History · Year 3 · Ancient Egypt: A River Civilisation · Summer Term

Pharaohs: Rulers and Gods

Exploring the absolute power of the Egyptian rulers, the Pharaohs, and their divine status within the complex Egyptian religion.

• National Curriculum Attainment Targets
• KS2: History - Ancient Civilisations
• KS2: History - Ancient Egyptian religion and power

About This Topic

The Pharaoh was the absolute ruler of Egypt, seen as a living god who maintained 'Ma'at' (balance and order). This topic explores the hierarchy of Egyptian society, from the Pharaoh at the top to the farmers and slaves at the bottom. It also introduces the complex world of Egyptian gods, many of whom had animal heads and specific roles in the universe.

Students investigate the symbols of power, such as the 'Crook and Flail' and the 'Double Crown'. They learn how religion was woven into every part of life, from the rising of the sun to the growth of crops. This topic connects to the National Curriculum's focus on power and belief systems. This topic comes alive when students can physically model the 'social pyramid' and the 'court' of a Pharaoh.

Key Questions

1. Explain the concept of the Pharaoh as both a ruler and a living god.
2. Analyze the symbols and rituals used by Pharaohs to demonstrate their power.
3. Compare the role of a Pharaoh with other ancient leaders studied.

Learning Objectives

• Explain the dual role of the Pharaoh as both a political ruler and a divine figure in ancient Egyptian society.
• Analyze specific symbols and rituals, such as the crook, flail, and crowns, used by Pharaohs to project authority and divinity.
• Compare the absolute power and religious significance of a Pharaoh to the leadership roles of other ancient rulers previously studied.
• Classify key figures within the ancient Egyptian hierarchy, identifying the Pharaoh's position at the apex.

Before You Start

Introduction to Ancient Civilizations

Why: Students need a basic understanding of what constitutes a civilization and the concept of studying societies from the past.

Basic Concepts of Leadership and Power

Why: Familiarity with the idea of leaders and how they exert influence is foundational to understanding the absolute power of a Pharaoh.

Key Vocabulary

Pharaoh	The supreme ruler of ancient Egypt, considered both a king and a living god.
Ma'at	The ancient Egyptian concept of truth, balance, order, harmony, law, morality, and justice, which the Pharaoh was responsible for maintaining.
Divine Right	The belief that the Pharaoh's authority came directly from the gods, making their rule sacred and unquestionable.
Hieroglyphs	The formal writing system used in ancient Egypt, often employed in inscriptions and religious texts to record the Pharaoh's deeds and decrees.

Watch Out for These Misconceptions

Common Misconception

The Pharaoh was just a 'king'.

What to Teach Instead

The Pharaoh was much more, they were a 'god-on-earth'. People believed the Pharaoh controlled the Nile and the sun. Role-playing the 'rituals' a Pharaoh had to perform helps students understand the religious weight of the job.

Common Misconception

All Egyptians were slaves who hated the Pharaoh.

What to Teach Instead

Most Egyptians were free farmers who respected the Pharaoh as their protector. While there were slaves, the society was held together by a shared belief in 'Ma'at'. Discussing 'cooperation' vs. 'force' helps students see a more balanced view.

Active Learning Ideas

Simulation Game: The Social Pyramid

Each student is given a 'role' card (Pharaoh, Scribe, Farmer, etc.). They must arrange themselves into a human pyramid. They discuss: Who has the most work? Who has the most power? Who is the most important for the country to survive?

30 min·Whole Class

Inquiry Circle: God Match-Up

Groups are given descriptions of gods (e.g., 'I have the head of a jackal and I look after the dead'). They must match the description to the correct image (Anubis) and explain why that animal was chosen for that job.

40 min·Small Groups

Role Play: A Day in the Pharaoh's Court

A 'Pharaoh' must listen to three problems: a farmer whose crops failed, a merchant who was robbed, and a priest who needs a new temple. The Pharaoh must make a decision that keeps 'Ma'at' (balance) in the land.

45 min·Small Groups

Real-World Connections

• Museum curators specializing in ancient civilizations, like those at the British Museum, study artifacts such as sarcophagi and royal regalia to understand the power and beliefs surrounding Egyptian Pharaohs.
• Historians analyzing the reigns of modern monarchs or presidents often draw parallels to the absolute power held by figures like the Pharaohs, examining how leaders maintain authority and legitimacy.
• Documentary filmmakers creating content about ancient Egypt must research the roles of Pharaohs and their religious significance to accurately portray their lives and impact on society.

Assessment Ideas

Exit Ticket

Provide students with two images: one of a Pharaoh wearing a crown and holding a crook and flail, and another of a modern-day leader. Ask them to write one sentence comparing the symbols of power shown and one sentence explaining how the Pharaoh's role differed from the modern leader's.

Quick Check

Ask students to hold up fingers to represent their understanding of key concepts. For example, 'Hold up one finger if you can name one symbol of Pharaoh's power. Hold up two fingers if you can explain why Egyptians believed Pharaohs were gods.'

Discussion Prompt

Facilitate a class discussion using the prompt: 'Imagine you are an ancient Egyptian farmer. How would the Pharaoh's role as both ruler and god affect your daily life and your beliefs?' Encourage students to reference Ma'at and divine status in their responses.

Frequently Asked Questions

Why did the gods have animal heads?

The Egyptians chose animals that had the same 'personality' as the god. For example, Sekhmet had a lion's head because she was a fierce goddess of war, and Thoth had the head of an Ibis bird because it was seen as wise.

Who was the most important god?

Ra, the sun god, was usually considered the most important because the sun gave life to everything. However, different gods were popular at different times, like Amun or Osiris.

How can active learning help students understand Egyptian power?

By physically forming a 'social pyramid', students visualize the vast difference in numbers between the rulers and the ruled. Active role-play of the Pharaoh's court forces them to consider the responsibilities of power, not just the riches. This builds a more nuanced understanding of how ancient societies were organized.

Could a woman be a Pharaoh?

Yes, but it was rare. The most famous female Pharaoh was Hatshepsut. She was so successful that she ruled for over 20 years, and she often had herself depicted wearing the traditional 'Pharaoh's beard' to show she was just as powerful as a man.