GCSE Classical Civilisation - Scribble Resources · Key topics ans sol av si Z (olloin Gods Greek and Roman gods, their responsibilies and symbols and how they are typically represented

Syllabus Snapshot

GCSE Classical Civilisation

Exam Board: OCR

5© OCR 2016 GCSE (9–1) in Classical Civilisation

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s ci cation ov vi

a C s GCSE (9–1) in Classical Civilisation ( 199)

TobeawardedOCR’sGCSE(9–1)inClassicalCivilisationlearnerstakeonefromcomponentsJ199/11andJ199/12,andone fromcomponentsJ199/21,J199/22andJ199/23.

Con n v vi ss ss n v vi

Co on n G o 1 atic S

Learnersmuststudyonecomponentinthiscomponentgroup,chosenfrom:

• MythandReligion(J199/11)• WomenintheAncientWorld(J199/12)

BothofthesecomponentsinvolveacomparativestudyofancientGreeceandRome,andcombineliteraryandvisual/materialsources.

atic S

( 199 11 199 1 )

90marks

1 hour 30minutes

writtenpaper

50%of total

GCSE (9–1)

Co on n G o i a an C l

Learnersmuststudyonecomponentinthiscomponentgroup,chosenfrom:

• TheHomericWorld(J199/21)• RomanCityLife(J199/22)• WarandWarfare(J199/23)

Allofthesecomponentscontaintwoelements;onein-depthculturalstudyandone study of related literature.

i a an C l

( 199 1 199 199 )

90marks

1 hour 30minutes

writtenpaper

50%of total

GCSE (9–1)

6© OCR 2016

GCSE (9–1) in Classical Civilisation

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Con n o GCSE (9–1) in Classical Civilisation ( 199)

OCR’sGCSE(9–1)inClassicalCivilisationprovidesanexcellentintroductiontotheclassicalworldanditslegacy.Learnerswillstudytwocomponents,oneThematic Study(J199/11–J199/12)andoneoptionfromthecomponentgroupLiterature and Culture (J199/21–J199/23).Therearenoprohibitedcombinationsorroutesthroughthequalification.

AlllearnerswillstudymaterialfrombothancientGreeceandRome,andtheirsurroundingworlds,drawnfromthetimeperiod3000BCto500AD.Thismaterialwillencompassaspectsofliteratureandvisual/materialcultureintheirrespectivesocial,historical and cultural contexts.

The Thematic Study provides the opportunity to study bothGreeceandRome,literatureandvisual/materialculture.Thesecomponentsarewiderangingandencompassavarietyofinteresting,engagingmaterial.LearnerswilleitherstudyMyth and Religion (J199/11) or Women in the Ancient World(J199/12), themeswhicharepopularandfamiliartoteachers.

In Literature and Culture learners will be able to undertakeanelementofculturalstudy,andthencouple this with the study of a related body of literature. This approach enables a diverse course ofstudyandpreservesthevarietyofmaterialwhich has always been such a popular feature of Classical Civilisation.Learnerswillstudyonecomponent fromThe Homeric World(J199/21),Roman City Life (J199/22)orWar and Warfare(J199/23).

no l n s an in an S ills

In all components of OCR’s GCSE (9–1) in Classical Civilisationlearnerswillberequiredto:

• knowandunderstandthesurvivingliteraryandmaterialremainsoftheclassicalworldintheirsocial, historical and cultural contexts

• understand,interpretandanalysearangeofevidencefromclassicalsources

• evaluateandusethisevidencetoformtheirownjudgementsandresponses,andpresenttheseinaclear,conciseandlogicalmanner.

Wheretermsaregivenintheancientlanguagewithinthespecificationdocumenttheyareconsidered‘technicalterms’,anditisexpectedthatlearnerswillbefamiliarwiththemandtheiruse.Thereisnoexpectationthatlearnerswillknowtermsotherthanthoselistedwithinthisdocument,anduseofotherterminologyintheancientlanguagesisnotarequirementoftheassessment.Anyaccuratespellingorvariationofakeytermornamewillbeaccepted.


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c Con n o an li ion ( 199 11)

Myth and religion have always been areas of study popularwithlearners,andsothisexplorationofreligionandmythologyintheancientGreekandRomanworldwillsurelyprovetobeengagingandappealing.‘Rome’hereisprimarilytakentomeanthecityofRome,althoughreferencemaybemadetoothertownsandcitieswhichdisplaytypical‘Roman’characteristics,e.g.Pompeii.

ManylearnerscometoClassicalCivilisationduetoaloveofthemythologyoftheancientworld,andsothisformsacentralpartofthisthematiccomponent.LearnerswillstudymythsregardingtheroleofthegodsandheroesinthefoundingofAthensandRomeandtheimportanceofHeracles/HerculestoboththeGreekandRomanworld.Thesearewellknownstoriesthatlearnerswillenjoyengagingwithandstudyinginincreaseddepth.Mythasasymbolofpower will also be explored, as will ever popular mythsabouttheunderworld.

