Stage 6 | Ancient History Unit of Learning

8 weeks
TOPIC: Investigating Ancient History: The Nature of Ancient History Stage 6 Year Duration:
11
The Investigation of Ancient Sites and Sources and Case Studies - Detail: hours/ lessons
Persepolis

Content Focus –
Students investigate the nature of ancient sites and sources, including the contribution of archaeology and science to our understanding of the past. Students investigate the history of
Persepolis using a range of sources. By studying ancient societies, sites and sources students learn to investigate the social history of a people through an investigation of the remains of
their material culture, and come to understand the key developments and forces that may have shaped that society. The unit also offers students insight into the dynamic nature of
archaeology in determining the historicity of societies and events.

Key Historical Terms - Historical Concepts and Skills -

Conservation and Preservation; Dynasty;  Significance
Achaemenid;  Perspectives
Zoastrianism
Reliefs; Analysis and Use of Sources
Epigraphy
 Explain the meaning and value of sources for an historical inquiry (ACHAH007,
Veritas ACHAH009) 
Historicity  Analyse sources to identify and account for the different perspectives of
Archaeology individuals and groups in the past(ACHAH010) 
Dating Methodologies
 Analyse and synthesise evidence from different types of sources to develop
reasoned claims (ACHAH008) 
Zoroastrianism
 Identify and analyse problems relating to sources in the investigation of the
Parsa past (ACHAH011) 

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 Lamassu
Historical investigation and research

 Form judgements about historical significance, recognising that significance

may be attributed for different purposes 
 Analyse and evaluate contested interpretations and representations of the
past (ACHAH011, ACHAH012) 

Explanation and communication

 Develop texts, particularly historical accounts and arguments, supported by

relevant evidence from sources(ACHAH013) 
 Communicate historical understanding, using historical
knowledge, concepts and terms, in forms appropriate to purpose and
audience (ACHAH014) 

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
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 Framing Questions - Survey -
What is the nature of archaeology in studying ancient sites and sources?  The geographical and historical context
• How has the changing nature of archaeological methodology impacted our understanding of history?  The historical features of Persepolis
• What contributions have changing technologies made to reconstructing history?  The role of key historical figures such as Darius and Xerxes, and
• What are the problems/limitations associated with reconstructing the past through archaeological Alexander the Great
evidence?  Events and/or developments at Persepolis
 Representations of Persepolis – ancient and/or modern
What does archaeological evidence reveal about the role Persepolis played in the Achaemenid
 The significance of the site to world history and archaeology
Dynasty?
• Who were the Achaemenid Dynasty and what were their main achievements?
• Assess the function of Persepolis.
• What does archaeological evidence reveal about the role the kings played in Persian society?
• Assess the reasons Alexander burned down Persepolis.
• How have archaeological methods in Persepolis changed over time?
• Assess the ancient and modern representations of Persepolis.
• How has the development of technology impacted the preservation and conservation of Persepolis?

Outcomes Objectives
The Investigation of Ancient Sites and Sources (2 WEEKS) Knowledge and Understanding

 analyses and interprets different types of sources for evidence to support an historical • develop knowledge and understanding of a range of features, people, places, events and
account or argument developments of the ancient world in their historical context
 discusses and evaluates differing interpretations and representations of the past • develop an understanding of continuity and change over time.
 communicates historical understanding, using historical knowledge, concepts and Skills
terms, in appropriate and well-structured forms
• use historical concepts and skills to examine the ancient past
 discusses contemporary methods and issues involved in the investigation of ancient
history

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
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 Case Studies – Persepolis (6 WEEKS) • communicate an understanding of history, sources and evidence, and historical
interpretations.

 analyses the role of historical features, individuals and groups in shaping the past
 accounts for the different perspectives of individuals and groups
 examines the significance of historical features, people, places, events and
developments of the ancient world
 analyses and interprets different types of sources for evidence to support an historical
account or argument
 discusses and evaluates differing interpretations and representations of the past
 communicates historical understanding, using historical knowledge, concepts and
terms, in appropriate and well-structured forms

Values and Attitudes Colour Codes

• appreciate the influence of the past on the present and the future Extension
• value the contribution of the study of Ancient History to lifelong learning, and active and
informed citizenship.
Adjustment
ESL/NESB
Summative Task (Assessment of Learning)

