Discovering Ancient Egypt

Discovering Ancient
Egypt
Unit of Work
Stage 3
Human Society & Its Environment K-6 Units of Work
Discovering Ancient Egypt

SS CU This unit provides opportunities for students to learn about the ancient Egyptian culture. It encourages
students to develop a deep understanding of Egyptian beliefs, environment, architecture and social
systems.
EN
Unit Duration: Approximately 1 term.
Subject Matter Focus In this unit, students learn about:

 Basic facts on Ancient Egypt.  Architecture, including housing and pyramid structure.
 Location and mapping of Ancient Egypt.  Government systems and roles of Ancient Egyptians.
 The natural Environment and its effect on their society.  Comparing Ancient Egyptian government to Australian government.
 Religion, belief systems and mummification.
Implications for Learning In this unit, students have opportunities to:
 Look at ancient Egyptian culture focusing on dance.

 Compare clothing and living conditions of the ancient
Egyptians and modern Australians.
Stage 3
 Learn about the natural environments in ancient Egypt.
 Research information on the Nile River.
 Categorise the various animals form the Egyptian culture.
 Learn about the religious gods of ancient Egypt.
 Learn about the mummification process.
 Investigate ancient Egyptian architecture including homes,
tombs and pyramids.
 Identify the Ancient Egyptian social pyramid and
occupation roles
 Investigate government systems and compare and contrast
Ancient Egyptian and modern Australian government
 Explore gender perspectives in Ancient Egypt
1
Literacy Notes
This unit provides opportunities for students to use books and ICT for research and create various types of literacy presented material
including collecting factual information, discussions, journals, etc.
The HSIE teaching strategies/practices in this unit include mind mapping, decoding maps, journals, smart board, group presentations,
discussions, research, worksheets, tests, video, 3D model, comparison charts, power point presentation, pictures, timeline and hands on
activities.
Links with Other Key Learning Areas

English: Oral presentations, discussions, research, written samples, worksheets and reading.
Science & Technology: Design and make process and ICT.
Mathematics: Timelines, mapping/coordinates, 3D model, measurement and position.
C.A.P.A: Create and appreciate visual art, 3D models and music.
Personal Development, Health and Physical Education: Decision making, lifestyle choices and dance.
2
Resources
NOTE:
Special equipment:
 HSIE Syllabus.
 HSIE Units of Work.
 Internet.
 Encyclopaedias.
 Smart Board.
 White Board.
 Marking Rubrics.
 Cardboard
 Computers
Websites:
Learning sequence 1:
 http://echucayear7.global2.vic.edu.au/files/2010/04/Humstutankhamun.jpg
 http://www.buzzle.com/img/articleImages/271609-46525-34.jpg
 http://www.love-egypt.com/images/sky-god.jpg
 http://okolo.org/wp-content/uploads/2011/02/Sphinx.jpeg
 http://www.istockphoto.com/file_thumbview_approve/6900885/2/istockphoto_6900885-line-cartoon-of-
mummy-and-bats-halloween.jpg
 http://www.destination360.com/africa/egypt/pyramids
 http://www.youtube.com/watch?v=yVrNV_5LhNE
 http://www.mapsofworld.com/egypt/egypt-location-map.html
 http://www.eriding.net/media/photos/history/egypt/050216_rfoster_mp_his_egypt0048.jpg
 http://www.historyforkids.org/learn/egypt/environment/
 http://www.ancientegypt.co.uk/geography/home.html
 http://www.youtube.com/watch?v=ORbLphSTw1w&feature=related
 http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/egyptiangod.asp
 http://www.rom.on.ca/programs/activities/egypt/activities/mummy1.php?media=print
 http://www.youtube.com/watch?v=-MQ5dL9cQX0
 http://www.woodlands-junior.kent.sch.uk/Homework/egypt/mummies.htm
 http://oi.uchicago.edu/OI/MUS/ED/mummy.html
3
 http://www.crayola.com/lesson-plans/detail/egyptian-fact-pyramids-lesson-plan/
 http://www.popularcrafts.com/sites/8/images//Pyramid-box-net.gif
 http://www.hsv.k12.al.us/schools/art/dixon/architecture.htm#Pyramids
 http://www.jimloy.com/hiero/yourname.gif
 http://www.nms.ac.uk/kids/games_and_adventures/egyptian_tomb_adventure.asx
 http://www.lessonsense.com/shapes/crafts.html
 http://www.jaconline.com.au/atlasofdiscovery/downloads/worksheets/ws49-pyramid.pdf
Websites for Learning Sequence 5:

 http://www.youtube.com/watch?v=a1t-hIpaC8A
 http://www.touregypt.net/featurestories/women.htm
 http://www.youtube.com/watch?v=oqtDuvndBLw&feature=related
 http://www.love-egypt.com/government.html
 http://www.ancient-egypt-online.com/daily-life-in-ancient-egypt.html
 http://www.thekeep.org/~kunoichi/kunoichi/themestream/women_egypt.html
 http://egypt.mrdonn.org/women.html
 http://www.reshafim.org.il/ad/egypt/people/gender.htm
 http://www.crystalinks.com/egyptsocialsystems.html
Books/Information Kits/Education Kits:
Alred, C. (1998). The Egyptians. London: Thames and Hudson Ltd.

