GCSE Classical Civilisation

Schemes of Work 1

Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0

klm Copyright © 2009 AQA and its licensors. All rights reserved. 1

Contents Introduction

2

Unit 1 Topic A Homer, Odyssey

4

Unit 1 Topic B Livy, Stories of Rome

9

Unit 1 Topic C Athens and Sparta

12

Unit 1 Topic D History of Roman Britain

15

Unit 2 Topic A Greek Tragedy and Drama Festivals

19

Unit 2 Topic B Plautus, The Pot of Gold and The Brothers Menaechmus

22

Unit 2 Topic C Mycenaean Civilisation

26

Unit 2 Topic D Social Life in Rome in the First Century AD

31

Unit 3 Topic B Virgil, Aeneid

35

Unit 4 Topic A Homer, Iliad

38

Unit 4 Topic B Greek Comedy

42

Unit 4 Topic C Athenian Pottery

47

Unit 4 Topic D Athenian Democracy

51

Unit 4 Topic E Ovid, Metamorphoses

55

Unit 4 Topic G Nero

59

Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0

Copyright © 2009 AQA and its licensors. All rights reserved. klm 2

Introduction This document includes sample schemes of work for the following topics:

Unit 1 Topic A Homer, Odyssey Unit 1 Topic B Livy, Stories of Rome Unit 1 Topic C Athens and Sparta Unit 1 Topic D History of Roman Britain Unit 2 Topic A Greek Tragedy and Drama Festivals Unit 2 Topic B Plautus, The Pot of Gold and The Brothers Menaechmus Unit 2 Topic C Mycenaean Civilisation Unit 2 Topic D Social Life in Rome in the First Century AD Unit 3 Topic B Virgil, Aeneid Unit 4 Topic A Homer, Iliad Unit 4 Topic B Greek Comedy Unit 4 Topic C Athenian Pottery Unit 4 Topic D Athenian Democracy Unit 4 Topic E Ovid, Metamorphoses Unit 4 Topic G Nero

These schemes of work have been written by experienced teachers and examiners as suggestions to how teachers might wish to organise the teaching of the course. They are outline schemes of work that should be considered and adapted within each centre to meet the centre’s specific circumstances. They may be used as the basis of more detailed week-by-week schemes of work and lesson plans. The schemes are neither prescriptive nor exhaustive. Individual teachers will develop their own approaches to delivering the course and these will be influenced by the teaching time and resources they have available. However, the study of Classical Civilisation should help candidates to develop a diverse range of skills and this is more likely to be achieved if a variety of teaching methods are employed. Similarly, teachers will need to build assessment points into their scheme of work and it is expected that homework tasks will be set to support the teaching and to encourage independent learning. Teachers will want to provide their students with the chance to practise the skills they will need in order to attempt the questions included in the examinations. They should be familiar with the three assessment objectives, and understand the importance of tailoring their response to the demands of the questions set. All topics in this specification are based on the study of primary source materials, and all candidates should be familiar with the contents of the primary sources for their chosen topics and confident at evaluating these materials and expressing and supporting their own opinions. Candidates entered for Tier H in particular should be comfortable with writing extended answers to questions. The schemes of work for the Controlled Assessment topics make it clear that, as well as teaching an overview of the topic, teachers should prepare candidates for the assessment task itself, familiarising candidates with the scheme of assessment and helping them to develop the necessary research skills. The schemes supplied below are outline schemes of work and provide only an overview of the subject content. The specification is the document on which assessment is based, and these schemes of work should be read in conjunction with the specification. It is important that teachers refer to the specification to provide detailed information about the subject content.

Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0

klm Copyright © 2009 AQA and its licensors. All rights reserved. 3

Schemes of Work for the following topics will be published shortly: Unit 3 Topic A Herodotus, The Persian Wars Unit 3 Topic C The Ancient Olympic Games and the Panathenaia Unit 3 Topic D Pompeii and Herculaneum

Unit 4 Topic F Catullus Unit 4 Topic H Archaeology of Roman Britain

Teac

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Civ

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4

Uni

t 1 T

opic

A H

omer

, Ody

ssey

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

•

Bac

kgro

und

to H

omer

and

epi

c po

etry

•

The

stru

ctur

e of

the

Ody

ssey

and

Hom

er’s

lit

erar

y te

chni

ques

Thro

ugho

ut th

e co

urse

: •

List

lite

rary

tech

niqu

es. I

dent

ify th

ese

as s

torie

s ar

e re

ad. D

iscu

ss w

hy th

ey a

re u

sed

• P

lay

gam

es –

a v

ersi

on o

f Pic

tiona

ry/C

hara

des

is g

ood

whe

re p

upils

hav

e to

act

or d

raw

an

inci

dent

in th

e O

dyss

ey

R

eadi

ng T

he O

dyss

ey

Rea

ding

Boo

k 5:

Cal

ypso

•

Cou

ncil

of th

e G

ods

• H

erm

es te

lls C

alyp

so to

let O

dyss

eus

go

• H

e sa

ils o

n a

raft

but i

s w

reck

ed b

y P

osei

don

• H

e sw

ims

asho

re o

n S

cher

ie

• M

ake

char

ts a

s st

orie

s ar

e re

ad to

col

late

info

rmat

ion,

e.

g. a

cha

rt of

fem

ale

char

acte

rs:

• w

hat d

o th

ey d

o?

• ho

w im

porta

nt a

re th

ey?

U

se d

iffer

ent c

olou

rs to

sho

w h

uman

and

div

ine

ch

arac

ters

•

Bre

ak s

tory

into

sm

all s

ectio

ns, u

se p

ast p

aper

qu

estio

ns fo

r eac

h to

pic

indi

vidu

ally

•

Cha

ract

er s

ketc

hes

of O

dyss

eus

and

Cal

ypso

Rea

ding

Boo

k 6:

Nau

sica

a •

Ody

sseu

s en

coun

ters

Nau

sica

a, th

e pr

ince

ss o

f the

Pha

eaci

ans,

and

is a

ccep

ted

as a

gue

st

• C

ontin

ue c

harts

and

act

iviti

es s

tarte

d in

Boo

k 5

• C

hara

cter

ske

tch

of N

ausi

caa

Rea

ding

Boo

k 9:

The

C

yclo

ps

• Th

e w

ande

rings

of O

dyss

eus

• Th

e ra

id o

n th

e C

icon

es

• Th

e Lo

tus-

Eat

ers

• Th

e ad

vent

ure

with

Pol

yphe

mus

, the

C

yclo

ps

• C

ontin

ue c

harts

and

act

iviti

es s

tarte

d in

Boo

k 5

• C

hara

cter

ske

tch

of P

olyp

hem

us

Teac

her R

esou

rce

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k / G

CE

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ssic

al C

ivili

satio

n / S

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5

Rea

ding

Boo

k 10

: Circ

e •

The

wan

derin

gs o

f Ody

sseu

s •

Aeo

lus

and

the

bag

of w

inds

•

Ody

sseu

s bl

own

back

to s

ea a

fter s

ight

ing

Ithac

a •

The

Adv

entu

re w

ith th

e La

estry

goni

ans

• C

irce’

s is

land

•

The

men

tran

sfor

med

and

rest

ored

• C

ontin

ue c

harts

and

act

iviti

es s

tarte

d in

Boo

k 5

• C

hara

cter

ske

tch

of C

irce

Rea

ding

Boo

k 12

: Scy

lla a

nd

Cha

rybd

is

• Th

e w

ande

rings

of O

dyss

eus

• Th

e S

irens

•

Scy

lla a

nd C

hary

bdis

•

The

cattl

e of

Hel

ios

• Lo

ss o

f the

last

shi

p an

d al

l the

com

pani

ons

• O

dyss

eus

resc

ued

by C

alyp

so

• E

nd o

f his

sto

ry to

the

Pha

eaci

ans

• C

ontin

ue c

harts

and

act

iviti

es s

tarte

d in

Boo

k 5

• C

lass

deb

ate:

the

choi

ce O

dyss

eus

has

to m

ake

betw

een

Scy

lla a

nd C

hary

bdis

Con

solid

atio

n: T

hem

es

Her

oism

and

lead

ersh

ip

• Th

e co

ncep

t of h

eroi

sm: w

hat w

as a

Hom

eric

he

ro?

• A

def

initi

on is

nee

ded

of a

Hom

eric

her

o

(p

erha

ps g

ive

a co

uple

of e

xam

ples

of

Ach

illes

’ beh

avio

ur) a

nd a

mod

ern

hero

•

Ody

sseu

s as

a h

ero

and

lead

er: w

hat g

ood

and

bad

qual

ities

doe

s he

hav

e?

• D

iscu

ss w

hat q

ualit

ies

we

adm

ire a

nd d

islik

e to

day

in

hero

es.

Was

a H

omer

ic h

ero

any

diffe

rent

? D

oes

good

le

ader

ship

diff

er fr

om h

eroi

sm?

• Lo

ok a

t cha

ract

ers

like

Jam

es B

ond

or J

ack

Bau

er. D

oes

a he

ro a

lway

s m

ake

a go

od le

ader

?

• A

fter e

ach

stor

y re

fer b

ack

to th

e de

finiti

ons

and

eval

uate

Ody

sseu

s’ b

ehav

iour

•

Whe

n al

l the

boo

ks h

ave

been

read

, stu

dent

s co

uld

writ

e a

perfo

rman

ce m

anag

emen

t rep

ort f

or O

dyss

eus

Th

e ro

le o

f Ody

sseu

s’ c

rew

•

The

role

of O

dyss

eus’

cre

w.

Wha

t is

thei

r re

latio

nshi

p w

ith h

im?

• H

ow d

o th

ey re

act t

o hi

s le

ader

ship

? •

To w

hat e

xten

t are

they

resp

onsi

ble

for t

he

disa

ster

s w

hich

bef

all t

hem

?

• S

tude

nts

can

writ

e ex

tract

s fro

m th

e di

ary

of a

cre

w m

an

and

reco

rd th

eir t

houg

hts.

Cho

ose

inci

dent

s lik

e th

e C

yclo

ps, T

hrin

acia

, pas

sing

Scy

lla

Teac

her R

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rce

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klm

6 Th

e ro

le o

f the

god

s •

The

role

of t

he g

ods:

•

How

do

they

hel

p an

d hi

nder

Ody

sseu

s?

• W

hat s

ort o

f cha

ract

ers

do th

ey h

ave?

•

Whi

ch g

ods

like

and

disl

ike

Ody

sseu

s an

d w

hat a

re th

eir r

easo

ns fo

r so

doin

g?

• W

hat a

ctio

ns d

o th

ey ta

ke b

ecau

se o

f the

ir fe

elin

gs?

• R

ecor

d in

the

form

of a

cha

rt w

ith th

ree

colu

mns

: •

nam

e •

reas

on fo

r lik

e/di

slik

e •

actio

n an

d co

nseq

uenc

e fo

r sto

rylin

e/O

dyss

eus

Wom

en

• H

ow a

re th

ey p

ortra

yed?

•

How

impo

rtant

are

they

to th

e pl

ot?

• S

tage

Ody

sseu

s ap

pear

s on

Blin

d D

ate,

feat

urin

g C

alyp

so, C

irce,

and

Nau

sica

a. I

n gr

oups

cla

ss c

an

deci

de w

hat e

ach

fem

ale

will

offe

r Ody

sseu

s an

d he

can

su

mm

aris

e th

e ad

vant

ages

and

dis

adva

ntag

es a

nd

choo

se o

ne

M

onst

ers

• M

onst

ers

and

mag

ic: t

he ro

les

of

• C

irce

• C

alyp

so

• th

e C

yclo

ps

• th

e La

estry

goni

ans

• S

cylla

•

Cha

rybd

is

• W

hat i

s ea

ch m

onst

er?

•

Wha

t dan

ger d

oes

it po

se?

•

How

muc

h tro

uble

doe

s it

caus

e?

• H

ow d

oes

Ody

sseu

s de

al w

ith it

?

• M

ake

Wan

ted

Pos

ters

feat

urin

g th

e O

dyss

ey’s

mos

t da

nger

ous

susp

ects

Xen

ia

• W

hat w

as th

e co

ncep

t of h

ospi

talit

y?

• H

ow is

Ody

sseu

s re

ceiv

ed in

eac

h of

the

land

s he

vis

its?

•

How

doe

s he

beh

ave

as a

gue

st?

• Fo

r eac

h pl

ace

stud

ents

writ

e a

hote

l ins

pect

or’s

repo

rt an

d gi

ve it

a s

tar r

atin

g

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

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satio

n / S

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7

Lite

rary

Tec

hniq

ues

Lite

rary

tech

niqu

es

• D

ecid

e w

hat m

akes

a s

tory

exc

iting

, e.g

. •

first

per

son

narr

ativ

e •

epith

ets

• su

spen

se

• ch

arac

ter s

ketc

hes

• E

xpla

in e

pith

ets

by u

sing

mod

ern

exam

ple

e.g.

if th

ere

are

thre

e gi

rls c

alle

d Lu

cy in

a c

lass

, we

mig

ht re

fer t

o Lu

cy w

ho d

oes

balle

t, bl

onde

-hai

red

Lucy

, etc

. •

Hav

e a

com

petit

on to

see

who

can

find

mos

t epi

thet

s in

a

book

of t

he O

dyss

ey.

Dis

cuss

why

Hom

er c

hose

eac

h ep

ithet

•

The

repe

titio

n in

ora

l poe

try c

an b

e co

mpa

red

to th

e qu

estio

n an

d an

swer

ses

sion

s at

the

star

t of l

esso

ns to

re

cap

wha

t stu

dent

s le

arne

d la

st ti

me

• S

tude

nts

can

mak

e a

char

t of t

he te

chni

ques

and

add

ex

ampl

es a

s th

ey a

re m

et

Th

e st

ruct

ure

of th

e po

em

• Th

e se

quen

ce o

f the

boo

ks a

nd H

omer

’s u

se

of fl

ashb

ack

and

fore

shad

owin

g (C

yclo

ps’

curs

e)

• D

iscu

ssio

n of

why

Hom

er u

sed

this

app

roac

h •

How

wou

ld s

tude

nts

mak

e a

mod

ern

film

ver

sion

of t

he

Ody

ssey

? C

astin

g pa

rts is

a g

ood

way

to re

info

rce

unde

rsta

ndin

g of

the

diffe

rent

cha

ract

ers

• S

how

exc

erpt

s fro

m th

e fil

m (O

dyss

eus

play

ed b

y A

rman

d A

ssan

te) a

nd a

sk s

tude

nts

wha

t diff

eren

ces

ther

e ar

e to

the

book

and

why

they

thin

k th

e ch

ange

s w

ere

mad

e. H

opef

ully

they

will

all

thin

k H

omer

’s is

the

bette

r ver

sion

. (T

he o

nly

prob

lem

with

sho

win

g a

mod

ern

film

ver

sion

is th

at le

ss a

ble

cand

idat

es

som

etim

es b

ase

thei

r ans

wer

s on

this

and

not

the

book

)

Teac

her R

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rce

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klm

8 R

evis

ion/

exam

pre

para

tion

• C

hoos

ing

ques

tions

(Tie

r H)

• Ti

min

g •

Mee

ting

the

asse

ssm

ent o

bjec

tives

•

AO

1, K

now

ledg

e •

AO

2, U

nder

stan

ding

•

AO

3, E

valu

atio

n, a

naly

sis,

resp

onse

• M

ake

revi

sion

car

ds o

f var

ious

qua

litie

s O

dyss

eus

has,

e.

g. b

rave

ry, i

ntel

ligen

ce a

nd o

n th

e ba

ck li

st e

xam

ples

fro

m th

e O

dyss

ey

• S

tick

a ch

arac

ter’s

nam

e on

a p

upil’

s ba

ck a

nd g

ive

them

so

man

y qu

estio

ns to

wor

k ou

t who

they

are

•

Rev

isio

n qu

izze

s •

Pas

t pap

er a

nd s

peci

men

que

stio

ns

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

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sion

1.0

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right

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serv

ed.

9

U

nit 1

Top

ic B

Liv

y, S

torie

s of

Rom

e

Topi

c

Topi

c O

utlin

e / K

ey Q

uest

ions

Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

•

Spe

cific

atio

n: th

ree

chap

ters

look

ing

at

• th

e re

igns

of t

he k

ings

•

the

Rep

ublic

•

the

inva

sion

of t

he G

auls

•

Livy

’s a

ims

as a

his

toria

n

• to

ent

erta

in re

ader

: wha

t met

hods

doe

s he

use

? •

to te

ach

mor

al le

sson

s

• E

xpla

natio

n of

•

civi

l war

s at

end

of l

ate

Rep

ublic

•

Aug

ustu

s’ p

olic

ies

to re

vive

trad

ition

al

valu

es

•

Rem

embe

r Liv

y m

ay b

e bi

ased

in fa

vour

of

the

Rep

ublic

The

orga

nisa

tion

of th

e co

urse

sug

gest

ed b

elow

is ju

st o

ne

of s

ever

al p

ossi

bilit

ies

Dis

cuss

wha

t qua

litie

s w

e ad

mire

and

dis

like

toda

y an

d w

hich

Aug

ustu

s th

ough

t wer

e im

porta

nt.

Thro

ugho

ut th

e co

urse

: •

list l

itera

ry te

chni

ques

e.g

. firs

t per

son

narr

ativ

e,

susp

ense

, cha

ract

er s

ketc

hes;

iden

tify

thes

e as

sto

ries

are

read

•

mak

e ch

arts

as

stor

ies

are

read

to c

olla

te in

form

atio

n

• br

eak

topi

cs in

to s

mal

l sec

tions

, use

pas

t pap

er a

nd

spec

imen

que

stio

ns fo

r eac

h to

pic

indi

vidu

ally

•

play

gam

es, e

.g. a

ver

sion

of P

ictio

nary

/cha

rade

s w

here

pu

pils

hav

e to

act

or d

raw

an

inci

dent

in L

ivy’

s st

orie

s

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

10

Livy

, Sto

ries

of R

ome,

Cha

pter

1, R

ome

unde

r the

kin

gs

The

acce

ssio

ns o

f Rom

ulus

, Ta

rqui

n th

e O

ld, S

ervi

us

Tulli

us a

nd T

arqu

in th

e P

roud

• W

ho w

as e

ach

man

, wha

t cla

im to

the

thro

ne

did

he h

ave?

•

Wha

t met

hod

did

he u

se a

nd w

hat d

oes

this

sh

ow u

s ab

out h

is p

erso

nalit

y?

• U

se s

pide

r dia

gram

s fo

r eac

h ki

ng to

sho

w h

is

achi

evem

ents

and

per

sona

lity

• D

raw

a fa

mily

tree

to s

how

rela

tions

hips

of T

arqu

in th

e O

ld, S

ervi

us T

ulliu

s an

d Ta

rqui

n th

e P

roud

The

achi

evem

ents

of e

ach

king

and

thei

r con

tribu

tion

to

the

grow

th o

f Rom

e

• R

omul

us fo

unde

d R

ome

and

obta

ined

fem

ale

popu

latio

n •

Oth

er k

ings

add

ed te

rrito

ry a

nd b

uild

ings

and

m

ade

vario

us p

oliti

cal c

hang

es

• W

hat w

ere

thei

r mot

ives

for s

o do

ing?

• M

ake

a ba

r cha

rt to

sho

w th

e ac

tions

of t

he k

ings

and

try

to a

sses

s th

eir r

elat

ive

impo

rtanc

e

The

tripl

e co

mba

t •

Why

was

it h

eld?

•

Wha

t qua

litie

s di

d H

orat

ius

show

?

• W

as h

e ju

stifi

ed in

kill

ing

his

sist

er?

•

Was

his

pun

ishm

ent f

air?

