G Cooney Assessment 2 Unit Planner

EDSS471: History C&T 2
S00153568
G.Cooney
Assessment 2: Unit Planner

Ancient History Unit 2: Ancient
AOS 2: Middle Kingdom Egypt:
Egypt
Duration (weeks): 10
Power and Propaganda

No. of Periods (50-60mins): 40
Rationale:
The following has been devised for VCE Ancient History, Unit 2:
Ancient Egypt, specifically Area of Study 2: Middle Kingdom Egypt:
Power and Propaganda. This unit finds its foundation in blending
content knowledge with promoting historical thinking and developing
student understanding of the six historical thinking concepts as
defined by Seixas and Morton in order to frame student thinking
about how historians transform the past into history and begin
constructing history themselves (Seixas & Morton, 2013, pg3). This
unit will be based upon an overarching substantial concept of power
and its representation throughout Middle Kingdom Egypt through
other concepts associated with power such as militarisation, dynasty,
governance and spirituality as well as using Seixas procedural big
six concepts (Seixas & Morton, 2013). As this is a VCE unit the overall
goal of the unit it to get the student to understanding all the key
knowledge and be competent at all the key skills while still developing
their conceptual knowledge base, ideally this would be furthered by
expanding their use of sources, both primary and secondary, in
creating original thought and constructing historical arguments
(VCAA, 2015; Duquette, 2015). Furthermore, as this unit tries to find a
balance between concept based pedagogy and content based
pedagogy, it is envisioned that student understanding will be deeper
and of a higher order than it would be using a simply content based
method and that students would find a firm ground in disciplinary
understanding rather than trying to create cohesion with an overload
of content and facts (Husbands & Kitson, 2010; Erickson, 2007;
Penney 2011). By VCE it is imperative that students know the

S00153568
G.Cooney
different between facts and thinking historically, as only through

evaluating what is presented can students understanding the new
ideas that will undoubtedly be discovered through the course of this
unit (Husbands & Kitson, 2010; Short et al, 1996). Not only are each
weeks content integrated with conceptual understanding so are the
assessments throughout this unit as the unit highlights the
importance of historical sources to historical inquiry (VCAA 2015).
Each formative will deal, in some way, with conceptual understanding,
as does the final summative. Through creating tasks that are based
upon differing levels of conceptual understanding students are able to
work upon their skills in order to meet the requirements of the
summative. It is hoped that through conceptual scaffolding and
modelling through the use of Wineburgs model for source analysis
students will be able to identify historical sources as contestable
pieces of evidence rather than undeniable fact as it promotes richer
discourse and deeper thinking (Wineburg, 2001; Taylor et al, 2012;
Husbands & Kitson, 2010). Differentiation will be implemented
throughout the formatives in various ways such as creating
identification keys in source analysis to aid in students ability to
dissect a source as well as prompting statements for answers.
Through structuring the various assessments, both formal and
informal, in such a manner as to promote the cohesion of conceptual
and content understanding and learning students will be able to
better grasp what is required and expected of them and providing
them with the tools to achieve to the best of their ability, through
such assessment models as VanSledrights pillars of assessment while
also allowing for independent progression as students move from
uncontested notions to challenging historical preconceptions in
understanding history (VanSledright, 2015, Seixas & Morton, 2013).
G.Cooney S00153568
Unit Planner
Area of Study: 2
Outcome: 2. On completion of this unit the student should be able to explain the use and representation of
power in Middle Kingdom Egypt and the Second Intermediate Period. To achieve this outcome the student will
draw on key knowledge and key skills outlined in Area of Study 2.
Length: 10 weeks (equivalent to 40 x 50 minute lessons)
Week
1
Key Knowledge & Key

