Presentation on theme: "D IFFERENTIATED UNIT OF STUDY Societies and Civilisations of the past Ancient Egypt."— Presentation transcript:
D IFFERENTIATED UNIT OF STUDY Societies and Civilisations of the past Ancient Egypt
During stage 4 and 5 of history, content such as this needs to be taught in a way that increases enthusiasm, awareness and sparks further improvement in historical literacy. This work is an example of a differentiated unit of study, containing layers in the type of activities chosen to achieve similar goals. During each lesson there is a maximum amount of points that can be awarded. Students should work towards doing as many tasks as possible or completing complex tasks that achieve a maximum result. Layers have been broken down in the following manner using Blooms Taxonomy Layer A: Evaluation and synthesis. Layer B: Analysis and application Layer C: Knowledge and comprehension
O UTCOMES 4.1 – describes and explains the nature of history, the main features of past societies and periods and their legacy 4.5 – identifies the meaning, purpose and context of historical sources. 4.8 – locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research 4.10 – selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.
Students learn to: Describe how both men and women lived in the society or period Identify the origins of the society or historical period Describe the way in which the people of the society or period were governed Describe the rights and freedoms of different groups in the society or period Historical skills to be integrated into this topic: Sequence events within specific periods of time Use historical terms and concepts in appropriate contexts Identify different types of sources relevant to the study Draw conclusions about the usefulness of sources for an historical inquiry Locate, select and organise information from a range of sources
B RIEF BACKGROUND ABOUT THE CLASS The class is a mixed ability class of 25 students consisting of 60% of the students who are at a performing level, 20% of whom have behavioural problems and 10% of them at an ESL level. Despite the vast range of abilities within the classroom, all students have been given the chance to perform at a level that matches their strengths by differentiating the unit of work.
D IFFERENTIATED UNIT OF WORK Students must complete at least one Layer C task from EACH of the subtopics – Research, Video, Vocabulary and Visual TOTAL POINTS AVAILABLE – 250 POINTS A: 220 - 250 B: 190 - 219 C: 161 - 189 D: 135 – 160 E: <135 = failure to complete unit of work. Activities marked with (*) – Students must complete these tasks before advancing to other tasks.
L AYER C – BASIC UNDERSTANDING KNOWLEDGE AND COMPREHENSION M INIMUM 60 POINTS TO MOVE TO LAYER B. MAXIMUM 90 POINTS Note Taking 1. Read page 26-27 of Retro-active 1 and create 15 dot points on Ancient Egyptian homes. (*) – 5 points 2. Read page 34-35 of Retro-active 1 and create a step-by-step procedure on how to make a mummy. (*) – 5 points 3. Read page 30-31 of Retro-active 1 and list the roles of labourers and architects (minimum 5 dot points on each). (*) – 5 points Research – USING SOURCES (Must complete at least ONE activity) 4. Research the Nile and answer the following questions: - 5 points a) What could be the advantages and disadvantages of the annual flood of the Nile? b) What types of water craft was used on the Nile in Ancient times? 5. Research the legacy and importance of the pyramids for representing Egyptian beliefs and create 10 dot point notes. – 5 points 6. Research food and drink that wealthy Ancient Egyptians consumed and create 10 dot point notes. – 5 points
Video (Must complete at least ONE activity) 7. Watch “Mystery Mummy – SBS” and write 15 key notes learnt from the documentary. – 10 points 8. Watch tombs and customs video on http://www.pbs.org/empires/egypt/vid/last_clip10.html and create 15 key notes. – 10 points http://www.pbs.org/empires/egypt/vid/last_clip10.html Vocabulary (Must complete at least ONE activity) 9. (CAN NOT DO THIS ACTIVITY IF YOU HAVE COMPLETED ACTIVITY 14 ) Make flashcards describing each of the following Gods/Goddess’ and their roles. – 10 points a) Anubis b) Horus c) Amun Re d) Thorth e) Hathor f) Khepri g) Sakhmet h) Isis i) Seth j) Sobek
10. Write one sentence to explain why each of these people is remembered today. – 5 points a) Hatshepsut b) Khafre c) Menes d) Rameses II e) Tutankhamun 11. Create a glossary of terms of Ancient Egyptian places, rulers, items, concepts and processes. EG: afterlife, mummification, pharaoh, scribe, canopic jars, delta etc. Use your text book (Retro-active 1) and must use further research to find important terms. – 10 points 12. Complete the “Glossary Crossword” worksheet. – 5 points
Visual (Must complete at least ONE activity) 13. Create a mind map of the position of the Pharaoh, outlining his position as a ruler and God. – 5 points 14. (CAN NOT DO THIS ACTIVITY IF YOU HAVE COMPLETED ACTIVITY 9) Create a picture glossary of the 10 main Gods and Goddesses listed in Retro-active 1, page 33. Draw each of the Gods, labelling what they are wearing, and their roles. – 10 points 15. Complete the “Land of the Pharaohs” worksheet/map. – 10 points 16. Refer to page 22-23 of Retro-active 1. Complete Using Sources Questions. – 5 points
L AYER B : APPLICATION OF KNOWLEDGE ANALYSIS AND APPLICATION MINIMUM 50 POINTS TO MOVE TO L AYER C. M AXIMUM 85 POINTS 17. (Must have completed Layer C activity 1) Create a scaffold of a wealthy Egyptian home. After creating the scaffold of the house, label key features. – 15 points 18. Complete activity sheet on the process of mummification. The activity sheet contains various forms of questioning (true/false, short answer, identification questions and completing sentences) and sources, and is accompanied by a website (http://www.ancientegypt.co.uk/mummies/home.html ) in which the students have to follow the step by step process to undertake the mummification process. – 20 pointshttp://www.ancientegypt.co.uk/mummies/home.html 19. (Must have completed Layer C activity 2) In groups of 2, research and create a life size sarcophagus. See teacher for materials. On the back of your sarcophagus you must include 10 facts about the mummification process. – 20 points
20. (Must have completed Layer C activity 5) Create an interactive timeline to sequence the evolution of the pyramid. Use TimeRime website – http://timerime.com/en/page/our_products/360309 / - 15 points http://timerime.com/en/page/our_products/360309 / 21. Create a brochure of Ancient Egypt. Include 10 key facts about Ancient Egypt and pictures. – 15 points 22. (Must have completed Layer C activity 6) Create a menu of what the Pharaoh would eat on a special occasion. – 15 points 23. Read the worksheet “The Story of Tutankhamen” and answer the 12 true or false questions. – 10 points
24. Using the internet and picture sources, research and design your own Ancient Egyptian traditional clothing on a poster. Ensure you label all aspects of the outfit and include a paragraph of background information. 15 points 25. Using materials supplied by the teacher, the use of the internet and picture sources, research and create your own ancient Egyptian artefact 10 points 26. Choose one of the following topics a) Art b) Travel c) Housing d) Attire Using the internet or other books, find 3 sources related to one of these topics. Compare and contrast any differences between the sources. 10 points
L AYER A : CRITICAL THINKING EVALUATION AND SYNTHESIS M INIMUM 25 POINTS. M AXIMUM 75 POINTS 27. (Students must have completed Layer C activity 1) Evaluate in ONE page, the uses of Ancient Egyptian furniture, distinguish what items in the house are made of, interpret religious aspects of the home, and why rooms are structured in a certain positions of the home. – 25 points 28. (Must have completed Layer C activity 3) Write a newspaper report about building the great pyramids from the perspective of the labourers. You will need to include at least 5 facts of the labourer’s role and 5 facts of the architect’s role. Find this information from the internet and books. – 25 points 29. (Students must have completed layer C activity 2) Diary entry of an Ancient Egyptians desire to be mummified. The student must ensure that they incorporate all the steps involved in creating a mummy, to certify that they enter into the afterlife. – 25 points
30. Create a 10 slide power point on one of the following topics. – 25 points a) Food and drink b) Jewellery c) Clothing d) Leisure/recreation e) Hunting and fishing f) Transport and communication g) Crime and punishment Research must include books and useful websites and the PowerPoint must include at least TEN interesting facts on the topic and source pictures. 31. Essay Question: “In what ways was the Nile the ‘life source’ of the ancient Egyptians?” Answer in ONE page. Use sources from the internet and books – 25 points
