History Curriculim 1 - Assessment-One

Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:

Ancient Egypt Stage 4 60-61
Date: Location Booked: Lesson Number: 1 / 3
4/08/17 History Classroom
Time: 60 minutes Total Number of students Printing/preparation
25 Egypt Geographical Report –
Model copy for each student (25)
Question preparation for projection on
board
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Concept map – The physical features of the Describe the geographical
Describes major periods of historical formative assessment of ancient society and how they setting and natural features of
time and sequences events, people and prior knowledge influenced the civilisation that the ancient society
societies from Egypt Geographical developed there
the past HT4-2 Report (ACDSEH002, ACDSEH003, Explain how the geographical
Literary response ACDSEH004) setting and natural features
Uses a range of historical terms and questions influenced the development of
concepts when communicating an Interlocking circles the society
understanding of the past HT4-9 formative assessment
Life Skills outcomes
Cross Curriculum Themes and General Subject specific concepts

Capabilities: Basic understandings of concepts and key terms
Critical and creative thinking within Ancient Egypt
Information and communication technology Understanding of the effect of geography and
capability natural resources on the development of Ancient
Literacy Egypt
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.1 Deep Students will explicitly address the key concept of geography in Egypt, as well as the
knowledge influence of geography on the expansion of Egypt. This allows for an understanding
of relationships between geography and power.
1.5 Lesson specifically addresses Ancient Egyptian terms in mind-map activity, and
Metalanguage allows for analysis and explanation on specialist language and is then used in various
contexts such as in the Egypt Geographical Report activity.
3.1 Background knowledge is questioned within the lesson on student’s prior knowledge
Background of Ancient Egypt in the mind-map activity. This is then utilised and built on in
knowledge further components of the lesson, such as question and answer and the Egypt
Geographical Report activity.
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher: Instruct students
Minutes Teacher: Leads lesson. Teacher marks the roll and to come in and be prepared. Teacher
write learning intention on the board. Teacher is to call out the roll
and write learning intention
Student: Students are to come in and take out on the board.
devices (iPad or laptop).
Student: Following
Learning Intention: ‘We are learning to describe instructions and note the
physical features and the geographical setting of learning instruction on the
Ancient Egyptian society and explain how these board.
natural features influenced the development’.
Resources: Roll, learning
intention.
10 Teacher: Forms a mind-

Minutes Teacher: Writes ‘Ancient Egypt’ on the board as map on the board, beginning Teacher
the beginning to a mind-map. After this, teacher with ‘Ancient Egypt’ on the and
asks students to contribute what their knowledge is board. Student
of Ancient Egypt from media, popular culture,
reading or any prior knowledge. This stands as an Student: Contribute to class
initial formative assessment to determine students discussion and add mind-
prior knowledge and understanding and form map into their own devices.
vocabulary. Teacher is to explain definition of each
word to student. Resources: N/A
Student: Contribute to the class discussion and the

formation of a mind-map on the board. They may
add this mind-map to their devices for future
reference and add definitions as discussed in class.
Words to aim to be included on the concept map:

Afterlife, Akhet, Amulet, Amun, Ankh, Book of the
Dead, Canopic jars, Cedar, Delta, Dynasty, Eye of
Horus, Giza, Hatshepsut, Hieroglyphics, Hyksos,
Imhotep, Inundation, Lower Egypt, Memphis,
Mummy, Nefertiti, Obelisk, Oasis, Osiris, Papyrus,
Pharaoh, Pyramid, Rosetta stone, Sarcophagus,
Scribe, Senet, Sphinx, Thebes, Tutankhamun,
Upper Egypt, Vizier.
20 Teacher: Asks students to

Minutes Teacher: Ask students to load up following link load up link. Then writes Student
and research through the site. questions on board for
http://www.ancientegypt.co.uk/geography/explore/ students to answer.
fea.html
Student: Research through
Student: Loads up link and researches site. site and then answer
questions on board.
Resources:
Teacher: After allowing students 10 minutes to Link to site:
research through site, write questions on board for http://www.ancientegypt.co.
students to answer. uk/
geography/explore/fea.html
‘Based on what you can see, how would you
describe the geography of Egypt? Discuss the types
of resources, plants, animals, and climate you think
the country would have.’
Students are allotted a further 10 minutes to answer