Skills
Key Knowledge:
Political
developments in the
reign of Mentuhotep
II, including the
reunification of Egypt
and the
centralization of
government
Key Skills:
Explain the causes
and consequences of
the reunification of
the two kingdoms
Content (Identify key

concepts)
Content:
This week will
introduce the new AOS
and will begin with the
reunification of the
Nile Valley and Delta
and will also deal with
the centralisation of
government after the
end of the civil wars of
the First Immediate
Period and the
challenges faced.
Key Concepts:
Control and power,
governance and
dynasty and cause and
consequence
Pedagogies (Identify higher order

thinking skills)
Introduction to AOS
- Requirements of the unit,
expectations, outline and
overview of assessment
Mini Lectures:
- End of Old Kingdom, first
intermediate period and civil
wars and rise of Middle
Kingdom
- Re-unification of the Nile
Valley and Delta
- Re-introduction of
centralisation of government
Learning Activities
- Concept map (create,
categorise, apply, remember,
understand)
Students will quickly draw up a
concept map on ancient Egypt,
looking at everything they know
This is designed so that students
challenge their preconceptions
about ancient Egypt
Resources
Assessment
Student Resources:
YouTube clip: Ancient
Egypt: Crash Course
World History #4
- Watch from 6:157:54
Crash Course.
(2010). Ancient
Egypt: Crash Course
World History #4.
Retrieved from
https://www.youtube.
com/watch?
v=Z3Wvw6BivVI.
Video.
Teacher
Resource/Student
resource:
Stiebing Jr., W.H.
(2009). Ancient Near
Eastern History and
Culture. New York,
New York: Pearson
Formative:
KWL Chart
from learning
activity will aid
teacher in
ascertaining
student
knowledge
G.Cooney S00153568
Key Knowledge:
Political
developments in the
reign of Mentuhotep
II, including the
reunification of Egypt
and the
centralization of
government
The subjugation of
Nubia by Middle
Kingdom Egypt
Key Skills:
Explain the causes
and consequences of
the two kingdoms
Ask questions about
Content:
As power is a key
concept for this AOS a
week will be spent on
linking the
reunification and
centralisation of
government with the
usurping of Nubia and
Canaanite territories
under Mentuhotep II
Key Concepts:
Power, cause and
consequence and
governance and
dynasty
KWL Chart (remembering,

understanding)
Students are to identify what they
know and what they want to
know, at the end of the AOS
students will revise to see what
they learnt
- Living graph (apply, create,
evaluate)
Showing consequence and
significance of Mentuhotep IIs
reign (will go back to this multiple
times)
Discussion on content for the
week, address any issues
Mini Lectures:
- Political developments in
Mentuhotep IIs reign
Reunification of Egypt
Centralization of government
Conquering of Nubia and
Canaanite territories
Learning Activities:
- Living graph (apply, create,
evaluate)
Showing consequence and
significance of Mentuhotep IIs
reign (will go back to this multiple
times)
- Think, pair, share
(understand)
On the topic of creating
connections between historical
events, specifically how the
reunification led to the usurping
of Nubia and Canaanite, or if
Education.
Page 155
Teacher Resource:
Grimal, N. (1998). A
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Student resource:
Ancient Egypt Online.
2010. Montuhotep
Nebhepetre
(Montuhotep II).
Retrieved from
http://www.ancienteg
yptonline.co.uk/mont
uhotep2.html.
Website.
Teacher/Student
Resource:
Stiebing Jr., W.H.
Eastern History and
Culture. New York,
New York: Pearson
Education.
Page 155
Formative:
Living graph
will serve as a
revisited
formative to
see how
students are
progressing
with their
understanding
of significance
G.Cooney S00153568
the use and

representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
3
Key Knowledge:
The importance of
cross-cultural trade
to Middle Kingdom
Egypt
Key Skills:
Consider the
historical significance
of cross-cultural
trade links
Explain the causes
and consequences of
the two kingdoms
Key Knowledge:
The representation of
there is any connection at all.

