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Overview:
Students will examine stories and myths about ancient Egypt through time. First they will learn about the famous modern Egyptian myth about the "curse of the mummy." Then they will investigate ancient Egyptian culture and belief systems, including the influences of geography on the beliefs and customs of the time. They will then explore myths and stories from ancient Egypt. Finally, they will read about and discuss the influences of ancient Egypt and geography on modern Egyptian culture.
Connections to the Curriculum:
Geography, world history, anthropology, language arts
Connections to the National Geography Standards:
Standard 6: "How culture and experience influence people's perceptions of places and regions"
Standard 17: "How to apply geography to interpret the past"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
Objectives:
Students will
- explore the origins of the "curse of the mummy," a modern Egyptian myth;
- investigate the culture and belief systems of ancient Egypt;
- explore myths and stories of ancient Egypt; and
- discuss the influences of ancient Egypt and geography on modern Egyptian culture.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to share what comes to mind when you say "Ancient Egypt." Write the responses on the board or on chart paper. Now repeat the exercise with "King Tut." Use the responses to generate discussion about what students know or have heard about ancient Egypt. Ask students if anyone has ever heard of the "curse of the mummy," or the "curse of King Tut." If any students have heard of the curse, ask them to share what they know with the class. Tell them they will now be exploring that story in groups.
Development:
Activity 1: The Curse of King Tut
Share with students the story of the curse of King Tut found here. (You may want to preview this and the information that follows ahead of time to condense and simplify it, depending on the age of your students.)
Divide students into groups and have them use the following websites to find the origin of and possible explanations for the curse.
The Mummy's Curse
Egypt's "King Tut Curse" Caused by Tomb Toxins?
Have students use the following focus questions as a guide during their exploration of the sites:
- What artifacts or engravings might have led people to develop the curse story?
- What events contributed to the rumor of a curse?
- Have there been any scientific explanations for the events that contributed to the curse rumor? If so, what are they?
- Classify the possible explanations for the "curse" into the following categories:
- scientific explanations, like the speculation that exposure to ancient toxins in the tomb was responsible for Lord Carnarvon's death
- cultural explanations, like the fact that belief in the afterlife was strong in ancient Egypt, which would make people more likely to believe that supernatural beings might protect the tomb
When groups have completed their research, form new "jigsaw" groups comprised of one student from each of the previous groups. Tell students to share their findings and ideas with their new groups. Tell them that each group must now decide on an explanation for the curse. They will be presenting their theories to the class, so they will need to support it with evidence gathered in their research. To cover a wider array of theories, encourage groups to try to defend an explanation that they, themselves, might not actually believe. Give groups 15 minutes to agree upon a theory and develop a brief presentation of the evidence. Then have groups present their arguments to the class. Conclude the activity with a class discussion about the curse and its possible explanations. Ask students which explanation they think is the right one. What aspects of ancient Egyptian culture might have lead to the development of the curse story? Ask them if, after having done the research, they believe in the curse, or if they believe it is simply a myth.
Activity 2: Folklore of Ancient Egypt
Tell students that they will now be reading myths and stories from ancient Egypt. Have students explore the following myths or stories in small groups:
The Myth of Re
Isis and Osiris
The Seven Years' Famine
The Land of the Dead
The Girl with the Rose-red Slippers
Have each group write a short summary of their assigned story to present to the class. Presentations should also focus on the following questions:
- What, if any, aspects of this story reflect the geography of ancient Egypt?
- What, if any, aspects of this story reflect ancient Egyptian culture?
- What guesses can you make about ancient Egypt and its people based on this story?
- Why do you think this myth was created?
After groups have given their presentations, lead a brief class discussion of the questions outlined above, emphasizing the ways in which these stories reveal information about the characteristics of the geography and culture of ancient Egypt.
Then, have students explore the Web sites listed in the related links to determine if their ideas about ancient Egyptian culture were accurate and reflected life in ancient Egypt. Tell students to write down three ideas or questions about ancient Egypt (e.g., Do ancient Egyptians believe that the moon is part of the supernatural world?) and then have them try to find the answers in the suggested Web sites.
Closing:
Have students explore modern Egypt using the Web sites below. Ask them to consider what aspects of ancient Egypt, and ancient Egyptian myths, they see reflected in modern Egyptian culture, if any. How do geography and myth continue to play a role in Egyptian daily life and culture?
Tour Egypt!
Lonely Planet: Egypt
The World Factbook: Egypt
Egypt Today
Suggested Student Assessment:
Have students create an original myth based on or explaining the geography and culture of their home region. They should use the ancient Egyptian myths explored in the lesson as a basis from which to write their own. Examples of elements their stories could focus on include explaining the origin or formation of a local landform such as a river, mountain, or cliff; a re-telling of a famous local story (if one exists); or a myth about the life of a historical figure from the area.
Extending the Lesson:
- Have students test their knowledge of ancient Egyptian mythology with this quiz.
- Let students try this ancient Egypt word search.
- Create a class book composed of the myths created by students. Students should include one or two illustrations to accompany their myths.
- Have students explore history of the Tomb of Tutankhamen.
Related Links:
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