Ancient Egypt – Habits of Mind UbD
Topic: Ancient Egypt
Year Level: 6
Authors: Atkinson, Dean, Heffernan
Stage 1 – Desired Results
Established Goals:
Students understand that cultures and identities are shaped by material and non-material aspects as well as cross-cultural
contact.
 material (e.g. places, food, clothing, music and symbols) and non-material components (e.g. values, beliefs, traditions,
heritages) impact on the identity and sense of belonging of groups
Essential Learnings (Draft 2, April 2007) QCAR (taken from QSA website)
HoM to be Developed:
Exploring Meaning of the HOM
By the end of this unit students will be able to:
Striving for Accuracy
Expanding Capacity for using the HOM
By the end of this unit students will be able to:
Accurately and correctly use three methods (strategies) to
obtain and analyse researched information in order to complete
set tasks.
(e.g. Compare/Contrast [Venn Diagram], PMI, Checklists)
(enhances the content or the process through which the unit will
be taught)
Increasing Alertness for the HOM
By the end of this unit students will be able to:
Extending Values of the HOM
By the end of this unit students will be able to:
Building Commitment towards the HOM
By the end of this unit students will be able to:
Use oral (this is for assessment) and visual
(accurate research strategies) cues to recognise
new situations in which it would be appropriate
to Strive for Accuracy.
Use a rubric to clearly connect their ability to
Strive for Accuracy to both the quality of their
work and the grade awarded.
Evaluate their use of Striving for Accuracy using reflective
prompts provided by the teacher and drawing on examples of
their work.
Without external prompts, utilise internal
(mental) checklists to ensure that all tasks are
completed with a high degree of accuracy and
attention to detail.
Understandings about the content:
Essential Questions about the content:
Students will understand that…

Ancient Egyptian buildings and artefacts show that their
society had a belief system and was an organised,
centralised society.

By preserving Ancient Egyptian monuments and
artefacts there is a link to a past advanced, successful
society.

Ancient Egyptian culture is enduring because it was
unique.

What is enduring about Ancient Egyptian culture?

Why do we preserve the past?
Knowledge about the content
Skills required of the content
Students will know…

Key facts about Egyptian society, including how they
built the monuments (technology), building tools to help,
how society was organised.

Ancient Egyptian vocabulary terms.

Key facts about ways of preserving building artefacts.
Students will be able to…

Use research skills (with guidance) and strategies to find out about
Ancient Egyptian society.


Recognise, define and use Ancient Egyptian vocabulary in context.
Construct simple machines and replicas of Ancient Egyptian
monuments.
Stage 2 – Assessment Evidence
Performance Tasks: Summary in G.R.A.S.P.S. form
Goal (1): To report to Egyptian government officials the
importance of preserving historical artefacts.
Role: Archaeologists.
Audience: Government officials.
Situation: You have been asked to choose one Ancient Egyptian
site that best illustrates the key historical reasons why it should be
preserved.
Goal (2): Design and build an operational shaduf.
Role: Engineers.
Audience: Government officials
Situation: You are attempting to persuade the officials that your Shaduf
design should be adopted as the best way of collecting water from the Nile for
irrigation.
Product Performance and Purpose:
Written persuasive report. Using established criteria, students use
research strategies, (eg Checklists, Venn Diagrams) to evaluate
Ancient Egyptian sites. The report must include an explanation of
why you selected the site and how it will preserve the key historic
features of Ancient Egypt.
Include a map showing its location in Egypt.
Standards/Criteria for success:
Your written report needs to includeCompleted research strategies showing accurate
collection and evaluation of site-specific information
a description of the site
clear reasons why it should be preserved, based on
established criteria
Product Performance and Purpose:
An operational shaduf which fulfils set criteria
Standards/Criteria for success:
Model must be able to lift and move an amount of water five times
the capacity of its water scoop
You must submit plans of your design
Include a diary/summary of the process (especially interested in the
interactions with your parents during construction)
Other Evidence:
Venn diagram
Concept Map (completed on Inspiration 8)
Stage 3 – Learning Plan
Learning Activities:
Shaduf – Home project following initial school research
Research the history, design and use of the shaduf (computers)
from this students design and construct their own operational shaduf
design elements and operation is measured against established criteria
presentation of persuasive speech to Egyptian Minister for Agriculture
testing day where all students perform operational test at the pool
students self-reflect (was their product successful against set criteria?)
Lesson 1:
Introduction – Discuss the Brisbane River
What do we know about it
What is the river used for?
How do we rely on it?
Name some other cities around the world that are built on or around a major river.
Why is this so?
Lesson 2:
Linking statement to the study of the Nile River (Ancient Egypt)
Now that we have examined a river important to our time and area, let’s look at another river that was significant during a different time
and place, the Nile River in Egypt.
Boys complete a mapping exercise where they are required to locate major cities and points of interest on an Egyptian map. This will
serve as a reference point for the rest of the unit.
Examine Ancient Egyptian usage of the river
Apply same questions to the Nile as with Brisbane River (above)
Create Concept Map (good copy to be finished on Inspiration 8)
Compare/contrast with Brisbane River (Venn Diagram)
Lesson 3:
Essential Question
What is enduring about ancient Egyptian culture?
Mr Neal Quillinan (Middle School SOSE Co-ordinator) to be guest speaker on culture in answer to essential question
society, belief system and vocabulary
religion and monuments/artefacts
Why is it so fascinating?
Discussion of points in guest speech
Lesson 4:
Working Interdependently
Class decision about importance of various historical sites within Egypt
What have we as modern society learned/adapted from these?
How are they enduring?
Should they be protected?
Examples of obvious ones, e.g. Giza pyramids
Lesson 5:
Development of Criteria
For persuasive report boys develop criteria that will be used in researching and choosing a site which in the students’ opinion is worthy of
conserving (based on appropriate use of criteria)
Finalise criteria rubric and begin research
Future lessons:
Individual research and report-writing
Teamwork skills in development/creation of Egyptian diorama (Upper and Lower Nile)