5.+Making+Conclusions

//How did Egypt society function compared to modern Australia?// **Aims** – To think critically and creatively about their current understanding about Ancient Egypt and how to apply that in a board game to test their peers and their own knowledge. **Link to Curriculum –** **Resources –** **Aims** – Students are to think deeply about how being run as a Monarchy like the Egyptians would affect Australian life today and show their understanding through an effects wheel. **Link to Curriculum –** **Resources –** **Aims** – Students think critically about the importance of different opinions to their understanding of the unit and order them. First the task is explained for students who may not be familiar with it; that nine opinions held by different students over the course of the unit are selected and students order them according to what they consider to be the most truthful and important opinions through to the least. Students will do this task individually. After they have sorted these individually they will share their order with a partner and between the two of them discuss and argue the selection. **Link to Curriculum –** **Resources –** **Aims** – To have students reflect on their build understanding and add or correct any additional information. **Link to Curriculum –** **Resources –**
 * Making Conclusions**
 * **Create a board game**
 * Task** – Students use their knowledge of board-games, from both in and out of class, to develop their own board game. The purpose of these board games will be to add to the resources in the school library for other students to enjoy and learn from. Students will be asked to decide on a particular topic for their game from what has been learnt in class so far, e.g. the class structure of Ancient Egypt, food and culture of Ancient Egypt, geographical aspects, etc. The class board game that was made in a previous week will also be used as a guide for students in designing their own. Students will be provided with the appropriate materials such as large board, cards and dice. This is a small group activity.
 * **Effects Wheel**
 * Task** – A whole class effects wheel will be created on a simple topic, e.g. the effect of changing the seating pattern of the classroom; to show students how to create one on their own. Then they will be asked to create an individual one on the effect of an absolute monarchy and theocracy on everyday living in Australia.
 * **Diamond Display**
 * Task** – After having the task explained to them so they understand what they are to do 9 opinions that different students have had since the beginning of the unit are selected and individually they order the opinions
 * **Adding to classroom displays**
 * Task** – Students will add any information they have found to the class map, Venn Diagram and timeline. They will also discuss if two or more people find information that is conflicting or if information that was put up previously has been found to be incorrect. This will allow for class discussions about the content, research techniques, what makes a quality source and that historians don’t always know the right thing and that what is considered ‘correct’ may change if more evidence is found.