• D

ebat

e ab

out p

unis

hmen

t of H

orat

ius

The

rape

of L

ucre

tia a

nd

Bru

tus’

exp

ulsi

on o

f the

Ta

rqui

ns

• W

hy d

id L

ivy

adm

ire B

rutu

s?

• D

raw

up

a ba

lanc

e sh

eet o

f Tar

quin

the

Pro

ud’s

goo

d an

d ba

d po

ints

to h

elp

show

why

he

was

exp

elle

d

Livy

, Sto

ries

of R

ome,

Cha

pter

2, T

he e

arly

repu

blic

H

orat

ius

Coc

les,

Sca

evol

a an

d C

loel

ia

• W

hat d

id th

e E

trusc

an in

vasi

on s

how

abo

ut

the

beha

viou

r of t

he s

enat

e an

d pe

ople

? •

Bew

are

of L

ivy’

s bi

as to

war

ds th

e se

nate

•

Wha

t les

sons

did

Liv

y w

ant p

eopl

e to

lear

n fro

m th

e be

havi

our o

f Hor

atiu

s, S

caev

ola

and

Clo

elia

?

• S

tart

mak

ing

revi

sion

car

ds: o

ne p

er q

ualit

y an

d ad

d ex

ampl

es to

the

back

as

the

vario

us s

torie

s ar

e st

udie

d

The

thre

e C

s: C

orio

lanu

s,

Cin

cinn

atus

and

Cam

illus

• W

hat l

esso

ns d

id L

ivy

wan

t us

to le

arn

from

th

ese

men

?

• Lo

ok a

t the

ir go

od a

nd b

ad q

ualit

ies

Stu

dent

s fin

d th

ese

thre

e m

en v

ery

conf

usin

g

• Tr

y co

lour

cod

ing

note

s or

thin

k of

an

imag

e (a

n an

imal

fo

r exa

mpl

e) a

nd p

ut a

ll no

tes

abou

t eac

h of

them

into

an

imag

e th

at s

tude

nts

can

rem

embe

r

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

11

Livy

, Sto

ries

of R

ome,

Cha

pter

3, T

he in

vasi

on o

f the

Gau

ls

The

Gal

lic in

vasi

on

• W

hy d

id it

hap

pen?

• W

hy d

id th

e R

oman

s st

art o

ff so

bad

ly b

ut

end

up v

icto

rious

? •

To w

hat e

xten

t wer

e th

e Fa

bii t

o bl

ame

for

the

Gau

ls a

ttack

ing

Rom

e?

• W

hy d

id th

e R

oman

s lo

se th

e B

attle

of t

he

Riv

er A

llia?

•

Wha

t qua

litie

s th

en s

ecur

ed th

em v

icto

ry?

This

is v

ery

muc

h lik

e a

foot

ball

mat

ch w

hich

is ‘a

gam

e of

tw

o ha

lves

’ •

Pro

duce

dia

gram

of a

pitc

h an

d pu

t not

es o

n ea

ch h

alf o

f pi

tch

• S

tude

nts

coul

d al

so p

rodu

ce a

foot

ball

styl

e co

mm

enta

ry

Con

solid

atio

n an

d re

visi

on

Livy

’s p

ortra

yal o

f wom

en

• A

ll th

e w

omen

are

por

traye

d di

ffere

ntly

; the

re

is v

ery

little

ste

reot

ypin

g •

How

impo

rtant

are

wom

en to

the

hist

ory

of

Rom

e?

• D

o th

ey s

hape

eve

nts

and

if so

, how

?

• P

rodu

ce a

cha

rt as

the

stor

ies

are

read

and

indi

vidu

al

wom

en a

re m

et

• w

hat d

o th

ey d

o?

• ho

w im

porta

nt a

re th

ey?

Rev

isio

n/ex

am p

repa

ratio

n •

Cho

osin

g qu

estio

ns (T

ier H

) •

Tim

ing

• M

eetin

g th

e as

sess

men

t obj

ectiv

es

• A

O1,

Kno

wle

dge

• A

O2,

Und

erst

andi

ng

• A

O3,

Eva

luat

ion,

ana

lysi

s, re

spon

se

• M

ake

revi

sion

car

ds o

f var

ious

qua

litie

s e.

g. b

rave

ry,

patri

otis

m a

nd o

n th

e ba

ck li

st th

e ch

arac

ters

who

sho

w

thes

e qu

aliti

es

• S

tick

a ch

arac

ter’s

nam

e on

a p

upil’

s ba

ck a

nd g

ive

them

so

man

y qu

estio

ns to

wor

k ou

t who

they

are

•

Rev

isio

n qu

izze

s •

Pas

t pap

er a

nd s

peci

men

que

stio

ns

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

12

U

nit 1

Top

ic C

Ath

ens

and

Spar

ta

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

A lo

ok a

t Ath

enia

n an

d S

parta

n so

ciet

y to

ass

ess

the

role

s va

rious

peo

ple

play

ed w

ithin

it a

nd th

e va

lues

inhe

rent

in e

ach

cultu

re.

• S

tude

nts

need

to b

e ab

le to

com

pare

the

diffe

rent

asp

ects

of e

ach

soci

ety

to e

ach

othe

r and

to m

oder

n da

y

Thro

ugho

ut th

e co

urse

: •

Rei

nfor

ce c

ompa

rison

s an

d ha

ve m

any

ques

tion

and

answ

er s

essi

ons

on d

iffer

ence

s be

twee

n A

then

s an

d S

parta

•

Hol

d de

bate

s to

con

side

r the

rele

vant

mer

its o

f var

ious

as

pect

s of

this

topi

c •

Use

pas

t pap

er q

uest

ions

•

Pro

vide

a g

loss

ary

of te

rms

such

as

perio

ikoi

, pa

idog

ogus

•

Sta

ge a

‘Mill

iona

ire’ s

how

with

que

stio

ns w

ith fo

ur

answ

ers

and

oppo

rtuni

ties

for c

andi

date

s to

pho

ne a

fri

end

and

go fi

fty/fi

fty

E

duca

tion

in A

then

s •

Wha

t wer

e th

e ai

ms

of e

duca

tion?

•

Wha

t wer

e sc

hool

s lik

e in

resp

ect o

f •

the

build

ings

use

d •

the

equi

pmen

t •

the

pupi

ls

• ag

e ra

nge

• cu

rric

ulum

•

teac

hers

•

Wha

t was

the

role

of t

he p

aido

gogo

s?

• W

ho w

ere

Sop

hist

s an

d w

hat d

id th

ey te

ach?

•

reas

ons

for t

heir

unpo

pula

rity

• W

ho h

ad a

hig

her e

duca

tion

and

of w

hat d

id

it co

nsis

t?

• W

hy w

ere

thes

e sk

ills

cons

ider

ed im

porta

nt?

• D

raw

up

a ch

art c

onta

inin

g th

ree

colu

mns

, one

for

info

rmat

ion

abou

t Ath

enia

n ed

ucat

ion,

the

seco

nd fo

r its

m

oder

n eq

uiva

lent

and

in th

e th

ird s

tude

nts

can

brie

fly

put t

heir

eval

uatio

n

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

13

Edu

catio

n in

Spa

rta

• W

hat w

ere

the

aim

s of

edu

catio

n?

• Lo

ok a

t sel

ectio

n fro

m b

irth

and

life

in th

e ag

oge

• W

hat d

id b

oys

lear

n?

• W

hat w

as th

e kr

ypte

ia?

• S

tude

nts

can

writ

e a

scho

ol re

port

for a

Spa

rtan

com

men

ting

on h

is p

erfo

rman

ce in

the

diffe

rent

task

s an

d su

gges

ting

way

s fo

r him

to im

prov

e •

Dis

cuss

the

mer

its o

f thi

s ed

ucat

ion

and

wha

t ele

men

ts

wou

ld b

e de

sira

ble/

lega

l in

toda

y’s

soci

ety

W

omen

in A

then

s an

d Sp

arta

•

How

wer

e gi

rls b

roug

ht u

p an

d ed

ucat

ed?

• W

hat w

as e

xpec

ted

of th

em?

• W

hen

did

they

get

mar

ried

and

wha

t was

the

role

of a

wife

? •

Wha

t was

thei

r pos

ition

with

in th

e ho

me

and

in s

ocie

ty?

• W

hat r

ight

s di

d th

ey h

ave?

• D

raw

a la

rge

spid

er d

iagr

am to

sho

w th

e ad

vant

ages

an

d di

sadv

anta

ges

of w

omen

’s li

ves

• E

ither

use

two

diffe

rent

col

ours

or p

ut a

dvan

tage

s in

the

top

sect

or o

f the

dia

gram

and

dis

adva

ntag

es in

the

botto

m

• Th

ere

shou

ld b

e pl

enty

of d

ebat

e ab

out i

ssue

s su

ch a

s •

arra

nged

mar

riage

s •

wom

en s

tayi

ng a

t hom

e an

d lo

okin

g af

ter t

he

child

ren

• th

e ac

cess

to d

ivor

ce fo

r men

and

wom

en

E

very

day

life

in A

then

s •

The

hous

e •

of w

hat w

as it

bui

lt?

• its

des

ign

and

the

func

tions

of t

he

diffe

rent

room

s •

in w

hat w

ays

did

it di

ffer f

rom

mod

ern

hous

es?

• C

loth

ing

• w

hat g

arm

ents

wer

e w

orn

by m

en a

nd

wom

en?

• of

wha

t mat

eria

l wer

e th

ey m

ade?

•

wer

e th

ey c

omfo

rtabl

e/pr

actic

al?

• D

inne

r par

ties

(sym

posi

a)

• w

ho a

ttend

ed?

• w

here

and

whe

n w

ere

they

hel

d?

• w

hat p

repa

ratio

ns w

ere

nece

ssar

y?

• w

hat f

ood

was

ser

ved?

•

wha

t ent

erta

inm

ent w

as p

rovi

ded?

• S

tude

nts

can

mak

e an

est

ate

agen

t’s b

roch

ure

in w

hich

th

ey d

escr

ibe

the

feat

ures

of a

n A

then

ian

hous

e •

Stu

dent

s co

uld

mak

e a

chito

n an

d hi

mat

ion

and

one

of

the

grou

p co

uld

try w

earin

g th

em to

car

ry o

ut d

iffer

ent

activ

ities

•

Stu

dent

s w

rite

up a

dia

ry e

ntry

afte

r ret

urni

ng h

ome

from

a

dinn

er p

arty

•

Pla

y ko

ttabo

s us

ing

wat

er

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

14

The

Spa

rtan

arm

y •

Why

did

the

Spa

rtans

nee

d su

ch a

goo

d ar

my?

•

How

did

they

trai

n, w

hat w

eapo

ns d

id th

ey

have

and

how

wer

e th

ey u

sed?

•

Wha

t uni

form

s di

d th

ey w

ear?

•

How

did

they

figh

t?

• W

hat w

as li

fe li

ke in

the

mes

s cl

ubs

and

why

w

as it

so

vita

l tha

t a m

an b

elon

ged

to o

ne?

• Li

nk b

ack

to e

duca

tion

and

show

how

this

had

pre

pare

d th

e S

parta

ns fo

r arm

y lif

e •

Ask

pup

ils to

pro

duce

a re

port

writ

ten

by a

mili

tary

co

nsul

tant

who

has

bee

n on

a fa

ct fi

ndin

g m

issi

on to

S

parta

. Th

ey s

houl

d w

rite

reco

mm

enda

tions

for

impr

ovin

g th

e ar

my

of th

e ci

ty w

ho h

as e

mpl

oyed

them

in

the

light

of w

hat t

hey

disc

over

ed in

Spa

rta

• W

atch

ext

ract

s fro

m th

e 30

0 fil

m a

nd a

sses

s ac

cura

cy o

f S

parta

n ar

mou

r etc

.

Wor

k in

Ath

ens

and

Spa

rta

• W

ho w

ere

Met

ics?

•

how

did

they

con

tribu

te to

the

life

of

Ath

ens?

•

Wha

t tra

des

wer

e im

porta

nt?

• W

hat d

id s

hops

look

like

? •

wha

t diff

eren

ces

wer

e th

ere

in s

hops

and

fa

ctor

ies

in A

then

s co

mpa

red

to to

day?

•

How

wer

e sl

aves

trea

ted?

•

wha

t wer

e th

e go

od a

nd b

ad jo

bs?

• w

hat o

ther

adv

anta

ges/

disa

dvan

tage

s w

ere

ther

e in

bei

ng a

sla

ve?

• W

ho w

ere

Per

ioko

i and

Hel

ots?

•

How

wer

e th

ey tr

eate

d by

the

Spa

rtans

? •

How

did

they

con

tribu

te to

the

econ

omy?

• P

upils

can

writ

e jo

b ad

verts

des

crib

ing

the

type

of

pers

on re

quire

d, th

e w

orki

ng c

ondi

tions

and

per

ks

• M

ake

a ch

art t

o sh

ow th

e di

ffere

nces

in m

anuf

actu

ring

and

sale

s in

Ath

ens

and

toda

y •

A s

lave

who

has

bee

n ba

dly

treat

ed a

ppea

rs o

n Tr

icia

or

a si

mila

r sho

w.

They

tell

thei

r sto

ry a

nd th

en th

e m

aste

r ap

pear

s on

the

show

. A

udie

nce

shou

ld p

artic

ipat

e to

o •

Pup

ils c

an w

rite

a di

ary

entry

for a

Hel

ot

Rev

isio

n/ex

am p

repa

ratio

n •

Cho

osin

g qu

estio

ns (T

ier H

) •

Tim

ing

• M

eetin

g th

e as

sess

men

t obj

ectiv

es

• A

O1,

Kno

wle

dge

• A

O2,

Und

erst

andi

ng

• A

O3,

Eva

luat

ion,

ana

lysi

s, re

spon

se

• R

evis

ion

quiz

zes

• P

ast p

aper

and

spe

cim

en q

uest

ions

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

15

U

nit 1

Top

ic D

His

tory

of R

oman

Brit

ain

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

•

A b

rief l

ook

at li

fe in

Cel

tic B

ritai

n an

d co

ntac

t be

twee

n R

ome

and

Brit

ain

befo

re A

D 4

3 •

Rea

sons

why

Cae

sar a

nd C

laud

ius

inva

ded

Brit

ain

•

the

oppo

sitio

n th

ey m

et a

nd h

ow th

ey

cope

d w

ith it

•

The

colla

bora

tion

of C

ogid

ubnu

s •

The

role

of C

arat

acus

in o

ppos

ing

the

Rom

ans,

his

def

eat a

nd p

ardo

n by

Cla

udiu

s •

The

Bou

dicc

an re

belli

on

• Th

e fe

ud b

etw

een

Sue

toni

us P

aulin

us a

nd

Juliu

s C

lass

icia

nus

• w

hy d

id C

lass

icia

nus

disa

ppro

ve o

f P

aulin

us a

nd w

hat w

as th

e ou

tcom

e?

• Th

e go

vern

orsh

ip o

f Agr

icol

a

• w

hat d

id h

e in

herit

and

wha

t did

he

achi

eve?

• P

rovi

de a

tim

elin

e so

that

pup

ils c

an s

ee h

ow th

e ev

ents

fit

toge

ther

•

Per

haps

sho

w th

e cl

ip fr

om T

he L

ife o

f Bria

n w

here

they

as

k ‘W

hat h

ave

the

Rom

ans

ever

don

e fo

r us?

’ so

that

pu

pils

can

thin

k of

the

effe

cts

of th

e co

nque

st a

s th

e co

urse

unf

olds

•

Mak

e fre

quen

t ref

eren

ces

to m

aps

and

use

diffe

rent

co

lour

s to

sho

w w

here

diff

eren

t gov

erno

rs o

pera

ted

•

Ens

ure

pupi

ls k

now

the

maj

or ro

ads

and

tow

ns o

f the

pr

ovin

ce

• P

rovi

de a

brie

f int

rodu

ctio

n to

the

Rom

an a

rmy

to e

nsur

e pu

pils

kno

w th

e di

ffere

nces

bet

wee

n le

gion

arie

s an

d au

xilia

ries

and

unde

rsta

nd w

hy it

was

so

diffi

cult

for t

he

Brit

ons

to o

ppos

e th

e R

oman

s •

Use

freq

uent

que

stio

n an

d an

swer

ses

sion

s an

d pl

ay

gam

es e

spec

ially

‘Who

am

I?’ t

ype

gam

es w

here

pup

ils

have

to g

uess

wha

t cha

ract

er th

ey a

re.

Writ

e a

‘Who

did

th

is?’

qui

z

Brit

ain

befo

re th

e in

vasi

on

• Lo

ok a

t the

trib

al s

yste

m a

nd c

onst

ant

inte

rnal

figh

ting

in B

ritai

n •

Wha

t wea

pons

did

they

hav

e?

• W

hat l

inks

wer

e th

ere

betw

een

the

Rom

ans

and

Brit

ain

befo

re 5

5BC

?

• S

how

firs

t par

t of v

ideo

(see

reso

urce

s lis

t) on

Bou

dicc

a w

hich

dea

ls w

ith C

eltic

Brit

ain

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

16

Cae

sar a

nd C

alig

ula

• W

hy d

id C

aesa

r com

e to

Brit

ain?

•

Wha

t did

he

hope

to a

chie

ve g

iven

the

time

of y

ear h

e ca

me

and

the

troop

s he

bro

ught

? •

Wha

t pro

blem

s di

d he

enc

ount

er?

•

How

suc

cess

ful w

as h

e an

d w

hy?

• W

ho w

as C

alig

ula?

• Th

e To

ny R

obin

son

prog

ram

me

deal

s w

ell w

ith C

aesa

r’s

inva

sion

of B

ritai

n. T

he B

oudi

cca

vide

o us

es C

aesa

r’s

acco

unt o

f the

Brit

ish

char

iot f

ight

ing

• R

emem

ber t

o lin

k C

aesa

r’s a

chie

vem

ents

to h

is a

ims.

H

e m

ay n

ot h

ave

gain

ed m

uch

in B

ritai

n bu

t his

re

puta

tion

was

gre

atly

enh

ance

d by

his

com

men

tarie

s •

Brie

f exc

erpt

s fro

m I

Cla

udiu

s he

lp to

giv

e pu

pils

an

idea

ab

out C

alig

ula’

s be

havi

our a

nd a

re v

ery

popu

lar

Th

e C

laud

ian

inva

sion

and

A

ulus

Pla

utiu

s’ g

over

nors

hip

• C

laud

ius’

reas

ons

for i

nvad

ing

Brit

ain

• W

hich

legi

ons

did

Aul

us P

laut

ius

brin

g?

• W

here

did

eac

h of

them

ope

rate

?

• W

hat o

ppos

ition

did

he

mee

t and

why

did

th

e R

oman

s w

in?

• C

laud

ius’

vis

it to

Brit

ain

• Th

e Fo

sse

Way

as

the

boun

dary

and

P

laut

ius’

dea

lings

with

the

tribe

s of

the

area

•

The

foun

ding

of t

owns

• C

laud

ius’

acc

essi

on o

n I C

laud

ius

is e

xcel

lent

•

Dra

w li

nes

of a

dvan

ce o

f the

diff

eren

t leg

ions

in d

iffer

ent

colo

urs

on a

map

; mar

k on

bat

tles

and

Mai

den

Cas

tle

• U

se R

oman

Brit

ain

CD

Rom

to lo

ok a

t the

road

s bu

ilt

and

the

occu

patio

n •

Pup

ils e

njoy

doi

ng th

e qu

izze

s on

this

Cog

idub

nus

• W

ho w

as h

e?

• H

ow d

id h

e he

lp th

e R

oman

s?

• W

hat r

ewar

ds d

id h

e re

ceiv

e?

