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|Depth Study 2: The Mediterranean World- Egypt | Stage 4 |

|Summary |Duration |

|Unit looks at a period defined by its cultural practices and organized societies, including |Term 1 |

|Australia, Egypt, Rome, India and China. |5 weeks |

|Unit overview |Resource Overview |

|Depth Study 2: |* A museum visit |

|The Mediterranean World - Egypt option selected. |* A virtual historical site |

|Inquiry Questions: |* A virtual archaeological site |

|* How do we know about the ancient past? | |

|* Why and where did the earliest societies develop? | |

|* What emerged as the defining characteristics of ancient societies? | |

|* What have been the legacies of ancient societies? | |

|Outcomes |Assessment overview |

|History K-10 |SUGESTED ASSIGNMENTS: |

|HT4-2 describes major periods of historical time and sequences events, people and societies from the |Personality Research Task – Could use the facebook template |

|past |Students are to write a character profile on chosen personality (e.g. Julius Caesar, Augustus, |

|HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of|Rameses II, Hatshepsut). They must discuss their personality’s achievements. They must use a variety |

|past societies |of sources to investigate their personality. |

|HT4-6 uses evidence from sources to support historical narratives and explanations | |

|HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past |OR |

|HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the |Travel booklet and Presentation (in class assessment) |

|past |In small groups of 2-4, students are to create a travel booklet for the sites of Ancient Egypt. Their|

| |booklet must include a description of the sites, maps, travel tips (e.g. wear black kohl to protect |

| |eyes from the sun), images. Students are then to make a 3-5 minute presentation about their travel |

| |booklet. |

|Content |Teaching, learning and assessment |Resources |

|Stage 4 - Depth Study 2: The Mediterranean World |BOARD NOTES IN BOLD | |

|The physical features of the ancient society and how they |Questioning: Use the question grid for students to create questions to want to know |Question Grid |

|influenced the civilisation that developed there (ACDSEH002,|about this topic. Can be done as a whole class or in pairs. | |

|ACDSEH003, ACDSEH004) |Timeline Activity: Create a visual for the events listed on the timeline |Timeline (blank) |

|Students: |Visualising: | |

|describe the geographical setting and natural features of |SUGGESTED ACTIVITY: Learning map for overview of topic |Blank map of the Mediterranean |

|the ancient society |Visualising: SUGGESTED ACTIVITY: Introducing Egypt within the Mediterranean World | |

|explain how the geographical setting and natural features |Students will be given a blank map of Mediterranean. On a smartbaord or data | |

|influenced the development of the society [pic] |projector, students are to label and colour code each significant civilisation |Map of Ancient Egypt with key sites labeled |

| |(Romans, Egyptians, Greeks) | |

| |SUGGESTED ACTIVIITY: Egypt and its natural features influence on development of | |

| |society |Filmstrip summary template |

| |Visualising: Egypt and the Nile: Use the filmstrip to draw the 3 main seasons | |

| |It was important for Ancient peoples to have access to water. Ancient Egypt developed | |

| |along a thin, fertile strip of land that runs the length of the Nile River. The rest | |

| |of Egypt is a hot, waterless desert. The importance of the Nile is reflected in the | |

| |name of the seasons: | |

| |Akhet: period of inundation/flooding | |

| |Peret: when crops began to grow | |

| |Shemu: crops were harvested |See resource folder |

| |Students will be given a map of Ancient Egypt with key sites labeled. Students are to | |

| |highlight or bold the sites and the River Nile. | |

| |Predicting: Possible cross-curriculum activity: student predict precipitation and |Climatic graph PowerPoint (see HSIE resources) |

| |temperature graphs of rainfall in Egypt and then complete the climatic graph | |

| |SUGGESTED ACTIVITIES: The Gift of the Nile |Mindmap template |

| |Visualising: Mindmap the importance of the Nile River. E.G. source of water, fertile |Pictures of Hapy and Khum |

| |land, acted as a ‘highway’, annual flooding (Akhet, Peret, Shemu), Nile gods (Hapy and| |

| |Khum) |Tic-tac-toe note-taking chart |

| |Summarising: Macmillian History 7: The Ancient World pp.87 | |

| |Table of advantages and disadvantage of the Nile River | |

| |Visualising: Big Ideas History pp. 104-105 Check your learning questions. Use the |Picture Quilt template |

| |picture quilt template to illustrate life on the Nile | |

| | | |

| |Predicting: Use the prediction flowchart for students to complete life in the desert. |Prediction Flowchart template |

