surviving the ancient trial hsc

SURVIVING THE ANCIENT TRIAL HSC

Maybe help for the real thing, too

So, what do you need to do?

Generally, you should always read the question TWICE: Once during reading time Once again just before answering it

“Come on, Miss? Why do I need to do that? Urgh…” So you can deconstruct it again just in case

you didn’t read it properly the first time!

Is that it? Well, no. That’d be too easy…

Know your content! Pompeii and Herculaneum Sparta Deverell: Egypt and Akhenaten Avdicevic: Greece and Xerxes

N.B.: This is not a day for us to go over content (unless we have time at the very end for questions on the content)

Sometimes, this is how I feel

Key Terms used for Ancient HistoryYou should already know these key terms, but they can also be found at: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

Analyse: Identify components and the relationship between them; draw out and relate implications

Assess: Make a judgement of value, quality, outcomes, results or size

Describe: Provide characteristics and features Discuss: Identify issues and provide points for

and/or against Evaluate: Make a judgement based on criteria;

determine the value of Explain: Relate cause and effect; make the

relationships between things evident; provide why and/or how

Identify: Recognise and name Outline: Sketch in general terms; indicate the

main features of

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html








Cities of Vesuvius – Pompeii and Herculaneum (Source-based study)

Section I: Core Study:

Pompeii and HerculaneumExaminable content:1 Geographical context

• the physical environment: the geographical setting, natural features and resources of Pompeii and Herculaneum• plans and streetscapes of Pompeii and Herculaneum

2 The nature of sources and evidence• the range of available sources, both written and archaeological, including ancient writers, official inscriptions, graffiti, wall paintings, statues, mosaics, human and animal remains• the limitations, reliability and evaluation of sources• the evidence provided by the sources from Pompeii and Herculaneum for:

– the eruption– the economy: trade, commerce, industries, occupations– social structure; men, women, freedmen, slaves– private buildings – villas, houses, shops– influence of Greek and Egyptian cultures: art, architecture,

religion– religion: temples, household gods, foreign cults, tombs.– local political life– everyday life: leisure activities, food and dining, clothing, health, baths, water supply and sanitation– public buildings – basilicas, temples, fora, theatres, palaestra, amphitheatres

3 Investigating, reconstructing and preserving the past

• changing methods and contributions of nineteenth and twentieth century archaeologists to our understanding of Pompeii and Herculaneum• changing interpretations: impact of new research and technologies• issues of conservation and reconstruction: Italian and international contributions and responsibilities; impact of tourism• ethical issues: study and display of human remains

(From Ancient History Stage 6 Syllabus, p.32 - you already have this!)

Looking at the Question When reading a

question, don’t forget to take into account the following: The directive (the verb at

the beginning, telling you what kind of question it is)

The main focus of the question

Any limitations that have been placed on the question

Source inclusions

For example: (From 2010 HSC paper)

To what extent has research since the end of the 1960s changed our understanding of the evidence from the sites of Pompeii and Herculaneum?In your answer, refer to Sources F and G and your own knowledge.

Notice: the limitations occurred within the main focus!

Errr, what’s that mean?To what extent has research since the end of the 1960s changed our understanding of the evidence from the sites of Pompeii and Herculaneum?In your answer, refer to Sources F and G and your own knowledge.

‘To what extent’ – it’s asking for…?

‘research…changed our understanding of the evidence’ means…?

‘since the end of the 1960s’ is looking into what…?

‘refer to Sources F and G’…well, that’s just obvious!

Now, for your own question… Try to break down

the following question, looking at the directive, main focus, limitations and source inclusion.

(From 2012 HSC paper):

Using Sources A, B and H, and your own knowledge, explain the different ways in which archaeologists have reconstructed the past in the cities of Pompeii and Herculaneum.

Did you get…?Using Sources A, B and H, and your own knowledge, explain the different ways in which archaeologists have reconstructed the past in the cities of Pompeii and Herculaneum.

Yes, there were no limitations.

Okay then, what about these?(From 2011 & 2013 HSC Papers, respectively:)

Discuss the challenges of conserving the sites of Pompeii and Herculaneum. In your answer, refer to Sources H and I and your own knowledge.

With reference to the information and ideas represented in Sources F, G and H, and your own knowledge, explain how new research and technologies since the 1980s have changed earlier interpretations of human remains from Pompeii and Herculaneum.

You should have got…Discuss the challenges of conserving the sites of Pompeii and Herculaneum. In your answer, refer to Sources H and I and your own knowledge.


