gcse ancient history - scribble resources · 2019. 1. 14. · 10 ocr 2016 gcse (9–1) in ancient...

Syllabus Snapshot

GCSE Ancient History

Exam Board: OCR

5© OCR 2016 GCSE (9–1) in Ancient History

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2a. OCR’s GCSE (9–1) in Ancient History (J198)

LearnersmustcompletebothcomponentstobeawardedOCR’sGCSE(9–1)inAncientHistory.

ContentOverview AssessmentOverview

ThePersianEmpire,559–465BC

ThisisacompulsoryperiodstudyfocusingonthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.

Depthstudy

Onefrom:

• FromTyrannytoDemocracy,546–483BC• AthensintheAgeofPericles,462–429BC• AlexandertheGreat,356–323BC.

J198/01:Greece and

Persia

100marks+ 5marksSPaG*

1 hour 45minutes

Writtenpaper

27.5% of total

GCSE (9–1)

22.5% of total

GCSE (9–1)

ThefoundationsofRome:fromkingshiptorepublic,753–440BC

ThisisacompulsorylongerperiodstudyfocusingonthekingsofRomeandtheearlyRomanRepublic,withanemphasisonthemostexcitingandinterestingeventsandcharacters.

Depthstudy

Onefrom:

• HannibalandtheSecondPunicWar,218–201BC• Cleopatra:RomeandEgypt,69–30BC• Britannia:fromconquesttoprovince,AD43–c.84

J198/02:Rome and its neighbours

100marks+ 5marksSPaG*

1 hour 45minutes

Writtenpaper

27.5% of total

GCSE (9–1)

22.5% of total

GCSE (9–1)

*These10marksforSPaGareinadditiontothetotal200marksfortheassessmentofGCSE(9–1)AncientHistory,andarenotincludedinthepercentageweightingsshown.SeeSection3fformoredetails.

Allcomponentsincludesynopticassessment.

2 Thespecificationoverview

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GCSE (9–1) in Ancient History

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DuringthecourseofthisGCSE(9–1)inAncientHistory,learnerswillhavethechancetostudysignificantevents,individuals,societies,developmentsandissuesintheirbroaderhistoricalcontexts.Thetopicareasselectedforthisspecificationrangefromthe8thcenturyBCtothe1stcenturyAD,andallowlearnerstostudyfourdifferentsocieties.

LearnerstakingtheGCSE(9–1)inAncientHistorywillneed to study oneperiodstudy,onelongerperiodstudy and twodepthstudies.

TheperiodstudyonthePersianEmpirewillfocusonacoherentmediumtimeframeof94yearsandrequireslearnerstounderstandtheunfoldingnarrativeofsubstantialdevelopmentsandissuesassociatedwiththisperiod.Learnerswillbeabletodemonstrateunderstandingoftheprocessofchange.

ThelongerperiodstudyontheRomankingsandtheearlyRomanRepublicwillfocusonthemostsignificanteventsandcharacteristicsofdifferenterasacrossaperiodofjustover300years.Thelongerperiodstudywillrevealwiderchangesinaspectsofsocietyovertimeandallowcomparisonstobemadebetweendifferenteras.Thiswillincludepoliticalchange,religiousandsocialchange,andtheimpactofwarfareandmilitarychange.

Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisallowslearnerstoseparatemythfromtheindividualsandeventswhichmayhaveahistoricalbasis.

Withineachcomponent,learnersmuststudyone depthstudyfromachoiceofthree.Eachdepthstudywillfocusonasubstantialandcoherentshortertimespan and will require learners to understand the complexityofahistoricaleventorsituationandtheinterplayofdifferentfactors.