Resources Resources
Books and Articles –
You Tube Clips –
Ali Mousavi, 'Why Darius Built Persepolis' Article (print copy) Dr Farzi Rezaian, Persepolis – a New Perspective https://www.youtube.com/watch?v=fwFVq-FPpuU
Curtis and Tallis, Forgotten Empire: The World of Ancient Persia Ali Mousavi, Persepolis Through Images https://www.youtube.com/watch?v=ujtOEGqNqKM&t=691s
Elsie Holmes Peck 'Achaemenid Reliefs from Persepolis', Bulletin of the Detroit Institute of Alexander Nagel, Taking Care of Colour in Persepolis https://www.youtube.com/watch?v=0E4a5tz5rD4

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
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 Arts, Vol. 79 p. 20 –33 Author Unknown, Persepolis 3 D (a virtual reconstruction) https://www.youtube.com/watch?
Lawless et al. Chapter 16: Persepolis, Unlocking the Ancient Past v=3fdJNjF0lcY

Toni Hurley et al. Chapter 14: Persepolis, Antiquity 1 History Channel, Lost Worlds: Persepolis, https://www.youtube.com/watch?v=MzmBSX-5nEA

Mahdi Motamadmanesh ‘Authenticity and Restoration: The Benefits of Historical Studies on Persepolis from the Air: over time (University of Chicago Exhibition) https://www.youtube.com/watch?
Re-Examining the Implemented Restorations in Persepolis’, Arts 5:1 (March 2016), p. 2 v=uJf5bnHUIQw&feature=youtu.be

Talin Grigor 'Preserving Persepolis', Journal of Historic Preservation, History, Theory, and 2500th Anniversary of Persian Monarchy (1971) https://www.youtube.com/watch?v=x3yC9jWU3Ag

Criticism,Vol. 2, No. 1 (Summer 2005), p. 22-29 Iran’s Revolutions: Crash Course World History 226 https://www.youtube.com/watch?
Morrison, Gary. ‘Alexander, combat psychology, and Persepolis’, Antichthon, Vol. 35, (2001) v=8w4Ku6l7OEI&t=318s

p. 30-44. History Channel, Persepolis: Rediscovering the Lost Capital of the Persian Empire
https://www.youtube.com/watch?v=9_BRrp6KoZk

Websites –
DVDs –

Documentaries
 Livius Article, Persepolis (detailed map and descriptions of features)
http://www.livius.org/articles/place/persepolis/ BBC, Archaeology: A Secret History documentary (can also access a copy from SBS on demand).
 Dr J Becker “Persepolis: The Audience Hall of Darius and Xerxes”
https://www.khanacademy.org/humanities/ancient-art-civilizations/ancient-near-
east1/persian/a/persepolis
 The University of Chicago, Persepolis (detailed descriptions of features)
https://oi.uchicago.edu/persepolis-ancient-iran
 Persepolis Images - https://www.google.com/culturalinstitute/beta/exhibit/xwJSKSxv_NfpLQ
 Behistun Inscription - http://www.livius.org/articles/place/behistun/

Assessment overview Case Study – Persepolis Term 1

Assessment for learning Assessment as learning Assessment of learning

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 Formative Task: Source Portfolio Formative Task: Paragraph response on function of Source Presentation
Persepolis
Source Analysis primary source and collection of Weighting: 30%
newspaper/scholarly articles
Area of Assessment: Knowledge and Understanding of
Course Content; Historical Skills and Analysis; Historical
Inquiry and Research

Outcomes: AH 11-5 AH11-6 AH11-7 AH11 -9

Outcomes / Content Teaching and learning strategies Resources

Focus of Study : The Nature of Ancient History
Embedding Historical Skills and Concepts
Week 1 Lesson 1: Introduction to the course

Aim – Provide an orientation to the Year 11 Ancient History course/set expectations. PowerPoint and syllabus documents

- Analyse and synthesise evidence from different types of sources to develop reasoned

claims (ACHAH008) 

 Teacher brings in a series of objects from their home. Asks students to deduce character from the
objects.
 PowerPoint on what students will study over the two-year course. Main objectives of the course.
AH11-6, AH11-7  Explanation of expectations/Visual Process Diary/booklets/readings etc.
 Hand – out syllabus documents. Look at Concepts and Skills Diagram – how are they important
- problems associated with reconstructing the past through to History. Students reflect in their Visual Process Diaries.
archaeological evidence, for example in relation to  HOME LEARNING: Students are asked to write half a page on why they chose this course;
understanding ancient customs and religious beliefs  what their Ancient Interests are; what they would like to get out of the course; and their
preferred methods of learning. These pages are kept by the teacher to refer to throughout the
 
- the contribution and limitations of ancient texts, course.
inscriptions and iconography to an understanding of the  Source Portfolio (Ongoing Formative Assessment)
ancient past 
5 Guided Questions on reflection. Visual diagram of course outline