Demovic, M., & Baker, C. (1999). New kingdom Egypt. Melbourne: Addison Wesley Longman.
Lawless, J. (2000). Studies in Ancient Egypt: periods and personalities. Victoria: Thomson Learning.
Robins, G. (1993). Women in ancient Egypt. London: British Museum Press.
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Outcomes and Indicators
CUS3.4
ENS3.6
Examines how cultures change through interactions
Explains how various beliefs and practices influence the ways
with other cultures and the environment.
in which people interact with, change and value their
environment.
 Identify the impact of environment on a culture.
 Influence of technology on cultures.  Examines how natural, cultural, religious, historical, economic
and political factor can influence people’s interactions with
 Examines cultures within another nation. environments
 Explores cultural change in their country of origin or
in a country of interest.  Compares the relative costs and benefits of different
technologies used to modify and create environments
ENS3.5
SSS3.8
Demonstrates an understanding of the interconnectedness
Explains the structures, roles, responsibilities and decision-making
between Australia and global environments and how
individual and groups can act in an ecologically
processes of State and federal governments, and explains why
responsible manner. Australians value fairness and socially just principles.
 Reflects on the ways in which religious beliefs affect decision-

 Compares human use of the environment in another making.
Stage 3
area of the world.
 Compares Australian and other systems of government in terms
 Explains the effects of natural changes on the of fairness and socially just principles and human rights.
environment.
 Outlines the broad democratic political structures and gives
 Identifies how some aspects of religion and other examples of State and federal government responsibilities.
belief systems can affect the way in which groups
interact with the environment.
5
Values & Attitudes
The values and attitudes are embedded in the content of this unit (BOS, 1998). However, throughout the completion of this unit the
values and attitudes that are being promoted include:
Intercultural Understanding
 Respecting different viewpoints, ways of living, belief systems and languages.

 Recognising that cultural and religious groups may differ in their moral views.
 Empathising with people of different cultures and societies.
 Recognising that cultural and religious groups may differ in their views on moral issues.
Democratic Process
 Respecting different viewpoints and choices, and showing commitment to peaceful ways of resolving conflict.
 Showing commitment to ethical behaviour and to equitable participation in decision-making.
 Participating actively and responsibly in society as individuals and members of groups.
Beliefs and Moral Codes
 Continuing to develop a personal value system and acting accordingly and responsibly.
 Appreciating and valuing the place of religion in society.
Lifelong Learning
 Being curious and ready to participate in learning about people, society and environments.
 Making connections between what one knows and what one is learning.
 Understanding the importance of lifelong learning in a constantly changing world.
Ecological Sustainability
Stage 3
 Recognising the interdependence of people and the environment.
 Appreciating the environment.
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Assessment
Teachers will monitor the progress of individual students throughout the unit of work. Assessment tasks will vary considerably in length.
Assessment items are marked in the lesson sequence.
The teacher will assess values and attitudes throughout the unit through an informal manner i.e. discussions, opinions, journal entries
and actions.
This unit provides opportunities for assessment of students skills, knowledge and understanding through informal (observation,
anecdotal notes, discussion and brainstorming activities) and formal (student writing, peer assessment, presentations, final products
and worksheets) assessment activities.
Skills will also be assessed in the following ways:

 Acquiring Information –
 Locate information using various sources.
 Reading, writing, listening and talking about a range of subject matter.
 Use a variety of sources such as internet, books, picture, etc.
 Consider information from a variety of perspectives.
 Inquiry Process –
 Initiate investigations by defining the purpose, posing questions and planning.
 Analyse, organise and store information through a variety of methods (maps, models,
diagrams, flow charts etc.)
 Synthesise and communicate information gained using a range of text and technologies.
 Social and Civic Participation –