Inthedepthstudies,thefocuswillbeonthecriticaluseofancientsourcematerialininvestigatingandassessinghistoricalquestions,problemsandissues.Learnerswillneedtounderstandthedetailedhistoricalcontextoftheevents/situationsforeachdepthstudy.Thelinksbetweenthedepthstudiesandtheperiodstudieswillmakeiteasierforteacherstoprovidethehistoricalbackground,contextandawarenessofhowtheiroptionislocatedwithinthelonger-termdevelopmentsofthetopic.

Thefocusofeachdepthstudywillbeonthebank ofancientsourcematerial,andtheuse,analysisandevaluationoftheevidencetheancientsourcematerialprovides.Thefocuswillalsobeonlookingcarefully at what can be learned about each topic fromtherelevantsources.

Whenyoucombinethedifferentoptionsonoffer, thisspecificationdeliversacoherentandsubstantialAncient History course.

2b. Content of GCSE (9–1) in Ancient History (J198)


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2c. Content of Greece and Persia (J198/01)

Thiscomponenthastwoelements:aperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsoryperiodstudyplusone of the three source-based depth studies. Each of the depth studieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachto theirstudy,butwillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.

ThecompulsoryperiodstudyfocusesontheunfoldingnarrativeofthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.

Centres should choose to study one of the three Greekdepthstudies.Theycanchoosebetween:

• FromTyrannytoDemocracy,546–483BC

ThetimeframeofthisdepthstudyoverlapswiththePersiaperiodstudy,allowinglearnersto focusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.LearnerswillalsounderstandtheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,PersiaandotherGreekcity-statesupto483BC.

• AthensintheAgeofPericles,462–429BC

ThetimeframeofthisdepthstudycontinuesonfromthePersianperiodstudy,enablinglearnerstolookatAthensfromapolitical,militaryandculturalperspective.DetailsregardingtheconflictbetweenGreeceandPersia,whichhasbeenstudiedintheperiodstudy,willhelplearnersunderstandthecontextualbackgroundthatAthensfindsitselfinatthebeginningofthedepth study.

• AlexandertheGreat,356–323BC

Thisdepthstudycoverssimilargeographicalareas to the period study but allows learners to understandtheMacedonianinvasion,conquestofthePersianEmpireandadvanceasfarasIndia.TheeventscoveredinthisdepthstudyallowlearnerstostudysomeoftheeventsassociatedwiththeendoftheAchaemenidEmpire,whichbeganunderCyrustheGreat.

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IntroductiontothePersianperiodstudy

ThisperiodstudyfollowstheunfoldingnarrativeoftheriseofthePersianEmpireunderthefirstfourAchaemenidkingsbetween559and465BC.AfteraninitialfocusonthefoundationoftheempireunderCyrustheGreat,thestudyexaminestheexpansionofPersianterritoryandconstructionprojectsofCyrus’successorsbeforeexploringthePersians’attemptstoexpandintoGreeceandtheresistancetheyfaced.LearnerswillneedtounderstandthenatureofthePersianEmpireinthisperiodandtheroleofthekingsinshapingitsdevelopment.

Therearethreeconsistentthemes:

• theexpansionofPersianterritory

• theinteractionbetweenthePersiansand othercultures,particularlytheGreeks,EgyptiansandBabylonians

• thepersonalitiesandprioritiesofCyrus theGreat,CambysesII,DariusIandXerxesIincludingtheirprioritiesonmattersof religionandarchitecture.

Theperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.

Knowledge,understandingandskills

Learnersshouldbeabletoidentify,describeandexplaineventsanddevelopmentsrelatingtothisperiodofPersianexpansionandtoevaluatetheachievementsofthekings.Theyshouldstudytheunfoldingnarrativethroughthefourchronologicalperiodsoutlined.Ineachofthetimespans,thefocusshouldbeonthecontentspecified.

Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsoftheperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.

Thelengthoftheperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom559to465BCandprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.

Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.Learners willberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandtheissuesforeachtopicinordertoreachsubstantiatedjudgements.

Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.

Intheperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonlybeexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswerthequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.

AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.

