History Final

Sarah Borrego 17550967
Justification
The following three lesson plans, created from the K-10 History syllabus, based on the
stage four, depth study two, The Mediterranean world: Ancient Egypt (Board of Studies,
NSW, 2012, pp. 60-61). These lessons have been developed as a way to introduce students
to the topic in an engaging and thoughtful way, which helps meet the outcomes of the
syllabus and builds on current historic skill sets. The lesson plans aim to cater various types
of learners such as auditory and visual learners by using various pedagogical methods, while
using a constructivist approach to guide classroom activities.
Using a constructivist approach to teach students can help students create meaning
behind the content, while creating engagement. Prichard (2013) describes constructivism
as learning due to mental construction. Learning takes place when new information is built
into and added onto an individuals knowledge, understanding and skills (Prichard, 2013).
This type of inquiry based learning can be very effective when used correctly as
engagement can be maintained. This present in the lesson plans in various ways. Firstly, the
introduction of each lesson allows to build a basic understanding of the content that is to
come, for example the creation of a time line not only gives students an overview of things
they may learn, they also learn where the content of that specific date sits in the history of
the topic. Secondly, each lesson builds upon the previous lesson. This is achieved by
introducing small ideas that correlate to the following lesson, such as the video in lesson
one that correlates with the second lesson on geography. This allow students to inquire at
the end if they are confused or lost. Thirdly, the lessons contain many activities that require
the knowledge of previous lessons to understand and engage in new content that can only
come from inquiry based learning.
Scaffolding is another pedagogical method that is used in the lessons, such as the
development of a glossary of new terms. The building of prior knowledge to build new
knowledge is essential when introducing new topics as it helps students understanding
where they are going and how they came to a specific point in their learning, as well as how
all the new content connects and it is an essential part of a constructivist approach. When
scaffolding is used the teacher needs to consider the starting point for the unit, informed
by knowledge of students prior experiences, interests and language and learning needs;
the sequence of tasks within each lesson and the language demands inherent in each
(Sharpe, 2008). Scaffolding can help students engage in their content, as the constant
building of new content can be effective in their zone of proximal development (ZDP). This
allows for students to not have extraneous load, but still make the activity challenging and
engaging. The lesson plans also incorporate a revision of the class they partake on the day,
as well as a summary of the lesson they partook previously. This can help remind them of
what they learnt, so that they can continue building on to their knowledge of the topic.
Cooperative learning is also evident in the lesson plans. This part of student center
learning can be very effective as students ZPDs are more close together and can often
learn from each other, rather than through teacher centered learning. They learn various
skills such as learning to listen to each other and assist each other, it also helps gain a
perspective or mutual understanding. Rutherford (2014, pp. 55) presents the idea that
students can be taught how to engage in cooperative learning, and studies have shown that
students who collaborate in class tend to be more motivated and perform better. This
pedagogy is utilized variously throughout the three lesson plans. Firstly, the first lesson plan
begins with a group mind map which can allow students to possibly think of things they
were aware but would not have thought of before. The second lesson plan incorporates
group work when creating a glossary. The element of a game can help students engage
more with each other. The last lesson plan is dependent on students working together and
engage in the content to create a power point.
ZPD was a main focus for the lesson plan as highlighted in the examples above.
Keeping students engaged is essential for learning, especially considering many students
will be learning brand new content. Piagets work with ZPD and cognitive developmental
stages can help a teacher plan students learning according to their developmental stage
(Arnett, 2014). This can help students retain new information, create an opinion, and
engage in the content in a critical thinking perspective. Examples of this present in the
lesson plan are activities like comprehension task that engaged students to think about life
on the Nile, and the creation of the power points of the workers and farmers on the Nile, as
it makes students think about how different life is now compared to the ancient world. The
use of these activities make the students think, but they do not need extraneous
information that may cause cognitive overload.
The lesson plans created do contain some form of an advanced organizer, presented
as a slide with lesson objectives or goals, that aims to helps students obtain and know when
they will reach the end goal. This can help students understand what they should be able
to do or understand by the time the lesson ends. The use of an advance organizer not only
helps students scaffold their own learning, but gets them thinking in a critical way, this way
if students feel as if the lesson goal has not been met, they can ask questions so that they
can, and the teacher can decide whether or not more work is needed on the topic to be
able to progress to the next part of the learning sequence they have created. A way to
distinguish this too is through pre-assessments and formative assessments as it can help
give teachers a better understanding of how to organize their lessons, and their students
lesson goals in order to meet the outcomes stipulated in the NSW BOSTES syllabus.
References
Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.). Pearson Education
Limited
Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from, http://syllabus.bos.nsw.edu.au/download/
Pritchard, A. & Pritchard, A. (2013). Ways of Learning: Learning theories and learning styles
in the classroom (3). Retrieved from
http://site.ebrary.com/lib/sydney/detail.action?docID=10814908
Rutherford, S. (2014). Education in a Competitive and Globalizing World: Collaborative
Learning: Theory, Strategies and Educational Benefits. Retrieved from
http://site.ebrary.com/lib/SYDNEY/detail.action?docID=10951511
Sharpe, T. (2006). Unpacking Scaffolding: Identifying Discourse and Multimodal Strategies
that Support Learning. Language and Education, 20(3), 211-231. DOI:
10.1080/09500780608668724
LessonPlan
Topic area: Stage of Learner: Syllabus Pages:

Depth Study 2 The Stage 4 60 (PDF)
Mediterranean World
Date: 9th August Location Booked: Normal Lesson Number: 1/14
classroom
Time: 60 minutes Total Number of students: 27 Printing/preparation
Mind map sheet, power point pres.
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The physical features of the -Describe the geographical
HT4-2 Describes major periods of Pre-assessment ancient society and how they setting and natural features of
historical time and sequence conducted by creating influenced the civilisation the ancient society
events, people and societies mind maps and that developed there -Explain how the geographical
from the past sharing helps gather setting and natural features
information on basic influenced the development of
thoughts students society
Life Skills outcomes have on subject
-
CCP & GCs subject specific concepts

