Specification ANCIENT HISTORY - Warwick · ANCIENT HISTORY. H407 For first assessment in 2019. A...

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A LEVELSpecification

ANCIENT HISTORYH407For first assessment in 2019

A LEVEL Ancient History

Version 1.1 (April 2018)

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1© OCR 2016 A Level in Ancient History

Contents

1 Why choose an OCR A Level in Ancient History? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRALevelinAncientHistory? 31c. Whatarethekeyfeaturesofthisspecification? 41d. WhatisnewinOCRALevelinAncientHistory? 41e. HowdoIfindoutmoreinformation? 4

2 Thespecificationoverview 52a. OCR’s A Level in Ancient History (H407) 52b. Content of A Level in Ancient History (H407) 62c. ContentofGreekperiodstudy(H407/11–13entrycodedeterminedby

Greek depth study selected) 82c. Content of Greek depth studies 112c. ContentoftheRomanperiodstudy(H407/21–23entrycodeisdeterminedby

Romandepthstudy) 152c. ContentofRomandepthstudies 182d. Prior knowledge, learning and progression 22

3 Assessment of A Level in Ancient History (H407) 233a. Formsofassessment 233b. Assessmentobjectives(AO) 253c. Assessmentavailability 263d. Retakingthequalification 263e. Assessmentofextendedresponse 263f. Synopticassessment 263g. Calculatingqualificationresults 26

4 Admin:whatyouneedtoknow 274a. Pre-assessment 274b. Specialconsideration 284c. Externalassessmentarrangements 284d. Resultsandcertificates 294e. Post-results services 294f. Malpractice 29

5 Appendices 305a. Accessibility 305b. Overlapwithotherqualifications 305c. Ancientsourcematerialforthe‘RelationsbetweenGreekstatesand

between Greek and non-Greek states, 492–404 BC’ period study 315d. Ancientsourcematerialfor‘ThePoliticsandSocietyofSparta,478–404BC’depthstudy 335e. Ancientsourcematerialfor‘ThePoliticsandCultureofAthens,

c.460–399 BC’ depth study 355f. Ancientsourcematerialfor‘RiseofMacedon,359–323BC’depthstudy 375g. Ancientsourcematerialfor‘TheJulio-Claudianemperors,31BC–AD68’periodstudy 385h. Ancientsourcematerialfor‘TheBreakdownoftheLateRepublic,88–31BC’depthstudy 405i. Ancientsourcematerialfor‘TheFlavians,AD68–96’depthstudy 415j. Ancientsourcematerialfor‘RulingRomanBritain,AD43–128’depthstudy 43

Summaryofupdates 46

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A Level in Ancient History

1Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards. Our new A Level in Ancient History has been developedinconsultationwithteachers,employersandhighereducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over 13,000 centres choose our A Levels, GCSEs and vocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

• DeliveryGuides

• TransitionGuides

• TopicExplorationPacks

• LessonElements

• …andmuchmore.

• Accesstosubjectadvisorstosupportyouthroughthetransitionandthroughoutthelifetimesofthespecifications.

• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividual learners or whole schools.

AllALevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sALevelinAncientHistoryisQN:603/0805/9.

1a. WhychooseanOCRqualification?

1 Why choose an OCR A Level in Ancient History?


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OurALevelinAncientHistoryprovides:

• apersonalisedcourse – we have a range of optionsinthisspecification,withnoprohibitedroutes,andflexibilityincreatingthecourseofstudy that appeals to you and your learners

• engagingandexcitingcontent – we have retainedmanyofthepopulartopicsfromthecurrentspecificationwhilstnew,exicitngtopicareas have been added to create an appealing study of the ancient world

• clearlylaidoutrequirements – the specificationclearlydetailsthecontentthatyou are required to cover to allow you to prepareyourlearnerswithconfidence

• straightforwardassessment – bespoke questionpapersforeachtopicareawithsimplerubricsandclearmarkschemes,whichwillprovideclearassessments

• anaccessiblerouteintostudyingClassics– our specificationsdonotrequireanypreviousstudyofaclassicalsubjectorknowledgeofClassicalGreekorLatinlanguages

• increasedsupportandguidance– OCR will providearangeofhighquality,creativeresources, which will grow throughout the lifetimeofthespecification.

1b. Why choose an OCR A Level in Ancient History?

OCR’s A Level in Ancient History has been designed to help learners develop their understanding of the ancientworldandhowitslegacyaffectstoday’ssociety.

Wehavedesignedthisqualificationwithteachersandlearnersinmind,havingconsultedextensivelyacrossthe

UnitedKingdomtoensurethatOCR’sALevelinAncientHistoryengageslearners,developsadesirewithinthemtocontinuelearningaboutancienthistoryandhelpsdevelopalifelongenthusiasmfortheancientworld.

Aimsandlearningoutcomes

OCR’sALevelinAncientHistorywillenablelearnersto:

• developabroadandextensiveinterestinthemilitary,political,religious,socialandculturalhistory of the ancient world

• acquirein-depthknowledgeandunderstandingof selected periods of ancient history and use thisknowledgeandunderstandingtoformulatecoherentargumentswithsubstantiatedjudgements

• understandGreekandRomanhistoryinthecontextoftheirneighbouringcivilisationsandtheinterrelationsofthesecivilisations

• exploreandevaluatethesignificanceofevents,individuals,issues,identitiesandsocietiesinthe history of the ancient world

• understandthenatureofhistoricalevidencefromtheancientworldanditsscarcitytobuild

an understanding of historical periods studied andthemethodsusedintheanalysisandevaluationofevidence.Studentsshoulddevelop an understanding of how the ancient past has been represented by ancient historians and how the ancient past has been interpretedbymodernhistorians

• developanunderstandingofhistoricalconceptssuchaschange,continuity,causation,consequenceandsignificancewithinthecontextofthehistoricalperiodsstudied

• developanawarenessandunderstandingofrelevant historical debates and how these can beinvestigated

• developtheabilitytomakeconnectionsanddrawcomparisonsbetweendifferentperiods,individiuals,issues,identitiesandsocietiesofthe ancient past.

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1c. Whatarethekeyfeaturesofthisspecification?

ThekeyfeaturesofOCR’sALevelinAncientHistoryforyouandyourlearnersare:

1d. WhatisnewinOCRALevelinAncientHistory?

ThissectionisintendedforteachersusingOCR’scurrent A Level in Ancient History. It highlights the differencesbetweenthecurrentALevelinAncient

History(H442)andthenewversionforfirstteachinginSeptember2017:

What stays the same? What’s changing?

• manyofthetopicareashavebeenretained• bothRomanandGreekhistorymustbe

studied• thecoursedividesintofourseparatesections:

two period studies and two depth studies.

• prescribedancientsourcesforallpartsofthesource

• requirementforanalyseandevaluatehistorians’interpretations

• simplifiedassessmentwithfeweroptionalquestions

• outcomesintheASLevelnolongercounttowardsperformanceintheALevel.

• achoiceoffamiliartopicstostudycoveringthemostprominentpartsofGreekandRomanhistory

• aclearandbalancedstructurethatwillhelpcourse planning

• aspecificationwithoptionsthatprovideacoherentcourse,nomatterwhichoptionsyouchoose.

• astraightforwardspecificationwithdetailedguidance to support delivery

• arangeofcontentoptionstomeetyourcentre’sexpertise

• thefirstyearofthiscourseisco-teachable with our AS Level in Ancient History specification.

1e. HowdoIfindoutmoreinformation?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

Askoursubjectadvisors:

Email:[email protected]

CustomerContactCentre:01223553998

JoinourClassicscommunity:http://social.ocr.org.uk/groups/classics

Teachersupport:www.ocr.org.uk

www.ocr.org.ukwww.ocr.org.ukwww.ocr.org.ukmailto:[email protected]://social.ocr.org.uk/groups/classicswww.ocr.org.uk


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Learnersmusttaketwocomponents,onefromeachofthetwocomponentgroups,tobeawardedtheOCRALevel in Ancient History.

ContentOverview AssessmentOverview

Greekperiodstudy

RelationsbetweenGreekstatesandbetweenGreekand non-Greek states, 492–404 BC

ThereisacompulsoryperiodstudyfocusingonthechangingrelationshipsbetweenGreekstatesandbetween Greek states and non-Greek states.

Greekdepthstudy

Onefrom:• ThePoliticsandSocietyofSparta,

478–404BC• ThePoliticsandCultureofAthens,

c.460–399 BC• TheRiseofMacedon,359–323BC

ComponentGroup1

Greek period study and

Greek depth study

(H407/11, H407/12, H407/13)

98markstotal

2hours30minutes

Writtenpaper

25% of total A Level


Romanperiodstudy

TheJulio-ClaudianEmperors,31BC–AD68

Thereisacompulsoryperiodstudyfocusingon thereignsofAugustus,Tiberius,Gaius,Claudiusand Nero.

Romandepthstudy

Onefrom:• TheBreakdownoftheLateRepublic,

88–31BC• TheFlavians,AD68–96• RulingRomanBritain,AD43–c.128

ComponentGroup2

Romanperiodstudy and

Romandepthstudy

(H407/21, H407/22, H407/23)

98markstotal

2hours30minutes

Writtenpaper



Allcomponentsincludesynopticassessment.

2a. OCR’s A Level in Ancient History (H407)

2 Thespecificationoverview

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Learners taking OCR’s A Level in Ancient History will studysignificantevents,individuals,societies,developmentsandissueswithintheirbroadhistoricalcontextdemonstratingbothbreadthanddepththrough the study.

Learners will study twoperiodstudies,demonstratingbreadth, and two depth studies, as well as gaining an understanding of historians’ debates surrounding someoftheeventsstudiedaspartoftheperiodstudies.

TheperiodstudyelementwillallowlearnerstostudytheunfoldingnarrativeofasubstantialspanofGreekandRomanhistoryofatleast75years.Thelengthofthe period study will encourage learners to develop theirinterestin,andunderstandingoftheimportantevents,individuals,developmentsandissuesandprovidessufficientchronologicalrangetobeabletocommentonchange,bothshort-termandlong-term.

Thedepthstudyfocusesonasubstantialandcoherentshorttimespanandrequireslearners tounderstandthecomplexityofhistoricalevents andsituationsandtheinterplayofdifferentfactorswithin it.

Learners will be required to study a variety of historicaltopicscoveringbothRomanandGreekhistoryfromachronologicalrangeofatleast400years,inordertocreateaqualificationthatisbothbroad and coherent.

