OCR Nationals · Web viewThe basic format of this SoW is to take the events in chronological order...

Support Material

GCE Classics OCR Advanced GCE in Classics: H438

Unit AH4 (Entry Code F394): Roman History: the use and abuse of power

Last updated : 29 May 2009

This Support Material booklet is designed to accompany the OCR Advanced GCE specification in Classics for teaching from September 2008.

© OCR 2009

Contents

Contents 2

Introduction 3

Option 1: The fall of the Roman Republic 81–31 BC 5

Option 2: The invention of Imperial Rome 31 BC–AD 96 18

Option 3: Ruling the Roman Empire AD14–117 34

Sample Lesson Plan: Roman History: the use and abuse of power 49

Other forms of Support 51

2 of 58 GCE Classics

Introduction

Background

A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and relevant.

OCR has produced an overview document, which summarises the changes to Gujarati. This can be found at www.ocr.org.uk, along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and sample Lesson Plans for Gujarati. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson Plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

GCE Classics 3 of 58

http://www.ocr.org.uk/

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

A Guided Tour through the Scheme of Work


= Innovative Teaching IdeaThis icon is used to highlight exceptionally innovative ideas.

= Stretch & Challenge Activity This icon is added at the end of text when there is an explicit opportunity to offerStretch and Challenge.

= ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

= Innovative teaching idea = Stretch and challenge opportunity idea

= ICT opportunity

Sample GCE Scheme of Work

UNIT F394: ROMAN HISTORY: THE USE AND ABUSE OF POWER

SUGGESTED TEACHING TIME

16 WEEKS TOPIC OPTION 1: THE FALL OF THE ROMAN REPUBLIC 81-31 BC

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

For discussion and information:

Lewis and Rheinold: Roman Civilisation Vol. 1

Lacey and Wilson Res Publica (BCP)

J.R. Patterson: Political Life in the city of Rome (BCP) is a useful and concise introduction

P. Bradley: Ancient Rome: using evidence contains numerous charts, maps and sources

T. Weidemann: Cicero and the End of the Roman Republic (BCP)

Lactor 10 Cicero Cilician Letters (for provincial matters)

M. Crawford The Roman Republic (Fontana)

H.H. Scullard From the Gracchi to Nero for a narrative account

F.B. Marsh The Roman World 146-30 BC.

D. Shotter : Fall of the Roman Republic Routledge

For coins (and sculpture etc) of the Late republic:

The basic format of this SoW is to take the events in chronological order as the easiest approach for students to gain familiarity with the facts and sources

The themes in the specification can be accessed at various points in the scheme; there will be a need to focus on the themes for the students at various points. Throughout this scheme of work relevant original sources are suggested, as well as useful secondary sources or information. Many students approaching this option will have studied Roman History at AS. However, some may not, having studied other options in the Classics suite at AS. This SOW, therefore, is organised as if the student is approaching a new subject. Some of the suggested activities may be omitted by those who have studied Roman History at AS



= ICT opportunity






http://www.romancoins.info/ http://www.bbc.co.uk/history/ancient/

romans/

Sources: the main sources of information:Contemporary - Sallust; Caesar: life, period of writing, aims and methods, style and approach to historiography; importance for the period.Velleius;Cicero: speeches and letters – problems as a source of evidence;Plutarch, Suetonius: Lives;;Appian, Dio Cassius;Inscriptions

Read the selections of sources: students to discuss what they learn about their approach and methods:

1. sources and use of them;2. view of previous historical writing;3. use of speeches;4. approach to accuracy.

Using inscriptions and archaeological evidence;

Using poetry (Catullus, Ovid).

How useful are the different sources; why do accounts differ?Take two reports of a recent event in newspapers and compare them as an exercise in assessing sources.

Two accounts of the same event: Caesar’s assassination In Plutarch (Caesar 66) and Suetonius (Julius Caesar 82)

Sallust: Preface to Catiline

Livy: Preface

Patterson ch. 1

Roman Civilisation Vol.1 (Lewis and Rheinhold) has a selection of authors’ views on the writing of history and brief biographies of authors

This aspect can be covered whenever it is felt suitable, although the earlier the better

The assassination in the sources could be compared to its portrayal in various films and TV series, such as Rome


http://www.bbc.co.uk/history/ancient/romans/


http://www.romancoins.info/


= ICT opportunity






Introduction to Rome, Italy and the Empire Names and places:the city of RomeItaly;The Empire (changes during the period).

Identify the key places and in the city

Gain familiarity with the names and places in Italy and Empire

Students could research some places and names themselves, especially the less familiar places e.g. cities in Italy, provinces of the Empire, battle sites etc

Maps showing additions to the Empire in the period would be useful at this stage

Bradley for maps of Italy and the Empire; also Wiedemann; World of Rome (CUP) pp. xvii-xxiv.

http://intranet.dalton.org/groups/rome/ RMAPS.html

http://www.roman-empire.net/ http://www.teacheroz.com/

romans.htm#maps M. Goodman The Roman World 44 BC-AD 180

ch. 2

Shotter ch. 2

Political background Students can research these topics for homework given an outline:

senate

assemblies

magistrates

Political differences (ideologies?)

optimates

World of Rome ch. 3 sections 118ff; 130141 Magistrates; ch 4. 166-172 Senate; 158-165 Assemblies

Patterson ch. 3 and ch. 5 (practice of politics)

Wiedemann ch.s 1-3 : background; distribution of power

Bradley pp. 218-222 senate and oligarchy

The intention is to ensure students understand who had power and how it was used


http://www.teacheroz.com/romans.htm#maps

http://www.teacheroz.com/romans.htm#maps

http://www.roman-empire.net/

http://intranet.dalton.org/groups/rome/RMAPS.html

http://intranet.dalton.org/groups/rome/RMAPS.html


= ICT opportunity






populares

Distribution of power in 81 BC

Are there any modern parallels we can make to understand the political organisation?

M. Goodman The Roman World 44 BC-Ad 180 pp. 21-27; Shotter ch. 1

Appian: introduction to the Civil wars {section 2 violence]

Cicero pro Sestio 96-105 optimates and populares

[Lactor 7 p 19ff]

Lewis and Rheinhold Vol. 1 No. 101

Sallust Catline 10-13 decline in morality; change in political activity

Social and Economic context:

Outline:

Social structures: senators, equestrians and plebs: the political power of different groups;

patronage and clients;

trade, agriculture and industry;

importance of the grain supply;

Use maps to trace important areas for Rome’s economy

Scullard Ch 1.4 Equestrians and plebs; ch. 9 economic context

Brunt Social Conflicts ch. 2 Wiedemann Chs 1/2 : competition and patronage Crawford The Roman Republic Appian. 3

(Equites)

Velleius : the effect of wealth 2.1

Appian Civil Wars 1.7-8 economic state of Italy Plutarch Gaius Gracchus 5: grain law

One issue here is the use of economic elements by politicians to gain support

Another which might be considered is the role of patronage in politics


http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/2A*.html

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Appian/Civil_Wars/1*.html


= ICT opportunity






Discussion: The advantages and disadvantages of slavery for Rome.

Bradley Ch. 13 pp.196-208 (chart p 197ff) World of Rome Ch. 6 269-300 M. Goodman The Roman World 44 BC-Ad 180

ch. 2 Cicero on the Agrarian Law (in Res Publica

pp.98-100): populares and power. [Lactor 7 pp.25ff]

maps Roman economy http://www.teacheroz.com/romans.htm Crawford ch.s 13 and 14

Government of the Empire Outline:

The system of provincial commands: proconsul/proprietor;

the duties and role of the governor;

his staff

the benefits for the Roman governors;

the advantages and disadvantages for

Richardson: Roman Provincial Administration ch. 2 especially.

Bradley ch. 13

World of Rome pp.126-131; pp. 241-248

Marsh ch. 19

Scullard ch.9

This topic may be dealt with at any point in the programme which seems suitable: the material should be relevant to the period 81-30 BC

Lactor 10 Cicero’s Cilician Letters provides material

It is useful to relate this topic to the previous one on social and economic context; the growth in wealth (for a few);


http://www.teacheroz.com/romans.htm

http://www.unrv.com/economy.php

http://mappinghistory.uoregon.edu/europe/maps.html


= ICT opportunity






the provincials

Students: discussion - How far does the possession and expansion of the Empire affect political activity?

