1. Home
  2. HSC
  3. HSC Exams
  4. 2012 HSC Exam papers
  5. 2012 HSC Notes from the Marking Centre — Ancient History
Print this page Reduce font size Increase font size

2012 HSC Notes from the Marking Centre – Ancient History

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Ancient History course. It contains comments on candidate responses to the 2012 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 2012 Higher School Certificate examination, the marking guidelines and other support documents 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 mark 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 far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s 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 , such as ‘design’, ‘translate’ or ‘list’.

Section I — Cities of Vesuvius – Pompeii and Herculaneum

Part A

Question 4

Most candidates used Sources A and B to describe the different modes of death in Pompeii and Herculaneum. Most correctly recognised Source A as bodies buried under the pyroclastic flow and also recognised that in Source B death was quicker due to the intense heat.

Question 7

Most candidates used Source G to describe a limited range of slave occupations. In better responses, candidates included information within Source F, such as the roles of slaves in commerce and industry, and the overall contribution of slaves to Pompeii and Herculaneum.

Part B

Question 8

Most candidates used the sources to give an overview of excavation techniques used at Pompeii and Herculaneum, beginning with Fiorelli. Many cited reconstructions such as buildings and wall paintings.

In better responses, candidates used the sources to generalise about how profoundly reconstructions have affected our understanding of both Pompeii and Herculaneum. Some candidates pointed to the difficulties and accuracy of reconstructing the past. Others discussed technological developments, such as DNA analysis, and projects, such as the Philodemus Project, in the context of reconstructing the past.

Section II — Ancient Societies

Question 10 — Option B – Egypt: Society in New Kingdom Egypt to the death of Amenhotep III

  1. Many candidates incorrectly identified Malkata as a mortuary temple or did not attempt the question. Candidates are reminded that writing six or more lines for a one-mark question is unnecessary.
  2. In better responses, candidates referred to Wisdom literature and what it revealed about society. They could cite specific details from the text. In weaker responses, candidates did not identify the Instruction of Ani. These candidates wrote about a range of topics, including general religious beliefs, mummification and social structure.
  3. In better responses, candidates described specific tools by name, identified a number of construction techniques and often referred to particular sites where they were used. In weaker responses, candidates tended to be generic and gave examples that could have applied to any ancient society’s building tools and construction techniques.
  4. In better responses, candidates used a variety of tombs as evidence, naming them and demonstrating clear knowledge of their content to show what they revealed about funerary practices. These responses made detailed references to Source J, as well as other specific sources.

    In mid-range responses, candidates referred to Source J – that is, opening of the mouth, mummification and preparation of the body – but they tended not to use other sources or, if they did, they used them in a limited way.

    The citing and use of sources were the major weakness for candidates who wrote poorer responses. Many resorted to generalisations, such as ‘as seen in tombs’. A number of candidates used royal, rather than non-royal, tombs as sources; others referred to evidence of funerary practices, such as those for Tutankhamen, outside the set period. Many confused practices with religious beliefs.

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

  1. In many responses, candidates clearly stated that the Agia Triada was a town/villa complex/small palace. As it is often described as ‘the Agia Triada Sarcophagus’ in commonly used texts, ‘sarcophagus’ was also accepted as a correct answer.
  2. In better responses, candidates clearly provided the roles of both Gournia and Zakros, noting the features of each. In these responses, candidates also included a range of archaeological evidence to support their response.
  3. In better responses, candidates provided detailed and accurate information about both the building materials and the construction techniques used by the Minoans in this period. The use of correct historical terms, such as Ashlar Masonry or agglutinative, added to the quality of their answers. Archaeological evidence was used effectively to support their responses. In weaker responses, candidates tended to talk in more generalised terms about building styles, with little reference to Minoan practices.
  4. In better responses, candidates effectively used the evidence in both Source O and other sources to describe what was revealed about religious personnel and sacred places in Minoan Crete. The evidence referred to allowed discussion of the various theories regarding personnel and a discussion of the various types and styles of sacred places.

    In weaker responses, candidates simply described the given source or gave broad, general descriptions of Minoan religion. Some candidates confused the word ‘personnel’ with ‘personal’.

