Nowra Anglican College

1.Nowra Anglican College 2.HSC History 3. Stage 4 4. 2011 World History

ANCIENT EGYPT Depth Study 2: Mediterranean World OPTION 1: EGYPT

Estimated 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 The Legend of Jeanne d'Arc is a study in Topic 2: Societies and Civilisations of the Past from Group Material B: Medieval and Early Modern Societies. This study begins with an overview of the 100 Year War: Ancient Egypt

its causes, course of events and the nature of the rival societies, France and England. It will then focus on the a biographical study of Joan of Arc through a film study giving our students a unique insight into the life of a medieval woman. The topic has been chosen because of the interest that this period generates and also the fascinating achievements and inspiring personality of Joan of Arc. Biblical story of Joseph as a story of forgiveness, reconciliation and God's sovereignty in ancient Egypt: Christian Focus Points 1. You meant evil against me, but God meant it for good: (Genesis 50:20); 5. God has sent me to preserve life (Genesis 45:5). Inquiry Areas from the Australian National Curriculum A 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; 6. roles of key groups in the ancient Egyptian society; 7. influence of law, religion and the significant beliefs, values and practices of the ancient Egyptians; 8. study of the following areas: daily life, warfare or death and funerary customs; 9. 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; 10. role of a significant individual in ancient Egyptian history. Targeted Historiographic Skills 4.1 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; 11. Yearly History Examination. Ancient Egypt Key Learning Key Skills 1. understands the relationship between geography, climate and the 1. use maps and flowchart to illustrate the effect of geography and climate historical development of Egypt; on a nation; 2. chronologically sequences the key dynasties and events in the history 17. design of a timeline using the concept of dynastic eras and millennia; of ancient Egypt; 18. define and make use of key historical, chronological and archaeological 12. understand the role and importance of the written word in ancient terms and concepts; Egypt; 19. identification of different types of archaeological sites and artefacts 13. use terms and concepts integral with the culture and society of ancient illustrating a broad scope of history; Egypt; 20. creates a museum style presentation with artefact, poster display, 14. identify different types of sources relevant to the study and journal and information blurb; interpretation of ancient Egyptian events and personalities; 21. conduct a document and artefact study with a view to developing 15. draw conclusions about ancient Egyptian texts, artefacts and sites; conclusions about the culture, society and government of an ancient 16. locates, selects and organises information from a variety of sources to people; create a multimedia presentation. 22. collates and interprets information gained from a wide array of source material. ICT Skills and Focus 1. locates, selects and organises information from a range of sources, including a website; 23. use an image bank to gather relevant images for an historical inquiry; 24. uses ITC data to communicates effectively about the past through a multimedia presentation; 25. draw conclusions about the usefulness of sources for an historian, including a website; 26. identify origin, purpose and context of historical sources, including ITC sources; 27. practise ethical behaviour when using the internet during an historical inquiry; 28. choose appropriate software relevant for use of websites to obtain historic data; 29. evaluation of websites for value and veracity; 30. avoiding plagiarism and inaccuracy while using a website. Site Studies 1. guided tour and hands on archaeology lessons of the Nicholson Museum, Sydney University; 31. alternative tour and hands on archaeology lessons at the Museum of Ancient Culture, Macquarie University. Ancient Egypt Ancient Egypt A. Geographical Review Egypt and the Nile River Students Learn About Terminology and Concepts: Contextual History: 1. Dual Kingdom: Upper and Lower Egypt. 1. Geographical Setting: 32. Neighbouring Lands: Nubia, Kush, Punt, Ethiopia, Judea, Israel, Blue Nile and its origins in the Ethiopian highland, Lake Tana; Philistia, Phoenicia, Libya, Syria. White Nile, the Sud and its origins deep in the southern African great lake chain; 33. Cities: Memphis, Thebes, Karnak, Syene, Elephantine, Gaza, Sais, Heliopolis, Pelusiu, Buto, Bubastis, Naucratis, Amarna, Hermopolis, formation of seasonal flooding from the trapping of monsoon rains by the Ethiopian Abydos, Herakopolis. highlands their effect on the river compared with the steady flow from the 34. Sites: Giza, Siwa, Valley of the Kings, Valley of the Queens, Saqqara. White Nile and the Sud; 35. Seas: Mediterranean Sea, Red Sea, Indian Ocean. unique flora and fauna of the river system. 36. Nile River: Blue and While Nile, Lake Tana, Delta, Sud, Meroe. 41. Dual Kingdom: 37. Deserts: Sahara Desert, Sinai Desert, Oasis of Ammon. topography of Upper and Lower Egypt; 38. Climate: cataracts, flood, monsoon, top soil, silt, weather shield, catchment; importance of the capitals: Memphis and Thebes; 39. Flora and Fauna: Marabou stork, weaver bird, hoopoe, flycatcher, fish eagle, Nile Perch, Talapia, Nile crocodile, jackal, hyena, lion, baboon, deserts and the 'gift of the Nile'; hippopotamus, camel, papyrus, date palm. neighbouring lands and their peoples and geography; 40. Farming: sowing, seed basket, flail, ploughing and ox drawn plough, water channel and irrigation shaduf, reaping, sickle, nilometre, key religious and cultural sites. sheaves, threshing and threshing floor, winnowing and winnowing tray, boundary stone, storage silos. Powerpoint: Ancient Egypt ~ Geography Banks of the Nile; Gift of the Nile; Base Historic Sowing and Harvest; Mate Flow and Flood; rial Double Kingdom. Blue and White; Students Learn To 1. describe the rivers, deserts, seas and other geographical features of 44. locate the neighbours of Egypt and describe their populations and ancient Egypt; relationship to Egypt; 42. account for the effect of geography on the social and historical of the 45. outline the process by which the waters of the River Nile are formed and Ancient Egypt

