1

Dedication
To all educators who seek innovative teaching and learning.

Acknowledgements
I gratefully acknowledge all those who participated into this work to make it successful and valuable, including Dr. Osama Maajeeny who inspired my Quranic approach to life, Dr. Sandy Buczynski for her support and guidance as a curriculum designer, Judi Jorden for her impressive and creative work as a graphic designer, and Ahmad Al-Jeddawi for his beautiful calligraphy.

Contents

About this Curriculum Introduction Assessment Activities Inspiration Module 1: Fig and Twig Activities What if you are a fig tree? Dry and Tender The Inverted Flower Depend on me

4 7 8 10 11

13 18 23 25 30

Module 2: O- Live Activities Peace for All Where in the world? Beyond Cooking Fruit of Heaven

31 36 40 44

Combined Activity 1. Fig and Olive Miracle part 1 2. Fig and Olive Miracle part 2 References and Resources of Quotes 47 48 51

About This Curriculum

Purpose of the Curriculum This curriculum is unique and the first of its kind since it is designed and built based on a Quranic verse mentioned in Surat Attin (The Fig), Chapter 95, where God initiates swearing, By the fig, and the olive. Although the Quran is the most read book, many people until today do not know much about the interpretations of its content. In fact, people, especially children are used to reciting, memorizing, and learning the vocabulary rather than understanding its content. Therefore, this curriculum By the Fig, and the Olive is designed to focus on developing a deep understanding of the words in specific and the content in general since it is theme-based curriculum. In addition, it develops skills on how to apply the Quran in the 21st century. Curriculum Design By the Fig, and the Olive is a backward design curriculum that consists of three main stages: (1) Identifying Desired Results (Assessment); (2) Determine Acceptable Evidence (Objectives); and (3) Plan Learning Experiences and Instruction (activities). In addition, it is a curriculum that is build based on a theme (theme-based curriculum) that integrates different subjects, such as language, social studies, religion, and science to one topic, which is the verse By the fig, and the olive. Users and Receivers of the Curriculum By the Fig, and the Olive curriculum was written specifically for teachers of gifted learners to use as an extra curricula or as an enrichment for the Quran class. The role of the teacher will be more as a facilitator and coordinator since it is Learner-center base. According to National Association For Gifted Children (NAGC), gifted learners are defined as, those who demonstrate outstanding levels of aptitude or competence in one or more domains (www.nagc.org). In fact, one of the main characteristics of gifted learners based on the ERIC Digest article, "Giftedness and the Gifted: What's It All About?" is that they show persistent intellectual curiosity, ask searching questions, show exceptional interest in the nature of man and the universe. Therefore, In order to fulfill their curiosity, they are asked at the beginning of the curriculum to use journals (Curiosita Journal). Further explanation is provided in the assessment section, page 8. Content Modifications: Although By the Fig, and the Olive curriculum is designed for gifted learners, the activities can be modified and structured in a variety of ways, which can serve different age groups and levels. The process of modification involves materials that are used, activities that are engaged in, and questions that are asked. In addition, although it is built upon a Quranic verse, other people from different religions can use the activities because it is not focusing on religion by itself, but also other content area, such as social studies, science, and language. 4

Organization of the Curriculum After the introduction that talks about the concept, enduring understanding and the essential questions, By the fig, and the olive curriculum consists of two modules. The first module, Fig and Twig, focuses on the first plant that was mentioned in the verse, the fig. It is followed by four activities: What if you are a fig tree? Dry and Tender, The Inverted Flower, and Depend on me. However, the second module, O-Live, focuses on the second plant, the olive. As Fig and Twig module, O-Live also has four activities: Peace for All, Where in the world?, Beyond Cooking, and Fruit of Heaven. Then one activity Fig and Olive Miracle part 1, and part 2 is designed to combine the two fruits, fig and olive, and to understand why did God swear by them and mention them together. This curriculum is made up of ten activities, each of which is engaging and effective, and contains an objective and materials needed. The activities were designed according to the 5Es format that encourages inquiry based thinking, which is what gifted learners require. At the end of each activity, the two essential questions that the curriculum focuses on (see page 7) are asked to provoke learners thinking. In addition to the essential questions, an interesting fact or a quote is shared (Gelb, M. 1998). According to enhancinged.wgbh.org, the 5 Es include five phases: 1. Engage: This phase of the 5 E's starts the process. It gets the learners interested in what is planned t o do. 2. Explore: During this phase, learners actively explore their environment or manipulate materials. They should spend time looking at, asking questions about, and making predictions. 3. Explain: This phase of the 5 E's helps learners explain the concepts they have been exploring. Though discussions, they have opportunities to verbalize their conceptual understanding that may involve learners with learners, and learners with the facilitator. In addition, this phase give opportunities for facilitators to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. 4. Elaborate: at this phase, learners extend their conceptual understanding of the concept, and are allowed to practice skills and behaviors. They may create an illustration, a project, or a connection to self, the world, or other subjects. 5. Evaluate: In this phase learners understanding and abilities are assessed and evaluated. Six Facets of Understanding: To ensure real and complete understanding of the modules, the six facets (different but related) of understanding are applied for each module, and they are: 1. Explanation: learning is provided thorough supported and justifiable accounts of phenomena, facts, and data. 2. Interpretation: learners tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. 5