 Listen to others; respond to each other’s idea.
 Work productively individually and in groups.
 Participate in activities and discussions.
 Accept specific roles and responsibilities.
NOTE: Suggested assessment templates can be located at the end of this unit of work.
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Learning Experiences
Key assessment opportunities are marked:
Learning Sequence 1: Introducing Ancient Egypt
Lesson 1:
 Introduce Ancient Egypt to the class by presenting various, significant images of Ancient Egypt and its
culture on the Smart Board (see resources). When you arrive at the last image, ask the students if they
know what their new HSIE unit will be about.
 Discuss the last image with the students, telling them that it is an Ancient Egyptian artwork. Consider
what is different looking about the people in the image. When they discover the differences (head
sideways, arms out), allow them to incorporate them into a dance to the video „Walk like an Egyptian‟
Stage 3
(see resources), the video provides some ideas as well.
 After this, use the world map (see resources) to show where Egypt is in relation to Australia. Have a
class discussion about the things they know about Ancient Egypt.
 After the discussion, ask the students to fill in the first two columns of their KWL chart (see resources)
to show what they know and what they want to learn. The final column will be filled out throughout
the unit to demonstrate their learning. The KWL chart can be later presented in a portfolio of their
work from the unit.
Lesson 2:
 Split students into groups and ask them to perform research about Ancient Egypt using computers
and/or books. Groups are given an outline of some general information to find and are allocated some
time to find some facts that interest them (see resources).
 This information is then to be presented to the class in a format of their choice i.e. poster to put around
the room, power point presentation, oral presentation.
Lesson 3:
 Review the research from the previous lesson, particularly the aspects of clothing and living
conditions.
 Have students compare the Ancient Egyptians clothing and living conditions to that of modern day
Australia. Students are to identify any similarities or differences and which one they would rather and
why. Students may then complete the extension activity at the bottom of the worksheet (see resources).
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Learning Sequence 2: The natural environment of Ancient Egypt.
Lesson 1.
 Scaffolding on from prior lessons engage in class discussion about what kind of natural environment the
Ancient Egyptians lived in.
 Using the (IWB) show students some pictures and facts relating to the natural environment.
 Make a list of words under the headings; Weather, Foods/Resources, Wildlife and Landscape and compile
a list of all things relevant. For e.g. temperature, wheat, rivers/trees, Crocodiles.
 Have students individually choose a word from the list and illustrate it in the middle of a piece of drawing
paper, after this is done students are to research using (computers or books) some important facts relating
to their chosen aspect and state these facts around or branching out from their illustration.
 Conclude the lesson with a short clip form YouTube on the landscapes of Egypt.
Lesson 2.
 Students will be given a fact sheet based on the river Nile which will be read together and openly
discussed as a class.
 Students will then be divided into groups and asked to gather information using the fact sheet, internet,
books or previous work.
 Form this information students (in groups although speaking individually) will be asked to stand in front
of the class in a line (representing the river) and in sequential order step forward and discuss what you are
in relation to the river and your purpose or benefit to the ancient Egyptians. For e.g. „I am the water that
flows through the Nile I can be used for drinking and bathing” or “I am the soil, I can be used for
harvesting”.
 Students will then be given a worksheet with questions that help reflect on their knowledge learnt so far
throughout the sequence.
Lesson 3.
 Introduce the lesson with an open discussion on the animals of ancient Egypt. Gather thoughts, beliefs and
questions.
 On the IWB provide the students with some pictures and information on the animals and discuss the
historical beliefs of what some of them represented to the ancient Egyptians.
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 As a class attempt to categorise some animals under headings Birds, Marine life, Cattle, Pets, Insects and
Wildlife.
 In small groups students are to construct a map/diagram of ancient Egypt and place the animals in their
relevant spots on the map.
 When finished groups can present the maps to the class.
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Learning Sequence 3: Religion and Mummification in Ancient Egypt
Lesson 1:
 Have children sitting on floor. Explain that the ancient Egyptians worshipped the Egyptian gods as their
religion. There were many gods but we are only going to focus on ten of them. Put the Egyptian god‟s
website on the smart board. Have one student at a time click on a god and read the information about it.
 Ask the children questions about the gods as they are reading about them. What might the role be of each
of the gods? Why did each god represent a different idea?
Stage 3
 Ask the children to form groups of four and select a god out of the 10 discussed.
 Take children to computer room for about 15 minutes and explain what they will be doing. Give them the
worksheet to fill out whilst researching their god, in their groups.
 Once back in class students need to present their information on a piece of cardboard. Have each group,
one at a time then present their findings to the class. Fill out assessment rubric whilst they are presenting.
Lesson 2:
 Have children brainstorm what they think mummification is. Write all answers on the board. Find out
if they know why it is done, who was mummified, how the process is completed.
 Use the online mummification activity to go through the mummification steps with the children, on the
smart board. Use the children to click the pictures.
 Go to the mummy website and look through the information, getting children to read. Ask the children
if they have any questions.
 Show children the youtube clip on the smart board about the mummification process, ask them to
watch carefully. Once they have watched it ask the students if they can remember the mummification
steps and write them on the board. Ask them how they would feel about being mummified.
 Give them the worksheet about mummification, allowing about 10 minutes. Explain to the children
that in the next lesson they would be making a mummy out of plasticine, show them the steps they will
follow.
Lesson 3:
 Put the instructions of how to make a mummy on the smart board and go through steps with the
children again.
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 Tell them where they will find the tools they will need and give them 5 minutes to retrieve them and sit
at their desks ready.
 Give the children 40 minutes to make the mummies, observe as they do so and fill out rubric for the
mummy making.
 Allow children 10 minutes to clean up.
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Learning Sequence 4: Introducing Ancient Egyptian Architecture
Lesson 1:
 Introduce Ancient Egyptian Architecture to the class by presenting a video clip of Ancient Egyptian
Architecture including pyramids, housing and tombs. Ask students to raise their hands if they know what
materials they used and why they were built a specific way?
 Split students into groups of three. Write Egyptian Pyramids, Egyptian houses and Egyptian Tombs on the
board, handout one worksheet (see resources) per group. Students are to choose one of the three
architecture topics and use the worksheet to research on the computers their chosen topic.
 This information is then presented to the class using a power point presentation including images and
information about each chosen topic.
Lesson 2:
 Have students choose four pieces of information they think are most important or interesting about
Ancient Egyptian Architecture from their previous lesson. Handout a copy of Egyptian hieroglyphs (see
resources) to students.
 Students write and draw their chosen information and name on the paper cut out pyramid (see resources).
Students then paste cut out into 1mm thick cardboard. Tape a string inside the top of the pyramid and tape
the sides together.
 Display constructed pyramids hanging in classroom or library.
Lesson 3:
 Display images of typical ancient Egyptian houses on the Smart Board (see resources). On the board,
create a mind map of the differences between a modern Australian home and an ancient Egyptian home.
 Have students fill in worksheet (see resources) while discussing the housing differences. Students then
create their own mind map on a piece of cardboard and present their ideas to the class.
 Students may then move to the computers to explore the Egyptian Tomb Adventure.
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Learning Sequence 5:
Lesson 1: Ancient Egyptian social class and occupation roles
 Ask students if they know anything about the social system in Ancient Egypt. Brainstorm their ideas on
the board. Have students fill out a „traffic light‟ pre assessment (located in self assessment section). This
will help determine grouping strategies and what content areas need more focus.
 Show students some pictures of the Ancient Egyptian social pyramid which represents the levels of social
class and status from pharaoh, viziers, priests and nobles, scribes and soldiers, craftsmen, farmers and
slaves. Ask them questions such as: what do you think this is? What does it mean? What would each role
do in society? Add these ideas to the board as well.
 Have students watch a YouTube clip on the interactive whiteboard of a young student describing the roles
of Ancient Egyptians. http://www.youtube.com/watch?v=a1t-hIpaC8A Running time: 1:46 minutes
 Ask students if there is any new information from the clip that has not been discussed. Questions include:
Are these jobs relevant in today‟s society? Do we have a social pyramid structure too? If so, explain how
and why? Encourage students to justify their answers.
 Divide students into groups of 5 members, numbered 1 to 5. Six work stations are set up where each
group will focus on one level of the social pyramid. Stations have various sources of books; pictures etc to
use to collect information to fill out a mind map in a booklet which uses De Bonos Six Thinking Hats
(Have each hat on the board and what they mean to help students‟ thinking). Each group will have 15
minutes. Groups will then be broken up to form new groups where students of the same number will join
together. Therefore each group will have a member that studied a different level of the social pyramid.
This grouping strategy will allow each student to have a responsibility and participate. Students are to
exchange information they learnt in order to complete the whole booklet (1 mind map per occupation
therefore 6 mind maps on completion).
 Regroup as a whole class and ask students what they learned. Do a whole class PMI (Plus, Minus and
Interesting) on the board. Ask some reflection questions such as: If you were living in Ancient Egypt who
would you like to be? Why? Who wouldn‟t you like to be? Why? Discuss the advantages and
disadvantages, as well as the feelings that might have been felt by these people.
 Collect work
Lesson 2: Gender perspectives: Men and women in Ancient Egypt
 Lesson in a computer room.
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 Recap the last lesson about social class and occupation. Introduce today‟s lesson on gender perspectives:
men and women in Ancient Egypt. Ask students if they found any information on women in the previous
lesson. Brainstorm ideas on how men and women were perceived in those times.
 Show students the PowerPoint presentation on men and women in Ancient Egypt (resource section). Have
a class discussion on the particular points and questions asked throughout the PowerPoint.
 Go through the individual task outlined on the last PowerPoint slide. Students are to place themselves in
the time of Ancient Egypt. They can choose to be a male or female, either a important historical figure
such as Hatshepsut, Tutankhamen etc or a made up person, and have to individually research on the
computers or use books to gather the information they need to answer the questions below:
1. Basic background information on myself in ancient Egypt such as: age, class, family etc
2. Discuss the advantages and disadvantages of being my gender in ancient Egypt
3. How can we create equality for men and women as a society for the future
This task requires students to gather, process and apply information. They need to be creative and evaluate
information. There is no right or wrong answer. The purpose of this task is to encourage imagination and
creativity.
Students can present their final product as either a 1 paged typed or 2 page handwritten journal, an A3 sized
poster or a 1-2 minute speech. They will also hand in a self assessment sheet (self assessment section) with
their completed work.
 Students will have 40 minutes in class time to begin the task. They will complete the task in their own
time and showcase them in the next HSIE lesson.
Lesson 3: Government systems: Comparing Ancient Egypt to Modern Australia
 Students will showcase their final products to the class in an expo where students can walk around and
look at each other‟s work. Those who did speeches can present them. The class will come together and talk
about the task they just completed. Ask students if they enjoyed the task? Which showcased tasks did they
like the most? Why? If they were to do the task again would they change any of the criteria? Why? Thank
students for their final products and state that you look forward to marking them.
 Tell students that today they will be comparing the Ancient Egyptian government with Australia‟s modern
government. Hand students an overview sheet of the Australian government to revive their knowledge.
Allow them to read it.
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 From students‟ own knowledge, and what they have just read about the Australian government, and learnt
about Egyptian social class, as a whole class create a flow chart for each government system on the board.
Discuss the similarities and differences with each government.
 Use this information to individually complete a venn diagram and use the Think, Pair, Share strategy. Go
over student answers as a class and discuss the advantages and disadvantages. Ask students questions such
as: Do they like to live in a democratic society? If so, why? Which government system do they like most?
Why?
 Complete the lesson by allowing students to fill out a „Thinking about Thinking‟ chart (resource section)
which requires them to reflect on the last three lessons. Discuss what they enjoyed/ disliked the most.
16
Where to from here?
Have students show other students from the same stage some work samples from the unit. They
could also display them at an assembly and demonstrate to the school what they have learned
throughout this unit. Students will be encouraged to look at other ancient civilizations. As a
completion of the unit, students could be rewarded with a visit to a local historical museum, or
one that displays ancient artifacts if accessible. This will reinforce the importance of studying
HSIE.
Unit proformas, or assessment rubrics/charts

