Students learn about the expansion of Muslim rule by exploring a detailed history and taking notes. Then they annotate a map to show significant migration and movement, dates, and people and places in Muslim expansion. Finally, they reflect on how their own perspective has changed after learning more about this history.
Students are introduced to the lesson focus on the expansion of Muslim rule and review the objectives. They view an image and the heading “Early Muslim Migrations,” then watch Animated Map of How Religion Spread Across the World to observe patterns in the spread of major world religions, including Islam. Individually, they record several observations about the animation in a shared table and then compare their observations with a nearby classmate.
Teacher MovesPresent the lesson overview and objectives. After students record and compare observations, lead a class discussion about what they noticed in the animation, prompting them to highlight specific observations about the spread of Islam as the focus for the experience.
Students examine artwork related to early Islamic history, then read History of Islam (through page 3) to gain an overview of the rise and expansion of Islam and the development of early Islamic empires. As they read, they complete three structured graphic organizers, taking notes on key periods and themes: the 7th-century origins of Islam and Muhammad’s era; early conflicts and the caliphate through Ali; the Umayyad and Abbasid caliphates, Shi’a, Sufis, Arab civilization, and relations with other religions; and the spread of Islam into East and West Africa, South and Southeast Asia, and the emergence of later Muslim empires.
Teacher MovesUse the suggested options (read-aloud, small-group reading, jigsaw, or pausing for discussion) to scaffold the lengthy text and support comprehension. As students complete their notes, invite volunteers to summarize different eras in the expansion of Muslim rule and, if desired, discuss how the three artworks in the scene illustrate events or themes from the historical timeline.
Students synthesize what they learned by annotating a map of the Muslim world. Using their notes and any additional research, they add arrows to show important migrations and expansions, dates for significant events and eras, names of key people and places, and other significant facts. Then, in a class wall post, each student selects a significant person or event in the expansion of Muslim rule (other than Muhammad) and explains why it is important, citing evidence from the experience.
Teacher MovesReview students’ map annotations and written explanations, then highlight and share an interesting or exemplary response with the class to prompt further discussion about the significance of particular people or events in Muslim expansion.
Students reflect on their learning by considering what they knew about Islam and Muslim expansion before the experience and what they know now. They post on a shared wall describing how their perspective has changed and what they now understand in a more complete way. Afterward, they read classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesFacilitate a class discussion that draws on students’ reflections, focusing on how their new perspectives on the history and expansion of Islam might influence the way they think about current events today.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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