3. Application: learners effectively use and adapt what they know in diverse contexts. 4. Perspective: learners see and hear points of view through critical eyes and ears; see the big picture. 5. Empathy: learners find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. 6. Self-knowledge: learners perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard (Wiggins and McTighe, 2005. P. 84)

Introduction
Curriculum Overview This curriculum is based on the first Quranic verse mentioned in Chapter 95 (The Fig) Surat Attin: In the name of Allah, Most Gracious, Most Merciful.

By the fig and the olive, And the Mount of Sinai, And this city of security, We
have indeed created man in the best of moulds, Then do We abase him (to be) the lowest of the low (Surah Al Tin 95:1-5).

The curriculum focuses on one concept, which is Interpretation vs. Translation, and that focuses on two essential questions: Why does God swear or make oaths? What is the significant of what God swear by? As a result, learners will endure understanding of the verse by learning that interpretation is different than translation. Measurable objectives Through this curriculum, learners will: 1. Have knowledge about the uniqueness of the two fruits, the fig and the olive, since they have both historical and global impact for centuries. Besides, they will know the scientific miracle of the fig and the olive. 2. Develop varied skills, including identifying, describing, analyzing, comparing and contrasting, explaining, and interpretation. 3. Belief that Islam and science have a bond relationship that let them go hand in hand. 7

Assessment
Curiosit Journal Curiosit is the Latin word for curious, and it is one of the seven da Vincian principles. According to Gelb (1998) in his book How to Think Like Leonardo da Vinci, Curiosita is An insatiably curios approach to life and an understanding quest for continuous learning (p.56). Before beginning to implement the activities, learners make Curiosita: SelfAssessment. It is a checklist that consists of 10 inquiries provided in the following page. Learners take the self- assessment again at the end of the curriculum to compare the initial result with the latter one. After the curriculum has been introduced to learners, ask them to make a list of at least 10 open-ended questions that they want to explore, which is related to the verse, By the fig and the olive. They can add any new question or even answer the questions as they go through the content curriculum. After that, learners choose 5 questions that seem most significant and more interesting, and rank them from 1-5 according to their importance. The question that is ranked number 1 will be their research question. If more than one learner comes up with the same or similar question, they can work as one group. Research Question Learners conduct a final project based on their research question. The project should cover both the fig and olive plants. It could be an awareness project, for example, that is presented to public, including parents. The goal of this project is for learners to put their research into action, while for the audience the goal is to value and be aware of the fig and the olive plants.

Curiosit:a Self-Assessment
I take adequate time for contemplation and reflection. I am always learning something new. When I am faced with an important decision, I actively seek out different perspectives. I am a voracious reader. I am skilled at identifying and solving problems. My friends would describe me as open-mined and curious. When I hear or read a new word or phrase I look it up and make a note of it. I know a lot about other cultures and am always learning more. I solicit feedback from my friends, relations, and colleagues. I love learning.

Adapted from How to think like Leonardo Da Vinci book p.56.

Activities Inspirations
The ten designed activities were inspired by various interpretations of the verse. Sayyid Qutb states these interpretations in his book, In the Shade of the Quran as followed: Suggestions as to the significance of the figs and olives are numerous. It is said that the fig refers to the fig tree in heaven with the leaves of which Adam and his wife, Eve, tried to cover their private parts. Another suggestion is that the reference here is to the place where the fig tree appeared on the mountain where Noah's ship embarked. As for the olive, it is suggested that it is a reference to the Mount of Toor Zaita (Mount of Zaita) in Jerusalem. It is also said that it refers to Jerusalem itself. Another suggestion is that it refers to the olive branch brought back by the pigeon, which Noah released from the ship to examine the state of the floods. When the pigeon brought back the olive branch, he knew that the land had reappeared and that vegetation was growing. A different opinion posits that the fig and olive mentioned in the surah are simply those two kinds of food with which we are familiar. Alternatively, it is claimed, they are symbols of growth out of land. However, Islamic scholars agreed that the most likely explanation of the fig and olive mentioned in the verse is that they refer to certain places or events, which have some relevance to religion and faith or to man as the creature fairest in shape and form.

10

Summary of the module: At the conclusion of this module, based on three of the six facets of understanding, learners are able to answer the following questions:

1. Explanation: What are the characteristics and parts of fig tree? What are the nutrition values of the fig (fresh and/or dried)? 2. Empathy: What if you are a fig tree? 3. Self-knowledge: Why does God swear by his creatures?