CATEGORY 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of parts of understand the topic very
topic. topic. the topic. well.
Listens to Other Listens intently. Does not Listens intently but has Sometimes does not Sometimes does not
Presentations make distracting noises one distracting noise or appear to be listening but appear to be listening and
or movements. movement. is not distracting. has distracting noises or
movements.
Collaboration Almost always listens to, Usually listens to, shares Often listens to, shares Rarely listens to, shares
with Peers shares with, and supports with, and supports the with, and supports the with, and supports the
the efforts of others in efforts of others in the efforts of others in the efforts of others in the
the group. Tries to keep group. Does not cause group but sometimes is group. Often is not a
people working well "waves" in the group. not a good team member. good team member.
together.
Comprehension Student is able to Student is able to Student is able to Student is unable to

accurately answer almost accurately answer most accurately answer a few accurately answer
all questions posed by questions posed by questions posed by questions posed by
classmates about the classmates about the classmates about the classmates about the
topic. topic. topic. topic.
Purpose Presentation has a clear Presentation is interesting Presentation is not very Presentation is not
and interesting purpose. but purpose is somewhat interesting and purpose is interesting and has no
unclear. somewhat unclear. discernable purpose.
Knowledge Student showed excellent Student showed excellent Student showed excellent Student needed note
knowledge of content, knowledge of content, knowledge of content, cards to talk and to
needing no cues and but 1-2 students once but 1-2 often needed note answer questions.
showing no hesitation in needed note cards to talk cards to talk or answer
talking or answering or answer questions. questions.
questions.
17
Assessment for Learning Sequence One and two:

Student: _______________________ Date: ________________
Evaluation Criteria Needs Yes, to a Yes, very
Improving degree well
 Engagement in class discussion.
 Can research a topic using appropriate
resources.
 Compares aspects of another society to that
of our own.
 Produces set work of their highest standard.
 Demonstrates learning using KWL chart.
Group Interaction Skills:
 Shows co-operation within a group.
 Shows consideration of others.
 Demonstrates self control.
 Contributes positively to the group.
 Works well individually when required.
Teacher Comments: _________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Assessment for Learning Sequence Three:
Southern Cross Primary School

Assessment for Research Presentation
Name: ________________________ Teacher: Miss Bulmer

