ACHAH296
The evidence provided by the Amarna Letters and other sources for Amenhotep III’s foreign policy, including relations with vassals and other kingdoms; the role of diplomacy, including royal correspondence; and diplomatic marriage as an instrument of Egyptian …
ACHAH296 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH297
The evidence for the relationship between Akhenaten and his vassals in Syria- Palestine, for example Ribadda (Byblos), Abdi-Asirta and Aziru (Amurru) as well as royal correspondence with the Mitannian and Hittite rulers
ACHAH297 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH343
Thucydides’ views about the Athenian Empire and radical democracy, including his views on demagogues and demos; the evidence of his bias towards or against key individuals for example Pericles, Cleon, Nicias and Alcibiades
ACHAH343 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH386
The significance of ONE of the following: the Herculaneum Conservation Project, the Philodemus Project, the Anglo-American Project in Pompeii (Bradford University), in providing evidence about how people in Pompeii and Herculaneum lived
ACHAH386 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH299
The evidence for post Amarna foreign policy provided by Egyptian and other sources, including correspondence between Queen Ankhesenamun and the Hittite King, Suppiluliumas I, the Peace treaty between Hattusilis III and Ramesses II (Hittite and Egyptian …
ACHAH299 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH255
Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding
ACHAH255 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH331
The nature of Thucydides’ text and techniques, including his research methods, his use of speeches, and the extent to which he can be regarded as a ‘scientific historian’
ACHAH331 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH360
The nature and purpose of Tacitus’ writing of The Annals, including his use of contemporary sources (the minutes of the Senate, decrees, speeches of Tiberius) and the limitations of Tacitus’ work related to the missing and incomplete nature of Books V, …
ACHAH360 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH273
The nature of the Theban excavations and the use of scientific methods, and the contributions of significant archaeologists and institutions, for example Flinders Petrie, the French-Egyptian Centre for the Study of the Temples of Karnak, the New York …
ACHAH273 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum