NEFERTITI: MUMMY QUEEN MYSTERY LENGTH: 60 Minutes GRADES: 4-5, 6-8 SUBJECTS: History, Archeology, Biology, Geography, Art, Language Arts

TITLE: NEFERTITI: MUMMY QUEEN MYSTERY LENGTH: 60 Minutes GRADES: 4-5, 6-8 SUBJECTS: History, Archeology, Biology, Geography, Art, Language Arts

DESCRIPTION Teaching strategy: Summary ! This program synthesis offers relevant information about the documentary. It emphasizes key concepts, principles and terms, and the main argument.

Three thousand years after she disappeared without a trace, Nefertiti, the Ancient Egyptian queen who was an icon of power and beauty, continues to be a mystery. Using science to identify her mummy, a team of archeologists has compiled all possible evidence to allow Nefertiti to tell her story. Along the way, we visit the famous bust of Nefertiti at the Neues Museum in Berlin and discover the true face below the plaster surface.

CREDITS: María Dávila de Corona, college professor

Pg. 1 OBJECTIVE Teaching strategy: Objective ! Establish the conditions, types of activities and system for evaluating student learning and meeting expectations for the lesson’s outcome.

! Meet Nefertiti, one of the few historical figures who had real power as a woman. ! Join scientists in recreating Nefertiti’s life. ! See how DNA technology is helping archeologists establish the family relationships that will allow them to identify her mummy.

MATERIALS ! Map, pencil, pen, concept map, cardboard, Internet access via tablet or computer.

I. PREVIOUS KNOWLEDGE Teaching strategy: Activation of previous knowledge ! Introductory and contextual information that allows the instructor to gauge students’ knowledge of the subject in question and encourage the learning process. This exercise serves as a cognitive bridge between old and new information.

Answer the following questions: 1. Who ruled ancient Egypt? 2. What do you know about Nefertiti?

Pg. 2 II. WATCH MINUTES 0:19 THROUGH 0:50 OF THE VIDEO AND FILL IN THE INFORMATION ABOUT THE HISTORICAL NEFERTITI.

• Teaching strategy: Tables and diagrams • This type of diagram helps students develop a main idea or concept with supporting details. Answers will vary according to the student’s capacity for organizing, identifying and integrating information coherently. DIAGRAM Watch minutes 0:19 through 0:50 of the video Nefertiti: Mummy Queen Mystery. List some of the ideas and theories expressed about Nefertiti.

The most celebrated ´First Lady’ of the ancient world She may have At the height of ruled the her power, she greatest empire seems to have on earth disappeared without a trace

NEFERTITI Archeologists dream of discovering

her mummy

She is one of the few characters from history who had real power as a woman Some experts

believe she may have been King For 3000 years she Tut’s mother has been an icon of beauty, power

and mystery

Pg. 3 III WATCH MINUTES 1:00 THROUGH 5:14 OF THE VIDEO AND ANSWER THE FOLLOWING QUESTIONS. ! Teaching strategy: Key words that trigger analytical reasoning This exercise leads students down a specific line of thinking, allowing them to demonstrate defined and identifiable types of learning.

1. How long ago did Nefertiti rule in Egypt? 3,000 years ago.

2. Why don’t we know much about her life? Because she disappeared mysteriously and her mummy has not been found.

3. What do we know from the few images we have of her? That she was exceptionally beautiful.

4. Where is her body? Her body disappeared and has never been found.

5. Why does archeologist Zahi Hawass want to find her body? He hopes it will reveal many of the secrets of her life.

6. When did the modern world first become aware of Nefertiti? In 1912, when archeologists found a 3,000-year-old bust in her image.

7. Where did historian Bettany Hughes have to travel to see the bust of Nefertiti? To the Neues Museum in Berlin.

8. What about Nefertiti’s life does she find so fascinating? The mystery of why she burned so brightly and then was snuffed out.

