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5. 2010 HSC Notes from the Marking Centre — Ancient History

2010 HSC Notes from the Marking Centre — Ancient History

Contents

• Introduction
• Section I – Core.
• Section II – Ancient Societies
• Section III – Personalities in Their Times
• Section IV – Historical Periods

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Ancient History. It contains comments on candidate responses to the 2010 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Ancient History.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course. It is important to understand that the Preliminary course is assumed knowledge for the HSC course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with, or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs which are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section I – Core

Cities of Vesuvius – Pompeii and Herculaneum

Question 4

Most candidates used Source B and C to describe the uses of houses in Pompeii. Most used Source B, the plan of the House of the Tragic Poet, to mention private/domestic and commercial uses. In better responses candidates also included information from Source C and noted that because the atrium was the place where visitors were greeted, lavish decoration was used as a symbol of wealth and status.

Where candidates had incorrectly answered ‘A’ that the atrium was a place of religious worship in Question 3, they often attempted to use that incorrect information to formulate an answer to Question 4.

Question 7

Most candidates identified elites, freedmen/women and slaves as the main social groups. Many candidates used Source D, the statue of Eumachia, and Source E, the social category of ‘women’, to analyse social class in Pompeii and Herculaneum. Unfortunately a large number of candidates incorrectly expressed the idea that Eumachia was a slave who had been freed by her master.

In better responses, candidates specifically used the tomb inscriptions in Source E to launch into a systematic discussion of social classes. Many candidates pointed to the absence of slaves in the tomb inscriptions.

Question 8

This question provided two sources, one visual (excavated human remains from Herculaneum) and one written (an excerpt from a PhD thesis on Pompeian housing). The majority of candidates responded within the space provided in the examination paper.

In better responses, candidates engaged with both sources and also provided a range of other relevant information based on their own knowledge. They made a judgement about research since the 1960s and how it has changed our understanding of the sites of Pompeii and Herculaneum. In reference to Source F, candidates integrated information about the research of Bisel and Lazer and their work on the study of human remains. Some candidates also discussed the different interpretations of these archaeologists. These candidates also often grasped the ideas presented in Source G about conflicting interpretations of evidence and integrated this into their answers. Candidates whose responses met the top criteria often made reference to the work of Jashemski, Mackenzie-Clarke, Wallace-Hadrill and the Philodemus project (Villa of the Papyri) and other more recent studies. While it was not necessary to refer to all of this other research, mention of at least one of the above strengthened the response. Some candidates who confined themselves to the issues raised in Sources F and G exclusively, but provided detailed assessment, were also awarded marks in the top range.

In the mid-range responses, candidates tended to focus only on the sources and had difficulty integrating Source G in a meaningful way. These candidates tended to provide some information based on Source F about the study of human remains, but generally were unable to integrate the ideas of Source G and often simply rewrote it.

In the lower range responses, candidates provided some general information about post 1960s research with limited reference to the sources. Some candidates focused on archaeologists who had worked at the site prior to the late 1960s. This material was largely irrelevant to the question. There was also evidence of rote-learned answers, particularly on ethical and conservation issues. Candidates need to engage with the question asked.

Section II – Ancient Societies

General comments

In 2010, the most popular Ancient Societies options were:

• Greece: Spartan society to the Battle of Leuctra 371 BC
• Greece: The Bronze Age – Society in Minoan Crete
• Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX

Question 11 – Option C – Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX

1. Many candidates did not know the text – Report of Wenamun, making general statements about literature.
2. Many candidates did not recognise Medinet Habu. Better responses contained details of the structures within the temple, inscriptions, statues and representations, while weaker responses had descriptions of the features of ‘a temple’.
3. Many candidates wrote generic answers that could apply to any army. Candidates did not understand the term ‘role’. In the better responses, candidates referred to specific roles, for example garrisons, border protection and trading expeditions.

4. Most candidates referred to Source J, the Tomb of Sennedjem. In better responses, candidates used a variety of sources, specific tombs, texts and secondary sources to show what evidence revealed about Egyptian beliefs of the afterlife. They also recognised that there were differences between the pharaoh’s afterlife and that of other Egyptians.

   In weaker responses, candidates described practices, for example mummification and weighing of the heart, without explaining what they revealed about beliefs. Much of the evidence was weak using expression such as ‘in tombs’ and often confusing royal and non-royal beliefs.

