Sample Scheme of Work: OCR GCSE Ancient History Unit A033: Option 1 5

Contents 2 Introduction 3 Sample Scheme of Work: OCR GCSE Ancient History Unit A033: Option 1 5 Sample Scheme of Work: OCR GCSE Ancient History Unit A033: Option 2 20 Sample Lesson Plan: OCR GCSE Ancient History Unit A033: Option 1 37 Sample Lesson Plan: OCR GCSE Ancient History Unit A033: Option 2 39

2 of 55 GCSE Ancient History (Linear 2012) Introduction

Background

OCR has produced a summary brochure, which summarises the new Ancient History GCSE. This can be found at www.ocr.org.uk, along with the new specification.

In addition and in response to reforms announced by the Government and in response to Ofqual mandated changes to GCSEs, unitised assessment of this qualification is being replaced by linear assessment from September 2012. This means that candidates commencing a two year course from September 2012 will take all of their GCSE units at the end of the course in June 2014.

In order to help you plan effectively for the implementation of the new specification we have produced these Schemes of Work and Sample Lesson Plans for Ancient History. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

OCR involves teachers in the development of new support materials to capture current teaching practices tailored to our new specifications. These support materials are designed to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in Word format so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

GCSE Ancient History (Linear 2012) 3 of 55 A Guided Tour through the Scheme of Work

= Innovative Teaching Idea This icon is used to highlight exceptionally innovative ideas.

= ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

4 of 55 GCSE Ancient History (Linear 2012) Sample GCSE Scheme of Work OCR GCSE ANCIENT HISTORY UNIT A033: OPTION 1

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  THE THEMES OVERLAP TO SOME EXTENT E.G. THE BACKGROUND TO CLEOPATRA, PTOLEMY AULETES , HER ACCESSION, THE INVOLVEMENT WITH JULIUS CAESAR ETC ARE ELEMENTS IN DIFFERENT THEMES. THIS SOW DEALS WITH ISSUES, EVENTS AND THEMES AS A WHOLE  THE WEBSITE ADDRESSES FOR THE LINKS ARE INCLUDED IN THE RESOURCES LIST  MOST SESSIONS SHOULD TAKE APPROX. I HOUR – THE EARLIER BACKGROUND SESSIONS MAY TAKE LESS SINCE THEY ARE MAINLY TO PROVIDE CONTEXT THE PRIMARY SOURCES  OUTLINE THE MAIN SOURCES: PLUTARCH,  TWO SHORT TEXTS ON THE SAME  THE AIM IS TO ENCOURAGE SUETONIUS, VELLEIUS PATERCULUS, THE SUBJECT WHICH DIFFER IN SOME STUDENTS TO THINK FROM THE POETS WAY COULD BE USED TO ALLOW START ABOUT RELIABILITY AND TO  OUTLINE THE CONTEXT OF THEIR WRITING STUDENTS TO IDENTIFY THE REFER TO THIS THEME WITH SOME DETAIL OF THEIR LIVES AND DIFFERENCES THROUGHOUT WORKS  ACCESSED VIA INTERNET

= Innovative teaching idea = ICT opportunity

GCSE Ancient History (Linear 2012) 5 of 55 Sample GCSE Scheme of Work OCR GCSE ANCIENT HISTORY UNIT A033: OPTION 1

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  NOTE WHICH ARE CONTEMPORARY AND WHICH ARE NOT

 OUTLINE THE NATURE OF BIOGRAPHY IN  IT MIGHT BE WORTH WHILE TO USE THE ROMAN WORLD AND THE AIMS OF TO PASSAGES FROM NEWSPAPERS BIOGRAPHERS SHOWING DIFFERENT WAYS OF REPORTING THE SAME EVENT FOR STUDENTS TO CONSIDER THE REASONS FOR DIFFERENCES ATTITUDES TOWARDS  SELECTION OF VIEWS ON FOREIGNERS IN  JUVENAL SATIRE 3. 59 FF ; SATIRE 6  JUVENAL SATIRE 6 (NOT SET FOREIGNERS/THE EAST IN LITERATURE TO ENABLE STUDENTS TO 512 FF (FOREIGN RELIGIONS) SOURCES BUT STILL VERY USEFUL ROME GAIN SOME IDEA OF PREJUDICE  CATO ON GREEK CULTURE FOR CONTEXT)  Q. HOW THIS MIGHT AFFECT THE (PLUTARCH CATO ELDER 22F)  HTTP://WWW.FORDHAM.EDU/HALSAL PORTRAYAL OF CLEOPATRA AND ANTONY?  (AT THE LACUS CURTIUS SITE) L/ANCIENT/JUVENAL6.HTML  INTRODUCE EXAMPLE OF POLITICIANS’  CICERO’S DESCRIPTION OF  HTTP://WWW.PBS.ORG/EMPIRES/ROM VIEW OF THE EAST AS AN OPPORTUNITY CLEOPATRA IN HIS LETTERS ANS/SPECIAL/LIBRARY.HTML FOR WEALTH AND POWER  FREEDMEN IN ROME: DISLIKE OF  A SELECTION OF SOURCES FROM THEM (SUET. CLAUDIUS 28-9 – JUVENAL, SENECA, TACITUS, PREJUDICE) PETRONIUS, SUETONIUS ETC ON THESE ISSUES  SUETONIUS – SEE RESOURCES FOR OPTION 2

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES ROMAN WORLD IN 1ST  USING OVERHEAD DISPLAY OF A MAP OF  (A) DISPLAY MAP OF THE EMPIRE;  THE INITIAL TOPICS ARE TO SET THE CENTURY BC THE ITALY AND THE EMPIRE; STUDENTS TO MAP OF ITALY OPTION IN CONTEXT AND THE AIM IS IDENTIFY AND RECORD ON THEIR OWN MAP  (B) STUDENT COPIES OF THE MAP TO ENSURE STUDENTS ARE ESSENTIAL PLACES E.G. PLACES FAMILIAR WITH NAMES, PLACES AND IMPORTANT IN THE COURSE THE HISTORICAL CONTEXT. THE  CLIENT KINGDOMS IDENTIFIED BY  HTTP://WWW.UNRV.COM/ROMAN- AMOUNT OF TIME GIVEN TO THESE COLOUR/SHADING EMPIRE-MAP.PHP WILL VARY WITH STUDENTS  EXPLAIN THE NATURE OF THESE  HTTP://WWW.ROMAN-  KEY PLACES ONLY; FOCUS ON KINGDOMS: EGYPT; JUDAEA AS EXAMPLE EMPIRE.NET/MAPS/MAP- STUDENTS RECORDING THE PLACES EMPIRE.HTML AND GAINING A GEOGRAPHICAL  STUDENTS MAY SUGGEST WHAT ROME KNOWLEDGE GAINED FROM KINGS AS OPPOSED TO  (C) COINS OF KINGS WHO WERE PROVINCES AS ‘FRIENDS AND ALLIES OF ALLIES ARE USEFUL WAYS OF  HTTP://WWW.LIVIUS.ORG/ROME.HTML THE ROMAN PEOPLE’, NOT STRICTLY DEVELOPING THE STATUS OF THESE  THE SITE HAS NUMEROUS ARTICLES ‘CLIENTS’ KINGS ON ALL ASPECTS OF ROMAN  DEIOTARUS IN CICERO’S CILICIAN HISTORY LETTERS  CLIENT KINGS PROVIDE WEALTH;  ANTONY’S TREATMENT OF ARMED FORCES; DEFENCE IF ARTAVASDES (PLUTARCH ANTONY NEEDED; COST THE ROMAN LITTLE; 50) BUT COULD NEED SUPPORT  (NOT IN THE PRESCRIBED READING)  THEY ARE IMPORTANT NOT JUST TO THE STATE BUT INDIVIDUALS  HTTP://RPC.ASHMUS.OX.AC.UK/INTR O/WHATISRPC/#KINGS (I HOUR)

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES ROMAN POLITICS  (1) OVERHEAD OF THE MAIN ELEMENTS OF  FLOW CHART OF THE ELEMENTS OF  DISCUSSION MIGHT BE USEFUL HERE THE CONSTITUTION: MAGISTRATES, THE CONSTITUTION. OF THE WORKINGS OF ROMAN SENATE, ASSEMBLY  HTTP://WWW.SAS.UPENN.EDU/~EKON POLITICS AND THE IMPORTANCE OF DRAT/ROME_GOVT.HTML WEALTH AND THE ARMY.  THE RIVALRY BETWEEN POMPEY  USEFUL TO BRING IN THE IDEA OF  (2) STUDENTS TO DRAW A CHART OF THE AND CAESAR; USE OF WEALTH FROM CLIENTS HERE. FUNCTIONS AND ROLES OF THE ELEMENTS THE EMPIRE TO FUND THEIR ( I HOUR) IN THE CONSTITUTION. ACTIVITIES: TIME LINE OF THEIR  (3) POLITICAL RIVALRY: EXAMPLES OF THE CAREERS. USE OF WEALTH, SUPPORT, THE ARMY HELPED POLITICIANS SUCCEED THE ROMAN ARMY IN 1ST  (1) DISPLAY PICTURE OF THE ROMAN  PICTURES OF WEAPONS, ARMOUR  IT IS IMPORTANT TO USE C. BC SOLDIER AND THE ORGANISATION OF THE ETC INFORMATION ON THE REPUBLICAN ARMY  WORKSHEET ARMY AND ITS STRUCTURE  HTTP://WWW.ROMAN-  TO ESTABLISH THE IMPORTANCE OF EMPIRE.NET/ARMY/ARMY.HTML THE ARMY AND THE NEED FOR WEALTH FOR A POLITICIAN TO  (2) THE COMMAND STRUCTURE AND THE  SHORT CLIP FROM ANY ROMAN SUCCEED ROLE OF THE POLITICIAN/GENERAL HISTORY FILM OR DOCUMENTARY (I HOUR)  AFTER DISCUSSING THE WEAPONS ETC  E.G. BBC EPISODES ON ROME; AND STRUCTURE, A SHORT CLIP FROM A ‘CLEOPATRA’; ‘SPARTACUS’ FILM COULD BE USED FOR STUDENTS TO CHECK ON THE ACCURACY OF THE

