The Cohen Curricula HSC Ancient History Ancient · PDF file© Compiled and created by Pamela Cohen 2015 1 The Cohen Curricula HSC Ancient History Ancient Society Study Greece: Spartan

© Compiled and created by Pamela Cohen 2015 1

The Cohen Curricula

HSC Ancient History

Ancient Society Study

Greece: Spartan Society to the battle of

Leuctra 371 BC

King Leonides in Sparta

http://www.theleonidasexpeditions.com/images/326_Statue_of_King_Leonidas_in_Sparta.jpg

Name_____________________________________

http://www.theleonidasexpeditions.com/images/326_Statue_of_King_Leonidas_in_Sparta.jpg


This study guide will assist you to develop your analysis of

the sources made available on the study site.

You should ensure you start with historical sources.

The major writers of the period are that you MUST refer to,

and which will ensure you meet the historiographical aspects

of the course are:

Herodotus

Plutarch

Aristotle

Plato

Xenophon

Thucydides

Pausanias

Strabo

You should also ensure you have work fro the Spartan Poets

and Greek Playwrights that referred to or made political

commentary about Sparta:

Alcman – also spelt Alkman

Tytaeus

Terpandros

Aristophanes – The Archadians and Lysistrata

Terms that relate to everything Sparta can be found @

http://www.britannica.com.au/britannica_browse/a/a.html

http://www.britannica.com.au/britannica_browse/a/a.html


Board of Studies Outline

Option I Greece: Spartan society to the Battle of Leuctra 371 BC

Principal Focus: The investigation of key features of Spartan society to the Battle of

Leuctra 371 BC, through a range of archaeological and written sources and relevant

historiographical issues.

Students learn about:

1 The geographical setting

the geographical setting, natural features and resources of ancient

Sparta

significant sites: Sparta

Social structure and political organisation

the issue of Lycurgus (the Great Rhetra)

roles and privileges of the two kings

government: ephorate, gerousia, ekklesia

social structure: Spartiates, perioeci, ‘inferiors’, helots

role of the Spartan army

control of the helots: the military, syssitia, krypteia

artisans, helots

educational system: agoge

role and status of women: land ownership, inheritance, education

3 The economy

land ownership: agriculture, kleroi, helots

technology: weapons, armour, pottery

economic roles of the periokoi (‘dwellers around’) and helots

economic exchange: use of iron bars, trade

4 Religion, death and burial

gods and goddesses: Artemis Orthia, Poseidon, Apollo

myths and legends: Lycurgus and the Dioscuri

festivals: Hyakinthia, Gymnopaedia, Karneia

religious role of the kings

funerary customs and rituals


5 Cultural life

art: sculpture, painted vases, bone and ivory carving

architecture: Amyklaion, Menelaion, the Sanctuary of Artemis Orthia

writing and literature: Alcman and Tyrtaeus

Greek writers’ views of Sparta: Herodotus, Thucydides, Xenophon,

Aristotle, Pausanias, Plutarch

6 Everyday life

daily life and leisure activities

food and clothing

marriage customs

occupations.

Archidamos, King of Sparta

Atchaeological Museum of Athens http://www.culture.gr/2/21/214/21405m/e21405m1.html

http://www.culture.gr/2/21/214/21405m/e21405m1.html


Source Overview Worksheet for each section of the syllabus

For Spartan Society to the Battle of Leuctra 371 BC

Source Discussion

Primary or Ancient

Historical Source One -

detailed reference that you

will state in your exam:

Primary or Ancient

Historical Source Two -



Primary or Ancient

Historical Source Three -



Secondary Modern Source

One - detailed reference that

you will state in your exam:

Secondary Modern Source

Two - detailed reference that

you will state in your exam:

Archaeological Source One -



Archaeological Source Two

- detailed reference that you


Once completed for each dot point of the syllabus you should then fill out the source

analysis sheet (next page), in as much detail as possible for each source you have used

above.


ANCIENT HISTORY SOURCE ANALYSIS SHEET

INQUIRY QUESTIONS DETAILS

Cite Source

Provide full reference

details:

Author, Title of text,

Publisher, Date of

Publication.

Summarise the details

presented in the source.

( who, what, where, when ,

how, why)

List the:

Key Facts

Key stakeholders (Names)

Key Dates

Places

What does your source

suggest about the chosen

topic? (provides insight

into…; is an excellent

reference in terms of…;

clearly outlines the…)

What are the implications

of this source for my

study? ( effectiveness as a

source)

What are the contexts

explored in your source

(e.g. what social, cultural,

historical, political, gender

perspectives are present in

the source)

What are the limitations of

this source?

What is the reliability of

this source?

How can this source be

evaluated for effectiveness

in responding to the Core

Study?