Centreshaveafreechoiceoverhowtocombinecomponentsinordertomaximisethepotentialtoexploitinterest,expertiseandresources.Coherencecanbeachievedinmanyways,butisguaranteedbythenatureofthedifferentcomponents,thedifferentemphasesandapproaches,whichcollectivelyengender an understanding of the nature and purpose of ancient history as a discipline and of how historians work.

ComparedtotheASLevel,learnersshoulddrawonagreater depth and range of content and evidence fromtheancientworld,andevaluatewithmoresophistication,demonstratingadeeperunderstanding of historical concepts, producing responsesthataremoreanalyticalandjudgementsthataremoreeffectivelysubstantiated.

ComponentGroup1 is a source-based Greek period studycombinedwithasource-basedGreekdepthstudy.ThedepthstudyislinkedtotheperiodstudytocreateasubstantialandcoherentelementofGreekhistory.Thereisanembeddedinterpretativeelementfocussingonhistorians’interpretationsofthekeyhistoricaldebatesaboutthesignificantindividuals,events,developmentsandissuesstudiedaspartofthe period study.

CentresshouldchooseonecomponentfromthethreeavailableinComponentGroup1.Centrescanchoosebetween:

• H407/11:SpartaandtheGreekWorld LearnerstakingthiscomponentwillstudytheGreekperiodstudyand‘ThePoliticsandSociety of Sparta’ depth study.

• H407/12:AthensandtheGreekWorld LearnerstakingthiscomponentwillstudytheGreekperiodstudyand‘ThePoliticsandCulture of Athens’ depth study.

• H407/13:MacedonandtheGreekWorldLearnerstakingthiscomponentwillstudytheGreekperiodstudyand‘TheRiseofMacedon’depth study.

2b. Content of A Level in Ancient History (H407)


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ComponentGroup2isasource-basedRoman periodstudycombinedwithasource-basedRomandepthstudy.ThedepthstudyislinkedtotheperiodstudytocreateasubstantialandcoherentelementofRomanhistory.Thereisanembeddedinterpretativeelementfocusingonhistorians’interpretationsofthekeyhistoricaldebatesaboutthesignificantindividuals,events,developmentsandissues studied as part of the period study.

CentresshouldchooseonecomponentfromthethreeavailableinComponentGroup2.Centrescanchoosebetween:

• H407/21:RepublicandEmpire Learnerstakingthiscomponentwillstudy theRomanperiodstudyand‘TheBreakdownof the Late Republic’ depth study.

• H407/22:TheElevenCaesars LearnerstakingthiscomponentwillstudytheRomanperiodstudyand‘TheFlavians’depthstudy.

• H407/23:EmperorsandEmpire LearnerstakingthiscomponentwillstudytheRomanperiodstudyand‘RulingRomanBritain’depth study.

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2ThisperiodstudywillfocusontheunfoldingnarrativeoftherelationsbetweentheGreekcity-states,particularlyAthensandSparta,andbetweenGreekcity-statesandthePersianEmpireduringtheperiod492–404 BC.

Learnerswillstudythechangesinrelationsbetweenstatesandthesubstantialdevelopmentsininterstate

relationsbetweenbothGreekstatesandGreekstatesandnon-Greekstates.Learnerswillstudythemainevents and issues in order to understand how these eventsandissuesshapedthesedevelopments.

TheGreekperiodstudywillbeworth25%oftheoverallspecificationandshouldtakebetween70–80guided learning hours to teach.

2c. ContentofGreekperiodstudy(H407/11–13entrycodedeterminedbyGreekdepthstudyselected)

IntroductiontotheGreekperiodstudy

Knowledge,understandingandskills

Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconcepts relevant to the topics studied, including change,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledge and understanding of, and the ability to analyseandevaluatethesignificanceof,events,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.

Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsoftheperiodstudied.Theyshouldmakeconnections,drawcontrastsandanalysetrends,suchasbetweeneconomic,political,social,religiousandmilitaryhistory,andbetweenshortandlong-termtimescales.

Theperiodstudyrequiresthecriticaluseofancientsourcematerialinanalysingandevaluatinghistoricalquestions,problemsandissues.Differenttypesofevidence need to be analysed and evaluated. Learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn. It will require learners to deal with the contextsinwhichevidencewaswrittenorproducedand assess the reliability of the evidence.

Learnerswillberequiredtodemonstratetheabilityto create their own evidence-based structured arguments,selecting,organisingandcommunicatingtheir knowledge and understanding of both the historicaleventsandtheancientsourcematerialstudiedtoreachsubstantiatedconclusions.

Therewillalwaysbeoneinterpretationquestionset,focusing on one of the three key historical debates listedinthespecification.Thequotedpassagesetforexaminationwillprovidelearnerswiththeopportunity to analyse and evaluate a scholarly view inconjunctionwiththeirknowledgeandunderstanding of the historical period, as well as their knowledge and understanding of the ancient source material.

Thequotedpassagethatwillappearintheassessmentwillbetakenfromthepublishedworkfromanacademichistorian,whowaswritingfromthestartofthe18thcenturyonwards,andwillbepitchedatalevelappropriateforthisqualification.Thequotedpassagewillbefullyattributedandwillonly be edited for accessibility. Where the language of the passage has been adapted for accessibility, the meaningorpointofviewexpressedbythehistorianin the original will not be altered.

When approaching the quoted passage, learners will beexpectedtobeabletoreadandunderstandthe


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passage,identifyingtheargument(s)putforwardbythe historian. Learners should be able to analyse the argumentintoconstituentpartsandshouldbeabletoplacetheargument(s)intothecontextofthewiderdebate.Learnersshouldevaluatetheargument(s)putforwardintermsoftheirvaliditybasedontheirknowledgeofthehistoricalevents/situationsandhowaccuratelytheargument(s)representstheevidencefromtheancientsources.Alearner’sknowledge and understanding of the ancient source materialwillbecreditedaspartofAO4butonlywhere it is presented in a way which is relevant and

intrinsicallylinkedtotheanalysis/evaluation/useoftheinterpretation.Thereisnoexpectationthattheinterpretationwillbeevaluatedinthecontextofthemethodsorapproachusedbythehistorian,orhowtheinterpretationmayhavebeenaffectedbythetimeinwhichtheywerewriting,thoughcreditcanbegivenforthisapproachtoevaluationifdoneinawaywhichisrelevanttothequestion.

AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.

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Keytimespans Learnersshouldhavestudiedthefollowingcontent:

The challenge of the PersianEmpire 492–479

Mardonius’expeditionof492BC;PersianapproachestotheGreekstates;theBattleofMarathon;GreekandPersianstrategy;thethreatofGreekmedising;Sparta’sresponse;Persianaimsandintentionsin480s:Darius’andXerxes’policiestowardstheGreekstates;GreekandPersianpreparationsin480s;differencesinresponsestothePersiansamongtheGreekstates,includingmedising;theformationoftheHellenicLeagueanditsleadership;thestatesinvolvedintheHellenicLeague;theinvolvementofGreekstatesintheeventsof480–479,includingexamplesofmedising,co-operationandconflict,debatesanddifferencesofopinionbeforeSalamisandPlataeaonstrategy.

Greeceinconflict 479–446BC

TheconsequencesofvictoryfortheGreekstates,especiallyrelationsbetweenSpartaandAthens;thegrowthofAthenianpowerintheDelianLeague;Sparta’sconcerns;theconsequencesforrelationsbetweenSpartaandAthensandtheirrespectivealliesoftheearthquakeandhelotrevolt465–464BC;theeventsoftheFirstPeloponnesianWar461–446BCthatinvolvedchangingrelationshipsbetweenGreekstates:Megara’sdefectionfromthePeloponnesianLeague;Corinth’srelationswithMegara,SpartaandAthens;theBattleofTanagra;continuedconflictwiththePersiansfollowedbythecessationofhostilitiesin449BC;theSpartaninvasionofAttica446BC.

PeaceandConflict 446–431BC

ThePeaceof446BC;thebalanceofpoweroutlinedinthePeaceof446BCandtherelationsbetweenAthensandSparta;theroleofCorinthandSpartaintherevoltofSamos;theeventsleadingupto,andthecausesof,theoutbreakofwarin431BC.

The Archidamian War 431–420BC

AthenianandSpartanstrategiesintheArchidamianWar431–421BC;theinvasionsofAtticaandtheireffectsonthestates,includingtheplagueinAthens;thecourseoftheArchidamianWar:PylosandSphacteria,anditseffectsonSpartanwareffortandreputation,BrasidasinThrace;differenceswithinAthensandSpartaontherelationsbetweenthestatesandthemovetowardsapeacesettlement;thePeaceofNicias–themaintermsandtheaftermath:thefailuresofthepeaceandtherefusalsofalliesofbothAthensandSpartatosupportthePeace;Spartan-Athenianalliance.

The end of the Peloponnesian War anditsaftermath 419–404BC

Thebreakdownofrelations:theallianceofAthens,Argos,MantineaandElis;theeffectoftheBattleofMantinea418BC;theconsequencesoftheSicilianExpedition415–413BCforAthensandSparta;occupationofDecelea;SpartaandAthens:relationswithPersiainthefinalyearsofthewar,andPersia’saimsandimpactonthe course of the war.

Learnersshouldhavestudiedthehistoricaldebatessurroundingthefollowingissuesfortheinterpretationquestionandtheviewshistorianshaveonthese:

• thereasonsforthevictoryoverthePersiansin480–479BC• thecauseofthePeloponnesianWarin431BC• thereasonsforAthenianfailureinthePeloponnesianWar.

Appendix5cliststhesourcescoveringthecontentsoftheperiodstudy.

RelationsbetweenGreekstatesandbetweenGreekandnon-Greekstates,492–404BC


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Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.Thisincludeschange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeand understanding of, and the ability to analyse and evaluatethesignificanceof,events,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.

Eachdepthstudyrequiresthecriticaluseofancientsourcematerialinanalysingandevaluatinghistoricalquestions,problemsandissues.Differenttypesofevidence should be analysed and evaluated. Learners needtounderstandtheusefulnessandlimitationsof

the ancient source evidence studied and how this affectstheconclusionsthatcanbedrawn.Itwillrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliability of the evidence.

Learnerswillberequiredtodemonstratetheabilityto create their own evidence-based structured arguments,selecting,organisingandcommunicatingtheir knowledge and understanding of both the historical events studied and the ancient source materialtoreachsubstantiatedconclusions.



