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Ancient Egypt
by Fiona Dawe
Introduction
This unit was designed for a year 7 class, CSF 5. The focus of this unit is to broaden students
understanding of history and of different cultures in different times. Most of the topic is centred
around the social history aspects of ancient Egypt in order to encourage empathy and an
involvement in the subject matter.
Aim
Teaching ancient Egypt as a topic covers many of the outcomes that the CSF 5 aims to achieve.
Looking at an ancient society, the culture, lifestyle and system of government will broaden
students minds about comparisons with the society in which we live today. To understand a
culture in the past, students need to look at aspects of daily life, individual people, and their
systems of government. This needs to be investigated in a way that students can look at the
similarities and differences with the modern world. These would be inclusively covered in a topic on
ancient Egypt. Students will be able to gain an empathy with a culture that is not their own. A
constructively critical look at an ancient society may encourage a critical look at their own society.
The skills that could be developed through a historical look at an ancient society range from
empathy, analysis and discussion of ideas, to writing, planning and critical thinking.
Listed below is an overview of the classes and activities undertaken through this work:
•
brainstorming students’ initial knowledge of ancient Egypt
•
map drawing – the Nile River and Egypt
•
video and question sheets covering the Nile, social structure and Pharaohs
•
research from library books about Egyptian gods
•
drawing and creative writing about Egyptian gods
•
reading and creating profiles of various social groups from ancient Egypt
•
role playing
•
group work research on particular Pharaohs
•
group presentations on Pharaohs
•
class discussion after individual reading about pyramids
•
individual/pair research and project work – (summative assessment) – brochure or
magazine from ancient Egypt
•
film analysis
•
group quiz.
There are many different learning areas incorporated into the curriculum. These include writing,
artistic, groupwork, individual work, visual, role playing and presenting.
Learning objectives/outcomes
The learning outcomes that applied to this unit of work are as follows:
A. Using a variety of sources to describe the customs of the societies, including clothing, food,
housing, schools and universities, rituals, festivals and entertainment.
a) Explaining the economic base of an ancient and a medieval society and the way in which
work was divided between women and men, and between different groups and the impact
of trade with other societies.
Ancient Egypt
b) Recounting myths and legends, religious beliefs and practices identifying the underlying
values of the ancient and medieval societies.
c) Describing key features of community life in an ancient society.
d) Analysing the ideas and values to explain social divisions within society.
B. Identifying the political features of an ancient society including how power was distributed
among social groups.
a) Explaining the nature of the political system of an ancient society, including the values
and beliefs on which both rested.
b) Analysing the access to power of various social groups in an ancient society.
C. Identifying the similarities and differences between aspects of daily life in an ancient society
and in the modern world.
Overview of unit
Lesson
Topic
Activity
Key questions
What is the significance of
the Nile River?
Assessment
1
The Nile
Video – “Gift of
the Nile”
2
The Red land
and Black land
Map drawing and Why was the Nile important
labelling
to ancient Egyptians? Why
was Egypt established as it
was?
Map
3
Gods and
goddesses
Research and
data collection
What were the names and
functions of ancient
Egyptian gods and
goddesses?
Table of information
4
Gods and
goddesses
Video “The
Pharaohs”
What was the importance of Video question
religion to ancient Egyptian sheet
society?
5
Ancient Egyptian Creating an
social structure ancient Egyptian
character
6
Ancient Egyptian Group work
What were the different
social structure establishing a role social levels in ancient
play
Egypt? How did they fit
together?
Role play
performance
7
Ancient Egyptian Video – “Life
class system
under the
Pharaohs”
How did the ancient
Egyptian class structure
work?
Video question
sheet
8
The Pharaohs
Group project
Who were the Pharaohs?
Why were the Pharaohs
important?
Poster of Pharaoh
research
9
The Pharaohs
Group project
Who were the Pharaohs?
Why were the Pharaohs
important?
