Stage 4 Depth Study Two: Ancient Egypt



Unit Description: In this unit, students have the opportunity to develop their understanding of key historical concepts and skills of historical inquiry through an investigation of one of the earliest civilisations- Ancient Egypt. The unit provides a study on the nature of history and historical sources (both primary and secondary) and builds upon the information gained from the overview of the Ancient world taught before the commencement of the unit.Focus Questions: 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? Resources:Computers/Laptops with internet accessInteractive SmartBoardRetro Active textbook (or equivalent) Google DocsGlogsterEdmodoTargeted Outcomes:A student:HT4-2: describes major periods of historical time and sequences events, people and societies from the pastHT4-3: describes and assesses the motives and actions of past individuals and groups in the context of past societiesHT4-6: uses evidence from sources to support historical narratives and explanationsHT4-9: uses a range of historical terms and concepts when communicating an understanding of the pastHT4-10: selects and uses appropriate oral, written, visual and digital forms to communicate about the pastWorking Historically:Historical skills to be integrated into this topic:read and understand historical textssequence historical events and periodsuse historical terms and conceptsidentify the origin and purpose of primary and secondary sourceslocate, select and use information from a range of sources as evidencedraw conclusions about the usefulness of sourcesidentify and describe different perspectives of participants in a particular historical contextinterpret history within the context of the actions, attitudes and motives of people in the context of the pastask a range of questions about the past to inform an historical inquiry (develop historical texts, particularly explanations and historical arguments that use evidence from a range of sourcesICT skills appropriate for this topic may include:identify and locate a range of relevant sources, using ICT and other methodsuse a range of communication forms and technologiesselect and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the pastLesson:Students Learn About:Students Learn to:Integrated Teaching, Learning & Assessment:Evidence of Learning/Feedback/Resources:1: Origins (Geographical Setting and Natural Influences)origins of Ancient Egypt in a chronological orderdescribe the geographical setting and natural features of the ancient societyexplain how the geographical setting and natural features influenced the development of the societyStudents are to navigate in pairs the interactive timeline. Teacher is to ensure all students are in pairs or if necessary groups of three.As an introduction to Ancient Egypt teacher can facilitate a Mind-map on the board of what students know about Ancient Egypt. Having had an opportunity to navigate the timeline all students should be now able to participate.As a class read the accompanying timeline. Students are to complete the “Ancient Egypt Timeline” activity sheet. Teacher should check to make sure the activity has been completed by the end of class.Evidence of Learning: Students responses on the Mind-map and a completed timeline activity sheet indicate evidence of learning.Feedback: Teacher is to ensure all students remain on task by checking students are coping with the work and altering the activity to the needs of the students. Providing students with a time frame to complete their work may help. Teacher should use positive reinforcement to praise students.Resources: Laptop or computer with internet access, whiteboard, markers, “Ancient Egypt Timeline” activity sheet.2: Origins (Geographical Setting and Natural Influences)the importance of the River Nile in Ancient Egyptdescribe the geographical setting and natural features of the ancient societyexplain how the geographical setting and natural features influenced the development of the societyStudents are to look at a map of their own region on Google Maps.They are to brainstorm why they think major towns and cities are often located near water? In pairs students are to make a list of all the reasons they can think of for settling near water.Individually students are to read the background information of the River Nile and the maps and answer the accompanying questions.Teacher may choose to answer these questions as a discussion forum at the end of class.Evidence of Learning:Teacher is to view students completed work in their exercise books. If teacher chooses to have a discussion the level of each student’s participation in the discussion is also an indication of learning.Feedback: Teacher is to ensure all students remain on task by checking students are coping with the work and altering the activity to the needs of the students. Providing students with a time frame to complete their work may help. Teacher should use positive reinforcement to praise students.Resources: Laptop or computer with internet access, whiteboard, markers, background information of “The River Nile” activity sheet, exercise books.3: Research Task on Roles of Key GroupsRoles of key groups in the ancient society in this period (such as kings, emperors, priests,merchants, craftsmen, scholars, peasants, women), including the influence of law and religion(ACDSEH044, ACDSEH041)identify key roles in Ancient Egypt made describe significant groups and their role in societyCritically Analyse and interpret recommended sources to support historical teachings for the roles of these key groupTeacher begins lesson by informing students on today’s task. Teacher allocates students to their groups, allowing for peer teaching to unfold. (groups should be strategically allocated by taking into account the mixed ability of students, therefore, building groups with both high achievers and students who struggle