Support Material
GCE Classics
OCR Advanced Subsidiary GCE in Ancient History: H042
Unit AH1 (Entry Code F391): Greek History from original sources
This Support Material booklet is designed to accompany the OCR Advanced Subsidiary
GCE specification in Classics for teaching from September 2008.
Contents
Contents
2
Introduction
3
Option 1: Athenian Democracy in the 5th century BC
5
Option 2: Delian League to Athenian Empire
14
Option 3: Politics and society of Ancient Sparta
30
Sample Lesson Plan: Greek History from original sources.
44
Other forms of Support
46
2 of 48
GCE Classics
Introduction
Background
A new structure of assessment for A Level has been introduced, for first teaching from
September 2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to
ensure that every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen
the volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of
assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and
relevant.
OCR has produced an overview document, which summarises the changes to Classics. This
can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced this Scheme of Work and Sample Lesson Plan for Classics. These Support Materials
are designed for guidance only and play a secondary role to the Specification.
GCE Classics
3 of 48
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life
current teaching practices and they are based around OCR’s revised specifications. The aim is
for the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the
content to suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and
the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content
and skills need to be covered in delivering the course. At all times, therefore, this Support
Material booklet should be read in conjunction with the Specification. If clarification on a
particular point is sought then that clarification should be found in the Specification itself.
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
All the teaching ideas contained in the SOW are innovative, but the icon is used to
highlight exceptionally innovative ideas.
= Stretch & Challenge Activity
This icon is added at the end of text when there is an explicit opportunity to offer
Stretch and Challenge.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
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GCE Classics
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic outline
Topic
Introduction to Greek History
Suggested teaching and homework
activities
Suggested resources
Introduction to Greek History
through original sources
Introduction to the Greek
world
The Polis
Throughout this scheme of work relevant
original sources are suggested, as well as
useful secondary sources or information.
Where original sources are not part of the
prescribed material for this option, this will be
indicated in the ‘points to note’ column
Close reading of Thucydides passage:
discussion to draw out what we can learn
about Greece in this period.

Thucydides Book 2.2

Oxford Classical Dictionary, 2003 Oxford, on
Thucydides, Argos

Use of outline map filled in by students.
Research on the life and career of
Thucydides

Outline map of Greece

Introduction by teacher on the ancient
Greek polis. The extent of the Greek world
in the 5th Century: the wider
Mediterranean.

Oxford Classical Dictionary for individual
poleis

Hornblower, S. The Greek World 479-323 BC
2002 Routledge. (useful chapters on Argos &
Corinth, as well as Sparta & Athens)

On-line research using the Perseus Project
http://www.perseus.tufts.edu/ and Wikipedia
http://en.wikipedia.org/wiki/Main_Page


= Innovative teaching idea
GCE Classics
Points to note
Students to research individual poleis,
starting from those mentioned in
Thucydides, but adding others: e.g.
Corinth, Samos, Aegina, Syracuse.
= Stretch and challenge opportunity
idea
This is not part of the prescribed material for
this unit, however it is a good starting point and
will introduce students to analysing original
sources.

Discussion of advantages & disadvantages
of websites for academic study
= ICT opportunity
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Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic outline
5th Century History – an
overview
Topic
Suggested teaching and homework
activities
Suggested resources
Points to note



The main purpose is to establish a
framework for events in the period.

A paper timeline may be a useful focus for
class work; an electronic one also useful
for continued updating.

Again this extract from Thucydides is not
prescribed material, but it is a useful
introduction

How Greek states were
governed


= Innovative teaching idea
6 of 48
Introduction to Greek History
Introduction by teacher to the broad sweep
of events across the period, from tyranny
in the 6th Century to the aftermath of the
Peloponnesian War.

Outline timeline for period, with subdivisions
for different areas of Greece: e.g. Central
Greece, Peloponnese, Aegean sea, Ionia etc.
Thucydides 1.16-19
Students research topics and individuals
as part of this: e.g. Peisistratus,
Cleisthenes, Themistocles, Xerxes etc.
Introduction by teacher to the different
types of government found in Greek poleis
and the differing roles of citizens: Athens,
Sparta in particular
What was distinctive about the Athenian
democratic system? Representative
democracy versus direct democracy

Thucydides 2.37-41

Old Oligarch I.1-6

Channel 4 documentary on the Spartans:
transcripts available from
http://www.channel4.com/history/

Powell, A. Athens and Sparta. 2001,
Routledge. Pages 96-102, 263-266

The World of Athens, 1984, Cambridge
University Press
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15
Weeks
Topic
Introduction to Ancient Sources
Topic outline
Suggested teaching and homework
activities
Sources of information

Discussion led by teacher of the range of
sources available to us for our political
system.

Comparison material for discussion,
focused on an individual (e.g. Pericles) or
a decision (e.g. to go to war in 431 BC)
Historians
Further sources


Discussion of the issues raised by the use
of comedy (Aristophanes) and unusual
sources (Old Oligarch).

Archaeological evidence: problems of
interpretation.

Presentation by the teacher on the value
of inscriptions.
= Innovative teaching idea
GCE Classics
This section focuses on important
narrative sources: Thucydides, Herodotus,
Xenophon (also Plutarch). Students can
research these individuals.
Suggested resources
Points to note

Powell, A. Athens and Sparta. 2001, Routledge.
Ch 7


Demos (website):
http://www.stoa.org/projects/demos/home
Students should be encouraged to assess
the genre and potential bias of modern
documents.

Resources (such as newspaper articles, TV
interviews, comedy sketches etc) provided or
researched by students.

Thucydides 1.20-23


Oxford Classical Dictionary on individual sources

Buckley, T. Aspects of Greek History 1996,
Routledge.
Students should be encouraged to
evaluate critically the narrative and
commentary of the sources

Cambridge History of Classical Literature 1 1985,
Cambridge University Press. Chapter. 13

Aristophanes Acharnians 1-42


Old Oligarch I.1-3

Site map for the agora and Pnyx.

Inscription: e.g. Meiggs & Lewis A selection of
Greek Historical inscriptions to the end of the fifth
century B.C. 1988, Clarendon Press. 46
(beginning) (Kleinias decree)
Though not part of the prescribed material,
this extract deals with the writing of history
and Thcydides method as a Historian
Students should become aware of the
difficulty of interpreting these sources,
because of the obscurity of the references,
the lack of identifying features or the
fragmentary nature of the text.

Cambridge History of Classical Literature ,1 1985.
Cambridge University Press. Chapter. 12. 6 on
Political comedy

Students need to understand the context of
5th Century drama.
= Stretch and challenge opportunity
idea
= ICT opportunity
7 of 48
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic outline
History of the Athenian
Constitution – an outline (1)
History of the Athenian
Constitution – an outline (2)
Topic
Suggested teaching and homework
activities
Suggested resources
Points to note

Introduction from teacher to the 6th
Century background, including: the crisis
averted by Solon, the importance of
Peisistratus’ tyranny & the reasons for the
end of the tyranny; the political situation
after the expulsion of the tyrants and the
contribution of Cleisthenes; the changes
down to the Persian Wars, the decision to
build a fleet and the impact on Athens of
Marathon (490 BC) and Salamis (480 BC)
in particular.

For Peisistratus: Constitution of the Athenians
14-17


For Cleisthenes: Herodotus 5.66 & 5.69 (with
Marincola’s notes)

Herodotus on Athenian successes: 5.78,
7.139
Constitution of the Athenians 14-17 is not
prescribed material nor is Herodotus 5.78,
7.139, however it is very helpful for
students to see a wide variety of original
sources and become used to using these
to build up a picture of historical events.

Constitution of the Athenians 21.1-22.6


Osborne, R. Greece in the making 1200-479
BC. 1996, Routledge. Chapter. 9
Emphasize the notable success of Athens
after the establishment of the democracy,
the development of the fleet and the
leadership role undertaken during and after
the Persian Wars.
Discussion of the wider context – the
Delian League and the transformation to
Athenian Empire

Constitution of the Athenians 23.4f


For Ephialtes’ & Pericles’ reforms: Constitution
of the Athenians 25-27
Political developments in the 5th Century
down to the crisis of the 460s BC; the
reforms attributed to Ephialtes and
Perikles; the ‘radical’ democracy of the
later 5th Century; the changing role of the
citizen; the revolution of 411 BC; the end
of the Peloponnesian War, the 30 tyrants
and the restoration of the democracy; the
trial and death of Socrates.

Buckley, T. Aspects of Greek History 1996,
Routledge. Chapter.13
The significance of the introduction of pay
for jurors (and at some stage for other
public offices) both for promoting
participation & in encouraging criticism.

The steady increase in wealth for Athens
and Athenians over the 5th Century & the
impact of this on the development of the
democracy.