11

TAKING THE SELF-ASSESSMENT

12

 Activity 1

WHAT IF YOU ARE A FIG TREE?

Learning objective: Materials: Learners create a story that describes the characteristics and parts of the fig tree. - Mind map sheet figure 1.1 - Fig Description article Figure 1.2 - Rubric figure 1.3 Running the activity: 1. Engage (You are a tree): Ask learners to imagine themselves as a fig tree. Guiding question: What do you look like? What types of leaves do you have? Do your leaves look like any other tree leaves? How they are similar? What time of year do you bear fruit? What makes you unique? Do you bloom with any flower? What does it look like? Color? Write answers to the questions Add their rationale because to their answers. Share their imagination of what is it like to be a fig tree 2. Explore (Parts of the tree): Before preparing the learners to the coming reading, remind them that trees are made up of five basic parts, which are roots, stems, leaves, flowers, and fruits. Use the overhead projector or document camera to show the article. Ask learners to read the article and summarize it using the mind map sheet. Divide the class into groups and ask learners to share their mind maps among each other. 13

 3. Elaborate (Story creating): In groups, ask learners to write a story answering the following questions: What if you are a fig tree in someones garden, 1. What do you look like? 2. How tall are you? 3. Do you have leaves? What do they look like? 4. Do you have any flowers? Does it need pollination? 5. What type of fig do you have? What does it look like? 6. What type of climate do you grow best in? Learners present their stories based on their learning styles: Audio: They can audio tape themselves while they are telling the story. They can use sounds effects to make it more interesting. Visual: They can present the story in different ways, such as making a story picture book, using PowerPoint program, or even creating a short video. Kinesthetic: they can act the story out. They can write a script, wear costume and use sound effects or/and music as a background. Or they can do a puppets show. 4. Evaluate (Storyteller): To evaluate learners performance, use the rubric figure 1.3

FOR DIFFERENTIATION
Give learners choices on how they write their stories, such as fiction, nonfiction, fantasy, or making a family fig tree. Or it could be based on different movie styles, such as Drama, romance, action, comedy etc.

WEB LINKS
http://www.swedenborgstudy.com/books/W.L.Worcester _Language-Parable/24-Fig_Tree.html http://www.crfg.org/pubs/ff/fig.html

Why does God swear? Do you see any significance of why God swears by the fig? There may be as many as 1000 different kinds of Fig Trees in the world. 14

MIND MAPPING A FIG TREE

Figure 1.1 15

Figure 1.2 FIG DESCRIPTION

Growth Habit: The fig is a picturesque deciduous tree, to 50 ft tall, but more typically to a height of 10 - 30 ft. Their branches are muscular and twisting, spreading wider than they are tall. Fig wood is weak and decays rapidly. The trunk often bears large nodal tumors, where branches have been shed or removed. The twigs are terete and pithy rather than woody. The sap contains copious milky latex that is irritating to human skin. Fig trees often grow as a multiple-branched shrub, especially where subjected to frequent frost damage. They may be espaliered, but only where roots may be restricted, as in containers. Foliage: Fig leaves are bright green, single, alternate and large (to 1 ft length). They are more or less deeply lobed with 1 - 5 sinuses, rough hairy on the upper surface and soft hairy on the underside. In summer their foliage lends a beautiful tropical feeling. Flowers: The tiny flowers of the fig are out of sight, clustered inside the green "fruits", technically a synconium. Pollinating insects gain access to the flowers through an opening at the apex of the synconium. In the case of the common fig the flowers are all female and need no pollination. There are 3 other types, the caprifig which has male and female flowers requiring visits by a tiny wasp, Blastophaga grossorum; the Smyrna fig, needing cross-pollination by caprifigs in order to develop normally; and the San Pedro fig which is intermediate, its first crop independent like the common fig, its second crop dependent on pollination. Fruits: The common fig bears a first crop, called the breba crop, in the spring on last season's growth. The second crop is borne in the fall on the new growth and is known as the main crop. In cold climates the breba crop is often destroyed by spring frosts. The matured "fruit" has a tough peel (pure green, green suffused with brown, brown or purple), often cracking upon ripeness, and exposing the pulp beneath. The interior is a white inner rind containing a seed mass bound with jelly-like flesh. The edible seeds are numerous and generally hollow, unless pollinated. Pollinated seeds provide the characteristic nutty taste of dried figs.

Portion of the article found at http://www.crfg.org/pubs/ff/fig.html

16

YOU ARE A FIG TREE RUBRIC

Chatting with Friends (2 points) Speaker (3 points) Storyteller (4 points)

Organization of Story

Map out the story line: the beginning sets the A good story has an stage and introduces introduction, sequenced characters. The body material with provides information transitions, and a about the fig tree and the conclusion. conclusion sums everything up. Provide some characteristics about the fig tree.

