Ancient Egypt · PDF fileAncient Egypt 2 b) Recounting myths and legends, religious beliefs...

Ancient Egyptby Fiona Dawe

Introduction

This unit was designed for a year 7 class, CSF 5. The focus of this unit is to broaden studentsunderstanding of history and of different cultures in different times. Most of the topic is centredaround the social history aspects of ancient Egypt in order to encourage empathy and aninvolvement 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 broadenstudents minds about comparisons with the society in which we live today. To understand aculture in the past, students need to look at aspects of daily life, individual people, and theirsystems of government. This needs to be investigated in a way that students can look at thesimilarities and differences with the modern world. These would be inclusively covered in a topic onancient Egypt. Students will be able to gain an empathy with a culture that is not their own. Aconstructively 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 fromempathy, 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 ormagazine 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 whichwork was divided between women and men, and between different groups and the impactof trade with other societies.

Ancient Egypt

2

b) Recounting myths and legends, religious beliefs and practices identifying the underlyingvalues 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 distributedamong social groups.

a) Explaining the nature of the political system of an ancient society, including the valuesand 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 societyand in the modern world.

Overview of unitLesson Topic Activity Key questions Assessment

1 The Nile Video – “Gift ofthe Nile”

What is the significance ofthe Nile River?

Question sheet fromvideo

2 The Red landand Black land

Map drawing andlabelling

Why was the Nile importantto ancient Egyptians? Whywas Egypt established as itwas?

Map

3 Gods andgoddesses

Research anddata collection

What were the names andfunctions of ancientEgyptian gods andgoddesses?

Table of information

4 Gods andgoddesses

Video “ThePharaohs”

What was the importance ofreligion to ancient Egyptiansociety?

Video questionsheet

5 Ancient Egyptiansocial structure

Creating anancient Egyptiancharacter

What were the differentsocial levels in ancientEgypt? How did they fittogether?

Writing

6 Ancient Egyptiansocial structure

Group workestablishing a roleplay

What were the differentsocial levels in ancientEgypt? How did they fittogether?

Role playperformance

7 Ancient Egyptianclass system

Video – “Lifeunder thePharaohs”

How did the ancientEgyptian class structurework?

Video questionsheet

8 The Pharaohs Group project Who were the Pharaohs?Why were the Pharaohsimportant?

Poster of Pharaohresearch

9 The Pharaohs Group project Who were the Pharaohs?Why were the Pharaohsimportant?


10 The Pharaohs Posterpresentations

Who were the Pharaohs?Why were the Pharaohsimportant?


Ancient Egypt

3

11 The pyramids Pair research andcomprehension

Why were the pyramidsbuilt? What are the featuresof their construction anduse?

Pair question sheetand class discussion

12–20 Projects aboutancient Egypt

Assignment work Pair or individualproject of either anancient Egyptianmagazine or travelbrochure

21 Ancient Egypt inmovies

Watch andanalyse moviesset in ancientEgypt

What do the films focusupon? How are theyaccurate in their depiction?How are the inaccurate intheir depiction?

Question sheet

22 Overview of topic Group quiz Students make up questions Competition amongstthe class

Ancient Egypt

4

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 EgyptiansHow water was used by ancient EgyptiansHow farming life centred around the NileThe importance of annual floods

Skills: Note takingBrainstormingQuestioningMap analysis

Values: Empathy with a culture very removed from their ownThe wider impact of natural resources

Resources: Suzanne Brown Ancient Egypt, A Comparative Resource for the Active Study ofAncient Egypt. Prim Ed. Publishing, 1998‘Gift of the Nile’ (video)

Content/subject matter Teaching/learning activities Time

Introduce topic of ancient Egypt 3 mins

What do the students knowabout ancient Egypt?

Brainstorm a list on the board. 5 mins

What do the class want to learnor find out about ancientEgypt?

In pairs, students think up 3 questions

Feedback to the class and teacher writes the questionsup on the board

5 mins

Introduce the Nile:

• longest river in the world

• runs right through Egypt

• farm along the banks

• annual floods

Discuss with class and write important points up on theboard.