Date of Presentation: ____________ Title of Work: ___________________
Criteria Points
1 2 3 4
Student presents
Audience cannot Audience has Student presents
information in
understand presentation difficulty following information in
logical, interesting
Organization because there is no presentation because logical sequence ____
sequence which
sequence of student jumps which audience can
audience can
information. around. follow.
follow.
Student is Student
Student does not have uncomfortable with demonstrates full
Student is at ease
Content grasp of information; information and is knowledge (more
with content, but ____
Knowledge student cannot answer able to answer only than required)with
fails to elaborate.
questions about subject. rudimentary explanations and
questions. elaboration.
Student occasional Student used
Visuals related to
used visuals that visuals to reinforce
Visuals Student used no visuals. text and ____
rarely support text screen text and
presentation.
and presentation. presentation.
Student's presentation Presentation had Presentation has no
Presentation has no
had four or more three misspellings more than two
Mechanics misspellings or ____
spelling errors and/or and/or grammatical misspellings and/or
grammatical errors.
grammatical errors. errors. grammatical errors.
Student mumbles, Student incorrectly Student used a
Student's voice is
incorrectly pronounces pronounces terms. clear voice and
clear. Student
Delivery terms, and speaks too Audience members correct, precise ____
pronounces most
quietly for students in have difficulty pronunciation of
words correctly.
the back of class to hear. hearing presentation. terms.
Total----> ____
Teacher Comments:
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Assessment for Learning Sequence four:
Fill in the Missing Words
Egypt 2550 stone high priests Great Nile Giza temples

Queens Khufu tombs chapel Old tombs four
Pyramids mud brick Kings crypt great pyramid tiles
Two main building materials used in Ancient Egypt were sun-baked

_________ and _________. From the old Kingdom stone was
generally reserved for ________and _________. Ancient Egypt
houses were made out of ______ collected from the ______river. The
average Egyptian home had _____ rooms, a central room with
smaller rooms joined to it. Flooring was made out of mud
______with a plaster like material.
The tomb was usually constructed of two parts, the ______ and
______. The Tombs of the Nobleman were for the ______ _______
and were more modest tombs. The Tombs of the Workers was built
for those who built the Valley of the ______.
The Ancient Egyptians built ________ as tombs for the pharaohs and
their ______. There are about ______ Pyramids known today from
Ancient _______. The three largest and best preserved were built at
_______ at the beginning of the _____ Kingdom. The largest
Pyramid ever built was the Great _______ of _______. Built for king
_________, this pyramid was completed around ______ BC.
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Social systems and occupations assessment
Name:
Assessment criteria:
(0= absent; 1= to a minor extent; 2= to some extent; 3= to a fair extent; 4=very well
done)
Criteria 0 1 2 3 4
Ability to work well in a
group including equal
input and participation
Able to complete each
individual mind map
Knowledge of each
thinking hat (putting the
appropriate information
for each hat)
Shows a high level of
thinking according to the
ideas and thoughts
presented in the mind
maps
Presentation including
spelling, readability, etc
21
Gender perspectives assessment
(0= absent; 1= to a minor extent; 2= to some extent; 3= to a fair extent; 4=very well
done)
Name:
Criteria 1 2 3 4 comments
Is the final work piece:
Poster A3 size
Journal 1 page typed or 2 pages
written
speech 1-2 minutes long
Have they included basic
information about their character
Have they discussed the
advantages and disadvantages for
being the chosen gender
Have they included a statement on
how to create equality for men and
women in the future
Does the work piece demonstrate
creativity
Is the work piece presented clearly
and free from spelling mistakes
22
Student Self Assessment Activities
Learning sequence 5
Draw and colour the appropriate traffic light that resembles your level of current knowledge
TRAFFIC LIGHT PRE SELF ASSESSMENT
Student‟s Name:……………………..
I don‟t know Ancient Egyptian social class structure:
Roles and occupation of Ancient Egyptians:

I know a little
Roles of men and women in Ancient Egypt:

I know a lot
Government system in Ancient Egypt:
Gender perspectives assignment
Name:
Criteria Yes NO Not Proof
sure
Is my final work piece:
Poster A3 size
Journal 1 page typed or 2 pages
written
speech 1-2 minutes long
Have I included basic information
about myself
Have I discussed the advantages
and disadvantages for being my
gender
Have I included a statement on
how to create equality for men and
women in the future
Is my work piece presented clearly
and free from spelling mistakes
23
Overall Observation Checklists

Learning Sequence 5
Student’s Name: Date:
Yes
Evaluation Criteria Needs improving Yes very well
to a degree
Class discussion Skills: The Student:
 Shows respect by waiting their turn, and not interrupting
 Makes valid contributions
Independent working skills: The Student:
 Stays on task
 Does not distract those around them
 Attempts to solve problems on their own before asking for help
 Demonstrates self control
Research skills: The Student:
 Locates relevant information using search engines e.g. Google
 Evaluates useful information
Group interaction skills: The Student:
 Shows good co-operation with a group
 Shows consideration for others feelings
 Demonstrates self-control
 Contributes positively as a member of a group
Knowledge of topics: The student:
Stage 3
▪Understands the social pyramid and occupations in Ancient Egypt
▪Understands how gender was perceived in Ancient Egypt
▪Can compare the Ancient Egyptian and modern Australian
government
Teacher Comments:
Stage 3
24
Outcomes Assessment
Unit Title: Discovering Ancient Egypt
Discovering Ancient
Term: 3
Stage: 3
Egypt
Content strand Content strand Content strand
CUS3.4 ENS3.5 ENS3.6 SSS3.8
Examines Demonstrates Explains Explains the
how an how various structures,
cultures understanding beliefs and roles,
change of the practices responsibilities
interconnected and decision-
through ness between
influence the
interactions ways in making
Australia and processes of
with other global which
cultures and people State and
environments
the interact federal
and how
individual and governments,
environmen with, change
groups can act and explains
t. and value
in an why
their Australians
ecologically environment
responsible value fairness
manner.
. and socially
just principles.
Student Names:
25
Resources
Resources for Learning Sequence One:

1.1 Significant Images of Ancient Egypt and its Culture
26
27
28
1.1 Video – Walk like an Eygptian
29
1.1 World Map showing Egypt
30
1.1 KWL Chart
Ancient Egypt
Students may create their own KWL format; this is an example of how it can be done.
K W L
What I KNOW What I WANT To Learn What I Have LEARNED
List here the things you List here what you want to At the end of the unit, list
already know about Ancient learn about Ancient Egypt. here the things you have
Egypt. learnt about Ancient Egypt.
31
1.2 Ancient Egypt Research
Ancient Egypt Research

In your groups, research ancient Egypt using computers and/or books. When you have completed
your research you may present your findings to the class in a format of your choice e.g. speech,
poster, power point presentation.
Location -__________________________________________________________________
Climate - __________________________________________________________________
Capital City - ______________________________________________________________
First Settled - ______________________________________________________________
Clothing - _________________________________________________________________
Living Conditions - _________________________________________________________
Where did they live and why - ________________________________________________
__________________________________________________________________________
Interesting Facts - __________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
32
1.3 Comparison Worksheet
Comparing Ancient Egypt to Modern Australia

Ancient Egyptian Clothing Modern Australian Clothing
 
 
 
Similarities Differences
 
 
 
Which clothing would you prefer to wear?
Why?
Ancient Egyptian Living Conditions Modern Australian Living Conditions
 
 
 
 
 
 
Which conditions would you prefer to live in?
Why?
Well Done! Now you may choose one of the following activities:
1. Design and draw an outfit which incorporates elements of both cultures clothing.
2. Write a description of a typical day for an Ancient Egyptian.
3. Create an act where you are a Modern Australian who has been transported to Ancient Egypt.
How do you feel? How are the Ancient Egyptians reacting to you?
33
Resources for learning sequence two:

2.1
Location
Egypt is part of the
Sahara desert which runs
all across the top of
Africa.
Landscape
The 'black land' was the
fertile land on the banks
of the Nile. The ancient
Egyptians used this land
for growing their crops.
This was the only land in
ancient Egypt that could
be farmed because a
layer of rich, black silt
was deposited there
every year after the Nile
flooded.
The 'red land' was the
barren desert that
protected Egypt on two
sides. These deserts
separated ancient Egypt
from neighbouring
countries and invading
armies. They also
provided the ancient
Egyptians with a source
for precious metals and
semi-precious stones.
34
The River Nile
The Nile is a big river.It

starts in the rain forest
south of Ethiopia, south
of Egypt, near the A in
Africa on the map
above, and it flows north
into the Mediterranean
Sea.
Crops
Water from the Nile

makes it possible to
grow crops in Egypt,
especially grain (wheat
and barley) and beans
(like lentils or
chickpeas).
35
Wildlife
In modern times, the role
of animals is mostly as
companionship, food,
and occasionally
entertainment. Animals
in ancient Egypt were
not seen as simple as we
may see them now.
Their belief system often
deified various animals,
or at the very least
connected them to the
gods and goddesses that
they worshipped.
Birds, Fish, Cattle,
Horses, Camels, Cats,
Dogs, Snakes,
Crocodiles, Scorpions,
Sea Lions and Jackals
where just some of the
immense and often
dangerous wildlife of
ancient Egypt.
36
2.2
Facts of the Nile-

•The ancient Egyptians enjoyed many natural barriers. There were deserts to the east and west of the
Nile River, and mountains to the south. This isolated the ancient Egyptians and allowed them to
develop a truly distinctive culture.
•The Nile is the world's longest river. It is over 4000 miles long! It is shaped like the lotus flower so
often seen in ancient Egyptian art. Each spring, water would run off the mountains and the Nile
would flood. As the flood waters receded, black rich fertile soil was left behind. The ancient
Egyptian called this rich soil The Gift of the Nile.
•Fertile soil for crops was not the Nile's only gift. The Nile gave the ancient Egyptians many gifts.
Thanks to the Nile, these ancient people had fresh water for drinking and bathing. The Nile
supported transportation and trade. It provided materials for building, for making cloth for clothes,
and even for making paper - made from the wild papyrus weed, that grew along the shores of the
Nile.
•Because of the annual flooding of the Nile, the ancient Egyptians enjoyed a high standard of living
compared to other ancient civilizations. Without the Nile, Egypt would be a desert.
37
Questions-
 Why was the River Nile so important to ancient Egypt and its people?
 Why do you think the Egyptians call the rich fertile soil that was left
behind after the river flooded each year a ‘gift of the Nile’?
 What environmental elements contributed to making ancient Egypt such a

unique culture?
 What do you think Egypt would be like without the Nile? Would it exist?
Why/why not?
Animals of Egypt 2.3

 Birds
Along the Nile, some of the multitude of bird-life included the falcon, kite, goose, crane, heron,
plover, pigeon, ibis, vulture and owl. It is possible that chickens were introduced during the New
Kingdom from Africa.
38
The Falcon
Sacred to Horus, the falcon (or hawk) was thought to be the guardian of the ruler, and is
frequently found as spreading its wings protectively behind the head of the pharaoh.
 Fish
In Ancient Egypt, the fish had both sacred and scorned species. Some were sacred in some
places and not allowed to be eaten, whereas in other places, anyone could eat the fish. Some
of the fish in Egypt included the carp, perch and catfish
Egyptian tiger fish

