This syllabus is current as of March 2002.
The Office of the Board of Studies NSW
website may have a more current version
available to download.
www.boardofstudies.nsw.edu.au
Ancient History
Stage 6
Syllabus
The Board of Studies owns the copyright on all syllabuses. Schools may reproduce
this 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 any
reproductions. Students may copy reasonable portions of the syllabus for the
purpose of research or study. Any other use of this syllabus must be referred to the
Copyright 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 by
Board of Studies NSW
GPO Box 5300
Sydney NSW 2001
Australia
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
8
9
7.1
Table of Objectives and Outcomes ..........................................................12
7.2
Key Competencies ...................................................................................15
Content: Ancient History Stage 6 Preliminary Course......................................17
8.1
Part I – Introduction..................................................................................18
8.2
Part II – Studies of Ancient Societies ......................................................28
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 Board
Developed 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
Ancient History Stage 6 Syllabus
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 complete
secondary education;
•
foster the intellectual, social and moral development of students, in particular
developing 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 foster
students’ physical and spiritual development.
5
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 make
the present more intelligible. A study of the past is invaluable, for to be unaware of
history is to be ignorant of those forces that have shaped our social and physical
worlds. Through the study of ancient history, students learn both about the interaction
of societies and the impact of individuals and groups on ancient events and ways of
life. The study of ancient history gives students an understanding of the possibilities
and limitations of comparing past to present and present to past by exposing them to
a variety of perspectives on key events and issues. It also gives them opportunities to
develop their own perspectives on the origins and influence of ideas, values and
behaviours that are still relevant in the modern world.
Ancient History Stage 6 has a unique role in the school curriculum because it allows
students to study and analyse past societies with a detachment conferred by the
perspective 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 an
informed and coherent view of the past. Because the amount of surviving evidence
is relatively small, students are able to consider it in its entirety and thus weigh their
own interpretations alongside those found in published secondary works, while
noting how to deal with gaps in the evidence. In addition, it introduces students to
scientific methods used in the historian’s investigation of archaeological evidence.
Students study ancient history because it provides them with opportunities to satisfy
their fascination and interest in the stories of the past and the mysteries of human
behaviour. It allows them to develop and apply the research skills and
methodologies of the historian and archaeologist. It equips students to critically
question and interpret written and archaeological sources for the evidence they
provide about the ancient world.
Through the study of ancient history, students develop knowledge and
understanding of the similarities and differences between the various societies of the
ancient past and of the factors affecting change and continuity in human affairs.
A study of ancient history contributes to students’ education, introducing them to a
wide range of religious beliefs and customs, ideologies and other cultures. This
broad knowledge encourages them to develop an appreciation and tolerance for
different views and makes them aware of how these views contribute to individual
and group actions.
The study of ancient history raises significant contemporary ethical issues
associated with present and future ownership, administration and presentation of the
cultural past. It empowers students with knowledge, understanding, skills, values
and attitudes that are useful for their lifelong learning.
6
Ancient History Stage 6 Syllabus
The skills, knowledge and understanding that students acquire through studying
Ancient History Stage 6 make it a good introduction to the world of work and
informed citizenship. This is because Ancient History Stage 6 teaches a critical and
intelligent reading of events and documents, as well as the effective and fluent
communication of narrative, detail, ideas and judgements.
7
Ancient History Stage 6 Syllabus
3
Continuum of Learning for Ancient History Stage 6
Students
HSIE K–6
Change and Continuity
Cultures
History Stage 4
Mandatory World
History
History Stage 5
Mandatory Australian
History
Elective History
Other Stage 4/5
Subjects
Ancient History
Stage 6
Other Stage 4/5
Subjects
Modern History
Stage 6
Extension History Stage 6
Workplace / University / TAFE / Other
Stage 4 History (Mandatory) students are required to undertake an introductory unit
about the purpose and nature of historical study and learn about how historians
investigate and record the past, and about heritage and conservation issues in
relation to study of the past. In Stage 4, all students are required to study at least
one ancient society.
Stage 5 History (Mandatory) focuses on twentieth century Australian history.
Students continue to develop the skills of historical inquiry through this study. An
understanding of the Stages 4–5 History (Mandatory) material is the assumed
knowledge of ancient history students.
8
Ancient History Stage 6 Syllabus
4
Aim
The study of Ancient History enables students to acquire knowledge and
understanding, historical skills, and values and attitudes essential to an appreciation
of the ancient world; to develop a lifelong interest and enthusiasm for the subject;
and to prepare students for informed and active citizenship in the contemporary
world.
5
Objectives
Through the study of Ancient History students will develop
knowledge and understanding about:
1.
2.
3.
4.
people and events in the context of their time
change and continuity over time
key historical terms, themes and concepts
significant historiographical issues
skills to:
5.
6.
undertake historical enquiries
communicate using appropriate historical text types
and values and attitudes about:
7.
8.
9.
10.
the
the
the
the
diversity and complexity of ancient societies
influence of the ancient past on the present and the future
value of Ancient History for personal growth and lifelong learning
conservation of the past.
9
Ancient History Stage 6 Syllabus
6
Course Structure
The Preliminary Course (120 indicative hours)
The Preliminary course is structured to provide students with opportunities to
investigate past people, groups, events, institutions, societies and historical sites
from the evidence available, by applying the methods used by historians and
archaeologists. 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 least
TWO of the following areas:
•
Egypt
•
Near East
•
Greece
•
Rome.
The HSC Course (120 indicative hours)
The course comprises a study of:
Part
Part
Part
Part
I:
II:
III:
IV:
ONE Personality in Their Time
ONE Ancient Society
ONE Historical Period
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.
10
Ancient History Stage 6 Syllabus
Preliminary Course
(120 indicative hours)
HSC Course
(120 indicative hours)
Part I: Introduction
Part I: Personalities in Their Times
One personality to be
studied.
(a) History, Archaeology and
Science: Investigating the
Past — 20%
(b) Case Studies — 20%.
25%
Part II: Ancient Societies
One ancient society to be
studied.
At least ONE case study
should be undertaken. A
range of possible case
studies is provided in
Section 8.1.
25%
Part III: Historical Periods
One historical period to be
studied.
Part II: Ancient Societies
At least TWO Ancient
Societies should be
undertaken from at least
TWO of the following areas:
• Egypt
• Near East
• Greece
• Rome.
25%
Part IV: An additional Ancient
Society or Historical Period
EITHER one other ancient
society to be studied from
Part II OR one other
historical period to be studied
from Part III.
A range of possible ancient
societies is provided in
section 8.2.
25%
60%
The HSC course requires
study from at least TWO of
the following areas:
• Egypt
• Near East
• Greece
• Rome.
