Tutankhamun - The Field Museum

Transcription

May 26, 2006 – January 1, 2007
The Field Museum
Education Department Presents
Educator Guide & Walking Map
See nearly 130 dazzling Egyptian treasures from the tombs of Tut and
his royal relatives, many of which have never before traveled outside Egypt!
tttuttt
The Field Museum Education Department develops on-line Educator Guides to provide detailed information
on field trip planning, alignment with Illinois State Goals and Learning Standards, as well as suggested
hands-on classroom activities to do before, during and after your visit to the Museum.
About the Exhibition
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More than 3,000 years after his reign, Tutankhamun, the celebrated “boy king,” became a cultural phenomenon
in the United States and around the world. Now, Tutankhamun comes to Chicago in a spectacular new exhibition,
Tutankhamun and the Golden Age of the Pharaohs.
The world has long marveled at the spectacular accomplishments and monuments of the civilization of ancient Egypt.
This worldwide fascination intensified after the exploration of Egypt by scientists and artists traveling with Napoleon in
1798. Twentieth century discoveries, such as the well-preserved tomb of Tutankhamun's great-great grandparents Yuya
and Tyuya in the Valley of the Kings in 1904, brought more of Egypt's treasures to the public eye. However, nothing
has ever matched the 1922 discovery of the largely intact tomb of Tutankhamun. Its unparalleled treasures had
remained untouched and wonderfully intact for over three millennia.
This exhibition examines Tutankhamun's royal predecessors, his family, the officials of the court, his lifestyle, and his
burial. The objects illustrate both life in the 18th Dynasty and Egyptian funerary practices, both royal and nonroyal. It
was a golden age: art, architecture, and literature flourished; the land was prosperous; and Egypt's armies had successful
campaigns on its borders. But toward the end of the dynasty, a radical political and religious ideology brought cultural
upheaval. Tutankhamun ascended to the throne while still a childand he inherited a kingdom in crisis.
You will see 130 dazzling Egyptian treasures from the tombs of Tutankhamun and his royal relatives, many of which
have never before traveled outside Egypt. Visitors to this exhibition—twice the size of the 1977 exhibition—will view
stunning artifacts that portray the splendors of life and death in the 18th Dynasty, the “golden age of the pharaohs,” in
which Tutankhamun and his family ruled.
All art and artifacts in the exhibition are on loan from the Supreme Council of Antiquities of Egypt, the government
body that oversees the preservation of these treasures. The objects will return to the Egyptian Museum in Cairo after the
exhibition tour in the US and London. Proceeds from the exhibition tour will help fund a future new building for the
Egyptian Museum in Cairo.
Tour Sponsor:
Chicago Sponsor:
An exhibition from
Organized by Arts and Exhibitions International and AEG Exhibitions
in association with The Supreme Council of Antiquities of Egypt and The Field Museum.
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Page 2
The Field Museum • Educator Guide: Part 1 • Introduction to the Exhibition
Contents:
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Part One:
• Teachers' Note
• Important Information for Your Tut Field Trip
• Corresponding Illinois Learning Standards (ILS)
• Overview of Exhibition Sections and Highlights
Section 7:
Tutankhamun, King of Egypt
Section 1:
The Discovery of the
Tomb of Tutankhamun
© Kenneth Garrett, National Geographic
Society 2005
© Griffith Institute, Oxford
Section 8:
Causing His Name to Live
Section 2:
Egypt before Tutankhamun
© Andreas Voegelin, Antikenmuseum
Basel und Sammlung Ludwig
© National Geographic Society 2005
Section 9:
Daily Life in
Tutankhamun’s World
Section 3:
Traditional Religion
Society 2005
Society 2005
Section 10:
Tutankhamun’s Tomb
Section 4:
Death, Burial, and the Afterlife
in the 18th Dynasty
Section 11:
Scientific Study of
Tut's Mummy
Section 5:
The Religious Revolution
of Akhenaten
Society 2005
Section 6:
Tutankhamun, the Boy King
© Digital composite and coloration by
NGM Art; CT scanning equipment provided
by Siemens AG; data courtesy of the Supreme
Council of Antiquities, Arab Republic of Egypt
Part Two:
Teacher and Student Resources
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Part Three:
Fun Facts
_________________________________________
Part Four:
Walking Map
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The Field Museum • Educator Guide • Contents
Page 3
Teachers’
Note:
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Tutankhamun and the Golden Age of the Pharaohs
May 26, 2006 — January 1, 2007
The Field Museum’s exhibition Tutankhamun and the Golden Age of the Pharaohs consists of eleven sections. Before
you visit the exhibition, we recommend that you spend some time viewing The Field Museum’s exhibition Web site
to begin your trip planning: www.fieldmuseum.org/tut. (Please note that the thematic sections of this Web site do
not exactly match the sections of the exhibition galleries as you walk through them.) We also recommend using some
of our quick fun facts and pre-activities to introduce your students to the cultural complexities of the exhibition and
to focus on one or two sections within the exhibition to study in depth.
Also, while you’re at The Field Museum, remember to visit the Field’s permanent exhibition, Inside Ancient Egypt.
Experiencing the galleries and interactives of Inside Ancient Egypt is a great way to extend your field trip activities
and to unlock the secrets of tombs, mummies, the Nile, and more.
In the exhibition walk-through, each section has an introduction, guiding questions, answers to guiding questions,
suggested pre-activities, field trip activities and post-activities to help guide your students’ experience.
Canopic Coffinette of Tutankhamun © Andreas F. Voegelin
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The Field Museum • Educator Guide: Part 1 • Teachers’ Note
Page 4
Important
Information for Your Tut Field Trip
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Please Read!
Field Trip Registration:
Many of the school group tickets to see Tut have already been sold. On some days, only small numbers of tickets
remain for each half hour entry time slot. In order to secure tickets, you may be asked to split your class up into small
groups, each headed by a chaperone. For example, one chaperone might need to take 5 students in at 9:30, another
chaperone enter with 8 students at 10:00, etc. You may want to consider getting special permission to take a Tut field
trip early in September—we have many tickets still available for September. REGISTER NOW to reserve your spot by
filling out a field trip registration form at www.fieldmuseum.org/education/registration.htm.
Field Trip Payment:
Payment for Tut tickets and field trips is due 30 days in advance of your field trip. If we have not received payment 14
days in advance of your field trip, The Field Museum reserves the right to cancel your reservation and give your tickets
to the schools on our waiting list. If you anticipate a problem paying 30 days in advance, please call 312.665.7500 to
make alternative arrangements. Note that changes to your reservation must be made 14 days in advance. No refunds
will be given on the day of your field trip for reductions in group size. Due to the the demand for this exhibition, we
may not be able to accommodate any increases in group size on the day of your field trip. Any extra students or
chaperones added on the day of your field trip are subject to full retail prices.
New Bus Drop Off and Pick Up Procedures:
Due to the high volume of groups scheduled to see Tutankhamun, we have changed our school group drop off procedures. All school group buses should drop off at the main SOUTH ENTRANCE to the Museum. For driving directions,
go to www.fieldmuseum.org/plan_visit/parking.htm.
Groups with Young Children and/or Special Needs Students:
For barrier-free access to the Museum, groups with young children (pre-K through 2nd grade) and groups with special
needs students (including wheel chairs) may drop off and pick up at the WEST ENTRANCE to the Museum. To access
the West Entrance, turn right (north) from McFetridge Drive at the guard house on the west side of the Museum. A
security officer will direct you to the West Lot drop off location.
Queuing once you are in the Museum:
The entrance to the Tut exhibition for groups is located on the main floor, near the Totem Poles. You must be on time
for your entry to the exhibition. If you miss your time for entry, you may not be admitted into the exhibition, depending on the volume of patrons that day. If you are not admitted due to your late arrival, a refund of your Tut ticket costs
will be provided.
Tip Summary for a Great Field Trip:
Please help us make this experience a thrilling and educational one for you and your students! Key tips for
a Tut field trip:
1.
2.
3.
4.
5.
6.
Reserve your tickets and lunch space early
Pay your balance 30 days in advance
Refrain from making last minute changes to your reservation
Consider eating lunch on the bus or at school
Arrive early and queue on time
Be patient with the crowds
If you have any questions about logistics regarding your field trip, please call the reservations office at 312.665.7500.
Thank you for your interest!
Lead corporate support for professional development programs for teachers at The Field Museum is provided by
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The Field Museum • Educator Guide • Important Information
Page 5
Corresponding Illinois Learning Standards (ILS)
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The Illinois Learning Standards (ILS) define what all students in all Illinois public schools should know and be
able to do in the seven core areas as a result of their elementary and secondary schooling. The classroom assessments
are resources to help teachers determine local performance expectations for the Illinois Learning Standards (ILS)
at each grade level. For more information on the ILS visit www.isbe.state.il.us/ils/Default.
