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Tasmanian Secondary Assessment Board
Tasmanian Certificate of Education
External Assessment
1999
AN803 ANCIENT CIVILISATIONS
Time: Three Hours
On the basis of your performance in this examination, the examiners will provide a rating of A, B, C or
D on each of the following criteria taken from the syllabus statement:
Criterion 2
Recall relevant factual information.
Criterion 5
Demonstrate an ability to analyse critically sources of information.
Criterion 7
Understand and use the terminology relevant to the particular unit under
study.
Criterion 9
Communicate logically and analytically in written work.
Questions:
Pages:
©
40
11
Copyright for part(s) of this examination may be held by individuals and/or organisations other than the Tasmanian
Secondary Assessment Board.
AN803 Ancient Civilisations
CANDIDATE INSTRUCTIONS
Candidates must answer THREE questions.
Each question must be from a different UNIT.
Each question assesses Criteria 2, 5, 7 and 9.
Answer each question in a separate answer booklet.
________________________________________________________________________________
UNIT 1: ANCIENT EGYPTIAN POLITICAL AND SOCIAL HISTORY
Question 1
(a)
What benefits were to be had by the rulers, nobles and common people from the uniting of the
Two Lands? With specific reference to two of the three ‘Kingdoms’ discuss the measures
taken to achieve unity after periods of division and disunity.
Or
(b)
The ancient Egyptians came to view their world as being characterised by cycles of events and
governed by opposing forces (a ‘concept of duality’). What factors may have led to the
development of such beliefs? How were these beliefs expressed in Egyptian symbols, religion
and the person of the king/Pharaoh?
Question 2
(a)
For what reasons did the Egyptians seek to control Upper and Lower Nubia (Kush and
Wawat)? By what means did they seek to impose their dominance over the Nubian people?
Or
(b)
‘Egypt’s expansion into Syria and Palestine during the New Kingdom period was motivated by
greed, not need.’ Discuss.
Question 3
(a)
While the transfer of royal power from father to son was seen by the Egyptians as the ideal, this
was not always possible. How did they respond to the ‘crisis’ presented when no adult prince
remained to take the Double Crown from the king/Pharaoh? With reference to specific cases
evaluate the success of such responses.
Or
(b)
What roles did the god-kings of Egypt play in their society? Who supported them in
performing the duties associated with such roles? How was royal power and authority
delegated?
Or
(c)
Describe, with reference to specific examples from at least two of the three ‘Kingdoms’, the art
and architecture of typical royal mortuary complexes. What were the functions of such
complexes and how were these functions reflected in their art and architecture?
Question 4
Herodotus wrote that ‘Egypt is the gift of the Nile.’ To what extent is his opinion justified? What
commodities did the Egyptians gain from the deserts surrounding the Nile Valley and from outside
Egypt itself? How significant were these to the Egyptian state?
Page 2
AN803 Ancient Civilisations
UNIT 2: GREEK HISTORY 510 BC — 431 BC
Question 5
(a)
‘Cleisthenes’ reforms are best seen as a genuine attempt to solve the problems facing Attica at
that time.’ Discuss.
Or
(b)
‘The Athenian constitution during the first half of the fifth century became more democratic by
accident rather than design.’ Discuss.
Question 6
(a)
‘It was the cooperation of Athens and Sparta rather than their individual contributions, which
accounted for the Greek victory over the Persians in the period to 479 BC.’ Discuss.
Or
(b)
Critically evaluate the importance of Themistocles as a general and as a politician both in peace
and in war.
Question 7
(a)
‘Athens never intended that the alliance of which she was elected leader should become an
empire. It just happened.’ Discuss.
Or
(b)
‘From the point of view of the allies, the costs associated with being part of the Athenian empire
were far less than the benefits gained.’ Discuss.
Question 8
(a)
What were the main features of Athenian democratic government in the time of Pericles? Why
was Pericles able to maintain his influence in such a democracy?
Or
(b)
‘What made war inevitable was the growth of Athenian power and the fear which this caused in
Sparta.’ (Thucydides 1.23)
Does this assessment adequately explain the causes of the Peloponnesian War?
Or
(c)
To what extent is the real cause of the Peloponnesian War to be found in the events at
Epidamnus and Potidaea?
Page 3
AN803 Ancient Civilisations
UNIT 3: GREEK HISTORY 431 BC — 323 BC
Question 9
(a)
Critically analyse Spartan strategy during the Peloponnesian War.
Or
(b)
‘The failure of Athens in the Peloponnesian War after the death of Pericles was predominantly
the result of a failure of leadership.’ Discuss.
Question 10
What problems faced Philip II when he became king of Macedon? How, and with what success, did
he overcome these problems?
Question 11
(a)
‘Philip II gained control of Greece as a result of his military rather than his political abilities.’
Discuss.
Or
(b)
Analyse the long term military objectives of Macedon under Philip II.
Or
(c)
Compare and contrast Philip II and Alexander as military strategists and political leaders.
Question 12
(a)
With what intentions did Alexander invade Asia? Did these intentions change before his death?
