ocr.org.uk/gcseancienthistory GCSE (9-1) Specification ANCIENT HISTORY J198 For first assessment in 2019 GCSE (9-1) Ancient History eBacc recognised Version 1.1 (April 2018)
ocr.org.uk/gcseancienthistory
GCSE (9-1)Specification
ANCIENT HISTORYJ198For first assessment in 2019
GCSE (9-1) Ancient History
eBacc recognised
Version 1.1 (April 2018)
Registered office: 1 Hills Road Cambridge CB1 2EU
OCR is an exempt charity.
Disclaimer Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]
We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.
© 2018 OCR. All rights reserved.
Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.
Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in England. Registered company number 3484466.
1© OCR 2016 GCSE (9–1) in Ancient History
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) 152c. Contentofthelongerperiodstudy 162c. ContentofRomandepthstudies 182d. Priorknowledge,learningandprogression 22
3 Assessment of GCSE (9–1) in Ancient History (J198) 233a. Formsofassessment 233b. Assessmentobjectives(AO) 263c. Assessmentavailability 263d. Retakingthequalification 273e. Assessmentofextendedresponse 273f. Spelling,punctuationandgrammarandtheuseofspecialistterminology 273g. Synopticassessment 273h. Calculatingqualificationresults 27
4 Admin:whatyouneedtoknow 284a. Pre-assessment 284b. Specialconsideration 284c. Externalassessmentarrangements 294d. Resultsandcertificates 294e. Post-resultsservices 304f. Malpractice 30
5 Appendices 315a. Grade descriptors 315b. Accessibility 325c. Overlapwithotherqualifications 325d. Setancientsourcesfor‘FromTyrannytoDemocracy,546–483BC’ 325e. Setancientsourcesfor‘AthensintheAgeofPericles,462–429BC’ 335f. Setancientsourcesfor‘AlexandertheGreat,356–323BC’ 345g. Setancientsourcesfor‘HannibalandtheSecondPunicWar,218–201BC’ 355h. Setancientsourcesfor‘Cleopatra:RomeandEgypt,69–30BC’ 365i. Setancientsourcesfor‘Britannia:fromconquesttoprovince,AD43–c.84’ 37
Summaryofupdates 38
2© OCR 2016
GCSE (9–1) in Ancient History
1
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?
3© OCR 2016 GCSE (9–1) in Ancient History
1
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
• understandthatancienthistorianstodayrely onfewersourcesthanareavailableformodernhistory,meaningthatourversionofeventsoftenreliesonveryscarceevidence,andtheresultingdifficultiesinreconstructingthehistoryoftheancient world
• demonstratetheirknowledgeandunderstandingofwhatwebelievehappenedinancienttimesandtheancientsourcestojustifyourbelief,andreachsubstantiatedconclusionswhichtakeintoaccountthereliabilityoftheavailableancientsources.
4© OCR 2016
GCSE (9–1) in Ancient History
1
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.
• Gradedona9to1scale.
1e. HowdoIfindoutmoreinformation?
IfyouarealreadyusingOCRspecificationsyoucancontact us at: www.ocr.org.uk
IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk
Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk
Wanttofindoutmore?
Askoursubjectadvisors:
Email:[email protected]
CustomerContactCentre:01223553998
JoinourClassicscommunity http://social.ocr.org.uk/groups/classics
Teachersupport:www.ocr.org.uk
• arompthroughthemostexcitingpartsofRomanandGreekhistory,focusingonthekeyindividualsandeventsthathelpedshapetheancient world
• aclearandbalancedstructurethatwillhelpcourseplanning
• aspecificationwithoptionsthatprovideacoherentcourse,nomatterwhichoptionsyouchoose
• astraightforwardspecificationwithdetailedguidancetosupportdelivery
• awiderangeofcontentoptionstomeetyourcentre’sexpertise
• itprovidessolidpreparationforthoselearnerswishingtoprogresstoASandALevelinAncientHistoryqualifications.
5© OCR 2016 GCSE (9–1) in Ancient History
2
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
6© OCR 2016
GCSE (9–1) in Ancient History
2
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)
7© OCR 2016 GCSE (9–1) in Ancient History
2
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.