Use of the materials in this Educator Guide in combination with a field trip to the exhibition will help you link
learning experiences to the following Illinois Learning Standards (ILS). Teachers will need to identify descriptors and
benchmarks to individual lesson plans, larger units of study, and specific subject areas. This exhibition, while suitable
for all students regardless of learning style, maps closely to concepts studied in later elementary, middle school,
and high school.
English Language Arts
Goal
Goal
Goal
Goal
Goal
1:
2:
3:
4:
5:
Reading
Literature
Writing
Listening
Research
Mathematics
Goal 6: Number Sense
Goal 7: Estimations and Measurement
Goal 8: Analytical Methods
Goal 9: Geometry
Goal 10: Data Analysis and Probability
Science
Goal 11: Inquiry and Design
Goal 12: Concepts and Principles
Goal 13: Science, Technology, and Society
Social Studies
Goal
Goal
Goal
Goal
Goal
14:
15:
16:
17:
18:
Political Systems
Economics
History
Geography
Social Systems
Fine Arts
Goal 25: Language of the Arts
Goal 27: Arts and Civilization
Foreign Languages:
Goal 29: Culture and Geography
Social/Emotional Learning (SEL):
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
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The Field Museum • Educator Guide: Part 1 • Illinois State Standards
Page 6
Overview
of Exhibition Sections and Highlights
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To begin your exploration of the exhibition’s themes and artifacts, check out The Field Museum’s Web site for
Tutankhamun and the Golden Age of the Pharaohs at www.fieldmuseum.org/tut. This site has interesting
and fun information that is not presented in the exhibition. And during your field trip day to the Field, be sure
to also visit Inside Ancient Egypt, the Field’s permanent halls devoted to ancient Egypt. Entry to Inside Ancient
Egypt is included with general admission.
Discovery of the Tomb of Tutankhamun
In the queuing area before entering the exhibition galleries, view largescale photomurals depicting Howard Carter’s discovery of King Tut’s
tomb. If you and your school group will be using an audio tour, you will
be outfitted with audio tour equipment in this area. Audio tours are
available in English (narrated by Omar Sharif) and in Spanish.
When you first enter the first exhibition gallery, you will view a fiveminute video about Tutankhamun. You will then see the first object of
the exhibition: a stone sculpture of the young Tutankhamun.
© Griffith Institute, Oxford
Egypt before Tutankhamun
Tutankhamun was one of the last in a brilliant line of kings of the 18th
Dynasty. Learn about Egyptian history and the royal family that preceded Tutankhamun. In this gallery, see many splendid objects created for
Tut’s illustrious relatives, such as a sculpted portrait of Nefertiti, one of
Egypt’s most famous queens and Tut’s probable mother-in-law.
Traditional Religion
Egyptians of the 18th Dynasty worshipped many gods, who could take
both human and animal forms. Come face to face with members of the
Egyptian pantheon whose statues guarded tombs of Tut’s relatives. Of
the many beautiful depictions of gods and goddesses, you will see a painted wooden figure of the goddess Weret-Hekau, a winged serpent with a
woman’s head. You will also see Sekhmet, the fierce lion goddess.
© Kenneth Garrett, National Geographic Society 2005
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The Field Museum • Educator Guide: Part 1 • Overview of Exhibition Sections and Highlights
Page 7
Overview
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Death, Burial, and the Afterlife
Explore the traditional funerary practices of the ancient Egyptians and
examine their concept of the afterlife. View coffins, amulets, and photos
of tombs decorated with magical scenes and spells that protect a mummy
as it enters “the Fields of the Blessed.” Be sure to see the inscrutably
smiling and beautiful portrait of Tyuya, Tut’s great-grandmother, in the
golden mask that once lay over her mummy.
© Andreas Voegelin, Antikenmuseum Basel und
Sammlung Ludwig
Religious Revolution of Akhenaten
Tutankhamun’s father was likely the “heretic pharaoh” Akhenaten, who
introduced to Egypt the monotheistic worship of the god Aten.
Akhenaten’s radical ideas inspired an era of great artistic masterpieces,
but also created strife among his people. Restoring Egypt’s orthodox
belief system would fall to young Tutankhamun and his advisors. In this
gallery, you will see an imposing, colossal head of Akhenaten.
Tutankhamun, King of Egypt
Tutankhamun’s treasures represented his status as ruler over Egypt, but
they also helped him attain divine immortality. In this large gallery, view
splendid objects that portray the young king’s roles as head of state and
church. When you first enter, you will encounter two golden statues,
depicting Tut as the ruler of the Upper Kingdom and Lower Kingdom of
Egypt. Highlights in the gallery also include a small ebony and ivory
chair that Tut used as a child and that he probably used during royal ritual responsibilities. You will also see Tut's official crook and flail, the
emblems of Egyptian kingship for thousands of years.
Causing His Name to Live
View Tut’s gold “canopic coffinette,” a vessel that held the mummified
remains of Tutankhamun's liver. You can get a close-up view of both the
inside and outside of this object in the large high-resolution plasma
screens in this room. The gold vessel is exquisitely inlaid with carnelian,
obsidian, rock crystal, and glass.
Sammlung Ludwig
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Page 8
Overview
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Daily Life in Tutankhamun’s World
Discover what daily life was like in Tutankhamun’s day. Take a look at
everyday items and personal objects such as cosmetics containers, a board
game, and drinking cups—all buried with Tut for his use in the afterlife.
Don’t miss Tut’s golden mirror in the shape of an ankh, the symbol of
life, as well as beautifully decorated jewelry.
Sammlung Ludwig
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Tutankhamun’s Tomb
© Kenneth Garrett, National Geographic Society
In this gallery, you will gain an understanding of how the four shrines,
the sarcophagus, and three coffins encased the mummy of Tutankhamun.
You will see large photo-projections of the mummy as it was unwrapped
for study in the 1920s. (The mummy itself cannot leave Egypt, and is not
part of this exhibition.) View here a number of stunning objects that
were wrapped up in the linens of Tut's mummy. You will see the golden
pectoral in the shape of a falcon that was placed upon his chest, the golden dagger that was wrapped up on his thigh, and most extraordinary of
all, the golden crown that Tut wore on his head, in life and in burial.
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Scientific Study of Tut's Mummy
Take a look at the CT scans of Tutankhamun’s body, a project sponsored
by the National Geographic Society. Was Tutankhamun murdered? The
CT scans gave a probable answer to this question. You will also see
images from past X-ray projects of the mummy, from the 1960s and the
1970s. Based on imaging from the 2005 CT scans, a specially trained
forensic sculptor has created a portrait bust of Tut.
© Digital composite and coloration by NGM Art; CT
scanning equipment provided by Siemens AG; data
courtesy of the Supreme Council of Antiquities, Arab
Republic of Egypt.
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Page 9
Section
1: The Discovery of the Tomb of Tutankhamun
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When he died at the approximate age of twenty, Tutankhamun was buried in a tomb in
Egypt’s Valley of the Kings. Egyptian history records that thieves invaded Tutankhamun’s
tomb fairly soon after his burial, but they were caught in the act. Official inspectors hastily
reorganized the contents and then resealed the tomb. Shortly thereafter, workmen constructing the nearby tomb of another pharaoh built their huts over the young king’s place of
burial, thus obscuring it. Later flooding in the area erased any evidence of its existence.
Tutankhamun’s tomb would remain hidden for more than 3,000 years.
The first historical record of burial discoveries in the Valley of the Kings comes from a
Jesuit priest, who found ten royal tombs already open in 1708. Napoleon’s expedition to
Egypt in 1799 recorded the wall paintings and reliefs found in these tombs. With the cracking of the hieroglyphic code in 1822 by Jean-François Champollion, the field of modern
Egyptology was born. In 1871, an Egyptian stumbled across a hidden cache that contained
many of the most famous kings of the New Kingdom. A second cache found in 1898 held
the mummies of many 18th Dynasty pharaohs, including Amenhotep II, likely
Tutankhamun’s great-great-grandfather.
In 1914, an Englishman named Howard Carter and his patron Lord Carnarvon began digging sites in the Valley of the
Kings. Digging went on for eight years with no success, until, on the morning of November 4, 1922, a young boy carrying water jars for workers arrived at the site where Howard Carter began digging. As the boy cleared a space for the
jars, he found the top of a step cut into the bedrock. Carter directed his men to clear away the sand, uncovering 11
more steps leading to a doorway blocked with stones and plaster.
Two weeks later, joined by Lord Carnarvon, Carter made a hole in the doorway. Probing carefully with an iron rod,
Carter found empty space beyond and lit a candle to check for noxious gases. Carter later recounted his astounded first
impression of the tomb:
At first I could see nothing, the hot air escaping from the chamber causing the candle flame to flicker, but presently, as
my eyes grew accustomed to the light, details of the room within emerged slowly from the mist, strange animals, statues
and gold—everywhere the glint of gold…I was struck dumb with amazement, and when Lord Carnarvon, unable to
stand the suspense any longer, inquired anxiously, “Can you see anything?” It was all I could do to get out the words,
“Yes, wonderful things.”
© Kenneth Garrett, National Geographic Society 2005 • © Griffith Institute, Oxford
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Highlights in This Gallery
Online Highlights
• Large photomurals about the discovery and work of
Howard Carter and his team
• Five-minute video about the exhibition
• Stone sculpture of Tutankhamun
•
•
•
•
•
Howard Carter’s Arrival
The Find of the Millennia
Opening the Tomb
The Press and Political Problems
Trials and Treasure
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The Field Museum • Educator Guide: Part 1 • Section 1: The Discovery of the Tomb of Tutankhamun
Page 10
Section
1: The Discovery of the Tomb of Tutankhamun
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Guiding Questions
1. How did Tut’s tomb remain hidden for over 3,000 years?
2. What country was Howard Carter from? How old was he when he began digging in the Valley of the Kings?
How old was he when he found Tut’s tomb? Whom did he replace as excavator of Tut’s tomb?
3. How many steps led to the doorways of Tutankhamun’s tomb? What was stamped on the door?
4. What problems did Howard Carter endure when showing the tomb to the public?
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Pre-Activities
1. Watch the film The Mummy, and compare how archaeologists depicted in that film compare with Howard Carter.
2. Howard Carter was taught to draw and paint by his father. Why would these be important skills for an
archaeologist to possess?
3. Research the role of Anubis, the god of the dead, in ancient Egyptian funerary practices.
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Field Trip Activities
1. Locate Tutankhamun’s tomb on the Valley of the Kings map. What other royal tombs are nearby? Are they
members of Tut’s lineage from the 18th Dynasty?
2. How is gold used in funerary art and artifacts? Look for different examples of the use of gold from the exhibition.
3. The ownership of the artifacts found in Tutankhamun’s tomb became an issue shortly after their initial
discovery. Read the labels in the exhibition. Who owns these objects today?
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Post-Activities
1. Have students design a security system for a tomb. They may include mazes, pits, booby traps, and other
theft-deterrent systems in their design.
2. Research how Jean-François Champollion cracked the hieroglyphic code in 1822. What techniques did he use, a
nd how did the translation of hieroglyphic code change the field of Egyptology?
3. Have the students research other archaeological sites that have undergone debates about ownership and claims
on artifacts. Why do these issues arise, and how do artifacts come to be displayed in museum exhibitions?
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Answers to Guiding Questions
1. Tut’s tomb was protected by royal police who resealed his tomb after the first break-in. Then workmen
on another royal tomb nearby set up camp over his tomb. Finally, flooding hid any evidence of his tomb
until it was rediscovered in the 20th century.
2. Carter was from London and he was 43 when he began excavations and 48 when he discovered Tut’s tomb.
He replaced Theodore Davis, an American who worked on the site from 1902-1914.
3. Twelve steps led to the doorway which had the seal of the royal guards stamped on it, a jackal and nine captives.
4. Carter faced problems from the press fighting over exclusive coverage of the story, as well as political troubles
with the Egyptian government and Egyptian Antiquities Service.
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The Field Museum • Educator Guide: Part 1 • Section 1: The Discovery of the Tomb of Tutankhamun
Page 11
Section
2: Egypt before Tutankhamun
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The unified kingdom of ancient Egypt began shortly before 3000 BCE. Its long history is
divided into 31 dynasties, roughly equivalent to family groupings of rulers. Egypt rapidly
became a world power in the ancient near east, and by the time Tutankhamun came to the
throne in 1332 BCE, the three great Giza pyramids were already more than 1,000 years old.
The young pharaoh Tutankhamun was one of the last of an illustrious line of rulers of the
18th Dynasty (1539 to 1292 BCE). Under this dynasty, Egypt reached the summit of its military dominance and artistic achievement. Under the long and prosperous reign of
Tutankhamun’s probable grandfather, Amenhotep III, Egypt’s literary and artistic production reached its highest level and vast quantities of gold poured into the country.
After a 38-year reign, Amenhotep III passed away and his son Amenhotep IV took over the
throne. This controversial pharaoh created great upheaval by promoting a revolutionary
religious philosophy of a monotheistic worship of the sun-disc god Aten. In honor of this
new god, Amenhotep IV changed his name to Akhenaten, and built a new capital city christened in Amarna.
Akhenaten died after a 17-year rule. Exactly what happened immediately afterwards is still a matter of debate. Some
believe his famously beautiful wife Nefertiti ruled for a while on her own. Others believe Tutankhamun’s brother held
the throne for a short time.
In the end, Tutankhamun—probably Akhenaten’s ten-year-old son by a lesser wife named Kiya—came into power. At
home, the boy king faced profoundly hostile reactions to Akhenaten’s religious revolution. This young, untried child now
had to lead his nation through religious and political turmoil. He ruled a vast empire that stretched from modern-day
Sudan to Syria.
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• Stone sculpture of Nefertiti
• Granite statue of Thuthmosis IV and his mother
• Model boat from the Tomb of Amenhotep II
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Guiding Questions
1. In what continent is Egypt located? How old was Egypt when Tutankhamun ruled as pharaoh? In what dynasty
did Tut rule?
2. What images represent Egypt? What types of objects represent a pharaoh?
3. What does the term pharaoh mean? How many different pharaohs are represented in this exhibition?
4. What types of artifacts will we see in the Tut exhibition? What can we learn about life in ancient Egypt from them?
5. In what type of monument were all the objects of this exhibition found? Why are these locations important
to understanding the belief system of the ancient Egyptians?
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The Field Museum • Educator Guide: Part 1 • Section 2: Egypt before Tutankhamun
Page 12
Section
2: Egypt before Tutankhamun
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Pre-Activities
1. Have students make a family tree out of King Tut’s royal lineage from the 18th Dynasty.
www.fieldmuseum.org/tut/story_reign2.asp
2. Check out the Harris Loan Ancient Egypt: Planning for the Afterlife box and discuss the importance of
preparation and tomb goods in relation to the Egyptian belief system regarding death and the afterlife.
3. Go to the Web site www.nationalgeographic.com/xpeditions/lessons/06/gk2/kingtut.html
Students will explore what artifacts tell us about a culture. They will briefly consider what modern
"artifacts" reveal about human culture. Students will then examine several ancient Egyptian artifacts and
discuss what they reveal about ancient Egyptian culture.
Students can compare objects representing modern culture with those of ancient Egypt.
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1. Count how many times the crowns of Upper (tall white crown) and Lower (flat red crown) Egypt appear
in the exhibition.
2. Have students select objects from the exhibition that they may have at home and discuss how the forms
have changed over time.
3. How are images of women, both queens and goddesses, presented in the exhibition?
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Post-Activities
1. Have students, alone or in small groups, perform in-depth research on one pharaoh from the 18th Dynasty,
highlighting their nuclear family unit, close advisors, major building projects, and accomplishments of their reign.
2. Think about modern-day cemeteries in the United States and how burial practices have changed since the time
of the ancient Egyptians. What other burial practices are common elsewhere in the world?
3. Have students design their own tomb including objects they would like to include in their tomb for use
in the afterlife.
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1. Egypt is located in the continent of Africa and borders the Middle East. Egypt was 1,600 years old when
Tutankhamun became pharaoh. He was one of the last rulers in the 18th Dynasty.
2. Some images that represent Egypt are the pyramids, lotus and papyrus plants, the sphinx, the “ankh” symbol
(the symbol of life), and mummies. Objects associated with pharaohs are a crook and flail, a thrown, crowns,
and statues.
3. The term pharaoh means “Great House” referring to the king’s palace. There are seven pharaohs and several
queens and princesses presented in the exhibition.
4. The artifacts found in the exhibition include statues of the royal families, jars, bottles, bowls, funeral masks,
chairs, headrests, and miniature figurines. We can learn the types of items that Egyptians valued in life and the
ways in which pharaohs wished to commemorate their reigns.
5. All of the artifacts of the exhibition were found in different tombs where Tut’s relatives and Tut were buried.
The number and diversity of objects in these tombs demonstrate that Egyptians wished to have the same luxuries
in the afterlife that they had while living.
