This document outlines a learning contract for students to complete activities and assessments on topics related to ancient Egypt over two weeks. It provides details on the topics to be covered, types of activities in three layers of increasing difficulty, assessment criteria, and formative and summative assessment methods. Students must complete 100 points through class participation, notes, and selecting assignments from each layer. Activities include worksheets, posters, presentations, and role plays. Rubrics are provided for evaluating assignments.

1. DIRECTED AND PRODUCED
BY
DORRIS BOULOS
UMMEY SADIYA SIDDIQUA
SARAH THOMPSON

3.  Year 7
 Mixed ability class
 Each Layer caters for multiple intelligence
 Culturally diverse

4. This contract is a record and agreement of
activities/assessments to be completed within the next two
weeks on the following topic areas:
 Ancient Egyptian Pharaoh’s power and rights
 Ancient Egyptian Housing and Societal structure
 Ancient Egyptian family life and role of men and women
Students are required to complete 100 points in total within
the two week period of 6 lessons. Thirty points will be
delegated to class participation and class notes. The remaining
70 points will be derived from activities/assessment
completed. Activities/assessments are to be chosen from the
table below. Students are required to select two activities from
layer 1 and one from layer 2 and one from layer 3. Activities
may be completed in class and in your own time.

5. TOPICS COVERED
 Ancient Egyptian Pharaoh’s power and rights
 Ancient Egyptian Housing and Societal structure
 Ancient Egyptian family life and role of men and
women

6.  Comprehensive work sheet i.e. question and answer on
family life.
 List 5 activities with explanations that ancient Egyptians
participated in for entertainment and during leisure times.
 Outline the different forms of employment offered in large
towns and illustrate these occupations on a poster.
 Worksheet- Provide definitions for the key glossary words
used in the ancient Egypt topic.
 List the responsibilities of the Pharaoh.
 List the reasons for early marriages and many wives.

7.  4.1 Describe and explain the nature of history, the
main features of past societies and periods and their
legacy.

8.  Outline the different forms of employment offered in large
towns and illustrate these occupations on a poster.

9.  Occupation 1:
 Title ____________________________
 Duties:
 -
 -
 -
 -
 -
 -
 Occupation 2:
 Title ____________________________
 Duties:
 -
 -
 -
 -
 -
 -
 Occupation 3:
 Title ____________________________
 Duties:
 -
 -
 -
 -
 -
 -
 Occupation 4:
 Title_____________________________
 Duties:
 -
 -
 -
 -
 -
 -

10. CATEGORY 4 3 2 1
Use of Class
Time
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
Used time well during
each class period.
Usually focused on
getting the project done
and never distracted
others.
Used some of the time
well during each class
period. There was
some focus on getting
the project done but
occasionally distracted
others.
Did not use class time
to focus on the project
OR often distracted
others.
Graphics -
Originality
Several of the graphics
used on the poster reflect
a exceptional degree of
student creativity in their
creation and/or display.
One or two of the
graphics used on the
poster reflect student
creativity in their
creation and/or display.
The graphics are made
by the student, but are
based on the designs
or ideas of others.
No graphics made by
the student are
included.
Required
Elements
The poster includes all
required elements as well
as additional information.
All required elements
are included on the
poster.
All but 1 of the
required elements are
included on the poster.
Several required
elements were
missing.
Content -
Accuracy
At least 7 accurate facts
are displayed on the
poster.
5-6 accurate facts are
displayed on the poster.
3-4 accurate facts are
displayed on the
poster.
Less than 3 accurate
facts are displayed on
the poster.
Grammar There are no grammatical
mistakes on the poster.
There is 1 grammatical
mistake on the poster.
There are 2
grammatical mistakes
on the poster.
There are more than 2
grammatical mistakes
on the poster.
Labels All items of importance
on the poster are clearly
labelled with labels that
can be read from at least 3
ft. away.
Almost all items of
importance on the
poster are clearly
labelled with labels that
can be read from at least
3 ft. away.
Several items of
importance on the
poster are clearly
labelled with labels
that can be read from
at least 3 ft. away.
Labels are too small to
view OR no important
items were labelled.

11.  Students complete a cross word puzzle on ancient Egyptian daily life
and family life.
 Students work on a closed passage describing a typical day in the life
of an ancient Egyptian farmer.
 Group work - Explain the structure of the Egyptian society and
provide a Comparison between each class level. Present this
information the class, in the form of a two minute speech using
visuals.
 Design a pyramid structure representing the different class structure
present in ancient Egypt. Discuss the differences.
 Sketch the crown (symbolising Upper and Middle Egypt) worn by
the Pharaoh and explain the significance of the crown.
 How did the Pharaoh’s power grow? Explain orally or written. Your
oral presentation must be 1-2 mins and you must use visual aid.

