beliefs, values and practices of the ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033; ACDSEH036; ACDSEH039; ACDSEH042; ACDSEH045) conclusions by evaluating information and/or data to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments, issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships This lesson is designed as a whole class project, with the reward being a useful resource for all students. You should allocate tasks according to interest and ability. You should make a decision about how long the students have to complete the task, and how much class time is to be allocated. ADDITIONAL ACTIVITIES Activity 1 Create a magazine As a class, prepare a digital magazine called ‘Everyday Life in Ancient Egypt’. The aim of the magazine is to provide information about daily life in ancient Egypt. Sections could be headed: Marriage, love and childbirth; Music and dance; Communication; Health and hygiene. Each student should have specific responsibility for one contribution to the magazine. The magazine should include information, illustrations and a guide to useful resources that shows where you got your information from. When completed, all contributors should have access to the magazine, which will form an invaluable study resource. DIFFERENTIATION For less able students: Less able students should take on less challenging jobs when creating the magazine, such as drawing illustrations. For more able students: More able students would be expected to take on the more complex task in the creation of the magazine. Oxford Big Ideas Humanities and Social Sciences 7 Western Australian Curriculum: Chapter 8 Ancient Egypt (pp. 238–239). The history toolkit (pp. 162–183) will be invaluable throughout the course. Weblinks Ancient Egyptian spells Read about ancient Egyptian spells Other teacher resources Student book answers Chapter 8 Flashcard glossary Section 8C Topic 8.10 (pages 240–241) Warfare Historical knowledge and understanding Humanities and Social Sciences skills Teaching strategies and learning activities Resources Comments The significant beliefs, values and practices of the Draw conclusions by evaluating TEACHING STRATEGIES Warfare is often a popular topic with students, and this lesson is designed to give them an opportunity to be creative while also Student book Oxford Big Ideas Humanities and Social Sciences 7 Western
ACDSEH045) provide enough information to be able to write an accurate and meaningful Wikipedia entry for your chosen scene. FOR YOUR INFORMATION If you choose, this lesson can involve hands on mummification processes which will require preparation to ensure the lesson runs smoothly. DIFFERENTIATION For less able students: All students will be able to be involved with the mummification process. Weblinks How to make a mummy Watch a short video on the mummification process Other teacher resources Student book answers Student worksheet answers Chapter 8 Flashcard glossary 8C RICH TASK (pages 246–247) The Great Pyramid at Giza Historical knowledge and understanding Humanities and Social Sciences skills Teaching strategies and learning activities Resources Comments The significant beliefs, values and practices of the ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033; ACDSEH036; ACDSEH039; ACDSEH042; ACDSEH045) Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers) Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g. change over TEACHING STRATEGIES Discuss as a class the reason why tomb robbery occurred and how successful it was, even though the various tomb designers of both the pyramids and of the hidden tombs in the Valley of the Kings tried to make them difficult to break into. Consider asking a Mathematics teacher to talk to your students about the mathematics of the pyramids. You could get a Science teacher to look at the physics involved in the movement of the massive blocks of stone, from where they were quarried, to the section that they lay in on the pyramid. ADDITIONAL ACTIVITIES Great Pyramid at Giza challenge Have students read the information about the Great Pyramid at Giza in their textbook. Have students undertake a ‘race’ to find who can answer the following questions the quickest. Discuss the answers as a class and then have students look at other sources Student book Oxford Big Ideas Humanities and Social Sciences 7 Western Australian Curriculum: Chapter 8 Ancient Egypt (pp. 246–247). The history toolkit (pp. 162–183) will be invaluable throughout the course. Worksheets Differentiation worksheets: 8C Ancient Egyptian lifestyles Interactive learning activities The pyramids Weblinks Mankind and engineering