• P

upils

cou

ld w

rite

a m

agaz

ine

artic

le fe

atur

ing

his

pala

ce

at F

ishb

ourn

e an

d in

clud

e an

inte

rvie

w w

ith h

im a

skin

g ab

out h

is m

otiv

es a

nd w

heth

er h

e fe

lt an

y gu

ilt a

bout

he

lpin

g th

e R

oman

s

Car

atac

us

• W

ho w

as h

e?

• W

hat o

ppos

ition

did

he

put u

p to

the

Rom

ans?

•

Wha

t suc

cess

es d

id h

e ha

ve a

nd w

hy d

id h

e ul

timat

ely

fail?

•

His

cap

ture

and

app

eara

nce

in a

triu

mph

in

Rom

e

• H

e m

akes

an

exce

llent

sub

ject

for a

talk

sho

w a

s he

can

ta

lk a

bout

his

bro

ther

, his

ach

ieve

men

ts a

nd e

xpre

ss

bitte

rnes

s ab

out C

artim

andu

a. H

e ca

n re

coun

t his

ex

perie

nce

in R

ome.

Car

timan

dua

can

appe

ar, a

s ca

n re

pres

enta

tives

from

the

Silu

res

and

Ost

oriu

s S

capu

la

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

17

The

Bou

dicc

an re

belli

on

• Th

e ca

uses

of t

he re

belli

on

• B

oudi

cca’

s ea

rly s

ucce

sses

•

The

stra

tegy

of S

ueto

nius

Pau

linus

in L

ondo

n an

d th

e fin

al b

attle

•

Rea

sons

for B

oudi

cca’

s de

feat

•

Ret

ribut

ion

by P

aulin

us

• P

upils

writ

e a

spee

ch b

y B

oudi

cca

to p

ersu

ade

the

Brit

ons

to re

bel

• Th

ey c

an w

rite

extra

cts

from

Pau

linus

’ dia

ry d

escr

ibin

g hi

s at

tack

on

Ang

lese

y, h

is a

rriv

al in

Lon

don,

his

reac

tion

to h

earin

g ab

out t

he 9

th a

nd 2

nd le

gion

s, th

e fin

al b

attle

an

d hi

s pl

ans

for r

even

ge

• V

ideo

on

Bou

dicc

a •

Deb

ate

on w

isdo

m o

f reb

ellio

n –

how

ser

ious

wer

e ca

uses

, wha

t cha

nce

did

Brit

ons

have

of s

ucce

ss

Ju

lius

Cla

ssic

ianu

s •

Who

was

he?

•

Why

did

he

oppo

se P

aulin

us?

•

How

did

he

achi

eve

the

reca

ll of

Pau

linus

?

• W

as h

e w

ise

to d

o so

?

Agr

icol

a •

Wha

t did

he

inhe

rit fr

om C

eria

lis a

nd

Fron

tinus

? •

Wha

t situ

atio

n di

d he

find

on

his

arriv

al a

nd

how

did

he

deal

with

it?

• H

is li

ne o

f adv

ance

in th

e no

rth a

nd th

e si

ting

of fo

rts

• H

is u

se o

f the

flee

t •

The

battl

e of

Mon

s G

raup

ius

– w

hat

prob

lem

s di

d A

gric

ola

face

and

how

did

he

deal

wih

them

? •

Rea

sons

why

he

won

the

battl

e •

His

che

ckin

g of

abu

se a

nd h

is p

olic

y of

R

oman

isat

ion

• Ta

citu

s’ A

gric

ola

• w

hat w

as th

e re

latio

nshi

p be

twee

n th

em?

• ho

w re

liabl

e is

the

Agr

icol

a as

a p

rimar

y so

urce

?

• M

ake

use

of T

acitu

s’ A

gric

ola.

Exp

lain

who

Tac

itus

was

an

d w

hy it

is a

bia

sed

sour

ce

• U

se a

map

to d

raw

on

the

line

of A

gric

ola’

s ro

ute

and

that

of t

he fl

eet

• Lo

ok a

t the

pla

cing

of A

gric

olan

forts

on

a re

lief m

ap

• P

upils

writ

e a

spee

ch o

f Cal

gacu

s ex

plai

ning

why

he

thin

ks h

e w

ill b

e su

cces

sful

at M

ons

Gra

upiu

s •

Dra

w a

dia

gram

exp

lain

ing

how

Agr

icol

a w

on th

e ba

ttle

• C

onsi

der w

hat d

iffer

ence

s A

gric

ola’

s po

licy

mad

e fo

r the

B

riton

s •

Fini

sh th

e co

urse

with

the

sam

e cl

ip fr

om T

he L

ife o

f B

rian

• W

hat h

ad th

e R

oman

s ac

hiev

ed in

Brit

ain?

•

How

far h

ad C

laud

ius’

aim

s be

en fu

lfille

d?

• W

hat d

iffer

ence

wou

ld th

e B

riton

s ha

ve n

otic

ed?

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

18

Rev

isio

n/ex

am p

repa

ratio

n •

Cho

osin

g qu

estio

ns (T

ier H

) •

Tim

ing

• M

eetin

g th

e as

sess

men

t obj

ectiv

es

• A

O1,

Kno

wle

dge

• A

O2,

Und

erst

andi

ng

• A

O3,

Eva

luat

ion,

ana

lysi

s, re

spon

se

• S

tick

a ch

arac

ter’s

nam

e on

a p

upil’

s ba

ck a

nd g

ive

them

so

man

y qu

estio

ns to

wor

k ou

t who

they

are

•

Rev

isio

n qu

izze

s •

Pas

t pap

er a

nd s

peci

men

que

stio

ns

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

19

U

nit 2

Top

ic A

Gre

ek T

rage

dy a

nd D

ram

a Fe

stiv

als

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

• S

peci

ficat

ion:

•

Eur

ipid

es, M

edea

•

The

City

Dio

nysi

a •

Sta

ging

of t

ragi

c dr

ama

•

Med

ea a

s tra

gic

dram

a

•

Exp

lana

tion

of

• st

ruct

ure

of th

eatre

•

stag

ing

of tr

aged

y •

role

s of

act

ors

and

chor

us

• m

asks

, cos

tum

es a

nd p

rops

•

mec

hani

cal d

evic

es o

f the

atre

•

Exp

lana

tion

of th

e rit

uals

and

pra

ctic

es o

f the

C

ity D

iony

sia

Org

anis

atio

n of

the

cour

se s

ugge

sted

bel

ow is

just

one

of

seve

ral p

ossi

bilit

ies

R

eadi

ng a

nd u

nder

stan

ding

cha

ract

eris

atio

n, m

otiv

es a

nd

plot

of t

he p

lay

Pre

sent

atio

n of

det

ails

of t

he th

eatre

with

com

paris

on o

f m

oder

n id

eas

of th

eatre

H

ighl

ight

impo

rtanc

e of

dra

ma

as a

relig

ious

and

civ

ic

fest

ival

Eurip

ides

, Med

ea

Plo

t of M

edea

•

Stru

ctur

e of

pla

y •

Pro

logu

e •

Ent

ranc

e of

Cho

rus

• C

hora

l Ode

s •

Epi

sode

s •

‘Ago

n’/ d

ebat

e be

twee

n M

edea

and

Ja

son

• M

esse

nger

’s S

peec

h

• S

tudy

sm

all s

cene

s

• Te

st k

now

ledg

e of

sce

nes

thro

ugh

revi

sion

que

stio

ns

• D

raw

a ti

mel

ine

of p

lay

• R

e-te

ll th

e pl

ot th

roug

h sp

ider

dia

gram

s •

Writ

e ou

t plo

t in

own

wor

ds

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

20

Cha

ract

eris

atio

n of

Med

ea

• W

hat i

s sh

e lik

e?

• W

hat d

oes

she

do?

• W

hat d

o ot

hers

say

abo

ut h

er?

• H

ow d

oes

she

reac

t with

oth

ers?

•

Qua

litie

s to

adm

ire a

nd th

ose

to h

ate

• Li

st h

er a

ctio

ns a

nd m

otiv

es

• S

pide

r dia

gram

of h

er c

hara

cter

istic

s •

Dis

cuss

righ

ts a

nd w

rong

s of

her

act

ions

•

Hol

d a

deba

te a

bout

just

ifica

tion

of h

er a

ctio

ns

• H

old

a m

ock

trial

with

cha

ract

ers

as w

itnes

ses

Oth

er c

hara

cter

s in

the

play

: Ja

son,

Cre

on a

nd A

egis

thus

•

Wha

t are

they

like

? •

Wha

t do

they

do?

•

Exp

lana

tion

and

just

ifica

tion

for t

heir

actio

ns

• H

ow a

re th

ey m

anip

ulat

ed b

y M

edea

?

• Li

st th

eir a

ctio

ns a

nd m

otiv

es

• S

pide

r dia

gram

s of

thei

r cha

ract

eris

tics

• D

ebat

e on

the

just

ifica

tions

of t

heir

actio

ns

• A

ct o

ut s

cene

s w

ith M

edea

, with

stu

dent

s us

ing

thei

r ow

n w

ords

Dra

ma

Fest

ival

s P

rese

ntat

ion

of T

rage

dy a

t th

e C

ity D

iony

sia

• W

hen

did

it oc

cur?

•

Hel

d in

who

se h

onou

r?

• P

roce

ssio

ns a

nd tr

aditi

ons

• C

ompe

titiv

e el

emen

t •

Stru

ctur

e of

the

cere

mon

y

• D

raw

a ti

mel

ine

of th

e pr

oduc

tion

• H

ighl

ight

relig

ious

and

civ

ic im

porta

nce

• Li

st th

e re

ligio

us p

roce

dure

s •

Writ

e a

diar

y of

eve

nts

of th

e fe

stiv

al

Indi

vidu

al A

then

ians

with

in

the

fest

ival

•

Rol

es o

f offi

cial

s, A

rcho

ns a

nd P

riest

of

Dio

nysu

s •

Rol

e of

Cho

rego

i •

Rol

e of

Jud

ges

• Li

st d

utie

s an

d sk

ills

need

ed to

fulfi

l the

se ro

les

• Li

st s

kills

and

qua

litie

s re

quire

d •

Des

crib

e se

lect

ion

proc

ess

for j

udge

s •

Deb

ate

Ath

enia

n de

sire

for i

mpa

rtial

ity

P

erfo

rmer

s in

the

fest

ival

•

Rol

e of

Act

ors

• Q

ualit

ies

need

ed to

act

•

Diff

icul

ties

acto

rs fa

ced

• R

ole

of th

e C

horu

s •

Cos

tum

es a

nd M

asks

• N

umbe

rs a

nd s

elec

tion

proc

ess

• Li

st a

nd d

raw

a s

pide

r dia

gram

of q

ualit

ies

need

ed

• H

ighl

ight

the

diffi

culti

es a

ctor

s fa

ce a

nd m

eans

they

us

ed to

ove

rcom

e th

em

• N

umbe

rs a

nd tr

aini

ng

• D

iscu

ss th

e ro

le th

ey p

laye

d in

dra

ma

• D

iscu

ss w

hat w

as w

orn

and

why

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

21

Stru

ctur

e of

the

thea

tre

• S

hape

of t

he th

eatre

and

its

adva

ntag

es

• S

cene

ry a

nd d

evic

es

• S

eatin

g ar

rang

emen

ts

• D

raw

a d

iagr

am o

f the

thea

tre a

nd la

bel i

mpo

rtant

are

as

• D

iscu

ss th

e sk

ene

and

its fu

nctio

ns

• D

iscu

ss th

e cr

ane

and

ekku

klem

a, in

clud

ing

thei

r pu

rpos

es

• In

dica

te w

here

the

tribe

s sa

t and

who

had

spe

cial

sea

ts

at th

e fro

nt

Im

porta

nce

of th

e fe

stiv

al

• R

elig

ious

asp

ects

•

Civ

ic e

lem

ents

• D

iscu

ss p

roag

on a

nd p

roce

ssio

ns

• In

dica

te s

acrif

ices

•

Pur

ifica

tion

of th

e th

eatre

•

Sho

w im

porta

nce

of p

rese

ntat

ion

of th

e tri

bute

•

Sho

w re

spec

t to

the

sons

of t

hose

rece

ntly

kill

ed fo

r A

then

s •

Rel

ease

of p

rison

ers

• P

rese

ntat

ion

of E

pheb

es, n

ewly

trai

ned

sold

iers

Rev

isio

n/ex

am p

repa

ratio

n E

xam

tech

niqu

e •

Cho

osin

g qu

estio

ns

• Ti

min

g •

Mee

ting

the

asse

ssm

ent o

bjec

tives

•

AO

1 K

now

ledg

e •

AO

2 U

nder

stan

ding

•

AO

3 E

valu

atio

n, a

naly

sis

and

resp

onse

• R

evis

ion

quiz

zes

• P

ast p

aper

s an

d sp

ecim

en q

uest

ions

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

22

U

nit 2

Top

ic B

Pla

utus

: The

Pot

of G

old

and

Bro

ther

s M

enae

chm

us

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

•

Spe

cific

atio

n: T

wo

Rom

an C

omed

ies:

Pot

of

Gol

d an

d B

roth

ers

Men

aech

mus

•

Pla

utus

’ aim

s as

com

ic a

utho

r •

To e

nter

tain

and

am

use

audi

ence

•

To a

dapt

Gre

ek O

rigin

als

for R

oman

au

dien

ce

•

Exp

lana

tion

of d

evic

es:

• P

lot

• C

hara

cter

isat

ion

• E

xagg

erat

ed s

ituat

ion

Org

anis

atio

n of

the

cour

se s

ugge

sted

bel

ow is

just

one

of

seve

ral p

ossi

bilit

ies

Pre

sent

the

idea

of P

laut

us a

s be

ing

a lig

ht-h

earte

d pl

ayw

right

, dis

cuss

ing

idea

s of

com

edy

and

light

-hea

rted

dram

a Th

roug

hout

the

cour

se:

• Li

st c

omic

dev

ices

•

Cre

ate

timel

ine

of th

e pl

ays

• R

ead

scen

es a

nd, i

f pos

sibl

e, a

ct in

divi

dual

sce

nes

with

di

ffere

nt ‘a

ctor

s’

• R

e-te

ll pl

ots

in o

wn

wor

ds

• B

reak

ing

dow

n sc

enes

, set

spe

cific

revi

sion

que

stio

ns

for e

ach

scen

e •

Bui

ldin

g up

sce

nes

into

larg

er s

ectio

ns, s

et m

ore

broa

dly

base

d qu

estio

ns fo

r tho

se s

cene

s •

List

sim

ilarit

ies

and

diffe

renc

es b

etw

een

mod

ern

soci

ety

and

that

of P

laut

us

Po

t of G

old

Pro

logu

e •

Ass

ess

the

func

tion

of th

e P

rolo

gue

• A

sses

s ch

arac

ters

of E

uclio

, his

anc

esto

rs

a

nd d

augh

ter

• E

valu

ate

the

mor

ality

of i

ndiv

idua

ls in

the

a

ccou

nt o

f the

Lar

Fam

iliar

is

• R

e-te

ll in

ow

n w

ords

the

wor

ds o

f Lar

Fam

iliar

is

• Li

st a

djec

tives

that

des

crib

e di

ffere

nt m

embe

rs o

f E

uclio

’s fa

mily

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

23

Cha

ract

er o

f Euc

lio in

Pot

of

Gol

d •

Wha

t is

he li

ke?

• W

hat d

oes

he d

o?

• W

hat d

o ot

hers

say

abo

ut h

im?

• Q

ualit

ies

to a

dmire

? •

Qua

litie

s to

loat

he?