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The Field Museum • Educator Guide: Part 1 • Section 2: Egypt before Tutankhamun
Page 13
Section
3: Traditional Religion
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Religion in ancient Egypt was more than a belief system—it was a way of life, permeating every aspect of existence. The fundamental principle governing this system was
maat, an abstract concept often translated as truth or justice and represented by the
goddess Maat. To maintain maat—order in the universe—the living constantly had to
pacify the many deities and spirits in the afterworld. In traditional Egyptian belief, the
pantheon was composed of many gods and goddesses, such as Osiris, Re, Ptah, and
Amun. Often they were arranged in family groups of three consisting of father, mother,
and child. The gods could be represented in art as human, animal, or a combination of
the two. Each was linked to one or more sites where enormous temples were erected to
house their images.
© Kenneth Garrett,
National Geographic Society 2005
Considered semi-divine, the pharaoh acted as an intermediary between mortals and gods
during his lifetime. He was responsible for the establishment and maintenance of maat
and stood against the powers of chaos that threatened Egypt’s stability. In temple art, it
was always the pharaoh who was shown performing the cult rituals and thus eternally
caring for the gods and goddesses.
The 18th Dynasty was a time of profound religious innovation. Theologians composed new texts, including the Book
of the Dead, a book of collected prayers to be used in burials. In the powerful religious center of Thebes, the temples
of Karnak and Luxor were greatly expanded. The kings of the 18th Dynasty embellished these temples with an
unprecedented number of statues.
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• Statue of the lioness goddess Sekhmet
• Painted wood figure of the Weret-Hekau, a winged serpent goddess with a woman’s head
• Shabtis, funerary figurines that would act as servants for the deceased
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Guiding Questions
1. Who were some of the gods and goddesses in the Egyptian pantheon? How could these divinities be represented?
How were they arranged?
2. What does maat mean? How was maat maintained?
3. How were religious and political control connected in ancient Egypt?
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The Field Museum • Educator Guide: Part 1 • Section 3: Traditional Religion
Page 14
Section
3: Traditional Religion
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Pre-Activities
1. Look up the pantheon of Egyptian gods and goddesses. Focus on how they are represented and their mystical
powers. What divine family groups are there?
2. Check out the audio/visual materials such as Egyptian Myths and Magic. What do they teach students about
the importance of deity worship to ancient Egyptians?
3. Look at religious leaders throughout the eastern and western hemisphere and compare their religious garments
to the garments Tut wears on the Field Museum Web site at www.fieldmuseum.org.
________________________________________________________________________________________________________
1. What gods and goddesses are seen in the exhibition? Do they look the way you would expect a god or
goddess to look?
2. What symbols seen in the exhibition are connected to magic and religious symbolism?
3. Have students imagine what it would have been like to attend a religious ceremony in ancient Egypt.
________________________________________________________________________________________________________
Post-Activities
1. Have students look up other religious pantheons that have existed around the world (e.g., in Greece, Rome,
Persia, the Inca civilization, the Aztec civilization, China, and the Pacific Islands). Are there any similarities
in how these belief systems are set up in comparison with the Egyptian pantheon?
2. Have students create their own pantheon of gods and goddess and make their own creation myth explaining
the origins of the world.
________________________________________________________________________________________________________
1. Osiris, Amun, Re, Horus, Mut, and Ptah, were some of the divinities in the Egyptian pantheon. The gods and
goddesses could be represented as human, animal, or combination of both and were often arranged in family
units such as father, mother, and child.
2. Maat symbolizes order in the universe and is often translated as truth or justice. Maat is maintained by
making sacrifices to and pacifying the gods and goddesses. The pharaoh is chiefly responsible for this task as
an intermediary between mortals and the gods.
3. Religion was part of political control in ancient Egypt because the pharaoh acted as both secular ruler and chief
priest, as an intermediary between humans and the divine. Since the people of Egypt depended on him to
maintain a comfortable existence, through maat, his legitimacy and control depended on the pacification
of the people.
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 3: Traditional Religion
Page 15
Section
4: Death, Burial, and the Afterlife
________________________________________________________________________________________________________
in the 18th Dynasty
For the ancient Egyptians, death meant the end of earthly existence, but it also represented
the transition to the eternal world of the gods. The dead traveled to this realm as a ba,
a spiritual element of the personality. Capable of movement, the ba was depicted as a
human-headed bird. Since it needed to return to the mummy every night, the integrity
of the body had to be ensured. Thus, the Egyptians invested heavily in preparations to preserve and protect the deceased.
Royalty and wealthy private citizens alike mummified the dead, a process that mirrored
the myth of the underworld god Osiris, whose body had been dismembered, reassembled,
and reanimated. Gilded masks and coffins, covered with magical scenes and spells, protected
the mummy. Burials included coffin sets, “canopic jars”, and chests to hold organs taken
out of the body and separately mummified. Tombs were also filled with all kinds of furniture, clothing, cosmetics, games, and other personal effects that would be useful in the
afterlife. From the 18th century onward, tombs also contained many shabti figurines, who
came to life and acted as servants for the deceased.
However, attaining an afterlife with the gods required more than only mummification and
a well-prepared tomb. After an earthly death, the deceased faced dangers and demons in the
underworld, as well as a trial during which the heart was placed on a scale for final judgment for acceptance or rejection into eternity.
© Kenneth Garrett, National Geographic Society 2005.
________________________________________________________________________________________________________
•
•
•
•
Golden Funerary Mask of Tyuya
Canopic Jar of Tyuya
Golden Coffin of Tyuya
Inlaid Chest given to Yuya and Tyuya
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 4: Death, Burial, and the Afterlife in the 18th Dynasty Page 16
Section
5: The Religious Revolution of Akhenaten
____________________________________________________________________________
In the fifth year of his reign, Amenhotep IV—Tut's father—shocked his subjects by decreeing
that there was only one god: Aten, the sun disc.
Amenhotep IV changed his name to Akhenaten (“The One Who is Effective for the Aten”),
and he moved the empire's capital from Thebes to a new city on virgin soil, untainted by
other gods. To implement this radical new religion, agents of the “heretic pharaoh”
Akhenaten traveled throughout Egypt, destroying the names and images of other deities.
Officially, the one god Aten could now be worshipped only through representations of the
royal family, who were portrayed in a visual style quite different from traditional Egyptian
art. The ignoring of other gods, as well as the aesthetic innovations of the period, became
unacceptable to most Egyptians.
During Akhenaten's reign, artisans created a distinctive artistic style unique to this period in
Egyptian history. In the "Amarna style" (named after the new capital city), human figures in
sculpture and reliefs were characterized by elongated limbs, wide hips and thighs, narrow
almond-shaped eyes, and exaggeratedly extended faces.
Ultimately, the job of restoring the traditional religious orthodoxy fell to the young
Tutankhamun and his advisors. As king of Egypt, Lord of the Two Lands, Tutankhamun was
also high priest of all the gods. One of Tutankhamun's first acts of restoration included fashioning images of Amun, Ptah, and the other gods out of precious materials. He rebuilt their temples and made offerings
to them, paying for it all out of the royal treasury.
© Kenneth Garrett, National
Geographic Society 2005.
After Tutankhamun’s untimely death, his elderly successor Aye, who reigned for less than four years, continued his policies of reconciliation. Horemheb took the throne after Aye’s death and reigned for 13 years. Taking credit for many of
the policies initiated under Tutankhamun, Horemheb began the process of erasing the memory of the Amarna Period by
claiming to be the direct successor of Amenhotep III. He died without an heir, and with his death the 18th Dynasty
came to an end.
________________________________________________________________________________________________________
Online Highlights
• Colossal stone head of Akhenaten
• Religious Revolution
• Balustrade with carved relief depicting
• Restoration
Akhenaten, Nefertiti, and child
________________________________________________________________________________________________________
Guiding Questions:
1. How did Akhenaten control worship during his reign?
2. Why was it important for Tutankhamun and his successors to restore traditional religious beliefs?
How did they go about doing that?
________________________________________________________________________________________________________
Post-Activities
1. Perform in-depth research on the artwork of Akhenaten’s reign, alone or in small groups. Compare the artwork
of his period to former traditions in Egyptian art. What are the style shifts and in what ways have they
changed? How would Egyptian art pre-Amarna period be characterized?
________________________________________________________________________________________________________
1. Akhenaten controlled worship during his reign by destroying the images of other gods and goddesses. He also
only allowed worship of the Aten through representations of the royal family.
2. It was important for Tutankhamun to restore the traditional Egyptian pantheon because he needed to reestablish
maat and appease the Egyptian people. He achieved this by restoring statues and rebuilding temples to the
gods and goddesses as well as making numerous offerings to them
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 5: The Religious Revolution of Akhenaten
Page 17
Section
6: Tutankhamun, the Boy King
____________________________________________________________________________
Tutankhamun began life with the name Tutankhaten (“Living Image of the Aten”).