ancient kingdoms of Egypt; flow into Egypt; 43. locate and identify the key cities of ancient Egypt; 46. 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 1. mapping, diagrams, data tables and note taking in book and class work; and Lower Egypt; 2. options in the assessment task: The Exhibition; Outcome 4.1: discussion based on a process diagram to illustrate the origins and effect of the flooding of the River Nile. 3. topic test and a section in the Yearly Examination. Ancient Egypt B. Chronological and Biographical Studies

Terminology and Concepts: Khufu and the building of the Great Pyramid, 1. Chronology: era, millennia, dynasty, kingdoms, empire; Mentuhotep II and the restoration of Egypt;

47. Main Eras: Kingdoms and Dynasties: Pre Hyksos invasion and the introduction of the horse; Dynastic, Archaic, Old Kingdom and First Intermediate Period, Middle Kingdom and reunification under Ahmose I; Second Intermediate Period, New Kingdom and Third Intermediate Period, Late, Persian, reign of Hatshepsut's and her expedition to Punt; Ptolemaic, Roman; Thutmose III and the Battle of Megiddo; 48. Descriptive Terms: founder, heresy, heretical, reactionary, conservative, revolutionary. Akhenaton, Nefertiti and the worship of one god, Aton; Contextual History: 1. Chronological Overview of Ancient Egyptian death and burial of Tutankhamen; History: Ramses II and battle against the Hittites of Kadesh; main eras and intermediate periods; Defeat of the Sea Peoples: dynasties; the Assyrian invasion; measuring history in millennia and touchstone events. the Saite Dynasty and the invasion of Cambyses; 49. Biographical Studies of Key Pharaohs: overthrow of the Persians and Ptolematic Egypt; Foundational Pharaohs: Narmer, Mentuhotep II and Ahmosis I; Cleopatra VII and the fall of Egypt.

