This guide will provide an overview of how this content might be taught in that timeframe. This period study is designed to take approximately 33–38 hours of teaching time to complete. The sources which have a & symbol next to them are recommendations as to which material could be studied with students. These suggestions do not imply that these should all be studied with the candidates. Throughout this planning guide relevant original sources are suggested as to where teachers can find details about the specified content. 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. The basic format of this planning guide is to take the events in chronological order as the easiest approach for students to gain familiarity with the necessary details. The priorities of the kings both reflected and impacted on wider Persian culture as well contributing to the drive for expansion. Connecting the two previous themes is a third that requires learners to analyse the personalities, priorities and beliefs of the Persian kings of this period. The interaction between the Persians other peoples, and especially the impact of those interactions, can then be evaluated in context. This will require an understanding of the developing Persian value system and culture, as well as knowledge of the specific circumstances related to individual conquests. Learners are asked to evaluate the motives that drove the expansion of the Persian Empire and investigate the course of that expansion. Broader issues relating to the nature, origin and utility of the information in a particular source should be considered when evaluating questions.
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In the course of doing this, issues of reliability may well be relevant and can be credited. Students are not explicitly required to evaluate the reliability of the evidence, but they are required to thoroughly analyse events and situations to reached well-substantiated judgements. Learners will need to discuss issues surrounding the nature and origin of the main literary and archaeological sources. They should therefore be familiar with the characteristics of the different types of evidence pertaining to this period. Although no sources are set for this period study, learners will be expected to use and analyse source material in the examination. In doing so they will contend with a range of historical concepts such as causation, change and continuity, significance, impact, and similarity and difference. In investigating these interrelated themes, learners should develop a broad knowledge and understanding of Persian history and culture over a significant period of time. The period study focuses on three consistent themes: the expansion of Persian territory the interaction between Persians and other cultures and the personalities, priorities and beliefs of the kings. Particular attention should be paid to the role of each king in events of their reign. However, they should know the salient details regarding Persian involvement in particular events and this will include some discussion of the similarities and differences in the evidence and emphasis of the sources. Students are not required to know all the minutiae and multitude of historical interpretations connected to the events outlined in the specification. This means that students need to understand the unfolding narrative of events and be able to use that knowledge in relation to the key themes. It is important to note that the Persian Empire is a period study.
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The variety of different types of source should make this a stimulating course that challenges the learner to enhance their knowledge and analytical skills. To this end, learners are encouraged to analyse the wide range of archaeological sources available in this field as well as the Greek texts.
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A new course, this period study asks learners to engage with the Persian as well as Greek perspective. The Persian Empire study takes an overview of this fascinating period of history.
#Persia civ 5 full
This Teacher's Guide is taken from the OCR Persian Empire Teachers' Guide which can be accessed at the OCR website and downloaded in full here. Teachers’ Guide – ‘The Persian Empire, 559–465 BC’