HSC ANCIENT
HISTORY
PERSIAN SOCIETY
IN THE TIME OF DARIUS I AND
XERXES
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Study of a Society
Welcome to the society module in HSC Ancient History.
Your coursework for this module has been divided into six topics based on the
syllabus content list.
As you investigate these topics, make sure you keep fabulous notes so that you are
able to study for the Half Yearly and Trial HSC exams and finally for the actual
HSC. Check out HSC exams for actual questions. Note that some of these papers
are related to an old syllabus. Only the Persian society questions are directly
similar to what you can expect while the Xerxes and historical period questions are
guidelines but not prototypes.
Persian society will be examined in the HSC through a structured essay format.
There will be four or five parts to this essay. You will be assessed in this unit
through source analysis and an in-class structured essay. The assessment link is on
the bar at the base of home page for this module on your DVD or CD.
Some topics are linked to powerpoint slideshows. These are html files and will
open within your browser window. Click on slide show (bottom right bar) for a full
screen slide show. Click escape if you wish to return to the contents list for the
slide show. There are some links to video files and/or photostory files which will be
included if you are using the DVD version of this course. There are short video files
on the DVD - in wma format which means they will open in a small windows media
player screen. Their resolution is not good enough for full screen. Some pages will
also contain flash files of these videos, copied in low resolution so keep your video
window small.
Principal Focus:
The investigation of the key features of Persian society in the time of Darius and
Xerxes through a range of archaeological and written sources and relevant
historiographical issues.
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Syllabus Details
10.2 Part II: Ancient Societies
Principal Focus: The investigation of key features of ONE ancient society through a range
of archaeological and written sources and relevant historiographical issues.
Percentage of course time: 25%
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 to:
1. ask relevant historical questions
2. locate, select and organise information from a range of sources to describe and
analyse the key features of the ancient society
3. describe and evaluate the role and nature of key features of the ancient society
4. explain and assess the significance of historical factors contributing to change and
continuity within the ancient society
5. evaluate the usefulness and reliability of sources
6. explain and evaluate differing perspectives and interpretations of the ancient
society
7. plan and present the findings of investigations on aspects of the ancient society,
analysing and synthesising information from a range of sources
8. communicate an understanding of relevant concepts, features and issues using
appropriate oral and written forms.
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Students learn about:
1 The geographical environment
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geographical setting, natural features and resources of ancient Persia and its empire
significant sites: Persepolis, Pasargadae, Susa, Ecbatana, Naqsh-i-Rushtam, Behistan
2 Social structure and political organisation
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roles and images of the king
role and nature of the bureaucracy (arstibara, vacabara, hazarapatis) and provincial
government: satraps, legal system, laws
nature and role of the army and navy; workers and artisans
roles and status of women: royal and non-royal
vassal states (satrapies) and subject peoples within the empire
3 The economy
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importance of agriculture
economic exchange throughout the empire: taxation, tribute, trade, coinage, royal
treasuries
technology: weapons, building materials, techniques and construction, irrigation works
transport and communications: the Royal Road
crafts and industry: wood, stone and metal; role of foreign workers
4 Religion, death and burial
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religious beliefs throughout the empire: Ahura-Mazda, Bel Marduk, Hebrew beliefs,
Egyptian gods
religious policy throughout the empire
rituals and practice: role of the Magi, fire rituals
royal funerary customs and tombs
5 Cultural life
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art: palace reliefs, rock relief, sculpture, jewellery
architecture of palace complexes: Persepolis, Pasargadae, Susa
writing; inscriptions: Behistan, Fortification Tablets, Persepolis Treasury Tablets
6 Everyday life
• daily life and leisure activities
• food and clothing
• occupations
There are several EXCELLENT websites for Persian society. You will find these
using Google. “Type in Ancient Persian society” or any dot point feature from the
syllabus listing to gain access to sites specific to the topics studied.
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ASSESSMENT INFORMATION Task 3 2008 HSC
Persian society
Part 1: Research (weighting 5) Part 2 Source Analysis
Work.(weighting 5) and Part 3 test structured essay (weighting
5) .
