ancient history work program 2010

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SHELDON COLLEGE

SENIOR WORK PROGRAM

ANCIENT HISTORY2004 Syllabus

(for implementation with Years 11 & 12 in 2009)

Sheldon CollegeTaylor Road, Sheldon, 4157Phone: 3206 5555 Fax: 3206 5588www.sheldoncollege.com

School code: 134District: Brisbane EastSubject code: 020Panel code: B38


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TABLE OF CONTENTS

1. COURSE ORGANISATION ........................................................ ................................................................. ....... 12. CONTEXT AND COHERENCE OF THEMES................................................................................................. 2

2.1 STUDIES OF POWER ............................................................................................................ 22.2 STUDIES OF ARCHAEOLOGY ............................................................................................... 22.3 CHANGING PRACTICES IN SOCIETY AND GOVERNMENT IN THE GREEK WORLD ................. 22.4 STUDIES IN CONFLICT ........................................................................................................ 22.5 ASTUDY OF POLITICAL CENTRISM IN ROME...................................................................... 22.6 STUDIES OF POLITICAL STRUCTURES ................................................................................. 32.7 STUDIES OF EUROPE IN TRANSITION .................................................................................. 32.8 STUDIES OF RELIGION ........................................................................................................ 3

3. ASSESSMENT ......................................................... ................................................................. ............................. 44. STUDENT PROFILEANCIENT HISTORY .................................................................................................. 6


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- 1 -Sheldon College Ancient History Work Program

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1. COURSE ORGANISATION

Ancient History at Sheldon College consists of 3 x 70 minute lessons each week. This equates toapproximately 63 timetabled hours per semester. In total the two year course will encompass a minimum of250 hours.

The following represents the likely organisation for the two year course. However teachers may choosedifferent themes depending on students interest, teacher expertise and available resources. The minimumrequirements of the course organisation as outlined on page 11 and 12 of the Ancient History SeniorSyllabus must be adhered to. Any changes to the course requirements or mandatory aspects require aprogram amendment to be submitted.

Themes and inquiry topics are shaped by the focus questions that the students will eventually be able todevelop through the process of inquiry, namely

definitionssources

backgrounds, changes and continuity, motives and causes

effects, interests and arguments

reflections and responses

These aspects are described in more detail in Section 6 LearningExperiences and Section 7 Themesand Inquiry Topics.

THEMES INQUIRY TOPICS TIME ALLOCATION SEMESTER

STUDIES OF POWERThe nature of empires

Background study: The beginnings of civilisation inMesopotamia, the Nile Valley and the plains of China.

Inquiry topic: A comparison of the characteristics of empires.o Mesopotamiao New Kingdom Egypto Qin China

7 hours

24 hours

Total: 31 hours(approx 9 weeks)

1

STUDIES OFARCHAEOLOGY

The end of the BronzeAge

Background study: Scientific dating techniques, excavationmethodology and the ethics of archaeology.

Inquiry topic: The development of the archaeological

evidence for late Bronze Age civilisations.o Schliemann, the Iliadand Troyo Evans, the Minotaur and Knossuso Modern sites in the Eastern Mediterranean

7 hours

25 hours


CHANGINGPRACTICES INSOCIETY AND

GOVERNMENT IN THEGREEK WORLD

The rise and fall ofdemocracy

Inquiry topic: The development of democracy in Ionic Greece.

Inquiry topic: The struggle for supremacy in the Greek world.

18 hours22 hours

Total: 40 hours(approx. 12 weeks) 2

STUDIES IN CONFLICTThe glory and tragedy of

conquest

Background study: Phillip of Macedon unifies Greece.

Inquiry topic: The conquests of Alexander the Great.

4 hours19 hours


A STUDY OFPOLITICAL CENTRISMIN ROME

Rome during theRepublic

Background study: The foundation of Rome and thebeginnings of the Republic.Inquiry topic: The decline and fall of the Roman Republic.

5 hours26 hours

Total: 31 hours(approx 9 weeks) 3

STUDIES OFPOLITICAL

STRUCTURESImperial government in

Rome

Background study: The Julio-Claudian governmentalstructure.Inquiry topic: The Roman Imperial system from the Julio-Claudians to the conversion of Constantine.

