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Syllabus Snapshot
GCSE Ancient History
Exam Board: OCR
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2a. OCR’s GCSE (9–1) in Ancient History (J198)
LearnersmustcompletebothcomponentstobeawardedOCR’sGCSE(9–1)inAncientHistory.
ContentOverview AssessmentOverview
ThePersianEmpire,559–465BC
ThisisacompulsoryperiodstudyfocusingonthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.
Depthstudy
Onefrom:
• FromTyrannytoDemocracy,546–483BC• AthensintheAgeofPericles,462–429BC• AlexandertheGreat,356–323BC.
J198/01:Greece and
Persia
100marks+ 5marksSPaG*
1 hour 45minutes
Writtenpaper
27.5% of total
GCSE (9–1)
22.5% of total
GCSE (9–1)
ThefoundationsofRome:fromkingshiptorepublic,753–440BC
ThisisacompulsorylongerperiodstudyfocusingonthekingsofRomeandtheearlyRomanRepublic,withanemphasisonthemostexcitingandinterestingeventsandcharacters.
Depthstudy
Onefrom:
• HannibalandtheSecondPunicWar,218–201BC• Cleopatra:RomeandEgypt,69–30BC• Britannia:fromconquesttoprovince,AD43–c.84
J198/02:Rome and its neighbours
100marks+ 5marksSPaG*
1 hour 45minutes
Writtenpaper
27.5% of total
GCSE (9–1)
22.5% of total
GCSE (9–1)
*These10marksforSPaGareinadditiontothetotal200marksfortheassessmentofGCSE(9–1)AncientHistory,andarenotincludedinthepercentageweightingsshown.SeeSection3fformoredetails.
Allcomponentsincludesynopticassessment.
2 Thespecificationoverview
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DuringthecourseofthisGCSE(9–1)inAncientHistory,learnerswillhavethechancetostudysignificantevents,individuals,societies,developmentsandissuesintheirbroaderhistoricalcontexts.Thetopicareasselectedforthisspecificationrangefromthe8thcenturyBCtothe1stcenturyAD,andallowlearnerstostudyfourdifferentsocieties.
LearnerstakingtheGCSE(9–1)inAncientHistorywillneed to study oneperiodstudy,onelongerperiodstudy and twodepthstudies.
TheperiodstudyonthePersianEmpirewillfocusonacoherentmediumtimeframeof94yearsandrequireslearnerstounderstandtheunfoldingnarrativeofsubstantialdevelopmentsandissuesassociatedwiththisperiod.Learnerswillbeabletodemonstrateunderstandingoftheprocessofchange.
ThelongerperiodstudyontheRomankingsandtheearlyRomanRepublicwillfocusonthemostsignificanteventsandcharacteristicsofdifferenterasacrossaperiodofjustover300years.Thelongerperiodstudywillrevealwiderchangesinaspectsofsocietyovertimeandallowcomparisonstobemadebetweendifferenteras.Thiswillincludepoliticalchange,religiousandsocialchange,andtheimpactofwarfareandmilitarychange.
Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisallowslearnerstoseparatemythfromtheindividualsandeventswhichmayhaveahistoricalbasis.
Withineachcomponent,learnersmuststudyone depthstudyfromachoiceofthree.Eachdepthstudywillfocusonasubstantialandcoherentshortertimespan and will require learners to understand the complexityofahistoricaleventorsituationandtheinterplayofdifferentfactors.
Inthedepthstudies,thefocuswillbeonthecriticaluseofancientsourcematerialininvestigatingandassessinghistoricalquestions,problemsandissues.Learnerswillneedtounderstandthedetailedhistoricalcontextoftheevents/situationsforeachdepthstudy.Thelinksbetweenthedepthstudiesandtheperiodstudieswillmakeiteasierforteacherstoprovidethehistoricalbackground,contextandawarenessofhowtheiroptionislocatedwithinthelonger-termdevelopmentsofthetopic.
Thefocusofeachdepthstudywillbeonthebank ofancientsourcematerial,andtheuse,analysisandevaluationoftheevidencetheancientsourcematerialprovides.Thefocuswillalsobeonlookingcarefully at what can be learned about each topic fromtherelevantsources.
Whenyoucombinethedifferentoptionsonoffer, thisspecificationdeliversacoherentandsubstantialAncient History course.
2b. Content of GCSE (9–1) in Ancient History (J198)
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2c. Content of Greece and Persia (J198/01)
Thiscomponenthastwoelements:aperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsoryperiodstudyplusone of the three source-based depth studies. Each of the depth studieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachto theirstudy,butwillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.
ThecompulsoryperiodstudyfocusesontheunfoldingnarrativeofthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.
Centres should choose to study one of the three Greekdepthstudies.Theycanchoosebetween:
• FromTyrannytoDemocracy,546–483BC
ThetimeframeofthisdepthstudyoverlapswiththePersiaperiodstudy,allowinglearnersto focusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.LearnerswillalsounderstandtheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,PersiaandotherGreekcity-statesupto483BC.
• AthensintheAgeofPericles,462–429BC
ThetimeframeofthisdepthstudycontinuesonfromthePersianperiodstudy,enablinglearnerstolookatAthensfromapolitical,militaryandculturalperspective.DetailsregardingtheconflictbetweenGreeceandPersia,whichhasbeenstudiedintheperiodstudy,willhelplearnersunderstandthecontextualbackgroundthatAthensfindsitselfinatthebeginningofthedepth study.
• AlexandertheGreat,356–323BC
Thisdepthstudycoverssimilargeographicalareas to the period study but allows learners to understandtheMacedonianinvasion,conquestofthePersianEmpireandadvanceasfarasIndia.TheeventscoveredinthisdepthstudyallowlearnerstostudysomeoftheeventsassociatedwiththeendoftheAchaemenidEmpire,whichbeganunderCyrustheGreat.
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IntroductiontothePersianperiodstudy
ThisperiodstudyfollowstheunfoldingnarrativeoftheriseofthePersianEmpireunderthefirstfourAchaemenidkingsbetween559and465BC.AfteraninitialfocusonthefoundationoftheempireunderCyrustheGreat,thestudyexaminestheexpansionofPersianterritoryandconstructionprojectsofCyrus’successorsbeforeexploringthePersians’attemptstoexpandintoGreeceandtheresistancetheyfaced.LearnerswillneedtounderstandthenatureofthePersianEmpireinthisperiodandtheroleofthekingsinshapingitsdevelopment.
Therearethreeconsistentthemes:
• theexpansionofPersianterritory
• theinteractionbetweenthePersiansand othercultures,particularlytheGreeks,EgyptiansandBabylonians
• thepersonalitiesandprioritiesofCyrus theGreat,CambysesII,DariusIandXerxesIincludingtheirprioritiesonmattersof religionandarchitecture.
Theperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.
Knowledge,understandingandskills
Learnersshouldbeabletoidentify,describeandexplaineventsanddevelopmentsrelatingtothisperiodofPersianexpansionandtoevaluatetheachievementsofthekings.Theyshouldstudytheunfoldingnarrativethroughthefourchronologicalperiodsoutlined.Ineachofthetimespans,thefocusshouldbeonthecontentspecified.
Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsoftheperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.
Thelengthoftheperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom559to465BCandprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.
Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.Learners willberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandtheissuesforeachtopicinordertoreachsubstantiatedjudgements.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.
Intheperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonlybeexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswerthequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
2c. ContentofPersianperiodstudy
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ThePersianEmpire,559–465BC
Keytimespans Learnersshouldhavestudiedthefollowingcontent:
The rise of the Persian Empire underCyrustheGreat 559–530BC
ThebackgroundandaccessionofCyrus;theconquestofLydia;theconquestofBabylon;Cyrus’attitudetowardsconqueredpeoplesandhisliberationoftheJews;theconstructionofPasargadae;thecircumstancesof Cyrus’ death.
CambysesII,SmerdisandtheaccessionofDarius 530–522BC
Cambyses’conquestofEgypt;Cambyses’attitudetowardstheEgyptiansandtheirculture;thecircumstancesofCambyses’death;Darius’overthrowofSmerdis/Bardiya/Gaumata.
ThereignofDariustheGreat 522–486BC
Darius’pacificationoftheempire,includingtherestorationofcontroloverBabylon;constructionofSusa,PersepolisandtheEgyptiancanal;PersianexpansionintotheAegeanSea;thecampaigninIndia;thewarwiththeScythians;PersiancultureandreligionunderDarius;Darius’organisationandadministrationofthePersianEmpire;theIonianRevolt,includingitscauses,courseandconsequences;PersianrelationswithAthenspriortotherevolt;Mardonius’expeditionof493–492BC;theexpeditiontoGreecein490BCanditsaftermath.
XerxesIandtheGreeks 486–465BC
DeathofDariusandaccessionofXerxes;thesuppressionofrevoltsinBabyloniaandEgypt;theinvasionofGreece,includingPersianpreparation,thejourneytoGreece,theBattleofThermopylae,thesackofAthens,theBattleofSalamis;Persianmilitaryorganisationandfightingtechniques;thecompletionofDarius’buildingprojects;theBattleofEurymedonandPlutarch’s‘famouspeace’.
