ancient history support
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Support Material for
Stage 6 Syllabus
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ISBN 1 7414 7281 4
I Structure and Content of Ancient History
1.1 Outcomes 4
1.2 Content and Structure of the Preliminary Course 4
1.3 Content and Structure of the HSC Course 6
1.4 Assessment 8
II Programming and Assessing the Preliminary Course
2.1 The Programming Model 10
2.1.1 Model Preliminary course overview 13
2.1.2 Sample Preliminary assessment program 14
2.2 Sample Programs and Assessment Tasks 15
2.2.1 Sample Preliminary program: Investigating the Past: History,
Archaeology and Science 15
2.2.2 Sample Preliminary program: Ancient Societies, Sites and Sources:
2.2.3 Sample Preliminary program: Ancient Societies, Sites and Sources:
The City of Rome in the Late Republic 26
2.3 The Historical Investigation 29
2.3.1 The process of historical investigation 30
2.3.2 Historical Investigation Model 1 32
2.3.3 Historical Investigation Model 2 37
III Programming and Assessing the HSC course
3.1 Designing Teaching Programs 39
3.2 Designing Assessment Tasks 39
3.3 Other Programming Patterns 40
3.4 Model HSC Course Overview 42
3.4.1 Sample HSC assessment program 43
3.5 Sample HSC Programs and Assessment Tasks 44
3.5.1 Sample HSC program: Core study 44
3.5.2 Sample HSC program: Ancient Society 53
3.5.3 Sample HSC program: Personalties in their Times 58
3.6 Sample HSC Assessment Tasks 61
3.6.1 Sample HSC assessment task: Core study 61
3.6.2 Sample HSC assessment task: Ancient Societies 64
3.6.3 Sample HSC assessment task: Personalities in their Times 66
IV Resources for HSC Core Study: Cities of Vesuvius: Pompeii and Herculaneum
4.1 Core Study: Annotated Resource List 69
4.1.1 Core study: Selected and annotated resource list 69
4.1.2 Ancient written sources 75
4.2 Core Study: Australian Archaeologists at Pompeii: Estelle Lazer, Jaye Pont,
Penelope Allison 86
Ancient History Support Material
Section I Structure and Content of Ancient History
The revised Ancient History Stage 6 Syllabus has replaced the 1999 Stage 6 syllabus. It was first
implemented in Year 11 in 2005 and Year 12 in 2006.
While most major aspects of the 1999 syllabus remain unchanged in the revised syllabus, there
are some key differences which teachers need to be aware of when developing programs. This
section highlights these major differences.
The revised syllabus continues to emphasise what students know and can do as a result of
studying Ancient History. The learning outcomes continue to be differentiated between the
Preliminary and HSC courses and to cater for the full range of students. The Preliminary
outcomes build on those of the History Years 710 Syllabus, emphasising the continuum of
learning between Stages 5 and 6.
There are fewer outcomes in the revised syllabus. They are:
simpler and more accessible for students and teachers organised in relation to the objectives differentiated between Preliminary and HSC courses linked explicitly to the syllabus content intended to cater for the full range of students.
1.2 Content and Structure of the Preliminary Course
The Preliminary course in Ancient History has been restructured into THREE parts:
Part I: Introduction Investigating the Past: History, Archaeology and Science, using the
Case Studies as a focus.
Part II: Studies of Ancient Societies, Sites and Sources: at least ONE study to be chosen.
Part III: Historical Investigation.
The Preliminary course content has undergone some minor revisions as indicated in the sections
below. Changes to the course structure include:
the requirement for students to undertake at least ONE study from Part II Studies of Studies of Ancient Societies, Sites and Sources (instead of the two studies required in the 1999
the new Part III Historical Investigation, which may either be integrated within Part I and/or Part II, or undertaken as a separate study.
Apart from the requirement of 120 indicative hours for the Preliminary course, teachers are free
to make their own judgements as to the time they allocate to each part of the course.
Ancient History Support Material
Part I: Introduction
This part comprises two sections. Teachers may choose either to teach the two sections
separately, or to integrate them:
(a) Investigating the Past: History, Archaeology and Science
(b) Case Studies.
The content of section (a) is unchanged from the 1999 syllabus; students must investigate at least
one case study.
The following changes have been made to the list of suggested case studies in section (b):
The Celts in Europe has been moved from Case Studies to Studies of Ancient Societies.
Preserved human remains is now called Ancient human remains. The Trojan War/Homer is now called Homer and the Trojan War. Resistance to Roman rule: Boudicca is now called Boudicca: Resistance to Roman rule. Tutankhamuns Tomb has been moved from Studies of Ancient Societies to Case Studies. Australian Archaeological Sites is now called Aboriginal Archaeological Sites. Maritime Archaeology is now called Ancient Marine Archaeology.
Part II: Studies of Ancient Societies, Sites and Sources
At least ONE society must be studied. The study should be drawn from a civilisation other than
that covered in the case study.
The studies must not overlap or duplicate significantly any topic attempted for the HSC
Ancient History or History Extension courses.
The following studies have been added:
Alexandria Ancient China in the Qin and Han Dynasties The City of Rome in the late Republic Roman Britain.
Other changes to Part II:
The study of Tutankhamuns Tomb has been moved from Studies of Ancient Societies to Case Studies.
Nineveh and Persepolis may be studied as separate societies. Pompeii and Herculaneum is now the core study for the HSC course and may no longer be
studied in the Preliminary course.
The use of Roman rhetorical/historical writings to examine Roman provincial government has been renamed Roman writers on provincial government.
The Celts, renamed The Celts in Europe, has been moved from Case Studies to Studies of Ancient Societies.
Part III: Historical Investigation
This section has been included to allow students to further develop their investigative, research
and presentation skills. The historical investigation should extend a particular area of individual
student and/or group interest. It can be integrated into any aspect of the Preliminary course and
Ancient History Support Material
need not be completed as one project. The outcomes addressed in th