Warrior Pharoahs: Tuthmosis III and Ramasses II; 51. Iconic Artefacts and Sites:

Queens of Egypt: Hatshepsut and Cleopatra VII; Narmer Palette, mace and sacred baboon;

Heretics and Reactionaries: Akhenaten and Tutankhamen. battle axe of Ahmosis I;

50. Overview of Key Historical Events and Changes: Temple of Abu Simnel and Egyptain~Hittite Treaty of Ramses II; early settlements and kingdoms of the Nile; Temple of Djeser Djeseru, obelisk and sphinx of Hatshepsut; unification of Egypt under Narmer; Ancient Egypt

Rosetta Stone of Cleopatra VII; building of the great mastaba of Djoser; Bust of Nefertiti;

Death mask of Tutankhamen;

Powerpoint: Ancient Egypt ~ Dynasties and Pharaohs Warrior Pharaohs; Eras and Dynasties; Base Historical Sources Queens of Egypt; Founding Pharaohs; Heretical and Reactionary.

1. label a timeline showing the main eras and 53. select, edit and understand key events from several key biographical studies of the queens and pharaohs of Egypt; dynasties of ancient Egypt; 54. identify iconic treasures and archaeological sites associated with key personalities from Egyptian history. 1. place key events from Egyptian history on a timeline; 52. comprehend the romantic sweep of the millennia history of Egypt from Archaic times to its incorporation under Rome; Integrated Teaching and Learning Outcome 4.1: use a timeline to identify key 1. timeline, photographic collage and summaries in book and class work; chronological eras and achievements of the ancient 55. options in the assessment task: The Exhibition; Egyptians: Outcome 4.10: identification of Egyptian cultural icons. 2. topic test and a section in the Yearly Examination. Ancient Egypt C. Cultural Study Hieroglyph Students Learn About Terminology and Concepts: 3. Scribes and Scribal Life: 1. Papyrus Manufacture: pith, rind, sap, verso, education of boys as scribes; recto, scroll; 3. Hieroglyphics: glyphs, phonetic, tools and materials used by scribes; determinatives, logographs; the baboon and ibis god, Thoth, patron deity of scribes; 4. Scripts: hieroglyphics, hieratic, demotic, trilingual; role of scribes in communal life in Egypt. 5. Scribes: scribe, rote learning, ostraka, 6. Egyptian Texts: inscriptions, reliefs, papyrus, stylus, paintbox and brush. Book of the Dead;

Contextual History: Coffin and Pyramid Texts; 1. Papyrus and the Papyri Scrolls: process of manufacturing papyrus sheets; reliefs and inscriptions at the Temples of Djeser Djeseru, Ramasseum and Medinet tools used to make papyrus; Aegyptiaca of Manetho; parts and construction of a papyrus scroll. the Rosetta Stone, its trilingual script and translation;

2. Main Egyptian Scripts: ancient Egyptian sayings; basic hieroglyphic lettering and their functions; the tale of Rhodopis. three main types of script and their purpose. Powerpoint: Ancient Egypt ~ Hieroglyph Gift of Thoth; Base Historical Sources Useful Papyrus; Rhodopis. Sacred Signs; Students Learn To Ancient Egypt