Constitution of the Athenians 25-27 is not
prescribed material for the unit


= Innovative teaching idea
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Introduction to the government of Athens

Hornblower, S The Greek World 479-323 BC
2002, Routledge. Chapter 14.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic
The Athenian Democratic system
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
The institutions of democracy

Presentations by the teacher on:



demes and deme assemblies

the assembly in Athens (ekklesia)
LACTOR 5 Athenian Radical Democracy
provides a variety of texts to illustrate aspects
of the democracy.

the council (boule)

Thucydides: Mytilene Debate (3.36ff), Pylos
Debate (4.26-30), Sicilian Debate (6.8ff)
Channel 4 website (October 2007) offers
Athens The Truth about Democracy for
viewing on a PC. The website
(http://www.channel4.com/history/) also
offers an article on the death of Socrates.

the lawcourts (dikasteria)

Old Oligarch I.6


the Areopagus

Plato Apology 17cd, 34bc
Thucydides 3.36 and 6.8 are not part of the
prescribed material, but will be useful to
compare with 4.26 – 30 which is.

The World of Athens 1984, Cambridge
University Press. Chapter. 5

Buckley, T. Aspects of Greek History. 1996
Routledge. Chapter. 14.

Channel 4 documentary Athens The Truth
about Democracy

Aristophanes Wasps 891-1008; Acharnians 1203, Knights 147-395


Constitution of the Athenians 22.5; 55.1-3

Old Oligarch I.19-II.6
Students should discuss to what extent the
people could influence decisions & be
aware of the potential bias of the sources
studied.

Xenophon Recollections 3.7.6


The World of Athens 1984, Cambridge
University Press. Chapter. 5
Constitution of the Athenians 55 1-3 is not
prescribed material

Develin, R. Athenian Officials 684-321 BC.
1989, Cambridge University Press. (teacher
reference)
Individuals in the democracy
= Innovative teaching idea
GCE Classics

Presentations by the teacher on:

the magistrates (archons)

the generals (strategoi)

the role of citizens (assembly, council,
lawcourts)

the citizen army: hoplites and navy
= Stretch and challenge opportunity
idea
= ICT opportunity
9 of 48
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic
The Athenian Democratic system
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Leadership in the democracy


Thucydides 2.65.8f; 8.1


Xenophon History of Greece 1.7

Old Oligarch I.6-9; II.17; III.1-3

Constitution of the Athenians 27-28

Fornara Archaic Times to the end of the
Peloponnesian War. 1983, Cambridge
University Press. no. 117: Inscription: Work on
the Athenian Water Supply
The inscription from Fornara provides
evidence of a routine decision (as opposed
to one selected by a writer); an amendment
voted in the assembly; the assembly laying
down the agenda for the future; possibly
also for the supporters of political leaders
in action.

Thucydides 8.1, constitution of the
Athenians 27-28, Thucydides 3.36 and 6.8
are not prescribed material.

Students should be encouraged to see the
difficulties & limitations of our evidence.

Constitution of the Athenians 9 is not
prescribed material.

Safeguards for the
democracy



= Innovative teaching idea
10 of 48
How were decisions made during the 5th
Century? What evidence is there for the
role of political leaders? Did this change
during the period? What factors influenced
the decisions taken? Assess the quality of
the evidence.
Essay: Do you agree that Athens was
well-governed during this period?

Thucydides: Mytilene Debate (3.36ff), Pylos
Debate (4.26-30), Sicilian Debate (6.8ff)

Buckley, T. Aspects of Greek History. 1996,
Routledge. Chapter. 18

Aristophanes Wasps 891-1008

Old Oligarch III.7-8

Plutarch Niceas 11.1-6

The role of the council in setting the
agenda for the assembly.
Xenophon History of Greece 1.7 Constitution
of the Athenians 9

Why were such checks and balances
needed?
Buckley, T. Aspects of Greek History. 1996
Routledge. Chapter. 8

The World of Athens. 1984, Cambridge
University Press. Chapter. 5
Discussion of the importance of ostracism
early in the period & the development of
the role of the lawcourts (after powers
taken from the Areopagus): euthyne,
dokimasia and the graphe paranomon.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic
The place of the citizen in the state
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Belonging to a polis

Review of how other states were
governed: the citizen in Sparta

Thucydides 2.40-41


Constitution of the Athenians 55.1-3

Discussion of the rights and duties of the
citizen in the UK: comparisons and
contrasts

Powell, A. Athens and Sparta 2001,
Routledge. Chapter. 7
Students should be encouraged to see the
wider aspects of membership of the polis of
Athens: the land, defended by army and
particularly navy; the empire; shared
culture, including drama; shared religion.


Discussion of the involvement of citizens
in public life: politics, warfare, religion.
Buckley, T. Aspects of Greek History. 1996,
Routledge. Chapter. 4

Constitution of the Athenians 55.1-3 is not
prescribed material.

Finley, M.I. Economy and Society in Ancient
Greece, 1982. Viking Press. Ch 2.

Old Oligarch I.10-12


The World of Athens. 1984, Cambridge.
Chapter. 4
Students need to have a clear idea about
the involvement of the different groups in
aspects of the life of the polis: political
decision-making, warfare, taxation, religion.

Xenophon History of Greece 1.7


Fornara Archaic Times to the end of the
Peloponnesian War. 1983, Cambridge
University Press. No. 117 Inscription: Work on
the Athenian Water Supply
Students need to keep in mind the reason
why these particular examples have been
emphasised in the sources.

Thucydides 3.36 and 6.8 are not
prescribed material
The inhabitants of Attica
Decision-making in Athens
= Innovative teaching idea
GCE Classics

What different groups can be identified in
Attica? How are they involved in the state?

Men & women; citizen, metic & slave; rich
and poor.

Essay: ‘Was Athens a genuinely
democratic state by the end of the 5th
Century BC?’

What was the relationship between the
assembly and the council? Where were
decisions made?

Discussion of examples drawn from the
sources:

the Mytilene debate

the Pylos debate

the Sicilian expedition debate

Thucydides: Mytilene Debate (3.36ff), Pylos
Debate (4.26-30), Sicilian Debate (6.8ff)
= Stretch and challenge opportunity
idea
= ICT opportunity
11 of 48
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic
The place of the citizen in the state
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Leadership in Athens


Oxford Classical Dictionary entries on
individuals


Plutarch’s Lives

Thucydides 2.65

Constitution of the Athenians 27-28

Munn, M. The school of History. 2003,
University of California

= Innovative teaching idea
12 of 48
Student presentations on individual
leaders & their careers: Cleisthenes,
Themistocles, Cimon, Ephialtes, Pericles,
Nicias, Alcibiades
Rhetoric and leadership: the sophists and
education
= Stretch and challenge opportunity
idea
Students need to be aware of the
importance of public speaking & the
significance of the sophists in this period
(e.g. Gorgias in 427 BC); further, the
changing attitude towards sophists
especially after the oligarchic coup of 411
BC & the 30 tyrants.
= ICT opportunity
GCE Classics
Option 1: Athenian Democracy in the 5th century BC
Suggested
teaching time
15 Weeks
Topic outline
Criticism from sources Thucydides
Topic
Suggested teaching and homework
activities
Suggested resources
Points to note

Discussion of Thucydides’ attitudes
towards individuals (such as Pericles,
Themistocles, Nicias, Cleon) and towards
the democratic system
Essay: can we trust Thucydides’ account
of democracy in Athens?

Thucydides 2.65; 6.24; 8.72; 8.97


Thucydides: Mytilene Debate (3.36ff), Pylos
Debate (4.26-30), Sicilian Debate (6.8ff)
Students should assess the Funeral
Speech in the light of Thucydides’
comments elsewhere in the History.

Thucydides 2.34-46

Thucydides 2.34 is not prescribed material,
although 2.35 -4.6 is. 3.36, 6.24, 6.8, 8.72
and 8.97 are also not prescribed material.
Discussion of Aristophanes’ attitude
towards political leaders, the political
system, payment for office; Aristophanes’
depiction of the demos

Aristophanes Wasps 891-1008; Acharnians 1203, Knights 147-395


Munn, M. The school of History. 2003,
University of California. Ch 3.
Students need to understand the context of
Aristophanes’ plays and discuss their value
for our understanding of the democratic
system.
What view does the Old Oligarch take of
the different sections of society in Athens?
What can we learn from the Old Oligarch
about how the system worked in practice?

Old Oligarch


Munn, M. The school of History. 2003,
University of California
Students should be encouraged to
evaluate this document in the wider context
of what else they have studied.

Essay: how convincing are the criticisms
of the democratic system made by the Old
Oligarch?

Ober, J. Political Dissent in Democratic
Athens: Intellectual Critics of Popular Rule
2001, Princeton. Chapter. 1

Was the democratic system dependent on
the revenues of empire?



Was the democratic system dependent on
slavery?
MI Finley Economy & Society in Ancient
Greece (1983, Penguin) Chapter. 6 Was
Greek civilisation based on slave labour?
Students should be encouraged to discuss
the exclusion of slaves and women from an
effective role in the state.

Was the democratic system too restricted
to be called a democracy at all?