The sources for the 2013 question:

What would you include for this question? Who/what would you discuss?


Sample answer…

The Board of Studies will sometimes give sample answers for questions on their website This is one example for the

question given on the above slide: With reference to the

information and ideas represented in Sources F, G and H, and your own knowledge, explain how new research and technologies since the 1980s have changed earlier interpretations of human remains from Pompeii and Herculaneum.

How much did you include?

But what about the other questions? You can still deconstruct the smaller-

mark questions You just don’t need to write in essay-

style format for the response For example (2012 HSC Paper):

Using Sources A and B and your own knowledge, explain what human remains reveal about the causes of death in the eruption of AD 79. (4 marks) The sources were “Plaster casts of bodies in the

Garden of the Fugitives at Pompeii” and “Skeletal remains from the seashore at Herculaneum”

What could you write about?

Sample answer: There is quite a lot you could have

written for the previous question, as shown below:

What did you think to include?

And again…(From 2014 HSC Paper:)

Describe types of economic activity which took place in Pompeii and Herculaneum. In your answer, use Sources C and D and your own knowledge. (6 marks)

Should turn into something like this:Describe types of economic activity which took place in Pompeii and Herculaneum. In your answer, use Sources C and D and your own knowledge. (6 marks) Don’t forget they are asking

about both Pompeii AND Herculaneum!

What would you write about?

Yet another sample answer…

The question again: Describe types of economic activity which took place in Pompeii and Herculaneum. In your answer, use Sources C and D and your own knowledge. (6 marks) Does this answer the

question? How much would you

have included? Is it over the top for 6

marks? Yes…a little. This would be more like a 8-10 marks answer (it’s a typed response, so they forgot, probably)

So, how are we feeling about P&H?Remember: revise all your content Look over PowerPoint slide handouts you have received Look over all your notes you’ve taken in class Look over and complete chapter reviews from the ‘Cities

of Vesuvius’ book, that you’ve all been lent Look over ‘Antiquity 2’, that you’ve all been lent Look over past papers and deconstruct questions,

skeleton planning what you would write about Dot points of what you’d include There are past papers going back beyond 2010 – when there

was a change in the HSC paper. You can look at all of them! http://www.boardofstudies.nsw.edu.au/hsc_exams/

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

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

Spartan society to the Battle of Leuctra 371 BC

Section II: Ancient Societies

Sparta1 The geographical setting

– the geographical setting, natural features and resources of ancient Sparta– significant sites: Sparta

2 Social structure and political organisation– the issue of Lycurgus (the Great Rhetra)– roles and privileges of the two kings– government: ephorate, gerousia, ekklesia– social structure: Spartiates, perioeci, ‘inferiors’, helots– role of the Spartan army– control of the helots: the military, syssitia, krypteia– artisans, helots– educational system: agoge– role and status of women: land ownership, inheritance, education

3 The economy– land ownership: agriculture, kleroi, helots– technology: weapons, armour, pottery– economic roles of the periokoi (‘dwellers around’) and

helots– economic exchange: use of iron bars, trade

4 Religion, death and burial

– gods and goddesses: Artemis Orthia, Poseidon, Apollo– myths and legends: Lycurgus and the Dioscuri– festivals: Hyakinthia, Gymnopaedia, Karneia– religious role of the kings– funerary customs and rituals

5 Cultural life– art: sculpture, painted vases, bone and ivory carving– architecture: Amyklaion, Menelaion, the Sanctuary of Artemis Orthia– writing and literature: Alcman and Tyrtaeus– Greek writers’ views of Sparta: Herodotus, Thucydides, Xenophon, Aristotle, Pausanias, Plutarch

6 Everyday life– daily life and leisure activities– food and clothing– marriage customs– occupations.

(From Ancient History Stage 6 Syllabus, p.43 - you already have this!)

How it looks in the Trial and HSC

First 3 questions are general knowledge questions about the content Short-answer questions, adding up to 10

marks in total Write between 2-4 sentences for

questions with 2-4 marks Write between 5-7 sentences for

questions with 5 marks Unusual to get a question with higher than 5

marks in the first three questions The 4th question is a discuss, evaluate,

explain, or assess question Deconstruct it just like the 10-mark

question in Section I It will require knowledge about one whole

part of the syllabus, or one particular group across multiple parts of the syllabus

Don’t forget – read the instructions (about the writing booklets!) Do you have a PhD in wasting time?

(From 2013 HSC Paper:)

How do I study for it/answer them?!

Again, you need to constantly revise all your content! There is no cheat, no simple, no right, no

wrong, no easy, no hard, no anything(!) way of learning except your own way!

