Download AN803 Ancient Civilisations (802, 803)

Tasmanian Secondary Assessment Board
Tasmanian Certificate of Education
AN803 Ancient Civilisations (802, 803)
1995 Examination Report
AN803 - Ancient Civilisations
EXAMINER'S REPORT
General Comments
In general students seem to be coping with criterion-based assessment quite well. Criterion 2 is
handled well at the level of factual knowledge however the criterion does specify relevant factual
information and so a re-telling of "all that is known" about a particular topic does not really meet the
requirements. Criterion 7 was competently handled for the most part. A number of candidates
demonstrated a singular lack of ability in expressing their thoughts according to the rules of English
grammar and thereby incurred the examiner's displeasure when measured against Criterion 9.
Problems are still evident with regard to Criterion 5. This criterion seeks to alert candidates to the
fact that all interpretation is based on sources which themselves may well be problematic. The criterion
seeks evidence that candidates are aware of this situation and have taken it into consideration when
providing their own answers to particular questions. Large-scale name-dropping does not necessarily
meet the requirements of this criterion.
Unit One: Greek History 510-404 B.C.
Question 1
(a)
A very popular question attempted by more than half the candidates in the subject. This
popularity, together with the variety of interpretative emphasis available from secondary sources
(Sealey, Ehrenberg, Forrest, Bury, Bicknell and Finley were all mentioned) and the different
ways that teachers themselves handle the material, meant that answers showed a diversity of
approach. Students tended to focus on the first part of the question giving much less attention in
general to the consideration of Cleisthenes' success. The range of problems identified included
aristocratic political dominance (reforms being designed to democratise political institutions,
destroy clans and phratries establish political equality), aristocratic factionalism (reforms
designed to split some regional bases, create new tribal loyalties) and military matters (reforms
designed to create regiments). Rarely were all of these discussed in depth, but usually at least
one of them was treated in great detail.
The best answers were those that dealt with aspects of the problems in depth but within the more
complex context of Cleisthenes' self-interest versus his altruism in some combination. The
better answers tended to respond to the second part of the question in conjunction with the first
part, rather than treating it separately. Those who dealt with it separately tended to generalise.
(b)
Few answers and these were not of high quality.
Question 2
Many answers were simply too general and lacked specific details and facts. Accurate chronology and
leaders' names all add depth to argument. References were commonly made to Herodotus and the
Troezen Inscription, but rarely to other sources. Most candidates had a clear idea of the strengths and
weaknesses of both sides but did not communicate their knowledge in a logical, analytical manner.
There were some excellent answers.
Question 3
(a)
This question was attempted by a number of candidates who had prepared an answer on how the
Delian League became the Athenian Empire and used the answer regardless of the question.
Consequently, many candidates failed to address the set question directly. Better answers
pointed out that there were those members who objected to Athens' domination of the League
with disastrous results: Thasos, Euboea and Samos. With Sparta's withdrawal to the
Peloponnese following the Persian wars, there was no state strong enough to challenge Athen's
naval strength; on land it was a different matter. Athen's hopes of a land empire were short
lived. Some answers identified Sparta's role in this.
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AN803 - Ancient Civilisations
Little effort was made to satisfy Criterion 5. A reference to Thucydides and the shortage of
sources outside his account would have been satisfactory.
(b)
A straightforward question, but once again references to sources ancient or modern were rare.
Question 4
(a)
There were strong answers linking the question to Thucydides and discussing the underlying
causes (growth of Athenian power through the Delian League) and the immediate causes:
Corcyran Affair, Debate over Potidaea and the Megarian Decree. Opinion on who was
responsible was divided between Corinth, Sparta and Athens.
Unit Two: Greek History, 404-323 B.C.
Question 5
Few answers.
Question 6
(b)
Most answers demonstrated detailed knowledge of the history of Philip's reign. This tended to
produce an over-emphasis on descriptive narrative, at the expense of analysis. Very little
attention was given to the nature of the sources. Most students were openly intent upon
demonstrating their grasp of detail.