1. outline and describe a manufacturing process; 56. describe the life and role of the scribe as the servant of Thoth; 2. write a simple hieroglyphic text; 57. identify different types of Egyptian texts; 3. identify the three different types of Egyptian 58. read and enjoy Egyptian maxims and folktales. script and their functions; Integrated Teaching and Learning Evaluation Outcome 4.1: describe the role of a specialised 1. process and scripts in book and class work; social class; 2. options in the assessment task: The Exhibition; Outcome 4.5: outline and understand a manufacturing process; 3. topic test and a section in the Yearly Examination. Outcome 4.1 & 4.5: understand and appreciate various scripts. Ancient Egypt D. Social and Political Construct Hierarchy Students Learn About Terminology and Concepts: types of artisans and peasants; 1. Social Castes: class, caste, hierarchy, pa-ro, paat, rhykt; conscription, slavery and the legend of the slave society. 2. Social Groups: pharaoh, tjaty, imy-ra, nomarch, priesthoods, mercenaries, conscripts, royal artisans, craftsmen, peasants, 2. Government of Egypt: freeholders, sharecroppers, outcasts, war and domestic slaves; distinction between pa-ro and nswt; 59. Government Structures: nswt, tjaty, imy-ra, royal council, army, nomes, sepet, nomarchs; the nswt as a divine manifestation of Horus and Ammon Ra; 60. Royal Regalia: ankh, uraeus, false beard, sceptre, crook, flail, tunic, eye importance of the relationship between the nswt and the army ; of Ra, pschent, deshret, hadjet, khepresh, nemes, cartouches. Contextual History: role of the tjaty, imy-ra and Royal Council; 1. Ancient Egyptian Society: division of Egypt into sepet or nomes; three broad Egyptian castes; role of the nomarch as administrators throughout Lower and Upper Egypt; position of the royal household and the administration of Egypt; 3. Royal Regalia: role of priest, scribes and the temples in Egypt as the centre of all economic, social and political life; the main parts of the regalia of the nswt, military groups of mercenaries and conscripts; symbolism of the key regalia. Joseph: From Slave to Tjaty Biblical story of Joseph as a story of forgiveness, reconciliation and 1. A recount of the rise of Joseph in the society of Egypt; God's sovereignty in ancient Egypt: 2. Explain the role of Joseph as tjaty;  You meant evil against me, but God meant it for good: (Genesis 3. Recount overview of the story as an example of God turning evil to 50:20); good and his gracious mercy.  God has sent me to preserve life (Genesis 45:5).

Powerpoint: Ancient Egypt ~ Hierachy Regalia; Base Historic Hierarchy; Mate Joseph. rial Word of the Nswt; Students Learn To 1. analyse a diagram as a means of reconstructing a society; 63. analyse a flowchart illustrating the process of an ancient government; 61. outline of the status, responsibilities and rights of various groups within 64. outline the status, role and powers of various offices and institutions Ancient Egypt

an ancient society; within an ancient government; 62. understand the broad concept of class and caste; 65. identify various emblems of authority and responsibility. Integrated Teaching and Learning Assessment Outcome 4.1 & 4.5: use diagrams and flowchart learn the concepts and 1. note taking in book and class work; working of Egyptian society and government; 2. options in the assessment task: The Exhibition; Outcome 4.1: study ancient Egyptian society as an infusion of foreign people with an indigenous race; 3. topic test and a section in the Yearly Examination. Outcome 4.5: study the passage of the biblical Joseph through society. E. Case Study Kadesh Students Learn About Terminology and Concepts: types of Egyptian infantry and their deployment; 1. Weaponry: dagger, sword, scimitar, mace, spear, javelin, throwing stick, bow, arrow, shaft, flight, arrow head; equipment and weaponry of Egyptian chariots;

2. Materials: bronze, brass, iron, stone, obsidian, wicker, horn, linen, chariot cavalry of Egypt and its deployment. papyrus, feathers; 3. Infantry: shield, slinger, archer, spearman. 69. The Fleets of Egypt: 66. Cavalry: stallion, composite bow, bow case, arm guard, head dress, parts of an Egyptian galley and their functions; chariot, traces, horse blanket; materials and manufacture of galleys; 67. Galleys: fighting top, yardarm, oars, steering oars, halliards, stays, mast, sail, fo'c'sle, boarding platform, stern. archery and boarding tactics of Egyptian galleys .

68. Rival Nations: empire, rebel, army, divisions, tactics, strategy, attack, 70. The Battle of Kadesh: counterattack, rout, treaty, alliance, victory, stalemate, propaganda. causes of the conflict between Ramses the Great and the Hittite emperor, Contextual History: Muwattallis; 1. The Armies of Egypt: weaponry of the ancient Egyptians and their usage; strategy of the emperors and the importance of the city of Kadesh; materials and manufacture of ancient weapons; 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. Base Historic Material Powerpoint: Ancient Egypt ~ Hieroglyph 1. Might of the Pharaoh; Ancient Egypt

