Specification ANCIENT HISTORY
Transcript of Specification ANCIENT HISTORY
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ANCIENT HISTORYJ198For first assessment in 2019
GCSE (9-1)
Version 1.3 (December 2019)
Specification
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Contents
1 Why choose an OCR GCSE (9–1) in Ancient History? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRGCSE(9–1)inAncientHistory? 31c. Whatarethekeyfeaturesofthisspecification? 41d. WhatisnewinOCRGCSE(9–1)inAncientHistory? 41e. HowdoIfindoutmoreinformation? 4
2 Thespecificationoverview 52a. OCR’s GCSE (9–1) in Ancient History (J198) 52b. Content of GCSE (9–1) in Ancient History (J198) 62c. Content of Greece and Persia (J198/01) 72c. Content of Persian period study 82c. Content of Greek depth studies 102c. ContentofRomeanditsneighbours(J198/02) 142c. Contentofthelongerperiodstudy 152c. ContentofRomandepthstudies 172d. Priorknowledge,learningandprogression 21
3 Assessment of GCSE (9–1) in Ancient History (J198) 223a. Formsofassessment 223b. Assessmentobjectives(AO) 253c. Assessmentavailability 253d. Retakingthequalification 263e. Assessmentofextendedresponse 263f. Spelling,punctuationandgrammarandtheuseofspecialistterminology 263g. Synopticassessment 263h. Calculatingqualificationresults 26
4 Admin:whatyouneedtoknow 274a. Pre-assessment 274b. Specialconsideration 274c. Externalassessmentarrangements 284d. Resultsandcertificates 284e. Post-resultsservices 294f. Malpractice 29
5 Appendices 305a. Grade descriptors 305b. Accessibility 315c. Overlapwithotherqualifications 315d. Setancientsourcesfor‘FromTyrannytoDemocracy,546–483BC’ 315e. Setancientsourcesfor‘AthensintheAgeofPericles,462–429BC’ 325f. Setancientsourcesfor‘AlexandertheGreat,356–323BC’ 335g. Setancientsourcesfor‘HannibalandtheSecondPunicWar,218–201BC’ 345h. Setancientsourcesfor‘Cleopatra:RomeandEgypt,69–30BC’ 355i. Setancientsourcesfor‘Britannia:fromconquesttoprovince,AD43–c.84’ 36
Summaryofupdates 38
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1 Why choose an OCR GCSE (9–1) in Ancient History?
ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards. Our new OCR GCSE (9–1) in Ancient History coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.
We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEs andvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
OurSpecifications
Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.
We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.
Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:
• Awiderangeofhigh-qualitycreativeresourcesincluding:
•• DeliveryGuides
•• TransitionGuides
•• TopicExplorationPacks
•• LessonElements
•• …andmuchmore.
• Accesstosubjectadvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecifications.
• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.
• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.
AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s GCSE (9–1) in Ancient History is QN:603/0664/6.
1a. WhychooseanOCRqualification?
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1b. Why choose an OCR GCSE (9–1) in Ancient History?
OCR’s GCSE (9–1) in Ancient History has been designedtohelplearnersdeveloptheirunderstandingoftheancientworldandthelegacy of the ancient world in today’s society.
Wehavedesignedthisqualificationwithteachersand
learnersinmind,havingconsultedextensivelyacrosstheUnitedKingdomtoensurethatOCR’sGCSE(9–1)inAncientHistoryengageslearners,developsadesirewithinthemtocontinuelearningaboutancienthistoryandhelpsdevelopalifelongenthusiasmforthe ancient world.
OCR’s GCSE (9–1) in Ancient History will enable learners to:
Our GCSE (9–1) in Ancient History:
• contributestowardstheEBaccperformancemeasure–thereformedAncientHistoryqualificationwillcontinuetocounttowardstheEBaccperformancemeasureandcanbeusedintheEBaccelementwithintheProgress8performancemeasure
• providesamorepersonalisedcourse– we haveincreasedtherangeofoptionsyoucanchoosefrominthereformedspecification,withnoprohibitedroutesandflexibilityincreating the course of study that appeals to you and your learners
• providesengagingandexcitingcontent – lookingatdefiningcharactersfromhistory suchasAlexandertheGreat,CleopatraandHannibal,definingeventsincludingtheBattleofThermopylae,thefoundationofRomeand thecreationofdemocracy
• providesclearlylaidoutrequirements – the specificationclearlydetailsthecontentthatyouarerequiredtocovertoallowyoutoprepareyourlearnerswithconfidence
• providesstraightforwardassessment – this coursewillprovideclear,fairassessmentsthatwillexaminerelevantandengagingcontent
• providesaccesstoancientsourcematerials– OCRwillproduceresourcescontainingthesetancientsourcematerial,boththeliteraryandvisualsources,foreachdepthstudy.Thiswillreduceschools’outlaywhenpreparingtodeliverthiscourse
• providesincreasedsupportandguidance– OCRwillprovidearangeofhighquality,creativeresourcesthatwillgrowinnumberduringthelifetimeofthespecification.
Aimsandlearningoutcomes
• developandextendtheirknowledgeandunderstandingofthemilitary,political,religious,socialandculturalhistoryoftheancientworld,allowingstudentstobeabletoconsidertheeventsstudiedwithinthecontextofthehistoryof the ancient world
• developtheabilitytoaskrelevantquestionsaboutthepast,toinvestigateissuescriticallyandtomakevalidhistoricalclaimsbyusingarangeofancientsourcesintheirhistoricalcontext
• understand that ancient historians today rely onfewersourcesthanareavailableformodernhistory,meaningthatourversionofeventsoftenreliesonveryscarceevidence,andtheresultingdifficultiesinreconstructingthehistoryoftheancient world
• demonstratetheirknowledgeandunderstandingofwhatwebelievehappenedinancienttimesandtheancientsourcestojustifyourbelief,andreachsubstantiatedconclusionswhichtakeintoaccountthereliabilityoftheavailableancientsources.
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1c. Whatarethekeyfeaturesofthisspecification?
ThekeyfeaturesofOCR’sGCSE(9–1)inAncientHistoryforyouandyourlearnersare:
1d. WhatisnewinOCRGCSE(9–1)inAncientHistory?
ThissectionisintendedforteachersusingOCR’scurrentGCSEinAncientHistory.IthighlightsthedifferencesbetweenthecurrentGCSEinAncient
History(J151/J051)andthenewversionforfirstteachinginSeptember2017:
What stays the same? What’schanging?
• ThereformedqualificationisanEBaccsubjectandthereforecanbeusedwithintheEBaccelementinProgress8.
• Manyofthetopicareashavebeenretained.
• BothRomanandGreekhistorymustbestudied.
• Thecoursedividesintofourseparatesections:two period studies and two depth studies.
• MarksforSpelling,punctuationandgrammarandtheuseofspecialistterminology(SPaG).
• Twoexaminedpapersinsteadofthree.
• Nocontrolledassessment.
• Graded on a 9 to 1 scale.
1e. HowdoIfindoutmoreinformation?
IfyouarealreadyusingOCRspecificationsyoucancontact us at: www.ocr.org.uk
IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk
Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk
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Teachersupport:www.ocr.org.uk
• arompthroughthemostexcitingpartsofRomanandGreekhistory,focusingonthekeyindividualsandeventsthathelpedshapetheancient world
• a clear and balanced structure that will help courseplanning
• aspecificationwithoptionsthatprovideacoherentcourse,nomatterwhichoptionsyouchoose
• astraightforwardspecificationwithdetailedguidancetosupportdelivery
• awiderangeofcontentoptionstomeetyourcentre’sexpertise
• itprovidessolidpreparationforthoselearnerswishingtoprogresstoASandALevelinAncientHistoryqualifications.
