Support Material
GCE Classics
OCR Advanced GCE in Classics: H438
Unit AH4 (Entry Code F394): Roman History: the use and abuse of power
Last updated : 29 May 2009
This Support Material booklet is designed to accompany the OCR Advanced GCE
specification in Classics for teaching from September 2008.
© OCR 2009
Contents
Contents
2
Introduction
3
Option 1: The fall of the Roman Republic 81–31 BC
5
Option 2: The invention of Imperial Rome 31 BC–AD 96
20
Option 3: Ruling the Roman Empire AD14–117
37
Sample Lesson Plan: Roman History: the use and abuse of power
49
Other forms of Support
54
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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 Gujarati. 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 Plans for Gujarati. These Support Materials are
designed for guidance only and play a secondary role to the Specification.
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 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
GCE Classics
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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
This 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
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
= Innovative teaching idea
GCE Classics
Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
Points to note

For discussion and information:


Lewis and Rheinold: Roman Civilisation Vol. 1

Lacey and Wilson Res Publica (BCP)
The basic format of this SoW is to take the
events in chronological order as the
easiest approach for students to gain
familiarity with the facts and sources

J.R. Patterson: Political Life in the city of Rome
(BCP) is a useful and concise introduction


P. Bradley: Ancient Rome: using evidence
contains numerous charts, maps and sources

T. Weidemann: Cicero and the End of the Roman
Republic (BCP)

Lactor 10 Cicero Cilician Letters (for provincial
matters)

M. Crawford The Roman Republic (Fontana)

H.H. Scullard From the Gracchi to Nero for a
narrative account

F.B. Marsh The Roman World 146-30 BC.

D. Shotter : Fall of the Roman Republic Routledge

For coins (and sculpture etc) of the Late republic:
The themes in the specification can be
accessed at various points in the scheme;
there will be a need to focus on the themes
for the students at various points.
Throughout this scheme of work relevant
original sources are suggested, as well as
useful secondary sources or information.
Many students approaching this option will
have studied Roman History at AS.
However, some may not, having studied
other options in the Classics suite at AS.
This SOW, therefore, is organised as if the
student is approaching a new subject.
Some of the suggested activities may be
omitted by those who have studied Roman
History at AS

http://www.romancoins.info/

http://www.bbc.co.uk/history/ancient/romans/
= Stretch and challenge opportunity
idea
= ICT opportunity
5 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note


Two accounts of the same event: Caesar’s
assassination In Plutarch (Caesar 66) and
Suetonius (Julius Caesar 82)

This aspect can be covered whenever it is
felt suitable, although the earlier the better

The assassination in the sources could be
compared to its portrayal in various films
and TV series, such as Rome
Sources: the main sources
of information:
Contemporary - Sallust;
Caesar: life, period of
writing, aims and methods,
style and approach to
historiography; importance
for the period.
Velleius;
Cicero: speeches and letters
– problems as a source of
evidence;
Plutarch, Suetonius: Lives;;
Appian, Dio Cassius;
Option 1: The fall of the Roman Republic 81-31 BC
Read the selections of sources: students
to discuss what they learn about their
approach and methods:
1.
sources and use of them;

Sallust: Preface to Catiline
2.
view of previous historical writing;

Livy: Preface
3.
use of speeches;

Patterson ch. 1
approach to accuracy.

Roman Civilisation Vol.1 (Lewis and Rheinhold)
has a selection of authors’ views on the writing of
history and brief biographies of authors
4.

Using inscriptions and archaeological
evidence;

Using poetry (Catullus, Ovid).
How useful are the different sources; why do
accounts differ?
Take two reports of a recent event in
newspapers and compare them as an
exercise in assessing sources.
Inscriptions
= Innovative teaching idea
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= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Suggested resources

Identify the key places and in the city


Gain familiarity with the names and
places in Italy and Empire
Bradley for maps of Italy and the Empire; also
Wiedemann; World of Rome (CUP) pp. xvii-xxiv.

Students could research some places and
names themselves, especially the less
familiar places e.g. cities in Italy,
provinces of the Empire, battle sites etc

http://intranet.dalton.org/groups/rome/
RMAPS.html

http://www.roman-empire.net/

http://www.teacheroz.com/romans.htm#maps

M. Goodman The Roman World 44 BC-AD 180
ch. 2

Shotter ch. 2

World of Rome ch. 3 sections 118ff; 130141
Magistrates; ch 4. 166-172 Senate; 158-165
Assemblies
Introduction to Rome, Italy
and the Empire
Names and places:
the city of Rome
Italy;
The Empire (changes during
the period).
Political background

Option 1: The fall of the Roman Republic 81-31 BC
Maps showing additions to the Empire in
the period would be useful at this stage
Students can research these topics for
homework given an outline:

senate

assemblies

Patterson ch. 3 and ch. 5 (practice of politics)

magistrates

Wiedemann ch.s 1-3 : background; distribution of
power

Bradley pp. 218-222 senate and oligarchy

M. Goodman The Roman World 44 BC-Ad 180
pp. 21-27; Shotter ch. 1

Appian: introduction to the Civil wars {section
Political differences (ideologies?)
= Innovative teaching idea
GCE Classics

optimates

populares

Distribution of power in 81 BC
= Stretch and challenge opportunity
idea
Points to note

The intention is to ensure students
understand who had power and how it was
used
= ICT opportunity
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Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities

Social and Economic
context:
= Innovative teaching idea
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Option 1: The fall of the Roman Republic 81-31 BC
Are there any modern parallels we can
make to understand the political
organisation?
Suggested resources
Points to note
2 violence]

Cicero pro Sestio 96-105 optimates and populares

[Lactor 7 p 19ff]

Lewis and Rheinhold Vol. 1 No. 101

Sallust Catline 10-13 decline in morality; change
in political activity


Social structures: senators, equestrians
and plebs: the political power of different
groups;
Scullard Ch 1.4 Equestrians and plebs; ch. 9
economic context
One issue here is the use of economic
elements by politicians to gain support

Brunt Social Conflicts ch. 2


Wiedemann Chs 1/2 : competition and patronage
Another which might be considered is the
role of patronage in politics

patronage and clients;


trade, agriculture and industry;
Crawford The Roman Republic Appian. 3
(Equites)

importance of the grain supply;

Velleius : the effect of wealth 2.1

Use maps to trace important areas for
Rome’s economy

Appian Civil Wars 1.7-8 economic state of Italy

Plutarch Gaius Gracchus 5: grain law

Discussion: The advantages and
disadvantages of slavery for Rome.

Bradley Ch. 13 pp.196-208 (chart p 197ff)

World of Rome Ch. 6 269-300

M. Goodman The Roman World 44 BC-Ad 180
ch. 2

Cicero on the Agrarian Law (in Res Publica pp.98-
Outline:

= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
Points to note
100): populares and power. [Lactor 7 pp.25ff]
Government of the Empire

maps

Roman economy

http://www.teacheroz.com/romans.htm

Crawford ch.s 13 and 14

The system of provincial commands:
proconsul/proprietor;
Richardson: Roman Provincial Administration ch.
2 especially.

Bradley ch. 13

the duties and role of the governor;

World of Rome pp.126-131; pp. 241-248

his staff

Marsh ch. 19

the benefits for the Roman governors;

Scullard ch.9

the advantages and disadvantages for the
provincials

Cicero Verres 1: corruption and exploitation

Cicero’s letter to Quintus 1.1
Outline:

Students: discussion - How far does the
possession and expansion of the Empire
affect political activity?
= Innovative teaching idea
GCE Classics
= Stretch and challenge opportunity
idea



This topic may be dealt with at any point in
the programme which seems suitable: the
material should be relevant to the period
81-30 BC
Lactor 10 Cicero’s Cilician Letters provides
material
It is useful to relate this topic to the
previous one on social and economic
context; the growth in wealth (for a few);
the opportunities for colonies and trade;
the influx of slaves; the resources used to
meet demands of the poor
= ICT opportunity
9 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note
Brief outline of the rivalry and the events.

Sallust Catiline in Politics.

