Ancient History (Version 8.4)

Select All
Unit 1: Investigating the Ancient World
Unit 2: Ancient Societies
Unit 3: People, Power and Authority
Unit 4: Reconstructing the Ancient World

Understand how Ancient History works

Rationale/Aims

The Ancient History curriculum enables students to study life in early civilisations based on the analysis and interpretation of physical and written remains. The ancient period, as defined in this curriculum, extends from the development of early human communities to the end of late antiquity AD 650, with a particular focus on the ancient societies of Europe, the Near East and Asia.

Structure of Ancient History

In Ancient History, students study the key institutions, structures and features of ancient societies and develop a broader and deeper comprehension of the origins, impact and legacy of ideas, beliefs and values of the ancient world.

Links to Foundation to Year 10

The Ancient History curriculum continues to develop student learning in history through the same strands used in the Foundation to Year 10 history curriculum, although the historical knowledge and understanding strand includes a wider range of concepts and contexts for historical study.

Representation of General capabilities

The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where they offer opportunities to add depth and richness to student learning.

Representation of Cross-curriculum priorities

The Aboriginal and Torres Strait Islander histories and cultures is addressed in this subject through the investigation of sites of significance to Aboriginal and Torres Strait Islander people, and the preservation and conservation of those sites.

Achievement standards

Unit 1: Investigating the Ancient World

Unit 1: Investigating the Ancient World Description

This unit involves an investigation of how the ancient world has been represented. This involves an exploration of the remaining sources and how they have been interpreted. This unit focuses on issues relevant to the investigation of the ancient world and builds on the historical skills developed in the Foundation to Year 10 curriculum to develop an introduction to historiography. Students will study at least TWO issues related to evidence including the authentication, preservation, ownership and/or display of material from the ancient world. Students also study how evidence has been used in interpretations and representations of ONE ancient site, event or change, individual or group through to modern times.

This study provides an opportunity to explore key artifacts, events, legends, personalities and controversies of the ancient world, focusing on an analysis and evaluation of the differing ways in which they have been interpreted and represented from ancient to modern times. Students investigate the past through an examination of issues relevant to the nature of the evidence including the ethical practice, ownership and representation of the ancient world. The key conceptual understandings of this unit include: the reliability and usefulness of sources, custodianship of the past, interpretations and representations.

Unit 1: Investigating the Ancient World Learning Outcomes

By the end of this unit, students:

understand the nature of evidence of the ancient past (of a site, event or change, individual or group) and issues relating to the reliability and usefulness of the evidence in interpreting, and constructing representations of that past
understand issues related to the ownership, custodianship, preservation and display of material from the ancient past
apply key concepts as part of a historical inquiry, including evidence, perspectives, interpretation, and representation
use historical skills to investigate different representations of the ancient world, and use a range of evidence to support and communicate a historical explanation or argument.

Unit 1: Investigating the Ancient World Content Descriptions

Historical Skills

All the following skills will be studied during this unit. Relevant skills will be emphasised for each topic.

Chronology, terms and concepts

Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHAH001)

Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding (ACHAH002)

Historical questions and research

Formulate, test and modify propositions to investigate historical issues (ACHAH003)

Frame questions to guide inquiry and develop a coherent research plan for inquiry (ACHAH004)

Identify, locate and organise relevant information from a range of primary and secondary sources (ACHAH005)

Identify and practise ethical scholarship when conducting research (ACHAH006)

Analysis and use of sources

Identify the origin, purpose and context of historical sources (ACHAH007)

Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHAH008)

Evaluate the reliability, usefulness and contestability of sources to develop informed judgements that support a historical argument (ACHAH009)

Perspectives and interpretations

Analyse and account for the different perspectives of individuals and groups in the past (ACHAH010)

Evaluate critically different historical interpretations of the past, how they evolved, and how they are shaped by the historian’s perspective (ACHAH011)

Evaluate contested views about the past to understand the provisional nature of historical knowledge and to arrive at reasoned and supported conclusions (ACHAH012)

Explanation and communication

Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments (ACHAH013)

Communicate historical understanding by selecting and using text forms appropriate to the purpose and audience (ACHAH014)

Apply appropriate referencing techniques accurately and consistently (ACHAH015)

Historical knowledge and understanding

Students investigate the significant issues related to at least TWO of the following topics:

Historical authentication and reliability
Preservation, conservation, and/or reconstruction of ancient sites
Cultural heritage, ownership and the role of museums
Treatment and display of human remains

AND

Students study how at least ONE ancient site, event or change, individual or group, chosen from the following topic electives, has been interpreted and represented:

Ancient site

Events and changes

Individual

Group

Ancient Thera (Santorini)

Masada

The Battle of Kadesh

The destruction of Troy

The ‘Fall’ of the Roman Empire in the West

The Roman Games

Alexander the Great

Cleopatra

Cao Cao

The Celts

The Early Christians

There are opportunities to make connections between the significant issues and the ancient site, events and changes, individual or group studied, for example the historical authentication and reliability of Homer’s Iliad as evidence for the destruction of Troy.

An alternative study of an ancient site, event, individual or group may be up to circa AD 650 from any part of the world, for example Lake Mungo; the Classical Maya; the Etruscans; Hannibal; Ashoka the Great; Boudicca, the assassination of Julius Caesar. Any topic other than the suggested topic electives should be chosen on the basis that the ancient site, events and changes, individual or group has been interpreted and represented in different ways, and has been the subject of some controversy.

