99224 Anct Hist Syllabus - ARC– further education and training ... understanding of the similarities and differences between the various societies of the ... relation to study of

Ancient History

Stage 6

Syllabus

http://www.boardofstudies.nsw.edu.au

The Board of Studies owns the copyright on all syllabuses. Schools may reproducethis syllabus in part or in full for bona fide study or classroom purposes only.Acknowledgement of the Board of Studies copyright must be included on anyreproductions. Students may copy reasonable portions of the syllabus for thepurpose of research or study. Any other use of this syllabus must be referred to theCopyright Officer, Board of Studies NSW. Ph: (02) 9367 8111; fax: (02) 9279 1482.

Material on p 5 from Securing Their Future © NSW Government 1997.

© Board of Studies NSW 1999

Published byBoard of Studies NSWGPO Box 5300Sydney NSW 2001Australia

Tel: (02) 9367 8111

Internet: http://www.boardofstudies.nsw.edu.au

ISBN 0 7313 4270 4

99224

Contents

1 The Higher School Certificate Program of Study................................................5

2 Rationale for Ancient History in the Stage 6 Curriculum ....................................6

3 Continuum of Learning for Ancient History Stage 6 Students ............................8

4 Aim ...................................................................................................................9

5 Objectives ...........................................................................................................9

6 Course Structure...............................................................................................10

7 Objectives and Outcomes.................................................................................12

7.1 Table of Objectives and Outcomes ..........................................................12

7.2 Key Competencies ...................................................................................15

8 Content: Ancient History Stage 6 Preliminary Course......................................17

8.1 Part I – Introduction..................................................................................18

8.2 Part II – Studies of Ancient Societies ......................................................28

9 Content: Ancient History Stage 6 HSC Course ................................................38

9.1 Part I – Personalities in Their Times .......................................................38

9.2 Part II – Ancient Societies........................................................................54

9.3 Part III – Historical Periods ......................................................................84

10 Course Requirements .....................................................................................112

11 Post-school Opportunities ...............................................................................113

12 Assessment and Reporting.............................................................................114

12.1 Requirements and Advice......................................................................114

12.2 Internal Assessment ..............................................................................115

12.3 External Examinations ...........................................................................115

12.4 Board Requirements for the Internal Assessment Mark in BoardDeveloped Courses................................................................................116

12.5 Assessment Components, Weightings and Tasks .................................117

12.6 HSC External Examination Specifications .............................................119

12.7 Summary of Internal and External Assessment ....................................120

12.8 Reporting Student Performance Against Standards ..............................121

13 Glossary..........................................................................................................122

1 The Higher School Certificate Program of Study

The purpose of the Higher School Certificate program of study is to:

• provide a curriculum structure which encourages students to completesecondary education;

• foster the intellectual, social and moral development of students, in particulardeveloping their:– knowledge, skills, understanding and attitudes in the fields of study they

choose– capacity to manage their own learning– desire to continue learning in formal or informal settings after school– capacity to work together with others– respect for the cultural diversity of Australian society;

• provide a flexible structure within which students can prepare for:– further education and training– employment– full and active participation as citizens;

• provide formal assessment and certification of students’ achievements;

• provide a context within which schools also have the opportunity to fosterstudents’ physical and spiritual development.

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Ancient History Stage 6 Syllabus

2 Rationale for Ancient History in the Stage 6 Curriculum

The study of ancient history is an inquiry into past human experience that helps makethe present more intelligible. A study of the past is invaluable, for to be unaware ofhistory is to be ignorant of those forces that have shaped our social and physicalworlds. Through the study of ancient history, students learn both about the interactionof societies and the impact of individuals and groups on ancient events and ways oflife. The study of ancient history gives students an understanding of the possibilitiesand limitations of comparing past to present and present to past by exposing them toa variety of perspectives on key events and issues. It also gives them opportunities todevelop their own perspectives on the origins and influence of ideas, values andbehaviours that are still relevant in the modern world.

Ancient History Stage 6 has a unique role in the school curriculum because it allowsstudents to study and analyse past societies with a detachment conferred by theperspective of at least two millennia. It draws on a variety of disciplines and sources,both written and archaeological, such as literary works, coins, inscriptions, art,architecture, artefacts and human remains, enabling students to piece together aninformed and coherent view of the past. Because the amount of surviving evidenceis relatively small, students are able to consider it in its entirety and thus weigh theirown interpretations alongside those found in published secondary works, whilenoting how to deal with gaps in the evidence. In addition, it introduces students toscientific methods used in the historian’s investigation of archaeological evidence.

Students study ancient history because it provides them with opportunities to satisfytheir fascination and interest in the stories of the past and the mysteries of humanbehaviour. It allows them to develop and apply the research skills andmethodologies of the historian and archaeologist. It equips students to criticallyquestion and interpret written and archaeological sources for the evidence theyprovide about the ancient world.

Through the study of ancient history, students develop knowledge andunderstanding of the similarities and differences between the various societies of theancient past and of the factors affecting change and continuity in human affairs.

A study of ancient history contributes to students’ education, introducing them to awide range of religious beliefs and customs, ideologies and other cultures. Thisbroad knowledge encourages them to develop an appreciation and tolerance fordifferent views and makes them aware of how these views contribute to individualand group actions.

The study of ancient history raises significant contemporary ethical issuesassociated with present and future ownership, administration and presentation of thecultural past. It empowers students with knowledge, understanding, skills, valuesand attitudes that are useful for their lifelong learning.


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The skills, knowledge and understanding that students acquire through studyingAncient History Stage 6 make it a good introduction to the world of work andinformed citizenship. This is because Ancient History Stage 6 teaches a critical andintelligent reading of events and documents, as well as the effective and fluentcommunication of narrative, detail, ideas and judgements.

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3 Continuum of Learning for Ancient History Stage 6Students

Stage 4 History (Mandatory) students are required to undertake an introductory unitabout the purpose and nature of historical study and learn about how historiansinvestigate and record the past, and about heritage and conservation issues inrelation to study of the past. In Stage 4, all students are required to study at leastone ancient society.

Stage 5 History (Mandatory) focuses on twentieth century Australian history.Students continue to develop the skills of historical inquiry through this study. Anunderstanding of the Stages 4–5 History (Mandatory) material is the assumedknowledge of ancient history students.


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HSIE K–6Change and Continuity

Cultures

History Stage 4Mandatory World

History

History Stage 5Mandatory Australian

History

Elective HistoryOther Stage 4/5Subjects

Other Stage 4/5Subjects

Ancient HistoryStage 6

Modern HistoryStage 6

Extension History Stage 6

Workplace / University / TAFE / Other

4 Aim

The study of Ancient History enables students to acquire knowledge andunderstanding, historical skills, and values and attitudes essential to an appreciationof the ancient world; to develop a lifelong interest and enthusiasm for the subject;and to prepare students for informed and active citizenship in the contemporaryworld.

5 Objectives

Through the study of Ancient History students will developknowledge and understanding about:

1. people and events in the context of their time2. change and continuity over time3. key historical terms, themes and concepts4. significant historiographical issues

skills to:

5. undertake historical enquiries6. communicate using appropriate historical text types

and values and attitudes about:

7. the diversity and complexity of ancient societies8. the influence of the ancient past on the present and the future9. the value of Ancient History for personal growth and lifelong learning10. the conservation of the past.

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6 Course Structure

The Preliminary Course (120 indicative hours)The Preliminary course is structured to provide students with opportunities toinvestigate past people, groups, events, institutions, societies and historical sitesfrom the evidence available, by applying the methods used by historians andarchaeologists. Students are required to study both Part I and Part II of the course.

The course comprises a study of:

Part I: Introduction — 40%(a) Investigating the Past: History, Archaeology and Science — 20%(b) Case Studies — 20%At least ONE case study should be undertaken.

Part II: Studies of Ancient Societies — 60%At least TWO studies of ancient societies should be undertaken from at leastTWO of the following areas:• Egypt• Near East• Greece • Rome.

The HSC Course (120 indicative hours)The course comprises a study of:

Part I: ONE Personality in Their TimePart II: ONE Ancient SocietyPart III: ONE Historical PeriodPart IV: An additional Ancient Society OR Historical Period to be selected from

either Part II or Part III.

The course requires study from at least TWO of the following areas:• Egypt• Near East• Greece• Rome.


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Preliminary Course(120 indicative hours)

Part I: Introduction

(a) History, Archaeology andScience: Investigating thePast — 20%

(b) Case Studies — 20%.

At least ONE case studyshould be undertaken. Arange of possible casestudies is provided inSection 8.1.

Part II: Ancient Societies

At least TWO AncientSocieties should beundertaken from at leastTWO of the following areas:• Egypt• Near East• Greece• Rome.

A range of possible ancientsocieties is provided insection 8.2.

60%

HSC Course(120 indicative hours)

Part I: Personalities in Their TimesOne personality to bestudied.

25%

Part II: Ancient Societies One ancient society to bestudied.

25%

Part III: Historical Periods One historical period to bestudied.

25%

Part IV: An additional AncientSociety or Historical PeriodEITHER one other ancientsociety to be studied fromPart II OR one otherhistorical period to be studiedfrom Part III.

25%

The HSC course requiresstudy from at least TWO ofthe following areas:• Egypt• Near East• Greece• Rome.

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7 Objectives and Outcomes

7.1 Table of Objectives and Outcomes

Objectives Preliminary Course Outcomes HSC Course Outcomes

A student develops A student: A student:knowledge andunderstandingabout:

1. people and P1.1 identifies and analyses the H1.1 describes and assessesevents in the contribution of key the significance of keycontext of their people, groups, people, events, institutionstime events, institutions, societies and forces

and historical sites H1.2 describes and analysespolitical, military, religious,social, cultural andeconomic features ofancient societies

2. change and P2.1 identifies factors that H2.1 identifies factors thatcontinuity over contribute to change and contribute to change andtime continuity in the ancient continuity in the ancient

world worldP2.2 describes the significance H2.2 evaluates the relative

of factors affecting change significance of factorsand continuity affecting change and

continuity

3. key historical P3.1 uses key historical terms H3.1 uses historical terms andterms, themes and concepts appropriately concepts appropriately toand concepts to answer historical answer historical

questions questions

4. significant P4.1 identifies different types of H4.1 identifies differenthistoriographical evidence of the ancient perspectives aboutissues past and explains the individuals, groups, events

implications of the problems and issuesof evidence for H4.2 evaluates different ancientreconstructing the past and modern sources, what

P4.2 identifies different they reveal aboutinterpretations of the past significant historical issues

P4.3 makes deductions from a and how they contribute tovariety of sources and our understanding of theassesses their usefulness past

P4.4 discusses differentperspectives on ownershipand custodianship of thepast


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Objectives Preliminary Course Outcomes HSC Course OutcomesA student develops A student: A student:skills to:5. undertake P5.1 selects and organises H5.1 selects and organises

historical relevant historical and relevant historical andenquiries archaeological information archaeological information

from a variety of sources from a variety of sourcesand evaluates the and evaluates theinformation and sources for information and sources fortheir usefulness, validity their usefulness, validityand bias and bias

P5.2 plans a historical H5.2 plans a historicalinvestigation, analyses and investigation, analyses andsynthesises historical and synthesises historical andarchaeological information archaeological informationfrom a variety of from a variety ofperspectives and sources perspectives and sourcesand presents the findings of and presents the findingsthe investigation of the investigation

6. communicate P6.1 communicates through H6.1 communicates throughusing well-structured texts to well-structured texts toappropriate explain, argue, discuss, explain, argue, discuss,historical text analyse and evaluate analyse and evaluatetypes historical information, ideas historical information, ideas

and issues using and issues usingappropriate written, oral appropriate written, oraland graphic forms and graphic forms

P6.2 negotiates in groups to H6.2 uses planning and reviewallocate tasks, establish strategies to effectivelyroles, procedures and manage the competingevaluation strategies to demands of complex tasks,achieve appropriate goals making effective use ofin set deadlines in order to time and resourcesdevelop and completehistorical investigations

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Values and Attitudes

Values and attitudes are inherent in the subject matter of Ancient History and theskills that are developed. They result from learning experiences and reflection.

Students need to develop values and attitudes that promote a democratic and justsociety.

Values and Attitudes

Objectives Outcomes

A student develops A student:values and attitudesabout:

7. the diversity and • values the complexity and variety of human experiences ascomplexity of reflected in the history of the ancient worldancient societies • respects different viewpoints, ways of living, belief

systems and languages

8. the influence of the • appreciates the ways the past can inform the present andancient past on the the futurepresent and the • appreciates the impact of the ancient world on currentfuture lifestyles, issues, beliefs and institutions

• develops tolerant and informed attitudes about thecontemporary world

• is able to participate in society in an informed way as anindividual or as a member of groups

9. the value of • develops an interest in history for lifelong learningAncient History forpersonal growthand lifelonglearning

10. the conservation of • develops a sense of responsibility to conserve the pastthe past


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7.2 Key Competencies

Ancient History provides a powerful context within which to develop generalcompetencies considered essential for the acquisition of effective, higher-orderthinking skills necessary for further education, work and everyday life.

Key competencies are embedded in the Ancient History Stage 6 Syllabus toenhance student learning. The key competencies of collecting, analysing andorganising information and communicating ideas and information reflect coreprocesses of historical inquiry and are explicit in the objectives and outcomes of thesyllabus. The other key competencies are developed through the methodologies ofthe syllabus and through classroom pedagogy. Students work as individuals and asmembers of groups to conduct historical investigations, and through this, the keycompetencies planning and organising activities and working with others andin teams are developed. When students construct timelines or analyse statisticalevidence, they are developing the key competency using mathematical ideas andtechniques . During investigations, students will need to use appropriate informationtechnologies and so develop the key competency using technology . Finally, theexploration of issues and investigation of the nature of historical problemscontributes towards students’ development of the key competency solvingproblems .

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8 Content: Ancient History Stage 6 Preliminary Course

The Preliminary course is structured to provide students with opportunities toinvestigate past people, groups, events, institutions, societies and historical sitesthrough archaeological and written evidence by applying the methods used byhistorians and archaeologists.

The course comprises a study of:

Part I: Introduction(a) Investigating the Past: History, Archaeology and Science(b) Case Studies.At least ONE case study should be undertaken.

Part II:Ancient SocietiesAt least TWO ancient societies should be studied from at least TWO of thefollowing areas:• Egypt• Near East• Greece• Rome.

Case studies are enquiry-based investigations into past societies, events, places,people and institutions. They are oriented towards the problems and issues ofinvestigating the past. Case studies in the Preliminary course are intended toprovide students with opportunities to:• study the various ways in which historians and archaeologists perceive,

investigate, record and construct the past: the types of questions they ask, theexplanations they give and the issues they raise;

• understand, question, analyse and interpret archaeological and written sources;• generate hypotheses and weigh up contemporary theories and explanations on

the basis of the available evidence.

Case studies provide a historical context within which students can learn about themethods used by historians and archaeologists to investigate the past and developkey understandings and competencies to underpin subsequent studies acrossStage 6.

Studies of ancient societies are concerned with seeking the explanations to the‘how’ and ‘why’ questions of history: how people lived in the past, why they may havelived that way, and how and why their life circumstances changed. These studiesprovide students with opportunities to develop an understanding of:• the social history of a people through an investigation of the remains of their

material culture;

• the key developments and forces that may have shaped that society.

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8.1 Part I – Introduction

(a) Investigating the Past: History, Archaeology and Science

Principal Focus: by drawing on a range of archaeological and written evidencestudents learn about the methods used by historians and archaeologists toinvestigate the past; the nature and role of sources and evidence in reconstructingthe past; ethical issues related to the discipline; the role of science in unlocking thepast.

Percentage of course time: 20%

Outcomes

A student:

P1.1 identifies and analyses the contribution of key people, groups, events,institutions, societies and historical sites

P2.1 identifies factors that contribute to change and continuity in the ancient worldP2.2 describes the significance of factors affecting change and continuityP3.1 uses key historical terms and concepts appropriately to answer historical

questionsP4.1 identifies different types of evidence of the ancient past and explains the

implications of the problems of evidence for reconstructing the pastP4.2 identifies different interpretations of the pastP4.3 makes deductions from a variety of sources and assesses their usefulnessP4.4 discusses different perspectives on ownership and custodianship of the pastP5.1 selects and organises relevant historical and archaeological information from a

variety of sources and evaluates the information and sources for theirusefulness, validity and bias

P5.2 plans a historical investigation, analyses and synthesises historical andarchaeological information from a variety of perspectives and sources andpresents the findings of the investigation

P6.1 communicates through well-structured texts to explain, argue, discuss, analyseand evaluate historical information, ideas and issues using appropriate written,oral and graphic forms

P6.2 negotiates in groups to allocate tasks, establish roles, procedures andevaluation strategies to achieve appropriate goals in set deadlines in order todevelop and complete historical investigations.


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Students learn to:

• identify the contributions of written and archaeological evidence in re-constructing the past

• apply the methodologies of the historian and archaeologist to understand thecontributions of key people, groups, events, institutions, societies, writtensources and sites of the past

• ask appropriate historical questions and test hypotheses about the nature of thesources, their reliability and usefulness and the problems posed by the evidencein reconstructing the past

• identify and explain the forensic techniques used to bring together a coherentpicture of a person, group, event, institution, society or site of the past

• identify and discuss the problems of authenticity and the role of fakes andforgeries in reconstructing the past

• use historical terms and concepts in appropriate historical contexts• discuss the ethical issues related to the excavation, presentation and

reconstruction of historical sites, human remains and cultural property• detect the influence of different perspectives on the interpretations of the past

and the role of selectivity, emphasis and omission in this process• appreciate different viewpoints related to the ownership and custodianship of

the past• describe and explain the contributions of science and other disciplines to the

dating of evidence and the provision of information about the past• discuss the roles of written evidence, archaeology and science in contributing to

their understanding about change and continuity for particular individuals,groups, institutions and historical sites

• describe and discuss the changing nature and uses of archaeology• discuss the complementary and/or contradictory relationship between

archaeological and written evidence and the impact of this relationship for theunderstanding of key people, groups, events, institutions and sites of the past.

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Students learn about:

1. Methods of investigating the historic past

• Roles of history and archaeology in investigating the past; complementarynature of both disciplines.

• The unique methodologies of the historian and archaeologist; thecontribution of written and material remains in providing evidence of thepast.

2. The nature of sources and evidence

• Archaeological and written sources; how evidence is lost, preserved andrediscovered.

• Nature of evidence provided by written and archaeological sources,complementary and contradictory.

• Asking questions of archaeological and written sources.• Determining the reliability of archaeological and written evidence.• Historiographical issues raised by material and written evidence.

3. Reconstructing the past: the role of sources and evidence

• Reconstructing the past using archaeological and written evidence; analysisof sources for use as evidence; recognising the provisional nature of theevidence.

• Testing hypotheses using both types of evidence; complementary andcontradictory evidence; determining authenticity, reliability and usefulness.

• Forensic techniques used to bring together a coherent picture of a person,group, event and site; problems of authenticity — fakes and forgeries.

• History of archaeology — changing purposes, excavations and recordingtechniques.

• Archaeological conservation and preservation — preservation techniques,the role of science and disputation over ‘reconstruction of historic sites’.

• Problems associated with reconstructing the past through archaeologicalevidence — ancient customs and religious beliefs.

• Different interpretations of the past.• Influence of different perspectives on interpretations of the past.• Significance of selectivity, emphasis and omission for the interpretation of

the past.


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4. Current concerns relating to the ethics of the discipline

• Who owns the past? Who should administer the past? Who presents thepast?

• Human remains — ethical issues involved in their analysis and uses.• Cultural property — ownership/custodianship.

5. The role of science in unlocking the past

• Contributions of science/other disciplines to the analysis and reconstructionof the past:– biology – medicine– physics – geography– chemistry– computer science and mathematics– sociology– anthropology– cartography– epigraphy– numismatics.

• Analysis and interpretation of archaeological and written sources for use asevidence.

• Dating of evidence.

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(b) Case Studies

Principal Focus: through case studies, students explore the various wayshistorians and archaeologists investigate, record and construct the past, the types ofquestions they ask about the past, the issues they raise and the explanations theygive. Students are expected to question, analyse and interpret archaeological andwritten sources, generate hypotheses and weigh up contemporary theories andexplanations on the basis of the available evidence.


The following are provided as possible case studies.

1 The Celts (in Europe)2 Preserved human remains eg Ice Man, Bog People, Chilean Boy, Ice Maiden3 The Entombed Warriors from Xian4 Ur5 Masada6 Etruscan tombs7 The Trojan War/Homer8 Resistance to Roman rule in Britain: Boudicca.

Other possible case studies teachers may wish to develop include the following.

• Australian archaeological sites• Marine archaeology, eg Kas, Caesarea• Jericho• Babylonia• Traditions of early Rome: Livy, Books I–V• Aztec cities• Mayan cities• Angkor complex• Indian Cave Temples.

Alternatively, teachers may wish to develop their own case studies.


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Case Studies

A number of possible case studies are outlined on the following pages. Teachersmay choose from these case studies or develop their own.

Case Study 1: The Celts (In Europe)

Students learn about:• origins of the Celtic peoples• early Celtic Cultures:

– Urnfield (1200 – 600 BC)– Hallstatt (700 – 500 BC)

• La Tene Culture (500 BC – AD 100):– forts and settlements– burial sanctuaries and cemeteries– social organisation– technology and art

• personalities of the Celtic world:– Boudicca– Cassivellaunus– Commius– Vercingetorix.

Case Study 2: Preserved Human Remains, eg Bog People

Students learn about:• Lindow Man, Grauballe Man, Windeby Girl, Tollund Man — places of discovery,

dating of finds• events surrounding the discovery of the bodies: preservation of the bodies in the

peat bogs; possible causes of death; various hypotheses based on forensicevidence and other sources

• reconstructing the lifestyle of these individuals: physical appearance, clothing,evidence of the environment; possible cause of death; associated rituals

• comparison with other finds of similar nature: Ice Man, mummified Scythians,Eskimo Boy, Peruvian mummies, Egyptian examples

• religious beliefs and customs associated with burial practices of this nature• role of science and written sources in reconstructing the past.

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Case Study 3: Entombed Warriors from Xian (Qin Dynasty 221 – 206 BC)

Students learn about:• period of the Warring States (403 – 221 BC)• King Zheng of Qin (259 – 210 BC), his power and the extent of the feudal state:

the unification of China – King Zheng becomes the first Emperor of China, QinShi Huangdi

• mausoleum of the first Emperor of China — Mount Lishan, Xian; discovery ofterracotta warriors and horses; excavation and history of the tomb and theextent of finds

• construction of the Mausoleum — Imperial City, Inner Forbidden City and OuterCity, courts, waterways, burial chamber

• construction of the burial pits of the terracotta warriors — method ofconcealment, formations of troops, location, purpose

• government — countries, prefectures, centralised authority, economic reforms,code of laws, building of the Great Wall

• terracotta Warriors — warfare, armour, features and status of foot soldiers,officers and cavalrymen

• making of pottery figures and metallurgical technology — military science,technology and knowledge of metals

• mausoleum as a reflection of life in the Qin kingdom — groups involved in theconstruction of the mausoleum, military state, power of the Emperor

• Qin dynasty’s decline on the death of Qin Shi Huangdi; brief reign of the SecondGeneration Emperor.

Case Study 4: Ur


• excavation by Sir Leonard Woolley• architecture of Ur: Sumerian early dynastic period

– the ziggurat– streets of houses (Woolley’s excavations)– use of mud bricks– wide staircases, large city walls

• formal art — ‘The Standard of Ur’, ‘Ram in the Thicket’, and cylinder seals• writing• administration and government of Ur

– law codes of Ur-Nammu and Lipit-Ishtar• artefacts

– use of lapis lazuli, copper and pottery– carved stone bowls from Tepe Yahaya


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• religion– role of the ziggurat– animal sacrifices and other offerings — Moon God: Nannar; other deities

• burial customs– graves: ‘Royal Tombs’

• administration and government of Ur– development of pictogram and cuneiform writing 2700 BC – 2500 BC– the decipherment of texts by Sir Henry Rawlinson and George Grotefend.

Case Study 5: Masada

Students learn about:• location and geographical features of Masada• overview of the Roman control of Judaea and the organisation of a Roman

province• overview of the problems between the Jews and the Romans

– concept of client kings/states– religious beliefs– policies of Roman emperors leading to the First Jewish War or First Roman

War with particular focus on Vespasian and Titus• role of Sicarii (Jewish rebels), occupation of Masada

– the people at Masada• account of Josephus, The Jewish War• archaeological evidence/site of Masada

– work of Yigael Yadin– concept of ‘patriotic’ archaeology

• the military campaign– role of Flavius Silva

• organisation of the Roman army, the Roman camp• Roman siege weapons

– Eleazar bin Yair – leadership and strategy• archaeological site of the Roman camp• end of Masada AD 73–74 and the aftermath.

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Case Study 6: Etruscan tombs


• Etruscan culture — Villanova, Tarquinia, Cerveteri, Vulci, Chiusi• theories on origins: Herodotus, Dionysus of Halicarnassus, modern views• examination and exploration of sites in the 19th and 20th centuries• architecture and contents of the tombs — pottery, bronzes, paintings,

terracottas, sculptures• burial practices• Etruscan religion• Etruscan language — alphabet and patterns of decipherment• question of Greek influences on Etruscan culture• influence of Etruscans on Roman society• fate and legacy of a ‘loser’ in history

Case Study 7: The Trojan War/Homer


• overview of the Bronze Age world– major cultures and sites– social, economic, political structures

• the Trojan legends– Greek gods– Homer and the Epic Cycle– ancient and modern views before Schliemann

• discovery and excavation of Troy– Calvert– Schliemann– Dorpfeld– Korfman

• Schliemann’s excavation at Mycenae• role of written evidence

– Linear B – tablets from Pylos– Homer’s Iliad– women of Troy– Hittite diplomatic archive

• role and status of women– treatment of Helen– fate of Trojan and Greek women– goddesses


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• function of myth– Greek values– Greek religion– fantasy or history

• major issues– evidence of Trojan War– Homer’s Iliad– Schliemann – father of archaeology or fraud?– legacy of Trojan War for Classical Greek society– poetry as historical evidence.

Case Study 8: Resistance to Roman Rule: Boudicca

Students learn about:• overview of the Roman conquest of Britain• organisation of Roman Britain

– role of governor– role of veterans in the towns of Camulodunum, Verulamium, Londinium– imperial cult at Camulodunum– concept of Romanisation

• background on Celts– tribal organisation of Britain– identification and location of the Iceni– identification of Prasutagus and Boudicca– role of women in Celtic Britain– social structure of Celtic Britain

• comparison of the accounts of Tacitus and Cassius Dio on the revolt– reasons for the revolt – Boudicca, Trinovantes and other Celts– descriptions of Boudicca – representations in the sources, eg gender bias?

• overview of the campaign– Celtic fighting methods– Roman weapons and tactics– role of Suetonius Paulinus

• archaeological evidence of the revolt• aftermath of the revolt

– results and consequences for the Celts– results and consequences for the Romans

• significance of Boudicca– changing image of Boudicca over time, eg in Victorian England– Boudicca – enemy or heroine?

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8.2 Part II – Studies of Ancient Societies

Principal Focus: through studies of ancient societies, students learn to investigatethe social history of a people through an investigation of the remains of their materialculture and come to understand the key developments and forces that may haveshaped that society.