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2a. OCR’s GCSE (9–1) in Ancient History (J198)
LearnersmustcompletebothcomponentstobeawardedOCR’sGCSE(9–1)inAncientHistory.
ContentOverview AssessmentOverview
ThePersianEmpire,559–465BC
ThisisacompulsoryperiodstudyfocusingonthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.
Depthstudy
Onefrom:
• FromTyrannytoDemocracy,546–483BC• AthensintheAgeofPericles,462–429BC• AlexandertheGreat,356–323BC.
J198/01:Greece and
Persia
100marks+ 5marksSPaG*
1 hour 45minutes
Writtenpaper
27.5% of total
GCSE (9–1)
22.5% of total
GCSE (9–1)
ThefoundationsofRome:fromkingshiptorepublic,753–440BC
ThisisacompulsorylongerperiodstudyfocusingonthekingsofRomeandtheearlyRomanRepublic,withanemphasisonthemostexcitingandinterestingeventsandcharacters.
Depthstudy
Onefrom:
• HannibalandtheSecondPunicWar,218–201BC• Cleopatra:RomeandEgypt,69–30BC• Britannia:fromconquesttoprovince,AD43–c.84
J198/02:Rome and its neighbours
100marks+ 5marksSPaG*
1 hour 45minutes
Writtenpaper
27.5% of total
GCSE (9–1)
22.5% of total
GCSE (9–1)
*These10marksforSPaGareinadditiontothetotal200marksfortheassessmentofGCSE(9–1)AncientHistory,andarenotincludedinthepercentageweightingsshown.SeeSection3fformoredetails.
Allcomponentsincludesynopticassessment.
2 Thespecificationoverview
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DuringthecourseofthisGCSE(9–1)inAncientHistory,learnerswillhavethechancetostudysignificantevents,individuals,societies,developmentsandissuesintheirbroaderhistoricalcontexts.Thetopicareasselectedforthisspecificationrangefromthe8thcenturyBCtothe1stcenturyAD,andallowlearnerstostudyfourdifferentsocieties.
LearnerstakingtheGCSE(9–1)inAncientHistorywillneed to study oneperiodstudy,onelongerperiodstudy and twodepthstudies.
TheperiodstudyonthePersianEmpirewillfocusonacoherentmediumtimeframeof94yearsandrequireslearnerstounderstandtheunfoldingnarrativeofsubstantialdevelopmentsandissuesassociatedwiththisperiod.Learnerswillbeabletodemonstrateunderstandingoftheprocessofchange.
ThelongerperiodstudyontheRomankingsandtheearlyRomanRepublicwillfocusonthemostsignificanteventsandcharacteristicsofdifferenterasacrossaperiodofjustover300years.Thelongerperiodstudywillrevealwiderchangesinaspectsofsocietyovertimeandallowcomparisonstobemadebetweendifferenteras.Thiswillincludepoliticalchange,religiousandsocialchange,andtheimpactofwarfareandmilitarychange.
Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisallowslearnerstoseparatemythfromtheindividualsandeventswhichmayhaveahistoricalbasis.
Withineachcomponent,learnersmuststudyone depthstudyfromachoiceofthree.Eachdepthstudywillfocusonasubstantialandcoherentshortertimespan and will require learners to understand the complexityofahistoricaleventorsituationandtheinterplayofdifferentfactors.
Inthedepthstudies,thefocuswillbeonthecriticaluseofancientsourcematerialininvestigatingandassessinghistoricalquestions,problemsandissues.Learnerswillneedtounderstandthedetailedhistoricalcontextoftheevents/situationsforeachdepthstudy.Thelinksbetweenthedepthstudiesandtheperiodstudieswillmakeiteasierforteacherstoprovidethehistoricalbackground,contextandawarenessofhowtheiroptionislocatedwithinthelonger-termdevelopmentsofthetopic.
Thefocusofeachdepthstudywillbeonthebank ofancientsourcematerial,andtheuse,analysisandevaluationoftheevidencetheancientsourcematerialprovides.Thefocuswillalsobeonlookingcarefully at what can be learned about each topic fromtherelevantsources.
Whenyoucombinethedifferentoptionsonoffer, thisspecificationdeliversacoherentandsubstantialAncient History course.
2b. Content of GCSE (9–1) in Ancient History (J198)
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2c. Content of Greece and Persia (J198/01)
Thiscomponenthastwoelements:aperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsoryperiodstudyplusone of the three source-based depth studies. Each of the depth studieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachto theirstudy,butwillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.
ThecompulsoryperiodstudyfocusesontheunfoldingnarrativeofthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.
Centres should choose to study one of the three Greekdepthstudies.Theycanchoosebetween:
• FromTyrannytoDemocracy,546–483BC
ThetimeframeofthisdepthstudyoverlapswiththePersiaperiodstudy,allowinglearnersto focusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.LearnerswillalsounderstandtheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,PersiaandotherGreekcity-statesupto483BC.
• AthensintheAgeofPericles,462–429BC
ThetimeframeofthisdepthstudycontinuesonfromthePersianperiodstudy,enablinglearnerstolookatAthensfromapolitical,militaryandculturalperspective.DetailsregardingtheconflictbetweenGreeceandPersia,whichhasbeenstudiedintheperiodstudy,willhelplearnersunderstandthecontextualbackgroundthatAthensfindsitselfinatthebeginningofthedepth study.
• AlexandertheGreat,356–323BC
Thisdepthstudycoverssimilargeographicalareas to the period study but allows learners to understandtheMacedonianinvasion,conquestofthePersianEmpireandadvanceasfarasIndia.TheeventscoveredinthisdepthstudyallowlearnerstostudysomeoftheeventsassociatedwiththeendoftheAchaemenidEmpire,whichbeganunderCyrustheGreat.
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IntroductiontothePersianperiodstudy
ThisperiodstudyfollowstheunfoldingnarrativeoftheriseofthePersianEmpireunderthefirstfourAchaemenidkingsbetween559and465BC.AfteraninitialfocusonthefoundationoftheempireunderCyrustheGreat,thestudyexaminestheexpansionofPersianterritoryandconstructionprojectsofCyrus’successorsbeforeexploringthePersians’attemptstoexpandintoGreeceandtheresistancetheyfaced.LearnerswillneedtounderstandthenatureofthePersianEmpireinthisperiodandtheroleofthekingsinshapingitsdevelopment.
Therearethreeconsistentthemes:
• theexpansionofPersianterritory
• theinteractionbetweenthePersiansand othercultures,particularlytheGreeks,EgyptiansandBabylonians
• thepersonalitiesandprioritiesofCyrus theGreat,CambysesII,DariusIandXerxesIincludingtheirprioritiesonmattersof religionandarchitecture.
Theperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.
Knowledge,understandingandskills
Learnersshouldbeabletoidentify,describeandexplaineventsanddevelopmentsrelatingtothisperiodofPersianexpansionandtoevaluatetheachievementsofthekings.Theyshouldstudytheunfoldingnarrativethroughthefourchronologicalperiodsoutlined.Ineachofthetimespans,thefocusshouldbeonthecontentspecified.
Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsoftheperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.
Thelengthoftheperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom559to465BCandprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.
Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.Learners willberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandtheissuesforeachtopicinordertoreachsubstantiatedjudgements.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.
Intheperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonlybeexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswerthequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
2c. ContentofPersianperiodstudy
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ThePersianEmpire,559–465BC
Keytimespans Learnersshouldhavestudiedthefollowingcontent:
The rise of the Persian Empire underCyrustheGreat 559–530BC
ThebackgroundandaccessionofCyrus;theconquestofLydia;theconquestofBabylon;Cyrus’attitudetowardsconqueredpeoplesandhisliberationoftheJews;theconstructionofPasargadae;thecircumstancesof Cyrus’ death.
