Highschool Ancient History Assignment on Augustan Age Rome
YEAR 12 ANCIENT HISTORY SEMESTER 4 Assessment Item 4.1 – Multi-modal Presentation. NAME: UNIT: Theme 5 TOPIC: Studies of power. CATEGORY: 3 Multi-modal Presentation DATE DUE: Week 8 LENGTH: 5–7-minute (800-1000 approx) interview and a 1000 ra word rationale TEACHER: ASSESSMENT TASK: Multi-modal Presentation: Augustus and Power. Evaluate the extent to which power was shared in the Augustan Age. CONDITIONS: Present findings in an interview with a Roman senator of the period. A 1000 word rationale must accompany the script. Final submission is comprised of four essential elements: record of research, recorded interview (video or audio), script of interview and rationale. RESEARCH PROCESS: Your research should be conducted with minimal teacher intervention. However, you have access to teacher feedback throughout the research process. Your research notes must display a clear record of the inquiry process and the development and refinement of your hypothesis and sub-questions as well as your analysis of sources. Ensure that you use primary and secondary sources in your research and you evaluate these sources explicitly, (through both your note-taking and presentation). Refer to these sources throughout the presentation to support your hypothesis. SUMMATIVE TASK 4.1 MULTI-MODAL PRESENTATION A wide range of views exists concerning Augustus: He gave up the title of Triumvir, emphasizing instead his position as consul; and the powers of a tribune he proclaimed, were good enough for him – powers for the protection of ordinary people. He seduced the army with bonuses, and his cheap food policy was successful bait for civilians. Indeed, he attracted everybody’s goodwill by the enjoyable gift of peace. Tacitus, Annals, 1, p. 32 After this time, I excelled all in authority, although I possessed no more official power than others who were my colleagues with me in the several magistracies. Augustus: Res Gestae Divi Augusti Brunt & Moore, p. 37 Through this process the power of the people and of the Senate was wholly transferred into the hands of Augustus, and it was from this time that a monarchy, strictly speaking, was established. Dio Cassius, 53.17, p. 140 Whereas the divine providence that guides our life has displayed its zeal and benevolence by ordaining for our life the most perfect good, bringing to us Augustus, whom it has filled with virtue for the benefit of mankind, employing him as a saviour for us and our descendents, him who has put an end to wars and ordained peace. Inscription from Asia Minor c. 9BC, Cited in Bradley, P., Ancient Rome: Using Evidence, p. 456. He rose to power by criminal methods at the head of an organisation which sometimes acted as if it were a state within a state. People who crossed him died. Holland, R., 2004, Augustus: godfather of Europe, p. 332 That the power of Caesar Augustus was absolute, no contemporary could doubt. But his rule was justified by merit, founded upon consent and tempered by duty. Augustus stood like a soldier, ‘in statione’ – for the metaphor … is Roman and military. He would not desert his post until a higher command relieved him, his duty done and a successor left on guard. Syme, R., The Roman Revolution, p. 520 Overall, Augustus has been described in a variety of ways depending on how the authors have interpreted and judged his acquisition and use of power in Rome. Standard A Standard B Standard C Standard D Standard E 1. Planning and using an historical research process The student: * identifies conceptually complex issues for investigation, devises and focuses historical research questions and appropriate sub-questions * demonstrates initiative by locating and organizing primary and secondary sources that offer a range of perspectives * creates and maintains detailed, systematic, coherent records of research that demonstrate the interrelationships of the aspects of the inquiry - demonstrates critical reflection during research to make valid choices about direction or emphasis The student: * identifies significant issues for investigation and devises historical research questions and appropriate sub-questions * demonstrates initiative by locating and organizing primary and secondary sources that are relevant and offer different perspectives * creates and maintains systematic, coherent records of research that demonstrate effective applications of the aspects of inquiry - demonstrates reflection during research and revises the process where necessary The student: * devises or applies straightforward historical research questions and sub-questions that involve simple issues and familiar concepts * locates and organizes some relevant sources * maintains a record of research that demonstrates a basic understanding of the aspects of inquiry - responds to obvious issues that emerge in the research process The student: * uses closed, factually based historical research questions * locates some relevant sources * presents a record of research that demonstrates some of