Students study at least TWO of the following, which are to be taught with the requisite historical skills described at the start of this unit: Historical authentication and reliability

Historical authentication and reliability

How evidence from the ancient world has been lost, destroyed and re-discovered (ACHAH016)

Problems of authenticity, including the identification and origin of ancient artefacts, human remains and documents; and the reliability of ancient writers who did not witness the events they describe (ACHAH017)

Methods of authentication, including scientific and comparative dating techniques for documents and objects and cross-referencing of ancient sources (ACHAH018)

Ancient sources that have been deemed to be fakes or forgeries over time and the difficulties of authentication associated with these sources (ACHAH019)

The motivations of the perpetrators of fakes and forgeries, and the significance of the evidence they were intended to provide about the ancient past (ACHAH020)

Preservation, conservation, and/or reconstruction of ancient sites

The nature of the site/s, and the condition and extent of the remains (ACHAH021)

Issues of conservation and preservation of the site/s, including factors which threaten the integrity or survival of the ancient site (for example environmental factors, war, terrorism, pillaging, poverty) (ACHAH022)

The effectiveness/appropriateness of methods used to preserve, conserve and/or reconstruct the site/s, including relevant national or international charters or conventions (for example, UNESCO) and international efforts to protect ancient sites of world heritage significance (ACHAH023)

The reconstructions of the ancient site/s, for example paintings, historical fiction, film, documentaries, museum displays, and virtual worlds; and use for propaganda. (ACHAH024)

Cultural heritage, ownership and the role of museums

The nature and significance of the cultural property for the society to which it belongs (ACHAH025)

The arguments for and against the return of the cultural property to its original home (ACHAH026)

The nature and impact of looting and the illegal trade of antiquities on cultural heritage (ACHAH027)

The role of museums in acquiring, collecting, and storing artefacts/cultural materials (ACHAH028)

The contributions of museums to our understanding of ancient ways of life and the question of whose past is represented in museum displays and exhibitions (ACHAH029)

Treatment and display of human remains

The condition of the human remains and how they were preserved, discovered and/or removed from where they were found (ACHAH030)

The methods and results of scientific analysis (forensic techniques) and modern preservation of the remains (ACHAH031)

The significance of the human remains for an understanding of the life and times in which they lived, including the social status of individuals, the beliefs and practices of the society, the health of ancient populations, and the nature of the environment (ACHAH032)

The ethical issues relevant to the treatment, display and ownership of the remains, for example the use of invasive methods of scientific analysis (ACHAH033)

Students study at least ONE ancient site, event, individual or group, from the following, which is to be taught with the requisite historical skills described at the start of this unit:

Ancient Thera (Santorini)

The geographic and historical context of Ancient Thera, including the location of Thera/Santorini in relation to mainland Greece and Crete, the Bronze-Age Aegean period, the origins of the Theran settlement, the rediscovery of Akrotiri and excavations at the site (ACHAH034)

The nature of the sources most relevant to these interpretations and representations, for example Plato's dialogues about Atlantis (Timaeus and Critias c.360 BC), the Akrotiri wall paintings (the Spring Fresco, the Naval Campaign Fresco, The Young Boxers and the Fisherman Fresco), pottery, sculpture and other artefacts, and the site layout and architecture for Thera and Akrotiri (ACHAH035)

The different interpretations and representations of Thera and the eruption (from the ancient past, to the more recent past, to today), including the portrayal of Ancient Thera as the legendary Atlantis, the significance of the site as a trading or religious settlement, the relationship of ancient Thera to the Minoan civilisation on Crete, and the extent of the impact of the Theran eruption on the Minoan civilisation on Crete and on the wider Mediterranean world (ACHAH036)

The historical context of the interpretations and representations of Ancient Thera and why these have changed over time, including the legends surrounding the Aegean volcanic island of Thera, the role of scientific research into the date and size of the Theran earthquakes and eruption, the evolving portrayal of Akrotiri’s features and its significance as a result of archaeological excavation and analysis (ACHAH037)

The reliability and contestability of the interpretations and representations of ancient Thera, including the written and archaeological evidence for the Atlantis legend, the dating of the Theran eruption and the extent of its impact, the interpretation of the Akrotiri wall paintings, the commercial and religious significance of the Theran sites, and the significance of source selection, omission, emphasis and gaps in evidence (ACHAH038)

Masada

The geographic and historical context of Masada, including its location and physical features, an overview of the Roman control of Judaea and the organisation of the province, the problems between the Jews and the Romans leading to the outbreak of war, the course of the siege of Masada, the role of Jewish rebels, and the Roman occupation of Masada (ACHAH039)

The nature of the sources most relevant to these interpretations and representations, for example Josephus Flavius’ The Jewish War, written and archaeological evidence for Roman military tactics and siege warfare, and the excavation work of Yigael Yadin (ACHAH040)

The different interpretations and representations of Masada (from the ancient past to the more recent past, to today) including the notion of the event as a Roman victory, and re-evaluations of Masada as a symbol of Jewish persecution (ACHAH041)

The reliability and contestability of the interpretations and representations of Masada, including the accuracy of Josephus Flavius’ account in The Jewish War, debates about the meaning of the events at Masada in AD 73-74, the role of archaeology, and the significance of source selection, omission, emphasis and gaps in evidence (ACHAH043)

The Battle of Kadesh

The geographic and historical context of the Battle of Kadesh in the reign of Rameses II, including the nature of the Egyptian empire, Hittite expansion, the location of the battle on the Orontes river, and the causes and course of the battle (ACHAH044)

The nature of the sources most relevant to these interpretations and representations, for example the reliefs of the battle in the Abu Simbel temple, inscriptions including the ‘Poem’ and the ‘Bulletin’, the references to the battle in Hittite texts, the Egyptian–Hittite peace treaty inscription; and the significance of the sources in the reconstruction of the battle (ACHAH045)

The different interpretations and representations of the Battle of Kadesh (from the ancient past, to the more recent past, to today), including the portrayal of the battle by Rameses II as a decisive Egyptian victory, and more recent portrayals of the battle as a stalemate (ACHAH046)

The historical context of the interpretations and representations of the Battle of Kadesh and why these have changed, for example the importance of the warrior pharaoh ideal in Rameses II’s depiction of events (ACHAH047)

The reliability and contestability of the interpretations and representations of the Battle of Kadesh, including the role of Rameses II in the battle; and the significance of source selection, omission, emphasis and gaps in evidence (ACHAH048)

The destruction of Troy

The geographic and historical context of the destruction of the Troy, evidence of different layers of Troy throughout the ancient past, including Anotalian (Troy I-V) Bronze Age (Troy VI and VII), and ancient civilisations linked to Troy: Bronze Age Greece, the Myceneans and Hittite Empire in 13^th Century BC, King Hattusili and the Ahhiyawa Kingdom (ACHAH049)