- discusses and evaluates differing interpretations and Artefacts

representations of the past
- analyses and interprets different types of sources for
evidence to support an historical account or

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
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 Outcomes / Content Teaching and learning strategies Resources
argument Lesson 2: Simulate Archaeological Dig Tub

- the changing nature of archaeological excavation and Aim – Discuss the role of archaeology in reconstructing the past/limitations
recording techniques
Identify and analyse problems relating to sources in the investigation of the past (ACHAH011) 

 Teacher buries range of artefacts in a tub. Cover with blanket

 One by one, students are asked to pull an artefact out of the tub and explain what this artefact
would be useful for in determining something about a society. After all of the artefacts have
been uncovered, in groups, students compose a historical theory with the goods found.
 Teacher deliberately has a hands-off approach to the task, so that it gives students an opportunity
to reflect on the challenges/mistakes they may have made in the process.
 Students share theories. Teacher challenges these theories based upon their archaeological
methodology.
 Students complete the 3,2,1 routine: Three observations about the nature of archaeology, 2
limitations, 1 question they have about archaeology.
 This will lead to discussion on problematic nature of archaeology. What is needed to design
scholarly theories?

AH11-10 3 Reflection Questions on what artefacts reveal about society and how they could be useful. Minoan Crete Images

Lesson 3: Inferences from Archaeology

Aim – Explore how to draw inferences from artefacts

Analyse the extent and nature of continuity and change over time (ACHAH001) 

 Set-up artefact stations for students to move around to in the class.

 Each station contains an artefact from Minoan Crete.
In pairs, students move to the different stations and fill in an artefact inference grid, making
observations from the artefacts.
 Report back to class on findings. What do the artefacts have in common? What pieces of
information are missing about the society? How will you go about filling in the missing pieces? DVD – BBC, Archaeology: A Secret
Guided questions to analyse the artefacts. History (Episode 2

Extension: Show students the Phaistos Disc and discuss mystery surrounding its existence.

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
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 Outcomes / Content Teaching and learning strategies Resources

HOME LEARNING: History of Archaeology

 Students watch an episode on DVC – BBC, Archaeology: A Secret History and take notes on
how archaeology transitioned from treasure hunting into a systematic scientific study and focus
on preservation and conservation.
Guided questions for the documentary

Flipped Learning Opportunity.

Week 2 Lesson 4: History of Archaeology – Key Archaeologists

AH11-10, AH11-9 Aim – Explore the development and changing nature of archaeology over time.

- the changing nature of archaeological excavation and - Analyse and evaluate contested interpretations and representations of the past (ACHAH011,
recording techniques ACHAH012)  Antiquity I (older version text).
- the contribution of archaeological and scientific - Identify and analyse problems relating to sources in the investigation of the past
techniques to the discovery and investigation of the
(ACHAH011) 
ancient past, including site surveys using radar,
excavation, dating methods, forensic examination
and DNA analysis(ACHAH018)   Students are assigned the persona of a key archaeologist in history from pg. 47 of Antiquity 1
- discusses contemporary methods and issues involved textbook. They are to research the main findings of archaeologists, and their contributions to the
in the investigation of ancient history field of ancient history, and also some issues with their methodology. This will be in preparation
- communicates historical understanding, using for dressing up as your archaeologist and attending a party the following week, where you will
historical knowledge, concepts and terms, in regale your other archaeological guests with your contributions to history.
appropriate and well-structured forms

Lesson 5: Guest of Honour Party (Archaeologists) http://www.smh.com.au/national/after-2000-years-

scan-solves-mummy-mystery-20090617-chw9.html
Aim - Explore the development and changing nature of archaeology over time.

 Students present their archaeological persona and are questioned by the class.
 Students record these in a table on the collaborative tab in ONE Note. http://www.ansamed.info/ansamed/en/news/nation
s/italy/2017/04/06/pompeii-cast-shows-male-
 Class discussion on the changing nature of archaeology. lovers_87794baa-b184-4461-bf47-49fce4f9fb60.html
HOME LEARNING: Students design a shape that they will share with the rest of the class representing
key factors that have changed in archaeology (dynamic nature). Share with class in next session.

Guided Questions to assist with research.

Comparison of two archaeologist against one another in terms of methodology.

