Depth Study 2: The Mediterranean World- Egypt | Stage 4
Summary
Duration
Unit looks at a period defined by its cultural practices and organized
Term 1
societies, including 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?
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
1
Outcomes
Assessment overview
History K-10
SUGESTED ASSIGNMENTS:
›
Personality Research Task – Could use the facebook template
HT4-2 describes major periods of historical time and sequences events,
people and societies from the past
›
HT4-3 describes and assesses the motives and actions of past
individuals and groups in the context of past societies
›
HT4-6 uses evidence from sources to support historical narratives and
Students are to write a character profile on chosen personality (e.g. Julius
Caesar, Augustus, Rameses II, Hatshepsut). They must discuss their
personality’s achievements. They must use a variety of sources to
investigate their personality.
explanations
›
HT4-9 uses a range of historical terms and concepts when
communicating an understanding of the past
›
HT4-10 selects and uses appropriate oral, written, visual and digital
forms to communicate about the past
OR
Travel booklet and Presentation (in class assessment)
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.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
2
Content
Teaching, learning and assessment
Stage 4 - Depth Study 2: The Mediterranean
World
BOARD NOTES IN BOLD
The physical features of the ancient society
and how they influenced the civilisation that
developed there (ACDSEH002, ACDSEH003,
Questioning: Use the question grid for students to create
whole class or in pairs.
Timeline Activity: Create a visual for the events listed on the
Students:
timeline
describe the geographical setting and
Visualising:
explain how the geographical setting and
natural features influenced the
development of the society
Question Grid
questions to want to know about this topic. Can be done as a
ACDSEH004)
natural features of the ancient society
Resources
Timeline (blank)
Blank map of the Mediterranean
SUGGESTED ACTIVITY: Learning map for overview of topic
Visualising: SUGGESTED ACTIVITY: Introducing Egypt within
the Mediterranean World
-
Students will be given a blank map of Mediterranean.
Map of Ancient Egypt with key sites
labeled
On a smartbaord or data projector, students are to
label and colour code each significant civilisation
(Romans, Egyptians, Greeks)
SUGGESTED ACTIVIITY: Egypt and its natural features
Filmstrip summary template
influence on development of society
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
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
3
Content
Teaching, learning and assessment
Resources
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
Students will be given a map of Ancient Egypt with key sites
labeled. Students are to highlight or bold the sites and the
See resource folder
Climatic graph PowerPoint (see HSIE
resources)
River Nile.
Predicting: Possible cross-curriculum activity: student predict
Mindmap template
precipitation and temperature graphs of rainfall in Egypt and
Pictures of Hapy and Khum
then complete the climatic graph
SUGGESTED ACTIVITIES: The Gift of the Nile
Tic-tac-toe note-taking chart
Visualising: Mindmap the importance of the Nile River. E.G.
source of water, fertile land, acted as a ‘highway’, annual
flooding (Akhet, Peret, Shemu), Nile gods (Hapy and Khum)
Summarising: Macmillian History 7: The Ancient World pp.87
-
Picture Quilt template
Table of advantages and disadvantage of the Nile
River
Visualising: Big Ideas History pp. 104-105 Check your learning
Prediction Flowchart template
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
4
Content
Teaching, learning and assessment
Resources
questions. Use the picture quilt template to illustrate life on the
Nile
Predicting: Use the prediction flowchart for students to
complete life in the desert.
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
SCAMPER activity
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
Invention activity (use the SCAMPER guide): invent a way for
the Ancient Egyptians to stop the dust and glare.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
5
Content
Teaching, learning and assessment
Resources
Stage 4 - Depth Study 2: The Mediterranean
World
SUGGESTED ACTIVITY: Key social groups in Ancient Egypt
Blank pyramid worksheet
Watch Youtube clip “The Pharaoh Report”
The Pharaoh Report
http://www.youtube.com/watch?v=H7ukJSMlazc
http://www.youtube.com/watch?v=H7uk
Roles of key groups in the ancient society,
including the influence of law and religion
(ACDSEH032, ACDSEH035, ACDSEH038)
Students:
outline how the ancient society was
organised and governed including the roles
of law and religion
describe the roles of appropriate key
groups in the ancient society, eg the ruling
elite, the nobility, citizens (Greece and
Rome), bureaucracy, women and slaves
Political structure of Egypt
JSMlazc
At first Egypt was divided into small states, each with its own
chieftain. By 3100 BCE there were two separate kingdoms:
Secrets of the Pharaohs: King Tut
-Upper Egypt
http://www.youtube.com/watch?v=XWS
-Lower Egypt
GzpvV0aY
The need to have tight control over resources, transport and
irrigation systems created the Egyptian political system: to be
Video: Prince of Egypt
ruled by one man, the Pharaoh.