Poster of Pharaoh
research
10
The Pharaohs
Poster
presentations
Who were the Pharaohs?
Why were the Pharaohs
important?
Poster of Pharaoh
research
What were the different
social levels in ancient
Egypt? How did they fit
together?
Question sheet from
video
Writing
2
Ancient Egypt
11
The pyramids
12–20 Projects about
ancient Egypt
Pair research and Why were the pyramids
Pair question sheet
comprehension
built? What are the features and class discussion
of their construction and
use?
Assignment work
Pair or individual
project of either an
ancient Egyptian
magazine or travel
brochure
21
Ancient Egypt in Watch and
movies
analyse movies
set in ancient
Egypt
What do the films focus
upon? How are they
accurate in their depiction?
How are the inaccurate in
their depiction?
Question sheet
22
Overview of topic Group quiz
Students make up questions Competition amongst
the class
3
Ancient Egypt
Lesson plan 1
Unit topic:
Ancient Egypt
Lesson topic:
The importance of the Nile
Duration:
50 mins
Intended learning objectives:
Knowledge:
Why the Nile was so important to ancient Egyptians
How water was used by ancient Egyptians
How farming life centred around the Nile
The importance of annual floods
Skills:
Note taking
Brainstorming
Questioning
Map analysis
Values:
Empathy with a culture very removed from their own
The wider impact of natural resources
Resources:
Suzanne Brown Ancient Egypt, A Comparative Resource for the Active Study of
Ancient Egypt. Prim Ed. Publishing, 1998
‘Gift of the Nile’ (video)
Content/subject matter
Teaching/learning activities
Introduce topic of ancient Egypt
What do the students know
about ancient Egypt?
Time
3 mins
Brainstorm a list on the board.
5 mins
What do the class want to learn In pairs, students think up 3 questions
5 mins
or find out about ancient
Feedback to the class and teacher writes the questions
Egypt?
up on the board
Introduce the Nile:
•
Discuss with class and write important points up on the
longest river in the world board.
•
runs right through Egypt
•
farm along the banks
•
annual floods
Show video – ‘Gift of the Nile’
3 mins
Hand out video question sheets. Read through the
questions with the class.
3 mins
Class does question sheet throughout the video.
20 mins
•
Students should make notes under the question
headings/subjects.
•
At the end they should write up the information.
Stop video and go over some of the more important
10 mins
information. Students spend time going over the
questions and writing up/finishing off their answers.
Ask students about their responses to some of the
questions according to how they went with recording the
information as the video progressed. If they had
problems, go over the information on the question sheet
in more detail.
Collect video question sheets.
4
Ancient Egypt
Name:
The Gift of the Nile
1.
Why is the Nile so important to Egypt?
2.
What are the names of the two rivers that join at the bottom end of the Nile?
a.
b.
Where do they start?
a.
b.
3.
What is the name of the formation of the Nile at its North end?
4.
Today the Delta is farm land, but describe how the Delta was thousands of years ago.
5.
What do ancient paintings, depicted in this film, tell us about Egypt’s first people and how
they lived?
6.
Why were villages set so far back from the banks of the Nile?
7.
How did the annual floods benefit the farmers?
5
Ancient Egypt
8.
What was the device used by ancient Egyptian officials to keep a check of flood levels?
How did it work?
9.
How did the Egyptians transfer water from the Nile to their fields?
10.
Where did the stone for the pyramids come from?
11.
How was the stone transported?
12.
What put an end to the annual flooding of the Nile?
13.
What was the effect of the creation of Lake Nasser on some of Egypt’s ancient buildings?
6
Ancient Egypt
Lesson plan 2
Unit topic:
Ancient Egypt
Lesson topic:
What is the significance of the Nile to ancient Egypt?