2c. ContentofGreekdepthstudies

IntroductiontotheGreekdepthstudies

CentresshouldchooseoneGreekdepthstudyfromachoice of three, which will be studied alongside the period study.

• Learnerstaking‘ThePoliticsandSocietyofSparta,478–404BC’depthstudymustbeentered for H407/11:SpartaandtheGreekWorld.

• Learnerstaking‘ThePoliticsandCultureofAthens,c.460–c.399BC’depthstudymustbeentered for H407/12:AthensandtheGreekWorld.

• Learnerstaking‘TheRiseofMacedon, c.359–323BC’depthstudymustbeenteredfor H407/13:MacedonandtheGreekWorld.

TheGreekdepthstudiesfocusonasubstantialandcoherentshortertimespan.Theyrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituation,andtheinterplayofdifferentfactorssuchasmilitary,political,religious,social,technologicalandculturalwithinthateventorsituation.

TheGreekdepthstudiesallhave clear links to the periodstudy,makingiteasierforteacherstoprovidethehistoricalbackground,contextandawarenessofhowtheiroptionislocatedwithinthelongertermdevelopmentsofGreekhistory.

TheGreekdepthstudywillbeworth25%oftheoverallspecificationandshouldtakebetween 70–80guidedlearninghourstoteach.

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DepthstudyinH407/11:TheSocietyandPoliticsofSparta,478–404BC

Thisdepthstudyenableslearnerstounderstand thecomplexityofSpartansocietyandtheinterplay ofsocial,politicalandmilitaryforcesinSpartabetween478and404BC.Learnerswillbeable toidentifyanddescribethemainfeaturesof 5th century BC Sparta and develop an understanding ofthelives,contributionsandexperiencesofthe

differentgroupsandindividualsinSpartansocietyduring this period.

Thetopicsinthisdepthstudyareallinterrelated, and learners are encouraged to see the connectionsbetweendifferenttopicstodeepen their understanding of the period.

Key topics Learnersshouldhavestudiedthefollowingcontent:

EducationinSparta

Theeducationofboysandmen,includingdetailsoftheorganisationandcontentof the agoge;theeducationofgirls;thevaluestheagoge was intended to develop in the Spartans.

The social structureofSparta

Thedifferentstatus,rolesandcontributionsofSpartiates, perioikoi and helots; the effectthehelots hadonSpartanpolicy;helot revolts;thekrypteia; the status and role ofwomeninSparta.

ThepoliticalstructureofSparta

Theroles,dutiesandresponsibilitiesofthekings,gerousia, ephorsandassembly;examplesofdebatesanddecisionsfromthespecifiedperiod:thedebateinthegerousiaandassemblyaboutAtheniansea-powerinthe470sBC;thedebateinSpartaaboutwarwithAthensin432BC;theinfluenceindividualshadonthepoliticalprocess:Pausanias,Hetoemaridas,Sthenelaidas,Archidamus,Alcibiades,Brasidas,AgisII,Lysander.

TheSpartanmilitarycultureand its importance in the society and politicsofSparta

ThecontributionofthedifferentsocialgroupstotheSpartanmilitary;theorganisationofthearmy;reasonsfortheSpartansuccessesandfailuresinmilitaryaction,includingthe helotrevoltin465–464BC,Pylos(425BC),BrasidasinThrace(424–423BC),Mantinea(418–417BC);theorganisationoftheSpartannavyanditssuccessesandfailuresduringthelatterpartofthePeloponnesianWar;theimportanceandinfluenceofindividualmilitaryfigures:Brasidas,Gylippus,Lysander.

Other states’ viewsofSpartaandtheeffectofSpartansystemon policy

WhatotherstatessayabouttheSpartansintheprescribedsources:CorinthandAthens;thePeloponnesianLeagueanditsimportanceforSparta;examplesofwhenSpartanactionwasconstrainedbyhersystem:lackofleadershipinthe470s,helot revolts,fearofforeigners,slownesstoact,useofcommandersotherthankings,reluctancetocommitSpartiatetroops,shortageofmanpower;theeffectsofoliganthropia;thedeclineofvaluesinSparta;theideaofthe‘Spartanmirage’, includingthereputationgainedfromThermopylaeandthenatureoftheevidence.

Appendix5dliststhesourcesforthisdepthstudy.


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Thisdepthstudyfocusesontheinterplayofpolitical,social,economic,culturalandreligiousfactors thatledtothisperiodbeingrememberedastheGoldenAgeofAthens.Thereisafocusonthedevelopmentoftheideaswhichledtotheculturalactivityduringthisperiod,inparticular,lookingat theconceptofdemocracyandtheconsequential

freedomofspeechanddebatewhichwereprized in Athens.

Thetopicsinthisdepthstudyareallinterrelated, andlearnersareencouragedtoseetheconnectionsbetweendifferenttopicstodeepentheirunderstanding of the period.

DepthstudyinH407/12:TheCultureandPoliticsofAthens,c.460–c.399BC


Athenianpoliticalandsocialculture

Theconceptsofdemocracyandoligarchy;thenatureandlevelofparticipationinthedemocraticsystembythepopulationofAttica,includingcitizens,women,metics and slaves;theworkingsoftheecclesia(assembly),boule (the council), the role and functionofarchons(magistrates)andstrategoi (generals);theuseofostracism;thecourtsandtheirroleindemocracy;critiquesofthissystem;theimportanceofrhetoric;Athensastheleaderofanempire,andhertreatmentofalliedstates;thechangingnatureofleadershipinthe5thcentury,includingtheactionsandsignificanceofPericles,Cleon,NiciasandAlcibiades;differentelementsofAtheniansociety,andtheirrolesandduties:citizens,meticsandslaves;thepositionandrolesofwomen,bothcitizenandnon-citizen.

Theinfluenceofnewthinkingandideas on Athenian society

TheSophistsandthedevelopmentofrhetoric;theSophistsandtheirviewsofAtheniansociety;theteachingsoftheSophists;Socrates:hisphilosophicalmethod,itseffects,hiscritiqueofdemocracy,andhistrialandexecution.

Art and ArchitectureandtheirsignificanceinthecultureofAthens

ThesignificanceofthePersianWarsinrelationtothebuildingprogramme,includingtheuseofDelianLeaguefunds;themainbuildingsofthebuildingprogrammeinthe5thcenturyontheAcropolisandintheAgorainAthens;developmentsoutsideAthensinAttica,suchasSounionandBrauron;sculptureontheAcropolisanditsinterpretation.

Drama and DramaticFestivalsand their significanceinthecultureofAthens

ThefunctionandnatureofdramaticfestivalsinAthens,withparticularreferencetotheCityDionysiaandLenaea;tragedyandcomedyasgenresandtheirsignificance;interactionbetweencomedyandcontemporaryevents.

Religion and its significanceinthecultureofAthens

ContemporaryattitudestoreligioninAtheniansociety;natureandsignificanceofreligiousfestivalsintheAtheniancalendar;thePanthenaeaanditspresentationontheAcropolis;changingideasabouttherelationshipbetweenmenandthedivine;SophistsandtheirviewsonAthenianreligion;theroleandsignificanceofAthenaandPoseidonin Athenian religion.

Appendix5eliststhesourcesforthisdepthstudy.

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Thisdepthstudyfocusesontheinterplayofpolitical,military,social,economic,culturalandreligiousfactors that contributed to the rapid rise to pre-eminenceofMacedoniafromc.359BC.There isaparticularfocusonPhilipandthusplacingthecampaignsofAlexandermorefullyincontext. In doing so learners will gain insight into the factors

andbeliefsthatmotivatedtwoofthemostrenownedmeninancienthistory.


DepthstudyinH407/13:TheRiseofMacedon,c.359–323BC


ThegrowthinMacedonian powerandtherole of Philip in that process

Philip’sopportunismanddiplomacy;militaryreorganisation,practices,technologyandadvantages;Philip’scourtandpatronage;theexpansionofMacedon;organisingandsecuringanexpandingMacedonia;Philip’smarriages;Philip’sinfluenceonGreekinstitutions;thePeaceofPhilocratesandapotentialcommonpeace;theexpeditionsintoThraceandGreece;thesignificanceofthesiegesatPerinthusandByzantium,includingtherolesofAthensandPersia;theBattleofChaeronea,includingitscausesandaftermath;thecreationoftheLeagueofCorinth;electionashegemon.

The major events of Alexander’s career and their significance

Alexander’sreassertionofcontroloverGreece;appointmentashegemon;hisactionsatTroyandGordium;victoriesattheGranicus,Halicarnassus,Issus,Gaugamela;thenatureandroleofhisfoundationcities;occupationsofBabylonandPersepolis;thepursuitsofDariusandBessus;conspiraciesagainstAlexander;thetreatmentoftheBranchidae;themurderofCleitusandoppositionofCallisthenes;marriagetoRoxane;theIndusvalleycampaign;mutinyattheHyphasis,andconflictwiththeMallians;thecrossingoftheGedrosianDesert;returnfromtheeastandthepurges;themarriagesinSusa;themutinyatOpis;theExiles’Decree;thedeathofHephaestion;returntoBabylonanddeath.

Change and continuityintheaims of Philip and Alexander

AlexanderandPhilip’saimsduringtheircareers,includingpersonal,political,military,economic,exploratoryandculturalconsiderations.

The character and beliefs of Philip and Alexander

AnalysisofPhilip’scharacterinconnectionwiththemajoreventsofhiscareer,includinghistreatmentofthosehedefeated,attitudetodiplomacy,attitudetothegods,roleasafigureheadandprosecutionofwarfare;analysisofAlexander’scharacter,includingasamilitaryleader,histreatmentofhiscompanionsandthosehedefeated,adoptionofPersiandressandcustoms,hisbeliefstowardshisowndivinity,hisattitudetowardsthegodsaswellasmythologicalandhistoricalprecedents.

Therelationshipsbetweenthemonarchs and others,includingthe army and Greekandconqueredstates

TherelationshipbetweenAlexanderandPhilipandthevariousGreekstatesandotherpeoplesatdifferenttimes;theirtreatmentofGreeksindifferentcontexts;Alexander’srelationshipwithhisarmyandcompanions;thechangingstatusoftheGreekandMacedoniancontingentsofAlexander’sarmy;Alexander’srelationshipwithPersians,includingDarius’family,thepeopleofPersepolis,courtiers,theEpigonoi, the satraps appointedtomanagetheEmpire,andinrelationtothemarriagesatSusa;Alexander’srelationshipwiththeleadersoftheIndusvalley;theportrayalofGreeks,Macedoniansand Persians in the sources.

