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STAGE 2 CLASSICAL STUDIES
ASSESSMENT TYPE 2: Essays
Topic: Greek Society
‘A citizen’s obligations to his polis overshadowed his duties to his oikos.’
Discuss this statement with reference to one or two Greek poleis.
Both the males of the citizen class in Athens and Sparta had responsibilities to their
polis that overshadowed their duties to their Oikos. Athenian men had many
responsibilites to their polis that were deemed more important than those to his
oikos. Similarly Spartans had responsabilities that far overshadowed their
responsabilites to their Oikos.
Athenian men had larger responsabilities to their polis than their Oikos, which easily
overshadowed his Oikos. He responsibilities to his Oikos were few and not stressed
with importance. More often than not the citizen was the head of his household,
called the Kyrios. He had to run the household, he also made all of the decisions. He
had to produce an heir for the Oikos and also ensure he could pass on a big enough
inheritance for his heir. The kyrios had to ensure his sons were properly and well
educated and also fully prepared for adult life. One of their smaller responsabilities
was to ensure the members of the Oikos uphelp the households religious views. In
comparison with his responsabilities to his Oikos the citizens responsabilities to his
polis were far more important. The Athenian citizen’s main responsibilities were to
the parliment, economy and army. Each citizen had to attend the political meetings
that were held. He had to help run the polis and was given a vote, similar to modern
society. There were also a number of other, more important, political responsabilities
which came with this part of his citizenship. There were higher political roles all with
different responsabilities. These other rolls all had different wages, lengths of office
and ways of being chosen. But, it was highly likely that any given citizen would be
given these extra responsabilities more than once in his lifetime. The average
political responsabilities, let alone the extra responsabilities, given to each Athenian
citizen far over shadowed his responsabilities in his family Oikos.
As a part of his responsabilities to his polis Athenian men also had to pay taxes.
There was a general tax given to each citizen. There was also a tax for richer
citizens to pay for entertaining groups, sporting groups and entrants in competitions.
These ensured the continuity of social society. There was also a important tax the
eisphora, which was a emergency war tax which ensured that the armies had
enough money to be fully equipped with food, armour and weapons. The taxes were
the citizens economic responsabilites to his polis that were deemed more important
than his economic responsabilities to his Oikos, once again his responsabilities to his
polis overshadowing his responsabilities to his Oikos.
Finally, Athenian citizens had a responsabiltiy to the army of Athens. Depending on
his wealth the citizen had to contribute a certain amount of money on time. The
richest of citizens were asked to contribute a ship to the navy, not a cheap
contribution. The middle classes were made to supply a horse with enough food for
its rider or were asked to be generals in battle. The lowest citizen group were the
spearmen in the army, only just higher than the non-citizen army men. Citizens
responsabilities to the polis army were great and easily overshadowed the needs of
the Oikos. Spartan citizen’s had minimal responsabilities to their Oikos because their
responsabilities to their polis were far more important. They were encouraged to get
married and produced children, neither sex was valued more than others. They had
very few responsabilites to their Oikos as they spent a large majority of their lives
Page 1 of 5
Communication
(C3)
Clear attempt to
address the
question.
Knowledge &
&Understanding
(KU3)
Some recognition of
attitudes and values
in the classical world
Research &
Analysis (RA2)
Superficial analysis
and description of
research
Knowledge &
&Understanding
(KU2)
Selection and
application of some
factual knowledge
Communication
(C2)
Some description of
source material
Stage 2 Classical Studies student response
Ref:A133179 (revised January 2013)
© SACE Board of South Australia 2012
living and training in the army barracks. A Spartan’s main purpose was to be a
soilder, and be a good one. This far overshadowed their small responsabilities to
their Oikos.
Research &
Analysis (RA1)
Superficial research
into primary and
secondary sources
The Army of Sparta was its government of sorts. It held the citizens and it was the
protector of Spartan lands and its values. Males were trained from the age of seven,
which is when they left their homes to live in the army barracks. They were taught to
be the best soldiers in Greece and this was one true responsibility. They were the
trained all through their lives and were only allowed to leave the barracks in their
thirties and only allowed to retire in their very late life. The army was their life,
realistically Spartan citizens had no responsabilities to an Oikos like the Athenians.
Spartans were apart of smaller dining groups which were held in high importance as
they encouraged mateship among the men and allowed them to have a social life.
They were accepted into the dining groups and were supported by a senior member.
Every member of the group had to contribute. These contributions were based on
wealth. Men gave only what they could afford. In a sense these dining groups were
like their Oikos, far over shadowing any Athenian type Oikos.
