91396 Revision

External Assessment
91396 Analyse the impact of a
significant historical figure on
the classical world (External, 6
91396 exam focus for
credits)
2023:
● ideology
Four questions, pick ONE. ● status
Write in extended paragraph ● change
format. ● leadership
 Alexander the Great
One-Pager Revision
Activity
Collect a piece of A3 paper and the
one-pager instructions.

You can use the felt pens, and colouring

pencils to add colour, shapes and cards
to your map. The more visually
interesting, the better. You can try
colour coding events to themes and
ideas, and adding pictures (Dual Coding)
What are the examiners looking for?
● Examination of the significant historical figure’s impact
● Socio-political factors discussed
● Connections made between historical figure and their
context
● More than one viewpoint explored
● Critical evaluation
● Understanding of the wider context shown
● Relevant primary source evidence used
● Drawing conclusions
 Frequently Asked Questions (FAQ’s)
How much do I need to write? How long is a piece of string? As much as it takes to
answer the question properly. It’s going to depend on the question and your writing
style and handwriting… As a guide, you should write about 750 words or a 5 paragraph
essay (introduction, 3 body paragraphs, conclusion) - this does not guarantee a
particular grade, but give you an idea of how much to do.

Do I need to write an introduction and a conclusion? It’s not an essay, you’re not
marked on structure, and it’s not in the marking schedule, so technically no.
HOWEVER, writing an introduction focuses the answer and shows the reader how you
are going to answer the question. A conclusion makes it clear that you have finished.
So, write an introduction and a conclusion to help the clarity of your answer - you just
aren’t marked on your structure.

Does spelling count? You’re not marked on it, but if the marker can’t tell what the word
you’re trying to use is, they can’t mark it. Do your best.
Discuss the extent to which conflict(s)* involving a significant classical figure
might be considered inevitable.

* Conflict can be verbal or physical.

The conflicts that Alexander the Great was involved in with the Macedonians
after the Battle of Gaugamela in 331BC were inevitable. The deep resentment
felt by the Macedonians after Alexander began to implement the fusion policy
was bound to result in conflict. Alexander’s commitment to implementing the
fusion policy and his increasing intolerance of opposition meant that the
conflicts over the fusion policy increased in scale over time.
The conflict that Alexander was involved in with Cleitus the Black was the inevitable result
of the discomfort that many Macedonians had felt over the 3 years since the Battle of
Gaugamela, as Alexander introduced more and more aspects of Persian culture into his
empire. Plutarch, who provides us with a detailed account to the events that led up to
Cleitus’ death, has tried to absolve Alexander of any wrongdoing in Cleitus’ death by
pointing out that the event was “not done intentionally but by misfortune of the king,
whose anger and drunkenness afforded an opportunity to Cleitus’ evil genius”. Plutarch
goes on to place the blame squarely on Cleitus, who he describes as being “naturally surly
and having a savage temper”. He also explains that the failure to make an expiatory
sacrifice for a failed sacrifice and an ill-omened dream that Alexander had meant that the
conflict, and Cleitus’ death, were fated to happen. While we should take this
victim-blaming with a pinch of salt, Plutarch’s account is based on the account of
Alexander’s Court Chamberlain Chares, who was bound to have first hand knowledge of
the events, most likely as a witness to the argument. It is clear, however, from Cleitus’
complaints that while he may have been drunk, and alcohol had had its usual disinhibiting
effect, his resentment about Alexander’s actions had been held for a long time and was not
based on a momentary irritation with Alexander.
Cleitus’ complaints, that Alexander did not appreciate the sacrifices made by
the Macedonians and that Alexander was not acknowledging Philip II (“It was
the blood of the Macedonians and these wounds that made you grand enough
to disown Philip and claim Ammon (Zeus) as your father”) were based on his
experiences serving with Alexander during the campaign. Alexander’s
position as Pharaoh of Egypt, and therefore as the son of Ammon, had caused
unease among the Macedonians. The idea that Alexander was the son of a
god was a direct contradiction to primus inter pares, the belief at the centre of
Macedonian social order. The king was ‘first among equals’, and Alexander’s
status as Pharaoh was incompatible with this idea. While Plutarch tells us that
the Macedonians, at first, were willing to “yield to him [Alexander] in some
things which made for his pleasure or his fame” in the smaller changes he was
making, “the sight was offensive to the Macedonians”. It was inevitable that
conflict would occur, and that Alexander’s status and the fusion policy would
be at the centre of that conflict.
Primary
...are the records left behind by civilisations that have
died out. They are first hand accounts, from the
perspective of those who lived at the time.

