Ramses learning journey: New Kingdom Egypt - Amenhotep III to the Death of Ramesses II

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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.

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-31349

Using Shelley's Ozymandias, what assumptions can you make about the impact Ramses II had on New Kingdom Egypt and beyond?

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.

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.

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.

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.

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.

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.

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 question

To what extent is violence and war necessary to create a more harmonious society through improved diplomatic relations?

Discuss your answer with a partner.

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 teachers

Success 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.

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.

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

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.

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.

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