3.+Sorting+Out


 * orting Out:** How did Ancient Egyptian society function? (Belinda)

British museum website: http://www.ancientegypt.co.uk/mummies/home.html
 * **Sorting out through English: Procedural writing task about the process of Mummification**
 * Outcome markers: 23.EA.6 ** the main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).
 * ELA 10 ** : Writes effectively
 * Aims**: To learn about the process of mummification. To practise note taking skills and procedural writing skills.
 * Task**: Watch a YouTube video about how to make mummies and take notes. Write down the mummification process in the correct order. After the individual exercise the class can brain storm the ideas learnt from the video and the students can make amendments to their original work (using a second colour pen) to ensure that they have all of the procedures in the correct order. Have a whole class discussions about "why" the Ancient Egyptians mummified their dead and what we do with our dead in the Australian culture.
 * Reference**:

Dr Zahi Hawass explains Ancient Egyptian Mummy Recipe: http://www.youtube.com/watch?v=OwiYnzfLUwI
The Mummification Process - Greek mummy: http://www.youtube.com/watch?v=-MQ5dL9cQX0

Websites about Ancient Egypt such as the British museum website: http://www.ancientegypt.co.uk/mummies/home.html
 * **Sorting out through English: Research, write about and give oral presentation of an Ancient Egyptian** **Pharaoh**
 * Outcome markers:** ** 23.EA.6 T ** he main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).
 * 23.EA.10 ** use a range of historical sources to investigate world issues and events. ** ELA 10 ** : Writes effectively. **ELA 8 **: Listens and speaks with purpose and effect.
 * Aims**: To practise research and writing skills (for major research project). To practise oral presentation skills. To learn about ancient Egptian Pharaohs and place them on a time-line.
 * Task**: Pick a pharaoh's name out of a hat. Research the pharaoh and write a report which includes an introduction, main body on information and a conclusion. The teacher can give the students a template to assist the students with organising and formating the information. The students will then give a short (2 min) oral presentation about their pharaoh to the whole class. The student will then place a piture of the pharaoh onto the class time line.
 * Reference** - Information about pharaohs from a subscription collection (2005) //The Gods of Ancient Egypt//.Hachette Partworks Ltd. Essex.

http://www.woodlands-junior.kent.sch.uk/homework/egypt/timeline.html. Books such as: Oakes, L & Gahlin, L. (2002). //Ancient Egypt//. Hermes House: London and Harris, N. (1997). //History of Ancient Egypt//. Hamlyn, London
 * **Sorting out through Maths: Create a Time Line (with whole class)**
 * Outcome markers:** ** 23.EA.6 ** The main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).
 * 23.EA.10 ** Use a range of historical sources to investigate world issues and events. ** ELA 16: ** Understands and applies number.
 * Aim** - To plot events and people onto a time line in order to understand when things/people occurred. Also to use a pictorial representation to gain a clearer understanding of the time periods the class is discussing. This Time Line will continue during the Going Further stage as groups add information to it.
 * Task** - Create a time line as a class. Use a few pieces of cardboard cut and joined so that the time line crosses one whole wall of the classroom. Start the time line in the year 3000BC (the Early Dynastic Period) and continue it to modern day. Ensure there is enough room on the time line to add information and pictures. As a class discuss concepts such as AD and BC time periods. Use concrete representations (base ten blocks) to fully understand how long ago 5000 years was. As the class, and later small groups, learn about different events and people of Ancient Egypt they can plot this information onto the time line.
 * Reference**: Onlinetime-lines http://www.schoolsliaison.org.uk/kids/access/egypt/timeline_egypt.htm

Subscription collection: (2005) //The Gods of Ancient Egypt//.Hachette Partworks Ltd. Essex.
 * **Sorting out through Maths & Art: Venn Diagram**
 * Outcome markers:** ** 23.EA.6 ** The main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).
 * 23.EA.10 ** Use a range of historical sources to investigate world issues and events. ** ELA 16: ** Understands and applies number.
 * Aim**: To develop a whole class Venn diagram as a visual representation of the comparisons between ancient Egyptian life style and modern life style; that can be added to as the class learns more about ancient Egypt culture. To develop an understanding that there are many simularities between ancient Egyptian and modern life styles.
 * Task**: The teacher provides pictures of ancient Egyptian life styles and everyday activities. The students place these on the Venn diagram either in the ancient Egyptian side (if they are unique to ancient culture) or the middle (if they are common to both ancient and modern cultures). The class discusses each picture and make a join decision on where it should be placed. The students draw pictures of modern activities to place in the modern section of the Venn diagram. The Venn diagram grows and develops during the course of the unit. Students can compare their opinions of the similarities and differences at the beginning and end of the unit of study.
 * References**: British museum website: http://www.ancientegypt.co.uk/mummies/home.html


 * **Sorting out through P.E. & Art: Ancient Egyptian games (senet)**
 * Outcome markers:** ** 23.EA.6 ** The main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).