Near the time of his father’s death, Tutankhaten married Ankhsenpaaten—probably the
daughter of Akhenaten by the powerful and beautiful Queen Nefertiti, and therefore
Tut’s half-sister. Sometime soon after Akhenaten’s passing, the ten-year-old Tutankhaten
ascended the throne of Egypt.
One of Tutankhaten’s first actions as pharaoh was to move away from the monotheistic
Amarna religion of his father. Tutankhaten quickly re-established the orthodox belief in
the pantheon of the gods, and reopened and restored their temples. By his second year,
King Tutankhaten and his queen changed their names to Tutankhamun and Ankhsenamun.
Members of the royal family re-established the old capitals and spent most of their time
at the traditional administrative center of Memphis.
Because he was still a child, Tutankhamun was particularly dependent on his advisors. The
man closest to Tutankhamun seems to have been the Commander in Chief of the Army and
Overseer of All Works, General Horemheb. Another key figure was an elderly advisor
named Aye, who was Commander of the Horses and who may have been Nefertiti’s father.
Aye and Horemheb most likely took principal responsibility for major decisions during
Tutankhamun’s childhood.
_____________________________________________________________________________________________________
© Andreas Voegelin,
Antikenmuseum Basel und
Sammlung Ludwig
• Wooden mannequin with portrait of Tut
________________________________________________________________________________________________________
Guiding Questions
1. Who were Tut’s main advisors? Why were their roles important during Tutankhamun’s reign?
2. Why did Tutankhamun and his queen change their names? What did the name change signify?
________________________________________________________________________________________________________
1. Horemheb and Aye were Tutankhamun’s main advisors. They were experienced men who helped the young
pharaoh make key decisions during his reign.
2. Tut and his wife changed their names because their former names were tied to the Amarna period and the god
Aten. Their name change is significant because it symbolizes the reinstatement of the former god Amun and
the pantheon of Egyptian gods and goddesses.
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 6: Tutankhamun, the Boy King
Page 18
Section
7: Tutankhamun, King of Egypt
____________________________________________________________________________
Tutankhamun was the last of a line of kings founded by warrior rulers. He ruled
as pharaoh over a wide-flung region spreading from present-day Sudan to Syria.
The two golden statues in this gallery depict him wearing the crowns of Upper and
Lower Egypt.
During Tut’s reign however, border problems with the neighboring Hittites threatened
the kingdom, and the pharaoh traditionally would have led the army in battle. Some
scholars have suggested that perhaps Tutankhamun was not physically strong enough
to perform his duties. He was buried with 130 walking sticks and staffs of various
sorts, and he is also shown sitting while engaged in activities such as hunting, where
normally he should be standing.
© Kenneth Garrett,
The treasures found in Tutankhamun's tomb represent the height of luxury and
craftsmanship. For the young king, however, the riches surrounding him represented
a means of attaining divine immortality. Gold connected Tutankhamun with the
sun god Re and his eternal journey through the heavens. Lapis lazuli represented
longevity and the blue skin of the god Osiris. Ebony was associated with endurance
and the fertile black earth of Egypt. Silver symbolized the moon, night, and old
age, all components of the cycle of death and rebirth.
© Andreas Voegelin, Antikenmuseum Basel und Sammlung Ludwig • © Kenneth Garrett, National Geographic Society 2005
________________________________________________________________________________________________________
Online Highlights
• Golden statues portraying Tut as ruler of Upper and
Lower Egypt
• Inlaid pectoral in the shape of a scarab
• Throne used by Tut as a child
• Tut’s royal crook and flail
• Golden fan that once held ostrich plumes
• Inlaid stool
• Golden shrine for statues
• Political Rule
• Military Role
• Religious Role
________________________________________________________________________________________________________
Guiding Questions
1. Why do scholars think Tutankhamun was too weak to fight in battle?
2. Why was it important for Tutankhamun to be portrayed as a powerful warrior?
3. Why was it important to re-establish the capital at Memphis?
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 7: Tutankhamun, King of Egypt
Page 19
Section
7: Tutankhamun, King of Egypt
________________________________________________________________________________________________________
Pre-Activities
1. Look at The Field Museum Web site and select items that symbolize military strength and power. Discuss the
significance of those items. www.fieldmuseum.org/tut/
2. Check out the Harris Loan Box Egyptian Hieroglyphs and discuss the importance of Egypt having a written
language.
________________________________________________________________________________________________________
1. Make a sketch of your favorite hieroglyph and try to decipher what each pictogram may represent.
2. Compare the size of the statues and busts seen in the exhibition. How does the size of an object influence
how it is perceived?
3. What items of warfare are found in the exhibition? What types of objects are they?
4. Are men depicted differently in relation to battle or military scenes than in other sections of the exhibition?
________________________________________________________________________________________________________
Post-Activities
1. Have students create their own system of hieroglyphs. Then they can write a letter to a relative or friend
using their pictographic language.
2. Assign a research project, in groups or alone, detailing the history of Egypt’s military battles. Include why
significant victories and losses were important turning points in Egyptian history.
3. Assign a research project, in groups or alone, focusing on statuary art. Look at where pieces were located,
how they were visually represented, and the size of the statues in relation to what messages it sent to the viewer.
4. Have students look at both contemporary and historical figures that suffered physical ailments (e.g., Franklin
Delano Roosevelt) and compare their depictions with those of King Tut.
________________________________________________________________________________________________________
1. Scholars believe Tutankhamun suffered from physical weakness because of the large number of walking sticks
found in his tomb and the depictions of him sitting down while hunting.
2. It was important for Tut to be portrayed as a strong warrior because he was the military leader and needed
to appear powerful and victorious to his subjects. Military success was essential for royal propaganda.
3. Re-establishing the capital at Memphis signifies the replacement of Amarna with the traditional capital that
had been established prior to Akhenaten’s revolution. This shift brought unity and strength back to Egypt
by reinstating the former administrative center.
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 7: Tutankhamun, King of Egypt
Page 20
Section
8: Causing His Name to Live
________________________________________________________________________________________________________
The ancient Egyptians held ceremonies to sustain the deceased and to ensure that those in
the afterlife would continue to exist in the minds of the living. Offerings were made and
magical rituals enacted. In theory, a pharaoh's successor was supposed to keep his father's
name alive by giving offerings and holding rituals, but these efforts were actually often enacted by priests. It was believed that anyone who uttered the name of the dead would aid in this
process.
In this gallery, you will view an 18-inch vessel, shaped like a mini-coffin, that held the preserved remains of Tutankhamun's liver. This canopic coffinette, one of four, was placed
inside a golden shrine in the tomb. Large plasma screens will help you get an up-close view
of the extraordinary detail and craftsmanship in this object.
________________________________________________________________________________________________________
Highlights in This Gallery:
• Canopic coffinette of Tutankhamun
• Large screens showing slow pans over coffinette
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 8: Causing His Name to Live
Page 21
Section
9: Daily Life in Tutankhamun’s World
____________________________________________________________________________
During his short lifetime, Tutankhamun ordered the creation of temple statues depicting him
as a virile young king. He also commissioned many statues of divinities and ordered that
they bear his own facial features. These images thus reinforced the association of the young
pharaoh with gods being worshipped.
Tut's tomb included many objects they young king used in his private life. He probably
enjoyed playing the board game senet that is on view in this gallery. Many vessels contained
lotions and other cosmetics for his personal use, and many chests and beautifully decorated
boxes held his clothing and jewelry. Inlaid necklaces that Tut wore on state occasions are on
view, as well as a golden mirror in the shape of ankh to view himself.
More than 400 shabti figurines were buried with Tutankhamun to act as his servants in the
afterlife. Wooden models of boats would be used in the afterlife for Tut to travel along the
river of the heavens.
© Kenneth Garrett,
© Kenneth Garrett, National Geographic Society 2005 • © Andreas Voegelin, Antikenmuseum Basel und Sammlung Ludwig
________________________________________________________________________________________________________
•
•
•
•
Statue of the god Amun with the features of Tutankhamun
Senet board game
Drinking vessels
Golden mirror in the shape of an ankh
Online Highlights
• Ancient Egyptian Lifestyles
• Technology and Art, examples of symbols
________________________________________________________________________________________________________
Guiding Questions
1. Why did the ancient Egyptians rely on the annual flooding of the Nile?
2. What were some of the uses of papyrus in ancient Egypt?
3. What would life have been like for a peasant in ancient Egypt?
4. What would be problematic about a mud brick house? Why would houses be so sparsely furnished?
5. Why do you think writing was limited to the elite classes?
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 9: Daily Life in Tutankhamun’s World
Page 22
Section
9: Daily Life in Tutankhamun’s World
________________________________________________________________________________________________________
Pre-Activities
1. Look at The Field Museum’s Tut Web site. Have students in small groups look at items from each of the three
categories listed. What can be learned from those objects? www.fieldmuseum.org/tut
2. Check out the Harris Loan Boxes Ancient Egypt: Games and Recreation and Ancient Egypt: Life along the Nile.
What do these boxes teach students about work and leisure activities in Egypt?
