Unit AH4 (Entry Code F394): Roman History: the use and abuse of power
Last updated : 29 May 2009 This Support Material booklet is designed to accompany the OCR Advanced GCE specification in Classics for teaching from September 2008.
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Other forms of Support 59
A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:
The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential
The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers
A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners
Amendments to the content of specifications – to ensure that content is up-to-date and relevant.
OCR has produced an overview document, which summarises the changes to Gujarati. This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and sample Lesson Plans for Gujarati. These Support Materials are designed for guidance only and play a secondary role to the Specification.
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson Plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.
A Guided Tour through the Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested teaching time
Option 1: The fall of the Roman Republic 81-31 BC
Suggested teaching and homework activities
Points to note
For discussion and information:
Lewis and Rheinold: Roman Civilisation Vol. 1
Lacey and Wilson Res Publica (BCP)
J.R. Patterson: Political Life in the city of Rome (BCP) is a useful and concise introduction
P. Bradley: Ancient Rome: using evidence contains numerous charts, maps and sources
T. Weidemann: Cicero and the End of the Roman Republic (BCP)
For coins (and sculpture etc) of the Late republic:
The basic format of this SoW is to take the events in chronological order as the easiest approach for students to gain familiarity with the facts and sources
The themes in the specification can be accessed at various points in the scheme; there will be a need to focus on the themes for the students at various points. Throughout this scheme of work relevant original sources are suggested, as well as useful secondary sources or information. Many students approaching this option will have studied Roman History at AS. However, some may not, having studied other options in the Classics suite at AS. This SOW, therefore, is organised as if the student is approaching a new subject. Some of the suggested activities may be omitted by those who have studied Roman History at AS
Sources: the main sources of information:
Contemporary - Sallust; Caesar: life, period of writing, aims and methods, style and approach to historiography; importance for the period.
Cicero: speeches and letters – problems as a source of evidence;
Plutarch, Suetonius: Lives;;
Appian, Dio Cassius;
Read the selections of sources: students to discuss what they learn about their approach and methods:
sources and use of them;
view of previous historical writing;
use of speeches;
approach to accuracy.
Using inscriptions and archaeological evidence;
Using poetry (Catullus, Ovid).
How useful are the different sources; why do accounts differ?
Take two reports of a recent event in newspapers and compare them as an exercise in assessing sources.
Two accounts of the same event: Caesar’s assassination In Plutarch (Caesar 66) and Suetonius (Julius Caesar 82)
Sallust: Preface to Catiline
Patterson ch. 1
Roman Civilisation Vol.1 (Lewis and Rheinhold) has a selection of authors’ views on the writing of history and brief biographies of authors
This aspect can be covered whenever it is felt suitable, although the earlier the better
The assassination in the sources could be compared to its portrayal in various films and TV series, such as Rome
Cicero on the Agrarian Law (in Res Publica pp.98-100): populares and power. [Lactor 7 pp.25ff]
Crawford ch.s 13 and 14
One issue here is the use of economic elements by politicians to gain support
Another which might be considered is the role of patronage in politics
Government of the Empire
The system of provincial commands: proconsul/proprietor;
the duties and role of the governor;
the benefits for the Roman governors;
the advantages and disadvantages for the provincials
Students: discussion - How far does the possession and expansion of the Empire affect political activity?
Richardson: Roman Provincial Administration ch. 2 especially.
Bradley ch. 13
World of Rome pp.126-131; pp. 241-248
Marsh ch. 19
Cicero Verres 1: corruption and exploitation
Cicero’s letter to Quintus 1.1
This topic may be dealt with at any point in the programme which seems suitable: the material should be relevant to the period 81-30 BC
Lactor 10 Cicero’s Cilician Letters provides material
It is useful to relate this topic to the previous one on social and economic context; the growth in wealth (for a few); the opportunities for colonies and trade; the influx of slaves; the resources used to meet demands of the poor