Download Tasmanian Secondary Assessment Board AN803 Ancient Civilisations

Tasmanian Secondary Assessment Board
AN803 Ancient Civilisations (802, 803)
Report on 1997 External Examination
General Comments
The examiners were pleased by the continuing high standard of the candidates taking this subject.
Nevertheless, they did express concern about the widespread belief that quantity of factual
information will disguise any lack of quality in answers. Candidates should be warned that
encyclopaedic recall of facts only partly meets the requirements of Criterion 1 and certainly does not
do so for Criterion 9. The examiners noted that the majority of candidates seemed to have a good
knowledge of details but did not always address the question. The examiners further observed that
some candidates confused terms, e.g. ‘avenge’ with ‘revenge’. Some concern was expressed about
the deterioration in spelling and written expression.
Unit One: Greek History 510-404 B.C.
Question 1
(a)
There were some excellent answers. Most candidates demonstrated a good understanding of the
reforms. The better candidates were able to argue their cases with a sensitive use of the
sources. The examiners were particularly pleased at the way candidates met Criterion 5. There
were also some who were content to rely on secondary authorities alone.
Question 2
Many answers were simply narratives of the battles with little attempt to identify factors like superior
weaponry, local geographical knowledge, motivation, Greek unity and the discipline of the hoplites.
Most were able to discuss the Greek leaders but few were able to do the same for the Persians and
consequently there was precious little discussion of the pressures on Xerxes to fight. Few gave any
consideration to the skill of Mardonius and to the poor tactical decision of Artabanus before Plataea.
Question 3
(a)
Fairly solid answers. Lots of detail. Better answers referred to Thucydides and other sources.
Few mentioned the unwillingness of the Spartans to take a major role after 479 BC.
(b)
Candidates had a wealth of detail (mostly relevant) and generally made a better job of exploring
the nature of the relationship between Athens and her allies.
Question 4
(b)
Few candidates answered this question.
Unit Two: Greek History, 404-323 B.C.
Question 5
(a)
Answers were generally sound. All seemed familiar with Thucydides and the better candidates
were also able to make use of other literary and archaeological evidence. Weaker candidates
focused on the Sicilian Expedition while the stronger ones considered the war as a whole,
evaluating Periclean strategy in the light of later events.
AN803 Ancient Civilisation
(b)
Answers to this question were of a consistently high standard. Most showed a very sound
knowledge and evaluated the role of Persia in the context of all the other factors that caused the
Athenian defeat. It was pleasing to see the way candidates were able to employ a variety of
primary sources.
Question 6
Most candidates were able to identify diplomacy, force, bribery, deception and marriage alliances as
ploys used by Philip. Not all candidates discussed sufficiently the strategies used by Philip to bring
about internal unity in Macedonia once the external threats had been dealt with. Use of the ancient
sources was disappointingly poor.
Question 7
(a)
Solid factual detail did not make up for the failure of most answers to address the question.
Better candidates put forward the proposition that Philip did intend to invade Asia and so needed
to secure his southern borders and acquire the support of the Greek states, especially of Athens
and her navy. Few discussed the evidence in Isocrates and Demosthenes.
(b) and (c) Few candidates answered these question.
Question 8
(a)
Too few candidates bothered to relate what they knew to the question and consequently there
was little critical assessment as demanded by the question. Some mentioned Arrian in passing
but few were able to use him in any effective way.
(b)
Once again, sound factual information was wasted by the majority of candidates who failed to
direct their attention to the question. Most candidates took the narrow view of simply
recounting Alexander's military successes. Some of the best answers had a broader vision and
discussed his administrative system, his use of local customs, laws and religion, his currency
reform, his building of cities and his policy of cultural fusion.
(c)
Some excellent answers which displayed a detailed knowledge of Arrian. Most were aware of
his penchant for ‘white-washing’ Alexander and could cite important examples in support of
their arguments.
Unit Three: Roman History 133-44 B.C.
Question 9
(a)
Despite the fact that the question specifically mentioned both brothers, most candidates tried to
answer the question with reference to Tiberius alone. Even though there was evidence of
detailed knowledge about Tiberius, comparison with Gaius was essential. The more able
candidates showed an awareness of the different historical circumstances in which each brother
operated and were able to make good critical use of the often conflicting sources,
(b)
Answers to this question demonstrated a sound knowledge of the factors leading to the outbreak
of the war, especially the roles played by Gaius Gracchus and Drusus. Most candidates were
able to present the case of the allies very forcefully although the case of the Romans was often
given little consideration.
Question 10
(a) and (b)
The few who attempted these questions possessed plenty of factual material but largely ignored
the questions.
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Question 11
(a)
Candidates concentrated mainly on the political aims of Pompey and generally discussed the
rivalry between Pompey and Caesar only, without really considering the broader picture.
Factual knowledge was very good and most candidates showed a sophisticated approach to the
ancient source material. The better candidates were able to discuss the link between personality
and politics and in particular, the changing role of the Senate.
(c)
On the whole, answers showed a good general knowledge of the period with some attempt to
discuss the changing role of the Senate and of the army. A good grasp of the nature of politics
was evident.
Question 12
(a)
Some candidates interpreted this question as an invitation to discuss the rivalry between Pompey
and Caesar and as a consequence ignored Caesar's reforms as dictator. Better answers
discussed the implications of the reforms for the decrease in Caesar's popularity and his
eventual assassination. Others were content to give lists of examples without any consideration
of Caesar's aims and their outcomes.
(b)
This question was not well answered. Most candidates did not consider anything more than
Caesar's relationship with the Senate. Consideration ought to have been given to the
importance of the changing political environment, especially following on from the civil war and
the social and political consequences of Caesar's reforms. Why was the Senate upset by
Caesar? What were his long-term aims? There was little evidence of any analytical approach to
the sources.
