I am the mummy Heb-Nefert, by Eve Bunting and David Christiana, ill. Boston: Harcourt Children’s Books, 1997.

TOP TEN

ISBN: 978-0152004798

Annotation: Both informative about life in ancient Egypt as well as an eerie and hauntingly beautiful meditation on mortality and the passing of time. Highly recommended complement to curriculum on Egypt.

Illustrations: watercolor

Curricular Use: 5^th-6^th grade; History, World Culture

5Q/5P

 

Use of Rhythm: “Time passed and time,/ dark time and years,/ till we were found,/ our bodies moved,/ placed in glass coffins/ under lights/ in quiet rooms.”

Use of Simile: “My nails were hennaed red as jasper beads”

 

Book trailer URL: http://www.youtube.com/watch?v=0CDCIzj1N8I&feature=channel

 

Lesson Plan Title: Egypt and the Afterlife (Adapted from the “Egypt’s Golden Empire” resources for educators available at:  http://www.pbs.org/empires/egypt/educators/ lesson2.html)

Subject: World History/Social Studies

Grade level: 6th

Concept / Topic To Teach: Ancient Egyptian funerary customs and beliefs about the afterlife

California State Content Standards Addressed: History/Social Science Standards Section 6.2, analysis of the religious and social structures of the early civilization of Egypt

General Goal(s):

- Learn about ancient Egyptian culture and religion, especially beliefs about the afterlife

- Build research, note taking, and questioning skills

Specific Objectives:

- Participate in class discussions about the concept of the afterlife, the significance of tombs to the ancient Egyptians, and the burial customs and traditions of the ancient Egyptians.

- Conduct research about significant Egyptian gods and goddesses, burial practices, the process of mummification, and ancient Egyptian religious beliefs. This can be done with partners or in small groups.

- Create a tomb design for a famous Egyptian leader that is consistent with ancient Egyptian designs, colors, style, and the religious customs and traditions of the time.

Required Materials:

- Copy of I am the Mummy Heb-Nefert, by Eve Bunting and David Christiana, ill. (Boston: Harcourt Children’s Books, 1997) for teacher, additional copies for students if desired.

- Internet access for students or student pairs, either in the classroom or at home or library

- Access to video clips for classroom viewing:          

·         http://www.pbs.org/empires/egypt/vid/last_clip10.html

·         http://www.pbs.org/empires/egypt/vid/sun_clip8.html

- Art supplies for tomb making project: pens, paints, posterboard, clay, sugar cubes, etc.

Time Required: two 90-minute class periods or four 50-minute class periods, plus additional time for classroom presentations and extension activities.

Step-By-Step Procedures:

A. Introduction-

1. To engage students, write a phrase such as the following on the board/overhead: "You can't take it with you - or can you?"

2. Facilitate a very short class discussion about the quote using questions such as:

·         When people say, "You can't take it with you," what do you think they mean?

·         How does the meaning of the quote change when you add "- or can you?"

3. End the discussion by saying something like: "Today we'll be learning about a group of people who believed that in order to pass successfully into the afterlife, you had to 'take it with you.'"

B. Development-

1. Read I am the Mummy Heb-Nefert aloud to class. After reading, open discussion by asking students to think of some ways the book relates to Egyptian views on the afterlife.        

·         How did Heb-Nefert and her people feel about “taking it with you”?

·         In what ways did her servants try to ensure that she was prepared for the afterlife? (Students might mention that her cat was mummified with her, that food and her belongings were put in the tomb with her, etc.)

2. Introduce students to ancient Egyptian tombs, burial practices, and the concept of the afterlife by viewing “Tombs and the Afterlife” (http://www.pbs.org/empires/egypt/ vid/last_clip10.html). Take time to point out the importance of the tomb builders and their role in creating the hieroglyphic scenes that would help ensure the pharaoh's safe trip to the afterlife.

3. Using video clip “King Tut's Tomb” (http://www.pbs.org/empires/egypt/ vid/sun_clip8.html), discuss the types of things that were placed in tombs to aid the dead on their way to the next life. Talk about the significance the Egyptians placed on taking worldly possessions with them after their death.

4. Explain to students that they will need to learn more about Egyptian gods and goddesses and burial practices, including mummification. They will also need to understand the artistry in tomb building. To assist them with this, distribute “Tombs and the Afterlife” fact-finding worksheet (http://www.pbs.org/empires/egypt/pdf/ lesson2_worksheet.pdf).

5. Using the Egypt's Golden Empire site (http://www.pbs.org/empires/egypt/index.html), provide students with time to conduct research and answer each question. Encourage them to work in pairs or small groups while researching.

6. Discuss the answers to each question on the Tombs and the Afterlife Fact Finding Worksheet by having students share what they learned from conducting their research. As students share their findings, have them take additional notes to assist them with the completion of their projects.

7. Distribute the “Tombs and the Afterlife Project Guide” (http://www.pbs.org/empires/ egypt/pdf/lesson2_guide.pdf) to each student. Take time to review the project requirements as a group. Remind students to use their research findings to help them in the creation of their project. Provide them with at least one class period to work on their projects.

            *  The remainder of the work may need to be completed as a homework assignment.

8. When all projects have been completed, have students display their work around the classroom. Be sure that the required description is posted with each project. If time allows, offer each student two to three minutes to share their work and explain why they included various items or designs in their project. 

Closure:

 

As a closing activity, have students write a two to three paragraph response to one of the following questions:

• If the practice of building elaborate tombs to lead people to the afterlife were still being used today, what types of objects, drawings, symbols, religious representations, and messages do you think might be included in an average tomb? Explain the significance of these items and why they might be included.
• Based on what scientists have found in ancient Egyptian tombs, what are some of the most important historical or scientific discoveries you think have been made as a result of studying the contents and design of these tombs? Explain why you believe these discoveries are important.

Extensions (For Gifted Students):

1. Research and discuss the practice of tomb raiding, including what caused people to desecrate tombs and mummies, what types of treasures were found, and the ethical issues faced by scientists who have uncovered tombs and removed their contents for further study.
2. Have students compare and contrast how other ancient cultures viewed death and whether or not they believed in an "afterlife" concept. Create T-charts, Venn Diagrams, or some other sort of graphic organizer to show the similarities and differences between the cultures.

DM 6/27/09

 

 

I am the Mummy Heb-Nefert by Eve Bunting and David Christiana, ill.  San Diego:  Harcourt Brace & Company, 1997.

ISBN: 0152004793

Media: watercolors

5Q/5P

An Egyptian mummy recalls her life, before her display in a modern day museum, as the wife of the brother of the pharaoh.  Her cat was mummified to accompany her in the next life.

 

FBoggs 07/09