Criticism from sources Aristophanes
Criticism from sources – Old
Oligarch
Modern criticisms
= Innovative teaching idea
GCE Classics
Critiques of Athenian democracy


= Stretch and challenge opportunity
idea
= ICT opportunity
13 of 48
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 weeks
Topic outline
1. ORIENTATION
Topic
Suggested teaching and homework
activities

Leagues, Empires, Hegemonies

Discussion of nature & differences
The Topic
Eg. UN, EU, NATO, British
Commonwealth, British Empire (as
was), American Hegemony, etc.
The Exam
Sources
Orientation

Nature and strengths/weaknesses of
sources: primary/secondary,
literary/epigraphic, coins, documents
Suggested resources

The marking grid from the
Specification (pp. 77-79) is a useful
illustration of what is required.

Google or any Encyclopaedia for
information on Leagues etc.
Points to note
Each teacher will have his/her own ideas of
how to launch a new subject. I have always
found it useful to issue the relevant section of
the specification so that students know where
they are going and what is expected.
Exercise for class group discussion or
homework:
a) You are a policeman gathering evidence
from the scene of a car crash. How many
different accounts might you expect? How
would you evaluate their reliability?
b) You are an historian researching an event
from at least 100 years ago? What kinds of
evidence would you most trust?
= Innovative teaching idea
14 of 48
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
2. OVERVIEWS A
(Geopolitical)
Topic
Suggested teaching and homework
activities
Short presentations by teacher followed by
discussions on:

Greece
Overviews
City States


Geography – sea, mountains,
climate,
Communications and likely effect on
Oxford Classical Dictionary, 2003, Oxford
University Press, ISBN 9280198606413 articles on Greece, Athens, Sparta etc.

Outline histories have sections on
Geography etc.
City States – locations, number, size,
independence, government etc

LACTOR 1 has a series of maps

Google on Greece – climate and physical
geography

Thucydides: 1.9 -11 and 2.34 -46.

Oxford Classical Dictionary, 2003, Oxford
University Press, ISBN 9280198606413

Outline histories of Greece such as:
Read Thucydides 1.9-11 and 2. 34-46.
Sparta
With the help of individual research on
selected topics, identify broad differences
between Sparta and Athens, such as location,
outlook, economies, size, resources for war
and peace, forms of government and
ideologies
Athens
Suggested resources
Buckley, T. Aspects of Greek History,
150 -323, 1996, Routledge, ISBN
9780415099585
Points to note
The main aim is to bring out how different life
was then, the problem of communications, and
the effect of environment on small
communities, their outlook, sense of identity as
Greeks etc. The significance of the sea in
developing the Athenian empire.
This is not part of the set texts, but helps to
emphasise the differences between then and
now, and to introduce students to the main
protagonists in the story.
Note that the “dramatic date” of the Funeral
Speech is 430 and it may well have been
written as late as 404.
Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148
Ehrenberg, V. From Solon to Socrates
1973, Taylor and Francis, ISBN
9780415040242
Burn, A.R. The Penguin History of
Greece 1990, Penguin, ISBN
9780140137514
= Innovative teaching idea
GCE Classics
= Stretch and challenge opportunity
idea
= ICT opportunity
15 of 48
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
3. OVERVIEWS B
(Historical/chronological)
The Delian League
Chronological Feramework
Topic
Overviews
Suggested teaching and homework
activities
This probably requires old-fashioned didactic
exposition from teacher. A prepared handout
(dates and key events to be learned by heart)
would probably be helpful. There will not be
agreement on the key dates and events, so
the framework offered is only a suggestion.
Suggested resources

Oxford Classical Dictionary, 2003, Oxford
University Press, ISBN 9280198606413

Outline History of Greece such as:
Buckley, T. Aspects of Greek History,
150 -323, 1996, Routledge, ISBN
9780415099585
Points to note
Commentary questions on set texts require an
account of context. The aim of this Topic is to
establish a framework of dates and facts to
which source material relates, so that students
can relate sources and facts to their setting.
Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148
Ehrenberg, V. From Solon to Socrates
1973, Taylor and Francis, ISBN
9780415040242
Burn, A.R. The Penguin History of
Greece 1990, Penguin, ISBN
9780140137514

Thucydides: Book 1

LACTOR 1
Suggested Framework
Students:

490-478: The background (Persian
Wars)
Read Thucydides’ Account of the
Pentecontaetia, Book 1. 89-117.
LACTOR 1 has a very full bibliography at
the back, if further reading is desired

Thucydides 1.89 -117
478-467 (Eurymedon): Formation of
League and allied successes
467-449 (Peace of Kallias): Period
of Transition
Write (or discuss): Select three key events
which mark turning points in the League’s
development and justify your choice.
449-431: Naked Imperialism
431- 404: Tyranny and its downfall
= Innovative teaching idea
16 of 48
= Stretch and challenge opportunity
idea
Other dates which might suggest a different
framework:


472/465: Karystos/Thasos
460: Ephialtes & Pericles’ reforms; full
democracy; Ithome and break with
Sparta.

454: League Treasury moved from
Delos to Athens

445: 30 Year Truce
416/15: Brutality – Melos/Sicily
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
4. DELIAN LEAGUE A
Formation
Topic
Delian League
Suggested teaching and homework
activities
Teacher’s presentation: Recap geography of
area, the spread of the Persian Empire and
areas under Persia’s control, Plataea and its
aftermath, Greek desire for revenge
Purpose
Students: research, discuss/present: Spartan
failures of leadership & Athens’ opportunism.
Was it policy or personality? Or both?
Membership
Mapping exercise: Range & Areas of
membership
Modern Comparisons

LACTOR 1: Note A and Section 1.1.
Formation of Delian League nos 1-28

Thucydides 1. 89-117

Constitution
Key Personalities
Suggested resources
Teacher: direct students to relevant source
materials and set Task.
Outline histories of Greece such as:
Buckley, T. Aspects of Greek History,
150 -323, 1996, Routledge, ISBN
9780415099585
Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148
Ehrenberg, V. From Solon to Socrates
1973, Taylor and Francis, ISBN
9780415040242
Burn, A.R. The Penguin History of
Greece 1990, Penguin, ISBN
9780140137514
Mapping: Though the Tribute Quota Lists were
probably not divided into geographical areas till
much later, LACTOR 1 (page 93) shows how this
was done and might be a help.
Task: write a mission statement and
membership rules for the League.
Discuss problems of one state, one vote (cf.
Security Council and UN and/or the EU)
= Innovative teaching idea
GCE Classics
= Stretch and challenge opportunity
idea
Points to note
This topic may well be taken as a double topic
– requiring two time units. It should offer good
scope for students’ researches as well as
teacher’s presentation. Topic Outline 5 should
be seen as a continuation of this Topic Outline
4
Other possible areas of research/discussion
include:

Personalities/Who’s Who?

Greek Motives: Revenge – is it ever
justified?

Slogans: “Freedom” – does it mean
anything?

Did the West really set out to “free” Iraq?
(This may need to be handled carefully).
= ICT opportunity
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Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic
Delian League
Topic outline
Suggested teaching and homework
activities
5. DELIAN LEAGUE B
Teacher’s Presentation:
Finance – The Phoros
Suggested resources

LACTOR 1: nos 18-27

LACTOR 1: Part II. Note F (pp 87 ff)
The Phoros: the word means Contributions (?
Subscriptions), but came to mean Tribute.
Survey of administration, assessments, value.

Oxford Classical Dictionary, 2003, Oxford
University Press, ISBN 9280198606413:
Tribute Lists
A basic introduction to the Tribute Quota Lists
(TQL) often known as ATL (Athenian Tribute
lists)

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148. Ch 3-5 and Appendices 1213 (pp524 ff)

Thucydides: I. 96 ff

Plutarch: Cimon, Aristeides

LACTOR 1 pp 129 ff has a very full
bibliography

Thucydides: I 98-100.

LACTOR 1 Note B (pp 3 ff) and section
1.2 nos. 29-33
The Tribute Quota Lists
Athens’ administration
First Assessment by Aristeides
Hellenotamiai
First Actions
Legitimacy
Modern Comparisons
= Innovative teaching idea
18 of 48
Discussion: Strength & Weakness of
epigraphic evidence/ uses of TQL
Student research: compare Thucydides’ list of
League successes down to 467. From other
sources identify what he omits from his survey.
Suggest reasons.
= Stretch and challenge opportunity
idea
Points to note
It will be necessary to return to this topic later.
The Quota lists were not inscribed until after
454, when the treasury moved to Athens. The
Specification lays considerable stress on this
topic, but TQL are not part of the set texts,
though the Kleinias decree is. The aim here is
to give students a broad introduction and first
idea of the use of epigraphic evidence.
Legitimacy of Athenian actions in the early
years is worth exploring, since it leads into the
next phase (467-449). Modern comparisons
are always fruitful subjects for discussion
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
6. TRANSITION & CRISIS:
467- 449
Topic
Transition and Crisis
Suggested teaching and homework
activities
Detailed exploration of Thucydides’ account of
478 – 460 to establish:
(A: 467-460)
Suggested resources

Thucydides: 1.1, 18-23, 89-103

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148. Chapters 4 and 5

LACTOR 1. Nos. 1-38

A first rapid reading of the Old Oligarch –
LACTOR 2

Thucydides: 3. 82-84 (date is of course
later – 427) but it illustrates the point
a. Chronology of events
Eurymedon: culmination of war v.
Persia
b. Omissions by Thucydides.
c. Principles of his selection
Early warnings: Carystos and Naxos
d. “Good” and “bad” actions by Athens
Thasos (465): first signs of tyranny
e. Allies’ reactions; evidence of revolts?
Ithome: leads to friction with Sparta,
end of Kimon, democratic triumph
f. Why Kimon “fell”
Realisation of Full democracy
The Bitterness of political rivalries
(oligarchy v. democracy)
Key Personalities
= Innovative teaching idea
GCE Classics
Points to note
The core of the Topic is the development of
League to Empire. Topic Outlines 4 & 5 went
down to 467, but with focus on successes. For
breaches of the spirit of the League, some
recapitulation of events is needed.
Secure chronology is essential.
g. Athens-Sparta relations

Perhaps: a teacher presentation on
the evolution of democracy at Athens,
followed by Discussion of likely
effects of this on policy.