Designed to get students
questioning the past and
portrayals of it
Content:
With the connection
between the
unification and
usurping by
Mentuhotep II
exposed, this week will
deal with the
subsequent causes
and consequences of
the reunification of the
two kingdoms and the
importance of crosscultural trade during
this time
Key Concepts:
Trade, cause and
consequence,
historical significance
Content:
This week aims to
Mini Lectures:
- Trade
o Re-emergence of crosscultural trade and its
importance
- Mapping Activity (applying)
Students will map trade routes
onto a map of Ancient Egypt,
making note of goods traded in
specific regions
- Research Activity (applying,
evaluate)
Using the knowledge gained from
the mapping activity and
independent research students
will then work in groups to discuss
the impact of the previous weeks
content on cross cultural trade
through the lens of cause and
consequence and historical
significance, they will need to look
at not only the effect of these
events on middle kingdom Egypt
but also throughout history
Mini Lectures:
Power through belief
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Student Resources:
- Website for
mapping activity
University College
London. (2002).
Foreign relations: the
Middle Kingdom
(about 2025-1700
BC). Retrieved from
http://www.ucl.ac.uk/
museumsstatic/digitalegypt//fo
reignrelations/mk.ht
ml. Website.
Formative:
Research
Response:
Students will
need to
produce a
response on
their research.
This response
should be
extended
response and
will mirror that
of a ten point
question
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Ancient Egypt Online.

(2010). Montuhotep's
Formative:
Living graph:
the power of the king

through funerary
architecture of the
Middle Kingdom at
Deir-el-Bahri
Key Skills:
Explain the beliefs,
values and attitudes
of people in Middle
Kingdom Egypt
Compare historical
interpretations of
rulers of Middle
Kingdom Egypt
Ask questions about
the use and
representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
5
Key Knowledge:
in the artistic and
literary works of
Middle Kingdom
Egypt
Key Skills:
Ask questions about
the use and
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show the fusion

between power and
belief and the change
and continuity
between the Old and
New kingdom through
an analysis of the
architecture of
Mentuhotep IIs
funerary complex at
Deir-el-Bahri and the
religious and political
reasons underpinning
its construction.
Key Concepts:
Spirituality, politics
and power, change
and continuity,
evidence, historical
significance, historical
arguments
Content:
This week looks at the
representations of the
power of king in the
complex
Key Concepts:
Power, evidence,
change and continuity,
arguments
Deir-el-Bahri and architecture

Spirituality and its influence in
funerary architecture
- Lotus Diagram
(understanding, applying)
Students will look at the
architecture of Mentuhotep IIs
funerary complex and the political
and spiritual motives behind the
structure and complete a LOTUS
diagram that uses their findings
and frames in through the lens of
the representation of power
- Living Graph (apply, create,
evaluate)
Students will revisit their living
graph and update it with the new
content they have learnt, through
revisiting the graph it is hoped
that they will revisit historical
significance and see how
significance can change over time
Mini Lectures:
- Look at the representations of
the King and Power within the
complex
- Artistic representations of
Middle Kingdom Egypt
- Research activity
(understanding, applying,
evaluate)
Students will research different
Mortuary Temple.
Retrieved from
http://www.ancienteg
yptonline.co.uk/mont
uhotepmorttemple.ht
ml. Website.
Teacher/Student
Resource:
Stiebing Jr., W.H.
Eastern History and
Culture. New York,
New York: Pearson
Education.
Page 156-157
This will serve

as a revisited
formative to
see how
students are
progressing
with their
understanding
of significance
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Student resource for
info on art.
http://archaeologyne
wsnetwork.blogspot.c
om.au/2015/09/ancie
nt-egypttransformedmiddle.html#.ViHnst
Yrfdk
Teacher Resource:
Formative:
Student
responses to
source analysis
will be looked
at to judge
how they are
progressing
G.Cooney S00153568
representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
Compare the
perspectives of
people from the
ancient past on
authority as
expressed through
sculpture and The
Prophecy of Neferti,
The Story of Sinuhe
and Instructions of
King Amenemhet
Key Knowledge:
The importance of
cross-cultural trade
to Middle Kingdom
Egypt
Key Skills:
Ask questions about
the use and
representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
Content:
Analysis of border
control, and economic
and trade implications
of the fortress of
Buhen in Nubia.
Key Concepts:
Cause and
consequence, trade,
militarisation
artistic pieces from Middle

