Tutankhamen
Barbara Swaim
B.J. Ward Middle School
200 Recreation Drive
Bolingbrook, Illinois 60440
Promoting
Geographic Knowledge Through Literature Workshop
July 7-19, 2002
Overview
Howard Carter and his sponsor Lord Carnarvon discover the long hidden tomb of Tutankhamen in November 1922. The tomb was found in the Valley of the Kings near the Nile River in Egypt. In reading about the discovery, we utilize the geographical themes of Place, Regions, and Human Environment Interactions.
Connections with the Curriculum
These activities may be used in Social Studies-Ancient Civilizations and in Language Arts.
Teaching levels: Grades 5-7
Objectives: The student will read the nonfiction selection and locate the setting on a map. Students will create a pyramid showing the passageways and antechamber for a pharaoh’s burial. They will also create a telegram describing the contents of the tomb.
Connection to National Geography Standards
Essential Element: Places and
Regions
Standard # 4 The physical and human characteristics of places
Essential Element: Environment and Society
Standard # 14 How human actions modify the physical environment.
Materials
King Tutankhamen from Lost
Worlds by Anne White McDougal-Littell
6th Grade textbook
Literature and Language 2001
Map of Africa
Inset map of the Nile River/Valley of the Kings
Shoebox lined with gold paper- tiny peep hole on one end – a flashlight
shone from the top
National Geographic Society Video King Tut
Square sheet of construction paper to form a 3D pyramid
Lined paper to create a geography poem
Suggestions for Teaching the Lesson
Preview:
The students should have a background knowledge of Ancient Egyptian civilization and the preparation of pharaohs for burial.
1. Have students write in their writing journals their thoughts and feelings about making a great discovery. Share their thoughts with a partner.
2. Discuss the Carter’s reasons for archaeology in 1922 – not treasure seeking but an archaeologist trying to preserve the objects.
Developing
1. Students will read silently the nonfiction account.
2. Discuss Carter’s feelings – Would you be able to fill in the stairway after you uncover it?
3. How could he wait 2 more weeks for Carnarvon to arrive before actually opening the doorway?
4. Have the class gaze through the shoebox? What were Carter’s feelings as he peered through and saw “Gold…gold. Everywhere the glint of gold.”
Concluding
1. The students will now locate Egypt on the Africa map, the Valley of the Kings West of Luxor where the tomb was located.
2. To further extend the activity, have them construct a pyramid showing passageways and an antechamber. They could also construct a mural on one wall showing Egyptian artwork, and even a sarcophagus for a pharaoh.
3. Have the students create a geography poem using the following format:
Format for geography poem
Line 1:
Name of place
Line 2: What does it look like? (3 items)
Line 3: Where is it? (3 items)
Line 4: What is there? (3 items)
Line 5: A question about the place
Line 6: What does it feel like there? (3 items)
Line 7: What can you do there? (3 items)
Line 8: Synonym for the place
Extensions
Watch
the King Tut Video
Investigate websites and books about mummies
http://www.discovery.com/highspeed/tlc/mummies/content.html
Unwrapped:
The Mysterious World of Mummies
Mummies of Ancient Egypt
Mummies
of the Pharaohs Melvin
Berger
ISBN O 79227233 4
National Geographic Society
Class
discussions
Student constructed pyramids
Maps completed
Geography poem