2c. ContentofPersianperiodstudy


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ThePersianEmpire,559–465BC

Keytimespans Learnersshouldhavestudiedthefollowingcontent:

The rise of the Persian Empire underCyrustheGreat 559–530BC

ThebackgroundandaccessionofCyrus;theconquestofLydia;theconquestofBabylon;Cyrus’attitudetowardsconqueredpeoplesandhisliberationoftheJews;theconstructionofPasargadae;thecircumstancesof Cyrus’ death.

CambysesII,SmerdisandtheaccessionofDarius 530–522BC

Cambyses’conquestofEgypt;Cambyses’attitudetowardstheEgyptiansandtheirculture;thecircumstancesofCambyses’death;Darius’overthrowofSmerdis/Bardiya/Gaumata.

ThereignofDariustheGreat 522–486BC

Darius’pacificationoftheempire,includingtherestorationofcontroloverBabylon;constructionofSusa,PersepolisandtheEgyptiancanal;PersianexpansionintotheAegeanSea;thecampaigninIndia;thewarwiththeScythians;PersiancultureandreligionunderDarius;Darius’organisationandadministrationofthePersianEmpire;theIonianRevolt,includingitscauses,courseandconsequences;PersianrelationswithAthenspriortotherevolt;Mardonius’expeditionof493–492BC;theexpeditiontoGreecein490BCanditsaftermath.

XerxesIandtheGreeks 486–465BC

DeathofDariusandaccessionofXerxes;thesuppressionofrevoltsinBabyloniaandEgypt;theinvasionofGreece,includingPersianpreparation,thejourneytoGreece,theBattleofThermopylae,thesackofAthens,theBattleofSalamis;Persianmilitaryorganisationandfightingtechniques;thecompletionofDarius’buildingprojects;theBattleofEurymedonandPlutarch’s‘famouspeace’.

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IntroductiontotheGreekdepthstudies

Centres should choose oneGreekdepthstudyfromachoiceofthree,whichwillbeassessedalongsidethePersian period study.

TheGreekdepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.

Each of the three depth studies is linked by a commonthemeofculturalchange:democraticfor‘FromTyrannytoDemocracy,546–483BC’,democraticandculturalfor‘AthensintheAgeofPericles,462–429BC’andanewtypeofleaderin‘AlexandertheGreat,356–323BC’.

Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5c to 5e.

TheGreekdepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.


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.


2c. ContentofGreekdepthstudies


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FromTyrannytoDemocracy,546–483BC

ThisdepthstudywillfocusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.Thedepthstudywillexplorethepolitical,militaryandsocialfactorswhichalloweddemocracytobeestablishedin

AthensbutnotinSamos.LearnerswillalsostudytheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,Persia and other Greek city-states.

Key topics Learnersshouldhavestudiedthefollowingcontent:

Athensunderthetyrants Theconceptoftyranny;thePeisistratids,theiractionsandcharacteristicsoftheirrule;thepoliticalstructureunderthetyrants;HarmodiosandAristogeiton’sinvolvementintheassassinationofHipparchus;changestothenatureofHippias’tyrannyafterHipparchus’death;invasionbySpartatoremoveHippias;thefallofHippias.

Tyranny and Samos AccessionofPolycrates;histreatmentofpoliticalopponents;policytowardsEgyptandPersia;SpartanandCorinthianoppositiontohistyranny;buildingandengineeringachievementsofPolycrates;failedsuccessionofMaeandrius,includinghisoffertointroducedemocracyanditssubsequentwithdrawal;PersianinterferenceinSamianpolitics;supportfortheaccessionofSyloson;comparisonwithAtheniantyranny.

TheEmergenceofDemocracyin Athens

CleisthenesandhisrivalrywithIsagoras,includingtheinvolvement ofSparta;theintroductionofisegoriabyCleisthenes;Cleisthenes’reforms,includingrestructuringoftribes,demes and phratries,andthereorganisationoftheboule;SpartanattempttorestoreHippias;CorinthianargumentsagainstrestoringHippiasastyrantinAthens;Corinthianoppositiontotyrannyonprinciple–theexamplesofCypselusand Periander.