Student research/presentations on
key figures: Aristeides, Kimon,
Perikles
= Stretch and challenge opportunity
idea
Easy to overstress this section: not strictly part
of Topic, but certainly relevant to
understanding evolution of policy after 460 and
development of League into Empire. Ephialtes’
murder illustrates intensity of politics.
= ICT opportunity
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Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
7. TRANSITION & CRISIS:
467- 449
(B: 460-449)
War on two fronts
Topic
Transition and Crisis
Suggested teaching and homework
activities
Detailed exploration of Thucydides’ account of
460 – 449 to establish:
a. Chronology of events
b. Omissions by Thuc.
c. Principles of his selection
Action in Peloponnese
Exploration of issues:
Exped. to Cyprus & Egypt
a. Why war with Sparta as well?
Treasury: Delos to Athens
b. Was it in keeping with spirit of the League
constitution?
Truce with Sparta
c. Did 5-year truce and return of Kimon
change policy?
Peace of Kallias (if any)
League into Empire
Suggested resources

LACTOR 1. pp 34 ff on the importance of
Inscriptions.

LACTOR 1: Nos. 50-55

Thucydides: 1.101-114

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148. Ch 6-8
20 of 48
By 449, even the most benevolent proAthenian would have to concede that the
League was now an empire. Topic Outlines 6 &
7 focus on the need to get the facts clear. The
next step is to explore how the source material
reinforces the facts and interpretations thereof.
d. Why no mention of Kallias peace in
Thucydides?
Essay/Research:
Wider discussion:
Analyse the stages by which League became
Empire.
a. Compare media pressure from popular
press on governments with direct pressure on
Athenian leaders from the Demos.
Pick three events which might be called
“turning points” in the League’s evolution.
Justify your choices.
= Innovative teaching idea
Points to note
b. Problems of sustaining an alliance over the
longer term – compare Iraq, Afghanistan etc
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic
Athens: leader, ruler, or tyrant?
Topic outline
Suggested teaching and homework
activities
8. Athens: Leader, Ruler, or
Tyrant (A)
Recapitulation 1: the Aims & Objectives of the
League
Examining the Sources:
Recapitulation 2: key transition events
between 478 and 449, where League
principles were breached
a.
Writers
Recapitulation 3: Thucydides’ account of
Pentekontaetia – what is he trying to prove?
Presentation: Ancient ideas of history writing.
Facts, motivation, character, moral
improvement, causation, evidence, use of
speeches.
Research: Life of Thucydides
Discuss: might his life story have a bearing on
his prejudices.
Essays:
Suggested resources

Set texts: LACTOR 1 Nos. 10, 16, 20
plus Thucydides 1.89 ff.

Other literary texts: Browse through
LACTOR 1, Nos. 1-55 and select
interesting ones such as Nos. 1, 11, 17,
37, 42, 47, and Note E (p.34 ff). Note
comments on all Thucydidean passages
(eg No. 11, proskhema as evidence of
bias?)
Perikles’ Funeral Speech (2.35 ff) and last speech
(2. 60 ff) on policy are not set texts. They could be
supplemented by a first look at the set texts,
Mytilene and/or Melian debates, which are both
relevant to the question of attitudes to empire.
Points to note
Topic Outlines 8 and 9 are the first serious
attempt to examine the evidence, which
underpins historical narratives and analysis
and to evaluate its merits.
Further discussion: Is there such a thing as
“objective” history?
a. How does Thucydides use Speeches?
b. What is Thucydides’ attitude to:
Athens, democracy, Perikles, other leaders,
empire, the writing of history?
= Innovative teaching idea
GCE Classics
= Stretch and challenge opportunity
idea
= ICT opportunity
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Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
9. Athens: Leader, Ruler, or
Tyrant (B)
The Issues of Control of Allies
Topic
Athens: leader, ruler, or tyrant?
Suggested teaching and homework
activities
How did Athens control her Empire.
Battle, Cleruchies and Colonies, Legislation,
Threats, Ideology (democracy imposed or
supported), Fear of Persia, Religion, Trade
sanctions, other.
Recapitulate: Transfer of Treasury from Delos
to Athens. Was it necessary? Was it legal?
What was allied reaction?
Examining the Sources:
Suggested resources

LACTOR 1: index gives list of references
to Cleruchies & Colonies.

Thucydides 3.50.2 (treatment of Lesbos
after 427)

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148. (pp 121 ff).

LACTOR 2: Old Oligarch for attitudes to
democracy.

Thuc speeches as for Topic Outline 8
22 of 48
This topic makes an easier interlude between
“heavy” examination of evidence.
A first examination of the four set inscriptions
for evidence of forms of control by Athens.
Tribute Quota Lists (TQL) in LACTOR 1 pages 95
ff for evidence of revolt in 451/450.
A more detailed exploration of the set
inscriptions can be deferred until
chronologically appropriate.
Essay/Discuss: to what extent do the literary
and epigraphic sources coincide in their
picture of Athens’ methods of controlling her
allies?
LACTOR 1,78, 121, 190, 198
Further discussion: from newspaper and TV
accounts, examine problems of control faced
by US and allies in Iraq & Afghanistan
Inscriptions
= Innovative teaching idea
Points to note
The four set inscriptions, whose dates are not
wholly agreed, range from 446-410 and illustrate
Athenian controls in one form or another.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
10. NAKED IMPERIALISM
449-431
A.
Years of Crisis
(449-445)
a. League’s loss of purpose
b. Allied revolts and restoration of
control
c. A New Mission? (Congress
decree)
d. Periklean Building Programme –
misuse of League funds or Religious
obligation?
e. Boetia & Euboea
f. 30 Year Peace with Sparta
= Innovative teaching idea
GCE Classics
Topic
Naked Imperialism
Suggested teaching and homework
activities
A dense topic – some key areas of exploration
listed on the left.
Teacher’s Presentation: sort out the facts
and the relationships – Peace of Kallias ends
League’s raison d’etre; allies assume no more
Tribute; revolts; Perikles/Demos want to
persist with League – and there are issues like
piracy & Persia still; truce with Sparta due to
end in 446; a sort of cold war with border
clashes?
Suggested resources
 Burn, A.R. The Penguin History of Greece
1990, Penguin, ISBN 9780140137514: Ch. 10.
gives a good brief summary of the periods 460
– 455 and 454-445, which may help to get the
chronology clear.
 Regulations for Erythrae (not set text)
(LACTOR 1. No 216) but illustrates control
methods.
 Old Oligarch (LACTOR 2) for rationale of
interference
 LACTOR 1 Note F: The TQL. Section 5 (a to e
) covers revolts in the late 450’s, early 440’s.
Students: You are a government adviser to
Perikles.
Write a policy brief on how to handle any one
of the major issues confronting government
(eg. Chersonese, Erythrai, Euboea and
Khalkis, The Phoros, Unemployment, relations
with Sparta).
 LACTOR 1 No. 226-234 - esp. Brea and the
Chersonese (cf.
Meiggs, R. The Athenian Empire 1979, Oxford
University Press, ISBN 9780198148. (pp. 15860) for methods of “control.”
 Effects on TQL – Meiggs, R. The Athenian
Empire 1979, Oxford University Press, ISBN
9780198148. p.163 summarises.
Points to note
The years 449-445 are critical to the changing
of the League into Empire.
It is also the context of two of the set text
decrees: Khalkis decree (446/5) and Kleinias
decree (date uncertain, but suits early 440’s,
tho’ some say later)
Good topic for political debate on Political
Morality: The Building Programme
Was it a simple misuse of league funds or
religious duty? nb. The vow not to rebuild
temples until Persia was defeated. Another
factor is employment – no war/no trireme pay.
National pride? Parthenon = ?Modern day
Olympics or Aircraft carriers, etc. etc.
 Congress decree: LACTOR 65 and Meiggs, R.
The Athenian Empire 1979, Oxford University
Press, ISBN 9780198148. Page 152.
= Stretch and challenge opportunity
idea
= ICT opportunity
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Option 2: Delian League to Athenian Empire
Suggested
teaching time
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Topic outline
11. NAKED IMPERIALISM
449-431
Topic
Naked Imperialism
Suggested teaching and homework
activities
Teacher presentation: Relations with Sparta
(445-431) and the influence of Corinth.
B.
Suggested resources

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148. Ch 10.