in order to help each other)Teacher sends students into the “learning groups” outlined on the teaching page. Each student will be provided with worksheet, in order to complete the activity. Students in their groups will use their laptops (or tablets) to research Ancient Egypt and the key groups within society to answer the questions on worksheet. (various recommended sites are provided, access the link via webpage)Student worksheets will demonstrate their understanding of the Groups within Ancient Egypt and their roles Feedback: Teacher to provide feedback as while supervising, moving to each group. Teacher can either checks or collect worksheets after the lesson to ensure all information is correct. Resources: laptop or tablet with access to the internet, worksheet.4 and 5: Society and GovernmentHow the Ancient Society was governed and organised including the roles of law and religionIdentify key organisations and governments of ancient Egypt.Critically analyse and interpret the recommended sources provided in order to support historical teachings for the government and organisation of ancient EgyptTeacher should allow at least two lessons in order for students to confidently complete task with appropriate knowledge and research prior to activity. Using the video provided teacher has an option of engaging students at the start of the lesson with the video. However, a mind map is recommended to see what students have as a prior knowledge. Followed by video as students watch and take notes. This comprehensive task will enable students to visually understand this time period, which may encourage participation of role play activity. After viewing the short film, students are required to form groups of 5 in order to build a 3 minute presentation of their choice. online resources are provided for students to find out more about topic are. online web tools are also provided to incorporate different approaches to presenting their task. lesson 4 is based on educating students. lesson 5 is allocated for students to demonstrate their knowledge through the form of a presentation.Students will demonstrate their knowledge and understanding through their group presentations as well as the notes taken from short film in lesson one. feedback: feedback must be given to students throughout lesson four to ensure that their presentations will contain correct information. -Presentation will also receive feedback, a mark will be given students the following lesson. resources: teacher should bring resources for students such as; props for role play, textbooks for further research, access to computer and internet.6: Everyday Life of Men and WomenThe everyday life of men, women and children in ancient societydescribe the everyday life of men, women and children in the ancient societyStudents are to work in pairs and complete “The notes and sketches about ancient Egyptian daily life” activity sheet. To complete this research task students are to navigate through the following website: Students must also download the following information sheet: students manage to complete this task they can complete the extension/homework task “A day in the life scavenger hunt” activity sheet. To complete this task Students must use the Egyptian Society and the A Day in the Life features on the Egypt's Golden Empire Web site. of Learning:Completion of the worksheetFeedback: Teacher is to ensure all students remain on task by walking around the classroom and giving assistance where needed. Providing students with a time frame to complete their work may help. Teacher should use positive reinforcement to praise students.Resources: Laptop or computer with internet access, whiteboard, markers, background information of the “The notes and sketches about ancient Egyptian daily life” activity sheet.7: Beliefs, Values and PracticesAncient Egyptian beliefs and attitudes towards death and afterlife.Identify the key Ancient Egyptian attitudes and belief towards the afterlife.Explain Ancient Egyptian views towards death and the afterlife and the importance of the completion of complex funerary proceduresDescribe why people of Egypt where obsessed with ongoing life after death and the measures they took to ensure their passage to the afterlife Analyse and interpret sources to support historical narratives and explanations for ancient Egyptian values and beliefs towards death.Teacher begins the lesson with a youtube video "Egyptian Secrets of the After Life"- this will set the mood and engage the class into learning about Ancient Egyptian Death and Funerary customs and their ideas of the Afterlife.A quote by Leo Buscaglia about the entry to the Egyptian afterlife will be displayed on the smart board and used as a base to prompt a class discussion about the ‘Afterlife’Teacher will brainstorm the class and ask the following questions-What is the Afterlife? What do different cultures and religion believe about afterlife today? What do you know and the Ancient Egyptians and their beliefs towards the Afterlife?Teacher will incorporate ICT and ask the student to log into to the educational social network Edmodo, and will be asked to post their thoughts to the class questions.Students will watch the video from this will introduce the students to the Ancient Egyptians obsession with the Afterlife and the importance of the book of the dead.Students will be asked to go to the link for the Australian Museum to for them to explore different sources of the Egyptian Afterlife displayed by the museum and to read the museums article “ The underworld and the Afterlife in Ancient Egypt. This will help them prepare for their group work for Task 2.Students will also be given a class handout with important facts about the Egyptian afterlife beliefs and will be used as a guide for Task 2.?Students will be placed into groups of 4 (groups will be selected by the teacher and will be based on mixed ability) and