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© 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_____________________________________
© Compiled and created by Pamela Cohen 2015 2
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
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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
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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
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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 -
detailed reference that you
will state in your exam:
Primary or Ancient
Historical Source Three -
detailed reference that you
will state in your exam:
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 -
detailed reference that you
will state in your exam:
Archaeological Source Two
- detailed reference that you
will state in your exam:
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.
© Compiled and created by Pamela Cohen 2015 6
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?
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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.
© Compiled and created by Pamela Cohen 2015 8
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?
© Compiled and created by Pamela Cohen 2015 9
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.
30. What do the modern historiographical analyses of the ancient sources suggest about
the views presented in the original historical sources?
© Compiled and created by Pamela Cohen 2015 10
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.
10. What do the modern historiographical analyses of the ancient sources suggest about
the views presented in the original historical sources?
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.
7. What do the modern historiographical analyses of the ancient sources suggest about
the views presented in the original historical sources?
© Compiled and created by Pamela Cohen 2015 11
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.
18. What do the modern historiographical analyses of the ancient sources suggest about
the views presented in the original historical sources?
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.
8. What do the modern historiographical analyses of the ancient sources suggest about
the views presented in the original historical sources?
© Compiled and created by Pamela Cohen 2015 12
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.
6. What do the modern historiographical analyses of the ancient sources suggest about
the views presented in the original historical sources?
7. Go through and answer the HSC questions relevant to this topic.
8. Go through the dot points and demonstrate how your knowledge of this topic
impacts on each other dot point.
9. Go back to the HSC questions and check that you have developed a response that
provides every detail possible.
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?
11. Go through and answer the HSC questions relevant to this topic.
12. Go through the dot points and demonstrate how your knowledge of this topic
impacts on each other dot point.
13. Go back to the HSC questions and check that you have developed a response that
provides every detail possible.
© Compiled and created by Pamela Cohen 2015 13
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?
7. Go through and answer the HSC questions relevant to this topic.
8. Go through the dot points and demonstrate how your knowledge of this topic
impacts on each other dot point.
9. Go back to the HSC questions and check that you have developed a response that
provides every detail possible.
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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.
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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
Source
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Source
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© Compiled and created by Pamela Cohen 2015 28
Cultural Life
Art, Sculpture, painted cases, bone and ivory carving
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© Compiled and created by Pamela Cohen 2015 29
Architecture: Amyklaion, Menelaion, the Sanctuary of Artemis Orthia
Source: Amyklaion
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© Compiled and created by Pamela Cohen 2015 30
Source: Menelaion
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© Compiled and created by Pamela Cohen 2015 31
Source: The Sanctuary of Artemis Orthia
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© Compiled and created by Pamela Cohen 2015 32
Writing and Literature
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© Compiled and created by Pamela Cohen 2015 33
Greek Writers
Herodotus
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Thucydides
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© Compiled and created by Pamela Cohen 2015 34
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Xenophon
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© Compiled and created by Pamela Cohen 2015 35
Aristotle
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Pausanius
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© Compiled and created by Pamela Cohen 2015 36
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Plutarch
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© Compiled and created by Pamela Cohen 2015 37
Everyday Life
Daily life and leisure activities
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© Compiled and created by Pamela Cohen 2015 38
Food and Clothing
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© Compiled and created by Pamela Cohen 2015 39
Marriage Customs
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© Compiled and created by Pamela Cohen 2015 40
Occupations
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