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
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 Outcomes / Content Teaching and learning strategies Resources
Lesson 6: Problems associated with reconstructing the past

Aim – Discuss the problems/limitations of reconstructing the past

 Students go to different stations and complete the activities at each station. Each station has a
case study of a problematic artefact (e.g. Piltdown Man, Horus mummy from Nicholson
Museum, Otzi the Iceman, two lovers from Pompeii etc.
 Silent Chalk Talk activity – students add in their observations about the archaeological finds and Antiquity 1 (p. 15)
what lead to changing interpretations.
 Students then choose one station and present on that case study. Provides students with an
opportunity to ask questions and leads to discussion about the dynamic nature of archaeology
and history.

Lesson 7: Scientific Techniques and Dating

Aim – Discuss the scientific contributions and contemporary methods of investigating the past
 Students are presented with a series of artefacts (pictures of mummy, ceramics, etc.) and as a
group need to decide which dating methodologies would be the most appropriate to use. They
need to read and make notes from Antiquity 1 1.4 on the different dating methodologies and use
this information to figure out which methodology would be most suitable.

Matching Activity – dating methodologies

Week 3 Case Study – B5 Persepolis

AH11-1 Use evidence from a range of sources to inform investigation and research (ACHAH005) 

the geographical and historical context, including: Analyse and synthesise evidence from different types of sources to develop reasoned claims
(ACHAH008) 
 geographic location of the site of
Persepolis (ACHAH105)  Lesson 1 – Mapping the Ancient World
 the discovery of Persepolis and the nature of
archaeological excavation over time  Aim – Provide geographical and historical context for Persian Empire

analyses the role of historical features, individuals and  Provide students with a map of the Ancient world and map out key sites, civilisations over time.
groups in shaping the past
 Access Google Earth and look at the site of Persepolis.

 Show students Persepolis from the Air: over time (University of Chicago Exhibition)
https://www.youtube.com/watch?v=uJf5bnHUIQw&feature=youtu.be
Labelled map
https://www.khanacademy.org/hu
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AISNSW.
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 Outcomes / Content Teaching and learning strategies Resources
Changing borders of the map over time to demonstrate continuity and change in ancient world. manities/world-history/ancient-
medieval/ancient-
persia/v/overview-of-ancient-
Introduction to Persepolis (Inquiry Questions)
 Teacher exposition about 'Big Ideas' concepts to be taken from the unit – i.e the contribution of persia
archaeological and written evidence in reconstructing the past and also the limitations of
evidence.
 Show google map image of where Persepolis is located, followed by a series of images from
Persepolis 3 D Reconstructed. See, Think, Wonder Routine. http://www.iranicaonline.org/articl
AH11-2, AH11-3
 Students design Inquiry Questions surrounding the key images from Persepolis. These frame the es/achaemenid-dynasty
inquiry route taken in class.
 Hand-out Assessment task.

2 Inquiry Questions – sentence starters

Encourage assessment/comparison/application questioning
 the geographical and historical context, including: Lesson 2 – Context: Achaemenid Empire
an overview of the Persian Empire from Cyrus the Great to
Aim – Provide overview of the Achaemenid Empire
Darius I and early capital cities Ecbatana and
Pasargadae (ACHAH104
 Students complete the Khan Academy Tutorial (taking notes as they go and then completing the
online quiz) as an introduction into key terms and concepts of the Achaemenid Empire.
https://www.khanacademy.org/humanities/world-history/ancient-medieval/ancient-
persia/v/overview-of-ancient-persia (Overview of where the Achaemenid Empire fits)

http://www.iranicaonline.org/articles/achaemenid-dynasty

Lesson 3 – Achaemenid Empire – Family Tree (Key Individuals)

Aim – Outline the Achaemenid Family Tree

 Assign students key Achaemenid Kings that they need to research and create a short PowerPoint
Presentation for. Students need to look at the following aspects:
AH11-3 o Key Dates
o Key Achievements (Building Projects, Political, Social, Religious)
 the geographical and historical context, including: o Rise and Fall in Power
 an overview of the Persian Empire from Cyrus the
Great to Darius I and early capital cities Ecbatana and  Students add this information to a large Family Tree Installation in the classroom (Visual Reminder
of who is who). https://www.youtube.com/watch?
Pasargadae (ACHAH104) 
v=iokGgmrOj4Q

Lesson 4 - Cyrus the Great – Cyrus Cylinder

Aim: Students explore the significance of the Cyrus Cylinder and what it meant to different
This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
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 Outcomes / Content Teaching and learning strategies Resources
cultures/societies throughout different periods in history. It also looks at the authenticity of the Bible as a
text.