LearnerswillalsolookattheroleofreligionintheeverydaylivesofancientGreeksandRomans.Thestudyoftemples,sacrifice,festivals,deathandbeliefsintheafterlifewillgiveabroadoverviewofreligioninthe ancient world, and provides opportunity for the studyofawidevarietyofmaterialremains,includingremarkabletemplesandworksofart.

LearnerswillberequiredtomakeinformedcomparisonsbetweenGreekandRomanideas,includingthecharacteristicsofthedifferentsocieties,andtheimpactofthedifferentculturalcontextsonthethemestudied.Theywillalsobeexpectedtouseliteratureandvisual/materialcultureinconjunctionwithoneanotherinordertoinformtheirjudgements,includingdiscussionofwhyorhowthesourcesmaypresentthingsdifferentlyfromeachother.

Key topics a n s s o l av s i ollo in

Gods

GreekandRomangods,theirresponsibilitiesandsymbolsandhowtheyaretypicallyrepresentedinancientGreekandRomanart.

Greece• Zeus,Hera,Demeter,Poseidon,Hephaistos,Apollo,Artemis,Athena,Aphrodite,

Ares,Dionysos,Hestia,Hermes,HadesRome• Jupiter,Neptune,Vulcan,Mercury,Mars,Pluto,Apollo,Juno,Venus,Minerva,

Diana,Bacchus,VestaandCeres

niv sal o acl s c l s

ThemythsassociatedwithHeracles(knowntotheRomansasHercules)andhowheistypicallyrepresented:

Greece• HeraclesandOlympia:

• HeraclesasfounderoftheOlympicgames• The12LaboursofHeraclesasrepresentedonTheTempleofZeusat

Olympia• HomericHymntoHeracles,theLionHearted

Rome• HerculesinOvidandVirgil:

• themythofHerculesandCacus,andHerculesasprotectorofRome• battleswithAchelousandNessus,andthedeathofHercules

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li ion an City: Temples

Templesandtheiruse,includingthepositionofthealtar;templelayout;thenaos /cellaandcultstatue;usebyworshippers;therolesandresponsibilitiesofpriestsinworshipandsacrifice;thepurposeofsacrifice;officials;animals.

Greece• TheParthenonandTempleofZeusatOlympia• Thehiereus and hiereia (priestsandpriestesses);themantis (prophet)• AnimalsacrificeRome• TheTempleofFortunaVirilis(Portunus)andthePantheon• ThePontiffsandPontifexMaximus;theAugurs/Augures;theVestalVirgins• Animalsacrifice;theHaruspex

Myth and the City: o n ation S o i s

AncientGreekandRomanbeliefabouthowAthensandRomewerefoundedbytheirassociatedheroes,includinghowandwhythemythsaredepictedastheyare;whatthesemythsmeanttothecity;theroleofthehero;theroleofthegods.

Greece• ThenamingofAthens:PoseidonandAthena• TheadventuresofTheseus:asdisplayedontheTheseusKylixRome• ThefoundingoftheRomanRace:Aeneas’leadershipoftheTrojans;arrivaland

settlementinItaly;thefoundingofAlbaLongaandthelineofkings• ThefoundingofRome:RomulusandRemusBoth• ComparisonofTheseusandRomulus,withuseofPlutarch’sLives

stivals

GreekandRomanfestivals,includingtheoriginsofthefestival;officials;sacrifice;theprogramme;theparticipants.

Greece• TheCityDionysiaandTheGreatPanathenaiaRome• TheLupercaliaandSaturnalia

Myth and Symbols o o

Linksbetweenmythandportrayalofpower,includinghowandwhymythmightbepresentedinarttodemonstratepower,andthesignificanceofwhereitwassited/displayed.

Greece• TheCentauromachy:asdepictedontheParthenon• TheAmazonomachy:asdepictedontheBassaefriezeRome• ThePrimaPortaofAugustus• TheAraPacisofAugustus


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a an ial

Practicesandbeliefssurroundingdeathandburial.

Greece• thepreparationofthebody(includingprothesis)• funeraryprocession(including ekphora)• burialofthebody(includinguseofstelai)• festivalsforthedeadandtheancestors(includingGenesia)Rome• thepreparationofthebody(includingfuneralclubs)• funeraryprocession• burialofthebody• festivalsforthedeadandtheancestors(includingParentalia and Lemuria)

o n in o n o l

Mythsaboutjourneystotheunderworld,astoldbyGreekandRomanauthors,includingdetailsofthemythanditsplot;portrayalofcharacters;portrayaloftheunderworld;howthesettextsdepictandreflectancientculture.

Greece• PersephoneandDemeterastoldintheHomeric Hymn to Demeter 1–104,

301–474Rome• OrpheusandEurydiceastoldbyOvid,Metamorphoses,10:1–64.

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Prescribed Sources

Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of these sourcesandtheintentionbehindtheirproduction.They should also be prepared to discuss possible differentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.

Theassessmentwillalsomakeuseofunseenliteraryandvisual/materialsourcesinsomequestions.Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawider contextual background.

Inquestionsrequiringdiscussionofarangeofsourceslearners will be given credit for referring to any appropriate sources, not only those listed in the specificationdocument.

sc i i a So c s • o ic ns Hymn to Demeter: in s 1–1 1– Hymn to Heracles the Lion Hearted

• Plutarch, The Parallel Lives: Comparison of Theseus and Romulus• iv The Early History of Rome 1 –1 1 1 –1 1 –1• vi Metamorphoses

9: 1–272: Achelous and Hercules; Hercules and Nessus; The death of Hercules

10: 1–64: Orpheus and Eurydice• i il Aeneid 1 – 9

When studying literature learners will be required to:

• knowandunderstandaspectsofplot,characterisation,eventsandsettings

• knowandunderstandthemesandhowtodistinguishbetweenthem• knowandunderstandissuesofform,purposeandgenre• applytheirknowledgeoftheculturalcontextsinwhichthetextswere

produced,toinformtheirjudgementsaboutthem• usethetextstodevelopanunderstandingofthesocial,historicaland

cultural context of the classical world• knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for Myth and Religion (J199/11)’ booklet, available for free on the OCR website.


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sc i is ala ial So c s

• l o s a l ia• a non• assa i in itis s • s s li itis s (1 )• an on o • l o o na i ilis ( o n s)• s s o i a o a s a in atican s• a acis

When studying visual/material culture learners will be required to:

• knowabouttheappearance,style,contentandoriginallocationoftheexamplesofvisual/materialremainstheystudy

• knowandunderstandtheoriginaluseorpurposeofthevisual/materialremainstheystudy,andtheimpactthishadonitscreation

• knowandunderstandthekeyissueswithworkingwithdifferenttypesofsourcematerial

• applytheirknowledgeoftheculturalcontextsinwhichthematerialremainswereproduced,toinformtheirjudgementsaboutthem

• usethesourcematerialstodevelopanunderstandingofthesocial,historicaland cultural context of the classical world

• knowandunderstandthepossibleinterpretationsofdifferentaudiences

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c Con n o o n in nci n o l ( 199 1 )

Thisstudyofwomenintheancientworldhasbeendesigned to enable learners to explore the lives of womeninavarietyofcapacities,andwhatwecaninferaboutwomenasbothhistoricalandlegendary/mythologicalfigures.LearnerswilldevelopknowledgeandunderstandingoftherolesofwomenprimarilyinthesocietiesofAthensandRepublicanRome,althoughwidermaterial,suchasthatfromSpartaorPompeii,isalsoincluded.

Learnerswillexaminetherealitiesoflifeasawomaninthesesocieties;bothwomenwhoareportrayedasliving a respectable, ideal life of virtue, and those who createdmorescandal.Thisenablesdiscussionofhowsuchwomenarerepresentedandwhatthisrevealsaboutancientideasaboutgender.Theroleofwomeninreligionwillalsobeexaminedasaninterestingandimportantareawherewomenhavepossiblytheirgreatestdegreeofparitywithmen.Conversely,theirlackofvoiceinthestatedecision-makingprocesseswill be studied, as will the way in which this is portrayedandperceived.Forlearnersinasociety

whereissuesofequalityandpoliticalrightsarecentral,thisareaofstudywillbeinterestingandengagingastheyinevitablydrawcomparisonswiththeir own experiences.

Thereareawealthoffamouswomeninclassicalmythandlegend.FromHelenofTroytoCleopatra,learnerswillenjoylearningaboutthesefiguresinmoredepthandexploringhowtheancientworldthoughtaboutthesefigures,aboutwhomstoriesarestillwritten.

LearnerswillberequiredtomakeinformedcomparisonsbetweenGreekandRomanideas,includingthecharacteristicsofthedifferent societies,andtheimpactofthedifferentculturalcontextsonthethemestudied.Theywillalsobeexpectedtouseliteratureandvisual/materialcultureinconjunctionwithoneanotherinordertoinformtheirjudgements,includingdiscussionofwhyorhowthesourcesmaypresentthingsdifferentlyfromeachother.


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o n o n

DepictionofwomeninmythsandlegendsofGreeceandRome,includingthepresentationofthesewomen,andwhatthissaysabouteachculture’sviewsonthenatureofwomenandfemalevirtue.

Greece• Pandora• HelenofTroyRome• TheSabineWomenandTarpeia• Lucretia

o n o n

TypicalexperiencesofyoungwomeninGreeceandRome,andwhattheseimplyaboutthestatusofwomenineachsociety.

GreeceAthens:• Educationinthehomeinpreparationformarriage• TypicalAthenianweddingritualsandarrangementsSparta:• SpartansystemofeducationandmarriageRome• Education:inthehomeinpreparationformarriage;evidenceofacademic

educationforsomeRomangirls• Varietiesofmarriage:

• coemptio, confarreatio and by usus• differencebetweencum manu and sine manumarriages

Women in the home

Therolesandresponsibilitiesoffemalemembersofthehousehold,includingdomesticduties;childbirth;legalrightsandpropertyownership;divorceandadultery;typicaldutiesoffemaleslaves.

Greece• Thekyria;Athenianideasofwifelyvirtue• Atheniandomesticslaves• TheexperienceofaSpartanwifeandmotherRome• Thematrona;Romanideasofwifelyvirtue• Romandomesticslaves

o o n

Thelegalandsocialpositionofwomenwhowereunmarried,buthadrelationshipswithmen,includingattitudestowardssuchwomen,andideasabout‘proper’femalebehaviour.

Greece• Therolesof,lawsabout,andtypicalportrayalofpornai and hetairai (including

at a symposium)• NeairaandAspasiaRome• Theroles,lawsaboutandtypicalportrayalofthemeretrix and lena • Clodia(andherpossibleidentificationwith‘Lesbia’)andCytheris/Lycoris

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li ion

Rolesofwomeninreligiousritesandwhattheserevealaboutthenatureandrolesofwomenintheirrespectivesocieties.

Greece• Priestessesandprophetesses,includingthePythia• Therolesofwomenplayedinstatecult,includingthePanathenaia,

ThesmophoriaandworshipofDionysus• Theroleofwomeninritualmourningandpreparationofthebodiesofthe

deceasedRome• Priestesses;includingtherights,responsibilitiesandpunishmentoftheVestal

Virgins,andtheFlaminicaDialisasthewifeoftheFlamenDialis• Prophetesses,includingtheSibyl• Therolesofwomenplayedinstatecult,includingworshipoftheBonaDea,

PatriciaPudicitiaandPlebeiaPudicitia

o n an o

Thepoliticalinstitutionsofbothcultures,andtheextenttowhichwomenwereabletobeinvolvedinthepoliticalprocessoreffectpoliticalchange.

Greece• TheAthenianAssembly;theexclusionofwomen• ThestoryoftheAssemblywomenofAristophanes;presentationofwomen

involvedinpoliticsinthecontextoffarce• ThetrialofAgnodiceRome• ThestructureoftheRomanSenate;theexclusionofwomen• ThestoryoftherepealoftheOppianLaw• SemproniaandherinvolvementintheCatilinarianConspiracy

a io o n

Thepresentationofmaidenwarriorsinartandliterature,andwhatthispresentationcantellusaboutthepositionofrealwomeninthesecultures.

Greece• PenthesileaandtheAmazonsRome• Camilla,asrepresentedinVirgil’sAeneid

Women to be a

Thepresentationofforeign,powerfulwomeninartandliterature,includinghowtheycompareto‘respectable’womenfromeachculture,andwhatmakesthemsodangerous and threatening to the ancient audience.

Greece• ThestoryandpresentationofMedeabytheAthenians;frommeetingJasonin

ColchistoherescapetoAthensRome• ThestoryandpresentationofCleopatraVIIbytheRomans,includingher

loveaffairswithRomangenerals(JuliusCaesarandMarkAntony),herrole inthedecisiveBattleofActium,andthepoliticalandmilitarythreatshewasseen to be.


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Prescribed Sources


Theassessmentwillalsomakeuseofunseensourcesinsomequestions.Toprepareforthesequestions,learners should study other ancient sources in additiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawidercontextualbackground.


sc i i a So c s

• is o an s Assemblywomen 1– • E i i s Helen 1–• E i i s Medea 1– 1 9 –1 9• sio Works and Days –1• o Iliad 1 1–1• l a c Pericles • Ca ll s • Cic o Pro Caelio 9– 1 • Laudatio Turiae• iv History of Rome 1 9–1 1 1 –1 1 – 9 1• Sall s The Conspiracy of Catiline –• i il Aeneid 1– 1 11 –


• knowandunderstandaspectsofplot,characterisation,eventsandsettings• knowandunderstandthemesandhowtodistinguishbetweenthem• knowandunderstandissuesofform,purposeandgenre• applytheirknowledgeoftheculturalcontextsinwhichthetextswere

produced,toinformtheirjudgementsaboutthem• usethetextstodevelopanunderstandingofthesocial,historicaland

cultural context of the classical world• knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for Women in the Ancient World (J199/12)’ booklet, available for free on the OCR website.

