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Rationale:
The unit below is designed with close reference to the advice for teachers document in the hopes that students will enjoy an
exciting and engaging unit that will enable them to easily meet the learning outcomes required for the unit. Students take
part in a range of collaborative and individual learning activities that aid them in developing key historical knowledge and
skills. Students undertake complete analysis of a range of different primary and contemporary secondary source through the
use of ICT in the classroom (Hunt, 2012). Using Vansledrights source analysis model, students develop a sound
understanding of perspective and reliability of sources presented in the history classroom (Vansledright, 2004). Creative and
varied activities cater to a range of different learning styles, aiming to create an inclusive and collaborative learning setting in
which students teach one another and value the opinions of their peers (Woolfolk & Margetts, 2010). As detailed in the study
design, students develop skills in a range of historical thinking concepts and become well rounded learners who ask historical
questions to develop historical literacy. Students cover all six of Seixas historical thinking concepts and progress towards an
understanding of history, rather than just knowledge of content (Seixas, 2013). Due to the enormity of content within this
area of study, an element of lecturing is present in the lessons, though this has mostly been kept to a maximum of two forty
minute lectures per week. To counteract this, a small element of student driven enquiry learning is incorporated into the unit
and is supported again, by ICT (Taylor, Fahey, Kriewaldt & Boon, 2012). This incorporates Levesques theory of doing history
rather than simply rote memorising content that is told (Levesque, 2008).
Area of Study: 1
Outcome: 1
Length: 10 weeks
Wee
k
Key
Knowledge
Key Skills
Resources
The physical
environment
of Egypt, with
special
reference to
the Nile, and
its relationship
to the growth
of urban
settlements
(agriculture,
Ask
questions
about
kingship in
Old Kingdom
Egypt to
inform
historical
inquiry
Topics:
Class Lectures:
Introduction to the
Double Crown and the
Unification of Upper and
Lower Egypt
YouTube
documentary
Planet Egypt
Narmer as a ruler
Peaceful
unification
Nile Valley
Studies in
Ancient Egypt
Lawless, J. &
Cameron, K.
(prescribed text)
Assessmen
t
transport and
patterns of
settlement)
Regions of
Predynastic
Egypt, the
expansion of
Upper Egypt
and the
unification of
Egypt
Consider the
historical
significance
of kingship in
the Old
Kingdom
Egypt
Nile as a life
source
Nile and the
Egyptian King
Nile Delta
Fishing and
hunting and the
Nile
Nile Delta as a
port city
Geographical roots
Unified Egypt
The physical
environment
of Egypt, with
special
reference to
the Nile, and
its relationship
to the growth
of urban
settlements
(agriculture,
transport and
patterns of
settlement)
Regions of
Predynastic
Egypt, the
expansion of
Ask
questions
about
kingship in
Old Kingdom
Egypt to
inform
historical
inquiry
Explain the
beliefs,
values and
attitudes of
people in Old
Kingdom
Egypt
Establish historical
significance
Topics:
Class Lectures:
Oases Region
Advantages of geographical
location
Their ideas about why the two
YouTube
documentary
Planet Egypt
Prescribed text
Atlas of Ancient
Egypt
Baines, J &
Malek, J.
Upper Egypt
and the
unification of
Egypt
Egypt
The importance of the
Nile for agriculture,
transport and human
settlement
bases existed
Using an online cartoon strip generator
create a cartoon strip detailing the
different ways in which the inhabitants of
Ancient Egypt used the Nile. Strips should
include:
Geographical roots
Nile River life
source
Regions of
Predynastic
Egypt, the
expansion of
Upper Egypt
and the
unification of
Egypt
The
organisation of
power in the
Old Kingdom
Egypt, with
particular
emphasis on
the absolute
and theocratic
Explain the
causes and
consequence
s of changes
in the
distribution
of power
Consider the
historical
significance
of kingship in
the Old
Kingdom
Egypt
Historical
Perspectives
Topics:
Class Lectures:
Prescribed text
Regions of the
Predynastic Period
Atlas of Ancient
Egypt
Baines, J &
Malek, J.