12.  4.10 Communicate the past through oral, written and
other forms, including ICT.
 4.5 identifies the meaning, purpose and context of
historical sources
 4.8 locate, selects and organises relevant information
from a number of sources, including ICT, to conduct
basic historical research.

15. Crossword rubric details Points
 Attempts cross word with 7 to 9
correct answers
8-10
 Attempts cross word with 4 to
6correct answers
5-7
 Attempts cross word with 1 to 3
correct answers
2-4
 Attempts cross word with zero
correct answers
0-1
CROSS WORD RUBRIC

16.  Students work in groups of two to role play an interview with an
ancient Egyptian Women/Man and discuss life and role in
ancient Egyptian.
 Use the sources provided to compare and contrast the ancient
Egyptian life with the modern life of today. Record your findings
on the table.
 Internet Research Task: Investigate the various housing styles
and their architectural features of the Egyptians and analyse the
difference between the houses of the wealthy and that of the
poor. Present this in an 800 word report.
 Write a week’s journal from a pharaoh’s (can be an individual
Pharaoh of choice) point of view. Be creative in your entries, so
that they reveal the character, attitude and actions of a Pharaoh.
 Compose a news article about the Pharaoh’s new marriage. This
can be to the Pharaoh’s sister or a daughter of a wealthy
Egyptian.

17.  4.8 locate, selects and organises relevant information
from a number of sources, including ICT, to conduct
basic historical research.
 4.1 Describe and explain the nature of history, the
main features of past societies and periods and their
legacy.

18. ACTIVITY: WRITE A WEEKS JOURNAL FROM A PHARAOHS POINT OF VIEW. IT COULD A PHARAOH
OF YOUR CHOICE. BE CREATIVE AND MAKE SURE TO REVEAL THE CHARACTER, ATTITUDE AND
ACTIONS OF A PHARAOH.
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LAYER 3: Write a week’s journal from a pharaoh’s (can be an individual
Pharaoh of choice) point of view. Be creative in your entries, so that they
reveal the character, attitude and actions of a Pharaoh.

19. LAYER 3: Write a week’s journal from a pharaoh’s (can be an individual Pharaoh of choice) point of view.
Be creative in your entries, so that they reveal the character, attitude and actions of a Pharaoh.
6 5-4 3-2 1
Main/Topic Idea
Sentence
Main/Topic idea
sentence is clear,
correctly placed, and
is restated in the
closing sentence.
Main/Topic idea
sentence is either
unclear or incorrectly
placed, and is
restated in the closing
sentence.
Main/Topic idea
sentence is unclear
and incorrectly
placed, and is
restated in the
closing sentence.
Main/Topic idea
sentence is unclear
and incorrectly
placed, and is not
restated in the
closing sentence.
____
Supporting Detail
Sentence(s)
Paragraph(s) have
three or more
supporting detail
sentences that relate
back to the main
idea.
Paragraph(s) have
two supporting detail
sentences that relate
back to the main
idea.
Paragraph(s) have
one supporting
detail sentence
that relate back to
the main idea.
Paragraph(s) have
no supporting
detail sentences
that relate back to
the main idea.
____
Elaborating Detail
Sentence(s)
Each supporting
detail sentence has
three or more
elaborating detail
sentences.
Each supporting
detail sentence has at
least two elaborating
detail sentences.
Each supporting
detail sentence has
one elaborating
detail sentence.
Each supporting
detail sentence has
no elaborating
detail sentence.
____
Legibility
Legible handwriting,
typing, or printing.
Marginally legible
handwriting, typing,
or printing.
Writing is not
legible in places.
Writing is not
legible.
____
Mechanics and
Grammar
Paragraph has no
errors in punctuation,
capitalization, and
spelling.
Paragraph has one or
two punctuation,
capitalization, and
spelling errors.
Paragraph has
three to five
punctuation,
capitalization, and
spelling errors.
Paragraph has six
or more
punctuation,
capitalization, and
spelling errors.
____
Total----> ____
Criteria Points
Teacher Comments:

20. Formative Assessment Summative Assessment
Class participation
Class notes
Open end questioning
Short teacher-student
conversation regarding
student progress
Assessment marks from
layer 1
Assessment marks from
layer 2
Assessment marks from
layer 3