Virtual Site Portfolio

Overview

In this final lesson of the Expansion of Islam unit, students synthesise evidence from virtual site studies of the Dome of the Rock, Damascus, Córdoba and the Alhambra, alongside the Jacaranda Retroactive 1 textbook. They organise evidence and make a supported judgement about how the expansion of Islam shaped places and societies.

Learning intentions

Students will:

• select relevant evidence from virtual site studies and a historical textbook
• organise evidence to compare belief, power, cities, trade, culture and administration
• explain what evidence suggests about the expansion of Islam
• recognise limitations and reference sources appropriately
• draft a supported historical response to an inquiry question

Success criteria

• I can select specific evidence from all four sites and the textbook.
• I can explain how evidence supports a claim about the expansion of Islam.
• I can identify a limitation or reliability issue for at least one source.
• I can write a judgement that refers to evidence rather than opinion alone.

Curriculum links

• Students use evidence from sources to support historical accounts and explanations about the past.
• Students engage with the historical inquiry process by revisiting notes, comparing evidence and responding to an inquiry question.
• Students explain Aboriginal Peoples’ experiences and perspectives of colonisation through historical thinking skills developed across the curriculum; in this lesson, students apply the same evidence-based skills to the current depth study.
• Students explain key features of past societies, historical periods and events, and identify the significance of places, beliefs, power and cultural exchange.

Lesson structure (60 minutes)

1. 0–10 min · Review and model. Teacher opens the portfolio requirements and model entry slides and displays the portfolio task: “How did the expansion of Islam shape places and societies?” Model one completed evidence entry using a feature of the Dome of the Rock, showing observation, textbook connection, inference, source reference and limitation. Students identify which parts are observation, interpretation and judgement, then ask clarifying questions.

2. 10–20 min · Revisit site notes. Teacher directs students to their completed observation sheets and relevant sections, maps and images in Jacaranda Retroactive 1, using the four-site retrieval and source prompts to remind students what to look for. Students work independently for five minutes to retrieve one important piece of evidence for each site, then compare choices with a partner and correct missing or unclear references.

3. 20–35 min · Build a comparative mind map. Teacher models how one site can connect several themes, such as the Dome of the Rock linking belief, power, architecture and Jerusalem, then displays the comparative mind-map instructions and theme prompts. Students complete the comparative mind-map and evidence organiser individually or with a partner, linking the four sites to belief, power, cities, trade, culture and administration. Pause at 28 minutes for a brief check: students hold up or share one connection that is supported by evidence.

4. 35–48 min · Assemble the evidence table. Teacher demonstrates how to turn a mind-map connection into a precise entry and reminds students that evidence must be attributed to a site study or textbook. Students complete the four-site evidence table in the site evidence table, recording for each site: observation, textbook connection, inference and limitation. Circulate and conference with students, checking that inferences go beyond description but remain supported. Students who finish early rank their strongest two pieces of evidence and explain the ranking.

5. 48–56 min · Draft a historical response. Teacher displays the response structure and sentence-starter slides and unpacks the question: “How did the expansion of Islam shape places and societies?” Students draft a concise paragraph or extended response in the judgement writing section, including a clear judgement, at least three site references, one textbook connection and explanation of how evidence supports the judgement. Encourage students to use “for example”, “this suggests” and “however”.

6. 56–60 min · Self-assess and submit. Teacher projects the rubric and reflection prompt and briefly explains the four success criteria. Students self-assess their draft, underline their strongest evidence, circle one area to improve and submit the portfolio or photograph it for continued work.

Resources

• the Virtual Site Portfolio Workshop slide deck
• the comparative mind-map, evidence table and response template
• Jacaranda Retroactive 1, including relevant sections, maps and images
• Completed observation sheets from the Dome of the Rock, Damascus, Córdoba and Alhambra studies
• Teacher-curated virtual site-study resources
• Class set of the portfolio rubric
• Projector or interactive display
• Highlighters and pens

Assessment

• During retrieval and mind-map work, check whether students select specific evidence and make valid links between sites and themes.
• During conferencing, assess whether students distinguish observation from inference and acknowledge a source limitation.
• Use the completed response and self-assessment to check for a supported judgement, accurate source references and explanation of cause, change, significance or cultural impact.

Differentiation

• Provide the portfolio template, an evidence bank with page or resource references, a partially completed model and sentence starters such as “The site shows…”, “The textbook explains…” and “This suggests…”.
• Allow students to complete the portfolio by typing, handwriting or recording an oral response. Read instructions aloud and provide enlarged, uncluttered templates for students requiring literacy or visual support.
• Pair students strategically for note retrieval, while requiring each student to complete their own evidence table and judgement.
• Extend confident students by integrating a counterargument, comparing the reliability and purpose of two sources, and evaluating which site provides the strongest evidence for their judgement.