Literacy, numeracy
-
Discipline specific skills
-
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 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and 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
1.2 Deep Students discuss what life may have been like as a way to picture the way life was years ago.
Understanding It gives students a chance to create a prediction of the time and allow it to shape their ideas
as they gain more knowledge on the topic. It can also instil new perspectives that
2.2 Engagement is gained from taking part in group work, as well as the use of ICT through a
Engagement YouTube video. This creates engagement as students are gaining content from someone
and something else rather than the teacher or a text book
3.1 Creation of a timeline allows for students to have some background knowledge so that they
Background know what kind of events they are expected to be taught on, therefore allowing them to
Knowledge know where they are, where they are going and where it will end.
Time Teaching and learning actions Organisation Centred

T/S
1-5 Students know teacher from prior lessons. Teacher: Directing students to place bags T
appropriately, have copy of roll, call out names
Students enter classrooms in any order and and mark roll
leave their bag to the back of the room with
books and stationary Student: has class book and stationary required
Teacher marks the roll i.e. pens
Resources: class roll & stationary

5-10 Brief overview of lesson elements and Teacher: power point slides 1-5 detailing T
expectations of the teacher overview and teachers expectations, power point
introduction of first activity, lesson goals 4 detailing first activity
(advanced organiser) and assembling of groups
by results of previous unit results. Lower Student: workbook
preforming students with higher
Resources: Slide Show slides 1-4
NOTE: The use of paring excelling students with
lower preforming students is so that they can
assist other and can test out their knowledge
while helping
15-20 - Creation of mind map. Students are to label Teacher: assisting the organisation of groups, S
any ideas they may have or can think of in handing out mind map sheets, power point slide 6
relation to ancient Egypt as a group (See
Resource 1) Students: in groups with mind map sheets
- Teacher is to walk around and make sure completing task. Students can raise their hand if
students are on task, answer any question they have any questions
students may have
Resources: Mind Map sheets
20-25 - Students are to elect a person to write 2-3 Teacher: organising students to come to the front S
things the group wrote in their mind map, trying with white board/smart board marker
not to repeat something that has already been
written, all other students put new ideas on Student: completing mind map work sheet
their mind map
- Teacher is to help students pick a person if Resources: mind map worksheet
there is any issues
25-40 - Teacher and students are to create a timeline. Teacher: slides with dates (power point slides 6- T/S
A work sheet with an empty continuum will be 18)
filled out with dates and glued in the book while
students will write dates and details next to it Student: filling in and gluing timeline work sheet
on a blank page in their work book. (See
Resource 2) Resources: time line worksheet, workbooks,
- Teacher goes through every date and allows power point
students to ask questions in order to gain an
idea of class interest
45-50 - Watch YouTube video of map of ancient Egypt. Teacher: have YouTube link ready, power point S
Students are to take notes of video, along with 3 with instructions (power point slides 19-20)
interesting facts
- Teacher would emphasise that the three facts Student: Have paper to write notes on
will help with understanding the next lesson
Resources: Map worksheet, YouTube video
https://www.youtube.com/watch?v=6juyIxRvGcA
50-55 -Students are to colour in the areas according to Teacher: Power point slides 19-20 S
the work sheet. Excelling students may begin
mapping if they feel confident (See Resource 3) Students: colour map
-If video is not shown and the worksheet are to Resources: map worksheet
be set as homework
NOTE: allowing excelling students to proceed

allows them to test their memory and gain
confidence
55-60 -Quick summary of main points and checking of Teacher: Power point slide 21 T
map; this can be instigated by asking the
questions on the last slide Student: pack up
-students are encourage to voice any opinions
that may have or questions they want answered
next lesson Resources:
-Students pack up
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Things must be continuous and interactive. Having a grounding for the new topic can be
beneficial for students are they know where they are going and what has happened.
Keeping the class room engaged with various forms of ICT can also help keep the class fun
and not stale with just basic teacher up the front and students sitting. Worksheets can also
have a fun aspect of arts and craft that helps students be more excited about learning.
Students must also have a clear indication of where they are going; the inclusion of a time
line and lesson outcome helps form a clear indication for students to reflect back on when
revising
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

HT4-2 Describes major periods of Creation of timeline helps describe events in sequence,
historical time and while the YouTube video can helps students imagine what
sequence events, people
and societies from the past life may have looked like in that period of time
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 Standards Evidence within this lesson

1.5 Differentiate teaching to Variation of teaching methods from written work, to
meet the specific learning creative work such as coloured map activity for visual
needs of students across the learners and videos for auditory learners.
full range of abilities
2.2 Content selection and Introducing the lesson so that students know where they are
organization going in the lesson and what they will learn, as well as what
activities they will be doing. The lesson is set to show a small
glimpse of what the next lesson will be and how it will
connect.
2.5 Literacy and numeracy Using numbers to create a time line and words to explain
strategies their meanings
2.6 Information and Use of power point slides and YouTube videos
Communication Technology
(ICT)
3.1 Establish challenging Goals along with syllabus outcome are displayed for students
learning goals prior to beginning the lesson
3.4 Select and use resources Use of work sheets and videos to assist student learning
4.2 Manage classroom Organisation of groups, organisation of worksheet hand outs
activities
4.5 Use ICT safely, Use of ICT is created for the class, the video being viewed is
responsibly and ethically first watch by the teacher to ensure it is safe to use.
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?
Ensure no tables or chairs are in the way when moving around to form groups
Ensure glue is non-toxic, and scissors are not sharp or misused when gluing worksheets in
Make sure no cords are twisted
Make sure bags are not place in a way where someone may trip
All fire exits are to be free and available
References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
Ancient Egyptian Timeline. (n.d.). Retrieved August 7th 2016 from
http://www.datesandevents.org/places-timelines/17-ancient-egyptian-timeline.htm
Map of Ancient Egypt worksheet for kids. (n.d.) Retrieved August 7th 2016 from
http://studenthandouts.com/01-Web-Pages/BSA/201409/map-of-ancient-egypt-
worksheet.htm
Ritchey, T. (2013, October 9). Geography of Ancient Egypt [Video File]. Retrieved from
https://www.youtube.com/watch?v=6juyIxRvGcA
Resources Attached:
You must list all the resources that you have create
1. Power point slides for lesson one
2. Work sheet one mind map
3. Worksheet two time line
Ancient
Egypt
Timeline of Ancient Egypt
Start End
Map of Ancient Egypt
1. Color the Nile River blue.