The best answers were those that traced Philip's use of diplomacy and military means in various
combinations through his reign.
Question 7
(a)
Some of the better answers were able to go beyond a description of Philip's military
achievements. Many pursued valid speculations about: Philip's concern for security, his
relationship with Athens, his attempts to undermine Athenian security by his operations in the
Propontus area, whether Philip aimed to rule the states of southern Greece or simply to enforce
their compliance, his attempts to enlist military assistance for a campaign against Persia. Those
that were able to write about possible aims scored well. Good answers noted that Demosthenes'
characterisation of Philip is extreme; some mentioned Isocrates' attitude and that of
Theopompus.
(b)
Many concentrated again on Philip's achievements. Better answers were able to balance
Alexander's originality, vision and achievements against the solid military, financial and political
achievements of Philip. Some did not notice that the transition of authority to Alexander was not
untroubled or automatic. Good points could have been made of Alexander's first campaigns as
King, his restoration of Macedonian authority in Southern Greece and the lands to the Danube.
Question 8
(a)
In general the answers were a summary of the Persian campaign. The personal contribution of
Alexander without whom the campaign would not have been possible, was not given sufficient
emphasis. Answers lacked the detail necessary for answering such a question and consequently
the assessments for Criteria 2 and 7 were not high. The question gave scope for discussing the
changing relationship between Alexander and his armies and the effect this had towards the end
of the campaign.
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AN803 - Ancient Civilisations
(b)
There were a number of strong answers but relatively few made use of sources, ancient or
modern. Those who did were rewarded on Criterion 5. The question gave an excellent
opportunity to point out that Arrian, a Greek in the employ of the Romans, had little regard for
"barbarians". Consequently, his views need to be balanced against other sources in our
understanding of race fusion.
(c)
Most answers were quite outstanding, balancing Arrian with Plutarch, pointing out Arrian's
weaknesses, but acknowledging that as far as can be ascertained "Arrian's portrait ... is basically
accurate".
Unit Three: Roman History 133-44 B.C.
Question 9
(a)
Many candidates resorted to narrative and seemed unable to give an explanation for the
vehemence of the opposition to the Gracchi. Better answers were able to include the Numantine
incident and the ill feeling it caused between Tiberius Gracchus and the Senate; the taking of the
legislation to the assembly without consulting the Senate; the subsequent uproar over Octavius'
deposition; the implications of the bill and the loss of ager publicus by senators; senators'
argument in support of their position, i.e. improvements, ancestors' graves, etc; Tiberius' standing
for a second tribuneship and fear of his ultimate aims; Tiberius' challenge to the Senate and the
interference in foreign affairs; Gaius' reforms and demonstration of how these reforms attacked
the interests of the senatorial class. Some pointed out that merely being Tiberius' brother was
sufficient to invite suspicion/opposition. Few candidates mentioned the sources and even fewer
indicated that the accounts of Appian and Plutarch were written a long time after the events. (See
Bradley, Ancient Rome pp.229-31 for basic information.)
(b)
This was a fairly straightforward question but candidates made little reference to the sources and
there was insufficient discussion and detail as to whether the Senate was responsible for the
outbreak of the Social War. Candidates need to remember that other groups in Rome had
opposed the franchise for the allies.
Question 10
(a)
Good answers should have included: the possibilities and power of the position as demonstrated
by the Gracchi; the action taken by Sulla to curb the power of the tribunes; an examination of
important pieces of legislation between 121 and 44 and the role of the tribunes in presenting
them and a brief examination of the careers of successful tribunes who gained higher office.
(b)
Good answers pointed out how Marius' career weakened the hold of the senatorial class on
Roman political life. They were able to refer to: the overturning of Metellus' re-appointment;
Marius' five consecutive consulships and the fact that they paved the way for the extraordinary
commands of Pompey and made likely the dictatorship of Julius Caesar. The loyalty of the
'new' army to its commander and the use this in 100 B.C. showed that the army could be used to
destroy the established order as well as defend it. The Senate also played into the hands of the
generals by failing to take the initiative on land grants for veterans. The career of Sulla should
also be examined
(c)
Future candidates might begin by looking at Bradley's summary pp.206-7 and then expand it
with information from other sources. The role of the equestrians and their influence on the
careers of Marius, Sulla, Pompey and Crassus should be noted.
