Assessment Task Sheet

Australian International Academy, Kellyville

NAME: _____________________________

YEAR LEVEL: 7 SUBJECT: Humanities (History) UNIT: The Mediterranean World (Egypt)

TASK NAME: Practices of the Pharaoh NOTIFICATION DATE: 19/05/2020 DUE DATE: 05/06/2020

UNIT INFORMATION
KEY CONCEPT: Systems
RELATED CONCEPTS: Power and Ideology
GLOBAL CONTEXTS Personal and Cultural Expression
STATEMENT OF INQUIRY:
We can learn about the ideologies and systems of ancient civilisations through the way they expressed
themselves and through their cultural values.

OUTLINE OF TASK – Practices of the Pharaoh

Goal: To investigate the religious practices of one ancient Egyptian pharaoh.

Role: As the Head of Antiquities, you are required to create an action plan regarding the religious practices
of an ancient Egyptian pharaoh with a historical source analysis that will be available for the public to read.

Audience: The Board Members of the Museum of Egyptian Antiquities in Cairo (‘the Museum’) and the
tourists that visit the exhibition to see the historical artefact.

Scenario: The Museum is undergoing an expansion and wants to include two historical artefacts that you
have selected that was commissioned by one ancient Egyptian Pharaoh.

Products: PART A- An action plan about the religious practices of one ancient Egyptian pharaoh.
PART B- A source analysis of two (whole or part) of something that pharaoh commissioned
which demonstrates that they practiced the religion.

NESA Outcomes:
HT4-2 Describes major periods of historical time and sequences events, people and societies from the past
HT4-3 Describes and assesses the motives and actions of past individuals and groups in context of past
societies
HT4-6 Uses evidence from sources to support historical narratives and explanations
HT4-9 Uses a range of historical terms and concepts when communicating an understanding of the past
HT4-10Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about
the past

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
PART A: Action Plan – Criteria B (Investigating) [at least 1000 words]

As the Head of Antiquities write an Action Plan to the Museum of Egyptian Antiquities in Cairo about the religious
practices of one of the pharaohs from the following list:
 Narmer  Khafre  Hatshepsut  Ramses II
 Menes  Pepi II  Thutmose III  Ramses III
 Djoser  Ahmose I  Amenhotep II  Merenptah
 Snefru  Amenhotep I  Akhenaten  Xerxes I
 Khufu  Thutmose II  Tutankhamun  Cleopatra

Research Question:
1. Use the following statement for your Action Plan: Analyse the religious practices of an ancient Egyptian pharaoh.
2. Which pharaoh is being investigated? Include the name, dynasty, summary of main achievements.
3. What are the aims of the investigation?
4. Why do you think that the investigated issue is important?

Action Plan:
1. What primary sources did you use for the source analysis? Include a photograph and a brief description.
2. What are the focus questions for your source analysis? Refer to the Source Analysis scaffold provided.
3. Include a map of where the pharaoh reigned and where the associated historical sources were originally found.
4. What primary and secondary sources did you need to help answer your focus questions?
5. Harvard-style Reference List of all the sources used.

Evaluation:
1. Discuss the extent that the historical sources demonstrate that the ancient Egyptian pharaoh practiced their
religion.
2. Reflect on your two source analyses and whether you answered your focus questions.
3. What were some issues that occurred during your research?
4. Reflect on how you could have minimised those issues.

PART B: Two Source Analyses – Criteria D (Critical Thinking) [at least 800 words]

Find two primary sources about the chosen pharaoh. Such sources can include:
 cartouche / drawing / painting  sarcophagus / burial mask  scroll / inscription
 bust / statue / figurine  monument / tomb / temple  obelisk / relief

Complete a source analysis of each of the two primary sources and how it demonstrates the way in which the
pharaoh practiced religion within Ancient Egypt. You may use a secondary sources to help you explain the primary
source.