1. The geography of Persia and its empire : 6 marks.
In two solid paragraphs, describe the extent and geography of Persia and its Empire and
identify two advantages and challenges gained by the Persians as a result.
2. Significant sites: 14 marks
a) What are the commonly accepted features and functions which define a "palace
complex " in Ancient Persian society? ( consider Pasargadae, Susa and Persepolis for help
in answering this question.)4 marks.
b) Explain (give reasons for) the principal features of the Persian sites at Pasargadae and
Susa. 4 marks.
c) With reference to buildings and inscriptions, account for and briefly describe the
contributions of Darius and Xerxes to Persepolis. 6 marks.
3. satrapies: 10 marks
a) outline and account for the origins of the satrapial system and describe this system
including source references. 6 marks.
b)construct a table of three columns. Column 1 - Identify four satrapies and their general
location and column 2 - identify 2-3 resources contributed to the Persians by each satrapy
and column 3 identify the archaeological or written source of this information. 4 marks.
4. Archaeology and Historians 20 marks
a) Evaluate the contributions of Rawlinson, Kent and Herzfeld to knowledge of Persian
society in the time of Darius and Xerxes. 2 marks.
b) with reference to specific fortification tablets and treasury tablets describe the role of
workers and estate owners in Persian society. 6 marks
c) With reference to extracts from Herodotus and archaeological sources discuss the beliefs
and rituals of Ancient Persian religion. 6 marks
d) Compare the Behistun Rock inscription with the Xerxes inscription from a field near
Persepolis, and the Harem inscription from Persepolis. 6 marks
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Part 2: Source Analysis work. 50 marks.-For each of the 10 sources below, 5 marks for
each source:
i)identify the source, (1 mark)
ii)describe the source briefly e.g. what is it made of, what is its form, what does it present
if it is an image. (1 mark)
iii) and explain clearly and with reference to one additional source, the contribution of the
source to knowledge about Persian society. 3 marks
a)Qanat tunnels
b)fire altar
c)paradesio remains
d) fortification tablet
e)Darius tomb at Naqsh i
rustam
f) glazed brick image
g)Bas relief from Apadana -Lydians
h)seal imprint
arrow heads and spear heads
from Thermopylae
jewellery piece from Oxus treasure
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Part3: In class test essay.
On the due date you are required to hand in the research and source analysis
work and then sit for a FORTY MINUTE structured essay on this work. The
structured essay will be in the format of the an HSC society question - five
parts.
* Instructions for writing structured essay responses are on the CD
* In the HSC you will write your structured essay in a standard HSC
essay booklet.
* sample answers using an old formatted answer booklet are
available on the standards packages for 2001 and 2002. (Note that
the 2001 answer booklet did not contain sufficient lines and was
revised to enable students to present better responses).
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WRITING A STRUCTURED ESSAY IN
ANCIENT HISTORY
In the HSC you will write two different structured essays and two extended essays.
A structured essay is an essay in three or more parts. There is NO INTRODUCTION in a
structured essay. You simply answer the questions asked, labelling each answer
correctly, (a), (b) etc. The structured essay for Persian society is in four or five parts .
The first questions are usually a very straightforward descriptive question or even a two
word knowledge question, the middle question may ask you to explain and the final
question may require you to assess.
What is the difference?
Describe means stating the facts without discussion. It is a straight knowledge question.
e.g. Describe the royal road- is a describe type question. Describe the tombs at Naqsh-iRustam is a direct describe question. The length of your answer depends on the marks.
Explain means doing more than just describing the facts. When you explain you include
the links between the facts and the reasons for them - cause, effect, reasons. Explain the
social structure of Persian society requires you to not only state what the levels of society
were but to explain why these levels existed i.e. provide reasons for the social structure
Assess means make a judgement. How true is the information on the Behistan rock?
The Behistan Rock account of the pretender is not necessarily true, but there are
significant elements of truth in the account of the rebellions which were suppressed by
Darius in asserting his control of the Persian empire. These are judgement statements.
Archaeological sources are very influential in the study of prehistoric civilisations. This is
an assessment of archaeological sources.
How long?