 Students watch British Museum video on The Cyrus Cylinder -

https://www.youtube.com/watch?
https://www.youtube.com/watch?v=iokGgmrOj4Q. Students divide the page in 4 sections and
record how the Cylinder was significant to these four different groups: Ancient Persians, Jewish v=QpmsftF2We4
people, Modern Christians, Modern Iranians.

Extension: For students who wish to know more about the modern significance of the Cyrus Cylinder, this
TEDEX video is highly informative: https://www.youtube.com/watch?v=QpmsftF2We4

Adjusted guiding questions

Lesson 5 – Cyrus the Great and Darius in the Bible

Aim – Students explore biblical significance of Achaemenid Empire (Christian perspective).

 Students look at Isaiah 45 (written 100 years before Cyrus’ rule), Ezra 1:1 (fulfilment of
prophecy). Daniel and Ezra and Nehemiah passages.

Home Learning:

 Students watch the following documentary to consolidate their understanding:

https://www.youtube.com/watch?v=k6cmvM5oj3Q https://www.youtube.com/watch?
v=k6cmvM5oj3Q

Lesson 6 - Site of Persepolis – key architectural features

Aim – Outline the key architectural features of Persepolis and name key buildings
Ali Mousavi "Why Darius Built
- Explain the meaning and value of sources for an historical inquiry (ACHAH007,

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
NSW syllabus content prepared by NSW Education Standards Authority for and on behalf of the State of New South Wales is protected by Crown copyright. | 11
 Outcomes / Content Teaching and learning strategies Resources
Week 6 ACHAH009)  Persepolis?" Article

AH11-5, AH11-9
 Teacher Exposition key architectural features of Persepolis (PowerPoint Presentation). Teacher
exposition on how to read and annotate a scholarly article.
 Students read Ali Mousavi's article, "Why Darius Built Persepolis" and make detailed summary
examines the significance of historical features, people, notes.
places, events and developments of the ancient world

analyses and interprets different types of sources for

evidence to support an historical account or argument
Lesson 7, 8, 9 - Plan of Persepolis – key features (Tourist Guide) – 3 lessons.

Aim – Outline the key architectural features of Persepolis and name key buildings

- Analyse sources to identify and account for the different perspectives of individuals and groups
in the past(ACHAH010) 

- Use evidence from a range of sources to inform investigation and research (ACHAH005) 

the range of sources, including:

 archaeological finds, architectural features and wall Lego

reliefs at the site, eg the Apadana, the terrace, the  As a class, students need to create a Tourist Experience, guiding visitors through the ancient site
palaces, gatehouse, Hall of the Hundred Columns of Persepolis, describing the significance of key features. They have two class periods in which
(Throne Hall), Tripylon staircase, Harem and treasury to research and then to build and recreate the plans of Ancient Persepolis.
buildings, stone carving, glazed brick panels, Bisitun  Students are given Lego block to recreate buildings from the plan of Persepolis. Break students
(Behistan), inscription of Darius I (ACHAH177)  into smaller groups and assign areas from the plan that they need to research and recreate. They
will need to collaborate with other teams to negotiate the scale of the project.
 Students then act as Tourist Guides, guiding their visitors through key features of the site. The
teacher and other students may act as the tourists (and ask clarifying questions). The student
teams will tag team in guiding the “tourists” through the site.

Teacher to focus on following aspects:

 What does the layout suggest about the function of the site?
 How did the Achaemenid kings use architectural features to promote power, status and
legitimacy of rule?
 How does the site demonstrate development in kingship and reign between Darius the Great,
Xerxes and Artexerxes? i.e. changes and additions to the site.
 What experience would visitors have had walking through the site? What is the purpose of this?

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
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 Outcomes / Content Teaching and learning strategies Resources
Week 5 Assign two features for students to research (Gate of All Nations and Apadana) 6Cs of Communication Worksheet

AH11-6 Speed Dating Key Features of Persepolis and annotate map of site. Student completes Connect, Extend,
Challenge Routine in Reflection Source Portfolio
examines the significance of historical features, people,
places, events and developments of the ancient world Lesson 10 – Introduce 6 Cs of Communication Concept
Ai Aim – Introduce students to the 6Cs of Communication and apply to artefact from Persepolis
analyses and interprets different types of sources for
evidence to support an historical account or argument - Explain the meaning and value of sources for an historical inquiry (ACHAH007,
ACHAH009) 
- Analyse sources to identify and account for the different perspectives of individuals and groups
in the past(ACHAH010) 

