Download Classical Civilisation Revision – June 2010 (Year 10)

Classical Civilisation Revision – June 2010 (Year 10)
You will sit two one hour papers in June. They will cover the two topics studied in terms
one and two, Athens and Sparta/Greek Tragedy and Drama Festivals
Unit 1: Greece and Rome – Stories and Histories
1C – Athens and Sparta
In this unit candidates will study society in both Athens and Sparta. They will be
expected to show an understanding of the roles and responsibilities of individuals in each
society and to be able to evaluate and analyse any similarities or differences. Comparisons
may be drawn between Athenian and Spartan societies and the present day.
Primary Sources:
Extracts and illustrations, as found in the secondary sources given below
Secondary Sources:
Amos and Lang, These were the Greeks, Gerald Duckworth & Co Ltd, ISBN 9780715627310 (Chapters 5, 13, 14, 15)
James Renshaw, In Search of the Greeks, Gerald Duckworth & Co Ltd, ISBN 978-1853996993 (Chapters 4 and 6)
Unit Content:
Education
Athenian system - schools, paidogogos, Sophists, higher education (cultural/academic)
Spartan system – agoge, treatment of boys, paidonomos, militaristic
Objectives:
• What was the focus of traditional education in Athens?
• Who were the Sophists?
• How did the Athenian education system differ to that of the Spartans?
Resources and Activities:
• w/s – ‘Athenian Education’/ ‘The Traditional System’/ ‘Sophists and a New
Education’/ ‘Spartan Education’
Women
Upbringing, marriage, education, role/position
Objectives:
• How dangerous was birth?
• Why did the birth of a child increase the status of a wife?
• Why were some children ‘exposed’?
• What was the purpose of marriage?
• What was an Athenian wedding like?
• What was the role of women?
Resources and Activities:
•
w/s – ‘Adultery in Classical Athens’/ ‘Role of Women in Athens’/ ‘Dangers of
Child Birth’/ ‘Athenian Marriage’/ ‘Spartan Women’
Everyday life in Athens
Houses, clothing, dinner parties
Objectives:
• What did private homes look like?
• How did the Athenians dress?
• What did the Athenians eat and drink?
• What happened at an Athenian dinner party?
• What was the nature of children’s festivals?
• Why were burials so important?
• How did the Athenians approach their funerals?
• What did the cults of the dead involve?
Resources and Activities:
• w/s – ‘The Oikos’/ ‘Death in Athenian Society’/ ‘Dinner Parties’/ ‘The Place of
Athenian Religion’/ ‘The Worship of Athenian Religion’
The Spartan army
Mess clubs, weapons, uniform
Objectives:
• Why were the Spartans so militaristic?
• What were the different stages of military preparation for Spartan males?
• What function did the mess clubs serve?
• Why were the Spartans so successful in war?
Resources and Activities:
• h/o – ‘The Spartan Army’
• DVD – ‘The Spartans’
Work
Athens - citizens, Metics, Slaves
Sparta - Spartiatai, Perioikoi, Helots
Objectives:
Athens:
• How did someone qualify for citizenship?
• What were the duties and privileges of a citizen?
• What was the Agora?
• What were the functions of the Council of 500, Executive Committee, state
officers and generals?
• What was the status of the metics?
• Where slaves come from?
• What type of work did slaves do?
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Sparta:
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How were slaves treated?
What sort of life did farmers have?
How did the Spartan world of work differ to the Athenians?
How did the Spartan function?
Who were the Spartiatai and Perioikoi?
How important were the Helots to Sparta?
How did Sparta control the Helots?
Resources and Activities:
• w/s – ‘Athenian Attitudes to Work/ ‘Athenian Attitudes to the Countryside’/
‘Metics’/ ‘Slavery in Athens/ ‘Spartans and Work’
Unit 2 – Greece and Rome: Drama and Life
Topic 2A – Greek Tragedy and Drama Festivals
In this unit candidates will study Euripides, Medea in translation. They will be expected
to show awareness of the plot and assess Euripides’ portrayal of the characters in the
play. They must also be familiar with relevant information on the City Dionysia and the
staging of tragedies to help in their greater understanding and appreciation of Greek
Tragedy.
Primary Sources:
Euripides, Medea, from Medea and Other Plays, translated by P. Vellacott, Penguin Classics,
ISBN 978-0140441291
Extracts and illustrations, as found in the secondary sources given below
Secondary Sources:
M Baldock, Greek Tragedy: An Introduction, Chapters 1and 2 (pages 1–17), BCP, ISBN 9781853991196
Unit Content:
Theatre:
The City Dionysia including preparations, choregoi, judging, preliminary rituals,
processions, the programme and final review
Theatre buildings including their layout, design and purpose
The actors, their costumes, masks and props
The role and composition of the Chorus
Mechanical and other special effects such as the ekkyklema and mechane
Objectives:
• What was the festival of the Dionysia?
• What were Greek theatres like?
• What was the role of the Chorus?
• What sorts of costumes were worn?
• What function did masks serve?
• What were the common themes of tragedy?
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•
Who were the famous tragedians?
What mechanical and special effects were used in Greek theatre?
Resources and Activities:
• w/s – ‘The Performance of Greek Tragedy’/ ‘Greek Tragedy and Tragedians’/
‘The Drama Festivals’
Medea:
The characterisation of Medea
Justification for Medea’s actions
The role of the Chorus in Medea
Comparison and contrast of the roles played by Jason, Creon and Aegeus
Contribution of the minor characters, e.g. the Nurse, the Tutor, the Messenger, to the
action of the play
Objectives:
• Who are the main characters in Medea?
• What is the context of the story?
• What is the main action of Medea?
• How does Medea jutify her actions?
• What role do the Chorus carry out in Medea?
• How far are the roles played by Jason, Creon and Aegeus the same in Medea?
• What do the roles of the minor characters in Medea bring to the play?
• How far is Medea connected to the role of women in Athenian society?
• What are the main themes of Medea?
Resources and Activities:
• h/o – ‘About Euripides’ Medea’/ ‘Context of Medea’/ ‘Plot Summary of
Medea’/ ‘Characters of Medea’/ ‘Analysis’
• w/s – ‘Euripides – the Poet and his Works’/ ‘Medea – the action’