Issues to consider:

Scullard c36-39: analysis of political activity;

means of gaining power: assemblies and
elections


the army

provincial commands
Sallust Jugurthine War 64-65 (pp. 100-102
Penguin) – Marius’ effort to win popularity; 85
(p.122) enlisting anyone in the army;[also Plutarch
Marius 9]

bribery, corruption and violence
Sulla, Marius and the
changes in political power
Sulla’s constitutional
changes and redistribution
of power: success or failure?
= Innovative teaching idea
10 of 56
Option 1: The fall of the Roman Republic 81-31 BC
Marius and Sulla a useful, brief article on
the topic with references to sources etc

A focus here is how political activity is
changing and how power is being redistributed
http://en.wikipedia.org/wiki/
Gaius_Marius

Plutarch: Marius 10: rivalry and its effects;

Plutarch: Marius 12: illegal consulship (no.2);


Plutarch: Marius 28: efforts to win 6th consulship:
popularity- effects of actions;
 http://en.wikipedia.org/wiki/Sulla

Plutarch: Marius 35 Violence of Sulpicius;
Plutarch Sulla 9-10: use of the army

Wiedemann ch. 4: army h.3/4; Shotter ch.s 4 and
5

Marsh History of the Roman World ch.6
Outline reforms and the period of the 70.s

Role of the senate and the response to the
challenges to its authority e.g.:
Bradley pp.289-93; p.295-7 (Sulla); pp.301-10
(70s)

Marsh ch.8 and 9 (1-5)

Pompey’s commands;

Crawford ch. 14

Lepidus: military challenge
 Brunt ch. 6
= Stretch and challenge opportunity
idea

Timelines and references

See also Plut. Sulla 12.6-9: the
corruption of generals and armies

During this and following topics the
students should focus on the issues in
politics: e.g. the tribunate; the courts; the
use of commands and the army; factions in
the senate; corruption and violence
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note

Sertorius

Shotter ch. 5


Spartacus

Wiedemann ch.s 5/6: reforms and effects.

The agitation for restoration of the tribune

Proscriptions: Plut. Sulla 31; Appian 1. 95-6; Plut.
Crassus 6
Corruption in courts : Cicero In Verrem 1
35-38; 42; see also Patterson ch 5: bribery
and violence

Plut. Sulla 33: need to reward followers

Velleius on Sulla

Appian: the reforms 1.100ff

Students should consider the challenges
these individuals posed for the senatorial
oligarchy and how they responded

The way in which the demands of the
people were used is another issue in this
period

The tribunate as an agent of the powerful
should be developed

Option 1: The fall of the Roman Republic 81-31 BC
the corn subsidy.
Discussion/homework:
What were his aims?
What were the effects?
Pompey and Crassus in 70s
and 60s: the senate fails to
meet the challenges.
= Innovative teaching idea
GCE Classics
Did Sulla succeed in his aims?
Sallust Histories: Macer’s speech: the tribune
using the sources consider:

Plut. Pompey 21-22 consulship; army and politics.

how they both gained power and
maintained it


their importance in the 70s and 60s;
Plut. Crassus 12: rivalry with Pompey; 7:
Crassus’ means to power; 13 censorship; 10-11
Spartacus;

the significance of each in the changes in
political activity

Plut. Pompey 24-5 : effects of piracy; 30-31
Manilian Law and the reaction of the nobles

the main events in their careers;


the legality or otherwise of their actions:
e.g. Pompey’s consulship
Cassius Dio 36. 23-24 Pompey and the
pirates

Bradley pp. 312-317: 60s ( an extracts from
Cicero’s speech on the Manilian Law); pp. 319-21
Pompey in the East; p. 321-2; Crassus.
= Stretch and challenge opportunity
idea
= ICT opportunity
11 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
The Catilinarian Conspiracy
63 BC: a failed attempt to
change the balance of
power?
Option 1: The fall of the Roman Republic 81-31 BC
Using the sources students should develop
an outline of events and assess:
12 of 56
Wiedemann ch.s 7 and 8

Scullard Ch.s 5, 6-10

Marsh ch. 9 for Pompey; Ch 10 for Crassus and
the agrarian law

Shotter ch. 6

Sallust Catiline selections

Lactor 7 ch. 5 for Cicero selections

C.’s speech (19-20 pp.188-90); Cicero’s election
(23); initial plots and reaction in Rome (28-31
pp.194-7); Catiline leaves Rome (31-2); letters of
Manlius and Catiline (33-6 pp.199-201); Lentulus
and Allobroges (p.206);

Lacey and Wilson Res Publica: extracts
from Cicero

Plutarch Cicero 10-22 for the story: his
aims (10); Crassus’ letters (15); Caesar
suspected (20); reaction against Cicero
(23);

Suetonius Julius Caesar 9 and 14 for his
involvement with Crassus.

Cicero Letters (Shackleton-Bailey) is also
useful: No.6 defends himself against
Metellus
(b) the impact upon politics;
(d) the social and economic causes.
Points to note

(a) the role of individuals;
(c) the effect on the careers of those
involved;
= Innovative teaching idea
Suggested resources

46-49: 5 plotters caught; Crassus and Caesar
involved?

58ff pp.228ff: the battle of Pistoria

Wiedemann chs 8 and 9: Cicero’s consulship and
aftermath

Marsh ch 10.4 the conspiracy
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Julius Caesar: Pompey,
Crassus and the consulship:
power in the hands of a few
men.
Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
Points to note
Outline the Events from 62-59: Pompey’s
return and the crisis:



aims of each politician;

Students might consider how far Cato was
correct to consider this marked the end of
the Republic

the parts played by Cato, Cicero and
others;

[Plutarch Pompey 47]

the involvement of the demands of the
equestrians, plebs, veterans;


Lactor 7 ch 6

the outcome: Caesar’s consulship:
violence and illegality.



Students: debate: the rights and wrongs of
Caesar’s actions.




The 50s and the dominance
of violence and corruption.
= Innovative teaching idea
GCE Classics
Caesar and Roman Politics (BCP) is a good
resource for evidence.
Cicero Letters (Shackleton-Bailey): No.8 Clodius
and Pompey(Ad Att. 1.13); No. 9 (1.14); No.11
(1.18) failure of opposition; No.14 (2.16) Caesar’s
consulship; No.15 (2.19) popular reaction.
Plut. Pompey 44 Cato’s opposition; Cassius Dio
37.49 Pompey’s demands.
Plut. Crassus 7: his political skill at using people
Appian Civil War 2.8 Cato opposes Caesar
Velleius 2.44 the triumvirate formed (also Dio
37.55-6)
Dio 38.1-9 : opposition of Bibulus and Caesar’s
use of violence
Suetonius Julius Caesar 19-20 election and
consulship.
Marsh ch 11 (1-2); Scullard Ch.6 4-5
Bradley p.335: chart of the aims; 334-40 59 BC
Discuss the significance of:




Cicero No.16 (AD ATT.2.21): Cicero’s analysis of
the state of the republic
This period allows some themes to be brought
together: e.g:

Velleius 2.45/ Dio 38.14: Cicero’s exile

the importance of certain institutions;

Plutarch Cicero 28, 30-32 exile/ 33 Pompey

the significance of provincial commands:
Clodius’ tribunate: his acts;
the exile and return of Cicero;
Pompey’s role in the violence – Milo;
= Stretch and challenge opportunity
idea
= ICT opportunity
13 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities







Option 1: The fall of the Roman Republic 81-31 BC
Pompey’s new powers: the corn
command
The revival of the agreement at Lucca;
chaos and disruption in 56 and 55 at
elections – use of force;
the consulships of Crassus and Pompey
– extended commands in provinces.
the death of Clodius and Pompey’s gain;
Pompey’s legislation and the break with
Caesar
Homework: students to provide a timeline
of events
Suggested resources
supports Cicero’s recall; 35 Defence of Milo (52
BC) fails

Suetonius Julius Caesar 24: Lucca; 26-27:
Caesar’s means of winning support

Plut. Pompey 48-49 P.’s reaction to Clodius’
violence; Pompey’s corn command

Cicero Letters 21 (ad Att.4.1): corn command:
economic problems

Cicero Letters 38 (ad Fam 1.9): Pompey and
Caesar reconciled at Lucca; Cicero told to behave

Plut. Pompey 51; Crassus 14; Dio 39.26:
reasons for agreement

Dio 39.27; 39.21 – manipulation of elections for
55 BC; Plut. Pompey 52: force used against
Domitius.