Story had a single theme and well developed plot.

Content of Story

Describe the fig tree in sensory detail.

Information about the fig tree was accurate.

Speaking Skills

Delivery techniques such as posture, gestures, eye, contact, or voice changes will enhance your story.

Use different voices and intonations to present each character and situation.

Voice and intonations were used to create atmosphere as story progresses.

Attention to Audience

Practice very well to make sure that your audience will be engaged.

The story is interesting to you so the audience.

Engaged audience and empathized with the character(s) by presenting the story with enthusiasm. Sounds effects, music, and pictures were chosen perfectly to match the theme of the story. You are creative!

Creativity

Support your story with some techniques to make it unique and creative.

Be creative in presenting your story, such as by adding some sound effects, music, and/or pictures.

Figure 1.3

17

Activity 2

DRY AND TENDER

Learning objective: Learners compare and contrast their favorite fruit with the fig (fresh or dried) in terms of their nutrition values, uses, origins, and the season in which the fruits are produced. - Fig nutrition facts figure 2.1 - Fruit Fact Sheet sample figure 2.2 - Fresh and dried figs if available. - Computer(s) with Internet connection Running the activity: 1. Engage (Favorite fruit): Ask learners what is your favorite fruit? Do you know any of its nutrition value? Allow for discussion. Guiding questions: What is the benefit of this fruit for your health? What vitamins/minerals does your fruit contain? What is the calorie count? What is the amount of protein or carbohydrates etc.? 2. Explore (Fruit worth): Ask learners to work in groups and design a fruit (their favorite) fact sheet. Figure 2.2 is an example. They could make it one PowerPoint slide or a poster and include: A picture of the fruit Nutrition facts Origin of the fruit Season in which the fruit is produced Uses of the fruit Dried fruit process. Does it lose any nutritional value when dried? 3. Explain (Fruit assessment): In groups, learners share their findings and have discussion. If two or more learners chose the same fruit, make sure they are not in the same group. By doing so, learners realize the similarities and 18

Materials:

differences between the nutrients of the fruits. In addition, they value fruits. 4. Elaborate (Fun fig facts): Ask learners what is the oldest fruit a human being has ever known? The answer is fig. By using fresh figs where learners close their eyes and use three of their five senses (taste, smell, and touch), learners are guided to the answer. If not available (out of season), use the image in figure 1 where part of the picture is seen. If learners did not know what is it, more part of the picture is shown until they figure out what the fruit it is. Share other interesting facts about figs: A half a cup of figs provides as much calcium as a half a cup of milk. The early Olympic athletes used figs as a training food. For many years the fig has been used as a coffee substitute. Figs are fat-free, sodium-free and a good source of fiber. Share some of the fig nutrition facts using figure 2.1. Ask learners to interpret the data, and in their minds, make an analysis between fig nutrition facts and their fruits. 5. Evaluate (Fig favored): In groups, ask learners to design another fact sheet, but this time about the fig fruit using the information that has been shared (interesting facts and nutrition facts) as well as the suggested websites. They can use the same format they used previously in making their favorite fruit. Individually, as a homework assignment, learners compare and contrast their favorite fruit with the fig. They could make it in a table or as in a PowerPoint slide and include the following for the two fruits: Pictures for each Nutrition facts Origin of the fruits Season in which the fruits are produced Can the fruits be dried? How? Do they lose any nutritional value when dried? Uses of the fruits If a learner chose the fig as his/her favorite fruit, he/she compares it with dried fig instead. 19

FOR ENRICHMENT
Learners compare dried fig with their favorite fruit that is dried.

WEB LINKS
Fruit Fact Sheets http://www.healthalternatives2000.com/fruit-nutrition-chart.html http://lancaster.unl.edu/NEP/FruVegbw.pdf Fresh fig: http://www.calfreshfigs.com/consumer_lifestyles.php http://www.valleyfig.com Dried fig: http://californiafigs.com/index.php http://www.harunyahya.com/miracles_of_the_quran_p1_09.php#2

Why does God swear? Do you see any significance of why God swears by the fig? Figs have the highest overall mineral content of all common fruits. 20

Figure 2.1

Nutrition Facts Serving Size 3 medium figs (153g) Amount Per Serving Calories 120 from Fat 0 Calories % Daily Value* Total Fat 0g Saturated Fat 0g Trans Fat 0g Cholesterol 0mg Sodium 0mg Total Carbohydrate 28g Dietary Fiber 4g Sugars 11g Protein 1g Vitamin A 4% Calcium 6% * * Vitamin C 6% Iron 2% 0% 0% 9% 16% 0% 0%

