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Tasmanian Secondary Assessment Board
Tasmanian Certificate of Education
External Assessment
2000
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)
‘The collapse of political unity into a period of disunity and chaos (such as occurred at the end
of the Old, Middle and New Kingdom periods) was the result of a single cause – a weak king
who could not rule effectively.’
Critically assess this view with specific reference to the collapse of one or two of the Kingdoms.
or
(b)
Despite short periods of chaos (the Intermediate Periods) Egypt’s history during the Old,
Middle and New Kingdom periods was characterised by political unity and stability. Why was
the unification of the Two Lands under a single authority so desirable? With specific reference
to one or two of the Kingdoms, explain how political unity was achieved and maintained.
or
(c)
“The concepts of duality, the ‘cyclic nature of events’, and the divine nature of kingship were
fundamental to the Egyptians’ views of politics and religion.” Discuss.
Question 2
(a)
‘Egypt’s sole interest in Wawat (Lower Nubia) was in its gold mines. Kush (Upper Nubia)
was of no interest to the Egyptians at all.’ Discuss.
or
(b)
‘Egypt’s foreign policy during the New Kingdom period was motivated only by a desire to
protect the Two Lands from foreign invasion.’ Discuss.
Question 3
(a)
‘The Pharaonic institution is the perfect way to govern.’ (King Merykare [Dynasty IX])
What were the major features of the Egyptian system of government? How well did this system
respond to crises such as famine, warfare or problems associated with royal succession?
or
(b)
‘The god-kings of Egypt were merely figureheads – real power rested with officials such as the
vizier, scribes, generals and high priests.’ Discuss.
or
(c)
What roles did Egyptian royal mortuary complexes play? How were these roles reflected in
their architecture and art? To what extent, and for what reasons, did the architecture and art of
royal mortuary complexes change over time?
Question 4
‘Trade was of no significance to the Egyptians – all they desired was produced within the Two Lands
from the fertile plains and the delta of the Nile River.’ Discuss.
Page 2
AN803 Ancient Civilisations
UNIT 2: GREEK HISTORY 510 BC — 431 BC
Question 5
(a)
Why did Cleisthenes establish a new system of tribes in Athens? What function did these tribes
have in the working of the Athenian Constitution?
or
(b)
‘The move towards democracy in the Athenian Constitution during the period from Cleisthenes
to Ephialtes was the accidental result of competition for power on the part of individual
aristocrats.’ Discuss.
Question 6
(a)
Which was more important for the outcome of the Persian Wars – Greek strategy or Persian
incompetence?
or
(b)
‘It was the foresight of Themistocles in building the Athenian navy that was the deciding factor
in repelling the Persian invasions.’ Discuss.
Question 7
(a)
To what extent was Athens responsible for the change of the Greek alliance of 487 BC into an
Athenian empire?
or
(b)
Evaluate the claim that the Athenian empire was really a despotism hated by all the allies.
Question 8
(a)
Did the demos really wield true power at Athens in the fifth century down to the death of
Pericles?
or
(b)
‘The outbreak of the Peloponnesian War between Sparta and Athens was inevitable.’ Discuss.
or
(c)
To what extent was Athens responsible for the outbreak of the Peloponnesian War?
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AN803 Ancient Civilisations
UNIT 3: GREEK HISTORY 431 BC — 323 BC
Question 9
(a)
How do you explain the Spartan victory in the Peloponnesian War?
or
(b)
To what extent was the Athenian democracy responsible for its own defeat in the Peloponnesian
War?
Question 10
By what means did Philip II establish his supremacy over the Greek states? To what extent was this
only a part of a more far-reaching plan?
Question 11
(a)
Critically analyse relations between Philip II and Athens.
or
(b)
Account for the political and military successes of Philip II of Macedon.
or
(c)
‘Alexander’s policies were merely a continuation of those of Philip’s, but on a grander scale.’
Discuss.
Question 12
(a)
To what extent did Alexander’s military operations owe their success to careful planning and
preparation?
or
(b)
How far did Alexander try to win the loyalty of those he conquered?
or
(c)
‘Arrian’s portrait of Alexander is essentially right.’ Discuss.