Question 11
(a)
Bradley pp.363-366 is useful, but an adequate evaluation of the sources is essential. Candidates
were able to demonstrate a satisfactory knowledge of detail about Pompey's aims.
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AN803 - Ancient Civilisations
Question 12
(b)
Candidates who answered this question failed to mention Caesar's reforms and whether or not
these could provide evidence of long term plans. Again little discussion of sources.
Unit Four: Roman History 44 B.C. - A.D. 68
Question 13
Most answers were solid on detail but many failed to note that Octavian had secured the services of a
very able general, Agrippa. Most noted Octavian's success in the propaganda war and the
psychological advantage of being in Rome. Few observed that Octavian had perpetuated a Pompeian
trick on Antony in regard to the fleet. Mention of Cicero's Philippics would have been relevant but
few managed to do so.
Question 14
(a)
Better answers mentioned the following: the avoidance of the mistakes made by Julius Caesar;
the 'cozening' of the senate by giving it an equal share of the work but not the power; the
provision of peace after decades of civil war; the control of the army; Augustus' maius
imperium; effective propaganda; Augustus' longevity - by the time he died, there were few who
could remember the 'old' republic and detail of the constitutional settlements. Generally answers
were poor on sources. Few mentioned the Res Gestae and commented on their reliability.
(c)
Most candidates saw this as a question about the succession and gave much unnecessary detail.
Other factors to mention were Augustus' longevity, his propaganda campaign, his administrative
reforms and his control of the army.
Question 15
(a)
Not all candidates recognised where the quotation came from and consequently did not take up
the invitation to analyse the Tacitean portrait. Better candidates were also able to use Suetonius
(and Dio) and did make some attempt to discuss Tacitus' assessment
(b)
Few candidates bothered about the 'Claudius as emperor' part of the question and thus became
lost in analysis of the emperor's personality, Those who did demonstrated a good grasp of the
facts of the reign and some were able to make some very pertinent comments about the surviving
source tradition.
(c)
Amid a plethora of detail about Nero's behaviour, very few were able to discuss Nero as either a
good or a bad emperor. What made a good emperor? What were the views of contemporaries?
To what extent do these views affect the interpretations that survive? These questions were not
often posed by candidates and so answers tended to concentrate on Nero's personality to the
exclusion of all else.
Question 16
(a)
Few takers and these tended to produce very general answers.
(b)
The army includes the Praetorian Guard and other city troops. Most were able to note how the
army was the ultimate basis of imperial power but seemed to know little about how individual
emperors kept it on side.
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AN803 - Ancient Civilisations
(c)
Most candidates were able to produce a great deal of detailed information about individual
emperor's dealings with the Senate. Sadly few seemed to know anything about the Senate as a
repository for the chief administrators of the empire nor about its role in the administration of
justice.
Question 17
Candidates showed a good understanding of the main historiographical issues concerning Herodotus.
Most had a good knowledge of parts of his work. Those who did badly wrote very general essays with
almost no reference to the details of the Histories.
(a)
Many good observations were made about oral sources, Herodotus' travel, inscriptions, use of
oracles, etc. with awareness of the problems that go with use of these sources. Some very good
answers indicated Herodotus' use of an Alcmaeonid source and a source linked to Demaratus or
at least one that was anti-Cleomenes. Many were able to quote from Herodotus to indicate his
method of using information.
(b)
Herodotus' bias was widely and well discussed. Many made the good observation that much of
the wider action of the Histories is cast in terms of Athens. e.g. did revenge on Athens motivate
Persian policy? Most wrote of Athenian claims about the Corinthians and added Herodotus'
disclaimer about believing them. Several argued that Herodotus saw the naval war as more
important and could rightly credit Athens with responsibility for the Greek victory, after God.
