Nowra Anglican College
HSC History
Stage 4
2016
World History
ANCIENT EGYPT
Depth Study 2: Mediterranean World
OPTION 1: EGYPT
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Estimated Duration of Topic This is a 10 weeks course run in Term 2 with 9 periods of 55 minutes over the school’s fortnight cycle.
The Legend of Jeanne d'Arc is a study in Topic 2: Societies and Civilisations of the Past from Group
B: Medieval and Early Modern Societies. This study begins with an overview of the 100 Year War:
Key Syllabus Focus and Key its causes, course of events and the nature of the rival societies, France and England. It will then
Source Material focus on the a biographical study of Joan of Arc through a film study giving our students a unique
insight into the life of a medieval woman. The topic has been chosen because of the interest that
this period generates and also the fascinating achievements and inspiring personality of Joan of Arc.
Biblical story of Joseph as a story of forgiveness, reconciliation and God's sovereignty in ancient Egypt:
1. You meant evil against me, but God meant it for good: (Genesis 50:20);
Christian Focus Points
2. God has sent me to preserve life (Genesis 45:5).
Inquiry Areas from the Australian National Curriculum
A broad review of the following areas will be the focus of this topic:
1. physical features of ancient Egypt and how they influenced the civilisation that developed there;
2. roles of key groups in the ancient Egyptian society;
3. influence of law, religion and the significant beliefs, values and practices of the ancient Egyptians;
4. study of the following areas: daily life, warfare or death and funerary customs;
5. trade, diplomatic contacts and civil or external conflicts that resulted in developments such as the conquest of other lands, the expansion of trade and
peace treaties;
6. role of a significant individual in ancient Egyptian history.
Targeted Historiographic Skills
4.1 describes and explains the nature of history and applies the methods of history to investigate the past;
4.3 describes and explains key historical features and assesses individuals from past societies;
4.4 uses historical concepts to demonstrate an understanding of historical ideas and processes;
4.5 identifies the meaning, purpose and context of historical sources;
4.6 uses evidence from sources to support historical narratives and explanations;
4.7 identifies different contexts, perspectives and interpretations of the past;
4.8 locates, selects and organises relevant information from a variety of sources to conduct basic historical research;
4.9 uses historical terms and concepts in appropriate contexts;
4.10 selects and uses appropriate oral, written, visual and electronic forms to communicate about the past.
Assessment Tasks
1. Ancient Egypt: The Exhibition;
2. Yearly History Examination.
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Key Learning
1. understands the relationship between geography, climate and the
historical development of Egypt;
2. chronologically sequences the key dynasties and events in the history of
ancient Egypt;
3. understand the role and importance of the written word in ancient Egypt;
4. use terms and concepts integral with the culture and society of ancient
Egypt;
5. identify different types of sources relevant to the study and interpretation
of ancient Egyptian events and personalities;
6. draw conclusions about ancient Egyptian texts, artefacts and sites;
7. locates, selects and organises information from a variety of sources to
create a multimedia presentation.
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Key Skills
1. use maps and flowchart to illustrate the effect of geography and
climate on a nation;
2. design of a timeline using the concept of dynastic eras and millennia;
3. define and make use of key historical, chronological and
archaeological terms and concepts;
4. identification of different types of archaeological sites and artefacts
illustrating a broad scope of history;
5. creates a museum style presentation with artefact, poster display,
journal and information blurb;
6. conduct a document and artefact study with a view to developing
conclusions about the culture, society and government of an ancient
people;
7. collates and interprets information gained from a wide array of
source material.
ICT Skills and Focus
1.
2.
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6.
7.
8.
9.
locates, selects and organises information from a range of sources, including a website;
use an image bank to gather relevant images for an historical inquiry;
uses ITC data to communicates effectively about the past through a multimedia presentation;
draw conclusions about the usefulness of sources for an historian, including a website;
identify origin, purpose and context of historical sources, including ITC sources;
practise ethical behaviour when using the internet during an historical inquiry;
choose appropriate software relevant for use of websites to obtain historic data;
evaluation of websites for value and veracity;
avoiding plagiarism and inaccuracy while using a website.
Site Studies
1. guided tour and hands on archaeology lessons of the Nicholson Museum, Sydney University;
2. alternative tour and hands on archaeology lessons at the Museum of Ancient Culture, Macquarie University.
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A. Geographical Review
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Egypt and the Nile River
Students Learn About
Terminology and Concepts:
Contextual History:
1. Dual Kingdom: Upper and Lower Egypt.
1. Geographical Setting:
2. Neighbouring Lands: Nubia, Kush, Punt, Ethiopia, Judea, Israel,
 Blue Nile and its origins in the Ethiopian highland, Lake Tana;
Philistia, Phoenicia, Libya, Syria.