Outcomes

A student:

P1.1 identifies and analyses the contribution of key people, groups, events,institutions, societies and historical sites

P2.1 identifies factors that contribute to change and continuity in the ancient worldP2.2 describes the significance of factors affecting change and continuityP3.1 uses key historical terms and concepts appropriately to answer historical

questionsP4.1 identifies different types of evidence of the ancient past and explains the

implications of the problems of evidence for reconstructing the pastP4.2 identifies different interpretations of the pastP4.3 makes deductions from a variety of sources and assesses their usefulnessP4.4 discusses different perspectives on ownership and custodianship of the pastP5.1 selects and organises relevant historical and archaeological information from a

variety of sources and evaluates the information and sources for theirusefulness, validity and bias

P5.2 plans a historical investigation, analyses and synthesises historical andarchaeological information from a variety of perspectives and sources andpresents the findings of the investigation

P6.1 communicates through well-structured texts to explain, argue, discuss, analyseand evaluate historical information, ideas and issues using appropriate written,oral and graphic forms

P6.2 negotiates in groups to allocate tasks, establish roles, procedures andevaluation strategies to achieve appropriate goals in set deadlines in order todevelop and complete historical investigations.

At least TWO studies of Ancient Societies should be undertaken from at least TWOof the following areas:• Egypt;• Near East;• Greece;• Rome.

The following are provided as possible studies of Ancient Societies:1 Tutankhamun’s Tomb2 Deir el-Medina3 Nineveh and Persepolis4 Thera/Santorini5 Early Israel: Samuel I and II6 Vergina7 Greek Society in the Archaic Period8 Greek Drama9 Pompeii and Herculaneum10 The use of Roman rhetorical/historical writings to examine Roman provincial

government.

Students learn to:

use a range of historical and archaeological sources about the ancient society inorder to:

• gather, select and organise information in relation to the geographical context, socialrelationships, gender, economy, religion, death and burial, cultural life, people’s livesand archaeological and historiographical issues of the ancient society

• describe significant power, gender, social, economic and cultural relationships inthe ancient society

• make deductions and draw conclusions about change and continuity insignificant power, gender, social, economic and cultural relationships in theancient society

• weigh up the relative reliability of sources in relation to the significant power,gender, social, economic, cultural, archaeological and historiographical issues ofthe ancient society

• examine the available evidence and note the gaps in the evidence and evaluatethe extent to which these affect the usefulness of information

• assess a range of views or interpretations about the ancient society fromancient and modern sources and consider why these views might differ

• construct coherent oral and written texts to explain and discuss significantpower, gender, social, economic, cultural, archaeological and historiographicalissues of the ancient society.

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Studies of Ancient Societies

A number of possible studies of ancient societies are outlined on the followingpages.

At least TWO studies of ancient societies should be undertaken from at least TWOof the following areas: Egypt, Near East, Greece and Rome.

Studies of Ancient Societies 1: Tutankhamun’s Tomb


• discovery and excavation by Howard Carter• consideration of the following aspects of the tomb and what they suggest about

Egypt at the time of Tutankhaman:– size and structure of the tomb– burial– furniture– possessions– decorations– afterlife

• details of burial customs — mummification, funeral procession and burial• tomb paintings and the information they provide about burial deities and

funerary beliefs and practices.

Studies of Ancient Societies 2: Deir el-Medina


• village– location: western Thebes– purpose– founders: King Amenhotep I and his mother Queen Ahmose-Nefertari– stages of settlement: Dynasties XVIII-XX– work of modern Egyptologists: Mariette, Maspero, Schiaparelli, Bruyere and

Cerny• village workers

– social structure– occupations and payment: official and unofficial– commerce and trade– place of work: the Valley of the Kings– construction of the royal tombs, eg tombs of Thutmose III and Sety I– construction of non-royal tombs, eg tombs of Sennedjem, and Kha and

Meryt– the workers’ strike and tomb robberies


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• role of women– wife and mother– rights– work outside the house– the unmarried woman and the ‘stranger’– images of women in the written and archaeological record

• everyday life– housing and furniture– food– leisure– clothing and jewellery

• religious beliefs and practices– gods and goddesses of New Kingdom Egypt– festivals– magic– amulets– oracles– ‘personal piety’

• burial beliefs and practices– royal and non-royal tombs: changing structures and decoration– royal ‘Books of the Netherworld’, eg Am Duat Litany of Ra– Book of the Dead– coffins and other tomb contents.

Studies of Ancient Societies 3: Nineveh and Persepolis


Nineveh• a brief history of the Assyrian Empire from Tiglath-Pileser I to Sennacherib• early capital cities – Nimrud and Khorsabad• site of Nineveh: the mounds of Kuyunjik and Nebi Yunus• city of the Goddess Ishtar• discovery of the site and its excavation: Rich, Botta and Layard• the construction of the site, from Assurnasirpal II to Ashurbanipal• architectural features of the site such as: the palaces of Assurnasirpal II,

Sennacherib and Ashurbanipal; temples of Nabu and Ishtar; armoury (FortEsharhaddon); the Royal Library of Ashurbanipal; walls and gates; rivers andcanals; wells and gardens

• the Royal of Library of Ashurbanipal, George Smith and the ‘Flood Tablet’• palace wall reliefs: Sennacherib’s Seige of Lachish; Ashurbanipal’s lion hunting

scenes and his battle scenes as well as Ashurbanipal and his wife drinking in agarden

• destruction of Nineveh

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Persepolis• a brief history of the Persian Empire from Cyrus the Great to Darius I• early capital cities – Ecbatana and Pasargadae• site of Persepolis• discovery of the site and its excavation• the construction of the site, from Darius I to Artaxerxes I• architectural features of the site such as: Apadana, the terrace, the palaces, the

gatehouse, Hall of the Hundred Columns (Throne Hall), the tripylon staircase,double bull’s head relief; Harem and treasury buildings

• design and ornamentation of the Achaemenid period:– glazed brick panels– columns and reliefs; foreign influences in the work– use of wood and mud brick– stone carving and masonry; Bisitun (Behistun) inscription of Darius I

• objects used by the Royal Household• burial sites of the Achaemenid kings: Pasargadae – Naqsh-i-Rustam (near

Persepolis)• destruction of the site by Alexander the Great – conflicting views.

Studies of Ancient Societies 4: Thera/Santorini

Students learn about:• the location of Thera/Santorini in relation to mainland Greece and Crete• discovery and excavations at Thera/Santorini

– German excavations of 1835, 1894–1903– excavations of Spyridon Marinatos 1967

• wall Paintings of Santorini– Akrotiri: the Spring Fresco, the Young Boxers, the Naval Campaign Fresco

and the Fisherman Fresco• pottery and architecture on Akrotiri• relationship of Thera to Minoan civilization on Crete• the role of the eruption at Thera in ending the Minoan civilisation• later history of Thera/Santorini• ‘Dorian’/’Sea Peoples’ domination of the Mediterranean world c1000 BC• Cycladic and geometric influences

– later history of Thera – the founding of Cyrene– Athenian domination and Hellenistic influences

• significance.


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Studies of Ancient Societies 5: Early Israel: Samuel I and II

Students learn about:• textual problems of the biblical narratives: sources, dating, authenticity,

inconsistencies• location and international context: Mesopotamia, ‘Canaan’, Palestine, Syria,

Phoenicia and Egypt; the ‘Sea Peoples’ and Philistines• the biblical history of the Hebrews: the tradition of the exodus, Mount Sinai, the

Covenant, the conquest and the ‘Law’• religious practices and beliefs: Yahweh, Shechem, Shiloh, the Ark, annointment,

Ba’al• social and political structure of the Hebrews: tribes, elders, ‘charismatic’ judges• Eli, Samuel and the Ark• pressures for and resistance to ‘kingship’: Samuel and Saul, melek and Nagid• family background and early career of David• Israel’s wars with the Philistines and the recovery of the Ark• David’s kingship: ‘accession’, foreign and domestic policies, revolts and family

feuds• importance of the capture and establishment of Jerusalem as capital of the

kingdom• nature of the early monarchy and ‘empire’• changing role and organisation of the military• role of women in the biblical narratives: Abigail, Michal, Tamar, Bathsheba• role of the prophets: Samuel, Nathan, Gad• assessment and legacy of David as an historical figure and biblical role model• the Hebrew view of history and the role of divine intervention• archaeological and inscriptional evidence and the biblical narratives – Stele of

Dan• modern reconstructions and interpretations of the biblical narratives.

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Studies of Ancient Societies 6: Vergina

Students learn about:• location and early history

– ancient capital of Macedonia• excavations of the site by Andronicus and Petsas• changing uses of the site• Macedonian palace at Aegae

– weaponry of iron– jewellery, pottery and tombs

• the Royal Graves– the Great Tumulus excavated by Andronicus– Philip and Alexander– Philip and Cleopatra

• Macedonian burial customs and nearby tombs– comparison between Vergina burials and tombs at Derveni (late 4th

century BC)– construction and artistic techniques used, eg wall paintings

• later history of the site– taken by Pyrrhus in 274–73 BC– royal graves sacked and destroyed by Gaulish mercenaries

• Great Tumulus constructed by Antigonos Gonatas over existing buildings.

Studies of Ancient Societies 7: Greek Society in the Archaic Period

Students learn about:• evidence of poetry, epic and lyric, eg Homer, Sappho, Archilochus• social structure — writings of Hesiod and Herodotus• religion — Hesiod’s Theogony• development of pan-hellenism and pan-hellenic sanctuaries: Olympia, Delphi,

Nemea and Isthmia• architecture — development of stone temples: Olympia, Corcyra, Sicily• military changes — cavalry and hoplites• foreign influences — Phoenicians, orientalising• pottery — Athens and Corinth as centres of production• trade — long distance and local; development of coinage• intellectual developments, eg science, philosophy, alphabet and writing• technological change.


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Studies of Ancient Societies 8: Greek Drama


• context: fifth century BC Athens– political, social and economic structures of fifth century BC Athens– religion– women

• key terms and concepts• fifth century Athenian dramatists• the occasion, nature and performance of

– tragedy– comedy

• mechanics of Greek theatre — equipment, costumes, management, religiousfestivals, actors, ritual, performance, competition, audience

• reading and/or performing one or more plays, eg– Aeschylus: The Persians– Sophocles: Antigone, Electra– Euripides: Medea– Aristophanes: The Wasps, Lysistrata, The Poet and The Women

• major themes and concerns of Greek drama:– impact of war– the state versus the individual– the state versus the family– nature of ‘barbarism’– pride and the polis– role of the gods in human affairs– gender roles and relationships– ‘generation gap’.

Studies of Ancient Societies 9: Site Study: Pompeii and Herculaneum


• the history of Pompeii and Herculaneum to AD 79• Vesuvius and the destruction of Pompeii and Herculaneum• discovery and excavation in 18th, 19th and 20th centuries• the inhabitants of Pompeii and Herculaneum in plaster cast preservation —

work of Fiorelli• women of Pompeii: Eumachia, Poppaea Sabina• urban life — graffiti, streets, shops, bars, theatres, amphitheatres, basilica, fora,

baths, water supply• temples, houses, villas, gardens, furniture, household utensils• paintings, frescoes, mosaics• evidence for religion• government and economic life — trades, farming.

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Studies of Ancient Societies 10: The Use of Roman Rhetorical/HistoricalWritings to Examine Roman Provincial Government

Students learn about:• Roman provinces in the late republic and middle empire• the system of government at work in the provinces• justice, bribery and corruption — the evidence of Sallust’s Jugurtha and/or

Cicero’s Verrines• connection of Roman political careers with provincial administration• changes in provincial administration in the empire• a Roman governor in action — Pliny’s correspondence from Bithynia with the

emperor Trajan• the role of the emperor in relation to the provinces.


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HSC Course

Part I

Personalities

in

Their Times

9 Content: Ancient History Stage 6 HSC Course

9.1 Part I – Personalities in Their Times

Principal Focus: through a study of an ancient personality, students gain anunderstanding of the personality in the context of their time.

Percentage of time: 25%

Outcomes

A student:

H1.1 describes and assesses the significance of key people, events, institutions andforces

H1.2 describes and analyses political, military, religious, social, cultural andeconomic features of ancient societies

H2.1 identifies factors that contribute to change and continuity in the ancient worldH2.2 evaluates the relative significance of factors affecting change and continuityH3.1 uses historical terms and concepts appropriately to answer historical questionsH4.1 identifies different perspectives about individuals, groups, events and issuesH4.2 evaluates different ancient and modern sources, what they reveal about

significant historical issues and how they contribute to our understanding of thepast

H5.1 selects and organises relevant historical and archaeological information from avariety of sources and evaluates the information and sources for theirusefulness, validity and bias

H5.2 plans a historical investigation, analyses and synthesises historical andarchaeological information from a variety of perspectives and sources andpresents the findings of the investigation

H6.1 communicates through well-structured texts to explain, argue, discuss, analyseand evaluate historical information, ideas and issues using appropriate written,oral and graphic forms

H6.2 uses planning and review strategies to effectively manage the competingdemands of complex tasks, making effective use of time and resources.


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For the years 2001–2005, students will learn about ONE of the followingpersonalities from one of the following areas.

Egypt Greece

A Hatshepsut G PericlesB Akhenaten H Alexander the GreatC Ramesses II I Cleopatra VII

Near East Rome

D Sennacherib J Scipio AfricanusE Jezebel K Julius CaesarF Xerxes L Agrippina the Younger

Students learn to:

use a range of historical and archaeological sources about the personality in thecontext of his/her time in order to:

• gather, select and organise information in relation to the background, socialposition, status and significant events and achievements in the personality’s life

• identify factors about the background, social position, status and significantevents and achievements in the personality’s life

• make deductions and draw conclusions about the background, social position,status and significant events and achievements in the personality’s life

• weigh up the relative reliability of the sources in relation to the background,social position, status and significant events and achievements in thepersonality’s life

• examine both the available evidence and the gaps in the evidence and evaluatethe extent to which these affect the usefulness of the information about thebackground, social position, status and significant events and achievements inthe personality’s life

• construct coherent oral and written texts to explain and evaluate significantevents and achievements in the personality’s life

• identify and analyse the images of the personality in ancient and modernsources

• assess a range of views or interpretations about her/him from ancient andmodern sources and consider why these views might differ

• argue points of view or interpretations of the personality’s actions, impact andsignificance

• synthesise information to construct an evaluation of the personality’ssignificance and legacy in his/her time and beyond.