CambysesII,SmerdisandtheaccessionofDarius 530–522BC
Cambyses’conquestofEgypt;Cambyses’attitudetowardstheEgyptiansandtheirculture;thecircumstancesofCambyses’death;Darius’overthrowofSmerdis/Bardiya/Gaumata.
ThereignofDariustheGreat 522–486BC
Darius’pacificationoftheempire,includingtherestorationofcontroloverBabylon;constructionofSusa,PersepolisandtheEgyptiancanal;PersianexpansionintotheAegeanSea;thecampaigninIndia;thewarwiththeScythians;PersiancultureandreligionunderDarius;Darius’organisationandadministrationofthePersianEmpire;theIonianRevolt,includingitscauses,courseandconsequences;PersianrelationswithAthenspriortotherevolt;Mardonius’expeditionof493–492BC;theexpeditiontoGreecein490BCanditsaftermath.
XerxesIandtheGreeks 486–465BC
DeathofDariusandaccessionofXerxes;thesuppressionofrevoltsinBabyloniaandEgypt;theinvasionofGreece,includingPersianpreparation,thejourneytoGreece,theBattleofThermopylae,thesackofAthens,theBattleofSalamis;Persianmilitaryorganisationandfightingtechniques;thecompletionofDarius’buildingprojects;theBattleofEurymedonandPlutarch’s‘famouspeace’.
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IntroductiontotheGreekdepthstudies
Centres should choose oneGreekdepthstudyfromachoiceofthree,whichwillbeassessedalongsidethePersian period study.
TheGreekdepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.
Each of the three depth studies is linked by a commonthemeofculturalchange:democraticfor‘FromTyrannytoDemocracy,546–483BC’,democraticandculturalfor‘AthensintheAgeofPericles,462–429BC’andanewtypeofleaderin‘AlexandertheGreat,356–323BC’.
Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5c to 5e.
TheGreekdepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.
Knowledge,understandingandskills
Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied,includingchange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeandunderstanding,andanalyseandevaluatethesignificanceofevents,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.Learnerswill also need to understand the detailed historical contextoftheevents/situationforthedepthstudy.
Eachdepthstudyrequiresthecriticaluseofancientsourcematerialtointerpret,analyseandevaluatehistoricalquestions,problemsandissues.Differenttypesofevidenceneedtobeanalysedandevaluated
and learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn.Thedepthstudiesrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliabilityoftheevidence.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofboththehistoricaleventsstudiedandtheancientsourcematerialtoreachsubstantiatedconclusions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
2c. ContentofGreekdepthstudies
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FromTyrannytoDemocracy,546–483BC
ThisdepthstudywillfocusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.Thedepthstudywillexplorethepolitical,militaryandsocialfactorswhichalloweddemocracytobeestablishedin
AthensbutnotinSamos.LearnerswillalsostudytheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,Persia and other Greek city-states.
Key topics Learnersshouldhavestudiedthefollowingcontent:
Athensunderthetyrants Theconceptoftyranny;thePeisistratids,theiractionsandcharacteristicsoftheirrule;thepoliticalstructureunderthetyrants;HarmodiosandAristogeiton’sinvolvementintheassassinationofHipparchus;changestothenatureofHippias’tyrannyafterHipparchus’death;invasionbySpartatoremoveHippias;thefallofHippias.
Tyranny and Samos AccessionofPolycrates;histreatmentofpoliticalopponents;policytowardsEgyptandPersia;SpartanandCorinthianoppositiontohistyranny;buildingandengineeringachievementsofPolycrates;failedsuccessionofMaeandrius,includinghisoffertointroducedemocracyanditssubsequentwithdrawal;PersianinterferenceinSamianpolitics;supportfortheaccessionofSyloson;comparisonwithAtheniantyranny.
TheEmergenceofDemocracyin Athens
CleisthenesandhisrivalrywithIsagoras,includingtheinvolvement ofSparta;theintroductionofisegoriabyCleisthenes;Cleisthenes’reforms,includingrestructuringoftribes,demes and phratries,andthereorganisationoftheboule;SpartanattempttorestoreHippias;CorinthianargumentsagainstrestoringHippiasastyrantinAthens;Corinthianoppositiontotyrannyonprinciple–theexamplesofCypselusand Periander.
Democracyinaction AtheniandemocraticpolicytowardPersia;establishmentofthetenstrategoi;AtheniandecisiontosupporttheIonianrevoltandsubsequentwithdrawal;thedevelopmentofdemocracyinIoniaafterIonianrevolt;thedevelopmentofthenavyunderThemistoclesanditssignificancefordemocracy;theBattleofMarathonanditssignificancefordemocracy;changestothestatusofthearchonship;onsetandusesofostracism; theroleandtreatmentofMiltiades,ThemistoclesandAristidesinthenewlydemocraticAthens.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5c.
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TheworkingsofAtheniandemocracy
CitizenshipafterthereformsofEphialtesandPericles;Periclesasa leaderinAthens;theworkingsoftheecclesia(assembly),boule(council),archontes(magistrates)andstrategoi(generals);theroleoftheassemblyinlawmaking;theroleofpublicspeaking,includingtheroleoftuition bySophists;theuseofostracisminremovingCimonandThucydides.
TherelationshipbetweenAthensandSpartaandPericles’ForeignPolicy
ContextualbackgroundfortherisingtensionsbetweenAthensand SpartaincludingrefusalofAthenianhelpsupressingthehelotrevolt,constructionoftheLongWallsandAthens’growingpower;AthensasaleaderintheGreekworld:theaftermathofthePersianWars,theDelianLeagueandAthenianEmpire;thesignificanceascribedtotheMegariandegreebyAristophanes;movingtheDelianLeaguetreasurytoAthens;Pericles’strategyduringtheArchidamianWaranditsimpactincluding theplague.
PericlesandtheculturalandreligiouslifeinAthens
TheimportanceofPericles’buildingprogramme;thebuildingson theacropolis;theculturalandreligioussignificanceofthesebuildings;criticismsofthebuildingprogramme,includingthetributemoneyand thetrialofPheidias;theeventsofthePanathenaiaandCityDionysiaandtheirreligiousandculturalsignificance;thesignificanceofAthenaandPoseidonforAthenians;AthenianviewsofthemselvesasseenintheFuneralOration.
Women in Athens Roleandpositionofwomenindailylife,includingmarriage;positionofwomeninthedemocraticsystemandtheenhancedstatusofAtheniancitizenwomenafterPericles’citizenshiplaw;depictionsofwomeninMedea;theArrephoroiandAspasiainreflectingAthenianattitudes towomen.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5d.
AthensintheAgeofPericles,462–429BC
Thisdepthstudywillfocusontheinterplayofpolitical,military,social,economic,culturalandreligiousfactorsthatledPericlestoclaiminhisFuneralOrationthat“Athenswasaneducationto
Greece”.ThisdepthstudyshouldenablelearnerstoexamineAthensatthepeakofitspowerwithitsownempireandtheemergenceofathrivingculture.
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2Key topics Learnersshouldhavestudiedthefollowingcontent:
Upbringing,character,beliefsandlifeofAlexander
Alexander’syouth;thecharacter,politicalandpersonalinfluenceofOlympias;Alexander’srelationshipwithPhilip;Alexander’scharacterandbeliefs,includingtheadoptionofPersiandressandcustoms;thecourse ofhislifeandhisrelationshipswithcompanionsincludingParmenio,Cleitus,Callisthenes,HephaestionandAntipater.
