The Curse of Queen Nefertiti’s Box : Process Drama for Grade 6

Session Design by Emily Esparza and Kenya Thompson

LEARNING OBJECTIVES
Content Standards
● Drama: Perform Standard 3
○ Observe, listen, and respond in character to other actors throughout a scripted or improvised
scene.
● Drama: Create Standard 4
○ Define roles, identify responsibilities, and participate in group decision making.
● Drama: Respond Standard 4
○ Give and accept constructive and supportive feedback; analyze and describe strengths and
weaknesses of own work.

Essential Questions
● What aspects are different in group decision making and individual choices?
● How can we build and sustain a creative dramatic environment?
● How does knowing consequences beforehand change the choices we make?

Enduring Understandings
● Students will understand that they can create a more unified classroom community by listening
to everyone’s perspective.

Skills
● Students will be able to create specific characters.
● Students will be able to improvise pantomimed a scene with little advance preparation.
● Student will be able to effectively communicate action and emotion through tableaux.
● Students will be able to effectively communicate ideas in small group settings.

ASSESSMENT
Performance Tasks
● Students are divided up into small groups and fill out Circle of Life worksheets for various
characters necessary for a successful team expedition (e.g. linguistic expert, museum
researcher, engineer, cartographer, leader, Egyptologist etc.) then assign a character to each
member in the group in order to create specific characters and define roles, identify
responsibilities, and participate in group decision making.
● In assigned “archeological teams” students form a still image of the first moment they enter the
tomb to demonstrate their ability to effectively communicate action and emotion through
tableaux.
● Students work together in small groups to devise pantomimed scenes in response to events of
the story in order to observe, listen, and respond in character to other actors and improvise a
scene with little advance preparation.
 ● In small groups (archeological teams) students perform and observe pantomimed scenes
performed by their peers. Each group gives written feedback to one other group based on the
attached worksheet and in turn implements changes from the worksheet they receive in order
to give and accept constructive and supportive feedback; analyze and describe strengths and
weaknesses of own work.
● Students write a journal entry out of role and answer questions reflecting on their experience
with their archeological team (see learning plan day 2 step 11-part 1 section 3) in order to
demonstrate they can create a more unified classroom community by listening to everyone’s
perspective.
● Students work in their archeological teams to either decipher a riddle or solve a hieroglyphic
puzzle, which is assessed on the attached checklist in order to effectively communicate ideas in
small group settings.

MATERIALS NEEDED
Teacher Materials
● Egyptian themed music. (e. g.
https://www.youtube.com/watch?time_continue=37&v=GI6dOS5ncFc)
● Pic of Queen Nefertiti
● Mummy sound effects (e.g. https://www.youtube.com/watch?v=aaAZQb-sq-g)
● Participation Checklist

Student Materials
● A box decorated with hieroglyphics
● Map of King Tut’s tomb
● Hieroglyphic Translation Keys (index cards)
● Pen/Pencil
● Written Feedback Worksheet
● Notebook

LEARNING PLAN
Framing / Hook
1. The Legend of Queen Nefertiti
1. Play Egyptian themed music
2. Students sit on the ground in a circle.
3. Read legend of Queen Nefertiti:
i. Long long ago, in the ancient deserts of Egypt the Queen Nefertiti ruled
supreme over the citizens of Egypt. The Queen’s name means “a beautiful
woman has come” and she was known far and wide for great beauty. Nefertiti's
husband the pharaoh went to great lengths to ensure his queen was treated as
his equal. Twelve years into her reign she disappeared from all of ancient
depictions. Today the mysterious disappearance and burial site of Queen
Nefertiti still remains unknown. But it is rumored that hidden under the sands of
 the Egyptian desert lies the Cursed Box of Queen Nefertiti that holds the secret
to where the mummified remains are laid to rest.