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Option A: Egypt: Hatshepsut

Principal Focus: through a study of Hatshepsut , students gain an understandingof the personality in the context of her time.

The study of a personality in their time will assist students to achieve the courseoutcomes listed on page 38.

For Hatshepsut students learn about:

1. the relevant political, social, economic and religious contexts in which she livedin order to understand her role in her time including:• key terms and concepts• geography, topography and resources of Egypt and its neighbours • historical overview of early Dynasty XVIII • overview of the political, social, military and economic structures of the

early New Kingdom period• relationship of the king to Amun• overview of religious beliefs and practices of the early New Kingdom period

2. the relevance and significance of her personal background, social position andstatus including family, education, early career, her rise to prominence andfactors that contributed to this rise including:• family background• Hatshepsut’s claims to the throne and succession • changes in her royal image• relationship with Thutmosis III• roles of the king in Egyptian life• role of queens in Dynasty XVII and early Dynasty XVIII• Hatshepsut’s titles

3. a sequenced account of significant events and achievements in her life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• marriage• relationship with daughter, Neferure• expedition to Punt• military campaigns• building program, especially Deir el-Bahri and Karnak• relationships with the Amun priesthood, officials and nobles• relationship with Senenmut• relationship with Thutmosis III

4. the contributions, influence, achievements and impact of Hatshepsut in herlifetime and beyond, and images of her in ancient and modern sourcesincluding:• attempts to suppress or erase her from history (damnatio memoriae)• ancient and modern interpretations of Hatshepsut.


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Option B: Egypt: Akhenaten

Principal Focus: through a study of Akhenaten , students gain an understanding ofthe personality in the context of his time.


For Akhenaten students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of Egypt and its neighbours• historical overview of late Dynasty XVIII• overview of the political, social, military and economic structures of late

Dynasty XVIII• relationship of the king to the gods• overview of the religious beliefs and practices of late Dynasty XVIII

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background• early years and the question of a co-regency with Amenhotep III• marriage• religious education• his physical appearance• role of the king in Egyptian life• role of the Amun priesthood

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• building program including East Karnak• movement of capital to Akhetaten — function and layout of the city• religious policies• impact of Akhenaten’s devotion to Aten and subsequent reforms• artistic reforms• foreign policy• changes in funerary customs• trade• relationship with Nefertiti and the question of the co-regency• Akhenaten’s family life

4. the contributions, influence and achievements of Akhenaten in his lifetime andbeyond, and images of him in ancient and modern sources including:• attempts to suppress or erase him from history (damnatio memoriae)• impact on successive reigns• ancient and modern interpretations of Akhenaten.

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Option C: Egypt: Ramesses II

Principal Focus: through a study of Ramesses II , students gain an understandingof the personality in the context of his time.


For Ramesses II students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of Egypt and her neighbours • historical overview of early Dynasty XIX• overview of the political, social, military and economic structures of early

Dynasty XIX• overview of the religious beliefs and practices of early Dynasty XIX

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background• marriages — relationship with Nefertari, other wives and concubines• personality• early years and co-regency• role of king in Egyptian life• impact of Amarna period

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• domestic policies, religious policies• establishment of Per-Ramesses• building programs• self-glorification and propaganda• military campaigns — Kadesh• diplomacy: Hittite peace treaty, marriage

4. the contributions, influence and achievements of Ramesses II in his lifetime andbeyond, and images of him in ancient and modern sources including:• significance of epithet ‘the Great’• legacy• ancient and modern interpretations of Ramesses II.


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Option D: Near East: Sennacherib

Principal Focus: through a study of Sennacherib , students gain an understandingof the personality in the context of his time.


For Sennacherib students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of the Assyrian empire• relations with neighbours• organisation of empire• Assyrian concept of kingship• overview of the political, military, economic and social structures of the

Assyrian empire• overview of Assyrian and Babylonian religions

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background• education• early political/administrative career• administration of the empire

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• succession to kingship• military campaigns and defence of the empire• religious policies• propaganda campaigns• writings• technological innovations, public works and building programs• relations with Babylon and Elam• organisation and administration of the empire• strengths and weaknesses of character• manner and impact of death

4. the contributions, influence and achievements of Sennacherib in his lifetime andbeyond, and images of him in ancient and modern sources including:• legacy• ancient and modern interpretations of Sennacherib.

Option E: Near East: Jezebel

Principal Focus: through a study of Jezebel , students gain an understanding of thepersonality in the context of her time.


For Jezebel students learn about:

1. the relevant political, social, economic and religious contexts in which she livedin order to understand her role in her time including:• key terms and concepts• geography, topography and resources of Palestine and Phoenicia• political overview of the Hebrew kingdoms and relations with neighbours• overview of Phoenician and Israelite societies• overview of Phoenician, ‘Canaanite’ and Hebrew religious beliefs and

practices

2. the relevance and significance of her personal background, social position andstatus including family, education, early career, her rise to prominence andfactors that contributed to this rise including:• relationship to the King of Tyre• dynastic marriage alliance• image and role of foreign women• promoter of Ba’al and Asherah

3. a sequenced account of significant events and achievements in her life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• roles as queen and queen mother• conflict with and persecution of Hebrew prophets • promotion of Ba’al priests and prophets• Naboth’s vineyard• Ahab’s military success• Ahab’s building activity• dynastic alliance with the kingdom of Judah• manner and impact of death

4. The contributions, influence and achievements of Jezebel in her lifetime andbeyond, and images of her in ancient and modern sources including:• extent of her power and influence• impact on religious and political developments in Israel and in Judah• ancient and modern interpretations of Jezebel.


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Option F: Near East: Xerxes

Principal Focus: through a study of Xerxes , students gain an understanding of thepersonality in the context of his time.


For Xerxes students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of the Persian empire • overview of Persian political, social and military structures • expansion of the Persian empire• overview of religion in the Persian empire

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background and early career• Persian ‘education’

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• succession• administration of the empire• revolts in the empire• wars against the Greeks• building program• religious policy• relations with family and courtiers• strengths and weaknesses of character• assassination

4. the contributions, influence and achievements of Xerxes in his lifetime andbeyond, and images of him in ancient and modern sources including:• impact on the Persian and Greek worlds• ancient and modern interpretations of Xerxes.

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Option G: Greece: Pericles

Principal Focus: through a study of Pericles , students gain an understanding ofthe personality in the context of his time.


For Pericles students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of Athens and Attica and the

Athenian empire • overview of Athenian democracy• overview of Athenian social and economic structures• overview of Athenian religious beliefs and practices

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background and education• early political career • roles of Pericles as general (strategos) and politician

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• role and influence in the ‘Delian League’• political alliances and rivals• military campaigns and achievements • relationship with Aspasia• the citizenship law • building program• democratic reforms and policies• role of Pericles in the Peloponnesian War — causes, strategies and

leadership• strengths and weaknesses of character• manner and impact of death

4. the contributions, influence and achievements of Pericles in his lifetime andbeyond, and images of him in ancient and modern sources including:• legacy• ancient and modern interpretations of Pericles.


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Option H: Greece: Alexander the Great

Principal Focus: through a study of Alexander the Great , students gain anunderstanding of the personality in the context of his time.


For Alexander the Great students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of Macedon and its relationship to the

Greek world• overview of Macedonian political and social structures• Philip II’s military reforms

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family and education• early career• problems with the succession• personality and aims

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• assassination of Philip II• consolidation of Macedonian control on Greek mainland • Alexander’s generalship and military campaigns• organisation and administration of the empire and foundation of cities• sexuality and marriage• relationship with his army and generals• relationships with Macedonians, Greeks and non-Greeks• strengths and weaknesses of character• manner and impact of death

4. the contributions, influence and achievements of Alexander the Great in hislifetime and beyond, and images of him in ancient and modern sourcesincluding:• significance of epithet ‘the Great’• legacy• ancient and modern interpretations of Alexander.

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Option I: Greece: Cleopatra VII

Principal Focus : through a study of Cleopatra VII , students gain an understandingof the personality in the context of her time.


For Cleopatra VII students learn about:

1. the relevant political, social, economic and religious contexts in which she livedin order to understand her role in her time including:• key terms and concepts• geography, topography and resources of Ptolemaic Egypt and its neighbours• Egypt’s relationships with Rome and with neighbouring eastern powers• overview of Ptolemaic Egypt’s political and social structures

2. the relevance and significance of her personal background, social position andstatus including family, education, early career, her rise to prominence andfactors that contributed to this rise including:• family background and feuds• education• marriage customs of the Ptolemies• personality and attributes• role and image of royal Ptolemaic women• significance of the ruler cult in the East

3. a sequenced account of significant events and achievements in her life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• Roman Civil War and Pompey’s murder• co-regency and Alexandrian Civil War• Cleopatra and Julius Caesar• Cleopatra and Mark Antony• Cleopatra’s eastern acquisitions and the ‘Donations’ of Alexandria• Cleopatra and Octavian• Battle of Actium• Cleopatra’s image as a ruler• strengths and weaknesses of character• manner and impact of death

4. the contributions, influence and achievements of Cleopatra VII in her lifetimeand beyond, and images of her in ancient and modern sources including:• legacy• ancient and modern interpretations of Cleopatra.


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Option J: Rome: Scipio Africanus

Principal Focus: through a study of Scipio Africanus , students gain anunderstanding of the personality in the context of his time.


For Scipio Africanus students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of Rome and Italy• role of Carthage in the Mediterranean world• organisation of the Roman army• overview of the Roman political system and social structures

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background and connections• early career

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• political and military career• political alliances• Second Punic War • opposition to the Scipios in Rome and their trial• wars in the East — attitudes and policies towards the Greek East• strengths and weaknesses of character• manner and impact of ‘retirement’

4. the contributions, influence and achievements of Scipio Africanus in his lifetimeand beyond, and images of him in ancient and modern sources including:• significance of the name ‘Africanus’• legacy• ancient and modern interpretations of Scipio Africanus.

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Option K: Rome: Julius Caesar

Principal Focus: through a study of Julius Caesar , students gain anunderstanding of the personality in the context of his time.


For Julius Caesar students learn about:

1. the relevant political, social, economic and religious contexts in which he lived inorder to understand his role in his time including:• key terms and concepts• geography, topography and resources of Rome and the Roman empire• overview of Roman political and social structures • organisation and role of the Roman army• political struggles in the early first century BC

2. the relevance and significance of his personal background, social position andstatus including family, education, early career, his rise to prominence andfactors that contributed to this rise including:• family background and position as ‘poor’ patrician• education, early life and aims• paths to power — priesthoods, Marian connections, political alliances and

marriages• early political career to 60 BC

3. a sequenced account of significant events and achievements in his life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• relationship with the Senate and political style• political supporters and enemies — Cicero, Cato the Younger• role and responsibilities in the ‘Triumvirate’• Gallic Wars • leadership and relationship with his army• civil wars • personal relationships — Julia, Cleopatra VII, Brutus• dictatorship, policies and reforms • strengths and weaknesses of character• manner and impact of death

4. the contributions, influence and achievements of Julius Caesar in his lifetimeand beyond, and images of him in ancient and modern sources including:• legacy as general, leader, politician, reformer and writer • ancient and modern interpretations of Caesar.


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Option L: Rome: Agrippina the Younger

Principal Focus: through a study of Agrippina the Younger , students gain anunderstanding of the personality in the context of her time.


For Agrippina the Younger students learn about:

1. the relevant political, social, economic and religious contexts in which she livedin order to understand her role in her time including:• key terms and concepts• geography, topography and resources of Rome and the Roman empire • overview of the principate • overview of Roman social and political structures• role of women in Roman society

2. the relevance and significance of her personal background, social position andstatus including family, education, early career, her rise to prominence andfactors that contributed to this rise including:• family background• early life and ambitions• marriages • life and exile under Gaius (Caligula)• role and public image of Julio-Claudian women

3. a sequenced account of significant events and achievements in her life such asmarriage/s, relationships with others, political alliances, military career,wars/battles, civic programs, reforms, death including:• role during the reign of Claudius • role during the reign of Nero • relations with other Julio-Claudians• relations with senators• relations with Seneca, Burrus and imperial freedmen• strengths and weaknesses of character• manner and nature of death

4. the contributions, influence and achievements of Agrippina the Younger in herlifetime and beyond, and images of her in ancient and modern sourcesincluding:• achievements• ancient and modern interpretations of Agrippina.

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For the HSC examination in 2006 and beyond students will learn about ONE of thefollowing personalities from ONE of the following areas.

Egypt Greece

A Thutmose III G Cleomenes IB Nefertiti H ThemistoclesC Seti I I Philip II

Near East Rome

D Ashurbanipal J Tiberius GracchusE Hezekiah K CiceroF Darius I L Livia


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HSC Course

Part II

Ancient Societies

9.2 Part II – Ancient Societies

Principal Focus: through investigating the archaeological and written evidence ofat least one Ancient Society from at least one of the mandated areas Egypt,Near East, Greece and Rome students learn about key developments and forcesthat shape a society.


Outcomes

A student:



H2.1 identifies factors that contribute to change and continuity in the ancient worldH2.2 evaulates the relative significance of factors affecting change and continuityH3.1 uses historical terms and concepts appropriately to answer historical questionsH4.1 identifies different perspectives about individuals, groups, events and issuesH4.2 evaluates different ancient and modern sources, what they reveal about



H5.2 plans a historical investigation, analyses and synthesises historical andarchaeological information from a variety of perspectives and sources andpresents the findings of the investigation




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Students learn about at least one of the following Ancient Societies:

Egypt

A. Society in Old Kingdom Egypt, Dynasties III–VIB. Society in Middle Kingdom Egypt, Dynasties XI–XIIC. Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX–XX

Near East

D. Assyrian Society in the Sargonid Period from Sargon II to AshurbanipalE. Society in Israel from Jeroboam I to the Fall of SamariaF. Persian Society in the time of Darius and Xerxes

Greece

G. EITHER Bronze Age Society — Minoan SocietyH. OR Bronze Age Society — Mycenaean SocietyI. Spartan Society to the Battle of Leuctra 371BCJ. Athenian Society in the time of Pericles

Rome

K. Roman Society in the time of CiceroL. Society in Rome from Augustus to TitusM. Roman Society in the fourth century AD

Students learn to:

use a range of historical and archaeological sources about the society in order to:

• gather, select and organise information in relation to the geographical context,power and influence, social relationships, gender, economy, religion, death andburial, cultural life, people’s lives and archaeological and historiographical issuesof the ancient society

• describe significant power, gender, social, economic and cultural relationships inthe ancient society

• make deductions and draw conclusions about change and continuity insignificant power, gender, social, economic and cultural relationships in theancient society

• weigh up the relative reliability of sources in relation to the significant power,gender, social, economic, cultural, archaeological and historiographical issues ofthe ancient society

• examine the evidence available and note the gaps in the evidence and evaluatethe extent to which these affect the usefulness of information

• assess a range of views or interpretations about the ancient society fromancient and modern sources and consider why these views might differ

• construct coherent oral and written texts to explain and discuss significantpower, gender, social, economic, cultural, archaeological and historiographicalissues of the ancient society.