• C

ontri

butio

n to

hum

our o

f the

pla

y

• D

raw

a s

pide

r dia

gram

of q

ualit

ies

with

evi

denc

e •

List

oth

ers

opin

ions

of h

im

• D

ebat

e on

how

muc

h hi

s ch

arac

ter c

ontri

bute

s to

the

play

Rol

es o

f oth

er c

hara

cter

s in

th

e P

ot o

f Gol

d

• E

xten

t of s

tock

cha

ract

ers

• C

ontri

butio

n of

oth

er c

hara

cter

s to

the

hum

our

in th

e pl

ay

• C

ontri

butio

n of

oth

er c

hara

cter

s to

the

plot

an

d de

velo

pmen

t of t

he p

lay

• D

raw

a s

pide

r dia

gram

of i

ndiv

idua

ls w

ith th

e ro

le th

ey

have

in th

e pl

ay

• A

sses

s an

d lis

t the

qua

litie

s, s

treng

ths

and

wea

knes

ses

of in

divi

dual

s in

the

play

•

Use

a ra

nge

of a

djec

tives

to d

escr

ibe

indi

vidu

als,

citi

ng

evid

ence

to s

uppo

rt th

e ch

osen

wor

ds

B

roth

ers

Men

aech

mus

P

rolo

gue

• A

sses

s th

e fu

nctio

n of

the

Pro

logu

e •

Eva

luat

e th

e qu

ality

of t

he P

rolo

gue

• R

etel

l the

Pro

logu

e in

ow

n w

ords

•

Cre

ate

a tim

elin

e of

the

even

ts

• C

reat

e a

Ven

n di

agra

m, i

ndic

atin

g w

hat t

he tw

ins

have

in

com

mon

and

wha

t the

y do

n’t

Cha

ract

er o

f Sos

icle

s in

B

roth

ers

Men

aech

mus

•

Ass

ess

his

role

thro

ugho

ut th

e pl

ay

• E

valu

ate

his

mor

ality

•

Ass

ess

his

impo

rtanc

e to

the

plot

• D

raw

a ti

mel

ine

to in

dica

te w

here

he

is a

nd

wha

t he

is d

oing

at v

ario

us s

tage

s of

the

play

•

Dra

w a

spi

der d

iagr

am h

ighl

ight

ing

his

qual

ities

and

his

ac

tions

•

List

his

cha

ract

eris

tics

with

sup

porti

ng e

vide

nce

C

hara

cter

of M

enae

chm

us in

B

roth

ers

Men

aech

mus

•

Ass

ess

his

role

thro

ugho

ut th

e pl

ay

• E

valu

ate

his

mor

ality

•

Ass

ess

his

impo

rtanc

e to

the

plot

• D

raw

a ti

me

line

to in

dica

te w

here

he

is a

nd w

hat h

e is

do

ing

at v

ario

us s

tage

s of

the

play

•

Dra

w a

spi

der d

iagr

am h

ighl

ight

ing

his

qual

ities

and

his

ac

tions

•

List

his

cha

ract

eris

tics

with

sup

porti

ng e

vide

nce

• H

old

a de

bate

cen

tred

on w

hich

of t

he tw

o br

othe

rs h

as

mor

e/le

ss m

oral

ity

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

24

Rol

es o

f oth

er c

hara

cter

s in

B

roth

ers

Men

aech

mus

•

Ext

ent o

f sto

ck c

hara

cter

s •

Con

tribu

tion

of o

ther

cha

ract

ers

to th

e hu

mou

r of

the

play

•

Con

tribu

tion

of o

ther

cha

ract

ers

to th

e pl

ot

and

deve

lopm

ent o

f the

pla

y

• D

raw

a s

pide

r dia

gram

of i

ndiv

idua

ls w

ith th

e ro

les

they

ha

ve in

the

play

•

List

and

ass

ess

the

char

acte

ristic

s of

indi

vidu

als

in th

e pl

ay

• U

se a

rang

e of

adj

ectiv

es to

des

crib

e in

divi

dual

s, c

iting

ev

iden

ce to

sup

port

the

chos

en w

ords

Com

mon

them

es

Mor

ality

in th

e tw

o pl

ays

• D

iscu

ss th

e ex

tent

of v

iole

nce,

dec

eit,

insu

lt,

thef

t, im

mor

ality

and

lyin

g th

at a

ppea

rs in

bot

h pl

ays

• D

iscu

ss th

e ex

tent

of g

oodn

ess

and

mor

ality

ex

hibi

ted

by in

divi

dual

s •

Dis

cuss

the

exte

nt to

whi

ch in

divi

dual

s ge

t the

ju

st d

eser

ts b

y th

e en

d of

the

play

• D

raw

spi

der d

iagr

ams

citin

g ex

ampl

es o

f eac

h of

thes

e fro

m b

oth

play

s •

List

exa

mpl

es o

f the

se fr

om b

oth

play

s •

Dra

w s

pide

r dia

gram

s in

dica

ting

indi

vidu

al a

ctio

ns o

f go

od m

oral

ity

• Li

st e

xam

ples

of g

ood

mor

ality

from

bot

h pl

ays

• H

old

a de

bate

dis

cuss

ing

right

s an

d w

rong

s of

inci

dent

s in

bot

h pl

ays

• B

allo

on d

ebat

e/ ‘X

fact

or’ p

rese

ntat

ion

for s

tude

nts

to

argu

e fo

r ret

entio

n of

indi

vidu

als

base

d on

thei

r mor

al

stan

ce in

bot

h pl

ays

• S

pide

r dia

gram

s lis

ting

wha

t eac

h ch

arac

ter g

ets

by th

e en

d of

the

play

•

Deb

ate

on w

hat i

ndiv

idua

ls d

o ge

t and

whe

ther

they

de

serv

e w

hat t

hey

get

R

oles

of w

omen

• D

iscu

ss th

e ro

le o

f wom

en g

ener

ally

in

Pla

utin

e S

ocie

ty

• D

iscu

ss th

e ro

le o

f ind

ivid

ual w

omen

in th

e tw

o pl

ays

• Li

st w

hat r

ole

the

wom

en p

lay

• E

valu

ate

how

they

see

m to

be

rega

rded

•

Spi

der d

iagr

am in

dica

ting

who

they

are

and

wha

t the

y do

Rol

es o

f sla

ves

• D

iscu

ss th

e ro

les

of s

lave

s an

d ho

w th

ey a

re

treat

ed in

Pla

utin

e so

ciet

y •

Dis

cuss

the

role

s of

indi

vidu

al s

lave

s fro

m th

e tw

o pl

ays

• Li

st w

ho th

ey a

re a

nd w

hat t

hey

do

• E

valu

ate

how

they

are

trea

ted

Ass

ess

indi

vidu

al c

hara

cter

s an

d ho

w th

ey tr

eat a

nd a

re

treat

ed b

y th

eir m

aste

rs

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

25

Hum

our i

n th

e tw

o pl

ays

•

Dis

cuss

how

hum

our i

s de

pend

ent o

n ch

arac

teris

atio

n es

peci

ally

of E

uclio

, Sos

icle

s an

d M

enae

chm

us

• D

iscu

ss th

e ex

tent

hum

our i

s de

pend

ent o

n m

isun

ders

tand

ing

and

conf

usio

n •

Dis

cuss

the

exte

nt h

umou

r is

depe

nden

t on

ex

agge

ratio

n •

Dis

cuss

the

exte

nt to

whi

ch h

umou

r is

depe

nden

t on

visu

al im

pact

, moc

k vi

olen

ce

and

extre

me

mov

emen

t

• Li

st d

iffer

ent t

ypes

of h

umou

r •

List

exa

mpl

es o

f typ

es o

f hum

our f

rom

the

two

play

s •

Dra

w s

pide

r dia

gram

indi

catin

g ge

neric

type

s of

hum

our

and

asse

ss th

e ex

tent

to w

hich

eve

nts

and

char

acte

rs fi

t in

to th

ose

type

s •

Hol

d a

deba

te d

iscu

ssin

g th

e ex

tent

of t

he h

umou

r with

in

the

play

s an

d ho

w m

uch

wou

ld a

mod

ern

audi

ence

ap

prec

iate

the

play

s of

Pla

utus

. Wha

t is

funn

y an

d w

hat

is n

ot?

Com

paris

on b

etw

een

Pla

utin

e an

d m

oder

n so

ciet

ies

• D

iscu

ss d

iffer

ence

s an

d si

mila

ritie

s be

twee

n so

ciet

ies

• A

sses

s go

od a

nd b

ad p

oint

s of

the

soci

ety

Pla

utus

pre

sent

s

• Li

st s

imila

ritie

s •

List

diff

eren

ces

• H

old

a de

bate

dis

cuss

ing

the

adva

ntag

es a

nd

disa

dvan

tage

s of

bot

h

Rev

isio

n/ex

am p

repa

ratio

n E

xam

tech

niqu

e •

Cho

osin

g qu

estio

ns

• Ti

min

g •

Mee

ting

the

asse

ssm

ent o

bjec

tives

•

AO

1 K

now

ledg

e •

AO

2 U

nder

stan

ding

•

AO

3 E

valu

atio

n, a

naly

sis

and

resp

onse

• R

evis

ion

quiz

zes

• P

ast p

aper

s an

d sp

ecim

en q

uest

ions

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

26

U

nit 2

Top

ic C

Myc

enae

an C

ivili

satio

n

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

• W

ho w

ere

the

Myc

enae

ans?

•

Whe

re d

o th

ey fi

t with

oth

er p

erio

ds o

f Gre

ek

hist

ory/

impo

rtant

eve

nts?

•

Wha

t sor

t of p

eopl

e w

ere

they

?

• Ti

mel

ine

show

ing

the

mai

n pe

riods

of G

reek

his

tory

•

Bac

kgro

und

read

ing/

fact

find

ing

on th

e M

ycen

aean

s •

Bra

inst

orm

key

des

crip

tive

wor

ds e

.g. w

arlik

e, re

ligio

us,

artis

tic e

tc

Thro

ugho

ut th

e co

urse

: R

efer

to T

hese

Wer

e Th

e G

reek

s, A

mos

and

Lan

g,

Duc

kwor

th -

ther

e is

a d

ate

char

t at t

he b

ack

and

a us

eful

ch

apte

r on

the

Min

oans

and

Myc

enae

ans

Set

pas

t pap

er e

ssay

que

stio

ns a

t reg

ular

inte

rval

s w

hile

un

it is

bei

ng ta

ught

A

stu

dy v

isit

to G

reec

e is

als

o ve

ry u

sefu

l (al

thou

gh n

ot

alw

ays

poss

ible

)

War

fare

W

hat e

vide

nce

is th

ere

to s

ugge

st th

at th

e M

ycen

aean

s w

ere

war

like?

•

Def

ensi

ve s

ituat

ion

and

feat

ures

of c

itade

ls

• G

roup

wor

k: d

iscu

ss a

nd d

esig

n a

plac

e th

at w

ould

kee

p pe

ople

saf

e in

tim

es o

f cris

is. P

rese

nt id

eas

to re

st o

f cl

ass.

•

Cla

ss d

iscu

ssio

n:

Look

at a

reco

nstru

cted

dra

win

g of

the

cita

del a

t M

ycen

ae. C

ompa

re a

nd c

ontra

st w

ith s

tude

nts’

ow

n id

eas.

•

Writ

e a

guid

ed to

ur o

f Myc

enae

poi

ntin

g ou

t the

mai

n de

fens

ive

feat

ures

. •

Look

at a

reco

nstru

cted

dra

win

g of

the

cita

del a

t Tiry

ns.

List

the

sim

ilarit

ies

and

diffe

renc

es w

ith M

ycen

ae.

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

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C

opyr

ight

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009

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right

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serv

ed.

27

• A

rmou

r and

Wea

pons

•

The

War

rior i

n C

omba

t •

Dep

ictio

ns o

f war

fare

in th

e de

cora

tive

arts

• P

oste

rs: s

tude

nts

draw

(or h

ave

a dr

awin

g pr

ovid

ed fo

r th

em) a

nd la

bel a

Myc

enae

an w

arrio

r in

full

war

gea

r. R

esea

rch

will

be

need

ed to

mak

e th

e la

belli

ng a

s in

form

ativ

e/de

taile

d as

pos

sibl

e.

• C

hoos

e tw

o or

thre

e si

ngle

com

bat d

escr

iptio

ns fr

om th

e ‘Il

iad’

to re

ad a

loud

with

the

clas

s. B

rain

stor

m in

wha

t or

der t

hing

s ha

ppen

/wea

pons

are

use

d.

• D

iscu

ss w

hy s

ingl

e co

mba

t was

impo

rtant

to th

e he

roes

. E

xpla

in th

e cu

stom

of d

espo

iling

the

corp

ses

of d

efea

ted

enem

ies.

•

Clip

from

‘Tro

y’ s

how

ing

com

bat b

etw

een

Hec

tor a

nd

Ach

illes

•

Ess

ay: D

escr

ibe

a ty

pica

l Hom

eric

sin

gle

com

bat a

nd

expl

ain

how

sin

gle

com

bat e

nhan

ced

the

wea

lth, s

tatu

s an

d re

puta

tion

of w

arrio

rs.

• U

se p

hoto

grap

hs o

f som

e of

the

best

kno

wn

Myc

enae

an

arte

fact

s as

an

endi

ng to

war

fare

and

a s

tarti

ng p

oint

for

the

deco

rativ

e ar

ts

• po

ttery

– T

he W

arrio

r Vas

e •

met

alw

ork

– th

e S

iege

Rhy

ton

• iv

ory

– pl

aque

of w

arrio

r with

boa

r’s tu

sk h

elm

et e

tc.

• fre

scoe

s –

war

riors

pre

parin

g th

eir h

orse

s R

efer

to

The

Anc

ient

Gre

ece

of O

dyss

eus,

P.C

onno

lly, O

UP

–

exce

llent

illu

stra

tions

thro

ugho

ut, p

artic

ular

ly re

cons

truct

ion

of c

itade

l at M

ycen

ae

Myc

enae

, M. S

arge

nt, L

ongm

an (o

ut-o

f-prin

t), lo

ts o

f use

ful

phot

os.

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

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and

its

licen

sors

. All

right

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serv

ed.

klm

28

Dec

orat

ive

Arts

W

hat e

vide

nce

is th

ere

to s

ugge

st th

at th

e M

ycen

aean

s w

ere

artis

tic a

nd w

ealth

y an

d tra

ded

wid

ely?

•

Fres

coes

•

Ivor

ies

• P

otte

ry

• M

etal

wor

k

• P

rovi

de s

ome

exam

ples

of f

resc

oes

show

ing

subj

ect

mat

ter o

ther

than

war

fare

, pre

fera

bly

in c

olou

r.

Stu

dent

s la

bel e

ach

fresc

o w

ith w

hat i

t can

tell

us a

bout

M

ycen

aean

life

styl

es e

.g. c

loth

es, h

airs

tyle

s, c

hario

ts,

relig

ious

pro

cess

ions

etc

. •

Cla

ss d

iscu

ssio

n: li

st re

ason

s w

hy s

ome

stud

ents

like

fre

scoe

s an

d ot

hers

don

’t.

• In

form

atio

n on

how

fres

coes

wer

e m

ade

and

the

Min

oan

influ

ence

•

Pro

vide

som

e ex

ampl

es o

f ivo

ries

show

ing

subj

ect

mat

ter o

ther

than

war

fare

. D

iscu

ss d

ecor

atio

n an

d w

ho m

ight

hav

e us

ed th

e ob

ject

s.

• In

form

atio

n on

how

ivor

ies

wer

e m

ade

and

the

Min

oan

influ

ence

•

Pro

vide

the

outli

nes

of th

e m

ost c

omm

on M

ycen

aean

po

ttery

sha

pes

for s

tude

nts

to d

ecor

ate

in ty

pica

lly

Myc

enae

an s

tyle

s an

d la

bel w

ith th

eir u

ses

• R

esea

rch

and

sket

ch a

sel

ectio

n of

the

met

al a

rtefa

cts

foun

d in

the

shaf

t gra

ves

at M

ycen

ae.

This

wor

k le

ads

into

the

next

sec

tion.

•

Sum

up

this

sec

tion

with

a ta

ble

show

ing

wha

t the

va

rious

art

form

s te

ll us

abo

ut th

e M

ycen

aean

s. T

his

shou

ld in

clud

e ra

w m

ater

ials

and

thei

r orig

ins

as w

ell a

s th

e de

cora

tion.

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

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009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

29

Ref

er to

Myc

enae

, M. S

arge

nt, L

ongm

an (o

ut-o

f-prin

t) –

lots

of

use

ful p

hoto

s M

ost o

f the

impo

rtant

obj

ects

are

in th

e N

atio

nal

Arc

haeo

logi

cal M

useu

m in

Ath

ens,

ht

tp://

odys

seus

.cul

ture

.gr/h

/4/e

h41.

jsp?

obj_

id=6

223

To

mbs

•

Sha

ft gr

aves

•

Cis

t gra

ves

• C

ham

ber t

ombs

•

Thol

os/B

eehi

ve to

mbs

•

Sig

nific

ance

of d

esig

n de

velo

pmen

ts

• G

rave

goo

ds

• B

uria

l cus

tom

s

• D

raw

dia

gram

s of

bot

h ty

pes

of g

rave

sho

win

g cl

early

ho

w s

haft

grav

es d

evel

oped

from

cis

t gra

ves.

•

Pro

vide

dia

gram

s of

thes

e tw

o ty

pes

of to

mbs

. D

iscu

ss th

e si

mila

ritie

s.

Dis

cuss

the

incr

easi

ng s

ophi

stic

atio

n of

the

Thol

os

Tom

bs, c

ulm

inat

ing

in th

e Tr

easu

ry o

f Atre

us.

• M

ind

map

s sh

owin

g w

hat t

he d

iffer

ent t

ypes

of

grav

es/to

mbs

and

thei

r gra

ve g

oods

can

tell

us a

bout

M

ycen

aean

atti

tude

s to

war

ds th

e de

ad a

nd th

eir l

ifest

yle

in g

ener

al

P

alac

es

• P

alac

e co

mpl

ex in

clud

ing

the

meg

aron

•

Func

tions

and

Use

• C

ompa

re a

nd c

ontra

st th

e re

mai

ns o

f the

pal

aces

at

Myc

enae

, Tiry

ns a

nd P

ylos

. •

Dra

w o

r des

crib

e a

typi

cal s

cene

in a

meg

aron

. •

Cla

ss d

iscu

ssio

n: w

hat w

ould

hav

e be

en g

ood/

not s

o go

od a

bout

livi

ng in

a M

ycen

aean

pal

ace?

Th

is c

ould

lead

to le

tter o

r dia

ry.

Ref

er to

Th

e A

ncie

nt G

reec

e of

Ody

sseu

s, P

.Con

nolly

, OU

P –

re

cons

truct

ion

of p

alac

e at

Pyl

os

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

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and

its

licen

sors

. All

right

s re

serv

ed.

klm

30

Dis

cove

ry

• S

chlie

man

n an

d D

orpf

eld

• W

atch

BB

C D

VD

, In

Sea

rch

of th

e Tr

ojan

War

, E

piso

de 1

•

Gro

up w

ork

lead

ing

up to

cla

ss d

ebat

e: W

as S

chlie

man

n a

good

arc

haeo

logi

st o

r not

? •

Form

alis

e th

e id

eas

put f

orw

ard

in th

e de

bate

in a

n es

say.

Line

ar B

W

hat e

vide

nce

is th

ere

to s

ugge

st th

at th

e M

ycen

aean

s w

ere

high

ly o

rgan

ised

with

a la

rgel

y ag

ricul

tura

l eco

nom

y?

• D

isco

very

, int

erpr

etat

ion

and

sign

ifica

nce

• W

atch

BB

C D

VD

, In

Sea

rch

of th

e Tr

ojan

War

, E

piso

de 2

•

Info

rmat

ion

on A

rthur

Eva

ns a

nd M

icha

el V

entri

s •

Pro

vide

she

et s

how

ing

mai

n id

eogr

ams

and

list o

f po

ssib

le tr

ansl

atio

ns.

Pai

red

wor

k: s

tude

nts

to w

ork

out w

hich

is w

hich

. •

Labe

l pic

ture

of t

he A

rchi

ve R

oom

at P

ylos

so

that

it

expl

ains

how

the

tabl

ets

wer

e m

ade.

•

Giv

e a

coup

le o

f sim

ple

exam

ples

of t

able

ts fo

r stu

dent

s to

dec

iphe

r •

Cla

ss d

iscu

ssio

n: h

ow u

sefu

l are

the

tabl

ets

as s

ourc

es

of in

form

atio

n ab

out M

ycen

aean

life

. R

efer

to T

he M

ycen

aean

Wor

ld, J

.Cha

dwic

k, C

UP

Rev

isio

n/ex

am p

repa

ratio

n E

xam

tech

niqu

e •

Cho

osin

g qu

estio

ns

• Ti

min

g •

Mee

ting

the

asse

ssm

ent o

bjec

tives

•

AO

1 K

now

ledg

e •

AO

2 U

nder

stan

ding

•

AO

3 E

valu

atio

n, a

naly

sis

and

resp

onse

• P

ast p

aper

com

preh

ensi

ons

mak

e a

good

sta

rter a

ctiv

ity

to k

eep

stud

ents

in to

uch

once

uni

t is

finis

hed

• R

evis

ion

quiz

zes

• P

ast p

aper

s an

d sp

ecim

en q

uest

ions

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

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C

opyr

ight

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009

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and

its

licen

sors

. All

right

s re

serv

ed.

31

U

nit 2

Top

ic D

Soc

ial L

ife in

Rom

e in

the

Firs

t Cen

tury

AD

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

S

peci

ficat

ion:

•

Fam

ily

• fa

mily

rela

tions

hips

•

dom

estic

ritu

als

• sl

aves

•

freed

men

•

educ

atio

n •

daily

rout

ine

• S

ocie

ty

• pa

trons

and

clie

nts

• pu

blic

leis

ure

and

ente

rtain

men

t •

bath

s, d

inne

r par

ties,

thea

tre,

amph

ithea

tre a

nd c

hario

t rac

ing

•

Rel

igio

n •

stat

e •

priv

ate

• no

n-R

oman

cul

ts

• to

lera

nce

and

into

lera

nce

• C

ompa

rison

of R

oman

and

mod

ern

life

The

orga

nisa

tion

of th

e co

urse

sug

gest

ed b

elow

is ju

st o

ne

of s

ever

al p

ossi

bilit

ies

Dis

cuss

sim

ilarit

ies

and

diffe

renc

es b

etw

een

Firs

t C

entu

ry A

D a

nd m

oder

n lif

e Th

roug

hout

the

cour

se:

• Id

entif

y as

pect

s of

Rom

an li

fe th

roug

h fa

mili

es a

nd

indi

vidu

als

• B

reak

topi

cs in

to s

mal

ler s

ectio

ns

• H

ave

an o

utlin

e of

the

geog

raph

y of

the

City

of R

ome

• B

e aw

are

thro

ugho

ut o

f sim

ilarit

ies

and

diffe

renc

es o

f 1s

t Cen

tury

Rom

e an

d co

ntem

pora

ry li

fe

Fam

ily L

ife

• W

hat d

id th

e fa

mily

con

sist

of?

•

Wha

t wer

e th

e ro

les

of th

e pa

rent

s?

• W

hat w

as th

e im

porta

nce

of th

e an

cest

ors?

•

Wha

t rol

e di

d th

e ch

ildre

n pl

ay?

• D

raw

a fa

mily

tree

•

Rea

d fro

m s

ourc

e m

ater

ial o

n fa

mily

rela

tions

and

en

cour

age

stud

ents

to ro

le p

lay

each

mem

ber o

f the

fa

mily

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

32

Sla

ves

and

Free

dmen

•

Wha

t wer

e th

e du

ties

of s

lave

s?

• H

ow w

ere

they

trea

ted?

