1. SECTION II ANCIENT HUMAN REMAINS
REVISION LESSION

2. PACING This is a 2 hour paper to complete 3 topic questions
This allows 40 minutes per topic. The mini extended responses should take up at least 20 minutes.
Ancient History requires good memory and strong wrists. This section overall has the most writing. (You cannot wing it)

3. Syllabus! Questions come from here
Lindow Man, Grauballe Man, Windeby Girl, Tollund Man – places of discovery, dating of finds, events surrounding discovery of the bodies: preservation of the bodies in the peat bogs, possible causes of death, various hypotheses based on forensic evidence and other sources
Reconstructing the lifestyle of these individuals: physical appearance, clothing, evidence of the environment; possible cause of death; associated rituals
Comparison with other finds of a similar nature: Ice Man, mummified Scythians, Inuit boy, Peruvian mummies, Egyptian examples
Religious beliefs and customs associated with burial practices of this nature
Role of science and written sources in reconstructing the past

4. CASE STUDY- DEATH AND BURIAL
This year there are three short answer questions- 5, 8 and 12 marks
5 mark requires you to briefly describe.
Explain, will need higher order statements which reference varying perspectives (evidence and sources)
The 12 mark is also explain but requires you to show a greater breadth of specific knowledge

5. Sample Question
With reference to specific sources explain what death and burial practices tell us about the Society.
SOURCE A
“Burials have been described as containing more information per cubic meter than any other archaeological features”
Explain this statement with reference to specific sources

6. Complete a structured plan to answer the question
SOURCE A
“Burials have been described as containing more information per cubic meter than any other archaeological features”
Explain this statement with reference to specific sources
INTRO

7. Complete a structured plan to answer the question
CONCLUSION
Example/Argument
Evidence
PARAGRAPH 3
Examples/Argument
PARAGRAPH 2
PARAGRAPH 1 INFORMATION GATHERED
INTRO
CLEAR ANSWER TO QUESTION
REFER TO SOURCE

8. Assumed knowledge: Finding and dating
SCIENTIFIC ANALYSIS
Chance
Scanning Electron microscopy
Ground Surveys
Aerial Surveys
Atomic absorption spectrometry
Ground Penetrating Radar
Magnetometer
Electronic spin Resonance:
Satellite radar
Sonar

9. WHAT Can we tell from bodies
Inference: What Can We Learn?

10. WHAT CAN’T WE TELL Pathology –Health and Disease The Paradox:
“Healthy” looking skeletons: May have died of serious, acute infections
“Unhealthy” looking skeletons: May have been
Strong enough to survive multiple insults to health
We’re looking at DEAD populations – not living ones
Disease we can see in bone?
Long-standing, chronic conditions
Include infection, dietary deficiency, degenerative

11. Burials Burial remains as evidence Skeletons Health, disease, Tomb
Art &Architecture
Craft skills,
Tomb goods
Economy, SPECIALIZATION
LOCAL/IMPORTED PRODUCTS
Values and beliefs about life and death
Social classes
Status, Power
GENDER ROLES
INHERITANCE PATTERNS

12. Limitations of burials
Grave goods
PURPOSE
Were they meant as a votive offering to the gods or were they needed in the afterlife?
Were the goods specific funerary ware or were they in general circulation.?
OWNERSHIP
Did they belong to the deceased or to the mourners.?
INTERPRETATION
Do the grave goods reflect the deceased life or merely tributes to the deceased from the attending mourners?
Can the burial under study be taken as representative of the population as a whole

13. Can you use Ice Man???????
Ice Man can be used as a supporting source but should not be the main focus.
You must show a comprehensive knowledge of other sources eg Bog Bodies as your primary argument

14. GOOD LUCK