these questions on devices. Teacher to circulate
around classroom offering feedback and help to
students who request it whilst also gaining
formative feedback on students answers.
15 Teacher: To lead
Minutes Teacher: Explain to students that the Ancient discussion on The Nile Teacher
Egyptian civilisation used to be one of the world’s River and its influence in and
more foremost, powerful and advanced the development of the Student
civilisations in the world. Then explain that their society.
geography is a huge factor in their advancement as
a civilisation. Student: To analyse the
map and research the given
Think, pair, share. questions.
Load up map of Ancient Egypt [resource one].
Have students analyse the map. Point out The Nile Resources: Ancient Egypt
River to the students, and convey that The Nile Map.
River was central to Ancient Egyptian life. Have Questions for students.
students then pair up with the person next to them
to research the following questions (higher up on
Bloom’s Taxonomy) projected on the board:
Explain how the terrain, natural resources and

physical features of Ancient Egypt contributed to
its power?
Evaluate why the Nile River critically important to

the ancient Egyptians?
After 10 minutes, regain the students attention to

discuss the answers in a class discussion so as to
share information and construct answers
collaboratively.
Students answers should centralise around on how

the natural resource of The Nile provided food,
water and transport across long distances.
Student research should centre on the

inundation of the lands as a result of the
water. Melting snow and heavy rains in the
mountains to the south increased the
channelling of water into The Nile and
resulted in overflow and flooding. Then it
should include how these subsequent flood
waters then saturated the fertile land, and
after a few months and the recension of
water allowed the farmers to plant, grow
and plough crops. Students then argue why
this is critical.
8 Teacher:
Minutes Teacher: Hands out copy of Egypt Geographical Teacher
Report [resource two] to students. Student: and
Student
Student: Answer Egypt Geographical Report. Resources: Egypt
Geographical Report –
Differentiation: Students with difficulty in model copy for each
completing the sheet are to have the first letter of student.
each word included in the appropriate spot in the
sheet.
Advanced students are to have the ‘Missing words’

word bank hidden.
Teacher: To ask students to

Teacher: Before students are dismissed, ask them complete interlocking Student
2 to place themselves in the interlocking circles circles in regards to success
Minutes where they believe they are in meeting the success critera.
criteria of “I am able to describe physical features
and the geographical setting of Ancient Egyptian Student: Place themselves
society and explain how these natural features in interlocking circles.
influenced the development”.
Resources: Interlocking
This allows for formative assessment of whole circles scaffold, both printed
lesson through ‘interlocking circles’. copy or personal copy for
students who don’t wish to
Student: Before leaving, self-assess and place self publicly place themselves.
where each student feels comfortable in the
interlocking circles visual map. Visual map which
allows student self-assessment.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
When preparing this lesson, I have aimed to ensure a collaborative and joint activity to
combine lower level learners and advanced learners, as in the Think, Pair, Share literary
activity. Furthermore, the importance of differentiation when establishing a unit of work,
such as that on Ancient Egypt, is essential as it allows for all students to attain a grasp of the
concept before proceeding ahead. Inquiry based learning is also paramount, as established in
the activity allowing students to complete their own research of the website.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Describes major periods of historical Students are able to describe Ancient Egypt as a
time and sequences events, people
and societies from major periods of historical time through the literary
the past HT4-2 activities of research, then question and answer
contribute to the description of major periods of
Ancient Egypt including the event of the Nile. The
Egypt Geographical Report also further enables a
description of the major period.
Uses a range of historical terms and Students use a range of historical terms and concepts
concepts when communicating an
understanding of the past HT4-9 in the mind-map component of the lesson. The Egypt
Geographical Report also enables the use of
historical terms when communicating an
understanding of the past through discussion of
Ancient Egyptian location, landscapes, and natural
resources
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.1 The mind-map component establishes the physical, social and intellectual
development of students and where they individually are at.
1.5 Differentiation is evident in the Egypt Geographical Report activity to
meet the specific learning needs of students across the full
range of abilities. The extra assistance provided is evident with the word
bank, being included or excluded depending on learning level, as well as
the first letter being included for those of a lower level.
2.1 Demonstration of teacher knowledge and understanding of the concepts,
substance and structure is evident within the explanation of the
importance of the Nile from the teacher, as well as the establishing
component of the lesson of major concepts and key terms.
2.5 Literary strategies utilised within the Think, Pair, Share activity to get
students to collaboratively come to an understanding of the questions.
2.6 ICT is integrated throughout the entire lesson with students encouraged to
utilise devices, as well as the use of a website for basic research and
inquiry-based learning.
4.1 Student participation is supported by students of all levels through the
collaborative Think, Pair, Share activity. This is further addressed in the
differentiation, allowing students of different intellectual abilities to
complete the work.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Student movement in class can be a risk, therefore implementing a seating-plan and

