Topic: Ancient Egypt

History
Term 2
2015

Length of unit: 8 weeks

Inquiry Questions:
1.
2.
3.
4.

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?

In depth study The Mediterranean world

EGYPT
1. The physical features of ancient Egypt (such as the River Nile) and how they influenced the civilizations that
developed there.
2. Roles of key groups in ancient Egyptian society ( such as the nobility.\, bureaucracy, women, slaves)including the
influence of law and religion
3. The significant beliefs, values and practices of the ancient Egyptians with a particular emphasis on ONE of the
following areas: everyday life, warfare or death and funerary customs.
4. 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 treat4ies.
5. The role of a significant individual in ancient Egyptian history such as Hatshepsut or Rameses II

Assessment:
Research role of significant individual in ancient Egyptian History
Title page
Response to questions
Research of different groups in society
Deisgn and Technology Task

Week 1

Monday
Monday

Tuesday

Intro quiz

What do we know
about Ancient Egypt

Title page
assessment

Week 2

How did the

geographical
environment
influence the
society?
For students to
investigate the
physical features of
Egypt and explain
how they
influenced ancient
Egyptian society.
WEEK 3
How did the
geographical
environment
influence the
society?
For students to
investigate the
physical features of
Egypt and explain
how they
influenced ancient
Egyptian society.
How was ancient

Wednesday

Thursday

Friday

Ages and time

Page 6 and 7 History
Alive
Answer questions and
create own timeline

Ancient Egyptian
timeline

Finishing off time

What is the difference

between primary and
secondary resources?

Students play the online

game Explore Ancient Egypt
learning about the places in
Egypt and then complete the
integrated quiz.

The River Nile

Archaeology
Pg 114 and 115
History Alive
Pages 12 -15

Mapping task

History Alive pages 811

Answer questions
Answer questions on
page 11

Learning
groups will use
google earth to
locate Egypt,
find a map and
identify the key
geographical
features Key
features
include:
The Nile,
including
floodplains
Desert

Read pages 114 and

115 of History Alive
regarding The Nile.
Answer questions

In learning groups,
students use the
internet to research
the different groups in
society including: the
nobility, bureaucracy,
artisans, priesthood,
women, children,
farmers, slaves and
merchants. Teacher to
provide some
resources to guide
students.
As part of their

In learning groups,
students use the
internet to research
the different groups in
society including: the
nobility, bureaucracy,
artisans, priesthood,
women, children,
farmers, slaves and
merchants. Teacher to
provide some
resources to guide
students.

In learning groups, students

use the internet to research
the different groups in society
including: the nobility,
bureaucracy, artisans,
priesthood, women, children,
farmers, slaves and
merchants. Teacher to
provide some resources to
guide students.

Egypt organized
and ruled?
Students to
understand the
existence, role
and size of key
groups in
society.

Fertile land
Mountains
The
Mediterrane
an Sea

research investigation,
students to identify
the proportion of each
social group in society.
Students and a
pyramid (hand drawn).
In pairs students will
answer the questions
given to them about
their group in society.
These responses need
to be recorded on the
Wiki site.
Use of Wiki site will be
graded for Technology
Each student will then
spend some time
reading WIKI site and
respond to the
following question
If you could be anyone
except the pharaoh,
who would you choose
to be and
why? Be sure to
explain the
advantages and
disadvantages a
person with this social
status and job would
have had in ancient
Egypt.

As part of their
research investigation,
students to identify the
proportion of each
social group in society.
Students express this
as a fraction and
percentage and use
this information to
make a pie chart (using
excel) and a pyramid
(hand drawn).

As part of their research

investigation, students to
identify the proportion of
each social group in society.
Students express this as a
fraction and percentage and
use this information to make
a pie chart (using excel) and
a pyramid (hand drawn).

ASSESSMENT DUE END

OF WEEK 6
WEEK 4
What was the
influence in Ancient
Egypt of religious
ideas and beliefs
about an afterlife?
Students to explore the
significance of the
afterlife to ancient
Egyptians by
investigating
mummification.

Students
individually play
the online
simulation game:
Building Pyramids.

Students to individually
play an online game
Making a Mummy and
answer the multiple
choice questions
afterwards.

Role of key person

Students investigate a
famous Ancient
Egyptian

WEEK 5
What were the main
ways in which Egypt
came into contact
with other people?
Students to investigate
the internal and
external conflicts of
Ancient Egypt

In their learning
groups students
will choose a
particular conflicts
or time of peace to
investigate.
Students will
research: the type
of conflict
(expansion or
invasion), who the
players were, the
technology used,
where it occurred,
what the outcomes
were etc.
Students will
create a human
timeline by briefly

As a class look at a map

of Ancient Egypt and
identify their neighbours
and main trading
partners. Ask students to
spend 10 minutes
investigating either the
Phoenicians or the
Nubians and have a class
discussion about what
they discovered.
Randomly assign to small
groups to investigate
trade through roleplay.
Provide students with
task cards depicting a
different scenario (e.g.
building a pyramid for
their Pharaoh, organizing
a religious festival, etc),

Students to read Chapter

5.6 of the History Alive
textbook (Mummies
unwrapped). In pairs,
students will draft an
outline for a guide for
mummifiers using the
following headings:

Why is the
mummification process
important

Who to embalm and

why

The embalming process

What the dead person
should take to the afterlife
and why

In their learning groups

students are assigned a
famous Egyptian to
research. They will need to
research their background,
why they were famous,
important aspects in their
life and additional
interesting information.
Students record their
findings on video in the
format of an interview on a
popular T.V chat show.
Students record the
interview, edit the content
and upload to the class wiki.

In their learning groups

students are assigned a
famous Egyptian to
research. They will need to
research their background,
why they were famous,
important aspects in their
life and additional
interesting information.
Students record their
findings on video in the
format of an interview on a
popular T.V chat show.
Students record the
interview, edit the content
and upload to the class wiki.

In their learning groups students are

assigned a famous Egyptian to
research. They will need to research
their background, why they were
famous, important aspects in their
life and additional interesting
information.
Students record their findings on
video in the format of an interview
on a popular T.V chat show.
Students record the interview, edit
the content and upload to the class
wiki.
DUE END OF WEEK 7

In their learning groups students are

assigned a famous Egyptian to
research. They will need to research
their background, why they were
famous, important aspects in their
life and additional interesting
information.
Students record their findings on
video in the format of an interview
on a popular T.V chat show.
Students record the interview, edit
the content and upload to the class
wiki.

acting out the

conflicts and the
outcomes to
present their
findings to the
other groups.

WEEK 6
What were the main
ways in which Egypt
came into contact
with other people?
Students to develop an
understand of the role
of trade and writing in
Ancient Egyptian life

WEEK 7
WEEK 8
Week 9
Week 10

Photos/video of
each group will be
taken and at the
end of the lesson
all students will
work together to
put the timeline
together in a
multimedia
presentation using
Metta, which will
be uploaded onto
the class wiki.
Students also need
to keep a record of
their trade using
Hieroglyphics
(translate using an
online
Hieroglyphics
typewriter).
Students will write
a 100 word
reflection on why
writing was so
important to trade
at this time.
Design and
Technology
Design and
Technology

the amount of goods

they need to acquire to
complete their task, how
many goods they have
and the numerical values
of the available trading
goods. Students will need
to trade goods with the
other groups to achieve
their task.

Design and Technology

Design and Technology

Design and Technology

Design and Technology

Design and Technology

Design and Technology

Design and Technology

Design and Technology