Year 11 revision

Report
LAYOUT OF THE PAPER
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QUESTION 1 History, Archaeology and Science
MULTIPLE CHOICE AND SHORT ANSWER
QUESTION 2 SOCIETY STUDY- Death and Burial
 SHORT ANSWER WITH 1 12 MARK RESPONSE
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QUESTION 3 Society- City of Rome in the Late
Republic SHORT AND EXTENDED RESPONSE
PACING
This is a 2 hour paper to complete 3 topic
questions
 This allows 40 minutes per topic. The mini
extended responses should take up at least 20
minutes. If the average writing speed is 30
words per minute these responses should be
around 600 words.
 Ancient History requires good memory and
strong wrists!!!!!!!!!!!!!!!
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YEARLY EXAM STRUCTURE
Question 1 ( similar to HSC core, BUT WILL HAVE A
broadsheet attached with sources A-F)
 There will now be multiple choice questions, the
number may vary.( 7) All multiple choice questions
can be answered from the sources
 Question 8 will be a describe question for 6 marks.
Where you are able to use the given source and
sources of your own
 Question 9 is the 10 mark extended response
using one source and your own knowledge
explain…….
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EXAM TECHNIQUE
Part 9 will be an extended response worth 10
marks. Do not be limited by the space. Be
limited by your time.
 Question 1-9 will be completed on the exam
paper but backs of pages and spare paper will
be given
 Extended response questions could be ;
 Discuss the significance of ……,Explain the
importance of.
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SYLLABUS DOT POINTS
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1 Methods of investigating the historical past
• roles of history and archaeology in investigating the past; complementary
nature of
both disciplines
• the unique methodologies of the historian and archaeologist; the
contribution of
written and material remains in providing evidence of the past
2 The nature of sources and evidence
• archaeological and written sources; how evidence is lost, preserved and
rediscovered
• the nature of evidence provided by written and archaeological sources,
complementary
and contradictory
• asking questions of archaeological and written sources
• determining the reliability of archaeological and written sources
• historiographical issues raised by archaeological and written sources
3 Reconstructing the past: the role of sources and evidence
• reconstructing the past using archaeological and written sources; analysis
of sources
for use as evidence; recognising the provisional nature of the evidence
• testing hypotheses using types of sources; complementary and
contradictory evidence;
determining authenticity, reliability and usefulness of sources
• forensic techniques used to bring together a coherent picture of a person,
group, event
and site; problems of authenticity – fakes and forgeries
• history of archaeology – changing purposes, excavations and recording
techniques
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SOURCE BASED
• archaeological conservation and preservation – preservation techniques, the
role of
science and disputation over ‘reconstruction of historic sites’
• problems associated with reconstructing the past through archaeological
evidence –
ancient customs and religious beliefs
• different interpretations of the past
• influence of different perspectives on interpretations of the past
• significance of selectivity, emphasis and omission for the interpretation of
the past
ESSAY
STYLE
4 Current concerns relating to the ethics of the discipline
• Who owns the past? Who should administer the past? Who presents the
past?
• human remains – ethical issues involved in their analysis and uses
• cultural property – ownership and custodianship
5 The role of science in unlocking the past
• contributions of science and other disciplines to the analysis and
reconstruction of the
past:
– biology
– medicine
– physics
– geography
– geology
– chemistry
– computer science
– mathematics
– sociology
– anthropology
– cartography
– epigraphy
– numismatics
– vulcanology
– papyrology
– dating of evidence
POWERPOINTS
;FINDING AND
DATING
EVIDENCE
BIAS- CONSCIOUS AND UNCONSCIOUS
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Contextual bias of
author, personal, social
and historical.
Gender and Class bias
Bias of ommission
Evidence lost or
destroyed, renders the
past incomplete
HISTORICAL
CONTEXT
SOCIAL
CONTEXT
PERSONAL
CONTEXT
HISTORIAN'S
BIAS
ARCHAEOLOGICAL BIAS
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Contextual bias
Inferential bias
Syria: Tell Fakhariyah
ca. 1300-1000 B.C.