Cicero Verres 1: corruption and exploitation

Cicero’s letter to Quintus 1.1

the opportunities for colonies and trade; the influx of slaves; the resources used to meet demands of the poor

Sulla, Marius and the changes in political power

Brief outline of the rivalry and the events.Issues to consider:

means of gaining power: assemblies and elections

the army

provincial commands

bribery, corruption and violence

Sallust Catiline in Politics.

Scullard c36-39: analysis of political activity;

Sallust Jugurthine War 64-65 (pp. 100-102 Penguin) – Marius’ effort to win popularity; 85 (p.122) enlisting anyone in the army;[also Plutarch Marius 9]

Plutarch: Marius 10: rivalry and its effects;

Plutarch: Marius 12: illegal consulship (no.2);

Plutarch: Marius 28: efforts to win 6th consulship: popularity- effects of actions;

Plutarch: Marius 35 Violence of Sulpicius; Plutarch Sulla 9-10: use of the army

Wiedemann ch. 4: army h.3/4; Shotter ch.s 4 and 5

Marsh History of the Roman World ch.6

Marius and Sulla a useful, brief article on the topic with references to sources etc

A focus here is how political activity is changing and how power is being re-distributed

http://en.wikipedia.org/wiki/ Gaius_Marius

http://en.wikipedia.org/wiki/Sulla Timelines and references

See also Plut. Sulla 12.6-9 : the corruption of generals and armies


http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Lives/Sulla*.html

http://en.wikipedia.org/wiki/Sulla

http://en.wikipedia.org/wiki/%0BGaius_Marius

http://en.wikipedia.org/wiki/%0BGaius_Marius

http://janusquirinus.org/essays/Apollo/Background/MS1.html


= ICT opportunity






Sulla’s constitutional changes and redistribution of power: success or failure?

Outline reforms and the period of the 70.sRole of the senate and the response to the challenges to its authority e.g.:

Pompey’s commands;

Lepidus: military challenge

Sertorius

Spartacus

The agitation for restoration of the tribune

the corn subsidy.Discussion/homework:What were his aims?What were the effects?Did Sulla succeed in his aims?

Bradley pp.289-93; p.295-7 (Sulla); pp.301-10 (70s)

Marsh ch.8 and 9 (1-5)

Crawford ch. 14

Brunt ch. 6 Shotter ch. 5

Wiedemann ch.s 5/6: reforms and effects.

Proscriptions: Plut. Sulla 31; Appian 1. 95-6; Plut. Crassus 6

Plut. Sulla 33: need to reward followers

Velleius on Sulla Appian: the reforms 1.100ff

Sallust Histories: Macer’s speech: the tribune

During this and following topics the students should focus on the issues in politics: e.g. the tribunate; the courts; the use of commands and the army; factions in the senate; corruption and violence

Corruption in courts : Cicero In Verrem 1 35-38; 42; see also Patterson ch 5: bribery and violence

Pompey and Crassus in 70s and 60s: the senate fails to meet the challenges.

using the sources consider:

how they both gained power and maintained it

Plut. Pompey 21-22 consulship; army and politics.

Plut. Crassus 12: rivalry with Pompey; 7: Crassus’ means to power; 13 censorship; 10-11

Students should consider the challenges these individuals posed for the senatorial oligarchy and how they responded


http://home.uchicago.edu/~ahkissel/romans/sallusthistories.html


http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/2A*.html


= ICT opportunity






their importance in the 70s and 60s;

the significance of each in the changes in political activity

the main events in their careers;

the legality or otherwise of their actions: e.g. Pompey’s consulship

Spartacus;

Plut. Pompey 24-5 : effects of piracy; 30-31 Manilian Law and the reaction of the nobles

Cassius Dio 36. 23-24 Pompey and the pirates

Bradley pp. 312-317: 60s ( an extracts from Cicero’s speech on the Manilian Law); pp. 319-21 Pompey in the East; p. 321-2; Crassus.

Wiedemann ch.s 7 and 8

Scullard Ch.s 5, 6-10

Marsh ch. 9 for Pompey; Ch 10 for Crassus and the agrarian law

Shotter ch. 6

The way in which the demands of the people were used is another issue in this period

The tribunate as an agent of the powerful should be developed

The Catilinarian Conspiracy63 BC: a failed attempt to change the balance of power?

Using the sources students should develop an outline of events and assess: (a) the role of individuals;(b) the impact upon politics;(c) the effect on the careers of those

involved;(d) the social and economic causes.

Sallust Catiline selections

C.’s speech (19-20 pp.188-90); Cicero’s election (23); initial plots and reaction in Rome (28-31 pp.194-7); Catiline leaves Rome (31-2); letters of Manlius and Catiline (33-6 pp.199-201); Lentulus and Allobroges (p.206);

Lactor 7 ch. 5 for Cicero selections

Lacey and Wilson Res Publica: extracts from Cicero

Plutarch Cicero 10-22 for the story: his aims (10); Crassus’ letters (15); Caesar suspected (20); reaction against Cicero


http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Cassius_Dio/36*.html



= ICT opportunity






46-49: 5 plotters caught; Crassus and Caesar involved?

58ff pp.228ff: the battle of Pistoria

Wiedemann chs 8 and 9: Cicero’s consulship and aftermath

Marsh ch 10.4 the conspiracy

(23);

Suetonius Julius Caesar 9 and 14 for his involvement with Crassus.

Cicero Letters (Shackleton-Bailey) is also useful: No.6 defends himself against Metellus

Julius Caesar: Pompey, Crassus and the consulship: power in the hands of a few men.

Outline the Events from 62-59: Pompey’s return and the crisis:

aims of each politician;

the parts played by Cato, Cicero and others;

the involvement of the demands of the equestrians, plebs, veterans;

the outcome: Caesar’s consulship: violence and illegality.

Students: debate: the rights and wrongs of Caesar’s actions.

Caesar and Roman Politics (BCP) is a good resource for evidence.

Cicero Letters (Shackleton-Bailey): No.8 Clodius and Pompey(Ad Att. 1.13); No. 9 (1.14); No.11 (1.18) failure of opposition; No.14 (2.16) Caesar’s consulship; No.15 (2.19) popular reaction.

Plut. Pompey 44 Cato’s opposition; Cassius Dio 37.49 Pompey’s demands.

Plut. Crassus 7: his political skill at using people Appian Civil War 2.8 Cato opposes Caesar Velleius 2.44 the triumvirate formed (also Dio

37.55-6) Dio 38.1-9 : opposition of Bibulus and Caesar’s

use of violence Suetonius Julius Caesar 19-20 election and

Students might consider how far Cato was correct to consider this marked the end of the Republic

[Plutarch Pompey 47]

Lactor 7 ch 6





http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/2B*.html



= ICT opportunity






consulship. Marsh ch 11 (1-2); Scullard Ch.6 4-5 Bradley p.335: chart of the aims; 334-40 59 BC

The 50s and the dominance of violence and corruption.

Discuss the significance of: Clodius’ tribunate: his acts; the exile and return of Cicero; Pompey’s role in the violence – Milo; Pompey’s new powers: the corn

command The revival of the agreement at Lucca; chaos and disruption in 56 and 55 at

elections – use of force; the consulships of Crassus and Pompey

– extended commands in provinces. the death of Clodius and Pompey’s gain; Pompey’s legislation and the break with

Caesar

Homework: students to provide a timeline of events

Cicero No.16 (AD ATT.2.21): Cicero’s analysis of the state of the republic

Velleius 2.45/ Dio 38.14: Cicero’s exile Plutarch Cicero 28, 30-32 exile/ 33 Pompey

supports Cicero’s recall; 35 Defence of Milo (52 BC) fails

Suetonius Julius Caesar 24: Lucca; 26-27: Caesar’s means of winning support

Plut. Pompey 48-49 P.’s reaction to Clodius’ violence; Pompey’s corn command

Cicero Letters 21 (ad Att.4.1): corn command: economic problems

Cicero Letters 38 (ad Fam 1.9): Pompey and Caesar reconciled at Lucca; Cicero told to behave

Plut. Pompey 51; Crassus 14; Dio 39.26: reasons for agreement

This period allows some themes to be brought together: e.g:

the importance of certain institutions;

the significance of provincial commands: armies, wealth and glory;

patronage and bribery;

violence and fraud;

weaknesses of the senate and the oligarchy.

the methods of propaganda: coins, buildings, public works, games, largesse etc

http://www.romancoins.info/ Coins 1 st c. BC Cicero Letters 23 (AD Fam 7.1) Pompey’s

games; 55 BC


http://www.usask.ca/antiquities/coins/republic_firstcent.html




= ICT opportunity






Dio 39.27; 39.21 – manipulation of elections for 55 BC; Plut. Pompey 52: force used against Domitius.

Plut. Cato 42: bribery and force to prevent Cato’s election

Plut. Crassus 16: province of Syria

Dio 40.45: disruption of elections by tribunes

Appian CivilWars 2.19 -20 Pompey’s ambitions; Plut Pompey 54 sole consul; Velleius 2.47; Dio 40.50

Dio 40.48 Clodius’ death; Appian Civil War 2.21; Caesar Gallic War 7.1

Cicero letters 66 (ad Att. 8.3)

Lactor 7. ch. 7 – fraud and violence Res Publica ch.4

Scullard ch 6.6-8

Marsh ch. 13

World of Rome (CUP) Ch 1. 61-73

Bradley pp.347-59; chart on Pompey 359-60 and evaluation 361-67 (extracts from Cicero)

Wiedemann ch. 10

Shotter ch.7

Civil War: end of politics as we know it. The senatorial failure: review

Outline the events leading to the war: role of Pompey role of Caesar role of the oligarchy-Cato etc;Students to identify the issues and consider the question of the blame for starting the

Appian.2.25-7 : Caesar’s position/opposition of the nobles

Velleius 2.48 : tribune Curio; 2.33 a view of Pompey.

Cicero Letters 43 and 56 (ad Fam 8.1/8.14): views on Pompey and Caesar; 66 ad Att 8.1) assessment of Pompey’s role;

The review can consider the gradual decline of the senate in terms of authority and power: what had caused this?

The careers of individuals and rise to prominence.

(Bradley pp.368-375 chart of careers






= ICT opportunity






war. Cicero Letter to Atticus. 8.11: ‘They both want to be kings.’

Suetonius Julius Caesar 28-29: attacks on Caesar in the senate; 30: assessment of Caesar’s aims

Caesar Civil War 1.4.: his view of Pompey

Plutarch Pompey 56-59: events; Caesar 28: aims of both men

Wiedemann ch. 10 and 11 for this period.

Marsh ch. 13 pp. 222-229

Lactor 7 ch. 8 Civil War

Crawford ch.15

Pompey, Caesar, Crassus, Cicero);

Caesar and Roman Politics 60-50 BC: source material.

BBC series Rome 1 might be useful here as an imaginative recreation of the period.

Caesar’s dictatorship: the power of the individual.

Outline the actions of Caesar in his dictatorship:

Discuss the support and opposition to him.

Review the evidence for support and opposition

The status of the institutions of the

Suetonius Julius Caesar 37-39: gifts and shows; 40-3 reforms; 44 buildings; 75 clemency

Plutarch Caesar 57-59 Appian Civil War 2.107-8 Marsh ch. 15 Scullard ch. 7.8-10 Wiedemann ch.12 and 13



= ICT opportunity






republic. Bradley 381-390: his honours and positions Shotter ch. 8

Caesar’s death and its consequences: Octavian, Antony and Lepidus

Review the sources for his assassination:

why was he killed;

who were in favour and who against.

The events that followed to the triumvirate:

Antony’s success and failure

Octavian’s use of his name and the army.

the failure of the republicans: Philippi.

Students to read about the events and consider the issues.

Suetonius Julius Caesar 76-79: reasons for his death; 80 tyrant

Plutarch Caesar 57: tyranny/ 60-1: desire to be king; Antony 14, 16-17

Velleius 2.56-58 : His death

Cicero’s Letters 124 (11.28): Matius’ defence of Caesar; 114 (ad Att.14.12) the assassination achieves nothing.

Appian Civil War 2. 114-119; 124-126: Antony’s actions

Appian 3.40/43 role of the army; 87-8 O’s consulship

Suetonius Augustus 10-13

Vellieus 2. 60-61 : Octavian and Antony after the murder. Velleius. 2.62, 64: Antony and Octavian

Appian Civil Wars 4.2-3 : Antony and Octavian

The themes need to be highlighted:1. violence and the use of bribery/

manipulation of the people;2. the importance of military/provincial

commands;3. the collapse of the legal constitutional

elements;



http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/2C*.html


http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/2B*.html


= ICT opportunity






settle their differences; 5, 20: Proscriptions (Cicero) (Plut. Cicero 45)

Marsh ch.16; Scullard ch. 8. 1-3

Wiedemann ch. 14

Bradley pp. 390-93 (Caesar’s death); pp.394-404 (the triumvirate)

Shotter. ch.9

http://www.unrv.com/fall-republic/caesars- heir.php

(concise history of the period from 44 BC)

http://www.historyinfilm.com/claudius/ overview.htm

The final act: Octavian’s success: money, arms and the man.

Outline the acts of the triumvirs

Octavian in the West: problems (famine, riots, etc) and solutions;

Antony in the East

Lepidus’ role and failure;

Brundisium and Misenum: Octavia

Bradley pp. 405-410

Scullard ch. 8 4-6; Marsh ch.s 17 and 18

World of Rome: sections 74-78.

M. Goodman The Roman World 44 BC-Ad 180 ch. 4

Res Gestae 1-4 (Octavian’s view);

Some use might be made of this period in film and theatre: BBC series Rome 1 and 2; the film Cleopatra; Shakespeare’s Antony and Cleopatra or Julius Caesar

They can be used as further interpretation of events and issues for the students to examine and question


http://www.historyinfilm.com/claudius/%0Boverview.htm

http://www.historyinfilm.com/claudius/%0Boverview.htm

http://www.unrv.com/fall-republic/caesars-heir.php

http://www.unrv.com/fall-republic/caesars-heir.php


= ICT opportunity






Tarentum

Sextus Pompeius;

Cleopatra’s contribution;

Actium

Students to produce a timeline of events for each of the triumvirs

Appian Civil Wars 5 . 8ff: Cleopatra; 24-5 Octavian’s problems; 59 Brundisium; 65 They divide the empire ; 72ff treaty; 93 Tarentum; 123ff Lepidus and Pompeius; 130-132 Honours to Octavian

Plut. Antony 26 Cleopatra; 54-5 Donations of Alexandria; 58 Antony’s delay a mistake

Velleius 2.84-7 Actium; 2.89 Octavian’s achievements

Suetonius Augustus : 17 war with Antony; 26-7 the triumvirate

http://www.vroma.org/~bmcmanus/ antony.html

They might set them against the sources and consider how credible they are

The failure of institutions and the politicians: review and reflect on the issues.

Issues: The contributions of individuals in the

events: do the sources exaggerate these and underplay other factors?

How far do the institutions contribute to the failure of the Republic?

How was power gained and maintained?

Use Sample exam material and selected source material to prompt debate and discussion

BBC article for a good overview and assessment plus links

http://www.fsmitha.com/h1/ch18.htm P.A. Brunt book on line


http://www.questia.com/PM.qst?a=o&d=23388605

http://www.fsmitha.com/h1/ch18.htm

http://www.bbc.co.uk/history/ancient/romans/fallofromanrepublic_article_01.shtml

http://www.vroma.org/~bmcmanus/%0Bantony.html

http://www.vroma.org/~bmcmanus/%0Bantony.html




= ICT opportunity






How important are political ideologies in the events?

What effect do social and economic demands have on events?

What effect do the wars have on social and economic conditions?

The sources: their aims and methods – how reliable, consistent, unbiased are they?

http://www.livius.org/rome.html for people, places and events


http://www.livius.org/rome.html


= ICT opportunity




16 WEEKS TOPIC OPTION 2: THE INVENTION OF IMPERIAL ROME


For discussion and information:

Lewis and Rheinold: Roman Civilisation Vol. 1 and 2

Lactors: 8 Inscriptions of the Roman empire, 15 (Cassius Dio) , The Julio-Claudians), 17 The Age of Augustus, 18 The High Tide of Empire

H.H. Scullard From the Gracchi to Nero for a narrative account. (ch.s 11, 13-14)

J.R. Patterson: Political Life in the city of Rome (BCP) (ch.6 is relevant)

P. Bradley: Ancient Rome: using evidence contain numerous charts, maps and sources

E. Salmon History of The Roman World 30 BC – AD 138

Wells, C. The Roman Empire (Fontana)

D. Shotter : Augustus; Tiberius Caesar; Nero

The basic format of this SoW is to take the events in chronological order initially as the easiest approach for students to gain familiarity with the facts and sources

The themes in the specification are dealt with at various points in the scheme; there will be a need to focus on the themes for the students at various points. Throughout this scheme of work relevant original sources are suggested, as well as useful secondary sources or information. Many students approaching this option will have studied Roman History at AS. However, some may not, having studied other options in the Classics suite at AS. This SOW, therefore, is organised as if the student is approaching a new subject. Some of the suggested activities may be omitted by those who have studied Roman History at AS



= ICT opportunity






R. Alston: Aspects of Roman History.

M. Goodman The Roman World 44 BC –AD 160

A. Wallace-Darill Augustan Rome (BCP)

The World of Rome (CUP)

For coins (and sculpture etc):

http://www.romancoins.info/ http://www.bbc.co.uk/history/ancient/

romans/ Fordham ancient history sources http://www.teacheroz.com/

romans.htm#maps

(and other links)

Sources: the main sources of information:Contemporary –

Read the selections of sources: students to discuss what they learn about their approach and methods:

This aspect can be covered whenever it is felt suitable, although the earlier the better


http://www.teacheroz.com/romans.htm#%0Bmaps



http://www.fordham.edu/halsall/ancient/asbook09.html





= ICT opportunity






Augustus; Tacitus, Suetonius, Pliny, Velleius;Dio Cassius;InscriptionsPoetry: Virgil, Horace, Ovid, Martial, Juvenal

1. sources and use of them;2. view of previous historical

writing;3. use of speeches;4. approach to accuracy.

using inscriptions and archaeological evidence;

using poetry as historical evidence.

How useful are the different sources; why do accounts differ?Take two reports of a recent event in newspapers and compare them as an exercise in assessing sources.

Introduction to Rome, Italy and the EmpireNames and places:the city of RomeItaly;The Empire (changes

Identify the key places and in the city.

Gain familiarity with the names and places in Italy and Empire

Students could research some places and names themselves, especially the less familiar places e.g. the major areas in Rome and the development

Bradley for maps of Italy and the Empire; also World of Rome (CUP) pp.xvii-xxiv

http://intranet.dalton.org/groups/rome/ RMAPS.html


Note: while the expansion of the Empire is not a topic, it affects the situation in Rome e.g. the emperor’s image; the expenditure on amenities etc, the influx of foreigners and so on. It is useful for students to have some idea of the Empire of which Rome was the centre



http://intranet.dalton.org/groups/rome/%0BRMAPS.html

http://intranet.dalton.org/groups/rome/%0BRMAPS.html


= ICT opportunity






during the period): provinces and the frontiers.

of the city, cities in Italy, provinces of the Empire, etc

Maps showing additions to the Empire in the period would be useful at this stage

http://www.teacheroz.com/romans.htm #maps

M. Goodman The Roman World 44 BC-AD 180 pp. 44-5; 76-7

Events of the period 31 BC - AD 96: the emperors, reigns and characters

Outline the main members of the imperial family.Create timelines of main events under headings:

within the city of Rome

in the Empire (expansion, revolts, battles)

within the imperial courts.

accessions and deaths of emperors and family members.

Using sources and internet sites compare the achievements of the emperors within Rome and in the Empire.Why are some emperors unpopular?

Julio-Claudian family tree/ Flavian dynasty (Bradley p.508, Alston Figures 1-4, 7)

timelines: Alston (at the end of each chapter)

Bradley ch. 21 Julio-Claudians

Goodman ch.s 4, 5 and 6: brief summaries

Shotter: Augustus, Tiberius, Nero, for their reigns

Scullard ch.s 13 and 14 (Tiberius to Nero).

Wells ch.7 Galba to Trajan

Tacitus Annals 1.9-10: opposing views of Augustus

This topic is background and needs to be covered in outline: the events and incidents, reforms and actions of individuals and groups which relate to the themes can be dealt with in more detail under the themes in the SoW


http://www.teacheroz.com/romans.htm%0B#maps

http://www.teacheroz.com/romans.htm%0B#maps


= ICT opportunity






Pliny the Elder Natural History. 7.147-150 (Lactor 17 P1)

Lactor 18 section 3.6: revolts

Lactor 15: events in Gaius’ reign and parts of Claudius, Nero reigns

Tac. Annals 4. 33; 6.51ff death and assessment of Tiberius; Suetonius Tiberius 73-75

Tac. Annals 12.7-9 Claudius and Agrippina; 12.66ff death of Claudius/Nero (Suetonius Claudius 44-45)

Suetonius Gaius 6 (accession) 58 (death)

Suetonius Domitian 2, 16-17; Galba 19-20 murder in public!

Social and Economic context:

Outline:

Social structures: senators, equestrians plebs and freedmen: the political power of different groups;

World of Rome ch. 6 269-300

M. Goodman The Roman World 44 BC-AD 180 ch. 2; ch. 9 patronage and the classes of Rome.; ch. 14 economy

One issue here is the use of economic elements by politicians to gain support

Another which might be considered is the role of patronage in politics under emperors



= ICT opportunity






patronage and clients;

trade, agriculture and industry;

importance of the grain supply;

Use maps to trace important areas for Rome’s economyDiscussion: The advantages and disadvantages of slavery for Rome.

Bradley 434-438 Equestrians, plebs, freedmen; pp.550ff (Claudius)

Lewis and Rheinhold ch. 2

Scullard ch. 15

Wallace Hadrill: Augustan Rome ch. 3

R. Alston Aspects Ch 10 and 11

maps

Roman economy


Lactor 18: section 5.5

Grain and famine: Tac. Annals 3.14; 3.54; 6. 13 (Tiberius); 12.43; Suetonius Claudius 18-19 ; Res Gestae 5, 18; Suetonius Augustus 42 (Dio 55.26); Dio 60.11 (Claudius); Tac. Histories 4.38 (Vespasian).

Patronage: Suet. Vespasian 8-9, 16-18; Tiberius 46,48 miserliness

Lactor 8 (Inscriptions: examples of careers of senators and equestrians);

Lactor 15 (extracts of Dio)



http://www.unrv.com/economy.php

http://mappinghistory.uoregon.edu/europe/maps.html


= ICT opportunity






Appian Civil Wars 1.1.7 effect of wealth.

Tac Annals 3.65: effect of imperial power

Emperors and the central administration

Read a selection of source material:

summarise the powers of the emperor;

outline the involvement of equestrians and freemen in administration.

assess the importance of the imperial court and patronage.

Bradley pp.422-23: Aug.’s position; pp.550-554 (Claudius)

World of Rome CUP sections 187-94

Julio-Claudian Emperors ch.1

Goodman ch. 4 pp. 31ff; ch.s 8 and 9

Alston ch.s 1 and 12 (central and provincial admin. + sections on equestrians etc); chapters on individual emperors have section on administration, relations with groups.

Lactor 17 section H: extracts, coins etc; H52 Vespasian’s law; section E: Velleius’ view 2.89 p.59

Lactor 17 section K: the city of Rome

Res Gestae 34; Dio 53.12-14; 16; 17 (a monarchy); Suet. Augustus 27-28; Tac.

Using the sources to gain understanding of the distribution of power in Rome.