AH11-6  Teacher Exposition reintroducing the 6Cs of Communication for analysing a Primary source.
 As a class (and with teacher guidance), students deconstruct the Relief on the Western Façade of Curtis and Tallis, Forgotten Empire:
the range of sources, including: the west staircase of the Palace of Darius at Persepolis. Students are provided with a A 3 copy of
The World of Ancient Persia, Chapter on
the façade that they can draw and annotate.
 Complete Headlines Routine Persepolis Reliefs P65-85
 archaeological finds, architectural features and wall
reliefs at the site, eg the Apadana, the terrace, the
palaces, gatehouse, Hall of the Hundred Columns
(Throne Hall), Tripylon staircase, Harem and treasury Model applying 6 Cs of communication. Simplify language
buildings, stone carving, glazed brick panels, Bisitun
(Behistan), inscription of Darius I (ACHAH177)  Students compare to Behistun Inscription.

HOME LEARNING:

 Issue students with the following chapter to read and summarise in preparation for the next
lesson:
Curtis and Tallis, Forgotten Empire: The World of Ancient Persia, Chapter on Persepolis Reliefs (pp65-
85)

Lesson 11, 12 – Relief Stations

Aim – Students apply 6 Cs of Communication to reliefs. What is the purpose of Persepolis?

- Use evidence from a range of sources to inform investigation and research (ACHAH005) 

 Distribute different reliefs from Persepolis at different stations around the room.
 Using a timer, students move around the room adding 6 Cs of Communication annotations to the
different reliefs, analysing the symbols of power, kingship, empire etc. After each round, ADD
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 Outcomes / Content Teaching and learning strategies Resources
one, Challenge ONE Elsie Holmes Peck 'Achaemenid Reliefs
 Class discussion: what do the reliefs reveal about the function of Persepolis. What made this
from Persepolis', Bulletin of the Detroit
exercise difficult? What information were you lacking that would have improved your
interpretation of the source? How could you go about finding this information? Institute of Arts, Vol. 79 p. 20 –33 in
 The teacher collects all of the relief sheets and scans them. Teacher then distributes these to preparation for the next lesson
students.
AH11-9 https://www.youtube.com/watch?
v=MzmBSX-5nEA
the contribution and limitations of ancient texts,
inscriptions and iconography to an understanding of HOME LEARNING:

the ancient past   Students read and summarise: Elsie Holmes Peck 'Achaemenid Reliefs from Persepolis', Bulletin
of the Detroit Institute of Arts, Vol. 79 p. 20 –33 in preparation for the next lesson.

Lesson 13 – Relief Station Response Writing Exercise (FORMATIVE ASSESSMENT)

Aim- What is the purspose of Persepolis?

 Students choose ONE of the reliefs from the previous exercise to write a response in preparation
for their assessment task.
 Students submit these responses to the teacher for feedback.
Sentence starters for the paragraph response

Write comparative paragraph on two sources

Lesson 14 – Persepolis Documentary

Aim- Students gather information on What is the purspose of Persepolis?

 Students watch the documentary from History Channel, Lost Worlds: Persepolis and take notes
in regards to the function of Persepolis –

https://www.youtube.com/watch?v=MzmBSX-5nEA

Week 6
OR

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AISNSW.
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 Outcomes / Content Teaching and learning strategies Resources

AH 11-6; AH11-9 https://www.youtube.com/watch?v=9_BRrp6KoZk Unlocking the Past Textbook

History Channel, Persepolis: Rediscovering the Lost Capital of the Persian Empire
the history of Persepolis as revealed through the
sources, including: Lesson 15 – Persepolis Inscriptions

 the layout of the city of Persepolis, the features Aim - What do Inscription reveal about the purspose of Persepolis?
of the city and their role in everyday
life (ACHAH122, ACHAH123) - Explain the meaning and value of sources for an historical inquiry (ACHAH007,
 design and ornamentation of the Achaemenid ACHAH009) 
period (ACHAH121) 

 Teacher discusses the role of epigraphy in representing the past. Whose perspective is
represented? What are the advantages and disadvantages of this?
 Students are given a range of Inscriptions from Persepolis from 'Unlocking the Past' textbook
and deconstruct key evidence and ideas using the 6 Cs of Communication to discuss the function
of Persepolis. Behistun Inscriptions
How does epigraphy benefit the historian? What are the limitations of these sources?

Lesson 16 – Limitations of Sources

Aim - What are the limitations of the sources presented at Persepolis? Introduce perspectives.