rule instructing students to stay in seats unless instructed otherwise is beneficial.
Placement of student bags are also to be in a safe spot, such as under the seat or front
of the classroom.
References (In APA)

Ancient Egypt Online. (2012). Ancient Egypt Maps. Retrieved August 5th, 2017 from:
http://www.ancient-egypt-online.com/ancient-egypt-maps.html
The British Museum. (2007). Geographical Features. Retrieved August 4th, 2017 from:
http://www.ancientegypt.co.uk/geography/explore/fea.html
Resources Attached:
Resource 1:
Resource 2:
Egypt Geographical Report
Write a report on the geographical features of Egypt, using the accompanying map
1st Egypt is one of the world’s oldest ___________. It is located in the northeast
Paragraph corner of Africa. Its most important feature is the ______________, which
Intro runs the length of the country. Most of the rest of the country is desert.
Egypt is also home to a number of important natural resources.
2nd Egypt is located near the intersection of three ______________: Africa, Asia
Paragraph and Europe. This helps explain its historic importance. It is bordered to the
Location north by the ____________________, to the east by Israel and the
_________, to the south by Sudan, and to the west by Libya.
3rd The world’s largest river, the Nile, runs through the heart of Egypt. It is the
Paragraph country’s lifeblood, providing the water and fertile soil its people need to
Nile survive. Historically, annual flooding called ________ dumped sediment
along the banks of the Nile, making the nearby soil among the most _____ in
the world. At its mouth, the Nile branches out into a ________, a series of
smaller rivers, which is the most fertile region of all.
th
4 Egypt is a country of extremes. Apart from the green strip running either
Paragraph side of the Nile, almost the entire country is _________ – more than 90 per
Landscapes cent in fact. In the east the desert tends to be __________; in the west,
________. A number of oases dot the landscape – an _________ is an
important source of underground water in a dry landscape.
th
5 Egypt is home to some important _____________ such as _________, oil
Paragraph and metals. The sand and rock also provides resources, as these can be
Natural turned into quarries to create sandstone and granite.
Resources
Missing words and phrases: natural resources, inundation, desert, oasis, countries, Nile
River, Mediterranean Sea, Red Sea, world’s largest river, fertile, delta, sandy, rocky,
gold, continents
Resource Answer Sheet for the Teacher:
1st Egypt is one of the world’s oldest countries. It is located in the northeast
Paragraph corner of Africa. Its most important feature is the Nile River, which runs the
Intro length of the country. Most of the rest of the country is desert. Egypt is also
home to a number of important natural resources.
nd
2 Egypt is located near the intersection of three continents: Africa, Asia and
Paragraph Europe. This helps explain its historic importance. It is bordered to the north
Location by the Mediterranean Sea, to the east by Israel and the Red Sea, to the
south by Sudan, and to the west by Libya.
3 rd
The world’s largest river, the Nile, runs through the heart of Egypt. It is the
Paragraph country’s lifeblood, providing the water and fertile soil its people need to
Nile survive. Historically, annual flooding called inundation dumped sediment
along the banks of the Nile, making the nearby soil among the most fertile
in the world. At its mouth, the Nile branches out into a delta, a series of
smaller rivers, which is the most fertile region of all.
th
4 Egypt is a country of extremes. Apart from the green strip running either
Paragraph side of the Nile, almost the entire country is desert – more than 90 per cent
Landscapes in fact. In the east the desert tends to be rocky; in the west, sandy. A
number of oases dot the landscape – an oasis is an important source of
underground water in a dry landscape.
th
5 Egypt is home to some important natural resources such as gold, oil and
Paragraph metals. The sand and rock also provides resources, as these can be turned
Natural into quarries to create sandstone and granite.
Resources
Resource 3: Interlocking Circles

