Download Tasmanian Secondary Assessment Board AN803 Ancient Civilisations

Tasmanian Secondary Assessment Board
AN803 Ancient Civilisations (802, 803)
Report on 1996 External Examination
General Comments
The change from four questions to three on the external examination paper was handled very smoothly
by candidates. There was no perceptible fall-off in quality and a noticeable increase in the amount of
factual material contained within answers. Once again, however, the examiners feel it necessary to
point out that such detailed knowledge is only useful if it is applied to the question under discussion.
Too often even good candidates were more concerned to show off the quantity of their knowledge
rather than its relevance. Examiners were quite concerned by the number of candidates who seemed
to misunderstand the questions completely and draw the attention of teachers to this most important
aspect of students' training.
Most candidates did well on Criterion 2 (factual knowledge) and most were also competent in their
use of the correct terminology (Criterion 7). Criterion 5 still requires some work. Criterion 9
predictably, showed the greatest range in awards given.
Unit One: Greek History 510-404 B.C.
Question 1
(a)
Answers were generally well prepared. Many candidates were able to link the reforms albeit
rather mechanically but gave little context. There were some who seemed confused about the
meaning of 'electoral redistribution'; and who knew little about the history of the Alcmaeonidae.
Better candidates were able to comment on the significance of the reforms for the development
of democracy.
Question 2
There were some very mediocre attempts mainly because there was a tendency to tell the story of the
Persian invasion and not do as the question asked - "critically evaluate". Some narratives covered
little more than Marathon and Salamis. It is reasonable to expect that answers should have touched
on factors such as Greek unity; leadership (both Greek and Persian), commitment, logistics, quality of
hoplites, Persian misfortunes and Sparta's contribution in this critical evaluation of the role of the
Athenians.
Question 3
(a)
This question produced some good answers which reflected an ability to cover the whole time
span of the question in a logical and ordered manner. Candidates were able to talk about the
formation and organisation of the League and its activities, key events such as Eurymedon and
Thasos and the imperial policy of Athens from 460-445 down to the Chalcis Decree. The
major weakness was a general failure to explain Sparta's lack of action to prevent the growth of
the Athenian Empire.
Question 4
(b)
In the main the answers were an indifferent lot with candidates getting bogged down in the
narrative of events leading up to the war and not answering the question which required an
assessment of responsibility for starting the war.
AN803 - Ancient Civilisations
Unit Two: Greek History, 404-323 B.C.
Question 5
(a)
Few takers and most of these seemed to concentrate on Athenian strategy.
(b)
Most argued that Athens was responsible for her own downfall. Great emphasis was placed on
the roles of prominent individuals such as Pericles, Cleon and Alcibiades.
Better answers
provided details about losses incurred through plague and the Sicilian Expedition and were able
to discuss how factors outside Athenian decision-making also influenced the course of the way,
e.g. Persian involvement, the role of Athens' allies and the contribution of the Spartan
commander Lysander.
Question 6
Most candidates showed a good understanding of Philip's difficulties and were able to discuss such
matters as pretenders, bordering groups, the army and the economy. The better candidates were able
to discuss the unification of Macedonian society, the granting of privileges and the page system.
There were some excellent answers which showed critical use of the evidence of Demosthenes,
Isocrates and a range of modern authorities.
Question 7
(b)
Candidates demonstrated a sound knowledge of Philip's ambitions in Central and Southern
Greece and the expedition into Asia.
Question 8
(a)
Most answers concentrated on Alexander's obsession with fame and with exceeding the deeds of
the heroes. The better answers took account of Darius' offer of half the empire and Parmenio's
urging Alexander to accept it. They also analysed the significance of Alexander's occupation of
Egypt, his treatment of Darius' family and the expeditions to Bactria and India.
(b) Most discussed some of a range of issues that bore upon Alexander's administration e.g. 'the
Persian Policy', the Satrap System, the continuing expansion and great size of the empire, as well
as Alexander's various titles and roles in different parts of his domain. Better answers analysed
these issues with a view to commenting on Alexander's attempt to unite his empire.
(c) Arrian's approach was well understood. Many answers needed more detail and could have
referred to Cleitus, Parmenio and Callisthenes with good effect.
Unit Three: Roman History 133-44 B.C.
Question 9
(a)
Factual knowledge was sound. Most candidates concentrated on the methods of the Gracchi but
few were able to expatiate on the impact of the reforms on the senatorial elite. Most were
content to paint the Gracchi as heroes of the landless poor and did not bother to examine their
significance for army recruitment, unemployment and so on.
Question 10
(a) and (b) Few takers and these were mainly content to relate as much factual detail as possible.
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AN803 - Ancient Civilisations
Question 11
(a)
This question was well answered. Most candidates gave due emphasis to the role of the army
and the use of wealth for political careers.
Question 12
(a) and (b)
Surprisingly these questions drew few takers. Factual knowledge was obvious but attempts to
apply this to the question were very disappointing.
Unit Four: Roman History 44 B.C. - A.D. 68
Question 13
A predictably popular question. Most agreed with the quotation but many allowed themselves to
become lost in the 'Antony romance'.
