Teaching Program Select Units
for the New South Wales Ancient History Higher School
Course
using the
Heinemann Ancient and Medieval History series
and
Heinemann Ancient and Medieval History
Teacher’s Resource and Assessment Disk 2
By Vicki Greer
Unit 1: Core Study: Cities of Vesuvius: Pompeii and Herculaneum
Targeted Outcomes
Students:
H 1.1 describe and assess the
significance of key people,
groups, events,
institutions,
societies and sites within
their historical context
H 2:1 explain historical factors
and assess their significance
in contributing to
change
and continuity in the ancient
world
H 3.1 locate, select and
organise relevant
information
from a variety of sources
H 3.2 discuss relevant problems
Principal Focus
Students learn to:
• comprehend and analyse a
range of archaeological and
written sources relevant to
the core study of the cities of
Pompeii and Herculaneum
use sources to reconstruct
aspects of life in Pompeii and
Herculaneum in AD 79
• evaluate the implications of
gaps in the evidence for
reconstructing life in Pompeii
and Herculaneum in AD 79
• describe and assess different
methods used by
Selected Resources
Heinemann Ancient and Medieval
History: Pompeii and Herculaneum
Heinemann Ancient and Medieval
History Teacher’s Resource and
Assessment Disk
Websites located in
www.hi.com.au/ancient
of sources
for reconstructing
the past
H 3.3 analyse and evaluate
sources for their
usefulness
and reliability
H 3.4 explain and evaluate
differing
perspectives and
interpretations of the past
H 3.5 analyse issues relating to
ownership
and custodianship
of the past
H 3.6 plan and present the
findings of
historical
investigations, analysing and
synthesising information
from a range of sources
H 4.1 use historical terms and
concepts
appropriately
H 4.2 communicate a
knowledge and
understanding of historical
features
and issues using
appropriate oral and written
forms.
Students Learn About:
Non-examinable
background
• stages of occupation
• brief historical overview
up to and including the
eruption of AD 79
• early discoveries and brief
history of the excavations
• representations of
Pompeii and
Herculaneum over time
Examinable content:
1 Geographical context
• the physical environment:
the geographical setting,
natural features and
resources of Pompeii and
Herculaneum
• plans and streetscapes of
•
•
•
•
archaeologists, historians
and other specialists to
investigate the sites over
time
evaluate different
representations of Pompeii
and Herculaneum over time
discuss relevant issues of
conservation and
reconstruction; custodianship
of the sites and the display of
human remains
present the findings of
investigations of key features
or issues relevant to the
study of Pompeii and
Herculaneum
communicate effectively in
oral and written forms to
describe and analyse
features and issues of the
study.
TEACHING AND LEARNING STRATEGIES (incorporating students
learn to) :
Examine key events in the settlement and occupation of Pompeii and
Herculaneum and construct a chronology of stages of occupation
Source Study : Sulla’s attack on Pompeii
Source Study: The Campathian earthquakes
Examine the early explorations of Pompeii and Herculaneum
Case Study: The age of antiquarianism – Sir John Sloane (1778-1823)
Critical Inquiry: techniques of early digs by Prince D’Elbeuf, Alcubierre,
Wincklemann, Weber, La Vega, Fiorelli, Mau, Spinazzola, Maiuri
Locate Anglo American Project in Pompeii website to assess the ways in
which improvements in archaeological methods have changed the way
archaeology is practised at either Pompeii or Herculaneum.
Map study: location, setting and geographical features of Pompeii and
Herculaneum.
Use excerpts from Tactitus and Statius to describe what the Vesuvius area
might have looked like before the eruption of AD 79.
Critical Inquiry: Compare Strabo and Florus’ descriptions of Mount
Vesuvius.
Pompeii and
Herculaneum
Draw up chart which lists the resources/produce of Pompeii and
Herculanuem with archaeological and written evidence for each.
Write a one page letter from a wealthy Roman living in a villa in Pompeii or
Herculaneum encouraging a friend to move to the area.
Plan studies of townscapes 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
– 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
– private buildings – villas,
houses,
shops
– influence of Greek and
Egyptian cultures: art,
architecture,
religion
– religion: temples,
household gods, foreign
cults, tombs.
Read Pliny the Younger’s description of the AD 79 eruption.
Sequence and describe the events and phenomena experienced by Pliny
the Elder.
Using Pliny the Younger’s accounts, create an annotated timeline of the
events of the eruption of Vesuvius.
Assess the reliability of Pliny the Younger’s letters for our understanding of
the destruction of Pompeii and Herculaneum.
Research Pliny the Elder’s life, character and interests. Write an account of
the eruption that he might have written if he had survived.