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• so S l a i o Calli ac s in ational c a olo icals ns ( )

• a S l in a i os s ns• a non i in itis s• a na C in S aa lic nti nsa l n n nic• assa i in itis s• li o a a in Cl v lan s o • o s o s al i ins• Sa o sco o an ca class o iian o an• icitia ( ici ia) s a o a o an in atican s (Braccio

Nuovo 23)






• usethesourcematerialstodevelopanunderstandingofthesocial,historicaland cultural context of the classical world



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C l


Key Sites

• ThedatingoftheMycenaeanage• Thelocation,andimportanceofkeysites,includingMycenae,Tiryns,andTroy• ThelayoutandstructuresofthesiteofMycenaeandTiryns• TheevidenceforandagainstTroyVIandTroyVIIabeingthesiteofHomer’sTroy

i in c na an a

• Palaces• thetypicalpalacecomplexandmegaron (central hall)• theirfunctionsanduse

• Everydaylife;evidencefor,andnatureof:• hunting• armourandweapons• chariots• clothing• trade

• LinearBtablets• how the tablets were preserved and what they record• thesignificanceofthetablets

c Con n o o ic o l ( 199 1)

TheGreeksthemselvesrecognisedtheworldofHomer’spoemsasthecradleofGreekliteratureandcivilisation,andthiscomponentprovidestheopportunityforthestudyofafascinatingperiodofhistory and a work of literature with great enduring appeal.

TheCulturesectioninvolvesastudyoflifeinMycenaeantimes.Thisisaverydiversearea, allowingthestudyofparticularsites,theirarchaeology and the valuable role they play in our understandingoftheage.TheMycenaeanAgeis alsorichinsculpture,frescosandjewellery,aswellasthefamoustombsandtheiraccompanyingtreasure,meaningthatlearnerscanstudyawiderangeoffascinatingmaterials.EverydaylifeinMycenaeantimesisalsoexplored,allowinglearnerstoconsider

what life was like for real people in this period, rather thansimplyfocusingontheexploitsofepicheroes.

However, since the exploits of epic heroes are one ofthemostpopularareasofstudyforlearners,Homer’sOdyssey,hasbeenchosentoformtheLiteraturehalfofthiscomponent.TheselectionofbookschosenforstudyinthiscomponentcombinethefantasticalandenjoyabletalesofOdysseus’journey,withthosewhichgivelearnersapossibleinsightintoeverydaylife;includingaspectssuchaspalacelifeandthelivesofwomen.Thefinalbooks,whichfocusonthebattlebetweenOdysseusandthesuitors,areexcitinginthemselvesandalsoposeinterestingquestionsaboutrevengeandpunishment.

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co ativ a s

• Frescoes,including:• techniques, colours and typical designs

• Jewellery• techniquesanduseofmaterialsincludingmetalwork,amberandglass

• Decorativeobjectsandtheircreation• typesofstoragevessels,drinkingvessels,animalfigures,humanfigures,

(including phi, psi and taufigurines),votiveofferings,ivorycarving

o s av s an ial

• Burialcustoms• Structureanduseofshaftgraves• Structureanduseofcistgraves• Structureanduseoftholosandchambertombs• Theuseoffuneraryobjects• ThecontentsofGraveCircleAandGraveCircleBatMycenae.

Prescribed Visual/Material Sources


Forthe‘Culture’sectionofthiscomponenttheassessmentwillalsomakeuseofunseensourcesinsomequestions.Theunseensourcescouldbeliterarysourcesaswellasvisual/materialsources.Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawidercontextual background.

Inquestionsrequiringdiscussionofarangeofsourceslearners will be given credit for referring to any appropriate sources, not only those listed in the specificationdocument

sc i is ala ial

So c s

• si o c na incl in

o alac sall o assa o n o n cis n n o n cis n C clo an alls ion Ga G av Ci cl

G av Ci cl o o Cl n s a o o is s as o s

• si o i ns incl in

o ain n anc C clo an a all i s alac nc s olos o (o si ci alls)

• a la s o in ntin sc n o G av Ci cl c na• sco o c na an la ol in a n c lac o s o C i i s c na• Gol a as o a non o S a G av c na• Gol is o G av Ci cl S a G av c na• Gol on o G av Ci cl c na• c na an a io vas o s o a io c na• in a a l s o in o i o in s lla ic an i o a o s los


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• usethesourcematerialstodevelopanunderstandingofthesocial,historicalandcultural context of the classical world


i a


i a c ni s an co osition

• Homerasastory-tellerandtheideaofepic,including:• how the Odysseymighthavebeencomposedandperformed• whatmakestheOdysseyanepicpoem

• Narrativeanddescriptivetechniquesincludingtheuseandimportanceof:• similes• epithets• formulae

Themes

• Theconceptandimportanceofxenia (guest-friendship)• Deceitandtrickery• Thecivilisationandbarbarismofplacesandcharacters• Theroleofrevengeandjustice• Theconceptandimportanceofnostos(thedesiretoreturnhome)• Theroleoffate

c a ac o ss s

• ThequalitiesofOdysseusasaleader,husbandandfather• Thepresentationofhimasawarriorandhero• Hisintelligenceandoratoricalskills• HisrelationshipwithhisprotectorgoddessAthena

o a al o c a ac s

• Theroleofthegods• Theportrayalofthesuitors• TheportrayalofthecrewofOdysseus• TheportrayalofPolyphemusasamonsterandkeeperoflivestock• TheportrayalofCirceasawitchandhost• TheportrayalofPenelopeasahost,wifeandqueen• TheportrayalofTelemachusasasonandhero• TheloyaltyordisloyaltyofOdysseus’slaves.

