Mapping Early Expansion

Overview

In this fifth lesson of the 15-lesson unit Expansion of Islam, students use historical maps and captions as evidence to trace the geographical growth of Islam and the early caliphates. They build on prior learning about the origins of Islam and practise describing both chronology and patterns of change.

Learning intentions

Students will:

• read a historical map using its title, key, scale and direction.
• locate regions connected with the early expansion of Islam.
• describe where and when expansion occurred.
• identify patterns in the growth of the early caliphates.
• explain what a historical map can and cannot show.

Success criteria

• I can use a map title, key, scale and compass direction to interpret information.
• I can identify at least two regions reached during the early expansion of Islam.
• I can arrange key stages of expansion in chronological order.
• I can describe one pattern and one limitation shown by the maps.

Curriculum links

• Historical inquiry process: using maps, captions and other evidence to ask questions and draw conclusions.
• Key features of past societies, historical periods and events: identifying the early caliphates and regions involved in expansion.
• Continuity and change: describing geographical change over time in the era of colonisation and other historical contexts.
• Historical concepts and skills: chronology, evidence, perspective, significance and contestability.

Lesson structure (60 minutes)

1. 0–5 min · Map skills warm-up. Teacher displays a simple historical map from the map skills warm-up slide and asks, “What can we learn from a map before reading any text?” Students silently identify the title, key, scale and compass direction, then share one observation with a partner. Briefly clarify that maps are historical evidence, but not a complete account of the past.

2. 5–15 min · First map study. Teacher directs students to the relevant expansion maps and captions in Jacaranda Retroactive 1, also shown in the textbook map study slides, and models locating the Arabian Peninsula, North Africa, the Middle East and parts of Europe. Students use the map evidence and expansion worksheet to record the map title, date or period, regions shown and two initial observations.

3. 15–25 min · Teacher modelling. Teacher models a “map detective” routine using the map-reading model slides: read the title, decode the key, check direction, use the scale where appropriate, then compare two maps from different periods. Students annotate the same example on their worksheet and answer: “What changed between the earlier and later map?” Check understanding through targeted questions, including “Which region appears first?” and “What evidence supports your answer?”

4. 25–40 min · Individual map inquiry. Teacher distributes coloured pencils and explains the two-part task on the student task instructions. Students annotate a blank base map on the map evidence and expansion worksheet, adding a title, compass direction, simplified key, named regions and arrows or shading to show expansion. They then complete a chronological expansion mind map, using the textbook maps and captions as evidence rather than guessing from modern borders. Students may use the map skills reference mat for reminders about orientation, scale and map conventions.

5. 40–50 min · Paired interpretation. Teacher places the questions on the paired discussion slides and pairs students strategically. Students compare their annotated maps and discuss: “What does the map show?” and “What does it not show?” Each pair records one supported observation and one limitation, such as maps showing location and extent but not individual experiences, motivations, conflict, trade or the perspectives of people living in the regions.

6. 50–57 min · Class discussion. Teacher facilitates a discussion using the limitations and plenary slides, grouping responses under “shows” and “does not show”. Emphasise that a map may simplify complex events, leave out Indigenous, local or minority perspectives, and represent expansion as neat or inevitable. Students contribute one piece of map evidence and explain why another source, such as a written account or artefact, would be useful for a fuller inquiry.

7. 57–60 min · Exit response. Teacher hands out the retrieval practice exit ticket slips and displays the final prompt. Students identify two regions reached during the early expansion and describe one geographical or chronological pattern in one or two sentences. Collect responses to identify students needing further support with map reading, chronology or evidence-based description.

Resources

• Jacaranda Retroactive 1, relevant expansion maps and captions
• the Mapping Early Expansion slide deck
• the map evidence and expansion worksheet
• the map skills reference mat
• the retrieval practice exit ticket slips
• Atlases or classroom maps
• Coloured pencils
• Projector or interactive display

Assessment

• During modelling, question students about the title, key, scale, direction and evidence for their interpretations.
• Check annotated maps and chronological mind maps for accurate locations, sequencing and a clear description of change.
• Use the exit response to assess whether students can name two regions and identify a supported pattern; note misconceptions for the next lesson.

Differentiation

• Support students with a labelled base map, a simplified key, a word bank of region names and sentence starters: “The map shows…”, “Between ___ and ___…”, and “The map does not show…”.
• Pair students strategically and allow oral responses before written recording. Read captions aloud and provide enlarged maps for students with visual or processing needs.
• Offer the map skills reference mat as an independent scaffold and check in with students after each map-reading step.
• Extend confident students by asking them to evaluate which map is most useful for answering a chosen inquiry question and to justify what additional source would be needed.