2. Color the Mediterranean Sea blue.
3. Color the Red Sea blue.
4. Color the location of the pyramids red.
5. Color the location of the Valley of the Kings orange.
6. Color the modern country of Egypt brown.
Free K-12 Educational Materials www.STUDENTHANDOUTS.com

LessonPlan

Depth Study 2 The Stage 4 60 (PDF)
Mediterranean World
Date:11th August Location Booked: Normal Lesson Number: 2/14
Classroom
Glossary packs, pages 39-40 of
Text book, question sheets for
Activity one and additional,
Power Point

Syllabus outcomes Lesson assessment The physical features of the -Describe the geographical
HT4-9 Uses a range of historical terms Informal assessment ancient society and how they setting and natural features of
and concepts when of asking students influenced the civilisation the ancient society
communicating an about the previous that developed there -Explain how the geographical
understanding of the past lesson. This allows to setting and natural features
HT4-2 Describes major periods of test their knowledge influenced the development of
historical time and sequence and where to direct society
events, people and societies the lesson, i.e. what
from the past areas may need more
focus.
Life Skills outcomes

-

Literacy, intercultural
understanding -
Discipline specific skills
-

and among students.

element
1.5 Metalanguage is evident due to a creation of a dictionary for the topic of Ancient History.
Metalanguage This allows students to build a vocabulary of words that may be new to them, and can help
them refer back and help them understand.
2.5 students Students regulate themselves to notify the teacher when they are done so that they can
self-regulation have more work. This instils confidence in them, and allows them to take authority over
their learning
3.1 This is achieved through the map activity, as it sets the geography of ancient Egypt, and
Background allows them to have physical evidence of where things where and how they looked.
Knowledge
Teaching and learning actions Organisation Centred
Time T/S
1-5 -Students enter classrooms in any order and Teacher: Directing students to place bags T
leave their bag to the back of the room with appropriately, have copy of roll. Call out names
books and stationary and mark the roll
Teacher marks the roll
Student: has class book and stationary required
i.e. pens
Resources: class roll & stationary

5-10 -Brief overview of lesson elements, lesson goals Teacher: slide show displaying summary and T
(advanced organiser) and expectations of the expectations 1-6.
teacher
Quick recap of previous lesson i.e. ask about Student: notes from previous lesson
dates and what happened to be important
- pick students so that questions are answered Resources: Slide Show power point 1-6
and can gather information on what topics may
need more addressing
-Teacher is to encourage students to think about
the topic and ask questions
10-15 -Allow for question students may have from Teacher: power point slide can stay on slide 6 S
previous lesson and anything else they may
need clarified. Student: work books with questions they may
-Influence discussion if no questions asked. i.e. have
someone tell me something they remember
from the mind map Resources: power point slides
15-20 -Show a complete map of Ancient Egypt. Leave it Teacher: complete map on power point slide 7 T/S
on screen for 2 minutes then close it. Students
are to list as many as possible Students: map that was colour in last lesson
Resources: Power point slide 7, map worksheet
20-25 -Reopen complete map, discuss with class the Teacher: complete map on power point slide 7 S
ones that they missed, and allow for all students
to copy down all locations Students: Map that was coloured in last lesson
-teacher can encourage students to list more if
they know of any NOTE: can help challenge Resources: Power point slides, map worksheet
advanced learners
25-30 -Activity match the terms (create a glossary) in Teacher: power point slide 8 S
groups of 4 (by last names - alphabetically)
-Teacher is to create the activity like a Student: Activity pack, additional packs if
competition excelling
-Groups that finish early get another activity
pack Resources: Activity pack, power point slides
-Group that gets the most right from the first
activity pack wins
- Teacher is to emphasise that students can add
to their glossary at any time and it is to be glued
at the back of the book to make adding new
words easier
NOTE: groups that are finishing early have more

words to ensure excelling students are being
challenged, and lower preforming students are
learning through them
30-35 -Check activity answers as a class group, pick Teacher: Power point slides 9-25 T
students to answer
-if excelling student was present, check after the Student: Activity pack, additional activity packs
answers to the first activity
-allow students to copy down in writing words Resources activity pack, additional activity packs,
they may have not got up to as to not exclude completed additional activity packs for non-
them excelling students
40-50 -Students are to read pages 39 and 40 of chapter Teacher: text book chapters, power point slide 26 S
2 in the national geographic text book. with instructions
-They are to complete the questions on the
sheet (comprehension work) Students: text book chapter, worksheet with
-Teacher walks around and assists any student questions
that may be struggling
Resources: text book chapter, worksheet with
NOTE: If student is excelling an additional questions
worksheet is available with another kind of
activity
50-55 Go through answers, ask questions to facilitate Teacher: Power Point slides with answers T/S
conversation what do you think life on the
Nile was like? How do you think the Students: answers on work sheets
environment influenced the way Egyptians
lived? Has this chapter changed your Resources: text book chapter, worksheets
assumptions on what life on the Nile was like? Is
this the kind of geographical setting you
expected ancient Egypt to have?
55-60 Quick summary of main points, students say one Teacher: Power point slide 27 T
thing they learnt
Students pack up Student: pack up
Resources:
Reflection
Students can learn better if the lesson is continuing on from the previous lesson, and
recapping the previous lesson can help trigger the thought process they may need for new
content. By slowly introducing new content, it ensures cognitive overload does not occur
and helps students remember things better. It also helps maximize and test a students
zone of proximal development. It is also important to cater for excelling students by
ensuring more work can be provided when necessary
Through discussions and completion of worksheets


HT4-2 Describes major periods of Comprehension task of people settling on the Nile
historical time and Facilitating a discussion of students ideas of life in the Nile
sequence events, people
and societies from the past thousands of years ago
HT4-9 Uses a range of historical Creating a vocabulary of terms used
terms and concepts when
communicating an
understanding of the past
standard.
Graduate Evidence within this lesson