•

How

wer

e th

ey o

btai

ned?

•

How

wer

e th

ey s

et fr

ee?

• W

hat d

utie

s m

ight

a fr

eedm

an h

ave

tow

ards

hi

s ex

-mas

ter?

•

Wha

t rol

es c

ould

free

dmen

hav

e in

Rom

an

soci

ety?

• Li

st ty

pe o

f sla

ves

and

type

s of

jobs

they

had

•

Ass

ess

wha

t ben

efits

, if a

ny, t

here

wer

e to

be

a sl

ave

• P

rese

nt th

e ar

gum

ent a

sla

ve m

ight

mak

e to

a m

aste

r to

con

vinc

e hi

m to

giv

e hi

m h

is fr

eedo

m

• Li

st th

e pl

aces

sla

ves

cam

e fro

m a

nd b

y w

hat m

eans

w

ere

they

ens

lave

d •

Deb

ate

the

adva

ntag

es a

nd d

isad

vant

ages

of b

eing

a

freed

man

Edu

catio

n •

Who

was

edu

cate

d in

a R

oman

hou

seho

ld?

• W

hat w

as th

e st

ruct

ure

of th

e ed

ucat

ion

syst

em?

•

Who

wer

e th

e di

ffere

nt ty

pes

of

scho

olm

aste

r?

• W

hat s

ubje

cts

wer

e ta

ught

at d

iffer

ent

stag

es?

• P

lan

out a

tim

etab

le fo

r a ty

pica

l day

as

a R

oman

sc

hool

boy

•

Com

pare

and

con

trast

the

scho

olin

g of

mod

ern

and

anci

ent s

tude

nts

• ag

es o

f stu

dyin

g •

subj

ects

taug

ht

• co

nditi

ons

of te

achi

ng a

nd le

arni

ng

• A

sses

s th

e ad

vant

ages

of a

Rom

an b

oy’s

edu

catio

n fo

r a

typi

cal R

oman

Dai

ly R

outin

e •

Wha

t hap

pene

d at

diff

eren

t sta

ges

of a

R

oman

day

?

• W

hat w

as th

e S

alut

atio

?

• W

hen

wer

e w

orki

ng h

ours

?

• W

hat d

id th

e R

oman

s do

afte

r wor

k?

• W

hat w

as th

e im

porta

nce

of th

e ba

ths?

• D

raw

a ti

me

line

show

ing

each

par

t of t

he d

ay

• D

raw

a s

pide

r dia

gram

in th

e fo

rm o

f a c

lock

indi

catin

g th

e ac

tions

at e

ach

part

of th

e da

y •

Writ

e a

diar

y en

try d

escr

ibin

g a

visi

t to

the

bath

s •

Com

pare

and

con

trast

a ty

pica

l day

with

mod

ern

life

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

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009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

33

Pat

ron

and

Clie

nts

• W

ho w

ere

patro

ns?

•

Who

wer

e cl

ient

s?

• W

hat d

id p

atro

ns d

o fo

r clie

nts?

•

Wha

t did

they

get

in re

turn

?

• Tr

ansf

er th

e re

ques

ts m

ade

at th

e be

ginn

ing

of th

e fil

m

The

God

fath

er in

to a

Rom

an s

ettin

g an

d fu

lfil t

he

requ

irem

ents

pro

vide

d by

bot

h si

des

Ent

erta

inm

ent

• W

hat t

ypes

of e

nter

tain

men

t wer

e th

ere?

•

Whe

n di

d th

ey ta

ke p

lace

?

• W

here

did

they

take

pla

ce?

•

Wha

t wer

e th

e so

cial

asp

ects

of t

he d

iffer

ent

type

s of

ent

erta

inm

ent?

• W

rite

a le

tter t

o a

non-

Rom

an fr

iend

invi

ting

him

to h

is

first

Rom

an d

inne

r, de

scrib

ing

the

cust

oms

and

tradi

tions

invo

lved

•

Des

crib

e a

visi

t to

the

thea

tre

• A

rgue

the

right

s an

d w

rong

s of

the

Am

phith

eatre

•

Giv

e a

Mur

ray

Wal

ker s

tyle

com

men

tary

on

a ch

ario

t ra

ce

R

elig

ion

• W

hat t

ypes

of r

elig

ion

wer

e pr

actis

ed in

R

ome?

•

Who

wer

e th

e go

ds a

nd w

here

wer

e th

ey

wor

ship

ped?

•

Wha

t was

the

purp

ose

of s

tate

relig

ion

and

the

deifi

catio

n of

the

empe

rors

?

• W

hat o

utsi

de re

ligio

ns e

nter

ed R

ome?

• Li

st th

e go

ds w

orsh

ippe

d in

Rom

e •

Hol

d a

deba

te o

ver w

hich

type

of r

elig

ion

was

mos

t ap

prop

riate

for R

ome

• D

escr

ibe

som

e of

the

ritua

ls a

nd s

acrif

ices

in R

ome

• D

raw

a m

ap o

f whe

re te

mpl

es w

ere

in R

ome

• Li

st w

hich

wer

e re

ligio

us b

uild

ings

and

whi

ch w

ere

secu

lar/c

ivic

one

s •

Dis

cuss

why

the

Rom

ans

wor

ship

ped

thei

r Em

pero

rs

• A

sses

s w

hat r

elig

ions

wer

e im

porta

nt to

priv

ate

Rom

an

citiz

ens

• D

escr

ibe

Rom

an m

arria

ges

and

fune

rals

•

Ass

ess

wha

t rel

igio

ns th

e R

oman

s w

ere

tole

rant

of

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

34

Rev

isio

n/E

xam

Pre

para

tion

• C

hoos

ing

ques

tions

(Tie

r H)

• Ti

min

g •

Ens

urin

g A

sses

smen

t Obj

ectiv

es a

re

unde

rsto

od a

nd m

et

• A

O1

Kno

wle

dge

• A

O2

Und

erst

andi

ng

• A

O3

Eva

luat

ion,

Ana

lysi

s an

d R

espo

nse

Rev

isio

n qu

estio

ns: p

ast p

aper

s an

d sp

ecim

en q

uest

ions

R

evis

ion

card

s an

d bu

llet p

oint

s U

se o

f spi

der d

iagr

ams

and

min

d m

aps

to h

ighl

ight

det

ails

U

se o

f rol

e pl

ay e

.g. p

atro

n/cl

ient

s S

tude

nts

to m

ake

up o

wn

quiz

zes

to te

st e

ach

othe

r

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

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and

its

licen

sors

. All

right

s re

serv

ed.

35

U

nit 3

Top

ic B

, Virg

il, A

enei

d

Topi

c

Topi

c O

utlin

e / K

ey Q

uest

ions

Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

•

Bac

kgro

und

to V

irgil

and

Rom

an e

pic

poet

ry

• Th

e st

ruct

ure

of th

e A

enei

d an

d th

e de

bt to

H

omer

•

Exp

lain

mai

n th

emes

to b

e co

vere

d

Thro

ugho

ut th

e co

urse

: •

Kee

p a

glos

sary

of n

ames

and

pla

ces

• B

ook

sum

mar

ies:

thes

e m

ay b

e pr

oduc

ed b

y st

uden

ts in

w

ritte

n an

d/or

var

ious

oth

er fo

rms,

or p

rodu

ced

by th

e te

ache

r (se

e be

low

) •

Com

paris

on w

ith H

omer

is a

dvan

tage

ous

if 1A

or 4

A h

as

been

stu

died

, not

ing

Virg

il’s

plac

e in

Rom

an h

isto

ry

(thou

gh th

e la

tter w

ill n

ot b

e te

sted

) •

Kee

p re

cord

s of

•

liter

ary

tech

niqu

es, e

spec

ially

sim

iles,

imag

ery,

sp

eech

es a

nd fi

rst p

erso

n na

rrat

ive

• ch

arac

ter s

umm

arie

s, e

spec

ially

Aen

eas

and

Did

o •

role

of g

ods

• po

rtray

al o

f fem

ale

char

acte

rs

• pa

rtici

patio

n of

god

s •

use

of p

roph

ecy

as th

ese

run

acro

ss tw

o or

mor

e bo

oks

• B

reak

stu

dy o

f boo

ks in

to m

anag

eabl

e ch

unks

and

bui

ld

in e

xam

tech

niqu

e tra

inin

g th

roug

hout

the

deliv

ery

of th

e co

urse

•

Use

pic

toria

l exe

rcis

es to

focu

s st

uden

ts’ a

ttent

ion

on

deta

il w

ithin

imag

es, s

imile

s et

c.

• P

lay

gam

es a

nd u

se ro

le p

lay

and

deba

te to

eng

age

stud

ents

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

36

Boo

k 1:

Aen

eas

arriv

es in

C

arth

age

• W

hy d

oes

Aen

eas

find

him

self

on th

e co

ast

of A

frica

? •

How

and

why

do

the

gods

beh

ave

as th

ey

do?

• Th

e S

torm

: how

effe

ctiv

e is

Virg

il’s

use

of

imag

ery

•

How

are

Aen

eas

and

Did

o po

rtray

ed a

t thi

s st

age

of th

e ep

ic?

• W

hat i

s th

e fu

nctio

n of

Fat

e/Ju

pite

r’s

prop

hecy

?

• S

imile

s: h

ow e

ffect

ive

are

the

Nep

tune

, sw

ans,

bee

, and

Dia

na s

imile

s?

• P

rodu

ce a

map

sho

win

g A

enea

s’ jo

urne

y.

• Q

uest

ion

shee

ts m

ay g

uide

stu

dent

s th

roug

h pe

rson

al

read

ing

of th

e te

xt in

app

ropr

iate

det

ail.

(Con

tinue

thes

e th

roug

h ot

her b

ooks

.) •

Dis

cuss

effe

ctiv

enes

s of

exa

mpl

es o

f Virg

il’s

imag

ery

and

keep

reco

rds.

(C

ontin

ue th

ese

thro

ugh

othe

r boo

ks.)

• S

tude

nts

star

t ‘ch

arac

ter s

heet

s’ fo

r Aen

eas

and

Did

o,

whi

ch th

ey c

an a

dd to

as

they

pro

gres

s th

roug

h th

e te

xt,

traci

ng c

hang

es a

nd th

e re

ason

s fo

r the

m.

(Con

tinue

th

ese

thro

ugh

othe

r boo

ks.)

• D

iscu

ssio

n of

the

sim

iles:

stu

dent

s ke

ep re

cord

s of

thei

r di

scus

sion

s. C

ompa

rison

tabl

es c

an li

nk e

lem

ents

in

stor

y w

ith e

lem

ents

with

in in

divi

dual

sim

iles.

(C

ontin

ue

thes

e th

roug

h ot

her b

ooks

.) •

Cre

ate

a jo

b sp

ecifi

catio

n fo

r the

lead

er o

f a n

ew p

eopl

e.

• It

may

be

appr

opria

te fo

r stu

dent

s to

dis

cuss

thei

r vie

ws

on th

e ro

le o

f god

s/fa

te/fr

ee w

ill in

thei

r ow

n an

d th

e an

cien

t wor

lds.

Boo

k 2:

The

Fal

l of T

roy

• Th

e W

oode

n H

orse

, Sin

on, L

aoco

on,

Cas

sand

ra

• S

imile

s: fi

re

• Im

ager

y: s

nake

s an

d La

ocoo

n •

Aen

eas’

cha

ract

er

• P

atho

s: h

ow d

oes

Virg

il ev

oke

pity

for P

riam

et

c.?

• R

ole

of g

ods

• C

reus

a’s

prop

hecy

• W

atch

the

appr

opria

te s

cene

s fro

m th

e fil

m T

he O

dyss

ey

(with

Arm

and

Ass

ante

as

Ody

sseu

s) d

ealin

g w

ith th

e fa

ll of

Tro

y. S

tude

nts

writ

e co

mpa

rativ

e re

view

s of

this

and

V

irgil’

s ac

coun

t. (T

he o

nly

prob

lem

with

sho

win

g a

mod

ern

film

ver

sion

is th

at le

ss a

ble

cand

idat

es

som

etim

es b

ase

thei

r ans

wer

s on

this

and

not

the

book

) •

Stu

dent

s m

ight

con

tribu

te to

a g

roup

mur

al d

epic

ting

deta

ils o

f Virg

il’s

acco

unt o

f the

Fal

l of T

roy

• A

dd to

Aen

eas’

cha

ract

er s

heet

•

Kee

p re

cord

s of

Virg

il’s

liter

ary

tech

niqu

es

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

37

Boo

k 4:

Did

o an

d A

enea

s

• S

imile

s: d

eer,

Apo

llo, a

nts,

Alp

s •

Imag

ery:

the

hunt

and

sto

rm

• H

ow d

o A

enea

s an

d D

ido

com

pare

with

thei

r im

age

in B

ook

1?

C

onfli

ct b

etw

een

desi

re a

nd d

uty

Is

Did

o re

spon

sibl

e fo

r her

‘mad

ness

’?

• R

ole

of g

ods

• P

upils

pro

duce

sto

ry b

oard

cov

erin

g pr

epar

atio

ns fo

r hu

nt, i

ts p

rogr

ess

and

the

stor

m w

ith th

e sc

ene

in th

e ca

ve.

• A

re D

ido

and

Aen

eas

right

to c

hoos

e ‘d

esire

’ ove

r ‘du

ty’?

D

o st

uden

ts b

lam

e th

em fo

r thi

s de

cisi

on?

• M

ock

trial

: do

you

belie

ve A

enea

s is

resp

onsi

ble

for

Did

o’s

suic

ide?

OR

•

Deb

ate:

who

sho

uld

be h

eld

resp

onsi

ble

for D

ido’

s su

icid

e? O

R

• To

wha

t ext

ent d

o D

ido

and

Aen

eas

disp

lay

a se

nse

of

duty

to th

eir g

ods/

fam

ily/p

eopl

es?

B

ook

6: A

enea

s in

the

Und

erw

orld

• Im

ager

y: h

ow d

oes

Virg

il bu

ild a

glo

omy

pict

ure

of th

e U

nder

wor

ld?

• S

imile

s: le

aves

/bird

s •

Pro

phec

y: A

nchi

ses

• A

enea

s’ m

eetin

g w

ith D

ido:

•

Cat

egor

ies

of th

e D

ead:

com

pare

the

fate

s of

th

ose

in T

arta

rus

and

Ely

sium

•

Topo

grap

hy o

f the

Und

erw

orld

• S

tude

nts

prod

uce

a gu

ide/

map

for A

enea

s to

use

on

his

jour

ney

thro

ugh

the

Und

erw

orld

•

Stu

dent

s di

scus

s w

heth

er th

ey th

ink

thos

e in

Tar

taru

s de

serv

e th

eir p

unis

hmen

ts, a

nd w

heth

er th

ose

in E

lysi

um

dese

rve

thei

r pla

ce th

ere

• Fi

nal o

ppor

tuni

ty to

ass

ess

stre

ngth

s an

d w

eakn

esse

s of

ch

arac

ters

of A

enea

s an

d D

ido:

Mak

e sp

ider

dia

gram

s of

w

hat t

hey

did

thro

ugho

ut th

e pr

escr

ibed

boo

ks, f

ocus

sing

on

thei

r stre

ngth

s an

d w

eakn

esse

s to

hel

p m

ake

a fin

al

asse

ssm

ent o

f the

ir ch

arac

ters

•

Writ

e A

enea

s’ d

iary

ent

ry th

at c

over

s hi

s vi

sit t

o th

e U

nder

wor

ld a

s a

mea

ns o

f exp

lorin

g hi

s em

otio

ns o

n m

eetin

g th

e va

riety

of c

hara

cter

s fro

m h

is p

ast a

s w

ell a

s se

eing

the

futu

re o

f his

peo

ple

Rev

isio

n/ex

am p

repa

ratio

n

• C

hoos

ing

ques

tions

(Tie

r H)

• Ti

min

g •

Und

erst

andi

ng a

nd m

eetin

g th

e as

sess

men

t ob

ject

ives

:

AO

1: K

now

ledg

e

AO

2: U

nder

stan

ding

AO

3: E

valu

atio

n, a

naly

sis,

resp

onse

•

Pee

r mar

king

• S

umm

aris

e ch

arac

ter,

sim

ile e

tc. s

heet

s on

revi

sion

ca

rds

• R

evis

ion

quiz

zes:

Uni

vers

ity C

halle

nge

/ Mill

iona

ire /

Fifte

en to

One

etc

. •

Pas

t pap

er a

nd s

peci

men

que

stio

ns

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

38

U

nit 4

Top

ic A

Hom

er, I

liad

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

to C

ontro

lled

Ass

essm

ent

Wha

t is

Con

trolle

d A

sses

smen

t?

• R

esea

rch

task

, lea

ding

to

• E

xten

ded

essa

y •

Focu

s on

AO

3 –

eval

uatio

n, in

terp

reta

tion

and

resp

onse

•

Opp

ortu

nity

to d

evel

op c

andi

date

s’ o

wn

idea

s

Out

line

timet

able

sho

win

g th

e di

ffere

nt p

hase

s:

• Te

achi

ng

• ‘R

esea

rch

and

Pla

nnin

g’

• ‘A

naly

sis

and

Eva

luat

ion’

Intro

duct

ion

to th

e to

pic

Spe

cific

atio

n: a

t lea

st s

ix b

ooks

of H

omer

, Ilia

d •

Why

the

topi

c is

impo

rtant

•

Cha

ract

eris

atio

n of

the

mai

n ch

arac

ters

: A

chill

es, H

ecto

r, P

riam

and

Aga

mem

non

• R

ole

of th

e G

ods

and

Hom

er’s

atti

tude

to

them

•

Ora

l poe

try –

form

ulae

and

them

es,

com

posi

tion

and

perfo

rman

ce

• H

eroe

s, h

eroi

c so

ciet

y an

d sp

irit

• Te

chni

ques

of s

tory

telli

ng –

var

iety

, stru

ctur

e an

d im

ager

y •

Who

was

Hom

er?

• S

treng

ths

and

limita

tions

for a

21st

cen

tury

au

dien

ce

e.g

Boo

ks 1

,6,9

,16,

22 &

24

D

iscu

ss w

hat p

arts

of t

he H

eroi

c cu

lture

we

adm

ire a

nd

disl

ike

toda

y an

d w

hat H

omer

and

his

aud

ienc

e th

ough

t im

porta

nt

Thro

ugho

ut th

e co

urse

: •

List

lite

rary

tech

niqu

es

• M

ake

char

ts a

s bo

oks

are

read

to c

olla

te in

form

atio

n

NB

– th

is to

pic

outli

ne is

bas

ed o

n th

e sp

ecim

en ti

tle:

Im

agin

e yo

u ar

e A

chill

es.

Writ

e yo

ur d

iary

for t

he fi

nal y

ear o

f the

Tro

jan

War

. Th

e ou

tline

may

nee

d to

be

amen

ded

annu

ally

to p

repa

re c

andi

date

s fo

r diff

eren

t titl

es.

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

39

Boo

k 1

• W

hat w

as th

e ca

use

of th

e qu

arre

l bet

wee

n A

chill

es a

nd A

gam

emno

n?

• H

ow d

oes

Hom

er in

trodu

ce th

e m

ain

char

acte

rs?