Alexander’scampaigns: Thereasonsforhisexpeditionsandthemainbattles
TheinitialreasonsfortheexpeditionagainstPersia;theBattlesattheGranicus,GaugamelaandthePersianGates;thepursuitsofDariusandBessus;thefinalcampaignintheIndusValleyincludingthemutinyattheHyphasis;thedifficultiesencounteredonthereturnjourneytoBabylon;thechangingaimsofhisexpeditionsandchangingviewsofPersiansandthePersianempire;thenatureandroleofhisfoundationcities.
SignificanteventsinAlexander’slife
ThemurderofPhilipandthedifferinginterpretationsoftheeventssurroundingit;theeventsoftheBattlesattheGranicusandGaugamela;theburningofPersepolis;themurderofCleitus;themassmarriagesatSusa;Alexander’sdeathandthedifferingexplanationsoftheeventssurroundingit.
TheMacedonianarmyunderAlexander
Theuseofthecavalry;theuseofthephalanx;theuseofspecialisttroops;theweaponsandarmourofthearmy;thesignificanceofthetacticsusedatthemainbattles;theuseofsiegewarfareatTyreandtheAornusRock;theactionsofAlexanderandhisarmyduringthefinalcaptureofTyre;Alexander’srelationshipwithhisarmy.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5e.
AlexandertheGreat,356–323BC
ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedAlexandertheGreattobecomeoneofancienthistory’smostfamousmen.Thisdepthstudyprovideslearnerswiththe
opportunitytoexplorethepolitical,military,religious,culturalandtechnologicalfactorsthatenabledAlexanderofMacedontoachievesomuchinsuchashortspaceoftime.
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2c. ContentofRomeanditsneighbours(J198/02)
Thiscomponenthastwoelements:alongerperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsorylongerperiodstudyplusone of the three source-based depth studies. Each of the depthstudieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachtotheirstudy.Learnerswillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.
ThelongerperiodstudyfocusesonthekingsofRomeandtheearlyRomanRepublic,allowinglearnerstostudysomeofthemostexcitingandinterestingeventsandcharactersfromthisperiod,throughtheprismoffourkeythemes.
Centres should choose to study one of the three Romandepthstudies.Theycanchoosebetween:
• HannibalandtheSecondPunicWar,218–201BC
ThisdepthstudyallowslearnerstostudytheeventsbetweenRomeandCarthagearound250yearsaftertheendofthelongerperiodstudy. It will allow learners to appreciate that thestrengthofRomeincreasedinsubsequentyears,sothatbythebeginningofthisdepthstudy,RomehadcontrolofmostofItaly.ItwillalsoallowlearnerstostudytheinteractionsbetweenCarthaginianandRomancultures.
• Cleopatra:RomeandEgypt,69–30BC
ThisdepthstudyfocusesonaperiodwhentheRomanRepublicwasincrisis,beforeOctavianbecamethefirstRomanEmperor.ItprovidesalinktothelongerperiodstudyshowingRomeinthelastfewdecadesoftheRomanRepublicandthebeginningofOctavian’s(Augustus’)principate. It will also allow learners to study theinteractionsbetweenEgyptianandRomancultures.
• Britannia:fromconquesttoprovince, AD 43–c.84
Thisdepthstudyfocusesonaperiodwhen RomeisruledbyEmperors,allowinglearnerstoappreciateathirdtypeofpoliticalsysteminthecontextofRomanhistory.ItwillallowlearnerstoappreciatethattheRomanscontinuedexpandingtheirterritoryintothe 1stcenturyAD.ItwillalsoallowlearnerstostudytheinteractionsbetweenBritishandRomancultures.
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2c. Contentofthelongerperiodstudy
IntroductiontotheRomanlongerperiodstudy
ThislongerperiodstudyenableslearnerstoexploretheearlydevelopmentofAncientRomeandtobeabletoputthisdevelopmentintothewidercontextoftheancientworld.Learnerswillcomparetheratesandtypesofchangeaffectingpoliticalandsocialstructures,culturalandreligiouspractices,andmilitaryadvancesacrossthefourtimespansoutlined.Thisstudyenableslearnerstoexplorethecomplexrelationshipsbetweenthekings,theRomanpeopleandothercountriesinthisperiodandlaterduringtheRepublicanera,thechangingroleofplebeiansandpatricians,andRome’sgrowinginfluenceintheancientworld.
Thefollowingfoursub-themesareaddressedacrossthelongerperiodstudy:
• politicalchange
• religiousandsocialchange
• impactofwarfareandmilitarychange
• separatingmythfromreality.
Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisisbroughtoutinthefourththemetoallowlearnerstoseparatemythfromtheindividualsandeventswhichmayhavea historical basis.
Thelongerperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.
Knowledge,understandingandskills
Thelongerperiodstudywillallowlearnerstodeveloptheirknowledgeandunderstandingofthesignificantevents,keyfeaturesandcharacteristicsofdifferenteras,allowinglearnerstoseewiderchangesinsocietyfromthetimeofRomankingsthroughto thecreationandstabilisationoftheearlyRomanRepublic.Learnerswillberequiredtodemonstrate anunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.
Thelengthofthelongerperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom753to440BC,andprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.
Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsofthelongerperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.
Learnerswillberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandissuesforeachtopicinordertoreachsubstantiatedjudgements.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.
Inthelongerperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonly beexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswer thequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
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ThefoundationsofRome:fromkingshiptorepublic,753–440BC
Keytimespans Learnersshouldhavestudiedthefollowingcontent:
Thelegendarykings:OriginsofRome 753–616BC
TheAeneasandRomulusfoundationmyths;Romulus’politicalinitiatives; Rome’srelationshipwiththeSabines;theroleoftheSenate;Romulus’death andthesuccessionofNuma;Numa’sdiplomacyandreligiouspolicies;thelegalsysteminthereignofTullusHostilius;AncusMarcius’expansionofRome.
Romulus’religiousinitiatives;Numa’sreligiousreforms.
Romulus’organisationoftheRomanarmy;Romulus’conflictswithneighbouringcommunities;TullusHostilius’conflictwithAlbaLonga.
Thenatureandoriginofthehistoricalevidenceforthisperiod,includingarchaeologicalandgeographicalissues.
TheEtruscankings: 616–509BC
Themannerinwhicheachmonarchgainedpower;themethodsadoptedby theEtruscanKingstosecuretheirpower;ServiusTullius’reforms;thetyranny ofTarquinusSuperbus.
ThedevelopmentofthecityofRome;theinfluenceofomensascribedtoServiusTullius;theimportanceoftheTarquin’spersonalwealthingainingpopularity.
Reorganisationofthearmy;thepoliticalandeconomicsignificanceofTarquinusPriscusandServiusTullus’victories;theimpactofTarquinusSuperbus’militaryrecord.
Thenatureandoriginofthehistoricalevidenceforthisperiod,includingboththeliteraryandarchaeologicalsources.
OriginsoftheRepublic: 509–494BC
TheremovalofTarquinusSuperbus;thecreationoftheearlyRepublicincludingthedevelopmentoftheConsulshipandtheSenate.
ImpactofthefoundationoftheRepublicupontheplebeianandpatricianclass,inparticularthetensionsdevelopingbetweenthetwogroups.
MilitarychallengestotheearlyRepublicandtheRomanresponse,includingtheBattleofSilviaArsia,theinvasionofLarsPorsenaandtheBattleofLakeRegilius.
Thenatureandoriginofthehistoricalevidenceforthisperiod.
SecuringtheRepublic: 494–440BC
ThedevelopmentofPlebeianinfluenceongovernment;SiciniusandtheFirstSecessionofthePlebeians;theVoleroPubliliusuprisingandthereformsof471;theDecemvirates,SecondSecessionandTwelveTables;theValerio-Horatianlawsandtheotherreformsofthe440s.
