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25th Nov ALL MY STUFF IS FINISHED - BJ Heya, I've just posted what I've done, I just need to add in the references and the curriculum links to my activities and I'm finished. Gonna hit the sack and get back on it in the morning. Get here when you can, though since there shouldn't be much left to do but collate it it should only take a little time :). I didn't put much in the taking action section because I thought about how much time it would take to set up this sort of event and that there were only 2/3 in class hours dedicated to it before they present their work to the visitors and then you take into account the reflection stuff too... although, I think I might add for students who are set up and need some more direction that they can have some time to work on voluntary activities as well. Anyway, I'll hear your thoughts about it in the morning :)

24th Nov Heya, I've sent you both what I've done so far, feel free to add to/fix/change/disagree with etc :) B. btw, put some answers on the question page and added the two missing holes to the matrix under music, let me know if you like 'em.

21st Nov - Am still sick but on track to meet up tomorrow - not 100% sure what time as Lauren's testing time might vary, but shooting for 11am at this stage (will let you know). I'll have until about 4pm. Cheers, J.

9/11/10 Hi guys. Couldn't rename the page, sorry, but don't worry - thanks for your work on creating them! Have added the qu under each heading plus a page for assessment. Think our qu answered - found some notes in another word doc which I'd typed as Rosemary talked during a tute so prob answers our qu.

Cheers, will get busy and see you all soon! J :-)

8/11/10 I named some pages and then decided that numbering was the way to go to keep them in the correct order. for some reason it won't let me change the name of the tuning in page to number 1. please do it if you can!!! Talk more soon....

If we could also make a list of activities that we put on out pages as we go just so we don't repeat and incase you think they should go on another page... Belinda


 * Tuning In**


 * Finding Out**


 * Sorting out**
 * Procedural writing task about the process of Mummification


 * Finding Out**


 * Making Conclusions**


 * Taking action & sharing & reflection**

Hi Jane and Belinda,

Didn't get time to do much before arts lecture but here it is, feel free to do whatever :) Bree

Hi Bree, thanks for setting this up. Hi Belinda too!

Here's what we discussed today just as we typed it. Also, the ECTL essential content markers we cut and pasted but since we need to refer to the whole document, here's a link to it in case you don't have it handy: @http://activated.act.edu.au/ectl/framework.htm Cheers, catch you all soon,

J:-)

GUIDING QUESTION: **What is the relationship between Ancient Egyptian society and life in Australia today?** **Skills:** 22.EA.15, 22.EA.16; 23.EA.9; 23.EA.10; 23.EA.12 ||
 * **SOSE outcomes** ||
 * **Content:** 22.EA.1 ; 22.EA.7; 23.EA.1; 23.EA.2 23.EA.6 ; 23.EA.8; 24.EA.6
 * **Other outcomes:** 1.EA.? ||
 * **Content:** 1.EA.? ||

· How did Ancient Egyptian society function? (hierarchy, lifestyle, work, food, customs and traditions, religion, activities, the Nile, etc) //choose one at the end for a major project.// · Where is Egypt and what key geographical features and location affected Ancient Egyptian society? · What are the differences between Ancient Egyptian government and Australian government today? · What might today’s life in Australian have been like if the Greeks hadn’t conquered Ancient Egypt? || TUNING IN · Define ‘what is a society?’; what is Australian society? · What was the life of a 12 year old like in Ancient Egypt? – eg journal or poster or ‘A day in the life of...’ || FINDING OUT SORTING OUT KEY QUESTIONS: - Hierarchy - Families - Children - Activities inc schooling - Food -
 * How what when why – brainstorm some questions
 * What do some of them look like as classroom activities?
 * How did different people live in Ancient Egyptian times?** (write/illustrate a picture book; act out life;

DIFFERENTIATED QUESTIONS: END PRODUCT: role play – whole class; authentic food; make costumes (Arts); reading out/displaying stories and pictures;

** 22.EA.1 ** the purpose of democratic civil society and the origins of law and democracy, including comparison of governments in ancient societies with contemporary Australia ** 22.EA.7 ** the principles and institutions that underpin Australia’s representative democracy and civil society (e.g. parliament, free and fair elections, political parties, secret ballot, head of state) ** 22.EA.15 ** compare democratic and non-democratic systems of government ** 22.EA.16 ** express their own viewpoints on issues and contribute to class and group decision-making. ** 23.EA.1 ** the causes and effects of significant world events and their connections to current issues ** 23.EA.2 ** global inequalities and different life opportunities and some of their causes and effects ** 23.EA.6 ** the main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient civilisations of Greece, Egypt, Rome or China or medieval societies of England, Europe, Asia) ** 23.EA.8 ** the key values of some of the major belief systems in the world (e.g. major religions, ideologies) and their relevance for contemporary issues and events. ** 23.EA.9 ** locate places on a world map where significant issues and events are occurring and identify their geographical features using geographical language (e.g. scale, grid references, legends, latitude and longitude) ** 23.EA.10 ** use a range of historical sources to investigate world issues and events (e.g. eyewitness accounts, media, images, books, journals, newspapers, census data, artefacts) ** 23.EA.12 ** engage in ‘what if’ discussions about how an issue or event might have unfolded differently if people had chosen a different course of action. ** 24.EA.6 ** the role of government in providing goods and services to meet citizens’ needs, funded through taxation (e.g. schools and health services, consumer protection services, police, legal services, social welfare)