3. Look at the Web site www.nationalgeographic.com/xpeditions/lessons/17/g68/kingtut.html
4. How have the Egyptians thrived in a land of sand and water for thousands of years? What do the place where
people chose to live and the way in which they structure their society around it say about those people? In this
lesson students will explore how Egypt’s geographical features shaped people’s lives. Use maps to examine
the design and location of ancient Egypt's tombs and pyramids, and examine cultural and geographic evidence
as clues for understanding the structure and placement of these historical landmarks.
________________________________________________________________________________________________________
1. What types of daily life and personal items does the exhibition present? Do they look similar to modern items
we use daily?
2. What glamour items are seen in the exhibition? Why were makeup, perfume, and wigs an important part of
Egyptian beauty customs?
3. Does the board game found in Tut’s tomb look fun to play? Does it look similar to any games played today?
Have students discuss how this game may have been played.
4. What do shabti figurines in the exhibition represent? Are these similar to actions figures and small sets
(dollhouses) we have today? How are they used differently from miniature items found in modern times?
________________________________________________________________________________________________________
Post-Activities
1. Research inventions of ancient Egypt. How did technological innovations in math, science, and architecture
influence other civilizations existing at the same time and modern cultures that borrowed ideas from the
ancient Egyptians?
2. Have students, alone or in groups, look at other social hierarchy structures from around the world, both in the
modern and pre-modern periods. What do terms like monarchy, oligarchy, democracy, dictatorship, and theocracy
mean to the people within that social system?
3. Have students draw or make 3-D diagrams portraying a worker’s role in ancient Egypt. There are a number of
lower class careers to choose from. This project will require some background research.
________________________________________________________________________________________________________
1. The flooding of the Nile provided fertile soil for the Egyptians to plant crops.
2. Papyrus was used for record-keeping, educational books, and calendars.
3. Life for a peasant in ancient Egypt would have been difficult because they performed most of the heavy labor and
building jobs.
4. One problem with a mud brick house was that it needed yearly repair. The houses were sparsely furnished because
much of the population lived in single-room homes and could not afford luxury items.
5. Writing was limited to the upper classes to enforce the social hierarchy of ancient Egypt. Only certain members
of the elite class were privileged enough to receive an education.
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 9: Daily Life in Tutankhamun’s World
Page 23
Section 10: Tutankhamun’s Tomb
____________________________________________________________________________
Tutankhamun ruled for about ten years and was approximately twenty years old when he
died. His burial in a small tomb near the floor of the Valley of the Kings, with an atypical,
non-royal plan, suggests that the tomb originally planned for him was not completed before
he died, and that he died unexpectedly. However, Tut's body received a traditional and complete mummification treatment. Applications of salts dried out the body, and resins protected the body’s skin. The brain was removed through the nostrils with a long metal hook, and
the limbs were wrapped in the finest linen bandages. Hundreds of luminous amulets and
pieces of jewelry were placed between the layers of cloth that wrapped the body. Golden
cylinders covered each of Tut’s fingers and toes, and his death mask was inlaid with semiprecious stones and colored glass
In this room, large-scale photographs of Tut's mummy are projected onto a horizontal area,
and marks on the gallery floor suggest the nested shrines and coffins in which Tut’s mummy
was encased. The photographs of the mummy were taken by Harry Burton—a photographer
from the Metropolitan Museum of New York—in the 1920s as Howard Carter and his team
uncovered successive layers of the mummy. Tut's mummy was originally encased inside four
gilded shrines, one stone sarcophagus, three anthropoid coffins, and one golden mask. These
protective layers added up to nine layers—a number ancient Egyptians associated with "infinity."
As the unwrapping of the mummy is depicted in photographs, different objects that were wrapped up in the linens will
be revealed in their display cases. At his thigh was placed a golden dagger to ward off dangers during his travels
in the underworld. Placed around his neck was a pectoral of a golden falcon, representing the protective god Horus.
Encircling his head was a golden diadem—or crown—with the emblems of the cobra and the vulture. This type of
diadem with both the cobra and the vulture was unique to Tutankhamun.
© Andreas Voegelin, Antikenmuseum Basel und Sammlung Ludwig
________________________________________________________________________________________________________
• Computer-generated animation depicting the shrines,
sarcophagus, and coffins that encased Tut’s mummy
in its tomb.
• 1920 photography of Tut’s mummy as it is unwrapped
• Tut’s golden dagger
• Tut’s royal diadem
Online Highlights
•
•
•
•
Tut’s Mummification
Tut’s Funeral
Tut’s Burial
The Afterlife
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 10: Tutankhamun’s Tomb
Page 24
Section
10: Tutankhamun’s Tomb
________________________________________________________________________________________________________
Guiding Questions
1. What did the ka and ba symbolize to the ancient Egyptians?
2. How many days did it take to mummify a body? What are some of the steps in the mummification process?
3. What are the two main parts of an Egyptian tomb?
4. Why would New Kingdom pharaohs hide their tombs in the Valley of the Kings?
________________________________________________________________________________________________________
Pre-Activities
1. Read the myth of Osiris and the Underworld and look for items described in the exhibition that reflect how
mummification mimics the myth of that god.
2. Have students look at The Field Museum Tut Web site prior to their trip and make a list of objects directly
related to mummification.
3. Look up the significance of numbers to the ancient Egyptians. For example; the nine layers surrounding
a mummy, seven anointing oils of mummification, and gods in triplets.
________________________________________________________________________________________________________
1. Use the list of objects students created of mummification objects and find those items in the museum exhibition.
2. How many different types of pottery are featured in the exhibition and what are their different uses?
3. What is represented in the scenes and texts of the burial chambers of the pharaohs in the exhibition?
________________________________________________________________________________________________________
Post-Activities
1. Have students bring in bits of cloth and a piece of cardboard. Create a cardboard body that the students
can wrap with cloth to make their own mummy.
2. Have students imagine they will be mummified one day. Have them bring in small items that are important to them
that they would want wrapped up with their body. Have students explain the significance of the items they
choose to bring in.
3. Research what the significance of the East and the West meant to ancient Egyptians. Have students provide other
examples of duality and why this was an important feature in Egyptian belief systems.
________________________________________________________________________________________________________
1. The ka and ba were two components of a person’s identity that separated from the body at death. The ka was
the life force that needed food, drink, clothing, and continual care in order to function in the afterlife. The ba
was the soul that was represented as a bird with a human head. It could leave the tomb and affects the loved
ones of the deceased.
2. It took a minimum of 70 days to mummify a body. Some of the steps include drying out the body with salt
and baking soda, preserving the internal organs in canopic jars, and wrapping the body in linens.
3. The two main parts of an Egyptian tomb are the subterranean or below-ground burial chamber and the cult temple
or chapel located above.
4. The pharaohs would hide their tombs past a long twisted corridor and deep shaft that would deter thieves, collect
floodwaters, and act as a symbolic burial shaft. The real burial chamber existed beyond the shaft.
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 10: Tutankhamun’s Tomb
Page 25
Section
11: Scientific Study of Tut's Mummy
____________________________________________________________________________
The cause of Tutankhamun’s death remains uncertain. A 1968 X-ray suggested damage
to the base of the skull, and for decades scholars and the public discussed murder as the
cause of Tut's death. Recent examination showed a compound fracture on the left thigh
but some specialists have argued that improper handling by archaeologists caused the
break. However, if Tutankhamun sustained such an injury, he could have quickly died of
infection. The soft tissue of the mummy is too damaged to provide conclusive proof.
In 2005, the National Geographic Society worked with the Supreme Council of
Antiquities of Egypt to create high-resolution images of Tut’s mummy. Tutankhamun’s
mummy left the tomb for the first time in almost 80 years. The boy king was carried to a
waiting CT machine for scanning from head to toe. The procedure was part of a landmark, five-year Egyptian research and conservation project that will CT-scan many of the
ancient mummies of Egypt.
To create a portrait of King Tutankhamun from the new CT scan data, National
Geographic turned to two teams of specialists.
The first team included a forensic anthropologist who measured Tutankhamun’s cranial
features to calculate the tissue depth of his cheeks, nose, chin, and lips. Using these calculations, a cast was made of the skull and turned over to a paleo-artist, who used clay to
flesh out the features before building a latex model. This sculpture’s skin color was based
on the middle range of contemporary North Africans. The makeup was modeled on two
statues found in Tut’s tomb and a limestone bust of Queen Nefertiti.