Account for the difficulties faced by modern historians when trying to
establish absolute dates for events recorded in ancient sources.
Examine the studies of Professor Haraldur Sigurdsson of the stratigraphical
deposits at Pompeii and Herculaneum and his interpretation/timetable of
the eruption and how the settlements were destroyed.
Compare the evidence from Pliny the Younger’s letters and Sigurdsson’s
stratigraphical analyses to decide which provides the most reliable account
of the eruption.
Examine evidence and artifacts from private houses (House of the Faun,
House of the Vetti, House of the Surgeon, House of the Moralist, insulae,
House of the Mosaic Atrium, House of the Wooden partition, The Trellis
House).
Students construct a “social ladder” of Roman society, using status
symbols used by Romans to illustrate the structure of society.
Examine the House of Stephanus the Fuller and the Bakery of Modestus as
evidence for working and middle class Roman lives.
Create chart of the places in Pompeii and Herculaneum frequented by
women and explain what the evidence reveals about the role of women in
Roman society.
Case Studies of written and archaeological evidence on Eumachia, a
prominent woman of Pompeii, priestesses, businesswomen, tradeswomen,
prostitutes, slave and foreign women.
Examine the Forum complex of Pompeii:
Explain what evidence in the Forum shows the power of the emperor in
Roman society.
Describe the activities that took place on a typical day at the Forum.
List the main buildings of the Forum of Pompeii (Temples, Commercial
areas such as the macellum, building of Eumachia, civic buildings).
Explain what these buildings show us about religion, commerce and
government.
Examine main buildings relating to public entertainment such as the
ampitheatre of Pompeii, the large palaestra, the large Theatre, the Odeon,
the Palaestra in Herculaneum.
Examine water towers and public fountains, public baths/thermae in
Pompeii and Herculaneum such as the Stabian baths and the Forum baths
to describe their purpose and functions.
Examine the Temple of Venus, the Temple of Isis, artifacts found in the
House of Julia Felix to assess the influence of Egyptian and Greek culture
on art, architecture and religion.
Assess what written and archaeological sources reveal about religious
practices in Pompeii and Herculaneum, the role and importance of the
Imperial Cult and foreign cults.
3 Investigating,
reconstructing and
preserving the past
• changing methods and
contributions of
nineteenth and twentieth
century archaeologists to
our understanding of
Pompeii and
Herculaneum
Using the information in Chapter 3, choose which archaeologists belong in
either The Archaeological Hall of Fame or The Archaeological Walk of
Shame. Students must use evidence to justify their response.
• changing interpretations:
impact of new research
and technologies
Sequence and describe actions taken by international and national groups
to preserve Pompeii and Herculaneum.
• issues of conservation
and reconstruction: Italian
and international
contributions and
responsibilities; impact of
tourism
• ethical issues: study and
display of human remains
Case study: the work of Australian researchers (The Australian expedition
to Pompeii, Dr Penelope Allison, Dr Estelle Lazer, Jayne Pont, Steven Ellis)
to illustrate the impact of changing new research and technologies on our
understanding of Pompeii and Herculaneum.
Examine conservation techniques, problems and issues highlighted in The
House of the Coloured capitals, wall paintings, Villa of the Papyri, The
papyrus scroll library, House of the Menander and the sanctuary of Artemis
Orthia.
Summarize the main areas of debate and concern under the following
headings: Custodianship, conservation issues, ethical issues.
Debate: Is Professor Guzzo right in declaring a moratorium on new
excavation?
Class discussion: should the casts and skeletons of victims of the AD 79
eruption be displayed or be given a ‘proper’ burial? (If they should be
buried, where and how?)
Unit 2: Ancient Society: Spartan Society to the battle of Leuctra 371BC
Targeted Outcomes
Students:
H 1.1 describe and assess the
significance of key people,
groups, events,
institutions,
societies and sites within
their
historical context
H 2.1 explain historical factors
and assess their significance in
contributing to
change and
continuity in the ancient
world
H 3.1 locate, select and
organise relevant
information
from a variety of sources
H 3.2 discuss relevant problems
of sources
for reconstructing
the past
H 3.3 analyse and evaluate
sources for their
usefulness
and reliability
H 3.4 explain and evaluate
differing
perspectives and
interpretations of the past
H 3.6 plan and present the
findings of
historical
investigations, analysing and
synthesising information
from a range of sources
H 4.1 use historical terms and
concepts
appropriately
H 4.2 communicate a
knowledge and
understanding of historical
features
and issues using
appropriate oral and written
forms.
