1

Year 11 Ancient History Preliminary Course History Program: Ancient Human Remains A Case Study
Programme significance: Using a case study approach, students will explore the various ways historians and archaeologists investigate, record and construct the past; the types of
questions they ask about the past; the issues they raise; and the explanations they give. Students are expected to question, analyse and interpret archaeological sources, generate hypotheses
and weigh up contemporary theories and explanations on the basis of the available evidence.
Suggested time allocation: Four weeks or sixteen one hour lessons.
OUTCOMES
Students:
P1.1 describe and explain the contribution of
key people, groups, events, institutions,
societies and sites within the historical
context
P2.1 identify historical factors and explain
their significance in contributing to
change and continuity in the ancient
world
P3.1 locate, select and organise relevant
information from a variety of sources
P3.2 identify relevant problems of sources in
reconstructing the past
P3.3 comprehend sources and analyse them
for their usefulness and reliability
P3.4 identify and account for differing
perspectives and interpretations of the
past
P3.5 discuss issues relating to ownership and
custodianship of the past
P3.6 plan and present the findings of historical
investigations analysing and
synthesising information from a range
of sources.

STUDENTS LEARN TO:
comprehend and analyse a range of written and
archaeological sources in reconstructing the past
describe and assess different methods used by historians,
archaeologists and other specialists to understand the
contributions of key people, groups, events, institutions,
societies, written sources and sites of the past
ask appropriate historical questions and test hypotheses
about the nature of the sources, their reliability and
usefulness and the problems posed by sources in
reconstructing the past
use historical terms and concepts in appropriate historical
contexts
discuss issues relating to ownership and custodianship of
the past
discuss the ethical issues related to the excavation,
presentation and reconstruction of historical sites, human
remains and cultural property
evaluate differing perspectives and interpretations
describe and explain the contributions of science and
other disciplines to the dating of evidence and the
provision of information about the past
describe and discuss the changing nature and uses of
archaeology and related disciplines
present the findings of historical investigations, and
analyse and synthesise information from a range of
sources.
RESOURCES
Books
Hurley, T. et.al. Antiquity One: Past Perspectives South Melbourne:
Oxford University Press, 2008
Kenworthy, G. et. al. Examining the evidence: History, Archaeology and
Science Milton, Qld.: Jacaranda Wiley, 1996
Lawless, J. et.al. Unlocking the past: preliminary studies in the ancient
world Melbourne: Nelson, 1996
Zarmati, L and Cremin, A. Experience Archaeology Cambridge;
Melbourne: Cambridge University Press, 1998.
Sulzenbacher, G. The Glacier Mummy: Discovering the Neolithic Age
with Iceman Bolzano: South Tyrol Museum of Archaeology, 2006
Brenda Fowler Iceman Macmillan, 2001
Spindler, Konran The Man in the Ice Orion Paperback, updated 2001
Bortenschlager, Sigmar (editor) The Iceman and his Natural Environment
Vienna: Springer-Verlag, 2000
Herodotus, Rawlinson, G., & Blakeney, E. H. The history of Herodotus.
London: Dent, 1910
Articles
Lobell J, A. and Patel S. S. Bog Bodies Rediscovered Archaeology 63
(3) May/June 2010
Videos
Death of the Iceman BBC First shown: BBC Two 9.00pm Thursday 7
February 2002 with
http://www.bbc.co.uk/science/horizon/2001/iceman.shtml
Nova: The Perfect Corpse Original PBS Broadcast Date: February 7, 2006
with http://www.pbs.org/wgbh/nova/bog/
The Face of Tutankhamun

2

STUDENTS LEARN ABOUT: TEACHING AND LEARNING STRATEGIES (incorporating students learn to): Completed
Part I - Essential Questions: What are the bog bodies? Where and how were they discovered? What is the role of science in reconstructing the past
of ancient humans through their skeletal remains?

Introduction to the bog bodies:
Lindow Man, Grauballe Man,
Windeby Girl, Tollund Man -
places of discovery and the dating
of finds.
Role of science in reconstructing
the past.

1. Revise the role of science in unlocking the past and specifically the two methods for dating objects: relative
dating and absolute dating (refer back to class notes from earlier lessons). A 10 question quiz.
2. Group work: Locate Lindow Man, Grauballe Man, Windeby Girl, Tollund Man, Old Croghan and
Clonycavan Man preserved by accident or by deliberate preservation. Students construct a find map.
3. Forensic archaeology web search: Students discover what can be learnt from human skeletal remains, such
as palaeopathology, age, gender, physical appearance and family history. Students analyse and interpret
how this gives clues about the individuals lifestyle (pair discussions) http://forensicarchaeology.org/
4. Students use their knowledge of excavating techniques and dating skills, and the photographs of the bodies
(google images search), to recommend how these bodies might be dated. A group exercise culminating in
an informal presentation back to peers.

Part II - Essential Questions: How have bodies in peat bogs been accidently preserved and how did these individuals die? How do written sources
and a scientific examination of the bodies enable a reconstruction of their lifestyles?

