Planning

The Egyptian Tomb

Author: Tim Taylor l Suitable for: Key Stage 1, Key Stage 2, Key Stage 3+, Planning

From an idea by Luke Abbott

Suitable For: Key Stage 1, Key Stage 2, Key Stage 3+

Theme: Ancient Egypt

Download Egyptian Tomb Planning

Background

Inquiry Question(s)

  1. What did AE people believe about life & the afterlife?
  2. Why was AE civilization so static & enduring?
  3. What was significant to AE people & society, in what was were their values & priorities different to ours?
  4. How were they similar & human?

Designing the Expert Frame

Situation

Accompanying the famous Tutankhamen exhibition to London is a ‘sister’ exhibition of a recently discovered tomb of a noble, but not royal, family of the same period. The tomb was unusual because two of the three sarcophagus were found standing up, the third (much smaller – a young child was lying down in the more usual position) The tomb was full of artefacts from the lives of the family for use in their afterlife. The artefacts were not scattered randomly in the tomb, but placed carefully, the significance not yet understood by the team of archaeologists who discovered the tomb.

Field of Expertise

A team of expert transporters – with a successful history of removing, transporting and returning objects of great value and historical importance.

Client(s)

  1. The Cairo Museum of Antiquities who want the objects from the tomb transported to London.
  2. The head of the archaeology Team working on the tomb, who is not keen on the objects being moved, but if they have to then that they must be kept very safe and be put back in exactly the same place when returned.
  3. The people in the sarcophagus concerned that their resting place is being disturbed and for what purpose.

Commision(s)

Possible Steps In

Possible Steps in… Can be done over a morning or a week…

1. Introduction: Gather the class round a large sheet of paper. Before you begin drawing start by talking about the famous exhibition of King Tutankhamen coming to London and that there is a less well known sister exhibition of a noble, but not royal family. This exhibition is intended to show that the afterlife was not just for royalty and the tomb was full of normal artefacts, not the amazing treasure of Tutankhamen.

2. i. Drawing in: As you draw a line along the bottom of the paper, say: “When the archaeologists found this tomb there was something very unusual. Something none of them had ever seen before.” Draw two sarcophagi shaped boxes standing up.
ii. Discuss some of the possible reasons for this, not looking for a ‘right’ answer: “It might be…” Then draw a smaller sarcophagus lying in the usual position. When doing this starter you might want to use pictures from books or on the screen showing real sarcophagus or a tomb if the children need this to help them. “Beside the two full size sarcophagus was a much smaller one, lying in the more usual position.” Again discuss…

3. i. Equipment: “Around the tomb the archaeologists found a whole collection of objects. All kinds of things, statues, furniture, boxes, jewellery… many of them very ordinary, some quite ornate and beautiful. All of the objects seem to have been placed very carefully, not just thrown in, but each placed in a very special place. The archaeologists don’t yet understand why, but it’s clearly important. All the objects, big or small, are thousands of years old and moving them to the exhibition without damaging them is obviously going to be very difficult. I don’t know if you could think for a moment if it was our job what would we need? What kind of equipment?”

ii. The children might need some support with this step… You could draw up a list or have one available that they could refer to if they need more scaffolding. Have some paper available so they can make up their own lists and plans. Look on the Generic Tasks Grid for the kinds of equipment, machinery and resources a team would need for this kind of job. Obviously this task could be done quite quickly or take a long time depending on the level of engagement of the children.

4. i. Adult in Role – The Archaeologist: At some point you will need to bring in the archaeologist. The children/expert-team can then ask the archaeologist questions about the tomb and the job and the archaeologist can ask the team questions about their equipment and plans. The archaeologist is very concerned about the objects being moved safely and put back exactly where they came from. They will need a great deal of reassurance, but are not opposed to the idea in principle. The children need to win, so make it challenging but not impossible!

5. i. Dramatic Action: The team now stand outside the tomb (at one end of the carpet), you stand in the doorway, “Now for this first visit we’re just looking and recording, everything stays exactly were it is. Has everyone got their cameras and notepads?” Show your own by signing, some of the children may sign their own, if they do acknowledge this. “Ah yes, I can see you’ve got a video camera and you’ve brought one of the digital cameras” etc.

6. i. Adult in Role – The Mummy: “Mrs… is now going to help us out again, but not as the archaeologist this time, but as someone else. Watch.” Mrs… now stands on the carpet with her arms crossed on her chest in the pose of a mummy. The children will probably read this quite easily, but you might need to refer to the drawing… “While we’re in the tomb lets keep a close eye on the mummy’s face she will give us a guide to how we are doing.”

ii. Select one of the team: “Lets watch R… and see how he does. Keep an eye on the mummy’s face.” R… enters the tomb, he might need some support, “We’re just going to watch him stepping carefully into the tomb and looking for an object to record. What kind of equipment are you using R…? A camera, right. Have you got a flash? Hmm. What do you think you’re going to take a picture of? Now lets look at the mummy’s face. What do you notice?”

iii AIR shows concern: “Because we’re using drama right now we can listen in to the mummy’s thoughts.” Touch the AIR’s shoulder. AIR express the concerns of the mummy. It may be that the team need to speak to the mummy, ask her questions, reassure her that everything will be put back, tell her why the objects are being removed. Again it needs to be a challenge, but not impossible. When it seems the right time, then start to let each of the team into the tomb, one at a time. Look for some commitment in their eyes, clearly this is a responsible job not to be done lightly, your role as the gate-keeper is a high register so you can set very high demands. “I can’t let anyone in who has come here with a light heart this morning, this is a very tricky job, we can’t afford to get it wrong… etc.”

7. i. The team enter the tomb and record the objects. Have available a stack of paper to record what they find, they can use the project books to help them. “Take a look in our research books you might have found something similar in the tomb.”

ii. The task is to draw the object and make a note or two. Set up a project board so the objects can be put up for the team also…

iii …a map of the tomb so the objects can be accurately mapped for replacement later.

iv. Draw out three life size outlines for the mummies these can be used to map x-rays of the sarcophagi. These tasks may take some time as the children research and record the objects in the tomb and their significance.

v. From time to time move into step 8 and then back to step 7. Also make reference to the original plans and equipment.

8. i. Dramatic Action: As the children are working on the objects from the tomb, it might be appropriate to stop them temporarily to draw attention to one object in particular and discuss its significance, this will help the others understand the process. You may also want to use dramatic action to look at the deeper significance, not just of the objects but also their placing. For example, a charm was found on the heart of the mummified child. By using two children in role, one as the child and one as the mother we were able to explore the moment in the past when the mother placed the charm on the child’s heart and what that meant to the mother and to us with the responsibility of putting everything back in its right place.

9. Further work. It is difficult to advise beyond this point but it seems likely the team will spend time researching, recording, moving, packing and transporting the objects of the tomb to London. They will also be involved in the setting up of the exhibition and the safe return of the objects back to their original place. There is a huge range of possibilities, for more ideas refer to the generic tasks grid.

One Response to “The Egyptian Tomb”

  1. Nicola Worrall Says:
    January 15th, 2010 at 11:37 am

    This looks great! I was already planning to get my children to create an exhibition for the British Museum of things found in a tomb- make artefacts, write information texts about the objects/ afterlife etc. I think I’m going to use this idea as a way of taking my class into the story .Thank you.

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