3 mins

Hand out video question sheets. Read through thequestions with the class.

3 mins

Class does question sheet throughout the video.

• Students should make notes under the questionheadings/subjects.

• At the end they should write up the information.

20 mins

Show video – ‘Gift of the Nile’

Stop video and go over some of the more importantinformation. Students spend time going over thequestions and writing up/finishing off their answers.

Ask students about their responses to some of thequestions according to how they went with recording theinformation as the video progressed. If they hadproblems, go over the information on the question sheetin more detail.

10 mins

Collect video question sheets.

Ancient Egypt

5

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 howthey lived?

6. Why were villages set so far back from the banks of the Nile?

7. How did the annual floods benefit the farmers?

Ancient Egypt

6

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?

Ancient Egypt

7

Lesson plan 2


Lesson topic: What is the significance of the Nile to ancient Egypt?

Duration: 50 mins


Knowledge: Why the Nile was so important to ancient EgyptiansWhat the landscape was like in ancient Egypt

Skills: Map sketchingMap labellingDiscussion

Values: Empathy with a culture very removed from their ownThe wider impact of natural resources

Resources: Suzanne Brown Ancient Egypt, A Comparative Resource for the Active Study ofAncient Egypt. Prim Ed. Publishing, 1998G. Cascone SOSE Investigators, Book 1. ITP, 1997M. McKenna (ed.) Perspectives of Society and Environment. Longman, 1996


Revision of the last class Ask questions on information covered in last class on thevideo about the Nile:

• flooding

• use of Nile

• sources of Nile.

5 mins

Draw a map of the Nile on the board 5 mins

Write down a definition of Black land and Red land on theboard. Students write down this information in their books.

3 mins

Map of the Nile

Ask student to come to the board and show on the map wherethe Black and Red land would be. Neaten up students’ inputon the board.

3 mins

What are the mainfeatures of the ancientEgyptian landscape?

Ask students the following questions and mark in relevantinformation 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 thislocation?

Make sure all the required information is marked on the map.

10 mins

Creating a map of theNile

Students to draw up their own map of Egypt and the Nilemarking in this info. Map should have border and title, labels,North marked.

20 mins

Ancient Egypt

8

Lesson plan 3


Lesson topic: What was the significance of gods and goddesses in ancient Egypt?

Duration: 50 mins


Knowledge: The names and functions of important gods in ancient EgyptThe importance of religion to ancient Egyptian society.

Skills: ResearchDiscussionData collectionSummarising information

Values: Empathy with a culture and a time removed from their own

Resources: Box of selected books on ancient Egypt provided by the librarySuzanne Brown Ancient Egypt, A Comparative Resource for the Active Study ofAncient Egypt. Prim Ed. Publishing, 1998G. Cascone SOSE Investigators, Book 1. ITP, 1997M. McKenna (ed.) Perspectives of Society and Environment. Longman, 1996


Student sent to library to collect box of books 3 mins

What is religion? Brainstorm ideas from the class 5 mins

Discuss information about ancient Egyptian gods andgoddesses:

• earliest gods worshipped were sun, wind, floods –important elements. (why does class think this wouldhave 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 – gatheringinformation about Gods and Goddesses and creating aninformation sheet.

3 mins

Why did ancientEgyptians have godsand goddesses?

Students work on information/data sheet. Assist studentsfinding information and swapping books around between theclass.

30 mins

Ancient Egypt

9

Egyptian gods and goddesses

Task 1

Complete this table of information about Egyptian gods and goddesses.

Name Description Function Additional information

Ancient Egypt

10

Task 2

Read the attached article about Re and Nut. Find the most important points and summarise thisinformation in point form. Use 4 or 5 dot points only.

•

•

•

•

•

Ancient Egypt

11

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 theway we live and our environment?

Ancient Egypt

12

Lesson plan 4


Lesson topic: Ancient Egyptian gods and goddesses

Duration: 50 mins


Knowledge: The names and functions of important gods in ancient EgyptThe importance of religion to ancient Egyptian society.