Process
2. Mantle of the Expert
1. Students become characters endowed with the specialist knowledge of archaeologists.
2. Students answer the following questions in order to help them build their role as
archaeologists:
i. What do you know about ancient Egypt?
1. What do you know about the history, beliefs, culture, and/or folklore?
ii. What is an archaeologist?
iii. What does an archaeologist do?
1. What kind of knowledge, roles, and/or responsibilities do archeologists
have?
3. Students take on the role of an archeologist for the entirety of the process drama, and
use their expert understanding and skills to accomplish tasks throughout the drama.

3. Letter of Invitation
1. Students read Letter of Invitation (see attached).
i. NOTE: Facilitator should introduce letter by saying something similar to: “The
organization you work for as archaeologists recently received a request for your
expertise.”
2. Students are invited to ask any questions they might have about the letter.
i. Students might ask questions such as: Who is King Tutankhamun? Why did the
previous archaeologist quit? Etc.
1. NOTE: Facilitator should not disclose any information other than what is
explained in the letter in order to maintain the mystery of the drama.
However, they may answer historical and clarifying questions such as
“Who is King Tutankhamun”?
4. Circle of Life
1. Students divide into small groups. These groups will act as an archeological team.
i. NOTE: these groups can be assigned by the facilitator or chosen by the students,
depending on the class.
2. Once divided into small groups, students work together to decide on a name for their
archeological team.
i. NOTE: Students have freedom to choose whatever name they want as long as it
is appropriate for the school setting and world of the drama.
3. Each student is responsible for creating an individual character.
4. Students fill out a chart paper with the "Circle of Life" categories on it (see attached),
and should fill in the spaces with appropriate information about their character,
including:
a. Name and age
 b. “Home” (where the character normally lives, others who live
there, etc.)
c. “Family” (immediately or extended family members the
character interacts with)
d. “Play” (details of the character’s social life)
e. “Day” (details of the character’s daily routine, such as
employment, schooling or other ways they spend their typical
day)
ii. NOTE: examples of members for an archaeological team can consist of roles
such as:
1. A Team Leader
2. A Linguistic Expert (Language Expert)
3. An Ancient Architectural Expert
4. Cartography Expert (Map Expert)
5. Doctor
6. Egyptologist
7. Folklore Expert
8. Etc.
5. Students will portray the characters they have created throughout the rest of the
drama.
a. NOTE: Students stay in their archeological teams for all
activities.

5. Guided Tour
1. In character, students follow the teacher in role around the classroom and are given a
“guided tour” of their playing space.
i. NOTE: Classroom furniture should be arranged in a way
that helps create a setting for the drama. A large open
area should also be available as a playing space.
2. Archeological teams explore the space. Areas should include:
i. Locals Tents, Campfire, and Tomb Entrance
1. Narration: Hello everyone, I’m the camp site director here at the camp
for King Tutankhamun's Tomb. I’ll just be giving you a quick tour of the
camp so that you can familiarize yourself of the area. Over here (point
to a corner of the classroom) are the tents for the locals we’ve hired to
help with the exploration/excavation of the tomb. Right here (points to
a different spot of the classroom) is where their camp fire is. At night
they all gather round gossip and tell stories around the fire at night.
Recently the only story they ever tell is the local legend of the Cursed
Box of Nefertiti. Anyways, right over here (points to a different spot of
the classroom) is the entrance into King Tutankhamun's Tomb. And
 that’s the end of our little tour here. I hope you archeologists fair better
than the last group that was in here. Good Luck.
a. NOTE: Other areas such as a mess hall, sleeping quarters, etc.
can be included as the facilitator sees fit.

3. Gossip Circle
i. Students stand in a circle and are given the prompt “The last archaeological
teams left because they were scared.”
ii. The first student takes the base prompt and exaggerates it.
iii. The next student takes the previous student’s exaggerated statement and
further exaggerates it.
iv. Repeat until each student has added to the previous statement.
v. The final version of the rumor becomes the final consensus view of the
characters in the drama.

