Nowra Anglican College - aisnsw.edu.au · Web viewunderstand the role and importance of the written word in ancient Egypt; ... Akhenaten and Tutankhamen. Overview of Key Historical

Nowra Anglican CollegeHSC History

Stage 42023

World History

ANCIENT EGYPTDepth Study 2: Mediterranean WorldOPTION 1: EGYPT

1Ancient EgyptAncient EgyptEstimated Duration of Topic This is a 10 weeks course run in Term 2 with 9 periods of 55 minutes over the school’s fortnight cycle.

Key Syllabus Focus and Key Source Material

The Legend of Jeanne d'Arc is a study in Topic 2: Societies and Civilisations of the Past from GroupB: Medieval and Early Modern Societies. This study begins with an overview of the 100 Year War:its causes, course of events and the nature of the rival societies, France and England. It will thenfocus on the a biographical study of Joan of Arc through a film study giving our students a uniqueinsight into the life of a medieval woman. The topic has been chosen because of the interest thatthis period generates and also the fascinating achievements and inspiring personality of Joan of Arc.

Christian Focus PointsBiblical story of Joseph as a story of forgiveness, reconciliation and God's sovereignty in ancient Egypt:

1. You meant evil against me, but God meant it for good: (Genesis 50:20);2. God has sent me to preserve life (Genesis 45:5).

Inquiry Areas from the Australian National CurriculumA broad review of the following areas will be the focus of this topic:

1. physical features of ancient Egypt and how they influenced the civilisation that developed there;2. roles of key groups in the ancient Egyptian society;3. influence of law, religion and the significant beliefs, values and practices of the ancient Egyptians;4. study of the following areas: daily life, warfare or death and funerary customs;5. trade, diplomatic contacts and civil or external conflicts that resulted in developments such as the conquest of other lands, the expansion of trade and

peace treaties;6. role of a significant individual in ancient Egyptian history.

Targeted Historiographic Skills4.1 describes and explains the nature of history and applies the methods of history to investigate the past;4.3 describes and explains key historical features and assesses individuals from past societies;4.4 uses historical concepts to demonstrate an understanding of historical ideas and processes;4.5 identifies the meaning, purpose and context of historical sources;4.6 uses evidence from sources to support historical narratives and explanations;4.7 identifies different contexts, perspectives and interpretations of the past;4.8 locates, selects and organises relevant information from a variety of sources to conduct basic historical research;4.9 uses historical terms and concepts in appropriate contexts;4.10 selects and uses appropriate oral, written, visual and electronic forms to communicate about the past.Assessment Tasks

1. Ancient Egypt: The Exhibition;2. Yearly History Examination.

2Ancient EgyptAncient EgyptKey Learning Key Skills

1. understands the relationship between geography, climate and the historical development of Egypt;

2. chronologically sequences the key dynasties and events in the history of ancient Egypt;

3. understand the role and importance of the written word in ancient Egypt;4. use terms and concepts integral with the culture and society of ancient

Egypt;5. identify different types of sources relevant to the study and

interpretation of ancient Egyptian events and personalities;6. draw conclusions about ancient Egyptian texts, artefacts and sites;7. locates, selects and organises information from a variety of sources to

create a multimedia presentation.

1. use maps and flowchart to illustrate the effect of geography and climate on a nation;

2. design of a timeline using the concept of dynastic eras and millennia;

3. define and make use of key historical, chronological and archaeological terms and concepts;

4. identification of different types of archaeological sites and artefacts illustrating a broad scope of history;

5. creates a museum style presentation with artefact, poster display, journal and information blurb;

6. conduct a document and artefact study with a view to developing conclusions about the culture, society and government of an ancient people;

7. collates and interprets information gained from a wide array of source material.

ICT Skills and Focus1. locates, selects and organises information from a range of sources, including a website;2. use an image bank to gather relevant images for an historical inquiry;3. uses ITC data to communicates effectively about the past through a multimedia presentation;4. draw conclusions about the usefulness of sources for an historian, including a website;5. identify origin, purpose and context of historical sources, including ITC sources;6. practise ethical behaviour when using the internet during an historical inquiry;7. choose appropriate software relevant for use of websites to obtain historic data;8. evaluation of websites for value and veracity;9. avoiding plagiarism and inaccuracy while using a website.

Site Studies1. guided tour and hands on archaeology lessons of the Nicholson Museum, Sydney University;2. alternative tour and hands on archaeology lessons at the Museum of Ancient Culture, Macquarie University.

