The Importance of Cats

Overview

In this second lesson of the 14-lesson unit, students investigate why cats were highly valued in Ancient Egyptian culture. They use visual and written evidence to identify cats’ practical, social and religious roles, then organise their ideas in a concept map.

Learning intentions

• WALT explore why cats were revered in Ancient Egyptian culture.
• WALT use visual evidence to identify different roles cats played.
• WALT organise information by creating a concept map.
• WALT discuss how evidence helps us reconstruct the past.

Success criteria

• I can list several roles cats played in Ancient Egyptian society.
• I can describe what a visual source shows.
• I can connect a role to a reason cats were valued.
• I can explain one idea from my concept map using evidence.

Curriculum links

• History — Natural events of historical significance in New Zealand: using sources such as first-hand accounts and photographic evidence to reconstruct historical narratives.
• History — considering how populations and environments change over time.
• Social Sciences — developing inquiry, interpretation and communication through evidence.
• Civics and Society — participating in respectful discussion and considering how societies create shared values and practices.

Lesson structure (60 minutes)

1. 0–5 min · Reconnect and hook. Open with the visual hook and learning intention slides and display a large image of an Ancient Egyptian cat figure beside a household cat. Ask: “Why might a society treat an animal as special?” Students make a quiet prediction, then share with a partner. Clarify that “revered” means deeply respected or honoured.

2. 5–15 min · Build background knowledge. Use the Ancient Egyptian context slides to introduce the Nile environment, homes, farms and temples. Explain that cats could catch mice and snakes, protect food stores, help hunters, provide companionship and appear in art, jewellery and religious beliefs. Emphasise that not every Egyptian had exactly the same relationship with cats, and that images are evidence to interpret rather than proof of every person’s experience. Students record one role and one possible reason in their books.

3. 15–25 min · Read visual sources. Show the set of images in the visual evidence slides: a cat beside a seated person, a cat hunting birds, cat-shaped objects or jewellery, and a cat associated with the goddess Bastet. Model the questions: “What can I see?” “What might this suggest?” and “What else would we need to know?” In pairs, students study two visuals and complete the evidence prompts on the Ancient Egyptian cats concept-map worksheet. They distinguish observation from inference, using “I can see…” and “This may suggest…” sentence starters.

4. 25–40 min · Group role investigation. Divide the class into seven mixed-ability groups of five. Allocate each group one role: pest control, hunting, companionship, family life, religious belief, protection, or art and status. Revisit the group investigation instructions. Students discuss: What did the cat do? Who might value this role? What evidence supports the idea? Why might this make cats important? Each group prepares two concise statements and selects one visual detail as evidence. The teacher circulates, checks that groups are not simply copying labels, and prompts students to explain why each role mattered.

5. 40–52 min · Create and share concept maps. Students complete the central concept map on the Ancient Egyptian cats concept-map worksheet. They place “Why were cats important?” in the centre, connect at least five roles around it, and add a reason and evidence detail to each branch. Groups briefly share one strong connection while classmates listen for roles they can add or improve. Encourage linking words such as “because”, “helped”, “protected” and “represented”.

6. 52–60 min · Plenary and exit check. Use the discussion and exit prompt slides to revisit the learning intention. Students answer: “Cats were revered in Ancient Egypt because…” and include at least two different roles, with one supporting detail from a visual source. Invite two or three responses, then collect worksheets or photograph completed maps for assessment.

Resources

• the Ancient Egyptian cats visual inquiry deck
• the Ancient Egyptian cats concept-map worksheet
• Projector or interactive whiteboard
• Ancient Egyptian cat images showing domestic, hunting, artistic and religious contexts
• A3 paper or group planning sheets
• Thick pens or coloured pencils
• Blu tack or magnets for displaying group ideas
• Books or classroom reference texts about Ancient Egypt

Assessment

• Listen for students distinguishing what a source shows from what they infer during pair and group discussion.
• Check group statements for an accurate role, a reason that explains its importance, and a relevant visual detail.
• Use the completed concept map and final sentence to assess whether students can list several roles and connect them to why cats were valued.

Differentiation

• Provide dyslexia-friendly copies of the Ancient Egyptian cats concept-map worksheet using a clear sans-serif font, generous spacing, short instructions and visual icons. Offer the option to dictate ideas, use speech-to-text, or record an oral response.
• Support learners with role cards, a word bank containing “protect”, “hunt”, “companion”, “religion”, “status” and “evidence”, and sentence starters: “I can see…”, “This suggests…” and “Cats were important because…”.
• Pair students strategically and assign group roles such as reader, image finder, recorder, speaker and encourager. Read key information aloud and allow students to discuss ideas before writing.
• Extend advanced learners by asking them to prepare a one-minute presentation on cat mythology, including Bastet, explaining how mythology may have influenced the way cats were represented and respected. They should identify which claims are supported by the lesson’s visual evidence and which require further research.