All questions can come from all parts of the syllabus, so you can’t just go “I know all about ------, I’ll be fine”

As stated previously, the 4th question will take in a whole part of the syllabus, or a group that can cross into different parts of the syllabus Look at the 2015 paper: it discusses the

role of kings in Spartan society Social and political power Religious duties How the ancient writers interpreted what they did It crosses different parts of the syllabus!

i.e., you’ll need to know everything for the Sparta part of the syllabus

Yes, yes…I know….


Okay then, what about these ones?

Have a go answering these ones What was the technology of the era?

technology: weapons, armour, pottery Who were the gerousia?

State who they were and what they did; that’s what role means: what they did!

The poetry of Alcman?!?! Yes, you need to look up those ancient

writers and keep an eye on them, so you know what they wrote about and who their audience included

Good to include the ancient writers in your long responses – if they are relevant

You don’t need to do exact quotes if you don’t remember them, just remember what they wrote about!

The role and status of women What would you write about?

Social and political status: land ownership, inheritance, education

Religion, death and burial: goddesses, funerary customs, festivals,

Everyday life: marriage customs, occupations


The picture was of the ‘running/dancing woman’ statue

How would you go at these ones?

What would you suggest for these questions’ answers? 1-2 sentences on the ephorate – it’s a 1

mark question! Ahhh, another ancient writer!

What did Tyrtaeus write about? Who was his audience? Was it complimentary, or unflattering towards

the Spartans? How was the land organised?

Who owned it? What was the kleroi? How did it tie in with the helots? How did it tie in with women? It’s only 5 marks, though, so you wouldn’t write

more than half a page (medium-sized writing)! This question focuses on religion – one

section of the syllabus You need to discuss different gods and

goddesses – Artemis Orthia in particular You need to mention the different festivals –

especially what ritual took place at the Temple of Artemis Orthia (cheese stealing…)

You need to mention what the religious role of the kings were within the festivals – they had one!

You need to mention archaeological work as well as the ancient writers – they are evidence!


A sample answerAn example from the Board of Studies: From the previous slide, for the question:

What does the writing of Tyrtaeus indicate about society in this period?

As it’s a 4-mark question, there is only the need for four sentences.

Could you have written something like that, or something different/more?

Deconstruct these 15 markers!

Did you get: 2011:

Directive: ‘what’ (‘describe’) Main focus: ‘what does the

evidence reveal about people’s life’

Limitations: ‘in this period’ Sources: ‘Source R’ – and

other ancient sources/writers

2010: Directive: explain Main focus: the role of kings

in Spartan society Limitations: no real

limitations, except it’s during the time period

Sources: ‘Source 14 (not available) – and other ancient sources/writers


(From 2010 HSC Paper: yes, the marks are different; take it as worth 15)

N.B.: The directive can occasionally join in with the main focus

Here’s hoping for some good answers!

Just remember this: Section II isn’t as hard as Sections III and IV

(Personality and Historical Period) “What?! Are you kidding me, miss?!”

It’s true! You get four questions to answer of varying difficulty,

rather than two you MUST answer (personality) or answering one of two questions (historical period)

You get one source given to you that can help with one or more of the questions for inspiration

The Section II content is actually broken down into ‘bite size’ parts, rather than larger parts like Sections III and IV

You can do it! We have faith!

Personalities in Their Times

Section III:

General tips about the Questions You answer two questions that amount to 25 marks:

A 10 mark question A 15 mark question

The 10 mark question is usually a ‘describe’ question The 15 mark question is usually an ‘assess’ or

‘evaluate’ question It’s also usually drawn from Part 4 of the syllabus

(‘Evaluation’), drawing on information you have learnt about to do with that section, but also the rest of the parts as ‘background information’

It requires some historiography – use of historians’ points of view that support the success or failure of your personality towards a particular part of their life/reign

For example:2014 paper

2012 paper

2013 paper

What are the directives?

What are the sources?

What are the main focuses?

There can be exceptions…

Have a look at (b)… What is the directive

of (b)?Directive: ‘Why’

But, what does ‘Why’ mean?

‘Why’ can mean ‘assess’ or ‘evaluate’, believe it or not…

So, what is it really asking?

‘Assess the reasons why Xerxes invaded Greece.’

2015 paper

What can help me? If you’re not sure about

a question in a past paper, sometimes there aren’t sample answers.

But there are marking guidelines usually available.

This is the example guideline for the question given on the previous page: Why did Xerxes invade Greece? In your answer, refer to the above quotation and other sources.

