NSW ANCIENT HISTORY YEAR 12 - Sciencepress · 2.1 Spartan society to the 111 Battle of Leuctra 371 BC Survey 2.1.1 Geographical setting, natural 111 features and resources of ancient

NSW ANCIENT HISTORY YEAR 12

• Anne Yakoubi •

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Science Press. ABN 98 000 073 861

Acknowledgements

I would like to thank my mother, Sylvia Yakoubi and my husband, Rafaelo Porter for their incredible support and patience in the process of writing this book.

I would also like to thank my friend and colleague Catherine Smith for all the photos she generously gave me for use in this book, as well as for reading and providing critical feedback on all the responses.

Deo honor et gloria

© Science Press 2019First published 2019

Science PressUnit 7, 23-31 Bowden Street Alexandria NSW 2015 AustraliaTel: +61 2 9020 1840 Fax: +61 2 9020 [email protected] www.sciencepress.com.au

Contents

Words to Watch iv

Introduction v

Dot Points

Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum vi

Section 2 Ancient Societies: Spartan society to the Battle of Leuctra 371 BC vii

Section 3 Personalities in their Times: The Near East – Xerxes viii

Questions

Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum 1

Section 2 Ancient Societies: Spartan society to the Battle of Leuctra 371 BC 109

Section 3 Personalities in their Times: The Near East – Xerxes 159

Answers

Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum 190

Section 2 Ancient Societies: Spartan society to the Battle of Leuctra 371 BC 221

Section 3 Personalities in their Times: The Near East – Xerxes 246

Appendix

Bibliography 258

Index 260

iii Contents

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Dot Point NSW Ancient History Year 12

account, account for State reasons for, report on,

give an account of, narrate a series of events or

transactions.

analyse Interpret data to reach conclusions.

annotate Add brief notes to a diagram or graph.

apply Put to use in a particular situation.

assess Make a judgement about the value of

something.

calculate Find a numerical answer.

clarify Make clear or plain.

classify Arrange into classes, groups or categories.

comment Give a judgement based on a given

statement or result of a calculation.

compare Estimate, measure or note how things are

similar or different.

construct Represent or develop in graphical form.

contrast Show how things are different or opposite.

create Originate or bring into existence.

deduce Reach a conclusion from given information.

define Give the precise meaning of a word, phrase or

physical quantity.

demonstrate Show by example.

derive Manipulate a mathematical relationship(s) to

give a new equation or relationship.

describe Give a detailed account.

design Produce a plan, simulation or model.

determine Find the only possible answer.

discuss Talk or write about a topic, taking into account

different issues or ideas.

distinguish Give differences between two or more

different items.

draw Represent by means of pencil lines.

estimate Find an approximate value for an unknown

quantity.

evaluate Assess the implications and limitations.

examine Inquire into.

explain Make something clear or easy to understand.

extract Choose relevant and/or appropriate details.

extrapolate Infer from what is known.

hypothesise Suggest an explanation for a group of facts or phenomena.

identify Recognise and name.

interpret Draw meaning from.

investigate Plan, inquire into and draw conclusions about.

justify Support an argument or conclusion.

label Add labels to a diagram.

list Give a sequence of names or other brief answers.

measure Find a value for a quantity.

outline Give a brief account or summary.

plan Use strategies to develop a series of steps or processes.

predict Give an expected result.

propose Put forward a plan or suggestion for consideration or action.

recall Present remembered ideas, facts or experiences.

relate Tell or report about happenings, events or circumstances.

represent Use words, images or symbols to convey meaning.

select Choose in preference to another or others.

sequence Arrange in order.

show Give the steps in a calculation or derivation.

sketch Make a quick, rough drawing of something.

solve Work out the answer to a problem.

state Give a specific name, value or other brief answer.

suggest Put forward an idea for consideration.

summarise Give a brief statement of the main points.

synthesise Combine various elements to make a whole.

