Erin Koerselman

MAT 636
Observed SS Lesson

A. Informational Components

Lesson Title: “You can’t take it with you – or can you?”

Grade Level: 6

Utah Core Standards:

Social Studies Standard 1: Students will understand how ancient civilizations developed
and how they contributed to the current state of the world.
Objective 2: Evaluate how religion has played a central role in human history from
ancient times to today.
Indicator: Explore the importance of religion in the cultural expression of ancient
civilizations (e.g. customs, artistic expression, creation stories, architecture of sacred spaces).
Reading: Informational Text Standard 1: (Key Ideas and Details) Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
Writing Standard 2: Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of relevant
content.

Essential Questions:
Why did ancient Egyptians take earthly possessions to their grave?
What can burial artifacts tell us about the culture of ancient Egypt?

Specific Lesson Objective: Synthesize why ancient Egyptians were buried with earthly
possessions and what we can learn from these discoveries.

Materials: computer, smartboard, articles, books on ancient Egyptian afterlife, worksheet

packets, colored pencils, white board, and expo marker.

B. Instructional Procedures

Engage: (10 minutes)

Before we start, let’s quickly go over my expectations. We stay in our seats and listen quietly
when someone is talking; participate by raising your hand.
Write on the board: “You can’t take it with you – or can you?”
Ask students: “When people say, “You can’t take it with you,” what do you think they mean?
• Invite a couple of ideas and briefly discuss. We only have time to hear a couple ideas.
Let’s watch a short video about the discovery of King Tutankhamun’s tomb.
 • Show video, https://www.youtube.com/watch?v=x9u3or9Eedw
How does the meaning of the quote change when we add, “or can you?” Think about what was
found in King Tut’s tomb.
• Again, we only have time to hear a couple ideas. Briefly discuss.
Why do you think King Tutankhamun had over 3,000 possessions in his tomb?
• Invite a couple ideas.
Ancient Egyptians believed that in order to pass successfully into the afterlife, you had to “take it
with you.”
How has the preservation and discovery of tombs, such as King Tutankhamun’s, helped
archeologists and therefore us learn about ancient Egypt? Let’s hear a few thoughts.
Today you will be exploring why ancient Egyptians believed you had to take -or be buried with-
your earthly possessions.
Transition: As I pass out the packets, you will number off from 1-6. Write your number at the
top of the front page.
• Pass out packets and number students off from 1-6.
• Go through the packet, explaining expectations for each station/page.
• Tell them they will rotate through three stations in groups and that the number they wrote
down is their group number. There are 2 of each station so you will only be going to 3 of
the 6.
• Explain that each group will start at the station with the same number as their group; for
example, group 1 will start at station 1. When they rotate stations, they will go to the next
number (group 6 will go to station 1).
You will only have about 12 minutes at each station and will need to work efficiently. You may
work as a group and at stations with texts to read, you can take turns reading. I will give you a
two-minute warning before it’s time to rotate stations. When I turn off the lights, it is time to
rotate.
Explore: (40 minutes)
Students rotate in their groups through four stations. I will roam the room checking for
understanding
Station 1: The Egyptian Afterlife
• Students will read through articles and pre-selected sections of books.
 • Students will answer questions related to the texts.
Station 2: Grave Goods
• Students make a list of things they would want to take with them to the afterlife and
explain why.
Station 3: Egyptian Funerary Art
• Students explain what funerary art represented.
• Students create a drawing to represent activities they would like to continue doing in the
afterlife.

Explain:
Students will have a packet with a worksheet to complete for each station.

Elaborate/Extend:
Students will have a packet with a worksheet to complete for each station.

Evaluate/Assess: (10-15 minutes) – might need to be done on day 2

The last page of the packet will ask students to write 1-2 paragraphs synthesizing the
significance of these preserved tombs and what archeologists would learn about their culture
from their drawing and list of artifacts (they will have done these exercises in stations).

Adaptations:
• Students work in groups
• Learning stations offer students varied strategies to learn and show their understanding.
Resources:
• https://www.crystalinks.com/egyptafterlife.html
• http://www.primaryhomeworkhelp.co.uk/news/begin.htm
• Joshua J. Mark, 2017, “Grave Goods in Ancient Egypt”
• http://www.pbs.org/empires/egypt/educators/lesson2.html
Name _____________________________ Date ___________________

“You Can’t Take It with You – Or Can You?”

Ancient Egyptian Afterlife

Station 1: The Afterlife Name: _______________________
Answer the questions in complete sentences.

1. What were some of the typical, everyday items that might be included in an Ancient
Egyptian tomb, and why were these included?

2. What does the way a tomb is decorated and the items buried with the dead tell us about
the person buried there?

3. How did the tombs of the pharaohs and royal family members differ from those of the
average Egyptian?

4. (extra credit) What religious ceremonies and/or gods and goddesses were associated with
Egyptian burial and death?
Station 2: Grave Goods Name: ________________________

Ancient Egyptians believed that life continued after death and that in order to successfully pass
into the afterlife, they had to have their earthly possessions (or representations of these items)
buried with them.

Make a list of items you would want to take with you to the afterlife and explain their
importance.

Item Why?

1. _________________________ __________________________________________

2. _________________________ __________________________________________

3. _________________________ __________________________________________

4. _________________________ __________________________________________

5. _________________________ __________________________________________

6. _________________________ __________________________________________

7. _________________________ __________________________________________

8. _________________________ __________________________________________

9. _________________________ __________________________________________

10. ________________________ __________________________________________

Station 3: Ancient Egyptian Funerary Art Name: ________________________

Briefly describe what funerary art is and what it represented to ancient Egyptians (use full
sentences):

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Now draw your own funerary art. In the space below, create a drawing that represents activities
you would like to continue in the afterlife.
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Final Write-Up Name: ________________________

Write 1-2 paragraphs about the significance (importance) of preserved ancient Egyptian tombs
like King Tutankhamun’s. Describe what archeologists would learn about your culture (beliefs,
interests, and values) from your list of artifacts and drawing (funerary art).