The nature of the sources most relevant to the representations portrayed, for example the Homer’s Iliad; archaeological evidence from Mycenae; Hissarlik/Troy and the foreign office records of the Hittites including the Manapu-Tarhunda letter and Tawagalawa Letter; the discoveries at Troy by Schliemann, Dörpfeld, Blegen; the significance of the sources in the reconstruction of the Trojan War; and the evidence that Wilusa is Troy (ACHAH050)

The differing representations and interpretations of the destruction of Troy (from the ancient past, to the more recent past, to today), including the tradition of the ‘Trojan War’; the role of Paris and Helen in the Trojan War; and that Troy was destroyed by earthquake and fire (Dörpfeld’s reinterpretation of Troy II and VI) (ACHAH051)

The historical context of the representations and interpretations of the destruction of Troy and why these have changed over time, for example maritime archaeology; the importance of the discovery of the Hittite foreign office records at Hattusa; excavations by Dörpfeld, Blegen and Korfmann (ACHAH052)

The reliability and contestable nature of the representations of the destruction of Troy and the historicity of the Trojan War, including the significance of gaps in evidence, source selection, omission and emphasis (ACHAH053)

The ‘Fall’ of the Roman Empire in the West

The geographic and historical context of the ‘fall’ of the Roman Empire in the West, including the Battle of Adrianople in AD 378, the Sack of Rome in AD 410 by Alaric and the Visogoths, and the abdication of Romulus Augustus as the last Roman Emperor in the West in AD 476 (ACHAH054)

The nature of the sources most relevant to these interpretations and representations, for example the writings of Julian, Ammianus Marcellinus, Orosius, Augustine City of God, and Zosimus (ACHAH055)

The different interpretations and representations of the ‘fall’ of the Roman Empire in the West (from the ancient past, to the more recent past, to today), including Gibbon’s Decline and Fall of the Roman Empire, and his view that the Roman Empire fell as a result of barbarian invasions and the promotion of Christianity; and the modern understanding of the “fall” of the Roman Empire in the West as a period of transformation (ACHAH056)

The historical context of the interpretations and representations of the ‘fall’ of the Roman Empire and why these have changed over time, for example the importance of the Pagan versus Christian interpretations of events at the time and various modern reinterpretations (ACHAH057)

The reliability and contestability of the interpretations and representations of the ‘fall’ of the Roman Empire, including the significance of source selection, omission, emphasis and gaps in evidence, for example debates about what is meant by the ‘decline and fall’ of the Roman empire (ACHAH058)

The Roman Games

The geographic and historical context of the Roman games, including their origin as funerary commemorations, Etruscan influences, Caesar’s games for Julia, the violent nature of Roman society, types of gladiators (male and female) and their training, the role of amphitheatres as foci within Roman towns, and the significance of the Colosseum and Circus Maximus as venues (ACHAH059)

The nature of the sources most relevant to the interpretations and representations of the games, for example the writings of Juvenal, Cicero and Tacitus; the graffiti from Pompeii; and statuettes and mosaics (ACHAH060)

The different interpretations and representations of the games (from the ancient past to the present), including the cruelty of the gladiatorial games (Seneca and Christians), the political nature of the games as ‘bread and circuses’, the role of blood sports in Roman society, and modern portrayals in novels and films (ACHAH061)

The historical context of the interpretations and representations and why these have changed, for example romantic representations, Christian interpretations, and modern versions of gladiatorial contests (ACHAH062)

The reliability and contestability of interpretations and representations of the games, including the origins of the games (foreign or roman); debates about the political significance of the games and the power and authority of the Emperor, the senatorial class, and the masses; and the significance of source selection, omission, emphasis and gaps in evidence (ACHAH063)

Alexander the Great

The background to Alexander, including the nature of Macedonian kingship and political institutions; the expansion of Macedon under Philip II and the emergence of Macedon as a Mediterranean power; and Alexander’s education, early experiences and accession to the throne (ACHAH064)

The nature of the sources most relevant to the interpretations and representations of Alexander, for example: the writings of Plutarch, Arrian, and Curtius Rufus (including their own sources); Macedonian and Hellenistic representations (for example coins and statues); and Roman (literary and portraiture), Medieval (including art) and modern representations (including film and the work of modern historians for example Robin Lane Fax and Brian Bosworth) (ACHAH065)

The different interpretations and representations of Alexander (from the ancient past to the present), including Alexander as ‘the great general’, the philhellene, the founder of cities; and representations of his character and personality (for example Alexander’s official portraiture), Alexander as god (Siwah), his relationships with his generals and troops (the murder of Cleitos), and his relations with Persia (the burning of Persepolis and the marriages at Susa) (ACHAH066)

The historical context of the interpretations and representations and why these have changed over time, including romantic representations, the model of generalship, and changing ideas about violence and imperialism (ACHAH067)

The reliability and contestability of interpretations and representations of Alexander in ancient and modern written sources, images and film, including the significance of source selection, omission, emphasis and gaps in evidence (ACHAH068)

Cleopatra

The background to Cleopatra, including the kingdoms of the Hellenistic world, the Ptolemaic dynasty in Egypt and the role of Ptolemaic women, the significance of Egypt within the Mediterranean world at the time, Egypt’s relationship with Rome, the significance of Egypt in Rome’s civil wars, and how Cleopatra rose to power (ACHAH069)

The nature of the sources most relevant to these interpretations and representations, for example Plutarch, Horace, Shakespeare, Lucy Hughes-Hallett, portraiture from different periods, and representations in film (ACHAH070)

The different interpretations and representations of Cleopatra (from the ancient past to the present), including how Cleopatra represented herself in monuments and inscriptions; her portrayals as the enemy of Rome, a femme fatale, the saviour of Egypt, and a victim; and modern feminist representations (ACHAH071)

The historical context of the interpretations and representations of Cleopatra and why these have changed, for example her Macedonian ancestry and her depiction using traditional Egyptian artistic conventions (ACHAH072)

The reliability and contestability of interpretations and representations of Cleopatra, including the significance of source selection, omission, emphasis and gaps in evidence (ACHAH073)

Cao Cao

The background to Cao Cao, including an overview of Later Han dynasty society and the imperial bureaucracy, and the rise of Cao Cao (AD 155-220) as founder of the Wei kingdom (ACHAH074)

The nature of the sources most relevant to the interpretations and representations of Cao Cao, including his poems and autobiography (AD 211) (ACHAH075)