Section One: Geography

1. What is the longitude and latitude of Sparta?

2. Which two sources best describe the dominant features of the landscape of Sparta? Name and

reference the sources.

3. What do the sources suggest about the climate?

4. What do the sources suggest about the vegetation?

5. What do the sources suggest about agriculture?

6. What do the sources suggest about rainfall?

7. What do the sources suggest about the topography?

8. Do the sources name significant features including the mountains, rivers and valleys?

9. Does the source suggest the landscape limits or provides enough resources for the inhabitants of

the region?

10. How far spread is the region?

11. Does the source suggest that the landscape sets up political or social hierarchies in regions?

12. What natural features are mentioned most and why?

13. How do the natural resources or features provide insight into the society?

14. How do the natural resources or features suggest a need for trade?

15. How do the natural resources or features suggest they are used as a form of defence or training for

war?

16. How far is the region from its nearest enemies?

17. How do the sources suggest the environment impacts on women?

18. What role do women play in developing, maintaining or protecting the environment?

19. Do any poets refer to the natural resources or features? How/Why?

20. Who was the audience for the writings you have located on geographical features? How does the

concept of audience impact on what the writer might be describing?

21. Using one of the maps, locate the features mentioned by Strabo.

22. Using one of the maps, locate and place markers that define where natural resource can be found.

23. Using the maps, plot where attacks against Sparta came from and take note of sea and land access.

24. What vulnerabilities are evident due to geographical aspects of Sparta?

25. Do the sources all agree on the geographical features? If so- or not – explain why this might be

significant or factors that may have changed perspectives and views of the geographical features.

26. Read through all the previous examination questions.

27. How would you use the information you now have on geographical features to contribute to any

of the required responses.

28. Make a list of all the significant archaeological sites in Sparta.

29. How were they excavated? Who were they excavated by?

30. What was found or located that links directly to the geographical resources or features?

31. Have the site been preserved naturally or by man made means?

32. How has tourism impacted on the sites?

33. What other dot points will need a response that includes information about the geographical

features. Provide a detailed analysis of each dot point in terms of its geographical context.


Section Two: Social Structure and Political Organisation

The issue of Lycurgus (the Great Rhetra)

1. List the names of all the historians who have written on Lycurgus (also spelt Lykurgus).

2. What does each historian say about him?

3. Do any of the historians’ views differ?

4. What adjectives do the various historians use to describe him?

5. Is he heroised by an of the historians and if so why or why not?

6. How does each historian approach him in terms of myth, legend or reality?

7. Do any of the historians suggest he was not, in fact, real? Why? How do they defend their

hypothesis?

8. According to the sources, what was ‘the issue’ surrounding Lycurgus?

9. According to the sources, what does ‘The Great Rhetra’ mean?

10. According to the sources, how did he get this title?

11. According to the sources- state specifically, who exactly was Lycrugus?

12. According to the sources- state specifically, what was his role in founding and leading Sparta?

13. According to the sources- state specifically, when did Lycurgus found Sparta, be born, die etc –

all major dates explored by the historians – if no dates, then read the sources for events that can

be linked to other events in history to ‘date’ him.

14. According to the sources- state specifically, where did Lycurgus come from?

15. According to the sources- state specifically, how effective was Lycurgus in uniting, leading and

developing Spartan society?

16. With reference to Plutarch, answer the following:

a. Why does Plutarch dwell on Lycurgus's origins?

b. Note where Lycurgus travels: What might he have learned in Crete, Asia(that is,

Turkey), and perhaps Egypt with respect to government?

c. How do the provision for marriage and the absence of rules about

adultery advance the goal of good government?

d. Plutarch speaks frequently of the virtue Lycurgus sought to instill in the

Lacedaemonians. What is this virtue?

e. What is the end of the government designed by Lycurgus?

17. What did Lycurgus do to ‘established harmony, simplicity, and strength in Sparta’?

18. Plutarch states: This warrior society tamed its youth through systematic education aimed at

developing leadership, courage, public spirit, and wisdom. How was Lycurgus able to do al these

things?

19. How did Lyrcurgus develop the social structure of Spartan society?

20. According to the sources, what kind of education system did Lycurgus develop – how did he

develop and why?

21. According to the sources,how did Lycurgus set up the political hierarchy of Spartan society?

22. According to the sources, what did Lycurgus say and implement for women in terms of social

relationships, political significance, cultural frameworks of war and religion?

23. Go through all the past examination papers. Answer all the questions that might relate to

Lycurgus using the sources.

24. Go through the syllabus dot points. According to the sources, what other topics on the list does

Lycurgus impact on?

25. Go back through the examination questions and add dot points about Lycurgus that would nee to

be used in any extended responses.