Online: [] [] Books: Oakes, L & Gahlin, L. (2002). //Ancient Egypt//. Hermes House: London Harris, N. (1997). //History of Ancient Egypt//. Hamlyn, London Subscription collection: (2005) //The Gods of Ancient Egypt//.Hachette Partworks Ltd. Essex.
 * Aim**: To find out about ancient Egyptian games and sports to make comparisions between ancient and modern past-times. To learn about the board game senet (and compare it to modern board games); preperation for students making thier own board games based on ancient Egypt.
 * Task**: The teacher can show a video about ancient Egyptian games and sports. The teacher can provide the class with pictures of these past-times and they can be placed onto Venn diagram. Students can discuss and make comparisons between ancient and modern past-times. The class can do some of the activities during a P.E. lesson (such as tug-of-war and leap frog). The teacher can discuss the game senet and show pictures of the game and discuss how it was played. The students form pairs and make a simple version of a senet game and play the game. After the students have played the game they can participate in a class discussion about what they thought about the game and compare it to other board games they have played.
 * References**:

The teacher can then sort the class out into the pharaoh, viziers, heads of the bureaucracy, high priests, administrators, scribes, artisans, farmers and labourers; this can be done by either drawing randomly out of a hat or chosen by the teacher. The students can role play different activities and discuss thoughts and feelings. For example what jobs would each person have done, what would be a typical day in the life of? Role play "status activities" i.e. how each person would have behaved with other people above or below them in status. Once role plays has been done and thoughts and feelings discussed then the teacher can change the positions of each student and the students can have the opportunity to role play a different position. At the end of both role plays the students can discuss and/or write about the differences and simularities between thier different position and discuss their thoughs and feelings about each one. This mini role play activity will assist the students with thier end of unit major role play during the Ancient Egyptian Day. Online: http://www.woodlands-junior.kent.sch.uk/homework/egypt/Hierarchy.html http://www.crystalinks.com/egyptsocialsystems.html Book: Brown, S (1998).//Ancient Egypt - A Comprehensive Resource for the Active Study of Ancient Egypt.// Prim-ed Publishing, Western Australia
 * **Sorting out through Drama: Mini Role Play of Ancient Egyptian Social Hierarchy**
 * Outcome markers:** ** 23.EA.6 ** The main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).
 * 23.EA.10 ** Use a range of historical sources to investigate world issues and events. ** ELA 5 ** : Contributes to group effectiveness
 * Aim**: To begin to learn about and understand the social hierarchy of Ancient Egyptian society in a concrete, physical way through role-play.
 * Take**: First the teacher will discuss the social hierarchy of Ancient Egypt. The class will watch a video (REASOURSE) and the teacher will show the class a diagram of the hierarchy of Ancient Egypt society ([|Social Hierarchy]) //[|Ancient Egypt Webpage]//
 * References**:


 * **Sorting out through English & Drama: Script reading and acting of chapter 1 of the book //Pharaoh – The Boy Who Conquered The Nile//**
 * Outcome markers:** ** 23.EA.6 ** The main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient Egypt).


 * ELA 5 ** : Contributes to group effectiveness. ** ELA 7 ** : Creates, presents and appreciates artistic works. ** ELA 8 ** : Listens and speaks with purpose and effect. ** ELA 9 ** : Reads effectively
 * Aims**: To assist the children in developing a clearer understanding of everyday life in ancient Egypt through script reading and acting. To gain experience in changing text to a scirpt. To practise reading and performing infront of the class.
 * Task**: In groups of 4 the students are give a photocopy of different section of chapter one of the //Pharaoh – The Boy Who Conquered The Nile.// As a group the studnets will re-write their section of the chapter into a script, making decisions on characters, dialoge and what parts to keep in, expand or take out. The students will then practise and perform (with scripts) the different sections of the text (in order) for the rest of the class. The performances will basically be script reading and will not require props or costumes.
 * References**: French, J. (2007). //Pharaoh – The Boy Who Conquered The Nile.// Harper Collins: Sydney