[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-169635-en":3,"doc-seo-169635-105":30,"detail-sidebar-cat-1-en-105":84},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},169635,8814010472675,"Xiajie","https://avatar.qwps.com/avatar/WGlhamll",1,11,"Presentations","Alexander the Great, 356-323 BC - Teachers’ Guide - Overview of the topic","Alexander’s campaigns and the ancient accounts of Arrian, Plutarch, and Diodorus invite students to debate aims, achievements, character, and beliefs. The guide frames Alexander as both legend and historical actor, shaped by political, military, religious, cultural, and technological forces. It emphasizes reading evidence critically by analyzing the authors’ aims, methods, sources, and contexts. The depth study spans about 27–32 teaching hours, using chronological planning and structured discussion themes without prescribing activities.","Teachers’ Guide – ‘Alexander the Great, 356–323 BC’\nOverview of the topic\nThe accounts of Alexander and his campaign enthral students of the ancient world.  Full of memorable events and moral ambiguities, the accounts of Arrian, Plutarch and Diodorus provoke lively discussion and debate.  Students often form strong opinions concerning the merits of Alexander’s aims, the extent of his achievements, and the nature of his character and beliefs.  Alexander has cast a long shadow, his deeds acting as an inspiration for some and a source of bitterness for others.  A host of famous Romans sought to emulate his conquests and the Ptolemaic dynasty was born from the upheavals surrounding his death.  Alexander was also a man of his times, and thus his story sheds light on many other aspects of the period.  This depth study should thus enable students to understand the complexities of Alexander’s reign and the interplay of political, military, religious, cultural and technological forces within it.  Students should be able to identify and analyse the influences acting on Alexander as well as his character traits and beliefs.  The study should enable learners to understand the factors that motivated Alexander to launch his expedition and then persist with it all the way to India.  An understanding of how Alexander deployed his forces in different circumstances and his relationship with his men at different times are other key themes of this study.  Students will also need to analyse and evaluate the evidence concerning some of the most significant events of the campaign while taking into consideration the aims, methods, sources and backgrounds of the ancient authors.\nAlexander was a man who became a legend, generations of history writers reinterpreting him within the context of their own value systems.  The ancient authors, writing from a Romanised western perspective, were often sympathetic in their treatment of his actions.  Students will therefore need to understand the complex origin and nature of the evidence.  As mentioned, fundamental to the study is a requirement to understand the aims, methods, sources and backgrounds of the writers and how these factors may have affected the utility of their accounts.\nThis depth study is designed to take approximately 27–32 hours of teaching time to complete.  This guide will provide an overview of how this content might be taught in that timeframe. The planning guide is structured around the narratives / content and contains possible points that might be considered or discussed in class.  The planning guide does not contain activities.  This is intentional to enable you to choose a series of activities that compliment your own teaching.\nPlanning guide\nIt is important to note that this unit is a depth study.  Focus will be on a wide range of historical concepts including: causation, change and continuity, significance, and similarity and difference.  The basic format of this termly planning guide is to take the events in chronological order as the easiest approach for students to gain familiarity with the facts and sources.  The themes in the specification can be accessed at various points in the scheme. Throughout this planning guide relevant ancient sources are suggested as well as useful themes for discussion in the classroom.  The areas for discussion in the right-hand column are by no means an exhaustive list; many of the themes of the unit are very much overarching and can be discussed in relation to several of the incidents outlined in the essential narrative.  For example, Alexander’s aims and beliefs; his character; his relationships with his army, companions and mother; and his military tactics, can all be discussed at multiple points of the course.\nEndorsed textbooks from Bloomsbury\nResources for OCR specification for first teaching September 2017\nSuggested resources\nAncient Sources\nThe prescribed sources have all been translated for you in the OCR Source booklet.  However, useful note","cbCaifJok6GQSZBB","https://ap.wps.com/l/cbCaifJok6GQSZBB","docx",565786,28,"English","en",105,"# Overview of the topic\n# Planning guide\n## Focus and themes\n# Suggested resources\n## Ancient sources\n## Books","[{\"question\":\"What is the intended teaching time and purpose of this planning guide?\",\"answer\":\"The study is designed for approximately 27–32 hours. 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