsula and Abyssinia (Ethiopia).
Pictures depicting the events at Ta’if and the migration to Abyssinia.
Whiteboard/chalkboard and markers/chalk.

Rationale for the Lesson

This lesson helps pupils understand the challenges faced by Prophet Muhammad (SAW) and early Muslims in spreading Islam. It teaches them about perseverance, faith, and seeking refuge when facing persecution, which are important values for personal and community development.

Prerequisite/Previous Knowledge

Pupils should have some prior knowledge of the early life of Prophet Muhammad (SAW) and the initial persecution faced by early Muslims in Makkah.

Lesson Content/Board Summary

THE PROPHET’S PREACHING AT TA’IF AND HIJRA TO ABYSSINIA

The Event at Ta’if

After the death of his uncle Abu Talib and his wife Khadijah, Prophet Muhammad (SAW) faced increased persecution in Makkah. He decided to travel to Ta’if, a city southeast of Makkah, to seek support and preach Islam to its inhabitants. Unfortunately, the people of Ta’if rejected his message, mocked him, and set their children and slaves to stone him. The Prophet was severely injured but remained steadfast in his mission.

Reasons for Migration to Abyssinia (Ethiopia)

The early Muslims in Makkah faced severe persecution from the Quraysh. This included:

Physical torture and abuse.
Boycott and social ostracism.
Confiscation of property.
Threats to their lives and faith.

To protect his followers from this persecution and allow them to practice their faith freely, Prophet Muhammad (SAW) advised them to migrate to Abyssinia (modern-day Ethiopia), whose Christian king, Negus (Najashi), was known to be just and compassionate.

The Migration to Abyssinia (Hijra)

There were two migrations to Abyssinia:

First Migration (615 CE): A group of about 15 Muslims, including women, secretly left Makkah and sailed to Abyssinia. They were welcomed by King Negus and lived peacefully there.
Second Migration (616 CE): Following the success of the first group, a larger group of about 100 Muslims, including Uthman ibn Affan and Ruqayyah (the Prophet’s daughter), migrated to Abyssinia. The Quraysh tried to persuade King Negus to hand them over, but he refused after hearing the Muslims’ explanation of Islam and seeing their good character.

Lessons from Ta’if and Abyssinia

The events at Ta’if and the migrations to Abyssinia teach us important lessons:

Perseverance: Prophet Muhammad (SAW) showed great patience and determination despite facing rejection and physical harm.
Faith and Trust in Allah: The early Muslims relied on Allah during difficult times and sought refuge to preserve their faith.
Seeking Justice: King Negus’s justice and fairness protected the Muslims, highlighting the importance of just leadership.
Brotherhood: The Muslims supported each other in times of hardship and migrated together.
Tolerance: The Christian King Negus provided refuge to Muslims, showing the importance of interfaith understanding.

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 and reviews the previous lesson, then asks pupils about challenges faced by people for their beliefs.
Pupils’ Activity: Pupils respond to the teacher’s questions and share their previous knowledge.
Learning Point: Pupils recall prior knowledge and are introduced to the lesson’s context.

Step 2: Presentation of The Event at Ta’if

Time: 10 minutes
Teaching Skill: Narration/Explanation
Teacher’s Activity: The teacher narrates the story of Prophet Muhammad’s (SAW) journey to Ta’if, the rejection he faced, and his steadfastness despite the persecution.
Pupils’ Activity: Pupils listen attentively to the narration and ask clarifying questions.
Learning Point: Pupils understand the challenges Prophet Muhammad (SAW) faced at Ta’if.

Step 3: Discussion on Reasons for Migration to Abyssinia

Time: 8 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the severe persecution faced by early Muslims in Makkah, leading to the Prophet’s advice for them to migrate to Abyssinia. The teacher highlights King Negus’s reputation for justice.
Pupils’ Activity: Pupils contribute to the discussion by identifying types of persecution and understanding the need for migration.
Learning Point: Pupils understand why the migration to Abyssinia was necessary.

Step 4: Narration of the First Migration to Abyssinia

Time: 8 minutes
Teaching Skill: Narration
Teacher’s Activity: The teacher narrates the details of the first group of Muslims who migrated to Abyssinia, including their journey and reception by King Negus.
Pupils’ Activity: Pupils listen carefully to the story and note the key aspects of the first migration.
Learning Point: Pupils learn about the initial success and safety found in Abyssinia.

Step 5: Narration of the Second Migration to Abyssinia

Time: 8 minutes
Teaching Skill: Narration
Teacher’s Activity: The teacher narrates the second, larger migration to Abyssinia, explaining the Quraysh’s attempts to bring them back and King Negus’s steadfast refusal.
Pupils’ Activity: Pupils listen to the narration, understanding the persistence of the Quraysh and the justice of King Negus.
Learning Point: Pupils understand the details of the larger migration and the protection offered by King Negus.

Step 6: Discussion on Lessons from Ta’if and Abyssinia

Time: 8 minutes
Teaching Skill: Discussion/Analysis
Teacher’s Activity: The teacher leads a discussion on the various lessons that can be learned from the events at Ta’if and the migrations to Abyssinia, such as perseverance, faith, justice, and tolerance.
Pupils’ Activity: Pupils identify and explain the moral lessons from the stories.
Learning Point: Pupils grasp the ethical and spiritual teachings embedded in the historical events.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Describe what happened to Prophet Muhammad (SAW) when he went to Ta’if.
State two reasons why early Muslims migrated to Abyssinia.
Who was King Negus, and what was his role in the migration?
Mention two important lessons we can learn from the events at Ta’if and Abyssinia.

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, emphasizing the importance of perseverance and faith in the face of adversity. The teacher assigns homework.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their understanding of the lesson.

Lesson Keywords

Ta’if – A city where Prophet Muhammad (SAW) faced rejection.
Hijra – The migration of Muslims from Makkah.
Abyssinia – An ancient kingdom in modern-day Ethiopia, where early Muslims found refuge.
Persecution – Ill-treatment, especially because of race or political or religious beliefs.
Perseverance – Steadfastness in doing something despite difficulty or delay in achieving success.
Refuge – A place of safety or shelter.

Differentiation

For pupils who may struggle, the teacher will provide simplified summaries of the events and focus on key characters and outcomes. For advanced pupils, the teacher will encourage further research into the geographical routes of the migration or the political context of Abyssinia at the time.

Note for teachers using this lesson plan

Teachers should ensure they present the historical events accurately and emphasize the moral lessons applicable to pupils’ lives, such as resilience, faith, and the importance of justice and compassion. Encourage pupils to reflect on how these historical events can guide their actions today.