Pompeii And Herculaneum Summary
Pompeii and Herculaneum
Students learn about:
Non-examinable background
• stages of occupation
• brief historical overview up to and including the eruption of AD 79
• early discoveries and brief history of the excavations
• representations of Pompeii and Herculaneum over time
Examinable content:
1 Geographical context
• the physical environment: the geographical setting, natural features and resources of Pompeii and Herculaneum
• plans and streetscapes of Pompeii and Herculaneum
2 The nature of sources and evidence
• the range of available sources, both written and archaeological, including ancient writers, official inscriptions, graffiti, wall paintings, statues, mosaics, human and animal remains
• the limitations, …show more content…
3 Investigating, reconstructing and preserving the past
• changing methods and contributions of nineteenth and twentieth century archaeologists to our understanding of Pompeii and Herculaneum
• changing interpretations: impact of new research and technologies
• issues of conservation and reconstruction: Italian and international contributions and responsibilities; impact of tourism
• ethical issues: study and display of human remains
Option G Greece: The Bronze Age – Society in Minoan Crete
Principal Focus: The investigation of the key features of Minoan society in Crete through a range of archaeological and written sources and relevant historiographical issues.
Students learn …show more content…
– craftsmen and agricultural workers
3 The economy
– palace economy
– importance of agriculture
– role of towns: Gournia and Zakros
– trade and economic exchange: Mediterranean and Aegean region
– the issue of thalassocracy (maritime empire)
– crafts and industry: pottery, stone, ivory, metal, jewellery, seal stones, purple dye
– technology: building materials, techniques and construction (ashlar masonry), drainage and water supply
4 Religion, death and burial
– nature and identity of deities
– religious symbols: double axe (labrys) horns of consecration, the bull, snakes, trees, birds
– religious places: peak sanctuaries, cave shrines, palace shrines, pillar crypts, lustral basins
– rituals: sacrifice, libations, processions, dance
– funerary customs and rituals: larnax, ossuary; tombs: rectangular, tholos and chamber
– myths and legends relating to the Minoans: Theseus and the Minotaur, Icarus and Daedalus
5 Cultural life
– art: frescoes, figurines, pottery, seals, metalwork
– architecture of palace complexes: Knossos, Phaistos, Malia, Zakros and other palace sites
– writing: Linear A and Linear B, the Phaistos disc
6 Everyday life
– daily life and leisure activities
– food and clothing
– housing and
Students learn about:
Non-examinable background
• stages of occupation
• brief historical overview up to and including the eruption of AD 79
• early discoveries and brief history of the excavations
• representations of Pompeii and Herculaneum over time
Examinable content:
1 Geographical context
• the physical environment: the geographical setting, natural features and resources of Pompeii and Herculaneum
• plans and streetscapes of Pompeii and Herculaneum
2 The nature of sources and evidence
• the range of available sources, both written and archaeological, including ancient writers, official inscriptions, graffiti, wall paintings, statues, mosaics, human and animal remains
• the limitations, …show more content…
3 Investigating, reconstructing and preserving the past
• changing methods and contributions of nineteenth and twentieth century archaeologists to our understanding of Pompeii and Herculaneum
• changing interpretations: impact of new research and technologies
• issues of conservation and reconstruction: Italian and international contributions and responsibilities; impact of tourism
• ethical issues: study and display of human remains
Option G Greece: The Bronze Age – Society in Minoan Crete
Principal Focus: The investigation of the key features of Minoan society in Crete through a range of archaeological and written sources and relevant historiographical issues.
Students learn …show more content…
– craftsmen and agricultural workers
3 The economy
– palace economy
– importance of agriculture
– role of towns: Gournia and Zakros
– trade and economic exchange: Mediterranean and Aegean region
– the issue of thalassocracy (maritime empire)
– crafts and industry: pottery, stone, ivory, metal, jewellery, seal stones, purple dye
– technology: building materials, techniques and construction (ashlar masonry), drainage and water supply
4 Religion, death and burial
– nature and identity of deities
– religious symbols: double axe (labrys) horns of consecration, the bull, snakes, trees, birds
– religious places: peak sanctuaries, cave shrines, palace shrines, pillar crypts, lustral basins
– rituals: sacrifice, libations, processions, dance
– funerary customs and rituals: larnax, ossuary; tombs: rectangular, tholos and chamber
– myths and legends relating to the Minoans: Theseus and the Minotaur, Icarus and Daedalus
5 Cultural life
– art: frescoes, figurines, pottery, seals, metalwork
– architecture of palace complexes: Knossos, Phaistos, Malia, Zakros and other palace sites
– writing: Linear A and Linear B, the Phaistos disc
6 Everyday life
– daily life and leisure activities
– food and clothing
– housing and