Duration:
50 mins
Intended learning objectives:
Knowledge:
Why the Nile was so important to ancient Egyptians
What the landscape was like in ancient Egypt
Skills:
Map sketching
Map labelling
Discussion
Values:
Empathy with a culture very removed from their own
The wider impact of natural resources
Resources:
Suzanne Brown Ancient Egypt, A Comparative Resource for the Active Study of
Ancient Egypt. Prim Ed. Publishing, 1998
G. Cascone SOSE Investigators, Book 1. ITP, 1997
M. McKenna (ed.) Perspectives of Society and Environment. Longman, 1996
Content/subject matter
Teaching/learning activities
Time
Revision of the last class Ask questions on information covered in last class on the
video about the Nile:
• flooding
• use of Nile
• sources of Nile.
5 mins
Map of the Nile
Draw a map of the Nile on the board
5 mins
Write down a definition of Black land and Red land on the
board. Students write down this information in their books.
3 mins
Ask student to come to the board and show on the map where 3 mins
the Black and Red land would be. Neaten up students’ input
on the board.
What are the main
features of the ancient
Egyptian landscape?
Ask students the following questions and mark in relevant
information on the map.
• What is an oasis? Mark in Faiyum Oasis
• In what direction does the Nile flow?
• Where was the agricultural land?
• Where are the great pyramids located?
• Why are they comparatively close to the Nile?
• What is the Valley of the Kings?
• Where is it located?
• What effect would the climate have had on this
location?
10 mins
Make sure all the required information is marked on the map.
Creating a map of the
Nile
Students to draw up their own map of Egypt and the Nile
marking in this info. Map should have border and title, labels,
North marked.
20 mins
7
Ancient Egypt
Lesson plan 3
Unit topic:
Ancient Egypt
Lesson topic:
What was the significance of gods and goddesses in ancient Egypt?
Duration:
50 mins
Intended learning objectives:
Knowledge:
The names and functions of important gods in ancient Egypt
The importance of religion to ancient Egyptian society.
Skills:
Research
Discussion
Data collection
Summarising information
Values:
Empathy with a culture and a time removed from their own
Resources:
Box of selected books on ancient Egypt provided by the library
Suzanne Brown Ancient Egypt, A Comparative Resource for the Active Study of
Ancient Egypt. Prim Ed. Publishing, 1998
G. Cascone SOSE Investigators, Book 1. ITP, 1997
M. McKenna (ed.) Perspectives of Society and Environment. Longman, 1996
Content/subject matter
Teaching/learning activities
Time
Student sent to library to collect box of books
3 mins
What is religion?
Brainstorm ideas from the class
5 mins
Why did ancient
Egyptians have gods
and goddesses?
Discuss information about ancient Egyptian gods and
goddesses:
• earliest gods worshipped were sun, wind, floods –
important elements. (why does class think this would
have been?)
• gods helped explain what they didn’t understand –
death, love, emotions
• temples created
• role of priests
• how was religion enacted in everyday life?
10 mins
Hand out worksheet. Go over task with students – gathering
information about Gods and Goddesses and creating an
information sheet.
3 mins
Students work on information/data sheet. Assist students
finding information and swapping books around between the
class.
30 mins
8
Ancient Egypt
Egyptian gods and goddesses
Task 1
Complete this table of information about Egyptian gods and goddesses.
Name
Description
Function
Additional information
9
Ancient Egypt
Task 2
Read the attached article about Re and Nut. Find the most important points and summarise this
information in point form. Use 4 or 5 dot points only.
•
•
•
•
•
10
Ancient Egypt
Task 3
Select an Egyptian god or goddess that interests you.
Explain why you have chosen this god or goddess and draw a representation of it.
If an ancient Egyptian was living in Melbourne today, what gods might they create to explain the
way we live and our environment?
11
Ancient Egypt
Lesson plan 4
Unit topic:
Ancient Egypt
Lesson topic:
Ancient Egyptian gods and goddesses
Duration:
50 mins
Intended learning objectives:
Knowledge:
The names and functions of important gods in ancient Egypt
The importance of religion to ancient Egyptian society.