71. Kadesh. Students Learn To 1. study diagrams to understand the weaponry and equipment of the 72. study diagrams to understand the techniques used by Egyptian warriors; Egyptian army and fleets; 73. examine a process diagram to reconstruct the strategy, tactics and 2. discuss and describe the manufacture of weaponry in ancient Egypt; outcome of an ancient battle. Integrated Teaching and Learning Assessment Outcome 4.1: learns and uses correct military terminology to recreate an 1. tables, charts and note taking in book and class work; ancient battle; 2. options in the assessment task: The Exhibition; Outcome 4.8 & 4.10: narrates a major historical event in a creative format by selecting useful information from a documentary and other sources. 3. topic test and a section in the Yearly Examination. Ancient Egypt F. Cultural and Religious Review Death and Religion Students Learn About Terminology and Concepts: manifestations and forms; 1. Religion: manifestation, forms, cosmology, mythology, polytheistic, pantheistic, fertility deity, religious centres; main centres of worship;

2. Deities of Egypt: Amun, Anuket, Horus, Konsu, Bes, Ptah, Selket, importance of temples and the priesthoods in the cycles Egyptian life. Hathor, Sobek, Apis, Isis, Anubis, Bast, Osiris, Re, Set, Neith, Khnum, Nut, Geb, Shu. 74. Embalming and the Rites of the Dead: 4. Types of Tombs: platform tomb, mastaba, pyramid, cliff tomb, pyramid the process of embalming; complex, shrine, causeway, annex, offering hall, cult pyramid, antechamber, sarcophagus, crypt; the rites and passage of the dead into the afterlife;

5. Tomb Features: capstone, rubble, core, dress stone, facing, shaft, basic structures of four main types of Egyptian tombs: platform tomb, mastaba, chamber, entry, false entry; pyramid and cliff tombpyramid complex; 6. Mummification Process: ibu, natron, linen wrappings, palm wine, Nile water, embalming table, canopic jar, hooks, pistachio and balsam sap, overlay of a Temple-Pyramid complex; amulets, charms. pyramids and Sphinx of Giza; Contextual History: 1. Key Deities of Egypt: cliff tomb of Tutankhamen and its various treasures. key religious descriptions and concepts; mythology and basic cosmology of Egypt;

Base Historic Powerpoint: Ancient Egypt ~ Death and Religion 76. Giza; Mate 1. Manifestations; 77. Mumification; rial 75. Mastaba and Pyramid; 78. Cliff Tomb. Students Learn To 1. use a chart of identify key deities of Egypt and understand some key 79. analyse diagrams to understand the structure and function of key tomb religious concepts such as manifestation and cosmology; structures in Egypt; 2. use a process diagram to outline the process of mummification; 80. identify and appreciate iconic treasures from the tomb of Tutankhamen. 3. discuss and outline the ritual passage of the dead into the afterlife; Integrated Teaching and Learning Assessment Outcome 4.1: use web sites to collect information for a table of information 1. tables, charts and note taking in book and class work; on Egyptian deities; Ancient Egypt

Outcome 4.5: learn the terms and process connected with the sacred burial 2. options in the assessment task: The Exhibition; ritual of ancient Egypt; 3. topic test and a section in the Yearly Examination. Outcome 4.1 & 4.5: study the construction of various styles of Egyptian royal tombs and discuss their purpose.

G. Museum Display The Exhibition Students Learn About History Activity: 4. Optional Poster: 1. Model: biographical research into a historic person’s life; selection of an ancient artefact; graphical design and presentation. construction of a replica of artefact; 82. Optional Journal: display and labelling of artefact. record of process of selecting, constructing and displaying a replica for a museum display; 81. Poster: creation of a advertising poster to required specifications; reflective aspects of a journal; history of selected artefact; organisation and preparation of material for a journal; graphical presentation and design. selection and research of factual material. Family memories; Base Historic Material Family memorabilia and photographs Selected ITC research sites. Students Learn To 1. select an ancient artefact suitable for interest and replication; 5. research into biographical material; 2. design and construction of a replica artefact; 6. presentation of biographical material to design specifications; 3. designing and creating an interest through a poster for a display; 7. consistent and useful recording for a journal; 4. creating a poster to design specifications; 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 Ancient Egypt 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.