Appendix5fliststhesourcesforthisdepthstudy.


2Thisperiodstudywillfocusontheunfolding narrativeoftheestablishmentanddevelopment oftheprincipateunderAugustus,Tiberius,Gaius,Claudius and Nero.

Therewillbeaparticularfocusonthemilitary, social,religiousandpoliticalissuesanddevelopments

oftheemperorsinRomeandtheEmpireandtheirtreatmentbytheancientsources.

TheRomanperiodstudywillbeworth25%oftheoverallspecificationandshouldtakebetween70–80guided learning hours to teach.

2c. ContentoftheRomanperiodstudy(H407/21–23entrycodeisdeterminedbyRomandepthstudy)

IntroductiontotheRomanperiodstudy


Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconcepts relevant to the topics studied, including change,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledge and understanding of, and the ability to analyseandevaluatethesignificanceof,events,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.

Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsoftheperiodstudied.Theyshouldmakeconnections,drawcontrastsandanalysetrends,suchasbetweeneconomic,political,social,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.

Theperiodstudyrequiresthecriticaluseofancientsourcematerialinanalysingandevaluatinghistoricalquestions,problemsandissues.Differenttypesofevidence need to be analysed and evaluated. Learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn. It will require learners to deal with the contextsinwhichevidencewaswrittenorproducedand assess the reliability of the evidence.

Learnerswillberequiredtodemonstratetheabilityto create their own evidence-based structured arguments,selecting,organisingandcommunicatingtheir knowledge and understanding of both the historical events studied and the ancient source materialtoreachsubstantiatedconclusions.

Therewillalwaysbeoneinterpretationquestionset,focusing on one of the three key historical debates listedinthespecification.Thequotedpassagesetforexaminationwillprovidelearnerswiththeopportunity to analyse and evaluate a scholarly view inconjunctionwiththeirknowledgeandunderstanding of the historical period, as well as their knowledge and understanding of the ancient source material.

Thequotedpassagethatwillappearintheassessmentwillbetakenfromthepublishedworkfromanacademichistorian,whowaswritingfromthestartofthe18thcenturyonwards,andwillbepitchedatalevelappropriateforthisqualification.Thequotedpassagewillbefullyattributedandwillonly be edited for accessibility. Where the language of the passage has been adapted for accessibility, the meaningorpointofviewexpressedbythehistorianin the original will not be altered.

When approaching the quoted passage, learners will be expectedtobeabletoreadandunderstandthe

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passage,identifyingtheargument(s)putforwardbythehistorian. Learners should be able to analyse the argumentintoconstituentpartsandshouldbeabletoplacetheargument(s)intothecontextofthewiderdebate.Learnersshouldevaluatetheargument(s)putforwardintermsoftheirvaliditybasedontheirknowledgeofthehistoricalevents/situationsandhowaccuratelytheargument(s)representstheevidencefromtheancientsources.Alearner’sknowledgeandunderstandingoftheancientsourcematerialwillbecredited as part of AO4 but only where it is presented in

a way which is relevant and intrinsically linked to the analysis/evaluation/useoftheinterpretation.Thereisnoexpectationthattheinterpretationwillbeevaluatedinthecontextofthemethodsorapproachusedbythehistorian,orhowtheinterpretationmayhavebeenaffectedbythetimeinwhichtheywerewriting,thoughcreditcanbegivenforthisapproachtoevaluationifdoneinawaywhichisrelevanttothequestion.



2

Keytimespans Learnersshouldhavestudiedthefollowingcontent:

Augustus31BC–AD14

ThepresentationofAugustus’victoryatActium;theconstitutionalsettlementsof 27BCand23BC;Augustusmilitaryachievements;thedepictionofAugustusandAugustanRomeinthepoetryandcoinageoftheperiod;theimportanceofLivia,Agrippa,TiberiusandGermanicus;therestorationoftheRepublicandtherevivaloftraditionalRomanvaluesandpractices;Augustus’attitudetowardsreligion,includingtheImperialCultinsideandoutsideRome;administrativechangestoRomeandtheprovinces;relationswiththeSenate,EquestriansandordinarypeopleofRome;Augustus’buildingprogramme;challengestohisruleincludingconspiracies;theestablishmentofthedynastyandissuesofsuccession;theRes Gestae as an account of Augustus’ reign.

TiberiusAD14–37

TheviewsofclassicalauthorsonTiberius’reign;Tiberius’relationshipswithGermanicusandSejanus;conspiraciesandchallengestohisreign,includingmutiniesandrevolts;thetreasontrials;Tiberius’attitudetowardsreligion,includingtheImperialCultinsideandoutsideRome;relationswiththeSenate,EquestriansandordinarypeopleofRome.

GaiusAD37–41

ThepresentationofGaius’characterandpersonalityasemperorbytheancientsources;theassassinationinAD41;hisattitudetowardsreligion,includingtheImperialCultinsideandoutsideRome;administrativechangestoRome;relationswiththeSenate,EquestriansandordinarypeopleofRome.

ClaudiusAD41–54

Thedifficultiesoftheaccession;thepresentationofClaudius’rolein,andmotives fortheinvasionofBritain;theimportanceofhiswivesandfreedmen;Claudius’relationshipwithNeroandBritannicus;theeventssurroundinghisdeath;administrativechangestoRome;relationswiththeSenate,Equestriansand ordinarypeopleofRome.

NeroAD54–68

ThepresentationofNeroasemperorbytheancientsources;theearlypartofhis reignandthechangingroleofAgrippina;theimportanceofhiswives;Pisoconspiracy inAD65;Tacitus’andSuetonius’accountsoftheGreatFireofRomeinAD64;theachievementsofCorbuloinArmenia;therevoltofVindex;deathofNeroandtheaccessionofGalba;Nero’sattitudetowardsreligion,includingtheImperialCultinsideandoutsideRome;administrativechangestoRome;relationswiththeSenate,EquestriansandordinarypeopleofRome.

Learnersshouldhavestudiedthehistoricaldebatessurroundingthefollowingissuesfortheinterpretationquestionandtheviewshistorianshaveonthese:

• theextenttowhichAugustusactuallyrestoredtheRepublic• thecharactersofTiberius,Gaius,ClaudiusandNero• thebenefitsofImperialrulefortheinhabitantsofRome.

Appendix5gliststhesourcescoveringthecontentsoftheperiodstudy.

TheJulio-ClaudianEmperors,31BC–AD68

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Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconcepts relevant to the topics studied, including change,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledge and understanding of, and the ability to analyseandevaluatethesignificanceof,events,individuals,groups,developmentsandideasin thetopicstudiedinordertoreachsubstantiatedjudgements.

Eachdepthstudyrequiresthecriticaluseofancientsourcematerialinanalysingandevaluatinghistoricalquestions,problemsandissues.Differenttypesofevidence need to be analysed and evaluated. Learners need to understand the usefulness and

limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn. It will require learners to deal with the contextsinwhichevidencewaswrittenorproducedand assess the reliability of the evidence.

Learnerswillberequiredtodemonstratethe ability to create their own evidence-based structuredarguments,selecting,organising andcommunicatingtheirknowledgeandunderstanding of both the historical events studiedandtheancientsourcematerialtoreachsubstantiatedconclusions.



2c. ContentofRomandepthstudies

IntroductiontotheRomandepthstudies

CentresshouldchooseoneRomandepthstudyfroma choice of three, which will be studied alongside the period study.

• Learnerstaking‘TheBreakdownoftheLateRepublic,88–31BC’depthstudymustbeentered for H407/21:RepublicandEmpire.

• Learnerstaking‘TheFlavians,AD68–96’depthstudymustbeenteredforH407/22:TheElevenCaesars.

• Learnerstakingthe‘RulingRomanBritain,AD43–c.128’depthstudymustbeenteredforH407/23:EmperorsandEmpire.

TheRomandepthstudiesfocusonasubstantialandcoherentshortertimespan.Theyrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituation,andtheinterplayofdifferentfactorssuchasmilitary,political,religious,socialandculturalwithinthateventorsituation.

TheRomandepthstudiesallhave clear links to the periodstudy,makingiteasierforteacherstoprovidethehistoricalbackground,contextandawarenessofhowtheiroptionislocatedwithinthelongertermdevelopmentsofRomanhistory.

TheRomandepthstudywillbeworth25%oftheoverallspecificationandshouldtakeapproximately70–80guidedlearninghourstoteach.


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DepthstudyinH407/21:TheBreakdownoftheLateRepublic,88–31BC

Thisdepthstudyfocusesontheinterplayofpolitical,military,socialandeconomicfactorsthatthelateRomanRepublicfaced,andultimatelybroughtaboutitsdisintegrationandreformationunderthesoleruleof Octavian.



The form of the Constitution

Themakeup,roleandresponsibilitiesof:theSenateincludingSenatus Consulta, assemblies(comitia centuriata, comitia plebis tributa, consilium plebis, comitia populi tributa)includinglaw-making,magistrates,includingthecursus honorum and theElectoralProcess,thetribunesoftheplebs;theplaceofthecourts,includingquaestiones perpetuaeandextraordinarycourtsinthepoliticalprocess;thebackgroundtotheproblemsin88BC,includinganoverviewoftheissuesstemmingfromtheGracchiandMarius.

The challenges to theConstitution

ThereformsofSullaasdictator;theundoingofSulla’sreformsthroughthe70sleadingtoPompeyandCrassusasconsulsin70BC;theroleofthetribunes;theCatilinarianConspiracy;theFirstTriumvirate,itspurposesandoutcomes;unrestthroughthe50sBC;thereasonsfortheCivilWarof49BC;Caesar’sdictatorshipandsocialchange;Caesar’sassassination;theaftermathoftheassassination:AnthonyagainsttheSenateandTheSecondTriumvirate;Octavian’ssuccesses:theunificationofItaly,victoryatActiumandinEgypt.

Themeansbywhichpoliticiansachievedsuccessandtheirimportance in the breakdownoftheRepublic

Patron-clientrelationships;factions,includingoptimates and populares;landbills;largesse:gamesanddonatives;intimidationduringtrialsandelections;violence;bribery;corruption;themilitarycommandsofPompey,Caesar,AntonyandOctavian;thethreatofmilitaryaction;armyandveteransupport;rhetoric/oratory;politicalmarriagesandscandals.

SocialandEconomicrelationshipsandtheir importance inthebreakdown oftheRepublic

ThesocialandeconomicstandingofSenators(andPatricianandPlebeiandistinctions),andEquestriansincludingthepublicani;thechangingroleoftheruralandespeciallytheurbanpoor–thePlebs;patron-clientrelationships;inequalityinwealth;thereactionofpossessores of ager publicustolandreform;migrationoftheruralpoortoRome,buyingthesupportofthepoorthroughlargesse,landbillsandcorndoles;Spartacus’slaverevolt.

The roles and importance of individualsinthebreakdownoftheRepublic

Sulla;Lepidus;Pompey;Cicero;Crassus;Catiline;Caesar;Cato;Clodius;BrutusandCassius;Antony;Lepidus;SextusPompeius;Octavian.

Appendix5hliststhesourcesforthisdepthstudy.

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Thisdepthstudyfocusesontheinterplayofpolitical,military,social,economicandreligiousfactorsthataffectedthereignsoftheFlaviandynastyresultinginadifferenttypeofPrincipatetothatoftheprecedingJulio-Claudiandynasty.

Thetopicsinthisdepthstudyareallinterrelated, and learners should be encouraged to see the connectionsbetweendifferenttopicstodeepen their understanding of the period.

DepthstudyinH407/22:TheFlavians,AD68–96


The Year of the fourEmperors:theestablishment of theFlaviandynastyAD68–69

ThefailuresofGalba,OthoandVitelliusandthereasonsforthesefailures;theactionsofVespasianandhissupporters;themeansbywhichVespasiangainedtheprincipate,includinghisuseofmilitary,political,financialandpopularsupport;religiousaspectstoVespasian’saccession;theroleofthearmy,Senate,peopleofRomeandprovincialsintheeventsofAD68–69andtheaccessionofVespasian.

ThenatureofthePrincipate: the development of theroleandpower of the princepsduringthe dynasty

TheactionsofVespasianonhisaccessionandthereasonsforthem;thedevelopmentoftheroleoftheprincepsunderhisrule;thepolitical,economicandsocialfactorsandeventswhichinfluencedthedevelopmentoftheprincipate;thewaysinwhichVespasian’ssuccessorsdevelopedtheroleandpoweroftheprinceps,includingtheeventsoftheirreigns,andtheirpoliciesandactions;theirimpactonthenatureoftheprincipateandtherelationshipoftheprinceps to otherorgansofgovernmentandthedifferentclassesofcitizens;theroleoffamilymembersandsupporters,andtheirimportanceinthecourseofevents.

ThepersonalitiesofVespasian,TitusandDomitian,theirreignsandtheirrelationswithcitizensandnon-citizensinbothRome and the provinces

ThemainfeaturesofthereignsofeachEmperor;thecharacterofeachoftheEmperorsdisplayedthroughtheirwords,actionsandpoliciesinRomeandintheEmpire;actionstakenbyeachEmperorwhichaffectedrelationswiththeSenators,equestrians,ordinarypeopleofRomeandtheprovincials;actsascensors,reformoftheorders,taxes;theimportanceanduseofthearmyinRomeandintheEmpire;challengesandoppositionincludingreasonsfortheseandhoweffectivelytheyweredealtwith;activitiesintheEmpiredealingwiththechallengestoRomanruleinBritain,Germany,ontheDanubeborder,andintheEast.

Propaganda: its role increatingandsupportingthedynastyand the extent to whichitsaffectedthepopularityandsupportof the emperors

TheuseofpropagandaintheaccessionofVespasian;theimportanceofpresentationoftheprincepsandtheachievementsofeachmemberofthedynasty;thewaysinwhichtheprincepsispromotedincludingarchitecture,artandsculpture,coins,inscriptionsandliterature;theeventsandpoliciesoftheEmperors,andhowandwhythesearepresented;theuseofbuildingprojectsinRomeandtheEmpire;theuseofentertainmentsuchasfestivals,games,theatricalevents,triumphs.

Religion: its role in the principate and Roman Societyanditsimportance for the dynasty

ThestatusandimportanceoftraditionalRomanreligiouspracticesandritesinRomansociety;theinvolvementoftheEmperorsintraditionalRomanreligionandtheirreasonsforparticipation;theimpactofthedevelopmentofreligionbytheemperorsonRomansociety;developmentofalternativestotraditionalreligionincludingforeigncults;theroleoftheEmperorsinthesecultsandthereasonsforthis;thedevelopmentandroleoftheworshipoftheImperialfamilyandtheImperialcultinthedynasty;theattitudesoftheEmperorstowardsreligion.

Appendix5iliststhesourcesforthisdepthstudy.


2

Thisdepthstudyfocusesontheinterplayofpolitical,military,social,economic,culturalandreligiousfactorsaffectingthecomplexinteractionsbetweentheRomanEmpireandtheBritish.


DepthstudyinH407/23:RulingRomanBritain,AD43–c.128


Roman military policytowardsBritain:conquestand expansion

TherelationsbetweenBritainandtheRomanEmpireinAD43;thereasonsfortheRomanconquestofBritainunderClaudius;factorsinfluencingRomanmilitarypolicytowardsBritainandmovestoexpandtheprovinceandestablishafrontier;militarypolicyanditseffectivenessunderthegovernorsofBritain;Agricola’smilitarycampaigns.

Frontierpolicy:consolidationandretrenchmentAD85–c.128

ThechangestofrontierpolicyafterAgricola’sgovernorship;reasonsforDomitian’sretrenchmentafterAgricola’sgovernorship;reasonsforTrajan’sretrenchmentand theestablishmentoftheStanegateRoadsystem;thedecisiontobuildHadrian’s Wall;thefeaturesandfunctionsofHadrian’sWall.

Resistance to Romanrule

ThereasonsforBritishresistancetoRomaninvasionandrule;thenatureoftheresistanceanditseffectiveness;theroleofCaratacusagainstPlautiusandOstorius; thereasonsfortheBoudiccanRevolt;theconsequencesofBoudicca’sactionsandtheimpactoftherevoltonRomanpolicy;unrestinBrigantiaunderVenutius;theroleofCalgacusagainstAgricola;thepresentationofBritishleadersbyRomanwriters:theconstructofthenoblesavageandprimitivebarbarian.

Roman control TheroleanddutiesofthegovernorandtheprocuratorintheRomanprovince;theeffectivenessoftheserolesinsecuringandstabilisingRomancontrol;thereasons forBritishcollaborationwithRomanrule;theuseofclientrulers(Prasutagus,CartimanduaandCogidubnus)anditseffectiveness;theroleoftheRomanArmyindealingwithunrestandprotectingtheprovince;thedeploymentofthearmy,bothlegionariesandauxiliaries,withintheprovince;thearmy’sroleinbuildingandpatrolling Hadrian’s Wall.

Effectsof Romanrule

Economicexploitation:theextentofRomaninfluencesontheBritisheconomy atthetimeofClaudius’invasionofAD43;evidenceforexploitationofeconomicresourcesduringtheClaudianperiod;changestoagriculturalproduction;tradeandinfrastructure,withparticularreferencetoroads;theimpactoftheRomanArmy ontheBritisheconomy;urbanisation:reasonsforthedevelopmentoftowns;thedifferenttypesoftowns(coloniae, civitates, municipia, vici)andtheirfunctions; thedevelopmentoftownsaseconomiccentresduringthe1stcenturyAD;leisureandpublicfacilitiesprovidedbytowns;townsasagentsofRomanisation;theemergence ofaRomanisedelite;theimportanceofFishbournePalaceanditsreflectionofnewculturaltastesandattitudes;theextentofRomanisation.

Appendix5jliststhesourcesforthisdepthstudy.

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Learners in England who are beginning an A Level course are likely to have followed a Key Stage 4 programmeofstudy.Thisspecificationbuildson theknowledge,understandingandskillsspecifiedforGCSE(9–1)AncientHistory,however,priorattainmentofaGCSE(9–1)qualificationinAncientHistoryisnotrequired.

OCR’s A Level in Ancient History provides a suitable foundationforthestudyofAncientHistoryorother

Classicscoursesinfurtherandhighereducation. Atthesametime,italsooffersaworthwhilecourseof study for learners who do not wish to progress furtherinthesubject.Thekeyskillsrequiredbythespecificationprovideopportunitiesforprogressiondirectlyintoemployment.

ThereareanumberofClassicsspecificationsatOCR.Findoutmoreat:www.ocr.org.uk

2d. Priorknowledge,learningandprogression

www.ocr.org.uk


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OCR’sALevelinAncientHistoryconsistsoftwocomponentsthatarebothexternallyassessed.

3a. Formsofassessment

3 Assessment of A Level in Ancient History (H407)

ComponentGroup1:SpartaandtheGreekWorld(H407/11),AthensandtheGreekWorld(H407/12),MacedonandtheGreekWorld(H407/13)

Thiscomponentgroupisanexternallyassessed,writtenexaminationtestingAO1,AO2,AO3and AO4.Learnersmuststudyonecomponentfrom this group.

It is worth 98marks, which represents 50% of the totalmarksfortheALevel.

Theexaminationlastsfor2hours30minutes.

Therearetwosectionstothiscomponent.SectionAis worth 50marksandSectionBisworth48marks. Learnersanswerbothsections.

In SectionA,learnerswillanswerquestionsonthecontentoftheperiodstudy.Thequestionsinthissectionwillbecommonacrossallthreecomponents.In SectionB,learnerswillanswerquestionsonthecontent of the depth study.

ComponentGroup2:RepublicandEmpire(H407/21),TheElevenCaesars(H407/22),EmperorsandEmpire(H407/23)

Thiscomponentgroupisanexternallyassessed,writtenexaminationtestingAO1,AO2,AO3and AO4.Learnersmuststudyonecomponentfrom this group.

It is worth 98marks, which represents 50% of the totalmarksfortheALevel.

Theexaminationlastsfor2hours30minutes.

Therearetwosectionstothiscomponent.SectionAis worth 50marksandSectionBisworth48marks. Learnersanswerbothsections.

In SectionA,learnerswillanswerquestionsonthecontentoftheperiodstudy.Thequestionsinthissectionwillbecommonacrossallthreecomponents.In SectionB,learnerswillanswerquestionsonthecontent of the depth study.

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3SectionAassessesthematerialstudiedintheperiodstudy.

Werecommendthatlearnersspendaround1hour 15minutesonSectionA.

Learners will have a choice between answering Question1 or Question2.Thesewillbeessayquestionseachworth30marksrequiring learners to use, analyse and evaluate the ancient source materialtheyhavestudiedtoanswertheissuesaddressedinthequestion.