Skills:
Note taking
Applying knowledge/information
Summarising information
Values:
Empathy with a culture and a time removed from their own
Sharing information
Resources:
‘The Pharaohs’ video
Box of books from the library
Content/subject matter
Teaching/learning activities
Time
Student to get video player. Students to get box of books from 3 mins
the library.
Revision exercise
‘The Pharoahs’ video
Everyone stand up. Teacher asks a series of questions to the 5 mins
class. When someone answers a question they can sit down –
about 15 questions.
Hand out sheets for video. Go over questions with the class.
3 mins
Show video.
10 mins
Discussion of answers. Students finish writing up their answers 7 mins
from the video – discuss any questions that the students had
trouble with.
Gods and goddesses
Hand out worksheets on gods and goddesses. Students work 20 mins
on individual work sheets using the box of books from the
library as a resource.
12
Ancient Egypt
Video: ‘The Pharaohs’
1.
This is a representation of the social structure in ancient Egypt. Fill in the pyramid with
information about which social groups belonged in each layer.
2.
Why was the scarab beetle considered sacred and valued so highly?
3.
Name 5 gods that were represented in animals. What powers did the ancient Egyptians
believe they had?
a.
b.
c.
d.
e.
4.
Some gods, like Bes, were considered a little less significant. What was their role?
13
Ancient Egypt
Lesson plan 5
Unit topic:
Ancient Egypt
Lesson topic:
Who were the ancient Egyptians? How did their social structure work?
Duration:
50 mins
Intended learning objectives:
Knowledge:
The different social levels in ancient Egypt
How a timeline works.
Skills:
Comprehension
Analysis
Group work
Role playing
Values:
Empathy with a culture and a time removed from their own
Listening to others
Resources:
‘The Pharaohs’ video
Box of books from the library
Content/subject matter
Teaching/learning activities
Time
What is a timeline?
Draw a timeline on the board and ask students ideas on:
• why this would be useful
• what do the numbers mean?
• what are Dynasties?
5 mins
Where do the ancient
Egyptians fit into the
timeline?
Fill in information on the timeline, discussing each point
being included.
10 mins
Students draw up the timeline in their books.
7 mins
What were the ancient
Egyptian social groups?
Explain the next task being undertaken on social groups.
5 mins
*
Hand out information on particular social group to pairs
to read through.
*
Once the students have read through the information,
they invent a character from this social group.
• Name
• What do they do?
• Where do they live?
• How do they dress?
Where are they on the social scale?
Students work on task of writing up their character profile.
20 mins
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Ancient Egypt
Lesson plan 6
Unit topic:
Ancient Egypt
Lesson topic:
Who were the ancient Egyptians? How did their social structure work?
Duration:
50 mins
Intended learning objectives:
Knowledge:
The different social levels in ancient Egypt
How a timeline works.
Skills:
Comprehension
Analysis
Group work
Role Playing
Values:
Empathy with a culture and a time removed from their own
Listening to others
Resources:
Box of books from the library
Content/subject matter
Teaching/learning activities
Time
Introduction
Explain role playing process
• shall be divided into groups
• must put together a play using all their characters
• give possible ideas for story lines
• will have 20 mins to work on play
• need to include historical information about society
and social group.
5 mins
Write a play about ancient
Egypt
Divide the class up into groups of 5 – work out groups
before to make sure that the characters they have been
working on are evenly distributed.
20 mins
Groups move to different parts of the room to work on their
play.
Perform the play
Bring class back together for performances.
20 mins
Go over rules of performances
• no talking
• clap afterwards.
Call up groups to perform. Give feedback to groups after
performance is over.
15
Ancient Egypt
Lesson plan 7
Unit topic:
Ancient Egypt
Lesson topic:
What was the social structure of ancient Egypt?
How did the class system work?