- Analyse sources to identify and account for the different perspectives of individuals and groups
in the past(ACHAH010) 

- Use evidence from a range of sources to inform investigation and research (ACHAH005) 

 the role of Persepolis as a centre of Persian  Spot the difference Game Show. Students are given the Behistun Inscriptions and have to colour Xerxes Building Program at Persepolis
power  parts of the relief that are different to the relief they studied earlier from the Apadana. worksheet.
 As a class, students list differences between the two sources.
 Individually students research Behistun Inscription -
http://www.livius.org/articles/place/behistun/
 Class discussion: How does the Behistun Inscription challenge the images presented at
Persepolis? What are the limitations of the sources at Persepolis?
 Students complete: I used to think/Now I know....
Sentence starters

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 Outcomes / Content Teaching and learning strategies Resources
Comparative paragraph of the two sources

https://oi.uchicago.edu/collections/photo
graphic-archives/persepolis/royal-
Lesson 17- Xerxes Building Program at Persepolis Source Analysis
tombs-and-other-monuments
Ai Aim - What was the role of Persepolis as a centre of Persian Power?

- Communicate historical understanding, using historical knowledge, concepts and terms, in http://www.livius.org/articles/place/na

forms appropriate to purpose and audience (ACHAH014)  qs-e-rusta

 Responding to a range of ancient and modern sources, students answer questions on Xerxes
Building Program at Persepolis. Worksheet. This gives students practice at answering short
answer questions that mimic an examination setting.
Week 7
Student completes first 4 questions on the sheet
AH11-6, 11-7, 11-9
Alexander, Ancient Sources Worksheet
discusses and evaluates differing interpretations and Lesson 18 - Royal Tombs
representations of the past
Aim – What do the Royal tombs reveal about the role of the Achaemenid Empire?
accounts for the different perspectives of individuals and
groups
Students compare reliefs and images from Persepolis to the burial sites. Information found here -
https://oi.uchicago.edu/collections/photographic-archives/persepolis/royal-tombs-and-other-
monuments
 debate over the role of Alexander the Great in the
destruction of Persepolis (ACHAH066, ACHAH180) 
http://www.livius.org/articles/place/naqs-e-rustam/

problems associated with reconstructing the past

through archaeological evidence, for example in Lesson 19 - Why did Alexander the Great burn down Persepolis – Ancient Sources
relation to understanding ancient customs and religious
Modern Sources Articles
beliefs  Aim – Assess ancient sources to explain why Alexander burnt down Persepolis.

- Analyse sources to identify and account for the different perspectives of individuals and groups
in the past(ACHAH010) 

- Identify and analyse problems relating to sources in the investigation of the past
(ACHAH011) 

 Teacher provides students with copies of Ancient Sources on the burning of Persepolis (from

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
NSW syllabus content prepared by NSW Education Standards Authority for and on behalf of the State of New South Wales is protected by Crown copyright. | 16
 Outcomes / Content Teaching and learning strategies Resources
Unlocking the Ancient Past textbook).
 As a class, read through the different accounts and fill in a Venn diagram looking at the similarities
and differences between the accounts.
 Students need to account for the bias in these sources (this will require some background research).
 Follow-up Class Discussion on motives for burning down Persepolis.

Comparing two sources

Complete Circles of Viewpoint Routine

Lesson 20, 21 - Why did Alexander the Great burn down Persepolis – comparing three modern
sources
 Aim - Assess modern sources to explain why Alexander burnt down Persepolis.

- Analyse and evaluate contested interpretations and representations of the past (ACHAH011)

- Communicate historical understanding, using historical knowledge, concepts and terms,

in forms appropriate to purpose and audience (ACHAH014) 

Week 8
 Divide the class in three. Students in the three groups are assigned three different modern articles
communicates historical understanding, using historical to read regarding the burning of Persepolis. They are to complete these readings for Home
knowledge, concepts and terms, in appropriate and well- Learning and come prepared to contribute to the tutorial discussion on the issue.
structured forms  Seat students around conference table and act a moderator, introducing key questions for
discussion:
AH11-7, AH11-5
 Students read pg 57-72 of Ali Mousavi’s article on ‘Burning of Persepolis’ for Home Learning
 representations of Persepolis – ancient and/or modern  in preparation for this lesson.

Lesson 22, 23 - Why did Alexander the Great burn down Persepolis? Source Analysis

 the changing nature of archaeological excavation and (FORMATIVE ASSESSMENT)

recording techniques
Aim – Students need to communicate their understanding of why Alexander burnt down Persepolis.

 the contribution of archaeological and scientific techniques - Students respond to a range of ancient and modern sources, drawing conclusions about why
to the discovery and investigation of the ancient past, Alexander burnt down Persepolis? Worksheet. This mimics short answer examination styles
including site surveys questions that they will receive in the Preliminary Examination.