Gypsum, painted, inlaid with bitumen and
stone
male - 33.5 cm H, 10.0 cm W
female - 29.7 cm H, 11.0 cm W
QUESTIONS AND ANSWERS
Source 2
What can this artifact tell you about the society that made it? 100 words
What assumptions do we make in our interpretations
FINDING AND DATING
FINDING
DATING
Chance
Relative-Stratigraphy
Ground Surveys
seriation
Aerial Surveys
Absolute-Radio Carbon
organic
Ground Penetrating Radar
Thermoluminescence
pottery
Magnetometer
Potassium Argon
Rocks and minerals
Satellite radar
Dendrochronology
wood
Sonar
Electro Spin Resonance
pottery., minerals, teeth, shell
ACKNOWLEDGING BIAS
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“ Despite Caesar’s obvious self promotion his description of
the battle provides us with valuable information on……”
“ Plutarch’s view of Cleopatra is obviously colored by the
gender and class bias of his time ( cultural context).”
“Mary Hays counters the male view of Agrippina with an
equally biased feminist viewpoint….”
Despite the fragmentary nature of the artefact we can safely
conclude that
The decontextual nature of the artefact renders a conclusion
impossible. However a tentative hypothesis could be made
that….
HOW TO NAIL AN ANSWER
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Always back up your
answer with specific
details and specific
archaeological examples
Eg Dead Sea Scrolls, Turin
Shroud, Terracotta
Warriors
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If Ethical issues be
specific;
OWNERSHIP AND DISPLAY
OF REMAINS
Egyptian legislation on
displaying the Dead,
Ownership-Kow Swamp
Aboriginal remains
Elgin Marbles
Cultural Property and
looting
YOU BE THE BOARD
In pairs create a 3, 6 and 10 mark question
drawn from the dot points.
 Swap with the pair nearest you who will attempt
to provide a dot point answer to each question
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DEATH AND BURIAL
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Lindow Man, Grauballe Man, Windeby Girl, Tollund Man – places of discovery, dating
of finds
• events surrounding discovery of the bodies: preservation of the bodies in the peat
bogs,
possible causes of death, various hypotheses based on forensic evidence and other
sources
• reconstructing the lifestyle of these individuals: physical appearance, clothing,
evidence of
the environment; possible cause of death; associated rituals
• comparison with other finds of a similar nature: Ice Man, mummified Scythians,
Inuit
boy, Peruvian mummies, Egyptian examples
• religious beliefs and customs associated with burial practices of this nature
• role of science and written sources in reconstructing the past
WHAT CAN WE TELL
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Inference: What Can We Learn?
 Demographic structure of population
 Height, body size, relatedness
 Everyday life
 Subsistence
 Disease and health
 Stress (physical, dietary)
 Beliefs- passage to and afterlife, values, beauty,
status of women
 Status
 Trade and migration
WHAT CAN’T WE TELL
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Pathology –Health and Disease
 The Paradox:
 “Healthy” looking skeletons: May have died of
serious, acute infections
 “Unhealthy” looking skeletons: May have been
strong enough to survive multiple insults to health
 We’re looking at DEAD populations – not living
ones
 Disease we can see in bone?
 Long-standing, chronic conditions
 Include infection, dietary deficiency, degenerative
BURIALS
Skeletons
Health, disease,
Tomb
Art &Architecture
Craft skills,
GENDER ROLES
INHERITANCE
PATTERNS
Burial
remains
as
evidence
Tomb goods
Economy,
SPECIALIZATION
LOCAL/IMPORTED
PRODUCTS
Social classes
Status, Power
Values and beliefs
about life and
death
LIMITATIONS OF BURIALS
PURPOSE
Were they meant as a
votive offering to the gods
or were they needed in
the afterlife?
Can the burial
under study be
taken as
representative of
the population as
a whole
Grave
goods
INTERPRETATION
Do the grave goods reflect
the deceased life or
merely tributes to the
deceased from the
attending mourners?