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IntroductiontotheGreekdepthstudies
Centres should choose oneGreekdepthstudyfromachoiceofthree,whichwillbeassessedalongsidethePersian period study.
TheGreekdepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.
Each of the three depth studies is linked by a commonthemeofculturalchange:democraticfor‘FromTyrannytoDemocracy,546–483BC’,democraticandculturalfor‘AthensintheAgeofPericles,462–429BC’andanewtypeofleaderin‘AlexandertheGreat,356–323BC’.
Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5c to 5e.
TheGreekdepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.
Knowledge,understandingandskills
Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied,includingchange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeandunderstanding,andanalyseandevaluatethesignificanceofevents,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.Learnerswill also need to understand the detailed historical contextoftheevents/situationforthedepthstudy.
Eachdepthstudyrequiresthecriticaluseofancientsourcematerialtointerpret,analyseandevaluatehistoricalquestions,problemsandissues.Differenttypesofevidenceneedtobeanalysedandevaluated
and learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn.Thedepthstudiesrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliabilityoftheevidence.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofboththehistoricaleventsstudiedandtheancientsourcematerialtoreachsubstantiatedconclusions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
2c. ContentofGreekdepthstudies
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FromTyrannytoDemocracy,546–483BC
ThisdepthstudywillfocusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.Thedepthstudywillexplorethepolitical,militaryandsocialfactorswhichalloweddemocracytobeestablishedin
AthensbutnotinSamos.LearnerswillalsostudytheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,Persia and other Greek city-states.
Key topics Learnersshouldhavestudiedthefollowingcontent:
Athensunderthetyrants Theconceptoftyranny;thePeisistratids,theiractionsandcharacteristicsoftheirrule;thepoliticalstructureunderthetyrants;HarmodiosandAristogeiton’sinvolvementintheassassinationofHipparchus;changestothenatureofHippias’tyrannyafterHipparchus’death;invasionbySpartatoremoveHippias;thefallofHippias.
Tyranny and Samos AccessionofPolycrates;histreatmentofpoliticalopponents;policytowardsEgyptandPersia;SpartanandCorinthianoppositiontohistyranny;buildingandengineeringachievementsofPolycrates;failedsuccessionofMaeandrius,includinghisoffertointroducedemocracyanditssubsequentwithdrawal;PersianinterferenceinSamianpolitics;supportfortheaccessionofSyloson;comparisonwithAtheniantyranny.
TheEmergenceofDemocracyin Athens
CleisthenesandhisrivalrywithIsagoras,includingtheinvolvement ofSparta;theintroductionofisegoriabyCleisthenes;Cleisthenes’reforms,includingrestructuringoftribes,demes and phratries,andthereorganisationoftheboule;SpartanattempttorestoreHippias;CorinthianargumentsagainstrestoringHippiasastyrantinAthens;Corinthianoppositiontotyrannyonprinciple–theexamplesofCypselusand Periander.
Democracyinaction AtheniandemocraticpolicytowardPersia;establishmentofthetenstrategoi;AtheniandecisiontosupporttheIonianrevoltandsubsequentwithdrawal;thedevelopmentofdemocracyinIoniaafterIonianrevolt;thedevelopmentofthenavyunderThemistoclesanditssignificancefordemocracy;theBattleofMarathonanditssignificancefordemocracy;changestothestatusofthearchonship;onsetandusesofostracism; theroleandtreatmentofMiltiades,ThemistoclesandAristidesinthenewlydemocraticAthens.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5c.
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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.
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2Key topics Learnersshouldhavestudiedthefollowingcontent:Upbringing,character,beliefsandlifeofAlexander
Alexander’syouth;thecharacter,politicalandpersonalinfluenceofOlympias;Alexander’srelationshipwithPhilip;Alexander’scharacterandbeliefs,includingtheadoptionofPersiandressandcustoms;thecourse ofhislifeandhisrelationshipswithcompanionsincludingParmenio,Cleitus,Callisthenes,HephaestionandAntipater.
Alexander’scampaigns: Thereasonsforhisexpeditionsandthemainbattles
TheinitialreasonsfortheexpeditionagainstPersia;theBattlesattheGranicus,GaugamelaandthePersianGates;thepursuitsofDariusandBessus;thefinalcampaignintheIndusValleyincludingthemutinyattheHyphasis;thedifficultiesencounteredonthereturnjourneytoBabylon;thechangingaimsofhisexpeditionsandchangingviewsofPersiansandthePersianempire;thenatureandroleofhisfoundationcities.
