Ramses learning journey: New Kingdom Egypt - Amenhotep III to the Death of Ramesses II
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Audience
Secondary school, Teachers -
Learning stage
Stage 6 -
Learning area
History -
Type
Learning journey, Teaching resources
On this page...
Learning journeys offer a scaffolded approach to exploring a topic both in the classroom and at the Museum. Follow this learning journey to engage with the new temporary Ancient Egypt exhibition Ramses & the Gold of the Pharaohs.
Ramses II, commonly known as Ramses the Great left an enduring mark on history as one of Egypt’s most iconic and prolific pharaohs. His 67-year reign was marked by military conquest, diplomatic achievements, the world’s first known peace treaty and a building program that was among the most impressive in Egyptian history.
Featuring the greatest collection of Ramses II objects and Egyptian jewellery ever to travel to Sydney, Ramses & the Gold of the Pharaohs will transport students to Egypt’s most iconic sites to explore over 180 objects dating from the Old Kingdom to the Ptolemaic period.
By coming face-to-face with pharaohs, encountering rich multimedia experiences and hearing from some of the world's leading experts on Ramses II’s extraordinary life, students will examine the nature of power and authority, and the significant developments that shaped New Kingdom Egypt.
Through this learning journey, students will:
- account for the ways in which historical periods develop over time
- evaluate the impact significant individuals, features and events can have on history
- use a range of sources to propose arguments about historical individuals, features and events and discuss differing interpretations of the past
- construct a range of written responses to show their understanding
- effectively research a range of historical features, individuals and events
Students will be successful when they can:
- propose arguments about why New Kingdom Egypt changed from the reign of Amenhotep III to the post-Amarna reforms of the late 18th Dynasty pharaohs.
- evaluate the role and contribution of pharaohs, queens and officials to the development of New Kingdom Egypt
- assess the nature of the Egyptian empire's relationships with its vassals and foreign powers.
- integrate a range of sources in appropriately structured responses
NSW syllabus outcomes: AH12-1, AH12-2, AH12-3, AH12-4. AH12-5, AH12-6, AH12-7, AH12-8, AH12-9
How to use our resources
This learning journey provides a scaffolded approach to examining the New Kingdom Egypt - Amenhotep III to the Death of Ramesses II topic in the stage 6 syllabus. Each activity will direct you to a section of the booklet which is available from the Ramses learning resources page at the link below and will guide you through a range of syllabus dot points and exhibition objects. You can download the whole booklet to use in class or access each activity individually from the Ramses learning resources page. During your visit to Ramses & the Gold of the Pharaohs you will use exhibition sheets to locate a range of objects and media presentations that will enrich your understanding of New Kingdom Egypt - Amenhotep III to the Death of Ramesses II and use as sources throughout your studies. These exhibition sheets are also available from the link below.
Make sure you read the learning intentions and success criteria attached to each activity and use them to reflect on your work.
Before your visit
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An Acknowledgement of Country is a statement that pays respect to the Traditional Custodians of the Country that you are learning or meeting on and recognises their ongoing relationship with Country. The Australian Museum respects and acknowledges the Gadigal people as the Custodians of the land on which the Museum stands.
Which First Nations Country or Nation was your school built upon? If you are unsure contact a local First Nations organisation to find out. You might like to start with the NSW Aboriginal Land Council and the Aboriginal Education Consultative Group.
Ask your students to write an Acknowledgement of Country for your school. To get them started, read more about why an Acknowledgement of Country is important and how to write one in this ABC article.
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New Kingdom Egypt - Amenhotep III to the Death of Ramesses II
An exploration of Ramses II through Ramses & the Gold of the Pharaohs will provide you with an insightful understanding of the New Kingdom Egypt period from Amenhotep III to the Death of Ramses II. Throughout your visit you will be able to see a range of ancient sources that explores the internal developments that took place during the time as well as the foreign relations Egypt had with its neighbours. Before your visit, this learning journey and your booklet will take you through many parts of the syllabus and provide you with the opportunity to engage more effectively with the objects when you arrive at the exhibition.
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New Kingdom Egypt is often considered the Golden Age of Egypt, lasting from 1550 BCE to 1077 BCE. During this period, Egypt experienced a period of unprecedented power, prosperity and cultural achievement. Whilst many pharaohs contributed to this success, Ramses II is considered one of the most prominent.
In 1818, English Romantic poet Percy Bysshe Shelley published the sonnet Ozymandias, derived from Ramses II's throne name Usermaatre. Inspired by a 6.58 tonne colossal head-and-torso fragment of Ramses II from the Ramesseum, she makes comment on the grandeur of the monument and the passage of time.