The different interpretations and representations of Cao Cao and how these have changed (from the ancient past, to the more recent past, to today), including his portrayals as a usurper, a brilliant but flawed tyrant, a military leader and hero, and as the ‘man from the margins’ (Rafe de Crespigny) (ACHAH076)

The historical context of the interpretations and representations of Cao Cao, including the interpretations of his rise to power at the imperial court, the Chinese tradition of the heroes of the Three Kingdoms, the Battle of Red Cliff (AD 208) and the Battle of Guandu (AD 200) (ACHAH077)

The reliability and contestability of the interpretations and representations of Cao Cao, including Cao Cao as a ‘tyrant’ versus a ‘good administrator’; the accuracy of the portrayal of Cao Cao as a villain in the novel Romance of the Three Kingdoms; issues of political slander and propaganda, and the influence of contemporary circumstances on reassessments of Cao Cao; and the significance of source selection, omission, emphasis and gaps in evidence (ACHAH078)

The Celts

The geographical and historical context of the Celts, including main Celtic groups and cultures – Urnfield (1200-600BC), Hallstatt (700 – 500BC) and La Tène (500BC – AD100); social structure; cultural practices; Celtic art; technology; religious beliefs and Druidism; death and burial; interaction with other civilizations; conquest by the Romans; significant individuals for example Vercingetorix, Boudicca (ACHAH079)

The nature of the sources and sites, including Vix and Hochdorf Burial; relevant excepts from Caesar’s Gallic War VII, Dio Cassius Roman History Books 40 &43 (Vercingetorix) and Book 62 (Boudicca), Tacitus The Annals Books 14 (Boudicca), Asterix series, statues and other artistic representations of Boudicca and Vercingetorix (ACHAH080)

The different interpretations and representations of the Celts (from the ancient past, to the most recent past, to today) including depiction as barbarians and/or rebels by Roman sources, freedom fighters in British and Gallic tradition, propaganda by Napoleon (ACHAH081)

The historical context of the interpretations and representations of the Celts and why these have changed over time, for example Ancient Roman interpretations, modern imperialist and nationalistic propaganda, Celtic cultural legacy (art, music, language and beliefs) (ACHAH082)

The reliability and contestability of the interpretations and representations of the Celts, including the significance of source selection, omission, bias and gaps in evidence (ACHAH083)

The Early Christians

The geographic and historical context of the Early Christians, including an overview of the life of Christ and the crucifixion; the Jewish and Hebrew tradition, key aspects of Graeco-Roman religion; the spread of Christianity throughout the Roman Empire; the Roman response including riots during Claudius’ reign, Nero and the Great Fire, the persecution of Christians by Marcus Aurelius, Decius, Galerius, and Diocletian; and the Edict of Milan (ACHAH084)

The nature of the sources and sites most relevant to these interpretations and representations, for example relevant excerpts from the Gospels, St Paul’s Letters, The Acts of the Apostles, Josephus, the Martyr Acts, the Catacombs, Eusebius, Antioch and Alexandria and the significance of the sources in the reconstruction of the lives of the Early Christians (ACHAH085)

The different interpretations and representations of the Early Christians (from the ancient past, to the more recent past, to today), as revealed in St Paul’s Letters, anti-Christian graffiti, Suetonius’ Life of Claudius, Tacitus, Pliny the Younger, Renaissance art, and films for example Ben Hur (ACHAH086)

The historical context of the interpretations and representations of the Early Christians and why these have changed over time, for example the importance of Constantine’s ‘adoption’ and legalisation of Christianity (ACHAH087)

The reliability and contestability of the interpretations and representations of the Early Christians and their treatment in the Roman Empire to AD337, including the significance of source selection, omission, emphasis and gaps in evidence (ACHAH088)

Unit 2: Ancient Societies

Unit 2: Ancient Societies Description

This unit involves an investigation of how people lived in the ancient world through an examination of the evidence of the social, political and economic institutions and structures of TWO societies. Students will also study ONE significant feature of society and how it relates to the institutions and structures studied. The significant feature may be the same for the two societies and teachers may choose to conduct a comparative study of this significant feature across the two societies.

Students are required to make connections between the social, economic and political elements of the society and the specific feature they study. In this unit there is a focus on analytical skills, which require identification and evaluation of a variety of ancient and modern sources for the society. The key conceptual understandings of this unit include: reliability and usefulness of sources, significance, perspectives and interpretations.

Unit 2: Ancient Societies Learning Outcomes

By the end of this unit, students

understand the political, social, economic and other significant features of ancient societies and the relationship between them
understand that interpretations of the past change over time and are dependent on the perspective and context of the source
apply key concepts as part of a historical inquiry including evidence, reliability and usefulness of sources, significance, perspectives and interpretations
use historical skills to investigate the key features of ancient societies; and use a range of evidence to support and communicate a historical explanation or argument.

Unit 2: Ancient Societies Content Descriptions

Historical Skills

All the following skills will be studied during this unit. Relevant skills will be emphasised for each topic.

Chronology, terms and concepts

Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHAH089)

Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding (ACHAH090)

Historical questions and research

Formulate, test and modify propositions to investigate historical issues (ACHAH091)

Frame questions to guide inquiry and develop a coherent research plan for inquiry (ACHAH092)

Identify, locate and organise relevant information from a range of primary and secondary sources (ACHAH093)

Identify and practise ethical scholarship when conducting research (ACHAH094)

Analysis and use of sources

Identify the origin, purpose and context of historical sources (ACHAH095)

Analyse, interpret and synthesise evidence from different types of sources to develop and sustain an historical argument (ACHAH096)

Evaluate the reliability, usefulness and contestability of sources to develop informed judgements that support a historical argument (ACHAH097)

Perspectives and interpretations

Analyse and account for the different perspectives of individuals and groups in the past (ACHAH098)

Evaluate critically different historical interpretations of the past, how they evolved, and how they are shaped by the historian’s perspective (ACHAH099)

Evaluate contested views about the past to understand the provisional nature of historical knowledge and to arrive at reasoned and supported conclusions (ACHAH100)

Explanation and communication

Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments (ACHAH101)

Communicate historical understanding by selecting and using text forms appropriate to purpose and audience (ACHAH102)

Apply appropriate referencing techniques accurately and consistently (ACHAH103)

Historical knowledge and understanding

Students study TWO of the following topic electives, which are to be taught with the requisite historical skills described at the end of this unit.