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148. Ch 10 –12: very good
summaries of control of Empire.

LACTOR 1, 121: Methone Decrees
Countdown to War
(445-431)
Points to note
Relations with Sparta are not strictly part of the
topic, since they were never part of the
Empire/League. But they are the “elephant in
the room” and Thucydides (1.23,1.88, and
1.118) is emphatic that it was Sparta’s fear of
Athenian Power that led to war in 431.
plus note on p.94 re sensitivity in the
North West Region (set text)
a. 30 year Peace (445) – end of
“land empire”
b. Colonies (Thurii, Black Sea
expedition, etc)
Students’ Research: Identify the terms of the
30-Year Peace between Athens and Sparta.
Consider the implications for Athenian foreign
policy.
c. Revolt of Samos (the ideological
dimension)
Read: the Speeches at the two meetings of
Spartan allies.
d. “Encroachment on Sparta’s allies”
(Thucydides. 1.118): Corcyra
(Thucydides. 1.44, 55), Potidaea
Thucydides 1.56 ff), Megara
(Thucydides 1 67, 1.139)
Discuss: How good a case did the Corinthians
(Thucydides 1.67) and the Athenians make
(1.73 ff)? Do the Athenians’ give a fair
summary of the events of the Pentekontaetia?
= Innovative teaching idea
24 of 48

LACTOR 1. Nos. 97-114 (not set texts)

Thucydides: 1. 1-89 & 1.119-125. This is
not set text but can be read as simple
narrative. The speeches highlight key
issues (a good exercise might be to find
them amidst the more general rhetoric).
= Stretch and challenge opportunity
idea
The Causes of the War is a hackneyed topic,
but central to an understanding of the period. It
is only indirectly germane to the topic “League
to Empire” but by 431 Meiggs concludes that
“When war broke out in 431 the Delian League
had become an Athenian Empire.”
The Empire goes on till 404, but after 431 our
focus of discussion becomes retrospective.
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
12. The Archidamian War: 431-421
Topic
Suggested teaching and homework
activities

Empire into Tyranny?

Narrative Framework
a. Strategy
b. Resources for war
c. Plague – the Unexpected
d. Potidaea
e. Mytilene
f. Skione
g. Kerkyra (stasis/class war)
h. Reassessment of Phoros
i. Coinage Decree
i. Pylos
j. Delium
k. Brasidas in North West
l. Peace
= Innovative teaching idea
GCE Classics
The Archidamian War
Contrast the speeches of the
speakers at the two allied meetings
at Sparta with Perikles’ advice to the
Athenians (Thucydides 1.140 ff).
Whose analysis do you find the most
convincing?
Is the relatively low number of allies
who used the War as an opportunity
to revolt a sign of fear, contentment
or political ideology?
Essay/Discussion: “You hold your empire as a
tyranny” – Perikles to Demos (Thucydides
2.63). Do the events at Potidaea, Mytilene,
and Skione confirm Perikles’ verdict?
Suggested resources
 Thucydides passim (including Appendix 1 in
the Penguin translation)
Key issues are:
 LACTOR passim
Treatment of allies who revolt
 Burn, A.R. The Penguin History of Greece
1990, Penguin, ISBN 9780140137514:
Chapter 12
The A9 Tribute reassessment
 Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN 9780198148.
Ch 17-18. Good for issues of control &
resources and A9 reassessment.
The narrative of the war simply provides a
context, and probably needs limited treatment.
But for commentary questions, context always
matters.
Set texts: LACTOR 1 Nos:
190: Kleinias decree (nb. Date much debated;
could be pre-446)
198: Weights and Measures (dated 420’s or 410’s)
121: Methone decrees
Essay/Discussion: Analyse in detail the
arguments on both sides of the Mytilene
debate. Do you find them cynical, practical,
inevitable in wartime, part of a pattern of
increasing brutality?
Points to note
Loyalty of allies
More controls
Attitudes & Ideology
Use of speeches in Thucydides is relevant to
Mytilene debate and Melos dialogues.
Examination of other non-set-text speeches
could help to condition minds to close
examination of the sub-text as well as the overt
content.
199 & 224: decrees & inspectors (Aristophanes
Birds, dated 414)
Not set texts:
136: Kleonymus decree (dated 426/5)
138:A9 Tribute Reassessment (425)
= Stretch and challenge opportunity
idea
= ICT opportunity
25 of 48
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic outline
13. The Peloponnesian War
The Final Chapter
421-404
Uneasy Peace (of Nikias)
Massacre at Melos
Catastrophe in Sicily
Ideologies Rampant –
Revolution in Athens
Democracy restored –
The Last Hurrah
Oligarchy triumphant
The end of Empire
Topic
The Peloponnesian War
Suggested teaching and homework
activities
Teacher presentation: Brief chronology of 421-404 to
clarify a fairly complex narrative. But the main thing is
to have a context for two key topics: Melos & Sicily.

See Appendix 3 (the Melian Dialogue)
in Penguin translation of Thucydides.

LACTOR 1: 156-183
Guided introduction to a reading of Books V.84 ff – VI
41. Key passages in the speeches. Highlight and
discuss.

Burn, A.R. The Penguin History of
Greece 1990, Penguin, ISBN
9780140137514: Ch 13. Sections 2-4

Aristophanes: Peace 1021-1055 (set
text – date 414: Sicily still in the
balance).

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148 CH 19-20
The realpolitik of empire: the Melian
debate
Read the two consecutive paragraphs of Thucydides
5.116 and 6.1.
Sicily: the Motivations of imperialism
(the debates in Athens & Sicily).
Write: Do you think they are deliberately juxtaposed?
If so, why? What do the two events tell us about
Athenian imperialism and Thucydides’ view of it?
Personalities: do they matter
(Alkibiades v. Nikias) ?
= Innovative teaching idea
26 of 48
Suggested resources
Points to note
Melos and Sicily are both listed
in the Specification under “growth of Ath
Empire – rebellions and reactions.” They
represent two climaxes – of imperial
ambition and of tyrannical brutality.
Thucydides’ account unfolds like a Greek
tragedy – hybris chastised by Nemesis.
The speeches dramatise the issues
Further discussion: Political Satire (now
and then). What does it tell us about the
internal strength and self-confidence of a
political system? Compare Aristophanes
with modern TV political satirists and
mimics like Rory Bremner
Write: Summarise the arguments of Nikias,
Alkibiades, Hermokrates in their respective speeches
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic
Views of Empire
Topic outline
Suggested teaching and homework
activities
14. Views of Empire
Review Specified Literary Sources:

LACTOR 1: the set texts
Athenian v. Allies
Contemporary:

LACTOR 2: The Old Oligarch
Demos v. Oligarchs
Thucydides – speeches/other
Pre-449 v. post 449 (or other turning
point dates)
Aristophanes
Old Oligarch
Effects of all out war (431)
5th Century v. 4th century
Do they have clear prejudices?
Suggested resources
Points to note
Specification: “Athenian & allied views of the
Empire and the importance of Thucydides as a
source for this.”
(see Burn, A.R. The Penguin History of Greece
1990, Penguin, ISBN 9780140137514 pp 243-46)
Thucydides (set passages):
This Topic is really an opportunity to review the
evidence before a detailed look at the set texts.
a. Pentekontaetia
b. Mytilene & Melos
Later:
Aristotle
Meiggs: Epilogue to Athenian
Empire pp 404 ff. has an excellent
summary, which would serve as an
introduction to the Topic
Plutarch
Any key unspecified sources? Eg. the 4th
century orators (Isokrates/Lysias)

Meiggs, R. The Athenian Empire 1979,
Oxford University Press, ISBN
9780198148 Ch 21-22 has a very useful
survey.
Review of the four set decrees
“You hold your empire as a tyranny;
it may have been wrong to take it; it
is certainly dangerous to let it go.”
Perikles. Thuc.2.63.
= Innovative teaching idea
GCE Classics
How “tyrannical” was the empire really?
Contrast words of sources with factual
evidence.
Can Decrees reveal anything of attitudes?
Are literary sources more useful than
epigraphic ones?
It may well be useful to summarise, in addition, the
most important supplementary evidence, such as:
Thucydides on Periklean strategy (2.60 ff) and on
Sicily (6.1-88), the contrasting speeches, plus a
few decrees such as TQL esp. A9, Erythrae, Brea.
= Stretch and challenge opportunity
idea
Thucydides’ verdict on the period is not a set
text but worth knowing: Book 2.65 – nb. the
translator’s footnote pointing out that his own
narrative does not bear out his judgement.
= ICT opportunity
27 of 48
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic
The Four Set Decrees
Topic outline
Suggested teaching and homework
activities
15. The Four Set Decrees
Study the text in detail and establish:
446-5: Khalkis Decree
446 (or 426): Kleinias Decree
430-424: Methone Decree(s)
420-410: Standards Decree (Coins,
Weights, and Measures)
Close reading;
dating problems; provisions;
relation to literary sources, if any.
= Innovative teaching idea
28 of 48

Provisions (what does it say?)

