Year Level Year 11 History (Semester 1)

and Cleopatra and Egyptian Civilisation

Unit Title

Duration One Term/ 10 weeks (4 lessons each week)

Key Students investigate key aspects of:

Question
 Students will begin to understand the nature and evidence of ancient
history and ancient societies, groups, people and events. Students will
further explore the reliability and practicality of the evidence examined
in constructing representations of the past.
 Students will begin to gain further understanding and knowledge of
ownership, custodianship and preservation of materials from ancient
history.
 Students will apply key concepts of historical evidence, perspectives and
representation as part of a historical review.
 Utilise historical knowledge and skills to investigate different depictions
of the ancient world whilst using a range of evidence to support the
historical discussion.

https://www.australiancurriculum.edu.au/senior-secondary-
curriculum/humanities-and-social-sciences/ancient-
history/?unit=Unit+1%3A+Investigating+the+Ancient+World

Cohort  Some students have entered year eleven with competent literacy and
context numeracy levels to year grade standard
 Some students present some learning difficulties which have been
reflected in classroom work and assessments.
 Classroom consists of students with English as their second language
and are bilingual.
 Some students may have difficulties reaching the learning outcomes and
may require additional support, due to their level of cognitive
development i.e., ADHD

Unit outline:

This unit will involve and investigate how ancient world societies functioned. Furthermore,
this unit will explore represented sources and how they are interpreted. Additionally, the
focus of this unit will be solely on the issue relevant to the investigation of the ancient
world. This investigation will build upon the historical skills developed by students in the
Foundation to Year 10 curriculum. This will further enable students to develop an
introduction to historiography. Students will study related issues relevant to the evidence
and material of the ancient world. Students will also explore how evidence has been
utilised to represent and interpret specific times and events spanning to modern times.

This unit provides students with the prospect to explore key events, personalities,
controversies and artefacts of the ancient world and its civilisations. This study will analyse
and evaluate different ways in which ancient historical aspects have been interpreted and
represented from ancient to modern times. Students will examine ancient past through
tentative examination of issues relevant to the nature of the historical times. This unit will
exclusively focus on the reliability and usefulness of sources relevant to the interpretations
and representations.

Prior Knowledge:

This unit content provides opportunities for students to develop historical knowledge and
understanding through concepts such as evidence and perspectives of the ancient world.
These concepts may be explored within a specific historical context to aid in the
understanding of the past to provide focus on historical relevance. The two primary strands
that this unit will be solely focussing on will be historical knowledge and understanding,
and historical skills. These specific strands correlates and have been developed and adapted
to be taught in a way relevant to the specific context.

Students main points of prior knowledge from year 7 are:

 How do we as contemporary society know about the ancient past?
 How, why and where the earliest ancient societies developed?
 The most defining characteristics of the ancient past and how they emerged as
such?
 What are the defining legacies of the ancient societies?

The key learning factors of Year 8 are as follows:

 How did societies transform and progress from the beginning of the ancient age to
the beginning of the modern age?
 What key significant beliefs and values developed from ancient world
 How did these beliefs and values influence ancient societies?
 Identify the key significant people, groups and ideas from the ancient period
 How did these significant factors contribute the modern age?

The key learning points of Year 9 are:

 What were the most prominent features of movements that encouraged change in
the periods between 1750 to 1918?
 How did the new ideas and technologies contribute to changing the ancient period?
 What was the origin of imperialistic development in this period?
 What the significance of imperialism in the ancient period?

Curriculum Outcomes
 The background to Cleopatra, including the kingdoms of the Hellenistic world, the
Ptolemaic dynasty in Egypt and the role of Ptolemaic women, the significance of
Egypt within the Mediterranean world at the time, Egypt’s relationship with Rome,
the significance of Egypt in Rome’s civil war, and how Cleopatra rose to power
(ACHAH069)
 The nature of the sources most relevant to these interpretations and representations,
for example Plutarch, Horace, Shakespeare, Lucy Hughes-Hallett, portraiture from
different periods, and representations in film (ACHAH070)
 The different interpretations and representations of Cleopatra (from the ancient past
to the present), including how Cleopatra represented herself in monuments and
 inscriptions; her portrayals as the enemy of Rome, a femme fatale, the saviour of
Egypt, and a victim; and modern feminist representations (ACHAH071)
 The historical context of the interpretations and representations of Cleopatra and
why these have changed, for example her Macedonian ancestry and her depiction
using traditional Egyptian artistic conventions (ACHAH072)
 The reliability and contestability of interpretations and representations of Cleopatra,
including the significance of source selection, omission, emphasis and gaps in
evidence (ACHAH073)