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES PORTRAYAL  (3) EXAMPLE: POMPEY, CAESAR - CAREER

BACKGROUND TO  EXPLANATION OF THE ORIGIN OF THE  RESOURCES FOR PICTURES ARE  IMPORTANT TO ESTABLISH THEY ARE PTOLEMIES PTOLEMIES AVAILABLE AS WELL AS LIST OF GREEK AND DESCENDANTS FROM  HISTORY OF THEIR REIGNS (SELECTED) VARIOUS MEMBERS OF THE FAMILY ALEXANDER’S PERIOD AND THE KINGDOM; DETAIL ON THE YEARS  INFORMATION AND PICTURES  HTTP://WWW.LIVIUS.ORG/PS- IMMEDIATELY PRECEDING CLEOPATRA’S  A LARGE SIZE VERSION OF THIS PZ/PTOLEMIES/PTOLEMIES.HTM BIRTH COULD BE DISPLAYED IN THE  CREATE A FAMILY TREE FOR CLEOPATRA CLASSROOM FOR REFERENCE  NAMES OF PERSONS, PLACES, TIMELINES, A MAP OF THE AREA- DISPLAYS OF THESE AND OTHER ELEMENTS PERMANENTLY AVAILABLE ARE VERY USEFUL FOR STUDENTS (1-2 HOUR SESSIONS)

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES ROMAN POLITICS IN THE  [STUDENTS CAN RESEARCH PTOLEMY  DISPLAY VERSION OF TIME LINE  THIS IS TO SET THE OPTION IN 60S AND 50S BC AND THE AULETES’ REIGN AND HIS REMOVAL AND  BRITISH MUSEUM WEBSITE CAN CONTEXT: TO ESTABLISH WHY PLACE OF EGYPT; ATTEMPTS TO REGAIN THE THRONE IN PROVIDE BRIEF HISTORY OF THE EGYPT WAS IMPORTANT TO PREP. FOR THE SESSION] POLITICIANS; THE IMPORTANCE OF PTOLEMY AULETES PERIOD; ALSO PICTURES OF  BRIEF TIME LINE OF ROME’S INVOLVEMENT RELEVANT COINS, STATUES ETC ITS WEALTH; THE GRAIN SUPPLY ETC WITH EGYPT IN THIS PERIOD FOR USE IN THE LESSON IN THE CONTEXT OF RIVALRY BETWEEN MAJOR PLAYERS  ROLE OF POLITICIANS IN THE RELATIONS  COIN OF AULETES (BM) (ILL.1 PAGE WITH EGYPT: POMPEY, CAESAR, CATO ETC 16 SOUTHERN)  SOUTHERN –DETAIL OF THE REIGN AND THE RELATIONS WITH ROME  WITH PTOLEMY AULETES CLEOPATRA’S RISE TO  (1) BRIEF BACKGROUND TO ROMAN CIVIL  IT MAY BE USEFUL TO USE  FROM THE FIRST INTRODUCTION OF POWER/ INVOLVEMENT WAR SELECTED EARLY SCENES FROM THE TEXTS IT IS IMPORTANT TO WITH CAESAR  (2) THE WAR IN EGYPT AND ROMAN THE SERIES ‘ROME’ (BBC2) WHERE INCLUDE SOME DISCUSSION OR INVOLVEMENT THE ISSUES BETWEEN POMPEY AND REFERENCE TO THE IDEA OF 51-47 BC CAESAR ARE OUTLINED; SCENES OF ‘RELIABILITY’  (3) THE STRUGGLE BETWEEN CLEOPATRA CAESAR IN EGYPT MAY BE USED AND HER BROTHER FOR STUDENTS TO CONSIDER THE  STUDENTS TO WRITE A BRIEF CHARACTER ACCURACY STUDY OF CLEOPATRA FROM THESE  SUETONIUS THE DIVINE CAESAR 52 EVENTS  INTRODUCE THE EXTRACT : THE  PLUTARCH LIFE OF CAESAR 48-9 :  PLUTARCH AND DIO CASSIUS ARE CHARACTERISATION OF CAESAR AND THE STORY OF CAESAR IN EGYPT NOT IN THE SET SOURCE BUT GIVE A CLEOPATRA IN THE SUETONIUS EXTRACT GOOD ACCOUNT WHICH STRESSES

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  DIO CASSIUS 42 7, 34-45 THE ISSUE OF CAESAR’S INFATUATION WITH CLEOPATRA, CRITICISES CAESAR FOR STAYING IN EGYPT. BOTH TEXTS AVAILABLE AT LACUS CURTIUS  HTTP://PENELOPE.UCHICAGO.EDU/TH AYER/E/ROMAN/HOME.HTML ( I HOUR) CAESAR, CLEOPATRA AND  PRESENT WHAT IS REPORTED IN THE  SUETONIUS DIVINE CAESAR 52  DIO CASSIUS TEXTS AVAILABLE AT CAESARION PRIMARY SOURCES ABOUT CAESARION  RELIEF OF CLEOPATRA AND LACUS CURTIUS. DISCUSS: CAESARION. (ILL. 9 PAGE 47 (SHORT SESSION – 30 MINS)  THE QUESTION OF PATERNITY SOUTHERNZ; ALSO PP46-9 ON  PLUTARCH CAESAR AND DIO INTRODUCED AND CONSIDERED CAESARION) CASSIUS NOT SET SOURCES  THE VALUE TO CLEOPATRA OF  SUETONIUS DIVINE CAESAR 52 PROMOTING CAESARION FOR HER  [PLUTARCH CAESAR 48-49] POSITION AND EGYPT’S ROLE IN THE  DIO CASSIUS 43.27 CLEOPATRA IN EAST ROME;  THE THREAT TO OCTAVIAN IN  DIO CASSIUS 50. 1; 51.6 CAESARION; CAESARION, SON OF CAESAR OR NOT 51.15 HIS DEATH;

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  CAESAR AND ANTONY ENSLAVED BY CLEOPATRA: DIO CASSIUS 50.5/51.15 HER CHARACTER CLEOPATRA IN ROME: 46  PRESENT THE EVENTS IN ROME UP TO  SOME ATTITUDES TO PRESENT TO  SOURCES: WRITTEN MUCH LATER BC CAESAR’S DEATH AND HER LEAVING STUDENTS: AFTER THE DEATH AND DEFEAT –  ISSUE: RECOGNITION OF HER POSITION  PLUTARCH ANTONY 25, 28, 36, 37 PRAISING THE VICTOR OCTAVIAN; CONTEXT OF THE WRITER IS AND EGYPT’S POSITION AS CLIENT  PROPERTIUS 4.6. 57FF KINGDOM IMPORTANT HERE  HORACE ODES. 1.37  PROBABILITY OF A TREATY BETWEEN ROME (1 HOUR) AND EGYPT  VIRGIL AENEID 8. 688  HONOURS TO CLEOPATRA: STATUE IN  SCENES FROM CLEOPATRA TEMPLE TO VENUS (MANKIEWICZ) OF CLEOPATRA IN ROME- EXAGGERATED HOLLYWOOD  STUDENTS TO COMPARE AND CONTRAST VERSION ATTITUDES OF ROMANS TOWARDS HER AS A FOREIGNER CAESAR’S ASSASSINATION  PROVIDE A BRIEF SUMMARY OF THE  CHART OF MAIN PERSONALITIES  NOTE THE ALMOST COMPLETE AND ITS EFFECT UPON EVENTS LEADING UP TO AND AFTER THE INVOLVED ABSENCE IN THE PRIMARY SOURCES CLEOPATRA DEATH  THE BBC SERIES ‘ROME’ SCENE OF OF REFERENCE TO CLEOPATRA –  STUDENTS CAN COMPARE THE DIFFERENT C’S DEATH HER UNIMPORTANCE IN THEIR VIEW VERSIONS AND THE MOTIVATIONS OF  HTTP://WWW.BBC.CO.UK/DRAMA/RO  NOT PRESCRIBED TEXTS- AVAILABLE THOSE INVOLVED ME/ AT LACUS CURTIUS

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES

 STUDENTS CONSIDER ROLE OF MARK  SUETONIUS DIVINE CAESAR  HTTP://WWW.VROMA.ORG/~BMCMAN ANTONY AND THE EFFECT UPON 82/PLUTARCH CAESAR 66 GIVE US/AUGUSTUS.HTML CLEOPATRA’S POSITION IN ROME AND WONDERFUL ACCOUNTS OF HIS  FOR A BRIEF HISTORY OF OCTAVIAN EGYPT DEATH AND FAMILY TREE  CAESAR’S WILL: IMPORTANCE OF OCTAVIAN  PLUTARCH ANTONY 12 (1 HOUR) – HIS FAMILY TREE  CHART: FAMILY OF OCTAVIAN (PAGE 508 BRADLEY) EVENTS 47-31 BC:  SIMPLE TIMELINE OF EVENTS INVOLVING  TIMELINE OF HER REIGN; TIMELINE  AIM TO ESTABLISH THE MAJOR INTRODUCE THE MAIN CLEOPATRA, CAESAR, OCTAVIAN, ANTONY, OF THE EVENTS FROM AT LEAST THE EVENTS OF HER REIGN AND THE EVENTS AND CHARACTERS LEPIDUS ETC FOR THE PERIOD DEATH OF CAESAR; INCLUDE ANY BACKGROUND TO HER LIFE; THIS  STUDENTS MIGHT RESEARCH THE EVENTS EVENT OR ACTIVITY WHICH SHOULD INVOLVE SOME DISCUSSION IN MORE DETAIL; PRODUCE THEIR OWN INCLUDES CLEOPATRA OF THE POLITICAL SITUATION IN NOTES FOR THE MAIN POINTS: THE ROME TO CONSIDER HER TRIUMVIRATE; DEFEAT OF BRUTUS; THE IMPORTANCE FOR DEVELOPMENTS MARRIAGE OF OCTAVIA AND ANTONY; FALL THERE OF LEPIDUS; OCTAVIAN’S SUCCESSES IN  THIS TOPIC MAY BE COVERED AT THE WEST ETC ANY POINT WHICH SEEMS APPROPRIATE FOR THE GROUP; SOME MAY WISH TO DO THIS VERY EARLY AS BACKGROUND

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES

(1 HOUR)

CLEOPATRA’S REIGN:  (1) A MAP OF EGYPT AND THE  PLUTARCH ANTONY 36 AND 54 FOR  THIS AND THE PREVIOUS TOPIC MAY EXPANSION SURROUNDING AREA: THE SITUATION LISTS OF LANDS GIVEN BY ANTONY. BE TAKEN TOGETHER OR UNDER AULETES (ICT ACCESS THROUGH NETWORK SEPARATELY; STUDENTS SHOULD BE CAESAR’S GIFT OF FOR DETAILED COMPARISON ENCOURAGED TO EXPLORE THE CYPRUS; ANTHONY’S CONNECTION BETWEEN EGYPTIAN ADDITIONS  STUDENTS MAY CUT AND PASTE EXPANSION AND CLEOPATRA’S  (2) AREAS THAT ARE ADDED TO EGYPT’S TWO LISTS RELATIONSHIP WITH ROME SPHERE OF INFLUENCE DURING  MAP: EASTERN MEDITTERRANEAN – CLEOPATRA’S REIGN SHOWING ARMENIA, MEDIA, PARTHIA  (3) STUDENTS MIGHT RESEARCH HOW ETC + DONATIONS TO CLEOPATRA’S THESE CHANGES CAME ABOUT CHILDREN (DONATIONS OF  (4) AFTER RESEARCH: SESSION TO CLARIFY ALEXANDRIA 34 BC) HOW AND WHY THIS HAPPENED: ROLE OF  MAP (PAGE 117 SOUTHERN): SCAN ROMANS IN THIS PROCESS THE MAP FOR ICT USE  TIMELINE OF EVENTS FROM THE START OF HER REIGN TO THE END WHICH INVOLVED ADDED

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES TERRITORIES

CLEOPATRA’S  OVERHEAD OF ILLUSTRATIONS: STUDENTS  HEAD OF CLEOPATRA AS YOUNG  THESE ILLUSTRATIONS CAN LATER PRESENTATION OF TO CONSIDER THE REPRESENTATION OF WOMAN (ILLUSTRATION. 8 BE COMPARED WITH THE WAY HERSELF HER ON THE COINS AND RELIEFS; SOUTHERN) ROMANS PRESENT HER IN IMPORTANCE FOR HER POSITION AS  COIN (ILL. 4. SOUTHERN) LITERATURE AT A LATER POINTING QUEEN OF EGYPT; THE CHANGES IN THE COURSE REPRESENTATION; THE WAY SHE IS SEEN  CLEOPATRA AND CAESARION AT DENDERA (ILL. 9 SOUTHERN)  HTTP://WWW.EGYPTOLOGYONLINE.C BY OTHERS AND HERSELF OM/CLEOPATRA.HTM  CLEOPATRA AS ISIS (ILL. 14  STUDENTS: COMPARE THE IMPRESSION  PORTRAITS AND INFORMATION HERE WITH PLUTARCH/SUETONIUS SOUTHERN) EXTRACTS ABOVE  VIEWS AND PORTRAITS OF  BRITISH MUSEUM HAS STATUES OF CLEOPATRA ISIS WHICH MIGHT BE USED FOR COMPARISON  HOUSE OF PTOLEMY WEBSITE HAS A NUMBER OF PICTURES  (1-1\1/2 HOURS)

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES CLEOPATRA’S  BRIEF INFORMATION ON  EXAMPLES OF COINS (GOLD AND  THE LARGELY SUCCESSFUL NATURE SILVER): SILVER DENARIUS (ILL 23 OF HER REIGN; SOME ASTUTE CONSOLIDATION OF HER 1. THE REMOVAL OF RIVALS: PTOLEMY XIV POSITION: REMOVAL SOUTHERN) (BM) – IMPORTANCE AT DECISIONS (E.G. CONTROL OF THE (44 BC); ARSINOE (EPHESUS) THE END OF THE PERIOD FOR BALSAM TRADE WITH HEROD); HER THREATS AND RIVALS; 2. ISSUE OF COINAGE IN HER NAME ANTONY AND CLEOPATRA FOCUS ON HER KINGDOM IN DEVELOPMENT OF  MAP OF EGYPT AND THE NILE; CONTRAST TO THE WAY SHE IS EGYPT’S ECONOMY AND 3. DEVELOPMENT OF RELIGIOUS PORTRAYED IN THE SOURCES STRENGTH ASSOCIATIONS  HTTP://WWW.UNC.EDU/AWMC/DOWN LOADS/AEGYPTUSPTOLSML.JPG  BRONZE COIN (BM)  TERRITORIAL EXPANSION  RELIEF OF ISIS AND HORUS;  HTTP://WWW.FIELDMUSEUM.ORG/CLE STUDENTS TO FILL IN MAP; CONSIDER HOW OPATRA/CLEOPATRA.HTML THESE DEVELOPMENTS STRENGTHEN CLEOPATRA AS ISIS; CLEOPATRA IN EGYPT AND THE ROLE  ASSOCIATION WITH GREEK GODS  STUDENTS WOULD FIND THIS ANTONY PLAYS IN THIS ALSO USEFUL- A PORTRAIT OF CLEOPATRA AS ISIS.  IMAGE OF CLEOPATRA/ISIS FROM THE LOUVRE  HTTP://WWW.EGYPTOLOGYONLINE.C OM/CLEOPATRA.HTM  RELIEF OF DE N DERA  FOR PORTRAITS AND INFORMATION  THE MATERIAL ON THE INTERNET ON CLEOPATRA ALLOWS OPPORTUNITIES FOR STUDENTS TO RESEARCH THIS IN (1-2 HOURS IF RESEARCH OFFERED) DEPTH

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES MARK ANTONY: ACTIONS  STUDENTS TO READ THE RELEVANT  PLUTARCH ANTONY 24 (41 BC)  NOTE: UNFLATTERING PORTRAIT OF AND CHARACTER FROM 44 SECTIONS OF PLUTARCH  PLUTARCH ANTONY 30 RETURN TO ANTONY BC TO 38-7 BC  THIS CAN BE DONE ON LINE- ALLOWS ITALY; DEATH OF FULVIA;  SOUTHERN PAGES 81-106 STUDENTS TO CUT AND PASTE THEIR OWN RECONCILIATION WITH OCTAVIAN (2 HOURS) PORTRAIT OF ANTONY (ICT) (OCT 40 BC)  THEY MIGHT ALSO IDENTIFY  PLUTARCH ANTONY 31 MARRIAGE TO UNRELIABLE/CREDIBLE ELEMENTS OCTAVIA/ RELATIONSHIP WITH CLEOPATRA  PLUTARCH ANTONY 32-33 RIVALRY WITH OCTAVIAN; ANTONY IN ATHENS; VICTORY IN PARTHIA (39 BC AND 38 VENTIDIUS)  PLUTARCH ANTONY 37 PREPARATION FOR WAR RELATIONSHIP OF ANTONY  (1) CONSIDER ACCOUNTS OF THEIR  PLUTARCH ANTONY 25-26 1ST  STUDENTS SHOULD BE INVITED AND AND CLEOPATRA (1) MEETING MEETING ENCOURAGED TO QUESTION THE  (2) EXAMINE THE CHARACTERISATION OF  PLUTARCH ANTONY 28 ANTONY REASONS AND MOTIVATIONS GIVEN CLEOPATRA IN THESE ACCOUNTS DISTRACTED FROM WAR IN ITALY IN THE PRIMARY SOURCES; THEY AND SYRIA BY CLEOPATRA SHOULD CONSIDER THE  (3) THEY MIGHT ALSO IDENTIFY PERSPECTIVE OF THE AUTHORS AND UNRELIABLE/CREDIBLE ELEMENTS AND  PLUTARCH ANTONY 29 FISHING THEIR VIEWS ABOUT WOMEN, CREATE A CHART OF THESE STORY ESPECIALLY NON-ROMAN WOMEN

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  PLUTARCH ANTONY 36 MEETING IN (2 HOURS) SYRIA; CLEOPATRA’S FATAL INFLUENCE ON ANTONY; GIFTS OF TERRITORIES  (37) PREVENTS SUCCESS IN ASIA

EVENTS LEADING TO CIVIL  OUTLINE THE EVENTS IN ITALY AND IN THE  VELLEIUS 2.82; PLUTARCH ANTONY  NOTE THE POLITICAL PROBLEMS WAR 36-30 BC EAST: 51 -2 ANTONY IS MAKING FOR HIMSELF IN  (1) OCTAVIAN’S VICTORIES OVER SEXTUS  PLUTARCH ANTONY 53 HIS RELATIONSHIP WITH CLEOPATRA: IS IT ALL EXPLAINED BY POMPEIUS; OVER LEPIDUS; HIS SUCCESSES  PLUTARCH ANTONY 54 IN REORGANISING ITALY HIS PASSION FOR HER?  PLUTARCH ANTONY 55  (2) ANTONY’S FAILED EXPEDITION TO  NOTE ALSO THAT OCTAVIAN IS PARTHIA; 2ND ATTEMPT (35 BC)  PLUTARCH ANTONY 58: CLAIMS MAKING GOOD USE OF ANTONY’S MADE BY CALVISIUS – REJECTED BY MISTAKES  (3) OCTAVIA’S ARRIVAL IN ATHENS AND PLUTARCH IN (59) CLEOPATRA’S BEHAVIOUR  STUDENTS SHOULD BE ENCOURAGED TO BEGIN TO  (4) THE DONATIONS OF ALEXANDRIA CONSIDER THE ROLE CLEOPATRA IS  (5) REACTION IN ROME PLAYING IN ANTONY’S DECISIONS, HOW THESE MAY BE INFLUENTIAL IN  (6) ANTONY’S WILL: WISH TO BE BURIED IN HIS ULTIMATE FAILURE AND ALEXANDRIA/ OCTAVIAN’S PROPAGANDA THEREFORE WHAT THAT MEANT FOR  (7) WHY IS ANTONY BEHAVING LIKE THIS? IS ROME AND ITS FUTURE AS A RESULT

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES IT CREDIBLE? OF ACTIUM  STUDENTS SHOULD READ THE TEXT AND  ( 2 SESSIONS: OCTAVIAN/ANTONY CONSIDER THE ROLE OF CLEOPATRA IN AND COMPARE THEIR EVENTS BEHAVIOUR/ACTIONS) RELATIONSHIP OF ANTONY  (1) OUTLINE THE MEETING AFTER HIS  PLUTARCH ANTONY 51  NOTE IT IS ANTONY WHO IS AND CLEOPATRA (2) RETURN AND ANTONY’S BEHAVIOUR  PLUTARCH ANTONY 53 SUBSERVIENT TO CLEOPATRA  (2) CLEOPATRA’S PRETENDED ILLNESS AND ANTONY’S RETURN TO EGYPT  (3) CLEOPATRA ARRANGES TO GO TO  PLUTARCH ANTONY 56-7:  CLEOPATRA’S MOTIVATION FOR ACTIUM WITH ANTONY PLUTARCH’S CRITICISM OF MUCH OF THIS IS THE FEAR THAT ANTONY MIGHT RETURN TO OCTAVIA  (4) STAY IN SAMOS ANTONY’S FAILURE TO CONTROL CLEOPATRA AND HIS WILLINGNESS AND THE EFFECT THIS MIGHT HAVE  (5) THE REJECTION OF OCTAVIA TO ENGAGE IN PLEASURABLE ON HER CONTROL OF EGYPT.  STUDENTS TO ANSWER THE QUESTION OF PURSUITS.  IT IS IMPORTANT FOR STUDENTS TO CLEOPATRA’S MOTIVATION AND THE  PLUTARCH ANTONY 58 EXAMINE HOW RELIABLE THIS VIEW EXPLANATION FOR ANTONY’S BEHAVIOUR OF CLEOPATRA IS IN THE SOURCES:  SILVER DENARIUS OF ANTONY AND HOW FAR IT IS DISTORTED BY THE CLEOPATRA (ILL. 23 SOUTHERN) PREJUDICES OF ROMAN MEN ABOUT WOMEN  REMIND THEM OF THE EARLIER SESSION ON THIS

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES (1 HOUR)

ROMAN VIEWS ABOUT  READ PLUTARCH ANTONY 59: STUDENTS  PLUTARCH ANTONY 59  ATTITUDES ARE NOT ALL CLEOPATRA AT THE TIME TO NOTE HOW HE SAYS CLEOPATRA  PLUTARCH ANTONY 58 UNFAVOURABLE E.G. HORACE USES OF ACTIUM BEHAVES TOWARDS ANTONY’S FRIENDS LOADED LANGUAGE ‘QUEEN’ ‘MAD’ A AND WHY  VELLEIUS 2.83 THREAT TO ROME, MONSTER’ ETC  READ VELLEIUS 2.83 ON PLANCUS AND  HORACE ODES 1.37 WHILE STILL NOBLE OR BRAVE IN SUICIDE COMPARE WITH PLUTARCH ANTONY 58  READ VIRGIL AENEID 8. 685FF  SOUTHERN PAGES 121-129

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  READ HORACE ODES 1.37 AND IDENTIFY  COPIES OF THESE FOR STUDENTS (1 HOUR) THE LANGUAGE USED TO DESCRIBE TO ANNOTATE ARE USEFUL; CLEOPATRA ALTERNATIVELY, IF PLACED ON A  READ VIRGIL AENEID 8. 685FF – CENTRAL NETWORK, STUDENTS CAN BARBAROUS ARMS, AN EGYPTIAN WIFE WORK ON THESE AS HOMEWORK. THEY MAY CUT AND PASTE RELEVANT EXTRACTS ROLE OF CLEOPATRA AND  OUTLINE OCTAVIAN’S DECLARATION OF  READ PLUTARCH ANTONY 60.  THE SIGNIFICANCE OF THE BATTLE HER IMPORTANCE AT WAR AGAINST CLEOPATRA AND NOT  PLUTARCH ANTONY 61: FORCES ON NEEDS TO BE ESTABLISHED: ACTIUM ANTONY AND DISCUSS WHY BOTH SIDES. OCTAVIAN IN SOLE CONTROL OF THE EMPIRE AND THE RESULTING  OUTLINE ANTONY’S MILITARY DECISIONS  VELLEIUS 2.84: THE SITUATION AND STRATEGY CHANGE IN POLITICAL AMONG ANTONY’S FORCES ORGANISATION/ THE EVENTUAL END  OUTLINE THE BATTLE AND CLEOPATRA’S  PLUTARCH ANTONY 62: ANTONY OF THE PTOLEMAIC DYNASTY IN FLIGHT DECIDES TO FIGHT AT SEAS EGYPT AND ITS INCORPORATION AS  STUDENTS COULD BE GIVEN THE ALTHOUGH STRONGER ON LAND TO A PROVINCE RELEVANT TEXTS AND ENCOURAGED TO PLEASE THE QUEEN  THIS MAY TAKE A NUMBER OF DRAW UP AN ACCOUNT OF THE BATTLE/  VELLEIUS 2.85 CLEOPATRA FLEES SESSIONS IN ORDER TO COVER THE PROVIDE A VISUAL ILLUSTRATION OF THE FIRST, ANTONY FOLLOWS EVENT IN DETAIL (2 HOURS MIN. EVENT./A CHART OF THE ACTIONS ETC. (ICT ESPECIALLY FOR STUDENTS TO BE  PLUTARCH ANTONY 63 ROLE IN THE IF ACCESS TO TEXTS ON LINE) FAMILIAR WITH THE TEXTS) BATTLE PLAN  PLUTARCH ANTONY 67 THE BATTLE AND THE SUDDEN FLIGHT OF

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES CLEOPATRA  VELLEIUS 2. 86 FOR THE SIGNIFICANCE OF THE BATTLE.  COIN OF OCTAVIAN (ILL. 33 SOUTHERN – EGYPT CAPTURED) THE VIEWS OF ROMANS OF  READ THE POETRY EXTRACTS FROM  COPIES OF THE TEXTS:  THE FILM ‘CLEOPATRA’ - A VERSION CLEOPATRA AT ACTIUM PROPERTIUS, HORACE AND VIRGIL  STUDENTS TO WORK ON THE OF THE BATTLE; STUDENTS CAN  QUESTIONS MIGHT BE ASKED SUCH AS: QUESTIONS JUDGE ITS RELIABILITY AS A MODERN RECONSTRUCTION  HOW SIMILAR ARE THEY?  THE SERIES ROME II MAY BE USEFUL  WHAT ROLE DO THEY GIVE TO CLEOPATRA? ALSO AS AN INTERPRETATION OF  WHAT REASONS DO THEY HAVE TO WRITE THE ROLE OF CLEOPATRA AND IN THIS WAY? ANTONY’S BEHAVIOUR: STUDENTS SHOULD BE ENCOURAGED TO BE  WHAT IS THE CONTEXT OF THE WRITING? CRITICAL HOWEVER!  ARE THEY RELIABLE ACCOUNTS OF THE  (1 HOUR) + MORE IF FILM CLIPS USED BATTLE? FOR MODERN VIEWS  IT IS A GOOD IDEA TO PAUSE THE CLIPS FREQUENTLY TO GET STUDENTS REACTIONS

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES IMMEDIATE AFTERMATHS:  READ PLUTARCH ANTONY 67 AND 69  COPIES OF THE TEXT FOR  THE RELIABILITY OF THE ACCOUNTS FLIGHT TO EGYPT; SELECTIONS STUDENTS TO ANNOTATE (OR ON IS AN IMPORTANT ISSUE AT THIS ANTONY’S ATTEMPTED  STUDENTS TO CONSIDER THE LINE ICT). VELLEIUS 2.87 OCTAVIAN POINT ESPECIALLY. IN EGYPT SUICIDE; RETREAT TO CHARACTERISATION OF BOTH AT THIS (1 HOUR) PHAROS; CLEOPATRA’S POINT AND TO COMPARE WITH  TEXTS OF HORACE ODES 1.37; CHARACTERISATION OF THE FLIGHT FROM PROPERTIES 4.6 AND VIRGIL AENEID SUPPOSED ATTEMPT TO THE BATTLE IN PROPERTIUS, HORACE, 8 LEAVE EGYPT VIRGIL AND VELLEIUS

THE WAR IN EGYPT  OUTLINE  PLUTARCH ANTONY 72-3  BBC SERIES ‘ROME SERIES 2’; THE  (1) INITIAL NEGOTIATIONS FAIL;  PLUTARCH ANTONY 74 FILM ‘CLEOPATRA’ PROVIDE INTERPRETATIONS/RECONSTRUCTIO  (2) OCTAVIAN’S INVASION FROM SYRIA AND  PLUTARCH ANTONY 76 NS OF THESE FINAL DAYS; SIEGE IF ALEXANDRIA  (SEE SOUTHERN FOR SYMPATHETIC STUDENTS CAN RESEARCH HOW  (3) BATTLE AND DEFEAT; CLEOPATRA VIEWS, ALSO BARNFORD ) THEY ARE REPRESENTED AND FLEES TO HER MONUMENT COMPARE THEM WITH THE ACCOUNTS IN THE TEXTS  STUDENTS TO DEVELOP A CHARACTER SKETCH OF CLEOPATRA AT THIS POINT  VIEW FROM THE SUN FROM THE SOURCES.  THE BM CLEOPATRA: FROM HISTORY  PROVIDE THEM WITH MODERN VIEWS OF TO MYTH IS WORTH STUDENTS HER AS COMPARISON USING AT THIS POINT TO SEE HOW HER IMAGE HAS BEEN DEVELOPED.  HTTP://WWW.ANCIENTEGYPTMAGAZI

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES NE.COM/CLEOPATRA06.HTM  FOR AN ARTICLE ON VIEWS OF HER

DEATHS OF ANTONY AND  OUTLINE THE EVENTS USING THE  PLUTARCH ANTONY 77  STUDENTS SHOULD PLACE THE CLEOPATRA SOURCES:  PLUTARCH ANTONY 78-9 ACTIONS OF BOTH IN THE POLITICAL AND PERSONAL CONTEXTS – WHAT  ANTONY ATTEMPTED SUICIDE; IS TAKEN TO  PLUTARCH ANTONY 81 CLEOPATRA STILL ALIVE COULD ANTONY DO AFTER ACTIUM,  PLUTARCH ANTONY 83 AND THEN ALEXANDRIA? WHAT  NEGOTIATIONS WITH OCTAVIAN AND HIS PROSPECTS WERE THERE THAT  PLUTARCH ANTONY 84-86 WISH TO TAKE HER ALIVE OCTAVIAN WOULD WANT HIM ALIVE?  DEATH OF CAESARION WHY WOULD OCTAVIAN WANT CLEOPATRA ALIVE?  MEETING OF OCTAVIAN AND CLEOPATRA (2 HOURS)  STUDENTS TO REVIEW ANTONY’S ACTION AND HIS REASONS: HIS POSITION AFTER  THE ROMANTIC, AT TIMES ACTIUM AND LATER; HIS CHARACTER; AS A IMAGINATIVE RECONSTRUCTION BY ROMAN GENERAL PLUTARCH NEEDS TO BE CONSIDERED AND ANALYSED WITH  CLEOPATRA’S SUICIDE CARE GIVING THE STUDENTS SOME  ASSESS THE RELIABILITY OF THESE GUIDANCE ABOUT ACCURACY AND ACCOUNTS CREDIBILITY