Kingdom Egypt and will follow a
task sheet designed at getting
students to look at codes and
conventions and change and
continuity of these pieces
throughout the Middle Kingdom
period
- Source Analysis (create,
evaluate, analyse)
Students will look at artistic
representations of the King
throughout Middle Kingdom Egypt
using Wineburgs source analysis
for a selection of sources and
answer the question How was art
used to portray power in Middle
Kingdom Egypt?
Mini Lectures:
- Militarisation
- Issue of border control and
economic and trade
implications of militarisation
- Research Activity and Jigsaw
(understanding, applying,
evaluate, create)
Students will be put into groups
and will each look at a different
aspect of the implication of
militarisation, specifically in Nubia
o Boarder control
o Economic implications
o Trade implications
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Formative:
Research
response will
be looked at to
determine how
the students
ability to
construct
historical
arguments is
Key Knowledge:
in the artistic and
literary works of
Middle Kingdom
Egypt
Key Skills:
Compare the
perspectives of
people from the
ancient past on
authority as
expressed through
sculpture and The
Prophecy of Neferti,
The Story of Sinuhe
and Instructions of
King Amenemhet
Compare historical
G.Cooney S00153568
Content:
Literature as
propaganda and power
will be discussed this
week and the
influence of such
documents like The
Prophesy of Neferti
and a comparison of
perspectives on
authority expressed
through
representations of the
power of King
Amenemhet I in The
Prophesy of Neferti;
The Story of Sinhue
and the Instructions to
Amenemhet
Key Concepts:
Power and
Students will then jigsaw into new

groups and create an extended
response answering the
questions, To what extent did the
militarisation of Nubia effect
Egyptian life?
- PMIQ chart (understanding,
applying)
Students will complete a PMIQ
chart on militarisation and its
effect on Egyptian life
The questions from their Q
section will inform the inquiry
session that will follow
Mini Lectures:
- Representations of power
through literature
- Literature as propaganda
- Source analysis (create,
evaluate, analyse)
Students will analyse one of the
literary pieces mentioned in the
previous column using Wineburgs
source analysis and will answer
set questions to get them to
evaluate the evidence.
- Jigsaw (evaluate, understand)
Students will jigsaw into different
groups than their source analysis
and compare the pieces looked at
in the previous activity and their
representations
Teacher/Student
Resource:
Stiebing Jr., W.H.
Eastern History and
Culture. New York,
New York: Pearson
Education.
Page 156-160
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Formative:
Source
Analysis on
literary
propaganda.
Differentiation
will exist
through
identification
of key areas on
document and
helpful answer
prompts. See
Appendix 1 for
task sheet
interpretations of
rulers of Middle
Kingdom Egypt
Ask questions about

the use and
representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
Key Knowledge:
The shift in power
from the king to
governors
Key Skills:
Explain continuity
and change in the
distribution and use
of power in Middle
Kingdom Egypt
Key Knowledge:
The emergence of
the Hyksos, their
transformation into
the Fifteenth Dynasty
and the
representation of
their authority
G.Cooney S00153568
propaganda, control,
perspectives, evidence
Content:
Analysis of the
material record at Beni
Hasan, burial ground
for governors of the
Middle Kingdom.
Concepts:
Power, change and
continuity
Content:
This week focuses on
the social, economic
and political features
of Avaris, Delta capital
of the Hyksos foreign
rulers who had taken
up Egyptian beliefs
Mini Lectures:
- Shift in power through case
studies: Beni Hasan
- Compare and contrast activity
(evaluate, apply)
Students will look at the
representation of governors
through their burial ground in
comparison to the burial grounds
of Kings in the Middle Kingdom
and create a Venn diagram
showing their findings. They will
then create a response dealing
with change and continuity on the
shift in power from Kings to
governors
Mini Lectures:
- Foreign rule
o Hyksos rulers (Fifteenth
Dynasty)
o Social features of
Avaris
o Economic features of
Avaris
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Formative:
Venn diagram
task will serve
as a indicator
of students
understanding
of change and
continuity
Teacher Resource:
History Of Ancient
Egypt. Oxford,
England: Blackwell
Publishing.
Chapter 7-8
Formative:
Source
analysis:
Student ability
to create
responses to
sources using
the Wineburg
Key Skills:
Explain the beliefs,
values and attitudes
of people in Middle
Kingdom Egypt
Explain continuity
and change in the
distribution and use
of power in Middle
Kingdom Egypt
G.Cooney S00153568
and practices and

formed the Fifteenth
Dynasty and the
challenges and
consequences of
foreign rule
Key Concepts:
Dynasty, change and
continuity, power,
evidence, arguments
Ask questions about