Lesson Plan
Time: 60 Total Number of students Printing/preparation
minutes 25 Link to site:
http://www.pbs.org/empires/egypt/newkingdo
m/society.html
Social Pyramid - Model copy for each student

Syllabus outcomes Social Pyramid Roles of key groups in the Outline how the ancient society
Describes major periods of historical Literary response ancient society, including the was organised and governed
time and sequences events, people and question - analysis influence of law and religion including the roles of law
societies from Interlocking circles (ACDSEH032, ACDSEH03 and religion
the past HT4-2 formative assessment 5, ACDSEH038)
Describe the roles of
Describes and assesses the motives and appropriate key groups in the
actions of past individuals and groups ancient society, eg the ruling
in the context of past societies HT4-3 elite, the nobility, citizens
(Greece and Rome),
Life Skills outcomes bureaucracy, women and slaves
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Critical and creative thinking To describe the organisation and government of
Information and communication technology Ancient Egyptian society
capability To describe the roles of key groups
Literacy To analyse the effect of law and religion on
society

among students.

element
1.2 Deep Deep understanding is addressed through students having to understand the relationship
understanding between law and religion and how society is governed. Subsequently, this allows for the
meaningful connection between these central ideas in Ancient Egypt.
1.4 Higher- Students are engaged in higher-order thinking when they are asked to organise the social
order thinking stratification of society, and then research roles and analyse the effect of law and religion on
these roles.
2.5 Student’ Students are required to demonstrate autonomy and initiative within the co-operative learning
self-regulation jigsaw component of the lesson whereby each student must contribute and show initiative in
learning their aspect, to then take back to an expert group to contribute to answering the final
question.
3.2 Cultural Lesson incorporates student’s cultural knowledge and experience in terms of social class in
knowledge initial class discussion. Students are asked to share their cultural knowledge and opinion in
regard to their own culture.
T/S
5 Teacher: Instruct students to
Minutes Teacher: Leads lesson. Teacher marks come in and be prepared. Teacher
the roll and write learning intention on Teacher is to call out the roll
the board. and write learning intention
on the board.
Student: Students are to come in and
take out devices (iPad or laptop). Student: Following
instructions and note the
Learning Intention: ‘We are learning learning instruction on the
how Ancient Egyptian society was board.
organised and governed through the
roles of law Resources: Roll, learning
and religion, and to describe the roles of intention.
key groups in the ancient society’.
10 Teacher: Ask students to define the Teacher: Instruct students

Minutes term social class [students are allowed analyse and research the Teacher
to Google if needed]. concept of social class and and
participate in class discussion Student
All definitions accepted: establishing concept of social
Google definition: a division of a society class.
based on social and economic status.
Wikipedia definition: social stratification Student: Following
in which people are grouped into a set of instructions and participating
hierarchical social categories, the most
in class discussion.
common being the upper, middle, and
lower classes.
Cliffnotes definition: Social class refers Resources: N/A
to a group of people with similar levels
of wealth, influence, and status.
Then lead discussion to discuss what

social class is, what determines an
individual’s social class in Ancient
Society, the flexibility of movement
between social classes.
Then lead discussion to ask students

opinion on the concept, on if social class
is viewed differently in their own
culture today in the present, different
aspects of social class in their culture.
15 Teacher: Asks students to

Minutes Teacher: Ask students to load up load up link. Then hands out Student
following link and research through the Social Pyramid sheet.
site in regards to the organisation of
Ancient Egyptian society:
http://www.pbs.org/empires/egypt/newk Student: Research through
ingdom/society.html site and then complete Social
Pyramid handout.
Student: Loads up link and researches
site. Resources: Link to site:
http://www.pbs.org/empires/e
Teacher: After allowing students 8-10 gypt/newkingdom/society.htm
minutes to research through site, ask l
students to label the sections of the Social Pyramid - Model copy
Social Pyramid using the groups below: for each student
 Vizier (high-ranking politician)
 Nobles
 Merchants/Craftsmen
 Pharaoh
 Slaves/Peasants
Answer from highest to lowest: Pharaoh, Vizier,

Nobles, Merchants/Craftsmen, Slaves/Peasants
Differentiation: Students with learning

difficulties will have a description of
each person beside them to aid their
ranking.
Type of formative assessment to

consolidate students knowledge and
understanding of organisation of society
and roles.
Teacher: Allocate students
28 Teacher: Note to the students that into groups of 3-4 and assign Student
Minutes Ancient Egyptian society was an aspect of society. Circulate
polytheistic (explain that this means around the room helping
they worshipped multiple gods), then students and providing
note that different gods existed for feedback.
different aspects of society and that
these gods depicted the way society was Student: To research given
ran – with order, justice and stability. aspect of society, then answer
questions as projected on the
Utilise co-operative learning jigsaw. board collaboratively.
Students are allocated into groups of 3-4 Resources: N/A.