Old Kingdom Egypt, 3rd to 6th Dynasties
Egypt in the Ramesside Period, 19th and 20th Dynasties
Bronze Age Greece: Minoans or Mycenaeans, 2000 – 1100 BC
Sparta, c. 700 – 371 BC
Persia, 559 – 330 BC
Rome, 753 – 264 BC
Rome, 264 – 133 BC
Ptolemaic Egypt, 331 BC – AD 31
China in the Qin and Han Dynasties, 221 BC – AD 220
Israel and Judah, 961 – 586 BC
Assyria, 721 – 612 BC
India in the Mauryan Dynasty, 321 – 185 BC

For the chosen society, students investigate the chronological and geographical context, social structure, political institutions, economic activities; and ONE of the following features as appropriate for the society selected:

Slavery
Art and architecture
Weapons and warfare
Technology and engineering
The family
Beliefs, rituals and funerary practices

For each chosen society, students investigate the nature of the ancient society at the start of the period, including:

The chronological and geographical context

A broad chronological overview, from the origins of the society to the period that is the focus for investigation (ACHAH104)

The geographic location, including the nature of the environment and its influence on the society (ACHAH105)

Social structure

The main social hierarchies for example elites, workers, slaves, ethnic groups and foreigners (where applicable) (ACHAH106)

The role and status of, and attitudes towards, women (ACHAH107)

The role of, and attitude towards, children and education (ACHAH108)

Political institutions

The key features of political organisation for example monarchy, kingship, tyranny, republic, democracy (ACHAH109)

The role and function of key political institutions and political positions (ACHAH110)

The key legal structures (ACHAH111)

Economic activities

The nature and importance of economic activity for example agriculture, commerce, industry, trade and building programs (ACHAH112)

The organisation of free and indentured labour (ACHAH113)

Economic exchange for example tribute, taxation and coinage (ACHAH114)

In addition, for each chosen society, students study ONE of the following features as appropriate, which is to be taught with the requisite historical skills described at the start of this unit:

Slavery

The forms of slavery and its significance, including:

the nature of the sources for slavery and evidence for the origins of slavery (ACHAH115)

composition of slave groups, occupations (of men, women and children) and treatment (ACHAH116)

the economic importance of slavery (ACHAH117)

attitudes to slavery, the status of slaves and their relationship with masters (ACHAH118)

the extent of slavery and significant events in the history of slavery , for example revolts (ACHAH119)

Art and architecture

The nature and significance of art and architecture, including:

the nature of the sources for art and architecture (ACHAH120)

themes and styles of art (ACHAH121)

the main features, materials, purpose and function of various forms of architecture (ACHAH122)

the role and significance of art and architecture, public and private (ACHAH123)

evidence for the spread of particular forms of art and architecture in the ancient world through trade, the movement of peoples, and conquest. (ACHAH124)

Weapons and warfare

The development of weaponry and methods of warfare, including:

the nature of the sources for weapons and warfare, and early evidence for military encounters in the ancient world (ACHAH125)

the composition and role of armies and navies and changes in forms of weapons and military tactics (ACHAH126)

the life of soldiers, their training and the conditions of service (ACHAH127)

the significance of the military (ACHAH128)

the political, economic and social impact of warfare and conquest. (ACHAH129)

Technology and engineering

The innovations in technology and engineering and their influence on daily life, including:

the nature of the sources for technology and engineering (ACHAH130)

technological feats in construction materials and methods related to buildings, structures and statues (ACHAH131)

forms of technology and their impact on the household and economic life (metallurgy, pottery, surgical tools, transport, water supply and sanitation) (ACHAH132)

the use of technology in ancient times to access resources and control the environment (ACHAH133)

the impact of technological innovations on social, economic and political development and their legacy. (ACHAH134)

The family

The role and characteristics of the family, including:

the nature of the sources for the family, and early depictions of the family (men, women and children) in the historical record (ACHAH135)

beliefs and practices that influenced family life, including: the purpose of marriage and/or betrothal, marriage rituals, divorce, concubines, infanticide, gender, leisure activities (ACHAH136)

different concepts of the family, family structures and family ties, and the roles and relationships within the family, including the role and status of women (ACHAH137)

concepts of childhood and childhood experiences, including: education, rites of passage, age of maturity (ACHAH138)

the significance of the family in social and political life. (ACHAH139)

Beliefs, rituals and funerary practices

The different beliefs, rituals and funerary practices, including:

the nature of the sources for beliefs, rituals and funerary practices (ACHAH140)

the dominant beliefs and rituals (ACHAH141)

the influence and significance of beliefs and rituals (ACHAH142)

attitudes to and beliefs about death, and the concept of an afterlife (ACHAH143)

funerary practices (burial sites, forms of burial, ceremonies) and their relationship to religious beliefs and social status. (ACHAH144)

Unit 3: People, Power and Authority

Unit 3: People, Power and Authority Description

This unit involves an investigation of ONE ancient society across a broad historical period, with a particular emphasis on the nature and exercise of power and authority in that society. Students also study ONE individual who had a significant impact on their times, either within the chosen society or another society. This unit requires a greater focus on a range of written source material and an evaluation of the significance of the selected individual.

Students examine the nature of power and authority in the society and the ways in which it was demonstrated through political, military, religious and economic features. This study requires a focus on the reasons for continuity and change. The detailed study of an individual who had a significant impact on their times develops students’ understanding of the importance of human agency, as demonstrated by the possible motivations and actions of individuals. Students develop their skills of historical analysis with an emphasis on the identification and evaluation of different perspectives and interpretations of the past and on an understanding of the issue of contestability in history. The key conceptual understandings of this unit include: causation, change and continuity, perspectives, interpretations and contestability.

Unit 3: People, Power and Authority Learning Outcomes

By the end of this unit, students:

understand the nature and extent of change and continuity within the historical period
understand developments in power and authority over time and the role and impact of a significant individual on society
apply key concepts as part of a historical inquiry, including evidence, cause and effect, change and continuity, perspectives, interpretations and contestability
analyse and evaluate interpretations and communicate historical argument using a range of evidence.