Plut. Cato 42: bribery and force to prevent Cato’s
election

Plut. Crassus 16: province of Syria

Dio 40.45: disruption of elections by tribunes

Appian CivilWars 2.19 -20 Pompey’s
ambitions; Plut Pompey 54 sole consul; Velleius
= Innovative teaching idea
14 of 56
= Stretch and challenge opportunity
idea
Points to note
armies, wealth and glory;

patronage and bribery;

violence and fraud;

weaknesses of the senate and the
oligarchy.

the methods of propaganda: coins,
buildings, public works, games, largesse
etc

http://www.romancoins.info/

Coins 1st c. BC

Cicero Letters 23 (AD Fam 7.1) Pompey’s
games; 55 BC
Lactor 7. ch. 7 – fraud and violence

Res Publica ch.4

Scullard ch 6.6-8

Marsh ch. 13

World of Rome (CUP) Ch 1. 61-73

Bradley pp.347-59; chart on Pompey 359-
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
Points to note
2.47; Dio 40.50

Civil War: end of politics as
we know it.
The senatorial failure: review
Outline the events leading to the war:



role of Pompey
role of Caesar
role of the oligarchy-Cato etc;
Students to identify the issues and consider
the question of the blame for starting the war.
= Innovative teaching idea
GCE Classics
60 and evaluation 361-67 (extracts from
Cicero)
Dio 40.48 Clodius’ death; Appian Civil War 2.21;
Caesar Gallic War 7.1

Wiedemann ch. 10

Cicero letters 66 (ad Att. 8.3)

Shotter ch.7

Appian.2.25-7: Caesar’s position/opposition of

the nobles
Velleius 2.48 : tribune Curio; 2.33 a view of
Pompey.
Cicero Letters 43 and 56 (ad Fam 8.1/8.14):
views on Pompey and Caesar; 66 ad Att 8.1)
assessment of Pompey’s role;
The review can consider the gradual
decline of the senate in terms of authority
and power: what had caused this?

The careers of individuals and rise to
prominence.


Cicero Letter to Atticus. 8.11: ‘They both want to
be kings.’
(Bradley pp.368-375 chart of careers
Pompey, Caesar, Crassus, Cicero);


Caesar and Roman Politics 60-50 BC:
source material.
Suetonius Julius Caesar 28-29: attacks on Caesar
in the senate; 30: assessment of Caesar’s aims


BBC series Rome 1 might be useful here
as an imaginative recreation of the period.
Caesar Civil War 1.4.: his view of Pompey

Plutarch Pompey 56-59: events; Caesar 28: aims
of both men

Wiedemann ch. 10 and 11 for this period.

Marsh ch. 13 pp. 222-229

Lactor 7 ch. 8 Civil War


= Stretch and challenge opportunity
idea
= ICT opportunity
15 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Caesar’s dictatorship: the
power of the individual.
Caesar’s death and its
consequences: Octavian,
Antony and Lepidus
Option 1: The fall of the Roman Republic 81-31 BC

Crawford ch.15
Outline the actions of Caesar in his
dictatorship:


Discuss the support and opposition to
him.

Review the evidence for support and
opposition

The status of the institutions of the
republic.






Suetonius Julius Caesar 37-39: gifts and shows;
40-3 reforms; 44 buildings; 75 clemency
Plutarch Caesar 57-59
Appian Civil War 2.107-8
Marsh ch. 15
Scullard ch. 7.8-10
Wiedemann ch.12 and 13
Bradley 381-390: his honours and positions

Shotter ch. 8

Suetonius Julius Caesar 76-79: reasons for his
death; 80 tyrant
Review the sources for his assassination:

why was he killed;

who were in favour and who against.
The events that followed to the triumvirate:
= Innovative teaching idea
16 of 56
Suggested resources

Antony’s success and failure

Octavian’s use of his name and the army.

Plutarch Caesar 57: tyranny/ 60-1: desire to be
king; Antony 14, 16-17

Velleius 2.56-58: His death

Cicero’s Letters 124 (11.28): Matius’ defence of
Caesar; 114 (ad Att.14.12) the assassination
= Stretch and challenge opportunity
idea
Points to note
The themes need to be highlighted:
1.
violence and the use of bribery/
manipulation of the people;
2.
the importance of military/provincial
commands;
3.
the collapse of the legal constitutional
elements;
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities

Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
achieves nothing.
the failure of the republicans: Philippi.
Students to read about the events and
consider the issues.
Points to note

Appian Civil War 2. 114-119; 124-126: Antony’s
actions

Appian 3.40/43 role of the army; 87-8 O’s
consulship

Suetonius Augustus 10-13

Vellieus 2. 60-61: Octavian and Antony after the
murder. Velleius. 2.62, 64: Antony and Octavian

Appian Civil Wars 4.2-3 : Antony and Octavian
settle their differences; 5, 20: Proscriptions
(Cicero) (Plut. Cicero 45)
= Innovative teaching idea
GCE Classics

Marsh ch.16; Scullard ch. 8. 1-3

Wiedemann ch. 14

Bradley pp. 390-93 (Caesar’s death); pp.394-404
(the triumvirate)

Shotter. ch.9

http://www.unrv.com/fall-republic/caesarsheir.php

(concise history of the period from 44 BC)

http://www.historyinfilm.com/claudius/
= Stretch and challenge opportunity
idea
= ICT opportunity
17 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
Points to note
overview.htm
The final act: Octavian’s
success: money, arms and
the man.
Outline the acts of the triumvirs

Bradley pp. 405-410

Octavian in the West: problems (famine,
riots, etc) and solutions;

Scullard ch. 8 4-6; Marsh ch.s 17 and 18

World of Rome: sections 74-78.

Antony in the East


Lepidus’ role and failure;
M. Goodman The Roman World 44 BC-Ad 180
ch. 4

Brundisium and Misenum: Octavia

Res Gestae 1-4 (Octavian’s view);

Tarentum

Appian Civil Wars 5. 8ff: Cleopatra; 24-5

Sextus Pompeius;

Cleopatra’s contribution;

Actium

Students to produce a timeline of events
for each of the triumvirs
Octavian’s problems; 59 Brundisium; 65 They
divide the empire ; 72ff treaty; 93 Tarentum; 123ff
Lepidus and Pompeius; 130-132 Honours to
Octavian

Plut. Antony 26 Cleopatra; 54-5 Donations of
Alexandria; 58 Antony’s delay a mistake

Velleius 2.84-7 Actium; 2.89 Octavian’s

Some use might be made of this period in
film and theatre: BBC series Rome 1 and
2; the film Cleopatra; Shakespeare’s
Antony and Cleopatra or Julius Caesar

They can be used as further interpretation
of events and issues for the students to
examine and question

They might set them against the sources
and consider how credible they are
achievements

= Innovative teaching idea
18 of 56
Suetonius Augustus : 17 war with Antony; 26-7
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
16 weeks
teaching time
Topic
Topic outline
Suggested teaching and
homework activities
Option 1: The fall of the Roman Republic 81-31 BC
Suggested resources
Points to note
the triumvirate
The failure of institutions and
the politicians: review and
reflect on the issues.
Issues:







= Innovative teaching idea
GCE Classics
The contributions of individuals in the
events: do the sources exaggerate these
and underplay other factors?
How far do the institutions contribute to
the failure of the Republic?
How was power gained and maintained?
How important are political ideologies in
the events?
What effect do social and economic
demands have on events?
What effect do the wars have on social
and economic conditions?
The sources: their aims and methods –
how reliable, consistent, unbiased are
they?

http://www.vroma.org/~bmcmanus/
antony.html

Use Sample exam material and selected source
material to prompt debate and discussion

BBC article for a good overview and assessment

plus links

http://www.fsmitha.com/h1/ch18.htm

P.A. Brunt book on line

http://www.livius.org/rome.html for people,
places and events
= Stretch and challenge opportunity
idea
= ICT opportunity
19 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
Topic outline
16 weeks
Topic
Suggested teaching and
homework activities
= Innovative teaching idea
20 of 56
Option 2: The invention of Imperial Rome
Suggested resources
Points to note

For discussion and information:


Lewis and Rheinold: Roman Civilisation Vol.
1 and 2
The basic format of this SoW is to take the events in
chronological order initially as the easiest approach for
students to gain familiarity with the facts and sources

Lactors: 8 Inscriptions of the Roman
empire, 15 (Cassius Dio) , The JulioClaudians), 17 The Age of Augustus, 18
The High Tide of Empire


H.H. Scullard From the Gracchi to Nero for
a narrative account. (ch.s 11, 13-14)

J.R. Patterson: Political Life in the city of
Rome (BCP) (ch.6 is relevant)

P. Bradley: Ancient Rome: using evidence
contain numerous charts, maps and
sources

The themes in the specification are dealt with at
various points in the scheme; there will be a need to
focus on the themes for the students at various points.
Throughout this scheme of work relevant original
sources are suggested, as well as useful secondary
sources or information. Many students approaching
this option will have studied Roman History at AS.
However, some may not, having studied other options
in the Classics suite at AS. This SOW, therefore, is
organised as if the student is approaching a new
subject. Some of the suggested activities may be
omitted by those who have studied Roman History at
AS
E. Salmon History of The Roman World 30
BC – AD 138