(home groups). Each group is given an
aspect of society to research and
investigate, paying attention to the effect
of law and religion on each aspect.
Aspects of society:
 The Pharaoh
 The Vizier
 The Nobility
 Merchants/craftsmen
 Slaves
Direct each member of the group to

research an aspect of the area for
investigation.
Aspects to research:
- Who your aspect of society is?
- What their role is?
- How they completed this role?
- Why religion or law affected their
role?
After 15 minutes each individual from

the home group will then be re-grouped
into an expert group, then the students
are to collaboratively answer the
following questions:
Analyse the effect of law and religion

on the way society of goverened?

Teacher: Before students are dismissed, complete interlocking circles Student
2 ask them to place themselves in the in regards to success critera.
Minutes interlocking circles where they believe
they are in meeting the success criteria Student: Place themselves in
of “I am able to classify how Ancient interlocking circles.
Egyptian society was organised and
governed through the roles of law and
religion, and to describe the roles of key Resources: Interlocking
groups in the ancient society’. circles scaffold, both printed
copy or personal copy for
This allows for formative assessment of students who don’t wish to
whole lesson through ‘interlocking publicly place themselves.
circles’.
Student: Before leaving, self-assess and

place self where each student feels
comfortable in the interlocking circles
visual map. Visual map which allows
student self-assessment.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Within this teaching and learning process, I have learnt the importance of collaborative
learning in reaching end goals in a task. The co-operative jigsaw tasks enables students to
work together on a task initially, also helping those of lower levels and higher levels,
however also enables individuals accountability to manifest responsibility in class and
independence in researching.

Describes major periods of Students are able to describe people and societies from
historical time and sequences within Ancient Egypt through the Social Pyramid,
events, people and societies from
the past HT4-2 enabling a description of the major period of historical
time.
Describes and assesses the motives Students are asked to work in a co-operative jigsaw in
and actions of past individuals and describing the actions of each role in society, and
groups in the context of past
societies HT4-3 assessing the effect of law and religion on the group in
society.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
1.3 The initial discussion establishing the concept of social class, and
deliberate aiming of the discussion back to relevant and current cultural
views demonstrates a teaching strategy to allow participation and shows
relevance of the concept to students with diverse linguistic, cultural,
religious and socioeconomic backgrounds.
1.5 Differentiation is evident in the Social Pyramid activity to meet learning
needs of students. The extra assistance provided is evident with the
definitions that will be supplied around each role.
substance and structure is evident within the explanation of polytheism
within Ancient Egyptian religion.
2.5 Literary strategies utilised within the co-operative jigsaw activity to get
students to collaboratively come to an understanding of the questions,
whilst also providing accountability.
4.1 Student participation is supported by students of all levels through the
collaborative co-operative jigsaw activity. This is further addressed in the
differentiation within the Social Pyramid activity, allowing students of
different intellectual abilities to complete the work.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

Placement of student bags are also to be in a safe spot, such as under the seat or front
of the classroom.
References (In APA)

Google. (2017). Social class. Retrieved 7th August, 2017 from:
https://www.google.com.au/search?q=social+class&ie=utf-8&oe=utf-
8&client=firefox-b&gfe_rd=cr&ei=1a2HWfORGJPp8weuiq7gDw
Cliffnotes. (2017). Types of Social Class of People. Retrieved 7th August, 2017 from:
https://www.cliffsnotes.com/study-guides/sociology/social-and-global-
stratification/types-of-social-classes-of-people
Prososki, L. (2006). Egyptian Society. Public Broadcasting Service. Retrieved 7th August,
2017 from: http://www.pbs.org/empires/egypt/newkingdom/society.html
Wikipedia. (2017). Social class. Retrieved 7th August, 2017 from:
https://en.wikipedia.org/wiki/Social_class
Resources Attached:
Resource 1: Social Pyramid
Resource 2: Interlocking Circles