the aspects of inquiry The student: * usually relies upon others to frame questions * locates some information in sources provided * provides fragmented and often irrelevant evidence of research, if any 2. Forming historical knowledge through critical inquiry In response to historical questions, the student * uses a diversity of primary and secondary sources to: - comprehend and apply explicit and implicit meanings - analyse to identify implicit and explicit patterns of information and categorise evidence - perceptively interpret values and motives and identify perspectives, while acknowledging the time period and context of the production of a source -corroborate primary and secondary sources * evaluates the relevance, representativeness, likely accuracy and likely reliability of sources * synthesizes evidence from primary and secondary sources to justify insightful decisions. In response to historical questions, the student: * uses primary and secondary sources to: - comprehend explicit and implicit meanings - analyse to identify explicit patterns and allocate information to categories - interpret values and motives and identify perspectives * evaluates the relevance, likely accuracy and likely reliability of sources * synthesizes evidence from primary and secondary sources to make reasoned decisions In response to historical questions, the student: * generally uses primary and secondary sources to: - comprehend explicit meanings - identify simple and familiar concepts, values and motives that are explicit - analyse to identify obvious themes or patterns - recognize relevant sources - detect bias in sources * refers to mainly secondary sources to make obvious decisions In response to historical questions, the student: * generally, when dealing with historical sources - identifies basic explicit facts - comprehends some of the explicit meaning - groups information according to identified classifications * where decisions are made, supports them mainly with opinions. In response to historical questions, the student: * includes some information relevant to a factual inquiry * comprehends some factual detail in a basic historical source * recognizes information with some common characteristics in a basic historical source. 3. Communicating historical knowledge In a multi-modal presentation, the student: * consistently communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people, and the relationships amongst them * presents coherent, valid historical arguments that: - incorporate concepts of change and continuity over time - use extensive vocabulary in a succinct and effective manner - accord closely with the style and conventions applicable to the format of the task - refer to evaluation processes without disrupting the argument - incorporate direct and indirect references to diverse relevant historical evidence - accurately use the conventions of a recognized system of referencing * meets stipulated or negotiated requirements of task for length, format and scope of responses In a multi-modal presentation, the student: * usually communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people * presents coherent, credible historical arguments that: - refer to the causes and consequences of changes and continuities over time - use vocabulary effectively - accord for the most part with the style and conventions applicable to the task - incorporate direct and indirect reference to relevant historical evidence -use appropriate conventions of a recognized system of referencing * meets stipulated or negotiated requirements of tasks in most instances In a multi-modal presentation, the student: * communicates some recalled or selected definitions and descriptions of key historical concepts, terms, events, development and people * presents coherent responses that: - use some historical concepts - incorporate some direct reference to appropriate sources of historical evidence - are expressed in descriptive and explanatory language in which the meaning is discernible despite errors in vocabulary, style and conventions - use some elements of a recognized system of referencing * usually meets stipulated or negotiated requirements of tasks In a multi-modal presentation, the student: * communicates some recalled or selected accurate definitions and historical knowledge * presents responses to basic historical research questions that: - incorporate some reference to sources of historical evidence - convey meaning that is sometimes discernible despite frequent errors in vocabulary, style and conventions - uses some elements of a recognized system of referencing, with frequent inaccuracies - usually completes tasks but may not meet all of the stipulated or negotiated requirements In a multi-modal presentation, the student: * communicates some recall or selection of accurate historical knowledge * presents responses to tasks that contain errors in vocabulary, style and conventions that obscure meaning * where tasks are completed, rarely meets stipulated or negotiated requirements