Why Muslim Children Should Know about Palestine

Educating Muslim children about Palestine is crucial in developing a strong connection with Islam itself.  The Quranic verses and many Hadith connect us to Palestine, making it inextricably linked to our beliefs. The following Hadith indicated the sacredness of Masjid Al-Aqsa in the city of Al-Quds (Jerusalem), which was built only 40 years after the Kaaba. 

Abu Dharr, may Allah be pleased with him, reported that he asked the Prophet Muhammad, peace and blessings be upon him:

“‘O Messenger of Allah, which masjid was built first on Earth?’ The Prophet replied, ‘The Sacred Masjid of Makkah.’ Abu Dharr again asked, ‘Which was next?’ The Prophet said, ‘Masjid al-Aqsa.’ Abu Dharr further asked, ‘How long was the period between the building of the two masajid?’ The Prophet said, ‘Forty years.’ Apart from these, offer your prayers anywhere when it is time to pray, as excellence lies in it.’” 

(Bukhari)

Every Muslim must know there are three sacred masajid (mosques) to visit to gain blessings and rewards. Abu Hurayrah narrated that the Prophet, peace and blessings be upon him, specified that:

“For three Masjids a special journey may be undertaken: The Sacred Masjid (Kaaba), my Masjid and Masjid of Jerusalem (Al-Aqsa).” 

(Muslim, Bukhari, Abu Dawud)

Another Hadith informs us that, like praying in the sanctuary of the Kaaba or Masjid Nabwi, praying in Al Aqsa is also rewarded multiple times. Abu Darda relates that the Prophet, peace and blessings be upon him, said:

"A prayer in Makkah at the Kaaba is worth 100,000 times reward, a prayer in my Masjid, Madinah is worth 1,000 times, and a prayer in Al-Aqsa Sanctuary is worth 500 times more reward than anywhere else."

(Tabarani, Bayhaqi, Suyuti)

Further, another Hadith tells us to send oil for its lamps if we cannot travel there, highlighting its special status. Bayt al Maqdis means “the holy” and refers to the city of Al-Quds.

Abdullah Ibn Umar, may Allah be pleased with him, relates that he asked the Prophet, peace and blessings be upon him, 

“‘Messenger of Allah, tell us the legal injunction about visiting Bayt Al-Maqdis.’ The Messenger of Allah said, ‘Go and pray there. If you cannot visit it and pray there, then send some oil to be used in the lamps’."

(Bukhari)

These Hadith elevate the issue of Palestine from being a historical, humanitarian, or political issue to a vital issue at the core of our belief. Masjid Al-Aqsa and Al-Quds are both sacred; their protection is like the protection of the Kaaba and its sanctuary.

Learning about the importance of Masjid Al-Aqsa in Palestine will motivate us to keep it close to our hearts and minds. Knowledge of its sacredness will bring an urgency to understand that we must actively work toward its liberation from occupation. 

Framing the Discussion

We must frame the discussion from four essential angles to teach this critical issue.

1. Islamic Perspective - Strengthen belief with essential knowledge.

• Spiritual Significance: Palestine is home to Al-Quds and Al-Aqsa Masjid, one of the holiest sites for Muslims. Al-Aqsa is mentioned in the Quran as the place of the Prophet Muhammad’s, peace and blessings be upon him, night journey and ascension to the heavens.
• Prophetic Connections: Many Prophets, including Ibrahim (Abraham), Musa (Moses), and Isa (Jesus), peace be upon them all, are connected to Palestine. Learning their stories helps children relate to these significant figures and understand their significance in Islam.
• Reinforcing Belief: Familiarity with places connected to Islamic belief solidifies the children’s understanding of their belief and its historical roots.

