gcse classical civilisation
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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
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
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
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.
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
esou
rce
Ban
k / G
CS
E C
lass
ical
Civ
ilisa
tion
/ Sch
emes
of W
ork
1 / V
ersi
on 1
.0
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opyr
ight
© 2
009
AQA
and
its
licen
sors
. All
right
s re
serv
ed.
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
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.
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
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
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/
Ver
sion
1.0
klm
C
opyr
ight
© 2
009
AQA
and
its
licen
sors
. All
right
s re
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
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opyr
ight
© 2
009
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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
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opyr
ight
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and
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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/
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sion
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opyr
ight
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and
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sors
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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
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opyr
ight
© 2
009
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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
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opyr
ight
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and
its
licen
sors
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right
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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
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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/
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sion
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opyr
ight
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009
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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
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opyr
ight
© 2
009
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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
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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
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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
klm
C
opyr
ight
© 2
009
AQA
and
its
licen
sors
. All
right
s re
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
AQA
and
its
licen
sors
. All
right
s re
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
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C
opyr
ight
© 2
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
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opyr
ight
© 2
009
AQA
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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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
© 2
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
AQA
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
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