Skills: Note takingApplying knowledge/informationSummarising information

Values: Empathy with a culture and a time removed from their ownSharing information

Resources: ‘The Pharaohs’ videoBox of books from the library


Student to get video player. Students to get box of books fromthe library.

3 mins

Everyone stand up. Teacher asks a series of questions to theclass. When someone answers a question they can sit down –about 15 questions.

5 minsRevision exercise

Hand out sheets for video. Go over questions with the class. 3 mins

Show video. 10 mins‘The Pharoahs’ video

Discussion of answers. Students finish writing up their answersfrom the video – discuss any questions that the students hadtrouble with.

7 mins

Gods and goddesses Hand out worksheets on gods and goddesses. Students workon individual work sheets using the box of books from thelibrary as a resource.

20 mins

Ancient Egypt

13

Video: ‘The Pharaohs’

1. This is a representation of the social structure in ancient Egypt. Fill in the pyramid withinformation 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 Egyptiansbelieve they had?

a.

b.

c.

d.

e.

4. Some gods, like Bes, were considered a little less significant. What was their role?

Ancient Egypt

14

Lesson plan 5


Lesson topic: Who were the ancient Egyptians? How did their social structure work?

Duration: 50 mins


Knowledge: The different social levels in ancient EgyptHow a timeline works.

Skills: ComprehensionAnalysisGroup workRole playing

Values: Empathy with a culture and a time removed from their ownListening to others

Resources: ‘The Pharaohs’ videoBox of books from the library


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

Fill in information on the timeline, discussing each pointbeing included.

10 minsWhere do the ancientEgyptians fit into thetimeline?

Students draw up the timeline in their books. 7 mins

Explain the next task being undertaken on social groups.

* Hand out information on particular social group to pairsto 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?

5 minsWhat were the ancientEgyptian social groups?

Students work on task of writing up their character profile. 20 mins

Ancient Egypt

15

Lesson plan 6


Lesson topic: Who were the ancient Egyptians? How did their social structure work?

Duration: 50 mins


Knowledge: The different social levels in ancient EgyptHow a timeline works.

Skills: ComprehensionAnalysisGroup workRole Playing


Resources: Box of books from the library


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 societyand social group.

5 mins

Write a play about ancientEgypt

Divide the class up into groups of 5 – work out groupsbefore to make sure that the characters they have beenworking on are evenly distributed.

Groups move to different parts of the room to work on theirplay.

20 mins

Perform the play Bring class back together for performances.

Go over rules of performances

• no talking

• clap afterwards.

Call up groups to perform. Give feedback to groups afterperformance is over.

20 mins

Ancient Egypt

16

Lesson plan 7


Lesson topic: What was the social structure of ancient Egypt?How did the class system work?

Duration: 50 mins


Knowledge: The different social levels in ancient EgyptHousing in ancient EgyptHow did the classes interact?What were the main activities?

Skills: Note takingAnalysis of information


Resources: ‘Egypt: Life under the Pharaohs’ videoBox of books from the library


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 thesheets (students could randomly read them out).

5 mins

Watch the video ‘Egypt: Lifeunder the Pharaohs’

Students take notes during the video. 20 mins

Students hand in questionsheets

Students write up question sheet to be handed in.Go through some of the questions that students mayhave missed during the video.

Note: One question asks students to draw one of thegames played.

10 mins

Ancient Egypt

17

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?

Ancient Egypt

18

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?

Ancient Egypt

19

Lesson plan 8


Lesson topic: Life in ancient Egypt. Who were the Pharaohs?

Duration: 50 mins


Knowledge: Who were the Pharaohs?How did the Pharaohs live?

Skills: ResearchReadingAnalysis of information

Values: Empathy with a culture and a time removed from their ownListening to othersValuing the opinion of others

Resources: Internet printouts – British Museum, Geocities websitesBox of books from the libraryPaper


Students to collect box of books from library 3 mins

Brainstorm on board what the students already knowabout Pharaohs.

5 minsIntroduce topic of Pharaohs

Provide information for students on pharaohs – noteson 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 bedoing in their groups.

Divide the class into working groups of 4–5 students.

Provide groups with assignment sheet and someinformation on their assigned Pharaoh.

5 minsWho were some of thePharaohs?

Students read through information and researchfurther using the box of books from the library.

Groups should divide up the tasks and discuss howthey will present this information. Group presentationand written information (poster).

25 mins

Homework Students to find some additional information on theirPharaoh from library or internet to bring to the nextclass.

Ancient Egypt

20

Pharaohs

Your Pharaoh is

In your groups, read through the information about the pharaoh you have beenallocated.

Your task is to present this information in an interesting manner to teach the rest ofthe 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 themstand 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. Eachperson should have something to read and information to findout.

Ancient Egypt

21

Lesson plan 9



Duration: 50 mins



Skills: ResearchReadingAnalysis of information





Quick revision of topicscovered so far

• Gods

• Social groups

• Nile

• Pharaohs

Students to write 2 questions each.

4 volunteers to come out the front.

Students ask their questions to the team out thefront, who can discuss amongst themselves beforegiving an answer.

4 questions to the team then swap with 4 morevolunteers.

10 mins

Continue work on Pharaohproject.

Check on each group and find out what they broughtalong to class (homework).

Hand out sheets of poster paper to each group

37 mins

Ancient Egypt

22

Lesson plan 10



Duration: 50 mins



Skills: ResearchReadingAnalysis of informationPresentation





Introduce what will behappening in this class

3 mins

Continue work on Pharaohproject

Students to finish off their posters and work out theirgroup oral presentation.

15–20 mins

Presentations Call up groups one by one to present their work ontheir Pharaoh and teach the rest of the class.

Go over rules of presentations again.

After each presentation provide some feedback forthe group and ask if other students have anyquestions for the presenting group.

25 mins

Ancient Egypt

23

Lesson plan 11


Lesson topic: The pyramids

Duration: 50 mins


Knowledge: Why were the pyramids built?What are the features of their construction and use?

Skills: ResearchQuestioningPooling information and sharingReadingAnalysis of informationWorking in pairs


Resources: Photocopies from books on EgyptPaper

T. Healey Readers Digest, Life in the Land of the Pharaohs. Readers DigestAssoc. Ltd, 1994J. Eshuys, Discovering the Past. The Jacaranda Press, Hong Kong, 1987M. McKenna (ed) Perspectives on Society and Environment. Longman, 1996M. Stead. Find Out about Ancient Egypt. Hamish Hamilton, London 1985J. Lawless, Societies from the Past. Nelson ITP. 1998Ancient Egypt, Collins Eyewitness Guides. Collins Publishers, Aust 1990G. Cascone. SOSE Investigators, Book 1. Nelson ITP 1997G. Hart. Exploring the Past. Golden Press, NSW 1988


Brainstorm on the board what students know aboutpyramids

3 minsIntroduce pyramids

Brainstorm list of questions about what the studentswant to find out about pyramids.

7 mins

Hand out question sheets Ask students to write the additional questions at theend of the questions provided

Hand out photocopies of information on pyramids topairs. The pair read through the info and answer asmany questions as they can.

20 mins

Class discussion Go through the questions in a class discussion.Different pairs should be able to contribute differentpieces of information according to what they haveread. Take note of what information has gone whereso that students can be called on (if appropriate) tocontribute.

Students should fill in answers while it is discussed inclass.

15 mins

Ancient Egypt

24

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?

Ancient Egypt

25

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?

Ancient Egypt

26

Lesson plan 12–20


Lesson topic: Individual/pair research projects on ancient Egypt

Duration: 50 mins


Knowledge: Why were the pyramids built?What are the features of their construction and use?

Skills: ResearchReadingAnalysis of informationWorking in pairsWriting – creative and historical

Values: Empathy with a culture and a time removed from their own

Resources: Box of books from the libraryPaper


Students to library to collect box of books 3 mins

Introduce project Hand out assignment sheet and go through itthoroughly with the class:

• 2 options

• what is required.

5 mins

Discuss project progresssheet

Needs to be filled out at the end of each class. 2 mins

Organise student groups Students to organise themselves into working pairsunless they want to work alone.

