King Tutankhamun Collaborative Art Project – Ancient Egypt Activity for Middle & High School Turn your classroom into an Ancient Egyptian art studio with this King Tutankhamun Collaborative Drawing Project! This engaging, no-prep group activity lets students work together to recreate a stunning large-scale portrait of King Tut, the legendary boy pharaoh of Egypt. With 20 printable pages, each student contributes a section of the final masterpiece, making it perfect for history, art, or world civilizations lessons. What’s Included? 20-Page Collaborative Drawing – Each student completes one section of the portrait, creating an eye-catching Ancient Egypt classroom display when assembled. No-Prep, Print & Go – Just print the pages, distribute them, and let students paint, color, or shade their sections. Cross-Curricular Learning – Perfect for combining Ancient Egypt history lessons with visual arts projects. Works with Any Medium – Use watercolors, colored pencils, markers, or crayons—whatever fits your classroom best. Perfect for Group Work – Encourages teamwork, creativity, and collaboration, making it great for history projects, bulletin board displays, and interactive learning. Why This Ancient Egypt Activity is a Must-Have Hands-On & Interactive – Gets students actively engaged in learning about Ancient Egypt while fostering creativity. Supports Art & History Curriculum – Ideal for teachers covering Ancient Civilizations, Pharaohs, and World History. Perfect for Middle & High School – Works in classrooms, homeschool settings, and distance learning. Creates a Stunning Classroom Display – A beautiful Ancient Egypt-themed bulletin board or hallway showcase. Who Is This For? History & Art Teachers looking for a fun, collaborative project Middle & High School Students studying Ancient Egypt, King Tut, or Pharaohs Educators who need a no-prep, print-and-go group activity Bring King Tutankhamun to Life in Your Classroom Make learning about Ancient Egypt engaging and interactive with this King Tut Collaborative Art Project! Whether you’re teaching World History, Art, or Ancient Civilizations, this is the perfect addition to your curriculum. Download today and watch your students create an unforgettable masterpiece. Bonus: Get a Free Lesson If you leave a review, you can choose any free lesson from my store as a thank-you. How to Claim Your Freebie: Browse my store and pick any free lesson you’d like. Email me at danguiney78@gmail.com with the subject line “Freebie” and let me know which free lesson you’d like. I’ll send it over—and you’ll be added to my exclusive mailing list for occasional freebies and special offers. Your support helps me create more high-quality resources, and I love giving back to teachers who make learning exciting for students.

The title of this lesson is “Gold rush - What was life like for a ‘49er?” The lesson begins with a Starter Activity in which students are invited to guess which of a series of statements about the Gold Rush is false. This then leads into the Key Question and aims and objectives (which are graduated by all will, most will, and some will). There are then 7 slides of background information to enable teacher exposition before students begin the main task of placing up to 24 cards chronologically to tell a narrative of a day in the life of a miner in this period. They then place these onto a rollercoaster chart to explain highs and lows. Aims and objectives are revisited, and the lesson concludes with a voting plenary as well as an exit task (they are given some aluminium foil as they exist – 10% will have gold candy in and the rest leave empty-handed). This lesson was written for high achieving high school students, and I hope yours learn as much from it as much as mine. **I’d be so grateful if you can find time to add a positive review if you enjoyed this lesson and to follow me. As a way of saying thank you email me to let me know (danguiney78@gmail.com) and I’ll send you any free lesson of your choice from the site, as well as adding you to my email list so you’ll get to hear about great freebies and lessons. ** Wishing you a terrific day.

