Origins and Beginnings

Overview

This first lesson introduces students to early Islamic civilisation by identifying when and where it began and recognising key people and events that shaped its growth. It sets up the unit so that later lessons can build historical understanding and compare different aspects of society over time.

Learning intentions

• Students will describe the main origins of Islamic civilisation and where it first developed.
• Students will place key events and figures from the early period into a simple chronological order.
• Students will identify how religion, leadership, trade, and learning influenced the growth of Islamic civilisation.
• Students will use historical evidence (facts from sources, maps, and timelines) to answer questions.

Success criteria

• I can explain (in my own words) how Islamic civilisation began.
• I can place 3–5 key events on a timeline in the correct order.
• I can name at least two influential figures and say why they mattered.
• I can use evidence from the lesson to support an answer.

Curriculum links

• History — Aims: develop historical perspective and connect local, national, international, and different aspects of history.
• History — Key stage 2 subject content: study a non-European society with a focus that can include early Islamic civilisation.
• History — Aims: understand connections between cultural, political, religious, and social history and between short- and long-term timescales.

Lesson structure (60 minutes)

1. 0–5 min · Starter: ‘What do we already know?’ Teacher displays four images (e.g., desert landscape, calligraphy, city/market scene, a book/manuscript). Students do a quick write: “Islamic civilisation could include… because…” and share one idea with a partner.

2. 5–15 min · Direct teach: setting the scene Teacher gives a clear overview of early Islamic civilisation: the region (Arabia/Middle East), the time period (c. AD 600–1000 as a broad frame for the unit), and the idea that historical change happens over time. Students take notes on a teacher-made summary with headings: Place, Time, People, Big changes.

3. 15–25 min · Timeline building: key events and figures Teacher provides a set of event cards (e.g., the emergence of the new faith, key moments in the life of Muhammad, formation of an early Muslim community, expansion through early leadership, and a transition to later centres of learning such as Baghdad in the broader unit timeline). Students work in small groups to order cards and justify their order using “because” statements.

4. 25–35 min · Map focus: where did civilisation grow? Teacher shows a simple map of the region with arrows indicating movement/links between places (e.g., Arabian Peninsula to surrounding regions). Students annotate a blank map: label at least three locations/regions using a word bank and add one sentence about how movement of people and trade may have supported growth.

5. 35–48 min · Evidence enquiry: ‘Who shaped what?’ Teacher provides two short, child-friendly source extracts (or paraphrased facts) about early Islamic society (e.g., learning and writing; leadership/community; trade links). Students complete a one-page enquiry sheet:

• Question: “How did key people and events help Islamic civilisation develop?”
• Evidence: choose one fact from each source and highlight it.
• Claim: write a short paragraph linking evidence to the question.

6. 48–55 min · Whole-class discussion: misconceptions check Teacher runs a structured share: groups present one timeline decision and one map annotation. Students listen for and correct misconceptions (for example: confusing religion with “one place,” or assuming change was instant rather than gradual). Teacher clarifies that civilisation growth involved many influences across time.

7. 55–60 min · Exit ticket: secure the learning Students answer two prompts:

• “Islamic civilisation began in… and it grew because…”
• “One key figure/event from our timeline is… and it mattered because…”

Resources

• Image cards for the starter (maps, trade/market imagery, manuscripts/calligraphy, skyline of a historic city)
• Timeline event cards (teacher-prepared, age-appropriate wording)
• Group timeline strip (pre-drawn) and justification sentence stems
• Simple regional map handouts with a word bank (locations/regions)
• Two short evidence extracts (printed) and/or teacher paraphrased texts
• One-page enquiry worksheet
• Whiteboard or slides for teacher summary headings (Place, Time, People, Big changes)
• Exit ticket slips or digital form (no internet required)

Assessment

• Formative checks: observe pair discussion in the starter for prior knowledge and vocabulary accuracy.
• Timeline and map: teacher circulates using a checklist (correct order, use of evidence, clear sentences).
• Enquiry paragraph: check that students link evidence to a claim about development.
• Exit ticket: identify who can accurately explain origins and who needs support with chronology or cause/effect wording.

Differentiation

• Support: provide sentence starters for timeline justifications (“I think this goes first because…”), a word bank for map labelling, and a partially completed timeline for students who need scaffolding.
• Support for writing: allow bullet-point answers in the enquiry sheet before converting to a paragraph with teacher support.
• Extension: challenge students to add one additional cause beyond religion (e.g., learning, trade routes, governance) and include a short “over time” phrase (e.g., “at first… later…”).
• EAL/SEN: use colour-coding (people/events/places) and ensure extracts are short with key words highlighted; provide an extra glossary sheet.