YR 12 ATAR ANCIENT HISTORY

Course Outline 2019

Week Content Assessment

Term 1 Introduction to Rome: 133-63 BC 1 Background and political systems in Rome Introduction to HS (Historical Skills). Types of sources (ancient and modern) and problems with using sources.

 Tiberius and Gaius Gracchus 2  The problems confronting Rome in 133 BC; reasons for the reforms of Tiberius and Gaius Gracchus

Tiberius and Gaius Gracchus 3  the problems confronting Rome in 133 BC; reasons for the reforms of Tiberius and Gaius Gracchus

Gaius Marius Task 1: In-class test (5%) 4 Marius’ First – Sixth consulships and the reasons for his military reforms and their impact

Gaius Marius 5 Marius’ First – Sixth consulships Role of tribunes Gaius Marius Task 2: In-class essay (5%) 6 Marius’ First – Sixth consulships  the rise of client armies and the tribunate  the challenge to the power and authority of the Senate and the Roman Republic

Marius v Sulla 7  Italian and Social Wars  Career of Marius, Jugurthine War  Significance of his career

Marius v Sulla Task 3: In-class-essay 8  Sulla’s career (7.5%)  Reforms to tribunate and Senate  Significance of increasing use of violence and the military as political weapons

9 Rise of Pompey Extraordinary commands of Pompey to 63 BC the reasons for, and nature of, the extraordinary commands of Pompey up to 63 BC and their impact on the power and authority of the Roman Republic Rise of Pompey Task 4: In-class test (5%) 10 Extraordinary commands of Pompey to 63 BC Task 5 Part A: Historical the reasons for, and nature of, the extraordinary commands of inquiry begin (7.5%) Pompey up to 63 BC and their impact on the power and authority of the Roman Republic Term 2 Cicero: 1  Cicero’s consulship  the key events and outcome of the Catiline Conspiracy  the Concordia Ordinum Violence in Roman politics  the role and impact of violence in Roman politics, including: . the use of the Senatus Consultum Ultimum

Catiline Conspiracy and individuals 2 Students investigate the life of Tiberius Gracchus, Gaius Gracchus, Marius, Sulla, or Pompey. Students apply the requisite historical skills described as part of this unit, Catiline Conspiracy and individuals Task 5 Part B: In-class 3 Students investigate the life of Tiberius Gracchus, Gaius Gracchus, essay Marius, Sulla, or Pompey. Students apply the requisite historical skills described as part of this unit,

EXAM REVISION Task 5 Part A DUE 4

EXAM EXAM – Task 6 (15%) 5

EXAM 6

The limitations, reliability and evaluation of the sources 7 Students study Rome in the period 63 BC–AD 14, with particular reference to the writings of Cicero and Appian, Augustus’ Res Gestae, and other relevant sources.

The ‘First Triumvirate’ and the Civil War 8 the formation of the so-called First Triumvirate of Caesar, Crassus and Pompey, ‘ ’ The ‘First Triumvirate’ and the Civil War Task 7: In-class essay 9 the formation of the so-called First Triumvirate of Caesar, Crassus (12.5%) and Pompey, ‘ ’ The ‘First Triumvirate’ and the Civil War Task 8 Part A: Historical 10 the formation of the so-called First Triumvirate of Caesar, Crassus inquiry (begin) and Pompey, ‘ ’ Term 3 The Civil War of 49 BCE 1  list and examine the events leading up to the outbreak of Civil War (the actions of the Senate, Pompey and Caesar) Caesar’s dictatorship and death 2  Caesar’s dictatorship, including his constitutional position and reform program  the assassination of Caesar and the consequences

Caesar’s dictatorship and death Task 8 Part A SUBMIT 3  Caesar’s dictatorship, including his constitutional position and Task 8 Part B In-class essay reform program (7.5%)  the assassination of Caesar and the consequences

The ‘Second Triumvirate’ 4  the formation of the so-called ‘Second Triumvirate’ of Mark Antony, Lepidus and Octavian

The ‘Second Triumvirate’ Task 9: Source analysis 5  the formation of the so-called ‘Second Triumvirate’ of Mark (5%) Antony, Lepidus and Octavian

AUGUSTUS 6  Octavian’s constitutional position after Actium  the purpose and nature of the First and Second Settlements of Augustus, subsequent developments, and their impact in consolidating his authority

AUGUSTUS Task 10: Source-analysis 7  the reforms of Augustus and their political, social, military, (5%) cultural and economic impact on the Roman Republic  violence in Roman politics, including the use of client armies and civil war  the contribution of the sources to an understanding of the motivation of key individuals, including Pompey, Caesar, Mark Antony and Octavian/Augustus

EXAM REVISION 8

EXAMS Task 11: EXAMS (25%) 9

Term 4 YEAR 12 OFF CAMPUS 1

YEAR 12 OFF CAMPUS 2

YEAR 12 GRADUATION 3

This document is subject to revision. The Year _12__ Syllabus for Ancient History can be found on the SCSA website. http://www.scsa.wa.edu.au/