Visualising: Students are given blank pyramid worksheet.
describe the everyday life of men, women
and children in the ancient society
Students are to label each social class and give a brief
description of each social class. Higher ability class 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.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
6
Content
Teaching, learning and assessment
Resources
SUGGESTED ACTIVITY: The Pharaoh
Use the Word Map activity to provide definitions for the key
Word Map activity template
words about the Pharaoh.
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.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
7
Content
Teaching, learning and assessment
Resources
Watch Secrets of the Pharaohs
http://www.youtube.com/watch?v=XWSGzpvV0aY
Visualising: Cloze passage on Tutankhamen’s tomb discovery
Weekend News Template
and complete the Weekend News story about Tutankhamun’s
discovery.
Questioning: Comprehension Sheet about Government
Worksheet: Government Officials
Officials
SUGGESTED ACTIVITY: Land of 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
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
8
Content
Teaching, learning and assessment
Resources
SUGGESTED ACTIVITY: Role of Slaves
3, 2, 1 Reflection Sheet
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 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
Compare and contrast summary sheet
class structures and their roles. Use the compare and contrast
summary chart to note similarities and differences
SUGGESTED ACTIVITY: the Role of Women
Summarising:
Family Life cloze passage and
The Role of Women
questions
Ancient Egyptian women’s lives are not well known. They
Life of Women worksheet
appear in early Egyptian art. Women did have some rights but
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
9
Content
Teaching, learning and assessment
Resources
they were not considered equal to men. Women could buy
property, sign contracts and go to court if necessary. They
could also control their own wealth, which was not the case in
some other ancient society.
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.
See Resource Folder
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?
Scaffold for Diary entry
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.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
10
Content
Teaching, learning and assessment
Resources
Stage 4 - Depth Study 2: The Mediterranean
World
SUGGESTED ACTIVITY: Introduce beliefs
Horrible Histories Gods and the
The significant beliefs, values and practices
Summarising: Beliefs in Ancient Egypt
of the ancient society, with a particular
Religious beliefs dominated the lives of the ancient Egyptians.
emphasis on ONE of the following areas:
These beliefs inspired art, their ceremonies and the content of
warfare, or death and funerary customs
much of their writing. They even believed that the Pharaoh was
(ACDSEH033, ACDSEH036, ACDSEH039)
a deity (god).
Students:
The Egyptians believed in 2000 different gods, each with their
explain how the beliefs and values of the
own aspect of life. However, the more well-known gods, like
ancient society are evident in practices
Osiris, were known as the ‘state’ gods or gods officially
related to at least ONE of the following:
worshipped by the pharaohs and by temple priests. Ordinary

warfare

death and funerary customs
Egyptians could not take part in this official worship but prayed
to their local gods at home.
Textbook: Investigating Global History pp. 20-21 Activity
Devourer
http://www.youtube.com/watch?v=Oipm
Pbe1ezs
Burial Customs
http://www.youtube.com/watch?v=5of9
gkbECeU
Use the compare and contrast diagram
to investigate comparisons between
Christianity and Egyptian religious
beliefs
Questions
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.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
11
Content
Teaching, learning and assessment
Resources
Cloze passage on Egyptian gods for lower literacy class
For higher literacy classes, Herodotus source work on cat
goddesses.
SUGGESTED ACTIVITY: Burial Arrangements
Resource folder
Visualising: Burial Arrangements
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 afterlife was not for
Mummification Flowchart and Summary
of the steps
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
http://www.youtube.com/watch?v=5of9gkbECeU
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
12
Content
Teaching, learning and assessment
Resources
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
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
13
Content
Teaching, learning and assessment
Resources
Stage 4 - Depth Study 2: The Mediterranean
World
Visualising:
Old World New Worlds page 34,
Contacts and conflicts within and/or with
other societies, resulting in developments
such as the conquest of other lands, the
expansion of trade and peace treaties
(ACDSEH034, ACDSEH037, ACDSEH040)
Students:
identify contacts and conflicts of peoples
within the ancient world
describe significant contacts with other
societies through trade, warfare and
conquest
explain the consequences of these
contacts with other societies, eg
developments in trade, the spread of
religious beliefs, the emergence of empires
and diplomacy
explain the legacy of the chosen ancient
society
Suggested Activity: Teacher through map show how Rome,
Greece and Egypt had contact through war with neighbours in
61,71,75,94
Internet ……
the Mediterranean World.