ask to write down their representation of a "perfect" Afterlife: Students will be given a list of questions to help them create a group perception of the afterlife.Students will have 15 minutes to create and write down their interpretations and will then present to the class sharing their ideas and compare them to the Ancient Egyptians. To summarise their ideas the Teacher will use key words from different groups interpretations of the after life and will be displayed in the form of a Venn diagram on the smartboard.?As an extension task students will be given ICT based homework and asked to create a poster representation of their visions of what the Egyptian underworld and afterlife may of looked like. Students will use the educational social network Glogster, they will have to find pictures on the internet, use media and add music. Student posters will be published on the classes Glogster network.Student oral responses to the discussion criteria demonstrate they understand the concepts of Death and the Afterlife and also the importance of what the afterlife to the Ancient Egyptians.Written responses to the class discussion, on class network, Edmodo, indicate students are able to recall knowledge and have understood the key concepts that have been discussed and they can demonstrate the relationship between contemporary ideas of the afterlife to that of the Ancient Egyptians.8: Beliefs, Values and PracticesAncient Egyptian preparation for the Afterlife with focus on MummificationIdentify key funerary process of Ancient EgyptInvestigate the beliefs, values and practices of the ancient Egyptians associated withDeath and funerary customsExplain how the values and beliefs of Ancient Egypt are evident in death and funerary customs.Explain why the discovery of mummies and the need to keep the remains intact are important to Historians and archaeologists.Describe the main procedures of mummificationTeacher will show an interactive slide show on the smartboard, presented by?Egyptologist Salima Ikram, one of the world's foremost experts on mummification, which guides students through a ‘classic’ mummification. Students will be asked to follow the slides by entering the Nova website and clicking on the transcript link.Teacher will then brainstorm the class after each section on the slide show and ask students questions about the key concepts of each clip.- Teacher will ask things such as : What can mummies tell archeologists about the way ancient Egyptians lived? Why are Egyptian mummies so well persevered?- Students will be asked to write down the questions and their answers in note form.Students will be asked to enter a link into their laptops/tablets, which will take them to the BBC’s ‘ Mummy Maker’ game. The students will have to complete an interactive game that takes students on a journey to complete a mummification. Students will have ten minutes to complete the taskTeacher will brainstorm the class and ask why they think it is important to historians and archeologists that the remains of mummies remain intact.Students will then watch a video from ABC Splash to inform them about how new technology can be used to find out what is inside a mummy without it being unwrapped. After the Video is played teacher asks students to answer the following questions in their workbooks. What are the possible risks of unwrapping a mummy? What where the main of the mum?features?my that could tell us about the mummies sex and age? How do the scans let Historians know more about the death and funerary customs of the Ancient Egyptians?Students who complete this activity will be asked to explore the British museum website and look at the different resources they have on mummification they will be asked to read the museums article on mummification and to answer the following questions-What did they learn about mummification today??Why were people mummified in ancient Egypt? Why was it important to the people of Egyptian society, Who was mummified and why them??How did they do it?Finally the students will be given a homework assignment- they will have to make an instruction manual that gives a step by step guide for the mummification process.Students responses to the questions indicate they understand the key concepts about mummification discussed in the interactive slideshow.Student not taking indicates that they are able to extract and record relvant information from the class discussion.Feedback- teacher moves around the classroom to make sure students are extracting relevant data from pletion of the Mummy maker game indicates that the students understand the process of mummification accurately.Answers to the teachers brainstorming activity indicate the students have knowledge of the importance of the discovery of mummies to historical research.Teacher will ask students to hand in their workbook and will mark answers this will allow the teacher to determine if students have a comprehensive understanding of why the discovery of mummies are important to historical understanding.Feedback-Teacher will go around the classroom and speak to individual students about their answers. Their answers should indicate that they have grasped the main concepts of Egyptian funerary concepts.9: Contact with Outside PeoplesContacts Ancient Egyptians made with other societies, resulting in developments such the expansion of trade and peace treatiesidentify contacts Ancient Egypt made with other societies within the ancient worlddescribe significant contacts with other societies through tradeexplain the consequences of these contacts with other societiesAnalyse and interpret sources to support historical narratives and explanations for making contactTeacher begins lesson by asking students to brainstorm as a class the importance of trade in modern society. Who benefits? What do you benefit? Is it better to trade with others or isolate yourself and shut your borders? (see