Standards
2.1 Content Discussion of glossary gives students background content that is
and teaching necessary for progression and understanding
strategies of
the teaching
area
2.2 Content The revisiting and continuation of previous lesson allows students to
selection and build their knowledge in a continued and connected way
organisation
3.3 Use Mixed of student centred and teacher centred activities, as well as use of
teaching various teaching methods I.e. ICT and work sheets
strategies
3.4 Select and Various use of resources work sheets, power points, text books, ICT
use resources
4.1 Support Encourages group work and discussion from all students creates games
student with glossary activty
participation
4.2 Manage Clear instruction of what is expected of students, the goals that will be
classroom met, and giving both written and vocal instruction
activities
WHS
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?
Ensure no tables or chairs are in the way when moving around to form groups
Make sure glue is non toxic
Ensure no cords are twisted
All fire exits are to be open and free of blockage
All bags are to be out of the way of tripping
References (In APA)

in this space.
Definitions to all Glossary Words. (n.d.). Retrieved August 7th 2016 from
http://www.dictionary.com
National Geographic. (n.d). Ancient Egypt: Chapter 2 (pp. 34-75). Retrieved from
http://www.boone.kyschools.us/docs/building/9/unit%201%20chapter%2002.pdf
Ancient Egypt map.[Image] (2016, August 9) Retrieved August 9, from
http://www.mummies2pyramids.info/images/ancient-egyptian-cities-700.jpg
Resources Attached:
1. Map from previous lesson
2. Glossary activity pack
3. Glossary pack advanced
4. Question sheets general
5. Question sheet general answers
6. Question sheets - advanced
7. Power point slides
Terms and definitions are to be cut out and placed in a ziplock bag.
ACTIVITY PACK 1 BELLOW STOPS AT THEBES
Egypt an ancient kingdom in North East Africa: divided into the Nile Delta (Lower
Egypt) and the area from Cairo S to the Sudan (Upper Egypt)
Delta a nearly flat plain of alluvial deposit between diverging branches of the
mouth of a river, often, though not necessarily, triangular
Oasis a small fertile or green area in a desert region, usually having a spring or well
Sahara Desert a desert in North Africa, extending from the Atlantic to the Nile valley. About
3,500,000 sq. mi. (9,065,000 sq. km).
Hieroglyphics designating or pertaining to a pictographic script, particularly that of the

ancient Egyptians, in which many of the symbols are conventionalized,
recognizable pictures of the things represented.
Dynasty a sequence of rulers from the same family, stock, or group
B.C. an abbreviation used with dates of events that took places before the birth
of Jesus
Pharaoh a title of an ancient Egyptian king.
Mummification to make (a dead body) into a mummy, as by embalming and drying.
Pyramid (in ancient Egypt) a quadrilateral masonry mass having smooth, steeply
sloping sides meeting at an apex, used as a tomb.
Thebes an ancient city in Upper Egypt, on the Nile, whose ruins are located in the
modern towns of Karnak and Luxor: a former capital of Egypt
ACTIVITY PACK 2 BELLOW
Papyrus a material on which to write, prepared from thin strips of the pith of this
plant laid together, soaked, pressed, and dried, used by the ancient
Egyptians, Greeks, and Romans.
Deity a god or goddess.
Embalming to treat (a dead body) so as to preserve it, as with chemicals, drugs, or

balsams
Great Sphinx a limestone statue of a reclining or couchant sphinx that stands on the Giza
Plateau on the west bank of the Nile in Giza, Egypt.
Anubis the god of tombs and weigher of the hearts of the dead: represented as
having the head of a jackal.
Questions for chapter 2 Settling the Nile
Question 1
Who were the earliest Egyptians?
Question 2
What are the two types of rivers that make up the Nile?
Question 3
Where do the two rivers come from?
Question 4
The Nile reaches the Mediterranean Sea and it dives into different branches that look like
the flowers blossom. What do the branches do and what is it called?
Question 5
Both sides of the Nile Valley have deserts. Which desert is to the West and which desert is
to the East?
Question 6
What kind of protection did Ancient Egypt have in their location?
Question 7
What did the Mediterranean Sea and Red sea provide Egyptians?
Question 8
What did Egyptians use the Nile for?
Answers for chapter 2 questions
Question 1
Who were the earliest Egyptians?
Hunters and food gatherers
Question 2
What are the two types of rivers that make up the Nile?
Blue Nile and White Nile
Question 3
Where do the two rivers come from?
Blue Nile Mountains of eastern Africa. White Nile the marshes of central Africa
Question 4
The Nile reaches the Mediterranean Sea and it dives into different branches that look like
the flowers blossom. What do the branches do and what is it called?
Branches fan out over an area of fertile soil. Its called a Delta.
Question 5
Both sides of the Nile Valley have deserts. Which desert is to the West and which desert is
to the East?
To the west is part of the Sahara Desert. To the east, stretching to the Red Sea is the
Eastern Desert.
Question 6
What kind of protection did Ancient Egypt have in their location?
The burning heat of the desert helped stop Egyptians enemies as well as dangerous
cataracts blocked enemy boats from reaching Egypt. The delta also did not allow for boat
docks.
Question 7
What did the Mediterranean Sea and Red sea provide Egyptians?
A way of trading for people outside of Egypt.
Question 8
What did Egyptians use the Nile for?
Trade and transportation.
Question Sheet Additional
Taking into consideration what ancient Egypt would have looked like, take the position of
other an Egyptian trader or an Egyptian traveller and write a short story about what you
think your day might be like? Feel free to draw as a comic as an alternative.
LessonPlan

Depth Study 2 The Stage 4 60-61 (PDF)
Mediterranean World
Date: 16th August Location Booked: Computer Lesson Number: 3/14
Room
PowerPoint, information sheet

Syllabus outcomes Lesson assessment Roles of key groups in the -describe the roles of
HT4-2 Describes major periods of Formative assessment: ancient society, including the appropriate key groups in the
historical time and Kahoot quiz on the influence of law and religion ancient society, e.g. the ruling
sequences events, people first two lessons as elite, the nobility, citizens
and societies from the past there was a 5 day gap (Greece and Rome),
HT4-3 Describes and assesses the between last seeing bureaucracy, women and
motives and actions of past students give slaves
individuals and groups in the teacher information on -describe the everyday life of
context of past societies what students men, women and children in
HT4-6 Uses evidence from sources to remember the ancient society
support historical narratives
and explanations
Life Skills outcomes

-

Literacy, intercultural
understanding, ICT -
capabilities Discipline specific skills
-

and among students.

element
1.2 Deep Students gain deep understanding from assessing and learning about the possible lives
Understanding people may have lived in the ancient time. This achieved by assessing the information
provided through information worksheet and their creation of the power point
2.5 Social Social support can be gained from the Kahoot quiz. Often times students help each other
Support when they think the teacher isnt looking. Although it is not appropriate, it can help show
connection as no one likes tests. The benefit of this is also that students support each other
in competition. The sharing and group of power point slides can also create social support
among students.
3.3 Knowledge Knowledge integration is achieved through learning about the lives of people from the
Integration ancient society. They integrate this knowledge by imagining themselves as them and putting
themselves in their shoes. This is concreated through the questions on the information
sheet
Time Teaching and learning actions Organisation Centred