6 hours26 hours


STUDIES OF EUROPEIN TRANSITION

The shaping of theMiddle Ages

Background Study: The fall of the Western Roman Empire.

Inquiry topic: The individuals and religious, political, social,economic and technological forces that shaped Europe in theMiddle Ages.

10 hours22 hours


4

STUDIES OF RELIGIONIn God we trust

Background study: The monotheistic religions of the Middle

East.Inquiry topic: A comparative study of two or three religions ofthe ancient world.

6 hours19 hours

Total: 25 hours(Approx 9 weeks)


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2. CONTEXT AND COHERENCE OF THEMES

The following is provided to establish a link between the themes and inquiry topics, linking and backgroundstudies. Through a process of inquiry, the students will engage in the following studies.

2.1 Studies of PowerThe background study will allow students to frame their historical understandings and develop theirknowledge of how the complexification of societies led to certain individuals or groups holding power overresources and people. Students will understand how this power was exercised and also the impact thiscontrol had on both the group and individual exercising power and the groups and resources over whichpower was exercised. They will develop these understandings in relation to Bronze Age Egypt, Mesopotamiaand China during the Warring States and Qin periods.

2.2 Studies of ArchaeologyThe background study will allow students to understand the methods and processes used by archaeologiststo reconstruct the past. The students will then examine how these methods and processes have developedover time and have contributed to our unfolding understandings of how past societies operated. Theseunderstandings will be developed in particular relation to the civilisations of the late Bronze Age in theEastern Mediterranean.

2.3 Changing Practices in Society and Government in the GreekWorld

The background study will allow students to understand the causes and consequences of the emergence ofdemocratic forms in coastal and eastern Greece and the forces that shaped these developments, especiallyfocussing upon the reforms of Solon and Cleisthenic constitution of Athens. The students will then

understand the nature of the conflict between the Greek city-states and the Persian Empire, and evaluate thecauses and consequences of the Peloponnesian Wars.

2.4 Studies in ConflictThrough the process of inquiry the students will analyse the multiple factors that often lie at the base ofconflict. This inquiry study will link with the changing practices in society and government in the Greek worldas it examines the power vacuum left after the decline of Athens and Sparta. To provide students with abackground of events, the unification of Greece under Philip of Macedon will be investigated. Students willexplore the social, political, economic, religious, technological, demographic and ideological causes of theconflict and evaluate their significance.

2.5 A Study of Political Centrism in RomeThe background study and inquiry topic will focus on aspects of change and continuity by allowing thestudents to investigate the forces that led to the development of the Roman Republic and the factors whichcontributed to its decline. The students will analyse the structure and characteristics of the Roman Republicand investigate the impact this power structure had on the powerless. This study will examine the politicalreforms initiated by the Gracchi, the subsequent breakdown of the Republic and the recentralisation of powerunder the Principate of Augustus.


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2.6 Studies of Political StructuresThe background study will allow students to analyse the political structure of the Principate established byAugustus after the Civil Wars. Through investigation the students will understand changes and continuities inthe development of the Roman Imperial system and how different regimes responded to the internal andexternal pressures upon the Empire. The nature of the imperial office over time will also be analysed.

2.7 Studies of Europe in TransitionThe background study will allow students to evaluate the extent to which the transition to medieval kingdomsin Western Europe represented the fall of the Roman Empire. By investigating the historical changes andcontinuities in Europe after the Roman period the students will understand the significant individuals andreligious, political, social, economic and technological forces that shaped Europe in the Middle Ages.

2.8 Studies of ReligionThe background study will allow students to compare and contrast the monotheistic religions of the MiddleEast which formed the background the medieval faiths. The students will apply these understandings byinvestigating two or three ancient religions and analysing how religion played a significant role in both the

daily lives of people and in shaping groups of people and significant events. Students will identify themultiple factors which lie behind the different religious traditions of the world.


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3. ASSESSMENT

The order of assessment during the semester may be rearranged and/or the criteria being assessed may bealtered throughout the course of the year. Any changes must be in accordance with the conditions ofassessment outlined in section 8.5 of the syllabus.