32. Find 3 secondary sources related to Ancient Egyptian pharohs. These sources can include their roles, what they wore, they status in society etc. With each source write one paragraph describing the orgin of the source, the purpose of the source and what information it gives you. 20 points 33. Using Prezi, analyse the role of one influential female ancient egyptian talk about religion, heirachy and death in your answer. Include source pictures and ensure that there are a minimum of 15 facts. 25 points 34. Create a two person dialogue between a servant and a wealthy ancient egyptian. Include the roles of the servant and the expectations of the wealthy person. (minimum 2 pages) 20 points 35. Take a virtual tour on the website (http://www.egyptvoyager.com/pyramids_giza_virtual.htm#). Compare and contrast at least TWO of the ancient egyptian pyramids presented on the website. These include the Giza, the Khafre, the Khufu and the Menkaure pyramids. 20 pointshttp://www.egyptvoyager.com/pyramids_giza_virtual.htm# 36. From the compulsory activities 1, 2 and 3, create a 20 question quiz. This should include 10 multiple choice, 5 true or false question and 5 short answers. 20 points
STUDENT CONTRACT Read through the following and tick if understood. 1. If you do not completely understand what is required ask teacher for further explanation. __ 2. I am aware that I have 2 weeks to complete this unit of study on Ancient Egypt. __ 3. I am aware that tasks with an asterisk (*) are compulsory and must be completed before I commence any other activities. __ 4. I am aware that I must complete a minimum of 60 points from LAYER C __ 5. I am aware that I must complete a minimum of 50 points from LAYER B __ 6. I am aware that I must complete a minimum of 25 points from LAYER A __ 7. I am aware that I can complete more than the minimum amount from each layer but less than the maximum amount of points allocated for each layer. __ 8. I am aware that I am expected to reach the 250 POINT maximum to obtain an A result. __
9. I am aware that the minimum requirement to adequately complete this unit is 130 POINTS which will result in a D mark. Thus in order to achieve a superior result I must complete more tasks. __ 10. I am aware that in LAYER C I must complete AT LEAST one task from each of the following components: Research, Video, Vocabulary and Visual __ 11. I am aware that I can ask the teacher for assistance if needed. __ 12. I will complete each task to the best of my ability. __ 13. If I complete 200 points within the two weeks I will continue with other tasks from the list of my choice. __ STUDENT NAME _____________________ STUDENT SIGNATURE _____________________ DATE COMMENCEMENT _____________________ DATE DUE _____________________
RATIONALE The rationale of differentiating a unit of study is to give the appropriate learning opportunities for all students within the classroom environment. This unit has been specifically designed to motivate students in the study of History at a Stage 4 level. Students would have a prior knowledge on Ancient Egypt as they would have encountered this in primary school. A differentiated unit of work is very important, especially in stage 4 history as it ensures all students are able to access meaning at their own level and pace and through their preferred style of learning. Furthermore, the differentiated unit of study is designed for students of all levels and includes pre-testing to make sure that all students are offered the best learning experience. Students from all levels are catered for such as, visual, collaborative, kinaesthetic, aural and independent learners. Furthermore, the unit provides all students with activities that keep them motivated and on task. The aim is to help students develop an interest in the subject of history, so they can continue history in their senior years. The activities in each layers are allocated points according to the type of knowledge required and the difficulty level of the task. This systems allows all students in the class to engage with the content in a way which is accessible and also promotes deep knowledge..
Each activity has been allocated to a syllabus outcome to make sure that the differentiated unit of work covers all the requirements set out whilst also promoting independence, self efficiency and most importantly choice. This assignment consists of three layers according to blooms taxonomy. This gives the students a choice to choose their own assessments. The purpose behind this is to increase their levels of ownership of their learning and also helps to improve their self efficiency. Giving the students different options can help them achieve there potential. For example, creative options such as creating an outfit or an artefact allow students who may usually have some difficulty accessing meaning through traditional ways show that they have acquired the knowledge required to interpret and create meaning. Whilst activities such as newspaper articles can allow talented students to further engage with the task and interpret sources in a creative manner. Additionally, virtual site visits such as these give students the opportunity to see first hand the content as well as fulfilling the compulsory site study for the syllabus. By giving students these range of choices we allow them to reach their full potential.