ANCIENT EGYPT WORKSHOP–Curriculum Links Key Stage 1 and 2 Max. 24 children per group. 1 hour workshops at The Royal Albert Memorial Museum (RAMM) Choose sessions from: - Mummification, the Tomb of Shepenmut, Artefact Handling, African Animals. HISTORY – NC / QCA Unit 10 Year 3 / 4 What can we find out about ancient Egypt from what has survived? Expectations: Most will be able to describe and understand characteristic features of life in ancient Egypt focusing on rituals, beliefs and attitudes. They will be able to identify some of the ways the past is represented and explain them by using sources and specialist vocabulary. Some will not go so far and will remember some aspects of life in Ancient Egypt and their beliefs about the afterlife. Some will go further and be able make reasoned judgements about different representations of the past selecting information to ask and answer questions from various sources. Objectives: Increase knowledge and understanding about life in Ancient Egypt. To make inferences and deductions about their way of life from handling objects, both original and replica. To develop investigation skills and information gathering using a range of sources of historical evidence, using them to create an explanation. To understand that what we know about the past is dependent on what has survived. Develop thinking skills to assess actions they would take or recommend others to take based on evidence. To experience feelings of achievement and excitement about historical/other evidence in museums by seeing, and where possible, handling original artefacts. Links to Prior Learning: The children should have prior information on daily life in Ancient Egypt, especially their beliefs about life and death. Previous use of a range of sources of information would be useful to help children appreciate the way evidence can be gathered from the various objects and artefacts they may see on their visit. Outcomes Ability to describe characteristic features of Ancient Egyptian beliefs from experiencing the workshop, using new vocabulary, recording activities and memories. Know that the Shepenmut display represents a very brief amount of time within the whole chronology of the Ancient Egyptian Civilisation. Ability to observe and describe an artefact accurately, making inferences and deductions about its use. Historical enquiry – ask and answer questions about what has survived from Ancient Egypt and what this reveals about the past. Use a range of historical, and other, sources of information. Organisation and Communication – opportunities to recall, select and organise information about the people of Ancient Egypt. Drama link – to participate in a drama activity and to explore characters, issues and emotions. ANCIENT EGYPT WORKSHOP CONTENT Children will have the chance to participate fully in these workshop sessions, through role play/drama, and by handling/observing original artefacts. An „Egyptian Treasures‟ box with real and replica items is available for Artefact Handling for close-up observation and drawing, while work on African Animals links up with Egyptian Gods. MUMMIFICATION SESSION One group (of up to 24 children) will learn about the Ancient Egyptians‟ beliefs about life after death, the reasons for and methods used in mummification and consider the various sources of information / evidence available in this museum. Each child will be encouraged to take on the role of a character in an embalmers workshop in Ancient Egypt, using character cards and props to inspire their imagination. Use of original and replica artefacts will be involved, e.g. canopic jars, shabtis and amulets; as will the use of appropriate oils, herbs and materials. The session finishes with a look at the x-ray of Shepenmut, our very own mummy! This session is museum-led. THE EGYPTIAN TOMB Another group (of up to 24 children) will take on the role of archaeologists/ researchers / detectives who have just discovered the tomb of Shepenmut. They have been given the task of finding out as much as possible about her, using the evidence of what remains, in order to learn what kind of life she led and to decide whether she was a person of significance. Various clue cards will be available – things to look for, draw, questions to answer, etc. and a local storyteller (the class teacher, or other willing adult!) may also have helpful information to impart. The hieroglyphic inscriptions (nine panels, all the same) can also be studied for information, using decoding sheets. Evidence can be gathered/recorded so that by the end of the session the “archaeologists” can give a report on what they have discovered. Children can be encouraged to make decisions about what should happen to the mummy now that it has been discovered, giving reasons for their opinions. (All relevant information/materials will be supplied by the museum, including a script for the storyteller!) This session is teacher-led. OTHER TEACHER – LED SESSIONS INCLUDE:- AFRICAN ANIMALS Based in the Natural History Gallery the children get the chance to look close up at the animals on display. Using spotter cards they can try to identify those