Wells, C. The Roman Empire (Fontana)

D. Shotter : Augustus; Tiberius Caesar;
Nero

R. Alston: Aspects of Roman History.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Sources: the main sources
of information:
Topic
Suggested teaching and
homework activities

Contemporary – Augustus;
Tacitus, Suetonius, Pliny,
Velleius;
Dio Cassius;
= Innovative teaching idea
GCE Classics
Option 2: The invention of Imperial Rome
Suggested resources

M. Goodman The Roman World 44 BC –AD
160

A. Wallace-Darill Augustan Rome (BCP)

The World of Rome (CUP)

For coins (and sculpture etc):

http://www.romancoins.info/

http://www.bbc.co.uk/history/ancient/
romans/

Fordham ancient history sources

http://www.teacheroz.com/romans.htm#
maps

(and other links)
Points to note

Read the selections of sources:
students to discuss what they learn
about their approach and methods:
This aspect can be covered whenever it is felt
suitable, although the earlier the better
1. sources and use of them;
2.
view of previous historical
writing;
3. use of speeches;
= Stretch and challenge opportunity
idea
= ICT opportunity
21 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Suggested teaching and
homework activities
Inscriptions
Poetry: Virgil, Horace,
Ovid, Martial, Juvenal
Option 2: The invention of Imperial Rome
4.
Suggested resources
Points to note

Bradley for maps of Italy and the Empire;
also World of Rome (CUP) pp.xvii-xxiv


http://intranet.dalton.org/groups/rome/
RMAPS.html

http://www.roman-empire.net/

http://www.teacheroz.com/romans.htm
#maps

M. Goodman The Roman World 44 BC-AD
180 pp. 44-5; 76-7
approach to accuracy.

using inscriptions and archaeological
evidence;

using poetry as historical evidence.
How useful are the different sources; why
do accounts differ?
Take two reports of a recent event in
newspapers and compare them as an
exercise in assessing sources.
Introduction to Rome, Italy
and the Empire
Names and places:
the city of Rome

Identify the key places and in the city.

Gain familiarity with the names and
places in Italy and Empire

Students could research some places
and names themselves, especially the
less familiar places e.g. the major
areas in Rome and the development of
the city, cities in Italy, provinces of the
Empire, etc
Italy;
The Empire (changes
during the period):
provinces and the
frontiers.

= Innovative teaching idea
22 of 56
Maps showing additions to the Empire
in the period would be useful at this
= Stretch and challenge opportunity
idea
Note: while the expansion of the Empire is not a topic,
it affects the situation in Rome e.g. the emperor’s
image; the expenditure on amenities etc, the influx of
foreigners and so on. It is useful for students to have
some idea of the Empire of which Rome was the
centre
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources
Points to note
Outline the main members of the imperial
family.

Julio-Claudian family tree/ Flavian dynasty
(Bradley p.508, Alston Figures 1-4, 7)

Create timelines of main events under
headings:

timelines: Alston (at the end of each
chapter)

within the city of Rome

Bradley ch. 21 Julio-Claudians

in the Empire (expansion, revolts,
battles)

Goodman ch.s 4, 5 and 6: brief summaries

Shotter: Augustus, Tiberius, Nero, for their
reigns

Scullard ch.s 13 and 14 (Tiberius to Nero).

Wells ch.7 Galba to Trajan

Tacitus Annals 1.9-10: opposing views of
Augustus

Pliny the Elder Natural History. 7.147-150
(Lactor 17 P1)
stage
Events of the period 31
BC - AD 96: the emperors,
reigns and characters

within the imperial courts.

accessions and deaths of emperors
and family members.
Using sources and internet sites compare
the achievements of the emperors within
Rome and in the Empire.
Why are some emperors unpopular?
= Innovative teaching idea
GCE Classics
= Stretch and challenge opportunity
idea
This topic is background and needs to be covered in
outline: the events and incidents, reforms and actions
of individuals and groups which relate to the themes
can be dealt with in more detail under the themes in
the SoW
= ICT opportunity
23 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Social and Economic
context:
Topic
Suggested teaching and
homework activities
Suggested resources
Points to note

Lactor 18 section 3.6: revolts

Lactor 15: events in Gaius’ reign and parts
of Claudius, Nero reigns

Tac. Annals 4. 33; 6.51ff death and
assessment of Tiberius; Suetonius Tiberius
73-75

Tac. Annals 12.7-9 Claudius and Agrippina;
12.66ff death of Claudius/Nero (Suetonius
Claudius 44-45)

Suetonius Gaius 6 (accession) 58 (death)

Suetonius Domitian 2, 16-17; Galba 19-20
murder in public!
Outline:

World of Rome ch. 6 269-300


Social structures: senators,
equestrians plebs and freedmen: the
political power of different groups;

M. Goodman The Roman World 44 BC-AD
180 ch. 2; ch. 9 patronage and the classes
of Rome.; ch. 14 economy
One issue here is the use of economic elements by
politicians to gain support

Another which might be considered is the role of
patronage in politics under emperors

patronage and clients;

trade, agriculture and industry;
Bradley 434-438 Equestrians, plebs,
freedmen; pp.550ff (Claudius)


Lactor 8 (Inscriptions: examples of careers of senators
and equestrians);

importance of the grain supply;

Lewis and Rheinhold ch. 2

Lactor 15 (extracts of Dio)

Scullard ch. 15
= Innovative teaching idea
24 of 56
Option 2: The invention of Imperial Rome
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Emperors and the central
administration
Topic
Suggested teaching and
homework activities
Suggested resources
Points to note
Use maps to trace important areas for
Rome’s economy

Wallace Hadrill: Augustan Rome ch. 3

R. Alston Aspects Ch 10 and 11
Discussion: The advantages and
disadvantages of slavery for Rome.

maps

Roman economy

http://www.teacheroz.com/romans.htm

Lactor 18: section 5.5

Grain and famine: Tac. Annals 3.14; 3.54;
6. 13 (Tiberius); 12.43; Suetonius Claudius
18-19 ; Res Gestae 5, 18; Suetonius
Augustus 42 (Dio 55.26); Dio 60.11
(Claudius); Tac. Histories 4.38 (Vespasian).

Patronage: Suet. Vespasian 8-9, 16-18;
Tiberius 46,48 miserliness

Appian Civil Wars 1.1.7 effect of wealth.

Tac Annals 3.65: effect of imperial power

Bradley pp.422-23: Aug.’s position; pp.550554 (Claudius)
Using the sources to gain understanding of the
distribution of power in Rome.

World of Rome CUP sections 187-94


Julio-Claudian Emperors ch.1
Read a selection of source material:

summarise the powers of the emperor;

outline the involvement of equestrians
and freemen in administration.
= Innovative teaching idea
GCE Classics
Option 2: The invention of Imperial Rome
= Stretch and challenge opportunity
idea
Career of a freedman: Epaphroditus: Suetonius Nero
49 (Nero’s death); Domitian 14-15 (E.’s death);
= ICT opportunity
25 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
Topic outline
16 weeks
Topic
Suggested teaching and
homework activities
Suggested resources


Goodman ch. 4 pp. 31ff; ch.s 8 and 9

Alston ch.s 1 and 12 (central and provincial
admin. + sections on equestrians etc);
chapters on individual emperors have
section on administration, relations with
groups.
= Innovative teaching idea
26 of 56
Option 2: The invention of Imperial Rome
assess the importance of the imperial
court and patronage.