Work on projects for next week. 4 sessions booked inthe library to use computers and internet.

Teacher circulates class, gives students assistancewhere needed and keeps students on task.

Ancient Egypt

27

Ancient Egypt project

The Task:

You can work in pairs or by yourself to complete ONE of the two projects described below onancient Egypt.

You will have class time to work on your project, including some library periods, but much of thework 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. Yourmagazine should resemble a modern magazine such as the Australian Women’s Weekly, howeverthe 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. Thisshould resemble a modern travel brochure, with subject matter based around research on ancientEgypt.

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 6different aspects of ancient Egyptian life.

Due Date: Wednesday 5 September

Ancient Egypt

28

Name: Task:

Project progress sheet

Date Work completed inclass

Work completed athome

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

Ancient Egypt

29

Egypt assignment assessment sheet

Name:

Option:

Criterion Evaluation Comments

Historical accuracyof information

Coverage of 6aspects of ancientEgyptian culture

Feature story/map

Presentation ofinformation

Progress sheet

Overall grade

Ancient Egypt

30

Lesson plan 21


Lesson topic: Comparison of films/movies about ancient Egypt

Duration: 100 mins (double lesson)


Knowledge: How Egypt is depicted

Skills: Visual analysisGroup discussionOrdering ideas

Values: Sharing ideasTo be somewhat sceptical about what is shown in movies

Resources: Videos:Raiders of the Lost ArkCleopatraThe Mummy


Students to collect video player 3 mins

Collect assignmentsfrom students

Ask for feedback on how they enjoyed the work and whatthey got out of it. Did anyone learn anything interestingabout ancient Egypt that hadn’t been covered previously?

5 mins

Introduce what theclass be doing

Watching extracts from 3 videos depicting Egypt andanalysing them.

Hand out worksheet and go through it with the students.(Students to fill in one column for each film.)

2 mins

Watch Raiders of the Lost Ark extract. 30 mins

Divide the class into small groups to discuss what they haverecorded on their sheets and answer the group questions –part B of worksheet.

7 mins

Watch Raiders of theLost Ark extract

Bring class back together and discuss interesting ideas. Useboard to record what is being contributed.

3 mins

Watch Cleopatra extract. 10 mins

Divide the class into small groups to discuss what they haverecorded on their sheets and answer the group questions –part B of work sheet.

7 mins

Watch Cleopatraextract.

Bring class back together and discuss interesting ideas. Useboard to record what is being contributed.

3 mins

Watch The Mummy extract. 5 mins

Divide the class into small groups to discuss what they haverecorded on their sheets and answer the group questions –part B of work sheet.

7 mins

Watch The Mummyextract

Bring class back together and discuss interesting ideas. Useboard to record what is being contributed

3 mins

Summary discussion Comparison between the films. 5 mins

Discuss big team quizfor next class

Students need to think about questions they can ask – theyshould go through their books and notes and try and comeup with about 3 questions.

10 mins

Ancient Egypt

31

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, howaccurate are the films depictions of ancient Egypt?

Raiders of the Lost Ark Cleopatra The Mummy

Egyptianartefacts/buildings

Clothing/costumes/props

What appears tobe historicallyaccurate?

What appears tobe historicallyinaccurate

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?

Ancient Egypt

32

Lesson plan 22


Lesson topic: Quiz – Summary of ancient Egypt

Duration: 50 mins (double lesson)


Knowledge: Covering all the areas that we have looked at in this unit

Skills: Group workPresentationAnswering questionsFormulating questions

Values: Sharing ideasListening to each otherEmpathy


Introduce the quiz we’rehaving in this class

Go through the rules

• students will be put into teams

• will be formulating 4 questions per team (threeworth 1 point and one worth 2 points)

• each team will ask their questions to the rest ofthe class.

• teams will allocate a scribe to take down theanswers

• points added up at the end to determinewinner

Ancient Egypt · PDF fileAncient Egypt 2 b) Recounting myths and legends, religious beliefs...

Documents

Transcript of Ancient Egypt · PDF fileAncient Egypt 2 b) Recounting myths and legends, religious beliefs...