T/S
1-5 -Students enter classrooms in any order and Teacher: Directing students to place bags T
leave their bag to the back of the room with appropriately, have copy of roll, seating students
books and stationary in a safe manner in the computer room
-Teacher marks the roll
Student: has class book and stationary required
i.e. pens
Resources: class roll & stationary, computers

5-10 -Brief overview of lesson elements, lesson goals Teacher: slide show displaying summary, lesson T
(advanced organiser) and expectations of the goals and expectations as well as quick summary
teacher slides
-Quick recap of previous lesson i.e. ask about
the reading and how they may think Egypt Student: notes from previous lesson
would have felt in summer Resources: Slide Show
15-20 Students are to log on to the Kahoot quiz as Teacher: have Kahoot quiz ready S
teacher calls out their name. They can use nick
names but they must be appropriate. Student: Logging on to Kahoot quiz
-if nick names are used teacher is to note this
against their name Resources: Kahoot quiz
https://play.kahoot.it/#/k/f6ddd077-fa64-48d9-
b838-1c3d841fb883
20-30 -Students are to pair up with the person next to Teacher: Information sheet hand out S
them and create a powerpoint with their
partner which will be showed to the group next Student: computer, information sheet,
to them when instructed PowerPoint program open
-the powerpoint is to be about the lives of
Ancient Egyptians and hard labour Resources: Information sheet
-the powerpoint is to include information given
to them on a hand out
-students are also to discuss the questions on
the sheet between pairs
-images may be used but mindfully- students are
to warn others if there is a mummy shown
-teacher is to go around the room and check
students are doing the right thing
NOTE: if exceling students present, they may

begin browsing through the National Geographic
site and searching Ancient Egypt and write
three things they found interesting.
This activity also has the potential to pair a
struggling student with an excelling one.
35-45 -Students are to share the power point with the Teacher: USB S
group next to them.
-both groups are to print the sheets as handouts Student: power point presentation
and put in their work books can be instructed Resources: information sheet, power point
to be home work presentations
-powerpoints are to be named after the partners
in the group and saved to teachers USB
-groups are to tell each other their favorite parts
45-50 -as a class teacher is to pick out students to Teacher: T
answer questions on the bottom of the sheet Student: Powerpoints, notes if they wrote any
-students are encouraged to ask questions Resources: power point presentations
50-60 -Quick summary of main points Teacher: Power point slides T

Students pack up Student: pack up
Resources:
Reflection
Students can learn from other means besides the basic work book exercises, which can also
help engage students. The use of ICT can help students who may not be the best and
written work excel and gain confidence. Allowing students, the freedom to explore ways of
demonstrating information at the same time of learning can help them gain self-efficacy,
and can also in some cases help elevate students who may not be preforming as well or not
feel as confident. It is also important that students constantly reflect and self-assess the
information they have learnt as a way to comprehend the information that have received.
Through discussions and completion of worksheets


HT4-2 Describes major periods of Through the powerpoint slides focusing on unskilled
historical time and workers and farmers
sequences events, people
and societies from the past
HT4-3 Describes and assesses the Through the powerpoint and discussions in the class about
motives and actions of past the understanding they gained through creating the
individuals and groups in
the context of past powerpoint on remains found of workers
societies
HT4-6 Uses evidence from sources to Information gained from the national geographic website
support historical which was compiled as an info sheet. Students use this to
narratives and
explanations create a powerpoint
standard.
Graduate Evidence within this lesson

Standards
1.5 Switching from ordinary book work to creating a powerpoint can help
Differentiate students who are more creative have a chance at excelling and learning
teaching to from a medium that suits them.
meet the
specific
learning needs
of students
across the full
range of
abilities
2.6 Information The use of powerpoint and computer work can help teach students in an
and interactive way.
Communication
Technology
(ICT)
3.4 Select and Using computers as a resources as well as information sheets to create a
use resources presentation.
4.1 Support The sharing of students powerpoints can help create student participation
student as 1. Theyll be shared with the group next to them and 2. The
participation powerpoint will be seen by the teacher.
4.2 Manage Teacher gives vocal instruction as well as instructions on the information
classroom sheet, as well as walks around to manage any off task behaviour
activities
4.5 Use ICT Ensure that students are aware that misuse of computers will have
safely, punishment, and that students are to stay on task. Teacher is to
responsibly and constantly walk around to minimize any potential problems.
ethically
WHS
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?
Ensure no tables or chairs are in the way when moving around
Risk- no inappropriate websites are used. To minimize teacher is to constantly walk around and check
Ensure nothing is blocking fire exists
Ensure no bags are in the way in case of an emergency
Ensure students are mindful and respectful of other students who may not be comfortable seeing a
dead body (i.e. a mummy)
References (In APA)

in this space.
National Geographic. (2013). Ancient Egyptian cemetery hold proof of hard labour.
Retrieved http://www.nationalgeographic.com.au/history/ancient-egyptian-cemetery-
holds-proof-of-hard-labor.aspx
National Geographic. (n.d). Ancient Egypt: Chapter 2 (pp. 34-75). Retrieved from
http://www.boone.kyschools.us/docs/building/9/unit%201%20chapter%2002.pdf
Resources Attached:
1. Information sheets
2. Power point slides
Information Sheet
Students are to create a PowerPoint Presentation and share it with the group next to them
when instructed by the teacher
The PowerPoint should include all the information displayed.
You can use images if they are appropriate please be thoughtful if including a picture of a
mummy; not everyone is okay with seeing a deceased person.
Discuss the questions in pairs- students will be called upon to answer.
Unskilled workers made up 80% of Egyptian population

Farmers and Herders made up the next major portion of Egyptian population
Farmers used the Nile Valley as a way of growing crops. The Nile would overflow due
to rain fall and leave behind fertile soil
They planted several different crops, such as wheat, barley and flax seeds.
Egyptians used Papyrus to make basket, sandals and river rafts and eventually for
papermaking
Egyptians used geometry to divide fields
Egyptians used Hieroglyphics which were symbols and picture as a way or writing
Archaeologists and researchers that have studied the skeletons of Ancient Egyptians
remains have said that many of the city's children were malnourished and stunted.
Adults show signs of backbreaking work, including high levels of injuries associated
with accidents.
Unlike the wealthy elite whom had lavishly decorated tombs, unskilled workers,
farmers and herders were tightly buried in a cemetery simply covered by rocks as
grave markings
Researchers believe that due to the remains of childrens teeth, it is a clear
indication that they were properly nourish and undertook hard labour. They show
evidence of constant muscle use
More than 75 percent of the skeletons studied in detail had arthritis in their limbs or
spines, suggesting hard labor. Fractured and compressed vertebrae were common,
and 67 percent of the skeletons showed signs of at least one healing or healed
fracture.
Questions to think about:

1. As a teenager, do you think you could have handled the heavy workload that is
implied people undertook in Ancient Egypt?
2. What reasons can you think of as to why people were malnourished?
3. Did you ever think life as a worker would have been that physically demanding?
4. What kinds of activities do you think would have occurred for peoples skeletons to
be so injured?
5. What do you think daily life would have been like?
Appendix A: Scope and Sequence
Year 7
Term 1 The Ancient to the Modern World [50 hours minimum teaching time]
10 weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
25 hours
Overview: The Ancient World: early humans and the Overview: The Ancient World: key features of
establishment of ancient societies ancient societies (integrated throughout
Depth Studies 2 and 3)
DEPTH STUDY 1: INVESTIGATING THE ANCIENT PAST: DEPTH STUDY 2: THE MEDITERRANEAN
Ancient Australia WORLD: Ancient Egypt
Compulsory site study virtual museum

www.virtual-egyptian-museum.org/
Outcomes: HT4-1, HT4-5, HT4-6, HT4-8, HT4-9, HT4-10 Outcomes: HT4-2, HT4-3, HT4-6, HT4-9,
HT4-10
10 weeks 25 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
hours Overview: The Ancient World: key features of ancient societies (integrated throughout Depth Studies 2 and 3)
DEPTH STUDY 2: THE

MEDITERRANEAN WORLD: DEPTH STUDY 3: THE ASIAN WORLD: Ancient India
Ancient Egypt
Outcomes: HT4-2, HT4-3, HT4- Outcomes: HT4-2, HT4-3, HT4-6, HT4-9, HT4-10
6, HT4-9, HT4-10
Year 8
10 weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
25 hours
Overview: The Ancient to the Modern World
Overview: The Ancient to the Modern World (integrated (integrated throughout Depth Studies 4 and
throughout Depth Studies 4 and 5) 5)
DEPTH STUDY 4: THE WESTERN AND ISLAMIC WORLD DEPTH STUDY 5: THE ASIA-PACIFIC
THE VIKINGS WORLD POLYNESIAN EXPANSION
ACROSS THE PACIFIC
Outcomes: HT4-3, HT4-5, HT4-7, HT4-8, HT4-9, HT4-10 Outcomes: HT4-2, HT4-4, HT4-6, HT4-7,
HT4-9, HT4-10
10 weeks 25 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
hours Overview: The Ancient to the Modern World (integrated throughout Depth Studies 5 and 6)
DEPTH STUDY 5: THE ASIA-PACIFIC DEPTH STUDY 6: EXPANDING CONTACTS MONGOL
WORLD POLYNESIAN EXPANSION EXPANSION
ACROSS THE PACIFIC
Outcomes: HT4-2, HT4-4, HT4-6, HT4-7, Outcomes: HT4-2, HT4-3, HT4-4, HT4-6, HT4-7, HT4-10
HT4-9, HT4-10
Appendix B: Concept Map

Appendix C: Assessment Schedule
Component Assessment 1: Assessment 2: Assessment 3: Assessment 4: Weighting

Significance of A Pharaohs Constructing a Final Exam
preserving Memoir temple
Ancient assessment Assessment
Culture
Research Essay
Objective
Research into 15 10 10 10 40
historical
inquiry.
Explanation and 10 10 5 10 35
communication.
Empathetic 5 5 10 5 25
understanding
Total 25 25 25 25 100
Appendix D: Classroom ready assessment task

A Pharaohs Memoir
Core Topic: The Mediterranean world: Ancient Egypt
Context: Students have been taught on the life of one important Pharaoh, his death, and the outcome
which followed. Students will be given some information on another Pharaoh as well as constant guide
from the teacher every lesson to ensure students are on track, and assisting research. They will be
introducing the content in a similar way they were taught in class. The creation of a memoir exemplar will
be taught in week 2, term 2.
Outcomes:
HT4-2: describes major periods of historical time and sequences events, people and societies from
the past
HT4-3: describes and assesses the motives and actions of past individuals and groups in the context
of past societies
HT4-6: uses evidence from sources to support historical narratives and explanations
HT4-9: uses a range of historical terms and concepts when communicating an understanding of the
past
HT4-10: selects and uses appropriate oral, written, visual and digital forms to communicate about
the past
Task: A Pharaohs memoir and tomb design
Weighting: 25% Due: Week 3, Term 2 (Last class of the week) Marks 25
Task Description
You are to imagine as if you were an all-powerful Pharaoh from the list below. With research you are to
write a short memoir (500 words) about all the things you achieved throughout your reign, as well as your
upbringing, any children you had. You are also to include if you choose a successor i.e. a son, or
someone else. Remember, you are pretending to be someone no one else knows about except for your
people, include as much detail as you feel in necessary to explain events.
Part 1 15 Marks
Choose a Pharaoh from the list below to research. You must include at least 3 of the following in your
memoir
Who you are, the age you gained the throne
How do your people see you.
Your upbringing (if possible)
Your greatest achievements
Your children (if any)
Your successor
Pharaohs
Narmer
Khufu
Khafre
Neferefre
Ahmose i
Amenhotep i
Hateshepsut
Amenhotep ii
Tutankhamum
Cleopatra vii
Part 2 10 Marks
You are to draw your own temple, in a pyramid where you (the Pharaoh) will be buried when you die.
Include valuables that you would have and why (150-200 words)
Your answer must include

One primary source that was known to important to the Pharaoh
Its location (the pyramid and your burial room)
An explanation to every other item you included
References must be included on a separate page

Assessment Marking Criteria
In both parts 1 and 2 you will be assessed on how well you:

Research your chosen Pharaoh using secondary sources and at least one primary source
The clarity of your response
The correct use of historical terms and concepts
Explain the reasons and connections to the topic and your understanding of the Ancient culture
Criteria for Written Report Mark