Changeandcontinuityinpatricianandplebeianlives;thepowerofthepatriciansrelativetotheplebeians;problemsfacingtheplebeianclass;theimpactofAppiusClaudius’andhisfamilyuponpatricianandplebeianrelations.
Themilitaryimplicationsoftheplebeianrevoltsandtheroleofsoldiersinthoserevolts;impactofwaruponRomanpolitics.
Thenatureandoriginofthehistoricalevidenceforthisperiod.
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2c. ContentofRomandepthstudies
IntroductiontotheRomandepthstudies
Centres should choose oneRomandepthstudyfromachoiceofthree,whichwillbeassessedalongsidetheRomanlongerperiodstudy.
TheRomandepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.
Each of the three depth studies is linked by a commontheme:theRomansandtheirinteractionswithaneighbouringpeople.
Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5f to 5h.
TheRomandepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.
Knowledge,understandingandskills
Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied,includingchange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeandunderstandingandanalyseandevaluatethesignificanceofevents,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.Learnerswill also need to understand the detailed historical contextoftheevents/situationforthedepthstudy.
Eachdepthstudyrequiresthecriticaluseofancientsourcematerialstointerpret,analyseandevaluatehistoricalquestions,problemsandissues.Differenttypesofevidenceneedtobeanalysedandevaluated
and learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn.Thedepthstudywillrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliabilityoftheevidence.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofboththehistoricaleventsstudiedandtheancientsourcematerialtoreachsubstantiatedconclusions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
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2 Key topics Learnersshouldhavestudiedthefollowingcontent:
ReasonsfortheoutbreakoftheSecondPunicWar
TheimpactoftheFirstPunicWaronthebalanceofpowerbetween RomeandCarthage;theimpactoftheTreatyofLutatiusonCarthage;thesignificanceofthecolonisationofIberiabyHamilcarandHasdrubal;thedevelopmentofawarpartywithinCarthagedemandingrevengeorrenegotiationoftheTreatyofLutatius;Hannibal’spersonalmotivationsforwaragainstRome,includingtheinfluenceofHamilcarandthethreatofRomanexpansionintoIberia.
ThenatureanddynamicsofHannibal’sleadership
Hannibal’sleadershipandtacticsduringtheSiegeofSaguntum,theBattlesontheRhoneandthecrossingoftheAlps;Hannibal’sleadershipandtacticsduringtheinvasionofItaly,includingtheBattlesofTrebia,TrasimeneandCannae;Hannibal’sfailuretomarchonRomeandinabilitytocounterFabiantactics,hisfailuretomakepeacewithRomeandtoretainallianceswithItaliantribesmadeafterCannae,andhisfailuretokeepsupplyroutesopenwithIberiaandCarthage.
ThechangingnatureofRome’sresponsetoHannibal
TheleadershipofSempronius,Flaminius,Servillius,VarroandPaullus;Romanmistakesinthecampaignandthereasonsforthem;theimpact ofFabiusMaximusuponRomantactics,includinghisappointmentasdictatorandtheuseofreligiontoimproveRomanconfidence;Minucius’failureandFabius’successinisolatingHannibalfromhisalliesandcuttingoffhissupplyroutes;theimpactofScipioAfricanusonRomantactics;ScipioAfricanus’appointmentandsuccessfulcampaigninIberia;debateinSenatebetweenScipioAfricanusandFabiusMaximus;Scipio’sinvasionof Africa to draw Hannibal out of Italy.
HowdidRomedefeatCarthage?
ReasonsforHannibal’swithdrawalfromItaly,includingpressurefromtheCarthaginiansenateandsupplyproblems;thesignificanceoftheNumidiancavalrysupportingRomeandregionalunrestcausedbytheRomaninvasionofAfrica;Hannibal’srefusaltofightandthemurderofHasdrubal;theBattleofZama;thereasonsforHannibal’sdefeatanditsconsequencesforCarthageandRome.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5f.
HannibalandtheSecondPunicWar,218–201BC
ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedHannibaltoinvadeRomeanddefeatitsarmy,butafter17yearsforcedHannibaltoleaveItalytodefendCarthagefroma
Romaninvasion.Itprovideslearnerswiththeopportunitytoexplorethepolitical,military,economic,socialandreligiousfactorsthataffectedthe course of the Second Punic War.
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Cleopatra:RomeandEgypt,69–30BC
ThisdepthstudyenableslearnerstounderstandthecomplexityoftherelationshipbetweenRomeandEgyptbetween69and30BCandthepolitical,military,religious,economic,socialandcultural
factorsaffectingthereignofCleopatraandherrelationshipswithkeyhistoricalfiguresduringthisperiodofsignificantupheavalintheMediterraneanworld.
Key topics Learnersshouldhavestudiedthefollowingcontent:
Cleopatra’slifeandcharacter Cleopatra’sfamilyandMacedonianheritage;herlikelyeducationandupbringing;hercharacterasdepictedinthesources,includinghercharm,herhumour,andhercourage.
CleopatraasqueenofEgypt,includingpolitical,domesticandforeignpolicies
ThedeathofPtolemyXIIandCleopatra’sfirstyearsasqueen;civilwarbetweenCleopatraandPtolemyXIII;Cleopatra’srelationshipwithherbrothersandArsinoe;theexpansionofEgyptianterritoryunderCleopatra;Cleopatra’srelationshipwithhersubjects;herGraeco-Egyptianpublicpersonaandrepresentationinthearchaeologicalsources;thepromotionofIsisasherpatrongoddessandtherationaleforthis.
Cleopatra’srelationshipswithCaesar(48–44BC)andMarkAntony(41–30BC)andtheirpoliticalsignificance
Rome’srelationshipwithclientstatesandattitudetoforeigners;theimportanceofEgyptforRomeeconomicallyandpolitically;overviewofRome’sinvolvementwithEgyptinthe60sand50sBC;Cleopatra’sinitialmeetingwithCaesarandhisdecisiontosupporther;Cleopatra’spersonalandpoliticalrelationshipwithCaesaranditsimpactonbothRomeandEgypt;thebirthofCaesarion;Cleopatra’svisittoRomeandherreception;MarkAntony’spositioninRomanpoliticsafterCaesar’sdeath;Cleopatra’smeetingwithMarkAntonyatTarsus;thedevelopmentofthepoliticalandpersonalrelationshipbetweenCleopatraandMarkAntonyanditssignificanceforbothEgyptandRome;theroleplayedbyCleopatrainthebreakdownofMarkAntonyandOctavian’srelationship,includingtheDonationsofAlexandria.
TheBattleofActiumanditssignificanceforEgyptandRome
CausesofthewarbetweenOctavianandAntony/Cleopatra;preparationsforthebattle;keyeventsofthebattle,includingtherolesofOctavian,Agrippa,MarkAntonyandCleopatra;theoutcomeandthereasonsforitasdescribedbythesources;differentviewsofthebattleinthesources;impactofthebattleonCleopatra’sandAntony’scareers;themethodofCleopatra’ssuicideandreasonsforheractions;MarkAntony’ssuicide;thesignificanceofthesuicidesforOctavian.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5g.
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2Key topics Learnersshouldhavestudiedthefollowingcontent:
Claudius’invasionofBritain Thereasonsfortheinvasion:Caesar’searlierattemptstoinvade,thepoliticalsituationinsouthernBritain,includingtensionswithinandbetweentheCatuvellauniandAtrebates,andthepoliticalsituationinRome,includingtheconsiderationsofClaudiusinthecontextofhisownpositionandthepreparationsofCaligula;themaineventsoftheinvasion,includingRomanpreparations,crossingtheChannel,andtheencountersattheMedwayandThames;Claudius’roleintheinvasionanditspropagandavaluetohim;thesecondphaseincludingVespasian’scampaignandtheFosseWay.
