4.+Going+Further


 * Going Further** : How else was Ancient Egyptian different to modern Australian society?

Online:http://www.ancientegypt.co.uk/menu.html Subscription collection: (2005) //The Gods of Ancient Egypt//.Hachette Partworks Ltd. Essex. Books: Oakes, L & Gahlin, L. (2002). //Ancient Egypt//. Hermes House: London Harris, N. (1997). //History of Ancient Egypt//. Hamlyn, London Kindersley, D & British Museum (1993). //Mummy//. D.K Publishing, London
 * Going Further - Group project: Poster & Presentation (3 or 4 lessons) **
 * 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.
 * Aim**: To work as a group to research, write and present an information poster on a chosen aspect of Ancient Egyptian lifestyle. The key question for the project will be //How did different people live in Ancient Egyptian times?//
 * Task**: Students will have three or four lessons to choose a topic, research and write their project in a poster format and then present their poster to the class. The class will brainstorm a list of topics that they want to find out more about (i.e. families, children, occupations, food, clothes, the Nile, pyramids etc...). The teacher will put the class into groups (by topic interest and mixing skill levels) and negotiate with each group what topic they will do their project on. The information will be presented in a poster format which will be written in an essay format with an introduction, three paragraphs of information, conclusion and reference list. Students will be encouraged to add pictures and drawings to make the poster visually appealing. In previous lessons students will have been reminded on how to work in a group and divide up the work evenly, and how to research and write up information effectively. One of the lessons will be devoted to research in the library and/or using classroom books. Another lesson will be devoted to writing and editing the information and the third lesson will be used to put the poster together and practise presentation. The posters will be presented to the class over a couple of days and then displayed for future reference. Any new places mentioned can be added to the class map and any new events or people can be added to the class timeline.
 * Reference**:


 * Going Further - Individual choise of assessment activities from assessment Matrix **
 * 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.

** Aim ** : To give students the opportunity to choose individual assessment activities from the Bloom's Taxonomy and Gardener's Multiple Intelligence Matrix. **Task**: Students will negotiate with the teacher individually to select tasks from the specifically designed Bloom's and Gardener's Matrix chart that best support their individual learning needs. Online:http://www.ancientegypt.co.uk/menu.html Subscription collection: (2005) //The Gods of Ancient Egypt//.Hachette Partworks Ltd. Essex. Books: Oakes, L & Gahlin, L. (2002). //Ancient Egypt//. Hermes House: London Harris, N. (1997). //History of Ancient Egypt//. Hamlyn, London Kindersley, D & British Museum (1993). //Mummy//. D.K Publishing, London
 * 22.EA.15 **compare democratic and non-democratic systems of government.
 * Reference**:

Through negotiation the teacher can direct individual students

Making Conclusions - Group project : Presentation Aim: To compare an aspect of Ancient Egyptian lifestyle to modern Australian lifestyle.