11
Ancient History Stage 6 Syllabus
7
Objectives and Outcomes
7.1
Table of Objectives and Outcomes
Objectives
Preliminary Course Outcomes HSC Course Outcomes
A student develops A student:
knowledge and
understanding
about:
A student:
1. people and
events in the
context of their
time
P1.1 identifies and analyses the
contribution of key
people, groups,
events, institutions, societies
and historical sites
H1.1 describes and assesses
the significance of key
people, events, institutions
and forces
H1.2 describes and analyses
political, military, religious,
social, cultural and
economic features of
ancient societies
2. change and
continuity over
time
P2.1 identifies factors that
contribute to change and
continuity in the ancient
world
P2.2 describes the significance
of factors affecting change
and continuity
H2.1 identifies factors that
contribute to change and
continuity in the ancient
world
H2.2 evaluates the relative
significance of factors
affecting change and
continuity
3. key historical
terms, themes
and concepts
P3.1 uses key historical terms
and concepts appropriately
to answer historical
questions
H3.1 uses historical terms and
concepts appropriately to
answer historical
questions
4. significant
historiographical
issues
P4.1 identifies different types of
evidence of the ancient
past and explains the
implications of the problems
of evidence for
reconstructing the past
P4.2 identifies different
interpretations of the past
P4.3 makes deductions from a
variety of sources and
assesses their usefulness
P4.4 discusses different
perspectives on ownership
and custodianship of the
past
H4.1 identifies different
perspectives about
individuals, groups, events
and issues
H4.2 evaluates different ancient
and modern sources, what
they reveal about
significant historical issues
and how they contribute to
our understanding of the
past
12
Ancient History Stage 6 Syllabus
Objectives
Preliminary Course Outcomes HSC Course Outcomes
A student develops A student:
skills to:
5. undertake
P5.1 selects and organises
historical
relevant historical and
enquiries
archaeological information
from a variety of sources
and evaluates the
information and sources for
their usefulness, validity
and bias
P5.2 plans a historical
investigation, analyses and
synthesises historical and
archaeological information
from a variety of
perspectives and sources
and presents the findings of
the investigation
6. communicate
P6.1 communicates through
using
well-structured texts to
appropriate
explain, argue, discuss,
historical text
analyse and evaluate
types
historical information, ideas
and issues using
appropriate written, oral
and graphic forms
P6.2 negotiates in groups to
allocate tasks, establish
roles, procedures and
evaluation strategies to
achieve appropriate goals
in set deadlines in order to
develop and complete
historical investigations
13
A student:
H5.1 selects and organises
relevant historical and
archaeological information
from a variety of sources
and evaluates the
information and sources for
their usefulness, validity
and bias
H5.2 plans a historical
investigation, analyses and
synthesises historical and
archaeological information
from a variety of
perspectives and sources
and presents the findings
of the investigation
H6.1 communicates through
well-structured texts to
explain, argue, discuss,
analyse and evaluate
historical information, ideas
and issues using
appropriate written, oral
and graphic forms
H6.2 uses planning and review
strategies to effectively
manage the competing
demands of complex tasks,
making effective use of
time and resources
Ancient History Stage 6 Syllabus
Values and Attitudes
Values and attitudes are inherent in the subject matter of Ancient History and the
skills that are developed. They result from learning experiences and reflection.
Students need to develop values and attitudes that promote a democratic and just
society.
Values and Attitudes
Objectives
Outcomes
A student develops
values and attitudes
about:
A student:
7. the diversity and
complexity of
ancient societies
• values the complexity and variety of human experiences as
reflected in the history of the ancient world
• respects different viewpoints, ways of living, belief
systems and languages
8. the influence of the
ancient past on the
present and the
future
• appreciates the ways the past can inform the present and
the future
• appreciates the impact of the ancient world on current
lifestyles, issues, beliefs and institutions
• develops tolerant and informed attitudes about the
contemporary world
• is able to participate in society in an informed way as an
individual or as a member of groups
9. the value of
Ancient History for
personal growth
and lifelong
learning
• develops an interest in history for lifelong learning
10. the conservation of
the past
• develops a sense of responsibility to conserve the past
14
Ancient History Stage 6 Syllabus
7.2
Key Competencies
Ancient History provides a powerful context within which to develop general
competencies considered essential for the acquisition of effective, higher-order
thinking skills necessary for further education, work and everyday life.
Key competencies are embedded in the Ancient History Stage 6 Syllabus to
enhance student learning. The key competencies of collecting, analysing and
organising information and communicating ideas and information reflect core
processes of historical inquiry and are explicit in the objectives and outcomes of the
syllabus. The other key competencies are developed through the methodologies of
the syllabus and through classroom pedagogy. Students work as individuals and as
members of groups to conduct historical investigations, and through this, the key
competencies planning and organising activities and working with others and
in teams are developed. When students construct timelines or analyse statistical
evidence, they are developing the key competency using mathematical ideas and
techniques. During investigations, students will need to use appropriate information
technologies and so develop the key competency using technology. Finally, the
exploration of issues and investigation of the nature of historical problems
contributes towards students’ development of the key competency solving
problems.
15
Ancient History Stage 6 Syllabus
8
Content: Ancient History Stage 6 Preliminary Course
The Preliminary course is structured to provide students with opportunities to
investigate past people, groups, events, institutions, societies and historical sites
through archaeological and written evidence by applying the methods used by
historians 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 Societies
At least TWO ancient societies should be studied from at least TWO of the
following 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 of
investigating the past. Case studies in the Preliminary course are intended to
provide 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, the
explanations 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 the
methods used by historians and archaeologists to investigate the past and develop
key understandings and competencies to underpin subsequent studies across
Stage 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 have
lived that way, and how and why their life circumstances changed. These studies
provide 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.
17
Ancient History Stage 6 Syllabus
8.1 Part I – Introduction
(a)
Investigating the Past: History, Archaeology and Science
Principal Focus: by drawing on a range of archaeological and written evidence
students learn about the methods used by historians and archaeologists to
investigate the past; the nature and role of sources and evidence in reconstructing
the past; ethical issues related to the discipline; the role of science in unlocking the
past.
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 world
P2.2 describes the significance of factors affecting change and continuity
P3.1 uses key historical terms and concepts appropriately to answer historical
questions
P4.1 identifies different types of evidence of the ancient past and explains the
implications of the problems of evidence for reconstructing the past
P4.2 identifies different interpretations of the past
P4.3 makes deductions from a variety of sources and assesses their usefulness
P4.4 discusses different perspectives on ownership and custodianship of the past
P5.1 selects and organises relevant historical and archaeological information from a
variety of sources and evaluates the information and sources for their
usefulness, validity and bias
P5.2 plans a historical investigation, analyses and synthesises historical and
archaeological information from a variety of perspectives and sources and
presents the findings of the investigation
P6.1 communicates through well-structured texts to explain, argue, discuss, analyse
and evaluate historical information, ideas and issues using appropriate written,
oral and graphic forms
P6.2 negotiates in groups to allocate tasks, establish roles, procedures and
evaluation strategies to achieve appropriate goals in set deadlines in order to
develop and complete historical investigations.
18
Ancient History Stage 6 Syllabus
Students learn to:
•
•
•
•
•
•
•
•
•
•
•
•
•
identify the contributions of written and archaeological evidence in reconstructing the past
apply the methodologies of the historian and archaeologist to understand the
contributions of key people, groups, events, institutions, societies, written
sources and sites of the past
ask appropriate historical questions and test hypotheses about the nature of the
sources, their reliability and usefulness and the problems posed by the evidence
in reconstructing the past
identify and explain the forensic techniques used to bring together a coherent
picture of a person, group, event, institution, society or site of the past
identify and discuss the problems of authenticity and the role of fakes and
forgeries 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 the
understanding of key people, groups, events, institutions and sites of the past.
19
Ancient History Stage 6 Syllabus
Students learn about:
1.
Methods of investigating the historic past
•
•
2.
The nature of sources and evidence
•
•
•
•
•
3.
Roles of history and archaeology in investigating the past; complementary
nature of both disciplines.
The unique methodologies of the historian and archaeologist; the
contribution of written and material remains in providing evidence of the
past.
Archaeological and written sources; how evidence is lost, preserved and
rediscovered.
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.
Reconstructing the past: the role of sources and evidence
•
•
•
•
•
•
•
•
•
Reconstructing the past using archaeological and written evidence; analysis
of sources for use as evidence; recognising the provisional nature of the
evidence.
Testing hypotheses using both types of evidence; complementary and
contradictory 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 recording
techniques.
Archaeological conservation and preservation — preservation techniques,
the role of science and disputation over ‘reconstruction of historic sites’.
Problems associated with reconstructing the past through archaeological
evidence — 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.
20
Ancient History Stage 6 Syllabus
4.
Current concerns relating to the ethics of the discipline
•
•
•
5.
Who owns the past? Who should administer the past? Who presents the
past?
Human remains — ethical issues involved in their analysis and uses.
Cultural property — ownership/custodianship.
The role of science in unlocking the past
•
•
•
Contributions of science/other disciplines to the analysis and reconstruction
of 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 as
evidence.