Sources Primary sources for Alexander the Great are complicated.

Archaeological Technically, what we call primary sources are actually
secondary sources, as they were written hundreds of years
Art historical after the event, in Roman times.
Literary
HOWEVER, this is the best we have as the primary sources
Linguistic have disappeared or are fragmentary at best. So, for our
purposes, we call Arrian and the other writers primary
sources. They are also referred to as the “sources” or the
For Alexander the “ancient sources”, to avoid any confusion.
Great - Arrian,
Plutarch, Quintus You should acknowledge the author, but you don’t have to
Curtius Rufus, etc give the book/page references.
 Using Primary Sources for Alexander the Great
Much of our information about Philip’s death comes from Diodorus. According
to Diodorus’ account, Pausanias of Orestis had a personal motive to assassinate
Philip. He was seeking revenge for Philip not punishing Attalus for the horrific
assault that he endured. Diodorus says that Pausanias of Orestis “was
encouraged in his purpose by the sophist Hermocrates in particular.”

There is no reference in Diodorus’ account of the involvement of any other

people. However, Plutarch says that Olympias “encouraged the young man’s
resentment and spurred him on”, while Alexander was said to have quoted a
verse from Euripides’ Medea where Medea threatens to harm the father of the
bride. This is taken to be a reference to the fact that Philip was killed after his
daughter’s wedding.
Click on this icon to see an annotated explanation of how the sources have been
used
Let’s Practice Using Primary Sources...
Write a paragraph about the fusion policy, and the inevitability of Alexander
being involved in conflict about the fusion policy, using the two quotes on
this slide. You do not have to use the whole quote.

“...either from a desire to adapt himself to the native customs, believing that
community of race and custom goes far towards softening the hearts of men; or
else this was an attempt to introduce the obeisance among the Macedonians, by
accustoming them little by little to put up with changes and alterations in his
mode of life.” Plutarch, Alexander, 45.

“The sight was offensive to the Macedonians, but they admired his other high
qualities and thought they ought to yield to him in some things which made for
his pleasure or his fame.” Plutarch, Alexander, 45.3.
Discuss the extent to which conflict(s)* involving a significant classical figure might be
considered inevitable.

Write your primary source practice paragraph here:

Past Papers Questions 2016 - 2022 (1)
1. Discuss the extent to which a significant classical figure’s relationship(s) with
an individual or group was affected by his or her ideology*. * Ideology: A set
of beliefs, e.g. religious, political, philosophical, military, or scientific.
2. Discuss the extent to which the leadership style of a significant classical
leader changed over time.
3. Discuss the extent to which a significant classical figure was successful in
resolving a conflict(s)* he or she was involved in. *Conflict can be verbal or
physical.
4. Discuss the extent to which a significant classical leader was successful in
imposing social and political order, once he or she had gained power.
5. Discuss the extent to which a significant classical figure was successful in
expanding his or her empire / territory.
Past Papers Questions 2016 - 2022 (2)
6. Discuss the extent to which a significant classical figure led individuals and / or
groups by example.
7. Discuss the extent to which a significant classical figure’s ideology(ies)*
affected how he or she was treated by others and / or was perceived by others.
* Ideology: A set of beliefs, e.g. religious, political, philosophical, military, or
scientific.
8. Discuss the extent to which a significant classical figure was helped and / or
hindered by others when bringing about change* for the society in which he or
she lived. * Change may be social, political, philosophical, scientific, etc.
9. Discuss the extent to which a significant classical figure’s status increased
because of the actions of others.
 Past Papers Questions 2016 - 2022 (3)
10. Discuss the extent to which a significant classical figure’s ideological belief(s)*
caused conflict with others. * Ideological beliefs may be religious, political,
philosophical, military, scientific, etc.
11. Discuss the extent to which a significant classical figure changed people’s lives
for the better. * Change may be social, political, philosophical, scientific, etc.
12. Discuss the extent to which a significant classical leader was able to negotiate
with individuals and / or groups to achieve a goal(s).
13. Discuss the extent to which conflict(s)* involving a significant classical figure
might be considered inevitable. * Conflict can be verbal or physical.
14. Discuss the extent to which the leadership of a significant classical figure was
challenged during a time of crisis*. * Crisis may be social, political, religious,
and/or philosophical.
 Past Papers Questions 2016 - 2022 (4)
15. Discuss the extent to which a significant classical figure’s status* was
negatively affected by their decisions and/or actions. * Status refers to a
person’s position, rank, or importance in the society in which they lived.
16. Discuss the extent to which a change(s)* introduced by a significant classical
figure could be considered innovative for the society in which they lived. *
Change may be social, political, philosophical, scientific, and/or religious.
17. Discuss the extent to which a significant classical figure’s freedom* was
threatened and / or challenged by others. * Freedom refers to rights, such as
the ability to express values and beliefs and/or to make decisions and take
action.
18. Discuss the extent to which a significant classical figure was a firm but fair
leader.
 Past Papers Questions 2016 - 2022 (5)
19. Discuss the extent to which a significant classical figure inherited their status*,
rather than earning it through their achievements. * Status means position,
rank, or importance.
20. Discuss the extent to which a significant classical figure was able to use
conflict with another individual or group to their advantage.
21. Discuss the extent to which a significant classical figure’s decisions and/or
actions restricted the freedom* of others. * Freedom refers to rights – for
example, the ability to express values and beliefs, or to make decisions and
take action.
22. Discuss the extent to which a significant classical figure took risks*. * Risks
may refer to political, military, and/or religious decisions or actions.
 Past Papers Questions 2016 - 2022 (6)
23. Discuss the extent to which a significant classical figure challenged established
ideas and beliefs.
24. Discuss the extent to which the actions of a significant classical figure caused
conflict.
25. Discuss the extent to which a significant classical figure’s ideology
gained them more enemies than allies.
26. Discuss the extent to which a significant classical figure successfully dealt with
one or more challenges to their leadership.
27. Discuss the extent to which a significant classical figure used one or
more relationships to bring about social and/or political change.
28. Discuss the extent to which conflict involving a significant classical figure was
peacefully resolved.
 Alexander the Great - Key Events
For each event you need to include the Marriage of Philip and
Cleopatra
date and location, a BRIEF summary of Pixodarus Affair
the event and a BRIEF statements about Alexander’s Accession
its significance. You should also link the Death of Philip II
Battle of Granicus
event to the exam themes - CHANGE, Battle of Issus
STATUS, IDEOLOGY, LEADERSHIP. Siege of Tyre
Battle of Gaugamela
Battle of Hydaspes
This can be done digitally or on paper. The Gedrosian Desert
You can use the paper at the front of the Fusion Policy
room, felt pens, and colouring pencils to Death of Philotas
Death of Parmenio
add colour, shapes and cards to your Death of Cleitus the Black
map. The more visually interesting, the Callisthenes and Proskynesis
better. You could try colour coding Royal Pages Consipracy
Mutiny at Hyphasis
events to themes and ideas
The Susa Weddings
Mutiny at Opis
Landing at Troy
Battle of Chaeroneia
League of Corinth
The Theban Rebellion
Rebellion in Thrace
Rebellion of Agis of
Sparta
The Exiles Decree
The Gordian Knot
Egypt
Oracle at Siwah
Alexandria
Alexander’s death
Reading
Alexander the Great Study Materials
(Primary Sources)

Alexander the Great Study Guide

Hamilton Chapter 10 (relationship with

the Macedonians)
Revision Suggestions
❏ Created notes for the exam themes
❏ Found primary sources for the exam themes
❏ Completed paragraph practice task on slides 15 and 16
❏ Written practice answers using old exam questions on slides 17 - 22
❏ Use at least one of the strategies on the Studying and the Brain slideshow
to boost your revision.