9. Did seeing the bust of Nefertiti answer Hughes’s questions? No.

10. Which is the biggest unanswered question? The biggest question is: Where is the ancient queen herself?

11. Why has it been impossible to answer this question? Because Nefertiti’s tomb has not been found. Her mummy could be anywhere.

12. Could it have been found already? It could be one of the countless unidentified mummies unearthed by archeologists.

13, What scientific method has been used to identify many of those mummies? DNA analysis.

14. What social class did Nefertiti belong to? To the royal class. . 15. Why did Zahi Hawass begin his search in the Valley of Kings? Because it was Ancient Egypt’s most exclusive burial ground.

Pg. 4 16. What was inside tomb KV15? A mummy known as the Younger Lady.

17 What did DNA analysis reveal about this mummy? That she was the mother of the legendary pharaoh Tutankhamun.

18. Who was Tutankhamun’s father? Akhenaten.

19. What did scientists discover when they analyzed the mummy’s physical characteristics? Striking similarities between its head and the famous Nefertiti bust in Berlin.

Pg. 5 IV. WATCH MINUTES 5:28 THROUGH 6:02 OF THE VIDEO AND FILL IN THE INFORMATION IN THE DIAGRAM.

DIAGRAM Watch minutes 5:28 through 6:02 of the video Nefertiti: Mummy Queen Mystery. List the physical characteristics of the head of the mummy known as the Younger Lady.

A long neck

Double piercing in the left ear Head of the Younger Lady The contour of the face

The forehead

High cheekbones

Pg. 6 V. WATCH MINUTES 06:51 THROUGH 09:03 OF THE VIDEO AND COMPLETE THE TEXT ABOUT THE BUST OF NEFERTITI IN BERLIN USING THE WORDS BELOW.

! Teaching strategy: Key words that trigger analytical reasoning ! This exercise encourages the detection and codification of main information. cheekbones eyelids aesthetics features mouth surface analysis differences covered nose beneath pharaoh corners discoveries retouching compared bridge similar plaster bust sculpted choice discovered face

Nefertiti, the wife of the Egyptian (1) pharaoh Akhenaten, was the most famous Royal Consort of all 31 Egyptian dynasties. Her (2) bust, the most famous object on display at the Neues Museum in Berlin, was (3) discovered in 1912 and is considered one of the most important (4) discoveries from Ancient Egypt. The bust of Nefertiti is made of a limestone core (5) covered by layers of (6) plaster of different thicknesses. The (7) analysis revealed that underneath the surface was another delicately sculpted (8) face with somewhat distinct (9) features. The face (10) beneath the plaster was (11) sculpted carefully and symmetrically. (12) Compared with the face on the (13) surface, the innermost face has certain (14) differences: the corners of the (15) eyelids are not so deep, there are folds around the (16) corners of the mouth and cheeks, the (17) cheekbones are less prominent, and the (18) nose is slightly more prominent. The ears of the inner sculpture are (19) similar to those visible on the outside. According to experts, (20) retouching the folds at the corners of the (21) mouth and softening the (22) bridge of the nose on the top face could have been an artistic (23) choice that reflected the (24) aesthetic ideals of the time.

Pg. 7 VI. WATCH MINUTES 09:10 THROUGH 11:55 OF THE VIDEO. READ THE FOLLOWING QUESTIONS AND DECIDE WHETHER THEY ARE TRUE (T) OR FALSE (F).

! Teaching strategy: Analogies ! Having students distinguish between true and false statements can improve their concentration. ! The answers can be used to provoke discussion of the accuracy of the statements, encourage interpretation of the information, analysis, etc.