Assessment
 Kahoot Quiz
 Short answer written quiz
 Essay (Final Assessment)
Lesson Learning Success Criteria Teaching and Activities / Resources
Intentions Learning
Sequence
Week 1 Explore By exploring Background of Lesson 1 & 2
Cleopatra’s Cleopatra’s Cleopatra (Lesson Plan 1)
Lesson background, background including family,
1-4 including her students will relationships, Brainstorming:
family, gain a better origin and What do you know about
relationships understanding of ethnicity. (2 Cleopatra? (work in a group of
and ethnicity decisions made lessons) four)
during her reign An overview on background of
Investigate the and how they Kingdoms of the cleopatra by using PowerPoint.
kingdoms of the ultimately led to Hellenistic world
Hellenistic her death. (2 lessons) Lesson 3 & 4
world including Students working in a group of
the Ptolemaic By investigating four reading articles of Kingdoms
Kingdom, the kingdoms of of the Hellenistic world that given
Seleucid the Hellenistic by teacher.
Empire, world students Each group have to summarize the
Kingdom of will better article and have a ten minutes
Pergamon, understand how presentation. The teacher has to
Greco-Bactrian the correct or reiterate the lesson
Kingdom, and Mediterranean contents.
Indo-Greek world was Article:https://www.tes.com/lesso
Kingdom. structured at the ns/H6vWiHwGAVdm-
time of g/hellenistic-greece
Cleopatra’s rule.

Week 2 Investigate the By investigating The Ptolemy Lesson 5

Ptolemaic the Ptolemaic Dynasty in Egypt Overview the Ptolemy Dynasty in
Lesson dynasty in dynasty students and the role of Egypt by using PowerPoint.
5-8 Egypt and the will gain a better Ptolemy Women
role of understanding of (2 lessons) Lesson 6
Ptolemaic the culture in Brainstorming on the role of
women. Cleopatra’s Significance of Ptolemy Women compare to the
Egypt. Egypt within the role of Australia Women. Read the
Explain the Mediterranean article ‘The Role and Power of
significance of Additionally, by world at the time Women in Ancient
Egypt within investigating the (1 lesson) Egypt’:
the role of Ptolemaic https://www.historicmysteries.com
Mediterranean women students How Cleopatra /role-of-women-in-ancient-egypt/
during will better rose to power (1
Cleopatra’s understand the lesson) Lesson 7
reign. historical By using Power-point show
differences in students that we are travelling
Explore how women’s roles. back to 2050 years back. And
Cleopatra rose continue to lessons with story-
to power By explaining telling. In the meantime, students
including her the significance have to make a note of the
marriages, of Egypt during significance of Egypt within the
 alliances and Cleopatra’s Mediterranean world. We will
war with her reign, students discuss that questions at the end of
brother. will gain the lesson.
knowledge of
Egypt’s Lesson 8
influence over Discussion of what is power in the
the eastern beginning of the lesson and link it
Mediterranean with politics. Presented how
and their Cleopatra Rose to power by using
position in the Power-point.
geopolitical
landscape.

By exploring
how Cleopatra
rose to power,
students will
understand
Cleopatra’s
motives and her
aggressive
stance.

Week 3 Investigate By investigating Egypt’s’ Lesson 9

Egypt’s Egypt’s relationship with Students will divide into four in a
Lesson relationship relationship with Rome (1 lesson) group. Every group will get some
9 - 12 with Rome Rome, students jigsaw pieces. Students have to put
including the will better The significance of the jigsaw together and read the
significance of understand why Egypt in Rome's story show on the puzzle. After
Egypt in Rome ended the civil Wars (2 that, they have to share their story
Rome’s civil Ptolemaic lessons) and put it in a timeline frame. All
wars. dynasty. the puzzle is about the relationship
Short Answer test of Egypt’s with Rome.
focused on week’s
1 - 3 content Lesson 10-11
(ACHAH069) Role play. Students are divided
into three groups, one representing
Egypt’s, one represents
Triumvirate (Mark Antony,
Lepidus and Octavian) and third
group represent Brutus and
Cassius. Students have to act
according to story that say by the
teacher.

Lesson 12
Short Answer test. Discuss the
answer together with students.
Week 4 Analyse the By analysing Interpretations and Lesson 13-14
interpretations interpretations of representations of Borrow Shakespeare Julius Caesar
Lesson and Cleopatra in Cleopatra in form library and give everyone a
13 - 16 representations popular Shakespeare, copy during the lessons. Students
of Cleopatra in literature, film Horace, Plutarch, have to read the script out loud
popular and portraiture, Lucy Hughes- according to a sign role.
literature, students will Hallett. (2 lessons)
portraiture and gain an Lesson 15-16
film, including understanding of Cleopatra in Watching the Film:
Shakespeare, how her life has portraiture and CLEOPATRA,1963
Horace, been film from different and discuss what is the differences
Plutarch and romanticized and periods (2 lessons) of the film and what we have
Lucy Hughes- embellished (ACHAH070) learnt in previous lessons.
Hallett. leading to
misinformation