I met a traveller from an antique land
Who said: Two vast and trunkless legs of stone
Stand in the desert...Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed:
And on the pedestal these words appear:
'My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!'
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.Percy Bysshe Shelley
http://www.public-domain-poetry.com/percy-bysshe-shelley/ozymandias-31349Using Shelley's Ozymandias, what assumptions can you make about the impact Ramses II had on New Kingdom Egypt and beyond?
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The chronological and geographical context of Egypt in the Near East
Learning Intention
- account for the ways in which historical periods develop over time
Success Criteria
- there is a description of how geographical context of Egypt's neighboring powers influences the nature and contact with other societies
- description uses information from sources A and B to comment on Egypt's changing relationships.
Egypt was rich in natural resources, relying on the Nile to create fertile farming land. The Nile also divided the land into two distinct areas separated by Nile Delta in Lower Egypt and the narrow floodplain in Upper Egypt.
The period of New Kingdom Egypt between Amenhotep III and Ramses II spans the mid 18th Dynasty to the early 19th Dynasty. It encompasses the tumultuous Amarna period and shifting relationships with the Mitanni and Hittite Empire.
Complete the activity on page one of the booklet and use the success criteria to reflect on your response or a peer's response. -
The reign of Amenhotep III to the post-Amarna reforms
Learning Intention
- evaluate the impact significant individuals and events can have on history
- use a range of sources to propose arguments about historical individuals and events and discuss differing interpretations of the past
Success Criteria
- ancient sources are explicitly used to comment on the reign of pharaohs from Amenhotep III to Seti I
- there is a judgement on the Amarna revolution and its consequences on New Kingdom Egypt with reference to different wall paintings and the Restoration Stela
Amenhotep III's reign is marked by a unified and stable Egypt. He was skilled in diplomacy and maintained peaceful relationships with foreign powers through marriages and diplomatic correspondence.Complete the activities on page two of your booklet to understand Amenhotep III's reign as pharaoh.
The prosperity experience during Amenhotep III's reign would change when his successor Akhenaten became pharaoh, taking his father's interest in Aten, the solar disc, and transforming it into an exclusive god. Commonly known as the Amarna Revolution, this religious movement was a significant departure from traditional religious beliefs and practices which was strongly opposed by many segments of Egyptian society. This resulted in the succeeding pharaohs reversing the impact Akhenaten had on Egypt.Complete the activities on pages three to four of your booklet to evaluate he Amarna Revolution and how succeeding pharaohs attempted to reverse its impact.
Use the success criteria to assess your response and comment on how well you have addressed the learning intention and success criteria.
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Building Programs
Learning Intention
- effective research of historical features
Success Criteria
- the research includes specific information on political and religious significance of a range of temples
Pharaoh's building programs were both political and religious undertakings. Temples emphasised the greatness of a pharaoh's reign, safeguarded their journey into the afterlife and ensured Egypt was protected from chaos. They also provided employment to a range of Egyptians and became administrative centers responsible for collecting tax, managing resources and funding military campaigns.
Ramses & the Gold of the Pharaohs will feature models and multimedia experiences that explore significant temples such as Abu Simbel and a range of objects found at various temple sites.Complete the research activity on page five of your booklet to make the most of your visit. Use the success criteria to assess a peer's research and discuss your findings with them.
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Maintenance and administration of the 'empire' and its changing relations with foreign powers
Learning Intention
-account for the ways in which historical periods develop over time
-use a range of sources to propose arguments about historical individuals and features
-effectively research a range of historical individuals and events
Success Criteria
- there is description of the differences in Egypt's administration of Nubia and Syria-Palestine
- written sources are used to understand the relationship between Egypt and the Mitanni and the growing threat of the Hittites
- discussions reference the Amarna letters, Aziru and the expansion of the Hittites
By the reign of Amenhotep III, Egypt has experienced a period of territorial expansion, characteristic of an empire. However, it did not have the same militaristic and colonial ambitions of other empires of the ancient world. Nubia had been brought under control of Egypt by 18th Dynasty pharaohs such as Thutmose III and was maintained by administrative centers in the area. Syria-Palestine however was more complex due to its distance from Egypt and its numerous independent states.Complete the activity on page six of your booklet to show your understanding of Egypt's administrational systems within its 'empire'. Use the first success criteria in this section to guide your response.
The last threat to Egyptian dominance in the Near East were the Mitanni, who would eventually become a loyal vassal state of Egypt when Amenhotep III married Mitanni princess Gilukhepa. Towards the end of his reign however, the Hittites located in Anatolia would begin a period of rapid expansion, impacting Egyptian vassals such as Byblos.Complete the activities on page seven of your booklet which will help you utilise significant sources such as the Amarna letters to comment on Egypt's relationships with the Mitanni and the impact of the Hittites.