Lactor 17 section H: extracts, coins etc; H52
Vespasian’s law; section E: Velleius’ view
2.89 p.59

Lactor 17 section K: the city of Rome

Res Gestae 34; Dio 53.12-14; 16; 17 (a
monarchy); Suet. Augustus 27-28; Tac.
Annals 1.2-3; Velleius 2.126: an
assessment

Dio 53.20 the senate’s role; 54.10; 59.6,
59.9, 20 (Gaius, the senate and elections)

Suetonius Augustus 35-40, Tiberius 30-33,
Domitian 10-11[Senators]; Claudius 28-29;
Dio 63.12; freedmen; Tac. 11.28/37
freedmen and Messalina; 12.1-2 Agrippina

Tac. Histories 1.12: Galba’s court
= Stretch and challenge opportunity
idea
Points to note
Tac.Annals 15.55 (Piso plot)

Fuscus (equestrian) in command of Dacian campaign
(Suet. Domitian 4)

There is an overlap here with the theme on relations
with the classes of Rome, specifically the senatorial
class. Material from this and other topics can be used
as a source a variety of information
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources

Tac. Annals 3.36 Senators and freedmen

Cassius Dio: Domitian: 67.2/67.3 /67.11 –
Points to note
The senate.
Adminsitration of the city
of Rome: role of
magistrates,
commissioners, officials,
imperial bureauocracy.
Outline the aspects of administration in
Rome:

Wallace-Hadrill Augustan Rome ch 4;

Bradley pp.439-52

water supply;

Goodman ch 9, 17

food supply and shortage;


policing;
Lactor 17 section K (Augustus)//Lactor 15
Dio: the Julio-Claudians

fire-brigade;

Frontinus 2. 103 ff and Strabo 5.3.8

amenities;

organization of games;

organization of Rome’s regions;

housing and roads;
Does the evidence suggest life improved
for the citizens of Rome in this period?
= Innovative teaching idea
GCE Classics

This topic overlaps with the economic and social
context and with the topic on the relations between the
emperor and various social classes of Rome

The material can be used from other topics to
supplement the ones suggested here
(Lactor 17. K6, 58, 59, 62) details of water
supply; Plin NH 36. 121-2 (Lactor 17. T8)

Res Gestae 5, 15,18, 20; Suetonius
Augustus 30, Tiberius 47-48, Claudius 1820, Nero 15-17, Vespasian 8-10; Domitian
5, 7-8; also Lactor 17 Section K (Augustus)

Dio 55.26 (AD 7 corn supply); Tac. Annals
1.7

Lactor 15: extracts from Dio (Tiberius-Nero);
= Stretch and challenge opportunity
idea
= ICT opportunity
27 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources

Cassius Dio 59.2 (Tiberius’ gifts)

Tac. Annals 15.38-43 (Fire AD 64)

Juvenal Satires 3, 6 for a view of living in
Points to note
Rome!
Government of the Empire
Research sources online for:

The system of provincial commands:
proconsul/propraetor;

the duties and role of the governor;

his staff

the benefits for the Roman governors;

the advantages and disadvantages for
the provincials
Compare Agricola and Pliny’s evidence for
role of governors.
Students: discussion – what effect does
the possession and expansion of the
Empire have on political and social life in
Rome?
= Innovative teaching idea
28 of 56
Richardson: Roman Provincial Administration
ch. 2 especially.
Goodman ch. 10 and 13; Bradley pp.453-61
(Augustus) p. 536 (Tiberius); pp.555-7
(Claudius)

World of Rome pp.126-131; pp. 241-248

Scullard 12.6

R. Alston Aspects ch. 12

Lactor 17 (Augustus) section M (Strabo
selections)

Lactor 18 ch. 3 : sources

Tacitus Agricola 19-21; Pliny Letters Book
10; 9.5 (advice on being a good governor)

Suetonius Augustus 47
= Stretch and challenge opportunity
idea
This topic may be dealt with at any point in the
programme which seems suitable: the material should be
relevant to the period 31 BC –AD 96;
Pliny’s letters refer to a governorship outside the period
and their relevance needs to be made clear.
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
The succession issue
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources
Points to note
Outline each emperor’s efforts (if any) to
organise the accession of his chosen
successor:

Bradley ch. 21

Alston: ch.s on emperors have sections on
the topic
Students need to note the ways in which rivals are
removed either before the accession or at the time of it
e.g.

Augustus;


Tiberius;
Shotter Augustus ch. 9; Tiberius ch. 9;
Nero ch. 6

Gaius;

Claudius;

Nero;

Vespasian/Titus;

Domitian.
What were the issues for an emperor in
choosing a successor? How were the
problems solved if at all?

Tac. Annals 1.3-8 (Augustus/Tiberius);
Suetonius Tiberius 21; Velleius 2.124-5;
Dio 57. 1-4

Annals 1.11-13 Tiberius’ debate in the
senate; Suetonius Tiberius 23

Lactor 17 section J: Augustus’ family etc.

Lactor 15 ch. B.1 Gaius’ accession/ B23 his
death and aftermath (Dio 59..1 and 29); Ch.
C.1 Claudius (Dio 60.1-2); Ch. D.8 Nero’s
fall and death (Dio 63 27-29)

Suetonius Augustus 63-5; Velleius 2.93

SuetoniusTiberius 73, 75-6 death and will

Suetonius Claudius 10; Josephus AJ

Agrippa Postumus (Suet. Tiberuis. 22, Annals 1.6)

Agrippina’s removal of Britannicus (Annals 12.67, and
his later death)

Gaius’ treatment of Gemellus (Suet. Gaius 23)

Domitian and Clemens (Suet. Domitian. 15)
issues about the relationship to the family; the social class
of the successor; the support among senators and army ;
transference of powers such the tribunician power etc
19.3-4

= Innovative teaching idea
GCE Classics
Suetonius Vespasian 24-25; Galba 13-14,
= Stretch and challenge opportunity
idea
= ICT opportunity
29 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources
Points to note
16, 20
Changing face of Rome:
social life
Using sources as a starting point:
1.
What changes occur in the population
of Rome?

Suetonius Titus 9 (Domitian’s plots); 10-11
(death) Domitian 2 (accession)

Juvenal Satire 10. 77-81: plebs no longer
political; bread and circuses

Juvenal Satire 3 58-106: a view of the
cosmopolitan nature of the city; 3. 193-202
his living conditions
What actions to emperors take to
control Rome’s population – force
and persuasion:

3.
How do emperors deal with
issues in Rome: violence, riots,
over-population?


4.
To what extent does life in the city
improve for different groups?

5.
To what extent do emperors
benefit the people of Rome?
2.


= Innovative teaching idea
30 of 56
Juvenal Satire 6: women in Rome e.g.
6.286ff
Martail 12. 57
Res Gestae 6; 15 (gifts) 22 (shows); Suet.
Augustus 32 (reforms) 43 (shows);
compare:
Domitian 4; Gaius 35; Claudius 21, 34; Titus
7 (gifts and shows); Tac. Annals 1.76;
Martial Spectacles 1, 2
Suet. Claudius 25: laws on slavery; Dio
60.6-7; 11 (Ostia)
Tac. Annals 15.42-43: Nero’s rules after the
= Stretch and challenge opportunity
idea

Material from previous and the next two areas of study
can be used in this topic also: e.g. provision of
amenities etc

This topic also overlaps with relations between
Romans and the emperor and how they develop with
the centralisation of power in his hands
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources

fire
Lactor 17 Section S: social laws.
Riots: Tac. Annals 14.60 (Octavia); Suet.
Claudius 18; Tac. Annals 6.13 (grain riot);
Dio 55.31 (Riot over grain – Augustus)
World of Rome CUP ch. 5 (sections 228ff)

Alston ch. 10

Wallace-Hadrill Augustan Rome ch. 5
Outline emperors’ attempts to affect
morality:

Pliny Natural History 14. 1 need for social
laws

Moral attitudes towards social and moral issues could
be explored:
laws;

Tac. Annals 14. 20: social and moral
decline: corruption in Rome.

Seneca on the cruelty at shows (Epistles 7)


Petronius’ satire on freedmen and wealth
decrees;
Livy Preface: decline in Rome

examples of moral problems and issues:

Cassius Dio 53.13/ 54.16: (also 56.10)`
Juvenal’s picture of Roman society and attitudes
towards foreigners etc

Pliny Letters 9.6: circus as a waste of time

Ovid’s Art of Love etc on adultery

Juvenal Satire 6. 286ff : women

Pliny Letters 7 Quadratilla; 3.16 Arria; 4.19 Calpurnia

Tac. Annals 16.4-5: Nero’s stage debut


Changing face of moral
life in Rome
regulations;

the changing status of women;

the introduction of foreign customs and
practices;
= Innovative teaching idea
GCE Classics
Points to note
marriage laws of Augustus; Suet. Augustus
34; Dio 54.16; Horace Secular Hymn; Tac.
Annals 3.25 (their failure?)