Or
(b)
By what means did Alexander attempt to maintain the unity of his empire? How successful was
he?
Or
(c)
Critically evaluate Arrian’s portrait of Alexander.
Page 4
AN803 Ancient Civilisations
UNIT 4: ROMAN HISTORY 134 BC — 44 BC
Question 13
(a)
‘The Gracchi were revolutionary in the methods they adopted rather than in the reforms that
they proposed.’
Consider the proposals and methods of Tiberius Gracchus AND/OR Gaius Gracchus in the
light of this statement.
Or
(b)
Analyse the Roman attitude towards the allies during the period 133 BC – 91 BC.
Question 14
(a)
In what ways were the offices of consul and tribune abused during the years of Marius’ career
in Rome from c. 107 BC – 86 BC? What effects did these practices have on Roman politics to
44 BC?
Or
(b)
Why did the Senate fail to maintain control of Rome after Sulla’s reforms? Why did the Senate
fail to stop the rise of Pompey, Crassus and Caesar?
Question 15
(a)
What part did Pompey play in the conflict between the Optimates and their opponents from
70 BC to the Battle of Pharsalus in 48 BC?
Or
(b)
How important was Cicero’s role in Roman politics in the period 67 BC – 49 BC?
Or
(c)
With reference to at least three specific tribunes, assess the contribution of the tribunate to the
breakdown of the Republic in the period between the death of Sulla (78 BC) and Caesar’s
crossing of the Rubicon (49 BC).
Question 16
(a)
‘Julius Caesar was far more than an ambitious politician. His many qualities, both as a
statesman and as a Roman, stand out just as clearly as his ambition.’ Discuss.
Or
(b)
What groups in Roman society were most willing to support Julius Caesar? Why did some
groups oppose him?
Or
(c)
What benefits did Caesar's rule bring to Rome from 49 BC to his death? How do you account
for his death?
Page 5
AN803 Ancient Civilisations
UNIT 5: ROMAN HISTORY 44 BC — AD 68
Question 17
How did Octavian gain control of the Roman state by 30 BC?
Question 18
(a)
‘In my sixth and seventh consulships, after I had extinguished civil wars and at a time when with
universal consent I was in complete control of affairs, I transferred the Republic from my power
to the dominion of the Senate and people of Rome.’ (Res Gestae 34)
To what extent is this statement an accurate description of the 27 BC settlement? How did
Augustus continue to control affairs until his death in AD 14?
Or
(b)
‘He seduced the army with bonuses, and his cheap food policy was successful bait for civilians.
Indeed he attracted everybody’s good will by the enjoyable gift of peace.’ (Tacitus Annals 1.2)
Critically evaluate this assessment of the principate of Augustus.
Question 19
(a)
‘Tiberius has been completely misjudged by the surviving historical tradition.’ Discuss.
Or
(b)
‘The successes of Claudius' reign clearly indicate his outstanding ability as an emperor.’
Discuss.
Or
(c)
How different were the first years of Nero’s reign from the last years of his reign? What
factors brought about the change?
Question 20
(a)
Discuss the relationship of the Julio-Claudian emperors with the army.
Or
(b)
‘The Senate was simply a rubber stamp during the Julio-Claudian period.’ Discuss.
Or
(c)
How influential were the women of the imperial family during the Julio-Claudian period? In
your answer refer to specific individuals and events.
Page 6
AN803 Ancient Civilisations
UNIT 6: ANCIENT EGYPTIAN CIVILISATION
Question 21
(a)
How did the ‘everyday’ (non-royal) Egyptians express their religious faith and beliefs?
Or
(b)
Every Egyptian, from Pharaoh to field labourer, was expected to live according to Maat
(MaCat/Ma-at). What does the term ‘Maat’ mean? How was this concept represented by the
ancient Egyptians? What punishments, both in their own lifetime and in their ‘afterlife’, might
those who broke the law of Maat expect?
Question 22
(a)
What are the characteristics of ancient Egyptian painting, relief sculpture and free-standing
sculpture? To what degree were Egyptian artists free to experiment and introduce new features
into their work?
Or
(b)
To what degree did ancient Egyptian art AND/OR architecture celebrate the animal and plant
life of the Nile River Valley?
Or
(c)
What scripts and materials were employed by the ancient Egyptians in their written
communications? What kinds of information did they seek to record, and how were these
related to their choice of scripts and materials?
Question 23
(a)
Describe (with reference to specific examples of primary sources) ancient Egyptian beliefs and
practices surrounding the birth of a child. What do such beliefs and practices tell us about
Egyptian attitudes towards women and children?
Or
(b)
‘I am a free woman of Egypt!’ proclaimed the Lady Naunakte in her will.
What rights and responsibilities were enjoyed by free women in ancient Egypt? What do such
rights and responsibilities tell us about Egyptian attitudes towards women?
Question 24
‘The funerary practices, tomb decorations and tomb furnishings of the ancient Egyptians reflect their
obsession with life, not with death.’ Discuss.