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AN803 Ancient Civilisations
UNIT 4: ROMAN HISTORY 134 BC — 44 BC
Question 13
(a)
‘The Gracchi were in a sense true martyrs; they stood up for their belief in the need for reform
and they suffered for doing so.’ Discuss.
or
(b)
Explain how the problems of the Italian allies affected Roman politics from 134 – 89 BC. Why
did the Romans refuse to give citizenship to the allies for so long?
Question 14
(a)
In what ways was tribunician power used to undermine senatorial authority in the ninety years
after 133 BC?
or
(b)
Explain the importance of military commands in the politics of the Roman Republic down to the
death of Sulla. Illustrate your answer with particular reference to the careers of Marius and
Sulla.
Question 15
(a)
To what extent does the career of Pompey show the ineffectiveness of Republican institutions of
the period?
or
(b)
Was Cicero purely interested in preserving the Republic or was he also interested in personal
gain?
or
(c)
To what extent was the use of violence a symptom of the decline of the Roman Republic?
Question 16
(a)
To what extent was personal rivalry between Caesar and Pompey responsible for the outbreak of
Civil War in 49 BC?
or
(b)
Discuss the political and constitutional questions surrounding the assassination of Julius
Caesar.
or
(c)
‘Julius Caesar was far more than an ambitious politician. His innumerable qualities, both as a
statesman and as a Roman, stand out just as clearly as his ambition.’ Discuss.
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AN803 Ancient Civilisations
UNIT 5: ROMAN HISTORY 44 BC — 68 AD
Question 17
Why did Octavian need to co-operate with Antony and Lepidus? Why and how did their co-operation
break down?
Question 18
(a)
Did Augustus restore or destroy the Roman Republic?
or
(b)
What personal qualities and political skills helped Augustus maintain power? Why was he not
overthrown by force?
Question 19
(a)
‘Autocracy does not always mean bad government.’
Examine the principle features of the reign of Tiberius in the light of this statement.
or
(b)
How influential were the women of the imperial household and freedmen during the reign of
Claudius?
or
(c)
‘The effectiveness of an emperor’s rule depended on the strengths and weaknesses of his
personal character.’
Discuss with reference to the reign of Nero.
Question 20
(a)
Discuss the part played by the Senate in Roman politics from Augustus to Nero.
or
(b)
Discuss the government of the provinces under the Julio-Claudian emperors. Were there any
major differences from Augustan policy?
or
(c)
‘No matter what the personal characteristics of the Julio-Claudian emperors, the true source of
their effective support was the army.’ Discuss.
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AN803 Ancient Civilisations
UNIT 6: ANCIENT EGYPTIAN CIVILISATION
Question 21
(a)
‘Local and household deities, and heka (magic) were of far greater significance in the religious
life of everyday Egyptians than were the major State gods and goddesses of the great temple
complexes.’ Discuss.
or
(b)
What were the major features of Egyptian beliefs in the afterlife? How were such beliefs
expressed in regard to: the preparation of the body for burial; the art and architecture of nonroyal tombs; and rituals associated with the dead?
Question 22
(a)
With reference to a range of specific examples, describe the major characteristics of Egyptian
architecture. How do such characteristics relate to the function and purpose of buildings?
or
(b)
‘Egyptian paintings and sculptures were not simply decorative art for art’s sake.’
For what purposes did the Egyptians create works of art? To what extent were artists free to
create new forms and styles?
or
(c)
What kinds of information did the Egyptians record by written means and for what purposes?
What technologies did they employ in their writing systems and how were these related to the
nature of the information being recorded?
Question 23
(a)
‘Pharaonic Egypt was not an exclusively male dominated society in which women were
regarded by men merely as breeding machines or beasts of burden.’
With reference to a range of primary sources, critically assess this view regarding the role and
status of women in ancient Egypt.
or
(b)
With reference to specific primary sources, critically assess Egyptians’ attitudes towards
children and childhood.
Question 24
Ancient Egyptian society appears, on the whole, to have been stable, peaceful and prosperous. What
were the major features of Egypt’s moral and legal codes and how were these enforced?
Page 7
AN803 Ancient Civilisations
UNIT 7: GREEK AND ROMAN HISTORIOGRAPHY
Question 25
(a)
To what extent was Herodotus more than just a storyteller?
or
(b)
Critically evaluate Herodotus’ credibility as an historian.
or
(c)
What use does Herodotus make of digressions? How do digressions help our understanding of
the events he records?