Career of a freedman: Epaphroditus: Suetonius Nero 49 (Nero’s death); Domitian 14-15 (E.’s death); Tac.Annals 15.55 (Piso plot)

Fuscus (equestrian) in command of Dacian campaign (Suet. Domitian 4)

There is an overlap here with the theme on relations with the classes of Rome, specifically the senatorial class. Material from this and other topics can be used as a source a variety of information






= ICT opportunity






Annals 1.2-3; Velleius 2.126: an assessment

Dio 53.20 the senate’s role; 54.10; 59.6, 59.9, 20 (Gaius, the senate and elections)

Suetonius Augustus 35-40, Tiberius 30-33, Domitian 10-11[Senators]; Claudius 28-29; Dio 63.12; freedmen; Tac. 11.28/37 freedmen and Messalina; 12.1-2 Agrippina

Tac. Histories 1.12: Galba’s court

Tac. Annals 3.36 Senators and freedmen

Cassius Dio: Domitian : 67.2/67.3 /67.11 –The senate.

Adminsitration of the city of Rome: role of magistrates, commissioners, officials, imperial bureauocracy.

Outline the aspects of administration in Rome:

water supply;

food supply and shortage;

policing;

fire-brigade;

Wallace-Hadrill Augustan Rome ch 4;

Bradley pp.439-52

Goodman ch 9, 17

Lactor 17 section K (Augustus)//Lactor 15 Dio: the Julio-Claudians

Frontinus 2. 103 ff and Strabo 5.3.8

This topic overlaps with the economic and social context and with the topic on the relations between the emperor and various social classes of Rome

The material can be used from other topics to supplement the ones suggested here


http://penelope.uchicago.edu/Thayer/E/Roman/home.html



= ICT opportunity






amenities;

organization of games;

organization of Rome’s regions;

housing and roads;

Does the evidence suggest life improved for the citizens of Rome in this period?

(Lactor 17. K6, 58, 59, 62) details of water supply; Plin NH 36. 121-2 (Lactor 17. T8)

Res Gestae 5, 15,18, 20; Suetonius Augustus 30, Tiberius 47-48, Claudius 18-20, Nero 15-17, Vespasian 8-10; Domitian 5, 7-8; also Lactor 17 Section K (Augustus)

Dio 55.26 (AD 7 corn supply); Tac. Annals 1.7

Lactor 15: extracts from Dio (Tiberius-Nero);

Cassius Dio 59.2 (Tiberius’ gifts)

Tac. Annals 15.38-43 (Fire AD 64)

Juvenal Satires 3, 6 for a view of living in Rome!

Government of the Empire

Research sources online for:

The system of provincial commands: proconsul/propraetor;

the duties and role of the governor;

Richardson: Roman Provincial Administration ch. 2 especially.Goodman ch. 10 and 13; Bradley pp.453-61 (Augustus) p. 536 (Tiberius); pp.555-7 (Claudius)

This topic may be dealt with at any point in the programme which seems suitable: the material should be relevant to the period 31 BC –AD 96;Pliny’s letters refer to a governorship outside the period and their relevance needs to be made clear.


http://www.fordham.edu/halsall/ancient/juvenal3.html

http://www.fordham.edu/halsall/ancient/pliny-natihist-rome.html


= ICT opportunity






his staff

the benefits for the Roman governors;

the advantages and disadvantages for the provincials

Compare Agricola and Pliny’s evidence for role of governors.Students: discussion – what effect does the possession and expansion of the Empire have on political and social life in Rome?

World of Rome pp.126-131; pp. 241-248

Scullard 12.6

R. Alston Aspects ch. 12

Lactor 17 (Augustus) section M (Strabo selections)

Lactor 18 ch. 3 : sources

Tacitus Agricola 19-21; Pliny Letters Book 10; 9.5 (advice on being a good governor)

Suetonius Augustus 47

The succession issue Outline each emperor’s efforts (if any) to organise the accession of his chosen successor:

Augustus;

Tiberius;

Gaius;

Claudius;

Nero;

Bradley ch. 21

Alston: ch.s on emperors have sections on the topic

Shotter Augustus ch. 9; Tiberius ch. 9; Nero ch. 6

Tac. Annals 1.3-8 (Augustus/Tiberius); Suetonius Tiberius 21; Velleius 2.124-5; Dio 57. 1-4

Annals 1.11-13 Tiberius’ debate in the

Students need to note the ways in which rivals are removed either before the accession or at the time of it e.g.

Agrippa Postumus (Suet. Tiberuis. 22, Annals 1.6)

Agrippina’s removal of Britannicus (Annals 12.67, and his later death)

Gaius’ treatment of Gemellus (Suet. Gaius 23)

Domitian and Clemens (Suet. Domitian. 15)



= ICT opportunity






Vespasian/Titus;

Domitian.

What were the issues for an emperor in choosing a successor? How were the problems solved if at all?

senate; Suetonius Tiberius 23

Lactor 17 section J: Augustus’ family etc.

Lactor 15 ch. B.1 Gaius’ accession/ B23 his death and aftermath (Dio 59..1 and 29); Ch. C.1 Claudius (Dio 60.1-2); Ch. D.8 Nero’s fall and death (Dio 63 27-29)

Suetonius Augustus 63-5; Velleius 2.93

SuetoniusTiberius 73, 75-6 death and will

Suetonius Claudius 10; Josephus AJ 19.3-4

Suetonius Vespasian 24-25; Galba 13-14, 16, 20

Suetonius Titus 9 (Domitian’s plots); 10-11 (death) Domitian 2 (accession)

issues about the relationship to the family; the social class of the successor; the support among senators and army ; transference of powers such the tribunician power etc

Changing face of Rome: social life

Using sources as a starting point:1. What changes occur in the

population of Rome?2. What actions to emperors take to

control Rome’s population –

Juvenal Satire 10. 77-81: plebs no longer political; bread and circuses

Juvenal Satire 3 58-106: a view of the cosmopolitan nature of the city; 3. 193-202

Material from previous and the next two areas of study can be used in this topic also: e.g. provision of amenities etc

This topic also overlaps with relations between


http://www.ccel.org/ccel/josephus/works/files/ant-19.htm

http://www.ccel.org/ccel/josephus/works/files/ant-19.htm


= ICT opportunity






force and persuasion: 3. How do emperors deal with

issues in Rome: violence, riots, over-population?

4. To what extent does life in the city improve for different groups?

5. To what extent do emperors benefit the people of Rome?

his living conditions Juvenal Satire 6: women in Rome e.g.

6.286ff Martail 12. 57 Res Gestae 6; 15 (gifts) 22 (shows); Suet.

Augustus 32 (reforms) 43 (shows); compare:

Domitian 4; Gaius 35; Claudius 21, 34; Titus 7 (gifts and shows); Tac. Annals 1.76; Martial Spectacles 1, 2

Suet. Claudius 25: laws on slavery; Dio 60.6-7; 11 (Ostia)

Tac. Annals 15.42-43: Nero’s rules after the fire

Lactor 17 Section S: social laws. Riots: Tac. Annals 14.60 (Octavia); Suet.

Claudius 18; Tac. Annals 6.13 (grain riot); Dio 55.31 (Riot over grain – Augustus)

World of Rome CUP ch. 5 (sections 228ff) Alston ch. 10

Romans and the emperor and how they develop with the centralisation of power in his hands



= ICT opportunity






Wallace-Hadrill Augustan Rome ch. 5

Changing face of moral life in Rome

Outline emperors’ attempts to affect morality:laws;regulations;decrees;examples of moral problems and issues:

the changing status of women;

the introduction of foreign customs and practices;

Pliny Natural History 14. 1 need for social laws

Tac. Annals 14. 20: social and moral decline: corruption in Rome.

Livy Preface: decline in Rome

Cassius Dio 53.13/ 54.16 : (also 56.10)` marriage laws of Augustus; Suet. Augustus 34; Dio 54.16; Horace Secular Hymn; Tac. Annals 3.25 (their failure?)