Lesson Plan

Time: 60 minutes Total Number of students: Printing/preparation
25

Syllabus outcomes Egyptian Gods Roles of key groups in the Describe the roles of
Describes and assesses the motives and worksheet ancient society, including the appropriate key groups in the
actions of past individuals and groups Source analysis activity influence of law and religion ancient society, eg the ruling
in the context of past societies HT4-3 including use of (ACDSEH032, ACDSEH03 elite, the nobility, citizens
Bloom’s Taxonomy 5, ACDSEH038) (Greece and Rome),
Uses evidence from sources to support Literary/visual response bureaucracy, women and slaves
historical narratives and explanations question on women and
HT4-6 children Describe the everyday life of
Interlocking circles men, women and children in the
Life Skills outcomes formative assessment ancient society
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Critical and creative thinking To describe the roles of key groups within
Information and communication technology Ancient Egyptian society
capability To analyse how these roles affect everyday life
Literacy To describe and experience the everyday life of
men, women and children within Ancient Egypt

among students.

element
1.2 Deep The utilisation of Bloom’s Taxonomy in the source analysis lesson enables for a profound
understanding and meaningful understanding in analysing primary and secondary source materials, wherey
students are asked to initially identify and analyse, then move to creating and evaluating the
meaning of these texts and how they relate to everyday society.
1.4 Higher- Higher-order thinking is explicitly evident with the use of Bloom’s Taxonomy, whereby
order thinking students are asked to not only identify aspects of a primary source, but further analyse and
evaluate their meaning and how it relates to everyday society. This is also seen within the
final literary activity where students are asked to analyse, but take it a step further in a
comparison task.
3.2 Cultural Within the final literary activity in asking students to analyse and compare the Ancient
knowledge Egyptian life of women and children to their own cultural views on women and children,
subsequently incorporating the cultural knowledge of diverse social groupings.
T/S
5 Teacher: Instruct students to
Minutes Teacher: Leads lesson. Teacher marks come in and be prepared. Teacher
the roll and write learning intention on Teacher is to call out the roll
the board. and write learning intention
on the board.
Student: Students are to come in and
take out devices (iPad or laptop). Student: Following
instructions and note the
Learning Intention: ‘We are learning learning instruction on the
about the role of key groups and to board.
describe to everyday life of men, women
and children in Ancient Egypt’. Resources: Roll, learning
intention.
10 Teacher: Discuss the

Minutes Teacher: Build upon last lessons activity influence of religion on Teacher
on the roles of society and students everyday life. and
findings, and discuss the role of the Student
God’s in everyday life. Convey that Student: Listen attentively
religion was entwined with everyday life, and then complete worksheet
from the highest role to the lowest. accordingly, including
research.
Also note to the students that each town
within Ancient Egypt had a deity that Resources: Egyptian God’s
everyday men and women would pray to. worksheet – to project on the
board or model copy for
Ask students to complete the following those who don’t have a
worksheet to convey how prolific the device.
polytheistic religion was, and how
interwoven Gods were within everyday
life.
Project copy of Egyptian Gods worksheet

on the board for students to mimic on
their devices or hand out copy to those
who do not have devices.
Student: Complete worksheet on device

and research each God accordingly.
15 Teacher: Provide students

Minutes Teacher: Provide students with a link to with link and circulate whilst Student
research and experience a day in the life students research and write
of differing roles: paragraphs providing
http://www.pbs.org/empires/egypt/special feedback.
/lifeas/index.html
Student: Research the
website and complete a
Student: Students are to pick a role and small paragraph comparing
experience and read about the day in the the life.
life of the following categories:
- Pharaoh Resources:
- Nobleman Day in the Life link:
- Craftsman http://www.pbs.org/empires/
- Priest egypt/special/lifeas/index.ht
- Soldier ml
- Farmer
- Woman
Then ask students to write a small

paragraph comparing two of the roles, i.e.
comparing the life of an Egyptian
Nobleman to that of an Egyptian Farmer.
20 Teacher: Photograph analysis task using Teacher: Projecting source Teacher