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Option A: Egypt: Society in Old Kingdom Egypt, Dynasties III–VI

Principal Focus: through investigating the archaeological and written evidence ofSociety in Old Kingdom Egypt, Dynasties III-VI , students learn about keydevelopments and forces that shaped the society in its historical context.

The study of ancient societies will assist students to achieve course outcomes listedon page 54.


1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Egypt and her neighbours

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• role of the king — ruler as god-king; later in Dynasty IV, ruler as Son of Re• the Re priesthood• the bureaucracy — viziers, overseers, nomarchs, scribes

3. social relationships and gender roles within the ancient society including:• social structure• nature and importance of the army• roles of males and females

4. the economy including:• agriculture• building programs — pyramids, pyramid complexes• economic structures and organisation• taxation• development of trade • technological developments

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, and organisation• cemeteries: pyramid complexes — Saqqara, Dashur, Giza, Abusir• role of king in religion• development of funerary customs and rituals• funerary architecture and texts

6. the cultural life of the ancient society including:• significant myths and legends• art and architecture• writing and literature


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7. people’s lives in the ancient society including:• daily life and leisure activities• food• occupations• housing and furniture• clothing

8. the relevant archaeological and/or written evidence (primary and secondary) forthe ancient society.

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Option B: Egypt: Society in Middle Kingdom Egypt, Dynasties XI–XII

Principal Focus: through investigating the archaeological and written evidence ofSociety in Middle Kingdom Egypt, Dynasties XI–XII , students learn about keydevelopments and forces that shaped the society in its historical context.

The study of ancient societies will assist students to achieve the course outcomeslisted on page 54.


1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Egypt and neighbouring

powers

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• role of the king — co-regencies; queens• the bureaucracy — viziers, overseers, nomarchs, scribes• restoration and reorganisation of centralised government • growth and specialisation of the bureaucracy

3. social relationships and gender roles within the ancient society including:• social structure• nature and importance of the army• roles of males and females

4. the economy including:• importance of taxation and corvee systems• development of irrigation and mining• town sites• trade and gift exchange between rulers of foreign lands• technological developments

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, organisation and buildings: tombs• the rise of Amun and Sobek• the pyramid cult of the kings — Kahun and Lisht• the cult of Osiris• curses and magic• changes in funerary customs, rituals and texts• other burial sites — Beni Hasan, Assiut, Aswan



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Option C: Egypt: Society in New Kingdom Egypt during the Ramesside Period,Dynasties XIX–XX

Principal Focus: through investigating the archaeological and written evidence ofSociety in New Kingdom Egypt during the Ramesside Period, DynastiesXIX–XX, students learn about key developments and forces that shaped the societyin its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Egypt and neighbouring

powers

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• role of the king (pharaoh)• features and structure of government• imperial bureaucracy — viziers, nobles, officials, scribes

3. social relationships and gender roles within the ancient society including:• social structure• nature and importance of the army• roles of males and females• diplomatic marriage• prominent queens

4. the economy including:• economic structures and organisation• foreign tribute and trade• later economic problems• technological developments

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, organisation and buildings• magic and ‘personal piety’• the role of the king in post-Amarna religion• the Valley of the Kings• the significance of Amun and other gods• restoration of traditional religious practices and beliefs• religious problems and changing funerary customs, rituals and texts


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Option D: Near East: Assyrian Society in the Sargonid Period from Sargon II toAshurbanipal

Principal Focus: through investigating the archaeological and written evidence ofAssyrian Society in the Sargonid Period from Sargon II to Ashurbanipal ,students learn about key developments and forces that shaped the society in itshistorical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Assyria and her

neighbours

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• the kingship• features and structure of government• other royalty • priests• composition and organisation of the military• treaties with foreign powers• treatment of captives and deportees

3. social relationships and gender roles within the ancient society including:• social and administrative structure• military elite• queens

4. the economy including:• economic structure and organisation• agriculture and animal husbandry• tribute, and rewards and costs of empire• impact of royal cities• trade• technological developments

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, organisation and buildings• role of king, diviners• Assyrian gods and goddesses• relationship with gods of other lands — Marduk of Babylon


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7. people’s lives in the ancient society including:• daily life• food• occupations• housing and furniture• clothing


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Option E: Near East: Society in Israel from Jeroboam I to the Fall of Samaria

Principal Focus: through investigating the archaeological and written evidence ofSociety in Israel from Jeroboam I to the Fall of Samaria , students learn aboutkey developments and forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Israel and her neighbours

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• features and structure of the monarchy• role of the prophets• role of the military

3. social relationships and gender roles within the ancient society including:• social structure• role of royal women• role and treatment of royal, non-royal and foreign women• relationships between males and females

4. the economy including:• agriculture• role of the ‘capitals’• trade with Phoenicia• growth of industries• water systems and grain silos

5. religion, death and burial, and systems of belief and practice including:• conflicting religious beliefs and practices• Yahwism and the question of monotheism• polytheism: worship of Ba’al, Asherah• priests and prophets• religious places• relations with Judah and The Temple• problem of consorts


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6. the cultural life of the ancient society including:• the nature of the biblical narrative• architecture and writing

7. people’s lives in the ancient society including:• occupations• housing• food• clothing• warfare• fortified palace settlements


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Option F: Near East: Persian Society in the time of Darius and Xerxes

Principal Focus: through investigating the archaeological and written evidence ofPersian Society in the time of Darius and Xerxes , students learn about keydevelopments and forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of the Persian empire and

its neighbours

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• the kingship• features and structure of government• provincial administration• role of religion in Persia and the empire • capital cities• organisation and composition of the army• sacral kingship

3. social relationships and gender roles within the ancient society including:• social structure — kinship system dependent on land ownership• role of royal women• role of non-royal and foreign women (workers at Persepolis)• marriage alliances and marriage customs

4. the economy including:• economic structure and organisation• roads, communications• monetary systems, bankers, trade, taxation and tribute

5. religion, death and burial, and systems of belief and practice including:• different beliefs and practices — Zorastrianism/‘Mazdaism’, Bel Marduk,

Egyptian gods• tolerance verses pragmatism• funerary customs, tombs


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6. the cultural life of the ancient society including:• art, architecture and writing

7. people’s lives in the ancient society including:• leisure activities• occupations • clothing


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Option G: Greece: Bronze Age Society — Minoan Society(ONE Bronze Age Society only to be chosen)

Principal Focus: through investigating the archaeological and written evidence ofBronze Age Society — Minoan Society , students learn about key developmentsand forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Crete

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• question of the role and gender of the ruler• priests and priestesses

3. social relationships and gender roles within the ancient society including:• social structure • question of matriarchal or patriarchal society • the importance of women

4. the economy including:• question of trade and the palace economy• influence of neighbouring cultures and gift-exchange • industries and industrial towns — Gournia• shipping

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices and structure of Minoan religion• prominence of a goddess• funerary customs, rituals, furniture and tombs

6. the cultural life of the ancient society including:• significant myths and legends associated with the Minoans• art — frescoes, pottery, figurines, seals• architecture — domestic and palatial; Knossos• writing — record keeping


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7. people’s lives in the ancient society including:• daily life and leisure activities• food• occupations• housing and furniture• clothing• health• evidence from frescoes


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Option H: Greece: Bronze Age Society — Mycenaean Society(ONE Bronze Age Society only to be chosen)

Principal Focus: through investigating the archaeological and written evidence ofBronze Age Society — Mycenaean Society , students learn about keydevelopments and forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Mycenaean society

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant values and attitudes of the society including:• key terms and concepts• role of the ruler• features and structure of government• bureaucratic organisation• importance of warriors• the navy

3. social relationships and gender roles within the ancient society including:• social structure• visibility of women in the evidence

4. the economy including:• the palace economy and industry• agriculture• local and long-distance trade• methods of exchange• communication networks — roads, shipping

5. religion, death and burial, and systems of belief and practice including:• beliefs and practices• shrines and religious areas in palaces• religious position of the wanax• funerary customs, rituals and architecture

6. the cultural life of the ancient society including:• significant myths and legends associated with the Mycenaeans• art — pottery, frescoes and figurines• architecture — domestic and palatial• writing


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7. people’s lives in the ancient society including:• daily life• occupations• housing and furniture• food• clothing• leisure• warfare — arms, armour and defence


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Option I: Greece: Spartan Society to the Battle of Leuctra 371 BC

Principal Focus: through investigating the archaeological and written evidence ofSpartan Society to the Battle of Leuctra 371 BC , students learn about keydevelopments and forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Sparta and her

neighbours

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• roles and privileges of the kings• features and structure of government• military elite• educational system• helots and perioikoi

3. social relationships and gender roles within the ancient society including:• social structure and organisation• roles of Spartan women• role of the family• rites of passage• Krypteia

4. the economy including:• economic structure and organisation — kleroi• agriculture• industries, trade• roles of helots and perioikoi• problem of land ownership and inheritance

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, organisation and buildings• relationship with Delphi• funeral rites for the kings


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6. the cultural life of the ancient society including:• significant myths and legends • art — pottery, sculpture• literacy and literature — poetry• the question of Lycurgus

7. people’s lives in the ancient society including:• military way of life• festivals — music, athletics• occupations• food• leisure


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Option J: Greece: Athenian Society in the time of Pericles

Principal Focus: through investigating the archaeological and written evidence ofAthenian Society in the time of Pericles , students learn about key developmentsand forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Athens and Attica

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• features and structure of the government• the army and navy• impact of the Athenian empire

3. social relationships and gender roles within the ancient society including:• social structure and organisation• roles of women • women’s festivals• relationship between men and women• rites of passage• marriage customs

4. the economy including:• economic structure and organisation• roles of metics and slaves• importance of the Agora and the Piraeus• shipping and trade• use of tribute• industries• coinage

5. religion, death and burial, and systems of belief and practice including:• Greek gods and goddesses• beliefs and practices• temples, shrines and altars• funerary customs and rituals• festivals


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6. the cultural life of the ancient society including:• significant myths and legends• art• architecture

7. people’s lives in the ancient society including:• daily life • occupations • food• housing and furniture• education• health and medicine• main features of the layout of the city of Athens


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Option K: Rome: Roman Society in the time of Cicero

Principal Focus: through investigating the archaeological and written evidence ofRoman Society in the time of Cicero , students learn about key developments andforces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Rome and the empire

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• features and structure of government • administration of the provinces• urban population • legal system• composition and organisation of the military

3. social relationships and gender roles within the ancient society including:• social structure and organisation • role of the family and pater familias• patron-client relationship• roles of women • relationship between men and women • rites of passage• marriage customs

4. the economy including:• economic structure and organisation• grain supply• communication — roads, shipping• role of the Forum• trade, taxation• industries• coinage

5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, organisation and buildings• gods and goddesses• priests and priestesses• foreign cults• funerary customs, rituals and architecture


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6. the cultural life of the ancient society including:• art and architecture• literature

7. people’s lives in the ancient society including:• daily life • occupations • housing and furniture• food• clothing• education• health• living conditions — sanitation and water supply• the main features of the layout of the city of Rome


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Option L: Rome: Society in Rome from Augustus to Titus

Principal Focus: through investigating the archaeological and written evidence ofSociety in Rome from Augustus to Titus , students learn about key developmentsand forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography, topography and resources of Rome and the empire

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• features and structure of government• the Princeps and the Senate• growth of imperial bureaucracy and the role of freedmen• the military• the legal system• the urban population

3. social relationships and gender roles within the ancient society including:• social structure• role of the family and the pater familias• roles of women• relationship between men and women• rites of passage• marriage customs• moral and social legislation• role of imperial women

4. the economy including:• economic structure and organisation • agriculture and grain supply • shipping and trade — development of Ostia• industries• expansion of the Fora • taxation • coinage


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5. religion, death and burial, and systems of belief and practice including:• beliefs, practices, organisation and buildings • Imperial cult • foreign cults and mysteries, magic and astrology • funerary customs, rituals and architecture

6. the cultural life of the ancient society including:• art and architecture• literature• imperial building programs

7. people’s lives in the ancient society including:• daily life and leisure activities• occupations• food• housing and furniture• health and medicine• the role of imperial building programs in people’s lives• living conditions — sanitation and water supply• significance of the Forum, the ampitheatre, theatre and circus• main features of the layout of the city of Rome


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Option M: Rome: Roman Society in the Fourth Century AD

Principal Focus: through investigating the archaeological and written evidence ofRoman Society in the Fourth Century AD , students learn about key developmentsand forces that shaped the society in its historical context.