3Ancient EgyptAncient EgyptA. Geographical Review Egypt and the Nile River

Students Learn AboutTerminology and Concepts:

1. Dual Kingdom: Upper and Lower Egypt.2. Neighbouring Lands: Nubia, Kush, Punt, Ethiopia, Judea, Israel,

Philistia, Phoenicia, Libya, Syria.3. Cities: Memphis, Thebes, Karnak, Syene, Elephantine, Gaza, Sais,

Heliopolis, Pelusiu, Buto, Bubastis, Naucratis, Amarna, Hermopolis, Abydos, Herakopolis.

4. Sites: Giza, Siwa, Valley of the Kings, Valley of the Queens, Saqqara.5. Seas: Mediterranean Sea, Red Sea, Indian Ocean.6. Nile River: Blue and While Nile, Lake Tana, Delta, Sud, Meroe.7. Deserts: Sahara Desert, Sinai Desert, Oasis of Ammon.8. Climate: cataracts, flood, monsoon, top soil, silt, weather shield,

catchment;9. Flora and Fauna: Marabou stork, weaver bird, hoopoe, flycatcher, fish

eagle, Nile Perch, Talapia, Nile crocodile, jackal, hyena, lion, baboon, hippopotamus, camel, papyrus, date palm.

10. Farming: sowing, seed basket, flail, ploughing and ox drawn plough, water channel and irrigation shaduf, reaping, sickle, nilometre, sheaves, threshing and threshing floor, winnowing and winnowing tray, boundary stone, storage silos.

Contextual History:1. Geographical Setting:

Blue Nile and its origins in the Ethiopian highland, Lake Tana; White Nile, the Sud and its origins deep in the southern African great

lake chain; formation of seasonal flooding from the trapping of monsoon rains

by the Ethiopian highlands their effect on the river compared with the steady flow from the White Nile and the Sud;

unique flora and fauna of the river system.2. Dual Kingdom:

topography of Upper and Lower Egypt; importance of the capitals: Memphis and Thebes; deserts and the 'gift of the Nile'; neighbouring lands and their peoples and geography; key religious and cultural sites.

Base Historic Material

Powerpoint: Ancient Egypt ~ Geography Gift of the Nile; Flow and Flood; Blue and White;

Banks of the Nile; Sowing and Harvest; Double Kingdom.

Students Learn To1. describe the rivers, deserts, seas and other geographical features of

ancient Egypt; 2. account for the effect of geography on the social and historical of the

ancient kingdoms of Egypt;3. locate and identify the key cities of ancient Egypt;

4. locate the neighbours of Egypt and describe their populations and relationship to Egypt;

5. outline the process by which the waters of the River Nile are formed and flow into Egypt;

6. discuss effects of the Nile flooding on the legendary fertility of Egypt.Integrated Teaching and Learning Assessment

Outcome 4.1: map to explain the key features of the dual kingdom of Upper and Lower Egypt;Outcome 4.1: discussion based on a process diagram to illustrate the origins and effect of the flooding of the River Nile.

1. mapping, diagrams, data tables and note taking in book and class work;2. options in the assessment task: The Exhibition; 3. topic test and a section in the Yearly Examination.

4Ancient EgyptAncient Egypt

5Ancient EgyptAncient EgyptB. Chronological and Biographical Studies Dynasties and Pharoahs


1. Chronology: era, millennia, dynasty, kingdoms, empire; 2. Main Eras: Kingdoms and Dynasties: Pre Dynastic, Archaic, Old Kingdom

and First Intermediate Period, Middle Kingdom and Second Intermediate Period, New Kingdom and Third Intermediate Period, Late, Persian, Ptolemaic, Roman;

3. Descriptive Terms: founder, heresy, heretical, reactionary, conservative, revolutionary.

Contextual History:1. Chronological Overview of Ancient Egyptian History:

main eras and intermediate periods; dynasties; measuring history in millennia and touchstone events.

2. Biographical Studies of Key Pharaohs: Foundational Pharaohs: Narmer, Mentuhotep II and Ahmosis I; Warrior Pharoahs: Tuthmosis III and Ramasses II; Queens of Egypt: Hatshepsut and Cleopatra VII; Heretics and Reactionaries: Akhenaten and Tutankhamen.