Duration:
50 mins
Intended learning objectives:
Knowledge:
The different social levels in ancient Egypt
Housing in ancient Egypt
How did the classes interact?
What were the main activities?
Skills:
Note taking
Analysis of information
Values:
Empathy with a culture and a time removed from their own
Listening to others
Resources:
‘Egypt: Life under the Pharaohs’ video
Box of books from the library
Content/subject matter
Teaching/learning activities
Time
Students collect video player.
3 mins
Warm up revision game
4 teams and ask questions.
10 mins
Worksheets for video
Handout worksheets. Go over the questions on the
sheets (students could randomly read them out).
5 mins
Watch the video ‘Egypt: Life
under the Pharaohs’
Students take notes during the video.
20 mins
Students hand in question
sheets
Students write up question sheet to be handed in.
Go through some of the questions that students may
have missed during the video.
10 mins
Note: One question asks students to draw one of the
games played.
16
Ancient Egypt
Video ‘Egypt: Life under the Pharaohs’
1. How do we know about the daily life of ancient Egyptians?
2. What sort of work did people do in ancient Egypt? List as many answers as possible.
3. Describe the appearance of an ordinary ancient Egyptian house.
4. What did women’s household chores consist of?
5. What were houses made from and why were these materials used?
6. Why were villages built higher and higher on hills or tells?
17
Ancient Egypt
7. Describe or draw one of the games or toys the ancient Egyptians played with.
8. What were clay pots used for in ancient Egypt?
9. What was paper made from and how was it made?
10. What is ancient Egyptian writing called?
11. How have we been able to interpret this writing?
12. Why were scribes so important in ancient Egypt?
13. Why was the ability to write so important for ancient Egypt?
18
Ancient Egypt
Lesson plan 8
Unit topic:
Ancient Egypt
Lesson topic:
Life in ancient Egypt. Who were the Pharaohs?
Duration:
50 mins
Intended learning objectives:
Knowledge:
Who were the Pharaohs?
How did the Pharaohs live?
Skills:
Research
Reading
Analysis of information
Values:
Empathy with a culture and a time removed from their own
Listening to others
Valuing the opinion of others
Resources:
Internet printouts – British Museum, Geocities websites
Box of books from the library
Paper
Content/subject matter
Introduce topic of Pharaohs
Who were some of the
Pharaohs?
Teaching/learning activities
Time
Students to collect box of books from library
3 mins
Brainstorm on board what the students already know
about Pharaohs.
5 mins
Provide information for students on pharaohs – notes
on the board for the students to write down. Cover:
• Kings
• Dynasties
• Pharaohs becoming Gods when they died
• Buried with all their possessions
• Often married relatives
10 mins
Introduce assignment to students – what they will be
doing in their groups.
5 mins
Divide the class into working groups of 4–5 students.
Provide groups with assignment sheet and some
information on their assigned Pharaoh.
Students read through information and research
further using the box of books from the library.
25 mins
Groups should divide up the tasks and discuss how
they will present this information. Group presentation
and written information (poster).
Homework
Students to find some additional information on their
Pharaoh from library or internet to bring to the next
class.
19
Ancient Egypt
Pharaohs
Your Pharaoh is
In your groups, read through the information about the pharaoh you have been
allocated.
Your task is to present this information in an interesting manner to teach the rest of
the class about your pharaoh.
This is a short task, so keep your information brief.
Points to consider when researching your information:
1. Can you find a description of your pharaoh?
2. Was your Pharaoh well liked?
3. How powerful was he or she?
4. Are there any particular details about the reign of this Pharaoh that makes them
stand out?
5. Did they build anything of importance?
6. Did they make any significant cultural or religious changes during their reign?
7. Are there any myths or stories associated with your Pharaoh?
You do not have to cover all these questions, just use them as a guide.
Important Note:
Divide this task up between the members of your group. Each
person should have something to read and information to find
out.