2. Historical Perspective – Connect with Islamic history.

•  Islam was brought to Palestine In 637 CE, during the leadership of Khalifah Umar ibn al-Khattab (ra). This significant event marked the start of Islamic rule in the region and established Jerusalem as a vital city within the growing Islamic State.
• Muslims, Christians, and Jews lived peacefully for 450 years until the crusades were launched. This was due to the justice of Islamic law where all were protected citizens.
• The Crusaders' occupation of Al Aqsa and its liberation. Teaching children about Salahuddin's efforts to reclaim Jerusalem showcases the themes of bravery, resilience, and the enduring spirit of the Islamic community in protecting their sacred lands.
• The stolen land: The British occupation in 1917, the establishment of the Zionist State, Israel, in 1948, and the subsequent genocide. 

3. Ummah-Centric Perspective: Build Islamic identity.

• Learning about Palestine gives children a sense of connection to the larger Muslim Ummah. It reinforces that Muslims worldwide are united through shared beliefs and history.
• Understanding the significance of Palestine strengthens the children’s identity as part of the Ummah of the last Prophet Muhammad, peace and blessings be upon him. It nurtures a sense of pride and responsibility towards their belief and community.

4. Global Perspective: Raise awareness, increase knowledge, and emphasize justice.

• Knowing about the current situation in Palestine helps children develop clear thoughts about the problem. They can build empathy and motivation to contribute to its liberation. 
• Understanding the Palestinian struggle helps children become informed and thoughtful about the world. This encourages them to seek knowledge and clarification on the issues surrounding Palestine. 
• Learning about Palestine teaches children the value Islam places on justice and the importance of standing up against oppression. It inspires them to be proactive in their support of causes. 

Teaching about Palestine

Here’s a guide on how to incorporate pedagogical principles into this topic:

Active Learning

Encourage students to engage with the material actively rather than passively absorbing information.

1. Group Discussions: Organize small group discussions about the significance of Al-Aqsa Masjid and the stories of Prophets connected to Palestine.
2. Vocabulary bank: Familiarize learners with Islamic names of places. Normalize Islamic terms.
3. Interactive Maps: Use interactive maps to help students locate Palestine and important Islamic sites, fostering a geographical and spiritual connection.
4. Visual Learners: Use videos, documentaries, and visual aids such as posters and slideshows depicting the history and significance of Palestine.
5. Kinesthetic Learners: Incorporate activities such as creating models of Al-Aqsa Masjid or crafting timelines of significant events related to Palestine.
6. Auditory Learners: Use storytelling sessions, recitations of relevant Qura’nic verses, and audio recordings of Islamic scholars discussing Palestine.
7. Technology Integration: Utilize online platforms for virtual tours of Al-Aqsa Masjid and other significant sites in Palestine. Here is a nice online resource - Al Aqsa, 360° tour of Jerusalem's holiest mosque.

Critical Thinking

Encourage students to analyze and think critically about the information presented.

1. Debates and Discussions: Organize debates on the importance of Palestine in Islam or the role of the Muslim Ummah in supporting Palestine.
2. Group Projects: Assign group projects where students can research different aspects of Palestine, such as its history or current issues, and present their findings to the class.
3. Peer Teaching: Encourage students to teach their peers what they’ve learned, reinforcing their understanding and helping others learn.

Sample Lesson Plan: Teaching about Palestine

Educating Muslim children about Palestine is not just about imparting knowledge; it is about shaping their identity, reinforcing their beliefs, and fostering a sense of connection and responsibility towards the global Muslim community. By understanding the significance of Palestine, children can grow into informed, compassionate, and active members of the Ummah, dedicated to justice and the betterment of the world. Muslim educators and parents play a pivotal role in this education, ensuring that the next generation remains connected to their belief and their historical roots.

Uzma Ahmed holds an MA in International Relations from Queen Mary University of London.  She has served as an educational consultant, primary school principal, curriculum developer, researcher in Islamic education, and teacher trainer for schools around the world. She actively contributes to the community by conducting courses on the Quran, Sirah, Islamic history, and personal development, and she is a public speaker on contemporary issues in the Muslim world. She has authored primary-level English textbooks, reading books, and 5D Thinking science workbooks. She contributes to curriculum development at the Islamic Curriculum Initiative. Currently, she is the Director of Education and Training at the Institute of Integrated Knowledge.