Students Learn About:
1 The geographical setting
• the geographical setting,
natural features and
resources of
ancient Sparta
• significant sites: Sparta
2 Social structure and
political organisation
Students learn to:
• ask relevant historical
questions
• locate, select and organise
information from a range of
sources to describe and
analyse the key features of
the ancient society
• describe and evaluate the
role and nature of key
features of the ancient
society
• explain and assess the
significance of historical
factors contributing to
change and continuity within
the ancient society
• evaluate the usefulness and
reliability of sources
• explain and evaluate differing
perspectives and
interpretations of the ancient
society
• plan and present the findings
of investigations on aspects
of the ancient society,
analysing and synthesising
information from a range of
sources
• communicate an
understanding of relevant
concepts, features and
issues using appropriate oral
and written forms.
Selected Resources
Heinemann Ancient and Medieval
History: Spartan Society to 371BC
Heinemann Ancient and Medieval
History Teacher’s Resource and
Assessment Disk
Websites located in
www.hi.com.au/ancient
TEACHING AND LEARNING STRATEGIES (incorporating students
learn to) :
Map study: landscape, climate and resources.
Examine written sources (Herodotus book I, 66, Plutach Lives: Lycurgus) to
debate: Lycurgus, Man or Myth?
• the issue of Lycurgus (the
Great Rhetra)
• roles and privileges of the
two kings
Describe the roles and responsibilities of the kings, Ephors, Gerousia and
Ekklesia.
Create a diagram or graphic representation that shows the structure of
• government: ephorate,
gerousia, ekklesia
Spartan Society.
• social structure:
Spartiates, perioeci,
‘inferiors’, helots
Class discussion: how did the need to control the helots affect Spartan life
• role of the Spartan army
Source studies:, the Spartan military, syssitia, krypteia, the agoge.
• control of the helots: the
military, syssitia, krypteia
Read Xenophon Polity of the Lacedaemonians I, Plutarch Sayings of
Spartan Women Moralia III, 241 to describe the differences between the
lives of Spartan women from those who lived in other parts of Greece.
and social organization?
• 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
Create mind maps on the Spartan economy.
Read and discuss Plutarch’s account of Lycurgus’ division of the land of
Sparta. Explain the aim of this division.
Create a PowerPoint presentation or small group oral presentation on
Spartan technology.
Compare Tytraeus’ and Plutarch’s accounts of the economic obligations of
the helots.
• economic exchange: use
of iron bars, trade
Source study: Spartan trade.
4 Religion, death and burial
• gods and goddesses:
Artemis Orthia, Poseidon,
Apollo
Source Studies: gods of Mount Olympus, the significance of Poseidon,
Apollo and Artemis for Spartans.
• myths and legends:
Lycurgus and the Dioscuri
Create illustrated programs of events for the Karneia, Hykathia and
Gymnopedia.
• festivals: Hyakinthia,
Gymnopaedia, Karneia
Extended response: describe the religious roles of the Spartan kings.
• religious role of the kings
Read Herodotus Book V, 58 to list the main rituals observed on the death of
a Spartan king and Plutarch Lives: Lycurgus to describe burial customs for
ordinary Spartans.
Explain the significance of the Dioscuri and the Heraclidae.
• 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
Examine Spartan artefacts (The Laconian Rider, laconain black figure
pottery, ivory carvings) to assess the traditional view that Sparta lacked a
rich cultural life.
Site Studies: the acropolis of Sparta, the Sanctaury of Apollo, the
Menelaion and the Sanctuary of Artemis Orthia.
Read excerpts of the poetry of Alcmann and Tyrtaeus. Describe what they
reveal about the narure of Spartan literature: are they poetry or
propaganda?
Account for the usefulness and reliability of ancient writings on Sparta.
• Greek writers’ views of
Sparta: Herodotus,
Thucydides, Xenophon,
Aristotle, Pausanias,
Plutarch
6 Everyday life
• daily life and leisure
activities
List FIVE pieces of archaeological evidence that have been used by
historians to discover what life was like in Ancient Sparta. Under each item,
explain what has been learned or surmised from it.
• food and clothing
Describe the kinds of work, leisure and community activities in which
Spartans could participate and those from which they were barred.
• marriage customs
• occupation
Working in pairs, write a Spartan marriage guidance column.
Create a poster communicating Spartan attitudes towards marriage and the
family.