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sc i i a So c s

o Odyssey oo s 9 1 19 1


knowandunderstandaspectsofplot,characterisation,eventsandsettings knowandunderstandthemesandhowtodistinguishbetweenthem knowandunderstandissuesofform,purposeandgenre apply their knowledge of the cultural contexts in which the texts were

produced,toinformtheirjudgementsaboutthem use the texts to develop an understanding of the social, historical and

cultural context of the classical world knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the text. Where a translation is printed on the question paper two versions will be provided, these will be taken from:

• Homer, ‘Odyssey’ translated by E V Rieu, revised translation by D. C. H. Rieu (Penguin)

• ‘Homer: Odyssey – The Wanderings of Odysseus’, translated by A.S. Kline, online at http://www.poetryintranslation.com

Prescribed Literary Sources


Forthe‘Literature’section,sourcesusedintheassessmentwillbefromtheprescribedlistonly.

Inquestionsrequiringdiscussionofarangeofsourceslearners will be given credit for referring to any appropriate sources, not only those listed in the specificationdocument.Howeverquestionswillbefullyaccessibletolearnerswhoareonlyfamiliarwiththe prescribed sources.

http://www.poetryintranslation.com


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c Con n o o an Ci i ( 199 )

InthiscomponentlearnerswillexploreeverydaylifeinRomancities,withaparticularfocusontheImperialperiodandpopularsitesandartefactsfromRome,Ostia,PompeiiandHerculaneum.

TheCulturesectionofthiscomponentcomprisesastudyofavarietyofaspectsofRomansociety.ExaminingtypicalRomanhousingcanbeanexcellentwaytomakelearningtangibleandrelatableforlearners,ascanthestudyofeducationandthelivesofyoungpeopleintheRomanworld.TheRomansocialsystemwasnotoriousforitsintriguesandpoliticsand

this, coupled with the study of the spectacle provided byRomanentertainment,providesanexcitingandenjoyablecourseforlearners.

TheLiteraturetopicsexaminepoetryandprose,fictionandnon-fictiontextstoprovidelearnerswithanintroductiontoavarietyofliterature.TheSatiresofHoraceandJuvenal,fictionofPetroniusandlettersofPlinywillgivelearnersaninsightintodifferentliterary styles and techniques, as well as into interestingareasofRomanlifeandsociety.

C l


o an o sin

• Thedesignofapartments/blocksofflats(insula/insulae)• ThelayoutanddecorationoftypicalPompeian,atrium-styledomus• Evidenceforlivingconditionsoftherichandthepoor• Comparisonofthedifferentlivingconditionsineachsetting

The Roman Home and Family

• Paterfamilias, hisrightsandduties• Patronsandclients• Theeducationofchildren,including:

• the role of the litterator, grammaticus and rhetor• subjectstaughtateachstage• preparationforparticipationinsociety• schoolequipment(stilus,waxtablet,pen,ink,papyrus)

• Thedinnerparty(cena),includingorganisation,guests,entertainment,purposes

Society

• Citizensandcitizenship• Senatorsandequites

• propertyqualifications• privileges • dutiesandroles

• Slavesandfreedmen• becomingaslaveandthelegalposition• skilledandunskilledjobsperformedbydomesticandpublicslaves• waysofobtainingfreedomandthelimitsplacedonfreedmen/women

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2 is an En ain n

• Theamphitheatre,including:• designofamphitheatrebuildings,includingtheColosseum • types of shows• sponsorshipofgamesbytheEmperororpoliticians• gladiators;theirstatus,trainingandtypes• audienceinvolvement

• Thechariotraces,including:• design of the Circus Maximus• teams,colours,charioteers,horsesandtheirstatus• publicattitudesandaudienceinvolvement

• Thetheatre,including:• thedesignoftheatrebuildingsanduseofsets,costumes,masks• Romancomedyanditsstockcharacters;mimeandpantomime• actorsandactresses;theirreputationandsocialstanding

• Thebaths,including:• thereasonspeopleusedbathcomplexes• designofbathbuildings,andthedifferenttypesofbath• activitiesatthebaths,includingtheuseofthepalaestra.


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.Theyshouldalsobepreparedtodiscusspossibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.

Forthe‘Culture’sectionofthiscomponenttheassessmentwillalsomakeuseofunseensources insomequestions.Theunseensourcescouldbeliterarysourcesaswellasvisual/materialsources. Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawider contextual background.



