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King Tut Death Theories Lesson Plan Name: Jake Settanni Class/Subject: 9th Grade Ancient Civilizations Date:

February 18, 2014 Student Objectives/Student Outcomes: Identify the various theories concerning King Tuts death and the supporting evidence from the articles Compare and contrast the death theories with group members and assess the validity of each theory Select the most legitimate theory and justify why it most accurately explains the death of King Tut Content Standards (Common Core): CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Materials/Resources/Technology: 6 copies of King Tut Died in Hunting Accident article 6 copies of King Tut Died From Broken Leg article 6 copies of King Tut Not Murdered Violently, CT Scans Show article 6 copies of King Tut Mysteries Solved: Was Disabled, Malarial, and Inbred article 6 copies of King Tut Death: Epilepsy Killed Boy King Tutankhamun article 6 copies of The Theory of Murder article 30 copies of death theories instruction sheet 120 copies of notes sheet Extra sheets of paper Time 7 minutes Start of Class: I will open up the class by checking in with my students and asking them about their three-day weekend. I will also follow up with Mr. Scarletts assignment regarding Presidents Day and ask a handful of students to share the facts or information they learned about a president. Afterword, each

student will be asked to write down the name of the president they chose to learn about and at least one corresponding piece of information. I will take attendance and take care of other housekeeping issues during this time. I will collect the students responses after about three minutes. 3-5 minutes Introduction of Lesson: I will ask the students to remind each other about what we have been discussing over the last week. Answers can include, but are not limited to: Egypt, burials, the mummification process, the letter to King Tut, the afterlife video, etc. Once I have the students attention focused on the material, I will introduce todays goal for the class. Our goal for the period is to resolve one of the unanswered questions of this unit: how did King Tut die in Ancient Egypt? Many theories have been given to explain Tuts demise, such as murder, *epilepsy, hunting accident, *malaria, and inbreeding. Our task as historians will be to read about each of these theories and compare their legitimacy in relation to one another. Students will ultimately determine which one provides the best explanation for the death of King Tut. Since such a feat is a large undertaking for any historian to complete on his/her own, students will be working in groups to complete this task. *bolded words may be unfamiliar vocabulary that need to be defined Lesson Instruction: First, I will pass out the assignment sheet and the notes sheet to each of my students. Extra copies will be available on the computer desk and on my desk in the back for students who come in late. The instruction sheets and the articles themselves are a class set, so I will tell the students that they will be collected after class. Once everyone has received a copy of the instructions, I will read them aloud to the class. I will break down the numbered procedure below so that students understand my expectations. After we talk about the directions, I want to go over and model my expectations for group work. This will be the first time that I have done group work with my students, so I want to take the time to explain myself before we begin the task. I will explicitly tell and show the students how we go about setting up the room for group work, how long setup and clean up should take, what we should be doing and not be doing while in group work, etc. After going over these expectations, I will divide the groups by having students count off in a snake pattern. The students will be told where each group should meet in the room. While the groups are arranging their desks, I will pass out the articles. Activity Breakdown 1) Students will be working in teams of six to complete this activity. Each

10 minutes

group will receive six articles that discuss various death theories. 10- 15 minutes 2) Each team member will be responsible for reading one of the articles. Each student will also have to individually identify the theory in his/her article and write it down in the Theory Name box on the note sheet. Students must also write a short summary of their articles theory and any supporting evidence in the Summary of Theory with Evidence Used. Each student should try to find at least two pieces of evidence that backs up their theory. 3) After everyone has finished reading his/her article, the group will come together to discuss their findings. The group should go around in a circle and allow each member to share his/her theory name, their summary, and their evidence that supports the theory. While one student is talking about their theory, the other students should be taking their own notes and filling out the rest of the Theory Name and Summary columns. 4) If available, groups will spend the remainder of todays activity time discussing any evidence from the articles that counter the evidence from other articles (ex: the hunting accident articles evidence counters the murder articles evidence) If the group decides that a certain article does not support another article, they must write that piece of evidence under the Any Counter-Evidence? section. If a group member disagrees about a particular piece of counter-evidence, he/she may write his/her own brief rationale explaining why the groups counter-evidence is not enough to debunk a theory from another article. Assessments/Checks for Understanding: The King Tut note sheet itself is a formative assessment (is it formative?) that will help me gauge whether or not students are successfully comprehending the material and understanding how the articles are interconnected with one another. I will know if students are achieving the lesson objectives by checking in with each group and asking them to share their progress with me. I will also look at students written responses, especially under the evidence section. I will be informally assessing the following in this lesson: Has each student identified a death theory and found reasonable evidence from the article to support it? Have the groups begun or finished discussing all of the death theories and sharing their findings with one another? Have the groups begun to eliminate certain theories? (if groups make it to this step) 5 minutes Closure/Wrap-Up/Review: During the last five minutes of class, I will cut off the activity and ask

5-8 minutes (probably carry into tomorrow)

Extra time (otherwise do this step tomorrow)

students to reassemble the desks into their original format. They will be told that they only have a minute to do so and there should be no talking. Once all of the students are seated, I will ask a couple of people to share with the class which death theory they believe in the most based on their research. Afterword, I will give a preview for tomorrows class, which will most likely be finishing up the counter-evidence section, picking the most legitimate death theory, and writing a short rationale that explains their choice. I will then collect the articles and instruction sheets at the hallway when students leave the classroom.