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=Welcome to the Redfield Ancient History Site= =Here are the scope and sequence charts, syllabus and assessment schedules.=

=Term 4 2010= |||||||||||||||||||| **Part I: Core Study: Pompeii an Herculaneum: A Source-based Study **
 * =Week= || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9 || 10 ||
 * Principal focus: **Students investigate the range and nature of archaeological and written sources available for the study of the cities of Pompeii and Herculaneum through an exploration of issues relating to reconstruction, ownership and custodianship of the past.
 * Outcomes: ** H1.1 H2. H3.1 H3.2 H3.3 H3.4 H 3.5 H3.6 H4.1 H4.2
 * Assessment: Source Analysis/Essay: 15%**
 * Mid Term Exam 5%**
 * HSC Trial Exam 5%** ||

2011 |||||||||||||||||| Option C Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX Outcomes: H1.1 H1.2 H2.1 H3.1 H3.2 H3.3 H3.4 H3.5 H4.1 H4.2
 * =Week= || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9 ||
 * Term 1
 * Principal Focus**: The investigation of key features ofNew Kingdom society during the Ramesside period, through a range of archaeological and written sources and relevant historiographical issues
 * Assessment: Source Analysis, Research 10% Oral 5% (week 6)**
 * Mid Term Exam 5%**
 * HSC Trial Exam 5%** ||

Outcomes: H1.1 H1.2 H2.1 H3.1 H3.2 H3.3 H3.4 H3.5 H4.1 H4.2
 * Week || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9 || 10 ||
 * Term 2 |||||||||||||||||||| Option F Near East : Hannibal
 * Principal Focus:** Students gain an understanding of Hannibal in the context of his time.
 * Assessment: Webquest Research Report 15% (Week 8)**
 * : Mid course Exam** ** 5% **
 * HSC Trial Exam 5%** ||

Outcomes: H1.1 H1.2 H2.1 H3.1 H3.2 H3.3 H3.4 H3.5 H4.1 H4.2
 * =Week= || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9 ||
 * Term 3 |||||||||||||||||| Option K Rome: 264 – 133 BC
 * Principal Focus:** Through an investigation of the archaeological and written sources forRome: 264 – 133 BC, students learn about significant developments, forces and relevant historiographical issues that shaped the historical period.
 * Assessment: Research Essay 15% (Week 6)**
 * HSC Trial Exam 10%** ||


 * ** Ancient History HSC Assessment 2012 ** ||
 * ** Component ** || ** Task 1 ** || ** Task 2 ** || ** Task 3 ** || ** Task 4 ** || ** Task 5 ** || ** Weighting ** ||
 * || Cities of Vesuvius: Source-based research || New Kingdom Society: Source-based questions || Hannibal: ICT. Source based research task || Trial HSC examination || Rome 264-133BC: Research- based in-class essay ||  ||
 * ^  || Term 1 Week 3 || Term 1 Week 7 || Term 2 Week 6 || Term 3 week 3 || Term 3 Week 6 ||^   ||
 * Outcomes || H1.2, H2.1, H3.1, H3.2, H4.2 || H1.1, H3.1, H3.2, H3.5, H4.2 || H3.1, H3.3, H3.6, H4.2 || H1.1, H2.1, H3.1, H3.3, H3.4, H4.1, H4.2 || H1.1, H2.1, H3.1, H3.2, H3.3, H3.6 ||^  ||
 * Knowledge and understanding of course content || 5 || 5 ||  || 25 || 5 || **40** ||
 * Source-based skills || 5 || 5 || 5 || 5 ||  || **20** ||
 * Historical inquiry and research || 5 ||  || 5 ||   || 10 || **20** ||
 * Communication of historical understanding in appropriate forms || 5 || 5 || 5 ||  || 5 || **20** ||
 * ** Marks ** || **20** || **15** || **15** || **30** || **20** || **100** ||

Syllabus Documents

__**HSC Course**__ __**Part I: Core Study: Cities of Vesuvius –Pompeii andHerculaneum**__
 * Percentage of course time: 25%**


 * Principal Focus:** Students investigate the range and nature of archaeological and written sources available for the study of the cities of Pompeii and Herculaneum through an exploration of issues relating to reconstruction, ownership and custodianship of the past.