Question 15 – Option G – Greece: The Bronze Age – Society in Minoan Crete

1. In better responses, candidates demonstrated sound knowledge of what a thalassocracy was.
2. In the best responses, candidates identified Gournia as a town. They discussed the number of houses, the industries and the small palace. They focused on the unique features of Gournia. Candidates who only gave a general descriptive response about Minoan palaces did access the top range of marks.
3. In the better responses, candidates provided detailed and accurate information about the function of Knossos. They included political, economic, religious, administrative and social functions. In weaker responses, candidates gave a descriptive outline of the Palace of Knossos only.
4. In the best responses, candidates used both Source N and other sources effectively to answer the question. They not only named and described evidence but were able to draw conclusions on what it told us about the various aspects of Minoan society. In weaker responses, candidates just described a limited number of art forms and only wrote vague and general answers.

Question 17 – Option I – Greece: Spartan society to the Battle of Leuctra 371 BC

1. To gain full marks in part (a) candidates needed to correctly identify the perioikoi and to provide accurate information about them.
2. Most candidates identified the krypteia and gave some relevant information about their role. In better responses candidates gave accurate and detailed descriptions of the role of the krypteia. In weaker responses, candidates confused the krypteia with other groups in Spartan society.
3. In better responses, candidates wrote structured responses providing accurate and detailed information about how Sparta was governed. In weaker responses, candidates confused different aspects of Spartan government while some candidates described the role of the kings with little, if any, reference to other groups.
4. In better responses, candidates referred to Source P and other sources, and drew conclusions about Spartan religious practices. In weaker responses, candidates provided descriptions of Spartan religious practices with little reference to evidence.

Section III – Personalities in Their Times

General comments

The most popular personalities were Hatshepsut, Agrippina the Younger, Xerxes, Akhenaten and Julius Caesar.

However, other personalities such as Ramesses II, Pericles, Alexander, Hannibal, Cleopatra VII and Tiberius Gracchus are being successfully attempted by candidates.

Candidates are reminded to respond to the question, but also keep in mind the rubric for this section and the mark value. Please note that the rubric for this section applies to both parts (a) and (b). This means that answers for both parts should refer to relevant sources.

Note also that the syllabus areas examined by part (b) can be taken from any section of the content outline for a personality, not only the ‘Evaluation’ section. Some candidates wrote excessively long answers for part (a) and failed to find a balance between the 10-mark part (a) and the 15-mark part (b).

Candidates need to integrate sources to support their responses. Simply naming sources is not enough. Superior responses to both (a) and (b) questions used the information from sources to illustrate a description or develop a judgement. In weaker responses, candidates referred to ‘some historians’ without being able to cite individual historians or their arguments and mentioned non-specific sources such as ‘reliefs’ and ‘tombs’.

1. It is important that part (a) responses should include the use of relevant sources to support the answer. In better responses, candidates incorporated a range of archaeological and/or written sources.
2. Candidates in the better responses discussed a range of issues, but not necessarily all aspects of the personality. These judgements were sustained and well supported by accurate historical detail and relevant sources. A ‘sustained’ judgement is one that is integrated throughout and not just referred to in the introduction and conclusion. In weaker responses, candidates relied on presenting a narrative account, often focusing on only one aspect of the personality.

Question 19 – Option A – Egypt: Hatshepsut

1. Candidates generally displayed a sound understanding of the ways Hatshepsut’s royal image changed over time, and they supported their responses with information from archaeological and written sources. Superior responses examined a number of interpretations of images both within her time frame and a re-interpretation of them in modern times. In weaker responses, candidates found it difficult to come to terms with the concept of ‘image’.
2. Many candidates struggled with the concept of ‘to what extent’ Hatshepsut was a successful ruler. In better responses, candidates defined the concept of success, either within the context of the New Kingdom, or from a modern perspective. Candidates measured the success of a variety of achievements and supported their response with ancient and modern evidence. In the weaker responses, candidates tended to only provide a narrative listing of features of her reign. They lacked reference to sources or merely named historians without incorporating their ideas into the response.

Question 20 – Option B – Egypt: Akhenaten

1. In better responses, candidates addressed both the family and political nature of Akhenaten’s relationship with Nefertiti and used ancient and modern sources to support their answers. Weaker responses outlined rather than described the relationship. In some weaker responses, candidates did not use any sources.
2. In better responses, candidates addressed the concept ‘to what extent’ and examined a wide range of aspects of his reign. The responses were well supported with detailed information using ancient and modern sources. Many candidates tended to describe his reign without reaching a judgement and did not use ancient or modern sources.