Words to Watch

Words to Watch ivWords to Watch

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What the book includes

This book provides questions and answers for each dot point in the NSW Ancient History Stage 6 Syllabus for the following topics in the Year 12 Ancient History course:

• Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum

• Section 2 Ancient Societies: Spartan society to the Battle of Leuctra 371 BC

• Section 3 Personalities in their Times: The Near East – Xerxes

Format of the book

The book has been formatted in the following way:

1.1 Subtopic from syllabus.

1.1.1 Assessment statement from syllabus.

1.1.1.1 First question for this assessment statement.

1.1.1.2 Second question for this assessment statement.

The number of lines provided for each answer gives an indication of how many marks the question might be worth in an examination. As a rough rule, every two lines of answer might be worth 1 mark.

How to use the book

Completing all questions will provide you with a summary of all the work you need to know from the syllabus. You may have done work in addition to this with your teacher as extension work. Obviously this is not covered, but you may need to know this additional work for your school exams.

When working through the questions, write the answers you have to look up in a different colour to those you know without having to research the work. This will provide you with a quick reference for work needing further revision.

Introduction

v Introduction

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Section 1 Core Study

1.1 Cities of Vesuvius – Pompeii 3 and Herculaneum

Survey

1.1.1 The geographical setting and 3 natural features of Campania.

1.1.2 The eruption of AD 79 and its impact 4 on Pompeii and Herculaneum.

1.1.3 Early discoveries and the changing 6 nature of excavations in the 19th and 20th centuries.

1.1.4 Representations of Pompeii and 9 Herculaneum over time.

Focus of study: Investigating and 11 interpreting the sources for Pompeii and Herculaneum

1.1.5 The economy: role of the forum, 11 trade, commerce, industries, occupations.

1.1.6 The social structure: men, women, 25 freedmen, slaves.

1.1.7 Local political life: decuriones, 42 magistrates, comitium.

1.1.8 Everyday life: housing, leisure 52 activities, food and dining.

1.1.9 Everyday life: clothing, health, 68 baths, water supply, sanitation.

1.1.10 Religion: general information, 81 household gods, temples, foreign cults and religions, tombs.

1.1.11 The influence of Greek and Egyptian 94 cultures: art and architecture.

Focus of study: Reconstructing and 103 conserving the past

1.1.12 Changing interpretations: impact 103 of new research and technologies.

1.1.13 Issues of conservation and 104 reconstruction: Italian and international contributions and responsibilities.

1.1.14 Ethical issues: excavation and 107 conservation, study and display of human remains.

1.1.15 Value and impact of tourism: 108 problems and solutions.

Answers to Section 1 Core Study 190

Dot Points Dot Points

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Dot Points Dot Points

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Section 2 Ancient Societies

2.1 Spartan society to the 111 Battle of Leuctra 371 BC

Survey

2.1.1 Geographical setting, natural 111 features and resources of ancient Sparta.

2.1.2 Significant sites: Sparta. 111

Focus of study: Social structure and 112 political organisation

2.1.3 The Great Rhetra: the issue of 112 Lycurgus.

2.1.4 Roles and privileges of the two kings. 113

2.1.5 Government: ephorate, gerousia, 115 ekklesia.

2.1.6 Social structure and occupations: 119 Spartiates, perioikoi, ‘inferiors’, helots.

2.1.7 The Spartan army: training (agoge), 125 composition.

2.1.8 Control of the helots: the military, 129 syssitia, krypteia.

2.1.9 Role and status of women: land 131 ownership, inheritance, education.

Focus of study: The economy 133

2.1.10 Land ownership: agriculture, kleroi, 133 helots.

2.1.11 Technology: weapons, armour, 134 pottery.

2.1.12 Economic roles of the perioikoi and 136 helots.

2.1.13 Economic exchange: use of iron 139 bars, trade.

Focus of study: Religion, death and burial 141

2.1.14 Gods and goddesses: Artemis 141 Orthia, Poseidon, Apollo.

2.1.15 Myths and legends: Lycurgus and 143 the Dioscuri.

2.1.16 Festivals: Hyakinthia, Gymnopaedia, 144 Karneia.

2.1.17 Religious role of the kings. 146

2.1.18 Funerary customs and rituals. 147

Focus of study: Cultural and everyday life 149

2.1.19 Art: sculpture, painted vases, 149 bone and ivory carving.

2.1.20 Architecture: Amyklaion, Menelaion, 151 the Sanctuary of Artemis Orthia.

2.1.21 Writing and literature: Alcman 153 and Tyrtaeus.

2.1.22 Greek writers’ views of Sparta: 155 Herodotus, Thucydides, Xenophon, Aristotle, Pausanias, Plutarch.

2.1.23 Leisure activities. 156

2.1.24 Marriage customs. 158

Answers to Section 2 Ancient Societies 221

vii Dot Points

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Section 3 Personalities in their Times