Use the success criteria as a checklist for your work. If there is anything missing, have a discussion with your peers to clarify your understanding.
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The 'Warrior Pharaoh' and Ramesside imperialism
Learning Intention
- account for the ways in which historical periods develop over time
- evaluate the impact significant individuals, features and events can have on history
- use a range of sources to propose arguments about historical individuals, features and events and discuss differing interpretations of the past
Success Criteria
- scaffolded notes explicitly reference wall paintings and reliefs to comment on image of the warrior pharaoh
- Written responses describe the military actions of Seti I and make a judgement on what they were inspired by and what their consequences might be for future pharaohs
As Egyptian influence continued to expand into the Near East, its military capacity grew. A major role of the pharaoh was to act as the commander-in-chief of the Egyptian army and protect Egypt's interests. This was expressed through the image of the warrior pharaoh which depicted them as young, brave and heroic, regardless of their military success or age.Complete the table on page eight of your booklet by looking for symbols in the relief of Ramses and the painted scene of Tutankhamun.
Use the first success criteria to reflect on your own work and share your findings with a peer.
The 19th Dynasty was established by Ramses I who was born into a noble military family. This military tradition was passed on to his son Seti I and grandson Ramses II, both of whom sought to re-establish Egyptian control of Syria-Palestine.Complete the activities on pages nine to 10, ensuring that you use the sources to understand the imperial actions of Seti I and Ramses II.
Read your response on page 10 and use the second success criteria to award yourself one tick for a description of Seti I's military actions, one tick for a reference to Seti I's predecessors, and another tick for a reasonable hypothesis in regard to Ramses II's career.
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The Battle of Kadesh
Learning Intention
- evaluate the impact significant individuals, features and events can have on history
- use a range of sources to propose arguments about historical individuals, features and events and discuss differing interpretations of the past
- construct a range of written responses to show their understanding
Success Criteria
- responses show an understanding of Kadesh's importance and describe the various tactics and strategies by Ramses II and Muwatallis
- there are explicit references to a variety of sources and an evaluation of their role as propaganda and different interpretations of the battle
To understand the Battle of Kadesh, it is important to consider Ramses II's early military career and the strategic importance of Kadesh.Complete the activities on page 11 of your booklet. Your response should use the map to make assumptions about Kadesh's importance.
Ramses & the Gold Pharaohs features an immersive multimedia experience that places you at the Battle of Kadesh, Ramses II's crowning glory during his illustrious career.Rameses II intended to continue Egyptian influence in Syria, whilst the Hittite King Muwatallis looked to protect his territory, culminating in the Battle of Kadesh in a region that was claimed by both the Egyptians and the Hittites in the past.
Read the notes from page 12 of your booklet and complete the question on page 13. This can be treated like a medium length HSC style question.
Ensure you use the learning intentions and success criteria on page fifteen to guide your writing.
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Egyptian-Hittite Peace Treaty and consequences
Learning Intention
- account for the ways in which historical periods develop over time
- evaluate the impact significant individuals, features and events can have on history
- use a range of sources to propose arguments about historical individuals, features and events and discuss differing interpretations of the past
Success Criteria
- responses show an understanding of the peace treaty's significance
- students can discuss how events like the Battle of Kadesh and the signing of the peace treaty impacted the relationship between the Egypt and the Hittite Kingdom
Following the Battle of Kadesh, the relationship between Egypt and the Hittite Kingdom continued to be tense, however in Ramses II's 16th regnal year, internal developments in the Hittite royal family would lead to the world's first known peace treaty.Read the text on page 14 of your booklet and compare this to your own understanding of modern treaties and diplomatic relations. Answer the question to understand the treaty's significance.
The relationships between Egypt and the Hittite Kingdom changed drastically after the signing of the peace treaty, heralding a period of stability, improved trade networks and cooperation.
Complete the activities on page 15 of your booklet, ensuring that you rely on the sources to come to a reasonable conclusion about Egyptian-Hittite relations.
Challenge discussion questionTo what extent is violence and war necessary to create a more harmonious society through improved diplomatic relations?
Discuss your answer with a partner.
At the museum
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Learning Intention
- Locate significant objects that will assist in my understanding
- Form complex opinions
- Use archaeological sources to discuss a range of perspectives about with my peers and teachersSuccess Criteria
- A completed checklist of relevant objects linked to the syllabus
- Use guiding questions to consider the nature of power and authority and significant developments that shaped New Kingdom Egypt
- Participate in a range of discussions that reveal the multiplicity of perspectives that can be gained from analysing archaeological sources
During your visit to Ramses & the Gold of the Pharaohs you will be immersed in over 180 objects, models and multimedia experiences that will enrich your understanding of the New Kingdom Egypt period between Amenhotep III and the death of Ramses II.