 White Nile, the Sud and its origins deep in the southern African great
3. Cities: Memphis, Thebes, Karnak, Syene, Elephantine, Gaza, Sais,
lake chain;
Heliopolis, Pelusiu, Buto, Bubastis, Naucratis, Amarna, Hermopolis,
 formation of seasonal flooding from the trapping of monsoon rains
Abydos, Herakopolis.
by the Ethiopian highlands their effect on the river compared with
4. Sites: Giza, Siwa, Valley of the Kings, Valley of the Queens, Saqqara.
the steady flow from the White Nile and the Sud;
5. Seas: Mediterranean Sea, Red Sea, Indian Ocean.
 unique flora and fauna of the river system.
6. Nile River: Blue and While Nile, Lake Tana, Delta, Sud, Meroe.
2. Dual Kingdom:
7. Deserts: Sahara Desert, Sinai Desert, Oasis of Ammon.
 topography of Upper and Lower Egypt;
8. Climate: cataracts, flood, monsoon, top soil, silt, weather shield,
 importance of the capitals: Memphis and Thebes;
catchment;
 deserts and the 'gift of the Nile';
9. Flora and Fauna: Marabou stork, weaver bird, hoopoe, flycatcher, fish
 neighbouring lands and their peoples and geography;
eagle, Nile Perch, Talapia, Nile crocodile, jackal, hyena, lion, baboon,
 key religious and cultural sites.
hippopotamus, camel, papyrus, date palm.
10. Farming: sowing, seed basket, flail, ploughing and ox drawn plough,
water channel and irrigation shaduf, reaping, sickle, nilometre, sheaves,
threshing and threshing floor, winnowing and winnowing tray,
boundary stone, storage silos.
Powerpoint: Ancient Egypt ~ Geography
 Banks of the Nile;
Base
 Gift of the Nile;
 Sowing and Harvest;
Historic
 Flow and Flood;
 Double Kingdom.
Material
 Blue and White;
Students Learn To
1. describe the rivers, deserts, seas and other geographical features of
ancient Egypt;
2. account for the effect of geography on the social and historical of the
ancient kingdoms of Egypt;
3. locate and identify the key cities of ancient Egypt;
Integrated Teaching and Learning
Outcome 4.1: map to explain the key features of the dual kingdom of Upper
and Lower Egypt;
Outcome 4.1: discussion based on a process diagram to illustrate the origins
and effect of the flooding of the River Nile.
4. locate the neighbours of Egypt and describe their populations and
relationship to Egypt;
5. outline the process by which the waters of the River Nile are formed and
flow into Egypt;
6. discuss effects of the Nile flooding on the legendary fertility of Egypt.
Assessment
1. mapping, diagrams, data tables and note taking in book and class work;
2. options in the assessment task: The Exhibition;
3. topic test and a section in the Yearly Examination.
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B. Chronological and Biographical Studies
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Dynasties and Pharoahs
Students Learn About
Terminology and Concepts:
1. Chronology: era, millennia, dynasty, kingdoms, empire;
2. Main Eras: Kingdoms and Dynasties: Pre Dynastic, Archaic, Old Kingdom
and First Intermediate Period, Middle Kingdom and Second Intermediate
Period, New Kingdom and Third Intermediate Period, Late, Persian,
Ptolemaic, Roman;
3. Descriptive Terms: founder, heresy, heretical, reactionary, conservative,
revolutionary.
Contextual History:
1. Chronological Overview of Ancient Egyptian History:
 main eras and intermediate periods;
 dynasties;
 measuring history in millennia and touchstone events.
2. Biographical Studies of Key Pharaohs:
 Foundational Pharaohs: Narmer, Mentuhotep II and Ahmosis I;
 Warrior Pharoahs: Tuthmosis III and Ramasses II;
 Queens of Egypt: Hatshepsut and Cleopatra VII;
 Heretics and Reactionaries: Akhenaten and Tutankhamen.