3.1 The Near East – Xerxes 161

Survey 161

The concepts of the survey should be incorporated into your answers (where relevant) to questions in the ‘Focus of study’ sections of the syllabus. The purpose of the survey is to provide you with a historical and cultural context for Xerxes in order to accurately describe, analyse and assess historical questions about him.

• Geography, topography and resources of the Persian Empire.

• An overview of Persian political, social and military structures.

• Expansion of the Persian Empire.

• An overview of religion in the Persian Empire.

• Persian concept of kingship.

Focus of study: Background and rise to 162 prominence

3.1.1 Family background and status. 162

3.1.2 Succession to kingship. 163

Focus of study: Key features and 166 developments

3.1.3 Administration of the Persian Empire. 166

3.1.4 Revolts in the empire: Egypt, 168 Babylon.

3.1.5 Religious policy. 169

3.1.6 Building program: Persepolis. 171

3.1.7 Images and representations of 173 Xerxes as king.

3.1.8 Foreign policy: role in the invasion 179 of the Greek mainland.

3.1.9 Relationship with prominent Persians 181 and non-Persians.

3.1.10 Manner and impact of Xerxes’ death. 184

Focus of study: Evaluation 188

Evaluation requires an accurate knowledge of the historical details and debates surrounding aspects of Xerxes’ life, times, and historiography. You are required to utilise this knowledge to produce answers that make a judgement about the aspects listed in the syllabus. Evaluation-type questions are often questions worth 15 marks, requiring more lengthy discussion in the form of a mini-essay.

For the evaluation-type questions, practise writing paragraphs on the following points.

• Evaluate the impact and influence of Xerxes on his time.

• Assess Xerxes’ life and reign.

• Examine Xerxes’ legacy.

• Discuss the ancient and modern images and interpretations of Xerxes.

Focus of study: One particular source 188 or type of source for Xerxes

Content from this section should be incorporated into your answers for questions from the other sections. Answers that reference other sources should mention the value and limitations of the source. Where required, evaluate the source in the context of other sources, mentioning the problems with the evidence.

Note the following.

• Consider the value and limitations of the source.

• Evaluate the source in the context of other available sources, including problems of evidence.

Answers to Section 3 Personalities in 246 their Times

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Dot Points viiiDot Points

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DOT POINT

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Cities of Vesuvius – Pompeii and Herculaneum

1 Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum

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Section 1 Core Study

2Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum

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Pompeii and Herculaneum

c. 700 BC Permanent settlement of Pompeii.c. 650-474 BC Etruscans dominate the area.420 BC Invasion by Samnites who speak Oscan.338 BC Pompeii becomes an ally of Rome.c. 300 BC Herculaneum settled.91-89 BC The Social War: Pompeii and Herculaneum rebel against Rome.89 BC Pompeii and Herculaneum taken over by Rome and official language becomes Latin. AD 62-63 Pompeii and Herculaneum damaged by an earthquake.AD 79 Mount Vesuvius erupts. Pompeii and Herculaneum are buried under volcanic ash.AD 1709-1710 Discovery of the theatre in Herculaneum.AD 1748 The first formal excavations of Pompeii.AD 1981-1998 The shore in front of Herculaneum is excavated and around 300 bodies are found.