In Question3,learnerswillansweraquestionaddressingakeyhistoricaldebatefromthe period study. Learners will be provided with oneunseenextractfromanacademichistorian,writingfromthestartofthe18thcenturyonwards.Thisquestionwillbeworth20 marks. Learners willberequiredtoanalyseandevaluatetheextract inthecontextofthehistoricaldebateincluding theviewsofotherhistorians,andwithinthecontextof their own knowledge and understanding of the historical event.

Thequestionpapersineachcomponentgrouphaveexactlythesamestructure.ThestructureofH407/11,H407/12,H407/13,H407/21,H407/22andH407/23willfollowthispattern:

SectionA

Question Typeofquestion AO1marks AO2marks AO3marks AO4marks Totalmarks

1 and 2 Essay 5 10 15 – 30

3 Interpretations 5 – – 15 20

SectionB

Question Typeofquestion AO1marks AO2marks AO3marks AO4marks Totalmarks

4 Sourceutility 6 – 6 – 12

5 and 6 Essay 6 12 18 – 36

SectionBassessesthematerialstudiedaspartofthedepth study.

Werecommendthatlearnersspendaround1hour 15minutesonSectionB.

In Question4,learnerswillanswerastimulus-basedquestionfocusingonanissuerelatingtoahistoricaleventorsituation.Learnerswillneedtoassessthesource’sutility.Thestimulusmaterialwillvarybetweenoneandfourdifferentancientsourcesand

candidatesareexpectedtoaddresstheutilityofthesesourcesasasetofevidenceforaparticularhistoricaleventorsituation.Thisquestionwillbeworth 12 marks.

Learners will have a choice between answering Question5 or Question6.Thesewillbeessayquestionseachworth36 marks, requiring learners to use,analyseandevaluatetheancientsourcematerialthey have studied to answer the issues addressed in thequestion.


3

TherearefourAssessmentObjectivesinOCRALevelinAncientHistory.Thesearedetailedinthetablebelow.

Learnersareexpectedto:

3b. Assessmentobjectives(AO)

AssessmentObjective

AO1 Demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthehistorical periods studied.

AO2 Analyseandevaluatehistoricaleventsandhistoricalperiodstoarriveatsubstantiatedjudgements.

AO3 Use,analyseandevaluateancientsourceswithintheirhistoricalcontexttomakejudgementsandreachconclusionsabout:• historicaleventsandhistoricalperiodsstudied• howtheportrayalofeventsbyancientwriters/sourcesrelatestothehistoricalcontextsin

whichtheywerewritten/produced.

AO4 Analyseandevaluate,incontext,modernhistorians’interpretationsofthehistoricaleventsandtopics studied.

AOweightingsinOCR’s A Level in Ancient History

Therelationshipbetweentheassessmentobjectivesandthecomponentsareshowninthefollowingtable:

Component% of OCR A Level in Ancient History (H407)

AO1 AO2 AO3 AO4

Sparta and the Greek World (H407/11)Athens and the Greek World (H407/12)Macedon and the Greek World (H407/13)

11.25% 11.25% 20% 7.5%

RepublicandEmpire(H407/21)TheElevenCaesars(H407/22)EmperorsandEmpire(H407/23)

11.25% 11.25% 20% 7.5%

Total 22.5% 22.5% 40% 15%

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TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2019examinationseriesonwards.

3c. Assessment availability

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesasthey wish.

Theyretakeallcomponentsofthequalification.

3e. Assessment of extended response

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheir ability to construct and develop a sustained and

coherentlineofreasoningandmarksforextendedresponsesareintegratedintothemarkingcriteria.

3f. Synopticassessment

Synopticassessmentisthelearnersunderstandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the A Level course.

Theemphasisofsynopticassessmentistoencouragethe understanding of Ancient History as a discipline.

SynopticassessmentdrawstogetherallfourofthedistinctassessmentobjectivesinOCR’sALevelinAncientHistory.SynopticassessmentcanbefoundinComponentGroup1andComponentGroup2.

3g. Calculatingqualificationresults

Alearner’soverallqualificationgradeforALevelinAncient History will be calculated by adding together theirmarksfromthetwocomponentstakentogivetheirtotalweightedmark.Thismarkwillthenbe

comparedtothequalificationlevelgradeboundariesfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.


4

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at http://www.ocr.org.uk/administration

4 Admin:whatyouneedtoknow

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.

Finalentries

Final entries provide OCR with detailed data for each learner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakinganALevelinAncientHistorymustbeenteredforoneofthefollowingentryoptions:

Entryoption Components

Entrycode

Title Code Title Assessment type

H407 AAncient History

OptionA

11 Sparta and the Greek World ExternalAssessment

21 RepublicandEmpire ExternalAssessment

H407 BAncient History

OptionB


22 TheElevenCaesars ExternalAssessment

H407 CAncient History

OptionC


23 EmperorsandEmpire ExternalAssessment

H407DAncient History

OptionD

12 Athens and the Greek World ExternalAssessment


H407 EAncient History

OptionE



H407 FAncient History

OptionF



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

28© OCR 2016


4

Entryoption Components

Entrycode

Title Code Title Assessment type

H407 GAncient History

OptionG

13 Macedon and the Greek World ExternalAssessment


H407 HAncient History

OptionH



H407JAncient History

OptionJ



4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.

4c. Externalassessmentarrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.

Headofcentreannualdeclaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

Any failure by a centre to provide the Head of Centre AnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.

Private Candidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexamination orassessmentatanapprovedexaminationcentre. Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbe based in the UK.

Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

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

http://www.ocr.org.uk/Images/257982-guidance-for-private-candidates-2015-16.pdf


4

ALevelqualificationsaregradedonthescale:A*,A,B,C,D,E,whereA*isthehighest.Learnerswho failtoreachtheminimumstandardforEwillbe

Unclassified(U).OnlysubjectsinwhichgradesA* toEareattainedwillberecordedoncertificates.

4d. Resultsandcertificates

GradeScale

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results informationforeachlearner:

• thegradeforthequalification• therawmarkforeachcomponent• thetotalweightedmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• rawmarkgradeboundariesforeachcomponent• weightedmarkgradeboundariesforthe

qualification.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedGCEinAncientHistory’.

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Reviewofmarking – If you are not happy with theoutcomeofalearner’sresults,centresmayrequestareviewofmarking.Fulldetailsofthepost-results services are provided on the OCR website.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Access to scripts – Centres can request access tomarkedscripts.

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentwork mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedto OCR as soon as it is detected.

Detailedinformationonmalpracticecanbe foundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.

30© OCR 2016


5

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefoundin theJCQAccess Arrangements and Reasonable Adjustments.

TheALevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected CharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimiseanysuch disadvantage.

5a. Accessibility

5 Appendices

5b. Overlapwithotherqualifications

ThereisasmalldegreeofoverlapbetweenthisspecificationandtheALevelinClassicalCivilisation.


5

Literary evidence

LACTOR1,The Athenian Empire (ISBN-13978-0903625172)

Andokides 3.29 (No. 61)

Aristophanes, Akharnians61–71(No.58);524–539(No.99)

Aristophanes, Peace619–622(No.110);639–648(No.202)

Aristotle Politics1284a38(No.84)

Diodorus11.46–47(No.19);11.50(No.28);12.2.1–2(No.52);124.4–6;(No.53);12.38.2(No.113)

Harpokrations.v.Attikoisgrammasin(No.54)

Plutarch, Aristeides23(No.10);24.1–5(No.20)

Plutarch, Cimon11–12.4(No.33);13.4–5(No.51)

Plutarch, Pericles23.1–2(No.71);28.1–3(No.89)

OCR source booklet

Plutarch, Pericles 30–31

Herodotus, Histories(PenguinClassics)(ISBN-13:978-0140449082)

6.42–49;6.94–117,6.120–124

7.1;7.5–10h;7.49–50;7.102;7.131–133;7.138–139;7.141–145;7.151–152;7.174–175;7.207,7.219–222;7.228.2

8.1–3;8.49–50;8.56–63;8.74;8.94;8.100–103;8.143–144

9.1–3;9.6–8;9.16–18;9.40;9.62–64;9.71;9.98–99;9.105–106

Thucydides,The History of the Peloponnesian War(PenguinClassics)(ISBN-13:978-0140440393)

1.23;1.33;1.35;1.40–1.41;1.44,1.55–1.58;1.60–1.61,1.66–1.69;1.75–1.77,1.86–1.88;1.89–1.118,1.121–1.122;1.139–1.140

2.8;2.11;2.13;2.63;2.65

4.19–4.20;4.40–4.41;4.50,4.80–4.81;4.108;4.117

5.13–5.18;5.25–5.26;5.43

6.8,6.12–6.13,6.15,6.24,6.31;6.76,6.82–6.83,6.89–6.91

7.18;7.27–7.28

8.2;8.6;8.9;8.17–8.18;8.29;8.37;8.52,8.87

Xenophon,History of My Times(PenguinClassics)(ISBN-13:978-0140441758)

1.4.1–7;1.5.1–3;1.6.6–11;2.1.7–14;2.1.20–32

5c. Ancientsourcematerialforthe‘RelationsbetweenGreekstatesandbetweenGreekandnon-Greekstates,492–404BC’periodstudy

32© OCR 2016


5

Archaeological evidence

Serpentcolumn

LACTOR1,The Athenian Empire (ISBN-13978-0903625172)

ChalkisDecree(No.78)

Thoudipposdecree(No.138)

LACTOR16,The Persian Empire from Cyrus II to Artaxerxes I(ISBN-13:978-0903625288)

Naqs-eRustaminscriptionNo.1and2 (No.48and103)

Xerxes’inscription (No. 63)

Centresarefreetostudythesourcesfromanytranslation,howeverwhereapassageisprintedonaquestionpaperitwillbetakenfromtheeditionslisted,withsuchmodificationsasseemappropriatetotheexaminers.