3. Overview of Key Historical Events and Changes:
 early settlements and kingdoms of the Nile;
 unification of Egypt under Narmer;
 building of the great mastaba of Djoser;
Base
Powerpoint: Ancient Egypt ~ Dynasties and Pharaohs
 Eras and Dynasties;
Historical
 Founding Pharaohs;
Sources
 Khufu and the building of the Great Pyramid,
 Mentuhotep II and the restoration of Egypt;
 Hyksos invasion and the introduction of the horse;
 reunification under Ahmose I;
 reign of Hatshepsut's and her expedition to Punt;
 Thutmose III and the Battle of Megiddo;
 Akhenaton, Nefertiti and the worship of one god, Aton;
 death and burial of Tutankhamen;
 Ramses II and battle against the Hittites of Kadesh;
 Defeat of the Sea Peoples:
 the Assyrian invasion;
 the Saite Dynasty and the invasion of Cambyses;
 overthrow of the Persians and Ptolematic Egypt;
 Cleopatra VII and the fall of Egypt.
4. Iconic Artefacts and Sites:
 Narmer Palette, mace and sacred baboon;
 battle axe of Ahmosis I;
 Temple of Abu Simnel and Egyptain~Hittite Treaty of Ramses II;
 Temple of Djeser Djeseru, obelisk and sphinx of Hatshepsut;
 Rosetta Stone of Cleopatra VII;
 Bust of Nefertiti;
 Death mask of Tutankhamen;
 Warrior Pharaohs;
 Queens of Egypt;
 Heretical and Reactionary.
Students Learn To
1. label a timeline showing the main eras and dynasties of ancient Egypt;
2. place key events from Egyptian history on a timeline;
3. comprehend the romantic sweep of the millennia history of Egypt from
Archaic times to its incorporation under Rome;
Integrated Teaching and Learning
Outcome 4.1: use a timeline to identify key chronological eras and
achievements of the ancient Egyptians:
Outcome 4.10: identification of Egyptian cultural icons.
4. select, edit and understand key events from several key biographical
studies of the queens and pharaohs of Egypt;
5. identify iconic treasures and archaeological sites associated with key
personalities from Egyptian history.
Evaluation
1. timeline, photographic collage and summaries in book and class work;
2. options in the assessment task: The Exhibition;
3. topic test and a section in the Yearly Examination.
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Hieroglyph
C. Cultural Study
Students Learn About
Terminology and Concepts:
1. Papyrus Manufacture: pith, rind, sap, verso, recto, scroll;
2. Hieroglyphics: glyphs, phonetic, determinatives, logographs;
3. Scripts: hieroglyphics, hieratic, demotic, trilingual;
4. Scribes: scribe, rote learning, ostraka, inscriptions, reliefs, papyrus, stylus,
paintbox and brush.
Contextual History:
1. Papyrus and the Papyri Scrolls:
 process of manufacturing papyrus sheets;
 tools used to make papyrus;
 parts and construction of a papyrus scroll.
2. Main Egyptian Scripts:
 basic hieroglyphic lettering and their functions;
 three main types of script and their purpose.
Base
Powerpoint: Ancient Egypt ~ Hieroglyph
 Useful Papyrus;
Historical
 Sacred Signs;
Sources
3. Scribes and Scribal Life:
 education of boys as scribes;
 tools and materials used by scribes;
 the baboon and ibis god, Thoth, patron deity of scribes;
 role of scribes in communal life in Egypt.
4. Egyptian Texts:
 Book of the Dead;
 Coffin and Pyramid Texts;
 reliefs and inscriptions at the Temples of Djeser Djeseru,
Ramasseum and Medinet
 Aegyptiaca of Manetho;
 the Rosetta Stone, its trilingual script and translation;
 ancient Egyptian sayings;
 the tale of Rhodopis.
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Gift of Thoth;
Rhodopis.
Students Learn To
1. outline and describe a manufacturing process;
2. write a simple hieroglyphic text;
3. identify the three different types of Egyptian script and their functions;
4. describe the life and role of the scribe as the servant of Thoth;
5. identify different types of Egyptian texts;
6. read and enjoy Egyptian maxims and folktales.
Integrated Teaching and Learning
Outcome 4.1: describe the role of a specialised social class;
Outcome 4.5: outline and understand a manufacturing process;
Outcome 4.1 & 4.5: understand and appreciate various scripts.
Evaluation
1. process and scripts in book and class work;
2. options in the assessment task: The Exhibition;
3. topic test and a section in the Yearly Examination.
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Hierarchy
D. Social and Political Construct
Students Learn About
Terminology and Concepts:
1. Social Castes: class, caste, hierarchy, pa-ro, paat, rhykt;
2. Social Groups: pharaoh, tjaty, imy-ra, nomarch, priesthoods,
mercenaries, conscripts, royal artisans, craftsmen, peasants,
freeholders, sharecroppers, outcasts, war and domestic slaves;
3. Government Structures: nswt, tjaty, imy-ra, royal council, army, nomes,
sepet, nomarchs;
4. Royal Regalia: ankh, uraeus, false beard, sceptre, crook, flail, tunic, eye
of Ra, pschent, deshret, hadjet, khepresh, nemes, cartouches.