Stabiae

Area of detail

0 5

Kilometres

ITALY

Naples

Stabiae

Misenum

Pompeii

Mount Vesuvius

Bay of Naples

Location of Pompeii and Herculaneum

Herculaneum

1.1 Cities of Vesuvius – Pompeii and Herculaneum.

SURVEY

1.1.1 The geographical setting and natural features of Campania.

1.1.1.1 List two geographical features of the region of Campania. (2 marks)

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1.1.1.2 List two natural features of Campania. (2 marks)

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1.1.1.3 In which region were Pompeii and Herculaneum located? (1 mark)

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1.1.1.4 Describe the geographical setting of the region in which Pompeii and Herculaneum are located. (3 marks)

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1.1.1.5 Use the following information and your own knowledge to describe the natural features of the region of Campania. (4 marks)

‘Next comes Campania, a region blessed by fortune. From this bay onwards you find vine-growing hills and a noble tipple of wine famed throughout the world. Over this area the gods of wine and grain fought their hardest, or so tradition tells us. The territories for Setine wine and Caecuban begin here; beyond these lie Falernum and Calenum. Then come the Massic mountains, and those of Gauranum and Surrentum. There lie spread the fields of Leborinum with their fine harvest of grain. These shores are watered by warm springs; they are famed beyond any other for their shellfish and their fine fish. Nowhere do olives produce more oil – the production strives to match the demands of human pleasure.’

Pliny The Elder, Natural History 3.60

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1.1.2 The eruption of AD 79 and its impact on Pompeii and Herculaneum.

1.1.2.1 Briefly discuss the evidence regarding which month of AD 79 the eruption of Mount Vesuvius occurred. (5 marks)

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1.1.2.2 What are the limitations in relying on Pliny the Younger’s account of the eruption of Mount Vesuvius and its effect on Pompeii and Herculaneum? (5 marks)

‘We sat down in an open area of the house, in the place between the buildings and the nearby sea. I don’t know whether I ought to call this steadfastness or stupidity (I was seventeen at the time). I asked for a book of Livy and read as if having a time of leisure, and I even began to make summaries.’

Pliny, Letters VI.20.

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1.1.2.3 Describe the final day of Pompeii. (6 marks)

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‘In Campania remarkable and frightful occurrences took place; for a great fire suddenly flared up at the very end of the summer.’

Dio Cassius, Roman History, LXVI: 21.1 Loeb Classical Library edition, 1925, in public domain.


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1.1.2.4 How did people die on the day of the eruption in Pompeii and Herculaneum? (4 marks)

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1.1.2.5 Describe the final day of Herculaneum. (4 marks)

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1.1.2.6 Outline the differences between the effects of the pyroclastic surges and flows on the remains from Pompeii and Herculaneum. (4 marks)

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1.1.2.7 Outline the differences between the effects of the eruption on Pompeii and Herculaneum. (4 marks)

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1.1.3 Early discoveries and the changing nature of excavations in the 19th and 20th centuries.

1.1.3.1 Name the archaeologist who was responsible for the success of the evidence pictured below. (1 mark)

Pompeii.

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1.1.3.2 Outline Giuseppe Fiorelli’s main methods in investigating Pompeii and Herculaneum, including when he worked on the sites. (4 marks)

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1.1.3.3 Outline how excavation of Herculaneum began. (4 marks)

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Answers

DOT POINT

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189 Answers

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Section 1 Core Study: Cities of Vesuvius – Pompeii and Herculaneum

1.1.1.1 Campania had an active volcano, Mount Vesuvius, connected to a chain of dormant volcanoes. It also had rivers, namely the northern Volturno River and the southern Sarno River.

Other possible answers include: A coast along the Bay of Naples, rocky terrain of the Lattari mountains, 13 low craters creating the Phlegraean Fields (or burning fields).

1.1.1.2 The area of Campania had rich, fertile soil and warm natural springs.

Other possible answers include: Cliffs, mountains, a bay, wide plains, fish and sea life in the bay, the sea.

1.1.1.3 Pompeii and Herculaneum were located in the region of Campania.

1.1.1.4 Campania is a region in southern Italy. The climate is Mediterranean in nature, consisting of hot, dry summers from May through to September and mild, wet winters from October to April. The region consists of many rivers, warm springs and lakes, the major rivers being Volturno in the north and Sarno in the south. The area is divided into two, due to the chain of volcanoes (of which Mount Vesuvius is connected to).