26. What do the modern historiographical analyses of the ancient sources suggest about the views

presented in the original historical sources?


Roles and Privileges of the Two Kings

1. Locate the list of Kings of Sparta on the website.

2. According to sources, what was the concept of the two kings and who designed the

concept?

3. What was the ethos behind the two kings system?

4. What was the effectiveness of having two kings?

5. Using the list of Spartan Kings, and the worksheet provided, list which two kings

reigned with which.

6. What does each of the historians have to say on the concept of the two kings? (use

the worksheet provided)?

7. What does ‘AGIADAI’ and ‘EURYPONTIDAI’ mean?

8. According to the sources, how did the kings gain their position?

9. According to the sources, what were the roles of the kings?

10. According to the sources, what were the responsibilities of the tow kings?

11. According to the sources, how did the two kings work together for Spartan society?

12. According to the sources, did the kings have a role in the military?

13. What was the covenant between King and State initiated by Lycurgus?

14. According to the sources, what rules were put in place for kings in terms of eating?

Why were these rules put in place?

15. According to the sources, what was the oath taken by kings?

16. What was the religious role of kings?

17. According to Herodotus, what were the two ‘royal rights’ given to kings?

18. List all the rights provided to kings as stated in Herodotus?

19. What impact would these rights have on Spartan society as a whole?

20. According to the sources, what happens when a Spartan king died?

21. Explain the significance and possible reasons for these rituals

22. According to the sources, what are the privileges of kings in war?

23. According to the sources, what are the responsibilities of kings in war?

24. How does Aristotle’s discussion of the two kings link to that of each of the other

historians? Are there any differences? If so, how can you account for those

differences?

25. Discuss the folklore surrounding the conception of the two kings. How does the

concept provide evidence of the religious, philosophical and mythical roles of kings

in Ancient societies?

26. What do the modern historiographical analyses of the ancient sources suggest about

the views presented in the original historical sources?

27. Go through all the HSC questions and determine which questions might explicitly or

implicitly require a discussion or knowledge of the two kings.

28. You will need to memorise the names of some of the kings and their roles. In the

development and rule of Spartan society. Leonides would be one. Archidamos could

be another. You should select those you can relate to in other aspects of your writing.

29. Go through all the BOS dot points and add any information about any of them that is

impacted on by your understanding, sources and knowledge of the two kings.




Government: ephorate, gerousta, ekklesia

1. Using the historical sources provided develop a definition and in depth explanation

of each aspect of government.

2. What was the impact on each branch of government on Spartan society as a whole?

3. Do any of the historical sources differ in their interpretation of the sectors of

government? IF so how?

4. What do the sources suggest were the main features of each aspect of government?

5. According to the sources, what was the effectiveness (or ineffectiveness) of the three

levels of government?

6. Examine each past HSC paper. Answer any questions that relate to either of the

levels or all of the hierarchies of government.

7. Go through the BOS dot points and demonstrate how the ephorate, gerousta,

ekklesia impacts on every sector of Spartan society.

8. Go back to your HSC answers and check whether you have answered each question

with the depth your study has developed.

9. Identify and make notes in dot point form: source, quote, analysis, under any

question that would require or enable you to demonstrate your knowledge of the

government.



Social Structure: Spartiates, perioeci, ‘inferiors’, helots

1. Create an annotated diagram that demonstrates the social structure of Ancient

Sparta

2. Locate and identify what each of the historical writer states about each

separate aspect of Spartan social structure using the worksheet provided.

3. Do any of the interpretations differ. Provide an assessment of why their may be

differing views.

4. How does your knowledge of social structure now change or impact on any of

the previous answers you have written on the HSC questions thus far?

5. Go through the dot points on the syllabus and demonstrate how Spartan society

structure and social class impact on every aspect set for study.

6. Go through and answer any HSC questions that would require knowledge of Spartan

social structure.




Role of the Spartan Army

1. According to the sources of each of the historians, poets and playwrights, what

was the role of the Spartan Army? ( use the worksheet provided)

2. How, if any, do these perspectives differ?

3. How are they similar?

4. How do the historians portray the Spartan Army?

5. What does the question mean by the ‘role’ of the Spartan Army?

6. Who could join the Army?

7. How were recruits taken?

8. According to the sources, did the social class of the individual impact on

whether they could be part of the Spartan Army? If so, why?

9. Develop a timeline of an individuals training and preparation for the military

and a subsequent plan of how they entered into warfare.

10. Develop a timeline from 1000BC to 371 BC that provides your knowledge of

the wars that the Spartan Military were involved in.

11. Did the role of the Spartan Army stay the same throughout.

12. What other aspects of your study so far impacts on the role of the Spartan Army?

13. What is differtn about Aristophanes views about the Spartan Army to that of

Herodotus and Tyrtaeus?