| |SUGGESTED ACTIVITY: Life in the desert | |

| |Life in the desert | |

| |The Ancient Egyptians had to adjust to an environment that had a hot, dry climate. As | |

| |most Ancient peoples, they lived a mostly outdoor lifestyle. Due to the close | |

| |proximity to the desert, eye infections or irritations were common. People had to find| |

| |ways to keep cool. | |

| |Big Ideas History pp. 108-109 Living with dust and glare. Check your learning | |

| |questions |SCAMPER activity |

| |Invention activity (use the SCAMPER guide): invent a way for the Ancient Egyptians to | |

| |stop the dust and glare. | |

|Stage 4 - Depth Study 2: The Mediterranean World |SUGGESTED ACTIVITY: Key social groups in Ancient Egypt |Blank pyramid worksheet |

|Roles of key groups in the ancient society, including the |Watch Youtube clip “The Pharaoh Report” |The Pharaoh Report |

|influence of law and religion (ACDSEH032, ACDSEH035, |Political structure of Egypt | |

|ACDSEH038) |At first Egypt was divided into small states, each with its own chieftain. By 3100 BCE| |

|Students: |there were two separate kingdoms: |Secrets of the Pharaohs: King Tut |

|outline how the ancient society was organised and governed |-Upper Egypt | |

|including the roles of law and religion [pic] [pic] |-Lower Egypt | |

|describe the roles of appropriate key groups in the ancient |The need to have tight control over resources, transport and irrigation systems |Video: Prince of Egypt |

|society, eg the ruling elite, the nobility, citizens (Greece|created the Egyptian political system: to be ruled by one man, the Pharaoh. | |

|and Rome), bureaucracy, women and slaves [pic] [pic] |Visualising: Students are given blank pyramid worksheet. Students are to label each | |

|describe the everyday life of men, women and children in the|social class and give a brief description of each social class. Higher ability class | |

|ancient society [pic] [pic] |can do a more detailed pyramid (Macmillian pp.88) | |

| |Students then create a flip book of each of the social classes. |Flipbook template |

| | | |

| |Students will be given a handout from Big Ideas History (page 120-121). The handout | |

| |has illustrations and captions of key group in Egyptian society. | |

| |SUGGESTED ACTIVITY: The Pharaoh | |

| |Use the Word Map activity to provide definitions for the key words about the Pharaoh. |Word Map activity template |

| |The Pharaoh | |

| |The role Pharaoh (king) was to head of Egyptian society, to be in charge of the army, | |

| |to run the economy, to be chief priest and to act as the government of the country. | |

| |They were scene as the descendants of the sun god, Ra. The Pharaohs also wore | |

| |different types of crowns. | |

| |Visualising: Students will be given handout of different types of crowns. They must | |

| |colour the crowns in appropriate colours. |Different Egyptian crown worksheet |

| |Case study: Tutankhamen | |

| |Questioning: Use the question card activity to gauge student’s prior knowledge about | |

| |Tutankhamun |Question Cards |

| |Tutankhamen | |

| |Tutankhamen (1344-1325 BCE) was a boy when he became Pharaoh. He did not live long | |

| |enough to do anything remarkable. It was the discovery of his tomb that makes him a | |

| |fascinating historical figure. His tomb is the only ancient tomb in Egypt so far found| |

| |to have not been broken into by grave robbers. | |

| |Watch Secrets of the Pharaohs | |

| | | |

| |Visualising: Cloze passage on Tutankhamen’s tomb discovery and complete the Weekend | |

| |News story about Tutankhamun’s discovery. |Weekend News Template |

| | | |

| |Questioning: Comprehension Sheet about Government Officials | |

| |SUGGESTED ACTIVITY: Land of Officials |Worksheet: Government Officials |

| |Officials | |

| |Egypt had a tier of officials who dealt with aspects of Egyptian society. The vizier | |

| |or the chief minister was the most important official. There was one for both Upper | |

| |and Lower Egypt. He was responsible for almost everything: | |

| |royal accounts | |

| |taxes (in goods not money) | |

| |spending | |

| |state fortresses | |

| |law and order | |

| |SUGGESTED ACTIVITY: Role of Slaves | |

| |Summarising: 3,2,1 Reflection Sheet about the role of slaves | |

| |Slaves | |

| |You may have seen movies that show slaves building the pyramids. There is little |3, 2, 1 Reflection Sheet |

| |evidence to support this. Records suggest that few slaves were used during the Old | |

| |Kingdom. Their numbers increased throughout the Middle and New Kingdoms. | |

| |Most slaves were prisoners of war. Others were brought in markets or were captured by | |