Outcomes 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 3.5 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 to:
 * Students**:


 * 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 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.
 * Students learn about:

**1 Geographical context**
 * 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:**
 * the physical environment: the geographical setting, natural features and resources of Pompeii and Herculaneum
 * plans and streetscapes of Pompeii and Herculaneum

**2 The nature of sources and evidence** – the 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.
 * 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:

**3 Investigating, reconstructing and preserving the past**
 * changing methods and contributions of nineteenth and twentieth century archaeologists to our understanding of Pompeii and Herculaneum
 * changing interpretations: impact of new research and technologies
 * issues of conservation and reconstruction: Italian and international contributions and responsibilities; impact of tourism
 * ethical issues: study and display of human remains

__**Option C Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX**__
 * Principal Focus ** : The investigation of key features of New Kingdom society during the Ramesside period, through a range of archaeological and written sources and relevant historiographical issues
 * Students learn about: **

** 1 The geographical environment ** – geographical setting, natural features and resources of New Kingdom Egypt and its neighbours – significant sites: Memphis, Thebes, Per-Ramesses, Deir el-Medina, Abu Simbel, Valleys of the Kings and Queens ** 2 Social structure and political organisation ** – roles and images of the pharaoh; concept of //maat// – roles of the vizier and members of the religious, administrative and military elites – nature and role of the army – roles and status of women: royal and non-royal – scribes, artisans and agricultural workers ** 3 The economy ** – importance of the Nile: agriculture, animal husbandry, transport – crafts and industry: wood, stone and metal – economic exchange: unit of value //(deben)//, taxation, tribute and trade – technological development: tools, building materials, techniques and construction, shadouf – workers’ strike, tomb robberies and corruption ** 4 Religion, death and burial ** – gods, goddesses, cults and priesthoods: Amun, Re, Ptah, Osiris – personal religion: magic and personal piety – festivals: Opet, Beautiful Feast of the Valley, Heb-Sed Festival – funerary customs: afterlife concepts and mummification – funerary texts: //The Book of the Dead// and the //Am Duat// (//Book of What is in the Netherworld//), //The Book of Gates// – temples: architecture and function: Karnak, Luxor, the Ramesseum, Medinet Habu – tombs: architecture and decoration: Thebes, Memphis, Deir el-Medina ** 5 Cultural life ** – art: sculpture, jewellery and wall paintings – writing and literature: love poetry, //The Tale of the Two Brothers, Horus and Seth, The Report of Wenamun// ** 6 Everyday life ** – daily life and leisure activities – food and clothing – housing and furniture – occupations

__**Option F Near East : Hannibal**__
 * Principal Focus:** Students gain an understanding of Hannibal in the context of his time.
 * Students learn about:**

**1 Historical context** – geography, topography and resources of the Western Mediterranean – overview of the social, political, military and economic structures of Carthaginian society – First Punic War and developments leading to the Second Punic War **2 Background and rise to prominence** – family background, influences – early career in Spain to 218 BC **3 Career** – military career – Hannibal and Saguntum – strategies and campaigns in the Second Punic War: crossing of the Alps, battles of Ticinus, Trebia, Lake Trasimene and Cannae – military actions in Italy after Cannae – opponents: Fabius Maximus and Scipio Africanus – recall to North Africa and the Battle of Zama – career after Zama – manner and impact of his death

**4 Evaluation** – impact and influence on his time – assessment of his life and career – legacy – ancient and modern images and interpretations of Hannibal. __**Option K Rome: 264 – 133 BC**__
 * Principal Focus:** Through an investigation of the archaeological and written sources for Rome: 264 – 133 BC, students learn about significant developments, forces and relevant historiographical issues that shaped the historical period.
 * Students learn about:**

**1 Developments in Rome** – role of the Senate and political alliances; the urban population and the rise of the equestrians – establishment of the extortion court and changes to the magistracies – economic and social conditions and problems; the ‘latifundia’, growth of slavery and decline of the free peasantry – role and contribution of Roman leaders: Fabius Maximus, Scipio Africanus, Flamininus, Scipio Aemilianus, Cato the Elder

**2 Roman expansion** – causes, course and consequences of the First Punic War – impact of wars of expansion on Roman politics, economy and society – the spread, influence and impact of Hellenism – causes, course and consequences of the Second Punic War: Trebia, Ticinus, Lake Trasimenae, Cannae and Zama – role of Carthaginian leaders: Hamilcar Barca, Hasdrubal, Hannibal – consequences of Punic Wars; destruction of Carthage 146 BC – important changes in Roman naval and land warfare, military recruitment – political conditions and problems in Rome, Italy and the empire – provincial administration, taxation and tribute