Democracyinaction AtheniandemocraticpolicytowardPersia;establishmentofthetenstrategoi;AtheniandecisiontosupporttheIonianrevoltandsubsequentwithdrawal;thedevelopmentofdemocracyinIoniaafterIonianrevolt;thedevelopmentofthenavyunderThemistoclesanditssignificancefordemocracy;theBattleofMarathonanditssignificancefordemocracy;changestothestatusofthearchonship;onsetandusesofostracism; theroleandtreatmentofMiltiades,ThemistoclesandAristidesinthenewlydemocraticAthens.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5c.

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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.


2Key topics Learnersshouldhavestudiedthefollowingcontent:Upbringing,character,beliefsandlifeofAlexander

Alexander’syouth;thecharacter,politicalandpersonalinfluenceofOlympias;Alexander’srelationshipwithPhilip;Alexander’scharacterandbeliefs,includingtheadoptionofPersiandressandcustoms;thecourse ofhislifeandhisrelationshipswithcompanionsincludingParmenio,Cleitus,Callisthenes,HephaestionandAntipater.

Alexander’scampaigns: Thereasonsforhisexpeditionsandthemainbattles

TheinitialreasonsfortheexpeditionagainstPersia;theBattlesattheGranicus,GaugamelaandthePersianGates;thepursuitsofDariusandBessus;thefinalcampaignintheIndusValleyincludingthemutinyattheHyphasis;thedifficultiesencounteredonthereturnjourneytoBabylon;thechangingaimsofhisexpeditionsandchangingviewsofPersiansandthePersianempire;thenatureandroleofhisfoundationcities.

SignificanteventsinAlexander’slife

ThemurderofPhilipandthedifferinginterpretationsoftheeventssurroundingit;theeventsoftheBattlesattheGranicusandGaugamela;theburningofPersepolis;themurderofCleitus;themassmarriagesatSusa;Alexander’sdeathandthedifferingexplanationsoftheeventssurroundingit.

TheMacedonianarmyunderAlexander

Theuseofthecavalry;theuseofthephalanx;theuseofspecialisttroops;theweaponsandarmourofthearmy;thesignificanceofthetacticsusedatthemainbattles;theuseofsiegewarfareatTyreandtheAornusRock;theactionsofAlexanderandhisarmyduringthefinalcaptureofTyre;Alexander’srelationshipwithhisarmy.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5e.

AlexandertheGreat,356–323BC

ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedAlexandertheGreattobecomeoneofancienthistory’smostfamousmen.Thisdepthstudyprovideslearnerswiththe

opportunitytoexplorethepolitical,military,religious,culturalandtechnologicalfactorsthatenabledAlexanderofMacedontoachievesomuchinsuchashortspaceoftime.


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2c. ContentofRomeanditsneighbours(J198/02)

Thiscomponenthastwoelements:alongerperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsorylongerperiodstudyplusone of the three source-based depth studies. Each of the depthstudieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachtotheirstudy.Learnerswillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.

ThelongerperiodstudyfocusesonthekingsofRomeandtheearlyRomanRepublic,allowinglearnerstostudysomeofthemostexcitingandinterestingeventsandcharactersfromthisperiod,throughtheprismoffourkeythemes.

Centres should choose to study one of the three Romandepthstudies.Theycanchoosebetween:

• HannibalandtheSecondPunicWar,218–201BC

ThisdepthstudyallowslearnerstostudytheeventsbetweenRomeandCarthagearound250yearsaftertheendofthelongerperiodstudy. It will allow learners to appreciate that thestrengthofRomeincreasedinsubsequentyears,sothatbythebeginningofthisdepthstudy,RomehadcontrolofmostofItaly.ItwillalsoallowlearnerstostudytheinteractionsbetweenCarthaginianandRomancultures.