To make the most of your experience, complete as much of the booklet as you can before you visit, as this will provide the context to link the exhibition to your studies.
When you are at Ramses & the Gold of the Pharaohs you should be divided into groups A and B. Using a map and object list, you will locate a range of objects that are relevant to the syllabus and can be used as sources in your future studies.
As you find the objects on your list, use the guiding questions to help you assess and evaluate their significance. There will not be an opportunity to write notes in the exhibition. If you have a phone, feel free to take photos (no flash) of objects and voice record any thoughts you might have.
Back in the classroom
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We hope you enjoyed your visit to the Australian Museum and Ramses & the Gold of the Pharaohs.
The HSC syllabus requires students to investigate archaeological and written sources of New Kingdom Egypt to learn about the nature of power and authority, significant developments that shaped the period, as well as relevant historiographical issues.
Now that you are back in the classroom it is time to connect the written sources from the booklet and the objects you found in the exhibition to the syllabus.
The following activities will help you make the most of your visit to Ramses & the Gold of the Pharaohs.
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Object Story
If an object could speak, what kind of story might it tell?
Objects hold multiple stories, whether they be of their creators, those who used them, or the individuals and events they have witnessed.
Here is a short example of an object story about the Gweagal Shield, a First Nations shield that may have been taken by Captain Cook in 1770 before being kept at the British Museum.
The shield’s history has been written and rewritten, but as all things in First Nations Australia, its story begins with country, a story of kinship, earth, water, sky and the lives they support. It is commonly accepted that this shield originated from the Gweagal clan of the Dharawal nation, it was here that Gweagal men, painted in sacred white clay would strip bark from the mangroves and stringy bark trees, harden it over open fires and mark it with the same white clay that adorned their bodies to create the shield. It was a symbol of First Nations relationship with country and their desire to defend it, a future it would soon realise when it sat on the arm of a Gweagal warrior, as he stared down Captain James Cook on the 29th of April 1770.
Take particular of note of how the object remains at the center of the writing, allowing it to tell a narrative of its existence.
Choose an object from Ramses & the Gold of the Pharaohs and write a short story from its perspective.
Learning Intention- construct a short story about an object that reveals historical information
Success Criteria
- Using the example of the Gweagal shield, construct your own success criteria that would demonstrate an effective object story
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Guiding questions
While you were at Ramses & the Gold of the Pharaohs you were responsible for locating eight objects in the exhibition and possibly one of your own choosing. These objects have been chosen as valuable sources for your understanding of the period and can be utilised in a range of HSC questions.
Take this opportunity to treat each guiding question as a source focused short response worth five marks.Use the marking criteria to assess your work.
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Objects and the syllabus
Learning Intention
- show deep understanding of syllabus documents
- communicates the significance of historical objects
Success Criteria
- each object is linked to at least one syllabus dot point
- presentation includes a justification of why two objects are the most useful for the study of New Kingdom Egypt - Amenhotep III to the death of Ramesses II
Form groups of two, ensuring that one member completed list A and the other member completed list B.Share your responses to the guiding questions with each other and think about where the objects fit into the syllabus.
Label each object with applicable syllabus dot points.
Many of the objects will be relevant to multiple areas of the syllabus.
In your groups, create a short presentation that justifies why two of the objects (one from each list), are the most relevant to the syllabus.
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HSC essay practice
The final step in this journey is to bring together your knowledge from the booklet, your visit to Ramses & the Gold of the Pharaohs and work you have completed in class to practice your essay writing.
New Kingdom Egypt - Amenhotep III to the Death of Ramesses II is assessed through one 25 mark essay in the HSC exam. You will be given the choice between two questions that address different areas of the syllabus.This essay requires an introduction that clearly and explicitly communicates your thesis, multiple paragraphs that provide evidence in support of your thesis and a conclusion that summarises and reinforces the essay. It is also extremely important to address the instructional verb of the question and utilise sources throughout your response.
Choose one of the following essay questions to complete.
It is a good idea to spend some time planning out your response first, which may include deciding on your thesis, what each paragraph will be about and what sources you intend to use.
1. Evaluate* the view that Ramesses II was the most effective pharaoh of this period.
* Make a judgement based on criteria; determine the value of
2. To what extent was the Amarna revolution a failure?
3. Analyse* the significance of Ramesside imperialism during this period.* Identify components and the relationship between them; draw out and relate implications
4. Assess* the success of Egypt's foreign relations during this period.* Make a judgement of value, quality, outcomes, results or size