Unit 3: People, Power and Authority Content Descriptions

Historical Skills

All the following skills will be studied during this unit.

Chronology, terms and concepts

Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHAH145)

Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding (ACHAH146)

Historical questions and research

Formulate, test and modify propositions to investigate historical issues (ACHAH147)

Frame questions to guide inquiry and develop a coherent research plan for inquiry (ACHAH148)

Identify, locate and organise relevant information from a range of primary and secondary sources (ACHAH149)

Identify and practise ethical scholarship when conducting research (ACHAH150)

Analysis and use of sources

Identify the origin, purpose and context of historical sources (ACHAH151)

Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHAH152)

Evaluate the reliability, usefulness and contestability of sources to develop informed judgements that support a historical argument (ACHAH153)

Perspectives and interpretations

Analyse and account for the different perspectives of individuals and groups in the past (ACHAH154)

Evaluate critically different historical interpretations of the past, how they evolved, and how they are shaped by the historian’s perspective (ACHAH155)

Evaluate contested views about the past to understand the provisional nature of historical knowledge and to arrive at reasoned and supported conclusions (ACHAH156)

Explanation and communication

Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments (ACHAH157)

Communicate historical understanding by selecting and using text forms appropriate to the purpose and audience (ACHAH158)

Apply appropriate referencing techniques accurately and consistently (ACHAH159)

Historical knowledge and understanding

Students will study ONE of the following societies:

New Kingdom Egypt to the death of Horemheb
Persia, 560 – 330 BC
Archaic Greece, 900 – 600 BC
Athens, 490 – 445 BC
Rome, 133 – 63 BC
Rome, 63 BC – AD 14
Later Han and the Three Kingdoms, AD 180 – 280

AND

Students study ONE of the following individuals:

Akhenaten
Augustus
Caesar
Cicero
Cimon
Darius I
Hatshepsut
Liu Bei
Livia
Pericles
Solon
Sulla
Themistocles
Thutmose III
Zhuge Liang
Xerxes

Students study ONE of the following societies which is to be taught with the requisite historical skills described at the start of this unit:

New Kingdom Egypt to the death of Horemheb

Background for the period (approximately 10 percent of the teaching time for this topic)

The historical and geographical context, including an overview of Old and Middle Kingdom developments, the significance of the Second Intermediate Period; Upper and Lower Egypt, the territorial boundaries of Egypt (ACHAH160)

The nature of power and authority at the beginning of the New Kingdom, including the social and political structure (role and status of pharaoh/royalty, nobility, scribes, artisans, agricultural workers; the nature and impact of Hyksos rule); religion (significance of the pharaoh as god-king, Son of Re, Lord of the Two Lands, Upholder of Maat, the role and importance of Amun); the economy and civil administration (importance of the Nile, agriculture and other natural resources; role and status of the vizier); and the bureaucracy (methods of taxation, commerce and trade) (ACHAH161)

Power and authority – change and development

The role of 17th dynasty rulers, including queens, in the expulsion of the Hyksos and the establishment of the 18th dynasty (ACHAH162)

The consolidation of the 18^th dynasty in relation to the role and growing status of the Amun cult and Egyptian queens who took the title ‘God’s Wife of Amun’ (ACHAH163)

The religious, political and economic importance of pharaonic building programs, including the cult temples of Luxor and Karnak; the royal mortuary temples (western Thebes); the tomb builders’ village, Deir el Medina; the significance of Theban festivals (ACHAH164)

Conquest and expansion in Nubia and Syria-Palestine, the iconography of the ‘warrior pharaoh’, and the nature of Egyptian imperialism (ACHAH165)

The development and importance of the military in the expulsion of the Hyksos and in the expansion and maintenance of the Egyptian empire and the evidence provided by the military careers of at least TWO key individuals, for example Ahmose son of Ebana and Ahmose Pennekhbet (ACHAH166)

The nature of the empire and its impact on economic development, including the significance of booty, tribute and trade (ACHAH167)

The nature and impact of the Amarna revolution (ACHAH168)

The nature and significance of the Restoration of Amun and other gods under Tutankhamun and Horemheb (ACHAH169)

The changing nature of Egypt’s relations (for example warfare and diplomacy) with other powers, in particular the Mitanni and Hittites (ACHAH170)

Persia 560 – 330 BC

Background for the period (approximately 10 percent of the teaching time for this topic)

The historical and geographical context, including Persian origins, neighbouring countries (ACHAH171)

The nature of power and authority at the beginning of the period, including the social and political structure of Persian society (the role of king and court, the ‘bandaka’, the role of the family, tribal, and clan systems, royal women, commoners, subject peoples); religion (worship of the god Ahuramazda, the relationship of the king to Ahuramazda); the role of the priesthood and the nature of ritual (the Magi, fire altars, royal funerary customs, the significance of Zoroaster as a prophet); the economy (the nature and importance of agriculture, tribute and trade, Corvée obligations); and the military (the role and composition of the Persian army, the leadership structure and the role of the royal family) (ACHAH172)

Power and authority – change and development

The reasons for the establishment of the Achaemenid dynasty under Cyrus II and its consolidation under Cambyses, Darius and Xerxes (ACHAH173)

Issues related to dynastic succession, the iconography of Achaemenid kingship, and the role and importance of the bureaucracy (arstibara, vacabara, hazarapatish) (ACHAH174)

The nature and importance of the imperial administration, including the role of the king, the military, the satrapy system, legal structures and laws; taxation; the development of coinage, weights and measures; the importance of communication and transport, for example the Royal Road; and the role of foreign workers, crafts and industry in Achaemenid building programs (ACHAH175)

The nature and extent of imperial expansion, warfare, conquest and diplomacy, including the suppression of revolts for example in Babylon and Egypt, the invasions of Greece and the nature of Persian imperialism (ACHAH176)

The importance of building programs as expressions of power, and the achievements of the Achaemenid dynasty in art and architecture; the royal capitals at Pasargadae, Susa, and Persepolis (ACHAH177)

The impact of the religious policies of Persian kings within Persia and the empire, including Bel-Marduk, Hebrew beliefs and Egyptian gods (ACHAH178)