5

Literary evidence

LACTOR21,Sparta (ISBN-13:978-0903625401)

Alcman,1–3

Aelian, Miscellaneous History 12.43

Aristophanes, Lysistrata78–87;1241–1321

Aristotle, Politics, 2.9 (1269a29–1271b19)

Diodorus,11.50;11.63.1–4

Kritias,81B37inH.Diels&W.Kranz,FragmentederVorsokratiker

Kritias,GovernanceoftheSpartans,fr.6,inAthenaios,ScholarsatDinner,432d-433b/11.41

Myron of Priene, FGrH 106 F2 = Athenaeus 14.74

Pausanias, Description of Greece 3.14.9–10

Phylarchos,FGrH81F43inAthenaios,ScholarsatDinner6.102

Plato, Alcibiades 1.122d-123b

Plato, Laws 633b-c

Plato, Protagoras 342d

Plutarch, Agesilaus 1

Plutarch, Aristides 23

Plutarch, Lycurgus5.6;6–10;12–19;20–22;24–28;29.6;30

Plutarch, Lysander3–11,16;17.1–17.2&17.4–17.5

Plutarch, Moralia219D(Brasidas4)=190B(Brasidas3)=240C(Argileonis1)

Plutarch, Moralia 241F = Sayings of Spartan Women, ‘Unknownwomen’16

Sayings of the Spartans: Agis,2–6;Gorgo 2, 6

‘SchoolofAristotle’SpartanConstitution,excerptedbyHerakleidesLembos373.10Dilts

Strabo, Geography8.5.4

Tyrtaeus,6,10–12

Xenophon,Constitution of the Spartans

Xenophon, Hellenica2.1.6–7;2.1.13–14;2.1.23–24;2.1.27–28;2.2.19–20

Herodotus, Histories(PenguinClassics)(ISBN-13:978-0140449082)

5.75;6.56–60;7.3;7.104.4;7.228;7.234.2;8.3;9.28

Thucydides,The History of the Peloponnesian War(PenguinClassics)(ISBN-13:978-0140440393)

1.6;1.10;1.68–71;1.79–87;1.101–103;1.119.1;1.128–135;2.9.2;2.25;2.91–92;3.31;3.79;4.8;4.15–16;4.23;4.26;4.33–35;4.38;4.80–81;4.117;5.16–17;5.23;5.34;5.57;5.63–74;6.93;7.11–12;8.3.2;8.5

5d. Ancientsourcematerialfor‘ThePoliticsandSocietyofSparta,478–404BC’depthstudy

34© OCR 2016


5


LACTOR21,Sparta (ISBN-13:tbc)

Spartan epitaph (IG 5.1.1124)

Bronzefigurineofawoman,BritishMuseum[BM:1876,0510.1]



5

Literary evidence

Aristotle, The Athenian Constitution (PenguinClassics)(ISBN-13:978-0140444315)

23–28

Thucydides,The History of the Peloponnesian War (Penguin Classics) (ISBN-13:978-0140440393)

2.34–2.46(Pericles’FuneralOration)

3.36–3.50(MytileneDebate)

The Old Oligarch (Pseudo–Xenophon),Constitution of Athenians,LACTOR2,transR.Osborne (ISBN-13:978-0903625318)

Gorgias, Encomium of Helen, in The Greek Sophists,transDillon/Gergel,(ISBN-13:978-0140436891)

Plutarch, The Rise and Fall of Athens: Nine Greek Lives(PenguinClassics)(ISBN-13:978-0140441024)

Pericles, 4–6, 11–16, 30–32, 36–37

Nicias, 3.1–2, 11

Alcibiades, 10, 16, 19, 20.2–4, 34

Plato, Republic,trans.Lane,(ISBN-13:978-0140455113)

6.488–6.489;6.493

Plato, Apology, The Last Days of Socrates, trans.Tredennick,(ISBN-13:978-0140449280)

OCR Source booklet

Aristophanes, Wasps891–1008

Aristophanes, Knights 147–395

Aristophanes, Lysistrata and Other Plays, trans.Sommerstein,(ISBN-13:9780140448146)

Cloudslines92–118,365–381,814–1302

LACTOR12:TheCultureofAthens

Aristophanes, Thesmophoriazusae786–800,830–842

Aristotle, Rhetoric 1402b (CA404)

Isocrates 5.117 (CA222)

Pausanias1.28.2(CA358),1.24.5,7(CA360)

Plato, Gorgias 452d–e (CA399), 459b–c (CA400)

Plato, Hippias Major282b–e(CA214)

Plato, Protagoras 316d–e (CA209)

5e. Ancientsourcematerialfor‘ThePoliticsandCultureofAthens, c.460–399BC’depthstudy

36© OCR 2016


5

Xenophon,Memorabilia1.1.16(CA26),2.2.2(CA49),1.6.13(CA216),1.1.3(CA258)3.7.6(CA35),1.2.62(CA173)

Xenophon,Poroi 2.1–2, 5

Euripides, Hippolytus, in Three Playstrans.Vellacott,(ISBN-13:978-0140440317)


BuildingsontheAcropolisandintheAthenianAgorabuiltaspartofthePericleanBuildingProgramme;theOdeon of Pericles

TempleatSounion



5

Literary evidence

Arrian, The Campaigns of Alexander,(PenguinClassics)(ISBN-13:978-0140442533)

1.7–1.8;1.10–1.13;1.16;1.20–1.23;1.29

2.6–2.7;2.12;2.14–2.15

3.8.7–10;3.13–3.16;3.18–3.21;3.28.8–3.30.5

4.7–4.14;4.18–4.19

5.25–5.29

6.8–6.11.2;6.12–6.13;6.27;6.29.9–30

7.4;7.6;7.8–7.12;7.14;7.22–7.23;7.25–7.26

CurtiusRufus,The History of Alexander (PenguinClassics)(ISBN-13:978-0140444124)

5.6.1–8;5.7.1–11

7.5.28–35

Demosthenes:2.6–8;2.15–20;5.20–25;8.5–8,8.11–15;9.7–12;9.32–35;19.39–41

DiodorusSiculus,Library of History

Volume16,1–4,7.3,8,22.3,34.3–5,35,38.1–2,52.1–3,53–55,58.1–3,59–60,71–72.1,74–77.1–2,84–89,91–92

Justin,Epitome of Trogus

8.1–6;9.4–5

Plutarch, The Age of Alexander: Nine Greek Lives,(PenguinClassics)(ISBN-13:978-0140442861)

Alexander1;7–16;18;23;27–28;45;47–55;59–62


GoldcoinofPhilip(BM:1911,0208.2)

PorusMedallion(BM:1887,0609.1)

TheAlexanderSarcophagus

SilvertetradrachmmintedbyLysimachusshowingAlexanderwithhorns,ZeusAmmonandAthena(BM:1919,0820.1)

SilvertetradrachmmintedbyPtolemyIshowingAlexanderwithelephantscalpheaddress(BM:1987,0649.508)


5f. Ancientsourcematerialfor‘RiseofMacedon,359–323BC’ depthstudy

38© OCR 2016


5

Literary evidence

Suetonius, The Twelve Caesars,R.GravesPenguin(ISBN-13:978-0140455168)

Augustus,17–23,26–28,30–31,34–37,39–40,64–66,93,98–101

Tiberius,23–24,26–27,29–33,36,39–41,47–48,61–63,65,75

Gaius,13–14,18–20,22,27–33,37,56–59

Claudius,10–14,17–18,20–22,25,29,36,44–45

Nero,10–11,20–23,26–27,31–32,34,38,40–49,53

Tacitus,The Annals of Imperial Rome(PenguinClassics)(ISBN-13:978-0140440607)

1.16–1.18;1.21–1.25;1.28–1.35;1.38–1.43;1.46–1.47;1.49;1.52;1.61–1.62;1.72;2.52;2.53;2.55;2.57;2.59–2.60;2.69–2.71;2.73;3.20–3.21;3.32;3.50;3.55;3.65;3.70;3.73–3.74;4.1–4.3;4.20;4.30–4.31;4.39–4.41;4.74;6.18–6.19;11.24;12.25–12.26;12.41;12.65–12.69;14.1–14.16;15.37–15.44;15.48–15.74

Dio,The Roman History: The Reign of Augustus(PenguinClassics)(ISBN-13:978-0140444483)

51:21;52:4;53:11–13,16–17

LACTOR15:Dio: The Julio-Claudians (ISBN-13:978-0903625210)

58:4.1–4(A3),5(A4),6–7.3(A5),8.4–11(A7);59:3.1–5.5(B3),9.4–7(B7),16.1–11(B12);26.5–27.1(B20),28.1–11(B22),29.1–30.3(B23);60:3.1.7(C3),6.1–7.4(C5),14.1–16.4(C8),17.8–18.4(C10); 63:22.1–26.1(D6),26.3–27.1(D7),27.2–29.3(D8)

LACTOR17:The Age of Augustus (ISBN-13:978-0903625364)

Res Gestae Divi Augusti

Tacitus,Annals,1:2.1–4.5,6.1–15.3(SectionF);4:37(L16);3:56(H26);3:29(J34);4:57(J66);6:10–11(K7);12:23(K10);2:59(M6);3:24(P16);2:37(T27).

VelleiusPaterculus,2:88.1–91.4,93.1–100.1,103.1–104.1,121.1–123.2

Virgil,Aeneid1.257–1.296(G36);6.752–6.806(G37);8.671–8.731(G38)

Horace, Odes1.2(G21);Odes1.37(G24);Odes3.6(G28);Odes 4.15 (G45)

Ovid, Fasti1.1–14(G49);2.55–66(L4);5.140–158(L13),2.119–144(H38)

Macrobius,Saturnalia1.11.21(P9),2.4.23(T26)

Strabo, Geography7.7.6(H9),5.3.7(K6),17.3.25(M2),4.3.2(M18),3.2.15(M24),5.3.8(T9)

Suetonius, Tiberius8.1(PIO)

Pliny, Natural History7.147–150(P1),36.121(T8)

Younger Seneca On Clemency, 1.9.2–1.9.12 (P11)

LACTOR19:Tiberius to Nero(ISBN-13:978-0903625388)

VelleiusPaterculus,2:125.1–130.5(C2–7)

5g. Ancientsourcematerialfor‘TheJulio-Claudianemperors, 31BC–AD68’periodstudy


5

Josephus,Jewish Antiquities19.1–3(E2),4–11(E3),17–27(E6),100–114(E16),158–164(E21),201–211(E24),227–236(E26),254–262(E29),20.148,151–2(P9a)

Pliny, Natural History 36.124 (K21), 36.122–3 (K24), 36.111 (K42), 34.45–46 (K44), 33.134 (S25)

Younger Seneca, On Anger3.19.1–5(T6),On Benefits3.26.1–2(T1),On Consolation to Polybius 17.3–5 (J22e),On the Shortness of Life18.5–6(K12),On Firmness of Purpose18.3(P6b)


LACTOR17:The Age of Augustus (ISBN-13:978-0903625364)

aurei(H18,H21,H33,J41,N15,N24,J58);denarii(H27,N31,L1,L10,N5);as(J24).