Dating of evidence.
21
Ancient History Stage 6 Syllabus
(b)
Case Studies
Principal Focus: through case studies, students explore the various ways
historians and archaeologists investigate, record and construct the past, the types of
questions they ask about the past, the issues they raise and the explanations they
give. Students are expected to question, analyse and interpret archaeological and
written sources, generate hypotheses and weigh up contemporary theories and
explanations on the basis of the available evidence.
Percentage of course time:
20%
The following are provided as possible case studies.
1
2
3
4
5
6
7
8
The Celts (in Europe)
Preserved human remains eg Ice Man, Bog People, Chilean Boy, Ice Maiden
The Entombed Warriors from Xian
Ur
Masada
Etruscan tombs
The Trojan War/Homer
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.
22
Ancient History Stage 6 Syllabus
Case Studies
A number of possible case studies are outlined on the following pages. Teachers
may 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 forensic
evidence 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.
23
Ancient History Stage 6 Syllabus
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, Qin
Shi Huangdi
•
mausoleum of the first Emperor of China — Mount Lishan, Xian; discovery of
terracotta warriors and horses; excavation and history of the tomb and the
extent of finds
•
construction of the Mausoleum — Imperial City, Inner Forbidden City and Outer
City, courts, waterways, burial chamber
•
construction of the burial pits of the terracotta warriors — method of
concealment, 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 the
construction of the mausoleum, military state, power of the Emperor
•
Qin dynasty’s decline on the death of Qin Shi Huangdi; brief reign of the Second
Generation Emperor.
Case Study 4: Ur
Students learn about:
•
•
•
•
•
•
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
24
Ancient History Stage 6 Syllabus
•
•
•
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.
25
Ancient History Stage 6 Syllabus
Case Study 6: Etruscan tombs
Students learn about:
•
•
•
•
•
•
•
•
•
•
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
Students learn about:
•
•
•
•
•
•
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
26
Ancient History Stage 6 Syllabus
•
•
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?
27
Ancient History Stage 6 Syllabus
8.2
Part II – Studies of Ancient Societies
Principal Focus: through studies of ancient societies, students learn to investigate
the social history of a people through an investigation of the remains of their material
culture and come to understand the key developments and forces that may have
shaped that society.
Percentage of course time:
60%
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 world
P2.2 describes the significance of factors affecting change and continuity
P3.1 uses key historical terms and concepts appropriately to answer historical
questions
P4.1 identifies different types of evidence of the ancient past and explains the
implications of the problems of evidence for reconstructing the past
P4.2 identifies different interpretations of the past
P4.3 makes deductions from a variety of sources and assesses their usefulness
P4.4 discusses different perspectives on ownership and custodianship of the past
P5.1 selects and organises relevant historical and archaeological information from a
variety of sources and evaluates the information and sources for their
usefulness, validity and bias
P5.2 plans a historical investigation, analyses and synthesises historical and
archaeological information from a variety of perspectives and sources and
presents the findings of the investigation
P6.1 communicates through well-structured texts to explain, argue, discuss, analyse
and evaluate historical information, ideas and issues using appropriate written,
oral and graphic forms
P6.2 negotiates in groups to allocate tasks, establish roles, procedures and
evaluation strategies to achieve appropriate goals in set deadlines in order to
develop and complete historical investigations.
28
Ancient History Stage 6 Syllabus
At least TWO studies of Ancient Societies should be undertaken from at least TWO
of the following areas:
•
Egypt;
•
Near East;
•
Greece;
•
Rome.
The following are provided as possible studies of Ancient Societies:
1 Tutankhamun’s Tomb
2 Deir el-Medina
3 Nineveh and Persepolis
4 Thera/Santorini
5 Early Israel: Samuel I and II
6 Vergina
7 Greek Society in the Archaic Period
8 Greek Drama
9 Pompeii and Herculaneum
10 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 in
order to:
•
•
•
•
•
•
•
gather, select and organise information in relation to the geographical context, social
relationships, gender, economy, religion, death and burial, cultural life, people’s lives
and archaeological and historiographical issues of the ancient society
describe significant power, gender, social, economic and cultural relationships in
the ancient society
make deductions and draw conclusions about change and continuity in
significant power, gender, social, economic and cultural relationships in the
ancient society
weigh up the relative reliability of sources in relation to the significant power,
gender, social, economic, cultural, archaeological and historiographical issues of
the ancient society
examine the available evidence and note the gaps in the evidence and evaluate
the extent to which these affect the usefulness of information
assess a range of views or interpretations about the ancient society from
ancient and modern sources and consider why these views might differ
construct coherent oral and written texts to explain and discuss significant
power, gender, social, economic, cultural, archaeological and historiographical
issues of the ancient society.
29
Ancient History Stage 6 Syllabus
Studies of Ancient Societies
A number of possible studies of ancient societies are outlined on the following
pages.
At least TWO studies of ancient societies should be undertaken from at least TWO
of the following areas: Egypt, Near East, Greece and Rome.
Studies of Ancient Societies 1: Tutankhamun’s Tomb
Students learn about:
•
•
•
•
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
Students learn about:
•
•
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
30
Ancient History Stage 6 Syllabus
•
•
•
•
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
Students learn about:
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 (Fort
Esharhaddon); the Royal Library of Ashurbanipal; walls and gates; rivers and
canals; 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 a
garden
•
destruction of Nineveh
31
Ancient History Stage 6 Syllabus
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.
32
Ancient History Stage 6 Syllabus
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.
33
Ancient History Stage 6 Syllabus
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.
34
Ancient History Stage 6 Syllabus
Studies of Ancient Societies 8: Greek Drama
Students learn about:
•
•
•
•
•
•
•
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, religious
festivals, 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
Students learn about:
•
•
•
•
•
•
•
•
•
•
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.
35
Ancient History Stage 6 Syllabus
Studies of Ancient Societies 10: The Use of Roman Rhetorical/Historical
Writings 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.
36
HSC Course
Part I
Personalities
in
Their Times
Ancient History Stage 6 Syllabus
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 an
understanding 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 and
forces
H1.2 describes and analyses political, military, religious, social, cultural and
economic features of ancient societies
H2.1 identifies factors that contribute to change and continuity in the ancient world
H2.2 evaluates the relative significance of factors affecting change and continuity
H3.1 uses historical terms and concepts appropriately to answer historical questions
H4.1 identifies different perspectives about individuals, groups, events and issues
H4.2 evaluates different ancient and modern sources, what they reveal about
significant historical issues and how they contribute to our understanding of the
past
H5.1 selects and organises relevant historical and archaeological information from a
variety of sources and evaluates the information and sources for their
usefulness, validity and bias
H5.2 plans a historical investigation, analyses and synthesises historical and
archaeological information from a variety of perspectives and sources and
presents the findings of the investigation
H6.1 communicates through well-structured texts to explain, argue, discuss, analyse
and evaluate historical information, ideas and issues using appropriate written,
oral and graphic forms
H6.2 uses planning and review strategies to effectively manage the competing
demands of complex tasks, making effective use of time and resources.
38
Ancient History Stage 6 Syllabus
For the years 2001–2005, students will learn about ONE of the following
personalities from one of the following areas.
Egypt
Greece
A
B
C
G
H
I
Hatshepsut
Akhenaten
Ramesses II
Pericles
Alexander the Great
Cleopatra VII
Near East
Rome
D
E
F
J
K
L
Sennacherib
Jezebel
Xerxes
Scipio Africanus
Julius Caesar
Agrippina the Younger
Students learn to:
use a range of historical and archaeological sources about the personality in the
context of his/her time in order to:
•
•
•
•
•
•
•
•
•
•
gather, select and organise information in relation to the background, social
position, status and significant events and achievements in the personality’s life
identify factors about the background, social position, status and significant
events 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 the
personality’s life
examine both the available evidence and the gaps in the evidence and evaluate
the extent to which these affect the usefulness of the information about the
background, social position, status and significant events and achievements in
the personality’s life
construct coherent oral and written texts to explain and evaluate significant
events and achievements in the personality’s life
identify and analyse the images of the personality in ancient and modern
sources
assess a range of views or interpretations about her/him from ancient and
modern sources and consider why these views might differ
argue points of view or interpretations of the personality’s actions, impact and
significance
synthesise information to construct an evaluation of the personality’s
significance and legacy in his/her time and beyond.
39
Ancient History Stage 6 Syllabus
Option A: Egypt: Hatshepsut
Principal Focus: through a study of Hatshepsut, students gain an understanding
of the personality in the context of her time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Hatshepsut students learn about:
1.
2.
3.
4.
the relevant political, social, economic and religious contexts in which she lived
in 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
the relevance and significance of her personal background, social position and
status including family, education, early career, her rise to prominence and
factors 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
a sequenced account of significant events and achievements in her life such as
marriage/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
the contributions, influence, achievements and impact of Hatshepsut in her
lifetime and beyond, and images of her in ancient and modern sources
including:
•
attempts to suppress or erase her from history (damnatio memoriae)
•
ancient and modern interpretations of Hatshepsut.
40
Ancient History Stage 6 Syllabus
Option B: Egypt: Akhenaten
Principal Focus: through a study of Akhenaten, students gain an understanding of
the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Akhenaten students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 and
beyond, 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.
41
Ancient History Stage 6 Syllabus
Option C: Egypt: Ramesses II
Principal Focus: through a study of Ramesses II, students gain an understanding
of the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Ramesses II students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 and
beyond, and images of him in ancient and modern sources including:
•
significance of epithet ‘the Great’
•
legacy
•
ancient and modern interpretations of Ramesses II.
42
Ancient History Stage 6 Syllabus
Option D: Near East: Sennacherib
Principal Focus: through a study of Sennacherib, students gain an understanding
of the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Sennacherib students learn about:
1.
2.
3.
4.
the relevant political, social, economic and religious contexts in which he lived in
order 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
the relevance and significance of his personal background, social position and
status including family, education, early career, his rise to prominence and
factors that contributed to this rise including:
•
family background
•
education
•
early political/administrative career
•
administration of the empire
a sequenced account of significant events and achievements in his life such as
marriage/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
the contributions, influence and achievements of Sennacherib in his lifetime and
beyond, and images of him in ancient and modern sources including:
•
legacy
•
ancient and modern interpretations of Sennacherib.
43
Ancient History Stage 6 Syllabus
Option E: Near East: Jezebel
Principal Focus: through a study of Jezebel, students gain an understanding of the
personality in the context of her time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Jezebel students learn about:
1.
the relevant political, social, economic and religious contexts in which she lived
in 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 and
status including family, education, early career, her rise to prominence and
factors 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 as
marriage/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 and
beyond, 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.
44
Ancient History Stage 6 Syllabus
Option F: Near East: Xerxes
Principal Focus: through a study of Xerxes, students gain an understanding of the
personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Xerxes students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 and
beyond, and images of him in ancient and modern sources including:
•
impact on the Persian and Greek worlds
•
ancient and modern interpretations of Xerxes.
45
Ancient History Stage 6 Syllabus
Option G: Greece: Pericles
Principal Focus: through a study of Pericles, students gain an understanding of
the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Pericles students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 and
beyond, and images of him in ancient and modern sources including:
•
legacy
•
ancient and modern interpretations of Pericles.
46
Ancient History Stage 6 Syllabus
Option H: Greece: Alexander the Great
Principal Focus: through a study of Alexander the Great, students gain an
understanding of the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Alexander the Great students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 his
lifetime and beyond, and images of him in ancient and modern sources
including:
•
significance of epithet ‘the Great’
•
legacy
•
ancient and modern interpretations of Alexander.
47
Ancient History Stage 6 Syllabus
Option I: Greece: Cleopatra VII
Principal Focus: through a study of Cleopatra VII, students gain an understanding
of the personality in the context of her time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Cleopatra VII students learn about:
1.
the relevant political, social, economic and religious contexts in which she lived
in 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 and
status including family, education, early career, her rise to prominence and
factors 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 as
marriage/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 lifetime
and beyond, and images of her in ancient and modern sources including:
•
legacy
•
ancient and modern interpretations of Cleopatra.
48
Ancient History Stage 6 Syllabus
Option J: Rome: Scipio Africanus
Principal Focus: through a study of Scipio Africanus, students gain an
understanding of the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Scipio Africanus students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 lifetime
and beyond, and images of him in ancient and modern sources including:
•
significance of the name ‘Africanus’
•
legacy
•
ancient and modern interpretations of Scipio Africanus.
49
Ancient History Stage 6 Syllabus
Option K: Rome: Julius Caesar
Principal Focus: through a study of Julius Caesar, students gain an
understanding of the personality in the context of his time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Julius Caesar students learn about:
1.
the relevant political, social, economic and religious contexts in which he lived in
order 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 and
status including family, education, early career, his rise to prominence and
factors 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 as
marriage/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 lifetime
and 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.
50
Ancient History Stage 6 Syllabus
Option L: Rome: Agrippina the Younger
Principal Focus: through a study of Agrippina the Younger, students gain an
understanding of the personality in the context of her time.
The study of a personality in their time will assist students to achieve the course
outcomes listed on page 38.
For Agrippina the Younger students learn about:
1.
the relevant political, social, economic and religious contexts in which she lived
in 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 and
status including family, education, early career, her rise to prominence and
factors 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 as
marriage/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 her
lifetime and beyond, and images of her in ancient and modern sources
including:
•
achievements
•
ancient and modern interpretations of Agrippina.
51
Ancient History Stage 6 Syllabus
For the HSC examination in 2006 and beyond students will learn about ONE of the
following personalities from ONE of the following areas.
Egypt
Greece
A
B
C
G
H
I
Thutmose III
Nefertiti
Seti I
Cleomenes I
Themistocles
Philip II
Near East
Rome
D
E
F
J
K
L
Ashurbanipal
Hezekiah
Darius I
52
Tiberius Gracchus
Cicero
Livia
HSC Course
Part II
Ancient Societies
Ancient History Stage 6 Syllabus
9.2
Part II – Ancient Societies
Principal Focus: through investigating the archaeological and written evidence of
at least one Ancient Society from at least one of the mandated areas Egypt,
Near East, Greece and Rome students learn about key developments and forces
that shape a society.
Percentage of time:
25%
Outcomes
A student:
H1.1 describes and assesses the significance of key people, events, institutions and
forces
H1.2 describes and analyses political, military, religious, social, cultural and
economic features of ancient societies
H2.1 identifies factors that contribute to change and continuity in the ancient world
H2.2 evaulates the relative significance of factors affecting change and continuity
H3.1 uses historical terms and concepts appropriately to answer historical questions
H4.1 identifies different perspectives about individuals, groups, events and issues
H4.2 evaluates different ancient and modern sources, what they reveal about
significant historical issues and how they contribute to our understanding of the
past
H5.1 selects and organises relevant historical and archaeological information from a
variety of sources and evaluates the information and sources for their
usefulness, validity and bias
H5.2 plans a historical investigation, analyses and synthesises historical and
archaeological information from a variety of perspectives and sources and
presents the findings of the investigation
H6.1 communicates through well-structured texts to explain, argue, discuss, analyse
and evaluate historical information, ideas and issues using appropriate written,
oral and graphic forms
H6.2 uses planning and review strategies to effectively manage the competing
demands of complex tasks, making effective use of time and resources.
54
Ancient History Stage 6 Syllabus
Students learn about at least one of the following Ancient Societies:
Egypt
A. Society in Old Kingdom Egypt, Dynasties III–VI
B. Society in Middle Kingdom Egypt, Dynasties XI–XII
C. 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 Ashurbanipal
E. Society in Israel from Jeroboam I to the Fall of Samaria
F. Persian Society in the time of Darius and Xerxes
Greece
G.
H.
I.
J.
EITHER Bronze Age Society — Minoan Society
OR Bronze Age Society — Mycenaean Society
Spartan Society to the Battle of Leuctra 371BC
Athenian Society in the time of Pericles
Rome
K. Roman Society in the time of Cicero
L. Society in Rome from Augustus to Titus
M. 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 and
burial, cultural life, people’s lives and archaeological and historiographical issues
of the ancient society
describe significant power, gender, social, economic and cultural relationships in
the ancient society
make deductions and draw conclusions about change and continuity in
significant power, gender, social, economic and cultural relationships in the
ancient society
weigh up the relative reliability of sources in relation to the significant power,
gender, social, economic, cultural, archaeological and historiographical issues of
the ancient society
examine the evidence available and note the gaps in the evidence and evaluate
the extent to which these affect the usefulness of information
assess a range of views or interpretations about the ancient society from
ancient and modern sources and consider why these views might differ
construct coherent oral and written texts to explain and discuss significant
power, gender, social, economic, cultural, archaeological and historiographical
issues of the ancient society.
55
Ancient History Stage 6 Syllabus
Option A: Egypt: Society in Old Kingdom Egypt, Dynasties III–VI
Principal Focus: through investigating the archaeological and written evidence of
Society in Old Kingdom Egypt, Dynasties III-VI, students learn about key
developments and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve course outcomes listed
on page 54.
Students learn about:
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
•
•
•
•
•
•
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
•
•
•
economy including:
agriculture
building programs — pyramids, pyramid complexes
economic structures and organisation
taxation
development of trade
technological developments
cultural life of the ancient society including:
significant myths and legends
art and architecture
writing and literature
56
Ancient History Stage 6 Syllabus
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) for
the ancient society.
57
Ancient History Stage 6 Syllabus
Option B: Egypt: Society in Middle Kingdom Egypt, Dynasties XI–XII
Principal Focus: through investigating the archaeological and written evidence of
Society in Middle Kingdom Egypt, Dynasties XI–XII, students learn about key
developments and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
1.
2.
3.
4.
5.
6.
the influence of the physical environment on the ancient society including:
•
location, geography, topography and resources of Egypt and neighbouring
powers
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
social relationships and gender roles within the ancient society including:
•
social structure
•
nature and importance of the army
•
roles of males and females
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
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
the cultural life of the ancient society including:
•
significant myths and legends
•
art and architecture
•
writing and literature
58
Ancient History Stage 6 Syllabus
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) for
the ancient society.
59
Ancient History Stage 6 Syllabus
Option C: Egypt: Society in New Kingdom Egypt during the Ramesside Period,
Dynasties XIX–XX
Principal Focus: through investigating the archaeological and written evidence of
Society in New Kingdom Egypt during the Ramesside Period, Dynasties
XIX–XX, students learn about key developments and forces that shaped the society
in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
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
•
•
•
•
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
economy including:
economic structures and organisation
foreign tribute and trade
later economic problems
technological developments
60
Ancient History Stage 6 Syllabus
6.
the
•
•
•
cultural life of the ancient society including:
significant myths and legends
art and architecture
writing and literature
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) for
the ancient society.
61
Ancient History Stage 6 Syllabus
Option D: Near East: Assyrian Society in the Sargonid Period from Sargon II to
Ashurbanipal
Principal Focus: through investigating the archaeological and written evidence of
Assyrian Society in the Sargonid Period from Sargon II to Ashurbanipal,
students learn about key developments and forces that shaped the society in its
historical context.
The study of ancient societies will assist students to achieve course outcomes listed
on page 54.
Students learn about:
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
•
•
•
•
•
•
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
economy including:
economic structure and organisation
agriculture and animal husbandry
tribute, and rewards and costs of empire
impact of royal cities
trade
technological developments
62
Ancient History Stage 6 Syllabus
6.
the
•
•
•
cultural life of the ancient society including:
significant myths and legends
art and architecture
writing and literature
7.
people’s lives in the ancient society including:
•
daily life
•
food
•
occupations
•
housing and furniture
•
clothing
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
63
Ancient History Stage 6 Syllabus
Option E: Near East: Society in Israel from Jeroboam I to the Fall of Samaria
Principal Focus: through investigating the archaeological and written evidence of
Society in Israel from Jeroboam I to the Fall of Samaria, students learn about
key developments and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve course outcomes listed
on page 54.
Students learn about:
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
•
•
•
•
•
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
economy including:
agriculture
role of the ‘capitals’
trade with Phoenicia
growth of industries
water systems and grain silos
64
Ancient History Stage 6 Syllabus
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
65
Ancient History Stage 6 Syllabus
Option F: Near East: Persian Society in the time of Darius and Xerxes
Principal Focus: through investigating the archaeological and written evidence of
Persian Society in the time of Darius and Xerxes, students learn about key
developments and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve course outcomes listed
on page 54.
Students learn about:
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
•
•
•
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
economy including:
economic structure and organisation
roads, communications
monetary systems, bankers, trade, taxation and tribute
66
Ancient History Stage 6 Syllabus
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
67
Ancient History Stage 6 Syllabus
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 of
Bronze Age Society — Minoan Society, students learn about key developments
and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
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
•
•
•
•
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
•
•
•
•
economy including:
question of trade and the palace economy
influence of neighbouring cultures and gift-exchange
industries and industrial towns — Gournia
shipping
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
68
Ancient History Stage 6 Syllabus
7.
people’s lives in the ancient society including:
•
daily life and leisure activities
•
food
•
occupations
•
housing and furniture
•
clothing
•
health
•
evidence from frescoes
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
69
Ancient History Stage 6 Syllabus
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 of
Bronze Age Society — Mycenaean Society, students learn about key
developments and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve course outcomes listed
on page 54.
Students learn about:
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
•
•
•
•
•
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
•
•
•
•
economy including:
the palace economy and industry
agriculture
local and long-distance trade
methods of exchange
communication networks — roads, shipping
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
70
Ancient History Stage 6 Syllabus
7.
people’s lives in the ancient society including:
•
daily life
•
occupations
•
housing and furniture
•
food
•
clothing
•
leisure
•
warfare — arms, armour and defence
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
71
Ancient History Stage 6 Syllabus
Option I: Greece: Spartan Society to the Battle of Leuctra 371 BC
Principal Focus: through investigating the archaeological and written evidence of
Spartan Society to the Battle of Leuctra 371 BC, students learn about key
developments and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
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
•
•
•
•
•
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
economy including:
economic structure and organisation — kleroi
agriculture
industries, trade
roles of helots and perioikoi
problem of land ownership and inheritance
72
Ancient History Stage 6 Syllabus
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
73
Ancient History Stage 6 Syllabus
Option J: Greece: Athenian Society in the time of Pericles
Principal Focus: through investigating the archaeological and written evidence of
Athenian Society in the time of Pericles, students learn about key developments
and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
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
•
•
•
•
•
•
•
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
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
74
Ancient History Stage 6 Syllabus
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
75
Ancient History Stage 6 Syllabus
Option K: Rome: Roman Society in the time of Cicero
Principal Focus: through investigating the archaeological and written evidence of
Roman Society in the time of Cicero, students learn about key developments and
forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
1.
2.
3.
4.
5.
the influence of the physical environment on the ancient society including:
•
location, geography, topography and resources of Rome and the empire
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
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
the economy including:
•
economic structure and organisation
•
grain supply
•
communication — roads, shipping
•
role of the Forum
•
trade, taxation
•
industries
•
coinage
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
76
Ancient History Stage 6 Syllabus
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
77
Ancient History Stage 6 Syllabus
Option L: Rome: Society in Rome from Augustus to Titus
Principal Focus: through investigating the archaeological and written evidence of
Society in Rome from Augustus to Titus, students learn about key developments
and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
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
78
Ancient History Stage 6 Syllabus
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
•
•
•
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
cultural life of the ancient society including:
art and architecture
literature
imperial building programs
79
Ancient History Stage 6 Syllabus
Option M: Rome: Roman Society in the Fourth Century AD
Principal Focus: through investigating the archaeological and written evidence of
Roman Society in the Fourth Century AD, students learn about key developments
and forces that shaped the society in its historical context.
The study of ancient societies will assist students to achieve the course outcomes
listed on page 54.
Students learn about:
1.
2.
3.
4.
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
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
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
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
80
Ancient History Stage 6 Syllabus
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
•
•
•
•
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
8.
the relevant archaeological and/or written evidence (primary and secondary) for
the ancient society.
cultural life of the ancient society including:
significant myths and legends
art and architecture
literature
imperial building programs
81
HSC Course
Part III
Historical Periods
Ancient History Stage 6 Syllabus
9.3
Part III — Historical Periods
Principal Focus: through investigating the archaeological and written evidence of at
least one historical period from at least one of the mandated areas Egypt, Near
East, Greece and Rome, students will learn about key political and military
developments and forces that shaped an historical period in the ancient world.
Percentage of time:
25%
Outcomes
A student:
H1.1 describes and assesses the significance of key people, events, institutions and
forces
H1.2 describes and analyses political, military, religious, social, cultural and
economic features of ancient societies
H2.1 identifies factors that contribute to change and continuity in the ancient world
H2.2 evaluates the relative significance of factors affecting change and continuity
H3.1 uses historical terms and concepts appropriately to answer historical questions
H4.1 identifies different perspectives about individuals, groups, events and issues
H4.2 evaluates different ancient and modern sources, what they reveal about
significant historical issues and how they contribute to our understanding of the
past
H5.1 selects and organises relevant historical and archaeological information from a
variety of sources and evaluates the information and sources for their
usefulness, validity and bias
H5.2 plans an historical investigation, analyses and synthesises historical and
archaeological information from a variety of perspectives and sources and
presents the findings of the investigation
H6.1 communicates through well-structured texts to explain, argue, discuss, analyse
and evaluate historical information, ideas and issues using appropriate written,
oral and graphic forms
H6.2 uses planning and review strategies to effectively manage the competing
demands of complex tasks, making effective use of time and resources.
84
Ancient History Stage 6 Syllabus
Students learn about at least one of the following Historical Periods:
Egypt
A.
B.
C.
D.
Egypt: From Unification to the end of Dynasty VI
Egypt: Middle Kingdom Egypt, Dynasty XI to Dynasty XII
Egypt: New Kingdom Egypt to the death of Thutmosis IV
Egypt: New Kingdom Egypt from Amenhotep III to the death of Ramesses II
Near East
E.
F.
G.
H.
Near
Near
Near
Near
East: Assyria from Tiglath-Pileser I to Tiglath-Pileser III, 1115 – 727 BC
East: Assyria from Sargon II to the Fall of Nineveh 721 – 609 BC
East: Israel and Judah from the death of Solomon to the Fall of Jerusalem
East: Persia from Cyrus II to the death of Darius III
Greece
I.
J.
K.
L.
M.
Greece: The Development of the Greek World from 800 – 500 BC
Greece: The Greek World from 500 – 440 BC
Greece: The Greek World from 446 – 399 BC
Greece: Fourth Century Greece to the death of Alexander the Great
Greece: The Hellenistic Period from the death of Alexander the Great to
Cleopatra VII
Rome
N.
O.
P.
Q.
R.
S.
Rome: Rome’s Wars of Expansion 264 – 133 BC
Rome: Political Revolution in Rome 133 – 78 BC
Rome: The Fall of the Roman Republic 78 – 28 BC
Rome: Augustus and the Julio-Claudians
Rome: The Roman Empire: AD 68 – 235
Rome: The Later Roman Empire: AD 235 – 410
85
Ancient History Stage 6 Syllabus
Students learn to:
use a range of historical and archaeological sources about the historical period in
order to:
•
gather, select and organise information in relation to the historical background,
significant political events, developments and issues, significant military events
and issues and significant individuals and groups relevant to the historical
period;
•
describe the historical background and significant political events, developments
and issues, significant military events and issues and significant individuals and
groups relevant to the historical period;
•
make deductions and draw conclusions about change and continuity in relation
to the historical background and significant political events, developments and
issues, significant military events and issues and significant individuals and
groups of the historical period;
•
weigh up the reliability of the sources in relation to historical background and
significant political events, developments and issues, significant military events
and issues and significant individuals and groups relevant to the historical
period;
•
construct coherent oral and written texts to explain and discuss issues related to
the historical background and significant political events, developments and
issues, significant military events and issues and significant individuals and
groups relevant to the historical period;
•
assess a range of views or interpretations from ancient and modern sources
about the ancient period and why the views might differ;
•
argue points of view or interpretations about significant events, developments
and issues in the historical period by using evidence.
86
Ancient History Stage 6 Syllabus
Option A: Egypt: From Unification to the end of Dynasty VI
Principal Focus: through investigating the archaeological and written evidence of
Egypt: From Unification to the end of Dynasty VI, students learn about key
political and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 impact
including:
•
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 different
interpretations of individuals, policies, developments and events.
87
Ancient History Stage 6 Syllabus
Option B: Egypt: Middle Kingdom Egypt Dynasty XI to Dynasty XII
Principal Focus: through investigating the archaeological and written evidence of
Middle Kingdom Egypt Dynasty XI to Dynasty XII, students learn about key
political and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 impact
including:
•
kings and queens of Dynasties XI and XII
•
royal family
•
viziers, nomarchs, nobles, priests, officials, architects, soldiers, scribes
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
88
Ancient History Stage 6 Syllabus
Option C: Egypt: New Kingdom Egypt to the death of Thutmosis IV
Principal Focus: through investigating the archaeological and written evidence of
New Kingdom Egypt to the death of Thutmosis IV, students learn about key
political and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
3.
4.
5.
non-examinable historical background information related to the geographic
context 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
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
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
the role of significant individuals and groups, their contributions and impact
including:
•
kings from Seqenenre Tao to Thutmosis IV
•
queens from Tetisheri to Hatshepsut
•
Thutmosid family
•
viziers, nomarchs, nobles, priests, officials, architects, soldiers, scribes
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
89
Ancient History Stage 6 Syllabus
Option D: Egypt: New Kingdom Egypt from Amenhotep III to the death of
Ramesses II
Principal Focus: through investigating the archaeological and written evidence of
New Kingdom Egypt from Amenhotep III to the death of Ramesses II, students
learn about key political and military developments and forces that shaped the
historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 and
the 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
90
Ancient History Stage 6 Syllabus
4.
the role of significant individuals and groups, their contributions and impact
including:
•
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
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
91
Ancient History Stage 6 Syllabus
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 of
Assyria from Tiglath-Pileser I to Tiglath-Pileser III, 1115 – 727 BC, students learn
about key political and military developments and forces that shaped the historical
period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
3.
non-examinable historical background information related to the geographic
context 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
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
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
92
Ancient History Stage 6 Syllabus
4.
the role of significant individuals and groups, their contributions and impact
including:
•
the Assyrian kings from Tiglath-Pileser I to Tiglath-Pileser III, the Arameans,
Babylonian kings, Chaldeans, Syrians, kings of Israel and Urartu, Medes
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
93
Ancient History Stage 6 Syllabus
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 of
Assyria from Sargon II to the Fall of Nineveh 721 – 609 BC, students learn about
key political and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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, southwestern Iran
•
destruction and reconstruction of Babylon
94
Ancient History Stage 6 Syllabus
4.
the role of significant individuals and groups, their contributions and impact
including:
•
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, vassal
kings of Judah, Ethiopians, subjects of the Assyrian empire
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
95
Ancient History Stage 6 Syllabus
Option G: Near East: Israel and Judah from the death of Solomon to the Fall of
Jerusalem
Principal Focus: through investigating the archaeological and written evidence of
Israel and Judah from the death of Solomon to the Fall of Jerusalem, students
learn about key political and military developments and forces that shaped the
historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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
96
Ancient History Stage 6 Syllabus
4.
the role of significant individuals and groups, their contributions and impact
including:
•
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
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
97
Ancient History Stage 6 Syllabus
Option H: Near East: Persia from Cyrus II to the death of Darius III
Principal Focus: through investigating the archaeological and written evidence of
Persia from Cyrus II to the death of Darius III, students learn about key political
and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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
98
Ancient History Stage 6 Syllabus
4.
the role of significant individuals and groups, their contributions and impact
including:
•
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
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
99
Ancient History Stage 6 Syllabus
Option I: Greece: The Development of the Greek World 800–500 BC
Principal Focus: through investigating the archaeological and written evidence of
The Development of the Greek World 800–500 BC, students learn about key
political and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
non-examinable historical background information related to the geographic
context 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
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 impact
including:
•
tyrants — Cypselids, Cleisthenes of Sikyon, Peisistratids
•
lawgivers — Lycurgus, Drako, Solon, Cleisthenes of Athens
•
prominent aristocrats — Alkmeonids, Philiads
•
Cleomenes I
•
hoplites
•
the Athenian demos
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
100
Ancient History Stage 6 Syllabus
Option J: Greece: The Greek World 500 – 440 BC
Principal Focus: through investigating the archaeological and written evidence of
The Greek World 500 – 440 BC, students learn about key political and military
developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 impact
including:
•
Athenian leaders — Miltiades, Themistocles, Ephialtes, Cimon, Aristides
•
Persian leaders — Darius, Mardonius
•
Spartan leaders — Leonidas, Pausanias the Regent
•
hoplites, thetes
•
Athenian allies and Peloponnesian allies
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
101
Ancient History Stage 6 Syllabus
Option K: Greece: The Greek World 446 – 399 BC
Principal Focus: through investigating the archaeological and written evidence of
The Greek World 446 – 399 BC, students learn about key political and military
developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 impact
including:
•
Athenian leaders — Pericles, Cleon, Alcibiades, Demosthenes
•
Persian leaders — Tissaphernes, Cyrus
•
Spartan leaders — Archidamus, Brasidas, Gylippus, Lysander
•
role of Athenian and Peloponnesian allies
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
102
Ancient History Stage 6 Syllabus
Option L: Greece: Fourth Century Greece to the death of Alexander the Great
Principal Focus: through investigating the archaeological and written evidence of
Fourth Century Greece to the death of Alexander the Great, students learn
about key political and military developments and forces that shaped the historical
period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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
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
the role of significant individuals and groups, their contributions and impact
including:
•
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
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
3.
4.
5.
103
Ancient History Stage 6 Syllabus
Option M: Greece: The Hellenistic Period from the death of Alexander the
Great to Cleopatra VII
Principal Focus: through investigating the archaeological and written evidence of
The Hellenistic Period from the death of Alexander the Great to Cleopatra VII,
students learn about key political and military developments and forces that shaped
the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 impact
including:
•
dynasties — Antigonid, Seleucid, Ptolemaic, Attalids
•
Perseus, Maccabees, Mithradates of Pontus
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
104
Ancient History Stage 6 Syllabus
Option N: Rome: Rome’s Wars of Expansion 264 – 133 BC
Principal Focus: through investigating the archaeological and written evidence of
Rome’s Wars of Expansion 264 – 133 BC, students learn about key political and
military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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 impact
including:
•
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
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
105
Ancient History Stage 6 Syllabus
Option O: Rome: Political Revolution in Rome 133 – 78 BC
Principal Focus: through investigating the archaeological and written evidence of
Political Revolution in Rome 133 – 78 BC, students learn about key political and
military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
3.
4.
5.
non-examinable historical background information related to the geographic
context 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
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
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
the role of significant individuals and groups, their contributions and impact
including:
•
Roman leaders — the Gracchi, Marius and Sulla
•
foreign leaders — Jugurtha, Mithradates
•
radical tribunes — Saturninus, Livius Drusus
nobiles, Equites, Optimates, Populares, socii (allies), client armies
•
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
106
Ancient History Stage 6 Syllabus
Option P: Rome: The Fall of the Roman Republic 78 – 28 BC
Principal Focus: through investigating the archaeological and written evidence of
The Fall of the Roman Republic 78 – 28 BC, students learn about key political
and military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
3.
4.
5.
non-examinable historical background information related to the geographic
context 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
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
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
the role of significant individuals and groups, their contributions and impact
including:
•
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
•
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
107
Ancient History Stage 6 Syllabus
Option Q: Rome: Augustus and the Julio-Claudians
Principal Focus: through investigating the archaeological and written evidence of
Augustus and the Julio-Claudians, students learn about key political and military
developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
3.
4.
5.
non-examinable historical background information related to the geographic
context 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
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
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
the role of significant individuals and groups, their contributions and impact
including:
•
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
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
108
Ancient History Stage 6 Syllabus
Option R: Rome: The Roman Empire AD 68 – 235
Principal Focus: through investigating the archaeological and written evidence of
The Roman Empire AD 68 – 235, students learn about key political and military
developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
2.
3.
4.
5.
non-examinable historical background information related to the geographic
context 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
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
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
the role of significant individuals and groups, their contributions and impact
including:
•
Roman emperors AD 68–235
•
rebel and foreign leaders
•
imperial women — Plotina, Julia Domna, Julia Mammaea
•
bureaucrats, praetorians and their prefects, soldiers, senators, Equites
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
109
Ancient History Stage 6 Syllabus
Option S: Rome: The Later Roman Empire AD 235 — 410
Principal Focus: through investigating the archaeological and written evidence of
The Later Roman Empire AD 235 — 410, students learn about key political and
military developments and forces that shaped the historical period.
The study of historical periods will assist students to achieve the course outcomes
listed on page 84.
Students learn about:
1.
non-examinable historical background information related to the geographic
context 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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Ancient History Stage 6 Syllabus
4.
the role of significant individuals and groups, their contributions and impact
including:
•
the Roman emperors AD 235 – AD410
•
rebel and foreign leaders
•
prominent women — Helena, Justina
•
bureaucrats, aristocrats, general, Christian Church and bishops
5.
relevant archaeological and historiographical issues including different
interpretations of individuals, policies, developments and events.
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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 and
skills that form a valuable foundation for a range of courses at university and other
tertiary institutions.
In addition, the study of Ancient History assists students to prepare for employment
and full and active participation as citizens. In particular, there are opportunities for
students to gain recognition in vocational education and training. Teachers and
students should be aware of these opportunities.
Recognition of Student Achievement in Vocational Education and
Training (VET)
Wherever appropriate, the skills and knowledge acquired by students in their study
of HSC courses should be recognised by industry and training organisations.
Recognition of student achievement means that students who have satisfactorily
completed HSC courses will not be required to repeat their learning in courses in
TAFE NSW or other Registered Training Organisations (RTOs).
Registered Training Organisations, such as TAFE NSW, provide industry training and
issue qualifications within the Australian Qualifications Framework (AQF).
The degree of recognition available to students in each subject is based on the
similarity of outcomes between HSC courses and industry training packages
endorsed within the AQF. Training packages are documents that link an industry’s
competency standards to AQF qualifications. More information about industry
training 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 each
year in the TAFE NSW Handbook. Under current arrangements, the recognition
available to students of Ancient History in relevant courses conducted by TAFE is
described in the HSC/TAFE Credit Transfer Guide. This guide is produced by the
Board of Studies and TAFE NSW and is distributed annually to all schools and
colleges. Teachers should refer to this guide and be aware of the recognition
available to their students through the study of Ancient History. This information can
be 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 with
another Registered Training Organisation. Each student will need to provide the RTO
with evidence of satisfactory achievement in Ancient History so that the degree of
recognition 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 HSC
courses for the Higher School Certificate.
Assessment is the process of gathering information and making judgements about
student 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 students
that are used by the Board to report both the internal and external measures of
achievement.
NSW Higher School Certificate results will be based on:
•
•
an assessment mark submitted by the school and produced in accordance
with 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 with
bands describing standards of achievement in the course.
The use of both internal assessment and external examinations of student
achievement allows measurements and observations to be made at several points
and in different ways throughout the HSC course. Taken together, the external
examinations and internal assessment marks provide a valid and reliable
assessment of the achievement of the knowledge, understanding and skills
described for each course.
Standards Referencing and the HSC Examination
The Board of Studies will adopt a standards-referenced approach to assessing and
reporting student achievement in the Higher School Certificate examination.
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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 be
learnt 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 of
each student’s achievements measured at points throughout the course. It should
reflect the rank order of students and relative differences between students’
achievements.
Internal assessment provides a measure of a student’s achievement based on a
wider range of syllabus content and outcomes than may be covered by the external
examination alone.
The assessment components, weightings and task requirements to be applied to
internal assessment are identified on page 117. They ensure a common focus for
internal assessment in the course across schools, while allowing for flexibility in the
design of tasks. A variety of tasks should be used to give students the opportunity to
demonstrate outcomes in different ways and to improve the validity and reliability of
the assessment.
12.3 External Examinations
In Ancient History Stage 6 the external examination is a written paper for external
marking. The specifications for the examination in Ancient History Stage 6 are on
page 119.
The external examination provides a measure of student achievement in a range of
syllabus outcomes that can be reliably measured in an examination setting.
The external examination and its marking and reporting will relate to syllabus
standards 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 In
Board Developed Courses
For each course the Board requires schools to submit an assessment mark for each
candidate.
The collection of information for the HSC internal assessment mark must not begin
prior to the completion of the Preliminary course.
The Board requires that the assessment tasks used to determine the internal
assessment mark must comply with the components, weightings and areas of
assessment 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 each
task
•
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 course
before the commencement of the HSC course
•
ensure that students are given adequate written notice of the nature and timing
of 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 assessment
tasks
•
address issues relating to late submission and non-completion of assessment
tasks
•
advise students in writing if they are not meeting the assessment requirements
in a course and indicate what is necessary to enable the students to satisfy the
requirements
•
inform students about their entitlements to school reviews and appeals to the
Board
•
conduct school reviews of assessments when requested by students
•
ensure that students are aware that they can collect their Rank Order Advice at
the 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 set
out below.
Component
Part I
(a) History, Archaeology
and Science:
Investigating the Past
(b) Case Studies
Part II
Studies of Ancient
Societies
Marks
Weighting
20
20
60
Areas of Assessment
Assessment should
include:
group work
research
oral presentation
source analysis
examination/test items
100
There should be a balance between the assessment of knowledge and
understanding outcomes, skills outcomes and course content.
HSC Course
The internal assessment mark for Ancient History Stage 6 is to be based on the
HSC course only. Final assessment should be based on a range and balance of
assessment instruments.
Component
Personalities in Their Times
Ancient Societies
Historical Periods
One other Ancient Society or
Historical Period
Weighting
25
25
25
25
Marks
100
Areas of Assessment
Assessment should
include:
oral
research
source analysis
examination/test items
10
25
25
40
There should be a balance between the assessment of knowledge and
understanding outcomes, skills outcomes and course content.
In designing an assessment program that maintains the weightings of each course
component 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%.
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Ancient History Stage 6 Syllabus
Teachers can use their discretion in determining the manner in which they allocate
tasks within course components. It is suggested that 3–5 tasks are sufficient to
assess the HSC course outcomes.
Guidelines for Areas of Assessment
The following guidelines may be useful for teachers in explaining each of the areas
of assessment. It should be noted that these areas of assessment do not
necessarily have to be discrete tasks. A single task may encompass more than one
area of assessment, for example, an oral presentation may be based on a source
analysis 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 audience
and the reliability of the source.
Students may be required to make written presentations based
on 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 be
assessed. Teachers may wish to monitor students’ work by
allocating marks on work in progress.
Students’ research may be submitted solely in written form or
students may be required to make a formal oral presentation on
some aspect of the task.
Oral:
For this area of assessment students are required to make a
formal oral presentation that they prepare in advance.
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Ancient History Stage 6 Syllabus
12.6 HSC External Examination Specifications
Time allowed:
3 hours
The written paper is divided into 4 parts.
Section I
•
•
•
•
•
Personalities in Their Times
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.
(25 marks)
Section II Ancient Societies
•
•
•
•
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.
(25 marks)
Section III Historical Periods
•
•
•
•
•
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
or Historical Period
•
•
•
•
•
(25 marks)
(25 marks)
There will be THIRTY-TWO questions, ONE for each historical period and each
ancient 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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Ancient History Stage 6 Syllabus
12.7 Summary of Internal and External Assessment
Internal Assessment
Weighting
External Examination
Weighting
Personalities in Their
Times
25
A written examination
consisting of four
sections:
Personalities in Their
Times
• structured extended
response
25
Ancient Societies
25
Ancient Societies
• five short answer
questions
25
Historical Periods
25
Historical Periods
• extended response
question
25
One other Ancient
Society or Historical
Period
25
One other Ancient
Society or Historical
Period
• extended response
question
25
In designing an
assessment program
that maintains the
weightings of each
course component the
following distribution of
areas of assessment
should be observed:
Oral presentation 10
Research
25
Source analysis
25
Examination/
test items
40
100
100
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Ancient History Stage 6 Syllabus
12.8 Reporting Student Performance Against Standards
Student performance in an HSC course will be reported against standards on a
course report. The course report contains a performance scale for the course
describing levels (bands) of achievement, an HSC examination mark and the
internal assessment mark. It will also show, graphically, the statewide distribution of
examination marks of all students in the course.
Each band on the performance scale (except for band 1), includes descriptions that
summarise the attainments typically demonstrated in that band.
The distribution of marks will be determined by students’ performances against the
standards 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, eg
significant political events, developments and issues; military
events and issues.
chronology
the arrangement of events and dates according to their
occurrence in a linear sequence of time.
content
the substance or subject matter to be studied by students in
Stage 6 Ancient History, eg ‘Overview of significant events from
Dynasty I to the death of Pepy II’. Knowledge and
understanding, skills and values and attitudes are to be
integrated into the syllabus content.
core study
the compulsory study undertaken by all students in Stage 6, by
which Higher School Certificate performance scales are
measured. In the case of Ancient History, Part I, Personalities
in their Times, has been designated as the Core Study.
empathy
an understanding of events, beliefs, values and attitudes from
the perspective of others.
evidence
the information that tends to prove or disprove a conclusion. It
can be used to establish the fact or point in question.
historiography
the study of how history is constructed. It involves the critical
analysis and evaluation of the reliability of evidence, as well as
the way history has been written in the past.
interpretation
a way of understanding and explaining what has happened in
the past. The discipline of History acknowledges that there is
often 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 gender
perspective (either masculine or feminine) on the past.
principal focus
a broad description of the subject matter to be studied in Stage
6 Ancient History, eg ‘Through a study of an Ancient
Personality, students will gain an understanding of the
personality in the context of their time’.
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primary source
anything archaeological or written which comes from the same
time as the person or event being studied. If it is an artefact, it
is an object that was made or constructed in the period being
studied. If it is a written source, it is something that was written
or reported by a person in the time being studied.
source
anything that has survived from the past. It can be either
written or archaeological. The source is the raw material that
the historian uses to ask questions of the past. A source
should not be confused with ‘evidence’ (see above); it does not
become evidence until it is used.
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