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

  1. Most candidates provided an accurate and relevant definition of the ephorate. Some responses were too detailed for a one-mark question and candidates are advised that there is no benefit in writing long responses.
  2. Many candidates had little or no knowledge of Tyrtaeus and what his writings indicate about Spartan society. Many confused his work with that of Plutarch on Lycurgus and the Great Rhetra.
  3. In better responses, candidates wrote an informed and detailed description of the organisation of land in Sparta and considered a wide range of different land ownership examples from the sources. In weaker responses, candidates referred to a limited number of examples. Some considered only one type of land ownership.
  4. In better responses, candidates included reference to the source provided and other evidence, and were able to integrate this evidence in their answers. Many candidates were able to refer to archaeological evidence, as well as written evidence from both ancient and modern sources. These responses were also detailed and were able to demonstrate an in-depth understanding of gods and festivals. They used historical terms and concepts in a sophisticated manner.

    In mid-range responses, candidates tended to be descriptive. They made reference to Source Q but did not use it to demonstrate what it revealed about gods and festivals. Reference to other sources was limited.

    In weaker responses, candidates demonstrated limited knowledge. They had a tendency to be descriptive and simply named the source rather than using it as part of an evidence-based response.

Section III — Personalities in Their Times

Candidates should respond to the focus of the question, but also keep in mind the rubric for this section and the mark allocation. The rubric applies to both part (a) and part (b). This means that answers for both parts should refer to relevant sources.

Many candidates included relevant and detailed information in their responses that was supported by a variety of ancient and modern sources. Most responses were of an appropriate length. Some responses, however, contained large areas of irrelevant content. Candidates should read the question carefully and only provide information that is relevant. Sources also need to be integrated into responses; simply naming sources is not sufficient.

In better responses, candidates incorporated information that was both relevant and detailed, as well as a range of specific ancient and modern sources, and applied these to directly answering the set question. In part (a) this involved detailed descriptions, and in part (b) it involved demonstrating judgement of the extent to which images and interpretations of the personality had changed over time.

In weaker responses, candidates often referred to ‘some historians’ or ‘reliefs’ and ‘tombs’, rather than citing specific historians or evidence. Many quotes or references were incorrectly attributed. These responses often lacked adequate knowledge or contained inaccuracies that prevented them from being classified as ‘comprehensive’.

  1. In this section, candidates often included information that was not directly relevant to the question asked. A number of responses in this section focused on the personality’s background and/or rise to prominence, rather than addressing the specific requirements of the question. Candidates are reminded that the (a) question can be taken from any part of the content outline for the personality, and not just the ‘Background and rise to prominence’ section.
  2. In better responses, candidates answered comprehensively and considered a range of issues relevant to the changing image and interpretations, but did not necessarily address all aspects of the personality. These judgements were sustained and well supported by accurate historical detail and an examination of the relevant sources. The extent of the change was clearly and comprehensively addressed.

    In weaker responses, many candidates simply provided a narrative account or described elements of the personality without making judgements about the images and interpretations.

Question 19 — Option A – Egypt: Hatshepsut

  1. In better responses, candidates displayed a sound understanding of how, or the steps/process by which, Hatshepsut became pharaoh, and they supported their responses explicitly with information from both written and archaeological sources. Many demonstrated comprehensive and accurate historical knowledge. Candidates understood the term ‘describe’ and presented a sustained and logical response.

    In weaker responses, candidates displayed limited information relevant to the question or produced a generalised description or a simple narrative.
  1. In better responses, candidates presented clear judgements on the extent to which interpretations and images of Hatshepsut have changed over time (beyond her lifetime). They provided a wide range of issues and strong evidence of change, supported by a variety of both ancient and modern sources. These responses were comprehensive, logical, cohesive and sustained, incorporating a range of historical terms and concepts.

    In weaker responses, candidates struggled with the concept of interpretations and ‘over time’. Many gave a simple physical description of changing images of Hatshepsut in statues during her lifetime, or lacked reference to evidence.

Question 20 — Option B – Egypt: Akhenaten

  1. In better responses, candidates displayed comprehensive knowledge of the development of Akhenaten’s artistic innovations. Many candidates analysed the radical changes to Egyptian art under Akhenaten, often referring to modern scholarship. In these better responses, candidates named specific examples of artistic artefacts from his reign. Many candidates in the top range also described the changes in Amarna art during Akhenaten’s reign.