Knowledge &
&Understanding
(KU3)
Superficial
consideration of
aspects of the
classical world.
Research &
analysis (RA2)
Limited description of
research.
It is evident from citizens of both Athens and Sparta that the responsibilites that the
polis demanded were far more important than the responsabilities of the family
Oikos. They greatly overshadow the demands from the Oikos as they were deemed
of greater importance and were necessary for the running of the polis.
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Stage 2 Classical Studies student response
Ref:A133179 (revised January 2013)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 Classical Studies
A
Knowledge and Understanding
Research and Analysis
Communication
In-depth knowledge and critical
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical
world.
Extensive and balanced research into
primary and secondary sources, including
literary text(s).
Clear, logical, coherent, and controlled
communication of informed argument using
appropriate examples and ideas.
Incisive critical analysis and synthesis of, and
reflection on, research.
Astute and selective integration and
acknowledgment of source material.
Selective recognition and controlled
application of relevant terms, concepts, and
skills, including skills of historical literacy.
Fluent and lucid explanation of ideas using
a range of forms.
Discerning selection and application of
factual knowledge that demonstrates
critical understanding of the civilisations of
Greece and/or Rome.
B
Discerning and well-informed recognition
of, and insightful reflection on, the
diversity of attitudes, beliefs, and values
in the classical world.
Comprehensive definition and development
of a point of view.
Well-considered knowledge and
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical
world.
Sound research, with breadth and balance,
into primary and secondary sources,
including literary text(s).
Clear and relevant communication of
informed argument using mostly
appropriate examples and ideas.
Well-informed critical analysis and synthesis
of, and reflection on, research.
Well-considered selection and integration
and acknowledgment of source material.
Well-informed recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Mostly clear and thoughtful explanation of
ideas using a range of forms.
Well-considered selection and application
of factual knowledge that demonstrates
well-informed understanding of the
civilisations of Greece and/or Rome.
C
Well-informed recognition of, and
thoughtful reflection on, the diversity of
attitudes, beliefs, and values in the
classical world.
Well-considered definition and development
of a point of view.
Appropriate knowledge and
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical
world.
Generally sound and balanced research into
primary and secondary sources, including
literary text(s).
Generally clear and reasonably accurate
communication of informed argument using
mostly appropriate examples and ideas.
Competent critical analysis and synthesis of,
and reflection on, research.
Appropriate integration and
acknowledgment of source material.
Appropriate recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Generally clear explanation of ideas using
some different forms.
Competent selection and application of
factual knowledge that demonstrates
informed understanding of the civilisations
of Greece and/or Rome.
D
Competent recognition of, and considered
reflection on, the diversity of attitudes,
beliefs, and values in the classical world.
Competent definition and development of a
point of view.
Recognition and some understanding of
texts, ideas, individuals, groups,
institutions, practices, events, and
artefacts of the classical world.
Superficial research into primary and
secondary sources, including literary text(s).
Superficial argument using limited
examples and ideas.
Superficial analysis and description of
research.
Some integration of descriptions of source
material; acknowledgment sources and
tending mostly towards description.
Selection and application of aspects of
factual knowledge that demonstrate some
understanding of the civilisations of
Greece and/or Rome.
E
Basic recognition and application of relevant
terms, concepts, and skills, including
selected skills of historical literacy.
Attempted explanation of ideas using one
or more forms.
Some recognition, and superficial
consideration, of some attitudes, beliefs,
and values in the classical world.
Some definition, and partial development, of
a point of view.
Some awareness of aspects of one or
more texts, ideas, individuals, groups,
institutions, practices, events, or artefacts
of the classical world.
Limited research into primary and secondary
sources, including literary text(s).
Some attempts at argument using few
examples and ideas.
Limited description of research.
Limited integration of descriptions of source
material and acknowledgment of sources.
Attempted selection and application of
aspects of factual knowledge that
demonstrate some awareness of the
civilisations of Greece and/or Rome.
Attempted use of some relevant terms,
concepts, and skills, including selected skills
of historical literacy.
Description of one or more ideas.
Attempted development of a point of view.
Attempted description of one or more
aspects of attitudes, beliefs, and values in
the classical world.
Page 3 of 5
Stage 2 Classical Studies student response
Ref:A133179 (revised January 2013)
© SACE Board of South Australia 2012
Page 4 of 5
Stage 2 Classical Studies student response
Ref:A133179 (revised January 2013)
© SACE Board of South Australia 2012
Page 5 of 5
Stage 2 Classical Studies student response
Ref:A133179 (revised January 2013)
© SACE Board of South Australia 2012