Time Categories ofAssessment Conditions of Assessment CriteriaAssessed Form/Summ

SemesterOne

1.1 Category 2:Writtenresearch task

1.2 Category 4:Additional testformat

Choice of topic (response to statement)Students create own hypothesis

Must have evidence of research process(journal)

Combination of own and class time

Annotated bibliography

Consultation with teacher during theresearch processRough draft teacher feedback

Approximately 6 weeks

1000-1200 words

Short answer/Response to stimulus test

All sources seen

All questions unseen

Clean copies of sources provided for test

Students may have assistance fromteacher with comprehension andinterpretation of seen sources.

500-600 words

90 minutes

Criterion 1Criterion 2Criterion 3

Criterion 2Criterion 3

F

Completed

by

Monitoring

SemesterTwo

2.1 Category 1:Extendedwrittenresponse tohistoricalevidence

2.2 Category 3:Multi-modalpresentation

Essay under test conditions

Response to unseen set statement

Students create own hypothesisAll sources seen

Clean copies of sources provided for test

Students may have assistance fromteacher with comprehension andinterpretation of sources.

No notes allowed

500-600 words

110 minutes

Choice of topic (response to statement)

Students create own hypothesis

Must have evidence of research process(journal)

Combination of own and class timeAnnotated bibliography

Consultation with teacher during theresearch process

Rough draft teacher feedbackApproximately 6 weeks



F


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SemesterThree

3.1 Category 2:Writtenresearchtask




Must have evidence of researchprocess (journal)Combination of own and class time

Annotated bibliography

Gradually diminishing teacherconsultation during the researchprocess

Rough draft teacher feedbackApproximately 6 weeks

1500-2000 words


Response to unseen set statement

Students create own hypothesisSome sources seen, some unseenClean copies of sources provided fortestStudents may have assistance fromteacher with comprehension andinterpretation of seen sources.No notes allowed

500-600 words110 minutes



S

Com

pletedbyVerification

SemesterFour

4.3 Category 3:Multi-modalpresentation

4.2 Category 4:Additionaltest format




Must have evidence of researchprocess (journal)Combination of own and class timeAnnotated bibliography

Gradually diminishing teacherconsultation during the researchprocessRough draft teacher feedbackApproximately 6 weeks

Short answer/Response to stimulus testSome sources seen and some unseenAll questions unseen

Clean copies of sources provided fortest

Students may have assistance fromteacher with comprehension andinterpretation of seen sources.500-600 words110 minutes


Response to unseen set statementStudents create own hypothesisSome sources seen, some unseen

Clean copies of sources provided fortest

Students may have assistance fromteacher with comprehension andinterpretation of seen sources.No notes allowed600-800 words

110 minutes




S

AfterVerification


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4. STUDENT PROFILEANCIENT HISTORY

STUDENT NAME: _________________________________________ YEAR: 200_________

MY GOAL FOR ANCIENT HISTORY:__________________________Entry Year / Exit Year _____/_____

SEMESTER

ASSESSMENTITEM

ASSESSMENT CATEGORY

1.

Planningand

usingahistorical

researchprocess

2.

Forming

historical

knowledge

throughcritical

inquiry

3.Communicating

historical

knowledge

LEVELOF

ACHIEVEMENT

11.1 2. Written Research Task

1.2 4. Short Answer Response to Stimulus Exam

Semester 1 ResultsTeacher Initials Student Initials

2 2.1 1. Extended Response to Stimulus Exam

Term 3 ResultTeacher Initials Student Initials

2 2.2 3. Multi-Modal Presentation


Year 11 Monitoring

3 3.1 2. Written Research Task

3.2 1. Extended Response to Stimulus Exam


4

4.1 3. Multi-modal presentation

4.2 4. Short Answer Response to Stimulus Exam

Verification Proposed Result

4.3 1. Extended Response to Stimulus Exam

Exit Level of Achievement Teacher Initials Student Initials

EXIT LEVEL REQUIREMENTS:

Very High Achievement Standard A in two (2) criteria, not lower than standard B in the remaining criterionHigh Achievement Standard B in two (2) criteria, not lower than standard C in the remaining criterionSound Achievement Standard C in two (2) criteria, not lower than standard D in the remaining criterionLimited Achievement Two criteria at standard D.Very Limited Achievement Lower than two criteria at Standard D.

ancient history work program 2010

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