• E

arly

cha

nce

to p

oint

out

oc

curr

ence

/impo

rtanc

e of

tech

niqu

es o

f ora

l co

mpo

sitio

n •

Rel

atio

nshi

ps b

etw

een

• hu

man

s •

the

gods

•

hum

ans

and

gods

•

Trea

tmen

t of w

omen

•

Her

oic

code

as

show

n by

Ach

illes

and

A

gam

emno

n

• D

raw

up

a si

mpl

e lis

t of t

he c

hara

cter

s in

volv

ed w

ith th

e re

latio

nshi

ps b

etw

een

them

hig

hlig

hted

•

Writ

e do

wn

wha

t you

thin

k of

the

way

that

Hom

er

portr

ays

each

one

•

Gro

up w

ork:

ana

lyse

the

form

ulae

use

d in

a p

artic

ular

pa

ssag

e an

d re

port

back

– c

hoic

e of

pas

sage

s im

porta

nt

• D

iscu

ssio

n on

the

cont

rast

bet

wee

n th

e go

ds w

hen

deal

ing

with

mor

tals

and

thei

r rel

atio

nshi

ps w

ith e

ach

othe

r •

Deb

ate

in w

hich

stu

dent

s gi

ve re

ason

s w

hy th

ey a

gree

or

dis

agre

e w

ith A

chill

es a

nd A

gam

emno

n •

as G

reek

sol

dier

s •

as m

oder

n st

uden

ts

Boo

k 6

• P

robl

ems

for G

reek

s in

the

fight

ing

• C

hara

cter

isat

ion

of H

ecto

r and

Hel

en

• A

ttitu

de o

f Ath

ene

to w

omen

of T

roy

• P

ortra

yal o

f war

• K

eep

Ach

illes

in to

uch

with

wha

t’s h

appe

ning

by

com

pilin

g a

new

spap

er re

port

of th

e fig

htin

g

Boo

k 9

• Fa

ilure

of A

gam

emno

n’s

dele

gatio

n to

win

A

chill

es ro

und

• R

elat

ions

hip

betw

een

Ach

illes

and

Pat

rocl

us

• V

ote

by a

ll st

uden

ts fo

llow

ing

shor

t pre

sent

atio

n: S

houl

d A

chill

es h

ave

acce

pted

Aga

mem

non’

s of

fer?

•

Sho

rt di

scus

sion

on

treat

men

t of w

omen

Boo

k 16

•

Con

cern

of A

chill

es a

t Tro

jan

dom

inan

ce

• N

esto

r adv

ises

Pat

rocl

us to

figh

t Hec

tor i

n A

chill

es’ p

lace

. •

Por

traya

l of w

ar: d

eath

sce

nes

• B

ulle

t poi

nts

on w

hat t

his

show

s of

the

hero

ic c

ode.

Do

21st c

entu

ry s

tude

nts

see

this

in th

e sa

me

light

? •

Cla

ss p

roje

ct to

follo

w u

p on

form

ulae

and

oth

er o

ral

tech

niqu

es fr

om o

ther

wel

l cho

sen

pass

ages

from

Boo

k 16

•

Wha

t doe

s H

omer

thin

k?

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

40

Boo

k 22

•

Ach

illes

and

Hec

tor

• In

volv

emen

t of g

ods

• H

eroi

c co

de: b

ehav

iour

of A

chill

es a

nd

Hec

tor

• B

ehav

iour

of A

chill

es a

fter v

icto

ry

• P

ortra

yal o

f war

: war

and

the

indi

vidu

al

• G

roup

task

: to

rese

arch

and

exp

lain

con

trast

ing

sim

iles

from

Boo

k 22

•

Gen

eral

deb

ate:

•

Who

has

our

sym

path

y –

Ach

illes

or H

ecto

r?

• W

ould

an

anci

ent G

reek

hav

e ag

reed

?

Boo

k 24

•

Pria

m a

nd A

chill

es

• B

ulle

t poi

nt n

otes

on

the

impo

rtanc

e of

Pria

m to

the

Iliad

Ext

ensi

on w

ork

•

Boo

ks 1

1,18

and

19

• S

tude

nts

to re

ad th

ese

book

s in

thei

r ow

n tim

e in

pr

epar

atio

n fo

r the

task

The

Ass

essm

ent C

riter

ia

AO

1 –

Kno

wle

dge

AO

2 –

Und

erst

andi

ng

AO

3 –

Eva

luat

ion,

inte

rpre

tatio

n an

d re

spon

se

Giv

e st

uden

ts c

opie

s of

the

asse

ssm

ent c

riter

ia.

Hig

hlig

ht k

ey w

ords

P

ract

ice

AO

1 ta

sk: L

ist t

he w

arrio

rs w

ho e

ngag

ed in

one

to

one

com

bat i

n th

e bo

oks

you

have

read

, sta

ting

the

win

ning

he

ro’s

nam

e fir

st in

eac

h ca

se (a

nd n

atio

nalit

y in

bra

cket

s)

Pra

ctic

e A

O2

task

: How

do

we

know

that

Hom

er’s

Ilia

d w

as

orig

inal

ly c

ompo

sed

by a

n ex

pert

in th

e or

al tr

aditi

on?

Pra

ctic

e A

O3

task

: To

wha

t ext

ent d

oes

Hom

er’s

trea

tmen

t of

wom

en in

the

Iliad

mat

ch th

e ex

pect

atio

ns o

f his

read

ers

toda

y?

Pee

r mar

king

of p

ract

ice

task

s us

ing

publ

ishe

d cr

iteria

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

41

Res

earc

h S

kills

W

ebsi

tes

re R

esea

rch

skill

s:

ww

w.u

lrls.

lon.

ac.u

k/tu

toria

l (U

ni le

vel b

ut K

ey

Poi

nts

usef

ul)

ww

w.b

bc.c

o.uk

/key

skill

s/ex

tra/m

odul

e2/2

.sht

ml

http

://do

cs.p

aper

less

-sch

ool.c

om/B

rend

asM

urde

r (K

S3

His

tory

exe

rcis

e in

rese

arch

ing

sour

ces)

Res

earc

h ho

mew

ork:

R

esea

rch

the

code

of t

he E

pic

Her

o as

por

traye

d by

H

omer

’s A

chill

es a

nd A

gam

emno

n A

nsw

ers

to b

e pr

esen

ted

as b

ulle

t poi

nt li

st to

avo

id ‘c

ut a

nd

past

e’ a

nsw

ers

Eva

luat

ive

task

bas

ed o

n re

sear

ch h

omew

ork:

To

wha

t ext

ent d

oes

Hom

er s

ucce

ed in

sho

win

g th

at th

e an

ger o

f Ach

illes

is c

ount

erpr

oduc

tive

and

not j

ust a

n ex

pect

ed p

art o

f the

Her

oic

Cod

e?

R

esea

rch

and

Pla

nnin

g P

hase

C

andi

date

s ha

ve u

p to

10

hour

s to

car

ry o

ut

rese

arch

in th

e cl

assr

oom

• In

itial

rese

arch

bas

ed o

n bu

llet p

oint

s pr

ovid

ed w

ith th

e tit

le

• In

depe

nden

t/sm

all g

roup

wor

k in

the

Libr

ary/

Res

ourc

es

Cen

tre

• In

divi

dual

dis

cuss

ion

with

stu

dent

s •

Com

plet

ion

of R

esea

rch

Dia

ries

A

naly

sis

and

Eva

luat

ion

Pha

se

Can

dida

tes

mus

t pro

duce

a p

iece

of w

ork

of

abou

t 200

0 w

ords

in a

per

iod

of th

ree

to fo

ur

hour

s in

resp

onse

to th

e co

ntro

lled

asse

ssm

ent

task

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

42

Uni

t 4 T

opic

B G

reek

Com

edy

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

to C

ontro

lled

Ass

essm

ent

Wha

t is

Con

trolle

d A

sses

smen

t?

• R

esea

rch

task

, lea

ding

to

• E

xten

ded

essa

y •

Focu

s on

AO

3 –

eval

uatio

n, in

terp

reta

tion

and

resp

onse

•

Opp

ortu

nity

to d

evel

op c

andi

date

s’ o

wn

idea

s

Out

line

timet

able

sho

win

g th

e di

ffere

nt p

hase

s:

• Te

achi

ng

• ‘R

esea

rch

and

Pla

nnin

g’

• ‘A

naly

sis

and

Eva

luat

ion’

Intro

duct

ion

to th

e to

pic

Spe

cific

atio

n: A

risto

phan

es, P

eace

and

The

A

char

nian

s, a

nd M

enan

der,

Old

Can

tank

erou

s •

Why

the

topi

c is

impo

rtant

•

Plo

t of e

ach

play

•

Hum

our

• C

hara

cter

isat

ion

•

Type

of s

ocie

ty d

epic

ted

by e

ach

play

wrig

ht

• C

ompa

rison

of t

he a

bove

bet

wee

n A

risto

phan

es a

nd M

enan

der

It is

hop

ed th

at s

tude

nts

will

, if p

ossi

ble,

atte

nd a

pe

rform

ance

of o

ne o

r all

of th

ese

play

s. H

owev

er, t

here

are

vi

deos

/DV

Ds

avai

labl

e e.

g. a

per

form

ance

of P

eace

by

The

Was

hing

ton

Sha

kesp

eare

Com

pany

is a

vaila

ble

on

ww

w.p

otom

acst

ages

.com

/The

ater

Arc

hive

s/W

SC

o A

rchi

ve.h

tm

NB

– th

is to

pic

outli

ne is

bas

ed o

n th

e sp

ecim

en ti

tle:

Y

ou h

ave

the

oppo

rtuni

ty to

eith

er s

ee o

r dire

ct a

Gre

ek c

omed

y. W

ould

you

cho

ose

a co

med

y by

Men

ande

r or o

ne b

y A

risto

phan

es?

E

xpla

in y

our a

nsw

er.

The

outli

ne m

ay n

eed

to b

e am

ende

d an

nual

ly to

pre

pare

can

dida

tes

for d

iffer

ent t

itles

.

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

43

• A

ims

of p

layw

right

s –

diffe

renc

e be

twee

n O

ld

Com

edy

and

New

Com

edy

• C

ompa

rison

bet

wee

n M

enan

der a

nd

Aris

toph

anes

Thro

ugho

ut th

e co

urse

: •

Act

thro

ugh

chos

en s

cene

s as

and

whe

n re

quire

d •

Mak

e ch

arts

as

play

s ar

e re

ad to

col

late

info

rmat

ion

• Li

st d

iffer

ence

s in

por

traya

l of c

hara

cter

and

soc

iety

in

gene

ral

• D

isco

ver a

ims

of e

ach

play

wrig

ht –

com

pare

and

sta

te

diffe

renc

es

• A

sk th

e qu

estio

n:

• to

wha

t ext

ent d

o yo

u ap

prec

iate

the

hum

our o

f pl

ayw

right

A?

• w

hy?

A

risto

phan

es, P

eace

•

Plo

t •

Hum

our

• C

hara

cter

isat

ion

• Ty

pe o

f soc

iety

dep

icte

d

• D

raw

up

a si

mpl

e lis

t of t

he c

hara

cter

s an

d th

e re

latio

nshi

ps b

etw

een

them

•

Writ

e do

wn

wha

t you

thin

k of

the

way

that

Aris

toph

anes

po

rtray

s ea

ch o

ne

• W

rite

dow

n pl

ot a

s a

flow

char

t with

brie

f des

crip

tion

of

wha

t hap

pens

in e

ach

sect

ion

• D

iscu

ssio

n as

to w

hat A

risto

phan

es is

tryi

ng to

do

- how

su

cces

sful

is h

e?

• G

ive

an a

sses

smen

t of t

he c

hara

cter

of/w

rite

a re

fere

nce

for T

ryga

eus

– ho

w m

uch

is h

e to

be

adm

ired?

•

Dis

cuss

: doe

s A

risto

phan

es m

ake

the

play

funn

y? T

o w

hat e

xten

t doe

s he

suc

ceed

? •

Wha

t is

he tr

ying

to d

o in

this

pla

y? E

.g. a

ttack

on

gene

ral

polic

y of

the

dem

ocra

tic p

arty

and

on

Cle

on

• Li

st th

e m

ain

purp

oses

of t

he P

arab

asis

: ho

w s

ucce

ssfu

l do

you

thin

k A

risto

phan

es is

in h

is a

ttem

pt?

• G

ive

a re

view

of t

he p

lay

from

a m

oder

n po

int o

f vie

w.

How

mig

ht th

is d

iffer

from

that

of a

5th c

entu

ry B

C

Ath

enia

n?

(Rem

embe

r tha

t it w

on s

econ

d pr

ize

in 4

21B

C)

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

44

Men

ande

r, O

ld C

anta

nker

ous

• P

lot

• H

umou

r •

Cha

ract

eris

atio

n •

Type

of s

ocie

ty d

epic

ted

• D

raw

up

a si

mpl

e lis

t of t

he c

hara

cter

s an

d dr

aw a

spi

der

diag

ram

of t

he re

latio

nshi

ps b

etw

een

them

•

Writ

e do

wn

wha

t you

thin

k of

the

way

Men

ande

r por

trays

ea

ch o

ne

• W

rite

dow

n th

e pl

ot a

s a

flow

char

t with

brie

f des

crip

tion

of w

hat h

appe

ns in

eac

h se

ctio

n as

you

read

it

• D

iscu

ssio

n as

to w

hat M

enan

der i

s try

ing

to d

o –

how

su

cces

sful

is h

e?

• W

rite

a ch

arac

ter s

tudy

of K

nem

on –

how

muc

h is

he

to

be p

itied

? •

Dis

cuss

: doe

s M

enan

der’s

idea

of c

omed

y w

ork?

Do

you

find

the

play

funn

y?

• W

hat i

s th

e m

ain

purp

ose

of th

e C

hora

l son

g, a

s yo

u se

e it

from

21st

cen

tury

sta

ndpo

int?

Aris

toph

anes

, The

Ach

arni

ans

• P

lot

• H

umou

r •

Cha

ract

eris

atio

n •

Type

of s

ocie

ty d

epic

ted

• S

tude

nts

may

be

aske

d to

read

this

pla

y in

thei

r ow

n tim

e an

d di

scus

s in

cla

ss

Com

paris

on o

f pla

ys a

nd

play

wrig

hts

• P

rodu

ctio

ns o

f Gre

ek C

omed

y: d

iffer

ence

s be

twee

n A

risto

phan

es a

nd M

enan

der

• D

iffer

ence

s be

twee

n th

e G

reek

soc

iety

pr

esen

ted

by G

reek

com

edia

ns a

nd m

oder

n so

ciet

y

• C

onve

ntio

ns o

f com

edy

at ti

mes

of M

enan

der a

nd o

f A

risto

phan

es

• W

hat h

ad c

hang

ed a

nd w

hy?

• S

truct

ure

of p

lay,

role

and

siz

e of

cho

rus

etc.

•

Dis

cuss

diff

eren

ces

in a

ttitu

de b

etw

een

the

com

edie

s w

ritte

n by

Aris

toph

anes

and

Men

ande

r. C

ompa

re th

e id

ea o

f soc

iety

in A

then

s pr

esen

ted

ther

e w

ith y

our

opin

ion

of s

ocie

ty to

day

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

45

The

Ass

essm

ent C

riter

ia

AO

1 –

Kno

wle

dge

AO

2 –

Und

erst

andi

ng

AO

3 –

Eva

luat

ion,

inte

rpre

tatio

n an

d re

spon

se

Giv

e st

uden

ts c

opie

s of

the

asse

ssm

ent c

riter

ia.

Hig

hlig

ht k

ey w

ords

. P

ract

ice

AO

1 ta

sk: D

esig

n a

stag

e se

tting

for t

he b

egin

ning

of

one

of t

he p

lays

and

des

crib

e it

Pra

ctic

e A

O2

task

: Exp

lain

why

Pea

ce d

oes

not w

ant t

o be

fre

ed

Pra

ctic

e A

O3

task

: To

wha

t ext

ent i

s th

e su

bjec

t of l

ove

deal

t w

ith in

a d

iffer

ent m

anne

r in

Old

and

New

Com

edy?

P

eer m

arki

ng o

f pra

ctic

e ta

sks

usin

g pu

blis

hed

crite

ria

R

esea

rch

Ski

lls

Web

site

s re

Res

earc

h sk

ills:

w

ww

.ulrl

s.lo

n.ac

.uk/

tuto

rial (

Uni

leve

l but

Key

P

oint

s us

eful

) w

ww

.bbc

.co.

uk/k

eysk

ills/

extra

/mod

ule2

/2.s

htm

l ht

tp://

docs

.pap

erle

ss-s

choo

l.com

/Bre

ndas

Mur

der

(KS

3 H

isto

ry e

xerc

ise

in re

sear

chin

g so

urce

s)

Res

earc

h ho

mew

ork:

R

esea

rch

the

char

acte

rs o

f Sos

trato

s an

d K

haire

as a

s po

rtray

ed b

y M

enan

der

Ans

wer

s to

be

pres

ente

d as

bul

let p

oint

list

to a

void

‘cut

and

pa

ste’

ans

wer

s E

valu

ativ

e ta

sk b

ased

on

rese

arch

hom

ewor

k:

‘Men

ande

r is

mor

e su

cces

sful

in s

how

ing

the

rela

tions

hips

be

twee

n hi

s ch

arac

ters

than

Aris

toph

anes

.’ H

ow tr

ue is

this

st

atem

ent,

give

n yo

ur k

now

ledg

e of

the

play

s th

at y

ou h

ave

read

?

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

46

Res

earc

h an

d P

lann

ing

Pha

se

Can

dida

tes

have

up

to 1

0 ho

urs

to c

arry

out

re

sear

ch in

the

clas

sroo

m

• In

itial

rese

arch

bas

ed o

n bu

llet p

oint

s pr

ovid

ed w

ith th

e tit

le

• In

depe

nden

t/sm

all g

roup

wor

k in

the

Libr

ary/

Res

ourc

es

Cen

tre

• In

divi

dual

dis

cuss

ion

with

stu

dent

s •

Com

plet

ion

of R

esea

rch

Dia

ries

A

naly

sis

and

Eva

luat

ion

Pha

se

Can

dida

tes

mus

t pro

duce

a p

iece

of w

ork

of

abou

t 200

0 w

ords

in a

per

iod

of th

ree

to fo

ur

hour

s in

resp

onse

to th

e co

ntro

lled

asse

ssm

ent

task

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

47

Uni

t 4 T

opic

C A

then

ian

Potte

ry

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

to C

ontro

lled

Ass

essm

ent

Wha

t is

Con

trolle

d A

sses

smen

t?

• R

esea

rch

task

, lea

ding

to

• E

xten

ded

essa

y •

Focu

s on

AO

3 –

eval

uatio

n, in

terp

reta

tion

and

resp

onse

•

Opp

ortu

nity

to d

evel

op c

andi

date

s’ o

wn

idea

s

Out

line

timet

able

sho

win

g th

e di

ffere

nt p

hase

s:

• Te

achi

ng

• ‘R

esea

rch

and

Pla

nnin

g’

• ‘A

naly

sis

and

Eva

luat

ion’

Intro

duct

ion

to th

e to

pic

• W

hy th

e to

pic

is s

igni

fican

t •

cont

ribut

ion

of v

ase

pain

ting

to h

isto

ry o

f E

urop

ean

art

• in

sigh

ts in

to A

then

ian

cultu

re a

nd v

alue

s

• Ti

mel

ine

of p

resc

ribed

vas

e pa

inte

rs

• Ti

mel

ine

of k

ey p

oliti

cal e

vent

s •

Key

them

es –

sha

pe, f

unct

ion,

diff

erin

g te

chni

ques

, the

me,

sty

le a

nd v

isua

l effe

ct,

fitne

ss fo

r pur

pose

and

cul

tura

l and

relig

ious

im

plic

atio

ns

Vis

its to

mus

eum

s an

d ga

llerie

s ar

e al

way

s de

sira

ble,

but

it

is re

cogn

ised

that

they

are

not

alw

ays

poss

ible

. How

ever

, it

is re

com

men

ded

that

the

exam

ples

sho

wn

to th

e st

uden

ts

give

a g

ood

idea

of t

he th

ree

dim

ensi

onal

nat

ure

of th

e va

ses

and

in c

olou

r whe

re p

ossi

ble.