*Percent Daily Values are based on a 2.000 calorie diet

Adapted from www.fruitsandveggiesmorematters.org

21

ORGIN
NUTRITION FACTS

INTERESTING FACTS

USES

DRIED FRUIT PROCESS

SEASON(S)

22

Fact Sheet Pineapple

Figure 2.2

Activity 3

THE INVERTED FLOWER

Learning objective: Materials: Learners analyze how the fig tree is pollinated. - Video on pollination (first in the web links box) - Video on fig tree pollination (second in the web links box) Running the activity: 1. Engage (Video on Pollination) Show a video on pollination (provided in the web link) After watching the video, ask the following questions: What do you think the video is about? What is pollination? Who is the pollinator? How trees are pollinated? What is the process? What are the benefits of pollination? 2. Explore (Video interpretation): Show a picture or a video about fig trees. Guide learners to interpret that the fig trees do not have flowers, and that by asking: What are the five basic parts of the tree? Then ask: So how do you think the tree is pollinated? Allow for discussion. 3. Explain (Fig tree fact): Share a fact with learners by saying that fig trees are unique since their flowers are inverted into the fruit itself, figs. Therefore, figs have both the male and female flower parts enclosed in stem tissue. At maturity the interior of the fig fruit contains only the remains of these flower structures, including the small gritty structures commonly called seeds. Actually, these socalled seeds usually are nothing more than unfertilized ovaries that failed to develop. They impart the resin-like flavor associated with figs. Therefore, fig is a flower and a fruit. Use the figure for clarification. 4. Elaborate (Video analysis): Show another video but this time on fig tree pollination. Learners analyze the process of pollination of fig tree, which is different than pollination of other fruit tree. 23

Let learners analyze that fig trees do not have a flower. Instead the fig fruit is the flower itself, which wasp use for pollination. Use the same questions mentioned above for guiding and discussion. 5. Evaluate (Analysis assessment) Learners create an analysis about pollination of fig trees. They can write an essay, make a poster, or a PowerPoint presentation.

WEB LINK
http://www.youtube.com/watch?v=RuYrFwDuYn0&feature=fvst http://www.figweb.org/Interaction/Video/index.htm

Why does God swear? Do you see any significance of why God swears by the fig? Prophetic Hadith: Eat figs! If I would say a certain type of fruit was sent down to us from the heavens I would say its a fig because it has no seeds. It ends (cures) the piles and is useful for rheumatism. 24

Activity 4

DEPEND ON ME

Learning objective: Materials: Learners Interpret mutualism in terms of both botany and religion. - Computer with Internet connection - Depend on Me work sheet figure 4.1 - Fig and fig wasp mutualism figure 4.2 1. Engage (The interview with God) Start with showing learners a video The Interview with God. Hyperlink provided in the Web Link box. 2. Explore (Relationship with God): Ask learners the following questions: Where do you see yourself in this video? Which wisdom did you like the most? Why? What does God mean when he says Jut know that I am here. Always? In one word/sentence, how do you explain your relationship with God? Do you trust God? Do you depend on Him? How? Allow for discussion After discussion, ask learners to list things they depend on God and what they get in return by using the Depend on Me work sheet. 3. Explain (Mutualism definition): Explain to learners that as they do things for God, they get reward(s) or things in return. Other creatures, such as plants and animals, have a similar relationship. This is called Mutualism, which is a scientific concept of symbiosis in which one organism helps another and in return is helped. 4. Elaborate (Wasps and fig) Use the illustration in figure 7.2 to help learners interpret that the fig wasps pollinate the fig tree and in return the wasps are provided habitat by the fig fruit. 25

Running the activity:

5. Evaluation (Mutualism interpretations) Ask learners to define mutualism in their own words and support their definition by giving an example.

WEB LINK
http://www.figweb.org/Interaction/index.htm

Why does God swear? Do you see any significance of why God swears by the fig? For many years the fig has been used as a coffee substitute. 26


Depend on Me Sheet
Name ____________________ Date ________________

Things I depend on God

What I get in return

27

Figure 7.2 Found at http://www.figweb.org

28

SHARING THE 10 QUESTIONS

29

Summary of the module: At the conclusion of this module, based on five of the six facets of understanding, learners are able to answer the following questions: 1. Interpretation What are the metaphors of olive in the verse By the fig and the olive? 2. Application What are the various uses of olive oil other than food/cooking? 3. Perspective What are the different points of view about the interpretation of By the fig and the olive? How olive in this verse By the fig and the olive is similar to or different from other olive verses mentioned in the Quran? 4. Empathy How would people from other cultures value olive oil? 5. Self-knowledge Does Islam and science have a relationship?