Minutes Bloom’s Taxonomy. Project source images on the board then ask and
images of daily life in Ancient Egypt students to complete Student
[resource two] on the board. Explain the questions. Teacher to
difference between a primary and circulate and assist where
secondary source to students for future students need.
reference and that all excluding the
painting of trade in The Nile are primary Student: Analyse source
sources. Ask students to pair up and work images on everyday life and
collaboratively, then pick a source to answer following questions
answer the following questions on in with their pair.
their devices.
Resources: Source images
Identify: of daily life to project onto
Who and what do you see? the board.
What are they doing? Prepared questions for
students to answer.
Explain:
What do you think is happening?
Synthesise/create:
What do you think is the perspective of
the source?
How useful and reliable is the source?
What is the source evidence of?
Evaluate/reflect:
How could you find out more about
these people and events?
Teacher then to regain attention of the

class to share people’s answers on the
sources in a class discussion. This also
helps the teacher gain formative
feedback.
Student: Answer the questions in a pair
group, then share this in a class
discussion. Students should also take
notes of the other sources and how
students arrived at their conclusions.
Differentiation: Students who struggle

with depicting and analysing historical
sources will have aspects of the paintings
or reliefs pointed out and labelled to them
to provide something for them to write
about.
8 Teacher: Ask students to answer two Teacher: Ask students to Student

Minutes questions on the role of women and write a brief paragraph on
children in Ancient Egypt. the role of women and
children. Teacher to
Analyse and evaluate the role of circulate and see student
women in Ancient Egyptian society? responses and gain formative
feedback.
Compare the traditional role of
Ancient Egyptian women to the role of Student: Answer the
women today. This could be in questions posed on analysing
reference to your own culture, or and comparing the role of
mainstream Western culture. women in Ancient Egypt
and today.
Student: Analyse the role of women and
children as gained from the sources, and Resources: N/A
write a brief paragraph.
Differentiation: Students who struggle

with literacy, may instead create or draw
their own ‘source’, depicting women
today in the style of Ancient Egyptian
sources. Then they are to reflect and
answer why they have drawn or created
this image as they have.

Teacher: Before students are dismissed, complete interlocking circles Student
2 ask them to place themselves in the in regards to success criteria.
Minutes interlocking circles where they believe
they are in meeting the success criteria of Student: Place themselves
“I am able to describe the role of key in interlocking circles.
groups and to describe to everyday life of
men, women and children in Ancient Resources: Interlocking
Egypt’.. circles scaffold, both printed
copy or personal copy for
This allows for formative assessment of students who don’t wish to
whole lesson through ‘interlocking publicly place themselves.
circles’.
Student: Before leaving, self-assess and
place self where each student feels
comfortable in the interlocking circles
visual map. Visual map which allows
student self-assessment.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Within this lesson plan, I have learnt about the importance of Bloom’s Taxonomy
when preparing questions to ask students. Whilst initially this lesson just asks students
to experience a day in the life of an Ancient Egyptian, I have utilised Bloom’s
Taxonomy within the source questioning, to promote higher forms of thinking within
education. I think this is paramount when integrating the deep knowledge and deep
understanding components of the NSW Quality Teaching Framework. Furthermore
this allows for a more in-depth use of evidence and source material and enables
detailed historical inquiry.

Describes and assesses the motives Students are asked to describe and assess the motives of
and actions of past individuals and Ancient Egyptian everyday life through the primary source
groups in the context of past
societies HT4-3 paintings. They are then asked to answer a series of
specific questions in assessing and evaluating these
paintings in context of Egyptian life. The use of the
Egyptians God worksheet also enables the
contextualisation of the everyday life of Ancient
Egyptians.
Uses evidence from sources to Students are asked to answer a series of questions based
support historical narratives and on Bloom’s Taxonomy and support this with evidence
explanations HT4-6
from the primary source paintings provided. They are then
further asked to utilise these sources in describing and
analysing the life of women and children in Ancient
Egypt.
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Standards
1.3 The incorporation of differentiated instruction which provides alternative
avenues to addressing the question women and children enables the
participation of students with diverse linguistic, cultural, religious and
socioeconomic backgrounds.
1.5 Differentiation is evident in the source activity whereby students will have
notable components of the source material labelled and explicitly stated to
them so they are aware of what is important.
substance and structure is evident with the establishing teacher-lead
discussion on the integration of religion in everyday life, and how this
affects every role within society.
2.5 Literary strategies utilised within the source analysis activity, whereby
Bloom’s Taxonomy was utilised to prompt higher-order thinking and
deeper understanding of the evidence. This was coupled with a
collaborative activity whereby students jointly constructed answers to
then share in a class discussion.
3.3 Teaching strategies are evident with the utilisation of Bloom’s Taxonomy
in the source analysis activity to enable higher-order thinking, as well as
in developing critical thinking, problem solving and developing skills.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?