Lactor 17 Section S (Augustus)

Emperors efforts (senatorial class) Suet. Vespasian 9, 11; Augustus 35; Domitian 7, 8; Nero 16

(equestrians) Suet. Augustus 38

(citizenship) Suet. Augustus 40; Claudius 61

Sumptuary laws: Tac. Annals 3.52ff

Moral attitudes towards social and moral issues could be explored:

Seneca on the cruelty at shows (Epistles 7)

Petronius’ satire on freedmen and wealth

Juvenal’s picture of Roman society and attitudes towards foreigners etc

Pliny Letters 9.6: circus as a waste of time

Ovid’s Art of Love etc on adultery

Juvenal Satire 6. 286ff : women

Pliny Letters 7 Quadratilla; 3.16 Arria; 4.19 Calpurnia

Tac. Annals 16.4-5: Nero’s stage debut


http://www.fordham.edu/halsall/ancient/juvenal-satvi.html

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Cassius_Dio/home.html


= ICT opportunity






Alston Ch 14 (women)

Shotter Augustus

Changing face of Rome: Religion (and Philosophy)

Research the development and growth of the following foreign religions during this period:

Isis and Osiris

Serapis

Mithras

Christianity

Bacchanalia, Magna Mater, Cybele etc

Discussion: Do the sources represent typical Roman attitudes towards these cults?How far is their a decline in the worship of the State Religion?

http://www.unrv.com/culture/isis.php (brief overvierw)

Juvenal 6, 314-51, 511-44 (Isis and women)

picture: Isis temple Rome Isis on coins http://en.wikipedia.org/wiki/Serapis picture Serapis on coins sources on mithras sources for Bacchanalia and other

cults BBC site for christianity Suetonius Vespasian 7 (Serapis)

sources: persecution Horace Odes 3.6: neglect of religion

This topic and the previous two topics overlap.

Students could be encouraged to explore the philosophies of the upper classes: Stoicism and Epicureanism:

http://en.wikipedia.org/wiki/Stoicism (quotes from sources included)

translation of Seneca’s letters


http://www.stoics.com/seneca_epistles_book_1.html

http://en.wikipedia.org/wiki/Stoicism

http://www.csun.edu/~hcfll004/xtians.html

http://www.bbc.co.uk/history/ancient/romans/christianityromanempire_article_01.shtml

http://www.fordham.edu/halsall/ancient/romrelig2.html

http://www.fordham.edu/halsall/ancient/romrelig2.html

http://www.tertullian.org/rpearse/mithras/

http://www.forumancientcoins.com/moonmoth/reverse_serapis.html

http://ancientrome.ru/art/artworken/img.htm?id=1219

http://en.wikipedia.org/wiki/Serapis

http://www.forumancientcoins.com/moonmoth/reverse_isis.html

http://commons.wikimedia.org/wiki/Category:Temple_of_Isis,_Rome

http://www.unrv.com/culture/isis.php


= ICT opportunity






Suet. Tiberius 36 suppression of cults; Claudius 25 expulsion of Jews; Domitian 12 (Jews) (also Cassius Dio 67.14)

Tac. Histories 4.53 Vespasian restorations

Lactor 18. section 5.3: sources on impact of religions

Lactor 17, section L: Religion

Alston ch. 16

Goodman chs 29, 31

World of Rome CUP ch. 5 (esp. sections 254ff)

Bradley pp.439ff and 580ff

The imperial Cult Outline the views of emperors towards the imperial cult:Issues

How varied were emperors in their use of the cult?

How far did Romans accept the

Lactor 17, section L8-19; Lactor 18 (esp section 3)

Lactor 8: (3,4,5,40, 41 evidence)

Lactor 15 Cassius Dio: B. 5, 9,20, 22 (Gaius)

Tac. Annals 4.37, 38; Suet. Tiberius 26;

This area of study relates to the image of the Emperors in Rome and the Empire and the centralisation of the religious worship in the figure of the emperor

Article on imperial cult


http://en.wikipedia.org/wiki/Imperial_cult_(ancient_Rome)


= ICT opportunity






worship of the emperors in Rome.

How far was the imperial cult apolitical tool for emperors?

Gaius 22; Domitian 13

Tac. Annals 14.31 (temple to Claudius)

Augustus: Dio 51.20; Tac. Annals 1.57 (altar)

Cassius Dio 67.5 Domitian ‘god and man’

Tac. Annals 12.69: Claudius deified

Shotter Nero ch.4; Alston pp.62ff and 309ff; Goodman pp.299ff; Wallace-Hadrill ch. 6

Scullard ch. 16

http://janusquirinus.org/essays/Cult.html

Architecture and the Emperors

using the visual evidence and the literary resources, consider issues:1. What themes are present with every

emperors’ building programmes?2. How similar/different are the images

each emperor presents of himself and his family?

3. How far is Rome transformed by the emperors into the capital of the

Bradley ch. 20 pp.486ff (plans of for a etc)

Alston passim (esp. pp175ff and pp.185ff

Goodman ch. 12, 15 and 18

Wallace-Hadrill ch. 4

World of Rome CUP sections 473-87

Scullard ch. 16

Lactor 17 Section k; Buildings Augustus

Student will need to interpret the visual evidence using the structures and decoration (possibly also inscriptions) to consider the themes

They could research the images as homework.

propaganda in Rome http://www.crystalinks.com/


http://www.crystalinks.com/romearchitecture.html

http://www.students.sbc.edu/smith04/ancientrome.html

http://janusquirinus.org/essays/Cult.html


= ICT opportunity






Empire?Types of buildings to include: religious, commercial, political, entertainment and leisure, monuments, palaces, amenities (e.g. aqueducts, roads)

Res Gestae 19-21

Suetonius Augustus 28-30; Tiberius 47 Gaius 19-21; Claudius 20; Nero 16, 31; Vespasian 9; Titus 7; Domitian 5.

Tac. Annals 15.42 Golden House; Martial Spectacles 1.2

Tac. Histories 4.53 the Capitol

Dio 59. 7; 17 (Gaius); 60.11 (Ostia)

romearchitecture.html Ara Pacis images Arch of Titus images of buildings Imperial fora

The city of Rome images of buildingsAugustus: images of power

Roman views on the changing nature of the city of Rome

Using a selection of source material:Compare historians: Suetonius and Tacitus;Compare poets of the period: Horace, Ovid, Virgil, Juvenal, Martial.Assess the different views Romans had towards the changes experienced in the 1st c. AD.What were their views of:

emperors’ building programmes;

Tac. Annals 1.2, 79; 4.32 ff the state of Rome; 6.52; 14.20 (Nero’s corrupt Rome); 12.7-9 (Agrippina in control); 14.65 (sycophancy of the senators) etc

Suetonius Tiberius 61, 46,; Domitian 10, 13

Lactor 15: Dio 63 6.4; 9-10 (Nero’s acting); 12-13 Sporus; 22 (Vindex’s complaints)

Dio 59.28 (Gaius as a god)

Velleius 2.126 (see Lactor 17) on

translations of Martial and Juvenal Much source materialis available in books such as

Shelton As the Romans Did; Levick Government of the Roman Empire; Parkin and Pomeroy Roman Social History; Lewis and Rheinhold; and so on.

Students may research views and attitudes in these and on internet sites


http://www.tertullian.org/fathers/index.htm#Martial_Epigrams

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/home.html

http://etext.virginia.edu/users/morford/

http://www.geocities.com/Athens/Pantheon/9013/Gallery.html

http://penelope.uchicago.edu/~grout/encyclopaedia_romana/romanurbs/romanurbs.html

http://penelope.uchicago.edu/~grout/encyclopaedia_romana/imperialfora/imperialfora.html

http://ancientrome.ru/art/artworken/result.htm?alt=Coliseum&pnumber=20

http://www.bluffton.edu/~sullivanm/titus/titus.html

http://www.bluffton.edu/~Sullivanm/italy/rome/arapacis/arapacis.html




= ICT opportunity






reform of social and moral attitudes;

attempts to improve conditions in Rome;

the administration of the city;

etc.

How far do they reflect most Romans’ views?

Augustus and Tiberius for a contrast.

Poetry on Augustus (Lactor 17)

Juvenal Satire 4.110ff council of Domitian; Juvenal Satire 6.120ff Messalina; Juvenal 3 and 6 (Rome and women)

review and reflect on the issues.

The sources: their aims and methods – how reliable, consistent, unbiased are they?

How successful are the emperors in transforming Rome physically and politically?

How do they gain and maintain good relations with (a) the plebs, (b) the upper classes (c) non-citizens?

Why was the imperial succession a constant problem?

Use Sample exam material and selected source material to prompt debate and discussion

http://www.livius.org/rome.html for people, places and events.