1.1.1.5 Pliny the Elder recorded his pleasure in the area of Campania, describing it as ‘a region blessed by fortune.’ ‘Campania Felix,’ as the Romans called it, was a fertile countryside due to the phosphorus and potash from the active volcano that nourished the plains around Mount Vesuvius. It allowed vines, wheat and olive trees of the highest quality to grow and thrive in the region, resulting in excellent wine that was a popular export, high quality grain and olive oil that served the perfume and cooking industries. The Bay of Naples provided fish and seafood in abundance, especially for Herculaneum, from which garum was made.

1.1.2.1 August 24 is generally the date ascribed to the eruption of Mount Vesuvius. Manuscripts of the letters of Pliny the Younger suggest that the eruption occurred either on November 3, 23 or August 24, but the most reliable one points to August 24. Dio Cassius in the source states that it occurred ‘at the end of summer,’ though it is not certain with which month this would have correlated, though November is ruled out for this source. Some archaeological evidence of seasonal fruit, plant remains and wine making suggest summer and late autumn, though Umberto Pappalardo used seasonal fruit to argue for the November date rather than August. Furthermore, heavier clothing on human remains found in Herculaneum in 1984 could suggest November was more likely, though it is possible people used the heavier clothing for their protection against the cinders as they attempted to escape. However, the denarius coins commemorating Titus’ fifteenth time as imperator found buried with the bodies under ash strongly suggest that it was not August since Titus’ acclamation did not occur until after 8 September AD 79.

1.1.2.2 Pliny the Younger’s account comes from 25 years after the event. While this is a relatively short time frame for an ancient source, other issues with his account result in a source that must be used with caution. He was writing in order to honour his uncle, Pliny the Elder, rather than an account of the volcano’s activities. The extract reveals that he was occupied with other activities like his studies during the eruption, his knowledge therefore coming from incidental observation or his uncle’s testimony. Furthermore, he makes no specific reference to Pompeii or Herculaneum, thus painting a general picture of the eruption rather than noting the intricacies of the effects of the eruption in each city.

1.1.2.3 Seismic disturbances were occurring in the region a few days leading up to and including the day of 24 August AD 79. In the first, Plinian stage, the volcano erupted around 1 pm and a large gaseous cloud with rock, the eruptive column, appeared over Mount Vesuvius, rising about 20 to 33 kilometres. By the evening, as the wind blew towards Pompeii, white and grey pumice stones, ash and lapilli were blown onto the city, covering the city in 2.5 to 2.8 metres of pumice stone and, combined with the more intense tremors, began destroying many buildings. Although Herculaneum experienced the tremors, they did not have the pumice and ash depositing over them as they were out of the way of the wind’s direction.

In the second phase, the pyroclastic flows and surges began around midnight. The first 400 degrees Celsius surge moved in the direction of Herculaneum, covered the city and killed the population there, followed by another hotter flow that covered Herculaneum in its entirety with volcanic debris, reaching the waterfront and moving into the beach. The third pyroclastic flow reached the walls of Pompeii but did not enter the city.

On the morning of 25 August, the fourth and fifth flows reached Pompeii within the walls, killing the people and smashing remaining buildings before the sixth and final surge completely covered and levelled the entire city.

1.1.2.4 People died in various ways on the day of the eruption. Most people died due to being overtaken by the pyroclastic flows and surges that covered the cities. However, the study of the skeletal remains reveals that many died specifically from thermal shock, seen especially in the boxing, clenched position of the arms that many skeletons had, as well as the cracks in the skulls. Other evidence points to death by asphyxiation as the body responded to the intense heat and noxious gases. Some died because of rocks and debris hitting them on the head, rendering them dead or unconscious.

1.1.2.5 Herculaneum experienced seismic disturbances leading up to the eruption of Vesuvius. These disturbances caused buildings to crack or partially collapse. Around midnight, the volcano produced the first surge of hot gas and ash, travelled towards and over Herculaneum, killing its inhabitants. The first nuée ardente knocked the tops of buildings and incinerated everyone at about 400 degrees Celsius, whilst the second pyroclastic flow covered Herculaneum completely, moving into the sea and extending the coastline.

190Answers

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NSW ANCIENT HISTORY YEAR 12 - Sciencepress · 2.1 Spartan society to the 111 Battle of Leuctra 371 BC Survey 2.1.1 Geographical setting, natural 111 features and resources of ancient