Page 7
AN803 Ancient Civilisations
UNIT 7: GREEK AND ROMAN HISTORIOGRAPHY
Question 25
(a)
Critically evaluate the strengths and weaknesses of Herodotus as an historian.
Or
(b)
Analyse Herodotus’ views on historical causation. How do they affect his interpretation of
historical events?
Or
(c)
‘The speeches are an integral part of Herodotus’ historical method.’ Discuss.
Question 26
(a)
To what extent is Thucydides’ objectivity limited by his aims as a historian?
Or
(b)
‘The speeches are an important means by which Thucydides seeks to convince the reader of his
interpretation of the facts.’ Discuss.
Or
(c)
‘Thucydides’ characters are not real people.’ Discuss.
Question 27
(a)
To what extent is Sallust’s objectivity limited by his moral and political views?
Or
(b)
‘Speeches are an important interpretative device for Sallust.’ Discuss.
Or
(c)
What emphasis is placed on the theme of corruption in Sallust’s writing and to what extent is
this emphasis justified?
Question 28
(a)
To what extent do Tacitus’ moral views affect the way he presents material in the Annals?
Or
(b)
How important is the individual to Tacitus as a means of explaining historical events?
Or
(c)
‘Speeches and characterisation are integral parts of Tacitus’ method of writing history.’
Discuss.
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AN803 Ancient Civilisations
UNIT 8: GREEK LITERATURE AND THOUGHT
Question 29
(a)
Examine the role of Penelope in the Odyssey. To what extent is she an active participant in
events?
Or
(b)
Examine Odysseus’ behaviour during the wanderings after Troy’s fall. Why is his behaviour
on Ithaca so different?
Question 30
(a)
Examine Aeschylus’ presentation of Clytemnestra in Agamemnon. Are her actions justified?
Or
(b)
‘Oedipus, strictly speaking, is innocent of crime. He does not deserve his fate.’ Discuss this
assessment of Sophocles’ Oedipus the King.
Or
(c)
‘In Bacchae Euripides presents Pentheus as confused about the world and about his own
identity.’ Discuss.
Question 31
(a)
Examine Hesiod’s two accounts of the creation of the first woman. Are they compatible? What
do they reveal of his attitude to women?
Or
(b)
To what extent is Zeus presented as just in Theogony and Works and Days?
Question 32
(a)
Examine Socrates’ arguments for his own defence in the Apology. How convincing are they?
Or
(b)
What methods does Socrates employ in his refutation of Euthyphro’s view of the nature of
piety in Euthyphro? How effective are they?
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AN803 Ancient Civilisations
UNIT 9: ROMAN LITERATURE AND THOUGHT
Question 33
(a)
‘Virgil’s Aeneid is not straightforwardly anti-imperial.’ Discuss.
Or
(b)
To what extent is Aeneas justified in his killing of Turnus? How does your answer to this
question affect your understanding of the Aeneid?
Question 34
(a)
‘Hippolytus is an entirely innocent victim in Seneca’s Phaedra.’ Discuss.
Or
(b)
Examine Seneca’s treatment of the possibility of life after death in Trojan Women.
Or
(c)
Analyse Seneca’s treatment of the nature of passion in Thyestes.
Question 35
(a)
To what extent do Livy’s stories of early Rome reflect Augustan moral and political concerns?
Or
(b)
‘Livy’s stories of early Rome are not so much myths as straight-out fictions.’ Discuss.
Question 36
(a)
‘Lucretius’ arguments for the existence of atoms in Book 1 of The Nature of the Universe are
more literary than scientific.’ Discuss.
Or
(b)
‘No-one is likely to be persuaded by Lucretius’ arguments for the mortality of the soul in Book
3 of The Nature of the Universe.’ Discuss.
Page 10
AN803 Ancient Civilisations
UNIT 10: THE FAMILY IN GREECE AND ROME
Question 37
(a)
‘The oikos is the basis of the state.’ (Aristotle Politics 1.2)
Discuss the Athenian concept of oikos with particular reference to size, membership, and
differentiation according to status.
Or
(b)
Discuss the role and responsibilities of the kyrios of an Athenian household in public and
private life.
Or
(c)
Critically evaluate how the role of women in Classical Athens was affected by their social status.
Question 38
(a)
What roles did children play in the Athenian family?
Or
(b)
‘The aged were treated with great respect in Athenian society.’ Discuss.
Or
(c)
To what extent can we reconstruct Athenian attitudes towards death on the basis of the surviving
source evidence?
Question 39
(a)
Discuss the Roman concept of familia with particular reference to size, membership, and
differentiation according to status.
Or
(b)
‘The pater familias was all-powerful in the Roman family.’ Discuss.
Or
(c)
Critically analyse the relationships of parents, children, relatives and slaves within the Roman
household.
Question 40
(a)
Critically evaluate the role of women in Roman society.
Or
(b)
To what extent were the aged treated with respect in Roman society?
Or
(c)
To what extent can we reconstruct Roman attitudes towards death on the basis of the surviving
evidence?
Page 11