30

Activity 1

PEACE FOR ALL

Learning Outcome: Materials: Learners describe the historical as well as the religious representations of the olive branch/leaf. - Peace For All sheet figure 5.1 - An image of a dove holding olive branch figure 5.2 - Computer(s) with Internet connection Running the activity: 1. Engage (Peace perspective): Ask learners to: Define peace Draw an image/symbol of peace Share and discuss their definitions and images 2. Explore (Peace image): Use the image of the dove holding an olive branch and present it to learners, and ask them to: Predict its meaning and representation(s). Guess what kind of branch the dove is holding. 3. Explain (Historical representations): Ask learners (individually or in groups) to: Search for the dove and olive branch history and its real representation(s), and other representations of live leaf in general. They can use the links provided in the Web Links below. Discuss what they have found as a whole class. 4. Elaborate (Reaching the connection): To help learners reach to the connection(s) between the history of the dove and olive branch and the swear verse and the olive, ask the following questions: What is the story behind the dove and the olive branch? What are other representations of olive leaf? What is the story behind them? Give examples (images). 31

 How is the information you have found similar to or different from what you have drawn or defined? Why do you think the dove specifically is holding an olive branch? Where was Noah? In which country? What is the country famous for? Do you think the olive in the verse is a symbol of Jerusalem, where Noah was? Why or why not? 5. Evaluation (Learner-centered assessment): Divide the class into groups. Each group should come up with one open ended question that is related to the historical and religious representations of the olive branch/leaf. Each group (group A) presents the question to the other group (group B). The other group (group B) is expected to take a few minutes to brainstorm for an answer, which they present to all. Then group B will present a question to group C and they are expected to brainstorm for the answer and present it to all. It is hoped that through this learner-centered evaluation learners will be engaged in both generating questions and collectively brainstorming answers. This aids the facilitator in assessing learners insight in meeting the objective of the lesson.

WEB LINKS
http://www.givepeaceavote.org/article.php?id=1202 http://www.salsa.net/peace/symbol/index.html http://www.oliveboard.org.il/eng/pageContainer.asp?targetC at=60&catid=51

Why does God swear? Do you see any significance of why God swears by the olive? At the games at Olympia, a wreath of olive leaves was the prize. 32

Peace for All Sheet

Name: _______________________ Date: ______________

What is Peace? Use the box below to draw an image/symbol of peace

Peace is ______________________________________________________ _____________________________________________________________

Figure 5.1 33

 Figure 5.2 The Dove Holding an Olive Branch

34

RANKING THE QUESTIONS 1-5

35

Activity 2

BEYOND COOKING
Learning Objective: Materials: Learners explain the various usage of olive oil. - Olive oil consumption graph figure 6.1 - Olive branch sheet figure 6.2 Running the activity: 1. Engage (Global fact): Start the activity by sharing a fact with learners by saying, Olive oil is possibly the single globally consumed and traded product most closely linked to the Mediterranean; non-Mediterranean countries account for less than 2.5 per cent of world production (ageconsearch.umn.edu). 2. Explore (Culture interpretation): Learners interpret the data presented in figure 6.1 about the consumption of olive oil in different countries. To guide learners in interpreting the data, ask the following questions: What country has the highest percentage of consuming olive oil? Why do you think Italy has the highest percentage? Are they more healthy? What are the top 5 countries of consuming olive oil? Do you think they produce olive oil as well? Or they imported it? Is it because of their weather that they grow more olive tree? The answer: Italy is the country with the highest consumption of olive oil (30% of overall world consumption in 2003, the most recent year for which information on consumption is available), followed by Spain (19%) and the United States (8% of world consumption); the other main consumers of olive oil are Greece (7%), Syria (5%), France (4%) and Morocco (3%). The non-Mediterranean European countries, all together, account for 9% of world consumption. 3. Explain (Personal reflection): Ask learners: Why do you think they use olive oil? 36

 Do you think these countries use olive oil only for food? Allow discussion Guiding questions: What do you think the other uses of olive oil? Do you use olive oil? How? Where? 4. Elaborate (Uses of olive oil): In order for learners identify the various uses of olive oil, they are divided into three groups: Non-food usage of olive oil Beauty/cosmetic usage of olive oil Medical usage Give them the choice on which group they want to be in. Each group will have an olive branch that has 8- 10 leaves figure 6.2. Learners fill out the leaves based on what they have found. 5. Evaluate (Filling out the Branches): After learners have filled out the branches, check out their answers. Then each group presents their findings to the class using their branches. Learners may use their journals to write how they have used or are going to use olive oil.

WEB LINK
http://ucce.ucdavis.edu/files/filelibrary/2161/17343.pdf

Why does God swear? Do you see any significance of why God swears by the olive? Prophet Mohammed (peace be upon him) said, "Eat olive oil and anoint yourselves with it, for it is from a blessed tree." 37

Figure 6.1

Adapted from Faostat

Olive Branch Figure 6.2

38

SLECTING THE RESEARCH QUESTION

39

Activity 3

WHERE IN THE WORLD?

