Time Travelers: Exploring Our Past and Present · 2nd Year · Ancient Civilizations: The Egyptians · Summer Term

Pharaohs and Their Power

Exploring the role of the Pharaoh as a ruler and a god-like figure in Ancient Egyptian society.

• NCCA Curriculum Specifications
• NCCA: Primary - Early People and Ancient Societies
• NCCA: Primary - Life, Society, Work and Culture in the Past

About This Topic

Pyramids and Pharaohs explores the monumental architecture and the complex belief systems of Ancient Egypt. This topic fits into the NCCA 'Early People and Ancient Societies' and 'Using Evidence' strands. Students investigate how the Great Pyramids were built without modern machinery and what the treasures found in tombs, like Tutankhamun's, tell us about their views on the afterlife.

This topic also introduces the concept of divine kingship, the idea that the Pharaoh was both a king and a god. By looking at artifacts, students learn to be 'history detectives,' piecing together the story of a civilization that lasted for thousands of years. This topic particularly benefits from collaborative building challenges and 'tomb discovery' simulations that encourage students to analyze artifacts.

Key Questions

1. Explain why the Pharaoh was considered so important to the Egyptian people.
2. Analyze the symbols and regalia associated with the Pharaoh and their meaning.
3. Compare the power of a Pharaoh to that of a modern leader.

Learning Objectives

• Explain the Pharaoh's dual role as a political leader and a divine figure in Ancient Egyptian society.
• Analyze specific symbols and regalia, such as the crook, flail, and double crown, to determine their meaning and significance to the Pharaoh's authority.
• Compare and contrast the absolute power and responsibilities of an Ancient Egyptian Pharaoh with those of a modern democratic leader.
• Identify the key religious and administrative duties performed by the Pharaoh that reinforced their god-like status.

Before You Start

Introduction to Ancient Civilizations

Why: Students need a basic understanding of what constitutes a civilization and the concept of ancient societies before focusing on a specific one like Egypt.

Basic Concepts of Leadership and Government

Why: Understanding fundamental ideas about rulers, laws, and societal structure provides a foundation for comparing ancient leadership with modern forms.

Key Vocabulary

Pharaoh	The supreme ruler of Ancient Egypt, considered both a king and a god.
Divine Kingship	The belief that the Pharaoh was a god on Earth, acting as an intermediary between the gods and the people.
Regalia	The symbols, emblems, and insignia of royalty, worn or carried by the Pharaoh to signify their status and power.
Hieroglyphs	The formal writing system used in Ancient Egypt, often found on monuments and religious texts detailing the Pharaoh's deeds and divine connections.
Cartouche	An oval frame containing the hieroglyphs of a royal name, signifying protection and importance.

Watch Out for These Misconceptions

Common Misconception

Students often think that slaves built the pyramids.

What to Teach Instead

Explain that recent evidence suggests they were built by paid laborers who were proud of their work. This is a great way to show how 'Using Evidence' can change what we know about history.

Common Misconception

Children might believe that mummies are 'monsters' like in movies.

What to Teach Instead

Clarify that mummification was a respectful way to treat the dead so they could live forever in the afterlife. A 'Gallery Walk' of tomb paintings helps show the peaceful side of their beliefs.

Active Learning Ideas

Collaborative Problem Solving: The Pyramid Challenge

Students must work in teams to move a 'heavy' stack of books across the room using only round pencils as 'rollers.' They then discuss how this relates to how Egyptians moved massive stone blocks.

35 min·Small Groups

Gallery Walk: The Pharaoh's Treasures

Display images of items found in Tutankhamun's tomb (throne, chariot, board games, food). Students walk around and guess why the Pharaoh would need each item in the afterlife.

30 min·Whole Class

Role Play: The Pharaoh's Court

One student acts as the Pharaoh, while others act as advisors (viziers), scribes, and farmers bringing news. They must solve a 'problem' (like a bad harvest) to understand the Pharaoh's power and responsibility.

25 min·Small Groups

Real-World Connections

• Museum curators, like those at the British Museum, study Egyptian artifacts, including royal regalia and tomb inscriptions, to interpret the power structures and beliefs of the time.
• Political scientists analyze historical leadership models, such as divine kingship, to understand the evolution of governance and the relationship between rulers and their subjects across different eras.
• Architects and engineers might study ancient construction techniques used for royal tombs and temples, considering how these structures conveyed power and permanence, similar to modern monumental buildings.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine you are an advisor to a Pharaoh. What three pieces of advice would you give them to maintain their power and divine image?' Facilitate a class discussion where students share and justify their advice, referencing specific aspects of Pharaoh's roles.

Quick Check

Provide students with images of different Pharaohs' regalia (e.g., crowns, staffs). Ask them to label each item and write one sentence explaining what power or status it represents. Collect these to gauge understanding of symbolism.

Exit Ticket

On an index card, ask students to write one similarity and one difference between the power of an Ancient Egyptian Pharaoh and the power of their country's current head of state. This checks their comparative analysis skills.

Frequently Asked Questions

How long did it take to build a pyramid?

It took about 20 years and thousands of workers to build the Great Pyramid of Giza. It was built as a tomb for the Pharaoh Khufu.

Why did they put so many things in the tombs?

Ancient Egyptians believed that the afterlife was very similar to real life. They thought the dead person would need their clothes, furniture, food, and even games to be happy in the next world.

How can active learning help students understand the Pharaohs?

Active learning, such as the 'Pyramid Challenge,' helps students appreciate the sheer scale of human effort and engineering in the past. By physically trying to move 'heavy' objects, they move beyond the 'magic' of the pyramids and start to understand the real-world physics and organization required. This supports the NCCA goal of developing an 'appreciation of the past.'

Who was Tutankhamun?

He was a 'boy king' who became Pharaoh at age nine. He is famous today because his tomb was found almost perfectly preserved in 1922, giving us a huge amount of evidence about Ancient Egyptian life.