The review should focus on the specification themes to draw material together for the students to have opportunities to respond to elements of stretch and challenge


http://www.livius.org/rome.html


= ICT opportunity




= ICT opportunity


Unit F394: Roman History: the use and abuse of power

Suggested teaching time 18 hours

Topic Option 3: Ruling the Roman Empire AD14-117

Topic outline Suggested teaching and homework activities Suggested resources Points to note

Introduction to the empire AD14 – 117(Frontier and defensive policies within the Empire)

(8 hours)

Overview of imperial policy during the period: student activity as the major

developments are filled in requisite box on grid across key areas of the empire,

Gaul/Germania/ Dacia/ Britannia/ Danube/ Asia/ Parthia/ Syria/ Judaea/ Africa,

emperor by emperor Tiberius Trajan. Focus on secondary sources here. Use of video extracts with guides to

introduce students to some of the different personalities.

Students will need: a map of the empire (A3 size) during

this period showing key changes/ acquisitions with dates (The Times of Atlas of World History is good here),

centre-designed booklet containing the key secondary readings from:

Bradley. Ancient Rome. 1990 Edward Arnold. pages 534-7,545-6,555-7,569-71.

Alston. Aspects of Roman History 1998 Routledge.

A grid (A3 size) into which the students enter the key events of the period emperor by emperor.

Key videos: Tiberius Caligula (from Tony

Robinson’s ‘Romans’ series), Nero (Tony Robinson’s ‘Romans’

series’),

This is intended as an introduction to some of the key personalities and locations of the period.

It is assumed that students have minimal understanding of these issues and the materials are designed with this in mind

The videos are recommended but not essential - a very useful mechanism of demonstrating a flavour of the personalities/ events of the different emperors.



= ICT opportunity






Vespasian (C4 enterprises), Trajan (part of ‘I, Caesar’ series

from BBC enterprises).

Frontier/defensive policies AD14 -117 – greater depth

(10 hours)

More detailed examination of defensive/ frontier policies during the period region by region (see above).

Student activity: working in pairs students plot on A3

sheets key events but also key periods of expansion/ revolt/ consolidation// retreat region by region (key focus is change over time),

report back to class as a whole, use of video with guides to explore

certain events. Teacher-led plenary: use of powerpoint to

identify and explain: Key events/ aspects: expansion/ revolt/

consolidation/ retreat.

Students will need: The map of the empire, centre-designed booklet with

narrative of events with key pieces of evidence taken from :

LACTOR 18 The high tide of the Roman Empire. 2002 London Association of Classical teachers. Section 2 (pages 16-42),

LACTOR 8 Inscriptions of the Roman Empire, AD14-117. 1996, London Association of Classical teachers.

Use of A3 sheets for ‘The West’/’The East’, students chart expansion/ consolidation/ retreat over the time period.

The focus here is on greater depth but is focusing on the issue of change over time – students are expected to understand different pace of change/ differing priorities at the beginning/ middle/ end of the period.

This will become the basis out of which understanding/ treatment of other aspects of the whole module will be drawn.

Administration. Extent of cultural and economic

penetration. Revolt/ extent of Romanisation. Different attitudes between East and West. Videos are recommended.



= ICT opportunity






Reasons across the period. Practice assessment.

Key videos: Boudicca’s revolt (History

Channel), ‘The Roman Way of War’- Trajan’s

Column as a means of understanding the campaigns in Dacia after AD100 (part of ‘Timewatch’ series – BBC enterprises),

Integration of the narrative with additional evidence drawn from Tacitus/ Plutarch/ Suetonius/ Cassius Dio/ Pliny/ Josephus,

See specimen assessment materials.



= ICT opportunity






Introduction to administration(government and administration of empire)

(3 hours)

Introductory exercise: student activity: either as individual or

pair work, students read carefully extract from Alston,

to complete blank template with information from extract.

Discussion points: differences between Imperial and

Senatorial/ Public provinces, diversity depending on prior settlement/

economic status/ location, limited sources/ evidence, initial judgements as to effectiveness of

Roman administration? powers of governor, formal/ informal means of influence/

control, types/ levels of administrative support.

Alston. Aspects of Roman History 1998 Routledge. Pages 256-261.

Blank template which students can then complete.

Again it is assumed that students have little or no prior knowledge of the relevant issues: thus this is an introductory exercise only.

Key ideas to emphasise: differences between senatorial and

imperial provinces, diversity of rule in different provinces:

differences between East and West – importance of previous settlement,

limited available evidence.

Administration – greater depth and use of sources

Introduction to sources/ evidence – Pliny Student activity:

Students will need a copy of Pliny’s letters X in translation and study guide which has

The aim here is to get students to begin to understand some of the source material



= ICT opportunity






(6 hours)

Letters X Exercise: using translation of the letters and study guide students have to answer series of questions,

Internet research, Introduction to other sources – Tacitus

(Agricola but also other examples).

divided letters into categories: economics/ finance, construction/ public works, constitutional matters, legal matters, personal.

Very useful website: http://www.livius.org/pi-pm/pliny/pliny for student research LACTOR 18 The high tide of the

Roman Empire. 2002 London Association of Classical teachers. :section 2 (pages 16-42)

LACTOR 8 Inscriptions of the Roman Empire, AD14-117. 1996, London Association of Classical teachers.

that exists on administration and the fact that this has strengths and limitations.

Administration: greater depth Teacher-led activity - use of powerpoint to Powerpoint used by teacher based on key Building on prior introduction, students


http://www.livius.org/pi-pm/pliny/pliny


= ICT opportunity






and development – the system

(6 hours)

highlight/ explore aspects of provincial government in greater depth.

Students have blank template which is to be filled in during course of presentation.

Students need to understand key terms: top levels: Legatus / Procurator/

Praefectus/ prefect/ Propraetor/ Proconsul,

subordinate levels: junior procurators/ freedmen,

use of equestrians.

secondary text – Wynne Williams, correspondence with Trajan from Bithynia Epistles X. 1990, Aris and Philips. Introduction pages 5-9.

need to integrate evidence with secondary information.

Administration: greater depth and development – the wider issues

(6 hours)

Introduction to some of the wider aspects of government and administration: the role of the army, economic development, extent of ‘Romanisation’, local government: extent of autonomy

at local levels, role of client Kings/ Queens, taxation,

Introduction to these themes with explanations/ sources taken from: LACTOR 18 The high tide of the Roman Empire. 2002 London Association of Classical teachers. Section 3: intro Section 3.1: the army Section 3.2: material development Section 3.3: extent of ‘Romanisation’

The key point is for students to understand that other aspects are also important in the governance and administration of empire.

These points will be examined in greater depth as part of the rest of the module.

Videos are not essential but are very useful in breaking up what could at times be a fairly arid topic – recommended.



= ICT opportunity






Provincial failings/ rebellion. Teacher-led discussion around these

points. Use of video with study guides – a number

of possibilities here.

Section3.4: spread of citizenship Section 3.5: taxation Section 3.6: revolts Section 3.7: local government.

Use of video with video guides to explore these themes across the period ‘The dream of Rome’ by Boris Johnson

(BBC enterprises), ‘Rome: the Model Empire’ by Jonathan

Freedland (C4 enterprises), ‘Silchester - The lost city of Roman

Britain’ by Julian Richards (BBC enterprises).



= ICT opportunity






The differing image of the emperor and the imperial cult(The differing attitudes to Empire in the Eastern and Western Provinces)

(5 hours)

Teacher-led activity identifying key aspects:

Julio-Claudians inheriting divinity from Augustus but Flavians (post 70AD) and Trajan (post 98AD) had to work harder for this.

What was the imperial cult? Importance of precedence but also

extensions of cult (eg. Claudius in Britannia/ Vespasian in Africa).

Aspects of the cult: Domus Divina/ activities/ political benefits/ ‘Romanisation’.

Differences between East and West. Practice assessment.

Original Sources: LACTOR 18 The high tide of the

Roman Empire. 2002 London Association of Classical teachers. :section 4 (pages 86-94) has an excellent explanation with accessible sources.

LACTOR 8 Inscriptions of the Roman Empire, AD14-117. 1996, London Association of Classical teachers. has very useful examples of inscriptions for various emperors:

Tiberius: 3/4/5 Gaius: 26 Claudius: 27 Nero: 40/41 Vespasian:55/ 56/ 57 Titus: 66 Trajan: 88/ 100.