1. (T) The only way to identify Nefertiti with any certainty is to locate a close relative and compare their genes. 2. (F) Nefertiti and Akhenaten met for the first time on their wedding day. Nefertiti and Akhenaten probably grew up together as playmates. 3. (T) Nefertiti came from one of Egypt’s most prominent families. 4. (F) Queen Tiye was Nefertiti’s mother. Queen Tiye may have been Nefertiti’s aunt. 5. (T) Queen Tiye was a very powerful queen. 6. (F) Queen Tiye’s mummy has disappeared. Zahi Hawass has Queen Tiye’s mummy. 7. (T) Nefertiti was born during Queen Tiye’s reign. 8. (F) Nefertiti and Akhenaten’s marriage was a love match. It was most likely an arranged marriage. 9. (F) Akhenaten was already the pharaoh when he married Nefertiti. Akhenaten was the next in line to become pharaoh when he married Nefertiti. 10. (T) Nefertiti and Akhenaten were betrothed at a very young age.

Pg. 8 VII. MULTIPLE CHOICE. WATCH MINUTES 12:27 THROUGH 16:09 AND CHOOSE THE OPTION THAT BEST ANSWERS OR COMPLETES THE SENTENCE.

! Teaching strategy: questions accompanying the video ! This multiple-choice exercise helps focus attention on relevant information, allowing students to make associations, abstractions, generalizations and discriminations while testing their powers of assimilation.

1. Zahi Hawass examines ……… of likely mummies at the Cairo Museum. a) dozens b) hundreds c) thousands

2. During his search, Zahi Hawass eliminates mummies that ..… a) belonged to royalty. . b) were not from the Amarna period. c) could not have been King Tut’s mother.

3. Zahi Hawass’s final list includes…. a) the Dynasty 17 mummies. b) bodies mummified using the techniques of another era. c) the mummies from Tomb KV21.

4. Nefertiti spent her early years in … a) the Temple of Karnak. b) the city of Cairo. c) the city of Luxor.

5. The Temple of Karnak extended over .... a) a kilometer and a half. b) three kilometers. c) two kilometers.

6. The monuments chronicle …. a) the story of Nefertiti b) the story of Akhenaten c) the story of the Egyptian monarchy.

7. Akhenaten’s Temple … a) was destroyed at the end of his rule. b) disappeared without a trace. c) can still be visited today.

8. The fragments of the Temple of Akhenaten that still exist today… a) show no images of Nefertiti. b) depict Nefetiti as majestic and powerful. c) are decorated with images of Nefertiti that have not deteriorated over time.

Pg. 9 9. The Temple of Akhenaten was destroyed…. a) by a rebel group. b) by his powerful enemies. c) at his own order.

10. Akhenaten and Nefertiti ushered in a radical change in Ancient Egypt when they decided to … a) worship thousands of gods. b) worship traditional spirits. c) worship the one true god, the Aten.

Pg. 10 VIII. WATCH MINUTES 16:20 THROUGH 25:30 OF THE VIDEO. USE THE TABLE BELOW TO FIND THE COORDINATES OF THE MISSING LETTERS. WRITE THE COORDINATES IN PARENTHESES UNDERNEATH EACH LETTER. FOLLOW THE EXAMPLE:

Teaching strategy: Semantic network ! The use of this type of exercise to fill in information is ideal for integrating mathematics with language. ! Plotting the coordinates will help students not only build the words they need for their answers but also familiarize them with basic graphing concepts.

Follow the example:

A feline: C A T (2,3) (1,5) (3,4)

5 A L G V D 4 K N T P H 3 Q C B X S 2 F U J Y Z 1 I O R E M 1 2 3 4 5

1. Amarna wasn’t a good place to found a ……..

C I T Y ______(1,1) (4,2)

2. Stefano Anselmo shows us what Nefertiti’s real ... may have looked like.

F A C E ______(1,2) (4,1)

3. An ……….. in Amarna may have killed hundreds of young people.

E P I D E M I C ______(4;1) (4,4) (4,1) (5,1) (2,3)

4. Nefertiti wasn’t only a queen; she was also a ……………

M O T H E R ______(2,1) (5,4) (3,1)

Pg. 11 5. The team of archeologists searches through 3,000 years of Egyptian ………

H I S T O R Y ______(1,1) (3,4) (3,1) (4,2)

6. The experiment at Amarna had ……… from the start.

P R O B L E M S ______(4,4) (3,1) (3,3) (5,1)

7. The mummy of Mutnodjmet, Nefertiti’s half-sister, was discovered years ago in a tomb in ……., but then it disappeared.

S A Q Q A R A ______(5,3) (1,3) (1,3) (1,5)

8. Akhenaten and Nefertiti turned their backs on the ancient …………. and traditions.

G O D S ______(3,5) (5,5)

9. Zahi Hawass’s discovery solved a 3,000-year-old ….. . M Y S T E R Y ______(4,2) (5,3) (4,1) (4,2)

10. Her daughter’s death was a source of great ……… for Nefertiti.

P A I N ______(1,1) (2,4)

11. ……… was considered a gift from the gods.

B E A U T Y ______(3,3) (1,5) (2,2)

12. At least 2,000 people were buried in Amarna’s …..

C E M E T E R Y ______(2,3) (4,1) (3,4) (3,1)

Pg. 12 13. Zahi Hawass could find no trace of the mummy of Nefertiti’s half- …….

S I S T E R ______(5,3) (5,3) (4,1)

14. Nefertiti is a …………. of feminine beauty and perfection.

S Y M B O L ______(5,3) (4,2) (3,3)

15. Nefetiti and her …….. governed together in Amarna.

H U S B A N D ______(5,4) (3,3) (1,5)

16. Queen Tiye may have been Nefertiti’s …...

A U N T ______(2,2) (3,4)

17. The royal couple had six daughters but no male ……….

H E I R ______(5,4) (1,1)

18. … analysis indicates that the Younger Woman was Tut’s mother.

D N A ______(5,5)

19. Nefertiti’s beauty was without a doubt one of the …….. to her power and influence.

K E Y S ______(1,4) (5,3)

20. Despite the risks, Nefertiti had one …… after another.

B A B Y ______(3,3) (4,2)

Pg. 13 21. Only by finding a DNA match with a close relative can Nefertiti be conclusively …...

I D E N T I F I E D ______(1,1) (2,4) (1,2) (4,1)

22. Amarna was more of a ……… 3,000 years ago than it is today.

D E S E R T ______(5,5) (5,3) (3,4)

23. The……… Egyptian women used 3,000 years ago is very similar to the kind women use today.

M A K E U P ______(5,1) (1,4) (2,2)

24. An image carved on a wall shows the royal family with five daughters and a …… boy.

Y O U N G ______(2,1) (3,5)

Pg. 14 IX. WATCH MINUTES 25:44 THROUGH 28:56 AND FILL IN THE NAMES ON NEFERTITI’S GENEALOGICAL TREE.

DIAGRAM Watch minutes 25:44 through 28:58 of the video Nefertiti: Mummy Queen Mystery. List the names of Nefertiti’s relatives in the right places on her family tree.

1. Ankhesenamen 2. Mutnodjmet 3. Amenhotep III 4. Tutankhamun 5. Tiye 6. Granddaughter I / Fetus 1 7. Granddaughter 2 / Fetus 2 8. Akhenaten’s sister 9. Tiye’s brother 10. Akhenaten 11. The five daughters of Nefertiti and Akhenaten (we do not know their names; a sixth passed away)

Pg. 15

Pg. 16 • X. WATCH MINUTES 28:58 THROUGH 30:20 OF THE VIDEO AND COMPLETE THE DIAGRAM ABOUT THE MITOCHONDRIAL DNA SEQUENCING OF NEFERTITI.

DIAGRAM Watch minutes 28:58 through 30:20 of the video Nefertiti: Mummy Queen Mystery. Fill in the relevant information about mitochondrial gene sequencing.