Question 23 – Option E – The Near East: Xerxes

1. In better responses, candidates provided very detailed information about Xerxes’s representations in the ancient sources. These responses were coherently presented and incorporated a range of both written and archaeological sources. Some candidates integrated historiography into their response. In weaker responses, candidates demonstrated limited knowledge of the ancient sources and showed a lack of awareness of the archaeological sources found in Persia.
2. In better responses, candidates made comprehensive judgements about Xerxes’s success as a ruler and supported this with detailed historical knowledge. These responses made reference to a range of sources and integrated them throughout. In weaker responses, candidates provided a narrative about Xerxes’s reign and only examined one or two aspects of his rule and made references to few, if any, sources.

Question 29 – Option K – Rome: Julius Caesar

1. In better responses, candidates provided detailed and concise information about methods used by Julius Caesar to advance his career up to 60BC. Sources were used to illustrate his career with particular emphasis on Caesar’s methods and skills. Many candidates, however, presented an outline of his career in this period, omitting Caesar’s methods used in advancing his career, with little or no reference to sources.
2. In better responses, candidates made comprehensive judgements about Julius Caesar’s success as a general. The historical knowledge and evidence was drawn from a variety of aspects of his career and linked explicitly to the question in a cohesive and logical manner. Historical sources were relevant and well integrated within a sustained and logical structure. In weaker responses, candidates provided a narrative outline of Caesar’s military career in Gaul but did not meet the requirements of the question.

Question 30 – Option L – Rome: Agrippina the Younger

1. In better responses, candidates provided detailed descriptions of representations of Agrippina from the main written sources as well as those on coins and other sources. Some candidates provided some good historiographic knowledge but may not have described the representations. Weaker responses lacked detail and contained general comments about the main written sources or referred to coins in a general sense.
2. In better responses, candidates showed Agrippina’s varying political influence over the course of her life. They supported their answers with evidence from both modern and ancient sources. These candidates demonstrated a comprehensive judgment. Weaker responses often contained biographical material that was not relevant to the question. They were often narrative in nature. Reference was not made to sources or information given was general in nature.

Section IV – Historical Periods

General comments

The most popular historical periods chosen by candidates were:

• Greece: The Greek World 500–440 BC
• Egypt: New Kingdom Egypt to the death of Thutmose IV
• Egypt: New Kingdom Egypt from Amenhotep III to the death of Ramesses II
• Rome: Rome in the time of Julio-Claudians AD14–69
• Rome: The Augustan Age 44BC–AD14
• Rome: The Fall of the Republic 78–31BC.

A feature of superior responses was the presentation of a cohesive, logical and well-structured argument which integrated ancient and modern sources. Some candidates were prepared for a particular section only of the historical period they had studied. Questions may be drawn from any section of the historical period or they may cover the whole period. Questions may also be drawn from the topic Principal Focus and relevant outcomes, and ‘learn to’ statements.

Candidates should be aware that a quotation from a relevant source could be used as part of the question’s stem. Candidates may be asked to evaluate the accuracy or the relevance of the quotation within the context of the question.

Teachers are also encouraged to instruct candidates to choose questions only from options studied. Some candidates are disadvantaged by attempting to answer questions from one option using information relevant to another option.

A number of candidates answered both alternatives in the one historical period. Candidates should answer (a) OR (b) from the historical period they have studied.

Egypt

Question 31 – Option A – Egypt: From Unification to the First Intermediate Period

1. In better responses, candidates identified the Fourth Dynasty within the context of the Old Kingdom period. They gave detailed, accurate information about why the Fourth Dynasty was as important as, or more important than, other dynasties.

   In weaker responses, candidates gave descriptive narratives that demonstrated little understanding of the major developments and changes made during the period and did not refer to any sources.

2. Most candidates made no reference to specific officials within the period. In better responses, candidates made judgements about the contribution of officials in the Old Kingdom Egypt in sustained, well-structured responses. They supported these with accurate and detailed information about specific individuals.

   In weaker responses, candidates tended to describe in general terms duties of officials with limited reference to specific officials.

Question 32 – Option B – Egypt: New Kingdom Egypt to the death of Thutmose IV

1. In better responses, candidates identified the short and long term effects of the Hyksos and also specified the activities of the pharaohs against the Hyksos. They provided cohesive, well-structured responses supported by accurate information from relevant sources.

   In the majority of weaker responses, candidates attempted to describe the Hyksos invasion and the wars of liberation.

2. Most candidates interpreted this as a question on Thutmose III and described his reign. In better responses, candidates defined the concept of empire often with reference to modern historical opinion. They distinguished between Egypt’s administration of Nubia and Syria-Palestine. They recognised that the empire was not established by Thutmose III and was established by earlier pharaohs.

   In weaker responses, candidates narrated Thutmose III’s activities either as a warrior pharaoh or gave a description of his reign.