4. Entering the Tomb

i. One student (chosen at random or by volunteer) in each group models the other
members of their group to create a tableau (a still image using their body) of
their archaeological team entering the tomb.
1. While creating their tableaux students should consider:
a. How does their character feel? Are they scared of the curse or
do they not believe in a curse?
b. How can they express their character's emotions with their
bodies?
ii. Students present their groups tableaux to the class.
iii. After each performance, students answer the following questions:
1. What is happening in this tableau?
2. What emotions do you see expressed in the character’s body and face?
3. How can you tell these emotions are there?
5. Soundscape
i. Students sit on the ground in a circle, and then close their eyes
ii. Students make sounds that they believe might be heard in a tomb.
1. Sounds might include:
a. Dripping water
b. Wind blowing
c. Bats
d. Etc.
i. NOTE: While the students are participating in the
soundscape, there should be a sound of the tomb
collapsing.
iii. Students open their eyes and listen to the following narrative:
 1. “While the archeologists were exploring the tomb, there was a cave in
and all exits to the tomb are closed off, the only open path leads to the
back room, the possible room of Queen Nefertiti’s burial site.”

Day 2
Framing / Hook
6. Cursed Box
1. Students enter the classroom and sit around a lantern and a box that is placed in the
middle of the classroom.
i. NOTE: The box should be decorated with Egyptian Hieroglyphics that relate to
The Legend of Queen Nefertiti.
2. Students recap The Legend of Queen Nefertiti and what happened the previous day.
i. Students answer questions such as: “What is the Legend of Queen Nefertiti?”
“What happened in the first part of our adventure?” “Where did we leave off in
our drama?”
Process
7. Pantomimed Scenes
1. In their assigned archaeological teams, students create a one-minute pantomimed
scene about the reasons Queen Nefertiti’s box might be cursed.
1. NOTE: Students must work together and each member of the
archaeological team must be included.
2. Students follow these guidelines:
i. One student must represent Queen Nefertiti
ii. There must be a clear choice or conflict
iii. The consequence of this choice or conflict must result in Queen Nefertiti’s box
being cursed and placed in the tomb.
1. Conflict or Choices may include:
a. E.g. Queen Nefertiti’s subject revolt against her, Queen Nefertiti
was murdered and her spirit was trapped in the box for
hundreds or years, etc.
3. One group at a time will present their scene while the rest of the class observes.
i. While observing the scenes, students are assigned one group to give written
constructive feedback to by filling out a Written Feedback Worksheet (see
attached)
ii. After each scene has performed, students give their assigned group the written
constructive feedback.
4. Students revise their scenes and incorporate the feedback provided by their peers.
5. Students perform the revised scenes.
8. Decisions based on Discussion
1. In role, students discuss with their archaeological teams whether or not Queen
Nefertiti’s Cursed Box should be opened and what would happen if it was opened.
2. As a class, students decide to:
 a. Open the box
b. Not open the box
3. After the decision has been made, student listen to a narration prompt.
1. NOTE: The rest of the lesson is based off of the students’ decision. There
is a prompt and activities for each decision.
9. THE BOX IS NOT OPENED:
1. Students listen to the following prompt:
i. The archaeological teams decide not to open the Cursed Box of Queen Nefertiti.
Instead they search the room and find an opening in the back wall. Each
member of the team climbs through the opening and the team continues on,
searching for an exit. However, because the teams do not have a map of the
tomb with them, they take a wrong turn and find an ancient Sphinx standing
before them. In order to escape, the archaeological teams must work together
to answer a riddle. Once the riddle has been answered correctly, the Sphinx will
show the team to exit.
2. Sphinx Riddle
i. Students read the following riddle, given to them by the sphinx. Students MUST
work as a team to solve the riddles.
1. Riddle: Who makes it, has no need of it. Who buys it, has no use for it?
Who uses it can neither see nor feel it? What is it?
2. Answer: A coffin
3. Riddle #2: Two girls ate dinner together. They both ordered iced tea.
Once girl drank them very fast and had finished five in the time it took
the other to drink just one. The girl who drank one died while the other
survived. All of the drinks were poisoned. How did the girl who drank
the most survive?
4. Answer: The poison was in the ice.
a. NOTE: Adventure music is played in the background as students