14. What is different in interpretation of the role of the Spartan Army bewteen

Herodotus, Xenopohon, Strabo and Thucydides?

15. Go through the HSC questions and answer any that relate to the role of the Spartan

Army.

16. Go through the syllabus dot points and demonstrate how the Spartan Army impacts

on each other dot point.

17. Go back to your HSC questions and complete any gaps.



Control of the helots: the military, syssitia and krypteia

1. Read the historical sources provided on ‘Control of the helots…’

2. Using the style of questions that have been sued so far, write five questions – who,

what, where, when, how and why.

3. Email the questions in to your teacher who will share them with the rest of the

class.

4. Your questions must require your fellow classmates to refer to and analyse the

sources. You must use language such as Assess the impact of.. According to

sources…, Develop an understanding of…Provide an historical view of…’

5. When you have completed the questions set by the class, go through and answer the

HSC questions relevant to this topic.

6. Go through the dot points and demonstrate how your knowledge of this topic

impacts on each other dot point.

7. Go back to the HSC questions and check that you have developed a response that

provides every detail possible.




Artisans, Helots

1. Provide a definition for artisans and helots in the Spartan context.

2. According to the sources, what was the role of each in society?

3. How do the sources portray the artisans?

4. How do the sources portray the helots?

5. Are there any differing sympathies or perspectives on each? Account for any

differences.



7. Go through and answer the HSC questions relevant to this topic.





Educational system, agoge

1. Go through all the historical sources, both ancient and modern and provide quotes

that explore the role, purpose, effects and methods of the agoge.

2. How does each historian or analysis demonstrate view, perspectives and add to

your understanding of the concept of education in Ancient Sparta?

3. According to the sources, what were the aims of the agoge?

4. What were the conditions in which education took place?

5. According to the sources, how Was discipline maintained?

6. Did both girls and boys attend the agoge? Provide an explanation that suggests the

view of the historicans, both ancient and modern on this question..

7. According to the sources, how were the ‘weak’ weeded out by the agoge?

8. According to the sources how were boys tested by the festival of Artemis Orthia?

9. According to the sources what was the role and responsibilities of the ‘mentor?

10. What are the debates amongst historians in regard to the education system in

Ancient Sparta?







Role and status of women: land ownership, inheritance, education

1. Using the ancient sources, provide a detailed study of how each historian

considers, analyses and reports on the role and status of women in Ancient Sparta.

You should discuss each of the three aspects provided.

2. Account go any differing interpretations between the historians.

3. How do modern historians analyse and read the work on the role of women in

Sparta by 20/21st Century standards?

4. Compare the writings of Herodotus and Aristotle. How does each historian

represent women? Do either of these historians approve of the role of women in

Ancient Sparta? Provide an explanation for your answer.

5. Examine Aristophanes Lysistrata. How does his account of Spartan women add to

our knowledge and to an understanding of the impact of war on Spartan society?

6. Why is Aristophanes play an important historical source?






*************************************************************************

After completing the in depth study of Sections One and two, you should

now be aware of what you need to do for each of the other dot point sections

on the syllabus outline.

Use the resource worksheets and evaluate and analyse historical source for

every aspect, asking yourself the questions you need to know the answers

for.


Section Three: The economy

Land ownership: agriculture, kleroi, helots

Source One: agriculture

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Source Two: kleroi

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Source One: Primary Source

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Source Three: helots

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Analysis of land ownership using HSC questions:

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Technology: weapons, armour, pottery

Weapons

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Armour

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Pottery

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Analysis of technology using a past examination paper

Question

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Economic roles of the periokoi (dwellers around’) and helots

Source

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Economic exchange

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Religion, Death and Burial

Gods ad goddesses: Artemis Orthia, Poseidon, Apollo

Source: Artemis Orthis

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Source: Poseidon

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Source: Apollo

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Myths and legends

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Festivals

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Religious Role of Kings

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Funerary Customs

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Cultural Life

Art, Sculpture, painted cases, bone and ivory carving

Source

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Architecture: Amyklaion, Menelaion, the Sanctuary of Artemis Orthia

Source: Amyklaion

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Source: Menelaion

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Source: The Sanctuary of Artemis Orthia

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Writing and Literature

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Greek Writers

Herodotus

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Thucydides

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Xenophon

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Aristotle

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Pausanius

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Plutarch

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Everyday Life

Daily life and leisure activities

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Food and Clothing

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Marriage Customs

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Source

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Documents

The Cohen Curricula HSC Ancient History Ancient · PDF file© Compiled and created by Pamela Cohen 2015 1 The Cohen Curricula HSC Ancient History Ancient Society Study Greece: Spartan