The status of conquered powers within the empire and treatment of subject peoples, including Babylonians, Egyptians and Jews (ACHAH179)

Reasons for the decline and collapse of the Persian Empire including Alexander the Great’s invasion and the death of Darius III (ACHAH180)

Archaic Greece 900 – 600 BC

Background for the period (approximately 10 percent of the teaching time for this topic)

The historical and geographical context, including the emergence from the ‘Dark Ages’, the influence of geography on Greek political and economic development; the concept of ‘polis’ (origins of key city-states: Athens, Thebes, Megara, Corinth and Sparta); Sparta’s Dorian origins (nature and influence of Homeric Bronze Age tradition on Sparta’s early development), and Athens’ Ionian origins; the ‘displacement’ of the Ionians and settlement of Ionia (ACHAH181)

The nature of power and authority at the beginning of the period, including the social structure (role and status of the family ‘oikos’, tribe, nobles, farmers, peasants, craftsmen); Greek religion (the nature of Hesiod’s cosmogony; Olympian gods); the emergence of the Athenian polis (hereditary kingship, the role of clans and phratriae); the emergence of the Spartan polis and role of kings (ACHAH182)

Power and authority – change and development

The development of the Athenian polis, including the transition from monarchic to oligarchic rule; the role of polemarch, basileus, archons, thesmothetae, Areopagus, Ecclesia, and legal structures, for example Draco’s codification of laws (ACHAH183)

The political, economic and cultural influence of Ionia on Athenian development (ACHAH184)

Spartan expansion into Laconia and the impact of the Messenian Wars and the Lycurgan reforms on the development of the Spartan polis, including the structure and function of the dual kingship, ephors, Gerousia and Assembly (ACHAH185)

Causes of colonisation, including the importance of agriculture and land ownership, the custom of primogeniture (ACHAH186)

The political, social and economic impact of colonisation and trade on Greek poleis, including the role of the trireme and the emergence of a merchant class (ACHAH187)

The impact of colonisation on relations with other powers, including trade and cultural contact with Near-Eastern neighbours; the importance of the Phoenician alphabet (ACHAH188)

The causes of tyranny, the nature and impact of tyrants, for example Pheidon (Argos), Cleisthenes (Sicyon), Cypselus and Periander (Corinth), as well as their success in maintaining power (ACHAH189)

The emergence of Pan-Hellenic sites for example Dodona and Delphi; the importance of omens and oracles for example Zeus and Apollo at Delphi; the religious and political significance of the Pan-Hellenic Games, including Olympic, Pythian, Isthmian, and Nemean Games (ACHAH190)

The nature and significance of technological innovation in pottery and monumental architecture (ACHAH191)

Athens 490 – 445 BC

Background for the period (approximately 10 percent of the teaching time for this topic)

The chronological and geographical context of Athens in 490 BC, including Cleisthene’s democracy, the Spartan and Persian attempts to interfere in Athenian domestic affairs prior to 490BC, the Athenian response, and the Ionian Revolt (ACHAH192)

The nature of power and authority in Athens in 490 BC, including key political concepts (demos, polis, oligarchy, democracy, ostracism); key social groups (Solon’s pentacosiomedimni, hippeis, zeugitae, thetes, slaves, metics and women); and Athenian government, including Cleisthene’s reforms (ACHAH193)

Power and authority – change and development

The causes, course and consequences of conflict with Persia in 490 BC with particular reference to the Ionian Revolt, Marathon, role of Xanthippus and Miltiades (ACHAH194)

The development of Athens’ domestic politics for example the use of ostracisms in the 480s, the ascendency of Themistocles, the construction of the fleet, and the enhancement of the position of strategoi (ACHAH195)

The Persian Wars 481-478 BC, including the Battle of Salamis, the formation of the Hellenic League, Spartan hegemony and the role of Leonidas, Themistocles, Pausanias, and the significance of the increased prestige of Athens (ACHAH196)

The reasons for the formation of the Delian League, including the aims, structure and naval superiority of Athens (ACHAH197)

Initial campaigns under Cimon to 461BC and their significance for Athenian power internally and externally, including Sparta’s response to the growth of Athenian power (ACHAH198)

The rise in thetic power in Athens and the reasons for Ephialtes’ reforms to the political institutions of the Areopagus, Boule, Ecclesia and Heliaea (ACHAH199)

Athens’ changing foreign policy in 461BC, its alliances with Megara and Thessaly, the First Peloponnesian War, the Athenian Land Empire, and Cimon’s possible recall (ACHAH200)

The significance of Athens’ leadership of the Delian League, the transformation of the League to an empire, and the methods of control used by Athens to 445BC (ACHAH201)

The beginnings of Periclean Athens, including democratic reforms and the building program (ACHAH202)

Rome 133 – 63BC

Background for the period (approximately 10 percent of the teaching time for this topic)

The historical and geographical context, including the location of Rome and the geographical extent of Roman territory, and neighbouring kingdoms and societies (ACHAH203)

The nature of power and authority in Rome in 133 BC, including the social structures of Roman society (the nobility, equestrians, slaves, freedmen, socii, patron-client relations and family structures; the distinction between citizens and non-citizens; the political structures (consuls, senate, tribunate, assemblies and provincial administration); the economy, (agriculture, the land tenure system, trade, slavery, provinces and taxation); the military organisation; and religious practices (omens, oracles, religious festivals, triumphs and games) (ACHAH204)

Power and authority – change and development

Reasons for the reforms of Tiberius and Gaius Gracchus, the methods used by the Gracchi, and the political, economic and social impact of the reforms (ACHAH205)

The tribunate and growing tensions between the optimates and populares between 133-63BC (ACHAH206)

The reasons for Marius’ first consulship, his command against Jurgurtha, the significance of his subsequent consulships and extraordinary commands against the Teutones and Cimbri (ACHAH207)

The military reforms of Marius, the growth of client armies and their impact on Roman politics and society to 63BC (ACHAH208)

The origins and key events of the Italian Wars and the subsequent changes to citizenship (ACHAH209)

The reasons for Sulla’s March on Rome, the Civil War, Sulla’s dictatorship and the effectiveness of the so-called ‘Sullan Restoration’ on the powers of the tribunate and Senate (ACHAH210)