Likely date

Who it is aimed at

Historical Context (why issued?)

Political context

Suggested Purpose

Particular difficulties of interpretation
posed to historian

Interesting passages that lend
themselves to a commentary question!
Suggested resources
Points to note

LACTOR 1 and associated notes.

Khalkis: LACTOR 1, 78 (plus 64 for
relevant Thucydides passage)

Kleinias: LACTOR 1, 190 (plus 15-27 for
setting up of League, Note F for tribute
collection )
Knowledge could be tested either as back-up
references for an essay or as “gobbit
passages” for specific commentary.

Methone: LACTOR 2, 121 (plus note on
page 94 re “goddess’ share” and pp97ff
for religious aspects of Athenian
imperialism.
Look again at the Marking Scheme.

Standards decree: LACTOR 1, 198

(plus 199 and 138) Meiggs page 167 ff
Remember: decrees express intention; they
are not in themselves evidence that they were
put into effect.

LACTOR 1 note E (pp.34-38) and Note H
(p.125 ff)
Is there supporting literary or epigraphic
evidence as to its intention, effect, or
effectiveness?

Meiggs as per earlier Topic Outlines
= Stretch and challenge opportunity
idea
How best to study individual decrees must be
left to individual teachers.
What the Specification calls the “Standards
Decree” is given as ML45. The 4th edition of
LACTOR gives its equivalent as 198, but calls
its subject “Coinage” and as far as I can judge,
Meiggs (Ath Emp page 167 ff) is referring to
the same decree as “the so-called Coinage
Decree”.
= ICT opportunity
GCE Classics
Option 2: Delian League to Athenian Empire
Suggested
teaching time
15 Weeks
Topic
Set Literary Texts
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
16. Set Literary Texts
Study the text in detail and establish:

LACTOR 1 has most of the set texts in part at
least
How best to study individual decrees must be
left to individual teachers.

Note A is a helpful introduction to use of
literary sources.

Note E deals with the character of the empire
in literary and epigraphic sources

LACTOR 1.105-114 gives various views on the
empire and Mytilene is partly covered in 124134

Introduction to Penguin Translation of
Thucydides

For Old Oligarch: Burn, A.R. The Penguin
History of Greece 1990, Penguin, ISBN
9780140137514 pp243-6
Thucydides:

Brief biography of author

Likely date of a) writing and b) events
described (eg. are Thucydides’
speeches later than narrative?)
Pentekontaetia (1.89-117)
Mytilene debate (3.36-50)
Melian Dialogue (5.84-116)

Author’s purpose, prejudices, and
themes
Old Oligarch: Ath. Const.

Purpose of speeches (Thucydides)
Aristotle:

Historical Context
Ath Const 23.4-5

Political context
Plutarch:

Particular difficulties of interpretation
posed to historian

Usefulness of passages (esp. those
that lend themselves to a
commentary question!)
Aristeides 23, 24 (1-5)
Perikles 12 (1-5)
Aristophanes:
Birds (1035-1054)
Close reading;
Author’s date
Purpose and Prejudices
Wider context
Meiggs, R. The Athenian Empire 1979, Oxford
University Press, ISBN 9780198148: p 390
Remember: literary evidence is only as good
as the author’s sources and his own purposes
in writing, unless we can cross refer to
supporting evidence.

Oxford Classical Dictionary, 2003, Oxford
University Press, ISBN 9280198606413
Cross ref to epigraphic evidence
= Innovative teaching idea
GCE Classics
I would hope that the chronological approach
largely adopted here means that revisiting the
sources for detailed examination will be like
meeting old friends.
= Stretch and challenge opportunity
idea
Reinforcement by writing and discussion will
obviously help.
Exercises like Summaries of arguments, jurors’
verdicts, classroom debates etc. are all
possibilities.
= ICT opportunity
29 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Topic
Introduction to the Ancient Greek world
Suggested teaching and homework
activities
Suggested resources
Introduction to the Ancient
Greek world
Periodisation of Ancient
Greece
This serves as a brief introduction to the study
of the Ancient Greek world for students with no
background in that area.


Introduction to Ancient
Greece


= Innovative teaching idea
30 of 48
Points to note
Students to research in groups:
o
Bronze Age
o
Minoan Age
o
Mycenaean Age
o
Dark Age
o
Archaic period
Groups then present findings back to the
class with PowerPoint and handout or
poster
Introduction by teacher to key aspects of
the Ancient Greek world, using
documentaries where possible:

Greeks as a group - Hellenes

Political concepts

Governmental types

Hoplite warfare

Religion and Society
Students to add key words to glossaries
and answer set questions

Internet resources (opportunity to discuss
internet research protocols). Possibly the
Perseus Project http://www.perseus.tufts.edu/,
Wikipedia
http://en.wikipedia.org/wiki/Main_Page , or
Livius http://www.livius.org/

Times Atlas

Contents of the library (any of the books in the
next section are excellent)

Oxford Classical Dictionary, 2003, Oxford
University Press, ISBN 9780198606413

Buckley, T. Aspects of Greek History 750323BC A source based approach 1996,
Routledge, ISBN 9780415099585

Pomeroy et al, A brief history of Ancient
Greece 2004, Oxford University Press, ISBN
9780195372359.

Ehrenburg, V. From Solon to Socrates, 1973,
Routledge, ISBN 9780415040242
= Stretch and challenge opportunity
idea
An introduction to the Greek world prior to the
Classical era to be studied.

Discussion of advantages & disadvantages
of websites for academic study
As many students have never come across
many of the terms of art for Ancient Greece a
glossary and regular glossary tests are
essential. It is worth pointing out that there are
many marks available in the exam for using
and spelling correctly technical terms.
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Topic
Spartan Sources
Suggested teaching and homework
activities
Suggested resources
Spartan Sources
Introduction to the sources on
Sparta
As a source-based unit the focus for this
scheme of work has been squarely on the
original sources. The aim for this topic is to
introduce and debate issues of validity from the
outset.

Students to be given details of the known
context for each of the sources

Students produce a table and timeline
detailing, for each of the sources:

Assessment on sources
= Innovative teaching idea
GCE Classics
Points to note


When they were writing

The nature of the source

Their reliability and usefulness
Wikipedia actually provides a reasonable
background on the various sources but the
LACTOR translations of the prescribed sources
each contain biographical information about the
authors and the context in which they wrote.

Herodotus 6.60 and 7.239

Duff, T The Greek and Roman Historians
2003, Bristol Classical Press, ISBN
9781853996016
This should enable the class to debate the
issues surrounding the sources for 5th
century Sparta
Students prepare as a class and complete
a timed condition mock essay in the style
of the exam
a) What does this passage tell us about
EITHER the relationship between men
and women at Sparta OR the Spartan
education system?
b) How reliable is Plutarch as a source on
this subject?

Plutarch, Life of Lycurgus 15-17
= Stretch and challenge opportunity
idea
Obviously the key point to note is the fact that
there are no contemporary Spartan sources
and that the amount we know about these
people is severely limited. The more able
students will be able, with stretching
questioning, to debate the more subtle
issues around source validity.
These extracts from Herodotus are part of the
prescribed material for the unit though they do
not deal directly with Sparta. They are relevant
however to Herodotus as a writer and so to his
reliability as a historical source.
This is not part of the prescribed material for
this unit, however it combines well with the
prescribed material on the same topics to be
covered later and provides an opportunity to
familiarise students with short extracts of
sources without intimidating them with the full
list of original material to be covered.
= ICT opportunity
31 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Topic
The Spartan Political system
Suggested teaching and homework
activities
The Spartan Political
system
Suggested resources
Points to note
Documentary – Spartans: Rise and Fall, The
History Channel.
This scheme of work is initially thematic
following the bullet points of the specification
and draws on the relevant source material.
Once the key themes have been covered it
then follows a chronological sweep of the
period re-emphasising those themes again.
Documentary – The Spartans with Bettany
Hughes, Channel 4.
These resources are excellent for breaking up the
classroom experience.
Introduction/Ecclesia
(Assembly)
Kings
Gerousia
= Innovative teaching idea
32 of 48

Teacher provides the key features of the
Ecclesia (Assembly)

Use Cartledge’s translation of Plutarch
and Plutarch to discover the relative
powers and roles of the Ecclesia, Kings
and Gerousia

Cartledge, P. Spartan Reflections 2003,
University of California Press, ISBN
9780520231245

Plutarch, Lycurgus 6

Teacher provides the key features of the
Kings

Aristotle Politics 2.9, 2.11


Herodotus 6.56-59
Students use the sources to complete a
table with the various privileges and
powers of the Kings

Xenophon 13 – 15

Students should be reminded that
secondary sources do not count as
sources in the exams and should be used
only to aid judgement and discussion

Students should be encouraged to
evaluate the source critically
Aristotle is not a prescribed source but
provides a ready criticism of the Spartan
system, albeit from a period when that system
had already failed.