ThechangingpoliciesofthevariousRomangovernors.Thesignificanceandsuccessofthesegovernors
OstoriusScapula’scampaignsincludinghismotives,preparationsandtactics;DidiusGallus’policiestowardstheSiluresandBrigantes;thesignificanceoftheappointmentsofQuintusVeranius,SuetoniusPaulinus,PubliusPetroniusTurpilianusandTrebelliusMaximus;campaignsandachievementsofBolanus,CerialisandFrontinus,includingthereasonsfortheirpolicies;Agricola’scampaignsandachievementsincludinghismotives,preparationsandtactics;theinfluenceofdifferentemperors.
CooperationbetweenRomansandBritonsandtheeffectsofRomanrule
ThesubmissionofthetribestoClaudiusatCamulodunum;creationofclientstates:theAtrebates,theIceni,andtheBrigantes;clientstatesandtheirrelationswithRomans;Romanisation:theeffectsofRomanruleandtheextentofchange,includingurbanisationandcultural,religiousandlifestylechanges;theeconomicimpactoftheRomanarmyandtraders;earlydevelopmentinCamulodunum,FishbourneandAquaeSulisasexamplesoftheeffectsofRomaninfluence.
Resistanceaftertheinvasion TheresistancecampaignsofCaratacus,Boudicca,VenutiusandCalgacus;thereasonsfortheirresistanceandtheextentoftheirsuccess;thenatureoftheRomanresponsetoresistance;thesources’portrayaloftheBritons,particularlythosewhoresistedRomanrule.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5h.
Britannia:fromconquesttoprovince,AD43–c.84
ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatcontributedtotheinvasionofBritaininAD43andthesubsequentconquestandconsolidationoftheRomanpositionupuntiltheendofAgricola’sgovernorship.Thisdepthstudyprovides
learnerswiththeopportunitytoexplorethepolitical,military,economic,socialandculturalfactorsthataffectedtherelationshipbetweentheBritonsand theRomans.
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2d. Priorknowledge,learningandprogression
LearnerswhoarebeginningaGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudy.Nopriorknowledgeofthissubjectisrequired.
GCSEs(9–1)arequalificationsthatenablelearnerstoprogresstofurtherqualifications,eithervocationalorgeneral.
ThisqualificationprovidestheidealfoundationforlearnerstoprogresstostudyingASLevelinAncientHistoryandALevelinAncientHistory.
Findoutmoreatwww.ocr.org.uk
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3 Assessment of GCSE (9–1) in Ancient History (J198)
3a. Forms of assessment
OCR’sGCSE(9–1)inAncientHistoryconsistsoftwocompulsorycomponentsthatareexternallyassessed.
J198/01 Greece and Persia
Thisisacompulsorycomponent.Itisworth 105 marks,representing50%ofthetotalmarksforthe GCSE (9–1).
ThiscomponentisanexternallyassessedwrittenexaminationtestingAO1,AO2andAO3.
Theexaminationlasts1hour45minutes and is formedoffoursections.
SectionAconsistsof60marks.SectionAwillassesslearners’knowledgeandunderstandingofthePersianperiod study.
5marksareavailableforSPaGinSectionA.
LearnerswillneedtotakeeitherSectionB,SectionC or SectionDdependingonwhichGreekdepthstudytheyhavestudied.
• SectionBassessesthe‘FromTyrannytoDemocracy,546–483BC’depthstudy.
• SectionCassessesthe‘AthensintheAgeofPericles,462–429BC’depthstudy.
• SectionDassessesthe‘AlexandertheGreat,356–323BC’depthstudy.
SectionsB,CandDallconsistof45marks.
J198/02Romeanditsneighbours
Thisisacompulsorycomponent.Itisworth 105 marks,representing50%ofthetotalmarksforthe GCSE (9–1).
ThiscomponentisanexternallyassessedwrittenexaminationtestingAO1,AO2andAO3.
Theexaminationlasts1hour45minutes and is formedoffoursections.
SectionAconsistsof60marks.SectionAwillassesslearners’knowledgeandunderstandingoftheRomanlongerperiodstudy.
5marksareavailableforSPaGinSectionA.
LearnerswillneedtotakeeitherSectionB,SectionC or SectionDdependingonwhichRomandepthstudytheyhavestudied.
• SectionB assesses the ‘Hannibal and the SecondPunicWar,218–201BC’depthstudy.
• SectionCassessesthe‘Cleopatra:RomeandEgypt,69–30BC’depthstudy.
• SectionDassessesthe‘Britannia:fromconquesttoprovince,AD43–c.84’depthstudy.
SectionsB,CandDallconsistof45marks.
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Bothquestionpapershavethesamestructure.ThestructureofJ198/01andJ198/02willfollowthispattern:
SectionA
WerecommendthatlearnersspendaroundonehouronSectionA.
Question Typeofquestion AO1 marks
AO2 marks
AO3 marks
SPaG marks
Totalmarks
1 Discretefactualknowledge 4 – – – 4
2 Outline … 6 – – – 6
3Features/characteristicsofaperiod,eventorindividual
5 – 5 – 10
4 Second order concepts 5 5 5 – 15
5 Essay 10 10 – 5 25
Question1assessesdiscretefactualknowledge.
In Question2,learnerswillberequiredtoselect,organiseandcommunicatetheirknowledgeandunderstandingtooutlinehistoricaleventsorfeatures.Theanswermustbeincontinuousproseandshouldnot be a series of bullet points.
In Question3,learnerswillneedtobeabletousedetailsfromanunseensourcetogetherwiththeirownknowledgetoansweraquestionaboutthefeaturesandcharacteristicsofaperiod,eventorindividual.
In Question4,learnerswillusethesameunseensourceandtheirownknowledgeandunderstandingtoaddressaquestiontargetingsecondorderhistoricalconcepts,suchascontinuity,change, cause,consequence,significanceandsimilarityanddifferencewithinsituations.Question4willhaveadifferentfocusfromQuestion3.
Question5willbeanessayquestion.Therewillbe aslightdifferencebetweentheperiodandlongerperiodstudyessays,withthelongerperiodstudyquestionfocusingonatleasttwooftheeras.
Therewillalsobeanadditional5marksavailable forspelling,punctuationandgrammarandtheuse ofspecialistterminologyconnectedtoQuestion5.SeeSection3fformoreinformationonspelling,punctuationandgrammar,andtheuseofspecialistterminology.
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SectionB,CandD
LearnersanswereitherSectionBorSectionCorSectionD.
TheSectionBquestionsnumber6to10,SectionCquestionsnumber11to15andSectionDquestionsnumber16to20.
Werecommendthatlearnersspendaround45minutesonthissection.
Question Typeofquestion AO1 marks
AO2 marks
AO3 marks
SPaG marks
Totalmarks
6,11,16Discretefactualknowledge
5 – – – 5
7,12,17What can we learn fromthesource
– – 5 – 5
8,13,18Evaluatethe
source– – 5 – 5
9,14,19Second order
concepts5 5 – – 10
10,15,20Essayusingancientsourceknowledge
5 5 10 – 20
Thetotalnumberofmarksavailableforthedepthstudy will be 45.
Questions6,11and16 assess discrete factual knowledge.
Questions7,12and17requirelearnerstoextractthenecessaryinformationfromthepassage/sourceinrelationtothequestionposedanduseittodisplayunderstandingoftheissueinthequestion.
Questions8,13and18 require learners to use details fromthepassage/sourceprovidedtomakeajudgementabouthowaccuratetheinformationinthepassage/sourceis.
In Questions9,14and19,learnersarerequiredtounderstandsecond-orderhistoricalconcepts,suchascontinuity,change,cause,consequence,significanceandsimilarityanddifferencewithinsituations.