Clearly supports response with evidence including well-chosen quotes from sources Outstanding
Demonstrates a comprehensive understanding of the evidence and what it means in its historical A
context and the limitations of the sources
Uses evidence to effectively support memoir content
21- 25
Gives a coherent and well organised response
Gives a memoir with all requirements
Gives great justification for items in tomb
Show extensive research into the chosen Pharaohs life
Shows great understanding of historical terms
Shows great understanding of connection to the topic and the connection to the Ancient culture
Supports response with some evidence which may include quotes from sources High
Demonstrates understanding what this evidence shows in relation to a Pharaohs life B
Uses evidence to support memoir content
Great justification to reasoning of object in the tomb
16-20
Great attempt of creating a memoir
Gives a well-organised response
Show good understanding of historical terms
Shows good understanding of connection to the topic and the connection to the Ancient culture
Describes some evidence and may mention some sources Sound

Sound understanding of what the evidence means C
Sound understanding of Pharaohs life
Some attempt to create a memoir
11-15
Minimal information describing the objects in tomb
Organisation is mostly evident
Show sound understanding of historical terms
Shows sound understanding of connection to the topic and the connection to the Ancient culture
Identifies minimal success of the chosen Pharaoh Basic

Little or no use of primary and secondary sources D
Lack of understanding of Pharaohs life
May demonstrate some understanding of what the evidence shows
6-10
Minimal or some justification of reasoning behind objects in tomb
Some organisation evident, underdeveloped response
Minimal information present
Show minimal understanding of historical terms
Shows minimal understanding of connection to the topic and the connection to the Ancient culture
Little or no evidence presented Limited

Little or no understanding of Pharaoh and their success E
Little to no understanding of a Pharaohs life
Little or no justification of reasoning behind objects in tomb
1-5
Little effective organisation, very short response
Show little to no understanding of historical terms
Shows little to no understanding of connection to the topic and the connection to the Ancient
culture
Lack of information present
Non Attempt 0
Appendix E: Unit outline
Unit Outline
Stage: 4 Topic: The Mediterranean world: Ancient No. of lessons: 14 (7 weeks, 2 periods per
Egypt week)
Term/ Lesson Historical Outcomes Skills (Learn to) Lesson content
number/ Week Knowledge (Learn
about)
Term one/ Lesson -The physical features HT4-2 Describes major -Describe the - introduction to
one/ Week 7 of the ancient society periods of geographical setting geography of Ancient
and how they historical time and natural features of Egypt
influenced the and sequence the ancient society
- background
civilisation that events, people -Explain how the
information: time line
developed there and societies geographical setting
from the past and natural features
influenced the
development of
society
Term one/ Lesson -The physical features HT4-2 Describes major -Describe the - Background
two/ Week 7 of the ancient society periods of geographical setting information:
and how they historical time and natural features of introductory glossary
influenced the and sequence the ancient society
list
civilisation that events, people -Explain how the
- focus on the
developed there and societies geographical setting
from the past and natural features geography of Egypt
HT4-9 Uses a range of influenced the focus on the Nile
historical development of Valley
terms and society
concepts when
communicating
an
understanding
of the past
Term one/ Lesson -Roles of key groups in HT4-2 Describes major -describe the roles of - focus on life on the
three/ Week 8 the ancient society, periods of appropriate key Nile
including the influence historical time groups in the ancient - focus on the life of
of law and religion and sequences society, e.g. the ruling
unskilled workers and
events, people elite, the nobility,
farmers
and societies citizens (Greece and
from the past Rome), bureaucracy, - learn about the
HT4-3 Describes and women and slaves findings researchers
assesses the -describe the everyday have made studying
motives and life of men, women skeletons of ancient
actions of past and children in the Egyptians
individuals and ancient society - learn about lower
groups in the citizens burials
context of past
societies
HT4-6 Uses evidence
from sources
to support
historical
narratives and
explanations
Term one/ Lesson -Roles of key groups HT4-3 Describes and -describe the roles - focus on the lives of
four/ Week 8 in the ancient assesses the of appropriate key traders and shop
society, including motives and groups in the keepers
the influence of law actions of past ancient society, eg - discuss the kind of
individuals and the ruling elite, the goods they sold
and religion
groups in the nobility, citizens - discuss where they
context of past
(Greece and Rome), live
societies
bureaucracy, - discuss how they
HT4-6 Uses evidence
from sources women and slaves made the goods
to support - what options where
historical there for traders
-describe the
narratives and
everyday life of
explanations
men, women and
HT4-6 uses evidence children in the
from sources
to support ancient society
historical
narratives and
explanations
Term one/ Lesson -Roles of key groups HT4-3 Describes and -outline how the - focus on life of a
five/ Week 9 in the ancient assesses the ancient society was noble or wealthy
society, including motives and organised and Egyptian
actions of past
the influence of law governed including - the role of a priest
individuals and
and religion the roles of law and - importance of a
groups in the
context of past religion scribe
societies - the role of
-describe the roles
HT4-6 Uses evidence government nobles
of appropriate key
from sources and wealthy Egyptians
groups in the
to support have
historical
ancient society, eg
- where they lived
narratives and the ruling elite, the
explanations nobility, citizens
HT4-6 uses evidence (Greece and Rome),
from sources bureaucracy,
to support women and slaves
historical

narratives and
explanations -describe the
everyday life of
men, women and
children in the
ancient society
Term one/ Lesson -Roles of key groups HT4-3 Describes and -outline how the - focus on the role of a
six/ Week 9 in the ancient assesses the ancient society was Pharaoh
society, including motives and organised and - al powerful ruler
the influence of law actions of governed including - god on earth
and religion past the roles of law and - begin discussing an
individuals religion important Pharaoh
-The role of a
and groups in
significant individual -describe the roles
the context
in the ancient of appropriate key
of past
Mediterranean groups in the
societies
world such as ancient society, eg
HT4-6 Uses evidence
Hatshepsut, the ruling elite, the
from sources
Rameses II, Pericles, nobility, citizens
to support
Julius Caesar or (Greece and Rome),
historical
Augustus
narratives bureaucracy,
and women and slaves
explanations -using a range of
HT4-6uses evidence sources, including
from sources digital sources,
to support investigate the role
historical of a significant
narratives individual in the
and ancient
explanations Mediterranean
world
-assess the role and
significance of the
individual chosen
Term one/ Lesson -The role of a HT4-3 Describes and -using a range of - focus on Rameses II
seven/ Week 10 significant individual assesses the sources, including - study his success
in the ancient motives and digital sources, - study his loss
Mediterranean actions of investigate the role - study his lineage
world such as past of a significant - study his death and
Hatshepsut, individuals individual in the resting place
Rameses II, Pericles, and groups in ancient - discuss his
Julius Caesar or the context Mediterranean importance
Augustus of past world
societies
-assess the role and
HT4-6 Uses evidence
significance of the
from sources
to support individual chosen
historical
narratives
and
explanations
HT5-10 selects and
uses
appropriate
oral, written,
visual and
digital forms
to
communicate
about the
past
Term one/ Lesson -The significant HT4-3 Describes and -explain how the - discuss the belief in
eight/ Week 10 beliefs, values and assesses the beliefs and values of the afterlife and the
practices of the motives and the ancient society Gods
ancient society, with actions of are evident in
a particular past practices related to
emphasis on ONE of individuals at least ONE of the
the following areas: and groups in following:
warfare, or death the context warfare
death
and funerary of past and