1. the influence of the physical environment on the ancient society including:• location, geography and resources of Rome and the empire • changing boundaries of empire• changing imperial capitals

2. the roles, perspectives and influence of elites and groups on the ancient society,and significant beliefs and values of the society including:• key terms and concepts• ideology and growth of the Dominate• changing features and structure of the administration of the empire • growth of imperial bureaucracy• importance of the military • changes in Roman law • growth of the Christian clergy and their influence • development of a Christian empire• development of eastern and western perspectives

3. social relationships and gender roles within the ancient society including:• changing social structure• changing status of women • women as Christian patrons • imperial women • relationship between men and women • moral and social legislation

4. the economy including:• changes in economic structure and organisation • population decline • communication — roads and imperial post • taxation • development of Constantinople• shipping and trade • diversion of wealth to the Church • industries • importance of the frontier military economy• coinage


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5. religion, death and burial, and systems of belief and practice including:• imperial polytheistic practices and beliefs • imperial cult • growth, persecution, toleration and promotion of Christianity • foreign cults and mystery religions• magic and astrology • Christian rituals • composition, organisation and policies of the Christian church • funerary customs and rituals of pagans and Christians

6. the cultural life of the ancient society including:• significant myths and legends • art and architecture• literature• imperial building programs

7. people’s lives in the ancient society including:• daily life and leisure activities• living conditions• main features of the layout of the city of Constantinople


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HSC Course

Part III

Historical Periods

9.3 Part III — Historical Periods

Principal Focus: through investigating the archaeological and written evidence of atleast one historical period from at least one of the mandated areas Egypt, NearEast, Greece and Rome , students will learn about key political and militarydevelopments and forces that shaped an historical period in the ancient world.


Outcomes

A student:



H2.1 identifies factors that contribute to change and continuity in the ancient worldH2.2 evaluates the relative significance of factors affecting change and continuityH3.1 uses historical terms and concepts appropriately to answer historical questionsH4.1 identifies different perspectives about individuals, groups, events and issuesH4.2 evaluates different ancient and modern sources, what they reveal about



H5.2 plans an historical investigation, analyses and synthesises historical andarchaeological information from a variety of perspectives and sources andpresents the findings of the investigation




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Students learn about at least one of the following Historical Periods:

Egypt

A. Egypt: From Unification to the end of Dynasty VIB. Egypt: Middle Kingdom Egypt, Dynasty XI to Dynasty XIIC. Egypt: New Kingdom Egypt to the death of Thutmosis IVD. Egypt: New Kingdom Egypt from Amenhotep III to the death of Ramesses II

Near East

E. Near East: Assyria from Tiglath-Pileser I to Tiglath-Pileser III, 1115 – 727 BCF. Near East: Assyria from Sargon II to the Fall of Nineveh 721 – 609 BCG. Near East: Israel and Judah from the death of Solomon to the Fall of JerusalemH. Near East: Persia from Cyrus II to the death of Darius III

Greece

I. Greece: The Development of the Greek World from 800 – 500 BCJ. Greece: The Greek World from 500 – 440 BCK. Greece: The Greek World from 446 – 399 BCL. Greece: Fourth Century Greece to the death of Alexander the GreatM. Greece: The Hellenistic Period from the death of Alexander the Great to

Cleopatra VII

Rome

N. Rome: Rome’s Wars of Expansion 264 – 133 BCO. Rome: Political Revolution in Rome 133 – 78 BCP. Rome: The Fall of the Roman Republic 78 – 28 BCQ. Rome: Augustus and the Julio-ClaudiansR. Rome: The Roman Empire: AD 68 – 235 S. Rome: The Later Roman Empire: AD 235 – 410

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Students learn to:

use a range of historical and archaeological sources about the historical period inorder to:• gather, select and organise information in relation to the historical background,

significant political events, developments and issues, significant military eventsand issues and significant individuals and groups relevant to the historicalperiod;

• describe the historical background and significant political events, developmentsand issues, significant military events and issues and significant individuals andgroups relevant to the historical period;

• make deductions and draw conclusions about change and continuity in relationto the historical background and significant political events, developments andissues, significant military events and issues and significant individuals andgroups of the historical period;

• weigh up the reliability of the sources in relation to historical background andsignificant political events, developments and issues, significant military eventsand issues and significant individuals and groups relevant to the historicalperiod;

• construct coherent oral and written texts to explain and discuss issues related tothe historical background and significant political events, developments andissues, significant military events and issues and significant individuals andgroups relevant to the historical period;

• assess a range of views or interpretations from ancient and modern sourcesabout the ancient period and why the views might differ;

• argue points of view or interpretations about significant events, developmentsand issues in the historical period by using evidence.


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Option A: Egypt: From Unification to the end of Dynasty VI

Principal Focus: through investigating the archaeological and written evidence ofEgypt: From Unification to the end of Dynasty VI , students learn about keypolitical and military developments and forces that shaped the historical period.

The study of historical periods will assist students to achieve the course outcomeslisted on page 84.


1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• the geography, topography and resources of Egypt and its neighbours • overview of pre-dynastic cultures

2. significant political events, developments and issues including:• key terms and concepts• unification of Egypt • overview of significant events from unification to the death of Pepy II • development of the pharaonic state • establishment of the capital at Memphis • roles of the king and vizier • development of the bureaucracy and taxation system • development of pyramid and mortuary complexes • divestment of power to non-members of the royal family • changes to religion — development of the sun cult, pre-eminence of Re, the

rise of the Osiris cult, the Pyramid texts• decline of the Old Kingdom

3. significant military events and issues including:• military excursions and campaigns — Weni and Sahura • mining expeditions into Sinai and Nubia • trade connections • impact of military expeditions and foreign contact

4. the role of significant individuals and groups, their contributions and impactincluding:• kings and queens of Egypt from unification to the death of Pepy II • royal family • viziers, nomarchs, nobles, priests, officials

5. relevant archaeological and historiographical issues including differentinterpretations of individuals, policies, developments and events.

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Option B: Egypt: Middle Kingdom Egypt Dynasty XI to Dynasty XII

Principal Focus: through investigating the archaeological and written evidence ofMiddle Kingdom Egypt Dynasty XI to Dynasty XII , students learn about keypolitical and military developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of Egypt and its neighbours • overview of the First Intermediate Period

2. significant political events, developments and issues including:• key terms and concepts• reunification of Upper and Lower Egypt• overview of significant events from Mentuhotep Nebhepetra to Queen

Sobekneferu • political significance of the ‘democratisation of the afterlife’• transfer of the capital to Itj-Towy • Dynasty XII exploitation of Nubia • cultural exchange with the Levant, Aegean and Punt• changes in burial customs and rituals • building program

3. significant military events and issues including:• military campaigns — wars of reunification and against Asiatics and

Nubians, campaigns of Senwosret III • frontier consolidation — ‘Walls of the River’• construction of Nubian forts• mining expeditions • diplomatic relations with neighbours

4. the role of significant individuals and groups, their contributions and impactincluding:• kings and queens of Dynasties XI and XII• royal family • viziers, nomarchs, nobles, priests, officials, architects, soldiers, scribes



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Option C: Egypt: New Kingdom Egypt to the death of Thutmosis IV

Principal Focus: through investigating the archaeological and written evidence ofNew Kingdom Egypt to the death of Thutmosis IV , students learn about keypolitical and military developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of Egypt and its neighbours • establishment of Hyksos rule in northern Egypt • local Egyptian rulers in southern Egypt

2. significant political events, developments and issues including:• key terms and concepts• wars against the Hyksos• expulsion of the Hyksos • Theban reunification of Upper and Lower Egypt • overview of significant events from Seqenenre Tao to the death of

Thutmosis IV • expansion, administration and impact of the Egyptian ‘empire’• growth in power of Amun and Amun priesthood and their political

implications• political significance of building programs• implications of trade expeditions — Punt• co-regency of Hatshepsut and Thutmosis III• ‘Warrior Pharaoh’ image

3. significant military events and issues including:• technological innovations • implications of new military technology• reform of the Egyptian army • military campaigns of the Thutmosids • diplomatic relations with neighbours

4. the role of significant individuals and groups, their contributions and impactincluding:• kings from Seqenenre Tao to Thutmosis IV• queens from Tetisheri to Hatshepsut • Thutmosid family• viziers, nomarchs, nobles, priests, officials, architects, soldiers, scribes


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Option D: Egypt: New Kingdom Egypt from Amenhotep III to the death ofRamesses II

Principal Focus: through investigating the archaeological and written evidence ofNew Kingdom Egypt from Amenhotep III to the death of Ramesses II , studentslearn about key political and military developments and forces that shaped thehistorical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of Egypt and its neighbours —

southwest Asia, Nubia, Crete, Cyprus, the Mitanni, Assyria, Babylon andthe Hittites

2. significant political events, developments and issues including:• key terms and concepts• overview of significant events from Amenhotep III to the death of

Ramesses II• religious reforms of Amenhotep IV (Akhenaten)• transfer of capital to Akhetaten (Tell el Amarna)• impact of the Amarna period• restoration of Amun• military and political reforms of Horemheb• establishment of Ramesside Dynasty • Ramesses II’s new capital — Per-Ramesses• building programs and their political implications• administration of Egyptian empire• Egypt’s diplomatic relations with neighbours: Amarna Letters

3. significant military events and issues including:• military campaigns and battles — wars in Nubia, Libya and south-west Asia,

Battle of Kadesh• challenge of the Hittites• changes to the army over time


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4. the role of significant individuals and groups, their contributions and impactincluding:• rise of military class to kingship• kings from Amenhotep III to Ramesses II• queens from Tiya to Nefertari• royal family• viziers, nomarchs, nobles, priests, officials, architects, soldiers, scribes


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Option E: Near East: Assyria from Tiglath-Pileser I to Tiglath-Pileser III, 1115 –727 BC

Principal Focus: through investigating the archaeological and written evidence ofAssyria from Tiglath-Pileser I to Tiglath-Pileser III, 1115 – 727 BC , students learnabout key political and military developments and forces that shaped the historicalperiod.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of Assyrian empire and Near Eastern

World • historical overview of Assyrian, Babylonian, Elamite relations to 1115 BC• relevant social, political, military, economic and cultural contexts

2. significant political events, developments and issues including:• key terms and concepts • political and economic revivals and collapses of Assyrian power in the

period• domestic, imperial and foreign policies of specific Assyrian kings• dynastic struggles, rebellions and usurpations — Tiglath-Pileser III• debt to and relationship with Babylon• natural and economic disasters• developments in agriculture• political role of imperial capitals and building programs• developments and changes in the royal and imperial bureaucracies• deportation of subjects• political and economic impacts of changing imperial boundaries• changes in the administration and management of the empire

3. significant military events and issues including:• role, influence, composition and changing technologies of the army• expeditions, conquests and expansion of the Assyrian empire in

Mesopotamia, Armenia, Anatolia, Syria and Palestine• changing relations with vassal-states — kings of Urartu, Damascus, Medes,

Babylon• rebellions in the empire• causes, course and consequences of specific battles and campaigns,

where known• significant peace treaties• Assyrian inscriptional evidence


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4. the role of significant individuals and groups, their contributions and impactincluding:• the Assyrian kings from Tiglath-Pileser I to Tiglath-Pileser III, the Arameans,

Babylonian kings, Chaldeans, Syrians, kings of Israel and Urartu, Medes


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Option F: Near East: Assyria from Sargon II to the Fall of Nineveh 721 – 609 BC

Principal Focus: through investigating the archaeological and written evidence ofAssyria from Sargon II to the Fall of Nineveh 721 – 609 BC , students learn aboutkey political and military developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of the Assyrian empire and Near

Eastern world • historical overview of the Assyrian empire• relevant social, military, religious, economic and cultural background

2. significant political events, developments and issues including:• key terms and concepts • domestic, imperial and foreign policies of specific Assyrian kings• political implication of religious policies of Assyrian kings• political significance of the royal cities at Khorsabad and Nineveh and royal

building programs• role of crown princes and client kings• accession problems, court intrigues and dynastic struggles• impact of peripheral invasions — Scythians and Cimmerians• changes in the administration and management of the empire• imperial expansion and contraction — Palestine, Urartu, Elam, Egypt • rebellions of subject states• pivotal role of Babylon in Assyrian affairs• changes in the international balance of power and the emergence of Media

and the Neo-Babylonian empire• decline and fall of Assyria

3. significant military events and issues including:• political role and composition of the army• military alliances with neighbouring powers• wars of expansion and defence — Egypt, Palestine, Anatolia, south-

western Iran• destruction and reconstruction of Babylon


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4. the role of significant individuals and groups, their contributions and impactincluding:• the Assyrian kings from Sargon II to Assur-uballit II, Babylonian and Elamite

kings, the tribe Bit-Yakin and Merodach-Baladan (Marduk-Apil-Iddina),Assyrian and Babylonian priests, Cimmerians, Scythians, Medes, vassalkings of Judah, Ethiopians, subjects of the Assyrian empire


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Option G: Near East: Israel and Judah from the death of Solomon to the Fall ofJerusalem

Principal Focus: through investigating the archaeological and written evidence ofIsrael and Judah from the death of Solomon to the Fall of Jerusalem , studentslearn about key political and military developments and forces that shaped thehistorical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of Palestine and its neighbours • historical overview of the United Kingdom — dominant social, religious and

political groups; religious beliefs and practices

2. significant political events, developments and issues including:• key terms and concepts • division of the kingdoms and loss of ‘empire’• changing relationships between the two kingdoms in the period• nature of both monarchies and dynastic instability in the north• emergence of principal dynasties in the north and their religious, political,

military and international activities• prophetic activities in the north• revival of Assyria, deportations and destruction of the Kingdom of Israel• political significance of the religious reform movements and religious

policies of the prophets and kings of Judah• impact of changes in the international balance of power (Assyria, Babylon,

Egypt) for Judah’s relations with foreign powers• deportations and destruction of the kingdom of Judah 587 BC — fall of

Jerusalem; the Temple destroyed

3. significant military events and issues including:• the role, influence, composition and changing technologies of the army• wars between Israel and Judah• each kingdom’s wars/campaigns with neighbours — Damascus, Assyria,

Egypt• significant military alliances of each kingdom• Syro-Ephraimite War• foreign invasions and conquests of Israel and Judah


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4. the role of significant individuals and groups, their contributions and impactincluding:• Davidic dynasty — Rehoboam to Zedekiah• dynasties in Israel — Jeroboam I to Hoshea 724 BC• queen mothers, queens and royal women• prophets, priests, foreign kings — the Haddads, Sennacherib• Sheshonq, Necco