Lactor 17 Section S (Augustus)

Emperors efforts (senatorial class) Suet.
Vespasian 9, 11; Augustus 35; Domitian 7,
= Stretch and challenge opportunity
idea
= ICT opportunity
31 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources
Points to note
8; Nero 16
Changing face of Rome:
Religion (and Philosophy)
Research the development and growth of
the following foreign religions during this
period:
(equestrians) Suet. Augustus 38

(citizenship) Suet. Augustus 40; Claudius
61

Sumptuary laws: Tac. Annals 3.52ff

Alston Ch 14 (women)

Shotter Augustus

http://www.unrv.com/culture/isis.php

This topic and the previous two topics overlap.
(brief overvierw)

Students could be encouraged to explore the
philosophies of the upper classes: Stoicism and
Epicureanism:

http://en.wikipedia.org/wiki/Stoicism

(quotes from sources included)

translation of Seneca’s letters

Juvenal 6, 314-51, 511-44 (Isis and women)

Isis and Osiris


picture: Isis temple Rome
Serapis


Isis on coins
Mithras


http://en.wikipedia.org/wiki/Serapis
Christianity


picture Serapis on coins
Bacchanalia, Magna Mater, Cybele etc

sources on mithras

sources for Bacchanalia and other cults

BBC site for christianity

Suetonius Vespasian 7 (Serapis)
Discussion: Do the sources represent
typical Roman attitudes towards these
cults?
= Innovative teaching idea
32 of 56

= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities

sources: persecution

Horace Odes 3.6: neglect of religion

Suet. Tiberius 36 suppression of cults;
Claudius 25 expulsion of Jews; Domitian
12 (Jews) (also Cassius Dio 67.14)

Tac. Histories 4.53 Vespasian restorations

Lactor 18. section 5.3: sources on impact of
religions

Lactor 17, section L: Religion

Alston ch. 16

Goodman chs 29, 31

World of Rome CUP ch. 5 (esp. sections
254ff)

Bradley pp.439ff and 580ff
Outline the views of emperors towards the
imperial cult:

Lactor 17, section L8-19; Lactor 18 (esp
section 3)
Issues

Lactor 8: (3,4,5,40, 41 evidence)


Lactor 15 Cassius Dio: B. 5, 9,20, 22
(Gaius)
How far is their a decline in the worship of
the State Religion?
The imperial Cult
= Innovative teaching idea
GCE Classics
Suggested resources
How varied were emperors in their use
of the cult?
= Stretch and challenge opportunity
idea
Points to note

This area of study relates to the image of the
Emperors in Rome and the Empire and the
centralisation of the religious worship in the figure of
the emperor
= ICT opportunity
33 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Architecture and the
Emperors
Topic
Suggested teaching and
homework activities
Suggested resources
Points to note

How far did Romans accept the
worship of the emperors in Rome.

Tac. Annals 4.37, 38; Suet. Tiberius 26;
Gaius 22; Domitian 13

Article on imperial cult



http://janusquirinus.org/essays/Cult.html
How far was the imperial cult apolitical
tool for emperors?
Tac. Annals 14.31 (temple to Claudius)

Augustus: Dio 51.20; Tac. Annals 1.57
(altar)

Cassius Dio 67.5 Domitian ‘god and man’

Tac. Annals 12.69: Claudius deified

Shotter Nero ch.4; Alston pp.62ff and 309ff;
Goodman pp.299ff; Wallace-Hadrill ch. 6

Scullard ch. 16
using the visual evidence and the literary
resources, consider issues:

Bradley ch. 20 pp.486ff (plans of for a etc)


Alston passim (esp. pp175ff and pp.185ff
1.
What themes are present with every
emperors’ building programmes?

Goodman ch. 12, 15 and 18
Student will need to interpret the visual evidence using
the structures and decoration (possibly also
inscriptions) to consider the themes
How similar/different are the images
each emperor presents of himself
and his family?

Wallace-Hadrill ch. 4

World of Rome CUP sections 473-87

They could research the images as homework.

Scullard ch. 16

propaganda in Rome

Lactor 17 Section k; Buildings Augustus

http://www.crystalinks.com/romearchitecture.html

Ara Pacis images
2.
3.
= Innovative teaching idea
34 of 56
Option 2: The invention of Imperial Rome
How far is Rome transformed by the
emperors into the capital of the
Empire?
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Types of buildings to include: religious,
commercial, political, entertainment and
leisure, monuments, palaces, amenities
(e.g. aqueducts, roads)
Roman views on the
changing nature of the city
of Rome
Using a selection of source material:
Points to note

Res Gestae 19-21

Arch of Titus

Suetonius Augustus 28-30; Tiberius 47
Gaius 19-21; Claudius 20; Nero 16, 31;
Vespasian 9; Titus 7; Domitian 5.

images of buildings

Imperial fora

Tac. Annals 15.42 Golden House; Martial
Spectacles 1.2
The city of Rome images of buildings

Tac. Histories 4.53 the Capitol

Dio 59. 7; 17 (Gaius); 60.11 (Ostia)

Tac. Annals 1.2, 79; 4.32 ff the state of
Rome; 6.52; 14.20 (Nero’s corrupt Rome);
12.7-9 (Agrippina in control); 14.65
(sycophancy of the senators) etc
Compare historians: Suetonius and
Tacitus;
Compare poets of the period: Horace,
Ovid, Virgil, Juvenal, Martial.
Assess the different views Romans had
towards the changes experienced in the
1st c. AD.
What were their views of:


= Innovative teaching idea
GCE Classics
Suggested resources

Suetonius Tiberius 61, 46,; Domitian 10, 13

Lactor 15: Dio 63 6.4; 9-10 (Nero’s acting);
12-13 Sporus; 22 (Vindex’s complaints)

Dio 59.28 (Gaius as a god)

Velleius 2.126 (see Lactor 17) on

translations of Martial and Juvenal

Much source materialis available in books such as
Shelton As the Romans Did; Levick Government of
the Roman Empire; Parkin and Pomeroy Roman
Social History; Lewis and Rheinhold; and so on.

Students may research views and attitudes in these
and on internet sites
Augustus and Tiberius for a contrast.
emperors’ building programmes;
reform of social and moral attitudes;
Augustus: images of power

Poetry on Augustus (Lactor 17)
= Stretch and challenge opportunity
idea
= ICT opportunity
35 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching
time
16 weeks
Topic outline
Topic
Option 2: The invention of Imperial Rome
Suggested teaching and
homework activities
Suggested resources

attempts to improve conditions in
Rome;


the administration of the city;
Juvenal Satire 4.110ff council of Domitian;
Juvenal Satire 6.120ff Messalina; Juvenal 3
and 6 (Rome and women)

etc.

Use Sample exam material and selected
source material to prompt debate and
discussion

http://www.livius.org/rome.html for
Points to note
How far do they reflect most Romans’
views?
review and reflect on the
issues.

The sources: their aims and methods –
how reliable, consistent, unbiased are
they?

How successful are the emperors in
transforming Rome physically and
politically?

How do they gain and maintain good
relations with (a) the plebs, (b) the
upper classes (c) non-citizens?

Why was the imperial succession a
constant problem?
= Innovative teaching idea
36 of 56

The review should focus on the specification themes
to draw material together for the students to have
opportunities to respond to elements of stretch and
challenge
people, places and events.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
18 hours
Topic outline
Introduction to the empire
AD14 – 117
Suggested teaching and homework
activities
Suggested resources
Points to note



This is intended as an introduction to some
of the key personalities and locations of the
period.

It is assumed that students have minimal
understanding of these issues and the
materials are designed with this in mind

The videos are recommended but not
essential - a very useful mechanism of
demonstrating a flavour of the personalities/
events of the different emperors.
Overview of imperial policy during the
period:

(Frontier and defensive
policies within the Empire)
(8 hours)



student activity as the major
developments are filled in requisite
box on grid across key areas of the
empire,

Gaul/Germania/ Dacia/ Britannia/
Danube/ Asia/ Parthia/ Syria/ Judaea/
Africa,
emperor by emperor Tiberius 
Trajan.

Focus on secondary sources here.

Use of video extracts with guides to
introduce students to some of the different
personalities.
Students will need:
GCE Classics
centre-designed booklet containing the
key secondary readings from:

Bradley. Ancient Rome. 1990 Edward
Arnold. pages 534-7,545-6,555-7,56971.

Alston. Aspects of Roman History
1998 Routledge.

A grid (A3 size) into which the students
enter the key events of the period emperor
by emperor.