Lesson 24, 25 - Presentation Development (SUMMATIVE ASSESSMENT)

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
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 Outcomes / Content Teaching and learning strategies Resources
 using radar, excavation, dating methods, forensic
Aim – Students communicate their understanding on the function of Persepolis.
examination and DNA analysis(ACHAH018) 
- Develop texts, particularly historical accounts and arguments, supported by relevant evidence from
sources (ACHAH013) 

 Students submit and view the Persepolis presentations. Complete reflection activities (Connect,
Extend, Challenge)

Lesson 27 – Representation of Persepolis over time – ancient/modern

Aim – Discuss ancient and modern representations of Persepolis over time

- Communicate historical understanding, using historical knowledge, concepts and terms, in forms

appropriate to purpose and audience (ACHAH014) 

- Analyse and synthesise evidence from different types of sources to develop reasoned

claims (ACHAH008) 

- Analyse and evaluate contested interpretations and representations of the past (ACHAH011,

ACHAH012) 

 Class watch the following video as background to today’s lesson:

https://www.youtube.com/watch?v=8w4Ku6l7OEI&t=318s
 Set-up different stations around the room. At each station, students complete an activity that
analyses the different representations of Persepolis over time.
 Station 1: Reflection Task: What is Persepolis’ Persian name? Why do we know Persepolis by
its Greek name and not its Persian name.
 Station 2: View series of images taken over time of Persepolis. Analyse the context and discuss
how it is represented? What has changed?
 Station 3: Watch the following YouTube video of 2500th anniversary celebrations of the
Persian Empire (1971). Reflect upon why Persepolis was chosen for the celebrations.
Limitations of this representation?
 Station 4: Students identify the features which qualify Persepolis as having outstanding
cultural value worthy of its status as a UN World Heritage Site.
 Station 5: Students view CAD reconstructions of Persepolis. Analyse the value of these
reconstructions.

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
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 Outcomes / Content Teaching and learning strategies Resources
Lesson 29 – Discovery of the site and its excavation

Aim – Discuss how archaeological methodologies have change over time

- Communicate historical understanding, using historical knowledge, concepts and terms, in forms

appropriate to purpose and audience (ACHAH014) 

 Students visit the following website and work their way through the images, videos and
activities. They must view at least one of the lectures.
https://www.google.com/culturalinstitute/beta/exhibit/xwJSKSxv_NfpLQ

Students visit the following website and read most recent news and technological advances at the site.

http://parse-pasargad.ir/en/home

http://parse-pasargad.ir/en/news/parse-news

Lesson 30- Conservation and Preservation of the site

Aim – Discuss how conservation and preservation of Persepolis impact the site and interpretation of the
past.

 Students have a choice to watch either of the following lectures:

Dr Farzi Rezaian, Persepolis – a New Perspective https://www.youtube.com/watch?v=fwFVq-FPpuU

OR

Ali Mousavi, Persepolis Through Images https://www.youtube.com/watch?v=ujtOEGqNqKM&t=691s

and read Talin Grigor 'Preserving Persepolis', Journal of Historic Preservation, History, Theory, and
Criticism,Vol. 2, No. 1 (Summer 2005), pp. 22-29

Copyright is owned by St. Philip’s Christian, College, and Waratah and have been modified by AISNSW for educational purposes.
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AISNSW.
NSW syllabus content prepared by NSW Education Standards Authority for and on behalf of the State of New South Wales is protected by Crown copyright. | 19
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Teaching and Learning Unit Evaluation

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Program or Unit Title: _____________________________________________________________ Class: _________________ Teacher: ______________________________________

Element Evaluation
Program
 Was the program well-structure and coherent?
 To what extent did the program engage all students in the class?
 Did the program assist all students to achieve the learning
outcomes?
 What improvements could be made?

Resources
 Were the resources used appropriately in terms of age level,
variety and the ability to engage the students?
 What improvements could be made?

Assessment
 Did the program incorporate a range of quality, valid assessment
tasks?
 Reflect and comment on the level of student achievement in this
program.
 What improvements could be made to assist students to achieve
the outcomes?

Date Commenced: ______________________________ Date Completed: _______________________________ Signature: __________________________________________

This unit of work was written by Alexandra Krause, St. Philip’s Christian College, Waratah. Copyright © of the unit of work is owned by St. Philip’s Christian College, Waratah. This unit of learning has been modified for educational purposes by
AISNSW.
NSW syllabus content prepared by NSW Education Standards Authority for and on behalf of the State of New South Wales is protected by Crown copyright. | 21