Contextual History:
1. Ancient Egyptian Society:
 three broad Egyptian castes;
 position of the royal household and the administration of Egypt;
 role of priest, scribes and the temples in Egypt as the centre of all
economic, social and political life;
 military groups of mercenaries and conscripts;
Joseph: From Slave to Tjaty
1. A recount of the rise of Joseph in the society of Egypt;
2. Explain the role of Joseph as tjaty;
3. Recount overview of the story as an example of God turning evil to
good and his gracious mercy.
Powerpoint: Ancient Egypt ~ Hierachy
Base
 Hierarchy;
Historic
 Word of the Nswt;
Material
 types of artisans and peasants;
 conscription, slavery and the legend of the slave society.
2. Government of Egypt:
 distinction between pa-ro and nswt;
 the nswt as a divine manifestation of Horus and Ammon Ra;
 importance of the relationship between the nswt and the army ;
 role of the tjaty, imy-ra and Royal Council;
 division of Egypt into sepet or nomes;
 role of the nomarch as administrators throughout Lower and
Upper Egypt;
3. Royal Regalia:
 the main parts of the regalia of the nswt,
 symbolism of the key regalia.
Biblical story of Joseph as a story of forgiveness, reconciliation and
God's sovereignty in ancient Egypt:
 You meant evil against me, but God meant it for good: (Genesis
50:20);
 God has sent me to preserve life (Genesis 45:5).
 Regalia;
 Joseph.
Students Learn To
1. analyse a diagram as a means of reconstructing a society;
2. outline of the status, responsibilities and rights of various groups within
an ancient society;
3. understand the broad concept of class and caste;
4. analyse a flowchart illustrating the process of an ancient government;
5. outline the status, role and powers of various offices and institutions
within an ancient government;
6. identify various emblems of authority and responsibility.
Integrated Teaching and Learning
Outcome 4.1 & 4.5: use diagrams and flowchart learn the concepts and
working of Egyptian society and government;
Outcome 4.1: study ancient Egyptian society as an infusion of foreign people
with an indigenous race;
Outcome 4.5: study the passage of the biblical Joseph through society.
Assessment
1. note taking in book and class work;
2. options in the assessment task: The Exhibition;
3. topic test and a section in the Yearly Examination.
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E. Case Study
Terminology and Concepts:
1. Weaponry: dagger, sword, scimitar, mace, spear, javelin, throwing
stick, bow, arrow, shaft, flight, arrow head;
2. Materials: bronze, brass, iron, stone, obsidian, wicker, horn, linen,
papyrus, feathers;
3. Infantry: shield, slinger, archer, spearman.
4. Cavalry: stallion, composite bow, bow case, arm guard, head dress,
chariot, traces, horse blanket;
5. Galleys: fighting top, yardarm, oars, steering oars, halliards, stays,
mast, sail, fo'c'sle, boarding platform, stern.
6. Rival Nations: empire, rebel, army, divisions, tactics, strategy, attack,
counterattack, rout, treaty, alliance, victory, stalemate, propaganda.
Contextual History:
1. The Armies of Egypt:
 weaponry of the ancient Egyptians and their usage;
 materials and manufacture of ancient weapons;
Powerpoint: Ancient Egypt ~ Hieroglyph
Base Historic
1. Might of the Pharaoh;
Material
2. Kadesh.
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Kadesh
Students Learn About
 types of Egyptian infantry and their deployment;
 equipment and weaponry of Egyptian chariots;
 chariot cavalry of Egypt and its deployment.
2. The Fleets of Egypt:
 parts of an Egyptian galley and their functions;
 materials and manufacture of galleys;
 archery and boarding tactics of Egyptian galleys .
3. The Battle of Kadesh:
 causes of the conflict between Ramses the Great and the Hittite
emperor, Muwattallis;
 strategy of the emperors and the importance of the city of Kadesh;
 Hittite ambush and route of the Egyptian divisions;
 counterattack of Ramses and late intervention of the Ner’im
division;
 rival claims of victory, propaganda and the Egyptian~Hittite
Treaty.
Students Learn To
1. study diagrams to understand the weaponry and equipment of the
Egyptian army and fleets;
2. discuss and describe the manufacture of weaponry in ancient Egypt;
Integrated Teaching and Learning
Outcome 4.1: learns and uses correct military terminology to recreate an
ancient battle;
Outcome 4.8 & 4.10: narrates a major historical event in a creative format by
selecting useful information from a documentary and other sources.
