Lesson Plan-King Tut

Lesson Plan-King Tut

Lesson Plan-King Tut

Title: King Tut’s Death
Description/Abstract: Through this lesson plan, students will have the opportunity to look at the history of King Tut. Students will also be able to look at the possible connection between King Tut’s religious beliefs and that of his family. Finally, students will be able to explore the wonder of how King Tut lived and how he died.
Objective: Students will be able to read through the article on the life and death of King Tut to have a better understanding on how he could have possibly died. Students will then have Socratic discussion on the article followed by an assignment to write a short essay to check for understanding.
Essential Question: How did King Tut die?
Vocabulary:
  1. Depictions- v. to represent in a picture or sculpture.
  2. Ancestors- n. A person from whom one is descended, especially if more remote than a grandparent; a forebear.
  3. Genetic- adj. Affecting or determined by genes: genetic diseases.
  4. Epilepsy- n. Any of various neurological disorders characterized by sudden recurring attacks of motor, sensory, or psychic malfunction with or without loss of consciousness or convulsive seizures.
  5. Temporal Lobe- n. The lower lateral lobe of either cerebral hemisphere, located in front of the occipital lobe and containing the sensory center of hearing in the brain.
  6. Hormones- n. a. A substance, usually a peptide or steroid, produced by one tissue and conveyed by the bloodstream to another to effect physiological activity, such as growth or metabolism.
b. A synthetic compound that acts like a hormone in the body.
7. Seizure- n. 1. The act or an instance of seizing or the condition of being seized.
2. A sudden attack, spasm, or convulsion, as in epilepsy or another disorder.
3. A sudden onset or sensation of feeling or emotion.
Materials:
  1. How Did King Tut Die? By Arati Rao
  2. Quiz on “How Did King Tut Die?”
  3. Notebook
  4. Pencil/Pen

Instructional Procedures:
Introduction/Lesson Lead-In:
Discuss with students what they know about King Tut. Allow students to share out their responses with the class.
Steps of Lesson:
  1. Review vocabulary words provided to students. Ensure that they know if the word is a noun, adjective, etc.
  2. Have students read article with partner or as an individual.
  3. Ask students to answer the following questions about the article: (A) When was King Tut’s tomb discovered? (B) Who was King Tut’s father? (C) What is temporal lobe epilepsy? (D) What do archaeologist believe was the reasoning behind the sculptures and paintings showing feminine aspects? (E) What was the cause of King Tut’s death?
  4. In concluding the lesson have students answer the following question in an essay format: How do you think King Tut died?

Evaluation:
Students will take a short five-question quiz to test for understanding of the article.
NGSS Standards:
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.6.W.1.3 Interpret primary and secondary sources.
SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences.
SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations
SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of human character.
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