Question 14
(a), (b) and (c)
The depth of factual knowledge was often outstanding and more often than not, candidates did
manage to apply it to the questions.
Question 15
(a), (b) and (c)
Tiberius and Claudius answers demonstrated a very sound knowledge of the facts and a good
critical response to the evidence of Tacitus. Candidates were less critical of the anecdotal
material supplied by Suetonius.
Question 16
(a), (b) and (c) No takers.
Unit Five: Greek and Roman Literature
Question 17 (a & b)
(a) and (b)
Few takers, most of whom preferred to retell the story rather than answer the question.
Question 18
No takers.
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AN803 - Ancient Civilisations
Question 19
(a)
Most showed a good knowledge of the play and focussed on whether Agamemnon's fate was
deserved. Some commented on the 'eye for eye' type of justice and the preoccupation with guilt
and retribution. Good students mentioned the 'old wrongs' (he who has wrought shall pay; that
is the law) and the likelihood of the cycle continuing. Few mentioned Clytaemnestra's
justification for her actions.
(b) Good knowledge of the plot and specific reference to knowledge and ignorance. Few discussed
Sophocles' presentation of this theme through the use of images of light and dark. One or two
referred to Athens being a centre for dissemination, discussion and enlightenment and attempted
to link this to the play.
(c) Few takers but these candidates had obviously read and absorbed Hans Diller's article
'Euripides: The Final Phase'.
Question 20
No takers.
Unit Six: Greek and Roman Historians
Question 21
(a)
Some used this for a general essay on bias. Many know that Herodotus was also concerned
with the great deeds of the Asiatic peoples but few could give any specific example of unbiased
interest in the Persians. The extent to which The Histories cover the use of the Persian Empire
and the way of life of its subjects, would have been a good starting point.
(b) and (c) Few answers.
Question 22
(a), (b) and (c)
Most candidates showed a very superficial knowledge of the text of Thucydides and contented
themselves with a number of unsupported assertions. In the question on characters, most
ignored central characters like Pericles, Cleon, Nicias and Alcibiades.
Question 23
(a), (b) and (c)
No takers.
Question 24
(a) and (b)
Some very good answers which showed a good awareness of Tacitus' own background, his
historical methods and some of his techniques for dealing with inconvenient evidence.
Examiners were also pleased to see the detailed knowledge of characters other than the
emperors. Tacitus' views on characters were well understood and the better students were able
to show how character is revealed by actions and how actions out of character were interpreted
as hypocritical.
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AN803 - Ancient Civilisations
Unit Seven: Greek and Roman Thought
Questions 25
(a) and (b)
Most candidates showed evidence of a good familiarity with the texts of the poems and did make
an effort to tie this presentation of the factual material to the questions asked.
Question 26
(a) and (b)
Knowledge of the two texts of Plato was sound. Sadly only a few bothered to make any
assessment of Socrates' self-defence and the question on methods of argument produced few
detailed answers.
Question 27
(a) and (b)
Once more there was evidence of a very detailed knowledge of the text of Livy but few (with
some notable exceptions) had any idea how to define the concept of myth and most relied on
vague generalisations (often misguided or simply wrong) about Livy's moral and religious
beliefs.
Question 28
(a) and (b) No takers.
Unit Eight: The Family in Greece and Rome
Question 29
(a), (b) and (c)
There were some very good answers to these questions, but especially to option (a) where
candidates wrote about a broad range of women's activities and role in society - daily life,
religious roles, non-married women, purpose of marriage and the perpetuation of the oikos. The
pleasing aspect was that the material was well related to the actual question.
Question 30
(a), (b) and (c)
Few takers and these were very general and vague.
Question 31
(a)
Answers were of a solid standard. Some seemed unaware that the information we have on the
family is about wealthy Romans. More time should be spent on the nature of the source
material. Candidates are still generalising from evidence referring mainly to the periods of the
monarchy and the Early Republic.
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AN803 - Ancient Civilisations
(b) Most were able to provide masses of detail but were uncritical of the sources information.
Generalisations abounded.
(c) Most answers were solid on facts. Reasons for divorce could have been expounded in greater
detail. Political considerations were mentioned but little else. Augustan legislation is central to
this topic but only a few candidates bothered to discuss it.
Question 32
(a)
This question was interpreted by most as an invitation to write all they could about women and
largely ignore the question. Even outstanding examples such as the role of women during the
Civil War was overlooked for its relevance and the changes in the legal position of women were
largely ignored.
(c)
Predictably there were a surfeit of detail in most answers and the question asked was largely
ignored. A few did actually attempt to draw some conclusions about Roman attitudes to death.
Statistical Summary
Award Summary
Gender Breakdown
Outstanding Achievement (OA)
High Achievement (HA)
Satisfactory Achievement (SA)
Reassessed into neighbour
6
43
45
11
Total
105
Males
Females
51
54
Summary of external ratings
Criterion 2
Criterion 5
Criterion 7
Criterion 9
A
11
7
11
11
B
46
42
43
40
C
38
42
39
41
D
3
7
5
6
6