Some mistakenly saw his attacks on Themistocles as evidence of his being free from Athenian
bias. Few considered that it could have been his Athenian Alcmaeonid sources that probably
inspired his negative attitude towards Themistocles.
Unit Five: Greek and Roman Historians
(c)
Some candidates tried to use prepared essays on the major themes in Herodotus here. Most did
not extend their discussion of Herodotus' view of the importance of human motivation to
consider his view of superhuman motivation of events in history. Some reference to divine
influence on events was necessary to put his attitude to human motivation into a full perspective.
Unit Six: Greek and Roman Literature
Questions 21 and 22
No takers this year.
Question 21
(a)
Answers to both options lacked depth and were content to retell parts of the Odyssey rather than
address the question. No other sources or references were mentioned. The triumph of the
'good' Odysseus over the 'evil' suitors at the end should have rated a mention.
Question 23
(a)
Many answers were too short. Although the question was usually addressed, candidates often
failed to give adequate detail and discussion. Reference to Clytemnestra's free will was relevant,
and examples were usually given. Better answers cited arguments referring to this aspect.
Candidates do not need to give definitions of hubris and other terms, nor do they need to retell
the basic plot of the Oresteia. Quotations and examples must be included. The better answers
covered all these aspects.
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AN803 - Ancient Civilisations
(b)
As this topic is part of the basic discussion for this play, it was distressing that the quality of
answers was poor. Most candidates were content to retell the plot and gave reference to the play
for quotations or examples; there was little indepth discussion.
Question 24
No takers this year.
Questions 25 and 26
No takers this year.
Question 27
(a and b)
Most candidates seemed to have read Livy but very few bothered to apply what they knew to what
were rather straightforward questions. Consequently, with a few notable exceptions, answers tended to
be rather descriptive and general.
Unit Eight: The Family in Greece and Rome
Question 29
(a)
The question gave candidates an opportunity to deal with aspects such as property transfer, the
betrothal and marriage process, adultery, confinement to the home, performance and supervision
of domestic tasks, religion and festivals and rites of passage. The better answers distinguished
between rich and poor women, discussed the role of non-citizen women and compared the role
of women in Athens and Sparta. The question did say "Greece" and not "Athens" but few went
beyond the latter.
Question 30
(c)
The answers revealed a sound understanding of the concept of 'oikos' embracing family,
property, dwellings, tools, animals and slaves. The role of the 'kurios' was clearly understood as
was the importance of the community of the 'oikos' with its social, religious, political and military
implications.
(b)
These answers were generally sound and candidates confidently dealt with the purpose of
marriage, dowries, weddings, adultery and the double standards of the day.
(c)
Candidates were well prepared for this topic and ranged over the importance of burial, funeral
procedures and the cult of the dead. The misery of old age and Athenian treatment of the aged
were adequately dealt with and the better answers drew on a number of primary sources,
although not always critically.
Question 31
(a)
Candidates demonstrated a good use of sources and, for the most part, detail provided was
relevant. Some useful information on the role of the Roman mother is to be found in S. Dixon,
The Roman Mother (1988).
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AN803 - Ancient Civilisations
(b)
Few suggested the information we have tends to be about the children of the wealthy and that the
ancient sources are male. Some useful information regarding daughters can be found in Dixon
Ch.8.
(c)
Few candidates mentioned the family as the cornerstone of Roman society. Considerable
attention was given to the importance of the paterfamilias rather than the concept familia.
Question 32
(a)
Most answers demonstrated good use of the sources. Candidates dealt well with the limitations
on the actions of women. Mention was made of Augustan legislation concerning marriage and
procreation. Most of the answers mentioned women who became prominent and who gained a
measure of independence by virtue of their relationship to the emperor.
Ch. 3 of Dixon's book has some useful information.
(b)
Most candidates were satisfied with giving far too much detail about wedding ceremonies and
too little discussion of the purposes of marriage and divorce.
(c)
Answers contained much detail on funeral rites but few candidates attempted to discuss the
extent to which it is possible to learn about Roman attitudes to death.
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