Unit 3: Personalities in Their Times: Hatshepsut
Targeted Outcomes
Students:
H1.1 describe and assess the
significance of key people,
groups, events,
institutions,
societies and sites within
their
historical context
H2.1 explain factors and assess
their significance in contributing
to change
and continuity in
the ancient world
H3.1 locate, select and
organise relevant
information
from a variety of sources
H3.2 discuss relevant problems
of sources
for reconstructing
the past
H3.3 analyse and evaluate
sources for their
usefulness
and reliability
H3.4 explain and evaluate
differing
perspectives and
interpretations of the past
H3.6 plan and present the
findings of
historical
investigations, analysing and
synthesising information
from a range of sources
H4.1 use historical terms and
concepts
appropriately
H4.2 communicate a
knowledge and
understanding of historical
features
and issues using
appropriate oral and written forms
Students Learn About:
1 Historical context
• geography, topography
and resources of Egypt
and its neighbours
Students learn to:
• use appropriate terms and
concepts in communicating
about the personality
• locate, select and organise
information in relation to the
chosen personality
• identify key issues and
features about the
personality
• make deductions and draw
conclusions about the
personality
• weigh up the relative
reliability of the available
sources and assess their
usefulness for a study of the
personality
• identify and analyse the
varying images of the
personality
• explain and evaluate differing
perspectives and
interpretations of the
personality in ancient and
modern sources
• present the findings of
historical investigations of
issues and features of the
personality
• communicate coherently in
oral and written forms to
explain and evaluate
significant events and
achievements in the
personality’s life
• synthesise information to
construct an evaluation of the
personality’s significance and
legacy.
Selected Resources
Heinemann Ancient and Medieval
History: Personalities
Heinemann Ancient and Medieval
History Teacher’s Resource and
Assessment Disk
Websites located in
www.hi.com.au/ancient
TEACHING AND LEARNING STRATEGIES (incorporating students
learn to) :
Map study: landscape, climate and resources.
Create illustrated chronology of Eighteenth Dynasty
• historical overview of the
early Eighteenth Dynasty
Class readings and discussion of social, political, military and economic
structures of the early New Kingdom period.
• overview of the social,
political, military and
economic structures of
the early New Kingdom
period
• relationship of the king to
Amun
• overview of religious
beliefs and practices of
the early New Kingdom
period
2 Background and rise to
prominence
• family background
• claim to the throne and
succession: Divine Birth
and Coronation reliefs
Create family tree for Hatshepsut.
Explain what Hatshepsut’s genealogy reveals about the role of marriage in
the pharoanic class.
Teacher overview of the roles of kings and queens.
Write an account of Hatshepsut’s accession to the throne.
• political and religious
roles of the king and
queen in the Seventeenth
Dynasty and early
Eighteenth Dynasty
• marriage to Thutmose II
3 Career
• titles and changes to her
royal image over time
• foreign policy: military
campaigns and
expedition to Punt
Examine images of Hatshepsut to:
– determine possible Egyptian reactions/views on a female pharaoh
– identify the symbols of pharaonic power used in each representation of
Hatshepsut
– suggests reasons why Hatshepsut had herself represented ijn these
ways.
• building program: Deir-el
Bahri, Karnak, Beni
Hasan (Speos Artemidos)
and her tombs
Summarize main events of the expedition to Punt.
Assess the significance of the expedition to Hatshepsut’s reign.
Extended response: Was Hatshepsut a peace maker or a war maker?
Examine the inscription from the Punt relief at Deir el Bahri. Assess its
reliability as a source of information about Hatshepsut.
• religious policy: devotion
to Amun and promotion of
other cults
Create a table which explains the significance of the following people to the
study of Hatshepsut: Thutmose I, Thutmose II, Thutmose III, Ahmose,
Neferure, Senenmut.
• relationship with the
Amun priesthood, officials
and nobles including
Senenmut
Write paragraphs explaining Hatshepsut’s association with: Deir el Bahri,
Punt, Nubia, Sinai.
Write an interview between a modern day political commentator and
• relationship with
Thutmose III; co-regency
and later defacement of
her monuments
4 Evaluation
• impact and influence on
her time
• assessment of her life
and reign
• legacy
• ancient and modern
images and
interpretations of
Hatshepsut.
Hatshepsut. The interview should focus on her building program and
religious policies.
Students suggest reasons for the defacement of her monuments.
Design three panels of the wall paintings for Hatshepsut’s tomb which
communicate what they think are the most important things about her life
and influence. Beneath each panel, write an explanation of the choices they
have made in their design using specific historical evidence in support.
Read and compare Steindorff and Steele, Dorman, Robins and Tyldesley’s
view of Hatehepsut. Account for similarities and differences in each
perspective.
Class debate: Was Hatshepsut manipulative or misunderstood?
Materials used in the development of this Teaching Program come from the Board of Studies NSW Ancient
History Stage 6 Syllabus 2004.