Learning Objective: Materials: Learners classify various types of olive. - Map of the word figure 7.1 or the class world map - Countries maps figure 7.2 - Computer(s) with Internet connection - Index cards - pins Running the activity: 1. Engage (Favorite olive) Go to the supermarket. Each learner buys its favorite olive that is in a jar. Or they can bring their olive jars from home. In case of a learner does not like olive, he/she chooses what a family member may like. 2. Explore (Global olives) Ask learners to read the label at the back of the jar to find the region that the olive is grown. Identify the country on the map using 3. Explain (Olives styles) Ask learners to figure out the style of the olive they bought by using the first hyperlink that is provided in the Web Links box. Learners share what they have found to the class. 4. Elaborate (Olives tastes): Taste experiment from the olives they bought. Learners create their own taste survey. Have one jar of olives and have everyone rate it on a scale of 1-5 with 1 as most salty/bold flavor taste it and 5 as least salty/mild flavor. 5. Evaluate (Olives types): Learners identify and differentiate at least two types of olives (the one they bought and another one) by referring to the map. 40

They have to talk about their styles, where are they from, and about their taste.

WEB LINK
http://www.lindsayolives.com/olives-101/welcome-to-olives- 101.html

Why does God swear? Do you see any significance of why God swears by the olive? Prophetic Hadith: "Eat the olive oil and apply it (locally), since there is cure for seventy diseases in it, [and] one of them is leprosy. 41

World map Figure 7.1

42

Figure 7.2

43

Activity 4

A FRUIT OF HEAVEN
Learning Objective: Materials: Learners compare and contrast the verse and the olive with other olives verses mentioned in the Quran. - Computer(s) with Internet connection - Quran with English translation and Tafsir (interpretation) - Other verses mentioned the olive figure 8. Running the activity: 1. Engage (Other verses): Ask learners if they know any verse mentioned the olive besides By the fig and the olive verse. They may use the Quran, the Internet, or ask someone around for help. The answer is that the olive was mentioned six times beside the swear verse, so the total is seven. Provide them with the answer if they did not know. See figure 8. 2. Explore (Verses interpretations): Divide the class into groups. Each group chooses a verse from the six verses and then read its interpretations. 3. Explain (Sharing interpretations): Ask each group to explain their verses interpretation to the whole class. Learners are free to discuss, question, comment, or even argue. 4. Elaborate (Comparing and contrasting interpretations): Learners compare and contrast their findings with the swearing verse By the fig and the olive by answering the following questions: How the verse by the fig and the olive similar to or different from the other verses mentioned the olive? What other fruits were mentioned with the olive? How many times do these fruits mentioned with the olive? 44

 Why these fruits were mentioned in the verse? What do they say or represent? Learners present their answers in a table, for example. 5. Evaluate (Learner- centered evaluation): Learners share their answers and explain how they reach to their interpretations. Learners realize how their interpretations are similar or different from each other.

Why does God swear? Do you see any significance of why God swears by the olive? The bible has about 25 references to the olive tree and more than 160 references to the oil of the olive. 45

Figure 8

Olive Verses in the Quran

Six times explicitly: ... And from the palm trees - of its emerging fruit are clusters hanging low. And [We produce] gardens of grapevines and olives and pomegranates, similar yet varied. Look at [each of] its fruit when it yields and [at] its ... (6:99) Gardens to grow, [both] trellised and untrellised, and palm trees and crops of different [kinds of] food and olives and pomegranates, similar and dissimilar. Eat of [each of] its fruit when it yields and give its due (6:141) And olive and palm trees. (80:29) He causes to grow for you thereby the crops, olives, palm trees, grapevines, and from all the fruits. Indeed in that is a sign for a people who give thought. (16:11) Allah is the Light of the heavens and the earth. The parable of His Light is as a niche within it a lamp: The lamp is in a glass, the glass as it were a brilliant star, lit from a blessed tree, an olive, neither of the east nor of the west, but whose oil would almost glow forth, though no fire touched it. Light upon Light! (24: 35) He it is Who sends down water from the sky; from it you drink and from it (grows) the vegetation on which you send your cattle to pasture. With it He causes to grow for you the crops, the olives, the date-palms, the grapes, and every kind of fruit. Verily! In this is indeed an evident proof and a manifest sign for people who give thought (16:10-11). One time implicitly: And a tree (olive) that springs forth from Mount Sinai, that grows (produces) oil, and (it is) relish for the eaters. (23:20)

46

Part 1

THE SECRETIVE FRUITS

Learning Objectives: - Learners interpret the scientific miracle behind the swearing verse By the fig and the olive. - Learners proof reasons why God swears by the two fruits, fig and olive. Materials: - Article figure 9.1 - Building an Argument work sheet figure 9.2 Running the activity: 1. Engage: Handout the article in figure 9 to learners. Ask learners to read the article silently. 2. Explore Learners interpret the scientific miracle of the both fruits, fig and olive. Guiding questions: What was the article/study about? Who did the study? Why did they do the study? What was the problem? What was the result? How many trails were done to reach to the final result? Allow for discussion. 3. Explain In order for learners to interpret the reason(s) behind why does God swear by the fig and the olive, they have to find seminaries and differences as well as making connections so that they can build an argument. Therefore, use the work sheet figure 9.2 so that learners build arguments based on proofs and logical thinking.