Secondary sources:

Students could do their own research into one of these aspects and then bring research into the class where it can be combined.



= ICT opportunity






Boatwright, M.T., Gargola, D.J., Talbert, R.J. The Romans: From village to Empire. 2004, Oxford University Press. Pages 347-52 and Pages 379-92.

See specimen assessment materials.

Attitudes to imperial rule – the East

(5 hours)

Teacher-led activity – key themes: minimal bureaucracy, diversity, Greek influence, roles/powers of the governor:

particularly judicial and financial offices,

personality of the governor, appeals to the emperor, small military presence, considerable autonomy, Imperial/ senatorial provinces, revolts (Jews – the exception rather

than the rule?),

Primary evidence: Pliny: letters X

LACTOR 18 The high tide of the Roman Empire. 2002 London Association of Classical teachers.

Section 3.2: economic prosperity Section 3.3: useful for

‘Romanisation’ Section 3.4: useful for citizenship Section 3.5: taxation section 3.6: revolts section 3.7: useful for local

government. Secondary source:



= ICT opportunity






role of client-kings (eg. Armenia/Judaea).

Gleason, M.W. A comparison to the Roman Empire. 2006, Blackwell Publishing. pages 240-243 (from chapter 12)

Attitudes to imperial rule – the West

(5 hours)

Teacher-led activity – key themes: shorter urban tradition, more deliberate policy of fostering

urban development, distinction between civitates/ municipia/

coloniae, revolts (Gaul/ Germania/ Boudicca) –

commonality of causes? role of client kings/ queens

(eg.Cogidubnus), role of imperial cult, Imperial provinces:role of army here as

a force for cultural unity, Romanisation in a wider sense.

Practice assessment.

Original Sources Tacitus: Agricola. 19-21 Tacitus: Annuls. 3.43.1


LACTOR 8 Inscriptions of the Roman Empire, AD14-117. 1996, London Association of Classical teachers. Inscription 34: Claudius address to the Senate AD48,

Inscription 67/ 68 – town constitutions.

Secondary sources: Edmondsen, J. A companion to the

Roman Empire. 2006, Blackwell



= ICT opportunity






publishing. (chapter 13) but especially pages 253-5/278-80.

Video use (see under Administration/ governance).

See specimen assessment materials



= ICT opportunity



Suggested teaching time 12 Hours

Topic Option 3: Ruling the Roman Empire AD14-117The social and economic effects of incorporation into the roman empire and the extent of Romanisation


The Imperial Economy

(6 hours)

Romanisation

(6 hours)

Teacher-led activity exploring the key themes: a debate: extent/definitions, source limitation, different models: the consumer city/ the

agricultural economy, indicators of change as Rome imposes

uniformity: urbanisation taxation role of the army Pax Romana – benefits that

accrued social mobility.

BUT maintenance of regional variation/ lack of change.

Practice assessment. Teacher-led activity exploring some of the

key themes. A debate which focuses on greater/ lesser

Original sources: Archaeological evidence from OSTIA/

POMPEII LACTOR 8 Inscriptions of the Roman

Empire, AD14-117. 1996, London Association of Classical teachers. 25,


section 3.2, section 5.5.

Secondary sources: Alston. Aspects of Roman History 1998

Routledge. Pages 227-245 Boatwright, M.T., Gargola, D.J., Talbert,

R.J. The Romans: From village to Empire. 2004, Oxford University Press. Pages 337-42.

Bradley. Ancient Rome. 1990 Edward Arnold. pages 577-612

For both these topics: students need to understand that there

is a real debate. students need to understand that the

sources/ evidence have great and often contradictory limitations.



= ICT opportunity






extent of cultural change/ interaction. institutions: coloniae/ citizenship/

charters, spread of Roman architectural forms, spread of inscriptions and Latin/ Greek

usage, economic impacts: use of pottery/

jewellery/ extent of trade, cultural impacts: games/ theatre/

Roman ways/use of the imperial cults/ integration of provincial elites,

social/ political structures: integration of provincial elites into local politics,

difficulty in making broad generalisations.

Practice assessment.

Edmondsen, J. A companion to the Roman Empire. 2006, Blackwell publishing. Pages 283-96.

See specimen assessment materials. Primary sources;

Tacitus: Agricola, 19-21. Pliny: letters X LACTOR 8 Inscriptions of the Roman

Empire, AD14-117. 1996, London Association of Classical teachers. 25/34/67/68/94/ 64/78/32/10/5


Section 3.1: army Section 3.2: material prosperity Section 3.3: the debate about

‘Romanisation’ Section 3.4:spread of citizenship Section 3.6: revolts



= ICT opportunity






Section 5.2: culture Section 5.3: religion

Secondary sources: Alston. Aspects of Roman History 1998

Routledge. pages 298 – 306. Stirling, L. A companion to the Roman

Empire. 2006, Blackwell publishing. Pages 93-97.


Sample GCE Lesson Plan


Introduction to the administrative system of the Roman Empire

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour,

Learning Objectives for the lessonObjective 1 Students to read, understand and précis a significant piece of historical writing.

Objective 2 Students to work collaboratively in identifying relevant parts of a text.

Objective 3 Students to gain an introductory understanding of some of the key principles, offices and means of ruling the empire.

Insert Recap of previous experience and prior knowledge

Initial quiz- type test – 10-15 questions with one word answers on aspects of imperial expansion (no maps allowed)

ContentTime Content10 minutes Quiz – very short quick-fire questions on aspects of imperial expansion: no

talking/ conferring – move through answers very quickly: the aim is for all students to say something in this first section.

10 minutes All students look carefully at colour map of the expansion of the Roman empire (has been the centre of teaching over the previous fortnight). Focus on some key questions:

- The extent of the empire in 14AD- The expansion of the empire after 14 AD: where? When?- Location of key towns? Frontiers? Natural borders?- How is an empire this size to be governed?

20 minutes Reading activity: students will take it in turns to read (out loud) paragraphs from an A-level text book giving a concise overview/ introduction of the system of imperial administration:

- Key terms will be discussed/ explained during this time- Student will write meanings/ definitions in glossary- Students will highlight these key terms/ phrases

54 of 58 GCE ClassicsGCE Classics

Sample GCE Lesson Plan- Try to include as many students as possible in this exercise.

10 minutes Pair work – students work through extract once more and use information gained to fill out blank template: during this time students can discuss and compare their answers. Focusing on:

- Imperial/ senatorial provinces: key differences- Different functions of Governors- Some elements of subordinate administrative help- Formal / informal methods of influence/ control.

5 minutes Plenary of this activity – teacher led to make sure that all students have extracted the correct information.

ConsolidationTime Content

5 minutes Summary of learning – stress size and diversity of empire and therefore need for flexibility.Set homework task – read rest of article that raises preliminary questions about the effectiveness of Roman imperial administration. Same skills of comprehension and précis to be used in written summary of this to be handed in at the beginning of the next session.

GCE Classics 55 of 58 of 58

Other forms of Support

In order to help you implement the new Gujarati specification effectively, OCR offers a comprehensive package of support. This includes:

OCR Training

Get Ready…introducing the new specifications

A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications.

Get Started…towards successful delivery of the new specifications

These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery.

Visit www.ocr.org.uk for more details.

Hosted Network Events

OCR runs a number of successful network events, hosted by our Customer Support Managers. These enable you to meet colleagues from other centres and share best practice. The events are about peer learning and provide an excellent opportunity to carry out standardisation activities and receive updates from OCR.

For more information, please contact the Networks and Regional Coordinator on 024 7649 6396.

Mill Wharf Training

Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.


http://www.mill-wharf-training.co.uk/

http://www.ocr.org.uk/

e-Communities

Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email.

Visit https://community.ocr.org.uk, choose your community and join the discussion!

Interchange

OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate free access to candidate information at your convenience. Sign up at https://interchange.ocr.org.uk

Published ResourcesOCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications.

Approved publications

OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications.

Endorsement

OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.

GCE Classics 57 of 58 of 58

https://interchange.ocr.org.uk/

https://community.ocr.org.uk/

These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.


OCR Nationals · Web viewThe basic format of this SoW is to take the events in chronological order...

Documents

Transcript of OCR Nationals · Web viewThe basic format of this SoW is to take the events in chronological order...