• Cleopatra:RomeandEgypt,69–30BC

ThisdepthstudyfocusesonaperiodwhentheRomanRepublicwasincrisis,beforeOctavianbecamethefirstRomanEmperor.ItprovidesalinktothelongerperiodstudyshowingRomeinthelastfewdecadesoftheRomanRepublicandthebeginningofOctavian’s(Augustus’)principate. It will also allow learners to study theinteractionsbetweenEgyptianandRomancultures.

• Britannia:fromconquesttoprovince, AD 43–c.84

Thisdepthstudyfocusesonaperiodwhen RomeisruledbyEmperors,allowinglearnerstoappreciateathirdtypeofpoliticalsysteminthecontextofRomanhistory.ItwillallowlearnerstoappreciatethattheRomanscontinuedexpandingtheirterritoryintothe 1stcenturyAD.ItwillalsoallowlearnerstostudytheinteractionsbetweenBritishandRomancultures.

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2c. Contentofthelongerperiodstudy

IntroductiontotheRomanlongerperiodstudy

ThislongerperiodstudyenableslearnerstoexploretheearlydevelopmentofAncientRomeandtobeabletoputthisdevelopmentintothewidercontextoftheancientworld.Learnerswillcomparetheratesandtypesofchangeaffectingpoliticalandsocialstructures,culturalandreligiouspractices,andmilitaryadvancesacrossthefourtimespansoutlined.Thisstudyenableslearnerstoexplorethecomplexrelationshipsbetweenthekings,theRomanpeopleandothercountriesinthisperiodandlaterduringtheRepublicanera,thechangingroleofplebeiansandpatricians,andRome’sgrowinginfluenceintheancientworld.

Thefollowingfoursub-themesareaddressedacrossthelongerperiodstudy:

• politicalchange

• religiousandsocialchange

• impactofwarfareandmilitarychange

• separatingmythfromreality.

Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisisbroughtoutinthefourththemetoallowlearnerstoseparatemythfromtheindividualsandeventswhichmayhavea historical basis.

Thelongerperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.


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.



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ThefoundationsofRome:fromkingshiptorepublic,753–440BC

Keytimespans Learnersshouldhavestudiedthefollowingcontent:

Thelegendarykings:OriginsofRome 753–616BC

TheAeneasandRomulusfoundationmyths;Romulus’politicalinitiatives; Rome’srelationshipwiththeSabines;theroleoftheSenate;Romulus’death andthesuccessionofNuma;Numa’sdiplomacyandreligiouspolicies;thelegalsysteminthereignofTullusHostilius;AncusMarcius’expansionofRome.

Romulus’religiousinitiatives;Numa’sreligiousreforms.

Romulus’organisationoftheRomanarmy;Romulus’conflictswithneighbouringcommunities;TullusHostilius’conflictwithAlbaLonga.

Thenatureandoriginofthehistoricalevidenceforthisperiod,includingarchaeologicalandgeographicalissues.

TheEtruscankings: 616–509BC

Themannerinwhicheachmonarchgainedpower;themethodsadoptedby theEtruscanKingstosecuretheirpower;ServiusTullius’reforms;thetyranny ofTarquinusSuperbus.

ThedevelopmentofthecityofRome;theinfluenceofomensascribedtoServiusTullius;theimportanceoftheTarquin’spersonalwealthingainingpopularity.

Reorganisationofthearmy;thepoliticalandeconomicsignificanceofTarquinusPriscusandServiusTullus’victories;theimpactofTarquinusSuperbus’militaryrecord.

Thenatureandoriginofthehistoricalevidenceforthisperiod,includingboththeliteraryandarchaeologicalsources.

OriginsoftheRepublic: 509–494BC

TheremovalofTarquinusSuperbus;thecreationoftheearlyRepublicincludingthedevelopmentoftheConsulshipandtheSenate.