    In weaker responses, candidates displayed limited knowledge and tended to generalise about the artistic innovations.
  1. In better responses, candidates provided a comprehensive judgement on the extent to which images and interpretations of Akhenaten have changed over time. These better responses covered both ancient and modern interpretations with depth and accuracy, making specific reference to the sources.

    In weaker responses, candidates tended to use either ancient or modern sources, and focused on changes to interpretations over a narrow time period.

Question 23 — Option E – The Near East: Xerxes

  1. In better responses, candidates provided very detailed information about how Xerxes dealt with revolts in the Persian empire, with specific reference to the Egyptian and Babylonian revolts. These responses were coherently presented and incorporated a range of both ancient and modern sources. Some candidates integrated historiography into their responses.

    In weaker responses, candidates demonstrated a very limited knowledge of how Xerxes dealt with revolts in the Persian empire and relied on general statements or provided very basic outlines of the Egyptian and/or Babylonian revolts.
  1. In better responses, candidates provided comprehensive judgements as to the extent to which interpretations and images of Xerxes have changed over time. These responses made reference to a range of ancient and modern sources and integrated them throughout.

    In weaker responses, candidates provided limited information about the images and interpretations of Xerxes without judgement of the extent to which they have changed.

Question 29 — Option K – Rome: Julius Caesar

  1. In better responses, candidates provided relevant information on a range of factors that contributed to Caesar’s assassination. Candidates supported their answers with accurate and detailed examples using relevant sources.

    In weaker responses, candidates could narrate accurate information about Caesar’s life and career that did not contribute to his death, and only focused on the question in the introduction and/or conclusion.
  1. In better responses, candidates provided comprehensive information on the changes in interpretations and images of Caesar over a wide time period. Some focused on the nature of the change to support their judgement of the extent. They also provided accurate and detailed information on a wide range of interpretations from sources, both modern and ancient.

    In weaker responses, candidates tended to depart from the question, identifying portrayals of Caesar in sources or describing some characteristics of Caesar, with varying understanding or depth, without making judgements about change and extent.

Question 30 — Option L – Rome: Agrippina the Younger

  1. In better responses, candidates described in detail many aspects of Agrippina’s relationship with Nero, using a range of written and archaeological sources. They demonstrated a thoughtful understanding of the events and people involved.

    In weaker responses, candidates made general comments about the relationship. Some did not limit their response to the relationship but included unnecessary information about Agrippina’s family background.
  1. In better responses, candidates made comprehensive judgements on the extent of change in the images and interpretations over time. They integrated a range of sources, both ancient and modern.

    In weaker responses, candidates provided limited information and often gave narrative responses that considered few images or interpretations. Some also had a limited understanding of the requirement to consider images and interpretations ‘over time’.

Section IV — Historical Periods

General comments

Better responses included detailed, comprehensive, logical and well-structured answers and accurate historical knowledge that integrated ancient and modern sources.

Candidates should include explicit reference to sources in their extended responses. They should also prepare for the possibility of questions that cover the entire historical period.

Candidates should respond to the question asked. Any quote appearing as a question stem should be considered in their response.

Candidates should only choose questions from options they have studied. Some candidates are disadvantaged by attempting to answer questions from one option using information that is relevant to another option.

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

  1. In better responses, candidates clearly understood the role of the army in this period and focus on a variety of its roles. They accurately integrate the quotation into their response and used a variety of ancient sources to support their argument. The answers were well expressed and structured.

    In mid-range responses, candidates tended to provide a narrative on the role of the army under various pharaohs.

    In weaker responses, candidates attributed the quotation to the wrong time period and often did not extend their response across the entire period.
  1. In stronger responses, candidates accurately define varying roles of royal women, particularly queens, across the entire period. They integrate ancient sources to support their argument.

    In mid-range responses, candidates tended to provide a narrative about queens with some use of evidence.

    In weaker responses, candidates tended to focus on Hatshepsut or they confused the deeds of various queens. They often wrote in terms of the roles of modern women.

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

  1. In stronger responses, candidates provided a comprehensive assessment of the tactics involved in the Battle of Kadesh and were able to consider its consequences for the whole of the Near East. Both ancient and modern sources were well integrated.

    In mid-range responses, candidates tended to use a narrative style. The second part of the answer was often confined to a description of the peace treaty between Egypt and the Hittites.

    In weaker responses, candidates demonstrated a limited knowledge of the Battle of Kadesh and their responses contained substantial errors and inaccuracies.
  1. In better responses, candidates had an extensive knowledge of the changing roles of royal women in this period. These responses utilised a range of appropriate ancient sources to support their argument.