20
Ancient Egypt
Lesson plan 9
Unit topic:
Ancient Egypt
Lesson topic:
Life in ancient Egypt. Who were the Pharaohs?
Duration:
50 mins
Intended learning objectives:
Knowledge:
Who were the Pharaohs?
How did the Pharaohs live?
Skills:
Research
Reading
Analysis of information
Values:
Empathy with a culture and a time removed from their own
Listening to others
Valuing the opinion of others
Resources:
Internet printouts – British Museum, Geocities websites
Box of books from the library
Paper
Content/subject matter
Teaching/learning activities
Time
Students to collect box of books from library
3 mins
Quick revision of topics
covered so far
• Gods
• Social groups
• Nile
• Pharaohs
Students to write 2 questions each.
10 mins
Continue work on Pharaoh
project.
Check on each group and find out what they brought
along to class (homework).
4 volunteers to come out the front.
Students ask their questions to the team out the
front, who can discuss amongst themselves before
giving an answer.
4 questions to the team then swap with 4 more
volunteers.
37 mins
Hand out sheets of poster paper to each group
21
Ancient Egypt
Lesson plan 10
Unit topic:
Ancient Egypt
Lesson topic:
Life in ancient Egypt. Who were the Pharaohs?
Duration:
50 mins
Intended learning objectives:
Knowledge:
Who were the Pharaohs?
How did the Pharaohs live?
Skills:
Research
Reading
Analysis of information
Presentation
Values:
Empathy with a culture and a time removed from their own
Listening to others
Valuing the opinion of others
Resources:
Internet printouts – British Museum, Geocities websites
Box of books from the library
Paper
Content/subject matter
Teaching/learning activities
Students to collect box of books from library
Introduce what will be
happening in this class
Time
3 mins
3 mins
Continue work on Pharaoh
project
Students to finish off their posters and work out their
group oral presentation.
15–20 mins
Presentations
Call up groups one by one to present their work on
their Pharaoh and teach the rest of the class.
25 mins
Go over rules of presentations again.
After each presentation provide some feedback for
the group and ask if other students have any
questions for the presenting group.
22
Ancient Egypt
Lesson plan 11
Unit topic:
Ancient Egypt
Lesson topic:
The pyramids
Duration:
50 mins
Intended learning objectives:
Knowledge:
Why were the pyramids built?
What are the features of their construction and use?
Skills:
Research
Questioning
Pooling information and sharing
Reading
Analysis of information
Working in pairs
Values:
Empathy with a culture and a time removed from their own
Listening to others
Valuing the opinion of others
Resources:
Photocopies from books on Egypt
Paper
T. Healey Readers Digest, Life in the Land of the Pharaohs. Readers Digest
Assoc. Ltd, 1994
J. Eshuys, Discovering the Past. The Jacaranda Press, Hong Kong, 1987
M. McKenna (ed) Perspectives on Society and Environment. Longman, 1996
M. Stead. Find Out about Ancient Egypt. Hamish Hamilton, London 1985
J. Lawless, Societies from the Past. Nelson ITP. 1998
Ancient Egypt, Collins Eyewitness Guides. Collins Publishers, Aust 1990
G. Cascone. SOSE Investigators, Book 1. Nelson ITP 1997
G. Hart. Exploring the Past. Golden Press, NSW 1988
Content/subject matter
Introduce pyramids
Hand out question sheets
Teaching/learning activities
Time
Brainstorm on the board what students know about
pyramids
3 mins
Brainstorm list of questions about what the students
want to find out about pyramids.
7 mins
Ask students to write the additional questions at the
end of the questions provided
20 mins
Hand out photocopies of information on pyramids to
pairs. The pair read through the info and answer as
many questions as they can.
Class discussion
Go through the questions in a class discussion.
Different pairs should be able to contribute different
pieces of information according to what they have
read. Take note of what information has gone where
so that students can be called on (if appropriate) to
contribute.
15 mins
Students should fill in answers while it is discussed in
class.