1. Include a photograph of the historical source commissioned by the chosen pharaoh. You can use the same one
from your Action Plan.
2. Answer the key focus areas of origin, audience, content, purpose, reliability, usefulness and authenticity. Refer to
the scaffold that has been provided on ManageBac. Tabulate the information as shown in the scaffold and you
can include your focus questions from your Action Plan.
3. Create two captions that will be used to explain the historical sources used in the Museum’s exhibition. The
caption for each source must be at least 300 words.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Programme
Australian International Academy, Kellyville
ASSESSMENT TASK RUBRIC
YEAR LEVEL: 7 SUBJECT: Humanities (History) TERM: 2
NOTIFICATION DATE: 19 / 05 / 2020 DUE DATE: 05 / 06 / 2020
STUDENT NAME: ….………………………………………… CLASS: 7 Humanities
UNIT: The Mediterranean World (Egypt) TASK NAME: Practices of the Pharaoh
CRITERIA B Investigating
LEVEL LEVEL DESCRIPTORS
(IB MYP PUBLISHED)
The student does reach a standard described by
0 any of the descriptors below.
The student:
i. identifies a research question.
ii. follows an action plan in a limited way to
explore a research question.
1-2 iii. collects and records information, to a limited
extent.
iv. with guidance, reflects on the research
process and results, to a limited extent.
The student:
i. Describes the choice of a research question.
ii. Partially follows an action plan to explore a
research question.
iii. Uses a method or methods to collect and
3-4 record some relevant information.
iv. With guidance, reflects on the research
process and results with some depth.
The student:
i. Describes the choice of a research question
in detail.
ii. Mostly follows an action plan to explore a
5-6 research question.
iii. Uses method(s) to collect and record often
relevant information.
iv. Reflects on the research process and
results.
The student:
i. Explains the choice of a research question.
ii. Effectively follows an action plan to explore
a research question.
iii. Uses methods to collect and record
7-8 consistently relevant information.
iv. Thoroughly reflects on the research process
and results.
TASK INDICATORS
 The student did not complete any of the items
below
The student:
 identifies a research question about a
pharaoh.
 follows an action plan in a limited way to
explore the religious practices of the pharaoh.
 collects and records historical sources about
the pharaoh, to a limited extent.
 with guidance, reflects on the religious role of
the pharaoh, to a limited extent.
The student:
 Describes the choice of the research question
about a pharaoh.
 Partially follows an action plan to explore the
religious practices of the pharaoh.
 Uses primary and/or secondary sources to
record some relevant information about the
pharaoh.
 With guidance, reflects on the religious role of
the pharaoh with some depth.
The student:
 Describes the choice of the research question
about a pharaoh in detail.
 Mostly follows an action plan to explore the
religious practices of the pharaoh
 Uses primary and secondary sources to record
often relevant information about the pharaoh.
 Reflects on the religious role of the pharaoh.
The student:
 Explains the choice of the research question
about a pharaoh.
 Effectively follows an action plan to explore the
religious practices of the pharaoh
 Uses primary and secondary sources to record
consistently relevant information about the
pharaoh.
 Thoroughly reflects on the religious role of the
pharaoh.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 CRITERIA
D Thinking Critically
LEVEL LEVEL DESCRIPTORS
(IB MYP PUBLISHED)
The student does not reach a standard described
0 by any of the descriptors given below.
The student:
i. Identifies the main points of ideas, events,
visual representation or arguments to a
limited extent.
1-2 ii. Uses information to give limited opinions.
iii. Identifies the origin and purpose of limited
sources/data.
iv. Identifies some different views.
The student:
i. Identifies some main points of ideas, events,
visual representation or arguments.
ii. Uses information to give adequate opinions.
iii. Identifies the origin and purpose of
3-4 sources/data
iv. Identifies some different views and suggests
some of their implications.
The student:
i. Identifies the main points of ideas, events,
visual representation or arguments.
ii. Uses information to give substantial opinions.
5-6 iii. Identifies the origin and purpose of a range of
sources/data.
iv. Identifies different views and most of their
implications.
The student:
i. Identifies in detail the main points of ideas,
events, visual representation or arguments.
ii. Uses information to give detailed opinions.
iii. Consistently identifies and analyses a range
7-8 of sources/data in terms of origin and
purpose.
iv. Consistently identifies different views and
their implications.
MYP Programme
Australian International Academy, Kellyville
ASSESSMENT TASK RUBRIC
YEAR LEVEL: 7 SUBJECT: Humanities (History) TERM: 2
NOTIFICATION DATE: 19 / 05 / 2020 DUE DATE: 05 / 06 / 2020
STUDENT NAME: ……………………………………………… CLASS: 7 Humanities
UNIT: The Mediterranean World (Egypt) TASK NAME: Practices of the Pharaoh
Australian International Academy, Kellyville Assessment Task Sheet
Understanding by Design, written by Grant Wiggins and Jay McTighe
TASK INDICATORS
 The student does not reach a standard
described by any of the descriptors given below.
The student:
 identifies the main information about the sources
to a limited extent.
 uses the sources to give a limited analysis of the
religious role of the pharaoh.
 identifies the origin and purpose of limited
sources.
 identifies some different views on reliability,
usefulness and/or authenticity.
The student:
 identifies some of the main information about the
sources.
 uses the sources to give adequate analysis of
the religious role of the pharaoh.
 identifies the origin and purpose of the two
sources.
 identifies some different views on reliability,
usefulness and/or authenticity some of their
implications.
The student:
 identifies the main information about the
sources.
 uses the primary sources to give substantial
analysis of the religious role of the pharaoh.
 identifies the origin, audience and purpose of a
range of two primary sources.
 Identifies different views on reliability, usefulness
and authenticity most of their implications.
The student:
 Identifies in detail the main information about the
sources.
 uses the primary sources to give detailed
analysis of the religious role of the pharaoh.
 consistently identifies and analyses a range two
primary sources in terms of origin, audience and
purpose.
 consistently identifies different views on
reliability, usefulness and authenticity and their
implications
Adapted from:
ATL SELF REFLECTION:

Self-management Skills:
Skill demonstration: Yes No
Record information accurately
Set goals that are challenging and realistic
Plan short and long term assignments and meet deadlines
Keep and use a weekly planner/Agenda for assignments
Plan strategies and take action to achieve personal and academic goals
Make right choices within the stipulated time
Practice focus and concentration
Practice strategies to overcome distractions
Demonstrate persistence and perseverance
Practice strategies to reduce stress and anxiety
Practice positive thinking
Practice “bouncing back” after adversity, mistakes and failures

Research:
Skill demonstration: Yes No
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to recognized
conventions

Thinking skills:
Skill demonstration: Yes No
Think critically, analyzing and evaluating issues and ideas
Be creative in generating novel ideas and considering new perspectives
Transfer skills and knowledge across disciplines and subject groups

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL?
Explain below.

I analysed it. I can improve in the future that I should read more informational tasks. My
strengths are that I am very good at research task but am weak in the finding valid information.

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Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
Teacher: ……………………………………………………… Student: ……………………………………

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe