Fascinating Mummies Fascinating Mummies Contents 1 How to use this Box 2 The Life and Death of Ankhhor 2.1 Setting the Scene 2.2 Life as a Priest 2.3 Mummification 2.4 Afterlife 3 Object Information Cards 3.1 Tunic 3.2 Sandals 3.3 Reed Palette and Pen Set 3.4 Papyrus 3.5 Canopic Jar and Lid 3.6 Wrapping 3.7 Mummification oolT 3.8 Natron 3.9 Charms 3.10 Eye of Horus 3.11 Scarabs 3.12 Bracelet and Necklace 3.13 Osiris Figures 3.14 Shabti Figures 3.15 Stela 3.16 Clay Vessel 3.17 Pieces of Bread 4 Classroom Activities 4.1 Art Scenes 4.2 Jobs Drama 4.3 Become a Scribe 4.4 Make Your Own Papyrus 4.5 Mummified Fish 4.6 Mummify your Friend’s Arm 4.7 Weighing of the Heart Cartoon 4.8 Inscribe a Stela 5 Create Your Own Exhibition 5.1 Introduction 5.2 Task 1: Become a Curator 5.3 Task 2: Write a Story Panel 5.4 Task 3: Become a Design Team 5.5 Task 4: Become a Marketing Officer 6 Feedback Forms

National Museum of Scotland Fascinating Mummies Copyright information 2.1a © Rijksmuseum van Oudheden, Leiden, Netherlands 2.2a © Aidan Dodson 2.2b © Rijksmuseum van Oudheden 2.2c © Rijksmuseum van Oudheden 2.3a © The Trustees of the British Museum 2.3b © Rijksmuseum van Oudheden 2.3c © National Museums Scotland 2.3d © Rijksmuseum van Oudheden 2.3d © Rijksmuseum van Oudheden 2.3e 2.3f © National Museums Scotland 2.3a © The Trustees of the British Museum 2.4a © Rijksmuseum van Oudheden 2.4b © Rijksmuseum van Oudheden 2.4c © The Trustees of the British Museum 3.1a 3.1b 3.2a 3.2b 3.2c © Rijksmuseum van Oudheden 3.3a 3.3b © Rijksmuseum van Oudheden 3.4a 3.4b 3.5a 3.5b © Rijksmuseum van Oudheden 3.6a 3.6b © Rijksmuseum van Oudheden 3.7a – Image still to come 3.7b 3.8a – image to come 3.9a 3.10a 3.11a 3.11b 3.12a 3.13a 3.14a 3.14b 3.14c 3.15a – image still to come 3.15b 3.15c © Society of Antiquaries of Scotland 3.16a 3.16b 3.17a 3.17b We are grateful to the Society of Antiquaries of Scotland for permission to reproduce the illustration of the portrait of Alexander Henry Rhind. All images © Trustees of National Museums Scotland, unless otherwise stated.

National Museum of Scotland Fascinating Mummies 1 How to use this Box This box contains handling objects and resources designed to support learning about Ancient Egyptian belief, death rituals, and mummification. It contains a mixture of real and replica objects from Ancient Egypt. The objects in the box explore the life and death of Ankhhor, an important Egyptian priest and scribe who lived over 2,650 years ago. Pupils can learn about life in Ancient Egypt, Ankhhor’s place in society, his death, mummification and burial in section 2. Activities to do with your group can be found in section 3. Section 4 contains information on how to use these objects to set up your own exhibition as a class. This process is fully supported on the National Museums Scotland website where you will find videos and downloads to help you put on an excellent exhibition. http://www.nms.ac.uk/learning/schools/resources/ resources_for_workshops/create_your_own_exhibition. aspx Each object comes with its own object card which you will find in section 5, where you can find out more info about how it was used. These cards can be given out to pupils for use in their own research.

Contact Details: Fascinating Mummies Resource National Museums Scotland Chambers Street Edinburgh EH1 1JF 0131 247 4041 [email protected] This resource has been funded by the Robertson Trust. The Robertson We would love to hear how you have got on using this box. Trust is an independent Scottish Please write or email us to let us know. Have fun! grant-making Trust which exists to provide financial support to charities across Scotland. To find out more about the Trust please see the Trust’s website: www. therobertsontrust.org.uk. The Robertson Trust part funded the development of the new Learning Centre at the National Museum of Scotland, Chambers St, Edinburgh.

National Museum of Scotland Fascinating Mummies 2 The Life and Death of Ankhhor 2.1 Setting the Scene Ankhhor was born 675BC, in Thebes a city in Egypt, which is now called Luxor. He and his sister, who was called Taawa, were Objects part of a privileged family of priests. When he grew up he was relating to this section ordained as a priest of Montu, just like his father before him and 3.1 Tunic his father before him too. It was an interesting time for Egypt- After centuries of foreign invaders there was now a pharaoh that 3.2 Sandals would make Egypt great again - Pharaoh Psamtik I. These were 3.16 Clay Vessel exciting times, where Egypt had one true king again. A time of 3.1 Pieces of Bread great hope for the future. Ankhhor was part of the elite class. His villa had a beautiful garden and he could afford the best of everything. He would have had bread, wine, all kinds of fruit and vegetables, honey cakes, meat and fish. There was plenty to keep him busy. He went to parties, harvest feasts, remembrance ceremonies and spring festivals. He would have had time to go hunting and fishing, listen to a harpist with his wife and of course play board games. A board game called sennat was hugely popular in his day. His clothes would have been looked after by his servants and stored in chests, not baskets. He and his wife wore wigs for different times of day for different functions. But his pride and joy were his children and he had a lot of them! Facts • When we talk about Ancient Egypt we mean that time in Egypt’s history that lasted from around 5000 BC – seven thousand years ago - to the time of Roman conquest in 30 BC. 2.1 Egyptian Clother. • The river Nile was important in the daily lives of ancient Egyptians and many people worked as field hands or farmers tending the fertile land along its banks. • The ruler of Ancient Egypt was called the Pharaoh. He was the political and religious leader of the whole country, and had many advisers and officials to help him. • The Ancient Egyptians invented three scripts, including hieroglyphics and made written records of information about business, religion, poetry, literature, history and laws. By examining their writings we can tell that Egyptians asked themselves many of the same questions we might ask. How was the world created? Where does the sun go at night? What happens to us after we die? • There were many jobs at the time: priests worked in temples, there were craftsman, scribes and soldiers.

National Museum of Scotland Fascinating Mummies • People wore clothes made of linen and sandals made from reeds or leather. Both men and women wore jewellery, wigs and make-up. The more important you were, the better quality materials they would be made from.

How do we know that? • We know quite a lot about the Ancient Egyptians because we are able to examine so much of what they left behind. The hot, dry weather in Egypt - and the fact that Egyptians used sealed tombs - means that even some delicate materials like wood, papyrus, cloth and skin have been preserved. • Our first clues about how to read Hieroglyphics came in 1799 whenever the Rosetta Stone was discovered in Egypt. It had a portion of text written in Hieroglyphics and translated into Greek, but it took another 23 years before it was fully decoded.

National Museum of Scotland Fascinating Mummies 2.2 Life as a Priest Off to work again for Ankhhor. Not that he minded really, being a Priest in his day was a very well respected job. He was a priest Objects of the god Montu, who was a god of war and the land around relating to this section Thebes, just like his father, grandfather and great grandfather. He 3.1 Tunic looked forward to spending his days performing rituals on behalf of the pharaoh. But as a priest he only worked for one month 3.2 Sandals three times a year! The rest of the time he would have been 3.3 Reed Palette and employed as a doctor or a lawyer. Ankhhor was highly educated Pen Set – only one in every hundred people knew how to read and write. He also knew the sacred writing of hieroglyphs which took 12 3.4 Papyrus years to learn. 3.15 Stela People in Egypt at the time were totally religious. Priests had no pastoral duties, so they were not clergymen with a congregation – they were servants of the god. The servants of Montu would take the god’s statue out in the morning, present it with incense and natron (the equivalent of toothpaste), dress it up for the new day and present it with a meal. They did same again at mid-day and sunset. Once a year the pharaoh would visit the temple. Ankhhor would have taken his place in the line with all the other priests to meet him.

2.2a Temple in Luxor

Facts • Egyptians believed that the pharaoh was the only personal link between man and the gods who protected the cosmos. However, the pharoah could delegate tasks to the priests, ‘servants of the gods’- who performed all of the daily rituals on the pharaoh’s behalf. • Temple rituals were intended to keep the god fed and happy, and therefore look favourably on the people. A statue of the god was kept in the temple sanctuary, which could be inhabited by his or her spirit.

National Museum of Scotland Fascinating Mummies • A large temple was run by a hierarchy of priests, headed by the high priest and his deputies. Ankhhor was a middle- ranking member of Montu’s priesthood. In addition to his ritual duties, he would also have been responsible some of the temple’s administration. • Like all priests, would have been educated as a scribe, writing in hieratic script on either papyrus or ostraca – smooth fragments of pottery and limestone. • In the ancient world very few people could read and write. The skill was a more like a profession or trade, in the same way being a lawyer or plumber is today. This profession was often passed along family lines so that a person whose father was a scribes would become a scribe too. They often worked for the government and became important people.

Example of a Papyrus Scroll 2.2b

National Museum of Scotland Fascinating Mummies How do we know that? • The burial of Ankhhor and his family may originally been discovered by Giovanni Battista Belzoni, an Italian explorer. Belzoni once owned the coffin of Ankhhor’s sister, Taawa and had carried out some excavations at Deir el-Bahri. However, it may Belzoni may simply have bought the coffins from grave robbers. • The coffins and sarcophagus give Ankhhor the title ‘Priest of Montu-Lord-of-Thebes’. Montu was an Egyptian god whose main temple was at Karnak, on the east bank of the Nile at Thebes (modern Luxor). Many members of the priesthood of Montu were buried at Deir el-Bahri, on the west bank at Thebes. It is likely that Ankhhor was originally buried here as well. • The texts on the coffins and sarcophagus mention that Ankhhor was the son of Hor, another Priest of Montu- Lord-of-Thebes, and his wife Nesmut, who was a temple singer of Amun-Re-Lord-of-the-Thrones-of-the-Two-Lands. Therefore Ankhhor’s parents worked in adjacent temple complexes at Karnak. • From analysing his mummy we can tell a lot about what he looked like – even that he had a goatee and good teeth. From these scans we know he died just before he was 40, but was fairly healthy and had no obvious illnesses or injuries.

2.2c Coffinof Ankhhor

National Museum of Scotland Fascinating Mummies 2.3 Mummification Ankhhor was getting older. In his late 30s he was really old for an ancient Egyptian. He had raised his children and taught them Objects everything he knew. He hoped they would continue the priestly relating to this section line in his family, but now he would never know. He was a very 3.5 Canopic jar and lid wise and respected member of the community. But his time had come. The gods called him home. He died before he was 40 3.6 Wrapping years old. 3.7 Mummification Ankhhor believed that life didn’t stop with his death. He believed Tool his body must be preserved so that he could use it again in the 3.8 Natron afterlife. For this reason he was very ready for his death. He had been to the workshop where the coffins were made and picked 3.9 Charms one out. He had successfully avoided the crooks. Sometimes the 3.10 Eye of Horus people making the coffins would go back to the tomb after the 3.11 Scarabs burial and get the coffin back. They would wipe off the name and sell it again. He had also paid for his embalmers, who offered different levels of mummification. So everything was set for him to become a “mummy”.

National Museum of Scotland Fascinating Mummies FACTS Mummification Process: • Mummification took place in tents on the West bank of the Nile and the whole process took 70 days – the length of time the certain stars disappeared from the sky each year. • The first stage is embalming – this requires the body to be washed and to have its organs removed. A hole would be cut in the side of the torso, which would allow the organs to be taken out of the body. • The organs were mummified separately and placed in canopic jars – each one relating to a protective god: • Duamutef (Jackal) = stomach • Qebehseneuf (Falcon) = Intestines • Hapi (Baboon) = Lungs • Imseti (Human) = Liver • A metal hook was inserted into the nostril, up into the skull to mash up the brains. They could then drain out through the nostrils. • The body would be covered in natron and allowed to dry out for many days. • The heart was returned to the body • Then the Mummies were wrapped, in strips of linen, with charms and amulets inserted in the layers. It was believed that these would help protect the mummy in the afterlife and bring them good luck.

2.3a

National Museum of Scotland Fascinating Mummies • At the time of his death it was customary to place the wrapped mummy inside a pair of mummy-shaped coffins and then in a rectangular wooden sarcophagus. • Early Egyptians used to wrap bodies in mats or furs and then place them in baskets, pots or clay coffins. aterL on, they developed the process of mummification - preserving bodies and wrapping them in strips of linen. • Ancient Egyptians buried their dead in tombs. The largest of these are called pyramids, and most were built for Ancient Egyptian Pharaohs (kings) and their families. There are about 80 pyramids that we know of today. • Cemeteries and pyramids were usually built in the desert on the western bank of the Nile. This was because the sun set - or died, as the Egyptians believed - in the western horizon every night. • Within the tombs they put the things they thought they might need in the afterlife, like food, clothes, furniture, jewellery and even model people (shabtis) to act as servants. • They also had commemorative inscriptions, which were made on slabs called stelae, which were made of stone or wood and served as gravestones. • The Egyptians also mummified animals, including crocodiles, cats, dogs, baboons and ibises. There were different reasons for this – because they had been beloved pets, to provide food in the afterlife, or to honour corresponding gods. • After the process was complete Ankhhor had a funeral. This was a big occasion with family, friends and colleagues. It began at his home on the east bank of the river and then Ankhhor’s Mummy, still intact the party crossed the Nile by boat to start the long climb complete with blue bead up to the burial site. His body was placed in tomb, beneath representing the stars and gold the ancient temple of Hatshepsut where there would have amulets for protection. 2.3b been a ceremony. • Placed in his burial chamber Ankhhor, would lay untouched until the discovery of his tomb, 2500 years later.

Mummified cat 2.3c © National Museums Scotland National Museum of Scotland Fascinating Mummies How do we know that? • The mummy of Ankhhor and its three coffins came to museum in the Leiden, Netherlands in 1826. Two years earlier, the museum’s first director, Caspar Reuvens (1793- 1835), having unwrapped one mummy, had forbidden any further such dissections, and Ankhhor was left intact. However, in 1965, X-rays provided the first glimpse inside the wrappings. • Ankhhor only really revealed his secrets in 1999, when the technique of computerised tomography (CT) was used to scan his body, with in-depth analyses of the resulting images carried out by Egyptologists and radiologists.

CT scanning of a wrapped mummy 2.3d

• The images from the scans gave insight into Ankhhor’s anatomy, his age and the way in which he was mummified. Ankhhor was approximately 1.60 metres all,t and probably between the ages of 32 and 50 years old when he died. His teeth were in a relatively good condition, which was uncommon in ancient Egypt. His body was properly mummified: his organs and brain were removed but his heart was left inside. It is impossible, however, to determine the cause of death.

X ray scan of Ankhhor 2.3e

National Museum of Scotland Fascinating Mummies

2.3f CT scan of a mummy

• Modern technology makes it possible to look in detail at the body without disturbing it. The scans showed the shapes and exact locations of the many amulets and objects that the embalmers had placed on the body and between the wrappings during the mummification process.

National Museum of Scotland Fascinating Mummies 2.4 Afterlife Ankhhor believed that after his death came his biggest moment – when how he lived his life would be judged. If he had been Objects good enough he would go to paradise, but if not a terrible fate relating to this section awaited him. Ancient Egyptians believed that after your death 3.13 Osiris Figure your soul takes flight, carried by a little bird with a human head, to face may challenges before the final judgement. He has 3.14 Shabti Figure been well prepared for this – in his coffin is a “Book of the Dead”, 3.15 Stela unique for him. It is a kind of guide book to the Underworld with lots of spells to help him on his journey. Ankhhor’s journey through the Underworld is terrifying. He has to cross a river, battle snakes, bees and crocodiles before beginning the weighing of the heart ceremony. This is the ultimate test of whether he has lived a good enough life to enter paradise. He is led towards the scales by Anubis, the jackal-headed god. He is very nervous, will he pass the test? His heart is placed on the left side of the scales. On the other side is the feather of truth. Will his heart be too heavy? He hopes not because waiting next to the scales sits a creature called the Devourer. The Devourer is part-hippo, part-leopard and part-crocodile. It will eat him up if he fails the test. Thoth, scribe of the gods, who has a bird’s head, records everything that happens. Phew! It looks like he’s okay so far. Next Ankhhor enters the Judgement Area where he defends himself against a panel of gods, based on his deeds during his life. That seems to have gone okay too! It’s looking good, but oh no, now Horus, the falcon headed god is leading him to a final judgement before Osiris. Hurrah! It’s all okay, Osiris has granted him permission to enter into paradise, where there were lavish crops, plenty of food and drink, games to play and of course all his family to keep him company. Ba bird 2.4a Facts • The Ancient Egyptians worshipped many different gods and goddesses, each one with a different role - looking after the harvest, taking care of people after they died, or bringing victory in battle. • The Ancient Egyptians built temples that were dedicated to individual gods or goddesses. These were tended by a temple priest and ordinary people were not usually allowed to go inside. • When someone died, it was believed that they would be judged before entering the afterlife. Their heart would be weighed on a pair of scales to show how many good and bad deeds they had performed during their life. Book of the dead 2.4b

National Museum of Scotland Fascinating Mummies • Once a mummy was wrapped and ready for burial, there was a ceremony called the Opening of the Mouth. The Egyptians believed this would let the soul re-enter the body, and make sure the mummy could eat and drink in the afterlife

2.4c Weighing of the heart papyrus of Ani. Can you spot the Scary Devourer, Anubis, the heart and the feather?

How do we know that? • Experts called Egyptologists have done lots of research decoding papyri and hieroglyph text on tombs. A good source of information is the Book of the Dead, a book of spells and pictures to help the deceased in their journey through the afterlife. • No two copies of the Book of the Dead were identical. Each contained a slightly different set of spells, some were illustrated others only contained text. The text was sometimes written in hieroglyphs, but most were in the hand-written form of the script known as hieratic. Later examples were in a different hand-written form, demotic.

National Museum of Scotland Fascinating Mummies 3 Object Information Cards In this section you will find information about all the objects in the box. There are a mixture of real and replica items. Real items have been marked with a star, special care should be taken with these. For ideas how to use these with your group, please see the Classroom Activities and section. The objects are divided into the following three themes: Life as a Priest 3.1 Tunic 3.2 Sandals 3.3 Writing Material 3.4 Papyrus Mummification 3.5 Canopic jar and lid* 3.6 Wrapping 3.7 Mummification oolT 3.8 Natron 3.9 Charms* 3.10 Eye of Horus* 3.11 Scarabs Afterlife 3.12 Bracelet and Necklace* 3.13 Osiris Figure* 3.14 Shabti Figure* 3.15 Stela 3.16 Clay Vessel 3.17 Pieces of bread Good Handling Guide This collection is used by lots of different groups so we would like your help to keep the collection in good condition. Please follow these guidelines for working with the objects and talk them through with your group. 1. No food or drink should be consumed near the objects. 2. Always hold objects over a table and hold them in two hands. 3. Don’t touch objects, or point at them, with pencils, pens or other sharp objects. 4. Check the objects at the start and the end of each session. 5. Please report any missing or broken items using a photocopy of the form in section 6.

National Museum of Scotland Fascinating Mummies 3.1 Tunic replica

3.1a 3.1b • Ancient Egyptians would have worn tunics like this as their everyday clothing. • Different styles and materials would have been available, these would have indicated the wealth and status of the wearer. For example, the Pharaoh wore very fine, light linen See and the slaves wore much coarser fabric. See the fabric, and the shape of the tunic. Does it • Linen was woven from fibres of the flax plant. This was a look anything like clothes very difficult and time-consuming process. However, the we wear today? Ancient Egyptians thought it was worth the extra effort because linen helps to keep the wearer cool in extreme heat.

Touch Touch the material. Do you think it would be comfortable to wear all day?

Think What did the Ancient Egyptians have to consider when they made clothes?

National Museum of Scotland Fascinating Mummies 4.2 Sandals replicas

3.2b

3.2a

• Sandals were the everyday shoes worn by Ancient This picture shows real palm leave Egyptians. They were made from wood, soft leather, sandals from 712- 332 BC. 3.2c papyrus, palm fibre or reeds. • The replica sandals on the left are made from wood, and held onto the wearer’s feet with ties made of leather. • The replica sandals on the right are made from cane to replicate the palm fibres that would have been used on the See real items. See the shape and style of the sandals. Do they look like shoes we wear today?

Touch Touch the surface of the sandals. Do you think they would have been comfortable to wear?

Think Think about the materials used and the style of the sandals. Are they well suited to the climate of Ancient Egypt?

National Museum of Scotland Fascinating Mummies 3.3 Reed Palette and Pen Set replica

Real palette and reed pen set. 3.3b

3.3a • The equipment used by Ancient Egyptian scribes was a palette and reed pens. The palette would have held dry cakes of different of red and black ink, which the reed pens See could be dipped into water and then brushed across. See the hieroglyphics decorating the palette. • The pens were made from reed, a plant which grows in the What do you think these Nile, which were frayed at one end. might mean? • The palette is made from wood, which was quite rare in Ancient Egypt and may have been imported from abroad. • In the centre is a compartment with a sliding top which was used to store the brushes. • These tools were used to write many different kinds of documents – personal letters, official records and accounts. Touch • Only around one in a hundred Egyptians could read and Try holding a reed pen. write; but the huge amount of written material that Would it be easy to write survives has helped us learn a lot about Ancient Egypt. with?

Think Do you think scribes were important in Ancient Egypt? What clues are there in the scribe’s equipment?

National Museum of Scotland Fascinating Mummies 3.4 Papyrus replica

3.4a

• For official documents Ancient Egyptians wrote on papyrus, like we use paper today. However as Papyrus Ostracon in limestone, text praises was expensive, for unofficial communications and for the king as he appears on the war- teaching, scribes wrote on shards of pottery and limestone chariot c 1900BC 3.4b fragments. • The papyrus was made from sliced and interwoven stems of the papyrus plant. Strips of wet papyrus would be laid on top of each other at right angles, to make sheets. Sheets were then pasted into long rolls laid flat, slightly overlapping and hammered into a single sheet, dried, and See polished. See the colour of the papyrus. Does it look like paper we use today?

Touch Touch the rough surface of the papyrus. Do you think it would be easy to write on?

Think Why would the Ancient Egyptians have made their paper from papyrus, instead of making it from wood like we do today?

National Museum of Scotland Fascinating Mummies 3.5 Canopic Jar and Lid

3.5b Canopic jars of Djedkhonsuefankh These were carved between 1070-663 BC from limestone

See See the lid in the shape of a figure – can you work out what it is and which deity it represented?

3.5a • When a body was being mummified, the intestines, liver, lungs and stomach were removed and mummified separately. • These organs would each be placed in a canopic jar, and Touch the four canopic jars would be left in the tomb alongside Touch the marks on the the mummy. The Ancient Egyptians believed that this inside of the jar where would make the person complete in the next world. the limestone has been hollowed out. How long • Some canopic jars represent four sons of the god of the do you think it would have underworld Horus. taken a craftsman to make • The liver would be placed in a human headed jar it? (Imsety) • The lungs would be placed in an ape headed jar (Hapi) • The stomach would be placed in a jackal headed jar Think (Duamutef) How would you feel if you • The intestines would be placed in a falcon headed jar discovered an object like (Qebehsenuef). this? • This jar is made from limestone. It would have been carved by a skilled craftsman using a mallet and a chisel.

National Museum of Scotland Fascinating Mummies 3.6 Wrapping replica

3.6a 3.6b Real Linen wrappings of Djedhor

• This is a replica linen wrapping, just like the ones that were used on the real mummies. Several metres of linen were used to wrap a body. One mummy was found to be wrapped in almost 375 metres of fabric. 380-343 BC • Bandages were used to wrap mummies once they had been dried and preserved. The whole body would have See been wrapped in several layers of bandages, with amulets See the colour and texture inserted between the layers and resin covering every layer of the material. Do they as a preservative. look like bandages we • The Ancient Egyptians may also have used wrapping in would use today? some of the same ways we use them today, for example in bandaging wounds. • These wrapping have been woven from linen. Linen was made from the fibres of the flax plant. Touch Roll out the linen bandage and see how long it is. How many do you think you would need to wrap a whole body?

Think Why would the Ancient Egyptians put so much effort into wrapping their mummies?

National Museum of Scotland Fascinating Mummies 3.7 Mummification tool replica

3.7a

3.7b See Real hook probe used in mummification See the top of the tool. Why was the end hooked? • This is a replica of the hooked piece of metal was an important tool used in the mummification process • It would have been inserted up the nose of the body and then poked around inside the skull until the brains were mashed up. The brains could then be drained out of the body through the nose. Touch Hold the tool. Is it comfortable to hold? Could you perform delicate operations with it?

Think Why would the Egyptians have wanted to remove the mummy’s brains through the nose?

National Museum of Scotland Fascinating Mummies 3.8 Natron replica

• Natron is a natural substance, and is a mixture of soda ash, salt and baking soda. The Ancient Egyptians would have collected it from dry river beds. See See the size of this • Natron was used by the Ancient Egyptians during the container of natron. How mummification process. Bodies would be stuffed with much do you think would and covered in, natron for 40 days. This absorbed all the be needed to dry out a moisture from the body and helped to prevent the spread whole human body and of bacteria. make it into a mummy? • Natron is very useful – it can also be used as soap, toothpaste, mouthwash, household cleaner, antiseptic for wounds, preservative for fish and meat, insecticide, bleach for clothing and in making leather products, dyes and faience. Touch Feel the weight of the container. Is natron heavy?

Think Why would the Ancient Egyptians have thought natron was valuable?

National Museum of Scotland Fascinating Mummies 3.9 Charms

3.9a • Charms – or amulets - were worn by both living and dead people in Ancient Egypt. They could be worn as jewellery, or wrapped into the bandages of mummies. • The embalming priests recited spells and prayers, whilst See placing amulets between the bandages and on the See the different colours mummy to protect the dead on the journey into the of the amulets. Why might afterlife. the Egyptians have wanted to make them in different • The Ancient Egyptians believed that amulets could protect colours? the wearer against illness and evil or give them special powers like strength and bravery. • Amulets came in a variety of shapes – animals, plants, hieroglyphs, or sacred objects. The combination of shape, material and colour were important to the effectiveness of an amulet. Touch • The brown and blue amulets are called Isis Knots. The Touch the small holes in the green figure is Tawaret and the last green amulet is a amulets. What do these tell papyrus scroll. These are protective amulets. us about how they might have been worn and used?

Think Who might have worn or used these amulets?

National Museum of Scotland Fascinating Mummies 3.10 Eye of Horus

See 3.10a Can you make out the shape of an eye? • The Eye of Horus was one of the most powerful amulets in Ancient Egyptian times. It is also known as the wedjat or udjat eye, which means flourishing or healthy. • Horus was the god who protected the Pharaoh. In a myth Horus was said to have lost his left eye in battle. It was later found and returned to him, so it symbolises being made whole again after death. • This amulet is made of faience, which is a mixture of sand, Touch lime and natron (a type of salt) mixed with water to form a Is faience light or heavy? paste. The paste could be moulded into different shapes, Would it break easily, or is it then glazed and fired so that the faience would harden and quite strong? the outer surface would become shiny. • The blue green colour comes from adding a compound called copper oxide to the glaze before it is fired.

Think Why would an eye be a good symbol for a protective amulet?

National Museum of Scotland Fascinating Mummies 3.11 Scarabs replicas

3.11a

• This is an amulet, or protective charm, called a scarab. The scarab was one of the most powerful amulets in Ancient See Egyptian times. See the size of the scarabs. • Scarabs are in the form of a dung beetle. The Ancient Why do you think they Egyptians believed this was a symbol of rebirth after death. were bigger than the other amulets? • Scarabs were often wrapped into the bandages of mummies. In later Egyptian times, a scarab was placed above the heart of the dead person. This heart scarab was to ensure that the heart did not betray the dead person during the judgement ceremony in the Afterlife. Touch Touch the detailed carvings of the scarabs. Think about all the work that must have gone into making these – what does this tell us about how important scarabs were to Ancient Egyptians?

Think Egyptians used the dung beetle to represent their belief about rebirth. Can you think of other stories about animals that have

been used to represent beliefs? National Museum of Scotland Fascinating Mummies 3.12 Bracelet and Necklace

See See the different colours of the beads. Sometimes faience beads were made to look like semi-precious • Ancient Egyptians wore bracelets and necklaces like these stones. as jewellery. They also wore rings, anklets, earrings, hair bands, and hair pins. • Important people wore broad collars made of gold and precious stones which fastened at the back of the neck. Ordinary people wore necklaces made of brightly coloured beads. Touch • Ancient Egyptians believed that jewellery could have Touch the surface of the protective powers and bring good luck, which is why beads. What do you think mummies were often buried with pieces of jewellery. the bracelet and necklace would have been like to • Beads were made by moulding a small piece of faience wear? paste around a thread. The beads would then have been glazed and fired, so that the faience hardened and the thread burned away. This left a hole, so that the finished beads could be threaded and made into a necklace. Think Why do you think faience might have been made to look like precious stones? Think about what materials might be easy to find in Egypt.

National Museum of Scotland Fascinating Mummies 3.13 Osiris Figures

See See the rearing cobra at the front of the crowns. This is called the Uraeus, and represents royalty and authority.

3.13a

• These statuettes (small statues) are made of bronze, which is a mixture of copper and tin. • Osiris is the god of the dead and the ruler of the Touch underworld. He is one of the most powerful gods in Ancient The bottom of the figures Egypt. Osiris is always shown as a mummified king holding – what tells you that they a shepherd’s crook and a flail (an agricultural tool), which might once have been fixed symbolise his responsibility to guide his people and provide to wooden bases? for them. • Statuettes like these are found in burial chambers, and also in temples and homes. The Ancient Egyptians believed that it was important to recognise and worship their gods and goddesses. • These were probably made using the lost wax method. A Think figure would be carved from wax, and then covered with Who might have owned clay and fired. As the clay hardened, the wax melted and statues like these? ran out of a small hole in the clay. Molten bronze would then be poured into the hole left by the wax. The bronze hardened and cooled, and the clay was chipped away to reveal a bronze figure.

National Museum of Scotland Fascinating Mummies Extra info The Osiris myth According to ancient Egyptian myth, Osiris, son of the goddess Nut, was killed by his jealous brother Set. To prevent Osiris being brought back to life, Set dismembered the body and scattered the pieces throughout Egypt. Isis, Osiris’s sister and wife, collected the pieces of Osiris’s body and used her magical powers to restore him to life. With the help of the god Anubis, she bound and wrapped the body. This was the very first mummification and brought Osiris back to life. Having conquered death, Osiris became the god of resurrection and afterlife, ruling over the Kingdom of the Dead. Osiris and Isis had a son, Horus, who avenged his father’s death by defeating Set in a battle for Egypt’s throne. These characters are all included and recognised in the rituals surrounding mummification, which you can find out more about in the Classroom Activities section.

National Museum of Scotland Fascinating Mummies 3.14 Shabti Figures

3.14a 3.14b 3.14c

• A shabti is a small figure of a person, which is meant to See represent a field worker. They sometimes hold tools and See the hairstyles and carry a sack or water container. beards of the shabtis. • Shabtis were buried with a dead person, to act as servants Are these styles common for them in the afterlife. Very important people might today? have had a shabti figure for every day of the year (365), together with one overseer for every ten. This makes a total of 401 figures! Touch • These shabtis are made from faience, although sometimes Touch the hieroglyphs that shabtis were made from other materials like wood. have been carved into the figures. What do you think they might mean?

Think What sort of jobs do you think shabti servants would be expected to do in the afterlife?

National Museum of Scotland Fascinating Mummies 3.15 Stela replica

3.15a 3.15b Real Stela • This stela is a slab of wood which is painted with Ancient Egyptian writing and pictures. The decoration would have been done by a scribe. • Stelae were used for lots of different purposes – for See example as tombstones, monuments, and boundary See the bright colours used. markers. This means that they can be different shapes, How do you think ancient sizes and colours. Egyptians would have made coloured paint? • This stela is a tombstone – it made it possible for the spirit of the dead to leave the burial chamber and enter the chapel and enjoy the food-offerings by the living. Food was also magically created by the texts and scenes on the stela. • Stelae usually lay in the innermost part of the tomb. Touch They were often carved and painted with scenes showing Touch the rough wooden the deceased in front of a table of offerings, with surface. Why might the representations of family members or servants bringing Egyptians use wood for a food and drink. The deceased would often be depicted stele? What other materials making offerings to the gods. could they use? • Egypt has few large trees, and so wood is quite rare. This wood probably came from north of Egypt – maybe from Lebanon. • At the top you can see a disk with wings. The heiroglpyhs read “Behdet” which was the name of an ancient city in Think Egypt. The name means “throne” or “great seat.” What sort of things can we learn from reading a stela • The picture shows the dead person, who is sitting down, like this? offering to Osiris. The three standing figures are the children of the dead person. • The symbols below are writing, but it is almost impossible to read. National Museum of Scotland Fascinating Mummies Extra Info The original version of this stela was collected by Alexander Henry Rhind (1833-1863). Rind had become interested in archaeology when he was a teenager. In 1853 he fell ill with a lung disease, while studying Law in Edinburgh. To escape from the cold and damp of Scotland, started to spend time in England, France and in Egypt. While in Egypt he undertook excavations in a number of places, mainly around modern Luxor, which in ancient times was called Thebes. He is regarded today as one of the first excavators to scientifically record his discoveries, which included many objects now in National Museums Scotland. His career was tragically cut short when he died in Italy, on his way home from Egypt in July 1863, aged 29. He is buried in Wick parish churchyard. The original is actually a fake which was made, at best guess during the Roman times, around 1st Century AD. It is not as detailed as a real stela would have been and the text at the bottom is virtually meaningless. Fakes were often made for the tourist trade during these times.

© Society of Antiquities of Scotland 3.15c National Museum of Scotland Fascinating Mummies 3.16 Clay Vessel replica

3.16b Real clay vessel

See 3.16a See the size and shape of the vessel. Do you think this • This is a replica of an Egyptian clay vessel. It would have would hold enough for the been used by the Egyptians to hold liquid, for example whole of eternity? beer, wine or milk. • These are common finds in Egyptian burials. The Egyptians believed the dead needed food and drink in the afterlife, so they often placed these in tombs. • This would have been made by moulding wet clay into the right shape, and then firing it to make it hard. Sometimes, Touch vessels like this would have been glazed or engraved for Hold the vessel in your decoration. hands. Does it feel heavy • Notice the lip at the top of the pot. These pots could have and strong? been suspended using string tied around the neck and hung from the roof.

Think What other materials could the Egyptians have used to make similar vessels?

National Museum of Scotland Fascinating Mummies 3.17 Pieces of Bread replicas

3.16a 3.16b

Real Ancient Egyptian bread • Bread, along with other food and drink, was buried in tombs because the Ancient Egyptians believed that the dead needed nourishment in the afterlife. • Bread was an everyday food in Ancient Egypt, although See Egyptians would also have eaten fruit, vegetables and See the size and colour of occasionally salted fish and meat. They also drank beer, the bread. Does it look like which was made from barley. the bread we eat today? • To make bread the Ancient Egyptians first had to grind grain to make flour. The flour would then have been mixed with water to make dough and the dough baked in an oven to make bread. Touch Touch the different shapes of the bread. How would the bakers have made bread in these shapes?

Think Bread was the staple diet in ancient Egypt. How does this compare to our diets today – what other things do we eat?

National Museum of Scotland Fascinating Mummies 4 Classroom Activities CFE Level 41 Art Scenes First or Second The Ancient Eqyptians loved to draw pictures of their everyday lives, inside their tombs. These pictures have been used for centuries to give us clues about what life was like there in the You will Need past. Create your own realistic scene in this activity using • Fine grade sandpaper, beautiful paintings by Niccolo Rosellini, who captured lots of one sheet near A4 these pictures in his own work in the 1800s. size per pupil. Learning Intention • Crayons We are learning about life in Ancient Egypt. • Projector screen/ We are learning how art can represent current culture, giving computer for historical insight into life at a particular time and place. displaying Rosellini images (alternatively We are learning to visually present what we have learned in a images from books creative manner. can be used) Task We will create a scene for an Ancient Egyptian tomb, showing aspects of daily life at the time.

National Museum of Scotland Fascinating Mummies Success Criteria The scene should copy the style of Rosellini and depict at least one aspect of daily life in Ancient Egypt. It should be attractive to look at. CfE Capacities • Successful learners, who can think creatively and independently. • Effective contributors, who can create and develop an artistic piece. CfE Outcomes I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks. EXA 2-02a Teacher / Pupil Instructions Load up the powerpoint presentation showing on a suitable screen the images of the paintings by Rosellini. This can be cycling thoughout the activity for inspiration, or paused on the montage image. Each pupil is given a sheet of sandpaper. With the images of the Rosellini pictures on the board pupils sketch their scene roughly using a pencil. Colour crayons can be added after to bring the scene alive. Any ancient Egyptian scene could be drawn here are some ideas: • The different clothing styles of different people • Using animals for transport • Making items for tombs in a craftsman’s workshop • Playing musical instruments • Scenes of war • Dances • Animal shows Extension To make this activity into a class project you could divide the class into different sections to each do one wall of a “tomb” joining the scenes together to create one big drawing or comic strip style representation of the artwork.

National Museum of Scotland Fascinating Mummies 4.2 Jobs drama CFE Level In groups pupils use real and replica objects to re-enact a fictional drama about everyday life in Ancient Egypt. First or Second You will also need a room large enough, or enough space to accommodate dramas and performance. You will Need Learning Intention Handling Objects from box e.g. We are learning about life in Ancient Egypt by role playing relating to each drama - various characters. In the Scribe’s Workshop We are learning to perform dramas which are historically 4.1 Tunic accurate, while being entertaining. 4.2 Sandals 4.3 Writing Material 4.4 Papyrus At the Embalmers 4.5 Canopic jar and lid 4.6 Bandages 4.7 Metal Hook 4.9 Natron At Ankhor’s house 4.13 Faience necklace and bracelet 4.17 Clay vessel 4.18 Pieces of bread x3 At the Sarcophagus shop 4.16 Wooden stele 4.14 Bronze statuette of Osiris x2 4.15 Shabtis x3*

it is recommended that all objects, especially the real objects are used very carefully during any drama. Real object should not be held during performance, but can be used as props on shelves, or table tops etc.