The goddess Hatmehit from the Delta city of Per-banebdjedet (Mendes), was known as the
'Chief of Fish', and was worshipped in the form of a fish, or as a woman with a fish emblem
on her head.
 Cattle
39
The Ancient Egyptians domesticated many different types of animals - sheep, cattle, goats, pigs,
geese and later horses. Mostly they used the animals to supply milk, wool, meat, eggs, leather,
skins, horns, fat, and manual labor. The cow was sacred to many goddesses, including Hathor,
Bat, Isis and Nut. Bulls were sacred to Ra as they had a strong connection with solar imagery to
the ancient Egyptians. Cattle were branded with red-hot irons by the great estates belonging to
the pharaohs, the rich owners and the different temples.
 Pets
The ancient Egyptians had numerous different types of pets - monkeys, ducks, geese, pigeons,
hoopoes, falcons, cats, dogs and even ferrets (to keep the granaries free of vermin).
Dogs, while often depicted as hunting with the master or as watch dogs, but they were never shown
as an animal to be petted. They were given individual names and were often buried with their
masters. Some of their names were "Brave One", "Reliable" and "Good Herdsman.
Cats seem to have been domesticated during the Middle Kingdom from the wild cats in the Delta or
the Western Desert. There were two main species indigenous to Egypt - the jungle cat and the
African wild cat. Cats were both pets and symbols of cat goddesses.
 Wildlife
As for the animals out in the wild, the Egyptians knew of lions, cheetahs, wolves, antelope, wild
bulls, hyenas, jackals, snakes, the mongoose and desert hares. The Nile was filled with crocodiles,
hippos, turtles, frogs as well as the numerous fish and water birds. Bees, scarab beetles, locusts, flies,
centipedes and scorpions were some of the insects that lived in ancient times.
40
Some wild animals, specifically the lion, the wild cattle and the cobra, came to represent royalty. The
power and danger seen in the lion and the wild bull became synonymous with the pharaoh.
41
Resources for Learning Sequence Three:
3.1 Learning about the 10 ancient Egyptian gods
42
3.1 Worksheet for research presentation

Group Members:
God chosen: Date:
1. What was the role of your god?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________
2. What relationships did your god have with other gods?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________
3. How is your god symbolised?

________________________________________________________________
________________________________________________________________
_________________________________________________
4. What is one interesting fact about your god?

________________________________________________________________
________________________________________________________________
_________________________________________________
5. Please print off a photo of your god for your final presentation.
43
3.2
Name: Date:
1. The mummification process involves _____________ a person’s body ready

for the _______________.
2. What is the afterlife?

________________________________________________________________
______________________________________________________
3. When a person is mummified their ____________, ____________,
______________ and ______________are removed and placed into canopic jars.
4. Draw a picture of what you would like to look like if you were mummified!
5. Name two things that were inserted into the mummies and why:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________
6. If you had enough money to be mummified, would you do it? Why/why

not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________
44
3.3 Making the mummy

3.4
45
Name: _____________________ Date: ___________________
Project Title: _____________________ Teacher(s): Miss Bulmer
Assessment for Mummy Making
Process Below Avg. Satisfactory Excellent

1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9
2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9
3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9
Product (Project) Below Avg. Satisfactory Excellent
1. Format 1, 2, 3 4, 5, 6 7, 8, 9
2. Creativity 1, 2, 3 4, 5, 6 7, 8, 9
3. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 10
Total Score:____________________________
Teacher(s) Comments:
46
Resources for Learning Sequence four:

1.1 Video: Architecture: Journeys to the Centre of the Earth.
47
4.1 Egyptian Architecture Design Worksheet.
Topic Materials Construction Design
48
4.2 Ancient Egyptian Hieroglyphs.
49
4.2 Paper Cut Out Pyramid
.
Instructions
1. Cut out a copy of the template, with some white surroundings still left around the outer edge. Paste
it onto 1 mm thick cardboard. When it is completely dry, cut out the template. If you use a safety
knife, use a ruler. Be extremely careful not to cut your fingers. You may wish to colour it, write
your Egyptian facts on it and your name in hieroglyphs.
2. Use a safety knife to gently score along the dotted lines to help you bend the cardboard. Be careful
not to cut right through it!
3. Bend the four triangular sections up to meet at a point at the top. If you cut your cardboard
carefully, the sides should exactly align.
50
4.3 Typical images of Ancient Egyptian Houses
51
52
4.3 Comparing Ancient Egyptian Housing to Modern Australian Housing
Characteristics of Modern Australian Housing Characteristics of Ancient Egyptian

Housing
• 
• 
• •
• •
 
 
 
What are the positives and negatives of the different housing styles?
53
4.3 Explore the Egyptian Tomb Adventure
54
Learning Sequence 5
5.1 Pictures of the social pyramid and occupation
55
Screen capture of the YouTube clip on occupations
De Bono’s 6 thinking hats to put on IWB to help students’ thinking process.
56
Social class and occupation roles booklet title page: 1 per student
YEAR SIX
ANCIENT EGYPT
SOCIAL CLASS
AND
OCCUPATION ROLES
NAME:
57
Mind map: 6 per student
Name:
Social Class and occupation roles in Ancient Egypt
Mind map using the six thinking hats
Occupation:
58
5.2 Gender perspectives: men and women in ancient Egypt
Power Point presentation
1.
GENDER
PERSPECTIVES
Men and Women in Ancient Egypt
2.
In Ancient Egypt,
men and women both
had different roles in
society.
The women’s roles

was that of a mother
and a wife.
The males role was

the head of the
household.
IS THIS IDEA STILL PRESENT IN TODAY'S SOCIETY?
59
3.
Women were rarely depicted on

their own in sculptures or in
paintings. They were usually
displayed next to their
husbands. He was portrayed on
a much larger scale.
You can see in this picture the

man is standing with one foot
forward, this resembled his
power.
WHAT ELSE IN THIS PICTURE SHOWS HOW MEN AND WOMEN WERE SHOWN
DIFFERENTLY?
4.
Beauty was important.
Both men and women

wore makeup in ancient
Egypt.
Rich Egyptians shaved

their heads and wore
wigs.
They also used

perfume.
WHY DO YOU THINK BEAUTY WAS IMPORTANT?
5.
60
The pharaoh had great responsibility.
He was the king of Ancient Egypt.
He held the most status and power over

all.
Watch this clip on an Egyptian pharaoh

and imagine the pharaoh is you.
What are you thinking?
Do you like this title?
How do you feel?
http://www.youtube.com/watch?v=oqtDuvndBLw&fe
ature=related
DO YOU THINK THE PHARAOH IS LIKE OUR QUEEN?
WHY? WHY NOT?
6.
7.
61
NOW IT IS YOUR TURN