How can this help you make a skeleton plan for an essay?

Where to from here? Keep on looking at past papers for the personality

questions Deconstruct different types of questions to get proficient

at them You won’t have to think too hard when you’re sitting the

exam if you get a ‘trick’ question, like the previous ‘Why…’ Make sure you know how to describe different aspects of

your personality’s life, making links between parts 1, 2, and 3 if there are any

Make sure you know how your personality was affected by those before them, and affected those after them, so you can assess/evaluate their legacy (not so much their legacy, but other aspects, in the Trial HSC)

Historical Period

Section IV:

Generally speaking… You get a choice of two questions You answer ONLY one of them

This might sound silly, but we have had students in the past answer BOTH! We can only mark the first one that they attempt!

The questions come from different parts of the syllabus that you learn about Makes it a bit easier to study…but…don’t count your

chickens! Just because you study the heck out of one part doesn’t mean

that the question from that part doesn’t need information from the other part/s

The questions will either be an ‘assess’, ‘evaluate’ or an ‘analyse’ question – know your terms!

So, what does it look like?As stated before: Two questions Each from different parts

of the syllabus You only answer ONE You need to deconstruct

the question you choose and make a plan Find the directive, main

focus, limitations (if there are any), and choose historical sources that you know of to help strengthen your argument

From the 2012 HSC paper

For example:For your historical period, deconstruct the question! Did you get: Directives: ‘Why’, ‘Analyse’,

‘Assess’ Main focuses: ‘importance of

building programs for the kings’; ‘Egypt’s relations with its vassal rulers’; ‘the contributions of TWO Greek leaders to the victory’; and, ‘Athens’ changing relations with her allies’

Limitations: ‘during this period’; ‘during the Persian Wars’

Sources: ancient and modern historians that have written about the time period/persons being written about, etc.

From the 2014 HSC paper

The marking guidelines provided…

How can these help you study?

These were provided for the questions on the previous page.

What kinds of skeleton plans could you make from these?

How are the nerves now? Just remember the following: Using the words from the question, key verbs for the topic,

and syllabus content relevant to the question will give you a greater likelihood of achieving a Band 6 (or a higher band than you expect!)

Practice writing responses to questions – past papers and whatever you can get your hands on Create skeleton responses Make essay plans Check things over with your teacher if you want feedback (how

can we provide feedback if you never show us anything!) Attempt the question – even if you have no idea! Write as

much as you know about the topic that is relevant to the question; it’s better than knowing you’ll be getting 0

So, what do you have to do now?

Before the exam: Find the best way of revising the syllabus content for you

Do you need to rewrite notes, make visuals/mind maps, create flashcards, etc.? Look over ways of writing a Band 6 (or higher than expected) response

http://www.artofsmart.com.au/how-to-ace-your-ancient-history-extended-response/

Apparently you can study Ancient History for the HSC in a week… http://www.artofsmart.com.au/7-day-hsc-study-plan-for-hsc-ancient-history/

The Sydney Morning Herald even offers advice: http://www.smh.com.au/national/education/hsc-study-guide-2014--

ancient-history-20140518-38i0z.html The Board of Studies offers student packs to see what other students

have written in the past: http://

arc.bostes.nsw.edu.au/standards-packs/SP06_15020/go/2006/ancient-history/index.html

GET A GOOD NIGHT’S SLEEP! SERIOUSLY!




http://www.artofsmart.com.au/7-day-hsc-study-plan-for-hsc-ancient-history/

http://www.artofsmart.com.au/7-day-hsc-study-plan-for-hsc-ancient-history/

http://www.smh.com.au/national/education/hsc-study-guide-2014--ancient-history-20140518-38i0z.html

http://www.smh.com.au/national/education/hsc-study-guide-2014--ancient-history-20140518-38i0z.html

http://arc.bostes.nsw.edu.au/standards-packs/SP06_15020/go/2006/ancient-history/index.html



So, what do you have to do now? (cont’d)

In the exam: Read the questions carefully during reading time Go through deconstructing the question/s before writing

anything on that question Make sure you know what they’re asking of you

Read through the question TWICE! Make a plan as to how to answer the question on the first reading;

do a second reading to ensure the plan is answering what the question is asking

Use key words from the question to start your answer! The best answers in the HSC use the words FROM the question

within their introduction as well as throughout the rest of the response where appropriate

Take a deep breath when you get nervous, and look over the question/your answer so far, and keep on plodding along…

You can do this! Just study smart and productively!

And remember…

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surviving the ancient trial hsc

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