| |slave traders. | |

| |Big Ideas History pp. 122 Check your learning questions. Slaves | |

| |Summarising: Watch Prince of Egypt. Discuss the portrayal of class structures and | |

| |their roles. Use the compare and contrast summary chart to note similarities and | |

| |differences | |

| |SUGGESTED ACTIVITY: the Role of Women | |

| |Summarising: |Compare and contrast summary sheet |

| |The Role of Women | |

| |Ancient Egyptian women’s lives are not well known. They appear in early Egyptian art. | |

| |Women did have some rights but they were not considered equal to men. Women could buy | |

| |property, sign contracts and go to court if necessary. They could also control their |Family Life cloze passage and questions |

| |own wealth, which was not the case in some other ancient society. |Life of Women worksheet |

| |Students are to create a table with the headings rich women and poor women. Using Big | |

| |Ideas History pp. 123 list key factors about daily life of each group of women. | |

| | | |

| |Questioning: | |

| |Source task: look at Egyptian sculptures and carvings. How are women portrayed? What | |

| |activities are they shown doing? How does this compare with the document written by | |

| |Naunakhte? |See Resource Folder |

| | | |

| |SUGGESTED ACTIVITY: Daily Life | |

| |Using the information learnt about daily life, students are to write a diary from the | |

| |perspective of a farmer, slave or official. | |

| | | |

| | |Scaffold for Diary entry |

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|Stage 4 - Depth Study 2: The Mediterranean World |SUGGESTED ACTIVITY: Introduce beliefs |Horrible Histories Gods and the Devourer |

|The significant beliefs, values and practices of the ancient|Summarising: Beliefs in Ancient Egypt | |

|society, with a particular emphasis on ONE of the following |Religious beliefs dominated the lives of the ancient Egyptians. These beliefs inspired| |

|areas: warfare, or death and funerary customs (ACDSEH033, |art, their ceremonies and the content of much of their writing. They even believed |Burial Customs |

|ACDSEH036, ACDSEH039) |that the Pharaoh was a deity (god). | |

|Students: |The Egyptians believed in 2000 different gods, each with their own aspect of life. | |

|explain how the beliefs and values of the ancient society |However, the more well-known gods, like Osiris, were known as the ‘state’ gods or gods|Use the compare and contrast diagram to investigate |

|are evident in practices related to at least ONE of the |officially worshipped by the pharaohs and by temple priests. Ordinary Egyptians could |comparisons between Christianity and Egyptian religious|

|following: [pic] |not take part in this official worship but prayed to their local gods at home. |beliefs |

|warfare |Textbook: Investigating Global History pp. 20-21 Activity Questions | |

|death and funerary customs |SUGGESTED ACTIVITY: Gods | |

| |Students are to match correct name to the correct image of the Egyptian God | |

| |Visualising: Students are to create their own Egyptian god/goddess. They are to give | |

| |an explanation of what aspect of life their god looks after and why they chose the | |

| |particular animal to be the head of the god. | |

| |Cloze passage on Egyptian gods for lower literacy class | |

| |For higher literacy classes, Herodotus source work on cat goddesses. | |

| | | |

| |SUGGESTED ACTIVITY: Burial Arrangements | |

| |Visualising: Burial Arrangements |Resource folder |

| |Religion played a large role in the preparation for the afterlife. For Egyptians, | |

| |death was not seen as the end but rather the start of a new existence. However, the |Mummification Flowchart and Summary of the steps |

| |afterlife was not for everyone, only those who were deemed worthy could enter the | |

| |afterlife. To be worthy, you had to have lived a good life and it was also important | |

| |to observe a number of rituals. These include: | |

| |preserving the body after death | |

| |having completed all the right spells and rituals | |

| |ensuring that the deceased had everything they needed for the afterlife (items that | |

| |needed to be placed in the tomb) | |

| |watch YouTube clip on burial customs | |

| |Questioning: Source analysis: Weighting of the Heart ceremony | |

| |What is happening in this source? Why is it happening? | |

| |Who is the heart gobbling monster? Why do you think he looks so ugly? | |

| |Who are the figures along the top of the picture? | |

| |Where is the god Osiris? What is his role in this procedure? | |

| |Which figure do you think is the god Anubis, the god Thoth and the god Horus? What is | |

| |each god doing | |

|Stage 4 - Depth Study 2: The Mediterranean World |Visualising: |Old World New Worlds page 34, 61,71,75,94 |

|Contacts and conflicts within and/or with other societies, |Suggested Activity: Teacher through map show how Rome, Greece and Egypt had contact |Internet …… |