Questions10,15and20areessayquestionsinwhichlearnersarerequiredtouse,analyseandevaluatetheancientsourcematerialtheyhavestudiedtoaddressthethemeorthemeshighlightedinthequestion.
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AssessmentObjective
AO1 Demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthehistorical periods studied.
AO2 Analyseandexplainhistoricaleventsandhistoricalperiodstoarriveatsubstantiatedjudgements.
AO3
Use,analyseandevaluateancientsourceswithintheirhistoricalcontexttomakejudgementsand draw conclusions about:
• historicaleventsandhistoricalperiodsstudied
• howtheportrayalofeventsbyancientwriters/sourcesrelatestothehistoricalcontextsinwhichtheywerewritten/produced.
3b. Assessmentobjectives(AO)
TherearethreeAssessmentObjectivesinOCRGCSE(9–1)inAncientHistory.Thesearedetailedinthetable below.
Learnersareexpectedtodemonstratetheirabilityto:
AOweightingsinOCRGCSE(9–1)AncientHistory
TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:
Component%ofoverallGCSE(9–1)inAncientHistory(J198)
AO1 AO2 AO3
J198/01Greece and Persia
22.5% 12.5% 15%
J198/02Romeanditsneighbours
22.5% 12.5% 15%
Total 45% 25% 30%
3c. Assessmentavailability
Therewillbeoneexaminationseriesavailableeachyear in May / June to alllearners.
Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.
ThisspecificationwillbecertificatedfromtheJune2019examinationseriesonwards.
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3d. Retakingthequalification
Learnerscanretakethequalificationasmanytimesastheywish.Learnersmustretakebothcomponentsinthesameexaminationseries.
3e. AssessmentofextendedresponseTheassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustainedand
coherentlineofreasoning.Marksforextendedresponsesareintegratedintothemarkingcriteria.
3f. Spelling,punctuationandgrammarandtheuseofspecialistterminology
Inthespecificationasawhole,5per centofthemarkswillbeusedtocredittheaccuracyoflearners’spelling,punctuationandgrammarandtheiruseofspecialistterminology(SPaG).
Therewillbe5marksavailableforSPaGforQuestion5 in J198/01 Greece and Persia.
Therewillbe5marksavailableforSPaGfor Question5inJ198/02Romeanditsneighbours.
ThesemarksforSPaGareinadditiontothetotal 200marksfortheassessmentofGCSE(9–1)AncientHistory.ThetasksinwhichSPaGisassessedwillbeextendedresponsesandwillbeclearlyindicatedinassessmentmaterials.
Themarkingexpectationsforspelling,punctuationandgrammarandtheuseofspecialistterminology(SPaG)canbefoundinthemarkschemesforthesepapers.
3g. SynopticassessmentSynopticassessmenttargetslearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the GCSE (9–1) course.
TheemphasisofsynopticassessmentistoencouragetheunderstandingofAncientHistoryasadiscipline.
Synopticassessmentisfoundinbothcomponents,where each depth study essay assesses all three assessmentobjectives.
3h. Calculatingqualificationresults
Alearner’soverallqualificationgradeGCSE(9–1)inAncientHistorywillbecalculatedbyaddingtogethertheirmarkstakenfromthetwocomponentstakentogivetheirtotalweightedmark.Thismarkwillthenbecomparedtothequalificationlevelgradeboundaries
fortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.
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4 Admin:whatyouneedtoknow
Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline
Moreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecan befoundintheAdministrationareaoftheOCRwebsite.
OCR’s Admin overviewisavailableontheOCRwebsiteat www.ocr.org.uk/administration
4a. Pre-assessment
Estimatedentries
Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries
shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.
Finalentries
FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrules.
FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.
AlllearnerstakingaGCSE(9–1)inAncientHistorymustbeenteredforJ198.
Entryoption Components
Entry code Title Code Title Assessment type
J198 Ancient History01 Greece and Persia Externalassessment
02 Romeanditsneighbours Externalassessment
4b. Specialconsideration
Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.
DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.
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4c. Externalassessmentarrangements
RegulationsgoverningexaminationarrangementsarecontainedintheJCQpublicationInstructions for conducting examinations.
HeadofCentreannualdeclaration
TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.
AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawalofourapprovalforyoutooperateasacentre.
Privatecandidates
PrivatecandidatesmayenterforOCRassessments.Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.
PrivatecandidatesneedtocontactOCRapprovedcentres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.
Furtherguidanceforprivatecandidatesmaybefoundon the OCR website: http://www.ocr.org.uk
4d. Resultsandcertificates
GradeScale
GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbegraded
Unclassified(U).Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.
Results
Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.
Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:
• thegradeforthequalification
• therawmarkforeachcomponent
• thetotalweightedmarkforthequalification.
Thefollowingsupportinginformationwillbeavailable:
• rawmarkgradeboundariesforeachcomponent
• weightedmarkgradeboundariesforeachentryoption.
Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.
Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/Level2GCSE(9–1)inAncient History’.
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Anumberofpost-resultsservicesareavailable:
• Reviewofmarkingrequests – If you are not happywiththeoutcomeofalearner’sresults,centresmayrequestareviewofmarking.Fulldetailsofthepost-resultsservicesareprovidedon the OCR website.
• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.
• Access to scripts – Centres can request access tomarkedscripts.
4e. Post-resultsservices
4f. Malpractice
Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRas
soonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.
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5 Appendices
5a. Grade descriptors
Grade 8
Toachievegrade8,candidateswillbeableto:
• demonstraterelevantandcomprehensiveknowledgeandsophisticatedunderstandingofkeyfeaturesandcharacteristicsofhistoricalperiods
• criticallyanalysehistoricaleventsandperiods,andprovidealucidexplanationtoreachreasoned,substantiatedjudgements
• criticallyanalyseandevaluateancientsources,incontext,andusethesetoreachreasoned,substantiatedjudgementsandevidence-basedconclusionsabout:•• historicaleventsandperiods•• howtheportrayalofeventsbyancientwriters/sourcesrelatestothecontextsinwhichtheywere
produced.
Grade 5
Toachievegrade5,candidateswillbeableto:
• demonstratemostlyaccurateknowledgeandclearunderstandingofkeyfeaturesandcharacteristicsofhistorical periods
• analysehistoricaleventsandperiods,andprovideacoherentexplanationtoreachplausiblejudgements,whicharesupportedbysomeevidence
• analyseandprovidesomeevaluationofancientsources,incontext,andusethesetoreachplausiblejudgementsandconclusions,whicharesupportedbysomeevidence,about:•• historicaleventsandperiods•• howtheportrayalofeventsbyancientwriters/sourcesrelatestothecontextsinwhichtheywere
produced.
Grade 2
Toachievegrade2,candidateswillbeableto:
• demonstrategeneralisedknowledgeandbasicunderstandingofsomekeyfeaturesandcharacteristicsofhistorical periods
• useabasiclineofreasoningtodescribehistoricaleventsandperiodsandreachstraightforwardjudgements
• expresssomeopinionsabouthistoricalevents,withlimiteduseofancientsourcesandlimitedregardforthecontextsinwhichtheywereproduced.