Key videos:

= Innovative teaching idea
a map of the empire (A3 size) during
this period showing key changes/
acquisitions with dates (The Times of
Atlas of World History is good here),
Tiberius  Caligula (from Tony
Robinson’s ‘Romans’ series),
= Stretch and challenge opportunity
idea
= ICT opportunity
37 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
18 hours
Topic outline
Frontier/defensive policies
AD14 -117 – greater depth
Suggested teaching and homework
activities



= Innovative teaching idea
More detailed examination of defensive/
frontier policies during the period region by
region (see above).
Suggested resources


Nero (Tony Robinson’s ‘Romans’
series’),

Vespasian (C4 enterprises),

Trajan (part of ‘I, Caesar’ series
from BBC enterprises).
Students will need:

The map of the empire,

centre-designed booklet with
narrative of events with key pieces
of evidence taken from :

LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.
Section 2 (pages 16-42),
Student activity:

(10 hours)
38 of 56
Option 3: Ruling the Roman Empire AD14-117
working in pairs students plot on A3
sheets key events but also key periods
of expansion/ revolt/ consolidation//
retreat region by region (key focus is
change over time),

report back to class as a whole,

use of video with guides to explore
certain events.
Teacher-led plenary: use of powerpoint to

LACTOR 8 Inscriptions of the
Roman Empire, AD14-117. 1996,
London Association of Classical
teachers.
= Stretch and challenge opportunity
idea
Points to note

The focus here is on greater depth but is
focusing on the issue of change over time –
students are expected to understand
different pace of change/ differing priorities
at the beginning/ middle/ end of the period.

This will become the basis out of which
understanding/ treatment of other aspects
of the whole module will be drawn.

Administration.

Extent of cultural and economic
penetration.

Revolt/ extent of Romanisation.

Different attitudes between East and West.
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
18 hours
Topic outline
Suggested teaching and homework
activities
Suggested resources

identify and explain:
= Innovative teaching idea
GCE Classics

Key events/ aspects: expansion/ revolt/
consolidation/ retreat.

Reasons across the period.

Practice assessment.

Use of A3 sheets for ‘The
West’/’The East’, students chart
expansion/ consolidation/ retreat
over the time period.
Points to note

Videos are recommended.
Key videos:

Boudicca’s revolt (History Channel),

‘The Roman Way of War’- Trajan’s
Column as a means of
understanding the campaigns in
Dacia after AD100 (part of
‘Timewatch’ series – BBC
enterprises),

Integration of the narrative with
additional evidence drawn from
Tacitus/ Plutarch/ Suetonius/
Cassius Dio/ Pliny/ Josephus,

See specimen assessment
materials.
= Stretch and challenge opportunity
idea
= ICT opportunity
39 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
21 hours
Topic outline
Suggested teaching and homework
activities
Introduction to administration


(3 hours)

= Innovative teaching idea
40 of 56

Introductory exercise:

(government and
administration of empire)
Suggested resources
student activity: either as individual or
pair work, students read carefully
extract from Alston,

Alston. Aspects of Roman History
1998 Routledge. Pages 256-261.
Points to note

Again it is assumed that students have little
or no prior knowledge of the relevant
issues: thus this is an introductory exercise
only.

Key ideas to emphasise:
Blank template which students can then
complete.
to complete blank template with
information from extract.

differences between senatorial and
imperial provinces,

diversity of rule in different provinces:
differences between East and West –
importance of previous settlement,

limited available evidence.
Discussion points:

differences between Imperial and
Senatorial/ Public provinces,

diversity depending on prior
settlement/ economic status/ location,

limited sources/ evidence,

initial judgements as to effectiveness
of Roman administration?

powers of governor,

formal/ informal means of influence/
control,
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
21 hours
Topic outline
Suggested teaching and homework
activities

Administration – greater depth
and use of sources
Introduction to sources/ evidence – Pliny

Student activity:
(6 hours)


Points to note


types/ levels of administrative support.


Suggested resources
Letters X Exercise: using translation of
the letters and study guide students
have to answer series of questions,
Internet research,
Introduction to other sources – Tacitus
(Agricola but also other examples).

Students will need a copy of Pliny’s letters
X in translation and study guide which has
divided letters into categories:

economics/ finance,

construction/ public works,

constitutional matters,

legal matters,

personal.
Very useful website:
http://www.livius.org/pi-pm/pliny/pliny for
student research

= Innovative teaching idea
GCE Classics
The aim here is to get students to begin to
understand some of the source material
that exists on administration and the fact
that this has strengths and limitations.
LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.
= Stretch and challenge opportunity
idea
= ICT opportunity
41 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
21 hours
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
:section 2 (pages 16-42)

Administration: greater depth
and development – the system
(6 hours)
= Innovative teaching idea
42 of 56

Teacher-led activity - use of powerpoint to
highlight/ explore aspects of provincial
government in greater depth.

Students have blank template which is to
be filled in during course of presentation.

Students need to understand key terms:

top levels: Legatus / Procurator/
Praefectus/ prefect/ Propraetor/
Proconsul,

subordinate levels: junior procurators/
freedmen,
LACTOR 8 Inscriptions of the
Roman Empire, AD14-117. 1996,
London Association of Classical
teachers.
 Powerpoint used by teacher based on key
secondary text – Wynne Williams,
correspondence with Trajan from Bithynia
Epistles X. 1990, Aris and Philips.
Introduction pages 5-9.
= Stretch and challenge opportunity
idea

Building on prior introduction, students
need to integrate evidence with secondary
information.
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
21 hours
Topic outline
Suggested teaching and homework
activities

Administration: greater depth
and development – the wider
issues

(6 hours)


= Innovative teaching idea
GCE Classics
Option 3: Ruling the Roman Empire AD14-117
Suggested resources
Points to note

Introduction to these themes with
explanations/ sources taken from: LACTOR
18 The high tide of the Roman Empire.
2002 London Association of Classical
teachers.

The key point is for students to understand
that other aspects are also important in the
governance and administration of empire.

These points will be examined in greater
depth as part of the rest of the module.
 Videos are not essential but are very useful
use of equestrians.
Introduction to some of the wider aspects of
government and administration:

the role of the army,

economic development,

extent of ‘Romanisation’,

Section 3: intro

local government: extent of autonomy
at local levels,

Section 3.1: the army

role of client Kings/ Queens,

Section 3.2: material development

taxation,

Section 3.3: extent of ‘Romanisation’

Provincial failings/ rebellion.

Section3.4: spread of citizenship

Section 3.5: taxation

Section 3.6: revolts

Section 3.7: local government.
Teacher-led discussion around these
points.
Use of video with study guides – a number
= Stretch and challenge opportunity
idea
in breaking up what could at times be a
fairly arid topic – recommended.
= ICT opportunity
43 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
21 hours
Topic outline
Suggested teaching and homework
activities
of possibilities here.
= Innovative teaching idea
44 of 56
Suggested resources

Points to note
Use of video with video guides to explore
these themes across the period

‘The dream of Rome’ by Boris
Johnson (BBC enterprises),

‘Rome: the Model Empire’ by Jonathan
Freedland (C4 enterprises),

‘Silchester - The lost city of Roman
Britain’ by Julian Richards (BBC
enterprises).
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
15 hours
Topic outline
The differing image of the
emperor and the imperial cult
Suggested teaching and homework
activities
Suggested resources
Points to note

Teacher-led activity identifying key aspects:

 Students could do their own research into

Julio-Claudians inheriting divinity from
Augustus but Flavians (post 70AD) and
Trajan (post 98AD) had to work harder for
this.

What was the imperial cult?

Importance of precedence but also
extensions of cult (eg. Claudius in Britannia/
Vespasian in Africa).
(The differing attitudes to
Empire in the Eastern and
Western Provinces)
(5 hours)
= Innovative teaching idea
GCE Classics
Option 3: Ruling the Roman Empire AD14-117
Original Sources:

LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.
:section 4 (pages 86-94) has an
excellent explanation with
accessible sources.

LACTOR 8 Inscriptions of the
Roman Empire, AD14-117. 1996,
London Association of Classical
teachers. has very useful examples
of inscriptions for various emperors:

Aspects of the cult: Domus Divina/
activities/ political benefits/ ‘Romanisation’.

Differences between East and West.

Tiberius: 3/4/5

Practice assessment.

Gaius: 26

Claudius: 27

Nero: 40/41

Vespasian:55/ 56/ 57

Titus: 66
= Stretch and challenge opportunity
idea
one of these aspects and then bring
research into the class where it can be
combined.
= ICT opportunity
45 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
15 hours
Topic outline
Suggested teaching and homework
activities
Suggested resources


Attitudes to imperial rule – the
East
(5 hours)
= Innovative teaching idea
46 of 56

Teacher-led activity – key themes:

minimal bureaucracy,

diversity,

Greek influence,

roles/powers of the governor:
particularly judicial and financial
offices,

personality of the governor,

appeals to the emperor,

Points to note
Trajan: 88/ 100.
Secondary sources:

Boatwright, M.T., Gargola, D.J.,
Talbert, R.J. The Romans: From
village to Empire. 2004, Oxford
University Press. Pages 347-52 and
Pages 379-92.