1. Rome with Carthage
2. Greece and Persia
3. Egypt and Hittites
Pharoah Hatshepsut
18th
Dynasty
Hatshepsut did not need to engage in war. Previous Pharaohs
had brought peace to Egypt. She then left her mark on Egypt
through her expedition to Punt.
1. Map of possible route from Nile, across desert, into
Red Sea and by land into inner Africa
2. Construct a table of goods taken and brought back on
the expedition.
3. Students write a diary as an Egyptian going on the
expedition. Teacher scaffold the writing task.
Egypt as an Empire
Pearson History: p144-145
Cambridge pages 111-114
Internet:
Hatshepsut’s expedition to Punt as
recorded in Egyptian art. This site has
great temple art work on type of ships.
Diary entry template
The Ancient Egypt Site – Punt
www.ancientegypt.org/glossary/miscellaneous/punth
tml
excellent for text looking at goods
which were traded.
Hatshepsut as a woman and with the right to rule was not
looked favorably upon by later pharaohs. As a consequence
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
14
Content
Teaching, learning and assessment
Resources
some pharaohs felt they had to work extra hard on the military
field. As a consequence Egypt in the 19th Dynasty grew more
powerful.
Rameses II
Cambridge 118
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.
Visualising and Summarising:
Class Activity:
Teacher to revisit in a format fitting for the class the content
provided in the film (viewed earlier) Prince of Egypt. Students
are to make comparisons of how slavery was incorporated into
the societies of Egypt, Greece and Rome. Internet and library
resources allow for students to create visuals showing
differences and similarities of slavery.
Compare and contrast template
Prince Of Egypt Extracts to rewatch
seeing the Hebrews on the work sites.
Roman Slaves looking at film
Spartacus – only extracts from point of
view of how gladiators fought for their
owners and brought prestige.
See library for creating crate of
resources.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
15
Content
Teaching, learning and assessment
Resources
A3 paper
Visualising:
Legacy of Egypt:
Students to create visual wall posters of Egypts legacy to the
world today. Groups will be assigned specific topics.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
16
Content
Teaching, learning and assessment
Resources
Stage 4 - Depth Study 2: The Mediterranean
World
Each society had a significant person.
Internet Resources:
Greece: Solon, Pericles, Alexander The Great
www.bbc.co.uk/history/ancient/egyptian
Students:
using a range of sources, including digital
Egypt: Akhenaten, Seti 1, Cleopatra,
sources, investigate the role of a significant
Rome: Julius Caesar, Mark Antony, Augustus
individual in the ancient Mediterranean
Persia: Darius, Xerxes
world
assess the role and significance of the
individual chosen
Political, Military, Religious, Social, Economic, Cultural reasons
for success.
Teacher to create a jigsaw of chosen personality and each
piece represents either a student and / or teacher centred
learning activity.
Clozed passages, sources analysis (for stronger classes)
Create a newspaper this is your life of the personality
s/akhenaten_01.shtml
www.history.com/topics/cleopatra
Seti 1 – LookLex Encyclopaedia
Solon – Greeka.com
The Fabulous Fifth Century – Athens
during the Age of Pericles
Effects of Alexander the Great – Overall
Julius Caesar – Ancient Rome for Kids
Why Was Marc Antony Important to
Rome?
Augustus – Library
The chosen individual is remembered through:
Heritage History: Darius the Great
Ancient texts, written records, art, architecture, film, literature,
Xerxes – Ancient / Classical History –
textbooks, school syllabus.
About.com
Class debates the attributes of the individual. Teacher to
Cambridge p115, 164,166,205-
scaffold accordling to class needs.
207,208-209, 160-161
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
17
Content
Teaching, learning and assessment
Adjustments/Extensions
Resources
Evaluation
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
18