SUGGESTED 17 OPTION CLEOPATRA AND HER IMPACT ON ROMAN POLITICS, 69-30 BC TEACHING TIME WEEKS SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES THE PRESENTATION OF  STUDENTS TO READ THE TEXTS AND  TEXTS AS ABOVE  STUDENTS ATTENTION SHOULD BE CLEOPATRA’S CHARACTER IDENTIFY ASPECTS OF HER CHARACTER AS  SUDENTS TO HAVE COPIES TO DRAWN TO THE DIRECT SPEECH AFTER ACTIUM DISPLAYED BY THE AUTHORS ANNOTATE OR ON LINE VERSIONS PASSAGES IN THESE EXTRACTS AND  STUDENTS TO IDENTIFY THE REASONS THEY CAN USE TO COLLECT HOW THEY DRAMATISE THE EVENTS; GIVEN IN THE TEXTS AND HOW FAR THEY EVIDENCE FOR VARIOUS ASPECTS THEY SHOULD BE ENCOURAGED TO ARE BELIEVABLE OF CONSIDER PLUTARCH’S OWN SOURCES FOR THESE  STUDENTS TO CONSIDER THE IMPORTANCE CHARACTER OF HER RELATIONSHIP WITH ANTONY FOR (1 HOUR) HER PERSONALLY AND POLITICALLY  HOW FAR DOES CLEOPATRA’S IMAGE DIFFER FROM EARLIER PASSAGES? THE IMAGE OF CLEOPATRA  STUDENTS TO SUGGEST THE MAIN  STUDENTS SHOULD HAVE A FOLDER  THIS SHOULD BE AN OPPORTUNITY IN ROMAN SOURCES CHARACTERISTICS OF HER FROM THE OF PASSAGES FROM PREVIOUS TO BRING IDEAS TOGETHER AND READINGS – BRAINSTORM WORDS TO SUM SESSIONS TO REVIEW REVIEW THE SOURCES ,ESPECIALLY UP THEIR IMPRESSIONS THE POETRY  ASK THEM TO RESEARCH A TEXT OR (1 HOUR) PASSAGE WHICH SUPPORTS EACH ONE OF THE CHARACTERISTICS  COLLECT THE MOST APPROPRIATE EXAMPLES FOR THE WHOLE GROUP

GCSE Ancient History (Linear 2012) 25 of 55 Sample GCSE Scheme of Work

OCR GCSE ANCIENT HISTORY UNIT A033: OPTION 2

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  THE RESOURCES CAN BE PLACED ON THE SCHOOL  THE THEMES OVERLAP TO SOME EXTENT NETWORK FOR EASY ACCESS E.G. THE FAMILY OF THE JULIO-  LESSONS CAN BE TAKEN IN COMPUTER ROOMS CLAUDIANS, THE RELATIONSHIPS WHERE THE TEXTS CAN BE ANNOTATED AND/OR BETWEEN MEMBERS, THE IMPERIAL SELECTED BY STUDENTS FOR THEIR OWN USE COURT AND ITS FUNCTION ETC ARE ELEMENTS IN DIFFERENT THEMES. THIS  RESEARCH OPPORTUNITIES CAN BE PERFORMED SOW DEALS WITH ISSUES, EVENTS AND THROUGH THE INTERNET THEMES AS A WHOLE  OUTLINES ETC CAN BE ACCESSED BY STUDENTS  THE WEBSITE ADDRESSES FOR THE ON LINE THROUGH THE SCHOOL NETWORK LINKS ARE INCLUDED IN THE RESOURCES  GENERAL RESOURCES: LIST  LEVICK CLAUDIUS PP 65-79 AGRIPPINA  GRIFFIN NERO SEE INDEX OF PERSONS THE PRIMARY  OUTLINE THE MAIN SOURCES:  TWO SHORT TEXTS ON THE SAME SUBJECT WHICH  THE AIM IS TO ENCOURAGE STUDENTS SOURCES SUETONIUS AND TACITUS DIFFER IN SOME WAY COULD BE USED TO ALLOW TO THINK FROM THE START ABOUT  OUTLINE THE CONTEXT OF THEIR STUDENTS TO IDENTIFY THE DIFFERENCES: E.G. RELIABILITY AND TO REFER TO THIS WRITING WITH SOME DETAIL OF  SUETONIUS NERO 28 (INCEST) WITH TACITUS THEME THROUGHOUT THEIR LIVES AND WORKS ANNALS 14.2-4 (TWO VERSIONS/TWO SOURCES  STUDENTS CAN ALSO BEGIN TO NAMED) CONSIDER THE DIFFERENCES BETWEEN

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  NOTE THE EXTENT TO WHICH  IT MIGHT BE WORTH WHILE TO USE TO PASSAGES BIOGRAPHY AND HISTORY THEY CAN BE SAID TO BE FROM NEWSPAPERS SHOWING DIFFERENT WAYS  THIS IS AN OUTLINE NOT AN IN DEPTH ‘CONTEMPORARY’ OF REPORTING THE SAME EVENT FOR STUDENTS STUDY! ONE SESSION (1HOUR) TO CONSIDER THE REASONS FOR DIFFERENCES  THESE ARE NOT PRESCRIBED TEXTS  OUTLINE THE SOURCES THEY  TACITUS ANNALS 1.1./HISTORIES 1.1. AND 1.4 USED – SENATE RECORDS, USEFUL SHORT QUOTES TO CONSIDER ABOUT PERSONAL ARCHIVES OF AIMS EMPERORS, OTHER HISTORIANS, AUTOBIOGRAPHIES ETC  OUTLINE THE NATURE OF BIOGRAPHY IN THE ROMAN WORLD AND THE AIMS OF BIOGRAPHERS  AIMS OF BOTH WRITERS ATTITUDES  OUTLINE THE LEGAL AND SOCIAL  THESE PROVIDE A RANGE OF VIEWS FOR  THIS SHOULD BE A SHORT SESSION TOWARDS WOMEN STATUS OF WOMEN IN THE STUDENTS ALTHOUGH NOT ALL ARE PRESCRIBED ALLOWING STUDENTS TO GAIN IN POLITICS ROMAN WORLD  LIVY 34. 108 DISGUST AT WOMEN IN POLITICS UNDERSTANDING OF THE ATTITUDES WHICH AFFECT THE PORTRAYAL OF  SELECTION OF VIEWS ON  JUVENAL SATIRE 6 120-132 MESSALINA WOMEN IN LITERATURE TO AGRIPPINA (I HOUR) ENABLE STUDENTS TO GAIN  TACITUS ANNALS 12.7 HIS DESCRIPTION OF  LIVY, JUVENAL AND DIO ARE NOT

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES SOME IDEA OF PREJUDICE AGRIPPINA PRESCRIBED  Q. HOW THIS MIGHT AFFECT THE  DIO CASSIUS 61.32 AGRIPPINA’S CONTROL OF  LACTOR 15 DIO CASSIUS FOR VIEWS ON PORTRAYAL OF AGRIPPINA? CLAUDIUS MESSALINA  HOW FAR WAS THE PORTRAYAL  TACITUS ANNALS 5.1 LIVIA  STUDENTS SHOULD BE ENCOURAGED TO OF AGRIPPINA DISTORTED BY  TACITUS ANNALS 13.42 POPPAEA CONSIDER THE DIFFERENT STATUS OF THE TRADITION? WOMEN IN THE ROMAN WORLD: LEGAL  INTRODUCE EXAMPLE OF AND SOCIAL POLITICIANS’  LIVY 34.108 IN BRADLEY ANCIENT ROME VIEW OF IMPERIAL WOMEN P.205  STUDENTS COULD USE THE  J-A SHELDON SECTION 13 WOMEN TEXTS ON COMPUTER TO (SOURCES) HIGHLIGHT KEY  JUVENAL SATIRE 6 PASSAGES  SEE ALSO LEFKOWITZ AND FANT PAGES 147-52 AND 205 (SEMPRONIA)  HTTP://WWW.PBS.ORG/EMPIRES/ROMANS/ SPECIAL/LIBRARY.HTML  [A SELECTION OF SOURCES FROM JUVENAL, SENECA, TACITUS, PETRONIUS, SUETONIUS ETC ON THESE ISSUES]

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  BARRET PAGES 4-12 IS A USEFUL SUMMARY OF WOMEN’S ROLE AND ATTITUDES TOWARDS THEM WITH EXAMPLES WHICH RELATE TO AGRIPPINA E.G. SEMPRONIA (SALLUST); FULVIA (PLUTARCH) ROMAN WORLD IN  USING OVERHEAD DISPLAY OF A  (A) DISPLAY MAP OF THE ROMAN EMPIRE THE  THE INITIAL TOPICS ARE TO SET THE 1ST AD MAP OF THE ITALY AND THE EMPIRE; MAP OF ITALY; MAP OF ROME. OPTION IN CONTEXT AND THE AIM IS TO EMPIRE; STUDENTS TO IDENTIFY  SEE P.14 GRIFFIN NERO ENSURE STUDENTS ARE FAMILIAR WITH AND RECORD ON THEIR OWN NAMES, PLACES AND THE HISTORICAL MAP ESSENTIAL PLACES  (B) STUDENT COPIES OF THE MAP. CONTEXT. THE AMOUNT OF TIME GIVEN  OUTLINE THE  INTERACTIVE MAP OF ITALY TO THESE WILL VARY WITH STUDENTS. PROVINCES/FRONTIERS ETC  KEY PLACES ONLY; FOCUS ON STUDENTS WHICH WILL BE INCLUDED IN THE RECORDING THE PLACES AND GAINING A TOPIC GEOGRAPHICAL KNOWLEDGE. (1 HOUR PER TOPIC AT THIS STAGE)

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES ROMAN POLITICS  (1) OVERHEAD OF THE MAIN  FLOW CHART OF THE ELEMENTS OF THE  DISCUSSION MIGHT BE USEFUL HERE OF AND SOCIETY ELEMENTS OF THE CONSTITUTION. THE WAYS IN WHICH THE VARIOUS CONSTITUTION: THE PRINCEPS,  LEVICK CLAUDIUS PP1-9 SUMMARY OF THE ‘REPUBLICAN ELEMENTS’ CONTINUED TO MAGISTRATES, SENATE, PRINCIPATE WORK IN THE EMPIRE ASSEMBLY  STUDENTS WILL NEED TO UNDERSTAND  (2) STUDENTS TO DRAW A CHART THE CLASS SYSTEM AND THE POSITION OF OF THE PRINCEPS THE FUNCTIONS AND  BRADLEY HAS USEFUL CHARTS FOR ROLES OF THE AUGUSTUS AND HIS REFORMS AND ELEMENTS IN THE LATER EMPERORS CONSTITUTION  THIS SESSION RELATES TO THE  (3) A CHART OF THE SOCIAL WORKINGS OF THE SYSTEM AND THE STRUCTURE: IMPERIAL COURT PLEBS/EQUESTRIANS/SENATORS/ PRINCEPS; DEFINITIONS OF (1 HOUR) STATUS AND ROLES  (4) OUTLINE THE IMPORTANCE OF THE ARMY IN THE SYSTEM STUDENTS TO MAKE A VOCABULARY LIST OF KEY TERMS FOR LEARNING

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES BACKGROUND TO  DISPLAY OF THE FAMILY TREE  A SIMPLIFIED FAMILY TREE WITH HIGHLIGHTED  NAMES OF PERSONS, PLACES, THE JULIO- (SIMPLIFIED) MEMBERS. TIMELINES, A MAP OF THE AREA- CLAUDIAN FAMILY  OUTLINE THE RELATIONSHIPS  PP12-13 GRIFFIN NERO DISPLAYS OF THESE AND OTHER BETWEEN MEMBERS ELEMENTS PERMANENTLY AVAILABLE  P.508 BRADLEY, P ARE VERY USEFUL FOR STUDENTS  STUDENT MIGHT RESEARCH  A LARGE SIZE VERSION OF THIS COULD BE  THIS SESSION OVERLAPS WITH THE SHORT BIOGRAPHIES OF DISPLAYED IN THE CLASSROOM FOR REFERENCE IMPORTANT THEME OF AGRIPPINA’S RELATIONSHIPS INDIVIDUALS  A FAMILY TREE OF JULIO-CLAUDIANS WITH INDIVIDUALS AND GROUPS  HTTP://EN.WIKIPEDIA.ORG/WIKI/JULIO- CLAUDIAN_FAMILY_TREE ( 1 HOUR)

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES THE REIGNS OF  TIMELINE OF THE PERIOD (AD 14-  DISPLAY VERSION OF TIME LINE  THIS IS TO SET THE OPTION IN CONTEXT: RELEVANT 68)  BRADLEY AND ALSTON HAVE TIMELINES WHICH TO ESTABLISH THE POSITION OF EMPERORS  HIGHLIGHT IMPORTANT EVENTS CAN BE USED AGRIPPINA IN THE FAMILY, AND THE EVENTS DURING THE PERIOD OF HER FOR AGRIPPINA AND HER  TIMELINE IN BRADLEY, P. PAGE 276 IMMEDIATE FAMILY IMPORTANCE  JUDGEMENT NEEDS TO BE MADE ON HOW DETAILED THIS INFORMATION NEEDS TO BE  THIS SETS THE CONTEXT FOR AGRIPPINA’S INVOLVEMENT IN EVENTS ( 1HOUR)

AGRIPPINA’S FATHER  OUTLINE GERMANICUS’  PROVIDE COPIES OF TACITUS ANNALS 1.33.  STUDENTS SHOULD BE AWARE OF AND MOTHER: IMPORTANCE AS HEIR TO  (ICT; STUDENTS MAY ACCESS THE WEBSITE) POSITION AND IMPORTANCE OF THESE TIBERIUS TWO IN THE FAMILY AND SOME EVENTS GERMANICUS AND  CAMEO OF THE FAMILY THEY WERE INVOLVED IN AGRIPPINA THE ELDER  USE THE EXTRACT AND CONSIDER THE SITUATION AT  COIN OF AGRIPPINA AND HER SISTERS  (THIS TOPIC AND THE NEXT MAY TAKE 2 THE TIME OF AUGUSTUS’ DEATH  THE MESSAGE GIVEN BY THE CAMEO AND ITS SESSIONS/2 HOURS TO COVER)

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  ENCOURAGE THE STUDENTS TO IMPORTANCE FOR AGRIPPINA.  HTTP://WWW.K H M.AT/SYSTEM2E.HTML?/S CONSIDER GERMANICUS’  COPIES OF TACITUS ANNALS 2.71-3 TATICE/PAGE758.HTML REPUTATION AND AGRIPPINA’S  COPIES OF TACITUS ANNALS 3.4  GRIFFIN NERO PP.18-33 FOR CONTRIBUTION BACKGROUND TO AGRIPPINA AND HER  WHY DID GERMANICUS REFUSE  THE EXTRACTS SHOULD BE USED TO CONSIDER AMBITIONS… TO CHALLENGE TIBERIUS? THE IMPRESSIONS THEY GIVE OF THE CHARACTERS INVOLVED  FROM THE FIRST INTRODUCTION OF THE  OUTLINE HOW GERMANICUS TEXTS IT IS IMPORTANT TO INCLUDE DIED  DEATH OF AGRIPPINA TAC.ANNALS 6.25 SOME DISCUSSION OR REFERENCE TO (PRECEDED BY HER SON DRUSUS CAESAR IN THE IDEA OF ‘RELIABILITY’  STUDENTS SHOULD CONSIDER TACITUS) THE EVALUATION OF  HTTP://PENELOPE.UCHICAGO.EDU/THAYE GERMANICUS GIVEN BY TACITUS/ R/E/ROMAN/HOME.HTML COMPARISON WITH ALEXANDER;  LACUS CURTIUS LINK FOR TRANSLATIONS  WHY WAS GERMANICUS SO OF TEXTS POPULAR?  THIS RELATES TO THE NATURE OF  OUTLINE THE FUNERAL AND TACITUS AS AN HISTORIAN AND HIS AGRIPPINA’S ACTIONS ATTITUDES TOWARDS THE EVENTS HOW DID ALL OF THIS AFFECT RELATIONSHIPS WITHIN THE FAMILY? STUDENTS SHOULD BE ENCOURAGED TO CONSIDER THE

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES EFFECT ON TIBERIUS AGRIPPINA’S EXILE  BRIEF OUTLINE FOR STUDENTS  TIMELINE FOR STUDENTS  THIS IS ESSENTIALLY BACKGROUND: IT IS AND RECALL IN AD OF : IMPORTANT TO STRESS THE CONSTANT 41  THE PLOT AND EXILE UNDER DANGER SHE AND NERO WERE IN FROM GAIUS MESSALINA  HER RECALL UNDER  BARRETT PAGE XVII-XXI TIMELINE FOR CLAUDIUS AGRIPPINA; CHS 4-5 SURVEY THIS PERIOD ESPECIALLY 88-91  THE RIVALRY WITH MESSALINA UNTIL THE LATTER’S DEATH (AD 48)  THE TWO MARRIAGES BEFORE CLAUDIUS (DOMITIUS, PASSIENUS)  THE BIRTH OF NERO

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES

THE IMPERIAL COURT  OUTLINE THE ROLES OF :  SIMPLIFIED CHARTS ARE HELPFUL HERE FOR  IN PART THIS CONTINUES THE GENERAL  THE SENATE AND SENATORS STUDENTS WHICH DEFINE THE GROUPS AND SESSION ON THE POLITICAL CONTEXT OF PROVIDE KEY EXAMPLES: THE EMPIRE DISCUSSED EARLIER. (I  FREEDMEN  FREEDMEN (CLAUDIUS) : SUETONIUS CLAUDIUS 28 HOUR FOR GENERAL OUTLINE + TIME FOR  OTHER ADVISORS AND 29; TACITUS ANNALS 12.1-2 (ROLE IN READING AND TEXTS)  PRAETORIAN GUARD AGRIPPINA’S MARRIAGE TO CLAUDIUS)  THE AMOUNT OF TIME SPENT ON EACH GROUP WILL DIFFER: THERE IS ALSO  FAMILY MEMBERS  BURRUS AND SENECA: TACITUS ANNALS 12.42; 13.1-5; 14.7 OVERLAP WITH OTHER THEMES; THE OBJECT OF THIS SESSION IS TO GIVE STUDENTS A GENERAL UNDERSTANDING OF THE ROLES AND IMPORTANCE TO BE RETURNED TO LATER WHEN DEALING WITH SPECIFIC ISSUES AND EVENTS  THESE EXTRACTS PROVIDE EXAMPLES OF THE INVOLVEMENT IN DECISION- MAKING OF THESE INDIVIDUALS AND GROUPS  THERE ARE ALSO EXAMPLES OF THE RIVALRIES BETWEEN THEM WITHIN THE COURT

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  THE SOURCES ALSO OFFER CHANCES TO CONSIDER THE CRITICAL APPROACH OF THE SOURCES TO SOME OF THEM ( 1HOUR)

CLAUDIUS’ REIGN  PRESENT STUDENTS WITH  SUET. CLAUDIUS 26, 29  THIS SHOULD NOT BE A FOCUS ON AND CHARACTER EXTRACTS; THEY SHOULD  TACITUS ANNALS 12.2-3; 12.7 AGRIPPINA’S CLAUDIUS BUT RATHER AGRIPPINA’S IDENTIFY HOW PRIMARY MARRIAGE TO CLAUDIUS ROLE IN HIS REIGN AND THE WAY SHE SOURCES VIEWED HIS REIGN AND OTHERS MANIPULATE CLAUDIUS  TACITUS ANNALS 12.25-7 NERO’S ADOPTION; ROLE  HOW RELIABLE IS THIS OF PALLAS; 12.41-2 NERO’S ELEVATION AND  THIS ALSO LEADS TO AGRIPPINA’S ROLE PORTRAYAL? AND IMPORTANCE IN THE SOURCES

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  STUDENTS COULD USE BURRUS  GRIFFIN NERO PP.67-9 PRAETORIANS ELECTRONIC VERSIONS OF THE  TACITUS ANNALS 12.58-9 OCTAVIA AND NERO (1-2 HOURS) TEXT AND COLOUR THOSE MARRIED; DEATH OF TAURUS PARTS THEY SEE AS RELIABLE/UNRELIABLE; THEN SHARE RESULTS IN GROUPS/ PAIRS OR WHOLE CLASS CLAUDIUS’ DEATH;  PRESENT THE STUDENTS WITH  SUET. CLAUDIUS 43-44; TACITUS ANNALS 66-67 FOR  IT WOULD BE BEST TO USE THE SOURCES AGRIPPINA’S ROLE THE TWO ACCOUNTS OF HIS THE ACTUAL EVENT; IN SHORT SECTIONS HERE; THE TACITUS AND HER DEATH;  (SUET. NERO 33 ROLE IN CLAUDIUS’ DEATH?) EXTRACT IS LONG AND INVOLVED. THE  ASK THEM TO BULLET POINT LATTER PART OF BOTH CONCERNS IMPORTANCE IN  TACITUS ANNAL 12. 64-5 FOR SOME MOTIVES (INC. NERO’S ACCESSION THE REIGN WHAT HAPPENS IN BOTH THE DEATH OF LEPIDA BROUGHT ABOUT BY A.); ACCOUNTS  THE COIN IS A USEFUL CONTEMPORARY  TACITUS ANNALS 12. 65 -6 NARCISSUS’ SPEECH ON SOURCE FOR THE PRESENTATION OF  THEY SHOULD HIGHLIGHT AGRIPPINA DIFFERENCES BETWEEN THE THE RELATIONSHIP ACCOUNTS  TETRADRACHMA OF AGRIPPINA AND CLAUDIUS (2 HOURS)  SUMMARISE AGRIPPINA’S ROLE/ACTIONS  LIST THE MOTIVES GIVEN BY THE SOURCES