Week 5 Use sources to By using sources Different Lesson 17

investigate to investigate interpretations and By using the textbook, and an
Lesson different different representations of article of Cleopatra. Students are
17 - 20 interpretations interpretations of Cleopatra in a divided into two groups. The two
and Cleopatra, historical context groups have to read difference
representations students will (1 Lesson) resources and discussion of the
of Cleopatra in gain an differences of Cleopatra.
a historical understanding of How Cleopatra
context. the many ways represented herself Lesson 18
she is perceived in monuments and Students have to do some research
Identify how by historians. inscriptions: as the on Cleopatra’s image such as her
Cleopatra enemy of Rome, a image on the coin, portraiture,
represented By identifying femme fatale, the walls, drawing, pictures and
herself in how Cleopatra saviour of Egypt sculpture and examine how she
monuments and represented and as a victim and represented herself on these
inscriptions. herself in how she is elements.
monuments and perceived as a
Explore her inscriptions, modern feminist (3 Lesson 19 & 20
portrayals as an students will lessons) Students will discuss as a class or
enemy of better understand (ACHAH071) in groups how Cleopatra was
Rome, a femme how she viewed perceived as the saviour of Egypt
fatale, the herself. and as the victim. Students will
saviour of also analyse how Cleopatra is
Egypt and as a By exploring the perceived as a modern feminist
victim. many ways and how this would have
Cleopatra has influences ancient society.
Investigate been portrayed,
modern feminist students will
representations understand how
of Cleopatra. different points
of view can
affect a historical
figure’s image,
 whether they’re
viewed as a hero
or villain.
Week 6 Investigate how By investigating Short answer test Lesson 21
interpretations the ways in covering Short Answer test. Discuss the
Lesson and which ACHAH070, answer together with students.
21 - 24 representations representations ACHAH071. (1
of Cleopatra of Cleopatra lessons) Lesson 22
have changed have changed, Introduce assessment by handing
students will Introduce written out the assessment sheets. Briefly
better understand assessment and discuss the term and condition of
how historical give a brief assessment. Let students think
interpretations overview. How about their own topics and useful
are influenced. have the resources that they might need to
interpretations and use.
representations of
Cleopatra Lesson 23 & 24
changed? (3 Discuss with the class or in groups
lessons) how interpretations and
representations of Cleopatra has
changed over time. Examine a
diverse range of depictions of
Cleopatra.
Week 7 Use sources to By researching Lesson working on Lesson 25 & 27
research their essay assessment (Q & Going to the computer lab,
Lesson Cleopatra and topics, students A) students can do some research on
25 - 28 discover will be able to (4 lessons) their assessment.
relevant write an
information for informed essay Lesson 26 & 28
writing an essay about their Q & A sessions in classroom,
chosen topic scaffolding to students that need
help.

Week 8 Explore By exploring her Draft for Lesson 29 & 30

Cleopatra’s Macedonian Assessment task Going to the computer lab,
Lesson Macedonian heritage, 1 draft due. Lesson students have to complete their
29 - 32 heritage and her students will spent exploring the first draft and show to the teacher.
depiction using gain a better reliability and Hence, they get oral or written
traditional understanding of contestability of feedback directly from the
Egyptian artistic Cleopatra’s interpretations and teacher.
conventions historical representations of
depictions. Cleopatra Lesson 31- Lesson Plan 2

Cleopatra and her Lesson 32

Macedonian Discuss Cleopatra’s Macedonian
ancestry and her ancestry and her depiction in
depiction using Egyptian artistic conventions.
traditional
Egyptian artistic
 conventions
(ACHAH072)

Week 9 Investigate the By investigating The reliability and Lesson 33 & 34

reliability and the reliability contestability of Review on some of the Primary
Lesson contestability of and interpretations and resources and secondary resources
33 - 36 interpretations contestability of representations of of interpretations and
and interpretations Cleopatra, representations of Cleopatra.
representations and including the Students have to criticise about
of Cleopatra representations significance of the significance of source
including the of cleopatra, source selection, selection, omission, emphasis and
significance of students will be omission, gaps in those evidence.
source able to emphasis and gaps
selection, effectively select in evidence Lesson 35
omission, relevant sources (ACHAH073) Teacher will show difference
emphasis and and prevent depiction of Cleopatra and by
gaps in misinformation. Students will look using Power-point. Students have
evidence. at fandom, poetry, to discuss about the differences of
portraiture, novels Cleopatra and try to mention why
and films to those differences will happen.
examine the
different Lesson 36
representations of Bring students to the library.
Cleopatra. Students have to find the resources
that related to Cleopatra like
poetry and novel and read it. At
the end share about their opinion
and mentioned does the resources
helpful for their essay.

Week Use sources to By researching 3 lessons working Lesson 37-39

10 research their essay on assessment Students work individually on
Cleopatra and topics, students their own assignment. Teacher as a
Lesson discover will be able to Final for facilitator assist students with their
37 - 40 relevant write an assessment due assignment.
information for informed essay (lesson 40) Final assignment should be
writing an essay about their submitted before lesson 39.
chosen topic. Students who finish early

Lesson 40
Kahoot quiz (Final Quiz) and
discuss all the questions.