© Digital composite and coloration
by NGM Art; CT scanning equipment
provided by Siemens AG; data
courtesy of the Supreme Council of
Antiquities, Arab Republic of Egypt
To confirm the accuracy of the reconstruction, the CT scan data and three-dimensional skull cast were given to a forensic team from Yale University. However, this team worked “blind” with no information as to the age, gender, or race of
their subject. Although such information is typically important for accurate reconstruction and the team could only
extrapolate from skull measurements, the results were quite similar.
________________________________________________________________________________________________________
Online Highlights
• Tut’s Mummy: 1968 and 1978 Examinations
• Video of the 2005 CT scan process
• 2005 Exhibitions
• Image of X-rays from 1968 and 1978.
• Facial Reconstruction
• Portrait bust of Tut created by using 2006 CT scan data
________________________________________________________________________________________________________
Guiding Questions:
1. What are some of the medical theories about the cause of Tutankhamun’s death?
2. What was Tutankhamun’s coffin covered in? Why did this complicate the unwrapping process?
3. How did Carter and his team remove the body from the coffin?
4. What theories about Tut did the 1968 X-ray examination cause?
5. What did evidence in the 1978 X-ray suggest about Tutankhamun’s male lineage?
6. What information did the 2005 CT scan uncover?
________________________________________________________________________________________________________
Pre-Activities
1. Look up the variety of ways mummies have been found and studied.
2. Go to The Field Museum Tut Web site and read the sections on the medical examination of Tut’s body.
What modern medical technology was used?
3. How are X-rays used in modern medicine to reveal aspects of a person’s health? Have students ever had an X-ray?
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 11: Scientific Study of Tut's Mummy
Page 26
Section
11: Scientific Study of Tut's Mummy
________________________________________________________________________________________________________
1. How are pictures of Tut’s body used in relation to the artifacts in the exhibition?
2. How do the artifact such as staffs and stools reflect the medical problems Tut may have suffered?
________________________________________________________________________________________________________
Post-Activities
1. Look at pictures of Tut’s unwrapped mummy on The Field Museum Tut Web site. What physical clues do
the pictures tell you about ancient Egyptians? What were their size, shape, and potential features?
2. If you had to conduct a medical examination of a mummy, what techniques and medical technology
would you use? Why?
3. If students could use facial reconstruction technology to recreate any historical figure from the past, who
would it be and why?
________________________________________________________________________________________________________
1. It had been proposed in a 1968 X-ray that Tutankhamun’s death was caused by a blow to the head, but CT scans
disproved the theory. A recent medical examination showed a leg fracture that could have caused a deadly infection,
but the tissue is too damaged to provide conclusive evidence that this was the cause of death.
2. Tut’s coffin and body were covered with a black sticky resin that made the lid difficult to open. The resin also caused
Tut’s funerary mask to adhere to his head.
3. Carter and his team separated Tutankhamun’s head, pelvis, arms, and legs from his trunk, then reassembled it on a
large tray so forensic specialists could examine it.
4. The 1968 examination concluded that Tut had suffered a skull fracture, was missing ribs and part of his sternum,
and his spine showed signs of scoliosis.
5. The 1978 X-ray analysis supported the idea that Tut was related to the body found in Tomb 55, possibly that of
Akhenaten, his probable father.
6. The CT scan provided a 3-D image of Tut’s mummy. An analysis of the data provided concluded that Tut was about
19 or 20 when he died, was 5’6’’ and of slight build, and in overall good health. He had the elongated skull and
overbite common to his ancestors.
© Digital composite and coloration by NGM Art; CT scanning equipment provided by Siemens AG; data courtesy of the Supreme Council of Antiquities,
Arab Republic of Egypt
________________________________________________________________________________________________________
The Field Museum • Educator Guide: Part 1 • Section 11: Scientific Study of Tut's Mummy
Page 27
Teacher
and Student Resources
____________________________________________________________________________
Harris Educational Loan Resources
The Harris Educational Loan Center features over 1,200 Experience Boxes, Exhibit Cases, audio/visuals, CDs, DVDs,
and children’s books available for your classroom. Materials contain real specimens, artifacts from around the world,
a/v materials, posters, books, lab kits, and ready-made lessons plans and curriculum guides. A yearly membership is
$30. Teachers can check out a total of six items for up to three weeks and free parking is available in the Museum’s
west lot. For more information visit us at www.fieldmuseum.org/harrisloan
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Experience Boxes
Ancient Egypt: Games and Recreation
Teach your students how to play senet, a game played in ancient Egypt. Includes instructions for other games played in
ancient Egypt. Show your students illustrations of people who used to play the games they are currently playing. Also
contains an article with background information about the history of the games.
Egyptian Hieroglyphs
Use stamps to teach your students how to write with hieroglyphs. They will learn the different symbols’ meanings and
the different combinations of symbols that convey meaning. For an older group, you could have them draw the symbols so they can learn how to do hieroglyphs by hand.
Ancient Egypt: Planning for the Afterlife
This box depicts the process of mummification. It includes a helpful poster and great teacher resources.
Ancient Egypt: Life along the Nile
Students will learn how people lived years ago in ancient Egypt. They can use a small replica of a shaduf, a wooden
instrument for collecting water. This box also includes a book and informative articles for educators.
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Exhibit Cases
Jute
Learn about how Egyptians made ropeand the different uses of jute in Egyptians everyday lives.
Wheat
Teach your students how wheat was used to make beer and different foods in ancient Egypt
Linen
Learn how linen was made and how ancient Egyptians sewed pieces together to make clothes. The linen Exhibit Case
can also be used to explain how Egyptians made dye for their cloth.
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The Field Museum • Educator Guide: Part 2 • Teacher and Student Resources
Page 28
Teacher
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Books:
Recommended Books for Educators
• Brier, Bob. 1999. Murder of Tutankhamen. Berkeley Trade Edition.
• Carter, Howard. 1972. The Tomb of Tutankhamen. E. P. Dutton.
• Carter, Howard. 1998. Tutankhamen. The Politics of Discovery. Libri.
• El-Mahdy, Christine. 2001. Tutankhamen: The Life and Death of a Boy King. St. Martin’s Press.
• Forbes, Dennis. 1998. Tombs. Treasures. Mummies. Seven Great Discoveries of Egyptian Archeology.
KMT Communications.
• Green, Robert. 1996. Tutankhamun. Franklin Watts.
• Gros de Beler, Aude. 2001. Tutankhamun. Moliere.
• Haag, Michael. 2005. The Rough Guide to Tutankhamun: The King, The Treasure, The Dynasty.
Rough Guides, Limited.
• Hawass, Zahi. 2005. Tutankhamun and the Golden Age of Pharaohs. National Geographic Society.
• James, T.G. 2000. Howard Carter: The Path to Tutankhamun. I.B. Tauris & Company, Limited.
• James, T.G.H. 2000. Tutankhamun. Friedman/Fairfax.
• Reeves, C.N. and Reeves, Nicholas. 2000. Ancient Egypt: The Great Discoveries.
• Reeves, Nicholas. 1990. The Complete Tutankhamun. Thames and Hudson.
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Recommended Books for Students
• Briscoe, Diane C. 2002. King Tut: Tales From the Tomb. Capstone Press.
• Burgan, Michael. 2005. King Tut’s Tomb: Ancient Treasures Uncovered. Capstone Press.
• Caselli, Giovanni. 2001. In Search of Tutankhamun: The Discovery of a King’s Tomb. Peter Bedrick.
• Claiborne, Michele and Kindersley, Dorling. 1996. Tutankhamun and Ancient Egypt. DK Publishing Inc.
• Donnelly, Judy. 1988. Tut’s Mummy Lost…And Found. Econo-Clad Books
• Eschle, Lou. 1994. Curse of Tutankhamun. Thomson Gale.
• Ford, Barbara. 1995. Howard Carter Searching for King Tut. W. H. Freeman Company
• Graff, Jackie. 2002. Tutankhamun: The Boy King. Peter Bedrick, 1st. Edition
• Hawass, Zahi. 2005. Tutankhamun: The Mystery of the Boy King. National Geographic Society.
• MacDonald, Fiona. 2000. The World in the Time of Tutankhamen. Chelsea House Publications
• Murdoch, David. 1998. DK Discoveries: Tutankhamun: The Life and Death of a Pharaoh. DK Publishing Inc.
• Nardo, Don. 2001. Ancient Egypt. Thomson Gale.
• Reeves, Nicholas and Froman, Nan. 1992. Into the Mummy’s Tomb: The Real-Life Discovery of Tutankhamun’s
Treasures. Scholastic Inc.
• Sabuda, Robert. 1997. Tutankhamen’s Gift. Simon & Schuster Children’s.
• Sands, Emily. 2004. Egyptology. Candlewick Press.