3. study diagrams to understand the techniques used by Egyptian warriors;
4. examine a process diagram to reconstruct the strategy, tactics and
outcome of an ancient battle.
Assessment
1. tables, charts and note taking in book and class work;
2. options in the assessment task: The Exhibition;
3. topic test and a section in the Yearly Examination.
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F. Cultural and Religious Review
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Death and Religion
Students Learn About
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Terminology and Concepts:
1. Religion: manifestation, forms, cosmology, mythology, polytheistic,
pantheistic, fertility deity, religious centres;
2. Deities of Egypt: Amun, Anuket, Horus, Konsu, Bes, Ptah, Selket,
Hathor, Sobek, Apis, Isis, Anubis, Bast, Osiris, Re, Set, Neith, Khnum,
Nut, Geb, Shu.
3. Types of Tombs: platform tomb, mastaba, pyramid, cliff tomb, pyramid
complex, shrine, causeway, annex, offering hall, cult pyramid,
antechamber, sarcophagus, crypt;
4. Tomb Features: capstone, rubble, core, dress stone, facing, shaft,
chamber, entry, false entry;
5. Mummification Process: ibu, natron, linen wrappings, palm wine, Nile
water, embalming table, canopic jar, hooks, pistachio and balsam sap,
amulets, charms.
Contextual History:
1. Key Deities of Egypt:
 key religious descriptions and concepts;
 mythology and basic cosmology of Egypt;
Base
Powerpoint: Ancient Egypt ~ Death and Religion
1. Manifestations;
Historic
2. Mastaba and Pyramid;
Material
manifestations and forms;
main centres of worship;
importance of temples and the priesthoods in the cycles Egyptian
life.
2. Embalming and the Rites of the Dead:
 the process of embalming;
 the rites and passage of the dead into the afterlife;
 basic structures of four main types of Egyptian tombs: platform
tomb, mastaba, pyramid and cliff tombpyramid complex;
 overlay of a Temple-Pyramid complex;
 pyramids and Sphinx of Giza;
 cliff tomb of Tutankhamen and its various treasures.
1. use a chart of identify key deities of Egypt and understand some key
religious concepts such as manifestation and cosmology;
2. use a process diagram to outline the process of mummification;
3. discuss and outline the ritual passage of the dead into the afterlife;
4. analyse diagrams to understand the structure and function of key tomb
structures in Egypt;
5. identify and appreciate iconic treasures from the tomb of Tutankhamen.
3. Giza;
4. Mumification;
5. Cliff Tomb.
Students Learn To
Integrated Teaching and Learning
Outcome 4.1: use web sites to collect information for a table of information
on Egyptian deities;
Outcome 4.5: learn the terms and process connected with the sacred burial
ritual of ancient Egypt;
Outcome 4.1 & 4.5: study the construction of various styles of Egyptian royal
tombs and discuss their purpose.
Assessment
1. tables, charts and note taking in book and class work;
2. options in the assessment task: The Exhibition;
3. topic test and a section in the Yearly Examination.
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G. Museum Display
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The Exhibition
Students Learn About
3. Optional Poster:
History Activity:
1. Model:
 biographical research into a historic person’s life;
 selection of an ancient artefact;
 graphical design and presentation.
 construction of a replica of artefact;
4. Optional Journal:
 display and labelling of artefact.
 record of process of selecting, constructing and displaying a
2. Poster:
replica for a museum display;
 creation of a advertising poster to required specifications;
 reflective aspects of a journal;
 history of selected artefact;
 organisation and preparation of material for a journal;
 graphical presentation and design.
 selection and research of factual material.
Family memories;
Family memorabilia and photographs
Base Historic Material
Selected ITC research sites.
Students Learn To
1.
2.
3.
4.
select an ancient artefact suitable for interest and replication;
design and construction of a replica artefact;
designing and creating an interest through a poster for a display;
creating a poster to design specifications;
5.
6.
7.
8.
research into biographical material;
presentation of biographical material to design specifications;
consistent and useful recording for a journal;
selection of useful factual material.
Assessment Task Integrated Teaching and Learning
Outcome 4.1: describes and explains the nature of history and applies the methods of history to create captions and a power for a replica display;
Outcome 4.6: uses evidence from sources to support historical narratives in a poster, journal and biography;
Outcome 4.8: locates, selects and organises relevant information from a variety of sources to conduct basic historical research for a display, journal and
biography;
Outcome 4.9: uses historical terms and concepts in appropriate contexts in captions and posters;
Outcome 4.10: selects and uses appropriate replica display and poster.