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  STUDENTS COULD ASK TO JUDGE WHICH MOTIVE SEEMS RELIABLE

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES REVIEW OF  OUTLINE WHAT THE SOURCES  THESE REFERENCES CAN BE PRESENTED TO THE  TACITUS MAKES A NUMBER OF AGRIPPINA’S HAVE CLAIMED AGRIPPINA DID STUDENTS IN BRIEF NOTES (OR IN ELECTRONIC COMMENTS E.G. 12.37 IT WAS A CONTRIBUTION/  REVIEW TACITUS’ VIEW OF HER VERSION) FOR THE STUDENTS TO USE SOMETHING NEW FOR A WOMAN TO SIT DOMINANCE (12.7) HOMEWORK TO RESEARCH THE INFORMATION IN FRONT OF THE ROMAN STANDARDS – IMPORTANCE IN MORE FULLY CLAIM TO BE AN EQUAL PARTNER IN THE HIS REIGN  THE DEATH OF SILANUS; EXILE EMPIRE OF JUNIA (12.8), RECALL OF SENECA (12.8); BETROTHAL OF   STUDENTS SHOULD CONSIDER THE OCTAVIA AND NERO (12.9) (SOME MINOR DETAIL OF AGRIPPINA’S ROLE IN PORTRAYAL OF AGRIPPINA AND ITS RELIABILITY  SUICIDE OF LOLLIA (12.22) SUET. NERO 6-7; SUET. CLAUDIUS 29, 44) (2 HOURS)  ADOPTION OF NERO (12.25)  AUGUSTA (12.26) COLONY (12.27)  PRESENCE AT TRIUMPH (12.37)  AGRIPPINA REMOVES OPPOSITION AND SUPPORT FOR BRITANNICUS (12.41); APPOINTMENT OF BURRUS (12.42)  DEATH OF TAURUS (12.59)  ALLEGATION OF PALLAS AS HER LOVER (12.65)

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES NERO’S REIGN AND  SIMPLE TIMELINE OF EVENTS  TIMELINE OF HIS REIGN  AIM TO ESTABLISH THE MAJOR EVENTS CHARACTER. INVOLVING NERO AND AGRIPPINA  TIMELINE OF THE EVENTS FROM HIS ACCESSION OF HIS REIGN AND THE BACKGROUND UP TO HER DEATH TO HER DEATH; AGRIPPINA’S ROLE; THIS SHOULD INVOLVE SOME DISCUSSION OF THE  REVIEW OF HIS FAMILY  THE FAMILY TREE; SUET. NERO 6-7 (HIS YOUTH) BACKGROUND POLITICAL SITUATION; NERO’S YOUTH;  COIN OF NERO AND CLAUDIUS NERO’S QUALIFICATIONS FOR THE ROLE  STUDENTS SHOULD BULLET (IF ANY) TO CONSIDER HER IMPORTANCE  HTTP://EN.WIKIPEDIA.ORG/WIKI/IMAGE:NEROANDCL POINT THE MAIN ASPECTS OF FOR DEVELOPMENTS THERE CHARACTER HIGHLIGHTED IN AUDIUS.JPG  THIS TOPIC MAY BE COVERED AT ANY THE SUETONIUS AND THE  [USEFUL POINT ABOUT AGRIPPINA BUILDING NERO POINT WHICH SEEMS APPROPRIATE FOR INFLUENCES UPON HIM UP AS SUCCESSOR] THE GROUP; SOME MAY WISH TO DO THIS VERY EARLY AS BACKGROUND (1HOUR) NERO’S  STUDENTS TO READ THE  SUET. CLAUDIUS 45; TACITUSANNALS 12.68-9.  THERE ARE USEFUL SECTIONS FOR ACCESSION. PROCESS OF ACCESSION AND  VIDEO: CHANNEL 4: TONY ROBINSON’S ROMANS – STUDENTS TO VIEW ON ALL OF THE AGRIPPINA’S ROLE EPISODE ON NERO FOLLOWING SESSIONS: EARLY LIFE; DEATH OF BRITANNICUS; AGRIPPINA’S  EXCLUSION OF BRITANNICUS TO  AUREUS OF NERO AND AGRIPPINA BE CONSIDERED IMPORTANCE ETC  HTTP://EN.WIKIPEDIA.ORG/WIKI/IMAGE:NERO_AGRI (1 HOUR) PPINA_AUREUS_54.PNG

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES EARLY PART OF HIS  (1) PRESENT EXAMPLES OF  TACITUS ANNALS 13.1-2  THIS AND THE PREVIOUS TOPIC MAY BE REIGN; AGRIPPINA’S ACTIONS AT THE  TACITUS ANNALS 13.2/ SUET. NERO 9 TAKEN TOGETHER OR SEPARATELY; INFLUENCES ON START OF THE REIGN: MURDER STUDENTS SHOULD BE ENCOURAGED TO OF SILANUS; NARCISSUS;  TACITUS ANNALS 13.5 EXPLORE THE CONNECTION BETWEEN NERO; AGRIPPINA’S SUPPORT OF PALLAS  TACITUS ANNALS 13.2: SENECA AND BURRUS AGRIPPINA’S ROLE IN THE ACCESSION IMPORTANCE IN  (2) HONOURS AND IMPORTANCE RESIST AGRIPPINA’S ACTIONS; TACITUS ANNALS AND HER INTENTION CO-RULE WITH NERO NERO’S REIGN 13. 3 SPEECH WRITTEN BY SENECA  (3) FIRST SIGNS OF OPPOSITION TO AGRIPPINA  AUREUS OF NERO AND AGRIPPINA:  SEE ALSO CASSIUS DIO, ROMAN HISTORY, 61.3.2 FOR AN OPINION ON HER POWER.  BRADLEY, P. PAGE 563 INFLUENCES ON NERO  (4) SENECA AND BURRUS: [NOT PRESCRIBED] CONTROL OF NERO CHART  THERE ARE OTHER COINS OF THE SAME  STUDENTS TO READ THE PERIOD WHICH SHOW A GRADUAL EXTRACTS AND ASSESS HOW CHANGE IN PRESENTATION. FAR AGRIPPINA WAS SUCCESSFUL IN GAINING POWER  (1HOUR) IDENTIFY HER SUPPORTERS AND  SEE PAGE 562 BRADLEY, P OPPONENTS AND HEIR REASONS; CONSIDER THE ATTITUDE OF NERO TO HIS MOTHER AND THOSE AROUND HIM

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES THE CHANGES IN  START WITH THE QUOTE: HIS  TACITUS ANNALS 13. 12-14  THIS CAN BE TREATED IN SHORT THE RELATIONSHIP MOTHER’S CONTROL OVER HIM  STUDENTS MUST BE ENCOURAGED TO CONSIDER SECTIONS: ACTE’S FIRST APPEARANCE; BETWEEN HAD GRADUALLY WEAKENED HOW RELIABLE THE PORTRAIT IS AT THIS POINT. AGRIPPINA’S REACTION; THE DRESS INCIDENT AND HER WORDS AND WHAT AGRIPPINA AND  OUTLINE HOW THIS MAY HAVE USING THE TEXTS IN ELECTRONIC FORM ALLOWS HAPPENED IF TRUE: THEM TO MOVE PARTS AROUND TO CREATE THEY IMPLY; PALLAS’ DEATH; HER NERO IN THE ALLEGED SUPPORT FOR BRITANNICUS;  READ THE EXTRACT ON ACTE UNRELIABLE/RELIABLE COLUMNS OR PAGES AND SOURCES: ACTE; COMPARE HER DESIRE FOR POWER PALLAS; AND PALLAS’ DEATH AND AGRIPPINA’S REACTION; OUTLINE RESULTS WITH OTHERS (2 HOURS) BRITANNICUS THE PROBLEMS INVOLVED FOR  BARRETT (APP. VII) ARGUES AGAINST A NERO AND AGRIPPINA. COMPLETE LOSS OF POWER  STUDENTS TO CONSIDER:  IT WOULD BE WORTHWHILE TO RETURN TO THE ISSUE OF HER LOSS OF POWER  (1) WHAT THE SOURCES TELL US AFTER STUDYING THE PLOT OF SILANA WERE THE REASONS FOR THE AND THE WAY SHE DEALS WITH IT CHANGE IN RELATIONSHIP?  (2) WHAT OTHER REASONS MIGHT THERE BE: POLITICAL OR PERSONAL?  (3) HOW IS AGRIPPINA

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES PORTRAYED? DEATH OF  REVIEW THE POSITION OF  TACITUS ANNALS 13.15-17  IT IS USEFUL TO OFFER SOME VIEWS BRITANNICUS AND BRITANNICUS; DISCUSS THE  SUET. NERO 33 ABOUT THE LIKELIHOOD OF NERO’S ROLE AGRIPPINA’S ROLE POTENTIAL PROBLEM FOR NERO; IN HIS DEATH HOW HAD AGRIPPINA MADE (1 HOUR) IN THE SOURCES THINGS WORSE?  READ THE EXTRACTS:  (1) WHAT ARE NERO’S REASONS AND WHAT PART DID AGRIPPINA HAVE IN THEM?  (2) HOW DO THE SOURCES SAY SHE REACTS?  (3) HOW BELIEVABLE IS THE PORTRAYAL OF AGRIPPINA IN THIS PERIOD AND HER SUPPORT FOR BRITANNICUS?

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES AGRIPPINA’S  READ EXTRACTS:  [ELECTRONIC ACCESS ICT]  THE FOCUS SHOULD BE ON AGRIPPINA’S RELATIONSHIP  STUDENTS TO NOTE [THEY CAN  TACITUS ANNALS 13. 18 ROLE IN THESE EVENTS AND THE EFFECT ON HER CONTROL/POWER OVER NERO WITH NERO: HAVE COLUMNS WITH HEADINGS  TACITUS ANNALS 13. 19-22 TO IDENTIFY INFORMATION FROM  HER RELATIONSHIP WITH OTHER (1) REMOVAL OF THE TEXTS TO ANSWER THESE  SUET. NERO 28 MEMBERS OF THE COURT – BURRUS, THE GUARD AND QUESTIONS]:  TACITUS ANNALS 14.2 SENECA, PALLAS ETC SHOULD BE FROM THE PALACE HOW DOES AGRIPPINA REACT? DEVELOPED; IF SHE LOSES POWER, SO WHY DOES SHE SUPPORT DO THEY TO SOME EXTENT OCTAVIA? WHY DOES NERO ACT [2 HOURS] (2) SILANA’S PLOT AS HE DOES?  COMPARE ALSO CASSIUS DIO, ROMAN AND NERO’S  WHAT DOES THIS TELL US ABOUT HISTORY, 62.11.3-4 REACTIONS AGRIPPINA’S INFLUENCE AT THIS TIME?  (NOT PRESCRIBED)  WHAT EFFECT DOES IT HAVE ON (3) INCEST ISSUE BURRUS’ AND SENECA’S RELATIONSHIPS WITH NERO AND/OR AGRIPPINA?  WHAT VIEW DID THE ROMANS HAVE ABOUT THIS ISSUE?