3. Overview of Key Historical Events and Changes: early settlements and kingdoms of the Nile; unification of Egypt under Narmer; building of the great mastaba of Djoser;

Khufu and the building of the Great Pyramid, Mentuhotep II and the restoration of Egypt; Hyksos invasion and the introduction of the horse; reunification under Ahmose I; reign of Hatshepsut's and her expedition to Punt; Thutmose III and the Battle of Megiddo; Akhenaton, Nefertiti and the worship of one god, Aton; death and burial of Tutankhamen; Ramses II and battle against the Hittites of Kadesh; Defeat of the Sea Peoples: the Assyrian invasion; the Saite Dynasty and the invasion of Cambyses; overthrow of the Persians and Ptolematic Egypt; Cleopatra VII and the fall of Egypt.

4. Iconic Artefacts and Sites: Narmer Palette, mace and sacred baboon; battle axe of Ahmosis I; Temple of Abu Simnel and Egyptain~Hittite Treaty of Ramses II; Temple of Djeser Djeseru, obelisk and sphinx of Hatshepsut; Rosetta Stone of Cleopatra VII; Bust of Nefertiti; Death mask of Tutankhamen;

Base Historical Sources

Powerpoint: Ancient Egypt ~ Dynasties and Pharaohs Eras and Dynasties; Founding Pharaohs;

Warrior Pharaohs; Queens of Egypt; Heretical and Reactionary.

Students Learn To1. label a timeline showing the main eras and dynasties of ancient Egypt;2. place key events from Egyptian history on a timeline;3. comprehend the romantic sweep of the millennia history of Egypt from

Archaic times to its incorporation under Rome;

4. select, edit and understand key events from several key biographical studies of the queens and pharaohs of Egypt;

5. identify iconic treasures and archaeological sites associated with key personalities from Egyptian history.

Integrated Teaching and Learning EvaluationOutcome 4.1: use a timeline to identify key chronological eras and achievements of the ancient Egyptians:Outcome 4.10: identification of Egyptian cultural icons.

1. timeline, photographic collage and summaries in book and class work;2. options in the assessment task: The Exhibition;3. topic test and a section in the Yearly Examination.

6Ancient EgyptAncient EgyptC. Cultural Study Hieroglyph


1. Papyrus Manufacture: pith, rind, sap, verso, recto, scroll;2. Hieroglyphics: glyphs, phonetic, determinatives, logographs; 3. Scripts: hieroglyphics, hieratic, demotic, trilingual;4. Scribes: scribe, rote learning, ostraka, inscriptions, reliefs, papyrus, stylus,

paintbox and brush.Contextual History:

1. Papyrus and the Papyri Scrolls: process of manufacturing papyrus sheets; tools used to make papyrus; parts and construction of a papyrus scroll.

2. Main Egyptian Scripts: basic hieroglyphic lettering and their functions; three main types of script and their purpose.

3. Scribes and Scribal Life: education of boys as scribes; tools and materials used by scribes; the baboon and ibis god, Thoth, patron deity of scribes; role of scribes in communal life in Egypt.

4. Egyptian Texts: Book of the Dead; Coffin and Pyramid Texts; reliefs and inscriptions at the Temples of Djeser Djeseru,

Ramasseum and Medinet Aegyptiaca of Manetho; the Rosetta Stone, its trilingual script and translation; ancient Egyptian sayings; the tale of Rhodopis.

Base Historical Sources

Powerpoint: Ancient Egypt ~ Hieroglyph Useful Papyrus; Sacred Signs;

Gift of Thoth; Rhodopis.

Students Learn To1. outline and describe a manufacturing process;2. write a simple hieroglyphic text;3. identify the three different types of Egyptian script and their functions;

4. describe the life and role of the scribe as the servant of Thoth;5. identify different types of Egyptian texts;6. read and enjoy Egyptian maxims and folktales.

Integrated Teaching and Learning EvaluationOutcome 4.1: describe the role of a specialised social class;Outcome 4.5: outline and understand a manufacturing process;Outcome 4.1 & 4.5: understand and appreciate various scripts.

1. process and scripts in book and class work;2. options in the assessment task: The Exhibition; 3. topic test and a section in the Yearly Examination.

7Ancient EgyptAncient EgyptD. Social and Political Construct Hierarchy


1. Social Castes: class, caste, hierarchy, pa-ro, paat, rhykt;2. Social Groups: pharaoh, tjaty, imy-ra, nomarch, priesthoods,

mercenaries, conscripts, royal artisans, craftsmen, peasants, freeholders, sharecroppers, outcasts, war and domestic slaves;

3. Government Structures: nswt, tjaty, imy-ra, royal council, army, nomes, sepet, nomarchs;

4. Royal Regalia: ankh, uraeus, false beard, sceptre, crook, flail, tunic, eye of Ra, pschent, deshret, hadjet, khepresh, nemes, cartouches.