G

uide

stu

dent

s to

mak

e th

eir o

wn

inte

rpre

tatio

n of

the

visu

al

evid

ence

by

thei

r ow

n in

form

ed o

bser

vatio

n –

seco

ndar

y so

urce

s sh

ould

alw

ays

be tr

eate

d cr

itica

lly.

N

B –

this

topi

c ou

tline

is b

ased

on

the

spec

imen

title

:

Con

side

r all

the

vase

s yo

u ha

ve s

tudi

ed.

Whi

ch is

you

r fav

ourit

e va

se?

Exp

lain

why

you

hav

e ch

osen

this

vas

e an

d co

mpa

re it

to a

t

leas

t thr

ee o

ther

vas

es y

ou h

ave

stud

ied

in y

our a

nsw

er.

The

outli

ne m

ay n

eed

to b

e am

ende

d an

nual

ly to

pre

pare

can

dida

tes

for d

iffer

ent t

itles

. In

trodu

ctio

n to

Ath

enia

n P

otte

ry

• In

trodu

ctio

n to

sha

pes,

siz

es a

nd n

ames

of

vase

s, a

nd th

eir u

ses

– lin

ks b

etw

een

func

tion

and

form

•

Intro

duct

ion

to b

lack

-figu

re, b

i-lin

gual

and

re

d-fig

ure

tech

niqu

es

• Id

ea o

f the

tim

e sc

ale

of c

hang

e •

Ove

rvie

w o

f the

tech

nica

l diff

icul

ties

of

deco

ratin

g a

vase

• E

ncou

rage

stu

dent

s to

mak

e th

eir o

wn

lists

: •

the

maj

or g

roup

s of

sha

pes

and

thei

r for

m a

nd

func

tion

• th

e di

ffere

nces

bet

wee

n th

e th

ree

maj

or te

chni

ques

an

d ho

w e

ach

was

pro

duce

d •

Com

paris

ons

with

use

and

form

of c

onte

mpo

rary

co

ntai

ners

and

tabl

ewar

e •

The

prob

lem

s of

pai

ntin

g on

a c

urve

d su

rface

and

of

sugg

estin

g so

lid o

bjec

ts a

nd th

e hu

man

figu

res

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

48

• O

verv

iew

of t

he m

ajor

cha

ract

eris

tics

of th

e pr

escr

ibed

pai

nter

s •

Out

line

info

rmat

ion

on u

se a

nd h

ow th

is fi

ts in

w

ith th

e cu

lture

of t

he a

ge

• Ti

e-in

bet

wee

n us

e of

myt

h/le

gend

mat

eria

l an

d so

cio-

polit

ical

situ

atio

n in

Ath

ens

• Th

e ch

alle

nges

of s

ugge

stin

g de

pth

and

spac

e in

a tw

o co

lour

med

ium

•

The

prob

lem

s of

sca

le a

nd p

ersp

ectiv

e

The

Am

asis

Pai

nter

c

560

– 52

5 B

C, b

lack

-figu

re

• M

ajor

wor

ks a

nd c

hara

cter

istic

s •

Rel

atio

nshi

p w

ith E

xeki

as a

nd w

ith n

ext

gene

ratio

n

• C

hoic

e of

exa

mpl

es, w

ith d

etai

led

exam

inat

ion

•

Exe

rcis

e on

two

exam

ples

to e

stab

lish

com

mon

poi

nts

of

styl

e an

d pe

culia

ritie

s of

tech

niqu

e •

Cla

ss d

iscu

ssio

n on

tech

nica

l abi

lity

and

them

es o

f de

cora

tion

E

xeki

as c

545

– 5

30 B

C,

blac

k-fig

ure

• N

amed

pai

nter

who

sig

ns w

ork

and

potte

r •

Maj

or w

orks

and

cha

ract

eris

tics

• R

elat

ions

hip

with

Am

asis

pai

nter

and

with

ne

xt g

ener

atio

n

• C

hoic

e of

exa

mpl

es, w

ith d

etai

led

exam

inat

ion

•

Exe

rcis

e on

two

exam

ples

to e

stab

lish

com

mon

poi

nts

of

styl

e an

d pe

culia

ritie

s of

tech

niqu

e •

Dis

cuss

ion

of th

emes

of d

ecor

atio

n •

An

eval

uatio

n of

the

Dio

nysu

s cu

p, to

exa

min

e th

e ov

eral

l effe

ct a

nd th

e re

latio

nshi

p be

twee

n th

e sc

enes

•

Com

pare

with

exa

mpl

e of

Am

asis

Pai

nter

’s w

ork

• S

tude

nts’

ow

n pi

ctur

es o

f wha

t the

y se

e as

cha

ract

eris

tic

of E

xeki

as p

aint

ing

(Aja

x an

d A

chill

es a

mph

ora

and

Ach

illes

and

Pen

thes

ileia

?)

• P

repa

red

disc

ussi

on o

f the

lim

itatio

ns o

f bla

ck-fi

gure

te

chni

que

as s

how

n in

the

wor

k of

The

Am

asis

Pai

nter

an

d E

xeki

as

Th

e A

ndok

ides

pai

nter

c

530

– 51

5 B

C, b

i-lin

gual

•

Maj

or w

orks

incl

udin

g va

ses

with

sam

e sc

ene

in b

oth

tech

niqu

es

• R

elat

ions

hip

with

pre

viou

s an

d ne

xt

gene

ratio

ns

• C

hoic

e of

exa

mpl

es, w

ith d

etai

led

exam

inat

ion

• D

iscu

ssio

n of

them

es o

f dec

orat

ion

•

Exe

rcis

e on

the

Aja

x an

d A

chill

es a

mph

ora:

how

di

ffere

nt is

the

red-

figur

e si

de fr

om th

e bl

ack-

figur

e?

Whi

ch is

bet

ter?

Why

? •

Doe

s th

e bi

-ling

ual s

how

any

adv

anta

ges/

adva

nces

ove

r th

e pr

evio

us te

chni

que?

Is it

all

‘bet

ter’?

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

49

Eup

hron

ius

c 52

5 –

500

BC

, re

d-fig

ure

• M

ajor

wor

ks a

nd c

hara

cter

istic

s •

Wha

t has

he

inhe

rited

from

his

pr

edec

esso

rs?

• C

hoic

e of

exa

mpl

es, w

ith d

etai

led

exam

inat

ion

• D

iscu

ssio

n of

them

es o

f dec

orat

ion

• Ite

mis

e th

e ‘im

prov

emen

ts’,

espe

cial

ly in

the

depi

ctio

n of

an

atom

y •

How

far i

s th

e sc

ene

on th

e S

arpe

don

krat

er g

eare

d to

fit

the

vase

and

its

purp

ose?

(thi

s sh

ould

real

ly b

e as

ked

of

all t

he v

ases

stu

died

)

The

Ber

lin P

aint

er

c 50

0 –

470

BC

, red

-figu

re

• M

ajor

wor

ks a

nd c

hara

cter

istic

s •

Wha

t has

he

inhe

rited

from

his

pr

edec

esso

rs?

• C

hoic

e of

exa

mpl

es, w

ith d

etai

led

exam

inat

ion

• D

iscu

ssio

n of

them

es o

f dec

orat

ion

• H

ow d

o th

e sc

enes

on

the

pots

stu

died

rela

te to

the

vase

s th

emse

lves

•

Wha

t are

the

qual

ities

whi

ch m

ake

him

diff

eren

t fro

m h

is

pred

eces

sors

? •

Pre

pare

d lis

ts o

f per

ceiv

ed a

dvan

tage

s/di

sadv

anta

ges

of

red-

figur

e ov

er o

ther

tech

niqu

es

Th

e A

sses

smen

t Crit

eria

A

O1

– K

now

ledg

e A

O2

– U

nder

stan

ding

A

O3

– E

valu

atio

n, in

terp

reta

tion

and

resp

onse

Giv

e st

uden

ts c

opie

s of

the

asse

ssm

ent c

riter

ia.

Hig

hlig

ht k

ey w

ords

. P

ract

ice

AO

1 ta

sk: D

escr

ibe

the

cons

truct

ion

and

deco

ratio

n of

a n

amed

vas

e P

ract

ice

AO

2 ta

sk: E

xpla

in w

hy th

e th

eme

of th

e de

cora

tion

and

the

med

ium

in w

hich

it is

por

traye

d is

app

ropr

iate

to th

e fu

nctio

n of

the

vase

P

ract

ice

AO

3 ta

sk: T

o w

hat e

xten

t is

red-

figur

e po

ttery

an

adva

nce

over

the

blac

k-fig

ure

tech

niqu

e?

Pee

r mar

king

of p

ract

ice

task

s us

ing

publ

ishe

d cr

iteria

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

50

Res

earc

h S

kills

W

ebsi

tes

re R

esea

rch

skill

s:

ww

w.u

lrls.

lon.

ac.u

k/tu

toria

l (U

ni le

vel b

ut K

ey

Poi

nts

usef

ul)

ww

w.b

bc.c

o.uk

/key

skill

s/ex

tra/m

odul

e2/2

.sht

ml

http

://do

cs.p

aper

less

-sch

ool.c

om/B

rend

asM

urde

r (K

S3

His

tory

exe

rcis

e in

rese

arch

ing

sour

ces)

Res

earc

h ho

mew

ork:

R

esea

rch

the

myt

h/st

ory

behi

nd th

e A

chill

es a

nd A

jax

amph

ora

Ans

wer

s to

be

pres

ente

d as

bul

let p

oint

list

to a

void

‘cut

and

pa

ste’

ans

wer

s E

valu

ativ

e ta

sk b

ased

on

rese

arch

hom

ewor

k:

How

suc

cess

ful i

s th

e bi

lingu

al p

ot b

y A

ndok

ides

at s

how

ing

the

mai

n po

ints

of t

he s

tory

? C

hoos

e th

e m

ediu

m y

ou th

ink

show

s th

e st

ory

bette

r and

exp

lain

that

cho

ice.

Res

earc

h an

d P

lann

ing

Pha

se

Can

dida

tes

have

up

to 1

0 ho

urs

to c

arry

out

re

sear

ch in

the

clas

sroo

m.

• In

itial

rese

arch

bas

ed o

n bu

llet p

oint

s pr

ovid

ed w

ith th

e tit

le

• In

depe

nden

t/sm

all g

roup

wor

k in

the

Libr

ary/

Res

ourc

es

Cen

tre

• In

divi

dual

dis

cuss

ion

with

stu

dent

s •

Com

plet

ion

of R

esea

rch

Dia

ries

A

naly

sis

and

Eva

luat

ion

Pha

se

Can

dida

tes

mus

t pro

duce

a p

iece

of w

ork

of

abou

t 200

0 w

ords

in a

per

iod

of th

ree

to fo

ur

hour

s in

resp

onse

to th

e co

ntro

lled

asse

ssm

ent

task

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

51

U

nit 4

Top

ic D

Ath

enia

n D

emoc

racy

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

to C

ontro

lled

Ass

essm

ent

Wha

t is

Con

trolle

d A

sses

smen

t?

• R

esea

rch

task

, lea

ding

to

• E

xten

ded

essa

y •

Focu

s on

AO

3 –

eval

uatio

n, in

terp

reta

tion

and

resp

onse

•

Opp

ortu

nity

to d

evel

op c

andi

date

s’ o

wn

idea

s

Out

line

timet

able

sho

win

g th

e di

ffere

nt p

hase

s:

• Te

achi

ng

• ‘R

esea

rch

and

Pla

nnin

g’

• ‘A

naly

sis

and

Eva

luat

ion’

Intro

duct

ion

to th

e to

pic

• W

hy th

e to

pic

is im

porta

nt –

vie

w fr

om b

oth

anci

ent a

nd m

oder

n vi

ewpo

int

• O

verv

iew

of k

ey n

ames

and

eve

nts

in

deve

lopm

ent o

f Ath

enia

n de

moc

racy

•

Def

initi

ons

of k

ey te

rms

(aris

tocr

acy,

tyra

nny,

ol

igar

chy,

dem

ocra

cy) a

s re

leva

nt to

this

to

pic

• H

ow th

e po

wer

of t

he u

pper

cla

sses

redu

ced

as th

at o

f the

low

er c

lass

es in

crea

sed

• W

ere

the

refo

rms

actu

ally

mea

nt to

giv

e m

ore

pow

er to

the

peop

le?

•

Was

mat

urin

g de

moc

racy

‘use

ful’

to th

e po

lis

and,

if s

o, to

wha

t ext

ent?

•

Was

all

swee

tnes

s an

d lig

ht o

r was

ther

e op

posi

tion?

•

How

val

id a

re th

e so

urce

s –

are

ther

e lim

itatio

ns?

• W

hat d

id b

eing

a c

itize

n en

tail?

Was

it b

ette

r th

an b

eing

a n

on-c

itize

n?

• S

tude

nts

will

stu

dy th

e m

etho

ds b

y w

hich

the

Ath

enia

ns

gove

rned

them

selv

es d

urin

g th

e la

tter p

art o

f the

5th

cent

ury

BC

•

Muc

h of

the

know

ledg

e th

at is

ava

ilabl

e is

from

se

cond

ary

sour

ces.

Gre

at c

are

shou

ld b

e ta

ken

that

the

cand

idat

es a

re a

war

e of

the

limita

tions

of s

uch

info

rmat

ion

and

shou

ld re

spon

d to

it a

ccor

ding

ly

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

52

NB

– th

is to

pic

outli

ne is

bas

ed o

n th

e sp

ecim

en ti

tle:

To w

hat e

xten

t was

Per

icle

s ju

stifi

ed in

bei

ng p

roud

of A

then

ian

dem

ocra

cy?

The

outli

ne m

ay n

eed

to b

e am

ende

d an

nual

ly to

pre

pare

can

dida

tes

for d

iffer

ent t

itles

S

olon

•

Sol

on’s

aim

s •

His

refo

rms

• P

oliti

cal,

lega

l and

eco

nom

ic s

igni

fican

ce o

f th

ese

refo

rms

• C

hart/

spid

er d

iagr

am to

sho

w re

form

s an

d w

hat t

hey

repl

aced

•

Rol

e pl

ay –

upp

er a

nd lo

wer

cla

sses

sup

port

or

chal

leng

e So

lon

•

Cla

ss d

ebat

e: T

o w

hat e

xten

t did

Sol

on d

eser

ve th

e tit

le

‘cha

mpi

on o

f the

peo

ple’

giv

en h

im b

y A

risto

tle?

Ty

rann

y •

Pei

sist

ratu

s an

d hi

s ris

e to

pow

er

• M

easu

res

take

n an

d th

eir s

igni

fican

ce fo

r so

ciet

y (e

spec

ially

rela

tions

bet

wee

n up

per

and

low

er c

lass

es)

• Fl

ow c

hart

to s

how

wha

t tyr

ants

did

and

how

eac

h im

pact

ed o

n th

e so

ciet

y •

Dis

cuss

ion

of c

onse

quen

ce o

f mur

der o

f Hip

parc

hus

– di

d it

lead

to c

ontin

uing

dis

like

of ty

rann

y an

d co

ntin

ued

rise

of d

emoc

racy

?

Cle

isth

enes

•

Det

ails

of h

is m

easu

res

rega

rdin

g de

mes

, tri

bes,

cou

ncil

of 5

00, s

trate

goi a

nd o

stra

cism

an

d th

eir s

igni

fican

ce/s

ucce

ss

• D

iagr

am to

sho

w h

ow n

ew tr

ibes

form

ed, c

lear

ly

dist

ingu

ishi

ng th

eir c

onsi

sten

t par

ts

• C

hart

to s

how

wha

t he

actu

ally

did

cha

nge

and

wha

t he

did

not

• C

lass

pre

pare

deb

ate

as to

whe

ther

he

fulfi

lled

his

prom

ise

to th

e pe

ople

– w

ere

his

refo

rms

as s

igni

fican

t as

thos

e of

Sol

on?

D

efea

t of P

ersi

a an

d ris

e of

th

e D

elia

n Le

ague

•

Sig

nific

ance

of t

he g

row

th o

f the

leag

ue fo

r th

e de

velo

pmen

t of d

emoc

racy

•

Dis

cuss

ion

on h

ow th

e st

abili

ty a

nd in

crea

sing

eco

nom

ic

pros

perit

y th

at p

eace

bro

ught

enc

oura

ged

the

grow

th o

f de

moc

racy

(rem

embe

r the

tes

and

thei

r inc

reas

ing

wor

th)

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

53

Eph

ialte

s an

d be

yond

•

Sig

nific

ance

of E

phia

ltes’

cha

nges

• S

igni

fican

ce (a

nd s

ucce

ss) o

f Per

icle

s’

chan

ges

as fa

r as

the

pow

er o

f the

peo

ple

was

con

cern

ed

• Fl

ow d

iagr

am to

sho

w w

hat h

ad le

d to

Eph

ialte

s’ re

form

s •

Pre

pare

d de

bate

in g

roup

s ab

out w

heth

er th

e ne

w

dem

ocra

cy in

Ath

ens

actu

ally

wor

ked

as in

tend

ed b

y its

cr

eato

rs: e

ach

grou

p to

take

one

of t

he to

pics

: •

cent

re o

f pow

er

• ke

epin

g th

e po

lis in

ord

er

• pr

otec

ting

the

polis

The

Ass

essm

ent C

riter

ia

AO

1 –

Kno

wle

dge

AO

2 –

Und

erst

andi

ng

AO

3 –

Eva

luat

ion,

inte

rpre

tatio

n an

d re

spon

se

Giv

e st

uden

ts c

opie

s of

the

asse

ssm

ent c

riter

ia.

Hig

hlig

ht k

ey w

ords

. P

ract

ice

AO

1 ta

sk: D

raw

a s

pide

r dia

gram

to s

how

how

A

then

s w

as g

over

ned

befo

re th

e re

form

s of

Sol

on.

Pra

ctic

e A

O2

task

: Exp

lain

how

the

refo

rms

of C

leis

then

es

and

Eph

ialte

s ch

ange

d th

e po

litic

al p

ositi

ons

of th

e ar

isto

crac

y an

d of

the

peop

le.

Pra

ctic

e A

O3

task

: To

wha

t ext

ent d

id P

eric

les

mak

e hi

s ow

n po

litic

al s

ucce

ss a

nd h

ow m

uch

did

he o

we

to th

e P

elop

onne

sian

War

? P

eer m

arki

ng o

f pra

ctic

e ta

sks

usin

g pu

blis

hed

crite

ria

R

esea

rch

Ski

lls

Web

site

s re

Res

earc

h sk

ills:

w

ww

.ulrl

s.lo

n.ac

.uk/

tuto

rial (

Uni

leve

l but

Key

P

oint

s us

eful

) w

ww

.bbc

.co.

uk/k

eysk

ills/

extra

/mod

ule2

/2.s

htm

l ht

tp://

docs

.pap

erle

ss-s

choo

l.com

/Bre

ndas

Mur

der

(KS

3 H

isto

ry e

xerc

ise

in re

sear

chin

g so

urce

s)

Res

earc

h ho

mew

ork:

R

esea

rch

The

Age

of T

yran

ny

Ans

wer

s to

be

pres

ente

d as

bul

let p

oint

list

to a

void

‘cut

and

pa

ste’

ans

wer

s E

valu

ativ

e ta

sk b

ased

on

rese

arch

hom

ewor

k:

How

muc

h do

es a

mod

ern

dem

ocra

cy li

ke o

urs

depe

nd o

n th

e de

moc

ratic

pro

cess

es th

at fo

llow

ed th

e A

ge o

f Tyr

anny

in

Ath

ens?