Students should be encouraged to
evaluate the sources critically

Students evaluate the issues surrounding
kingship at Sparta and decide which
powers of the Kings are most important

Teacher provides the key features of the
Gerousia

Aristotle Politics 2.9
Again Aristotle is not prescribed.

Plutarch, Lycurgus 26


Students use the sources to reveal the
Gerousia’s role and election process

Xenophon, 10

Students compare Xenophon’s positive
opinion of the Gerousia with that of
Aristotle

Diodorus 11.50
= Stretch and challenge opportunity
idea
Students should be encouraged to
evaluate the sources critically
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic
The Spartan Political system
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Ephors

Teacher provides the key features of the
Ephors

Aristotle Politics 2.9
Again Aristotle is not prescribed

Plutarch Lycurgus 7


Students use the sources to reveal the
powers of the Ephors

Xenophon 8, 15.7

Students identify Aristotle’s advantages
and disadvantages of the office and add
any of their own.

Teacher led discussion of the various
powers and branches of the Spartan
political system. Students may wish to
debate where the most power lies

Notes from the sources above

A visual diagram of the various branches
of government is often very helpful for
visual learners. Links can be made
between the different institutions in
different colours for:
Summary of the political
system

= Innovative teaching idea
GCE Classics

Which institution elects others

Checks and balances on each other

The progress of legislation

Any powers institutions have over
each other
Students should be encouraged to
evaluate the sources critically
There is an opportunity here for an essay or
source based question on the political system
from the new specification.
Students should be clear on the limitations
of the sources to provide a clear and
detailed constitutional picture of Sparta.
= Stretch and challenge opportunity
idea
= ICT opportunity
33 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Topic
Spartan Society
Suggested teaching and homework
activities
Suggested resources
Spartan Society
Class system and economy
= Innovative teaching idea
34 of 48
Points to note
This is often the most popular aspect of the
course due to its strangeness and visceral
nature; however issues of open sexuality and
homosexuality may need to be carefully
handled.

Using the documentary Rise and Fall
students annotate a diagram of the three
classes in Sparta and their various sizes

Helots, Perioikoi added to glossary

Students make notes on the organisation
of farmland in Messenia from the sources

Discuss the word “Spartan” - what are its
modern connotations? Why did the
Spartans choose to live in this way?

Why did they use their currency?
Documentary – Spartans: Rise and Fall, The
History Channel.
Documentary – The Spartans with Bettany
Hughes, Channel 4.
Plutarch, Lycurgus 8-9, 24-25
Students should be beginning to gain a distinct
view from the sources about the nature of the
Spartans system as the sources perceived it.

Students should be encouraged to
evaluate the sources critically
Xenophon, 7
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic
Spartan education system
Topic outline
Suggested teaching and homework
activities
Spartan education system:



Apothetai

Agoge

Krypteia

Syssition
= Innovative teaching idea
GCE Classics

Suggested resources
Points to note
Using the documentary and teacher
support students produce a timeline of a
Spartan boy’s life from 0 to 60+
Documentary – The Spartans with Bettany
Hughes, Channel 4.
Using the sources students create a list of
the features of the Spartan education
system and the reason for each of them
Xenophon, 2, 3, 4, 5 and 6
The section from Plato on the Krypteia is not
prescribed but the students are enthused by
the concept of the teenage death-squads
described by Plutarch and this is an excellent
opportunity to give an example of the lack of
detail the sources provide.
Plutarch, Lycurgus 12-13, 28
Plato, Laws, 630.d
Students explain the ritual of
Artemis Ortheia (students can act
this out with mini-cheeses and
tables). To what extent can we
believe Plutarch as a source on the
violence in Sparta of the 5th century?
Aristotle Politics 8.4

Students make notes on the entry
requirements and selection process for the
Syssition. Again this can be acted out

Students explain why the Syssition could
be seen as part of the education system.
Add notes to features of the education
system and reasons

Students compare Plutarch’s account of
the Krypteia, with Plato’s almost
contemporary view. How far can these be
relied upon?
= Stretch and challenge opportunity
idea
Again Aristotle is not prescribed in the sources
but provides a useful criticism.
= ICT opportunity
35 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Topic
The Spartan Military and the Spartan Mirage
Suggested teaching and homework
activities
Suggested resources
The Spartan Military and
the Spartan Mirage
Spartan Military
= Innovative teaching idea
36 of 48
Points to note
A key feature of this topic is a greater
understanding of the nature and limitations of
the sources we have on Sparta. It is essential
that students develop an awareness that the
myth of Sparta as “other” may, at least in part
be due to the nature of these sources as well
as Sparta’s secrecy and propaganda.

Students read Tyrtaeus aloud as a class
and then annotate the poem focusing on
cowards, the beautiful death, the best way
to fight and the reasons to fight

Students look back at the features of the
education system and compare it with the
ideal Spartan soldier

Students make notes on how Spartans
treated cowards and why; how they dress
for battle and why and how well prepared
Spartans were for battle

What advantages and disadvantages can
students see for a military system of this
type?

Tyrtaeus, 10-12

Xenophon, 9, 11-12
= Stretch and challenge opportunity
idea

Students should be encouraged to
evaluate the sources critically
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic
The Spartan Military and the Spartan Mirage
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Spartan Mirage

Students need to identify, with support of
the teacher, what the “Spartan Mirage”
was and why it might be an issue for
historians

Pomeroy et al, A brief history of Ancient
Greece 2004 Oxford University Press, ISBN
9780195372359



Looking back over the themes already
covered can students identify any
examples of the mirage at work?
Cartledge, P. Spartan Reflections 2003,
University of California Press, ISBN
9780520231245
= Innovative teaching idea
GCE Classics
Students should be encouraged to
evaluate the sources critically
These both have useful sections on the notion of
the Spartan mirage, short sections could be used
for all but the more able could use this as
extension work
= Stretch and challenge opportunity
idea
= ICT opportunity
37 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Spartan Society – Gender
relations
= Innovative teaching idea
38 of 48
Topic
Spartan Society
Suggested teaching and homework
activities
Suggested resources
Points to note


Xenophon, 1

Herodotus, 6.61

Plutarch, Lycurgus, 14 (and sections used in
the introduction to Spartan Sources topic)
Again this is a popular topic, and one where
the female students can observe a more equal
society rare in the Ancient Geek world, but
issues of sex may need delicate handling.
Students make notes on:
o
the education system for Spartan girls
and the rationale behind it
o
the main duty for Spartan women
o
the methods used by the Spartans to
maximise their population numbers
o
what the Spartans most value in their
women according to Herodotus

Students describe a Spartan marriage
ceremony; normally they will notice that
the woman is being dressed as a little
boy. What issues may there be if men are
not attracted to women in Sparta?

There is an opportunity here to draw
parallels with modern totalitarian states
and their attitudes to women as well as to
debate the population issues which may
arise from their homosocial lives
= Stretch and challenge opportunity
idea

Students should be encouraged to
evaluate the sources critically
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Topic
Chronological survey
Suggested teaching and homework
activities
Suggested resources
Chronological survey of the
late 6th and 5th centuries in
Sparta
Chronology – pre invasion
= Innovative teaching idea
GCE Classics
Points to note
Throughout this topic students should have a
timeline of the key dates studied and produce
notes from these sources for each of the topic
headings above. It is helpful to teach the
battles with maps of the battle sites and/or
Google Earth projected to help visual learners.

Understanding from the sources of all the
key events and individuals in Sparta from
the 700s to 490 BC:
o
Formation of Peloponnesian
League
o
Cleomenes
o
Demaratus
o
Cleisthenes/Hippias

Students to complete a timeline of key
dates and events cross referenced with
the sources.

Students to add evidence from the
sources to their themed notes

Herodotus, 1.65-69, 5.39-51, 6.61-86d

Cartledge, P. The Spartans: an Epic History
2003, Pan Books, ISBN 9780330413251 This
has useful biographies of all the key
individuals and is accessible to all students
= Stretch and challenge opportunity
idea

Students should be encouraged to
evaluate the sources critically
= ICT opportunity
39 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Chronology – Persian
Invasion
Topic
Suggested teaching and homework
activities
Suggested resources
Points to note


Herodotus 7.202-238


De Souza, P. The Greek and Persian Wars
499-386 BC 2003, Taylor and Francis, ISBN
9780415968546

Cartledge, P. The Spartans: an Epic History,
2003 Pan Books, ISBN 9780330413251

Documentary – Spartans at the Gates of Fire
BBC2

Documentary – The Spartans with Bettany
Hughes, Channel 4.
Understanding from the sources of the key
events and individuals between 490 and
479:







= Innovative teaching idea
40 of 48
Chronological survey
Hellenic League
Marathon
Thermopylae
Plataea
Leonidas
Regent Pausanias
Leotychides

Teacher to explain the events of the
Persian Wars

Students to complete a timeline of key
dates and events cross referenced with the
sources.