National Museum of Scotland Fascinating Mummies Task We will devise a drama in teams based around a particular scenario, at a particular location in ancient Thebes. We will perform this drama to the rest of the class. We will give constructive feedback on each other’s dramas. Success Criteria Pupils will perform a pre devised drama of at least 3 minutes length to an audience and ask for feedback and answer questions on the content. CfE Capacities • Successful learners; this activity will enable pupils to demonstrate enthusiasm and motivation for learning, working as part of a group to link and apply different kinds of learning in new situations. • Effective contributors; this activity will give the pupils opportunity to communicate in different ways and in different settings, to take the lead and create and develop their ideas as a team. • Confident individuals; this activity gives pupils the opportunity to use and develop their ability to relate to others, manage themselves and foster a sense of self- respect and achievement. CfE Outcomes I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I have experienced the energy and excitement of presenting/ performing for audiences and being part of an audience for other people’s presentations/performances. EXA 0-01a / EXA 1-01a / EXA 2-01a I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre arts technology. EXA 2-12a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 0-13a / EXA 1-13a / EXA 2-13a I have developed confidence and skills in creating and presenting drama which explores real and imaginary situations, using improvisation and script. EXA 1-14a I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere. EXA 2-14a National Museum of Scotland Fascinating Mummies Teacher / Pupil Instructions Pupils are divided into four teams. Each team is given their props (listed above) for each different location. A different scenario is presented to each group which they will have to devise a drama around: 1. In the Scribe’s Workshop Props: writing set and papyrus Scenario: Someone is trying to steal an important letter! Characters you could include: Pharaoh/Queen, Nobles, Messengers, Scribes, Apprentices, Thieves … 2. At the Embalmers Props: canopic jar, amulet Scenario: What’s wrong with the mummy? Characters you could include: Priests, Apprentices, Mourners, Mummy 3. Stonemason’s workshop Props: canopic jar Scenario: Something has been broken! Characters you could include: Stonemasons, Priest, Apprentices, Stone merchant, Customers… 4. Farmer’s house Props: clay vessel, bread Scenario: the farmer and his family are preparing a meal, but something interrupts them! Characters you could include: Farmer, Farmer’s wife, Children, Farm helpers… 5. At the Sarcophagus shop Props: stela, 3x shabtis Scenario: a customer is being swindled with pre used coffins Characters you could include: Dodgy Sarcophagus sales person, Customer, disgruntled family members 6. At the temple Props: Priests tunic, sandals. Scenario: the Pharaoh is coming to visit, because the gods aren’t happy! Characters you could include: Priests, Pharaoh, farmers, Pharaoh’s officials. Give the pupils 20 mins to come up with their dramas and do a few rehearsals. Each drama should be performed to the rest of the class and feedback from the class given. The pupils should be asked to evaluate the plays for historical accuracy and the quality of the storytelling/performance.

National Museum of Scotland Fascinating Mummies Extension With further research and practise time a full scale ancient Egyptian soap opera could be developed. With multiple scenes at the same locations until a resolution is found in each scene. Web Resources This website can help explain the social structure of Ancient Egypt: http://www.historyonthenet.com/Egyptians/society.htm

National Museum of Scotland Fascinating Mummies 4.3 Become a Scribe CFE Level Using real and replica items, dress one of your pupils up as a scribe to bring ancient Egypt to life. Use this as a prompt for First or Second class discussion about what it would have been like living and working in Ancient Egypt. Complete the activity by writing a secret message on a fragment of pottery or tile and experience You will Need the challenge of writing with ancient materials and limited 4.1 Tunic resources. 4.2 Sandals Learning Intention 4.3 Writing Material We are learning about life working as a scribe. 4.4 Papyrus Task 4.15 Stela We will discuss what it would have been like to be a scribe as a • A fragment of pottery class, using our dressed up classmate as inspiration. or tile, per pupil. This Success Criteria could be substituted with scraps of paper. Pupils know they are successful by actively contributing opinions about what it would be like to live and work as a scribe. Pupils produce a short message written on a fragment of pottery or tile. CfE Capacities Effective Contributors; this activity gives pupils opportunity to communicate in different ways and use their imaginations to think about and unfamiliar context.

National Museum of Scotland Fascinating Mummies CfE Outcomes I can use primary and secondary sources selectively to research events in the past. SOC 2-01a I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a Teacher / Pupil Instructions Part 1: One pupil is dressed as a scribe, using the tunic, papyrus, writing implements and the stela for reference. The rest of the class can ask the scribe questions and offer opinions about what it might have been like working as a scribe. Part 2: Paper was expensive in Ancient Egypt. For unofficial communications Scribes would often write on broken pieces of pottery as it was freely available. Pupils each have a piece of broken pottery or tile, They may have collected this from home, or have been given it by the teacher. They now have to write a short secret message to someone else in the class. Pupils can use whatever they want to write on the tile. How easy it is to write on pottery? Is pen, pencil, or paint best? How much information can you cram on to a shard of pottery? Extension This activity can be run using the Fun with Hieroglyphs kit, included in the box. Pupils can code their message in Hieroglyphs, or write their own name in Hieroglyphs. You can use the web link below to display the Hieroglyphs and the associated sounds on the board. Web Resources http://www.ngkids.co.uk/cool_stories/1036/hieroglyphics_ uncovered

National Museum of Scotland Fascinating Mummies 4.4 Make Your Own Papyrus CFE Level In this craft activity pupils use everyday materials to re-enact the process of making papyrus. The finished product can be used for First or Second another activity, for example drawing an Ancient Egyptian Scene or writing a coded message in hieroglyphs. Learning Intention You will Need • Scrap paper torn into e.g. We are learning about the process of making papyrus strips around 20cm Task long. We will create a replica piece of papyrus using scrap paper. • Basin, or tray for soaking the paper Success Criteria • Place to dry the paper Pupils will make at least one sheet of flat, dried “papyrus”, which e.g. a clothesline could be used in another activity. • Rolling pin and flat CfE Capacities surface. Successful learners; this craft activity gives pupils the opportunity • Papyrus sheet (item to solve problems and be determined to reach high standards. 4.4 as example) CfE Outcomes I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks.EXA 1-02a I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.EXA 2-02a I can use exploration and imagination to solve design problems related to real-life situations. EXA 1-06a I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a

National Museum of Scotland Fascinating Mummies Teacher / Pupil Instructions Tear sheets of scrap paper into strips of around 1cm width and place blank side facing up. Using a clip board or plastic folder clip hold the strips close together, running parallel to each other. Next weave more strips in between the hanging strips. Alternate the starting direction of the weaving strip to make the sure it all holds together. Once you have woven an area 20cm x 20cm soak the sheet in water. A small quantity of PVA glue can be added to the water to help the paper stick together. Once the paper is thoroughly wet remove it from the water and place on a flat surface. Squeeze out the water using a rolling pin, binding the sheets together. Hang your sheet on a clothes line to dry. Once dry it can be used for another craft activity. Why not stamp your name on it with Hieroglyph stamps? Alternatively this activity can be presented as a problem solving exercise. The pupils are given the materials and are read the explanation of how real papyrus was made. Then in pairs they have to decide on their method for making their own version of Papyrus. Experimenting with different sizes of strip and quantities of PVA and water etc to come up with the best sheet possible. Extension Every mummy was buried with its very own copy of the book of the dead. This contained pictures and spells to help the mummy on his or her journey through the afterlife. Each person in the class could make a section of the book of the dead, complete with spells and pictures. See section on afterlife for more details. These sections could be glued together for form one long book of the dead and displayed on the classroom wall.