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Option H: Near East: Persia from Cyrus II to the death of Darius III

Principal Focus: through investigating the archaeological and written evidence ofPersia from Cyrus II to the death of Darius III , students learn about key politicaland military developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of Mesopotamia and western Asia —

Iranian Plateau• historical overview of West Asian and Mesopotamian empires to the sixth

century BC — Elam, Urartu, Assyria, Babylonia• origins, migration and pre-Achaemenid history of the Medes and Persians• emergence of the ‘Achaemenid dynasty’

2. significant political events, developments and issues including:• key terms and concepts• rise, expansion, administrative structure, management and nature of the

Persian empire• domestic policies of the Achaemenids — religion and building programs• court history, conspiracies and usurpations• role of Persian satraps in Persian foreign affairs• alliances and interventions in Greek politics and Greek wars• rise and hegemony of Macedon in Greece• overthrow of Achaemenid dynasty and the end of the Persian empire• the question of ‘decline’

3. significant military events and issues including:• role, influence and composition of the army• acquisition of a navy• conquests, expeditions and expansion of the Persian empire• Persian invasions of mainland Greece• revolts, defence and maintenance of the Persian empire• Greek invasions of the Persian empire• Macedonian invasion and overthrow of the Persian empire


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4. the role of significant individuals and groups, their contributions and impactincluding:• Achaemenid dynasties — kings from Cyrus the Great to Darius III• Persian commanders — Mardonius, Datis• satraps — Tissaphernes, Pissuthnes• royal women and queen mothers • subjects of the Persian empire — Egypt, Babylonia, the Jews• the Greeks, the Macedonians — Philip II, Alexander the Great


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Option I: Greece: The Development of the Greek World 800–500 BC

Principal Focus: through investigating the archaeological and written evidence ofThe Development of the Greek World 800–500 BC , students learn about keypolitical and military developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of the Greek world• overview of Dark Age political, economic and social structures

2. significant political events, developments and issues including:• key terms and concepts • emergence of Greek city states • emergence of pan-hellenic sites — Delphi, Olympia• technological innovation — coinage, writing• causes, course, nature and consequences of colonisation • causes, nature and consequences of tyrannies • development of the polis in Sparta • origins, nature and functions of the Peloponnesian League and Spartan

foreign policy • development of the polis and the constitution (politaia) in Athens• reform programs of Solon and Cleisthenes• Athenian foreign policy

3. significant military events and issues including:• military changes and development of hoplite warfare

4. the role of significant individuals and groups, their contributions and impactincluding:• tyrants — Cypselids, Cleisthenes of Sikyon, Peisistratids • lawgivers — Lycurgus, Drako, Solon, Cleisthenes of Athens • prominent aristocrats — Alkmeonids, Philiads • Cleomenes I • hoplites• the Athenian demos



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Option J: Greece: The Greek World 500 – 440 BC

Principal Focus: through investigating the archaeological and written evidence ofThe Greek World 500 – 440 BC , students learn about key political and militarydevelopments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of the Greek world • overview of the Persian empire

2. significant political events, developments and issues including:• key terms and concepts• origins, organisation, activities and management of the ‘Delian League’• transformation of the ‘Delian League’ into the Athenian empire • development and nature of Athenian democracy• nature, composition and activities of the Peloponnesian League

3. significant military events and issues including:• causes, course and consequences of the Persian Wars • development of naval power• campaigns against Persia and revolts in the ‘Delian League’• causes, course and consequences of the First Peloponnesian War.

4. the role of significant individuals and groups, their contributions and impactincluding:• Athenian leaders — Miltiades, Themistocles, Ephialtes, Cimon, Aristides• Persian leaders — Darius, Mardonius • Spartan leaders — Leonidas, Pausanias the Regent• hoplites, thetes• Athenian allies and Peloponnesian allies


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Option K: Greece: The Greek World 446 – 399 BC

Principal Focus: through investigating the archaeological and written evidence ofThe Greek World 446 – 399 BC , students learn about key political and militarydevelopments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of the Greek world • structure of Athenian and Spartan governments • overview of the Athenian empire and the Peloponnesian League• First Peloponnesian War

2. significant political events, developments and issues including:• key terms and concepts• functioning of radical Athenian democracy in peace and war • popularity of the Athenian empire and behaviour of the allies during the war • challenges to Athenian democracy — oligarchic revolutions• impact of the war on domestic politics in Athens and Sparta • impact of the Spartan victory on the Greek world

3. significant military events and issues including:• causes, course, nature and consequences of the Great Peloponnesian War

431–404 BC • Thucydides’ account of the Peloponnesian War • importance of naval power and the role of Persia

4. the role of significant individuals and groups, their contributions and impactincluding:• Athenian leaders — Pericles, Cleon, Alcibiades, Demosthenes• Persian leaders — Tissaphernes, Cyrus • Spartan leaders — Archidamus, Brasidas, Gylippus, Lysander• role of Athenian and Peloponnesian allies



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Option L: Greece: Fourth Century Greece to the death of Alexander the Great

Principal Focus: through investigating the archaeological and written evidence ofFourth Century Greece to the death of Alexander the Great , students learnabout key political and military developments and forces that shaped the historicalperiod.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of the Greek and Near Eastern world • overview of the consequences of the Peloponnesian War 431–404 BC

2. significant political events, developments and issues including:• key terms and concepts• Spartan hegemony and its impact• the ‘King’s Peace’• formation of the Second Athenian Confederacy • Theban hegemony • rise of Philip of Macedon and Macedonian hegemony over Greece • accession of Alexander the Great and reassertion of hegemony over

Greece • Alexander’s conquest, acquisition and management of empire • death of Alexander and collapse of his empire

3. significant military events and issues including:• causes, course, nature and consequence of major wars — Corinthian War,

Sacred Wars, war between Thebes and Sparta• changes in Greek warfare • Philip’s reforms of the Macedonian army • Philip’s conquest of Greece • Alexander’s conquests • military mutinies

4. the role of significant individuals and groups, their contributions and impactincluding:• Athenian leaders — Demosthenes • non-Hellenic leaders — Darius III, King Poros • Spartan leaders — Lysander, Agesilaus • Theban leaders — Epaminondas, Pelopidas• Macedonians — Philip, Olympias, Parmenio • Macedonian officer corps and army


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Option M: Greece: The Hellenistic Period from the death of Alexander theGreat to Cleopatra VII

Principal Focus: through investigating the archaeological and written evidence ofThe Hellenistic Period from the death of Alexander the Great to Cleopatra VII ,students learn about key political and military developments and forces that shapedthe historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography, topography and resources of the Hellenistic and Roman worlds

2. significant political events, developments and issues including:• key terms and concepts • aftermath and consequences of Alexander’s death • formation of alliances in Greece and Macedonia — Aetolian League,

Achaean League, Corinthian League • the Seleucids — expansion and administration of kingdom; foreign relations• Ptolemaic Egypt — expansion and administration of kingdom; foreign

relations• significance of Alexandria• significant economic policies and developments in Hellenistic kingdoms —

trade, taxation• foundation of cities• conquest by Rome

3. significant military events and issues including:• succession wars after the death of Alexander • Maccabees’ Revolt • wars against Rome

4. the role of significant individuals and groups, their contributions and impactincluding:• dynasties — Antigonid, Seleucid, Ptolemaic, Attalids • Perseus, Maccabees, Mithradates of Pontus



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Option N: Rome: Rome’s Wars of Expansion 264 – 133 BC

Principal Focus: through investigating the archaeological and written evidence ofRome’s Wars of Expansion 264 – 133 BC , students learn about key political andmilitary developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography and topography of Italy and the Mediterranean world • overview of the foundation and early history of Rome to 264 BC • overview of the Roman constitution and Roman values • overview of early Roman economy and society

2. significant political events, developments and issues including:• key terms and concepts• impact of wars of expansion on Roman politics, economy and society —

Hellenism • establishment, management, organisation and problems of empire • taxation and tribute • role of the Senate and political alliances • establishment of the extortion court and changes to the magistracies

3. significant military events and issues including:• causes, course, nature and consequences of the Punic Wars • causes, course and consequences of wars of expansion against Macedon,

Aetolian League, Seleucia, Rhodes; wars in Spain • important changes in Roman naval and military warfare• military recruitment

4. the role of significant individuals and groups, their contributions and impactincluding:• Roman leaders — Fabius Maximus, Flamininus, Scipio Aemilianus, Cato

the Elder• Punic leaders — Hannibal and the Barcid dynasty • Macedonian and Greek leaders — Pyrrhus, Philip V, Antiochus III, Polybius• nobiles, New Men


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Option O: Rome: Political Revolution in Rome 133 – 78 BC

Principal Focus: through investigating the archaeological and written evidence ofPolitical Revolution in Rome 133 – 78 BC , students learn about key political andmilitary developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography and topography of the Roman world • layout of the city of Rome • overview of early Roman history to 133 BC • overview of the Roman constitution and Roman values • overview of Roman economy and society

2. significant political events, developments and issues including:• key terms and concepts• political, social and economic impact of the growth of empire• agricultural changes, slavery and land reform• use of the tribunate • role of and challenges to the Senate • role of violence• role of the Equites• role of the dictatorship and constitutional and legal reforms

3. significant military events and issues including:• army recruitment and reforms • provincial commands and the use of the army for political purposes• problems caused by German/Celtic invasions • causes and consequences of the Jugurthine Wars • causes and consequences of the Social War • political repercussions of the Mithradatic Wars • Civil War between Marius and Sulla

4. the role of significant individuals and groups, their contributions and impactincluding:• Roman leaders — the Gracchi, Marius and Sulla • foreign leaders — Jugurtha, Mithradates • radical tribunes — Saturninus, Livius Drusus• nobiles, Equites, Optimates, Populares, socii (allies), client armies



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Option P: Rome: The Fall of the Roman Republic 78 – 28 BC

Principal Focus: through investigating the archaeological and written evidence ofThe Fall of the Roman Republic 78 – 28 BC , students learn about key politicaland military developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography and topography of the Roman world • layout of the city of Rome • overview of earlier Roman history and the problems facing Rome • overview of the Roman constitution and Roman values• overview of Roman economy and society

2. significant political events, developments and issues including:• key terms and concepts • legacy of the Marian-Sullan conflict• role of the Senate • the political repercussions of the defence, expansion and administration of

empire• rise of powerful generals — Pompey, Caesar, Crassus• political alliances; political competition and urban violence• formation and breakdown of the ‘First Triumvirate’• formation and breakdown of the Second Triumvirate• reform programs — Caesar’s reforms

3. significant military events and issues including:• role of the army and its use for political purposes • Mithradatic wars • Spartacus’ revolt • the campaigns against the pirates • causes and consequences of Gallic wars • causes, course and consequences of civil wars • Parthian and Armenian wars

4. the role of significant individuals and groups, their contributions and impactincluding:• Roman leaders — Crassus, Pompey, Cicero, Julius Caesar, Mark Antony,

Brutus, Octavian • Roman women — Servilia, Fulvia, Octavia • non-Roman leaders — Mithradates, Vercingetorix, Cleopatra VII • Populares, Optimates, Equites, clients, urban mob, veterans, the army


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Option Q: Rome: Augustus and the Julio-Claudians

Principal Focus: through investigating the archaeological and written evidence ofAugustus and the Julio-Claudians , students learn about key political and militarydevelopments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography and topography of the Roman world • layout of the city of Rome • overview of the Roman constitution and Roman values• overview of the problems facing Rome

2. significant political events, developments and issues including:• key terms and concepts • the legacy of the Republican civil wars• constitutional development of the position and powers of the princeps• role and the responsibilities of the Senate • reform programs and policies• imperial building programs and the image of the princeps• expansion, consolidation and administration of the empire • treason trials • development of the imperial bureaucracy • problems of succession

3. significant military events and issues including:• campaigns against the Germans, provincial revolts and frontier wars• military reforms• conquest of Britain• use of the Praetorian Guard and army for political purposes• the evidence of Tacitus

4. the role of significant individuals and groups, their contributions and impactincluding:• Augustus and the Julio-Claudian rulers • prominent women — Livia, Julia, Messalina • prominent Romans — Agrippa, Maecenas, Seneca, Sejanus • freedmen, Praetorian Guard, the army, the Senate• foreign leaders



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Option R: Rome: The Roman Empire AD 68 – 235

Principal Focus: through investigating the archaeological and written evidence ofThe Roman Empire AD 68 – 235 , students learn about key political and militarydevelopments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography and topography of the Roman world • historical overview of the principate, the army, economy and society

2. significant political events, developments and issues including:• key terms and concepts• political instability — AD 68–70, AD 193–197• constitutional, ideological and political development of the principate• development of the imperial cult• principles of succession — dynastic versus ‘best man’• emperors and senators — treason trials and good relations• programs and policies — administrative, municipal, legal, financial• Rome and the provinces — Romanisation and the spread of Roman

citizenship• imperial building programs in Rome, Italy and the provinces

3. significant military events and issues including:• civil wars — AD 68–70, AD 193–197• foreign wars — German tribes, Dacians, Parthians • the Roman Peace• internal revolts — Gaul, Judaea• changing foreign policy — expansionary imperialism versus preclusive

defence• Roman policy in Britain from Agricola to the Severans• changes in the army• use of praetorians and army for political purposes

4. the role of significant individuals and groups, their contributions and impactincluding:• Roman emperors AD 68–235• rebel and foreign leaders• imperial women — Plotina, Julia Domna, Julia Mammaea• bureaucrats, praetorians and their prefects, soldiers, senators, Equites


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Option S: Rome: The Later Roman Empire AD 235 — 410

Principal Focus: through investigating the archaeological and written evidence ofThe Later Roman Empire AD 235 — 410 , students learn about key political andmilitary developments and forces that shaped the historical period.



