This activity invites students to work individually to create a storyboard illustrating the major events and milestones of Mentuhotep’s reunification process. You will use visual representations and descriptions to showcase the sequence of events and analyse their significance, fostering your analytical skills and historical understanding. During the collaborative presentation and discussion you will participate in critical thinking and learn from their peers’ perspectives and work. This can be completed by hand or digitally.

Part 1: Research and Event Collation

You will use provided resources and further research about Mentuhotep II’s reunification of Egypt to collate and determine the major sequence of events. The events should be in relation to, and consider the military campaigns, changes to land and territory and societal changes under Mentuhotep’s rule. These resources can include textbooks, articles, reliable online resources and notes taken from class. You can work collaboratively to collate ideas and events based on their prior knowledge.

You can use the following resources to  support your research:

Middle Kingdom of Egypt

Middle Kingdom of Egypt Timeline

First Intermediate Period of Egypt

Egypt in the Middle Kingdom (ca. 2030–1650 B.C.)

Part 2: Storyboard Creation

You will individually design a storyboard that visually narrates the sequence of events leading to Mentuhotep II’s reunification of Egypt. You must ensure that your events are displayed in chronological order. You can use primary sources and artefacts explored in class or from your extended research to inspire your visual representations. The storyboard should include a series of visual representations (pictures, drawings, printed images) and can be presented digitally or by hand. There must be a minimum of 6 key events in the storyboard.

Each visual representation will be accompanied with a caption that explains the significance of the events to the reunification process. You are required to include the date of the event, names of historical figures and place of the event within your caption. The captions should be concise but informative, providing key details about each event. You are encouraged to use evidence from your research to support your analysis.

Part 3: Presentation and Discussion

Once everyone has completed their storyboards, you will divide into small groups of 4-5 and present your storyboard to your peers, discussing the rationale for choosing the major events and how your sequence of events led to Egypt’s reunification under Mentuhotep II’s rule. After each presentation, students will provide the presenter with feedback and ask questions regarding their storyboard. You are encouraged to provide your peers with feedback regarding the relevance of the event to the reunification of Egypt, the use of sources as evidence and their interpretation of the event based on historical knowledge and interpretations of Mentuhotep II and the conditions of the First Intermediate Period.

Part 4: Reflection and Class Discussion

After the presentation and discussion stage, you are required to reflect on the feedback provided by your peers and make any necessary revisions to your storyboard to strengthen it’s overall quality. The teacher will then conduct a class discussion where you will share your key findings, insights, and observations from the storyboard presentations. You are encouraged to identify the similarities and differences in event choice, interpretations, and depictions from them small group presentations and engage in meaningful dialogue about Mentuhotep II’s reunification process and its historical significance.

Activity

In this activity, you will work collaboratively in groups of 3-4 to curate a museum exhibit dedicated to the 11th Dynasty and the Middle Kingdom. You will establish the historical significance of Mentuhotep as a pharaoh by analysing and evaluating primary and secondary sources and artefacts. You will be required to select artefacts, write informative panels highlighting historical perspectives and use evidence. During the presentation and discussion stage, you will reflect on how historical interpretations and artefacts are used to establish historical significance concerning the pharaohs of the 11th Dynasty.

Part 1: Research and Artifact Selection

You are instructed to research and select artefacts using both resources provided by the teacher and extended online research, focusing on the 11th Dynasty. You are encouraged to gather artefacts from the excavation of Deir El Bahari and use artefacts from your textbooks to create your exhibition. These artefacts must include evidence to support the governing, military feats, and building projects conducted in the 11th Dynasty. There must be a total of 10-12 artefacts selected for the exhibition. Be creative with the way you recreate the artefacts (e.g. miniature versions made from plasticine or paper mache).

You can use the following online resources to source artefacts:

Mentuhotep III of Ancient Egypt’s 11th Dynasty

Ministry of Tourism and Antiquities

Temple of Mentuhotep

Artefacts of Excavation: British Excavations in Egypt 1880-1980

Part 2: Artefact Description and Information

For each selected artefact, you will have to write an informative panel that provides details about the artefacts’ historical context, purpose and significance during the 11th Dynasty. When constructing the informative panel, you should consider the social, political, religious and economic implications justified by the artefact. You are encouraged to use historical sources and interpretations to support your descriptions.

Part 3: Presenting the Exhibit

Each group will be allocated time to set up their museum exhibit within a designated space. You are encouraged to think creatively about the techniques of displaying the work and step into the role of a museum curator. Each group will present the exhibit to the class. During the presentation, the group will guide their class, through their exhibition, explain the artefacts, essential information and historical perspectives they aimed to highlight. The class is encouraged to engage in historical discussion and ask probing questions as to the features of the artefacts that justify the group’s historical interpretation and perspective.