Question 33 – Option C – Egypt: New Kingdom Egypt from Amenhotep III to the death of Ramesses II

1. Some candidates were not clear about the meaning of ‘consequences’ and thus narrated the military campaigns of some of the pharaohs of this period. In better responses, candidates identified and made judgements about the changing nature of military campaigns from the eighteenth to nineteenth dynasties. They provided cohesive, well-structured responses that gave accurate and detailed information from relevant sources.

   In weaker responses, candidates gave a ‘pharaoh by pharaoh’ account of the military campaigns with little evaluation of their consequences.

2. In the better responses, candidates assessed the reign of Seti within cohesive, well-structured responses. They supported these with accurate and detailed information from a range of sources.

   Weaker responses were narrations of some aspects of Seti’s reign.

Near East

Question 36 – Option F – The Near East: Persia from Cyrus II to the death of Darius III

1. In better responses, candidates identified the various forms of maintenance of the empire by the Persians and the contribution of the kings during the period. They made references to a variety of sources.

   In weaker responses, candidates provided descriptive narratives, which did not necessarily give an accurate account of how the empire was maintained.

2. In better responses, candidates recognised the contribution of Darius III and other factors to the fall of the Persian Empire. They presented cohesive and logical arguments using a range of sources.

   In weaker responses, candidates provided a descriptive response of the reign of Darius III and concluded that the empire fell because he was a weak king.

Greece

Question 38 – Option H – Greece: The Greek world 500–440 BC

1. In better responses, candidates provided a thematic response with sustained and logical reasons for the Greek victory in the Persian Wars 480–479. The responses included a well-structured, sustained argument that covered the stated period effectively integrating source material.

   In weaker responses, candidates concentrated on a narrative of the Persian Wars including Marathon, or descriptions of one or two battles.

2. In better responses, candidates highlighted Athenian imperial ambitions and clearly accounted for the development of that Empire through varying aggressive and intrusive actions, showing an accurate and comprehensive historical knowledge of the period. Responses were supported by relevant sources and appropriate historical terms and concepts.

   In weaker responses, candidates provided a narrative of events with little reference to sources and limited understanding of the development of the Athenian Empire.

Rome

Question 43 – Option M – Rome: The fall of the Republic 78–31 BC

1. In better responses, candidates had a comprehensive knowledge of the causes of the Civil War and the role of Pompey, Caesar and the Senate in particular. Responses demonstrated an understanding of the legal issues facing the protagonists and addressed the question in a sustained and logical manner. Sources were seamlessly integrated within their arguments. These candidates demonstrated a clear understanding of the political intrigues of the period.

   In weaker responses, candidates presented a narrative of the period, often with little reference to sources, concentrating on the careers of Pompey and to a lesser extent, Caesar and Crassus.

2. In better responses, candidates included the whole period in a comprehensive manner. In particular, they showed an understanding of the role of the Senate and populares relating to military commands and their effect on the fall of the Republic. Relevant sources were highlighted and appropriate historical concepts and terms were used.

   In weaker responses, candidates covered the period from the First Triumvirate to the Civil War of 49BC. Few sources were used and responses were narratives of the period mentioned above. Some candidates prepared for the Second Triumvirate and were unable to respond satisfactorily to the question.

Question 44 – Option N – Rome: The Augustan Age 44 BC – AD 14

1. In better responses, candidates had a comprehensive knowledge of Augustus’s building program and its use as a source of propaganda and a way of consolidating his political position in Rome. Responses were detailed and logical and showed considerable understanding of the archaeological sources.

   In weaker responses, candidates provided a basic narrative or description of Augustus’s building program, but had difficulty relating it to any political, social or economic factors.

2. In better responses, candidates reflected an extensive knowledge of the Res Gestae and the concepts of auctoritas and dignitas, as well as other bases for Augustus’ power, including his control of the army and his personal wealth. Arguments were sustained and logical, and reflected a comprehensive knowledge and understanding of the period, based on a range of sources from the period.

   In weaker responses, candidates produced a narrative of the Augustan settlements in varying degrees of accuracy. Sources were rarely cited.

Question 45 – Option O – Rome: Rome in the time of the Julio-Claudians AD 14–69

1. In better responses, candidates showed a comprehensive knowledge of freedmen and their importance to the emperors, reflecting an excellent knowledge of sources from the period.

   In the weaker responses, candidates gave a brief narrative of Claudius’s freedmen.

2. In better responses, candidates provided a comprehensive account of each princeps and their relationship with the Senate throughout their reigns. These candidates saw trends in the relationship across the period. Arguments were logical and sustained and used sources well. In weaker responses, candidates simply provided narratives of each princeps highlighting popular opinions centred around a poor relationship between princeps and Senate.

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