8© OCR 2016
GCSE (9–1) in Ancient History
2
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
9© OCR 2016 GCSE (9–1) in Ancient History
2
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’.
10© OCR 2016
GCSE (9–1) in Ancient History
2
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
11© OCR 2016 GCSE (9–1) in Ancient History
2
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.
12© OCR 2016
GCSE (9–1) in Ancient History
2 Key topics Learnersshouldhavestudiedthefollowingcontent:
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.
13© OCR 2016 GCSE (9–1) in Ancient History
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.
14© OCR 2016
GCSE (9–1) in Ancient History
15© OCR 2016 GCSE (9–1) in Ancient History
2
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.
16© OCR 2016
GCSE (9–1) in Ancient History
2
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.
17© OCR 2016 GCSE (9–1) in Ancient History
2
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.
18© OCR 2016
GCSE (9–1) in Ancient History
2
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.
19© OCR 2016 GCSE (9–1) in Ancient History
2Key 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,VarroandPaulus;Romanmistakesinthecampaignandthereasonsforthem;theimpact ofFabiusMaximusuponRomantactics,includinghisappointmentasdictatorandtheuseofreligiontoimproveRomanconfidence;Minucius’failureandFabius’successinisolatingHannibalfromhisalliesandcuttingoffhissupplyroutes;theimpactofScipioAfricanusonRomantactics;ScipioAfricanus’appointmentandsuccessfulcampaigninIberia;debateinSenatebetweenScipioAfricanusandFabiusMaximus;Scipio’sinvasionofAfricatodrawHannibaloutofRome.
HowdidRomedefeatCarthage?
ReasonsforHannibal’swithdrawalfromRome,includingpressurefromtheCarthaginiansenateandsupplyproblems;thesignificanceoftheNumidiancavalrysupportingRomeandregionalunrestcausedbytheRomaninvasionofAfrica;Hannibal’srefusaltofightandthemurderofHasdrubal;theBattleofZama;thereasonsforHannibal’sdefeatanditsconsequencesforCarthageandRome.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5f.
HannibalandtheSecondPunicWar,218–201BC
ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedHannibaltoinvadeRomeanddefeatitsarmy,butafter17yearsforcedHannibaltoleaveItalytodefendCarthagefroma
Romaninvasion.Itprovideslearnerswiththeopportunitytoexplorethepolitical,military,economic,socialandreligiousfactorsthataffectedthe course of the Second Punic War.
20© OCR 2016
GCSE (9–1) in Ancient History
2
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.
21© OCR 2016 GCSE (9–1) in Ancient History
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.
22© OCR 2016
GCSE (9–1) in Ancient History
2
2d. Priorknowledge,learningandprogression
LearnerswhoarebeginningaGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudy.Nopriorknowledgeofthissubjectisrequired.
GCSEs(9–1)arequalificationsthatenablelearnerstoprogresstofurtherqualifications,eithervocationalorgeneral.
ThisqualificationprovidestheidealfoundationforlearnerstoprogresstostudyingASLevelinAncientHistoryandALevelinAncientHistory.
Findoutmoreatwww.ocr.org.uk
23© OCR 2016 GCSE (9–1) in Ancient History
3
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.
24© OCR 2016
GCSE (9–1) in Ancient History
3
Bothquestionpapershavethesamestructure.ThestructureofJ198/01andJ198/02willfollowthispattern:
SectionA
WerecommendthatlearnersspendaroundonehouronSectionA.
Question TypeofquestionAO1 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.
25© OCR 2016 GCSE (9–1) in Ancient History
3
SectionB,CandD
LearnersanswereitherSectionBorSectionCorSectionD.
TheSectionBquestionsnumber6to10,SectionCquestionsnumber11to15andSectionDquestionsnumber16to20.
Werecommendthatlearnersspendaround45minutesonthissection.
Question TypeofquestionAO1 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.
26© OCR 2016
GCSE (9–1) in Ancient History
3
AssessmentObjective
AO1Demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthehistorical periods studied.
AO2Analyseandexplainhistoricaleventsandhistoricalperiodstoarriveatsubstantiatedjudgements.