See specimen assessment materials.
Primary evidence:

Pliny: letters X

LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.

Section 3.2: economic prosperity

Section 3.3: useful for
‘Romanisation’

Section 3.4: useful for citizenship
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
15 hours
Topic outline
Suggested teaching and homework
activities
Attitudes to imperial rule – the
West

small military presence,

Section 3.5: taxation

considerable autonomy,

section 3.6: revolts

Imperial/ senatorial provinces,


revolts (Jews – the exception rather
than the rule?),
section 3.7: useful for local
government.


Points to note
Secondary source:

role of client-kings (eg.
Armenia/Judaea).
Teacher-led activity – key themes:
Gleason, M.W. A comparison to the
Roman Empire. 2006, Blackwell
Publishing. pages 240-243 (from
chapter 12)
Original Sources

shorter urban tradition,

Tacitus: Agricola. 19-21

more deliberate policy of fostering
urban development,

Tacitus: Annuls. 3.43.1

distinction between civitates/
municipia/ coloniae,

revolts (Gaul/ Germania/ Boudicca) –
commonality of causes?
(5 hours)
= Innovative teaching idea
Suggested resources


GCE Classics
Option 3: Ruling the Roman Empire AD14-117

LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.

LACTOR 8 Inscriptions of the
Roman Empire, AD14-117. 1996,
London Association of Classical
= Stretch and challenge opportunity
idea
= ICT opportunity
47 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
15 hours
Topic outline
Suggested teaching and homework
activities

role of client kings/ queens
(eg.Cogidubnus),

role of imperial cult,

Imperial provinces:role of army here
as a force for cultural unity,


Suggested resources
teachers. Inscription 34: Claudius
address to the Senate AD48,


Romanisation in a wider sense.
48 of 56
Inscription 67/ 68 – town
constitutions.
Secondary sources:

Edmondsen, J. A companion to the
Roman Empire. 2006, Blackwell
publishing. (chapter 13) but especially
pages 253-5/278-80.

Video use (see under Administration/
governance).
Practice assessment.

= Innovative teaching idea
Points to note
See specimen assessment materials
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
Option 3: Ruling the Roman Empire AD14-117
12 Hours
The social and economic effects of incorporation into the roman empire and the extent of Romanisation
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
The Imperial Economy



(6 hours)
Romanisation
(6 hours)
Teacher-led activity exploring the key
themes:

a debate: extent/definitions,

source limitation,

different models: the consumer city/
the agricultural economy,

indicators of change as Rome imposes
uniformity:

urbanisation

taxation

role of the army

Pax Romana – benefits that
accrued

= Innovative teaching idea
GCE Classics
social mobility.

BUT maintenance of regional variation/ lack
of change.

Practice assessment.
Original sources:
For both these topics:

Archaeological evidence from OSTIA/
POMPEII

students need to understand that there
is a real debate.

LACTOR 8 Inscriptions of the Roman
Empire, AD14-117. 1996, London
Association of Classical teachers. 25,

students need to understand that the
sources/ evidence have great and
often contradictory limitations.

LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.


section 3.2,

section 5.5.
Secondary sources:

Alston. Aspects of Roman History
1998 Routledge. Pages 227-245

Boatwright, M.T., Gargola, D.J.,
Talbert, R.J. The Romans: From
village to Empire. 2004, Oxford
University Press. Pages 337-42.
= Stretch and challenge opportunity
idea
= ICT opportunity
49 of 56
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
12 Hours
Topic outline
The social and economic effects of incorporation into the roman empire and the extent of Romanisation
Suggested teaching and homework
activities
50 of 56
Suggested resources

Teacher-led activity exploring some of the
key themes.

Bradley. Ancient Rome. 1990 Edward
Arnold. pages 577-612

A debate which focuses on greater/ lesser
extent of cultural change/ interaction.

Edmondsen, J. A companion to the
Roman Empire. 2006, Blackwell
publishing. Pages 283-96.

= Innovative teaching idea
Option 3: Ruling the Roman Empire AD14-117
institutions: coloniae/ citizenship/
charters,

See specimen assessment materials.

spread of Roman architectural forms,

Primary sources;

spread of inscriptions and Latin/ Greek
usage,

Tacitus: Agricola, 19-21.

Pliny: letters X

economic impacts: use of pottery/
jewellery/ extent of trade,


cultural impacts: games/ theatre/
Roman ways/use of the imperial cults/
integration of provincial elites,
LACTOR 8 Inscriptions of the Roman
Empire, AD14-117. 1996, London
Association of Classical teachers.
25/34/67/68/94/ 64/78/32/10/5


social/ political structures: integration
of provincial elites into local politics,
LACTOR 18 The high tide of the
Roman Empire. 2002 London
Association of Classical teachers.

difficulty in making broad
generalisations.

Section 3.1: army

Section 3.2: material prosperity
= Stretch and challenge opportunity
idea
Points to note
= ICT opportunity
GCE Classics
Sample GCE Scheme of Work
Unit F394: Roman History: the use and abuse of power
Suggested
teaching time
Topic
12 Hours
Topic outline
Option 3: Ruling the Roman Empire AD14-117
The social and economic effects of incorporation into the roman empire and the extent of Romanisation
Suggested teaching and homework
activities

Suggested resources
Practice assessment.

= Innovative teaching idea
GCE Classics

Section 3.3: the debate about
‘Romanisation’

Section 3.4:spread of citizenship

Section 3.6: revolts

Section 5.2: culture

Section 5.3: religion
Points to note
Secondary sources:

Alston. Aspects of Roman History
1998 Routledge. pages 298 – 306.

Stirling, L. A companion to the Roman
Empire. 2006, Blackwell publishing.
Pages 93-97.
= Stretch and challenge opportunity
idea
= ICT opportunity
51 of 56
Sample GCE Lesson Plan
Unit F384: Roman History: the use and
abuse of power
Introduction to the administrative system of the Roman Empire
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 read, understand and précis a significant piece of historical writing.
Objective 2
Students to work collaboratively in identifying relevant parts of a text.
Objective 3
Students to gain an introductory understanding of some of the key
principles, offices and means of ruling the empire.
Insert Recap of previous experience and prior knowledge

Initial quiz- type test – 10-15 questions with one word answers on aspects of imperial
expansion (no maps allowed)
Content
Time
Content
10 minutes
Quiz – very short quick-fire questions on aspects of imperial expansion: no
talking/ conferring – move through answers very quickly: the aim is for all
students to say something in this first section.
All students look carefully at colour map of the expansion of the Roman
empire (has been the centre of teaching over the previous fortnight). Focus on
some key questions:
- The extent of the empire in 14AD
- The expansion of the empire after 14 AD: where? When?
- Location of key towns? Frontiers? Natural borders?
- How is an empire this size to be governed?
Reading activity: students will take it in turns to read (out loud) paragraphs
from an A-level text book giving a concise overview/ introduction of the
system of imperial administration:
10 minutes
20 minutes
- Key terms will be discussed/ explained during this time
- Student will write meanings/ definitions in glossary
- Students will highlight these key terms/ phrases
52 of 56
GCE Classics
Sample GCE Lesson Plan
- Try to include as many students as possible in this exercise.
10 minutes
Pair work – students work through extract once more and use information
gained to fill out blank template: during this time students can discuss and
compare their answers. Focusing on:
- Imperial/ senatorial provinces: key differences
- Different functions of Governors
- Some elements of subordinate administrative help
- Formal / informal methods of influence/ control.
5 minutes
Plenary of this activity – teacher led to make sure that all students have
extracted the correct information.
Consolidation
Time
Content
5 minutes
Summary of learning – stress size and diversity of empire and therefore need
for flexibility.
Set homework task – read rest of article that raises preliminary questions
about the effectiveness of Roman imperial administration. Same skills of
comprehension and précis to be used in written summary of this to be handed
in at the beginning of the next session.
GCE Classics
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Other forms of Support
In order to help you implement the new Gujarati specification 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.
Hosted Network Events
OCR runs a number of successful network events, hosted by our Customer Support Managers.
These enable you to meet colleagues from other centres and share best practice. The events are
about peer learning and provide an excellent opportunity to carry out standardisation activities and
receive updates from OCR.
For more information, please contact the Networks and Regional Coordinator on 024 7649 6396.
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.
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GCE Classics
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 https://community.ocr.org.uk, choose your community and join the discussion!
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 free access to candidate information at your convenience. Sign up at
https://interchange.ocr.org.uk
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.
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.
GCE Classics
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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