that would have lived in Ancient Egypt, sorting and classifying them into groups. Then, using the activity sheets available, they can link the animals to Egyptian Gods and make drawings. ARTEFACT ENQUIRY Children will get the chance to handle artefacts, observe features and compare the similarities and differences between original and replica items. Careful consideration of the questions on the activity sheets will promote discussion and focused observation. Please note: the teacher-led sessions African Animals and Artefact Enquiry are not compulsory – you are welcome to lead your own sessions in the museum if you wish, or use the museum quizzes. How the combined use of the Ancient Egyptians teachers pack and a workshop visit to the museum contribute to the National Curriculum. History Historical enquiry and interpretation. Asking and answering questions. Looking at original evidence, plus the handling of replicas and some originals to create experiential learning opportunities. Developing knowledge and understanding, including the ideas, beliefs, attitudes and experiences of people in the past. English/Literacy Reading labels, reading clue sheets, discussing evidence to solve problems, making notes to record ideas, writing about the things they see, speaking and listening activities, role-play and drama. Science Understanding properties of different materials, investigating why they were used for particular objects or particular uses. Use of magnifiers to examine materials. Maths Looking at shapes, symmetry, tessellation. Observing and making own patterns. 2D and 3D shape work, 3D nets, units of measurement. Design and Why various artefacts were designed as they were: which Technology work well, and which do not. Designing and making own artefacts. IT Using the teachers pack on CD Rom to find out about the collection of artefacts at RAMM. Geography Finding out what the Egyptian civilisation was and where Thebes lay within it. Investigating what was imported and why and from where. Considering landscape of the area. Art and design Looking at designs in jewellery, tombs, sculptures and costume. Recording designs from first hand experience. Designing own copies or variations. Hieroglyph art works. Investigating art, craft and design from a variety of genres, styles and traditions. Music Use of Egyptian music in some sessions, developing knowledge and understanding by using music from different times and cultures. RE Knowledge about some Egyptian gods and burial rites. Learning respect and tolerance for different beliefs, and why religious practices were so important in the daily lives of Egyptian people. Citizenship/PSHE Coming on a museum trip and sharing the space successfully with other museum users. Egyptian citizenship and social hierarchy. National Curriculum specification for Key Stage 2 History Programme of Study for History Study Unit: A World History Study of a Past Society: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin, or the Aztecs A study of the key features, including everyday lives of men, women and children Key Features: the society in relation to other contemporary societies; chronology; the reasons for the rise and fall of the civilization; significant places and individuals*; distinctive contribution to history Aspects of everyday life: houses and cities; arts and architecture; technology, work and leisure; food, health and medicine; pictures, words and communication; rulers and ruled; beliefs*, customs and legends*, gods and goddesses*; temples and tombs; wealth and economy; transport and exploration; wars and warfare (* Denotes areas of work covered by workshops at RAMM and / or this Teachers Pack) QCA Scheme of Work for History Years 3-4 Unit 10: What can we find out about the ancient Egyptians from what has survived? This scheme of work encourages pupils to make „simple observations, inferences and deductions‟ from „sources of information‟, especially „archaeological discoveries‟. The following key questions outlined in the scheme of work can all be supported with a visit to the Royal Albert Memorial Museum and / or use of this pack. What can we learn about Ancient Egypt from one object? What objects survive from the time of the ancient Egyptians? What do objects that have survived tell us about ancient Egypt? What did the ancient Egyptians believe about life after death? Please refer to following table . . . LEARNING MUMMI- TOMB OF ARTEFACT AFRICAN LEARNING OBJECTIVES FICATION SHEPENMUT HANDLING ANIMALS OUTCOMES What do we already know about ancient Egypt? to locate ancient Egypt in locate ancient Egypt on a time and place map and place it on a time line that information can be group information in classified in different ways appropriate categories What can we learn about ancient Egypt from one object? to observe an object in describe an artefact detail and to make accurately inferences and deductions to record information about make inferences and an object accurately deductions from objects What does the landscape tell us about what life might have been like in ancient Egypt? to make deductions about extract information about life in the