    In mid-range responses, candidates tended to refer only to the queens of the Amarna Period but supported their responses with ancient sources.

    In weaker responses, candidates often made general statements about some queens but they often confused their spouses as well as the chronology of the period.

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

  1. In better responses, candidates covered a comprehensive range of issues, and made effective use of the quotation. These answers also referred to other sources, both ancient and modern.

    In mid-range responses, candidates tended to provide only an evaluation of Cambyses’ Egyptian campaign, using some sources and the quotation.

    In weaker responses, candidates often limited themselves to a simple narration of some relevant events.
  1. In better responses, candidates gave an informed evaluation of the functioning, organisation and role of the army across the period. They were able to make relevant comments about Darius III, as well as Cyrus the Great, Darius II and Xerxes. They used relevant examples to illustrate their argument, and made effective use of a range of ancient and modern sources.

    In mid-range responses, candidates covered only the early kings of the period. They narrated relevant examples in some detail, and considered a limited range of issues of effectiveness.

    In weaker responses, candidates were limited in their use of a simple narrative concerning Xerxes’ Greek campaign.

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

  1. In better responses, candidates integrated the quotation from Herodotus into their answer and also examined the result from the Persian perspective. They looked at aspects of deficiencies in Persian leadership and tactics, and at the inability to adapt. They used a variety of ancient and modern sources to support their answers.

    In weaker responses, candidates mostly provided a narrative from a Greek perspective and made superficial reference to the quotation.
  1. In better responses, candidates had an understanding of the process of democratic reform and could refer to both ancient and modern sources. Where they referred to the Delian League, they were able to link it effectively to the democratic reforms of the period.

    In weaker responses, candidates provided a simple narrative of the formation of the Delian League. Their attempts to relate it to democratic reforms were limited.

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

  1. In better responses, candidates assessed the role Cicero played in the politics of the period. They engaged with the quotation, integrating it into the body of the response as one aspect of Cicero’s involvement in politics. They supported their responses with detailed and accurate information from relevant sources.

    In weaker responses, candidates made reference to the fact that Cicero was involved in politics and gave a general narrative of some aspects of his political career.
  1. In better responses, candidates made a judgement about the reasons for failure of the Second Triumvirate and included comprehensive and accurate historical knowledge.

    In weaker responses, candidates failed to provide criteria with which to assess the failure of the Second Triumvirate. Typically, they included a narrative of some aspects of the formation and disintegration of the Triumvirate.

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

  1. In better responses, candidates integrated the quotation into their answer and effectively dealt with the ‘to what extent’ requirement of the question. They demonstrated comprehensive knowledge, judging the extent to which Augustus brought peace and prosperity. Strong knowledge of both ancient and modern sources, including archaeological sources, was evident.

    In weaker responses, candidates provided a basic narrative or description of topics often not directly related to the question. Many included an uncritical reading of the Res Gestae. The narrative in these responses typically stopped at the battle of Actium, utilising few, if any, sources.
  1. In better responses, candidates developed a sustained and logical argument with regard to the administration of the empire both within and outside Rome. They looked at a range of imperial women and their role in relation to succession and political alliances. Many took a thematic approach that dealt with areas that included the army, provinces, economy and relationship with the senate.

    In weaker responses, candidates wrote simple narratives or focused solely on a limited number of aspects of administration in Rome.

Question 46 — Option O – Rome in the time of the Julio-Claudians and the Roman Empire AD 14–69

  1. In better responses, candidates addressed the ‘to what extent’ nature of the question and demonstrated comprehensive and accurate historical knowledge with relevance to the success of the reign of Claudius. They also included a range of relevant sources and historical terms and concepts. They effectively integrated the quotation into their responses.

    In weaker responses, candidates provided a limited outline of the reign of Claudius, and restricted their use of sources to simplistic references to the quotation.
  1. In better responses, candidates provided a holistic view of the army across the entire period, addressing administrative as well as military and frontier issues. They developed a sustained and logical argument using ancient and modern sources.

    In weaker responses, candidates limited their answer to the praetorian guard and some referred to its role in the succession. They made little attempt to address the question, and displayed limited historical knowledge and use of historical terms and concepts.
Print this page Reduce font size Increase font size