work to solve the riddle as a team.
3. Escape the Tomb:
i. Once students have answered the riddle, they listen to the following prompt:
1. The answer is correct! Because of your correct answer and teamwork,
the sphinx vanishes and the exit to the tomb is revealed. All members of
the archaeological tomb return to the camp site for final exhibition
reports.
2. The answer is incorrect! However, because of your focus and teamwork
the sphinx allows your team to pass by. Down the passageway, the exit
to the tomb is revealed. All members of the archaeological tomb return
to the camp site for final exhibition reports.
10. THE BOX IS OPENED:
1. Students listen to the following prompt:
 i. The archeological team has decided to open the Cursed Box of Queen Nefertiti.
Your ancient artifacts expert gently opens the box, inside you find a map and
hieroglyphic translation keys. This map, labeled with hieroglyphs, will lead your
team to the exit. However, because the box is cursed you awaken King Tut’s
mummy which was laying in the other room. In order to find the exit, you must
translate the hieroglyphs on the map and race to the exit as a team before the
mummy enters the room and captures you. Once the map has been answered
translated correctly, a doorway will appear and the team can exit.
2. Hieroglyphic Map Translation
i. Students work on the hieroglyphic map (attached)
ii. Each student receives a card with random hieroglyphic characters and the
corresponding English alphabet letter. Students MUST work as a team to
translate the map.
1. NOTE: As students work on the map, mummy sounds are played in the
background.
3. Escape the Tomb:
i. Once students have translated the map, they listen to the following prompt:
1. The answer is correct! Because your team translated the map correctly,
the team was able to locate the exit and escape the tomb before the
mummy captures you. All members of the archaeological tomb return
to the camp site for final exhibition reports.
2. The answer is incorrect! However, because your team worked hard
together, you are able to dodge the mummy. You run around every
corner until you find a small opening. Sunlight breaks through the
cracks, as a team you use your tools to widen the opening so that all
members of your team can escape. All members of the archaeological
tomb return to the camp site for exhibition reports.
11. Reflection
1. Students compose documents in-role as characters from the drama which reflect on the
experience.
i. The roles students choose must be the character they have portrayed
throughout the drama.
ii. Students compare and contrast the experiences of having one team member
make a decision for the whole group (group sculpting) and being able to work as
a team to come to a decision (pantomime scenes) and address the following
questions:
1. What were the challenges of both situations?
2. How did the decision affect the drama?
3. How did having one person in charge of the decision vs everyone
contributing to the decision impact the overall morale of the group?
iii. The types of documents composed will also be partially dependent on the
events of the drama, but might include:
 i. Diary / journal entries
ii. Letters to or from characters' friends / families
iii. Formal report of the events from the expedition of the tomb.
LETTER OF INVITATION:

Dear Archeologists,

There during a recent exploration of King Tutankhamun’s tomb an ancient legend written
in ancient Egyptian hieroglyphics was discovered on the walls of Tutankhamun's burial
chamber. The legend speaks of the mysterious Queen Nefertiti, an ancestor of Tutankhamun.
Due to this recent discovery it has been theorized among those in the archaeological community
that with further exploration of Tutankhamun’s tomb there could be a chance of discovering the
truth behind the Queen’s mysterious disappearance. The teams of archaeologists that were
previously working on this assignment suddenly resigned without notice, leaving us in desperate
need of archaeologists to help with the exploration. We are asking you to form archeological
teams and immediately travel to the Valley of the Kings in Egypt to assist in the exploration of
King Tutankhamun's tomb and the hopeful discovery of more information regarding Queen
Nefertiti.
Best Wishes,
The Smithsonian Museum of Natural History
 Written Feedback Worksheet:

Group Giving Feedback: ______________________________________________

Group Receiving Feedback: ___________________________________________

1. What worked well in this scene?

2. Was anything in this scene confusing or unclear?

3. What are some changes this group could consider making in order to improve their
scene?
PARTICIPATION CHECKLIST:

Student’s Name Participated?

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO

YES / NO