Ancient mitochondrial The fetuses are DNA is It is difficult to not in good difficult to analyze condition extract

Nefertiti’s The mito- mitrochondrial DNA chondrial DNA reached her was passed down granddaughters from Nefertiti to MITO- through her CHONDRIAL DNA her daughter, daughter, Tut’s wife SEQUENCING Tut’s wife

The fetuses are Mitochondrial DNA is easily tiny and badly damaged contaminated

Mitochondrial DNA The scientists Mitochondrial from Nefertiti’s sequence the DNA is granddaughters is mitochondrial transmitted the key to genes through the identifying her female line mummy familiar femenina,

Pg. 17 XI. WATCH MINUTES 31:14 THROUGH 34:04 OF THE VIDEO. MATCH THE STATEMENTS IN THE TWO COLUMNS, WRITING THE LETTER OF THE CORRECT PHRASE NEXT TO EACH NUMBER.

! Teaching strategy: questions accompanying the video ! This exercise encourages the detection and codification of main information. ! This exercise helps students use the rich vocabulary in the video.

1. (F) Scientists have been unable to A. a woman much older than 35. analyze the DNA of the fetuses they found in the tomb ... 2. (O) As co-regent, Nefertiti ... B. while Akhenaten was still alive.

3. (I) To identify Nefertiti’s mummy, … C. 30 and 35 years old when she disappeared. 4. (A) The bust of Nefertiti in the Berlin D. when they died. museum shows … 5. (M) The Amarna stele … E. were Nefertiti’s granddaughters.

6. (K) DNA analysis of the KV21 F. because their tissues are too fragile. mummies could help determine … 7. (B) Nefertiti’s name disappeared G. co-regent. from the historical record … 8. (L) It hasn’t been easy for scientists H. the two in the KV21 tomb. to extract DNA… 9. (N) Inscriptions on the Amarna stele I. we need to know how old she was indicate that … when she died. 10. (G) Nefertiti was probably J. didn’t end with her disappearance. Akhenaten’s … 11.(C) According to the evidence K. If they were the mothers of the found, Nefertiti was probably between fetuses. the ages of … 12. (D) Scientists are trying to discover L. from the KV21 mummies. how old the KV21 mummies were…. 13. (J) There are many indications that M. is now at London’s Petrie Museum. Nefertiti’s story… 14. (E) The fetuses found in N. Nefertiti did not die in the twelfth Tutankhamun’s tomb…… year of Akhenaten’s reign. 15 (H) Zahi Hawass has narrowed his O. would have shared power with the list of potential mummies down to … king.

Pg. 18 XII. WATCH MINUTES 34:22 THROUGH 38:00 OF THE VIDEO. IN THE FOLLOWING CODE, EACH SYMBOL REPRESENTS THREE POSSIBLE LETTERS. DESCIPHER THE 15 WORDS AND USE THEM TO COMPLETE THE STATEMENTS BELOW.

Teaching strategy: Key words that trigger analytical reasoning ! This exercise promotes the detection and codification of main information by emphasizing elements relevant to the content at hand.

! Learning strategy: ! This exercise helps improve students’ spelling and vocabulary as they look for words whose letters form a key term.

+ A M and P # H D and E % I R and N / U S and O & T B and L $ V W and G ? F C and Y

1. ? % $ / % # figure

2. % + + # name

3. + # + % + / # pharaoh

4. ? + + % & ? family

5. $ / + + % woman

6. & / + & tomb

7. / & + & / # / statues

8. % # $ # % ? ? regency

9. % # ? # % & % & % Nefertiti

10. % / & # rule

11. # % # + % # / enemies

12. + / % + / / # purpose

13. % # $ % + # regime

14, % # % % $ # % # # reinvented

15. + + % % + Amarna

Pg. 19 1. Nefertiti’s co-regency lasted only five years.