2


Pompeii• o s o nan • o s o c avi s a tio • o o a vol ia c

incl in insc i tion• la a

nsc i tion

From Cooley and Cooley Pompeii: A Sourcebook:

• 1 (C 1 9 )• 1 (C 91 )• (C 9 a–c)• 1 (C )• (C )• 1 (C 11 9)

c lan• o s o oo n a tition• C n al ( o ) a s

stia• ns la o iana

Rome• Coloss• Ci c s a i s

o s s o a o sc i tion i is c a l a n s

ill a ilia i co ation o s incl in a l s o sco s an

mosaics.


knowabouttheappearance,style,contentandoriginallocationoftheexamplesofvisual/materialremainstheystudy

knowandunderstandtheoriginaluseorpurposeofthevisual/materialremainstheystudy,andtheimpactthishadonitscreation

knowandunderstandthekeyissueswithworkingwithdifferenttypesofsourcematerial

applytheirknowledgeoftheculturalcontextsinwhichthematerialremainswereproduced,toinformtheirjudgementsaboutthem

usethesourcematerialstodevelopanunderstandingofthesocial,historicaland cultural context of the classical world

knowandunderstandthepossibleinterpretationsofdifferentaudiences

1CIL: Corpus Inscriptionum Latinarum

24© OCR 2016


2

i a


Sati an iction

• Theoriginsandpurposesofsatire• Thestyleandcharacteristicapproachofeachoftheauthors

• Horaceasthesmilingsatirist• Juvenalastheangrysatirist• the nature and purpose of Petronius’ Satyricon

• Narrativeanddescriptivetechniques• Useofhumourandexaggeration• Choiceofthemesandexamples

Pliny and his s

• Pliny’slettersasapersonalcommentaryonRomanlife• Pliny’suseoflanguage,andthepurposeofhisletters• HowPlinyreflectshispositioninRomansocietyandtheimageheprojects

E i ncin Roman city life

HowtheauthorsdepictaspectsofRomancitylifeandtheattitudesofRomansregardingthem,including:• Thedangersofcitylife• Lifeinthecityforrichandpoor• Leisureandentertainment• Foodanddinnerparties

lations i s and Roman society

HowtheauthorsdepictrelationshipsbetweenmembersofRomansociety,andtheattitudesofRomansregardingthem,including:• Slavesandmasters• Patronsandclients• Womenandmen.


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.Theyshouldalsobepreparedtodiscusspossibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.




2

sc i i a So c s

• o ac Satires • v nal Satire 3.190–322• oni s Satyricon: Dinner with Trimalchio 9– – 9–• lin Letters 1 9 1 19 19 9


knowandunderstandaspectsofplot,characterisation,eventsandsettings knowandunderstandthemesandhowtodistinguishbetweenthem knowandunderstandissuesofform,purposeandgenre apply their knowledge of the cultural contexts in which the texts were

produced,toinformtheirjudgementsaboutthem use the texts to develop an understanding of the social, historical and cultural

context of the classical world knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for Roman City Life (J199/22)’ booklet, available for free on the OCR website.

26© OCR 2016


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c Con n o a an a a ( 199 )

Warisoneofthemostsignificantaspectsofhumanbehaviour, and war and warfare in the classical world holdsanendlessandcompellingfascination.Thiscomponenthighlightsdifferentaspectsofwarfareinthe ancient world, including the purposes, conduct andeffectsofwar,aswellashowthemilitaryinteractedwith,andimpactedupon,widersociety.

ThiscomponentcoversbothGreekandRomancivilisation,focusingonAthensandSpartainthe5thcenturyBC,andonRomeintheImperialperiod.Inthe‘Culture’sectionthemilitarysystemsandtacticsof each society will be studied, as will the interplay betweenwar,politicsandsociety.Learnerswillalsostudykeybattles,notonlywhathappened,butwhy,andhowthisimpactedonthesocietiesinvolved.The

way in which warfare is viewed and the cultural impactofconflicts,includingthehumancostof war,makethiscomponentamovingareaofstudy for learners which has clear relevance to the modernworld.

Theliteraturetobestudiedisacombinationofepicandshorterverse;itpresentsarangeofresponsestowarfare,fromglorificationtodepictionsofhorrorandtragedy.Theseworkshaveinfluencedmanylaterpoetsrightuptothemodernday,fromthevariedresponsestothe1stWorldWarofferedbypoetssuchasRupertBrookeandWilfredOwen,toAliceOswald’srecentexplorationofthetragedyofwar;theirmessageswillsurelyprovetobeequallyresonant with today’s learners.