the use and
representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
10
Key Knowledge:
The defeat of the
Hyksos by the
Seventeenth Dynasty
(Upper Egypt).
Key Skills:
Compare historical
interpretations of
rulers of Middle
Kingdom Egypt
Construct arguments
Content:
As this is the last week
of the unit this week
will focus on the
evaluation of the views
of the Seventeenth
Dynasty which held
power in Upper Egypt
during the same
period; the war and
subsequent defeat of
Hyksos by the
Seventeenth Dynasty
Political features of
Avaris
- Change and continuity
(evaluate, analyse and apply)
Students will map social,
economic, spiritual and political
features of the Fifteenth dynasty
against those of earlier middle
kingdom Egypt dynasties to see
change and continuity
- Document analysis (create,
evaluate, analyse)
Students will be given documents
on the Hyksos rulers from
Egyptian scripts and will be asks
to evaluate these documents
using Wineburgs source analysis
model. Students will then be
given questions modelled on the
type of questions asked in the
exam
model will be
evaluated
Mini Lectures:
- Views of seventeenth dynasty
- War between Hyksos and
Seventeenth dynasty
- Overview of AOS content
- Mapping activity (applying)
Students will map lower Egypt
and upper Egypt and the
subsequent warfare
- Concept Map (create,
categorise, apply, remember,
understand)
Teacher/Student
Resource:
Stiebing Jr., W.H.
Eastern History and
Culture. New York,
New York: Pearson
Education.
Page 165-168.
Formative:
The concept
map will be
used as a
formative
assessment to
look at student
knowledge
before the
summative
Summative:
Summative
about power and

propaganda in the
Middle Kingdom
using primary
sources and historical
interpretations as
evidence.
Ask questions about
the use and
representation of
power in Middle
Kingdom Egypt to
inform historical
inquiry
G.Cooney S00153568
and will sum up the

whole AOS before the
summative
Key Concepts:
Perspectives,
Evidence, dynasty,
power, historical
arguments
Students will create a concept

map through the lens of power on
the AOS and list as many things
as they know. This will serve as a
form of revision and will allow
students to see what they need to
revise.
assessment
will be a
source analysis
(see appendix
2) where
students will
analyse four
sources, two
artistic
representation
s of power,
one literary
document and
one historical
interpretation.

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G.Cooney
Reference List:
Duquette, B. (2015). Relating Historical Consciousness to Historical
Thinking through Assessment. In Ercikan, K., & Seixas, P. (2015).
New Directions in Assessing Historical Thinking. New York, NY:
Routledge.
Erickson, H.L. (2007). Concept-based Curriculum and Instruction for
the Thinking Classroom. Heatherton, Victoria: Hawker Brownlow
Education.
Husbands, C., & Kitson, A. (2010). Teaching History 11-18. Berkshire,
GBR: McGraw-Hill Education.
Penney, C. (2011). New Possibilities for the Past. Vancouver, Canada:
UBC Press.
Seixas, P. & Morton, T. (2013). The Big Six: Historical Thinking
Concepts. Toronto, Canada: Nelson Education.
Short, K.G., Schroeder, J., Laird, J., Kauffman, G., Ferguson, M.J. &
Crawford, K.M. (1996). Learning Together Through Inquiry: from
Columbus to Integrated Curriculum. Portland, Maine: Stenhouse
Publishers.
Taylor, T., Fahey, C., Kriewoldt, J., & Boon, D. (2012). Place and Time:
Explorations in Teaching Geography and History. Frenchs Forest
NSW: Pearson Australia.
VanSledright, B. (2015). Assessing for Learning in the History
Classroom. In Ercikan, K., & Seixas, P. (2015). New Directions in
Assessing Historical Thinking. New York, NY: Routledge.
Victorian Curriculum and Assessment Authority. (2015). VCE History
Study Design: 2016-2020. Retrieved from
www.vcaa.vic.edu.au/Documents/vce/history/HistorySD2016.pdf.
Wineburg, S. (2011). Historical Thinking and Other Acts: Charting the
Future of Teaching the Past. Philadelphia, America: Temple
University Press.

