OCR Ancient History GCSE Component 2

Paul Fowler, Christopher Grocock, James Melville

• Publisher: Bloomsbury Academic
• Year: 2017
• Print ISBN: 9781350015197
• eBook ISBN: 9781350015203
• Edition: 1
• Topic: History
• Subtopic: Ancient History
• Index: History

This textbook is endorsed by OCR and supports the specification for GCSE Ancient History (first teaching September 2017). It covers the whole of Component 2, both the compulsory longer Period Study and the three optional Depth Studies: Longer Period Study: The Foundations of Rome: From Kingship to Republic, 753–440 BC by Paul Fowler
Depth Study: Hannibal and the Second Punic War, 218–201 BC by Paul Fowler
Depth Study: Cleopatra: Rome And Egypt, 69–30 BC by James Melville
Depth Study: Britannia: From Conquest to Province, AD 43– c. 84 by Christopher Grocock How did reactions to the exploitation of women and the poor make Rome great? How did Rome survive a fourteen-year invasion? Was Cleopatra a great queen? What was the impact of Roman invasion on Britain's diverse and prosperous culture? This book raises these and other key questions. GCSE students and their teachers will explore the foundation of Rome, the rise of its empire, and its interactions with neighbouring cultures, through the eyes of its historians and archaeology. This book invites us to look at Ancient Rome and the modern world in a new light. The ideal preparation for the final examinations, all content is presented by experts and experienced teachers in a clear and accessible narrative. Ancient literary and visual sources are described and analysed, with supporting images. Helpful student features include study questions, further reading, and boxes focusing in on key people, events and terms. Practice questions and exam guidance prepare students for assessment. A Companion Website is available at www.bloomsbury.com/anc-hist-gcse.

PART 1

LONGER PERIOD STUDY:
THE FOUNDATIONS OF ROME:
FROM KINGSHIP TO REPUBLIC,
753–440 BC

Introduction

Just over a quarter of your GCSE in Ancient History involves a Roman Period Study. You will learn about the earliest history of Rome as told by ancient historians, and you will think about how to distinguish myth from fact. OCR has not set any particular sources for you to read, so the ones you will encounter in this textbook are only a suggestion: you should use the skills you build to read other texts and sources about this period of history.

EXAM OVERVIEW J198/02 SECTION A

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Your assessment for the Period Study will be:

	27.5% of the GCSE	60 mins	60 marks
		out of 1hr 45mins	out of 105 marks
		for the whole paper	for the whole paper*

* This includes 5 marks are available for spelling, punctuation, grammar and appropriate historical terminology (SPaG).

30 marks will test AO1: demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied.

15 marks will test AO2: analyse and explain historical events and historical periods to arrive at substantiated judgements.

10 marks will test AO3: use, analyse and evaluate ancient sources within their historical context.

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EXAM TIP: THE DIFFERENCE BETWEEN EVALUATION AND ANALYSIS

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Analysis is the ability to explore the value or weight of a particular piece of evidence or event. Evaluation is the ability to weigh up a number of facts and sources in combination to make a decision about how far something is important.

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USING ANCIENT HISTORIANS TO STUDY THE FOUNDATIONS OF ROME

republic a country without a king; the word derives from the Latin – res publica – the ‘public matter’ or the people’s government

foundation chronology a popular theory that the Roman writer Fabius Pictor created a foundation timeline to organise the history of Rome, by mixing together the different sources he had found with his own narrative

narrative used by all authors to help readers follow their story and ancient historians similarly used story-lines to help explain the changes and developments introduced in Rome

literary tradition accounts of Rome’s foundation by ancient historians such as Dionysius and Livy; very little of older sources such as Cato and Pictor survives

weight the historical value of a source

interpretations the different ways historians have viewed the past

patricians a difficult group to define accurately, Livy and Dionysius refer to them as men belonging to Rome’s oldest families, many being rich landowners

plebeians Roman citizens who did not belong to the patrician families

Historians are confident about only three things.

1.We do not know for certain how Rome was founded, we only have theories and possibilities.

2.The ancient accounts of this period are a mixture of legend, myth and fiction.

3.The archaeology we possess is limited and produces more questions than answers.

It may seem strange to be studying a topic we know very little about. This is a common obstacle when studying Ancient History. Most periods have an incomplete archaeological record which makes it very difficult to make sense of the past.

This component concentrates upon the work of Livy and Dionysius. In their opinion Rome developed from a small settlement of soldiers into a thriving city with a Republic. The archaeological record does not fully agree with their version of events. Unfortunately, archaeology does not provide us with a complete history.

Modern historians use Livy and Dionysius, cautiously, to provide an approximate chronology to the foundation of Rome. The foundation chronology they provide is not historical fact but a historical narrative. Modern historians call their story the literary tradition.

Historians debate the weight of the literary tradition. Some value the ancient historians because they had access to evidence which no longer exists. Others argue that the ancient sources they use have been manipulated or made up by earlier historians like Fabius Pictor. In their opinion Livy’s and Dionysius’ histories are interpretations. In other words, they alter the ancient sources to achieve personal aims.

What will I study?

In the first two sections, you will explore the role of the legendary kings. Romulus, the legendary founder of Rome, is supposed to have created Rome’s basic structure. This included dividing the city into two orders called patricians and plebeians. Over time, other kings would add to this structure until the removal of Tarquinius Superbus in 509 BC.

In the final two sections, you explore the early history of the Republic. In section three you will explore how Ro...

Table of contents

• Cover
• Half Title
• Series
• Title
• Contents
• Introduction |
• How to Use this Book |
• PART 1 LONGER PERIOD STUDY: THE FOUNDATIONS OF ROME: FROM KINGSHIP TO REPUBLIC, 753–440 BC |
• Introduction1 |
• 1.1 The Legendary Kings and the Origins of Rome, 753–616 BC |
• 1.2 The Etruscan Kings, 616–509 BC |
• 1.3 Origins of the Republic, 509–494 BC |
• 1.4 Securing the Republic, 494–440 BC |
• What to Expect in the Exam: Section A |
• PART 2 DEPTH STUDIES |
• Introduction to the Depth Study options |
• DEPTH STUDY 1: HANNIBAL AND THE SECOND PUNIC WAR, 218–201 BC |
• Introduction to Hannibal and the Second Punic War, 218–201 BC |
• 2.1 Reasons for the Outbreak of the Second Punic War |
• 2.2 The Nature and Dynamics of Hannibal’s Leadership |
• 2.3 The Changing Nature of Rome’s Response to Hannibal |
• 2.4 How Did Rome Defeat Carthage? |
• What to Expect in the Exam: Section B |
• DEPTH STUDY 2: CLEOPATRA: ROME AND EGYPT, 69–30 BC |
• Introduction to Cleopatra: Rome and Egypt, 69–30 BC |
• 3.1 Cleopatra as Queen of Egypt |
• 3.2 Cleopatra’s Relationship with Julius Caesar, 48–44 BC |
• 3.3 Cleopatra’s Relationship with Mark Antony, 41–30 BC |
• 3.4 The Battle of Actium and its Significance for Egypt and Rome |
• What to Expect in the Exam: Section C |
• DEPTH STUDY 3: BRITANNIA: FROM CONQUEST TO PROVINCE, AD 43–c. 84 |
• Introduction to Britannia: from Conquest to Province, AD 43–c. 84 |
• 4.1 Claudius’ Invasion of Britain, AD 43 |
• 4.2 The Romans in Britain |
• 4.3 Romanisation and Further Resistance |
• What to Expect in the Exam: Section D |
• Glossary |
• Sources of Quotations |
• Sources of Illustrations |
• Index |
• Copyright