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES DEATH OF  BRAINSTORM WHY NERO MIGHT  TACITUS ANNALS 14. 1 AND 14.11/ SUET. NERO 34  IT MAY BE WORTH USING ANNALS 14.11 AGRIPPINA (1) WANT TO KILL HIS MOTHER:  SUGGESTION OF CONSPIRACY WITH PLAUTUS WHERE NERO MAKES ACCUSATIONS OF CONSIDER PERSONAL, (ANNALS 13.19-20) CONSPIRACY AGAINST AGRIPPINA AFTER THE MOTIVES POLITICAL, IMPERIAL, REASONS HER DEATH TO COMPARE WITH THE  COMPARE THE MOTIVES MOTIVES GIVEN EARLIER PROVIDED BY THE SOURCES  TACITUS ALSO NOTES THAT EVERYONE  WHAT DOES THIS TELL US OF WANTED HER INFLUENCE TO END HER INFLUENCE/POWER?  (THESE SESSIONS NEED MORE TIME: 1 HOUR + 1 HOUR + 1 HOUR + I HOUR TO REVIEW)

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES DEATH OF  OUTLINE  TACITUS ANNALS 14.3/ SUET. NERO 34 FOR THE  IT IS WORTHWHILE TO RECONSIDER HOW AGRIPPINA (2)  (1) THE POSSIBLE METHODS; METHODS; POPULAR SHE IS WITH THE CROWDS, THE GUARDS ETC AND HOW THIS REFLECTS THE MURDER: CONSIDER THE DIFFERENCES IN  TACITUS ANNALS 14.4/ SUET. NERO 34 NERO’S THE EVIDENCE EFFORT TO PERSUADE HER ONTO THE BOAT ON HER INFLUENCE AND POWER AT THIS THEORY AND USING ELECTRONIC VERSIONS TIME; REVIEWING EARLIER EVIDENCE PRACTICE  TACITUS ANNALS 14.5-6/ SUET. NERO 34 THE AND TACITUS’ PRESENTATION OF HER  (2) WHAT HAPPENS BEFORE AND SHIPWRECK AND ESCAPE. ‘LOSS OF POWER’ WOULD BE USEFUL AFTER  TACITUS ANNALS 14.7/ SUET. NERO 34  SEE BARRET (APP. X) HER FINAL DAYS  (3) NERO’S REACTION: APPEALS  TACITUS ANNALS 14.8/ SUET. NERO 34 FOR HELP -SENECA AND BURRUS; ANICETUS  (4) THE CROWD’S REACTION AND THE FINAL SCENE  STUDENTS TO READ THE EXTRACTS: HOW ARE NERO AND AGRIPPINA PORTRAYED? DEATH OF  STUDENTS TO READ THE REST  TACITUS ANNALS 14.9-12/ SUET. NERO 34 AGRIPPINA (3): OF THE ACCOUNT IN TACITUS AFTERMATH AND (ANNALS 14. 9-12) DEALING WITH THE  NOTE THE REACTIONS OF HIS

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES FALL-OUT ADVISORS; THE GUARD; THE SENATE; INDIVIDUALS AND GROUPS  NOTE THE ACTIONS NERO TOOK TO EXPLAIN OR LESSEN THE EFFECT OF HIS MURDER  THE DIFFERENCES AND SIMILARITIES WITH SUETONIUS’ VERSION  TO CONSIDER THE IMPORTANCE OF AGRIPPINA TO NERO AND THE EFFECT HER DEATH HAD UPON HIS REIGN THE  STUDENTS TO READ THE TEXTS  SELECTION OF APPROPRIATE TEXTS FROM THE  IT IS IMPORTANT TO FOCUS SOME PRESENTATION OF AND IDENTIFY ASPECTS OF HER ONES STUDIED TO COMPARE ATTENTION ON THE PRESENTATION OF AGRIPPINA’S CHARACTER AS DISPLAYED BY  STUDENTS TO HAVE COPIES TO ANNOTATE AGRIPPINA WITH TYPICAL (FROM A THE AUTHORS ROMAN POINT OF VIEW) FEMALE TRICKS CHARACTER  STUDENTS TO IDENTIFY THE AND CHARMS REASONS GIVEN IN THE TEXTS (I HOUR) AND HOW FAR THEY ARE

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES BELIEVABLE STUDENTS TO CONSIDER THE IMPORTANCE OF HER RELATIONSHIP WITH CLAUDIUS AND NERO FOR HER PERSONALLY AND POLITICALLY

 HOW FAR DOES AGRIPPINA’S IMAGE DIFFER IN THE PASSAGES ABOUT HER DEATH FROM EARLIER PASSAGES? THE IMAGE OF  STUDENTS TO SUGGEST THE  STUDENTS SHOULD HAVE A FOLDER OF PASSAGES  THIS SHOULD BE AN OPPORTUNITY TO AGRIPPINA IN MAIN CHARACTERISTICS OF HER FROM PREVIOUS SESSIONS TO REVIEW BRING IDEAS TOGETHER AND REVIEW ROMAN SOURCES FROM THE READINGS –  GRIFFIN NERO PP.38-40 SUMMARY OF SOURCES THE SOURCES ESPECIALLY THE POETRY BRAINSTORM WORDS TO SUM UP ATTITUDES TO AGRIPPINA  STUDENTS MIGHT NOTE HER CALMNESS THEIR IMPRESSIONS (14.6); BRAVERY (14. 9); UNCONCERN AT  ASK THEM TO RESEARCH A TEXT THE PROPHECY (14.9); APPARENT OR PASSAGE WHICH SUPPORTS POPULARITY (14.8); HER SPIRITED EACH ONE OF THE REACTION TO SILANA’S CHARGE (13.21); CHARACTERISTICS JEALOUSY OF ACTE (13.12); ANGER

SUGGEST ED 17 OPTION AGRIPPINA THE YOUNGER AND HER INFLUENCE ON ROMAN POLITICS, AD 41-59 TEACHIN WEEKS G TIME SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES  COLLECT THE MOST (13.13); AMBITION (13.14). APPROPRIATE EXAMPLES FOR (2 HOURS) THE WHOLE GROUP

GCSE Ancient History (Linear 2012) 49 of 55 Sample GCSE Lesson Plan OCR GCSE Ancient History Unit A033: Option 1

Attitudes towards foreigners in Rome

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson Objective 1 Students to gain some experience of reading primary sources and extracting information from them. Objective 2 Students to gain an insight into attitudes towards foreigners by Romans. Objective 3 Students to practise the skills of analysis and evaluation. Objective 4 Students should understand the effect of attitudes towards foreigners on the portrayal of characters in the sources.

Recap of Previous Experience and Prior Knowledge

 Remind students that they have had some input about the different genres of primary sources: history, biography and poetry etc and that these have different approaches and aims; that authors also have their own agendas and views

Content

Time Content 5 minutes Brief outline of the authors to be read: e.g. Juvenal- satire/dates; Plutarch; Cicero Letters; Suetonius: biographer (teacher may choose sources familiar and available to themselves); 10 minutes Passage for students to read e.g. Juvenal Satire 3.59ff/ Suetonius Claudius 28-9 freedmen; students to highlight or copy out two examples of attitudes expressed. 5-10 minutes Whole class to compare results: teacher to write up on board examples; discuss what view of foreigners/freedmen/women are expressed. 15 minutes A discussion of how these attitudes might have come about: conquest by Romans, seen as inferior; culturally different; seen as a threat/ religious influences, etc. A second passage to compare views with the first: e.g. second Juvenal piece; Cato on Greeks; or a description of Cleopatra from Plutarch Antony 58-59 to be studied later.

GCSE Ancient History (Linear 2012) 50 of 55 Sample GCSE Lesson Plan

10 minutes How prejudiced were the Romans: what views did they have of foreigners? Students to give either written or oral answers to the questions.

Consolidation

Time Content 5 minutes How might these attitudes affect portrayals of foreigners in the sources Students to suggest what preconceptions might arise? Are there modern parallels with the way foreigners are presented today in Britain? 10 minutes Review the material and notes made: if time introduce the reference in Horace Odes 1.37 or Virgil Aeneid 8 as an example of Cleopatra in Roman Literature.

OCR GCSE Ancient History Unit A033: Option 2

Attitudes towards women in Rome

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson Objective 1 Students to gain some experience of reading primary sources and extracting information from them. Objective 2 Students to gain an insight into attitudes towards women by Romans. Objective 3 Students to practise the skills of analysis and evaluation. Objective 4 Students should understand the effect of attitudes towards women on the portrayal of characters in the sources.

Recap of Previous Experience and Prior Knowledge

 Remind students that they have had some input about the different genres of primary sources: history, biography and poetry etc and that these have different approaches and aims; that authors also have their own agendas and views

Content

Time Content 5 minutes Brief outline of the women in Republican or Imperial period who were influential and important: students to offer ideas – Cleopatra, Octavia, Livia. Agrippina the Elder, Julia(s), Messalina, Poppaea etc. Students asked – why were they influential when women could not engage in politics? 10 minutes Passage for students to read e.g. Juvenal Satire 6 (Eppia and the gladiator for example)/Tacitus Annals 13.42 (Poppaea) or an example from the prescribed texts on Agrippina; students to highlight or copy out two examples of attitudes expressed which show the authors’ views. 5-10 minutes Whole class to compare results: teacher to write up on board examples; discuss what view of foreigners/freedmen/women are expressed. 15 minutes A discussion of how these attitudes might have come about: the social and political role of women inferior to men’s roles; the treatment of women in

relationships; views about women’s lack of control emotionally. A second passage to compare views with the first: e.g. Tacitus Annals 12.7 on Agrippina; alternative sample from Juvenal; Livy on women in politics; (Not prescribed but useful for background understanding).

10 minutes How prejudiced were the Romans: what views did they have of women? Students to give either written or oral answers to the questions.

Consolidation

Time Content 5 minutes How might these attitudes affect portrayals of women in the sources Students to suggest what preconceptions might arise? How do ‘typical’ portrayals result in women being characterised in the same ways : Sempronia (Sallust), Livia (Tacitus, Messalina (Tacitus) 10 minutes Review the material and notes made: if time introduce the examples later in the selections of portrayals of Agrippina.

GCSE Ancient History (Linear 2012) 55 of 55