SignificanteventsinAlexander’slife
ThemurderofPhilipandthedifferinginterpretationsoftheeventssurroundingit;theeventsoftheBattlesattheGranicusandGaugamela;theburningofPersepolis;themurderofCleitus;themassmarriagesatSusa;Alexander’sdeathandthedifferingexplanationsoftheeventssurroundingit.
TheMacedonianarmyunderAlexander
Theuseofthecavalry;theuseofthephalanx;theuseofspecialisttroops;theweaponsandarmourofthearmy;thesignificanceofthetacticsusedatthemainbattles;theuseofsiegewarfareatTyreandtheAornusRock;theactionsofAlexanderandhisarmyduringthefinalcaptureofTyre;Alexander’srelationshipwithhisarmy.
LearnersshouldhavestudiedthesetsourceslistedinAppendix5e.
AlexandertheGreat,356–323BC
ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedAlexandertheGreattobecomeoneofancienthistory’smostfamousmen.Thisdepthstudyprovideslearnerswiththe
opportunitytoexplorethepolitical,military,religious,culturalandtechnologicalfactorsthatenabledAlexanderofMacedontoachievesomuchinsuchashortspaceoftime.
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2c. ContentofRomeanditsneighbours(J198/02)
Thiscomponenthastwoelements:alongerperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsorylongerperiodstudyplusone of the three source-based depth studies. Each of the depthstudieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachtotheirstudy.Learnerswillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.
ThelongerperiodstudyfocusesonthekingsofRomeandtheearlyRomanRepublic,allowinglearnerstostudysomeofthemostexcitingandinterestingeventsandcharactersfromthisperiod,throughtheprismoffourkeythemes.
Centres should choose to study one of the three Romandepthstudies.Theycanchoosebetween:
• HannibalandtheSecondPunicWar,218–201BC
ThisdepthstudyallowslearnerstostudytheeventsbetweenRomeandCarthagearound250yearsaftertheendofthelongerperiodstudy. It will allow learners to appreciate that thestrengthofRomeincreasedinsubsequentyears,sothatbythebeginningofthisdepthstudy,RomehadcontrolofmostofItaly.ItwillalsoallowlearnerstostudytheinteractionsbetweenCarthaginianandRomancultures.
• Cleopatra:RomeandEgypt,69–30BC
ThisdepthstudyfocusesonaperiodwhentheRomanRepublicwasincrisis,beforeOctavianbecamethefirstRomanEmperor.ItprovidesalinktothelongerperiodstudyshowingRomeinthelastfewdecadesoftheRomanRepublicandthebeginningofOctavian’s(Augustus’)principate. It will also allow learners to study theinteractionsbetweenEgyptianandRomancultures.
• Britannia:fromconquesttoprovince, AD 43–c.84
Thisdepthstudyfocusesonaperiodwhen RomeisruledbyEmperors,allowinglearnerstoappreciateathirdtypeofpoliticalsysteminthecontextofRomanhistory.ItwillallowlearnerstoappreciatethattheRomanscontinuedexpandingtheirterritoryintothe 1stcenturyAD.ItwillalsoallowlearnerstostudytheinteractionsbetweenBritishandRomancultures.
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2c. Contentofthelongerperiodstudy
IntroductiontotheRomanlongerperiodstudy
ThislongerperiodstudyenableslearnerstoexploretheearlydevelopmentofAncientRomeandtobeabletoputthisdevelopmentintothewidercontextoftheancientworld.Learnerswillcomparetheratesandtypesofchangeaffectingpoliticalandsocialstructures,culturalandreligiouspractices,andmilitaryadvancesacrossthefourtimespansoutlined.Thisstudyenableslearnerstoexplorethecomplexrelationshipsbetweenthekings,theRomanpeopleandothercountriesinthisperiodandlaterduringtheRepublicanera,thechangingroleofplebeiansandpatricians,andRome’sgrowinginfluenceintheancientworld.
Thefollowingfoursub-themesareaddressedacrossthelongerperiodstudy:
• politicalchange
• religiousandsocialchange
• impactofwarfareandmilitarychange
• separatingmythfromreality.
Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisisbroughtoutinthefourththemetoallowlearnerstoseparatemythfromtheindividualsandeventswhichmayhavea historical basis.
Thelongerperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.