Continue 47

Part 2

THE SECRETIVE FRUITS

Continue running the activity: 4. Elaborate: Ask the following two essential questions that the curriculum was build on: Why does God swear? Do you see any significance of why God swears by the olive? Allow for discussion. Learners should be able to answer these questions at this stage. 5. Evaluate: Learners are evaluated based on the level of their interpretation and using high level of thinking to prove their argument.

Why does God called the chapter of the verse At-tin (The Fig)?

48

Figure 9.1

By the Fig and the Olive Japanese Research Team President Embrace Islam
A Scientific Miracle of the Holy Quran Dr. Taha Ibrahim Khalifa, former dean and Professor of medicinal plants and drugs at Al-Azhar University and tells the following article about a Quran miracle. Metallothionein (MT) : A material which is produced by humans and animals brains in small quantities. This material is a protein that contains Sulfur, which can easily bind with zinc, iron and phosphorus. This substance is considered very vital to the human body in the sense of reducing cholesterol, performing metabolism, strengthening the heart, and controlling breath. MT production increases gradually between the ages of 15 to 35 years. Then, the production level decreased till it stops at the age of sixty. That is why it was not easy to obtain MT from humans. Also, small amount of MT was found in animals. Therefore, scientists kept searching for MT in plants. A team of Japanese scientists searched for this magical substance that works as a removal of the symptoms of aging. The team found subject substance only in two types of plants; fig and olive. Lets just think for a moment in the oath of God Almighty in fig and olive. Then, lets try to link it directly to the creation of human beings in the best manner and then abasing them to the lowest of the low. After MT was deduced from figs and olives, scientists found that the use of MT from fig or olive alone did not give the expected benefit for the human health. The benefits were only seen when MT that is extracted from fig was mixed with MT that is extracted from olive. After noticing that, the Japanese team tried to find the best mix ratio between fig and olive that provides the best influence. The best mix ratio was found to be 1 fig to 7 olives! Dr. Taha Ibrahim Khalifa has searched the Holy Quran and found that fig was mentioned once while olive was mentioned six times explicitly and one time implicitly. Dr. Taha has sent all the information that he gathered from the Holy Quran to the Japanese research team. After verifying that the discovered information were mentioned in the Holy Quran 1427 years ago, the President of the Japanese research team declared his Islam and the research team surrendered the patent to Dr. Taha Ibrahim Khalifa.

Source: www.maganin.com Translation found at www.navedz.wordpress.com

49

Figure 9.2

Argument
I claim ____________________________because _______________________________________

Evidence

I argue that _______________________ because _______________________________________ I declare that ______________________ because _______________________________________

50

REFERENCES
Qutb, S. (1966). In the Shade of the Quran (outlines Qutb's vision of an Islamic state and society), Retrieved from http://islamworld.net/docs/qutb/shade.html Gelb, M J. (1998). How to Tthink like Leorando da Vinci. New, York, New York: Dell Publishing.

SOURCES OF QUOTES
Musselman, L. (2007). Figs, Dates, Laurel, and Myrrah: Plants of the Bible and the Quran. Potland, Oregon: Timeber Press. M a r w a t , S . et al. ( 2 0 0 9 ) . F r u i t P l a n t S p e c i e s M e n t i o n e d i n t h e Holy Quran and Hadith and their Ethnomedicinal importance. American-Eurasian J. Agric. & Environ. Sci, 5(2), Retrieved from http://www.scribd.com/doc/30879017/Fruit-Plant-SpeciesMentioned-in-Holy-Quran Interesting Fig Facts. (n.d.). Retrieved from http://www.calfreshfigs.com/fig_facts.php Bats, Fig Trees, Mayan Codices and Calcium. (2010, July). Retrieved from http://www.batplants.co.uk/figfinaldraft.htm Walker, M J. (n.d.). The Sensuous Fig. Retrieved from http://www.inmamaskitchen.com/FOOD_IS_ART_II/food_hist ory_and_facts/fig_walk.html The Olympic Games in Antiquity. (2007). The Olympic Museum, (2), Retrieved from http://multimedia.olympic.org/pdf/en_report_658.pdf Olive Leaf Extract Lowers Blood Pressure. (2009, December 17). Retrieved from http://www.bookofsigns.org/2009/12/olive-leaf-extractlowers-blood-pressure/ 51