23
Ancient Egypt
Pyramid research
Who built the pyramids?
Why were they built?
How big were they?
How long did they take?
Explain the process of their construction?
What materials were used?
What were the different types of pyramids built?
What was the first pyramid built?
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Ancient Egypt
What was the history behind the initial design of the pyramids?
How were the interiors decorated?
How did the pharaohs try and stop thieves?
What was burried with a pharaoh?
How was burried with a pharaoh?
What was a pharaohs funeral like?
What did a sphinx look like?
Why were sphinxes constructed?
25
Ancient Egypt
Lesson plan 12–20
Unit topic:
Ancient Egypt
Lesson topic:
Individual/pair research projects on ancient Egypt
Duration:
50 mins
Intended learning objectives:
Knowledge:
Why were the pyramids built?
What are the features of their construction and use?
Skills:
Research
Reading
Analysis of information
Working in pairs
Writing – creative and historical
Values:
Empathy with a culture and a time removed from their own
Resources:
Box of books from the library
Paper
Content/subject matter
Teaching/learning activities
Time
Students to library to collect box of books
3 mins
Introduce project
Hand out assignment sheet and go through it
thoroughly with the class:
• 2 options
• what is required.
5 mins
Discuss project progress
sheet
Needs to be filled out at the end of each class.
2 mins
Organise student groups
Students to organise themselves into working pairs
unless they want to work alone.
Work on projects for next week. 4 sessions booked in
the library to use computers and internet.
Teacher circulates class, gives students assistance
where needed and keeps students on task.
26
Ancient Egypt
Ancient Egypt project
The Task:
You can work in pairs or by yourself to complete ONE of the two projects described below on
ancient Egypt.
You will have class time to work on your project, including some library periods, but much of the
work will also need to be completed as homework.
Option 1: Ancient Egyptian magazine
Your task is to create a magazine which could have been sold in ancient Egyptian times. Your
magazine should resemble a modern magazine such as the Australian Women’s Weekly, however
the subject matter should be based around research done on ancient Egypt.
Your magazine could include:
•
•
•
•
•
•
•
•
•
A feature story on daily life in ancient Egypt.
News about an important event.
An article on beliefs or religion – an update on what the gods are doing.
Stories on royalty, what the Pharaoh had been up to.
Fashion and beauty in ancient Egypt.
House and gardens in ancient Egypt.
Food and cooking in ancient Egypt.
Stories about work in ancient Egypt, or ads for jobs.
An entertainment section – perhaps including what festivals are coming up.
Option 2: Ancient Egypt travel brochure
Your task is to complete a travel brochure advertising ancient Egypt as a holiday destination. This
should resemble a modern travel brochure, with subject matter based around research on ancient
Egypt.
Your brochure could include:
•
•
•
•
•
•
•
•
•
•
Where ancient Egypt is, maps, and how to get there.
Geographic and landmark features of ancient Egypt, e.g. the pyramids and the Nile
Accomodation.
Beliefs or religion in ancient Egypt.
The food eaten in ancient Egypt
Climate at different times of the year – when would be the best time to go there?
Festivals or celebrations, when are they and what do they symbolise?
What is there to do in ancient Egypt – entertainment?
Who lives in ancient Egypt and what does their daily life consist of?
Who are the important people in ancient Egypt?
Presentation:
There is no specific size limit on this project. It must be visually interesting and cover at least 6
different aspects of ancient Egyptian life.