contacts & conflict weebly Resource 1)Teacher leads discussion towards why Ancient societies may trade with one another. Have the reasons changed or stayed the same? Are different things benefitted? (see contacts & conflict weebly Resource 2)Teacher splits the class into groups labelling them as Egypt, Punt, Palestine, Cyprus, and Crete (groups may be based on seating arrangement, academic ability, or first letter of last names. Groups should not only have one gender or be in friendship groups) Teacher explains that each group is a significant society Ancient Egypt traded with and gives each group an A3 piece of paperStudents in their groups use their laptops (or computer in computer lab) to research what Ancient Egypt traded with their specific society and the consequence of the trade (safer borders? Obtaining important resources?)Students create a mindmap on A3 piece of paper detailing reasons why Ancient Egypt traded with their specific society, what was traded between the two parties, any significant consequences (an enemy pacified? Did trade eventually lead to conflict over disagreements?) (see contacts & conflict weebly Resource 3)Students must find two different sources to include on their mindmap to support their points (a quote about trade from an historian, an image of a traded commodity, etc) (see contacts & conflict weebly Resource 4)During the lesson the Teacher moves to each group briefly discussing what they have found and what it may mean, hints or assistance if required, motivating distracted groups to stay on task, and checking progress/accuracy of information and praising good work and subtly guiding incorrect groups in the right directionTeacher once again quickly moves to each group towards the end of the lesson to ensure all students are on track and are beginning to wrap things upFor students who finish early, an extension task of exploring and answering the corresponding questions about trade (see contacts & conflict weebly Resource 5)Teacher collects mindmaps at end of lesson to photocopy and distribute to each student at the beginning of next lesson. Mindmaps are then displayed on the walls of the classroomStudent oral responses demonstrate their understanding of the importance of trade and why Ancient Egypt engaged in tradeStudent mindmaps demonstrates their understanding of a significant contact Ancient Egypt had with another society.Feedback: Teacher to provide oral feedback while moving to each groupTeacher checks each poster after the lesson to ensure all information is correct Teacher reviews the extension tasks uploaded on Google DocsResources: laptop or computer with internet access, A3 sheet of paper, pens/pencils/textas, for extension task10: Conflict with Outside PeoplesConflicts between Ancient Egypt and other societies, resulting in developments such as the conquest of other lands and peace treatiesdescribe significant contacts with other societies through warfare and conquestexplain the consequences of these contacts with other societies Analyse and interpret sources to support historical narratives and explanations for invasions and conflictsTeacher links back to last lesson about trade but explains that there were also many societies Ancient Egypt had conflict withTeacher hands out a map of Egypt and its surrounding area and a cloze passageStudents watch Planet Egypt - Episode 2: Pharaohs at War documentary and while watching the video students mark on their map the locations of Egypt’s enemies (Nubia, Syria, Hyksos, Mitanni, Rome, etc) and complete the cloze passage (see contacts & conflict weebly Resources 6, 8, 9 and 10)Teacher instructs students to pack away their worksheets and equipment and for the final five minutes on the lesson quizzes students on information that should have been obtained from the video (why did Egypt go to war with Nubia? Why did Mitanni want to go to war with Egypt? Were the campaigns against Syria a success? What was the consequence of the Romans conquering Egypt? What weapons were used? Do students think the video favoured one side over the other- such as only focusing on the Egyptian point of view and reasons for war? Is the video useful and reliable to someone studying conflicts Ancient Egypt had with other societies?) (see contacts & conflict weebly Resource 7)Teacher hands out Egyptian source analysis worksheet for students to complete for homework and to get a grasp on how to analyse historical sources (see contacts & conflict weebly Resource 11)Feedback: discussion and quiz at the end of the lesson indicates whether students can describe significant contacts and reasons for conflict, the consequences of contact and conflict, whether the video is a reliable and useful sourceAt beginning of next lesson Teacher can go through cloze passage with class to ensure all students have correct answersResources: SmartBoard with Projector, cloze passage, pens/pencils, map of Egypt and surrounding area, YouTube video 11: Legacy of Ancient Egypt (Under Contacts and Conflict point)The legacy of Ancient EgyptExplain the legacy of Ancient Egypt through the use of oral, visual and digital forms of communicationTeacher allows students to split into pairs or groups of 3 or 4 (no group should have more than 4 members to ensure each student can equally contribute)Using their laptops (if students do not have access to laptops, teacher may have to obtain Retro Active textbooks- or another history textbook- from the book room or library for students to use) students research the legacy of Ancient Egypt and write what they find in their workbook (dot points will suffice) (see contacts & conflict weebly Resource 12)In their groups, students must choose a form of communication to convey to the class the legacy of Ancient Egypt. For example, students may create a: PowerPoint presentation, roleplay, poster, interview, advertisement, speech, etc to covey this informationStudents