Contextual History:1. Ancient Egyptian Society:

three broad Egyptian castes; position of the royal household and the administration of Egypt; role of priest, scribes and the temples in Egypt as the centre of all

economic, social and political life; military groups of mercenaries and conscripts;

types of artisans and peasants; conscription, slavery and the legend of the slave society.

2. Government of Egypt: distinction between pa-ro and nswt; the nswt as a divine manifestation of Horus and Ammon Ra; importance of the relationship between the nswt and the army ; role of the tjaty, imy-ra and Royal Council; division of Egypt into sepet or nomes; role of the nomarch as administrators throughout Lower and

Upper Egypt;3. Royal Regalia:

the main parts of the regalia of the nswt, symbolism of the key regalia.

Joseph: From Slave to Tjaty1. A recount of the rise of Joseph in the society of Egypt;2. Explain the role of Joseph as tjaty;3. Recount overview of the story as an example of God turning evil to

good and his gracious mercy.

Biblical story of Joseph as a story of forgiveness, reconciliation and God's sovereignty in ancient Egypt:

You meant evil against me, but God meant it for good: (Genesis 50:20);

God has sent me to preserve life (Genesis 45:5).Base

Historic Material

Powerpoint: Ancient Egypt ~ Hierachy Hierarchy; Word of the Nswt;

Regalia; Joseph.

Students Learn To1. analyse a diagram as a means of reconstructing a society;2. outline of the status, responsibilities and rights of various groups within

an ancient society;3. understand the broad concept of class and caste;

4. analyse a flowchart illustrating the process of an ancient government;5. outline the status, role and powers of various offices and institutions

within an ancient government; 6. identify various emblems of authority and responsibility.

Integrated Teaching and Learning AssessmentOutcome 4.1 & 4.5: use diagrams and flowchart learn the concepts and working of Egyptian society and government;Outcome 4.1: study ancient Egyptian society as an infusion of foreign people with an indigenous race;Outcome 4.5: study the passage of the biblical Joseph through society.

1. note taking in book and class work;2. options in the assessment task: The Exhibition; 3. topic test and a section in the Yearly Examination.

8Ancient EgyptAncient EgyptE. Case Study Kadesh


1. Weaponry: dagger, sword, scimitar, mace, spear, javelin, throwing stick, bow, arrow, shaft, flight, arrow head;

2. Materials: bronze, brass, iron, stone, obsidian, wicker, horn, linen, papyrus, feathers;

3. Infantry: shield, slinger, archer, spearman.4. Cavalry: stallion, composite bow, bow case, arm guard, head dress,

chariot, traces, horse blanket;5. Galleys: fighting top, yardarm, oars, steering oars, halliards, stays,

mast, sail, fo'c'sle, boarding platform, stern.6. Rival Nations: empire, rebel, army, divisions, tactics, strategy, attack,

counterattack, rout, treaty, alliance, victory, stalemate, propaganda. Contextual History:

1. The Armies of Egypt: weaponry of the ancient Egyptians and their usage; materials and manufacture of ancient weapons;

types of Egyptian infantry and their deployment; equipment and weaponry of Egyptian chariots; chariot cavalry of Egypt and its deployment.

2. The Fleets of Egypt: parts of an Egyptian galley and their functions; materials and manufacture of galleys; archery and boarding tactics of Egyptian galleys .

3. The Battle of Kadesh: causes of the conflict between Ramses the Great and the Hittite

emperor, Muwattallis; strategy of the emperors and the importance of the city of Kadesh; Hittite ambush and route of the Egyptian divisions; counterattack of Ramses and late intervention of the Ner’im

division; rival claims of victory, propaganda and the Egyptian~Hittite

Treaty.


Powerpoint: Ancient Egypt ~ Hieroglyph1. Might of the Pharaoh;2. Kadesh.

Students Learn To1. study diagrams to understand the weaponry and equipment of the

Egyptian army and fleets;2. discuss and describe the manufacture of weaponry in ancient Egypt;

3. study diagrams to understand the techniques used by Egyptian warriors;4. examine a process diagram to reconstruct the strategy, tactics and

outcome of an ancient battle.Integrated Teaching and Learning Assessment

Outcome 4.1: learns and uses correct military terminology to recreate an ancient battle;Outcome 4.8 & 4.10: narrates a major historical event in a creative format by selecting useful information from a documentary and other sources.

