Muhammad and Islam

Overview

In this second lesson of the 15-lesson unit Expansion of Islam, students build on their previous mind map to investigate how Islam began. They sequence significant events in Muhammad’s life and explain why Mecca, Medina and the Hijra were important turning points.

Learning intentions

Students will:

• explain how Islam began in the historical context of seventh-century Arabia
• sequence significant events in Muhammad’s life chronologically
• identify the importance of Mecca, Medina and the Hijra
• explain a cause-and-consequence relationship using historical evidence
• interpret a textbook image or extract as a historical source

Success criteria

• I can place key events in Muhammad’s life in chronological order.
• I can explain why Mecca and Medina were significant.
• I can explain at least one cause and consequence of the Hijra.
• I can use information from a source to support a historical explanation.

Curriculum links

• Students sequence events in chronological order.
• Students investigate the impact or legacy of a significant idea, event, individual or group from the past.
• Students locate and select sources about people, places or events.
• Students use historical concepts and skills to account for significant ideas and events that shaped the past.

Lesson structure (60 minutes)

1. 0–5 min · Retrieval and connection. Display the previous lesson’s mind map using the retrieval and lesson introduction slides and ask: “What do we already know about Arabia and the origins of Islam?” Students silently recall two facts, then compare answers with a partner before contributing to a class mind map. Clarify that today’s focus is Muhammad’s life and the beginning of Islam.

2. 5–15 min · Read and discuss. Use the Arabia, Mecca and Medina teaching slides to orient students to the map and key terms. Students read the relevant section of Jacaranda Retroactive 1, using paired reading where helpful, and annotate or record information about Muhammad, Mecca, Medina and the Hijra. Pause to ask: “Why might Mecca have been important before Islam?” and “What changed when Muhammad and his followers reached Medina?”

3. 15–25 min · Construct a timeline. Distribute the Muhammad timeline and source activity and provide prepared event cards for students who need additional support. Students use the textbook information to place key events in chronological order, including Muhammad’s birth, first revelations, preaching in Mecca, the Hijra and the establishment of the Muslim community in Medina. Students add a brief note explaining why each event mattered. Check sequencing by asking pairs to justify the position of one event.

4. 25–40 min · Cause-and-consequence mind map. Model the first link on the Hijra cause-and-consequence activity slides: pressure and opposition in Mecca contributed to the migration to Medina; the Hijra helped establish a Muslim community there. In pairs, students complete the mind-map section of the worksheet, placing “Hijra” at the centre and adding causes, immediate consequences and longer-term significance. Encourage precise historical language, including “because”, “therefore”, “as a result” and “this led to”. Students requiring support may use the sentence starter, “The Hijra was significant because…”

5. 40–50 min · Source-based response. Students examine the textbook image or extract selected by the teacher and complete the short source questions on the Muhammad timeline and source activity. They identify what the source shows or says, select one relevant detail, and explain how it helps them understand the Hijra, Mecca or Medina. Remind students to distinguish between what the source directly communicates and what they infer. Invite early finishers to rank the turning points and justify their top choice.

6. 50–57 min · Discuss and consolidate. Use the discussion and consolidation slides to display the prompts: “Which event was the most important turning point?” and “Would Islam’s early development have been different without the Hijra?” Pairs share one evidence-based response. Lead a class discussion that acknowledges different interpretations while reinforcing that the Hijra marks the migration from Mecca to Medina and the beginning of the first Muslim community there.

7. 57–60 min · Exit ticket. Hand out the retrieval practice exit ticket slips. Students name two turning points in Muhammad’s life and write one sentence explaining the significance of each. Collect responses as students leave and use them to plan the next lesson’s review.

Resources

• Jacaranda Retroactive 1, relevant biography and textbook image or extract
• the Muhammad and the origins of Islam slide deck
• the Muhammad timeline and source activity
• Teacher-prepared event cards
• Map of seventh-century Arabia showing Mecca and Medina
• Board or digital display
• Pens, highlighters and coloured pencils
• the retrieval practice exit ticket slips

Assessment

• During retrieval and discussion, listen for accurate use of prior knowledge and correct misconceptions about Mecca, Medina and the Hijra.
• Check timeline order, annotations and paired mind maps for chronological accuracy and clear cause-and-consequence language.
• Use the source response and exit ticket to assess whether students can identify turning points and explain their significance using evidence.

Differentiation

• Provide event cards, a partially completed timeline, a labelled map and a word bank including revelation, opposition, migration, community, Mecca and Medina.
• Use paired reading, mixed-ability partnerships and chunked textbook sections. Read key passages aloud and allow students to record responses using labelled diagrams or brief phrases before writing full sentences.
• Provide sentence starters such as “The Hijra happened because…”, “This led to…” and “The source suggests…”. Check understanding privately with students who need additional language or processing support.
• Extend students by asking them to rank the turning points, justify their ranking with two pieces of evidence, and consider whether the Hijra had immediate, long-term or both kinds of consequences.