Egypt and Greece were major civilisations of the Mediterranean and bestowed a powerful legacy on the contemporary world. Students explore the structures of both societies and a period of crisis in its history, one for Unit 3 and one for Unit 4.
Life in these ancient societies was shaped by the complex interplay of social, political and economic factors. Trade, warfare and the exchange of ideas between societies also influenced the way people lived. Furthermore, all three societies experienced dramatic crises which caused massive disruption. During these times of upheaval, individuals acted in ways that held profound consequences for themselves and for their society.
In Units 3 and 4 students construct an argument about the past using historical sources (primary sources and historical interpretations) as evidence and evaluate the features and role of individuals in an ancient civilisation. Students develop their understanding of the importance of primary sources to historical inquiry about ancient civilisations. They consider the different perspectives and experiences of people who lived in ancient societies. They use historical interpretations to evaluate how the features of the ancient society changed, and the role, motives and influences of key individuals involved in a crisis.
Entry - There are no prerequisites for entry to Unit 3.
What were the social, political and economic features of an ancient society?
Why were these social, political and economic features significant?
How did the society develop and change?
In this area of study students focus on the historical significance of the social, political and economic features of the selected ancient society. In terms of social features, the existence of hierarchies meant that individual experiences varied enormously. There were profound differences in the experiences of men and women, locals and foreigners, and slaves and free people. Students explore the significance of political institutions and the distribution and expression of power between groups, and tensions resulting from such differences. They investigate the significance of the economic features of life, including agriculture, industry and trade.
The social, political and economic features of society are interrelated and change over time. Students consider the causes and consequences of these changes both from within the society and from external catalysts such as trade, warfare and the exchange of ideas. Such inquiry involves the use of written sources and the material record.
The key knowledge for this area of study in Units 3 and 4 comes from the following timeframes:
Ancient Egypt (1550–1069 BCE)
Ancient Greece (800–454 BCE)
What were the causes of the crisis in the ancient society?
How did the consequences of the crisis change ancient societies?
What were the roles, motives and influences of significant individuals in contributing to the crisis?
What are the different historical interpretations of the crisis?
In this area of study students focus on crises in Ancient Egypt and Greece with particular reference to four significant individuals and their role in shaping events. Crises take the form of internal political struggles, civil war and conflict between states. To understand these turning points, students analyse the causes and consequences of the crisis. They explore how key individuals influenced events, including, in some cases, making decisions that shaped their societies. Conversely, students investigate ways that the power of individuals might have been limited. To comprehend these individuals, students explore how their beliefs, values and attitudes informed their actions. Investigation of these individuals develops students’ understanding of human agency.
The ancient society selected for Area of Study 2 in Unit 3 and in Unit 4 must be the same ancient society that was chosen for Area of Study 1 in Unit 3 and Unit 4.
The key knowledge for this area of study in Units 3 and 4 comes from the following timeframes:
Ancient Egypt – The Amarna Period (1391–1292 BCE)
Ancient Greece – The Peloponnesian War (460–404 BCE)
School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score.
School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.
The examination will contribute 50 per cent.
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Students will use a class set of texts and online resources.