Inscriptions:TriumphalArch,Rome(H17);InscriptionfromNikopolis(H10);AugustanLares(L12);altartonumenofAugustus(L17);laudatio Agrippae(T14);EdictsofCyrene(M60)


Coins:aurei(J3b,J12b,J21b,J30a,L25,N22);denarii(J7n,P13b,P13f);sestertii(K4,N51,Q14);as(Q13);dupondius (K13), quadrans(J19h).

Inscriptions:Claudius’harbour(K16),ProcuratorofOstia(K17),EmperorWorshipatGytheion(L4),GeniusofTiberius,Rome(L6),letterofClaudiustotheAlexandrians(L17),Pomeriumextension(N24)


40© OCR 2016


5

Literary evidence

NewLACTORontheFalloftheRepublic:(expectedreleasedateSeptember2017)

Appian, The Civil Wars,3.43–3.51,3.74–3.75,3.80–3.81,3.86–3.94,5.12–5.13;5.127–5.132

Caesar, The Civil War,1.1–1.5;1.7

Cicero, de lege agraria II.7–10

Cicero,LettersNos3,10,15,16,22,25,59,67,68,113,114,118(CiceroadAtt1.1,1.16,2.19,2.21,4.3,adQuintfrat2.3;adAtt7.68.13;C9.7.C,adAtt14.1,14.12,15.11)

Cicero, in Cat II.17–23

Cicero, in CatIV.7–10,20–22

Cicero, in Verrem I.1.35–47

Cicero, pro Sestio 96–105

Cicero,SecondPhilippic88–97

Q. Cicero, Commentariolum Petitionis 13–24

Sallust, The Catiline Conspiracy10–16,18–19,20–21,33–39,51–54

Sallust, Sallust, Histories[2.82]{2.98M},[3.34]{3.48M}

Plutarch, Antony 54–56

Plutarch, Sulla 7–10, 31

Plutarch, Pompey14–15,20,47–48

Plutarch, Caesar6–7,13–14,29–32,57–58

Suetonius, Deified Julius28–33,38–43

Suetonius, Deified Augustus26–28


DenariusofSulla84–83BC(Ghey,Leins&Crawford2010359.2.1)

DenariusofSulla82BC(Ghey,Leins&Crawford2010367.3.1)

DenariusofCaesar48–47BC(Ghey,Leins&Crawford2010452.4.1)

DenariusofCaesar47–46BC(Ghey,Leins&Crawford2010458.1.1)

DenariusofBrutus43–42BC(Ghey,Leins&Crawford2010508.3.1)

DenariusofAntony43BC(Ghey,Leins&Crawford2010488.1.1)

DenariusofOctavianandAntony39BC(Ghey,Leins&Crawford2010529.2.1)

DenariusofOctavianwithAgrippa38BC(Ghey,Leins&Crawford2010534.3.1)


5h. Ancientsourcematerialfor‘TheBreakdownoftheLateRepublic,88–31BC’depthstudy


5

Literary evidence

Suetonius, The Twelve Caesars,R.GravesPenguin(ISBN-13:978-0140455168)

Galba 11–17, 19, 22

Otho 5–9

Vitellius 8,10–12,15

Vespasian 1, 4–19, 23–25

Titus 4–11

Domitian 1–17, 23

Tacitus, Histories, K.Wellesley,Penguin(ISBN-13:978-0140449648)

1.1–1.14;1.18–1.22;1.27–1.28;1.33–1.36;1.41–1.43;1.46;1.50–1.53;1.62;1.74–1.78;1.86;1.89

2.1–2.2;2.4–2.7;2.74–2.75;2.79;2.83–2.86;2.90–2.91;2.100–2.101

3.47–3.48;3.71;3.84–3.86

4.2–4.4;4.10;4.68;4.80–4.82;4.85–4.86

5.1

LACTOR20: The Flavians, (ISBN-13:978-0903625388)

Chronicle of 354 part 16 (K2)

DioCassius66.2,3.4,8–10,12–13,14.3–5,15.1,16.3–4,18–20,24–26.4(C2–3,C8–10,C12–15,C16b,C18–20,C24–26);66.10.1–2(H24)

DioCassius67.1–4,6,8–11,12–17(D1–4,D6,D8–11,D12–17);67.4.7(T10)

Epitome de Caesaribus11.6–8(J10g)

JosephusJewish War 7.119–125,148–152(E6b,E6f),158–62(K64);4.592–600(H16),4.601–607(H17);7.63–74 (H22)

JuvenalSatire 4. 72–135 (G1)

MartialEpigram9.1(K54);8.49(N49)

Plutarch Life of Publicola15(K27);Life of Aemilius Paullus25.3–4(P8d)

Silius Italicus, Punic Wars 3.593–629 (H62)

StatiusSilvae,3.3.85–110(S9a)

TacitusHistories 3.74(L50);4.5–6(P1d);4.38and4.52(K82)

Tacitus,Annals3.55(J4j);11.11.1(L17)

Tacitus,Agricola2.1–2(P11a),2.3–3.2(T23),39.1–3(T25);40(T26),41.2–3(N36),42.1(P7),43.3–4(T29),44.5–45.2 (P11b)

Orosius Histories against the Pagans 7.3.7 (H42)

5i. Ancientsourcematerialfor‘TheFlavians,AD68–96’depthstudy

42© OCR 2016


5


LACTOR20: The Flavians, (ISBN-13:978-0903625388)

InscriptionAD69/70(ILS244)(H20)

InscriptionfromRome(MW51)(H56)

InscriptionAD71and81(ILS218)(K74)

AureusofAD69/70(H25)

DenariusofAD69(H27)

AsofAD70(H28)

AureusofAD70(H35)

AureusofAD71(H41)

SestertiusofAD71(H46)

SestertiusofAD72(H51)

Aureus (H60)

SestertiusofAD81/2(J11c)

AureusofAD82/3(J13a)

AsofAD84(K10)

SestertiusofAD95/6(K23)

SestertiusofAD95/6(K35)

AureusofSeptimiusSeverusAD201–210(K51)

DupondiusofAD85(K85)

DenariusofAD71(L1)

AsofAD88(L20)

SestertiusofAD71(L24)

SestertiusofAD85(N25)



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Literary evidence

LACTOR11: Literary Sources for Roman Britain(ISBN-13:978-0903625357)

Dio,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,JewishWar3.4–3.5

PomponiusMela,Geography 3.49–53 (E1)

SHA (Scriptores Historiae Augustae), Hadrian 5.1–5.2, 11.2

Strabo, Geography 4.5.1–2, 4.5.4

Suetonius, Caligula, 44.2, 46.1

Suetonius, Claudius, 13.2, 17.1–17.3, 21.6, 24.3

Suetonius, Nero,18,39.1

Suetonius, Vespasian, 4.1–4.2

Suetonius, Titus, 4.1

Tacitus,Annals 11.19, 12.23, 12.31–12.40, 14.29–14.39

Tacitus,Histories 1.2, 1.9, 1.59–1.60, 2.65, 2.66, 3.44–3.45

Tacitus,Agricola and Germania(ISBN-13:978-0140455403)

Agricola

Suetonius, The Twelve Caesars,R.GravesPenguin(ISBN-13:978-0140455168):

Domitian, 12.1


Josephus, Jewish War 2.378(N1i)


LACTOR4:Inscriptions of Roman Britain

GoldstaterofVerica(Mack125)

Gold stater of Cunobelinus (Mack 206))

BronzecoinofCunobelius(Mack246)

Aureus of Claudius (RIC Claudius 9 = BMC Claudius 32)

SestertiusofHadrian(RICHadrian845)

LonginusSdapeze(RIB201)

Dannicus(RIB108)

Sex.ValeriusGenialis(RIB109)

Rufus Sita (RIB 121)

M Favonius Facilis (RIB 200)

5j. Ancientsourcematerialfor‘RulingRomanBritain,AD43–128’ depthstudy

44© OCR 2016


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Claudiustotheathletes(BritishMuseumcollection111)

JuliusClassicanus,procurator(RIB12)

Arch of Claudius (ILS 216))

Mendip lead pig (RIB 2.1.2404.1)

Chester lead water-pipe (RIB 2.3.2434.1)

Verulamiumforuminscription(JRS46146–7)

DemetriusofYork(RIB662–3)

CaerleonstoneofTrajan(RIB330)

CommemorativetabletfromYork(RIB665)

Altars to Neptune and Oceanus (RIB 1319 and 1320)

Milecastle38buildinginscription(RIB1638)

HaltonChestersdedicationslab(RIB1427)

ChichesterdedicationtoNero(RIB92)

Chichesterdedicationslab(RIB91)

GaiusSaufeiustombstone(RIB255)

M.Petroniustombstone(RIB294)

As of Hadrian (RIC Hadrian 577a)

Benwell classis Britannicabuildinginscription(RIB1427)

A. Platorius Nepos (ILS 1052)

A speculator at London (RIB 19))

A beneficiariusatWroxeter

Wroxeterforumdedication(RIB288)

Anauxiliarystandard-bearer(RIB1172)

Invitationtoabirthdayparty(Tab.Vindol2.291)

T.ValeriusPudens(RIB258)

C.CalventiusCeler(RIB475)

TitusPontiusSabinus(ILS2726))

Vindolandatabletmilitarystrengthreport(Tab.Vindol.2.154)

VindolandatabletaboutBritishcavalry(Tab.Vindol.2.164)

Stanley Ireland, Roman Britain, a sourcebook(ISBN-13:978-0415131346)

VindolandatabletofaccountsforjourneyfromVindolandatoYork(Bowman&Thomas185)

Archaeological sites

Learnersmustbepreparedtoanswercommentaryquestionsonplansorreconstructionsofthearchaeologicalsites listed below.

Guy de la Bedoyere, Roman Britain: A New History,(ISBN-13:978-0500291146)

FishbournePalacereconstruction(p.200)


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H.H. Scullard, Roman Britain: Outpost of the Empire,(ISBN-13:978-0500274057)

Colchester(C1sttownandtempletoClaudius)(PlanoftownandreconstructionoftempletoClaudius

Inchtuthil fort plan

Silchester baths plan

Vindolandafort(PlanoffortavailableatVindolandaTabletsOnlinewebsite)

Centresarefreetostudythesourcesfromanytranslation,howeverwhereapassageisprintedonaquestionpaperitwillbetakenfromtheeditionslisted,withsuchmodifica

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