customs societies funerary
HT4-6 Uses evidence customs
from sources
to support
historical
narratives
and
explanations
Term two/Lesson -The significant HT4-3 Describes and -explain how the - discuss funerary
nine/ Week 1 beliefs, values and assesses the beliefs and values of customs for Pharaohs
practices of the motives and the ancient society and wealthy nobles
ancient society, with actions of are evident in - discuss
a particular past practices related to mummification
emphasis on ONE of individuals at least ONE of the process
the following areas: and groups in following:
warfare, or death the context warfare
and funerary of past death
customs societies and
HT4-6 Uses evidence funerary
from sources customs
to support
historical
narratives
and
explanations
Term two/ Lesson -Contacts and HT4-3 Describes and -identify contacts - discuss contacts
ten/ Week 1 conflicts within assesses the and conflicts of - discuss conflits
and/or with other motives and peoples within the - discuss trade and
societies, resulting actions of ancient world conquest
in developments past
-describe significant
such as the individuals
contacts with other
conquest of other and groups in
societies through
lands, the expansion the context
trade, warfare and
of trade and peace of past
treaties societies conquest
HT5-10 selects and
uses
appropriate
oral, written,
visual and
digital forms
to
communicate
about the
past
Term two/ Lesson -Contacts and HT4-3 Describes and -explain the - discuss consequences
eleven/ Week 2 conflicts within assesses the consequences of - discuss legacy
and/or with other motives and these contacts with - discuss major impact
societies, resulting actions of other societies, eg at the time
in developments past developments in
such as the individuals trade, the spread of

conquest of other and groups in religious beliefs, the
lands, the expansion the context emergence of
of trade and peace of past empires and
treaties societies diplomacy
HT5-10 selects and
-explain the legacy
uses
of the chosen
appropriate
oral, written, ancient society
visual and
digital forms
to
communicate
about the
past
Term two/ Lesson -The role of a HT5-10 selects and - using a range of - Focus on how to
twelve/ Week 2 significant individual uses sources, including write a memoir
in the ancient appropriate digital sources, - use the studied
Mediterranean oral, written, investigate the role Pharaoh as context
world such as visual and of a significant - focus on how to
Hatshepsut, digital forms individual in the research
Rameses II, to ancient
communicate Mediterranean
Pericles, Julius
about the world
Caesar or Augustus
past

Term two/ Lesson -The physical features HT4-2 Describes major - explain how the -focus on revision of
thirteen/ Week 3 of the ancient society periods of geographical setting weeks 7-9
and how they historical time and natural features
influenced the and sequences
influenced the
civilisation that events, people
development of the
developed there and societies
-Roles of key groups from the past society
in the ancient HT5-10 selects and - describe the roles
society, including uses of appropriate key
the influence of law appropriate groups in the
and religion oral, written, ancient society, eg
visual and the ruling elite, the
digital forms nobility, citizens
to (Greece and Rome),
communicate bureaucracy,
about the women and slaves
past
Term two/ Lesson -Contacts and HT4-2 Describes major -explain how the -focus on revision of
fourteen/ Week 3 conflicts within periods of beliefs and values of weeks 10 - current
and/or with other historical time the ancient society
and sequences
societies, resulting are evident in
events, people
in developments practices related to
and societies
such as the from the past at least ONE of the
conquest of other HT5-10 selects and following:
lands, the expansion uses warfare
appropriate death
of trade and peace oral, written, and

treaties visual and funerary
-The significant digital forms customs
beliefs, values and to - explain the
practices of the communicate consequences of
ancient society, with about the these contacts with
a particular past other societies, eg
emphasis on ONE of developments in
the following areas: trade, the spread of
warfare, or death religious beliefs, the
and funerary emergence of
customs empires and
diplomacy

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Sarah Borrego 17550967

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

CCP & GCs subject specific concepts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Resources: class roll & stationary

NOTE: allowing excelling students to proceed

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

References (In APA)

Timeline of Ancient Egypt

Map of Ancient Egypt

1. Color the Nile River blue.

Free K-12 Educational Materials www.STUDENTHANDOUTS.com

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Life Skills outcomes

CCP & GCs subject specific concepts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Resources: class roll & stationary

Resources: Power point slide 7, map worksheet

NOTE: groups that are finishing early have more

Through discussions and completion of worksheets

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Hieroglyphics designating or pertaining to a pictographic script, particularly that of the

Dynasty a sequence of rulers from the same family, stock, or group

Pharaoh a title of an ancient Egyptian king.

Mummification to make (a dead body) into a mummy, as by embalming and drying.

ACTIVITY PACK 2 BELLOW

Deity a god or goddess.

Embalming to treat (a dead body) so as to preserve it, as with chemicals, drugs, or

Questions for chapter 2 Settling the Nile

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Life Skills outcomes

CCP & GCs subject specific concepts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Resources: class roll & stationary, computers

NOTE: if exceling students present, they may

50-60 -Quick summary of main points Teacher: Power point slides T

Through discussions and completion of worksheets

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Unskilled workers made up 80% of Egyptian population

Questions to think about:

Compulsory site study virtual museum

DEPTH STUDY 2: THE

Appendix B: Concept Map

Component Assessment 1: Assessment 2: Assessment 3: Assessment 4: Weighting

Appendix D: Classroom ready assessment task

Core Topic: The Mediterranean world: Ancient Egypt

Task: A Pharaohs memoir and tomb design

Your answer must include

References must be included on a separate page