Individual task
You are a man OR a woman in Ancient Egypt.
You need to gather information from various sources provided in order

to meet the criteria below:
1.Basic information about my life such as: my age, family, class etc.
2.What are the advantages and disadvantages of being my chosen
gender in Ancient Egypt?
3. How can we create equality for men and women as a society for the
future?
You can present your work in either of the following:

Journal
Poster
speech
62
5.3 Comparing government systems: Ancient Egyptian and Modern Australian
Australian government handout:
Australia’s Government System
Although Australia is an independent nation, Queen Elizabeth II of Great Britain is also formally Queen of
Australia.
A parliament consists of a group of elected representatives and a person who represents the Queen. In the
federal Parliament that person is the Governor-General. In state parliaments that person is a governor.
Parliaments make the laws for a country or a state.
Parliament is the legislature, which means it is the place where decisions about how we are governed are
made.
There is only one parliament at the national level. It is the Parliament of Australia, located in Canberra.
Australia has six parliaments at the state level and two territory parliaments. State and territory parliaments
are located in each of Australia‟s eight capital cities. State laws generally relate to matters of state interest
such as: schools and hospitals, roads and railways, utilities such as electricity and water supply, mining and
agriculture. Local councils are smaller legislative bodies which make by-laws which relate to matters of
local interest such as: local roads, parks and playgrounds, rubbish collection, library services, sporting
fields, street signage and domestic animal regulation.
For all citizens over the age of 18 it is compulsory to vote in the election of both federal and state
governments. This is why Australia is a democracy in which people vote for people to become
representatives in parliament.
Below is a flow chart of Australia‟s democracy.
Citizens of Australia Politicians who Voters choose

vote for politicians represent the people members for the
become members of Senate (Upper
parliament House) and House of
Representatives
(Lower House)
The Queen is
the head of The commonwealth
state, parliament house
represented by
the Governor (Laws are made Prime
General here) Minister
63
Venn diagram
Comparing Government systems
Ancient Egyptian Australian
Thinking about Thinking chart

NAME:
THINKING ABOUT THINKING
TOPIC: SOCIAL CLASS AND OCCUPATION
I LEARNED:
I COULD TEACH THIS TO OTHERS:   

TOPIC: GENDER PERSPECTIVES : MEN AND WOMEN
I LEARNED:

TOPIC: COMPARING GOVERNMENT SYSTEMS
I LEARNED:

FUTURE GOALS FOR LEARNING IN HSIE:
64
65

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Discovering Ancient

Discovering Ancient Egypt

Unit Duration: Approximately 1 term.

Subject Matter Focus In this unit, students learn about:

Implications for Learning In this unit, students have opportunities to:

 Look at ancient Egyptian culture focusing on dance.

Links with Other Key Learning Areas

Websites for Learning Sequence 5:

Books/Information Kits/Education Kits:

Alred, C. (1998). The Egyptians. London: Thames and Hudson Ltd.

Outcomes and Indicators

 Reflects on the ways in which religious beliefs affect decision-

Values & Attitudes

 Respecting different viewpoints, ways of living, belief systems and languages.

Beliefs and Moral Codes

Assessment items are marked in the lesson sequence.

Skills will also be assessed in the following ways:

 Social and Civic Participation –

Learning Sequence 1: Introducing Ancient Egypt

Learning Sequence 2: The natural environment of Ancient Egypt.

 Allow children 10 minutes to clean up.

Learning Sequence 4: Introducing Ancient Egyptian Architecture

Lesson 2: Gender perspectives: Men and women in Ancient Egypt

 Lesson in a computer room.

2. Discuss the advantages and disadvantages of being my gender in ancient Egypt

Lesson 3: Government systems: Comparing Ancient Egypt to Modern Australia

Where to from here?

Unit proformas, or assessment rubrics/charts

Comprehension Student is able to Student is able to Student is able to Student is unable to

Assessment for Learning Sequence One and two:

 Shows consideration of others.

 Demonstrates self control.

 Contributes positively to the group.

 Works well individually when required.

Teacher Comments: _________________________________________________________

Southern Cross Primary School

Name: ________________________ Teacher: Miss Bulmer

Fill in the Missing Words

Egypt 2550 stone high priests Great Nile Giza temples

Two main building materials used in Ancient Egypt were sun-baked

Gender perspectives assessment

Student Self Assessment Activities

TRAFFIC LIGHT PRE SELF ASSESSMENT

I don‟t know Ancient Egyptian social class structure:

Roles and occupation of Ancient Egyptians:

Roles of men and women in Ancient Egypt:

Gender perspectives assignment

Overall Observation Checklists

Resources for Learning Sequence One:

Ancient Egypt Research

Capital City - ______________________________________________________________

First Settled - ______________________________________________________________

Living Conditions - _________________________________________________________

Where did they live and why - ________________________________________________

Interesting Facts - __________________________________________________________

Comparing Ancient Egypt to Modern Australia

Which clothing would you prefer to wear?

Ancient Egyptian Living Conditions Modern Australian Living Conditions

Which conditions would you prefer to live in?

Resources for learning sequence two:

The River Nile

The Nile is a big river.It

Water from the Nile

3. When a person is mummified their , ,

and are removed and placed into canopic jars.

Name: ___ Date: _