The article discusses the methodological and theoretical foundations of the use of historical interactive maps in teaching school geography. Vizualization of historical and spatial information in the context of digitalization of the educational process and it is one of the most important and urgent problems in the modern education system. The purpose of this study is to display historical and spatial data in the form of digital maps, develop skills in analyzing geographical processes, identify causal relationships and interpret data from a scientific point of view, and develop a system of tasks aimed at developing spatial thinking of students. In the course of the study, the didactic possibilities of historical interactive maps, the method of combining them with the content of geographical topics and the features of their use in the educational process will be analyzed in a comprehensive and systematic way. Also, in the study in the course of the article, it is found that homework based on interactive maps effectively contributes to the development of cartographic literacy of students, comparative analysis, identification of changes in time and space, and spatial conclusion. The results of the study show that the systematic use of historical interactive maps makes it possible to strengthen the methods of research and problem-based teaching of school geography, increase the cognitive interest of students in the topic, as well as improve the educational process.