Women of Power: Hatshepsut

Active learning lets students step into the roles of ancient diplomats, traders, and rulers to grasp how power, trade, and culture operated in the ancient world. Through simulations and investigations, they move beyond static facts to experience the real pressures and compromises of foreign relations at a time when Egypt’s survival depended on these connections.

• Year 7
• HASS
• 3 activities
• 30 min–60 min

Hot Seat

⏱ 60 min·Individual

Format Name: Pharaoh's Decree

Students research one of Hatshepsut's major achievements (e.g., trade expedition to Punt, temple construction). They then write and present a royal decree from Hatshepsut announcing this achievement, justifying its importance and her role in it.

Prepare & details

Analyze the strategies Hatshepsut employed to legitimise her rule as a female pharaoh.

Facilitation Tip: During the Trade Expedition simulation, assign specific roles (e.g., scribe, negotiator, guard) and give each a sealed envelope with trade terms that may change based on group choices.

Setup: One chair at the front, class facing it

Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Hot Seat

⏱ 50 min·Small Groups

Format Name: Women's Roles Debate

Divide students into groups representing different social strata in ancient Egypt (e.g., noblewomen, priestesses, commoners, royalty). They research the typical roles and opportunities for women in their assigned group and present their findings, followed by a class discussion comparing these roles.

Prepare & details

Compare the status and opportunities for women in ancient Egypt with those in other ancient civilisations.

Facilitation Tip: For the Kadesh Peace Treaty investigation, provide students with two translated excerpts from different sources and ask them to reconcile discrepancies before drafting a class consensus.

Setup: One chair at the front, class facing it

Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Hot Seat

⏱ 30 min·Pairs

Format Name: Image Analysis: Royal Iconography

Provide students with images of Hatshepsut depicted in various ways (e.g., with a false beard, as a sphinx, in traditional female attire). Students analyze these images, discussing the symbolism and the messages Hatshepsut might have intended to convey about her power and gender.

Prepare & details

Critique the historical portrayal of Hatshepsut and other powerful Egyptian women.

Facilitation Tip: Set a 10-minute timer for the Gallery Walk so students focus on identifying patterns in cultural exchange artifacts rather than lingering on single items.

Setup: One chair at the front, class facing it

Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Teaching This Topic

Start with a short primary source read-aloud to ground students in the stakes of Hatshepsut’s reign. Avoid presenting her as a “female pharaoh” first; instead, let students discover how gender shaped her strategies after they analyze her policies. Research shows that when students investigate legitimacy through trade and diplomacy, they better understand power structures than through lectures alone.

What to Expect

Students will analyze primary sources, negotiate treaties, and present findings with evidence, showing they understand Egypt’s interdependence with neighbours and Hatshepsut’s strategies to secure power. They should connect economic realities to political decisions and cultural exchanges to state legitimacy.

Watch Out for These Misconceptions

Common Misconception

During the Trade Expedition simulation, watch for students who assume trade was always peaceful and profitable. When conflicts arise, pause the game and ask groups to renegotiate using terms from their envelopes.

What to Teach Instead

During the Kadesh Peace Treaty investigation, provide a map showing the Levant and two conflicting accounts of the battle. Ask students to identify which version benefits each empire and why.

Assessment Ideas

Discussion Prompt

After the Trade Expedition simulation, pose the question: ‘Imagine you are an advisor to Hatshepsut. What advice would you give her to solidify her power and ensure her legacy?’ Students should reference specific strategies she used, such as the Punt expedition or temple reliefs, and justify their advice using evidence from the simulation or sources.

Quick Check

During the Gallery Walk, provide students with two contrasting descriptions of Hatshepsut’s reign from ancient Egyptian texts and modern historians. Ask them to identify one key difference in portrayal and explain what might have caused this difference, citing details from the artifacts they observed.

Exit Ticket

After the Kadesh Peace Treaty investigation, have students write an exit ticket with one strategy Hatshepsut employed to legitimize her rule and one challenge she likely faced as a female pharaoh. They should also list one modern-day leader who has faced similar challenges related to their gender or authority.

Extensions & Scaffolding

• Challenge: Ask early finishers to draft a letter from a Nubian or Puntite leader responding to Hatshepsut’s request for gold or incense, including counteroffers and conditions.
• Scaffolding: Provide sentence starters for the exit ticket, such as “Hatshepsut used ______ to legitimize her rule because ______.”
• Deeper exploration: Have students research how modern trade agreements (e.g., NAFTA or the Belt and Road Initiative) compare to ancient trade networks in terms of negotiation, risk, and cultural exchange.