take turns presenting their group’s understanding of the legacy of Ancient EgyptFeedback: following each presentation Teacher can provide oral or written feedbackPresentations allow teacher to determine whether students have a comprehensive understanding of the legacy of Ancient EgyptResources: SmartBoard with Projector for students to present with (if necessary), textbook (if necessary), pens/pencils, laptop with internet access, A3 paper (if necessary)12: Significant Individual HatshepsutThe role of a significant Individual in Ancient Egypt: Queen Pharaoh HatshepsutIdentify the main achievements by Queen Hatshepsut during her reignAnalyse and interpret sources to support historical narratives to investigate the role of Hatshepsut.Critically assess the role of and significance of Hatshepsut’s reign in Ancient Egypt and the importance of her legacy to Historians and archaeologists.Draw conclusions about the usefulness of sourcesTeacher led research based class using ICT to facilitate student historical inquiry to assess the role of Hatshepsut in Ancient Egyptian society.Class will begin with a brain storming activity. Teacher will prompt student thinking and ask questions such as “what do you think are the qualities of a great leader?”Teacher will ask student to give specific words that relate to leadership.Teacher will write the students answer on the Smartboard in the form of a word cloud using the interactive site- Teacher will make a print out of the word cloud and hand to class.Teacher will show a short YouTube video about Queen Hatshepsut and then hand out a printed timeline of the main dates of significant events in Hatshepsut’s life.Afterwards teacher will show students a range of primary sources- photographs on the National Geographic website and will step by step assess the relevance of each source.-Students will be asked to take notesTeacher will then show a YouTube video about Hatshepsut’s funerary temple to form historical inquiry about the importance this temple has for historians to the understanding of Hatshepsut’s reign in Egypt.Students will be asked to do a interactive quiz from the national Geographic website about Hatshepsut.Students will be given a homework assignment to help them form bases for their research assignment in the following classes.Brainstorming activity indicates that students understand the importance of leadership to society.Feedback- Teacher taking key words from student answers is positive reinforcement that they understand the relevance of the subject that is being researched.Student note taking indicates their ability to extract relevant information from what is being researched.Feedback-Teacher will walk up and down class and make sure students are taking relevant notes.Students completion of the quiz demonstrate their understanding to the key concepts of Queen Hatshepsut’s reign.Student’s completion of the homework questions show that they have understood the key concepts that have been researched by the class.Feedback- written correction and comments from the teacher.Laptops/ tablets/ Smartboard/ internet access/ notepads/ student handouts of timeline/ printer.13 and 14: Assessment/ Activity LessonUse a range of sources, including digital sources, investigate the role of a significant individual in the ancient Mediterranean worldlocate, select and use information from a range of sources as evidence.Understand and develop texts that use evidence from a range of sourcesInterpret history within the context of the actions, attitudes and motives of a significant individual in the context of the pastTeacher will give out a printed handout of the assessment task to StudentsTeacher will go through the main points of the assessment and explain to the class the required outcomes.Research for presentation using a range of ICT resources for students to work in pairs to investigate and present about one of the significant parts of Hatshepsut’s reign.Work in pairs in class and use teacher scaffold to investigate their allocated question for presentation.Students ability to select relevant internet resources about their topic show they have understood the key concepts of the task and demonstrates their knowledge and understanding of Hatshepsut’s role and significance in Ancient Egyptian society.Feedback- teacher will go around and talk to each group individually and give oral feedback and suggest possible resources that the students can use if they are finding difficulty finding relevant sources.Resources- Computers/laptops/ tablets essential/ Internet Access15: Assessment/ Activity Lesson/ Wrap UpThe impact and significance made by Hatshepsut in Ancient Egypt.Explain the impact and significance of Hatshepsut in Ancient Egyptian Society.Students present to class the research they have conducted in the previous classes with the assistance of web 2 technology.Class discussion after every presentation- students ask those who have just presented questions about their topic.Student presentations show their knowledge of the live of Hatshepsut.Demonstrates their ability to explain Hatshepsut’s significance to Egyptian society.Indicates they can effectively use a range of sources including ICT to assess the relevance and significance of Hatshepsut to Ancient Egyptian society.Feedback- Teacher will give written and oral feedback commenting on the student’s presentations that relates to the assessment criteria.Resources- Smartboard so students can present/ fro students who chose to role play for their presentation a costume, however this is not a necessity.REGISTRATION/EVALUATIONWere all student learn abouts completed?YES/NOVariations:Were all student learn tos completed?YES/NOVariations: Were all teaching and learning activities completed?YES/NOVariations:Were all feedback opportunities undertaken?YES/NOVariations:CLASS:TEACHER:SIGNATURE:DATE: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download