past from pictures the landscape from pictures of the landscape how much of the life of provide answers that show Egypt depended on the Nile the relationship between the geography of Egypt and the way of life in the past What objects survive from the time of the ancient Egyptians? to classify information in sort information into various ways different categories about the range of objects ask and answer questions which have survived from about what has survived ancient Egypt from ancient Egypt and what it reveals about the past to make inferences from objects about the way of life in ancient Egypt ---- What do objects that have survived tell us about ancient Egypt? about aspects of life in select pictures illustrating ancient Egypt aspects of a chosen topic to make inferences and infer and record information deductions from objects about a topic from pictures and pictures that what we know about the past is dependent on ---- what has survived What did the ancient Egyptians believe about life after death? about Egyptian tombs, select pictures about pyramids and burial sites Egyptian beliefs to use sources of draw and label objects information in ways which accurately go beyond simple observation create a museum display on ancient Egyptians' ---- beliefs about the after-life What can we learn about ancient Egypt from what has survived? what we can find out about make a display that shows ancient Egypt from what understanding of the has survived characteristic features of Egyptian society to produce a structured account about life in ancient Egypt ---- Timing your visit – When is the best time? To get the most out of your visit, think carefully about when is going to be the best time during the study unit to take children to the RAM Museum; i.e. at the beginning, in the middle or at the end of the study unit? Here are some ideas to outline the advantages of each: - At the beginning …. To engage and inspire pupils‟ interest in the topic To introduce the importance of archaeology and material evidence in our understanding of how the ancient Egyptians lived To challenge any stereotypical views the children may have of the ancient Egyptians To encourage pupils to think in an original way about ancient Egypt In the middle …. To reinforce the knowledge and understanding that the children have acquired so far To refresh and maintain the children‟s‟ interest in the topic To encourage children to ask questions about what they do not know and want to find out To gain new knowledge and understanding and build on this back in the classroom At the end …. To reinforce and extend children‟s knowledge and understanding To provide an opportunity to assess what the children have learned To encourage children to look critically at the material evidence that informs our understanding of ancient Egypt and ask “Can we really be sure this is what the Ancient Egyptians believed and how they lived or is it merely guess work based on the evidence available?” To reward children for completing the unit Objectives for your Visit – What do you want to Achieve? It is important to set clear objectives for the visit to ensure it is meaningful and worthwhile. Try to think broadly in terms of how you would like the children to benefit from the visit. The definition of „Learning‟ below offers a broad and useful perspective on learning: “ Learning is a process of active engagement with experience. It is what people do to make sense of the world. It may involve an increase in skills, knowledge or understanding, a deepening of values or the capacity to reflect and appreciate. Effective learning leads to change, development and the desire to learn more.” DfEE, The Campaign for Learning 2000 The emphasis above is on „learning through doing‟. The activities undertaken at the Museum involve as much hands-on activity as possible in order to enable effective learning. What are the benefits of using real objects in learning? They provide a direct link with a topic or 'a period in the past' and can really enhance young people's interest in and understanding of a subject They encourage young people to use all their senses - especially touch, sight and smell They help to develop the important skill of drawing conclusions based on an examination of evidence, together with an understanding of the limitations and reliability of evidence They are ideal for generating group and class discussion They promote the value of museums and encourage young people to visit museums and galleries with their families to further their learning Objectives for your visit to the RAM Museum might include: - Improving knowledge and understanding e.g. of archaeology, of life and in ancient Egypt, of learning how to use museums, etc. Developing key / transferable skills e.g. team-work, problem solving, learning how to look at objects, literacy, making deductions, communication, etc Encouraging personal development e.g. increasing personal motivation and confidence, changing children‟s views about museums or about history, encouraging them to take their learning further by visiting other museums or bringing their families, and of course, having fun!