This lesson is titled “What can we learn from The Mayflower?” This lesson begins with a Starter Activity in which the class are invited to decide which one of 5 statements about The Mayflower is not true (there WAS a baby born on the ship and named after the ocean!). There are then 6 slides of background information to allow teacher exposition, and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). Students then create a pop-up ship using the instructions given, before reviewing 19 artifacts and inferences. The class then present these before the lesson plenary in which they peer assess using the 5-criteria rubric. I hope your students get as much from this lesson as mine do. This lesson was written for high achieving high school students but can work for slightly younger students too. I’d be so grateful if you can follow me and find time to add a positive review if you enjoyed this lesson. If you do, let me know by emailing me at danguiney78@gmail.com and I’ll send you any extra lesson from the site totally free of charge as my way of saying thank you, as well as adding you to my mailing list for freebies and great deals. Wishing you a terrific day. Dan @ Dan’s History Highway

This lesson is titled “Should we celebrate Columbus Day?” This lesson begins with a Starter Activity in which the class are asked to write multiple-choice answers on 7 questions on their mini whiteboards. This introduces the topic. There are then 6 slides of background information to allow teacher exposition, and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). Students are then issued either a pro or anti Columbus character card. The main activity is a 24-piece card sort whereby students divide information into positive and negative. From this they then work with a peer to create a 2-sided newspaper report explaining what they feel his legacy is using the evidence they have handled. The class then present these before the lesson plenary in which they are asked to complete a flower diagram with 8 pieces of compelling evidence and to vote on the Key Question. I hope your students get as much from this History Mystery as mine do. This lesson was written for high achieving high school students. I’d be so grateful if you can follow me and find time to add a positive review if you enjoyed this free lesson. If you do, let me know by emailing me at danguiney78@gmail.com and I’ll send you any extra lesson from the site totally free of charge – just have a look around the store here - as my way of saying thank you. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What really happened to the lost colony of Roanoke?” This lesson begins with a Starter Activity in which the class are invited to discuss what they would think if they were John White in 1590, returning to the empty colony. There are then 5 slides of background information to allow teacher exposition and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). The main activity is a 20-piece card sort whereby students divide information into three different scenarios (they assimilated with Native Americans, they were attacked, and that they drowned trying to sail back to England). From this they then create a 3-5 minute TV news report explaining what they feel happened using the evidence they have handled. The class then present these before the lesson plenary in which they are asked to vote on the most likely of the 3 scenarios by raising 1, 2, or 3 fingers. I hope your students get as much from this History Mystery as mine do. This lesson was written for high achieving high school students. **I’d be so grateful if you can follow me and find time to add a positive review if you enjoyed this lesson. If you do, let me know by emailing me at danguiney78@gmail.com and I’ll send you any extra lesson from the site totally free of charge as my way of saying thank you. ** Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What was life like in Jamestown?” The lesson begins with a true or false starter activity to introduce the topic. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then 9 slides of background information to allow for teacher exposition. The class then begin their main task in which they play Snakes & Ladders. As they do so they make mind maps on food & farming, Native Americans, work & daily life, and disease & health (they are color-coded). There is then a fill in the gaps activity to test knowledge learned. They are then prepared for the written task. Aims and objectives are revisited. The lesson concludes with a plenary in which students come to the board and write answers on the speech bubble diagram. I hope your students get as much out of this lesson as mine always do. **I’d be so grateful if you can find time to add a positive review and follow me if you enjoyed this lesson. As a way of saying thank you email me at danguiney78@gmail.com and let me know any one other lesson you’d like from the store and I’ll send it free of charge and add you to my mailing list, so you’ll get to hear from me once in a while about freebies and great lessons. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This free lesson is titled “1066 – Who should be King?” The lesson begins with a freeze-frame Starter Activity in which students act out four scenes explaining the life and death of Edward the Confessor (prompts are given). They are then asked to come to the board and write down 3 adjectives of what a good leader should be. This leads to an introduction of the Key Question along with lesson aims and graduated objectives (all will/most will/some will). After this there are 5 slides of background information to allow for teacher exposition and a true or false activity to test knowledge gained. There are then 4 printable character cards and students are issued these (with examples) and placed in groups of 4. They prepare a speech (with props) explaining why they should be King and take part in a Blind Date style hot seating activity (questions are provided). Lesson aims and objectives are revisited. After this, students self-assess (two stars and a wish) before peer-assessing on the kite diagram plenary. I hope your students enjoy this lesson as much as mine always do. It has been created for high school students but could be adapted to work with slightly younger students too. I’d be so grateful if you can find time to add a positive review and ‘follow’ me if you enjoyed this lesson. If you do please look around the store and email me for any free lesson of your choosing – danguiney78@gmail.com – and I’ll add you to my mailing list so you get to hear about other bargains once in a while. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking.” Dan The resource is titled “Stalin’s USSR Revision Card Game Activity.” Teeming with precise and carefully selected evidence my students love playing this game to boost subject knowledge. There are 61 cards (which work best when cut out and laminated) and they are colour coordinated into categories: rise to power, purges, WWII, industry/agriculture, and culture. These cards include all the main figures you would expect such as young Stalin, Trotsky, Beria and so on but also some lesser known figures such as Maria Yudina (Stalin’s favourite musician), Vasily Blokhin (notorious WWII executor), and Mikhail Gelovani (actor who played Stalin 13 times in various Soviet movies). On each card there is a key date/event for that person, two precise statistics, and a quotation. Students simply call out a category and the person with the highest card ‘trumps’ the other, winning their card. The objective is to strip your opponent of their cards to win the game. This is a resource I am very proud of and which has received many accolades from students and lesson observations alike and which will really boost your students’ subject knowledge of Stalin’s Russia. This activity works really well as a stand-alone activity, revision tool, or starter/plenary to any lesson on Stalin’s Russia. I hope you enjoy it as much as my students do! And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This resource is titled “Weimar & Nazi Germany Revision Card Game Activity.” Teeming with precise and carefully selected evidence my students love playing this game to boost subject knowledge. There are 132 cards (which work best when cut out and laminated) including figures such as the only Jewish representative of the 1936 German Olympic squad Helene (Meyer) and Hitler’s British wartime dog (Fuchsl), as well as more obvious characters such as Vienna-period Hitler, Goebbels, Himmler etc. On each card there is a key date/event for that person, two precise statistics, and a quotation. Students simply call out a category and the person with the highest card ‘trumps’ the other, winning their card. The objective is to strip your opponent of their cards to win the game. This is a resource I am very proud of and which has received many accolades from students and lesson observations alike. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This resource is titled “Weimar & Nazi Germany Revision Card Game Activity.” Teeming with precise and carefully selected evidence my students love playing this game to boost subject knowledge. There are 132 cards (which work best when cut out and laminated) including figures such as the only Jewish representative of the 1936 German Olympic squad Helene (Meyer) and Hitler’s British wartime dog (Fuchsl), as well as more obvious characters such as Vienna-period Hitler, Goebbels, Himmler etc. On each card there is a key date/event for that person, two precise statistics, and a quotation. Students simply call out a category and the person with the highest card ‘trumps’ the other, winning their card. The objective is to strip your opponent of their cards to win the game. This is a resource I am very proud of and which has received many accolades from students and lesson observations alike. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This resource is titled “USA 1920s Revision Card Game” Teeming with precise and carefully selected evidence my students love playing this game to boost their subject knowledge. There are 71 cards (which work best when cut out and laminated) and they are colour-coordinated into categories: gangsters & prohibition, arts & culture, immigrants & African Americans, sports & entertainment, industry & economic boom. These cards include all the main figures you would expect such as Babe Ruth, Rudolf Valentino, and Al Capone but also some lesser known figures from the period such as the ‘IT’ girl Clara Bow, the Harlem Renaissance’s Countee Cullen, and Felix the Cat! On each card there is a key date/event for that person, two precise statistics, and a quotation. There is also a ‘bonus’ research question on each card to encourage students to delve into each character further. To play, students simply call out a category and the person with the highest number in that category ‘trumps’ the other, winning their card. The objective is to strip your opponent of their cards to win the game. This is a resource I am very proud of and which has received many accolades from students and staff alike and which will really boost your students’ subject knowledge of 1920s USA. This activity works really well as a stand-alone activity, revision tool, or starter/plenary to any lesson on 1920s USA. I hope you enjoy it as much as my students do! And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Was William Calley a war criminal or a scapegoat?” I designed this activity to encourage my students to be reflective Historians capable of textured debate. Students divide 39 pieces of evidence (textual and photographic) into columns which suggest the leader of Charlie Company during the My Lai massacre in Vietnam was a war criminal or a scapegoat. The cards are colour-coordinated to allow for differentiation. I ask students to lie down on some large paper to draw around each other to make mannequins. They then place evidence for him being a war criminal on one side and evidence that he was a scapegoat on the other. This then provides the perfect large scaffold for a debate or piece of exended written analysis. This is a hard-hitting lesson which always provokes historical reasoning but please be aware many of the images and text are graphic in content and should be taught to students with the emotional tools to deal with sensitive issues. Students will learn Ron Weber, the ‘and babies?’ photograph, Captain Medina’s role, and the ‘black blouse girl’ and much more. My hope in sharing this resource is that more students will learn about the heartbreaking tragedy which took place in My Lai. It has been designed for older high school students. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day and please let me know before purchase if you have any questions about this card sort activity.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan The title of this lesson is “What were the causes of the First World War?” Students are given one of the 26 different character cards ranging from Kaiser Wilhelm to Gavrilo Princip to lesser known players such as Leopold Lojka. Once students have got to know their character they then get into teams of fellow countrymen and attempt to find evidence to answer the question as to why the war began. There are 31 pieces of evidence for them to sift through, all greatly detailed and colour-coded for differentiation. This is one of the lessons I’m proudest of and it always leads to powerful debate and empowers students with extremely high levels of subject knowledge from which to begin extended written responses to one of the biggest questions in History. I hope you enjoy it as much as my students do. It has been designed for high school students. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Emperor Nero - Terrific or Tyrant?” This 31-slide PowerPoint commences with a Starter Activity, inviting students to examine images of famous leaders and engage in a discussion regarding their classification as terrific or tyrannical. The lesson title and graded aims (all will/most will/some will) are then introduced, alongside two contrasting viewpoints on the subject, which are revisited in the plenary session. Background information about Emperor Nero is provided for teacher exposition, followed by a 24-piece hexagonal card sort activity, where students categorize into positive and negative columns, further dissecting them into social, economic, political and military aspects of Nero’s much-debated rule. A colour-coded version aids those needing additional support. Subsequently, students prepare for a debate, selecting a side to support, with the debate format provided and monitored by the teacher. A written task addressing the Key Question is assigned, concluding with a plenary session where students revisit the opposing views on Nero and position themselves within the classroom. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Why did Ancient Egypt collapse?” The lesson begins with a Starter Activity in which students look at an AI generated prompt image, in order to infer some key causes (a broken crown represents political instability, a dry river bed the Nile’s failure to flood etc). This leads to an introduction of the Key Question along with lesson aims and graduated objectives (all will/most will/some will). After this there are 6 slides of background information to allow for teacher exposition. The PPT then reveals five key factors in a starfish diagram and students are placed in ‘jigsaw’ groups of 5 and issued 1 fact-file on one of the factors. Their task is to later explain their factor and convince their peers of its importance in answering the Key Question. They then use this information to answer a piece of extended written work. The lesson concludes with reference back to the starfish diagram introduced earlier, which students label with Post-It notes to demonstrate learning. I hope your students enjoy this lesson as much as mine always do. It has been created for high school students but could be adapted to work with slightly younger students too. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What can we learn from hieroglyphics?” The lesson begins with a Starter Activity in which students are asked to match up some simple shape hieroglyphics with their modern English translations. This leads to an introduction of the Key Question along with lesson aims and graduated objectives (all will/most will/some will). After this there are 6 slides of background information to allow for teacher exposition. Students are then given a hieroglyphic alphabet along with one of 19 statements about Ancient Egypt, which are differentiated by length. These are issued to students, and they are asked to privately translate their statement, before sharing them with peers to translate (twice or three times depending on time). Lesson objectives are revisited, and the lesson concludes with a trash cans plenary in which students add information learned through hieroglyphics about 5 factors of Ancient Egyptian civilisation. This lesson was created for high school students but works with slightly younger students too. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What as the social structure of Ancient Egypt?” The lesson begins with a Starter Activity in which students are asked to draw a triangle and to plot down important people in their own school or education, with the most senior at the top. Examples are given and this leads to an introduction of the Key Question along with lesson aims and graduated objectives (all will/most will/some will). After this there are 6 slides of background information to allow for teacher exposition. The PPT then ask students to suggest Mr. Men and Little Miss characters which symbolize each aspect of the Egyptian social hierarchy (they make choices such as Mr. Brave or Mr. Greedy for example) and examples are given although they are encouraged to find their own too. They then use this information to write a six-page children’s book to explain the Ancient Egyptian social structure using the list of key words provided. The lesson concludes with a fill in the blanks pyramid plenary to test knowledge acquired in the lesson. I hope your students enjoy this lesson as much as mine always do. It has been created for high school students but could be adapted to work with slightly younger students too. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What was the role of the Pharaoh?” The lesson begins with a true or false starter activity to introduce the topic. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then 5 slides of background information to allow for teacher exposition. The class then begin their main task in which they play Snakes & Ladders. As they do so they make mind maps on the political, cultural, religious, military, and economic duties of a Pharaoh (they are color-coded). There is then a fill in the gaps activity to test knowledge learned. They are then prepared for the written task. Aims and objectives are revisited. The lesson concludes with a plenary in which students come to the board and write answers on the speech bubble diagram. I hope your students get as much out of this lesson as mine always do. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “How similar and how different was life for Ancient Egyptian children compared to today??” The lesson begins with a starter activity where students are given a prompt and asked to explain what is happening (children harvesting, swimming in the Nile etc). They are then asked to give a modern day equivalent and to discuss the follow up question. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then 5 slides of background information to allow for teacher exposition. The class then begin their main task in which they read through 38 speech bubbles and add them to either an image of an Ancient or modern child, before making connections to explain how similar and how different (examples are provided). They are then prepared for the written task. Aims and objectives are revisited and the lesson concludes with a plenary in which students place information learned into one of 2 trash cans to test knowledge gained in the lesson. I hope your students get as much out of this lesson as mine always do. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “How did the role of women in Ancient Egypt change?” The lesson begins with a game of Truth or Dare? Which introduces students to some notions which might challenge existing assumptions. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then 3 slides of background information to allow for teacher exposition. The class then take part in a differentiated 32-piece card sort (4 factors). They are then prepared for the written task. Aims and objectives are revisited and the lesson concludes with a plenary in which students place information learned into one of 4 trash cans to test knowledge gained in the lesson. I hope your students get as much out of this lesson as mine always do. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.