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Heinemann Ancient and Medieval History Kim McCorquodale Egypt—Ramesside Society, Dynasties XIX and XX hi.com.au/ancient Contents Introduction . .iv Outcomes and objectives . .v Chapter 1 The geographical environment . .1 Geographical features . .3 Resources . .6 Egypt’s neighbours and their resources . .7 Significant sites . .8 Chapter 2 Social structure and political organisation . .12 Images and role of the pharaoh . .13 The viziers . .14 Civil, religious and military administration . .15 The army . .17 Royal and non-royal women . .19 Scribes, artisans and agricultural workers . .21 Chapter 3 The economy . .25 Importance of the Nile . .26 Crafts and industry . .29 Economic exchange . .30 Technological developments . .33 Later economic problems . .34 Chapter 4 Religion, death and burial . .37 Cults of gods and goddesses . .38 Festivals . .40 Personal religion . .41 Funerary customs . .43 Funerary texts . .46 Temples . .47 Tombs . .49 Chapter 5 Cultural life . .53 Art—statues, jewellery, wall paintings and reliefs . .54 Writing and literature—love poetry and tales . .58 Chapter 6 Everyday life . .63 Daily life and leisure activities . .64 Food . .67 Clothing . .68 Housing and furniture . .69 Occupations . .71 Index . .74 III Why study societies? The focus of Heinemann Ancient and Medieval History: Egypt—Ramesside Society, Dynasties XIX and XX is the study of the society and the lives of people during that time. The central question that needs to be asked is, ‘Why do we study societies?’ By studying ancient societies, sites and sources, we are concerned with seeking the explanations to the ‘how’ and ‘why’ questions of history: how people lived in the past, why they may have lived that way, and how and why their life circumstances changed. We 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 and the nature of the available sources for the study of that society. The majority of the evidence for the study of this society comes from the archaeological remains: temples, tombs, statues, reliefs and grave goods, but written evidence gives us an insight into official records and everyday thought. The majority of this relates to royalty or the high officials in their employ. The remains left by the workers of Deir el-Medina give a detailed record of life in the exclusive village of the tomb builders. Evidence for the peasant farmers, the majority of the population, is mostly gleaned from what others record. By studying this society not only is a sense of what it was like back then achieved, but the key competencies of collecting, analysing and organising information and communicating ideas and information, which are the core processes of historical inquiry, are explored. Process of inquiry The thematic books in the Heinemann Ancient and Medieval History series have been written to address the Ancient History syllabus requirements for Queensland and New South Wales. A process of inquiry is used to investigate the various topics presented in each book. The aim of each book is not to cover every aspect of the given topic. The main approach is through investigation of a specific key question in each chapter. Using this approach, it is hoped that you will identify historical issues for investigation, use focus questions to investigate issues and finally reach conclusions or make judgements about them. The structure of the process of inquiry requires you to investigate the following main aspects of your issue: • sources • background • key terms and concepts • changes and continuities. The focus questions that occur at the beginning of each chapter guide the process of inquiry and provide the scale and scope of each chapter. A brief background is provided before the ‘Beginning the inquiry’ section. By the end of each chapter, in the ‘Culminating the inquiry’ section, you should be able to reach a conclusion or make a judgement about the key question. By working through the chapter, answering the ‘Critical inquiry’ questions that are provided for each source will assist you in answering the focus questions. Critical inquiry involves critically engaging with historical sources, not only the interpreting, analysing and evaluating Process of inquiry. sources, but also unmasking situations and Adapted from the Queensland Studies Authority, revealing the interests embedded in situations Ancient History Senior Syllabus 2004. and sources. IV Heinemann Ancient and Medieval History: Egypt—Ramesside Society, Dynasties XIX and XX Each chapter begins with an identification of the focus and key question that will guide the inquiry. Focus questions, key terms and, in a couple of chapters, important dates are also provided. You are guided through the rest of the process of inquiry by headings that flag the major aspects of the inquiry. Under the heading ‘Sources’ is information about the major historians and theorists associated with the study of each issue and the problematic nature of primary and secondary sources. The heading ‘Background’ provides the context of time and place. The interests of individuals and groups in society are identified, and the ancient and modern arguments about the issue are presented. Key features Key features that enhance learning and skills development are: • a list of key terms and concepts for each chapter • important dates at the beginning of Chapters 1 and 3 • integration of historiography integrated into relevant sections of each chapter to enable you to understand the significant historiographical issues relevant to each topic • FYI (For Your Information) boxes to draw attention to specific aspects of the text or sources • ‘Critical inquiry’ boxes to provide questions related to sources and provide you with the opportunity to develop your skills in interpreting, analysing, evaluating and making decisions about the content of sources • ‘Review and revise’ sections that provide you with opportunities to review the content covered, and provide additional research activities • ‘Further explorations’ sections at the end of each chapter; these include a reference list and direct you to web resources. • The icon indicates the availability of web links through the Heinemann site: http://www.hi.com.au/ancient. Outcomes and objectives New South Wales The following Knowledge and Understanding Outcomes of the Ancient History Stage 6 HSC in the New South Wales Syllabus are addressed in each of the six chapters of Heinemann Ancient and Medieval History: Egypt—Ramesside Society, Dynasties XIX and XX. H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately H4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms Board of Studies NSW Ancient History Stage 6 Syllabus 2004, p. 11. V Queensland The following General Objectives of the Queensland Studies Authority Ancient History Syllabus 2004 are addressed in each of the six chapters of Heinemann Ancient and Medieval History: Egypt—Ramesside Society, Dynasties XIX and XX. Planning and using a historical research process • identify issues or problems for investigation • locate and use a variety of primary and secondary sources • maintain a coherent record of research Forming historical knowledge through critical inquiry • understand the explicit content of sources • understand the nature of historical sources of evidence, assumptions about the problematic character of historical sources, and the tentative and interpretive qualities of historical knowledge • analyse what is explicit and implicit in a wide variety of sources, including themes, values and interrelationships within and among sources • evaluate the worth of sources. This will involve students in assessing the reliability, authenticity, representativeness, relevance and accuracy of the sources and in identifying value positions, perspectives and standpoints in their historic context • make decisions, i.e. making a judgment about a question or hypothesis, based on the interpretation and analysis and on the evaluation of sources. This will involve students in: • synthesising evidence into a coherent whole • reaching a conclusion or proposing a solution that is consistent with the interpretation and analysis and with the evaluation of the sources • justifying the conclusion by providing sound reasoning and logical argument in support • demonstrate an attitude of reflection on and revision of judgments made Communicating historical knowledge Using both written and non-written communication: • recalling significant information, defining and describing key concepts, events, development and people • providing explanations of and justifications for the finding/results of research, including the problematic nature of historical sources, the interpretive
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