Upper Egypt as
the dominant
Upper Egypt
Lower Egypt
Nomarch
Nile Delta
Nile Valley
nature of
Egyptian
kingship, and
the
concentration
of wealth in
the hands of a
few
region
1st Order Concepts:
Key terms:
Lower Egypt,
Upper Egypt,
delta, dynasty,
theocratic,
bureaucracy,
and nomarchs
4
The Narmer
Palette as a
source of
evidence for
understanding
the unification
of Egypt
Regions of
Predynastic
Egypt, the
expansion of
Upper Egypt
and the
unification of
Egypt
Predynastic Egypt
Unified Egypt
Construct
arguments
about the
authority of
the king in
Old Kingdom
Egypt using
primary
sources and
historical
interpretatio
ns as
evidence
Cause and
Consequence
Topics:
Class Lectures:
Hieroglyphic text
Small villages to
large cities and
communities
Ourselves, 2015):
YouTube
documentary
Planet Egypt
YouTube
documentary
King Narmer:
King before
Pharaohs
Prescribed text
Regions of
Predynastic
Egypt, the
expansion of
Upper Egypt
and the
unification of
Egypt
Explain the
causes and
consequence
s of changes
in the
distribution
of power
Historical
perspective
Reliability of
evidence
Topics:
Class Lectures:
Prescribed text
www.ancient.eu
The administration
of Royal
Representatives
Heirakonpolis
The Narmer
Palette as a
source of
evidence for
understanding
the unification
of Egypt
Predynastic capital
of Upper Egypt
nd
Key archaeological
locations
Ancient Egyptian
government
Order Concepts:
Use primary
source evidence
Historical
significance
The Narmer
Palette as a
source of
Compare the
perspectives
of people in
YouTube
documentary
Planet Egypt
Topics:
Class Lectures:
Prescribed text
Heirakonpolis
www.ancient.eu
Formative
assessmen
evidence for
understanding
the unification
of Egypt
Old Kingdom
Egypt on
kingship
Compare
historical
interpretatio
ns of
kingship in
Old Kingdom
Egypt
Home of the
Narmer Palette
and many other
artefacts
Analysis of symbolism
and meaning of the
scenes depicted and
historical interpretations
of the artefact
Analysis of
Hieroglyphic text
Analysis of ancient
Egyptian imagery
Narmer palette as a
source for understanding
the unification of Egypt
Ancient artefacts
and symbols
Key archaeological
locations
t:
Activities:
Primary
Source
analysis.
See
appendices
A.
Website Analysis:
Primary Source Analysis: Students will
view and analyse the content on
http://interactive.archaeology.org/hierakon
polis/
Egyptian
beliefs
concerning the
afterlife
Compare the
perspectives
of people in
Old Kingdom
Primary source
evidence
Historical
significance
Topics:
Class Lectures:
Prescribed text
www.ancient.eu
Egypt on
kingship
Explain the
beliefs,
values and
attitudes of
people in Old
Kingdom
Egypt
The attitudes of
the people about
the king
The attitudes of
the people about
themselves
Three dynasties of
the Old Kingdom
The role of royal
representatives in
outlying regions
Military expansion
The Age of the
Pyramids
Evidence of great
wealth
Historical
perspectives
Ethical dimensions
Religious beliefs
Role of the king in religious
worship
The chosen people
3rd-6th dynasties
Royal Representatives in formerly
independent regions
Egyptian
beliefs
concerning the
afterlife
Compare the
perspectives
of people in
Old Kingdom
Topics:
Class Lectures:
Prescribed text
YouTube
documentary
Egypt on
kingship
Explain the
beliefs,
values and
attitudes of
people in Old
Kingdom
Egypt
The hierarchy of
Egyptian society
as a pyramid
Social and
economic
constraints on
lower classes
Advantages of
middle to higher
classes
Activities:
Planet Egypt
Enquiry task:
Students will choose a particular member
of Egyptian society and describe a day in
the life of that person. Students should
aim to incorporate information from the
entire unit thus far and may choose to
include independent addition research.
This can be submitted in the form of a
poster/story board or written/video diary
The
construction of
pyramids at
Djoser,
Meidum,
Dashur and
Explain
continuity
and change
in the design
and
construction
Historical
perspectives
Ethical dimensions
Topics:
Class Lectures:
Location, construction
and size of the Pyramids
during the Old Kingdom
Prescribed text
of pyramids
Compare
historical
interpretatio
ns of
kingship in
Old Kingdom
Egypt
Djoser
Meidum
Dashur
Giza
Technological
advancement
Display of great
wealth
Strengths and
weaknesses of the
Pyramids
Lengthy
construction
periods
High financial cost
Spiritual beliefs
associated
Everlasting life
(Ka)
Continuing reign
after death
Ancient artefacts
and symbols
Cause and
consequence
Historical
Commissioner of pyramid
Date constructed
Length of construction
Manpower required
Location
Proposed purpose of construction
Document analysis:
Students will read two different historical
interpretations about why the Pyramids
were constructed. Using Vansledrights
model of source analysis students will
identify, attribute, judge perspective and
assess the reliability of the information
and assess two different historical
interpretations of the period (Vansledright,
2004).
10
The causes
and
consequences
of the demise
of centralised
power in the
Old Kingdom
Explain the
causes and
consequence
s of changes
in the
distribution
of power
perspectives
Ethical dimensions
Topics:
Class Lectures:
Prescribed text
YouTube
documentary
Planet Egypt
Disorganisation
and rotating
dynasties
Continuing artistic
tradition and
development of
pyramids (smaller
scale)
Herakleopolitan
and Theban kings
Fall of Unified
Summative
Assessmen
t:
Essay, see
appendices
B.
Egypt
The First
Intermediate
Period
Change and
continuity
Cause and
consequence
Appendices A
Formative Assessment:
This formative assessment will take place in week 6 and is designed to
help students to develop their historical thinking skills, with a focus on
using primary source evidence. Students will use the Vansledright source
analysis model and will aim to identify, attribute, judge the perspective
and assess the reliability of the source (Vansledright, 2004). This task will
be differentiated in that some students will be provided with scaffolding
questions to aid their analysis (see highlighted below).