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G.Cooney
Appendices:
Appendix 1: Formative Assessment
Source Analysis: Representations of Power
Task:
You are to analyse the following:
-
The Prophesy of Neferti
To do this you must analyse the sources based on the model we have
worked on in class (see below for refresher)
Sourcing Contextualising Close Reading Corroboration
Then you must create an extended response answering why the
source was created. To do this you must evaluate the source in
regards to the context in which it was created.
#Remember to think of the author, the audience, the representation
of power it gives, the motivation behind the source and the reliability
of the source.

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G.Cooney
Appendix 2: Summative Assessment

Source Analysis: Power in the Middle Kingdom
Task:
You are to analyse the given sources in regards to how the represent
power in the Middle Kingdom by answering the question:
Using your own knowledge and the sources analyse and
evaluate how the given sources portray the representation
and use of power in Middle Kingdom Egypt?
You will be given:
-
Two image (art or sculpture);

One historical document and;
One historical interpretation
Your response is expected to use your own knowledge of the time as

well as the information you find within the sources and it is expected
that you write you response as one response that uses all four
documents to answer the question, like you did for your source
analysis on art in Middle Kingdom Egypt.
Note# It is expected that you highlight and annotate your sources
before creating your response
*see next page for rubric
G.Cooney S00153568
CRITERIA
Excellent
Very Good
Above Satisfactory
Satisfactory
Below Satisfactory
Analysis of
Document/
Ability to interpret.
Outstanding
analysis of
document(s) with
obvious evidence
towards correct
interpretation of the
piece.
Very good analysis of

document(s) with
obvious evidence
towards correct
piece.
Good analysis of
document(s) with
evidence towards
correct interpretation
of the piece.
Satisfactory analysis
of document(s) with
evidence towards an
piece.
Inadequate analysis
of document(s) with
little to no evidence
towards an
piece.
Highly sophisticated
knowledge of the
context of the piece
is evident. Student
sufficiently shows an
understanding for
the time period.
Sophisticated
knowledge of the
is evident. Student
has shown an
understanding for the
time period.
Solid knowledge of
the context of the
piece is discernible.
Student sufficiently
shows an
time period.
Satisfactory
knowledge of the
can be seen. Student
somewhat shows an
time period.
Limited or no
knowledge of the
is evident. Student
hardly shows an
time period.
Student identifies a
range of relevant
key issues in
outstanding
precision.
Student identifies
multiple relevant key
issues in precision.
Student identifies
some relevant key
issues.
Student identifies a
few key issues.
Student identifies
limited to no key
issues.
Outstanding
understanding and
evidence of content
and historical
concept knowledge
is shown.
Very Good
understanding and
evidence of content
and historical
concept knowledge is
shown.
Solid understanding
and evidence of
content and historical
shown.
Satisfactory
understanding and
evidence of content
and historical
shown.
Inadequate or limited
understanding and
evidence of content
and historical concept
knowledge is shown.
20%
Context knowledge.
25%
Identification of key
issues.
25%
Content/concept
knowledge.
30%

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EDSS471: History C&T 2

Assessment 2: Unit Planner

AOS 2: Middle Kingdom Egypt:

Power and Propaganda

EDSS471: History C&T 2

different between facts and thinking historically, as only through

EDSS471: History C&T 2

Key Knowledge & Key

Content (Identify key

Pedagogies (Identify higher order

EDSS471: History C&T 2

KWL Chart (remembering,

EDSS471: History C&T 2

the use and

there is any connection at all.

Ancient Egypt Online.

EDSS471: History C&T 2

the power of the king

show the fusion

Deir-el-Bahri and architecture

This will serve

EDSS471: History C&T 2

artistic pieces from Middle

EDSS471: History C&T 2

Students will then jigsaw into new

EDSS471: History C&T 2

Ask questions about

EDSS471: History C&T 2

and practices and

Ask questions about

EDSS471: History C&T 2

about power and

and will sum up the

Students will create a concept

EDSS471: History C&T 2

EDSS471: History C&T 2

The Prophesy of Neferti

EDSS471: History C&T 2

Appendix 2: Summative Assessment

Two image (art or sculpture);

Your response is expected to use your own knowledge of the time as

*see next page for rubric

EDSS471: History C&T 2

Very good analysis of

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