Ancient History 2017 HSC exam pack (archive)

Section I

Students should:

• ensure they refer to the sources provided
• demonstrate their own knowledge as well as use the source(s)
• plan their responses
• use the lines provided as a guide to the length of response required
• keep up with developments at the sites which are used in responses.

Students should expect:

• questions from a range of areas in the syllabus
• to be able to integrate the sources into their response.

Students can prepare for this exam by:

• preparing for questions from all areas of the syllabus
• considering past HSC questions and determining what is required for each key word
• avoiding the use of prepared responses.

Section II, III and IV

Students should:

• be prepared to respond to questions from any part of the syllabus
• be able to use sources and evidence to support their responses
• directly answer the question
• address the key words, for example, ‘describe’, ‘explain’, ‘assess’ or ‘to what extent’
• use the question value and space provided as a guide to the expected length of a response.

Students can prepare for this examination by:

• using past HSC examination papers and their marking guidelines to practise responses
• writing plans for answers to questions in past HSC papers   
• using the syllabus points as a guide for study and being prepared to integrate relevant information from across a number of points in a response, not just one
• practising writing timed responses so they can complete the paper in the given time
• revising historical terms, concepts and vocabulary.

In better responses, students were able to:

• directly answer the question directive and content in a sustained manner
• refer to relevant information or issues using detailed knowledge
• include sources, ancient and modern, where required, to support response
• demonstrate a detailed understanding of the topic.

Questions 6 and 7

In better responses, students were able to:

• make effective use of the sources provided
• identify the source specifically and refer to other examples of Egyptian inspired art and architecture
• refer to the influence of Egyptian religion and give specific examples of evidence
• provide detailed and accurate information about political life and integrate the source provided into their response
• link the sources provided with their own knowledge, for example, discussing electoral graffiti or the role of women in political life.

Question 8

In better responses, students were able to:

• provide a structured response which included a range of examples
• write succinctly
• engage with both sources
• use the sources as a stimulus to integrate their own knowledge
• link tourism with conservation.

In better responses, students were able to:

• name a feature, as required, rather than writing a description (part (a))
• focus on drawing a direct conclusion about the ‘importance’ of a feature rather than describing or explaining it (part (b))
• select a range of relevant features of the society and clearly show how these are part of ‘cultural life’
• focus on evidence from written and/or archaeological sources to support their response
• directly use the source provided to link to an aspect of cultural life which was then expanded upon with their own knowledge.

In better responses, students were able to:

• balance the length of the response to the mark values (part (a) and part (b))
• provide information on each aspect raised by the question, if more than one (part (a))
• use sources to provide information on the question, rather than simply naming a source (part (a))
• make clear judgements showing a range of ideas – not simply all positive (part (b))
• clearly focus on ‘influence’ and ‘on their time’
• directly use the quote at least once as a link to ‘influence’ and then expand upon this using their own knowledge
• not allow the quote to distract them from answering the actual question
• identify other ancient and/or modern sources explicitly and use ‘Plutarch tells us’ or ‘the relief depicting’ or ‘The Temple of Karnak’, rather than simply stating ‘ancient writers’ or ‘buildings, monuments and reliefs’
• use these sources as evidence to answer the question (part (b)).

In better responses, students were able to:

• take the time to consider the full potential or scope of the question
• understand the question in relation to all the relevant syllabus content
• have an accurate understanding of key words, for example, Q32 and Q33 ask about ‘prominent officials’ but many students wrote about pharaohs
• write a clear introduction that sets out a thesis statement
• address relevant issues logically throughout the response in paragraphs
• maintain clear links back to the question in each paragraph
• identify a range of judgements in relation to the question or ‘extent’
• refer to specific information and detailed knowledge throughout
• use historical terms, concepts and language
• use sources, ancient and modern, to support and develop their judgements
• write a conclusion that relates to the argument identified in the introduction.