C l


S a a a a in c n

• ThestructureofSpartansocietyandhowthisinfluencedthemilitary• TrainingandrecruitmentoftheSpartanarmy,includingtheagoge and the syssitia• Theequipment,tacticsandformationusedinbattle• Thestructure,organisationandcommandofthearmy,includingtheroleofthe

perioeci and the helots • TheidealisationofwarandwarfareinSpartansociety• ThebattleofThermopylae,including:

• keyeventsandindividuals:Xerxes;Demaratus;Leonidas;Ephialtes;Dienekes• thesignificanceofthebattleandhowitwascommemorated

ns a a in the 5th c n

• Howthearmyandnavywerepaidfor,recruitedandtrained• Theequipment,tacticsandformationsusedinbattleonlandandsea.• Thestructure,organisationandcommandofthearmyandnavy• TheimpactoftheAthenianmilitaryonAthenianpoliticsandsociety• ThebattleofSalamis,including:

• keyeventsandindividuals:Themistocles;Xerxes;Artemisia• thesignificanceofthebattleandhowitwascommemorated

The Roman ili a in

ial io

• HowtheRomanarmyandnavywerepaidfor,recruitedandtrainedintheImperialperiod

• Thestructure,organisationandcommandofthearmyandnavy,including:• how a legion was organised and the layout of a legionary fortress

• Theequipmentofthearmyandnavyandhowitwasusedinbattle• thetacticsandformationusedbythearmyandnavy


2

The Romans a a

• ThebattleofActium,including:• keyeventsandindividuals:Octavian;MarcusAgrippa;MarkAntony;

Cleopatra• thesignificanceofthebattleandhowtheRomanscommemoratedit.

• Trajan’scampaignagainsttheDacians,including:• reasons for the war• presentationofwarfareinthematerialsources• theimageofTrajanasemperor• thepursuitofmilitaryglory• victimsofwarfare


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.They should also be prepared to discuss possibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.

Forthe‘Culture’sectionofthiscomponenttheassessmentwillalsomakeuseofunseensourcesinsomequestions.Theunseensourcescouldbeliterarysourcesaswellasvisual/materialsources. Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawider contextual background.


sc i is al a ial

So c s

• on a io S a an itis s (19 9 1 1 ) • l o Co in ian ica o s a l ia c C itis

s (1 )• no an i li c o olis li• li o a sian an a G tin i ol os ain • So i ( G s tin sians) l o na i c o olis

ns no in itis s• li co o atin a l o cti atican s • on s a o a l iona itis s (1 1 )• o an o ss a C s• a n on iona denarius v all i ann s v a l n

o s an a s li l in in a a C ( a l C 19 SC S a )• a an s Col n• c o a an n v n o

28© OCR 2016


2

i a


i a Con

• Thegenresandauthorsofthesettexts• Theircompositionandaims• Narrativeanddescriptivetechniques,including:

• speeches• similesandimagery• epithets• useofemotivelanguage• the role of the divine

C a ac isation

• Theactionsofthecharactersineachtext• Thetraitsofeachofthemaincharactersandhowthesearedepicted• Interactionsandrelationshipsbetweencharacters• Thedepictionof:

• leaders and soldiers• comradesandenemies• non-combatants• women

Themes

• glory,honourandshame• comradeship• freedom• hubrisandarrogance• loveandpatriotism• thehorrorandglorificationofwarfare• fearandcourage• familyandancestors• militaryandcivilianvictimsofwar






• usethesourcematerialstodevelopanunderstandingofthesocial,historicalandcultural context of the classical world



2

o s an a a

• Howthecontentofthetextsreflectstheirpoliticalorculturalcontext,including:• details of the historical context• whatconstitutesa‘hero’• attitudestowardswarandwarfare

• Thepossibleresponsestothetextsfromdifferentaudiences.

sc i i a So c s

• o Iliad – 9 11 – 9 1– 9 –• a s a n 1 – The Fallen Warrior • i il Aeneid oo –• o ac Odes 3.2


• knowandunderstandaspectsofplot,characterisation,eventsandsettings• knowandunderstandthemesandhowtodistinguishbetweenthem• knowandunderstandissuesofform,purposeandgenre• applytheirknowledgeoftheculturalcontextsinwhichthetextswere

produced,toinformtheirjudgementsaboutthem• usethetextstodevelopanunderstandingofthesocial,historicalandcultural

context of the classical world• knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for War and Warfare (J199/23)’ booklet, available for free on the OCR website.


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.They should also be prepared to discuss possibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.



30© OCR 2016


2

io no l l a nin an o ssion

Nopriorknowledgeorlearningrelatedtothissubjectis required before beginning the GCSE (9–1) in ClassicalCivilisation.

GCSEs (9–1) enable learners to progress to further qualificationseitherVocationalorGeneral.

ThisqualificationprovidestheidealfoundationforlearnerstoprogresstoOCR’sASLevelandALevelinClassicalCivilisation.

Findoutmoreatwww.ocr.org.uk

http://www.ocr.org.uk

Documents

GCSE Classical Civilisation - Scribble Resources · Key topics ans sol av si Z (olloin Gods Greek and Roman gods, their responsibilies and symbols and how they are typically represented