National Museum of Scotland Fascinating Mummies 4.5 Mummified Fish CFE Level Mummify a real fish in this hands-on activity. Not for the feint hearted! First or Second Learning Intention We are learning about the mummification process You will Need Task • Sprats (gutted), small mackerel or gutted We will create a mummified fish. herring Success Criteria • Salt around 150g per You will have completed each stage of the mummification fish to have a fish which will be wrapped tightly in bandages and • Wood shavings/ decorated. sawdust (scented CfE Capacities from the pet shop) Successful Learners with enthusiasm for learning. • Tin foil Effective contributers; an enterprising attitude, problem solving • Strips of cotton (old and the ability to create and develop are all require for this sheets/pillowslips/ scientific craft activity. hankies torn into strips) Old flannelette CfE Outcomes sheets are perfect I can use exploration and imagination to solve design problems • PVA or strong white related to real-life situations. EXA 1-06a glue I can compare aspects of people’s daily lives in the past with my • String own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a

National Museum of Scotland Fascinating Mummies Teacher / Pupil Instructions 1. Cover the fish in salt, inside and out if possible and leave overnight on a drip tray in a fridge to draw moisture from the body cavity. Bearing in mind it took about 70 days to mummify a body, you could repeat the process. 2. Wipe off any excess salt and stuff the body cavity firmly with wood shavings/sawdust. Secure with 2 pieces of string ready for binding. 3. Wrap the fish in tinfoil making sure there are no holes and then dip into PVA glue making sure no fish is visible. This helps to cover the smell!! Leave to dry hanging from a line or turn them over to make sure they have dried on the other side too. Be careful when picking them and turning them over as the tinfoil can rip. If it does so it will need a patch and glued again. 4. When completely dry it will looks as if it is encased in plastic. Wrap strips of cotton around the fish from head to tail. When covered dip into the PVA again and leave to dry. You can add more layers of cotton and glue as you wish. The last layer is best not glued as you can then use the fabric to decorate the mummies. You can make amulets from coloured paper and place them between the layers of wrappings too. Note: There can be faint aroma from them but it tends to be the glue itself, however, if it is a very strong fishy small and there is discolouration of the fabric, then there is a little “hole” somewhere which need to be covered up and glued again. It’s a good idea to send a covering letter home with the fish warning parents that the mummies do contain real fish and that they should be kept outside in a garage or shed. Extension Imagine you have discovered your mummified fish inside an Egyptian tomb. Write a diary entry from the point of view of a Victorian explorer. Discuss what techniques you imagine the embalmers have used to preserve the fish.

National Museum of Scotland Fascinating Mummies Web Resources Have a look at this website to see some photos of animal mummification and learn about animals in Ancient Egypt: http://www.bbc.co.uk/history/ancient/egyptians/animal_gallery.shtml Discuss this as a class or in groups – why animals were mummified, the relationships Ancient Egyptians had with their pets, and the importance of animals in Ancient Egypt. These online resources can help to recap learning about the mummification process: http://www.ancientegypt.co.uk/mummies/home.html http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_ mummy_maker.shtml

National Museum of Scotland Fascinating Mummies 4.6 Mummify your Friend’s Arm! CFE Level Re-enact the mummification process using your friend’s arm. Use oil and salt for an extra messy and realistic experience. First or Second Learning Intention We are learning about the mummification process You will Need Task • Strips of cotton (old sheets/pillowslips/ We will mummify our friend’s arm hankies torn into Success Criteria strips) Old flannelette sheets are perfect You will have wrapped your friend’s arm securely in linen bandages, complete with amulets between the layers. • 1p and 2p coins to use as amulets or CfE Capacities gummy sweets. Successful Learners with enthusiasm for learning. • Olive Oil and salt Effective contributors; an enterprising attitude, problem solving (optional and a bit and the ability to create and develop are all require for this messy) scientific craft activity. • Items 4.10 Small CfE Outcomes Charms I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a Teacher / Pupil Instructions Ask your friend to roll up their sleeve. Cover their arm and hand in salt to mimic the salting process. After a couple of minutes, pour on some oil and make sure it covers their arm and hand from below the elbow to the tips of their fingers. Next begin to wrap their arm with cotton strips. After one complete layer place some coins and/or gummy sweets in between the next layer. Repeat this process until you have covered their arm in at least three layers. Congratulations you have mummified your friend’s arm! As a class look at all the amulets in the collection and discuss what each might be for. If you were to be buried with amulets what would they be and why? What traditions do we have in our culture associated with burial that are the same or different?

National Museum of Scotland Fascinating Mummies 4.7 Weighing of the Heart Cartoon CFE Level In this activity pupils will watch a cartoon about Ancient Egyptian beliefs about the afterlife. Then, using flash cards they First or Second work in pairs to piece the story together as a class. Learning Intention You will Need We are learning about how ancient Egyptian belief about the • Cartoon from afterlife. We are learning how to write creatively. CD loaded on to Task computer to watch on a screen We will watch the cartoon and explain to each other what it means. We will create our own book of the dead. • Cartoon Flash cards Success Criteria • Paper, pens, paints etc • Egyptian stamps from You will have successfully explained to the class the part of the Fun with Hieroglyphs cartoon your group’s flashcard relates to. kit. You will have created your own version of the book of the dead. CfE Capacities Successful Learners with enthusiasm for learning. Confident individuals who can develop and communicate their own views on the world. Responsible Citizens; this activity helps promote understand and respect for other belief systems. CfE Outcomes Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions, and use these to build on thinking. LIT 2 -02a I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a

National Museum of Scotland Fascinating Mummies I can use primary and secondary sources selectively to research events in the past. SOC 2-01a Teacher / Pupil Instructions Watch the cartoon as a class and ask what the pupils think it is all about. Hand out one flash card to a small group of children, asking the pupils to carefully read the back of the card as a group. Ask the pupils to shout “pause” when their card comes on the screen. The teacher will have to be quick to click pause in time! Ask one of the group to explain what their card is about and what is happening in the cartoon at the time. Click play again and continue until the cartoon is finished. By now the pupils should have an appreciation for what the book of the dead was for and the kind of spells it would need to contain. They can now design and make their own. If the class has also completed the make your own papyrus activity they could use these sheets of paper to write on. Extension Having completed this activity ask the children to think about what they think will happen to them after they die. They can discuss it in their groups and feedback to the whole group if they feel comfortable to do so. Create dramas in groups charting the progress of a man through this process of the judgement and the weighing of the heart ceremony. Web Resources This section of the British Museum website gives more information about the weighing of the heart ceremony. http://www.britishmuseum.org/explore/young_explorers/ discover/a_closer_look-1/weighing_the_heart.aspx

National Museum of Scotland Fascinating Mummies 4.8 Inscribe a Stela CFE Level In this activity pupils will design and make their own Stela – or gravestone – using what they know about Ancient Egypt and First or Second including real Hieroglyphs. Learning Intention You will Need We are learning about how ancient Egyptians recorded the • Fun with Hieroglyphs details of people’s lives after they had died. set included in the We are learning how to use potato prints. box Task • One piece of cardboard, covered in We will create a Stela from cardboard and decorate it with white paper, or stiff Egyptian art and Hieroglyphs. white card, roughly A4 Success Criteria sized You will have a completed Stela which will contain a real message • Potatoes to make written in Hieroglyphs. hieroglyph stamps. CfE Capacities • Print outs of the hieroglyph alphabet Successful Learners with enthusiasm for learning. to use as templates Confident individuals who can develop and communicate their for the potato stamps own views on the world. • Paint Effective contributors; this activity gives opportunity for pupils to • Plastic knives, or child communicate in a new way and understand how other cultures friendly craft knives. in the past communicate and commemorate about people’s • One sharp knife (for lives. teacher use only) CfE Outcomes • Images of Stelae I have the opportunity to choose and explore a range of media from the Fascinating and technologies to create images and objects, discovering their Mummies effects and suitability for specific tasks.EXA 1-02a powerpoint. I have the opportunity to choose and explore an extended • Stela replica for range of media and technologies to create images and objects, inspiration comparing and combining them for specific tasks.EXA 2-02a I can use primary and secondary sources selectively to research events in the past. SOC 2-01a I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a

National Museum of Scotland Fascinating Mummies Teacher / Pupil Instructions We will first make the body of our stela which we can then decorate. A stela is a gravestone shaped piece of wood or stone of various sizes. Take a piece of cardboard, a little smaller than A4 sized and cut into a headstone shape, with a curved top. Now cover with white paper, so that you have a rigid white surface which you can decorate. The top third of the Stela usually contains scenes of the god of the underworld, Osiris and the four sons of Horus. It tells the story of the deceased person facing judgement for their life after their death. You can copy these from the pictures given in the powerpoint. Below the drawings/paintings you could write in your name in hieroglyphs. To make a set of hieroglyph stamps from potatoes do the following. The teacher should cut the potatoes in half. Each pupil in the class should make one potato stamp, with more able pupils tackling the more detailed characters. Cut out the template and attach to the cut potato using a drawing pin. Next cut around the picture using the plastic knife. Cut away potato from the side to leave a relief of the hieroglyph. Now within the class there should be a complete set, which pupils can share to write their own names and messages on their stela. They are used by dipping into poster paint and pressing on the stela. Alternatively you can use the stamps included in the fun with hieroglyphs set. Any remaining space can be decorated with Egyptian style art, inspiration can also found in the Powerpoint.

National Museum of Scotland Fascinating Mummies Web Resources This online game explains more about stelae and the hieroglyphics used to decorate them http://www.nms.ac.uk/kids/people_of_the_past/discover_the_ egyptians/a_stela_of_a_tale.aspx Online activities: Check out the various games and resources online on the National Museums Scotland website. Egyptian Tombs game: http://www.nms.ac.uk/education/kids/egyptian_tomb_ adventure.aspx Explore the collection of Egyptian sarcophagi in the collections of National Museums Scotland: http://www.nms.ac.uk/highlights/egyptian_mummies.aspx Learn about Iufenamu, the Mummy Priest in the National Museum of Scotland: http://www.nms.ac.uk/royal_museum_project/object_of_the_ month/iufenamun_the_mummy_priest.aspx Learn about the archaeology of Ancient Egypt, and this very special set of objects in the National Museums Scotland collections http://www.nms.ac.uk/highlights/objects_in_focus/qurneh_ burial.aspx

National Museum of Scotland Fascinating Mummies 5 Create Your Own Exhibition You will Need This section is designed to help you put on your own exhibition, • Create your own using the objects in this box, or any objects of your own which exhbition powerpoint, you have collected. It comprises an introduction, “Why do we from enclosed CD put on Exhibitions?” which you can give to the class, using the powerpoint presentation on the CD. There is then a series of • Thick card or tasks, where the pupils take on the various roles in a museum to cardboard to make complete their own exhibitions. To do this you can divide the the display case (at class into four groups and divide the objects between them. You least 75cm x 50cm) may wish to keep similarly themed objects together, or split them • Shoe boxes or other up. smaller boxes to act 5.1 Introduction as stands in display • Material and coloured Slide 1: Title paper to cover boxes and make boxes look attractive Slide 2: Why do we put on Exhibitions? • Paper, pencils and We put on exhibitions to show people old things, items they pens for writing object would not normally get to see and so that visitors can learn cards, story panels about different topics. For example looking at items from the and drawing pictures Victorian days can help you learn about what life was like at this and maps. time. Or an exhibition about dinosaurs can help you learn what dinosaurs were like.

Slide 3: Who works at the museum? • Curator – they are experts in their fields. For example we have curators of natural science, covering everything in the natural world, curators of World Cultures who know all about different cultures around the world and curators of Scotland and Europe. • Exhibitions Officer – these people are responsible for organising and pulling together exhibitions. They work closely with curators and designers. • Researcher – these people find and check facts to go into the exhibitions. • Designers – take the information provided by the curators and researchers and make sure it is displayed properly. • Marketing Officers – promote the exhibition to the public so that lots of people come to see it. • Guides – help people as they are visiting the museum.

National Museum of Scotland Fascinating Mummies Slide 4 Look closely at this display what can you see in it? • Objects • Pictures • Text – story panels • Object labels (numbered section at the bottom, each object has a label attached)

Slide 5 For your exhibition how will you find out about the objects? • By looking at them and sometimes doing tests on them. • Doing research on the Internet. • Ask experts. • Books or other information.

National Museum of Scotland Fascinating Mummies Activity 1: Become a Curator In this activity you become the expert on your objects. You will have to research your object by; looking closely at it, reading the object card and having a good think. Afterwards then you have to make an object label. An object label is a few lines about your object, usually saying what it is and something interesting about what it was used for or where it was found. This card will sit in front of your object or have a number on it which will match up to a number beside the object on display so that people know where to look to find out what it is. Remember to be careful with your object – it could be very valuable. Hold it with two hands and always over a table. Think about: what it is made from? And what it was used for? Now write an object label • Use the object card to find out some information about the object. • Write it by hand • Keep it short and simple • Only write the facts Activity 2: Write a Story Panel A Story Panel introduces the theme of your exhibition. Why are you presenting these objects together? What story do these objects tell? Working in your group, do a mind map of what your story panel should include. Then one member of the group can write (or type) it out for display, while the others get on with the next task. Activity 3: Become a Design Team The design team has a few different roles which different members of the team can do in pairs or by themselves. Illustrator: Draw a picture of your object. Draw a picture of your object being used. If it is incomplete why not draw the rest of it? Was it from a different country? You could draw a map of where it was found. Case builder: Use thick card or cardboard to build a case. This can sit on top of a table for display and should be open at the front and top so that people can easily see the objects. It must be sturdy enough to protect the objects and attractive to show off the objects at their best. 3D Designer: As a group, arrange your objects in a case. You can use shoe boxes covered with material as stands to make small objects more obvious. Remember to make sure you can see all the objects. You also need to stick up your pictures and story panels, making sure it all looks nice together. National Museum of Scotland Fascinating Mummies Activity 4: Become a Marketing Officer The Marketing Officer’s job is to make sure people know about the exhibition. There are many ways to promote your exhibition. • Posters • Leaflets • Newspaper advertisements • Internet • Television • Invitations Depending on how much time you have and who you would like to come to the exhibition you can do whichever of these suits best. Make sure everything you create has the following information on it: • Name of Exhibition • Brief info about the content • Date • Cost • Location • Contact details if people have more questions Now you are all set to welcome people into your exhibition. On the day, your group can take on different roles in your own mini museum. Why not be a curator or tour guide and explain your exhibition to the visitors? Maybe you could be a security guard to protect the precious objects!

National Museum of Scotland Fascinating Mummies Curriculum links for this Activity Literacy & English Listening and Talking Finding and using information As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. LIT 2-05a Understanding, analysing and I can show my understanding of what I listen to or watch by evaluating responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a Reading Finding and using information Using what I know about the features of different types of texts, I can find, select andsort information from a variety of sources and use this for different purposes. LIT 2-14a Writing Tools for writing I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a Creating texts I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a Expressive Arts Art & Design Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-07a National Museum of Scotland Fascinating Mummies

Social Studies People, Past Events and I can use primary and secondary sources selectively to Societies research events in the past. SOC 2-01a I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence. SOC 2-06a People in society, economy and By experiencing the setting up and running of a business, I can business collaborate in making choices relating to the different roles and responsibilities and have evaluated its success. SOC 2-22a Technologies Craft, design, engineering During practical activities and design challenges, I can and graphics contexts for estimate and measure using appropriate instruments and developing technological skills units. and knowledge TCH 2-13a

I can use drawing techniques, manually or electronically, to represent objects or ideas, enhancing them using effects such as light, shadow and textures. TCH 2-15a Throughout my learning, I experiment with the use of colour to develop an awareness of the effects and impacts it can have. TCH 2-15b

National Museum of Scotland Fascinating Mummies

6 Feedback Form (please photocopy and return) Please fill in this form to let us know how you got on using the box and send back to: Fascinating Mummies Resource Learning and Programmes National Museums Scotland Chambers Street Edinburgh EH1 1JF 0131 247 4041 [email protected] It is important that we receive a completed form from each group which uses this resource in order to track its condition and record user numbers. Thanks! Contact Name Number of sessions and numbers of users.

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National Museum of Scotland Fascinating Mummies Please fill this table in before and after borrowing the box. No. Item Check at Check at end Comment (lost / damaged etc) beginning 4.1 Tunic 4.2 Sandals (pair x 2)+ leather thongs 4.3 Palette and Brushes 4.4 Papyrus sheet 4.5 Canopic jar + lid 4.6 Linen bandages 4.7 Metal hook 4.8 Natron 4.9 Small charms (x4) 4.10 Wedjat fragment 4.11 Scarabs (x2) 4.12 Faience necklace & Faience bracelet 4.13 Bronze statuette of Osiris (x2) 4.14 Shabtis (x3) 4.15 Stela 4.16 Clay vessel 4.17 Pieces of bread (x3) CD Cartoon Flashcards (x18) Fun with Heiroglyphs

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National Museum of Scotland