What can be learned through the study and understanding of diverse cultures, past and present?

• Newspaper obituary sections of several newspapers—include papers from large and small cities—or a teacher created student handout of representative obituaries.

  Teacher Note:

  Depending on your learners, you may want to collect selected obituaries of famous and not so famous people who contributed to the common good from your local newspaper or from the sites listed in the Bibliography.
• Student copies of Attachment One: The Egyptian Book of the Dead

Instructional Procedure:

Anticipatory Set:

Distribute copies of the obituary sections of newspapers or the teacher created student handout. Ask the learners to read the obituaries individually or with a partner. Be sure the obituaries include well known and some not-so-famous people who acted in a philanthropic way – contributing time, talent or treasure to the common good. After they have had time to read the obituaries, ask the students: For what kinds for actions were these people remembered? (In most cases people are remembered for their positive contributions to society through acts of kindness and giving toward their families (beloved mother) and communities (member of Rotary or served in the armed forces). During the discussion, list examples of these on the board or chart paper. Many times families request memorial contributions be made to charitable causes in the name of the deceased, add these causes to the list also. Tell the students that for the most part the examples listed represent philanthropy.

• Define philanthropy as the giving of ones time, talent, or treasure, and taking action for the common good. Look back at the list created in the Anticipatory Set and decide if those represent giving time, talent and/or treasure.
• Define obituary as the "final word" about a deceased person, describing his/her attributes, deeds and accomplishments. Explain that historians and genealogists rely on information found in obituaries. Obituaries provide answers to "who, what, where, when, why and how" are especially helpful in sharing a person’s story.
• Tell learners that they are going to see a movie called Mysteries of Egypt. Two things were very important to ancient Egyptians—how would they get to the afterlife and how would they be remembered by the living after they were gone. Hieroglyphics on the walls and scrolls found in the tombs told about their beliefs about living and dying. One of the things common to all civilizations is beliefs and values about how to live together in community. Archaeologists study ancient cultures to learn about the unique characteristics of each society.
• In the movie the learners will see many examples of hieroglyphics. The Egyptian Book of the Dead is mentioned. The Book of the Dead is the name given by Egyptologists to a group of hieroglyphic writings on papyrus with accompanying illustrations called vignettes. Some of the texts and vignettes are also found on the walls of tombs and on coffins or written on linen or vellum rather than on papyrus. Tell the learners that the ancient Egyptians believed that it was their obligation, while on earth, to help those less fortunate than themselves. What happened to them after death and how they were remembered, were directly related to their "good works" while living.
• Distribute, read and discuss the information and questions on Attachment One: The Egyptian Book of the Dead. Relate the acts of kindness in The Egyptian Book of the Dead to the definition of philanthropy discussed earlier in the lesson.
• Using a large world map, point out the location of Egypt and talk about the relative location in relationship to the area where they live.
• Point out the Nile River on the map. Tell the learners that they will be taking an imaginary "flight" over the Nile River, The Valley of the Kings and the pyramids when they see the movie.

 Tell them to pay attention to the information about the Nile River. (The Nile River is the longest river on earth and if it weren’t for the Nile River there wouldn’t have been a viable community in this part of Egypt.

Extension:

If computers are available to the students, they can go to http://www.harcourtschool.com/activity/cartouche/cartouche.html to make their own cartouche using the letters of their names. A cartouche is made up of different hieroglyphic symbols enclosed in a loop that represent a person’s name. They were used for kings, queens and high ranking officials in ancient Egypt.

Bibliographical References:

Tour Egypt. The Egyptian Book of the Dead. http://www.touregypt.net/bkofdead.htm

Collections of Obituaries for teacher use in creating an obituary handout:
Early America. Famous Obits.  http://www.earlyamerica.com/earlyamerica/obits/
Obits. Public Figures. http://www.obits.com/

After Viewing the Movie

• Research materials, including books, encyclopedias, internet, maps, etc.
• Any materials that may be needed to create their exhibit for the museum.

• Teacher’s subjective observation of learner participation in group activities and completion of artifact for display in the museum.
• Use the rubric (Attachment Two) to assess the final artifacts and displays.

• The British Museum. www.thebritishmuseum.ac.uk
  A user friendly site for visiting the museum and seeing artifacts from ancient Egypt. Some of the exhibits are from Howard Carters’ expeditions in Egypt in 1922.
• Egypt State Information Service. http://www.sis.gov.eg/En/
• Harcourt School Publishers. Make Your Own Cartouche.
  http://www.harcourtschool.com/activity/cartouche/cartouche.html
  A web site that allows students to key in their names and to create an Egyptian cartouche.
• Tour Egypt. The Egyptian Book of the Dead. http://www.touregypt.net/bkofdead.htm
• Haslam, Andrew. Ancient Egypt (Make it Work!). Two Can Publishing, 2000. ISBN# 158728300X
• Hart, George. Ancient Egypt. 1995 The Nature Company Discoveries Library; National Geographic Society Edition. ISBN 0783547633