2. Because of its feminine ending, we know that Neferneferuaten is the name of a woman.

3. On a tiny fragment at Luxor Temple, there is evidence of Neferneferuaten as pharaoh.

4. Only kings are depicted as smiting their enemies.

5. Akhenaten’s regime was unpopular and collapsed after his death.

6. No one knows exactly what happened to Nefertiti when Akhenaten died.

7. Back in Luxor, Tutankhamun, the crown prince, was too young to rule alone.

8. Nefertiti left Amarna and returned to Luxor and Karnak with her family.

9. Zahi Hawass thinks Neferiti reinvented herself.

10. Amarna was abandoned because its purpose had ended.

11. Archeologists have found small gold statues of a pharaoh with the body of a woman in Tut’s tomb.

12. The tomb in Amarna shares an entrance with Akhenaten’s tomb.

13. The possibility exists that Neferneferuaten was another name for Nefertiti.

14. Neferneferuaten is an intriguing figure.

15. The empty tomb in Amarna was built for Nefertiti.

WOMA N NAM E F IGURE EN E MIES R EGIME N EFERTITI RUL E F AMILY R E INVENTED PU R POSE STAT U ES PH A RAOH T OMB R E GENCY AMAR N A

Pg. 20 XIII. WORD SEARCH. Find the following words:

Teaching strategy: Key words that trigger analytical reasoning • This exercise promotes the detection and codification of main information.

Learning strategy: Key words that trigger analytical reasoning • Focusing on a single concept helps students concentrate and avoid distractions.

BEAUTY SYMBOL CROWN GENOME DAUGHTER FETUS MITOCHONDRIAL KARNAK TISSUES FORENSIC TEAM EVIDENCE INCEST RELATIVE LINK TEMPLE RULE ARCHEOLOGY LUXOR DNA KING POWER NEFERTITI EMPIRE FACE ICON BUST PLASTER ROYALTY PHARAOH LIMESTONE GENES AMARNA REGENT QUEEN MYSTERY AKHENATEN STELE TOMB FAMILY

B U S T X A T U R M I T O C H O N D R I A L E R R U B K A R N A K C P H Y B A N O A G H I J K E F E T U S Q N T I E H G A F A R I U D T T A D L O I O E Q U J P O L A U N A V E R G O E O M M A R D C C B E A U T Y R R P M S G S H G M M A N T E E A N A N U S T R A A O I E E C T E P B R R I N S O V W L F Y K A O I W L I N K E N L I N O V S C I O O O C M A I H R E Y E T N R O E M A Y E I U R Z C G O B E R N A R A M Q I L T R Y E L A C C A A U O S O A O E G U N P N T W S O S R T R H A R C H E O L O G Y I N T I S S U E S T U Y E R P L M G E N O M E E E A I R I E Y M A E L A T J O M B E A L A N E E U Q C E C C N I E R E I S D N A S N E F E R T I T I A O Z N T L J Y D O A C R E Y E V I D E N C E N E V J I C F A C E O L N E T A N E H K A A P S T E L E S L U X O R H P

Pg. 21 XIV. WATCH MINUTES 38:19 THROUGH 43:44 OF THE VIDEO AND COMPLETE THE SEQUENCE OF EVENTS INVOLVED IN IDENTIFYING NEFERTITI’S MUMMY.

• Teaching strategy: Tables and charts • Tables and charts help students identify the sequence of events that go into developing a main issue or idea.

TABLE: ORDER OF EVENTS Select a segment of the video, give it a title and list the relevant events in order

TOPIC: IDENTIFYING NEFERTITI’S MUMMY EVENT 1: Incest destroyed the eighteenth dynasty.

EVENT 2: King Tutankhamun left no heirs.

EVENT 3: The two fetuses could be the only way to identify Nefertiti’s mummy.

EVENT 4: CT scans are taken of the two mummies found in the KV21 Tomb.

EVENT 5: According to the analysis, one was around 20 years old when she died and the other 40.

EVENT 6: The young woman is eliminated, leaving the other mummy as the only possibility.

EVENT 7: The team analyzes genetic material from the fetuses to see if the mummy could be their grandmother, Nefertiti

EVENT 8: The genetic sequencing of KV21 A and the older fetus are a perfect match.

EVENT 9: The team concludes that both mummies are related to the two fetuses.

EVENT 10: Mitochondrial DNA analysis demonstrates that the mummies and the fetuses share the same DNA.

EVENT 11: Scientists do not have enough genetic information to identify the two women.