Source 1: Palette of Narmer (c. 31st cen. B.C.E)
ferrebeekeeper.wordpress.com
ferrebeekeeper.wordpress.com
Appendices B
Summative Assessment:
To be completed at the end of the unit, students will write an 800-word
essay that will encompass the key knowledge and skills developed
throughout the unit. Students will display a broad knowledge of Old
Kingdom Ancient Egypt and present an understanding of continuity and
change, historical interpretations, historical significance, beliefs and
values of the populations and cause and consequence across the period.
Essay Question
Identify and evaluate the key factors that led to the fall of the Old
Kingdom in Ancient Egypt.
1-10
11-20
21-30
31-40
41-40
Limited identification of
historical significance of
the key causes for the
demise of the Old
Kingdom.
Some identification of
historical significance of
the key causes for the
demise of the Old
Kingdom.
Sound identification of
historical significance of
the key causes for the
demise of the Old
Kingdom.
Thoughtful identification
of historical significance
of the key causes for the
demise of the Old
Kingdom.
Comprehensive
identification of historical
significance of the key
causes for the demise of
the Old Kingdom.
Limited descriptions of
the causes and
consequences for the
demise of the Old
Kingdom.
Thoughtful descriptions
of the causes and
consequences for the
demise of the Old
Kingdom.
Comprehensive
descriptions of the causes
and consequences for the
demise of the Old
Kingdom.
Limited identification of
continuity and change
throughout the duration
of the Old Kingdom with
little focus on change as
a contributor to the fall of
the Old Kingdom.
Some identification of
continuity and change
throughout the duration
of the Old Kingdom with
some focus on change as
a contributor to the fall of
the Old Kingdom.
Sound identification of
continuity and change
throughout the duration
of the Old Kingdom with
sound focus on change as
a contributor to the fall of
the Old Kingdom.
Thoughtful identification
of continuity and change
throughout the duration
of the Old Kingdom with
thoughtful focus on
change as a contributor
to the fall of the Old
Kingdom.
Comprehensive
identification of
continuity and change
throughout the duration
of the Old Kingdom with
detailed focus on change
as a contributor to the fall
of the Old Kingdom.
Thoughtful evaluation of
the beliefs and values of
people as a contributor
for the demise of the Old
Comprehensive
evaluation of the beliefs
and values of people as a
contributor for the
Kingdom.
Kingdom.
Kingdom.
Kingdom.
Thoughtful evaluation of
the social, political and
economic perspectives of
people for the period of
the Old Kingdom.
Comprehensive
evaluation of the social,
political and economic
perspectives of people for
the period of the Old
Kingdom.
Limited evaluation of
Historical interpretations
of significance to the
period of the Old
Kingdom.
Some evaluation of
Historical interpretations
of significance to the
period of the Old
Kingdom.
Sound evaluation of
Historical interpretations
of significance to the
period of the Old
Kingdom.
Thoughtful evaluation of
Historical interpretations
of significance to the
period of the Old
Kingdom.
Comprehensive
evaluation of Historical
interpretations of
significance to the period
of the Old Kingdom.
References:
Baines, J. & Malek, J. (1990). Atlas of Ancient Egypt. Oxford: Equinox.
Boon, D., Fahey, C., Kriewaldt, J. & Taylor, T. (2012). Place and Time: Explorations in Teaching
Geography and History. NSW: Pearson Australia.
Hunt, M. Teaching History in Secondary School. Hoboken: Taylor and Francis.
Lawless, J. & Cameron, K. (2009). Studies in Ancient Egypt. NSW: Cengage Learning Australia.
Levesque, S. (2008). Thinking Historically. Toronto: University of Toronto Press.
Seixas, P. & Morton, T. The Big Six: Historical Thinking Concepts. Toronto: Nelson Education.
Vansledright, B. What Does it Mean to Think Historically and How do You Teach it? Social
Education 2004, vol 68 (3), 230-233. Retrieved from:
https://nau.edu/uploadedFiles/Academic/CAL/History/HistorySocial_Studies_Education/VanSledright,%20What%20does%20it%20mean%20to%20Think
%20Historically.pdf
Woolfolk, A. & Margetts, K. (2010). Educational Psychology. NSW: Pearson Australia.
VCAA, (2015). Advice For Teachers.
VCCA, (2015). VCE History Study Design.
Ancient Egypt. (n.d.). Retrieved October 9, 2015, from http://www.ancient.eu/search/?q=sinai
peninsula&sa.x=0&sa.y=0&sa=Search
Interactive Dig Hierakonpolis - From the Field. (2009, April 1). Retrieved October 9, 2015, from
http://interactive.archaeology.org/hierakonpolis/field/index.html
Resource Collections. (n.d.). Retrieved October 9, 2015, from https://www.facinghistory.org/foreducators/educator-resources/resource-collections#top
YouTube
https://www.youtube.com/watch?v=wJdB8ZEo40I
https://www.youtube.com/watch?v=kh9ByB2jVU4