Question 26
(a)
‘My work is not a piece of writing designed to meet the taste of an immediate public, but was
done to last for ever.’ (Thucydides, 1.23)
What did Thucydides mean by this statement? How did Thucydides set about achieving his
objective?
or
(b)
Why did Thucydides include speeches in his history? How do they add to our understanding of
his narrative?
or
(c)
What sources did Thucydides use to write his history? How critical was Thucydides in his use
of them?
Question 27
(a)
Critically evaluate the strengths and weaknesses of Sallust as an historian.
or
(b)
Critically evaluate Sallust’s historical method with particular reference to his use of speeches
and characterisation.
or
(c)
What are the main features of Roman political life which can be derived from Sallust? Does he
omit any important features? Why?
Question 28
(a)
How impartial is Tacitus as a writer of history?
or
(b)
What sources did Tacitus use to write his history? How critical was Tacitus in his use of them?
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)
‘The Odyssey is not a poem of wandering but return.’ Discuss.
or
(b)
Examine Odysseus’ behaviour during the wanderings after Troy’s fall. How and why is it
different from his behaviour on Ithaca?
Question 30
(a)
‘The principal characters in Aeschylus’ Agamemnon have no freedom of choice.’ Discuss.
or
(b)
Examine Sophocles’ treatment of knowledge and ignorance in Oedipus the King.
or
(c)
Examine Euripides’ treatment of the gods in Bacchae.
Question 31
(a)
To what extent is Zeus presented as a benefactor to humanity in Theogony and Works and
Days?
or
(b)
What do we learn of Hesiod’s attitude to women from his creation stories?
Question 32
(a)
How does Socrates conceive of his mission in Apology and Phaedo? Is this related to his
execution by the Athenians?
or
(b)
What do we learn about Socrates’ methods of argument from Euthyphro?
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AN803 Ancient Civilisations
UNIT 9: ROMAN LITERATURE AND THOUGHT
Question 33
(a)
‘Virgil’s aim in writing the Aeneid was simple. He wrote to praise Rome and Augustus.’
Discuss.
or
(b)
To what extent is Aeneas’ treatment of Dido just?
Question 34
(a)
Examine Seneca’s treatment of nature in Phaedra.
or
(b)
‘Because it lacks a central character, Seneca’s Trojan Women is an incoherent piece of work.’
Discuss.
or
(c)
Analyse Seneca’s treatment of power in Thyestes.
Question 35
(a)
How would you define the concept of ‘myth’? Are Livy’s stories of early Rome genuine
myths?
or
(b)
To what extent do Livy’s stories of early Rome reflect Augustan moral and political concerns?
Question 36
(a)
Examine Lucretius’ representation of the relationship between religion and philosophy in
Book 1 of the Nature of the Universe.
or
(b)
How persuasive, in your view, are Lucretius’ arguments for the mortality of the soul in Book 3
of the Nature of the Universe? Your answer should include discussion of at least four
arguments.
Page 10
AN803 Ancient Civilisations
UNIT 10: THE FAMILY IN GREECE AND ROME
Question 37
(a)
What did the Athenians understand by the term household (oikos)?
or
(b)
Critically evaluate the role and responsibilities of the kyrios in an Athenian household.
or
(c)
‘A woman’s primary role in the Athenian family was to take charge of running the household.’
Discuss.
Question 38
(a)
Compare the roles and education of daughters and sons in an Athenian household.
or
(b)
Critically evaluate the treatment of the aged in Athenian society.
or
(c)
‘Death was an event which concerned primarily the members of the dead person’s family.’
To what extent is this true of Athenian attitudes towards death?
Question 39
(a)
What did the Romans understand by the term family (familia)?
or
(b)
Critically evaluate the role and responsibilities of the pater familias in the Roman family.
or
(c)
What was the Roman attitude to marriage and divorce? What effect did this attitude have on the
nature of family life?
Question 40
(a)
‘Women in Rome were not only independent, they were also influential.’
Critically evaluate this statement.
or
(b)
Critically evaluate the treatment of the aged in Roman society.
or
(c)
What can we learn about Roman attitudes towards death from their treatment of the dead?
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