EVENT 12: It is possible that one is Ankhesenamen and the other her mother, Nefertiti.

EVENT 13: The older mummy remains the most likely candidate.

EVENT 14: 3,000 years after her death, scientists may not have found Nefertiti, but at least they have her genes.

Pg. 22 XV. CURRICULAR CONNECTIONS

I. NATURAL SCIENCES AND ART

Break into teams of 3 or 4 students. a) Describe the following characteristics of DNA. ! What is DNA? ! What is its function? ! Where is it found? ! What is its structure? b) Draw the structure of DNA. c) Have each team present its drawing and the results of its research.

II. SOCIAL SCIENCES a) Draw your family’s genealogical tree, including your parents, siblings, grandparents, aunts and uncles, cousins, etc. b) Present and explain the family relationships.

III. GEOGRAPHY Work in teams of 3 students. a) Draw a map of Ancient Egypt, marking the following sites: ! Nile River ! Karnak ! Luxor ! Amarna ! Cairo ! Valley of the Kings ! Saqqara b) Have each group display its map. Discuss the distances separating these sites and their physical characteristics.

IV. LANGUAGE, ARTS Form groups of 3 students. a) Review the description of the bust of Nefertiti in Section V. b) Write a similar description of a statue or work of art at a museum you have visited, using the vocabulary included in Section V. c) Present the description to the other groups.

Pg. 23 XVI GLOSSARY

Amarna: The Arab name for a region on the eastern shore of the Nile River, famous as the site of the city built by the Pharaoh Akhenaten in the mid fourteenth century BC.

Archeology: The study of human history and prehistory through the excavation of sites and the analysis of artifacts and other physical remains.

Bust: A sculpture or drawing of a person’s head, shoulders and chest.

DNA: The initials stand for deoxyribonucleic acid, a biopolymer that constitutes the genetic material of a cell and contains information for synthesizing proteins.

Empire: An extensive group of lands ruled by an emperor or empress.

Evidence: Clear and manifest proof or grounds for belief of a theory, fact or event.

Fetus: In placental mammals, unborn offspring in the later stages of development following the , embryonic stage.

Forensics: The branch of pathology that focuses on determining the cause of death by examining a corpse.

Genes: A portion of a DNA molecule that serves as the basic unit of heredity, controlling the characteristics that an offspring will have by transmitting information in the sequence of nucleotides on short sections of DNA.

Genome: The sequence of nucleotides that constitutes the DNA of an individual or species.

Heir: A person who by virtue of a will or legal convention is the recipient of all or part of an inheritance.

Icon: A person or thing regarded as a representative symbol of something.

Incest: Sexual relations between relatives for whom marriage is illegal or taboo.

Pg. 24 Limestone: A sedimentary rock consisting primarily of calcium carbonate.

Link: A relationship between two things or situations, especially where one thing affects the other.

Mitochondria: An organelle in the cytoplasm of cells that functions in energy production.

Mummy: A cadaver that is preserved by desiccation over time through natural or artificial processes.

Pharaoh: The title used for Ancient Egyptian rulers.

Plaster: A mix of lime, gypsum, sand, water, and sometimes fiber applied as a paste to a surface and allowed to harden or dry, when it can be painted over or gilded.

Regent: A person who governs a monarchical state when the heir to the throne is too young to rule or is temporarily incapacitated.

Royalty: People of royal blood or status.

Stele: An upright stone slab or pillar bearing an inscription or design and serving as a monument or marker.

Symbol: A thing that represents or stands for something else, especially a material object representing something abstract.

Tissue: Any of the distinct types of material of which animals or plants are made, consisting of specialized cells and their products. RECOMMENDED WEBSITES www.elmundo.es/elmundo/2009/03/31/ciencia/1238486496.html www.biografiasyvidas.com/biografia/t/tutankamon.htm egiptologia.org/?page_id=1399 www.egiptoaldescubierto.com/mapa/tellamarna/tellamarna.html

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