The first question (a) may only require a few words for 2 marks.
The second question (b) may require a few words or a paragraph summary for 2 marks.
If the third question is a five mark question the answer is - half a page in length .It is a describe
type of question.
The fourth question may be a six mark question and is a longer response. You will probably divide
this answer into two solid paragraphs and include some source support. This may be an explain
question.
The fifth section (e) is the longest. It is a ten mark question and is at least two pages of an exam
booklet in response. You may find you write more. You may write a very brief introductory
sentence followed by discussion, evaluation in substantial paragraphs. You must include SOURCE
references in this part of the essay. .
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SAMPLE QUESTION
SPECIMENT PAPER: Question Question 9 — Option F – The Near East:
Persian society at the time of Darius and Xerxes
(a) Name TWO major Persian cities. 2
(b) What was the Royal Road? 2
(c) Describe the royal funerary customs of the Achaemenids. 5
(d) Outline the main features of economic exchange throughout the Persian Empire. 6
(e) With reference to Source 11 and other sources, explain the roles and images of
the Persian king. 10
Source 11: King Darius and Crown Prince Xerxes from the Persepolis Treasury
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MARKING GUIDELINES
Question 10 (a)
Criteria
• Names TWO major Persian sites
• Names ONE major Persian site
Marks
2
1
Question 10 (b)
Criteria
• Makes two relevant points about the royal road
• Makes one relevant point about the royal road
Marks
2
1
Question 10 (c)
Criteria
• Provides accurate characteristics of the main features of Achaemenid
funery customs
• Provides some characteristics of the main features of Achaemenid
funery customs
• Provides one relevant point about Achaemenid funery customs
Marks
4-5
2-3
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Question 10 (d)
Criteria
• Accurately indicates the main features of economic exchange
throughout the Persian Empire
• Indicates some features of economic exchange throughout the
Persian Empire
• Makes some simple points about economic exchange throughout the
Persian Empire
Question 10 (e)
Criteria
• Makes the relationships between the roles and images of
the Persian king very evident
• Refers closely to the source and other sources
• Makes some of the relationships between the roles and images of the
Persian king evident using some examples
• Refers to the source and other sources
• Describes the main features of the role and images of the Persian
king
• May refer to the source
• Makes some relevant points about the main features Persian kingship
• May refer to the source
• Makes one relevant point about Persian kingship
Marks
5-6
3-4
1-2
Marks
8-10
6-7
4-5
2-3
1
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2005: Near East: Persian Society in the time of Darius
and Xerxes (25 marks)
(a) Name TWO occupations in Persian society during this period. 2
(b) Identify TWO features of the Persian economy. 2
(c) Outline the importance of religious tolerance in the Persian empire. 5
(d) Describe the main roles of royal women in Persian society. 6
(e) With reference to Source 6 and other evidence, explain the significance of
Persepolis in Persia and the empire. 10
Source 6: The Persian Immortals (relief from Apadana at Persepolis)
EXAMINATION REPORT;
Section II . Ancient Societies - General Comments
There were thirteen questions in Section Two. The majority of candidates attempted
Question 15 . Society in New Kingdom Egypt during the Ramesside period;
Question 21 . Spartan Society to the Battle of Leuctra 371 BC; and Question 24 .
Society in Rome from Augustus to Titus. A large number of candidates also
continued to attempt Old Kingdom Egypt, Persia, Minoans and Athenian Society.
Sparta once again remains the most popular question. It is important to emphasise
that candidates must study all items set down for a particular Ancient Society in the
Syllabus. It was evident that in certain cases, candidates did not expect questions
on topics such as the importance of communication networks in Mycenaean times,
and the role of the imperial bureaucracy in Roman Society Augustus to Titus.
Candidates need to be aware that Questions (a) to (d) could be answered without
referring to sources. Candidates may add this material, but it is possible to gain full
marks for each question without using sources. However, for Question (e) the
candidate must refer to the source given and place it in context, as well as provide
other evidence to obtain a maximum mark.