Students to add evidence from the sources
to their themed notes

The battle of Thermopylae needs to be
covered in detail as it is obviously relevant
to Sparta’s military situation, as well as her
bravery and the Spartan Mirage. A lesson
or group of lessons that work very well is to
flick between a number of activities:

Watching the documentary

Reading the original text
= Stretch and challenge opportunity
idea
Students should be encouraged to evaluate
the sources critically
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Chronology – Persian
Invasion (cont.)
Chronology – inter-war
Topic
Suggested teaching and homework
activities

Google Earth to show the location of
Thermopylae and Artemesium

A decent map of the battle site projected
on screen (this may need to be drawn
yourself)

Understanding from the sources of the key
events and individuals between 478 and
432:




= Innovative teaching idea
GCE Classics
Chronological survey
Earthquake
Helot revolt
Revolt of the Peloponnesian League
– updateable battles
Growing tension with Athens in brief

Teacher leads with the explanation of the
events of this period

Students to complete a timeline of key
dates and events cross referenced with
the sources.

Students to add evidence to their thematic
notes
Suggested resources

Thucydides 1.101-103

Diodorus 11.50

Cartledge, P. The Spartans: an Epic History
2003, Pan Books, ISBN 9780330413251

De Souza, P. The Greeks at War 2004,
Taylor and Francis, ISBN 9780415968546

Documentary – The Spartans with Bettany
Hughes, Channel 4
= Stretch and challenge opportunity
idea
Points to note
= ICT opportunity
41 of 48
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Chronology – Peloponnesian
War
= Innovative teaching idea
42 of 48
Topic
Chronological survey
Suggested teaching and homework
activities
Suggested resources
Points to note

Understanding from the sources of the key
events and individuals between 431 and
404:

Thucydides 1.79-88

Aristophanes, Lysistrata, 980-1321 (first act
also)

Decision to go to war


Sthenelaides
De Souza, P. The Greeks at War 2004,
Taylor and Francis, ISBN 9780415968546

Archidamus


Invasions of Attica
Documentary – The Spartans with Bettany
Hughes, Channel 4.

Pylos and Sphacteria


Northern Campaign
Documentary - The Greeks: Crucible of
civilisation, PBS
Again the early section of Lysistrata mentioned
is not a prescribed source but students often
enjoy its frank references to sex, the differences
between women of different poleis and the clear
stereotyping of the poleis. Obviously it must be
handled with care depending on the group
involved, it is certainly an opportunity to prove
that Ancient Greek theatre is not staid, stuffy or
inaccessible.

Peace of Nicias

Battle of Mantinea

Sicilian Campaign

Treaties with Persia

Naval victory at Aegospotami

Teacher leads with the explanation of the
events of this period – possibly with maps
projected

Students to complete a timeline of key
dates and events cross referenced with
the sources.

Students to add evidence to their thematic
notes
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Option 3: Politics and society of Ancient Sparta
Suggested
teaching time
15 Weeks
Topic outline
Chronology – Peloponnesian
War (cont.)
Essay practice – thematic
revision
= Innovative teaching idea
GCE Classics
Topic
Chronological survey
Suggested teaching and homework
activities
Suggested resources

Group reading of the text of Lysistrata.
Students can also read from the early part
of the play, when the women first meet

Students to explore what the
contemporary view of Sparta was from
Athens and the limitations of this source

A brief comparison between Thucydides
and Aristophanes as sources on Sparta

The class plan c) document questions and
essay questions together

The notes they have made throughout the
topic

First the essay title is put on the board,
students then break into small groups to
find evidence for that title from the sources

Copies of the specimen questions for the new
specification

As a group the evidence is fed back,
debated and a structure agreed

Class breaks into groups again to discuss
issues of validity pertaining to the question

Again this is fed back and debated

At the least students should be
encouraged, following small group debate,
to write in timed conditions a conclusion
for each question

Obviously this is an opportunity for class
debate and a chance for the more able to
develop subtle arguments
= Stretch and challenge opportunity
idea
Points to note
It can be difficult to effectively answer certain
Sparta questions (c questions on documents
and the essay questions as a whole) until the
chronological section of the course is studied to
provide evidence over time. It is therefore
essential that time is taken at the end of the
course to pull the themes together using the
evidence which has now been gathered.
Obviously this fits in perfectly with revision.
Often the easiest way to study these themes
over time is to plan past questions as a group.
= ICT opportunity
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Sample Lesson Plan:
Greek History from original sources.
Option 1: Athenian Democracy in the 5th century BC
Decision making in the Assembly (ekklesia).
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour
Learning Objectives for the lesson
Objective 1
Students to know about the role of the assembly
Objective 2
Students to place in context accounts of assembly meetings
Objective 3
Students to evaluate the strengths and weaknesses of the sources studied
Recap of previous experience and prior knowledge

Students should be asked to recall the basic functions of the assembly (ekklesia) and its
relationship to other bodies (such as the council (boule)). They should also be able to recall
some of the different types of evidence on which such an outline account is based.
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GCE Classics
Content
Time
Content
5 minutes
Warm up activity to assess prior knowledge. Teacher asks students to recall what
they remember about the function of the assembly, and what evidence they can
recall for this.
Teacher shows a brief extract from a recording of Prime Minister’s Question Time (if
possible, something topical; an extract from the live broadcast & the same item as
presented in the news).
 Students in groups to discuss the value of the broadcast as evidence for
contemporary democracy; to consider what they know of the sources for the
Athenian assembly and evaluate similarities/differences.
 Brief summary with teacher: students to make notes.
Students to read Thucydides 4.26-30: teacher gives the immediate context in the
Archidamian War.
10 minutes
20 minutes
Students to discuss and note:

the role of the people in the assembly,

the role of the (political & military) leaders,

the quality of decision-making,

the value of the source as evidence.
Teacher to present the consequences of this decision: discussion of the extent to
which this affects an evaluation of the evidence in this passage for the working of
the assembly.
15 minutes
Two comparison passages: Thucydides 3.36 & 6.24. Teacher divides class in to two
groups, each focused on one passage: students asked to discuss how the passage
complements the earlier passage
Students to prepare brief responses to:

what do we learn about the atmosphere at assembly meetings?

what do we learn about the role and significance of leaders

what do we learn about Thucydides as a source?

what do these passages suggest about the importance of the assembly (in
contrast to other bodies such as the council)?

what do we learn about the effectiveness of Athenian democracy?
Consolidation
Time
Content
10 minutes
Teacher asks students to give their response to the questions prepared earlier; the
answers are developed by further contributions from the class.
Further consolidation with homework: potential bias in Thucydides, other sources
for assembly meetings, other sources for the decisions of assembly meetings.
(Students could be given Xenophon 1.7 or an inscription (e.g. the Kleinias decree)
to assess.)
GCE Classics
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Other forms of Support
In order to help you implement these new specifications effectively, OCR offers a comprehensive
package of support. This includes:
OCR Training
Get Ready…introducing the new specifications
A series of FREE half-day training events are being run during Autumn 2007, to give you an
overview of the new specifications.
Get Started…towards successful delivery of the new specifications
These full-day events will run from Spring 2008 and will look at the new specifications in more
depth, with emphasis on first delivery.
Visit www.ocr.org.uk for more details.
Mill Wharf Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of
courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
e-Communities
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with
other subject specialists. Our online mailing list covers a wide range of subjects and enables you to
share knowledge and views via email.
Visit http://community.ocr.org.uk, choose your community and join the discussion!
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GCE Classics
Interchange
OCR Interchange has been developed to help you to carry out day to day administration functions
online, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate a free access to candidate information at you convenience. Sign up at
http://interchange.ocr.org.uk
Published Resources
Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official
Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR
specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford
University Press (OUP) to ensure centres have access to:




Better published support, available when you need it, tailored to OCR specifications
Quality resources produced in consultation with OCR subject teams, which are linked to
OCR’s teacher support materials
More resources for specifications with lower candidate entries
Materials that are subject to a thorough quality assurance process to achieve endorsement
Oxford University Press (OUP) is the publisher partner for OCR GCE Classics.
Oxford University Press is producing the following resources for OCR GCE Classics for first
teaching in September 2008, which will be available in Spring 2008 (AS) and Spring 2009 (A2):
Anderson, T, Morwood, J, and Radice, K. OCR AS Latin OxBox CD-ROM (2008)
ISBN: 9780199126620
Anderson, T, Morwood, J, and Radice, K. OCR A2 Latin OxBox CD-ROM (2009)
ISBN: 9780199126637
Morgan, J. OCR AS Classical Civilisation OxBox CD-ROM (2008) ISBN: 9780199126606
Morgan, J. OCR A2 Classical Civilisation OxBox CD-ROM (2009) ISBN: 9780199126613
GCE Classics
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Approved publications
OCR still endorses other publisher materials, which undergo a thorough quality assurance process
to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of
quality support for all OCR qualifications.
Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its
qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner”
or “Approved publication” logos have undergone a thorough quality assurance process to achieve
endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
These endorsements do not mean that the materials are the only suitable resources available or
necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall
include a range of appropriate texts.
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GCE Classics