Knowledge,understandingandskills
Thelongerperiodstudywillallowlearnerstodeveloptheirknowledgeandunderstandingofthesignificantevents,keyfeaturesandcharacteristicsofdifferenteras,allowinglearnerstoseewiderchangesinsocietyfromthetimeofRomankingsthroughto thecreationandstabilisationoftheearlyRomanRepublic.Learnerswillberequiredtodemonstrate anunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.
Thelengthofthelongerperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom753to440BC,andprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.
Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsofthelongerperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.
Learnerswillberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandissuesforeachtopicinordertoreachsubstantiatedjudgements.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.
Inthelongerperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonly beexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswer thequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
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ThefoundationsofRome:fromkingshiptorepublic,753–440BC
Keytimespans Learnersshouldhavestudiedthefollowingcontent:
Thelegendarykings:OriginsofRome 753–616BC
TheAeneasandRomulusfoundationmyths;Romulus’politicalinitiatives; Rome’srelationshipwiththeSabines;theroleoftheSenate;Romulus’death andthesuccessionofNuma;Numa’sdiplomacyandreligiouspolicies;thelegalsysteminthereignofTullusHostilius;AncusMarcius’expansionofRome.
Romulus’religiousinitiatives;Numa’sreligiousreforms.
Romulus’organisationoftheRomanarmy;Romulus’conflictswithneighbouringcommunities;TullusHostilius’conflictwithAlbaLonga.
Thenatureandoriginofthehistoricalevidenceforthisperiod,includingarchaeologicalandgeographicalissues.
TheEtruscankings: 616–509BC
Themannerinwhicheachmonarchgainedpower;themethodsadoptedby theEtruscanKingstosecuretheirpower;ServiusTullius’reforms;thetyranny ofTarquinusSuperbus.
ThedevelopmentofthecityofRome;theinfluenceofomensascribedtoServiusTullius;theimportanceoftheTarquin’spersonalwealthingainingpopularity.
Reorganisationofthearmy;thepoliticalandeconomicsignificanceofTarquinusPriscusandServiusTullus’victories;theimpactofTarquinusSuperbus’militaryrecord.
Thenatureandoriginofthehistoricalevidenceforthisperiod,includingboththeliteraryandarchaeologicalsources.
OriginsoftheRepublic: 509–494BC
TheremovalofTarquinusSuperbus;thecreationoftheearlyRepublicincludingthedevelopmentoftheConsulshipandtheSenate.
ImpactofthefoundationoftheRepublicupontheplebeianandpatricianclass,inparticularthetensionsdevelopingbetweenthetwogroups.
MilitarychallengestotheearlyRepublicandtheRomanresponse,includingtheBattleofSilviaArsia,theinvasionofLarsPorsenaandtheBattleofLakeRegilius.
Thenatureandoriginofthehistoricalevidenceforthisperiod.
SecuringtheRepublic: 494–440BC
ThedevelopmentofPlebeianinfluenceongovernment;SiciniusandtheFirstSecessionofthePlebeians;theVoleroPubliliusuprisingandthereformsof471;theDecemvirates,SecondSecessionandTwelveTables;theValerio-Horatianlawsandtheotherreformsofthe440s.
Changeandcontinuityinpatricianandplebeianlives;thepowerofthepatriciansrelativetotheplebeians;problemsfacingtheplebeianclass;theimpactofAppiusClaudius’andhisfamilyuponpatricianandplebeianrelations.
Themilitaryimplicationsoftheplebeianrevoltsandtheroleofsoldiersinthoserevolts;impactofwaruponRomanpolitics.
Thenatureandoriginofthehistoricalevidenceforthisperiod.
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2c. ContentofRomandepthstudies
IntroductiontotheRomandepthstudies
Centres should choose oneRomandepthstudyfromachoiceofthree,whichwillbeassessedalongsidetheRomanlongerperiodstudy.
TheRomandepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.
Each of the three depth studies is linked by a commontheme:theRomansandtheirinteractionswithaneighbouringpeople.
Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5f to 5h.
TheRomandepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.
Knowledge,understandingandskills
Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied,includingchange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeandunderstandingandanalyseandevaluatethesignificanceofevents,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.Learnerswill also need to understand the detailed historical contextoftheevents/situationforthedepthstudy.
Eachdepthstudyrequiresthecriticaluseofancientsourcematerialstointerpret,analyseandevaluatehistoricalquestions,problemsandissues.Differenttypesofevidenceneedtobeanalysedandevaluated
and learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn.Thedepthstudywillrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliabilityoftheevidence.
Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofboththehistoricaleventsstudiedandtheancientsourcematerialtoreachsubstantiatedconclusions.
AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.
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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.
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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.
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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.
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