ImpactofthefoundationoftheRepublicupontheplebeianandpatricianclass,inparticularthetensionsdevelopingbetweenthetwogroups.

MilitarychallengestotheearlyRepublicandtheRomanresponse,includingtheBattleofSilviaArsia,theinvasionofLarsPorsenaandtheBattleofLakeRegilius.

Thenatureandoriginofthehistoricalevidenceforthisperiod.

SecuringtheRepublic: 494–440BC

ThedevelopmentofPlebeianinfluenceongovernment;SiciniusandtheFirstSecessionofthePlebeians;theVoleroPubliliusuprisingandthereformsof471;theDecemvirates,SecondSecessionandTwelveTables;theValerio-Horatianlawsandtheotherreformsofthe440s.

Changeandcontinuityinpatricianandplebeianlives;thepowerofthepatriciansrelativetotheplebeians;problemsfacingtheplebeianclass;theimpactofAppiusClaudius’andhisfamilyuponpatricianandplebeianrelations.

Themilitaryimplicationsoftheplebeianrevoltsandtheroleofsoldiersinthoserevolts;impactofwaruponRomanpolitics.

Thenatureandoriginofthehistoricalevidenceforthisperiod.

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2c. ContentofRomandepthstudies

IntroductiontotheRomandepthstudies

Centres should choose oneRomandepthstudyfromachoiceofthree,whichwillbeassessedalongsidetheRomanlongerperiodstudy.

TheRomandepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.

Each of the three depth studies is linked by a commontheme:theRomansandtheirinteractionswithaneighbouringpeople.

Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5f to 5h.

TheRomandepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.


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.



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


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.


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.

Ancient HistoryRegistered office: �Your checklistDownload high-quality, exciting and innovative GCSE (9-1)Ancient History resources from ocr.org.uk/gcseancienthistory GCSE Ancient History J198 - with links_20042018.pdf1Why choose an OCR GCSE (9–1) in Ancient History?1a.Why choose an OCR qualification?1b.Why choose an OCR GCSE (9–1) in Ancient History?1c.What are the key features of this specification?1d.What is new in OCR GCSE (9–1) in Ancient History?1e.How do I find out more information?2The specification overview

2a.OCR’s GCSE (9–1) in Ancient History (J198)2b.Content of GCSE (9–1) in Ancient History (J198)2c.Content of Greece and Persia (J198/01)2c.Content of Persian period study2c.Content of Greek depth studies2c.Content of Rome and its neighbours (J198/02)2c.Content of the longer period study2c.Content of Roman depth studies2d.Prior knowledge, learning and progression3Assessment of GCSE (9–1) in Ancient History (J198)

3a.Forms of assessment 3b.Assessment objectives (AO)3c.Assessment availability3d.Retaking the qualification3e.Assessment of extended response 3f.Spelling, punctuation and grammar and the use of specialist terminology3g.Synoptic assessment 3h.Calculating qualification results 4Admin: what you need to know

4a.Pre-assessment4b.Special consideration 4c.External assessment arrangements4d.Results and certificates4e.Post-results services4f.Malpractice 5Appendices

5a.Grade descriptors5b.Accessibility5c.Overlap with other qualifications5d. Set ancient sources for ‘From Tyranny to Democracy, 546–483 BC’5e. Set ancient sources for ‘Athens in the Age of Pericles, 462–429 BC’5f. Set ancient sources for ‘Alexander the Great, 356–323 BC’5g. Set ancient sources for ‘Hannibal and the Second Punic War, 218–201 BC’5h.Set ancient sources for ‘Cleopatra: Rome and Egypt, 69–30 BC’5i. Set ancient sources for ‘Britannia: from conquest to province, AD 43–c.84’Summary of updates

gcse ancient history - scribble resources · 2019. 1. 14. · 10 ocr 2016 gcse (9–1) in ancient...

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