Unit Four: Roman History 44 B.C. - A.D. 68
Question 13
Many candidates chose to answer this question by giving a straight chronological narrative of events.
This did not answer the question. Candidates needed to consider not only how Octavian used his
position as triumvir at Rome to outmanoeuvre Antony, but also how he used others such as Cicero
and Agrippa, how he employed propaganda, how he manipulated the Caesarians and the soldiers and
how he capitalised on Antony's mistakes. More able candidates were able to demonstrate how
Antony's absence from Rome enabled Octavian to defeat not only Antony in the end but his remaining
supporters in Italy and in the Senate - thereby showing that Octavian was not faced with opposition
from one quarter.
Question 14
(a)
Answers to this question were disappointing. Little attention was given to specific detail other
than Augustus' succession plans and some other reform measures. The use of the primary
source material was disappointing.
(b)
This question was well answered and candidates showed excellent recall of factual material and
good use of the sources. Most were able to demonstrate the far reaching methods employed by
Augustus to maintain support in Rome. These included social, economic, judicial and religious
reform as well as his relationship with the Senate, army provinces and people of Rome. The
better candidates were able to supplement their discussion of specific details with a thorough use
of the sources, including detailed references to Tacitus, Suetonius and the Res Gestae.
(c)
Most candidates showed a great depth of factual knowledge and a sound acquaintance with the
ancient sources. Candidates were able to discuss the aggressive nature of Augustus' policy
with respect to client-kings, the provinces and those outside the empire. Some candidates
seemed uncertain about the meaning of the term ‘imperialism’.
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AN803 Ancient Civilisation
Question 15
(a)
Most of the answers to this question were extremely thorough as candidates considered both
Tiberius' personality and his ability to rule. Candidates were also able to discuss specific
aspects of Tiberius' principate in some depth, including his relationship with the Senate, the
army, provinces and the people of Rome. There was some excellent analysis of the source
material and all candidates showed an awareness of the difficulties associated with using authors
such as Tacitus and Suetonius.
(b)
Many candidates attempted to answer this question using prepared answers on Claudius'
relationship with his wives and freedmen but most failed to apply what they knew to the
different question. Better candidates were able to discuss why the literary tradition about
Claudius is so negative and this led to a thorough appreciation of the sources and a balanced
discussion of the more positive aspects of the reign.
(c)
While candidates were able to produce much ‘factual’ material about Nero, there was little
discussion of the nature of the source tradition. This resulted in much description, far too little
analysis, and very few attempts to answer the actual question.
Unit Five: Greek and Roman Literature
Question 17
(a)
Few candidates answered this question.
Question 19
(a)
Some excellent answers with a wealth of detailed knowledge of the play. Some candidates had
difficulty in discussing the means Aeschylus used to present his portrayal of Clytemnestra’s
character. They were able to discuss her male like qualities but did not note whether the
audience gathered this impression from what Clytemnestra said or whether it was from
comment by the chorus.
The strugglers resorted to a retelling of the story at great length. The marking examiner is
convinced they have all read it!
(b)
Most attempted to address the second part of the question.
discussing characterisation. When in doubt they told the story.
Again similar problems in
Unit Six: Greek and Roman Historians
Question 21
(a)
Poorly done on the whole. Few candidates showed any knowledge of Herodotus' aims which
made it difficult to produce an adequate answer.
(b) and (c)
Few takers but the questions were competently answered. Sound knowledge of the text was
evident.
Question 22
(a)
Most answers were competent and demonstrated a familiarity with the text and of Thucydides'
aims and methods. Better candidates produced sensible discussions of Thucydides' use of
speeches, use of characterisation, use of narrative and of possible sources of bias.
(b) and (c) Few candidates answered these questions.
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AN803 Ancient Civilisation
Unit Seven: Greek and Roman Thought
Question 27
(a)
Candidates had difficulty in determining the distinction between myth and fiction. The marking
examiner was fairly generous here.
(b)
A much better choice of question. Most referred to Livy’s preface which stresses the reader
should look to the moral qualities of the early Romans, and that the causes of decline were the
vices the Stoics condemned (such as base ambition). Most were able to link Livy’s moral
lessons with contemporary concerns of his day. Augustus’ moral legislation had a good airing.
One or two thought modern Western civilisation could benefit. They had all learned some
obviously prepared quotes.
Unit Eight: The Family in Greece and Rome
Question 29
(a) and (c) Few candidates answered these questions.
(b)
Most candidates chose to write about the mother's contribution and did so in a fairly
comprehensive way dealing with the role and the duties of the mother in the family. Most
resisted the temptation to include marginally relevant material on women in Athenian society.
Question 30
(a), (b) and (c) Few candidates but these were of good quality.
Question 31
(a)
Generally competently handled. Most had reasonable knowledge of the sources.
(b)
Still a tendency for candidates to emphasise the father’s power of life and death in the early
years of Rome as it is understood of the early years of the Republic. Better answers considered
the legal aspects in regard to property.
(d)
Lots of detail on different forms of marriage and better discussion this year on the way Romans
viewed marriage. References to a range of sources.
Question 32
(a)
Candidates were able to outline the change in status of women from the early republic to the
time of the Julio Claudians. Most were able to point out that the sources mainly give detail
about the lives of the wealthier classes.
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AN803 Ancient Civilisation
Statistical Summary
Award Summary
Outstanding Achievement
High Achievement
Satisfactory Achievement
Reassessed into neighbour
Total
(OA)
(HA)
(SA)
27
40
58
10
135
Gender Breakdown
Males
Females
52
83
Summary of external ratings
A
B
C
D
Criterion 2
30
51
44
6
Criterion 5
21
46
55
9
Criterion 7
30
44
52
5
Criterion 9
28
49
50
4
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