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.
27© OCR 2016 GCSE (9–1) in Ancient History
3
3d. Retakingthequalification
Learnerscanretakethequalificationasmanytimesastheywish.Learnersmustretakebothcomponentsinthesameexaminationseries.
3e. Assessmentofextendedresponse
Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustainedand
coherentlineofreasoning.Marksforextendedresponsesareintegratedintothemarkingcriteria.
3f. Spelling,punctuationandgrammarandtheuseofspecialistterminology
Inthespecificationasawhole,5percentofthemarkswillbeusedtocredittheaccuracyoflearners’spelling,punctuationandgrammarandtheiruseofspecialistterminology(SPaG).
Therewillbe5marksavailableforSPaGforQuestion5 in J198/01 Greece and Persia.
Therewillbe5marksavailableforSPaGfor Question5inJ198/02Romeanditsneighbours.
ThesemarksforSPaGareinadditiontothetotal 200marksfortheassessmentofGCSE(9–1)AncientHistory.ThetasksinwhichSPaGisassessedwillbeextendedresponsesandwillbeclearlyindicatedinassessmentmaterials.
Themarkingexpectationsforspelling,punctuationandgrammarandtheuseofspecialistterminology(SPaG)canbefoundinthemarkschemesforthesepapers.
3g. Synopticassessment
Synopticassessmenttargetslearners’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.
28© OCR 2016
GCSE (9–1) in Ancient History
4
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.
29© OCR 2016 GCSE (9–1) in Ancient History
4
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’.
30© OCR 2016
GCSE (9–1) in Ancient History
4
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.
31© OCR 2016 GCSE (9–1) in Ancient History
5
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.
32© OCR 2016
GCSE (9–1) in Ancient History
5 5d. 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.
33© OCR 2016 GCSE (9–1) in Ancient History
5
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.
34© OCR 2016
GCSE (9–1) in Ancient History
5
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)
35© OCR 2016 GCSE (9–1) in Ancient History
5
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)
36© OCR 2016
GCSE (9–1) in Ancient History
5
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.
37© OCR 2016 GCSE (9–1) in Ancient History
5
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).
38© OCR 2016
GCSE (9–1) in Ancient History
Summaryofupdates
Date Version Section Titleofsection Change
April 2018 1.1 4d Resultsandcertificates Amendtocertificationtitling
39© OCR 2016 GCSE (9–1) in Ancient History
40© OCR 2016
GCSE (9–1) in Ancient History
Our aim is to provide you with all the information and support you need to deliver our specifications.
¨ Bookmark ocr.org.uk/gcseancienthistory for all the latest resources,information and news on GCSE (9-1) Ancient History
¨ Be among the first to hear about support materials and resourcesas they become available – register for Classics updates at ocr.org.uk/updates
¨ Find out about our professional development at cpdhub.ocr.org.uk
¨ View our range of skills guides for use across subjects and qualificationsat ocr.org.uk/skillsguides
at social.ocr.org.uk
¨ Discover our new online past paper service at ocr.org.uk/exambuilder
¨ Learn more about Active Results at ocr.org.uk/activeresults
¨ Join our Classics social net work community for teachers
YOUR CHECKLIST
OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.
For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2018 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.
ocr.org.uk/gcseancienthistory
6218489019
Download high-quality, exciting and innovative GCSE (9-1) Ancient History resources from ocr.org.uk/gcseancienthistory
Resources and support for our GCSE (9-1) Ancient History qualification, developed through collaboration between our Classics Subject Advisor, teachers and other subject experts, are available from our website. You can also contact our Classics Subject Advisor who can give you specialist advice, guidance and support.
Contact the team at: 01223 553998 [email protected] @OCRexams
To stay up to date with all the relevant news about our qualifications, register for email updates at ocr.org.uk/updates
Classics CommunityThe social network is a free platform where teachers can engage with each other – and with us – to find and offer guidance, discover and share ideas, best practice and a range of Classics support materials. To sign up, go to social.ocr.org.uk
follow us on
facebook.com/ocrexams
linkedin.com/company/ocr
@OCRexams youtube.com/ocrexams