The reasons for, and nature of, the extraordinary commands of Pompey up to 63BC and their impact on the Roman Republic, including the commands against Lepidus and Sertorius, the lex Gabinia and lex Manilia (ACHAH211)

The significance of Cicero’s consulship, the Catiline Conspiracy and the Concordia Ordinum (ACHAH212)

The role and impact of violence in Roman politics, including the use of the Senatus Consultum Ultimum, and Civil War (ACHAH213)

Rome 63BC – 14AD

Background for the period (approximately 10 percent of the teaching time for this topic)

The historical and geographical context, including the location of Rome and the geographical extent of Roman territory, and neighbouring kingdoms and societies (ACHAH214)

The nature of power and authority in Rome in 63BC, including the social structure of Roman society (the nobility, equestrians, slaves, freedmen, patron-client relations, and family structures, including ‘pater familias’); political structures (the senate, assemblies of the people, the magistrates of the people, the provincial administration, and the use of the Senatus Consultum Ultimum); the economy (agriculture, trade, slavery, provinces, taxation and Pompey’s Eastern Settlement); military organisation (client armies); religious practices (omens, oracles, religious festivals, triumphs and games) (ACHAH215)

Power and authority – change and development

The reasons for the formation of the ‘First Triumvirate’ of Caesar, Crassus and Pompey, including tensions between the optimates and populares (ACHAH216)

Caesar’s first consulship, his legislative program, and his acquisition of the Gallic Command (ACHAH217)

The reasons for the breakdown of the ‘First Triumvirate’ and the key events of the Civil War, including Caesar versus Pompey and the optimates; battles of Pharsalus, Thapsus and Munda (ACHAH218)

Caesar’s dictatorship, including his constitutional position, reform program and the reasons for his assassination (ACHAH219)

The reasons for the formation of the ‘Second Triumvirate’ of Antony, Lepidus and Octavian (ACHAH220)

The nature of the tensions and rivalry between Octavian and Mark Anthony, the breakdown of the ‘Second Triumvirate’, Cleopatra and the significance of the Battle of Actium (ACHAH221)

The purpose and nature of the 1st and 2nd Settlements of Augustus, subsequent developments, and their impact in consolidating his authority (ACHAH222)

The reasons for the reforms of Augustus and their political, social, military, cultural and economic impact on the Roman Republic (ACHAH223)

The role and impact of violence in Roman politics, including the use of client armies and civil war (ACHAH224)

The nature and objectives of Augustus’ foreign policy (ACHAH225)

Later Han and the Three Kingdom, AD 180 – 280

Background for the period (approximately 10 percent of the teaching time for this topic)

The historical and geographical context in AD 180, the geographical extent of the Chinese state, the location of the capital Luoyang, including the significance of the plagues (ACHAH226)

The nature of power and authority in China in AD 180, including the social structure of Late Han society (emperor, nobility, eunuchs, commoners, the significance of imperial marriage); political structures (emperor, ministers, the court, kings, provincial administration); the economy (agriculture, coinage, taxation of land, labour, property); popular religion (Daoism); the nature of military forces (limits of conscription standing armies, local levies, non-Chinese auxiliaries, private retainers,, development of warlord armies) (ACHAH227)

Power and authority – change and development

Zhang Jue and The Way of Great Peace campaign, the Yellow Turban Rebellion of AD 184 and its suppression; the north-western rebellion in the Liang province: the consequent social and economic disruption (ACHAH228)

The reasons for the power struggle between the palace eunuchs, Confucianists and imperial relatives by marriage; AD 189: the death of Emperor Ling; the assassination of He Jin; the massacre of the Eunuchs and the seizure of power of warlord Dong Zhou (ACHAH229)

The rise of military leaders and local warlords, the puppet reign of Emperor Xian, and the downfall of the Han dynasty (ACHAH230)

Cao Cao’s military success at Guandu (AD 200) and his consolidation of power in northern China, the alliance of Sun Quan and Liu Bei, and the Battle of Red Cliffs (AD 208) (ACHAH231)

The abdication of Emperor Xian and the establishment of Cao Pi as Emperor of Wei in AD 220, Liu Bei as Emperor of Shu-Han and Sun Quan as Emperor of Wu (ACHAH232)

The rivalry between Wu and Shu, Liu Bei’s victory at Ding Jun mountain and the capture of Hanzhong (AD 219), seizure of Jin province on the middle Yangtse by Wu (AD 219); Zhuge Liang’s Southern Expedition and the re-establishment of an alliance between the Wu and Shu kingdoms (AD 223) (ACHAH233)

Stability and prosperity in the state of Wu under Sun Quan, including conquest and colonisation in south China, and economic development including trade with South-East Asia (ACHAH234)

The power of the Sima clan in Wei, the overthrow of Cao Shuang and the abdication of Cao Huan to Sima Yan in AD 264, the proclamation of the Jin Dynasty in northern China (ACHAH235)

The decline of Shu after the death of Zhuge Liang, culminating in the invasion by Wei and the surrender of Liu Shan in AD 263 (ACHAH236)

The succession problems of the state of Wu and the surrender of of Sun Hao to Jin in AD 280 (ACHAH237)

The extent of Chinese territorial expansion by AD 280, the external threats, the evidence for Roman-Chinese relations (ACHAH238)

Students will study ONE of the individuals (listed above) and will investigate, applying requisite historical skills, the following:

Their background and rise to prominence, including:

family background and status (ACHAH239)

key events in their rise to prominence (ACHAH240)

significant influences on early development (ACHAH241)

The career of the individual, including:

change of role, position, status over time (ACHAH242)

possible motivations for actions (ACHAH243)

methods used to achieve aims (ACHAH244)

relationships with groups and other individuals (ACHAH245)

significant events in the career of the individual (ACHAH246)

manner and impact of death (ACHAH247)

The impact and legacy of the individual, including:

assessment of their life and career (ACHAH248)

the influence of the individual on their time (ACHAH249)

their longer-term impact and legacy. (ACHAH250)

Changing perspectives and interpretations of the individual, including:

depictions of the individual during their lifetime (ACHAH251)

udgments of the individual by other individuals and groups during their lifetime (ACHAH252)

interpretations of the individual after their death (for example, in writings, images, films). (ACHAH253)