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Page 29
Teacher
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Recommended Web sites
The Field Museum
Tutankhamun and the Golden Age of the Pharaohs
www.fieldmuseum.org/tut
Africa: Discovery, Understanding, and Conservation at The Field Museum
This Web site goes in depth with an introduction, research, collections, exhibits, training programs,
and image gallery.
www.fieldmuseum.org/exhibits/exhibit_sites/africa/default
www.fieldmuseum.org/exhibits/exhibit_sites/africa/exhibit5
Egypt Archeological Collection
A collection started by Edward E. Ayer in Cairo and Alexandria beginning in 1894. It consists of 3,490
objects that include: funerary objects, fragments of stone reliefs, actual tomb rooms, pottery, and jewelry.
One of the most important specimens is a funerary boat of Sen-Wosnet.
www.fieldmuseum.org/research_collections/library/default
www.fieldmuseum.org/research_collections/anthropology/collections_africa
African Textiles
There are over 7,000 items included in the Textiles of Asia and Africa Collection. In this collection,
there are 670 archeological pieces, most of which come from Egypt. This is the largest collection of Asian
and African textiles in the Midwest and it is in the top five throughout the United States.
www.fieldmuseum.org/research_collections/anthropology/anthro_sites/anthro3/textiles/africa
Inside Ancient Egypt Exhibition
www.fieldmuseum.org/exhibits/exhibit_sites/africa/exhibit3
National Geographic
The National Geographic interactive Web site that talks about the first magazine article they printed
after the tomb of Tutankhamun was found.
www.nationalgeographic.com/egypt/
Ancient Egypt: Stories and Myths (3-5)
www.nationalgeographic.com/xpeditions/lessons/06/g35/kingtut
The Mystery of the Scroll: Ancient Egyptian Culture and Geography (6-8)
King Tut's Treasures (5-12)
www.nationalgeographic.com/xpeditions/lessons/06/gk2/kingtut
Tut Technology (9-12)
Tutankhamun and the Golden Age of...You! (All Grades)
www.nationalgeographic.com/xpeditions/activities/02/kingtut
An interactive Web site where students try to solve the mystery of King Tut’s death; written in a
“choose your own adventure” style.
pekin.net/pekin108/wash/webquest/
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Page 30
Teacher
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The King Tut Touring Exhibition Web site
This site includes lots of good graphics, educational resources, and press information about the exhibition.
www.kingtut.org/
Includes a section for kids and a virtual tour of King Tut’s tomb.
www.kingtutone.com/
Informational Web site about Tut’s life, death, and tomb.
www.touregypt.net/featurestories/tut
This is an interactive Web site with lots of pictures. Children can go through and look at pictures of artifacts found in
his tomb and try to solve the mystery of his death.
dsc.discovery.com/anthology/unsolvedhistory/kingtut/kingtut
Take a look at how scientists reconstructed Tutankhamun’s head after finding his tomb.
www.sciencemuseum.org.uk/antenna/tutankhamun/
This Web site looks at another exhibition of artifacts from King Tut’s tomb. It also includes essays on different topics
surrounding the exhibition and Tut’s life.
www.humanities-interactive.org/ancient/tut/
This Web site is recommended for adults. The site gives several details about Tut’s discovery.
www.egyptologyonline.com/tutankhamun
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Related Exhibitions Destinations
Africa
Gain insight into the cultures and environments of the vast African continent.
Inside Ancient Egypt
Unlock the secrets of tombs, mummies, marshes and more.
Lions of Tsavo
Stand toe-to-paw with the lions that terrorized East Africa a century ago. (Where are their
manes? You'll find out!)
Mammals of Africa
Stroll among Africa’s mammals, with everything from aardvarks to zebras.
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Page 31
Fun
Facts about Tut
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Tutankhamun, Pharaoh of Egypt
• Tutankhamun died in 1325 BCE.
• King Tut was originally named Tutankhaten because of his father, Akhenaten’s, religious devotion to Aten.
• Tutankhamun’s mother was probably a woman named Kiya, Akhenaten’s secondary wife, who disappeared after Tut’s
birth. It is believed that she either died during childbirth or was forced out by Nefertiti, Akhenaten’s primary wife.
• Tut was married at age nine to Ankhesenpaaten, who was later known as Ankhesenamun during Tut’s rule.
• Tutankhamun and Ankhesenamun had two daughters and no sons.
• His throne name was Neb-kheperu-re which means “Lord of Manifestations is Re.”
• King Tut ruled during Egypt’s 18th Dynasty.
• Horemheb and Aye were both military leaders that were charged with watching over Tut and advising him during his
rule. They both have been considered prime suspects in his possible murder.
• Aye took over the position of pharaoh when Tutankhamun died and Horemheb took over after Aye.
• All records of Tutankhamun, Aye, and Tut’s father Akhenaten becoming pharaohs were erased by Horemheb during
his rule. He took the credit for all of their accomplishments.
• Tut’s cause of death is still unknown. Researchers have found a big wound on his leg that could have possibly been
infected, but it was hard to tell if the wound was there before Carter moved Tut’s body.
• King Tutankhamun was buried wearing 15 rings on his fingers, 13 bracelets on his arms, and earrings.
© 2005 Griffith Institute, Oxford
Mummy’s Curse? Facts to Disprove the Curse of King Tut
• Only eight people died out of a possible 54 in the ten years after they were exposed to Tut’s body.
• Howard Carter, the archaeologist who led the dig, died at age 66 of natural causes.
• A rumor was started that a curse was printed over the entrance to Tutankhamun’s tomb, but the only graphics around
the entrance were his royal seal and his name.
• Lord Carnarvon, the financier for Carter’s dig, died in Egypt soon after he cut open
an insect bite on his cheek while shaving. It was rumored that all the lights in Cairo went out at the moment of Lord
Carnarvon’s death, and that his dog back in England howled inconsolably. However, only the lights in the hospital
went out—a regular occurrence in Cairo in those days.
• A possible cause of death or sickness among people working on the dig could have been exposure to mold growing
on the body of King Tut, although none of them were proven fatal.
• Another cause of death or sickness could have been the mold growing on the food
left for Tut to take with him in the afterlife.
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The Field Museum • Educator Guide: Part 3 • Fun Facts
Page 32
Fun
Facts about Tut
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• Only eight people died out of a possible 54 in the ten years after they were exposed to Tut’s body.
• Howard Carter, the archaeologist who led the dig, died at age 66 of natural causes.
• A rumor was started that a curse was printed over the entrance to Tutankhamun’s tomb, but the only graphics
around the entrance were his royal seal and his name.
• Lord Carnarvon, the financier for Carter’s dig, died in Egypt soon after he cut open an insect bite on his cheek
while shaving. It was rumored that all the lights in Cairo went out at the moment of Lord Carnarvon’s death, and that
his dog back in England howled inconsolably. However, only the lights in the hospital went out—a regular occurrence
in Cairo in those days.
• A possible cause of death or sickness among people working on the dig could have been exposure to mold growing
on the body of King Tut, although none of them were proven fatal.
• Another cause of death or sickness could have been the mold growing on the food left for Tut to take with him
in the afterlife.
© 2005 Birmingham Library Services, Benjamin Stone Collection. © 2005 Griffith Institute, Oxford
Carter’s Diaries
•
•
•
•
Howard Carter was digging for other tombs when he stumbled upon King Tut’s.
Carter found Tutankhamun’s tomb under debris from the excavation of Ramses IV.
During the first two days of the dig, Carter did not know whose tomb he had discovered.
For the first twenty days, Howard Carter didn’t dig past the entrance because he was waiting for his financier, Lord
Carnarvon, to arrive before going any deeper.
• Carter could tell the tomb had been broken into at least twice because the seal on the front entrance was visibly broken
and resealed. He also found many of Tut’s belongings broken near the entrance after getting inside the tomb.
• Howard Carter broke through three sealed entrances in order to enter Tut’s tomb: the front entrance, the door to the
treasure chamber, and the door to the burial room.
© 2005 Griffith Institute, Oxford
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The Field Museum • Educator Guide: Part 3 • Fun Facts
Page 33
PART
FOUR: Walking Map
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TUT STORE
THE DISCOVERY OF THE
TOMB OF TUTANKHAMUN
NEW
DISCOVERIES
THE TOMB
RELIGIOUS
REVOLUTION
THE BOY KING
TUTANKHAMUN,
KING OF EGYPT
DAILY LIFE IN
TUTANKHAMUN’S
WORLD
EGYPT BEFORE
TUTANKHAMUN
TRADITIONAL RELIGION
INTRODUCTORY THEATER
DEATH, BURIAL
AND THE AFTERLIFE
CAUSING HIS NAME TO LIVE
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The Field Museum • Educator Guide: Part 4 • Walking Map
Page 34

Tutankhamun - The Field Museum

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