1. tables, charts and note taking in book and class work;2. options in the assessment task: The Exhibition; 3. topic test and a section in the Yearly Examination.

9Ancient EgyptAncient EgyptF. Cultural and Religious Review Death and Religion


1. Religion: manifestation, forms, cosmology, mythology, polytheistic, pantheistic, fertility deity, religious centres;

2. Deities of Egypt: Amun, Anuket, Horus, Konsu, Bes, Ptah, Selket, Hathor, Sobek, Apis, Isis, Anubis, Bast, Osiris, Re, Set, Neith, Khnum, Nut, Geb, Shu.

3. Types of Tombs: platform tomb, mastaba, pyramid, cliff tomb, pyramid complex, shrine, causeway, annex, offering hall, cult pyramid, antechamber, sarcophagus, crypt;

4. Tomb Features: capstone, rubble, core, dress stone, facing, shaft, chamber, entry, false entry;

5. Mummification Process: ibu, natron, linen wrappings, palm wine, Nile water, embalming table, canopic jar, hooks, pistachio and balsam sap, amulets, charms.

Contextual History:1. Key Deities of Egypt:

key religious descriptions and concepts; mythology and basic cosmology of Egypt;

manifestations and forms; main centres of worship; importance of temples and the priesthoods in the cycles Egyptian

life.2. Embalming and the Rites of the Dead:

the process of embalming; the rites and passage of the dead into the afterlife; basic structures of four main types of Egyptian tombs: platform

tomb, mastaba, pyramid and cliff tombpyramid complex; overlay of a Temple-Pyramid complex; pyramids and Sphinx of Giza; cliff tomb of Tutankhamen and its various treasures.


Powerpoint: Ancient Egypt ~ Death and Religion1. Manifestations;2. Mastaba and Pyramid;

3. Giza;4. Mumification;5. Cliff Tomb.

Students Learn To1. use a chart of identify key deities of Egypt and understand some key

religious concepts such as manifestation and cosmology;2. use a process diagram to outline the process of mummification; 3. discuss and outline the ritual passage of the dead into the afterlife;

4. analyse diagrams to understand the structure and function of key tomb structures in Egypt;

5. identify and appreciate iconic treasures from the tomb of Tutankhamen.

Integrated Teaching and Learning AssessmentOutcome 4.1: use web sites to collect information for a table of information on Egyptian deities;Outcome 4.5: learn the terms and process connected with the sacred burial ritual of ancient Egypt;Outcome 4.1 & 4.5: study the construction of various styles of Egyptian royal tombs and discuss their purpose.

1. tables, charts and note taking in book and class work;2. options in the assessment task: The Exhibition; 3. topic test and a section in the Yearly Examination.

10Ancient EgyptAncient EgyptG. Museum Display The Exhibition

Students Learn AboutHistory Activity:

1. Model: selection of an ancient artefact; construction of a replica of artefact; display and labelling of artefact.

2. Poster: creation of a advertising poster to required specifications; history of selected artefact; graphical presentation and design.

3. Optional Poster: biographical research into a historic person’s life; graphical design and presentation.

4. Optional Journal: record of process of selecting, constructing and displaying a

replica for a museum display; reflective aspects of a journal; organisation and preparation of material for a journal; selection and research of factual material.

Base Historic MaterialFamily memories;Family memorabilia and photographsSelected ITC research sites.

Students Learn To1. select an ancient artefact suitable for interest and replication;2. design and construction of a replica artefact;3. designing and creating an interest through a poster for a display;4. creating a poster to design specifications;

5. research into biographical material;6. presentation of biographical material to design specifications;7. consistent and useful recording for a journal;8. selection of useful factual material.Assessment Task Integrated Teaching and Learning

Outcome 4.1: describes and explains the nature of history and applies the methods of history to create captions and a power for a replica display;Outcome 4.6: uses evidence from sources to support historical narratives in a poster, journal and biography;Outcome 4.8: locates, selects and organises relevant information from a variety of sources to conduct basic historical research for a display, journal and biography;Outcome 4.9: uses historical terms and concepts in appropriate contexts in captions and posters;Outcome 4.10: selects and uses appropriate replica display and poster.

Nowra Anglican College - aisnsw.edu.au · Web viewunderstand the role and importance of the written word in ancient Egypt; ... Akhenaten and Tutankhamen. Overview of Key Historical

Documents