Preservation and Historical
Reconstruction:
Events surrounding discovery of
the bodies: preservation of the
bodies in the peat bogs; the
possible causes of death; various
hypotheses based on forensic
evidence and other sources.
Reconstruction of the lifestyle of
these individuals: physical
appearance; clothing; evidence of
the environment; associated
rituals.
Role of science in reconstructing
the past through pop archeology.
1. Teacher outline of how peat bogs preserve bodies and then an overview of famous bog bodies identifying
the date of discovery, location, radiocarbon date, possible cause of death and other noteworthy features.
Students develop a check-list of how the geography/climate of a location affects body preservation.
2. Show and discuss the Nova documentary The Perfect Corpse.
3. Jigsaw ICT investigation resulting in an oral presentation. Students to choose one bog body other than
Lindow Man and find further information from a web investigation starting with a search on one body, at a
museum site such as www.silkeborgmuseum.dk or a documentary support site such as
http://www.pbs.org/wgbh/nova/bog/ . A written short answer response by each student to the question:
What were the circumstances of the death?
4. Popular archaeology: Students read a popular archaeology magazine article and discuss how the treatment
of the issues differs from scholarly approaches. Students critically analyse why these differences might
exist. Which approach do you prefer and why? Source: Lobell J, A. and Patel S. S. Bog Bodies
Rediscovered Archaeology 63 (3) May/June 2010.
5. Lindow Man: Individual Source Task using the body, scientific techniques, classical written sources and
modern sources to examine in detail how he died. Frame a hypothesis. Does the hypothesis help us to
understand how Lindow Man died? If not, how can we revise it to make it more explanatory? Extended
response in a report format.

3

Part III - Essential Questions: How does a scientific examination of the Ice Man enable a reconstruction of his culture, lifestyle and death?
How does the Ice Man exhumation raise ethical questions about the excavation, preservation and reconstruction of historical sites, human remains and
cultural property?

Comparison with other finds of a
similar nature: tzi the Ice Man
mummified Scythians, Inuit boy,
Peruvian mummies, Egyptian
examples and Aboriginal remains.
Reconstruction of the lifestyle of
the Ice Man: physical appearance;
clothing; evidence of the
environment; possible causes of
death; associated rituals.
Role of science and written
sources in reconstructing the past.
1. Teacher lesson explaining that the Ice Man is an example of accidental preservation and a chance
archaeological find. Look at location and initial discovery as outlined by the police report to the coroner
and using a Google flyover of the site in the South Tyrol
http://maps.google.com.au/maps?hl=en&ie=UTF8&ll=46.8508,10.923157&spn=1.117624,2.419739&t=p&
z=9 Class takes notes.
2. Read and discuss in small groups the WAC code of ethics and the The Vermillion Accord on Human
Remains http://www.worldarchaeologicalcongress.org/site/about_ethi.php to examine the ethical problems
of ownership, excavation, preservation of the body, preservation of the site and scientific examination
Group discussion and construction of a class point-of-view.
3. Teacher directed hypothetical: Archaeologist digging in Jenolan caves finds remains and wants to remove
them to Nicolson Museum at Sydney Uni. Choose archaeologists (3), Jenolan Caves' manager, Local
Bishop, museum curator, Land Council (6), Government Minister, Supreme Court judge, and jurors (11).
4. Sigmar Bortenschlager (editor), The Iceman and his Natural Environment Springer-Verlag Vienna, 2000:
work through the volume over 3-4 lessons to catalogue how scientific analysis is used to reconstruct tzis
physical and cultural features. Group and class discussion with note-taking.
5. Homework written report task: students use the pre-1998 flawed scientific information based on the
Spindler Theory to evaluate the cause of the death and preservation of the Ice Man.
6. Use Bortenschlager, video Death of the Iceman and newspaper articles highlighting new scientific evidence
from 1998, 2001, 2003 and 2007 that cast doubt on the Spindler Theory of Ice Mans death. Compare
Spindlers Theory with the later information. Source analysis task examining the reliability and usefulness
of scientific evidence. Class discussion based on initial reactions.
7. Students write a fictional narrative of tzis last days using their understanding of the available evidence.
The narrative genre may be historical fiction, an autobiographical recount, a film script, a play, graphic
fiction or a poem.
8. Assessment Task, Individual Research Task, and Report: Why is the archaeological discovery of the
preserved body of the Iceman and his artefacts so important in reconstructing his culture and lifestyle?
Examine the physical appearance, clothing, and evidence of the environment, tools, weapons and possible
causes of death. Use evidence from the body and artefacts to support your answer. Short oral presentations
of findings.


4

Extension part- Essential Questions: How does the discovery of the body of Tutankhamun raise ethical questions about the excavation, preservation
and reconstruction of historical sites, human remains and cultural property? How do Tutankhamuns body, artefacts and tomb enable a reconstruction
of Egyptian religious beliefs and customs associated with burial practices?

Comparison with other finds of a
similar nature: Egyptian examples
Reconstruction of the lifestyle of
Tutankhamun: physical
appearance; clothing; evidence of
the environment; possible causes
of death; associated rituals.
Religious beliefs and customs
associated with burial practices of
this nature.
Role of science and written
sources in reconstructing the past.
1. Identify Tutankhamun as a deliberate preservation by the Ancient Egyptians. Source criticism: Herodotus
on the burial custom of Pharaoh mummification. Class note-taking.
2. Source study of newspaper articles, publicity photos and video imagery of the discovery of Tutankhamun
by Howard Carter. Students to investigate the early 20
th
Century view of archaeology as rich and famous
and the pressure put on archaeologists by their patrons to receive ancient treasures as a payment.
3. Group internet research to locate Tutankhamuns body and artefacts. Students to examine what the location
of the artefacts and body suggest about the issues relating to ownership and custodianship of the past.
4. Explore the changing nature of archaeology in the early 20
th
century through the examination of the
methodical recording process and scientific excavation of the tomb by Carter and his archaeological team
Class note-taking.
5. Teacher directed ICT investigation of the tomb paintings and what they reveal about religious beliefs,
importance of gods, burial customs and the afterlife.
6. Wiki activity: Jigsaw investigation, where students are to choose two artefacts from the tomb of
Tutankhamun, and through historical inquiry, examine how these items reflect the lifestyle of the Pharaoh
and the culture of Ancient Egypt in the New Kingdom. Students record their findings in a class wiki.