1. non-examinable historical background information related to the geographiccontext and relevant social, political, military and economic contexts including:• geography and topography of the Roman world • overview of Rome and the Empire to AD 235 • overview of the army, economy and society in the Middle Empire

2. significant political events, developments and issues including:• key terms and concepts • causes, course, nature and consequences of the Third Century Crisis • accession, reforms and policies of Diocletian and the Tetrarchy • breakdown of the Tetrarchy and accession of Constantine • Constantine’s continuation of Diocletianic administrative provincial and

municipal reforms • Christianisation of the empire• imperial building programs in Rome and the provinces • changing place of the cities in the empire• pagan responses to the Christianisation of the Empire — Julian’s accession• policies of the Valentinian and Theodosian dynasties • division of the Empire into East and West

3. significant military events and issues including:• internal revolts and usurpations — Gaul, Palmyra, Britain• militarisation of the empire• changes in composition, distribution and strategic use of the Roman army • Rome and Sassanid Persia• Rome and the Germans• the Battle of Hadrianople• the Sack of Rome


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4. the role of significant individuals and groups, their contributions and impactincluding:• the Roman emperors AD 235 – AD410 • rebel and foreign leaders• prominent women — Helena, Justina• bureaucrats, aristocrats, general, Christian Church and bishops


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10 Course Requirements

For the Preliminary course:• 120 indicative hours are required to complete the course.

For the HSC course:• the Preliminary course is a prerequisite• 120 indicative hours are required to complete the course.


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11 Post-school Opportunities

The study of Ancient History provides students with knowledge, understanding andskills that form a valuable foundation for a range of courses at university and othertertiary institutions.

In addition, the study of Ancient History assists students to prepare for employmentand full and active participation as citizens. In particular, there are opportunities forstudents to gain recognition in vocational education and training. Teachers andstudents should be aware of these opportunities.

Recognition of Student Achievement in Vocational Education andTraining (VET)

Wherever appropriate, the skills and knowledge acquired by students in their studyof HSC courses should be recognised by industry and training organisations.Recognition of student achievement means that students who have satisfactorilycompleted HSC courses will not be required to repeat their learning in courses inTAFE NSW or other Registered Training Organisations (RTOs).

Registered Training Organisations, such as TAFE NSW, provide industry training andissue qualifications within the Australian Qualifications Framework (AQF).

The degree of recognition available to students in each subject is based on thesimilarity of outcomes between HSC courses and industry training packagesendorsed within the AQF. Training packages are documents that link an industry’scompetency standards to AQF qualifications. More information about industrytraining packages can be found on the National Training Information Service (NTIS)website (www.ntis.gov.au).

Recognition by TAFE NSW

TAFE NSW conducts courses in a wide range of industry areas, as outlined eachyear in the TAFE NSW Handbook. Under current arrangements, the recognitionavailable to students of Ancient History in relevant courses conducted by TAFE isdescribed in the HSC/TAFE Credit Transfer Guide. This guide is produced by theBoard of Studies and TAFE NSW and is distributed annually to all schools andcolleges. Teachers should refer to this guide and be aware of the recognitionavailable to their students through the study of Ancient History. This information canbe found on the TAFE NSW website (www.tafensw.edu.au/mchoice).

Recognition by other Registered Training Organisations

Students may also negotiate recognition into a training package qualification withanother Registered Training Organisation. Each student will need to provide the RTOwith evidence of satisfactory achievement in Ancient History so that the degree ofrecognition available can be determined.

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12 Assessment and Reporting

12.1 Requirements and Advice

The information in this section of the syllabus relates to the Board of Studies’requirements for assessing and reporting achievement in the Preliminary and HSCcourses for the Higher School Certificate.

Assessment is the process of gathering information and making judgements aboutstudent achievement for a variety of purposes.

In the Preliminary and HSC courses those purposes include:• assisting student learning • evaluating and improving teaching and learning programs • providing evidence of satisfactory achievement and completion in the

Preliminary course • providing the Higher School Certificate results.

Reporting refers to the Higher School Certificate documents received by studentsthat are used by the Board to report both the internal and external measures ofachievement.

NSW Higher School Certificate results will be based on:

• an assessment mark submitted by the school and produced in accordancewith the Board’s requirements for the internal assessment program

• an examination mark derived from the HSC external examinations.

Results will be reported using a course report containing a performance scale withbands describing standards of achievement in the course.

The use of both internal assessment and external examinations of studentachievement allows measurements and observations to be made at several pointsand in different ways throughout the HSC course. Taken together, the externalexaminations and internal assessment marks provide a valid and reliableassessment of the achievement of the knowledge, understanding and skillsdescribed for each course.

Standards Referencing and the HSC Examination

The Board of Studies will adopt a standards-referenced approach to assessing andreporting student achievement in the Higher School Certificate examination.

The standards in the HSC are:• the knowledge, skills and understanding expected to be learned by students –

the syllabus standards• the levels of achievement of the knowledge, skills and understanding – the

performance standards.

Both syllabus standards and performance standards are based on the aims,objectives, outcomes and content of a course. Together they specify what is to belearnt and how well it is to be achieved.

Teacher understanding of standards comes from the set of aims, objectives,outcomes and content in each syllabus together with:– the performance descriptions that summarise the different levels of performance

of the course outcomes.– HSC examination papers and marking guidelines – samples of students’ achievement on assessment and examination tasks.

12.2 Internal Assessment

The internal assessment mark submitted by the school will provide a summation ofeach student’s achievements measured at points throughout the course. It shouldreflect the rank order of students and relative differences between students’achievements.

Internal assessment provides a measure of a student’s achievement based on awider range of syllabus content and outcomes than may be covered by the externalexamination alone.

The assessment components, weightings and task requirements to be applied tointernal assessment are identified on page 117. They ensure a common focus forinternal assessment in the course across schools, while allowing for flexibility in thedesign of tasks. A variety of tasks should be used to give students the opportunity todemonstrate outcomes in different ways and to improve the validity and reliability ofthe assessment.

12.3 External Examinations

In Ancient History Stage 6 the external examination is a written paper for externalmarking. The specifications for the examination in Ancient History Stage 6 are onpage 119.

The external examination provides a measure of student achievement in a range ofsyllabus outcomes that can be reliably measured in an examination setting.

The external examination and its marking and reporting will relate to syllabusstandards by• providing clear links to syllabus outcomes• enabling students to demonstrate the levels of achievement outlined in the

course performance scale• applying marking guidelines based on established criteria.

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12.4 Board Requirements for the Internal Assessment Mark InBoard Developed Courses

For each course the Board requires schools to submit an assessment mark for eachcandidate.

The collection of information for the HSC internal assessment mark must not beginprior to the completion of the Preliminary course.

The Board requires that the assessment tasks used to determine the internalassessment mark must comply with the components, weightings and areas ofassessment specified in the table on page 117.

Schools are required to develop an internal assessment program that:

• specifies the various assessment tasks and the weightings allocated to eachtask

• provides a schedule of the tasks designed for the whole course.

The school must also develop and implement procedures to:

• inform students in writing of the assessment requirements for each coursebefore the commencement of the HSC course

• ensure that students are given adequate written notice of the nature and timingof assessment tasks

• provide meaningful feedback on students’ performance in all assessment tasks

• maintain records of marks awarded to each student for all assessment tasks

• address issues relating to illness, misadventure and malpractice in assessmenttasks

• address issues relating to late submission and non-completion of assessmenttasks

• advise students in writing if they are not meeting the assessment requirementsin a course and indicate what is necessary to enable the students to satisfy therequirements

• inform students about their entitlements to school reviews and appeals to theBoard

• conduct school reviews of assessments when requested by students

• ensure that students are aware that they can collect their Rank Order Advice atthe end of the external examinations at their school.


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12.5 Assessment Components, Weightings and Tasks

Preliminary Course

The suggested components, weightings and tasks for the Preliminary course are setout below.

Component Weighting Areas of AssessmentPart I(a) History, Archaeology 20 Assessment should

and Science: include:Investigating the Past group work

(b) Case Studies 20 researchoral presentation

Part II 60 source analysisStudies of Ancient examination/test itemsSocieties

Marks 100

There should be a balance between the assessment of knowledge andunderstanding outcomes, skills outcomes and course content.

HSC Course

The internal assessment mark for Ancient History Stage 6 is to be based on theHSC course only. Final assessment should be based on a range and balance ofassessment instruments.

Component Weighting Areas of AssessmentPersonalities in Their Times 25Ancient Societies 25 Assessment shouldHistorical Periods 25 include:One other Ancient Society or 25 oral 10Historical Period research 25

source analysis 25examination/test items 40

Marks 100

There should be a balance between the assessment of knowledge andunderstanding outcomes, skills outcomes and course content.

In designing an assessment program that maintains the weightings of each coursecomponent the following distribution of areas of assessment should be observed:

examination/test items – 40%

non-examination/test items — 60%, comprising:• Oral – 10%• Research – 25%• Source Analysis – 25%.

Teachers can use their discretion in determining the manner in which they allocatetasks within course components. It is suggested that 3–5 tasks are sufficient toassess the HSC course outcomes.

Guidelines for Areas of Assessment

The following guidelines may be useful for teachers in explaining each of the areasof assessment. It should be noted that these areas of assessment do notnecessarily have to be discrete tasks. A single task may encompass more than onearea of assessment, for example, an oral presentation may be based on a sourceanalysis or the presentation of research may be in oral form.

Source analysis: The process of source analysis involves:• comprehending sources• locating detail in sources• comparing sources• evaluating the information provided by sources by examining

the purpose of the source, the author’s motive, the audienceand the reliability of the source.

Students may be required to make written presentations basedon the analysis of sources.

Research: The process of research involves:• formulating or answering questions on a topic• locating and organising information from a variety of sources

(written, audiovisual, multimedia)• evaluating the information and sources• evaluating the methods used to obtain information• organising and presenting information in appropriate,

coherent and logical forms.

For this area of assessment all aspects of research should beassessed. Teachers may wish to monitor students’ work byallocating marks on work in progress.

Students’ research may be submitted solely in written form orstudents may be required to make a formal oral presentation onsome aspect of the task.

Oral: For this area of assessment students are required to make aformal oral presentation that they prepare in advance.


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12.6 HSC External Examination Specifications

Time allowed: 3 hours

The written paper is divided into 4 parts.

Section I Personalities in Their Times (25 marks)

• There will be TWELVE questions, ONE for each personality.• Candidates must attempt one question.• All questions will be of equal value.• Each question will require an extended response.• Each question will be structured in three parts.

Section II Ancient Societies (25 marks)

• There will be THIRTEEN questions, ONE for each ancient society.• Candidates must attempt ONE question.• All questions will be of equal value.• Each question will consist of five short-answer questions.

Section III Historical Periods (25 marks)

• There will be NINETEEN questions, ONE for each historical period.• Each question will offer an internal choice of TWO .• Candidates must attempt ONE question.• All questions will be of equal value.• Each question will require an extended response.

Section IV An Additional Ancient Society (25 marks)or Historical Period

• There will be THIRTY-TWO questions, ONE for each historical period and eachancient society.

• Each question will offer an internal choice of TWO.• Candidates must attempt ONE question corresponding to the additional

historical period or ancient society undertaken in the course.• All questions will be of equal value.• Each question will require an extended response.

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12.7 Summary of Internal and External Assessment

Internal Assessment Weighting External Examination Weighting

A written examinationconsisting of foursections:

Personalities in Their 25 Personalities in Their 25Times Times

• structured extendedresponse

Ancient Societies 25 Ancient Societies 25• five short answer

questions

Historical Periods 25 Historical Periods 25• extended response

question

One other Ancient 25 One other Ancient 25Society or Historical Society or HistoricalPeriod Period

• extended responseIn designing an questionassessment programthat maintains theweightings of eachcourse component thefollowing distribution ofareas of assessmentshould be observed:Oral presentation 10Research 25Source analysis 25Examination/test items 40

100 100


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12.8 Reporting Student Performance Against Standards

Student performance in an HSC course will be reported against standards on acourse report. The course report contains a performance scale for the coursedescribing levels (bands) of achievement, an HSC examination mark and theinternal assessment mark. It will also show, graphically, the statewide distribution ofexamination marks of all students in the course.

Each band on the performance scale (except for band 1), includes descriptions thatsummarise the attainments typically demonstrated in that band.

The distribution of marks will be determined by students’ performances against thestandards and not scaled to a predetermined pattern of marks.

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13 Glossary

areas of study define the specific aspects to be studied within each topic, egsignificant political events, developments and issues; militaryevents and issues.

chronology the arrangement of events and dates according to theiroccurrence in a linear sequence of time.

content the substance or subject matter to be studied by students inStage 6 Ancient History, eg ‘Overview of significant events fromDynasty I to the death of Pepy II’. Knowledge andunderstanding, skills and values and attitudes are to beintegrated into the syllabus content.

core study the compulsory study undertaken by all students in Stage 6, bywhich Higher School Certificate performance scales aremeasured. In the case of Ancient History, Part I, Personalitiesin their Times, has been designated as the Core Study.

empathy an understanding of events, beliefs, values and attitudes fromthe perspective of others.

evidence the information that tends to prove or disprove a conclusion. Itcan be used to establish the fact or point in question.

historiography the study of how history is constructed. It involves the criticalanalysis and evaluation of the reliability of evidence, as well asthe way history has been written in the past.

interpretation a way of understanding and explaining what has happened inthe past. The discipline of History acknowledges that there isoften more than one view of what has happened in the past.

perspective a point of view or standpoint from which historical events,problems and issues can be analysed, eg a genderperspective (either masculine or feminine) on the past.

principal focus a broad description of the subject matter to be studied in Stage6 Ancient History, eg ‘Through a study of an AncientPersonality, students will gain an understanding of thepersonality in the context of their time’.


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primary source anything archaeological or written which comes from the sametime as the person or event being studied. If it is an artefact, itis an object that was made or constructed in the period beingstudied. If it is a written source, it is something that was writtenor reported by a person in the time being studied.

source anything that has survived from the past. It can be eitherwritten or archaeological. The source is the raw material thatthe historian uses to ask questions of the past. A sourceshould not be confused with ‘evidence’ (see above); it does notbecome evidence until it is used.

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Documents

99224 Anct Hist Syllabus - ARC– further education and training ... understanding of the similarities and differences between the various societies of the ... relation to study of