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2003 HSC examination. Near East: Persian Society in the time of Darius
and Xerxes (25 marks)
(a) Name TWO neighbouring powers of the Persian empire. 2
(b) Name TWO features of Persian religion. 2
(c) Describe the main features of the Persian economy. 5
(d) Outline the social structure of Persian society. 6
(e) With reference to Source 6 and other evidence, explain the roles of the Persian
king. 10
Source 6: Darius in the Behistun monument
EXAMINER COMMENTS 2003.
Section II – Ancient Societies
General comments
There were thirteen questions in Section Two. The majority of candidates, however,
did Questions 15, 19, 21 and 24. Other candidates attempted Old Kingdom Egypt,
Assyria, and Persia. Sparta remains the most popular question.
It is once again important to emphasise that candidates must study all content dot
points in the syllabus for a particular society. It was clear that some candidates did
not expect questions on topics such as the imperial bureaucracy during the
Ramesside Period; the main features of Spartan land ownership and inheritance;
and outlining the roles of the military in Rome during the set period - Augustus to
Titus.
Finally, it must be reinforced that points (a) to (d) may be answered without
referring to sources. Candidates may add this material, but it is possible to
gain full marks for each question without using sources. However, if the
question part asks for reference to sources, as did part (e), candidates must
refer to the source given and place it in context, as well as provide other
evidence to obtain a maximum mark.
Question 9 — Option F – The Near East: Persian society at the time of Darius and Xerxes
(25 marks)
(a) Name TWO Persian palace complexes. 2 marks
(b) Who were the Magi? 2 marks
(c) Describe the main features of the Behistan (Behistun) inscription. 5 marks
(d) Outline the main features of the Persian army during this period. 6 marks
(e) With reference to Source 10 and other sources, explain the significance of art in Persian
society during this period. 10 marks
Source 10: Cylinder seal (Darius the Great)
Sample answers to this question are available on the Board of studies website STANDARDS
PACKAGE for 2006 Ancient History. These include an exemplar response.
(more HSC questions are at the back of this booklet).
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ARCHAEOLOGY OF THE PERSIANS
Herzfeld:
Kent:
Rawlinson:
Persepolis: scholarly and scientifically planned work was not undertaken until 1931. Then
Ernst Herzfeld, at that time Professor of Oriental Archaeology in Berlin, was commissioned
by James H. Breasted, Director of the Oriental Institute of the University of Chicago, to
undertake a thorough exploration, excavation and, if possible, restoration of the remains of
Persepolis. Thus, Herzfeld, in 1931 became the first field director of the Chicago Oriental
Institute’s Persepolis Expeditions. In 1931–34, assisted by his architect, Fritz Krefter, he
uncovered on the Persepolis Terrace the beautiful Eastern Stairway of the Apadana and the
small stairs of the Council Hall. He also excavated the Harem of Xerxes. When Herzfeld left
in 1934, Erich F. Schmidt took charge. He continued the large-scale excavations of the
Persepolis complex and its environs until the end of 1939, when the onset of the war in
Europe put an end to his archaeological work in Iran. During the last years of excavating, the
University Museum in Philadelphia and the Museum of Fine Arts in Boston had joined the
Oriental Institute in order to cope with the tremendous work at hand.3
Schmidt’s expedition staff, though varying from year to year, consisted mainly of his
assistant Donald E. McCown, architect John S. Bolles and assistant Elliot F. Noyes (both
later replaced in 1937 by Richard C. Haines), photographer Boris Dubensky, and various
draftsmen, recorders, mechanics, and the like. The digging crew, recruited from villagers,
fluctuated from 200 to 500 men. Elaborating on this, Schmidt wrote that at the beginning of
each season about 20 to 30 laborers arrived from Damghan, old-time workers, honest
peasants and trusted hands, who were trained for the delicate job of excavating. They, in
turn, recruited the bulk of the digging crew.
After the departure of the Persepolis Expedition, the Iranian Antiquity Service continued
excavating on the Persepolis Terrace. The structures they found, prior to 1953, are included
on the reconstructed plan of the Persepolis Terrace, and are indicated by broken lines. In
1964, preserving and restoring of the monuments were entrusted to the Italian Institute of the
Middle and Far East, Rome
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