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55d. Setancientsourcesfor‘FromTyrannytoDemocracy,546–483BC’
Learnersshouldhavestudiedthesetsourceslistedbelow:
Literaryevidence
Herodotus,Histories, 3.39;3.44–3.60;3.120–3.125;3.139–3.147 5.55–5.56;5.62–5.78;5.90–5.103 6.25;6.43–6.44;6.102–6.107;6.109;6.121–6.124
Thucydides,History of the Peloponnesian War, 1.13 2.37.1 6.53.3–6.59
Aristotle,The Athenian Constitution, 14–22
TheOldOligarch(PseudoXenophon),Constitution of the Athenians,1.2–1.3
Plutarch,Life of Aristides, 2.1–2.2;2.4–4.5;5.1–5.2;7 Life of Themistocles, 3.1–3.2;4;5.4
Cornelius Nepos,Miltiades,6–8 Themistocles, 2 Aristides, 1
Archaeologicalevidence
Romancopyofthelosttyrannicidesstatue(NationalArchaeologicalMuseum,Naples)TempleofHera,SamosExampleostrakashowingavarietyofnames(knowledgeoftheGreekscriptisnotrequired);anynameswillbetransliterated.
5b. Accessibility
Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.DetailedinformationabouteligibilityforaccessarrangementscanbefoundintheJCQpublicationAccess Arrangements and Reasonable Adjustments.
TheGCSE(9–1)inAncientHistoryqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturethatcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010.Allreasonablestepshavebeentakentominimiseanysuchdisadvantage.
5c. Overlapwithotherqualifications
ThereisasmalldegreeofoverlapinthecontentofthisspecificationandthoseforGCSE(9–1)inLatin,ClassicalGreekandClassicalCivilisation.
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5e. Setancientsourcesfor‘AthensintheAgeofPericles,462–429BC’Learnersshouldhavestudiedthesetsourceslistedbelow:
Literaryevidence
Plutarch,Life of Pericles, 7.1–7.4;9;11.1–11.4;12–14;16.1–16.3;18;24;28–32;33.3–33.6;34;35.3–35.4; 37;39
Aristotle,The Athenian Constitution, 25;26.3;27;42–45;55;63–64;67–69
Aristotle,Rhetoric,1402a
Thucydides,The History of the Peloponnesian War, 1.23.6;1.67.1–4;1.96;1.101–1.102;1.107.1;1.126;1.139.1–2 2.13.2–5;2.34–2.46;2.52.3–2.53.4;2.59.1;2.60.2–4;2.61.2;2.63.1;2.65
Aristophanes,Akharnians,lines515–539;Peace,lines605–609;Frogs,lines1089–98
Plato,Gorgias,452d–e,459b–c
Sophocles,Tereus,fragment583
Euripides,Medea, lines 230–251 and 1081–1089
Xenophon,The Estate Manager,7.4–7.6;7.23–7.25;7.35–7.37;7.42
Pausanias,Description of Greece,1.24.5;1.24.7;1.26.6;1.27.3;1.28.2
Pliny,Natural History,34.74
Quintilian,Oratorical Education, 12.10.9
Archaeologicalevidence
InscriptionesGraecae.Vol.I,46RomansculpturedepictingAthenaParthenosParthenonfriezes,SouthXLV137–140,EastV31–35ParthenonWestpedimentreconstructionPanathenaicamphoraRed-figurechous(jug)attributedtotheMeidasPainter:womenperfuminggarmentsMapofthebuildingsontheacropolis.
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5f. Setancientsourcesfor‘AlexandertheGreat,356–323BC’
Learnersshouldhavestudiedthesetsourceslistedbelow:
Literaryevidence
Plutarch,Life of Alexander, 2–3;6–9;31–33;38;50–51;73–77
DiodorusSiculus,Library of History,16.91–16.94
Arrian,The Campaigns of Alexander, 1.11–1.16 2.3;2.24 3.9–3.15;3.18 4.8–4.12;4.28–4.30 7.4;7.14;7.24–7.26;7.28–7.30
Archaeologicalevidence
MosaicfromtheHouseoftheFauninPompeiidepictingDariusandAlexanderTheAlexandersarcophagus,showingAlexanderattheBattleofIssusBabylonianAstronomicalDiarytabletmentioningtheBattleofGaugamela(BritishMuseum)SilvertetradrachmmintedbyLysimachusshowingAlexanderwithhorns,ZeusAmmonandAthena(BM:1919,0820.1)SilvertetradrachmmintedbyPtolemyIshowingAlexanderwithelephantscalpheaddress.(BM:1987,0649.508)
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5g. Setancientsourcesfor‘HannibalandtheSecondPunicWar, 218–201BC’
Learnersshouldhavestudiedthesetsourceslistedbelow:
Literaryevidence
Polybius,The Histories, 3.8–3.12;3.15–3.16;3.20;3.33–3.34;3.44;3.50–3.56;3.80–3.89;15.19
Livy, The History of Rome, 21.22;21.26–21.29;21.32–21.35;21.54 22.7–22.8;22.23–22.26;22.44–22.48;22.51 23.29 26.11–26.12;26.46.8–26.47.10 30.20;30.29–30.36
Plutarch, Life of Fabius Maximus, 5
Archaeologicalevidence
DedicationforQuintusFabiusMaximus(CIL11.1828)
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5h. Setancientsourcesfor‘Cleopatra:RomeandEgypt,69–30BC’
Learnersshouldhavestudiedthesetsourceslistedbelow:
Literaryevidence
Suetonius,Life of Julius Caesar,52
Plutarch,Life of Caesar, 48–49 Life of Antony,24–33;36–37;51;53;55–69;72–79;81–86
CassiusDio,Roman History,XLII44–45;XLIII27
Cicero,Letter to Atticus,XV.15
VelleiusPaterculus,The Roman History,2.82–2.87
Horace,Odes,1.37
Virgil,Aeneid,8.675–731
Archaeologicalevidence
ReliefportraitsofCleopatraandCaesarionfromDenderaCoinofCleopatraandCaesarionmintedinCyprusSilverdenariusofAntonyandCleopatramintedin32,declaringAntony’sconquestofArmeniaandgivingCleopatra’stitleas‘queenofkingsandofhersonswhoarekings’(BritishMuseum)CoinofPtolemyAuletes,BritishMuseumCoinofCleopatra,withdistinctivehairstyleandhookednose,BritishMuseumHeadofCleopatraasayoungwoman,BritishMuseum.
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5i. Setancientsourcesfor‘Britannia:fromconquesttoprovince,AD 43–c.84’
Learnersshouldhavestudiedthesetsourceslistedbelow:
Literaryevidence
CassiusDio,History of Rome,60.19.1–60.22.2;60.23.1–60.23.6;60.30.2, 62.1.1–62.3.4;62.7.1–62.9.2;62.12.1–62.12.6
Josephus,Jewish War,3.1.2
Suetonius,Caligula,44.2;46.1; Claudius,13.2;17.1–17.3;21.6;24.3 Vespasian,4.1–4.2
Tacitus,Agricola,10–27;29–37 Annals,12.23;12.31–12.40;14.29–14.39 Histories, 3.44–3.45
Archaeologicalevidence
GoldstaterofVerica(BM1919,0213.165)GoldstaterofCunobelinus(BM1977,0434.11)BronzecoinofCunobelinus(BM1925,1201.1)AureusofClaudius(BM1863,0501.1)SilverdidrachmaofClaudius(RIC122)ArchofClaudius(ILS216)TombstoneofSex.ValeriusGenialis(RIB109)TombstoneofRufusSita(RIB121)Vindolandatablet‘concerningsupplies’(Tab.343)Vindolandatabletdetailingtheprocurementofmaterialsforthefort(Tab.309)Vindolandatabletrequestingtoknowifthereisaninntolodgeat(Tab.632).
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Summaryofupdates
Date Version Section Titleofsection Change
April 2018 1.1 4d Resultsandcertificates Amendtocertificationtitling
July 2019 1.2 2c ContentofRomandepth studies
Minortypographicalamends
December2019
1.3 1e HowdoIfindoutmoreinformation?
RemovelinktoSocialforumandreplacewith link for Online Support Centre
Updatetospecificationcoverstomeetdigitalaccessibilitystandards
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