Were the goods specific
funerary ware or were they
in general circulation.?
OWNERSHIP
Did they belong to the
deceased or to the
mourners.?
EXAMPLES
RICH ATHENIAN LADY
 NATUFIAN BURIAL
 Tomb of Naevola Tyche
 Royal graves at UR or others that you
researched
 You may also draw on celtic burials
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CASE STUDY- DEATH AND BURIAL
This year there are three short answer
questions- 5, 8 and 12 marks
 5 mark requires you to briefly describe. Do not
waste time on this 10-15 lines with specific
description will give you full marks
 Explain, will need higher order statements
which reference varying perspectives
 The 12 mark is also explain but requires you to
show a greater breadth of specific knowledge
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CAN YOU USE ICE MAN???????
Ice Man can be used as a supporting source
but should not be the main focus.
 You must show a comprehensive knowledge of
other sources eg Rich Athenian Lady, Bog
Bodies etc
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TYPES OF QUESTIONS
With reference to specific sources explain what
death and burial practices tell us about the
Society.
 “Burials have been described as containing
more information per cubic meter than any
other archaeological features”.
 Explain this statement with reference to
specific sources
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COMPLETE A STRUCTURED PLAN TO ANSWER A
INTRO
PARAGRAPH 1
2
3
CONCLUSION
SOCIETY STUDY-CITY OF ROME IN THE LATE
REPUBLIC
Four questions; 3, 4 ,6 and 12 marks
 3 mark will always be a What is or Define
 4 MARK will be describe
 6 mark will be explain
 12 mark will have an attached source ( usually
visual) where the question says With reference
to the source and other evidence you have
studied explain
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STUDY THE DOT POINTS IDENTIFY POSSIBLE
4,8,10 MARK QUESTIONS
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the geographical features: rivers, hills, marshes
the water system, drains: Cloaca Maxima
the Forum Romanum: the Via Sacra (road)
the Regia, Temple of Vesta, the Curia, Temple of Saturn,
Basilica Aemilia, Basilica Julia, the Rostra, the Tabularium,
the Comitium: main features and purposes of the buildings
activities in the Forum: politics, administration, religion,
courts, theatre, gladiatorial displays, triumphs, speeches,
funerals
the area of the Campus Martius: buildings: Circus Flaminius,
Villa Publica, Altar of Mars; Pompey’s theatre, military
training ground
the Circus Maximus: main features and uses
PRACTICE QUESTION 8 MARKS
WITH REFERENCE TO THE SOURCE AND YOUR OWN KNOWLEDGE EXPLAIN THE
IMPORTANCE OF ENTERTAINMENT TO ROMANS OF THE LATE REPUBLIC
Four horse and two
horse chariot races
where drivers usually
slaves wrapped
reigns around waist
Winners were
awarded
laurel wreaths
and their
freedom
Teams were
red, blue,
white and
green
WHAT ELSE?????
Gladiators
 Theatres
 Gambling
 Bathing
 Dining
 For the 8 mark question 2 or 3 sources of
evidence should be incliuded
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PLANNING A RESPONSE
Opening paragraph which addresses the
question
 Problems of evidence; lack of archaeological
remains? Other useful sources
 Paragraphs on Social, political and economic
functions
 EVIDENCE MUST BE INCLUDED!!!!!!!!!!!!!!!!!
 No evidence , no 10-12 marks
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HOW TO STRUCTURE A MINI REPONSE
Introductions are always minimal- one or 2
sentences at the most. Always allude to
problems of evidence and change over time.
Each paragraph contains an aspect of Celtic
society supported by at least 1 archaeological
or written source.
Again the Conclusion should sum up.
A 12 mark question should be around 500 words
YOU BE THE BOARD OF STUDIES
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USING THE DOT POINTS ON THE SYLLABUS
CREATE A 3, 4 , 6 AND 12 MARK QUESTION
GOOD
LUCK

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