Due Date: Wednesday 5 September
27
Ancient Egypt
Name:
Task:
Project progress sheet
Date
Work completed in
class
Work completed at
home
Resources used
Tuesday 28/8
Thursday 30/8
Friday 31/8
Thursday 4/9
Before you hand your work in, check that you have:
ο Labelled all you pictures, maps or diagrams
ο Finished your bibliography
28
Ancient Egypt
Egypt assignment assessment sheet
Name:
Option:
Criterion
Evaluation
Comments
Historical accuracy
of information
Coverage of 6
aspects of ancient
Egyptian culture
Feature story/map
Presentation of
information
Progress sheet
Overall grade
29
Ancient Egypt
Lesson plan 21
Unit topic:
Ancient Egypt
Lesson topic:
Comparison of films/movies about ancient Egypt
Duration:
100 mins (double lesson)
Intended learning objectives:
Knowledge:
How Egypt is depicted
Skills:
Visual analysis
Group discussion
Ordering ideas
Values:
Sharing ideas
To be somewhat sceptical about what is shown in movies
Resources:
Videos:
Raiders of the Lost Ark
Cleopatra
The Mummy
Content/subject matter
Teaching/learning activities
Time
Students to collect video player
3 mins
Collect assignments
from students
Ask for feedback on how they enjoyed the work and what
they got out of it. Did anyone learn anything interesting
about ancient Egypt that hadn’t been covered previously?
5 mins
Introduce what the
class be doing
Watching extracts from 3 videos depicting Egypt and
analysing them.
2 mins
Hand out worksheet and go through it with the students.
(Students to fill in one column for each film.)
Watch Raiders of the
Lost Ark extract
Watch Raiders of the Lost Ark extract.
30 mins
Divide the class into small groups to discuss what they have
recorded on their sheets and answer the group questions –
part B of worksheet.
7 mins
Bring class back together and discuss interesting ideas. Use
board to record what is being contributed.
3 mins
Watch Cleopatra extract.
10 mins
Divide the class into small groups to discuss what they have
recorded on their sheets and answer the group questions –
part B of work sheet.
7 mins
Bring class back together and discuss interesting ideas. Use
board to record what is being contributed.
3 mins
Watch The Mummy extract.
5 mins
Divide the class into small groups to discuss what they have
recorded on their sheets and answer the group questions –
part B of work sheet.
7 mins
Bring class back together and discuss interesting ideas. Use
board to record what is being contributed
3 mins
Summary discussion
Comparison between the films.
5 mins
Discuss big team quiz
for next class
Students need to think about questions they can ask – they
should go through their books and notes and try and come
up with about 3 questions.
10 mins
Watch Cleopatra
extract.
Watch The Mummy
extract
30
Ancient Egypt
Movies set in Egpyt or ancient Egypt
Task 1
While watching the extracts of the following movies:
•
•
•
Raiders of the Lost Ark
Cleopatra
The Mummy
take notes and pay attention to the historical details.
From what you have learnt about Egypt through your class work and individual research, how
accurate are the films depictions of ancient Egypt?
Raiders of the Lost Ark
Cleopatra
The Mummy
Egyptian
artefacts/building
s
Clothing/costum
es/props
What appears to
be historically
accurate?
What appears to
be historically
inaccurate
Task 2
In groups of 3 or 4, after each movie segment, discuss the following questions:
•
•
•
•
•
•
What is the story line and how is it linked with ancient Egypt?
How are the characters depicted?
How accurate are the costumes and props used?
What is the atmosphere of ancient Egypt that the movie is expressing?
Does this remind you of ay others films you have seen?
What type of music is used?
31
Ancient Egypt
Lesson plan 22
Unit topic:
Ancient Egypt
Lesson topic:
Quiz – Summary of ancient Egypt
Duration:
50 mins (double lesson)
Intended learning objectives:
Knowledge:
Covering all the areas that we have looked at in this unit
Skills:
Group work
Presentation
Answering questions
Formulating questions
Values:
Sharing ideas
Listening to each other
Empathy
Content/subject matter
Introduce the quiz we’re
having in this class
Teaching/learning activities
Time
Go through the rules
• students will be put into teams
• will be formulating 4 questions per team (three
worth 1 point and one worth 2 points)
• each team will ask their questions to the rest of
the class.
• teams will allocate a scribe to take down the
answers
• points added up at the end to determine
winner
32