|resulting in developments such as the conquest of other |through war with neighbours in the Mediterranean World. | |

|lands, the expansion of trade and peace treaties (ACDSEH034,|Rome with Carthage | |

|ACDSEH037, ACDSEH040) |Greece and Persia |Pearson History: p144-145 |

|Students: |Egypt and Hittites |Cambridge pages 111-114 |

|identify contacts and conflicts of peoples within the |Pharoah Hatshepsut 18th Dynasty |Internet: |

|ancient world |Hatshepsut did not need to engage in war. Previous Pharaohs had brought peace to |Hatshepsut’s expedition to Punt as recorded in Egyptian|

|describe significant contacts with other societies through |Egypt. She then left her mark on Egypt through her expedition to Punt. |art. This site has great temple art work on type of |

|trade, warfare and conquest |Map of possible route from Nile, across desert, into Red Sea and by land into inner |ships. |

|explain the consequences of these contacts with other |Africa |Diary entry template |

|societies, eg developments in trade, the spread of religious|Construct a table of goods taken and brought back on the expedition. |The Ancient Egypt Site – Punt |

|beliefs, the emergence of empires and diplomacy [pic] [pic] |Students write a diary as an Egyptian going on the expedition. Teacher scaffold the |glossary/miscellaneous/punthtml |

|[pic] [pic] |writing task. |excellent for text looking at goods which were traded. |

|explain the legacy of the chosen ancient society [pic] |Egypt as an Empire | |

| |Hatshepsut as a woman and with the right to rule was not looked favorably upon by | |

| |later pharaohs. As a consequence some pharaohs felt they had to work extra hard on the| |

| |military field. As a consequence Egypt in the 19th Dynasty grew more powerful. |Cambridge 118 |

| |Rameses II | |

| |This pharaoh showed how empire did not always bring peace. Under his rule the concept | |

| |of diplomacy brought challenges. Moses the leader of the Jews through action brought | |

| |an end of captivity for his people. An Egyptian pharaoh was pressured to bring about | |

| |change. |Compare and contrast template |

| |Visualising and Summarising: |Prince Of Egypt Extracts to rewatch seeing the Hebrews |

| |Class Activity: |on the work sites. |

| |Teacher to revisit in a format fitting for the class the content provided in the film |Roman Slaves looking at film Spartacus – only extracts |

| |(viewed earlier) Prince of Egypt. Students are to make comparisons of how slavery was |from point of view of how gladiators fought for their |

| |incorporated into the societies of Egypt, Greece and Rome. Internet and library |owners and brought prestige. |

| |resources allow for students to create visuals showing differences and similarities of|See library for creating crate of resources. |

| |slavery. | |

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| | |A3 paper |

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| |Visualising: | |

| |Legacy of Egypt: | |

| |Students to create visual wall posters of Egypts legacy to the world today. Groups | |

| |will be assigned specific topics. | |

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|Stage 4 - Depth Study 2: The Mediterranean World |Each society had a significant person. |Internet Resources: |

|Students: |Greece: Solon, Pericles, Alexander The Great |bbc.co.uk/history/ancient/egyptians/akhenaten_01.sh|

|using a range of sources, including digital sources, |Egypt: Akhenaten, Seti 1, Cleopatra, |tml |

|investigate the role of a significant individual in the |Rome: Julius Caesar, Mark Antony, Augustus |ics/cleopatra |

|ancient Mediterranean world [pic] [pic] [pic] |Persia: Darius, Xerxes |Seti 1 – LookLex Encyclopaedia |

|assess the role and significance of the individual chosen |Political, Military, Religious, Social, Economic, Cultural reasons for success. |Solon – |

|[pic] [pic] [pic] |Teacher to create a jigsaw of chosen personality and each piece represents either a |The Fabulous Fifth Century – Athens during the Age of |

| |student and / or teacher centred learning activity. |Pericles |

| |Clozed passages, sources analysis (for stronger classes) |Effects of Alexander the Great – Overall |

| |Create a newspaper this is your life of the personality |Julius Caesar – Ancient Rome for Kids |

| | |Why Was Marc Antony Important to Rome? |

| |The chosen individual is remembered through: |Augustus – Library |

| |Ancient texts, written records, art, architecture, film, literature, textbooks, school|Heritage History: Darius the Great |

| |syllabus. |Xerxes – Ancient / Classical History – |

| |Class debates the attributes of the individual. Teacher to scaffold accordling to |Cambridge p115, 164,166,205-207,208-209, 160-161 |

| |class needs. | |

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|Adjustments/Extensions |Evaluation |

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