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

54

Res

earc

h an

d P

lann

ing

Pha

se

Can

dida

tes

have

up

to 1

0 ho

urs

to c

arry

out

re

sear

ch in

the

clas

sroo

m.

• In

itial

rese

arch

bas

ed o

n bu

llet p

oint

s pr

ovid

ed w

ith th

e tit

le

• In

depe

nden

t/sm

all g

roup

wor

k in

the

Libr

ary/

Res

ourc

es

Cen

tre

• In

divi

dual

dis

cuss

ion

with

stu

dent

s •

Com

plet

ion

of R

esea

rch

Dia

ries

A

naly

sis

and

Eva

luat

ion

Pha

se

Can

dida

tes

mus

t pro

duce

a p

iece

of w

ork

of

abou

t 200

0 w

ords

in a

per

iod

of th

ree

to fo

ur

hour

s in

resp

onse

to th

e co

ntro

lled

asse

ssm

ent

task

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

55

U

nit 4

Top

ic E

Ovi

d, M

etam

orph

oses

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

to C

ontro

lled

Ass

essm

ent

Wha

t is

Con

trolle

d A

sses

smen

t?

• R

esea

rch

task

, lea

ding

to

• E

xten

ded

essa

y •

Focu

s on

AO

3 –

eval

uatio

n, in

terp

reta

tion

and

resp

onse

•

Opp

ortu

nity

to d

evel

op c

andi

date

s’ o

wn

idea

s

Out

line

timet

able

sho

win

g th

e di

ffere

nt p

hase

s:

• Te

achi

ng

• ‘R

esea

rch

and

Pla

nnin

g’

• ‘A

naly

sis

and

Eva

luat

ion’

Intro

duct

ion

to th

e to

pic

Why

the

topi

c is

sig

nific

ant –

con

tribu

tion

of

poet

ry to

Eur

opea

n cu

lture

, ins

ight

s in

to R

oman

cu

lture

and

val

ues

unde

r Aug

ustu

s S

peci

ficat

ion:

thre

e bo

oks

(7,8

and

10)

K

ey th

emes

: •

Met

amor

phos

is

• R

elat

ions

hips

•

Cha

ract

eris

tics

• B

etra

yal

• V

enge

ance

Te

chni

ques

whi

ch O

vid

uses

to c

reat

e su

spen

se

and

atm

osph

ere

Thro

ugho

ut th

e co

urse

: •

Item

ise

and

list t

rans

form

atio

ns a

s st

orie

s ar

e re

ad to

co

llate

info

rmat

ion

• B

reak

boo

ks in

to s

mal

l sec

tions

•

List

lite

rary

tech

niqu

es: n

arra

tive,

hum

our,

susp

ense

et

c.; i

dent

ify a

s st

orie

s ar

e re

ad

• D

iscu

ss re

latio

nshi

ps b

etw

een

stor

ies

with

in b

ooks

•

Dis

cuss

rela

tions

hips

bet

wee

n m

orta

ls a

nd im

mor

tals

as

portr

ayed

by

Ovi

d

NB

– th

is to

pic

outli

ne is

bas

ed o

n th

e sp

ecim

en ti

tle:

The

BB

C is

mak

ing

a se

ries

of th

ree

dram

as b

ased

on

Ovi

d’s

Met

amor

phos

es.

Whi

ch th

ree

trans

form

atio

ns w

ould

you

cho

ose

to

incl

ude

in th

e se

ries,

and

why

? Th

e ou

tline

may

nee

d to

be

amen

ded

annu

ally

to p

repa

re c

andi

date

s fo

r diff

eren

t titl

es

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

56

Boo

k 7

• Ja

son

and

Med

ea

• M

inos

war

s ag

ains

t Aeg

eus

• Th

e M

yrm

idon

s •

Cep

halo

s an

d P

rocr

is

• W

rite

dow

n th

e w

ay in

whi

ch O

vid

portr

ays

each

in

divi

dual

, bef

ore

and

afte

r the

tran

sfor

mat

ions

•

Cho

ose

one

trans

form

atio

n th

at in

trigu

es y

ou, t

hen

writ

e a

new

spap

er re

port

desc

ribin

g w

hat h

appe

ns; i

nclu

de

wha

t you

thin

k th

e in

divi

dual

s fe

el a

bout

it

B

ook

8 •

Min

os, N

isus

and

Scy

lla

• D

aeda

lus

and

Icar

us

• M

elea

ger a

nd th

e bo

ar

• A

lthae

a an

d M

elea

ger

• A

chel

ous

• B

auci

s an

d P

hile

mon

•

Ery

sich

thon

• C

lass

dis

cuss

ion:

Did

all

thos

e tra

nsfo

rmed

des

erve

thei

r fa

te?

Giv

e yo

ur re

ason

s •

Try

to d

isco

ver w

hat O

vid’

s ai

m w

as in

writ

ing

the

Met

amor

phos

es.

Why

mig

ht th

is a

im h

ave

caus

ed h

is

exile

?

Boo

k 10

•

Orp

heus

and

Eur

ydic

e •

Cyp

aris

sus

• G

anym

ede

• A

pollo

and

Hya

cint

hus

• P

ygm

alio

n •

Cin

yras

and

Myr

rha

• V

enus

and

Ado

nis

• A

tala

nta

• M

etam

orph

osis

of A

doni

s

• V

ote

by a

ll st

uden

ts fo

llow

ing

shor

t pre

sent

atio

ns: ‘

Wer

e th

e tra

nsfo

rmat

ions

suf

fere

d by

e.g

. Pyg

mal

ion

and

Ata

lata

the

mos

t apt

or c

ould

Ovi

d ha

ve d

evis

ed a

bet

ter

fate

?’ (R

emem

ber w

here

the

myt

hs c

ame

from

) •

Writ

ten

wor

k gi

ving

a re

sum

e of

the

styl

es in

whi

ch O

vid

appr

oach

es th

e st

orie

s –

e.g.

with

hum

our o

r with

su

spen

se (R

emem

ber t

he li

mita

tions

cau

sed

by b

oth

trans

latio

n an

d tra

nsla

tor)

Ovi

d’s

aim

s as

a p

oet

• To

ent

erta

in re

ader

•

To te

ach

mor

al le

sson

s •

To s

how

impo

rtanc

e of

cha

nge

with

rega

rd

to re

form

s/at

titud

es o

f Aug

ustu

s

• D

iscu

ss w

hat q

ualit

ies

we

adm

ire a

nd d

islik

e to

day

as

show

n in

Boo

ks 7

, 8 a

nd 1

0 be

fore

the

trans

form

atio

ns

and

whi

ch A

ugus

tus/

citi

zens

of t

he e

arly

em

pire

thou

ght

wer

e im

porta

nt

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

57

The

Ass

essm

ent C

riter

ia

AO

1 –

Kno

wle

dge

AO

2 –

Und

erst

andi

ng

AO

3 –

Eva

luat

ion,

inte

rpre

tatio

n an

d re

spon

se

Giv

e st

uden

ts c

opie

s of

the

asse

ssm

ent c

riter

ia.

Hig

hlig

ht k

ey w

ords

. P

ract

ice

AO

1 ta

sk:

Ret

ell y

our f

avou

rite

met

amor

phos

is in

pro

se

Pra

ctic

e A

O2

task

: H

ow m

ight

a m

oder

n ve

rsio

n of

the

abov

e di

ffer?

P

ract

ice

AO

3 ta

sk:

To w

hat e

xten

t do

Ovi

d’s

liter

ary

tech

niqu

es a

llow

him

su

cces

sful

ly to

recr

eate

thes

e m

yths

? P

eer m

arki

ng o

f pra

ctic

e ta

sks

usin

g pu

blis

hed

crite

ria

R

esea

rch

Ski

lls

Web

site

s re

Res

earc

h sk

ills:

w

ww

.ulrl

s.lo

n.ac

.uk/

tuto

rial (

Uni

leve

l but

Key

P

oint

s us

eful

) w

ww

.bbc

.co.

uk/k

eysk

ills/

extra

/mod

ule2

/2.s

htm

l ht

tp://

docs

.pap

erle

ss-s

choo

l.com

/Bre

ndas

Mur

der

(KS

3 H

isto

ry e

xerc

ise

in re

sear

chin

g so

urce

s)

Res

earc

h ho

mew

ork:

R

esea

rch

the

polit

ical

situ

atio

n in

whi

ch O

vid

was

writ

ing

A

nsw

ers

to b

e pr

esen

ted

as b

ulle

t poi

nt li

st to

avo

id ‘c

ut a

nd

past

e’ a

nsw

ers

Eva

luat

ive

task

bas

ed o

n re

sear

ch h

omew

ork:

‘A

ugus

tus’

pol

itica

l and

mor

al re

form

s m

ade

it im

poss

ible

to

allo

w O

vid

to c

ontin

ue to

writ

e in

Rom

e.’

To w

hat e

xten

t do

you

feel

that

this

is tr

ue?

R

esea

rch

and

Pla

nnin

g P

hase

C

andi

date

s ha

ve u

p to

10

hour

s to

car

ry o

ut

rese

arch

in th

e cl

assr

oom

• In

itial

rese

arch

bas

ed o

n bu

llet p

oint

s pr

ovid

ed w

ith th

e tit

le

• In

depe

nden

t/sm

all g

roup

wor

k in

the

Libr

ary/

Res

ourc

es

Cen

tre

• In

divi

dual

dis

cuss

ion

with

stu

dent

s •

Com

plet

ion

of R

esea

rch

Dia

ries

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

58

Ana

lysi

s an

d E

valu

atio

n P

hase

C

andi

date

s m

ust p

rodu

ce a

pie

ce o

f wor

k of

ab

out 2

000

wor

ds in

a p

erio

d of

thre

e to

four

ho

urs

in re

spon

se to

the

cont

rolle

d as

sess

men

t ta

sk

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

59

U

nit 4

Top

ic G

Ner

o

Topi

c

Topi

c O

utlin

e Su

gges

ted

Teac

hing

Str

ateg

ies

Intro

duct

ion

to C

ontro

lled

Ass

essm

ent

Wha

t is

Con

trolle

d A

sses

smen

t?

• R

esea

rch

task

, lea

ding

to

• E

xten

ded

essa

y •

Focu

s on

AO

3 –

eval

uatio

n, in

terp

reta

tion

and

resp

onse

•

Opp

ortu

nity

to d

evel

op c

andi

date

s’ o

wn

idea

s

Out

line

timet

able

sho

win

g th

e di

ffere

nt p

hase

s:

• Te

achi

ng

• ‘R

esea

rch

and

Pla

nnin

g’

• ‘A

naly

sis

and

Eva

luat

ion’

Intro

duct

ion

to th

e to

pic

Spe

cific

atio

n:

• S

ueto

nius

, Life

of N

ero

• Ta

citu

s, A

nnal

s •

Why

Ner

o is

impo

rtant

•

His

acc

essi

on a

nd th

e go

od g

over

nmen

t of

the

first

yea

rs o

f his

reig

n •

Ner

o’s

pers

onal

ity

• Th

e m

urde

rs o

f Cla

udiu

s, B

ritan

nicu

s,

Agr

ippi

na, O

ctav

ia, P

oppa

ea, S

enec

a •

The

Fire

of R

ome

• Th

e pe

rsec

utio

n of

the

Chr

istia

ns

• Th

e P

ison

ian

Con

spira

cy

• Th

e re

volts

•

The

deat

h of

Ner

o •

The

limita

tions

of t

he s

ourc

es

Rea

d th

e fo

llow

ing

sour

ce m

ater

ials

in c

lass

Th

e de

ath

of C

laud

ius,

Em

pire

and

Em

pero

rs, G

raha

m

Ting

ay, C

hapt

er 7

S

ueto

nius

, Life

of N

ero,

from

The

Tw

elve

Cae

sars

, Rob

ert

Gra

ves,

Cha

pter

s 8-

16, 2

0-38

and

40-

57

Em

pire

and

Em

pero

rs, G

raha

m T

inga

y, C

hapt

ers

8, 1

0 an

d 11

Th

roug

hout

the

cour

se:

• M

ake

a tim

elin

e to

col

late

info

rmat

ion

• M

ake

char

ts a

nd s

pide

r dia

gram

s sh

owin

g N

ero’

s ac

tions

and

per

sona

lity

NB

– th

is to

pic

outli

ne is

bas

ed o

n th

e sp

ecim

en ti

tle:

W

rite

a pe

rform

ance

man

agem

ent r

evie

w o

f Ner

o’s

reig

n.

The

outli

ne w

ill n

eed

to b

e am

ende

d an

nual

ly to

pre

pare

can

dida

tes

for d

iffer

ent t

itles

.

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

60

The

Ear

ly Y

ears

•

Dea

th o

f Cla

udiu

s

• A

cces

sion

to th

e th

rone

•

Goo

d go

vern

men

t of t

he fi

rst y

ears

• Li

st re

ason

s fo

r mur

der o

f Cla

udiu

s •

List

wha

t act

ually

hap

pene

d ac

cord

ing

to T

acitu

s •

Doe

s th

is a

gree

with

the

stor

y ac

cord

ing

to S

ueto

nius

? •

Dra

w a

spi

der d

iagr

am to

sho

w N

ero’

s re

latio

nshi

p to

C

laud

ius,

Agr

ippi

na, S

enec

a an

d B

urru

s •

Dra

w a

tim

e lin

e of

his

reig

n w

ith th

e go

od p

oint

s ab

ove

the

line

and

the

bad

poin

ts b

elow

the

line.

Thi

s co

uld

be

a gr

aph

with

goo

d po

ints

hig

h an

d re

ally

bad

one

s re

ally

lo

w

N

ero’

s pe

rson

ality

and

be

havi

our

• P

erso

nalit

y of

Ner

o •

Love

of t

he p

erfo

rmin

g ar

ts:

• to

ur o

f Gre

ece

• D

ebau

ched

and

crim

inal

beh

avio

ur

• W

rite

a sh

ort d

escr

iptio

n of

Ner

o’s

pers

onal

ity a

t the

be

ginn

ing

of h

is re

ign

• C

lass

dis

cuss

ion:

How

and

why

did

his

per

sona

lity

star

t to

cha

nge?

•

Writ

e up

a b

rief C

ID re

port

into

the

deat

h of

Agr

ippi

na

• W

as h

e a

top

perfo

rmer

? •

Wha

t did

the

Rom

an/ G

reek

aud

ienc

es th

ink

of h

is a

ct?

Writ

e tw

o cr

itiqu

es o

f one

of h

is p

erfo

rman

ces:

•

one

that

he

mig

ht re

ad

• on

e fo

r the

loca

l pap

er a

fter h

is re

turn

to R

ome

• W

here

do

Loca

sta,

Brit

anni

cus,

Pop

paea

and

Oct

avia

fit

in to

the

stor

y?

• dr

aw a

ser

ies

of p

ictu

res

to s

how

this

•

Why

are

they

impo

rtant

?

• w

rite

a br

ief s

ketc

h of

the

pers

onal

ity a

nd in

fluen

ce

each

had

ove

r Ner

o

Teac

her R

esou

rce

Ban

k / G

CE

Cla

ssic

al C

ivili

satio

n / S

chem

es o

f Wor

k 1/

Ver

sion

1.0

klm

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

61

Opp

ositi

on a

nd R

evol

t •

The

Fire

of R

ome

• Th

e pe

rsec

utio

n of

the

Chr

istia

ns

• Th

e P

ison

ian

Con

spira

cy

• Th

e re

volts

• D

eath

of N

ero

• W

rite

Ner

o’s

blog

for t

he d

ay o

f the

fire

. Inc

lude

his

th

ough

ts a

bout

who

to b

lam

e an

d ho

w h

e co

uld

use

the

oppo

rtuni

ty to

rebu

ild

• W

hy w

as o

ppos

ition

to h

is ru

le a

nd to

him

per

sona

lly

beco

min

g co

mm

on?

•

List

the

cons

pira

cies

and

revo

lts s

tatin

g th

e m

ain

reas

ons

for e

ach

one

• D

o S

ueto

nius

and

Tac

itus

agre

e? W

hy d

o yo

u th

ink

this

m

ight

be

so?

•

disc

uss

the

limita

tions

of t

he s

ourc

es

• W

rite

a sh

ort n

ewsp

aper

arti

cle

to a

nnou

nce

the

deat

h of

N

ero.

Incl

ude

som

e of

the

deta

ils a

nd d

iscu

ss w

hat

happ

ens

next

The

Ass

essm

ent C

riter

ia

AO

1 –

Kno

wle

dge

AO

2 –

Und

erst

andi

ng

AO

3 –

Eva

luat

ion,

inte

rpre

tatio

n an

d re

spon

se

Giv

e st

uden

ts c

opie

s of

the

asse

ssm

ent c

riter

ia.

Hig

hlig

ht k

ey w

ords

. P

ract

ice

AO

1 ta

sk: G

ive

a tru

e pi

ctur

e of

Ner

o’s

prow

ess

as

a ch

ario

teer

usi

ng th

e pr

imar

y so

urce

s.

Pra

ctic

e A

O2

task

: How

did

Sen

eca

and

Bur

rus

help

Ner

o to

go

vern

in th

e ea

rly y

ears

? P

ract

ice

AO

3 ta

sk: T

o w

hat e

xten

t did

Ner

o’s

mur

der o

f his

m

othe

r rem

ove

any

limits

to h

is b

ehav

iour

? P

eer m

arki

ng o

f pra

ctic

e ta

sks

usin

g pu

blis

hed

crite

ria

Teac

her R

esou

rce

Ban

k / G

CS

E C

lass

ical

Civ

ilisa

tion

/ Sch

emes

of W

ork

1 / V

ersi

on 1

.0

C

opyr

ight

© 2

009

AQA

and

its

licen

sors

. All

right

s re

serv

ed.

klm

62

Res

earc

h S

kills

W

ebsi

tes

re R

esea

rch

skill

s:

ww

w.u

lrls.

lon.

ac.u

k/tu

toria

l (U

ni le

vel b

ut K

ey

Poi

nts

usef

ul)

ww

w.b

bc.c

o.uk

/key

skill

s/ex

tra/m

odul

e2/2

.sht

ml

http

://do

cs.p

aper

less

-sch

ool.c

om/B

rend

asM

urde

r (K

S3

His

tory

exe

rcis

e in

rese

arch

ing

sour

ces)

Res

earc

h ho

mew

ork:

R

esea

rch:

wha

t act

ually

hap

pene

d in

the

Fire

of R

ome

Ans

wer

s to

be

pres

ente

d as

bul

let p

oint

list

to a

void

‘cut

and

pa

ste’

ans

wer

s E

valu

ativ

e ta

sk b

ased

on

rese

arch

hom

ewor

k:

‘It w

as o

bvio

us to

the

citiz

ens

of R

ome

that

the

fire

was

the

resu

lt of

Chr

istia

n te

rror

ists

.’ H

ow fa

r is

this

a tr

ue

asse

ssm

ent o

f the

situ

atio

n?

R

esea

rch

and

Pla

nnin

g P

hase

C

andi

date

s ha

ve u

p to

10

hour

s to

car

ry o

ut

rese

arch

in th

e cl

assr

oom

•

Initi

al re

sear

ch b

ased

on

bulle

t poi

nts

prov

ided

with

the

title

•

Inde

pend

ent/s

mal

l gro

up w

ork

in th

e Li

brar

y/R

esou

rces

C

entre

•

Indi

vidu

al d

iscu

ssio

n w

ith s

tude

nts

• C

ompl

etio

n of

Res

earc

h D

iarie

s

A

naly

sis

and

Eva

luat

ion

Pha

se

Can

dida

tes

mus

t pro

duce

a p

iece

of w

ork

of

abou

t 200

0 w

ords

in a

per

iod

of th

ree

to fo

ur

hour

s in

resp

onse

to th

e co

ntro

lled

asse

ssm

ent

task