Placement of student bags are also to be in a safe spot, such as under the seat or
front of the classroom.
References (In APA)

Prososki, L. (2006). A Day in the Life. Public Broadcasting Service. Retrieved 7th
August, 2017 from:
http://www.pbs.org/empires/egypt/special/lifeas/index.html
Resources Attached:
Resource 1: Egyptian God’s worksheet
Egyptian Gods
Name Role of God Image of God
(God of ____?)
.
Ra
Amun
Aten
Hathor
Sekhmet
Nut
Geb
Osiris
Seth
Horus
Isis
Thoth
Anubis
Ma’at
Bastet
Resource 2:
Rationale
Prepare a written extend
ed explanation about your choice of teaching and learning
strategies, and show how these plans connect to the syllabus and
provide for different
and diverse learners’ needs (specifically include relevant citations
to the models of pedagogy appropriate to
your teaching area and key learning theories you have based
these lessons on).
What
This series of lesson plans centralises around Ancient Egypt as a major period of
historical time, with particular analysis of “the physical features of the ancient society
and how they influenced the civilisation that developed there”, as well as the “roles of
key groups in the ancient society, including the influence of law and religion” (NESA,
2013, p. 60). This series of lesson plans aim to enable students to “describe the
geographical setting and natural features of the ancient society and explain how the
geographical setting and natural features influenced the development of the society”,
as well as “outline how the ancient society was organised and governed including the
roles of law and religion, to describe the roles of appropriate key groups in the ancient
society and describe the everyday life of men, women and children in the ancient
society” (NESA, 2013, pp. 60-61). As such, activities within this lesson were chosen
with these content points in mind, to allow students to develop the skills that are
essential to in-depth historical inquiry.
Lesson one stands as an introduction to the physicality of Ancient Egypt, and the
influence of natural resources and geography to the advancement and power within
the civilisation.
MINDMAP
RESEARCH WEBSITE
THINK PAIR SHARE
EGPYT GEOGRAPHICAL REPORT
Why
How
NSW Education Standards Authority. (2013). History K-10 Syllabus (pp. 60-61).
NSW Government. Retrieved 7th August, 2017 from:
https://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

History Curriculim 1 - Assessment-One

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History Curriculim 1 - Assessment-One

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Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Life Skills outcomes

Cross Curriculum Themes and General Subject specific concepts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

10 Teacher: Forms a mind-

Student: Contribute to the class discussion and the

Words to aim to be included on the concept map:

20 Teacher: Asks students to

Students are allotted a further 10 minutes to answer

Explain how the terrain, natural resources and

Evaluate why the Nile River critically important to

After 10 minutes, regain the students attention to

Students answers should centralise around on how

Student research should centre on the

Advanced students are to have the ‘Missing words’

Teacher: To ask students to

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Student movement in class can be a risk, therefore implementing a seating-plan and

References (In APA)

Resource Answer Sheet for the Teacher:

Resource 3: Interlocking Circles

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

10 Teacher: Ask students to define the Teacher: Instruct students

Then lead discussion to discuss what

Then lead discussion to ask students

15 Teacher: Asks students to

Answer from highest to lowest: Pharaoh, Vizier,

Differentiation: Students with learning

Type of formative assessment to

Students are allocated into groups of 3-4 Resources: N/A.

Direct each member of the group to

After 15 minutes each individual from

Analyse the effect of law and religion

Teacher: To ask students to

Student: Before leaving, self-assess and

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Student movement in class can be a risk, therefore implementing a seating-plan and

References (In APA)

Resource 2: Interlocking Circles

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

10 Teacher: Discuss the

Project copy of Egyptian Gods worksheet

Student: Complete worksheet on device

15 Teacher: Provide students

Then ask students to write a small

20 Teacher: Photograph analysis task using Teacher: Projecting source Teacher

Teacher then to regain attention of the

Differentiation: Students who struggle

8 Teacher: Ask students to answer two Teacher: Ask students to Student

Differentiation: Students who struggle

Teacher: To ask students to